Wikiversity http://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.10alpha first-letter Media Special Talk User User talk Wikiversity Wikiversity talk Image Image talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk 1 edit=autoconfirmed:move=sysop 55226 2006-12-13T10:36:45Z Cormaggio 8 Protected "[[Wikiversity:Main Page]]": disabling page move option for non-sysops [edit=autoconfirmed:move=sysop] __NOTOC__ __NOEDITSECTION__ {{Wikiversity:Main Page/Welcome}} <!-- Column Sections --> {{Wikiversity:Main Page/Communications and community}} {{Wikiversity:Main Page/Related links}} |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background-color:#F1FAFF; border:2px solid #E6D8C1; border-top:0; padding:0 .8em 0 30px" | '''[[Help:Contents|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} <!-- Sister Projects --> ==Wikiversity in other languages== This Wikiversity is written in English. Started in August 2006, it currently contains [[Special:Statistics|{{NUMBEROFARTICLES}}]] articles. You may read and edit courses in many different languages:<br> {{WikiversityLang}} ==Wikiversity's sister projects== {{Sisterprojects}} <div style="clear:left"></div> </div> [[de:Hauptseite]] [[es:Portada]] [[fr:Accueil]] 6 79425 2007-01-21T03:51:25Z JWSchmidt 20 Reverted edits by [[Special:Contributions/24.251.173.155|24.251.173.155]] ([[User_talk:24.251.173.155|Talk]]) to last version by [[User:Cormaggio|Cormaggio]] using [[Wikiversity:Rollback|rollback]] {{Introduction}} {{Shortcut|[[WV:IS]]}} [[Image:Plato i sin akademi, av Carl Johan Wahlbom (ur Svenska Familj-Journalen).png|thumb|right|300px|Collaboration between students and teachers.]] ==Wikiversity is a learning community== Wikiversity is a communal effort to learn and facilitate others' learning. You can use Wikiversity to find information or ask questions about a subject you need to find out more about. You can also use it to share your knowledge about a subject, and to build learning materials around that knowledge. The basic definition of a ''[[w:university|university]]'' in Latin is ''universitas magistrorum et scholarium'' - a community of teaching and learning. The basic definition of a ''[[wiki]]'' is software that allows collaborative creation of online documents. Wikiversity combines wiki technology and culture with a variety of learning communities and projects. Wikiversity is the ''viciversitas magistrorum et scholarium'' - a wiki-based community of teaching and learning. See below for ideas on how you can help yourself and others or help us help you. ==Wikiversity for learning== In Wikiversity, you can find learning materials of all types to use yourself as self-study materials. If you are interested in learning about a subject, [[Wikiversity:Browse|browse]] our content to see if there is anything that suits your needs. It would also be helpful if you comment on the materials you use, so that we can continually improve our resources. Also, if you want to meet other people who are interested in your subject, you may want to join a [[Wikiversity:Learning community|learning community]] devoted to that subject (or help create one if one doesn't yet exist). You may find someone there who can help you with your learning, or you may want to help someone else with what you already know (or have just found out). Please help Wikiversity to develop its education potential at the [[Wikiversity:Learning|learning]] and [[Wikiversity:Learning projects|learning projects]] pages. ==Wikiversity for teaching== Wikiversity is designed to collect a range of learning materials for a range of uses. These materials are designed, not just for self-study, but also as material which can be used in your classroom. What we aim to provide is a way of searching for content easily, which can be printed/saved and used in class - as well as a lesson plan to guide you through this material. As Wikiversity is only just getting started, there is hardly any content here yet. We would really appreciate any content you have that you would be willing to provide, and maybe also an indication of what you have done with it, and how that worked. In this way, we hope to build a living resource of real use to teachers, not only in their classrooms, but also as somewhere to improve teaching practice through sharing materials and experiences. Please help Wikiversity to develop its teaching potential at the [[Wikiversity:Education|education]] and [[Wikiversity:Teaching|teaching]] pages. ==Wikiversity for researching== Wikiversity will offer a space for not just hosting research, but also facilitating research through creating researcher communities. Please help Wikiversity to do this by adding your ideas to [[Wikiversity:Research]]. ==Wikiversity for serving== Wikiversity will offer opportunities for service and learning development in a variety of contexts. Please help Wikiversity to do this by adding your ideas to [[Wikiversity:Service]]. ==Wikiversity for sharing materials== If you have learning materials that you think could be of use, you can add them to Wikiversity! Or, if you have an idea for how to help someone learn about a topic, you can start developing learning materials right here. However, if it's suitable for a textbook, it's best to add it at [[Wikibooks:Main Page|Wikibooks]]; if it's suitable for an encyclopedia, it's best to add it at [[Wikipedia:Main Page|Wikipedia]]. Textbooks at Wikibooks and resources elsewhere on the internet can be used as materials in a Wikiversity syllabus, and should generally be linked from the module rather than duplicated here. See [[Wikiversity:Browse]] for links to our various sections of materials. You can also read [[Wikiversity:Adding content]] and [[Wikiversity:Naming conventions]] to guide you in adding content. == Wikiversity for sharing ideas== Wikiversity is also a place to share ideas - about how to teach, how to learn, what the best ways of facilitating learning are, what has worked in the past, and what hasn't. It is hoped that Wikiversity will (amongst other things) provide a platform for teachers and learners to form learning communities ''about learning''. == Wikiversity for sharing community== As is obvious from the above, Wikiversity is a place to share community. It is hoped that Wikiversity will not only provide spaces for persons to form various communities of learning and discovery but a place where service, learning and research can be integrated in meaning ways in our lives and larger communities and that we have fun and rewarding times together in bettering our world and societies. ==See also== *The [[Wikiversity:Approved Wikiversity project proposal|Wikiversity project proposal]] that was approved by the Wikimedia Foundation Board of Trustees. *[[:Image:WikiversityReports1.OGG|A video introduction to Wikiversity]] (.ogg format - requires ogg player, such as [http://www.videolan.org/vlc/ VLC media player]) *[[Wikiversity Reports]] - other multimedia content about the Wikiversity project. [[Category:Wikiversity policy]] 7 17 2006-08-15T09:54:19Z Arcadian 9 stub - translated from German at http://de.wikiversity.org/wiki/Vorlage:Hauptseite_Fertige_Kurse We have still no finished courses. Help us to finish one of the existing courses. 8 65167 2007-01-01T07:03:42Z Dobo1 4787 [[:de:|Deutsch]] - [[:es:Portada|Español]] - [[:ka:ვიკიუნივერსიტეტი|ქართული]] - [[b:eo:Wikiversity:Esperanto|Esperanto]] - [[:fr:Accueil|Français]] - [[b:it:Wikiversità|Italiano]] - [[b:nl:Wikiversity:Nederlands|Nederlands]] - [[b:ja:Wikiversity:メインページ|日本語]] - [[b:pt:Wikiversidade|Português]] - [[b:sr:Викиуниверзитет|Српски]] - [[b:sv:Wikiversity|Svenska]] - :[[m:Requests for new languages#Wikiversity Language Requests|Request]] a new Wikiversity website in another language. Use the [http://beta.wikiversity.org Wikiversity Beta] multilingual hub to start making Wikiversity pages for another language. 9 77556 2007-01-17T04:52:22Z JWSchmidt 20 [[Portal:Research]] __NOTOC__ __NOEDITSECTION__ <center><big>'''Help us develop the Wikiversity online learning communities for these subject areas and specific topics!'''</big></center> {| width="100%" cellspacing="5" cellpadding="5" style="margin: 0.8em 0 0.8em 0;" <!----------- Humanities and Arts -----------------------------> | width="50%" valign="top" style="border: 1px solid MediumAquamarine; background: honeydew;"| <div align="right" style="float: right;">{{Click|image=Nuvola apps kcoloredit.png|width=40px|height=40px|link=Wikiversity:Major portals|Major Portals}}</div> <div align="center" style="font-size: 120%; margin: 0.4em 0 0.4em 0;"></div> ==<Center>[[Wikiversity:Major portals|Major Portals]]</center>== {{Template:Portal_Header}} ==<Center>[[Portal:Learning Projects#General projects|General Community Learning Projects]]== {{Template:Learning_projects_header}} ==<Center>[[Portal:Research|Research Projects]]</center>== {{Template:Research_projects_header}} ==<Center>[[Wikiversity:Schools|Major Schools]]</center>== {{Template:Learning_Projects_Header}} ==<Center>[[Wikiversity:Topics|Major Departments]]</center>== {{Template:Major_departments_header}} ---- <center>''Please feel free to add to the lists above. Read [[Wikiversity:Namespaces]] and [[Wikiversity:Naming conventions]] so you know how to name new Wikiversity pages.''</center> |} [[Image:Schooldivdeptstructure.png|frame|center|Wikiversity has a [[Wikiversity:Namespaces|namespace]] hierarchy for organization of academic subjects and topics. Wikiversity "schools" and "departments" are content development projects where Wikiversity editors collaborate to create learning resources in particular subject areas. Each school is specialized for studies of several academic topics that can be organized as the departments of a school. Several schools might link to the same department. Any [[Portal:Learning Projects|learning project]] can be linked to by multiple departments. See [[Wikiversity:Naming conventions]] for details.]] [[Category:Wikiversity]] 13 79359 2007-01-21T02:16:01Z CQ 1939 /* Requests */ added section /* Elementary education */ link: [[Homework help]] If you have a request for types of materials you would like to use, or develop, please add them to this page (below), or to the subject area you are interested in (see [[Wikiversity:Browse|Browse]]). You can also '''[[Wikiversity:Be bold|be bold]]''' and try to add materials yourself - see this [[Wikiversity:Introduction edit|tutorial]] page to find out how. {{info|Links that are BLUE are requests for EXPANSION. Links that are RED are requests for NEW CONTENT OR PAGES.}} {{info|Before requesting new content or pages, <big>'''use [[special:search|Search]] function'''</big> to check if it already exists. Try to make sure that you want to request new content or pages; try to request stuff that exists, but be bold, so if you do, remember, its not a big deal. It's a Wiki for a reason. }} If adding a request, '''please put its name in the 'Summary' field of the edit form.''' This allows fellow [[Wikiversity:users|collaborators]] watching this page to note additions from their watchlists. ''Suggestion: also add a link to the Wikipedia article on the topic. If there aren't even enough people to build an encyclopedia article, then there won't be enough people to build an entire book.'' ==Requests== ''It is highly recommended that you '''[[Wikiversity:browse|browse]]''' for relevant topics before posting them here; they may already exist, or may be in the works.'' ''Add your requests below'' *Uncategorized **[[How to make Financial Models]] **Sports category, need a category and more pages. **Indian Political Economy **Wine Appreciation **Interior Designing **Credit Help **Some Vocational tests might come handy **Canadian Law **Financial accounting **Calculus-Based Physics(Mechanics) <-----Do you mean [[Hamiltonian mechanics]]? --[[User:Aniruddhgoswami|Aniruddhgoswami]] 05:45, 23 November 2006 (UTC) **'''Project Life Cycle (Detailed steps)''' **Telecommunication Overview **Entrepreneurship ** [[Learn Violin]] (may exist under another name, was in created pages) <!-- Add above this line, if you don't know what category they go in --> *Computer Related **EMBEDDED HARDWARE (may exist under another name, was in created pages) **EMBEDDED "C" (may exist under another name, was in created pages) **==RUBY Programming== **Cocoa Programming **Information Security Audit *English studies **Analytical Critique **Grammar **Literature *Medicinal Chemistry: **Mec.Chem. Principalities. *Nursing: **Graduate Nursing elearning tools **Nursing Proccess **Emergency Nursing **Oncololgy Nursing **Medical-Surgical Nursing **Hospice Care **Advanced Practice Nursing **Critical Care Nursing *Dentistry and related Dental Sciences: *Languages **Learning Hebrew **Esperanto language lessons **Learning Russian **Learning Czech **Learning Arabic [[User:Elatanatari|Elatanatari]] 00:29, 25 November 2006 (UTC) *History **South/Central American Revolutionary Groups **Soviet Union History *Page containing links to free-access online peer-reviewed journals - this can be used also to get links for use on subject and project pages (see my userpage for a few already obtained by me: [[User:Jimbobalina2005|Jimbobalina2005]] ) ===Elementary education=== *[[Homework help]] *... ==Created pages== {{info|If creating a page, name the page appropriately and '''link''' it to it from here. To do this, put your pagename first, the pipe character, and then the name that had been requested here (if different), all enclosed in two square quotes. eg - <nowiki>[[My Fantastic Page Name | Name Requested Here]]</nowiki>}} * [[Algebra One]] <-- ''see also [[College Algebra]]'' * [[Learn Piano]] * [[Russian Revolution]] * [[Combinatorial Chemistry]] ==See also== See also: [[:Category:Wikiversity maintenance]] -> [[Wikiversity:Page creation requests]] -> [[Wikiversity:Stub]] -> [[:Category:Stubs]] *[[Wikiversity:Articles for creation]] *[[Wikiversity:Introduction edit]] - [[Wikiversity:Why create an account|Create a Wikiversity user account]] then create pages yourself. [[Category:Wikiversity maintenance]] [[Category:Wikiversity administration]] [[Category:Stubs]] 26 68505 2007-01-09T01:49:58Z Mystictim 626 /* Course Titles and Numbers */ {{Shortcut|[[WV:RULES]]}} {{Wikiversity organization}} See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies. Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. Discussions related to the development of research policy are going to be conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org], you can start at: [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Scope of research]. == Existing Policies == ===Policies=== ====Behavioural==== *[[honesty and integrity]] * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ===Guidelines=== ====General==== * [[Wikiversity:Be bold|Be bold]] ===Other=== * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] == Proposed Policies == ===Policies=== ====Course Titles and Numbers==== [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] ====Behavioural==== * [[Wikiversity:Username|User Names]] * [[Wikiversity:Bots|Bots]] ====Content policies==== * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] * [[Wikiversity:Naming conventions|Naming conventions]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] =====Sources===== * [[Wikiversity:Verifiability|Verifiability]] * [[Wikiversity:Reliable sources|Reliable sources]] ====Enforcing policies==== * [[WV:BLOCK|Blocking Policy]] * [[Wikiversity:Deletion policy|Deletion policy]] ====Misc==== * [[Wikiversity:Ignore all rules|Ignore all rules]] * Petition moved to [[Wikiversity:No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] ===Guidelines=== ====Content==== * [[Wikiversity:Cite sources|Cite sources]] ===Other=== * [[Wikiversity:Mission|Wikiversity mission]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:Privacy policy|Privacy policy]] [[Category:Wikiversity policy]] 28 80999 2007-01-25T20:32:13Z Robert Elliott 1436 /* Lesson Plans */ clarification and reply and clean up __NEWSECTIONLINK__ {{Wikiversity organization}} {| style="font-size: 95%; margin-right:5px; border-style: solid;" | style="vertical-align:middle; width: 30%;padding: 10px; " | [[Image:Marburger-Religionsgespräch.jpg|270px|center]]<br /> <div style="text-align:center;">'''[{{fullurl:Wikiversity:Colloquium|action=edit&section=new}} Start your discussion here]'''<br /> <small>Please sign with <code><nowiki>-- ~~~~</nowiki></code></small></div> | style="vertical-align:middle;padding: 10px;" | {{Portal-head2|547892|Welcome}} You have questions, comments or suggestions about Wikiversity? That's what this page is for! You can also find some general information at * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] * [[Wikiversity:Scope|Wikiversity's Scope]] * [[mw:Project:Support desk|Questions about the Mediawiki software]] <div style="text-align: left; clear: right">'''Communication:''' [[Wikiversity:Chat|Chat]] · [http://mail.wikimedia.org/mailman/listinfo/wikiversity-l Mailing list] </div> |} {{Shortcut|[[WV:C]]}} [[Category:Community discussions]] [[Category:Non-talk pages automatically signed by HagermanBot]] [[de:Wikiversity:Cafeteria]] [[es:Wikiversidad:Claustro Wikiversitario]] [[fr:Wikiversité:Colloque]] '''<center>[http://en.wikiversity.org/wiki/Wikiversity:Colloquium?action=purge Purge Cache] - [[/archives|Colloquium Archives]]</center>''' == Text Align == Does any one know how to get text aligned to the right of a page?--[[User:Elatanatari|Elatanatari]] 01:20, 1 January 2007 (UTC) <div align="right"> [[User:Rayc|Rayc]] 07:07, 1 January 2007 (UTC)-- No... wait, yes, I do.</div> Thank you. --[[User:Elatanatari|Elatanatari]] 02:17, 3 January 2007 (UTC) == French == Anybody interested in the [[French Department]]?[[User:Elatanatari|Elatanatari]] 01:21, 1 January 2007 (UTC) == High School Diplomas == I was rumaging through Wikibooks today, and came across this note on the [[b:Wikibooks:Study help desk#Online High School Diploma|Study Help Desk]]: :Will there be an opportunity for people to earn a high school diploma with Wiki....? I am Assistant Superintendent for the Rochester NH public schools and am interested in access to course materials, GED service and high school diploma opportunities for non traditional students. :65.175.134.16 13:15, 11 October 2006 (UTC)Kent Hemingway65.175.134.16 13:15, 11 October 2006 (UTC) :hemingway.k@rochesterschools.com 603-332-3678 Please, please would some people here interested in developing formal academic "diplomas" or "degrees" get in contact with this individual. I feel very sheepish that I didn't catch this before, as this is an incredibly generous offer, particularly as this school district is very much interested in working with Wikimedia projects to develop a high school curriculum for non-traditional students. It is individuals like this that would go a very long ways to getting "accredited" status for some Wikiversity projects, or at least prove that the idea of Wikiversity has some very strong merit. Don't let this pass by without further comment or letting this educator know what Wikiversity has to offer. --[[User:Robert Horning|Robert Horning]] 08:00, 1 January 2007 (UTC) :Hello Robert, :[http://beta.wikiversity.org/wiki/Wikiversity:Scope/En#Earning_Degrees|this] can help: ::In order to earn a degree, a certain amount of credit must be earned with an accredited organization, that is, some body of experts must determine that the program and the coursework make sense in the context of the degree to be conferred. ::'''Wikiversity will not be a degree granting institution''', although the materials available at Wikiversity can definitely be used by students and instructors at accredited institutions as a basis for the partial fulfillment of examination requirements for an accredited course. ::What Wikiversity is not ::* We do not run traditional courses ::* We do not grant degrees ::* We are not out to get accreditation :there are some dangers, which could happen e.g.: how can you prove, that the user is really the user and not an expert, who (s)he hired? :But, if Mr. Hemingway wants to do this on behalf of his school I think he can do this, by using material from Wikiversity and then his organization (Rochester NH public schools) can certify, when they have found a way to do this. :But Wikiversity does not give degrees. ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 10:32, 1 January 2007 (UTC) ::I was not aware that this was considered a settled question, but rather something put forth for future review after Wikiversity was well established. Yes, I know that Wikiversity does not grant degrees or diplomas, but there certainly have been many Wikiversity participants over the years (yes, years) that have strongly suggested that at some point in the future that such sort of diploma or degrees might indeed be granted. I was strongly suggesting that if such a course of action were to take place, that it would be with educational institutions just as this educator has suggested. ::The standards for accreditation of a High School program aren't nearly as strict as what is needed for university type accreditation as well, which is also why I brought this up at this time. For those Wikiversity participants who want to follow this line of thought and try to establish such a program, this is an opportunity to do so. Establishing a GED program would IMHO be a very good first step in that direction. ::BTW, the main reason for the "No degree" clause in the Wikiversity charter is to make it clear that Wikiversity hasn't achieved anything even resembling accreditation that would be necessary in order to grant those degrees, and that the WMF isn't going to directly finance and support any such effort to gain accreditation. That is something that must come from ''within'' the Wikiversity user community first if it is ever going to happen. There has also been some very significant resistance on the part of the WMF board of trustees that the topic even be broached, but it has and it is consistant that the topic is talked about. --[[User:Robert Horning|Robert Horning]] 11:34, 1 January 2007 (UTC) :::Hello Robert, you are fully right with, that this may get changed in the future, so I put this idea also at [http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope/En#about_degrees beta-Wikiversity] on the relevant page, so in the future this idea/contact of person does not get lost. ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 12:24, 1 January 2007 (UTC) :It would be great if Wikiversity had a project to support people who are trying to pass the [[w:General Educational Development|GED]] tests. See [[Wikihigh]]. --[[User:JWSchmidt|JWSchmidt]] 15:31, 1 January 2007 (UTC) ::Samething for all the other standardized tests, AP exams, and specialized licenses... hmm I wonder if I can set up a how to get a ham license course.--[[User:Rayc|Rayc]] 01:14, 2 January 2007 (UTC) ::: Something that would be useful if someone could set up a page for each type of test, and then links to resources about that test. [[User:Roadrunner|Roadrunner]] 03:07, 9 January 2007 (UTC) I created a portal for test preparation [[Portal:Test preparation]] and a [[Study guide:GED]] stub. If someone can go through the portal and add every test and certification they can think of, we can then create the pages [[User:Roadrunner|Roadrunner]] 03:17, 9 January 2007 (UTC) == Passing variables between pages & If statements == [[Image:Nuvola apps package edutainment.png|right]] ;Anyone know how to do this? :I want to print a sign at the top of each page of a lesson when the lesson is "UNDER CONSTRUCTION TODAY". :Therefore, I want to pass a variable (UNDERCONSTRUCTION = "true") to all the pages of the lesson and then I want an IF statement on each page to decide if it should print the message or not. :That is<nowiki>:</nowiki> ::<big><font color="green"> If ($UNDERCONSTRUCTION = true), print "==Under Construction Today==" otherwise print "nothing". </font></big> :Anyone know how to do this? [[User:Robert Elliott|Robert Elliott]] 15:13, 3 January 2007 (UTC) ::Can you just edit the template and switch between two different versions of the template? --[[User:JWSchmidt|JWSchmidt]] 17:58, 3 January 2007 (UTC) ;Yes, that is possible :Yes, you can do that but I indent to do much more with variables. I just gave a very simple example. I will probably have a different variable for each lesson and the variable will effect multiple pre-defined options in the template. :I SEE that "IF" statements are possible by looking the UPLOAD template but I don't know how to pass variables. There seems to be a lot of undocumented features of Wiki that might be very useful. [[User:Robert Elliott|Robert Elliott]] 19:15, 3 January 2007 (UTC) ::*Have you seen [[m:Help:Advanced templates|Help:Advanced templates]]? --[[User:JWSchmidt|JWSchmidt]] 19:53, 3 January 2007 (UTC) ::*Thanks. That will be useful!!! [[User:Robert Elliott|Robert Elliott]] 03:08, 8 January 2007 (UTC) I've been trying to do something like this for 4 months with the quizzes. I've been talking with someone on the Spanish wikipedia an he stuff like that is possible using monobook functions. Though messing up in editing the all user monobook file here might cause no one to be able to access wikiversity, so I've not been bold enough to test it out. As a stop gap for your problem, this code could work to switch from "under construction" to nothing on a given day. <s>I'm not such which day it's currently set for without having to find a calculator, though :)</s> How about after March? :<nowiki>{{#switch:{{#expr:{{CURRENTMONTH}}>3}}</nowiki> :<nowiki>|0=</nowiki> :<nowiki>'''This page is under construction'''</nowiki> :<nowiki>|1=</nowiki> :<nowiki>}}</nowiki> --[[User:Rayc|Rayc]] 04:10, 5 January 2007 (UTC) == Wikipedia on opening screen == Why isn't Wikiversity on the language screen when you go to www.Wikipedia.com and how can we change that? :I think the thing to do is go to [[m:Talk:Www.wikipedia.org template|Talk:Www.wikipedia.org template]] and request that Wikiversity be added. --[[User:JWSchmidt|JWSchmidt]] 17:55, 3 January 2007 (UTC) ==[[Wikiversity:Featured | Nomination of featured content for front page]]== Hi everyone it has been proposed that we start adding featured content to the front page. Please post your [[Wikiversity:Featured | nominations here]] and your [[Wikiversity Talk:Featured | thoughts here]] on featured content. [[User:Mystictim|Mystictim]] 18:06, 5 January 2007 (UTC) :Also, each [[Wikiversity:Major portals|major Wikiversity portal]] should have its own section of featured content for its own subject areas. --[[User:JWSchmidt|JWSchmidt]] 18:26, 5 January 2007 (UTC) ---- ;Table of Content for Students *Eventually, there needs to be a table of content for completed and fully-working lessons. The current structure is good for people who are looking to write pages but the current system is not good for people who want to take lessons. These people want to quickly find the actual lessons which are finished and working. This new browser for students should be free of all stubs and empty or unfinished lessons. The new browser for students should only list what is working today. [[User:Robert Elliott|Robert Elliott]] 22:43, 5 January 2007 (UTC) **[[b:Wikibooks:Featured books|Wikibooks]] has several categories on their "featured books" page, "completed", "well developed, usable" and "books of the month". They also have a system for marking the extent of development of books and indicating specific problems such as "poor organization" and "too many stubs". The Wikiversity [[Wikiversity:Major portals|portals]] need to do a good job of guiding people to existing educational content, but we also need to encourage students to participate in the creation of Wikiversity's educational content. Wikipedia is six years old the vast majority of the articles are still being developed. --[[User:JWSchmidt|JWSchmidt]] 23:15, 5 January 2007 (UTC) ---- So, maybe "collaboration of the week" instead of "Featured content"?--[[User:Rayc|Rayc]] 05:04, 6 January 2007 (UTC) :Hopefully featured content will attract editors. I think "collaboration of the week" is fine, but it is often a process that is not worth entering into unless there is first a list of editors willing to help edit a particular page. We could have [[Wikiversity:Collaboration of the week]], where pages are nominated and a specified minimum number of editors must "sign-on" before the collaboration begins. --[[User:JWSchmidt|JWSchmidt]] 05:20, 6 January 2007 (UTC) ==Monobook Quiz== Anyone up for a monobook quiz? --[[User:Rayc|Rayc]] 04:19, 8 January 2007 (UTC)[[Image:Quizworks.PNG|right|300px]] *Where is the link? The page address shown in the image is not working. [[User:Robert Elliott|Robert Elliott]] 13:09, 8 January 2007 (UTC) **It only works for me, since I've only edited my own [[User:Rayc/monobook.js|monobook setings]]. I'm trying to figure out how to get it to work for everyone now.--[[User:Rayc|Rayc]] 15:34, 8 January 2007 (UTC) ==[[:Category:Learning activities | Categorising learning activities]]== Hi I've started a project to categorise the pages that have learning activities for participants at Wikiversity. This will help identify the range of learning activities available at Wikiversity point learners in the direction of learning activities and give learning facilitators ideas for the learning activities they are creating. I've started working through this [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=0 Alpahabetical list] and got up to '''Institutional ethnography'''. If you think this is a useful endevour please help out. [[User:Mystictim|Mystictim]] 13:47, 8 January 2007 (UTC) :I would say this could by done by robot and there could be established a special page in a special wikiversity namespace. Anyway it could be usefull to add in if the page is active, in preparation, or finished (for temporal projects).--[[User:Juan|Juan]] 17:17, 10 January 2007 (UTC) ::The page [[:Category:Learning activities | Learning activities]] lists progress so far. A robot would be great however it would be difficult to automate the process as their are many different types of learning activities. I like the idea of sub categories. I'll use the categories '''Completed learning activities''' for those pages with effective and complete learning materials and '''Popular learning activities''' for those pages that have been edited or visited the most over the last two weeks. This will give four arrangements ::#Completed and Popular (In both categories) ::#Completed and unpopular (only in Completed category) ::#incomplete and Popular (only in Popular category) ::#unpopular and incomplete (in neither category). ::The complete and popular pages will look after themselves, Completed and unpopular pages will need improvements or publicising, the incomplete and popular pages should look after themselves as they are being developed, the final group of unpopular and incomplete learning activities will need individual attention. As the list of Learning activities is quite short it will be easy to add these subcategories to the appropriate pages. . [[User:Mystictim|Mystictim]] 19:41, 10 January 2007 (UTC) ---- ;"Yelling into a dark and empty cave?" :"Learning activities" must have certain elements otherwise they are no better than "yelling into a dark and empty cave". There must be specific goals and someone must be listening. :Therefore, to be a learning activity, a page must<nowiki>:</nowiki> ::1. Ask the participant to do something. (Just reading and thinking about something is not enough.) ::2. There must be someway to reach someone who will actually listen and reply. This can be<nowiki>:</nowiki> :::A. A teacher or moderator who will reply. ::or :::B. A clear procedure for posting the answer for other participants to read and reply. :So far, none of the classes you have identified do this. [[User:Robert Elliott|Robert Elliott]] 16:10, 8 January 2007 (UTC) ---- I would add: C. Click the edit button and participate. --[[User:JWSchmidt|JWSchmidt]] 16:26, 8 January 2007 (UTC) ::Rather than an empty cave Wikiversity is more a slab of marble which is just beginning to be carved into the most beautiful monument to human achievement. Your right of course effective learning requires much more than just learning activities. However as our slab of marble hasn't taken shape yet I suggest that it isn't that useful to say what is and what isn't a learning activity. What would be useful is to identify the range of learning activities that people have already created. These will give other people ideas about creating and improving learning activities on Wikiverstiy. In a few years time we will be able to look at the Wikiversity and say yes these are the effective learning materials and this is how they can be created but for the time being we are all just chipping away at a huge block. [[User:Mystictim|Mystictim]] 00:02, 9 January 2007 (UTC) ;Yes, but in the meantime... :Yes, but in the meantime, how do we direct potential students to actual lessons (and not just to stubs or blank pages which say "Click the edit button to participate.") [[User:Robert Elliott|Robert Elliott]] 02:05, 9 January 2007 (UTC) ::We need to make sure that [[Wikiversity:Major portals|Wikiversity portals]] efficiently direct visitors to the "actual lessons". [[w:Portal:Philosophy|Example of a portal at Wikipedia]] <-- note how most of the links are to encyclopedia articles with one small section down in the lower right for content development "wikiprojects". Since Wikiversity is so new, most of our portals emphasize links to our content development pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. Wikiversity needs an efficient system of portal pages to connect visitors to "actual lessons". --[[User:JWSchmidt|JWSchmidt]] 03:01, 9 January 2007 (UTC) :::And how will you find these actual lessons? You could search through all the articles on Wikiversity and categorise them accordingly. Alternatively you could help to categories all [[:Category:Learning activities | learning activities]] which will give you a shorter list to check for completed lessons. The advantage of this course of action is that not only will it make finding completed lessons easier but it will show where work needs to be done on incomplete lessons, provide a range of examples for people developing learning materials and act as a source of evidence to help develop an effective wiki pedagogy. One result of my categorising learning activities is that I've noticed just how few learning activities are present on Wikiversity. This suggests to me that we are in desperate need of clear guidance to contributers on how to create effective learning activities for their lessons. [[User:Mystictim|Mystictim]] 12:04, 9 January 2007 (UTC) ::::I agree that we are in deep need of guidance to educators on creating content that could be of use to people. Added to this, we need guidance to potential learners on how they can get the most out of content that is here. Wikiversity is still very raw and rough - and, I suspect, only really welcoming to people who want to ''add'' content, or who are interested in the project's goals. Expecting people to click edit and participate isn't really good enough, without clear reasons and/or means for doing so. Having general guidelines for good practice (as Robert outlines above), or even developing some exemplars of good content, as well as notes to learners on how they can learn through participation, should really be a top priority at the moment, IMHO. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 12:34, 9 January 2007 (UTC) *Please contribute better "guidance" for educators and learners at pages such as [[Wikiversity:Adding content]], [[Wikiversity:Learning goals]], [[Wikiversity:Welcome, newcomers]], [[Wikiversity:Introduction]], [[Wikiversity:Wikiversity teachers]], [[Wikiversity:School and university projects]], [[Portal:Education]]. When we decide on some [[Wikiversity:Featured|featured content]] for the Main Page we can add some good examples of Wikiversity "learn by doing" activities to the [[Wikiversity:Guided tour|guided tour]]. ::I always mentally pictured Wikiversity as a sort of global student union where discussions would result in draft material, questions and answers which could be massaged wiki style into lesson plans, texts, and question sets for groups or individuals to work with at their own pace. For some reason the site is not sticky enough to attract large enough participation to create such groups or crowds around areas of interest to wikify. Perhaps we should be thinking about how to attract existing groups to serve as a nucleus of activity rather than depending on individuals of similar interests running into each other on the site. [[User:Mirwin|Mirwin]] 06:19, 10 January 2007 (UTC) :::It took several years for Wikipedia to establish groups of collaborators who could start to function as distinct communities for particular topic areas. Established collaborations attract more participants, but getting them started in the first place is a problem. Recruiting existing groups to come to Wikiversity is a good idea, and I imagine that such recruiting is most likely to have success when you recruit experiences wiki editors. Most of the world's supply of experienced wiki editors are [[Wikiversity and Wikipedia services|Wikipedia editors]]. One strategy is to start pages at Wikiversity for topics that are of interest to Wikipedia editors. For example, if Wikiversity had useful resources for finding good sources for articles at Wikipedia, then Wikipedia editors would come on over to make use of those resources. Another good option is to try to attract teachers who are looking to use a wiki in their conventional class. We now have [[Wikiversity:School and university projects]] and need to do some work to help make it easy for teachers to engage their students in editing projects at Wikiversity. We also need to [[Wikiversity:Featured|feature]] and describe some examples of such projects. --[[User:JWSchmidt|JWSchmidt]] 20:14, 10 January 2007 (UTC) ==Textbook type content on Wikiversity== While categorising learning activities I've noticed that many contributors are providing textbook type content that would be better suited to Wikibooks or Wikisource. Do we need to encourage these contributor to move their work? and should we put in motion a system to help them migrate this content to Wikibooks and Wikisource? :We now have {{tl|Welcome and advise}}. This template can be placed on Wikiversity pages that have some educational content, but that existing content seems like an encyclopedia article or a part of a textbook. Eventually we will need to be able to easily transfer content to other projects such as Wikibooks. I think [[User:SB Johnny]] was working on getting the ability for Wikibooks to import content from Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 15:31, 9 January 2007 (UTC) ::The template should be very useful I've reworded it to make it more friendly. [[User:Mystictim|Mystictim]] 21:01, 9 January 2007 (UTC) :::Perhaps we should invite Wikibooks authors/teams to come to Wikiversity to create lists of keypoints, learning objectives, examples sets per chapter/subject, question/answer sets, etc. to help make the site come alive. If successful these activities could increase interest in their particular wiki textbook and even help get some of their textbook writing, editing, proofing and testing done. Perhaps we could interest some authors in giving brief week long seminars advertised on the Wikiversity front page for their subject and then regulars pitch in with an interesting question apiece to help make the weekly seminars come alive for casual dropins directed there by the page. We could also ask Wikipedia for an appropriate mechanism to advertise the seminars there. This might direct interested Wikipedians to some some live areas of activity on Wikiversity (and Wikibooks) rather than exposing them inevitably to the huge block of blank granite, the huge quiet cavern, the endless lists of empty course numbers, etc. Clearly the authors could take any resulting FDL'ed materials, polish it and insert it into their texts at Wikibooks. Perhaps there could be some previously empty chapter seminars. Participants could be encouraged to cite online sources to help get some scholarship done for the lead authors. [[User:Mirwin|Mirwin]] 06:31, 10 January 2007 (UTC) ::::We could certainly [[Wikiversity:Featured#Sister projects|feature]] efforts at sister projects that are of interest to Wikiversity participants. Many Wikiversity pages point to Wikibooks textbooks and have a comment such as, "please help improve this Wikibook". We could also feature Wikipedia pages that need better sources....which is something that Wikiversity participants should be willing to help with. --[[User:JWSchmidt|JWSchmidt]] 17:04, 10 January 2007 (UTC) Anyway I think I will create text book with students via wikiversity and then when moreless finished it could be move to wikibooks. Is this a suitable way?--[[User:Juan|Juan]] 17:23, 10 January 2007 (UTC) :We are still exploring how best to do this. You can certainly start a page at Wikiversity that is a project for creating a textbook. The names of Wikiversity pages for content development projects should start with the "Topic:" prefix (see: [[Wikiversity:Namespaces]]). As soon as you identify a textbook module, you might as well create a page for it at Wikibooks. --[[User:JWSchmidt|JWSchmidt]] 17:46, 10 January 2007 (UTC) ::This is already something that has miffed some people on Wikibooks, who think that Wikiversity is undermining that project's scope. My feeling on this is that if something is explicitly being developed as a textbook, it should be created on Wikibooks. Wikiversity could certainly act as the spark for the book, or contain resources to help create the book, but the book really does belong on Wikibooks more than here. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 13:57, 12 January 2007 (UTC) :::This idea pushes users of wikiversity to became the users of Wikibooks.--[[User:Juan|Juan]] 15:22, 12 January 2007 (UTC) ::::Why not be both? [[Wikiversity and Wikibooks services]] is a very brief attempt to outline possibilities for cooperation between the two projects (for which there is great potential). But, despite the lack of information there, the main question here is what the purpose of specific pages/projects is - is it to create a textbook; is it to learn ''how to'' create a textbook; is it to learn ''through'' writing a textbook; is it to learn about something by using a textbook? In my interpretation of our relationship with Wikibooks, the only situation which would be exclusively applicable to Wikibooks would be the first option, ie. "creating a textbook". In the other cases, the work would be distributed between the two projects, according to each project's scope. Attempting to write textbooks completely on Wikiversity ''does'' undermine the scope of Wikibooks. However, there ''are'' ways of making this work genuinely complementary - in other words, it should always be possible to consolidate a textbook-writing project on Wikibooks with a learning community or bank of resources on Wikiversity. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 14:22, 13 January 2007 (UTC) Glad someone pointed out this template. I've been trying to encourage people in the Languages to avoid reproducing work already at Wikibooks. [[User:Jade Knight|The Jade Knight]] 08:33, 14 January 2007 (UTC) == Categorizing on a subpaged wiki == I've noted that the recent categorizing project isn't taking into account the subpages. When categorizing a page that is a subpage, it's usually a good idea to list alphabetically by the subpage, rather than the parent. We've been on a major cleanup project with this on Wikibooks the last few months. The easiest way to do it is like this: :<nowiki>[[Category:Categoryname|{{SUBPAGENAME}}]]</nowiki> That way the page's category won't need renaming if it is moved later. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 09:40, 10 January 2007 (UTC) :Just in case anybody else is as clueless as me - you substitute "categoryname" for the category's real name, but leave <nowiki>"{{SUBPAGENAME}}"</nowiki> as it is. It took me a few goes to get this right. :-) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 11:20, 14 January 2007 (UTC) ::Oops, sorry... yeah, that's what I meant :P. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:58, 14 January 2007 (UTC) :::Maybe we should start a "tips and tricks" page, or some kind of wikimedia "cheatsheet" with some magic codes? Just an idea. [[User:Historybuff|Historybuff]] 17:59, 14 January 2007 (UTC) ::::Category "tricks" can go [[Help:Category|here]]. --[[User:JWSchmidt|JWSchmidt]] 18:09, 14 January 2007 (UTC) :Could someone point me to an example page where this should be used.--[[User:Mu301|mikeu]] 16:20, 22 January 2007 (UTC) ::There are many subpages in [[:Category:Japanese]] that I just quickly threw into [[:Category:Japanese]]. --[[User:JWSchmidt|JWSchmidt]] 16:34, 22 January 2007 (UTC) :::I just made these changes to [[:Category:Astronomy Project]] An article with a long name like [[Observational astronomy/Extrasolar planet]] gets sorted based on a word in the middle of the title. I'm not sure that this is an improvement. It might be more readable to supress the '''Observational astronomy/''' and just list the subpage name. Compare to [[:Category:Astronomy]] which is the standard sort. Thoughts, anyone? (note: I have left a number of articles in both catagories to make it easier to find things while we only have a limited number of pages. Later I will probably just have [[:Observational astronomy]] in the [[:Category:Astronomy]] and all the Observational astronomy/Subpages in [[:Category:Astronomy Project]]. Does that make sense? or is it better to just leave them in both categories?)--[[User:Mu301|mikeu]] 16:11, 23 January 2007 (UTC) == square corners or rounded corners? == [[Image:Square vs round corners.png|thumb|right|368px|Click image to enlarge. See the discussion at [[MediaWiki talk:Monobook.css]].]] Should Wikiversity use square corners or rounded corners? Join the discussion at [[MediaWiki talk:Monobook.css]].--[[User:JWSchmidt|JWSchmidt]] 15:02, 11 January 2007 (UTC) ==Requests for page improvements== I've noticed that their are a number of templates and categories being use to request page improvements. I feel this is a good move however we need to adopt a common approach to avoid duplicating work and sending out conflicting messages. Also I feel strongly that the messages should not put of new editors and should be welcome and encourage them to keep on participating. I've started a debate on this over at [[Wikiversity talk:Welcome templates | talk:Welcome templates]]. [[User:Mystictim|Mystictim]] 16:04, 12 January 2007 (UTC) :Oops! I should have read the earlier discussion about [[Wikiversity:Colloquium#New deletion template|New deletion template]] and [[Wikiversity:Colloquium#New deletion template|Page deletions]] first nothing like reinventing the wheel to make you look a total fool. [[User:Mystictim|Mystictim]] 17:59, 13 January 2007 (UTC) ::I looked through the entire Wikiversity main [[Wikiversity:Namespaces|namespace]] this week (I suspect this is the last time I will be able to do that!) and large parts of the other namespaces. It has not been unusual for multiple people to create new pages for something without their having found the previously existing page(s) that already do the same thing. We need to be better about adding pages to [[Help:Category|categories]] and linking related pages. We need to work on our [[Wikiversity:Major portals|portal pages]] so that they guide Wikiversity participants to existing content. Finding relevant past discussions is a serious problem. I hope Wikiversity can eventually have a full-featured (including search) system for threaded discussions (see the wish list at [[MediaWiki Project]]). Wikiversity is accumulating many templates. Maybe we should have something like [[Portal:Templates]] that would provide a user-friendly guide to all of our templates. We already have [[Wikiversity:Templates]]. --[[User:JWSchmidt|JWSchmidt]] 18:22, 13 January 2007 (UTC) == Botany Ink Drawing == [[Botany Ink Drawing]] is a subject, which looks for participants. You can study, by the easy way, how to make a descrtiptive drawings of tissues, organs and plants. It is mostly based on the home work and then showing of your pictures and discussion upon them. You are welcome.--[[User:Juan|Juan]] 18:12, 12 January 2007 (UTC) == Power Point like Lessons == I think that if we could organize our lessons like power point projects we could teach our lessons with a more personal approach. I was at music class last night and I played a game talking about the history of musicians. It was organized so that I could listen to the lesson, see the text down at the bottom, and see pictures that went along with the lesson. If someone could develop software for Wikiversity that was like that it would be great. The only cost to the editor would be a microphone. Some of this may seem far fetched but it could be made avaliable to the public easily with a good software programmer. We could even have someone that would say the script while the editor wrote the script. {{unsigned|68.94.121.50}} 15:06, 13 January 2007 :Anything is possible, but I'm not sure what is practically doable at this point in time. We could certainly chat more about it. Also, we have to consder that different people learn in different ways, and there isn't one best way for everybody. I do think your approach is interesting, though. [[User:Historybuff|Historybuff]] 08:03, 14 January 2007 (UTC) ::Sounds like you're talking about developing some sort of [[w:Virtual learning environment]] software - there has certainly been interest in doing this (or, perhaps, making an existing, open-source package 'pluggable'). I'm also not sure how 'doable' or 'far-fetched' it is - perhaps if people are interested (or even experienced in some way), they could start a page like [[Wikiversity:Virtual learning environment]]? I agree - it does sound interesting. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 12:11, 14 January 2007 (UTC) :Yes, I've added a stub for a Learning Project at [[Remote_Learning_Development]], actually. I do think this should be persued, but this is a long term (strategic) goal in my mind. When I said practical, I meant in terms of the number of wikiversity developers/students that we have currently available that might be tackle this. We could always look at what is out there in the community, of course. [[User:Historybuff|Historybuff]] 17:49, 14 January 2007 (UTC) Yeah it sounds good, but lotsa work. Why not to support OpenOffice project?--[[User:Juan|Juan]] 19:05, 15 January 2007 (UTC) :Does OpenOffice have something for realtime group collaboration? I use it, and unless I'm blind, there is nothing in the current version. Maybe in the devlopment tree somewhere? Any clues would be good. [[User:Historybuff|Historybuff]] 21:59, 15 January 2007 (UTC) :A proposal has started along these lines at [[Wikiversity_talk:Sandbox_Server]]. It wouldn't be exclusively for the learning component, but it's one thing it can be used for. :This project needs senior member sponsors! Please lend your support. [[User:Historybuff|Historybuff]] 17:02, 17 January 2007 (UTC) :'''Update''': we have had a succesful initial test. [[User:Historybuff|Historybuff]] 05:17, 23 January 2007 (UTC) == Templates for tests? == I was speaking with another contributor about tests, which seem like a needed part of any learning process. They had found a javascript piece which does tests. Would it be possible with the Wikimedia software to add this to a template for inclusion (I think JS has to be in the HEAD section)? Any pointers would be appreciated. [[User:Historybuff|Historybuff]] 08:03, 14 January 2007 (UTC) :For what it's worth, adding javascript to Wikimedia projects has made many people in the community nervous, and provoked considerable hostility on [http://lists.wikimedia.org/pipermail/wikitech-l/2006-November/027442.html this thread from Wikitech-l] (scroll through the thread by clicking 'next message'). From what I can see, allowing Java to be added does seem to have more (and more profound) issues than other filetypes - though we may want to work on figuring out how/whether java could be integrated into Wikiversity. It'd be great if people knowledgeable in this area would join the discussion. :But, as for tests, [[User:Rayc|Rayc]] has been doing great work - some of which is located (centralised?) at [[Test and Quiz]]. I suggest you have a look around there, talk to Ray, and possibly figure out how you can work together - getting your other friend involved too. :-) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 11:57, 14 January 2007 (UTC) Cormaggio, you're a psychic, the contributor I was refering to was [[User:Rayc|Rayc]], in fact. The thread you cited from the mailing list deals with Java, not Javascript -- Javascript being the bits of code that can be written in webpages, and Java being the bits that download a bytecode-compiled program to be run in a "Virtual Machine" on your computer. Their concerns are security focused, focusing on including arbitrary Java code. If we did have to use Java (as opposed to Javascript), we would have to weigh those issues at that time. Rayc is looking to get things distributed in a larger way, and I'm trying to figure out where that bit would go. Right now, each user has to do some magic in their own files to have the tests work. For geeks, this is fine, but is unacceptable as a general solution in Wikiversity. My thought was to include something like <nowiki>{{template-test}}</nowiki>, and let the template do the heavy lifting, if that was possible/feasible. I'm not (yet) a wikimedia guru, I was hoping to get some help and feedback on this from others, if they know. [[User:Historybuff|Historybuff]] 17:28, 14 January 2007 (UTC) :Psychic I may be, but once again my technical ignorance comes shining through. Glad you found Ray - I'll leave it to yourselves (and others) to work it out for the moment :-) If it's Wikimedia tech-help you need, you could join that afore-mentioned mailing list ([http://lists.wikimedia.org/mailman/listinfo/wikitech-l Wikitech-l]), or join the gurus in real time on IRC (freenode) channel #wikimedia-tech (or #mediawiki). [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 01:25, 15 January 2007 (UTC) Right now I'm still trying to absorb the basics. Thanks for the pointers, maybe poking someone on IRC will get me some of the answers that I need. These are super technical questions, someone who is familiar with the Wikimedia software should be able to say yes or no, it's just I don't know enough yet. [[User:Historybuff|Historybuff]] 02:46, 15 January 2007 (UTC) :Have you tried putting the code in to your monobook? I want some other users to beta test the monobook code before I suggest putting it into the main monobook code. There is a beta test "group" somewhere on wikiversity, I just can't remember where right now. Test the code at [[Test and Quiz/Sandbox/Timedredirect1]] (for some reason)--[[User:Rayc|Rayc]] 06:01, 15 January 2007 (UTC) I'm trying to avoid that -- I want to be able to not do it through changing user settings. Ideally, it should be activated as a template, but I can't get the template to do the necessary magic by itself. It could be that I'm lacking the magic incantation, or we might need a code change. If we do need a code change, from what I was reading, it's fairly modularly written, so we might be able to add it just to Wikiversity (and turn it on conditionally in certain templates). [[User:Historybuff|Historybuff]] 07:08, 15 January 2007 (UTC) ==User categories== Should we start categorizing our skills so other people who need help doing X can look up and ask us? Though that process was sort of shot down elsewhere.--[[User:Rayc|Rayc]] 06:01, 15 January 2007 (UTC) :Maybe this would be a good use for [[Wikiversity:Personals]]. "baffled virgin computer user seeking computer wiz for PHP and MySQL..."--[[User:JWSchmidt|JWSchmidt]] 06:13, 15 January 2007 (UTC) ::"baffled computer wizard tries to decipher new learning experiment"? :P ::I think there is few enough of us (right now) to just pick some spot. Personals? It really does sound more like a pickup page ... I'd prefer something like [[Wikipedia:InterFaculty Colaboration]], or something similar. (I know JWS doesn't like Faculty). [[User:Historybuff|Historybuff]] 07:12, 15 January 2007 (UTC) :Where and why was this idea shot down before? I think that some form of this idea is a real opportunity to provide help where and when it's needed (I am currently that baffled PHP/MySQL user, as John knows!) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 10:51, 15 January 2007 (UTC) ::What I've heard before is categorization of users by political points of view, religion, etc. Those are the kind of things I personally would prefer not seeing here, even though it appears to be common on English Wikipedia. Categorization by actual skills, field of education, etc. could be quite useful, however. You could even come up with shiny user boxes for that purpose ;-) [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 13:06, 15 January 2007 (UTC) :::Sebmol has identified the line that must be drawn. Here is [[Wikiversity:Userboxes|the current formula]]: "In a learning project like Wikiversity it is relevant to know the interests of other users. The userboxes can be a useful way to introduce yourself to the community. Please make responsible use of these templates to develop the Wikiversity community. Templates that are counter to the educational mission of Wikiversity or otherwise disrupt the community will be deleted." Here is a Jimmy Wales quote: "Wikipedia is not a place to assess the morality of a person, their beliefs or their orientation, neither is it the place to advocate for or against a political or religious point of view." I think Jimmy was thinking of things like "sexual orientation". Here at Wikiversity it is helpful to openly share "learning orientation" and education-related experiences/skills/goals. --[[User:JWSchmidt|JWSchmidt]] 15:18, 15 January 2007 (UTC) ::Comments - while user boxes are a good idea, it takes a bit of wiki know how to know that you have a User page, that you can post things that will give you userboxes. So, while we might be able to get away with them, I don't see it being a general solution. (We could help by having a tutorial, or even a guided mechanism for doing it. Anyone know how to include Javascript in wiki pages? :)) ::One thing I was thinking about was student clubs (in the sometime future). The fairly diverse campuses I've been to had clubs of religion, sexual orientation, politics, culture, art, etc. I think this is a good idea. However, we don't want to have these page histories public necessarily, because we dont want casual viewers to know who they are. Is there a way to diable "general" viewing of page histories, to permit this? (Maybe something to ask devs about). Comments? [[User:Historybuff|Historybuff]] 16:32, 15 January 2007 (UTC) :::Things like "cohort groups" and "debate clubs" were mentioned explicitly in the [[Wikiversity:Approved Wikiversity project proposal#Learning groups|Wikiversity project proposal]] as ways to develop collaborative learning groups at Wikiversity. There have been a few attempts to have discussion groups such as [[War Seminar]] and [[Science as Religion]] but I think there is room for development of "student clubs", maybe centered at [[Wikiversity:Student union]]. --[[User:JWSchmidt|JWSchmidt]] 16:53, 15 January 2007 (UTC) ::Another thing -- we might want to try and assess what timezone participants are in. Having signatures that are all in UTC is fine, but it doesn't give a good indication of when someone might be online. (Then again, Timezone might not be great at that for some :)). Maybe an indication of normal displacement from UTC, and approximate times one might be "at" Wikiversity. (Also, is there a way to tell who is logged in?) ::Might be something we want to add to the signup procedure. Just a thought. [[User:Historybuff|Historybuff]] 14:54, 16 January 2007 (UTC) :::There isn't a way to tell if someone is logged in - just a look at their contributions (<nowiki>[[Special:Contributions/Username]]</nowiki>) and see if there's anything recent. Otherwise, people could be on IRC (those who use it). Looking at userboxes overall, I've made a comment at: [[Wikiversity_talk:Userboxes]] (where this discussion could move or be copied/summarised later..) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 15:19, 16 January 2007 (UTC) "There isn't a way to tell if someone is logged in..", well, someone just came up with something like that in en wikipedia, [[w:User:Flameviper/status-script]]. As for userboxes, maybe we should rename them skill boxes, certification boxes, etc?--[[User:Rayc|Rayc]] 03:09, 18 January 2007 (UTC) == Five month report == Hi all, I've posted an analysis (of sorts) of Wikiversity at its five-month mark (yes, it's been five months!) at [[Wikiversity:Reports/15 January 2007]]. It's already spawned a blog post - please add your own comments too.. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 08:46, 15 January 2007 (UTC) == Technical solutions for forking wikiversity learning projects == A few months ago we had some discussions about how different learning projects on the same topic would be a good idea, for pedagogical reasons (how a subject is taught) and/or for perspectival reasons (e.g. "Marxist economics" vs. "Social-Darwinist economics", etc.). I came upon the idea yesterday that this could be done rather elegantly using cross-project imports, which would allow '''complete''' copies of pages to be made, including the edit histories (as opposed to copy-pasting from project to project). I've laid out proposals for this both here and on Wikibooks. We'd need a bugzilla request for all of this to happen. *[[Wikiversity:Forking proposal]] *[[b:Wikibooks:Forking proposal|Wikibooks:Forking proposal]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 13:23, 15 January 2007 (UTC) :What would be the benefit of this, rather then transclusion? :I'm guessing that it might be having two different branches from the same topic tree. I think this would be useful, but copying the entire topic (rather then moving it cross wiki, say), might mean difficulty in relating changes. :I read the forking proposal, I'm just trying to figure out what it does exactly, and possibly make some suggestions. [[User:Historybuff|Historybuff]] 16:46, 15 January 2007 (UTC) ::Well, transclusion would bind the two learning projects in a way that might not work so well... any changes made to the page would have to be agreed upon by both, rather than just allowing each approach to alter the material as they see fit. See [[Wikiversity:Disclosures]] for a little more background on how projects on the same topic might want to alter a page for different approaches (with differences in either POV, educational philosophy, or both). ::So, say you wanted to alter a basic, NPOV project to become a POV project that uses an experimental teaching approach. Rather than starting from square one, you could just make a copy of the original course, and then modify it to fit the new approach. Similar things are being done on wikibooks now using wikipedia articles, where we transwiki Wikipedia articles and then change them to fit into textbooks (often with "how-to" stuff, etc., which don't fit into the Wikipedia format). This is essentially the same thing, but instead makes a copy of the pages on the same project (we need to do a cross-project move because the software doesn't currently allow copying a page within the project). --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 12:24, 16 January 2007 (UTC) :Hmmm. Well, Ideally rather then copying, we could "branch" a new copy of the new file. There should be indications of the branch, as well as automagic inclusion of refrences. (eg in Marxist Economics is would say ''this is a Branch of the''' Economics ''' article. See also ''' Economics '''(main article)''' Social-Darwinist Econmics). :I'm just brainstorming here; I have no idea how hard any of this would be to actually implement. [[User:Historybuff|Historybuff]] 14:39, 16 January 2007 (UTC) ::Branch, fork, same thing :), though branch has a nicer sound to it. It's very easy to implement... just press three buttons. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 15:26, 16 January 2007 (UTC) == Motto and slogan contests: selecting amongst tied finalists == The [[Wikiversity:Motto contest|Motto and slogan contests]] finalists are tied, after approximately five months of input. The motto contest has these finalist groups and supporters: * "Set learning free" group: 15 in support * "Open/free learning community" group: 16 in support The slogan contest has these finalist groups and votes: * "Set learning free" group: 14 in support * "Opening minds through open learning" group: 14 in support See [[Wikiversity:Motto contest|contest page]] for details. People made very few comments over the holidays. Input has not picked up again. I don't think we should spend more time on this contest, given very little current input and the very close ties. If we end the contests now, we need a reasonable basis for selecting a final motto and final slogan. So, I'll dive in and propose that we select the final groups according to best fit to the purpose of the contest: *1. Motto contest: Select the "Open/free learning community" group as the winner of this contest. It better serves the original descriptive purpose of the contest: selecting a descriptive phrase about Wikiversity to accompany the Wikiversity "logo" on sister projects. "Set learning free" describes all wikimedia projects - it is not very specific. But "set learning free" is a good general statement of purpose. So... *2. Slogan contest: Select the best grammatical & phrasing version from amongst the "set learning free" group to use at the top of the main page under "Welcome to Wikipedia." Since "set learning free" group was tied for both the motto and slogan contest I think this group is believed by the most participants to state Wikipedia's general purpose. Further, the "set learning free" group arguably offers a very general and inclusive description of what we are doing at Wikiversity and hence fits well at the top of the main page. So suggested finalists: "Open/free learning community" group for motto and "set learning free" group for slogan (top of main page). In '''round 6''' of the contest, we need to discuss on the contest pages which alternate in each group to use. Note: I don't know if rotation of tied winners at the top of the main page is a final way to go for the slogan contest. Alternation wouldn't work for the motto -- too many sister projects. If someone sees another way to resolve the ties above, please suggest. Or, do you agree with the above? If there are no strong objections, I'll post a version of the above on the contest page in a week. (Meanwhile, I'll point to this post from the top of the contest page.) If there is disagreement, well, what to do? Comments? --[[User:Reswik|Reswik]] 04:41, 16 January 2007 (UTC) :Sounds like a good approach. Personally, I like "open learning community" as the motto and "set learning free" as the slogan. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 18:03, 16 January 2007 (UTC) ::Agreed! I also propose to use your finalists to solicit input on whether there is consensus for any final, non-rotating choice, with basic pro/contra votes. [[User:Awolf002|Awolf002]] 01:55, 19 January 2007 (UTC) The idea of "Unbound teaching" could be intriguing. == Feature request -- feedback wanted. == Its VERY hard to read this page with any flow. In fact, I'm going to be bold and suggest it is awful. The page is long, and I'm following 4 different topics. I'm scrolling all over the place, it's a pain. This same issue will crop up in any page like this -- its the nature of the beast. My suggestion is that we have something similar to the Gmail AJAX interface, where you can click on the first line to "expand" and "contract" a message in a conversation. We should be able to use some mechanism (cookies?) to mark what the viewer has "read", and what he has "pending". (If we use cookies, this indication would break if the reader moves from machine to machine, though). We could even flag messages "since last login", that might be easier. Just a bit of brainstorming here, I have no idea on the difficulty of this right now, though. [[User:Historybuff|Historybuff]] 15:06, 16 January 2007 (UTC) :While most of the users have come from another wiki where this is normal, this is a good outside view of the system. At present, there is a system that could handle something like that on mediawiki. We could transform the Colloquium into a transclusion page like is done on AfD on wikipedia, allowing people to add subtopics to their watch lists. Or, we could go back to archiving this page more often. What do you think?--[[User:Rayc|Rayc]] 01:11, 17 January 2007 (UTC) ::Hopefully in the future [[w:Threaded discussion|threaded discussions]] will be built into Wikiversity. See [[m:LiquidThreads]]. This is one of the needed software improvements listed at [[MediaWiki Project]]. We do have "color coding" of posts working on Wikiversity talk pages. I find that it helps readability. Maybe we should move these discussions to the talk page or figure out how to get the shades active on this page. --[[User:JWSchmidt|JWSchmidt]] 01:22, 17 January 2007 (UTC) :::One problem is that we are now half way into Jan. but the Dec. content has not been moved to the [[Wikiversity:Colloquium/archives]] --[[User:Mu301|mikeu]] 17:45, 18 January 2007 (UTC) ::::Sorry - that's done now. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 11:36, 19 January 2007 (UTC) Response to Mu301: Archiving will help, but it's an unending sea. Right now, about a month fits comfortably (it seems) on the page. But as Colloquium get busier, we'll be archiving more and more often. And the archives are less likely to be read by a casual browser. As an interim measure, is there any way we can get subsections to open/close like you can by clicking on table of contents box? I will try to see if I can figure this out too, but if a wiki guru knows already, that would help. [[User:Historybuff|Historybuff]] 14:34, 19 January 2007 (UTC) :LOL, that's the thing that I used to make the tests and the thing that doesn't work when i've got the monobook code running.--[[User:Rayc|Rayc]] 18:01, 20 January 2007 (UTC) == Cascading Protection? == [http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/Tools/Single#Cascading_protection_feature_added Cascading protection] was recently implemented. I've noticed that the Main page is protected from unregistered users, but the templates containing the content are unprotected. I'm not sure if it is really necessary to turn on cascading protection, but I don't think it can hurt. What does everyone think? --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 19:44, 19 January 2007 (UTC) :I have been thinking about the possibility that we could include edit "buttons" for the sections of the main page as is done at [[Portal:Life Sciences]]. I have been reluctant to get serious about this idea because of the potential for vandalism. However, cascading protection might make it possible for us allow registered users to easily edit while we could still block editing of the main page content by most vandals. --[[User:JWSchmidt|JWSchmidt]] 20:09, 19 January 2007 (UTC) :I think this depends on the policy we want to take. :As the main page protected stands now, it's relatively difficult for a random visitor to change the page. That said, it wouldn't take a determined vandal long to circumvent such protection. :I do think that the main page should be put together by consensus, as it is the "first impression" people get of the site. 4 days isn't a long time to wait for someone legit to edit the toppage, or any subpages. :However, "cascading protection" protect everything that's transcluded into the root of the protection tree, so we have to be careful about the types of things transcluded, lest they be automagically "protected" without that intention. [[User:Historybuff|Historybuff]] 20:13, 19 January 2007 (UTC) :Cascading protection would be useful, if it worked with semi-protection for all the templates transcluded in it. I was told some work was done on that but it's not done yet. Since we have so few custodians and a very calm and constructive user base (just my experience so far), I don't think completely protecting main page elements is necessary. As small as we are, being bold may fit us better than forming consensus on everything. The need for the latter will certainly come as we grow. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:49, 20 January 2007 (UTC) == OpenCourseWare == What is Wikiversity's policy on using OpenCourseWare materials to help structure classes? My understanding is that they are all free (but I think still copyrighted) materials. <small>—The preceding [[Wikiversity:Sign your posts on talk pages|unsigned]] comment was added by [[User:Veritas|Veritas]] ([[User talk:Veritas|talk]] • [[Special:Contributions/Veritas|contribs]]) 06:08, 20 January 2007 (UTC).</small><!-- HagermanBot Auto-Unsigned --> :MIT's [http://ocw.mit.edu/OcwWeb/Global/terms-of-use.htm OpenCourseWare] is under a non-commercial license. This kind of restriction to non-commercial uses is not compatible with the [[Wikiversity:Copyrights|GFDL]]. Many Wikiversity pages have links to OpenCourseWare learning resources. --[[User:JWSchmidt|JWSchmidt]] 14:18, 20 January 2007 (UTC) :For some more details, you might want to read this [[w:Gratis_versus_Libre#Free_as_in_beer_versus_free_as_in_speech|Wikipedia article]]. Free as in no cost isn't free enough, for us to use it it has to be ''free as in free speech not free beer'' :-) [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 01:25, 21 January 2007 (UTC) ::Fair enough. All you really had to say was that the content needed to be open-source. <small>—The preceding [[Wikiversity:Sign your posts on talk pages|unsigned]] comment was added by [[User:Veritas|Veritas]] ([[User talk:Veritas|talk]] • [[Special:Contributions/Veritas|contribs]]) 03:11, 22 January 2007 (UTC).</small><!-- HagermanBot Auto-Unsigned --> :Veritas, it's not that simple :). While we can't use OpenCourseWare as content here, there wouldn't be a problem with using it as a supplementary text or learning module. We're trying to build completely flexible content, but that doesn't mean at this time we can't refer to and make good use of other (offsite) content (copyrighted textbooks, OpenCourseWare's Creative Commons non-commercial licence). You just have to think a bit outside the box. [[User:Historybuff|Historybuff]] 04:19, 22 January 2007 (UTC) == Audio == Is there a way for audio to play within the browser?--[[User:Elatanatari|Elatanatari]] 22:50, 20 January 2007 (UTC) :Hello Elatanatari, yes. Just try it - drag and drop your media format into it. If it does not work, probably you will have to download a plugin for the browser. Probably it does not work, that is why you ask. What kind of format you want to play? ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 05:19, 21 January 2007 (UTC) ::Im trying to see if oggs can play in browser instead of the file having to be downloaded. Like [[b:Media:French Verb - avoir.ogg|this]]--[[User:Elatanatari|Elatanatari]] 21:02, 21 January 2007 (UTC) :::Hello Elatanatari, well you have to find a plugin to do this. For Mozilla perhaps [https://addons.mozilla.org/firefox/plugins/ here] the WMP plugin (last on that page) might do (did not try). And if ogg would not work, try converting from ogg to another format where you find a plugin for. Also, if you use this in the project/course you want, tell your participants to download the plugin. CU, ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 21:26, 21 January 2007 (UTC) ::::I think having a sound file play automatically in a wiki page is impossible, since it would allow that page to access another program on your computer. If that was possible, people could put virus in. Maybe there is a work around, but I can't think of it.--[[User:Rayc|Rayc]] 02:26, 22 January 2007 (UTC) Thanks[[User:Elatanatari|Elatanatari]] 16:49, 22 January 2007 (UTC) So nothing like this:javascript:popWin('/cgi-bin/audio.pl?sycoph02.wav=sycophant') would work? Found it on Merriam-Webster[[User:Elatanatari|Elatanatari]] 16:49, 22 January 2007 (UTC) :That's a wave file, which most browsers have a plugin for already. We can suggest that they download a plugin, and then it will play by default, or provide links to off-site resources in non-OGG format. [[User:Historybuff|Historybuff]] 17:46, 22 January 2007 (UTC) :Hmm, there seems to be a way for people to put javascript on a wiki, [[m:Google Ads Monobook]], but there are a bunch of warnings against it.--[[User:Rayc|Rayc]] 23:39, 22 January 2007 (UTC) So there rnt any ogg plug-ins for this type of thing?[[User:Elatanatari|Elatanatari]] 21:37, 22 January 2007 (UTC) :There is work ongoing on both Ogg audio and video - documented at [[m:Embed Media]], and being worked on [http://metavid.ucsc.edu/ here]. This question comes up quite frequently - however, I'm not sure how advanced the work is.. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 00:02, 23 January 2007 (UTC) :The monobook quiz code opens another window with a push of a button. I wonder if you could get that to open a wave file.--[[User:Rayc|Rayc]] 20:29, 23 January 2007 (UTC) ==project incubator== Hi, there is a project in the German Wikiversity, where projects/courses or other things can be put in a [http://beta.wikiversity.org/wiki/Wikiversity_talk:Approved_Wikiversity_project_proposal/De#German_Wikiversity-Projektinkubator_.28english:_project_incubator.29 project incubator]. I think this idea is nice and needs to be distributed so it gets more attention. There is yet no English translation available, but I hope soon it will be. [[Image:Inkubator.png|200px|right]] ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 16:17, 21 January 2007 (UTC) :As it seems, it is better, if I translate it, will start now with this and set here the link then. ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 17:48, 21 January 2007 (UTC) ::I have translated the framework now [[Wikiversity:Project_incubator|here]]. But I need someones help about the design. As you can see in the [[:de:Wikiversity:Projektinkubator|German page]] it looks nicer (I like the red tone). I will continue translating the subpages, so you could somehow work on the design please. Thx, ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 18:18, 21 January 2007 (UTC) :::Finished, please have a look and use it as much as possible :-) ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 19:58, 21 January 2007 (UTC) Looks good.--[[User:Juan|Juan]] 18:12, 22 January 2007 (UTC) :Hi Juan, there is already a [[Project_proposal:global_warming/Brainstorming|brainstorming]] on the way for a project '''global warming''' (project name not fix): you want to add some ideas? ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 19:04, 22 January 2007 (UTC) == Scientific Research == I havent been to beta for a long. So how it is about scintific research? Can I make a scientific research personnaly right now? And how to categorize it if its possible?--[[User:Juan|Juan]] 18:18, 22 January 2007 (UTC) :Feel free to start a research project. There is [[:Category:Research]]. --[[User:JWSchmidt|JWSchmidt]] 18:32, 22 January 2007 (UTC) ::I've just set up [[Portal:Research/Researchers]] for people to list themselves as interested in doing research (of any kind). [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 20:11, 25 January 2007 (UTC) == wikipedia links to wikiversity == Go to the wikipedia [[w:astronomy]] page. Under [[w:astronomy#External links]] there is a box ([[w:Template:sisterlinks]]) titled "Find more information on Astronomy by searching Wikipedia's sister projects:" that includes this link to wikiversity: [[Special:Search/Astronomy]] The search engine only returns results that are in the main namespace, so this search does not return the primary astronomy page which is [[Topic:Astronomy]]. So, I added a box ([[w:Template:Wikiversity]]) under [[w:astronomy#See also]] that says "At Wikiversity you can learn about: Topic:Astronomy" We should try to coordinate better with wikipedia to provide links to the content here that we know is directly related to the wikipedia article. See also [[w:Wikipedia:Sister projects#Wikiversity]] :I'm not sure it is a good idea to direct people from Wikipedia to pages in the "Topic:" [[Wikiversity:Namespaces|namespace]]. Wikiversity [[Wikiversity:Topics|Topic: pages]] are content development projects where editors plan and develop learning resources. Links to Wikiversity from Wikipedia should go to pages in the main namespace...actual learning resources. If Wikiversity does not have a main namespace page for a topic like [[Astronomy]], you can make one. If you have to, it can be a re-direct to another astronomy-related page. --[[User:JWSchmidt|JWSchmidt]] 18:21, 23 January 2007 (UTC) ::Originally astronomy was a school, then it got merged into the school of physics and astronomy and a seperate dept. of astronomy was created at [[Topic:Astronomy]]. Anyway, are you saying that we should not link from wikipedia to schools in wikiversity (for broad subject areas like astronomy or physics.) For instance from [[w:Portal:Astronomy]] or [[w:Portal:Physics]] to a wikiversity School: or perhaps Portal: page.--[[User:Mu301|mikeu]] 22:35, 23 January 2007 (UTC) :::Originally there was [[b:Wikiversity:School of Physics and Astronomy]] which was a list of existing resources and a plan for a set of additional learning resources that would be developed. Then for a while there was a [http://en.wikiversity.org/w/index.php?title=School:Astronomy&oldid=41665 School of Astronomy] that was a similar plan for learning resources about astronomy. It might be useful to have a link from the Wikipedia [[Wikipedia:WikiProject Astronomy|astronomy content development project]] to [[Topic:Astronomy]]. If you do not want to link [[w:Astronomy]] to an existing Wikiversity main namespace page and you do not want to make [[Astronomy]] you could make [[Portal:Astronomy]] as a page that would provide user-friendly access to all Wikiversity learning resources about astronomy. --[[User:JWSchmidt|JWSchmidt]] 23:17, 23 January 2007 (UTC) ::::BTW, the link above for the Wikipedia project should be: [[w:Wikipedia:WikiProject Astronomy|astronomy content development project]]. I'll try to get around to creating a portal page. A few weeks ago I added a few user-friendly bits to [[Topic:Astronomy]] like [[Topic:Astronomy/Help desk]] and links to the activities that I'm developing. Right now I'm working on editing the content pages which need a lot of polishing. There's really not much in the way of astronomy resources that are usable yet.--[[User:Mu301|mikeu]] 16:59, 25 January 2007 (UTC) == Developing Wikiversity through action research == Hi all, I'd like to invite anyone interested in developing Wikiversity to participate in a new project: '''[[Developing Wikiversity through action research]]'''. For me, this is two things: an opportunity to develop Wikiversity through [[action research]], and also a PhD project-in-progress. Despite this latter point (and as I've said on [[User:Cormaggio/My? research]] and the [[Developing Wikiversity through action research/Participants|participants]] page), I very much want this to be a collaborative research project. You're very welcome to take a look around and edit/comment as you see fit. I look forward to working with you all. (More details also on [[Developing Wikiversity through action research/About]]). Cheers! [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 23:50, 23 January 2007 (UTC) == New life == Is it just me, or have things suddenly gotten much more active around here? Must be a bunch of people found us over Christmas break.--[[User:Rayc|Rayc]] 04:01, 24 January 2007 (UTC) :More likely that people are more active on sites like this after the holiday season is over. [[User:Mirwin|Mirwin]] 04:58, 24 January 2007 (UTC) ::Well, I certainly didn't do much here over the holiday season. :-) But looking at the traffic statistics from [http://www.alexa.com/data/details/traffic_details?url=en.wikiversity.org alexa], traffic peaked in mid-December, fell off for the second half (to correspond with the beginning of the fundraiser), and has since been more-or-less wobbling around its mean (to my eyes, at least). We are growing in size and activity though - the [http://stats.wikimedia.org/wikiversity/EN/Sitemap.htm stats pages] written by Erik Zachte are always informative (though in Wikiversity's case they are slightly distorted, as they include data from pages that were imported from other projects.) Also, the stats for December and January won't be available on those pages until the next database dump, presumably.. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 10:11, 24 January 2007 (UTC) == Spam bot page == Sorry folks, can't find the templates but needs attention anyway - [[Wikiversity talk:Main Page/]] is a spam bot page that has arrived on at least four Wiki's at the same time. IP is now blocked on two other Wiki's (by me on Wikibooks) as no valid edits have come from that IP and it is a repeat offender of this type of page - regards --[[User:Herbythyme|<font color="green">Herby</font>]] <b>^{<small><span style="color:#90F">[[User talk:Herbythyme|talk thyme]]</span></small>}</b> 09:50, 25 January 2007 (UTC) :I've deleted the page and blocked the IP. For such situations, I recommend posting on [[WV:RCA]]. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 10:00, 25 January 2007 (UTC) ::Thanks, noted --[[User:Herbythyme|<font color="green">Herby</font>]] <b>^{<small><span style="color:#90F">[[User talk:Herbythyme|talk thyme]]</span></small>}</b> 10:50, 25 January 2007 (UTC) == Lesson Plans == I've been keeping an eye on the site for the last few months, and am really excited about how it is coming along. I am a high school teacher and am wondering if there were any plans to make this a place for teachers to share and design lesson and unit plans? It seems like it would be a great addition to this site. Thanks for your input! [[User:Ms. Landau|Ms. Landau]] 14:00, 25 January 2007 (UTC) :The first item in the mission statement of the [[Wikiversity:Approved Wikiversity project proposal#Mission|Wikiversity project proposal]]: "Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages". This mission includes the idea of teachers as Wikiversity editors who "share and design lesson and unit plans". So far, many Wikiversity editors have been thinking about resources for college students. We need some serious attention towards organization of editing efforts for [[:Category:High School]]. --[[User:JWSchmidt|JWSchmidt]] 14:51, 25 January 2007 (UTC) ;Example of a "Lesson Plan"? :[[User:Ms. Landau|Ms. Landau]], please post a lesson plan so I can see what you are talking about. I have a general idea but I need to see a specific example of a lesson plan to get a better understanding of your goal. [[User:Robert Elliott|Robert Elliott]] 15:43, 25 January 2007 (UTC) ::There are a few examples of lesson plans in Wikiversity - eg. [[Lesson Plan for Hard Slab Construction]] and [[Primary ESL - The first class: Greetings]] - as well as a page on how to write a lesson plan on Wikiversity: [[Wikiversity:Creating a lesson plan]] (though this needs considerable work to be of real use to anyone). Overall, this is ''definitely'' something that we can and should be doing - allowing people to see how particular people see particular materials to be used, and be able to either comment on these uses, as well as add their own lesson plans for the same material to comply with ''their'' conception of how they could be used. But thanks for the comment, Ms. Landau - and it'd be great if you could help us further with making Wikiversity more relevant to high school teachers, for example.. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 20:02, 25 January 2007 (UTC) 30 edit=sysop:move=sysop 37048 2006-10-20T12:15:37Z Cormaggio 8 {{Introduction}} {{Introduction}} ''This page contains a copy of the [[meta:Wikiversity/Modified project proposal|project proposal]] for Wikiversity. Wikiversity became a sister project of the [[meta:Wikimedia Foundation|Wikimedia Foundation]] after this proposal was reviewed by the Foundation's Special projects committee. The special projects committee submitted its [http://wikimediafoundation.org/wiki/Resolution_Wikiversity Wikiversity Resolution] to the Board and by vote of the Board, the project was approved.'' ''This page has been edited to provide links to other Wikiversity pages. The original text of the Wikiversity project proposal should not be changed. An archived copy of the page is at [[Wikiversity:Approved Wikiversity project proposal]]. The original copy of the proposal is at the [[m:Wikiversity/Modified project proposal|Wikimedia meta wiki]].'' ---- {{Wikiversity}} The first section of this page ("Historical review of the Wikiversity project", below) contains a description of how the original Wikiversity project proposal was produced. The approved proposal was a modified version of the original proposal. The approved project proposal is in [[#Mission|Part 2]], starting with "Mission". ==Historical review of the Wikiversity project== [[wikibooks:Wikiversity|Wikiversity]] was [[wikibooks:Wikibooks:Votes for deletion/Wikiversity|proposed for deletion]] from Wikibooks in August 2005. Soon after that, there was a [[meta:Proposals for new projects#Wikiversity|proposal]] to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a [http://mail.wikimedia.org/pipermail/foundation-l/2005-August/003857.html mailing list post] and on the [[meta:Wikiversity|Wikiversity page]] of the WikiMedia meta-wiki. An old proposal and discussion can be seen here : [[Wikiversity:Original proposal|Original proposal]]. A '''modified project proposal''' follows ('''Part 2''') == Mission == '''''Wikiversity is a centre for the creation and use of free learning materials and activities.''''' Its primary priorities and goals are to: *Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages *Host scholarly/learning projects and communities that support these materials *Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles) See more on [[Wikiversity:Scope]] and [[Wikiversity:Online Course]]. In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering ''research'' based in part on existing resources in Wikiversity and other Wikimedia projects. ==Learning== '''The Wikiversity e-Learning model'''. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment. Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See [[Wikiversity:Learning]] for more. ===Learning groups=== It is natural for the wiki format to develop "[[Wikiversity:Learning community|learning groups]]" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively. These groups/communities will be help desks, mentoring teams, cohort groups, debate clubs - practical applications might be in doing research for Wikipedia, or writing code for MediaWiki. This is peer-learning, learning through collaboration and discussion - the "wiki way". Wikiversity participants will actively participate in online learning projects. As for any wiki, community participation involves the editing of wiki pages. Wikiversity learning projects will consist of collections of wiki webpages concerned with the scholarly exploration of a particular topic. Some Wikiversity learning projects will be oriented around existing needs of other Wikimedia projects. For example, a group of Wikiversity participants might engage in a project to find good sources for an existing Wikipedia article. Another Wikiversity project might involve exploration of an established academic discipline and the participants might decide to collectively assemble material that would contribute to a Wikibooks textbook for that subject. Thus, Wikiversity will naturally complement existing Wikimedia projects by providing an environment that supports and fosters scholarly “secondary research”. Wikiversity will begin with a bias towards learning projects that provide support for existing Wikimedia projects, but with time, Wikiversity will evolve to serve the needs of its community. Students will express their learning needs and the Wikiversity community will evolve learning activities and projects to accommodate those needs. Some groups could act more didactically - there is room for materials to be laid out as instructions or tasks to be followed. In any case, communities will exist behind the materials to support the ongoing use and development of the content Wikiversity hosts. See [[Wikiversity:Learning|more on learning in Wikiversity]] and [[Wikiversity:Online Course|more on online courses]]. == Resources == '''Resources''' will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each ''community'', creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity, and that could be used by any other educators for their own purposes. Some of these will link up with other Wikimedia projects, such as Wikibooks and Wikipedia - a key to these resources should be that they prompt further work (practice/discussion/reflection/criticism etc). == Research == Wikiversity could act as a repository of research carried out by the [[meta:Wikimedia Research Network|Wikimedia Research Network]] or other people involved in wiki-based [[meta:research|research]], and could also host the proceedings of [[meta:Wikimania|Wikimania]]. Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see [[Wikiversity talk:Approved Wikiversity project proposal|talk page]]) though [[Wikiversity:Original research|original research]] could take place based on materials in Wikiversity (eg. materials on sociology prompt a survey research project). Guidelines for what would be appropriate research will be developed during the beta phase of the project through a community consensus process, and reviewed (by the [[meta:Special projects committee|Special projects committee]]) after six months. There will not ''necessarily'' be "approval" of research added to Wikiversity - though some sort of review process needs to be established which will deal with potential problems. == Scope of Wikiversity == ===[[Wikiversity:Scope|What Wikiversity is]]=== *'''A repository of free, multilingual educational resources.''' *'''A network of communities to create and use these resources''' *'''A group effort to learn'''. Which may or may not be led by an instructor, who may or may not be an expert on the topic. ===[[Wikiversity:What Wikiversity is not|What Wikiversity is not]]=== *'''A duplication of other Wikimedia projects'''. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, ie writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus. *'''A degree or title granting institution''': Wikiversity will not confer degrees or any other academic qualifications, nor will it entitle people to call themselves "professors", if they are not professors. Work done on Wikiversity will hopefully be useful to other projects. When participants have significant results they may be used to improve other Wikimedia projects, and indeed other online learning, reference and data sources. ==Features Wikiversity will/might need in the future== * Metadata - there is currently work on a Metadata patch, which will be able to be added to Wikiversity retrospectively. * Page protection - there may be a need to restrict editing of pages or groups of pages to within groups of people (such as a research community, for example). However, this needs to be done with care, so as to minimise the exclusion of people to the work of that community. * Software - there is currently no software needed to get Wikiversity going, but participants are welcome to experiment with additions to the source code which might help the work of Wikiversity in some way. Implementations of these ideas will have to be done through the appropriate channels (probably the [[meta:Special projects committee]]). ==Additional discussion== There was much discussion of how to satisfy the Board's request for modification of the original Wikiversity proposal, which can be seen through these (and associated) pages: *[[meta:Talk:Wikiversity#Current status]] *[[meta:Moving Wikiversity forward]] *[[wikibooks:Talk:Wikiversity#Decision on Wikiversity?]] [[Category:History of Wikiversity]] 34 51698 2006-12-05T08:49:16Z AmiDaniel 3334 rv <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{Wikiversity:Announcements}} </div> </div> == Some news from Wikiversity Beta == [http://beta.wikiversity.org Wikiversity Beta] is a global platform aiming at coordinating Wikiversity projects in several languages. This multilingual coordination intends to deal with Wikiversity's mission and general guidelines of the project's scope (for example, about original research). Wikiversity Beta is also a place where Wikiversity projects which don't have a subdomain yet can develop. You will find more information in [http://beta.wikiversity.org/wiki/Help:FAQ/En the FAQ]. You can also take a look at the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En reports] to get some news from Wikiversity projects in all languages. ==Interwiki links and name spaces== '''v:''' is the official interwiki prefix for Wikiversity and is enabled on all Wikimedia projects. Also interwiki links work to Wikiversities in other languages (currently only de). Finally, three namespaces have been created to organize Wikiversity content: School, Portal and Topic. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 21:08, 16 August 2006 (UTC) ==Wikiversity officially announced by Wales== :<small>From the [http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost Wikipedia Signpost], By Ral315, 7 August 2006</small> In a keynote speech at Wikimania 2006 on Friday, Jimbo Wales announced that Wikiversity had been officially approved by the board, and would go into a three-language beta test "within a month". Wikiversity was [[m:Wikiversity/Vote/en|approved]] by 69.8% of voters in November 2005, reaching the two-thirds majority required to submit the proposal to the Wikimedia board. However, the measure stalled at the board level, as the board requested changes to the proposal in order for approval. The changes included the removal of credentials and online courses, and to clarify the concept of e-learning. Though work on the proposal continued, the proposal's approval had not been publicly announced until Wikimania. The beta test would last six months, after which it would be reviewed. The test would start in three languages, with more possibly added as the project grows. Wales did not specify which three languages would be chosen, but as much of the Wikiversity proposal was based within the English and German communities, it seems likely that English and German would be two of the three beta languages. Wikiversity would contain materials useful for learning that do not fit into Wikibooks' specific area (textbooks). Very little information is yet known about how Wikiversity will be launched, and exactly when the launch would occur, but many of the details are being worked on the [[m:Talk:Wikiversity/Modified project proposal|meta-wiki]]. ==See also== *[[Wikiversity:Announcements]] [[Category:Wikiversity]] 39 52293 2006-12-06T19:28:10Z AmiDaniel 3334 rvv Wikiversity is hosted by the [[wikimedia:Home|Wikimedia Foundation]], a non-profit organization that also hosts a range of other [[w:Wikipedia:Multilingual coordination|multilingual]] and [[w:Wikipedia:Copyrights|free-content]] projects: {|width="100%" align="center" cellpadding="4" style="text-align:left;" | align="center" | {{Click || image=Wikipedia-logo-35px.png | link=wikipedia: | width=35px | height=35px }} | '''[[wikipedia:|Wikipedia]]'''<br />Free-content encyclopedia | align="center" | {{Click || image=Wiktionary-logo-51px.gif | link=wiktionary: | width=51px | height=35px }} | '''[[wiktionary:|Wiktionary]]'''<br />Dictionary and thesaurus | align="center" | {{Click || image=Wikiquote-logo-51px.png | link=wikiquote: | width=51px | height=41px }} | '''[[wikiquote:|Wikiquote]]'''<br />Collection of quotations |- | align="center" | {{Click || image=Wikinews-logo-51px.png | link=wikinews: | width=51px | height=30px }} | '''[[wikinews:|Wikinews]]'''<br />Free-content news | align="center" | {{Click || image=Wikispecies-logo-35px.png | link=wikispecies: | width=35px | height=41px }} | '''[[wikispecies:|Wikispecies]]'''<br />Directory of species | align="center" | {{Click || image=Wikibooks-logo-35px.png | link=wikibooks: | width=35px | height=35px }} | '''[[wikibooks:|Wikibooks]]'''<br />Free textbooks and manuals |- | align="center" | {{Click || image=Wikisource-logo-35px.png | link=wikisource: | width=35px | height=37px }} | '''[[wikisource:|Wikisource]]'''<br />Free-content library | align="center" | {{Click || image=Commons-logo-31px.png | link=commons: | width=31px | height=41px }} | '''[[commons:|Commons]]'''<br />Shared media repository | align="center" | {{Click || image=Wikimedia-logo-35px.png | link=meta: | width=35px | height=36px }} | '''[[meta:|Meta-Wiki]]'''<br />Wikimedia project coordination |} 52 75231 2007-01-13T14:52:12Z JWSchmidt 20 /* One Laptop per Child */ CouchSurfing Wikiversity can keep track of education-oriented wikis and establish [[Wikiversity outreach|constructive interactions]] with them. ===Experimental Learning Processes=== Join or create a debate and/or summarize its salient features at http://wikireason.net/wiki/Forum_Entrance. Please note this is an external site with its own community, social norms, and legal requirements. Please be prudent and wise in paraphrasing, citing, and archival of results locally. Content license requirements may conflict occasionally. Alternatively, methods learned there may be useful within the context of some local learning process or free materials development. ===Commonwealth of Learning=== [http://wikieducator.org/WikiEdProfessional_eLearning_Guidebook WikiEdProfessional eLearning Guidebook], licenced under creative commons. ===Wikihowto=== *[http://howto.wikia.com/ Wikihowto] - comprehensive, free, and open know-how for everyone, licenced under GNU FDL. ===Wikihow=== *[http://wikihow.com Wikihow] - Another wiki with how-to information, licenced under creative commons. ===One Laptop per Child=== [http://wiki.laptop.org/go/Main_Page One Laptop per Child wiki] - research initiative to develop a $100 laptop—a technology that could revolutionize how we educate the world's children. See also: [[One Laptop Per Teacher]]. [[Category:Education-oriented wikis]] [[Category:Education]] ===CouchSurfing=== [http://wiki.couchsurfing.com/en/University CouchSurfing University] - social networking wiki that is trying to make use of Wikiversity resources. 53 79901 2007-01-22T07:11:36Z Sebmol 14 /* Userpage */ [[Category:Wikiversity administration]]__NEWSECTIONLINK__ {{Shortcut|[[WV:RCA]]}} {{Wikiversity organization}} {| style="font-size: 95%; margin-right:5px; border-style: solid;" | style="vertical-align:middle; width: 30%;padding: 10px; " | [[Image:Broom icon.svg|center|150px|Custodians' tool]]<br /> <div style="text-align:center;">'''[{{fullurl:Wikiversity:Colloquium|action=edit&section=new}} New request]'''<br /> <small>Please sign with <code><nowiki>-- ~~~~</nowiki></code></small></div> | style="vertical-align:middle;padding: 10px;" | {{Portal-head2|547892|Welcome}} Wikiversity '''Custodians''' are users who have access to technical features that help with maintenance of Wikiversity. Those features include protecting and deleting pages, blocking other editors, and undoing these actions as well. [[Wikiversity:Custodianship|Custodians]] are generally known and trusted members of the community. {{Portal-head2|547892|About this page}} * To request deletion of a page, please see [[Wikiversity:Requests for Deletion]] * To request import of a page from Meta or Wikibooks, please see [[Wikiversity:Import]] * To comment on custodian actions, please see [[Wikiversity:Custodian feedback]] * For all other types of custodian requests, use this page. * To see old requests, see the [[/Archive/]] |} == Colloquium Date Function == The date function for comments seems broken on the [[Wikiversity:Colloquium]] page. --[[User:Reswik|Reswik]] 01:43, 21 September 2006 (UTC) :There's no automatic function, the new dates have to be added manually. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 08:06, 21 September 2006 (UTC) ::I boldly took the step reogarinizing the [[Wikiversity:Colloquium]] dates by week (instead of by day). The dates not being maintained looked not so good. It will be easier to maintain weekly dates manually -- and it will be easier to archive by week (after being up for a certain number of weeks). [[User:Reswik|Reswik]] 01:54, 22 September 2006 (UTC) == Motto contest == *The [[Wikiversity:Motto contest|Motto contest]] needs two things.: **'''Your participation please''' - Please choose a motto and slogan! We need a sense of the community's intent for this important identity-forming process. **This selection process needs checking for sockpuppets in round 2 (sometime in next week hopefully) and later again for round 3. (For instance, within the last day these two ids were listed in the same edit--are these distinct: [[User:Yazeed|Yazeed]], [[User:ShAdIa|ShAdIa]]). Can anyone check for sockpuppets? Thanks, [[User:Reswik|Reswik]] 05:19, 14 September 2006 (UTC) ***Is this an issue fundamental enough to worry about sockpuppet abuse? It's not a vote. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 05:39, 14 September 2006 (UTC) ****In my opinion: very much so. This process is just as important as selecting a logo. The motto(s) will be listed on many wikimedia project main pages. The slogan(s) will be listed at the top of the Wikiveristy main page, in part defining the project for new comers and in part inspiring our mission statement and the gradual formation of project collective identity(ies) by wikischolars. It is quite possible for the selection process to be subverted and steered (especially early on--given the nature of this open dialog) towards options that do not serve the community as well as some others might. So, yes, checking for sockpuppets or any kind of duplicate voting seems an essential check. '''Participation''' is important too! [[User:Reswik|Reswik]] 12:08, 14 September 2006 (UTC) ****To allow time for more input at this stage, I think it would be helpful to extend the timeline for round 2 for another two weeks. It would be nice if someone can check round 2 for sockpuppets. --[[User:Reswik|Reswik]] 01:43, 21 September 2006 (UTC) *****There won't be any [[m:Checkuser]] requests fulfilled, unless there is strong suspicion, that there's sockpuppet abuse to protect the privacy and anonymity of users of Wikimedia projects. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 08:21, 21 September 2006 (UTC) ******I think this idea should be revised when it comes to the matter of support and voting processes for Wikiversity wide materials, issues and policies. If people are supposed to put one support statement, they should put one statement or vote. A support statement or vote is quite different from editing a page. Is there some other way to check for the motto contest that someone is using multiple votes, so to speak? --[[User:Reswik|Reswik]] 13:07, 21 September 2006 (UTC) *******Not really, especially since the project is so new that almost all users are recent registrations. I'd rather see use some [[WV:AGF|good faith]] and discussion to find the motto that works best. A simple vote won't be good enough anyway. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 13:25, 21 September 2006 (UTC) *******BTW, the policy for checkuser is set by the foundation partially for legal reasons. It's not really up to us to change that. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 13:26, 21 September 2006 (UTC) ********I asked because at least one time (maybe twice-can't recall at moment) people have put up multiple IDs in one posting. I don't think that assuming good faith applies to voting/support statements. It is a responsibility to ensure a fair vote. Some few will abuse voting (especially a closed system) - so you need to check. It occurs to me there are a few other ways to check things: Check if any of the ids are only being used for motto voting. Check if any of the ids have been doing anything out of the ordinary. Is there a list of such. Anyway, Robert offered to check this stuff - i think. I'll check with him about this. [[User:Reswik|Reswik]] 00:00, 22 September 2006 (UTC) *Is it possible to add a phrase that makes notice of the motto contest to notice of the logo contest notice that appears at the top of all Wikiversity pages? A phrase like this could be added to the first sentence that appears at the top of all pages: "and [[Wikiversity:Motto contest|Wikiversity motto and slogan]] on this site"; or, more simply, "and [[Wikiversity:Motto contest|Wikiversity motto and slogan]]". This could help the process unfold in a more timely way. *Also, following the lead of the logo contest, round four of the motto contest starts with no support listed. Please list your support for your selections again. Thanks, [[User:Reswik|Reswik]] 21:43, 15 October 2006 (UTC) *:Done. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 06:02, 16 October 2006 (UTC) *::Thanks very much. [[User:Reswik|Reswik]] 15:31, 16 October 2006 (UTC) Also... *I can't resolve issues with the bad logo link and extra left brakets (next to logos) as they appear in the use of the logo macro template here: [[Wikiversity:Motto_contest/Examples]]. Can someone trouble shoot this? Is it possible to make the loading of the logo contest images faster (or perhaps my net connection just slowed down a bit)? The logo links are from the [[m:Wikiversity/logo]] contest page. It could be helpful to show or refer to these Wikiversity logo-motto contest combinations on the motto contest page. [[User:Reswik|Reswik]] 15:31, 16 October 2006 (UTC) *:The Problem was the {{vl|click}} template, which doesn't work too well when there's no link target (it's intended to place a link on an image). I've simplified the code to regular image links but the center image seems to have a bad address. Since you created this page, maybe you know which image was meant to appear there and can fix it. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 01:12, 17 October 2006 (UTC) *::Thanks very much again. :) I replaced the logo link (as the old one, though seemingly correct, wouldn't work for some reason) and copied the examples into the goal statement section of the motto contest. --[[User:Reswik|Reswik]] 04:13, 17 October 2006 (UTC) *If anyone can comment on a problem with the motto contest discussed here, [[http://en.wikiversity.org/wiki/Wikiversity:Motto_contest#.22free_learning.22_group_3 discussion of motto contest]], I would much appreciate it. As I explain at length in that discussion string, I changed the motto contest process by shifting one of the candidate motto groups to the slogan contest. That group just doesn't fit the purpose of the motto contest. Several participants are objecting. I think it is clear that to fulfill the goals of the contest we need to adjust the options somehow to fit with the contest goals (to fulfill the purpose of the contest). What do you think about this? I am going to raise this in the colloquium soon, but first, I would really appreciate the comments by some experienced wikimedians on this issues. --[[User:Reswik|Reswik]] 21:31, 17 October 2006 (UTC) *:Well, after reflecting on this some more, I think the best solution may be to subdivide the motto contest in this way: 1. keep all of the motto contest suggestions and repurpose this contest as seeking a motto which expresses the mission of wikiversity and may be inspiring (which is what some people have been doing) and 2. (the original purpose of the contest) select a subset of the motto contest options which briefly describes wikiversity in a way similar to other short descriptions -- call this the "short description" contest. We would then have 3 contests: motto contest (repurposd more broadly); short description contest (original motto contest purpose but fewer options); the slogan contest (for the main page subtitle). There could be a review time of 2 weeks for this new process. This can be described in the colloquium. What do you think? --[[User:Reswik|Reswik]] 14:52, 18 October 2006 (UTC) *::I hope this particular issue may be resolved *for now*. Based on points in a discussion string now on the motto contest talk page, I followed a suggestion by Cormaggio for revising the motto contest in a simple inclusive way. We may need to resolve issues of multiple purposes of the motto contest in discussions in round 5 or whatever is the end stage of the contest. --[[User:Reswik|Reswik]] 14:46, 19 October 2006 (UTC) == Submitting Homework Assignments as Images and PDFs == Help! My students are submitting '''images''' (which is no problem) and '''PDF files''' for their homework assignments. How do I upload and view a PDF document? As an example, when a student finishes typing their movie script assignment with Final Draft for "[[WikiFilmSchool_N1P4 | Lesson 1, Page 4 - Typing the script]]", they email me their finished assignment which is a tiny PDF document. In turn, I want to post the completed assignments so others can view it… as a PDF file. This is what I have done so far: * [[Image:SBTDS Storyboard CDinAshton.pdf]] → This is the first completed assignment by a student at the WikiU Film School. Congratulations to [[User:CDinAshton|CDinAshton]]. This is the recommened linkage by the Upload software (Namespace = '''Image''') but this linkage is really awkward but using a namespace of '''Pdf''' or '''PDF''' does not seem to work. What to do? [[User:Robert Elliott|Robert Elliott]] 00:33, 16 October 2006 (UTC) ---- I'm not sure what the problem is. You can use [[Media:SBTDS Storyboard CDinAshton.pdf]] to create a link that when clicked on will download the PDF file. Do you mean you want to convert the contents of a PDF file to text that can then be added to a wiki page? --[[User:JWSchmidt|JWSchmidt]] 02:10, 16 October 2006 (UTC) ---- ;Great! :I knew it would be something simple like that. I never thought to use '''Media'''. Problem solved. Thanks [[User:Robert Elliott|Robert Elliott]] 04:31, 16 October 2006 (UTC) ---- ;Ops! Got another one! :I want to display a picture that is located in Wikipedia. [[Image:Dewback sketch.png]]. How do I get it to appear on my page WITHOUT transfering it to Wikiversity? If I say [[w:Image:Dewback sketch.png]] only the link shows up, not the picture. Any suggestions? [[User:Robert Elliott|Robert Elliott]] 04:06, 17 October 2006 (UTC) ::You have to either upload it to wikiversity or upload it to commons. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:54, 17 October 2006 (UTC) ---- == Block, please == Can someone please block {{user|66.240.221.36}} for vandalism? [[User:AmiDaniel|AmiDaniel]] 22:44, 26 November 2006 (UTC) :Nevermind, I luckily flagged down [[User:Sebmol]] on IRC to deal with him -- 'twould be nice to have some sort of quick response for vandalism though.... [[User:AmiDaniel|AmiDaniel]] 22:58, 26 November 2006 (UTC) ::Perhaps something like [[w:WP:AIV]], but with a different name? [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 13:39, 11 December 2006 (UTC) :::I'm not sure another page would result in any speedier reaction. The best bet for the time being is going to [[WV:CHAT|the IRC channel]] and finding a custodian there. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 16:24, 11 December 2006 (UTC) == Spanish keyboard == [[Image:SpanishSymbols.png|thumb|right|356px|from [http://es.wikiversity.org the Spanish Wikiversity].]] Could you instal special letters and signs of the Spanish keyboard under the editation window?--[[User:Juan|Juan]] 19:09, 12 December 2006 (UTC) :As shown in the image to the right? --[[User:JWSchmidt|JWSchmidt]] 19:50, 12 December 2006 (UTC) So how to write '''"ñ"''' without having installed Spanish keyboard on my computer?--[[User:Juan|Juan]] 20:19, 12 December 2006 (UTC) ::Both the uppercase and lowercase "ñ" are already in [[MediaWiki:Edittools]], which is displayed below the edit window. You can find it in the fourth group of the first "characters" row. Nonetheless, JWSchmidt, you might think about bringing over the much more comprehensive [[w:MediaWiki:Edittools]] if you have a spare moment :). [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 03:32, 13 December 2006 (UTC) == vandalism == There are a number of pages that have vandalism by [[Special:Contributions/F.U.C.K]] I corrected a couple of them, but there are more.--[[User:Mu301|mikeu]] 19:01, 27 December 2006 (UTC) :Thanks for your help in cleaning up! [[User:JWSchmidt|JWSchmidt]] 19:18, 27 December 2006 (UTC) == Commons Images == Take a look at [[:Image:NGC6543.jpg]]. Clicking on the edit tab brings up an empty edit screen, despite the fact that the page includes a description and license info. The File tab is also shown in red, and goes to the same blank edit screen (as if the file page doesn't exist.) This seems to be a problem with images from Wikimedia Commons. See also: [[:Image:Cellarius_ptolemaic_system.jpg]]. All I was trying to do was add the image to [[:Category:Astronomy_Images]] but I wasn't sure if the description info would be preserved. Not that I'm looking for things for you to do in your spare time... but also a [http://en.wikiversity.org/wiki/Special:Search?ns6=1&search=moon&fulltext=Search search for "moon"] will not return [[:Image:Moon.jpg]] but it does show the [[:Image:Moonl.jpg]] file that I uploaded. --[[User:Mu301|mikeu]] 21:48, 31 December 2006 (UTC) :The two images seem to work for me. I'm going to guess that it took a while for the servers to catch up with you. Search can be a problem. The database used for searching may not be updating correctly. --[[User:JWSchmidt|JWSchmidt]] 00:40, 1 January 2007 (UTC) ::When you say it works, do you mean that when you click on the [http://en.wikiversity.org/w/index.php?title=Image:NGC6543.jpg&action=edit edit tab] you see the image description and license template in the edit box? I just get a blank edit box. In this case the search is not likely related to time. I uploaded [[:Image:Moonl.jpg]] recently and it does show up in search, but [[:Image:Moon.jpg]] has been uploaded for a longer time and does not show up.--[[User:Mu301|mikeu]] 17:08, 1 January 2007 (UTC) As a test I just edited [[:Image:Cellarius_ptolemaic_system.jpg]]. The page had a description of the image, but when I clicked on edit I saw nothing in the text box. I added the page to [[:Category:Astronomy_Images]] and clicked save. Now the description info is gone, and it looks like the page was just created now, even though it has been there for a long time. I can not revert the page to the previous version to get the description back.--[[User:Mu301|mikeu]] 17:16, 1 January 2007 (UTC) ;No Problem!!!! :I think the problem is not a problem. The image is stored in '''Wikimedia Commons''' and the EDIT button is in '''Wikiversity'''. That is the reason why you cannot edit the description (or see the description) in Wikimedia Commons when you select EDIT in Wikiversity. :When people start work on Wikiversity, they believe (as I did) that Wiki Land is fully integrated. Sorry, not so. Wikimedia Commons does not talk to Wikiversity and Wikiversity rarely talks to Wikimedia Commons. There is only one simple link which allows Wikiversity to use pictures stored at Wikimedia Commons. Wikimedia Commons is NOT part of Wikiversity. :You need to go to Wikimedia Commons and log in and do your stuff INSIDE Wikimedia Commons, not Wikiversity. (Look at the logo on the upper left hand corner of the page to make sure you are at the right Wiki site -- Wikimedia Commons vs. Wikiversity.) :Does that explain things? [[User:Robert Elliott|Robert Elliott]] 17:19, 1 January 2007 (UTC) ::Ok, it looks like the page here on wiki has the image from commons and then includes the description from there in the page here. But this wiki allows me to edit the page, and then the descriptive include goes away. This means that other users might try to make a change in an image file they see here and mess up the description. I think there needs to be a template or something that tells users to edit the description on commons with a link. Otherwise we are going to wind up with pages like [[:Image:Cellarius_ptolemaic_system.jpg]] that are broken.--[[User:Mu301|mikeu]] 17:37, 1 January 2007 (UTC) :::A few minutes after I made the change above, the descriptive text from commons reappeared and my category edit is now included. So things are working, but I still think we need to document this since it causes confusion. I'll take a look at this later, and try to write something up.--[[User:Mu301|mikeu]] 17:57, 1 January 2007 (UTC) ---- ;Too little documentation :There is still too little documentation how the system works. Instead, instructors must figure out all these weird oddities by themselves. :Two months ago, I experience exactly the same problem you had. Two months from now, the next instructor will have the same confusion because Wikiversity and Wikimedia Commons do not play well together. People (such as me) expect that EDIT on these pages would work the same as EDIT on an image page stored at Wikiversity.[[User:Robert Elliott|Robert Elliott]] 01:00, 2 January 2007 (UTC) ::We have [[Help:Contents]], but the help system could be made more user-friendly. We could do mare along the lines of the [[Wikiversity:Guided tour]] and [[Media:Editing tutorial-large.ogg|video tutorials]] <-- an OGG video format ([[w:Wikipedia:Media help (Ogg)|Help]] with OGG video file play). --[[User:JWSchmidt|JWSchmidt]] 17:46, 3 January 2007 (UTC) ---- I don't understand the problem. You want to add categories to a page on commons? The reason images are uploaded to commons rather than local projects is because that enables ''all'' wikimedia projects to incorporate the image onto a page using the familiar <nowiki>[[Image:IMAGENAME]]</nowiki> link, without needing a local copy on every project (i.e., if it's on commons, it can also be used on wikipedia, wikibooks, es.wikiversity, de.wikiversity, etc.). I don't think you can then categorize it locally (but why would you need to?), but it might end up being categorized on commons with similar files, which in turn might help you find more images. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 19:54, 1 January 2007 (UTC) :I decided to organize the astronomy pages, so the first step was to locate them all and stick them in a category so I could easily find them later to make edits. At first I thought that the images had been imported here (ie. the image and description copied from the commons server to wikiversity) so I decided to include them also. As I did this is it was not clear to me what was going on. Then, as I started to realize what was really happening I felt that this should be documented since it is likely that someone else might try to do the same thing. I no longer see a need to categorize commons images, since there is already a category there. Thanks for mentioning the <nowiki><gallery></nowiki> tags, I did not know that and it will be very handy.--[[User:Mu301|mikeu]] 16:12, 3 January 2007 (UTC) ---- Oh nevermind... looks like you can categorize them. An even better way to organize them here on wikiversity might be by using the <nowiki><gallery></nowiki> tags, for example: <gallery> Image:Moonl.jpg|A partial view of Earth's moon Image:Barnard33.jpg|A Nebula </gallery> As you can see, this allows you to annotate the images as well, rather than having to go to the image page and see a full description.--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 19:58, 1 January 2007 (UTC) ---- When an image from [http://commons.wikimedia.org Commons] is used here at Wikiversity, the image is linked to a Wikiversity page for that image. On such pages ([[:Image:Cellarius ptolemaic system.jpg|example]]), shown below the image from Commons is a message box that says, "This is a file from the Wikimedia Commons. The description on its description page there is shown below." Wikiversity editors are able to add discussion, comments, categories to these Wikiversity image pages. The software also automatically provides us with a list of other Wikiversity pages that are linked to the page for an image. We could certainly change [http://en.wikiversity.org/wiki/MediaWiki:Sharedupload our page] that generates this message so as to make it more informative. --[[User:JWSchmidt|JWSchmidt]] 21:55, 1 January 2007 (UTC) ---- I see your point. [[User:Robert Elliott|Robert Elliott]] 01:00, 2 January 2007 (UTC) ==Request for dynamic page list== A very useful feature on Wikinews is the ability to create [[m:DynamicPageList | dynamic page lists]]. This allows the re-organisation and multiple display of content with out effecting the original pages. This would be very useful in creating a dynamic Colloquium, talk pages, course structures, blogs and other tools where content needs to be displayed in different ways. This extension can be added to any mediawiki please could it be added to Wikiversity. [[User:Mystictim|Mystictim]] 14:27, 6 January 2007 (UTC) :I'd support this, but we'd need a semi-formal "local show of support" because this involves making a bugzilla request. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 15:48, 6 January 2007 (UTC) :I agree with both of you. --[[User:Remi0o|Remi0o]] 21:07, 6 January 2007 (UTC) :This feature could be very useful, I'd support it also. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 01:02, 7 January 2007 (UTC) == Interwiki? == Why this doesnt work? I want to conect my user page in here with my user page on es. Anyway maybe also other pages in the future.--[[User:Juan|Juan]] 15:40, 12 January 2007 (UTC) :Maybe [[m:Help:Interwiki linking]] will help you. --[[User:JWSchmidt|JWSchmidt]] 16:06, 12 January 2007 (UTC) Well, I still dont know. Maybe there is a problem with namespace, because if trying to contect these to pages: [http://en.wikiversity.org/wiki/User:Juan] and [http://es.wikiversity.org/wiki/Usuario:Juan] it links to the '''article''' [http://es.wikiversity.org/wiki/Juan], but not to the '''User''' name space, '''Usuario''' respectively. I think its kind of technicle bug.--[[User:Juan|Juan]] 16:37, 12 January 2007 (UTC) OK. Now I now why it want work. Its writen in here [http://en.wikiversity.org/wiki/Wikiversity:News]. Hopefully it will start to work early.--[[User:Juan|Juan]] 18:06, 12 January 2007 (UTC) :Writing <code><nowiki>[[es:Usuario:Juan]]</nowiki></code> on your English user page and <code><nowiki>[[en:User:Juan]]</nowiki></code> on your Spanish one should work. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 18:26, 12 January 2007 (UTC) Thanks.--[[User:Juan|Juan]] 19:12, 15 January 2007 (UTC) == Userpage == My userpage over the last month or so has been the target for heavy abusive Ip vandalism and vandal only accounts, is there any chance it can be semi-protected? [[User:Student Galaxy|Student Galaxy]] 19:37, 21 January 2007 (UTC) :{{Done}} [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 07:11, 22 January 2007 (UTC) 55 79818 2007-01-22T01:30:48Z JWSchmidt 20 /* Support Staff directory */ remove stray word {{Shortcut|[[WV:STAFF]]}} {{Wikiversity organization}} Wikiversity staff are trusted Wikiversity users who volunteer as [[Wikiversity:Custodianship|Custodians]] or Bureaucrats. ; Custodians : Known as administrators or sysops on other projects, these users are able to perform maintenance-related tasks including protecting and deleting pages and images, blocking other users and editing the user interface text ; Bureaucrats : Users who can promote other users to Custodian status, grant and revoke [[Wikiversity:Bots|bot rights]], and rename user accounts ; Bots : Bots are accounts used by other Wikiversity users to perform repetitive automated or semi-automated tasks such as fixing links, eliminating typos, changing categories, etc. __NOTOC__ == Help == '''If you need help you can [[Wikiversity:Request custodian action|Request assistance]] from a custodian''' <br style="clear: both" clear="all" /> == Support Staff directory == {| cellspacing="3" style="width:100%" |- style="background-color:#ccccee;" !User !Role !Appointed !Time Zone !Babel/Other notes |- style="background-color:#eeeeff;" |[[User:Cormaggio|Cormaggio]] |[[Wikiversity:Custodianship|Custodian]] & [[m:Bureaucrat|Bureaucrat]] |August 15, 2006 |BST (UTC+1) |en, es-2 |- style="background-color:#eeeeff;" |[[User:Digitalme|Digitalme]] |[[Wikiversity:Custodianship|Custodian]] |August 19, 2006 |MDT (UTC-6:00) |en, fr-2 |- style="background-color:#eeeeff;" |[[User:Draicone|Draicone]] |[[Wikiversity:Custodianship|Custodian]] |September 26, 2006 |UTC +10:00 |en, de-3, guj-3, hin-2, ru-1 (supposedly) |- style="background-color:#eeeeff;" |[[User:Guillom|guillom]] |[[Wikiversity:Custodianship|Custodian]] |September 28, 2006 |CET (UTC+1) |en-3, fr |- style="background-color:#eeeeff;" |[[User:J.Steinbock|J.Steinbock]] |[[Wikiversity:Custodianship|Custodian]] |December 16, 2006 |CST (UTC-6:00) |en, es-4, fr-2 |- style="background-color:#eeeeff;" |[[User:JWSchmidt|JWSchmidt]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |Arizona (UTC-7:00) | |- style="background-color:#eeeeff;" |[[User:Messedrocker|Messedrocker]] |[[Wikiversity:Custodianship|Custodian]] |August 16, 2006 | | |- style="background-color:#eeeeff;" |[[User:MichaelBillington|MichaelBillington]] |[[Wikiversity:Custodianship|Custodian]] |December 11, 2006 |AEDT (UTC+11) |en, it-1 |- style="background-color:#eeeeff;" |[[User:Rayc|Rayc]] |[[Wikiversity:Custodianship|Custodian]] |November 2, 2006 |CST (UTC-6) |en | |- style="background-color:#eeeeff;" |[[User:Robert Horning|Robert Horning]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |MST (UTC-7:00) |en, pt-3, de-2, es-2, ru-1 |- style="background-color:#eeeeff;" |[[User:SB Johnny|SB Johnny]] |[[Wikiversity:Custodianship|Custodian]] |August 27, 2006 | | |- style="background-color:#eeeeff;" |[[User:Sebmol|sebmol]] |[[Wikiversity:Custodianship|Custodian]] & [[m:Bureaucrat|Bureaucrat]] |August 15, 2006 |CET (UTC+1) |de, en-4, fr-2 |- style="background-color:#eeeeff;" |[[User:WiseWoman|WiseWoman]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |CET (UTC+1) |en, de-3, sv-2, is-1, no-1, da-1 |} == Candidates == '''If you would like to help out as a custodian on Wikiversity, please list yourself at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]]''' ==See also== *[[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]] - help create policy *[[Wikiversity:Notices for custodians|Custodian notice board]] - information for custodians [[Category:Wikiversity administration]] 56 edit=sysop:move=sysop 6234 2006-08-17T05:21:11Z JWSchmidt 20 Protected "[[Wikiversity:Original proposal]]": This page is an historical archive [edit=sysop:move=sysop] Brief summary of the original wikiversity proposal, which did not meet with complete approval. ==Short summary of the old proposal== *A center of learning '''using Wikimedia projects content''' as course material. *Initial scope of Wikiversity: something realistic that can be accomplished with the current set of tools available with MediaWiki software. *Mission: to test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results within a policy framework developed by the community. *Vision: a collaborative learning community structured to promote learning by engaging participants in scholarly activities within a wiki environment. *Two goals were identified: **'''E-teaching materials'''. The development and cataloging of tests, teaching materials that go beyond the scope of Wikibooks such as slides and videos, complete courses, and more. All this information must be presented from a neutral point of view and represent the current state of scientific research. Wikibooks will be used as a partner project where appropriate. **'''E-learning'''. A framework within which members of the community can actually take courses online. ===Evaluation of the old proposal=== A [[m:Wikiversity/Vote/en|vote]] was held on the Wikiversity project proposal. The proposal got the required 2/3 majority (shortly). In November the [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 Board] discussed the Wikiversity project and requested modifications to the proposal: :"Wikiversity proposal (http://meta.wikimedia.org/wiki/Wikiversity) not approved, but we will approve it if some changes are made and if the community seems joyful about it, which may or may not require another vote. The board recommend rewriting the proposal to exclude credentials, exclude online-courses and clarify the concept of elearning platform. to be rewritten to exclude credentials and to clarify concept of e-learning." ==See also== [[Wikiversity:Wikiversity project proposal|Final approved project proposal]] [[Category:History of Wikiversity]] 57 173 2006-08-15T17:49:02Z JWSchmidt 20 create root category [[Category:Wikiversity]] 58 21951 2006-08-31T12:53:48Z JWSchmidt 20 add category myself [[Category:Wikiversity participant images]] 60 70368 2007-01-11T02:06:07Z JWSchmidt 20 [[Category:Content]] The root of the category system for Wikiversity-internal pages. [[Category:Categories]] [[Category:Content]] [[de:Kategorie:Wikiversity]] [[es:Categoría:Wikiversidad]] 63 51703 2006-12-05T08:49:57Z Guillom 48 Reverted edits by [[Special:Contributions/Thok|Thok]] ([[User_talk:Thok|Talk]]) to last version by [[User:Rogerhc|Rogerhc]] using [[Wikiversity:Rollback|rollback]] [[Image:Copyleft.svg|thumb|right|Copyright/copyleft Logo]] The license [[Wikiversity]] uses grants free access to our content in the same sense as [[wikipedia:free software|free software]] is licensed freely. This principle is known as '''[[wikipedia:copyleft|copyleft]]'''. That is to say, Wikiversity content can be copied, modified, and redistributed ''so long as'' the new version grants the same freedoms to others and acknowledges the authors of the Wikiversity article used (a direct link back to the article satisfies our author credit requirement). Wikiversity articles therefore will remain free forever and can be used by anybody subject to certain restrictions, most of which serve to ensure that freedom. To fulfill the above goals, the text contained in Wikiversity is licensed to the public under the '''[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]''' (GFDL). The full text of this license is at [[Wikiversity:GNU Free Documentation License]]. :'''Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the [[wikipedia:Free Software Foundation|Free Software Foundation]]; with no Invariant Sections, with no Front-Cover Texts, and with no Back-Cover Texts.''' :'''A copy of the license is included in the section entitled "[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]".''' :'''Content on Wikiversity is covered by [[wikipedia:general disclaimer|disclaimers]].''' The English text of the GFDL is the only legally binding document; what follows is our interpretation of the GFDL: the rights and obligations of users and contributors. == See also == * [[wikipedia:Wikipedia:Copyright FAQ|Wikipedia:Copyright FAQ]] * The [[wikipedia:Wikipedia:Contributing FAQ|Wikipedia:Contributing FAQ]] for questions on copyright. * [[wikipedia:Wikipedia:Mirrors and forks|Wikipedia:Mirrors and forks]] * [[wikipedia:Wikipedia:Standard GFDL violation letter|Wikipedia:Standard GFDL violation letter]] * [[wikipedia:Wikipedia:Possible copyright infringements|Wikipedia:Possible copyright infringements]] * [[wikipedia:Wikipedia:Spotting possible copyright violations|Wikipedia:Spotting possible copyright violations]] * [[wikipedia:Wikipedia:Fair use|Wikipedia:Fair use]] * [[wikipedia:Wikipedia:Image copyright tags|Wikipedia:Image copyright tags]] * [[wikipedia:Wikipedia:Boilerplate request for permission|Wikipedia:Boilerplate request for permission]] Further discussion... * [[wikipedia:Wikipedia:Copyright issues|Wikipedia:Copyright issues]] * [[meta:Wikipedia and copyright issues|Wikipedia and copyright issues]] * [[meta:Avoid Copyright Paranoia|Avoid Copyright Paranoia]] * [[meta:Permission grant extent|Permission grant extent]] [[Category:Wikiversity Copyrights]] [[Category:Wikiversity policy|{{PAGENAME}}]] 69 45985 2006-11-16T01:14:30Z Sebmol 14 /** CSS placed here will be applied to all skins */ /* The following id's are disabled because they are skin dependent. 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The mechanism up to MediaWiki 1.4 was that the HTML code contained a SPAN following the anchor A; this SPAN had the class "urlexpansion", which was not displayed on screen, but was shown when the medium was "print". The rules below ensure (a) that there is no extra padding to the right of the anchor (displayed as "[<number>]"), (b) that there is no "external link arrow" for the link, and (c) that this SPAN of class "urlexpansion" is never shown. ~~~~ */ .plainlinksneverexpand { background: none ! important; padding: 0 ! important; } .plainlinksneverexpand .urlexpansion { display: none ! important; } /* Make sure that ext links displayed within "plainlinksneverexpand" don't get the arrow... */ .plainlinksneverexpand a { background: none !important; padding: 0 !important; } /* With MediaWiki 1.5, the mechanism has changed: instead of a SPAN of class "urlexpansion" following the anchor A, the anchor itself now has class "external autonumber" and the expansion is inserted when printing (see the common printing style sheet at http://en.wikipedia.org/skins-1.5/common/commonPrint.css) using the ":after" pseudo- element of CSS. We have to switch this off for links due to Template:Ref! ~~~~ */ .plainlinksneverexpand a.external.text:after { display: none !important; } .plainlinksneverexpand a.external.autonumber:after { display: none !important; } /* Messagebox templates */ .messagebox { border: 1px solid #aaaaaa; background-color: #f9f9f9; width: 80%; margin: 0 auto 1em auto; padding: .2em; text-align: justify; } .messagebox.merge { border: 1px solid #c0b8cc; background-color: #f0e5ff; text-align: center; } .messagebox.cleanup { border: 1px solid #9f9fff; background-color: #efefff; text-align: center; } .messagebox.standard-talk { border: 1px solid #c0c090; background-color: #f8eaba; } /* Infobox template style */ .infobox { border: 1px solid #aaaaaa; background-color: #f9f9f9; color: black; margin-bottom: 0.5em; margin-left: 1em; padding: 0.2em; float: right; clear: right; } .infobox td, .infobox th { vertical-align: top; } .infobox caption { font-size: larger; margin-left: inherit; } .infobox.bordered { border-collapse: collapse; } .infobox.bordered td, .infobox.bordered th { border: 1px solid #aaaaaa; } .infobox.bordered .borderless td, .infobox.bordered .borderless th { border: 0; } .infobox.sisterproject { width: 20em; font-size: 90%; } /* styles for bordered infobox with merged rows */ .infobox.bordered .mergedtoprow td, .infobox.bordered .mergedtoprow th { border: 0; border-top: 1px solid #aaaaaa; border-right: 1px solid #aaaaaa; } .infobox.bordered .mergedrow td, .infobox.bordered .mergedrow th { border: 0; border-right: 1px solid #aaaaaa; } /* Put a checker background at the image description page only visible if the image has transparent background */ #file img {background: url("http://upload.wikimedia.org/wikipedia/commons/5/5d/Checker-16x16.png") repeat;} /* Support for Template:IPA, Template:Unicode and Template:Polytonic. The inherit declaration resets the font for all browsers except MSIE6. The empty comment must remain. Please copy any changes to [[Template:IPA fonts]] and [[Template:Unicode fonts]]. */ .IPA { font-family: Chrysanthi Unicode, Doulos SIL, Gentium, GentiumAlt, Code2000, TITUS Cyberbit Basic, DejaVu Sans, Bitstream Cyberbit, Arial Unicode MS, Lucida Sans Unicode, Hiragino Kaku Gothic Pro, Matrix Unicode; font-family /**/:inherit; } .Unicode { font-family: TITUS Cyberbit Basic, Code2000, Doulos SIL, Chrysanthi Unicode, Bitstream Cyberbit, Bitstream CyberBase, Thryomanes, Gentium, GentiumAlt, Visual Geez Unicode, Lucida Grande, Arial Unicode MS, Microsoft Sans Serif, Lucida Sans Unicode; font-family /**/:inherit; } .latinx { font-family: TITUS Cyberbit Basic, Code2000, Microsoft Sans Serif; font-family /**/:inherit; } .polytonic { font-family: Athena, Gentium, Palatino Linotype, Arial Unicode MS, Lucida Sans Unicode, Lucida Grande, Code2000; font-family /**/:inherit; } .mufi { font-family: Alphabetum, Cardo, LeedsUni, Junicode, TITUS Cyberbit Basic, ALPHA-Demo; } #wpSave { font-weight: bold; } /* Removes underlines from links */ .nounderlines a { text-decoration: none; } /* Custom link colors for use in [[MediaWiki:Edittools]] */ .charboxblack a:link, .charboxblack a:hover, .charboxblack a:visited, .charboxblack a:active { color: black; } .charboxsilver a:link, .charboxsilver a:hover, .charboxsilver a:visited, .charboxsilver a:active { color: silver; } .charboxgray a:link, .charboxgray a:hover, .charboxgray a:visited, .charboxgray a:active { color: gray; } .charboxwhite a:link, .charboxwhite a:hover, .charboxwhite a:visited, .charboxwhite a:active { color: white; } .charboxmaroon a:link, .charboxmaroon a:hover, .charboxmaroon a:visited, .charboxmaroon a:active { color: maroon; } .charboxred a:link, .charboxred a:hover, .charboxred a:visited, .charboxred a:active { color: red; } .charboxpurple a:link, .charboxpurple a:hover, .charboxpurple a:visited, .charboxpurple a:active { color: purple; } .charboxfuchsia a:link, .charboxfuchsia a:hover, .charboxfuchsia a:visited, .charboxfuchsia a:active { color: fuchsia; } .charboxgreen a:link, .charboxgreen a:hover, .charboxgreen a:visited, .charboxgreen a:active { color: green; } .charboxlime a:link, .charboxlime a:hover, .charboxlime a:visited, .charboxlime a:active { color: lime; } .charboxolive a:link, .charboxolive a:hover, .charboxolive a:visited, .charboxolive a:active { color: olive; } .charboxyellow a:link, .charboxyellow a:hover, .charboxyellow a:visited, .charboxyellow a:active { color: yellow; } .charboxnavy a:link, .charboxnavy a:hover, .charboxnavy a:visited, .charboxnavy a:active { color: navy; } .charboxblue a:link, .charboxblue a:hover, .charboxblue a:visited, .charboxblue a:active { color: blue; } .charboxteal a:link, .charboxteal a:hover, .charboxteal a:visited, .charboxteal a:active { color: teal; } .charboxaqua a:link, .charboxaqua a:hover, .charboxaqua a:visited, .charboxaqua a:active { color: aqua; } /* Removes useless links from printout */ @media print { #privacy, #about, #disclaimer {display:none;} } /* Suppresses text by default */ .sysop { display: none } /* * Standard color definitions for borders and backgrounds * These colors assume a dark font on a light background. For * skins that are based on different contrast arrangements, * these CSS classes should be overwritten with appropriate values. */ .bordercolor1 { /* like TOC */ border-color: #aaaaaa; border-width: 1px; } .bordercolor2 { /* barely noticeable, weak contrast */ border-color: #e9e9e9; border-width: 1px; } .bordercolor3 { /* "Red", noticeable */ border-color: #c00000; border-width: 1px; } .bordercolor4 { /* neutral color, noticeable */ border-color: #8888aa; border-width: 1px; } .bordercolor5 { /* "Black", strong contrast */ border-color: #000000; border-width: 1px; } .backgroundcolor1 { /* like TOC */ background-color: #f9f9f9; } .backgroundcolor2 { /* "White", for non-article pages, neutral */ background-color: #ffffff; } .backgroundcolor3 { /* "Yellow", noticeable */ background-color: #ffff40; } .backgroundcolor4 { /* very noticeable */ background-color: #ffaa00; } .backgroundcolor5 { /* neutral, distinct */ background-color: #e0e0e0; } .backgroundcolor6 { /* generally "colorful", for contrast and distinction */ background-color: #b3b7ff; } .backgroundcolor7 { /* generally "colorful", for contrast and distinction */ background-color: #ffcbcb; } .backgroundcolor8 { /* generally "colorful", for contrast and distinction */ background-color: #ffebad; } .backgroundcolor9 { /* generally "colorful", for contrast and distinction */ background-color: #b9ffc5; } /* License tag designs */ .license1 { clear: both; margin: 0.5em auto; background-color: #F0FFF0; border: 3px solid #E0EEE0; width: 80%; } .license2 { clear: both; margin: 0.5em auto; background-color: #B4EEB4; border: 3px solid #9BCD9B; width: 80%; } .license3 { clear: both; margin: 0.5em auto; background-color: #FFDDDD; border: 3px solid #DD0000; width: 100%; } .license4 { clear: both; margin: 0.5em auto; background-color: #f9f9f9; border: 3px solid #e9e9e9; width: 80%; } .license5 { clear: both; margin: 0.5em auto; background-color: #EDF4FF; border: 3px solid #A2B5CD; width: 80%; } .license1 *, .license2 *, .license3 *, .license4 *, .license5 * { border: none; } /*</nowiki></pre>*/ 70 76996 2007-01-16T10:39:56Z Guillom 48 1em -> 0.6em, it's as nice as before and hopefully people (or, actually, one person) will stop complaining /* CSS placed here will affect users of the Monobook skin <pre><nowiki>*/ #shortcut { display: inline; position:absolute; z-index:1; border:none; background:none; right:12px; top:0.3em; float:right; margin:0.0em; padding:0.0em; line-height:1.5em; text-align:right; text-indent:0; font-size:90%; text-transform:none; white-space:normal; } /* something, uh, less "brown" */ .usermessage { border:1px solid #99B3FF; background-color:#E0E8FF; } /* round corners on Mozilla and others */ #p-cactions ul li, #p-cactions ul li a { -moz-border-radius-topleft:0.6em; -moz-border-radius-topright:0.6em; } #content { -moz-border-radius-topleft:0.6em; -moz-border-radius-bottomleft:0.6em; } .pBody { -moz-border-radius-topright:0.6em; -moz-border-radius-bottomright:0.6em; } /* talk pages */ #content { background: #F8FCFF; /* a light blue */ } #content div.thumb { border-color: #F8FCFF; } .ns-0 * #content { background: white; } #mytabs li { background: #F8FCFF; } .ns-0 * #mytabs li { background: white; } #mytabs li a { background-color: #F8FCFF; } .ns-0 * #mytabs li a { background-color: white; } #p-cactions li a, #p-cactions li a:hover, #p-cactions li.selected a { background-color: #F8FCFF; } .ns-0 * #p-cactions li a { background-color: #fbfbfb; } .ns-0 * #p-cactions li.selected a, .ns-0 * #p-cactions li a:hover { background-color: white; } .ns-0 * #content div.thumb { border-color: white; } /* </nowiki></pre> */ 71 38049 2006-10-23T09:36:18Z Sebmol 14 update // <pre><nowiki> /* tooltips and access keys */ var ta = new Object(); ta['pt-userpage'] = new Array('.','My user page'); ta['pt-anonuserpage'] = new Array('.','The user page for the ip you\'re editing as'); ta['pt-mytalk'] = new Array('n','My talk page'); ta['pt-anontalk'] = new Array('n','Discussion about edits from this ip address'); ta['pt-preferences'] = new Array('','My preferences'); ta['pt-watchlist'] = new Array('l','The list of pages you\'re monitoring for changes.'); ta['pt-mycontris'] = new Array('y','List of my contributions'); ta['pt-login'] = new Array('o','You are encouraged to log in, it is not mandatory however.'); ta['pt-anonlogin'] = new Array('o','You are encouraged to log in, it is not mandatory however.'); ta['pt-logout'] = new Array('o','Log out'); ta['ca-talk'] = new Array('t','Discussion about the content page'); ta['ca-edit'] = new Array('e','You can edit this page. Please use the preview button before saving.'); ta['ca-addsection'] = new Array('+','Add a comment to this discussion.'); ta['ca-viewsource'] = new Array('e','This page is protected. You can view its source.'); ta['ca-history'] = new Array('h','Past versions of this page.'); ta['ca-protect'] = new Array('=','Protect this page'); ta['ca-delete'] = new Array('d','Delete this page'); ta['ca-undelete'] = new Array('d','Restore the edits done to this page before it was deleted'); ta['ca-move'] = new Array('m','Move this page'); ta['ca-watch'] = new Array('w','Add this page to your watchlist'); ta['ca-unwatch'] = new Array('w','Remove this page from your watchlist'); ta['search'] = new Array('f','Search this wiki'); ta['p-logo'] = new Array('','Main Page'); ta['n-mainpage'] = new Array('z','Visit the Main Page'); ta['n-portal'] = new Array('','About the project, what you can do, where to find things'); ta['n-currentevents'] = new Array('','Find background information on current events'); ta['n-recentchanges'] = new Array('r','The list of recent changes in the wiki.'); ta['n-randompage'] = new Array('x','Load a random page'); ta['n-help'] = new Array('','The place to find out.'); ta['n-sitesupport'] = new Array('','Support us'); ta['t-whatlinkshere'] = new Array('j','List of all wiki pages that link here'); ta['t-recentchangeslinked'] = new Array('k','Recent changes in pages linked from this page'); ta['feed-rss'] = new Array('','RSS feed for this page'); ta['feed-atom'] = new Array('','Atom feed for this page'); ta['t-contributions'] = new Array('','View the list of contributions of this user'); ta['t-emailuser'] = new Array('','Send a mail to this user'); ta['t-upload'] = new Array('u','Upload images or media files'); ta['t-specialpages'] = new Array('q','List of all special pages'); ta['ca-nstab-main'] = new Array('c','View the content page'); ta['ca-nstab-user'] = new Array('c','View the user page'); ta['ca-nstab-media'] = new Array('c','View the media page'); ta['ca-nstab-special'] = new Array('','This is a special page, you can\'t edit the page itself.'); ta['ca-nstab-project'] = new Array('a','View the project page'); ta['ca-nstab-image'] = new Array('c','View the image page'); ta['ca-nstab-mediawiki'] = new Array('c','View the system message'); ta['ca-nstab-template'] = new Array('c','View the template'); ta['ca-nstab-help'] = new Array('c','View the help page'); ta['ca-nstab-category'] = new Array('c','View the category page'); // ============================================================ // BEGIN Enable multiple onload functions // setup onload functions this way: // aOnloadFunctions[aOnloadFunctions.length] = function_name; // without brackets! if (!window.aOnloadFunctions) { var aOnloadFunctions = new Array(); } window.onload = function() { if (window.aOnloadFunctions) { for (var _i=0; _i<aOnloadFunctions.length; _i++) { aOnloadFunctions[_i](); } } } // ============================================================ // BEGIN Dynamic Navigation Bars // NEEDS Enable multiple onload functions // set up the words in your language var NavigationBarHide = 'Collapse'; var NavigationBarShow = 'Expand'; // set up max count of Navigation Bars on page, // if there are more, all will be hidden // NavigationBarShowDefault = 0; // all bars will be hidden // NavigationBarShowDefault = 1; // on pages with more than 1 bar all bars will be hidden var NavigationBarShowDefault = 1; // shows and hides content and picture (if available) of navigation bars // Parameters: // indexNavigationBar: the index of navigation bar to be toggled function toggleNavigationBar(indexNavigationBar) { var NavToggle = document.getElementById("NavToggle" + indexNavigationBar); var NavFrame = document.getElementById("NavFrame" + indexNavigationBar); if (!NavFrame || !NavToggle) { return false; } // if shown now if (NavToggle.firstChild.data == NavigationBarHide) { for ( var NavChild = NavFrame.firstChild; NavChild != null; NavChild = NavChild.nextSibling ) { if (NavChild.className == 'NavPic') { NavChild.style.display = 'none'; } if (NavChild.className == 'NavContent') { NavChild.style.display = 'none'; } if (NavChild.className == 'NavToggle') { NavChild.firstChild.data = NavigationBarShow; } } // if hidden now } else if (NavToggle.firstChild.data == NavigationBarShow) { for ( var NavChild = NavFrame.firstChild; NavChild != null; NavChild = NavChild.nextSibling ) { if (NavChild.className == 'NavPic') { NavChild.style.display = 'block'; } if (NavChild.className == 'NavContent') { NavChild.style.display = 'block'; } if (NavChild.className == 'NavToggle') { NavChild.firstChild.data = NavigationBarHide; } } } } // adds show/hide-button to navigation bars function createNavigationBarToggleButton() { var indexNavigationBar = 0; // iterate over all < div >-elements for( var i=0; NavFrame = document.getElementsByTagName("div")[i]; i++ ) { // if found a navigation bar if (NavFrame.className == "NavFrame") { indexNavigationBar++; var NavToggle = document.createElement("a"); NavToggle.className = 'NavToggle'; NavToggle.setAttribute('id', 'NavToggle' + indexNavigationBar); NavToggle.setAttribute('href', 'javascript:toggleNavigationBar(' + indexNavigationBar + ');'); var NavToggleText = document.createTextNode(NavigationBarHide); NavToggle.appendChild(NavToggleText); // add NavToggle-Button as first div-element // in < div class="NavFrame" > NavFrame.insertBefore( NavToggle, NavFrame.firstChild ); NavFrame.setAttribute('id', 'NavFrame' + indexNavigationBar); } } // if more Navigation Bars found than Default: hide all if (NavigationBarShowDefault < indexNavigationBar) { for( var i=1; i<=indexNavigationBar; i++ ) { toggleNavigationBar(i); } } } aOnloadFunctions[aOnloadFunctions.length] = createNavigationBarToggleButton; // END Dynamic Navigation Bars // ============================================================ // ============================================================ // BEGIN Moving of the editsection links /* * moveEditsection * This script moves the section edit links from the right edge of the page * to the right edge of the heading. (Imported from German Wikipedia) * * This functionality can be disabled by adding the following line without the * asteriks to your custom monobook.js (located under [[User:Username/monobook.js]]): * var oldEditsectionLinks = true; */ function moveEditsection() { if (typeof oldEditsectionLinks == 'undefined' || oldEditsectionLinks == false) { var spans = document.getElementsByTagName("span"); for(var i = 0; i < spans.length; i++) { if(spans[i].className == "editsection") { spans[i].style.fontSize = "x-small"; spans[i].style.fontWeight = "normal"; spans[i].style.cssFloat = "none"; spans[i].style.marginLeft = "0px"; spans[i].parentNode.appendChild(document.createTextNode(" ")); spans[i].parentNode.appendChild(spans[i]); } } } } // onload addOnloadHook(moveEditsection); // END Moving of the editsection links // ============================================================ // ============================================================ // BEGIN import Onlyifediting-functions // SEE ALSO [[MediaWiki:Onlyifediting.js]] if (document.URL.indexOf("action=edit") > 0 || document.URL.indexOf("action=submit") > 0) { document.write('<script type="text/javascript" src="/w/index.php?title=MediaWiki:Onlyifediting.js&action=raw&ctype=text/javascript&dontcountme=s"></script>'); } // END import Onlyifediting-functions // ============================================================ if (mwCustomEditButtons) { mwCustomEditButtons[mwCustomEditButtons.length] = { "imageFile": "http://upload.wikimedia.org/wikipedia/en/c/c8/Button_redirect.png", "speedTip": "Redirect", "tagOpen": "#REDIRECT [[", "tagClose": "]]", "sampleText": "Insert text"}; //Reference link button mwCustomEditButtons[mwCustomEditButtons.length] = { "imageFile": "http://upload.wikimedia.org/wikipedia/commons/7/79/Button_reflink.png", "speedTip": "<ref>", "tagOpen": "<ref>", "tagClose": "</ref>", "sampleText": "Insert reference material"} //Reference button mwCustomEditButtons[mwCustomEditButtons.length] = { "imageFile": "http://upload.wikimedia.org/wikipedia/commons/a/a0/Button_references_alt.png", "speedTip": "Reference footer", "tagOpen": "<references/>", "tagClose": "", "sampleText": ""} }; // Simplify import of additional js files function importPage(seite,lang){ // all languages support name='User:'; // international name if(!lang) { lang='en'; name='User:'; } document.write('<SCRIPT TYPE="text/javascript" SRC="http://' + lang + '.wikiversity.org/w/index.php?title=' + name + seite + '&action=raw&ctype=text/javascript&smaxage=2678400&dontcountme=s"><\/SCRIPT>'); } // ============================================================ // BEGIN pageview counter // Please talk to de:User:LeonWeber before changing anything or // if there are any issues with that. // this should be adjusted to a good value. // BE CAREFULL, you will break zedler if it's too low! // And then DaB. will kill Leon :-( var disable_counter = 0; var counter_factor = 3; // let's see if we can decrease it function pgcounter_setup() { if(disable_counter == 0) { var url = window.location.href; if(Math.floor(Math.random()*counter_factor)==2) // the probability thing { if(wgIsArticle==true) // do not count history pages etc. { var pgcountNs = wgCanonicalNamespace; if(wgCanonicalNamespace=="") { pgcountNs = "0"; } var cnt_url = "http://pgcount.wikimedia.de/index.png?ns=" + pgcountNs + "&title=" + encodeURI(wgTitle) + "&factor=" + counter_factor +"&wiki=enwikiversity"; var img = new Image(); img.src = cnt_url; } } } } // Do not use aOnloadFunctions[aOnloadFunctions.length] = pgcounter_setup;, some browsers don't like that. pgcounter_setup(); // END pageview counter // ============================================================ // </nowiki></pre> 89 19262 2006-08-28T16:52:48Z Digitalme 39 there is no 'unblock' link in the sidebar The page "[[:$1]]" has been added to your [[Special:Watchlist|watchlist]]. Future changes to this page and its associated Talk page will be listed there, and the page will appear '''bolded''' in the [[Special:Recentchanges|list of recent changes]] to make it easier to pick out. If you want to remove the page from your watchlist later, click the "unwatch" tab above the page. 115 30719 2006-09-30T06:26:16Z Draicone 1128 Correct text to wikiversity outline This user is already a custodian 120 30720 2006-09-30T06:29:21Z Draicone 1128 Calm + simplify, add link to signup page '''Note:''' You are not currently logged in. Your IP address will be recorded in this page's edit history. Please consider <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Special:Userlogin&type=signup registering]</span> if you wish to edit under a nickname instead. 121 2207 2006-08-16T13:22:24Z Messedrocker 35 copying over from sitenotice <div style="width: 80%; margin-left: auto; margin-right: auto; text-align: center; font-size: 80%; font-weight: bold;">If you wish to have a page imported from Meta or Wikibooks, place your request on [[Wikiversity:Import]].<br />Cut-and-paste transwikis will be ''deleted''.</div> 124 48955 2006-11-26T22:56:19Z Sebmol 14 ---- {| id="anontalktext" class="plainlinks noeditsection" style="font-size:90%; background-color:#F8F8F8; border: 1px solid #B8B8B8; margin:1em 1em 0em 1em; padding:0.25em 1em 0.25em 1em; clear: both;" | style="padding-right: 1em;" | [[Image:Information icon.svg|40px]] || This is the discussion page for an anonymous user, identified by the user's numerical [[IP address]]. Some IP addresses change periodically, and may be shared by several users. If you are an anonymous user, you may [[{{ns:Special}}:Userlogin|create an account or log in]] to avoid future confusion with other anonymous users. Registering also hides your IP address.<br/> &#91;[http://www.dnsstuff.com/tools/ipall.ch?domain={{PAGENAMEE}} IP info] · [http://www.dnsstuff.com/tools/tracert.ch?ip={{PAGENAMEE}} Traceroute] · [http://www.dnsstuff.com/tools/whois.ch?ip={{PAGENAMEE}} WHOIS] · [http://www.dnsstuff.com/tools/whois.ch?server=whois.abuse.net&ip={{PAGENAMEE}} Abuse] · [http://www.dnsstuff.com/tools/city.ch?ip={{PAGENAMEE}} City] · [http://www.dnsstuff.com/tools/ptr.ch?ip={{PAGENAMEE}} RDNS]&#93; · &#91;[[w:Regional Internet Registry|RIR]]s: [http://ws.arin.net/whois/?queryinput={{PAGENAMEE}} America] · [http://www.ripe.net/fcgi-bin/whois?searchtext={{PAGENAMEE}} Europe] · [http://www.afrinic.net/cgi-bin/whois?query={{PAGENAMEE}} Africa] · [http://www.apnic.net/apnic-bin/whois.pl?searchtext={{PAGENAMEE}} Asia-Pacific] · [http://www.lacnic.net/cgi-bin/lacnic/whois?lg=EN&query={{PAGENAMEE}} Latin America/Caribbean]&#93; |} 157 55065 2006-12-12T19:02:39Z SB Johnny 61 make the template usage clearer <big>'''Your user name or IP address has been [[Wikiversity:Blocking policy|blocked]].'''</big> The block was made by $1. The reason given is ''$2''. You can contact $1 or another [[Wikiversity:Support staff|custodian]] to discuss the block. You cannot use the 'email this user' feature unless a valid email address is specified in your [[Special:Preferences|account preferences]]. Your current IP address is $3. Please include this in any queries. Blocked users can edit their own user discussion page. If you are not logged in as a registered user, use the talk page for your IP address: [[User talk:$3|here]]. You can add the Template {{tl|Unblock}} to your user discussion page in order to request unblocking. 208 30721 2006-09-30T06:37:00Z Draicone 1128 Cleanup email body - simplify, remove asterisks etc. Someone has recently registered the account "$2" on {{SITENAME}} from the IP address $1. If this is you, please visit the following link to active email features on {{SITENAME}}: $3 If this is not you, please delete this email. This confirmation code will expire at $4. 229 65596 2007-01-02T23:51:11Z MichaelBillington 1599 tut tut David Gerard, HTML error! See http://en.wikipedia.org/w/index.php?title=MediaWiki:Copyright&diff=97952323&oldid=97936696 All text is available under the terms of the <a class='internal' href="{{localurle:Wikiversity:GNU Free Documentation License}}">GNU Free Documentation License</a> (see <b><a class='internal' href="{{localurle:Wikiversity:Copyrights}}">Copyrights</a></b> for details).<br /> Wikiversity is a trademark of the <a href="http://www.wikimediafoundation.org">Wikimedia Foundation, Inc.</a>, a US-registered <a class='internal' href="http://en.wikipedia.org/wiki/501(c)" title="501(c)(3)">501(c)(3)</a> <a href="http://wikimediafoundation.org/wiki/Deductibility_of_donations">tax-deductible</a>; <a class='internal' href="http://en.wikipedia.org/wiki/Non-profit_organization" title="Non-profit organization">nonprofit</a> <a href="http://en.wikipedia.org/wiki/Charitable_organization" title="Charitable organization">charity</a>.<br /> 232 33728 2006-10-10T08:25:42Z Guillom 48 fixed internal link Content that violates any '''[[Wikiversity:Copyrights|copyright]]''' will be deleted. You agree to license your contributions under the '''[[Wikiversity:GNU Free Documentation License|GFDL]]'''. 242 1675 2006-08-15T19:12:54Z Sebmol 14 News 243 1674 2006-08-15T19:12:42Z Sebmol 14 Wikiversity:News 311 33750 2006-10-10T09:26:39Z Sebmol 14 linkfix <!-- Text here will be shown below edit and upload forms. --> <div id="editpage-copywarn3" style="font-weight: bold; font-size: 120%; padding-top: 10px">Do not copy text from other websites without permission. It will be deleted.</div> <div id="editpage-specialchars" class="plainlinks" style="margin-top: 15px; border-width: 1px; border-style: solid; border-color: #aaaaaa; padding: 2px;"> <span id="edittools_main">'''Insert:''' <charinsert>– — … ° ≈ ± − × ÷ ← → · § </charinsert></span><span id="edittools_name">&nbsp;&nbsp;'''Sign your name:''' <charinsert>~~~~</charinsert></span> ---- <small><span id="edittools_wikimarkup">'''Wiki markup:''' <charinsert><nowiki>{{</nowiki>+<nowiki>}}</nowiki> </charinsert> &nbsp; <charinsert><nowiki>|</nowiki></charinsert> &nbsp; <charinsert>[+]</charinsert> &nbsp; <charinsert>[[+]]</charinsert> &nbsp; <charinsert>[[Category:+]]</charinsert> &nbsp; <charinsert>#REDIRECT[[+]]</charinsert> &nbsp; <charinsert><s>+</s></charinsert> &nbsp; <charinsert>⁺</charinsert> &nbsp; <charinsert>₊</charinsert> &nbsp; <charinsert><blockquote>+</blockquote></charinsert> &nbsp; <charinsert><ref>+</ref></charinsert> &nbsp; <charinsert><nowiki><div class="references-small"></nowiki></charinsert> &nbsp; <charinsert><references/></charinsert> &nbsp; <charinsert><includeonly>+</includeonly></charinsert> &nbsp; <charinsert><noinclude>+</noinclude></charinsert> &nbsp; <charinsert>&lt;nowiki>+</nowiki></charinsert>&nbsp;&nbsp;&bull;</span> <span id="edittools_symbols">'''Symbols:''' <charinsert> ~ | ¡ ¿ † ‡ ↔ ↑ ↓ • </charinsert> &nbsp; <charinsert> # ¹ ² ³ ½ ⅓ ⅔ ¼ ¾ ⅛ ⅜ ⅝ ⅞ </charinsert> &nbsp; <charinsert> ‘ “ ’ ” </charinsert> &nbsp; <charinsert> ¢ $ € £ ¥ </charinsert><br/></span> <span id="edittools_characters">'''Characters:''' <span class="latinx"> <charinsert> Á á Ć ć É é Í í Ĺ ĺ Ń ń Ó ó Ŕ ŕ Ś ś Ú ú Ý ý Ź ź </charinsert> &nbsp; <charinsert> À à È è Ì ì Ò ò Ù ù </charinsert> &nbsp; <charinsert>  â Ĉ ĉ Ê ê Ĝ ĝ Ĥ ĥ Î î Ĵ ĵ Ô ô Ŝ ŝ Û û Ŵ ŵ Ŷ ŷ </charinsert> &nbsp; <charinsert> Ä ä Ë ë Ï ï Ö ö Ü ü Ÿ ÿ </charinsert> &nbsp; <charinsert> ß </charinsert> &nbsp; <charinsert> à ã Ẽ ẽ Ĩ ĩ Ñ ñ Õ õ Ũ ũ Ỹ ỹ</charinsert> &nbsp; <charinsert> Ç ç Ģ ģ Ķ ķ Ļ ļ Ņ ņ Ŗ ŗ Ş ş Ţ ţ </charinsert> &nbsp; <charinsert> Đ đ </charinsert> &nbsp; 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<charinsert> Ε ε Ζ ζ Η η Θ θ </charinsert> &nbsp; <charinsert> Ι ι Κ κ Λ λ Μ μ </charinsert> &nbsp; <charinsert> Ν ν Ξ ξ Ο ο Π π </charinsert> &nbsp; <charinsert> Ρ ρ Σ σ ς Τ τ Υ υ </charinsert> &nbsp; <charinsert> Φ φ Χ χ Ψ ψ Ω ω </charinsert> &nbsp;<span id="edittools_greek_template">•&nbsp; <charinsert><nowiki>{{</nowiki><nowiki>Polytonic|</nowiki>+<nowiki>}}</nowiki></charinsert></span> &nbsp;<span id="edittools_greek_example">•&nbsp; ([[w:Polytonic_orthography#Examples_of_polytonic_characters|polytonic list]])</span><br/></span> <span id="edittools_cyrillic">'''Cyrillic:''' <charinsert> А а Б б В в Г г </charinsert> &nbsp; <charinsert> Ґ ґ Ѓ ѓ Д д Ђ ђ </charinsert> &nbsp; <charinsert> Е е Ё ё Є є Ж ж </charinsert> &nbsp; <charinsert> З з Ѕ ѕ И и І і </charinsert> &nbsp; <charinsert> Ї ї Й й Ј ј К к </charinsert> &nbsp; <charinsert> Ќ ќ Л л Љ љ М м </charinsert> &nbsp; <charinsert> Н н Њ њ О о П п </charinsert> &nbsp; <charinsert> Р р С с Т т Ћ ћ </charinsert> &nbsp; <charinsert> У у Ў ў Ф ф Х х </charinsert> &nbsp; <charinsert> Ц ц Ч ч Џ џ Ш ш </charinsert> &nbsp; <charinsert> Щ щ Ъ ъ Ы ы Ь ь </charinsert> &nbsp; <charinsert> Э э Ю ю Я я </charinsert> &nbsp;<br/></span> <span id="edittools_ipa">'''IPA:''' <span title="Pronunciation in IPA" class="IPA"><charinsert>t̪ d̪ ʈ ɖ ɟ ɡ ɢ ʡ ʔ </charinsert> &nbsp; <charinsert> ɸ ʃ ʒ ɕ ʑ ʂ ʐ ʝ ɣ ʁ ʕ ʜ ʢ ɦ </charinsert> &nbsp; <charinsert> ɱ ɳ ɲ ŋ ɴ </charinsert> &nbsp; <charinsert> ʋ ɹ ɻ ɰ </charinsert> &nbsp; <charinsert> ʙ ʀ ɾ ɽ </charinsert> &nbsp; <charinsert> ɫ ɬ ɮ ɺ ɭ ʎ ʟ </charinsert> &nbsp; <charinsert> ɥ ʍ ɧ </charinsert> &nbsp; <charinsert> ɓ ɗ ʄ ɠ ʛ </charinsert> &nbsp; <charinsert> ʘ ǀ ǃ ǂ ǁ </charinsert> &nbsp; <charinsert> ɨ ʉ ɯ </charinsert> &nbsp; <charinsert> ɪ ʏ ʊ </charinsert> &nbsp; <charinsert> ɘ ɵ ɤ </charinsert> &nbsp; <charinsert> ə ɚ </charinsert> &nbsp; <charinsert> ɛ ɜ ɝ ɞ ʌ ɔ </charinsert> &nbsp; <charinsert> ɐ ɶ ɑ ɒ </charinsert> &nbsp; <charinsert> ʰ ʷ ʲ ˠ ˤ ⁿ ˡ </charinsert> &nbsp; <charinsert> ˈ ˌ ː ˑ ̪ </charinsert>&nbsp;</span> &nbsp;&bull;&nbsp; <charinsert><nowiki>{{</nowiki><nowiki>IPA|</nowiki>+<nowiki>}}</nowiki></charinsert><br/></span> </small> </div> <div style="margin-top:1em;" id="editpage-copywarn2"> <div style="font-weight: bold; font-size: 120%;">Your changes will be visible immediately.</div> * For testing, please use the '''[[Wikiversity:Sandbox|sandbox]]''' instead. * On '''talk pages''', please [[Wikiversity:Signature|sign your comment]] by typing four tildes (<code><nowiki>~~~~</nowiki></code>). ---- <div style="font-weight: bold; font-size: 110%;">Please note:</div> * '''If you don't want your writing to be edited mercilessly or redistributed by others, do not submit it.''' * Only [[w:Public domain|public domain]] resources can be copied without permission&mdash;this '''''does not include''''' the vast majority of web pages or images. * See our [[Wikiversity:Policies|policies]] for more information on editing. </div> 630 10227 2006-08-20T23:36:01Z Messedrocker 35 because we call them custodians Custodians 760 13117 2006-08-23T23:15:41Z Sebmol 14 * GFDL|GFDL * You are the author ** self-GFDL-Cc-by-sa-2.5|Multi-licensed under GFDL and Cc-by-sa-2.5 (recommended) ** GFDL-self|GFDL by you * Creative Commons Licenses ** CC-BY-2.5|Attribution (CC-BY-2.5) ** CC-BY-SA-2.5|Attribution, share-alike (CC-BY-SA-2.5) * Other ** Unknown license|Unknown license 808 2289 2006-08-16T17:19:21Z Sebmol 14 Wikiversity:Main Page 877 48369 2006-11-24T23:05:43Z Sebmol 14 update You cannot move pages because: you are not [[Special:Userlogin|logged in]], your account is [[Wikiversity:Blocking policy|blocked]] from editing, or your account is too new. Please do not attempt to "move" the page via copying and pasting its content, as that destroys the page's history. 904 6402 2006-08-17T15:13:01Z Sebmol 14 a little more intuitive last change 921 48367 2006-11-24T22:02:57Z Sebmol 14 <div class="plainlinks" id="noarticletext" style="border: 1px solid #ccc; padding: 7px; background-color: #fff; color: #000"> {{#ifeq:{{NAMESPACE}}|User talk|'''No messages''' have been posted for this user yet.|'''{{SITENAME}} does not have {{#switch:{{NAMESPACE}} |{{ns:0}}=an article |{{TALKSPACE}}=a [[{{ns:Help}}:Talk page|talk page]] |{{ns:Category}}=a [[{{ns:Project}}:Category|category]] |{{ns:Help}}=a [[{{ns:Help}}:Contents|help]] page |{{ns:Portal}}=a [[{{ns:Project}}:Portal|portal]] |{{ns:Template}}=a [[{{ns:Project}}:Template messages|template]] |{{ns:User}}=a [[{{ns:Project}}:User page|user page]] |{{ns:Project}}=a [[{{ns:Project}}:Project namespace|project page]] |a {{NAMESPACE}} page }} with this exact name.''' {{#ifeq:{{PAGENAME}}|{{SUBPAGENAME}}|{{#switch:{{NAMESPACE}} |{{ns:0}}=Please [[{{ns:Special}}:Search/{{PAGENAME}}|search for ''{{PAGENAME}}'' in Wikipedia]] to check for alternative titles or spellings. |{{ns:Category}}=Please browse the [[{{ns:Project}}:Browse|existing categories]] to check if the category is covered under another name. |{{ns:Help}}=Please browse the [[{{ns:Help}}:Contents|existing help pages]] to check if the help topic is covered under another name. |{{ns:Portal}}=Please browse the [[{{ns:Portal}}:Browse|existing portals]] to check for similar topics. |{{ns:Template}}=Please browse the [[{{ns:Project}}:Template messages|existing templates]] to check if the standardized message is available under another name. |{{ns:User}}=In general, this page should be created and edited by [[{{ns:User}}:{{PAGENAME}}]]. }} |Before creating this page, please see [[{{ns:Project}}:Subpages]].}}}} * '''[{{fullurl:{{FULLPAGENAME}}|action=edit}} {{#switch:{{NAMESPACE}}|User talk=Post a message to ''{{PAGENAME}}'' |Start the ''{{FULLPAGENAME}}'' {{#if:{{NAMESPACE}}|page|article}} }}]''' {{#switch:{{NAMESPACE}}|{{ns:0}}=or [[{{ns:Project}}:Requested articles|add a request for it]].}} {{#switch:{{NAMESPACE}}|User talk= |* [[{{ns:Special}}:Search/{{PAGENAME}}|Search for "''{{PAGENAME}}''"]] in existing {{#if:{{NAMESPACE}}|pages|articles}}.{{#switch:{{NAMESPACE}}|{{ns:0}}|{{ns:Category}}= <li> [[Wiktionary:{{FULLPAGENAME}}|Look for "''{{FULLPAGENAME}}''"]] in Wiktionary, our sister dictionary project.</li> * [[Commons:{{FULLPAGENAME}}|Look for "''{{FULLPAGENAME}}''"]] in the Wikimedia Commons, our repository for free images, music, sound, and video.}} * [[{{ns:Special}}:Whatlinkshere/{{FULLPAGENAME}}|Look for pages within {{SITENAME}} linking to this {{#if:{{NAMESPACE}}|page|article}}]].}} <div id="noarticletext_technical"> ---- If you expected a page to be here, and it is not, '''the page may not yet be visible due to a delay in updating the database''', or it may have been deleted. (See the [[{{ns:Project}}:Criteria for speedy deletion|criteria for speedy deletion]] for some possible reasons). Try the [{{fullurl:{{FULLPAGENAME}}|action=purge}} purge] function, check the [{{fullurl:Special:Log/delete|page={{FULLPAGENAMEE}}}} deletion log] {{#switch:{{SUBJECTSPACE}} |{{ns:0}}=and/or the [[{{ns:Project}}:Articles for deletion/{{PAGENAME}}|deletion discussion page]] |{{ns:Category}}=and/or the [[{{ns:Project}}:Categories for deletion/Archive debates|deletion discussion archive]] |{{ns:Template}}=and/or the [[{{ns:Project}}:Templates_for_deletion/Log|deletion discussion archive]] |{{ns:Help}}|{{ns:Portal}}|{{ns:User}}|{{ns:Project}}=and/or the [[{{ns:Project}}:Miscellany for deletion/{{SUBJECTSPACE}}:{{PAGENAME}}|deletion discussion page]] }}, and wait a few minutes before attempting to recreate this page.</div><div id="noarticletext_notability"> ---- '''{{ns:Project}} is not an advertising service.''' Promotional articles about yourself, your friends, your company or products; or articles written as part of a marketing or promotional campaign, may be deleted in accordance with our [[Wikiversity:Deletion policy|deletion policies]]. </div> </div> 1014 6970 2006-08-17T21:50:06Z Sebmol 14 Portal 1102 46319 2006-11-17T19:19:24Z Sebmol 14 Track the most recent changes to the wiki on this page. [[es:Especial:Recentchanges]] [[de:Spezial:Recentchanges]] 1141 30680 2006-09-30T02:45:13Z Digitalme 39 shouldn't be capitalised Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]) to last version by [[User:$1|$1]] using [[Wikiversity:Rollback|rollback]] 1196 65322 2007-01-01T22:02:37Z JWSchmidt 20 expand message as discussed at [[Wikiversity:Request custodian action]] <div style="clear:both;"></div> {| align=center border=0 cellpadding=2 cellspacing=2 style="border: solid #aaa 1px; background: #f9f9f9; font-size: 90%; margin: .2em auto .2em auto;" |- | [[Image:Commons-logo.svg|20px|Wikimedia Commons logo]] |This is a file from the [[Commons:Main Page|Wikimedia Commons]]. The description on its '''[[Commons:Image:{{PAGENAMEE}}|description page there]]''' is shown below.<BR>Wikiversity editors are able to edit '''this''' page to add discussion, comments and [[:Category:Images|categories]].<BR>The Mediawiki software automatically provides a list of all Wikiversity pages that are linked to this page because they use this image. |} 1210 75569 2007-01-14T04:13:45Z Digitalme 39 Reverted edits by [[Special:Contributions/Digitalme|Digitalme]] ([[User_talk:Digitalme|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] * navigation ** mainpage-url|Main Page ** Wikiversity:Browse|Browse ** recentchanges-url|recentchanges ** randompage-url|randompage ** helppage|help ** sitesupport-url|sitesupport *community ** portal-url|portal ** Wikiversity:Colloquium|Colloquium ** currentevents-url|currentevents 1213 80708 2007-01-24T17:55:04Z Effeietsanders 5236 blanking, [[m:fundraising]] is over. 1215 59440 2006-12-18T01:25:38Z MichaelBillington 1599 page view counting is disabled on wikimedia projects, so no sense in showing the '0 page views' There are '''$1''' total pages in the database. This includes "talk" pages, pages about {{SITENAME}}, minimal "stub" pages, redirects, and others that probably don't qualify as content pages. Excluding those, there are '''$2''' pages that are probably legitimate content pages. '''$8''' files have been uploaded. There have been a total of '''$4''' page edits since the wiki was setup. That comes to '''$5''' average edits per page. <span class="plainlinks">The [http://meta.wikimedia.org/wiki/Help:Job_queue job queue] length is '''$7'''.</span> 1412 46307 2006-11-17T17:53:36Z JWSchmidt 20 link to [[Wikiversity:Uploading files]] Use the form below to upload files. To view or search previously uploaded images go to the [[Special:Imagelist|list of uploaded files]]. Uploads and deletions are also logged in the [[Special:Log/upload|upload log]]. After you upload an image, to include the image in a page, use a link in the form '''<nowiki>[[Image:File.jpg]]</nowiki>'''. Please add important information about the file by using [[Template:information]] in the "Summary" field, below (for details, including allowed file types, see [[Wikiversity:Uploading files]]). {| cellpadding="8" cellspacing="0" class="backgroundcolor2 bordercolor1" border="1" style="border-collapse: collapse" |<pre><nowiki> &#123;&#123;Information |Description= |Source= |Date= |Author= |Permission= |other_versions= &#125;&#125;</nowiki></pre> | * Description: What do you see here? * Source: Use a statement such as “Own work.” or similar, if you created that file yourself. Otherwise please supply a URL, catalog number, book source, or any other kind of reference. * Author: Author(s) of the file. If you don’t know any individual, use the name of the institution(s) which released it. In case of self-made work, put your real name and your linked username in parentheses. * Date: Date of creation (or date of release), preferably in [[w:ISO 8601|ISO 8601]] format, such as “2006-01-15” for 15 January 2006. * Permission - Supply a short quote of the permission the copyright owner of the file gave you. In case of a general permission (e. g. US Public Domain or free content licenses) supply a short link to that legal disclaimer or an according hint. * other_versions - if there are other version of this file within Wikiversity (for example a black and white version of a color image) use this field to link to these versions with a wiki link. |} '''Images without [[Wikiversity:Uploading files|proper information]] about their source <u>and</u> their [[Wikiversity:License tags|license]] will be deleted.''' 1515 1660 2006-08-15T18:57:34Z Sebmol 14 new template to simulate headings <includeonly><div id="{{{2}}}" style="padding:3px 3px 0px 3px; text-align: left; font-family: Gill Sans, Futura, sans-serif; font-size:120%; font-stretch: condensed; border-bottom: solid 1px #{{{1}}}; background-color:{{#if:{{{3|}}}|#{{{3}}}|transparent}};color:{{#if:{{{4|}}}|#{{{4}}}|black}}">{{{2}}}</div></includeonly> 1516 52287 2006-12-06T19:25:04Z AmiDaniel 3334 rvv <span id="shortcut" class="shortcut">Shortcut: {{{1}}}</span> 1518 1670 2006-08-15T19:06:33Z Sebmol 14 Redirecting to [[Wikiversity:Colloquium]] #REDIRECT [[Wikiversity:Colloquium]] 1522 67048 2007-01-05T15:42:54Z Guillom 48 removing dead link and adding wikizine {{Shortcut|[[WV:CHAT]]}} {{Wikiversity organization}} For [[wikipedia:real-time|real-time]] chat with other Wikiversity users, in addition to live [[Special:Recentchanges|recent changes]] ([[meta:Help:Recent changes|find out more]]), several [[wikipedia:Internet Relay Chat|Internet Relay Chat]] ([[wiktionary:IRC|IRC]]) channels are located on the [[wikipedia:freenode|freenode]] network ([http://freenode.net website]): ==Channels== * [irc://irc.freenode.net/wikiversity-en #wikiversity-en] is the main channel, which is used by most Wikiversity users. * [irc://irc.freenode.net/mediawiki #mediawiki] is particularly for discussion about the [[wikipedia:MediaWiki|MediaWiki]] software. * [irc://irc.freenode.net/wikimedia #wikimedia] is for discussion of [[wikipedia:Wikimedia Foundation|Wikimedia Foundation]] issues. * [irc://irc.freenode.net/wikimedia-tech #wikimedia-tech] is for discussion of technical issues relating to the Wikimedia servers. * [irc://irc.freenode.net/wikimedia-toolserver #wikimedia-toolserver] is for discussion of technical issues relating to the [[meta:Toolserver|Toolserver]]. It should be noted by all users that all official Wikimedia channels now prohibit the publishing of chat logs publicly; although there are exceptions - see [[meta:IRC channels]] for more details. There are also, in addition to the above channels, several for specific different language Wikiversities, and for different Wikimedia projects. For example, [[wikipedia:Wikinews|Wikinews]] uses [irc://irc.freenode.net/wikinews #wikinews]. For keeping track of recent changes, there are about 500 channels available on [irc://irc.wikimedia.org/ irc.wikimedia.org], see [[meta:IRC Channels#Recent changes channels|Recent changes channels]] for further details. == Web based Java version == For web-based access to the IRC channels, you may use the [http://chat.wikizine.org/cgi-bin/cgiirc/irc.cgi CGI IRC platform] of the Wikizine. == Tools == * [http://colloquy.info/extras/details.php?file=36 Wikifier] and [http://colloquy.info/extras/details.php?file=52 WikipediaLink] plugins for the [[wikipedia:Colloquy (IRC client)|Colloquy]] IRC client makes wikilinks clickable. *[[wikipedia:User:Henna/VF]] is a Java program that gives a nice, customizable front end to the [irc://irc.wikimedia.org/en.wikipedia Recent Changes IRC channel]. == See also == * More [[meta:IRC|details]] are on [[meta:Main page|Meta]]. * [[Meta:IRC channel cloaks]] provide information about obtaining a hostmask cloak. * [irc://irc.freenode.net/wikiversidad #wikiversidad] - Chat for the Spanish language Wikiversity [[Category:Wikiversity]] 1523 1684 2006-08-15T19:20:17Z Sebmol 14 Redirecting to [[Wikiversity:Chat]] #REDIRECT [[Wikiversity:Chat]] 1526 76286 2007-01-15T02:58:40Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {| style="background-color:transparent; padding:0px;" | valign="top" style="width:180px; float:left; border:1px solid #aaa; background-color:#fff; padding:4px 2px 4px 10px;" | <span style="padding-left:50px;">'''Contents:'''</span><br /> [[#CBB|1 Community bulletin board]]<br /> [[#Todo|2 To do lists]]<br /> [[#Departments|3 Help and Resources]] | valign="top" style="padding:0px 1px 0px 8px;" | {{shortcut|[[WV:COMM]]}} The '''Community Portal''' is the central place to find out what's happening on Wikiversity. Learn what tasks need to be done, what groups can be joined, and get or post news about recent events or current activities. :*See the [[Help:Contents|help page]] for documentation, or [[Wikiversity:Questions|ask a question]] for assistance. :*The [[Wikiversity:Colloquium|Colloquium]] is Wikiversity's main discussion forum. |} <br style="clear: both" clear="all" /> <!-- BULLETIN BOARD --> {| id="CBB" cellspacing="0" cellpadding="0" width=100% style="border:2px solid #ddcef2; padding:0px;" |- | colspan="2" style="background:#f0e1ff; text-align:center; padding:2px; border-bottom:1px #ddcef2 solid;" | <h2 style="margin:.5em; margin-top:.1em; border-bottom:0; font-weight:bold;"> Community bulletin board </h2> <!-- 3 line spacing of h2 is important for subsection edit links to work correctly, PLEASE DO NOT FIX --> <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Template:Announcements/Community_bulletin_board&action=edit Post]</span> your Wikiversity related news and announcements here! New portals, collaborations, and Learning projects seeking contributors. New&nbsp;initiatives, proposals, discussions, or article drives, and current maintenance requests. |- | valign="top" style="padding:8px 8px 0px 8px; background:#faf5ff;" | <!-- Please add content to the CBB on that page, not here. --> {{Announcements/Community bulletin board}} |} <!-- TO DO LISTS --> {| id="Todo" cellspacing="0" cellpadding="0" style="width:100%; border:2px #A3D9BE solid;" |- | colspan="2" style="background:#cef2e0; text-align:center; padding:2px; border-bottom:1px #A3D9BE solid;" | <h2 style="margin:.5em; margin-top:.1em; border-bottom:0; font-weight:bold;"> To do lists </h2> <!-- 3 line spacing of h2 is important for subsection edit links to work correctly, PLEASE DO NOT FIX --> Wikiversity is growing. However, at this early stage many areas are [[Wikiversity:Stub|stubs]], or otherwise need attention. If you like, go ahead, [[Wikiversity:Be bold|be '''bold''']], and jump right in. |- | style="background:#f5fffa; padding:1.2em;" valign="top" | <!-- LEFT COLUMN --> {| style="width:100%; background-color:transparent;" | style="width:50%; padding-right:1.2em;" valign="top" | ==Things to do== * [[Help with the migration of Wikiversity pages from Wikibooks]] * Create and add content to pages on the [[Wikiversity:Page_creation_requests|requests page]]. ==Learning projects== *[[Bloom clock project]] *[[Wikiversity the Movie]] *[[Astronomy Project]] *[[Human Genetic Uniqueness Project]] *[[IRColloquium]] *[[Learning to learn a wiki way]] *[[Conceptualize:_A_Wikiversity_Learning_Project|Wikiversity Concepts Project]] == Custodian work == * [[Wikiversity:Import|Import]] - to move Wikiversity pages from Meta and Wikibooks * [[Wikiversity:Request custodian action|Request custodian action]] - for page deletion, protection, user blocking and undoing all those * [[:Category:Candidates for speedy deletion]] - monitor for requests for speedy deletion of pages. <!-- RIGHT COLUMN --> | style="width:50%; background:#f5fffa; border-left:1px solid #cef2e0; padding-left:1.2em;" valign="top" | ==Time Dependent== * [[Wikiversity translations|Translators needed]] for Wikiversity Beta discussions. * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - help create a motto and a slogan for Wikiversity ==Ongoing== * '''[[Wikiversity:Learning projects|Learning Projects]]''' encourage active learning. * [[Wikiversity:Organizing Wikiversity|Organization]] of Wikiversity * [[Wikiversity:Featured|Plan for featured content]] - show off Wikiversity's finest * [[Wikiversity:Policies|Policies]] - for proposed policies and discussion about those * [[Wikiversity:Mission|Wikiversity mission]] - help refine Wikiversity's mission statement * [[Wikiversity:Wikiversity Local Live|Wikiversity Local Live]] - Real life meetings for nearby Wikiversity participants by location Not sure where to report a certain type of problem with article content? If it exists, it's probably listed at [[Wikiversity:Maintenance]]. |} |} <!-- RESOURCE DEPARTMENTS --> {| id="Departments" cellspacing="0" cellpadding="0" style="width:100%; border:2px #B8C7D9 solid;" |- | colspan="2" style="background:#cedff2; text-align:center; border-bottom:1px #B8C7D9 solid;" | <h2 style="margin-top:.1em; border-bottom:0; font-weight:bold;"> Guidelines, help, and resources </h2> <!-- 3 line spacing of h2 is important for subsection edit links to work correctly, PLEASE DO NOT FIX --> Wikiversity is "staffed" by a small number of [[Wikiversity:Who writes Wikiversity|volunteers]]. Here are some of the most general; for more specific departments, check the appropriate page below. See also the '''[[Wikiversity:Department directory|Wikiversity department directory]]'''. |- | style="width:50%; background:#f5faff; padding:1.2em;" valign="top" | <!-- LEFT COLUMN --> ==Help== * [[Help:Contents|Wikiversity help]] - Browse help pages * [[Wikiversity:Questions|Where to ask questions]] * [[Wikiversity:Help desk|Help desk]] - Ask a question about anything. ==Editing== * The [[Wikiversity:Manual of Style|'''Manual of Style''']] guidelines and [[Wikiversity:Tutorial|tutorial]] * [[Wikiversity:How to edit a page|How to edit a page]] * How to [[Wikiversity:Contributing to Wikiversity|contribute to Wikiversity]] * How to [[Wikiversity:Adding content|add content]] * How to [[Wikiversity:Guide to improving materials|improve materials]] * How to [[Wikiversity:How to produce great materials|produce great material]] * A list of [[Wikiversity:Template messages|template messages]] * The [[Wikiversity:List of images|list of images]] that have been uploaded to Wikiversity * What [[Special:Specialpages|special pages]] are * [[Wikipedia:Tools|Tools]] for editing ==Policies and guidelines== Wikiversity has some [[Wikiversity:Policies|policies]], [[Wikiversity:List of guidelines|guidelines]], conventions, and traditions. This is a brief sampling of some of the most important. Policies and guidelines apply both to materials, and how to work with fellow editors. For easy access, the [[Wikiversity:Shortcuts|shortcuts]] to the pages are also listed. ===Article standards=== {| width="92%" style="padding-left:1.5em; padding-right:1em; background-color:transparent;" | [[Wikiversity:Be bold|Be '''bold'''!]] | align=right|[[WV:BB]]&nbsp;&bull;&nbsp;[[WV:BOLD]] |- | [[Wikiversity:Cite sources|Citing sources]] | align=right|[[WV:CITE]]&nbsp;&bull;&nbsp;[[WV:REF]] |- | [[Wikiversity:Copyrights|Copyrights]] | align=right|[[WV:C]] |- | [[Wikiversity:External links|External links]] | align=right|[[WV:EL]] |- | [[Wikiversity:Image use policy|Image use]] | align=right|[[WV:IUP]] |- | [[Wikiversity:Verifiability|Include only verifiable information]] | align=right|[[WV:V]]&nbsp;&bull;&nbsp;[[WV:VER]] |- | [[Wikiversity:Manual of Style|Manual of Style]] | align=right|[[WV:MOS]]&nbsp;&bull;&nbsp;[[WV:STYLE]] |- | [[Wikiversity:Neutral point of view|Neutral point of view]] | align=right|[[WV:NPOV]] |- | [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] | align=right|[[WV:WWIN]]&nbsp;&bull;&nbsp;[[WV:NOT]] |} ===Working with others=== {| width="92%" style="padding-left:1.5em; padding-right:1em; background-color:transparent;" | [[Wikiversity:Assume Good Faith|Assume good faith]] | align=right|[[WV:AGF]]&nbsp;&bull;&nbsp;[[WV:FAITH]] |- | [[Wikiversity:Civility|Civility]] and [[Wikiversity:Etiquette|etiquette]] | align=right|[[WV:CIVIL]]&nbsp;&bull;&nbsp;[[WV:EQ]] |- | [[Wikiversity:Consensus|Consensus]] | align=right|[[WV:CON]] |- | [[Wikiversity:Please do not bite the newcomers|Don't bite the newcomers]] | align=right|[[WV:BITE]] |- | [[Wikiversity:Resolving disputes|Resolving disputes]] | align=right|[[WV:DR]] |- | [[Wikiversity:Vandalism|Vandalism]] | align=right|[[WV:VAND]]&nbsp;&bull;&nbsp;[[WV:VD]] |} | style="width:50%; background:#f5faff; border-left:1px solid #cedff2; padding:1.2em;" valign="top" | <!-- RIGHT COLUMN --> ==Resources== <h3> New user information </h3> [[Wikiversity:Welcome%2C_newcomers|Welcome!]] &middot; [[Wikiversity:Introduction|New user tutorial]] &middot; [[Wikiversity:Sandbox|Sandbox]] &middot; [[Help:Contents|Help]] &middot; [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] &middot; [[Wikiversity:Glossary|Glossary]] &middot; [[Wikiversity:Why create an account|Account benefits]] <h3> Ways to communicate </h3> [[Wikiversity:Talk page|Discussion pages]] &middot; [[Wikiversity:Mailing list|Mailing list]] (<small>''Wikiversity-l'' Please [http://mail.wikimedia.org/mailman/listinfo/wikiversity-l subscribe] to the list or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]</small>) &middot; [[Wikiversity:Chat|IRC Chat]] &middot; [[Wikiversity:User page|User pages]] &middot; [[Wikiversity:Current surveys|Surveys]] &middot; [[Wikiversity:Notices for custodians|Custodians' noticeboard]] &middot; [[Wikiversity:Requests for feedback|Requests for feedback]] <h3> Community support groups and programs </h3> [[Wikiversity:Welcoming committee|Welcoming committee]] &middot; [[Template:Barnstarpages|Wikiversity awards program]] &middot; [[Wikiversity:Barnstars|Barnstars]] &middot; <h3> Common Procedures </h3> [[Wikiversity:Featured|Featured content]] &middot; [[Wikiversity:Good content|Good content]] &middot; [[Wikiversity:Requests for feedback|Requests for feedback]] &middot; [[Wikiversity:Requests for Deletion|Deleting a page]] (<small>[[Wikiversity:Deletion policy|full policy]]</small>) &middot; [[Wikiversity:Requested moves|Moving a page]] (<small>[[Wikiversity:Naming conventions|naming policies]]</small>) &middot; [[Wikiversity:Requests for page protection|Protecting a page]] (<small>[[Wikiversity:Protection policy|full policy]]</small>) &middot; [[Wikiversity:How to revert a page to an earlier version|Reverting a page]] &middot; [[Wikiversity:Candidates for Custodianship|Custodian nominations]] m&middot; [[:Category:Wikiversity administration|Category-based access to administration]] <h3> How to resolve conflicts </h3> [[Wikiversity:Staying cool when the editing gets hot|Stay cool!]] &middot; [[Wikiversity:Please do not bite the newcomers|Be nice to newcomers]] &middot; <h3> Community information </h3> [[Wikiversity:About|About Wikiversity]] &middot; [[w:Wikimedia Foundation|About Wikimedia]] &middot; [[Wikivesity:Wikischolars|Wikischolars]] &middot; [http://wikimediafoundation.org/fundraising Donations] &middot; [[Wikiversity:Administration FAQ|Administrators]] &middot; [[Wikiversity:Babel|Babel]] &middot; [[:Category:Wikiversity culture|Culture]] &middot; <h3> Related communities </h3> {{Wikiversitysister-list}} |} ==See also== *[[Wikiversity:Major portals|Major Wikiversity Portals]] __NOTOC__ [[Category:Wikiversity|Community Portal]] 1527 30657 2006-09-30T01:41:51Z Reswik 82 adding some links to main page elements This page is for listing new designs for Wikiversity's main page and related information. ==Page elements== *[[User:JWSchmidt/main page images|Main page images]] - 7 rotating images, changed occasionally *[[Main page slogans]] -- 7 rotating slogans at the top, based on support for slogans in the [[Wikiversity:Motto contest|motto contest]] ==New Designs== *[[Wikiversity:Main_Page/Design_1]] (1st design moved to Design 1 from this page) *[[Wikiversity:Main_Page/Design_2]] 1528 25974 2006-09-10T14:18:47Z Trevor MacInnis 99 another shortcut {{policy|[[WV:BOLD]], [[WV:BB]]}} [[Wiki]]s only work if people are '''bold'''. Go ahead--change something here, [[Wikiversity:Introduction|edit]] something there, correct a mistake, add a new perspective, improve the language, whatever you like! That's what wikis are all about. It's what you are expected to do. Surprisingly, that actually works as long as [[Wikiversity:Civility|civility]] is maintained. You'll quickly notice the "natural" and understandable impulse of authors to "own" and protect their writing; this is counterproductive when it comes to wikis. It is a good idea to get rid of that tendency by being open to other people's edits. That's the only way a page will improve over time. Think about it: you might not know every perspective and every angle of a subject. Regardless of how thoughtfully you work, an additional set of eyes will always find something to improve. So '''be bold''' not just when editing other pages but accept it on your "own" as well. ''Be bold'' does not mean ''be radical'': substantial changes should be verifiable. Significant changes in the structure of a page or working of an internal procedure should be discussed on the appropriate talk pages. Good luck and be bold! You can do it! [[Category:Wikiversity policy|Be bold]] 1532 78617 2007-01-19T10:41:48Z Joshuacrowgey 5543 {{shortcut|[[WV:LP]]}} :''For a guide to existing learning projects see: [[Portal:Learning Projects]].'' A '''learning project''' is a collection of pages devoted to the [[Wikiversity:Learning|Learning]] of a specific topic or family of topics. A [[Wikiversity:Learning#Learning groups|learning group]] uses the said pages to collaborate on a learning goal. A major part of Wikiversity learning is being organized around Learning Projects. This page is for general discussion of Wikiversity learning projects: their purpose, how to start and manage them and how to support the learning goals of Wikipedia participants through the development of learning projects. The [[Portal:Learning Projects|Learning Project Portal]] provides an introduction to existing Wikipedia learning projects. == Participating == Related learning projects are grouped into Schools and Portals. There are [[:Category:Wikiversity portals|major Wikiversity portals]] that provide user-friendly introductions to groups of [[Wikiversity:Schools|Wikiversity schools]] that are related by their common subjects of study. *[[Portal:Engineering and Technology|Engineering and Technology]] *[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] *[[Portal:Humanities|Humanities]] *[[Portal:Life Sciences|Life Sciences]] *[[Portal:Physical Sciences|Physical Sciences]] *[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] *[[Portal:Professions|Professional Schools]] *[[Portal:Social Sciences|Social Sciences]] ==How to start a Learning project== To start a project: Research other courses online, dive in and make a page, announce the course and list a project on this page. For page formating, see [[Template:Learning project boilerplate]]. === Are you sure you want to contribute? === If you would not like to contribute no one is is forcing you so it's your choice! Read [[Wikiversity:Why contribute to Wikiversity]] and [[Wikiversity:Why not to contribute to Wikiversity]] first. === Does the Learning project or a similar one already exist? === * Check on the [[school]] to see if similar Learning projects exist, or if your content could be part of an existing Learning project. === Are you willing to support the new Learning project? === There exist many Learning projects that have a great introduction, but no more. Are you willing to write a substantial part of the Learning project by yourself? === Be bold === If your answers to the above questions are: YES, NO, YES, then please, go ahead and start the learning project yourself! It doesn't need to be perfect - it just needs a start - then others can start contributing too. ==== Lay out a Concept for the learning project ==== You probably want the help of others to contribute to your Learning project. Please be aware that there is really no such thing as "your" Learning project on a wiki site like this. It is up to you to demonstrate the skills and leadership, so other contributors accept you as the "lead author" for a project. In order to do so it helps very much to define and publish the concept, layout and scope of the Learning project right from the beginning. This serves as some kind of contract and can avoid long discussions what should or shouldn't be in the Learning project. So, sit down for a few minutes and answer questions like: * What type of the Learning project? * What level? For beginners, intermediate, advanced level? And * What scope? Where to start? Where to end? What is in, what is out? Give this information at the beginning of the Learning project and on the discussion page, so people can decide if this is the right Learning project they want to contribute to. ==== Name the Learning project ==== Read the [[Wikiversity:Naming conventions|naming conventions]] first on how to name your Learning project. Name the title what you would like the Learning project to be called, choose a short and descriptive title, but not abbreviations. Create the page the way you want it, and save it. ==== Show the Learning project to the public ==== Next, you have to make the Learning project available to other users. Of course, people can see it on [[Special:Recentchanges|Recent Changes]], but it's visibility on that list is not permanent, so you need to put it in a School or department. === Adding Learning project suggestions === If, on the other hand, you think you have an idea for a new Learning project but you are not completely sure how far you want to go with it, you can add a [[Portal:Learning_Projects#Proposed_Learning_Projects|suggested Learning project]] on most of the school instead. === Take a look at other Learning projects=== You can learn how to create a good Learning project and find new ideas by analysing existing ones. Wikiversity doesn't have strict policies determining the shape of a Learning project so don't be confused if you find Learning projects that are designed completely differently. == Creating and maintaining == * '''Read the [[Wikiversity:Learning projects/Guide|guide to Learning projects organization]]'''! * A guide to existing learning projects: [[Portal:Learning Projects|Learning Project Portal]] * Make a '''[[Portal:Learning_Projects#Proposed_Learning_Projects|Learning projects proposal]]''' if you're not sure about creating a new project, or aren't certain if anyone else is interested. ==See also== * [[Portal:Education]] - the Wikiversity model of online education. * If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. * If there is a conventional subject area that you want to explore, try browsing the [[Wikiversity:Schools|Wikiversity Schools list]] or the [[Wikiversity:Major portals|major Wikiversity portals]]. {{WikiversityUsers}} [[Category:Learning projects]] 1536 1984 2006-08-16T10:50:07Z Sebmol 14 linkfix #REDIRECT[[Wikiversity:What Wikiversity is not]] 1538 67115 2007-01-05T20:58:56Z JWSchmidt 20 /* Essays */ Forgive and forget {{Wikiversity organization}} {{Policy|[[WV:AGF]]}} To '''assume good faith''' is a fundamental principle on [[Wikiversity]]. As we allow anyone to edit, it follows that we assume that most people who work on the project are trying to help it, not hurt it. If this weren't true, a project like Wikiversity would be doomed from the beginning. This principle is also called the '''principle of first trust.''' When you can reasonably assume that a mistake someone made was a well-intentioned attempt to further the goals of the project, correct it without criticizing. When you disagree with someone, remember that they probably believe that they are helping the project. Consider using [[Wikiversity:Talk page|talk page]]s to explain yourself, and give others the opportunity to do the same. This can avoid misunderstandings and prevent problems from escalating. Newcomers unaware of Wikiversity's unique culture and the mechanics of Wikiversity editing often make mistakes or fail to respect community norms. It is not uncommon for a newcomer to believe that an unfamiliar policy should be changed to match their experience elsewhere. Similarly, many newcomers bring with them experience or expertise for which they expect immediate respect. Behaviors arising from these perspectives are not malicious. Obviously, editors are no longer expected to assume good faith when, despite the best possible construction we can place upon the actions of another, it is clear that they do not wish to serve the project's goals. Actions inconsistent with good faith include vandalism, [[w:Sockpuppet (internet)|sockpuppetry]], and other clear instances of intentional deceit. Assuming good faith also does not mean that no action by editors should be criticized, but instead that criticism should not be attributed to malice unless there is specific evidence of malice. Accusing the other side in a conflict of not assuming good faith, without showing reasonable supporting evidence, is another form of failing to assume good faith. ==See also== *[[Wikiversity:Please do not bite the newcomers|Please do not bite the newcomers]] ===Essays=== * [[:w:Wikipedia:Assume the assumption of good faith|Wikipedia:Assume the assumption of good faith]] * [[:w:Wikipedia:No angry mastodons|Wikipedia:No angry mastodons]] * [[:w:Wikipedia:On assuming good faith|Wikipedia:On assuming good faith]] * [[:w:Wikipedia:Assume bad faith|Wikipedia:Assume bad faith]] * [[:m:WikipediAhimsa|Wikipedia policy should follow the spirit of ahimsa (from meta)]] * [[w:Wikipedia:Forgive and forget|Forgive and forget]] - essay at Wikipedia ===Articles=== * [[w:Ethic of reciprocity|Ethic of reciprocity]] * [[w:Hanlon's razor|Hanlon's razor]] * [[w:Reciprocal altruism|Reciprocal altruism]] [[Category:Wikiversity policy]] 1539 1790 2006-08-15T23:35:44Z Sebmol 14 Redirecting to [[Wikiversity:Assume Good Faith]] #REDIRECT [[Wikiversity:Assume Good Faith]] 1542 55153 2006-12-13T00:03:28Z Cormaggio 8 Reverted edits by [[Special:Contributions/Willy on Wheels loves you|Willy on Wheels loves you]] ([[User_talk:Willy on Wheels loves you|Talk]]) to last version by [[User:555|555]] using [[Wikiversity:Rollback|rollback]] #REDIRECT [[Wikiversity:About]] 1544 49998 2006-11-29T13:48:39Z 200.231.172.28 <big>'''''Goal of the learning project:'''''</big><br/> At first, this project will be to find out how to properly obtain sources for Wikiversity so that we may properly and successfully conduct our own research. Concepts to learn via research of this topic include: * Ethical research :What is "unethical research"? Perhaps as a start we could say "ethical reason" breaks no laws, is intended to hurt no one, and has no fixed position to support. An ethical researcher is interested in facts and truths, not just supporting a predetermined position. * What sources are appropriate for what type of research * How to properly cite these sources :A url link such as: [[http://www.wikiversity]] or a unique delimiting character or font such as ^ or <b>_{subscript</b>} which provides links or index to further information on the publisher, date, page number, paragraph number, etc. seems like a good start for references. I am coming to prefer online materials for convenience. Once we have all the unanswered questions answered, we will set up instruction materials (and possibly an accompanying wikibook) that can be used for self-instruction or for a research class. See also [[Wikiversity:Research]] [[Category: Learning projects]] [[Category:Research]] 1557 77031 2007-01-16T14:04:59Z JWSchmidt 20 [[Wikiversity:Chat]] <noinclude> {{shortcut|[[Template:W]]}} ==Usage== To use this template simply type <nowiki>{{subst:Welcome}}</nowiki> or <nowiki>{{subst:W}}</nowiki> on the users talk page. No signature is required, it will automatically put it in the intro. </noinclude> {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#CEF2E0; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #084080; text-align:left; color:#082840; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;"> '''Hello {{<includeonly>SUBST:</includeonly>PAGENAME}}! [[Wikiversity:Welcome, newcomers|Welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you decide that you need help, check out [[Wikiversity:Help desk]], ask the [[Wikiversity:Support staff|support staff]], or ask me on my talk page. Please remember to [[Wikiversity:Signature|sign your name]] on talk pages using four tildes (~&#126;~~); this will automatically produce your name and the date. Below are some recommended guidelines to facilitate your involvement. {{{1|}}} Happy Editing! -- ~~<includeonly>~~</includeonly><noinclude>~~</noinclude> |} {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Started</div> |- |style="color:#000"| * [[Wikiversity:Introduction|Get an Introduction to Wikiversity]] * [[Wikiversity:Guided tour|Take a guided tour]] * [[Help:Editing|How to edit a page]] * [[Wikiversity:Be bold|Be bold in editing]] * [[Portal:Learning Projects|Learning Projects]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting your info out there</div> |- | style="color:#000"| * [[Wikiversity:Cite sources|Cite your sources]] * [[Wikiversity:Disclosures|Neutral Point of View]] * [[Wikiversity:Verifiability|Verifiability]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting more Wikiversity rules</div> |- | style="color:#000"| * [[Wikiversity:Policies|Policy Library]] |- |} |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Help</div> |- |style="color:#000"| * [[Wikiversity:Questions|Questions]] * [[Wikiversity:Research|Research guidelines]] * [[Wikiversity:Help desk|Help Desk]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting along</div> |- |style="color:#000"| * [[Wikiversity:Civility|Civility]] * [[Wikiversity:Signature|Sign your posts]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting technical</div> |- |style="color:#000"| * [[Wikiversity:Colloquium|Colloquium]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting social</div> |- |style="color:#000"| * [[Wikiversity:Chat|Live chat channel]] |- |} |} |} <noinclude> [[Category:Welcome templates]]</noinclude> 1558 80157 2007-01-22T22:31:03Z CQ 1939 /* Schools worklist */ Welcome to the Sandbox ==Schools worklist== {| border=1 cellspacing=0 cellpadding=5 style="text-align:left" !icon !Name |- | [[Image:Nuvola_apps_emacs.png|50px|50px]] | [[School:Agriculture|Agriculture]] |- | [[Image:Nuvola_apps_kmahjong.png|50px|50px]] | [[School:Anthropology|Anthropology]] |- | [[Image:L-Kuppel-Petersdom.png|50px|50px]] | [[School:Architecture|Architecture]] |- | [[Image:MonaLisa sfumato.jpeg|50px|50px]] | [[School:Art and Design|Art and Design]] |- | [[Image:Nuvola_apps_biology.png|50px|50px|50px|50px]] | [[School:Biology|Biology]] |- | [[Image:User_icon.svg|50px|50px]] | [[School:Business|Business]] |- | [[Image:Homere.jpg|50px|50px]] | [[School:Classics|Classics]] |- | [[Image:Nuvola_apps_edu_science.png|50px|50px]] | [[School:Chemistry|Chemistry]] |- | [[Image:Nuvola_apps_edu_languages.png|50px|50px]] | [[School:Communication|Communications]] |- | [[Image:My-computer.svg|50px|50px]] | [[School:Computer Science|Computer Science]] |- | [[Image:Basic supply demand.png|50px|50px]] | [[School:Economics|Economics]] |- | [[Image:Nuvola_apps_edu_miscellaneous.png|50px|50px]] | [[School:Education|Education]] |- | [[Image:Nuvola_apps_kcmsystem.png|50px|50px]] | [[School:Engineering|Engineering]] |- | [[Image:Nuvola_apps_package_games.png|50px|50px]] | [[School:Game Design|Game Design]] |- | [[Image:Nuvola_apps_browser.png|50px|50px]] | [[School:Geography|Geography]] |- | [[Image:Earth_layers_model.png|50px|50px]] | [[School:Geology|Geology]] |- | [[Image:Nuvola_apps_looknfeel.png|50px|50px]] | [[School:Graphics|Graphic Design]] |- | [[Image:Nuvola_apps_kworldclock.png|50px|50px]] | [[School:History|History]] |- | [[Image:Computer-aj aj ashton 01.svg|50px|50px]] | [[School:Information_Technology|Information Technology]] |- | [[Image:Nuvola_apps_knewsticker.png|50px|50px]] | [[School:Journalism|Journalism]] |- | [[Image:Books-aj.svg_aj_ashton_01.svg|50px|50px]] | [[School:Language and Literature|Language and Literature]] |- | [[Image:Scale_of_justice_gold.jpg|50px|50px]] | [[School:Law|Law]] |- | [[Image:Globe_of_letters.svg|50px|50px]] | [[School:Linguistics|Linguistics]] |- | [[Image:Nuvola_apps_khelpcenter.png|50px|50px]] | [[School:Marine Sciences|Marine Sciences]] |- | [[Image:Flocke.PNG|50px|50px]] | [[School:Mathematics|Mathematics]] |- | [[Image:Nuvola_apps_arts.png|50px|50px]] | [[School:Media Studies|Media Studies]] |- | [[Image:Nuvola_apps_kcmdrkonqi.png|50px|50px]] | [[School:Medicine|Medicine]] |- | [[Image:Musica_clasicismo.png|50px|50px]] | [[School:Music|Music]] |- | [[Image:66px-ADDERALL_20_XR.gif|50px|50px]] | [[School:Pharmacy|Pharmacy]] |- | [[Image:Nuvola_philosophy.png|50px|50px]] | [[School:Philosophy|Philosophy]] |- | [[Image:Nuvola_apps_kmoon.png|50px|50px]] | [[School:Physics and Astronomy|Physics and Astronomy]] |- | [[Image:Nuvola_apps_locale.png|50px|50px]] | [[School:Political_Science|Political Science]] |- | [[Image:Presa_de_decissions.png|50px|50px]] | [[School:Psychology|Psychology]] |- | [[Image:Nuvola apps kuser.png|50px|50px]] | [[School:Sociology|Sociology]] |- | [[Image:David-Napoleon.png|50px|50px]] | [[School:Strategic Studies|Strategic Studies]] |- | [[Image:91px-Fedorovskaya.jpg|50px|50px]] | [[School:Theology|Theology]] |- | [[Image:Nuvola_apps_colors.png|50px|50px]] | [[School:Tourism|Tourism]] |- | [[Image:Obere_Pfarre_Bamberg.jpg|50px|50px]] | [[School:Urban Studies and Planning|Urban Studies and Planning]] |- | [[Image:FemaleSign.png|50px|50px]] | [[School:Women's Studies|Women's Studies]] |- | [[Image:Nuvola_apps_bug.png|50px|50px]] | [[School:Zoology|Zoology]] |} ==Schools matrix== {| border=1 cellspacing=0 cellpadding=5 style="text-align:left" | [[Image:Nuvola_apps_emacs.png|50px|50px]] [[School:Agriculture|Agriculture]] | [[Image:Nuvola_apps_kmahjong.png|50px|50px]] [[School:Anthropology|Anthropology]] | [[Image:L-Kuppel-Petersdom.png|50px|50px]] [[School:Architecture|Architecture]] | [[Image:MonaLisa sfumato.jpeg|50px|50px]] [[School:Art and Design|Art and Design]] | [[Image:Nuvola_apps_biology.png|50px|50px|50px|50px]] [[School:Biology|Biology]] | [[Image:User_icon.svg|50px|50px]] [[School:Business|Business]] | [[Image:Homere.jpg|50px|50px]] [[School:Classics|Classics]] | [[Image:Nuvola_apps_edu_science.png|50px|50px]] [[School:Chemistry|Chemistry]] |- | [[Image:Nuvola_apps_edu_languages.png|50px|50px]] [[School:Communication|Communications]] | [[Image:My-computer.svg|50px|50px]] [[School:Computer Science|Computer Science]] | [[Image:Basic supply demand.png|50px|50px]] [[School:Economics|Economics]] | [[Image:Nuvola_apps_edu_miscellaneous.png|50px|50px]] [[School:Education|Education]] | [[Image:Nuvola_apps_kcmsystem.png|50px|50px]] [[School:Engineering|Engineering]] | [[Image:Nuvola_apps_package_games.png|50px|50px]] [[School:Game Design|Game Design]] | [[Image:Nuvola_apps_browser.png|50px|50px]] [[School:Geography|Geography]] | [[Image:Earth_layers_model.png|50px|50px]] [[School:Geology|Geology]] |- | [[Image:Nuvola_apps_looknfeel.png|50px|50px]] [[School:Graphics|Graphic Design]] | [[Image:Nuvola_apps_kworldclock.png|50px|50px]] [[School:History|History]] | [[Image:Computer-aj aj ashton 01.svg|50px|50px]] [[School:Information_Technology|Information Technology]] | [[Image:Nuvola_apps_knewsticker.png|50px|50px]] [[School:Journalism|Journalism]] | [[Image:Books-aj.svg_aj_ashton_01.svg|50px|50px]] [[School:Language and Literature|Language and Literature]] | [[Image:Scale_of_justice_gold.jpg|50px|50px]] [[School:Law|Law]] | [[Image:Globe_of_letters.svg|50px|50px]] [[School:Linguistics|Linguistics]] | [[Image:Nuvola_apps_khelpcenter.png|50px|50px]] [[School:Marine Sciences|Marine Sciences]] |- | [[Image:Flocke.PNG|50px|50px]] [[School:Mathematics|Mathematics]] | [[Image:Nuvola_apps_arts.png|50px|50px]] [[School:Media Studies|Media Studies]] | [[Image:Nuvola_apps_kcmdrkonqi.png|50px|50px]] [[School:Medicine|Medicine]] | [[Image:Musica_clasicismo.png|50px|50px]] [[School:Music|Music]] | [[Image:66px-ADDERALL_20_XR.gif|50px|50px]] [[School:Pharmacy|Pharmacy]] | [[Image:Nuvola_philosophy.png|50px|50px]] [[School:Philosophy|Philosophy]] | [[Image:Nuvola_apps_kmoon.png|50px|50px]] [[School:Physics and Astronomy|Physics and Astronomy]] | [[Image:Nuvola_apps_locale.png|50px|50px]] [[School:Political_Science|Political Science]] |- | [[Image:Presa_de_decissions.png|50px|50px]] [[School:Psychology|Psychology]] | [[Image:Nuvola apps kuser.png|50px|50px]] [[School:Sociology|Sociology]] | [[Image:David-Napoleon.png|50px|50px]] [[School:Strategic Studies|Strategic Studies]] | [[Image:91px-Fedorovskaya.jpg|50px|50px]] [[School:Theology|Theology]] | [[Image:Nuvola_apps_colors.png|50px|50px]] [[School:Tourism|Tourism]] | [[Image:Obere_Pfarre_Bamberg.jpg|50px|50px]] [[School:Urban Studies and Planning|Urban Studies and Planning]] | [[Image:FemaleSign.png|50px|50px]] [[School:Women's Studies|Women's Studies]] | [[Image:Nuvola_apps_bug.png|50px|50px]] [[School:Zoology|Zoology]] |} 1561 40577 2006-10-28T15:01:14Z MapleOin 2557 [[Image:Wikiuser.png|thumb|right|Wikiversity is a center of online learning.]] Q: "Ok, I don't really get it. What’s the point of Wikiversity?" A: Wikiversity is a [[wiki]] where participants collaborate to create [[wikipedia:Web page|web pages]]. Q: Web pages about what? A: Whatever people are interested in....the participants learn while they edit Wikiversity pages...."learn by doing" is the general approach. Much of the "doing" is organized around "[[Wikiversity:Learning projects|learning projects]]" Q: "What is the end product it's trying to make?" A: Our sister projects make [[Wikipedia:Wikipedia|encyclopedia articles]] and [[Wikibooks:Main Page|textbooks]], at Wikiversity we work to make a fun and productive learning environment that supports the learning goals of our participants. Learning comes first at Wikiversity. Q: I guess, we'll see....? A: Wikiversity is an experiment in how to use wiki technology to support online learning. As Jimmy Wales said at [http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Software_changes_for_stable_versions_.2852:30.29 Wikimania 2006]: "We should run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work" Q: [[Wikiversity:Wikiversity community#Where are the courses?|Where are the courses]]? A: Wikiversity develops and hosts many types of modular "learning resources", which may be structured as part of a course or as a stand-alone activity. The philosophy of "Learn by doing", however, means that Wikiversity has unconventional "courses" called "[[Wikiversity:Learning projects|learning projects]]", fun activities that attract participants. Wikiversity community members learn while they participate in learning projects - we are a [[Wikiversity:Learning_community|learning community]]. Q: Who are the teachers at Wikiversity? A: Wikiversity is not a conventional university; Wikiversity is a [[wiki]]. Wikiversity has participants, people who [[Help:Editing|edit]] the webpages of Wikiversity. Anyone who edits Wikiversity and adds educational content to the website is functioning as a teacher. There may be some who know more about a subject than others - what we're about here at Wikiversity is helping eachother learn more. We can all help someone learn something. Q: How can I help? A: Start by [[Wikiversity:Browse|browsing our content]]. Find a topic of study that is of interest to you such as [[Topic:Computer Programming]] and start participating. You can [[Help:Starting a new page|Create a new webpage]] for a topic that is of interest to you and start typing! Q: What is the difference between Wikiversity, Wikibooks, and even Wikipedia? A: Wikipedia is a free online [[w:Wikipedia|encyclopedia]]. Wikibooks provides free [[b:Wikibooks:What is Wikibooks|textbooks]]. Wikiversity is for other types of learning resources besides textbooks and encyclopedia articles. Wikiversity supports online learning communities, groups of people who are trying to learn about paticular topics. Wikiversity is a place where these learning groups can assemble and discover how best to learn things online. Wikiversity is also the first [[w:Wikimedia Foundation|WikiMedia]] project that is open to hosting and fostering [[Wikiversity:Research|research]]. ==See also== *[[Wikiversity:Welcome, newcomers|Welcome, newcomers]] *[[Portal:Education|Wikiversity online learning]] *[[Wikiversity:Introduction|Editing tutorial]] <-- New to wiki? Start here. [[Category:Wikiversity]] 1562 64686 2006-12-30T04:17:26Z 69.181.82.72 spelling {{Proposed policy|[[WV:Privacy]]}} The Wikimedia Foundation Privacy Policy can be found at http://wikimediafoundation.org/wiki/Privacy_policy. While this is not explicitly Wikiversity's policy, this WMF policy should certainly be followed as a strongly recommended guideline for this project until something more explict is needed and created. ==Under the age of 13== The [http://www.ftc.gov/os/1999/10/64fr59888.htm Children's Online Privacy Protection Rule] of the Federal Trade Commission was created in response to the [[w:Children's Online Privacy Protection Act|Children's Online Privacy Protection Act]] (COPPA). COPPA was designed to regulate online collection of personal information about children under 13 years of age. If you edit Wikiversity and if you are under 13 years of age do not post personal information about yourself such as your age, your full name and where you live. Such information serves no purpose at Wikiversity. [[Category:Wikiversity policy]] 1563 5648 2006-08-16T23:16:38Z Garrett 64 making the disclaimer a bit more... disclaiming Wikiversity can be edited by anyone. While every effort is made by the sysops and other dedicated users to ensure its accuracy and conform to copyright law, beyond this Wikiversity has no control over users' contributions. Content here may be objectionable, illegal, erroneous, or otherwise hazardous. Use at your own risk. None of the authors, contributors, sponsors, administrators, sysops, or anyone else connected with Wikiversity in any way whatsoever can be responsible for the appearance of any inaccurate or libelous information or for your use of the information contained in or linked from these web pages. [[Category:Wikiversity]] 1564 67116 2007-01-05T20:59:51Z JWSchmidt 20 revert test edit by 86.107.156.40 '''[[Wikiversity:What is Wikiversity?|Wikiversity]]''' is a project of the '''[[wikimedia:Home|Wikimedia Foundation Inc.]]''', a non-profit organization with the goal of providing free knowledge to every person in the world. Wikiversity is exploring ways to use the power of [[wiki]] to support online learning. If you wish to financially support Wikiversity, consider '''[[wikimedia:Fundraising|donating]]''' for the Wikimedia Foundation. *[http://wikimediafoundation.org/wiki/Fundraising_FAQ Fundraising FAQ] *read [http://fundraising.wikimedia.org/ donor comments] 1565 80343 2007-01-23T15:15:52Z Robert Elliott 1436 Minor Additions [[Image:Help-browser.svg|thumb|right|Help Logo]] ;Wikimedia Help :[[meta:Help:Help|The main Wikimedia meta wiki help page]] ;Specific Questions? :This page is a directory of pages in the Help namespace. If you have a specific question see: [[Wikiversity:Questions]] ==Editing== *[[Wikiversity:Introduction|Editing tutorial]] *[[Help:Editing]] <math>\Leftrightarrow</math> This page has excellent tables showing the <font color="green"> '''basic formatting''' </font>options. *[[Help:Editing FAQ]] *[[Help:Editing tips and tricks]] *[[Help:Edit summary]] *[[Help:How to edit a page]] ==Making pages== *[[Help:Starting a new page]] *[[Help:Page name]] ==Links== *[[Help:Link]] *[[Help:Piped link]] *[[Help:Interwiki linking]] *[[Help:URL]] ==Other== *[[Help:Category]] *[[Help:Diff]] *[[Help:List]] *[[Help:Formula]] *[[Help:HTML in wikitext]] *[[Help:Talk page]] *[[Help:Variable]] *[[Help:Wiki markup examples]] *[[Help:Wikitext quick reference]] *[[Help:Media Files]] - ROUGH DRAFT - How to work with media files in Wikiversity *[[Help:Color schemes]] -- Page layouts for instructors - Rough samples of lesson pages *[[Help:Color schemes 2]] -- Page layouts for instructors - Better quality lesson pages *[[Help:Table]] -- A guide to tables - Includes practical examples of tables such as a [[Help:Table#Practical_Example_1|'''Current Location''' table]] for your lesson pages in Wikiversity *[[Help:Icons]] -- Icons for instructors - Sources of great icons for Wikiversity pages *[[Help:eMail for Teachers]] -- Wikiversity eMail coding for instructors - How to set up email for students to contact teachers, etc. ==Outside Help== *[[m:Help:Magic_words|Wikimedia's Help with Magic Words]] *[[w:Web colors|Wikipedia's HTML Web Color Tables]] *[[w:Wikipedia:Extended image syntax|Wikipedia's syntax for posting images on a page]] [[Category:Help]] *[[w:Wikipedia:Media help]] *[[commons:Commons:Media help]] *[[w:Wikipedia:Media help (Ogg)]] [[de:Wikiversity:Hilfe]] 1566 37709 2006-10-22T16:03:55Z MelancholieBot 2357 +interwiki [[Category:Wikiversity]] [[de:Kategorie:Wikiversity:Hilfe]] [[es:Categoría:Ayuda]] 1567 12972 2006-08-23T20:11:50Z Guillom 48 voting is evil Be aware that many of the pages included in this category are not oficial policies, but only proposals. Many of them are still being discussed. If you want to know which ones are official and which ones not, visit [[Wikiversity:Policies]]. [[Category:Wikiversity]] 1568 49201 2006-11-27T04:56:07Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Portal:Learning Projects|Learning projects portal]] [[Category:Content]] 1569 1840 2006-08-16T04:08:04Z JWSchmidt 20 subcat [[Category:Wikiversity]] 1570 29338 2006-09-25T14:37:59Z JWSchmidt 20 "Wikiversity school" has a special historically-derived meaning A "Wikiversity school" is a very large organizational unit. The goal is to use this category for relatively few Wikiversity schools that are the "major schools" similar to the list that was [[b:Wikiversity:Wikiversity Schools|developed by the Wikiversity community at Wikibooks]]. The "topic" namespace should be used for smaller organizational units such as departments. See: [[Wikiversity:Namespaces]] and [[Wikiversity:Naming conventions]] for infomation on the use of "School:" and "Topic:" namespace pages as special purpose portals in Wikiversity. Schools in this category can be listed at [[Wikiversity:Browse]]. See also: [[Wikiversity:Schools]]. [[Category:Schools]] 1571 1852 2006-08-16T04:27:58Z JWSchmidt 20 subcat [[Category:Education-oriented websites]] 1572 1853 2006-08-16T04:28:51Z JWSchmidt 20 subcat [[Category:Websites]] 1573 49198 2006-11-27T04:54:51Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Category:Content]] 1574 1856 2006-08-16T04:33:34Z JWSchmidt 20 subcat [[Category:Wikiversity]] 1577 21358 2006-08-30T01:58:46Z Trevor MacInnis 99 fix #REDIRECT[[Wikiversity:Disclosures]] 1578 47288 2006-11-21T08:46:23Z Hillgentleman 530 {{Proposed policy}} '''Scholarly ethics''' Wikiversity participants are [[Wikiversity:Academic freedom|free]] to explore topics without having to adhere to the restrictions of the traditional Wikimedia Foundation [[m:Neutral point of view|Neutral point of view]] (NPOV) policy. Wikiversity pages that are edited without strict adherence to NPOV policy must be explicitly [[Wikiversity:Disclosures|marked]] as such. ''Wikiversity participants who edit pages where NPOV policy is not enforced must first make a personal and public commitment to the Wikiversity policy on '''scholarly ethics'''''. The scholarly ethics policy serves to make sure that Wikiversity remains devoted to a search for knowledge and a support system to help people learn about the world. The policy on scholarly ethics is designed to keep Wikiversity free from propaganda, deception and intellectual dishonesty such as [[plagiarism]]. Wikiversity does not exist as a platform to support advocates of particular political movements, religious ideologies or scientific, legal or historical theories. Wikiversity can contain scholarly study of all topics, but Wikiversity does not exist for the purpose of advocating or advancing particular points of view, movements or belief systems. ---- '''The Policy:''' When Wikiversity members choose to edit pages that exist outside of the confines of a neutral point of view ([[Wikiversity:Neutral point of view|NPOV]]) policy, they take on an added level of responsibility and are open to extra scrutiny. Anyone editing Wikiversity articles that exist outside of the NPOV category must<BR> 1) Edit using a registered username and maintain a verified email address.<BR> 2) Keep the "Scholarly ethics" template: {{template:Scholarly ethics}} on their Wikiversity user page. ---- The “scholarly ethics” template indicates that a Wikiversity editor accepts and supports the Wikiversity policy on scholarly ethics. It explicitly states that the editor will not attempt to use Wikiversity as a platform for advocating or advancing propaganda or any other type of deception or intellectual dishonesty, but rather, the editor is devoted to scholarly consideration of their topic of study. This means not distorting or hiding evidence and not crafting illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas. Wikiversity scholars can, and must, study their subjects with devotion to honesty and the highest scholarly standards. It is only by strictly adhering to the highest standards of scholarly ethics that members of the Wikiversity community secure and maintain an opportunity to participate in the Wikiversity community. '''Trust and responsibility'''. The responsibility to adhere to high standards of scholarly ethics is automatically imposed upon you when you decide to be a Wikiversity editor. Being a trusted member of the Wikiversity community is something that you must earn by showing that you accept and adhere to the responsibilities imposed upon you by the community. If you do not understand or do not accept this, then save yourself a lot of trouble and do not try to edit Wikiversity. Until you demonstrate that you can be trusted, all of your edits will be subjected to a high level of scrutiny and any questionable edits that you make will be reverted or challenged. A demonstrated pattern of vandalism or disdain for the practice of scholarly ethics will result in blocks from editing and ultimately a ban from participation. Editing Wikiversity outside of the restrictions imposed by the Wikimedia Foundation [[m:Neutral point of view|NPOV]] policy is not a right, it is a privilege. That privilege can be easily lost by any Wikiversity participant who does not adhere to the highest standards of scholarly ethics. Wikiversity will always strive to keep a “culture of thoughtful diplomatic honesty”. ==See also== *[[Wikiversity scholarship]] *[http://nostalgia.wikipedia.org/wiki/Jimbo_Wales/Statement_of_principles Statement of principles] [[Category:Wikiversity policy]] 1579 80916 2007-01-25T12:06:42Z Mirwin 47 /* Should you add it here, or on another Wikimedia project? */ '''Note''': there is a [[Wikiversity:Introduction|tutorial]] about editing existing Wikiversity pages and starting new pages and also some [[Help:Contents#Editing|help pages about adding content]]. This page is intended to help people add educational content to Wikiversity. Wikiversity is devoted to providing support for both conventional schools and for self-motivated [[Wikiversity:Learning|active learners]] who want to participate as Wikiversity editors. ==Quick start== I want to start adding information to Wikiversity '''NOW'''.<BR>Use your browser to [[Wikiversity:Browse|Navigate]] to a Wikiversity page that is closest to the topic that is of interest to you. Click on the edit button for that page; an edit window will open. Find a good location and then type: <nowiki>[[new page name]]</nowiki> in the edit window. This will create a hypertext link to the new page. Click the "Save" button. Now find the red link you just created that says "new page name". Click on that link and start [[Help:Editing|editing]] the new page. Type in your information. '''Note''': you can place this text: '''<nowiki>{{subst:Template:Learning project boilerplate}}</nowiki>'''<BR>into your new page to get started. ==Educational content== [[C++ Source Codes]]<br> == Should you add it here, or on another Wikimedia project? == Wikiversity does not duplicate other Wikimedia projects. If you wish to add material that's already suitable for a textbook, it may be best to add it it at [[Wikibooks:Main Page|Wikibooks]]; if it's most suitable for an encyclopedia, it may best to add it at [[Wikipedia:Main Page|Wikipedia]]. This can avoid duplication of effort. However, if you wish to maintain the integrity of your materials within a course structure, it may be best to adapt them to a format which is appropriate to this project, and/or create "further reading" in other projects, like Wikipedia and Wikibooks. It is appropriate to add draft materials and notes here which are of a current quality substandard for other Wikimedia projects and collaborate on improving them to the point it is feasible to insert them in other projects and then link or point at them from within local materials. Material here or there can be easily used as part of a Wikiversity course. Other projects may link to Wikiversity materials as easily as we link to theirs when appropriate. == Using internet resources == Textbooks at Wikibooks and resources elsewhere on the internet can be used as materials in a Wikiversity syllabus, and should generally be linked from the module rather than duplicated here. Links to useful materials around the web are useful and welcome but it is critical that they be identified as external links so people do not assume they are [[Introduction to Wikiversity scholarship|copyleft]] material. ==See also== *[[Wikiversity:Welcome, newcomers|Welcome, newcomers]] *[[Wikiversity:Browse]] browse traditional subject categories *[[Wikiversity:Introduction]] *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. *[[Wikiversity:Naming conventions]] <-- Explains how different types of Wikiversity pages should be named. *[[:Category:Page creation templates]] - templates for starting Wikiversity pages. *[[Introduction to Wikiversity scholarship]] - the "dos" and "don'ts" of copying the work of others. ==External links== *[http://tawker.com/tutorials/ wiki editing tutorial] ==References== *McPherson, Keith (2006) Wikis and literacy development. ''Teacher Librarian'', Vol. 34, No.1, pp:67-69. 1580 1894 2006-08-16T08:05:45Z Sebmol 14 imported from WP <span class="wp_vote" style="display: inline">[[Image:Symbol neutral vote.svg|15px]] </span>'''Neutral''' 1581 1895 2006-08-16T08:05:48Z Sebmol 14 imported from WP <span class="wp_vote" style="display: inline">[[Image:Symbol oppose vote.svg|15px]] </span>'''Contra''' 1582 1896 2006-08-16T08:05:52Z Sebmol 14 imported from WP <span class="wp_vote" style="display: inline">[[Image:Symbol support vote.svg|15px]] </span>'''Pro''' 1583 1897 2006-08-16T08:06:13Z Sebmol 14 Redirecting to [[Wikiversity:Policies]] #REDIRECT [[Wikiversity:Policies]] 1584 75365 2007-01-13T22:28:33Z JWSchmidt 20 [[Category:Wikiversity]] The Wikiversity project has been approved and started with a beta.wikiversity.org for languages with under threshold participation to date and various specific languages. If you intend to participate at a specific language Wikiversity site, please register '''[[meta:Requests for new languages#Requests for Wikiversity Languages|on meta]]''' to help document the interest. A language team must have at least ten registered users to request a specific/dedicated language domain to be set up. ;Links to existing Wikiversity Sites: * German http://de.wikiversity.org/wiki/Hauptseite * English http://en.wikiversity.org/wiki/Main_Page * French http://fr.wikiversity.org/wiki/Accueil ;Requests for new languages * '''[[meta:Requests for new languages#Requests for Wikiversity Languages|Requests for Wikiversity Languages]]''' [[Category:Wikiversity]] [[Category:Language]] 1585 76949 2007-01-16T05:17:04Z JPatrickBedell 5298 [[Image:Wikipedistics-intro.png|Thumb|right]] This page is intended to detail guidelines for research in Wikiversity. Defining our approach to research is one of the requirements needed to move Wikiversity out of its "beta" stage. '''Note''': multi-language discussion of research policy for all of Wikiversity will take place at [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En the Wikiversity Beta site]. ==The Nature of Research== '''Research''' can be described as an active, diligent, and systematic process of inquiry aimed at discovering, interpreting and revising [[w:knowledge|knowledge]]. Research [[w:investigation|investigations]] aim to produce a greater understanding of events, [[w:behavior|behavior]]s, or [[w:theory|theories]], and to make practical applications through policies, [[w:law (principle)|laws]] and theories. The [[Portal:Learning projects|learning projects]] are used to direct Wikiversity. Learning projects that have goals and objectives that are currently unattainable or that require the development of new knowledge are classified as research learning projects. There are many theoretical and practical dimensions to research. Some are outlined on this page and briefly discussed. ==Scope of Research in Wikiversity== Research is an integral part of advanced education and professional work in many fields. Wikiversity may support research education and practice in various ways, some of which may be unique or very needed in society. Research issues to be resolved include what kind of research will be hosted on Wikiversity, whether there will be active research on Wikiversity, and, if so, how it can be managed. Please add ideas below. In universities, different types of service offices handle various of the issues below. As Wikiversity grows, perhaps policies and networks of interested individuals might grow to facilitate research work. The responsibility for articulating the topics here may fall with Wikiversity, a school or individual instructors. How this is so should perhaps be stated clearly for some issues. The topics below might need to be discussed in detail on new pages. ==Internal and External Research== Internal research is research by Wikiversity participants for Wikiversity purposes. External research is research into various aspects of the world for presentation as general findings. ===Wikimedia and Wikiversity=== What is the relationship of Wikimedia sponsored research, internal research by other Wikimedia projects, and Wikiversity based research? Suggestion: Wikiversity research is research on any matters outside Wiki projects. Alternatively, no discrimination - all is valid. --•CofE•001 12:49, 20 November 2006 (UTC) ===Degree of institutional review=== Based partly on the internal/external distinction and partly on research ethics (regarding research on persons), program evaluation research, research exercises by students, and research for publication require different kinds of rigor in preparation, institutional review, and administratation. What will the criteria be in Wikiversity for working with these different types of research? ==Research Ethics== :''Main page: [[Wikiversity:Research Ethics|Research Ethics]]'' The ethical guidelines for scientific research in the developed world are well established by governmental agencies, professional societies, universities, and journal publishers. See overview of topic, important instructional links and what Wikiversity could offer regarding research ethics at [[Wikiversity:Research Ethics|Research Ethics]]. ==Original Research and Literature Review== :''Main page: [[Wikiversity:Original research|Original research]]'' Wikiversity is devoted to exploration on both sides of the boundary between the known and the unknown. Original research is the use of research method in the exploration of scientific questions. Literature reviews are the study of past research findings. For students, there is a natural progression from doing literature reviews (secondary research) to original (primary) research. Within Wikiversity, all original research should be clearly identified as such. Different guidelines may or may not pertain to original research and literature reviews. Sometimes the boundary between primary and secondary research is not clear. A critical review of previously published ideas and data can lead to the discovery of new ideas. Policies and practices need to be developed for wikischolars to guide and assist learners in engaging in research. ==Research learning projects== Wikiversity is structured around learning projects. Learning projects structured around the development of currently unavailable knowledge, techniques, methods, or devices are all appropriate for Wikiversity. Where are the research learning projects? Waiting for you to create them! ==Research Education== ===Theory=== Almost all fields have various theoretical aspects. The study of the theory and history of various fields may overlap with the study of various types of research methods. Ongoing [[education]] in theory needs to be integrated with education about '''research''' methods and analysis. ===Doing research=== Research is a complex social or scientific activity, and there are a range of theoretical paradigms, methodologies, and methods to help guide the researcher. For more on this see our [[Introduction to research]]. ===Research Writing=== ==== Writing instruction ==== Tutorials in research paper writing methods for various fields and research modalities would be helpful. ==== Citation formats ==== A catalog of what citation guidelines and styles are in use in each field or country would also be useful, as would reviews of products like Endnote. ====Peer review==== An outline of the nature of peer review and how to access peer review would be helpful. See also: [[Wikiversity:Review board]], includes some discussion of peer review. ==Research Services== These are useful services that Wikiversity could provide: * Journal clubs * Grant advice and support - What grants are available, how do I apply? Compile resources, for example: **[http://www.russellsage.org/about/w*hatwedo/howtoapply/#awards basic social science research including education] - [[wikipedia:Russell Sage Foundation|Russell Sage Foundation]] **[http://chronicle.com/forums/index.php?board=30.0] - Chronicle of Higher Education Research board * Matchmaking co-authors - I want to publish a paper on X, and am looking for co-authors * Matchmaking journals - I have a paper on X, where do I publish * Preprint review - I have a paper on X, can someone do a "dry run" peer review so that I can fix it quickly before submitting it to a journal * Various services for [[Wikiversity:Freelance academics|Freelance Academics]] ==Research Sponsorship== *Hosting research *Initiating research *devloping research *Marketing research *Strategy research ==Legal and Institutional Issues== At some point, will Wikiversity need an Institutional Review Board? ==Types of Research== Philosophical, social scientific, and historical investigations of the sciences sometimes consider general differences amongst and across research areas. Some of the distinctions about research that may be made (or debated or critiqued) are: *theoretic (pure) and empirical research *basic and applied *quantitative and qualitative *objective and subjective (or inter-subjective) *large, medium and small scale (macro, meso, and micro) There are various differences in research methods and philosophies between various general types of subject areas, such as: Physical sciences, natural sciences, social sciences, humanities and professions (to name some general areas). [Discuss these here.] It would be helpful if the scientific worldviews, assumptions and biases underlying general perspectives on research could be discussed in some introductory education contexts in Wikipedia. ==Research Conferences and Networks== Wikiveristy could develop research conferences and networks in conjunction with and/or independently from [[meta:Wikimedia|Wikimedia]] projects. For Wikimedia examples, see [[meta:Wikimania]] and [[meta:Wikimedia Research Network]]. ==Research Funding and Administration== It would be helpful to compile information and methods for funding and coordinating research projects. ==Research Projects== ====Plant Sciences==== * [[Bloom clock project]] * [[Nerd Project]] ====Microsystem Design==== * [[Capillary electrode array]] * [[DNA integrated circuit]] ==Related Links== * [[Wikiversity:Freelance academics|Freelance Academics]] * [[Wikiversity:Original research|Original research]] * [[Wikiversity scholarship]] * [[w:Research]] for another overview of research * [[Researching with Wikipedia]] * [[b:Wiki Science/Wikiresearch|Wiki Science Wikiresearch in wikibooks]] - Is it possible to use a wiki as a medium to do scientific research? [[Category:Research]] 1589 9468 2006-08-20T06:29:57Z Deon555 206 fixing double redirect #REDIRECT [[Wikiversity:Learning]] 1595 51851 2006-12-05T17:35:33Z JWSchmidt 20 Reverted edits by [[Special:Contributions/168.170.197.20|168.170.197.20]] ([[User_talk:168.170.197.20|Talk]]) to last version by [[User:Guillom|Guillom]] using [[Wikiversity:Rollback|rollback]] {{shortcut|[[WV:I]]}} [[m:Mediawiki|Mediawiki]], the software that runs Wikiversity and its sister projects, has a [[Special:Import|feature]] that allows importing of pages from other wikis. When a page is imported that way, the edit history is preserved and the [[m:GFDL|license]] observed. Currently, we can only import pages from [[m:|Meta]] and [[b:|Wikibooks]]. [[Category:Wikiversity]] '''Note''': Most of the work related to importing files from Wikibooks and the meta-wiki does '''not''' require that you be a [[Wikiversity:Custodianship|custodian]]. If you would like to help, please read [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks|Help with the migration of Wikiversity pages from Wikibooks]] or contact [[User talk:JWSchmidt|User:JWSchmidt]]. '''Archived requests for import:''' [[Wikiversity:Import/Archive 1|Archive 1]] == New Requests for Import == For security reasons, only admins can import pages. You can list here what pages on Meta or Wikibooks you would like to have moved to Wikiversity. '''Note to requestors:''' ''Please'' do not request entire schools and all the subpages thereof. There are only a few custodians, and importing each page takes a few minutes. Please list specifically the pages you want to work on today, and they will be moved as soon as possible. Talk pages can be copy & pasted. Also keep in mind that textbooks are not supposed to be imported from wikibooks, but instead should be linked to as "source material". '''Completed requests for import older than one week are located in the [[Wikiversity:Import/Archive 1|archive]].''' === Saturday, November 4 - Re-Requests === *Suppose this got lost in the shuffle. Could someone please bring that Cite_book over? I don't want to list a whole bunch of sources and then re-format them later on. It would help out a lot. Thanks. [[User:RichMac|RichMac]] 08:39, 4 November 2006 (UTC) :*It's imported now... keep in mind that '''''we do not have import enabled from wikipedia!''''' I had to first import it to wikibooks, then from wikibooks to here, which I'm not sure I should really do. Now at [[Template:Cite book]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:12, 4 November 2006 (UTC) ::Most appreciated. [[User:RichMac|RichMac]] 04:38, 5 November 2006 (UTC) === Tuesday, October 24 - Requests === *Could someone please import [[Wikipedia:Template:Cite_book]] and ideally all the related cite pages? <small>(''The preceding [[Wikiversity:Sign your posts on talk pages|unsigned]] comment was added by'' [[User:RichMac|RichMac]] ([[User talk:RichMac|talk]] • [[Special:Contributions/RichMac|contribs]]) {{{2|}}}.)</small> **Currently the only way to do that is to import first to wikibooks, then to wikiversity... though in the case of this page that's fine, because it would be nice to have that on wikibooks too. What related pages are you talking about? --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 17:26, 24 October 2006 (UTC) ***Everything on the [[Wikipedia:Citation_templates]] would be ideal. [[User:RichMac|RichMac]] 06:30, 27 October 2006 (UTC) ****Could someone at least bring that cite book over? [[User:RichMac|RichMac]] 20:54, 29 October 2006 (UTC) == Old Requests for Import == (Some of these are done, some aren't. If a page is needed, please list it above, under today's date.) For security reasons, only admins can import pages. You can list here what pages on Meta or Wikibooks you would like to have moved to Wikiversity. An admin will take care of the import as soon as possible and notify you when it is done. '''Note''': there is a [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks#To Do|list of pages already imported from Wikibooks]] that have not yet been marked with <nowiki>{{MovedToWikiversity}}</nowiki>. * If someone could import [[Calculus/Building up to the Riemann-Darboux Definition]] and [[The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function]] that would be nice, this is part of a Calculus class that I might continue next year. [[User:Fephisto|Fephisto]] 14:40, 22 August 2006 (UTC) **Are these on meta? wikibooks?--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 01:37, 28 August 2006 (UTC) ***Wikibooks, sorry: [[http://en.wikibooks.org/wiki/Building_up_to_the_Riemann-Darboux_Definition Calculus/Building up to the Riemann-Darboux Definition]] [[http://en.wikibooks.org/wiki/The_Riemann-Darboux_Integral%2C_Integrability_criterion%2C_and_monotone/Lipschitz_function The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function]] ****Aren't those textbooks? --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:56, 29 August 2006 (UTC) *****No, I created them and linked them from the Calculus page in Wikiversity.[[User:Fephisto|Fephisto]] 15:16, 30 August 2006 (UTC) ******This has been here for quite a while, is it possible that anyone could move these? [[User:Fephisto|Fephisto]] 03:39, 24 October 2006 (UTC) * http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering should replace the copy of itself located here: http://en.wikiversity.org/wiki/School:Engineering_and_Technology Sorry about the extra work deleting the early copy. Will not happen again. [[User:Mirwin|Mirwin]] 12:03, 16 August 2006 (UTC) :Done. It's at [[School:Engineering]]. If you want to rename it, go ahead and move, but leave the redirect because that's what the Wikibooks page links to now. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:17, 16 August 2006 (UTC) ::I'm importing the subpages too. This might take a while. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:29, 16 August 2006 (UTC) ::Actually, how about you give me a list of the sub pages you want imported? Or do you want all of them? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:32, 16 August 2006 (UTC) :::Eventually we want all of them. I have requested admin status so I can help out. Pace yourself and service requests by name first. Thanks! [[User:Mirwin|Mirwin]] 19:08, 16 August 2006 (UTC) ::::I'm not sure I understand the last part of that sentence. "service requests by name first"? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 19:09, 16 August 2006 (UTC) :::::Sorry for confusion. I meant by specifically requested titles that people list here as urgent or of immediate interest. Such as the one below regarding "proposed productive forking and tailoring". 8) [[User:Mirwin|Mirwin]] 23:35, 16 August 2006 (UTC) ::Probably should move over the department subpages for School of Engineering as well, particularly Electrical Engineering :) --[[User:Rayc|Rayc]] 23:08, 16 August 2006 (UTC) * [[:m:Wikiversity/Archive 1]], [[:m:Wiki 101]], [[:m:Wikiversity students]], [[:m:Wikiversity browsers]], [[:m:Wikiversity teachers]], [[:m:Wikiversity and Wikipedia services]], [[:m:Service community]], [[:m:Wikiversity and Wikibooks services]], [[:m:Research community]], [[:m:Secondary research]], [[:m:Citing Sources]], [[:m:Research collaboration]], [[:m:Wikiversity thinktank]], [[:m:Wikiversity support staff]], [[:m:Student union]], [[:m:Wikiversity:Communities]], [[:m:Wikiversity:Helpdesk]], [[:m:Wikiversity:Faculty club]] (and talk), [[:m:Cell biology improvement drive]], [[:m:Human Genetic Uniqueness Project]]. [[User:555|555]] 23:21, 17 August 2006 (UTC) * [[:m:Wikiversity:Faculty club]] (and talk), [[:m:Wikiversity:Subjects]], [[:m:Language training in Wikiversity]], [[:m:Wikiversity/Draft Charter]] (and talk), [[:m:Andrew Worth]], [[:m:Dan Cruthirds]], [[:m:Dean Boudewijnse]], [[:m:Shingle]] (and talk), [[:m:Moving Wikiversity forward]]. [[User:555|555]] 23:27, 17 August 2006 (UTC) * We've got our first com-sci advisor, so I'm proposing that http://en.wikibooks.org/wiki/Wikiversity:School_of_Computer_Science and all subpages get moved over for him. --[[User:Rayc|Rayc]] 14:32, 18 August 2006 (UTC) *And we have someone writing theology classes, so import http://en.wikibooks.org/wiki/Wikiversity:School_of_Theology and subpages --[[User:Rayc|Rayc]] 00:32, 19 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Computer_Science This might be useful to import [[User:Spacey|Spacey]] 14:31, 19 August 2006 (UTC) * http://en.wikibooks.org/wiki/Web_Design and all subpages. We've been working on this Wikibook for a year or so now, but it really belongs in wikiversity as it's mostly activities/challenges etc. Not sure whether Web Design should go in Information Studies or Computer Science. Also, sub topics like Javascript, PHP might cross boundaries of schools. [[User:Michaelnelson|Michaelnelson]] 07:36, 22 August 2006 (UTC) ==How about this== Here is a list of all the schools on wikibooks, just check them off after you've imported them (and put them in the "School:" [[Wikiversity:Namespaces|namespace]] unless such a school already exists. In thoses cases, I am putting the page from Wikibooks into the "Portal:" namespace and linking it to the existing school page already in "School:" namespace): ===='''Physical Sciences'''==== *Physical Science Schools that were started at Wikibooks: **<s>[[b:Wikiversity:School of Chemistry]] ::I've transwikied this, and fixed all the links.--[[User:Digitalme|digital_me]]^{[[User_talk:Digitalme|talk]]} 02:19, 20 August 2006 (UTC) **[[b:Wikiversity:School of Computer Forensics and Security]] - exception- low priority --[[User:JWSchmidt|JWSchmidt]] 23:21, 26 August 2006 (UTC) ::This has subpages that can be imported. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 05:48, 3 October 2006 (UTC) **<s>[[b:Wikiversity:School of Computer Science]] **<s>[[b:Wikiversity:School of Engineering]] **<s>[[b:Wikiversity:School of Electronics]] **<s>[[b:Wikiversity:School of Geology]] - exception- Not really worth importing --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **<s>[[b:Wikiversity:School of Mathematics]] **<s>[[b:Wikiversity:School of Physics and Astronomy]] ::All but School of Computer Forensics and Security have been imported here. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 05:48, 3 October 2006 (UTC) ====Life Sciences==== **<s>[[b:Wikiversity:School of Biology]]</s> **<s>[[b:Wikiversity:School of Medicine]]</s> **[[b:Wikiversity:School of Biomechanics]] - exception- low priority --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **<s>[[b:Wikiversity:School of Oceanography]] - exception- Not really worth importing --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC)</s> ::Doesn't need importing. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 05:51, 3 October 2006 (UTC) **<s>[[b:Wikiversity:School of Plant Sciences]]</s> **[[b:Wikiversity:School of Zoology]] - exception- Not really worth importing --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **<s>[[b:Wikiversity:School of Veterinary Medicine]]</s> ::Biomechanics is a set of wikibooks links, should we import this? Also, school of zoology not worth importing. Oceaonography doesn't need importing either. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 05:51, 3 October 2006 (UTC) ====<s>Humanities (done)</s>==== **<s>[[b:Wikiversity:School of Art and Design]]</s> **<s>[[b:Wikiversity:School of Classics]]</s> **<s>[[b:Wikiversity:School of Law]]</s> **<s>[[b:Wikiversity:School of Linguistics]]</s> **<s>[[b:Wikiversity:School of Literature and English Studies]]</s> **<s>[[b:Wikiversity:School of Music]]</s> **<s>[[b:Wikiversity:School of Comparative Mythology]]</s> **<s>[[b:Wikiversity:School of Philosophy]]</s> **<s>[[b:Wikiversity:School of Theology]]</s> ====<s>Professional Schools (done, wikibooks versions locked)</s>==== **<s>[[b:Wikiversity:School of Architecture]]</s> **<s>[[b:Wikiversity:School of Aviation]]</s> **<s>[[b:Wikiversity:School of Business]]</s> **<s>[[b:Wikiversity:School of Education]]</s> **<s>[[b:Wikiversity:School of Entrepreneurship]]</s> **<s>[[b:Wikiversity:School of Foreign Language Learning]]</s> **<s>[[b:Wikiversity:School of Audio Engineering]]</s> -- page was deleted earlier, 1 edit with no real content. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 00:23, 28 August 2006 (UTC) ====<s>[[b:Wikiversity:Computer Science|Computer Science]]</s>==== **<s>[[b:Wikiversity:School of Computer Science]]</s> :School of Computer Science has been imported. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 02:51, 28 September 2006 (UTC) <s>Geospatial Information Systems (GIS) should be added to the School of Computer Science.</s> -- Done -- [[User:Tadpole256|<b>Tadpole256</b>]][[User_talk:Tadpole256|^{<span style="color: #FF9933;">(Discuss)</span>}]] ====<s>[[b:Wikiversity:Engineering|Engineering]]</s>==== **<s>[[b:Wikiversity:School of Engineering]]</s> **<s>[[b:Wikiversity:Institute of Construction]]</s> **<s>[[b:Wikiversity:School of Project Management]]</s> ::These have all been imported. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 05:46, 3 October 2006 (UTC) ====<s>[[b:Wikiversity:Social Sciences| Social Sciences]]</s>==== **<s>[[b:Wikiversity:School of Anthropology]]</s> **<s>[[b:Wikiversity:School of Communication]]</s> **<s>[[b:Wikiversity:School of Development Science]]</s> **<s>[[b:Wikiversity:School of Economics]]</s> **<s>[[b:Wikiversity:School of Fire and Emergency Management]]</s> **<s>[[b:Wikiversity:School of History]]</s> **<s>[[b:Wikiversity:School of Journalism]]</s> **<s>[[b:Wikiversity:School of Library and Information Science]]</s> **<s>[[b:Wikiversity:School of Media Studies]]</s> **<s>[[b:Wikiversity:School of Political Science]]</s> **<s>[[b:Wikiversity:School of Psychology]]</s> **<s>[[b:Wikiversity:School of Social Work]]</s> **<s>[[b:Wikiversity:School of Sociology]]</s> **<s>[[b:Wikiversity:School Of Security, Surveillance and Law Enforcement]]</s> --[[User:Rayc|Rayc]] 17:00, 19 August 2006 (UTC) :Note that one of the purposes of this page is also to prioritize what schools are actively going to be developed right away on Wikiversity, so we can make sure that the content is here instead of somewhere else. Still, thanks for posting this message here. --[[User:Robert Horning|Robert Horning]] 05:13, 20 August 2006 (UTC) ::Well, I just thought that every one of these probably should be moved over at some point, so it would be good to have a list so that people see that XXX is oging to be imported eventually, as to not do extra work. --[[User:Rayc|Rayc]] 20:52, 20 August 2006 (UTC) :::If this is an unwritten policy to "<b>guide</b>" or "<b>prioritize</b>" incoming volunteers acttivities it is in serious error. Volunteers will have their own priorities and leaving their previous files in limbo is not likely to shift them from one subject to another productively. A page somewhere noted 37 files had been transwikied to date. This does not make us look like a serious going concern. [[User:Mirwin|Mirwin]] 04:43, 21 August 2006 (UTC) == Notes for Admins == When importing a page: * Mark the original with <code><nowiki>{{MovedToWikiversity}}</nowiki></code> or <code><nowiki>{{M2wv}}</nowiki></code> to avoid changes to the original. If the page is moved you can pipe the template to the correct wikiversity page like this <code><nowiki>{{MovedToWikiversity|nameofnewpage}}</nowiki></code>. * Add imported pages to either [[:Category:Page moved from Meta]] or [[:Category:Page moved from Wikibooks]] so we can keep track of what has been imported from where. [[fr:Wikiversité:Import]] 1598 77622 2007-01-17T05:47:52Z JWSchmidt 20 [[Category:Wikiversity maintenance]] {| class="messagebox" style="text-align:left;" |style="width:40px;"| [[Image:Symbol opinion vote.svg|40px]] |style="padding-left:.5em;"| <!-- old usage (deprecated, being switched) --> This {{NAMESPACE}}, [[:{{NAMESPACE}}:{{PAGENAME}}]], has been deprecated. Please use [[:Category:Pages moved from Wikibooks]] instead. |} [[Category:Wikiversity maintenance]] 1599 74264 2007-01-12T22:07:14Z JWSchmidt 20 [[Category:Education]] {{Wikiversity}} Note: The Wikimedia Foundation Board of Trustees [[Wikiversity:Wikiversity community#Where are the courses?|directed Wikiversity to move away from conventional courses]]. The Wikiversity e-learning model is centered on active learners who participate in [[Portal:Learning Projects|learning projects]]. ---- An '''Online Course''' can be many different things to different people. This page will try and list the different learning materials that are sometimes mistakenly considered to be online courses, as well as give examples for different types of courses - particularly with regards to [[Wikiversity]]. == Courses for Credit == * Courses for credit can only be offered by an (accredited) institution of higher learning. They usually entail a mentor or tutor taking care of a specific instance of the course. Students register (often paying a fee) and receive materials to read and discuss with other students. Usually exercises are submitted for grading and feedback, with an on-site examination. * Some courses for credit are, however, offered as material free of charge, so that other instructors can use the materials in their classes, for example [http://plagiat.fhtw-berlin.de/ff] (Course on plagiarism detection, free, in German) * When credits have been accumulated, it is possible to obtain a degree from an institution. '''Wikiversity has no current plans to be a degree-granting or credit-granting institution. Instead, it will offer educational materials to both students and instructors.''' == Courses not for Credit == * Sites such as [http://www.instructables.com/ Instructables] offer little courses on how to do something (my favorite: [http://www.instructables.com/ex/i/961360D260131028A786001143E7E506/ 3D chocolate printer made from LEGO]). These can be considered courses, but are not part of any university curriculum. == Learning Materials that are not Courses == * '''Lecture Notes''': Many instructors in Europe put out lecture notes (skripta) or compedia for the students to use as a reference. Many times this is just put in .doc or .pdf format and published online. Thus, only the delivery of the materials is online, not the course itself. * '''Syllabus''': One of the hard questions at the start of course preparation is: what do I leave in, what do I leave out. Topics are then assigned to days and given a sequence. This can be a valuable resource to an instructor, but is also not an online course. * '''Simulation''': One simulation or an animation can be great for illustrating a point and should be available on its own, but this is not a course. * '''PPT Slides''': Many people mistakenly assume that having the slides for a lecture are an adequate equivalent for a course. This is not the case, as the instructor will be giving lots of stories and telling what the things on the slide depict in a way that cannot be captured in a slide. * '''Video Sequences''': Setting up a camera and filming a lecturer seems to make sense, but it doesn't. The quality of the video sequences is often quite bad, and there is non-existent navigation and coordination to slides. Instructional videos are best made in a studio, where the environment can be controlled. ===Cooperation with the Wikibooks project=== It is anticipated that some Wikiversity participants will make use of textbooks at [[b:Main Page|Wikibooks]]. Some Wikiversity participants will also participate in the development of textbooks at Wikibooks. Some learning materials developed by Wikiversity participants will be easily integrated into Wikibooks textbooks. Natural synergies between Wikibooks and Wikiversity will benefit each project. [[Category:Wikiversity]] [[Category:Pages moved from Meta|{{PAGENAME}}]] [[Category:Education]] 1600 50920 2006-12-02T18:35:07Z Guillom 48 [[fr:Wikiversité:Ce que Wikiversité n'est pas]] {{Proposed policy|[[WV:NOT]]}} :''Note: read the [[Wikiversity:Approved Wikiversity project proposal|Wikiversity project proposal]]''. '''Wikiversity''' is a space for the creation and use of free learning materials and activities. This page is to outline some of the things it does '''not''' do. == What Wikiversity is not == * '''A Do it yourself site''': Wikiversity is a site dedicated to education. This is not the place to post "How to be a good person" or "how to build a birdhouse" guides. These might be parts of the psychology or engineering schools, but not stand-alone lessons. * '''A place to confer titles''': Wikiversity does not provide for participants to call themselves a "professor" just by starting or leading a section of its content. If you are a professor in real life (TM), you are free to call yourself such, but Wikiversity does not allow for people to make up their own titles. *'''A degree-granting institution''': Wikiversity does not confer academic degrees/diplomas/certificates etc. *'''A duplication of other Wikimedia projects'''. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, [[w:|Wikipedia]] or [[b:|Wikibooks]], but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus. *'''A post-secondary institution''': Wikiversity will not confine itself to "higher" or "third" level materials, but rather develop materials for all age groups. It is a university in the sense of a transnational community of teachers, learners, and researchers ("universitas magistrorum et scholarium") dedicated to lifelong learning. <!-- need further description? --> [[Category:Wikiversity policy|What Wikiversity is not]] [[Category:Pages moved from Meta|{{PAGENAME}}]] [[de:Wikiversity:Was Wikiversity nicht ist]] [[es:Wikiversidad:Lo que la Wikiversidad no es]] [[fr:Wikiversité:Ce que Wikiversité n'est pas]] 1603 62682 2006-12-24T21:35:34Z 68.187.187.2 /* Others */ forgot Wikinews {{Wikiversity}} Wikiversity is different from a real university in many ways, but it also has similarities. It also has overlaps with other Wikimedia projects, but these overlaps should result in synergistic benefits, not competition. This page is for organizing an overall scope document &mdash; analogous to a "What is Wikiversity?". = Universities and institutions of learning= A university is traditionally a place where interested persons gather for instruction, for research, and for earning degrees. == Instruction == Instruction incorporates a duality of teaching and learning. Each of these aspects should be handled individually. === Teaching === The Wikiversity should become a premier source for accurate teaching materials &mdash; bibliographies, lesson plans, syllabi, effective animations, well written papers, ideas for in class and at home exercises, discussion topics, course work, etc. &mdash; as well as offer a clearing house for new and emerging teaching methodologies and technologies of learning. Teachers making use of Wikiversity materials are encouraged to comment on and adapt those materials in a continual effort to refine and improve Wikiversity's resources. === Learning === People can always learn, but should the Wikiversity offer complete courses? [[User:WiseWoman|WiseWoman]] does not see why not. The Wikiversity will not be able to organize tutoring for individual courses, but there is no reason why individual lessons, or indeed entire courses, should not be made available under appropriate license to the community. See [[Wikiversity:Online Course]] for more. While complete courses are possible for a wiki, there are limitations in the wiki user environment that may make it difficulty to attract and maintain online participants in conventional courses. Conventional courses normally involve the concentration of instructors, learners and learning materials in time and space. The virtual learning environment of Wikiversity will be more suited to flexible wiki-based learning projects that will allow Wikiversity participants to come and go at any time in the usual wiki way. A fundamental unit of organization within Wikiversity will be the [[Wikiversity:Learning#Learning groups|learning group]]. == Research == There are currently two major distinctions made in the research area with respect to wikis. There is research concerned with wikis as the objects of investigation, that is, [[Research|research about wikis]] as it already exists at the Wikimedia Metawiki. Wikiversity will definitely be open to efforts that support this kind of research about wikis. Wikiversity participants will routinely engage in all types of "secondary research" that is aimed at critical evaluation of published sources of information. The other kind of research is wiki-based original research. It is not yet clear that this will be part of the Wikiversity. If the Wikiversity community decides to support original research, it will have to develop a specific set of policies to support such research activities. === About wikis === There is already a large body of research that has been conducted with various institutions about wikis. The [[meta:Wiki Research Bibliography|Wiki Research Bibliography]] is a bibliography of scientific publications and sources about wikis in general and Wikipedia in particular. Additions should be made there only for the time being. === Using wikis === Although the use of wikis as a collaboration basis for research in various subjects is undisputably useful, the question arises as to whether Wikiversity can actually host work-in-progress. [[User:WiseWoman|WiseWoman]] is of the opinion that the Wikiversity should be reserved for completed research &mdash; however, papers that have not been published elsewhere should be welcomed (only if they're under a free license of course). However, providing for learning communities to develop, modify and use the materials on Wikiversity, itself constitutes a way in which research could be done as an activity on Wikiversity. == Earning Degrees == In order to earn a degree, a certain amount of credit must be earned with an accredited organization, that is, some body of experts must determine that the program and the coursework make sense in the context of the degree to be conferred. '''Wikiversity will not be a degree granting institution''', although the materials available at Wikiversity can definitely be used by students and instructors at accredited institutions as a basis for the partial fulfillment of examination requirements for an accredited course. ===What Wikiversity is not=== * We do not run traditional courses * We do not grant degrees * We are not out to get accreditation == Digital Libraries == The Wikiversity can provide a commented guide to the varied digital libraries around. But we do not provide our own library. =Wikimedia projects= Wikiversity will seek to complement other Wikimedia sites by adding to their content, and acting as a resource for their communities. However, it will not seek to duplicate their material. ==Wikibooks== Wikibooks is a repository of textbooks, which are specifically educational resources, but which are ultimately developed to be ''books''. Wikiversity will host educational content on similar subjects, but its aim is to host and create multimedia learning resources which can be used flexibly, in different contexts, whether as "off the shelf" resources for teachers in class, or as prompts for collaborative work themselves &mdash; whether within Wikiversity, or even other Wikimedia projects (eg. about academic versus layman writing in Wikipedia articles). This will include things like lesson plans, lecture notes, presentation slides, memory flash cards, listening exercises, educational video (within bandwidth reason). ==Wikisource== Wikisource is for hosting free-content material, much of which is out of copyright. This kind of material should stay at Wikisource, but could be used, along with other Wikimedia content, to complement material at Wikiversity. (There could also, of course, be some kind of course/material on Wikiversity about copyright or related licensing issues, that could benefit the raising of awareness of this key component of Wikimedia projects.) ==Commons== As noted, Wikiversity is for multimedia learning resources (ie video, sound, graphics, text), which could also be hosted on Commons, but, if they are specifically designed for an educational use, it would probably be better to host them at Wikiversity. ==Others== Other Wikimedia projects, Wikipedia, Wiktionary, Wikiquote, Wikispecies, and Wikinews have very clear goals which do not overlap with Wikiversity's at all. However, Wikiversity will attempt to benefit any/all of these projects &mdash; for example, by developing resources, methods and communities to improve Wikipedia articles/graphics etc., or information on animal/plant taxonomies, or, of course, translation efforts between projects. ==Wikicommunity or Communitas== Please read [[Meta:Talk:Communitas#A Communitas example instance: The Perl Wiki in Wikia]] [[Category:Wikiversity]] [[Category:Pages moved from Meta|{{PAGENAME}}]] 1609 2226 2006-08-16T14:13:55Z Guillom 48 we don't need two pages talking about the same thing ; the other one is better #REDIRECT [[Wikiversity:Copyrights]] 1610 62873 2006-12-25T21:25:43Z JWSchmidt 20 more specific category :''For a guide to Wikiversity projects devoted to learning materials, see: [[Portal:Learning Materials]]'' Part of the Wikiversity mission is to provide a collection of '''learning materials''' and links to online learning resources. Some Wikiversity participants are devoted to these tasks. Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers. An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. The Wikiversity '''Hunter-gatherers project''' is devoted to finding learning resources on the internet. Hunter-gatherers participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study. Wikiversity hunter-gatherers can take on [[Faculty_club#Ambassadorial_function|ambassadorial functions]] and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity. Other Wikiversity projects are devoted to the development of new learning materials. One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. ==See also== *For a guide to Wikiversity projects devoted to learning materials, see: [[Portal:Learning Materials]] *[[b:Blended Learning in K-12/Types of Blended Learning/Classroom Websites|List of websites]] at the Wikibooks "Blended Learning" textbook. *[[Research collaboration]] {{WikiversityUsers}} [[Category:Learning materials]] 1614 64551 2006-12-29T09:53:04Z Tomta1 4697 OMG... <center class="metadata"> <table style="width: 60%; background:#fee; border: 1px solid #aaa; padding: 0.5em;"><tr> <td style="width: 70px;">[[Image:W21-1a.png|60px|logo]]</td> <td>This page has been nominated for '''cleanup''' for the following reason: "{{{1}}}".<br/><small class="plainlinks">Please [{{fullurl:{{FULLPAGENAME}}|action=edit}} edit] this page to improve it. See [[{{TALKPAGENAME}}|this module's talk page]] for discussion.</small></td> </tr></table> </center> <includeonly>[[Category:Wikiversity cleanup|{{PAGENAME}}]]</includeonly> <noinclude>''This adds page to [[:Category:Wikiversity cleanup]].''</noinclude> 1615 67557 2007-01-07T16:22:53Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ [[Quantum Mechanics]] <center><big>'''Welcome to {{PAGENAME}}!'''</big></center> <center>''Part of the [[School:Engineering|Engineering School]]''</center> '''[[w:Engineering|Engineering]]''' is the application of scientific and technical knowledge to solve human problems. Engineers use imagination, judgment and reasoning to apply science, technology, mathematics, and practical experience. The result is the design, production, and operation of useful objects or processes. Much of the content on this page is from back during the days when Wikiversity was at Wikibooks. Please try to integrate older page formats into the Wikiversity [[Wikiversity:Naming conventions|conventions]]. ==Participation Zones== *[[Portal:Engineering Discussions]] *[[Topic:Engineering/Participants]] ==Topics== Wikiversity has content development projects for specific topic areas. Examples: * [[Topic:Statics]] * [[Topic:Dynamics]] * [[Topic:Strength of Materials]] * [[Topic:Electrical Fundamentals]] === Departments === * [[Topic:Aerospace Engineering|Aerospace Engineering]] * [[Topic:Agricultural Engineering|Agricultural Engineering]] * [[Topic:Biomedical Engineering|Biomedical Engineering]] * [[Topic:Chemical Engineering|Chemical Engineering]] * [[Topic:Civil Engineering|Civil Engineering]] * [[Topic:Computer Engineering|Computer Engineering]] * [[Topic:Engineering Management|Engineering Management]] * [[Topic:Ecological Engineering|Ecological Engineering]] * [[Topic:Electrical Engineering|Electrical Engineering]] * [[Topic:Electronic Engineering|Electronic Engineering]] * [[School:Embedded System Engineering|Embedded System Engineering]] * [[School:Quantitative finance|Financial Engineering]] * [[Topic:Industrial Engineering|Industrial Engineering]] * [[Topic:Instrumentation Engineering|Instrumental Engineering]] * [[Topic:Materials Engineering|Materials Engineering]] * [[Topic:Mechanical Engineering|Mechanical Engineering]] * [[Topic:Microelectronic Engineering|Microelectronic Engineering]] * [[Topic:Nuclear Engineering|Nuclear Engineering]] * [[Topic:Petroleum engineering|Petroleum Engineering]] * [[Topic:Software Engineering|Software Engineering]] * [[Topic:Security Engineering|Security Engineering]] * [[Topic:Structural Engineering|Structural Engineering]] * [[Topic:Systems Engineering|Systems Engineering]] * [[Topic:Telecommunications|Telecommunications]] * [[Topic:Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]] ==Resources== Know any good resources for scholars of this topic? Add them here! Online journals from wikipedia: * [[w:NASA Tech Briefs]] * [[w:Fluid Phase Equilibria]] ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Engineer-In-Training Review]] * [[Engineering Ethics and Legalities]] * [[Instrumentation, Measurement, and Data Reduction]] * [[Experimental Self Communication|Creative thinking and self communication]] * [[Design]] * [[Calculus]] * [[Linear Algebra 241]] * [[Ordinary Differential Equations]] * [[Partial Differential Equations]] * [[Complex Analysis]] * [[Chemistry]] * [[Engineering Economics]] * [[Conservation of Money Calculations and Status Reporting for Project Managers, Team_Leaders, Sole Proprietors, and Engineers]] * [[Fundamentals of Electrical Engineering]] * [[Mechatronics Engineering]] * [[Engineering Thermodynamics]] * [[ENGR321:Fundamentals of Materials]] * [[Quantum Mechanics]] * [[Computer Engineering]] * (Strength of material) * (Metallurgy) * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. Many departments within the School of Engineering build upon a knowledge base of overlapping material contained within these common introductory courses. Consult department suggested curriculum for information on prerequisite courses and educational planning. ==External links== ===Related Wikibooks=== * [[b:Calculus|Calculus]] * [[b:Engineering Thermodynamics|Engineering Thermodynamics]] * [[b:Partial Differential Equations|Partial Differential Equations]] * [[b:Statics|Statics]] {{Associated Wikimedia|Engineering |Commons = |Commons category = Engineering |Wikibooks = |Wikibooks shelf = Engineering |Wikinews portal = |Wikinews category = |Wikipedia = Engineering |Wikipedia portal = Engineering |Wikiquote = |Wikiquote category = |Wikisource = |Wikisource category = |Wiktionary = engineering |Wiktionary category = Engineering }} [[Category:Engineering]][[Category:{{PAGENAME}}| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1619 23503 2006-09-04T08:10:04Z Az1568 793 Thank you for experimenting with Wikiversity. Your test worked, and it has been [[m:Help:Reverting|reverted]] or removed. Please use [[Wikiversity:Sandbox|the sandbox]] for any other tests you want to do. Take a look at the [[Wikiversity:What is Wikiversity?|what is Wikiversity page]] if you would like to learn more about contributing.<!-- Template:Test (first level warning) --> <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] </noinclude> 1620 47859 2006-11-22T20:29:58Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] {{Proposed policy}} Forking and tailoring is encouraged within Wikiversity materials to rapidly achieve a broad spectrum of useful materials suitable for various ages or skill levels of diverse participants. Tailoring is a term used within the U.S. Defense Department to describe a process of starting with MIL-STDs (military standards) and modifying them to meet a specific project, mission, team, or personal goal or requirement. To facilitate rapid creation of useful learning materials and processes, Wikiversity participants are encouraged to start with properly accredited electronic copies of public domain or FDL'd materials and modify them to meet specific lesson plan or learning processes needs and objectives. Polished materials produced in this manner should be linked into our learning trails appropriately so they may be found and used dynamically by other participants. Incomplete or predominantly duplicate or unused resources that have gone idle or static should be considered targets for merging, linking or removal. Materials are considered active if participants home or talk pages link to them and edits have taken place within three months, even if the materials are not yet ready for general use within active learning processes. Materials are considered idle if participants linking to the materials are nonresponsive to queries placed on their talk pages for six months. [[Category:Wikiversity policy|{{PAGENAME}}]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1623 2184 2006-08-16T12:52:50Z Sebmol 14 first draft, adapted from en-WP {| class="messagebox" |- | [[Image:Purple question mark.gif|30px]] ||'''This page is a ''proposed'' Wikiversity {{{type|[[Wikiversity:Policies|policy, guideline,]] or process}}}.''' The proposal may still be in development, under [[{{NAMESPACE}} talk:{{PAGENAME}}|discussion]], or in the process of gathering consensus for adoption. References or links to this page should not describe it as "policy". |{{#if:{{{1|}}}|{{shortcut|{{{1|}}}}}}} |} 1624 23490 2006-09-04T06:47:24Z Az1568 793 Fixed double redirect #REDIRECT [[Wikiversity:Disclosures]] 1625 2192 2006-08-16T12:59:27Z Sebmol 14 Redirecting to [[Wikiversity:What is Wikiversity?]] #REDIRECT [[Wikiversity:What is Wikiversity?]] 1626 2194 2006-08-16T12:59:55Z Sebmol 14 Redirecting to [[Wikiversity:Be bold]] #REDIRECT [[Wikiversity:Be bold]] 1628 27740 2006-09-17T17:57:07Z JWSchmidt 20 insert lost word <div style="background-color:#FFF594; padding:10px; border:1px solid black;">This Wikiversity participant edits pages that exist outside of the confines of the Wikiversity [[Wikiversity:Neutral point of view|neutral point of view]] (NPOV) policy.<br>This Wikiversity editor accepts and supports the Wikiversity [[Wikiversity:Scholarly ethics|policy on scholarly ethics]]. This editor will not attempt to use Wikiversity as a platform for advocating or advancing propaganda or any other type of deception or intellectual dishonesty, but rather, this editor is devoted to scholarly consideration of all topics of study. This means not distorting or hiding evidence and not crafting illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas. This editor will respond to all questions about the ethical caliber of their edits on their [[:{{NAMESPACE}} talk:{{PAGENAME}}|talk page]].</div> <includeonly>{{{category|[[Category:NPOV user exceptions|{{PAGENAME}}]]}}}</includeonly><noinclude> ---- This template should only be placed on a Wikiversity participant's user page by a Wikiversity participant who is using a registered username and maintaining a verified email address. See the Wikiversity [[Wikiversity:Scholarly ethics|policy on scholarly ethics]]. </noinclude> [[Category:Ethical scholars]] 1629 12188 2006-08-23T02:49:55Z JWSchmidt 20 link to [[Template:Scholarly ethics]] See: [[Wikiversity:Neutral point of view]] and [[Template:Scholarly ethics]] [[Category:Wikiversity exceptions to NPOV]] 1630 12185 2006-08-23T02:48:34Z JWSchmidt 20 header See: [[Wikiversity:Neutral point of view]] [[Category:Wikiversity]] 1631 11478 2006-08-22T15:20:23Z Trevor MacInnis 99 +cat {| style="text-align:center; border: 1px solid #ffc9c9; background-color:#FFFFF3" |- padding:1em;padding-top:0.5em;" |style="font-size: 85%"|'''This is a <span style="white-space: nowrap"><span>&#87;&#105;<!-- Wikiversity -->&#107;&#105;</span><span>&#118;&#101;&#114;&#115;&#105;&#116;&#121;</span></span> user page.''' This is not an encyclopedia article. If you find this page on any site other than <span style="white-space: nowrap"><span>&#87;&#105;<!-- Wikiversity -->&#107;&#105;</span><span>&#118;&#101;&#114;&#115;&#105;&#116;&#121;</span>,</span> you are viewing a mirror site. Be aware that the page may be outdated and that the user this page belongs to may have no personal affiliation with any site other than <span style="white-space: nowrap"><span>&#87;&#105;<!-- Wikiversity -->&#107;&#105;</span><span>&#118;&#101;&#114;&#115;&#105;&#116;&#121;</span></span> itself. The original page is located at <span style="white-space: nowrap">[http://en.wiki<!---->versity.org/wiki/{{FULLPAGENAMEE}} <span>http://en.wiki</span><!----><span>versity.org/wi</span><span>ki/{{FULLPAGENAMEE}}</span>].</span> |[[Image:Wikimedia.png|60px|none|Wiki<!---->media Foundation]] |}<noinclude> [[Category:Templates]] </noinclude> 1632 2229 2006-08-16T14:21:30Z Digitalme 39 oops... interwiki links = not so much {{[[Template:{{{1}}}|{{{1}}}]]}} 1637 2254 2006-08-16T15:53:33Z Sebmol 14 Wikiversity:Main Page 1638 2256 2006-08-16T15:54:23Z Sebmol 14 [[Main Page]] moved to [[Wikiversity:Main Page]]: better location #REDIRECT [[Wikiversity:Main Page]] 1642 23466 2006-09-04T06:15:53Z Az1568 793 Fixing PD template Cropped version of image from Commons: http://commons.wikimedia.org/wiki/Image:Ian_Mackenzie_High_School_Classroom.jpg {{PD}} 1644 53737 2006-12-11T10:42:43Z Robert Elliott 1436 To describe "PRE", "No Wiki" should not be use. This is not perfect but better than before. == [[w:wikitext|Wikitext]] markup -- making your page look the way you want== <!-- This is the part everybody wants, therefore transcluded and not just linked.--> * You can see some more detailed examples at [[Help:Wiki markup examples]]. * If you want to try out things without danger of doing any harm, you can do so in the [[{{ns:4}}:Sandbox]]. === Basic text formatting === {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | You can ''emphasize text'' by putting two apostrophes on each side. Three apostrophes will emphasize it '''strongly'''. Five apostrophes is '''''even stronger'''''. |<pre><nowiki> You can ''emphasize text'' by putting two apostrophes on each side. Three apostrophes will emphasize it '''strongly'''. Five apostrophes is '''''even stronger'''''. </nowiki></pre> |- | A single newline has no effect on the layout. But an empty line starts a new paragraph. |<pre><nowiki> A single newline has no effect on the layout. But an empty line starts a new paragraph. </nowiki></pre> |- | You can break lines<br> without starting a new paragraph.<br> Please use this sparingly. |<pre><nowiki> You can break lines<br> without starting a new paragraph.<br> Please use this sparingly. </nowiki></pre> |- | You should "sign" your comments on talk pages: : Three tildes gives your user name: [[User:Karl Wick|Karl Wick]] : Four tildes give your user name plus date/time: [[User:Karl Wick|Karl Wick]] 07:46, 27 November 2005 (UTC) : Five tildes gives the date/time alone: 07:46, 27 November 2005 (UTC) |<pre><nowiki> You should "sign" your comments on talk pages: : Three tildes gives your user name: ~~~ : Four tildes give your user name plus date/time: ~~~~ : Five tildes gives the date/time alone: ~~~~~ </nowiki></pre> |- | You can use <b>HTML tags</b>, too, if you want. Some useful ways to use HTML: Put text in a <tt>typewriter font</tt>. The same font is generally used for <code>computer code</code>. <strike>Strike out</strike> or <u>underline</u> text, or write it <span style="font-variant:small-caps"> in Small Caps</span>. Superscripts and subscripts: x², x₂ Invisible comments that only appear while editing the page. <!-- Note to editors: blah blah blah. --> Comments should usually go on the talk page, though. |<pre><nowiki> You can use <b>HTML tags</b>, too, if you want. Some useful ways to use HTML: Put text in a <tt>typewriter font</tt>. The same font is generally used for <code>computer code</code>. <strike>Strike out</strike> or <u>underline</u> text, or write it <span style="font-variant:small-caps"> in Small Caps</span>. Superscripts and subscripts: x², x₂ Invisible comments that only appear while editing the page. <!-- Note to editors: blah blah blah. --> Comments should usually go on the talk page, though. </nowiki></pre> |} For a list of HTML tags that are allowed, see [[Help:HTML in wikitext|HTML in wikitext]]. However, you should avoid HTML in favor of Wiki markup whenever possible. === Organizing your writing === {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | <span style="font-size: 150%"><b>Section headings</b></span> Headings organize your writing into sections. The Wiki software can automatically generate a [[Help:table of contents|table of contents]] from them. <span style="font-size: 125%"><b>Subsection</b></span> Using more equals signs creates a subsection. <b>A smaller subsection</b> Don't skip levels, like from two to four equals signs. Start with two equals signs; don't use single equals signs. |<pre><nowiki> == Section headings == Headings organize your writing into sections. The Wiki software can automatically generate a table of contents from them. === Subsection === Using more equals signs creates a subsection. ==== A smaller subsection ==== Don't skip levels, like from two to four equals signs. Start with two equals signs; don't use single equals signs. </nowiki></pre> |- | * ''Unordered [[Help:List|list]]s'' are easy to do: ** Start every line with a star. *** More stars indicate a deeper level. *A newline *in a list marks the end of the list. *Of course you can start again. |<pre><nowiki> * ''Unordered lists'' are easy to do: ** Start every line with a star. *** More stars indicate a deeper level. *A newline *in a list marks the end of the list. *Of course you can start again. </nowiki></pre> |- | # Numbered lists are also good: ## Very organized ## Easy to follow A newline marks the end of the list. #New numbering starts with 1. |<pre><nowiki> # Numbered lists are also good: ## Very organized ## Easy to follow A newline marks the end of the list. #New numbering starts with 1. </nowiki></pre> |- | * You can even do mixed lists *# and nest them *#* or break lines<br>in lists. |<pre><nowiki>* You can even do mixed lists *# and nest them *#* or break lines<br>in lists.</nowiki></pre> |- | Another kind of list is a '''definition list''': ; word : definition of the word ; longer phrase : phrase defined at length, such that, even with a relatively large window width one can see that the wrapping of the text mainains the indentation of the definition and thus a highlight of the defined term. This accentuates readability of the list. |<pre><nowiki> Another kind of list is a '''definition list''': ; word : definition of the word ; longer phrase : phrase defined at length, such that, even with a relatively large window width one can see that the wrapping of the text mainains the indentation of the definition and thus a highlight of the defined term. This accentuates readability of the list.</nowiki></pre> |- | :A colon indents a line or paragraph. A newline after that starts a new paragraph. ::This is often used for discussion on [[Help:Talk page|Talk page]]s. |<pre><nowiki> :A colon indents a line or paragraph. A newline after that starts a new paragraph. ::This is often used for discussion on talk pages. </nowiki></pre> |- | You can make [[w:horizontal dividing line|horizontal dividing line]]s to separate text. ---- But you should usually use sections instead, so that they go in the table of contents. |<pre><nowiki> You can make horizontal dividing lines to separate text. ---- But you should usually use sections instead, so that they go in the table of contents. </nowiki></pre> |} === Links === You will often want to make clickable ''links'' to other pages. {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | Here's a link to a page named [[Official position]]. You can even say [[official position]]s and the link will show up correctly. You can put formatting around a link. Example: ''[[Wikiversity]]''. The ''first letter'' will automatically be capitalized, so [[wikiversity]] goes to the same place as [[Wikiversity]]. Capitalization matters after the first letter. This is not the case with wiktionary, where every letter is case-sensitive - see [http://en.wiktionary.org/wiki/apollo apollo] and [http://en.wiktionary.org/wiki/Apollo Apollo] as an example. [[The weather in London]] is a page that doesn't exist yet. You can create it by clicking on the link. |<pre><nowiki> Here's a link to a page named [[Official position]]. You can even say [[official position]]s and the link will show up correctly. You can put formatting around a link. Example: ''[[Wikiversity]]''. The ''first letter'' will automatically be capitalized, so [[wikiversity]] is the same as [[Wikiversity]]. Capitalization matters after the first letter. [[The weather in London]] is a page that doesn't exist yet. You can create it by clicking on the link. </nowiki></pre> |- | You can link to a page section by its title: *[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]]. If multiple sections have the same title, add a number. [[#Example section 3]] goes to the third section named "Example section". |<pre><nowiki> You can link to a page section by its title: *[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]]. If multiple sections have the same title, add a number. [[#Example section 3]] goes to the third section named "Example section". </nowiki></pre> |- | You can make a link point to a different place with a [[Help:Piped link|piped link]]. Put the link target first, then the pipe character "|", then the link text. *[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] |<pre><nowiki> You can make a link point to a different place with a [[Help:Piped link|piped link]]. Put the link target first, then the pipe character "|", then the link text. *[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] </nowiki></pre> |- | You can make an external link just by typing a URL: http://www.nupedia.com You can give it a title: [http://www.nupedia.com Nupedia] Or leave the title blank: [http://www.nupedia.com] | <pre><nowiki> You can make an external link just by typing a URL: http://www.nupedia.com You can give it a title: [http://www.nupedia.com Nupedia] Or leave the title blank: [http://www.nupedia.com] </nowiki></pre> |- | You can [[Help:Redirect|redirect]] the user to another page with a special link. For example, you might want to redirect [[w:USA|USA]] to [[w:United States|United States]]. |<pre><nowiki> #REDIRECT [[United States]] </nowiki></pre> |- | [[Help:Category|Category links]] don't show up, but add the page to a category. [[Category:Help]] Add an extra colon to actually link to the category: [[:Category:English documentation]] |<pre><nowiki> Category links don't show up, but add the page to a category. [[Category:Help]] Add an extra colon to actually link to the category: [[:Category:English documentation]] </nowiki></pre> |- | The Wiki reformats linked dates to match the reader's date preferences. These three dates will show up the same if you choose a format in your [[Special:Preferences|Preferences]]: * [[July 20]], [[1969]] * [[20 July]] [[1969]] * [[1969]]-[[07-20]] |<pre><nowiki> The Wiki reformats linked dates to match the reader's date preferences. These three dates will show up the same if you choose a format in your [[Special:Preferences|]]: * [[July 20]], [[1969]] * [[20 July]] [[1969]] * [[1969]]-[[07-20]] </nowiki></pre> |} ===Just show what I typed=== A few different kinds of formatting will tell the Wiki to display things as you typed them. {| border="1" cellpadding="2" cellspacing="0" |- ! style="width:8em" | !What it looks like !What you type |- |'''&lt;nowiki&gt; tags''' | <nowiki> The nowiki tag ignores [[Wiki]] ''markup''. It reformats text by removing newlines and multiple spaces. It still interprets special characters: &rarr; </nowiki> |<pre><nowiki> &lt;nowiki&gt; The nowiki tag ignores [[Wiki]] ''markup''. It reformats text by removing newlines and multiple spaces. It still interprets special characters: &amp;rarr; &lt;/nowiki&gt; </nowiki></pre> |- |'''&lt;pre&gt; tags''' | <pre> The pre tag ignores [[Wiki]] ''markup''. It also doesn't reformat text. It still interprets special characters: &rarr; </pre> |<pre> <pre> The pre tag ignores [[Wiki]] ''markup''. It also doesn't reformat text. It still interprets special characters: &amp;rarr; <\pre> </pre> <center><small>Note: "<\pre>" is actually typed "<nowiki></pre></nowiki>"</small></center> |- |'''Leading spaces''' | Leading spaces are another way to preserve formatting. Putting a space at the beginning of each line stops the text from being reformatted. It still interprets [[Wiki]] ''markup'' and special characters: &rarr; |<pre><nowiki> Leading spaces are another way to preserve formatting. Putting a space at the beginning of each line stops the text from being reformatted. It still interprets [[Wiki]] ''markup'' and special characters: &amp;rarr; </nowiki></pre> |} ===Images, tables, video, and sounds=== This is a very quick introduction. For more information, see: * [[w:Wikipedia:Media help|Images and sound files]] for help with media files * [[Help:Extended image syntax]] for how to arrange images on the page * [[Help:Table]] for how to create a table {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | A picture, including alternate text: [[Image:Wikiversity_beta.png|50px|The logo for this Wiki]] You can put the image in a frame with a caption: [[Image:Wikiversity_beta.png|thumb|The logo for this Wiki]] |<pre><nowiki> A picture, including alternate text: [[Image:Wikiversity_beta.png|50px|The logo for this Wiki]] You can put the image in a frame with a caption: [[Image:Wikiversity_beta.png|frame|The logo for this Wiki]] </nowiki></pre> |- | A link to Wikiversity's page for the image: [[:Image:Wiki.png]] Or a link directly to the image itself: [[Media:Wiki.png]] |<pre><nowiki> A link to Wikiversity's page for the image: [[:Image:Wiki.png]] Or a link directly to the image itself: [[Media:Wiki.png]] </nowiki></pre> |- | Use '''media:''' links to link to sounds or videos. Sound File Example: [[media:Sound_Of_Fear.ogg|A sound file]] pdf File Example: [[Media:Darkside-graphak1.pdf|A pdf file]] |<pre><nowiki> Use '''media:''' links to link to sounds or videos. Sound File Example: [[media:Sound_Of_Fear.ogg|A sound file]] pdf File Example: [[Media:Darkside-graphak1.pdf|A pdf file]] </nowiki></pre> |- | <center> {| border=1 cellspacing=0 cellpadding=5 | This | is |- | a <!-- much less intuitive than a standard html --> | '''table''' |} </center> |<pre><nowiki> <center> {| border=1 cellspacing=0 cellpadding=5 | This | is |- | a | '''table''' |} </center> </nowiki></pre> |} === Mathematical formulas === You can format mathematical formulas with [[w:TeX|TeX]] markup. See [[Help:Formula]]. {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | <math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> |<pre><nowiki> <math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> </nowiki></pre> |} ===Templates=== '''[[Help:Template|Templates]]''' are segments of Wiki markup that are meant to be copied automatically ("transcluded") into a page. You add them by putting the template's name in <nowiki>{{double braces}}</nowiki>. Some templates take ''parameters'', as well, which you separate with the pipe character. {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | {{Transclusion demo}} |<pre><nowiki> {{Transclusion demo}} </nowiki></pre> |- | This template takes two parameters, and creates underlined text with a hover box: {{H:title|This is the hover text| Hover your mouse over this text}} Go to [[template:H:title|this page]] to see the H:title template itself. |<pre><nowiki> This template takes two parameters, and creates underlined text with a hover box: {{H:title|This is the hover text| Hover your mouse over this text}} Go to [[template:H:title|this page]] to see the H:title template itself. </nowiki></pre> |} 1645 23864 2006-09-04T22:04:04Z Trevor MacInnis 99 +cat == Tips and tricks == ===Page protection=== In a few cases, where an administrator has [[Help:Administration#Page_protection|protected]] a page, the link labeled "{{MediaWiki:Editthispage}}" is replaced by the text "{{MediaWiki:Viewsource}}" (or equivalents in the language of the project). In that case the page cannot be edited. Protection of an image page includes protection of the image itself. ===Edit conflicts=== If someone else makes an edit while you are making yours, the result is an [[Help:Edit conflict|edit conflict]]. Many conflicts can be automatically resolved by the Wiki. If it can't be resolved, however, you will need to resolve it yourself. The Wiki gives you two text boxes, where the top one is the other person's edit and the bottom one is your edit. Merge your edits into the top edit box, which is the only one that will be saved. ===Reverting=== The edit link of a page showing an old version leads to an edit page with the old wikitext. This is a useful way to [[Help:Reverting a page to an earlier version|restore the old version]] of a page. However, the edit link of a [[Help:Diff|diff]] page gives the current wikitext, even if the diff page shows an old version below the table of differences. ===Error messages=== If you get an error message upon saving a page, you can't tell whether the actual save has failed or just the confirmation. You can go back and save again, and the second save will have no effect, or you can check "My contributions" to see whether the edit went through. ===Checking spelling and editing in your favorite editor=== You may find it more convenient to copy and paste the text first into your favorite [[w:text editor|text editor]], edit and spell check it there, and then paste it back into your [[w:web browser|web browser]] to preview. This way, you can also keep a local backup copy of the pages you have edited. It also allows you to make changes offline. If you edit this way, it's best to leave the editing page open after you copy from it, using the same edit box to submit your changes, so that the usual edit conflict mechanism can deal with it. If you return to the editing page later, please make sure that nobody else has edited the page in the meantime. If someone has, you'll need to merge their edits into yours by using the [[Help:diff|diff]] feature in the page history. ===Composition of the edit page=== [[Image:Edit toolbar.png|thumb|right|Wikiversity edit toolbar.]] The editing page consists of these sections: * The [[Help:Edit toolbar|edit toolbar]] (optional) * The editing text box * The [[Help:Edit summary|edit summary]] box * Save/Preview/Cancel links * A list of [[Help:Template|template]]s used on the page * A preview, if you have requested one. Your preferences may place the preview at the top of the page instead. ===Position-independent wikitext=== No matter where you put these things in the wikitext, the resulting page is displayed the same way: *[[Help:Interwiki linking|Interlanguage link]]s *[[Help:Category|Categories]] *The [[Help:Magic words|magic words]] <nowiki>__NOTOC__ and __FORCETOC__</nowiki>. See [[Help:Section]]. [[Category:Help|Editing]] 1646 39752 2006-10-25T19:15:38Z Morley 1793 /* Editing basics */ This Editing Overview has a lot of '''[[w:wikitext|wikitext]]''' examples. You may want to keep this page open in a separate browser window for reference while you edit. Each of the topics covered here is covered somewhere else in more detail. Please look in the box on the right for the topic you are interested in. == Editing basics == *'''[[Wikiversity:Introduction|Short introductory tutorial]]''' ;Start editing :To start editing a [[w:MediaWiki|MediaWiki]] page, click on the "'''Edit this page'''" (or just "'''edit'''") link at one of its edges. This will bring you to the '''edit page''': a page with a text box containing the ''[[w:wikitext|wikitext]]'': the editable source code from which the server produces the webpage. ''If you just want to experiment, please do so in the [[{{ns:4}}:Sandbox|sandbox]], not here''. ;Summarize your changes :You should write a short [[Help:Edit summary|edit summary]] in the small field below the edit-box. You may use shorthand to describe your changes, as described in the [[{{ns:4}}:Edit summary legend|legend]]. ;Preview before saving :When you have finished, press [[Help:Show preview|preview]] to see how your changes will look -- '''before''' you make them permanent. Repeat the edit/preview process until you are satisfied, then click "Save" and your changes will be immediately applied to the article. ;Review previous changes to the page :Yes, you can step back in time to see every single version of a page. Just click on the History tab at the top of the page. Here you can see who did the editing, the date of the change, their summary notes about the change. There are even tools to let you compare what's different between one version and another. Click on an editor's Talk URL and go to their talk page where you can engage them in discussion. {{:Help:Wikitext quick reference}} <!-- Edit this at [[Help:Wikitext quick reference]] --> {{:Help:Editing tips and tricks}} <!-- Edit this at [[Help:Editing tips and tricks]] --> == Minor edits == A [[Help:Logging in|logged-in]] user can mark an edit as "minor". [[Help:Minor edit|Minor edit]]s are generally spelling corrections, formatting, and minor rearrangement of text. Users may choose to ''hide'' minor edits when viewing [[Help:Recent changes|Recent Changes]]. Marking a significant change as a minor edit is considered bad Wikiquette. If you have accidentally marked an edit as minor, make a [[Help:Dummy edit|dummy edit]], verify that the "<small>'''[&nbsp;] This is a minor edit'''</small>" check-box is unchecked, and explain in the edit summary that the previous edit was not minor. ==See also== *[[Help:Editing FAQ]] *[[Help:Automatic conversion of wikitext]] *[[Help:Calculation]] *[[Help:Editing toolbar]] *[[Help:HTML in wikitext]] *[[Help:Administration#Page_protection| Protecting pages]] *[[Help:Starting a new page]] *[[Help:Variable]] *[[w:UseModWiki|UseModWiki]] and [[w:Wikipedia:PHP script|Wikipedia:PHP script]]. *[[w:HTML element|HTML elements]]. *[[w:en:User:Pilaf/Live Preview|Live preview]] - a way to preview your edits without contacting the server. *[[:Image:Special characters Verdana IE.png]] - shows special characters with codes, and also shows problem characters. *{{tim|fs}} - font size *{{tim|co}} - color *{{tiw|en|hidden begin}} - showing and hiding text using Javascript ==External links== *[http://home.earthlink.net/~awinkelried/keyboard_shortcuts.html Special characters in HTML] 1647 23878 2006-09-04T22:08:06Z Trevor MacInnis 99 +cat == [[w:wikitext|Wikitext]] markup -- making your page look the way you want== :'''''This is page [[Help:Wiki markup examples]], transcluded in [[Help:Editing]].''''' <!-- This is the part everybody wants, therefore transcluded and not just linked.--> *If you want to try out things without danger of doing any harm, you can do so in the [[{{ns:4}}:Sandbox]]. *More information on [[Help:Html in wikitext|HTML tags in wikitext]] === Organizing your writing -- sections, paragraphs, lists and lines === {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | ;Sections and subsections Start sections with header lines Note: Single equal signs give the highest level heading, like the page title; usually projects have the convention not to use them. <!-- This is the original = DO NOT USE THIS = == New section == === Subsection === ==== Sub-subsection ==== --> <!-- next set <h1> DO NOT USE THIS </h1> <h2> New section </h2> <h3> Subsection </h3> <h4> Sub-subsection </h4> --> <!-- This code prevents confusion in the section editing feature--> <b><font style="font-size:120%"> New section </font></b> <b><font style="font-size:110%"> Subsection</font></b> <b><font style="font-size:100%"> Sub-subsection</font></b> *Start with a second-level heading (<tt><nowiki>==</nowiki></tt>); don't use first-level headings (=). *Don't skip levels (for example, second-level followed by fourth-level). *A [[#Table of contents|table of contents]] will automatically be added to an article that has four or more sections. *If appropriate, place subsections in an appropriate order. If listing countries, for example, place them in alphabetical order rather than, say, relative to population of [[w:OECD|OECD]] countries, or some random order. *If you want to keep headings out of the TOC you have to use HTML heading tags and close them without using a slash e.g. <nowiki><h4>heading too low level to be in the toc of large page<h4></nowiki>. |<pre><nowiki> == New section == === Subsection === ==== Sub-subsection ==== </nowiki></pre> |- | ;[[w:newline|Newline]]: A single newline has no effect on the layout. But an empty line starts a new paragraph, or ends a list or indented part. (<nowiki><p></nowiki> disables this paragraphing until <nowiki></p></nowiki> or the end of the section) (in Cologne Blue two newlines and a div tag give just one newline; in the order newline, div tag, newline, the result is two newlines) You can make the wikitext more readable by putting in newlines. You might find this causes future problems -- see [[w:Wikipedia:Don't use line breaks]] for details. * When used in a list, a newline ''does'' affect the layout (See [[Help:List]]). |<pre><nowiki> A single newline has no effect on the layout. But an empty line starts a new paragraph.</nowiki></pre> |- |You can break lines<br> without starting a new paragraph.<p> (The HTML tag <nowiki><br></nowiki> is sufficient. The system produces the XHTML code <nowiki><br&nbsp;/></nowiki>.)</p> * Please use this sparingly. * Close markup between lines; do not start a [[Help:Link|link]] or ''italics'' or '''bold''' on one line and close it on the next. |<pre><nowiki>You can break lines<br> without starting a new paragraph.</nowiki></pre> |- | * ''Unordered [[Help:List|List]]s'' are easy to do: ** start every line with a star *** more stars means deeper levels *A newline *in a list marks the end of the list. *Of course *you can *start again. |<pre><nowiki>* Unordered Lists are easy to do: ** start every line with a star *** more stars means deeper levels *A newline *in a list marks the end of the list. *Of course *you can *start again. </nowiki></pre> |- | # Numbered lists are also good ## very organized ## easy to follow #A newline #in a list marks the end of the list. #New numbering starts #with 1. |<pre><nowiki># Numbered lists are also good ## very organized ## easy to follow #A newline #in a list marks the end of the list. #New numbering starts #with 1. </nowiki></pre> |- | * You can even do mixed lists *# and nest them *#* or break lines<br>in lists |<pre><nowiki>* You can even do mixed lists *# and nest them *#* or break lines<br>in lists</nowiki></pre> |- |'''Definition list''' ; word : definition of the word ; longer phrase : phrase defined |<pre><nowiki>; word : definition of the word ; longer phrase : phrase defined</nowiki></pre> * One item per line; a newline can appear before the colon, but using a space before the colon improves parsing. |- | ;indenting :A colon indents a line or paragraph. A manual newline starts a new paragraph. * This is often used for discussion on [[Help:Talk page|Talk page]]s. |<pre><nowiki>: A colon indents a line or paragraph. A manual newline starts a new paragraph. </nowiki></pre> |- | When there is a need for separating a block of text <blockquote> the '''blockquote''' command will indent both margins when needed instead of the left margin only as the colon does. </blockquote> This is useful for (as the name says) inserting blocks of quoted (and cited) text. | <pre><nowiki> <blockquote> The '''blockquote''' command will indent both margins when needed instead of the left margin only as the colon does. </blockquote> </nowiki></pre> |- |<center>Centered text.</center> * Please note the US-English spelling of "center". |<pre><nowiki><center>Centered text.</center></nowiki></pre> |- |A [[w:horizontal dividing line|horizontal dividing line]]: this is above it... ---- ...and this is below it. If you don't use a section header, you don't get a TOC entry. |<pre><nowiki>A horizontal dividing line: this is above it... ---- ...and this is below it. </nowiki></pre> |} === Links, URLs === More information at [[Help:Link]] ==== Internal links ==== General notes: *Enclose the '''target name''' in double square brackets -- <nowiki>"[[" and "]]"</nowiki> *First letter of target name is automatically capitalized *Spaces are represented as underscores (but don't do underscores yourself) *[[the weather in London|Links to nonexistent pages]] are shown in red -- [[Help:Starting a new page]] tells about creating the page. *When the mouse cursor "hovers" over the link, you see a "hover box" containing... {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | ;Basic Sue is reading the [[official position]] (or [[Official position]]s). |<pre><nowiki>Sue is reading the [[official position]] (or [[Official position]]s).</nowiki></pre> |- | ;Basic + [[Help:Editing#Text_formatting_--_controlling_how_it_looks|Text formatting]] You can also ''italicize''/etc. links: e.g., ''[[Wikipedia]]''. |<pre><nowiki> ''[[Wikipedia]]'' </nowiki></pre> |- | ;Interwiki linking A link to the page on another wiki (e.g. the same subject in another language) *For more info see [[m:Help:Interwiki linking]]. *[[:fr:Wikipédia:Aide]]. |<pre><nowiki> *For more info see [[m:Help:Interwiki linking]]. *[[:fr:Wikipédia:Aide]]. </nowiki></pre> |- | ;Section of page *[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]]. If the section doesn't exist, the link goes to the top of the page. If there are multiple sections by the same name, link to specific ones by adding how many times that header has alreay appeared (e.g. if there are 3 sections entitled "Example header," and you wish to link to the third one, then use <nowiki>[[#Example section 3]]</nowiki>. For more info, see [[Help:Editing FAQ#Q: Can I link to a specific section header if there are multiple section headers of the same name? If so, how?|Help:Editing FAQ]]. | <pre><nowiki>*[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]].</nowiki></pre> <pre><nowiki></nowiki></pre> |- | ;[[Help:Piped link|Piped link]] Use a pipe "'''|'''" to create a '''link label''': *[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] |<pre><nowiki>*[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] </nowiki></pre> |- |'''"blank" pipes''' hide: *Words in parentheses: [[kingdom (biology)|kingdom]]. *Namespace: [[Meta:Requests for adminship|Requests for adminship]]. After you save, the server automatically fills in the link label. |<pre><nowiki>*In parentheses: [[kingdom (biology)|]]. *Namespace: [[Meta:Requests for adminship|]].</nowiki></pre> |- | ;Links to nonexistent pages [[The weather in London]] is a page that doesn't exist yet. *You can create it by clicking on the link. *Have a look at [[Help:Starting a new page|how to start a page]] guide and the naming conventions page for your project. |<pre><nowiki>[[The weather in London]] is a page that doesn't exist yet.</nowiki></pre> |- | ;Link to yourself You should "sign" your comments on [[Help:Talk page|talk page]]s: : Your user name: [[User:Karl Wick|Karl Wick]] : Or your user name plus date/time: [[User:Karl Wick|Karl Wick]] 08:10 Oct 5, 2002 (UTC) : Five tildes gives the date/time alone: 08:10 Oct 5, 2002 (UTC) The server will fill in the link after you save. |<pre><nowiki>You should "sign" your comments on talk pages: : Your user name: ~~~ : Or your user name plus date/time: ~~~~ : Five tildes gives the date/time alone: ~~~~~ </nowiki></pre> |- | ;[[Help:Redirect|Redirect]]s one article title to another with this special link. |<pre><nowiki>#REDIRECT [[United States]]</nowiki></pre> |- | ;"Magic" links * [[w:ISBN|ISBN]] links to books: ISBN 0123456789X (See [[Help:ISBN links]] * [[w:Request for Comments|RFC]] links to Requests for Comments: RFC 123 (See [[mediawiki:Rfcurl]]) |<pre><nowiki> ISBN 0123456789X RFC 123</nowiki></pre> |- | ;Media links To include links to non-image uploads such as sounds, use a "media" link. <br/>[[media:Sg_mrob.ogg|Sound]] |<pre> <nowiki> [[media:Sg_mrob.ogg|Sound]] </nowiki></pre> |- | ;Links to Categories To include links to a Category page. <br/>[[:Category:English documentation]] |<pre> <nowiki> [[:Category:English documentation]] </nowiki></pre> |- | ;Dates: Use links for dates, so everyone can set their own display order. Use [[Special:Preferences]] to change your own date display setting. |<pre><nowiki>[[July 20]], [[1969]] , [[20 July]] [[1969]] and [[1969]]-[[07-20]] </nowiki></pre>will all appear as [[20 July]]-[[1969]] if you set your date display preference to 1 January 2001. |- | ;Special pages "What links here" and "Recent changes" can be linked as:<br/> [[Special:Whatlinkshere/{{NAMESPACE}}:{{PAGENAME}}]] and [[Special:Recentchangeslinked/{{NAMESPACE}}:{{PAGENAME}}]] |<pre><nowiki> [[Special:Whatlinkshere/ Help:Editing]] and [[Special:Recentchangeslinked/ Help:Editing]]</nowiki></pre> |} ====External links==== {| border="1" cellpadding="2" cellspacing="0" |- |[http://www.nupedia.com Nupedia], [http://www.nupedia.com] |<pre><nowiki> [http://www.nupedia.com Nupedia], [http://www.nupedia.com]</nowiki></pre> |- |[mailto:email@example.com Email Example], [mailto:email@example.com] |<pre><nowiki>[mailto:email@example.com Email Example], [mailto:email@example.com]</nowiki></pre> |- |Or just give the URL: http://www.nupedia.com. *In the [[Help:URL|URL]] all symbols must be among: A-Z a-z 0-9 ._\/~%- &amp;#?!=()@ \x80-\xFF. If a URL contains a different character it should be converted; for example, ^ has to be written ^ (to be looked up in [[w:ASCII|ASCII]]). A blank space can also be converted into an underscore. |<pre><nowiki>Or just give the URL: http://www.nupedia.com.</nowiki></pre> |} === Images, video, and sounds === See also: [[Help:Images and other uploaded files]] {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | ;In-line picture: [[Image:Wiki.png|Wikipedia - The Free Encyclopedia]] * For many projects, only images that have been uploaded to the same project or [[commons:|the Commons]] can be used. To upload images, use the [[Special:Upload|upload page]]. You can find the uploaded image on the [[Special:Imagelist|image list]] |<pre><nowiki> A picture: [[Image:Wiki.png]]</nowiki></pre> or, with alternative text (''strongly'' encouraged) <!-- actually required in HTML4 --> vbgf <pre><nowiki>[[Image:Wiki.png| Wikipedia - The Free Encyclopedia]] </nowiki> </pre> [[w:Web browser|Web browser]]s render alternative text when not displaying an image -- for example, when the image isn't loaded, or in a text-only browser, or when spoken aloud. See [[w:Wikipedia:Alternative text for images|Alternative text for images]] for help on choosing alternative text. See [[Help:Extended image syntax|Extended image syntax]] for more options. There is [[Help:Images and other uploaded files#More_details_and_examples_on_embedding_internal_images__into_articles|more information]] on resizing and other formatting tricks. |- | ;Other ways of linking to pictures *The [[Help:Image page|Image page]]: [[:Image:Wiki.png]] *A link to just the picture: [[media:Wiki.png|Wikipedia]] * Clicking on an image displayed on a page (such as any of the ones above) also leads to the description page * To include links to images shown as links instead of drawn on the page, use a "media" link. |<pre><nowiki>[[:Image:Wiki.png]] [[media:Wiki.png|Wikipedia]] </nowiki></pre> |- |'''Other Media Links -- Video and Sounds''' Use a "media" link: [[media:Sg_mrob.ogg|Sound]] <br>There is [[Help:Images and other uploaded files#Supported_file_types.3B_miscellaneous|More information on other media types]]. |<pre><nowiki>[[media:Sg_mrob.ogg|Sound]]</nowiki></pre> |} === Text formatting -- controlling how it looks === <table border="1" cellpadding="2" cellspacing="0"> <tr> <th>What it looks like</th> <th>What you type</th> </tr> <tr valign="top"><td> ''Emphasize'' (italics), '''strongly''' (bold), '''''very strongly''''' (bold italics). (These are double and triple apostrophes, not double quotes.) <small>Note: this can also be applied to links (e.g., ''[[Wikipedia]]'').</small> </td> <td valign="bottom"> <pre><nowiki>''Emphasize'', '''strongly''', '''''very strongly'''''. ''[[Wikipedia]]'' </nowiki></pre> </td> </tr> <tr valign="top"><td> You can also write <i>italic</i> and <b>bold</b>. This is useful in mathematical formulas where you need specific font styles rather than emphasis. :<b>F</b> = <i>m</i><b>a</b> (The difference between these two methods is not very important for graphical browsers, so most people ignore it). But it may make a big difference for the visually impaired ;-) </td> <td> <pre><nowiki>You can also write <i>italic</i> and <b>bold</b>. This is useful in mathematical formulas where you need specific font styles rather than emphasis. :<b>F</b> = <i>m</i><b>a</b></nowiki></pre><!-- that's not a mathematical formula, though -- sure it is, just because it's being applied to physics doesn't make it stop being mathematics --> </td> </tr> <tr valign="top"><td> You can also write <span style="font-variant:small-caps"> in small caps</span>. If the wiki has the templates, this can {{bsm}}be much simpler to write{{esm}}. </td> <td> <pre><nowiki>You can also write <span style="font-variant:small-caps"> in small caps</span>. If the wiki has the templates, this can {{bsm}}be much simpler to write{{esm}}.</nowiki></pre> </td> </tr> <tr valign=top> <td>A typewriter font, sometimes used for <tt>technical terms</tt> and <code>computer code</code>. </td> <td><pre><nowiki>A typewriter font, sometimes used for <tt>technical terms</tt> and <code>computer code</code>.</nowiki></pre> * For semantic reasons, using <code>&lt;code&gt;</code> where applicable is preferable to using <code>&lt;tt&gt;</code>. </td><!-- tt is really 'teletype', not 'technical term' --> </tr> <tr valign=top> <td>You can use <small>small text</small> for captions. </td> <td><pre><nowiki>You can use <small>small text</small> for captions.</nowiki></pre> </td> </tr> <tr valign="top"><td>You can <strike>strike out deleted material</strike> and <u>underline new material</u>. You can also mark <del>deleted material</del> and <ins>inserted material</ins> using logical markup rather than visual markup. * When editing regular articles, just make your changes and do not mark them up in any special way. * When editing your own previous remarks in talk pages, it is sometimes appropriate to mark up deleted or inserted material. </td> <td><pre><nowiki>You can <strike>strike out deleted material</strike> and <u>underline new material</u>. You can also mark <del>deleted material</del> and <ins>inserted material</ins> using logical markup rather than visual markup. </nowiki></pre> </td> </tr> <tr valign="bottom" id="subscript"><td>Subscript: x₂<br/> Superscript: x² or x&sup2; Most browsers have an easier time formatting lines with &amp;sup2; than with &lt;sup>2&lt;/sup> &epsilon;₀ = 8.85 &times; 10^&minus;12 C&sup2; / J m. <br/> <br/> 1 [[hectare]] = [[1 E4 m²]] </td> <td valign="bottom"><pre><nowiki>Subscript: x₂ Superscript: x² or x&amp;sup2; </nowiki></pre> <pre><nowiki> &amp;epsilon;₀ = 8.85 &amp;times; 10^{&amp;minus;12} C&amp;sup2; / J m. 1 [[hectare]] = [[1 E4 m&amp;sup2]] </nowiki></pre></td> </tr> </table> ===Spacing things out -- spaces and tables === <table border="1" cellpadding="2" cellspacing="0"> <tr valign="top"><td> ;Using non-breaking spaces <i>x</i>²&nbsp;&nbsp; &nbsp;&ge; &nbsp;&nbsp;&nbsp;0 true. </td> <td><pre><nowiki> <i>x</i>²&amp;nbsp; &amp;nbsp;&amp;ge; &amp;nbsp;&amp;nbsp;0 true. </nowiki></pre></td> </tr> <tr> <td> ;Using [[Help:Table#Simple_example|Wikitext piped tables]] {||- |<i>x</i>² | width=20px | || width=20px | &ge;0 || true. |- | a || || b |} See templates [[Template:hs1]], [[Template:hs]], and [[Template:vs]] for more examples </td> <td> <pre><nowiki> {||- |<i>x</i>² | width=20px | || width=20px | &ge;0 || true. |- | a || || b |} </nowiki></pre> See [[Help:Table]] for more information </td> </tr> </table> ===Just show what I typed=== &lt;nowiki&gt; and &lt;pre&gt; tags can tell the server and the browser to display things as you typed them. <table border="1" cellpadding="2" cellspacing="0"> <tr> <td> ;Example: arrow &rarr; ''italics'' [[link]] </td> <td valign="bottom"> <pre><nowiki>arrow &amp;rarr; ''italics'' [[link]]</nowiki></pre> </td> </tr> <tr> <td valign="bottom"> ;&lt;nowiki> * interpret special characters * don't interpret special wiki markup * reformat text (removing newlines and multiple spaces) <nowiki> arrow &rarr; ''italics'' [[link]] </nowiki> </td> <td valign="bottom"> <pre><nowiki><nowiki> arrow &amp;rarr; ''italics'' [[link]] </nowiki></nowiki></pre> </td> </tr> <tr> <td> ;<nowiki><pre></nowiki> * interpret special characters * don't interpret special wiki markup * don't reformat text <pre>arrow &rarr; ''italics'' [[link]] </pre> </td> <td valign="bottom"> <pre><nowiki><pre>arrow &amp;rarr; ''italics'' [[link]]</pre></nowiki></pre> </td> </tr> <tr> <td> ; leading space * interpret special characters * interpret special wiki markup * don't reformat text arrow &rarr; ''italics'' [[link]] </pre> </td> <td valign="bottom"> <pre> <nowiki>arrow &amp;rarr; ''italics'' [[link]]</nowiki></pre> </td> </tr> <tr valign=top> <td> ;preformatted text IF a line of plain text starts with a space it will be formatted exactly as typed in a fixed-width font in a grey dotted-outline box lines won't wrap ENDIF this is useful for: * pasting preformatted text; * algorithm descriptions; * program source code * ASCII art; * chemical structures; For larger preformatted text passages you can use the <nowiki><pre>a lot of text</pre></nowiki> tag. WARNING If you make it wide, you [[w:page widening|force the whole page to be wide]] and hence less readable. Never start ordinary lines with spaces.<br> <center>(see also below)</center> </td> <td><pre><nowiki> IF a line of plain text starts with a space it will be formatted exactly as typed in a fixed-width font in a grey dotted-outline box lines won't wrap ENDIF this is useful for: * pasting preformatted text; * algorithm descriptions; * program source code * ASCII art; * chemical structures; </nowiki></pre> </td> </tr> <tr> <td> ;typewriter font: <tt>arrow &rarr;</tt> <tt>''italics''</tt> <tt>[[link]]</tt> </td> <td valign="bottom"> <pre><nowiki><tt>arrow &amp;rarr;</tt> <tt>''italics''</tt> <tt>[[link]]</nowiki></tt></pre> </td> </tr> <tr> <td> ;Show special character codes: &amp;rarr; </td> <td valign="bottom"> <pre>&amp;amp;rarr;</pre> </td> </tr> <tr> <td> ;Comments The text between '''here''' <!-- comment here --> '''and here''' won't be displayed </td> <td> <pre><nowiki>The text between '''here''' <!-- comment here --> '''and here''' won't be displayed</nowiki></pre> </td> </tr> </table> ===Complicated mathematical formulae=== <table> <tr> <td> &nbsp;&nbsp;<math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> * See [[Help:Formula|Formula]] or [[m:MediaWiki User's Guide: Editing mathematical formulae:TeX markup|TeX markup]] * A useful resource for understanding TeX can be found at the [http://tug.org TeX User's Group]. </td> <td><pre><nowiki> <math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> </nowiki></pre> </td> </tr> </table> ===Special characters=== <table border="1" cellpadding="2" cellspacing="0"> <tr valign="top"> <td> '''Umlauts and accents:''' (See [[Help:Special characters]])<br/> À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü ß à á â ã ä å æ ç è é ê ë ì í î ï ñ ò ó ô œ õ ö ø ù ú û ü ÿ<br/> <br/> &Agrave; &Aacute; &Acirc; &Atilde; &Auml; &Aring; <br/> &AElig; &Ccedil; &Egrave; &Eacute; &Ecirc; &Euml; <br/> &Igrave; &Iacute; &Icirc; &Iuml; &Ntilde; &Ograve; <br/> &Oacute; &Ocirc; &Otilde; &Ouml; &Oslash; &Ugrave; <br/> &Uacute; &Ucirc; &Uuml; &szlig; &agrave; &aacute; <br/> &acirc; &atilde; &auml; &aring; &aelig; &ccedil; <br/> &egrave; &eacute; &ecirc; &euml; &igrave; &iacute;<br/> &icirc; &iuml; &ntilde; &ograve; &oacute; &ocirc; <br/> &oelig; &otilde; &ouml; &oslash; &ugrave; &uacute; <br/> &ucirc; &uuml; &yuml; </td> <td><pre><nowiki> À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü ß à á â ã ä å æ ç è é ê ë ì í î ï ñ ò ó ô œ õ ö ø ù ú û ü ÿ &amp;Agrave; &amp;Aacute; &amp;Acirc; &amp;Atilde; &amp;Auml; &amp;Aring; &amp;AElig; &amp;Ccedil; &amp;Egrave; &amp;Eacute; &amp;Ecirc; &amp;Euml; &amp;Igrave; &amp;Iacute; &amp;Icirc; &amp;Iuml; &amp;Ntilde; &amp;Ograve; &amp;Oacute; &amp;Ocirc; &amp;Otilde; &amp;Ouml; &amp;Oslash; &amp;Ugrave; &amp;Uacute; &amp;Ucirc; &amp;Uuml; &amp;szlig; &amp;agrave; &amp;aacute; &amp;acirc; &amp;atilde; &amp;auml; &amp;aring; &amp;aelig; &amp;ccedil; &amp;egrave; &amp;eacute; &amp;ecirc; &amp;euml; &amp;igrave; &amp;iacute; &amp;icirc; &amp;iuml; &amp;ntilde; &amp;ograve; &amp;oacute; &amp;ocirc; &amp;oelig; &amp;otilde; &amp;ouml; &amp;oslash; &amp;ugrave; &amp;uacute; &amp;ucirc; &amp;uuml; &amp;yuml;</nowiki></pre></td> </tr> <tr valign=top> <td> '''Punctuation:'''<br/> ¿ ¡ « » § ¶ † ‡ • - – — &iquest; &iexcl; &laquo; &raquo; &sect; &para;<br/> &dagger; &Dagger; &bull; - &ndash; &mdash; </td> <td><pre><nowiki> ¿ ¡ « » § ¶ † ‡ • - – — &amp;iquest; &amp;iexcl; &amp;laquo; &amp;raquo; &amp;sect; &amp;para; &amp;dagger; &amp;Dagger; &amp;bull; - &amp;ndash; &amp;mdash;</nowiki></pre></td> </tr> <tr valign="top"> <td> '''Commercial symbols:'''<br/> ™ © ® ¢ € ¥ £ ¤ &trade; &copy; &reg; &cent; &euro; &yen; &pound; &curren;</td> <td><pre><nowiki> ™ © ® ¢ € ¥ £ ¤ &amp;trade; &amp;copy; &amp;reg; &amp;cent; &amp;euro; &amp;yen; &amp;pound; &amp;curren; </nowiki></pre></td> </tr> <tr valign="top"><td>'''Greek characters:''' <br/> α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ ς τ υ φ χ ψ ω Γ Δ Θ Λ Ξ Π Σ Φ Ψ Ω &alpha; &beta; &gamma; &delta; &epsilon; &zeta; <br/> &eta; &theta; &iota; &kappa; &lambda; &mu; &nu; <br/> &xi; &omicron; &pi; &rho; &sigma; &sigmaf; <br/> &tau; &upsilon; &phi; &chi; &psi; &omega;<br/> &Gamma; &Delta; &Theta; &Lambda; &Xi; &Pi; <br/> &Sigma; &Phi; &Psi; &Omega; </td> <td><pre><nowiki> α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ ς τ υ φ χ ψ ω Γ Δ Θ Λ Ξ Π Σ Φ Ψ Ω &amp;alpha; &amp;beta; &amp;gamma; &amp;delta; &amp;epsilon; &amp;zeta; &amp;eta; &amp;theta; &amp;iota; &amp;kappa; &amp;lambda; &amp;mu; &amp;nu; &amp;xi; &amp;omicron; &amp;pi; &amp;rho; &amp;sigma; &amp;sigmaf; &amp;tau; &amp;upsilon; &amp;phi; &amp;chi; &amp;psi; &amp;omega; &amp;Gamma; &amp;Delta; &amp;Theta; &amp;Lambda; &amp;Xi; &amp;Pi; &amp;Sigma; &amp;Phi; &amp;Psi; &amp;Omega; </nowiki></pre></td> </tr> <tr valign="top"> <td> '''Math characters:''' <br/> ∫ ∑ ∏ √ − ± ∞ ≈ ∝ ≡ ≠ ≤ ≥ × · ÷ ∂ ′ ″ ∇ ‰ ° ∴ ø ∈ ∩ ∪ ⊂ ⊃ ⊆ ⊇ ¬ ∧ ∨ ∃ ∀ ⇒ ⇔ → ↔ ↑ &int; &sum; &prod; &radic; &minus; &plusmn; &infin;<br/> &asymp; &prop; &equiv; &ne; &le; &ge;<br/> &times; &middot; &divide; &part; &prime; &Prime;<br/> &nabla; &permil; &deg; &there4; &oslash;<br/> &isin; &cap; &cup; &sub; &sup; &sube; &supe;<br/> &not; &and; &or; &exist; &forall; &rArr; &hArr;<br/> &rarr; &harr; &uarr;<br/> Problem symbols: ℵ ∉ &alefsym; &notin; </td> <td valign="middle"><pre><nowiki> ∫ ∑ ∏ √ − ± ∞ ≈ ∝ ≡ ≠ ≤ ≥ × · ÷ ∂ ′ ″ ∇ ‰ ° ∴ ø ∈ ∩ ∪ ⊂ ⊃ ⊆ ⊇ ¬ ∧ ∨ ∃ ∀ ⇒ ⇔ → ↔ ↑ &amp;int; &amp;sum; &amp;prod; &amp;radic; &amp;minus; &amp;plusmn; &amp;infin; &amp;asymp; &amp;prop; &amp;equiv; &amp;ne; &amp;le; &amp;ge; &amp;times; &amp;middot; &amp;divide; &amp;part; &amp;prime; &amp;Prime; &amp;nabla; &amp;permil; &amp;deg; &amp;there4; &amp;oslash; &amp;isin; &amp;cap; &amp;cup; &amp;sub; &amp;sup; &amp;sube; &amp;supe; &amp;not; &amp;and; &amp;or; &amp;exist; &amp;forall; &amp;rArr; &amp;hArr; &amp;rarr; &amp;harr; &amp;uarr; Problem symbols: ℵ ∉ &amp;notin; &amp;alefsym; </nowiki></pre></td> </tr> </table> ===Including another page -- transclusion and templates === Changing a transcluded file will change every file that transcludes it. <table border="1" cellpadding="2" cellspacing="0"> <tr valign="bottom"> <td> ;transclusion :Including the contents of another page into the current page. <div style="border: 1pt dashed blue; background : grey; padding: 1em 1em;"> {{:Help:Transclusion Demo}}</div></td> <td> <pre><nowiki>{{</nowiki>:Help:Transclusion Demo<nowiki>}}</nowiki></pre></td> </tr> <tr valign="bottom"> <td> ;[[Help:Template|template]] A special kind of page designed for transclusion. These pages are found in the '''Template:''' [[help:namespace|namespace]] Templates can even take parameters. When you edit a page, all the templates used on the page are listed below the edit box. <div style="border: 1pt dashed blue; background : grey; padding: 1em 1em;"> {{H:title|hovertext|This is underlined}}</div></td> <td> <pre><nowiki>{{H:title|hovertext|This is underlined}}</nowiki></pre></td></tr> </table> [[Category:Help]] 1648 23876 2006-09-04T22:07:28Z Trevor MacInnis 99 +cat ==Permitted HTML== The following [[w:HTML element|HTML element]]s are currently permitted: {| border="0" cellpadding="5" | valign="top"| * [[w:HTML_element#Presentational_markup|&lt;b&gt;]] * [[w:HTML_element#Presentational_markup|&lt;big&gt;]] * [[w:HTML_element#Text_containers|&lt;blockquote&gt;]] * [[w:HTML_element#Others|&lt;br&gt;]] * [[w:HTML_element#Tables|&lt;caption&gt;]] * &lt;center&gt; * &lt;cite&gt; * [[w:HTML_element#Logical_markup|&lt;code&gt;]] * [[w:HTML_element#Lists|&lt;dd&gt;]] * [[w:HTML_element#Other_containers|&lt;div&gt;]] * [[w:HTML_element#Lists|&lt;dl&gt;]] * [[w:HTML_element#Lists|&lt;dt&gt;]] * [[w:HTML_element#Logical_markup|&lt;em&gt;]] * [[w:HTML_element#Presentational_markup|&lt;font&gt;]] * [[w:HTML_element#Headings|&lt;h1&gt;]] | valign="top"| * [[w:HTML_element#Headings|&lt;h2&gt;]] * [[w:HTML_element#Headings|&lt;h3&gt;]] * [[w:HTML_element#Headings|&lt;h4&gt;]] * [[w:HTML_element#Headings|&lt;h5&gt;]] * [[w:HTML_element#Headings|&lt;h6&gt;]] * [[w:HTML_element#Other_containers|&lt;hr&gt;]] * [[w:HTML_element#Presentational_markup|&lt;i&gt;]] * [[w:HTML_element#Lists|&lt;li&gt;]] * [[w:HTML_element#Lists|&lt;ol&gt;]] * [[w:HTML_element#Text_containers|&lt;p&gt;]] * [[w:HTML_element#Text_containers|&lt;pre&gt;]] * &lt;rb&gt; * &lt;rp&gt; * &lt;rt&gt; * &lt;ruby&gt; | valign="top"| * [[w:HTML_element#Presentational_markup|&lt;s&gt;]] * [[w:HTML_element#Presentational_markup|&lt;small&gt;]] * [[w:HTML_element#Presentational_markup|&lt;strike&gt;]] * [[w:HTML_element#Logical_markup|&lt;strong&gt;]] * [[w:HTML_element#Presentational_markup|&lt;sub&gt;]] * [[w:HTML_element#Presentational_markup|&lt;sup&gt;]] * [[w:HTML_element#Tables|&lt;table&gt;]] * [[w:HTML_element#Tables|&lt;td&gt;]] * [[w:HTML_element#Tables|&lt;th&gt;]] * [[w:HTML_element#Tables|&lt;tr&gt;]] * [[w:HTML_element#Presentational_markup|&lt;tt&gt;]] * [[w:HTML_element#Presentational_markup|&lt;u&gt;]] * [[w:HTML_element#Lists|&lt;ul&gt;]] * [[w:HTML_element#Logical_markup|&lt;var&gt;]] * [[w:HTML_element#Others|&lt;!-- ... --&gt;]] |} The following excerpt from [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/OutputPage.php OutputPage.php] additionally shows which attributes are allowed. :'''Update:''' In 1.4rc1, the removeHTMLtags function is located in Parser.php. :'''Update:''' In 1.5, the removeHTMLtags function is now located in Sanitizer.php. For many HTML elements, more convenient wikitext code is available, see [[Help:Editing]]. On the other hand, HTML tags allow an id that can be referenced in one's [[Help:User style|user style]] css, and allows the tag to be used as link target. <pre> /* private */ function removeHTMLtags( $text ) { wfProfileIn( "OutputPage::removeHTMLtags" ); $htmlpairs = array( # Tags that must be closed "b", "i", "u", "font", "big", "small", "sub", "sup", "h1", "h2", "h3", "h4", "h5", "h6", "cite", "code", "em", "s", "strike", "strong", "tt", "var", "div", "center", "blockquote", "ol", "ul", "dl", "table", "caption", "pre", "ruby", "rt" , "rb" , "rp" ); $htmlsingle = array( "br", "p", "hr", "li", "dt", "dd" ); $htmlnest = array( # Tags that can be nested--?? "table", "tr", "td", "th", "div", "blockquote", "ol", "ul", "dl", "font", "big", "small", "sub", "sup" ); $tabletags = array( # Can only appear inside table "td", "th", "tr" ); $htmlsingle = array_merge( $tabletags, $htmlsingle ); $htmlelements = array_merge( $htmlsingle, $htmlpairs ); $htmlattrs = array( # Allowed attributes--no scripting, etc. "title", "align", "lang", "dir", "width", "height", "bgcolor", "clear", /* BR */ "noshade", /* HR */ "cite", /* BLOCKQUOTE, Q */ "size", "face", "color", /* FONT */ "type", "start", "value", "compact", /* For various lists, mostly deprecated but safe */ "summary", "width", "border", "frame", "rules", "cellspacing", "cellpadding", "valign", "char", "charoff", "colgroup", "col", "span", "abbr", "axis", "headers", "scope", "rowspan", "colspan", /* Tables */ "id", "class", "name", "style" /* For CSS */ ); </pre> E.g., element "a" is not allowed, and the wikitext <a href="<nowiki>http://meta.wikimedia.org/wiki/Main_Page</nowiki>">Main Page</a> produces the HTML code &amp;lt;a href="<nowiki>http://meta.wikimedia.org/wiki/Main_Page</nowiki>"&amp;gt;Main Page&amp;lt;/a&amp;gt; which renders as the wikitext, not working as a link. ==Span== <code><nowiki><span></nowiki></code>, a generic inline text container, is now allowed on default MediaWiki installations (as of version 1.5). Span can be ID'd, classed, or styled: <nowiki>This is <span style="color:red">red</span> text.</nowiki> <nowiki>This is <span id="randomfooid">identified</span> text.</nowiki> <nowiki>This is <span class="importantmessage">classed</span> text.</nowiki> produces: <blockquote> This is <span style="color:red">red</span> text. This is <span id="randomfooid">identified</span> text. This is <span class="importantmessage">classed</span> text. </blockquote> IDs and classes are used in conjunction with stylesheets to give a piece of text a descriptive class (or unique identifier) and to refer to that in a stylesheet. Note that in most cases, one can use a more descriptive tag, for instance, <strong><nowiki><strong></nowiki></strong> (which can be classed, identified, and styled, as well) to indicate an important piece of text, or <em><nowiki><em></nowiki></em> (subject to the same things as strong) to indicate an emphasized piece of text. For instance, the above might be better reformulated as <nowiki>This is <em style="color:red;font-style:normal">red</em> text.</nowiki> <blockquote>This is <em style="color:red;font-style:normal">red</em> text.</blockquote> This not only draws the user's attention to the text, but can also alert those who are using nonvisual browsers or have sight impairments, etc. to the fact that that is <em>emphasized text</em>. Using {{timc|H:title}}, <nowiki>"a height of {{h:title|6.1 km|20000 ft}} above sea level"</nowiki> gives "a height of {{h:title|6.1 km|20000 ft}} above sea level" (note the hover box over "20000 ft"). ==Font== ''Note: This element is [[w:Deprecation|deprecate]]d (should not be used) in favor of [[#Span|<nowiki><span></nowiki>]].'' For some attributes, like color, one can also use <pre> a <font style="color: red">red</font> word </pre> or <pre> a <font color=red>red</font> word. </pre> giving a <font style="color: red">red</font> word a <font color=red>red</font> word ==Div== E.g. to assign the class "red" to a text one can put &lt;div class="red">example text&lt;/div> which gives <div class="red">example text</div> which is in red if the css line .red {color:red} is applicable. This is suitable if the color is specifically intended to be red; if it is just for emphasis a more general term for the class would be more appropriate, because css allows the user to choose another method of emphasis (another color, bold, enlarged, etc.). Note that many readers will not have their own css with such lines as ".red {color:red}", so one cannot refer to "the red text above", etc. ==External links== * [http://www.w3.org/TR/html401/index/elements.html elements] | [http://www.w3.org/TR/html401/index/attributes.html attributes] [[Category:Help]] 1649 23873 2006-09-04T22:06:52Z Trevor MacInnis 99 +cat ==List basics== {|border=1 !wikitext!!rendering |- | * Lists are easy to do: ** start every line with a star *** more stars means deeper levels | * Lists are easy to do: ** start every line with a star *** more stars means deeper levels |- | *A newline *in a list marks the end of the list. Of course *you can *start again. | *A newline *in a list marks the end of the list. Of course *you can *start again. |- | # Numbered lists are also good ## very organized ## easy to follow | # Numbered lists are also good ## very organized ## easy to follow |- | * You can also **break lines&lt;br&gt;inside lists&lt;br&gt;like this | * You can also **break lines<br>inside lists<br>like this |- | ; Definition list : list of definitions ; item : the item's definition | ; Definition list : list of definitions ; item : the item's definition |- | * You can even create mixed lists *# and nest them *#* like this *#*; can I mix definition list as well? *#*: yes *#*; how? *#*: it's easy as *#*:* a *#*:* b *#*:* c | * You can even create mixed lists *# and nest them *#* like this *#*; can I mix definition list as well? *#*: yes *#*; how? *#*: it's easy as *#*:* a *#*:* b *#*:* c |} ==A blank line within a list item or between list items== (In this and the next section numbered lists are used in examples; unnumbered lists give a corresponding result, except that a possible problem of a list restarting with 1 is not applicable.) A list item can only be one paragraph unless HTML tags are used within it. Otherwise, the new paragraph will end the list. If the list is unnumbered, a new list can be started, but if the list is numbered, the numbering will start over from 1. In the case of a numbered list, the same is used to have a blank line between list items (more or less necessary if there is a multi-paragraph list item, otherwise the lay-out is confusing); in the case of an unnumbered list one can simply start a new one. ===Using <nowiki><br><br></nowiki>=== One way to produce a paragraph break in a list is to use <nowiki><br><br></nowiki>. The spacing between paragraphs may look odd, however. Example: #<nowiki>Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br></nowiki> #<nowiki>Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</nowiki> Result: #Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br> #Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text. ===Using <nowiki><p> and </p></nowiki>=== To get more convincing spacing, you can instead put <nowiki><p> and </p></nowiki> tags around each paragraph in the list item. Example: #<nowiki>Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p></nowiki> #<nowiki>Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p></nowiki> Result: #Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p> #Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p> ==Numbered list across sections== Since this disturbs section numbering it is on a separate page [[Help:List/Numbered list across sections]]. ==Continuing a list item after a sub-item== In HTML, a list item may contain several sublists, not necessarily adjacent; thus there may be parts of the list item not only before the first sublist, but also between sublists, and after the last one; however, in wiki-syntax, sublists follow the same rules as sections of a page: the only possible part of the list item not in sublists is before the first sublist. In the case of an unnumbered first-level list in wikitext code this limitation can be overcome by splitting the list into multiple lists; indented text between the partial lists may visually serve as part of a list item after a sublist; however, this may give, depending on CSS, a blank line before and after each list, in which case, for uniformity, every first-level list item could be made a separate list. Numbered lists illustrate that what should look like one list may, for the software, consist of multiple lists; unnumbered lists give a corresponding result, except that the problem of restarting with 1 is not applicable. {| style="border:1px;border-spacing:1px;background-color:black;" cellpadding="5px" |- style="background-color:white;" | <nowiki> <ol> <li>list item A1 <ol> <li>list item B1</li> <li>list item B2</li></ol>continuing list item A1 </li> <li>list item A2</li> </ol></nowiki> | <ol> <li>list item A1 <ol> <li>list item B1</li> <li>list item B2</li></ol>continuing list item A1 </li> <li>list item A2</li> </ol> |- style="background-color:#E0E0E0;font-weight:bold;text-align:center;" | colspan="2" | vs. |- style="background-color:white;" | #list item A1 ##list item B1 ##list item B2 #:continuing list item A1 #list item A2 | #list item A1 ##list item B1 ##list item B2 #:continuing list item A1 #list item A2 |} One level deeper, with a sublist item continuing after a sub-sublist, one gets even more blank lines; however, the continuation of the first-level list is not affected: <pre> #list item A1 ##list item B1 ###list item C1 ##:continuing list item B1 ##list item B2 #list item A2 </pre> gives #list item A1 ##list item B1 ###list item C1 ##:continuing list item B1 ##list item B2 #list item A2 See also {{tim|List demo}} and [[Help:Section#Subdivisions in general|subdivisions]]. ==Extra indentation of lists== In a numbered list in a large font, some browsers do not show more than two digits, unless extra indentation is applied (if there are multiple columns: for each column). <pre> :#abc :#def :#ghi </pre> gives :#abc :#def :#ghi In the case that HTML has to be used (see next section), extra indentation of a list is achieved with the tags <nowiki><ul>, </ul></nowiki>: <pre> <ul><ol><li>abc <li>def <li>ghi </ol></ul> </pre> gives <ul><ol><li>abc <li>def <li>ghi </ol></ul> Some background explanation: a HTML list can have content before the first list item, distinguished from content before the list by its indentation; MediaWiki changes such content into a list item without a number displayed, but with implicit number 1; in particular a "list" can have content but no list items, which MediaWiki changes into a list with one unnumbered list item, which makes no difference: the only effect is indentation of the content; in the case mentioned the content is itself a numbered sublist. ==Multi-column numbered lists== Specifying a starting value is useful for a numbered list with multiple columns, to avoid restarting from one in each column. This is only possible with HTML-syntax (for the first column either wiki-syntax or HTML-syntax can be used). In combination with the extra indentation explained in the previous section: <pre> {| valign="top" |- |<ul><ol start="125"><li>a<li>bb<li>ccc</ol></ul> |<ul><ol start="128"><li>ddd<li>ee<li>f</ol></ul> |} </pre> gives {| valign="top" |- |<ul><ol start="125"><li>a<li>bb<li>ccc</ol></ul> |<ul><ol start="128"><li>ddd<li>ee<li>f</ol></ul> |} See also [[wikicities:Template:List of Wikicities]] ([[wikicities:Template talk:List of Wikicities|talk]], [[wikicities:Special:Whatlinkshere/Template:List of Wikicities|backlinks]], [http://www.wikicities.com/index.php?title=Template:List_of_Wikicities&action=edit edit]). [[Category:Help]] 1650 77072 2007-01-16T15:37:39Z JWSchmidt 20 tags A '''category''' is a software feature of MediaWiki. Categories provide automatic indexes, that are useful as tables of contents. Together with [[Help:Link|link]]s and [[Help:Template|templates]] they help organize the many pages at Wikiversity. Note: many websites use "tags" to help participants categorize website pages. Wikiversity categories can be thought of as "tags". If you create a new page, "tag" it with a category. == Executive summary == To help structure the contents of Wikiversity their is a system for grouping pages into categories. For example, this page belongs to '''[[:Category:Help]]'''. When a page belongs to one or more categories, this information appears at the bottom of the page (or in the upper-right corner, depending on the [[Help:Preferences|skin]] being used). ===To add a page to a category:=== #First check the full list of [[Special:Categories | existing categories]] to find one that matches your requirements. You can click on the category name to see which pages are already in that category. You should be able to find and existing category to use, there are over 1000 (use the next link to page through them). #Go to the page you want to add the category to and click the edit tab to get the edit page. #Add '''<nowiki>[[</nowiki>Category:category name]]''' at the bottom of the page. Just substitute '''category name''' for the name of your chosen category. #If their are no suitable categories you can create a new category by substituting '''category name''' with the name of your new category. This will add the page to this new category. It will also create a "home page" for this new category. To be specific, in order to add an article called "Albert Einstein" to the category "People", you would click the edit tab on the article page "Albert Einstein" to enter the edit page and then add '''<nowiki>[[</nowiki>Category:People]]'''. Exactly where doesn't matter, but the Wikipedia policy, for example, is to put it ''after'' the article text, but ''before'' any [[Help:Interwiki linking|interlanguage links]]. ===Category pages=== Each category has a "home page" that contains editable text and an automatically generated, alphabetical list of links to all pages in that category (in fact ASCII order, see [[Help:Special page]]). These category pages are in the '''Category [[Wikiversity:Namespaces|namespace]]'''. New categories can also be [[Help:Starting a new page|created]] and [[Help:Editing|edited]] in the same way as any other regular page. ===Uncategorized content=== If you find a page without a category and can't think of a suitable category please use '''<nowiki>[[</nowiki>Category:Uncategorized]]'''. This will help other people to find the page and provide it with a suitable category. ==Putting an item in a category== A page in any namespace can be put in a category by adding a category tag to the page (by convention, at the end of the page), e.g.: <nowiki>[[</nowiki>Category:''Category name'']] This lists the page on the appropriate category page automatically and also provides a link at the bottom of the page to the category page, which is in the namespace "Category". Pages can be included in more than one category by adding multiple category tags. These links do not appear at the location where you inserted the tag, but at the page margin in a fixed place, depending on the skin (the bottom for Monobook, the upper right corner for Standard). Category tags may be placed anywhere in the article, although they are typically added to the end of the article to avoid undesirable text display side effects. Category links are displayed in the order they occur in the article, unlike the automatic ordering of lists in the category pages themselves (see below). ==Category page== A category page consists of: *editable text *list of subcategories; how many there are is also displayed; if there are no subcategories the header and count are not shown. *list of pages in the category, excluding subcategories and images; the number of items in this list is called the number of articles; if there are none the header is shown anyway, and "There are 0 articles in this category." ** From [[m:MediaWiki 1.5|MediaWiki 1.5]] the namespace prefix is no longer shown. *list of images with thumbnails (how many there are is not counted); the first 20 characters of the image name are shown, with an ellipsis if that is not the full name; also the file size is shown. As opposed to the second and third section, this section does not have subheaders per letter, it has not even a header itself and visually seems to fall under the header of the previous section "Articles in category ...", even though in counting the articles, images/image pages are not considered articles). To create a category page, you must add a colon in front of the Category tag when you set up the page-creation link, to prevent the software from thinking you merely want to add the page you are working from to the category: <nowiki>[[</nowiki>:Category:''Category name'']] Placing the above text on working page will create the link you can use to edit your category page. The items in the lists all link to the pages concerned; in the case of the images this applies both to the image itself and to the text below it (the name of the image). The first and second list each have a header for each first character, dispensed with if there are no entries for a header. On Meta and Wikipedia a redirect to a category shows the editable text only. To get the full page after being redirected, use the link "Image", or "Category", respectively. On Commons a redirect to a category gives the full page, but not the subcategories and pages in the redirect page (if that is also a category). ==Sort order== The system uses [[Help:Alphabetic order|alphabetical order]], or more precisely [[Unicode]] order, for pages in categories. The range 32–127 corresponds to [[w:ASCII|ASCII]], for more see a [[s:Transwiki:Table of Unicode characters, 128 to 999|table of Unicode characters]]: <div align="center"><pre> !"#$%&'()*+,-./0123456789:;<=>? @ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_ 'abcdefghijklmnopqrstuvwxyz{|}~&#127;</pre></div> Note in particular that "Z" comes before "a", and "z" before accented / umlauted characters. The blank space within a page name is treated as an underscore, and therefore comes after the capitals, and before the lower case letters. However, a "blank space" after the name comes before any character. Thus we have the order PC, PCX, PC Bruno, PCjr. :''See also [[Help:special characters|special characters]], [[m:Pages starting with a special character|Pages starting with a special character]], [[w:en:Latin_alphabet#Collating_in_other_languages|collating]]''. === Sort key === Each of the three lists is in the order explained above. If you want an item in a list to be positioned in that order, based on an alternative name (sort key) for that item, then this can be specified in the category tag that places the item in the list: <nowiki>[[</nowiki>Category:''category name''|''sort key'']] For example to add an article called Albert Einstein to the category "people" and have the article sorted by "Einstein, Albert". You would type "<nowiki>[[Category:People|Einstein, Albert]]</nowiki>". Although this is like the syntax for a [[Help:Piped link|piped link]] (and in an edit summary it is interpreted like one), there is a clear difference: the second term in the piped link is an alternative term for the first one, while the sort key is an alternative name for the page in which the tag occurs. Also, a piped link influences the rendering of the page itself, while a sort key affects the rendering of another page. The displayed name is not changed, and, unfortunately, only visible on the edit pages of the members of the category. An explanation of the sort key system used can be useful on the editable part of a category page. The sort key system should be obvious, otherwise the order seems random and items are hard to find. The system should either be consistently applied to all members of a category, or be such that the listings of members on which it is applied fit in well within the list of members for which no sort key is used. The latter is advisable for large, growing categories with many contributors. See also below. A common system is starting with the last name, then a comma and a space, and then the first name; note that any additions such as "Jr." should come at the end, otherwise the entry would come before the same without the addition, because a space comes before a comma. In e.g. [[w:Category:Denmark]], the sort key of a page consists of the keywords, without "Danish" or "of Denmark", "in Denmark", etc. The sort key is case sensitive, so a page with the tag <nowiki>[[Category:</nowiki>''Foo''<nowiki>|</nowiki>Zealand]] is sorted before one with the tag <nowiki>[[Category:</nowiki>''Foo''<nowiki>|</nowiki>amsterdam]]. This can be inconvenient, requiring a sortkey in projects with case-sensitivity of the first character if one wants the A and the a together, but it may also be used to one's advantage: e.g., it allows sorting of the pages into two groups, one put in the range A-Z and one in a-z, using sortkeys; see e.g. [[:Category:Demo]], where the help pages are put separately by using sortkeys with lower-case "h". To get the order right, be consistent in punctuation and spacing. For example, "A Z" with two blank spaces comes before "A A" with one. An underscore in a page name is equivalent with, and treated as a blank space. However, an underscore in a sort key is distinct from a blank space. As seen from the ASCII sequence above, forcing items to the beginning or end can be done with a sort key starting with a space or ~, respectively. Another common sort key for the beginning of the list is the asterisk (*). ===Sort key of images=== Images without sort key are alphabetized according the full name, including namespace prefix "Image:". Therefore, for images for which a sort key is used, the prefix should also be included, otherwise these images are positioned on the category page before "Image:A" or after "Image:Z". Alternatively, ''all'' images can be given a sort key. Thus a list of images may show a sequence A-I, A-Z, I-Z. One may choose to fix the first and third sequence by adding the prefix to the sort keys, or the second sequence, by putting sort keys without prefix. Similar remarks apply for other non-main namespaces. However, the category namespace is an exception: the default sort key is without prefix, to avoid listing all subcategories by default under the C. Therefore, explicit sort keys should also be without prefix. ===Grouping of pages by using sortkeys=== If e.g. in a list of people sortkeys like "scientist Einstein, Albert" are used then all scientists are listed together under the "s". Unfortunately no separate heading "scientist(s)" is possible, and salesmen would be under the same heading. Alternatively "scientist" can have e.g. code K (to be explained in the editable part of the category page) and the sortkey "K Einstein, Albert" is used. ===Labels in the list of images=== As mentioned above, the first 20 characters of the image name are shown, with dots if that is not the full name. This can be inconvenient, e.g. in [[commons:Category:William-Adolphe Bouguereau]] most images have a name starting with "William-Adolphe Bouguereau (1825-1905) -", which are therefore all labeled "William-Adolphe Boug..." (see the last section of the category page). The full names are only shown in the hover box and the status bar, depending on the browser; in the latter possibly with codes such as "%28" for "(". Thus, looking up a name in the alphabetic list is cumbersome. It might have been better to start the names with the shorter "Bouguereau, " and then the title of the painting (unless the software will be improved later). ==Using templates to populate categories== If a template contains the code indicating that it is in a category, this does not only put that template in the category, but also the pages that include the template. The page that contains the template correctly lists the categories to which it belongs. However, adding or deleting a category tag in the template does not add or delete the listings on the category page of pages that use the template, until some edit is made in the page that uses the template. In other words: *lists of categories a page is in, are up-to-date *lists of pages in a category are based on the situation just after the last edit of the pages Since adding or removing a category or template tag is obviously an edit there is only a complication when a page is indirectly added to or deleted from a category, through a change in a template the page uses. To refresh category pages with respect to the listing of a particular page (adding or deleting the entry), a [[Help:Dummy_edit|null edit]] can be applied to that page: just applying section edit and saving without changes. ===Sort key=== A sort key in a category tag in a template applies to the template as well as to the pages that use it, so it is only useful if it is variable. It can depend on a [[Help:Variable|variable]] (notably PAGENAME), parameter, or the content of a template. ===Categorizing templates themselves=== To categorize templates themselves, without the pages that call them, one can use the <nowiki><noinclude></nowiki> tag, for example <pre><noinclude>[[Category:category name]]</noinclude></pre> Alternatively one can use e.g. <nowiki>{{#ifeq:{{FULLPAGENAME}}|Template:Editthispage|[[Category:category name|{{PAGENAME}}]]|}}</nowiki> ===Excluding templates from categories=== Use: <pre><includeonly></pre> to keep a template from showing up in a category. Text between <pre><includeonly></pre> and <pre></includeonly></pre> will be processed and displayed only when the page is being included. The obvious application is: * Adding all pages containing a given template to a category Note that the usual update problems apply -- if you change the categories inside a template, the categories of the referring pages won't be updated until those pages are edited. ==Comparison with "What links here"== [[Help:What links here|Backlinks]] are often used as a by-product of links and inclusions. However, links and inclusion tags can be put specially for the backlinks, just like category tags are. Thus one can create a kind of "category abc" showing its content with [[Special:Whatlinkshere/abc]] without an entry in the category lists on each page in the category. With inclusion this can be done in two ways: *<nowiki>{{#if:|{{:abc}}}}</nowiki> {{#if:|{{:abc}}}}<!--this demonstrates that nothing is rendered, and provides the entry in "what links here"--> rendering nothing. This works regardless of whether [[abc]] exists. *<nowiki>{{:abc}}</nowiki>. This requires creating a blank page to render nothing, or a page with some content to provide an in-page category listing. In the case of links: A redirect corresponds to a supercategory. Advantages of categories: *Category listings are alphabetical, for "What links here" this typically applies for the first part only, for the pages already linking to the given page at the time of the last rebuilding of the link tables in the database. *Categories have an editable part (however, there is anyway a talk page) *A category can have multiple supercategories Advantage of a pseudo-category system using backlinks: *Backlinks can show a tree structure: not only pages and subcategories, but also the contents of the subcategories (for each a list of pages and a list of sub-subcategories) and the contents of the sub-subcategories (for each a list of pages and a list of sub-sub-subcategories), but not the contents of the sub-sub-subcategories, up to three levels are shown; see [[Special:Whatlinkshere/Altcat:Help|Cat:Help]] and [[w:en:Special:Whatlinkshere/Cat:Municipalities of the Netherlands|Cat:Municipalities of the Netherlands]]. In the case of inclusions: *also multiple supercategories are possible *combined content of subcategories is shown in one list, not grouped by subcategory (the tree structure is not shown, but it can be used by taking the backlinks at a lower node, showing the smaller set) *the restriction of three levels (in the case of using redirects) does not apply; for example page Aijkl in the category Aijk in the category Aij in the category Ai in the category A (represented by Aijkl calling template Aijk, etc.) can be shown in the list of pages in category A (the backlinks of template A). "What links here" tends to be a by-product of links that are useful anyway (although links may be put with this use in mind), while category links are put specially to produce a category page. Putting a category tag on a test page, user page, etc. (also if done indirectly by including a template with a category tag) is considered to pollute the category, while regular links from such pages showing up in "what links here" is considered harmless. Therefore: *when copying text to such pages, category tags have to be removed; alternatively, convert the category to a link by adding a leading colon after the brackets. For example, <nowiki>"[[:Category:Art]]"</nowiki> is a link to the category, ''not'' an assignment to a category. *when including a template that is in a category, do not use the template feature, but use "subst" or copy-and-paste, and delete the category tags. ===Applying "Related Changes" to a category=== For the "What links here" feature, only the links in the editable part of the page count, not the links to the pages in the category. For a category, the "[[Help:Related changes|Related Changes]]" feature gives the changes in the pages in the category (according to the current category page, so excluding the pages that have potentially been added and including those that have potentially been removed, through addition or deletion of a template to/from the category, as explained above) *for subcategories: the changes in their editable parts only *for images (image pages): the changes in their editable parts only. It does ''not'' show the changes in pages linked from the editable parts of the category. Possible workarounds: *The editable part can be put in a template. The category tags (which have no effect on Related Changes anyway) can better be kept out of the template, because on the pages of these supercategories the template would be listed under the articles in those categories. Whether interwiki links (with or without interlanguage link feature) are in the template or not does not make a difference, provided that the template is not used elsewhere. *Related Changes is applied to a page that calls the category as a template: <nowiki>{{:Category:</nowiki>''Category name''}}; only the editable part is included in the page; the page could be specially created for this purpose and call multiple categories. However, this page will then be listed in the supercategory pages of each category. As usual (but as opposed to a watchlist) the changes in the corresponding talk pages are not shown. Applying "Related Changes" to a category, with sufficiently high limits on number and days, is also useful for checking which pages in a category one [[Help:Watching pages|"watches"]]: they are bolded. ====Dynamic page list==== The [[DynamicPageList2]] extension provides a list of ''last'' edits to the pages in a category, or optionally, just the list of pages; the simpler [[DynamicPageList]] is installed on Meta and Wikinews; the version [[DPLforum]] is installed on Wikia, see http://www.wikia.com/wiki/Help:Forums . ===Detection of additions to a category=== With "Related Changes" one can find pages which are newly in a category due to addition of a category tag or the tag of a template that is in the category. Addition of pages through addition to the category of a template is seen indirectly: one can see the change in the template, and then check which pages call the template. This even shows pages which are only potentially in the category (see above). Unfortunately there is no similar way to detect a deletion from a category. ==Category considerations== Each page is typically in at least one category. It may be in more, but it may be wise not to put a page in a category and also in a more general category. Each category, except one top-level category, is typically in at least one higher level category. Check the conventions in a project and make yourself familiar with the categories in use before assigning pages and subcategories to categories and before creating new categories. === Linking to a category === If you want to link to a category without the current page being added to it, you should use the link form <nowiki>[[:Category:</nowiki>''foobar''<nowiki>]]</nowiki> (where ''foobar'' is the category name). Note the extra ''':''' before Category. ===Alternatives for overviews=== An overview of links to pages and of images (by means of thumbnails) can be put in the editable part of a category, just like in any page, or be generated in the second, third and fourth part of the category page. The first gives control on structure and lay-out. For example, in the editable part of [[commons:Category:William-Adolphe Bouguereau]] the name of the painter does not have to be repeated, and the full titles of the paintings can be shown. The second is more convenient for new pages/images: by putting the category tag (which for images can even be done in the [[Help:Edit summary#Upload_summary|upload summary]]) the overview is automatically updated. Also, the sorting in alphabetic order is automatic in the second case. A category page may have an overview in the first part, as well as in one or more of the other parts, with the following possibilities: *items occur twice, but ordered and structured differently, with different info (including that the fourth section shows the file sizes); when creating/uploading new items, they can be put in the category first, which is a convenient intermediate stage for updating the editable part *avoiding duplications Anyway, a category has the double functionality of allowing extension of the overviews both from the overview page and from the member pages. This convenience makes it easier to build and maintain a complete overview (albeit divided over sections) for the subject concerned. If the second, third and fourth part of the category page are not used, then the category page is much like a page in another namespace. Differences are: *the name starts with "Category:" *in ordinary links to the category page the name is preceded by a colon *Related Changes does not work for the editable part If a category is growing too large, it is cumbersome to split. When new items need to be added, and they are on a subtopic about which there is still little in the category, this is a good occasion to start a subcategory. Other kinds of overview can be split more easily. See also [[commons:Commons:Images on normal pages or categories:Vote]]. === Subcategories === Creating subcategories takes only a few additional steps. Adding a category tag to a category page makes the edited category a subcategory of the category specified in the tag. First create a new category page for the subcategory the same way you would make a regular category. For example, create <nowiki>[[Category:Soccer]]</nowiki>. Then go to the newly created category page and edit it. Add the category tag for the parent category (e.g. <nowiki>[[Category:Sports]]</nowiki>) to the page. In this example, the Soccer category would then be a subcategory of the Sports category. For a live example see [[:Category:Demo_1]] which is a subcategory of [[:Category:Demo]]. ===Moving a category page=== The only way to move a category page is to manually change all category tags that link to the category, and copy the editable part. There is no automatic way to move a category page in the way one moves an article page. The editable first part of a category can be moved like any other page, but that won't move the subcategories, articles, and images in the second, third, and fourth part (see above). For categories entirely populated by templates (see above) modifying the templates allows to move all affected articles to a renamed category. Redirecting a category page is possible, but almost certainly won't have the desired effect (it can be abused for other purposes). ==See also== *[[DynamicPageList]] [[Category:Help]] 1651 23875 2006-09-04T22:07:09Z Trevor MacInnis 99 +cat ==MediaWiki and TeX== [[w:MediaWiki|MediaWiki]] uses a subset of '''[[w:TeX|TeX]] markup''' (including some extensions from LaTeX and AMSLaTeX) for mathematical formulae. It generates either [[w:PNG|PNG]] images or simple [[w:HTML|HTML]] markup, depending on [[Help:Preferences#Rendering_math|user preferences]] and the complexity of the expression. In the future, as more browsers are smarter, it will be able to generate enhanced HTML or even [[w:MathML|MathML]] in many cases. More precisely, MediaWiki filters the markup through [[w:Texvc|Texvc]], which in turn passes the commands to TeX for the actual [[w:Rendering (computer graphics)|render]]ing. Thus, only a limited part of the full TeX language is supported; see below for details. ==Syntax== Math markup goes inside <code><nowiki><math> ... </math></nowiki></code>. The [[Help:Edit toolbar|edit toolbar]] has a button for this. Similarly to HTML, in TeX extra spaces and newlines are ignored. MediaWiki templates, variables and parameters cannot be used within math tags, see [[m:Template talk:Demo of attempt to use parameters within TeX]]. ==Rendering== The PNG images are black on white (not transparent). These colors, as well as font sizes and types, are independent of browser settings or CSS. Font sizes and types will often deviate from what HTML renders. Vertical alignment with the surrounding text can also be a problem. The [[Help:User style#CSS_selectors|css selector]] of the images is img.tex. It should be pointed out that most of these shortcomings have been addressed by [[m:Help talk:Formula#Maynard_Handley.27s_suggestions|Maynard Handley]], but have not been released yet. The <code>alt</code> attribute of the PNG images (the text that is displayed if your browser can't display images; Internet Explorer shows it up in the hover box) is the wikitext that produced them, excluding the <code><nowiki><math></nowiki></code> and <code><nowiki></math></nowiki></code>. Apart from function and operator names, as is customary in mathematics for variables, letters are in italics; digits are not. For other text, (like variable labels) to avoid being rendered in italics like variables, use <code>\mbox</code> or <code>\mathrm</code>. For example, <code><nowiki><math>\mbox{abc}</math></nowiki></code> gives <math>\mbox{abc}</math>. ==TeX vs HTML== Before introducing TeX markup for producing special characters, it should be noted that, as this comparison table shows, sometimes similar results can be achieved in HTML (see [[Help:Special characters]]). {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! TeX Syntax ([[#Forced_PNG_rendering|forcing PNG]]) ! TeX Rendering ! HTML Syntax ! HTML Rendering |- | <tt><nowiki><math>\alpha\,</math></nowiki></tt> | <math>\alpha\,</math> | <tt><nowiki>&amp;alpha;</nowiki></tt> | &alpha; |- | <tt><nowiki><math>\sqrt{2}</math></nowiki></tt> | <math>\sqrt{2}</math> | <tt><nowiki>&amp;radic;2</nowiki></tt> | &radic;2 |- | <tt><nowiki><math>\sqrt{1-e^2}</math></nowiki></tt> | <math>\sqrt{1-e^2}</math> | <tt><nowiki>&amp;radic;(1-''e''&amp;sup2;)</nowiki></tt> | &radic;(1-''e''&sup2;) |} The use of HTML instead of TeX is still under discussion. The arguments either way can be summarised as follows. ===Pros of HTML=== # In-line HTML formulae always align properly with the rest of the HTML text. # The formula's background, font size and face match the rest of HTML contents and the appearence respects CSS and browser settings. ===Pros of TeX=== # TeX is semantically superior to HTML. In TeX, "<code><nowiki><math>x</math></nowiki></code>" means "mathematical variable <math>x</math>", whereas in HTML "<code>x</code>" could mean anything. Information has irremediably been lost. # TeX has been specifically designed for typesetting formulae, so input is easier and more natural, and output is more aesthetically pleasing. Also anybody who has written mathematics at a professional level is already familiar with TeX. # One consequence of point 1 is that TeX can be transformed in HTML, but not vice-versa. This means that on the server side we can always transform a formula, based on its complexity and location within the text, user preferences, type of browser, etc. Therefore, where possible, all the benefits of HTML can be retained, together with the benefits of TeX. It's true that the current situation is not ideal, but that's not a good reason to drop information/contents. It's more a reason to [[#Bug_reports|help improve the situation]]. # When writing in TeX, editors need not worry about whether this or that version of this or that browser supports this or that HTML entity. The burden of these decisions is put on the server. This doesn't hold for HTML formulae, which can easily end up being rendered wrongly or differently from the editor's intentions on a different browser. == Functions, symbols, special characters == {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! Feature ! Syntax ! How it looks rendered |- | Accents/Diacritics | <pre>\acute{a} \quad \grave{a} \quad \breve{a} \check{a} \quad \tilde{a} \quad \hat{a}</pre> | <math>\acute{a} \quad \grave{a} \quad \breve{a}</math><br/> <math>\check{a} \quad \tilde{a} \quad \hat{a}</math> |- | Std. functions (good) | <pre>\sin x + \ln y +\operatorname{sgn} z \sin a \ \cos b \ \tan c \cot d \ \sec e \ \csc f \sinh g \ \cosh h \ \tanh i \ \coth j \arcsin k \ \arccos l \ \arctan m \lim n \ \limsup o \ \liminf p \min q \ \max r \ \inf s \ \sup t \exp u \ \lg v \ \log w \ker x \ \deg x \gcd x \Pr x \det x \hom x \ \arg x \dim x</pre> | <math>\sin x + \ln y +\operatorname{sgn} z</math><br/> <math>\sin a \ \cos b \ \tan c</math><br/> <math>\cot d \ \sec e \ \csc f</math><br/> <math>\sinh g \ \cosh h \ \tanh i \ \coth j</math><br/> <math>\arcsin k \ \arccos l \ \arctan m</math><br/> <math>\lim n \ \limsup o \ \liminf p</math><br/> <math>\min q \ \max r \ \inf s \ \sup t</math><br/> <math>\exp u \ \lg v \ \log w</math><br/> <math>\ker x \ \deg x \gcd x \Pr x</math><br/> <math>\det x \hom x \ \arg x \dim x</math> |- | Std. functions (wrong) | <pre>sin x + ln y + sgn z</pre> | <math>sin x + ln y + sgn z\,\!</math> |- | Modular arithmetic | <pre>s_k \equiv 0 \pmod{m} a \bmod b</pre> | <math>s_k \equiv 0 \pmod{m}</math><br/> <math>a \bmod b\,\!</math> |- | Derivatives | <pre>\nabla \; \partial x \; dx \; \dot x \; \ddot y</pre> | <math>\nabla \; \partial x \; dx \; \dot x \; \ddot y</math> |- | rowspan="2" | Sets<br/> (Square symbols may not work for some wikis) | <pre>\forall \; \exists \; \empty \; \emptyset \; \varnothing \in \ni \not\in \notin \subset \subseteq \supset \supseteq \cap \bigcap \cup \bigcup \biguplus</pre> | <math>\forall \; \exists \; \empty \; \emptyset \; \varnothing</math><br/> <math>\in \ni \not\in \notin \subset \subseteq</math><br/> <math>\supset \supseteq \cap \bigcap \cup \bigcup \biguplus</math> |- | <pre>\sqsubset \sqsubseteq \sqsupset \sqsupseteq \sqcap \sqcup \bigsqcup</pre> | <math>\sqsubset \sqsubseteq \sqsupset \sqsupseteq</math><br/> <math>\sqcap \sqcup \bigsqcup</math> |- | Logic | <pre>p \land \wedge \; \bigwedge \; \bar{q} \to p \lor \; \vee \; \bigvee \; \lnot \; \neg q \setminus \; \smallsetminus</pre> | <math>p \land \wedge \; \bigwedge \; \bar{q} \to p</math><br/> <math>\lor \; \vee \; \bigvee \; \lnot \; \neg q</math><br/> <math>\setminus \; \smallsetminus</math> |- | rowspan="2" | Root | <pre>\sqrt{2}\approx 1.4</pre> | <math>\sqrt{2}\approx 1.4</math> |- | <pre>\sqrt[n]{x}</pre> | <math>\sqrt[n]{x}</math> |- | Relations | <pre>\sim \; \approx \; \simeq \; \cong \le \; < \; \ll \; \gg \; \ge > \equiv \; \not\equiv \; \ne \; \propto \pm \; \mp</pre> | <math>\sim \; \approx \; \simeq \; \cong</math><br/> <math>\le \; < \; \ll \; \gg \; \ge \; ></math><br/> <math>\equiv \; \not\equiv \; \ne \; \propto</math><br/> <math>\pm \; \mp</math> |- | Geometric | <pre>\Diamond \; \Box \; \triangle \; \angle \; \perp \; \mid \; \nmid \; <nowiki>\|</nowiki> \; 45^\circ</pre> | <math>\Diamond \; \Box \; \triangle \; \angle \; \perp \; \mid \; \nmid \; \| \; 45^\circ</math> |- | rowspan="3" | Arrows<br/> (Harpoons may not work for some wikis) | <pre>\leftarrow \; \gets \; \rightarrow \; \to \leftrightarrow \; \longleftarrow \; \longrightarrow \mapsto \; \longmapsto \hookrightarrow \; \hookleftarrow \nearrow \; \searrow \; \swarrow \; \nwarrow \uparrow \; \downarrow \; \updownarrow</pre> | <math>\leftarrow \; \gets \; \rightarrow \; \to </math><br/> <math>\leftrightarrow \; \longleftarrow \; \longrightarrow</math><br/> <math>\mapsto \; \longmapsto</math><br/> <math>\hookrightarrow \; \hookleftarrow</math><br/> <math>\nearrow \; \searrow \; \swarrow \; \nwarrow</math><br/> <math>\uparrow \; \downarrow \; \updownarrow</math> |- | <pre>\rightharpoonup \; \rightharpoondown \; \leftharpoonup \; \leftharpoondown \; \upharpoonleft \; \upharpoonright \; \downharpoonleft \; \downharpoonright</pre> | <math>\rightharpoonup \; \rightharpoondown \; \leftharpoonup \; \leftharpoondown \; \upharpoonleft \; \upharpoonright \; \downharpoonleft \; \downharpoonright</math> |- | <pre>\Leftarrow \; \Rightarrow \; \Leftrightarrow \Longleftarrow \; \Longrightarrow \Longleftrightarrow (or \iff) \Uparrow \; \Downarrow \; \Updownarrow</pre> | <math>\Leftarrow \; \Rightarrow \; \Leftrightarrow</math><br/> <math>\Longleftarrow \; \Longrightarrow</math><br/> <math>\Longleftrightarrow (or \iff)</math><br/> <math>\Uparrow \; \Downarrow \; \Updownarrow</math> |- |rowspan="5"| Special | <pre>\eth \; \S \; \P \; \% \; \dagger \; \ddagger \star \; * \; \ldots \smile \frown \wr</pre> | <math>\eth \; \S \; \P \; \% \; \dagger \; \ddagger</math><br/> <math>\star \; * \; \ldots \; \smile \frown \wr</math> |- | <pre>\oplus \bigoplus \otimes \bigotimes \times \cdot \circ \bullet \bigodot</pre> | <math>\oplus \bigoplus \otimes \bigotimes</math><br/> <math>\times \cdot \circ \bullet \bigodot</math> |- | <pre>\triangleleft \triangleright \infty \bot \top \vdash \vDash \Vdash \models \lVert \rVert</pre> | <math>\triangleleft \triangleright \infty \bot \top</math><br/> <math>\vdash \vDash \Vdash \models \lVert \rVert</math> |- | <pre>\imath \; \hbar \; \ell \; \mho \; \Finv \Re \; \Im \; \wp \; \complement</pre> | <math>\imath \; \hbar \; \ell \; \mho \; \Finv</math><br/> <math>\Re \; \Im \; \wp \; \complement</math> |- | <pre>\diamondsuit \; \heartsuit \; \clubsuit \; \spadesuit \Game \; \flat \; \natural \; \sharp</pre> | <math>\diamondsuit \; \heartsuit \; \clubsuit \; \spadesuit</math><br/> <math>\Game \; \flat \; \natural \; \sharp</math> |- | Lowercase \mathcal has some extras | <pre>\mathcal {45abcdenpqs}</pre> | <math>\mathcal {45abcdenpqs}</math> |} == Subscripts, superscripts, integrals == {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" !rowspan="2"|Feature!!rowspan="2"|Syntax!!colspan="2"|How it looks rendered |- !HTML!!PNG |- |- |Superscript||<pre>a^2</pre>||<math>a^2</math>||<math>a^2 \,\!</math> |- |Subscript||<pre>a_2</pre>||<math>a_2</math>||<math>a_2 \,\!</math> |- |rowspan=2|Grouping||<pre>a^{2+2}</pre>||<math>a^{2+2}</math>||<math>a^{2+2}\,\!</math> |- |<pre>a_{i,j}</pre>||<math>a_{i,j}</math>||<math>a_{i,j}\,\!</math> |- |Combining sub & super||<pre>x_2^3</pre>||colspan=2|<math>x_2^3</math> |- |Preceding sub & super||<pre>{}_1^2\!X_3^4</pre>||colspan=2|<math>{}_1^2\!X_3^4</math> |- |Derivative (forced PNG)||<pre>x', y'', f', f''\!</pre>||&nbsp;||<math>x', y'', f', f''\!</math> |- |Derivative (f in italics may overlap primes in HTML)||<pre>x', y'', f', f''</pre>||<math>x', y'', f', f''</math>||<math>x', y'', f', f''\!</math> |- |Derivative (wrong in HTML)||<pre>x^\prime, y^{\prime\prime}</pre>||<math>x^\prime, y^{\prime\prime}</math>||<math>x^\prime, y^{\prime\prime}\,\!</math> |- |Derivative (wrong in PNG)||<pre>x\prime, y\prime\prime</pre>||<math>x\prime, y\prime\prime</math>||<math>x\prime, y\prime\prime\,\!</math> |- |Derivative dots||<pre>\dot{x}, \ddot{x}</pre>||colspan=2|<math>\dot{x}, \ddot{x}</math> |- |rowspan="3"|Underlines, overlines, vectors||<pre>\hat a \ \bar b \ \vec c</pre>||colspan=2|<math>\hat a \ \bar b \ \vec c</math> |- |<pre>\overrightarrow{a b} \ \overleftarrow{c d} \ \widehat{d e f}</pre>||colspan=2|<math>\overrightarrow{a b} \ \overleftarrow{c d} \ \widehat{d e f}</math> |- |<pre>\overline{g h i} \ \underline{j k l}</pre>||colspan=2|<math>\overline{g h i} \ \underline{j k l}</math> |- |Overbraces||<pre>\begin{matrix} 5050 \ \overbrace{ 1+2+\cdots+100 } \end{matrix}</pre>||colspan=2|<math>\begin{matrix} 5050 \ \overbrace{ 1+2+\cdots+100 } \end{matrix}</math> |- |Underbraces||<pre>\begin{matrix} \underbrace{ a+b+\cdots+z } \ 26 \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \underbrace{ a+b+\cdots+z } \ 26 \end{matrix}</math> |- |Sum||<pre>\sum_{k=1}^N k^2</pre>||colspan=2|<math>\sum_{k=1}^N k^2</math> |- |Sum (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \sum_{k=1}^N k^2 \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \sum_{k=1}^N k^2 \end{matrix}</math> |- |Product||<pre>\prod_{i=1}^N x_i</pre>||colspan=2|<math>\prod_{i=1}^N x_i</math> |- |Product (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \prod_{i=1}^N x_i \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \prod_{i=1}^N x_i \end{matrix}</math> |- |Coproduct||<pre>\coprod_{i=1}^N x_i</pre>||colspan=2|<math>\coprod_{i=1}^N x_i</math> |- |Coproduct (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \coprod_{i=1}^N x_i \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \coprod_{i=1}^N x_i \end{matrix}</math> |- |Limit||<pre>\lim_{n \to \infty}x_n</pre>||colspan=2|<math>\lim_{n \to \infty}x_n</math> |- |Limit (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \lim_{n \to \infty}x_n \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \lim_{n \to \infty}x_n \end{matrix}</math> |- |Integral||<pre>\int_{-N}^{N} e^x\, dx</pre>||colspan=2|<math>\int_{-N}^{N} e^x\, dx</math> |- |Integral (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \int_{-N}^{N} e^x\, dx \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \int_{-N}^{N} e^x\, dx \end{matrix}</math> |- |Double integral||<pre>\iint_{D}^{W} \, dx\,dy</pre>||colspan=2|<math>\iint_{D}^{W} \, dx\,dy</math> |- |Triple integral||<pre>\iiint_{E}^{V} \, dx\,dy\,dz</pre>||colspan=2|<math>\iiint_{E}^{V} \, dx\,dy\,dz</math> |- |Quadruple integral||<pre>\iiiint_{F}^{U} \, dx\,dy\,dz\,dt</pre>||colspan=2|<math>\iiiint_{F}^{U} \, dx\,dy\,dz\,dt</math> |- |Path integral||<pre>\oint_{C} x^3\, dx + 4y^2\, dy</pre>||colspan=2|<math>\oint_{C} x^3\, dx + 4y^2\, dy</math> |- |Intersections||<pre>\bigcap_1^{n} p</pre>||colspan=2|<math>\bigcap_1^{n} p</math> |- |Unions||<pre>\bigcup_1^{k} p</pre>||colspan=2|<math>\bigcup_1^{k} p</math> |} </table> == Fractions, matrices, multilines == <table {{prettytable}}> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>Fractions</td> <td>\frac{2}{4}=0.5 or {2 \over 4}=0.5</td> <td><math>\frac{2}{4}=0.5</math></td> </tr> <tr> <td>Small Fractions (force&nbsp;<tt>\textstyle</tt>)</td> <td>\begin{matrix} \frac{2}{4} \end{matrix} = 0.5</td> <td><math>\begin{matrix} \frac{2}{4} \end{matrix} = 0.5</math></td> </tr> <tr> <td>Binomial coefficients</td> <td>{n \choose k}</td> <td><math>{n \choose k}</math></td> </tr> <tr> <td rowspan="6">Matrices</td> <td>\begin{matrix} x & y \\ z & v \end{matrix}</td> <td><math>\begin{matrix} x & y \\ z & v \end{matrix}</math></td> </tr> <tr> <td>\begin{vmatrix} x & y \\ z & v \end{vmatrix}</td> <td><math>\begin{vmatrix} x & y \\ z & v \end{vmatrix}</math></td> </tr> <tr> <td>\begin{Vmatrix} x & y \\ z & v \end{Vmatrix}</td> <td><math>\begin{Vmatrix} x & y \\ z & v \end{Vmatrix}</math></td> </tr> <tr> <td>\begin{bmatrix} 0 & \cdots & 0 \\ \vdots & \ddots & \vdots \\ 0 & \cdots & 0\end{bmatrix}</td> <td><math>\begin{bmatrix} 0 & \cdots & 0 \\ \vdots & \ddots & \vdots \\ 0 & \cdots & 0\end{bmatrix} </math></td> </tr> <tr> <td>\begin{Bmatrix} x & y \\ z & v \end{Bmatrix}</td> <td><math>\begin{Bmatrix} x & y \\ z & v \end{Bmatrix}</math></td> </tr> <tr> <td>\begin{pmatrix} x & y \\ z & v \end{pmatrix}</td> <td><math>\begin{pmatrix} x & y \\ z & v \end{pmatrix}</math></td> </tr> <tr> <td>Case distinctions</td> <td>f(n) = \begin{cases} n/2, & \mbox{if }n\mbox{ is even} \\ 3n+1, & \mbox{if }n\mbox{ is odd} \end{cases}</td> <td><math>f(n) = \begin{cases} n/2, & \mbox{if }n\mbox{ is even} \\ 3n+1, & \mbox{if }n\mbox{ is odd} \end{cases} </math></td> </tr> <tr> <td>Multiline equations</td> <td>\begin{matrix}f(n+1) & = & (n+1)^2 \\ \ & = & n^2 + 2n + 1 \end{matrix}</td> <td><math>\begin{matrix}f(n+1) & = & (n+1)^2 \\ \ & = & n^2 + 2n + 1 \end{matrix}</math></td> </tr> <tr> <td>Alternative multiline equations (using tables)</td> <td><pre> <nowiki> {| |- |&lt;math&gt;f(n+1)&lt;/math&gt; |&lt;math&gt;=(n+1)^2&lt;/math&gt; |- | |&lt;math&gt;=n^2 + 2n + 1&lt;/math&gt; |} </nowiki> </pre> </td> <td> {| |- |<math>f(n+1) \,\!</math> |<math>=(n+1)^2 \,\!</math> |- | |<math>=n^2 + 2n + 1 \,\!</math> |} </td> </tr> </table> == Fonts == <table {{prettytable}}> <tr> <th>Feature</th> <th>Syntax</th> <th colspan="2">How it looks rendered</th> </tr> <tr> <td>[[w:Greek alphabet|Greek alphabet]]<br/>(Note the lack of omicron; note also that several upper case Greek letters are rendered identically to the corresponding Roman ones)</td> <td> \Alpha\ \Beta\ \Gamma\ \Delta\ \Epsilon\ \Zeta\ \Eta\ \Theta\ \Iota\ \Kappa\ \Lambda\ \Mu\ \Nu\ \Xi\ \Pi\ \Rho\ \Sigma\ \Tau\ \Upsilon\ \Phi\ \Chi\ \Psi\ \Omega<br/><br/> \alpha\ \beta\ \gamma\ \delta\ \epsilon\ \zeta\ \eta\ \theta\ \iota\ \kappa\ \lambda\ \mu\ \nu\ \xi\ \pi\ \rho\ \sigma\ \tau\ \upsilon\ \phi\ \chi\ \psi\ \omega<br/><br/> \varepsilon\ \digamma\ \vartheta\ \varkappa\ \varpi\ \varrho\ \varsigma\ \varphi </td> <td colspan="2"> <math>\Alpha\ \Beta\ \Gamma\ \Delta\ \Epsilon\ \Zeta\ \Eta\ \Theta\ \Iota\ \Kappa\ \Lambda\ \Mu\ \Nu\ \Xi\ \Pi\ \Rho\ \Sigma\ \Tau\ \Upsilon\ \Phi\ \Chi\ \Psi\ \Omega</math><br/><br/> <math>\alpha\ \beta\ \gamma\ \delta\ \epsilon\ \zeta\ \eta\ \theta\ \iota\ \kappa\ \lambda\ \mu\ \nu\ \xi\ \pi\ \rho\ \sigma\ \tau\ \upsilon\ \phi\ \chi\ \psi\ \omega</math><br/><br/> <math>\varepsilon\ \digamma\ \vartheta\ \varkappa\ \varpi\ \varrho\ \varsigma\ \varphi</math> </td> </tr> <tr> <td>[[w:Blackboard bold|blackboard bold]]</td> <td>\mathbb{N}\ \mathbb{Z}\ \mathbb{Q}\ \mathbb{R}\ \mathbb{C}</td> <td colspan="2"><math>\mathbb{N}\ \mathbb{Z}\ \mathbb{Q}\ \mathbb{R}\ \mathbb{C}</math></td> </tr> <tr> <td>[[w:boldface|boldface]] (vectors)</td> <td>\mathbf{x}\cdot\mathbf{y} = 0</td> <td colspan="2"><math>\mathbf{x}\cdot\mathbf{y} = 0</math></td> </tr> <tr> <td>boldface (greek)</td> <td>\boldsymbol{\alpha} + \boldsymbol{\beta} + \boldsymbol{\gamma}</td> <td colspan="2"><math>\boldsymbol{\alpha} + \boldsymbol{\beta} + \boldsymbol{\gamma}</math></td> </tr> <tr> <td>italics</td> <td>\mathit{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathit{ABCDE abcde 1234}\,\!</math></td> </tr> <tr> <td>[[w:Roman typeface|Roman typeface]]</td> <td>\mathrm{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathrm{ABCDE abcde 1234}\,\!</math></td> </tr> <tr> <td>[[w:Fraktur (typeface)|Fraktur typeface]]</td> <td>\mathfrak{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathfrak{ABCDE abcde 1234}</math></td> </tr> <tr> <td>Calligraphy/Script</td> <td>\mathcal{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathcal{ABCDE abcde 1234}</math></td> </tr> <tr> <td>[[w:Hebrew alphabet|Hebrew]]</td> <td>\aleph \beth \gimel \daleth</td> <td colspan="2"><math>\aleph\ \beth\ \gimel\ \daleth</math></td> </tr> <tr> <td>non-italicised characters</td> <td>\mbox{abc}</td> <td><math>\mbox{abc}</math></td> <td><math>\mbox{abc} \,\!</math></td> </tr> <tr> <td>mixed italics (bad)</td> <td>\mbox{if} n \mbox{is even}</td> <td><math>\mbox{if} n \mbox{is even}</math></td> <td><math>\mbox{if} n \mbox{is even} \,\!</math></td> </tr> <tr> <td>mixed italics (good)</td> <td>\mbox{if }n\mbox{ is even}</td> <td><math>\mbox{if }n\mbox{ is even}</math></td> <td><math>\mbox{if }n\mbox{ is even} \,\!</math></td> </tr> </table> == Parenthesizing big expressions, brackets, bars == <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>Bad</td> <td>( \frac{1}{2} )</td> <td><math>( \frac{1}{2} )</math></td> </tr> <tr> <td>Good</td> <td>\left ( \frac{1}{2} \right )</td> <td><math>\left ( \frac{1}{2} \right )</math></td> </tr> </table> You can use various delimiters with \left and \right: <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>Parentheses</td> <td>\left ( \frac{a}{b} \right )</td> <td><math>\left ( \frac{a}{b} \right )</math></td> </tr> <tr> <td>Brackets</td> <td>\left [ \frac{a}{b} \right ] \quad \left \lbrack \frac{a}{b} \right \rbrack</td> <td><math>\left [ \frac{a}{b} \right ] \quad \left \lbrack \frac{a}{b} \right \rbrack</math></td> </tr> <tr> <td>Braces</td> <td>\left \{ \frac{a}{b} \right \} \quad \left \lbrace \frac{a}{b} \right \rbrace</td> <td><math>\left \{ \frac{a}{b} \right \} \quad \left \lbrace \frac{a}{b} \right \rbrace</math></td> </tr> <tr> <td>Angle brackets</td> <td>\left \langle \frac{a}{b} \right \rangle</td> <td><math>\left \langle \frac{a}{b} \right \rangle</math></td> </tr> <tr> <td>Bars and double bars</td> <td>\left | \frac{a}{b} \right \vert \left \Vert \frac{c}{d} \right \|</td> <td><math>\left | \frac{a}{b} \right \vert \left \Vert \frac{c}{d} \right \|</math></td> </tr> <tr> <td>Floor and ceiling functions:</td> <td>\left \lfloor \frac{a}{b} \right \rfloor \left \lceil \frac{c}{d} \right \rceil</td> <td><math>\left \lfloor \frac{a}{b} \right \rfloor \left \lceil \frac{c}{d} \right \rceil</math></td> </tr> <tr> <td>Slashes and backslashes</td> <td>\left / \frac{a}{b} \right \backslash</td> <td><math>\left / \frac{a}{b} \right \backslash</math></td> </tr> <tr> <td>Up, down and up-down arrows</td> <td>\left \uparrow \frac{a}{b} \right \downarrow \quad \left \Uparrow \frac{a}{b} \right \Downarrow \quad \left \updownarrow \frac{a}{b} \right \Updownarrow</td> <td><math>\left \uparrow \frac{a}{b} \right \downarrow \quad \left \Uparrow \frac{a}{b} \right \Downarrow \quad \left \updownarrow \frac{a}{b} \right \Updownarrow</math></td> </tr> <tr> <td> Delimiters can be mixed,<br/>as long as \left and \right match </td> <td> \left [ 0,1 \right )<br/>\left \langle \psi \right | </td> <td> <math>\left [ 0,1 \right )</math><br/><math>\left \langle \psi \right |</math> </td> </tr> <tr> <td>Use \left. and \right. if you don't<br/>want a delimiter to appear:</td> <td>\left . \frac{A}{B} \right \} \to X</td> <td><math>\left . \frac{A}{B} \right \} \to X</math></td> </tr> <tr> <td rowspan="7">Size of the delimiters</td> <td>\big( \Big( \bigg( \Bigg( ... \Bigg] \bigg] \Big] \big]</td> <td colspan="2"> <math>\big( \Big( \bigg( \Bigg( ... \Bigg] \bigg] \Big] \big]</math> </td> </tr> <tr> <td>\big\{ \Big\{ \bigg\{ \Bigg\{ ... \Bigg\rangle \bigg\rangle \Big\rangle \big\rangle</td> <td colspan="2"> <math>\big\{ \Big\{ \bigg\{ \Bigg\{ ... \Bigg\rangle \bigg\rangle \Big\rangle \big\rangle</math> </td> </tr> <tr> <td>\big\| \Big\| \bigg\| \Bigg\| ... \Bigg| \bigg| \Big| \big|</td> <td colspan="2"><math>\big\| \Big\| \bigg\| \Bigg\| ... \Bigg| \bigg| \Big| \big|</math></td> </tr> <tr> <td>\big\lfloor \Big\lfloor \bigg\lfloor \Bigg\lfloor ... \Bigg\rceil \bigg\rceil \Big\rceil \big\rceil</td> <td colspan="2"> <math>\big\lfloor \Big\lfloor \bigg\lfloor \Bigg\lfloor ... \Bigg\rceil \bigg\rceil \Big\rceil \big\rceil</math> </td> </tr> <tr> <td>\big\uparrow \Big\uparrow \bigg\uparrow \Bigg\uparrow ... \Bigg\Downarrow \bigg\Downarrow \Big\Downarrow \big\Downarrow</td> <td colspan="2"> <math>\big\uparrow \Big\uparrow \bigg\uparrow \Bigg\uparrow ... \Bigg\Downarrow \bigg\Downarrow \Big\Downarrow \big\Downarrow</math> </td> </tr> <tr> <td>\big\updownarrow \Big\updownarrow \bigg\updownarrow \Bigg\updownarrow ... \Bigg\Updownarrow \bigg\Updownarrow \Big\Updownarrow \big\Updownarrow</td> <td colspan="2"> <math>\big\updownarrow \Big\updownarrow \bigg\updownarrow \Bigg\updownarrow ... \Bigg\Updownarrow \bigg\Updownarrow \Big\Updownarrow \big\Updownarrow</math> </td> </tr> <tr> <td>\big / \Big / \bigg / \Bigg / ... \Bigg\backslash \bigg\backslash \Big\backslash \big\backslash</td> <td colspan="2"> <math>\big / \Big / \bigg / \Bigg / ... \Bigg\backslash \bigg\backslash \Big\backslash \big\backslash</math> </td> </tr> </table> == Spacing == Note that TeX handles most spacing automatically, but you may sometimes want manual control. <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>double quad space</td> <td>a \qquad b</td> <td><math>a \qquad b</math></td> </tr> <tr> <td>quad space</td> <td>a \quad b</td> <td><math>a \quad b</math></td> </tr> <tr> <td>text space</td> <td>a\ b</td> <td><math>a\ b</math></td> </tr> <tr> <td>text space without PNG conversion</td> <td>a \mbox{ } b</td> <td><math>a \mbox{ } b</math></td> </tr> <tr> <td>large space</td> <td>a\;b</td> <td><math>a\;b</math></td> </tr> <tr> <td>medium space</td> <td>a\&gt;b</td> <td>[not supported]</td> </tr> <tr> <td>small space</td> <td>a\,b</td> <td><math>a\,b</math></td> </tr> <tr> <td>no space</td> <td>ab</td> <td><math>ab\,</math></td> </tr> <tr> <td>small negative space</td> <td>a\!b</td> <td><math>a\!b</math></td> </tr> </table> == Align with normal text flow == Due to the default css <pre>img.tex { vertical-align: middle; }</pre> an inline expression like <math>\int_{-N}^{N} e^x\, dx</math> should look good. If you need to align it otherwise, use <tt><nowiki><font style="vertical-align:-100%;"><math>...</math></font></nowiki></tt> and play with the <tt>vertical-align</tt> argument until you get it right; however, how it looks may depend on the browser and the browser settings. Also note that if you rely on this workaround, if/when the rendering on the server gets fixed in future releases, as a result of this extra manual offset your formulae will suddenly be aligned incorrectly. So use it sparingly, if at all. == Forced PNG rendering == To force the formula to render as PNG, add <tt>\,</tt> (small space) at the end of the formula (where it is not rendered). This will force PNG if the user is in "HTML if simple" mode, but not for "HTML if possible" mode (math rendering settings in [[Help:Preferences|preferences]]). You can also use <tt>\,\!</tt> (small space and negative space, which cancel out) anywhere inside the math tags. This ''does'' force PNG even in "HTML if possible" mode, unlike <tt>\,</tt>. This could be useful to keep the rendering of formulae in a proof consistent, for example, or to fix formulae that render incorrectly in HTML (at one time, a^{2+2} rendered with an extra underscore), or to demonstrate how something is rendered when it would normally show up as HTML (as in the examples above). For instance: <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>a^{c+2}</td> <td><math>a^{c+2}</math></td> </tr> <tr> <td>a^{c+2} \,</td> <td><math>a^{c+2} \,</math></td> </tr> <tr> <td>a^{\,\!c+2}</td> <td><math>a^{\,\!c+2}</math> </td> </tr> <tr> <td>a^{b^{c+2}}</td> <td><math>a^{b^{c+2}}</math> (WRONG with option "HTML if possible or else PNG"!)</td> </tr> <tr> <td>a^{b^{c+2}} \,</td> <td><math>a^{b^{c+2}} \,</math> (WRONG with option "HTML if possible or else PNG"!)</td> </tr> <tr> <td>a^{b^{c+2}}\approx 5</td> <td><math>a^{b^{c+2}}\approx 5</math> (due to "<math>\approx</math>" correctly displayed, no code "\,\!" needed)</td> </tr> <tr> <td>a^{b^{\,\!c+2}}</td> <td><math>a^{b^{\,\!c+2}}</math></td> </tr> <tr> <td>\int_{-N}^{N} e^x\, dx</td> <td><math>\int_{-N}^{N} e^x\, dx</math></td> </tr> </table> This has been tested with most of the formulae on this page, and seems to work perfectly. You might want to include a comment in the HTML so people don't "correct" the formula by removing it: :''<nowiki><!-- The \,\! is to keep the formula rendered as PNG instead of HTML. Please don't remove it.--></nowiki>'' == Examples == <center> ===Quadratic Polynomial=== <math>ax^2 + bx + c = 0</math> <nowiki><math>ax^2 + bx + c = 0</math></nowiki> ===Quadratic Polynomial (Force PNG Rendering)=== <math>ax^2 + bx + c = 0\,</math> <nowiki><math>ax^2 + bx + c = 0\,</math></nowiki> ===Quadratic Formula=== <math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math> <nowiki><math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math></nowiki> ===Tall Parentheses and Fractions === <math>2 = \left( \frac{\left(3-x\right) \times 2}{3-x} \right)</math> <nowiki><math>2 = \left( \frac{\left(3-x\right) \times 2}{3-x} \right)</math></nowiki> ===Integrals=== <math>\int_a^x \int_a^s f(y)\,dy\,ds = \int_a^x f(y)(x-y)\,dy</math> <nowiki><math>\int_a^x \int_a^s f(y)\,dy\,ds = \int_a^x f(y)(x-y)\,dy</math></nowiki> ===Summation=== <math>\sum_{m=1}^\infty\sum_{n=1}^\infty\frac{m^2\,n}{3^m\left(m\,3^n+n\,3^m\right)}</math> <nowiki><math>\sum_{m=1}^\infty\sum_{n=1}^\infty\frac{m^2\,n}</nowiki> <nowiki>{3^m\left(m\,3^n+n\,3^m\right)}</math></nowiki> === Differential Equation === <math>u'' + p(x)u' + q(x)u=f(x),\quad x>a</math> <nowiki><math>u'' + p(x)u' + q(x)u=f(x),\quad x>a</math></nowiki> ===Complex numbers=== <math>|\bar{z}| = |z|, |(\bar{z})^n| = |z|^n, \arg(z^n) = n \arg(z)\,</math> <nowiki><math>|\bar{z}| = |z|, |(\bar{z})^n| = |z|^n, \arg(z^n) = n \arg(z)\,</math></nowiki> ===Limits=== <math>\lim_{z\rightarrow z_0} f(z)=f(z_0)\,</math> <nowiki><math>\lim_{z\rightarrow z_0} f(z)=f(z_0)\,</math></nowiki> ===Integral Equation=== <math>\phi_n(\kappa) = \frac{1}{4\pi^2\kappa^2} \int_0^\infty \frac{\sin(\kappa R)}{\kappa R} \frac{\partial}{\partial R}\left[R^2\frac{\partial D_n(R)}{\partial R}\right]\,dR</math> <nowiki><math>\phi_n(\kappa) = \frac{1}{4\pi^2\kappa^2} \int_0^\infty</nowiki> <nowiki>\frac{\sin(\kappa R)}{\kappa R} \frac{\partial}{\partial R}\left[R^2\frac{\partial</nowiki> <nowiki>D_n(R)}{\partial R}\right]\,dR</math></nowiki> ===Example=== <math>\phi_n(\kappa) = 0.033C_n^2\kappa^{-11/3},\quad \frac{1}{L_0}\ll\kappa\ll\frac{1}{l_0}\,</math> <nowiki><math>\phi_n(\kappa) = </nowiki> <nowiki>0.033C_n^2\kappa^{-11/3},\quad \frac{1}{L_0}\ll\kappa\ll\frac{1}{l_0}\,</math></nowiki> ===Continuation and cases=== <math>f(x) = \begin{cases}1 & -1 \le x < 0\\ \frac{1}{2} & x = 0\\x&0<x\le 1\end{cases}</math> <nowiki><math>f(x) = \begin{cases}1 & -1 \le x < 0\\</nowiki> <nowiki>\frac{1}{2} & x = 0\\x&0<x\le 1\end{cases}</math></nowiki> ===Prefixed subscript=== <math>{}_pF_q(a_1,...,a_p;c_1,...,c_q;z) = \sum_{n=0}^\infty \frac{(a_1)_n\cdot\cdot\cdot(a_p)_n}{(c_1)_n\cdot\cdot\cdot(c_q)_n}\frac{z^n}{n!}\,</math> <nowiki> <math>{}_pF_q(a_1,...,a_p;c_1,...,c_q;z) = \sum_{n=0}^\infty</nowiki> <nowiki>\frac{(a_1)_n\cdot\cdot\cdot(a_p)_n}{(c_1)_n\cdot\cdot\cdot(c_q)_n}\frac{z^n}{n!}\,</math></nowiki> </center> ==Bug reports== Discussions, bug reports and feature requests should go to the [[m:Mailing list#Wikitech|Wikitech-l mailing list]]. These can also be filed on [[Bugzilla:|Mediazilla]] under ''MediaWiki extensions''. ==See also== *[[w:Wikipedia:How to write a Wikipedia article on Mathematics#Typesetting_of_mathematical_formulas|Typesetting of mathematical formulas]] * Proposed [[m:GNU LilyPond support]] *[[w:Table of mathematical symbols|Table of mathematical symbols]] *[[m:Blahtex]], or [[w:Wikipedia talk:WikiProject Mathematics/Archive10#blahtex: a LaTeX to MathML converter|blahtex: a LaTeX to MathML converter for Wikipedia]] *[[Help:Editing|General help]] for editing a Wiki page == External links == * A LaTeX tutorial. http://www.maths.tcd.ie/~dwilkins/LaTeXPrimer/ * A [[w:Portable Document Format|PDF]] document introducing TeX -- see page 39 onwards for a good introduction to the maths side of things: http://www.ctan.org/tex-archive/info/gentle/gentle.pdf * A PDF document introducing LaTeX -- skip to page 59 for the math section. See page 72 for a complete reference list of symbols included in LaTeX and AMS-LaTeX. http://www.ctan.org/tex-archive/info/lshort/english/lshort.pdf * TeX reference card: http://www.csit.fsu.edu/docs/tex/tex-refcard-letter.pdf * http://www.ams.org/tex/amslatex.html * A set of public domain fixed-size math symbol bitmaps: http://us.metamath.org/symbols/symbols.html * [[w:MathML|MathML]] - A product of the [[w:W3C|W3C]] Math working group, is a low-level specification for describing mathematics as a basis for machine to machine communication. [http://www.w3.org/Math/ http://www.w3.org/Math/] [[Category:Help]] 1652 45238 2006-11-13T17:13:34Z JWSchmidt 20 revert edit by Neli&filipa The edit page has a link for ''Editing help'', so you won't be lost. For general editing matters and details on the [[w:markup language|markup language]] of the [[Help:Filling the page|wikitext]], see [[Help:Editing]]. ''If you want to experiment, use the [[{{ns:4}}:Sandbox|sandbox]] first.'' Anyone, including you, can write these help documents at [[m:Help:contents]], and you are most likely allowed to edit the site, {{SITENAME}} that you are looking at now! Just type a title in the box at the bottom of the page, click "Create article", and start writing. You should probably create a link to the article in a related page. linking to a page is enough to "create" the page! New pages can also be started by following a link to a non-existent page, which likewise launches the edit page. See [[#Starting a page through the URL|Starting a page through the URL]] below. == General principles == * '''[[Help:Searching|Search]]''' to see '''whether''' someone has written a similar page before you start one yourself. Choose the title carefully. * Review conventions of the project you are working in regarding e.g.: **naming conventions; see also [[Help:Page name]]. **whether a separate page is justified; perhaps it is better to add the text to a related page (especially if the text is not very long); that page can always be split later, after it has grown. **how-to guidance for writing regarding style, content and formatting. E.g. for the Wikipedia project see [[w:Wikipedia:How to write a great article|How to write a great article]]. <!--If there is an appropriate meta HowTo article, please update above ~~~~ --> * While creating the page and '''before''' saving it, check the <u>''What links here''</u> link on the creation page. Align the new content with existing links, or change the new title, or fix the other links. * If nothing points here, the page is isolated. Links to it will need to be added on other pages. <!-- There is long list of Guiding Principles which could be sited, I think this is the essential few. LarryLACa--> == Starting a page from a link, or after a search == To start a new page, you can click a link to the new page. This takes you to [[Help:Editing|edit]] mode of the non-existing blank page, which allows creation. You might not be able to create a new page unless you are logged in. Notably this applies to the English Wikipedia. Another way to start a new page, on the English Wikipedia, which uses the [[w:MediaWiki:Nogomatch]] option, is to perform a search for the new title with the Go button (as you should have done before). When the search finds nothing, press "create the article". Links to non-existing pages are common. They are typically created in preparation for creating the page, and/or to encourage other people to do so. Links are not only convenient for navigation, but also make people aware of the new page (those who read a related page and also those who [[Help:Watching pages|watch]] the related page). New page links are not really broken, as long as the name correctly identifies the intended content. (A new page link with a "wrong" or misspelled name, or that duplicates content found under another name is "broken". but in a different sense.) New page links typically look different from links to existing pages. Depending on [[Help:Preferences|settings]], a different color or a question mark is used. (Sometimes links to new pages are called "red links", the display option of one of the settings). Links to non-existent pages are created with <nowiki>[[New page name]]</nowiki> from the wiki editor. (In this case, the empty page "New page name" would be created). Of course, you can also create the link yourself, in a related page, index page or your user page. However, it may be better to wait with creating links until after creating the new page, especially if the new link replaces one to an existing page. In this case, create the link but press Preview, instead of Save. From preview area, clicking the new link will create the new page (without updating the referring page). == Starting a page through the URL == <!-- if you edit only the pagename of an existing URL, is has to be in the same project. Omit 'in the same project'--> Using the browser address bar to enter a URL to a new page is an easy way to start the new page process. Easier still is editing the pagename part of a URL for an existing page. Using the URL for the new page displays the default 'no article' message (see [[MediaWiki:Noarticletext]]). The default page has the usual <u>''Edit this page''</u> link, which can be used to begin adding content. <!-- Can someone add a few words about why this is not recommended? ~~~~ --> An [[Help:Interwiki links|interwiki link]] to a non-existent page gives the same result, but is not recommended. To get access to a MediaWiki project page, with the links at the edges but without the superfluous loading of a page, use a bookmark to a non-existing page. The default 'no article' page will display the edge links. == Creating an empty page == A '''new page''' is distinguished from a blank page: the latter has a [[Help:Page history|page history]]. However, creating a new page is just like editing a blank page, except that a new page displays the text from [[MediaWiki:Newarticletext]] (which may vary by project). Occasionally it is useful to create an empty page - For example a template can be made such that, depending on a parameter, it produces either just a standard text or also an additional text. This is done by having it call another template, of which the name is a parameter; one version of the other template contains the additional text, the other version is blank. See [[Help:Advanced templates#Optional_text|optional text]]. To create an empty page, save a page with the wikitext <nowiki>__END__</nowiki>. This code will not be saved, it just prevents refusal by the system to create an empty page. Alternatively, first create a non-empty page, e.g. with just one character, then edit the page to make it empty. A page with one or more blank spaces at the end, including a page only containing one or more blank spaces, is not possible. ==Using the sandbox and user sub-pages== The [[{{ns:4}}:Sandbox|sandbox]] can be used for temporary experimentation, but is emptied on a regular basis. For persistent draft material, you can use your user account sub-pages, and move the sub-page to the main article namespace when ready. (Requires a user account). To create a user sub-page, use a reference (title) like: 'User:UserName/New sub page'. User sub-pages can also be used for testing new template material with the syntax <nowiki>{{User:UserName/Sub page name}}</nowiki>. == Using text from some other editing environment == Although pasting existing text into the wiki is often the simplest way to start, you may want to [[Help:WordToWiki|try converting from Word or HTML to wiki markup]]. ==Protecting a page from being created== It is not really possible to protect a page from being created, but one can create a page with a standard text such as in [[w:en:Template:Deletedpage]] and [[Help:Editing#Page_protection|protect]] that page. Note that sometimes a terminology like "This page should not be created." is used even though for the system the page exists. Therefore it is not suitable for demonstrating a link to a non-existing page. ==See also== *[[Help:Inputbox#Preload|Preloading]] == Special Features == 'Create article' takes you to an edit page to enter the new text. Of course, names are important, meaning the title of the page, and un-doing mistakes can take time, so it's always a good idea to do a little homework first. (See [[#General principles|General principles]] below.) {| width="60%" style="border:1px solid black" | <inputbox> type=create width=45 </inputbox> |} [[Category:Help]] 1653 46583 2006-11-19T01:55:41Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.27.20.205|64.27.20.205]] ([[User_talk:64.27.20.205|Talk]]) to last version by [[User:Rogerhc|Rogerhc]] using [[Wikiversity:Rollback|rollback]] The '''[[w:canonical|canonical]] form''' of a page name is shown in large font as page header. Another type of canonical form is what is in URLs generated by the system, for this page "Help:Page_name" with an underscore. Alternative names for this page (on most projects) are [[help:page name]], [[help:Page name]], [[Help:page name]] and [[Help:Page name]], but not [[Help:Page Name]]; the bolded ones are, on this project. For details, see below. ==Restrictions== ===Special characters=== The following characters (the configuration is made in "''$wgLegalTitleChars''") are not allowed in page titles: # < > [ ] | { } The non-printable characters with values 0 through 31, and the "delete" character 127, are also not allowed. The reasons for disallowing these characters include: :* '''[''', ''']''', '''{''', '''}''', and '''|''' have special meaning within Wikipedia's syntax, which are processed ''before'' the pagename is determined. For example, <nowiki>[[{{CURRENTYEAR}}]]</nowiki> points at {{CURRENTYEAR}}, not a page called ''<nowiki>{{CURRENTYEAR}}</nowiki>''. See also [[w:en:Wikipedia:Naming conventions (technical restrictions)]]. ===Forward slash (/)=== Depending on the namespace and the settings, a forward slash in the pagename provides special functionality: see [[Help:Link#Subpage feature|subpage feature]]. ===Namespace prefixes=== Also, the first part of a page name may not coincide with [[Help:Namespace#Automatic_conversions_of_page_names|a project-independent namespace prefix that is automatically converted to another one]]. As an example, the name [[w:Project: A-Kon|Project: A-Kon]] on Wikipedia is not possible. The first part of a page name can coincide with a namespace prefix that is not converted. For example, there might be articles in the English Wikipedia about books called ''[[w:Wikipedia: The Big Adventure|Wikipedia: The Big Adventure]]'' and ''[[w:Talk: Secrets are Bad|Talk: Secrets are Bad]]'' (but only without the space after the colon). However, in that case the pages are in the wrong namespace. This may be inconvenient in searching or displaying a list of pages. Also, in the second case there is no link to a Talk page about the book. (As explained above, the second page name is not possible on e.g. the German Wikipedia: see [[w:de:Talk: Secrets are Bad]]). --[[User:24.80.210.247|24.80.210.247]] 03:18, 5 March 2006 (UTC)--[[User:24.80.210.247|24.80.210.247]] 03:18, 5 March 2006 (UTC) ===Prefixes referring to other projects or pseudo-namespaces=== A page name cannot start with a prefix that is in use to refer to another project, including language codes, e.g. "en:" ([http://wikimedia.org/langlist list]), or one of the pseudo-namespaces "Media:" and "Special:". Thus e.g. an article about the album "Q: Are We Not Men? A: We Are Devo!" can not have that exact name. An attempt to create the article, whether by a link [[Q: Are We Not Men? A: We Are Devo!]] or a URL http://en.wikipedia.org/wiki/Q:Are_We_Not_Men%3F_A:_We_Are_Devo%21 leads to Wikiquote. With regard to using the prefix of the project itself there is no consistency: a name like en:a cannot be used on en: (try [[w:en:a]] and [[w:en:en:a]]), while "Q: Are We Not Men? A: We Are Devo!" can exist on Wikiquote: [[q:Q: Are We Not Men? A: We Are Devo!]]. ===Maximum page name length=== The maximum page name length is 255 bytes (excluding the namespace prefix). Be aware that non-ASCII characters may take up to four bytes in UTF-8 encoding, so the total number of ''characters'' you can fit into a title may be less than 255 depending on the language it's in. See [[Test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test.]] ==Spaces vs. underscores== In '''page names''', a blank space is equivalent with an underscore. A blank space is displayed in the large font title at the top of the page, the URLs show an underscore. See also below. ==Case-sensitivity== If for the first letter of a page name two [[w:letter case|cases]] exist, as in the case of letters of the [[w:Latin alphabet|Latin]], [[w:Greek alphabet|Greek]], [[w:Cyrillic alphabet|Cyrillic]], and [[w:Armenian alphabet|Armenian]] [[w:alphabet|alphabet]]s, the following applies. All characters of namespace prefixes are case-insensitive. The [[w:canonical|canonical]] form, shown in large font as page header, and in URLs generated by the system, is on most projects with one capital; Klingon is an exception, see [[w:tlh:Chen'ay':h:h]], where the c is converted to lower-case, and [[w:tlh:Qah:Page name]], where the h is converted to upper-case. Below "page name" refers to the name without the possible namespace prefix. ===Case-sensitivity of the first character=== The first character of the page name (after the namespace prefix, if applicable) may or may not be case-sensitive, depending on the project. <nowiki>[[Help:page name]]</nowiki> gives on this project: [[Help:page name]]. If the first character of the page name is case-sensitive this is a link (to a different page), otherwise it is bold (a [[Help:Self link|self link]] to this page). Currently the first character of the page name is case-''in''sensitive, except in the following Wiktionaries: {|align=center | * bg * cs * de * en * eo * es | * fa * fi * fr * gu * hi * hr | * hu * ka * kn * ku * is * it | * ja * ml * nl * pl * sa * sv | * sw * tr * vi * zh |} Compare e.g. [[wikt:de:A]] and [[wikt:de:a]], and [[wikt:nl:Sjabloon:H:f]] and [[wikt:nl:Sjabloon:h:f]]. The same applies for the [[w:tlh:ghItlh'a'|Klingon Wikipedia]], compare e.g. [[w:tlh:jo]] and [[w:tlh:Jo]]. ====Case where the first character is case-insensitive==== The canonical form is with a capital. Note that in the case of a prefix that is not a namespace for the software, and in the case of a second prefix, the case-insensitivity does not apply to the first character after this prefix, e.g. [[Template:H:h Help]] and [[Template:H:H Help]] are distinguished. ===Case-sensitivity of the file name extension of an image=== Note that even the file name extension of an image is case-sensitive: compare [[:image:Stop_sign_us.jpg]] and [[:image:Stop_sign_us.JPG]] ==Ignored spaces/underscores== Spaces/underscores which are ignored: *those at the start and end of a full page name *those at the end of a namespace prefix, before the colon *those after the colon of the namespace prefix *duplicate consecutive spaces Some show up in the link label, e.g. <nowiki>[[___help__ :_ _template_ _]]</nowiki> becomes [[___help__ :_ _template_ _]], linking to [[Help:Template]]. However, a space before or after a "normal" colon makes a difference, e.g. [[MediaWiki User's Guide: Editing overview]] and [[MediaWiki User's Guide : Editing overview]], and [[MediaWiki User's Guide:Editing overview]] are all distinguished, because "MediaWiki User's Guide:" is a pseudo-namespace, not a real one. ==Coding of characters== A page name cannot contain e.g. %41, because that is automatically converted to the character A, for which %41 is the code. <nowiki>[[%41]]</nowiki> is rendered as [[%41]]. Similarly <nowiki>%C3%80</nowiki> is automatically converted to the character À. <nowiki>[[%C3%80]]</nowiki> is rendered as [[%C3%80]]. The URL of the page is http://meta.wikipedia.org/wiki/%C3%80. One can argue what is the real name of the page, %C3%80 or À (a user will say the latter), but anyway there can not be distinct pages with these names. ==Canonical form== The inclusion tag for a non-existing page shows a link with the canonical form of the page name: <nowiki>{{qwsazx}}, {{:qwsazx}}, {{project:qws azx}}</nowiki> give {{qwsazx}}, {{:qwsazx}}, {{project:qws azx}}; compare with ordinary links [[Template:qwsazx]], [[qwsazx]], [[project:qws azx]]; these work like [[Help:Piped link|Piped link]]s, e.g. <nowiki>[[Qwsazx|qwsazx]]</nowiki>; in this case the conversion shows up on the referring page only when pointing at it: in the pop-up and in the status bar (if applicable for the browser); whether the target is a redirect, and what the final target is, is not shown at all. An attempt to include a page from another project results in just displaying the wikitext, e.g. {{en:qwsazx}}; ordinary interwiki links do not show existence and do not show a canonical form in the hover box or status bar: [[en:project:qwsazx]]. The same applies if interwiki link style is used for a link to a page in the same project: [[m:project:qwsazx]]. A saved redirect page shows the canonical form of the target, even though the preview renders the link in the usual way, compare [http://meta.wikimedia.org/w/index.php?title=Babel&redirect=no] with the preview of [http://meta.wikimedia.org/w/index.php?title=Babel&action=edit]. {{Help:Alphabetic order}} ==Conversion of spaces to underscores etc.== There is no feature for just conversion of spaces to underscores and of special characters to escape codes, but there are two features for doing this in combination with something else: localurl (see [[Help:Variable]]) and PAGENAMEE. Most needs for conversion are covered by these, but e.g. in a template one cannot link to a page with a given name {{{1}}} on a project with a different [[mw:Help:$wgScript|$wgScript]]. === Variables PAGENAME and PAGENAMEE === The [[Help:Variable|variable]] <nowiki>{{PAGENAME}}</nowiki> gives, for this page, '''{{PAGENAME}}'''. <nowiki>{{PAGENAMEE}}</nowiki> gives '''{{PAGENAMEE}}'''. Thus in the first case a space is used, in the second case an underscore, like in URLs. Similarly, À becomes the escape code %C3%80 (see above), and so on. <nowiki>{{NAMESPACE}}:{{PAGENAME}}</nowiki> and <nowiki>{{NAMESPACE}}:{{PAGENAMEE}}</nowiki> give for this page {{NAMESPACE}}:{{PAGENAME}} and {{NAMESPACE}}:{{PAGENAMEE}}, respectively. For a page in the main namespace, the page name is prefixed with a colon. Example: <nowiki>http://meta.wikimedia.org/w/wiki.phtml?title=Special:Whatlinkshere&target={{NAMESPACE}}:{{PAGENAMEE}}</nowiki> gives http://meta.wikimedia.org/w/wiki.phtml?title=Special:Whatlinkshere&target={{NAMESPACE}}:{{PAGENAMEE}} Within localurl, <nowiki>{{PAGENAME}}</nowiki> should be used in the first part (because it is converted by localurl), or <nowiki>{{PAGENAMEE}}</nowiki> in the second part: *<nowiki>{{fullurl:Special:Allpages|namespace=12&from={{PAGENAMEE}}}}</nowiki> gives here: {{fullurl:Special:Allpages|namespace=12&from={{PAGENAMEE}}}} *<nowiki>{{fullurl:Special:Allpages/{{PAGENAME}}|namespace=12}}</nowiki> gives here: {{fullurl:Special:Allpages/{{PAGENAME}}|namespace=12}} Wrong: *<nowiki>{{fullurl:Special:Allpages|namespace=12&from={{PAGENAME}}}}</nowiki> gives here: {{fullurl:Special:Allpages|namespace=12&from={{PAGENAME}}}} (wrong link) *<nowiki>{{fullurl:Special:Allpages/{{PAGENAMEE}}|namespace=12}}</nowiki> gives here: {{fullurl:Special:Allpages/{{PAGENAMEE}}|namespace=12}} (works here, the underscore, converted from a space, is not affected by the second conversion, but it does not work with special characters). See [[Help:ĀāĆćĎďĒēĜĝĤĥĨĩĴĵĹĺŃń and PAGENAMEE]] for an example of how these variables interact with special characters. ==See also== *[[Help:Link]] gives examples of conversions in the page name from wikitext to HTML, and from HTML to actual target page. *[[Wikiversity:Naming conventions#Page and header titles|Wikiversity naming conventions]] *[[w:en:Wikipedia:Naming conventions (technical restrictions)]] *[[w:Template:Wrongtitle]] *[[w:Wikipedia:List of pages whose correct title is not allowed by MediaWiki]] [[Category:Help]] 1654 57714 2006-12-16T12:19:47Z Cormaggio 8 /* Wikilinks */ adding some more info [[w:Hyperlink|Hyperlinks]] allow users to move between pages. For some basic information about using hyperlinks, see [[Help:Editing#Links, URLs]]. There are three general types of hyperlinks recognized by MediaWiki, each with associated [[w:Cascading Style Sheets|CSS formatting]] to distinguish them. == Wikilinks == A '''wikilink''' or '''internal link''' links a page to another page within the same project. To link to a page, you need to put the name of the page within double square brackets <nowiki>[[like this]]</nowiki>. So, for example, if you add <nowiki>[[Technology in the classroom]]</nowiki> to a page in edit mode, it will create a link to [[Technology in the classroom]]. You can also name this link anything by adding a "|" (not the letter l, but the vertical line character) and other descriptive text after this character - eg. adding <nowiki>[[Technology in the classroom|a page about teaching with technology]]</nowiki> will display as: [[Technology in the classroom|a page about teaching with technology]]. '''Further detail:''' *<nowiki>[[a]]</nowiki> gives [[a]]. *<nowiki>[[a|b]]</nowiki> gives [[a|b]] (link to a, labelled b). *<nowiki>[[a]]b</nowiki> gives [[a]]b, just like <nowiki>[[a|ab]]</nowiki> does: [[a|ab]]. *<nowiki>[[a|b]]c</nowiki> gives [[a|b]]c, just like <nowiki>[[a|bc]]</nowiki> does: [[a|bc]]. *<nowiki>a[[b]]</nowiki> gives a[[b]]. *<nowiki>[[a]]<</nowiki>nowiki>b</nowiki> gives [[a]]<nowiki>b</nowiki>. *<nowiki>[[a]]''b''</nowiki> gives [[a]]''b''. *<nowiki>''[[a]]''b</nowiki> gives ''[[a]]''b. *<nowiki>[[a|b]]c<</nowiki>nowiki>d</nowiki> gives [[a|b]]c<nowiki>d</nowiki>. *<nowiki>[[a]][[b]]</nowiki> gives [[a]][[b]] (two links, but looking equal to the single link [[ab]]), even if the links are underlined ([[a]] [[b]] and [[a b]] look the same only if links are not underlined). Links with parameters (the link name) are said to be "piped" because of the pipe symbol used ( | ). MediaWiki automatically checks if the target of a wikilink exists ("existence detection"). If the page doesn't exist, the link leads to the editing screen, and it is assigned the class "new". Such wikilinks are nicknamed "red links" because they are colored red in the default stylesheet on a default installation of MediaWiki. Red links are useful in determining the current status of the page (created or not created), create incoming links to a future page, facilitates and incites page creation. Note that the image, category, and interlanguage syntax are the same as the wikilink syntax. Attempting to link normally will place the image on the page, add the page to the category and create an interlanguage link at the edge of the page. This can be prevented by prefixing a colon, which escapes the specific syntax. For example, <code><nowiki>[[:Category:Help]]</nowiki></code>, <code><nowiki>[[:fr:Help:Link]]</nowiki></code>, and <code><nowiki>[[:Image:Mediawiki.png]]</nowiki></code>. The existence of an internal link from a page to an existing or non-existing page is recorded in the [[pagelinks table]]. ===Stub feature=== A wikilink to an existing page will be in class 'stub' if the page is in the main namespace, it is not a redirect, '''''and''''' the number of bytes of the wikitext is less than the "threshold for stub display" set in the [[Help:Preferences|user's preferences]]. This allows users to immediately identify links to very short pages that probably need to be expanded. Alternately, a user may set a very high threshold to achieve any of the following: * Identify links to very large pages. However, the criterion is the size of the wikitext; possible inclusion of templates and images can make the rendered page large, even if the amount of wikitext is small. * Determine at a glance whether a link leads to the main namespace or not. However, this does not take into account ''redirects'' to the main namespace (even if the redirect itself is in the main namespace). * Identify links to redirects, for clean-up work such as bypassing redirects. However, section linking to a "stub" does not work. Although this is normally a minor issue, this may cause problems with users who set a very high threshold. == Interwiki links == An '''[[Help:Interwiki linking|interwiki link]]''' links a page to a page on another website. Unlike the name suggests, the target site need not be a wiki, but it has to be on the [[m:Interwiki map|interwiki map]] specified for the source wiki. These links have the associated CSS class "extiw". These are in the same form as wikilinks above, but take a prefix which specifies the target site. For example, on Wikimedia projects and many other wikis <code><nowiki>[[wikipedia:Main Page]]</nowiki></code> links to Wikipedia's main page. The prefix can be hidden using the same piped syntax as wikilinks. === Interwiki links to the same project === Although interwiki links can be used to point to a wiki from itself, this is not generally recommended. MediaWiki does not detect whether or not the target page of an interwiki list exists, so there is no special formatting and the link is always to the view page. Further, MediaWiki does not check if the page is linking to itself. A [[Help:Self link|self wikilink]] is bolded (like [[{{NAMESPACE}}:{{PAGENAME}}]]), whereas a self interwiki link is normal ([[m:{{NAMESPACE}}:{{PAGENAME}}]]). Pros: * A copy of the wikitext on a sister project may still point to the same page. Sometimes two prefixes are needed for that purpose, e.g. [[w:de:a]]. == External links == External links use absolute URLs to link directly to any webpage. These links have the associated CSS class "external". External links are in the form <code><nowiki>[http://www.example.org link name]</nowiki></code> (resulting in [http://www.example.org link name]), with the link name separated from the URL by a space. Links without link names will be numbered: <code><nowiki>[http://www.example.org]</nowiki></code> becomes [http://www.example.org]. Links with no square brackets will be displayed in their entirety: http://www.example.org . Unlike in the case of internal links, <nowiki>[http://www.example.org a]s</nowiki> gives [http://www.example.org a]s. See [[Help:URL#URLs in external links|URLs in external links]] for more detailed information. [[Special:Linksearch]] finds all pages linking to a given site. === External links to the same project === External links are often used to use special URL parameters in links. This allows links directly to the edit history of a page, to a page in edit view, a diff of two versions, et cetera. They can also be used to create a [[Help:Navigational image|navigational image]]. However, the use of external links to link to a normal page on the same project is not recommended. These links benefit from none of the features of a wikilink, and may break the web of links when the content is exported to another domain. ===Arrow icon=== Monobook skin produces an arrow icon after every external link. This can be suppressed with class="plainlinks": *<nowiki><</nowiki>span class="plainlinks">http<nowiki>://a</</nowiki>span> gives <span class="plainlinks">http://a</span> *http<nowiki>://a</nowiki> gives http://a == Section linking (anchors) == Links in the form <code><nowiki>[[#anchor_name]]</nowiki></code> will link to any anchor named "anchor_name" on the page. This may be either a heading named "anchor_name", or an arbitrary position. <code><nowiki>[[#top]]</nowiki></code> is a reserved name that links to the [[#top|top of a page]]. It is possible to create an arbitrary anchor name using the HTML code <code><nowiki><div id="anchor_name"></div></nowiki></code>. Anchor links can also be appended to any type of link; for more information, see [[Help:Section#Section_linking]]. === Problems with page name conversion === Note that if the page name is automatically converted (for example, from "/wiki/main Page" to "/wiki/Main Page"), the section link will still work but will disappear from the address bar. As a consequence, this will make it more difficult to bookmark the section itself. This is not applicable for wikilinks, because the conversions have already taken place on Preview or Save of the referring page. For example, consider [http://en.wikipedia.org/wiki/Wikipedia:how_to_edit_a_page#Links_and_URLs http://en.wikipedia.org/wiki/Wikipedia:how_to_edit_a_page#Links_and_URLs]. In this case, the anchor part of the address will disappear because the "how" will be converted to "How". === Redirects with section links === A [[Help:Redirect|redirect]] to a page section does not go to the section. However, one can add the section anyway as a clarification, and it will work if the redirect is manually clicked from the redirect page. However, links with a section to a redirect will lead to the section on the redirect's page. ==Subpage feature== MediaWiki has a subpage feature, although activation depends on project and namespace. If activated, the following applies (if not, "A/b" is just a page with that name). A [[w:en:tree structure|tree structure]] of pages is established by using forward slashes in pagenames: A/b is a child of A, hence A is a parent of A/b; also A/b/c is a child of A/b; A/a, A/b, and A/c are siblings. At the top of the subpage body links to all ancestor pages are shown automatically, without any corresponding wikitext. The links show up even if the child page does not exist, but the sequence of ancestors stops before any non-existing ancestor page (e.g., if the grandparent page does not exist, the parent page is not shown either). Like most letters of a page name, the first letter after the slash is case-sensitive; "/subpage" and "/Subpage" are different pages. [[Help:What links here|What links here]] and [[Help:Related changes|Related changes]] ignore these automatic links. === Relative links === Relative links still work if all pages of a tree are renamed according a name change of the root, including making it a child of a new root. Inside a subpage hierarchy the following relative links can be used: * <nowiki>[[../]]</nowiki> links to the parent of the current subpage, e.g., on A/b it links to A, on A/b/c it links to A/b. * <nowiki>[[../s]]</nowiki> links to a sibling of the current subpage, e.g., on A/b, it links to A/s. *<nowiki>[[/s]]</nowiki> links to a subpage, e.g. on A it is the same as <nowiki>[[A/s]]</nowiki>. See also [[w:Wikipedia:Subpages]], and the example pages [[m:Link/a/b]] and [[m:Help:Link/a/b]]. For the latter the subpage feature does not work because of the namespace. === User space === Subpages of a user page (<code><nowiki>[[User:Username/Subpage]]</nowiki></code>) are considered to be in that user's "user space". Rules are often relaxed in a user's own subpages, whereas they are typically tightened for a user editing another user's subpages. ===Unintended subpage structure=== Any slash in a pagename causes a subpage structure, e.g. [[Subpage demo Season 2006/2007]] is a subpage of "Subpage demo Season 2006". As long as the latter does not exist, this has no effect on the former, However, a page with a slash in its name cannot be the root page of a subpage structure. For example, [[Subpage demo Season 2006/2007 /soccer]] does not show its parent, because its unintended grandparent does not exist. A dummy grandparent page can fix this. === Subpage activation === Wikipedia has this feature activated in all talk namespaces and the user and project namespace. The Meta-Wiki also has it in the main namespace. The default is set in [[mw:Help:Configuration settings|DefaultSettings.php]][http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/DefaultSettings.php?rev=1.21&view=markup]. As of revision 1.21, the following namespaces have it activated by default: Special, Main talk, User and User_talk, Meta_talk, and Image_talk. Settings per project are changed in [[LocalSettings.php]][http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/LocalSettings.php?rev=1.25&view=markup]. == Miscellaneous == === Linking to a page with images === It is possible to use images as links to other pages. For more information, see [[Help:Navigational images|use an image as a link to a page]]. === "Hover box" on links === On some browsers, holding the cursor over link will show a hover box containing the text of the link's HTML title attribute. MediaWiki sets this to the target page name (without the possible section indication) if it's a wikilink, the page name with prefix if it's an interwiki link, and the URL if it's an external link. This can be switched off in the [[Help:Preferences|user preferences]]. The browser may also show similar info, but with the possible section indication, in the address bar. For these effects a piped link is useful even if it not followed; for example, for displaying the meaning of an acronym (e.g. [[neutral point of view|NPOV]]) or any other remark. It is possible to produce a hover box without a link, see {{tim|H:title}}. === Disallowed characters === In internal and interwiki link style, a plus sign in a page name is not allowed, the HTML and hence the rendered page just shows the wikitext, e.g. [[a+b]]. In external link style a plus sign in the URL is retained. It is often equivalent with a space. See also below. In accordance with the rules explained in [[Help:Page name]], conversions are automatically made to [[Help:Special characters|non-literal characters]] in wiki and interwiki links. For example, "<code><nowiki>[[Help:Page%20name]]</nowiki></code>" becomes "[[Help:Page name]]". However, the opposite is true for external links; literal characters are converted into non-literal characters. For example, most browsers will convert ".../wiki/!" to ".../wiki/%21". A code like %70 in a redirect disables it, although the link works from the redirect page. For a redirect that works, the redirect page shows the canonical form of the target, unlike its preview page, which renders the link in the usual way. === Special pipe syntax === Using an empty pipe syntax on wiki and interwiki links will hide interwiki prefixes and parentheses. For example, <nowiki>[[w:Mercury (planet)|]]</nowiki> becomes [[w:Mercury (planet)|Mercury]]. This pipe syntax should only be used where the unqualified reference is not ambiguous, such as in an article about the solar system. See [[Help:Piped link]]. === Additional effects of links === *[[Help:Related changes|Related changes]] *[[Help:What links here|Backlink]]s *[[Help:Preferences#Date_format|Date format]] * Using a space after the pipe syntax (<nowiki>[[Main page| ]]</nowiki>) produces (perhaps depending on the browser) a space only, not a link ("[[Main page| ]]"), but it is treated as a link for the "what links here" feature. ===Links from a page=== With [[query]] the links from page ''pagename'', sorted by namespace, and for each namespace alphabetically, are given by <nowiki>{{SERVER}}{{SCRIPTPATH}}</nowiki>/query.php?what=links&titles=''pagename'' , e.g. {{SERVER}}{{SCRIPTPATH}}/query.php?what=links&titles={{FULLPAGENAME}} . ==See also== *[[Help:Calculation]] *[[Help:Editing#Links, URLs]] *[[Help:Interwiki linking]] *[[Help:Piped link]] *[[Help:Self link]] *[[Help:Template#Restrictions]] (and the next section) *[[Help:URL]] *[[Help:What links here]] *[[m:Parser testing/replaceInternalLinks]] *[[m:Parser testing/replaceExternalLinks]] *[[m:Links table]] *[[m:Brokenlinks table]] *[[w:Hyperlink|Hyperlink]] *[[w:Wikipedia:Canonicalization|Wikipedia:Canonicalization]] *[[w:Template:linkless|Linkless]] *[[w:Red Link|Red Link]] [[Category:Help]] 1655 23870 2006-09-04T22:05:55Z Trevor MacInnis 99 +cat ==URLs in external links== A [[Help:Link|link]] in external link style can be of the forms: *''target'': <nowiki>http://meta.wikimedia.org/</nowiki> is rendered as http://meta.wikimedia.org/ *[ ''target'' ''label'' ], with a blank space in between: <nowiki> [http://meta.wikimedia.org/ wikimedia] </nowiki> gives [http://meta.wikimedia.org/ wikimedia] (see also [[Help:Piped link]]) *[ ''target'' ] - these are automatically labelled with serial numbers 1, 2, 3, ...:<nowiki> [http://meta.wikimedia.org/]</nowiki> gives [http://meta.wikimedia.org/] The target is a URL which can start with "<nowiki>http://</nowiki>" or "<nowiki>ftp://</nowiki>"; "file://" does not work by default. If enabled it only works in MSIE. To enable it, add a $wgUrlProtocols entry to [[LocalSettings.php]]; see the $wgUrlProtocols in [[DefaultSettings.php]] for example. All [[Help:Special characters|character]]s of the URL must be among: A-Z a-z 0-9 ._\/~%-+&amp;#?!=()@ If a URL contains a different character it should be converted; for example, ^ has to be written %5e, the hexadecimal [[w:ASCII|ASCII]] value with a percent sign in front. A blank space can also be converted into an underscore. Conversion: " # $ % &amp;<!-- --> ' * , : ; %20 %22 %23 %24 %25 %26 <!-- -->%27 %2a %2c %3a %3b < > ? [ ] ^ ` { | } %3c %3e %3f %5b %5d %5e %60 %7b %7c %7d For the other characters either the code or the character can be used in internal and external links, they are equivalent. The system does a conversion when needed. E.g. <nowiki>[[%C3%80_propos_de_M%C3%A9ta]]</nowiki> is rendered as [[%C3%80_propos_de_M%C3%A9ta]], almost like [[ À propos de Méta]], which leads to this page on Meta with in the address bar the URL http://meta.wikipedia.org/wiki/%C3%80_propos_de_M%C3%A9ta while http://meta.wikipedia.org/wiki/À_propos_de_Méta leads to the same. See also (in Wikipedia): [[w:Internationalized domain names|Internationalized domain names]] and [[en:Punycode|Punycode]]. === Percent-encoding === For ASCII characters (up to decimal 127, hex. 7F) percent-encoding simply means adding '''%''' to the hex. value, e.g. for a tilde '''~''' (decimal 126, hex. 7E) it's %7E. Otherwise (non-ASCII) convert it first to UTF-8 and then percent-encode it. Example: # Convert the character to Unicode, e.g. Latin-1 192 (hex. C0) to À (u+00C0), or windows-1252 131 (hex. 8B) to &#x160; (u+0160). # Convert Unicode to bits, 00000000 11000000 (u+00C0), or 00000001 01100000 (u+0160). # Build groups of six bits from the right adding leading zeros if necessary until the rest are zeros: 000011 000000 (u+00C0), or 000101 100000 (u+0160). # Add '''10''' in front of all but the leftmost group. 2 bits + 6 bits = 8bits, also known as octet. # If there are only two groups, and the first (left) starts with 0: ## Add '''11''' to the left: '''11''' 000011 '''10''' 0000000 (u+00C0), or '''11''' 000101 '''10''' 100000 (u+0160). ## Convert the octets to hex., add percent in front, ready: %C3%80 (u+00C0), or %C5%A0 (u+0160). # If the first (left) of two groups starts with 1: #: Add '''111''' 00000 '''10''' to the left, then percent-encode three octects, %E0%??%?? # If there are three groups, the first (left) starting with 00 (000001 up to 001111): #: Replace 00 by '''111''' 0, percent-encode three octects, ready, result %E?%??%??. # Otherwise it's at least 010000 000000 000000 (u+10000) needing '''four''' UTF-8 octets: #: '''1111''' 0000 '''10''' 010000 '''10''' 000000 '''10''' 000000 would be %F0%90%80%80. ==URLs of pages within the projects== See [[w:Wikipedia:URLs]]. On other projects everything works the same, except that the domain names vary: *xx.wikipedia.org with xx the language code, see [[m:Complete list of language Wikipedias available]] *meta.wikimedia.org (meta.wikipedia.org redirects there) *xx.wiktionary.org *xx.wikiquote.org *xx.wikibooks.org *xx.wikisource.org *sep11.wikipedia.org A URL starting with www.wikipedia.org redirects to the corresponding one starting with en; only www.wikipedia.org itself leads to a portal page instead of the main page of the English Wikipedia: http://www.wikipedia.org In projects outside Wikimedia the "w/" in URLs like http://www.wikipedia.org/w/wiki.phtml?title=Main_Page&action=history is sometimes not used, sometimes different, e.g.: *http://www.disinfopedia.org/wiki.phtml?title=Disinfopedia_Main_Page&action=history *http://wikitravel.org/en/index.php?title=Main_Page&action=history The default is /wiki/wiki.phtml, with in [[DefaultSetting.php]] [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/DefaultSettings.php?rev=1.21&view=markup]: $wgScriptPath = "/wiki"; $wgScript = "{$wgScriptPath}/wiki.phtml"; There may be other variations, compare: *http://en.wikipedia.org/wiki/Vancouver *http://wikitravel.org/en/Vancouver ===Use in templates=== For use in templates, note that all URLs on e.g. the English Wikipedia can be written in the form <nowiki>http://</nowiki>en.wikipedia.org/w/index.php?title={{{1}}} This requires {{{1}}} to be written with underscores and escape codes (if applicable). To benefit from the conversion carried out by fullurl, two parameters are needed: <nowiki>{{fullurl:{{{1}}}|{{{2}}}}}</nowiki> (see [[Template talk:Url 2p]]). An example with the second parameter in fullurl fixed is {{tiw|ed}} containing the link <nowiki>[{{fullurl:Template:{{{1}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1}}}}}}].</nowiki> This works for a link in external link style to a page in the same project. We can use localurl for a link to a project which uses the same string in the URL between the server name and the question mark ([http://www.mediawiki.org/wiki/Help:$wgScript $wgScript], on Wikimedia "/w/index.php"), but not for links to other projects. ==Old versions of pages== All old versions of all pages are numbered (with [[m:oldid|oldid]]) approximately in the order of becoming an old version, i.e. in chronological order of the next edit of the same page. *http://meta.wikimedia.org/w/wiki.phtml?title=Help:Link&oldid=53587 - normal link to old page *http://meta.wikimedia.org/w/wiki.phtml?oldid=53587 - no page name in the URL, goes to the correct page *http://meta.wikimedia.org/w/wiki.phtml?title=Help:Link&oldid=53588 - number and name do not correspond; the name is ignored *http://meta.wikimedia.org/w/wiki.phtml?title=abc&oldid=53587 - non-existing page name; oldid is ignored, works like going to a non-existing page, except for the links to assumed previous and next versions, and on editing, for the warning of editing an old version of a page. See also [[Help:Page history#Linking_to_a_specific_version_of_a_page|Linking to specific versions of a page]]. ==New pages== Pages are numbered with page_id (see [[m:page table]]) in order of creation. *http://meta.wikimedia.org/w/wiki.phtml?title=x&curid=9906 - gives the page with correct full name Conversely, most [[query]] output provides page names as well as page id's, e.g. http://meta.wikimedia.org/w/query.php?titles=Hilfe:Zeitleiste See also [[m:Multiple titles]]. From [[m:MediaWiki 1.5|MediaWiki 1.5]] page versions get a number "oldid" as soon as they are created; they are produced by variable <nowiki>{{REVISIONID}}</nowiki>. The URL is like in the previous section. ==Edit== Examples: *Edit the whole page: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit *Edit the 5th section: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit&section=5 *Add at the end: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit&section=1000 (use large section number) *Ditto with [[Help:Edit summary#.22Post_a_comment.22_feature|"Post a comment" feature]]: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit&section=new ==Purge== In some cases of caching problems, to update a page it can help to use "action=purge", in a URL like {{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAMEE}}|action=purge}} ==Miscellaneous== You can fetch the raw wikitext of a page using a URL like {{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAMEE}}|action=raw}} . Other actions are view, watch, unwatch, delete, revert, rollback, unprotect, info, markpatrolled, validate, render, deletetrackback, and history. (These rarely need to be entered explicitly, as the useful ones are prelinked at various tabs and buttons. Several of these actions require administrator privileges. Other users do not have the link; if they try the URL they get the message in [[MediaWiki:Badaccesstext]].) ==Kinds of dead links== There can be various kinds of errors in the URL. With some the server is not even reached, with others the server takes some action. The server may also go to the correct page and just ignore a wrong parameter or anchor. *{{SERVER}}{{localurl:%abc}} *http://meta.wikimedia.or/ *{{SERVER}}abc *http://met.mediawiki.org *{{SERVER}}/abc *http://meta.wikimedia.org/w/index.php?title=Help:URL&action=abc *http://meta.wikimedia.org/w/index.php?title=Help:URL&act=abc *http://meta.wikimedia.org/w/index.php?title=Help:URL#abc ==See also== *[[Help:Namespace]] *[[m:Eliminating index.php from the url]] *{{h:mwg|UrlProtocols}} *[[m:URI schemes]] - how to request <tt>worldwind:</tt> and other scheme cruft. [[Category:Help]] 1656 23872 2006-09-04T22:06:39Z Trevor MacInnis 99 +cat A '''diff''' is the difference between two versions of a page. It can be viewed from the [[Help:Page history|page history]]: for every version there are potentially two [[w:radio button|radio button]]s: the left column is for selecting the older version, the right column for selecting the newer one. Pressing "Compare selected versions" gives the difference between the two versions. For special cases (the diff for a single edit or between an old and the current version) other possibilities are clicking ''cur'' or ''last'' in the page history or on the [[Help:Recent changes|Recent Changes page]]. The diff is also shown during an [[Help:Edit conflict|edit conflict]] so you can see exactly what you need to reintegrate. {{H:new| diff works also in preview, showing the difference between the currently stored version and the current version in the edit box}} ==How it looks == The two versions are shown side-by-side. In the old version paragraphs which differ are yellow and in the new version they are green. In left-to-right languages, the old version is on the left. This is reversed in [[m:RTL|right-to-left]] scripts. Text removed within a paragraph is shown in red on the old version. New text within a paragraph is shown in red on the new version. If a whole paragraph was removed or added, the text is not red but just black, while the other side is blank (white). Unchanged text is black on grey, only parts before and after changed text is shown. The diff shows differences per line. Some editors find that adding manual line breaks improves the diff function. As well as showing the difference between versions, the diff page has links to the user page and talk page of the users who edited both the last and current versions. Links to the users' contribution lists are also shown. For sysops, a [[Help:Reverting a page to an earlier version|rollback]] button is shown allowing them to revert from the new version to the old one. Note however that this is even shown when viewing the diff between the recent version of a page and a version older than the last version by an author other than the one of the most current version, in which case the rollback would not undo the change that is displayed. Thus if user A vandalized a page, and user B partially reverted that vandalism, the diff of the two together shows the remaining vandalism, but rollback reverts the partial repair by user B! [[Help:Edit summary|Edit summaries]] are also shown on the diff page. These appear in the row beneath the user names. If the user has used links in their edit summary, these act as links on the diff page as well. In 1.4 there are also links to both versions, and the previous and next diff. This example shows the top of the diff page, with the links described above. {| width=100% |- align="center" bgcolor="#cccccc" | width=50%|<strong>Revision as of 22:32, Aug 03, 2003</strong><br/> [[User:Angela|Angela]] ([[User_talk:Angela|Talk]] | [[Special:Contributions/Angela|contribs]])<br/> [[Help:Edit summary|Edit summaries]] in diffs are great | <strong>Revision as of 00:10, Aug 18, 2003</strong><br/> [[User:Tim Starling|Tim Starling]] ([[User_talk:Tim Starling|Talk]] | [[Special:Contributions/Tim_Starling|contribs]])&nbsp;&nbsp;&nbsp;&nbsp;'''['''''[[Main Page|rollback]]''''']'''<br/> Reverted edits by Angela to last version by Anthere |} When moving or copying a piece of text within a page or from another page, and also making other edits, it is useful to separate these edits. This way the diff function can be usefully applied for checking these other edits. ==Width== After the table of differences, the latest of the two compared versions is shown fully. In the case of the Classic skin with quickbar, the diff page does not have the quickbar, to provide more space. Therefore the diff page is also useful for viewing the page on full screen width, without changing the preferences. With the Monobook skin the panels on the left are also on the diff page. [[w:en:Page widening|Page widening]] is more likely on a diff page, because there are two columns, but also because URLs (especially long ones) are not hidden. ==URL== To do a comparison with the older page rendered below the table of differences, provide the URL as follows. Open the revision of one page that you wish to compare to another, for example <code><nowiki>http://meta.wikimedia.org/w/index.php?title=Help:Diff&oldid=78722</nowiki></code>, and the revision of the other page that you wish to compare, for example <code><nowiki>http://meta.wikimedia.org/w/index.php?title=Main_Page&oldid=98420</nowiki></code>. Copy the oldid number of one page (<code>&oldid=78722</code> in the first example) and replace the text <code>oldid</code> with <code>diff</code>: <code>&diff=78722</code>. Paste this string into the URL of the other page between that page's title and its oldid (<code>&oldid=98420</code> in the second example), so you have something like this: :<code><nowiki>http://meta.wikimedia.org/w/index.php?title=Main_Page&diff=78722&oldid=98420</nowiki></code> You may remove the page title (<code>title=Main_Page</code> in the example above) from the URL if you wish, but this is not necessary. The resulting diff will compare the given versions of the two pages [http://meta.wikimedia.org/w/index.php?title=Main_Page&diff=78722&oldid=98420]. To compare the current version of the page and a given oldid, you can put "current" after "diff=" instead of an oldid. For example, <code><nowiki>http://meta.wikimedia.org/w/index.php?title=Help:Diff&diff=current&oldid=124558</nowiki></code> would compare the current version of this page with the version that has oldid 124558. ==External link== *http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/DifferenceEngine.php [[Category:Help]] 1657 23868 2006-09-04T22:05:26Z Trevor MacInnis 99 +cat __TOC__ A '''piped link''' is a [[Help:Link|link]] within the project or to a sister project which is labeled differently from the name of the page it links to. This allows linking a word or phrase within the text of a page rather than using "see also", even if the wording does not exactly correspond with the name of the other page. With a suitable browser and depending on the [[Help:Preferences|preferences]] set, one can still see what page is linked to: when you point at the link, the name shows up in a hover box and is also shown in the status bar. For instance: <pre><nowiki>[[coffeehouse setup|How to set up a coffee house]]</nowiki></pre> will show: [[coffeehouse setup|How to set up a coffee house]] The term ''piped'' refers to the use of the pipe character "|" used to separate the good description from the actual link. This character is named after an alternative use of it; see [[w:en:Pipe (computing)|Pipe (computing)]]. Another example would be <nowiki>[[train station|station]]</nowiki> rendering as [[train station|station]]. This is useful where the word "station" is used in an article on trains; from the context, it would be clear that a train station is meant. The piped link is more convenient to the user than a link to [[station]] which might be a disambiguation page. ==Using a redirect as an alternative== An alternative is simply using <nowiki>[[How to set up a coffee house]]</nowiki> to create [[How to set up a coffee house]] (note that, unlike above, what pops up when you point at the link, if applicable for your browser, is simply the text already shown), and making [[How to set up a coffee house]] a [[Help:Redirect|redirect page]]. This is convenient if the redirect is already there or will also be of use elsewhere; however, there are a few drawbacks: *the popup does not show the page one will arrive at *"[[Help:Related changes|Related changes]]" does gives the changes in the ''redirect page'' *the redirect message on the new page slightly clutters it On the other hand, one may prefer the link title to provide some information that is not in the name of the page one links to, such as the value of a unit in terms of other units. In that case one can make a page whose pagename is the info one wants in the link title, and which redirects to a page with a more appropriate name. See e.g. [[w:Template:Ft]], containing <nowiki>[[30.48 cm|ft]]</nowiki>, with the page [[w:30.48 cm]] redirecting to [[w:Foot (unit of length)]]. ==Automatic conversion of the wikitext (pipe trick)== If in a piped link the part after the "|" is left empty, it is [[Help:Automatic conversion of wikitext|converted]] to an abbreviated form of the page name on the left, as follows: *if there is a colon in it, the leftmost colon and anything to the left of that is removed (this does not work for "MediaWiki User's Guide:" due to the apostrophe) *if there is a text in parentheses at the end it will be removed For example, the wikitext <nowiki>[[w:en:Pipe (computing)|]]</nowiki> is converted to <nowiki>[[w:en:Pipe (computing)|en:Pipe]]</nowiki>, which is rendered as [[w:en:Pipe (computing)|en:Pipe]], and <nowiki>[[Help:Template|]]</nowiki> is converted to <nowiki>[[Help:Template|Template]]</nowiki>, rendered as [[Help:Template|Template]]. <!-- If there is nothing to abbreviate, i.e. there is no colon and there are no parentheses, then the link does not work at all, e.g. [[a|a]]. --> Just like for the three or four tildes when signing on Talk pages and the use of subst, in a preview, the result already shows up in the preview itself, but the conversion in the edit box is not yet shown. Save and press Edit again to see the result of the conversion. For links between language versions of Wikipedia and between language versions of Wiktionary, the pipe trick is either not applicable (if the link comes at the edge) or is limited in use because of the starting colon. In some projects and some cases the pipe trick does not work and the piped link wikitext is not even rendered as a link. ===Examples=== <pre> *[[project:a (b)|]] *[[w:project:a (b)|]] *[[de:project:a (b)|]] *[[wiktionary:project:a (b)|]] *[[wiktionary:de:project:a (b)|]] *[[wikibooks:project:a (b)|]] *[[wikiquote:project:a (b)|]] *[[wikisource:project:a (b)|]] </pre> produces *[[project:a (b)|a]] *[[w:project:a (b)|project:a]] *[[de:project:a (b)|project:a]] *[[wiktionary:project:a (b)|project:a]] *[[wiktionary:de:project:a (b)|de:project:a]] *[[wikibooks:project:a (b)|project:a]] *[[wikiquote:project:a (b)|project:a]] *[[wikisource:project:a (b)|project:a]] == Syntax for external links == For external links a space is used instead of a pipe character; see [[Help:Editing]]. A general term used for both is also [[Clean linking|clean link]]. == See also == * [[w:Help:Pipe trick]] * [[Link#Subpage_feature]] , which shows how to abbreviate subpage names. (The pipe trick doesn't work as expected for subpages, which [http://bugzilla.wikimedia.org/show_bug.cgi?id=845 some people consider a bug]. ) [[Category:Help]] 1658 29040 2006-09-24T02:36:04Z Crossbow9 1426 /* Q: Can I generate a frame-like structure on a Wiki page? */ This page is meant to accompany [[Help:Editing]]. These questions and answers have been culled from some of the talk pages of the various editing-related Help: pages. If you see a useful answer there or anywhere else, please add it here. ==Editing== ===Q: Can I link to a specific section header if there are multiple section headers of the same name? If so, how?=== A: Yes, you can. Each section header, regardless of size or depth, has a number corresponding to how many times that header's name has already appeared on the page. The number is "1" for the very first instance, "2" for the next, "3" for the next, and so on. You can link to each header just like a normal header, but using that number after the header's name (i.e. if there are three headers named "Foo," then the first can be linked to like so: <nowiki>[[#Foo 1]], the second. [[#Foo 2]], and the third, [[#Foo 3]]</nowiki>). Using the number "1" for the first header is generally superfluous, as the software will automatically link to the first header without using the number (i.e. <nowiki>[[#Foo]]</nowiki>). If you don't want the number to show, then you have to use a piped link (e.g. <nowiki>[[#Foo 2|Foo]]</nowiki>). If you don't know how many times a given header has already appeared on a page (and thus the number to use), there are two ways to find out. #Use the table of contents. #:If a table of contents appears on the page, click on the header whom you wish to link to. The page will jump to that header. Now, look at the [[en:Uniform Resource Locator|URL]]. At the end, it will show the ID of the header in question. An example of a URL who has just been linked to a header, whose name has already appeared twice (and so is the third instance), and whose name is "Foo:" #::<tt><nowiki>http://meta.wikimedia.org/wiki/Example_article#Foo_3</nowiki></tt> #:The header link at the end of the URL shows that to link to this header, you would use <nowiki>[[#Foo 3]]</nowiki>. #Look at the source. #:While looking at the source, first find the section you're looking for, and then look at its ID tags. It will show the number in that tag. An example for a header, whose name has already appeared once (and so is the second instance), and whose name is "Foo:" #::<tt><nowiki><p><a name="Foo_2" id="Foo_2"></a></p></nowiki></tt> #::<tt><nowiki><h3>Foo</h3></nowiki></tt> #:The ID and name tags (the ones that say "a name=" and "id=") show that this header can be linked to with <nowiki>[[#Foo 2]]</nowiki>. ==Miscellaneous== ===Q: How do I get a page deleted?=== For example, if I'm done fooling around with some sandbox pages created as sub-pages of my Wikimedia user page, how do I get them deleted? The Help mentions "contacting an administrator", but if there is a '''list of admins''' somewhere, I was unable to find it. The wikipedia "VfD" approach does not seem to be implemented on Wikimedia, so I'm at a loss. A: [[Meta:Deletion_policy]] ===Q: How do I archive my User Page?=== A: Four possibilities are: #move talk page to page like User:a/b (history is now in this archive) #move page contents to such a page (history is still in the regular talk page) #just delete content (it is still in the history, but one can less easily search in that text) -- [[User:Patrick|Patrick]] 14:32, 24 Jun 2005 (UTC) #Use a link to an earlier version of the page in its history. It does not require creating "sub pages" for archives. You can see an example at [[en:wikibooks:Talk:Wikijunior_Solar_System/Solar_System|wikibooks:Talk:Wikijunior_Solar_System/Solar_System]]. #*Click on the history tab #**Click on the first version listed there #**Copy the URL from the address bar. Let's say it is <tt><nowiki>http://meta.wikimedia.org/w/index.php?User_talk:a&oldid=12345</nowiki></tt> #*Edit your talk page. #**Delete all the stuff you want to remove from the current version of your talk page. #**Link to the archive version as <tt><nowiki>[http://meta.wikimedia.org/w/index.php?User_talk:a&oldid=12345 Sept 2005 archive]</nowiki></tt> #**Save the new version of your page. ===Q: Can I put preformatted text inside a numbered list?=== A: Yes, if you use the HTML &lt;ol> and &lt;li> tags and the &lt;pre> tag like this: <table border="1" cellpadding="2" cellspacing="0"> <tr> <td> <ol> <li>one</li> <li>two <pre> here are a couple lines of preformatted text </pre> </li> <li>and the numbering</li> <li>does not start over</li> </ol> </td> <td> <pre><nowiki> <ol> <li>one</li> <li>two <pre> here are a couple lines of preformatted text &lt;/pre> </li> <li>and the numbering</li> <li>does not start over</li> </ol> </nowiki></pre> </td> </tr> </table> ===Q: Can I generate a frame-like structure on a Wiki page?=== (I have a chart generated dynamically in Bugzilla and I would like to display it within my Wiki page.) A: No ==Tables== ===Q: Can I make transparent borders and rules on a table?=== A: Yes. :That's a tough one because there is no "cellborder" directive for the table style. You can play with the BORDER and RULE attributes of table, but it seems that you cannot rely upon your browser to interpret that stuff the way you want it. :I think the easiest way to write this is using wiki table notation with a different background for the table and for each row. <table border="1" cellpadding="2" cellspacing="0"> <tr> <td> {|style="background:white" |- style="background:lightgrey;" | abc || def ||ghi |- style="background:lightgrey;" | jkl || mno || pqr |} </td> <td> <pre> {|style="background:white" |- style="background:lightgrey;" | abc || def ||ghi |- style="background:lightgrey;" | jkl || mno || pqr |}</pre></td></tr> </table> [[Category:Help|Editing]] 1659 64552 2006-12-29T09:55:08Z Tomta1 4697 This is a list of '''variables''' that can be used in the wikitext. The way they are rendered depends on the time, on the project, or on the page in which it occurs. On the left is the variable, on the right how it is rendered at this time, in this project, on this page. The names of the variables form part of the set of so-called "[[Help:Magic words|magic words]]" the system uses. [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phase3/includes/MagicWord.php] ==Constant, only depending on the project and parameters== {| | <nowiki>{{ns:-2}} or {{ns:Media}}</nowiki> | {{ns:-2}} |- | <nowiki>{{ns:-1}} or {{ns:Special}}</nowiki> | {{ns:-1}} |- | <nowiki>{{ns:1}} or {{ns:Talk}}</nowiki> | {{ns:1}} |- | <nowiki>{{ns:2}} or {{ns:User}}</nowiki> | {{ns:2}} |- | <nowiki>{{ns:3}} or {{ns:User_talk}}</nowiki> | {{ns:3}} |- | <nowiki>{{ns:4}} or {{ns:Project}}</nowiki> | {{ns:4}} |- | <nowiki>{{ns:5}} or {{ns:Project_talk}}</nowiki> | {{ns:5}} |- | <nowiki>{{ns:6}} or {{ns:Image}}</nowiki> | {{ns:6}} |- | <nowiki>{{ns:7}} or {{ns:Image_talk}}</nowiki> | {{ns:7}} |- | <nowiki>{{ns:8}} or {{ns:MediaWiki}}</nowiki> | {{ns:8}} |- | <nowiki>{{ns:9}} or {{ns:MediaWiki_talk}}</nowiki> | {{ns:9}} |- | <nowiki>{{ns:10}} or {{ns:Template}}</nowiki> | {{ns:10}} |- | <nowiki>{{ns:11}} or {{ns:Template_talk}}</nowiki> | {{ns:11}} |- | <nowiki>{{ns:12}} or {{ns:Help}}</nowiki> | {{ns:12}} |- | <nowiki>{{ns:13}} or {{ns:Help_talk}}</nowiki> | {{ns:13}} |- | <nowiki>{{ns:14}} or {{ns:Category}}</nowiki> | {{ns:14}} |- | <nowiki>{{ns:15}} or {{ns:Category_talk}}</nowiki> | {{ns:15}} |- | depending on custom namespaces: <br><nowiki>{{ns:100}}, {{ns:101}}, etc.</nowiki> | {{ns:100}}, {{ns:101}}, etc. |- |- | <nowiki>{{SITENAME}}</nowiki> | {{SITENAME}} |- | <nowiki>{{SERVER}}</nowiki> | {{SERVER}} |- | <nowiki>{{SERVERNAME}}</nowiki> | {{SERVERNAME}} |- | <nowiki>{{localurl:pagename}}</nowiki> | {{localurl:pagename}} |- | <nowiki>{{localurle:pagename}}</nowiki> | {{localurle:pagename}} |- | <nowiki>{{localurl:pagename|</nowiki>''query string''<nowiki>}}</nowiki> | {{localurl:pagename|''query string''}} |- | <nowiki>{{fullurl:pagename}}</nowiki> | {{fullurl:pagename}} |- | <nowiki>{{fullurl:pagename|</nowiki>''query_string''<nowiki>}}</nowiki> | {{fullurl:pagename|query_string}} |- | <nowiki>{{int:fromwikipedia}}</nowiki> | {{int:fromwikipedia}} |} The variable localurl replaces spaces by underscores and special characters by escape codes, e.g. &#123;{localurl:a é}} gives {{localurl:a é}}. The purposes are: *for a given page name, creating a link in external link style to a page in the same project or a project which uses the same string in the URL between the server name and the page name (on Wikimedia "/wiki/" and "w/index.php?title=") (but see also [[m:Template talk:Pi]]). *allow the same wikitext to be used in a project that uses a different string, if the target is in that other project or a project which uses the same string The pagename in localurl should not be written with escape codes: e.g. use <nowiki>{{SERVER}}{{localurl:À}}</nowiki> giving {{SERVER}}{{localurl:À}}, not <nowiki>{{SERVER}}{{localurl:%C3%80}}</nowiki> giving {{SERVER}}{{localurl:%C3%80}} . Note that localurl does ''not'' convert page names and user names after "target=". This syntax can be avoided by putting the target in the first part of localurl, after the "/": *[[:fr:Special:Whatlinkshere/Économie de Monaco]] *<nowiki>http://fr.wikipedia.org{{localurl:Special:Recentchangeslinked/Économie de Monaco|hideminor=0&days=100&limit=50}}</nowiki> gives: **http://fr.wikipedia.org{{localurl:Special:Recentchangeslinked/Économie de Monaco|hideminor=0&days=100&limit=50}} *<nowiki>http://en.wikipedia.org{{localurl:Special:Contributions/Jimbo Wales|limit=10&offset=200}}</nowiki> gives: **http://en.wikipedia.org{{localurl:Special:Contributions/Jimbo Wales|limit=10&offset=200}} Localurle (and its counterpart, fullurle) perform additional character escaping on the resulting link, and are intended for internal use only, and work in wikitext only for backwards-compatibility reasons. The unescaped versions should always be used in wikitext. The <nowiki>{{fullurl}}</nowiki> variable introduced in recent versions allows the entire link to be specified in one go, without also using <nowiki>{{server}}</nowiki>. This also means it can be used in the same way for local and interwiki links (it being clearly inappropriate to add <nowiki>{{server}}</nowiki> before the latter) Using {{tcw|url}}, instead of using SERVER and localurl, one can also use e.g. <nowiki>{{url}}abc&action=edit</nowiki> giving {{url}}abc&action=edit "INT:" is used to get text from the Mediawiki: namespace. If the user's interface language, as specified in Special:Preferences, is the wiki's default language, it will display the contents of [[Mediawiki:pagename]]. If the user has selected another language, it will display the contents of [[Mediawiki:pagename/languagecode]] (e.g. [[Mediawiki:fromwikipedia/fr]] for French) if such a page exists, and of [[Mediawiki:pagename]] if it does not. It is short for "internal". ==Varying with time== {| |- |<nowiki>{{CURRENTMNTH}}</nowiki> |{{CURRENTMNTH}} | --One digit when month is below 10; en.wikipedia only, see {{tiw|en|CURRENTMNTH}}. |- |<nowiki>{{CURRENTMONTH}}</nowiki> |{{CURRENTMONTH}} | --Two-digit month number. |- |<nowiki>{{CURRENTMONTHNAME}}</nowiki> |{{CURRENTMONTHNAME}} |- |<nowiki>{{CURRENTMONTHABBREV}}</nowiki> |{{CURRENTMONTHABBREV}} |- |<nowiki>{{CURRENTMONTHNAMEGEN}}</nowiki> |{{CURRENTMONTHNAMEGEN}} |- |<nowiki>{{CURRENTWEEK}}</nowiki> |{{CURRENTWEEK}} |- |<nowiki>{{CURRENTDAY}}</nowiki> |{{CURRENTDAY}} | --One digit when day is below 10. |- |<nowiki>{{CURRENTDAY2}}</nowiki> |{{CURRENTDAY2}} | --Two-digit day of month; requires additional templates, see {{tim|CURRENTDAY2}}. |- |<nowiki>{{CURRENTDAYNAME}}</nowiki> |{{CURRENTDAYNAME}} |- |<nowiki>{{CURRENTDOW}}</nowiki> |{{CURRENTDOW}} | --One-digit day of the week; 0=Sunday, 1=Monday ... 6=Saturday |- |<nowiki>{{CURRENTYEAR}}</nowiki> |{{CURRENTYEAR}} |- |<nowiki>{{CURRENTTIME}}</nowiki> |{{CURRENTTIME}} |- |<nowiki>{{NUMBEROFARTICLES}}</nowiki> |{{NUMBEROFARTICLES}} |- |<nowiki>{{NUMBEROFFILES}}</nowiki> |{{NUMBEROFFILES}} |} NUMBEROFARTICLES: number of pages in the main namespace which contain a link and are not a redirect, i.e. number of articles, stubs containing a link, and disambiguation pages. This depends on system variable $wgUseCommaCount If true, article count will only include those with commas (","). If false, will only count those with links ("[["). The default set in [[mw:Help:Configuration settings|DefaultSettings.php]] is false, this can be changed in [[LocalSettings.php]]. See also [[Help:Article count]]. CURRENTWEEK is not supported in earlier versions of MediaWiki. It ranges from 1 to 54. CURRENTMONTHNAMEGEN: is the genitive grammatical form of the month name (used in Finnish). See also {{tim|Short DOW}}. ===Subst=== When a template containing <nowiki>{{<includeonly>subst:</includeonly>CURRENTDAY}}</nowiki> is subst'ed, the day of doing that is put in the wikitext, and similarly for other variables. ==Depending on page== {| |<nowiki>{{NAMESPACE}}</nowiki> |{{NAMESPACE}} |- |<nowiki>{{NAMESPACEE}}</nowiki> |{{NAMESPACEE}} |- |<nowiki>{{PAGENAME}}</nowiki> |{{PAGENAME}} |- |<nowiki>{{PAGENAMEE}}</nowiki> |{{PAGENAMEE}} |- |<nowiki>{{FULLPAGENAME}}</nowiki> |{{FULLPAGENAME}} |- |<nowiki>{{FULLPAGENAMEE}}</nowiki> |{{FULLPAGENAMEE}} |} <nowiki>{{NAMESPACE}}</nowiki> and <nowiki>{{NAMESPACEE}}</nowiki> both return nothing (not even a space) in the article namespace. Thus, <nowiki>{{NAMESPACE}}:{{PAGENAME}}</nowiki> is equivalent to <nowiki>{{FULLPAGENAME}}</nowiki>, and likewise for <nowiki>{{NAMESPACEE}}:{{PAGENAMEE}}</nowiki>. PAGENAMEE displays the page title in the form that is used in URLs, i.e. with underscores for spaces, and escape codes for special characters, and is therefore used for constructing URLs. For example, on a page called "Grand café", PAGENAMEE would produce "Grand_caf%C3%A9". Do not use PAGENAMEE as the pagename in first part of the variable localurl, see above. See also [[Help:Page name#Variables PAGENAME and PAGENAMEE|<nowiki>Variables PAGENAME and PAGENAMEE</nowiki>]]. When used in a [[help:template|template]], these three variables refer to the page in which the template is included, not to the template page. ===Subst=== When a template containing <nowiki>{{<includeonly>subst:</includeonly>PAGENAME}}</nowiki> is subst'ed in a page, the name of the latter page is put in the wikitext, and similarly for other variables. == Depending on revision == <nowiki>{{REVISIONID}}</nowiki> gives {{REVISIONID}} REVISIONID displays a unique number identifying a version of a page in the set of all versions of all pages. In the URL the number can be referred to as "old_id<nowiki>=</nowiki>..", even when the version is still the current one. This can be useful on talk pages, and for citation in newspaper, scholar works, etc. When applying such a URL, at the top of the page the date and local time (if not logged in: UTC) are displayed, with a link to the previous version, and a link to the next version (unless at the time of loading the page there is no newer version: in that case the text "Newer revision" appears anyway, but it is not a link; if the version is the first, a link labeled "previous revision" appears anyway, but it leads to the same page) The [[Help:Page history|page history]] page also uses such a URL. In a preview the value of REVISIONID is 0. ==Examples of combinations== <table> <tr><td><nowiki>{{fullurl:{{FULLPAGENAME}}|</nowiki>action=edit<nowiki>}}</nowiki> <td>{{fullurl:{{FULLPAGENAME}}|action=edit}} <tr><td><nowiki>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}}</nowiki><td>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}} <tr><td><nowiki>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|</nowiki>action=edit<nowiki>}}</nowiki> <td>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} <tr><td><nowiki>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}}</nowiki><td>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}} <tr><td><nowiki>[[{{NAMESPACE}}:{{PAGENAME}}_1]]</nowiki> <td>[[{{NAMESPACE}}:{{PAGENAME}}_1]] <tr><td><nowiki>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}_1}}</nowiki> <td>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}_1}} <tr><td><nowiki>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|oldid={{REVISIONID}}}}</nowiki> <td>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|oldid={{REVISIONID}}}} </table> ''[Note that <code><nowiki>{{SERVER}}{{localurl...</nowiki></code> can be replaced by <code><nowiki>{{fullurl...</nowiki></code> in recent (>1.5.5) versions of the software.]'' As a link the last example is not useful in the page itself, but it gives useful info about the original in a paper or HTML copy of the page, and provides a link to that in the HTML copy. Also the rendered URL can be copied to the wikitext of this or another page, to refer to the version at the time of copying, e.g. http://meta.wikimedia.org/w/index.php?title=Help:Variable&oldid=178844 (For the latter purpose one can also use the link targets on the page history page). As mentioned above, PAGENAME with single E has to be used within localurl, otherwise it does not work with special characters. For example, for a page named É we get <nowiki>{{localurl:É}}</nowiki>, which correctly gives {{localurl:É}} (with <nowiki>{{SERVER}}</nowiki> in front {{SERVER}}{{localurl:É}}, linking to the page É), while <nowiki>{{PAGENAMEE}}</nowiki> gives %C9, and <nowiki>{{localurl:%C9}}</nowiki> gives {{localurl:%C9}}, i.e. it is rendered unchanged, the function localurl is not applied. With <nowiki>{{SERVER}}</nowiki> in front it gives {{SERVER}}{{localurl:%C9}}, which is a dead link reported by the browser, the server is not even reached. See also [[m:Template:UTC]]. In a template, for a link to a page which depends on a template parameter, the external link style is used even for internal links, to avoid that the system links to the edit page even if the page exists. To construct the external link, variables can also be useful. ==Variables in links== Variables work also in links: *<nowiki>[[a{{NAMESPACE}}b|c{{PAGENAME}}d]]</nowiki> gives [[a{{NAMESPACE}}b|c{{PAGENAME}}d]] ==See also== *Colon functions: see {{tim|colon function}}. *[[Help:Template#Images_in_templates|Images in templates]]. *[[Help:Template#subst]] - on applying "subst" to a variable or to a template using a variable *[[Template:Wikivar]] [[Category:Help]] 1660 23869 2006-09-04T22:05:42Z Trevor MacInnis 99 +cat ==General== By adding a prefix to another project, internal link style ("prefixed internal link style") can be used to [[Help:Link|link]] to a page of another project. For example, <code><nowiki>[[wikipedia:InterWiki]]</nowiki></code> links to the [[wikipedia:InterWiki|InterWiki]] article on the English Wikipedia. This is called [[w:en:InterWiki|interwiki]]. For each project, an [[m:Interwiki map|interwiki map]] (a list of target projects with their prefixes) is specified ([http://svn.wikimedia.org/viewvc/mediawiki/trunk/phase3/maintenance/interwiki.sql?view=markup example]). These target projects need not use MediaWiki and need not even be a wiki. A project's own namespace prefix cannot be reused as code for an external project. However, the prefix used for a target project may coincide with the prefix for a project namespace within that project. As a result, to link to a page in that namespace, use the same prefix twice, e.g. [[en:Wikisource:Wikisource:Scriptorium]]. For portability across projects, one may want to select a link code that leads to the same target from all projects, e.g. [[MetaWikipedia:wikibooks:Main Page]]. The "superfluous" "MetaWikipedia:" prevents "wikibooks:" being interpreted as namespace prefix when the code is used at wikibooks itself, while at Meta the "MetaWikipedia:" is ignored (it is not a namespace prefix, and even at Meta itself it is recognized as code for Meta). The codes above work from all projects. However, the [[Help:Link#Wikilinks|existence detection]] and the [[Help:Self link|self-link feature]] do not work on interwiki links. ==Interwiki linking from and within Wikimedia== Within [[m:Wikimedia|Wikimedia]], for the purpose of [[w:en:interlanguage link|interlanguage link]]s (see above) the project families are Wikipedia, Wiktionary, Wikiquote, Wikibooks and Wikisource. Thus this applies for a link like en:, de:, etc., from a Wikipedia to another one, from a Wiktionary to another one, from a Wikiquote to another one, from a Wikibooks to another one or from a Wikisource to another one. The interlanguage link feature works on Commons, and produces links to the Wikipedias. This is not reciprocal: a link from a Wikipedia to Commons is an in-page link. ===Project titles and shortcuts=== {| ! Prefix ! Example ! align="left" | Shortcut |- | <code>[&#91;wikibooks:&#93;]</code> | [[wikibooks:]] | <code>[&#91;b:&#93;]</code> [[b:]] |- | <code>[&#91;meta:&#93;]</code> | [[meta:]] | <code>[&#91;m:&#93;]</code> [[m:]] |- | colspan="2" | http://www.mediawiki.org/ | <code>[&#91;mw:&#93;]</code> [[mw:]] |- | <code>[&#91;wikinews:&#93;]</code> | [[wikinews:]] | <code>[&#91;n:&#93;]</code> [[n:]] |- | <code>[&#91;wikiquote:&#93;]</code> | [[wikiquote:]] | <code>[&#91;q:&#93;]</code> [[q:]] |- | <code>[&#91;wikisource:&#93;]</code> | [[wikisource:]] | <code>[&#91;s:&#93;]</code> [[s:]] |- | <code>[&#91;wikipedia:&#93;]</code> | [[Wikipedia:]] | <code>[&#91;w:&#93;]</code> [[w:]] |- | <code>[&#91;wiktionary:&#93;]</code> | [[wiktionary:]] | <code>[&#91;wikt:&#93;]</code> [[wikt:]] |- | <code>[&#91;commons:&#93;]</code> | [[commons:]] | |- | <code>[&#91;foundation:&#93;]</code> | [[foundation:]] | align="right" | <small>same as [[wikimedia:]]</small> |- | <code>[&#91;google:&#93;]</code> | [[google:]] | align="right" | <small>used for google queries</small> |- | <code>[&#91;mediazilla:&#93;]</code> | [[mediazilla:]] | align="right" | <small>used with bug numbers</small> |- | <code>[&#91;sep11:&#93;]</code> | [[sep11:]] | |- | <code>[&#91;wikimedia:&#93;]</code> | [[wikimedia:]] | |- | <code>[&#91;wikispecies:&#93;]</code> | [[wikispecies:]] | |- | <code>[&#91;incubator:&#93;]</code> | [[incubator:]] | |} ''The '''long''' form doesn't work within the same project. The '''shortcut''' works everywhere.'' The [[m:Interwiki map|Interwiki map]] on Meta lists many prefixes, among others <code>[&#91;wikipedia:&#93;]</code> [[wikipedia:]] for the English Wikipedia working from any Wiki supporting the Meta Interwiki map, not only from MediaWiki Wikis. Some prefixes work only with a page, e.g. [[wikipediawikipedia:]] (fails) vs. [[wikipediawikipedia:Interwikimedia link]] (works). These prefixes are case insensitive. ===Prefixes=== Interwiki links can use prefixes for the '''project''' and/or for the '''language'''. Without prefix links are local, for pages in the same project and the same language. If only a language is given they go to a page in the same (or similar) project for the specified language: <nowiki>[[:fr:]]</nowiki> [[:fr:]] <nowiki>[[:os:]]</nowiki> [[:os:]] If only the project is specified they typically go to the language of the source, see above. At most two prefixes are needed for pages in any existing project and any supported language: <nowiki>[[s:de:Hauptseite]]</nowiki> [[s:de:Hauptseite]] <nowiki>[[b:en:Main page]]</nowiki>&#160; [[b:en:Main page]] In the case of more than one prefix a page name has to be specified. For example, while [[w:]] and [[:en:]] from Meta lead to the English Wikipedia's main page, a bare <code><nowiki>[[w:en:]]</nowiki></code> does not work: [[w:en:]]. If the language is different specifying it before the project can also work: <nowiki>[[:de:q:Hauptseite]]</nowiki> [[:de:q:Hauptseite]] <nowiki>[[:en:n:Main page]]</nowiki>&#160; [[:en:n:Main page]] <nowiki>[[n:en:Main page]]</nowiki> &#160; [[n:en:Main page]] The second example doesn't work from English Wikipedia <code>w:en:</code> pages, a project prefix before the language is better. More than two prefixes are generally unnecessary. The following examples should work everywhere: <nowiki>[[m:Help:Help]]</nowiki> [[m:Help:Help]] <nowiki>[[w:Interwiki]]</nowiki> [[w:Interwiki]] Two prefixes can have unexpected effects, e.g. from [[m:|Meta]] the following links end up on different pages: <nowiki>[[m:en:About]]</nowiki>&#160; [[m:en:About]] <nowiki>[[:en:m:About]]</nowiki> [[:en:m:About]] <nowiki>[[m:About]]</nowiki> &#160; &#160; [[m:About]] In the first case [[m:|Meta]] ignores the <code>m:</code>, because it's local, and then interprets <code>en:</code> as <code>w:en:</code> prefix for the [[w:en:About|English Wikipedia]]. In the second case the leading <code>en:</code> goes to the English Wikipedia, where the following <code>m:</code> goes straight back to [[m:About|Meta]]. The second example doesn't work at all from English Wikipedia <code>w:en:</code> pages, only the third example works everywhere. In other words multiple prefixes are evaluated left to right by the relevant Wikimedia servers (project and language). For projects without different languages like [[m:|Meta]] (because Meta is multilingual by itself) language prefixes can be handled as shorthands for <code>w:</code> plus the specified language: <nowiki>[[:pl:2006]]</nowiki> &#160; [[:pl:2006]] <nowiki>[[w:pl:2006]]</nowiki>&#160; [[w:pl:2006]] <nowiki>[[:pl:w:2006]]</nowiki> [[:pl:w:2006]] From [[m:|Meta]] the first two links both arrive at the Polish 2006 page. The third arrives at the English [[w:|Wikipedia]], because that's how the server selected by <code>:pl:</code> interprets the second prefix <code>w:</code>. For a portable link on that server it would be a bad idea to use <code>w:</code>, but <code>:pl:</code> does the trick. To test that effect from [[m:|Meta]] the following links should go to the same page: <nowiki>[[:ja:2006]]</nowiki> &#160;&#160; [[:ja:2006]] <nowiki>[[:ja:ja:2006]]</nowiki> [[:ja:ja:2006]] ==Wikia== In [[w:en:Wikia|Wikia]], the prefix is the internal project name for some older wikis. For others, "Wikia:c:" is added in front (e.g. <tt>[&#91;Wikia:c:sydney&#93;]</tt> or shorter <tt>[&#91;w:c:trains:locomotive&#93;]</tt>). From Wikimedia projects use <tt>[&#91;wikiasite:sydney&#93;]</tt> giving [[wikiasite:sydney]], <tt>[&#91;wikia:trains:locomotive&#93;]</tt> giving [[wikia:trains:locomotive]], or, for the central Wikia, [[wikicities:List of Wikia]]. ==Interlanguage link== For a multilingual family of similar projects, with one project per language, a system for '''interlanguage linking''' can be set up. If this project is in a family for which this applies, [[Help:Interlanguage link demo]] may demonstrate what is explained below (this depends on whether the same language codes are used). An interwiki link within the family is treated differently (unless it is on a talk page of any namespace): it appears at one or two edges of the webpage (left in Monobook, and top and bottom in Classic). The link label depends only on the sister project that is linked to, not on the linked page. The label is set in the configuration of the project. Typically, it is the name of the language written in that language. The target is only shown in the status bar, depending on the browser (oddly, there is not even a hover box). Thus, interlanguage link is mainly suitable for linking to the ''corresponding'' page in another language. It is not suitable for multiple links of the same other language. See '''[[Interlanguage use case]]''' for a discussion of common troubles with this system and other possible implementations. The feature can also be used on an image description page to link to the same or a similar image in a sister project. Other interwiki links to images require the prefixed colon. Note that, if a page may be used as a [[Help:template|template]] (even if it is not in the template namespace), it should note its interlanguage links between <tt>&lt;noinclude&gt;</tt> and <tt>&lt;/noinclude&gt;</tt>. This is the same idea as for [[Help:Category|categories]]. Comparison: # <tt>[&#91;:en:link&#93;]</tt> or <tt>[&#91;:category:name&#93;]</tt> are ordinary links. # <tt>[&#91;m:en:link&#93;]</tt> or <tt>[&#91;m:category:name&#93;]</tt> are Interwiki links, see above. # <tt>[&#91;category:name&#93;]</tt> without leading colon adds a category to the page.<br /><tt>[&#91;en:link&#93;]</tt> without leading colon adds an interlanguage link to the page. # <tt>&lt;noinclude&gt;[&#91;category:name&#93;]&lt;/noinclude&gt;</tt> limited to actual page.<br /><tt>&lt;noinclude&gt;[&#91;en:link&#93;]&lt;/noinclude&gt;</tt> ditto limited to actual page. For projects like [[m:|Meta]] a missing leading colon has no effect, Meta doesn't support Interlanguage links. For [[w:|Wikipedia]] and similar projects it's a major difference. The mutual order of interlanguage links is preserved, but otherwise the positions within the wikitext are immaterial, again the same rule as for categories. Usually they are put at the end. With section editing they appear in the preview if they are in the section being edited. A link to the project itself (hence also a link to the page itself), even if referred to with the project prefix, appears in-page. Suppose that we have pages [[:de:Zug]], [[:en:Train]], [[:fr:Train]] then we need: *on de: [[:en:Train]], [[:fr:Train]] *on en: [[:de:Zug]], [[:fr:Train]] *on fr: [[:de:Zug]], [[:en:Train]] Thus there is not the possibility of simply copying each list, let alone of using a template, as can be done if different languages share one project, with or without separate namespaces, see e.g.: *[[Template:H-langs:Interwiki linking]] used at the bottom of [[m:Help:Interwiki linking|this page on Meta]] *[[wikisource:Template:InterLingvLigoj]] *[[Template:About]]. ===In-page interlanguage links=== To make an interlanguage link in-page, prefix a colon (e.g. <nowiki>[[:en:wiki|wiki]]</nowiki>). This can e.g. be useful to link to a page in another language if no local version is available. See also some example templates for conveniently making such links: *{{tiw|en|nli}} - <nowiki>[[:nl:{{{1}}}]] (in [[Dutch language|Dutch]])</nowiki> *{{tiw|en|nlil}} - <nowiki>[[{{{1}}}]] ([[:nl:{{{2|{{{1}}}}}}|nl]])</nowiki> *{{tiw|en|nlii}} - <nowiki>''[[{{{1}}}]]'' ([[:nl:{{{2|{{{1}}}}}}|nl]])</nowiki> *{{tiw|en|nlis}} - <nowiki>([[:nl:{{{1|{{PAGENAME}}}}}|nl]])</nowiki> *{{tiw|en|nlinl}} - <nowiki>{{{1}}} ([[:nl:{{{2|{{{1}}}}}}|nl]])</nowiki> ===Interlanguage link in the wider sense=== An interlanguage link in the wider sense includes a link to a corresponding page in another language which, for the software, is a regular link, as opposed to one employing the special interlanguage link ''feeature'' as described above. This can also be an internal link on a multilingual project, e.g. on Meta: *[[Meta:Interlanguage links]] Possible reasons for using an "interlanguage link" in the page body include: *control over position *control over label *the target contains an anchor ==See also== *[[m:Help:Guide for system administrators for setting up interwiki linking]] *[[m:Sister projects]] *[[w:en:Wikipedia:Sister projects]] *[[m:Interwiki bot access protocol]] *[[m:Interwiki map]] (used to rebuild map) *[http://svn.wikimedia.org/svnroot/mediawiki/trunk/phase3/maintenance/interwiki.sql interwiki prefixes] (SQL subversion source) [[Category:Help]] 1661 10075 2006-08-20T16:41:43Z Sebmol 14 Redirecting to [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 1663 4898 2006-08-16T18:31:39Z Sebmol 14 warning for pages that were deleted because they were C&P's {| class="messagebox" style='border: 3px #C00000 solid; margin-bottom: 1em; margin-left: auto; margin-right: auto; width: 80%' | style="padding: 10px" rowspan="2"| [[Image:Nuvola apps important.svg|80px|Warning]] | style='padding: 0.5em; text-align: center' | <big>'''This page has been deleted.'''</big><br /> |- | style="padding: 0.5em; padding-top: 0;" | The content on this page was copied and pasted directly from another project. In order to follow the provisions of the [[Wikiversity:Copyrights|license agreement]], pages should be imported rather than copied so the edit history is preserved. '''If you want to import a page from [[m:|Meta]] or [[b:|Wikibooks]], please list it at [[Wikiversity:Import]].''' |} 1664 76474 2007-01-15T15:07:39Z J.Steinbock 2353 Links <center><big>'''Welcome to the Faculty of Humanities!'''</big></center> {{Template:Portal_Header}} [[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]]</div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Faculty for Humanities</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P culture.png|right|69px|Humanities]] <font face="tahoma">Hello and welcome to the Wikiversity’s Faculty for Humanities. Here we share our knowledges about the human civilization. Join the team!</font> <font face="tahoma">Our faculty currently manages eight schools: [[School:Art and Design|School of Art and Design]], [[School:Classics|School of Classics]], [[School:Comparative Mythology|School of Comparative Mythology]], [[School:Law|School of Law]], [[School:Language and Literature|School of Language and Literature]], [[School:Music|School of Music]], [[School:Philosophy|School of Philosophy]], and [[School:Theology|School of Theology]].</font> <font face="tahoma">Have fun attending our courses! Also, feel free to join and contribute yourself.</font> <font face="tahoma">Perhaps you are also interested in ''[[School:History|School of History]]'', part of the ''[[Portal:Social Sciences|Faculty of Social Sciences]]''.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">'''Featured Content'''</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:Dialectos del castellano en España.png|44px|left|Art and Design]] <font face="tahoma">[[Image:あ-bw.png|thumb|right|See also: [[Hiragana & Katakana]]]]Introductory [[Spanish]] is under development by the Wikiversity [[Topic:Foreign Language Learning|Center for Foreign Language Learning]]. Learners of Spanish are currently grouped for two levels, [[Spanish/Spanish One|Spanish I]] and [[Spanish/Spanish Two|Spanish II]]. Spanish learners at Wikiversity are making use of the [[b:Spanish/Contents|Spanish Wikibook]] and other [[Spanish/Spanish One/Resources|online resources]]. Wikiversity has a growing collection of [[:Category:Japanese|learning resources for Japanese]]. At [[Pronunciation of Japanese]], audio files are used to guide learners ([[:Image:Ja-botchan 1-1 1-2.ogg|example]], help for [[w:Wikipedia:Media help (Ogg)|OGG audio files]])). This Wikiversity lesson also makes use of resources at Wikibooks. [[History of Quebec and Canada/Study Guide]] - for Quebec High School students.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Art and Design</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P art.png|44px|left|Art and Design]] <font face="tahoma">At the '''[[School:Art and Design|School of Art and Design]]''' you can share knowledge of the methods and history of art. The school provides several specified learning centres and institutes.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">School of Classics</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P parthenon.svg|44px|right|Classics]] <font face="tahoma">The '''[[School:Classics|School of Classics]]''' is a storehouse of knowledge about the ancient Greek and Roman cultures. Here you can explore their famous civilizations.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Comparative Mythology</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P history.png|44px|left|Comparative Mythology]] <font face="tahoma">In the '''[[School:Comparative Mythology|School of Comparative Mythology]]''' one will find courses on many ancient mythologies and religions.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Languages and Literature</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P writing.svg|44px|right|Language and Literature]] <font face="tahoma">One of our oldest and most prominent schools, '''[[School:Language and Literature|School of Language and Literature]]''' is the right place for those who want to learn a foreign language or explore the wonderful world of books. The school also provides several specialized centres, such as the ''[[Portal:Writing Center|Writing Centre]]''.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">School of Law</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:Derecho-icon.png|33px|left|Law]] <font face="tahoma">The '''[[School:Law|School of Law]]''' is for those who wish to learn about the law systems and the history of law.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Musical Academy</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P treble clef.svg|44px|right|Music]] <font face="tahoma">The '''[[School:Music|School of Music and Dance]]''' deals with, as many people agree, one of the most important and most beautiful aspects of the human civilization. Includes ''[[Topic:Music in Film|Music in Film]]'' for creating music for motion pictures.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Academy of Philosophy</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P philosophy.png|33px|left|Philosophy]] <font face="tahoma">'''[[School:Philosophy|School of Philosophy]]''' studies the life, the society and the world culture.</font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">School of Theology</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P religion.png|44px|right|Theology]] <font face="tahoma">At the '''[[School:Theology|School of Theology]]''' one can introduce oneself with the different religions. The school has several institutes, such as ''[[Topic:Roman Catholic Studies|Institute for Roman Catholic Studies]]'', ''[[Topic:Jewish Studies|Institute for Jewish Studies]]'', etc.</font> </div><br /> <div style="font-variant:small-caps;text-align:center;"> Wikiversity <div style="color:#444444;font-size:200%"> '''Faculty of'''</span> [[Image:P anthropology.png|77px|center|Faculty for Humanities]] <span style="color:#999999;font-size:90%">'''Humanities'''</span></div> </div><br /> {| align="center" | <center>[[Image:P art.png|66px|arts]]<br>'''[[School:Art and Design|School of<br>arts and<br>design]]'''</center> | <center>[[Image:P parthenon.svg|66px|classics]]<br>'''[[School:Classics|School of<br>classics]]'''</center> | <center>[[Image:P history.png|66px|mythology]]<br>'''[[School:Comparative Mythology|School of<br>comparative<br>mythology]]'''</center> | <center>[[Image:Derecho-icon.png|66px|law]]<br>'''[[School:Law|School of<br>laws]]'''</center> |}<br /> {| align="center" | <center>[[Image:P writing.svg|66px|languages and literature]]<br>'''[[School:Language and Literature|School of<br>language and<br>literature]]'''</center> | <center>[[Image:P treble clef.svg|66px|music]]<br>'''[[School:Music|School of<br>music]]'''</center> | <center>[[Image:P philosophy.png|66px|philosophy]]<br>'''[[School:Philosophy|School of<br>philosophy]]'''</center> | <center>[[Image:P religion.png|theology]]<br>'''[[School:Theology|School of<br>theology]]'''</center> |}<br /> <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Useful textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:40%;font-size:95%;color:#000"| *[[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]] *[[b:Wikibooks:Arts bookshelf|Arts bookshelf]] *[[b:Wikibooks:Social sciences bookshelf|Social sciences bookshelf]] |style="width:50%;font-size:95%"| *[[b:Wikibooks:History bookshelf|History bookshelf]] *[[b:Wikibooks:Language and literature bookshelf|Language and literature bookshelf]] *[[b:Wikibooks:Law bookshelf|Law bookshelf]] |style="width:10%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia for humanities</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |'''[[Wikipedia:Humanities|Humanities on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Humanities|Humanities on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Humanities|Humanities on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Humanities|Humanities on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Humanities|Humanities on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Humanities|Humanities on Wiktionary]]''' |} </div > </div > <br /> <div style="margin-top:-3px; text-align: center; font-size: 98%;"> [[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]]</div> __NOTOC__ __NOEDITSECTION__ [[Category:Humanities|*]] [[Category:Wikiversity portals|Humanities]] 1665 79774 2007-01-21T23:45:00Z JWSchmidt 20 from [[Portal:Social Sciencesnew]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] [[Category:Wikiversity portals|Social sciences]] 1670 75242 2007-01-13T15:26:37Z JWSchmidt 20 Reverted edits by [[Special:Contributions/81.170.100.211|81.170.100.211]] ([[User_talk:81.170.100.211|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] :'''''Note''': Wikiversity does not confer degrees.'' But it will help you get a degree. === Where to start === There are a lot of distance learning courses and degree programs on the internet. To start you on your journey, here are some useful links http://www.johnbear.net/ - Bear's Guide to Distance Learning http://www.worldwidelearn.net/ = World Wide Learn http://www.gnacademy.org/ - Globewide Network Academy distance learning database === How wikiversity can help you === Wikiversity can help you connect to other students and teachers. There is more than enough open courseware and material online and distance learning infrastructure so that someone can be able to get an accredited degree. The trick is organizing the material. == Goal of degree plans == * They get you an accredited, academically respected degree at the end * The degree plans must be *open* and *flexible*. It should be possible for a student to take a degree plan and change it to meet their requirements. The degree plans must also not have any admission requirements. There should be no gatekeepers. * The open architecture nature of wikiversity is what should make it attractive and cheaper. You can and should swap in and out degree components. === Components of a degree program === * Formal book learning. This is the easiest part to provide on the internet. * Hands-on training. If you want to be a brain surgeon or physicist, you need hands-on training. The degree plan should include ways of getting this hands-on training. * Social networks. This is the most important part of the degree program. The student needs to have access to a rich set of social relations. This is the part that wikiversity can provide. * Academic support. This includes things like financial aid, student health counseling, academic advising, career services. === Types of assessment === There are a variety of ways to receive college-level credits through open learning and assessment including: * Prior learning assessment and recognition (PLA, PLAR) * Portfolio based assessment * Exam based ([[Wikipedia:College_Level_Examination_Program|CLEP]]) === Bachelors === The following are accredited schools in the United States that will provide credit for open learning materials * [http://www.tesc.edu/ Thomas Edison State College] * [http://www.charteroak.edu/ Charter Oak State University] * [http://www.excelsioruniversity-edu.org/ Excelsior University] * [http://www.wgu.edu/ Western Governor's University] The challenge is to organize the material online so that it fits into the curriculum guidelines of these universities. * [[School:Phyiscs/Bachelor of Science|Bachelor of Science in Physics]] * [[School:Computer Science/Bachelor of Science|Bachelor of Science in Computer Science]] Just some theory to grant degrees you need * book learning - this is the easy part. all of the stuff is already out there. * experiential learning - this is the harder part, but it can be gotten through internships and the like * social networks - You need to be interacting with other students, teachers, and constantly talking with them. Creating and organizing these networks is the crucial missing piece that the wiki provides. This is why I think it is accurate to say that the degrees will come from Wikiversity rather than through Thomas Edison State College, since the actual social networks which is the crucial part of learning can be provided by Wikiversity. === Masters === === Doctoral === Doctoral degrees are a little weird. If you can get five scholars respected in a field to sign a piece of paper saying that they think that you are a doctor in the field, and are willing to stake their reputation on this, then boom, you are a doctor in the field. However part of the training process in becoming a scholar involves learning not to sign pieces of paper easily. It actually wouldn't be that difficult for Wikiversity to set up a respected Ph.D. program. [[Category:Education]] 1673 48531 2006-11-25T20:55:07Z Elatanatari 2826 [[Job hunting]] I want to be a..... * [[Wikiversity:Professor|Professor]] * [[Wikiversity:Lawyer|Lawyer]] * [[Wikiversity:Petrophysicist|Petrophysicist]] * [[Wikiversity:Quant|Quant]] * [[Wikiversity:Linguist|Linguist]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1674 81018 2007-01-25T22:04:18Z Roadrunner 63 One in a series of career guides at wikiversity. == Resources == http://www.adjunctnation.com/ == The bad news == Even though the academic system in the United States is designed to train to be professors, the proportion of Ph.D. students that become tenured faculty is depressingly low (something like 15% of Ph.D. students). == Adjunct faculty == Community colleges and the University of Phoenix are constantly looking for adjunct faculty. The pay is rather bad, but the job can be very rewarding and educational. == The Saddam Hussein Effect == One thing that you will need to be aware of as a professor is that students will generally not tell you how bad they think you are. There are ways around this such as a final course evaluation, but the trouble with those is that by the time the evaluation happens it is too late to do anything useful in that information for that course. The other problem with course evaluations, is that if students are dissatisfied with a course, they generally are quiet about it, and grow more and more resentful, and by the end they can be very blunt and painfully loud about their feelings. One thing that the University of Phoenix does with its new faculty that is useful is to have a trusted third party conduct a mid-term evaluation. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1675 75809 2007-01-14T17:12:42Z Mystictim 626 added stub {{stub}} Part of a series of guides at [[Wikiversity:Career services]] == Resume writing == There are a number of guides that go into the mechanics of resume writing so it is unnecessary to go through them here. However, very few of them go into the psychology of resume writing, and why it is sometimes so difficult to write the resume. One key trick is this.... The resume is a 30 second commercial about you. It is not an autobiography. If you think of the resume as an autobiography, then writing it becomes difficult because adding and removing things means making a commentary about your life. If it is a 30 second commercial, then it becomes much easier. You are coming up with a jingle, and the resume is a piece of promotional literature. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1676 74214 2007-01-12T21:34:31Z JWSchmidt 20 [[Category:Education]] http://www.hslda.org/ - Home School Legal Defense Association http://www.hslda.org/laws - Home Schooling laws by state [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Education]] 1677 47808 2006-11-22T20:18:34Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Here are a list of case studies about online universities with experiences that might be useful to wikiversity Cool study on how location is no longer as important http://www.daniel-lemire.com/blog/archives/2006/08/09/big-schools-are-not-longer-giving-researchers-an-edge/ http://palinurus.english.ucsb.edu/BIBLIO-UNIVERSITY-history-of-university.html http://www.aau.edu/education/Merkel.pdf === University of Phoenix === The good thing about [[University of Phoenix]] is that it shows that certain things are possible. What UoP does is to use large numbers of adjunct faculty, create strong student groups, and then it is very strong on faculty training and evaluation. The problems with the UoP model * adjunct faculty are getting vastly short changed. You have 10 students that pay $1000 per course, and the faculty gets $1000. It *is* true that UoP provides huge amounts of academic support, but I suspect that it can be done more cheaply. * there are some definite conflicts of interest between UoP marketing and academics. Suppose UoP has a class that makes students really think about whether or not they want to be an MBA. It's not in UoP's interest to make students think about this, since they might conclude that they don't want/need an MBA. * issues of control. high-level knowledge production requires strong social networks and collective action. UoP discourages these networks and collective action. Once adjunct faculty start talking about developing new course, that moves control from the administration to the adjuncts, and once faculty start talking with each other about new courses, they are likely also going to be starting to talk to each other about pay and working conditions. === Olin College === Started with $500,000 and 300 students. The main thing that Olin had was very strong support from big name engineering types. === Diversity University === === Virtual Online University === One effort that was started in the mid-1990 using MOO's. What I think happened * MOO's created tight social networks * People used those social networks to create institutions of learning * Then commercial entities (Yahoo, AOL, Gaim) offered IM and other alternatives * This killed the social networks What I (User:Roadrunner) learned * You have to be willing and able to provide open source platforms. Having closed-source platforms is BAD because they attract people, but the platform users are unwilling to make changes to support academics. * Be careful of internecine warfare. One of the things about Wikipedia is that it has the critical mass so that no one flame war consumes the community and because there aren't key locuses of power that are targets for warfare. In a small community, these fights divided up people. * Interoperability is important. MOO's were never really interoperable so that improvements in X MOO get put into another one. * Open standards and code are important. MediaMOO died after the major entities tried to start a commercial company and then got bought out by Microsoft. === Globewide Network Academy === http://www.gnacademy.org/ Now just a database of distance learning courses. I (User:Roadrunner) am still president. I learned a *huge* amount about educational administration. The main points * to have a functioning institution, you need to worry about money, politics, and funding * I don't like worrying about money, politics, and funding * In the early stages people are willing to do a lot of stuff for free because of the novelity. After a technology becomes mature, the novelity factor wears off and you need to have funding, *if* your project is less than a critical mass of people. If you have a large number of people then people get social capital from participating, and you can divide up the work so that people do what they like. There is some hugely useful stuff on there, that needs to be moved over were the wikimedia social network can get at it. [[User:Roadrunner|Roadrunner]] 06:37, 7 August 2006 (UTC) === More notes on the MOO Universities of the 1990's === I think that three of the things that I learned in working on GNAcademy are 1) that traditional academia is less solid and impressive than it looks from the outside 2) that organizational stability and money are important (and that I hated working on these issues). 3) and that you really, really need to get a free culture infrastructure Someone probably should do a study on the rise and fall of MOO universities of the 1990's. The basic problem is that because people in the MOO environment were anti-commercial, there wasn't too much effort put into raising money through grants and other items. The problem then was that the technical architecture sufferred which meant that ordinary people started using yahoo chat, which meant that the community just collapsed. Something that WF needs to do is to make sure that the really key developers get funding to work on open source enhancements to MediaWiki. Something that killed MOO's is that the key developers started working on closed source projects. So the effort that the Wikimedia Foundation is putting into organizational stability and WYSIWYG ease of use is exactly the right thing to do. What I'd like to see wikiversity do is to serve as an enabler to help ordinary people get access to NSF grants and the like. Another thing to keep in mind is that A lot of projects are done by undergraduate students and graduate students who have huge reserves of time, energy, and new ideas, and not that much money. The problem happens when graduate students no longer are graduate students and have families and mortgages which require money to keep up. At this point a huge amount of experience just leaves the pool. If we really want to develop wikiversity, we need to look at the human lifecycle and develop institutions that work through the parenting years into retirement. The other thing that undergraduates and graduate students need to be aware of. The system is horribly exploiting your enthusiasm and new ideas and horribly underpaying you all. I don't know if anything can be done about it, but just realize that the problem exists. [[User:Roadrunner|Roadrunner]] 15:04, 10 August 2006 (UTC) [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Education]] 1678 53822 2006-12-11T17:57:34Z 125.16.150.4 /* Disadvantages */ === Forums === http://www.chronicle.com/ - Chronicle of higher education fora Different academic models: === University of Phoenix model === Courses are one month, when the students time devoted just to one course. Instructor provides weekly feedback to all students. Discussion is stimulated by instructor and is on an NNTP server which is accessible via outlook. Most professors are adjunct faculty. Tuition is $1000 per student with the faculty getting about $1000 in the end. Student evaluations done at the end. === Advantages === * Uses only non-proprietary software * High student interaction === Disadvantages === * May not be suitable for situations where learning requires time for information to seep in or where students have radically different levels of preparedness. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Education]] 1679 75452 2007-01-14T01:10:09Z JWSchmidt 20 [[Category:Travel]] == Useful links == http://chronicle.com/forums/index.php/board,40.0.html - Chronicle of Higher Education Travel forum I'm going to be in NYC and Boston in my academic travel. The reason for this is that "being there" is important ==Cheap hostels== NYC - ???? Boston - ? Paris - ? [[User:Roadrunner|Roadrunner]] 06:50, 7 August 2006 (UTC) [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Travel]] 1680 74200 2007-01-12T21:25:11Z JWSchmidt 20 [[Category:Free lance scholar]] === My academic budget === This gives you some idea of what it costs to be a free lance scholar One month US$1000/month which gives you $300/month travel to Boston/NYC. $300/month for one week hotels. and then $400/month for books and other expenses. [[User:Roadrunner|Roadrunner]] 06:52, 7 August 2006 (UTC) [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Free lance scholar]] 1681 47833 2006-11-22T20:25:13Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Here is a repository of free textbooks and educational materials: The question: How does one get access to online database? ==Online resources== ===General=== * [[b:Wikibooks:All bookshelves|Wikibooks (multilingual)]] - all resources are freely accessible and copyleft * [[s:Main Page|Wikisource (multilingual)]] - all resources are freely accessible and copyleft * [http://www.findarticles.com LookSmart Find Articles] - hosts HTML versions of countless journals; many of the articles are free to access * [http://books.google.com Google Books] - full text search for countless books; some have full text available * [http://www.textbookrevolution.org Textbook Revolution] * [http://www.arxiv.org Cornell University Library] * [http://www.nap.edu The National Academies Press] - PDF books both free and for sale * [http://www.gutenberg.org Project Gutenberg] * [http://www.openlibrary.org The Open Library] - a project of the Internet Archive ===Subject-specific=== * [http://adswww.harvard.edu Digital Library for Physics and Astronomy] * [http://www.geocities.com/alex_stef/mylist.html Textbooks in Mathematics] * [http://www.freebooks4doctors.com FreeBooks4Doctors medical books] ==Physical libraries== The easiest way of getting access to proprietary databases is to have a friend that works at a university. ===Public libraries=== The following passage is adapted from http://www.kk.org/cooltools/archives/001285.php. ---- Several large public libraries in the U.S.A. provide electronic access to vast document collections. Some of these libraries sell memberships for about $100 (annual membership fee) that allow access to commercial document databases. For example, the San Francisco Public Library provides access to about 100 document databases to members. The that to get a library card from the San Francisco Public Library you must prove residence in the state of California. Anyone living in California can get a library card for the San Francisco Public Library (for free) that give access to the JSTOR online journals. To get your card you need to go to the library in person. Ohio and Michigan have consortiums of public libraries that provide access to many databases. The New York Public Library allows membership to non-residents of New York and remote (internet) access to about 85 of its 300 document databases. These 85 databases do not include the JSTOR database. Access is provided to collections of e-books, audio books, and videos that are available for legal downloading. For the New York Public Library you can apply online and receive your card by mail. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Library and Information Science]] 1683 80240 2007-01-23T04:23:20Z JWSchmidt 20 from [[Portal:Interdisciplinary Studiesnew]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] [[Category:Wikiversity portals|{{PAGENAME}}]] 1684 80387 2007-01-23T17:54:27Z Scootavious 5710 /* Active participants */ {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} <center>[[Image:somwikiversity.gif|Wikiversity School of Music]]</center> Welcome to the Wikiversity '''School of Music and Dance'''. Music is an extremely broad topic. This school will offer learning material in music theory, composition, ear training, and history courses. The courses in each field of study are numbered in the order that the courses should be completed. Please feel free to add courses or subject matter. ==Divisions and Departments== Here are the current departments in the '''School of Music and Dance''' *[[Topic:Music in Film|Music in Film]] - participants study the history of music in film and create sound tracks for new movies. :*[[Wikiversity the Movie/music]] - participants make the sound track, including original music, for [[Wikiversity the Movie]]. :*[[Creating music with your PC]] - participants make music using their personal computer :*[[Mad Max's Course in Film Scoring for Motion Pictures|Film scoring introduction for filmmakers (non-musicians)]] - Lessons for non-musicians who want to learn to make music for motion pictures. (Estimated completion date<nowiki>:</nowiki> March 1, 2007) *[[Topic:Basic Blues & Rock|Basic Blues & Rock]] - participants learn and practice the fundamental patterns, chord progressions and other basics of Blues, Rock and related music styles. * [[Music Appreciation]] and History * [[Music Theory]] and Composition ::(<font color="maroon">Note to Instructors</font>: If you wish to start your own Division or Department in the '''School of Music and Dance''', please use the naming format of " '''<font color="maroon"><nowiki> [[Topic:</nowiki></font><Font color="Slategray">Your Department Name</font><Font color="maroon"> | </font><Font color="Slategray">Your full departmental name</font><font color="maroon"><nowiki>]] </nowiki></font>'''". Divisions and Departments of this school exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]].) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Pianist|Pianist]] * '''[[user:Mr Music|Mr Music]]''' <small>''[[user talk:Mr Music|play a note]]''</small> *[[User:chridall|Chridall]] *[[User:pedmands|Pedmands]] *[[User:Matt.kaner|Matt Kaner]] *[[User:HappyCamper|HappyCamper]] *[[User:Jechasteen|Jonathan Chasteen]] *[[User:CQ|CQ]] *[[User:Robert Elliott | Robert Elliot]], the primary instructor for the "[[Mad Max's Course in Film Scoring for Motion Pictures|Film scoring introduction for filmmakers (non-musicians)]]" *[[User:Jaakuuta|<b><i>Shadow Song</i></b>]] *[[User:Ahmednh|Ahmednh]] *[[User:Tristan|Capacchione]] *[[User:Taeke|Aidan]] *[[User:Scootavious|Scott]] ==School news== * '''August 15''' - School founded! == Learning resources == {{Template:Courses}} === Performance === *[[Keyboard Instruments]] :*[[Organ]] :*[[Piano]] *[[String Instruments]] :*[[Violin]] :*[[Viola]] :*[[Violoncello]] :*[[Bass]] :*[[Harp]] :*[[Guitar]] :*[[Banjo]] :*[[Ukulele]] :*[[Mandolin]] *[[Woodwind Instruments]] :*[[Flute]] :*[[Oboe]] :*[[Clarinet]] :*[[Bassoon]] :*[[Saxophone]] ::*[[Soprano Saxophone]] ::*[[Alto Saxophone]] ::*[[Tenor Saxophone]] ::*[[Baritone Saxophone]] :*[[Recorder]] *[[Brass Instruments]] :*[[Trumpet]] :*[[French Horn]] :*[[Trombone]] :*[[Tuba]] :*[[Euphonium]] *[[Percussion Instruments]] :*[[Auxiliary Percussion]] (cymbals, wind chimes, other toys, etc.) :*[[Concert Drums]] (snare drum, bass drum, timpani, etc.) :*[[Drumset]] :*[[Mallet Instruments]] (marimba, xylophone, vibraphone, chimes, etc.) :*[[Tabla]] (an Indian pair of drums) *[[Voice]] === Theory and Composition === The goal of the Theory and Composition department is to equip the student with the tools and skills necessary to compose, arrange and analyze music. At the completion of this course of study, students will possess the skills and knowledge of western theory, creative writing, arranging, as well as having a portfolio of original works. *[[Introduction to music|Introduction to Music]] *[[Fundamentals of Music]] *[[Music Theory I]] *[[Music Theory II]] *[[Music Theory III]] *[[Music Theory IV]] *[[Chords (music)|Chords]] *[[Harmony]] *[[Form and Analysis]] *[[Beginning Composition]] *[[Lyrical Composition]] *[[Counterpoint]] *[[Advanced Composition]] *[[Music Technology]] *[[Arranging]] *[[Orchestration]] *[[Final Theory Project]] *[[Music Appreciation]] === Musicology === *[[Intro to Musicology]] [http://en.wikipedia.org/wiki/Musicology] *[[Survey of Musical Genres]] *[[Music in Film]] *[[The Symphony and the Opera]] *[[Musicology Final Research Project]] *[[Ethnomusicology]] [http://en.wikipedia.org/wiki/Ethnomusicology] *[[New musicology]] [http://en.wikipedia.org/wiki/New_Musicology] *What is music? [http://en.wikipedia.org/wiki/Definitions_of_music] === History === <!--Please inform the School of History ([[School:History]]) about any resources created here--> ====Western Music==== *A Brief History of Western Music *[[Music of the Medieval Era]] *[[Music of the Renaissance]] *[[Music of the Baroque Era]] *[[Music of the Classical Era]] *[[Music of the Romantic Era]] *[[Music of the 20th Century]] === Jazz Studies === '''[[Topic:Jazz|Jazz]]:''' *[[Survey of Jazz History]] *[[Jazz Piano I]] *[[Jazz Piano II]] *[[Jazz Arranging I]] *[[Jazz Arranging II]] *[[Jazz Improvisation I]] *[[Jazz Improvisation II]] *[[Subgenres of Jazz]] === Hands On === *[[Building A Cigar Box Guitar]] [http://cigarboxguitars.com/workshops/How_To_Build_A_CBG.php] *[[CBG Building Tips]] [http://cigarboxguitars.com/features/Acoustic_CBG_Building_Tips.php] *[[Home Made Electric Pickups]] [http://cigarboxguitars.com/workshops/Pickup_Workshop.php] *[[Topic:Basic Blues & Rock|Basic Blues & Rock]] *[[Wikiversity the Movie/music]] *[[Jamming Online]] *... == Library == *[[w:Wikipedia:Sound/list|Musical works available for download]] *[[w:History of music|'History of music' on Wikipedia]] ==External links== *[[w:Wikiportal/Music|Wikipedia Music Portal]] *[http://www.wikia.com/wiki/Category:Music Music topics on Wikia] [[Category:Wikiversity schools|Music]] [[Category:Music]] 1685 77106 2007-01-16T17:35:41Z JWSchmidt 20 format ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ===Free Media=== *[[Independent Print Publication]] *[[Internet publication]] *[[Media Analysis]] *[[Intellectual Property]] *[[Micro-Radio]] ===Free Schools=== *[[Academic Freedom]] *[[Unschooling]] *[[Alternative Education]] ===Free Brains=== *[[Psychiatric Liberation]] *[[Cognitive Liberation]] *[[Neurochemical Liberation]] *[[The Question]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Interdisciplinary Studies]] 1686 62081 2006-12-22T16:48:04Z CQ 1939 /* Active participants */ enrolled + /* Resources */ [http://ecovillage.wikia.com Ecovillage Wiki] Welcome to the Wikiversity '''Division of Ecological Sustainability''', part of the [[School:Practical Human Life|School of Practical Human Life]]. ==Division news== * '''3 September 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:Toxicology|Toxicology]] * [[Topic:Permaculture|Permaculture]] * [[Topic:Energy Efficiency|Energy Efficiency]] * [[Topic:Eco-Design|Eco-Design]] * [[Topic:Education|Education]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). *[[User:CQ|CQ]] 16:48, 22 December 2006 (UTC) * ... ==Resources== *[http://ecovillage.wikia.com Ecovillage Wiki] * [[Category:{{PAGENAME}}| ]] [[Category:Interdisciplinary Studies]] [[Category:Pages moved from Wikibooks]] 1687 76266 2007-01-15T02:55:19Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] Alumni services are important because it creates a circle of power. People graduate from the university and then they get into positions of power. These gets the university social networks and money. The important thing about wikiversity is to make people feel like they *belong* to a community of people. [[User:Roadrunner|Roadrunner]] 06:42, 7 August 2006 (UTC) [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] :How can facilitate networking? Do we want to go for the social networking approach? Once a course or topic garners enough interest, we should give it an IRC channel, and schedule regular meetings. ::Why not start out with just a Wiki page, and people writing little comments about themselves? --[[User:HappyCamper|HappyCamper]] 14:53, 27 September 2006 (UTC) [[Category:Education]] 1688 50397 2006-12-01T01:52:04Z Mindfulless 3687 /* Links */ :''Note: [[Wikiversity:What Wikiversity is not|Wikiversity does not confer academic degrees/diplomas/certificates etc]]'' Part of the [[School:Physics and Astronomy|School of Physics and Astronomy]] * [[/Feedback|Feedback on current degrees]] * [[School:Physics/Getting into physics graduate school|Getting into physics graduate school]] * [[/Todo|Todo]] === Links === http://www.unisa.ac.za/ South African University w/ Physics degree via mail http://www.time.com/time/magazine/article/0,9171,1226150-5,00.html http://mitworld.mit.edu/video/373/ - Woodie Flowers on a liberal education for the 21st century http://www.aau.edu/education/Merkel.pdf - Undergraduate Research Help wanted: Need comments from the following * People familar with the Thomas Edison State College or Charter Oak procedures. Anyone who has gone or is going through their program * People familar with undergraduate physics degrees in other schools. People who are interesting in taking a physics undergraduate degree * People in graduate physics admission committees and employers * Students and potential students. Need to find out if this degree plan is attractive to people, and we may need some beta testers that are crazy enough to try to do this. This page came out of wikimania 2006, and it's my effort to put together a curriculum which will get you an accreditted Bachelor of Science in Physics using free (as in speech) materials. The actual degree will be issued by what I call a "brokerage school" (i.e. someone like Thomas Edison State College) that turns life experience into credits. This will involve a lot of investigation into the little academic details of the schools. The other thing that is important, is that I'd like to try to see how one could provide the "experience" of getting a Bachelor of Science in Physics. The crucial bit involves working in a research lab or getting an internship. That part is actually more important than the "book work" since getting an internship and letters of recommendation are what really get you into graduate school. The other crucial part is that I need for this to be a degree that will actually get you into a physics doctoral program. So one thing that I will do is to ask people on graduate admission's committees their opinions on this. Also, something that would be useful is to just get a list of physics schools, and list whether or not they you should even think of applying there with a degree from wikiversity. (Again, the internships are more important than the book work, but we then need to look at the internships to see if they will take you.) I'll also try to get some input from the professional societies (i.e. AAS, AIP etc.) It will take me a few months to get this together, but since it is a wiki, feel free to add your contributions. I'll try to put enough of a sketch so that people can fill in material. [[User:Roadrunner|Roadrunner]] 07:23, 7 August 2006 (UTC) Here are the basic links Here is the degree program for TESC http://www.tesc.edu/prospective/undergraduate/degree/ba.php For Charter Oak http://www.charteroak.edu/Prospective/Programs/Concentrations/Physics.cfm For Excelsior https://www.excelsior.edu/portal/page?_pageid=57,55694&_dad=portal&_schema=PORTAL For MIT http://web.mit.edu/physics/undergrad/index.html One thing that is especially interesting for MIT is that they have changed the degree so that the main point is not to get into grad school as was the case in 1991. I'm using "creating a degree that will get you into grad school" as a requirement, because that is what I know. The problem is that what I'm doing is possibly self-defeating. If this works and you have hundreds of thousands of students qualified for physics graduate school and not a massive expansion in physics graduate schools, then this will be bad, which means that after this project is more or less complete, the next step is to figure out how to massively expand graduate education in physics, which gets into social priorities (you see now why I want discussions of getting funding). This goes with my challenge to MIT. MIT does not scale. The trick reason that I'm doing this is that I think it would be good to be able to provide an MIT quality of undergraduate physics education to millions of people, and not just twenty year olds. The hard part in all of this involves generating the social networks and communities. The "book learning list" is just a skeleton. === Basic Strategy === The basic strategy is to use the MIT Course 8 curriculum as a template and then match it with the requirements of either Thomas Edison or Charter Oak which will issue the final degree. That's the easy part. The hard part will be to find proxies for a lot of the expertial learning and social networking that occurs. The expertial learning will require some sort of intership, and possibly a tutorial model. The social networking will require finding communities if they already exist or building communities if they don't. [[User:Roadrunner|Roadrunner]] 07:55, 7 August 2006 (UTC) === MIT Course 8 Focused Option === Course VIII Focused Option The Course VIII focused option is designed to provide the best possible preparation for graduate study in physics. Many students have also found this program to be an excellent, broad based preparation for professional work in related fields such as astrophysics, biophysics, geophysics, and many engineering disciplines. The focused option is unusual among pre-professional programs at MIT in that it offers a particularly large amount of elective freedom: as many as six subjects may be chosen as unrestricted electives without exceeding the minimum requirements for an undergraduate degree. The Departmental program for the focused option consists of the following required subjects and restricted electives. The full requirements for the degree, including the General Institute Requirements, may be found in the MIT Bulletin. Required Subjects * 8.03 Physics III [[vibrations and waves]] * 18.03 or 18.034 [[Differential Equations]] * 8.033 [[Study guide:Relativity|Relativity]] * 8.04 [[Study guide:Quantum mechanics I]] * 8.044 [[Basic thermodynamics|Statistic mechanics I]] * 8.05 [[Quantum Mechanics II]] * 8.06* CI-M [[Quantum Mechanics III]] * 8.13* CI-M [[Experimental Physics I]] * 8.14 [[Experimental Physics II]] * 8.ThU [[Undergraduate Research Project]] Restricted Electives One subject given by the Mathematics Department beyond 18.03 Two additional subjects given by the Physics Department beyond 8.02 including at least one of the following: : * 8.07 : * 8.08 [[Study guide:Classical mechanics|Classical mechanics]] : * 8.09 === Notes === The undergraduate physics student should be able to read and understand papers in physics. Here is a page by Nobel Prize-winner Gerard 't Hooft called "How to Become a Good Theoretical Physicist." http://www.phys.uu.nl/~thooft/theorist.html === Textbooks === List of free physics textbooks: http://textbookrevolution.org/tag/physics/ This may be a sucker site. I attempted to download the zip version of Electromagnetism Field Theory alleged to be equivalent to the classic in the field authored by Jackson. I received nothing except long lists of advertisement and links to commercial products. [[user:lazyquasar]] There are also some books on Gerard Hooft's page, mentioned above. [[user:derian]] I found the following link through textbookrevolution, has a great list of open course content. http://opencontent.org/ocwfinder/ many of it's findings are on http://ocw.mit.edu/OcwWeb/ not sure how this will all fit in but throught I should through it out there. [[user:RichMac]] === Replicating the MIT experience === This is going to sound a bit like haliography but it isn't. It's an effort to demystify MIT. There are a lots of good things about an MIT degree, but if you go through and look at it point by point, there really isn't anything that can't be replicated in an open architecture. The goal here is to figure out how to scale the degree. Notes on replicating the MIT physics degree; some comments on subfactors. * teamwork and social support - the key is replicating the social networks that form between students in the course of taking the degree. One thing that is the case is that physics students are incredibly supportive, and there is much too much work for any one student to do on their own. The other thing is that there is very little in the way of a "weed out" mentality and the pass rates are actually quite high. The other thing is having students constantly complain about the professors (some of whom are quite awful at teaching) is useful since you have a support group. ** An obstacle in emulating mutual homework help (ahem) would be an efficient and easy way to enter equations in online, so that students can show their peers their partially-completed work. LaTeX looks pretty and is perhaps the fastest way to typeset equations, but it's really nothing like the real thing - fountain pen and parchment paper. ** With an online course, there really isn't much to complain about the prof. A moderately evil prof expects that you've memorized the Navier-Stokes equation in spherical-tensor form, while a totally evil prof makes you do pointless contour integrals under timed constraints. But: Exams should be open book, since students are going to have book-itchy fingers during exams anyway (read: proctored by a virtual bot). In an advanced physics course, computational support from Mathematica, for example, should also be allowed during exams. One thing that University of Phoenix has illustrated is that this sort of team building *can be replicated* online. * pace and pressure - MIT is a huge pressure cooker that results when you get lots of people with type A personalities in one place. (New York City is also the same way.) The nice thing about MIT is that it teaches you how to manage stress. This is actually something that you need to replicate, but it needs to be done very carefully. The problem with pressure is that you need have safety nets available so that people don't get overwhelmed. This is difficult enough in an physical environment, and it is really hard in an online environment. My experience is that online, it's very easy for someone to "go dark" and disappear. The other problem with open architectures is the issue of "assumption of responsibility." If a student on the MIT campus has some serious medical issues, then MIT assumes responsibility. In an online environment this is harder. * rich environments - Walk down the hallways at MIT, and you can see something happening, and it's not hard to ask the right people and get involved in something that is happening. Just as an example, if you walk down the hall, you see vats of liquid nitrogen (they are like water fountains). This affects your thinking in subtle ways. * science culture - You see seminars, people arguing, the process of reading and writing journal articles. How do we incorporate that into the curriculum. Bad things * brutality - There is an element of brutality, but one thing that I found is that the element of brutality is nowhere as bad at MIT as it is in other places. Again, you can look at the pass rates. Any program which doesn't have 80-90 pass rates and which is proud of not having 80-90 pass rates has some serious issues. * danger - The MIT undergraduate program is very dangerous. What happens is that there are a lot of "exposed gears" which can psychologically do very, very bad things. The problem is that if a student reacts to pressure and stress by withdrawing, this causes a downward spiral whose results are not pretty. * scalability and flexibility - The basic problem is that as it currently exists the MIT degree does not scale and it is designed for full-time undergraduate students. This has subtle effects. If you are 19, the MIT experience is useful to teach you how to deal with pressure and stress. If you are 35, you've probably already learned how to deal with pressure and career related stress, and this isn't a useful part of the curriculum. The other thing is that degree programs naturally attract very driven people, who are busy and stressed out of their minds. === The informal curriculum === * No multiple choice tests - All evaluation should consist of hand graded individually graded assignments * No weed out classes * Encouragement of team work === Summer Internships === (Note: Can someone more familar with the NSF REU program put in more stuff in here. Also I'm interested to know how the REU programs handle students older than average.) *http://www.aas.org/career/Summer.html *http://www.yale.edu/yser/links/extramural.html *http://www.phds.org/graduate-school/undergraduate-research/ *http://www.phds.org/graduate-school/undergraduate-research/summer-internships-2/ *http://www.yale.edu/yser/links/extramural.html *[http://www.nsf.gov/crssprgm/reu/list_result.cfm?unitid=69 NSF-funded REU Physics Programs] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Physics]] 1689 76297 2007-01-15T03:02:49Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Rayc|Rayc]] using [[Wikiversity:Rollback|rollback]] == Course Description == An overview of the history of independent print media. Practical considerations in the production of independent print media. The political and social ramifications of such media. Technologies used in the production of such media. == Course Contents == ===Types of Media=== *[[/Zines|Zines]] *[[/Underground Newspapers and Magazines|Underground Newspapers and Magazines]] *[[/Pamphlets|Pamphlets]] *[[/Flyers|Flyers]] *[[/Samizdat|Samizdat]] ===Print Technologies=== *[[/Photocopying|Photocopying]] *[[/Lithography|Lithography]] *[[/Small Presses|Small Presses]] == Readings == == Projects == Make a meta-zine about the technology available to you and how that alters your ability to communicate with the world. == The Outside World == [[Category:Media]] 1692 68453 2007-01-09T00:18:59Z JWSchmidt 20 /* Projects */ [[Internet Publication]] == Course Description == The internet has revolutionized the way information flows in our society. This course focuses on exploring the evolution of the internet and how its structure democratizes the sources of knowledge. This is an attempt to fuse media theory, computer programming, and political science into a synthesis exploring the potential of the internet and other technologies to make our public life more participatory, egalitarian, and liberated. == Readings == *[[b:Open Source|Open Source]] *[[b:Wiki Science|Wiki Science]] == Projects == *[[MediaWiki Project]] - guides participants from introductory HTML to advanced MediaWiki hacking.... participants develop new MediaWiki features for the Wikiversity community *[[Topic:MediaWiki]] - department of the School of Engineering and Technology for understanding and using MediaWiki software. *[[Wiki]] - learning project devoted to learning how to use wiki technology to facilitate online learning. *[[Free online peer reviewed journals]] - directory of Free online peer reviewed journals *[[Bibliography and Research Methods]] - find out how to properly obtain sources for Wikiversity to properly and successfully conduct research *[[Wikiversity:Publishing original research]] *[[Internet Publication]] *... == The Outside World == *[http://freenetproject.org/ Freenet] *[http://www.eff.org/ Electronic Frontier Foundation] [[Category:Media]] 1693 45482 2006-11-14T04:53:57Z Rayc 57 cat == Course Description == Is our media biased? Who controls content on television, radio, newpapers, magazines, websites. What aims or ulterior motives can the owners of a media outlet have? == Readings == Manufacturing Consent: Noam Chomsky == Projects == ''Research the following companies and report:'' '''National Amusements''' owner of Viacom and CBS :[[w:Viacom#Assets|Viacom's Assets]] :[[w:List_of_assets_owned_by_CBS|CBS Assets]] '''General Electric''' owner of NBC :[[w:List_of_assets_owned_by_General_Electric#Media|GE Assets]] '''News Corporation''' owner of FOX :[[w:News_Corporation#Holdings|News Corporation Holdings]] '''The Walt Disney Company''' :[[w:The_Walt_Disney_Company#Media_Networks|Disney Media Holdings]] '''Time Warner''' owner of Time Magazine, AOL, CNN :[[w:List_of_assets_owned_by_Time_Warner|Time Warner Assets]] == The Outside World == *[http://www.indymedia.org The Independent Media Center] *[http://www.adbusters.org Adbusters] [[Category:Media]] 1695 28610 2006-09-22T01:28:31Z Rayc 57 == Course Description == == Readings == ===Texts=== *[[b:US Copyright Law|US Copyright Law]] *[[b:US Patent Law|US Patent Law]] *[[b:US Trademark Law|US Trademark Law]] == Projects == == The Outside World == [[Category:Law]] {{stub}} 1696 7086 2006-08-18T03:21:02Z Robert Horning 22 Changing the link to more standard naming convention [[Wikiversity:Teaching | teaching]] - [[Wikiversity:Learning | learning]] - [[Wikiversity:Discussing | discussing]] - [[Wikiversity:creating | creating]] - [[Wiki 101|thinking]] 1697 53049 2006-12-08T21:44:15Z SB Johnny 61 Reverted edits by [[Special:Contributions/143.111.22.24|143.111.22.24]] ([[User_talk:143.111.22.24|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {| cellpadding="3" cellspacing="0" style="float:right; margin:5px; border:3px solid; border-color:#EFEFEF; text-size: small;" | style="border-bottom:3px solid; background:#cccc99;" | <div style=";text-align:center;">'''[[Wikiversity]]'''</div> |- |'''[[Wikiversity:Wikiversity project proposal|Project proposal]]''' |- |[[Wikiversity:Scope]] |- |[[Wikiversity:Example|About Wikiversity (draft)]] |- |[[Wikiversity:Learning]] |- |[[Wikiversity:Online Course]] |- |[[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- |[[m:Special_projects_subcommittees/Wikiversity|Wikiversity subcommittee]] |- |[[Wikiversity:Moving Wikiversity forward|Moving Wikiversity forward]] |- |[[Wikiversity:Wikiversity (overview)|Wikiversity overview]] |- |[[b:Wikiversity|Wikiversity in Wikibooks]] |- |bgcolor=#cccc99| <div style="float:right;"><small>{{ed|Wikiversity|}}</small></div> |- |([[m:Wikiversity/Example|originally at the meta-wiki]]) |} 1698 5144 2006-07-02T03:52:13Z Brion VIBBER 1 Reverted edits by [[Special:Contributions/125.235.50.113|125.235.50.113]] to last version by Omniplex <small class="editlink">[{{fullurl:Template:{{{1}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1}}}}}}]</small><noinclude> ---- <!-- docu of course not included --> For '''small''' edit links to a template {{{1}}}: :[[Template:Ed]] results in <small><u>{{MediaWiki:Edit}} {{{1}}}</u></small> or <small><u>{{MediaWiki:Edit}} {{{2}}}</u></small> ::'''{{MediaWiki:Edit}}''' set by [[MediaWiki:Edit]] (naive I18N), ::use {&#123;<small> </small>[[Help:Magic words|lcfirst]]:{&#123;ed<tt>|</tt>{{{1}}}&#125;}<small> </small>&#125;} for lowercase. :[[Template:Edi]] results in <small><u>{{{2}}}</u></small> or <small><u>+/-</u></small> '''Other languages:''' {{H-langs:ed}} [[Category:Handbook templates|{{PAGENAME}}]] </noinclude> 1699 68759 2007-01-09T23:37:48Z JWSchmidt 20 [[Category:Media]] == Course Description == Basics of low-wattage radio broadcasting. The practical electronic needs, FCC laws and the subtle shades thereof, and a social analysis of the importance of people-owned audio media. == Readings == ===Texts=== *[[b:Amateur Radio Manual|Amateur Radio Manual]] ==Syllabus== *[[/Basics of radio station electronics/]] == Projects == *[[/Build a micro-radio station/]] *[[/Radio-free radio/]] == The Outside World == {{stub}} [[Category:Media]] 1700 5159 2006-08-16T20:09:23Z Sebmol 14 Redirecting to [[Wikiversity:Import]] #REDIRECT [[Wikiversity:Import]] 1701 74246 2007-01-12T21:55:40Z JWSchmidt 20 [[Category:Wikiversity culture]] [[User:Roadrunner]] Looking for: Co-authors on papers in quantitative finance specifically papers on the valuations of Shanghai warrants. Particularly interested in people with trading experience. Can provide: I can tutor astronomy and C++. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Wikiversity culture]] 1702 61600 2006-12-20T06:58:27Z Remi0o 3985 /* Far Future */ Accreditation in the United States is a lot simpler than people think. What you need to show the accreditators is that you have clear academic goals, and then the financial and human resources to achieve those goals. The main purpose of accreditation is to insure that the university doesn't go bankrupt while the student gets their degrees. Accreditors tend to be very favorably disposed toward new universities. We can thank the efforts of University of Phoenix and Capella that fought that battle. It's also probably unnecessary for Wikiversity. There are several ways of converting knowledge to degrees, that it's not necessary for Wikiversity IMHO to reinvent the wheel. [[User:Roadrunner|Roadrunner]] 21:27, 5 August 2006 (UTC) ---- The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from accreditation. See the [[m:Wikiversity/Original proposal|feedback]] from the Board on the original Wikiversity project proposal. ===See also=== *[[Wikiversity:Creation of Free Online University]] == Far? Future == I think that at this moment in time, there is no possible way to Wikiversity to be considered a "credible" university in the eyes of wider society worthy of ac'''credi'''dation. It does not seem this should be the focus as this point in time. It does seem like right now that we should focus on developing a solid core structure and system of the way information and knowledge is conveyed. Perhaps once departments seem like cohesive units that really have state of the art and advanced information and knowledge, and people are using Wikiversity to gain as much knowledge as they would at already accredited university, then accreditation will seem like a natural progression. --[[User:Remi0o|Remi0o]] 06:53, 20 December 2006 (UTC) [[Category:Wikiversity|Accreditation]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1703 74137 2007-01-12T20:23:16Z JWSchmidt 20 [[Category:History of Wikiversity]] Lets think this through, what do you need to create an institution which is competitive with the Ivy League schools (Harvard, Yale) yet scalable to reach hundreds of millions of people? You need to talk money, power, and social networks. Money and power are all based on social networks, and wikis create social networks. The basic model. The medical doctor model. Professors setting up private practice to teach with wikiversity being the social glue to make this work. What do you need for a world class university? * Alumni networks. They get you the money, power, and credibility * Career services. They help from the alumni networks. * Student advising and counseling. * Professional interaction. Notices of conferences. Getting hooked up with co-authors. * Fundraising and development. Who are the gatekeepers? Professional societies and peer-reviewed journals. What does an independent professor need? Notices of conferences. Interaction with other people in the research community. People do handle the annoying administrative bits (recordkeeping, grants administration). Social support network (people offering sympathy at trying to balance career and family, feedback) Note. People who are interested in academia are not looking to make huge amounts of money. If you can create a system by which an independent scholar can live a reasonable upper middle class lifestyle, you've already got a cadre of teachers. Look at the number of people who are willing to get paid peanuts as adjunct faculty at community colleges and UoP. There is a *vast* community of people at the margins of the system that can be mobilitized. The type of information that would be useful for creating a world class research/teaching institution: 1) How do I raise money? Talk about how to prepare grants. Career advice. Networking. 2) What do I study? There is no reason for Wikiversity to reinvent the wheel. There are already a number of ways people can convert learning into accredited degrees. There just needs to be a forum for people to be able to share information on how to do this. 3) Feedback for professional academics. Pre-peer review. When is the next conference on X? What jobs are available. What the Wikimedia Foundation can provide. a) Grant support. WF is already going to have to have an infrastructure for getting and accounting for grants. It can "open architect" that infrastructure to allow independent academics apply for grant money with WF as custodian. b) Matchmaking services. Match co-authors. Match people to conferences Apply the open source development model to academic research and scholarship. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:History of Wikiversity]] 1704 49238 2006-11-27T05:21:28Z AmiDaniel 3334 Try the very general [[:Category:Social Sciences]] == Course Description == How to quit school and get a real life and education. The best ways to escape the worst aspects of public schooling, how you can and why you might want to. == Readings == *Deschooling our Lives ed. Matt Hern *The Teenage Liberation Handbook by Grace Llewelyn *[http://www.johntaylorgatto.com/underground/toc1.htm The Underground History of Public Education] by John Taylor Gatto *Dumbing Us Down by John Taylor Gatto *Savage Inequalities by Jonathon Kozol *Free Schools by Jonathon Kozol *[http://www.holtgws.com/teachyourown.html Teach Your Own] by John Holt *[http://en.wikipedia.org/wiki/Networked_learning Networked Learning] == Projects == == The Outside World == *[http://www.barringtoncollective.org The Barrington Collective] *[http://www.albanyfreeschool.com Albany Free School] *[http://www.northstarteens.org North Star: Self-Directed Learning for Teens] [[Category:Social Sciences]] 1705 75458 2007-01-14T01:15:08Z JWSchmidt 20 [[Category:Wikiversity culture]] Every Wikiversity participant must evolve their own role at Wikiversity and take personal responsibility for its effective pursuit and implementation. == Some standard prototypes == Allegedly well tested. Tried, true, and available from previous learning environments. Hopefully elements or characteristics may be productively copied and pasted into personal role definition and playing efforts. * Student - Primarily here to learn. Willing to allow efforts to be assimilated by community and modified for benefit of others worldwide. * Instructor - Primarily here to teach, coach, mentor, evaluate or otherwise assist students in learning. Takes satisfaction that each Socratic pearl and resulting discussing may be polished and grow through the ages and eons as occasionally a new oyster adds a layer to creating a larger pearl. * Researcher - Gathering, analyzing, and presenting new information regarding some subject to some selected segment of the rest of humanity. If the data collected and results are reported locally then the FDL implies the selected segment is all future sentients with access to the Terran Educational Grid or Wikiversity. Perhaps a template can be devised whereby any data and results collected on individual participants must be FDL released within a decade. Other templates could guarantee non tracking (true privacy), financial benefits accruing to the Wikiversity endowment fund, or immediate access to all resulting data ... sort of an inverse of double blind experiments ... full disclosure on demand by interested lab rats. * Editor - Modifying and improving the content, presentation, precision, sourcing, etc. of others work. Obviously any effective feedback to originator shifts this role towards embracing aspects of the instructor ... interestingly enough. This is true without further specific participation of the editor should the originator of the material learn anything from a different comparison of the original to the edited version. * Facilitator - Help things happen. * Mediator - Help damp out damaging (to whom? combatants, wikiversity, mediator, one of the combatants, U.S. interests abroad, alleged Martians at Grokster, ...) consequences of conflict and instruct/coach/mentor combatants in more social methods of civilized discourse. * Typesetter - Works for publisher * Publisher - Provides internet infrastructure necessary to deliver content to consumers. Much our initial infrastructure is currently created and maintained by the <b>Wikimedia Foundation</b>. Links to other potentially useful learning environments or materials help extend our virtual learning processes. * Inspector - Looks for ways to improve; compliance with applicable policies and regulations; performance evaluations of processes and participants for various purposes (parental, employers, personal, private, public, etc.) * Philanthropist - Contributes something of perceived value to the rest of civilized humanity either now or in the future without a quid pro quo or immediately apparent personal gain. == Participant Roles at Wikiversity == Please do not place other people on this example list without specifically expressed permission from them. Some concise summaries of personal roles are documented in greater detail at the individual participant user pages: * [[User:Lazyquasar|Lazyquasar]] 15:58, 29 November 2005 (UTC) Primarily a student, researcher, and facilitator seeking free online learning resources for myself and some buddies pursuing some mutual interests. * --[[User:Atrivedi|Atrivedi]] 05:42, 30 November 2005 (UTC) Primarily an instructor working on the School of Literature and English Studies. If the project is approved, there are some changes I want to make (like taking the "English" out and making it more multi-lingual). * --[[User:Tyciol|Tyciol]] 20:35, 30 January 2006 (UTC) A student planning to study a variety of areas, primarily focusing on cellular biochemistry and computer science bioinformatic applications, branching into other roles when competent. *[[User:Mfinney|Mfinney]] 05:44, 25 February 2006 (UTC)Primarily working to get the School of Fire and Emergency Management created and help other schools get set up. Not sure what my prototype is from the list above. *--[[User:Ankhamun|Ankhamun]] 00:28, 29 June 2006 (UTC) Student of History and Computer Science and looking to become an Instructor in the same fields. Just a student in other fields (mostly science related) for personal gain and interest. Facilitator and Editor for the entire project (where assistance is needed). *22:19, 9 July 2006 (UTC) Created a Calculus class, so I guess I'd be an Instructor. I wouldn't mind the student or researcher role either. *--[[User:Kfitton|Kfitton]] 01:43, 2 August 2006 (UTC) Instructor in the History department, and Instructor/Editor in the College of Practical Arts and Sciences - School of Education. Created College page and is currently working on refining the whole college though editing and solicitation of ideas. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Wikiversity culture]] 1706 69435 2007-01-10T04:03:32Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] == Course Description == Exploring the issues surrounding the treatment of the "mentally ill" in institutions and our wider society. Particularly the issues of forced treatment, pharmaceutical drugs, and stigmatization of the mentally ill. == Readings == ==Syllabus== *[[/Language and "Mental Illness"/]] *[[/History of Psychiatric Institutionalization/]] *[[/Psychopharmaceutical drugs and herbal remedies/]] *[[/Shamanism and Psychosis/]] == Projects == == The Outside World == *[http://www.theicarusproject.net The Icarus Project] *[http://mindfreedom.org Support Coalition International] [[Category:Interdisciplinary Studies]] 1707 68049 2007-01-08T05:13:00Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] == Course Description == == Readings == [[b:Lucid Dreaming|Lucid Dreaming]] The Invisibles comic book series by Grant Morrison Wall Street Journal http://online.wsj.com/home/us == Projects == == External Link == *[http://www.cognitiveliberty.org Center for Cognitive Liberty and Ethics] {{stub}} [[Category:Interdisciplinary Studies]] 1708 49233 2006-11-27T05:18:01Z AmiDaniel 3334 Stick this in [[:Category:Chemistry]] for now == Course Description == "Let us declare nature to be legitimate. All plants should be declared legal, and all animals for that matter. The notion of illegal plants and animals is obnoxious and ridiculous." -Terence McKenna == Readings == [[b:Neuroscience|Neuroscience]] [http://www.usdoj.gov/dea/agency/csa.htm Controlled Substances Act] Pharmako/Poeia by Dale Pendell ISBN: 1562790692 Pharmako/Dynamis by Dale Pendell ISBN: 1562791257 [http://www.erowid.org/library/books_online/pihkal/pihkal.shtml Pihkal: A Chemical Love Story by Alexander and Ann Shulgin ISBN: 0963009605] [http://www.erowid.org/library/books_online/tihkal/tihkal.shtml Tihkal: The Continuation by Alexander and Ann Shulgin ISBN: 0963009699] Plants of the Gods: Their Sacred, Healing, and Hallucinogenic Powers by Richard Evans Schultes, Albert Hoffman, and Christian Ratsch ISBN: 0892819790 Drug Crazy: How We Got Into This Mess And How We Can Get Out Of It by Mike Gray ISBN: 0415926475 ==Syllabus== *[[/Neurochemistry Basics/]] *[[/Action Potential/]] *[[/The Synapse/]] *[[/Receptors/]] *[[/Neurotransmission/]] *[[/Dopamine/]] *[[/Gamma Amino Butyric Acid/]] *[[/Serotonin/]] *[[/Glutamate/]] *[[/Adenosine/]] == Projects == == The Outside World == [http://www.erowid.org Erowid] [http://www.drugpolicy.org Drug Policy Alliance] [http://www.drcnet.org Drug Reform Coordination Network] [http://www.bluelight.ru Bluelight Drug Discussion Forums] [[Category:Chemistry]] 1709 81019 2007-01-25T22:05:32Z Roadrunner 63 /* Getting connected */ This is a guide for people trying to do research and scholarship outside the traditional academic system. I'm using this to document my own efforts at doing this, and look forward to insights from people looking to do the same thing. [[User:Roadrunner|Roadrunner]] 16:16, 8 August 2006 (UTC) == Why this document is necessary == This document is necessary because there are a lot of talented people out there in community colleges and industry, who really, really would like to do academic research. The purpose of this page is to create a support network and to provide the best information available. == Getting time == === Time management === As you know there are a lot of things to do for you. * Check out what has most priority for you at the moment. * Plan your day. * Never forget to take time to change your activity regulary, even during the day. * Take time to read books about these themes. * Good tools and knowledge will always help you to improve. * Communicate about what you are doing. Maybe you get good hints. === Your day job === The hard part in being a freelance academic is not the money, it is getting time and social networks. Companies are not used to giving people time off to pursue their interests. ***Time*** is the hardest thing that you need from your day job. One strategy which works in small companies is to become important enough to operations and then negotiate some time off each month. For bigger companies this is much harder since they generally have more inflexible human resources rules. One thing that you will need to do very careful is to *read the fine print in any non-disclosure agreement* you may be asked to sign to make sure that you are not signing away any intellectual properties rights. It is also useful to have a day job that has nothing to do with your academic interest. If your day job involves mechanical engineering, it is much easier to convince an employer not to assert claims against discoveries in biology than if your employer is actually doing biological work. === Examples of day jobs === Executives in Sales /marketing Accounts executives HR /Personnel Executives === Administrative staff === === Community college teaching === === Computer programming === === Househusband/wife === === Janitors === I've known people who have done this. The good thing about being a janitor is that its actually rather low-stress work with fixed defined hours. You don't end up interacting with people that often. The big problem is that the pay isn't very good, which isn't an issue if you are single and on your own, but it is a problem if you have a family to support. === Quantitative finance === == Teaching == === University of Phoenix === === Adjunct community college faculty === This can be an effective solution in some instances but one must usually have at least a masters degree to teach here. There are exceptions, however, and it is possible for some to get jobs as adjunct faculty at a community college teaching several different subjects in which they have provable knowledge. The average pay is around $750 per credit hour which means that an adjunct faculty member would make about $2,250 for teaching 3 hours per week for an entire semester. While this may seem excellent, the average course load that a part-time adjunct faculty member can expect to get is around $6,750 per semester, or less that $14,000 per year. This means that teaching part time is usually not a viable option for all income, though it can help supplement income. Payment is per credit-hour taught and the professor can expect to easily work twice this amount preparing lesson plans, holding office hours, and doing other activities that are necessary such as grading homework and papers. == Research == === Library services === The easiest way of getting library services is having a friend or spouse that has access to a university library. For a fee, most university libraries will give you access to their collections. These programmes are usually called something like "research readerships." They often do not offer full access, I've had to combine my research readership at U of Toronto with help from active students there, but overall, the experience has been wonderful. (need some other options) Also with the advent of book stores like half.com and amazon.com, these are also available as de-facto libraries. Most public libraries participate in inter-library loaning networks. One can get almost any book or journal article through this channel in a week or two, often for free. All that is required is that you furnish accurate citations for what you seek and that you return the materials when due. Public librarians are often eager to help freelance researchers in other ways, so it pays to develop positive relationships with them. === Publishing === == Getting connected == One of the more important things in doing academics is getting connected. These can provide a lot of professional support as well as personal support. === Online resources === Here are some locations for online networks * http://www.chronicle.com/ * http://www.adjunctnation.com/ === Joining organisations and societies === This is a good idea, improving the likelihood of being able to attend conferences and talks (in terms of cost and some being open to members only). It also allows networking with people working in the field in a professional capacity. === Conferences === === Attending seminars and talks === Many university departments hold lunchtime seminars with an invited speaker - they are in my experience not strictly policed in terms of who is let in and allowed to debate. Talks may be put on by various societies and organisations which can be informative and allow networking. === Cold calling === There is also a technique in e-mailing people to get professional contacts. In writing these e-mails, the important rule is that you have to show the person that you are contacting that you provide as much benefit to them as you are getting. A very useful approach is to simply ask a question about a paper that the person you are e-mailing has done. For example it may be helpful to have a few questions for the person and generate them before you send e-mail or call them. It may also be helpful if you write or publish a newsletter whether online or off-line and are able to conduct an interview with that person. This can further increase your chances of connecting with them and conducting freelance academic research. === Follow the golden rule === If you start getting internet visability, you will at some point start getting e-mail from people junior than you asking for advice and help. Treat those e-mail in exactly the same way that you want your e-mails to someone more senior to be treated. Also, people asking for advice can often have some very useful contacts and information. === Carry a book around === Something that is surprisingly useful is to carry a book around about what you are studying. If you have a book on particle physics, this is a billboard saying that you are interested in particle physics, and you might attract the attention of the particle physicist that is sitting next to you on the airplane. == Help wanted == == Links == http://chronicle.com/jobs/news/2006/08/2006081401c/careers.html http://chronicle.com/jobs/sidecol_library/nonacademic.htm [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Research]] 1713 79337 2007-01-21T01:29:26Z JWSchmidt 20 <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] [[Category:Wikiversity portals|{{PAGENAME}}]] 1714 50516 2006-12-01T09:06:06Z AmiDaniel 3334 /* Citing sources */ Repoint [[Service community]] to [[Wikiversity:Service community]] {{Introduction}} {{WikiversityActivities}} This page is for exploring how learning takes place on [[Wikiversity]]. The model we are talking about is based on "learning by doing", or "experiential learning". We believe this to be the most appropriate model for a wiki-based environment, which is all about participation. ==Introduction== Materials will be hosted on Wikiversity as stand-alone content&mdash;to be used as part of a non-Wikiversity course, or for self-study&mdash;but they could also act as an initiative for further work, on Wikiversity or other Wikimedia projects, or elsewhere in general. Furthermore, the ''use'' of these materials within the community will inevitably also constitute a type of collaborative learning. However, the material that Wikiversity hosts may be used in any way, depending on the people who use them and the context in which they are used. ==Experiential learning== * Everyone participates :Might be nice to have a page access/edit access ratio calculated and presented to give us an idea of what the reading participation is compared to the edit/crumb dropping participation. * Everyone "brings themselves" to the learning environment&mdash;ie your previous experiences * Everyone assists with improving the [[w:instructional scaffolding|instructional scaffolding]] while using it. * Reflective cycle (keeping a journal) :other forms? Playing a simulation, deriving an equation, painting a landscape, making money on a stock exchange, presenting a business plan, filing organizational registration for a non profit, ... * See [[w:John Dewey]][http://en.wikisource.org/wiki/Democracy_and_Education], [[w:Lev Vygotsky]][http://www2.cddc.vt.edu/marxists/archive/vygotsky/index.htm], [[w:Jean Piaget]][http://marxists.org/reference/subject/philosophy/works/fr/piaget2.htm], [[w:Kurt Lewin]][http://www.infed.org/thinkers/et-lewin.htm] ... ===Learning by doing=== The process of ''actually learning on Wikiversity'' is primarily through experience&mdash;"learning by doing" or "experiential learning". Editing a wiki is an active, participatory process, involving action (editing, being bold) and reflection (discussion). Learning activities ''on Wikiversity'' need to focus on their '''wiki'''-based potential and the fact that they are based on collaborative, communal processes&mdash;see [[Learning community]], or some ideas for different learning groups below. ===Learning together=== Fundamentally, though, learning is seen as a part of taking part in Wikiversity&mdash;in this, the following quote from Lave and Wenger (1991) may be useful: :"''There is a significant contrast between a theory of learning in which practice (in a narrow, replicative sense) is subsumed within processes of learning and one in which learning is taken to be an integral aspect of practice (in a historical, generative sense)."'' (pp:34-35) In other words, it is through taking part in developing and critiquing materials that people will form learning groups/communities and both further their own and the group's learning and generate new knowledge in the process. Wikiversity is about facilitating learning, and, as well as hosting excellent materials which may be used off the shelf by casual users, it is also designed to allow for this type of collaborative learning to take place. ==Critical thinking== * The ability to critically assess information, beliefs etc&mdash;including your own beliefs : Media 113[http://en.wikibooks.org/wiki/Wikiversity:Media113] * A key skill in all areas of life [http://en.wikibooks.org/wiki/Thinking_And_Moral_Problems] * Common to educational programs on citizenship, media literacy ... ==Learning groups== <small>(This content was moved here from the [[Wikiversity:Wikiversity project proposal|Wikiversity project proposal]])</small> * A learning group on a subject might write lectures collectively using readings they have done (chosen collectively). These would be a way for the group to get down the major points that they have learned. It might look like lecture notes that students take in regular university classes. These notes act as a guide for users to then take the knowledge they have gained and apply it to improving Wikipedia articles and writing Wikibooks. On the other hand, the group might chose to meet in chat rooms. These learning groups might not use wiki format lectures. * They might, collectively, create assignments to get a better understanding of the material and to contribute to the Wikimedia community. One example would be to have the group set out to improve a Wikipedia entry based on information learned from the readings and discussions. Another, most likely as a final project once the group has completed it's learning objectives, is to write a Wikibook based on what is learned from the group. This wikibook could then be used in future groups who decide to study the same subject, and they might perhaps again improve upon the wikibook based on what they have learned (possibly using sources the first group did not). ** For example, users could form '''reading groups'''. Imagine an assignment where users read book X for author Y. User A learns information that is useful for Wikipedia, and adds a citation to book X in some Wikipedia articles. User B quotes a sentence of book X in Wiktionary to demonstrate how to use a word. User C mentions book X or author Y in a Wikibook. User D learned much from reading book X, but never contributed to Wikipedia, Wiktionary, or Wikibooks using that knowledge. All four users benefited by using talk pages at Wikiversity to discuss confusing or interesting parts of book X. ** Another example would be the query expedition. It might be organized as a pool of best guess with individuals or teams taking pro, con, strawman, idiot user, or other roles in the attack/defense/hybridization of the final answer to 1.) deliver to the query originator and 2.) evaluate per compare contrast procedures against initial WAGs for credit, glory and learning feedback. This product would obviously be posted somewhere safe from deletionists until other teams had a chance to evaluate how best to integrate the newly found and created knowledge artifacts, data and links into other Wikiversity resources such as the brainstorming stash or inevitable to do and wishlists. See: [[Portal:Learning Projects|Wikiversity Learning Projects]] === Citing sources === Some Wikimedia projects, especially [[Wikipedia:en:Main Page|Wikipedia]], need to [[Wikipedia:en:Project:Cite sources|cite sources]]. Learning groups at Wikiversity can study such sources and teach users to cite them. For example, the Wikipedia article [[Wikipedia:en:Effects of the automobile on societies]] cites no outside sources. But if it did, the article would not cite ''every'' outside source about said effects of automobiles. Wikiversity could make a list of references to outside sources (including ISBN numbers, URLs, and links to [[Wikisource:en:Main Page|Wikisource]] and [[Wikiquote:en:Main Page|Wikiquote]]) for studying effects of automobiles on societies. Wikiversity users could study some of these sources and provide comments. They can also use the sources to edit the Wikipedia article, thus adding those sources as citations. See: [[Wikiversity:Service community]] and [[Citing Sources]] ==Assessment== One of the questions we will have to ask ourselves in providing for educational activities is: "how are we going to manage assessment?" Consider the following quote: :''"in order for students to become effective lifelong learners, they need also to be prepared to undertake assessment of the learning tasks they face throughout their lives"'' (Boud, 2000, p. 152) We are developing a model of peer learning on Wikiversity - one in which people educate themselves and each other (through experience). A sustainable model of peer-learning involves giving people control over their learning - so that they, themselves, will be equipped with the skills they need in life, and also be able to apply those skills to help others in their learning. See also Keppell et al. (2006). ==Other models of learning== * "Acquisition and repetition of facts" (?) * Exposure to subtle models. Repeated exposure, daily (via many different individual models, people, personalities). * Sui generis. Creation from first principles. Rediscovering the work of others through personal insight. * Original Work&mdash;Learning by doing creatively. * Formal debate, analysis, or discussion with others. wikireason.net [http://wikireason.net/wiki/Forum_Entrance] * [[w:Educational_essentialism|Essentialism]] * [[w:Educational_progressivism|Progressiveism]] * [[w:Educational_perennialism|Perennialism]] * [[w:Educational_existentialism|Existentialism]] * [http://edweb.sdsu.edu/LShaw/f95syll/philos/phbehav.html Behaviourism] ==Other Learning Communities or Possibly Useful Research Results Online== * http://edu.tikiwiki.org :[http://tikiwiki.org TikiWiki] is a CMS/Groupware/''whatever'' and is used in several educative contexts. This website is dedicated to help that use and gather useful components to make it easier. --[[User:83.35.198.10|83.35.198.10]] 19:21, 10 September 2006 (UTC) * http://h2oproject.law.harvard.edu/rotisserie.html : This software tool attempts to facilitate organized online classes by broadcasting messages and responses in rounds to all participants. Might be a way to tame wild wikis for courses which need or want more traditional accountable participation from registered members only. Downside, must initially complete "Who are the leaders here games and discussions" so management or facilitation authority is established and correctly setup in the software project for the group. Introducing leader point of failure for the group. [[user:lazyquasar]] * http://www.firstmonday.org/issues/issue8_2/keats/ :This article analyzes open content production and potential advantages to the university system of Africa. It identifies as essential transparent comprehensive information access and communications between all team members as essential. Cabals or secretive bilateral gossip or exchange of information is identified as destructive to the overall productivity and survival of the production team. [[User:70.110.54.16|70.110.54.16]] 06:01, 13 February 2006 (UTC) * http://wikireason.net/wiki/Forum_Entrance This online learning community seeks formal debate, analysis, or discussion with others. Could be incredibly useful site for specific groups of Wikiversity participants for appropriate activities which could later be referenced or incorporated into Wikiversity materials or processes. "Wikiversity is not a debate club or chit chat student union .... wikireason exists for that! 8) [[User:70.110.35.3|70.110.35.3]] 03:08, 2 March 2006 (UTC) * http://www.learningwiki.com/ Apparently a group of learning communities with an emphasis on elearning communities. * http://econwiki.lse.ac.uk/wiki/Main_Page An economics course placed online within its own Wikimedia Wiki. : It identifies areas students in the course are invited to participate in documenting. It references Wikibooks as a resource: http://econwiki.lse.ac.uk/wiki/The_textbook : Its license is a creative commons sharealike (link on front page http://creativecommons.org/licenses/by-sa/2.5/) that would seem to preclude direct cut and paste interaction between its material and Wikibooks or Wikiversity. Obviously paraphrasing or cross checking facts remains legal. * http://cs.marlboro.edu/wikiacademia is an open source course wiki that looks a lot like Wikipedia. There's a poster on it at Wikimania2006. &mdash;[[User:Jim Mahoney|Jim Mahoney]] 22:45, 2 August 2006 (UTC) * http://communitiesofinquiry.com/ A breakdown of issues, pedagogies and methodologies relevant to creating, developing and researching online learning communities - based on Rourke et al. (2001) * http://teachingwiki.org and http://writingwiki.org - (seemingly) interlinked wikis devoted to teaching writing and sharing teacher resources ==We are not sure...== What all the possible learning modes, methods, preferences, factors, etc. are using wikis with other online and physical world resources are or may be. It would be extremely helpful to our [[Wikiversity:Research Network]] and the [[Wikiversity:School of Education]] if you share your thoughts, observations, wild ass guess (WAG), opinions or hearsay regarding how wikis and other resources can be used to aid and inspire useful, civilly responsible learning either directly or indirectly. :This is an interesting link [http://www.w3.org/DesignIssues/Fractal.html] with a table that discusses how overlapping groups influence each other and propagate information over networks. Has some interesting implications for how Wikipedia, Wikiversity and other large global focal points might need to organize for effectiveness. [[user:lazyquasar]] ==References== *Boud, D. (2000) Sustainable Assessment: rethinking assessment for the learning society, ''Studies in Continuing Education'', Vol. 22, No. 2, pp:151 - 167 *Keppell, M., Au, E., Ma, A., Chan, C. (2006) Peer learning and learning-oriented assessment in technology-enhanced environments, ''Assessment & Evaluation in Higher Education'' Vol. 31, No. 4, pp: 453–464 *Lave, J., Wenger, E. (1991) ''Situated learning: legitimate peripheral participation''. Cambridge: Cambridge University Press *Rourke, L., Anderson, T., Garrison, D.R., Archer, W. (2001) Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, Vol. 14, No. 2. Available online at: http://cade.icaap.org/vol14.2/rourke_et_al.html ==Further reading== *Dewey, J. (1966) ''[[s:Democracy_and_Education|Democracy and education]]''. New York: Free Press. Originally published in 1916 *Wenger, E. (1998) ''Communities of practice''. Cambridge, UK: Cambridge University Press == See also == {{Wikiversity}} * [[Wikiversity:Learning goals|Learning goals]] - Wikiversity learners share their goals with the community. [[Category:Wikiversity|{{PAGENAME}}]] [[Category:Pages moved from Meta|{{PAGENAME}}]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1718 75460 2007-01-14T01:18:28Z JWSchmidt 20 [[Category:Wikiversity culture]] Instructions: Participate. Insert personal reasons or guesses or queries or opinions below or simply read about others goals, aspirations, and reasons for helping themselves and others. Contributing to free public wikis is not only a benefit to humankind, but serves to refine a resource for personal use. A resource that has the best potential for non-biasness and in serving the best interests of humankind in providing truthfulness. Learning is a life-long process. Learners might want to study a curriculum but can't afford today's exhorbitant tuition at Universities. They might want to bone-up on a subject they've already studied, or want to learn more on a subject because they want to expand their knowledge or decide to further study that subject in a more formal manner. Being able to teach something to another person is a good indicator that you yourself understand the topic well. Teaching others will help you understand things in subjects by forcing you to change the way you understand things into another form, possibly bringing to your attention some unknown fact that you would not have known just by learning on your own. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Wikiversity culture]] 1719 74136 2007-01-12T20:22:08Z JWSchmidt 20 [[Category:Education]] == Creating a Lesson Plan == It is simple and easy to start or create a lesson plan at Wikiversity. This procedure is only one suggested starting point. Please modify it to express or try out your own ideas. Detailed instructions on how to write a lesson plan are available at:http://www.humboldt.edu/~tha1/hunter-eei.html. Further information packets are available at:http://www.ask.com/web?q=developing+lesson+plans&qsrc=0&o=0&l=dir and/or http://www.google.com/search?as_q=developing+effective+lesson+plans&num=10&hl=en&btnG=Google+Search&as_epq=&as_oq=&as_eq=&lr=&as_ft=i&as_filetype=&as_qdr=all&as_nlo=&as_nhi=&as_occt=any&as_dt=i&as_sitesearch=&as_rights=&safe=images == Traditional Approach == 1. Identify what you wish the participant to be able learn from the lesson. This is often called the <b>[[Developing_Learning_Objectives|objective]]</b> of the course. :Keep in mind the early participant's objectives may differ from your own so they may fork and modify the material liberally. If newcomer's seem to be disrupting your development it may be appropriate to suggest they fork[http://en.wikiversity.org/wiki/Wikiversity:Productive_Forking_and_Tailoring_is_Encouraged] to a different Wikiversity location to pursue different objectives or styles of presention or development. Alternatively, it is often less vexing to slip away quietly to your own fork, after all we do not own pages we initiate here. Anyone is welcome to attempt to improve them. 2. Gather some initial material which can be presented to the student. Currently at Wikiversity this includes text, pictures, and links which are easy to upload and add to the wiki page presentation database. :An excellent general starting point can be either http://wikipedia.org or http://wikibooks.org; both have good information and links to excellent information elsewhere. There is a search utility available at both sites or one can use the layers lists of subject/category links available from the front page. :A keyword search at www.google.com or some other search engine can also be very helpful. 3. Write an initial quiz and answer sheet. 4. Add an appropriate link within the existing Wikiversity hierarchy so participants can find your material when it is of potential interest to them. 5. Add appropriate link infrastructure to place the material properly, if necessary. 6. If the initial materials seem to disappear while you are working try using the search features to find it. Someone may have assisted you by moving the material to an existing page or changing the name. If they have been mistakenly deleted as abandoned cruft, an administrator can usually undelete them for you. Local backups under your own control are always a good investment when working with large data projects. With simple stuff like paragraphs or lesson plans or links it is often easier to just recreate an improved version. 7. Add the page or its discussion page to your watchlist to make it easy to check back occasionally to answer questions or improve the material if that is your wish. This is not required. Eventually the material will be improved, forked, or pruned from the Wikiversity site unless it becomes very polished and merely archived. That is the nature of our current wiki process developed at Wikipedia and the starting point for Wikiversity's evolution. == A Random Walk on the Wild Side == 1. Read a random page at wikipedia[http://en.wikipedia.org/wiki/Special:Random] or start at a random book module at wikibooks[http://en.wikibooks.org/wiki/Special:Random], it will often have a layered set of links to help find a chapter, section, concept, or paragraph of interest. 2. Create a quick, concise, subject quiz using a local text editor. Include the links to the original source material at the top. Include the answers at the bottom or better yet plan to cut and paste answers to the quiz discussion page. 3. Find an appropriate place in Wikiversity learning trails, course lists, portal indexes, etc. to place the initial page link. 4. Create the page. 5. Find a few more places to link into (fan in from) the new quiz. Programmers will recognize that we are fanning out from the entry points along the learning trails and then fanning back into specific material from multiple locations. 6. Feedback loop. If interested, place the new page on your watchlist to see if it attracts interest, modification and maintenance sufficient to prosper and mature into a brilliant polished often used resource. == Online Quizzes and Review Questions == There is useful example html at this Wikipedia article[[http://en.wikipedia.org/wiki/Seven_Bridges_of_K%C3%B6nigsberg]], and here on Wikiversity at [[Test and Quiz]], demonstrating how to hide the answers to a question until the student decides they are ready for them. [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Education]] 1720 74163 2007-01-12T20:43:50Z Mystictim 626 added Lifelong Learning UK Overview of organisations related to educational standards and educational quality control: ==Netherlands== *http://www.minocw.nl *http://www.onderwijsinspectie.nl *http://www.citogroep.nl '''CITO''' (popular primary school test) *http://www.kwaliteitsring.nl *http://www.slo.nl '''SLO''' (Stichting Leerplan Ontwikkeling) ==United Kingdom== *http://www.qca.org.uk '''QCA''' (Qualifications and Curriculum Authority) *http://www.standards.dfes.gov.uk *http://www.qaa.ac.uk (Quality Assurance Association for higher education) *http://www.jisc.ac.uk (Joint Information Systems Committee) *http://www.cetis.ac.uk (Centre for Educational Technology Interoperability Standards) *http://www.lifelonglearninguk.org/ (Lifelong Learning UK is the Sector Skills Council responsible for the professional development of all those working in community learning and development; further education; higher education; libraries, archives and information services; and work-based learning) ===Scotland=== *http://www.sqa.org.uk '''SQA''' (Scottish Qualifications Authority) *http://www.scqf.org.uk '''SCQF''' (Scottish Credit and Qualifications Framework) ==United States== *http://www.ncte.org '''NCTE''' (National Council of Teachers of English) *http://standards.nctm.org '''NCTM''' (National Council Teaching Mathmatics) ===Alabama=== *http://alex.state.al.us/browseStand.php ===Florida=== *http://www.firn.edu/doe/menu/sss.htm ===New Mexico=== *http://www.ped.state.nm.us/standards/index.html ===Pennsylvania=== *http://www.pde.state.pa.us/ '''PDE''' (Pennslyvania Department of Education) ===South Carolina=== *http://www.myscschools.com/offices/cso/ ===Texas=== *http://www.scotthochberg.com/taas.html '''TAKS''' (Texas Assessment of Knowledge and Skills) ==Australia== == Australia== *http://www.avcc.edu.au (Australian Vice-chancellors Committee) ===Western Australia=== *http://www.tac.wa.gov.au (Training Accreditation Council) *http://www.des.wa.gov.au (Higher Education Office of the Department of Education Services) *http://www.acas.wa.edu.au (Australian Centre for Advanced Studies) [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Education]] 1721 47824 2006-11-22T20:23:12Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Helping Wikiversity== (First off I apologize because I know this question isn't in the appropriate place - please inform me where I should put these types of questions in the future...) I am attending college currently, and am wondering how I can get my professors to help Wikiversity as much as possible; obviously I could tell them simply to 'go there' and explain the concept but if they have specific questions as educators, where should I point them? If we assume they are willing to put time into this project, do they have to prove their credentials, is it okay for them to submit tests or lesson material? Who answers these questions? Thanks. [[User:SolAce7x|SolAce7x]] 05:31, 10 August 2006 (UTC) :After some long delays the Wikiversity is now (14 August 06) getting setup in permanent databases. If they have specific questions they can come ask them in English here: http://en.wikiversity.org/wiki/Main_Page They can submit specific questions and tests anywhere they find appropriate along the learning trails in the link mazes. They should understand the nature of a wiki which is that anyone else may modify the material and that the material is licensed as FDL (GNU Free Documentation License) and may be modified and reused or republished in accordance with those license requirements). Any participant who knows can answer these questions. A more specific project/community structure will start to evolve now that we are officially active. Welcome! [[User:Lazyquasar|Lazyquasar]] 10:04, 16 August 2006 (UTC) ==General Relativity== Anyone know some good sources or places to start with General Relativity? Hah, what an open question. [[User:Fephisto|Fephisto]] 23:50, 31 July 2006 (UTC) :A search of Wikibooks finds: http://en.wikibooks.org/wiki/General_Relativity This is mostly an index of mathematical treatments of some concepts useful in Relativity. :A potential learning group may be getting established here: http://en.wikibooks.org/wiki/Wikiversity:General_Relativity :This seems a pretty good starting place to lookver concepts and maybe find additional material: http://en.wikipedia.org/wiki/General_Relativity :You may wish to check back in a few months. Wikiversity is currently pending approval to proceed and this is probably suppressing interest and activity at the moment. [[User:68.238.143.172|68.238.143.172]] 07:31, 3 August 2006 (UTC) [[user:lazyquasar]] :t'hooft has written a book which is available on-line.--[[User:Hillgentleman|Hillgentleman]] 15:55, 3 November 2006 (UTC) ==School of Natural Sciences== Either I have missed something, or there is a glaring omission in the wikiversity: no natural science courses. Physics, Chemistry, Biology, all of these would be good resources. I know that Wikibooks has a lot of different books about these subjects, but it would be beneficial if there were course series for each of these as well. :http://en.wikibooks.org/wiki/Wikiversity:Wikiversity_Schools Has links for these subjects. Perhaps you are looking the outdated shortlist on the front page? Or perhaps a neophyte has made an error and deleted the layers of links leading to the active Biology portal frequented by non other than [[user:JWSurf]] http://en.wikibooks.org/wiki/Wikiversity:School_of_Biology or organization shuffling is in progress. A search for these subjects in the Wikibooks database will find some excellent materials in the wiki books, active biology portal, and some sparse activitiy in other areas. I will check the links when I get a chance. Thanks for reporting the problem here! If you were logged in when you left message above and put four tildas after a space at end of the paragraph it provides a signature with link back to your personal/handle pages. [[User:Lazyquasar|Lazyquasar]] 10:42, 9 March 2006 (UTC) ==Standard Particle Theory== What replaced the Standard Particle Theory when it was discovered that neutrinos have mass? Do we know what the range of typical speeds for neutrinos are yet? Is anyone working on developing neutrino telescopes yet? :Good introductory background at this link. [http://www.lbl.gov/Science-Articles/Archive/sabl/2006/Jan/Murayama-Neutrino-Mass.pdf] :Some good discussion here.[http://www.advancedphysics.org/forum/archive/index.php/t-837.html] :Some serious handwaving here.[http://www.btinternet.com/~david.reynolds1/] :Excellent background and explanation of neutrino oscillation.[http://www.phys.hawaii.edu/~jgl/nuosc_story.html] :Wikipedia has a good overview of situation. [[w:neutrinos]] ==Globalization & China== Who controls China's foreign policy? Communist party leaders, military leadership, or new capitalists created by rapid industrialization, urbanization and foreign capitalists pursuing offshore opportunity? :The Great (fire)Wall of china is blocking wiki[pm]edia btw. ==Class Sign Up== I have read many articles regarding the accreditation of this online university and the ramifications of it. My question is much simplier, I am concerned where to sign up for courses of interest. Should there not be a central page where I could sign up and have updates from my instructor. I am afraid the course boils down to me learning the major points outlined in the course description on my own with no testing of the material. I am not a big fan of tests but assessment of my knowledge on the subject is a big plus. Politic0220 :There is no intention or ability for this Wikiversity to become accredited within a few years. First we have to build some materials, credibility and organizational structure that would be satisfactory to an official body which provides accreditation. We are just getting started. We hope to build a community of participants who work and study together to meet individual learning goals and simultaneously our common goal of creating free instructional material and human knowledge, present it efffectively to each other and any human being with the technology to access it. I happened to have gotten an A in Politics 205 in at Oregon State University aproximately 20 years. If you need an initial study partner I could track down my text or buy another one. We cannot violate copyright so we must be careful to be paraphrasing and creating our own notes. Plus we can use any applicable texts available on the Wikibooks bookshelves, articles in the Wikipedia, and information available elsewhere on the web, personally accessible libraries, etc. If you are interested leave a note on my discussion page. [[user:lazyquasar]] Ignore the "It's Dead Jim" message. You and I can create a few sparks to possibly help it ignite again. ::Update. There has been some activity here. http://en.wikibooks.org/wiki/Wikiversity:School_of_Political_Science Apparently severl participants are already active in the poly sci area. Keep in mind there are no credentials at Wikiversity so far only participants who have registered like yourself. If you find yourself in conflict with the "Department Heads" or "Instructors" simply start your own study group. The appropriate designation for all of us at this time is "participant". We are studying together while creating free materials that express human knowledge for our common posterity. [[user:lazyquasar]] ==How to assist classes?== I read many pages in wikiversity but couldn't find how to assist classes. Are they over irc or like a video conversation or just by typing in wiki pages? I specially want to get info about politics and business classes. Thanks in advance. :Does "assist" mean "attend"? ::Wikiversity is in the process of being reviewed, finalized, and activated by a proposal committee chargedd with showing the Wikimedia Foundation Board of Director how we intend to operate initially. We start with some awesome assets. Once final approval is achieved a dedicated set of wiki's at wikiversity.org in various languages as participants show up. Basically we do not have structured classes at this time we are trying to get some study groups up and running. These will start to develop learning trails and leave useful materials behind for the next participants who show up. The German Wikiveristy is already active and to my certain knowledge several French graduate students have swung by looking for applicable processes they could use and help out with. They were disappointed that the French wiki was not already active but we gave them adresses for the Board so this may be ready to change as soon as we have approval to proceed across the board instead of prototyping within this temporary space. We can easily link to Wikipedia and other wikimedia projects such as Wikibooks, Wiktionary, Commons (multimedia, photographs, and other stuff or components used by multiple Wikimedia projects) as well as the rest of the Web. Groups of participants can use other resources like IRC, external mailing lists, etc. etc. and link to or cut and paste as long as care is taken to get appropriate permissions to respect everyone's expectation of privacy issues and personal copyright inherit in private or public writing. Notice when material is submitted to this and the soon to be Wikiversity English site the submittal form requires submitter to know they are publishing the material appropriately under the FDL free documentation license. See above about politics. I operated a business for eight years and have some books around. If you wish to a study group of some kind started regarding business leave a note on my user discussion page (click on signature link and then the discussion tab at top of my user page) and maybe we can get it going and attract some more high and low end participation to make it really worth your while. [[user:lazyquasar]] ::Update. I could not find any recent activity here http://en.wikibooks.org/wiki/Wikiversity:School_of_Business. It is probably pending approval of our dedicated wikispace at URL wikiversity.org. There is a significant link structure leading back various Wikibooks under construction. By checking the history page and following user names you might find some people interested in Business. Alternatively, go to the appropriate shelf at the <b>Books by subject</b> tab to the left and look for user handles. Strike up a discussion at their user page and see if anyone is interested in a study group focusing on your current specific interests. [[user:lazyquasar]] ==See also== *[[Unsolved problems in software engineering]] *[[Unsolved problems in neuroscience]] *[[Unsolved problems in economics]] *[[Unsolved problems in cognitive science]] *[[Unsolved problems in chemistry]] *[[Wikiversity:Learning goals|Learning goals]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] [[Category:Forums]] 1722 47941 2006-11-22T20:45:32Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ===Bienvenue at Wikiversity - The future of learning and teaching.=== It was a lovely Greek spring day, when Pythagoras entered his university. He walked through the collonade built around a large free space with olive trees, orange trees and a little font in the centre. Young and old, male and female students were already there, organized in little groups or sitting alone and meditating. Their whispering together with the tweeting of the birds around created a symphonic atmosphere. Aromas of rosemary, laurel and jasmine pleased the senses while Pythagoras presented his newest philosophical, religious and scientific thoughts to his audience. He used the surrounding nature as his source of inspiration as well as for demonstration. Everywhere around beauty and harmony, mysteries and miracles could be found. Learning was not only a privilege, it was lived divine service. What a comparison to nowadays – roughly two and a half millennia later learning seems dry, theoretical and subordinated to politics and economy. We have made great, enormous quantitative success in our sciences, but on the way we have lost quality. We lack the sense that science, learning, development is an integral part of our life and for that should serve us and our humaneness. Science was too long done for science's sake, wanting to eliminate its main reference point – the human being – by "objectification". On that way, a lot of people have lost interest and faith in science, using it but not really bothering about how it works. But these days are over now. Like Phoenix from ash, Wikiversity arises linking modern science with old fashioned ideals. With your contribution you develop sources for people around the world for their growth and development. Learning is getting a privilege again. Opposite to Greek days the privilege is no longer having access to knowledge, but deciding to participate in the future of learning yourself. You are bearing an enormous responsibility. Give Your best! [[Wikiversity:Forms:Circle|Example]] for interdisciplinary, interesting, understandable, vivid approach [[Category:Wikiversity]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1723 47798 2006-11-22T20:16:35Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] WikiVersity seems to be a little bit stuck. And the reasons seem quite obvious: * It is tougher to develop a flexible Meta-structure than a great though relatively limited catchword structure like Wikipedia. Finally Wikipedia will be only a tool for Wikiversity like a “classical” Encyclopedia for a “classical” university. The like will be Wikibooks. Therefore Wikiversity does not fit into the Wikibooks section nor its structure. * There is no need for copying structures of the “book-world” to the internet. Books are built on a couple of limitations that the internet doesn’t have: **Mainly one categorizing structure **Limited space **One (or a very limited number of) point of view(s) **Limited format --> This point is crucial actually as we have transferred most of this limitation to our digital output architecture So the catchwords for general philosophy are multi categorization, intelligent linking and great variety of aspects, view on limitations of theories, practical application, historical development etc. for each topic. Especially one fault should not be made: Transferring the current structure of scientific subject groups (which have developed mainly due to certain – historical – limitations) to a 21st century education resource. They should only be a comparative part, one of many categorization possibilities. Having multi-aspects at hand will be the MAIN ADVANTAGE of the future Wikiversity. Let me give a striking example of what I mean: * For a person like Freud, sexuality is the main reference point – everything is a sexual act: Communication is sexual, Social Organization bases on sexuality etc. * For a pure capitalist, the market is the sole driving force and regulates everything, especially the Social Organization. Therefore Social Organization can be looked at in a Freudian way or in a capitalist way or in many different other ways, which should all be shown. Only then critical comparison will be possible. So for this point I suggest that the courses should not be structured like a book but rather like a Matrix. Books should only be used as references. * Developing own aspects of a topic will be an important part of the learning process. * What has been said for the book structure is even more true for the content. There is no need for a single scientific style and its dry theoretical texts. Wikiversity learning should be fun, fun, fun and expanding the horizon – for both, the teacher and the student. Anyway, the line between those two will be floating – interaction and role changing will evolve. * Before we think about grades and marks etc. we have to build up the world’s best educational material: interdisciplinary, interesting, understandable, vivid. [[Wikiversity:Forms:Cycle|Example]] Everything else will develop :-). The wikiversity should specify prerequisites for learning course material. For instance, if you are studying Calculus there should be a prerequisites section with links to various other material you should have already mastered. Also there should be many different methodologies and ways of teaching the same ideas and there should be alternate routes for learning things. For instance a person learning complex analysis could decide to take a more visual route, a more mathematically rigorous route or an more engineering like route. The wikipedia should offer many different pathways to reach from one point of knowledge to a higher point. One of the problems with making the wikiversity too interdisplanary and reducing the barriers between subjects is that it makes courses less modular. As courses become less modular the prerequisites for each course increase and it becomes harder for a given person to meet the prerequisites. The course also becomes longer and teach a lot of stuff the learner does not really need to know. This is why it is probably in many case better to have discrete learning units and also to have books. They increase the modularity of knowledge, decrease the prerequisites and thus reduce the barriers to knowledge. Thus the wikiversity community should be very careful before we dismiss the traditional ideas of displines and books completely. I think there should be several possible options a person can take. For instance if a person is learning calculus, there could be a very mathematical path like what would be seen in Spivak's Calculus, a more engineering oriented path which focusses on calculations and using calculus to do engineering type problems and finally an extremely rich and beautiful path which covers everyting, the math, the engineering/physics applications, the history the interconnections etc. Anyway, I am not saying that a more radical interdisciplinary approach with fewer barriers between subjects is a bad idea. I am just trying to approach things from the learners point of view and his/her individual needs which will require different emphasises, different pedogagical styles and as few prerequisites as possible. - '''Please check out alexevasion and his ideas at''' [[http://en.wikibooks.org/wiki/Wikiversity:School_of_Social_Science]] [[Category:Wikiversity]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1725 74177 2007-01-12T21:11:29Z JWSchmidt 20 [[Wikiversity:Forms:Circle]] moved to [[Stream/Circle]]: Wikiversity name conventions ===Circle - Introduction=== [[Image:Circle - black simple.svg|center]] ''History:'' In ancient times the circle, due to its perfect symmetrical properties, was believed to be divine. So not only was it symbol for the sun, but all the planets had to move around the Earth in circular movements as well. As this did not match observations, tricky adaptations of combined circular movements were constructed. It was Kepler who proposed the concept of elliptic planet movements. ''Qualitative description:'' A circle is a FLAT, ROUND FORM, it has NO BEGINNING and NO END, it has a CENTER, it looks very SYMMETRICAL. Additionally a circle is relatively ABSTRACT, we do not find perfect circles in nature, but close approximations. ''Examples:'' The full moon appears as a really nice circle. If we cut a pineapple in the middle, its center looks like a circle. Crop circles (believed by some to be produced by Aliens) are sometimes very good circular approximations. ''Construction:'' Hold a small tree, stretch your arm, and walk around the tree. When you reach the starting point again, you have just constructed a circle. We have found the basic property of circles here: At any position on the circle, our distance to the centre point (in our case: the tree) is the same. Other constructional possibilities are a horizontal cut of a cone or the straight projection of a sphere. ''Mathematical definition:'' In the mathematical language we formulate our observations like this: A circle is a two-dimensional geometrical form, whose points all have a constant distance from a common center point. ''Technical Application:'' There are two very important technical aspects: *Circles provide the largest area in relation to their periphery *Forms with circular cross section (e.g. cylinders) provide the best possible stability against certain forces (pressure and torque) ''Similar Forms:'' *Ellipse: A circle can also be regarded as a special form of ellipse with coincidental focal points. *Sphere: A sphere can be regarded as a three dimensional (rotating) circle. *Straight line: Contradictory as it may sound, a straight line can be regarded as a circle with infinite radius. Very strange property of this straight circle – it has an infinite number of central points in infinity. ''Other Languages:'' *French: le [[cercle]] *German: der [http://de.wikibooks.org/wiki/Wikibooks:Wikiversity:Form:Kreis:Ueberblick Kreis] *Italian: il [[cerchio]] *Spanish: el [[círculo]] ''Exercise:'' Try to draw a couple of circles free-handed. Calligraphers have perfected this technique and draw extremely exact circles. ''See also:'' [http://en.wikipedia.org/wiki/Circle Circle on Wikipedia] {| cellspacing=3 width="100%" |- valign="top" |width="65%" bgcolor="#f0f0ff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| '''''Remark:''''' ''As you may note there is not a single formula in this article - consciously: '' ''We first have to transport concepts and make them comprehensible before we can start introducing formalistic languages.'' ''A linguistic mathematical description is given (s. above), but abstract formulas are avoided to reduce fear of contact.'' ''Math is by far not the only way to scientifically look at phenomena, as was shown here.'' ''Besides, there should be the greatest possible variety of directions to develop knowledge by a network of links for each aspect.'' |----- |} [[Category:Wikiversity]] [[Category:Pages moved from Wikibooks|{{PAGENAME}}]] 1729 33782 2006-10-10T10:19:12Z Sebmol 14 [[Wikiversity:Bachelor of Science in Physics/Feedback]] moved to [[School:Physics/Bachelor of Science/Feedback]]: better location This is intended for feedback on current Bachelor of Science in Physics degree programs 1740 56883 2006-12-14T22:13:58Z Remi0o 3985 {| align="center" class="toccolours" cellspacing="0" style="font-size: 90%;" |- bgcolor="#ccccff" ! align="left" | <big>'''&nbsp;&nbsp;&nbsp;The [[Wikiversity:Wikiversity community|Community]]'''</big> &nbsp;in [[Wikiversity:Example|Wikiversity]] |align="right" | ([[Template:WikiversityUsers|view]] |<span class="plainlinks"> [http://en.wikiversity.org/w/index.php?title=Template:WikiversityUsers&action=edit edit]</span>)&nbsp;&nbsp;&nbsp; |- |align="left" |'''[[Wikiversity:Learning community|Education]]''' &nbsp;&nbsp;&nbsp;- [[Portal:Learning Projects|Learning Projects]] | [[Wikiversity:Wikiversity students|Scholars]] | [[Wikiversity:Wikiversity browsers|Browsers]] | [[Wikiversity:Wikiversity teachers|Masters]] |- |align="left" |'''[[Wikiversity:Service community|Service]]''' &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;- [[Wikiversity and Wikipedia services|Wikipedia]] | [[Wikiversity:Wikiversity and Wikinews services|Wikinews]] | [[Wikiversity and Wikibooks services|Wikibooks]] |- |align="left" |'''[[Wikiversity:Research community|Research]]''' &nbsp;&nbsp;&nbsp;&nbsp;- [[Wikiversity:Secondary research|secondary]] | [[Wikiversity:Original research|original]] | [[Wikiversity:Research collaboration|collaboration]] |- |align="left" |'''[[Wikiversity:Wikiversity thinktank|Other]]''' &nbsp;&nbsp;&nbsp;&nbsp;- [[Wikiversity:Support staff|Support staff]] - | [[Wikiversity:Student union|Student Union]] | [[Wikiversity:Review board|Review Board]] |- |[[m:Wikiversity/Example|View this navigation box in its original context (Wikimedia meta-wiki)]] |} 1742 5551 2006-08-16T21:32:55Z Sebmol 14 <includeonly>{| style="background-color:#FFFFFF; border:solid 1px #99B3FF; clear:right; float:right; margin-bottom:0.5em; margin-left:1em;" ! {{{1|[[w:Wikipedia:Babel|Babel]]}}}:</includeonly> 1743 11784 2006-08-22T17:03:56Z Sebmol 14 {{#if: {{{1|}}} | {{Babel html head}} | {{Babel head}} }} {{#if: {{{1|}}} | <tr><td>{{User {{{1}}}}}</td></tr> }}{{#if: {{{2|}}} | <tr><td>{{User {{{2}}}}}</td></tr> }}{{#if: {{{3|}}} | <tr><td>{{User {{{3}}}}}</td></tr> }}{{#if: {{{4|}}} | <tr><td>{{User {{{4}}}}}</td></tr> }}{{#if: {{{5|}}} | <tr><td>{{User {{{5}}}}}</td></tr> }}{{#if: {{{6|}}} | <tr><td>{{User {{{6}}}}}</td></tr> }}{{#if: {{{7|}}} | <tr><td>{{User {{{7}}}}}</td></tr> }}{{#if: {{{8|}}} | <tr><td>{{User {{{8}}}}}</td></tr> }}{{#if: {{{9|}}} | <tr><td>{{User {{{9}}}}}</td></tr> }}{{#if: {{{10|}}} | <tr><td>{{User {{{10}}}}}</td></tr> 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{{{98|}}} | <tr><td>{{User {{{98}}}}}</td></tr> }}{{#if: {{{99|}}} | <tr><td>{{User {{{99}}}}}</td></tr> }}{{#if: {{{100|}}} | <tr><td>{{User {{{100}}}}}</td></tr> }}{{#if: {{{1|}}} | <tr><td style="text-align: center;">[[:Category:Users by language|Users by language]]</td></tr> }}{{#if: {{{1|}}} |</table>}} 1744 5550 2006-08-16T21:32:46Z Sebmol 14 <includeonly><table style="background-color:#FFFFFF; border:solid 1px #99B3FF; clear:right; float:right; margin-bottom:0.5em; margin-left:1em;" id="userboxes"> <tr><th>{{{1|[[w:Wikipedia:Babel|Babel]]}}}:</th></tr></includeonly> 1746 5553 2006-08-16T21:35:29Z Sebmol 14 {{Babel field| color 1=#6EF7A7| color 2=#C5FCDC| letter code size=<includeonly>{{{letter code size}}}</includeonly><noinclude>1.5em</noinclude>| letter code='''<includeonly>{{{letter code}}}</includeonly><noinclude><nowiki>{{{letter code}}}</nowiki></noinclude>'''| text size=<includeonly>{{{text size}}}</includeonly><noinclude>0.83em</noinclude>| text=<includeonly>{{{text}}}</includeonly><noinclude><nowiki>{{{text}}}</nowiki></noinclude>}} 1747 5555 2006-08-16T21:35:55Z Sebmol 14 <div style="float:left; border:solid 1px {{{color 1|#C0C0C0}}}; margin:1px"> {| cellspacing="0" style="width:238px; background-color:{{{color 2|#FFF}}}" | style="width:45px; height:45px; background-color:{{{color 1|#C0C0C0}}}; text-align:center; font-size:{{{letter code size|1.5em}}}; color:{{{letter code color|#000}}}"|{{{letter code}}} | style="font-size:{{{text size| .86em}}}; color:{{{text color|#000}}}; line-height:1.2em; padding: .3em; padding-left: .47em;"| {{{text}}} |}</div> 1748 47977 2006-11-22T21:11:54Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] {{Wikiversity}} The Wikiversity community is participating in an experiment in education. '''Just what can be done with wiki technology as a tool for education?''' In order to answer this question, Wikiversity is devoted to supporting constructive interactions between Wikiversity participants. Wikiversity is devoted to individuals and individuality. Conventional "bricks and mortar" universities are constrained by the expense of existing in physical space. Conventional universities tend to clump students together in to groups for a coordinated "factory" approach to "assembly line" education. Wikiversity exists in a virtual learning space where the individual interests and needs of learners can be respected. ==Active learning== In order for Wikiversity to serve individual needs, it is important that each Wikiversity participant to be an ACTIVE LEARNER. This means sharing your interests, goals and educational experiences with other members of the Wikiversity community. By sharing, others will learn of your needs and help point you towards resources and activities that will serve your needs. By sharing your experiences you move out of your personal world of learning into the Wikiversity community space where learners help build Wikiversity while they learn. The distinction between learner and teacher is very flexible within Wikiversity. No matter what you are learning, there will almost always be other Wikiversity participants who can learn something from you. "I want someone to teach me [[w:Metasyntactic variable|FOO]]."<Br> At Wikiversity, who is that "someone"? If we all adopt the spirit of community learning, then we realize that "someone" is '''US'''. Particularly at the launch of Wikiversity we must all engage in learning projects and participate in the construction of Wikiversity. [[Image:Woman teaching geometry.jpg|thumb|right|The "U" in Wikiversity can be "YOU", or it can be the "u" in "us".]] '''The Wikipedia model'''<Br> Today, there are many people who are simple "users" of Wikipedia, people who read the content of Wikipedia but do not edit Wikipedia articles. At the start of Wikipedia (when there was no content), there could be no simple users.....Wikipedia participants had to be active editors and create the content. Wikiversity is in a similar situation and needs active participants who can be both learners and wiki editors. However, it is the goal of Wikiversity that its participants will always be active wiki editors, even after there is a large amount of "educational content" and "learning materials" in Wikiversity. '''Learning Projects'''<BR> Wikiversity is devoted to active learning and learning by doing. The fundamental unit of Wikiversity community structure is the Learning Project. Learning Projects are wiki pages where [[Wikiversity:Learning#Learning groups|groups]] of interested participants come together to share questions, ideas, and answers as they explore a topic. An individual's learning goals are met within Wikiversity by participation in suitable Learning Projects. It is up to each of us to design and participate in the Learning Projects that will allow us to grow towards our goals. Reach out and join in. '''<div style="background-color: #C0FFFF">"what we didn‘t understand at that time is how to build a community and how to empower a community to do good work" ([http://en.wikiquote.org/wiki/Nupedia source])</div>''' ==Where are the courses?== There is nothing that prevents Wikiversity participants from leading and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for conventional courses and the Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format for online community interactions. Non-traditional [[Wikiversity:Learning projects|Learning Projects]] and other projects oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]]. People can learn when they edit wikis. Wikibooks has one kind of learning project: make textbooks. Wikipedia has one kind of learning project: make encyclopedia articles. Wikiversity is the place for every kind of learning project that does not already take place at other Wikimedia projects.....that is the special role for Wikiversity.....the creation of many new learning projects that support the learning goals of Wikiversity participants. ==Kinds of Wikiversity Communities== All Wikiversity activities are oriented around learning. Two special types of activities are service activities and research activities. *[[Wikiversity:Learning community|Learning community]] *[[Wikiversity:Service community|Service community]] *[[Wikiversity:Research community|Research community]] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 1750 47964 2006-11-22T21:09:43Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] [[Image:Plato i sin akademi, av Carl Johan Wahlbom (ur Svenska Familj-Journalen).png|thumb|right|300px|Collaboration between students and teachers.]] Welcome to Wikiversity! ''Universitas magistrorum et scholarium''&mdash;a community of teaching and learning&mdash;is the basic definition of a university in Latin. Wikiversity is the ''viciversitas magistrorum et scholarium''&mdash;a wiki-based community of teaching and learning. Wikiversity is not a degree-granting institution. It does not have professors or staff or registered students. There are just people here {{WikiversityActivities}} in many different subjects. Wikiversity is a communal effort to learn and facilitate others' learning. You can use Wikiversity to find information or ask questions about a subject you need to find out more about. You can also use it to share your knowledge about a subject, and to build learning materials around that knowledge. See below for ideas on how you can help out yourself, or to help us help you. ==Some open tasks== {{Wikiversity}} * [[Wikiversity:Thinktank|Requested features]] - plans for new Wikiversity features * [[Wikiversity:Learning projects|plans for new learning projects]] - [[Portal:Learning Projects|existing projects]] * [[Wikiversity:Help desk]] - ask for that nugget of information you need, or answer it for someone else * [[Wikiversity:Browse]] - browse the subject catalogue within Wikiversity * [[Wikiversity:MetaData]] - check out the meta data catalogue for some heavy-duty searching * [[Portal:Learning Projects]] - browse active learning communities in Wikiversity * [[Portal:Learning Materials|Learning materials projects]] - start adding learning materials yourself! {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 1753 78803 2007-01-19T21:19:11Z JWSchmidt 20 cat A '''learning community''' is a group of people all connected by a common educational or developmental goal. It is an idea which is used in various educational settings as a way to increase motivation and ultimately to empower the learner in constructing their own meanings and methods in addressing the particular problem or issue they are currently working on. Attributes of a learning community typically include being collaborative, decentralised and distributed, much as, and for the same reasons that [[w:Community of Practice|Communities of Practice]] (CoPs) are also applied, both in educational and business settings. ==Wikipedia== Wikipedia (along with all other Wikimedia projects) are potentially such learning communities. To illustrate: pick a page on Wikipedia, any page. Look at its history page - make sure it has been written by a number of contributors (some articles are still predominantly the work of a single individual!). Now take a look at its talk page. What do you find? Usually a mix of questions, points, criticisms; in other words, suggestions to improve the article ''from their perspective''. Here we have a group of people engaged in negotiating the meaning and scope of the article. Let's pick this sentence apart: * ''"a group of people"'': These people may not consider themselves a community, let alone a group, yet they are nevertheless ''here'' for a ''reason'' - the shared goal of improving the article * ''"engaged in"'': In the process of writing/improving the article, they are developing a ''praxis'' - a way of working. They develop ways of asking questions, of talking to each other, and of addressing their goal with respect to their own needs and those of the article itself * ''"negotiating the meaning and scope of the article"'': This is obviously what takes the most time, especially in contentious articles. "I find this picture offensive and think it should be removed immediately." "Shouldn't this article be merged with/redirected to ..?" "Are these people terrorists or freedom fighters?" Obviously, what people are interested in in Wikipedia is creating a satisfactory (if not excellent) end-product; what a learning community is about, however, is the process. But the two are inseparable; the product is created by the process - it is a collaborative encylopedia. Therefore, the work of Wikipedia(ns) is negotiating the process as much as creating the product (if not more so). What is crucial here is to remain self-critically aware of our discourse, which is how Wikipedia works but also how it breaks down in occasional circumstances. ==Applications== A common technique in traditional class settings is for a teacher/facilitator to assign people into groups, where the learners are given an activity and carry it out between them within a specified time, like for example to have a discussion, do some research and write a report on their findings. Many e-learning environments replicate this sort of activity and framework, utilising environments like [http://www.webct.com WebCT] or [http://moodle.org/ Moodle] to manage and facilitate the students' interactions. Wikis are inherently collaborative structures that can be used to these ends, albeit in a slightly altered form. Wikimedia's e-learning resource-in-development/waiting, [[Wikiversity]] could easily work along these lines. ==But..== It is all too easy to simply say every group working together is a learning community. It is more correct that it ''can'' be a learning community, depending on how the task is defined and negotiated by the learners themselves. Returning to the idea of being collaborative, decentralised and distributed; we must also add that people in a proper, functioning learning community ''themselves really feel that they are a part of that community and that they actually participate''. We know that in some groups, some people will take over and some people will feel excluded. This is not to say that all work in a learning community has to be shared equally (some learning communities will develop hierarchical elements); but rather to ensure that each individual feels they can add anything at any time and that each individual's needs have to be recognised in order for it to be a functioning learning community. ==See also== * [[Wikiversity:Learning projects|Wikiversity learning projects]] * [[Portal:Education]] ==External links== * [[w:Community of Practice|Wikipedia: Community of Practice]] * [http://www.usemod.com/cgi-bin/mb.pl?LearningCommunity Meatball: LearningCommunity] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] [[Category:Education]] 1755 78835 2007-01-19T22:54:27Z JWSchmidt 20 change box order <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning activity''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] [[Category:Wikiversity portals|Life sciences]] 1757 12219 2006-08-23T03:09:55Z JWSchmidt 20 [[Category:Categories with portals]] The '''Engineering and Technology''' category has [[Portal:Engineering and Technology]]. The subcategories corresponding to individual schools (such as [[School:Engineering]]) should be categorized under this category. [[Category:Categories with portals]] 1758 12326 2006-08-23T04:34:20Z JWSchmidt 20 [[Category:Obsolete categories]] Please do not use the label '''school department'''. Wikiversity has [[Wikiversity:Naming conventions|schools and departments]] but NOT "school departments". [[Category:Obsolete categories]] 1759 51661 2006-12-05T08:41:51Z AmiDaniel 3334 rv '''This is the root category. No pages should be in this category &mdash; they should be filed under an appropriate subcategory.''' [[de:Kategorie:!Hauptkategorie]] [[es:Categoría:Categorías]] 1760 12350 2006-08-23T04:43:23Z JWSchmidt 20 Categories with portals There is a [[Portal:Humanities|Humanities Portal]] that organizes the Humanities. [[Category:Categories with portals]] 1761 12352 2006-08-23T04:45:39Z JWSchmidt 20 portal '''Interdisciplinary Studies''' has a [[Portal:Interdisciplinary Studies|Portal]] [[Category:Categories with portals]] 1762 77789 2007-01-17T17:09:48Z JWSchmidt 20 Main categories The Wikiversity category for '''Life Sciences''' organizes the Wikiversity schools (and their respective categories) that are concerned with living organisms. Everything in this category can be organized at [[Portal:Life Sciences]]. '''Wikiversity's main categories''': [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Learning Materials|Learning Materials]] '''&middot;''' [[Portal:Learning Projects|Learning Projects]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Mathematics|Mathematics]] '''&middot;''' [[Portal:Media|Media]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] '''&middot;''' [[Portal:Professions|Professional Schools]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] [[Category:Categories with portals]] 1763 12319 2006-08-23T04:28:32Z JWSchmidt 20 link header to [[Portal:Physical Sciences]] The '''Physical Sciences''' category has a [[Portal:Physical Sciences|Portal]]. [[Category:Categories with portals]] 1764 12263 2006-08-23T03:53:29Z JWSchmidt 20 link to [[Wikiversity:Naming conventions]] The '''Professions''' category contains all [[Wikiversity:Naming conventions|schools and divisions]] for professions and their respective categories. This category has a [[Portal:Professions|Portal]]. [[Category:Categories with portals]] 1765 12284 2006-08-23T04:11:30Z JWSchmidt 20 Category:Categories with portals The '''Social Sciences''' category can contain several schools. Individual schools (and their respective categories) should be categorized under this category. The [[Portal:Social Sciences|Social Sciences Portal]] is a guide to the contents of this category. [[School:Education|School of Education]] [[Category:Categories with portals]] 1767 80490 2007-01-24T01:06:56Z Jeffs 5727 /* Active participants */ <center><big>'''Welcome to Audio Engineering'''</big></center> <center>''A division of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Audio engineering|Audio engineering]]''' is a part of audio science dealing with the recording and reproduction of sound through mechanical and electronic means. The field of audio engineering draws on many disciplines, including electrical engineering, acoustics, psychoacoustics, and music. Unlike acoustical engineering, audio engineering generally does not deal with noise control or acoustical design. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions it is not needed). *[[User:Robhingle|Robhingle]] (elec. engineering)<BR> *[[User:Badsector|Adam Chadwick]] (Audio Engineering & IT Systems)<BR> *[[User:AClaxton|Allen Claxton]] (electrical/acoustical engineering)<BR> *[[User:CQ|CQ]] ([[Topic:Basic Blues & Rock|Basic Blues & Rock]], [[Topic:Internet Audio|Internet Audio]]) *[[User:Cormaggio|Cormaggio]] (I really want to find out more about sound recording and music composition - not a whole lot of experience thus far, however) *[[User:HappyCamper|HappyCamper]] *[[User:Cviall|Chris Viall]] (Audio Engineering & IT Systems) *[[User:guitarlord71|guitarlord71]] <BR> *[[User:Jeffs|Jeffs]] (Audio Engineering & Sound Design) ==School news== * '''August 16, 2006''' - School founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Getting started with sound recording]] *[[Acoustics and the Signal Path]] *[[Issues in sound recording]] *[[Classical composition]] *[[Writing lyrics for songs]] *[[Bandpass filters in music]] *[[Jamming Online]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== ===Software=== *[http://audacity.sourceforge.net/ Audacity] - Free, open-source, audio recording and editing software available for Windows, Mac and Linux *[http://mediacoder.sourceforge.net/ MediaCoder] - Free, open-source, audio and video transcoding software available for Windows and Linux ===Information=== *Audio Engineering Society [http://www.aes.org/] *Digidesign (Makers of Pro Tools) [http://www.digidesign.com/] *NU-Tech Framework [http://www.nu-tech-dsp.com] [[Category:Audio Engineering| ]] [[Category:Engineering|{{PAGENAME}}]] 1768 5649 2006-08-16T23:17:07Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] 1769 5651 2006-08-16T23:18:05Z Messedrocker 35 fix Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:{{{1}}}|{{PAGENAME}}]] 1771 77401 2007-01-17T00:29:45Z JWSchmidt 20 [[Wikiversity:Schools]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] 1773 76920 2007-01-16T03:50:42Z Cio 5373 /* Active participants */ <center><big>'''Welcome to the School of {{PAGENAME}}!'''</big></center> <center>''Part of [[Portal:Engineering and Technology|Engineering and Technology]].<BR>The School of Computer Science is heavily integrated with the [[School:Mathematics|School of Mathematics]]''</center> [[Image:Personal computer, exploded 4.svg|thumb|right|200px]] '''[[:w:Computer science|Computer science]]''', or computing science, is the study of the theoretical foundations of information and computation and their implementation and application in computer systems. Computer science has many sub-fields; some emphasize the computation of specific results (such as computer graphics), while others (such as computational complexity theory) relate to properties of computational problems. Still others focus on the challenges in implementing computations. For example, programming language theory studies approaches to describing computations, while computer programming applies specific programming languages to solve specific computational problems. '''Note''': more than one Wikiversity school can 'contain' departments that are 'contained' by "Topic:Computer Science"; schools should cooperate to develop the departments that they have in common. No [[w:Turf war|turf wars]] should be fought over "ownership" of departments. See: [[Wikiversity:Naming conventions|Naming conventions]]. ==School News== Note: Wikiversity has "Wikiversity participants" who edit webpages. Participants of a school should state their goals and interests and get to work creating learning materials and learning projects. Wikiversity participants do not adopt titles. Just say what you are trying to do and then do it. * [[School News Archive]] * '''August 16, 2006''' - School founded! * '''August 18, 2006''' - jlguinn, joins! - I am working on..... * '''August 18, 2006''' - Codebunnie, joins! - I am working on..... * '''August 18, 2006''' - Somefilename, joins! - I am working on..... * '''August 18, 2006''' - Tastymangojuice, joins! - I am working on..... * '''August 18, 2006''' - Spacey, joins! - I am working on..... * '''August 18, 2006''' - Digitalme will be helping out where he can, but probably not taking a main teaching role. * '''August 18, 2006''' - Ade1982, joins- I am working on..... * '''August 19, 2006''' - Three lessons and two two project proposals have been started. * '''August 29, 2006''' - Magus, joins- I am working on..... * '''September 26, 2006''' - Draicone joins - I'm working on [[Topic:Computer Programming]] * '''October 9, 2006''' - bakert joins - I am working on [[Topic:The Art of Computer Programming]] * '''October 10, 2006''' - ArrowStomper - I am working on [[Topic:Python]] * '''October 10, 2006''' - CQ joins - Kicking off [[Topic:Perl]] ...wouldn't mind helping with [[Topic:Computer Programming]] au generale * '''October 11, 2006''' - KJ joins- I am working on [[Introduction_to_PHP|PHP]] * '''October 28, 2006''' - [[Topic:Object-Oriented Programming|Object-Oriented Programming]] subdivision starts * '''October 30, 2006''' - [[User:Sj|SJ]] teaches [[User:Benjamin Mako Hill|Mako]] how to [[Wikiversity:Be Bold|ruffle feathers]] * '''November 9, 2006''' - [[Topic:Linux_Server_Administration|Linux_Server_Administration]] Proposed - ''[[School talk:Computer Science#Linux Server Administration|discuss]]'' * '''November 13, 2006''' - [[Topic:Databases|Database division]] expands - ''[[Topic talk:Databases|details]]'' * '''November 14, 2006''' - [[Topic:Geoinformatics|Geoinformatics Department]] founded - ''[[Topic talk:Geoinformatics|Film at 11]]'' ==Divisions and Departments== The Wikiversity [[School:Computer Science|School of Computer Science]] is still in its formative stages. If you would like to help, please familiarize yourself with the following: *[[Wikiversity:Browse]] *[[Wikiversity:Naming conventions]] *[[:Category:Computer Science]] *[[Portal:Computer Science]] '''''[[School talk:Computer Science|Participate!]]''''' ===Major divisions=== Major divisions may include higher level generalized topics such as [[Topic:Computer Programming]] or [[Topic:Computer Architecture]]. ''Please [[School talk:Computer Science|discuss]]'' ===Specialized departments=== Specialized departments may include fields of interest and specialized topics such as [[Topic:Artificial Intelligence]], [[Topic:Databases]] or [[Topic:Operating Systems]]. These fields might be organized more effectively if the [[Portal:Computer Science|Computer Science Portal]] can be improved and aligned with CS programs in academia at large. Browsing [[:Category:Computer Science]] and its subcategories is a good place to see what we have so far. ''See also [[Computer science program]] and participate in the [[School talk:Computer Science|main CS School discussion]], with your ideas on how to better organize Wikiversity CS-related content.'' Thank you for your patience! ===Brainstormed listing=== '''Note''': The list of divisions and departments is tentative, and is already quite long. * [[Topic:Algorithms]] * [[Topic:Applied Computer Science]] * [[Topic:Artificial Intelligence]] * [[Topic:Bioinformatics]] * [[Topic:Business Process Management]] * [[Topic:Compilers and Language Theory]] * [[Topic:Complexity Theory]] * [[Topic:Computational linguistics]] * [[Topic:Computer Architecture]] * [[Topic:Computer Logic]] * [[Topic:Computer Programming]] * [[Topic:Concurrency and Real-Time Programming]] * [[Topic:Cryptography]] * [[Topic:Databases]] * [[Topic:Dynamic Programming]] * [[Topic:Geoinformatics]] (i.e. [[Geospatial Information Systems (GIS)|GIS]]) * [[Topic:Graph Theory]] * [[Topic:Graphic design with computers]] * [[Topic:Networking]] * [[Topic:Object-Oriented Programming]] * [[Topic:Operating Systems]] * [[Topic:Information Systems]] * [[Topic:Quantum Computing]] * [[Topic:User Interfaces]] * [[Topic:Web Design]] * [[Topic:Scientific Computing]] * [[Topic:Software Quality Assurance test]] * [[Topic:Software Freedom]] * [[Topic:Software testing]] * [[Topic:Information Security]] * [[Topic:Software Project Management]] ==Learning materials and learning projects== Please familiarize yourself with the [[Wikiversity:Naming conventions|naming conventions]] if you haven't already. ===Suggested Starting Points=== * [[Topic:Computer Programming|Computer Programming]] - This division links to a variety of programming languages and includes an [[Introduction to Programming]]. * [[Topic:Web Design|Web Design]] - Although not specifically a CS topic, this collection of materials imported from Wikibooks is fairly complete and relevant. *[[Apache MySQL PHP on Mac OS X]] ===Study Guide=== There are currently a large number of dead Topic: links that refer to empty departments. Until these are populated with content, a list of learning projects that support a "standard" [[Computer science program|study program]] is being developed. As this list grows, these learning projects can be used to compose small, more focused programs for special interests. * [[Computer science program|study program link]] === Learning paths === * [[Open Source Degree Confirmation]] * [[IT-101 (IT vs CS)]] * [[Learning to learn a wiki way]] * [[Design Engineering]] * ... ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' *Proposed [[Learning project]]: [[Screensaver Research]] - List distributed computing research screensavers (like folding@home) for students to download and run in the background with the eventual goal of writing one purely for wikiversity. ** Integration with existing Open Source code possible :Please see also http://en.wikiversity.org/wiki/Wikiversity_Distributed_Virtual_Supercomputer *Proposed [[Learning project]]: [[3DTheater.org]] - 3D Framework and SDK for live or scripted networked 3D Video-Game quality Wikiversity events such as school plays, sporting events, class sessions or virtual social events. Any 3D renderable setting may be explored.[[http://en.wikiversity.org/wiki/Wikiversity_Distributed_Virtual_Supercomputer]] Any variation of live acting, scripted actor sequences or Artificial Intelligent natural language responses may be incorporated. Any new Virtual 3D Sport may be created to obey its own laws of physics. Any other conceivable (legal and ethical) use for this virtual space could be entertained. The aim of this project would be to raise the level of user configurability such that--like in these wiki pages--the browser can quickly become the author, rendering assets for our 3D virtual campus, and breaking new ground in the field of virtual technology. **[[Video games for education]] - Wikiversity initiatives related to the Federation of American Scientists report on the National Summit on Educational Games. *Proposed [[Learning project]]: [[Remote Learning Development]] - We are computer scientists (or aspiring to be ones), so I think it would be interesting to have a practical learning project. This could integrate text, video and voice for either peer to peer or group work. I see this as having interest not just to our area, but to all of Wikiversity and maybe even other institutions. ==Resources== Know any good resources for scholars of this topic? Good open source software sources for computer science education are welcome. Add them here! '''Online:''' *An online self study java course (Duke): http://www.duke.edu/~trc7/cps/ *Online courses, complete with e-textbooks (MIT): http://ocw.mit.edu/OcwWeb/Electrical-Engineering-and-Computer-Science/index.htm *... '''Books:''' *[[b:Computer Science|Computer Science]] at [[Wikibooks]] *... '''Local articles:''' *[[Internet]] - a local learning resource that takes a look at the Internet from a technical perspective *...''please add more''... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Alien FX Fiend™|Alien FX Fiend™]] (Computer Science, Electrical Engineering/ Signal Processing) *[[User:Doorleemee|Doorleemee]] 17:20, 25 October 2006 (Computer Engineering) *[[User:sundar22in|sundar22in]] (Application Development)<br /> *[[User:jlguinn|jlguinn]] (Computer Science)<br /> *[[User:Codebunnie|Codebunnie]] (Application Development)<br /> *[[User:Somefilename|Somefilename]] (Computer Science)<br /> *[[User:Digitalme|Digitalme]] (co-advisor) (Computer Science)<br /> *[[User:Tastymangojuice|Tastymangojuice]] (Computer Science)<br /> *[[User:Spacey|Spacey]] (Computer Science)<br /> *[[User:Ade1982|Ade]] (Theoretical Computer Science) <br /> *[[User:Robert Horning|Robert Horning]] (Software Engineering) *[[User:RobertLutz|RobertLutz]] (Electrical Engineering) <br /> *[[User:Aepex|Aepex]] (Computer Science)<br /> *[[User:Vegarede|Vegarede]] (Computer Science)<br /> *[[User:jtbengal|jtbengal]] (Computer Science)<br /> *[[User:Magus|Magus]] (Computer Science)<br /> *[[User:DarkFighter|DarkFighter]] (Computer Science)<br /> *[[User:Dr-now|Dr-now]] (Computer Science)<br /> *[[User:ex0du5|ex0du5]] (Computer Engineering)<br /> *[[User:deva|deva]] (Computer Engineering/java programming/)<br /> *--[[User:WiseWoman|WiseWoman]] 21:20, 18 September 2006 (UTC) (Media and Computing) <br /> *[[User:raghunandanan|raghunandanan]] (Computer Science)<br /> *[[User:Crossbow9|Crossbow9]](Computer Science)<br /> *[[User:Karimarie|Karimarie]] 15:03, 25 September 2006 (UTC) (Network and System Administration)<br /> *[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] (Computer science, coding, media)<br /> *[[User:bakert|<b>bakert</b>]] [[User_talk:bakert|<sup><span style="color: #FF9933;">(talk)</span></sup>]] (The Art of Computer Programming by Donald Knuth)<br /> *[[User:Pedro.Gonnet|Pedro.Gonnet]] (Computer Science, Scientific Computing)<br /> *[[User:ArrowStomper|ArrowStomper]] (Computer Science) *[[User:CQ|CQ]] ([[w:Wikipedia:WikiProject Computer science|Computer science]]) (interfaces, media...) *[[User:OLA|OLA]](computer science)<br/> *[[User:Mariehuynh|Mariehuynh]] 09:10, 15 October 2006 (UTC) *[[User:DarshanArney|Darshan Arney]] (Computer Science) *[[User:cviall|Chris Viall]] (Computer Science) *[[User:Schoeberl|Martin Schoeberl]] (Computer Architecture) *[[User:doom777|doom777]] (Higher language Programming) *[[User:Ragpicker(Computer Science)]] *'''Rahul K'''( IT security consultant ) *[[User:AustinSmith|AustinSmith]] (Database, Web Applications, Development Theory) *[[User:Freeman|Freeman]] (Machine learning, Data mining) - 22:08, 15 December 2006 *[[User:RISHICHATURVEDI|RISHICHATURVEDI]] (Computer Science, IET DAVV-INDORE) - 16:00, 19 December 2006 *[[User:owl3638|owl3638]] (Computer Science) - 16:00, 29 December 2006 *[[User:Sterling|Sterling]] (Software Engineering: Modelling) - 5 Jan 2007 *[[User:Cio|Cio]] (Computer Science: Programming) - 15 Jan 2007 ==Talk about this school== [[School talk:Computer Science|Talk about the School of Computer Science]] [[de:Fachbereich Informatik]] [[Category:Engineering and Technology]] [[Category:Computer Science|Computer Science]] [[Category:Wikiversity schools|Computer Science]] 1774 24799 2006-09-07T13:31:48Z JWSchmidt 20 [[Category:Computer]] Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Computer]] 1775 79492 2007-01-21T09:23:59Z Remi0o 3985 <center><big>Welcome to '''The Institute of Construction'''</big></center> <center>Part of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]].</center> <center>''In cooperation with [[:Category:Engineering and Technology|Engineering and Technology]]''</center> In project architecture and civil engineering, '''[[w:construction|construction]]''' is the building or assembly of any infrastructure. Although this may be thought of as a single activity, in fact construction is a feat of multitasking. Normally the job is managed by the construction manager, supervised by the project manager, design engineer or project architect. While these people work in offices, every construction project requires a large number of laborers, carpenters, and other skilled tradesmen to complete the physical task of construction. ==Institute news== * '''August 16, 2006''' - School founded! ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... == Courses == * [[Topic:Reading Blue Prints|Reading Blue Prints|]] * [[Topic:Math for Construction|Math for Construction]] * [[Topic:Estimating|Estimating]] * [[Topic:Bidding|Bidding]] * [[Topic:Communications in Construction|Communications in Construction]] * [[Topic:Construction Law|Construction Law]] * [[Topic:Construction Planning|Construction Planning]] * [[Topic:Construction Paperwork|Construction Paperwork]] * [[Topic:Accident Prevention|Accident Prevention]] * [[Topic:Loss Control|Loss Control]] * [[Topic:Construction Materials|Construction Materials]] * [[Topic:Maximizing Efficiency In Construction|Maximizing Efficiency In Construction]] * [[Topic:Construction Leadership|Construction Leadership]] * [[Topic:Employee Motivation|Employee Motivation]] * [[Topic:Finding Quality Employees|Finding Quality Employees]] * [[Topic:Entrepreneurship In Construction|Entrepreneurship In Construction]] * [[Topic:Construction Project Management|Construction Project Management]] * [[Topic:Construction Methods|Construction Methods]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! [[Category:{{PAGENAME}}| ]] 1776 23379 2006-09-04T03:04:21Z JWSchmidt 20 Category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Practical Arts and Sciences]] 1777 48061 2006-11-23T03:59:59Z Hillgentleman 530 Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Wikiversity schools]] 1779 45560 2006-11-14T11:22:42Z CQ 1939 /* Research projects */ [[UML]] <center><big>'''Welcome to the {{PAGENAME}} Department!'''</big></center> <center>''Part of the [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:MediaWiki|MediaWiki]]''' is a wiki software package licensed under the [[GNU General Public License]]. It is written in [[Topic:PHP|PHP]] and requires the [[Topic:MySQL|MySQL]] relational database management system (although it has some [[Topic:PostgreSQL|PostgreSQL]] support). Historically, MediaWiki was developed to serve the needs of Wikipedia, a free wiki-based encyclopedia, but it has since become one of the most popular general [[wiki]] solutions. Today, it is used by all projects of the Wikimedia Foundation, all wikis hosted by Wikia, and many other popular and large wikis. It has also been deployed by companies as an internal knowledge management solution, and as a [[w:content management system|content management system]]. Notably, Novell uses it to operate several of its high traffic websites, which are not editable by the general public. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active editor for MediaWiki-related pages, you can list your name here (this can help the community of MediaWiki editors grow and help these editors communicate better). ==School news== * '''August 16, 2006''' - School founded! * '''November 1, 2006''' - [[Wiki 101]] expanded to sit between [[Introduction to Wiki]] and [[Topic:MediaWiki]] * ... ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! *[[Introduction to Wiki]] - for new Wikiversity editors *[[Learning project]]: [[Wiki 101]] - a guide that draws upon the [[m:MediaWiki|MediaWiki Handbook]] for advancing Wikiversity editors *[[Wikiversity:Templates]] - A Guide to creating, perfecting, deploying and documenting [http://en.wikiversity.org/w/index.php?title=Special%3APrefixindex&from=&namespace=10 templates] used at [[Wikiversity]]. *... ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' *[[MediaWiki Project]] - guides participants from introductory HTML to advanced MediaWiki hacking.... participants develop new MediaWiki features for the Wikiversity community *Proposed [[Learning project]]: [[Citing Sources]] - Introduction to finding high quality, verifiable sources and citing them in WikiMedia projects. *Proposed [[Learning project]]: [[Wikimedia Garbage Detail]] - Wikiversity's sister projects such as Wikipedia discard articles that do not conform to the narrow mission of the various Wikimedia projects. The Wikimedia Garbage Detail will be a Wikiversity project devoted to learning how to efficiently capture discarded content from other Wikimedia projects that is suitable for Wikiversity. *[[Topic:MediaWiki/Codebase]]: an ongoing investigation of the [http://www.mediawiki.org/wiki/MediaWiki Mediawiki codebase] designed to be a Wikiversity convergence of [[School:Computer Science]] and Meta's old [[m:How to become a MediaWiki hacker|How to become a MediaWiki hacker]]. *[[Topic:MediaWiki/Engine]]: an exploration of how MediaWiki uses [[Topic:PHP|PHP]] to access and modify records in its [[Topic:MySQL|MySQL]] database. ''See also [[Topic:Databases]] and [[Topic:Object-relational databases]]'' *... ===Diagrams=== Some participants studying [[School:Computer Science|Computer Science]] are contemplating using [[Topic:MediaWiki|MediaWiki]] as a subject for a study in '''[[UML]]''' ([[w:Unified Modeling Language|Unified Modeling Language]]) producing a set of [[w:Category:UML diagrams|UML diagrams]] that may help to visualize how the [[Topic:MediaWiki/Engine|MediaWiki backend]] works. ''- [[Talk:UML|Discuss]]'' ==Resources== Know any good resources for scholars of this topic? Add them here! '''[[m:How_to_become_a_MediaWiki_hacker#The_MediaWiki_codebase|Hacking start points]]''' (How to become a MediaWiki hacker): *[http://svn.wikimedia.org/viewvc/mediawiki/ Subversion index and files], online (ViewVC) *[http://svn.wikimedia.org/doc/ Generated documentation], online *[http://sourceforge.net/project/showfiles.php?group_id=34373 MediaWiki files], SourceForge [[Category:{{PAGENAME}}| ]] 1780 75996 2007-01-14T22:51:36Z Historybuff 5228 Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Software]] 1781 67510 2007-01-07T09:46:29Z Franz Kies 2208 /* Active participants */ <center><big>Welcome to '''The Center for study of Introduction to Project Management'''</big></center> <center>''Part of the [[School:Project Management|School of Project Management]]''</center> <center>In cooperation with [[Portal:Engineering and Technology|Engineering and Technology]]</center> ==Center description== The Center for study of Introduction to Project Management is devoted to the development of user-friendly learning resources for study of Project Management. '''[[w:Project management|Project management]]''' is the discipline of defining and achieving finite objectives. The challenge of project management is the optimized integration and allocation of the inputs needed to meet those pre-defined objectives. The project, therefore, is a carefully selected set of activities chosen to use resources (time, money, people, materials, energy, space, provisions, communication, quality, risk, etc.) to meet the pre-defined objectives. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active editor for Project Management-related pages, you can list your name here (this can help the community of Project Management editors grow and help these editors communicate better). List of participants: [[User:Franz Kies|Franz Kies]] 09:46, 7 January 2007 (UTC) ==Center news== * '''August 16, 2006''' - School founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. Get to work creating learning activities! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== [[Image:01 Project Preparation.png|thumb|400px|[[Topic:01 Project Management - Preparation]]]] ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! *[[w:WikiPedia:WikiProject|WikiPedia:WikiProject]] *[[w:Project management|Project management]] [[Category:{{PAGENAME}}| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Project Management]] [[Category:Introductions|Project Management]] 1783 23396 2006-09-04T03:26:58Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Practical Arts and Sciences]] 1784 67944 2007-01-08T03:23:12Z Robert Elliott 1436 Minor correction {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} '''Note''': The page [[Portal:Art and Design]] contains material imported from Wikibooks. Please integrate [[Portal:Art and Design]] with this page. '''[[w:Design|Design]]''', usually considered in the context of the applied arts, engineering, architecture, and other such creative endeavours, is used as both a noun and a verb. "Design" as a verb refers to the process of originating and developing a plan for a new object (machine, building, product, etc.). As a noun, "design" is used both for the final plan or proposal (a drawing, model, or other description), or the result of implementing that plan or proposal (the object produced). ==Divisions and Departments== Here are the current Divisions and Departments of the [[School:Art and Design |School of Art and Design]] * [[Portal:Fine Arts|The Division of Fine Arts]] - Includes [[Topic:Narrative Film Production |Narrative Film Production - Filmmaking]]. [[Image:Nuvola apps aktion.png|32px]] {| cellpadding="10" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #fffff0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==[[Portal:Fine Arts|The Division of Fine Arts]]== By going to [[Portal:Fine Arts|The Division of Fine Arts]], you will see the following: ===1. [[Topic:Craft Arts|Division of Craft Arts]]=== :From glass blowing to basket weaving, this subdivision of Fine Arts is dedicated to the exploration and application of the ability to manipulate raw materials into both the practical and works of art. Departments include, but are not limited to, woodworking, jewelry, weaving, ceramics and yarn works. Whether you want to learn how to crochet a pair of socks for your little brother next winter holidays, or get the foundations to enable you to make some necklaces to show at the next crafts fair, this is the place for you hands-on, hard-working students to call home. **[[Ceramics]] ---- ===2. [[Topic:Art Studies and History |Institute of Art Studies and History]]=== :This institute is for scholars wishing to pursue the analysis and methodology behind visual and performing arts. Anybody interested in having an educated opinion when criticizing films, art, or dance needs first understand its history and patterns, symbols and icons. Departments in the Art Studies and History subdivision include, but are by no means limited to, cinema studies and art history. Whether to compare German Expressionism and Italian neorealism, write a review about a Jackson Pollock piece, or fully appriciate the religious iconography in European medieval art, this department is here at your disposal. ---- ===3. [[Topic:Institute of Dramatic Writing |Institute of Dramatic Writing]]=== :Going beyond the basic principles of literature and writing, this institute strives to impart the elements of drama to all willing students. Narrative structure, script writting, tools to understand the construction of both the short screenplay and the feature length, everything you ever wanted to know about the ways of writing for film, television, and theater are packed up into this department. ---- ===4. [[Topic:Fashion|Division of Fashion]]=== Departments include: :# Fashion Design :# [[Topic:Fashion Illustration|Fashion Illustration]] :# Fashion Business :# Fashion Journalism. ---- ===5. [[Topic:Film and Television |Institute of Film and Television]]=== The Institute of Film and Television has seven divisions though only Narrative Film Production and 3D Animation currently have lessons. ====Divisions of Film and Television==== :;A. [[Topic:Narrative Film Production | Narrative Film Production]] ::Projects aimed at developing skills for producing narrative motion pictures and television dramas. This includes filming dramatic scenes with a single camera (motion picture reversal film, positive projection film, analog video, or digital video) using a separate audio recording device for recording the scripted dialog. Narrative Film Productions are always edited with non-linear technology (either on pieces of film or on digital video inside of computers) which allows for the compression or expansion of time. Note: Single camera means one or more individual cameras filming separately; not synced cameras as in television studio cameras connected to a switcher. Narrative Film Production also refers to narrative television commercials filmed with the same pre-production, production and post production techologies. {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #inherit;" | {{Courses in Filmmaking - Table - Float Right}} {{Template:Lessons in Basic Filmmaking - Table - Float Left}} <center><big><br>[[Filmmaking|Filmmaking]]<br>[[Image:Nuvola apps package edutainment.png]]</big></big></center> |} :;B. [[Topic:Documentary production | Documentary Production]] ::Projects aimed at developing skills for producing documentary motion pictures. This includes all fact-based recording (either on film or video) and includes '''event video''' such as weddings and funerals. :;C. [[Topic:Narrative Television Production | Narrative Television Studio Production]] ::Projects aimed at developing skills for producing multi-camera television programs with scripted dailog. This includes filming in a studio with one or more (usually, three or more) studio cameras (either on film or video) connected in sync to a switcher and edited linearly (which means it does '''not''' allow for the compression or expansion of time.) Most television production is edited live during the filming of the production using a switcher in a control room. :;D. [[Topic:Documentary television Production | Documentary Television Studio Production]] ::Projects aimed at developing skills for producing multi-camera television programs with scripted dialog or non-scripted dialog. This includes filming in a studio with one or more (usually, three or more) cameras (either film or video) connected in sync to a switcher and edited linearly, often in real time using switchers. This includes programs such as cooking shows, infomercials, live newscasts and the Tonight Show. :;E. [[Topic:Corporate Video | Corporate Video & Multimedia Production]] ::Projects which combine television studio production, documentary production, animation and multimedia and are mostly edited with non-linear editing software on personal computers. This is concidered "quick and dirty" video and includes most corporate training videos. :;F. [[Topic:Corporate Video | Narrative 2D Animated Motion Pictures and Television Dramas]] ::Projects aimed at developing skills for producing narrative motion pictures and television dramas using '''hand-drawn''' animation. :;G. [[Topic:Corporate Video | Narrative 3D Animated Motion Pictures and Television Dramas]] ::Projects aimed at developing skills for producing narrative motion pictures and television dramas using '''3D character''' animation. :::G.1 [[A Hands-On Introduction to Game Design and Production Processes]] Early emphasis on animation clip production using film techniques and open source tools such as Art of Illusion and GIMP. ---- ===6. [[Topic:Performance Art|Division of Performance Art]]=== :The Division of Performance Art is building a resource of materials to supplement the hands-on exploration of creative freedom, personal expression and professional discipline provided by a real-world studio. The division will provide materials that relate the performing arts to the forming of community and social consciousness while examining their liminal histories and current practices. *Departments include: ** Acting (Film and Stage) ** Dance and Physical Theatre ** Technical Theatre ** Music ---- ===7. [[Topic:Visual Art |Division of Visual Art]]=== :The Visual Arts cover many mediums and can open a student's eyes to the world around them! This area of Fine Arts can be tied into anything that interests them - photography, film studies, popular culture, fashion, etc. - but is traditionally known as drawing, painting, sculpting, printmaking, and photography. :*[[Sculpture]] |} * [[Topic:Fashion|The Division of Fashion]] * [[Topic:Industrial Design|Industrial Design]] * [[Topic:Visual Communication Design|Visual Communication Design]] * [[Topic:Philosophy of Art|Philosophy of Art]] - the Philosophy of Art department promotes exploration of this ancient branch of philosophy from Plato and Aristotle through the philosophy of the Enlightenment and on through contemporary Anglo-American and Continental philosophy. * ... ;Note to new instructors :Divisions and Departments of the School exist on pages in "topic" namespace. When you want to create a new division or department, start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ==Active participants== :The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). :*[[User:mishaneah|mishaneah]] (Industrial Design)<br /> :* [[User:Michael|mdentonNZ]] (Visual Communication Design) ==School news== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. == Learning projects == *'''[[Welding|Welding Learning Project]]''' *'''[[Chain mail|Chain mail Learning Project]]''' ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! *[http://www.co-design.co.uk/design.htm Green Design (University of Manchester)] *[http://www.core77.com/ Core-77 Industrial Design Community Resource] *[http://www.idsa.org/ Industrial Designer's Society of America] [[Category:{{PAGENAME}}| ]] [[Category:Humanities|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] 1785 5689 2006-08-17T00:01:09Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Humanities|{{PAGENAME}}]] 1786 77660 2007-01-17T07:24:42Z Somitho 5446 replaced same with name. minor spelling fix {{shortcut|[[WV:AN]]}} This page is a central location for communication between administrators. ==Notices== *[[Wikiversity:Import#Notes for Admins|Information about importing pages]] from Wikibooks and the Wikimedia meta wiki. *A group of Wikiversity participants decided to try a new name (custodian) to replace "administrator"; see [[Wikiversity:Custodianship]]. **[[Wikiversity talk:Custodianship|discuss which name to use for "sysop"]] *Please look at [[Special:Unwatchedpages]] and add some pages that are of interest to you to your watch list. * Join us on #wikiversity-en (on Freenode) to coordinate activity in real time. *See the [[Wikiversity talk:Notices for custodians|note from SBJohnny on the talk page]] about import of pages from Wikibooks. *[[Help with the migration of Wikiversity pages from Wikibooks]] - getting help from Wikiversity participants *[[Wikiversity:Vandalism]] *Information about the new [[Wikiversity:Custodianship#Undo|undo feature]] *Work being done now on [[Wikiversity:Open Proxies]] ==Mass blocking of open proxies== I'm just posting here to inform you all that in the next few weeks there is a (very large number) of open proxies that will be blocked in order to enforce the [[m:WM:NOP|prohibition of editing from open proxies on all wikimedia projects]]. I have gathered a list from the log data dump of the English Wikibooks just now. There are in total 1072 IP addresses on the list, and after I do a similar thing on a few other wikis (and remove duplicates) it will likely grow. Once complete, this effort will significantly reduce vandalism. Thanks. --[[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 15:03, 10 December 2006 (UTC) ===Unblocking=== Blocked users who try to edit will see [[MediaWiki:Blockedtext|this message]]. As mentioned at [[Wikiversity:Blocking policy]], blocked users can edit their own user discussion page. They can use [[Template:Unblock]] on their user discussion page in order to request unblocking. Example: see the deleted edits [http://en.wikiversity.org/w/index.php?title=User_talk:68.109.175.242&action=edit here]. Please watch [[:Category:Requests for unblock]]. --[[User:JWSchmidt|JWSchmidt]] 16:06, 12 December 2006 (UTC) [[Category:Wikiversity administration]] 1787 27472 2006-09-16T17:13:25Z Ђорђе Д. Божовић 1193 Redirecting to [[Topic:Foreign Language Learning]] #REDIRECT [[Topic:Foreign Language Learning]] 1788 77604 2007-01-17T05:39:02Z JWSchmidt 20 [[Category:Language]] Anything that is currently under this category needs to be recategorized under [[:Category:Foreign Language Learning]]. -- [[User:Xlbnushk|Xlbnushk]] 01:08, 10 November 2006 (UTC) [[Category:Language]] 1789 68607 2007-01-09T13:13:02Z Sapan 5117 <!--This page design copied from the School of Languages and Literature--><div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[Portal:Humanities|F<small>ACULTY FOR</small> H<small>UMANITIES</small>]]'''</center> [[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]]</div> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO THE </small> S<small>CHOOL OF</small><br>LAW,'''</div> <div style="top:+0.2em;font-size: 95%">part of the [[Portal:Humanities|Faculty for Humanities]].</div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:European Union Law|EU Law]] *[[Topic:Rules and Procedure|Rules and Procedure]] |style="width:22%;font-size:95%";color:#000"| *[[Topic:Public International Law|Public International Law]] *[[Topic:Intellectual Property Law|Intellectual Property Law]] *[[Topic:South African Law|South African Law]] *[[Topic:Civil Law|Civil Law]] |style="width:10%;font-size:95%";color:#000"| [[Image:US_Department_of_Justice_Scales_Of_Justice.svg|center|70px|Scales of Justice]] |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">The Institution of the Law</h2 > [[Image:Nuvola_mimetypes_abiword_abi.png|right|60px|Languages]]'''[[w:Law|Law]]''' is the set of rules or norms of conduct which forbid, permit or mandate specified actions, govern official resolution of conflict, and define relationships among people and organizations. The authority upon which legal rules rest and the extent to which they are formally codified varies between jurisdictions but all modern legal systems are united in their attempt to assure impartial treatment of those suspected of breaking the rules and to bring about justice. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. * Discussion tab is considering various issues of this school's structure. Please add to discussion. <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Major Events in School history</h2 > [[Image:P literature.png|right|60px|History]] * '''August 17, 2006''' - School founded! * '''September 2, 2006''' - Department of [[Topic:Science research and the Law|Science research and the Law]] founded. * '''September 7, 2006''' - Department of [[Topic:Public International Law|Public International Law]] founded. * '''September 28, 2006''' - Department of [[Topic:Rules and Procedure| Rules and Procedure]] founded. *'''October 28, 2006''' - Department of [[Topic:South African Law|South African Law]] founded. *'''December 16, 2006''' - Department of [[Topic:Civil Law|Civil Law]] founded. *'''January 9, 2007''' - Department of [[Topic:Indian Legal System]] founded </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Active Participants</h2 > *[[User:Hoopydink|Hoopydink]] *[[User:Deon555|Deon555]] *[[User:Djfc|Djfc]] *[[User:Jpeob|Jpeob]] *[http://it.wikipedia.org/wiki/Utente:%2ARaphael%2A|'''<font color="purple">*R</font><font color="red">ap</font><font color="orange">h</font><font color="green">ae<font color="blue">l*</font>'''] <small><sup> [http://it.wikipedia.org/wiki/Discussioni_utente:%2ARaphael%2A|<font color="Black">'''Write to the Angel''']</sup></small> *[[User:Claudia700|Claudia700]] *[[User:Ricmat|Ricmat]] *[[User:Ramjaw|Ramjaw]] *[[User:AdamG|AdamG]] *[[User:Andrew massyn|Andrew massyn]] *[[User: mmizzi|mmizzi]] </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quotes</h2 > [[Image:Wappen_Grafenhausen_WT.png|right|90px|Quotation]] *"There is no jewel in the world comparable to learning; no learning so excellent as knowledge of laws."<br /> - ''Edward Coke'' *"The law...should surely be accessible at all times and to everyone." <br /> - ''Franz Kafka'' *"Let all the laws be clear, uniform and precise. To interpret laws is almost always to corrupt them."<br /> - ''Voltaire'' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Related schools</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola_apps_edu_miscellaneous.png|55px|History]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:P philosophy.png|66px|Classics]]</div> |- ! style="text-align:center;width:33%"|'''[[School:History|History]]''' ! style="text-align:center;width:33%"|'''[[School:Classics|Government]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kfm home.png|55px|Social Sciences]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:Humanities|Humanities]]''' ! style="text-align:center;width:33%"|'''[[Portal:Social Sciences|Social Sciences]]''' |} </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Divisions and subdivisions</h2 > [[Image:Nuvola apps ksig.png|right|50px|Writing]] Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Science research and the Law|Science research and the Law]] - This department provides learning resources that help WIkiversity participants explore how various governments regulate scientific research. *[[Topic:Public International Law|Public International Law]] - This department provides learning resources that will allow Wikiversity participants to consider the issues surrounding laws applicable between states (and governments), regulating areas such as human rights, international conflicts, international criminal law, etc. (It should also be a Department of the School of Politics (International Relations) *[[Topic:Private International Law|Private International Law]] - This department provides learning resources for Wikiversity participants to consider the laws governing trade between companies, or between copmpanies and foreign states, that take place across international borders, i.e. do not occur within a single legal jurisdiction. *[[Topic:European Union Law|EU Law]] - This department will provide learning resources for Wikiversity particiapnts to consider the structure, content and scope of the laws within the European Union. *[[Topic:International Medical Law|International Medical Law]] - This department will provide learning resources for Wikiversity participants to consider the structure, content and scope of the medical law within the various world nations . *[[Topic:Religious Law|Religious Law]] - This department will provide learning resources for Wikiversity participants to consider the structure, content and scope of the laws within the various world faiths and their relation to other law sectors . *[[Topic:Rules and Procedure|Rules and Procedure]] - This department will provide learning resources for Wikiversity participants to consider the structure, content, and scope of the Law by exploring procedural rule based aspects of the different areas of law around the world. *[[Topic:Intellectual Property Law|Intellectual Property Law]] - This department will provide learning resourses for Wikiveristy participants to learn about Intellecual Property laws, rulings, and treaties. *[[Topic:South African Law|South African Law]] This department will provide learning resources for Wikiversity participants to consider various substantive aspects of South African Law. *[[Topic:Civil Law|Civil Law]] This department will create learning projects for participants interested in Civil Law concepts *[[Topic:Indian Legal System|Indian Legal System]] This department will provide the readers with an insight of the Indian Legal System and how it works. </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Useful textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:44%;font-size:95%;color:#000"| *[[b:Wikibooks:Law bookshelp|Books about the Law]] |style="width:44%;font-size:95%"| *[[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]] *[[b:Wikibooks:Social sciences bookshelf|Social sciences bookshelf]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia for literature and language</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Law|Law on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Law|Law on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Law|Law on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Law|Law on Wikibooks]]''' &nbsp; &nbsp; |'''[[s:Wikisource:Case law|Law on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Law|Law on Wiktionary]]''' |} </div > </div > __NOEDITSECTION__ __NOTOC__ ==Lessons== Get to work writing lessons! Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== *[http://en.wikibooks.org/wiki/Wikiversity:School_of_Law/1L_Guide Wikibooks 1L Guides] [[Category:{{PAGENAME}}| ]] [[Category:Humanities|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] [[de:Fachbereich Rechtswissenschaften]] [[es:Facultad de Derecho]] 1790 48063 2006-11-23T04:04:18Z Hillgentleman 530 category:wikiversity schools Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Humanities|{{PAGENAME}}]] [[Category:Wikiversity schools]] 1791 79348 2007-01-21T01:59:14Z MichaelBillington 1599 moving 2 to archive {{shortcut|[[WV:RFD]]}} [[Category:Requests for Deletion|!]] [[Category: Wikiversity administration|Requests for Deletion]] This page seeks to resolve the question whether a page or file should be deleted through consensus. If a wikiversity page is not causing harm, do not rush to detete it. [[Wikiversity:Assume Good Faith|Assume good faith]]: the page might be useful to some current or future Wikiversity participant. Make use of the options listed at [[Wikiversity:Welcome templates]] before you decide to delete a page. Pages are listed here for a period of '''at least five days'''. After the appropriate period, an admin looks at the page or file and determines whether consensus for deletion has been reached. If it has, the page is deleted. The period of time starts at the submission of the deletion request on this page. This page is also the proper venue for discussing undeletion requests. If you object to speedy deletion of an article, or wish to overturn another deletion request, please list it here. An admin may undelete it for the duration of the vote, so that users may view the article they are voting on. You can list images, categories or pages for speedy deletion by putting '''{{tl|delete}}''' on the page in question. There is no deletion policy yet. Base your decisions on common sense: if it's obvious it doesn't belong, tag it for speedy deletion. If you think it's worthy of a discussion, nominate it here. See the [[Special:Log/delete|Deletion Log]] or the [[Wikiversity:Deletion requests/Archives|deletion archives]] to see what pages have been deleted. __TOC__ __NEWSECTIONLINK__ = How to list a page here = # Add '''{{tl|Deletion request}}''' or '''{{tl|dr}}''' to the image, category or article page. # List the link below using the following template: <pre><nowiki> == [[Article title]] == REASON <add reason> -- ~~~~ *ARGUMENTS - </nowiki></pre> =Undeletion requests= =Deletion requests= == [[List of German verbs]] == REASON: The Jade Knight want to move a wikibook page to this location with better information -- [[User:Rayc|Rayc]] 00:43, 14 November 2006 (UTC) :This doesn't need an RfD, because it doesn't involve actually deleting the page. Feel free to just replace it with some text informing the user that much better content is available at Wikibooks.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:33, 15 November 2006 (UTC) ::Is Ray not saying that Jade Knight wants to delete what's there in order to import a better page from Wikibooks? That sounds ok to me. [[User:Cormaggio|Cormaggio]] 00:37, 15 November 2006 (UTC) :::The way Jade Knight phrased it [[Talk:List_of_German_verbs|here]], it sounded like he just wanted a link. I don't think that the Wikibooks page is something that should be brought over to Wikiversity.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 01:58, 15 November 2006 (UTC) ::::Right - I hadn't looked at the talk page - sorry. [[User:Cormaggio|Cormaggio]] 11:03, 16 November 2006 (UTC) :Looks like the page on wikibooks should belong in wikibooks I'll just add a link.--[[User:Rayc|Rayc]] 23:23, 16 November 2006 (UTC) ==[[Organizational behaviour]]== AmiDaniel marked this as speedy, but it looks more like a page request. Anyone know which school this would fall under? At least it's the starting of a learning project.--[[User:Rayc|Rayc]] 07:28, 27 November 2006 (UTC) :Okay... odd ways of doing things around here. I moved the request to [[Talk:Organizational behaviour]] where it seems to better belong. The main article is now tagged with {{tl|Main welcome}}, so those wishing to expand the article .. can. It would seem that this would likely fall under the [[School:Psychology|School of Psychology]] .. perhaps contact them to see if they'd like to add content to the page? [[User:AmiDaniel|AmiDaniel]] 07:57, 27 November 2006 (UTC) ==[[Multiple points of view]]/[[Wikimedia Garbage Detail]]== Cross namespace redirect.. do we have that dumb rule here too? I thought it was only enforced in enwikipedia because they were running out of space and could foresee when a redirect could get turned into an article.--[[User:Rayc|Rayc]] 07:40, 27 November 2006 (UTC) :The namespaces each serve very particular roles, and in particular, crossing projectspace with mainspace just gives me the eeberjeebers. Projectspace is for metadata, where random WikiProjects such as this one are appropriate, whilst the mainspace is for educational content '''only'''. By redirecting from the mainspace to projectspace we completely shatter this divide, and, while such redirects may be helpful to our editors, they are not helpful to our everyday readers who come looking for lessons and get "Wikimedia Garbage Detail." It's important to keep in mind that the site search, by default, searches only in the mainspace, meaning that a search may well turn up redirects such as this one, which is really just a horrid embarassment to all who have helped to build Wikiversity--like a gaping whole in the set staring directly into backstage. We need to think of redirects in terms of how they are most useful and least confusing to our typical readers, not to ourselves. So, I'd say '''delete all''' cross-namespace redirects from mainspace to project and userspace. And no, enwiki is not deleting cross-namespace redirects because they're running out of article space :D -- rather, it's for some of the reasons I mention above, and many, many others. Before discussing the cross-namespace issue, I'd strongly encourage everyone to take a look at pages such as [[w:Wikipedia talk:Cross-namespace redirects]], [[w:WP:RfD]], and many other related pages on enwiki. [[User:AmiDaniel|AmiDaniel]] 07:51, 27 November 2006 (UTC) ::For the sake of completeness, let it be said that the various WP: and CAT: shortcuts on English Wikipedia are technically also cross namespace redirects. I've deleted [[Wikimedia Garbage Detail]] and I have no problems seeing the other one gone too. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 13:30, 27 November 2006 (UTC) :::Technically, yes, but WP: and CAT: have become pseudonamespaces through popular usage, and though some are occassionally deleted, you'll never hear anyone calling for their deletion. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 05:37, 28 November 2006 (UTC) ::Well, there would be allot of confusion if [[Main Page]] was deleted, so not all Cross-namespace redirects should go. --[[User:Rayc|Rayc]] 03:47, 28 November 2006 (UTC) :::<nowiki>*</nowiki>blinks* Except, naturally, those excluded by common sense :). [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 05:37, 28 November 2006 (UTC) 1792 79347 2007-01-21T01:59:07Z MichaelBillington 1599 archived 2 discussions '''These deletion requests are closed. Do not edit them!''' If this page is getting too large, blank the page and link to the revision prior the blanking. ---- === [[GaryGoldstein]] - DELETED === Not sure why (or how) it was created, but it deffinitly should not exist. -- [[User:Trevor MacInnis|Trevor MacInnis]] 04:32, 4 September 2006 (UTC) *ARGUMENTS - *Looks like [[User:GaryGoldstein]] was mistakenly created there.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 13:48, 4 September 2006 (UTC) **I went ahead and deleted it, I don't really see any reason for it to be there.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 16:37, 4 September 2006 (UTC) === Redirect Pages created after importation from wikibooks - DELETED === REASON -- [[User:Matteo|Matteo]] 21:30, 8 September 2006 (UTC) *ARGUMENTS - The Process I would like to use is: :# Direct links in wikibooks away from redirects in wikiversity ''[[b:Category:Wikiversity Moved Pages]]'' :# Check the redirect pages for pages that link to it and correct the links. :# RfD the pages that are redirects This seems logical to me - any objections? [[User:Cormaggio|Cormaggio]] 15:54, 10 September 2006 (UTC) :we should add the/a template(+category) Redirects for Deletion [[User:Matteo|Matteo]] 19:13, 11 September 2006 (UTC) :Go ahead and be bold. No longer needed redirects can be marked with {{[[Template:Delete|Delete]]}} for deletion. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 07:44, 18 September 2006 (UTC) === [[What do stars look like up closer]] - DELETED === Trying to not bit the newbie, so I'm proposing [[What do stars look like up closer]] here. Nice that 5th graders are editing, though.--[[User:Rayc|Rayc]] 00:57, 9 November 2006 (UTC) === [[Web Design:ICAB5180A Integrate database with a website]] - DELETED === REASON: This page seems to be a test edit by an IP. It contains no valuable context. -- [[User:J.Steinbock|J.Steinbock]] 20:39, 26 November 2006 (UTC) :yup. try a google test on that code at the beginning, its non-sence. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ::I've deleted the page. In the future, if you find such obvious nonsense just use {{tl|delete}}. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 20:56, 26 November 2006 (UTC) == [[Service community]] (deleted) == Another cross-namespace redirect. All incoming links have been repointed (by hand .. as I'm too lazy to get AWB to work on wv :P) after the page was moved out of mainspace, save for two links from [[Wikiversity talk:Service]] where context was rather relevant. The only advantage I could see to keeping this redirect would be convenience for those who are used to it, but I still think we should avoid using cross-namespace redirects where we can. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 09:27, 1 December 2006 (UTC) deleted per nom [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 19:38, 4 December 2006 (UTC) == [[:Template:Plp]] (deleted) == This template really doesn't make any sense--it's supposed to be used to tag "Proposed learning projects," but such a thing does not exist to my knowledge. Anyone can create a learning project with no need to propose it or seek approval to create it, although this template seems to suggest that there's some proposed project process. As I can't see any real use for this template, I'd like to propose that it be deleted. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 04:19, 2 December 2006 (UTC) :It's a paradox. You can only use the template when the page exists, but if it exists, it's no longer proposed. Might be useful in the future if we start setting some standards about when Learning projects start, but not now.--[[User:Rayc|Rayc]] 06:23, 2 December 2006 (UTC) deleted per nom [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 19:38, 4 December 2006 (UTC) == [[Orientation]] (deleted) == Add to that list [[Orientation]]. Cross-namespace redirect resulting from my moving project-oriented material out of the mainspace. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 23:05, 3 December 2006 (UTC) deleted per nom in the future, please consider using {{tl|delete}} for cases which do not need discussion [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 19:40, 4 December 2006 (UTC) ::I would have, but I got screamed at the last time I tagged a cross-namespace redirect for deletion, so I figured it best to just bring them all here for discussion :D. Sorry. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 21:29, 4 December 2006 (UTC) == Ocean_Engineering_and_Naval_Architecture (deleted) == http://en.wikiversity.org/wiki/Ocean_Engineering_and_Naval_Architecture '''Topic''' Topic:Ocean_Engineering_and_Naval_Architecture already exists. --[[User:Remi0o|Remi0o]] 07:01, 29 December 2006 (UTC) :Gone. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 10:02, 30 December 2006 (UTC) == Precursors of Chemistry (-1800) (deleted)== Matt McTague is the king of the world!!!! http://en.wikiversity.org/wiki/Precursors_of_Chemistry_%28-1800%29 :Was speedy deleted by Sebmol --[[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 12:02, 2 January 2007 (UTC) == from [[User:Mlanaduncan]] (deleted)== these are all available for deletion. they are name changes to remove the + signs. *<s>[[Historical Introduction to Philosophy/Philosophical+Method]]</s> *[[Historical Introduction to Philosophy/Presocratics+and+Socrates]] *[[Historical Introduction to Philosophy/Faith+and+Reason+]] *[[Historical Introduction to Philosophy/Arguments+for+God]] *[[Historical Introduction to Philosophy/Problem+of+Evil]] *[[Historical Introduction to Philosophy/Truth]] *[[Historical Introduction to Philosophy/Skepticism]] *[[Historical Introduction to Philosophy/MindBody]] *[[Historical Introduction to Philosophy/Mind]] *[[Historical Introduction to Philosophy/Personal+Identity]] *[[Historical Introduction to Philosophy/FreeWill]] *[[Historical Introduction to Philosophy/Deontology]] ::Done. [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 13:59, 17 December 2006 (UTC) == [http://en.wikiversity.org/wiki//The_Question/ The question, needed non direct link to display] (deleted) == REASON:A close to direct quote from hitchhikers guide to the galaxy (I checked, its from book 2 pg.37). Non-sense and copyright infringement.-- <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> 01:12, 27 November 2006 (UTC) *ARGUMENTS - :Well, it's our only philosophy learning project, and it's a deep one. HGttG might be a good starting place, but the copyrighted text should be removed. --[[User:Rayc|Rayc]] 07:28, 27 November 2006 (UTC) :I have deleted the page linked to here, as well as a duplicate page ([[The Question]]), because they contain copyrighted text. (and also because this discussion has been open for over a month without a decision :S) --[[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 12:26, 2 January 2007 (UTC) == [[Mejan the Snowman]] (deleted) == I nominated this for deleteion. Am I right in thinking that Wikiversity isn't the place for this kind of thing? [[User:Xania|Xania]] 14:27, 10 December 2006 (UTC) :*Yes, please, '''speedily delete''' with fire. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 14:50, 10 December 2006 (UTC) :Has any attempt been made to [[Wikiversity:Assume Good Faith|Assume Good Faith]] and contact the author? --[[User:JWSchmidt|JWSchmidt]] 14:58, 10 December 2006 (UTC) ::I think this is someone attempting to analyze cartoon scripts for storyboarding practice. If you follow the "bulgy" in this file found by following the IP address [http://en.wikiversity.org/wiki/The_Adventures_of_Simon_Douglas:_The_Genuis] you find a lesson on 3D Storyboarding. All the contributions made under this IP address seem related to concise outlines of cartoons and analysis of characters and basic themes or plots. Perhaps if we left a note asking the user to register and use their talk pages and sub pages for personal notes and exercises we would eventually gain a knowledge participant vs. irritating someone by deleting their efforts with a note it is not relevant to Wikiversity. [[User:Mirwin|Mirwin]] 10:11, 11 December 2006 (UTC) I think this, along with others added by this user ([[Special:Contributions/68.37.205.18|contribs]]): [[Helen Prince]], [[Helen Prince (character)]], [[My Gym Partner SItes]], [[List of recurring kid characters on Ned's Declassified]], [[Mejan and Pepe]], [[The 3 Teenagers]], [[Chip Skylark's Holiday Hits]], [[The Adventures of Simon Douglas: The Genuis]], [[Harried Treasure]], [[A Christmas Film]], [[Fred's Rule Of Dumb]], and [[Stopp N Hollywood]], are probably intended for Wikipedia. I've added a note on their talk pages, requesting clarification from the author - as has Mirwin on some. [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 19:47, 13 December 2006 (UTC) PS: Nice detective work there, Mirwin. So, should we leave them be until the author replies (which could be indefinitely), or what? [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 00:35, 14 December 2006 (UTC) ::Perhaps it could be categorized as a learning project under... it seems like a manga or anime piece... animation??? --[[User:Remi0o|Remi0o]] 12:42, 14 December 2006 (UTC) :::I honestly would prefer for the author to give us feedback before we do any further work on these pages. I'm still not convinced of their usefulness - but would not like to dismiss them out of hand either. [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 14:19, 14 December 2006 (UTC) :Based on what can be seen at [http://en.wikipedia.org/wiki/User_talk:68.37.205.18 Wikipedia], the person editing from 68.37.205.18 does not discuss their edits. --[[User:JWSchmidt|JWSchmidt]] 14:26, 14 December 2006 (UTC) ::I'd speedily delete those articles. All cut and paste. --[[User:HappyCamper|HappyCamper]] 14:51, 14 December 2006 (UTC) :::On second thought. We wait. --[[User:HappyCamper|HappyCamper]] 14:57, 14 December 2006 (UTC) ::::Ok - thanks for that - I didn't realise that the same stuff was on Wikipedia (eg [[w:List of recurring kid characters on Ned's Declassified]]). But yes, there's no harm in waiting for a bit - but I don't want to get swamped by loads of muck - this is quite a prolific and specialised user! [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 15:03, 14 December 2006 (UTC) ::::I think we've waited long enough, and the user has not responded to the messages. I have deleted the pages in question --[[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 12:14, 2 January 2007 (UTC) == [[Game Maker]] (closed) == Contesting scope tag, not sure if those are to be brought here. (Prod template on wikipedia are only brought to AfD if the template is removed and then contested). We have [[School:Computer Simulation and Game Design]] as an example of the school it is in, and [[Audacity]] as an example of the type of page it is.--[[User:Rayc|Rayc]] 17:51, 16 December 2006 (UTC) :I do not understand why this page was marked for deletion. One of the goals of Wikiversity is to review and provide links to existing learning resources outside of Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 15:34, 17 December 2006 (UTC) :I de-tagged it as being outside the scope of Wikiversity. I'm fairly sure this can be kept. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 09:40, 30 December 2006 (UTC) discussion closed [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:06, 16 January 2007 (UTC) == [[Kincachoo]] (deleted) == This page I happened to have come across while skimming through the random page selection, it has no content whatsoever and I don't think such a word exsists, I really don't think we need this article. Its been here nearly two months. [[User:Student Galaxy|Student Galaxy]] 17:31, 27 December 2006 (UTC) :Looks like something was created that would be better on the tree of life or a wikipedia page. Unless it how to take care of Kincachoo (which might not actually exist), it doesn't belong here.--[[User:Rayc|Rayc]] 01:59, 2 January 2007 (UTC) deleted per request [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:05, 16 January 2007 (UTC) 1794 79132 2007-01-20T18:26:48Z Rayc 57 {| class="messagebox" style="border: 2px #C00 solid; margin-left: auto; margin-right: auto; width: 80%; text-align " | style="padding: 15px" | [[Image:Icon löschen.png|Deletion icon]] | '''This page has been marked for speedy deletion because its contents may be [[WV:VAND|nonsense]], [[WV:NOT|unsuitable]] or [[WV:IS|outside the scope of Wikiversity]].'''<br /> {{#if:{{{1|}}}|'''Reason given is:'''<div style="margin-left:1em" align="center">{{{1}}}</div>'''|<div style="color: maroon; font-weight: bold; text-align: center; padding: 1em">Please provide a specific reason for deletion of this page. Usage: <code><nowiki>{{Delete|reason ~~~~}}</nowiki></code></div>}} Objections to deletions should be posted on this page. Requests for speedy deletions that do not provide a reason or lack a signature can be removed by any user. If there is any doubt about consensus for deletion, this page should be listed at [[WV:RFD|Requests for Deletion]] instead. |} <noinclude> This template sorts files into [[:Category:Candidates for speedy deletion]]. It should be used for pages that can serve no useful purpose within Wikiversity and can safely be deleted. '''A specific reason must be given for deletion.''' '''Note''': Sometimes new editors create new pages and then discover that they cannot make a useful contribution. Wikiversity participants should [[Wikiversity:Welcome templates|Assume Good Faith]] and use {{tl|Main welcome}} or another template at [[Wikiversity:Welcome templates]]. [[Category:Deletion templates]] </noinclude> <includeonly> [[Category:Candidates for speedy deletion]] </includeonly> 1795 48380 2006-11-24T23:10:23Z AmiDaniel 3334 +shortcut {{shortcut|[[CAT:CSD]]}} These pages should be deleted as soon as possible if they have been legitimately labelled for speedy deletion. Valid reasons for speedy deletion are obvious vandalism, leftover/unused redirects (it is your job to make sure that they are unused) and pages that are causing problems for Wikiversity such as copyright/license violating textdumps. Do not delete a page that might be an honest attempt by a new contributor. Sometimes new editors create new pages and then discover that they cannot make a useful contribution. Wikiversity participants should [[Wikiversity:Welcome templates|Assume Good Faith]] and use {{tl|Main welcome}} or another template at [[Wikiversity:Welcome templates]]. [[Category:Wikiversity maintenance]] 1796 67072 2007-01-05T17:28:52Z SB Johnny 61 (''Note: this page may move as naming conventions are created'') [[Image:Sommerblumen01.JPG|thumb|right|300px]] The '''Bloom Clock Project''' is an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere. This language will take a few years to develop as it depends on a large pool of data. ==Navigation (temporary heading)== *[[Bloom clock project/2007 part one|The current bloom clock]] *[[/Collecting data/]] *[[/2006 data/]] *[[/Contributors/]] ==What's a Bloom Clock?== Bloom clocks are kept by gardeners, ecologists, and others to record the time of year different plants are in bloom. ==How can a bloom clock be created on wikiversity?== If there are enough participants, all it should require is for bloom watchers to note any plants they noticed to be in bloom on a particular day, with information on their location specific enough to determine the local [[w:growing degree day|growing degree days]] and day length, which are the two factors plants respond to. Precipitation reports may also be handy for some climates. Each report can then be organized to reduce the effects of anomalous data, allowing us to generate geographical "zones" that can eventually be used when describing a plant's expected bloom time in a particular region. Data can be extrapolated any number of data. Many different species can be used, because they can be correlated to the bloom times of other species over time. ==System== ===Hypothesis=== *Plants may be classified into groups that can accurately predict bloom dates according to geographical zones. *There will be 2 sorts of zones for most plants: a day-length zone and a gdd-zone. *Some plants will not fit into this system. ===Plant behaviors=== *Some plants bloom according to growing degree days *Some plants bloom according to day length *Some plants bloom according to other conditions ===Methods=== *Collect data *Collate data *Establish zones ===Further testing=== *Check plant bloom times in areas not previously checked, but in the same zones [[Category:Primary research proposals]] [[Category:Bloom clock project]] [[Category:Biology learning projects]] 1798 80226 2007-01-23T03:02:47Z CQ 1939 /* Specific projects */ alphabetized and added [[Topic:VoIP|VoIP activity group]] item Welcome to the Learning Projects''' Portal. A major part of Wikiversity learning is being organized around [[Wikiversity:Learning projects|Learning Projects]] and [[Wikiversity:Learning#Learning groups|Learning Group]]. This is a Portal for Learning Projects. =Current Projects= ===General projects=== *[[Bibliography and Research Methods]] - Learn how to treat all sources with skepticism, which is best for what, and how to mark them as so. *[[Project:Learning materials|Learning materials projects]] - Wikiversity projects that are particularly concerned with the general need to find and evaluating existing learning resources or promoting the development of new learning resources. *[[Wikiversity:Wiki as a tool for learning|Wiki-based learning]] - Investigation of the implications of wiki technology for online learning. *[[Wikiversity:Service community]] - Wikiversity provides scholarly services to Wikimedia sister projects. *[[Wikiversity the Movie]] - community-wide project to produce a promotional DVD *[[Wikiversity translations]] - Wikiversity translations is a community service project to support [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Beta]. *[[Wikiversity Distributed Virtual Supercomputer]] ===Programs=== *[[School:Physics/Bachelor of Science]] - Create an online bachelor of science in physics ===Specific projects=== *[[Aquaculture Project|Aquaculture - Economic, Political, Social and Scientific Perspectives]] *[[Astronomy Project]] - Project participants access public astronomy databases and explore outer space. *[[Bloom clock project]] - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere. *[[Cell biology improvement drive]] - [[Wikiversity:Service community|service]]-oriented project. *[[Chain mail]] - How to make a suit of chain mail armour. Involves actually making a suit from simple materials. *[[cisLunarFreighter]] -- A community project of the learning trail [[A Hands-On Introduction to Game Design and Production Processes]] which uses primarily open source software tools to create free licensed materials to be published at Wikiversity and other free online archives. Participants also work on other projects. All are welcome to come help learn and document techniques to accomplish the production tasks need for high quality (fun and educational) games. *[[Collaborate and Create In-service]]- a professional development collaborative for teachers interested in computer technology integration aligned to relevant curriculum with a focus on OLPT[[http://en.wikiversity.org/wiki/OLPT]] *[[College Algebra]] - Basic mathematics on a college level. *[[Hitler's Germany|Hitler's Germany]] - A brief study into the workings of the Third Reich. *[[Human Genetic Uniqueness Project]] - students search for genes that make humans different from other mammals. *[[Institutional ethnography]] - Introduction to a social research method for the study of everyday life and group organization. *[[Topic:Introduction to International Relations|Help create an introductory course to '''International Relations''']] *[[Learning to learn a wiki way]] - An action research project to investigate ways of learning using a wiki. *[[Microsystems for molecular analysis]] -- Includes [[DNA integrated circuits]] and the [[capillary electrode array]]. *[[Project:Strategic_Simulations|'''Strategic Simulations''']] - Help develop strategic level simulations for the purposes of learning and teaching military strategy. *[[Topic:VoIP|VoIP activity group]] - Learn to communicate over the [[Internet]] in realtime using [[w:Voice over Internet Protocol|Voice over Internet Protocol]] *[[War Seminar]] - discussions about the history of war as a cultural practice and current wars in the world. =Proposed Learning Projects= List and discuss proposed learning projects. Anyone can start a learning project at any time; just start a new page in the [[Wikiversity:Namespaces|main namespace]] and start building the project. You can start a new learning project with the [[Template:Learning project boilerplate|learning project template]]. Remember to also list them in their respective schools for more exposure. This page can be used to gauge support for potential Learning Projects before putting a lot of effort into creating a detailed project. Also, please put '''<nowiki>{{plp}}</nowiki>''' on that project's page so as to inform any visitors of the page of its status. ; Proposing a project : To propose a project, write a brief description, and add it along with your name to the list below (in alphabetical order by topic). Some boilerplate you can use: <pre> == Name of project == ; Description : [description here] ; Interested participants (please add your name) # [your name here] ; Comments </pre> ; Expressing interest : If you're interested in any of the projects listed here, simply add your name to the appropriate list and start contributing to the relevant articles. ; Creating a project : If your project gains support from 5-10 active participants, it could probably benefit from the organisation boost of having a proper page. Remove it from this list and follow the [[Wikiversity:Learning Projects/Guide#Starting up|instructions for creating new projects]]. ; Requesting a project : There may be cases where you believe that there is a pronounced need for the creation of a project which does not yet exist which you may not personally feel qualified to join. In the event you are aware of such a situation, please add the relevant name to the list of projects below and see if there are any individuals interested in creating such a project. == Futures studies == ; Description : Learning Projects for scientific study about the Future trends. see [[w:Futures studies]] ; Interested participants # [[User:Srinivasasha|Srinivasasha]] 08:12, 10 December 2006 (UTC) # [your name here] ; Comments =See also= *For general discussion of learning projects see: [[Wikiversity:Learning projects]]. *[[Portal:Education]] - the Wikiversity model of online education. *If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. *If there is a conventional subject area that you want to explore, try browsing this [http://en.wikibooks.org/wiki/Wikiversity:Wikiversity Schools list]. {{Template:Portal_Header}} {{WikiversityUsers}} [[Category:Wikiversity portals|Learning projects]] [[Category:Learning projects|*]] 1799 44689 2006-11-11T11:12:32Z Astrophysicist 2687 Redirecting to [[Topic:Astronomy]] #REDIRECT [[Topic:Astronomy]] 1800 5745 2006-08-17T00:49:07Z JWSchmidt 20 [[Portal:Communities]] moved to [[Portal:Learning Projects]]: Using material originally at the meta wiki as a start of this portal. #REDIRECT [[Portal:Learning Projects]] 1801 65626 2007-01-03T00:33:17Z MichaelBillington 1599 cats Pages and categories that are used by the [[Topic:Astronomy|Department of Astronomy]]. [[Category:Physical Sciences|{{PAGENAME}}]] [[School:Physics and Astronomy]] 1802 77716 2007-01-17T14:02:02Z Massimamanno 5455 /* Active participants */ [[Image:Pinguindiagramm.jpg|frame|right]] <center><big>Welcome to the Wikiversity '''Institute of Particle Physics'''</big></center> <center>''Part of the [[School:Physics|School of Physics]]''</center> Physics is the science of the natural world. It deals with the fundamental constituents of the universe, the forces they exert on one another, and the results produced by these forces. == TODO == What I think would be useful is to create "study guides" for each of the major physics topics. These wouldn't be textbooks, but rather pages with hints, links, and helpful advice for studying each topic. Anything that would be textbook related could be put into wikitext and linked in from here. What I'd like to see is to have pages that would be of interest of and useful to people that are studying physics in traditional academia, and this would help build a community of people working on wikiversity. I've created some study guide pages with links to OCW. Please add your own links and also comments for things that you learn when studying that topic. How about syllabi? These would include assigned textbook readings, problem sets, links to their solutions. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *General **Elementary Particle Physics **Nuclear Physics *Experimental **CP Violation experiments **Particle detectors **High Energy Physics Centers - explore all existing facilities around the world **Software and databases *Theoretical **collider phenomenology **symmetry breaking and supersymmetry **Higgs bosons **Models beyond the Standard Model **String theory **Early universe cosmology * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * '''[[User:Sojourner001|Sojourner001]]''' - Soon-to-be third year student of pure physics, Reading, UK. I have no more knowledge than one might expect from an undergraduate but I can contribute to making things comprehensible and straightforward for someone of my level. [[User:Sojourner001|Sojourner001]] 15:01, 19 August 2006 (UTC) * '''[[User:The Winged Self|The Winged Self]]''' - Well I can help with basic stuff. I've taken two years of (non-calc) physics, got a 5 on the AP physics test, a 5 on the AP calc BC test, and a 790 on the SAT II physics test. I'm best at kinematics and thermodynamics. I'll do my best! It'll be exciting to see how this all develops. --[[User:The Winged Self|The Winged Self]] 02:39, 21 August 2006 (UTC) * '''[[User:Hypermorphism|Hypermorphism]]''' - I can help out with the calculus-based physics (it is the natural language for physics; algebra gets a bit hand-wavy) as that's how I learned basic physics. While I have a basic knowledge of the fields of modern physics (and classical relativity) so that I can read most arXiv papers with some understanding, I'm not really an expert in any of them. I'm currently trying to get into the Lagrangian and Hamiltonian reformulations of classical mechanics. If there were a course on this as well, that would be great! It is frequently assumed that one has studied these forms when trying to learn quantum mechanics from texts. * '''[[User:Roadrunner|Roadrunner]]''' - Ph.D. in numerical astrophysics. Right now trying to put together a physics degree plan. What I work on is basically up to you, so leave a message on my talk page if you want me to do something. *'''[[User:HappyCamper|HappyCamper]]''' - Quantum mechanics. I'm really excited about the possibilities here! *'''[[User:Reuvenk|Reuvenk]]''' - Basic physics. Highschool grad with two years of calculus physics, so I can help with the fairly simple stuff. Can't promise to be too active, though. *'''[[User:duprey.michael|M. Duprey]]''' - Theoretical and Applied Nuclear Physics. I am a nuclear specialist, worked for the International Organization for Nuclear Physics, participated extensively on DOD projects for nuclear propulsion in aerospace applications. I can help with anything you want to know related to that subject. I also can work on any mathematical level that you want. *'''[[User:Zakwhich|Z. Whichard]]''' - I am a 3rd year undergrad student of physics at U. of Chicago. I frequently write overviews of the topics I am studying so perhaps I could work on shifting those here. For example I have sorted through dozens of quantum books collecting the best explanations and interpretations from each--ones that have the most mathamatical rigor and the least amount of hand waving. I am no math whiz but I enjoy learning new procedures in order to fact check. I am also interested in the philosophical interpretations of modern physics and am a firm believer in the distinction that should be made between arguments with a strictly scientific foundation and those propounded by materialists. I believe popular physics spends too much time trying to 'Wow' the layman, sacrificing science for eye-catching interpretations and straw man theories and believe every attempt should be made here to keep things accurate and interesting without resorting to such devices. *'''[[User:sblisesivdin|SBL]]''' - Quantum Physics, Quantum Mechanics. I am a physics engineer and now, I am PhD student of physics. Mainly i'm studying condensed matter subjects, but i can help in the area of quantum physics for this institute. *[[User:Hillgentleman|Hillgentleman]] 06:23, 15 November 2006 (UTC) Algebra. *'''[[User:Massimamanno|Massimamanno]]''' - Italy, M.S. in physics, incomplete Ph.D. course (did not finish thesis for complicated in part bureaucratical reasons). Expert in foundations of quantum mechanics, familiar with many other fields, my current job is teaching physics and mathematics in high school. [[User:Massimamanno|Massimamanno]] 14:02, 17 January 2007 (UTC) ==See also== * [[Topic:Astronomy]] * [[School:Mathematics]] ==Institute news== * '''August 17, 2006''' - Institute founded! ==Degree plans== [[School:Physics/Bachelor of Science]] - This is intended as a "howto guide" which will let you get an accreditted degree in physics that would make you eligible for physics graduate school admission. == [[Portal:Learning Projects|Learning Projects]] == *[[Why 10 dimensions]] - participants explore why it has been suggested that the universe might have 10 dimensions. ==Lesson plans== *Introductory physics :*[[Introduction to physics]] :*[[Basic kinematics]] :*[[Basic thermodynamics]] : [[Physics teaching]] *[[Table of Physical Constants]] - a handy set of tables for finding a variety of physical constants *[[Units, significant figures, and standard procedures]] - A handout for properly applying physics concepts to real world measurements. Students should read this as a prerequisite to lab activities and experiments. Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Study guides== :*[[Study guide:Statistical mechanics|Statistical mechanics]] :*[[Study guide:Relativity|Relativity]] :*[[Study guide:Mathematical Methods in Physics|Mathematical Methods in Physics]] :*[[Study guide:Quantum mechanics I|Quantum mechanics I]] :*[[Study guide:Classical mechanics|Classical mechanics]] :*[[Study guide:Chaos theory|Chaos theory]] ==Research projects== *There is discussion of Wikiversity research policy at the multi-lingual [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Wikiversity hub]. Proposed [[Learning project]]: [[Theory of Everything Project]] - student research projects involving public databases for particle physics experiments. ==Resources== Know any good resources for scholars of this topic? Add them here! * [http://www.aip.org/pt/ Physics Today] - Cool physics magazine *[http://math.ucr.edu/home/baez/README.html John Baez's Stuff]. Accessed August 21, 2006. - This page is a treasure trove of aspects of modern physics for the physical sciences or mathematics student. Baez covers the cutting edge physics world with ease and he has lots of archived goodies and links. *[[Topic:Physics/Wikiresources|Resources from other wikimedia pages]] [[Category:{{PAGENAME}}| ]] 1803 65625 2007-01-03T00:33:12Z MichaelBillington 1599 cats Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Physical Sciences|{{PAGENAME}}]] [[School:Physics and Astronomy]] 1804 79652 2007-01-21T18:53:02Z Richardtebbs 5552 /* Active participants */ <center><big>'''Welcome to the Department of Applied Mathematics!'''</big></center> <center>''Part of the [[School:Mathematics|School of Mathematics]]''</center> Mathematics is often defined as the study of quantity, structure (pattern), change, and space. More informally, some people may also call mathematics the study of "figures and numbers." In the formalist view, it is the investigation of axiomatically defined abstract structures using logic and mathematical notation. In the realist view, it is the investigation of objects or concepts that exist independently of our reasoning about them. Other views are described in the philosophy of mathematics article. Due to its applicability in practically every scientific discipline, mathematics has been called "the language of science" and "the language of the universe". ==Active participants== *danscientict *Richardtebbs Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! ==News== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! * [[Introduction to Calculus]] - a first course *[[Legendre differential equation]] *[[Introduction to differentiation]] * [[Cryptography]] * [[Introduction to mechanics]] === Odds and ends === There are other topics of interest * [[Synthetic division]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! http://ocw.mit.edu [[Category:Applied Mathematics]] [[Category:Mathematics]] 1805 5759 2006-08-17T01:05:40Z Rayc 57 school cat Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Physical Sciences|{{PAGENAME}}]] 1806 77745 2007-01-17T15:42:51Z JWSchmidt 20 the Plant Sciences category is already in the Life Sciences category <center><big>'''Welcome to {{PAGENAME}}!'''</big></center> <center>''Part of [[:Category:Life Sciences|Life Sciences]]''</center> [[Image:Flower jtca001.jpg|thumb|right|200px]] Note: Material from Wikibooks was imported to [[Portal:Plant Sciences]]. Please coordinate that page with this page. Plant Sciences covers a wide range of scientific disciplines that study the structure, growth, reproduction, metabolism, development, diseases, ecology, and evolution of plants. The School of Plant Sciences works closely with the Wikiversity [[School:Agriculture|School of Agriculture]]. ==Active participants== Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! * ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup>: Happy to help, my background is in horticulture and agriculture. * ----[[User:alettaka|<font color="black">'''alettaka'''</font>]] | <sup>[[User talk:alettaka|<font color="blue">talk</font>]]</sup>: I have studied plant breeding and molecular plant virology, and am willing to help. * ----[[User:sonicbiology|<font color="black">'''sonicbiology'''</font>]] | <sup>[[User talk:sonicbiology|<font color="blue">talk</font>]]</sup>: I am interested in plantlore, especially the medicinal uses of plants. My knowledge base includes a few medicinal plants of Guatemala and the US, a few food plants of the US, and a little botany, as well as a summer of experience on a natural farm. * ----[[User:CQ|<font color="black">'''Charley Quinton'''</font>]] | <sup>[[User talk:CQ|<font color="blue">talk</font>]]</sup>: I am [[w:bioneer|bioneer]] working on urban planning initiatives geared toward sustainability and ecoscience. I am particularly interested in urban agriculture, aquaculture, plant and soil science, biophysics, urban microtransport systems &ndash; thus a new eco-logistical model for developing and re-develping both urban and rural economies. ==School news== * '''August 17, 2006''' - School founded! ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Phytochemistry]] * [[Topic:Plantlore]] **[[Medicinal plants & wild foods]] * [[Topic:Paleontology|Division of Paleontology]] Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== Wikiversity's oldest (first) research project: '''[[Bloom clock project]]''' ==Resources== Know any good resources for scholars of this topic? Add them here! *[http://www.ucmp.berkeley.edu/people/brs/biol1a/ Introduction to Botany] - a course outline with vocabulary and study questions. (I wrote this when I was teaching botany at Dominican College. --[[w:User:EncycloPetey]] * [http://www.ucmp.berkeley.edu/IB181/HpageIB181.html Virtual Paleobotany Lab] at UCMP by Nan Crystal Arens. A thorough online course with text and images. [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Plant Sciences]] 1807 5764 2006-08-17T01:09:55Z Rayc 57 new school cat Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Life Sciences|{{PAGENAME}}]] 1808 80881 2007-01-25T06:08:46Z Mirwin 47 /* Creation of learning materials */ correct link Welcome to the '''Learning Materials''' Portal. Part of the Wikiversity mission is to provide a collection of learning materials and links to online learning resources. Some Wikiversity participants are devoted to these tasks. Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers. ==Hunter-gatherers== :''Main article: [[Hunter-gatherers project]]'' An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. Hunter-gatherers should participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study. Wikiversity hunter-gatherers can take on [[Faculty_club#Ambassadorial_function|ambassadorial functions]] and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity. ==Creation of learning materials== One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. This can involve both learning materials that exist at other websites and new learning materials that are created at Wikiversity. *[[Wikiversity:Interactive learning resources|Interactive learning resources]] developed for Wikiversity. *[[Wikiversity:Creating a lesson plan]] *(add projects devoted to the creation of new learning materials) ==See also== *[[Topic:Learning Objects]] *[[Wikiversity:Learning materials]] - general discussion of Wikiversity learning materials. *[[Portal:Learning Projects]] - other types of learning projects *[[b:Blended Learning in K-12/Types of Blended Learning/Classroom Websites|List of websites]] at the Wikibooks "Blended Learning" textbook. *[[Research collaboration]] ==External links== * {{WikiversityUsers}} [[Category:Wikiversity portals|Learning materials]] {{Template:Portal_Header}} 1809 47192 2006-11-21T01:02:18Z Rayc 57 /* External links */ The Wikiversity '''Hunter-gatherers project''' is devoted to finding learning resources on the internet. An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. Hunter-gatherers should participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study. ==Moving Gnacademy.org content to wikiversity == I'm administrator of http://www.gnacademy.org/ The site has lots of useful information but is dormant due to the lack of community able to maintain it. I'd like to move the content of that site onto wikiversity. There is wiki material on distance learning and a course/degree database. The wiki stuff can be moved easily. The database is harder to move, and could be part of a wikidata project. See [[Globewide Network Academy]] [[User:Roadrunner|Roadrunner]] 19:52, 2 November 2006 (UTC) ==See also== Other lists of online resources: *[[Public Health Strategies for HIV]] *[[Educational Videos]] ==External links== *[http://hippocampus.org/ HippoCampus] The goal of HippoCampus is to provide high-quality, multimedia content on general education subjects to high school and college students free of charge. HippoCampus was designed as part of Open Education Resources (OER), a worldwide effort to improve access to quality education for everyone. *[http://www.montereyinstitute.org/ Monterey Institute for Technology and Education] - The Monterey Institute for Technology and Education is an educational non-profit organization committed to improving access to education. *[http://www.montereyinstitute.org/nroc/ National Repository of Online Courses (NROC)] - The National Repository of Online Courses (NROC) project supports the development and distribution of high-quality online courses to a worldwide audience. *[http://cnx.org/ Connexions] - free scholarly materials, Creative Commons Attribution 2.0 *[http://archives.math.utk.edu/visual.calculus/ Visual Calculus] is a very good introduction to single variable calculus with explanations and exercises made with flash. *[http://www.accessexcellence.org/AE/ Access Excellence Activities Collections] *[http://froggy.lbl.gov/ The Whole Frog Project] *[http://vlib.org/ The WWW Virtual Library] *[http://cires.colorado.edu/education/resources/ Education Resources in Environmental Sciences] *[http://www.lander.edu/RSFOX/310labindex.html Online Invertebrate Biology] *[http://tolweb.org/tree/home.pages/linksscied.html Bioscience Education] *[http://www.the-aps.org/education/k-12misc/k-12link.htm Science Education Links] *[http://www.usm.maine.edu/~rhodes/ Tools for Structural Biology Education] *[http://www.theoceanproject.org/resource/educational.html Ocean resource center] *[http://ocw.mit.edu/index.html MIT OpenCourseWare] *[http://ocw.tufts.edu/ Tufts OpenCourseWare] *[http://ocw.usu.edu/ Utah State University OpenCourseWare] *[http://www.ocw.titech.ac.jp/index.php?lang=EN Tokyo Institute of Technology OpenCourseWare] *[http://www.globe.gov/fsl/welcome/welcomeobject.pl Global Learning and Observations to Benefit the Environment] *[http://science-education.nih.gov/supplements/nih1/cancer/activities/activities_toc.htm Online Cell Biology and Cancer activities] *[http://www-conf.slac.stanford.edu/ssi/2005/lec_notes/Carroll/default.htm Introduction to General Relativity] (video)(pdf) *[http://physicsforums.com/showthread.php?t=124602 An Introduction to PH and Buffer Solution Calculations] (text) *[http://www.bymath.com/studyguide/ari/ari_topics.html Basic Arithmitic] (text) *[http://www.bymath.com/studyguide/alg/alg_topics.html Algebra] (text) *[http://www.edhelper.com/ edHelper] - thousands of online lessons; this is a .com with paid subscriptions but can be viewed for ideas. *[http://www.learnfrompro.com Learning & sharing your experiences, skills, knowledge to other people] *[http://digitalcommons.unl.edu University of Nebraska Lincoln Digital Commons] *[http://www.steeluniversity.org/content/html/eng/default.asp?catid=&pageid=1016899460] {{WikiversityUsers}} [[Category:Learning projects]] [[Category:Online learning resources]] [[Category:Hunter-gatherers project|*]] 1810 33786 2006-10-10T10:20:30Z Sebmol 14 [[Wikiversity:Getting into physics graduate school]] moved to [[School:Physics/Getting into physics graduate school]]: better location These are notes about getting info physics graduate school. 1811 5788 2006-08-17T01:56:01Z JWSchmidt 20 subcat [[Category:History of Wikiversity]] 1813 edit=sysop:move=sysop 48003 2006-11-22T22:12:25Z Sebmol 14 recat ''This page contains a copy of the [[meta:Wikiversity/Modified project proposal|project proposal]] for Wikiversity. Wikiversity became a sister project of the [[meta:Wikimedia Foundation|Wikimedia Foundation]] after this proposal was reviewed by the Foundation's Special projects committee. The special projects committee submitted its [http://wikimediafoundation.org/wiki/Resolution_Wikiversity Wikiversity Resolution] to the Board and by vote of the Board, the project was approved.'' ''This page is an historical archive of the approved project proposal. Do not edit this page. Another copy of this page that can be edited to be better integrated into Wikiversity is at: [[Wikiversity:Wikiversity project proposal]].'' ---- {{Wikiversity}} This page is a modified proposal for '''[[Wikiversity]]''' to become a sister project of the [[Wikimedia Foundation]]. The first section of this page ("Historical review of the Wikiversity project", below) contains a description of how the original Wikiversity project proposal was produced. The modified proposal is in [[#Mission|Part 2]], starting with "Mission". ==Historical review of the Wikiversity project== [[b:Wikiversity|Wikiversity]] was [[b:Wikibooks:Votes for deletion/Wikiversity|proposed for deletion]] from Wikibooks in August 2005. Soon after that, there was a [[m:Proposals for new projects#Wikiversity|proposal]] to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a [http://mail.wikimedia.org/pipermail/foundation-l/2005-August/003857.html mailing list post] and on the [[Wikiversity|Wikiversity page]] of the WikiMedia meta-wiki. An old proposal and discussion can be seen here : [[Wikiversity:Original proposal]]. A '''modified project proposal''' follows ('''Part 2''') == Mission == '''''Wikiversity is a centre for the creation and use of free learning materials and activities.''''' Its primary priorities and goals are to: *Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages *Host scholarly/learning projects and communities that support these materials *Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles) See more on [[Wikiversity/Scope]] and [[Wikiversity:Online Course]]. In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering ''research'' based in part on existing resources in Wikiversity and other Wikimedia projects. ==Learning== '''The Wikiversity e-Learning model'''. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment. Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See [[Wikiversity:Learning]] for more. ===Learning groups=== It is natural for the wiki format to develop "[[Learning community|learning groups]]" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively. These groups/communities will be help desks, mentoring teams, cohort groups, debate clubs - practical applications might be in doing research for Wikipedia, or writing code for MediaWiki. This is peer-learning, learning through collaboration and discussion - the "wiki way". Wikiversity participants will actively participate in online learning projects. As for any wiki, community participation involves the editing of wiki pages. Wikiversity learning projects will consist of collections of wiki webpages concerned with the scholarly exploration of a particular topic. Some Wikiversity learning projects will be oriented around existing needs of other Wikimedia projects. For example, a group of Wikiversity participants might engage in a project to find good sources for an existing Wikipedia article. Another Wikiversity project might involve exploration of an established academic discipline and the participants might decide to collectively assemble material that would contribute to a Wikibooks textbook for that subject. Thus, Wikiversity will naturally complement existing Wikimedia projects by providing an environment that supports and fosters scholarly “secondary research”. Wikiversity will begin with a bias towards learning projects that provide support for existing Wikimedia projects, but with time, Wikiversity will evolve to serve the needs of its community. Students will express their learning needs and the Wikiversity community will evolve learning activities and projects to accommodate those needs. Some groups could act more didactically - there is room for materials to be laid out as instructions or tasks to be followed. In any case, communities will exist behind the materials to support the ongoing use and development of the content Wikiversity hosts. See [[Wikiversity:Learning|more on learning in Wikiversity]] and [[Wikiversity:Online_Course|more on online courses]]. == Resources == '''Resources''' will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each ''community'', creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity, and that could be used by any other educators for their own purposes. Some of these will link up with other Wikimedia projects, such as Wikibooks and Wikipedia - a key to these resources should be that they prompt further work (practice/discussion/reflection/criticism etc). == Research == Wikiversity could act as a repository of research carried out by the [[Wikimedia Research Network]] or other people involved in wiki-based [[research]], and could also host the proceedings of [[Wikimania]]. Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see [[Talk:Wikiversity/Modified project proposal|talk page]]) though [[Primary research|original research]] could take place based on materials in Wikiversity (eg. materials on sociology prompt a survey research project). Guidelines for what would be appropriate research will be developed during the beta phase of the project through a community consensus process, and reviewed (by the [[Special projects committee]]) after six months. There will not ''necessarily'' be "approval" of research added to Wikiversity - though some sort of review process needs to be established which will deal with potential problems. == Scope of Wikiversity == ===[[Wikiversity/Scope|What Wikiversity is]]=== *'''A repository of free, multilingual educational resources.''' *'''A network of communities to create and use these resources''' *'''A group effort to learn'''. Which may or may not be led by an instructor, who may or may not be an expert on the topic. ===[[Wikiversity/What Wikiversity is not|What Wikiversity is not]]=== *'''A duplication of other Wikimedia projects'''. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, ie writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus. *'''A degree or title granting institution''': Wikiversity will not confer degrees or any other academic qualifications, nor will it entitle people to call themselves "professors", if they are not professors. Work done on Wikiversity will hopefully be useful to other projects. When participants have significant results they may be used to improve other Wikimedia projects, and indeed other online learning, reference and data sources. See more at: [[Wikiversity/What Wikiversity is not]] and [[Wikiversity/Scope]]. ==Features Wikiversity will/might need in the future== * Metadata - there is currently work on a Metadata patch, which will be able to be added to Wikiversity retrospectively. * Page protection - there may be a need to restrict editing of pages or groups of pages to within groups of people (such as a research community, for example). However, this needs to be done with care, so as to minimise the exclusion of people to the work of that community. * Software - there is currently no software needed to get Wikiversity going, but participants are welcome to experiment with additions to the source code which might help the work of Wikiversity in some way. Implementations of these ideas will have to be done through the appropriate channels (probably the [[Special projects committee]]). ==Further discussion== There has been some discussion of how to satisfy the Board's request for modification of the original Wikiversity proposal, which can be seen through these (and associated) pages: *[[Talk:Wikiversity#Current status]] *[[Moving Wikiversity forward]] *[[b:Talk:Wikiversity#Decision on Wikiversity?]] Please place all additional discussion of modifications to the Wikiversity proposal on the [[Talk:Wikiversity/Modified project proposal|discussion page]] for the modified proposal. {{WikiversityUsers}} [[Category:History of Wikiversity]] [[Category:Pages moved from Meta]] 1818 33784 2006-10-10T10:19:21Z Sebmol 14 [[Wikiversity:Bachelor of Science in Physics/Todo]] moved to [[School:Physics/Bachelor of Science/Todo]] Currently waiting for literature from TESC. Once that is done, will try to list the courses needed for a Bachelors degree and then link those to course lists in the schools and departments. [[User:Roadrunner|Roadrunner]] 03:01, 17 August 2006 (UTC) 1821 6282 2006-08-17T08:16:45Z Sebmol 14 [[Wv:lp]] moved to [[WV:LP]]: correct title #REDIRECT [[Wikiversity:Learning projects]] 1822 6226 2006-08-17T04:27:17Z JWSchmidt 20 [[Wikiversity:Hunter-gatherers project]] moved to [[Hunter-gatherers project]]: This is Wikiversity main namespace content #REDIRECT [[Hunter-gatherers project]] 1823 47966 2006-11-22T21:10:05Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] {{Template:Policy planning}} '''<div style="background-color: #e9967a">"Tell me and I forget, teach me and I remember, involve me and I learn" -Benjamin Franklin</div>'''<BR> The [http://meta.wikimedia.org/w/index.php?title=Wikiversity&oldid=229612 original Wikiversity proposal] of 2005 proposed that Wikiversity should, "test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results (within a policy framework developed by the community)". The creation of a system for dealing with research and publishing of results in a wiki environment is a major challenge facing the Wikiversity community. Wikipedia has always had a rule against including original (primary) research (see [[:w:Wikipedia:No original research|Wikipedia:No original research]]). As described on that page, the policy against including original research in Wikipedia articles arose from the need to prevent cranks from publishing their crazy ideas in wiki format and passing them off as valid knowledge. Wikiversity is devoted to explorations on both sides of the boundary between the known and the unknown. Learning how to participate in the on-going study of that boundary is one of the most important things that students can learn. Wikiversity cannot avoid original research and the critical educational task of passing the skills of original research from generation to generation. For students, there is a natural progression from [[Wikiversity:Secondary research|secondary research]] to primary (original) research. Thus, Wikiversity does not exclude original research, but Wikiversity still must deal with cranks. Wikiversity relies on the expert knowledge of Wikiversity participants (see [[Wikiversity:Review board|Review board]]) to help recognize and exclude bogus content and the work of cranks. Within Wikiversity, all original research should be clearly identified as such. Sometimes the boundary between original research and [[Wikiversity:Secondary research|secondary research]] is not clear. A critical review of previously published ideas can lead to the discovery of a new piece of knowledge. The invariable Rule of Wikiversity is that all such discoveries arising from secondary research (see [[:w:Wp:nor#Synthesis of published material serving to advance a position|Synthesis of published material serving to advance a position]]) must be subjected to peer review. '''Casual peer review''' is automatic in the wiki user environment. However, casual peer review can be as dangerous as no peer review. Wiki editing decisions about original research cannot be allowed to degenerate into content disputes. If original research results arise from the activities of Wikiversity participants, they must be identified as such and subjected to a '''formal peer review''' process. The distinction between casual and formal peer review is important. ==Formal peer review== Formal peer review involves a formal system of critical review of the original research result(s). The results of the formal critical review are permanently linked to the original research results and serve as a stamp of validation or a stamp of rejection. Any peer review process is only as good as the reviewers. Critical assessment of the qualifications of reviewers is required for formal peer review. Traditionally, peer reviewers are selected on the basis of credentials and a public record of trustworthy behavior. Wikipedia has developed a wiki-based system for identifying trusted Wikipedians, giving them special privileges and responsibilities, and monitoring subsequent actions by those trusted functionaries (administrators). Wikiversity needs to have a similar system for its [[Wikiversity:Peer review|formal peer review system]]. Such a system [[Wikiversity:Review board|has been described]] at another wiki. ==Page protection== Since Wikiversity does not prevent participants from crossing the line into original research and since Wikiversity participants are also encouraged to document their personal learning experiences, page protection at Wikiversity is slightly more complex than at Wikipedia. Wikiversity incorporates the page protection system of Wikipedia, but adds an additional element. Registered Wikiversity participants can protect pages that they create from modification by other Wikiversity editors. This allows Wikiversity participants to easily create "archive pages" that will document their own experiences, thoughts, plans and multiple stable versions of documents set aside for study and future reference. Decisions by Wikipedia users to protect pages are always subject to review and reversal by administrators. Pages that a user has created can be marked as protected using the [[Wikiversity:Page protection templates|page protection templates]]. ==See also== *[[Wikiversity:Peer review]] *[[Wikiversity:Publishing original research]] *[http://academia.wikia.com/wiki/Main_Page Peer reviewed wiki publishing] **[http://academia.wikia.com/wiki/Flexibility_in_wiki_publishing:_author_desires%2C_peer_review_and_citation Flexibility in wiki publishing: author desires, peer review and citation] *[[:b:Wikiversity:draft policy discussion:Should research be allowed, integral or prohibited on Wikiversity assets?|An old discussion about research at Wikiversity]] - How are we going to find all of the old Wikiversity-related pages {{WikiversityUsers}} [[Category:Research policy proposals]] [[Category:Pages moved from Meta]] [[Category:Research]] 1824 6245 2006-08-17T05:26:47Z JWSchmidt 20 [[Wikiversity:Primary research]] moved to [[Wikiversity:Original research]]: more standard name #REDIRECT [[Wikiversity:Original research]] 1827 25976 2006-09-10T14:20:43Z Trevor MacInnis 99 fix shortcut {{Policy|[[WV:CIVIL]]}} {{Policy in a nutshell|Being rude, insensitive or petty makes people upset and prevents Wikiversity from working properly. Try to discourage others from being uncivil, and be careful to avoid offending people unintentionally. }} '''Civility''' is a rule for the conduct of edits, comments, and talk page discussions on all Wikimedia projects. Whereas incivility is roughly defined as ''personally targeted behavior that causes an atmosphere of greater [[m:source of conflict | conflict]] and [[m:wikistress | stress]],'' our rule of civility states plainly that ''people must act with civility toward one another.'' A civility policy is a reasonable way to delimit acceptable conduct from the unacceptable. == The problem == Many people forget that criticizing an edit is easily conflated with insulting the person who made it — and so they are unnecessarily harsh on the giving end and unnecessarily sensitive on the receiving end. Textual communication on the Internet does not transmit the nuances of verbal conversation, so a small, facetious comment can be easily misinterpreted. What starts with one uncivil remark becomes an exchange of those same, during which people are no longer interested in improving articles and instead focus on "triumphing" over the "enemy". This is not what Wikiversity is about. == Examples == '''Petty examples''' that contribute to an uncivil environment: * Rudeness * Judgmental tone in edit summaries ("fixed sloppy spelling," "snipped rambling crap") * Belittling contributors because of their language skills or word choice * Ill-considered accusations of impropriety of one kind or another * Starting a comment with: "Not to make this personal, but..." * Calling someone a liar, or accusing him/her of slander or libel. Even if true, such remarks tend to aggravate rather than resolve a dispute. More '''serious examples''' include: * [[Wiktionary:taunt | Taunting]] * [[Wikipedia:Wikipedia:No personal attacks | Personal attacks]] ** Racial, ethnic, and religious slurs ** [[Wikipedia:Profanity|Profanity]] directed at another contributor * Lies * Defacing user pages * Giving users derogatory names via ''Pagemove Trolling'' * Calling for unjustified bans or blocks Incivility happens, for example, when you are quietly creating a new page, and another user tells you, ''If you're going to write a pointless page, could you spell-check it?''.<br> Escalation occurs when you reply, ''Mind your own business''. This style of interaction between editors drives away contributors, distracts others from more important matters, and weakens the entire community. == When and why does it happen? == * During an edit war, when people have different opinions, or when there is a conflict over sharing power. * When the community grows larger. Each editor does not know all the others and may not perceive the importance of each individual to the project — so they don't worry about maintaining relationships that don't exist. Reputation does not count as much as in a smaller community. * Sometimes, a particularly impolite user joins the project. This can also aggravate other editors into being impolite themselves. Most of the time, insults are used in the heat of the moment during a longer conflict. They are essentially a way to end the discussion. Often the person who made the insult regrets having used such words afterwards. This in itself is a good reason to remove (or [[Wikipedia:Wikipedia:Refactoring | refactor]]) the offending words. In other cases, the offender is doing it on purpose: either to distract the "opponent(s)" from the issue, or simply to drive them away from working on the article or even from the project, or to push them to commit an even greater breach in civility, which might result in ostracism or banning. In those cases, it is far less likely that the offender will have any regrets and apologize. It should be noted that some editors deliberately push others to the point of breaching civility, without committing such a breach themselves. == Why is it bad? == * Because it makes people unhappy, resulting in discouragement and departure * Because it makes people angry, resulting in non-constructive or even uncivil behavior themselves, further escalating the level of incivility * Because it puts people on the defensive, closing their minds to other ideas and preventing a [[Wikipedia:Wikipedia:consensus|consensus]] from forming * Because people lose good faith, resulting in even less ability to resolve the current conflict — or the next one == General suggestions == === Preventing incivility within Wikiversity === * Prevent edit wars and conflict between individuals (''constraints on editing are set by the project — essentially a community answer'') * Force delays between answers to give time to editors to calm down and recover and to avoid further escalation of a conflict (''protecting pages, or temporary blocks of editors in case of conflict'') * Use positive feedback (''praising those who do not respond to incivility with incivility'') * Apply peer pressure (''voicing displeasure each time rudeness or incivility happens'') * Solve the root of the conflict between the offender and the other editor(s) or the community — or find a compromise. * Use negative feedback (''suggesting that an editor involved in conflict should leave a conflict or even temporarily avoid all controversial areas in Wikiversity''). It may be worthwhile making such suggestions to both sides of the conflict. * Block certain users from editing specific pages that often trigger incivility * Create and enforce a new rule — based on use of certain words — that will allow temporary blocking or banning an editor using them more than a certain number of times. * Filter emails by the offender, or filter mail based on certain keywords and reject emails to the Wikiversity mailing list with those words * Accepting that incivility and rudeness can't be entirely avoided in such a project, and not responding in kind. * Giving awards for good edits. Editorial Note: This draft proposed policy[http://en.wikiversity.org/wiki/Wikiversity:Productive_Forking_and_Tailoring_is_Encouraged] is an attempt to allow heated factions a chance to go separate editing ways within the database during a cooling off period. Unlike an encyclypedia a learning institution can have multiple versions of material diverging as opposing factions get their logical arguments, references, assumed facts, and assumptions lined out. Please explore and express your opinion by voting here[http://en.wikiversity.org/wiki/Wikiversity:Policies] of this as a standard practice to help manage and reduce unnecessary strife. This note is not yet part of this policy proposal and should be deleted if the above link goes inactive. [[User:Mirwin|Mirwin]] 06:10, 18 August 2006 (UTC) === Reducing the impact === * Balance each uncivil comment by providing a soothing or constructive comment * '''Do not''' answer offensive comments. Forget about them. Forgive the editor. Do not escalate the conflict. (''an individual approach'') * Ignore incivility. Operate as if the offender does not exist. Set up a "wall" between the offender and the community. * Revert edits with a veil of invisibility (&bot=1) to reduce the impact of the offensive words used in edit summaries (the comment box) * Walk away. Just go edit somewhere else for a while and return when tempers have cooled. === Removing uncivil comments === * Strike offensive words or replace them with milder ones on talk pages (''this is often seen as controversial, as is refactoring other people's words'') * Remove offensive comments on talk pages (''since they remain in the page history, anyone can find them again or refer to them later on'') * Revert an edit with &bot=1, so that the edit made by the offender appears invisible in Recent Changes (''do-able on ip contributions, requires technical help for logged-in user'') * Delete (entirely and permanently) an edit made by the offender (''requires technical help'') * Permanently delete an offensive comment made on the mailing lists (''requires technical help'') * Replace a comment made in an edit summary by another less offensive comment (''requires technical help'') === Explain incivility === Some editors are badly shaken by uncivil words directed towards them, and can't focus on the source of the conflict itself. It may help to point out to them why unpleasant words were used, and acknowledge that while incivility is wrong, the ideas behind the comment may be valid. The offended person may realize that the words were not always meant literally, and could decide to forgive and forget them. It can be helpful to point out breaches of civility even when done on purpose to hurt, as it might help the disputant to refocus on the issue (''controversial''). === Suggest apologizing === The apology is a form of ritual exchange between both parties, where words are said that allow reconciliation. For some people, it may be crucial to receive an [[meta:apology | apology]] from those who have offended them. For this reason, a sincere apology is often the key to the resolution of a conflict: an apology is a symbol of forgiveness. An apology is very much recommended when one person's perceived incivility has offended another. [[Category:Wikiversity policy]] 1828 8115 2006-08-19T12:51:01Z Sebmol 14 Redirecting to [[Wikiversity:Notices for custodians]] #REDIRECT [[Wikiversity:Notices for custodians]] 1829 6278 2006-08-17T08:14:12Z Sebmol 14 [[Wikiversity:Learning (Wikibooks)]] moved to [[Wikiversity:Learning]]: moved merged page #REDIRECT [[Wikiversity:Learning]] 1835 62764 2006-12-25T10:07:16Z Remi0o 3985 /* External links */ == Introduction == Computational finance (also known as financial engineering) is a cross-disciplinary field which relies on mathematical finance, numerical methods and computer simulations to make trading, hedging and investment decisions, as well as facilitating the risk management of those decisions. Utilizing various methods, practitioners of computational finance aim to precisely determine the financial risk that certain financial instruments create. Areas where computational finance techniques are employed include: * Investment banking * Corporate strategic planning * Securities trading and financial risk management * Derivatives trading and risk management * Investment management == About == A quantitative analyst is a person who works in the financial markets developing mathematical models to assist the activities of traders and risk managers within banks and other large corporate institutions. Throughout the industry, such professionals are known as quants[1]. Historically quants often had a background in mathematics or physics, usually at a PhD level. Fischer Black, an originator of the Black Scholes model, who might be viewed as the first quant, earned his PhD from Harvard in applied mathematics. However the rapid growth of the derivatives industry and increasing sophistication in the use of stochastic calculus to model the markets, led to the creation of specialized Masters and PhD courses in mathematical finance, computational finance, and/or financial reinsurance. Recently a large proportion of new quants have completed these courses, often sponsored by private institutions. Although the original "quants" were concerned with risk management and derivatives pricing, the meaning of the term has expanded over time to include those individuals involved in almost any application of mathematics in finance. An example is statistical arbitrage. For an overview of the activities conducted by a quant see computational finance and derivative (finance). == Careers == Generally, individuals who fill positions in computational finance are known as “quants,” referring to the quantitative skills necessary to perform the job. Specifically, knowledge of the C++ programming language, as well as of the mathematical subfields of: multivariate calculus, linear algebra, differential equations , probability theory and statistical inference are often entry level requisites for such a position. [C++ has become the dominant language for two main reasons: the computationally intensive nature of many algorithms, and the focus on libraries rather than applications.] Computational finance was traditionally populated by Ph.D's in finance, physics and mathematics who moved into the field from more pure, academic backgrounds (either directly from graduate school, or after teaching or research) prior to the 1980’s. However, as the actual use of computers has become essential to rapidly carrying out computational finance decisions, a background in pure computer science is now also needed, and hence many computing graduates enter the field as well. Masters level degree holders are also increasingly making their presence felt as more terminal programs become available at the leading schools (whence field practitioners are almost exclusively recruited). Today, all full service institutional finance firms employ computational finance professionals in their banking and finance operations (as opposed to being ancillary information technology specialists), while there are many other boutique firms ranging from 20 or fewer employees to several thousand that specialize in quantitative trading alone. JPMorgan Chase & Co. was one of the first firms to create a large derivatives business and employ computational finance in the real world, while D.E. Shaw is probably the oldest and largest quant fund (Citadel Investments is a major rival). == Learning Guide == == External links == * http://www.wilmott.org/ - Wilmott quantitative finance board * http://www.nuclearphynance.org/ - Nuclear phynance [[Category:Finance]] 1836 49573 2006-11-28T02:17:49Z Hillgentleman 530 This Category collects pages in Wikiversity related to all aspects of research. *[[Portal:Research]] [[Category:Content]] 1840 6319 2006-08-17T13:08:28Z Sebmol 14 [[Wikiversity:Deletion requests]] moved to [[Wikiversity:Requests for Deletion]]: fit typical naming #REDIRECT [[Wikiversity:Requests for Deletion]] 1841 79330 2007-01-21T01:20:02Z CQ 1939 See also: [[:Category:Wikiversity maintenance]] -> [[Wikiversity:Page creation requests]] -> [[Wikiversity:Stub]] -> [[:Category:Stubs]] This category contains pages used for Wikiversity maintenance. See also: [[:Category:Wikiversity maintenance]] -> [[Wikiversity:Page creation requests]] -> [[Wikiversity:Stub]] -> [[:Category:Stubs]] [[Category:Wikiversity]] 1842 6322 2006-08-17T13:11:05Z Sebmol 14 Redirecting to [[Wikiversity:Requests for Deletion]] #REDIRECT [[Wikiversity:Requests for Deletion]] 1849 78614 2007-01-19T10:20:41Z 194.34.223.1 /* Active participants */ '''<div align="center"><font size=5>Welcome to Wikiversity Business School</font></div>''' ---------------------------------- <div align="center">[[Wikiversity:Schools|Wikiversity Schools Main Page]]</div> ---------------------------------- '''Wikiversity's School of Business''' is the online community's center of business education, and is committed to teach and educate the online community in all matters related to business. The school aims to harness the community in writing [[b:|Wikibooks]], [[Portal:Learning Projects|Learning Projects]], and [[Portal:Learning Materials|Learning Materials]] related to business. <div align="center"> '''''Founded July 25, 2004''''' </div> <div align="right">[[Image:Bank.of.england.arp.750pix.jpg|thumb|The Bank of England]]</div> ==Core curriculum== In order to form a good basic understanding of business, it is recommended that students visit [[Topic:Business General Studies|General Studies of Business Administration]] and study the following courses as prerequisites for all other concentrations. '''Quantitative''' * [[Financial Accounting]] * [[Managerial Accounting]] * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories * [[Managerial Economics]], including [[w:Game Theory|Game Theory]] * [[Operations Management]], MAN 1011 * Problem Solving Using Computer Software / Principles of Information Technology * [[Introduction to Statistics]] * [[Statistics for Business Decisions]] '''Qualitative/Philosophical''' * [[Macroeconomics]] * [[Microeconomics]] * [[Principles of Marketing]] * [[Principles of Management]], MAN 1001 * [[Fundamentals of Business Law]], BUL 1001 '''Electives''' ==Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. Currently the School of Business is composed of the following areas of studies, modeled after recognized existing universities. ===Undergraduate=== * [[Topic:Accounting|Accounting]] * [[Topic:Actuarial Science|Actuarial Science]] * [[Topic:Computer and Information Sciences|Computer and Information Sciences (CIS)]] * [[Topic:Decision Risk and Operations|Decision, Risk and Operations]] * [[Topic:Economics|Economics]] * [[Topic:Entrepreneurship|Entrepreneurial businesses]] - this program provides content and a community that enable entrepreneurs to design and launch successful new ventures based on technologies such as Web 2.0. * [[Topic:Finance|Finance]] * [[Topic:General Studies of Business Administration|General Studies of Business Administration]] * [[Topic:Business Law|Pre-Law, Business]] * [[Topic:Leadership and Strategy|Leadership and Strategy]] ([[School_talk:Business#Merger_of_departments|Merger Proposal Discussion]]) * [[Topic:International Business|International Business]] * [[Topic:Management|Management]] ** [[Topic:Human Resource Management|Human Resource Management]] ** [[Topic:Operations Management|Operations Management]] ** [[Topic:Organizational Behavior|Organizational Behavior]] ** [[Topic:Healthcare and Pharmaceutical Management|Healthcare and Pharmaceutical Management]] ** [[Topic:Media Entertainment and Communications Management|Media, Entertainment and Communications Management]] * [[Topic:Marketing|Marketing]] * [[Topic:Qualitative and Quantitative Methods|Qualitative and Quantitative Methods]] ([[School_talk:Business#Merger_of_departments|Merger Proposal Discussion]]) * [[Topic:Real Estate|Real Estate]] * [[Topic:Social Enterprise|Social Enterprise]] * [[Topic:Management Science|Management Science]] ===Graduate=== ====Masters==== * [[Topic:Master of Business Administration|Master of Business Administration (MBA)]] * [[Topic:Master of Financial Technical Analysis|Master of Financial Technical Analysis (MFTA)]] ====Doctoral==== * [[Topic:Accounting Ph.D|Accounting Ph.D]] * [[Topic:Decision, Risk & Operations Ph.D|Decision, Risk & Operations Ph.D]] * [[Topic:Finance & Economics Ph.D|Finance & Economics Ph.D]] * [[Topic:Management Ph.D|Management Ph.D]] * [[Topic:Marketing Ph.D|Marketing Ph.D]] * [[Topic:Organizational Behavior Ph.D|Organizational Behavior Ph.D]] ==Related Wikibooks== * [[b:Accountancy|Accounting]] * [[b:Corporate Social Responsibility|Corporate Social Responsibility]] * [[b:Investing|Investing]] * [[b:Macroeconomics|Macroeconomics]] * [[b:Managerial Economics|Managerial Economics]] * [[b:Marketing|Marketing]] * [[b:Microeconomics|Microeconomics]] * [[b:Stakeholder Management Approach|Stakeholder Management Approach]] ==Related Learning Materials== ===Case studies and research=== * [[Topic:Business Case Studies|Business Case Studies]] * [[Topic:Business Research|Business Research]] ==Related Learning Projects== ==Affiliated schools and projects== *[[Topic:Program for entrepreneurship|Program for entrepreneurship]] *[[School:Law|School of Law]] *[[School:Mathematics|School of Mathematics]] **[[Topic:Statistics|Statistics]] **[[Topic:Computer_Science|Computer Science]] *[[Topic:Industrial Engineering|Industrial Engineering]] *[[Topic:Philosophy|Philosophy]] *[[Topic:Economics|Economics (Social Sciences)]] *[http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Business_and_Economics Wikipedia - Business and Economics WikiProject] ==School Debates== Please click on the links and post your thoughts. [[Is Management a Science or an Art?]] ==School news== Sunday 17th December 2006 - 'Principles of Management' lesson updated. Monday 18th December 2006 - Main page updated. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[user:Ray Shan|Ray Shan]] * [[user:Humble Guy|Humble Guy]] * [[user:JWSchmidt|JWSchmidt]] * [[user:Market Don|Market Don]] * [[user:Executivezen|Executivezen]] * [[user:Dian Arief Wahyudi|Dian Arief Wahyudi]] * [[user:Grant Robinson|Grant Robinson]] * [[user:casper0zero|Brad Geiger]] * [[user:wikilince|Lince Lawrence]] [[Category:Business|!]] [[Category:Wikiversity schools|{{PAGENAME}}]] 1853 6403 2006-08-17T15:14:29Z Rayc 57 Redirecting to [[Wikiversity:Learning projects]] #Redirect[[Wikiversity:Learning projects]] 1857 76544 2007-01-15T18:20:24Z JWSchmidt 20 /* Subdivisions and Departments*/ ''This Wikiversity Division is still under construction. Helping out in the construction is encouraged'' '''Welcome to Wikiversity's Division of Communication''' '''Part of the [[Portal:Social Sciences|Social Sciences Group of WikiU]]''' == Division Description == Communication is the process of exchanging information usually via a common system of symbols. For the time being, this school will be modeled on the Speech Communication major offered by many United States Universities. The Theater Arts option will be given little attention, but it is important to note the value of the craft. Great communicators are skilled actors not pedantic academics nor eccentric philosophers. Oratory experience (dare I say, skill) is a requirement within the University system. Though I hope to offload these courses to other schools, as an interdisciplinary college, attendence must be given to the Humanities aspect of the Communication major. Disclaimer: I am currently a student of Oregon State University and much of this College is derrived from their catalog. I've spent due time searching through other University catalogs and am confident that the curriculum is generally accepted through the U.S. college system. Once others have contributed to this project, the first-person voice of this page will be edited. ===Requisites=== Visit the following courses if you have not attended college or feel that you may need a refresher. *The 100 level classes of the [[Wikiversity:School of Literature and English Studies]] are essential to any college curriculum. *The introductory course of the [[Wikiversity:School_of_Sociology]] provides a foundation for cultural anthropology. ===Course Background=== These courses are third year communication classes. The first two years of study are typically interdisciplinary introductions. Within the communication field, students are required to enroll in two public speaking classes. Community colleges offer third and fourth year courses but without the depth nor bredth of writting demanded in a University course. The public speaking classes have a few purposes. First, you're introduced to yourself, on camera, speaking in front of an audience. Second, you're introduced to the fight or flight response, the terror of speaking before a group (of two dozen people). Finally, you are introduced to the extemporaneous speech style, which you produce after submit a full sentence essay/argument. The two speaking classes consist of three to four persuasive (and informative) speeches, accompanied by two to four page papers. There may also be a supplemental textbook, extolling the virtues of ethical argumentation. After six speeches, you should be familiar with the symptoms you personally experience (these may include shaking, dry mouth, heavy breathing, stuttering, fast-talking) and from video-recording, have some idea of what the audience actually witnesses. Anxiety is absolutely normal, the show must go on, and the audience may be none-the-wiser. Students are graded for the quality of their essay, and for the continuity of their speech. For instance, stuttering may interupt the rhythm of a speech, but as long as the speaker continues through the impedement, they are graded positively. The first and second year communication classes require approximately 6 - 8 pages of well-written copy. They may be composed in multiple essays or a single essay. Your third-year course will demand 8 - 14 pages. It may be one long essay or two shorter essays. The fourth year demands 14 - 24 pages. All essays are double-spaced. The fourth year will have at least two essays, it may have one long essay of 12 - 14 pages following a series of short responses. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *Forms of communication [[Communication_Theory|Communication Theory]] Wikibook<br /> Semiotics, Speech Acts, Lingustics *Interpersonal communication Relationship development *Cross-cultural communication International negotiation, diplomacy *Gender Topics *Rhetoric *Rhetorical Criticism Syllabi: [http://www.csun.edu/CommunicationStudies/class/syllabi/430.marston.pdf CSUN] Study Guides: [http://www.humboldt.edu/~jgv1/319Web/rcsg.html Humboldt]<br /> Text: Foss, Sonja K. Rhetorical Criticism: Exploration and Practice.<br /> Dramatistic Criticism, Fantasy Theme Analysis *Argumentation [http://wikireason.net/wiki/Forum_Entrance Wikireason] *Persuasion Syllabi: [http://www.radford.edu/~registra/Curriculum/2004-2005%20Curriculum%20Committee/Syllabi_for_2005_-_2006_Catalog/cas/comm/comm333.html Radford] *Popular Culture *Propaganda [[Communication_Theory/Propaganda_and_the_Public]] Syllabi: [http://ascweb.usc.edu/pubs/syllabi/spring2006/comm370.pdf USC] *Mass communications Public relations, public affairs, domestic diplomacy *Media Studies *Small group communication *Technical communication [http://bcs.bedfordstmartins.com/techcomm/default.asp Mike Markel's Technical Communication]<br /> [http://www.userlab.com/Downloads/SE.pdf A Guide to Simplified English] [http://www.simplifiedenglish-aecma.org ASD-STE100(tm)] *Telecommunications *Nonverbal communications Haptics, Proxemics, Sign Language, Symbols [http://www.msubillings.edu/commtheatre/ddg/study.htm Study Aids]<br /> [http://catalog.oregonstate.edu/CourseList.aspx?subjectcode=COMM&level=undergrad&campus=corvallis Oregon State University Communication courses] [http://oregonstate.edu/dept/speech/people.html Faculty] ===Projects=== [[Wikiversity:School of Engineering:Experimental self communication in development in conjunction with Wikiversity:School of Communication]] Local faculty or participants are welcome to relocate this to proper link location but please update the backlink in the general engineering fundamentals course link as well until a fully developed, active, and advertised course is placed appropriately within the Wikiversity. Thanks! [[User:Lazyquasar|Lazyquasar]] 16:55, 2 December 2005 (UTC) [[Category:Wikiversity School of Media Studies]] 1861 78324 2007-01-18T18:50:13Z Kristof 5522 /* Active participants */ [[Wikiversity]] ==Welcome to the School of Media Studies== Media Studies examines the effect of media on society. The study of Media Studies is still a relatively new area, only developing in the last fifty years or so. Compared to other disciplines, this is a very short time. The school is still very much under construction. We welcome anyone with a knowledge and/or interest in any aspect of Media Studies to take part in the development of the school. Feel free to add your name below if you would like to help, and start developing. Also, please add your ideas, questions, and/or proposals to the [[School talk:Media Studies|talk page]]. [[Image:Nuvola apps aktion.png|right]] ===This is not Film and Television Production=== While Media Studies includes analysis of film and television on society, the production of film and television is covered in the [[Topic:Film and Television|School of Film and Television]]. That school includes the courses in basic [[Filmmaking|filmmaking]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). Wikiversity has '''participants''' and nobody puts on titles; just say what your goals are. * [[User:kristof|Kristof Tomey]] - analysis the emblems of TV channels and their visual decorations * Natt Gutmor - Hoping to work on TV or write a good book * [[User:Steviejay|Steviejay]] - Teacher of English and Media Studies. Main interest in Media Effects and Radio. * [[http://reneehobbs.org Renee Hobbs]] Temple University-- developing the course in [[media literacy]], Fall 2006 * [[User:Cormaggio|Cormaggio]] - many aspects of the media, particularly related to education, including media literacy * Film Studies - [[User:MatthewMitchell|MatthewMitchell]] * Digital Media Studies - [[User:Agave Akula|Agave Akula]] * Multimedia Production - [[User:Lazyquasar|Lazyquasar]] 10:53, 10 December 2005 (UTC) * Communication Theories - [[User:Cetheriel|Cetheriel]] 16:35, 28 April 2006 (UTC) * NewMedia Academia - [[User:JamesChew|JamesChew]] * Television - [[User:Zanimum|Zanimum]] 19:38, 2 June 2006 (UTC) * Mass Media and Society, Media Literacy, Press (International), Television - [[User:Majaranda|Majaranda]] September 2005 * New Media, Sociology of News, Global Media Issues - [[User:MeganKnight|Megan Knight]] September 2006 <b>Please add yourself to the list if you are actively developing the school.</b> ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Internet Audio and Video|The Internet Audio and Video Institute]] - participants create new internet audio and video resources * [[Topic:Media Projects|The Media Project Institute]] - Media Studies in [[Topic:Project Management|Project Management]] - participants help orchestrate media-oriented [[:Category:learning projects|learning projects]] like [[Wikiversity the Movie]], [[Wikio]] and other [[:Category:Wikiversity community projects|Wikiversity community projects]]. * [[Topic:News and Information services|News and Information services]] - Serves as an agency and liason for things like [[Wikiversity:Wikiversity and Wikinews services|Wikiversity and Wikinews services]], ''[[WikipediaWeekly]] [[w:Wikipedia:WikiProject WikipediaWeekly|***]]'' and other '''''News and Information''' from around the '''Wikiverse''''' * ... == Courses == {{Template:Courses}} '''Note''': give new Wikiversity pages descriptive names, not cryptic names such as "Media101". <b><i>Under construction!</i></b> We expect to have courses in a few different areas of Media Studies, including general media theory, radio theory and production, film studies, television analysis and production and mass media and society. {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Media Studies - Areas of interest== ;The impact of media on society * General courses ** [[Topic:Introduction to Media Studies]] ** [[Topic:Introduction to Media Theory]] ** [[Topic:Media project management]] ** [[Topic:Advertising]] ** [[Topic:The Press]] ** [[Topic:Advanced Advertising]] ** [[Topic:Advanced Press]] * Radio ** [[Topic:History of Radio and Theory]] ** [[Topic:Introduction to Radio Production]] ** [[Topic:Radio Broadcasting in the UK]] ** [[Topic:Radio Broadcasting in the USA]] ** [[Topic:Advanced Radio Theory]] ** [[Topic:Advanced Radio Production]] * Film Studies ** [[Topic:History of Film]] ** [[Topic:Introduction to film theory]] ** [[Topic:Hollywood Cinema]] ** [[Topic:National Cinema]] ** [[Topic:Film noir]] ** [[Topic:New Hollywood Cinema]] ** [[Topic:Film Genres]] ** [[Topic:Alternatives to Hollywood]] ** [[Topic:Advanced film theory]] * Television ** [[Topic:History of Television]] ** [[Topic:Television Broadcasting in America]] ** [[Topic:Television Broadcasting in Britain]] ** [[Topic:Introductory Television Production]] ** [[Topic:Basic Television Analysis]] ** [[Topic:Soap Operas]] ** [[Topic:International Television Broadcasting]] ** [[Topic:Television Documentary Production]] ** [[Topic:Advanced Television Analysis]] ** [[Topic:Television News]] ** [[Topic:Television Formats]] ** [[Topic:Advanced Television Production]] * Computer Generated Virtual Environments ** Animated shorts, movies, and mazes - Traditional clips, modern CGI feature films, virtual design or learning environments. ** Interactive knowledge bases in design, analysis, learning and data mining ** Independent Multimedia Production Startups * Mass Media and Society ** [[Topic:Theories of Popular Culture]] ** [[Media literacy]] ** [[Topic:Media Effects]] ** [[Topic:Mass Media and Sociology]] |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #fffff0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Media Content Creation - Areas of Interest== * Multimedia ** Still Images ** Digital Video ** Sound ** Music ** 2D Animation ** 3D Animation |} [[Category:Media]] [[Category: Wikiversity School of Media Studies]] [[Category: Wikiversity schools|Media Studies]] [[Category:Online learning resources]] [[Category:Learn by doing]] [[Category:Wikiversity community projects]] 1864 77466 2007-01-17T01:33:50Z JWSchmidt 20 /* Management */ [[Category:Schools]] [[Image:Carl Spitzweg 021.jpg|thumb|right|200px]] Welcome to '''Library and Information Science''', part of [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]. ==Division news== * '''Date founded''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... See also: [[Wikiversity:Library services]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... ===Information Services=== **Reference Services **Collection Development **Children's and Youth Services **Fiction **Health Information **Business Information **Legal Information **Government Information **Social Sciences and Humanities **Academic Libraries **Public Libraries **Special Libraries ===Information Organization=== **[[Metadata]] **[[Descriptive Cataloguing]] **[[Classification]] **[[Indexing]] **[[Subject Analysis]] **[[Thesaurus Construction]] ===Information Systems=== **Information Architecture **Information Design **Information Visualization **Web Design **Database Management **Social Software and Libraries **Digital Libraries ===Information Policy=== **Information Ownership and Governance **Political Economy of Information ===Management=== **Legal Issues **HR Management **Records Management **Knowledge Management **Financial Management **Strategic Planning **Leadership [[Category:Library and Information Science]] [[Category:Schools]] 1868 47674 2006-11-22T16:52:06Z Shyam 1651 Add some introduction The Legendre differential equation is the second order ordinary differential equation (ODE) which can be written as: :<math>(1-x^2)d^2y/dx^2-2xdy/dx+l(l+1)=0\,</math> which can be written as: :<math>{d \over dx }[(1 - x^2){dy \over dx }]+l(l+1)y=0\,</math> :<math>Ly=0\,</math> where <math>L\,</math> is the Legendre operator: :<math>L={d \over dx }[(1 - x^2){d \over dx }]+l(l+1)\,</math> We use the Frobenius method to solve the equation in the region <math>|x|\leq 1</math>. We start by setting the parameter p in Frobenius method zero. :<math>y= \sum_{n=0}^{\infty}a_n x^n</math>, :<math>y' = \sum_{n=0}^{\infty}n a_n x^{n-1}</math>, :<math>y'' = \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}</math>. Substituting these terms into the original equation, one obtains :{| border="0" cellpadding="0" cellspacing="0" |-| |<math>0=Ly\,</math> |<math> = \big(1-x^2)y'' -2xy'+l(l+1)y</math> |- | |<math>=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2} - 2x\sum_{n=0}^{\infty}n a_n x^{n-1} + l(l+1)\sum_{n=0}^{\infty}a_n x^n</math> |- | |<math>=\sum_{n=0}^{\infty}\left[-n(n-1)-2n+l(l+1)\right] a_n x^n + \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}</math> |- | |<math>=\sum_{n=0}^{\infty}\left[l^2-n^2+l-n\right]a_n x^n + \sum_{n=-2}^{\infty}(n+2)(n+1) a_{n+2} x^n</math> |- | |<math>=\sum_{n=0}^{\infty}\left[(l+n+1)(l-n)a_n + (n+2)(n+1)a_{n+2}\right]x^n</math>. |- |} Thus :<math> a_2 = -{l(l+1) \over 2} a_0</math>, and in general, :<math> a_{n+2} = -{(l+n+1)(l-n) \over (n+2)(n+1)}a_n </math>. This series converges when :<math>\lim_{n \to \infty}\left|{a_{n+2}x^{n+2} \over a_nx^n}\right|<1</math>. Therefore the series solution has to be cut by choosing: :<math> n =-l \mbox { or } n = -(l+1)\,</math>. The series cut in specific integers l and l+1 produce polynomials called '''Legendre polynomials'''. [[Category: Mathematics]] [[Category: Lessons]] 1869 33111 2006-10-08T23:25:47Z 66.131.153.233 /* Major curriculum */ Welcome to the Finance Department of the [[School:Business|Wikiversity School of Business]]! ==Introduction== This is an introduction to the discipline of [[w:Finance|Finance]], both a science and an art. ==News== ==Major curriculum== In order to form a good basic understanding of business, it is recommended for students to visit [[Topic:Business General Studies|General Studies of Business Administration]] and study the core business curriculum as prerequisites for the following courses. Level 1000 courses are recommended prerequisites of level 1010 courses: * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories Level 1010 courses are recommended prerequisites of level 1100 courses: * [[Equity Markets]], FIN 1011, fundamentals of corporate equity finance and major markets * [[Debt and Money Markets]], FIN 1012, introduction to the largest and most active financial market in the world, as well as various other fixed income products * [[Currency and Commodity Markets]], including energy, live stock, grains, and FOREX (foreign exchange markets) * [[Insurance and Annuities]], FIN 1014, design of insurance and annuity products * [[Pension]], FIN 1015, pension management, portfolio management and investment advisor selection Level 1100 courses: * [[Risk Management]], FIN 1101, to take calculated risk for higher growth) * [[Financial Management]], FIN 1102, cornerstone course, in-depth studies of historical/modern portfolio management theories ==Major curriculum== CANADA * [[Investments and Portfolio Management]], FINE 441 * [[International Finance 1]], FINE 482 ==Active participants== [[user:Ray Shan|Ray Shan]] ==See also== * [[b:Accounting|Accounting Wikibook]] * [[b:Finance|Finance Wikibook]] [[Category:Finance]] [[Category:Business]] 1870 69446 2007-01-10T04:15:41Z JWSchmidt 20 fix links ''Note: This department is under construction'' '''Welcome to the Marketing Department of the [[School:Business|School of Business]]''' ==Department Description== ===Learning Projects=== {{Template:Courses}} *[[Principles of Marketing]], MKT 1010 '''editing required for below to be consistent with other business school courses; name after course, not course number''' *Mkt 1020 - Consumer Behaviour;<br> *Mkt 1030 - International Marketing;<br> *Mkt 1040 - Introductory Marketing Research;<br> *Mkt 1041 - Advanced Marketing Research;<br> *Mkt 1042 - Applications of Marketing Research;<br> *Mkt 1050 - Advertising and Promotions Management;<br> *Mkt 1060 - Marketing Planning and Strategy;<br> *Mkt 1070 - Quantitative Marketing Analysis;<br> *Mkt 1080 - Decision Models in Marketing;<br> *Mkt 1090 - Marketing Communications;<br> *Mkt 1100 - [[Branding]];<br> *Mkt 1110 - Marketing Strategy for Electronic Business<br> *Mkt 1120 - Marketing Execution<br> *Mkt 1121 - Marketing Execution: Retail<br> *Mkt 1122 - Marketing Execution: Communications<br> ===Good Books to Start With=== 22 Immutable Laws of Marketing, Al Ries and Jack Trout - [http://software.ericsink.com/item_10172.html Read] [http://www.amazon.com/exec/obidos/tg/detail/-/0887306667/ref=pd_sim_b_1/102-9651049-6115338?%5Fencoding=UTF8&v=glance buy]<br> Competitive Strategy and Five Forces, Michael Porter - [http://www.brs-inc.com/porter.asp Read], [http://www.amazon.com/exec/obidos/tg/detail/-/0684841487/102-9651049-6115338?v=glance Buy]<br> Marketing Management, Philip Kotler <br> Postioning, The battle for your mind, Al Ries and Jack Trout<br> * [http://www.unitedstatesfleamarkets.com/ Flea markets in the United States] [[User:bigmick|bigmick]] 20 June 2005 [AEST] <br><br> *The Seven Keys to Marketing Genius: The Complete Guide to Increasing Your Marketing IQ, Michael Daehn - [http://www.daehntrain.com/Marketingenious/marketingenious_ebooks.html Read], [http://www.lulu.com/content/76977 Buy] *Purple Cow, Free Prize Inside, Ideavirus, et al, Seth Godin - [http://www.sethgodin.com/sg/books.html Buy] --[[User:Msdaehn|Puck185]] 22:40, 1 March 2006 (UTC) [[Category:Marketing|!]] 1873 13680 2006-08-24T18:18:55Z Rayshan 375 /* Courses */ ''Note: This department is under construction'' '''Welcome to the Management Department of the [[School:Business|School of Business]]''' ==Department Description== ==Core tracking curriculum== The following courses are recommended non-management prerequsites. * [[Financial Accounting]] * [[Managerial Accounting]] * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories * [[Macroeconomics]] * [[Microeconomics]] * [[Managerial Economics]] * [[Principles of Marketing]] * Problem Solving Using Computer Software / Principles of Information Technology * [[Statistics for Business Decisions]] * [[Introduction to Statistics]] * [[Fundamentals of Business Law]], BUL 1001 ==Major curriculum== Level 1000 courses are recommended prerequisites of level 1010 courses: * [[Principles of Management]], MAN 1001 Level 1010 courses are recommended prerequisites of level 1100 courses: * [[Operations Management]], MAN 1011 Level 1100 courses: * [[Strategic Management]], MAN 1101, cornerstone course ===Current Wikibooks=== :''See [[bWikibooks:Requested books#Management]] for uncreated books.'' * [[b:Change Management]] * [[b:Instructional Technology/Learning Management Systems/Knowledge Management|Knowledge Management]] * [[b:Project Management]] * [[b:Management Strategy]] [[Category:Management|!]] 1874 6575 2006-08-17T16:52:55Z Sebmol 14 intro This category contains pages related to the subject of [[w:Management|Management]]. [[Category:Business|Management]] 1875 6576 2006-08-17T16:54:38Z Sebmol 14 intro, cat This category contains pages organized by the [[School:Business|School of Business]]. [[Category:Professions|Business]] 1876 6579 2006-08-17T16:56:05Z Sebmol 14 This category contains pages related to the subject of [[w:Finance]]. [[Category:Business|Finance]] 1877 6580 2006-08-17T16:59:29Z Sebmol 14 intro, cat This category contains pages related to the subject of [[w:Marketing]]. [[Category:Business|Marketing]] 1878 46366 2006-11-17T22:40:38Z Rayc 57 cat ''Note: This department is under construction'' '''Welcome to the Operations Management Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== *[[Operations Management]] [[Category:Operations|!]] [[Category:Management]] 1879 6585 2006-08-17T17:04:35Z Sebmol 14 cat sort [[Category:Business|Production and Operations]] 1881 13021 2006-08-23T21:40:49Z Rayshan 375 ''Note: This department is under construction'' It has been suggested that this article or section be merged into [[Topic:Computer Information Sciences]] and/or [[Topic:Decision Risk Operations]] ([[School_talk:Business#Merger_of_departments|Merger Proposal Discussion]]) '''Welcome to the Qualitative and Quantitative Methods Department of the [[School:Business|School of Business]]''' ==Courses== * [[Statistics for Business Decisions]] [[Category:Qualitative and Quantitative Methods|!]] 1882 6593 2006-08-17T17:50:33Z Sebmol 14 [[Category:Business|{{PAGENAME}}]] 1883 61237 2006-12-19T10:38:13Z 24.6.49.91 ==General Introduction== In todays world every business is in international business, whether it is expoting, outsourcing and/or just selling goods to foreign buyers every successful business man and woman has to know the basics of International Business. ===Emerging International Business=== 1551 [[Category:International Business|!]] 1884 21780 2006-08-30T23:02:58Z Flights4ny 624 /* Current Texts */ ''Note: This department is under construction'' It has been suggested that this article or section be merged into [[Management]]. '''Welcome to the Leadership and Strategy Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== ===Current Texts=== * ''[[b:Management Strategy]]'' * ''[[s:The Art of War|The Art of War]]'' [[Category:Leadership and Strategy|!]] 1885 6607 2006-08-17T18:03:12Z Sebmol 14 [[Category:Business|{{PAGENAME}}]] 1886 76068 2007-01-14T23:36:55Z JWSchmidt 20 learning projects ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Fundamentals of Business Law]], BUL 1001 * U.S. Sole Proprietorship * [[b:US Corporate Law|U.S. Corporate]] * U.S. Labor * U.S. Environmental * U.S. Product Liability * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Business Law|!]] [[Category:Business]] [[Category:Law]] 1887 6612 2006-08-17T18:04:29Z Sebmol 14 [[Category:Business|Business Law]] [[Category:Law|Business Law]] 1888 75744 2007-01-14T15:26:55Z JWSchmidt 20 /* Department Description */ Short description needed ''Note: This department is under construction'' '''Welcome to the Accounting Department of the [[School:Business|School of Business]]''' ==Department Description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Undergraduate Level - Final *Principles of Accounting I, [[Financial Accounting]], ACG 1000 *Principles of Accounting II, [[Managerial Accounting]] *[[Accounting Interactions 1]] Undergraduate Level - TBD *Acc XAXX - Intermediate Financial Accounting *Acc XBXX - Advanced Financial Accounting *Acc XCXX - Intermediate Managerial Accounting *Acc XDXX - Advanced Managerial Accounting *Acc XEXX - Cost Accounting *Acc XFXX - Tax Accounting *Acc/Engr - [[Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and Engineers]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. {{Courses}} ===Text=== *[[b:Fundamental Accounting Principles]] *[[b:Accounting bookshelf|The Accounting Series]] [[Category:Accounting]] 1889 67085 2007-01-05T18:12:19Z JWSchmidt 20 See also: [[Financial Accounting/MBA]] Welcome to Financial Accounting, AKA Introduction to Accounting or Principles of Accounting I, ACG 1000. This course is being designed to introduce the basic skills needed in the field of accounting. As with all Wikiversity Courses, this is a continual joint collaboration among numerous sources, so please check back at regular intervals. Also, please feel free to use the discussion tab at the top of the page for any questions, comments, concerns, or ideas concerning this course. Financial Accounting will be divided into sessions, each on its own page. Each session represents the material that would be in a single classroom period. This page is analogous to a syllabus that would normally be handed out at the beginning of the class. == Text == The Wikibook [[b:Accounting|Accounting]] will be a reference throughout the coursework. == Goals == After careful study of the course, an interested learner should be able to: # Identify the importance of the Accounting Equation; # Identify the Normal Balance for both Balance Sheet and Income Statement Accounts; # Analyze Business Transactions using T-Accounts; # Identify the basic information to be conveyed in the four basic Business Statements; # Understand and Perform the 7 steps of the Accounting Cycle # Record end of period Adjusting and Closing Entries # Use the basic form for reconciling bank statements == Sessions == ;[[/Session 1 | Session 1:]] Basic Principles and Concepts : Session 1 will focus on the overriding principles, basic ethics, and fundamental concepts of accounting. ;[[/Session 2 | Session 2:]] Accounts : Session 2 focuses on the Chart of Accounts, T-Accounts, Journals and Ledgers. ==See also== *[[Financial Accounting/MBA]] - accounting for the Wikiversity [[Topic:Master of Business Administration|Master of Business Administration Program]] [[Category:Accounting]] 1891 6633 2006-08-17T18:10:21Z Sebmol 14 [[Category:Business|{{PAGENAME}}]] 1892 6649 2006-08-17T18:18:24Z Sebmol 14 +cat Started by TaoPhoenix Introduction: "Life in the Real World" Welcome everyone! This text is organized differently from the Basic Principles books which lead off studies in Accounting. The idea was inspired by discussions in actual workplaces which never seem to be covered in classical Accounting courses. The first surprise is that basic Accounting courses begin working with a general ledger. But general ledger operations are always reserved for a senior member of management! Most new Accounting employees spend some time learning one of two "entry level" positions: Accounts Payable and Accounts Receivable. == Accounts Payable == Accounts Payable is the process of describing activity on an invoice using some system of coded cost categories, then posting the invoice into a computer system where it becomes part of a series of checks paid out. == Accounts Receivable == The other common area new employees begin is in Accounts Receivable. Revenue checks paying for goods and services are organized by customer, then entered into a computer system which posts the check to the customer's account. Someone then reviews that customer's account to determine how much, if any, further revenue is still owed by that customer. [[Category:Accounting]] 1896 6674 2006-08-17T18:26:03Z Sebmol 14 [[Mergers and Acquisitions]] moved to [[Topic:Mergers and Acquisitions]]: oops '''Welcome to the Mergers and Acquisitions Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== *[[Introduction to Mergers and Acquisitions]] Mergers and Acquisitions *[[M&A and the Deal Cycle]] Investors and Financing *[[The Business Plan]] *[[From Plan to Prospectus]] *[[Selling to Investors]] Due Diligence *[[The Due Diligence Process]] *[[Transactional Due Diligence]] *[[Legal Compliance in Due Diligence]] [[Category:Mergers and Acquisitions|!]] 1897 6665 2006-08-17T18:23:03Z Sebmol 14 [[Category:Business|Mergers and Acquisitions]] 1898 74067 2007-01-12T17:39:53Z Mystictim 626 w to W {{Welcome and expand}} Welcome to '''Introduction to Mergers and Acquisitions''', M&A 1000. This course is being designed to introduce the basic skills needed in the field of mergers and acquisitions. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Basic Principles and Concepts : Session 1 will focus on . [[Category:Mergers and Acquisitions]] [[Category:Introductions]] 1901 6691 2006-08-17T18:30:38Z Sebmol 14 +cat, link fixes Welcome to '''M&A and the Deal Cycle''', M&A 5200. This course is designed to introduce the student to essential concepts and cycles of mergers and acquisitions. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Basic Principles and Concepts ;[[/Session 2 | Session 2:]] Building Your Team ;[[/Session 3 | Session 3:]] Screening Prospects and Potential Candidates ;[[/Session 4 | Session 4:]] Initial Negotiations and Letter of Intent ;[[/Session 5 | Session 5:]] Due Diligence and Valuations ;[[/Session 6 | Session 6:]] Finalizing the Deal ;[[/Session 7 | Session 7:]] Closing the Deal ;[[/Session 8 | Session 8:]] Postmortem Analysis = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=1578515556&itm=1 HBR: Mergers and Acquisitions] ;[[w:Mergers and acquisitions|Wikipedia book on Mergers and Acquisitions]] = Suggested Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] [[Category:Mergers and Acquisitions]] 1903 55531 2006-12-13T17:40:27Z 80.229.44.88 /* Sessions */ Welcome to '''The Business Plan''', M&A 5300. This course is designed to introduce the student to essential constructs and uses of the Business Plan. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] The Purpose of a Business Plan ;[[/Session 1 | Session 1:]] Suggested Structure 1. Introduction 1.1 – Introduction 1.2 – Criteria for Feasibility 2. Background 2.1 – Business Type/Set-up 2.2 – Loans and Overdrafts 2.3 – Sources of Finance 2.4 – Law & Legal 2.5 – The Economy 3. Market Research 3.1 – Customer Research 3.2 – Competition Research 3.3 – Current Market Situation 4. Marketing Plan 4.1 - Marketing Mix 4.2 - Advertising Costs 4.3 - Pricing Strategy 5. Property and Location 5.1 – The Area and Location 5.2 – The Property 5.3 – Layout of the Shop 6. Costs and Revenues 6.1 – Sales and Revenue Predictions 6.2 – Running Cost Predictions 6.3 – Start-Up Cost Predictions 7. Financial Planning 7.1 – Cash Flow Forecasts 7.2 – Balance Sheets 7.3 – Profit and Loss Accounts 7.4 – Ratio Analysis 7.5 – Investment Appraisal 7.6 – Break Even Analysis 8. Conclusion 8.1 – SWOT Analysis 8.2 – Conclusion from Criteria 9. Bibliography Appendices A – Economy B – Questionnaires C – Products D – Competitors E – Financial Planning ;[[/Session 2 | Session 2:]] Executive Summary ;[[/Session 3 | Session 3:]] Company Summary ;[[/Session 4 | Session 4:]] Products ;[[/Session 5 | Session 5:]] Marketing Analysis Summary ;[[/Session 6 | Session 6:]] Strategy Implementation Summary ;[[/Session 7 | Session 7:]] Management Summary ;[[/Session 8 | Session 8:]] Financial Summary ;[[/Session 9 | Session 9:]] Exit Strategy = Required Reading = = Suggested Reading = [[Category:Mergers and Acquisitions]] 1904 6699 2006-08-17T18:37:49Z Sebmol 14 [[Mergers and Acquisitions/M&A 5300]] moved to [[The Business Plan]]: better title #REDIRECT [[The Business Plan]] 1905 6707 2006-08-17T18:42:48Z Sebmol 14 link fixes Welcome to '''From Plan to Prospectus''', M&A 5310. This course is designed to introduce the student to essential constructs and uses of the Prospectus. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] The Purpose of a Prospectus ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] = Required Reading = = Suggested Reading = [[Category:Mergers and Acquisitions]] 1908 14168 2006-08-25T19:51:32Z 70.26.185.184 /* The Role of the US Transactional Lawyer */ === The Role of the Transactional Lawyer === # Adding value to the Transaction #* By structuring the transaction to enhance financial return, reduce risk and limit costs. #* Using multiple skill sets to shepherd the Transaction. #* Working as a member of a team, including the client and other professionals. #* Facilitating the consummation of a beneficial Transaction. # Reduction of Risk #* Planning and assisting the investigatory due diligence process #* Identifying business, regulatory and legal risks # The attorney as the negotiator #* Enhancing value through negotiation #* Negotiating the allocation of financial and legal risk between the parties #* Creating mutually beneficial solution #** Empathize with the position of both the Buyer and the Seller #** Be a facilitator who finds solutions to issues which accommodates both the Buyer and Seller # Documentation of a Transaction #* Providing congruency among the expectations of the business client, the negotiated transaction and the documentation of the transaction. #* Facilitating the transaction by coordinating the documentation with the results of due diligence #* Using familiar formats and procedures of documentation that reflect the Transaction. === Motivations for Mergers and Acquisitions === # Exogenous and Endogenous factors Affecting, Motivating and Dissuading Acquisitions # Motivations of the Purchaser and the Seller of a Business #* The acquisitive business #* The motivated seller === Merger and Acquisition Basics === # Mergers vs. Acquisitions # Horizontal vs. vertical vs. conglomerate # Public vs. Private Targets # Basic Acquisition Structures #* Stock Acquisition #* Asset Acquisition #* Stock Merger === Metamorphosis of an Acquisition/Divestiture === # General Stages of Selling a Business # The Issue of Confidentiality and the Utility of Confidentiality Agreements === Elementary Accounting for Business Lawyers === # The concept of Generally Accepted Accounting Principles (GAAP). #* The role of the Financial Accounting Standards Board #* The role of the Securities and Exchange Commission # Formation and analysis of Financial Statements #* Income Statement, Balance Sheet and Statement of Cash Flows #* Analysis of Notes to Financial Statements #* The accounting for Goodwill and Other Intangible Assets # Accounting for Acquisitions #* Former Rules APB No. 16 and 17 #** Criticism of Pooling of Interests Accounting #** Possible alternative methods of Accounting #* New Rules FAS 141 and 142 #** Elimination of Pooling of Interest for Business Combinations #** Elimination of prescribed amortization of goodwill #** The new concept of “Impairment” of goodwill #** Effect upon M&A activity VI. Elementary Valuation Techniques A. Valuation Analysis 1. Balance sheet analysis a) Liquidation Value b) Replacement Value 2. Value Based upon Multiples of Earnings or Cash Flow a) The concept of EBITDA b) Adjustments to EBITDA 3. Value Based upon Comparable Companies or Transactions 4. Discounted Cash Flow Analysis a) Determination of future cash flow b) “Add-Backs” to determine seller’s cash flow c) Methods for the Determination of the Discount Rate B. Synergistic Transactions 1. Identification of synergies a) Market synergies b) Cost synergies 2. Allocation of synergistic benefits between the parties 3. Relationship to valuation analysis 4. Relationship to Structure of Purchase Price VII. PRELIMINARY NEGOTIATIONS, INVESTIGATION AND THE LETTER OF INTENT A. Preliminary Contact and Negotiations 1. Confidentiality Agreements 2. The Confidential Memorandum phase 3. The “auction” process B. Letters of Intent 1. Pros and Cons from the perspective of Buyer and Seller 2. Its “non-binding” effect 3. Binding provisions a) Exclusivity provisions b) Cooperation with due diligence process 4. Other typical provisions VIII. STRUCTURING THE TRANSACTION A. Considerations for the structure of the transaction 1. Acquisition and assumption of assets, contracts, obligations and liabilities 2. Accounting issues 3. Tax issues B. General Description of Basic Acquisition Structures 1. The asset purchase of a business 2. The stock purchase 3. The cash-out merger 4. The stock for stock merger C. The Asset Purchase 1. Issues regarding acquisition of assets a) Contracts b) Other Assets 2. Assumption of liabilities and obligations a) Liabilities intended to be assumed b) Liabilities not intended to be assumed c) The Seller’s problem with non-assumed liabilities 3. Tax Consequences a) The concept of “stepped up” basis in tangible and intangible acquired assets b) The concept of double taxation to Seller’s shareholders D. The Stock Purchase 1. Issues regarding acquisition of assets and assumption of liabilities a) Buyer’s problem of assumption of unwanted, contingent and unexpected liabilities b) Retention of assets intended to be retained by the Shareholders of the Target 2. Problem of multiple shareholder parties to Acquisition Agreement E. Asset vs. Stock Transaction from the Perspective of the Buyer and Seller F. The Cash-Out Merger Transaction 1. Forward Mergers 2. Reverse Mergers G. Tax Deferred Reorganizations 1. A Reorganization (Merger) 2. B Reorganization (Stock for Stock) 3. C Reorganization (Assets for Stock) H. Special Tax Issues and Opportunities Involving S Corporations I. Other Tax Concepts 1. Section 338 Elections 2. Installment Sale 3. Treatment of Contingent Purchase Price and Earn-Outs IX. DOCUMENTATION OF THE TRANSACTION A. The Definitive Acquisition Agreement 1. The anatomy of a typical acquisition agreement 2. Definition of what is being acquired B. Purchase price payment provisions 1. Payment at closing 2. Installment payments 3. Seller financing 4. Closing and post closing adjustments to the Purchase Price 5. Contingent purchase price provisions C. ALLOCATION OF RISK BETWEEN BUYER AND SELLER 1. Due Diligence Investigation a) The investigation of a potential transaction b) Confidentiality concerns c) Process of facilitating or conducting due diligence d) Review of a Due Diligence Checklist 2. Representations, warranties and indemnities a) The negotiated allocation of risk (1) Certain common concepts (2) The issue of “materiality” (3) “Material adverse change” (4) “Ordinary course of business” (5) “to the best of knowledge” b) Specific representation and warranties (1) Authority (2) Title to assets (3) Financial statements (4) Unrecorded unknown or contingent liabilities (5) Quality of certain assets (a) Accounts receivable (b) Inventory (6) Intellectual property (7) Transaction is not effected by existing agreements (8) Taxes (9) Absence of certain changes or events 3. Indemnity provisions a) Security for indemnity b) Time limitations c) “window” (threshold) and “basket” (deductible) d) limitation periods for indemnification provisions 4. General issues regarding successor liability a) Product liability issues b) Practical non-legalistic successor issues c) The role of insurance to protect against potential liability D. Covenants 1. Manner of conducting business until closing 2. Cooperation and facilitating the closing of the transaction E. Conditions for Closing and Termination 1. Typical conditions for Closing a) Compliance with covenants b) No breach of representations and warranties (1) The issue of minor breaches (2) Breaches that will cause a material adverse effect c) Compliance with legal requirements (1) Regulatory requirements (2) Contractual consents d) Necessary corporate approvals in the context of publicly held corporation 2. Time limitations 3. Termination provisions X. PARTICULAR RECURRING LEGAL AND BUSINESS ISSUES A. Labor issues 1. Union recognition issues 2. The “successors and assigns” issue B. Retention of Employees C. Issues Relating to Intellectual Property D. Environmental issues XI. Financing the transaction A. Determination of the Amount of Financing Necessary to Complete a Transaction B. Basic Financing Techniques 1. Tranches of debt a) Secured Debt b) Unsecured Senior Debt c) Subordinated Debt d) Mezzanine Debt e) Equity Financing 2. Seller Financing C. Special issues related to highly leveraged transactions 1. Statutory and Common Law Fraudulent Conveyances 2. §548 of the Bankruptcy Code XII. ISSUES RELATING TO THE ACQUISITION OF A PUBLICLY HELD CORPORATION A. Alternate Processes Of Acquiring A Publicly Held Company 1. Negotiate a Merger Agreement (Cash or for Stock) 2. Tender Offer Followed by a Merger 3. Three-piece Suit a) Acquire or lock-up significant stock ownership b) Tender Offer at the Same Price c) Back-end Merger B. Security Law Issues 1. Regulation of Open Market Purchases (§ 13(d)) 2. Tender Offers Under the Securities and Exchange Act (The Williams Act) C. State Anti-Takeover Provisions D. Duties of the Board of Directors 1. Duty of Loyalty and Duty of Due Care (Van Gorkam, et. al) 2. Application of the Business Judgment Rule 3. Revlon Duties 4. The "Entire Fairness" Test and Follow-Up Mergers E. The Friendly Negotiated Merger 1. The Process 2. Techniques favoring the friendly suitor a) By a No Shop Clause b) By a Lock-Up on the Target’s Stock c) Reservation of Important (Crown Jewel) Assets d) Termination or Break-Up Fee e) Poison Pill Used Against Competitors (But Not Against Buyer) 3. The Fiduciary Duties of the Board in the Context of a Friendly Sale a) The "Fiduciary Out" provision b) The continuing duty to Auction F. Defensive Techniques and the Response to the Hostile Offer 1. The ability of a Board to "Just Say No" to an uninvited offer 2. The techniques and legality of the "Poison Pill" defense 3. Obligation of the Board of Directors to redeem Poison Pill shareholder rights 4. The allocation of authority among the Board, the public shareholders, and the court system in determining the outcome of hostile tender offers G. State Anti-Takeover Provisions H. Second Step Freezeout Mergers XIII. ANTITRUST ASPECTS OF ACQUISITIONS A. Principal Antitrust Laws Governing Mergers (§7 of the Clayton Act) B. Determination of an "undue share of market" 1. Definition of the relevant market 2. Economic basis for determination of concentration of the Market (DOJ/FTC and NAAG Guidelines) 3. Common defenses against assertion that acquisition violates Antitrust laws C. Hart-Scott-Rodino Premerger Notification Requirements [[Category:Mergers and Acquisitions]] 1910 6728 2006-08-17T18:45:34Z Sebmol 14 redirect for standard name used in MW messages #REDIRECT [[Wikiversity:Policies]] 1911 6739 2006-08-17T18:53:55Z Sebmol 14 typo Welcome to '''Selling to Investors''', M&A 5320. This course is designed to introduce the student to the process of finding and selling to their investors. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Defining Your Investor ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] = Required Reading = = Suggested Reading = [[Category:Mergers and Acquisitions]] 1913 76250 2007-01-15T02:53:44Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Sebmol|Sebmol]] using [[Wikiversity:Rollback|rollback]] Welcome to '''The Due Diligence Process''', M&A 5400. This course is designed to introduce the student to essential concepts and practices of Due Diligence within Mergers and Acquisitions. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] An Overview of Due Diligence ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] Reviewing Financial Statements ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] Operations and Management Review ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] Legal Compliance Review ;[[/Session 8 | Session 8:]] Contracts, Checklists, and Document Lists = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] = Suggested Reading = [[Category:Mergers and Acquisitions]] 1915 6758 2006-08-17T19:02:42Z Sebmol 14 link fixes, cat Welcome to '''Transactional Due Diligence''', M&A 5410. This course is designed to introduce the student to Transactional Due Diligence - analysing the transaction's (aquisition agreement's) design and structure against securities, tax and accounting regulations. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] An Overview of Transactional Due Diligence ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] Reviewing Transaction and Documentation ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] Analysing Exposure Under Securities Law ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] Analysing Exposure Under Tax Law and Accounting Regulations ;[[/Session 8 | Session 8:]] = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] = Suggested Reading = [[Category:Mergers and Acquisitions]] 1917 6766 2006-08-17T19:05:40Z Sebmol 14 -superfluous navigation Welcome to '''Legal Compliance in Due Diligence''', M&A 5420. This course is designed to introduce the student to the practice of ensuring Legal Compliance in Due Diligence. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Analysing Exposure Under Antitrust and International Economic Law ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] Analysing Exposure Under Intellectual Property Law ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] Analysing Exposure Under Consumer Protection Law ;[[/Session 6 | Session 6:]] Analysing Exposure Under Environmental Law ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] Analysing Exposure Under Employment Law = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] = Suggested Reading = [[Category:Mergers and Acquisitions]] 1919 69988 2007-01-10T19:07:06Z 206.137.75.251 Undo revision 67086 by [[Special:Contributions/JWSchmidt]] ([[User talk:JWSchmidt]]) Welcome to the Wikiversity '''Master of Business Administration Program''', part of the [[School:Business|School of Business]]. ==Introduction== This document will link and organize the information found here on WikiMedia and elsewhere on the internet to provide a comprehensive business education such as one provided by the top business schools in the world. A Master in Business Administration (MBA) is unlike many other academic programs. While most Master programs provide a further specialization within a particular school or discipline (such as law), an MBA is typically interdisciplinary, drawing from the fields of psychology, sociology, economics, accounting and finance. Most of the material found within an MBA program is not unique to business. Rather, an MBA provides exposure to the diverse ideas which are most useful to a person who is interested in succeeding in business within an-easy-to learn two-year bundle. Despite all the drinking and socializing, an MBA can be a lot of work. If you work through all the concepts referenced, it should take you awhile (probably 2,000+ hours). You're also going to have to get good at Excel. Let's get started. ==Core Course Overview== Some MBA programs have core course requirements in the fields listed below. For examples, please refer to the core requirements of [http://en.wikipedia.org/wiki/INSEAD INSEAD], [http://mba.sciences-po.fr/us/deroulement.htm Sciences-Po], [http://www.hbs.edu/mba/academics/required.html Harvard Business School], [http://mba.wharton.upenn.edu/mba/academics/curriculum/core.php Wharton Business School], and [http://www2.gsb.columbia.edu/students/affairs/courseinfo/core.HTML Columbia Business School]. Many MBA programs also have coursework on advanced topics based on these core subjects. Other diverse subjects (such as psychology) also may be included in an MBA curriculum. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Basic Probability and Statistics]] - statistical concepts of standard deviation, variance and Regression in the context the concept of Beta in Finance and conjoint analysis in Marketing. *[[Financial Accounting]] - book keeping, depreciation, amortization, income statements, cash flows *[[Managerial Accounting]] - financial data reports for internal management and external agencies such as the SEC * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ===Microeconomics=== A good place to start is the Wikibooks course on [[Wikibooks:Microeconomics|Microeconomics]]. Particularly, the concept that in an industry where there is high competition between firms that those firms will theoretically make zero economic profit should be thoroughly understood; that fact of life is the foundation of much of corporate strategy, and the root to how to make excess profits (that is, profits greater than your [[Wikipedia:Cost of Capital|Cost of Capital]]). ===Macroeconomics=== Read the Wikibook on [[Wikibooks:Macroeconomics|Macroeconomics]]. In particular, the inner workings of currencies, current account deficits, and the relationship between economic performance, monetary policy, and interest rates will be useful for finance and, ultimately, [[#Capital Markets|Capital Markets]]. ===Decision Models=== Decision models are part of the core curriculum of many business schools. The reason why is probably because "average" performance of a firm is distinct from the implied performance of the averages, if the components which combine to create that average performance have differing distributions or deviations. Decision models will typically cover the following concepts and software packages: *[[Wikipedia:decision tree|decision trees]] *[[Wikipedia:linear programming|linear programming]] *[http://www.decisioneering.com/crystal_ball/index.html Crystal Ball] or [http://www.palisade.com/risk/ @Risk] simulation software. Download yourself a free trial, play with it for a month, working through the tutorials. You'll do alright. ===Corporate Finance=== [[Wikibooks:Finance|Finance]] is among the most stereotypically MBA things an MBA will learn. If you want to understand corporate finance, learn thoroughly: *what the implications of the [[Wikipedia:Modigliani-Miller_theorem|Modigliani-Miller theorem]] are *the [[Wikipedia:time value of money|time value of money]] *how to calculate the [[Wikipedia:Net Present Value|NPV]] of a project *how to calculate the [[Wikipedia:WACC|WACC]] of a project or company *how to do a decent [[Wikipedia:Discounted Cash Flow|DCF]] Putting it all together, you'd get something called a model. That model will tell you how much any asset that generates cash flows (such as a stock) is worth. People in business think that this might be useful to know. More specifically, these tools are useful for evaluating the potential returns of various courses of action, including but not limited to capital investments. ===Marketing Strategy=== Key concepts to learn in [[Wikipedia:Marketing|Marketing]]: * [[Wikipedia:Marketing Mix|Marketing Mix]] ** the 4 C's (Company, Context, Customers, Competition) ** the 4 P's (Product, Place, Price, Promotion) * [[Wikipedia:Maslow's_hierarchy_of_needs|Maslow's hierarchy of needs]] ===Marketing Implementation=== Key concepts to learn: * [[Wikipedia:Customer lifetime value|Customer lifetime value]] * [[Wikipedia:conjoint analysis|conjoint analysis]] ===Corporate Strategy=== Key concepts to learn: * [[Wikipedia:Porter%27s_five_forces|Porters Five Forces]] * [http://amadeus.management.mcgill.ca/~mark.mortensen/orgweb/summaries/mse/content/Porter.html Positioning] * [[Wikipedia:Game Theory|Game Theory]] * [http://globecareers.workopolis.com/servlet/Content/fasttrack/20051012/CABOOKS12?section=ManagingBooks Sustainable Competitive Advantage] * [[Wikipedia:Strategy maps|Strategy Maps]] and the [[Wikipedia:Balanced_scorecard|Balanced Scorecard]]. Good thing to read when the summaries of the concepts won't do: * [http://www.google.com/url?sa=t&ct=res&cd=9&url=http%3A%2F%2Ffaculty.washington.edu%2Fcastlej%2FENTRE475%2FArticles%2520of%2520interest%2FWhat%2520is%2520Strategy-Porter.pdf&ei=ZFdmRMWYCMHqaMvUzd4J&sig2=Cd8RuCoZbnd4QDmLvILozA Porter, What is Strategy?] ===Organizational Behavior and Structure=== Organizational behavior classes cover concepts such as: *[[Wikipedia:Taylorism|Taylorism]] *[[Wikipedia:Hawthorne Effect|The Hawthorne Effect]] *[[Wikipedia:Social network|Social Networks]] *[[Wikipedia:Organizational Behavior|Organizational Behavior]] ===Leadership=== Leadership classes might cover: *the ideas of [[Wikipedia:Robert Cialdini|Robert Cialdini]] *the results of your [[Wikipedia:MBTI|Myers-Briggs test]] Generally, understanding yourself and influencing other people is the focus of a leadership class. A fair bit of [[#Negotiations|Negotiations]] content might be thrown in as well. ===Operations Management=== Operations classes typically cover: * [[Wikipedia:Supply Chain management|Supply chain management]], in particular the [[Wikipedia:Newsvendor|Newsvendor]] model * [[Wikipedia:Six Sigma|Six Sigma]] and other quality management concepts * Risk pooling-that is, the managerial signifance of the fact that when you combine two processes the deviation increases by the square of the summation (because variances are additive, standard deviations are not). Risk pooling is often the root cause of [[Wikipedia:economies of scale|economies of scale]]. * [[Wikipedia:Queueing theory|Queueing theory]] which is helpful if you want to optimize business processes. * [[Wikipedia:Management information system|Management Information Systems]] ===Negotiations=== [[Wikipedia:Negotiations|Negotiating]] is important for business at many levels. [http://www.amazon.com/gp/product/0140157352/sr=8-1/qid=1147551981/ref=pd_bbs_1/103-9077880-7298216?%5Fencoding=UTF8 Getting to Yes] seems to be the core text to understand how to sucessfully achieve good outcomes from negotiations. A good summary of Getting to Yes can be found many places online (such as: [http://www.colorado.edu/conflict/peace/example/fish7513.htm Getting to Yes: Negotiating Agreement Without Giving In]). Read that and you're all set. ===Ethics=== Probably read up on [[Wikipedia:Sarbanes Oxley|Sarbanes Oxley]]. Also, reading [http://www.peace.ca/kindergarten.htm these important tips] would probably be useful. ==Additional Coursework== ===Capital Markets=== The two central concepts in capital markets are: *[[Wikipedia:Arbitrage|Arbitrage]] *[[Wikipedia:Risk Premium|Risk Premium]] With those concepts, (and the ideas learned in [[#Corporate Finance|finance]]), you can price: *[[Wikipedia:Fixed Income|Fixed Income]] *[[Wikipedia:Swap|Swaps]] *[[Wikipedia:Forward price|Forward Rates]] ==External Links== ==Further Reading== [http://www.amazon.com/gp/product/1591840570/qid=1147720345/sr=2-3/ref=pd_bbs_b_2_3/102-2363331-7851323?s=books&v=glance&n=283155 Competition Demystified] by Bruce Greenwald [http://www.amazon.com/gp/product/0425098478/qid=1147720399/sr=2-1/ref=pd_bbs_b_2_1/102-2363331-7851323?s=books&v=glance&n=283155 The One Minute Manager] by Kenneth Blanchard and Spencer Johnson [http://www.amazon.com/gp/product/0142000280/qid=1147720483/sr=2-1/ref=pd_bbs_b_2_1/102-2363331-7851323?s=books&v=glance&n=283155 Getting Things Done] by David Allen [http://www.amazon.com/gp/product/0471733067/qid=1147720524/sr=2-1/ref=pd_bbs_b_2_1/102-2363331-7851323?s=books&v=glance&n=283155 The Little Book that Beats the Street] by Joel Greenblatt ==About the Contributors== One of the first contributors to this curriculum overview was John O'Brien. John received his MBA from Columbia Business School in 2006. He can be contacted online at [http://www.pulplit.net/contact-us/ pulplit.net]. [[Category:Master of Business Administration]] 1923 53824 2006-12-11T18:01:29Z Mu301 3705 astronomy is part of physics Wikiversity is a project to build a free, open learning environment and research community. Online courses are being created. Wikiversity is still being designed and discussed, and you can help set the bounds for this project. == The Scope of Wikiversity == Despite the tremendous contributions of educational content from the [[w:Wikibooks|Wikibooks]] and [[w:Wikipedia|Wikipedia]] projects, there remains much that universities and schools can offer students and researchers, but which is outside the scope of these other wikimedia projects. Previous wikimedia projects, taken together, constitute a totally new kind of library. Wikiversity is a project to supply additional material or capability -- to make a totally new kind of school. There are many ways, besides the delivery of textbook and encyclopedic content, that universities empower their members. They provide: * projects and activities, and means for their coordination, for those who learn best by doing things like fieldwork, design, construction, experimentation, the invention and defense of hypotheses, etc; as well as those who learn best in groups. * a culturally "blessed" opinion of which skills and what knowledge is necessary to fulfill a culturally-defined role (e.g. doctor, anthropologist, linguist, etc) so that the student can monitor their own progress in attaining that skillset * a social environment for learning, including: ** classmates and TAs with which to discuss the subject matter and the process of learning ** experts of various kinds of which to ask questions ** experts that are well-connected in a field and who can oversee a student's entry and acceptance into it * an evaluative mechanism and certification process which lessen the graduate's need to establish their knowledge, skills, and work ethic at every job interview or other opportunity It is fairly clear that none of the above capabilities are impossible to coordinate online or using open content and tools, and if it is ever to serve as an alternative to traditional universities, the wikiversity will likely need to assume all of these functions eventually. Whether we get there one subject at a time, one function at a time, or indeed whether we get there at all is still a matter for debate, as the project is in its infancy. ==History== Wikibook discussion in the [[Wikibooks:Staff lounge|Staff Lounge]] questioned the intent and content of that project. While Wiki community methods might be used to develop traditional ''textbooks'', the Internet and Web facilities could also be used to support new or different models for delivery of educational material. One of the goals of Wikibooks is to support the use of resulting books through related materials that would help an instructor to tailor the book to a particular course, or provide additional exercises and answers, drill material, etc. The discussion then went in several directions, some of which addressed an environment for organizing and supporting learning in ways other than textbooks. After several proposals and discussion the name '''Wikiversity''' was selected to describe this environment. There have since been several issues of contention, including: * whether wikiversity aims to be a supplement or an alternative to the traditional classroom approach to learning. * whether or not to include ideas of accreditation, degree-confering, or evaluative methods in general * whether or not to model the general organization of the site around the concepts used in organizing universities (e.g. departments, courses, etc) Please see the talk page and break-out pages for more information. There has also been some agreement about what the wikiversity is not: * A collection of high-level links to training resources. But, of course, there should be such links if they serve for educational purposes. * A collection of one year or one semester increments in skills or abilities. * A collection of ''How To'' Books; that domain belongs to Wikibooks. * A collection of tutorials, books, or on-line reference material; although some of these will be included in supporting material or related Wiki projects. * A blogging site with individual subject or topic rants. * A chat room or Usenet group. And what it is: * a free, open learning resource, in the sense that other wikimedia projects are free and open * a resource that embraces a plurality of learning styles and teaching methods * a global community effort * A collaborative, bottom-up project to create the platform, methods, and content of the Wikiversity. * A learning resource for the subject areas addressed. * An experiment in the application of computers and the Internet to learning. * A collection of free and open-source learning resources. * The Community will attempt to limit material based on accuracy or validity, and some limits are imposed based on their utility for a reasonable size of audience, or to support community standards or decency and politeness. * The Community does not limit material based on ''approved methods'' or the popularity of either subject matter or approach. == Proposed Guidelines == ===Supporting materials=== It is obvious that the visions cannot be accomplished without access to a tremendous store of material. Wikibooks and Wikipedia are good resources, but they don't cover everything. The Internet itself can provide many of these resources, but we must address the question of persistent resources. A suggestion here is to archive any material referenced through an external link, for use if the Internet resource is removed. We then face licensing and permission issues, but these should not be insurmountable. Many excellent materials of this kind have been created in student or faculty areas on the Web sites of schools. These pages are removed after graduation or when that faculty member moves on. If the original author can be located and given appropriate recognition they would frequently be delighted to find that someone thinks their efforts worth preservation. Another possibility is the [[Wikipedia:en:Internet Archive|Internet Archive's Wayback Machine]]. Many sites are already crawled by it; in the case that the referenced material is suitably archived there (the Archive does not always capture all the images and certainly does not cover many filetypes) one possibility is that this material instead be linked to from the Archive whenever possible, as this leaves both the archiving process and the burden of permission entirely with the Archive rather than on Wikiversity. == A Catalog of Subject Areas == The Wikiversity is organized into broad subject areas, and these are further divided into subjects and topics. The first two levels of this broad domain organization include: *Physical Sciences **[[School:Chemistry]] **[[School:Computer Science]] **[[School:Geology]] **[[School:Mathematics]] **[[School:Physics and Astronomy]] **[[School:Electronics]] *Life Sciences **[[School:Biology]] **[[School:Plant Sciences]] **[[School:Medicine]] **[[School:Zoology]] *'''[[Participants| Humanities]]''' **[[School:Art and Design]] **[[Topic:Literary Studies ]] **[[School:Law]] **[[School:Linguistics]] **[[School:Music]] **[[School:Philosophy]] **[[School:Theology]] **[[School:Classics]] *Practical Arts and Sciences **[[School:Business]] **[[Portal:Education]] **[[School:Engineering]] **[[School:Health Informatics]] **[[Topic:Language Acquisition]] **[[School:Library and Information Science]] **[[School:Photography]] **[[School:Project Management]] *Automotive Technology **[[School:Autobody Repair]] *'''[[Wikiversity:Social Sciences| Social Sciences]]''' **[[School:Anthropology]] **[[School:Communication]] **[[School:Economics]] **[[School:History]] **[[School:Media Studies]] **[[School:Political Science]] **[[School:Psychology]] **[[School:Sociology]] * [[Wikiversity:Organization|Wikiversity Organization]] The '''community page''' where we may: :'''Ask, discuss and expose''' any '''policy''' related with the Wikiversity. :'''Coordinate the different Wikiversities''' [[Wikiversity:Multilingual coordination]]. ==Similar Work== The following samples of courses, books, tools, and methods have not been reviewed for public availability or copyright. Their listing here isn't an endorsement, but just for consideration as potentially useful techniques. ===Textbook examples === : An example of a full textbook based on a course expanded from Web resources. Source is an Introductory Biology course by M. Farabee at Estrella Mountain Community College, Avondale, Arizona. [http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html Biology Table of Contents] : An example of textbook material using HyperCard concepts for presentation. Source is HyperPhysics from C. Nave at Georgia State University. [http://230nsc1.phy-astr.gsu.edu/hbase/hframe.html Hyperphysics top contents Page] === Web examples === : An example of indexing a mass of technical material, not a linear textbook. This is a broad set of fundamental material, to show indexing and other techniques. Taken from Wolfram Research Company, it is called Weisstein's World of Math. [http://mathworld.wolfram.com/ Mathworld Start Page] : An example of a tutorial style and the use of Java Applets for interactive parts. From a Physics course at the University of Colorado at Boulder. [http://www.colorado.edu/physics/2000/waves_particles/wavpart2.html Sample Page] : An example that uses tutorial method intermixed with textbook style material. Taken from the Physics Classroom, support material for a high school Physics course. [http://www.physicsclassroom.com/Default2.html Tutorial Top Page] : An example of Programmed Instruction that uses a program to explain what PI is. This is NOT a good program, but does give an overview of the method. The site is the Center for Programmed Instruction. [http://www.centerforpi.com/cgi-local/WhatIsPI_MainMenu.pl What is PI?] : A fairly large set of free tutorials on Internet and Web technologies from a corporate source: Refsnes Data, a Norwegian Web consulting company. It has good content but shows the limits of a no cookie or user ID system. [http://www.w3schools.com/about/ Contents page]. :A website devoted to teaching Esperanto: [[http://lernu.net Lernu!]]. It has courses with small sets of vocabulary, flash card systems to practice, and assignments that are sent to volunteer readers who return them with comments. Sometimes live classes are held, and there is a real time chat room. [[wikipedia:User:JesseW]] 01:17, 19 Nov 2004 (UTC) :An example from the web of an open-source online classroom format: "Moodle is a course management system designed to help educators who want to create quality online courses. The software is used all over the world by universities, schools, companies and independent teachers. Moodle is open source and completely free to use." URLs: http://moodle.org/ or http://moodle.com --[[User:balTHOMore|balTHOMore]] ===Supporting Material=== :A traditional University's approach to on-line education resources. The material is all organized based on MIT's course catalog. (MIT is the Massachusetts Institute of Technology). [http://ocw.mit.edu/index.html MIT Open courses experiment] :A general, public site with sets of Flashcards (for summary review, memorization, or testing) [http://www.flashcardexchange.com/index.php The Flashcard Exchange Home Page]. :A free, public site of study tools. Enter data once and it is presented as flashcards, matching, word search, hangman, and crossword puzzle. Data can also be exported to PDAs, cell phones, and iPods. [http://www.studystack.com StudyStack] ===Mathematics=== :[http://archives.math.utk.edu/visual.calculus/ Visual Calculus] is a very good introduction to single variable calculus with explanations and exercises made with flash. ==An Idea== (I apologize for posting this twice) I almost hate to suggest this, but I wonder if it's time for a sort of governing body of Wikiversity. I agree it sounds sort of stupid, and I realize the idea is to move away from the traditional format, however, I feel like there's no direction. There's no vision, it seems, and I feel that perhaps forming even a temporary leadership body to the entire Wikiversity might not be a terrible idea. Although it maybe, but I wanted to share it. [[User:Atrivedi|Atrivedi]] (I hope this comment is not misplaced) Comment about the idea: I think that the wikiversity should include a graduate system. These graduates will have more colateral when it comes to updating course information and even working as administrators or heads of wikibooks projects - depending on which courses they've taken. Then the purpose of wikiversity will become to create an army of graduates that will further benefit the development and CREDIBILITY of wikipedia as a whole. Hopefully this potential goal will give wikiversity a vision. [[User:AdamGuy|AdamGuy]] ==A conference in South Africa: looking to a possible implementation of Wikiversity== Those who dream with this project becoming reality may have a look at http://meta.wikimedia.org/wiki/Conference_reports/FLOSS%2C_South_Africa_2005 --[[User:Javier Carro|Javier Carro]] 13:31, 24 Apr 2005 (UTC) [[Category:Wikiversity]] [[fr:Wikiversité:Quelques idées à propos de la wikiversité]] 1927 75741 2007-01-14T15:24:06Z JWSchmidt 20 [[Wikiversity:Topics]] Like all wikis using the [[Topic:MediaWiki|MediaWiki]] software, Wikiversity has built-in [[m:namespace|namespaces]]: the main namespace, where page names have no prefix, and several auxiliary types, each with its own prefix. The Wikiversity main namespace is for all Wikiversity pages that deal directly with learning and the educational mission of Wikiversity. The main namespace contains pages that are about learning materials (example: [[Hunter-gatherers project]]), learning projects (example: [[Bibliography and Research Methods]]) and research activities (example: [[Wikiversity:Freelance academics]]). The other namespaces have special uses that are described below. [[Image:Schooldivdeptstructure.png|thumb|right|300px|Hierarchy of Wikiversity schools and topics.<BR>[http://www.archive.org/details/Wikiversity_Reports_WikiProjects Short podcast] about school and topic pages.<BR>See also: [[Wikiversity:Naming conventions]].]] '''What is new in Wikiversity?''' In addition to the namespaces that are found at [[w:Wikipedia:Namespace|Wikipedia]], Wikiversity also has "school" and "topic" namespaces. Like the "wikiversity" and "portal" namespaces, the "school" and "topic" namespaces are for meta-content; that is, Wikiversity content that is concerned with the management and organization of Wikiversity rather than being directly concerned with learning and the educational activities that take place in the main namespace. Pages in the "school" namespace are concerned with management and organization of the largest academic units at Wikiversity (example: [[School:Medicine]]). Wikiversity schools contain departments. Wikiversity departments do not contain schools. The "topic" namespace contains pages that are for management and organization of smaller academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]] - example: [[Topic:Accounting]]). '''Content development projects'''. At Wikipedia, editors have found that it is useful to create a special type of meta-page called a [[w:Wikipedia:WikiProject|WikiProject]] page. At Wikipedia such pages all exist with the project namespace and start with the prefix "Wikipedia:". At Wikipedia all WikiProject pages start with "Wikipedia:WikiProject:" ([[w:Wikipedia:WikiProject Molecular and Cellular Biology|example]]). At Wikiversity, the pages in the "school" and "topic" namespaces can be thought of as special types of Wikiversity project pages that are concerned with creating and organizing learning resources for broad subject areas ("School:" projects) or more narrow academic topics ("Topic:" projects). The concept of namespaces is similar to [[wikipedia:namespace (programming)|programming language namespaces]] and general [[wikipedia:namespace|namespace]]s. ==Basic namespaces== [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. Any department can be 'contained' by several schools. Any learning project can be 'contained' (linked to) by several departments. ]] The main namespace of Wikiversity is for education-oriented content (see [[Special:Allpages]]). It is the default namespace and page names for Wikiversity pages that are in the main namespace do not use a prefix. Wikiversity allows the creation of subpages for main namespace page, see: [[Wikiversity:Subpages]].<BR>'''101 problem''' - Not all English-speaking countries number courses starting at 101. "[[Wikiversity:Glossary#F|Foo]] 101" means nothing to some people. It is better to say "Introduction to Foo". ===Wikiversity:=== All pages in the ''Wikiversity project'' namespace start with the prefix ''Wikiversity:''. The ''Wikiversity project'' namespace is also called the ''Wikiversity namespace'' because our project is called "Wikiversity". The ''Wikiversity namespace'' is a namespace containing pages that provide information about Wikiversity. The page you are now reading is located in the Wikiversity project namespace. An example of another page in the wikiversity namespace is [[Wikiversity:Main Page]]. Other important pages in the project namespace are the [[Wikiversity:Policies|policy pages]]. ===Portal:=== The portal namespace (prefix ''Portal:'') is for reader-oriented portals that help readers find Wikiversity content that is related to a specific subject. It also may contain links to encourage readers to contribute new content to Wikiversity (see, for example, [[Portal:Learning Projects]]. The "Portal:" namespace can be used together with categories. Wikiversity editors can create new categories to unite departments and projects as needed. Each category can have its own portal page in the "Portal:" namespace. Portals are particularly useful for areas of study that do not fit into the more conventional school>division>department hierarchy. What a portal should really look like: [[wikipedia:Portal:Science|Portal:Science]]. ===User:=== The [[Wikipedia:User page|user namespace]] (prefix ''User:'') is a namespace that provides pages for Wikipedia users' personal presentations and auxiliary pages for personal use, for example containing [[bookmark]]s to favorite pages. If you see in the [[Special:RecentChanges|RecentChanges]] list that the user named "Jimbo" has updated some pages, this user name is a link not to Jimbo but to [[user:Jimbo]]. (See [[Special:Listusers]]). ===Image:=== The [[Wikipedia:image description page|image namespace]] (prefix ''Image:'', also called ''image description pages'') is a namespace that provides info about images and sound clips, one page for each, with a link to the image or sound clip itself. See [[Special:Imagelist]]. There are three versions of links to images and sound files: #<nowiki>[[Image:Foobar.jpg]]</nowiki> will insert the image directly into the page (not for sound files) #<nowiki>[[Media:Foobar.jpg]]</nowiki> will make a text link to the image or sound clip #<nowiki>[[:Image:Foobar.jpg]]</nowiki> will make a text link to the image description page '''Media example''': A sound files [[:Image:Troldhaugen.ogg|Example]]. {{audio|Troldhaugen.ogg|Troldhaugen.ogg}}; see [[Wedding-Day at Troldhaugen]] ([[w:Wikipedia:Media help (Ogg)|Help]] with ogg audio play).<BR>'''See''' [[w:Wikipedia:Images]]. ===Mediawiki:=== The [[Wikipedia:MediaWiki namespace|MediaWiki namespace]] (prefix ''MediaWiki:'') is a namespace containing interface texts such as link labels and messages. They are used for adjusting the localisation (i.e. local version) of interface messages without waiting for a new LanguageXx.php file to get installed. Each label and message has a separate page. Pages in this namespace are [[wikipedia:this page is protected|protected]] by default. An automatically generated list of all interface messages is at [[Special:Allmessages]]. ===Template:=== The [[Wikipedia:Template namespace|Template namespace]] (formerly part of the MediaWiki namespace) is used to define a standard text which can then be conveniently added within pages, either the text itself at the time of adding, or a reference to the text at the time of viewing the page. The latter way effectively changes all such occurrences of the standard text automatically by just editing the page where the text is defined. These are listed at [[Wikipedia:Template messages]] and [[Wikipedia:Navigational templates]]. The majority of this type is not protected. ===Category:=== The [[w:Wikipedia:Categorization|Category]] namespace contains categories of pages, with each displaying a list of pages in that category and optional additional text. ===Help:=== A new addition is the Help namespace. Help pages previously in the Wikipedia namespace, and at Meta, may be moved here at some point in the future, but the namespace has not yet been implemented on all Wikimedia projects. ==Talk:== Except for special pages, each namespace has an associated [[Wikipedia:talk page|talk namespace]]. The talk namespaces are designated by adding ''talk:'' to the normal prefix. For example, the talk namespace associated with the main article namespace has the prefix ''Talk:'', while the talk namespace associated with the user namespace has the prefix ''User talk:''. Most of the pages in the talk namespaces are used to discuss changes to the corresponding page in the associated namespace. Pages in the ''user talk'' namespace are used to leave messages for a particular user. The user talk namespace is special in that, whenever a user's talk page is edited, that user will see a box saying "You have new messages" on every page that they view until they visit their talk page. ==See also== *[[Wikiversity:Namespaces/Proposals for new namespaces|Proposals for new namespaces]] *[[Wikiversity:Naming conventions]] [[Category:Namespace]] 1929 6919 2006-08-17T19:35:04Z Sebmol 14 Redirecting to [[Wikiversity:Civility]] #REDIRECT [[Wikiversity:Civility]] 1932 67395 2007-01-06T21:08:25Z JWSchmidt 20 remove deletion request placed on the template page by Mlanaduncan {| class="messagebox" style="border: 3px #C00 solid;" | colspan="2" | '''This article is being considered for deletion in accordance with Wikiversity's deletion policy.''' |- | style="padding: 15px" | [[Image:User-trash.svg|50px|Deletion icon]] | Please share your thoughts on the matter at [[WV:RFD#{{FULLPAGENAME}}|this article's entry]] on the [[WV:RFD|Requests for Deletion]] page. Feel free to edit the page, but the page must not be blanked, and this notice must not be removed, until the discussion is closed. Tagger: Please remember to list this article at [[WV:RFD]]. |} <includeonly>[[Category:Requests for Deletion]]</includeonly> <noinclude>This sorts files into [[:Category:Requests for Deletion]]</noinclude> 1933 6928 2006-08-17T19:46:12Z Sebmol 14 Redirecting to [[Template:Deletion request]] #REDIRECT [[Template:Deletion request]] 1934 6936 2006-08-17T19:56:32Z Sebmol 14 [[Category:Wikiversity maintenance]] 1937 16444 2006-08-27T04:15:12Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 1938 10971 2006-08-21T22:31:06Z SB Johnny 61 '''Reading Lists for the [[Topic:Literary Studies|Department of Literary Studies]]''' *Please note: This list is in its primary stages. Please be patient! ==Fiction== *Major Authors **[[wikipedia:Ray Bradbury|Ray Bradbury]] **[[wikipedia:William S. Burroughs|William S. Burroughs]] **[[wikipedia:Micheal Chabon|Micheal Chabon]] **[[wikipedia:Raymond Chandler|Raymond Chandler]] **[[wikipedia:James Fenimore Cooper|James Fenimore Cooper]] **[[wikipedia:Philip K. Dick|Philip K. Dick]] **[[wikipedia:Ralph Ellison|Ralph Ellison]] **[[wikipedia:James Ellroy|James Ellroy]] **[[wikipedia:F. Scott Fitzgerald|F. Scott Fitzgerald]] **[[wikipedia:Nathaniel Hawthorne|Nathaniel Hawthorne]] **[[wikipedia:Robert Heinlen|Robert Heinlen]] **[[wikipedia:Joseph Heller|Joseph Heller]] **[[wikipedia:Ernest Hemingway|Ernest Hemingway]] **[[wikipedia:Frank Herbert|Frank Herbert]] **[[wikipedia:Henry James|Henry James]] **[[wikipedia:John Kennedy O'Toole|John Kennedy O'Toole]] **[[wikipedia:Jack Kerouac|Jack Kerouac]] **[[wikipedia:Ken Kesey|Ken Kesey]] **[[wikipedia:Sinclair Lewis|Sinclair Lewis]] **[[wikipedia:Jack London|Jack London]] **[[wikipedia:Herman Melville|Herman Melville]] **[[wikipedia:Arthur Miller|Arthur Miller]] **[[wikipedia:Henry Miller|Henry Miller]] **[[wikipedia:Edgar Allen Poe|Edgar Allen Poe]] **[[wikipedia:Tom Robbins|Tom Robbins]] **[[wikipedia:Richard Russo|Richard Russo]] **[[wikipedia:J.D. Salinger|J.D. Salinger]] **[[wikipedia:William Shakespeare|William Shakespeare]] **[[wikipedia:John Steinbeck|John Steinbeck]] **[[wikipedia:Neal Stephenson|Neal Stephenson]] **[[wikipedia:Henry David Thoreau|Henry David Thoreau]] **[[wikipedia:Mark Twain|Mark Twain]] **[[wikipedia:Kurt Vonnegut|Kurt Vonnegut]] **[[wikipedia:Robert Penn Warren|Robert Penn Warren]] *Important Works **[[wikipedia:Amazing Adventures of Kavalier & Clay|Amazing Adventures of Kavalier & Clay]] **[[wikipedia:Big Sur|Big Sur]] **[[wikipedia:Cannery Row|Cannery Row]] **[[wikipedia:Catcher in the Rye|Catcher in the Rye]] **[[wikipedia:Confederacy of Dunces|Confederacy of Dunces]] **[[wikipedia:Demon Box|Demon Box]] **[[wikipedia:Dr. Sax|Dr. Sax]] **[[wikipedia:Dune|Dune]] **[[wikipedia:East of Eden|East of Eden]] **[[wikipedia:Elmer Gantry|Elmer Gantry]] **[[wikipedia:Empire Falls|Empire Falls]] **[[wikipedia:Fahrenheit 451|Fahrenheit 451]] **[[wikipedia:For Whom the Bell Tolls|For Whom the Bell Tolls]] **[[wikipedia:Invisible Man|Invisible Man]] **[[wikipedia:Kings Blood Royal|Kings Blood Royal]] **[[wikipedia:Last of the Mohicans|Last of the Mohicans]] **[[wikipedia:Lost Horizon|Lost Horizon]] **[[wikipedia:Main Street|Main Street]] **[[wikipedia:Moby Dick|Moby Dick]] **[[wikipedia:Naked Lunch|Naked Lunch]] **[[wikipedia:Neuromancer|Neuromancer]] **[[wikipedia:Of Mice and Men|Of Mice and Men]] **[[wikipedia:One Flew Over the Cuckoo's Nest|One Flew Over the Cuckoo's Nest]] **[[wikipedia:On The Road|On The Road]] **[[wikipedia:Stranger in a Strange Land|Stranger in a Strange Land]] **[[wikipedia:The Beautiful and Damned|The Beautiful and Damned]] **[[wikipedia:The Grapes of Wrath|The Grapes of Wrath]] **[[wikipedia:The Great Gatsby|The Great Gatsby]] **[[wikipedia:The Lord of the Flies|The Lord of the Flies]] **[[wikipedia:The Love of the Last Tycoon|The Love of the Last Tycoon]] **[[wikipedia:The Martian Chronicles|The Martian Chronicles]] **[[wikipedia:The Rosy Crucifixion|The Rosy Crucifixion]] **[[wikipedia:The Sun Also Rises|The Sun Also Rises]] **[[wikipedia:The Town and the City|The Town and the City]] **[[wikipedia:This Side of Paradise|This Side of Paradise]] **[[wikipedia:To Kill a Mockingbird|To Kill a Mockingbird]] **[[wikipedia:Tortilla Flat|Tortilla Flat]] **[[wikipedia:Walden|Walden]] ==Poetry== *Major Authors **[[wikipedia:John_Ashberry|John Ashberry]] **[[wikipedia:John_Berryman|John Berryman]] **[[wikipedia:E.E. Cummings|E.E. Cummings]] **[[wikipedia:Emily Dickinson|Emily Dickinson]] **[[wikipedia:John Donne|John Donne]] **[[wikipedia:Thomas Stearns Eliot|Thomas Stearns Eliot]] **[[wikipedia:Ralph Waldo Emerson|Ralph Waldo Emerson]] **[[wikipedia:Robert Frost|Robert Frost]] **[[wikipedia:Langston Hughes|Langston Hughes]] **[[wikipedia:Kenneth_Koch|Kenneth Koch]] **[[wikipedia:Henry Wadsworth Longfellow|Henry Wadsworth Longfellow]] **[[wikipedia:Frank_O%27Hara|Frank O'Hara]] **[[wikipedia:Edgar Allan Poe|Edgar Allan Poe]] **[[wikipedia:Ezra Pound|Ezra Pound]] **[[wikipedia:Arthur_Rimbaud|Arthur Rimbaud]] **[[wikipedia:Wallace_Stevens|Wallace Stevens]] **[[wikipedia:Dylan_Thomas|Dylan Thomas]] **[[wikipedia:Walt Whitman|Walt Whitman]] [[Category:Literary studies]] 1940 79050 2007-01-20T15:21:27Z JWSchmidt 20 [[Category:Portal|Writing Center]] <center>[[Portal:Humanities|Humanities]] > [[School:Language and Literature|School of Language and Literature]] > [[Topic:Literary Studies|Department for Literary Studies]] > '''Writing Centre'''</center> ---- <br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">School of Language and Literature</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P linguistics.png|right|44px|Language and Literature]] <center><font face="tahoma">[[#Welcome|Welcome]] to the '''Writing Centre''' for the '''[[School:Language and Literature|School of Language and Literature]]''', part of the [[Portal:Humanities|Faculty for Humanities]]!</center></font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">Literary Studies</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> [[Image:P literature.png|right|44px|Literary Studies]] <center><font face="tahoma">Perhaps you are also interested in our '''[[Topic:Literary Studies|Department for Literary Studies]]''', where you can share the knowledges about the theory of literature, history of literature, literary styles, types of poetry, and much more.</center></font> </div><br /> <div style="background:#ccccff; text-align:center"> <div style="font-size:120%; color:#000"><font face="charlesworth">The Writing Centre</font></div> </div> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> <div style="position: relative; z-index: 3; width: 620px; height: 420px; margin: 0 auto; font-size: 13.5pt;"> <!-- --><div style="position: absolute; z-index: 1; left: 232px; top: 10px"> [[Image:Nuvola_apps_edu_languages.png|40px]]&nbsp; [[#Welcome|Welcome!]]</div> <!-- --><div style="position: absolute; z-index: 1; left: 0px; top: 150px"> [[Image:Crystal_128_korganizer.png|40px]]&nbsp; [[#Contents|Contents]]</div> <!-- --><div style="position: absolute; z-index: 1; left: 430px; top: 150px"> [[Image:Crystal_128_kdmconfig.png|40px]]&nbsp; [[#Active Participants|Participants]]</div> <!-- --><div style="position: absolute; z-index: 1; left: 225px; top: 130px"> [[Image:P writing.svg|120px|Writing Centre]] </div> <div style="position: absolute; z-index: 1; left: 200px; top: 320px"> [[Image:Crystal 128 kopete.png|40px]]&nbsp; [[#Useful information|Useful information]]</div> </div> </div><br /> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> == Welcome == [[Image:Open bible 01 01.svg|right|88px|Welcome to Writing Centre!]] Welcome to the Writing Center for the [[School:Language and Literature|School of Language and Literature]]. In a traditional university setting, the Writing Center is a place that provides students with assistance on papers, projects, reports, and just about any other type of composition involving words. The Writing Center is staffed by professionals, such as faculty members of the university, and peers, such as graduate students, who can assist students in writing a better, more focused paper. A good writing center will help a writer find his/her voice and come to grips with his/her strengths and weaknesses as a writer. In addition, a writing center will provide help with grammar, style, syntax, punctuation, citation of sources, etc. The Writing Center here at the [[School:Language and Literature|School of Language and Literature]] is no different. We are here to assist you with your papers, projects, and reports. And in keeping with the Across the Curriculum movement of Writing Centers and English Departments, the Writing Center is available for use to any student of any school in the Wikiversity program. Unfortunately, we have no staff at this time. If you are a qualified professional or peer and would like to contribute your time to the Writing Center, please feel free to do so. We are looking for ways that tutors can connect with tutees. Please share and ideas in the Talk section of this page. </div><br /> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> == Contents == [[Image:Open book nae 02.svg|right|77px|]] * [[Composition]] * [[Rhetoric]] </div><br /> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> == Useful information == [[Image:Books-aj.svg aj ashton 01.svg|right|77px|]] * [[Composition]] ** [[w:English_grammar|Read this article on basic English grammar]] ** [http://cctc2.commnet.edu/sensen/index.html Sentence Sense: A an online textbook in basic writing] ** [http://www.englisch-hilfen.de/en/ Learning English Online] ** [http://owl.english.purdue.edu/handouts/grammar/index.html Grammar, Spelling and Punctuation] * [[Rhetoric]] ** [http://virtual.park.uga.edu/cdesmet/rhetoric/resource.htm Resources in Rhetoric at UGA] === Related Wikibooks === [[Image:Nuvola apps bookcase.png|right|55px|]] {{see also|Wikibooks:Language and literature bookshelf}} * [[b:How to write an essay|How to write an essay]] * [[b:Rhetoric and Composition|Rhetoric and Composition]] === Writing resources on the web === * [http://www.rhymezone.com/ The Rhyme Zone - Tool for writing poetry] * [http://www.magneticpoetry.com/magnet/ Magnetic Poetry's "Play Online"] === Citing sources in a bibliography === * [[Wikipedia:MLA_Style|MLA Style]] * [[Wikipedia:APA_style|APA Style]] * [[Wikipedia:The_Elements_of_Style|The Elements of Style]] * [[Wikipedia:Style_guide]] * [[Wikipedia:Manual_of_Style]] </div><br /> <div style="margin-bottom:.7em; padding:.5em; text-align:left; font-weight:normal; font-size:100%; background:#white; border:1px solid #ccccff"> == Active Participants == [[Image:Hw-shakespeare.jpg|right|60px|Shakespeare]] * [[User:Danielle Ralph|Danielle Ralph]] * [[User:Exmachina|Ex Machina]] * [[User:Ђорђе Д. Божовић|George Bozovic]] * [[User:GKidd|Gray Kidd]] * [[User:Gwythoff|Gwythoff]] * [[User:jwblase|Jwblase]] * [[User:Natt Gutmor|Natt Gutmor]] <!-- Add your name to the list above this message in alphabetical order by typing: * [[User:Your username|Your name]]. Thank you. :) --> * ''Join the team!'' </div> __NOTOC__ [[Category:Language and Literature]] [[Category:Portal|Writing Center]] 1947 9898 2006-08-20T11:59:52Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT [[Wikiversity:Custodianship]] 1948 9899 2006-08-20T11:59:59Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT [[Wikiversity:Custodianship]] 1951 7967 2006-08-19T02:33:06Z Awolf002 93 Try my hand at improving this one {| class="messagebox" |- | [[Image:Purple question mark.png|30px]] ||'''This is a proposed concept for Wikiversity.''' The nature of the concept may make it fundamental to the working of Wikiversity. It has deep and subtle meaning. Please consider this before editing this page. ||{{shortcut|[[WV:IAR]]}} |} If [[Wikiversity:Policies|rules]] are keeping you from improving or maintaining the integrity of Wikiversity, '''ignore them'''. Instead, focus on being helpful and remember that any mistakes you make can be fixed. [[Category:Wikiversity policy]] 1952 7036 2006-08-18T00:56:09Z JWSchmidt 20 [[Wikiversity:Ignore all rules]] #REDIRECT [[Wikiversity:Ignore all rules]] 1955 18883 2006-08-28T10:40:57Z TimNelson 352 The '''Linguistics''' department. Individual streams (and their respective categories) should be categorized under this category. The following will all need to be subcategories someday: * Stylistics * Language Acquisition * Language Disorders * Prescriptivism vs. Descriptivism * Diachronics * Historical Linguistics * Language Change and Evolution * Pragmatics: The study of the use of language in a social context (or is this Sociolinguistics?) [[Category:Social Sciences]] [[Category:Language and Literature]] 1961 33149 2006-10-09T02:44:03Z Talonhawk 904 /* Discussion */ {{Historical}} Please see [[Wikiversity:Organizing Wikiversity]] for a more recent attempt to discuss the matters of this page. == Organizing Self Management for Wikiversity == <div style="border:1px solid #8888AA;background-color:white;padding:7px;">You can express your current position by concise bullet voting {{[[Template:pro|pro]]}}, {{[[Template:contra|contra]]}} or {{[[Template:neutral|neutral]]}} and signing.<br />Please use the discussion section to illuminate others regarding your thoughts on the subject. Please "vote" early and often, or at least periodically. We will be in flux for a while. Any binding votes will be announced in appropriate areas adjacent to the main page at four weeks before being finalized. </div> == Provisions of the initial approved Wikiversity Proposal are Binding for Six Months. == We are dependent upon the Wikimedia Foundation for initial servers, bandwidth, and technical expertise. Our project has been approved[http://en.wikiversity.org/wiki/Wikiversity:Approved_Wikiversity_project_proposal] by their Board of Directors for this philanthropic support for six months as a "beta" prototype. It is a reasonable expectation on the part of the Board and the initial project organizers that this agreement between the Board and Wikiversity will be honored by all parties to the extent possible. In other policy discussions the community at large is indicating its agreement/opposition to specific provisions of this agreement and this will be useful in future negotiations and for project planning of the community managed by the community's formally selected leadership. So even though some specific provisions may be disapproved by our rapidly forming community, they are binding upon us until we make other arrangements with the Board or Independently. ===Position Tally=== * {{pro}} [[User:Messedrocker|Messedrocker]] 07:28, 18 August 2006 (UTC) * {{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:51, 18 August 2006 (UTC) * {{pro}} with provision discussed below -- [[User:Reswik|Reswik]] 14:18, 18 August 2006 (UTC) * {{pro}} [[User:Talonhawk|Talonhawk]] 00:36, 13 September 2006 (UTC) * {{pro}} - [[User:Yorktown1776|Yorktown1776]] 17:25, 16 September 2006 (UTC) * {{contra}} - The Wikimedia Foundation does not have a "board of directors". Wikiversity is a project of the Wikimedia Foundation. If anyone wants to "Independently make other arrangements" they are free to leave Wikiversity and create a new project at any time. --[[User:JWSchmidt|JWSchmidt]] 04:37, 26 September 2006 (UTC) ===Discussion=== *While I agree with the board's position on accreditation (for the time being), I also think that we need to be bold in how we fill the proposal with life. I'd rather see us try a dozen different things where maybe 3/4 don't work out at the end rather than not try at all out of fear of the unknown. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:51, 18 August 2006 (UTC) *Honoring the scope of the Wikimedia's Foundations beta project regarding initiating projects and structures is important. At the same time (and I think this is understood), I believe that the Wikiversity would be very well served by considering and discussing implications of a wide array of long term planning options for development of education and research services, projects and organizational structures. From among such options, directions and aspects of development may emerge that become vital to the Wikiversity's mission and are harmonious with the board and larger wikimedia community's concerns but are not anticipated at this time. [[User:Reswik|Reswik]] 14:23, 18 August 2006 (UTC) == Initial Operating Assumptions == We are currently operating under a Project Proposal presented to the Wikimedia Foundation Board and approved by them. The Foundation is a separate entity from Wikiversity. Any <b>wiklars</b> who choose to participate at the Foundation are welcome by their current charter and informal procedures to join the Foundation-L mailing list. There is a Wikiversity-L mailing list for Wikiversity matters. The Foundation provides no administrative or project oversight to Wikiversity beyond its philanthropic contribution of server space. Since Wikiversity is currently composed of volunteers with no expenses beyond the need for stable and adequate bandwidth and servers our donation page directs all potential cash contribtions to the Foundation as our benefactor. ==== Position tallying. ==== * {{pro}} [[User:Messedrocker|Messedrocker]] 07:29, 18 August 2006 (UTC) * {{contra}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:48, 18 August 2006 (UTC) * '''Absolutely''' {{contra}} -- [[User:Cormaggio|Cormaggio]] 10:26, 18 August 2006 (UTC) * {{contra}} -- [[User:Reswik|Reswik]] 14:25, 18 August 2006 (UTC) * {{contra}} Wikiversity has always been and remains a Wikimedia Foundation project. The Wikimedia Foundation provides administrative oversight for Wikiversity the same as for all Wikimedia projects. In addition, Wikiversity policies for research will be reviewed by the Special Projects committee at the end of the six month beta period. --[[User:JWSchmidt|JWSchmidt]] 04:43, 26 September 2006 (UTC) ==== Comments ==== :Wikiversity_is_and_always_will_be_a_part_of_the_Wikimedia_Foundation. If you want to set up something separate - go ahead and do so elesewhere. We've fought long and hard for this to be a part of Wikimedia. I can't believe that you're proposing something so divisive at this point in time. [[User:Cormaggio|Cormaggio]] 10:26, 18 August 2006 (UTC) ::Full ack. This isn't helping us. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:32, 18 August 2006 (UTC) :::Ok, but I think you're overstressing the fact that we're in Beta. Surely, the important part is that we exist - and that we have carved out that existence within the workings of the Wikimedia Foundation - however frustrating you found that to be. Existing is a show of support - we will surely not have the plug pulled in six months - but simply we will be reviewed in terms of our scope for learning (and particularly research). Please, can we get back to the real work of Wikiversity - the content, policies and guidelines? [[User:Cormaggio|Cormaggio]] 14:30, 18 August 2006 (UTC) :::::Just to point out that the Wikimedia Foundation is not short of the funds required to host Wikiversity (according to the WMF's treasurer, Michael Davis, during the board panel at Wikimania). The WMF is a non-profit organisation, which hosts informational/educational projects, among them Wikiversity - there is no "owner" of Wikimedia. I'm trying to bring the focus of our community towards creating educational resources, and fostering the community around those resources - exactly what we said we would do in the proposal. I am not against project management - I'm asking you to please apply your skills to developing what we have always said we would do - not to drive us in a whole new direction. It would only be in doing something like what you suggest that the Wikimedia Foundation would consider pulling the plug. [[User:Cormaggio|Cormaggio]] 16:34, 18 August 2006 (UTC) *Most small nonprofit organizations, even with volunteers, need a treasury and treasurer for various expenses. This will be a large project and will have expenses beyond bandwidth and memory. Wikiversity needs a way to manage funds and person(s) to do manage funds. This is not either or in relation to the Wikimedia Foundation. A portion of donations to Wikiversity can be retained and a portion forwarded to the foundation, in whatever portions seem reasonable to all involved. If this is not implemented now, the plan should be in place to implement funds management when the beta phase is over. This is vital and should not be neglected. [[User:Reswik|Reswik]] 14:34, 18 August 2006 (UTC) ::I'd actually rather that people create their own independent corporations to work on Wikiversity rather than having one central one. (The GFDL limits what wikimedia can do with Wikiversity.) If anyone wants to create their own non-profit to work on wikiversity projects, I have some practical experience on setting one up (http://www.gnacademy.org/). The nice thing about have multiple corporations with separate bank accounts working on Wikiversity is that it avoids a lot of the political fights. Also, I do think that in about a decade or so, that Wikiversity is going to be a huge institution with billions of dollars flowing around related projects, and it seems to be that it would be much healthier to have that money and power distributed among several hundred different non-profits (or for-profits) than to have one monolith. ::Having multiple non-profits actually removes the purpose of this discussion. If someone wants to set up a non-profit to get grant money for Wikiversity, they can go ahead to do that without anyone's permission. I'll help since I've already set up one non-profit and also a for-profit. [[User:Roadrunner|Roadrunner]] 15:13, 18 August 2006 (UTC) :::Why not both? Both small group and large group processes enable participation in different ways. It is a great idea to have a multitude of nonprofits working through Wikiversity. It seems it could also be very helpful for Wikiversity to undertake some projects, with widespread participatory planning processes, in some key educational development, service, and research areas. [[User:Reswik|Reswik]] 03:31, 20 August 2006 (UTC) == Initial Administrators == As of this time the volunteers on the appointed subcommittee of the appointed Special Projects Committee of the Wikimedia Foundation chartered to help initiate Wikiversity as a viable project recieving support from the Foundation in pursuit of its charter goals and informal goals of its founder Jimmy Wales to help make all free human knowledge available to all humanity have all been given status as Wikiversity administrators. There are a couple of other people acting as administrators by transwiking Wikiversity materials from Wikibooks and the metawiki. It is proposed that any of the five subcommitte members who choose to volunteer for the responsibility of Administership at en.wikiversity.org be automatically confirmed in that position until a formal selection process to become an en.wikiversity.org administrator is implemented. Further any of the adminstrators currently assisting Wikiversity by moving our materials to our web site from Wikibooks or the metawiki also be temporarily confirmed with our thanks for their efforts on our behalf during this transition period until a formal guideline for selecting administrators or the equivalent is established at en.wikiverisity.org by the emerging/arriving community. === Position Tally === * {{pro}} [[User:Messedrocker|Messedrocker]] 07:31, 18 August 2006 (UTC) * {{pro}} [[User:Yorktown1776|Yorktown1776]] 17:40, 16 September 2006 (UTC) === Discussion === :I'm not a fan of admin elections. Besides the fact that voting is evil, it also fosters the wrong type of people in admin roles. Especially in a project such as this - were constructive discourse and civil disagreement is crucial - I would find it very difficult to support an RfA process that involved voting. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:47, 18 August 2006 (UTC) == Is Wikiversity a Single Massive Project or a Multitude Defined by Language? == As an English only speaker it has been my experience that wiki projects tend to develop along lines of language with their own internal detailed policy and guidelines. Obviously there are multilingual participants crossing over but they fair best when they pick up and apply the local culture and guidelines. Most people are tolerant of mistakes due to language difficulties but expect the mistakes to be reduced over time by learning the local requirements for participation. === Position Tally === ;Wikiversity is or is not a single project/program. * {{pro}} [[User:Messedrocker|Messedrocker]] 07:31, 18 August 2006 (UTC) * {{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:42, 18 August 2006 (UTC) * {{pro}} for multiple language projects (not a single project) -- [[User:Reswik|Reswik]] 14:37, 18 August 2006 (UTC) * {{pro}} [[User:Talonhawk|Talonhawk]] 00:45, 13 September 2006 (UTC) === Discussion === Is the position above for having multiple separate language projects, or a single multi-lingual project? [[User:Jade Knight|The Jade Knight]] 00:36, 9 October 2006 (UTC) : I ''belive'' that a pro is generally for a "multitude defined by language". [[User:Talonhawk|Talonhawk]] 02:44, 9 October 2006 (UTC) == Selection Criteria and Procedures for en.wikiversity.org Administrators == Do we need specific documented selection criteria and procedures for new and existing administrators and project leadership positions? ===Position Tallies=== * {{pro}} [[User:Messedrocker|Messedrocker]] 07:33, 18 August 2006 (UTC) * {{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:40, 18 August 2006 (UTC) * {{pro}}. [[User:Guillom|Guillom]] 10:52, 18 August 2006 (UTC) * {{pro}} -- [[User:Reswik|Reswik]] 14:39, 18 August 2006 (UTC) * {{pro}} [[User:Talonhawk|Talonhawk]] 00:46, 13 September 2006 (UTC) * {{pro}} [[User:Enni84|Enni84]] 08:15, 26 September 2006 (UTC) ===Discussion=== :I think criteria need to be fairly liberal in the beginning just to cope with the fact that contributors will be rare. A show of trust in another Wikimedia project either through a successful admin vote or comparable involved engagement combined with a passion for what Wikiversity stands for should be all that's necessary. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:40, 18 August 2006 (UTC) ::Indeed. We don't need a complicated, restrictive policy. Let's focus on content. [[User:Guillom|Guillom]] 10:52, 18 August 2006 (UTC) :::I agree with the points above. [[User:Reswik|Reswik]] 17:06, 18 August 2006 (UTC) :::I certainly agree with the above and this sems to be a point where there is a clear consensus, and that gives me hope. [[User:Talonhawk|Talonhawk]] 00:55, 13 September 2006 (UTC) == Initial Appointment of Custodians Should be Liberal and Easily Reversible == Position Tallies Discussion ==[[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]]== It is proposed that specific criteria and guidelines be drafted for presentation and approval by the en.wikiversity.org community for en.wikiversity.org At the moment it shall be beyond the scope of this activity to coordinate specifics, commonalities, and exceptions with other language xx.wikiversity.org projects except on an informal ad hoc basis. === Position Tallies === *{{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:38, 18 August 2006 (UTC) *{{pro}} [[User:Enni84|Enni84]] 08:15, 26 September 2006 (UTC) === Discussion === == A Board of Regents should be Established == Such a board would provide a place for all the xx.wiktionary.org(s) to coordinate their top level policies and mandates with philanthropic organizations such as the Wikimedia Foundation who wish to provide conditional assistance and help transfer good policy and information on bad policy experiment accross the language barriers. The Wikimedia Foundation might wish to recognize them as an advisory board or simply be responsive to them as a large customer organization who generates a significant percentage of the Wikimedia Foundation's budget. For this to be the case we would need to request of the Wikimedia Foundation that the paypal and internal accounts be setup such that donations originating from Wikiversity may be tracked in their internal budgets. To keep it small enough to be manageable we might use a formula such as the following: A member of the Wikiversity Regent would be provided by popular or administrator vote each year from the three largest (by some comparison formula of total bytes in the database, total internet hits, total registered accounts) with one by popular vote on a rotating basis between the remaining active language wikiversities and one or two additional members on a rotating basis from the remaining active language wikiversities as sufficient to create an odd number of regents to avoid deadlocks in voting on measures. The Chair to be elected at any time by simple majority vote of the sitting Regents. The Chair to cast the deciding vote in the event that abscence, abstention or neutrality vote by any other Regent results in a tie on a given measure. Should such a concept of a unifying overall Board of Regents for all Wikiversities be developed and pursued with the other language Wikiversities? ===Position Tally=== *{{pro}} [[User:Mirwin|Mirwin]] 08:45, 18 August 2006 (UTC) *{{contra}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:37, 18 August 2006 (UTC) * {{contra}} [[User:Guillom|Guillom]] 10:49, 18 August 2006 (UTC) * {{contra}} [[User:Roadrunner|Roadrunner]] 14:58, 18 August 2006 (UTC) *{{pro}} -- [[User:Reswik|Reswik]] 17:08, 18 August 2006 (UTC) ===Discussion=== If such a thing would ever be created, it would be much much later than today. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:52, 18 August 2006 (UTC) :The only time such a thing is likely to be created with some legitimacy from the community is at the start before power vacuums and gaps are filled in by practical necessities. [[User:Mirwin|Mirwin]] 10:09, 18 August 2006 (UTC) ::Why do we even have to talk about that ''now'' ? [[User:Guillom|Guillom]] 10:49, 18 August 2006 (UTC) :::If not now when? Once a power structure evolves it rarely wishes to give up its priveleges. I prefer a wide community based process. If you do not you are welcome to wait and see what develops in the vacuum of inattention. [[User:Mirwin|Mirwin]] 14:27, 18 August 2006 (UTC) ::Evolved systems tend to work better than designed ones. I don't really see any problem with power vacuums and gaps being filled in ad hoc, as it is likely that those vacuums and gaps will be filled in a disorganized and decentralized way. [[User:Roadrunner|Roadrunner]] 14:58, 18 August 2006 (UTC) :::Designed systems tend to evolve faster than natural systems left unpeturbed. Fortunately we have plenty of chaos coming. Over 150 people had registered as of this morning and they all know other people. [[User:Mirwin|Mirwin]] 00:05, 19 August 2006 (UTC) == Wikiversity Foundation == A non-profit foundation dedicated to the development and support of Wikiversity as a group of cooperating different language based online free learning and learning materials providers should be established sooner rather than later? ===Position Tally=== *{{pro}} [[User:Mirwin|Mirwin]] 08:55, 18 August 2006 (UTC) *{{contra}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:37, 18 August 2006 (UTC) *{{contra}} -- [[User:Cormaggio|Cormaggio]] 10:37, 18 August 2006 (UTC) * {{contra}} [[User:Guillom|Guillom]] 10:46, 18 August 2006 (UTC) * {{contra}} [[User:Roadrunner|Roadrunner]] 14:59, 18 August 2006 (UTC) * {{contra}}-- [[User:CSM|CSM]] [[User talk:CSM|<sup>*</sup>]] 07:39, 22 September 2006 * {{contra}} -- [[User:Talonhawk|Talonhawk]] 03:41, 26 September 2006 (UTC) *{{contra}} [[User:Enni84|Enni84]] 08:16, 26 September 2006 (UTC) ===Discussion=== The Wikiversity is currently on another probation period from the Wikimedia Foundation of 6 months. At that time appparently it will be re-evaluated and the plug possible pulled on the project. This is essentially the third prototype conducted within a irregular flux of changing conditions, procedures and non-responsiveness from the Board of the Wikimedia Foundation. Six months is plenty of time to setup a 501(c) Non-profit in the State of Oregon if we start soon ...say within sixty days ... get an initial satisfactory charter setup .... then start looking for donated servers, bandwidth, expertise or cash to buy such items critical to maintaining Wikiversity's present online with no interuption should the Wikimedia Foundation determine we are failing to meet their unspecific and vague evaluation criteria in six months. [[User:Mirwin|Mirwin]] 08:55, 18 August 2006 (UTC) :I don't share the mistrust for Wikimedia at all. There are very intelligent, highly engaged people involved that have offered their support and willingness for new ideas. If there are differences in opinion, they can be solved in constructive discourse. A fork is in my opinion out of the question. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:54, 18 August 2006 (UTC) ::An extra Foundation providing infrastructure is not necessarily a fork. Particularly if after the specified beta prototype period Wikiversity databases are removed from existing Wikimedia Foundation servers. The success of Wikipedia was still highly questionable in many peoples minds even including some of the initial contributors as late as about eighteen months into the project. [[User:Mirwin|Mirwin]] 10:06, 18 August 2006 (UTC) :::Can we please focus on actually developing Wikiversity, rather than playing personal power games with the Foundation? [[User:Cormaggio|Cormaggio]] 10:37, 18 August 2006 (UTC) ::::Exactly. [[User:Guillom|Guillom]] 10:46, 18 August 2006 (UTC) :::::Easy to say/request from the top Cormaggio. I notice two or three adminships have been created outside your appointed committee while there has been no action on my application. Have you ever heard of a large project involving hundreds of thousands of people without a clear organizational structure? :::::: Yes. Linux. Any large national economy. Academia in general. Also the organizational structure of any major corporation or university is actually usually a lot less clear than it appears on paper. [[User:Roadrunner|Roadrunner]] 15:04, 18 August 2006 (UTC) ::::::: Linux had Linus, a mailing list of aproximately 50? core developers, various support lists and clubs, and now Red Hat as well as other major distribtions. If you check with the various large distributions you will find organizatinoal structure. In fact as I recall Linus recently went to work in Portland, Oregon for an organization funded by a coalition of corporations. Large national economy .... this hardly merits a response. Perhaps we need to agree on a definition of "organizational structure". Academia ... Board of Regents, employee contracts, State Governments and taxation support many, private corporations others. Organizational structure exists even if it is unwritten, if people know who they work for and how information flows and how committments are exchanged. Your statements above are roughly equivalent to stating the Milky Way has no structure because various stars have different vector velocities. [[User:Mirwin|Mirwin]] 16:35, 18 August 2006 (UTC) :::::I prefer that organizational structure to be designed and supported by the community of participants. As our only appointed bureaucrat perhaps you prefer to put it off. When shall we start to design a process to confer wide support for your successor in your position? It might interest you to know that one of your appointed committee members requested that I start the process of defining and legitimizing leadership positions with the involvement and support of the community. The only way I see to do that is to define the organization and some due process from top to bottom. If you know a better way by all means write it down and either mandate it or put it up for some straw polls. Incidentally, developing the engineering school would be much more efficient if I could move my and others files from Wikibooks without making a specific request for an administrator to transwiki each file. Perhaps some useful work "actually developing Wikiversity" would distract me from "power games" with the Foundation. You could always ask a steward to strip the adminship after I get the engineering files over to Wikiversity for a useful continuing point. [[User:Mirwin|Mirwin]] 14:44, 18 August 2006 (UTC) ::::::: I'd actually prefer to use Wikiversity to teach people to start their own non-profits and get their own grant money for Wikiversity projects through their own foundations. [[User:Roadrunner|Roadrunner]] 15:04, 18 August 2006 (UTC) ::::::::Not a bad thought! Perhaps in the project management classes we can develop a couple of different charter templates/generics suitable for large free wikis. Wiki software and sites are proliferating wildly. Someone is sure to be able to use an effective community based charter rather than a God-King charter eventually. We can also establish a grant/proposal writing class and pool some expertise helping free wikis figure out how to serve target markets in exchange for targeted grant monies. A lot of this has large commonalities with business proposals so until the crowds grow more numerous and thicker around here we could also invite business management students to participate. The situation is simply fraught with potential! [[User:Mirwin|Mirwin]] 00:01, 19 August 2006 (UTC) ::::::Ok, well, I was made bureaucrat pretty randomly - and it is not something that I am entirely happy with. This is not "from the top". I am absolutely for helping us organise our community processes - that is what I am advocating we do - instead of concerning ourselves with 'uber-organisational' structures like a "Wikiversity foundation". This is just not an immediate priority (if on the agenda at all). On making admins, the beginning has been also quite random, and I simply made people admins who were here on the first day and who volunteered to help out. But we still need to get a proper, workable system in place - and that's what we're doing at the moment. [[User:Cormaggio|Cormaggio]] 15:21, 18 August 2006 (UTC) :::::::Interesting. I think I was here six months ago. I volunteered on the administrator request page and provided references to my previous status as a Wikipedia Administrator. I think my app was about third on the first page where nominations were piling up and first on a subsequent page that was established. Well no sweat. If I cannot help transfer my engineering files I can simply help out at random as quantum uncertainties or personal whimsy shift me around the interesting portions of the site. Regarding the agenda. It is certainly going to remain on mine until I see some meaningful data and audits applicable and useful for project planning published to the entire community by the Wikimedia Foundation. [[User:Mirwin|Mirwin]] 00:01, 19 August 2006 (UTC) :::::: I probably should put this under Educational Administration :::::: Just a note. The idea of having multiple interacting corporations is something that worked well in the "first era of online internet universities." What happened was that you just had too many personality conflicts if you tried to fit everyone under one roof, so it worked much better to have several interacting non-profits (Globewide Network Academy, Diversity University, BioMOO, and Virtual Online University). The interesting thing was that each non-profit was basically organized around a single "queen bee" (me, Jeanne McWhorter, Gustavo Glusman, and William Painter). ::::::: What killed the era of the MOO universities was that we didn't have the funds to match people like Yahoo and MSN who eventually developed chat and discussion facilities which attracted ordinary people and eventually killed the communities. ::::::: [[User:Roadrunner|Roadrunner]] 15:26, 18 August 2006 (UTC) I would like to know if the other projects such as Wikipedia have their own non-profits or if they are fully funded by the Wikimedia Foundation. [[User:Talonhawk|Talonhawk]] 01:09, 13 September 2006 (UTC) :No, each project is fully funded by the Foundation. What we ''do'' have, though, as an adjunct to the Foundation, are national non-profits ("[[m:Wikimedia chapters|chapters]]"), which support the development of Wikimedia projects in the context of their country. [[User:Cormaggio|Cormaggio]] 07:43, 13 September 2006 (UTC) ::It seems that no US chapter exists, and I would be far more in favor of utilizing that, than creating a project specific non-profit. [[User:Talonhawk|Talonhawk]] 03:50, 26 September 2006 (UTC) If there are ever [[Wikiversity NPC|new NPCs that supports Wikiversity]] they should also support and cooperate with the Wikimedia Foundation. --[[User:JWSchmidt|JWSchmidt]] 04:59, 26 September 2006 (UTC) 1962 75447 2007-01-14T01:05:06Z JWSchmidt 20 [[Category:Education]] {{WikiversityActivities}} This page will be the entry point for '''teachers.''' Their main interest might be looking for learning materials, which will be searchable by type, level etc. We also hope to develop lesson plans around the teaching of these materials, so that teachers can share what they've done or how they've found other teachers' materials or lesson plans to be. For general information on teaching, for now, see the Wikiversity [[School:Education|School of Education]]. ==Materials== This page could be structured by departments that might be found in a non-virtual university. However, since this is a hypertext, fields can be linked to in multiple departments. For example, the Computing could be linked from the Matematics Department and the School of Business, as well as being a part of the Department of Computational Sciences. Perhaps, it will not be useful to structure this page into what can already be found at [[Wikiversity:Browse]]. Ideas on how to structure this page are welcome below. Overall, this page needs to be of immediate practical use to teachers. ==Lesson plans== See [[Wikiversity:Creating a lesson plan]] ==Suggestions== Please add your suggestions here on how you think we can make this page most useful. [[Category:Education]] 1963 74146 2007-01-12T20:32:41Z JWSchmidt 20 [[Category:Community discussions]] {{WikiversityActivities}} == Wikiversity - Discussing == A university lives off the discussions conducted by its members. Since Mediawiki does not provide more than a talk page, we have linked to an instance of the open source system Moodle provided by the [http://www.fhtw-berlin.de FHTW Berlin] in Germany as part of the [http://evideo.fhtw-berlin.de/ eVideo] project which has been funded by the European Social Fund. [[Image:logo-esf.gif]] [http://evideo.fhtw-berlin.de/moodle/course/view.php?id=19 Move to the discussion area]. You can log in as guest, or register as a named user. There is (for now) no password. [[Category:Community discussions]] 1964 74134 2007-01-12T20:20:33Z JWSchmidt 20 [[Category:Education]] {{WikiversityActivities}} '''Creating''' When we conduct research to discover new truths or develop new applications or collections of information, we are creating knowledge representation. This area of the Wikiversity is dedicated to research groups willing to collaborate in public via wiki and to create materials here. The structure may be similar to the non-virtual university structure found in the [[Wikiversity/Example/Teaching | teaching]] area. * [[Wikiversity/Example/Research/Mathematics | Department of Mathematics]] * [[Wikiversity/Example/Research/ComputationalScience | Department of Computational Sciences]] * [[Wikiversity/Example/Research/Business | School of Business]] * [[Wikiversity/Example/Research/SocialScience | Department of Social Sciences]] == Links == * [http://meta.wikimedia.org/wiki/Research Research about Wikis] [[Category:Education]] 1969 78411 2007-01-19T01:20:16Z Aerodrome 5503 add user aerodrome The [[Wikiversity]] School of Aviation is hoping to start with courses of Practical Aviation content. Please feel free to contribute with as much or as little as you wish. Don't fear, there is no harm you can do that can't be undone. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. There are three basic Genres in Aviation: * [[Topic:General aviation|Division of general aviation]] (RPL and PPL) [[w:general_aviation|GA]] * [[Topic:Commercial aviation|Division of Commercial aviation]] (CPL and ATPL) [[w:airline|Airline]] * [[Topic:Military aviation|Division of Military aviation]] [[w:military_aviation|MA]] ===Practical aviation=== Includes Theory Courses required of students (cadets) who are pursuing a license or a rating such as: * [[Topic:Recreational License|Department of Recreational Licenses]] (RPL) * [[Topic:Private Pilot License|Department of Private Pilot Licenses]] [[w:private_pilot_license|PPL]] * [[Topic:Commercial Pilot License|Department of Commercial Pilot Licenses]] [[w:commercial_pilot_license|CPL]] * [[Topic:Instrument Rating|Department of Instrument Ratings]] [[w:instrument_rating|IR]] * [[Topic:Multiengine Rating|Department of Multiengine Ratings]] (MR) * [[Topic:Air Transport Pilot License|Department of Air Transport Pilot Licenses]] [[w:ATPL|ATPL]] Etc. Each one of these required some theory study plus the actual and simulated flying hours. It also Includes some maintenance and other courses but mostly in a practical theme. This kind of study requires minimal research and development and is usually static from year to year. Some pilots have had twenty years of experience and found out that their kids are studying the same courses and information they did. This is where most Aviation schools started and then moved down to (or upto) Aviation Science after having the resources and the staff. We urge you to take the placement test just to know where you belong Courses we will be working on are: # [[Aircrafts and Aerodynamics]] # [[Aircraft Instrument, Engines and Systems]] # [[Airports, Air Traffic Control, and Airspace]] # [[Federal Aviation Regulations]] # [[Aircraft Performance and Weight and Balance]] # [[Aeromedical Factors and Aeronautical Decision Making]] # [[Aviation Weather]] # [[Aviation Weather Services]] # [[Navigation]] # [[Navigation Systems]] # [[Cross Country Flight Planning]] Before we begin I'd like to state that you are begining on a journey that may take you to places you've yet to imagine. You'll never regret pursuing your pilots liscense. Maybe your goal is to become a professional pilot GOOD FOR YOU. Pilots love going to work. Most pilots pay their dues by Flight instructing, giving scenic rides, towing banners & gliders, The pay is low but the experience is priceless. I wish you all the best of luck. ===Practical aviation course contents=== *Chapter 1 [[Topic:Aircraft Components]] *Chapter 2 [[Topic:Aerodynamics]] *Chapter 3 [[Topic:Engines]] *Chapter 4 [[Topic:Electrical Systems]] *Chapter 5 [[Topic:Flight Instruments]] *Chapter 6 [[Topic:Federal Aviation Regulations]] *Chapter 7 [[Topic:Airport Operations]] *Chapter 8 [[Topic:Radio Operations]] *Chapter 9 [[Topic:Airspace]] *Chapter 10 [[Topic:Aviation Maps]] *Chapter 11 [[Topic:Radio Navigation]] *Chapter 12 [[Topic:Understanding Weather]] *Chapter 13 [[Topic:Weather Charts & Briefings]] *Chapter 14 [[Topic:Flight planning]] *Chapter 15 [[Topic:Airplane Performance Charts]] *Chapter 16 [[Topic:Weight & Balance]] *Chapter 17 [[Topic:Aeronautical Information]] *Chapter 18 [[Topic:Checklists and Aircraft Specific Information]] ==Aviation Science== This is the more scientific branch of study and includes some engineering courses and sometimes even safety courses. Please feel free to start new categories or new courses ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Aerodrome]] ==New Zealand Written Examinations Manuals== The [[New Zealand Written Examinations Manuals]] is trying to build up a manual based on the syllabus requirements from the NZCAA Advisory Circulars ==School news== * '''August 18, 2006''' - School founded! [[Category:Wikiversity schools|Aviation]] [[Category:Aviation]] 1973 75786 2007-01-14T16:46:37Z JWSchmidt 20 Learning projects Welcome to the Wikiversity '''Department of Aircraft Components'''. ==Department description== the Wikiversity Department of Aircraft Components is a content development project where participants organize and develop learning resources about aircraft components. There are thousands of designs and ideas about aircraft which have been developed through aviation history. Despite this some main components became permanent in every aircraft dessing. As fix-wing aircrafts are the most common aircrafts they will be the most studied. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to aircraft components]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Aviation]] 1974 7187 2006-07-27T13:05:00Z Kellen fix! <noinclude>{{shortcut|{{[[Template:seealso|seealso]]}}}}</noinclude><div class="boilerplate seealso"> : ''See also: {{ #if: {{{1|}}} |[[{{{1}}}]] }}{{ #if: {{{2|}}} |{{ #if: {{{3|}}}|,&nbsp;|&nbsp;and&nbsp;}}[[{{{2}}}]] }}{{ #if: {{{3|}}} |,&nbsp;{{ #if: {{{4|}}}||and&nbsp;}}[[{{{3}}}]] }}{{ #if: {{{4|}}} |,&nbsp;{{ #if: {{{5|}}}||and&nbsp;}}[[{{{4}}}]] }}{{ #if: {{{5|}}} |,&nbsp;{{ #if: {{{6|}}}||and&nbsp;}}[[{{{5}}}]] }}{{ #if: {{{6|}}} |,&nbsp;{{ #if: {{{7|}}}||and&nbsp;}}[[{{{6}}}]] }}{{ #if: {{{7|}}} |,&nbsp;{{ #if: {{{8|}}}||and&nbsp;}}[[{{{7}}}]] }}{{ #if: {{{8|}}} |,&nbsp;{{ #if: {{{9|}}}||and&nbsp;}}[[{{{8}}}]] }}{{ #if: {{{9|}}} |,&nbsp;{{ #if: {{{10|}}}||and&nbsp;}}[[{{{9}}}]] }}{{ #if: {{{10|}}} |,&nbsp;{{ #if: {{{11|}}}||and&nbsp;}}[[{{{10}}}]] }}{{ #if: {{{11|}}} |,&nbsp;{{ #if: {{{12|}}}||and&nbsp;}}[[{{{11}}}]] }}{{ #if: {{{12|}}} |,&nbsp;{{ #if: {{{13|}}}||and&nbsp;}}[[{{{12}}}]] }}{{ #if: {{{13|}}} |,&nbsp;{{ #if: {{{14|}}}||and&nbsp;}}[[{{{13}}}]] }}{{ #if: {{{14|}}} |,&nbsp;{{ #if: {{{15|}}}||and&nbsp;}}[[{{{14}}}]] }}{{ #if: {{{15|}}} |,&nbsp;and&nbsp;[[{{{15}}}]] }}{{ #if: {{{16|}}} |…'''template overflow in [[template:See also]]: maximum 15 articles allowed''' }}''</div><noinclude> {{esoteric}} </noinclude> 1975 7190 2006-03-06T09:44:21Z Kellen Template:Esoteric from WP <div style="clear: both"></div> {| class="messagebox" |- |align="center"|[[Image:Exquisite-khelpcenter.png|50px|Comment]] |align="left" width="95%"|This template contains one or more '''''optional''''' parameters: see the [[Template talk:{{PAGENAME}}#Usage|talk page]] for details. ---- This template employs some extremely complicated and esoteric features of template syntax. Please do not attempt to alter it unless you are certain that you understand the setup '''and''' are prepared to repair any consequent collateral damage if the results are unexpected. Any experiments should be conducted in the [[Template:Template sandbox|template sandbox]] or your user space. |}<includeonly>[[Category:Esoteric templates|{{PAGENAME}}]]</includeonly> <noinclude> ---- {| class="messagebox" |- |align="center"|[[Image:Exquisite-khelpcenter.png|50px|Comment]] |align="left" width="95%"|Actually, ''this'' template uses very simple syntax. But templates that link to the above message do use esoteric syntax. |} This template is for templates with esoteric syntax. [[Category:Template templates|{{PAGENAME}}]] [[fr:Modèle:Ésotérique]] [[ro:Format:Ezoteric]] [[zh:Template:Esoteric]] </noinclude> 1976 27251 2006-09-15T16:32:20Z AndrewBuck 1181 <noinclude>This template is a "sandbox" template, that can be used to experiment with new template ideas and designs. To experiment with regular pages, try the [[sandbox]].</noinclude> <showhide> {{{explanation|}}} {{#if:{{{knowns|}}}|Knowns: {{{knowns}}}|}} {{#if:{{{unknowns|}}}|Unknowns: <math>{{{unknowns}}}</math>|}} </showhide> 1977 8820 2006-08-20T03:25:09Z Pbolgiani 178 == Learning to fly == Many public, free sources of information about learning to fly are already available, especially for those who want to earn a pilot certificate, add a rating, or learn more about flying in the U.S. (although much of the information, except for specific regulations and procedures) is relevant outside the U.S.). For example: * For information about learning to fly, see: ** AOPA Learn to Fly page: http://www.aopa.org/learntofly/ ** AOPA Flight Training Learn to Fly: http://flighttraining.aopa.org/learntofly/ ** Be A Pilot: http://www.beapilot.com/indexfl.html * Information about the new Sport Pilot certificate and Light Sport Aircraft: http://www.sportpilot.org/ * Helpfull website for studying aeronautical charts (NOT TO BE USED FOR FLIGHT PLANNING) http://skyvector.com/ ==Free, Public-Domain Aviation Handbooks by the FAA== The FAA offers many complete, public-domain training handbooks for free download in PDF format. These books are the official references for many pilot certificates and ratings. You can find currently available titles at: http://www.faa.gov/library/manuals/aviation/ and http://www.faa.gov/pilots/training/ Other FAA publications available for download are listed at: http://www.faasafety.gov/onlineresources.aspx?categoryId=47&masterId=1 The following books available via the previous link are of particular interest: ===Pilot's Handbook of Aeronautical Knowledge=== The ''Pilot's Handbook of Aeronautical Knowledge'' (FAA-H-8083-25) is for aviators training for a private pilot certificate--and for pilots who want to refresh their knowledge of the fundamentals or learn about such advanced topics as operation of turbine engines and flying large and swept-wing aircraft. It introduces pilots to the theory and practical knowledge they will need as they progress in their pilot training from aerodynamics, engines, flight instruments, and navigation to avionics, weather, and airspace. This 352-page handbook is available for download in PDF format in four parts. ====Contents==== * Chapter 1-Aircraft Structure * Chapter 2-Principles of Flight * Chapter 3-Aerodynamics of Flight * Chapter 4-Flight Controls * Chapter 5-Aircraft Systems * Chapter 6-Flight Instruments * Chapter 7-Flight Manuals and Other Documents * Chapter 8-Weight and Balance * Chapter 9-Aircraft Performance * Chapter 10-Weather Theory * Chapter 11-Weather Reports, Forecasts, and Charts * Chapter 12-Airport Operations * Chapter 13-Airspace * Chapter 14-Navigation * Chapter 15-Aeromedical Factors * Chapter 16-Aeronautical Decision Making ===Flight Training Handbook=== http://avstop.com/AC/FlightTraingHandbook/ ====Contents==== *Preface *Chapter 1 - Introduction to Flight Training *Chapter 2 - Introduction to Airplanes and Engines *Chapter 3 - Introduction to the Basics of Flight *Chapter 4 - The Effect and Use of Controls *Chapter 5 - Ground Operations *Chapter 6 - Basic Flight Maneuvers *Chapter 7 - Airport Traffic Patterns and Operations *Chapter 8 - Takeoffs and Departure Climbs *Chapter 9 - Landing Approaches and Landings *Chapter 10 - Faulty Approaches and Landings *Chapter 11 - Proficiency Flight Maneuvers *Chapter 12 - Cross-Country Flying *Chapter 13 - Emergency Flight By Reference to Instruments *Chapter 14 - Night Flying *Chapter 15 - Seaplane Operations *Chapter 16 - Transition to Other Airplanes *Chapter 17 - Principles of Flight and Performance Characteristics ===Airplane Flying Handbook=== The ''Airplane Flying Handbook'' (FAA-H-8083-3A) is the hands-on, how-to guide to flying all the maneuvers required for the private pilot and commercial pilot certificates. It is designed to assist student pilots learning to fly airplanes and to help current pilots and flight instructors expand their knowledge and skills. It's also one of the official references that pilot examiners use when testing the flying skills of pilots who are taking check rides. This 210-page handbook is available for download in seven parts in PDF format. ====Contents==== * Chapter 1-Introduction to Flight Training * Chapter 2-Preflight, Postflight, and Ground Operations * Chapter 3-Takeoffs and Climbs * Chapter 4-Basic Flight Maneuvers * Chapter 5-Slow Flight, Stalls, and Spins * Chapter 6-Ground Reference and Performance Maneuvers * Chapter 7-Airport Traffic Patterns, Approaches, and Landings * Chapter 8-Faulty Approaches and Landings * Chapter 9-Flight by Reference to Instruments * Chapter 10-Night Operations * Chapter 11-Navigation Systems * Chapter 12-Emergency Operations * Chapter 13-Transition to Different Airplanes and Systems * Chapter 14-Transition to a Multiengine Airplane * Chapter 15-Transition to Tailwheel Airplanes * Chapter 16-Transition to Seaplanes * Chapter 17-Transition to Skiplanes * Chapter 18-Aeronautical Decision Making ===Instrument Flying Handbook=== The ''Instrument Flying Handbook'' (FAA-H-8083-15) is the FAA's guide to all of the aeronautical knowledge and skills required to operate in instrument meteorological conditions (IMC). It is designed for pilots training for an instrument rating, and for the instrument flight instructors who teach them. The ''Instrument Flying Handbook'' includes both theory and practical guidance on how to operate an aircraft solely by reference to instruments, from filing a flight plan and working with ATC to maintaining straight-and-level flight, flying DME arcs and holding patterns, and shooting ILS approaches. This 280-page handbook is available for download in two parts in PDF format. ====Contents==== * Chapter 1: Human Factors * Chapter 2: Aerodynamic Factors * Chapter 3: Flight Instruments * Chapter 4: Airplane Attitude Instrument Flying * Chapter 5: Airplane Basic Flight Maneuvers * Chapter 6: Helicopter Attitude Instrument Flying * Chapter 7: Navigation Systems * Chapter 8: The National Airspace System * Chapter 9: The Air Traffic Control System * Chapter 10: IFR Flight * Chapter 11: Emergency Operations * Appendices * Glossary * Index ===Instrument Procedures Handbook=== The ''Instrument Procedures Handbook'', a guide for advanced instrument pilots published by the FAA, is available for free download at: http://av-info.faa.gov/terps/IPH.htm === The Aeronautical Chart User's Guide === To learn more about aviation charts, you can download the ''Aeronautical Chart User's Guide'' (available in several parts in PDF format) from the FAA's National Aviation Charting Office (NACO): http://www.naco.faa.gov/index.asp?xml=naco/online/aero_guide ==Other Free Reference Materials == The ''Aeronautical Information Manual'' and many other references of interest to pilots are available free online in both HTML and PDF format at http://www.faa.gov/atpubs/. === AOPA Air Safety Foundation's Online Safety Center === A wealth of practical information for pilots is also available free to everyone (although the content is copyrighted) from the AOPA Air Safety Foundation's Online Safety Center at http://www.aopa.org/asf/. Resources include a variety publications in PDF format, free online courses, etc. === Information from Manufacturers === You can also find much free information about weather, avionics, and other subjects on the Web. For example, most manufacturers of GPS navigation gear offer their user manuals, PC-based simulators, training syllabi, and other resources via their Web sites. You needn't be an owner of the equipment to download the information and resources. See, for example, http://www.garmin.com/aviation/products.html#panel-mount. 1978 80071 2007-01-22T19:11:12Z JWSchmidt 20 from [[Portal:Practical Arts and Sciencesnew]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] [[Category:Wikiversity portals]][[Category:Practical Arts and Sciences]] 1981 69360 2007-01-10T02:32:18Z JWSchmidt 20 fix link <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:130%;border:none;margin: 0;padding:.1em;color:#000"> '''D<small>EPARTMENT OF</small> P<small>SYCHOLOGY</small>'''</div> <div style="top:+0.2em;font-size: 95%">Part of the Faculty of [[Portal:Social_Sciences|Social Sciences]].</div> <div style="width:100%;text-align:center;font-size:80%;"></div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Sociology|Sociology]] *[[School:Anthropology|Anthropology]] *[[Topic:Economics|Economics]] |style="width:22%;font-size:95%";color:#000"| *[[School:Demography|Demography]] *[[School:Social Work|Social Work]] *[[School:Development Science|Developmental Sciences]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> {{Template:Portal_Header}} <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Psychology</h2 > [[Image:BlankMap-World_gray.svg|right|200px|Languages]] Welcome to Wikiversity's School of Psychology We here at the Wikiversity School of Psychology are working hard to bring you the courses listed below. If you are knowledgeable in the areas of abnormal psychology, biopsychology, cognitive psychology, or any other major subfield of psychology, we would appreciate a lot any contributions you would make. Wikiversity's Department of Psychology is part of the Faculty of [[Portal:Social_Sciences|Social Sciences]]. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. *<small> '''18 December 2006:'''</small> New home page of the Department of Psychology.<br> <br /> <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School history</h2 > [[Image:P literature.png|right|60px|History]] The Department of Psychology is a developing school. There is an attempt to form a framework on this page to assist in the organization of content. There is currently an introductory text to the field of [[Wikibooks:Introduction_to_Psychology|psychology]] being developed at Wikibooks. </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected biography</h2 > [[Image:Sigmund-Freud-1907.jpg|thumbnail|right|125px|'''Sigmund Freud''', Austrian psychologist.]] '''Sigmund Freud''' (May 6, 1856 – September 23, 1939) was an Austrian neurologist and the co-founder of the psychoanalytic school of psychology. Freud is best known for his theories of the unconscious mind, especially involving the mechanism of repression; his redefinition of sexual desire as mobile and directed towards a wide variety of objects; and his therapeutic technique, especially his understanding of transference in the therapeutic relationship and the presumed value of dreams as sources of insight into unconscious desires. He is commonly referred to as "the father of psychoanalysis" and his work has been tremendously influential in the popular imagination — popularizing such notions as the unconscious, defense mechanisms, Freudian slips and dream symbolism — while also making a long-lasting impact on fields as diverse as literature, film, Marxist and feminist theories, literary criticism, philosophy and psychology. :'''[[:w:Sigmund_Freud|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Nuvola apps edu languages.png|right|44px|Quotation]] "Freedom is man's capacity to take a hand in his own development. It is our capacity to mold ourselves."<br> — ''Rollo May'' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Active participants</h2 > The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:ArrowStomper|ArrowStomper]] 17:47, 12 October 2006 (UTC) *[[User:dolp706|dolp706]] *[[User:Freeman|Freeman]] 08:56, 16 December 2006 (UTC) </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">External resources</h2 > {| align="center" |style="font-size:85%;color:#000"| '''Books''' *For those of you new to psychology, an excellent book to begin the training is Saul Kassin's 'Psychology.' However, like any introductory text, it will offer only a glimpse into the overall content of the field. *Psychology, by Alan J. Fridlund, Daniel Reisberg, Henry Gleitman, both Stanford,Penn,MIT,Harvard treated it as a textbook for an "Introducion to Psychology" course. '''Wikis''' *[http://psychology.wikia.com/wiki/Main_Page The Psychology Wiki] *[http://www.sidwiki.com/index.php?title=Main_Page Social Interaction Dynamics Wiki] '''Wikibooks''' : ''See [[b:Wikibooks:Social science bookshelf#Psychology|the social sciences bookshelf]] for a complete list.'' * [[b:Biological Psychology|Biological Psychology]] * [[b:Cognitive Psychology and Cognitive Neuroscience|Cognitive Psychology and Cognitive Neuroscience]] * [[b:Introduction to Psychology|Introduction to Psychology]] * [[b:Psychological Testing|Psychological Testing]] '''Selected topics''' *[[w:Addiction|Addiction]] *[[w:Behavioural disorders|Behavioural Disorders]] *[[w:Consciousness|Consciousness]] *[[w:Creativity|Creativity]] [[Category:Wikiversity schools|Psychology]][[Category:Psychology]] '''Open Access Journals (OAJ's)''' * [http://www.apcj.org/ APPLIED PSYCHOLOGY IN CRIMINAL JUSTICE] * [http://www.athleticinsight.com/ Athletic Insight] * [http://auseinet.flinders.edu.au/journal/ The Australian e-Journal for the Advancement of Mental Health] * [http://www.newcastle.edu.au/group/ajedp/ Australian Journal of Educational & Developmental Psychology] * [http://www.behavior-analyst-today.com/ The Behavior Analyst Today] * [http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php?journal=bsi&page=index Behavior and Social Issues] * [http://www.brains-minds-media.org/ Journal of New Media in Neural and Cognitive Science and Education] * [http://www.sgcp.org.uk/coachingpsy/publications.cfm Special Group in Coaching Psychology] * [http://cpl.revues.org/ Current psychology letters] * [http://www.uiowa.edu/~grpproc/crisp/crisp.html CURRENT RESEARCH IN SOCIAL PSYCHOLOGY] * [http://goertzel.org/dynapsyc/dynacon.html Dynamical Psychology: An International, Interdisciplinary Journal of Complex Mental Processes] * [http://www.ac-psych.org/ Advances in Cognitive Psychology] * [http://www.discourseunit.com/arcp.htm Annual Review of Critical Psychology] * [http://www.doaj.org/doaj?func=subject&cpid=128 List of Psychology OAJ's at DOAJ.org] |style="font-size:85%;color:#000"| |} </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Related schools</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:8403452_36f7580a25_o.jpg|100px|Anthropology]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Basic_supply_demand.png|100px|Economics]]</div> |- ! style="text-align:center;width:33%"|'''[[School:Anthropology|Anthropology]]''' ! style="text-align:center;width:33%"|'''[[School:Economics|Economics]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|65px|Sociology]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Homere.jpg|75px|Classics]]</div> |- ! style="text-align:center;width:33%"|'''[[School:Sociology|Sociology]]''' ! style="text-align:center;width:33%"|'''[[School:Classics|Classics]]''' |} </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses</h2 > [[Image:Nuvola apps ksig.png|44px|right|Courses]] {| align="center" |style="font-size:80%;color:#000"| ===Psychology of Learning=== *[[How people learn: brain, mind, experience and school]] ===Undergraduate Level - Final=== ''Required Core Courses (30 Credit Hours):'' * Psy 1001 - [[Topic:Introduction to Psychology|Introduction to Psychology]] [[w:Psychology|w]] * Psy 2015 - [[Topic:Developmental Psychology|Developmental Psychology]] [[w:Developmental psychology|w]] * Psy 2035 - [[Topic:Psychological Statistics|Introduction to Psychological Statistics]] [[w:Psychological statistics|w]] * Psy 2045 - [[Topic:Research Methods in Psychology|Research Methods]] [[w:Research methods|w]] * Psy 2055 - Psychological Testing [[w:Psychological testing|w]] * Psy 2065 - Abnormal Psychology [[w:Abnormal psychology|w]] * Psy 2085 - Social Psychology [[w:Social psychology|w]] * Psy 2095 - Biological Psychology [[w:Biological psychology|w]] * Psy 3000 - Learning and Memory [[w:Learning|w]] [[w:Memory|w]] * Psy 4090 - History and Systems of Psychology [[w:History of psychology|w]] ===Tracts/Streams=== '''Please Choose Any Tract Below:''' ''Biological Tract (6 Credit Hours):'' * Psy 4095 - [[Topic:Psychophysiology|Psychophysiology]] * Psy 5095 - Functional Neuroanatomy [[w:Neuroscience|w]] ''Developmental Tract (9 Credit Hours):'' * Psy 3014 - Psychology of Infancy and Early Childhood * Psy 3015 - Childhood and Adolescence * Psy 3016 - Psychology of Aging ''Industrial Organizational Tract (9 Credit Hours):'' * Psy 3055 - Industrial and Organization Psychology [[w:Industrial and organizational psychology|w]] * Psy 4055 - Personnel Psychology * Psy 5055 - Organization Psychology ''Research Tract (9 Credit Hours):'' * Psy 3045 - Advanced Research Methods * Psy 4045 - Principles of Psychological Measurement * Psy 5035 - Advanced Psychological Statistics ''Behavioral Tract (9 Credit Hours):'' * Psy 3005 - Behaviorism [[w:Behaviorism|w]] * Psy 4005 - Behavioral Medicine * Psy 5005 - Applied Behavioral Techniques ''Clinical Psychology (12 Credit Hours):'' * Psy 3041 - Studies in Personality * Psy 3085 - Clinical Psychology * Psy 4085 - Concepts in Psychological Counseling * Psy 5080 - Learning Disorders ''Social Psychology Tract (any 12 of 20 Credit Hours):'' * Psy 3090 - Advanced Social Psychology * Psy 3091 - Group Dynamics * Psy 3092 - Social Cognition * Psy 3093 - Persuasion and Influence * Psy 3094 - Stereotyping and Prejudice ===Electives=== Choose Any Untaken Psychological Courses from the above list or below to Total Credit Hours to 54 (Required 30 + Tract(6-12) + Electives = 54): ''each course is worth 3 credit hours'' * Psy 3025 - Evolutionary Psychology [[w:Evolutionary psychology|w]] * Psy 3030 - Psychology of Women * Psy 3032 - Psychology of Advertising * Psy 3060 - Perception * Psy 5040 - Motivation and Emotion [[w:Motivation|w]][[w:Emotion|w]] * Psy 4049 - Psychology of Lesbian Culture * Psy 5050 - Stress [[w:Stress (medicine)|w]] '''Total: 54 Credit Hours''' |style="font-size:80%;color:#000"| |} *[[School:Materials_Science_and_Engineering/Catalogue|List of resources, projects, and courses offered]] </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:30%;font-size:95%;color:#000"| *[[b:Wikibooks:Psychology bookshelf|Textbooks Related to Psychology]] *[[b:Wikibooks:Social Sciences bookshelf|Textbooks about the Social Sciences]] |style="width:35%;font-size:95%;color:#000"| *[[Wikibooks:Introduction_to_Psychology|Introduction to Psychology]] *[[b:Wikibooks:Psychology:Abnormal|Abnormal Psychology]] |style="width:25%;font-size:95%"| *[[Wikibooks:Social_Psychology|Social Psychology]] *[[Wikibooks:Cognitive_Psychology_and_Cognitive_Neuroscience|Cognitive Neuroscience]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia of Psychology</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Psychology|Psychology on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Psychology|Psychology on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Psychology|Psychology on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Psychology|Psychology on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Psychology|Psychology on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Psychology|Psychology on Wiktionary]]''' |- |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Materials Science and Engineering|*]] 1984 23782 2006-09-04T20:17:01Z Az1568 793 Fixed double redirect #REDIRECT [[School:Psychology]] 1985 76323 2007-01-15T03:07:04Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Mystictim|Mystictim]] using [[Wikiversity:Rollback|rollback]] {{merge|School:Psychology/Psy 1001}} Welcome to Introduction to the Psychology! === Text === Introduction to Psychology will use [[b:Introduction to Psychology|Introduction to Psychology]] WikiBook, as well as other online resources. === Course Objectives === At the end of the course the student will be able to: * describe the scientific methods utilized in the study of human behavior; * appreciate the diversity of the field of psychology and the dynamic nature of its continuing development and growth; * understand the influence of biology, learning histories, situations, cognition, personality, and cultural factors, in the shaping and development of human behavior; * understand the concepts, histories, methods of investigation, and theories of the different subfields of psychology; * appreciate the importance of psychological principles as they apply to everyday life. === Course Outline === *1: Introduction to Psychology as a science *2: Research methods in psychology *3: Biological basis of behavior *4: Sensation and Perception *5: States of Consciousness *6: Human Development *7: Learning *8: Memory *9: Language and Cognition *10: Motivation and Emotion *11: Personality *12: Intelligence *13: Psychological Disorders *14: Psychotherapy and Intervention *15: Social Psychology [[Category:Psychology]] 1988 79737 2007-01-21T21:48:48Z JWSchmidt 20 /* Texts */ fix link ===Texts=== This course will use the [[b:Psychology:Abnormal|Abnormal Psychology]] Wikibook, as well as online sources. ===Course Objectives=== * Students will have a better grasp of various mental disorders * Students will be able to differentiate between mental disorders ===Course Outline=== * Introduction - When does a symptom rise to a level of disorder? And are psychiatric disorders truly abnormal if a significant percentage of the population has them? **Assignment - Buy a cheap notebook to keep a journal for this class all in one place. Begin by reflecting on the above questions, and your expectations for the course. "Unit One - Serious and Persistent Mental Illness" *First Class Meeting - Depression **Lecture **Readings ***[[w:Clinical depression|Clinical Depression on Wikipedia]] *Second Class Meeting - Bipolar Disorder ** Lecture **Readings ***[[w:Bipolar disorder|Bipolar Disorder on Wikipedia]] *Third Class Meeting - Schizophrenia **Lecture **Readings ***[[w:Schizophrenia|Schizophrenia on Wikipedia]] *Fourth Class Meeting - Schizoaffective Disorder **Lecture ***[[w:Schizoaffective disorder|Schizoaffective Disorder on Wikipedia]] *Fifth Class Meeting - Community and Hospital Treatment for People with Serious and Persistent Mental Illness. **Lecture **Readings ***[[w:Psychiatric hospital|The Psychiatric Hospital on Wikipedia]] ***[[w:Partial hospitalization|Day Treatment or Partial Hospitalization on Wikipedia]] ***[[w:Clubhouse Model of Psychosocial Rehabilitation|Clubhouse Model for Psychosocial Rehabilitation]] [[Category:Psychology]] 1989 7329 2006-08-18T05:36:01Z Scientist 77 [[School:Mathematics/Legendre differential equation]] moved to [[Legendre differential equation]]: no sub folder is required #REDIRECT [[Legendre differential equation]] 1990 23485 2006-09-04T06:43:57Z Az1568 793 Fixed double redirect #REDIRECT [[Abnormal Psychology]] 1991 23692 2006-09-04T19:39:50Z Az1568 793 Fixed double redirect #REDIRECT [[Introduction to Psychology]] 1992 20792 2006-08-29T13:33:36Z JWSchmidt 20 remove duplicate word {{Proposed policy|[[WV:RS]]}} Wikiversity pages should [[Wikiversity:Cite sources|cite]] '''reliable published sources''' whenever possible. Sometimes it might be suitable to cite scholarly peer-reviewed research that has been performed at Wikiversity. This page provides guidance about how to identify these kinds of sources and distinguish them from unreliable sources. The policy page that discusses the need to use sources is [[Wikiversity:Verifiability]]. If you can provide useful information to Wikiversity, please do so, but bear in mind that edits for which no reliable references are provided may be removed to corresponding talk pages for discussion. The responsibility for finding and adding references lies with the person adding material, and sources should be provided whenever possible. Wikiversity has many [[Wikiversity:Learning community|learning communities]] that are devoted to study of particular subjects. Each scholarly discipline has standards for judging the reliability of sources. As a Wikiversity participant, you should learn about the scholarly practices that are used in the study of topics that are of interest to you. When you contribute to Wikiversity pages, cite sources that are considered to be reliable by experts who publish in peer-reviewed sources. ===Comparison to Wikipedia=== What follows is a description of Wikipedia's best practices. Many articles may fall short of this standard until editors devote time and effort to fact-checking and reference-running. (See [[w:Wikipedia:Reliable sources#Evaluating sources|efforts to identify reliable sources]].) In the meantime, readers can still benefit from your contributions, bearing in mind that unsourced edits, or edits relying on inappropriate sources, may be challenged and removed at any time. Sometimes it is better to have no information at all than to have information without sources<ref>{{cite web | url=http://mail.wikimedia.org/pipermail/wikien-l/2006-July/050766.html | last=Wales | first=Jimmy | title=insist on sources | publisher=WikiEN-l | date=[[2006-07-19]] | accessdate=2006-08-04 }}</ref>. ==See also== *[[w:Wikipedia:Reliable sources|Reliable sources]] - detailed discussion at Wikipedia. ==External links== *[http://academic.bowdoin.edu/WritingGuides/primaries.htm How to Read a Primary Source], ''Reading, Writing, and Researching for History: A Guide for College Students'', Patrick Rael, 2004. *[http://academic.bowdoin.edu/WritingGuides/secondary.htm How to Read a Secondary Source], ''Reading, Writing, and Researching for History: A Guide for College Students'', Patrick Rael, 2004. [[Category:Wikiversity policy]] 1993 65538 2007-01-02T17:09:13Z JWSchmidt 20 See also [[Wikiversity:Disclosures]] {{Proposed policy|[[WV:VER]], [[WV:V]]}} Much of the information on Wikiversity is derived from published sources. Some of the information on Wikiversity has been produced by [[Wikiversity:Scholarly ethics|scholarly]] research performed at Wikiversity. Sources of information should be [[Wikiversity:Cite sources|cited]] in order to allow others to find the sources and judge their [[Wikiversity:Reliable sources|reliability]]. If a cited source can be checked, the information is verifiable. Facts, viewpoints, theories, and arguments can be included at Wikiversity if verifiable sources are cited. Information on Wikiversity pages that is not supported by verifiable sources can be challenged and removed to talk pages for discussion. The threshold for inclusion of information on Wikiversity pages is '''verifiability, not truth'''. "Verifiable" in this context means that any reader must be able to check that material added to Wikiversity pages has either:<BR> 1) already been published by a [[Wikiversity:Reliable sources|reliable source]]<BR> or<BR> 2) has been produced by scholarly research performed at Wikiversity. [[Wikiversity:Verifiability]] is one of Wikiversity's main content-guiding policies. The other two are [[Wikiversity|Cite sources]] and [[Wikiversity:Reliable sources]]. These policies should not be interpreted in isolation from one another, and editors should therefore try to familiarize themselves with all three. The obligation to cite verifiable and reliable sources lies with the editors wishing to include information on Wikiversity page, not on those seeking to question it or remove it. ==Verifiability, not truth== "Verifiability" in this context does not mean that editors are expected to verify whether, for example, the contents of a reliable [[w:Nature (journal)|journal]] article are true. A good way to look at the distinction between verifiability and truth is with the following example. Suppose you are learning about a famous physicist's Theory X, which has been published in peer-reviewed journals and is therefore appropriate content for study at Wikiversity. However, if you happen to know the physicist and he tells you, "Actually, I now believe Theory X to be completely false," you cannot include the fact that he said it in a Wikiversity page. Why not? Because what he said to you is not verifiable by other Wikiversity editors. ==See also== *[[Wikiversity:Disclosures]] [[Category:Wikiversity policy]] 1994 28392 2006-09-20T22:17:47Z CodeFish 1019 /* When to cite sources */ {{Proposed policy|[[WV:CITE]]}} Citing the sources of information added to Wikiversity pages is mandated by [[Wikiversity:Verifiability]]. Any information on a page that is challenged and has no [[Wikiversity:Reliable sources|reliable sources]] may be removed to the correponding talk page for discussion. Attribution is especially needed for direct quotes, information that is contentious or likely to be challenged, and superlatives and absolutes (such as statements that something is the best, first or only one of its kind). If you don't know how to format the citation, others will fix it for you; simply provide the source information as plain text. == Why sources should be cited == * To ensure that the content of articles is credible and can be [[Wikiversity:Verifiability|checked by any reader or editor]]. * To help users find additional reliable information on the topic. * To improve the overall credibility and authoritative character of Wikiversity. * To reduce the likelihood of editorial disputes, or to help resolve any that arise. * To credit a source for providing useful information and to avoid claims of [[w:plagiarism|plagiarism]]. == When to cite sources == If you add any new information to a Wikiversity page in the [[Wikiversity:Namespaces|main namespace]], particularly if it's contentious or likely to be challenged, you should supply a source. In general, even if you are writing from memory, you should '''actively search for authoritative references to cite.''' If you are writing from your own knowledge, then you should know enough to identify good references that the reader can consult on the subject — you will not be around forever to answer questions. The main point is to '''help the reader''' and other editors. The need for citations is especially important when writing about opinions held on a particular issue. Find a specific person or group who holds that opinion, mention them by name, and give a citation to a reputable publication in which they express that opinion. Remember that many Wikiversity pages follow [[Wikiversity:Neutral point of view|rules for limiting bias]]. Those pages are not a place for expressing your own opinions. For Wikiversity pages that mainly explore only one point of view, [[Wikiversity:Scholarly ethics|intellectual honesty]] must guide the efforts of editors. Good scholarship is the goal of Wikiversity and it calls for careful citation of only [[Wikiversity:Verifiability|verifiable sources]] and an honest effort to find [[Wikipedia:Reliable sources|reliable sources]]. Because this is the English Wikiversity, English-language sources should be given whenever possible, and should always be used in preference to other language sources of equal calibre. However, do give references in other languages where appropriate. If quoting from a different language source, an English translation should be given with the original-language quote beside it. ===When you quote someone=== You should always add a citation when quoting published material, and the citation should be placed directly after the quote, which should be enclosed within double quotation marks &mdash; "like this" &mdash; or single quotation marks if it's a quote-within-a-quote &mdash; "and here is such a 'quote' as an example". You can '''add sources even for material you didn't write''' if you use a source to '''verify''' that material. Adding citations to an article is an excellent way to contribute to Wikiversity. === Text that is, or is likely to be, disputed === Think ahead. Try to imagine whether people might doubt what you wrote, or need more information about it. Supporting what is written in Wikiversity by referring to a clear and reliable source will add stability to your contribution. When in doubt about whether something might be disputed, provide a specific citation. === Intermediate sources: State where ''you'' got it === A common error is to copy citation information from an intermediate source without acknowledging it. For example, you might find some information on a web page which says it comes from a certain book. Unless you look at the book yourself to check that the information is there, your reference is really the web page and the web page ''must'' be mentioned. The web page itself must therefore be a [[WV:RS|reliable source]]. You shouldn't cite ''only'' the book unless you looked at it yourself. == What sources to cite == Prefer credible, peer-reviewed English-language sources. == Edit toolbar buttons for citations == [[Image:Edit toolbar.png]] The edit toolbar has a button that helps you get started inserting a citation. There is another button to help start a reference list on a page. == External links == * [[Meta:Cite/Cite.php | The &lt;ref&gt; element]] [[Category:Wikiversity policy]] 1995 14840 2006-08-26T05:29:44Z Rayc 57 Recommended Texts: Evolutionary Psychology: the New Science of the Mind (2nd Ed.). Written by David M. Buss. The Blank Slate: the Modern Denial of Human Nature. Written by Steven Pinker. The Adapted Mind: Evolutionary Psychology and the Generation of Culture. Written by Jermoe Barkow, John Tooby and Leda Cosmides. [[Category:Psychology]] 1996 23486 2006-09-04T06:44:46Z Az1568 793 Fixed double redirect #REDIRECT [[Advanced Psychology]] 1997 7350 2006-08-18T05:43:36Z Messedrocker 35 one r! #REDIRECT [[Wikiversity:Cite sources]] 1998 7351 2006-08-18T05:44:43Z JWSchmidt 20 [[Wikiversity:Verifiability]] #REDIRECT [[Wikiversity:Verifiability]] 1999 7352 2006-08-18T05:45:17Z JWSchmidt 20 [[Wikiversity:Reliable sources]] #REDIRECT [[Wikiversity:Reliable sources]] 2001 44099 2006-11-09T09:03:55Z 62.101.126.214 /* Subjects */ This class is also called Freshman Mathematics. The subjects below are copied from the list for Ma 1 class in Caltech Institute. ==Subjects== *[[Mathematical Induction]] *[[Sequences and Series]] *[[Completeness]] *[[Functions]] *[[Integral for Step Functions]] *[[Integral for More General Functions]] *[[Applications of Integration]] *[[Limits]] *[[Continuity]] *[[Intermediate Value Theorem]] *[[Inversion]] *[[Extreme - Value Theorem]] *[[Integrability Theorem]] *[[Mean - Value Theorem for Integrals]] *[[Derivatives]] *[[Implicit Differentiation]] *[[Extreme Values]] *[[Mean - Value Theorem for Derivatives]] *[[Curve Sketching]] *[[Fundamental Theorem of Calculus]] *[[Integration by Substitution]] *[[Integration by Parts]] *[[Logarithm]] *[[Exponential Function]] *[[Integration by Partial Fractions]] *[[Real Numbers]] *[[Complex Numbers]] [[Category:Calculus]] 2002 22774 2006-09-03T03:34:39Z JWSchmidt 20 subcat This category will include all colleges based on Theology studies. [[Category:Humanities]] 2004 41979 2006-11-01T03:11:26Z 67.85.181.158 <center><big>Welcome to the Wikiversity '''Division of Jewish Studies'''</big>, part of the [[School:Theology|School of Theology]] and the [[Topic:Religious Studies|Division of Religious Studies]]</center> The Division of Jewish Studies offers academic study of the religion, history, literature, languages, and material culture of the Jews from ancient to modern times. See also: '''[[w:Portal:Judaism]]''', '''[[w:Judaism]]''' (as a religion), '''[[w:Jew]]s''' (as a people), '''[[w:Jewish history]]''', and '''[[w:Jewish culture]]'''. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this Division, you can list your name here (this can help small Divisions grow and the participants communicate better; for large Divisions it is not needed). * [[User:Masterhomer|Jonathan "Masterhomer" Ben-Joseph]] * '''[[w:Wikipedia:WikiProject_Judaism]]''' on Wikipedia for collaboration ==Division news== * '''August 18, 2006''' - Division founded! ==Departments== A Division has departments (in the [[Wikiversity:Namespaces|Topic: namespace]]). The departments link to learning meaterials and learning projects. Simply make a link from department pages to the name of the lesson (lessons are independent pages) and start writing! *[[Introduction to Judaism]] *[[Topic:Torah|Department of Torah study]] *[[Topic:Jewish law|Department of Jewish law]] *[[Topic:Jewish prayer|Department of Jewish prayer]] *[[Topic:Jewish Mysticism-Kabbalah|Department of Jewish Mysticism-Kabbalah]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! * [http://www.jewfaq.org/ Judaism FAQ: Online introduction to Judaism in book-form] * [http://en.wikipedia.org/wiki/Judaism Wikipedia main article on Judaism, branches into thousands of articles] * [http://www.torah.org Torah.org] * [http://www.chabad.org/ Chabad Lubavitch] * [http://learn.jtsa.edu Learn @ JTS (Torah resources)] * [http://www.uscj.org United Synagogue of Conservative Judaism] * [http://www.aish.org/ Aish HaTorah] * [http://www.ohr.edu Ohr Somayach] * [http://www.mechon-mamre.org Mechon Mamre (online Hebrew texts, some English)] * [http://kodesh.snunit.k12.il/ Sifrot Kodesh: Tanach, Misnah, Tosefta, Talmud Yerushalmi, Talmud Bavli, Mishneh Torah] (Hebrew) == Weblinks == [http://www.steinheim-institut.de Salomon Ludwig Steinheim-Institute for German-Jewish History] [[Category:{{PAGENAME}}| ]] 2007 70461 2007-01-11T06:17:26Z 140.247.226.192 The course gives the student an overview of Judaism's core beliefs, important figures and organisations, and history. It exists to give the student a full overview of what Judaism is, what Jews believe in, and an idea about what the culture of Judaism is all about. It will not go into major detail in any direction, such action is reserved for more advanced and specialized courses. == Enrolled students == *[[User:Dev920|Dev920]] == Lession 1: Core beliefs of Judaism == Study references: * [[w:Who is a Jew?]] * [[w:Jewish principles of faith]] * [[w:Torah]] Live lectures: TBA == Lession 2: Differing viewpoints == Study references: * [[w:Orthodox Judaism]] * [[w:Conservative Judaism]] * [[w:Reform Judaism]] * [[w:Reconstructionist Judaism]] Live lectures: TBA == Lession 3: Zionism == Study references: * [[w:Zionism]] * [[w:History of Israel]] Live lectures: TBA [[Category:Theology]] [[Category:Introductions]] 2009 74098 2007-01-12T19:25:10Z JWSchmidt 20 [[Category:History of Wikiversity]] '''Note''': this page is now listed at [[Wikiversity:Archive]]. This page may have been effectively superceded by [http://en.wikiversity.org/wiki/Wikiversity:Custodianship]]. You are welcome to put your comments or add material here or there in the main page or on the attached discussion as seems most appropriate to you. ---- This is very much a policy in drafting. It is tied into how we will manage our community internally and its interface to the rest of the world. Update: It has been proposed that at Wikiversity we use the term "Custodian" to refer to users empowered to help with the site's file maintenance, cleanup and emergency mediation. See http://en.wikiversity.org/wiki/Wikiversity_talk:Custodianship Processing of Custodial Requests has begun at [[Wikiversity:Candidates_for_Custodianship]]. People interested in helping out with routine site maintenance and cleanup should apply immediately while this policy evolves per community input. Useful links for background, policy and procedures on other large Wikimedia supported Wiki community projects. * Wikipedia - http://en.wikipedia.org/wiki/Wikipedia_administrator * Wikipedia FAQ http://en.wikipedia.org/wiki/Wikipedia:Administration_FAQ * Wikipedia Reading List on Administrator Responsibilities[http://en.wikipedia.org/wiki/Wikipedia:Administrators%27_reading_list] * Wiktionary - http://en.wiktionary.org/wiki/Wiktionary:Administrators The wiktionary model seems small and perhaps applicable to our early days. I could find no specific guidelines or policy so perhaps they relying on Wikipedia's early model of you can have administrator priveleges until you screw up enough the community wants you out for a while until you learn the responsibilities better and skills at meeting them improve. [[User:Mirwin|Mirwin]] 08:29, 18 August 2006 (UTC) * Wiki Commons - http://commons.wikimedia.org/wiki/Commons:Administrators The Wiki Commons looks like a fairly excellent one page self contained writeup lacking only a couple of quantitative criteria to be entirely suitable for Wikiversity at this time. == Draft below is tailored from Wikipedia Admin FAQ == For the moment the words Administrator and Custodian refer to the same position of responsibility within the Wikiversity project. All other Wikimedia Foundation sponsored wiki project currently use the terms <b>Administrator</b> or <b>Sysop</b> interchangeably for what Wikiversity may refer to as </b>Custodian</b>. ''See also:'' [[Wikiversity:Administrators]] for current list of administrators. ==What is a Custodian? What is an administrator? What is a sysop?== Three words for the same thing ("sysop" = "system operator" = "administrator" = "admin" = "Custodian"). An Custodian is simply a member of the Wikiversity community who can access a small number of restricted software functions: deleting, protecting (and unprotecting) articles and files, and blocking (and unblocking) user accounts or IP addresses. The software internally uses the string "sysop" to flag their accounts, perhaps one reason that term is used. They are friendly folks that are willing to help you if you post a message on their "talk page" or [[Wikiversity:Request administrator action|request assistance]]. See the [[Wikiversity:Administrators|current list of custodians]]. == Responsibilities of a Custodian == A Custodian keeps current with Wikiversity policy and applies it with caution and [[Wikiversity:Civility|civility]]. A custodian should try to answer requests for assistance promptly, though please bear in mind that they are all volunteers and may not be available to help immediately. ==How can I Become a Custodian?== First, you'll need a user account. Then, start to contribute to Wikiversity - its content, and, hopefully, [[Wikiversity:Policies|policies]] or other ''modus operandi''. In this way, you demonstrate to the community that you are here in good faith as you absorb the local policy, culture and procedures. After a period of useful contribution, you can add your name to [[Wikiversity:Requests for Custodianship]]. Voilà! Be sure to read the [[Wikiversity:Administrators' reading list|Administrators' reading list]], [[Wikiversity:Administrators]], [[Wikiversity:deletion policy|deletion policy]], [[Wikiversity:protection policy|protection policy]], and [[Wikiversity:blocking policy|blocking policy]], and use your new "powers" with '''caution and civility'''. For initialization purposes at en.wikiversity.org people may use experience at other Wikimedia supported wiki communities to meet the three months of experience requirement. People wishing to be administrators in the nearterm should be participating in helping create policies and procedures here at en.wikiversity.org by at least periodically reading and voting in the straw polls. ==Who Monitors the Conduct of a Custodian?== Custodians monitor each other; nearly all custodial powers are completely reversible by any other custodian including: <b>[[Special:Log/delete|page deletions]]</b>, <b>[[w:Wikipedia:Protection policy|lockings]]</b>, and <b>[[Special:Ipblocklist|IP bannings]]</b>. At the current time the only way to have custodial status of a user[http://meta.wikimedia.org/wiki/Help:Administration] removed is to request this action of a [[m:Stewards|Wikimedia Steward]]. All Wikiversity participants are encouraged to approach another Custodian for assistance in evaluating the case against a Custodian and preparation for presentation to a Wikimedia Foundation Steward. It is worth a little extra local effort and caution to avoid overloading the Stewards and prevent unnecessary hard feelings within the Wikiversity community via mistaken charges being lodged against our Custodians. We much prefer to mediate and resolve problems locally at Wikiversity if that is at all possible. ==What if I have a Problem with a Custodian?== It is a good starting point to discuss the problem with another Custodian to see if it can be resolved locally. Probably wise to try several if the first few feel unable to assist or you are dissatified by their response. After this the only effective action is to begin working way through the sets of Bureaucrats and Stewards. One could also try joining the Wikiversity-L mailing list and asking for assistance. At each point in the chain it would be wise to consider whether the perceived problem is really large enough to justify all this effort at resolution. As a community we do value your contribution so please stick around even if some specific persistent problems are irresolvable. We have a very large and growing knowledge base so perhap you can avoid problems with specific individuals which cannot be resolved satisfactorily with reasonable effort at this time. ==How can I Get Help From a Custodian?== Wikiversity participants can go request assistance from an Custodian here. [[Wikiversity:Request administrator action|Request Custodial Action]] Please use our Custodial resources sparingly, many controversies can be resolved with a little extra effort applied to a little extra [[Wikiversity:Civility|civility]] ==How is Persistent Inappropriate Behavior from Custodians Handled?== The members of the community approach a Steward of the Wikimedia Foundation and request that Custodial status be removed. This step is untaken cautiously and rarely so be prepared to document the problem with the misbehaving Custodian and make your case that this merits disciplinary action on the part of the Steward. [[Category:History of Wikiversity]] 2011 75422 2007-01-13T23:45:36Z Rayc 57 rv <includeonly><div style="position:relative; width:{{{width}}}; height:{{{height}}}; overflow:hidden;"><div style="position:absolute; font-size:{{{height}}}; overflow:hidden; line-height:{{{height}}}; letter-spacing:{{{width}}};">[[{{{link}}}|<span title="{{{title|{{{link}}}}}}" style="text-decoration:none;">&nbsp; &nbsp;</span>]]</div>[[Image:{{{image}}}|{{{width}}}|{{{title|{{{link}}}}}}]]</div></includeonly> <noinclude> This template attempts to superimpose an invisible link on an image. It doesn't work in [[w:Safari (web browser)|Safari]], in text-only browsers, and in screen readers for the disabled, and possibly other situations. The technique of using [[w:Cascading Style Sheets|CSS]] to change page content also completely breaks an article's [[w:web accessibility]] by contravening a [[w:WAI]] priority-one checkpoint.[http://www.w3.org/TR/WAI-WEBCONTENT/#tech-order-style-sheets] Please try to avoid using this template unless absolutely necessary. </noinclude> 2012 26284 2006-09-11T14:46:48Z JWSchmidt 20 #REDIRECT[[Topic:Jewish Studies]] #REDIRECT[[Topic:Jewish Studies]] 2014 46055 2006-11-16T06:06:38Z David Levy 118 Wikipedia -> Wikiversity {| cellspacing="8" cellpadding="0" class="license3" | [[Image:Red_copyright.svg|64px]] | [[Media:{{PAGENAME}}|This image]] (or parts of it) is '''[[w:Copyright|copyrighted]]''' by the '''[[wikimedia:|Wikimedia Foundation]]'''. It is (or includes) one of the official logos or designs used by the Wikimedia foundation or by one of its projects.'' '''''Notwithstanding any other statements, this image has not been licensed under the GFDL.''' Use of the Wikimedia logo is subject to the '''[[Wikimedia:Wikimedia visual identity guidelines|Wikimedia visual identity guidelines]]''' and requires permission.<br /> '''&copy; & &trade; All rights reserved, Wikimedia Foundation, Inc.''' Wikiversity is a trademark of Wikimedia Foundation, Inc. | [[Image:Wikimedia-logo.svg|64px|right|The Wikimedia Logo]] |} <includeonly>[[Category:CopyrightByWikimedia|{{PAGENAME}}]]</includeonly> <noinclude>[[Category:Document copyright tags|{{PAGENAME}}]]</noinclude> 2015 21939 2006-08-31T12:45:58Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2016 21940 2006-08-31T12:46:26Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2017 21941 2006-08-31T12:46:48Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2018 21942 2006-08-31T12:47:08Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2019 21936 2006-08-31T12:44:12Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2020 21943 2006-08-31T12:47:26Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2021 21944 2006-08-31T12:47:47Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2022 21945 2006-08-31T12:48:08Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2023 21947 2006-08-31T12:48:40Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2027 40194 2006-10-27T05:56:20Z RichMac 1351 changed unsigned link to signature <small>(''The preceding [[Wikiversity:Signature|unsigned]] comment was added by'' [[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] • [[Special:Contributions/{{{1}}}|contribs]]) {{{2|}}}.)</small><noinclude> [[Category:Internal link templates|Unsigned]]</noinclude> 2031 8939 2006-08-20T05:26:52Z Messedrocker 35 [[School:Engineering/Statics]] moved to [[School:Engineering and Technology/Statics]]: Let's give this page a home that isn't a redirect ==Statics== Wikibook in progress: http://en.wikibooks.org/wiki/Statics == Links to Applicable Online Notes == Please note these materials are offsite with their own copyright policy: * K12 Introduction to Statics http://www.glenbrook.k12.il.us/gbssci/phys/class/vectors/u3l3c.html * http://em-ntserver.unl.edu/NEGAHBAN/EM223/Intro.htm * http://www.ent.ohiou.edu/~statics/ * http://web.umr.edu/~oci/frame1.html This site has lecture notes and self quizzes available. * http://www.eng.iastate.edu/efmd/statics.htm * http://physics.uwstout.edu/StatStr/indexfbt.htm#STATICS%20&%20STRENGTH%20OF%20MATERIAL * MIT OpenCourseWare Homepage for downloadable course involving building structures, includes statics and demos below: http://ocw.mit.edu/OcwWeb/Architecture/4-463Fall-2004/CourseHome/index.htm * Point and click java demos at MIT's OpenCourseWare site above. Excellent for assistance with designing quiz questions and practice exercises. Demos allow varying the loads and lines of force via click and drag with realtime updates of the resultant static forces. http://ocw.mit.edu/ans7870/4/4.463/f04/module/Start.html 2038 80012 2007-01-22T16:32:28Z Student Galaxy 3488 /* Requests for Custodianship */ What's the point, Its been there 2 months without a bloody comment, I'll wait until I'm elected {{shortcut|[[WV:CC]]}} {{Wikiversity organization}} ''Please add your request for [[Wikiversity:Custodianship|custodianship]] here. Include a short summary of <u>why</u> you think you should be given custodianship privileges and references to your <u>involvement</u> in other Wikimedia projects. If you have [[wikipedia:Category:Wikipedia functionaries|sysop/bureaucrat]] status at a sister project, please indicate so as well.'' In a wiki, trust arises from good editing of webpages and "good editing" is what advances the project. If you have a record of good editing then you are likely to be trusted and be granted the power to protect pages from vandalism and block vandals and delete useless pages. Having those powers really just means you have to do more work -dull and boring work- for the community. See [[b:MediaWiki Administrator's Handbook|MediaWiki Administrator's Handbook]] for some details on what options are available for custodians. '''Notes''': #Candidates can request a mentor from those listed at [[Wikiversity:List of custodian mentors]]; the requested mentor must agree. #Candidates: please respond to any questions from the community about your wiki editing and wiki participation. == Requests for Custodianship == Please list yourself below if you would like to begin a mentorship for custodianship. Candidacies that have not secured a mentor within one week are archived [[/Archived]]. == Nominations for Full Custodianship == ''Please place your nomination on a subpage and transclude it here.'' == Nominations for Bureaucratship == {{/JWSchmidt}} == See also == *[[Wikiversity:List of custodian mentors|List of custodian mentors]] *[[Wikiversity:Probationary custodians|List of probationary custodians]] *[[Wikiversity:Candidates for Custodianship/Archive of nominations for full custodianship]] *[[Wikiversity:Candidates for Custodianship/Archived]] - archive of failed nominations [[Category:Wikiversity administration]] [[Category:Non-talk pages with subpages automatically signed by HagermanBot]] [[de:Wikiversity:Pedelle]] [[es:Wikiversidad:Administradores/Candidaturas]] [[fr:Wikiversité:Bibliothécaire/Candidature]] 2039 13935 2006-08-25T13:24:11Z Reswik 82 Redirecting to [[Wikiversity:Education]] #REDIRECT [[Wikiversity:Education]] 2040 7564 2006-08-18T13:15:29Z Guillom 48 "REDIRECT [[Wikiversity:What is Wikiversity?]] #REDIRECT [[Wikiversity:What is Wikiversity?]] 2041 26740 2006-09-13T07:17:34Z Draicone 1128 Spacing - aesthetic improvement [[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] | [[Special:Emailuser/{{{1}}}|email]] | [[Special:Contributions/{{{1}}}|contribs]]) 2045 70315 2007-01-11T00:18:24Z Jacob Walker 4640 /* Active participants */ <center><big> Welcome to the '''Wikiversity School of Education''' </big></center> [[Image:AF-kindergarten.jpg|right]] The school of education is intended to help teachers teach, and as such contains a large amount of material to support people teaching on wikiversity. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[/Educational Practice on School Education/]] * [[/Educational Research on School Education/]] * [[Topic:Early Childhood Education]] * [[Topic:Philosophy of Education]] * [[Topic:Social Education]] * [[Topic:Special Education]] * [[Topic:Lifelong Learning]] * [[/Becoming a teacher/]] * [[Topic:Teaching Students]] * [[/History of Education/]] * [[Topic:Modern Education]] * [[Topic:Critical Pedagogy]] * [[Topic:Antipedagogy]] * [[Topic:Deschooling]] Movement * [[Topic:Home Education]] * [[Topic:Democratic Education]] * [[Topic:Unschooling]] * [[Topic:Adult Education]] * [[Topic:Higher Education]] * [[Topic:Educational Leadership]] * [[Instructional Technology]] * [[Topic: Instructional Design]] * [[Topic:Education and Technology]] * [[Topic:Educational Psychology]] * [[Topic:Research Administration]] * [[Topic:Distance Education/eLearning]] * [[/Pedagogical Techniques at Wikiversity/]] * [[/Other Online resources for Educators/]] * [[/The Advancement of Tertiary Teaching and Learning/]] ** [[/The Advancement of Tertiary Teaching and Learning/E-Learning|E-Learning]] ** [[/The Advancement of Tertiary Teaching and Learning/Scholarship of teaching|Scholarship of teaching]] ** [[/The Advancement of Tertiary Teaching and Learning/Theory of learning|Theory of learning]] ** [[/The Advancement of Tertiary Teaching and Learning/Free Knowledge Communities and FLOSS in Education|Free Knowledge Communities and FLOSS in Education]] *[[Topic:Center for Primary and Secondary Streams|Center for Primary and Secondary Streams]] ==Teaching & Learning in Various Subject Areas== ** [[/Learning Science/]] ** [[/Teaching Science/]] ** [[/Learning History/]] ** [[/Learning Mathematics/]] ** [[/Learning to Read/]] ** [[General Learning Approaches]] {{MultiCol}} === Biblography === [[w:Lev Vygotsky]] - wikipedia article on Lev Vygotsky Cambridge Encyclopedia of Expertise and Expert Learning - http://www.psy.fsu.edu/faculty/ericsson.dp.html [[w:Lisa Delpit]] - Other People's Children: Cultural Conflict in the Classroom [[w:Paulo Freire]] {{ColBreak}} === Guides === [[Physics teaching]] [[Wikiversity:Teacher advising|Notes on models for structuring courses]] [[Wikiversity:Case_studies|Case studies on projects similar to wikiversity]] [[MOO Universities|The Rise and Fall of MOO Universities]] {{EndMultiCol}} ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Dong|Dong]] *[[User:Kfitton|Kfitton]] *[[User:Michaelnelson|Michaelnelson]] 10:24, 13 September 2006 (UTC) *Susan Lulee, September 17, 2006 * Alison Maunder 24th September 2006 * [[User:Cormaggio|Cormaggio]] 22:10, 5 October 2006 (UTC) * [[User:aaronw12|aaronw12]] 7:54 pm, 10 October 2006 * [[User:executivezen|executivezen]] 20:58, 26 October 2006 (UTC) * [[User:TDReid|Trevor]] 20:30, 1 November 2006 (UTC) * [[User:Mystictim|Mystictim]] 00:40, 28 November 2006 (UTC) * [[User:MatthewWhite|MatthewWhite]] 12:47, 24 December 2006 (UTC) * [[User:Danielle Ralph|Danielle Ralph]] * [[User:Jacob Walker|Jacob Walker]] 00:18, 11 January 2007 (UTC) ==Related Wikibooks== :''See [[Wikibooks:Education bookshelf]] for a complete list.'' * [[b:Instructional Technology]] * [[b:TeachersToolbox]] - Inspirational introductions to teaching methods. ==School news== * '''18 August 2006''' - School founded! [[Category:Social Sciences]] [[Category:Education]] [[Category:Wikiversity schools]] [[de:Fachbereich Pädagogik]] 2048 9900 2006-08-20T12:00:07Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT[[Wikiversity:Custodianship]] 2049 52587 2006-12-07T15:32:31Z SB Johnny 61 Reverted edits by [[Special:Contributions/212.248.236.248|212.248.236.248]] ([[User_talk:212.248.236.248|Talk]]) to last version by [[User:Rayc|Rayc]] using [[Wikiversity:Rollback|rollback]] Notes from the Rise and Fall of MOO Universities These are some notes about the rise and fall of MOO Universities which is a historical capsule of some of the experiences I went through in the early 1990's. Wikiversity is the second time I've been involved in creating an online university, and there are a lot of lessons that I've learned. If there is someone out there who is skilled at interviewing and wants to create a dissertation out of this, this would be really useful. [[User:Roadrunner|Roadrunner]] 15:34, 18 August 2006 (UTC) * Start. The MOO was the key social element. Created by MediaMOO (Amy Bruckman) and LambdaMOO (Pavel Curtis). Just a note. The idea of having multiple interacting corporations is something that worked well in the "first era of online internet universities." What happened was that you just had too many personality conflicts if you tried to fit everyone under one roof, so it worked much better to have several interacting non-profits (Globewide Network Academy, Diversity University, BioMOO, and Virtual Online University). The interesting thing was that each non-profit was basically organized around a single "queen bee" (me, Jeanne McWhorter, Gustavo Glusman, and William Painter). * Decline What killed the era of the MOO universities was that we didn't have the funds to match people like Yahoo and MSN who eventually developed chat and discussion facilities which attracted ordinary people and eventually killed the communities. * Lessons ** You have to develop a sustainable open source technical infrastructure ** Cooperate with people who are willing to cooperate with you. ** Mentors are important ** Shared values are important [[Category:Education]] 2050 19316 2006-08-28T17:52:45Z 82.46.32.32 /* The role of play in learning */ ==The role of playing in learning== [http://scholar.google.com/scholar?q=The+role+of+play+in+learning&ie=UTF-8&oe=UTF-8&hl=en&btnG=Search Google scholar] ==Efforts to integrate play into education== Wikiversity is a place for playing with ideas. [[Category:Learning theory]] 2051 7685 2006-08-18T15:41:28Z JWSchmidt 20 subcat [[Category:Education]] 2052 19218 2006-08-28T15:51:58Z JWSchmidt 20 header Wikiversity is an education-oriented website. This category is for Wikiversity pages that explicitly examine education and particularly how to use wiki technology to support education. [[Category:Wikiversity]] 2053 8109 2006-08-19T12:46:37Z Sebmol 14 link fix #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2054 8111 2006-08-19T12:47:05Z Sebmol 14 Redirecting to [[Wikiversity:Candidates for Custodianship]] #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2055 78787 2007-01-19T19:57:02Z JWSchmidt 20 /* Edit and move protection of pages */ fix link {{Wikiversity organization}} {{Proposed policy|[[WV:CUST]]}} A Wikiversity '''custodian''' is an experienced and trusted user who can protect, delete and restore pages as well as block users from editing as prescribed by policy and community consensus. On other [[w:Wikimedia|Wikimedia]] projects, custodians are also known as admins, bibliotecarios, and moderators. <center>'''[[Wikiversity:Request custodian action|Request assistance]]''' - '''[[Wikiversity:Support staff|List of custodians]]''' - '''[[Wikiversity:Candidates for Custodianship|Requests for custodianship]]'''</center> == How does one become a custodian? == Any Wikiversity user can become a custodian. If you have a record of good editing then you are likely to be trusted and be granted the privileges custodians have. But make sure you understand what it means to be a custodian: you will be expected to do a lot of work&mdash;sometimes dull and boring work&mdash;for the community. If you are still interested in custodianship, here is the process it takes: {| style="border-collapse: collapse; border-color: #888; background-color: white" border="1" cellpadding="4" | style="padding: 10px; text-align: center" | I | ;Request You must request or be nominated for custodianship at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]]. State your reasons for seeking this position and in what areas you are or would like to be active. You may also refer to your contributions at other projects and indicate whether you have a similar status on a sister project. |- | style="padding: 10px; text-align: center" | II | ;Mentorship If the mentor (see: [[Wikiversity:List of custodian mentors]]) you request agrees to be your mentor then you will be approved for [[w:Probation (workplace)|probationary]] custodianship under the mentorship of an experienced custodian. During your mentorship period of four weeks, you will have all the technical privileges described below. You will be expected to use your privileges in accordance with established policy and community consensus. If you have questions, your mentor will be your first person to contact. |- | style="padding: 10px; text-align: center" | III | ;Evaluation At the end of your mentorship period, you will be evaluated based on how well you used your privileges and how you conducted yourself within Wikiversity. If your mentor evaluates you fit for permanent custodianship, a request for comments will be submitted at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] for a period of five days. During that period, other community members can comment on the request and express their support. If you are not nominated for full custodianship, you will have 48 hours to find a new mentor. If you are unable to find a new mentor, you will lose your custodianship status but you may reapply for a new mentorship period. |- | style="padding: 10px; text-align: center" | IV | ;Custodianship Five days after the request has been listed, a bureaucrat will make the final decision based on the arguments provided in the discussion. If you are approved, you will be a [[#Notes|permanent custodian]]. If you are not approved, you are free to request another mentorship or withdraw your request. |} == What can custodians do? == === Deletion and restoration of pages === [[Image:Sysop buttons.png|thumb|300px|Buttons "protect" and "delete" on article pages]] Custodians can delete pages including images, categories, templates, etc. Deletion is subject to [[Wikiversity:Policies|policy]]. Deletion requests may be submitted by any user at [[Wikiversity:Requests for Deletion]]. Deleting a page does not actually remove it from the database. It is merely invisible to non-custodians and can be restored at request, which may be submitted at [[Wikiversity:Requests for Deletion]]. Page deletions and restorations can be monitored by viewing the [[Special:Log/delete|deletion log]]. Custodians can also delete individual versions of a page. This is particularly useful to remove materials that violate [[Wikiversity:Copyrights|copyrights]] or other applicable law. Before you delete page, read: [[Wikiversity:Welcome templates]]. === Edit and move protection of pages === Custodians can [[Wikiversity:Page protection|protect pages]] to prevent editing. There are two types of page protection: semi-protection, which prevents anonymous and new users from editing, and full protection, which prevents all non-custodians from editing. A page can also be protected to prevent moving. Page protection can be lifted by any custodian upon request, which may be submitted at [[Wikiversity:Request custodian action]]. Page protections and unprotections can be monitored by viewing the [[Special:Log/protect|protection log]]. === Rollback === [[Image:Rollback button.png|thumb|300px|Rollback button]] Custodians have a ''[[Wikiversity:Rollback|rollback tool]]'' to revert the last change or group of changes made to a page by the same user. There is no option to provide a change summary when using this tool. Instead, a text similar to "Reverted edits by User:Foo; changed back to last version by User:Bar" will be used automatically. This tool is primarily used to respond to obvious vandalism. For other edit reversions, the rollback button should not be used and a good edit summary should be provided. [[Image:Undoscreenshot.png|frame|Example of the "undo" button on a page showing the difference between two versions of the '''Wikiversity:Colloquium''' page.]] ==== Undo ==== Custodians can also revert edits other than the last one. On diff pages, an "undo" link should appear next to the "edit" link on the right-hand revision. Note: if a more recent edit has changed the part of the page where you are trying to undo an older edit, the attempted undo action may not work. === User blocks === Custodians can block users from editing by specifying a username, an IP address or range of addresses. Blocks can be temporary or permanent. Most frequently, blocking occurs in response to obvious and repeated vandalism. When blocking a user, a reason for blocking must be provided which is displayed in the [[Special:Log/block|block log]]. It is also possible to block IP addresses from creating new user accounts. === Editing MediaWiki namespace === Custodians are able to edit the standard texts that are used by the MediaWiki software. Examples of these texts are the aforementioned message for reverts and the global and skin-dependent [[w:Cascading style sheets|style sheets]]. == How are Custodians expected to act? == Custodians are supposed to follow the same principles as every other user, including being [[Wikiversity:Civility|being civil]], [[Wikiversity:Assume Good Faith|assuming good faith]], and understanding [[Wikiversity:What is Wikiversity?|what Wikiversity is]]. They are expected to act professionally. ==Problems with Custodians== If you have a question about an action (page deletion, page protection, user block, editing MediaWiki namespace pages, violation of Wikiversity policy or some other action that does serious damage to the project) by a Wikiversity custodian, the first thing to do is leave a message on that custodian's user discussion page. Custodians should always be able to explain how their actions support the Wikiversity project. If you cannot get satisfaction from discussion with the custodian, you can place comments, suggestions, complaints or questions at [[Wikiversity:Custodian feedback]]. Try to resolve all custodian problems by discussion. Custodians can lose their status for egregious violations of policies. Loss of custodianship involves a process that establishes community consensus. If a specific complaint is not resolved at [[Wikiversity:Custodian feedback]] then a new seven day community discussion can be initiated to establish if there is community consensus in support for the custodianship of the custodian who is the subject of the unresolved complaint. At the end of that seven day period of community discussion, Wikiversity bureaucrats will review the discussion. If a bureaucrat decides that there is good reason for removal of a custodianship, that bureaucrat will go to the meta-wiki and [[m:Requests for permissions|request]] that stewards review the community discussion. If a steward agrees that the Wikiversity community has reached consensus about a problem custodian, then that steward can terminate the custodianship of the custodian. == Notes == * Custodianship is a responsibility, not a right. While everyone is encouraged to apply for custodianship, the position is not suited for everyone. Please also note that in all instances not listed above, custodians have no more power or weight than other users. "Custodianship is not a big deal." * Custodians must set their "user preferences" so as to provide for email contacts from other Wikiversity participants. == Useful reads for Custodians == * [[Wikiversity:Blocking policy]] * [[Wikiversity:No shrines for vandals]] * [[m:MediaWiki Administrator's Handbook|MediaWiki Administrator's Handbook]] ==See also== *[[Wikiversity:Custodian requests]] [[Category:Wikiversity policy]] [[Category: Wikiversity administration]] 2057 8348 2006-08-19T18:48:42Z JWSchmidt 20 example {{Proposed policy}} Wikiversity allows creation of subpages for articles in the [[Wikiversity:Namespaces|main namespace]]. Subpages are given names such as "Page/subpage". Subpages are used to help organise individual [[Portal:Learning Projects|projects]] such as courses, seminars, and research projects. [[Link|Example]] of a main namespace page with a [[Link/Subpage test|subpage]]. ==Courses== Courses are learning projects that can be joined at any time. Courses need subpages like: *Source materials (texts and articles) *help desk (for list of "tutors") *participants (students) *quizzing and testing materials *papers, etc. **papers by student ==Classes== Classes are guided by instructors. These take place over a certain time frame. (Maybe not needed) *Source materials *Instructors *Sessions **participants *quizzing and testing *papers, etc. **Papers by student ==Seminars== Seminars are student-led, though instructors advise. These are split into projects, which may or may not have time limits. *Instructors *Projects **Source materials **Other materials (for art projects, etc.) **Submission and critique [[Category: Wikiversity policy]] 2061 14916 2006-08-26T06:51:31Z Graham87 488 fix redirect (page moved because of spelling) #REDIRECT [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]] 2063 8104 2006-08-19T12:44:00Z Sebmol 14 Redirecting to [[Wikiversity:Candidates for Custodianship]] #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2066 10070 2006-08-20T16:33:28Z JWSchmidt 20 [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 2067 7772 2006-08-18T21:01:17Z JWSchmidt 20 [[Wikiversity:Administrator notices]] moved to [[Wikiversity:Notices for custodians]]: custodian = sysop #REDIRECT [[Wikiversity:Notices for custodians]] 2068 7774 2006-08-18T21:05:06Z JWSchmidt 20 [[Wikiversity:Request administrator action]] moved to [[Wikiversity:Request custodian action]]: trying "custodian" rather than "administrator" #REDIRECT [[Wikiversity:Request custodian action]] 2072 7789 2006-08-18T22:22:48Z Digitalme 39 Redirecting to [[Wikiversity:Blocking policy]] (shortcut) #REDIRECT [[Wikiversity:Blocking policy]] 2074 54982 2006-12-12T14:50:11Z JWSchmidt 20 /* Requests for unblock */ {{Proposed policy|[[WV:BLOCK]]}} '''Editor's note:''' most of this is inspired by the [[w:en:WP:BLOCK|blocking policy]] at Wikipedia. '''Blocking''' is the means by which a [[WV:A|Wikiversity Custodian]] may prevent editing from an IP address or user account for any length of time. ==When blocks may be used== A user may be blocked whenever it is necessary to protect the content or prevent disruption of Wikiversity. ===Vandalism=== Custodians may block the IP addressess or usernames whose users repeatedly vandalise Wikiversity after having been warned to stop. Custodians may also excercise discretion to block IP addresses and usernames if they believe that the user has no intention of ceasing to vandalise after one warning is given. Custodians should seek a second opinion on the block as soon as is feasible. ===Excessive unjustified reverts=== Custodians may block users who continuously revert the edits of others without clear justification. ===Professionalism=== Blocks may be placed on accounts or IP addresses which have consistently demonstrated a lack of professionalism and respect for the editing environment on Wikiversity. ===Posting of personal information=== Users/IPs posting personal information about any editor without that editor's express consent may be blocked for any length of time, depending on the severity of the incident. ===Disruption=== Any user/IP disrupting the normal functioning of Wikiversity may be blocked. ===Open proxies=== Wikimedia Foundation policy limits the ability of users to edit from open proxies. See: [[Wikiversity:Open Proxies]]. ====Requests for unblock==== Blocked users can edit their user talk page. If blocked users place [[Template:Unblock]] on their user page, they will be listed in [[:Category:Requests for unblock]]. Blocked users can also send an email to the blocking custodian requesting unblock. ==Expiry times== As a general rule, most first offenses earn a block of <[[Wikiversity talk:Blocking policy#Block_time|time to be determined]]>, unless the severity merits a longer block. Repeat offenders should be blocked for longer periods, as a general rule, doubling the last block time works well. When blocking IP addresses and ranges, special care has to be taken to determine if the address or range is allocated dynamically. In such cases, blocks with expiry times exceeding an hour or two are likely to cause more damage than do good because addresses are constantly reallocated to different users. [[Category:Wikiversity policy]] 2075 9902 2006-08-20T12:00:24Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT [[Wikiversity:Custodianship]] 2084 79422 2007-01-21T03:43:46Z CQ 1939 /* See also */ [[Topic:Basic Blues & Rock|]] - [[Topic:Jazz|]] [[w:Piano]] == How to read piano music == Piano music contains two staves: the treble staff and the bass staff. Notes higher than middle C are placed on the treble staff while notes lower than middle C are played on the bass staff. Another name for the Treble Clef is the G Clef. The line that passes through the centre of the swirling part of the Treble Clef is the G line. The G just above Middle C sits on this line. Another name for the Bass Clef is the F Clef. The line that passes through the two dots of the Bass Cleff is the F line. The F just below Middle C sits on this line. Music notes are either placed in spaces or on lines. Moving from a line note to the very next space note in piano music is the same as moving from one white key to the very next white key on the piano. Moving from one note to the next is called a step (or a 2nd). The best approach to figuring out note names is by counting steps after having learned the main landmarks: Middle C, G line, F line, Treble C, and Bass C. Treble C is found on line 3 of the treble staff. Bass C is found on line 2 of the bass staff. == How to play a C major scale == [[Image:C major scale.png|right]] You can use the following fingering for the notes for the right hand C D E F G A B C 1 2 3 1 2 3 4 5 For the left hand, you can do C D E F G A B C 5 4 3 2 1 3 2 1 The numbers represent the fingers. # 1 represents the thumb. # 2 the index finger. # 3 the middle finger. # 4 the ring finger. # 5 the little finger (pinky). For the left hand, what you have to do is to pass the thumb under the other fingers. == Case studies == Here are suggestions for piano studies (listed by diffuclty) To participate in these case study, one should have the music readily available. * Getting familiar with scales, arpeggios, broken chords, etc. * Bach's Preludes * Bach's Inventions * Chopin Prelude #16 in B flat minor * Edvard Grieg's [[Wedding-Day at Troldhaugen]] (Bryllupsdag pa Troldhaugen). * Chopin's [[Fantasie Impromptu]] Op. 66 in C# minor * Chopin's Etudes * Beethoven's Sonatas ==See also== This page was requested at [[Wikiversity:Requests]] [[Category:Music]] You may want to get involved at [[Topic:Basic Blues & Rock|Basic Blues & Rock]] or [[Topic:Jazz|Jazz]] if you are interested in playing piano, organ or keyboards within those [[w:Music genres|Music genres]]. ==External links== *Useful links for "[http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=781 Wedding-day at Troldhaugen]" by [[w:Lyric Pieces|Edvard Grieg]]. 2085 35200 2006-10-13T19:53:53Z CQ 1939 Refactoring and expanding a bit '''[[School:Music]]''' and '''[[Portal:Music]]''' are main [[Wikiversity]] pages for [[:Category:Music]]. Suggested starting points: * [[Portal:Music/Beginner]] * [[Topic:Basic Blues & Rock]] A few planned topics: *Future department [[Topic:Advanced Blues & Jazz]] *Future department [[Topic:Jazz Fusion]] [[Category:Humanities]] 2086 42248 2006-11-01T22:28:58Z HappyCamper 193 /* Bowing */ more on bowing [[Image:Old violin.jpg|right|150px]] [[w:Violin]] == Rudiments == Good posture is important for the violin. The bow is held in the right hand, the violin in the left. As an approximation to holding it properly, hold your left hand straight out, and grab the neck of the violin. Then, rotate it about 90 degrees to the left, and rest it on your left shoulder, with the chin on the chin rest. Your body should be relaxed and comfortable. The thumb and index finger should form shape intermediate between a C or V shape while holding the neck of the violin. The wrist should not be touching the neck. == Beginner violin == The notes which the strings of the violin sound, are from highest to lowest, E, A, D and G. == Fingering == This is all for the left hand # First finger - index finger # Second finger - middle finger # Third finger - ring finger # Fourth finger - pinky When the left hand is placed as far away from the bridge as possible while holding the neck, this is called '''first position''' == Bowing == The bow should be drawn so that it is approximately parallel to the bridge. There are rather subtle aspects to bowing, but for beginners, it is a good idea to aim for proper control. Aim to draw the bow across the strings to produce a clear, resonant tone. The bow should generally lean towards the fingerboard, not the bridge. The wrist should be relaxed, and there should be little tension in the hands. == Scales == Depending on pedagogy, scales are either played on a routine basis as separate exercises, or pieces are chosen so that technical and artistic ability are developed side by side. == Preparatory exercises == To play the canonical scales, there are 4 basic fingering patterns. * G major - 0 2 1 0 1 2 3 4 1 2 3 4 1 2 1 2 3 4 1 2 1 2 3 4 4 4 ... * A flat major, A * B flat, ... D major * E flat to F# major ==See also== This page was requested at [[Wikiversity:Requests]] [[Category:Music]] 2087 67830 2007-01-08T01:50:35Z JWSchmidt 20 /* See also */ This course is on the Russian Revolutions which culminated with the October revolution in 1917. It is our goal to have a course on each of the revolutions, so please edit and add when needed. To find Wikipedia pages on specific Russian Revolutions, please go to the bottom of the page. =Disclaimer= This course hasn’t been fully fleshed out and still requires much work. Please edit as much as possible to help create a viable course for others to learn and enjoy. I hope to have this course ready for its first round of students by Summer '07. However, edit what you can since I don’t know everything and would accept any help! =Course Syllabus= [[Russian Revolution/Course Syllabus| Course Syllabus]] =Material= *[[Russian Revolution/Week 1| Week 1]] *[[Russian Revolution/Week 2| Week 2]] *[[Russian Revolution/Week 3|Week 3]] *[[Russian Revolution/Week 4|Week 4]] *[[Russian Revolution/Week 5|Week 5]] *[[Russian Revolution/Week 6|Week 6]] *[[Russian Revolution/Week 7|Week 7]] =Questions= Links to the specific week’s questions are found here and in the Material for each week. [[Russian Revolution/Questions|Questions]] =Important People= Please see a summery of [[Russian Revolution/Important People|important people]] here. =Terms to Know= Please see the [[Russian Revolution/Glossary of terms|glossary of Terms]] here. =Short History of Russian Revolutions leading to the October Revolution in 1917= ''Dates are correct for the [[Julian calendar]], which was used in Russia until [[1918]]. It was twelve days behind the [[Gregorian calendar]] during the 19th century and thirteen days behind it during the 20th century.'' {| class="wikitable" ! Date(s) ! Event(s) |- | [[1855]] | Start of reign of [[Alexander II of Russia|Tsar Alexander II]] |- | [[1861]] | [[Emancipation of the serfs]] |- | [[1866]]-[[1874|74]] | [[The White Terror]] |- | [[1881]] | Alexander II assassinated; succeeded by [[Alexander III of Russia|Alexander III]] |- | [[1883]] | First Russian [[Marxism|Marxist]] group formed |- | [[1894]] | Start of reign of [[Nicholas II of Russia|Nicholas II]] |- | [[1898]] | First Congress of [[Russian Social Democratic Labour Party]] (RSDLP) |- | [[1900]] | Foundation of [[Socialist Revolutionary Party]] (SR) |- | [[1903]] | Second Congress of Russian Social Democratic Labour Party. Beginning of split between [[Bolshevik]]s and [[Menshevik]]s. |- | [[1904]]-[[1905|5]] | [[Russo-Japanese War]]; Russia loses war |- | [[1905]] | [[Russian Revolution of 1905]]. * January - [[Bloody Sunday 1905|Bloody Sunday]] in [[Saint Petersburg|St. Petersburg]]. * June - [[Battleship Potemkin uprising]] at [[Odessa]] on the [[Black Sea]] (see movie ''[[The Battleship Potemkin]]'') * October - general strike, [[St. Petersburg Soviet]] formed; [[October Manifesto]]: Imperial agreement on elections to the State [[Duma]] |- | [[1906]] | First State [[Duma]]. Prime Minister - [[Petr Stolypin]]. Agrarian reforms begin |- | [[1907]] | Second State Duma, February - June |- | [[1907]] | Third State Duma, until [[1912]] |- | [[1911]] | Stolypin assassinated |- | [[1912]] | Fourth State Duma, until 1917. [[Bolshevik]]/[[Menshevik]] split final |- | [[1914]] | [[Germany]] declares war on Russia |- | [[1915]] | Serious defeats, Nicholas II declares himself Commander in Chief. [[Progressive Bloc]] formed. |- | [[1916]] | Food and fuel shortages and high prices |- | [[1917]] | Strikes and riots; troops summoned to Petrograd |} =Extra Pages= These [[Russian Revolution/Extra Pages|extra pages]] are taken directly from the Wikipedia. ==See also== *[[Bolshevik Revolution]] =External Links= [[Russian Revolution/External Links|External Links]] =Related Books= [[Russian Revolution/Related Books|Related Books]] =Related Wikipedia Pages= [[Russian Revolution/Related Wikipedia Pages|Related Wikipedia Pages]] This page was requested at [[Wikiversity:Requests]] [[Category:History]] 2088 48064 2006-11-23T04:06:22Z Hillgentleman 530 + category:wikiversity schools [[Category:Humanities]] [[Category:Wikiversity schools]] 2089 7844 2006-08-19T00:11:12Z JWSchmidt 20 [[Wikiversity:Requests]] moved to [[Wikiversity:Page creation requests]]: more specific #REDIRECT [[Wikiversity:Page creation requests]] 2096 50758 2006-12-02T03:01:11Z JWSchmidt 20 this project is not "proposed" [[Image:MediaWiki logo.png|thumb|right300px|MediaWiki logo.]] Introduction to wiki editing and wiki communities. ==Summary== This project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors. ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity:Introduction|Editing tutorial]] <-- New to wiki? Start here. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: [[Category:{{PAGENAME}}| ]] ==See also== *[[Wiki 101]] - project devoted to the task of providing new Wikiversity editors with everything they need to start editing Wikiversity pages, probably should be merged into this page. *[[Wiki]] - a project devoted to learning how to use wiki technology to facilitate online learning. *[[Wikiversity:Adding content]] *[http://en.wikipedia.org/wiki/Wiki_markup How to edit Wiki Pages] (*WikiText article from Wikipedia) *[[Help:Editing]] (The "Editing Help" link next to the save/preview/show buttons when you are editing a page.) *[[Named Colors]] - Tired of trying to decipher hex codes for colors? Try these! [[Category:Computer_Science]] [[Category:Introductions]] 2101 79306 2007-01-21T00:33:43Z CQ 1939 /* See also */ [[Wikiversity:Stub]]... [[Wikiversity:policy]]... [[Wikiversity:Page creation requests]] {{Proposed policy|[[WV:NC]]}} There are three special Wikiversity [[Wikiversity:Namespaces|namespaces]]. They are called '''School:''', '''Topic:''', and '''Portal:'''. There is also the main namespace. Some '''naming conventions''' have been suggested to keep information on Wikiversity organized properly in these four namespaces. == Synopsis == [[Image:Schooldivdeptstructure.png|thumb|right|400px|Hierarchy of Wikiversity schools and topics. Wikiversity has relatively few [[Wikiversity:Schools|major schools]]. Wikiversity has '''many''' topics of study. A Wikiversity page in the '''Topic:''' [[Wikiversity:Namespaces|namespace]] can refer to itself as a "Division" or a "Department" or "Center", "Institute", "Area", etc.]] Use of the "School:", "Topic:" and "Portal:" namespaces is not required. If you are not interested in the details of organizing Wikiversity content, simply read the section called [[#Main namespace|Main namespace]], below and then get started adding content to Wikiversity. If you want to quickly organize some Wikiversity educational content pages in a novel and unconventional way, skip down and read about [[#The flexibility of Portals|Portals]] and [[#Categories|Categories]]. Portals and categories allow you to quickly create very flexible organizational structures in any way you desire. For anything not covered on this page, use [[w:Wikipedia:Naming conventions|Wikipedia conventions]]. ==Page and header titles== *Page and header titles use sentense case -- lowercase second and subsequent words except proper nouns[http://en.wikipedia.org/wiki/Wikipedia:Naming_conventions#Lowercase_second_and_subsequent_words] e.g. [[Orange is indigenous fruit of Asia]], not [[Orange Is Indigenous Fruit of Asia]]. Some Wikipedia naming convensions such as "Prefer singular nouns"[http://en.wikipedia.org/wiki/Wikipedia:Naming_conventions#Prefer_singular_nouns] and "Redirect adjectives to nouns"[http://en.wikipedia.org/wiki/Wikipedia:Naming_conventions#Redirect_adjectives_to_nouns] may prove less universally appropriate to names of educational material; we shall see and adapt. Wikipedia naming conventions are an excellent starting point for Wikiversity naming conventions providing continuity between the two sites. == Main namespace == The main namespace is intended for the educational content of Wikiversity. Pages in the main namespace are given names with '''NO''' prefix, for example: [[Cell Biology]]. If you want to add content right now, just [[Help:Editing|create]] main namespace pages and start typing in your information. If you are concerned about how to ''organize'' Wikiversity content pages, read the rest of the page, below. ===Organizing main namespace content=== ====Conceptual maps==== The following table maps the Wikiversity namespaces onto things that people may be more familiar with. Each item is contained by the item on its left. {| border="1" ! Wikiversity [[Wikiversity:Namespaces|namespaces]]) ! Portal: !! School: || colspan="2" | Topic: !! colspan="2" | Main namespace (no prefix) |- ! Terms used on this page !! Portal !! School !! Division & subdivision || Department !! colspan="2" | Learning projects and learning materials |- | British || Division || Faculty || Department || Subject || Topic || Lesson |- | U.S.A. || Portal || School || Division || Department || [[Template:Courses|course]] || Lesson |- | Australia || Faculty || School || || Department || Unit || Lesson |- | Example || The [[Portal:Life Sciences|Life Sciences Portal]] || [[School:Biology|School of Biology]] || || [[Topic:Evolutionary Biology]] || [[Science as Religion]] learning project |} ---- Wikiversity's educational content can be described by the general term "learning resources". Learning resources can be roughly divided into [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning projects]]. Some learning resources are "lessons". All lessons, learning activities, learning materials, and educational content belongs on pages of the main Wikiversity namespace. See [[Wikiversity:Namespaces]] for a description of how the main namespace relates to all the other Wikiversity namespaces. In the future, Wikiversity will have '''many''' learning resources. This page describes a way to organize learning resources according to a hierarchy of conventional academic topics. Note that this hierarchical organizing system was created in order to systematically arrange the [[b:Wikiversity:Wikiversity Schools|Wikiversity pages that were developed at Wikibooks]]. This hierarchy of schools and topics may also serve visitors to Wikiversity who are familiar with conventional academic topics and how they are often organized in universities. There is no single best way to organize academic topics, so the system used at Wikiversity has arbitrary elements. To aid in this organization of academic topics, Wikiversity uses three meta-discussion namespaces: the "School:", "Topic:" and "Portal:" namespaces. These three namespaces serve to organize the efforts of Wikiversity participants while they develop the educational content of Wikiversity in the main namespace. Educational content such as lessons and learning activities '''DOES NOT''' go into pages of the "School:", "Topic:" and "Portal:" namespaces. The "School:", "Topic:" and "Portal:" namespaces help Wikiversity participants organize their efforts. The functions of the "School:", "Topic:" and "Portal:" namespaces are described below. In general, the "School:" and "Topic:" namespaces are used to produce a hierarchical organizing system for academic topics. The "Portal:" namespace is used in a more flexible way in order to organize areas of study that are hard to fit into a conventional hierarchy of academic topics. In particular, feel free to make use of the "Portal:" namespace to organize inter-disciplinary areas of study that do not fit into single conventional academic disciplines. Remember, the "School:", "Topic:" and "Portal:" namespaces are used by Wikiversity participants to discuss and organize the many pages of educational content that are in the main namespace. Each type of Wikiversity page (school, topic lesson, etc) that is discussed in the sections below can be created by cloning the boilerplate. This happens when you put eg. <nowiki>{{subst:Template:School boilerplate}}</nowiki> on the page, and save it. ==Schools== [[Image:SchDivDeptProj.png|thumb|right|400px|Hierarchy flow chart. Wikiversity divisions help organize large schools that contain many departments. Schools with few departments do not need Divisions.]] * '''Boilerplate:''' [[Template:School boilerplate]] Wikiversity '''schools''' are part of a three-level system for the organization of Wikiversity content. Schools on Wikiversity are specialized portals that organize the efforts of many related divisions and departments. Wikiversity schools, divisions and departments are intended to organize the activity of Wikiversity participants. Wikiversity schools organize large academic topic areas. Wikiversity schools can promote collaboration between Wikiversity participants from several more narrowly defined academic divisions. Schools at Wikiversity are large organizational units such as [[School:Business|Business]]. The main page for schools should link to their smaller organizational divisions and/or departments. A school does not contain other schools. The goal is to have relatively few Wikiversity schools. Note: more than one Wikiversity school can 'contain' (link to) the same department; those schools should cooperate to develop the departments that they have in common. The name for a school page '''always''' starts with the [[Wikiversity:Namespaces|School:]] prefix. For example, [[School:Business]]. Note: categories are not schools, but there should be a category corresponding to each school. ==Topics== Pages in the topic namespace are meta-discussion pages to help Wikiversity participants plan the development of main namespace educational content. Educational content such as lessons do '''NOT''' go in the topic namespace. As discussed [[#Main namespace|above]], the educational content of Wikiversity goes in the main namespace. Link from "Topic:" namespace pages to educational resources that are on main namespace pages. "Topic" is a generic term at Wikiversity with a special meaning: "Wikiversity schools organize learning materials that are related to a large number of specialized academic topics." For example, the Wikiversity school of [[School:Mathematics|Mathematics]] is concerned with academic '''topics''' such as Applied Mathematics, Combinatorics, Pure Math, Statistics and so on. In order to organize the many topics in the Mathematics School, use is made of pages in the [[Wikiversity:Namespaces|Topic: namespace]]. These pages can serve as divisions, subdivisions or departments. These Wikiversity organizational units are described below. The "Topic" namespace is for organization of the work of Wikiversity content producers. The names of topic pages always start with the "Topic:" prefix. Pages in the "Topic:" namespace can serve as special portals that organize Wikiversity content for specific academic topics of study. Divisions can contain (link to) subdivisions and departments. Subdivisions contain (link to) departments. Departments contain (link to) educational content that exists in the main namespace. Departments are the smallest organizational units at Wikiversity. '''school > division > subdivision > department''' Example of a topic page: [[Topic:Cell Biology]]. [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. Any department can be 'contained' by several schools. Any learning project can be 'contained' (linked to) by several departments. Most schools are so large that they make use of "divisions" to organize their many departments. In other words, large schools often link indirectly to their departments by way of intermediary organizational units called divisions (not shown in this diagram).]] ===Divisions and Sub-Divisions=== * '''Boilerplate:''' [[Template:Division boilerplate]] Large Wikiversity schools with many departments can make use of divisions to help organize related departments. A division can contain subdivisions and/or departments, as well as some learning resources. However, as described below, most learning resources are associated with departments. Subdivisions provide a way of organizing smaller divisions (subdivisions) within larger divisions. Note, a page for a division can list some lessons, if needed. Most lessons should be listed on the pages for departments. An example of a division is [[Topic:Computer Science|Computer Science]] The names of pages for divisions start with the "Topic:" prefix. There is '''no''' "Division:" prefix. Divisions do not contain schools. Note, categories are not divisions, but there should be a category corresponding to each division. ===Departments=== * '''Boilerplate:''' [[Template:Department boilerplate]] Departments are contained in either a school, a division, or a subdivision. Departments are the smallest organizational units of Wikiversity and concern themselves with a narrowly defined topic of study. * Departments do organise and link to: ** [[#Degree plan|Degree plans]] ** [[#Stream plan|Stream plans]] ** [[#Learning projects|Learning projects]]. * Departments do '''not''' contain: ** Divisions ** Subdivisions ** Schools Note, categories are not departments, but there should be a category corresponding to each department. An example of a department is [[Topic:Computer Programming|computer programming]]. The names of pages for departments start with the "Topic:" prefix. There is '''no''' "Department:" prefix. ===Name flexibility=== All of the examples on this page have used a '''school > division > department''' naming system. This is the default system for naming Wikiversity organizational units and it is ''suggested'' for use by the school, division, and department templates. '''Note''': the ''only'' names that are '''enforced''' are the namespace names and their corresponding prefixes, "School:", "Topic:" and "Portal:". Pages in the school, topic and portal namespace can describe themselves using any desired terms. You can call your organizational unit a "faculty", an "area", a "college", a "center", a "program" an "institute" or whatever you like. For example, [[Topic:Wiki business ventures]] describes itself as a "center". ===The flexibility of Portals=== As described above, the "School:" and "Topic:" namespaces are used to organize academic topics into a hierarchy. This hierarchy will provide a window into Wikiversity for those from the outside who are used to hierarchical arrangements of conventional academic disciplines. The hierarchical system used at Wikiversity will not fully satisfy everyone, and with time it will become increasingly unimportant to Wikiversity. As is the case at [[w:Wikipedia|Wikipedia]], the "Portal:" namespace is available for Wikiversity participants to use freely in any way that they want so as to build non-hierarchical networks of learning resources. If you feel frustrated by the limitations of the "School:" and "Topic:" hierarchy, leave it behind. Create your own categories to contain pages that are related in any way you like. Any category can have a portal that serves to organize and discuss the content of that category. ==Categories== Each portal, school, division and department should have its own [[Special:Categories|category]]. In addition, Wikiversity schools, divisions, departments and learning resources can be combined as needed into additional "inter-disciplinary" categories. If you need a main page organizational page for an inter-disciplinary category, create a portal page in the "Portal:" namespace. The portal namespace is particularly useful for organizing Wikiversity learning materials that are hard to fit into traditional academic disciplines. ==Learning Projects== * '''Boilerplate:''' [[Template:Learning project boilerplate]] <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the courses?'''<BR>There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional '''[[Wikiversity:Learning projects|Learning Projects]]''' that are oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]] and [[Portal:Education]].</div> [[Portal:Learning Projects|Learning Projects]] replace what in traditional universities are called "courses", "units", and the like. In a Wikiversity context, it consists of a study guide and a collection of other [[#Learning Resources|learning resources]], and some information about the collection. More than one Wikiversity department can 'contain' (link to) the same learning project; those departments should cooperate to develop the learning projects that they have in common. ===Course Titling and Numbering=== [[Course Titles and Numbers]] ===Degree planning=== ====Degree plan==== * '''Boilerplate:''' [[Template:Degree boilerplate]] A degree plan is a curriculum that serves as a "howto" for getting a degree or certificate in a particular topic. Among other things indicates which streams to follow. ====Stream plan==== * '''Boilerplate:''' [[Template:Stream boilerplate]] A collection of learning projects about a particular topic. If you follow a stream plan far enough, it would be equivalent to a major or minor. For example, within a Computer Science degree plan, you might have 4 streams, "Core", "Programming", "Information Systems", and "Software "Development". Everyone completing any kind of Computer Science degree would require all the learning projects from Core and at least one of the other streams. Anyone minoring in computer science would be required to do the same, but only up to a certain level. ===Learning project codes=== Learning projects are by no means required to have project codes, and we expect that few will have them. But for those inclined to give "course codes" (ie. learning project codes), they should conform to this scheme. Each learning project will have an 8+ character course code. These will '''not''' be used in Wikiversity page names, as the page names will be descriptive. Learning project codes will conform to the following scheme. ====General Scheme==== {| border="1" ! Characters !! Example !! Indicatee |- | 1 || S (Science) || [[Wikiversity:Major portals|Major Portal]] |- | 1 || C (Computing & Mathematics) || School |- | 1-2 || || These exist only if Divisions and Subdivisions exist |- | 1 || C (Computing) || Department |- | 1 || - || Separator dash |- | 2 || U1 (First-year tertiary) || Material target level |- | 1 || - || Separator dash |- | 4+ || 101 || Individual course codes as assigned by department (see suggestions below) |} Portal codes are assigned below. Each major portal will have a list of School codes. Each school will assign the department codes. It is recommended that the individual learning project codes be assigned in a way that reserves a certain number of digits for the stream, and a certain number of digits to uniquely identify the learning project. For example, the Computer Science department, which is unlikely to ever have more than 36 streams (26 letters, 10 numbers), could safely use a single digit for the Stream identifier. The Language Aquisition department, on the other hand, may have hundreds of streams, so they would require three digits. ====[[Wikiversity:Major portals|Portals]] and codes==== Portals are user-friendly pages that quickly quide Wikiversity browsers to learning resources. There can be a portal for any category of learning resources. The Wikiversity portals for the largest academic categories are listed at [[Wikiversity:Major portals]]. Other portals can be placed in [[:Category:Portal]]. * '''A:''' Arts and Humanities * '''E:''' Science and Engineering * '''S:''' Social Sciences ====Material Target Level codes==== {| border="1" ! Category !! Years !! Name |- | P || 3 || Preschool |- | J || 5 (0-4) || Junior School |- | M || 4 || Middle School |- | S || 4 || Senior School |- | U || 3+ || Undergraduate |- | G || || Postgraduate |} ====Examples==== * ECC-U1-S1: Introduction to Software Engineering (suggestion -- use S instead of 0) * ECC-M3-C4: Basic computing (First year Secondary (Year 7/Form 1) level core computing learning project) * ALA-U1-ENG01: Basic english learning project (ie. English as a Second Language) ==Learning Materials== Learning resources are the lowest level in the hierarchy. Two types of learning resources are lessons and research projects. Lessons and research projects are placed into pages in the [[Wikiversity:Namespaces|main namespace]] (these page names have no prefix). Learning resource pages are linked to from divisions, subdivisions, or departments. More than one Wikiversity department can 'contain' (link to) the same learning material; those departments should cooperate to develop the learning materials that they have in common. ===Study guide=== A study guide is a list of hints and learning resources for a particular topic. A study guide can include :* links to resources (textbooks and the like) :* hints for studying a topic :* information on converting material learning into academic credit :* names of people interested in tutoring a particular topic ===Lessons=== Lessons are where most of the teaching material will be located. Course numbers should not be used to indicate the name of a lesson. The name of a lesson should describe the topic being taught, so instead of saying "Wiki 101", the name of the lesson should be "Introduction to Wiki". Lesson pages are defined as "main namespace pages that serve to be read and to educate and provide information." Lessons should not be subpages of schools (see below). Each lesson should have a unique title, for example [[The rise of the Roman Empire]] and [[The Fall of Rome]], instead of the named Part 1 and Part 2-type titles listed above. Such title types are okay as temporary measures, or if a better name is not possible (for example, splitting a large lesson into two parts). ===Research Projects=== Research projects are pages in the main namespace as well, only involve collaborative research to achieve a certain goal. Unlike lessons, the different pages relating to a research project should be subpages; for example, [[Project]], [[Project/Evidence A]], [[Project/Evidence B]], etc. While lessons can be learned independently, research projects should stick to one similar title. ==Stubs== [[Wikiversity:Stub|Stub]]s are a long-standing tradition on [[Wiki]] sites. These are basically [[Template:placeholder|placeholder]]s (please use {{tl|placeholder}} if appropriate) for articles, lessons and other materials that are planned and yet to be fully developed. A [[red link]] is a sure indication that a page has yet to be created for a name/title appearing on an existing page. Sometimes, however it is desirable or convienient to create a [[Wikiversity:Stub|Stub]] for a page that is planned. [[Wikiversity:policy]] does not encourage or discourage '''stubs''', but if you create one, please observe the guidelines stated at [[Wikiversity:Page creation requests]]. Thanks for your consideration of these [[Wikiversity:Naming conventions|matters]]. [[User:CQ|CQ]] 00:33, 21 January 2007 (UTC) == See also == *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. *[[Portal:Education]] - The Wikiversity e-learning model. [[Category:Wikiversity]] 2102 7924 2006-08-19T01:27:01Z Messedrocker 35 REDIRECT [[Wikiversity:Naming conventions]] #REDIRECT [[Wikiversity:Naming conventions]] 2103 75516 2007-01-14T02:55:01Z Historybuff 5228 Moved to subcat '''Hello, world!''' is a classic "first program" one creates when learning a new programming language. The objective of the application is the same: to print the text "Hello, world!" to the screen in some form, be it console output or a dialog. In many cases, the statement required to do this is a single line. It seems appropriate that our introduction to Computer Science occupied this title. As a student, the first choice to make is to decide ''what kind of knowledge you are looking for''. Of course, this depends upon your needs. You might be: * A learned computer scientist or professional eager to contribute research and course material * Computer professional seeking an alternative to expensive commercial certification * Adult non-computer professional or entrepreneur who could benefit from academic/practical knowledge of computing * College-eligible (or not) student considering a degree * Casual user trying to to catch/spread the next [[wikipedia:Computer virus|virus]] * Hobbyist or computer gamer looking to get the most out of your computing experience * Complete newbie looking for a place to start This is an exciting time for education, and for those of us wishing to collaborate and share knowledge, skills and experience. At present, we are only limited by the sky, and some very large hard drives in a server farm somewhere. == Examples of ''Hello, world!'' == === [[Ada]] === <pre> With STANDARD_IO; Use STANDARD_IO; Procedure HELLO_WORLD is begin Put("Hello world!"); End HELLO_WORLD; </pre> or <pre> with TEXT_IO; Procedure Hello_world is begin Text_io.put("Hello world!"); end; </pre> or in Ada83 <pre> with text_io; use text_io; procedure Hello_World is begin put ("Hello World!"); end Hello_World; </pre> ou em Ada95 <pre> The Hello, World program in Ada 95: with Text_IO; use Text_IO; procedure Hello is Put_Line("Hello, World!"); end Hello; </pre> === ASP === <code><pre><% Response.Write "Hello, World!" %></pre></code> or <code><pre><%="Hello, World!"%></pre></code> === [[Topic:Assembly Language|Assembly]] === ''x86 compatible'' title Hello World Program dosseg .model small .stack 100h .data hello_message db 'Hello, World!',0dh,0ah,'$' .code main proc mov ax,@data mov ds,ax mov ah,9 mov dx,offset hello_message int 21h mov ax,4C00h int 21h main endp end main === BASH === <code><pre> #!/bin/bash echo "Hello, World!" </pre></code> === BASIC === ==== Commodore BASIC ==== ''As used on a Commodore 64, ca. 1984'' <code><pre>10 ? "Hello, world!"</pre></code> ==== Dark Basic ==== <code><pre>PRINT "Hello, World!"</pre></code> ==== FreeBASIC and QuickBASIC ==== <code><pre>PRINT "Hello, World!" SLEEP</pre></code> ==== Intellivision Basic ==== ''As used on a Mattel Intellivision, ca. 1983'' <code><pre>10 PRINT "HELLO, WORLD!"</pre></code> ==== Liberty BASIC ==== <code><pre>print "Hello, World!"</pre></code> === Batch === <code><pre>@ECHO OFF echo Hello, World!</pre></code> === [[Topic:C|C]] === <code><pre>#include <stdio.h> int main() { printf( "Hello, world!\n" ); return 0; }</pre></code> === [[Topic:C Sharp|C#]] === <pre> using System; public static class Program { public static void Main() { Console.WriteLine("Hello, World!"); } } </pre> === [[Topic:C++|C++]] === <code><pre>#include <iostream> using namespace std; int main() { cout<<"Hello, world!"<<endl; return 0; }</pre></code> === COBOL === <code><pre>000100 IDENTIFICATION DIVISION. PROGRAM-ID. HELLOWORLD. PROCEDURE DIVISION. DISPLAY "Hello world!"</pre></code> === [[Delphi]] === <pre> begin Writeln('Hello, World!'); exit end. </pre> === Eztrieve (IBM Mainframe programming language). === <code><pre>JOB NULL DISPLAY "HELLO, WORLD" STOP</pre></code> === Fortran === <code><pre> PROGRAM HELLO PRINT *,'Hello World' STOP END</pre></code> === [[Topic:Html|Html]] === <code><pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> <title>Hello, world!</title> </head> <body> <p> Hello, world! </p> </body> </html> </pre></code> ''Note:'' This is XHTML 1.0 strict, which is the latest standard defined by the [http://w3.org W3] web standards body. === [[Topic:Java|Java]] === <pre>public class HelloWorld { public static void main( String[] args ) { System.out.println( "Hello, world!" ); } }</pre> === [[Topic:Javascript|JavaScript]] (aka JScript, ECMAScript, LiveScript) === <code><pre><script language="JavaScript"> document.println("Hello, world!"); </script></pre></code> or <code><pre><script language="JavaScript"> alert("Hello, world!"); </script></pre></code> === [[Lua]] === <pre> print "Hello world" </pre> or, with proper syntax <pre> print( "Hello world!" ); </pre> === [[w:Oberon (programming language)|Oberon]] === <pre>Module Hello; IMPORT Out; PROCEDURE World*; BEGIN Out.Open; Out.String("Hello, World!"); Out.Ln; END World; END Hello.</pre> === [[Topic:OCaml|OCaml]] === <pre>print_endline "Hello, World!"</pre> === [[Topic:Pascal|Pascal]] === <code><pre> program HelloWorld; begin writeln( 'Hello, world!' ); end.</pre></code> === [[Topic:Perl|Perl]] === <code><pre> #!/usr/bin/perl print "Hello, world!\n";</pre></code> === [[Topic:PHP|PHP]] === <code><pre> <?php echo "Hello, world!"; ?> </pre></code> or (with short_tags enabled in php.ini) <code><pre><? echo "Hello, World!"; ?></pre></code> or (with asp_tags enabled in php.ini) <code><pre><% echo "Hello, World!"; %></pre></code> === [[Topic:Python|Python]] === <code><pre> #!/bin/python print 'Hello, World!' </pre></code> The first line is used on Unix systems only, and is optional even there. The advantage is that it allows the file to be invoked directly (if <code>chmod +x</code>), without explicitly specifying the <code>python</code> interpreter. === [[Topic:Ruby|Ruby]] === <code><pre> puts 'Hello, World!'</pre></code> Another way to do it, albeit more obscure: <code><pre> #!/usr/local/bin/ruby puts 1767707668033969.to_s(36)</pre></code> === [[Turing]] === <pre> put "Hello World!" </pre> === [[Topic:Visual Basic|Visual Basic 6]] === <code><pre>Sub Main() MsgBox "Hello, World!" End Sub</pre></code> == Assignment == Create a '''Hello, world!''' program in a language not listed above, then edit this page and add it to the collection. Sub Main() Console.WriteLine("Hello, World") End Sub == More about Computer Programming == *[[Topic:Computer Programming]] ==See also== *[[w:List of hello world programs|List of hello world programs]] at Wikipedia. [[Category:Computer Programming]] [[Category:Programming Languages]] 2105 44922 2006-11-12T06:01:20Z 89.100.181.161 The German word meaning of "to be" is '''sein'''. Notice that, like most other unconjugated German verbs, sein ends with the letter n. The conjugation of sein is as follows. <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | sein |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gewesen |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | bin | bist | ist | sind | seid | sind |- ! style="height:3em;background:#c0cfe4" | past | war | warst | war | waren | wart | waren |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | sei | sei(e)st | sei | seien | sei(e)t | seien |- ! style="height:3em;background:#c0e4c0" rowspan="1" | II | wär(e) | wär(e)st | wär(e) | wären | wär(e)t | wären |} </center> [[Category:German]] 2106 75645 2007-01-14T07:08:22Z Historybuff 5228 Moved to subcat {{welcome and expand}} [[w:Integrated development environment|Integrated Development Environment (IDE)]] (Wikipedia) [[Category:Computer Programming]] 2109 79816 2007-01-22T01:29:10Z JWSchmidt 20 /* List of experienced custodians who are available for mentoring new custodians */ done {{Wikiversity organization}} Candidate Wikiversity custodians should select a mentor. Please make sure that the mentor you select is willing to mentor you. To make that completely clear, for each pair of a mentor and a custodian candidate, each must accept the other. ==List of experienced custodians who are available for mentoring new custodians== "'''experienced custodians'''" - this means Wikiversity custodians who have at least 3 months of experience as a sysop ("administrator" = "custodian") on Wikimedia Foundation projects. *{{custodian|JWSchmidt}} Notes: right now, Wikiversity mainly needs people who can contribute to building Wikiversity content; for example, by working on [[Portal:Learning Projects|learning projects]]. I think that custodian candidates should demonstrate (by good editing) their commitment to the Wikiversity project before expecting to become a custodian. Also, every custodian needs to have an active email address set in preferences. ---- *{{custodian|sebmol}} ---- *{{custodian|Robert Horning}} ---- *{{custodian|SB_Johnny}} ==See also== *[[Wikiversity:Probationary custodians]] *[[Wikiversity:Candidates for Custodianship]] *[[Wikiversity:Custodianship]] [[Category:Wikiversity administration]] 2114 35540 2006-10-15T12:56:39Z JWSchmidt 20 </noinclude> <div class="notice metadata" id="disambig">[[Image:Disambig gray.svg|35px|left]]''This is a [[Wikipedia:disambiguation|disambiguation]] page: a list of articles associated with the same title. If an [[Special:Whatlinkshere/{{NAMESPACE}}:{{PAGENAME}}|internal link]] referred you to this page, you may wish to change the link to point directly to the intended article.''<br clear="all" /></div><noinclude> [[Category:Disambiguation and redirection templates|Disambig]]</noinclude> 2116 7983 2006-08-19T03:32:24Z JWSchmidt 20 subcat [[Category:Templates]] 2117 37712 2006-10-22T16:05:41Z MelancholieBot 2357 +interwiki [[Image:Crochets modèle.png|thumb|right|Template logo]] [[Category:Wikiversity]] [[de:Kategorie:Vorlage]] [[es:Categoría:Wikiversidad:Plantillas]] 2118 7991 2006-08-19T04:07:29Z Masterhomer 117 [[Judaism 101]] moved to [[Introduction to Judaism]]: For non-American students who may get confused about the title. #REDIRECT [[Introduction to Judaism]] 2121 8292 2006-08-19T17:05:47Z Guillom 48 typo {| class="messagebox standard-talk" id="talkheader" align="center" style="text-align:center;background-color: #F8FCFF;" |- ! colspan="2" style="border-bottom:1px solid #C0C090; background-color: #F8EABA;" | This is the [[Wikipedia:Talk page|Talk page]] for discussing the [[{{FULLPAGENAME}}|{{PAGENAME}}]] school''' |- | style="background-color: #F8FCFF;text-align:left;" | Please sign your comments using four tildes (&#126;&#126;&#126;&#126;), and give comments that start a new topic <nowiki>==A Descriptive Header==</nowiki>, placing them at the bottom of the page. This page is used for general discussion for the {{PAGENAMEE}} school, proposed courses and subpages as well as the layout of the main page in general. For discussion on a particular subpage, please use its talk page. |[[Image:Wiki.png|60px|none|Wiki<!---->media Foundation]] |} 2124 76414 2007-01-15T10:00:24Z 203.190.138.197 /* Source Documents */ ==Refining the mission statement== This is a space in which to develop further a community Wikiversity mission statement. This can (amongst other things) help us to clarify our complex vision and help us to come up with a catchy motto that can be used with our logo on the front page of sister projects. ===Current mission statements=== Mission statement from [http://meta.wikimedia.org/w/index.php?title=Wikiversity/Modified_project_proposal&oldid=395364#Scope_of_Wikiversity Approved Wikiversity project proposal]: :"Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to: ::- Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages ::- Host scholarly/learning projects and communities that support these materials ::- Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles)" Mission statement from top of front page (as of August 20, 2006): :"Wikiversity is a space for the creation and use of free learning materials and activities. Its primary goals are to: ::- Create and host free content, multimedia learning materials, resources, and curricula for all age groups in all languages ::- Develop collaborative learning projects and communities around these materials :"Wikiversity supports both learning and teaching." Mission statement/invite from top of front page (as of September 5, 2006): :"'''Wikiversity''' is a community for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Wikiversity supports both learning and teaching. Its primary goals are to: :* Create and host [[Wikiversity:Licences|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages :* Develop collaborative [[Portal:Learning Projects|learning projects]] and communities around these materials :"Wikiversity provides various [[Wikiversity:Community Portal|communication media]] and a [[wiki]] website where [[Wikiversity:Introduction|anyone can edit]] the pages. [[Wikiversity:Learning goals|Learners]] and [[Wikiversity:Wikiversity teachers|teachers]] are invited to join the [[Wikiversity:Wikiversity community|Wikiversity community]]." Mission statement/invite from top of front page (as of September 19, 2006): :"'''Wikiversity''' is a community for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Wikiversity is a multidimensional social organization dedicated to learning, teaching, research and service. Its primary goals are to: :* Create and host [[Wikiversity:Licences|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages :* Develop collaborative [[Portal:Learning Projects|learning projects]] and communities around these materials :[[Wikiversity:Learning goals|Learners]] and [[Wikiversity:Wikiversity teachers|teachers]] are invited to join the [[Wikiversity:Wikiversity community|Wikiversity community]] as editors of this [[wiki]] website where [[Wikiversity:Introduction|anyone can edit]] the pages. The [[Wikiversity:Community_Portal|community portal]] lists information about many aspects of Wikiversity." ==Refining mission statement(s)== The current mission statement versions are longish; the second sentence of the project proposal mission has a main clause and three subclauses. Perhaps that length is necessary. Perhaps not. Can we create a more elegant statement for general readers which inspires participation and evokes the depth, breadth and power of the innovative aspects of Wikiversity that are discussed in the proposal, such as issues relating to e-learning and research? Using a flexible [[w:Delphi method|Delphi method]] (see discussion below) is suggested for generating alternate mission statements and arriving at a synthesis. ==Step 1: Develop Mission Statement Alternates== Method tips: If edits are substantial, please create a new alternate. Please feel free to copyedit any of these (except the current statements which are for reference). Please discuss merits of alternates on talk page. Thanks. Note: I grouped these by a simple emergent category system -- based on length. Other categorizations can and probably should be used in the synthesizing in step 2. [[User:Reswik|Reswik]] 15:20, 20 August 2006 (UTC) ===Shorter mission statements=== Short Alternate 1 - Focus on our piece of Wikimedia Foundation's goals. :Wikiversity develops free learning materials, processes, and knowledge to help all people access all free human knowledge. ::Footnote for posterity: People = Sentient Short Alternate 2 - Focus on key words in a short sentence :Wikiversity is a community collaboration based shared learning resource for all. Short Alternate 3 - Focus on collaborative cyber-campus and sharing learning resources :Wikiversity is a collaborative cyber-campus commited to sharing learning resources at all levels with all people. -- [[User:Smithgrrl|Smithgrrl]] Short Alternate 4 :Wikiversity is an open educational environment that facilitates the integration of learners, teachers, and community builders everywhere. -- [[User:Aldenis|Aldenis]] Short Alternate 5 :Wikiversity celebrates the love of learning, sharing openly all knowledge everywhere with everyone. -- Anon. Short Alternate 6 :To boldly go where no University has gone before. -- [[User:Hillgentleman|Hillgentleman]] Short Alternate 7 :Wikiversity is a place where everybody can find the kind of university he likes most -- Raoul ===Longer mission statements=== Long Alternate 1 - Focus on collaborative learning :Wikiversity will provide the world with quality, multilingual, multimedia learning resources as well as a space for collaborative learning for all education levels to all people. :Long Alternate 2 - Focus on community and learning resources :Wikiversity is a diverse community of learners, teachers, and researchers. Wikiversity is space for creating and using free content, multimedia learning resources for all ages groups in all languages. Long Alternate 3 - Focus on university/diversity, learning and scholarship :Wikiversity is a free university [alternately, "free diversity"] which creates quality, multilingual, multimedia learning resources and facilitates collaborative scholarship and learning for all education levels to all people. While Wikiversity fosters creating and sharing free knowledge, it does not grant degrees or titles at this time. Long Alternate 4 - Focus on free space and network, learning and scholarship :Wikiversity is a free space and network of scholars for creating quality, multilingual, multimedia learning resources and facilitating collaborative scholarship and learning for all education levels to all people. Long Alternate 5 - Multiple focus :Wikiversity is an open educational environment that facilitates the integration of learners, teachers, and community builders everywhere. :We learn by collaborating in the development of free instructional resources. :Everyone already involved in any wikimedia project is learning all the time. We are all learning about specific topics, but also about the general nature of collaborative knowledge production within a highly dynamic community. Wikiversity focus on education makes it the best place to explore the larger implications of this model. Our instructional materials should explicitly benefit from the fact that they were born over a network, were raised in a virtual village, and can be used by everyone. This is a new way of doing curriculum development, and we all need to learn it. :We teach new ways of implementing the collective use of these resources. :All wikimedia projects are based on an innovative model of open collaboration that results in the creation of rather conventional repositories of information. Our encyclopedias, dictionaries, databases, and archives are designed to replace and/or complement their closed, expensive, copyrighted, or plainly useless equivalent. Wikiversity is different. Producing great free content is only part of our mission. We want to deliver instructional resources in ways that promotes collaboration among users of these resources. A network of collective users would be the perfect counterpart of our network of collaborative producers. :We build a dynamic interface between virtual communities of free content creators and the pedagogical infrastructure of the physical world. :Wikiversity is a hybrid network. We create instructional materials that make use of the wealth of resources generated by all wikimedia projects. We deliver these materials in ways that encourage their collective use. We promote further collaboration by designing educational assignments geared toward the development of all wikimedia projects. Our ultimate goal is to harness the power of existing learning communities, erasing the distinction between producers and consumers of free information worldwide. Deploying wikiversity resources in every brick-and-mortar classroom is one of the best ways to bring new contributors back to wikimedia. ==Step 2: Synthesize Mission Statements into New Alternates== When we have a number of alternates above (over five or ten), we can start synthesizing the best features of these into a small number of options. Then, we can discuss them (on talk page). If necessary, we can repeat the synthesis process another time. Step 2, if repeated, could lead to whole process taking a few weeks or a month or more. Hopefully quality and broad(er) agreement will result. ==Step 3: Select Mission Statement(s)== When a group of editors active here have generated what seem to be final synthesized versions then we can call the community for choosing, per some process discussed below. ==Statement Development: [[w:Delphi method|Delphi method]]== One way of working with collbaratively evolving and synthesizing differing ideas or theories is known as the [[w:Delphi method|Delphi method]]. In essence, we can develop "themed" alternates and edit existing alternates. Favored alternates can be synthesized, possibly dropping points that are most problematic or unworkable. Then, hopefully we can arrive at one or a few synthesized choice(s). There is usually a facilitator in this method, but we could just do this all together in these steps: Step 1. We could develop "themed" alternates and edit existing alternates per the "focus" of the alternates. Step 2. We can synthesize the alternates to generate a separate smaller set of more agreeable and elegant alternates. Step 3. Iterate until we have one or a few polished alternates. If we arrive at several distinct alternates, we can choose from amongst favored alternates to use. Or, we could have a few mission statements for the time being. This application of the Delphi method deviates from the "traditional" method in several ways. Group facilitation is suggested, not one facilitator. There is not an explicit mention of using steps of developing a thesis, antithesis, and synthesis (though this can be implicit in developing various alternates). There is not an intention for buy in at each stage of a new synthesis (though we can repeatedly look at and edit versions or generate new versions from different points of view). Hence, this is a flexible or loose version of the Delphi method focusing on generating diverse options and interatively synthesizing and refining those. (Note that the delphi method might be helpful in some planning contexts in Wikiversity. Perhaps it would be interesting to try working with both a formal version of the Delphi method and with the more flexible method discussed here.) ==Source Documents== 1. Some key passages '''from [[Wikiversity:Approved Wikiversity project proposal]]''': *"Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to: **Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages **Host scholarly/learning projects and communities that support these materials **Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles)" *Regarding learning/e-learning: :"The Wikiversity e-Learning model. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment. :"Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See Wikiversity:Learning for more. :"Learning groups :"It is natural for the wiki format to develop "learning groups" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively." *Regarding resources: :"Resources will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each community, creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity..." *Regarding research: :"In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering research based in part on existing resources in Wikiversity and other Wikimedia projects." ... :"Finally, research may one day take place based on materials in Wikiversity (eg. materials on sociology prompt a survey of attitudes), and also based on Wikimedia projects. Wikiversity could act as a repository of research carried out by the Wikimedia Research Network or other people involved in wiki-based research, and could also host the proceedings of Wikimania. Guidelines for what would be appropriate research will be developed during the beta phase of the project, and reviewed after six months. :Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see talk page.)" 2. Keep in mind the [http://meta.wikimedia.org/w/index.php?title=Wikiversity/Modified_project_proposal&oldid=395364#Scope_of_Wikiversity scope] of beta stage of Wikiversity. [Sudhir, 15th January 2007]: Just a suggestion ... "Free Knowledge for Open Minds (FKOM)". I hope it gels with the mission of "WIKIVERSITY". ==Choosing== When this mission statement is well-enough developed... *Signing: We, the community, sign the statement as a kind of act of solidarity? It might be nice to have something that we can present to the world at this stage (even if our mission has been worked on on Meta for quite some time :-)) [[User:Cormaggio|Cormaggio]] 08:04, 19 August 2006 (UTC) *Voting: If there is not one option, we could vote or rest with several statements for awhile. ==Related Projects== *'''[[m:Wikiversity/logo|Logo contest]]''' for Wikiversity on meta. *'''[[Wikiversity:Motto contest|Motto and slogan contest]]''' - Please list your suggestions and help select a motto and a slogan. [[Category:Wikiversity]] 2125 53799 2006-12-11T17:01:43Z Cormaggio 8 one or two things I missed [[Help:Contents|Help - main page]] This article provides an overview of Wikiversity's search feature, and instructions on using external search engines, such as [[#Google|Google]], to find information. ==Wikiversity search== <div style="border:1px solid #ababff; background: #fdfdff; padding: 1em; margin: 1.1em 1em 1em 0em; font-size:105%"> Put your keyword in the searchbox. * <font face="MS Sans Serif,Arial">'''Go'''</font> - (or ''Enter'' on keyboard) will take you automatically to the article. * <font face="MS Sans Serif,Arial">'''Search'''</font> - will return a list of articles. </div> ===Effective searching=== Here are some really helpful tips and hints for using the Wikipedia search feature effectively: ====Avoid short and common words==== If your search terms include a common "stop word" (such as "the", "your", "more", "right", "while", "when", "who", "which", "such", "every", "about") it may give a large number of non-relevant results. ====Wildcards==== You can use limited wildcards if you really want to. See [http://dev.mysql.com/doc/mysql/en/fulltext-boolean.html Boolean fulltext search] for details on their use. However, wildcard searches are slower, so go easy on the poor server. ====Words with special characters==== In a '''search''' for a word with a [[w:diaeresis|diaeresis]], such as Sint Odili&euml;nberg, it depends whether this ë is stored as one character or as "&amp;euml;". In the first case one can simply search for Odilienberg (or Odili&euml;nberg); in the second case it can only be found by searching for Odili, euml and/or nberg. This is actually a bug that should be fixed -- the entities should be folded into their raw character equivalents so all searches on them are equivalent. ====Words in single quotes==== If a word appears in an article with single quotes, you can only find it if you search for the word with quotes. Since this is rarely desirable, it is better to use double quotes in articles for which this problem does not arise. An apostrophe is identical to a single quote, therefore the name Mu'ammar can be found only by searching for exactly that (and not otherwise). A word with ''<nowiki>'</nowiki>s'' is an exception in that it can be found also by searching for the word without the apostrophe and the s. ====Namespaces searched by default==== The search only applies to the namespaces selected in the user's [[special:preferences|preferences]]. To search the other namespaces check or uncheck the tickboxes in "Search in namespaces" box found at the bottom of a search results page. Depending on the browser, a box may still be checked from a previous search, but without being effective any longer! To make sure, uncheck and recheck it. Searching the image namespace means searching the image descriptions, i.e. the first parts of the image description pages. ====The source text is searched==== The source text (what one sees in the edit box, also called wiki text) is searched. This distinction is relevant for piped links, for Interlanguage links (to find links to Chinese articles, search for zh, not for Zhongwen), special characters (if ê is coded as &amp;ecirc; it is found searching for ecirc), etc. ====Delay in updating the search index==== For reasons of efficiency and priority, very recent changes are not always immediately taken into account in searches. ===Multi-lingual Wikiversity search=== * You can do a multi-lingual Wikiversity search using [http://www.google.com/advanced_search?q=site:.wikiversity.org&hl=en&lr= Google Advanced Search] or entering <tt>site:.wikiversity.org</tt> in the [http://www.google.com/search?q=site:.wikiversity.org Google search box]. * [http://wiki.lumrix.net/en Lumrix: AJAX driven Wikipedia search engine]. Supports other languages such as [http://wiki.lumrix.net/de German], [http://wiki.lumrix.net/es Spanish], or [http://wiki.lumrix.net/fr French]. * Qwika has indexes for larger Wikipedias, but not yet for Wikiversity. ==External search engines== Various search engines can provide domain-specific searches, which lets you search Wikipedia specifically. Searches are based on the text as shown by the browser, so wiki markup is irrelevant. Depending on your browser, you may also be able to use tools that allow you to search Wikipedia using bookmarklets. In general, external search engines are faster than a Wikiversity search. However, because the search engine's cache is based on when the site was indexed, the search may not return newly created pages. Similarly, the search engine's cached version of the page will not be as up-to-date as the link to Wikiversity itself. A search engine may also return results from a Wikiversity mirror (if such a thing ever exists). ===Google=== By following the links below, you can use the Google search engine to search Wikiversity - either all languages, or English-only. Google indexes all namespaces. * [http://www.google.com/custom?domains=wikiversity.org&sitesearch=wikiversity.org Search all languages] * [http://www.google.com/custom?domains=en.wikiversity.org&sitesearch=en.wikiversity.org Search the English Wikiversity only] If you frequently search via Google, consider installing the [http://toolbar.google.com/ Google Toolbar]. Using the "search this site" button allows you to quickly search the English version of Wikiversity. The official Google Toolbar is for Internet Explorer (Windows and Mac) and for Firefox (works on all operating system platforms for which Firefox is available, such as Windows, Linux and Mac OS X). ====How to provide a link to a specific Google Search==== Wikiversity markup allows you to insert links to Google searches by including <tt>google:</tt> as the prefix for the link. This can be useful on talk pages, and sometimes in ''[[Wikipedia:External links|External link]]'' sections. It is done like this: :<tt><nowiki>[[google:Tipster]]</nowiki></tt>. Which looks like this: :[[google:Tipster]] '''Note:''' It is important not to use spaces in the search. To add more parameters to the search, separate them by a plus sign, '''+'''. For a phrase search, use a hyphen (minus sign), '''-''', between each word. E.g. to search for <tt>"Tip of the day"</tt>, use <tt>Tip-of-the-day</tt>. To provide a link to a Wikiversity-specific search, include in the google-link <tt>+site:en.wikiversity.org</tt> (no spaces before or after), like this: :<tt><nowiki>[[google:Tip-of-the-day+site:en.wikiversity.org]]</nowiki></tt>. Which looks like this: :[[google:Tip-of-the-day+site:en.wikiversity.org]] To clean up the link so that only the part you want to show is presented, use the pipe, like this: :<tt><nowiki>[[google:Tipster+site:en.wikiversity.org|"Tip of the day"]]</nowiki></tt> Which makes it look like this: :[[google:Tipster+site:en.wikiversity.org|"Tip of the day"]] ===Lycos=== There is a full-featured advanced search engine at [http://www.lycos.co.uk/search/advsearch.html Lycos UK]. It is more powerful than Wikiversity's search box, and you can limit searches to a specific URL, such as the Wikiversity website. Here's how. Click on the provided link above, and then enter your search term. Then scroll down to the domain section and add "wikiversity.org" in the box provided. Then click "Go". ===Yahoo!=== By following the links below, you can use the [[Yahoo!]] search engine to search Wikipedia - either all languages or English-only. * [http://search.yahoo.com/web/advanced?vs=wikiversity.org Search all Wikiversitys with Yahoo!] * [http://search.yahoo.com/web/advanced?vs=wikiversity.org&fl=1&vl=lang_en Search English Wikiversitys with Yahoo!] If you frequently search via Yahoo!, consider installing the [http://toolbar.yahoo.com/ Yahoo! Companion Toolbar]. Using the "Search Only the Current Site" button allows you to quickly search the English version of Wikiversity. The official Yahoo! Companion Toolbar is only for Windows with Internet Explorer and Mozilla. ==If you cannot find an appropriate page on Wikiversity== If there is no appropriate page on Wikiversity, consider [[Wikiversity:Adding content|creating a page]], since [[Wikiversity:Introduction|you can edit]] Wikiversity right now. Or consider adding what you were looking for on '''[[Wikiversity:Page creation requests]]'''. Or if you have a question, then see the '''[[Wikiversity:Help desk|help desk]]''', where our volunteers answer questions, any question you can possibly imagine. ==See also== * [[:m:Help:Preferences#Search result settings|Help:Preferences]], changing your search result settings [[Category:Help]] 2127 8041 2006-08-19T08:55:54Z JWSchmidt 20 start page as requested at [[Wikiversity:Page creation requests]] #REDIRECT [[College Algebra]] 2128 80931 2007-01-25T13:40:36Z JWSchmidt 20 return detelted text '''Bold text'''… <big>This page is for general knowledge questions (about anything other than how to use Wikiversity). e.g. "What country has the world's largest fishing fleet?" <big>To ask a question about Wikiversity, and its technical and policy issues see: [[Wikiversity:Colloquium|Colloquium]]. <big>If you are new to [[wiki]], see the [[Wikiversity:Introduction|introductory tutorial]]. <big>If you have a question related to Wikiversity custodians, see: [[Wikiversity:Custodian feedback|Custodian feedback]]. <big>Answers are not provided by e-mail. <big>'''[http://en.wikiversity.org/w/index.php?title=Wikiversity:Help_desk&action=edit&section=new Add] your question to the list, at the bottom of the page.'''</big> [[Category:Help desks]] [[Category:Community discussions]] [[Category:Non-talk pages automatically signed by HagermanBot]] == Business Analysis == I need to do an in depth business analusis of any company for college. I need real details on board of directors, mission statements, history, future plans... Everything!! I can't seem to find any organization or business however that publishes such details on the internet.... ANyone know of any company or website that offers such details?? CAN ANYONE HELP-----DESPERATE!! THANKS :Chances are that your institution gives you access to electronic journals. Try looking up company profiles on Business Source Premier. --[[User:Remi0o|Remi0o]] 22:25, 26 December 2006 (UTC) == MSC in England== I;ve been looking for a reliable webpage that offers rankings of universities in the uk based on the quality of their courses... THANKS ==Courses in Japanese== Hi, I've been interested in studying Japanese at university for a while, but I can't seem to find any universities that offer a course in the language in Scotland. Am I just not looking hard enough or in the wrong places? Thanks, Martin :The University of Edinburgh has a Japanese course. [http://www.ed.ac.uk/studying/undergraduate/finder/subject.html?id=3,38] Also St. Andrews has a program for the Japanese language. [http://www.st-andrews.ac.uk/lts/] Keep looking and call the universities, I bet you will find more that offer Japanese. [[User:Zoo|Zoo]] 19:47, 14 November 2006 (UTC) ==O level physics help== I need some help in physics for o levels.can u please suggest something on your site?? :Physics is forming at http://en.wikiversity.org/wiki/Topic:Physics you could probably ask some questions there or at the participants discussion pages. There is an excellent Physics Portal[http://en.wikipedia.org/wiki/Portal:Physics] at Wikipedia. There are also 2545 pages resulting from a physics search at Wikibooks[http://en.wikibooks.org/wiki/Special:Search?search=physics&fulltext=Search]. <<-- Click on previous reference link for the search at Wikibooks. Hope this helps. [[User:Mirwin|Mirwin]] 13:56, 23 August 2006 (UTC) ==english sample paper== dear mam or sir i want 10th class cbse board solved english sample paper if you can help me in this i am greatful to you [[User:61.2.186.46|aayush]] 08:16, 19 August 2006 :aayush, this project is fairly new and may not have detailed information such as you request yet. There are at least two research papers at Wikibooks, one on Sharks submitted for 12th grade biology requirement in U.S. and one on use of Asteroidal nickel-iron steel compared to kapton and other common materials created for a 321 Materials Science class at Oregon State University. Both papers received A's and may serve as an adequate example of a "research" paper. You may need assistance from an administrator to recover them as they were not textbooks and may have been deleted. I hope you find them useful. [[User:Mirwin|Mirwin]] 09:41, 23 August 2006 (UTC) ==Wikiversity== When was Wikiversity started, and how long will it be in beta? [[User:879(CoDe)|879(CoDe)]] 00:39, 27 September 2006 (UTC) :Wikiversity was started on the 15th of august. We're not sure how long it will be in beta, but we won't leave beta till everything is up to standard and running smoothly. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 00:55, 27 September 2006 (UTC) ::The plan is for a [[Wikiversity:History of Wikiversity#Wikimedia Foundation approval|six month beta period]]. --[[User:JWSchmidt|JWSchmidt]] 02:24, 27 September 2006 (UTC) == May i know, which is the best Universtiy in USA to study MBA? == :There are many excellent Universities in the U.S. providing MBA programs. You will need to provide further criteria before a meaningul choice can be made. If money is no object you can rub elbows with future presidential candidate at Yale or Harvard. If you like to ski I would recommend you check out Colorado. If you must work your way through earning money to pay tuition then I would recommend either the East or West Coast or Texas. They all have large economies and excellent public school systems. Several widely circulated magazines such as Time or U.S. News provide annual comparisons of various schools. I suggest you check with a local library to find out if it has such a guide. [[User:Mirwin|Mirwin]] 09:41, 23 August 2006 (UTC) ::Agreed. Start with the Ivy Leagues. [[User:Rayshan|Rayshan]] 18:08, 24 August 2006 (UTC) == Short term interest rates == I need a list by country of short-term interest rates. This should be current short-term interet rates or within the past 3 months. Can you help me get such a list? Thanks, Byron Shoulton * http://www.findarticles.com/p/articles/mi_m4456/is_2002_Dec/ai_98032802 * http://unstats.un.org/unsd/mbs/table_list.asp See item 50. == Anon question (moved from top) == I wish to do my undergraduate course in the USA or in the UK, what am I to do, to get a sponsor? [[User:202.122.20.6]] 06:46, August 25, 2006 :Apply directly to the university or college that interests you. Nearly all major US and UK universities have programs for overseas students and detail the requirements you'll need to meet to travel and stay in the country chosen (look for the Administration or Registrar's offices on the university web sites). You typically don't need an individual sponsor to study overseas but you will need to be formally accepted to study in order to start the application process for visa entry. ==Lesson Plan== How do you write a Lesson plan? Any resources or advice to be found anywhere? [[User:Dev920|Dev920]] 14:16, 27 August 2006 (UTC) :http://www.ask.com/web?q=developing+lesson+plans&qsrc=0&o=0&l=dir ::This was a useful looking site but they were incredibly slow. I suspect a 386 with a 9600 baud modem servicing the entire planet. http://www.teachnet.org/ :::Concisely, a lesson plan is an outline of material you intend to present to a group; put down a date, set of learning objectives, a concise introduction to arouse interest and then a list of key talking points and procedures (issue handouts, tune your computer to this URL, turn on overhead, etc.) and then a summary of key points to discuss, finally a wrapup or summary conclusion. I have seen this paraphrased as: Tell them what you are going to tell them, tell them, and then tell them what you told them. The lesson plan outlines the material so you do not get way off track or mix yourself up in what is essentially a public presentation. ::::Detailed instructions here:http://www.humboldt.edu/~tha1/hunter-eei.html :::::Excellent, thankyou. Now it just remains to be seen if I can do with a single url what my teacher spent two years at university learning to do! :D [[User:Dev920|Dev920]] 23:49, 29 August 2006 (UTC) ==Copied from [[Wikiversity talk:About]]== Hi I am really new to Wiki. I am very much interested in Wikiversity. I read somethin regarding getting a degree/job. Can someone please enumerate on this. kind regards Arunkumaran Varadharajan ==Copyright== Is it copyright or plagarism to write down everything a teacher says and does in a lesson and then turn that into a lesson plan? I don't think it is, because you never even saw the original material, let alone copied it, but, I don't know... [[User:Dev920|Dev920]] 23:51, 29 August 2006 (UTC) :Some instructors and schools claim to own their course materials. Check with your instructor. --[[User:JWSchmidt|JWSchmidt]] 00:31, 30 August 2006 (UTC) ::Ah, but can it count if you never actually *saw* any course material, you merely consumed it? [[User:Dev920|Dev920]] 10:44, 3 September 2006 (UTC) :::If you paraphrase it and integrate additional information from other sources then it is your own synthesis and you own the copyright and may submit it. If you have an excellent memory and key in verbatim what you heard then you are not the origin of the material and it has no unique presentation which belongs to you; in which case the copyrights are the teacher's or institutions and you should not submit it as belonging to you. Get permission from the teacher and/or institution. This has the added benefit of making the teacher and/or institution aware of Wikiversity as a resource so pat yourself on the back for the contribution to our success. [[User:70.110.38.247|70.110.38.247]] 03:25, 5 October 2006 (UTC) ==Shrubbery and pollution== <small>Copied from [[Wikiversity:Talk page]]</small> how can i obtain shrubbery from the state to filter off highway pollution? My front door is appr. 15ft. to the hwy. {{unsigned|216.78.63.11}} - [[User:Trevor MacInnis|Trevor MacInnis]] 16:00, 30 August 2006 (UTC) ==Jews in Russia== [[Image:1904 Russian Tsar-Stop your cruel oppression of the Jews-LOC hh0145s.jpg|thumb|280px|In the aftermath of the first [[w:Kishinev pogrom|Kishinev pogrom]], Theodore Roosevelt tells [[w:Nicholas II of Russia|Nicholas II]]: "Stop your cruel oppression of the Jews."]] i am studying russian history and the romanovs. someone told me that tsar nicholas would send troops in to slaughter villages of jews if he "woke up on the wrong side of the bed." i find this hard to believe, is there any documentation to back it up? [[User:Tkfusco1466|Tkfusco1466]] 07:42, 4 September 2006 (UTC) :Here is an image from [[w:History of the Jews in Russia and the Soviet Union|History of the Jews in Russia and the Soviet Union]] at Wikipedia: ==RHCE/RHCT test papers== '''''Where would i get sample papers with answers for RHCE and RHCT these are two exams from RedHat.I want to practice some examples.if anyone knows it please forword the link to my email address '''deepak543@yahoo.com''' Thank you...Deepak''''' ==Nanotech majors/degrees== I'm looking at colleges with an undergraduate program in nanophysics or nanotechnology. Right now I'm looking at the University of Central Florida, Georgia Tech, and Rice University. Does anyone have any opinions on them, or can offer any more schools?--[[User:Mac Davis|Mac Davis]] 19:48, 19 September 2006 (UTC) :The first thing I found on the internet is the [http://www.nano.gov/html/edu/home_edu.html Education Center] of the national nanotechnology initiative which provides [http://www.nano.gov/html/edu/eduunder.html a list of university programs]. We should start a [[Topic:Nanotechnology|Wikiversity page for nanotechnology]]. --[[User:JWSchmidt|JWSchmidt]] 20:07, 19 September 2006 (UTC) ::Oregon State University has a nanotech program or research center getting started. A search of their web prescence may be fruitful. ==Categories and uploads== Several questions. First, I am a teaching assistant for [[sociology of the family]] course. We have a draft of a book at Wikibooks ([[b:Sociology of the Family]]), but no page at wikiversity. I decided to create a page for my students in userspace at [[User:Piotrus/Sociology of the family]]; I would also think that it can be used to develop a general course template for others teaching this and similar courses so they could copy that page - but I am not sure where should I list it. So far I added it to [[:Category:Courses]], but I am not sure if this is the correct category. Further, I have uploaded the syllabus for the course at [[User:Piotrus/Sociology of the family/Syllabus]], but there is no [[:Category:Syllabi]] - which I find strange, as I thought syllabi would be one of the things we would share at Wikiversity. Going further along those lines, I would like to upload to Wikiversity some excercies I have designed for this and other courses I have tought, but I am unable to find what is our policy on uploading non-image files and where could I list them so others can use: I have various stuff ranging from presentations, syllabi, grading rubrics, crosswords, assignments and other stuff, some of which can be copied to a wiki page, other (like presentations) which has to be uploaded as a file - and no idea where to share them. For example, I would like to create a [[Sociology of the family]] page where those teaching this subject could discuss it and which would link to my course and those of others teaching it, plus tools we found usable in that course - but I am still not sure if this idea is compatibile with Wikiversity at all, and if so, what are the applicable categories and pages to list this project at?--[[User:Piotrus|Piotrus]] 16:00, 4 October 2006 (UTC) :Welcome to Wikiversity. There are currently some templates in [[:Category:Page creation templates]]. I think people have been reluctant to make a "general course template" because the [[Wikiversity:Original proposal#Evaluation of the old proposal|Wikimedia Foundation Board of Trustees suggested that Wikiversity not make conventional courses]] a high priority. We do have a template for starting a "department" ([[Template:Department boilerplate]]); a Wikiversity department is basically content development project for a particular academic topic area. We also have [[Template:Learning project boilerplate]] for starting new [[Wikiversity:Learning projects|learning projects]]. There is nothing magical about these existing templates....you should feel free to create new ones. "policy on uploading non-image files" <-- as far as I know, there is no such policy. Go ahead and upload any learning materials you have. Feel free to create [[Sociology of the family]], you might want to start participating at [[School:Sociology]], Wikiversity's content development project for sociology. --[[User:JWSchmidt|JWSchmidt]] 16:38, 4 October 2006 (UTC) ::One of the strengths of the wiki media is the ability of all to edit and upgrade or tweak text. Most files that are predominantly text would not be uploaded unless you wish to freeze the text. They would be cut and pasted into the wiki interface so others may tweak the online presentation. If you wish to freeze the material I would suggest linking to the upload from your personal user space unless you have an active ongoing class and wish to keep all the files "together" in the curriculum area. == Mosquitoes and HIV == why do mosquitoes transmit only chikungunya virus and not HIV? WHY CAN'T THEY DO SO THOUGH BOTH ARE VIRUSES? :Chikungunya virus (CHIKV) is in the virus family [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=Togaviridae+AND+149065%5Buid%5D&rid=mmed.chapter.2894 Togaviridae] while HIV is a [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=mmed.chapter.3263 retrovirus]. It is easier to inactivate HIV by exposing it to reactive chemicals such as oxygen. --[[User:JWSchmidt|JWSchmidt]] 10:58, 6 October 2006 (UTC) ==PhD in games/simulations== 13 : I want to do a Part time ph.d in the broad area of simulation and game design. I want to do it without leaving my current job? Any clues, suggestions, pointers? :A: where do you live? B: Generally, you need to specialize quite a bit to do a PhD. C: Do you have a Masters? [[User:Jade Knight|The Jade Knight]] 18:34, 14 October 2006 (UTC) ==Question== importants and scop of organisational behaviour in globalization? personality one is skin deep ? perfection makes the different among the individuals? attitude make the altitude discuss in relevent to organisation? maning is not a contunuous process why ? and when ? critically examin .. <small>''Unsigned question by [[User:125.22.146.227|125.22.146.227]] 10:38, 20 October 2006 (UTC)''</small> :What is your native language? Perhaps we can find a help desk in your language so that your question will be better understood, and that you will receive a better response. [[User:Jade Knight|The Jade Knight]] 22:27, 20 October 2006 (UTC) ==Two questions== Thank you for allowing me to ask, this is for my own information. I have two questions. Does anyone know any thing of Lummarians? I heard they are beings who pre-exsist Atlantians. Are there any pictures of them? And My second question is of Princess Alixandrea who was Russian and married an English Prince. Who is she, are there any pictures of her? Love & Light Aikidreams :Hi! In response to your second question (and this is a shot in the dark) but it may have been [[w:Maria_Alexandrovna_of_Russia|Maria Alexandrovna of Russia]], daughter of Tsar Alexander II, and who married Prince Alfred, duke of Edinburgh (a son of Queen Victoria). There is a photo of her on that page. As for the "Lummarians", I think it is spelt "Lumarian" or more often "Lemurian" - and it is usually associated with the idea of the "fall of man" (though it has taken on other meanings in science fiction). I can't find any definitive information online - I don't have any book references to hand - but I would encourage you (as anyone) to read critically what you find through Google. You might find these Wikipedia articles on the [[w:Lemuria_(continent)|Lemurian continent]] or Madame Blavatsky's [[w:Root_race|"root race"]] useful - or perhaps not. Please tell us what you think or what you find. [[User:Cormaggio|Cormaggio]] 10:24, 21 October 2006 (UTC) ==Submittal Form== I've seen reference to a "submittal form" but no direct description or description. Could someone please fill me in on what it is, where to find it and its functionality. Appreciated. [[User:Morley|morley]] 19:09, 29 October 2006 (UTC) :It is the web form that you fill out when editing. When finished you hit the submit button and hope noone else has been editing at same time. It has some binding requirements at the bottom regarding the materials submitted and agreement that you affirm it is appropriate to place it under the GNU Free Documentation License (GFDL). [[User:Mirwin|Mirwin]] 11:26, 1 November 2006 (UTC) i want to know best advertising schools in usa,uk, and india and what is the process for addmisions ? can u provide me all the details? ==Physics question== I am working on a homework assignment for school, and I have seen (by my research) that salt water takes longer to boil than natural water, which has nothing else in it. If this is true, can anyone tell me why this is? I have tried looking it up, but found nothing (but it may be because I don't know what to search for). If you can help me, I will be very grateful. Thanks (71.120.148.138). :Try reading [[w:Raoult's law]]. Think about the equilibrium attained by molecules of water that are moving between the liquid phase and the gas phase at the liquid-gas interface. The chance of a molecule in the liquid having enough kinetic energy to escape the liquid phase is roughly proportional to the fraction of molecules in the solution that are water. As you heat the liquid towards the boiling temperature of water, salt ions in the solution can "hold" kinetic energy that otherwise (in pure water) would have a chance of ejecting water molecules into the gas phase. In other words, solutes cause vapor pressure decreases which results in boiling point elevation [http://www.nyu.edu/classes/tuckerman/honors.chem/lectures/lecture_13/node7.html as shown here]. --[[User:JWSchmidt|JWSchmidt]] 21:04, 3 November 2006 (UTC) == [[Pyridinoline]] == '''pyridinoline''' This discussion is from Wiktionary. If anyone has an answer we would be happy. Thanks [[User:Andrew massyn|Andrew massyn]] 08:01, 4 November 2006 (UTC) #A cross-linking carboxy-terminal telopeptide in Type 1 [[Collagen]], typically found in organic bone. It is useful clinically as a marker of bone resorption, as it measures the breakdown of type 1 collagen in bone. I don't think this is quite right. [[User:SemperBlotto|SemperBlotto]] 14:41, 3 October 2006 (UTC) :Can't find it in an on-line dictionary, and it isn't in wikipedia (if it turns out to be a real word and correctly spelled we should let them know), but I found 98,300 googles, looks possible. I did fix some of the formatting. (it's still rfc, still capitalized). [[User:RJFJR|RJFJR]] 14:32, 4 October 2006 (UTC) ::It is the facts that I am unsure of. It doesn't seem to be a peptide (as defined) but a derivative of [[pyridine]] that links peptides. I haven't been able to find a good definition or a structure anywhere though. [[User:SemperBlotto|SemperBlotto]] 15:53, 4 October 2006 (UTC) Moved the question to Wikiversity & will revert later with a descision. [[User:Andrew massyn|Andrew massyn]] 08:01, 4 November 2006 (UTC) :I got the following from various online Oxford dictionaries: :*pyrrolidine (noun) (Chemistry): a pungent liquid made by reduction of pyrrole. Chem. formula: C4H8NH. -- The New Oxford American Dictionary, second edition :*pyrimidine (noun) (Chemistry): a colourless crystalline compound with basic properties. :**A heteroaromatic compound; chem. formula: C4H4N2. :**( also pyrimidine base ) [count noun] a substituted derivative of pyrimidine, especially the bases thymine and cytosine present in DNA. :**ORIGIN late 19th cent.: from German Pyrimidin, from pyridine, with the insertion of -im- from imide. -- The Oxford Dictionary of English (revised edition) :*pyridine (noun) (Chemistry): a colourless volatile odorous liquid, formerly obtained from coal tar, used as a solvent and in chemical manufacture (Chem. formula: C5 H5 N). :**ORIGIN Greek pur ‘fire’ + -ide + -ine4 -- The New Zealand Oxford Dictionary. :Nothing of that spelling listed however. [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 15:27, 25 November 2006 (UTC) ::However, a search of a medical database gives a number of results, eg: ::*Urinary CTX-II and glucosyl-galactosyl-'''pyridinoline''' are associated with the presence and severity of radiographic knee osteoarthritis in men. K.M. Jordan, H.E. Syddall, P. Garnero, E. Gineyts, E.M. Dennison, A.A. Sayer, P.D. Delmas, C. Cooper, N.K. Arden. Annals of the Rheumatic Diseases. July 2006 v65 i7 p871(7). ::*Vitamin K status among children with cystic fibrosis and its relationship to bone mineral density and bone turnover. Steven P. Conway, Susan P. Wolfe, Keith G. Brownlee, Helen White, Brian Oldroyd, John G. Truscott, Julia M. Harvey, Martin J. Shearer. Pediatrics. May 2005 v115 i5 p1325(7). ::Basically, I can find reference to it in medical journals but not medical dictionaries - perhaps people like [[User:JWSchmidt|JWSchmidt]] or [[User:HappyCamper|HappyCamper]] might know better where to start looking? [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 15:42, 25 November 2006 (UTC) :::Hmm...I forgot this page existed on Wikiversity until I saw your edit summary! The spelling is correct. Check out D. Fujimoto, T. Moriguchi, T. Ishida, H. Hayashi, "The Structure of Pyridinoline, a collagen crosslink" in ''Biochemical and Biophysical Research Communications'' volume 88, number 1, 1978, pages 52-57. In their abstract, they say that they isolated this compound from bovine bone. Plenty of details in this paper. I'm not going to draw the class of compounds represented by pyridinoline though, since ASCII art is not my forte. :-) I suspect the entry on Wiktionary is based on more recent (and interesting) findings about this compound - that I'm not familiar with. If anything, at least this paper is a solid reference for that Wiktionary entry. --[[User:HappyCamper|HappyCamper]] 17:37, 25 November 2006 (UTC) "Dscussion copied to Wiktionary. [[User:Andrew massyn|Andrew massyn]] 02:31, 2 December 2006 (UTC) == '''Electrical Cable Tests''' == ''Can anybody help me out on the various tests conducted on electric cables as per the British/IEC standards?'' [[User:213.42.2.11|213.42.2.11]] 06:15, 16 November 2006 (UTC) == [[μαλάκας]] == Does this word actually mean [[wanker]] and [[friend]]? Does not make any sense.--[[User:Williamsayers79|Williamsayers79]] 17:28, 12 October 2006 (UTC) :Seems feasible. Greek [[μαλακός]] means soft, tender; and [[μαλακίζομαι]] means to abuse oneself, to masturbate (lit., I make it get soft). I’m not familiar with the form [[μαλάκας]] per se, but [[μαλάκα]] means a softening of the brain. I can see how [[μαλάκας]] could mean both. [[User:Stephen G. Brown|—Stephen]] 09:52, 14 October 2006 (UTC) :Did we chase all the Greeks away? I will ask at Wikiversity. [[User:Andrew massyn|Andrew massyn]] 19:08, 17 November 2006 (UTC If you spell the word exactly as you have it means wanker. It does not mean friend although some cypriots use it for fun instead of saying something like "oh Man...!" And yes i'm sure because i'm CYpriot!! == Moved from [[Image talk:Namespacehierarchy.png]] == pls, o'd like to know the rights of the unborn child {{unsigned|81.199.241.90}} :Depends on where in the world you are. The classic case is ''Pinchin and another v Santam Insurance Company'', a South African Case which confirmed cases in various other jurisdictions that the unborn child was entitled claim civil damages for an injury committed while in utero. This case is cited worldwide and has been followed in Canada, Australia and (as far as I am aware in the UK). This does not mean that an unborn child has rights to life, as the damages must be quantified while the child is alive. If the child is born dead or its life is terminated by abortion, it is not born alive and hence no damages can flow. [[User:Andrew massyn|Andrew massyn]] 19:55, 22 November 2006 (UTC) == Palmistry == I've been making the rounds of all the informational sites I know of, including Wikipedia [http://en.wikipedia.org/wiki/Wikipedia:Reference_desk/Archives/Science/2006_November_26#Palmistry][http://en.wikipedia.org/wiki/Wikipedia:Reference_desk/Science#Palmistry_2]. My basic question is, magic and wishful thinking aside, what can you actually find out about a person from their hand? It's involved in almost everything we do, surely that leaves its mark. [[User:Black Carrot|Black Carrot]] 23:42, 3 December 2006 (UTC) :There was [[w:The Puffy Shirt|an episode]] of [[w:Seinfeld|Seinfeld]] dealing with this topic. In my case, there are interesting stories behind a scar on one of my thumbs and a bent finger due to repetitive use in a factory job. The scar on my thumb has been there, on the dorsal surface, unchanged since age 5. I've had many other injuries on ventral (palm) side of my hands, but none of them have left a lasting scar, which surprises me. Have you heard about the genetics of mid-digital finger hair? --[[User:JWSchmidt|JWSchmidt]] 00:44, 4 December 2006 (UTC) ::Hi Black Carrot! So, I see you have discovered this little treasure trove here at Wikiversity - welcome! Anyway, the location of calluses might be correlated with handedness - you might be able to find one of them on the dominant hand where a pencil would normally be held. Nail colour might be suggestive of some medical conditions. The list goes on, but of course would not be solid proof for much. --[[User:HappyCamper|HappyCamper]] 13:30, 4 December 2006 (UTC) :::Hi! That's the first thing I thought of, too. The only problem with that is that scars are rare (as are medical conditions that effect the nail) and don't say much about the person who has them, and most people I know don't seem to have callouses. Do you know of anything else that has a visible effect on a person's hand? Changes in musculature, maybe? [[User:Black Carrot|Black Carrot]] 03:29, 5 December 2006 (UTC) ::::How about smoking? Stained fingers are a telltale sign. Other than that, I'm not sure if there's much more to read into a hand. I'll let you know if I run into something on this topic. --[[User:HappyCamper|HappyCamper]] 23:09, 6 December 2006 (UTC) == Proposed Wikiversity Service: Research Assistants, plus Citations and Summary Tree == I'd like to start a Wikiversity research group to help others in their academic endeavors by providing assistance in finding source literature and citations. Something along the lines of the Wikiversity Research Assistants' Guild, or what-have-you. I love digging into books and journals for other people and myself regarding obscure topics, and have found that many people don't really have a knack for it. This group could post their results regarding particular topics, and then form a tree of pages within the Wikiversity site that organize the text and journal citations per subject with a brief summary of how it applies. This would allow faster research for people with obscure or poorly-examined topics and interests. Who's with me!? Message me at this same username on Wikipedia.[[User:12.214.71.118|12.214.71.118]] 00:02, 13 December 2006 (UTC) Whoops! This is my username: [[User:TeamZissou|TeamZissou]] 00:06, 13 December 2006 (UTC) :This is something we need to do. Please go ahead and start. We put the equivalent of Wikipedia "WikiProjects" (Wikiversity improvement projects) in either the "School:" or the "Topic:" [[Wikiversity:Namespaces|namespace]]. Actual [[Portal:Learning Projects|learning projects]] go in the main namespace. Maybe we could have a portal page and a category to provide easy access to (and organize) all of these related projects for each subject area. --[[User:JWSchmidt|JWSchmidt]] 00:35, 13 December 2006 (UTC) Okay. I'm not too sure how to structure it at this point and would appreciate help getting started. I'll try to do something by this coming weekend to get the groundwork going. Again, post a message here or at my user page with any recommendations or to begin a dialog on how we should proceed. Thanks! [[User:TeamZissou|TeamZissou]] 20:01, 13 December 2006 (UTC) == [[Financial Models]] == What are [[Financial Models]]? How do [[Financial Models]] work? --[[User:68.149.31.252|68.149.31.252]] 07:02, 19 December 2006 (UTC) :Try asking the people who are developing learning resources at [[School:Economics]]. --[[User:JWSchmidt|JWSchmidt]] 14:50, 19 December 2006 (UTC) ::I find that Wikiversity & Wikibooks are not as popular as Wikipedia. This is probably due to the fact Wikipedia requires References & Notability. --[[User:68.149.31.252|68.149.31.252]] 01:29, 22 December 2006 (UTC) ::Wikiversity is a new project. Wikiversity also has rules about [[Wikiversity:Cite sources|citing sources]]. --[[User:JWSchmidt|JWSchmidt]] 20:50, 22 December 2006 (UTC) ==placement services== may i know about placement services :It seems like this is one topic that the editors of [[Wikiversity:Services]] left out! --[[User:JWSchmidt|JWSchmidt]] 16:00, 12 January 2007 (UTC) ==how to publish a book== Have you been to [[b:Main Page|Wikibooks]]?--[[User:JWSchmidt|JWSchmidt]] 16:00, 12 January 2007 (UTC) Huh?--[[User:Elatanatari|Elatanatari]] 01:23, 21 January 2007 (UTC) ==Volume== How do you know how many gallons are in a horizontal tank ? What math formula do you use to convert the inches on a dipstick into the gallons in the tank ? -72.224.99.157 :What do you mean by "horizontal tank"? More information is needed about the shape of the tank. --[[User:JWSchmidt|JWSchmidt]] 05:21, 14 January 2007 (UTC) A petroleum tank that is in the ground. Such as a gas tank at a gas station. If you know the amount the tank will hold, the size of the tank in diameter how can you tell how many gallons are in the tank when you take a dipstick reading. Example: a 92 inch diameter tank that holds 12,000 gallons of product and you dip the tank and it reads 32 1/4 inches. How many gallons are in the tank :[http://mathforum.org/library/drmath/view/54105.html try this]. --[[User:JWSchmidt|JWSchmidt]] 17:56, 14 January 2007 (UTC) ==Barometer== How to read Aneroid Barometer? i have one that need to be adjusted as per current atmosphereic. pressure. Pl. help thanks :[http://www.bom.gov.au/info/aneroid/aneroid.shtml first google hit]. --[[User:JWSchmidt|JWSchmidt]] 22:43, 14 January 2007 (UTC) == Barometers == –Hi, I have an aneroid barometer and i d'ont know as how to resest it ot the current atmosphereic pressure. or to say it more simply is i d'ont know how to redit either. Any help in this regard would be appriciated. Thanks. cabaka. == website designing == I would like to know ahout webdesining <small>—The preceding [[Wikiversity:Sign your posts on talk pages|unsigned]] comment was added by [[Special:Contributions/124.7.113.224|124.7.113.224]] ([[User talk:124.7.113.224|talk]]) 15:06, 18 January 2007 (UTC).</small><!-- HagermanBot Auto-Unsigned --> :Try [[Topic:Web Design]]. --[[User:JWSchmidt|JWSchmidt]] 05:48, 19 January 2007 (UTC) == H1B Work Permit in USA == Many consultancies are offerring H1B work permit in US with employers but they are asking for security moey which is 80% refundable. Is it fine to accept these type of opportunities. How can be assure that employer will refund the money asper said. :See [[w:H-1B Visa|H-1B Visa]] at Wikipedia. --[[User:JWSchmidt|JWSchmidt]] 13:10, 23 January 2007 (UTC) ==History== Can you give me some brief outline about the history of america? :It is a topic that needs to be started at [[School:History]]. This might be useful: [[b:US History: Contents|US History]] --[[User:JWSchmidt|JWSchmidt]] 13:10, 23 January 2007 (UTC) == Business Planning == I am looking for a "Planning a Company" article for my business class Thanks Chani :What kind of company? Two person farm or a fortune 500 automobile manufacturer? What kind of class? Accounting, Introduction to Entrepreneurialship, Marketing, Project Management, Process Design or Management, Logistics, etc.? If you create a user account and sign your posts with four tilda's, the software inserts a link to your account and timestamps your entry. We can then easily have a discussion at your account talk page and look around for applicable materials. These can be added or linked to from appropriate Wikiversity pages ... thus improving the materials locally while assisting you with finding material for your article. [[User:Mirwin|Mirwin]] 06:19, 25 January 2007 (UTC) 2129 8049 2006-08-19T09:26:08Z Jechasteen 168 Very rudimentary logo created for the school of music. Very rudimentary logo created for the school of music. 2130 67732 2007-01-07T23:19:03Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] */ [[Learn to learn a wiki way]] A '''wiki''' is a type of [[w:Website|website]] that allows users to easily add, remove, or otherwise [[Help:Editing|edit]] and change the content of the webpages. The openness and ease of editing page content makes a wiki an effective tool for [[w:collaborative writing|collaborative authoring]]. Welcome to the '''Wiki''' learning project. If you are new to wikis, take a look at the [[Wikiversity:Introduction|introductory tutorial]]. ==Project description== This Wikiversity [[Portal:Learning Projects|learning project]] is devoted to learning how to use '''[[w:Wiki|wiki]]''' technology to facilitate online learning. ==Project news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity:Introduction|Introduction]] <-- New to wiki? Start here. *[[Introduction to Wiki]] - Introduction to wiki editing and wiki communities which aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors *[[Wiki 101]] - A suppliment to the [[m:MediaWiki|MediaWiki Handbook]] geared toward Wiki editing at Wikiversity. This lesson goes into detail about Namespaces, Templates, Lists, Tables and other tools for advancing Wikiversity editors. *[[Named Colors]] - An alternative way to add color to pages rather than dealing with Hex, octal, RGB codes and other cryptic forms *[[Learn to learn a wiki way]] - using wiki technology to support learning * ... Learning materials are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [Copy and then revise above text for your department's needs, if you wish.] 946475609749 ==References== [Optional section] ===Wikipedia=== *[[w:Wiki|wiki]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this project, you can list your name here (this can help small projects grow and the participants communicate better; for large projects a list of active participants is not needed). * [[User:MarkMayhew]] - working on learning business applications of wikis. * [[User:Rayc]] --working on creating tests * [[User:JWSchmidt]] - I am currently interested in starting some exciting [[Portal:Learning Projects#General projects|community-wide projects]] for Wikiversity [[Category:{{PAGENAME}}| ]] ==See also== *[[Wikiversity:Wiki as a tool for learning|Wiki learning project]] - Investigation of the implications of wiki technology for online learning. *[[Introduction to Wiki]] - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors *[[Portal:Education]] *[[Learning to learn a wiki way]] ==External links== * Read about [[w:Wiki|wiki]] technology at Wikipedia. * [[w:Wiki|Web 2.0]] 2137 52792 2006-12-08T05:58:41Z MichaelBillington 1599 /* Inappropriate usernames */ fix more links to point to wiki user/categories as they don't exist on wikiversity Choose a neutral username with which you'll be happy. ''See also'': [[w:Wikipedia:How to log in]] and [[w:Wikipedia:Changing username]] When you create a new account, so you can log in, one of the things you'll have to do is pick a '''username'''. This page gives some advice on this. == What are usernames used for? == Your user name will be attached to all your edits, while you're logged in. This is partly for reasons of [[Wikiversity:accountability|accountability]]. It's also helpful from a copyright perspective: see [[Wikiversity:Copyrights|Wikiversity copyright]]. Other reasons can be found at [[Wikiversity:Why create an account]]. == Choosing a username == The best username is typically your [[MeatBall:RealName|real name]], a longstanding Internet [[MeatBall:PenName|pen name]], or a new name that you use only for Wikiversity, depending on how much of your anonymity you want to preserve while editing. Please pick a username that is helpful in a learning environment. That means picking a name that you're comfortable writing under, but it also means picking a name that others are comfortable seeing and collaborating with. Remember that a controversial name may color other users' perspective on your own credibility or political viewpoint. In addition, Wikiversity is a world-wide source book and learning environment, so please take care to avoid anything that might cause offense to someone from a different culture, religion, or ethnic group. Wikiversity recommends that users avoid # names of politicians, military or religious figures or events; # any other names that may be seen as potentially offensive, or endorsing or opposing the politics, policies or beliefs of a public figure. # names that might be interpreted by Wikiversity participants as indicating a position of authority within the Wikiversity community. Examples: names including "professor", "prof", "teacher", "instructor", "mentor", "president", "dean", etc. People should be able to judge you purely on your contributions, not an emotional response to a potentially controversial nickname. Avoiding such names is in your own interest. So do please be careful. Remember you are working as part of a community. Show everyone else the respect for their beliefs that you expect them to show yours. ===Real names versus pseudonyms=== Historically, many wikis have encouraged users to use their real name as their user name, e.g., [[MeatBall:UseRealNames]], in their belief that a user will offer constructive contributions to the project if they are more likely to be accountable for their actions. Most other Wikimedia Foundation project users choose to use pseudonyms, although many disclose their real names on their user pages. Wikimedia Foundation project editors, especially administrators, have occasionally been subject to harassment outside of their projects due to their contributions or vandal-fighting activities on the projects. Some people have ended up switching from their real name to a pseudonym and perhaps regretting not using an untraceable pseudonym from the start. If you choose not to use your real name, you are welcome to use a name-like pseudonym instead (avoid impersonating any well-known persons or fictional characters, though). If you wish to use your real name, but it appears that it might violate any of the rules on [[#Inappropriate usernames|inappropriate usernames]], please contact a custodian. A mutually acceptable solution can very likely be found. ===Username capitalization=== Wikimedia software based project usernames are [[w:case sensitivity|case sensitive]] and, for consistency, the first letter of all usernames will be capitalized when you create an account. This means that if you request the username "'''your name'''", the account created will instead be: "'''Your name'''". If your username will consist of more than one name, and you'd like your signature to be internally consistent, you might prefer to capitalize each one when you create the account. This conforms to the widely accepted rules of [[w:capitalization|capitalization]]: usernames are, after all, [[w:proper noun|proper noun]]s. Examples would be "'''Your Name'''", "'''Your Middle Name'''", and "'''Your M. Name'''". {{Associations/Wikipedia Bad Things}} == Inappropriate usernames == Inappropriate usernames include both clear and masked names. Fairly or unfairly, the line between acceptable and unacceptable user names is drawn by those who find the username inappropriate, not by the creator of the name. Please don't try to find this line. Wikiversity ''does not allow'' certain types of usernames, including the following: '''Confusing, misleading, or troublesome usernames:''' * Names that can be confused with other contributors. (If someone else is using a nickname that you wish to use, please consider using either an alternative pseudonym or your real name instead, or simply do not use a nickname. In the unlikely event that someone else is editing Wikipedia with your real name, please add a middle name or initial or some other way of distinguishing between you and the existing contributor) * Names that include commonly used Wikimedia software or Wikiversity community terms, or imply an official position on Wikiversity. Prohibited username components include, but are not limited to words resembling the following: **"Custodian","Administrator", "Admin", "System operator", "Sysop", "Moderator", or any other name which implies an official role or role greater than that of a standard user. **"Rollback" or "Revert", "Edit war", "POV", etc. **"Delete", "Upload", "Pagemove", "Redirect", or other editing processes or abstractions **"Vandal", "Hacker", "Spammer", "Troll", or other names that may give the impression that you intend to cause trouble **"Bot", "Robot", "Script", "Initialize", "Automated", "Daemon", etc., unless the name is intended as a designated [[WV:BOT|bot account]]. Names that imply bot accounts may be blocked, and the user may be requested to contact an administrator to confirm that the account is indeed a bot account. **Any visible toolbar buttons, namespaces, or other technical terms which may be confusing to inexperienced users or otherwise imply a capacity different than that of a normal user. * Also, beware that the letters capital i and lower case L, and the numeral 1 look exactly the same (I/l/1) in certain fonts, as do upper/lower case O and the numeral 0 (O/o/0). This should be taken into account, and creative use of one in place of the other (I where L would be expected and vice versa) is discouraged, given its past misuse, an infamous example of which can be read about [[Wikipedia:Wikipedia:Doppelganger account|here]]. * '''Names of well-known living or recently deceased people''' (e.g. [[w:Chuck Norris|Chuck Norris]], [[w:Kenneth Lay|Ken Lay]]) unless you '''are''' that person. If you are, say so on your [[WV:User page|user page]]. (See [[w:User:Stephencolbert|User:Stephencolbert]] and [[w:User:Nskinsella|User:Nskinsella]] and [[w:Category:Notable Wikipedians|Category:Notable Wikipedians]]) * Names that are extremely lengthy '''Inflammatory usernames:''' Wikiversity ''does not allow'' potentially inflammatory or offensive user names. Inflammatory usernames are needlessly discouraging to other contributors, and disrupt and distract from our task of creating an effective learning environment. This includes, but is not limited to: * Names that promote or imply<!-- [[w:racial|racial]]/[[w:ethnic|ethnic]]/[[w:national|national]]/[[w:religious|religious]]/[[w:ideological|ideological]]/[[w:homophobia|homophobic]] --> [[w:hate|hatred]] or violence * Names that are recognised as<!-- racial/ethnic/national/religious/ideologic/homophobic/generic --> [[w:Term of disparagement|slurs]] or insults * Names that refer to symbols of<!-- racial/ethnic/national/religious/ideologic/homophobic --> hatred, including historical figures or events that are widely associated with such * Names that refer to or imply [[w:sexual act|sexual act]]s or [[w:genitalia|genitalia]], including [[w:sexual slang|slang]], [[w:innuendo|innuendo]], and [[w:double entendre|double entendre]] * Names that refer to or allude to reproductive or excretory functions of the body * Names that promote or refer to [[w:violence|violent]] or otherwise illegal real-world actions (e.g [[w:terrorism|terrorism]], [[w:organized crime|organized crime]]) * Names mentioning or referring to illnesses, disabilities, or conditions (e.g. [[w:AIDS|AIDS]], [[w:Amputation|Amputation]], [[w:Asperger syndrome|Asperger syndrome]], etc.) * Names that contain [[w:profanity|profanity]], obscenities, or other potentially offensive language (including non-English profanities) * Names of religious figures such as "[[w:God|God]]", "[[w:Jehovah|Jehovah]]", "[[w:Buddha|Buddha]]", or "[[w:Allah|Allah]]", which may offend other people's beliefs * Names that promote a controversial or potentially inflammatory point of view * Misspellings, or spellings of any of the types of names above with "[[w:Leet|cr34+1v3 sub5717u710nz]]" (creative substitutions) '''Harassing or defamatory usernames:''' Harassment and defamation in any form is inappropriate at Wikiversity; your username is not an exception. In particular, your username is not a vehicle to attack other users with whom you have a disagreement. Your username should not be used to insult or mock other users, usernames, articles, or actions. Additionally, a username should not be used to defame other people, companies or groups, regardless of whether they edit Wikiversity. Nor should usernames divulge the personal information of other users. This can include parts of a name formatted similarly to a [[w:telephone number|telephone number]], [[w:social security number|social security number]], or [[w:street address|street address]]. '''Names with non-[[w:Latin alphabet|Latin]] characters:''' Unfortunately, most of your fellow editors will be unable to read a name written in Cyrillic, Chinese, Japanese, Korean, or other scripts. Many of them will also be additionally burdened, as such names may be displayed for them only as question marks ("??? ??"), squares ("□□□ □□"), replacement characters ("��� ��") or worse, nonsense or [[w:mojibake|mojibake]] ("Ã!%ôs*"). If your name is usually written in a non-Latin script, please consider [[w:Transliteration|transliterating]] it to avoid confusion, and allow easier access to your talk page by typing your name in the search field or URL bar. '''Usernames that closely resemble any used by notorious [[Wikiversity:Vandalism|vandal]]s:''' Any usernames that are similar to those that have been used in the past by [[:Category:Wikiversity vandals|notable vandals]] will likely be blocked on sight. Generally, such names are difficult to choose accidentally, but if you are concerned, click on [[Wikipedia:Username/Types of usernames used by vandals|this link]] to be taken to a list of types of usernames that are discouraged due to their past use by prolific vandals. '''Usernames intended for spamming or advertisement:''' Accounts with usernames that advertise a particular website, company, etc. (e.g. "visit [name of url]" ) are discouraged and may be blocked. '''E-mail addresses:''' Using your e-mail address as your username is not a good idea. FDL'ed Wikimedia Foundation project content is extensively copied and the sites themselves are some of the most visited sites in the world. Any edit you make on a Wikimedia Foundation project will have your username attached to it, and using your email address will make you a tempting target for [[E-mail spam|spammers]]. Additionally, usernames containing "____@wikiversity.org", etc. are blocked on sight, as such a name may misleadingly imply that a user is a member of the [[Wikimedia Foundation]]. There is no official policy regarding whether to block non-"wikiversity" email addresses, so it is left to the discretion of the blocking admin. Note to [[Special:Log/newusers|new user]] patrollers: you may use the template {{tl|WelcomeEmail}} to recommend a username change to such users, or {{tl|UsernameBlockedEmail}} to inform them of a block. '''Trademarked <!--sports team -->names:''' Trademarked names, especially sports teams like the [[w:Miami Heat|Miami Heat]], the [[w:Carolina Hurricanes|Carolina Hurricanes]], and the [[w:New York Yankees|New York Yankees]] (whether it's whole or just the team) should not be used in a username. === Rationale === The primary purpose of usernames is to identify and distinguish contributors. This facilitates communication and record-keeping. The username is not a forum to be offensive or make a statement. No one has a right to any particular username. While colorful, interesting, or expressive names may add to the pleasure of Wikiversity, they are not essential. This might include legitimate names and long-established internet pseudonyms that can be misconstrued. === Signatures === Through the [[Special:Preferences|Preferences]], one can choose a nickname used in signatures, independent of the actual user name (connected to a User: page). In general, the same rules apply for signatures as for usernames. A signature should not be misleading. For more information on signatures, read the official guideline at '''[[Wikiversity:Sign your posts on talk pages]]'''. === Changing inappropriate usernames === If enough people complain about your user name (through talk pages or the [[Wikiversity:Mailing lists|mailing list]]s the [[Wikiversity:Bureaucrats|bureaucrats]] will change it. Neither complaints nor name changes should be arbitrary, but user names that are offensive to a significant number of people will be changed, not without notice, but without appeal. Co-operative contributors should normally just be made aware of our policy via a post on their talk page. Voluntary changes (via [[Wikiversity:Changing username]]) are preferred: users from other countries and/or age groups may make mistakes about choosing names -- immediate blocking or listing on RfC could scare off new users acting in good faith. Where a change must be forced, we first discuss it. This can take place on either (A) the user's talk page, (B) a subpage of the user's talk page, or (C) a sub page of [[Wikiversity:Requests for comment]]. It should be listed on [[Wikiversity:Requests for comment]] in the appropriate section. The user should also be made aware of the discussion by posting a civil notification message on their talk page. For uncontroversial cases where the user is actively editing, the decision can be taken in a day or two. For more controversial cases where the user is less actively editing, a week is more appropriate. For highly controversial cases, or cases where the user has left Wikiversity, discussion might well take a month. After an appropriate time for discussion, a custodian can take a judgement on the name in question. They should only take action if their judgement is that a "rough [[Wikiversity:Consensus|consensus]]" has arisen that the username is inappropriate. This will involve blocking the inappropriate username, for which see [[Wikiversity:Blocking policy]]. However, custodians may block inappropriate usernames on sight. Reports of obviously offensive usernames should be posted at [[Wikiversity:Custodian intervention against vandalism]]. Where inappropriate or borderline inappropriate usernames are coupled with vandalism, the username may be blocked indefinitely on sight: again, see [[Wikiversity:Blocking policy]]. Usernames that are designed to impersonate legitimate users may be blocked immediately. The IP address of these users should be left autoblocked. ==Using multiple user accounts== It is recommended that users not edit under multiple usernames, unless they have a very good reason. See [[Wikiversity:Sock puppet]]. ==Deleting your user account== Accounts with contributions cannot be deleted since this would allow another user to create the account, and claim authorship of those edits. It is not possible for your edits to be removed entirely. They can only be reassigned to something else so as not to violate the [[GNU Free Documentation License]]. If you decide after creating an account, particularly if you did so using your real name, that you would rather be anonymous, you can have your account renamed. You can request this at [[Wikiversity:Changing username]], or by contacting a [[Wikiversity:Bureaucrats|Bureaucrat]] with the ability to change usernames. When this is done, your contributions list will be assigned to the new user name. You may also request your user and talk page be deleted as explained at [[Wikiversity:User page]]. Any talk pages that you have signed will still display your former user name. These need to be changed manually by editing the pages concerned. If you feel strongly about your name no longer appearing on the site, you can edit these pages to remove your signature. The easiest way to find these is by clicking "what links here" from your user page. There is currently no means of removing signatures from old revisions in the [[Wikiversity:page history|page history]]. :''See also: '' [[m:Right to vanish|Right to vanish]] == See also == * [[Wikiversity:Changing username]] * [[Wikiversity:How to log in]] * [[Wikiversity:Policies]] * [[Wikiversity:Blocking policy]] [[Category:Wikiversity policy]] 2140 8101 2006-08-19T12:43:32Z Sebmol 14 [[Wikiversity:Requests for Custodianship]] moved to [[Wikiversity:Candidates for Custodianship]]: not really a request page #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2142 8108 2006-08-19T12:45:57Z Sebmol 14 Redirecting to [[Wikiversity:Candidates for Custodianship]] #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2144 32238 2006-10-05T15:31:21Z Guillom 48 removed those ugly arrows [[User:{{{1|}}}|{{{1|}}}]] ([[User talk:{{{1}}}|Talk]]) – <span class="plainlinks" style="font-size:smaller">[{{fullurl:Special:Log/delete|user={{urlencode:{{{1}}}}}}} D] | [{{fullurl:Special:Log/protect|user={{urlencode:{{{1}}}}}}} P] | [{{fullurl:Special:Log/block|user={{urlencode:{{{1}}}}}}} B] | [{{fullurl:Special:Contributions|target={{urlencode:{{{1}}}}}&offset=0&limit=100&namespace=8}} C]</span> 2148 18820 2006-08-28T07:05:34Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 2149 8204 2006-08-19T15:31:19Z SB Johnny 61 category ''This is a proposal. Feel free to edit, or discuss on the discussion page.'' Data collection for the bloom clock is quite easy to do, and does not require submission on a regular schedule. The current idea is to simply sign (using 4 tildes) under the heading for a particular plant that is blooming that day. The only real requirement for participation is to be able to correctly identify plants. Currently the project should concentrate on perennial plants (both herbaceous and woody), as these aren't tied to germination dates. Participants need to sign up on the Participants List, with information about their location. Any weblinks to nearby growing degree day clocks would also be helpful (this will be explained in further detail later). Common names should be avoided, as they differ from region to region, and in fact common names may often refer to two or more species. [[Category:Bloom clock project]] 2150 68594 2007-01-09T12:21:46Z Mystictim 626 added category learning activities [[Image:OrangetreeMesaAZMar302006.png|thumb|right|300px|Flowers on an orange tree (''Citrus sinensis'').]] This is the list of data from 2006. Please add yourself to the participants list before signing under plants. Instructions: sign with four tildes (<nowiki>~~~~</nowiki>), below the name of any plants you notice in bloom on a particular day. There is no need to do this every day, nor is it absolutely necessary to record ''every'' plant you've seen in bloom. I you are unsure what a plant is, ask about it on the talk page. If you're unsure of the scientific name (common names change from region to region, so aren't as useful), try searching for the common name on [[w:wikipedia|wikipedia]]. Plants by scientific name: ;''[[w:Ambrosia artemisiifolia|Ambrosia artemisiifolia]]'' (Common ragweed) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Ambrosia trifida|Ambrosia trifida]]'' (Giant ragweed) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Cichorium intybus|Cichorium intybus]]'' (Wild chicory) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Citrus sinensis|Citrus sinensis]] '' (Sweet orange) *--[[User:JWSchmidt]] 30 March 2006 ;''[[w:Clematis virginiana|Clematis virginiana]]'' (Devil's darning-needle): *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 14:59, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Phlox paniculata|Phlox paniculata]]'' (Garden phlox) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Eupatorium purpureum|Eupatorium purpureum]]'' (Joe Pye weed) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Rudbeckia laciniata|Rudbeckia laciniata]]'' (Brown-eyed Susan) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Rudbeckia triloba|Rudbeckia triloba]]'' (Green-headed coneflower) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Rudbeckia fulgida|Rudbeckia fulgida]]'' (Black-eyed Susan, Orange coneflower): *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 14:54, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Vernonia noveboracensis|Vernonia noveboracensis]]'' (New York ironweed) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Western Australian Christmas tree|Nuytsia floribunda]]'' (Western Australian Christmas tree) *----[[User:Gnangarra|Gnangarra]] 09:42, 25 December 2006 (UTC) ;''[[w:Banksia attenuata|Banksia attenuata]]'' (Candlestick Banksia) *----[[User:Gnangarra|Gnangarra]] 09:42, 25 December 2006 (UTC) [[Category:Bloom clock project]] [[Category:Learning activities]] 2155 8182 2006-08-19T15:04:28Z Rayc 57 And one for projects {| class="messagebox standard-talk" id="talkheader" align="center" style="text-align:center;background-color: #F8FCFF;" |- ! colspan="2" style="border-bottom:1px solid #C0C090; background-color: #F8EABA;" | This is the [[Wikipedia:Talk page|Talk page]] for discussing the [[{{FULLPAGENAME}}|{{PAGENAME}}]] ''' |- | style="background-color: #F8FCFF;text-align:left;" | Please sign your comments using four tildes (&#126;&#126;&#126;&#126;), and give comments that start a new topic <nowiki>==A Descriptive Header==</nowiki>, placing them at the bottom of the page. This page is used for general discussion for the {{PAGENAMEE}}. For discussion on a particular subpage, please use its talk page |[[Image:Wiki.png|60px|none|Wiki<!---->media Foundation]] |} 2159 8247 2006-08-19T16:10:08Z Dom0803 176 <includeonly><div style="float:{{{float|right}}};clear:{{{float|right}}};width:{{#expr:{{{width|240}}}+4}}px;padding:4px;border:solid silver 1px;margin:4px;background:white"> <div style="position:relative;border:solid silver 1px;padding:0px;width:{{{width|240}}}px">[[Image:{{Location map {{{1}}}|image}}|{{{width|240}}}px]]<br/><div style="position:absolute;z-index:200; top:{{#expr:100*({{Location map {{{1}}}|top}}-{{{lat}}}) / ({{Location map {{{1}}}|top}}-{{Location map {{{1}}}|bottom}}) round 1}}%; left:{{#expr:100*({{{long}}}-{{Location map {{{1}}}|left}}) / ({{Location map {{{1}}}|right}}-{{Location map {{{1}}}|left}}) round 1}}%;height:0;width:0;margin:0;padding:0;"> <div style="position:relative;top:-4px;left:-4px;width:8px;text-align:center;z-index:201">[[Image:{{{mark|Red_pog.svg}}}|8x8px]]</div> {{#switch:{{{position|right}}} |right=<div style="font-size:90%;line-height:110%;position:relative;top:-1.5em;left:0.5em;text-align:left;width:6em;z-index:202;"> |left=<div style="font-size:90%;line-height:110%;position:relative;top:-1.5em;left:-6.5em;width:6em;text-align:right;z-index:202;"> }}<span style="padding:1px;background:{{{background|none}}}">{{{label}}}</span> </div> </div> </div> <div style="font-size:90%">{{{caption|{{{label}}} on the map of {{Location map {{{1}}}|name}}}}}</div> </div></includeonly> <noinclude> This is the template page for the [[Locator map]]. The chances are that Loactor map page isn't created yet, so please keep checking back. It is my duty to create that page with a guide to the Locator map. Here is what a Location map looks like. It is dynamic, and changes with manual input. {{Location map|Ireland|float=right|label=Belfast|lat=54.59|long=-5.93|position=left|width=150}} </noinclude> 2161 8237 2006-08-19T16:02:27Z Dom0803 176 '''Country:''' [[Ireland]] [[Template:Location map|template]]. '''Author:''' [[User:Dom0803]] '''License:''' GFDL '''Created using:''' Demis Mapper '''Country:''' [[Ireland]] [[Template:Location map|template]]. '''Author:''' [[User:Dom0803]] '''License:''' GFDL '''Created using:''' Demis Mapper 2162 8242 2006-08-19T16:06:40Z Dom0803 176 {{#switch:{{{1}}}| |name=Ireland |top=55.45 |bottom=51.38 |left=-10.71 |right=-5.33 |image=TemplatemapIreland.jpg }}<noinclude>see {{tl|Location map}}</noinclude> 2179 8287 2006-08-19T17:01:04Z Dom0803 176 This is an example for my [[Locator map]] article. Author: [[User:Dom0803]] This is an example for my [[Locator map]] article. Author: [[User:Dom0803]] 2181 80395 2007-01-23T18:21:49Z 18.55.7.49 <!----------------------------Header-----------------------> <center><big>'''Welcome to the Engineering and Technology portal!'''</big></center> {{Template:Portal_Header}} <!-----------------------------end of header----------------> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO THE</small> F<small>ACULTY OF</small><br>E<small>NGINEERING AND</small> T<small>ECHNOLOGY</small>'''</div> <div style="top:+0.2em;font-size: 95%"></div> <div style="width:100%;text-align:center;font-size:80%;"></div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Engineering|Engineering]] *[[Portal:Engineering_Discussions|Engineering Discussions]] *[[Topic:Chemical_Engineering|Chemical Engineering]] |style="width:22%;font-size:95%";color:#000"| *[[Topic:Mechanical_Engineering|Mechanical Engineering]] *[[Topic:Computer Science|Computer Science]] *[[Topic:Web Design|Web Design]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Engineering and Technology Portal</h2 > [[Image:Deep Space 1 using its ion engine.jpg|right|130px]] The Engineering and Technology Portal serves to organize everything in the [[:Category:Engineering and Technology|Engineering and Technology category]]. This Portal will connect browsers to the learning materials that have been developed by the various Wikiversity Engineering and Technology schools, departments and divisions. These schools, departments and divisions should be listed in the schools departments and divisions section. This portal should feature exciting examples of Engineering and Technology learning resources. At this time, Wikiversity participants who are interested in Engineering and Technology are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. *<small> '''19 January 2007:'''</small> New format for the [[Portal:Computer Science|Computer Science Portal]] *<small> '''23 December 2006:'''</small> New home page of the engineering and technology portal<br> *<small> '''19 August 2006''' </small> - portal founded! <br /> <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Portal History</h2 > [[Image:P literature.png|right|60px|History]] There is a hope to increase the amount of learning materials regarding engineering and technology, and this page has served as a framework to assist in the organization of content. An [[Wikipedia:Portal:Engineering|engineering portal]] and [[Wikipedia:Portal:Technology|technology portal]] are viewable on wikipedia. </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected biography</h2 > [[Image:Thomas_Young_(scientist).jpg|thumbnail|right|125px|'''Thomas Young''', English scientist]] '''Thomas Young''' (*June 14, 1773 – †May 10, 1829) was an English scientist, researcher, physician and polymath. He is sometimes considered to be "the last person to know everything": that is, he was familiar with virtually all the contemporary Western academic knowledge at that point in history. Clearly this can never be verified, and other claimants to this title are Gottfried Leibniz, Leonardo da Vinci, Samuel Taylor Coleridge, Johann Wolfgang Goethe and Francis Bacon, among others. Young also wrote about various subjects to contemporary editions of the Encyclopedia Britannica. His learning was so prodigious in scope and breadth that he was popularly known as "Phenomenon Young." :'''[[:w:Thomas_Young_%28scientist%29|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Active Participants</h2 > [[Image:Nuvola apps ksig.png|right|50px|Writing]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). {{Template:Participants}} </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Nuvola apps edu languages.png|right|44px|Quotation]] "Logic brings you from A to B. Imagination brings you everywhere"<br> — ''Albert Einstein'' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Things you can do</h2 > {{{{FULLPAGENAME}}/Things you can do}} </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Featured Pages</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:BernoullisLawDerivationDiagram.png|100px|Chemical Engineering]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Koeln_Hohenzollernbruecke.jpg|100px|Engineering]]</div> |- ! style="text-align:center;width:33%"|'''[[Topic:Chemical_Engineering|Chemical Engineering]]''' ! style="text-align:center;width:33%"|'''[[Topic:Engineering|Engineering]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:4-Stroke-Engine.gif|50px|Engineering]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:Engineering_Discussions|Engineering Discussions]]''' ! style="text-align:center;width:33%"|'''[[Topic:Mechanical_Engineering|Mechanical Engineering]]''' |} </div > </div> <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Schools and Departments</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center" valign="top">'''[[School:Engineering|School of Engineering]]'''</div> | style="width:50%;align:center;" | <div align="center" valign="top">'''[[School:Computer Science|School of Computer Science]]'''</div> |- ! style="text-align:center;width:33%;font-size:85%"|<br> ! style="text-align:center;width:33%;font-size:85%"|<br> |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Engineering|General Engineering Subjects]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Programming|Department of Computer Programming]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Aeronautical Engineering|Department of Aeronautical Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Artificial Intelligence|Department of Artificial Intelligence]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Audio Engineering|Department of Audio Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Networks|Department of Computer Networks]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Automobile Engineering|Department of Automobile Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Information Studies|Department of Information Studies]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Automation Engineering|Department of Automation Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Image processing and Machine Vision|Department of Image Processing]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Biomedical Engineering|Department of Biomedical Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Web Design|Department of Web Design]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Civil Engineering|Department of Civil Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Game Design|Department of Computer Game Design]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Chemical Engineering|Department of Chemical Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Electrical and Electronic Engineering|Department of Electrical and Electronic Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Energy Engineering|Department of Energy and Energy Efficiency Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Engineering Management|Department of Engineering Management]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Industrial Engineering|Department of Industrial Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Materials Science and Engineering|Department of Materials Science and Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Mechanical Engineering|Department of Mechanical Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Petroleum and Natural Gas Engineering|Department of Petroleum Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Transport and Traffic Engineering|Department of Transport and Traffic Engineering]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Textile Engineering/Technology and Textile Chemistry|Department of Textile Technology and Chemistry]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|<br> ! style="text-align:center;width:33%;font-size:85%"|<br> |- | style="width:50%;align:center;" | <div align="center">'''[[School:Automobile Maintenance|School of Automobile Maintenance]]'''</div> | style="width:50%;align:center;" | <div align="center">'''[[School:Information Technology|School of Information Technology]]'''</div> |- ! style="text-align:center;width:33%;font-size:85%"|<br> ! style="text-align:center;width:33%;font-size:85%"|<br> |- |} <center> [[Portal:Engineering_and_Technology/Catalogue|List of resources, projects, and courses offered]] <br> </center> </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:30%;font-size:95%;color:#000"| *[[b:Wikibooks:Physics bookshelf|Textbooks Related to Physics]] *[[b:Wikibooks:Engineering bookshelf|Textbooks about Engineering]] |style="width:35%;font-size:95%;color:#000"| *[[b:Wikibooks:Science_bookshelf|Textbooks Related to Natural Sciences]] *[[Wikibooks:Introduction_to_Materials_Science|Introduction to Materials Science]] |style="width:25%;font-size:95%"| *[[Wikibooks:Nanotechnology|Nanotechnology]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia of Engineering and Technology</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Engineering|Engineering on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Engineering|Engineering on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Engineering|Engineering on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Engineering|Engineering on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Engineering|Engineering on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Engineering|Engineering on Wiktionary]]''' |- |'''[[Wikipedia:Technology|Technology on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Technology|Technology on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Technology|Technology on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Technology|Technology on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Technology|Technology on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Technology|Technology on Wiktionary]]''' |- |} </div > </div > __NOTOC__ [[Category:Wikiversity portals|{{PAGENAME}}]] [[Category:Engineering and Technology| ]] 2186 80125 2007-01-22T21:06:41Z Abhishek mishra 5674 /* Active participants */ <center><big>'''Welcome to the Electrical & Electronic Engineering School!'''</big></center> <center>''Part of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Electronic engineering|Electronic engineering]]''' is a professional engineering discipline that deals with the emission, behavior, and effects of electrons (as in electron tubes and transistors) and with electronic devices, systems or equipment. Topics covered within the field of Electronic engineering include circuit theory, analogue and digital circuit design, component modeling, power electronics, instrumentation engineering, telecommunications, control and semiconductor circuit design amongst many others. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * '''[[User:VickySingh|VickySingh]] (electronic engineering)''' * '''[[User:Kosala|Kosala]] (electronic engineering)''' * '''[[User:Rashu|Rashu]] (electronic engineering)''' * '''[[User:RobLevy|RobLevy]] (electronic engineering)''' * '''[[User:RobertLutz|RobertLutz]] (electronic engineering)''' * '''[[User:TkdApe|TkdApe]] (electronic engineering)''' * '''[[User:Wolfgrab|Wolfgrab]] (electronic engineering)''' * '''[[User:Electroguy|Electroguy]] (electronic engineering)''' * '''[[User:Beeflobill|Beeflobill]]''' * '''[[User:Modz|Modz]] (electronic engineering)''' * '''[[User:AraG0rN|AraG0rN]] (electronic engineering)''' * '''[[User:AClaxton|Allen Claxton]] (electronic engineering)''' * '''[[User:Misericordia|Misericordia]] (Telecommunications engineering)''' * '''[[User:Shroomland|Shroomland]] (Aerospace Avionics engineering)''' * '''[[User:Necrocapo|Necrocapo]] (Electrical-Electronics Engineering)''' * '''[[User:kazoedu|kazoedu]] (Electronic Engineering) ''' * '''[[Sam Fakhreddine]] (Electronic engineering)''' * '''[[Sam Tanai]] (Electronic engineering)''' * '''[[User:AndyDK|AndyDK]] (Electrical/Electronic engineering)''' * '''[[user:abhishek mishra|abhishek mishra]] (Electronic Engineering)''' ==School news== * '''August 19, 2006''' - School founded! * '''August 19, 2006''' - First participant, TkdApe, joins! * '''September 4, 2006''' -- Second participant - Ebuka Kammelu! * '''September 20, 2006''' - weks - == Courses == Organize groups of related lessons into sequentially coherent courses: === Pre-University Level === * Principles of electricity === Undergraduate Level === ==== Introductory and Core Curriculum ==== * Digital Logic Design * Signals and Systems * Analog Electronics * Computer Organization * Electromagnetic Fields * Electromagnetic Waves ==== Advanced Undergraduate ==== * Introduction to quantum mechanics * Digital Signal Processing * Physics of Semiconductor Devices * Analog Communication Systems === Graduate Level === * VLSI Design * Digital Image Processing * Digital Communication Systems * Introduction to Photonics * Lasers and Quantum Optics * Fiber Optic Communication Systems * Semiconductor Photonic Structures === To be categorized === * Fundamental atomic structure * The Valence concept * Linear Algebra with Applications in Electrical Engineering * Differential Equations with Applications in Electrical Engineering * Fourier Analysis * Probability and Stochastic Processes * Tools of the trade * Analog meters * Digital meters * Oscilloscopes * Spectrum analyzers * Logic analyzers * Time domain Reflectometry / Time domain Transmissometry (TDR / TDT) * Schematic drawings * PCB Layout ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! === Electrical Circuit Theory === *[[Ohm's Law]] *[[Kirchhoff's Current Law]] *[[Kirchhoff's Voltage Law]] *[[Resistor Color Codes]] *[[The role of resistors in electrical circuits]] *[[Voltage division]] *[[Operational Amplifier]] *[[RC Circuit]] *[[RL Circuit]] *[[RLC Circuit]] === Optics and Photonics === * [[Laser]] * [[Gaussian Beam]] === Electromagnetics === *[[Maxwell's Equations]] *[[James Clerk Maxwell]] *[[Faraday's Law]] *[[Ampere's Law]] *[[Gauss's Law]] *[[Coulomb's Law]] == Electromechanical Devices == *[[Elecromagnetic Relays]] *[[Electric Motors]] === Semiconductor Physics === * [[PN Junction]] * [[Transistor]] * [[hole]] * [[electron]] * [[Silicon]] * [[Diamond Lattice]] * [[Thermal Voltage]] * [[Fermi Energy]] * [[Bandgap]] === Electronic Devices === *[[Semiconductor Devices]] *[[Diodes]] === Signals and Systems === *[[Fourier Transforms]] *[[Shannon's Law]] === Integrated Circuits and VLSI=== === Communication Systems === === Digital Logic Design === *[[Boolean Algebra]] *[[DeMorgan's Laws]] *[[Karnaugh Maps]] *[[Multiplexor]] *[[Nand Gate]] *[[Nor Gate]] *[[XOR Gate]] === Computer Architecture === *[[Superscalar]] *[[Forwarding]] *[[Hazards]] ==Disciplines== *[[Electronics]] *[[Power Systems]] *[[Control Theory]] *[[Signal Processing]] *[[Analogue Communications]] *[[Digital Communications]] *[[RF Communications]] *[[Electromagnetism]] *[[Telecommunications]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' [[Category:Electronic engineering| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] 2194 45993 2006-11-16T01:26:53Z Sebmol 14 screen shot, edited by John Schmidt, {{Wikiversity-screenshot}} 2195 45959 2006-11-16T00:35:25Z Sebmol 14 standardized {| cellspacing="0" cellpadding="8" class="license1" |[[Image:Heckert GNU white.svg|75px|GFDL]] | I, the creator of this work, hereby grant the permission to copy, distribute and/or modify this document under the terms of the '''[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. |}<includeonly>[[Category:GFDL documents|{{PAGENAME}}]] [[Category:Self-published work|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2201 67602 2007-01-07T18:23:18Z JWSchmidt 20 [[Category:Computer Science]] Potentially useful links for starters (not intending to suggest any particular affiliations). http://www.ogre3d.org/ http://www.thedarkmod.com ''Discuss'' [[Talk:3DTheater.org]] [[Category:Learning projects]] [[Category:Computer Science]] 2202 75826 2007-01-14T18:00:16Z JWSchmidt 20 {{Courses}} Welcome to the '''Department of Analytical Chemistry''', part of the [[School:Chemistry|School of Chemistry]]. Chemistry is the study of matter at the atomic and molecular scale. The '''Department of Analytical Chemistry''' is interested in developing course materials and sustainable communities for Analytical Chemistry. Textbook resources can be found on Wikibooks. Here, the focus is on developing course notes to supplement textbooks. Participants in online learning should look at the modules listed below and see which ones they are interested in. == Active participants == Feel free to join in! Things will be evolving as we go along. Feel free to make changes as you see fit! * [[User:HappyCamper|HappyCamper]] 21:12, 21 August 2006 (UTC) * [[User:MartinY|MartinY]] 27 August 2006 * [[User:Physchim62|Physchim62]] 09:05, 4 September 2006 (UTC) ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Basic instrumentation]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ===Wikiresources=== [[Topic:Chemistry/Wikiresources|Resources on wikimedia pages]] == Preliminaries == These topics constitute the essentials of chemistry. Knowledge of these topics should be mastered. [[Chemical element]] == Course notes == {{Courses}} There are two sets of course notes. One set is specific for a certain text. Another, is a synthesis of all the notes on a related topic. [[Category:Analytical Chemistry]] 2204 70100 2007-01-10T21:59:38Z JWSchmidt 20 [[Category:Music]] The study of classical vocal performance is split into several sub-divisions :[[Operatic]] :[[Oratorio]] :[[Art Song]]/[[Lied]]/[[Melodie]] :[[Chorus]] and [[Choral]] Each of these disciplines requires certain skill sets and a certain "tradition" or mores connected with the performance of these genres. Closely related areas of study to classical vocal performance would include those of :[[Musical Theater]] :[[Jazz Vocals]] - this is usually used as a catch all for any type of music of the jazz, pop, rock, and R&B [[Category:Music]] 2207 76983 2007-01-16T08:07:48Z Sebmol 14 MichaelBillington made permanent custodian ==Probationary custodians== When probationary custodians have a mentor, they will be listed on this page, starting their one month probationary period. If the mentor is satisfied with the performance of the probationary custodian, members of the community will be able to participate in a comment period at the end of the month-long probation period. ---- {{Wikiversity:Candidates for Custodianship/J.Steinbock}} * .. ---- ==Reading list== New custodians should become familiar with [[:Category: Wikiversity policy]] and [[:Category:Wikiversity administration]]. == See also == *[[Wikiversity:Candidates for Custodianship]] *[[Wikiversity:List of custodian mentors|List of custodian mentors]] [[Category:Wikiversity administration]] 2209 10019 2006-08-20T14:32:27Z 132.161.154.127 double redirect fix #REDIRECT [[Foundations of Calculus]] 2213 76370 2007-01-15T06:00:25Z JWSchmidt 20 [[Category:Chemistry]] Please integrate this [[b:Wikiversity:School of Chemistry|material from Wikibooks]] with [[School:Chemistry]]. {{nav|Wikiversity}} =Courses= == History of Chemistry == *[[Basics of Chemistry]] *[[Precursors of Chemistry (-1800)]] *[[Early Chemistry (1800-1900)]] *[[Recent Chemistry (1900-)]] *[[Chemistry for the Hardknocks(1900-)]] == Branches of Chemistry == *[[Analytical Chemistry]] *[[Biochemistry]] *[[Inorganic Chemistry]] *[[Organic Chemistry]] *[[Physical Chemistry]] *[[Quantum Chemistry]] == Basic Chemistry == *<b>Concepts in Chemistry</b> **[[Matter and Measurements]] **[[Atoms, Molecules, and Ions]] **[[Formulas, Equations, and Reactions]] **[[Mass relations in Chemistry and Stoichiometry]] *<b>Chemical Behavior</b> **[[Electronic Structure]] **[[Ionic Bonding]] **[[Covalent Bonding]] **[[Thermochemistry]] **[[Quantum Theory of the Atom]] *<b>States of Matter</b> **[[Gases and Gas Laws]] **[[Solids]] **[[Liquids]] *<b>Reactions and Equilibrium</b> **[[Rates of Reaction - Kinetics]] **[[Chemical Equilibrium]] **[[Acids and Bases]] **[[Acid-Base Equilibrium]] **[[Solubility and Complex-Ion Equilibrium]] **[[Thermodynamics and Equilibrium]] *<b>Other Essential Concepts in Chemistry</b> **[[Fundamental Electrochemistry]] **[[Fundamental Nuclear Chemistry]] **[[Fundamental Organic Chemistry]] == Miscellaneous == *[[Organometallic Chemistry]] *[[Talk:Wikiversity:Chemistry_Help | Wikiversity:Chemistry Help]] = Other languages = *[http://es.wikibooks.org/wiki/Wikiversidad:Departamento_de_Qu%C3%ADmica Wikiversidad:Departamento de Química] [[Category:Chemistry]] [[es:Wikiversidad:Departamento_de_Química]] == External Resources == The two links below have some excellent data and animations of various chemical structures and important molecules: * http://www.compchemwiki.org/index.php?title=Main_Page * http://www.compchemwiki.org/index.php?title=CompChemWiki:Community_Portal 2215 29644 2006-09-26T21:05:59Z 82.125.131.59 rv {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Chemistry, a science with several hundred years of history, is the study of matter. In chemistry, you will study the composition of matter, the structure of matter, and the properties of matter. These three components- composition, structure, and properties- have been classified in such a way that scientists have been able to distinguish hundreds of different materials. Chemistry is a field that deals with questions that are often difficult to answer using direct observation. For example, the question "What is that material made of?" may seem easy to answer, but when one wants to investigate the problem fully, for example, to answer the question "What is its makeup and internal arrangement?", one must often infer the answer from observations. In chemistry, you will learn how to analyze results to get conclusions about what is happening at a molecular level. [[Category:Chemistry]] 2216 46513 2006-11-18T18:05:12Z Rayc 57 cat {{nav2|Wikiversity|Wikiversity:School of Chemistry}} <br/> {{nav2|Wikiversity|Wikiversity:School of Medicine}} Organic chemistry is the study of carbon molecule interactions, including bonding and interactions with other carbon atoms, ions (called carbocations or carbanions), molecules (called organic molecules), and other inorganic atoms, molecules, and catalysts. * [[/Organic naming|Nomenclature: Naming in Organic Chemistry]] * [[/Hybridization and Molecular Orbital Theory/]] * [[/Polarity/]] * [[/Molecular charge/]] * [[/Stereochemistry/]] * [[/Acid/Base chemistry/]] * [[/Reactions/]] ** [[/Reductions/]] ** [[/Oxidations/]] * [[/Mechanisms/]] {{Stub}} [[Category:Chemistry]] 2217 29499 2006-09-25T23:48:42Z Rayc 57 rv {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Inorganic Chemistry is the study of substances that are not organic, and thus are largely compounds with no carbon. As such, many very important products can be made of substances defined as inorganic. Silicon chips, transistors, LCD screens, fiber-optic cables, and many catalysts are the result of reseach in inorganic chemistry. Inorganic chemical reactions are divided into 4 categories: combination reactions, decomposition reactions, single displacement reactions, and double displacement reactions. Combination reactions involve a reaction where there is only 1 product, while there are 2 or more reactants. An example of this is the formation of water vapor when hydrogen and oxygen gas is reacted. Both hydrogen and oxygen combine to make water as the sole product. 2H<sub>2</sub> + O<sub>2</sub> → 2H<sub>2</sub>O Decompostion reactions involve the breaking down of a complex molecule into numerous simpler molecules. Such as the decomposition of Calcuim Carbonate into Calcium Oxide and Cabon Dioxide gas: CaCO<sub>3</sub> → CaO + CO2 Single replacement reactions involve the replacement of one atom in a compound by another atom. This is usually written as A + BX → AX + B An example is the substitution of calcium for sodium in sodium chloride. 2NaCl + Ca → 2Na + CaCl<sub>2</sub> Double replacement reactions involve two elements switching out of compounds to replace each other. CaCl<sub>2</sub> + 2 AgNO<sub>3</sub>⇒ Ca(NO<sub>3</sub>)<sub>2</sub> + 2 AgCl<sub></sub> [[Category:Chemistry]] 2218 46506 2006-11-18T17:58:15Z Rayc 57 cat {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Matter is everything. Matter constructs every object in the known universe, from individual atoms to the largest galaxies. Matter can be defined as anything that takes up space and has mass. Mass is very similar to a property of matter called Inertia (resistance to a change in motion), but for our purposes, it is a measurement of matter. The vast majority of known matter comes in the form of atoms. Atoms are thus called the building block of the universe. An atom is the smallest unit of an element that still maintains the properties of that element. An element is pure substance made of only one type of atom. For example, the air around you is largely nitrogen gas. Nitrogen is an atom, and no two nitrogen atoms are distinguishable from one another. They have identical properties. They are thus the same element. Avogadro's Number: 6.022x10^23. This constitutes the amount in one mole of something. Eg. 12 eggs in one dozen. One mole of Magnesium (Mg) contains 6.022x10^23 atoms. [[Category:Chemistry]] 2219 65160 2007-01-01T06:37:26Z Remi0o 3985 == Formulas == In studying chemistry, we represent the composition of a substance through the use of the <b>chemical formula</b>. The chemical formula of a given substance conveys to us the elements that the substance contains through the use of atomic symbols, and is sometimes marked with numerical subscripts that show the relative proportion of each element to the other elements in the substance. Let's use the formula for magnesium chloride, MgCl<sub>2</sub>. If we interpret this, it shows us that for every one magnesium atom in the compound, there are two chlorine atoms (thus the subscript "2" attached to the Cl). Now consider the formula for carbon tetrachloride, CCl<sub>4</sub>. Once again, we interpret this as there being one carbon atom for every four chlorine atoms. But now we need to look at the two main types of substances: ionic and molecular. === Ionic Substances and Ionic Nomenclature === An <b>ion</b> is defined as <i>an electrically charged particle that has acquired an overall (net) charge by losing or gaining electrons</i>. One of the most familiar examples of an ionic substance (a substance composed of ions) is sodium chloride, NaCl, commonly known as "table salt". Let's take copper for example: copper is normally found in a neutral state, meaning there are no extraneous electrons hanging around, nor does it need to gain any electrons to become neutral. However, in a reaction with hydrochloric acid, HCl, copper will normally lose an electron to chlorine when bonding to it, and become CuCl<sub>2</sub>, or copper(II) chloride. In this process, copper has become a <b>cation</b>. A cation is <i>an atom that has lost one or more electron(s) to become <b>positive</b></i>. We would denote this by showing coppers atomic symbol with a superscript denoting it's charge - Cu<sup>2+</sup>. This symbol shows that copper has lost two electrons to become positively charged. Other atoms, such as sodium in the case with sodium chloride, become Na<sup>+</sup>, denoting that it has lost one electron. Yet in the same process with CuCl<sub>2</sub>, chlorine has gained one electron, making it an <b>anion</b>. An anion is <i>an atom that has gained an extra electron to become <b>negative</b>.</i>. This we denote with the atomic symbol for chlorine, and place a superscript "1-" or just "-", shown as Cl<sup>-</sup> or Cl<sup>1-</sup>. So now it only seems logical that when you place cations and ions together (that will presumably react), you get what is called an <b>ionic compound</b>. You've already been shown two such compounds: NaCl and CuCl<sub>2</sub>. Now let's discuss the <b>formula unit</b>. The formula unit is <i>the group of atoms explicitly present in the compound</i>. For example, NaCl denotes one Na atom for every Cl atom, nothing more, nothing less. The same goes with CaCl<sub>2</sub>, which denotes one Ca atom for every two Cl atoms. A formula unit is the smallest unit for each of these substances. But how do we write these formulas? Simple enough. Take the reaction between Fe<sup>3+</sup> and SO<sub>4</sub><sup>2-</sup>. When you place them together - assuming that they will, in fact, react - we take the superscripts and place them as subscripts. Here's a more visual example: [[Image:Ionicformula.jpg]] [[Category:Chemistry]] 2220 45404 2006-11-14T00:48:29Z Rayc 57 cat == The Mole Concept == To begin with chemical relations to mass, perhaps the most important idea to understand is the <i>mole concept</i>. We begin by looking at an example from the periodic table: {| border=0 cellspacing=0 cellpadding=5 | [[Image:carbonpertable.jpg]] | The symbols are simple enough: <ul> <li> the <b>6</b> located at the top-center portion of the box is the atomic number for the corresponding element. As a basic rule for the periodic table, atomic numbers are always represented as whole numbers. </li> <li> the <b>C</b> situated in the center is the element's own specific symbol; in this case, Carbon. </li> <li> the number <b>12.0107</b> is what is known as the element's <i>atomic mass</i> (also commonly known as the <i>molecular</i> or <i>molar mass</i>. </li> </ul> |} The atomic mass is our primary concern here. By definition, a <b>mole</b> (symbolized as <b>mol</b>) is <i>the quantitative amount of any given substance that contains as many <b>atoms, molecules, or formula units</b> as the number of atoms in exactly 12 g of carbon-12.</i> This number is known as <b>Avogadro's number</b> (usually symbolized as <i>N</i><sub>A</sub>), and has recently been given the value of 6.0221367 × 10<sup>23</sup>. In this sense then, we might equate the term <i>mole</i> to dozen. With previous experience, we know that in a carton of a dozen eggs, you get twelve individual eggs. The same is said with the mole: for every 1 mole of a given substance, you have approximately 6.022 × 10<sup>23</sup> atoms/formula units/molecules in the sample amount. As you will learn later, the mole is very important in many calculations involving concentrations of substances, osmotic pressure, chemical kinetics, and equilibrium. The main idea that must be understood is that for 1 mole of <i>any</i> substance, we have Avogadro's number of molecules, atoms, or formula units. Consider the chemical formula for water, H<sub>2</sub>O. If we have one mole of H<sub>2</sub>O, then we have approximately 6.022 × 10<sup>23</sup> different H<sub>2</sub>O molecules. To continue further, we notice that there are two hydrogen atoms for every one oxygen atom in one formula unit of water, therefore we can say that there are approximately 6.022 × 10<sup>23</sup> oxygen atoms and 2 × 6.022 × 10<sup>23</sup> (1.204 × 10<sup>24</sup>) hydrogen atoms present in one mole of water. So how do we calculate the molar mass of H<sub>2</sub>O? Simple. This is where the atomic mass is most important. On the periodic table we retrieve the atomic masses of hydrogen and oxygen, which are 1.00794 amu and 15.9994 amu respectively. (Note that "amu" stands for <i>atomic mass units</i> and has the units of <sup>g</sup>/<sub>mol</sub>). The atomic mass for a given substance is equal to one mole, and therefore contains roughly Avogadro's number of atoms/molecules/formula units. With this in mind, we add the following: <blockquote>2(Atomic Mass of Hydrogen) + Atomic Mass of Oxygen = Molecular Mass of H<sub>2</sub>O <br>2(1.00794) + 15.9994 = 18.0152 <sup>g</sup>/<sub>mol</sub></blockquote> If you understood that, congratulations - you've completed your first stoichiometric calculation. == Stoichiometry == Chemistry is a wonderful thing - and one of it's least wonderful, yet most important concepts, is stoichiometry. <b>Stoichiometry</b> is <i>the calculation of quantities of reactants and products involved in a chemical reaction</i>. Too wordy? Let's make peanut butter and jelly sandwiches. Think of how you make a PB&J sandwich - do you just slop the stuff together and hope it turns out right? Of course not! You take two pieces of bread, a tablespoon of peanut butter, and a table spoon of jelly, and there you have it. This is what stoichiometry is about: <i>it's the recipe that counts, too</i>. So if we had an equation for a peanut butter and jelly sandwich, it might look like this: Pb + J + 2Bread → PbJBread<sub>2</sub> However, let's look at a real <i>balanced</i> chemical equation: 2C<sub>3</sub>H<sub>8</sub> + 10O<sub>2</sub> → 6CO<sub>2</sub> + 8H<sub>2</sub>O What are those numbers in front of the compounds? In chemistry, we call these numbers <i>coefficients</i> which serve to balance out the amount of each individual type of atom on both sides (for example, there must be the same number of carbon atoms on the left side as there are on the right side of the equation). So back to our equation: 2C<sub>3</sub>H<sub>8</sub> + 10O<sub>2</sub> → 6CO<sub>2</sub> + 8H<sub>2</sub>O The easiest way to read it would be: "When you have two propane molecules (C<sub>3</sub>H<sub>8</sub>) and ten molecules of diatomic oxygen (O<sub>2</sub>), you get six molecules of carbon dioxide (CO<sub>2</sub>) and eight water molecules (H<sub>2</sub>O)". Just like a recipe. Remember that in this scenario, molecules could possibly even be replaced with <i>moles</i> as well. Now for an example. Let's take the same reaction with propane and oxygen: <b>if you have 10 g of propane, how much carbon dioxide do you produce?</b> Believe it or not, this problem is very easy, and with some practice, you could become a professional at this. First, we look at the ratio of propane to carbon dioxide - which is 2 propanes for every 6 carbon dioxides, or in fraction: <sup>2</sup>/<sub>6</sub> (do not reduce). Let's start the calculation: <table width="0%" > <tr> <td><div style="text-align: center;"><u>10 g C<sub>3</sub>H<sub>8</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>1 mol C<sub>3</sub>H<sub>8</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>6 mol CO<sub>2</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>44.01 g</u></div></td> <td rowspan="2">=</td> <td rowspan="2">29.99 g of CO<sub>2</sub></td> </tr> <tr> <td><div style="text-align: center;">1</div></td> <td><div style="text-align: center;">44.03 g</div></td> <td><div style="text-align: center;">2 mol C<sub>3</sub>H<sub>8</sub></div></td> <td><div style="text-align: center;">1 mol CO<sub>2</sub></div></td> </tr> </table> Notice the ratio of moles of propane to moles of carbon dioxide. This is called the <i>key step</i>. One might consider this part of the calculation a sort of "stepping stone" from one compound to the next. Let's see how much H<sub>2</sub>O we can get from 10 g of propane: <table width="0%" > <tr> <td><div style="text-align: center;"><u>10 g C<sub>3</sub>H<sub>8</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>1 mol C<sub>3</sub>H<sub>8</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>8 mol H<sub>2</sub>O</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>18.02 g</u></div></td> <td rowspan="2">=</td> <td rowspan="2">16.37 g of H<sub>2</sub>O</td> </tr> <tr> <td><div style="text-align: center;">1</div></td> <td><div style="text-align: center;">44.03 g</div></td> <td><div style="text-align: center;">2 mol C<sub>3</sub>H<sub>8</sub></div></td> <td><div style="text-align: center;">1 mol H<sub>2</sub>O</div></td> </tr> </table> Now suppose <b>we have 15 g of H<sub>2</sub>O - how many grams of oxygen are there?</b> Even though H<sub>2</sub>O is a product, we can still work the problem the same way, but in reverse: <table width="0%" > <tr> <td><div style="text-align: center;"><u>15 g H<sub>2</sub>O</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>1 mol H<sub>2</sub>O</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>10 mol O<sub>2</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>32.00 g</u></div></td> <td rowspan="2">=</td> <td rowspan="2">33.30 g of O<sub>2</sub></td> </tr> <tr> <td><div style="text-align: center;">1</div></td> <td><div style="text-align: center;">18.02 g</div></td> <td><div style="text-align: center;">8 mol H<sub>2</sub>O</div></td> <td><div style="text-align: center;">1 mol O<sub>2</sub></div></td> </tr> </table> <blockquote>Note: you may have noticed that the molecular mass for O<sub>2</sub> is 32.00 rather than 15.999. There's a reason for this: gaseous oxygen is <i>diatomic</i>, meaning that in it's gaseous state, each oxygen molecule is comprised of two oxygen atoms that have been covalently bonded together. There are several different diatomic elements, and a simple way of memorizing them is through the acronym "BrINClHOF" (pronounced "brinkle-hoff"), which represents the seven diatomic molecules. <ul> <li> Br<sub>2</sub> - Bromine </li> <li> I<sub>2</sub> - Iodine </li> <li> N<sub>2</sub> - Nitrogen </li> <li> Cl<sub>2</sub> - Chlorine </li> <li> H<sub>2</sub> - Hydrogen </li> <li> O<sub>2</sub> - Oxygen </li> <li> F<sub>2</sub> - Fluorine </li> </ul> </blockquote> From here, stoichiometry only gets more complicated (but not necessarily more difficult). As said before - with practice, these calculations can become second nature. [[Category:Chemistry]] 2221 30474 2006-09-29T04:51:14Z 58.6.67.177 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Electrons were believed to be particles until Louis de Broglie in 1924 suggested they have wavelike properties as well. A few years later Schrödinger calculated the energy of an electron in a hydrogen atom by using an equation that treated the electron like a wave. He obtained a series of energy levels, instead of a single energy — which means we can't tell where exactly an electron is located. We can only know where the electron is likely to be. '''Classical (Newtonian) Structure'''<br> The basic electronic structure of atoms is that of energy levels, also called shells. These levels are certain distances away from the nucleus of the atom; the higher the level, the higher the energy of the electrons. The first energy level can hold up to two electrons, the second can hold up to eight, the third can hold 18, the fourth can hold 32, and shell ''n'' can hold <math>2n^2</math>. For neutral atoms (those with no charge), the number of electrons is equal to the atomic number of the atom. [[Category:Chemistry]] 2222 75785 2007-01-14T16:45:48Z Mystictim 626 typo {{Welcome and expand}} Ionic bonding occurs when an element actually transfers an electron to another element. This transfer of an electron makes the receiving element have a negative charge, and the transferring element a positive charge. The elements, now having opposite charges, are attracted to each other, thus forming an ionic bond. [[Category:Chemistry]] {{wikipedia}} 2223 76322 2007-01-15T03:06:59Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:84.64.55.30|84.64.55.30]] using [[Wikiversity:Rollback|rollback]] {{nav2|Wikiversity|Wikiversity:School of Chemistry}} When two atoms are in need of extra electrons to fill their outer valence electron shell, they will often share an electron. The most common example that most people are familiar with is water. The oxygen in water forms a covalent bond with the hydrogen, thus filling the hydrogen's outer shell with two electrons (this is because the outer shell of Hydrogen has a maximum capacity of two electrons). While an oxygen atom, originally having six outer electrons, now has has seven valence electrons, it requires another in order to fill the shell, and so it bonds with another hydrogen to form H<sub>2</sub>O. Covalent bonding does not produce electrons, it simply pairs them so that each atom has one more valence electron than before the bond. Covalent bonding occurs between atoms with similar electronegativity, and thus most often occurs between non-metals. However, as there are sometimes uneven distributions of electronegativity, either one of the elements in any given compound may attract the shared electrons closer to it than the other one. Therefore, it will have more of a negative charge than the other (while the other becomes more positive). Though this is not a charge to the extent of ions when they gain/lose electrons, due to the slight charge, covalent compounds can produce ionic properties. [[Category:Chemistry]] 2224 45587 2006-11-14T15:49:10Z 69.19.14.19 /* Ideal vs. Real Gas Behavior */ == Gases and their Properties == ---- A gas is one of the states of matter. As such, it has unique physical properties. Gases assume the volume and the shape of their container and as such mix evenly and completely. In addition, a gas is the most compressible state of matter (having the lowest density). The individual molecules which make up a gas can make collisions with the edges of their containers. As such, they exert a force on the container. We call this force the pressure of a gas. == Ideal vs. Real Gas Behavior == ---- Ideally, we'd like to think of gases as exhibiting the following four characteristics. 1. A gas molecule has neglible volume, and is separated from other molecules in a gas by distances far greater than its own size. 2. A gas molecule travels in random directions and frequently collide with other gas molecules. These collisions are perfectly elastic. 3. Gases exert neither attractive nor repulsive forces on one another. 4. The average kinetic energy of the molecules is proportional to the temperature of the gas. However, gases do exert forces on one another: that is how they can condense into liquids. And a gas does have volume which is not negligible. This is deviation from ideal behavior (real gas behavior). == Gas Laws == ---- The following gas laws assume ideal behavior: Avogadro's Law: If temperature and pressure are constant, then the amount of moles of gas in a system is directly proportional to the volume of the system. :<math>\qquad {n}</math> represents the number of moles in the system. <math>\qquad {V}</math> represents the volume of the system. :<math>\frac{n_1}{V_1} = \frac{n_2}{V_2}</math>. Boyle's Law: If temperature and the number of moles of gas are constant, then the pressure of a system is inversely proportional to the volume of the system. :<math>\qquad {P}</math> represents the pressure of the system. <math>\qquad {V}</math> represents the volume of the system. :<math> \qquad P_1V_1 = P_2V_2</math> Charles's Law: If pressure and the number of moles are constant, then the volume of a system is directly proportional to the temperature of the system. :<math>\qquad {T}</math> represents the temperature of the system. <math>\qquad {V}</math> represents the volume of the system. :<math>\frac{V_1}{T_1} = \frac{V_2}{T_2}</math>. Gay-Lussac's Law: If volume and the number of moles of gas are constant, then the pressure of a system is directly proportional to the tmpreature of the system. :<math>\qquad {T}</math> represents the temperature of the system. <math>\qquad {P}</math> represents the pressure of the system. :<math>\frac{P_1}{T_1}=\frac{P_2}{T_2}</math> The Ideal Gas Law: When we combine together the above laws, we get the ideal gas equation, where P is pressure, V is volume, n is moles, T is temperature, and R is the gas constant, which has various values depending on the unit on pressure: <math>\qquad PV=nRT</math> However, if we take into account some real behavior, we can get an improved version of the Ideal Gas Law. The observed pressure is less than the ideal gas law predicts because the molecules do have interactions with each other, and when they do, it will reduce collisions with the container, and low pressure. The volume is bigger than it should be, because the molecules take up space, which must be accounted for. So, the corrected equation, known as the van der Waals equation, is <math>(P+a\frac{n^2}{V^2})(V-bn)=nRT</math> The value of a depends on how strong the interactions are between molecules. The value of b has a rough correlation with molecular size. [[Category:Chemistry]] 2225 47863 2006-11-22T20:31:49Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] == Chemical Kinetics == When we say "chemical kinetics", we mean that we are studying the rates of reaction, and what effects the rates. Chemists have been able to establish a fairly accurate way of predicting <i>how long</i> it will actually take for a reaction to move to completion (meaning there is no reaction going in the direction of the products. To visualize this, we look at the decomposition of N<sub>2</sub>O<sub>5</sub>: 2N<sub>2</sub>O<sub>5</sub> (<i>g</i>) → 4NO<sub>2</sub> (<i>g</i>) + O<sub>2</sub> (<i>g</i>) So when we say "move to completion", we mean how long it takes for all possible NO<sub>2</sub> and O<sub>2</sub> to be formed from the reaction process. === Reaction Rates === To monitor how fast the above reaction is going we could, for example, look at how much N<sub>2</sub>O<sub>5</sub> is left as a function of time. Alternatively, we could keep an eye on how much NO<sub>2</sub> is formed. The stoichiometric coefficients allow us to relate these different approaches by defining the Rate R<sub>t</sub> as ::R<sub>t</sub> =-1/r d[R]/dt = + 1/p d[P]/dt where R is any reactant and r its coefficient and P is any product and p its coefficient. In the above example we get :R<sub>t</sub> =-1/2 d[N<sub>2</sub>O<sub>5</sub>(<i>g</i>)]/dt =1/4 d[NO<sub>2</sub> (<i>g</i>)]/dt= d[O<sub>2</sub>(<i>g</i>)]/dt In the study of kinetics often one of the concentrations is measured over time, eg, by looking at the optical absorption by one of the species. However, it is also possbile to look at overall effects of the reaction, such as the amount of heat generated or the change in conductivity of the reaction mixture. Provided we use properly balanced equations all these can be related to the rate R<sub>t</sub> ====What affects them==== So what affects reaction rates? First, we might do well to remember what is required for a chemical reaction to take place: {| border=0 cellspacing=0 cellpadding=5 | [[Image:Moreuseful.JPG]]<br>Useful<br>[[Image:Notuseful.JPG]]<br>Not useful | <ul> <li> Two or more molecules must collide </li> <li> They must collide with enough kinetic energy to react. We associate this with the activation energy (denoted as E<sub>a</sub>). </li> <li> They must collide at a useful angle. A rather crummy example would be water and water (to the left). </li> </ul> |} To improve the rate of a reaction, these conditions can be altered. To improve the likelihood of a collision, you increase the concentration, pressure or surface area. To increase the kinetic energy of the reactants then you can increase the temperature. The problem of overcoming activation energy may also be addressed through the use of a catalyst. [[Category:Pages moved from Wikibooks]] [[Category:Chemistry]] 2226 46510 2006-11-18T18:02:46Z Rayc 57 [[w:Thermodynamics|Thermodynamics]] (from the Greek thermos meaning heat and dynamis meaning power) is a branch of physics that studies the effects of changes in temperature, pressure, and volume on physical systems at the macroscopic scale by analyzing the collective motion of their particles using statistics. Heat is something that is observed by everyone. Warmth and coolness, combustion and - but Modern thermodynamics is concisely the understanding that heat is the result of the motion of molecules. Thermodynamics became the unification of the concept of heat with the motion of molecules from investigations of the problem of how increase the efficiency of early steam engines. It resulted in the understanding of statistical principles of molecules that are profound. For the purposes of an instructive text, it will be useful to study story of efficiency in heat engines along with examples from physical chemistry in parallel. ==The Heat Engine== It turns out that all engines and many other devices that do work are also heat engines. That is they can be seen as functioning by transferring heat from one place to another or generating heat while generating heat. It not only turns out that engines are the subject of thermodynamics, but also chemical reactions too. ===A Simple Steam Engine=== To get started, we will focus only on steam engines and see that modern thermodynamics can be seen from this example. We'll start with a steam engine designed to pump water. You have a closed vessel of water over a flame - when the water boils, steam is produced and goes from the water vessel through a hose to a cylinder. When the steam expands into the cylinder, it will push the cylinder along from a closed to open position, from a small volume to a larger volume. We'll put a stick on the end of the cylinder and use that to turn a wheel on a pump to pump the water. When the cylinder has gone to its furthest open position (i.e. it has expanded enough) we'll also have the wheel release the steam and push the cylinder back to its starting (or closed) position, close the valve and allow more steam to come in, we need the momenutum of the wheel to close the piston. When the piston has returned to its original position, the valve moves to allow in more steam and the cycle starts again. Looking at this arrangement, we can see that what is driving the piston is the hot steam. When the steam is hotter, the piston will drive with more force and pump more water. The reason that this engine works is the difference in the temperature of the steam to that of the outside world. We often forget that if the temperature outside the piston were the same as inside, ===A Combustion Engine=== ===Chemical Thermodynamics=== ==The Three Laws of Thermodynamics== ===Conservation of Energy=== Heat is a form of energy and energy is conserved. This may seem obvious to some of us - Because heat can come from chemical reactions, like the flame from combustion, it can appear to come from nowhere. ===Entropy=== The spontaneous flow of heat from one body to another always goes in the same direction, from warmer to colder bodies. When we understand that heat is the result of molecular motion, we can express the flow of thermal energy as the expansion of entropy. ===Zero Temperature=== A profound result of the understanding of thermal energy as molecular motion is that there is a condition where there is no molecular motion. ==Chemical thermodynamics== ===Phase properties of water=== ===Phase properties of other substances=== [[Category:Thermodynamics]] 2227 62540 2006-12-24T09:27:01Z 59.92.127.170 /* Electronic Configuration */ = Material Covered in [http://chem241.wikispaces.com CHEM241 Organic Chemistry I] = '''Instructor: Jean-Claude Bradley at Drexel University''' '''Type of content: vodcast, podcast, PDF, transcript''' == Electronic Configuration == Pauli Exclusion Principle: -Only 2 electrons per orbital (opposite spin) -Electrons like to be unpaired if possible Types of bonds: covalent and ionic Valence Periodic Table Solving Lewis Structures Resonance Hybrids and curved arrow formalism Lewis, skeletal and condensed structural formulae Molecular and empirical formulae Acids and Bases Lowry-Bronsted Acid: PROTONS (H+) Lewis Base: Lone pair of electrons Molecular Orbitals and Functional Groups Atomic and Molecular Orbitals: the geometry of electron probability distribution s, p, Hybrid orbitals sp, sp2, sp3 2 groups of electrons linear sp 3 groups of electrons trigonal planar (120o) sp2 4 groups of electrons tetrahedral (109o) sp3 Pi and Sigma bonds-the ethylene example Rigidity of Double Bonds Isomerism- structural isomers and stereoisomers (geometrical isomers) Bond polarity and dipole moment Molecule Polarity: sum of dipole moments Intermolecular Forces Dipole-Dipole interaction (e.g. CH3COCH3 acetone) Hydrogen bonding (e.g. HF, H2O) NEED F,O or N and H van der Waals forces (e.g. He, CH4) Structure and physical properties Melting point (higher for stronger intermolecular forces) Boiling point (higher for stronger intermolecular forces) Solubility (like dissolves like) Alkanes, Alkenes, Alkynes, Alcohols, Ethers, Aldehydes and Ketones, Carboxylic Acids Acid Chlorides, Esters, Amides, Amines == Hydrocarbons == Let’s count to 10: methane, ethane, propane, butane, pentane, hexane, heptane, octane, nonane, decane Nomenclature: isopropyl, isobutyl, n-butyl, sec-butyl, t-butyl, Primary, Secondary, Tertiary, Quaternary centers Reactions of Alkanes 1) combustion 2) cracking 3) halogenation Conformations of ethane, propane, butane Newman projections Steric Hindrance Cycloalkanes Cis-trans isomerism of cycloalkanes Chair and boat configurations of cyclohexane Axial and Equatorial positions == Halogenation of alkanes == Bromination of methane Bond Dissociation Energy Homolysis and Heterolysis Transistion State (Predicting the geometry using the Hammond Postulate) Rate-limiting step Bromination of propane Chlorination of propane (loss of selectivity) Free-radical stabilities Carbocations/Carbanions == Chirality == R and S configurations Optical activity: dextrorotatory and levorotatory Specific rotation Racemic mixture Fisher Projection Diastereomers and Enantiomers Reactions involving chiral centers == Alkyl halides == Nomenclature Preparation 1) Free-radical halogenation 2) Hydrohalogenation of alkenes 3) From alcohols 4) From other alkyl halides Reactions 1) elimination 2) nuleophilic substitution SN1 and SN2 reactions Solvent effects on nucleophilicity Walden inversion Rearrangements in SN1 reactions (hydride and methyl shifts of carbocations) E-1 and E-2 Reactions Satyzeff Rule == Alkenes == Unsaturation Nomenclature Z and E, cis and trans 8 Carbon Rule Preparation 1) Dehydrohalogenation 2) Dehalogenation 3) Dehydration of alcohols 4) Catalytic cracking of alkanes 5) Wittig synthesis Reactions 1) elimination 2) nuleophilic substitutionSN1 and SN2 reactions Solvent effects on nucleophilicity Walden inversion Rearrangements in SN1 reactions (hydride and methyl shifts of carbocations) E-1 and E-2 Reactions Saytzeff's Rule Alkenes Unsaturation Nomenclature Z and E, cis and trans 8 Carbon Rule Preparation 1) Dehydrohalogenation 2) Dehalogenation 3) Dehydration of alcohols 4) Catalytic cracking of alkanes 5) Wittig synthesis Reactions: Electrophilic addition Markovnikov’s rule Anti-Markovnikov addition Hydration of Alkenes Anti-Markovnikov hydration by hydroboration Catalytic hydrogenation Simmons-Smith reaction Halogenation Hydrohalogenation Epoxidation Permanganate hydroxylation (cold, dilute) Permanganate (warm, concentrated) Ozonolysis OsO4 Carbenes == Alkynes == Nomenclature Acidity of alkynes Preparation From dihalides From acetylides Reactions Hydrogenation Partial hydrogenation (Lindlar’s catalyst) Halogenation Markovnikov addition of HBr Hydration to ketones Permanganate (cold, dilute) Permanganate (warm, concentrated) [[Category:Chemistry]] 2228 68295 2007-01-08T20:37:53Z JWSchmidt 20 [[Category:Biochemistry]] Enzymology is the study of enzymes, their kinetics, structure, and function, as well as their relation to each other. ==Wikipedia== *[[w:Enzymology]] *[[w:Enzyme inhibitor]] *[[w:Enzyme kinetics]] {{stub}} [[Category:Chemistry]] [[Category:Biochemistry]] 2230 49052 2006-11-27T00:57:54Z HappyCamper 193 IUPAC nomenclature Naming in Organic chemistry is necessary for the discussion of chemicals and chemical reactions. These are based on IUPAC recommendations. = Naming parent chains = == Nomenclature == The IUPAC nomenclature of organic molecules is based on the longest carbon chain in the molecule. For alkanes, the following prefixes are used: "Meth" 1 Carbon<br> "Eth" 2 Carbons<br> "Prop" 3 Carbons<br> "But" 4 Carbons<br> "Pent" 5 Carbons<br> "Hex" 6 Carbons<br> "Sept" 7 Carbons<br> "Oct" 8 Carbons<br> "Non" 9 Carbons<br> "Dec" 10 Carbons<br> "Undec" 11 Carbons<br> "Dodec" 12 Carbons<br> == Alkanes == Alkanes are chemicals with carbon backbones which only have carbon-carbon single bonds and are named according to the number of carbons they have. They combust to produce water and carbon dioxide in air. Alkanes such as propane are used in petrol engines. Alkanes with greater than 4 carbons can form different chain isomers, that is they can become "branched". The more branches a smaller alkane has the higher it's "octane rating". By having a high octane rating an alkane is less likely to auto-ignite which can cause problems in combustion engines by causing "knocking"; igniting under pressure before the spark and causing the piston to "knock" as it has not yet fully descended. General Alkane Formula: C<sub>n</sub>H<sub>2n+2</sub> Suffix: "ane" Example: <b>CH<sub>3</sub>CH<sub>2</sub>CH<sub>3</sub></b> - Propane To name branched molecules for find the longest continuous chain and that forms the base name. Then add the other smaller units. Example: CH<sub>3</sub>CH(CH<sub>3</sub>)CH<sub>3</sub><br> Name As: 2-methyl propane or common name is iso-butane == Alkenes == Alkenes, like Alkanes, have carbon backbones but contain at least one carbon-carbon double bond. Double bonds are reactive and can be reduced to single bonds using hydrogen gas, pressure, and a catalyst, such as Pd or Pt. Alternatively, Alkenes can be reduced to Alkanes by reacting with Hydrogen gas over a Nickel catalyst. Nickel acts as a heterogenous surface catalyst, weakening the H-H bonds in hydrogen, thus speeding up the reaction. General Alkene Formula: C<sub>n</sub>H<sub>2n</sub> Suffix: "ene" Example: <b>CH<sub>2</sub>CH<sub>2</sub></b> - Ethene See the alkane naming scheme for branched molecules, as the same principal applies to alkenes we simply retain the "ene" rather than the "ane" ending. == Alcohols == General Alcohol Formula: C<sub>n</sub>H<sub>2n+1</sub>OH Suffix: "ol" Example: <b>CH<sub>3</sub>CH<sub>2</sub>OH</b> - Ethanol (IUPAC) Example: <b>CH<sub>3</sub>CH<sub>2</sub>OH</b> - Ethyl Alcohol (Common Name) Example: <b>CH<sub>3</sub>CH<sub>2</sub>CH<sub>2</sub>OH</b> - Propanol (IUPAC) Example: <b>CH<sub>3</sub>CH<sub>2</sub>CH<sub>2</sub>OH</b> - Propyl Alcohol (Common) == Alkynes == Alkynes have carbon-carbon triple bonds. Like alkenes, Alkynes are reactive and can be brought down to either double or single bonds. If excess hydrogen is used, and they are allowed to react, they will become single bonds. If a poison catalyst (such as Pd/CO3, palladium with carbonate) is used instead of a regular catalyst, the alkynes will be selectively reduced to alkenes. == Ketones == Ketones are carbonyl compounds. Thus they contain the C=O group. This group is responsible for the typical peak present in the mass spectrometer profiles for carbonyl compounds. The suffix "-one" is added to the alkane name to indicate a ketone. Ketones, if formed from alcohols, must be formed from secondary alcohols as you need to have two groups either side of the "carbonyl" carbon. General Ketone Formula: C<sub>n</sub>H<sub>(2(n-1)+2)</sub>O Suffix: "one" Examples of ketones include: '''CH<sub>3</sub>COCH<sub>3</sub>''' Name: ''propanone''. This is the lowest member of the series. '''CH<sub>3</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''butanone''. '''CH<sub>3</sub>CH<sub>2</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''pentan-3-one''. The "-3-" indicates the position of the C=O (carbonyl) group. It shows that the carbonyl group is present on the third carbon atom in the chain. Such naming is essential in ketones (except propanone and butanone). For example, an isomer of pentan-3-one is pentan-2-one, which has a different structural formula. == Ethers == In Ethers the functional group is -O-. The General Formula of ethers is R-O-R or R-O-R'. R-O-R are simple ethers. Whereas R-O-R' represents mixed ethers. R and R' are different alkyl groups. According to IUPAC they are called Alkoxy Alkanes (O-R is alkoxy group). For Example, CH3-O-CH3 is a simple ether whose common name is Dimethyl ether and the IUPAC name is Methoxy Methane. C2H5-O-CH3 is a mixed ether whose common name is methyl ethyl ether and the IUPAC name is methoxy ethane. == Esters == Carbon Compunds consisting of a carbonyl carbon adjacent to an ether (-COO-). Esters are often characterized by a unique smell or taste. Esters are used by manufacturers due to their unique smells and tastes. == Aldehydes == Aldehydes are carbonyl compounds with a C=O and a H bonded to the same carbon. The suffix attached to a aldehyde is "al". The quickest way to form a aldehyde is to oxidise a primary alcohol using potassium dichromate. Suffix: "al" General formula: C<sub>n</sub>H<sub>2n-1</sub>CHO Functional Group: CHO Examples of aldehydes: '''CH<sub>3</sub>CH<sub>2</sub>CHO''' Ethanal '''CH<sub>3</sub>CH<sub>2</sub>CH<sub>2</sub>CHO'''Propanal == Carboxylic Acids == Carboxylic acids are [[carbonyl]] compounds containing a C=O and an -OH group bonded to the same carbon. They can be obtained by oxidising a aldehyde or a primary alcohol using potassium dichromate (K<sub>2</sub>Cr<sub>2</sub>O<sub>7</sub>) with concentrated sulphuric acid. Suffix: "oic acid" General formula: C<sub>n</sub>H<sub>2n-1</sub>COOH Functional Group: COOH Examples of carboxylic acids: '''CH<sub>3</sub>COOH''' Ethanoic Acid '''CH<sub>3</sub>CH<sub>2</sub>COOH''' Propanoic Acid == Benzenes == = Naming as substituents = == Phenyls == == Allyls == == Vinyls == [[Category:Organic Chemistry]] 2231 41759 2006-10-31T16:34:37Z 193.190.187.220 Acid/Base chemistry began with the Bronsted-Lowry model of acids and bases. This model states molecules containing hydrogen ions are acids, while molecules containing hydroxyl (-OH) functional groups are bases. This is not necessarily true. The current definition of an acid and a base is based upon how the substance ionizes in water. Acids produce positively charged molecules, while bases produce negatively charged molecules. This definition allows for bases such as ammonia which does not contain an hydroxide ion. The relative strength of acids and bases is measured by their respective ion concentrations once dissolved. The product of the positive ion concentration times the negative ion concentration equals 1*10 to the -14th power. The pH is equal to -log of the positive ion concentration. The pOH is equal to the -log of the negative ion concentration. Thus, pH is measured on a scale of 0 to 14, with 7(th pH of water) as neutral. Each "step" below 7 is ten times more acidic (since it was derived from a power of ten). While rare, substances can have pH levels below 0 or above 14. However, the pH plus pOH of a substance will always equal 14. Reactions between acids and bases always produce water and a salt. Reactions between acids and metal always produce a salt and hydrogen gas. [[Category:Chemistry]] 2232 76325 2007-01-15T03:07:14Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] Reduction is the loss of oxygen from a molecule or the gaining of one or more electrons. A reduction reaction is seen from the point of view of the molecule being reduced, as when one molecule gets reduced another gets oxidised. The full reaction is known as a [[Redox]] reaction. In the case of [[Organic Chemistry]] it is usually the case of the gaining/loss of Oxygen/Hydrogen In [[Inorganic Chemistry]] the term refers to the change in [[oxidation state]] of the metal center. [[Category:Chemistry]] 2233 50570 2006-12-01T10:33:20Z 59.93.198.103 Oxidation is a process where a substance: a) loses one or more electrons; or b) gains oxygen atom/s; or c) loses hydrogen atom/s; or d) gains an increase in its oxidation number. For example: C + O2 ->CO2 Here C ie carbon gets oxidised while oxygen is reduced. This is simple combustion of carbon. [[Category:Organic Chemistry]] 2234 8721 2006-08-20T02:13:33Z JWSchmidt 20 [[School:MediaWiki]] moved to [[Topic:MediaWiki]]: please follow the rules at [[Wikiversity:Namespaces]] #REDIRECT [[Topic:MediaWiki]] 2241 8937 2006-08-20T05:25:07Z Messedrocker 35 [[School:Engineering/Engineer-In-Training Review]] moved to [[School:Engineering and Technology/Engineer-In-Training Review]]: let's give this page a home that's not a redirect Return to [[b:Wikiversity:School of Engineering]] Welcome! The Wikiversity is just emerging. I propose that we review the necessary material by helping get various general and specific engineering curriculum material compiled, tutoring, mentoring, and (of course) some studying and evaulation of existing materials. Simultaneously we can draft a core critical minimum of review material with links to the more exhaustive materials used by the current participants pursuing initial studies of rudimentary and advanced material. This will allow each of us to individually address our weaknesses while all of us benefit from our aggregate strengths. General Engineering Fundamental Core Classes List [[b:Wikiversity:School of Engineering]] General U.S. Fundamentals Exam Oregon defers/refers to the National Board of Engineering Examiners [http://www.ncees.org/] Specific Disciplines or Specialties According to each U.S. State P.E. exams. * Oregon :Systems Engineering - I will contact the state to get the specific guidance available on the current state of the testing or associated state or Federal exams and licenses that are applicable according to the Oregon Engineering Board of Examiners. [[User:Lazyquasar|Lazyquasar]] 03:21, 28 November 2005 (UTC) :Online starting point. [http://www.osbeels.org/] :Ouch! Looks like HP41CV may be out due to primitive word processing capabilities.[http://www.osbeels.org/docs/OR%20Specific%204hour%20Calculator%20Policy.pdf] May have to spring for a straight sliderule with RPN and get started practicing with it. I just hope one on approved list is RPN.[http://www.osbeels.org/docs/Calculator%20Policy%2011.05.pdf] 2245 8941 2006-08-20T05:27:11Z Messedrocker 35 [[School:Engineering/Help Desk]] moved to [[School:Engineering and Technology/Help Desk]]: Let's give this page a home that isn't a redirect <small>Wikiversity:School of Engineering</small> Current draft process. Add your question at the botton. This process is asynchronous so please do not use it for emergencies. If truly urgent feel free to duplicate question on my user page, I use it for a class navigation utility and likely will see the question there a few hours faster than here. Of course this level of personal service means that you will owe me a favor and as a former bureacrat I keep score. 8) [[User:Lazyquasar|Lazyquasar]] 02:25, 28 November 2005 (UTC) Check back here for your answer and/or see your talk page if you signed your question by using the four ~ (tilda) suffix/macro command. Append four tilda's without quotes at the end of the paragraph, remember to leave a space between the last character of the paragraph and the four ~'s. The Wikimedia software creates your signature with a time stamp and link to your user page and replaces the four tilda's with it. Very nice! Our volunteer Wikimedia developers take good care of us! 8) ===Where is the EIT review class?=== :Answer, right here [[Wikiversity:School of Engineering:Engineer-In-Training Review]] just as soon as you, I, or we create it. See Beginners Guides and orientation materials regarding editing [[http://en.wikipedia.org/wiki/Wikipedia:Introduction]] Wikipedia [[w:wikipedia.org]] for applicable guidance until Wikiversity has tailored and published similar FDL'ed material for local use. ===Where are the review classes for the U.S. P.E. exam for Systems Engineering in Oregon?=== :Answer, we are encouraging specific disciplines at the Wikiversity:School of Engineering [[http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering]] to setup their own study courses as participation becomes available. Your participation in any of our participatory courses is welcome at any level you feel is appropriate. We are developing some learning processes we intend to be useful asynchronously by self and mutual study participants with differing levels of previous exposure and expertise. Please be gentle and patient with others as you learn to navigate our prototype web learning resources. ===How do I upload scanned images for class use?=== Get or create your image on your internet browser accessible system. Use the Upload file, menu item at the right under toolbox. It is fairly self explanatory. It will be helpful to have a naming convention for your file so that it is unique and associated with the course materials or class/team pages you intend for it. We probably need to get with the technical developers and writeup some suggested procedures after our URL namespace is sorted out. For now I have been prepending wikiversity:school of xxxxx:class title: in the filename to make our inevitable cleanup transition phase a bit easier. See http://en.wikipedia.org/wiki/Uploaded_file for basics of how this is handled on the wikipedia. ===Where is the Recreation Center?=== :Please feel free to start one or initate discussion lists regarding what a virtual support center for home, learning center, vacation etc. recreational or edutainment facilities should or could look like. Bring the appropriate portal back here. ==Where can I find reliable quantitative data on Pacific Fisheries?== * http://en.wikipedia.org/wiki/Fisheries This article has good general information, is crosslinked to further different general and specific information, and has many useful links at the bottom including links to governing regulatory bodies which put out reports and scientific analysis in support of past, current and future policy. ==Where can I get help developing the pros and cons and other arguments regarding specific questions or issues I need to use in my lesson plans?== Maybe here, rather new still developing resource: *http://wikireason.net/wiki/Forum_Entrance 2248 8786 2006-08-20T02:35:19Z HappyCamper 193 [[Foundations of calculus]] moved to [[Foundations of Calculus]]: same as before #REDIRECT [[Foundations of Calculus]] 2249 8801 2006-08-20T02:58:59Z JWSchmidt 20 [[School:Quantitative finance]] moved to [[Topic:Quantitative finance]]: please follow the rules at [[Wikiversity:Namespaces]] #REDIRECT [[Topic:Quantitative finance]] 2253 75243 2007-01-13T15:27:02Z JWSchmidt 20 Reverted edits by [[Special:Contributions/81.170.100.211|81.170.100.211]] ([[User_talk:81.170.100.211|Talk]]) to last version by [[User:Sebmol|Sebmol]] using [[Wikiversity:Rollback|rollback]] When the School of Computer Science approaches a curriculum capable of conferring an academic degree, an announcement will be made from within the school. Until that time, anticipate an open array of lessons covering all possible topics related to Computer Science. When appropriate, levels of achievement may be introduced. As is the case with all studies, the true reward comes in the knowledge and experience gained. 2254 31227 2006-10-03T00:58:10Z JWSchmidt 20 #REDIRECT [[Topic:Molecular Biology]] #REDIRECT [[Topic:Molecular Biology]] 2255 8829 2006-08-20T03:45:33Z JWSchmidt 20 subcat [[Category:Life Sciences]] 2259 8846 2006-08-20T04:17:05Z JWSchmidt 20 [[School:Audio Engineering]] moved to [[Topic:Audio Engineering]]: see [[Wikiversity:Namespaces]] #REDIRECT [[Topic:Audio Engineering]] 2261 53227 2006-12-09T17:33:23Z Delta Tango 3961 /* Resources */ Adding: *[http://en.wikipedia.org/wiki/Introduction_to_evolution enwiki:Introduction to evolution] - Introductory article recently created and under development. Any help would be app <center><big>'''Welcome to {{PAGENAME}}'''</big></center> <center>''Part of [[School:Biology|The School of Biology]]''</center> '''Evolutionary Biology''' is concerned with the origin of species and other similar changes in populations that are due to genetic changes in organisms. See: [[Wikipedia:Evolutionary biology]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... *[[User:Ryan|<font color="blue">'''Ryan'''</font>]]: The first in hopefully a long line of people who see the importance of biology and want to share their wisdom with others. ==School news== * '''August 17, 2006''' - School founded. ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Creation science and NPOV]] - exploration of Creation Science as an example of a topic the presents challenges to the conventional Wikimedia "Neutral point of view" policy *[[Science as Religion]] - Is [[w:Darwinism|Darwinism]] a religion? *Basic [[principles]] in each [[theory]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Resources== Know any good resources for scholars of this topic? Add them here. *[[b:Evolutionary Biology]] - Wikibooks textbook *[http://en.wikipedia.org/wiki/Introduction_to_evolution enwiki:Introduction to evolution] - Introductory article recently created and under development. Any help would be appreciated! [[Category:Evolutionary Biology]] 2263 23765 2006-09-04T20:09:10Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Evolutionary Biology]] 2264 64180 2006-12-28T10:25:24Z 131.111.200.200 /* Resources */ <center><big>Welcome to the '''Division of Human Biology'''</big></center> <center>''Part of the [[School:Biology|School of Biology]]''</center> Biology is the study of life. The Wikiversity Division of Human Biology is specifically concerned with human biology. This division will guide you through your study of how and why the human body works the way it does. ==School news== * '''August 17, 2006''' - School founded. ==Departments== * [[Topic:Human diseases|Human diseases]] * [[Topic:Human evolution|Human evolution]] * [[Topic:Human brain and behavior|Human brain and behavior]] ==Lessons== Get to work writing lessons. Simply make a link to the name of the lesson (lessons are independent pages) and start writing. [[The Human Body]]: Most likely this will be a large part of the biology department. It will have many subsections and numerous articles for each one. ==Resources== * [http://whaaz.wikidot.com whaaz] provides updates on various topics related to biomedical science. You can also add your own articles. [[Category:Human biology]] ==Active Participants== Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! *[[User:Ryan|<font color="blue">'''Ryan'''</font>]]: The first in hopefully a long line of people who see the importance of biology and want to share their wisdom with others. * [[User:JWSchmidt|JWSchmidt]] - I am interested in the [[Human Genetic Uniqueness Project]]. * [User:crossbow9]] 2266 67098 2007-01-05T18:39:59Z JWSchmidt 20 /* Pre-university courses */ fix link <!----------------------------Header-----------------------> <center><big>'''Welcome to the School of Mathematics!'''</big></center> <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[Portal:Science|FACULTY OF SCIENCES]]'''</center> <center>'''[[Portal:Physical Sciences|F<small>ACULTY OF</small> P<small>HYSICAL</SMALL> S<small>CIENCES</small>]] · [[Portal:Life Sciences|F<small>ACULTY OF</small> L<small>IFE</SMALL> S<small>CIENCES</small>]] · [[Portal:Engineering and Technology|F<small>ACULTY OF</small> E<small>NGINEERING AND </SMALL> T<small>ECHNOLOGY</small>]] · [[Portal:Mathematics|F<small>ACULTY OF</small> M<small>ATHEMATICS</SMALL>]]'''</center> [[School:Biology|Biology]] · [[School:Chemistry|Chemistry]] · [[School:Computer Science|Computer Science]] ·[[School:Economics|Economics]] · [[School:Mathematics|Mathematics]]· [[School:Physics and Astronomy|Physics and Astronomy]] · </div> <!-----------------------------end of header----------------> [[Image:Lorenz_attractor.svg|right|300px|thumb|The Lorenz attractor is a chaotic map, noted for its butterfly shape. The map shows how the state of a dynamical system evolves over time in a complex, non-repeating pattern. The attractor itself, and the equations from which it is derived, were introduced by Edward Lorenz in 1963, who derived it from the simplified equations of convection rolls arising in the equations of the atmosphere.]] ==Introduction== Since you're here, you either are someone wishing to share your knowledge of Mathematics, or you are someone who wishes to gain knowledge about Mathematics. If you are the first kind of person, have a look around, and see how you can contribute. If you are of the second kind, read on! Mathematics has many facets. Though it has a wealth of applications, Mathematics is also a science, and an art, in its own right. Like other sciences, Mathematics is useful, but, just like other forms of art, Mathematics is beautiful, in its own unique way. You might not see this beauty at first, but the main goal of the Wikiversity School of Mathematics is to let you see this beauty, through inquiry and learning. To achieve this goal, we want to inspire you, since inspiration is essential to learning, discovery, and ultimately, seeing the beauty of Mathematics. A little bit of inspiration can put the beauty of Mathematics, and all its facets, before your eyes. The School of Mathematics is a work in progress. We are trying to organize our material into a logical order, create new material, and revise existing material. Although we try to keep clarity in mind, if any of the material is confusing, you don't know where to start, or you have other questions, ''do not hesitate to pose your question at [[Topic:School of Mathematics Help Desk|our help desk]]''. There is no such thing as a "dumb question"; learning is driven by questions! The School of Mathematics wishes you a very warm welcome. We hope that you will benefit from what we have to offer, and we hope that we will benefit from what you have to offer, either now or in the future. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Actuarial Mathematics|Department of Actuarial Mathematics]] * [[Topic:Applied Mathematics|Department of Applied Mathematics]] * [[Topic:Combinatorics|Division of Combinatorics]] * [[Topic:Optimisation|Division of Optimisation]] * [[Topic:Computer Science|Division of Computer Science]] - this division is for study of the mathematical aspects of computer science :* [[Topic:Math_for_computer_programming|Math for computer programming]] (See also: [[School:Computer Science]]) * [[Topic:Pure Mathematics|Division of Pure Mathematics]] * [[Topic:Mathematical Physics|Department of Mathematical Physics]] * [[Topic:Statistics|Department of Statistics]] * [[Topic:Philosophy of Mathematics|Philosophy of Mathematics]] :* [[Topic:Board Game Studies|Board Game Studies]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Tastymangojuice|Tastymangojuice]] (Computer Science) *[[User:ehremo|ehremo]] *[[User:Deltinu|Deltinu]] *[[User:EulerGamma|EulerGamma]] *[[User:Ravi12346|Ravi12346]] *[[User:lgallindo|Lucas Gallindo]] *[[User:Pgbridge2000|Pgbridge2000]] (Cryptography) *[[User:Tachyon01|Tachyon01]] (Pure Mathematics) *[[User:fidocancan|fidocancan]] (pre-uni teacher) *[[User:Mo Anabre|Mo Anabre]] *[[User:master.signal|sutton]] *[[User:Drini|Drini]] *[[User:Ananth nag|Ananth nag m]] *[[User:TeapotScar|TeapotScar]] (Calculus, Number Theory, Topology) *[[User:pbran7|pbran7]] *[[User:Juan Marquez|Juan]] (Topology, Algebra, Geometry and Analysis) ==School news== * '''August 20, 2006''' - School founded! * '''August 21, 2006''' - Added various departments ==Pre-university courses== *[[Applied Math Basics|Basic Mathematics]] <small>(numbers, arithmetic, fractions, decimals)</small> *[[School:Mathematics/Primary School Mathematics|Primary School Mathematics]] <small>(numbers, arithmetic, pre-algebra)</small> *[[Topic:High School Mathematics|High School Mathematics]] <small>(algebra, pre-calculus, calculus)</small> ==Undergraduate-level study== ===Study guides=== Not sure where to start? Consult the following guides to help you make a study plan and determine which prerequisites you might be missing. *[[School:Mathematics/Course guide|Course guide]] *[[School:Mathematics/Facultative courses|Facultative courses]] ===Course categories=== *[[School:Mathematics/Undergraduate/Applied Mathematics|Applied Mathematics]] <small>(mathematical methods, mathematical physics)</small> *[[School:Mathematics/Undergraduate/Pure Mathematics|Pure Mathematics]] <small>(foundations, algebra, analysis, calculus, discrete math)</small> *[[School:Mathematics/Undergraduate/Probability and Statistics|Probability and Statistics]] *[[School_of_Mathematics:Course_Catalog|All Courses (Course Catalog)]] ==Ask A Question== Have a question about mathematics? Ask it at [[Topic:School of Mathematics Help Desk|our help desk]]! == Resources == *[[Wikibooks:Mathematics bookshelf|Mathematics bookshelf]] for online mathematics textbooks. *[http://www.math.gatech.edu/~cain/textbooks/onlinebooks.html A large list of cost-free online mathematics textbooks] *[[School of Mathematics:Software|Mathematics Software]] *[http://www.youtube.com/ youtube tutoring videos] a more accurate directory of what is available is necessary... == International Relations == *[[:it:Wikiversità]] - [[:it:Wikiversità:Facoltà di Matematica|Facoltà di Matematica]] *[http://pt.wikibooks.org/wiki/Wikiversidade:_Ci%C3%AAncias_Exatas_e_Ci%C3%AAncias_da_Terra#Curso_de_Matem.C3.A1tica| Wikiversidade - Ciências Exatas e da Terra] [[Category:Mathematics]] [[Category:Wikiversity schools|Mathematics]] [[de:Fachbereich Mathematik]] [[es:Departamento de Matemática]] [[fr:Faculté:Mathématiques]] 2270 78057 2007-01-18T01:12:07Z JPatrickBedell 5298 <center><big>'''Welcome to the School of Chemistry!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. (See also: [[Topic:Chemistry/Import]] and [[Topic:Chemistry/Wikiresources]] <-- material imported from Wikibooks) :* [[Topic:Marine Chemistry|Department of Marine Chemistry]] :* [[Topic:Biochemistry|Department of Biochemistry]] {{MultiCol}} == History of Chemistry == *[[Basics of Chemistry]] *[[Precursors of Chemistry (-1800)]] *[[Early Chemistry (1800-1900)]] *[[Recent Chemistry (1900-)]] *[[Chemistry for the Hardknocks(1900-)]] {{ColBreak}} == Branches of Chemistry == *[[Topic:Analytical chemistry|Department of Analytical Chemistry]] *[[Topic:Biochemistry]] *[[Topic:Inorganic chemistry|Department of Inorganic Chemistry]] *[[Topic:Organic chemistry|Department of Organic Chemistry]] *[[Physical Chemistry]] *[[Quantum chemistry]] *[[Polymer chemistry]] {{EndMultiCol}} == Basic Chemistry == * [[Fundamentals of chemistry]] *:Introduction to nomenclature, stoichiometry, equilibria, acid/bases, oxidation/reduction reaction, kinetics, bonding. * [[Properties of matter]] *:Stoichiometry, Ideal gas law, periodicity, electronic structure, chemical reactivity, inorganic and organic compounds. * [[Chemical Reactions]] *:Liquids, solutions, principles of chemical equilibria, solubility, electrochemical processes, kinetics. *<b>Concepts in Chemistry</b> **[[Matter and Measurements]] **[[Atoms, Molecules, and Ions]] **[[Formulas, Equations, and Reactions]] **[[Mass relations in Chemistry and Stoichiometry]] *<b>Chemical Behavior</b> **[[Electronic Structure]] **[[Ionic Bonding]] **[[Covalent Bonding]] **[[Thermochemistry]] **[[Quantum Theory of the Atom]] *<b>States of Matter</b> **[[Gases and Gas Laws]] **[[Solids]] **[[Liquids]] **[[Plasma]] *<b>Reactions and Equilibrium</b> **[[Rates of Reaction - Kinetics]] **[[Chemical Equilibrium]] **[[Acid-base chemistry|Acids and Bases]] **[[Acid-Base Equilibrium]] **[[Solubility and Complex-Ion Equilibrium]] **[[Thermodynamics and Equilibrium]] *<b>Other Essential Concepts in Chemistry</b> **[[Fundamental Electrochemistry]] **[[Fundamental Nuclear Chemistry]] **[[Fundamental Organic Chemistry]] == Miscellaneous == *[[Formulas, Equations, and Reactions]] *[[Talk:Wikiversity:Chemistry_Help | Wikiversity:Chemistry Help]] === Inorganic chemistry === * [[Bonding and chemical structure]] *:Symmetry elements in atoms, molecules, solids. * [[Acid-base chemistry]] * [[Reduction and oxidation reactions]] *[[Organometallic Chemistry]] === Organic chemistry === * [[Naming in organic chemistry]] === Physical chemistry === * [[Fundamentals of computational chemistry]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:HappyCamper|HappyCamper]] 15:46, 27 August 2006 (UTC) * [[User:Physchim62|Physchim62]] 13:42, 5 September 2006 (UTC) * [[User:Mathboy965|Mathboy965]] 19:26, 23 September 2006 (UTC) * [[User:MartinY|MartinY]] 17:03, 29 September 2006 (UTC) * [[User:Blake|Blake]] 22:16, 1 October 2006 (UTC) * [[User:Bduke|Bduke]] 23:13, 20 October 2006 (UTC) * ...chuchupa99 - Colombia * ±→§èßаĐǖψÊ←± * Ferrous ==School news== * '''25 August 2006''' - School founded! * '''September 2006''' - Two journals started on the Academic Publishing Wiki [[http://academia.wikicities.com wiki]] which are relevant to Chemistry: ''Interpretations in the Physical and Computational Sciences'' [[http://academia.wikia.com/wiki/Interpretations_in_the_Physical_and_Computational_Sciences]] and ''Education in the Sciences'' [[http://academia.wikia.com/wiki/Education_in_the_Sciences]]. [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Chemistry]] [[es:Departamento de Química]] [[fr:Faculté:Chimie]] 2272 62835 2006-12-25T15:30:03Z Mu301 3705 nav {{nav2|School:Physics and Astronomy|Topic:Astronomy}} This is the Wikiresources page for the [[Topic:Astronomy|Department of Astronomy]]. It list all current resources from all other wikimedia projects not including this one that may be of use. In the future it may be nessisary to split this page, as for now it is all listed here. ==Wikibooks== *[[b:Astronomy]] *[[b:Introduction to Astrophysics]] *[[b:Category:Astronomy]] ==Wikipedia== *[[w:Astronomy]] *[[w:Portal:Astronomy]] ==Wikisource== ==Wikiquote== *[[q:Astronomy]] ==Wikinews== *[[n:Category:Space]] *[[Category:Astronomy]] 2273 8885 2006-08-20T05:02:32Z Messedrocker 35 [[School:Communication]] moved to [[Topic:Communication]]: per naming guidelines #REDIRECT [[Topic:Communication]] 2277 8893 2006-08-20T05:03:36Z Messedrocker 35 [[School:Astronomy/Wikiresources]] moved to [[Topic:Astronomy/Wikiresources]]: per naming guidelines #REDIRECT [[Topic:Astronomy/Wikiresources]] 2278 69980 2007-01-10T18:27:18Z Mystictim 626 changed template to welcome adn expand {{welcome and expand}} *[[Circulatory system]]: Blood circulations with heart and blood vessels. *[[Digestive system]]: Processing food with mouth, stomach and intestines. *[[Endocrine system]]: Communicating within the body using hormones. *[[Immune system]]: Defending against disease-causing agents. *[[Integumentary system]]: Skin, hair and nails. *[[Lymphatic system]]: Structures involved in the transfer of lymph between tissues and the blood stream. *[[Muscular system]]: Moving the body. *[[Nervous system]]: Collecting, transferring and processing information with brain and nerves. *[[Reproductive system]]: The sex organs. *[[Respiratory system]]: The organs used for breathing, the lungs. *[[Skeletal system]]: Structural support and protection through bones. *[[Urinary system]]: The kidneys and associated structures involved in the production and excretion of urine. [[Category:Biology]] 2279 8897 2006-08-20T05:05:31Z Messedrocker 35 [[School:Chemistry/Import]] moved to [[Topic:Chemistry/Import]]: keeping in line with the parent page #REDIRECT [[Topic:Chemistry/Import]] 2282 8904 2006-08-20T05:06:36Z Messedrocker 35 [[School:Department of Literary Studies]] moved to [[Topic:Literary Studies]]: per naming guidelines #REDIRECT [[Topic:Literary Studies]] 2284 29995 2006-09-27T19:41:16Z Matteo 829 Redirect bypass from [[Topic:Writing Center]] to [[Portal:Writing Center]] #REDIRECT [[Portal:Writing Center]] 2286 23737 2006-09-04T19:54:29Z Az1568 793 Fixed double redirect #REDIRECT [[School:Psychology]] 2288 8916 2006-08-20T05:09:41Z Messedrocker 35 [[School:Department of Psychology/Psy 1001]] moved to [[Introduction to Psychology]]: per naming guidelines #REDIRECT [[Introduction to Psychology]] 2293 80123 2007-01-22T21:01:47Z Abhishek mishra 5674 /* Active participants */ <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></br> ''Part of [[Portal:Engineering and Technology|Engineering and Technology]].</center> '''[[w:Engineering|Engineering]]''' is the application of scientific and technical knowledge to solve human problems. Engineers use imagination, judgment and reasoning to apply science, technology, mathematics, and practical experience. The result is the design, production, and operation of useful objects or processes. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. For specific questions why not consult the [[Engineering Help Desk]]. We also have an [[Portal:Engineering_Discussions|engineering specific discussion portal]] to help get those technical details straight or just enjoy shooting the breeze with other technically interested people. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. {{MultiCol}} * [[Topic:Engineering|Engineering]] * [[Topic:Aerospace Engineering|Aerospace Engineering]] * [[Topic:Agricultural Engineering|Agricultural Engineering]] * [[Topic:Architectural Engineering|Architectural Engineering]] * [[Topic:Aeronautical Engineering|Aeronautical Engineering]] * [[Topic:Audio Engineering|Audio Engineering]] * [[Topic:Biomedical Engineering|Biomedical Engineering]] * [[Topic:Chemical Engineering|Chemical Engineering]] * [[Topic:Civil Engineering|Civil Engineering]] * [[Topic:Computer Science|Computer Science]] * [[Topic:Computer Engineering|Computer Engineering]] * [[Topic:Construction Engineering|Construction Engineering]] * [[Topic:Ecological Engineering|Ecological Engineering]] {{ColBreak}} * [[Topic:Electrical Engineering|Electrical Engineering]] * [[Topic:Electronic Engineering|Electronic Engineering]] * [[Topic:Environmental Engineering|Environmental Engineering]] * [[Topic:Quantitative finance|Financial Engineering]] * [[Topic:Geological Engineering|Geological Engineering]] * [[Topic:Industrial Engineering|Industrial Engineering]] * [[Topic:Instrumentation Engineering|Instrumentation Engineering]] * [[Topic:Internet Audio and Video|Internet Audio and Video]] * [[Topic:Materials_Science_and_Engineering|Materials Science and Engineering]] * [[Topic:Mechanical Engineering|Mechanical Engineering]] * [[Topic:Mechatronics Engineering|Mechatronics Engineering]] * [[Topic:Microelectronic Engineering|Microelectronic Engineering]] {{ColBreak}} * [[Topic:Mining Engineering|Mining Engineering]] * [[Topic:Nuclear Engineering|Nuclear Engineering]] * [[Topic:Petroleum engineering|Petroleum Engineering]] * [[Topic:Software Engineering|Software Engineering]] * [[Topic:Security Engineering|Security Engineering]] * [[Topic:Structural Engineering|Structural Engineering]] * [[Topic:Systems Engineering|Systems Engineering]] * [[Topic:Telecommunications|Telecommunications]] * [[Topic:Textile_Engineering|Textile Engineering]] * [[Topic:Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]] * [[Topic:Engineering Mechanics|Engineering Mechanics]] {{EndMultiCol}} 21:01, 22 January 2007 (UTC)[[User:Abhishek mishra|kishu]]a==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). See: [[School:Engineering/Participants|List of participants]] abhishek mishra == Research Projects == *[[AMWADS|Autonomous Modular Wireless Aerial Devices]] ([[AMWADS]]) ==School news== * '''Date founded''' - School founded! [[de:Wikiversity:Campus]] [[Category:Engineering]] [[Category:Engineering and Technology]] [[Category:Wikiversity schools|Engineering]] 2295 8933 2006-08-20T05:19:24Z Messedrocker 35 [[School:Department of Psychology/Psy 2065]] moved to [[Abnormal Psychology]]: per naming guidelines #REDIRECT [[Abnormal Psychology]] 2296 8935 2006-08-20T05:20:03Z Messedrocker 35 [[School:Department of Psychology/Psy 3025]] moved to [[Advanced Psychology]]: per naming guidelines (and what I think this page will eventually be) #REDIRECT [[Advanced Psychology]] 2298 8938 2006-08-20T05:25:07Z Messedrocker 35 [[School:Engineering/Engineer-In-Training Review]] moved to [[School:Engineering and Technology/Engineer-In-Training Review]]: let's give this page a home that's not a redirect #REDIRECT [[School:Engineering and Technology/Engineer-In-Training Review]] 2299 8940 2006-08-20T05:26:52Z Messedrocker 35 [[School:Engineering/Statics]] moved to [[School:Engineering and Technology/Statics]]: Let's give this page a home that isn't a redirect #REDIRECT [[School:Engineering and Technology/Statics]] 2300 8942 2006-08-20T05:27:11Z Messedrocker 35 [[School:Engineering/Help Desk]] moved to [[School:Engineering and Technology/Help Desk]]: Let's give this page a home that isn't a redirect #REDIRECT [[School:Engineering and Technology/Help Desk]] 2301 30715 2006-09-30T06:18:01Z Draicone 1128 Fix double redirect #REDIRECT [[Topic:Foreign Language Learning]] 2309 14309 2006-08-26T00:50:11Z JWSchmidt 20 send to [[School:Mathematics]] #REDIRECT [[School:Mathematics]] 2310 33859 2006-10-10T16:40:36Z Sebmol 14 [[Wikiversity:School of Mathematics/Print Version]] moved to [[School:Mathematics/Print Version]]: better location __NOTOC__ Welcome to the [[Wikiversity]] School of Mathematics, a collection of lesson plans and related materials to assist in the learning of mathematics. === Pre-university level course areas === {{:Applied_Math_Basics}} {{:School:Mathematics/Primary_School_Mathematics}} {{:School:Mathematics/High_School_Mathematics}} {{:Algebra/Function_graphing}} {{:Algebra/Systems_of_simultaneous_equations}} {{:Algebra/Solving_equations}} {{:Algebra/Solving_linear_inequalities}} {{:Calculus/Functions}} {{:Algebra/Quadratic_functions}} {{:Algebra/Trigonometry}} {{:Algebra/Polynomials}} {{:Algebra/Factorization_of_polynomials}} {{:Calculus/Limits}} {{:Calculus/Differentiation}} {{:Calculus/Integration}} See http://en.wikibooks.org/wiki/High_school_mathematics_extensions for more High School Mathematics info and http://en.wikibooks.org/wiki/Wikiversity:School_of_Mathematics#WIKIVERSITY_SCHOOL_OF_MATHEMATICS for more links and courses. Print version created by: [[User:Witerhawk|writerhawk]] 23:34, 30 May 2006 (UTC) 2314 12041 2006-08-22T23:45:54Z Trevor MacInnis 99 fix double redirect #REDIRECT [[Topic:Aircraft Components]] 2315 9051 2006-08-20T05:40:34Z Messedrocker 35 [[School:School of Education/Unschooling]] moved to [[Unschooling]]: per naming guidelines #REDIRECT [[Unschooling]] 2316 9053 2006-08-20T05:42:06Z Messedrocker 35 [[School:School of Mental Freedom]] moved to [[Topic:Mental Freedom]]: per naming guidelines #REDIRECT [[Topic:Mental Freedom]] 2317 67096 2007-01-05T18:38:44Z JWSchmidt 20 adapt to Wikiversity page name conventions {{nav2|Wikiversity|Wikiversity:School of Mathematics}} Welcome to the Wikiversity '''Division of High School Mathematics''', part of the [[School:Mathematics|School of Mathematics]]. This division focuses on high school mathematics. Progression should continue through each section. Each section may be instructed or learned thoroughly per year, or can be tailored to a custom study plan. See also: [[School:Mathematics/Primary_School_Mathematics]] == Building basic mathematical knowledge == * [[b:OLPC_-_Algebra_1_in_Simple_English|Algebra 1 in Simple English]] (recent) * [[b:Algebra/Function graphing|Function graphing]] * [[b:Algebra/Systems of simultaneous equations|Systems of Simultaneous Equations]] * [[b:Algebra/Solving equations|Solving equations]] * [[b:Algebra/Solving linear inequalities|Solving linear inequalities]] * [[b:Calculus/Functions|Functions]] == Further algebra and calculus == * [[b:Algebra/Quadratic functions|Quadratic functions]] * [[b:Algebra/Trigonometry|Trigonometry]] * [[b:Algebra/Polynomials|Polynomials]] * [[b:Algebra/Factorization of polynomials|Factorization of polynomials]] * [[b:Calculus/Limits|Limits]] * [[b:Calculus/Differentiation|Differentiation]] * [[b:Calculus/Integration|Integration]] == Extensions == * [[b:High school mathematics extensions|High school mathematics extensions]] contains numerous topics not covered in the standard high school curriculum. [[Category:High School Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2319 9075 2006-08-20T05:45:17Z Messedrocker 35 [[School:School of Mental Freedom/Media Analysis]] moved to [[Media Analysis]]: to keep in line with parent page #REDIRECT [[Media Analysis]] 2320 9077 2006-08-20T05:45:33Z Messedrocker 35 [[School:School of Mental Freedom/Internet publication]] moved to [[Internet Publication]]: per naming guidelines #REDIRECT [[Internet Publication]] 2321 67105 2007-01-05T18:48:36Z JWSchmidt 20 /* Taking it further */ link to [[Topic:High School Mathematics]] {{nav|School:Mathematics}} Welcome to the Wikiversity '''Division of Primary School Mathematics''', part of the [[Wikiversity:School_of_Mathematics|School of Mathematics]]. This Division focuses on primary school mathematics, not for students but for parents and teachers. It is assumed that no calculators are used, to encourage mental arithmetic. == Getting started == * [[b:Primary mathematics:Numbers|Numbers]] * [[b:Primary mathematics:Adding numbers|Adding numbers]] * [[b:Primary mathematics:Subtracting numbers|Subtracting numbers]] * [[b:Primary mathematics:Multiplying numbers|Multiplying numbers]] * [[b:Primary mathematics:Dividing numbers|Dividing numbers]] * [[b:Primary mathematics:Fractions|Fractions]] (rational numbers) * [[b:Primary mathematics:Working with fractions|Working with fractions]] * [[b:Primary mathematics:Probability|Probability]] * [[b:Primary mathematics:Factors and Primes|Factors and Primes]] * [[b:Primary mathematics:Method for Factoring|Method for Factoring]] == Beginning algebra == * [[b:Algebra/Arithmetic|Arithmetic]] * [[b:Algebra/Simple symbolic manipulation|Simple symbolic manipulation]] == Taking it further == * [[b:Algebra/Further arithmetic|Further arithmetic]] * [[b:Algebra/Functions|Functions]] ''Move on to [[Topic:High School Mathematics|High School Mathematics]]'' [[Category:Primary School Mathematics]] [[Category:Pages needing cleanup after Import]] 2322 9095 2006-08-20T05:45:46Z Messedrocker 35 [[School:School of Mental Freedom/Intellectual Property]] moved to [[Intellectual Property]]: per naming guidelines #REDIRECT [[Intellectual Property]] 2323 9097 2006-08-20T05:46:02Z Messedrocker 35 [[School:School of Mental Freedom/Independent Print Publication]] moved to [[Independent Print Publication]]: per naming guidelines #REDIRECT [[Independent Print Publication]] 2325 9102 2006-08-20T05:46:52Z Messedrocker 35 [[School:School of Mental Freedom/Cognitive Liberation]] moved to [[Cognitive Liberation]]: per naming guidelines #REDIRECT [[Cognitive Liberation]] 2326 9106 2005-12-16T16:18:17Z Juliusross these navlinks should not appear in print version <div class="noprint"><small>< [[{{{1}}}]] < [[{{{2}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 2327 9109 2006-08-20T05:47:30Z Messedrocker 35 [[School:School of Mental Freedom/Micro-Radio]] moved to [[Micro-Radio]]: per naming guidelines #REDIRECT [[Micro-Radio]] 2328 9111 2006-08-20T05:47:42Z Messedrocker 35 [[School:School of Mental Freedom/Neurochemical Liberation]] moved to [[Neurochemical Liberation]]: per naming guidelines #REDIRECT [[Neurochemical Liberation]] 2329 9113 2006-08-20T05:47:55Z Messedrocker 35 [[School:School of Mental Freedom/Psychiatric Liberation]] moved to [[Psychiatric Liberation]]: per naming guidelines #REDIRECT [[Psychiatric Liberation]] 2330 26297 2006-09-11T14:57:51Z JWSchmidt 20 #REDIRECT [[Topic:Ecological Sustainability]] #REDIRECT [[Topic:Ecological Sustainability]] 2332 47187 2006-11-21T00:55:16Z Zoo 3119 set list in alphabetical order ; set 'Introduction' behind of mathematic branch {{nav2|Wikiversity|Wikiversity:School of Mathematics}} * [[Algebra I]] * [[Arithmetic]] * [[Introduction to Calculus|Calculus Introduction]] * [[Introduction to Cartesian Geometry|Cartesian Geometry Introduction]] * [[Elementary Logic]] * [[Elementary Set Theory]] * [[Introduction to Finite Mathematics|Finite Mathematics Introduction]] * [[Geometry (Introductory Euclidean)]] * [[Introduction to Infinitesimals|Infinitesimals Introduction]] * [[Introduction to Limits|Limits Introduction]] * [[Topics in Mathematical Statistics|Mathematical Statistics (Topics)]] * [[Introduction to Non-Euclidian Geometry|Non-Euclidian Geometry Introduction]] * [[Introduction to Probability|Probability Introduction]] * [[Introduction to Statistics|Statistics Introduction]] * [[Trigonometry & Algebra II]] [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2334 66939 2007-01-04T23:20:30Z Hillgentleman 530 revert {{nav2|Wikiversity|Wikiversity:School of Mathematics}} ''On this page will be listed additional [[w:mathematics|math]] courses for Wikiversity [[School:Mathematics|School of Mathematics]], which are not part of the obligatory University program but may be either reasonably added to University program in the future either be taught in a [[w:university|University]] as useful [[w:facultative|facultative]] courses, as well as special courses for particular specializations.'' ===Abstract mathematics=== ====Category theory==== ''Additional courses in the field of [[w:category theory|category theory]]:'' '''Category of Endomorphisms''' (Currently not a part of [[w:university|University]] program but is thought to be recommended to be added even as an obligatory course for certain specializations.) [http://www.mathematics21.org/pseudomorphisms-category.xml Category of Endomorphisms]. [[w:Endomorphism|Endomorphisms]] of any [[w:category theory|category]] are [[w:category theory|objects]] of certain [[w:category theory|categories]]. This produces a rather elaborate [[w:theory|theory]], especially in the case if the [[w:category theory|morphisms]] of the given category are [[w:partial order|partially ordered]]. Study of these categories is important for specialists in [[w:mathematical logic|mathematical logic]], [[w:computer science|computer science]], [[w:abstract algebra|abstract algebra]], and some other fields of [[w:mathematics|mathematics]]. [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2336 75752 2007-01-14T15:43:00Z JWSchmidt 20 Learning Projects {{nav3|Wikiversity|Portal:Mathematics|School:Mathematics}} Welcome to the '''Department of Actuarial Mathematics'''. ==Department description== The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). == Actuarial Mathematics == Actuarial mathematics deals with the mathematics of uncertainty and risk. Some of the key areas where actuarial mathematics is principally applied are mortality studies, financial risk, risk and ruin theory, credibility, demography, reliability study and graduation of data. == Studying Actuarial Science == Studying Actuarial Science is very hard. It requires a very good basis in mathematics as it requires use of lots of statistics. In the U.K., few universities offer an actuarial related degree. Among those, the Heriot-Watt, City, Kent and LSE universities are some of them that can offer full exemptions from the CT series of examinations of the Institute or Faculty of Actuaries. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. == Sources and Links == [http://www.soa.org Society of Actuaries]<br> [http://www.beanactuary.org Be An Actuary.org]<br> [http://www.actuary.org American Academy of Actuaries]<br> [http://www.casact.org Casualty Actuarial Society]<br> [http://www.actuaries.asn.au Institute of Actuaries of Australia]<br> [http://www.actauries.org.uk Institute / Faculty of Actuaries, UK]<br> [http://www.actuariesindia.org Actuarial Society Of India]<br> [[Category:Mathematics | Finance]] {{msg:stub}} 2337 23427 2006-09-04T04:28:46Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Topic:Actuarial Mathematics]] 2338 64550 2006-12-29T09:51:38Z Tomta1 4697 OMG... <div class="notice metadata; plainlinks">[[Image:Puzzle stub.png|left|32px|Stub]] <noinclude>''This '''{{MediaWiki:Article}}'''</noinclude><includeonly>The '''{{FULLPAGENAME}}''' module</includeonly> is a '''[[Project:stub|stub]]'''. You can help Wikiversity by [{{fullurl:{{FULLPAGENAME}}|action=edit}} expanding it].''<br> </div><includeonly> [[Category:Stubs]] </includeonly> <noinclude> ''This adds page to [[:Category:Stubs]].'' [[nl:Sjabloon:Beg]] [[Category:Stub templates]] </noinclude> 2340 46238 2006-11-17T04:27:22Z 204.75.249.20 /* Analysis */ fixed formating of previous edit [[Image:Zeta function.png|400px|thumb|Riemann Zeta function, depicted, the modulus of &zeta;(1/2 + ''x''i). This function &mdash; specifically, its zeros &mdash; are at the basis of Riemann's hypothesis, an unsolved problem in pure mathematics]] Broadly speaking, '''pure mathematics''' is mathematics motivated entirely for reasons other than application. From the eighteenth century onwards, this was a recognised category of mathematical activity, sometimes characterised as ''speculative mathematics'', and at variance with the trend towards meeting the needs of navigation, astronomy, physics, engineering and so on. == Courses == * [[School:Mathematics/Undergraduate/Foundations of Pure Mathematics|Foundations of Pure Mathematics]] * [[School of Mathematics:Introduction to Proofs]] * [[School:Mathematics/Foundation of mathematical concepts]] * [[School of Mathematics:Introductory Real Analysis]] * [[School:Mathematics/Introduction to Abstract Algebra]] * [[School of Mathematics:Introduction to Graph Theory]] * [[School:Mathematics/Calculus]] * [[School:Mathematics/Undergraduate/Introduction to Set Theory|Introduction to Set Theory]] ''more needs to be added here'' === Texts for reference === ==== [[Algebra]] ==== * [[Algebra/Proofs|Proofs]] * [[Algebra/Complex numbers|Complex numbers]] * [[Algebra/Vectors|Vectors]] * [[Algebra/Matrices|Matrices]] * [[Algebra/Vector spaces|Vector spaces]] * [[Algebra/Linear transformations|Linear transformations]] * [[Algebra/Eigenvalues and eigenvectors|Eigenvalues and eigenvectors]] ===== [[Abstract algebra]] ===== * [[Abstract algebra/Groups|Groups]] * [[Abstract algebra/Rings, fields and modules|Rings]] * [[Algebra/Matrices|Matrices]] ** [[Algebra/Eigenvalues and eigenvectors|Eigenvalues and eigenvectors]] * [[Algebra/Vector spaces|Vector spaces]] * [[Algebra/Linear transformations|Linear transformations]] ** [[Algebra/Inner product spaces|Inner product spaces]] * [[Algebra/Proofs|Proofs]] ==== Analysis ==== * [[Complex Analysis]] * [[wikibooks:Real Analysis|Real Analysis]] * [[Topology]] ==== [[Calculus]] ==== * [[Calculus/Functions|Functions]] * [[Calculus/Limits|Limits]] * [[Calculus/Differentiation|Differentiation]] * [[Calculus/Differentiation/Applications/Contents|Applications of Derivatives]] * [[Calculus/Higher Order Derivatives|Higher Order derivatives]] * [[Calculus/Differentiation rules i|More differentation rules]] * [[Calculus/Summation notation|Summation notation]] * [[Calculus/Integration|Integration]] * [[Calculus/Vectors|Vectors]] * [[Calculus/Applications|Applications]] ==== [[Discrete mathematics]] ==== * [[Discrete mathematics/Set theory|Set theory]] <!-- complete --> * [[Discrete mathematics/Functions and relations|Functions and relations]] <!-- complete --> * [[Discrete mathematics/Number theory|Number theory]] <!-- complete --> * [[Discrete mathematics/Logic|Logic]] * [[Discrete mathematics/Enumeration|Enumeration]] * [[Discrete mathematics/Graph theory|Graph theory]] * [[Discrete mathematics/Recursion|Recursion]] * [[Discrete mathematics/Number representations|Number representations]] <!-- complete --> * [[Discrete mathematics/Modular arithmetic|Modular arithmetic]] * [[Discrete mathematics/Polynomials|Polynomials and number theory]] * [[Discrete mathematics/Finite fields|Finite fields]] ==== [[Differential geometry]] ==== * [[Study guide:Lie algebra|Lie Algebras]] * [[Study guide:Information geometry|Information geometry]] ==== Foundations ==== * [[Set Theory]] [[Category:School of Mathematics]] [[it:Wikiversità:Facoltà di Matematica/Matematica pura]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2342 33096 2006-10-08T20:28:17Z Cormaggio 8 moving courses template down - didn't seem to fit where it was '''Part of the [[School:Philosophy|School of Philosophy]]''' ==Introduction and descripton== Welcome to the Department of Philosophy at Wikiversity. The question "[[w:Metaphilosophy|what is philosophy]]" is itself a philosophical question that has yet to be settled. If you would like some direction, you can start with [[Wikt:philosophy|definitions]], or see [[Q:Philosophy|what prominent philosophers have called this process of inquiry]]. The term "philosophy" comes from two [[w:Greek language|Greek]] root words: φιλοσ; [[w:Latin alphabet|or]] "philos" meaning a (brotherly) love, and σοφία (or "sophia"); meaning wisdom. Philosophers are lovers of wisdom, and more than that, they are persons who never lose the capacity to be amazed, whose biases are always open to review, and who strive to live the [[w:Meta-ethics|Good Life]] and find the [[w:Meaning of life|meaning of life]]. Philosophy can be understood as a process by which anyone can understand any other field of study or phenomenon, so there are [[w:philosophy of science|philosophies of science]] and [[w:philosophy of history|philosophy of history]]. Basic branches of philosophy include [[w:Aesthetics|aesthetics]], [[w:Ethics|ethics]] (which are sometimes grouped together as [[w:Axiology|axiology]]), and [[w:Metaphysics|metaphysics]]. These fields respectively ask questions about what is [[w:Beauty|beautiful]], [[w:Goodness and evil|good]], and [[w:Truth|true]]. By taking a philosophy course, you invite yourself to challenge and refine any and all of your beliefs. You will be presented tools for critical thinking that can open up new worlds in the life of the mind. ==Philosophy topics== '''Note''': Please use descriptive names for Wikiversity pages, not numbers (see: [[Wikiversity:Naming conventions|Naming conventions]]). *[[Philosophy 1000]] - [[w:Philosophy|Introduction to Philosophy]] *[[Philosophy 1100]] - [[w:Ethics|Introduction to Ethics]] *[[Philosophy 2000]] - [[w:Logic|Introduction to Logic]] *[[Philosophy 2100]] - [[w:Metaphysics|Introduction to Metaphysics]] *[[Philosophy 2200]] - [[w:Aesthetics|Introduction to Aesthetics]] *[[Philosophy 2300]] - [[w:Eastern philosophy|Eastern Philosophy]] *[[Philosophy 2400]] - [[w:Western philosophy|Western Philosophy]] *[[Philosophy 2500]] - [[w:History of philosophy|History of Philosophy]] *[[Philosophy 2600]] - [[w:Mathematical logic|Symbolic Logic]] *[[Philosophy 2700]] - [[w:Philosophy of religion|Philosophy of Religion]] *[[Philosophy 2800]] - [[w:Philosophy of science|Philosophy of Science]] *[[Philosophy 2900]] - [[w:Philosophy of language|Philosophy of Language]] and [[w:Linguistics|Linguistics]] *[[Philosophy 3000]] - [[w:Ontology|Ontology]] *[[Philosophy 3100]] - [[w:Mind|Mind]] *[[Philosophy 3200]] - [[w:Person|Personhood]] and [[w:Identity|Identity]] *[[Philosophy 3300]] - [[w:Metaphysics|Introduction to Metaphysics]] *[[Philosophy 3400]] - [[w:Epistemology|Introduction to Epistemology]] *[[Philosophy 3500]] - [[w:Political philosophy|The State]] and [[w:Philosophy of law|Law]] *[[Philosophy 3600]] - History of philosophy series: **[[Philosophy 3610]] - [[w:Pre-Socratic philosophy|Pre-Socratic]] and [[w:Ancient philosophy|Ancient]] **[[Philosophy 3620]] - [[w:Medieval philosophy|Medieval]] **[[Philosophy 3630]] - [[w:Renaissance philosophy|Early modern]] and [[w:Age of Enlightenment|Enlightenment]] **[[Philosophy 3640]] - [[w:19th-century philosophy|19th-century]] **[[Philosophy 3650]] - [[w:20th-century philosophy|20th-century]] **[[Philosophy 3660]] - [[w:Contemporary philosophy|Contemporary]] *[[Philosophy 3700]] - [[w:Paradox|Paradoxes]] *[[Philosophy 3800]] - [[w:God|God]] and [[w:Theology|Theology]] *[[Philosophy 3900]] - Contemporary Ethical Issues *[[Philosophy 4000]] - Individual studies series: **[[Philosophy 4000]] - [[w:Socrates|Socrates]] and [[w:Plato|Plato]] **[[Philosophy 4001]] - [[w:Aristotle|Aristotle]] **[[Philosophy 4002]] - [[w:Augustine of Hippo|Augustine of Hippo]] **[[Philosophy 4003]] - [[w:Anicius Manlius Severinus Boethius|Anicius Manlius Severinus Boethius]] **[[Philosophy 4004]] - [[w:Thomas Aquinas|Thomas Aquinas]] **[[Philosophy 4005]] - [[w:René Descartes|René Descartes]] **[[Philosophy 4006]] - [[w:David Hume|David Hume]] **[[Philosophy 4007]] - [[w:Immanuel Kant|Immanuel Kant]] **[[Philosophy 4008]] - [[w:John Locke|John Locke]] **[[Philosophy 4009]] - [[w:Georg Wilhelm Friedrich Hegel|Georg Wilhelm Friedrich Hegel]] **[[Philosophy 4010]] - [[w:John Stuart Mill|John Stuart Mill]] **[[Philosophy 4011]] - [[w:Søren Kierkegaard|Søren Kierkegaard]] **[[Philosophy 4012]] - [[w:Friedrich Nietzsche|Friedrich Nietzsche]] **[[Philosophy 4013]] - [[w:John Dewey|John Dewey]] **[[Philosophy 4014]] - [[w:Bertrand Russell|Bertrand Russell]] **[[Philosophy 4015]] - [[w:Ludwig Wittgenstein|Ludwig Wittgenstein]] **[[Philosophy 4016]] - [[w:Jean-Paul Sartre|Jean-Paul Sartre]] *[[Philosophy 4100]] - [[w:Philosophical movement|Philosophical schools series]]: **[[Philosophy 4101]] - [[w:Empiricism|Empiricism]] **[[Philosophy 4102]] - [[w:Existentialism|Existentialism]] **[[Philosophy 4103]] - [[w:Platonism|Platonism]] **[[Philosophy 4104]] - [[w:Postmodern philosophy|Postmodernism]] (includes [[w:Critical theory|Critical theory]], [[w:Deconstruction|deconstructivism]], and [[w:Poststructuralism|Poststructuralism]]) **[[Philosophy 4105]] - [[w:Rationalism|Rationalism]] **[[Philosophy 4106]] - [[w:Skepticism|Skepticism]] **[[Philosophy 4107]] - [[w:Utilitarianism|Utilitarianism]] and [[w:Consequentialism|Consequentialism]] *[[Philosophy 4200]] - Religious philosophy series: **[[Philosophy 4201]] - [[w:Buddhist philosophy|Buddhist]] **[[Philosophy 4202]] - [[w:Chinese philosophy|Chinese]] ([[w:Confucianism|Confucian]] and [[w:Taoism|Taoist]]) **[[Philosophy 4203]] - [[w:Christian philosophy|Christian]] **[[Philosophy 4204]] - [[w:Indian philosophy|Indian]] (including [[w:Hinduism|Hindu]], [[w:Jainism|Jain]], and [[w:Sikhism|Sikh]]) **[[Philosophy 4005]] - [[w:Islamic philosophy|Islamic]] **[[Philosophy 4006]] - [[w:Jewish philosophy|Jewish]] *[[Philosophy 4300]] - [[w:Ideologies of parties|Political Ideologies]] *[[Philosophy 4400]] - [[w:Free will|Free Will]] {{Template:Courses}} ==Related courses in other departments== *[[Wikiversity:School of Mathematics/Philosophy of Mathematics|Philosophy of Mathematics]], from the [[Wikiversity:School of Mathematics|School of Mathematics]] ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... ==External resources== ===Books=== ===Publications=== ===Websites=== *[http://www.earlham.edu/~peters/gpi/index.htm Guide to Philosophy on the Internet] *[http://www.utm.edu/research/iep/ The Internet Encyclopedia of Philosophy] *[http://www.philosophypages.com/dy/index.htm Philosophical Dictionary] *[http://plato.stanford.edu/ Stanford Encyclopedia of Philosophy] *[http://dir.yahoo.com/Arts/Humanities/Philosophy/ Yahoo!'s philosophy directory] *[http://www.google.com/search?hl=en&q=Philosophy&btnG=Google+Search Search Google for philosophy] ===[[w:Wikimedia Foundation|Wikimedia projects]]=== ====[[w:Wikimedia Commons|Commons media]]==== Media such as images, sounds, and video are collected at the Commons. *'''[[commons:Category:Philosophy|Main Categories: Philosophy]] and [[commons:Category:Philosophers|Philosophers]]''' ====[[w:Wikibooks|Wikibooks]]==== Philosophy is a part of the [[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]]. *'''[[b:Introduction to Philosophy|Main Module:Introduction to Philosophy]]''' ====[[w:Wikipedia|Wikipedia]]==== Get started at the [[w:Portal:Philosophy|Philosophy portal]], and the [[w:Category:Philosophy|Philosophy category]]. Editors are collaborating at the [[w:Wikipedia:WikiProject Philosophy|Philosophy WikiProject]]. *'''[[w:Philosophy|Main Article: Philosophy]]''' ====[[w:Wikiquote|Wikiquote]]==== See quotes from [[q:Category:Philosophers|individual philosophers]], regarding [[q:Category:Philosophy|philosophy in general]] or [[q:Category:Proverbs|proverbs]] *'''[[q:Philosophy|Main Page: Philosophy]]''' ====[[w:Wikisource|Wikisource]]==== Wikisource has dozens of original documents related to philosophical inquiry. *'''[[S:Category:Philosophy|Main categories: Philosophy]] and [[S:Category:Philosophers|Philosophers]]''' ====[[w:Wiktionary|Wiktionary]]==== Get definitions of various terms at the Wiktionary. *'''[[Wikt:philosophy|Main term: Philosophy]] ===Other wikis=== *[[w:Wikia|Wikia's]] [[Wikia:Philosophy:Main Page|Wikia of Philosophy]] [[Category:Humanities|Philosophy]] [[Category:Philosophy|*]] 2343 66846 2007-01-04T11:14:01Z 81.66.199.87 /* Examinations */ {{nav3|Wikiversity|Wikiversity:School of Mathematics|School:Mathematics/Undergraduate/Pure Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Foundation of mathematical concepts</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to ensure that the student will have a practical and theoretical basis for the application of mathematical knowledge in fields that require it or in future mathematics courses. == Course requirements == To start this course, you should have: * knowledge of basic [[calculus]], how to [[Calculus/Outline#Differentiation|differentiate]], [[Calculus/Outline#Integration|integrate]], evaluate [[Calculus/Outline#Limits|limits]], etc. * knowledge of basic [[algebra]], manipulation of [[w:equation|equations]], solving [[w:quadratic equation|quadratic equation]]s, etc. * knowledge of basic [[geometry]], [[trigonometry]], trigonometric identities, geometric proofs, etc. == Lecture series == ''not available yet'' == Examinations == ''not available yet'' [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2345 64401 2006-12-28T23:11:06Z 69.157.102.204 /* Sign Up List */ {{nav3|Wikiversity|Wikiversity:School of Mathematics|School:Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Foundation of mathematical concepts</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to the subject of real analysis. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * knowledge of basic [b:en:Mathematical_Proof methods of proof] == Course outline == This course will essentially follow Wikibooks' [http://en.wikibooks.org/wiki/Topology/Real_analysis Real Analysis textbook]. Additional readings may be assigned from various online textbooks. * Introductory material * The Real Numbers * Basic Topology of Metric Spaces * Sequences and Series * Continuity * Differentiation * Integration * Power Series == Lecture series == ''not available yet'' == Assignments == ''not available yet'' == Examinations == ''not available yet'' == Recommended student evaluation scheme == ''not available yet'' == Sign Up List == If you are interested in taking this course, please indicate so here. I'm as serious as you are: *yspector@mac.com *jayjayhales@gmail.com *math@bhiggins.mailshell.com *spam@strangeplaces.us - stranger104 on wikipedia/books *yloizides@yahoo.ca *ajfriend@gmail.com *joe_ghata@yahoo.com *themonkeyking@comcast.net *fritzcaterwall@sbcglobal.net *iammikeordway@yahoo.com *jessicalynnpeck@gmail.com *boo13@cox.net *andrada@hackermail.com *paulmay@buffaloo.edu *tlockney@gmail.com *gfl207@gmail.com *calculate1@verizon.net *smithsburg_leopards_flute@yahoo.com *jhamptongoodwin@gmail.com *krista.teh.kitten@gmail.com *ummsulaim1427@yahoo.co.uk *jdf9277@student.sjcny.edu *ed2430@student.sjcny.edu *nickjames8806@gmail.com *uncertomarco@gmail.com *jzukewich@gmail.com *[[User_Talk:Deltinu|Deltinu]] *[[User_Talk:P.L.A.R.|P.L.A.R.]] *[[User_Talk:ISRalien|ISRalien]] *[[User:Descartys|Descartys]] 07:10, 8 November 2006 (UTC) [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2346 34093 2006-10-11T06:45:44Z Draicone 1128 /* Introductory - Level I */ Fix links This is a list of the courses provided by the [[Wikiversity]] [[School:Mathematics|School of Mathematics]], sorted by course level == Introductory - Level I == * [[School:Mathematics/Foundation of mathematical concepts]] * [[Synthetic division]] == Level II == *[[School of Mathematics:Introductory Real Analysis]] *[[School:Mathematics/Calculus]] == Level III == == Level IV == [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2347 34076 2006-10-11T06:22:49Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory]] moved to [[School:Mathematics/Introduction to Graph Theory]]: Move to correct location. {{nav3|Wikiversity|Wikiversity:School of Mathematics|School:Mathematics/Undergraduate/Pure Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Introduction to Graph Theory</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to the subject of graph theory. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * knowledge of basic [[Algebra/Proofs|methods of proof]] * knowledge of basic [[Wikiversity:Statistics_101|probability]] == Course outline == This is an approximate depiction of the course: * Definitions * Bipartite Graphs * Hamilton Cycles and Eulerian Circuits * Planar Graphs ** Statement of Kuratowski's Theorem * Matchings in Bipartite Graphs ** Hall's Theorem * Connectivity ** Menger's Theorem * Extremal Graph Theory ** Hamilton and other cycles ** Turan's Theorem * Ramsey's Theorem * Graph Colourings ** Chromatic Polynomial ** Vizing's Theorem ** Four-Colour and Five-Colour Theorems *** Extensions to other surfaces * Eigenvalues ** Applications to Strongly Regular Graphs * The Probabilistic Method ** Lower bounds for Ramsey numbers ** Graphs with large girth and chromatic number == Lecture series == *[[School of Mathematics:Introduction to Graph Theory:Lecture 1|Lecture 1]] Introduction and Definitions *[[School of Mathematics:Introduction to Graph Theory:Lecture 2|Lecture 2]] Bipartite Graphs and Trees *[[School of Mathematics:Introduction to Graph Theory:Lecture 3|Lecture 3]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 4|Lecture 4]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 5|Lecture 5]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 6|Lecture 6]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 7|Lecture 7]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 8|Lecture 8]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 9|Lecture 9]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 10|Lecture 10]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 11|Lecture 11]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 12|Lecture 12]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 13|Lecture 13]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 14|Lecture 14]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 15|Lecture 15]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 16|Lecture 16]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 17|Lecture 17]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 18|Lecture 18]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 19|Lecture 19]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 20|Lecture 20]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 21|Lecture 21]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 22|Lecture 22]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 23|Lecture 23]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 24|Lecture 24]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 25|Lecture 25]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 26|Lecture 26]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 27|Lecture 27]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 28|Lecture 28]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 29|Lecture 29]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 30|Lecture 30]] ''not available yet'' [[School of Mathematics:Introduction to Graph Theory:Glossary|List of Definitions]] == Assignments == *[[School of Mathematics:Introduction to Graph Theory:Problems 1|Problems 1]] (on Lectures 1-5) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 2|Problems 2]] (on Lectures 6-10) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 3|Problems 3]] (on Lectures 11-15) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 4|Problems 4]] (on Lectures 16-20) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 5|Problems 5]] (on Lectures 21-25) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 6|Problems 6]] (on Lectures 26-30) ''not available yet'' == Examinations == ''not available yet'' == Recommended student evaluation scheme == ''not available yet'' [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2348 47548 2006-11-22T08:14:09Z Hillgentleman 530 /* r-partite Graphs */ {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Introduction == Although Graph Theory, and Combinatorics in general, has very few prerequisites, an introductory course must unfortunately start with many definitions. This lecture may therefore be a little dry, but it will provide the necessary backbone for the rest of the course. == What is a graph? == A lot of situations from the real world can usefully be described by means of a diagram consisting of a set of points together with various lines joining certain pairs of these points. For example, if you are planning a wedding, the points could represent your guests, with the lines representing pairs of people who it would be bearable to have sitting together. Another example is the [[Wikipedia:Six Degrees of Kevin Bacon|Kevin Bacon Graph]], in which points represent Hollywood actors, and lines represent collaborations between actors. Yet another example is a computer network, in which the points could represent the computers and printers, with lines representing physical and wireless connections. A ''graph'' is a mathematical abstration of the above. Formally, a '''graph''' <math>G</math> consists of a ''set of vertices'' <math>V(G)</math>, and a ''set of edges'' <math>E(G)</math>, where an '''edge''' <math>E(G)</math> is a 2-element subset of <math>V(G)</math>. A ''graph'' is usually represented by a picture, in which the ''vertices'' are represented by points, and the ''edges'' by lines or curves joining two elements. === Examples === Let <math>V(G)=\{a,b,c,d,e\}</math>, and let <math>E(G)=\{ab,bc,cd,de,ae\}</math>. (The edges are usually written as <math>ab</math> rather than <math>\{a,b\}</math> for ease of notation.) This can be depicted by the following picture: [[Image:C5Graph.png|First example of a graph]]. For another example, let <math>V(G)=\{1,2,3,4,5\}</math>, and let <math>E(G)=\{12,13,25,34,45\}</math>. This can be depicted by the following picture: [[Image:C5GraphAlternate.png|Second example of a graph]]. == Isomorphism == Given a particular graph, it can be depicted in countless ways, and there is usually no "best" way of depicting a graph. For example the second graph could also be depicted in the following way: [[Image:C5GraphAlternateAsCycle.png|Second example with vertices moved]]. Note that this is still the same graph - the location of the vertices and edges in the diagram makes no difference to the graph. This rearrangement of the vertices has shown a connection between our two graph examples. If we relabel the vertices of this new drawing in such a way that <math>a=1</math>, <math>b=2</math>, <math>c=5</math>, <math>d=4</math> and <math>e=3</math>, we get the first diagram. In the vast majority of Graph Theory examples and results, the choice of labels for the vertices are pretty much irrelevant, and most graph theorists would see these two graphs as being the same. The relationship between these two graphs is an ''isomorphism'', and they are said to be ''isomorphic''. Formally, an isomorphism from graph <math>G</math> to graph <math>H</math> is a mapping <math>\phi:V(G)\to V(H)</math> which is one-to-one (<math>\phi(u)=\phi(v)\iff u=v</math>) , onto (for all <math>h\in V(H)</math>, there exists <math>g\in V(G)</math> such that <math>\phi(g)=h</math>), and such that for any vertices <math>u,v\in V(G)</math>, the edge <math>uv</math> is contained in <math>E(G)</math> if and only if the edge <math>\phi(u)\phi(v)</math> is contained in <math>E(H)</math>. Graphs <math>G</math> and <math>H</math> are said to be isomorphic if there is an isomorphism from <math>G</math> to <math>H</math>. Unless specified, we will not distinguish between isomorphic graphs. Note that it is by no means easy to tell if two graphs are isomorphic. See [[School of Mathematics:Introduction to Graph Theory:Problems 1|Problem 1]] on the problem sheet for examples. == Necessary Definitions == There are various terms relating to the vertices and edges of a graph which, although obvious, need to be defined. Given vertices <math>u,v</math> and edge <math>uv</math> of graph <math>G</math>, edge <math>uv</math> is said to ''join'' the vertices <math>u</math> and <math>v</math>, which are called the ''endvertices'' of the edge. <math>u</math> and <math>v</math> are ''neighbouring'' or ''adjacent'' vertices of <math>G</math>, and are ''incident'' with edge <math>uv</math>. The ''order'' of <math>G</math> is the number of vertices, whereas the ''size'' is the number of edges. == The Degree Sequence == Given a vertex <math>v\in V(G)</math>, the ''degree'' of <math>v</math> (denoted by <math>d_G(v)</math>) is the number of edges incident with <math>v</math>. The smallest degree of the vertices of <math>G</math> is called the ''minimum degree'' of <math>G</math> and is denoted by <math>\delta(G)</math>. The ''maximum degree'' is denoted by <math>\Delta(G)</math>. In the examples above, each vertex has degree 2, so the minimum and maximum degree are 2. A graph in which every vertex is of degree <math>k</math> is called ''<math>k</math>-regular'', and a graph is called ''regular'' if it is <math>k</math>-regular for some <math>k</math>. We now have our first theorem of the course. It is the belief of many proponents of Combinatorics that the best way to teach it is through problems. To that end, the theorems are not provided with full proofs in the lectures, but instead with a roadmap with which the student can find the proof themselves. At the end of each theorem a link is provided to a proof page. '''Theorem 1''': The sum of the degrees of the vertices of a graph <math>G</math> is precisely twice the size of <math>G</math>. '''Proof Roadmap''': Let <math>S=\{(v,e):v\in V(G), e\in E(G), v</math> incident with <math>e\}\!\,</math>. By considering how many elements of <math>S</math> each vertex <math>v</math> is part of, count the number of elements of <math>S</math>. Count the number of elements of <math>S</math> again, this time by considering how many elements each edge <math>e</math> is part of. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 1|Full Proof]]) If the graph <math>G</math> has vertices <math>v_1,v_2,\ldots,v_n</math>, then the ''degree sequence'' of <math>G</math> is the sequence <math>(d_G(v_1), \ldots, d_G(v_n))</math>. For ease of notation, this sequence is often written in increasing order. == Common graphs == In the same way that the alternating, cyclic, dihedral and symmetric groups occur so often that it is useful to have fixed notation for them, similarly there are various graphs which it is useful to be able to describe easily. === Empty Graphs === The empty graph <math>E_n</math> has <math>V(E_n)=\{1,\ldots,n\}</math> and <math>E(E_n)=\emptyset</math>. That is to say that is has <math>n</math> vertices and 0 edges. It is called the ''empty graph on <math>n</math> vertices''. [[Image:E5Graph.png|Empty Graph on 5 Vertices]] === Complete Graphs === In contrast to the empty graph, the complete graph <math>K_n</math> has every edge. That is to say that <math>V(K_n)=\{1,\ldots,n\}</math> and <math>E(K_n)=\{ij: 1\le i\le j\le n\}</math>. It has <math>n</math> vertices and <math>\frac{n(n-1)}2</math> edges. It is called the ''complete graph on <math>n</math> vertices''. [[Image:K5Graph.png|Complete Graph on 5 Vertices]] === Paths === The path graph <math>P_n</math> has <math>V(P_n)=\{1,\ldots,n\}</math> and <math>E(P_n)=\{12,23,34,\ldots,(n-1)n\}</math>. It has <math>n</math> vertices and <math>n-1</math> edges. It is called the ''path on <math>n</math> vertices'' or simply the ''n-path''. [[Image:P5Graph.png|Path Graph on 5 Vertices]] === Cycles === For <math>n\ge 3</math>, the cycle graph <math>C_n</math> has <math>V(C_n)=\{1,\ldots,n\}</math> and <math>E(C_n)=\{12,23,\ldots,(n-1)n,1n\}</math>. It has <math>n</math> vertices and <math>n</math> edges It is called the ''cycle on <math>n</math> vertices'' or simply the ''n-cycle''. [[Image:C5Graph2.png|Cycle on 5 Vertices]] == Subgraphs == A question of common importance in Graph Theory is to tell, given a complicated graph <math>G</math>, whether we can, by removing various edges and vertices, show the presence of a certain other graph <math>H</math>. In this case <math>H</math> is said to be a ''subgraph'' of <math>G</math>. Formally, given graphs <math>G, H</math> with <math>V(G)\subseteq V(H)</math>, <math>G</math> is a subgraph of <math>H</math> if <math>E(G)\subseteq E(H)</math>. The subgraph is said to be ''spanning'' if <math>V(G)=V(H)</math>, and ''induced'' if <math>E(H)</math> consists of every edge of <math>G</math> with both vertices in <math>V(H)</math>. === Cliques, Cycles and Paths === There are a few examples of subgraphs which are particularly important. These correspond to the special graphs mentioned above. Examples in this section will be subgraphs of the Kevin Bacon graph mentioned above. ==== Cliques ==== If subgraph <math>H</math> of <math>G</math> is isomorphic to a complete graph <math>K_n</math> for some <math>n</math>, then <math>H</math> is said to be a ''clique'' of <math>G</math>. Note that all cliques are induced subgraphs. A trivial example in the Kevin Bacon graph would be a subgraph H consisting of the entire cast of some film, with all edges present. Clique 1 is such an example with the film Who's Afraid of Virginia Woolf? (1966). Cliques can also arise in other ways. For example, in Clique 2 each edge corresponds to a different film. [[Image:BaconCliques.png|Cliques in the Kevin Bacon Graph]] The size of the largest clique in graph <math>G</math> is the ''clique number'' of <math>G</math>. The largest clique in the Kevin Bacon Graph probably consists of the largest cast of any film. ==== Independent Sets ==== If induced subgraph <math>H</math> of <math>G</math> is isomorphic to an empty graph <math>E_n</math> for some <math>n</math>, <math>H</math> is said to be an ''independent set'' of <math>G</math>. In other words, an independent set is a set of vertices between which no edges lie. For example, Angelina Jolie, Catherine Zeta-Jones, Drew Barrymore, Dennis Hopper, Eddie Murphy, Kevin Bacon, Kevin Spacey, Madonna, Mel Gibson and Shirley Maclaine form an independent set in the Kevin Bacon graph. The size of the largest independent set in graph <math>G</math> is the ''independence number'' of <math>G</math>. In the case of the Kevin Bacon graph this probably consists of a collection of extras who have each appeared in one movie, these movies being different. ==== Cycles ==== If subgraph <math>H</math> is isomorphic to a cycle <math>C_n</math> for some <math>n</math>, then <math>H</math> is a ''cycle'' of <math>G</math>. Here is an example of a cycle in the Kevin Bacon Graph which is currently an induced subgraph. [[Image:BaconCycle.png|An Induced Cycle in the Kevin Bacon Graph]] The size of the smallest cycle in a graph <math>G</math> is the ''girth'' of <math>G</math>. The size of the largest cycle is the ''circumference'' of <math>G</math>. For the Kevin Bacon graph, the girth is 3, as Robert De Niro, Jodie Foster and Joe Pesci can attest. The circumference is a much harder question, but probably will consist of most of the vertices on the graph of degree at least 2. ==== Paths ==== If subgraph <math>H</math> is isomorphic to a path <math>P_n</math> for some <math>n</math>, then <math>H</math> is a ''path'' of <math>G</math>. Here is an example of a path in the Kevin Bacon Graph which is currently an induced subgraph. [[Image:BaconPath.png|An Induced Path in the Kevin Bacon Graph]] If the vertices at the end of the path are <math>u,v</math>, it is called a <math>u,v</math>-path. If there exists a path between <math>u</math> and <math>v</math>, the ''distance'' between <math>u</math> and <math>v</math> is the length (number of edges) of the shortest <math>u,v</math>-path. The diameter of a graph is the longest distance between two points. If, as is commonly suggested, every actor can be connected to Kevin Bacon with at most 6 links, the diameter must be at most 12. == r-partite Graphs == A graph <math>G</math> is said to be ''bipartite'' with vertex classes <math>V_1</math> and <math>V_2</math> if the vertex set of <math>G</math> is the disjoint union of <math>V_1</math> and <math>V_2</math>, and each edge joins a vertex of <math>V_1</math> to a vertex of <math>V_2</math>. There is no edge joining two elements in <math>V_1</math> (or in <math>V_2</math>). Similarly <math>G</math> is ''r-partite'' with vertex classes <math>V_1, V_2, \ldots, V_r</math> iff the vertex set is the disjoint union of the <math>V_i</math>, and no edge goes between vertices in the same class. == Connected Components == If graph <math>G</math> has the property that for each pair of vertices <math>u, v</math>, there is some <math>u,v</math>-path, then <math>G</math> is said to be connected. If <math>G</math> is not connected, then it breaks down uniquely into several connected subgraphs. A maximal connected induced subgraph of <math>G</math> is called a component. A vertex whose deletion increases the number of components is called a ''cutvertex'', whilst an edge with the same property is called a ''bridge''. == Conclusion == This lecture contained a necessary initial set of definitions and concepts, along with some examples to simplify understanding. Next time we will ground these by investigating properties of bipartite graphs, and of a particular kind of graph called a tree. [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2350 33303 2006-10-09T07:06:33Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Introduction == It is useful, and indeed vital, to have the collection of definitions that were doled out in the last lecture. Nevertheless, in order to get a feel for what these definitions '''mean''', one must actually get one's hands dirty. Today we start investigating the consequences of these definitions. We start by investigating graphs with no cycles. == What is a forest? == A graph is said to be a ''forest'' if it contains no cycles (this property is also called being ''acyclic''). A sample forest from the Kevin Bacon Graph is given below. The vertices have been placed in order to give some idea as to the reason for the name forest. [[Image:BaconForest.png]] It is time for the second theorem of the course. To reiterate what was said in the first lecture, proofs to the theorems will not be given in the main body of the lecture. Instead, there will be a "roadmap" of the proof, for the student to fill in himself. At the end of each theorem there is a link to a proof page. '''Theorem 2''': A graph is a forest if and only if for every pair of distinct vertices <math>u,v</math>, there is at most one <math>u,v</math>-path. '''Proof Roadmap''': * Suppose you have a graph <math>G</math> which is not a forest. ** What must G contain? ** Take an example of the thing that is in all non-forest graphs. ** Choose two vertices from your example, and try to find two paths between them. * Suppose you have a graph <math>G</math> with two vertices <math>u,v</math> with two <math>u,v</math>-paths. ** By drawing a picture, allowing your paths to cross over each other many times, attempt to see why this graph cannot be a forest. ** Now formalise this argument, making certain that what you construct uses no vertex more than once. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Full Proof]]) If a forest is connected, it is called a ''tree''. This naming may seem a little counterintuitive, but note that forests consist of a collection of trees. If deforestation were to continue to the extent that Sherwood Forest was reduced to having only one plant in it, then the forest may well be renamed Sherwood Tree. The previous theorem has the following easy corollary. '''Corollary 3''': A graph is a tree if and only if for every pair of distinct vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. '''Proof Roadmap''': * Suppose you have a graph <math>G</math> which is not a forest. ** Use Theorem 2 to show that there is some pair of vertices <math>u,v</math> for which there is not exactly one <math>u,v</math>-path. * Suppose you have a graph <math>G</math> which is a forest, but is not a tree. ** What property must <math>G</math> fail to have? ** Looking back at the definition in the previous lecture, if necessary, show that this means that there is some pair of vertices <math>u,v</math> for which there is not exactly one <math>u,v</math>-path. * Now suppose you have a graph <math>G</math> which is a tree. ** Use Theorem 2 and the same definition to show that for every pair of vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Full Proof]]) As a tree is such a useful concept, we will give (in the following theorem) two alternative characterisations of trees. '''Theorem 4''': For a graph <math>G</math>, the following are equivalent: * <math>G</math> is a tree * <math>G</math> is a minimal connected graph, in the sense that the removal of any edge will leave a disconnected graph. * <math>G</math> is a maximal acyclic graph, in the sense that the addition of any missing edge will create a cycle. '''Proof Roadmap''' * Suppose <math>G</math> is a tree, and let <math>uv</math> be an edge not in <math>G</math>. ** Use Corollary 3 to show that adding <math>uv</math> to <math>G</math> will create a cycle. * Suppose <math>G</math> is a tree, and let <math>uv</math> be an edge of <math>G</math>. ** Find two vertices such that the graph <math>G-uv</math> can have no path between them. * Suppose <math>G</math> is a minimal connected graph, but is not a tree. ** From the definition of a tree, what else does this mean that G is not? ** Therefore, what must <math>G</math> contain? ** Find an edge you can remove from <math>G</math> without disconnecting the graph. * Suppose <math>G</math> is a maximal acyclic graph, but is not a tree. ** Since acyclic graphs and forests are the same thing, what property does <math>G</math> not have? ** Using this, show that there are two non-adjacent vertices which can be joined without creating a cycle. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 4|Full Proof]]) We will need one more theorem about trees here. It is not immediately obvious that all trees have one fewer edge than vertex. The proof, as you shall see, is easy. '''Theorem 5''': A tree of order <math>n</math> has <math>n-1</math> edges. '''Proof Roadmap''' * Prove this by induction on <math>n</math>. * Prove this first (by experimenting) for <math>n=1,2,3</math>. Find all trees for these values of <math>n</math>. * Now let <math>T</math> be a tree of k vertices, and suppose it is true for all <math>n<k</math>. Remove an edge from T. ** By Theorem 4, the new graph cannot be connected. Can it have three or more components? ** What must each component be? ** How many vertices are there in total in the components? ** Therefore, using the induction statement, how many edges must there be? '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 5|Full Proof]]) == Spanning Trees == == Bipartite Graphs and Odd Cycles == == Conclusion == [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2351 9368 2005-07-21T09:14:07Z LukePebody Picture of a five cycle Picture of a five cycle 2352 9371 2005-12-16T16:18:34Z Juliusross these navlinks should not appear in print version <div class="noprint"><small>< [[{{{1}}}]] < [[{{{2}}}]] < [[{{{3}}}]] < [[{{{4}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 2353 9374 2005-07-21T09:27:08Z LukePebody Another picture of a five cycle. Another picture of a five cycle. 2354 9376 2005-07-21T11:35:31Z LukePebody Third depiction of the five cycle. Third depiction of the five cycle. 2355 9380 2005-07-21T13:06:35Z LukePebody 2356 9382 2005-07-21T13:06:16Z LukePebody 2357 9384 2005-07-21T13:05:45Z LukePebody 2358 9386 2005-07-21T13:07:48Z LukePebody 2359 9388 2005-07-21T23:29:55Z LukePebody 2360 9390 2005-07-21T14:36:20Z LukePebody 2361 33295 2006-10-09T07:04:27Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} ; Forest : [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|A graph with no cycles. ]] ; Tree : [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|A connected graph with no cycles. ]] [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2363 34049 2006-10-11T06:08:17Z Draicone 1128 [[School of Mathematics:Calculus]] moved to [[School:Mathematics/Calculus]]: Move to correct location {{nav3|Wikiversity|Wikiversity:School of Mathematics|School:Mathematics/Undergraduate/Pure Mathematics}} __NOEDITSECTION__ {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Calculus</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to calculus. == Course requirements == The following is required or desirable before commencement of study of this course: * Knowledge of basic [[algebra]] * Knowledge of [[trigonometry]] * ''For those who want a formal treatment of Calculus, basic [[Topology/Set Theory | Set Theory]] is required.'' == Course outline == As starting July 8th until I decide to quit (probably later this summer) I'll help anyone interested in learning basic Calculus (primarily Calculus I, but I can try helping out I-III). Right now I'm looking for people interested and then we'll go from there. There are no grades, I might test you from time to time in order to see your progress and suggest what you should do, there is no specific point or concept I'm looking for people to get to before I end, if you only learn limits or derivatives, then you only learn limits or derivatives. You get what you put in. If you have questions, feel free to put them on my discussion page. Later on I might include contact information on my main page (e-mail, I'm not comfortable with people coming to my doorstep or calling me, of course). I will use the [[calculus]] book often, or other sources. As you learn these things by yourself you become accostumed to the book that taught you, so I may show some pages from one of my calculus textbooks. How I'm thinking about doing this is once you contact me (send me a pretest and any questions/comments on my discussion page), I'll make lecture pages, assignments, exams, etc. for you exclusively and you can come here to answer/ask questions directly on these pages. Looking forward to this experiment. [[User:Fephisto|Fephisto]] 03:41, 9 July 2006 (UTC) ===Update=== I've ended this class now, since it looks like it has ended, hope the very very few that were in this program found it helpful, I may do it again next year, for now I'll leave it here as an open program for those interested, I won't be adding new stuff (probably), but if you need help, want to ask something, or have something checked, leave it on my discussion page. Chau! [[User:Fephisto|Fephisto]] 23:49, 19 August 2006 (UTC) ==People Signed Up== [[User:Vitalij_zad|Vitalij_zad]] [[User:Superwiki|Superwiki]] == Lectures == [[Building up to the Riemann-Darboux Definition]] [[The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function]] [[Integrability of monotone/Lipshitz functions, Linearity of the Integral, and The Dirichlet Everywhere Non-integrable Function]] == Assignments == They're on the lecture pages, but if you want to keep track, feedbacked is pretty much the same thing as done, I'm not going to stop you if you've got what ideas you've wanted to take from the exercise.: ===Vitalij=== Pre-test (Ok) In Building up to the Riemann-Darboux Definition: *A Small Exercise (feedbacked) (Added stuff about the Archimedean Property to the module) *Summing Exercise (feedbacked) *Exercise (feedbacked) *Approxiamation Property Proof exercise *Return of the summing exercise In The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function: *Yet ANOTHER return of that summing exercise *Integrability criterion proof ===Super-Wiki=== Pre-test (Waiting) == Examinations == [[Calculus pre-test]] == Recommended student evaluation scheme == ''not available yet'' [[Category:School of Mathematics]] [[Category:Pages needing cleanup after Import]] 2364 68478 2007-01-09T00:55:31Z Mystictim 626 adding category learning activities To take this test, place the link [[User:Yourusername/Calculus1]] on your userpage. Click the link and then edit the page with the text <nowiki>{{subst:Calculus pre-test}}</nowiki>. Now you have your test, take it! =General Questions= What are you looking to get out of this course? What would you say is your general knowledge of math? Would you like a formal treatment of Calculus (very heavy, requires set theory), or an intuitive treatment of Calculus? What times do you have available/would prefer for lectures? Any other comments? =Pre-Calculus= # What is a function? # What is an inverse function? # What is a logarithm? # What is a radian? # What is a trigonometric function? # Name a trigonometric identity. # What is a parametric equation? # What is a slope-intercept equation. # What does it mean for something to be proportional? # What does injective, surjective, and bijective mean? =Calculus I= # I will accept an intuitive or formal answer for this, although a formal answer is obviously preferred, what is a limit? # What is a one-sided limit? # What does it mean for a function to be continuous? Is it possible for a function to be discontinuous everywhere? # What is a derivative? # What is the product rule? # What is the relation between differentiability and continuity? # What is the chain rule? # What is the relation between a local extrema and a derivative of a function? # What is the mean value theorem? # What is L'Hôpital's rule? =Calculus II= # What is an integral? # What is a Riemann Sum? # What is the Fundamental Theorem of Calculus? # What is the substitution method? # What is the difference between a definite and indefinite integral? [[Category:Calculus]] [[Category:Learning activities]] 2366 33292 2006-10-09T07:03:20Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == The sum of the degrees of the vertices of a graph <math>G</math> is precisely twice the size of <math>G</math>. == Proof == Let <math>S=\{(v,e):v\in V(G), e\in E(G), v</math> incident with <math>e\}\!\,</math>. We will count the number of elements of <math>S</math> in two different ways, using the method of [[w:Double counting|double counting]]. The degree of a vertex is [[School of Mathematics:Introduction to Graph Theory:Lecture 1#The Degree Sequence|defined]] to be the number of edges incident with that vertex. Therefore vertex <math>v</math> is the vertex-part of precisely <math>d(v)</math> elements of <math>S</math>. Thus the number of elements of <math>S</math> is the sum of the degrees of the vertices. The other obvious way to count the number of elements of <math>S</math> is in terms of the edges. Clearly each edge is incident with precisely two vertices. Therefore edge <math>e</math> is the edge-part of precisely 2 elements of <math>S</math>. Thus the number of elements of <math>S</math> is twice the number of edges. Since a set has the same number of elements, regardless of how you count them (unless, of course, you ''miscount'' them), it follows that the sum of the degrees of the vertices is twice the number of edges. == Alternate Proof == In combinatorics, you can prove most results a number of different ways. Here is an alternate [[w:Mathematical induction|proof by induction]] on the number of edges <math>m</math>. If <math>m=0</math>, there are no edges and hence each degree is 0, so the total of the degrees is indeed twice the number of edges. Now suppose that we have proved the theorem for all graphs with <math>m-1</math> edges, and that graph <math>G</math> has <math>m</math> edges. Let <math>uv</math> be an edge of <math>G</math>. Denote by <math>G-uv</math> the graph identical to <math>G</math> in all respects, save the omission of the edge <math>uv</math>. Then clearly <math>G-uv</math> has <math>m-1</math> edges, and so its degrees sum to <math>2m-2</math>. <math>G</math> has identical degrees to <math>G-uv</math>, except for an increase by one at the vertices <math>u</math> and <math>v</math>. Thus the sum of the degrees of <math>G</math> is <math>(2m-2)+2=2m</math>, proving the theorem by induction. == Comments == The method of double counting is often used in Combinatorics, and is worth getting to know well. [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2367 33288 2006-10-09T07:02:45Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == A graph is a forest if and only if for every pair of distinct vertices <math>u,v</math>, there is at most one <math>u,v</math>-path. == Proof == Suppose you have a graph <math>G</math> which is not a forest. Since a forest is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a graph containing no cycles, it is clear that <math>G</math> must have a cycle <math>C</math>. All cycles have at least three vertices. Let <math>v_1, v_2, \ldots, v_n</math> (with <math>n/ge 3</math>) be the vertices on <math>C</math> in order. Then there are two distinct <math>v_1,v_2</math>-paths, namely <math>v_1v_2</math> and <math>v_1v_nv_{n-1}\ldots v_3v_2</math>. Now suppose that <math>G</math> is not a forest, but has two distinct <math>u,v</math>-paths, namely <math>ua_1a_2\ldots a_nv</math> and <math>ub_1b_2\ldots b_mv</math>. We would like to say that these create a cycle <math>ua_1\ldots a_nvb_mb_{m-1}\ldots b_1u</math>. However, a cycle can only include each vertex once, and it is possible that one of the <math>b_i</math> is equal to one of the <math>a_j</math>. To that end, write <math>a_0=b_0=u</math> and <math>a_{n+1}=b_{m+1}=v</math>. Let <math>i</math> be the largest value of <math>i<=n</math> such that <math>a_i=b_j</math> for some <math>j</math>. Then we find a cycle, namely <math>a_ia_{i+1}\ldots a_nvb_mb_{m-1}\ldots b_j</math>. By our choice of <math>i</math>, clearly no vertex appears more than once. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2368 33291 2006-10-09T07:03:08Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == A graph is a tree if and only if for every pair of distinct vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. == Corollary of == [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Theorem 2]]: A graph is a forest if and only if for every pair of distinct vertices <math>u,v</math>, there is at most one <math>u,v</math>-path. == Proof == A tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest. Furthermore, a graph is [[School of Mathematics:Introduction to Graph Theory:Lecture 1#Connected Components|defined]] to be connected if and only if for every pair of distinct vertices <math>u,v</math>, there is at least one <math>u,v</math>-path. The proof should now be evident, but for completeness: If graph <math>G</math> is not a tree, it is either not a forest, or not connected. If <math>G</math> is not a forest, by [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Theorem 2]], there exists a pair of vertices <math>u,v</math> with more than one <math>u,v</math>-path. If <math>G</math> is not connected, there exists a pair of vertices <math>u,v</math> with no <math>u,v</math>-path. Thus if <math>G</math> is not a tree, it is not the case that each pair of vertices has precisely one <math>u,v</math>-path. If graph <math>G</math> is a tree, fix a pair of vertices <math>u,v</math>. As G is a forest, by [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Theorem 2]], there exists at most one <math>u,v</math>-path. Since <math>G</math> is connected, there is at least one <math>u,v</math>-path. Thus there is exactly one <math>u,v</math>-path. Since we have proved this for any fixed pair of vertices <math>u,v</math>, it follows that if G is a tree, each pair of vertices has precisely one path. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2369 33290 2006-10-09T07:03:02Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == For a graph <math>G</math>, the following are equivalent: * <math>G</math> is a tree * <math>G</math> is a minimal connected graph, in the sense that the removal of any edge will leave a disconnected graph. * <math>G</math> is a maximal acyclic graph, in the sense that the addition of any missing edge will create a cycle. == Corollary of == [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Corollary 3]]: A graph is a tree if and only if for every pair of distinct vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. == Proof == Suppose <math>G</math> is a tree, and let <math>uv</math> be an edge not in <math>G</math>. By [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Corollary 3]], there is exactly one <math>u,v</math>-path. If this path is <math>ux_1\ldots x_kv</math>, then adding the edge <math>uv</math> will create the cycle <math>ux_1\ldots x_kvu</math>. As a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest and a forest is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be acyclic. A tree is therefore a maximal acyclic graph. Now suppose <math>G</math> is a tree, and let <math>uv</math> be an edge of <math>G</math>. By [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Corollary 3]], there is exactly one <math>u,v</math>-path. This path is clearly just the edge <math>uv</math>. Thus, in the graph <math>G-uv</math>, there is no <math>u,v</math>-path, and hence <math>G-uv</math> is disconnected. Since a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest, a tree is therefore a minimal connected graph. Now suppose <math>G</math> is a maximal acyclic graph, but is not a tree. Since an acyclic graph is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|called]] a forest, and a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest, <math>G</math> must be disconnected. Thus there exists vertices <math>u,v</math> such that there is no <math>u,v</math>-path in <math>G</math>. In particular <math>uv</math> is not an edge of <math>G</math>. As <math>G</math> is a maximal acyclic graph, <math>G+uv</math> must have a cycle. Since <math>G</math> has no cycle, this cycle must include the edge <math>uv</math>. Let this cycle be <math>ux_1\ldots x_kvu</math>. Then <math>ux_1\ldots x_kv</math> is a <math>u,v</math>-path in <math>G</math>. This contradiction shows that maximal acyclic graphs are trees. Finally, suppose <math>G</math> is a minimal connected graph, but is not a tree. As a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest, it follows that <math>G</math> is not a forest, and hence (by [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|definition]]), <math>G</math> must have a cycle. Let <math>u,v</math> be adjacent vertices on the cycle, and let the cycle be <math>ux_1\ldots x_kvu</math>. As <math>G</math> is a minimal connected graph, <math>G-uv</math> must be disconnected. Consider any vertex <math>x</math>. In <math>G</math>, there was a path from <math>x</math> to <math>v</math>. If the path went through the edge <math>uv</math>, then in <math>G-uv</math>, there is clearly an <math>x,u</math>-path. Otherwise, there is clearly an <math>x,v</math>-path in <math>G-uv</math>. Either way, the connected component of <math>G-uv</math> contains either <math>u</math> or <math>v</math>. Since <math>ux_1\ldots x_kv</math> is a <math>u,v</math>-path in <math>G-uv</math>, the connected component containing <math>u</math> also contains <math>v</math>. Thus every vertex in <math>G-uv</math> is contained in the same connected component, meaning that <math>G-uv</math> is connected. This contradiction shows that minimal connected graphs are trees. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2370 33289 2006-10-09T07:02:56Z Draicone 1128 Fix nav template {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == A tree of order <math>n</math> has <math>n-1</math> edges. == Corollary of == [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 4|Theorem 4]]:For a graph <math>G</math>, the following are equivalent: * <math>G</math> is a tree * <math>G</math> is a minimal connected graph, in the sense that the removal of any edge will leave a disconnected graph. * <math>G</math> is a maximal acyclic graph, in the sense that the addition of any missing edge will create a cycle. == Proof == For <math>n=1</math>, all graphs have <math>0=n-1</math> edges. For <math>n=2</math>, there are two graphs, one with an edge and one without. The graph without an edge is disconnected, and therefore is not a tree, whereas the one with an edge is connected and has no cycles and therefore is a tree. For <math>n=3</math>, there are 4 graphs, one each with 0, 1, 2 or 3 edges. The graphs with 0 and 1 edges are disconnected, while the graph with 3 edges has a cycle. The graph with 2 edges is connected and has no cycle, so the theorem is proved for <math>n\le 3</math>. Now suppose we have proved this theorem for all <math>n<k</math>, and let <math>T</math> be a tree of order <math>k</math>. Remove an edge <math>e</math> from <math>T</math> to form a new graph <math>T-e</math>. By Theorem 4, <math>T</math> is a minimal connected graph, and hence <math>T-e</math> is disconnected. Any connected component of <math>T-e</math> (by the connectedness of <math>T</math>) must have one of the vertices of <math>e</math> in it, and hence <math>T-e</math> has exactly two components. The two components are connected, and have no cycles, and are therefore trees. Let there be <math>n_1, n_2</math> vertices in the two components of <math>T-e</math>. Then <math>n_1+n_2=k</math>. Further, there are <math>n_1-1, n_2-1</math> edges in the components, so <math>T-e</math> has <math>k-2</math> edges in total. Therefore, putting edge <math>e</math> back into the graph, <math>T</math> has <math>k-1</math> edges. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 2371 34092 2006-10-11T06:45:36Z Draicone 1128 /* Structured courses */ Fix links {{nav2|Wikiversity|Wikiversity:School of Mathematics}} {| |- valign="top" |bgcolor="#E5C3E6" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| ==[[Wikiversity:School of Mathematics|WIKIVERSITY SCHOOL OF MATHEMATICS]] - APPLIED MATHEMATICS== '''Applied mathematics''' is a branch of mathematics that concerns itself with the application of mathematical knowledge to other domains. Such applications include numerical analysis, mathematics of engineering, linear programming, optimization and operations research, continuous modelling, mathematical biology and bioinformatics, and many others. <br />&nbsp; |rowspan=2 bgcolor="#EDCEEB" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|[[Image:Bessel_functions.png|thumb|300px|Bessel functions of the first kind. These functions are important in studying differential equations]] |- valign="top" |bgcolor="#FED9FF" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| === Structured courses === * [[School:Mathematics/Foundation of mathematical concepts]] ''more needs to be added here'' === Texts for reference === |} [[Category:Mathematics]] [[es:Wikiversidad:Departamento de Matemática Aplicada]] 2374 77055 2007-01-16T15:07:14Z MaxGoodmanCoop 5401 {{nav2|Wikiversity|Wikiversity:School of Mathematics}} :''See also: [[Basic_thermodynamics|Basic thermodynamics]] '''Laws Of Thermodynamics (Simplified)''' 1. Energy cannot be created or destroyed. In other words, in a closed system, the total amount of energy that can be taken out of the system will be equal to the total amount of energy that was put into the system. 2. In any given exchange of energy, there will always be energy lost. This is referred to as ''entropy''. This basically means that in any system, energy will always be lost in some means, be it friction, or some random quantum effect. This also implies that there can be no such thing as a ''perpetual motion machine'' as energy will always be lost in some form. 3. No system can reach absolute zero temperature. This is due to the fact that at absolute zero, a system has no energy, and thus does not move. Although this does not cause any problems in the sense of classical mechanics; it does cause problems on the quantum level. Having zero energy resolves the states of the particles which make up the system, somthing disasterous in quantum terms. Engineering is an area in which mathematics is applied to actual real world problems. The basic fundamentals of Engineering all require Calculus to understand. The more advanced topics require knowledge of both ordinary and partial differential equations. Actual applications require the usage of multiple forms of mathematics in tandem with each other. Frequently, multiple partial differential equations are solved at the same time. To solve these equations effectively, a combination of linear algebra and differential equations is used. One example is in solving the gas equation in chemistry. Standard equations of the "ideal" gas law is PV=nRT. Engineers understand that the "ideal" gas does not exist in reality, and a compression ratio must usually be used. As such the equation is often used as "PV=znRT" where z is used as a compression ratio. The compression ratio though is a mathematically derived constant which is based on experimental data. The data is taken and has curvefitting applied to it. Basic algebraic curve fitting does not do an adequate job, so a differential approach is applied to it. In order to do this Maxwell's equations must be applied to get the ideal Gas law into a partial differential format. One of Maxwell's equations is: <math> T = \left( \frac{\partial h}{\partial s} \right) _p </math> Where T is temperature, h is enthalphy, s is entropy, and p is pressure. So, in essence, the temperature is equal to the change in enthalpy with respect to the change in entropy, assuming that pressure is constant. The <math>\partial</math> operator states that the enthalpy (h) is dependent on multiple variables (s,p) and that s is just one of them. By making pressure a constant, the derivative of h just depends on s, and not on p. By making substitutions like this into the ideal gas equation, the compression factor "z" can be determined for each gas. {{stub}} [[Category:School of Mathematics]] 2375 74081 2007-01-12T18:36:45Z 65.110.164.73 /* Questioning the Method */ {{nav2|Wikiversity|Wikiversity:School of Philosophy}} '''This is intended to become the script for a course on the Philosophy of Mathematics.''' It may then serve as basis for books and other materials as well as discussions and research. ''Also see the discussion page of this module.'' ==About Philosophy of Mathematics== This is an introductory meta chapter on the topic and the course of Philosophy of Mathematics (PhilM). It might be helpful for deciding on taking this course as well as for understanding its approach. ===The Shape=== ====[[/Scope|The Scope]]==== * '''The Topic PhilM:''' What is Mathematics? How is Philosophy seen here? Who is PhliM for? What is PhilM about? * '''The Course PhilM:''' didactics, boundaries, ... ====[[/Structure|The Structure]]==== * '''The Topic PhilM:''' What are the structuring principles? How does the structure look like? * '''The Course PhilM:''' didactics, approach, ... ===The Basics=== *[[/Defining Mathematics/]] - The subject usually called Mathematics. *[[/Other Basics|Other Basics used within the course]] - misc. basics can be added here ... ===The History=== Understanding the historical development of PhilM ... ==Philosophy of Supplying Mathematics== Our Mathematician is thinking about her degrees of freedom she has while doing her job. Finally she starts to question the foundations of the Mathematician's job. ===Questioning the Method=== Judging mathematical work beyond right and wrong: How to do the Mathematician's every day job? How to exploit the degrees of freedom a Mathematician has in doing a Proof, judging the importance of Sentences and overthrowing Theories? *[[/Instance of Proof|Questioning the Instance of Proof]] - The Exam Situation. Why do I do my Proof the way I do? What is a good or bad proof? Is a proof an explanation? ... *[[/Sentence|Questioning the Sentence]] - Normal Science. What Sentence to proof? What is a more or less important Sentence? ... *[[/Instance of Proof|Questioning the Theory]] - Revolutionary Science. How do Theories interrelate? What is a more or less important Theory? ... ===Questioning the Foundations=== How well-founded is Mathematics? Is there a better Mathematics than the one we employ today? *[[/Instance of Proof|Questioning the Concept of Proof]] - Meta Mathematics. Is there a mathematical Definition of a mathematical Proof? *[[/Instance of Proof|Questioning the Language]] - Meta Mathematics. What can and what can't be expressed with the usual mathematical Language? Are there more expressive alternatives? Does increased expressiveness come for free? ... ==Philosophy of Applying Mathemathics== Questons concerning justification and use: * How can a Theorem/Theory be of any use in general? * How beneficiary is the Theorem/Theory, esp. to science and engineering? * Where and how may one apply this Theorem/Theory? Further Questions: ... {{stub}} [[Category:School of Mathematics]] 2376 75393 2007-01-13T22:50:20Z JWSchmidt 20 [[Category:Mathematics]] {{nav|School of Mathematics:Philosophy of Mathematics}} This is an introductory meta chapter on the topic. It answers the basic questions about the scope of the course and gives information for deciding on taking the course or not. ===Why studying Philosophy of Mathematics?=== This is not about either studying PoM or doing (i.e. studying) nothing at all, the question is not 'to study or not to study'. In fact it's about 'this to study or that to study'. * PoM is better than taking another Maths course, since ** just doing sth without questioning it is like a hamster in a running wheel that never asks what's outside ** the valuation of mathematical results itself is not done mathematically ** communications with nonmathematicians from time to time is unavoidable ( such is life ;o) * PoM is better than taking another Philosophy of xyz course, since ** mathematics is THE apriorical science, so here one learns more about the a priori then anywhere else ** the concept of 'theory' is an elementary one in epistemology, mathematics is where it is defined ** when talking about mathematics many people appear unconfident, here is clarified what one can and can't expect from it ===What does a Philosophy of Mathematics contain?=== When doing mathematics 'the usual way' one can easily find that it's not a purely formal science at it's rock bottom. So it can be thought of a mathematical foundation of mathematics. This is usually referred to as '''metamathematics'''. Also one can question the formal method of mathematics at all from a '''cognitive''' point of view: is it really better to write confusing lines of symbols then e.g. writing a poem about the stuff? Moreover a mathematician is not alone. There is a whole mathematical '''community''' out there and although the results are formal, doing mathematics is highly creative and valuating these results as well as deciding about directions of research is primarily a social problem. Similarly when thinking about the '''application''' mathematics in science, engineering etc. one can take the same two approaches: modelling the situation mathematically and examining the cognitive and community aspects. The application of mathematics can and can't be seen as part of the subject of philosophy of mathematics. Here it is included, but when reasons should appear to source it out to another course this could be done easily. '''Exclusions''': What it does NOT contain: * an introduction to logic or model theory * an introduction to epistemology * an introduction to cognitive science (should it?) * an introduction to social science or game theory (should it?) * any training of mathematical abilities or capabilities * any issues of non-formal linguistics * aesthetics of mathematics (as a standalone subject), since this is truly art and not only a subchapter of philosophy. Although it might appear as part of some philosophical considerations. ===How is this course structured?=== '''Problem''': Philosophers make statements in epistemology and theory of science. Scientists ignore them mainly or even be annoyed about them (or do you know any formal scientist who loves T.S.Kuhn?). But actually Scientists are interested in the philosophical background of their job as well as Philosophers are interested in the justification of their Theories. '''Approach''': Structuring the whole subject from the perspective of a questioning Mathematician. Such a course structure may be build up along the following questions, expanding the underlying Model of the 'Mathematician's job' step by step. So the course will be beneficial for Scientists AND Philosophers as well as it enables both sides also to participate in EDITING the content - leveraging the cooperative spirit of [[Wikiversity]]! [[Category:Mathematics]] 2377 76272 2007-01-15T02:55:55Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{nav|School of Mathematics:Philosophy of Mathematics}} The subject is primarly structured from the perspective of the reader, i.e. other perspectives like the ones of philosophical schools, people or history are secondary. Since the main group adressed are people that are doing Maths or interesting in the work of people doing Maths the subject is seen from the perspective of a Mathematician that is questioning what he is doing. The further structuring is done mainly by analysing the elements of a mathematical result and expanding the notion of the environment in which the mathematical work takes place. ===Structuring by the elements of the mathematical result=== This questioning takes place step-by-step from 'how to reasonably exploit certain degrees of freedom the Mathematician has' to 'questioning the fundamentals required for the Mathematicians work'. Hereby the steps are structured along the elements of a mathematical result, starting with the Proof that is being delivered, the Sentence that is chosen to be proven and the underlying Theory and finally the concept of Proof used above as well as the Language of Mathematics itself. So 'questioning' means deciding on how to use the remaining degrees of freedom like 'I have different ways to do my Proof - is principally one better than the other?' or getting to the bottom of things like 'my Language has some restrictions in expression - what is the cost of choosing a more expressive one?' Thus we get the following structure: * Questioning the Instance of Proof * Questioning the Sentence * Questioning the Theory * Questioning the Concept of Proof * Questioning the Language ===Structuring by notions of the working environment=== Metamathematical results can be obtained without considering the circumstances under which the mathematical results are found. Above this the nature of PhilM is to go beyond these purely (meta-)mathematical results, i.e. asking questions like '.' or '.'. So it expands the pure mathematical view on how results are achieved with further aspects. These aspects are achieved by expanding the notion of the Mathematician who is doing the job. First by presuming computational costs for performing Proofs etc, then by taking human aspects like cognition and understanding into account and finally by considering the Scientific Community as a whole. This results in questions like 'Where do Definitions make sense?' and 'How does information access influent the development of Theories?' that bring in different cognitive, social and efficiency perspectives etc. Thus we get the following structuring: * Metamathematics & Computability * Human-Cognition & -Thinking * Scientific Communities and their Principals ===Joining result-based and enviromental structuring=== The above structuring approaches are compatible. They are joined in the following way: * Questioning the Instance of Proof ** Metamathematics & Computability ** Human-Cognition & -Thinking ** Scientific Communities and their Principals * Questioning the Sentence ** Metamathematics & Computability ** ... * Questioning the Language ** Metamathematics & Computability ** Human-Cognition & -Thinking ** Scientific Communities and their Principals Although the focus of the single areas may vary. While in sections on judgement of mathematical work (using degrees of freedom) human and social issues are more in the centre of interest the focus in questioning the mathematical fundamentals is likely more on mathematical & compuntational issues. [[Category:Mathematics]] 2378 34064 2006-10-11T06:21:25Z Draicone 1128 Nav template redundant This curriculum reflects a hybrid between the typical undergraduate and graduate programs in Statistics. It aspires to provide a strong foundation in '''both''' the applied and theoretical branches of Statistics. Generally an "undergraduate statistics program" is functionally a math major with an emphasis in some statistical topics. (Rarely will an undergraduate student have the desire or foresight to focus on the field of Statistics quite this much.) That's okay! Mentioned in this curriculum is the idea of a "statistics minor" which might be a stats emphasis on a math degree ''or'' perhaps someone in the applied physical sciences (physics, chemistry, biology, geology, or even psychology) wants to have a strong foundation in experimental design to supplement a research-oriented career. In these cases the student would want to tailor her curriculum with classes up through the fourth semester. If the student wishes, however, to pursue a real professional career in Statistics, or is considering graduate school, the fifth semester and on will provide an excellent preparation. If anyone actually mastered this entire curriculum, he or she would be on par with any modern graduate student. A full-fledged thesis is expected, and the student will be expected to prepare ''well in advance'' starting in the sixth semester so the thesis does not fall under that ''hurried, last minute'' curse. Additionally the student will be expected to write a shorter summary paper for submission to two academic journals. ==Semester 0: Preparations and Review== ''Semester 0'' is conceptually a collection of preparatory pre-classes intended to give the student a good working foundation before he or she starts the study of Statistics in earnest. These would probably qualify as "half-credit" classes at most. Some students already possessing a strong background in mathematics may opt to test out of these classes and proceed directly to the [[Wikiversity:Statistics#Semester 1|first semester]]. *[[Wikiversity:Statistics_001 | Fundamentals of Probability, Statistics, Experiments and Data]] This discusses the history and nature of "What are Probability and Statistics?" The nature of data (types of data—discrete versus continuous, categorical, etc.) is discussed, as well as topics of problems in data gathering, unintended outside forces getting confounded with the data, etc. *[[Wikiversity:Statistics_002 | Combinatorics]] This class doesn't require any "fancy high-level math" but it ''is'' computationally intensive. Lots of problems will exercise the student's brain, developing that muscle that is expected to understand and visualize issues in probability in later semesters. "Pump it up and feel the burn!" *[[Wikiversity:Statistics_003 | Pre-Statistics Topics in Math, Introduction to Computing with R]] This is both a review of all the math that will be expected in the first semester (don't worry, it's pre-calculus at best) and an introduction to using R, the Open Source statistical package and programming language that is used in most academic institutions on the graduate level! ==Semester 1: Introducing Probability== The first semester provides an introduction to Probability in its true mathematical context. This class attempts to introduce strong foundations while avoiding too much mathematical rigor. (The Probability 2 and Statistics 2 classes will pick up with material that assumes a strong understanding of Calculus.) *[[Wikiversity:Statistics_101 | Introduction to Probability]] Probability defines the concepts of probability spaces, random variables, distributions, density and distribution functions. Independent and IID (independent identically distributed) random variables are also discussed. It ends with the introduction of expected values, attempting to provide an introduction that is accessible to a student who has not quite yet had a course in calculus. *[[Wikiversity:Statistics_102 | Research Methods and Library Science]] In today's age so many students don't know how to use a library. The student will be introduced to some of the primary statistical journals and will learn how to conduct research, including modern "interlibrary loan" systems and other means for accessing materials when we don't have a major research library nearby! This class is really intended for the serious student who plans to complete the full major program and attempts to prepare her for the research that will be necessary for thesis work. Fact: you can't just look it all up on the Internet! ==Semester 2: Introducing Statistics and Linear Models== The second semester is a continuation under the same pace as the previous semester, with an attempt to establish some foundations and familiarity with statistical and mathematical notation, while avoiding the rigor that requires calculus. (That will come soon enough!) The second half of ''Regression and Linear Models'' with attempt to reinforce and restate some of the theory from ''Introduction to Statistical Analysis'' in the context of lineal algebra. *[[Wikiversity:Statistics_103 | Introduction to Statistical Analysis]] Statistical Analysis reviews some fundamental summary statistics and then begins to relate sample statistics with their parallel components in probability. (Sample mean to probability mean, sample variance to variance, etc.) Concepts of confidence intervals and hypothesis testing are introduced with simple examples of each. *[[Wikiversity:Statistics_104 | Regression and Linear Models]] Theory of regression is presented in the context of Linear Models with a strong emphasis for example. Optional modules that give a solid proficiency in the R computer package are encouraged. Topics from the previous semester's introductory Probability and Statistics courses will be reiterated in the context of Linear Models. ==Semester 3: Completing the Basics== These courses complement each other, focusing on a different aspect of the field of Statistics. Whereas ''Statistics for Experimenters'' is very "applied" and data-oriented for the experimental or "laboratory" statistician, the time series course will appeal to the pure mathematician and theorist. These classes can be taken concurrently. *[[Wikiversity:Statistics_201 | Statistics for Experimenters]] This is mostly a review course, discussing all previous material in the context of real-world scientific research. Addition topics will include: best practices for using statistics in "thesis work" in any of the other disciplines, effective writing and presentation in papers and journals, application of the R package, best practices in data gathering. A preview of Sampling and Design of Experiments will hopefully encourage serious researchers to also take those [[Wikiversity:Statistics#Semester 4|Semester 4]] classes. *[[Wikiversity:Statistics_202 | Stochastic Processes and Intro to Time Series]] Not for the weak of heart, a Statistics Major will now be expected to understand material presented with heavy mathematical notation. Topics in probability are extended into the time-dimension. Concepts of stationarity, ARMA and ARIMA and introduced. The semester ends with an introduction to the kalman filter. test ==Semester 4: Applied Statistics Topics for Researchers== This semester is very heavy in the "applied statistics" arena. A student pursuing a ''minor'' in Statistics would conclude with one of these classes as his or her final class. (One of these classes will be a more natural fit depending on what the specific major program is.) *[[Wikiversity:Statistics_203 | Design of Experiments]] Class uses the foundations built in ''Statistics 103: Regression and Linear Models'' to explore experimental design. This is an example-heavy class with a large amount of work done in R with pre-designed data sets. *[[Wikiversity:Statistics_204 | Sampling]] All main sampling designs are explored, from Simple Random Sampling to Stratified and Importance Sampling. *[[Wikiversity:Statistics_205 | Categorical Methods and GLIM]] This class is most useful to students in the social sciences, psychology and pre-med. Contingency tables, Logistical Regression and GLIM will be introduced. This class is also very computer-intensive with sample analyses being performed using R. ==Semester 5: Advanced Probability== These classes are not considered for a ''minor'' study in Statistics. ''Probability 2'' is a required course for a Statistics major and approaches the level of a first-semester graduate course. From this point all students are expected to have a solid grasp of Calculus. *[[Wikiversity:Statistics_301 | Probability 2]] "The rest of probability," this class looks at cumulative distribution functions, moment generating functions, calculation of expectation, conditional probability and random vectors. *[[Wikiversity:Statistics_302 | Computational Statistics]] Computer modeling, monte-carlo design, kernel density estimation, and other advanced topics. ==Semester 6: Advanced Statistics and Thesis Preparation== More of the same: Statistical Analysis 2 has plenty of mathematical rigor. The ''Advanced Topics'' are purely considered electives. The student at this point is expected to prepare for a final project, consulting with an advisor and fulling documenting the experimental or sampling design. *[[Wikiversity:Statistics_303 | Statistical Analysis 2]] If this class doesn't kill you, nothing will. All the theory leading up to this point will be brought to bear on topics of minimal sufficient statistics, maximum likelihood, confidence intervals and hypothesis testing. *[[Wikiversity:Statistics_310 | Advanced Topics: Clinical Trials]] An introduction to the application of statistics to clinical trials in the pharmaceutical industry. Includes discussions of Phase I-IV clinical trials. Some independent reading of literature (ie. statistical journals) will be expected. *[[Wikiversity:Statistics_311 | Advanced Topics: Consulting Lab]] This class is geared to prepare a statistical consultant to help outside experimenters seeking help. Case studies will examine common problems and misconceptions, communication issues, and differences between being brought in early (for planning and design) and being brought in late (a.k.a. "help bring meaning to my worthless data") and everything in between. *[[Wikiversity:Statistics_399 | Thesis Design and Preparation]] An idea, design, and acceptable levels of background research must be presented to the advisor. Bibliographies of all "background research" materials must be prepared in advance. A detailed calendar must be presented and checked off by the advisor. ==Semester 7: Advanced Time Series and Thesis Work== Time Series 2 returns to the time-oriented data with the application of all the Probability and Statistics that has been acquired so far. This semester is generally where the student is supposed to perform the thesis work that had been planned out in the previous semester, including any mid-experiment analysis. *[[Wikiversity:Statistics_401 | Time Series 2]] More math analysis and proofs of theorems. Applied examples and outside readings will show how the theory can be applied and developed for various "real world" problems. *[[Wikiversity:Statistics_410 | Advanced Topics: Bayesian Statistics]] Examination of Bayesian theory and its controversies. The class will discuss instances where a Bayesian approach has the most advantages. *[[Wikiversity:Statistics_411 | Advanced Topics: Spacial Analysis]] Theories and testing for regularity and clustering, etc. *[[Wikiversity:Statistics_420 | Thesis Work]] The outline, introduction and background material and most of the bibliography must be completed before the end of the semester. A draft of the journal paper must be in a similar state of preparedness. ==Semester 8: Multivariate and Thesis Defense== The student will defend a thesis during this semester, based on the (guided) planning and execution over the previous two semesters. *[[Wikiversity:Statistics_480 | Multivariate Statistics]] Everything we've done in Statistics 2 is taken to the n-dimension with an extension from random variables to random vectors. Techniques for analyzing eigenvalues and eigenvectors, transforming into orthogonal axes, etc. *[[Wikiversity:Statistics_490 | Mathematical Statistical Theory]] A purely optional class extending "Probability and Statistics 2" to the next step. The proofs of advanced concepts like the Weak and Strong Laws of Large Numbers and introduction of Measure Theory are approached. This class can really only aspire to set the foundation for a real class in this arguably doctoral level material. *[[Wikiversity:Statistics_499 | Thesis Defense]] Student will defend the thesis ''by mid-semester'', perform revisions, and will submit a condensed review of work to at least two industry journals. (They just have to be submitted, but accepted.) [[Category:School of Mathematics]] 2379 70685 2007-01-11T13:12:25Z 194.72.50.161 [[Wikiversity:School of Mathematics]] ==Free mathematics software (freeware)== The below are open source tools and mostly available on GNU/Linux, and can run on other platforms too: * Kig[http://edu.kde.org/kig] A GUI based geometry editor. Includes some analytical functions and conic sections. Exports to several formats including SVG. * [http://www.flat502.com/newt Newt] - free graphing program for windows * [http://maxima.sourceforge.net Maxima] - open source symbolic maths program, like Mathematica and Maple * [http://axiom-developer.org/ Axiom] - another open source symbolic maths program * [http://mathforge.net/index.jsp?page=DownloadAction&fileId=22 pdf document] - Other OS math software * [http://cran.r-project.org r]- open source version of S-plus, a statistics program * [http://www.texmacs.org TeXmacs] - WYSIWYG LaTeX * [http://www.emacswiki.org/cgi-bin/wiki/AdvancedDeskCalculator Calc] - an interactive RPN calculator package for numerical and symbolic calculations in Emacs * [http://www.gnuplot.info gnuplot] is a free graphing program for Linux, Windows (and Mac?) * [http://www.graphcalc.com/ GraphCalc] - A free, open source 2D/3D graphing application. (Windows) * [http://padowan.dk Graph] - Graph is an open source application used to draw mathematical graphs in a coordinate system (Windows) * [http://www.octave.org GNU Octave] - Matlab clone for Linux, Windows (and Mac?) * [http://www.stsci.edu/resources/software_hardware/numarray Python numarray], powerful numerical calculations in a powerful programming language * [http://www.scilab.org scilab] - Matlab clone * [http://qalculate.sourceforge.net Qalculate] - Multipurpose and very powerful desktop calculator * [http://modular.math.washington.edu/sage SAGE] - is a free open-source computer algebra system that includes programs for research and teaching in algebra, geometry, number theory, and cryptography. SAGE is mainly written in Python and provides interfaces to other mathematics packages. * [http://www.scipy.org/ SciPy] - SciPy is an open source library of scientific tools for Python ==Non-free software== *[http://www.wolfram.com/ Mathematica 5.2] - Advanced commercial math program. (Linux, Macintosh, Windows) *[http://www.maplesoft.com/ Maple] - Mature commercial math program. (Linux, Macintosh, Windows) *[http://maplenet.maplesoft.com/maplenet/worksheet/mapleprimes/1422_maple_studio.mw Maple Studio] Free online worksheet for plotting, based on Maple. (Browser with Java-Plugin like Mozilla, Internet Explorer, Safari) *[http://research.mupad.de/ MuPad] - Another advanced math program with free versions available. (Linux, Macintosh, Windows) *[http://magma.maths.usyd.edu.au/ Magma] - Powerful package for solving computational problems in algebra. *[http://www.mathworks.com/ Matlab] *[http://www.mathsoft.com/ MathCAD] [[Category:Mathematics]] [[Category:Free Software]] 2380 57965 2006-12-16T23:23:11Z Hillgentleman 530 [[Wikiversity:Statistics 410]] moved to [[Bayesian Statistics]]: namespace and descriptive title {{nav|School:Mathematics/Undergraduate/Probability and Statistics}} == Bayesian vs. Frequentist Statistics == == Resampling vs. Bayesian Computation == [[Category:School of Mathematics]] 2381 75407 2007-01-13T23:04:37Z JWSchmidt 20 [[Wikiversity:Statistics 302]] moved to [[Kernel Density Estimation]]: Wikiversity name conventions {{nav|School:Mathematics/Undergraduate/Probability and Statistics}} == Kernel Density Estimation == This is a very useful yet very simple technique for Exploratory Data Analysis. It is easiest to think about it in one dimension, where you have a group of measurements of a single variable. The idea is closely related to smoothing, but will create a density function from a group of independent measurements where there may only be one data point at any given value of <math> X </math>. Like smoothing, Kernel Density Estimation relies on the choice of a ''kernel function''. == Generalized Linear Models == == Resampling == === The Permutation Test === === The Bootstrap === [[Category:School of Mathematics]] 2382 9643 2006-06-21T01:53:38Z 67.191.118.37 A process of change governed by probabilities. 2383 78805 2007-01-19T21:20:56Z Jimmytharpe 5555 /* Probability */ Fixed issues with my previous updates. *46% of people polled enjoy vanilla, while 54% prefer chocolate (+/-4% margin of error). *A school's graduation has increased by 2%. *A couple has 4 boys, and they are pregnant again: what is the chance of having another girl? *88% of people questioned feel that is a humane thing to do to put stray animals to sleep. These are basic examples of statistics we see everyday, but do we really understand what they mean? With the study of statistics, these 'facts' that we hear everyday can hopefully become a little more clear. {{nav|School:Mathematics/Undergraduate/Probability and Statistics}} == Preamble == Statistics is permeated by probability. An understanding of basic probability is critical for the understanding of the basic mathematical underpining of statistics. Most statistical procedures use probability to make a statement about the relationship between the independent variables and the dependent variables. Typically, the question one attempts to answer using statistics is that there is a relationship between two variables. To demonstrate that there is a relationship the experimenter must show that when one variable changes the second variable changes and that the amount of change is more than would be likely from mere chance alone. There are two ways to figure the probability of an event. The first is to do a mathematical calculation to determine how often the event can happen. The second is to observe how often the event happens by counting the number of times the event could happen and also counting the number of times the event actually does happen. The use of a mathematical calculation is when a person can say that the chance of the event rolling a one on a six sided die is one in six. The probability is figured by figuring the number of ways the event can happen and divide that number by the total number of possible outcomes. Another example is in a well shuffled deck of cards, what is the probability of the event of drawing a three. The answer is four in fifty two since there are four cards numbered three and there are a total of fifty two cards in a deck. The chance of the event of drawing a card in the suite of diamonds is thirteen in fifty two (there are thirteen cards of each of the four suites). The chance the event of drawing the three of diamonds is one in fifty two. Sometimes, the size of the total event space, the number of different possible events, is not known. In that case, you will need to observe the event system and count the number of times the event actually happens versus the number of times it could happen but doesn't. For instance, a warranty for a coffee maker is a probability statement. The manufacturer calculates that the probability the coffee maker will stop working before the warranty period ends is low. The way such a warranty is calculated involves testing the coffee maker to calculate how long the typical coffee maker continues to function. Then the manufacturer uses this calculation to specify a warranty period for the device. The actual calculation of the coffee maker's life span is made by testing coffee makers and the parts that make up a coffee maker and then using probability to calculate the warranty period. == Experiments, Outcomes and Events == The easiest way to think of probability is in terms of experiments and their potential outcomes. Many examples can be drawn from everyday experience: On the drive home from work, you can encounter a flat tire, or have an uneventful drive; the outcome of an election can include either a win by candidate A, B, or C, or a runoff. '''Definition:''' The entire collection of possible outcomes from an experiment is termed the ''sample space'', indicated as '''<math>\Omega</math>''' The simplest (albeit uninteresting) example would be an experiment with only one possible outcome, say <math>A</math>. If we remember our set theory from elementary school, we can express the sample space as follows: <math>\Omega = \{ A \} </math> A more interesting example is the result of rolling a six sided dice. The sample space for this experiment is: <math>\Omega = \{ 1,2,3,4,5,6 \}</math> We may be interested in ''events'' in an experiment. '''Definition:''' An ''event'' is some subset of outcomes from the ''sample space'' In the dice example, events of interest might include<br> a) the outcome is an even number<br> b) the outcome is less than three<br> These events can be expressed in terms of the possible outcomes from the experiment: <br> a) : <math> \{2,4,6\} </math> b) : <math> \{ 1,2 \}</math> We can borrow definitions from set theory to express events in terms of outcomes. Here is a refresher of some terminology, and some new terms that will be important later: <br> <math> \cup </math> represents the Union of two events<br> [[Image:Venn_A_union_B.png]]<br> <math> \cap </math> represents the Intersection of two events<br> [[Image:Venn_A_intersect_B.png]]]<br> <math>\{\cdots\}^{c}</math> represents the complement of an event. For instance, "the outcome is an even number" is the complement of "the outcome is an odd number" in the dice example.<br> <math> A \backslash B </math> represents ''difference'', that is, <math>A</math> ''but not'' <math>B</math>. For example, we may be interested in the event of drawing the queen of spades from a deck of cards. This can be expressed as the event of drawing a queen, but not drawing a queen of hearts, diamonds or clubs.<br> <math>\varnothing</math> or <math>\{\}</math> represent an ''impossible event''<br> <math>\Omega</math> represents a ''certain event'' <br> <math>A</math> and <math>B</math> are called ''disjoint events'' if <math>A\cap B = \varnothing</math> == Probability == Now that we know what events are, we should think a bit about a way to express the likelihood of an event occurring. The classical definition of probability comes from the following. If we can perform our experiment over and over in a way that is repeatable, we can count the number of times that the experiment gives rise to event <math>A</math>. We also keep track of the number of times that we perform the same experiment. If we repeat the experiment a large enough number of times, we can express the probability of event <math>A</math> as follows:<br> <math>P(A) = \frac{N_{A}}{N} </math> <br> where <math>N_{A}</math> is the number of times event <math>A</math> occurred, and <math>N</math> is the number of times the experiment was repeated. Therefore the equation can be read as "the probability of event <math>A</math> equals the number of times event <math>A</math> occurs divided by the number of times the experiment was repeated (or the number of times event <math>A</math> ''could have'' occurred)." As <math>N</math> approaches infinity, the fraction above approaches the true probability of the event <math>A</math>. The value of <math>P(A)</math> is clearly between 0 and 1. If our event is the ''certain event'' <math>\Omega</math>, then for each time we perform the experiment, the event <math>\Omega</math> is observed; <math>N_{\Omega} = N</math> and <math>P(\Omega)=1</math>. If our event is the ''impossible event'' <math>\varnothing</math>, we know <math>N_{\varnothing}=0</math> and <math> P(\varnothing) = 0</math>. If <math>A</math> and <math>B</math> are ''disjoint events'', then whenever event <math>A</math> is observed, then it is impossible for event <math>B</math> to be observed simultaneously. Therefore the number of times events <math>A</math> union <math>B</math> occurs are equal to the number of times event <math>A</math> occurred plus the number of times <math>B</math> occurs. This can be expressed as: <br> <math>N(A\cup B) = N(A) + N(B)</math><br> Given our definition of probability, we can arrive at the following:<br> <math>P(A\cup B) = P(A) + P(B)</math><br> At this point it's worth remembering that all events are ''not'' disjoint events. For events that are not disjoint, we end up with the following probability definition.<br> <math> P(A\cup B) = P(A) + P(B) - P(A\cap B)</math><br> How can we see this from example? Well, let's consider drawing from a deck of cards. I'll define two ''events'': "drawing a Queen", and "drawing a Spade". We can tell off the bat that these are not disjoint events, because you can draw a queen that is also a spade. There are four queens in the deck, so if we perform the experiment of drawing a card, putting it back in the deck and shuffling (what statisticians refer to as ''sampling with replacement'', we will end up with a probability of <math>\frac{1}{13}</math> for a queen draw. By the same argument, we obtain a probability for drawing a spade as <math>\frac{1}{4}</math>. The expression <math>P(A\cup B)</math> here can be translated as "the chance of drawing a queen or a spade". If we assume naively (as I used to) that for this case <math>P(A\cup B) = P(A) + P(B)</math>, we can simply add our probabilities together for "the chance of drawing a queen or a spade" as <math>\frac{1}{13}+\frac{1}{4}</math>. If we were to gather some data experimentally, we would find that our results would differ from the prediction -- the probability observed would be slightly less than <math>\frac{1}{13}+\frac{1}{4}</math>. Why? Because we're counting the queen of spades twice in our expression, once as a spade, and again as a queen. We need to count it only once, as it can only be drawn with probability of <math>\frac{1}{52}</math>. [[Still confused?]] <br> '''Proof:''' If <math>A</math> and <math>B</math> are not disjoint, we have to avoid the double counting problem by exactly specifying their union.<br> <math>A \cup B = A \cup (B \backslash A) </math> so <br> <math>P(A \cup B) = P(A \cup (B \backslash A)) </math><br> <math>A</math> and <math>B \backslash A</math> are disjoint sets. We can then use the definition of disjoint events from above to express our desired result:<br> <math>P(A \cup B) = P(A) + P(B \backslash A)</math><br> We also know that<br> <math>P(B \backslash A) = P(B) - P(B\cap A)</math><br> so<br> <math> P(A \cup B) = P(A) + P(B) - P(B\cap A)</math><br> Whew! Our first proof. I hope that wasn't too [[dry]]. == Conditional Probability == Many events are conditional on the occurance of other events. Sometimes this coupling is weak. One event may become more or less probable depending on our knowledge that another event has occured. For instance, the probability that your friends and relatives will call asking for money is likely to be higher if you win the lottery. In my case, I don't think this probability would change. Let's get formal for a second and remember our original definition of probability.<br> <math>P(A) = \frac{N_{A}}{N}</math> Consider an additional event <math>B</math>, and a situation where we are only interested in the probability of the occurance of <math>A</math> when <math>B</math> occurs. A way at this probability is to perform a set of experiments (''trials'') and only record our results when the event <math>B</math> occurs. In other words<br> <math> \frac{N_{A\cap B}}{N_{B}} </math><br> We can divide through on top and bottom by <math>N</math> the total number of trials to get <math>P(A\cap B)/P(B)</math>. We define this as ''''conditional probability'''':<br> <math>P(A|B) = \frac{P(A\cap B)}{P(B)}</math> <br> which when spoken, takes the sound "probability of <math>A</math> given <math>B</math>." [[/A Totally Confusing Problem that Shows how Difficult it is to Conquer Intuition/]] === Bayes' Law === An important theorem in statistics is '''Bayes' Law''', which states that <br> <math> P(B|A) = \frac{P(A|B)P(A)}{P(B)}</math>,<br> It is easy to prove. We start with identical expressions for <math>P(A\cap B)</math>.<br> We know that: <math> P(A\cap B) = P(B\cap A) </math>,<br> <math> P(A\cap B) = \frac{P(A|B)}{P(B)}</math>, and<br> <math> P(B\cap A) = \frac{P(B|A)}{P(A)}</math>.<br> Since <math> P(A\cap B) = P(B\cap A) </math>,<br> <math>\frac{P(A|B)}{P(B)} = \frac{P(B|A)}{P(A)}</math>.<br> A Simple rearrangement of above line gives us '''Bayes' Law'''. == Independence == Two events <math>A</math> and <math>B</math> are called ''independent'' if the occurence of one has absolutely no effect on the probability of the occurence of the other. Mathematically, this is expressed as:<br> <math>P(A\cap B) = P(A)P(B)</math>.<br> == Random Variables == It's usually possible to represent the outcome of experiments in terms of integers or real numbers. For instance, in the case of conducting a poll, it becomes a little cumbersome to present the outcomes of each individual respondant. Let's say we poll ten people for their voting preferences (Republican - R, or Democrat - D) in two different electorial districts. Our results might look like this:<br> <math>\{RRRDRRDRRR\}</math> and <math>\{DDDDDRDDDD\}</math><br> But we're probably only interested in the overall breakdown in voting preference for each district. If we assign an integer value to each outcome, say 0 for Democrat and 1 for Republican, we can obtain a concise summary of voting preference by district simply by adding the results together. == Discrete and Continuous Random Variables == There are two important subclasses of random variables: discrete random variable (DRV) and continuous random variable (CRV). Discrete random variables take only countably many values. It means that we can list the set of all possible values that a discrete random variable can take, or in other words, the number of possible values in the set that the variable can take is finite. If the possible values that a DRV X can take are a0,a1,a2,...an, the probability that X takes each is p0=P(X=a0), p1=P(X=a1), p2=P(X=a2),...pn=P(X=an). All these probabilites are greater than or equal zero. For continuous random variables, we cannot list all possible values that a continuous variable can take because the number of values it can take is extremely large. It means that there is no use to calculate the probability of each value seperately because the probability that the variable takes a particular value is extremely small and can be considered zero P(X=x)=0). == Distribution Functions == == Expectation Values == [[Category:Mathematics]] 2384 44704 2006-11-11T12:35:13Z Astrophysicist 2687 Redirecting to [[School:Physics and Astronomy]] #REDIRECT [[School:Physics and Astronomy|School of Physics and Astronomy]] 2387 69422 2007-01-10T03:49:54Z JWSchmidt 20 "School of Mathematics" for "School:" pages {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Downloading R == Visit [http://www.r-project.org the R Project home page]. == Books that are Helpful When Learning R == [http://www.amazon.com/exec/obidos/tg/detail/-/0761922806/qid=1120080970/sr=8-1/ref=sr_8_xs_ap_i1_xgl14/102-4931179-0813738?v=glance&s=books&n=507846 An R and S-Plus Companion for Applied Regression]<br> [http://www.biostat.ku.dk/~pd/ISwR.html Introductory Statistics with R]<br> [http://wwwmaths.anu.edu.au/~johnm/r/usingR.pdf Using R for Data Analysis and Graphics: Introduction, Code and Commentary]<font size=-2>, by J. H. Maindonald (PDF)</font><br> [http://cran.r-project.org/doc/manuals/R-intro.pdf An Introduction to R]<font size=-2>, by W. N. Venables, D. M. Smith, and the R Development Core Team (PDF)</font><br> [[Category:Mathematics]] 2388 79362 2007-01-21T02:18:34Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Pigeonhole Principle == [http://en.wikipedia.org/wiki/Pigeonhole_principle Wikipedia Definition] == Memoization == [http://www.nist.gov/dads/HTML/memoize.html External Definition] [[Category:Mathematics]] 2389 19164 2006-08-28T15:09:17Z Trevor MacInnis 99 [[Wikiversity:Statistics 001]] moved to [[Fundamentals of Probability, Statistics, Experiments and Data]]: proper namespace/title {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} ==Why statistics are used.== Statistics provide a way to describe the behavior of a person or thing or a collection of persons or things. For instance, sport statistics are used to describe the sports performance of players of the sport. Knowing that one baseball player is a .300 hitter while another player is batting .210 can help a baseball coach know which player needs additional help to improve their batting average. Statistics provide a way for a person to make decisions when the person is uncertain about the things or quantities involved in the decision. For instance, statistics are used in the insurance industry to make decisions about insurability of people or things as well as to determine the rate to charge the insured for the insurance. Statistics are used in determining the length of product warranties. Statistics are used to track how good are players of sports and to make decisions about which players are kept on the team and which players aren't. ==History of Statistics== ==History of Probability== ==Variables and Measurements== There are two basic concepts for a person studying statistics to know and understand: what is a variable and what is a measurement. A '''variable''' represents something which can change. For instance, if we are wanting to determine the batting average of a baseball player, two variables would be (1) number of hits and (2) number of times at bat. To calculate the batting average for a baseball player you must observe the desired behavior, ability to hit the ball successfully, and take measurements of the behavior. In this case the ability to hit the ball is computed by taking measurements of two variables, the number of times the baseball player is batting and the number of times when the baseball player is able to hit the ball successfully. Different players will have different measurements or counts for these two variables. Some players will hit more often than other players. Some players may miss games due to illness or injury so have fewer times at bat. Other examples of variables are: * number of meals served in a restaurant * price of houses in a neighborhood * miles driven per gallon of gas consumed * number of students in a classroom * type of pie served in a restaurant * high and low temperature for the day Notice that of this list of variable examples, the types of measurements are different. Some such as number of meals served in a restaurant are counts, the meals are counted. Some such as price of houses in a neighborhood are financial figures or amounts, the amount of money someone paid for a particular house. Some, such as type of pie served in a restaurant, are types meaning that they are not really numbers at all but are classifications of objects (apple pie, chocolate pie, banana cream pie). There are four different kinds of measurements. Each of these different kinds have different uses in statistical procedures. Some types of statistical procedures are used only with certain kinds of measurements. The four kinds of measurements [[http://en.wikipedia.org/wiki/Level_of_measurement]] are: * '''Nominal measurement'''. The numbers are actually placeholders for names, can be replaced by names, and usually are. Nominal measurements can be compared to see if they are equal or unequal, the same or different. There is no other kind of comparison that can be made with nominal measurements. This type of measurement can be remembered as "nominal means named". * '''Ordinal measurement'''. The numbers are like nominal measurements with another added feature, ordinal measurements have rank or order. Ordinal measurements can be compared to see if they are equal or unequal. They can also be compared to see if one is less than or greater than the other. However, two ordinal measurements can not be added to each other or subtracted from each other. Ordinal measurements do not have standard intervals. This type of measurement can be remembered as "ordinal means ordered nominal". * '''Interval measurement'''. The numbers are like ordinal measurement with another added feature, interval measurements are separated by the same interval. This means that interval measurements are based on a standard scale making arithmetic such as addition and subtraction possible. Interval measurements can be compared to see if they are equal or unequal. They can also be compared to see if one is less than or greater than the other. In a comparison, not only can you say one is greater than the other but that you can say how many units greater. This type of measurement can be remembered as "interval means ordinals with intervals". * '''Ratio measurement'''. The numbers are like interval measurements with another added feature, ratio measurements have ratios between the possible measurement values. This means that ratio measurements are based on a standard scale which has a fixed zero point in which the zero point means zero amount. To better explain the differences, lets take a look at examples of each of these different levels of measurements. In some of these cases we will also convert one level of measurement to another to help you understand the differences between the levels of measurements. Examples of nominal measurements are: * type of pie served in a restaurant. The pies served in the restaurant have different names such as chocolate pie, banana cream pie, apple pie (remember nominal means named) * religious preference of students in a class. Each student has a particular religious preference such as Catholic, Baptist, Muslim, Hindu (remember nominal means named) Examples of ordinal measurements are: * finish position in a horse race. Each horse finishes in a sequence, first place, second place, third place (remember ordinal means ordered nominal) * taste comparison of drinks. Flavor of drinks are compared and ranked in order of preference, first choice, second choice, third choice (remember ordinal means ordered nominal) Examples of Interval measurements are: * temperature in degrees Celsius. Because the Celsius temperature scale has an arbitrary zero point, the freezing point of water, you can compare 5 degrees Celsius to 10 degrees Celsius to see which is greater. Examples of ratio measurements are: * gallons of water used in flushing toilets. The scale for gallons of water has a non-arbitrary and specific zero point. * number of slices of pizza eaten. The scale for number of slices of pizza eaten has a non-arbitrary and specific zero point. ==Central Tendency and Descriptive and Inferential Statistics== There are two basic kinds of statistics. The first kind is descriptive statistics which are used to describe a sample or a population from which the sample is drawn. The second kind is inferential statistics which are used to infer from a sample characteristics of the population from which the sample is drawn. '''Central tendency''' is the tendency or direction of a sample or a population. The central tendency is usually expressed as the mean though there are other statistics used to express central tendency. For instance a student's Grade Point Average (GPA) is a measure of central tendency, in this case the tendency of the student's ability to be a good student. '''Descriptive statistics''' are the basic computations which we all know and learn quite early. The descriptive statistics can be divided into two major types, descriptions of the '''central tendency''' and descriptions of how much the measurements vary, the variance. Descriptions of central tendency are the arithmetic mean, the mode, and the median. Descriptions of variance are the variance, the standard deviation, and the range. [[Category:School of Mathematics]] 2395 75381 2007-01-13T22:45:03Z JWSchmidt 20 [[Category:Mathematics]] According to modern set theory, originally based on Cantor's seminal ideas, the union of two infinite disjoint classes, such as the odd and even natural numbers, has the same number of members as either constituent class. This violates the logical principle that the union of two disjoint classes is a distinct class, with a distinct cardinal number. The resulting theory of infinite classes is, therefore, constructed at the cost of abandoning this and related logical principles. This casting aside of readily understood 'intuitive' principles in favour of a system of axioms and definitions constitutes the very foundation of modern mathematics, and largely precludes any challenge to the basis of Cantorian and subsequent theories of infinite classes or numbers. The danger of such a state of affairs is that the foundations of mathematics cannot be radically altered, thus precluding any advances which might result from a reappraisal of Cantor's theory of infinity. ==An intuitive illustration== While this might seem "counter-intuitive" at first, a simple thought experiment can provide us with a feel for Cantor's theorem. The "trick" is to simply count all of the odd (or even) natural numbers: :1 &rarr; 1 :2 &rarr; 3 :3 &rarr; 5 :4 &rarr; 7 :... :n &rarr; 2n-1 :n+1 &rarr; 2(n+1) -1 :... [[Category:Mathematics]] What you'll realise over time (when you're tired of counting) is that you'll never run out of odd numbers to count, and that for any odd number n, it will appear at (n+1)/2 in the counting order. A notable exception to this rule is that a set made up of infinitely many infinite sets will in fact be larger than any of the member sets, according to [[w:Hilbert's paradox of the Grand Hotel|Hilbert's paradox of the Grand Hotel]]. 2396 34112 2006-10-11T07:55:02Z Draicone 1128 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]] moved to [[School:Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]]: Move to correct location. Austrian mathematician Kurt Gödel showed that any mathematical system complicated enough to include arithmetic must be incomplete. What does this mean? Simply that there are theorems in the system that are true but cannot be proven true from within the system. It may be possible to prove the theorem from outside the system. A lot of nonsense has been written about this topic by nonmathematicians, including assertions that we can never know anything. Some mathematical systems ARE complete, including ordinary geometry and propositional logic. ---- What Godel showed is that we can never have a complete knowledge of mathematics, and in the 1930's he shook the math world at its core when he proved this. Any Mathematical theory has axioms from which everything in the theory is derived. It is impossible to prove the axioms of a theory by using the theory, you have to go to a more fundamental theory to prove the axioms of the first theory. The problem is that you then have to go to an even more fundamental theroy to prove the axioms of the fundamental theory. The problem with that is you have to go to a more ...... ad infinitum. We can never prove the fundamental axioms and laws of mathematics on which everything is based and thus our knowledge will necessarily always be incomplete. 2397 75387 2007-01-13T22:48:25Z JWSchmidt 20 [[Category:Mathematics]] Given the set {10, 56, 29, 72}, I ask you: how many elements are in this set? In order to answer this question, you likely looked at the element "10" and thought "1", for "56", "2", and so on, until you ended up with the set {1, 2, 3, 4}. From this you concluded that the set had four elements. Recall a common construction for the natural numbers: *&empty; is 0 *{&empty;} is 1 *{&empty;, {&empty;}} is 2 *{&empty;, {&empty;}, {&empty;, {&empty;}}} is 3 and so on. This construction is convienent precisely because the number of elements, that is, the 'cardinality' of the set is identical to our intuiton of what a natural number is. So then, the symbols |A|=|B| mean that there exists a one-to-one mapping from A onto B. <pre> {10, 56, 29, 72} | | | | v v v v { 1, 2, 3, 4} </pre> This is the meaning of the notion of cardinality. === Infinite Sets === It seems obvious that we can find a cardinality for any finite set. But what of infinite sets? The procedure for proving two infinite sets have the same cardinality involves setting up a mapping between the two sets and proving that it is one-to-one. For example: Prove |Q|=|N|, if Q is the set of rational numbers and N is the set of natural numbers. Recall that the rational numbers are the set of all numbers in the form <math>-1^n \frac{a}{b}</math> Since n, a, and b are all natural numbers, we can use a G&ouml;del numbering scheme to map each rational number onto a natural number: <math>f(n, a, b): N^3 \rightarrow N = 2^n 3^a 5^b</math> And such a mapping is one-to-one by the fundamental theorem of arithmetic. This is a rather powerful result. It should be clear that any set whose elements can be totally expressed as a finite set of natural numbers has the same cardinality as that of the natural numbers. Because of this, the cardinality of the natural numbers has a special name, <math>\aleph_0</math> (Aleph-Null). Sets that have cardinality <math>\aleph_0</math> are called ''countable'' or ''denumerable''. Some sets have even greater cardinality than N, however. The set of real numbers, for instance, is even greater. [[Category:Mathematics]] 2398 75390 2007-01-13T22:49:23Z JWSchmidt 20 [[Category:Mathematics]] "In the natural numbers, the problem of cognition presents itself to us in its simplest form." [[Category:Mathematics]] 2400 23779 2006-09-04T20:16:34Z Az1568 793 Fixed double redirect #REDIRECT [[School:Mathematics/Philosophy of Mathematics]] 2401 41356 2006-10-30T21:02:45Z WAvegetarian 211 add note about trademark Welcome to '''History and Strategy of Competitive Scrabble'''. This interdisciplinary course is designed to introduce the student to the basic strategies of competitive [[:w:Scrabble|Scrabble]] in the context of [[:w:Probability theory|probability theory]] and to provide a background in the social climate in which the game developed. Please note that the name ''Scrabble'' is a trademark of Hasbro, Inc. in the US and Canada and of J. W. Spear & Sons PLC elsewhere. == Course Summary == In History and Strategy of Competitive Scrabble you will have an opportunity to learn the ins and outs of playing America’s favorite word game in the context of the games economic history and the development of the Scrabble playing community. No prior Scrabble playing experience is necessary. During the first part of the course there will be focus on readings and discussion with others on these topics. Throughout the course there are progressive skill development puzzles including board position analysis (like “black checkmates in three” stuff in chess), vocabulary building puzzles, anagramming practice and other puzzles like those found in ''The Official Scrabble Puzzle Book''. Students should use the talk pages of course sessions to discuss readings. Actually playing scrabble practice learned skills is required and can be done electronically as discussed below. This interdisciplinary course covers aspects of history, economics, sociology, mathematics, and psychology. It begins by tracing the game’s development from invention in 1931 to its current commercial form. You will be looking at how the rights to the game made their way from inventor to corporation and discussing this transfer in the context of other American inventors and how much recognition and profit they received. You will also take a sociological look at development of competitive Scrabble as separate from the “living room game” and the self-organized community and structure that developed around the competitive game. After you have covered the historical and social aspects of the game you will move on to strategy and tactics. Sessions include tricks for learning new words and some key lists you will memorize by the end of the course (like the 101 acceptable two letter words), anagramming skills, and other techniques to increase your personal ability. Competitive tactics topics will include the proper use of nonwords (“phoneys”) by psychological analysis of your opponent, how to maximize your chances of bingoing through balancing your rack, how to play the probability numbers game to accurately predict the likelihood your drawing specific tiles or achieving specific outcomes with your plays, and how to control the pace of the game. == Course Outline == ;[[/Course Outline | Course Outline]] == Sessions == == Reading and Materials == === Required === ; ''Everything Scrabble'', by [[:w:Joe Edley|Joe Edley]] and John D. Williams Jr. 2001, Pocket Books. ISBN 0671042181. ; [http://www2.scrabble-assoc.com/sublinks.asp?id=39&sid=103 The Official Tournament Rules] ; [http://zyzzyva.net/ The Zyzzyva computer program] === Suggested Reading === ; ''[[:w:Word Freak (book)|Word Freak]]'', by Stefan Fatsis. 2001, Penguin. ISBN 0618015841. ; ''The Big Book of Scrabblegrams''. 2005, Sterling. ISBN 1402728530. ; ''The Official Scrabble Puzzle Book'', by Joe Edley. 1997, Pocket Books. ISBN 0671569007. === Electronic Play === Finding a right place to play electronically can be difficult. There are many options with many different features. Being able to create buddy lists of other users and having automatic scoring is fairly standard. The place you choose should have ways to set time limits. There should be a way to review your old games play by play. Standard competitive word sources should be used. (The sites listed below include all these features and allow for play both with the standard North American word list and the British/international standard.) *[http://www.isc.ro Internet Scrabble Club (ISC)] *:After downloading the multi-platform standalone [[:w:Java programming language|Java]] program WordBiz you can connect to their game server. The ISC has a large international community of players of all ability levels from beginner to expert. It is the site favored by the world's top competitive players. It has a feature that allows you to observe the games of high rated players. It has 24 hour help available through the in-program chat interface. ISC allows you to familiarize yourself with the notation system for recording Scrabble games. If you pay a small membership fee you can get access to more features like computer analysis of games. The downside to ISC program is that it has largely text based. It has an interface similiar to [[:w:Internet relay chat|IRC]]. If you aren't familiar with text based interfaces you will probably be better off at the next site. *[http://www.scrabulous.com Scrabulous] *:This is a web-based and graphics heavy [[:w:Java applet|Java applet]]-based Scrabble site. The interface for this site is easier to navigate than ISC which is much more text based. It has 24 hour help available through the site's chat interface, by email, and by telephone. It has a large number of users, however it doesn't have the same high level of play that ISC does. It also currently lacks the ability to play phoneys, which is an integral skill for competitive scrabble. This feature is supported on other sites, but the other features this site has balances this out. ==Projects== * using Scrabble to learn math * using scrabble to learn vocabulary and spelling [[Category:Interdisciplinary Studies]] 2402 9823 2006-08-20T07:41:36Z Messedrocker 35 [[School:Department of Philosophy]] moved to [[Topic:Philosophy]]: per naming guidelines #REDIRECT [[Topic:Philosophy]] 2411 67302 2007-01-06T11:30:47Z MichaelBillington 1599 /* Currently flagged bots */ +Hagermanbot {{shortcut|[[WV:BOT]]}} {{proposed policy}} {{Wikiversity organization}} '''Robots''' or '''bots''' are semi-automatic or automatic [[w:process (computing)|processes]] that interact with Wikiversity as though they were a human editor. They are used to manage systematic or boring tasks. Please read the guidelines below before designing and implementing any bot on Wikiversity. == Summary == Simply put, a bot is something that can do repetitive tasks in a predictable fashion, and it can be done in such a way as to be healthy for the community. ==Expectations== [[Image:Laputa-robot-ghibli.jpg|thumb|right|Bots don't actually look like this.]] The operation of a bot requires approval. Any user can submit a request at [[Wikiversity:Bots/Status]] to obtain bot status, which prevents cluttering [[Special:Recentchanges|recent changes]]. Bot status is given by [[m:Bureaucrat|Bureaucrats]] about seven days after the request has been made, provided there has been no objection to the request by another user. The decision lies with the bureaucrats. The burden of proof is on the bot-maker to demonstrate that the bot: * is harmless * is useful * is not a server hog * has been approved '''Bot operators ''must'':''' # create a separate account for bot operation # indicate on their bot's user page: #* which program / language is used ([[meta:Using the python wikipediabot|Pywikipedia]], Ruby, javascript...) #* who the owner is # not make more than four edits per minute # discuss with other Wikiversity editors before running their bot. Any bot request has to reach consensus to be fulfilled. # log in with their own user account when talking to other users. '''Bot operators ''should'':''' * choose a name containing the word "bot" so that editors realize they are dealing with an automaton '''Bot operators ''may'':''' * run their bot without the bot status '''only''' during its request for approval '''and''' if asked so by another editor to check how the bot works. When testing, bot operators must delay 30-60 seconds between edits. '''Bot operators are ''encouraged'' to:''' * Release their bot's source code. * Program their bot to stop editing if someone leaves a message on its talk page. This can be checked by looking for the "You have new messages..." banner in the HTML for the edit form. * Program their bot to stop editing if they detect that they have logged out. This can be checked by looking for bot's name in the HTML for the edit form. If the bot is not logged in, then the bot's name won't be listed in the HTML. Bots running anonymously may be blocked. == Bot functionalities == Although a bot can be assigned a sysop flag, these requests are discouraged. ==Currently flagged bots== {| border="0" align="center" rules="all" cellpadding="3px" class="wikitable" !Name of the bot !Contributions !Operator !Functions {{/item|DraiconeBot|Draicone|Simplify common tasks, fetch data, update counts, remove categories etc.}} {{/item|HagermanBot|Hagerman|Adds {{tl|unsigned}} to unsigned posts automatically.}} {{/item|Sebbot|Sebmol|Recategorization, search-and-replace, link updates, general fixes.}} {{/item|Wherebot|Where|Detecting copyright violation.}} |} This manual list may not be up-to-date. You can look at the [http://en.wikiversity.org/w/index.php?title=Special%3AListusers&group=bot&username= automatic list]. ==Request help from a bot== Please see [[Wikiversity:Bots/Requests]] ==Currently bot candidates== Please see [[Wikiversity:Bots/Status]] [[Category:Wikiversity policy]] 2412 32752 2006-10-07T10:40:16Z Cormaggio 8 /* Importing */ gnnh tss '''''[[Wikiversity:Bots|Bots]]''' are processes helping editors to make systematic tasks on Wikiversity. You can request help from a bot on this page.'' '''Please don't forget to:''' * be the clearest possible when asking * balance the time saved by using a bot and the time required from the bot operator to code/operate it. Sometimes manual edits are faster. * make sure your request respects all [[Wikiversity:Policies|Wikiversity policies]] and reaches consensus from the community. [http://en.wikiversity.org/w/index.php?title=Wikiversity:Bots/Requests&action=edit&section=new Add a new request.] ==Importing== Is importing from Wikibooks bottable? It's pretty mind-numbing stuff. I'm not sure how it would work, since, in importing you have to specify what namespace to import it to and then move the page to an appropriate namespace within Wikiversity (as well as adding a template to Wikibooks (with the correct link) and deleting the obsolete page you originally imported to). Anyone who's done this will know what I mean. But perhaps it's too much to ask... [[User:Cormaggio|Cormaggio]] 10:37, 7 October 2006 (UTC) 2413 81013 2007-01-25T21:13:56Z Student Galaxy 3488 withdrew bot request. Don't have a clue :S ''This page allows bot operators to ask the authorization to use it on the English-language Wikiversity.'' '''Please read [[Wikiversity:Bots|Wikiversity policy]] about bots first.''' Bureaucrats are able to give and remove bot status using the [[Special:Makebot]] feature. ==[[User:Sebbot]]== * '''Bot operator:''' [[User:Sebmol]] * '''Aim of the bot:''' undo vandalism, rename categories * '''Script used:''' [[w:WP:AWB]] * '''Already used on, with bot status:''' [[w:de:Benutzer:Sebbot|German Wikipedia]] ==[[User:DraiconeBot]]== * '''Bot operator:''' [[User:Draicone]] * '''Aim of the bot:''' Simplify common tasks, fetch data, update counts, remove categories etc. * '''Script used:''' Hmm... PHP? A mixture of [[w:WP:AWB]], pywikipedia, PHP with [http://sf.net/projects/snoopy snoopy], PHP using [http://en.wikiversity.org/w/query.php query.php], Manually operated using AJAXified [http://en.wikiversity.org/w/query.php query.php] etc. * '''Already used on, with bot status:''' [[w:User:DraiconeBot|English Wikipedia]], the now defunct MWT wiki {{Done}} [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 12:06, 31 October 2006 (UTC) ==[[User:Wherebot]]== *'''nomination for bot status'''. This [[w:User:Wherebot|bot from Wikipedia]] watches for copyright violations. An example of how this could work at Wikiversity is at [[User:Wherebot]]. --[[User:JWSchmidt|JWSchmidt]] 16:39, 1 November 2006 (UTC) :I'm willing to put the bot on as soon as it is approved. Here is the info (below): -- [[User:Where|Where]] 00:10, 31 October 2006 (UTC) *'''Bot operator:''' [[w:User:Where]] *'''Aim of the bot:''' detect copyright violations *'''Script used:''' [[w:User:Wherebot]] *'''Already approved on the English Wikipedia'' {{Done}}, assigning responsibility for the bot to [[User:JWSchmidt]]. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 17:08, 1 November 2006 (UTC) ==[[User:HagermanBot]]== * '''Bot Operator:''' [[User:Hagerman]] * '''Aim of the bot:''' Automatically detects unsigned comments left on the talk namespaces as well as requested pages (indicated by placing the page in a special category). It places the <nowiki>{{unsigned}}</nowiki> template after the comment. If the user leaves 2 unsigned comments within a 24 hour period, the bot leaves a message on the users talk page with information on how to properly sign a comment. * '''Language used:''' Visual C# .NET * '''Already approved on the English Wikipedia''' See [[w:en:User:HagermanBot|HagermanBot]] Please run the bot without flag for a couple of days so we can get a picture of how it works. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:00, 15 December 2006 (UTC) :Ok, the bot is running. Please contact me if you have any questions. Best, [[User:Hagerman|Hagerman]] 23:42, 15 December 2006 (UTC) {{Done}} Granted bot status after test phase. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:36, 2 January 2007 (UTC) ==[[User:MichaelBillingtonBot]]== * '''Bot Operator:''' [[User:MichaelBillington]] * '''Aim of the bot:''' Checks pages on the open proxy project for IPs which have been missed, then relists them on [[WV:OP]] for blocking. Also categorises subpages of the project and archives lists which contain only blocked IP addresses. (so it's really an all-round helper bot for the project) * '''Language used:''' Visual Basic * '''Already approved:''' English Wikipedia under the same name (though that bot runs different software) :I wrote this after I noticed I missed a large number of IP addresses on the first open proxy list (a thing best to avoid) [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 11:58, 6 January 2007 (UTC) ==[[User:It]] ([[tag]]bot)== * '''Bot Operator:''' [<tt>user=[[&...|undefined]]</tt>] * '''Aim of the bot:''' tracks and catalogs future resources logged through the use of the [[Template:placeholder]] object, The '''"[[&...]]" pseudo-namespace''' and the '''''[[Tag]]'''''&reg; [[gaming engine]] * '''Language used:''' [[Topic:XML|XML]]/[[UML]] with definitions and stubs for [[Topic:Perl]], [[Topic:Python]], [[Topic:PHP]], [[Topic:Smalltalk]], '''[[&...]]''' * '''Under development:''' Proposed for use on any [[Topic:MediaWiki]]-driven site by the [[Wikia]][[Topic:Perl|Perl]] [http://perl.wikia.com group] (''[[Wikiversity:Help Wanted|Help Wanted]]''). 2416 10076 2006-08-20T16:41:49Z Sebmol 14 Redirecting to [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 2417 10077 2006-08-20T16:41:56Z Sebmol 14 Redirecting to [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 2419 9945 2006-08-20T12:31:39Z Dario vet 222 This is dario_vet This is dario_vet 2422 23426 2006-09-04T04:28:14Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Topic:Aircraft Components]] 2425 21950 2006-08-31T12:51:52Z JWSchmidt 20 [[Category:Wikiversity screenshots]] buttons available to sysops screenshot, License: CC-by-SA [[Category:Wikiversity screenshots]] 2426 10012 2006-08-20T14:23:09Z Sebmol 14 rollback button available to users with sysop status, screenshot, license: CC-by-SA rollback button available to users with sysop status, screenshot, license: CC-by-SA 2427 13555 2006-08-24T13:43:42Z JWSchmidt 20 more specific category [[Category:Page creation templates]] 2430 10045 2006-08-20T15:35:29Z JWSchmidt 20 start page This page is for custodians who request a change in their sysop status. Probationary custodians can ask to be removed from the custodian ranks at any time. Probationary custodians can request that a bureaucrat make them a permanent custodian. When a probationary custodian has completed the one month probationary period and the five day community comment period is complete, a bureaucrat will make the final decision based on the arguments provided in the discussion. If a probationary custodian is not approved as a permanent custodian within 10 days, the probationary custodian can request another one month mentorship. ==Requests== Custodians can make their requests here. Newer requests at the bottom, please. * ... ==Requests that have been acted on== ==={{User|mirwin}}=== I request adminship and sysop status. I was an early administrator on English Wikipedia[http://en.wikipedia.org/wiki/User:Mirwin][[http://en.wikipedia.org/wiki/User:Lazyquasar] until nonparticipation triggered reversion to regular user status. As http://en.wikibooks.org/wiki/User:Lazyquasar at Wikibooks for the express purpose of participating with Wikiversity, I have been active in discussion and debate regarding Wikiversity on all applicable sites and the foundation mailing list. I have contributed a fair bit to the Engineering section at the Wikibooks prototype. I intend to be doing a fair amount of work with Wikiversity and feel I can be an efficient and fair administrator. I also have some interest in seeing Wikimedia ported to Java and interfaced to some distributed technologies. I owned/operated a computer consultanting firm for eight years and have a clear understanding of "first do no harm" when given access to mission critical servers. As owner it was my responsibility to train the systems analysts I dispatched to client site in the art of doing no harm that could not be repaired or recovered efficiently. --[[User:Mirwin|Mirwin]] *'''Support''' - Michael has been a very long-time supporter of Wikiversity during much of the phase while this project was before the WMF board of trustees, and has helped contribute a major portion of the content that is already here on this project as well even before en.wikiversity became live. I would love to see him become the first "official" admin (not done on a temp basis just to get thing going). He certainly understands the mission of Wikiversity and wants to make some very meaningful contributions, and would be very useful for the vandalism patrol as well. --[[User:Robert Horning|Robert Horning]] 13:38, 18 August 2006 (UTC) ::I no longer require custodialship, please put me on the list to be stripped of this responsibility at earliest opportunity. I will be limiting my participation for a while to tutoring algebra if my nephew or other people need it from Robert's Algegra Environment. Thanks! [[User:Mirwin|Mirwin]] 06:14, 20 August 2006 (UTC) [http://meta.wikimedia.org/w/index.php?title=Requests_for_permissions&diff=413117&oldid=413014 Request for permissions change] [[Category:Wikiversity administration]] 2431 10054 2006-08-20T16:01:28Z JWSchmidt 20 [[Wikiversity:Staff]] moved to [[Wikiversity:Support staff]]: I like "support staff" because for many people who have only gone to grade school, staff means teachers #REDIRECT [[Wikiversity:Support staff]] 2432 10088 2006-08-20T17:06:33Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 2434 80703 2007-01-24T17:37:34Z CQ 1939 /* Active participants */ [[Category:Multilingual Studies]] Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALAU101: * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Humanities * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Language Aquisition]] * '''Stream''' [[German Stream]] * '''Level:''' Beginner ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== *[[The Pronouns]] <--Needs to be numbered in a good place when other lessons are written (probably first). *[[Introduction to basic German verbs]] <--Needs to be numbered in a good place when other lessons are written. ===[[Introduction_to_German/Input|'''Typing German characters into a computer''']]=== For a PC, you have quick access by typing the following:<br> ß- alt+0223<br> ä- alt+0228<br> ö- alt+0246<br> ü- alt+0252<br> <br><br>These are the only atypical German characters. === Vocabulary === Tag (day) Nacht (Night) ===[[Introduction_to_German/Greetings|'''Common Greetings''']]=== Guten Tag (Hello; Good Day)<br> Grüß dich! (Informal hello)<br> Tag! (Hello)<br> Hallo (Hello)<br> Guten Tag, ich heisse --- (Hello, my name is --)<br> Wie geht's? (How are you?; How goes it?; How's it going?)<br> ===[[Introduction_to_German/Numbers|'''Numbers''']]=== Root Numbers 1-10<br> 1-One - Eins<br> 2-Two - Zwei<br> 3-Three - Drei<br> 4-Four - Vier<br> 5-Five - Fünf<br> 6-Six - Sechs<br> 7-Seven - Sieben<br> 8-Eight - Acht<br> 9-Nine - Neun<br> 10-Ten - Zehn<br> <br> ''' 11, 12, and Teens 13-19'''<br> <br> 11-Eleven - Elf<br> 12-Twelve - Zwölf<br> <br> *Thirteen through Nineteen are created by combining the first digit number with the number Zehn(ten) as a suffix, pronounced with stress on the first syllable. Note that the "-s" in "Sechs" and the "-en" in "Sieben" are dropped in the combination<br> <br> 13-Thirteen - Dreizehn (Drei Zehn, "Three Ten")<br> 14-Fourteen - Vierzehn<br> 15-Fifteen - Fünfzehn<br> 16-Sixteen - Sechzehn<br> 17-Seventeen - Siebzehn<br> 18-Eighteen - Achtzehn<br> 19-Nineteen - Neunzehn<br> <br> 20-90<br> *In German, two digit numbers are created simply by adding the suffix "-zig" (similar to English "-ty"). There are exceptions however (not unlike English). Note the spelling differences in Zwanzig (20), Dreißig (30), Sechzig (60), and Siebzig (70)<br> <br> 20-Twenty - Zwanzig<br> 30-Thirty - Dreißig<br> 40-Forty - Vierzig<br> 50-Fifty - Fünfzig<br> 60-Sixty - Sechzig<br> 70-Seventy - Siebzig<br> 80-Eighty - Achtzig<br> 90-Ninety - Neunzig<br> <br> *In German, two digit numbers that do not end with zero (0) are spoken first digit first, joined with the word "und" (and), and followed with the second digit number; as though adding them together to make the new number.<br> <br> Example: Twenty-Three (23) would be constructed first digit-and-second digit: "Dreiundzwanzig" (directly translated "three-and-twenty)<br> <br> 21 - Einundzwanzig<br> 37 - Siebenunddreißig<br> 46 - Sechsundvierzig<br> 64 - Vierundsechzig<br> 99 - Neunundneunzig<br> <br> 100, 1.000, 1.000.000, 1.000.000.000, 1.000.000.000.000*<br> <br> 100 - Hundert<br> 1.000 - Tausend<br> 1.000.000 - Million<br> 1.000.000.000 - Milliarde<br> 1.000.000.000.000 - Trillion<br> <br> *note: Periods (.) are used to divide large numbers into groups of three (ex/ 1.000 = one thousand), and commas (,) are used as decimal points for numbers less than 1 but greater than 0 (1,001 = one point zero zero one, one and one thousandth).<br> In German, the roles of the period and the comma are reversed from American English ===Sports=== (der)Fußball (Football)<br> (der)Amerikanische Fußball (American Football)<br> === Important verbs === Verb tables below *[[Sein]] *[[Haben]] *[[German modal verbs|Modal verbs]] *[[Regular verbs]] === Other Verbs === *[[gehen]] to go *[[machen]] to do brauchen- to need essen- to eat heissen- to be called (as in, "her name is"; "sie heisst Claudia...") wissen- to know (knowledge, information) kennen- to know (acquaintance) ===Assignments=== To help you get acquainted with the written language, use this subpage to get in contact with German speaking Wikiversity participants. ==Active participants== *[[User:Exorcist_bob | Exorcist_bob]] *[[User:Mjvp13 | MjVP13]] *[[User:Daniel M. Roberts | Daniel M. Roberts]] *[[User:HappyCamper|HappyCamper]] *--[[User:Smithgrrl|Smithgrrl]] 02:38, 5 November 2006 (UTC) Ich spreche deutsch nicht besonders gut aber moechte gerne helfen, wenn ich kann! [[Category:German]] [[Category:Introductions]] [[Category:Multilingual Studies]] 2441 10124 2006-08-20T19:31:53Z Chun-hian 239 Redirecting to [[Wikiversity:Sandbox]] #REDIRECT [[Wikiversity:Sandbox]] 2445 78032 2007-01-17T23:31:48Z Ajcorrado 5429 /* Students */ == Introduction == The scope of this learning experience is to study basic mathmatical concepts that are required for a general liberal arts education on a college or university level. Topic covered will include number theory, mathmatical proofs, geometry, polynomial equations, and functions. == Study Materials == Instruction will occur primarily out of the (admittedly incomplete) Algebra Wikibook: *[[b:Algebra|Algebra Wikibook]] Additional resources will be obtained from existing Algebra texts listed below: *[http://www.msc.uky.edu/ken/ma110/ University of Kentucky Math 110 Textbook] == Syllabus == This will be a learning experience that will last for between 10-15 weeks, with a weekly topic that will be studied by the class and discussed through a number of different channels. Cooperation between students is going to be necessary here to help each other out with these topics. Join us on [irc://irc.freenode.net/wikiversity-en #wikiversity-college-algebra](on Freenode) for a live chat of this topic. More formal get-togethers will happen on scheduled times for this chat channel. Weekly topics include the following: *[[/Introduction and WikiTeX markup/]] *[[/Basic Number Theory/]] *[[/Theorems, Postulates, and Proofs/]] *[[/Geometry/]] *[[/FOIL and algebraic manipulation/]] *Other topics as suggested by students and other participants with this learning experience == Homework == Homework will be associated with each topical outline, and it is expected that students participating will be completing that homework within the week of that topic. While you might be able to "catch up" and do previous week's homework, getting seriously behind may force you to wait until the next cycle of the course where we will begin all over again. Assistance for completing homework assignments can be found at the [[/Help Desk/]]. == Self Quizzes == [[/GrammarQuiz|The grammar of algebra quiz]]: for use with [[b:Algebra/Grammar| The grammar of algebra]] == Interested Participants == *[[User:70.247.102.75|70.247.102.75]] 17:44, 9 September 2006 (UTC) Rick *[[User:RichMac|RichMac]] 05:09, 28 September 2006 (UTC) *[[User:CoachMcGuirk|CoachMcGuirk]] 18:52, 14 October 2006 (UTC) *[[User:Ajcorrado|Ajcorrado]] 22:18, 16 January 2007 (UTC) If you wish to participate with this course, please add your name below after registering an account on Wikiversity with your account signature by editing this page and adding '''<nowiki>*~~~~</nowiki>''' === Instructors === *[[User:Robert Horning|Robert Horning]] 19:21, 17 August 2006 (UTC) *[[User:Mariehuynh|Mariehuynh]] 11:44, 17 October 2006 (UTC) === Teaching assistants === * [[User:Hypermorphism|Hypermorphism]] - I can hopefully motivate and conceptualize algebra for the non-math major consistently. A rock solid grasp of algebra is extremely important for understanding the modern world. == Tutors == *[[User:Mirwin|Mirwin]] 09:39, 18 August 2006 (UTC) I can help out with some mentoring or tutoring where materials are difficult to understand and possibly help fill gaps in available materials. I have a B.S. in Engineering Physics so I have done quite a bit of practical algebra even if it is a bit rusty in spots. Participants drop queries or requests for assistance on my talk page and we will create some appropriate space from there to work from. *--[[User:MarkyParky|MarkyParky]] 22:58, 25 August 2006 (UTC) I can help out when people are stuck on some problem, or just need something explained from a different perspective. === Students === *[[User:Reads4fun|Reads4fun]] 01:31, 19 August 2006 (UTC) *[[User:Ajcorrado|Ajcorrado]] 23:31, 17 January 2007 (UTC) [[Category:Algebra]] 2446 80836 2007-01-25T01:40:14Z JWSchmidt 20 /* major portals */ update Wikiversity should have both "featured content" and "featured participants" on the Main Page. [[Image:GALEXintro.png|thumb|381px|right|Image from the [[Galactic evolution]] project.]] ==Featured content== Wikiversity needs to show-off its best examples of [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning activities]]. ===Wikiversity content: candidates for featured content=== List Wikiversity learning resources here. *[[Astronomy Project]] - project participants access public astronomy databases and explore outer space *[[Bloom clock project]] - participants record bloom times of wildflowers and other plants *[[War Seminar]] - study of the causes of war and the history of attempts to limit the number and destructiveness of wars *[[Hitler's Germany]] - a course in Nazi Germany (covering economics, politics, and more), involving research and discussion *[[Networked learning]] - Assisting you in developing online communication and Internet learning skills. *[[Historical Introduction to Philosophy]] - material generated by participants in a course outside of Wikiversity * [[Spanish]] - Spanish language learning material and the most visited article during December. Featured at [[Portal:Humanities]]. *[[Introduction to VB6]] - provides and example of a navigation template *[[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking|Learning the basics of Filmmaking]] - nicely designed course on writing scripts, storyboards, and other aspects of filmmaking. See also: [[#Portals with featured content|featured content at portals]]. ====Measures==== *[[Wikiversity:Frequently visited pages|frequently visited pages]] - a measure of interest by Wikiversity users *Has activities for learners, see [[:Category:Learning activities]] *Number of edits to a page *Number of contributing editors *Size of page or number of related pages for a topic *Subjective evaluation of completeness ==Sister projects== Mention pages at other Wikimedia Foundation projects that need help from Wikiversity participants, or link to on-going "collaborations of the week" etc. ==Featured content development projects== Have a short list of featured content development projects on the main page. Maybe automate changing that short list, substituting from the [[Wikiversity:Schools|complete list]]. ==Featured participants== Wikipedia functions as a place where people drop by and unload what they know. Wikipedia has a factory approach to project participants: each contributor must adapt to Wikipedia, not the other way around. Wikiversity is an attempt to support open scholarly collaboration with the goal of helping individuals reach their personal learning goals. The search for ways to promote individualized learning is an inherently social process that must focus not only what is learned but also who is learning. Because of our educational mission, it is useful for Wikiversity to put more emphasis on participants as individuals. Wikiversity participants need information so that they can know who they can trust when they are looking for help on a learning project and finding new people to interact with. A fundamental component of [[Wikiversity:Scholarly ethics|good scholarship]] is feedback and peer review. "Featured participants" can be part of a rich system for Wikiversity participant feedback. ==See also== *[[Wikiversity:School and university projects]] *[[:Category:Learning projects]] *[[Wikiversity:Examples]] *[[User:JWSchmidt/Blog/21 January 2007|another list of portals]] with featured content All Wikiversity portals should have a section for featured content ===Portals with featured content=== Any content featured on a portal page is a candidate for being featured on the main page. ====major portals==== *[[Portal:Education|Education Poral]] - updated to editable boxes *[[Portal:Humanities|Humanities Portal]] *[[Portal:Life Sciences|Life Sciences Portal]] - updated to editable boxes *[[Portal:Engineering and Technology|Engineering and Technology Portal]] *[[Portal:Physical Sciences|Physical Sciences Portal]] - updated to editable boxes *[[Portal:Media|Media Portal]] - updated to editable boxes *[[Portal:Mathematics|Mathematics]] - updated to editable boxes *[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] - updated to editable boxes *[[Portal:Social Sciences|Social Sciences]] - updated to editable boxes *[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] - updated to editable boxes ====other portals==== *[[Portal:Research|Research Portal]] *[[Portal:Game Design|Game Design Portal]] *[[Portal:Science|Science Portal]] - updated to editable boxes *[[Portal:Computer Science|Computer Science]] [[Category:Wikiversity]] 2455 57907 2006-12-16T21:26:56Z JWSchmidt 20 Reverted edits by [[Special:Contributions/87.107.51.198|87.107.51.198]] ([[User_talk:87.107.51.198|Talk]]) to last version by [[User:AmiDaniel|AmiDaniel]] using [[Wikiversity:Rollback|rollback]] {{Introduction}} <big>'''Welcome to Wikiversity!'''</big> Wikiversity is for learning. A place where you'll find [[Wikiversity:Copyrights|free]], multilingual [[Portal:Learning Materials|learning materials]] and learning projects. ''Everyone'' can participate. No cost, no advertising, no credentials required. No degrees awarded — just learning. Wikiversity hosts learning communities. People who want to learn can come and interact. Everyone can upload or revise teaching materials. Everyone can take a course. Everyone can teach a course. No entrance requirements. No fees. All content in Wikiversity is written collaboratively, using [[Wikipedia:wiki|wiki]] software — and everyone is welcome to take part - through using content and discussing it, adding content, or even contributing to our [[Wikiversity:Policies|policies]]. Feel free to dive in, and create or amend any page you think warrants improvement. [[Wikiversity:Be bold|Be bold!]] You don't need to [{{fullurl:Special:Userlogin|type=signup}} create an account] to contribute, but it will help identify you to others as a regular editor and at the same time provide you with a [[Wikiversity:User_page|personal set of user pages]]. If you have educational content you feel could be useful, or want to develop your own, you might find it useful to read our page on [[Wikiversity:Adding content|adding content]] before doing so. If you would like someone else to start the page for you, you can [[Wikiversity:Page creation requests|request a page creation]]. Perhaps you might also like to take a '''[[Wikiversity:Guided tour|guided tour]]''' to find your way around Wikiversity, or check out [[Wikiversity:Introduction]] for the basics. Or, read on below to explore some questions and answers about Wikiversity. == What's this all about? == '''Wikiversity is a learning community.''' Learning is a major part of life and never ceases. Wikiversity is a [[meta:Wikimedia Foundation|Wikimedia Foundation]] project which aims to further the discovery and distribution of knowledge in a very natural way, by helping each other to learn. You can use Wikiversity to find information, ask questions, or learn more about a subject. You can explore knowledge in Wikiversity through advanced study and research. You can also use it to share your knowledge about a subject and to build learning materials around that knowledge. For a longer description, see [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ==How is Wikiversity organized?== At the time of writing, there are eight major "[[Wikiversity:Major_portals|Portals]]" in Wikiversity embracing disciplines such as [[Portal:Engineering and Technology|Engineering and Technology]] · [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] · [[Portal:Humanities|Humanities]] · [[Portal:Life Sciences|Life Sciences]] · [[Portal:Physical Sciences|Physical Sciences]] · [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] · [[Portal:Professions|Professional Schools]] · [[Portal:Social Sciences|Social Sciences]]. Over time, more will appear. Or you could start one. ''Note:'' nomenclature at Wikiversity hasn't settled down. Some pages call these "Faculties", while others prefer "Portal" since the Wikiversity doesn't have faculty members. Over time terminology will sort itself out. In the meantime both terms refer to the same thing. For example, The Faculty of the Humanities has organized itself into schools: :[[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]] ::Each "School" has Departments, for instance within the [[School:Music|School of Music]] is the [[Topic:Music_in_Film|Department of Music in Film]]. :::Within that is [[Mad_Max%27s_Course_in_Film_Scoring_for_Motion_Pictures|Mad Max's Course in Film Scoring for Motion Pictures]], which is an online learning project for non-musicians to learn how to write film music. Each faculty or portal is free to organize itself its own way, suiting its own needs. ==Credentials, diplomas & provenance== === Will I earn a diploma at Wikiversity? === :No. That's one thing we don't do — as yet. At the moment you cannot earn credentials here. But you can learn here and then earn your credentials elsewhere. For now this is about the learning itself, by itself. === Are there exams at Wikiversity? === :Some course leaders may post some questionnaires so you can assess your learning progress. Course leaders may also give personal feedback on their observations of your progress. Wikiversity strives to help each person define and reach their personal learning goals, and so there shouldn't be any pressure to perform or fear of failure; instead, we promote learning through experience, which includes making mistakes. === Who gets to decide what gets posted here? === :You do. Go ahead and post. A more complete answer is, "We all do." All Wikiversity pages may be created and revised by anyone. In this sense a Wikiversity page is being created a community, by those who choose to be active in the process. The result is pages which reflect the current consensus. Note that older versions can always be revived. Any vandalism can be undone by any user. :If you're an expert (or, better, "have proven expertise"), we encourage you to be prepared to work with others in collaboration — just as they are encouraged to work with you. This encouragement of equal participation is a positive factor in building a healthy community of learning, for the sake of learning. :Appeal to non-present or non-proven authority is not the normal expectation here. Much less is learning by authoritatively stating a fact with no supporting reasoning. We encourage a reasoned dialogue showing a neophyte the reasons, assumptions, etc. that create a commonly accepted fact. :Wikiversity has no set-in-stone identification of authorship, or even a concept of single authorship. Each page version is preserved. You can easily step back and compare one version with any other, see who performed the edits and communicate with those editors. And indeed, enter into conversation with any of the editors about their choices. This is peer review of content. === How is "inappropriate" material kept off the site? === :Hate speech is unacceptable. Propaganda used as propaganda is unacceptable. ([[Wikiversity:Copyrights|Copyrighted]] material is immediately removed, on discovery.) :It's the community of active participants who decides what's irresponsible and inappropriate for Wikiversity. That community includes you, if you choose. Content is challenged all the time. Community consensus may cause sections or whole pages to be removed. :If you feel strongly certain material should not be published, then start by posting your concerns on the page's Discussion area, and/or by contacting the various editors of the page (available from the page's History tab), and/or by posting your concerns on the [[Wikiversity:Colloquium|Colloquium]]. :Wikiversity is a [[Wiki]] driven by consensus building among its participants. === How reliable is the material on Wikiversity? === :There's no simple black-and-white answer to this question. Realistically you should use your best judgement. Factual errors generally get squeezed out fairly quickly. Matters of point of view and opinion take longer to generate consensus. :In matters of authenticity and reliability we encourage you to contact editors of pages of interest and query them. Go the History tab of any page of interest and discover who has edited that page. === What about cheating and cheaters? === :Wikiversity is not interested in catching cheaters nor participating in entrapping them for disciplinary purposes. At the same time, Wikiversity shall not become a repository for materials intended to allow illicit publication of that which can be construed as resources for cheaters. Cheating is explicitly discouraged throughout this website. ==Learning materials== Wikiversity is in the process of developing learning materials ready for downloading for use for all age and education levels, in and out of formal learning environments. Discover what's available by clicking on a faculty name on the [[Wikiversity:Main_Page|Main Page]] and proceed down from there. === Can I download materials here and use them in my own offsite classes? What are the terms of their use? === :You are absolutely free to download and use our materials in your teaching. Our content is licenced under a free licence (GFDL) - basically, requiring that the content be distributed in a similar licence and with attribution for the content's creators - see the complete [[Wikiversity:GNU_Free_Documentation_License|licence details and terms]]. You are also able - encouraged - to help revise our materials. Better yet, you could post your revisions back to Wikiversity. Also post your experiences using the materials to the page's Discussion area. Give back and make Wikiversity better. === How can I determine whether the material here is any good? === :By questioning, and by striving to understand the material yourself. It's your judgement call. If you can make it better, go ahead and edit. Note that every page has a Discussion area where you can post your observations and questions. You can review the History of a page, see who wrote which version and enter into dialogue with these individuals. Together we can, and will, make the material here stronger and stronger. *What types of learning materials will be found here. *Fairly mature example links to explore, to give the new user a feeling for what to expect. *How to download and use this material. *Whether and how to fork to take a set of materials in a radically different direction. *How these materials are currently being protected from vandalism. ==Learning Projects== Many Wikiversity pages are devoted to interactive learning activities taking place online. The [[Portal:Learning_Projects|Learning Projects]] page is a good place to recruit learners for your project and/or to discover an active learning opportunity for yourself. === Who can teach? === :Everyone with the motivation to help others learn, no credentials required. Wikiversity is about ''people learning how to learn and teach'' — we value expertise and experience, but we also value learning ''through experience''. :You will find all kinds of teachers here: retired professional academics, active ones, folks from the industry and the self-taught fellows with no formal qualifications at all. Ask course leaders for their backgrounds, or not. :If your students like the course, good, they will probably continue working with you. If not, they may wander away, or raise objections. You can only maintain yourself in the role of instructor through meritorious contributions, positive feedback from the community and especially from those who participate in your online courses. Everything at Wikiversity is subject to peer review. === If I teach, will I get paid, can I charge my students? === :No, no fees are collected or paid for participation in Wikiversity. Everything is voluntary. Wikiversity is free to all. *An overview of how some current Wikiversity online courses are being conducted, with example links. *Discussion of how the examples cited are structured. Discussion of our openness to other directions than these particular examples. ==General== === How can I become involved? === :By visiting the [[Wikiversity:Community_Portal|Community Bulletin Board]]. There's a link in the sidebar under the Wikiversity logo. Here you'll learn what tasks need to be done, what groups can be joined. [{{fullurl:Special:Userlogin|type=signup}} You're vigorously encouraged to join]. It's free; as a member you identify your contributions and get a [[Wikiversity:User_page|set of personal pages]] where you can engage in discussions. :Here's [[Help:Starting_a_new_page|how to start a new page]], [[Help:Editing|some editing tips]] and the [[Wikiversity:Introduction_edit|Edit Interface]]. And a whole page about [[Wikiversity:Adding content|adding content]]. :You don't need "sign" your submissions to content pages — that's recorded automatically and shown on the History of the page. But you are definitely encouraged to sign your contributions to the Discussion page and any Talk page. Do this with four tildes (~). Here's more about [[Wikiversity:Signature|signatures]]. :Wikipedia's [[Wikipedia:Contributing_FAQ|guidance on contributing]] generally apply to Wikiversity as well. If you don't want your writing to be edited or redistributed by others, do not submit it. :Be sure to visit the [[Wikiversity:Colloquium|Colloquium]] for general discussions. For real-time chat with other Wikiversity users, check out our [[Wikiversity:Chat|Chat]] page. :''Go ahead and make what you see better''. === Can I have my own User Page? === :Absolutely. A clickable tab for it will appear at the top of every Wikiversity page. Use your personal page any way you like. Introduce yourself, add pictures. Best of all, add Wikiversity page links and other links you frequently visit. Your page will greatly help in your own navigation and help others connect with you. You'll also get a separate Talk page where others can post messages for you. [{{fullurl:Special:Userlogin|type=signup}} Create your free membership here.] === Is there an Index? How can I find "stuff" I might be interested in? === :There are several ways. Try [[Special:Allpages|All Pages]]. Use the popup to limit the selection by type of page. Or use the Search field in the Sidebar on every Wikiversity page to enter your search criteria. Or start at the [[Wikiversity:Main_Page|Wikiversity Main Page]] and drill down through the various faculties, departments and schools to material of interest. Or jump to the [[Wikiversity:Examples|Examples]] page. === Who pays for Wikiversity? === :People like you do, by donations. [[Wikiversity:Site_support|Here's how you can make a donation]] (entirely voluntary). Notice there's no advertising on Wikiversity. We're non-commercial, entirely run by volunteers, operating costs covered by donations from people like you and by grants from various institutions. === What if someone wrecks a perfectly good course? === :If you see a page which appears (at least in your eyes) to have been degraded from an earlier version, then enter into the editing process. :It's good practice to enter into dialogue with the editor who made the changes you feel are unfortunate. Propose a compromise. Discuss your feelings in the Discussion area of the page. Don't be afraid to be bold. Integrate what you liked about the older version into the current version. Use the History tab at the top of the page to compare any two versions of a page and see what changed. :There's also the option of "forking" a course into two equivalent and equal versions covering the same subject but in different styles. Nothing at Wikiversity is "definitive". === How can change be monitored? === :Change happens. On wikis, it happens all the time. Right now, pages are being created and improved, and edits are being published. Take a look at the [[Special:Recentchanges|recent changes log]] and see for yourself! :Since our launch on August 15th, 2006, we've created '''{{NUMBEROFARTICLES}}''' content pages. For other statistics, see [[Special:Statistics]]. Right now, the project is being actively built by people like you; as you read this, it is very likely someone will be editing or previewing changes to one or more pages on this site. === Where and how are Wikiversity policies formulated? === :As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the [[Wikiversity:Colloquium|Colloquium]] — take a look there and feel free to drop a reply to anything which interests you. You might want to, for example, take a look at or contribute to our various [[Wikiversity:Policies|policies]]. === What are the long range goals of Wikiversity? === :Wikiversity was started in the summer of 2006, so we're still articulating them. However, here are a few relevant pages — [[Wikiversity:What_is_Wikiversity%3F|What Wikiversity Is]], [[Wikiversity:What Wikiversity is not|What Wikiversity Is Not]], [[Wikiversity:Scope|Scope]] and [[Wikiversity:Wikiversity community|Wikiversity community]]. Add your thoughts to these pages' discussion pages, or edit the pages themselves. Best yet, add your comments and recommendations to [[Wikiversity:Colloquium|Colloquium]]. And here's how a Wikibooks project gave birth to Wikiversity — [[Wikiversity:History_of_Wikiversity|History of Wikiversity]]. === What's 'Wiki' all about? === :The word is Hawaiian for "fast", and in this context refers both to the software underpinning Wikiversity and to the editing and contribution conventions that have evolved around wiki software. Learn a lot more at this [[w:Wiki|Wikipedia link]]. And [[Wiki_101|some more here]]. === What languages are supported? === :Currently 10. The list, with links, is shown at the bottom of the [[Wikiversity:Main_Page|Main Page]]. == See also == === General information, guides & help === *[[Wikiversity:Learning|Learning]] — an exploration of how learning takes place on Wikiversity *[[Wikiversity:Questions|Getting answers to questions]] — '''all''' kinds *[[Help:Contents|Help pages]] &ndash; help on editing, starting new articles, and many other topics. *[[Wikiversity:Help desk|Where to ask questions]] &ndash; a list of departments where volunteers answer questions, any question you can imagine, not necessarily related to the Wikiversity project.<br> *[[Wikiversity:Policies|Policies and guidelines for contributors]] *[[Wikiversity:Introduction|Introduction]] &ndash; very basic introduction to Wikiversity *[[Wikiversity:Manual of Style|Manual of Style]] *[[Wikiversity:Guided tour|Guided tour]] *[[Wikiversity:Research|Research guidelines]] *[[Wikiversity:Welcome templates|Templates used to welcome new users]] *[[Wikiversity:Glossary|Glossary]] &ndash; a glossary of common Wikiversity terms. *[[Wikiversity:Open_source_universities|Open Source Universities]] &ndash; open courseware available for downloading ===Overarching principles=== *[[Wikiversity:Honesty|Honesty]] *[[Wikiversity:Civility|Civility]] *[[Wikiversity:Neutral point of view|Neutral point of view]] *[[Wikiversity:Cite_sources|Cite your sources]] *[[Wikiversity:Verifiability|Verifiability]] *[[Wikiversity:Scholarly_ethics|Scholarly ethics]] === The Wikiversity community === *[[Wikiversity:Colloquium|Colloquium]] &mdash; where the community gets together to discuss Wikiversity *[[Wikiversity:Participants|Participants]] &mdash; a listing of regular contributors; you may add yourself if you wish. *[[Wikiversity:Community Portal|Community Portal]] is a gateway to the community, to find out what's happening. <center><big>'''''Wikiversity is a facility for learning by doing'''''</big></center> [[Category:Wikiversity culture]] [[de:Wikiversity:Willkommen]] 2456 51124 2006-12-03T17:11:14Z JWSchmidt 20 /* External links */ accounts of why some Wikipedia administrators were demoted {{Wikiversity organization}} Please leave comments/suggestions/complaints/questions below. If you have a question about the action(s) of a particular [[Wikiversity:Custodians|custodian]], the first place to go is that custodian's user talk page. ==Feedback== * ... ==See also== [[Wikiversity:Custodianship#Problems with Custodians]] ==External links== *[[w:Wikipedia:Requests for de-adminship]] - accounts of why some Wikipedia administrators were demoted [[Category:Wikiversity administration]] [[Category:Community discussions]] 2458 67577 2007-01-07T16:58:38Z Roadrunner 63 see also the list of [[Wikiversity:Services|Services that wikiversity provides]] Wikiversity will offer opportunities for service and learning development in a variety of contexts. Scholars are sometimes described as existing in an "[[w:Ivory Tower|Ivory Tower]]" and in a state of detachment from real world concerns. Yet, members of a university often apply their learning and experience to practical problems in their communities and in society in general. ==Meaning of service== In the context of learning communities, ''service'' means working to improve the common good. Service work aims to contribute to the welfare of others, to somehow help and benefit others, through education, research and community activities. In an international context, education and research services are of fundamental importance in [[w:Development aid|development aid]] and [[w:Sustainable development|sustainable development]]. Research and knowledge of experts are also important aspects in organizing [[w:Humanitarian aid|humanitarian aid]]. ==Service projects== ''Please help Wikiversity to develop service projects by adding your ideas below.'' Some of the projects that Wikiversity may develop include supporting: *the development of curricula and instruction services for learning in poor communities *the development of free tools to assist in free learning contexts *research by learners and scholars in solving social problems *translation of foreign language texts for educational purposes *implementing solutions to social problems in every local community by mobilizing wiki learners *launch an independent service-oriented wiki project to engage social activists and public citizens in implementing change worldwide. ==wikiserve.org== Potentially a new wiki project, the purpose of the wikiserve.org site is to engage the public in improving the common good. Each city would be represented, (like Craigslist [http://www.craigslist.com]). Learners will identify problems in their area, hash out potential solutions, implement change, evaluate results and share best practices with the world. *anyone who can start www.wikiserve.org may take the domain from me - Michael, hazdawg@yahoo.com ==Serving Wikimedia== One area that Wikiversity will focus on initially in service are sister Wikimedia projects. See '''[[Wikiversity:Service community]]'''. ==Related links== *[[Wikiversity:Service community]] - about serving Wikimedia sister projects [[Category:Wikiversity]] 2460 24544 2006-09-06T22:38:12Z Digitalme 39 tags <center class="metadata"> <table style="width: 60%; background:#fee; border: 1px solid #aaa; padding: 0.5em;"><tr> <td style="width: 70px;">[[Image:W21-1a.png|60px|logo]]</td> <td>This page needs to be '''renamed''' to comply with our [[WV:NC|naming conventions]].</small></td> </tr></table> </center><includeonly> [[Category:Wikiversity pages needing to be renamed]]</includeonly><noinclude> This categorizes pages into [[:Category:Wikiversity pages needing to be renamed]]</noinclude> 2461 40867 2006-10-29T17:58:45Z 65.101.237.74 /* Altissimo Register */ [[Image:Saxophone alto.jpg|right|100px]] == The Saxophone == Saxophones come in many different sizes, but most beginners will usually start on alto. The small mouthpiece of the soprano is very susceptible to changes of the embouchure and therefore the pich is difficult to control. Conversly, while the tenor and baritone saxophones are somewhat easier to control, the amount of air needed to produce a tone is much higher than needed for the alto. The alto is a good beggining instrument because the pitch is fairly even and more importantly, the air needed is not a problem for the youngest of players to utilize. == Musical Styles == The saxophone can be used to play a variety of musical styles. The alto, tenor and baritone saxophones are standard features in any wind ensemble. In fact, many classical pieces have been written for all the saxophones. As far as classical saxophone goes, the most standard instrument is the alto saxophone, for which such standard pieces as the Creston Sonata have been written. Another classical saxophone ensemble is the saxophone quartet, which consists of one tenor, one baritone, one alto and one soprano saxophone. In a quartet the four musicians usually play with just eachother sans accompaniment. Of course, no jazz band would be complete without a saxophone section. A standard jazz big band consists of two altos, two tenors and one baritone saxophone. Usually the lead alto player is trained to have a bright and sharp sound so that he cut above the rest of the section. For jazz in general, the saxophone is one of the most popular instruments in the art. Jazz legends such as Charlie Parker, John Coltrane, Ornette Coleman, Cannonball Adderley, Wayne Shorter, Gerry Mulligan and Paul Desmond were all saxophone players who had very unique styles of playing their saxophones. Saxophone can also be used in many other styles of music such as rock, pop, smooth jazz, adult contemporary musical theatre. == The Reed == For the beginner, a reed of strength 2 is desirable. As the embouchure becomes stronger, a reed of higher strength can be purchased to compensate. Buying a reed of higher strength can improve your tone and increase your volume. Be sure to take the reed off and keep it in a protector to keep it from warping when not in use. There are many brands and strengths of reed from the performer to choose from. Remember, do not let a reed be marketed to you. Although a reed may be called "jazz reed" this does not mean it is the best jazz reed at all, nor does it mean it will produce the best jazz sound for you. There are many brands sold in most music stores that musicians universally recognize as good quality reeds that can be used in alot of styles. These brands are Vandoren blue box, La Voz, and Rico Royals. Another type of reed some players choose to use is plastic reeds or plastic covered reeds. These reeds give the musician the benefit of a longer lasting reed, since they are a little stronger then standard reeds. Some musicians find the sound of the plastic reeds to be not as pleasent as the sound they get from standard reeds. This is for you as the musician to expiriment with and decide. == The Mouthpiece == Any mouthpiece that comes with the saxophone is suitable for the beginner. A few good beginning mouthpieces are: *Selmer S80 *Yamaha 3 If you like a certain performer and know what kind of mouthpiece he uses, DO NOT buy (this is the original authors opinion. If someone sounds good, why shouldnt you sound like them?)that one; you're sound is up to you and the work you put into it. . Mouthpieces are made out of different materials, and the one you buy should depend on what type of music you will be playing. A metal mouthpiece is desirable only for jazz music while hard rubber should be purchased for classical or jazz. Seek assistance from a private music teacher or your school music teacher when looking for a mouthpiece and try before you buy! == The Ligature == What to use as a ligature can be an important decision. Since your sound is a result of the reed vibrating, you want to have a ligature that will let your reed vibrate in a manner most efficient for your playing style. There are a variety of option to choose from. Most profesional players require that their ligature apply even and symmetrical pressure on the reed. This is so that the reed can vibrate evenly, giving the player the clearest and most balanced possible sound. == The Embouchure == The saxophone embouchure, when formed correctly, should feel natural and comfortable. When forming the embouchure, take the following steps: 1. Cover gently the lower teeth with the lower lip, and bring this set to the reed. make sure the reed is wet! 2. Place your top teeth on the mouth piece and place on the top (biteplate) of the mouthpiece. Do not bite hard but make sure you have a hold on the mouthpiece 3. Relax and blow easily == Producing a tone == After forming the embouchure as described above, blow. It is that simple. If the resulting tone is not beautiful, that makes sense. Saxophone tone is difficult to develop, like all istruments, but get with a private teacher and you will be well in your way to playing the saxophone. == Altissimo Register == After several years of playing, one is likely to become dissatisfied with the small range of the saxophone. However, it is possible to extend the range by about one octaves into what is known as the altissimo register. While playing a low Bb, try using your throat play a middle Bb while maintaining the low Bb fingering. The notes that can be produced above this fundamental tone are called harmonics. See how many harmonics you can make while fingering a low Bb. Whether or not you can play the harmonics, obtain an altissimo fingering chart. These notes will sound like squeaks. Work to get them to sound like just another note on your horn. Try impressing your friends with really high notes. [[Category:Music]] 2462 10232 2006-08-20T23:52:13Z SB Johnny 61 [[School:Applied Mathematics]] moved to [[School:Mathematics]]: I have not idea wy it came out that way. #REDIRECT [[School:Mathematics]] 2470 10273 2006-08-21T01:01:44Z JWSchmidt 20 subcategory [[Category:Mathematics]] 2472 74257 2007-01-12T22:00:54Z JWSchmidt 20 See also: [[Wikiversity:Disclosures]] This originated as a comment on the NPOV policy talk page. This will be expanded into a discussion of MPOV from MPOV including '''MPOV or NPOV''' as discussed below. NPOV has problematic assumptions but it is a useful principle for a first approximation of a critical approach to appreciating multiplicity of perspectives. I expect that over time that Wikiversity scholars may evolve NPOV into an MPOV (multiple points of view) principles which calls for the appreciation, based on in depth study, of how it is possible to vary the number of positions, interpretation, balance, level of coverage and summary conclusions offered for different points of view -- such that there are very many mixes of points of view possible that would all seem to satisfy NPOV. For some wikischolars studying multiples schools of thought, reducing bias might perhaps be not an aim as much as developing ever more depth of appreciation of the biases and presuppositions of varying perspectives and their contrasts -- a richer and richer MPOV, one could say. Differing scholars and schools of scholars would have differing MPOVs. An MPOV policy would be a meta-position beyond NPOV which calls for the comparison and evaluation of differing MPOVs. MPOV would call for increasing depth in critical understanding of and comparison of varying MPOVs rather than decrease in bias ever more closely towards NPOV. I think NPOV as written assumes one root balanced POV is possible in the future as the endpoint of NPOV work of including and balancing various views. MPOV does not assume this -- it assumes that an MPOV is always constructed from an POV and can not escape this, hence there are always MPOVs and MPOVs may expand and not contract in further MPOV work. We do not know which position is correct, an NPOV endpoint or an expanding set of MPOVs. In part, it is an item of metaphysical belief to assume NPOV or MPOV as so described here. A meta position requires contrasting NPOV and this MPOVs. Note that the MPOV perspective may be more relevant to a number of schools of thought in the social sciences and humanities than to the natural sciences. Social theorists are underrepresented perhaps in Wikipedia discussions. I hope that is not the case in Wikiversity. (One could argue that the MPOV idea is present in seed form in one way of interpreting the NPOV concept, but I think it could be elaborated here or somewhere in Wikiversity space.) A closing thought: I think it is reasonable to take a position in between their being one NPOV possible and many MPOVs as probable (between modernity and postmodernity if you will) which is that a small finite set of kinds of MPOVs are possible -- I actually favor this at times -- but it would require multiple writings from multiple MPOVs to construct that theory space - not one multidimensional writing/text/MPOV-NPOV but a finite group of MPOV texts with differing MPOV perspectives. [[User:Reswik|Reswik]] 01:52, 21 August 2006 (UTC) ==See also== *[[Wikiversity:Disclosures]] [[Category:Wikiversity]] 2473 47807 2006-11-22T20:18:28Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] This page is a learning resource of the [[Topic:Cell Biology|Department of Cell Biology]]. ---- Cells have existed on Earth for about 4,000,000,000 years. In that time, many proteins have evolved that allow cells to accomplish amazing things; in particular, cells make humans possible. One of the major current scientific efforts is to discover how the cells of the human brain make possible our perceptions, memories and complex social behaviors such as language. This course is about how to understand biology from the perspective of the cellular components of living organisms. [[Image:3cellcomponents.png|thumb|100px|right|'''Figure 1.''' Microscopy of dog ('''A and B''') or mouse ('''C''') cells. In '''Panels A and B''', green shows the location of DNA in cell nuclei. Red shows the position of a cell surface protein ('''A''') or a cytoskeletal protein ('''B'''). '''Panel C''' shows a mititotic cell with condensed chromosomes.]] ==To the Student; Before Cell Biology== '''Cell Biology''' is a sub-discipline of [[Topic:Biology|Biology]]. A Cell Biology course is typically one of the specialty courses taken by students after they have had a general introduction to modern Biology. If you have never had a good introduction to Biology, you should probably do that before trying to study Cell Biology. The [[b:General Biology|General Biology]] textbook at Wikibooks is still under construction. At this time (2005) it may be best to use an electronic resource such as [http://faculty.fmcc.suny.edu/mcdarby/default.htm Michael McDarby]'s [http://faculty.fmcc.suny.edu/mcdarby/Majors101Book/site_map.htm Online Introduction to Biology] as an introduction to Biology. However, Cell Biology is fundamental to all of Biology, and can serve as a reasonable starting point for students starting to explore Biology. All biological organisms have cells as fundamental structural/functional components. [[wikipedia:Cell (biology)|Cells]] are at an intermediate level of the structural hierarchy of living things. Cells are composed of molecules and multicellular organisms such as humans are composed of many types of cells that cooperate to form tissues and organs. A student who is learning about Cell Biology should integrate that learning with study of the chemistry of living organisms and study of whole organism Biology. The important functions of cells are understood in terms of the chemistry of cells, traditionally students have a good introduction to [[wikipedia:Chemistry|chemistry]] before attempting serious study of Cell Biology. However, many of the key concepts of Cell Biology can be understood without any deep analysis of chemical details. You can use the Wikiversity [[Topic:Biochemistry|Biochemistry]] resources to provide the basic information you should have about the chemistry of living organisms. For more extensive online information about Biochemistry, there is an [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=stryer.TOC&depth=2 online textbook] available through the PubMed system. ==Cell Biology Textbooks== Wikibooks has a textbook for [[b:Cell Biology|Cell Biology]] that is under construction. There are excellent traditional Cell Biology textbooks that have been made available for free electronic access. See the resources listed at [[b:Cell Biology]]. The Cell Biology textbook at wikibooks makes use of hypertext links to [[wikipedia:Cell Biology|Wikipedia]] articles. The [[wikipedia:Cell biology|Cell biology]] article at Wikipedia is a starting point for exploration of the many wikipedia articles in the [[wikipedia:Category:Cell biology|Cell biology]] category. The Cell Biology wikibook also needs to become a portal to the peer-reviewed primary and secondary literature of Cell Biology. Many published articles about Cell Biology can be accessed through the free [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?CMD=search&DB=pmc PubMed] system. In addition, two of the most commonly used Cell Biology textbooks, [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=mboc4.TOC&depth=2 Molecular Biology of the Cell] (Alberts et al) and [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=mcb.TOC Molecular Cell Biology] (Lodish et al) are freely available via Pubmed's [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=Books Bookshelf] service. ==Topics in Cell Biology== Cell Biology is concerned with the structure and function of cells. "Structure" and "function" are two different ways of looking at the same thing; structures exist to accomplish certain functions and we account for biological function in terms of the structural components of living organisms. [[wikipedia:Microscopy|Microscopy]] is an important technique in Cell Biology that reveals cell structure and guides us towards an understanding of how cells function. Most cells are too small to be seen by the naked eye and the spatial distributions of molecular components in cells can only be revealed by microscopy. ([http://micro.magnet.fsu.edu/primer/techniques/fluorescence/gallery/cells/index.html Cell Microscopy Art Gallery].) The functions of cells are mostly made possible by the [[wikipedia:Protein|protein]] molecules of cells. The images shown to the right (Figure 1) illustrate microscopy of the cellular locations of two specific proteins. The human genome project has found that humans have genes that provide instructions for about 20,000 different proteins. In Panel A, the red color shows the location of a protein called beta-catenin. Much of the beta-catenin of cells is located at the cell surface where it functions to promote normal [[wikipedia:Cell adhesion|cell adhesion]]. Most cells of the body are part of solid tissues. Many cells of solid tissues have special cell surface proteins that allow adjacent cells to adhere tightly to each other. The structural integrity of cells depends on proteins that form the [[wikipedia:Cytoskeleton|cytoskeleton]]. One of the major types of cytoskeletal proteins is [[wikipedia:Keratin|keratin]]. Panel B (Figure 1) shows the cellular location of a type of keratin protein inside these dog kidney epithelial cells. In panels A and B, the green color shows the location of [[wikipedia:DNA|DNA]] inside the [[wikipedia:Cell nucleus|cell nuclei]]. DNA is the genetic molecule of cells that carries the molecular instructions used by cells to make protein molecules. Cells, as the basic functional components of living organisms, have the capacity to reproduce and divide into daughter cells. During cell reproduction, the cell nucleus disintegrates and the DNA molecules are packaged as condensed mitotic [[wikipedia:Chromosome|chromosomes]]. Panel C (Figure 1) shows two sets of mouse chromosomes ready to be packaged into the two daughter cells of a dividing parental cell. A large part of Cell Biology is the study of how biological molecules (mainly proteins and [[wikipedia:Nucleic acid|nucleic acids]] like DNA) account for the structure and function of cells. Cell Biologists also work to account for the structure and function of multicellular organisms in terms of their cellular components. The human body has many specialized cell types that cooperate to provide all of the functions of the human body. Cell biologists are very much concerned with the [[wikipedia:Hormone|hormonal]] and other [[wikipedia:Signal transduction|chemical signals]] that pass between cells and coordinate the activities of the trillions of cells in a human body. ===Cell Biology and Medicine=== Many diseases can be understood and treated at the cellular level. For example, [[wikipedia:Cancer|cancers]] are diseases caused by abnormal cell growth or other forms of abnormal "antisocial" behavior by cells. The protein beta-catenin (Figure 1A) is a [[wikipedia:Oncogene|proto-oncogene]] that when mutated or abnormally regulated inside cells can contribute to cancers such as [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16042571&query_hl=2 colon cancer]. Mutated keratin (Figure 1B) genes can cause skin [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16098032&query_hl=5 blistering diseases]. Abnormal keratins and abnormal [[wikipedia:Autoimmune diseases|autoimmune]] attacks on proteins that cooperate with keratins to hold skin cells together can cause diseases in humans such as [[wikipedia:Pemphigus|Pemphigus]]. Many common medical diagnosis methods such as the [[wikipedia:Pap smear|Pap smear]] use microscopy of cells to identify cancerous and pre-cancerous cells. An area of medical research that has been in the news lately (2005) is the study of [[wikipedia:Stem cell|stem cells]]. The cells shown in Figure 1C are embryonic stem cells that have the capacity to [[wikipedia:Cellular differentiation|differentiate]] into neurons. There is much interest in the idea that diseases such as [[wikipedia:Parkinson's disease|Parkinson's disease]] can be treated by transplantation of stem cells. ==Learning about Cell Biology== This page is designed to assist Wikiversity participants to learn about Cell Biology, mainly by exploring the topic in the independent study format. Feel free to contact [[User:JWSchmidt]] for help to design a plan of study. ===Assignments=== Wikiversity has a '''[[Cell biology improvement drive]]'''<BR> The course assignments can initially involve the construction of new Wikiversity pages for this course. This "Cell biology improvement drive" includes the creation of new cell biology-related Wikipedia pages, improvement of existing Wikipedia pages ([[w:Wikipedia:WikiProject Cell Signaling|for example]]) and developmet of the Wikibooks [[b:Cell Biology|Cell biology textbook]]. This is a collaborative effort between students and instructors. If you have another idea for what you would like to do, discuss it with an instructor. My view is that the best measure of learning within a Wiki-format university is the construction of wiki pages. * You can pick a topic in Cell Biology that interests you and start reading. As you discover interesting information, add what you have learned to a wiki page about the topic you are learning. Keep a record of what you read and what you write.<BR> Topic example: the regulation of cell survival is a fundamental process that helps control the number of cells in a tissue. Textbook introduction: [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=apoptosis+AND+cooper%5Bbook%5D+AND+166036%5Buid%5D&rid=cooper.section.2281#2285 Cooper textbook].<BR> Recent review article: [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16094707&query_hl=11 Regulation of cell death]. Wikipedia reading<BR> Introduction to Science and biology. [[w:Category:Science|Science]], [[w:Biology|Biology]], [[w:Cell theory|Cell theory]]<BR> Introduction to Cell Biology. [[w:Cell biology|Cell Biology]], [[w:Category:Cell biology|Topics in Cell biology]], [[w:Cell membrane|Cell membrane]], [[w:Organelle|Organelle]], [[w:Signal transduction|Signal transduction]], [[w:Cell adhesion|Cell adhesion]], [[w:Gene expression|Gene expression]], [[w:Cell cycle|Cell cycle]] ==Participants== If you are a student in this course, sign in so that we can try to develop a community. Maybe there can be some group projects. * [[User:Lazyquasar|Lazyquasar]] 05:36, 29 November 2005 (UTC) Weak preparation. Interested in fundamentals. May shift abrubtly to lower level course or drop as personal activities progress. ** Personally, I think one of the most interesting things about cells is how they make it possible for us to learn. I'd suggest that you try to identify some aspect of biology that is of particulat interest to you, all the "fundamentals" can be learned about in the context of what you find most interesting about life/behavior/biology. --[[User:JWSchmidt|JWSurf]] 22:51, 30 November 2005 (UTC) * [[User:JedOs|JedOs]] 02:26, 9 December 2005 (UTC) I am Biology major student at college working on my Bachealors in Biology. I am hard worker yet I have areas of frustration. I'm not sure how this free course thing works, so please tell me at my talk page, http://en.wikipedia.org/wiki/User:JedOs * [[User:Lukner|Lukner]] 16:15, 19 February 2006 (UTC). I am a second-career pre-med student at the University of Texas at Austin. I have a Ph.D. in Chemical Engineering, and I'm taking a few classes to satisfy my pre-med requirements. I am taking a Cell Biology course at UT, and this online course might provide some additional material to supplement the course I'm already taking. ** What biology/medicine topics are you interested in? --[[User:JWSchmidt|JWSurf]] 04:13, 17 March 2006 (UTC) * [[User:SrinivasKulkarni|Srinivas]] 06:13, 7 April 2006 (UTC) I am interested in learning molecular cell biology. I have post graduate degree in computer science and mathematics. I am using my long term cancer treatment (vacation!) time in learning new subjects. Thank you for maintaining this free course. I have high school knowledge of biology. Hopefully as I progress, I will find out which fundamental concepts I need to refresh in order to catch up with the course. * --[[User:PJC|PJC]] 12:54, 10 May 2006 (UTC) I'm a third year Biochemistry student at the University of Nottingham (UK). I'm interested in how cells participate to form the brain (as mentioned above), particularly the role of the ubiquitin-proteasome system (UBS). I'm also interested in the regulation of transcription by the SRE-SRF-TCF complex; and the cellular basis of cancer. (note: all of the above were added when this page existed at [[b:Cell Biology|Wikibooks]]) *[[User:JWSchmidt]] - See: [[Cell Biology/JWSchmidt]] for my thoughts about cell biology and learning. *[[User:Stevenfruitsmaak|Steven Fruitsmaak]] --[[User:Soft.tofu|Soft.tofu]] 14:26, 5 October 2006 (UTC) I am a BSEE doing IT work for scientific product distributor. I hope to understand medicine a little more. Starting from scratch, I guess, with basic biology background. My wife is dying from metastatic gastric cancer, signet ring cell. If nothing else, this is a response to her oncologist saying "Read some medical books." *[[User:Joshoisasleep|Joshoisasleep]] 00:00, 4 November 2006 (UTC) I have a personal interest and would like to learn more before going on to brick and mortar study... ---- ==See also== *[[Cell biology improvement drive|Wikiversity Cell biology improvement drive]] *[[Human Genetic Uniqueness Project]] - students search for genes that make humans different from other apes. *[[w:Wikipedia:WikiProject Molecular and Cellular Biology#Cell type info box|Project to improve Wikipedia coverage of cells]] *The Cell Biology course of Wikiversity is participating in the Wikiversity "core service course" known as the [http://education.wikicities.com/wiki/Wikiversity:_Biomedical_Research_Project Biomedical Research Project]. [[Category:Pages moved from Wikibooks]] [[Category:Cell biology]] [[Category:Cell biology learning projects]] 2474 10341 2006-08-21T02:39:12Z JWSchmidt 20 subcategory [[Category:Biology]] 2475 45991 2006-11-16T01:25:06Z Sebmol 14 -cat I made this for [[Cell Biology]] {{GFDL-self}} 2476 67640 2007-01-07T20:13:52Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] */ [[Overview of Cell Biology]] Welcome to the Wikiversity Department of Cell Biology. [[Image:Plant cell structure svg.svg|thumb|right|400px|Diagram showing key parts of a plant cell.]] ==Department description== The Department of Cell Biology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of cells as fundamental components of organisms. The Department needs to develop more Cell Biology-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * August 20, 2006 - '''Cell Biology Development Project''' founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== [[Image:3cellcomponents.png|thumb|100px|right|Microscopy of cells.]] Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Overview of Cell Biology]] *[[Stem Cells]] - What are stem cells? Why is stem cell research regulated by some governments? *[[Cell Biology]] - Exploring cell biology. Independent study with projects. * .. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Cell Biology ===Wikipedia=== * [[w:Cell biology]] ===Wikibooks=== Works in progress - these texts are currently at Wikibooks: * [[Wikibooks:Cell biology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:JWSchmidt]] - see: [[Cell Biology]] [[Category:Cell biology]][[Category: Basic sciences]] 2478 13427 2006-08-24T06:16:55Z A thing 407 /* Courses */ This is a placeholder page for graphic design relating to computers. The department of graphic design with computers is contained within the division of Computer Science. This department will contain lessons on 2d graphic design, 3d graphic design, graphic design with animations, as well as SDL+OpenGL and creating 2d/3d graphic engines. ==Courses== *[[Blender]] [[Category:Computer Science]] 2482 79129 2007-01-20T18:18:21Z CQ 1939 /* Active participants */ added /* Resources */ <center><big>'''Computer Programming'''</big></center> <center>''Part of the [[:School:Computer_Science|School of Computer Science]]''</center> Computer Programming is a field that involves the methodology behind the programming, software abstraction, algorithms, data structures, design, testing, and maintenance of computer software. ==Division news== * '''August 20, 2006''' - Department founded! * '''September 16, 2006''' - Department upgraded to division == Recommended Course of Study == *[[Topic:Computing_Fundamentals|Computing Fundamentals]] *[[Topic:Introduction to Programming|Introduction to Programming]] *[[Topic:Introduction to Programming Logic|Introduction to Programming Logic]] *[[Topic:Object-Oriented Programming|Object-Oriented Programming]] *'''Two''' object-oriented languages. **Choose from: [[Topic:C|C]] (2 Lessons), [[Topic:C++|C++]] (1 Lesson), [[Topic:C Sharp|C#]] (1 Lesson), [[Topic:Java|Java]] (12 Lessons) *At least '''one''' topic in web-based languages. **Choose from: [[Topic:HTML|HTML]] (4 Lessons), [[Topic:PHP|PHP]] (2 Lessons), [[Topic:SQL|SQL]] *At least '''one''' other topic in computer programming languages. **Recommended: [[Topic:Lisp|Lisp]], [[Topic:Perl|Perl]], [[Topic:Python|Python]], [[Topic:Ruby|Ruby]], [[Topic:Visual Basic|Visual Basic]], [[Visual Basic.net]] == General Topics in Computer Programming == *[[Topic:Introduction to Programming|Introduction to Programming]] -- 4 Lessons *[[Topic:Introduction to Programming Logic|Introduction to Programming Logic]] -- 1 Lesson *[[Topic:Object-Oriented Programming|Object-Oriented Programming]] -- 0 Lessons == Applied Topics in Computer Programming == *Windows Programming **[[WINAPI Programming]] -- 2 **[[Topic:MS 70-536 Microsoft .NET Framework 2.0|MS 70-536 Microsoft .NET Framework 2.0 - Application Development Foundation - using mono]] -- 0 Lessons (Many external lessons) **[[Visual Basic .NET 2005]] -- 1 Lessons **[[Visual C#.NET 2005]] -- 0 Lessons **[[Visual C++.NET 2005]] -- 0 Lessons == Computer Programming Languages == *[[Topic:ActionScript|ActionScript]] -- 1 Lesson *[[Topic:Assembly Language|Assembly Language]] -- 1 Lesson *[[Topic:C|C]] -- 2 Lessons *[[Topic:C++|C++]] -- 1 Lesson *[[COBOL]] *[[Topic:C Sharp|C#]] -- 1 Lesson *[[Topic:Eiffel Programming Language|Eiffel]] -- 0 Lessons *[[Topic:Erlang|Erlang]] -- 0 Lessons *[[Topic:FORTRAN|FORTRAN]] -- 0 Lessons *[[Topic:Haskell|Haskell]] -- 0 Lessons *[[Topic:HTML|HTML]] -- 4 Lessons *[[Topic:Java|Java]] -- 10 Lessons, 3 Supplementary resources *[[Topic:JSP|JSP]] -- 0 Lesson *[[Topic:Javascript|Javascript]] -- 0 Lessons *[[Topic:Lisp|Lisp]] -- 0 Lessons *[[Topic:OCaml|OCaml]] -- 1 Lesson *[[Topic:Perl|Perl]] -- 3 Lessons *[[Topic:PHP|PHP]] -- 1 Lessons, 3 Supplementary resources *[[Topic:Python|Python]] -- 3 Lessons *[[Topic:Ruby|Ruby]] -- 0 Lessons *[[Topic:SQL|SQL]] -- 0 Lessons *[[Topic:TCL|TLC]] -- 0 Lessons *[[Topic:Visual Basic|Visual Basic]] -- 6 Lessons *[[Topic:XML|XML]] -- 0 Lessons ==Learning Materials and Learning Projects== [[Portal:Learning Materials]]<br> [[Portal:Learning Projects]] Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! === Exercise Collections === * [http://tryruby.hobix.com Try Ruby interactively in your web browser] * [http://nifty.stanford.edu/ Nifty Assignments] * [[Vector analysis]] * [[Object Oriented Software Design]] * [[UML]] * ... ==== Literature on Programming Exercises ==== * Exercise design for introductory programming : "Learn-by-Doing" basic [[Topic:Object-Oriented Programming|O-O-concepts]] using Inverted Curriculum Marcel Kessler. Master thesis, ETH Zürich, 2004; ETH, Eidgenössische Technische Hochschule Zürich, Department of Computer Science, Chair of Software Engineering, 2004 [http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=186] === Learning Projects === * [[MediaWiki Project]] - from introductory HTML to advanced [[m:MediaWiki|MediaWiki]] hacking.... participants develop new MediaWiki features for the Wikiversity community. * ACM SIGCSE (Special Interest Group Computer Science Education) Link list on Programming: [http://www.csis.gvsu.edu/%7ESIGCSE_links/browse.php?cc=15] * [[CisLunarFreighter]] (Game Development Project). ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:Quasar|Quasar]] [[User_talk:Quasar|<sup>(talk)</sup>]](C Programming, C++, Data Structures, Java) *[[User:Aepex|Aepex]] (Computer Science) *[[User:Mark-roberts|Mark Roberts]] (Computer Science) *[[User:JaK81600|JaK81600]] (Computer Science) *[[User:Crossbow9|Crossbow9]] *[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] (PHP, C, C++, Javascript, Pascal, Python, Perl, RoR, General OO, Intro to Programming) *[[User:NickSentowski|NickSentowski]] [[User_talk:NickSentowski|<sup>(talk)</sup>]] *[[User:Pedro.Gonnet|Pedro Gonnet]] [[User_talk:Pedro.Gonnet|<sup>(talk)</sup>]] *[[User:CQ|CQuinton]] [[User_talk:CQ|<sup>(talk)</sup>]] ([[Topic:Perl|Perl]], [[Topic:PHP|PHP]], [[Topic:Python|Python]], ... help with Intro to Programming and [[Wikipedia:Wikipedia:WikiProject_Computer science|Computer science]] in genral) *[[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) (VB6, C, and apparently PHP) [[Category:Computer Programming]] *[[User:Xlbnushk|Xlbnushk]] -- (X)HTML, CSS, JavaScript, PHP, MySQL, MSSQL *[[User:Hillgentleman|Hillgentleman]]--interested to learn PHP *[[User:AmiDaniel|AmiDaniel]] -- VB6, Java, various others *[[User:Richard2me|Richard2me]] (Computer Science) *[[User:Saivorgz|Saivorgz]] (Computer Science) ==Resources== *[http://www.wikia.com/wiki/Category:Programming Category:Programming] at '''[[Wikia|Wikia.com]]''' *... [[Category:Computer Programming]] 2484 47953 2006-11-22T21:08:25Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] Wikiversity participants with an interest in [[b:Wikiversity:Cell_Biology#Assignments|Cell biology]] can participate in the "Cell biology improvement drive". This [[Portal:Learning Projects|Learning Project]] is a service-oriented Wikiversity project devoted to improvement of Cell biology articles at Wikipedia and development of the Wikibooks textbook about Cell biology. Participants in the project can become involved in the construction of new Wikiversity pages that are concerned with Cell biology. This "Cell biology improvement drive" also includes improvement of existing Wikipedia pages ([[w:Wikipedia:WikiProject Cell Signaling|for example]]) and developmet of the Wikibooks [[b:Cell Biology|cell biology textbook]]. This project supports the idea of learning within a Wiki-format university by active participation in the construction of wiki pages. You can pick a topic in Cell Biology that interests you and start reading. As you discover interesting information, add what you have learned to a wiki page about the topic you are learning. Keep a record of what you read and what you write. ==Project priorities== *Create a turtorial about how to mine exisitng biomedical research databases and other online resources for Cell biology-related information. *Create a tutorial about how to make [[w:C-Raf|illustrations]], including animations. ===Useful templates=== ====Database templates==== Templates like this (<nowiki>{{</nowiki>[[Template:OMIM|OMIM]]<nowiki>}}</nowiki>) for the [[w:Protein Data Bank|Protein database]]s, Enzyme Number and [[w:Entrez|PubMed]]. ---- '''Human genetics for a protein/gene:'''<BR> Example: <nowiki>{{OMIM|160000}}</nowiki><BR> {{OMIM|160000}} ---- '''[[w:Digital object identifier|Digital object identifier]]'''<BR> Example: <nowiki>{{Doi|10.1038/437794a}}</nowiki><BR> {{Doi|10.1038/437794a}} ---- '''[[w:EC number|Enzyme number]]''':<BR> Example: <nowiki>{{EC number|4.1.1.39}}</nowiki><BR> {{EC number|4.1.1.39}} ---- '''Template for [[w:Protein Data Bank|Protein Data Bank]] citations. Example''': Example: <nowiki>{{Protein Data Bank|9RUB}}</nowiki> {{Protein Data Bank|9RUB}} ---- '''Template for [[w:PubMed Central|PubMed Central]] full text articles'''<BR> Example: <nowiki>{{PMC|137841}}</nowiki> {{PMC|137841}} ---- '''Template for [[w:Entrez|Entrez]] PubMed citations'''<BR> Example:<nowiki>{{Entrez Pubmed|10336462}}</nowiki> {{Entrez Pubmed|10336462}} ---- '''Template for [[w:Entrez|Entrez]] gene citations'''<BR> Example: <nowiki>{{EntrezGene|2695}} </nowiki> {{EntrezGene|2695}} ---- '''Template for RefSeq citations'''<BR> Example: <nowiki>{{RefSeq|NM_004123}} </nowiki> {{RefSeq|NM_004123}} ---- '''Template for [[w:UniProt|UniProt]] citations'''<BR> Example: <nowiki>{{UniProt|P09681}}</nowiki> {{UniProt|P09681}} ==Current project participants== *[[User:JWSchmidt|John Schmidt]] ==See also== *The main Wikiversity [[Topic:Cell_Biology|Cell biology page]] {{WikiversityUsers}} [[Category:Cell biology]] [[Category:Pages moved from Meta]] [[Category:Cell biology learning projects]] 2485 48509 2006-11-25T19:56:08Z Rayc 57 cat change :''see also: [[Wikiversity:Help desk]]''. Procedure: Add your question to the bottom of the list, below. * Another place to ask a question about Wikiversity is: [[Wikiversity:Colloquium|Colloquium]]. * If you are new to [[wiki]], see: [[Help:Editing]] Feel free to ask questions below or at the following volunteers talk page: :[[user:mirwin]][http://en.wikiversity.org/wiki/User_talk:Mirwin] Questions: == Where are the files I contributed six months ago? == Answer: Probably still at Wikibooks[http://en.wikibooks.org/wiki/Main_Page] or lost in the link maze locally. Only a few Custodians have been appointed and it will take a while to sort out the elements of the database being moved from Wikibooks to the new dedicated name spaces at permanent URL http://en.wikiversity.org. Please try a search either here or at Wikibooks. == Can I request special attention for the files I need to get started? == Answer: Yes. Request the files be transwiki'd here: http://en.wikiversity.org/wiki/Wikiversity:Import it may take a few hours as there are only a few appointed Custodians (synonmous with administrator, sysop). [[Category:Help desks]] [[Category:Engineering]] 2486 45996 2006-11-16T01:27:33Z Sebmol 14 Made by [[User:Aepex]] and modified by me (JOhn Schmidt) for Wikiversity. {{GFDL-self}} 2487 10437 2006-08-21T05:15:20Z JWSchmidt 20 /* See also */ [[Image:SchDivDeptProj.png]] Tastymangojuice's paint version of the hierarchy of objects for wikiversity. Please someone remake this using a flow chart tool. This is generic UML. ==See also== *[[:Image:SchDivDeptProj.png]] *[[:Image:Schooldivdeptstructure.png]] 2488 47027 2006-11-20T19:13:22Z PeteS 2568 /* The Law */ [[Image:Vir.png|thumb|right|What is the voltage (V) across a circuit with resistance = R and current = I?]] === Purpose === Understand Ohm's law in the context of electronics, and the meaning of Voltage, Current, and Resistance in the law. ===The Law=== This law is usually stated as :<math>V = I \cdot R </math> Voltage = Current multiplied by Resistance It may be alternatively stated as :<math>E = I \cdot R </math> Electromotive Force = Current multiplied by Resistance Although the meanings are the same, the different notation exists. Based on the work of [[Wikipedia:Georg_ohm|Georg Simon Ohm]], Ohm's law is one of three fundamental laws which begin the study of electronics, in partnership with Kirchhoff's [[voltage Law|voltage]] and [[Kirchhoff's Current Law|current]] laws. These three laws form the frame on which the rest of electronics is constructed. It's important to note that these laws don't apply everywhere, but definitely apply with great precision in wires, which are used to connect most electronic parts together in a circuit. Though individual parts may or may not be analysed by Ohm's law, their relationship to the circuit can be. Any student completing a course in electronics should be capable of quoting Ohm's law in his or her sleep. Not because they learn it once, but because it's used repeatedly in conjunction with almost every other task in electronics. The actual statement of Ohm's Law is: The current flowing through a metallic conductor is proportional to the Electromotive force applied across it's ends, provided the temperature and all other conditions remain constant. Note there is no mention of resistance; that is simply the name given to the constant of proportionality involved. Something important to take away from this definition is * In a passive circuit, the current is a result of the voltage applied and <!-- need to define passive circuit somewhere --> * there are definite thermal effects on the resistance (or effective resistance) of conductors. <!-- It would be nice to have a graph of a line labeled with v,r,&i--> Ohm's law is linear and therefore assumes linearity in the electronic part. It's easy to think of the law in terms of the line equation <math> y = mx </math> considering resistance to be the constant m, current as the independent variable x, and voltage as the dependent variable y. In this way a proportionate relationship between voltage and current is established. Of course, Ohm's law may be rearranged in three valid and easily derivable ways. It's important to be familiar with each of these and comfortable in recognising and switching between them. <!-- Not sure how to best arrange these formulas to make them look good --> :<math> V = I \cdot R </math> <br> :<math> I = \frac{V}{R} </math> <br> :<math> R = \frac{V}{I} </math> <br> Example: {{ABCD | Question = '''If you have one amp (1A) of current flowing through a 2 Ohm resistor, how much voltage will be across it?''' | Atext = 1 Volt | Aanswer = '''Try again''' using Ohm's law | Btext = 2 Volts | Banswer = '''Correct''', I=1, R=2, I*R=V | Ctext = 1/2 a Volt | Canswer = '''Try again''', did you switch current and voltage? | Dtext = 3 Volts | Danswer = '''Try again''', do not add them together, use I*R=V }} ===Understanding Voltage, Current, and Resistance=== ====Water Flow Analogy==== Electrons flow through wires like water flowing through pipes. Understanding the similarity helps one begin to appreciate voltage, current, and resistance in the context of Ohm's law. Fortunately, understanding Ohm's law is more easy than water, because Ohm's law is linear while the laws governing water flow, are not.<br> By imagining water flowing out of a water tower to some destination, it's clear that the weight of the water at the top of the tower pushes all of the water through the pipes to it's various destinations. In this example, the water can't flow as fast through all of the pipes as others, because the pipes aren't equal. Some pipes are really skinny, others go up hills, and some are filled with unsightly gunk. Notwithstanding all of the causes of resistance in the pipes, one can imagine that the harder the water is pushed, the faster it's going to flow in the pipes.<br> Voltage, denoted by V (and sometimes "E", representing electromotive force), is the push of electrons through a wire, and is measured in Volts. When voltage is applied to a wire it would be unwise to simply touch it, but without voltage the wire would be harmless. In the water flow analogy voltage is analogous the weight of water in the tower pushing down through all the pipes.<br> Current, denoted by I, is the flow of electrons through a wire, and is measured in Amperes, denoted by A. Current is caused by voltage, and is not to be confused with voltage. When doing calculations with Ohm's law the cause and effect of voltage and current is not apparent, but remembering the basic cause and effect will prevent confusion. In the water flow analogy, the current is the movement of water. Water may be measured by some volume of water per time. Likewise the measure of current, the Ampere, is defined in terms of electrons per time.<br> Resistance, denoted by R, slows or resists, the electron flow in a wire, and is measured in Ohms, denoted by the Greek letter for Omega (Ω). Resistance is caused by anything and everything in a wire, but it is all simply measured in Ohms. In the water flow analogy the resistance is caused by the restriction in pipes, hills, and unsightly dark matter.<br> Well, now, let us look at the formal statement: Ohm's law states that, in an electrical circuit, the current passing through a conductor is directly proportional to the potential difference applied across them under constant physical condition.<br> [[Category:Electronic engineering]] 2490 45995 2006-11-16T01:27:28Z Sebmol 14 Made by John Schmidt for Wikiversity {{GFDL-self}} 2491 68769 2007-01-09T23:53:20Z JWSchmidt 20 /* See also */ Meta-Wiki '''The role of service activities in Wikiversity''' This page focuses on services that Wikiversity can provide to the larger Wikimedia community. Wikiversity exists within the WikiMedia family of projects that is dominated by Wikipedia but which includes other projects such as Wikibooks and Wikinews. Wikiversity strives to provide useful services to WikiMedia sister projects. A continual problem facing Wikipedia, Wikibooks, and Wikinews is finding good sources to cite. Wikiversity is a center for scholarship in finding and critically evaluating sources. Wikiversity encourages its participants to take part in Learning Projects that support the improvement of WikiMedia sister projects by finding and evaluating sources and providing verifieable references for Wikipedia and Wikinews articles and Wikibooks textbook modules. ==See also== *[[Wikiversity and Wikibooks services]] *[[Wikiversity and Wikipedia services]] *[[Wikinews and Wikipedia services]] *[[Wikiversity:Service]] - Wikiversity service projects beyond Wikimedia *[[Meta-Wiki]] == External links == * [http://wikibooks.org/ Wikibooks]: developing and disseminating textbooks * [http://collaboration.wikia.com/wiki/Wikiversity The relationship between Wikiversity and Wikibooks] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 2492 76319 2007-01-15T03:06:03Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:172.202.72.3|172.202.72.3]] using [[Wikiversity:Rollback|rollback]] [[Study guide:Linear algebra]] Linear algebra. Material covered in these notes are designed to span over 12-16 weeks. Each subpage will contain about 3 hours of material to read through carefully, and additional time to properly absorb the material. == Introduction - linear equations == Let us illustrate through examples what linear equations are. We will also be introducing new notation wherever appropriate. For example: :<math> a_{11} x_1 + a_{12} x_2 = b_1 </math> :<math> 3 x - y = 14 </math> :<math> 2 x + y = 11 </math> If you add these two equations together, you can see that the ''y'''s cancel each other out. When this happens, you will get <math>5x = 25</math>, or <math>x = 5</math>. Substituting back into the above, we find that y = 1. Note that this is the only solution to the system of equations. The above method of solving was linear combination, or elimination. == Solving Linear Systems Algebraically == One was mentioned above, but there are other ways to solve a system of linear equations without graphing. ===Substitution=== If you get a system of equations that looks like this: :<math> 2x + y = 11 </math> :<math> -4x + 3y = 13 </math> You can switch around some terms in the first to get this: :<math>y = -2x + 11</math> Then you can ''substitute'' that into the bottom one so that it looks like this: <math>-4x + 3(-2x+11) = 13</math> <math>-4x - 6x + 33 = 13</math> <math>-10x + 33 = 13</math> <math>-10x = -20</math> <math>x = 2</math> Then, you can substitute 2 into an ''x'' from either equation and solve for ''y''. It's usually easier to substitute it in the one that had the single ''y''. In this case, after substituting 2 for ''x'', you would find that y = 7. ==Resources== *[[w:Linear algebra]] *[[b:Linear algebra]] [[Category:Mathematics]] 2493 68082 2007-01-08T05:56:52Z Howeman 5060 Synthetic division is a shortcut method of performing polynomial long division. These notes constitute an overview of the topic. == Introduction == Synthetic division is commonly used when dividing a polynomial (such as <math>x^3+8x^2-3x+6</math>) by a binomial (such as <math>x-2</math>). The first step is to set the binomial equal to zero and solve for <math>x</math> (<math>x-2=0</math>, <math>x=2</math>). The next step is to set up the synthetic division using this solution and the coefficients of the polynomial. In this case, the setup would look like this: <pre> 2 | 1 8 -3 6 ___| ------------------------- </pre> It is important to make sure all the numbers are correctly positive or negative depending on the polynomial. Also, if the exponents of the polynomial do not decrease by one from one term to the next, a coefficient of zero must be included. For example, the setup for <math>x^3-3x+6</math> would use the coefficients 1, 0, -3, and 6. The next step is to bring down the first coefficient, like this: <pre> 2 | 1 8 -3 6 ___| ------------------------- 1 </pre> After that, the number at the bottom is multiplied by the solution from the binomial (in this case, <math>2*1=2</math>): <pre> 2 | 1 8 -3 6 ___| 2 ------------------------- 1 </pre> The two numbers above each other are then added: <pre> 2 | 1 8 -3 6 ___| 2 ------------------------- 1 10 </pre> Again, the new number at the bottom is multiplied by the solution of the binomial: <pre> 2 | 1 8 -3 6 ___| 2 20 ------------------------- 1 10 </pre> The two numbers are added: <pre> 2 | 1 8 -3 6 ___| 2 12 ------------------------- 1 10 9 </pre> Again, multiplication: <pre> 2 | 1 8 -3 6 ___| 2 12 18 ------------------------- 1 10 9 </pre> And addition: <pre> 2 | 1 8 -3 6 ___| 2 12 18 ------------------------- 1 10 9 24 </pre> These numbers are the coefficients of the new polynomial. The highest exponent of this new polynomial is one less than that of the original polynomial, so since the original polynomial started with <math>x^3</math>, the new one will begin with <math>x^2</math>. The final term is obtained in a slightly different way. The remaining coefficient (in this case, 36) is divided by the original binomial to obtain the last term. Therefore, the final answer is <math>x^2+6x-15+24/(x-2)</math>, or: <math>(x^3+8x^2-3x+6)/(x-2)=x^2+6x-15+24/(x-2)</math> This may seem like a long process, but it is much simpler than long polynomial division. == Uses == One major use of synthetic division is finding the roots of a polynomial. Synthetic division is an easy way to do this. In the polynomial from the previous example, x = 2 was not a root of the polynomial, because there was a remainder left over after the division. However, if we, for example, take the polynomial <math> x^3+3x^2-3x+4 </math> and divide it by the binomial <math> x+ 4 </math> (when x=-4) <pre> -4 | 1 3 -3 4 ____| -4 4 -4 ------------------------- 1 -1 1 0 </pre> Since the remainder of this equation is 0, we have found x=-4 to be a root of the polynomial. We can then take the remaining quadratic <math> x^2 - x+1 </math> and solve for the remaining two roots using the quadratic formula. [[Category:Mathematics]] 2495 66801 2007-01-04T01:20:09Z JWSchmidt 20 /* See also */ [[MLA format]] The '''Citing Sources''' [[Portal:Learning Projects|Learning Project]] functions as a workshop on how to improve the quality of cited sources in WikiMedia projects. Citing sources is a basic skill for wiki editors. This is a support project for the Wikiversity [[Wikiversity:Service community]]. Covered topics: #How to set up or participate in Wikiversity projects that seek to improve the cited sources for WikiMedia project articles. #Single source verification. Making sure that a source really supports the statement made in a WikiMedia project article that cites that source. #Multiple source verification. Just because a cited source makes a claim, that does not mean that the claim has a factual basis. Tracking claims made in sources to verifiable data. #When are there too few or too many sources cited? How to start and run a campaign to find more sources. How to "off-load" and archive excess sources to Wikiversity. ==See also== *[[MLA format]] - learning project *[[m:WikiTextrose]] *[[w:Wikipedia:Citing sources|Wikipedia:Citing sources]] *[[w:Wikipedia:Research resources|Wikipedia:Research resources]] *[[w:Wikipedia:Version 1.0 Editorial Team|Wikipedia:Version 1.0 Editorial Team]] * list of past and current source/verification projects at Wikipedia **[[w:Wikipedia:WikiProject Unreferenced GA|Wikipedia:WikiProject Unreferenced GA]] **[[Wikipedia:WikiProject Fact and Reference Check|Wikipedia:WikiProject Fact and Reference Check]] **[[m:Wikicite]] (was [[w:Wikipedia:WikiProject Wikicite|Wikipedia:WikiProject Wikicite]]) ==External links== *[http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html Evaluating Sources of Information] - Hypertext Workshop *[http://www.ipl.org/div/aplus/infosearch.htm Searching for information] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] [[Category:Learning projects]] 2496 17514 2006-08-27T15:59:03Z Trevor MacInnis 99 hmm {| padding="0" cellspacing="0" border="0" style="background:none; width:100%; margin-top:-20px" | | width="32%" height="15px" class="radius_top" style="padding-left:30px; valign:bottom; font-size:90%; background:#FFFFFF; border:2px solid #E6D8C1; border-bottom:0" | <div style="margin-top:-10px">&nbsp;</div> |- | style="text-align:center; padding:.5em 30px .5em 0em; background-color:#F9F9F3; border:2px solid #E6D8C1; border-right:0" | <h1 style="font-family:Helvetica;font-size:180%; border:none; margin:0; padding:0"> '''{{{title}}}''' </h1> <div style="position:relative; top:.25em; font-size:95%">'''{{{subtitle}}}'''</div> | style="align:left; padding:0 .5em .5em 30px; font-size:95%; background:#F1FAFF; border-top:2px solid #C6E4F2; border-bottom:2px solid #C6E4F2; border-left:1px solid #C6E4F2;border-right:2px solid #E6D8C1" | {{{right box}}} |- | valign="top" rowspan="25" style="padding:1em 30px 0 0" | <div style="margin:auto; margin-bottom:1em; text-align:center; width:80%; font-size:90%; font-weight:bold"> {{{introduction}}} </div> {{{content}}} | style="font-family:Verdana, Arial, Helvetica, sans-serif; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:.5em .5em .5em .5em" | <div style="z-index:3; position:absolute; float:left; margin-left:-53px">{{{Sidebar}}} 2497 17593 2006-08-27T16:06:57Z Trevor MacInnis 99 oops <includeonly>{| class="radius" cellspacing=0 cellpadding=0 style="background:#F1FAFF; margin-top:.5em" | width="1%" height="5px" style="border-left:2px solid #C6E4F2; border-top:2px solid #C6E4F2" | <div style="margin-top:-12px">&nbsp;</div> | style="border-top:2px solid #C6E4F2; border-right:2px solid #C6E4F2" | <div style="margin-top:-12px">&nbsp;</div> |- | style="border-left:2px solid #C6E4F2; padding-left:.2em; padding-right:.2em" | [[image:{{{logo|Pix.jpg}}}|{{{px|23}}}px|{{{caption|Icon}}}]] | style="background:#F9F9F3; border:1px solid #E6D8C1; border-right:2px solid #C6E4F2; padding-left:.5em" | <span style="padding:0 3px 0 3px; float:right; font-size:80%"><font style="color:#{{{font_color|BAA68E}}}">[http://en.wikipedia.org/w/index.php?title={{{link}}}&action=edit edit]</font></span>'''{{{title|Insert a title}}}''' |- | colspan="2" style="border:2px solid #C6E4F2; border-top:0; padding:.2em; padding-top:6px; font-size:{{{font_size|95}}}%" | <div style="margin-bottom:2px; padding:.5em; background:#FFF; border:1px solid #C6E4F2"> {{{content|Insert content}}}</div> |}</includeonly><noinclude>{{esoteric}} This template {{tl|TrevorMainPageBox}} lays out pagination for the several sections of the [[Main Page]]. It makes use of a sintassi conditions them, for which some of the parameters it does not specify to you from the customer do not come visualizes to you. Although the use of the template ones is rather simple, the way in which is realized "behind the scenes" enough is complicated: ''not to modify the code if not six perfectly aware of that you are making''. == Guide to using template == In order to use the template TrevorMainPageBox just copy the text contained in following riquadro and to compile it (you see the [[Template:TrevorMainPageBox|Example]] of indicated use more under). {|style="background:transparent; width:100%" |width=50%| <div style="padding:0.5em 1em; border: 1px dotted gray; background: #EFE; font-size:90%"> <tt><nowiki> {{TrevorMainPageBox</nowiki><br><nowiki> |title=</nowiki><br><nowiki> |link=</nowiki><br><nowiki> |logo=|px=|caption=</nowiki><br><nowiki> |content=</nowiki><br><nowiki> }}</nowiki></tt></div> | {{TrevorMainPageBox |title=<font color=red solid>[title]</font> |link=<font color=red solid>[link]</font> |logo=<font color=red solid>[logo]</font>|px=<font color=red solid>[px]</font>|caption=<font color=red solid>[caption]</font> |content=<font color=red solid>[content]</font> }} |} ==Example== {|style="background:transparent" |width=50%| <div style="padding:0.5em 1em; border: 1px dotted gray; background: #EFE; font-size:90%;"> <tt><nowiki> {{TrevorMainPageBox</nowiki><br><nowiki> |title=</nowiki><font color=red solid>[[Template:In the news|In the news]]</font><br><nowiki> |logo=</nowiki><font color=red solid>Nuvola apps filetypes.png</font><br><nowiki> |link=</nowiki><font color=red solid>In the news</font><br><nowiki> |content=</nowiki><font color=red solid><nowiki>{{In the news}}</nowiki></font><br><nowiki> }}</nowiki></tt></div> | {{TrevorMainPageBox |title=[[Template:In the news|In the news]] |logo=Nuvola apps filetypes.png |link=template:In_the_news |content={{In the news}} }} |} ==Related templates== *[[Template:FinestraHome]] *[[Template:FinestraHome1]] *[[Template:FinestraHome2]] *[[Template:Finestra]] *[[Template:Cartella]] *[[Template:TrevorMainPageBox2]] </noinclude> 2500 70832 2007-01-12T00:38:51Z JWSchmidt 20 [[Category:Music]] This is a rather light sounding piano piece, composed in an A B A format. This is an in-depth analysis of the piece. When playing this piece, aim for good contrast between staccato and non-staccato notes. == Bars 1 - 20 == In the first 10 bars, the theme is introduced. Note how the first time the theme is stated, the ending chords involve seventh chords. This is present in bar 4. Afterwards, this is nicely resolved the next time in bar 6. Bars 11-20 is a restatement of the theme, but an octave higher. Note how it is marked as pp, as opposed to p. == Bars 31 - 48 == These series of 16th notes form a bridge or transition type series. Observe how Grieg alternates playing the notes on the left and right hand, and how the chords are slightly syncopated from the bar lines. This creates interest in the music. One more thing to observe, are the partial use of whole tone scales. This of course, is characteristic of the era. The scales first start on D flat and increase in tone after the pattern is repeated. Another interesting element are the bars 45-48 - the chords are dissonant with respect to the left hand. The large range of the notes also increases the sense of excitement in the music. ==Listen== [[Image:Troldhaugen.png|thumb|left|600px|"[http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=781 Wedding-day at Troldhaugen]" by [[w:Lyric Pieces|Edvard Grieg]]. Listen to a [[Introduction to GarageBand|GarageBand]]-generated version: {{audio|Troldhaugen.ogg|Troldhaugen.ogg}}. [[w:Wikipedia:Media help (Ogg)|Help]] with ogg audio play.]] [[Category:Music]] 2501 27585 2006-09-16T22:18:05Z Sebmol 14 {{#switch:{{{1|}}} |Picture= </div> [[Image:South African classroom.jpg|200px|center]] |Find Content= </div> '''[[Wikiversity:Browse|Browse]]''' our subject areas. [[:Category:Engineering and Technology|Engineering and Technology]] - [[:Category:Humanities|Humanities]] - [[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] - [[:Category:Life Sciences|Life Sciences]] - [[:Category:Physical Sciences|Physical Sciences]] - [[:Category:Professions|Professions]] - [[:Category:Social Sciences|Social Sciences]] |blank1= Info |Proposals and Background= [[Image:kcoloredit.jpg|Arte, letteratura, lingue, musica]] </div> * [[Wikiversity:Approved Wikiversity project proposal|Approved Wikiversity project proposal]] * [[Wikimedia:Resolution Wikiversity|Wikimedia Foundation approval of the project]] * [[Wikipedia:Wikiversity|Wikiversity article on Wikipedia]] * [[meta:Category:Wikiversity|Wikiversity category on Meta]] * [[meta:Wikiversity|Wikiversity page on Meta]] * [[Wikiversity:Scope|Wikiversity scope]] |Empty2= [[Image:atlantik.jpg|Hobby e società]] </div> content2 |case: Empty3= [[Image:kmycomputer.jpg|Tecnologia e scienze applicate]] </div> content3 |case: Empty4= [[Image:kwrite.jpg|Indici]] </div> content4 }} 2502 10713 2006-08-21T15:31:48Z Trevor MacInnis 99 fix noinclude error {{{case: {{{1|}}}|{{{default|}}}}}}<noinclude>[[Category:If templates|Switch]]</noinclude> 2503 80706 2007-01-24T17:41:57Z CQ 1939 [[Category:Multilingual Studies]] {{welcome and expand}} This page deals with developing resources for English as a Second Language (ESL) students. [[User:Mhrivas|Mhrivas]] 22:42, 17 January 2007 (UTC)==[[Portal:Learning Projects|Learning Projects]]== Here are the current learning projects in the [[Topic:ESL| '''ESL''']]: *[[ESL for Primary School]] - Lessons for teachers of English as a Second/Foreign Language in Primary Schools. *[[ESL for Pre-School and Kindergarden Children]] - Lessons for ESL/EFL teachers of young learners (up to age 6 or 7). {{stub}} [[Category:Foreign Language Learning]] [[Category:Multilingual Studies]] 2508 10553 2006-08-21T07:18:12Z JWSchmidt 20 #REDIRECT [[Wikiversity:Example]] #REDIRECT [[Wikiversity:Example]] 2511 10561 2006-08-21T07:26:34Z HappyCamper 193 [[Learn Piano]] moved to [[Piano]]: just piano is fine I think #REDIRECT [[Piano]] 2514 79719 2007-01-21T21:08:16Z DaveBlack 5630 <center><big>Welcome to the '''School of Linguistics'''</big>, part of [[Portal:Social Sciences|Social Sciences]].</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:English Language|English Language]] *[[Topic:History of Linguistics|History of Linguistics]] *[[Topic:Italian Language|Italian Language]] * ... === Languages and Language Families === See [[:Category:Languages and Language families]] A language family is a group of related languages said to have descended from a common proto-language. Most languages are known to belong to language families. An accurately identified family is a phylogenetic unit; that is, all its members derive from a common ancestor. The concept of language families thus entails the concept of a historical genetic ancestor of a language, implying a gradual evolution over time of one language into another language (as opposed to sudden replacement of a language). The concept of linguistic ancestry is less clear-cut than the concept of biological ancestry, as in cases of extreme historical language contact, in particular the formation of creole languages and other types of mixed languages; it may be unclear which language should be considered the ancestor of a given language. However, these types of cases are relatively rare and most languages can be unambiguously classified into families. The common ancestor of a language family is seldom known directly, since most languages have a relatively short recorded history. However, it is possible to recover many features of a proto-language by applying the comparative method — a reconstructive procedure worked out by 19th century linguist August Schleicher. This can demonstrate the validity of many of the proposed families listed below. Language families can be divided into smaller phylogenetic units, conventionally referred to as branches of the family, because the history of a language family is often represented as a tree diagram. However, the term family is not restricted to any one level of this "tree"; the Germanic family, for example, is a branch of the Indo-European family. Some taxonomists restrict the term family to a certain level, but there is little consensus in how to do so. Those who affix such labels also subdivide branches into groups, and groups into complexes. The terms superfamily, phylum, and stock are applied to proposed groupings of language families whose status as phylogenetic units is generally considered to be unsubstantiated by accepted historical linguistic methods. The common ancestor of the languages belonging to a language family is known as its proto-language. For example, the reconstructible proto-language of the Indo-European language family is called Proto-Indo-European. Proto-Indo-European is not attested by written records, since it was spoken before the invention of writing, but sometimes a proto-language can be identified with a historically known language. Thus, provincial dialects of Latin ("Vulgar Latin") gave rise to the modern Romance languages, so the Proto-Romance language is more or less identical with Latin (if not exactly with the literary Latin of the Classical writers), and dialects of Old Norse are the proto-language of Norwegian, Swedish, Danish, Faroese and Icelandic. Languages that cannot be reliably classified into any family are known as language isolates. A language isolated in its own branch within a family, such as Greek within Indo-European, is often also called an isolate, but such cases are usually clarified. For instance, Greek might be referred to as an Indo-European isolate. This modern isolate however is not reflected in its own history, because Greek results from the evolution from within the larger Indo-European language. On the opposite, the Basque language is a living modern language and a near perfect isolate, whose history and lexical/phonetic/syntaxic structure and history is not known and not easily associated to other languages (even if it has been influenced by Romance languages in the nearby region, like Castillian Spanish, Catalan, Occitan, and French). ---- <references/>http://en.wikipedia.org/wiki/Language_families === Approach to Linguistics === ==== Generative Approach ==== ==== Formal Linguistics ==== ==== Systemic-Functional Linguistics ==== ==== Cognitive Linguistics ==== === Areas of Study === In the scientific practice of linguistics, several distinct areas of study are recognized. Each represents a different aspect or level of abstraction. These range from '''[[w:phonetics|phonetics]]''' &mdash; the study of the acoustic, anatomical, and other such aspects of the physical production or qualities of vocal sounds; to '''[[w:syntax|syntax]]''' &mdash; the study of the rules and organization of words and the relationships existing between them. Linguistics is general divided between theoretical and applied approaches: '''[[Topic:Theoretical linguistics|Theoretical linguistics]]:''' * [[w:Generative linguistics|Generative linguistics]] * [[w:Cognitive linguistics|Cognitive linguistics]] * [[w:syntax|syntax]] * [[w:phonology|phonology]] * [[w:morphology|morphology]] * [[w:semantics|semantics]] (lexical, structural, prototypical) '''[[Topic:Applied linguistics|Applied linguistics]]:''' * [[w:Psycholinguistics|Psycholinguistics]] * [[w:Sociolinguistics|Sociolinguistics]] * [[w:Computational linguistics|Computational linguistics]] * [[w:Descriptive linguistics|Descriptive linguistics]] '''[[w:Diachronic linguistics|Diachronic linguistics]]''' (or historical linguistics) is a field of applied linguistics that deals with ''changes'' in languages over time. The field includes '''[[w:comparative linguistics|comparative linguistics]]''', which looks for relatedness between languages and language families. It also includes '''[[w:Etymology|Etymology]]''' - the study of word origins. == Learning groups == These groups are forming: * [[Topic:Foreign Language Learning|Foreign Language Learning]] * [[Topic:Computational linguistics|Computational linguistics]] * [[Topic:Multilingual Studies|Multilingual Studies]] - Working on the [[Topic:Translation|Translation]] and composistion of the ''[[Wikiversity:Translator's Handbook|Translator's Handbook]]'' * ... ===Historical Linguistics=== ==== Language Change and Evolution ==== ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! == See also == {{Wikibooks}} [[Category:Wikiversity schools]] [[Category:Linguistics]] 2523 49420 2006-11-27T18:50:42Z Sojourner001 174 corrected bad link <center>''This lesson is a part of the [[School:Physics|School of Physics]]''</center> <hr /> In order to understand physics and work with physical theory accurately, there must first be a consistent understanding of the conventions and procedures of working out quantities and numbers. ==Units== Most quantities that can be measured must be expressed in the correct '''units'''. The unit differentiates between whether one is talking about a measure of time, or a measure of distance, or several other fundamental types of observables that have come to light during our study of the universe. ===Standard Prefixes=== You already use units in everyday conversation. When you want to purchase something, the price of the item is measured in some combination of monetary units. In the U.S., these units are usually dollars and cents. In this system, a dollar is equivalent to 100 cents, although very few people would pay for an item using hundreds of cents. The American dollar is a simple example of a multiplicative unit. When reading the price of an item that costs more than 99 cents, you will most likely read it in terms of dollars, as that is the most convenient term to use. Seldom is the case where one reads an item priced at 10 dollars as being "a thousand cents". Similarly, scientists must use appropriate types of scale when talking about large and small quantities. You would not want to talk about the mass of the Earth in the same unit as the mass of a few subatomic particles, for example, unless making a pointed comparison. One of the technical reasons for this is simple accuracy. It is just not feasible to be as accurate in talking about the mass of the Earth as one would be in measuring the mass of a few salt crystals. While the salt crystals can easily be measured to the nearest gram, the Earth's mass to the nearest gram is changing constantly (due to atmospheric evaporation and bombardment by radiation, particles, and tiny meteorites). Scientists have developed a standard for referring to large and small quantities of units by referring to them as multiples of powers of ten. Each power is referred to by appending a prefix to the standard unit. The most common prefixes are listed below: <center> {|border=0 cellspacing=5 cellpadding=5 |'''Multiple''' |'''SI Prefix''' |'''SI Abbreviation''' |- |10<sup>12</sup> |tera |T |- |10<sup>9</sup> |giga |G |- |10<sup>6</sup> |mega |M |- |10<sup>3</sup> |kilo |k |- |10<sup>2</sup> |hecto |h |- |10<sup>1</sup> |deka |da |- |10<sup>-1</sup> |deci |d |- |10<sup>-2</sup> |centi |c |- |10<sup>-3</sup> |milli |m |- |10<sup>-6</sup> |micro |µ |- |10<sup>-9</sup> |nano |n |- |10<sup>-12</sup> |pico |p |- |10<sup>-15</sup> |femto |f |- |10<sup>-18</sup> |atto |a |} </center> In terms of dollars and cents, we would then call a dollar a hectocent and if we used c as the unit abbreviation for cents, we would write 200 c = 2 hc. We generally don't go around talking about dollars and cents in this manner, but these prefixes are great way to quantify the myriad units we will encounter in the physical sciences. You may already be familiar with the kilogram as a unit of mass, and from the list above, you know that each kilogram is 1000 grams. You might purchase a few kilograms of cement or add a few grams of salt to a recipe, but you wouldn't want to add a few kilograms of salt to a recipe. This is again just an example of what physicists call order of magnitude. ===Types of Units=== The units of length and distance may seem obvious to you from everyday experience, but there are many other important units (ie., how would you measure the color of an object? We will learn more about color when we study electromagnetism), and there are ways of relating what may seem like completely different types of units to each other in a standard manner, including time and distance. Finding out that some units are really just products or multiples of some familiar unit is part of the allure of discovering new physics. Units, most often the '''SI Unit Standard''' signify first and foremost what the quantity is relevant to. All SI units can themselves be expressed in terms of the seven ''SI base units'' below: * length, measured in ''metres'', expressed as the symbol '''m''' * mass, measured in ''kilogrammes'', expressed as the symbol '''kg''' * time, measured in ''seconds'', expressed as the symbol '''s''' * [[electric current]], measured in ''amperes'', expressed as the symbol '''A''' * [[Basic thermodynamics#Thermodynamic variables#Temperature|temperature]], measured in ''kelvin'', expressed as the symbol '''K''' * [[amount of substance]], measured in ''moles'', expressed as the symbol '''mol''' * [[luminous intensity]], measured in ''candela'', expressed as the symbol '''cd''' ''The bold script indicating the symbols above is for emphasis; no special format is required when hand-writing these quantities provided that they are written clearly and in the correct case as shown.'' There are many other SI units which have their own symbol, but every one of them is a shorthand for some '''product''' of the base units shown above (or equivalently, a product of other SI units which themselves are equivalent to some other product of base units, and so on). SI units are given their own symbol for two reasons; firstly, that the product they represent might be long and awkward to write, and secondly that units relevant to important scientific discoveries may be renamed and given a symbol of their own to honour their creator if the theory which uses them is a particularly significant discovery. ===Writing Units=== Many units belonging to quantities we can measure in physics are '''products''' of other units. As you know from mathematics, a product can include ''dividing'' one term by another - and from the '''Law of Indices''' we can also show that this is equivalent to multiplying the [[numerator]] by a negative power of the [[denominator]]. So, as an example, if we take a measurement of the ''velocity'' of an object, we express this in ''metres per second'' which we can write as: * <math>m / s</math> Or equivalently as: * <math>ms^{-1}</math> According to the the BIPM (''Bureau Internationale de Poids et Measures''), the international authority responsible for standardising systems of measurement, either of these methods is acceptable in scientific literature ''as long as the form of the unit is clear and unambiguous''. ==Significant figures and Uncertainty== We will frequently be using measured quantities (which will be expressed as some number or collection of numbers) in equations and formulas in order to relate them to quantities we wish to predict the value of. In all of these cases, it will be very important to pay attention to the precision of the numbers that we have actually measured, as it is very easy to get lots of meaningless numbers from applying basic formulas, all the while forgetting that we did not measure the observables with the precision that we are getting out of blindly applying the formulas. ===Instrument Precision=== As an example, when you measure the length of something short with a ruler, you may notice that between the centimeter marks, there are ten marks, allowing you to eyeball measurements like 2.64 cm. However, note that the 0.04 cm in the previous measurement is not a precise measure (it is not infallible). The ruler does not give markings down to hundredths of a centimeter; you can really only say that "It looks like the length is 2.64, but my instrument can only report the length as being between 2.60 and 2.70 cm somewhere close to that measurement." You have no hard evidence to support the 0.04; you only hypothesize that its somewhere around the 4 hundredths mark. It could actually be near the 3 hundredths mark or near the 5 hundredths mark, if there were such markings, but it definitely would not be around the 6 hundredths mark. All numerical measurements have this sort of error involved and scientists include the instrumental precision in every measurement by using the notation <math>2.64 \pm 0.01</math> cm which means the object you measured is between 2.63 and 2.65 centimeters in length. That is definitely a statement you can support using your ruler. More advanced instruments also have statistical fluctuations in either the property they are measuring or the process/physical properties of the parts being used to measure the phenomenon and they all report (either live or in the manual) statistical uncertainty. Check your scale at home for its uncertainty. While you may expect your scale to tell whether you have sneakers on or not, it may not be able to tell whether you got a haircut today. Unqualified measurements, those without explicit errors written in, are usually assumed to have a unit error in the most precise digit unless otherwise stated. Ie., if you see a measurement given as 5.4 g, it is usually meant as a shorthand for <math>5.4 \pm 0.1</math> g. ===Significant Figures=== As we have seen above, all instruments have some finite precision. Significant figures are a method of keeping track of the order of magnitude of the error involved in a calculation. For example, You might read 3.26 cm off of a ruler. We say that such a measurement has 3 significant digits, which means all 3 digits present were measured on the ruler, implying the last digit, 6, is uncertain by some amount. Suppose you measure something to be 0.05 cm using the same ruler. This measurement has only one significant digit (we didn't measure those two zeroes; they are only placeholders, an artifact of our decimal system), and it is uncertain, making it a very weak measurement (you wouldn't use this type of ruler to measure the thickness of paper). If you are ever confused about whether the digits in a measurement are significant and the context does not specify, simply write the measurement in scientific notation. The number of digits in the multiple of the power of ten are the number of significant digits. Above, 0.05 cm becomes 5 x 10<sup>-2</sup> cm, with one significant digit. ====Addition and Subtraction==== For simple calculations, it is important to recognize that you can't get more information from a formula than the information contained by the weakest measurement you put into the formula. Ie., if you measure one object with a normal centimeter ruler and a larger object with a meter ruler, the smallest marking of which is one centimeter, and then add the lengths together, you should not expect to get a length that is precise down to the hundredth of a centimeter. Why not? Because you don't know how many hundredths of centimeters may be present in the length of the larger object. It could be anywhere from none at all to hundreds, which would make your overly precise sum quite nonsensical. This yields the following rule when dealing with addition: '''The result of an addition or subtraction of two measurements is only as precise as the least precise of the two measurements.''' For example, if we have 3.4 g of water and 5.504 g of salt, we expect to get 8.9 g of salt water when we mix them together, not 8.904 g. We do not know what's going on in the hundredths and thousandths place of the mass of the water, only that it's between 3.3 g and 3.5 g of water that we have. For all we know, we may get 8.813 g of salt water as measured by a more precise instrument. As you can see, the 0.004 g carries no useful information. ====Multiplication and Division==== For reasons similar to the above, if one is taking the product or quotient of two numbers, the result is always rounded to the precision of the least precise measurement involved. Suppose a car is measured by a radar gun to be travelling at 10 m/s (accurate to the nearest meter per second), and you time the car as taking 10.7 seconds to go between point A and point B at that speed. As we will learn later, we can get the distance travelled by the car by multiplying the speed by the time taken. We do this and get 107 m. Rounding to account for the least precise measurement, which only has 2 significant digits, we get 110 m as the approximate distance between A and B. In this last value, note that the trailing 0 is only a placeholder and is not significant. ''Some texts will denote whether the trailing zeroes are significant or not by placing a decimal point after the last zero. This can get rather pedantic, so whenever the trailing zero is significant, we will simply alert the reader to the precision of the measurement, as in the radar gun measurement above.'' We round to 110 m in order to give the correct impression of the uncertainty of the result. The value of 107 m has 3 significant digits, misleading one to believe there is only an error in the units place. If one looks at the possible range of distances (from 95.4 m to 118.8 m using the lowest possible and highest possible values for the underlying measurements, respectively), one sees how inaccurate that would be. ===Propagation of Error=== ==References== ''The NIST Reference on Constants, Units and Uncertainty'', http://physics.nist.gov/cuu/Units/units.html, retrieved 21.08.06 [[Category:Physics]] 2526 10620 2006-08-21T12:14:16Z Robchurch 13 [[HelloWorld]] moved to [[Hello, world!]]: We aren't limited to CamelCase #REDIRECT [[Hello, world!]] 2530 75734 2007-01-14T15:04:39Z JWSchmidt 20 update wording There is nothing that prevents Wikiversity participants from leading and attending "courses" within Wikiversity. Wikiversity participants will do what they think is best for the project, and for many people education implies "courses". However, '''conventional courses''' typically imply certified teachers at accredited institutions in classes that exist for a specified duration and including a fixed group of students who are graded and earning credits towards a degree. Wikiversity does not have conventional courses. At best, Wikiversity can have non-conventional "wiki-courses". ==Where are the courses?== The wiki user interface is not well-suited for conventional courses and the Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format for online community interactions. Non-traditional [[Wikiversity:Learning projects|Learning Projects]] and other projects oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]]. There is danger is using the word "course" in the names of Wikiversity pages. Visitors to Wikiversity are likely to assume that "course" means '''conventional course'''. It is better to not include "course" in Wikiversity page names. You can describe a Wikiversity learning project as a "non-conventional course" when you are describing the features of a "wiki course". ==See also== *[[Wikiversity:Wikiversity community]] *[[:Template:Courses]] [[Category:Wikiversity]] [[Category:Education]] [[Category:Courses]] 2531 45994 2006-11-16T01:27:23Z Sebmol 14 Made by me (John Schmidt) for Wikiversity. {{GFDL-self}} 2532 75742 2007-01-14T15:26:09Z JWSchmidt 20 [[Wikiversity:Topics]] Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2533 13553 2006-08-24T13:39:39Z JWSchmidt 20 more specific category [[Category:Page creation templates]] 2534 32406 2006-10-05T22:15:19Z Cormaggio 8 gr Start the name of divisions with the "Topic:" prefix; divisions reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Divisions help schools with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Division news== * '''Date founded''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2535 13556 2006-08-24T13:45:05Z JWSchmidt 20 more specific category [[Category:Page creation templates]] 2536 34316 2006-10-12T01:07:16Z CQ 1939 ooops.. sorry :| ... Start the name of subdivisions with the "Topic:" prefix; subdivisions reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Subivisions help divisions with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Subdivision news== * '''Date founded''' - Subdivision founded! * ... ==Departments== Subdivisions contain several departments. Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... [[Category:Boilerplates]] 2537 10681 2006-08-21T14:49:47Z JWSchmidt 20 subcategory [[Category:Templates]] 2539 10688 2006-08-21T14:58:33Z Trevor MacInnis 99 [[School:School of Aviation]] moved to [[School:Aviation]]: [[Wikiversity:Naming conventions]] #REDIRECT [[School:Aviation]] 2542 10698 2006-08-21T15:08:11Z Trevor MacInnis 99 [[Aircraft Components]] moved to [[Topic:Aircraft Components]]: [[Wikiversity:Naming conventions]] #REDIRECT [[Topic:Aircraft Components]] 2543 10709 2006-08-21T15:27:34Z Trevor MacInnis 99 fixup <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> |- | style="align:center; padding:0 .8em 0em 30px; font-size:95%; background:#F9F5F3; border:2px solid #EBD0CF; font-weight:bold" | [[Wikimedia:Our_projects|Other Wikimedia projects]] |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:0 .8em .8em 30px" | Wikipedia is hosted by the [[Wikimedia Foundation|Wikimedia foundation]], a non-profit organization that also hosts a range of other projects: <div style="z-index:3; position:absolute; float:left; margin-top:-5px; margin-left:-52px"> [[Image:WikibooksL.jpg|40px]] </div> [[b:|'''Wikibooks''']]<br />Manuali e libri di testo liberi |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikiquoteL.jpg|40px]] </div> [[q:|'''Wikiquote''']]<br />Una raccolta di citazioni |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikisourceL.jpg|40px]] </div> [[s:|'''Wikisource''']]<br />Documenti di pubblico dominio |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikispeciesL.jpg|40px]] </div> [[Wikispecies:Pagina principale|'''Wikispecies''']]<br />Catalogo delle specie |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikinotizieL.jpg|40px]] </div> [[n:|'''Wikinotizie''']]<br />Fonte di notizie a contenuto aperto |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-48px"> [[Image:CommonsL.jpg|40px]] </div> [[commons:Pagina_principale|'''Commons''']]<br />Risorse multimediali condivise |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:meta-wikiL.jpg|40px]] </div> [[m:Pagina_principale|'''Meta-Wiki''']]<br />Coordinamento dei progetti Wikimedia |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikizionarioL.jpg|40px]] </div> [[wikt:|'''Wikizionario''']]<br/>Dizionario e lessico |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; padding:0 .8em 0 30px" | '''[[Wikiversity:Help|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} 2544 23738 2006-09-04T19:54:51Z Az1568 793 Fixed double redirect #REDIRECT [[School:Sociology]] 2545 17171 2006-08-27T15:23:46Z Trevor MacInnis 99 fix border color <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> |- | style="align:center; padding:0 .8em 0em 30px; font-size:100%; background:#F9F9F3; border:2px solid #E6D8C1; font-weight:bold" | {{{title}}} |- | style="font-size:92%; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:0 .8em .8em 30px" | {{{content}}}<noinclude>|}</noinclude> 2547 68466 2007-01-09T00:41:15Z Mystictim 626 Part of the [[School:Physics|School of Physics]] ''This class provides a basic overview requiring very little prior mathematical knowledge besides basic algebra. For a more involved discussion of thermodynamics which includes detailed derivations of these laws from first principles, please see the class page [[Study guide:Statistical mechanics|Statistical Mechanics]].'' '''Thermodynamics''' is the study of temperature, chemical energy, and the properties of matter as a consequence of its [[Basic atomic physics|atomic]] structure. In the discipline of thermodynamics, two areas of interest are most significant: macroscopic thermodynamics, which deals with the properties of bulk matter; that is, large quantities of matter on a 'human' scale of understanding, and [[Study guide:Statistical mechanics|statistical mechanics]], which relates the macroscopic behavior of matter to microscopic behavior. ==Heat and Temperature== First of all, we must make clear some important definitions which may be different to the kind of language you are used to. In normal conversation, the words ''heat'' and ''temperature'' are used interchangably. To 'warm' or 'heat' something up is to increase its temperature. One might say 'that fire has a lot of ''heat'' in it'. In physics however, the word ''heat'' has a very distinct meaning. Heat is a form of ''energy'' which is held in matter by the constant jostling of its particles. In macroscopic thermodynamics, heat can be thought of as a massless, invisible substance that can flow from one region to another, but it is very important to remember that this is NOT a real or accurate description of heat, merely a tool to help you visualise how matter and the energy contained within it behaves in the 'real world' as we see it. In reality, heat is an effect of the movement of particles - whether they be [[atoms]], [[ions]], [[molecules]], [[electrons]], [[photons]] or any kind of fictional 'magic' particle you could care to imagine. Particles transfer heat between one another by colliding with one another, and over time this will cause heat to flow around in large bodies of matter where it allowed to. Heat is represented in a [[formula]] by the symbol '''Q''', and its [[units]], like other forms of [[energy]], are ''Joules'', which have the symbol '''J''' Example: The amount of heat in an object is measured in an experiment to be ten Joules; so we would write this result as '''Q = 10J''' Temperature, on the other hand, is one of a number of [[measurements]] we can make, called '''thermodynamic variables''', of real systems that we study using the laws of thermodynamics. ==Thermodynamic variables== Thermodynamic variables are those properties of a real system which can be observed by simple apparatus on a scale that can be readily understood by human beings. These contrast with ''statistical'' variables which by and large are estimations and inferred quantities relevant to the atoms within a material, whose existence is not relevant to macroscopic thermodynamics. At this point we make no hypothesis whatsoever on the nature of the material itself, as the laws of macroscopic thermodynamics are concerned only with large quantities of (usually) [[homogenous]] matter. ===Temperature=== ===Pressure=== ===Volume=== ==States and State Diagrams== When physicists talk about the ''state'' of a thermodynamic system, what they mean is that the system has precise or 'well-defined' thermodynamic variables. That is to say, the system's pressure, volume and temperature are fixed at that point in time - we call this an '''equilibrium''' state. Only equilibrium states can be studied with basic thermodynamics - states where these variables are not changing at this precise moment in time. If these properties are changing, it no longer makes any sense to say that the system has a particular temperature, because energy will be moving around the system in ways that cannot be precisely measured. Similarly with pressure and volume; these cannot be precisely defined for a changing system because not every particle in the system is 'aware' of their current value, and certain areas of the system may behave as though the system has different pressure and volume. Therefore, if we want to study a system which we know is changing in time, we must consider it to be a '''succession of equilibrium states''' - we pretend that instead of changing smoothly, the system jumps instantaneously between very many slightly different equilibrium states as it goes from its initial state to its final state. ===The state diagram=== It follows from the above statements that if a system has precisely defined thermodynamic variables, they can be plotted on a graph. An example, the P-V diagram, is shown below: [[Image:P-V_diagram.PNG|480px]] Source: [[Commons:Image:P-V_diagram.PNG|Image:P-V_diagram.PNG]] ==The Gas Laws== The gas laws are a set of laws that describe the relationship between thermodynamic temperature (T), pressure (P) and volume (V) of gases. It is a loose collection of rules developed between the late Renaissance and early 19th century. Early gas laws were: *[[wikipedia:Boyle's law|Boyle's law]] - ''the product of the volume and pressure of a fixed quantity of an ideal gas is constant, given constant temperature'' *[[wikipedia:Charles's law|Charles's law]] - ''at constant pressure, the volume of a given mass of a gas increases or decreases by the same factor as its temperature increases or decreases'' *[[wikipedia:Gay-Lussac's law|Gay-Lussac's law]] - ''the ratio between the combining volumes of gases and the product, if gaseous, can be expressed in small whole numbers'' These were combined to form the [[wikipedia:combined gas law|combined gas law]]: :<math>\frac {P_1V_1} {T_1} = \frac {P_2V_2} {T_2}</math> [[wikipedia:Avogadro's law|Avogadro's law]] (1811) surmises that equal volumes of gases, at the same temperature and pressure, contain the same number of molecules. All four laws were generalized into a the simplified [[wikipedia:ideal gas law|ideal gas law]]: :<math>\qquad\qquad P V = n R T</math> where: *''P'' is the pressure in [[wikipedia:pascal (unit)|pascal]]s *''V'' is the volume in [[wikipedia:cubic metre|cubic metre]]s *''n'' is the number of [[wikipedia:mole (unit)|moles]] of gas *''R'' is the [[wikipedia:gas constant|ideal gas constant]] (8.3145 J/(mol K)) *''T'' is the temperature in [[wikipedia:kelvin|kelvin]]s. ==The Ideal Gas== The Ideal Gas is a simple model for a [[gas]] derived from the gas laws above. The Ideal Gas Equation relates pressure, temperature and volume in all possible combinations for a [[model]] gas which has the following properties, making it unlike the 'real' thing: *The particles in the gas have no size *The particles in the gas do not interact - that is, they cannot 'bounce off' one another, only the walls of the container, and do not exert any [[forces]] on one another As a consequence of these points, further properties emerge that are still important in themselves: *The gas never changes phase (never liquefies or alters its properties) and cannot chemically react The Ideal Gas is described by a single equation: PV=NRT Where: *P=Pressure in ''Pascals'' (Pa) *V=Volume in ''cubic metres'' (m^3) *T=Temperature in ''Kelvin'' (K) N is the number of [[moles]] of gas in the volume R is a constant, the ''Molar Gas Constant''. This is not important to know the details of at this stage, except that is approximately equal to 8.31 From this equation, we note that the product ''PV'' is directly proportional to T. This tells us the following about the behavior of gases: * If the temperature of the gas remains constant, either P or V can increase provided that the other decreases by the same proportion; you could double the pressure while halving the volume and not change the temperature of the gas, for example * If T changes, there are many combinations of P and V that can achieve this. To raise the temperature of the gas you can increase the pressure, decrease the volume, or change both at the same time and achieve the same temperature increase. We also note that it would in theory be possible to alter the state of the gas by changing the number of particles, N. This is possible, but adding or removing particles involves manipulating '''chemical potentials''', which are part of Statistical Mechanics and rather too complex for this lesson. ===Exercises=== Consider a sealed box of gas at atmospheric pressure (300 kPa) and room temperature (293 K). The gas is heated by a flame until its temperature is 400K. Calculate the change in pressure, <math>\delta P</math>. (Click ''expand'' for the worked answer) ==Book list and study hints== [[Study guide:Statistical mechanics]] ==References== Carrington, G; ''Basic Thermodynamics'', Oxford University Press 1994, ISBN 0-19-851747-5 [[Category:Physics]] [[Category:Learning activities]] 2548 10746 2006-08-21T16:00:24Z JWSchmidt 20 Contact me ===Pep Talks and Orientation=== Currently (just starting out!) there is only one person, [[User:JWSchmidt|John Schmidt]], who has been working on this Wikiversity learning resource. <BR>John Schmidt has a Ph. D. in pharmacology and has published original research in journals such as *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=2425982&query_hl=4 Cell] *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=1370835&query_hl=7 Journal of Cell Biology] *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=2443496&query_hl=4 The Journal of Biological Chemistry] ====Review Article in the area of Cell Biology==== *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=8347833&query_hl=7 Seminars in Cell Biology] ====Teaching Experience==== John Schmidt has taught biology courses at the undergraduate and graduate levels including: Introductory Biology, Biochemistry, Developmental Biology, Cell Biology, Neurobiology, Physiology and Microbiology. ====Education Philosophy==== There are a few things people want to know: *Who we are *Where we come from *Where we are going *How to get there We can make use of the tools of science to explore these issues as we work towards a coherent and unified understanding of the human condition. A good way to learn science topics is to start with the question about the world that most puzzles you. Wikiversity participants can be a guide to help a student take that first step on their personal journey of learning and then provide help as that journey continues on through the entire scope of human knowledge. ====Research Interests==== *The role of synaptic adhesion proteins in learning and memory *The role of dis-regulated cell adhesion in cancer *Mathematical models of neuronal networks ==Contact me== If you have a question about cell biology, leave a message at my [[User talk:JWSchmidt|user talk page]]. [[Category:Cell biology participant subpages]] 2549 10742 2006-08-21T15:57:10Z JWSchmidt 20 subcategory [[Category:Cell biology subpages]] 2550 10743 2006-08-21T15:57:39Z JWSchmidt 20 subcategory [[Category:Cell biology]] 2552 13347 2006-08-24T03:56:00Z Reswik 82 redir to school:sociology #REDIRECT [[School:Sociology]] 2554 10814 2006-08-21T18:12:40Z Reswik 82 redirect #REDIRECT [[Wikiversity:Network naming conventions]] 2558 69003 2007-01-10T01:01:11Z JWSchmidt 20 cleanup {{Proposed policy|[[WV:NNC]]}} To keep pages of different varieties organized on Wikiversity, a series of '''naming conventions''' has been suggested. This page is proposed as an alternative to the [[Wikiversity:Naming conventions]] page. This page proposes a simplified ''three-level network system'' for the organization of all Wikiversity content, the network level elements being: school, area and learning project. For anything not covered on this page, use [[w:Wikipedia:Naming conventions|Wikipedia conventions]]. Wikiversity has just a few schools. Wikiversity has many topics. A Wikiversity topic can be an area or space or field or sub-field . ==Schools== [[Wikiversity:Schools|Schools]] are part of a ''three-level system'' for the organization of Wikiversity content. Schools on Wikiversity are content development projects that organize the efforts of many topic areas. Schools can promote collaboration between Wikiversity participants whi are interested in related topics. Some schools at Wikiversity are large organizational units such as [[School:Life Sciences|life sciences]]. The main page for schools should link to their smaller study areas. A school does not contain other schools. More than one Wikiversity school can 'contain' the same topic. Those schools should cooperate to develop the topics that they have in common. Groups of topics may form [[Portal:Interdisciplinary Studies|interdisciplinary units]]. The name for a school page always starts with the [[Wikiversity:Namespaces|School:]] prefix. For example, [[School:Life Sciences]]. The main page for each Wikiversity school can be started with [[:Template:School boilerplate]]. ==Topic namespace== "Topic" is a generic term at Wikiversity; pages in the [[Wikiversity:Namespaces|Topic: namespace]] can serve as content development projects for narrow academic topics (similar to Wikipedia "[[w:Wikipedia:WikiProject|wikiprojects]]". The "Topic" namespace is for organization of the work of Wikiversity content producers. The names of topic pages always start with the "Topic:" prefix. Example of a topic page: [[Topic:Cell Biology]]. "Topic:" pages can be called "Departments", "Center", "Divisions" or any other term desired by those collaborating in that topic area. The main page for each Wikiversity department can be started with [[:Template:Department boilerplate]]. ==Learning Resources== Learning resources are the lowest level in the hierarchy. Two types of learning resources are lessons and research projects. Lessons and research projects are placed into pages in the main namespace (these page names have no prefix). Learning resource pages are linked to from areas. More than one Wikiversity "Topic:" page can 'contain' (link to) the same learning resource; content development projects should cooperate to develop the learning resources that they have in common. Note: learning resources are of two main types, "materials" and "projects"; see [[Portal:Learning Projects]]. ===Lessons=== Lessons common elements in Learning Resources. Course numbers should not be used to indicate the name of a lesson. The name of a lesson should describe the topic being taught, so instead of saying "[[Wiki 101]]", the name of the lesson should be "Introduction to Wiki". Lesson pages are defined as "main namespace pages that serve to be read and to educate and provide information." Lessons should be linked to from "Topic:" pages and [[Wikiversity:Major portals|portal]] pages. Each lesson should have a unique title, for example [[The rise of the Roman Empire]] and [[The Fall of Rome]]. ===Research Projects=== Research projects are pages in the main namespace as well, only involve collaborative research to achieve a certain goal. Research projects are one type of Wikiversity learning project. == See also == *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. [[Category:Wikiversity]] [[Category:Wikiversity policy]] 2561 10840 2006-08-21T19:29:06Z Robchurch 13 Sort key <div style="margin-left: auto; margin-right: auto; width: 90%; border: 2px solid #66CC00; background-color: #CCFFCC; padding: 3px;">'''Note:''' Please don't place actual bug reports here. <u>All</u> software issues and site configuration requests need to be posted at the Wikimedia BugZilla installation, which can be found at http://bugzilla.wikimedia.org.</div> == Found a bug? == This web site is powered by the [[wikipedia:MediaWiki|MediaWiki]] software, which is the same product that runs our sister projects, Wikipedia, Wikinews, etc. and the Wikimedia Commons. For precise details on what's in use, see [[Special:Version|the version information]]. As with all software, it is quite possible that there are several undiscovered and/or unresolved issues in MediaWiki which might interrupt use of the site at a particular time. If you discover a bug, it's extremely helpful to report it on [http://bugzilla.wikimedia.org our bug tracker]. Once a report has been filed, the development team can begin to track and address the issue. == Before reporting a bug == # Check that it's a bug. Make sure that the problem can be reproduced under the same conditions. # Check that it's not a known issue. Search the bug tracker using the [http://bugzilla.wikimedia.org/query.cgi?format=specific search tool] to avoid posting duplicate bugs. # Gather the required information. We'll need to know where the bug happened, what happened (and when it's not obvious, why this is the ''wrong'' behaviour) and how to reproduce the problem for ourselves. If the problem requires a particular platform and operating system to reproduce, include this in the report - and make sure you select it when entering the bug. == When reporting a bug == When reporting an issue, provide as much detail as possible, and keep it relevant to the problem. If more than one problem is encountered, and the two are ''not'' related, please open ''separate'' bug reports for each. For advice on effectively communicating problems, the following resources might be useful: * [http://bugzilla.wikimedia.org/page.cgi?id=bug-writing.html BugZilla Bug-Writing Guidelines] * "[http://www.catb.org/~esr/faqs/smart-questions.html How to Ask Smart Questions]"; a useful guide for communicating problems to technical people * "[http://www.chiark.greenend.org.uk/~sgtatham/bugs.html How to Report Bugs Effectively]"; an excellent guide on what to include in a bug report == After reporting a bug == Once the bug has been filed, the core developers and other subscribers to the ''wikibugs-l'' mailing list will receive email summarising the bug, and several things could happen. * One or more fields might be changed to categorise the bug in a more effective manner * A developer might assign the bug to themselves * The bug might be resolved INVALID or WORKSFORME * You might be asked to provide further details of the problem * The bug might be resolved FIXED As the bug reporter, BugZilla will ensure that you are emailed whenever the bug status changes (the aforementioned mailing list also receives such messages) so that you can see what's happening to your bug. A good percentage of bugs are addressed within a week, and it's not uncommon to spot a bug being corrected a short time after it is reported. More involved reports might be placed on the "back burner" to await further improvements. I wish Wikiversity the best of luck, and hope that any technical issues you encounter are resolved as soon as possible. :) '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 19:27, 21 August 2006 (UTC) __NOTOC__ [[Category:Help|R]] 2562 49483 2006-11-27T20:58:24Z JWSchmidt 20 remove higher order category '''Course Objective:''' To first teach the basics of using blender and 3D computer graphics using material already available, then to assign a series of assignments gradually increasing in complexity that make the reader able to use blender professionaly. Some assignments will be done by groups of people and all assignments will have a deadline to simulate a real work situation. See http://en.wikibooks.org/wiki/Blender_3D An extensive learning trail was established there while waiting for Wikiversity to get auhtorization to proceed. It is still pretty active. ==See also== *[[Blender for Game Graphics and Animation]] {{Stub}} [[Category:Blender 3D]] 2563 75770 2007-01-14T16:33:52Z Mystictim 626 added [[Category:Learning activities]] {{Prereq|{{Prereq1|Introduction to Limits}} }} == Resources == [[wikibooks:Calculus/Differentiation]] ==Prelude== Arithmetic is about what you can do with numbers. Algebra is about what you can do with variables. Calculus is about what you can do with functions. Just as in arithmetic there are things you can do to a number to give another number, such as square it or add it to another number, in calculus there are two basic operations that given a function yield new and intimately related functions. The first of these operations is called differentiation, and the new function is called the ''derivative'' of the old. This set of notes deals with the fundamentals of differentiation. For information about the second functional operator of calculus, visit [[introduction to integration]] after completing this unit. Before we dive in, we will warm up with an excursion into the mathematical workings of interest in banking. ===Compound Interest=== Let us suppose that we deposit an amount <math>A_0</math> in the bank on New Year's Day, and furthermore that every year on the year the amount is augmented by a rate <math>r</math> times the present amount. Then the amount <math>A</math> in the bank on any given New Year's <math>t</math> years after the first is given by the expression :<math>A=A_0(1+r)^t\,\!</math>. Unfortunately, if we withdraw the money three days before the New Year, we don't get any of the interest payment for that year. A fairer system would involve calculating interest <math>n</math> times a year at the rate <math>r/n</math>. In fact this gives us a slightly different value even if we take our money out on a New Year's Day, because every time we calculate interest, we receive interest on our previous interest. The amount <math>A</math> we receive with this improved system is given by the expression :<math>A=A_0(1+\frac{r}{n})^{nt}.</math> With this flexible system, we could set <math>n</math> to <math>12</math> to compound every month, or to <math>365</math> to compound every day or to about <math>31536000</math> to compound every second. But why stop there? Why not compound the interest every ''moment''? What is really meant by that is this: as we increase <math>n</math> does the value for <math>A</math> approach some reasonable quantity or does it get ever greater with <math>n</math>? If the latter is the case, then it is meaningful to ask, "What does <math>A</math> approach?" As we can see from the following table with sample values, this is in fact the case. :{| | <math>n</math> | <math>A</math> |- | 1 | 1.02500 |- | 12 | 1.02529 |- | 365 | 1.02531 |- | 31536000 | 1.02532 |- | 100000000 | 1.02532 |- ! colspan="2" | <math>A_0=1</math>, <math>r=.025</math>, <math>t=1</math> |} As we can see, as <math>n</math> goes off toward infinity, <math>A</math> approaches a finite value. Taking this to heart, we may come to our final system in which we define <math>A</math> as follows: :<math>A=\lim_{n\rightarrow \infty}A_0(1+\frac{r}{n})^{nt}.</math> Thus we set <math>A</math> now not to <math>A_0(1+\frac{r}{n})^{nt}</math> evaluated for some large <math>n</math>, but rather to the ''limit'' of that value as <math>n</math> approaches infinity. This is the formula for ''continually'' compounded interest. To clean up this formula, note that neither <math>A_0</math> nor <math>t</math> "interfere" in any way with the evaluation of the limit, and may consequently be moved outside of the limit without affecting the value of the expression: :<math>A=A_0B^t\,\!</math>, where :<math>B=\lim_{n\rightarrow \infty}(1+\frac{r}{n})^n.</math> We can see from the form of the expression that <math>A</math> increases exponentially with <math>t</math> much as it did in our very first equation. The difference is that the original base <math>(1+r)</math> has been replaced with the base <math>B</math> which we have yet to simplify. Take a moment to step back and do the following exercises: #Without looking back, see if you can write down the expressions that represent #*yearly interest #*semiannual interest #*monthly interest #*interest <math>n</math> times a year #*continually compounded interest #Think about how much money you have. Figure out how long you would have to leave your money in a bank that compounds interest monthly before you became a millionaire, with a yearly interest rate of #*.02 (common for a savings account) #*.07 (average gain in the US stock market over a reasonably long period). ===Finding the Base=== In order to shed some light on the expression whose value we call <math>B</math>, we shall make use of the following expansion, known as the Binomial Theorem: :<math>(a + b)^n = a^n + na^{n-1}b + \frac{n(n-1)}{2}a^{n-2}b^2 + \dots + \frac{n(n-1)(n-2)\dots(n-(k-1))}{k!}a^{n-k}b^k + \dots + nab^{n-1} + b^n.</math> By applying it to our limit, we get :<math>B=\lim_{n\rightarrow \infty}(1+\frac{r}{n})^n = \lim_{n\rightarrow \infty}(1+n(\frac{r}{n})+\frac{n(n-1)}{2}(\frac{r}{n})^2 +\frac{n(n-1)(n-2)}{3!}(\frac{r}{n})^3 + \dots) =1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots</math>. This last step may seem mystifying at first. What happened to the limit? And where did all of the <math>n</math>'s go? In fact it was the evaluation of the limit that allowed us to remove the <math>n</math>'s. More exactly, as <math>n\rightarrow\infty</math>, so too <math>n(n-1)\rightarrow n^2</math>, <math>n(n-1)(n-2)\rightarrow n^3</math>, etc., so that the top left and bottom right of each term cancel to produce the last expression. Take a moment to look over the following exercises. Take the time to follow the trains of thought that are newest to you. {| | #The Pascal triangle, one of the world's most famous number patterns, popularized by the Seventeenth-Century mathematician Blaise Pascal, is shown on the right. What does this have to do with the Binomial Theorem? #The factorial (!) may seem like a silly operation to have its own name, but as it turns out it is one of the most common operations in both statistics and pure math. #*What is <math>100!/98!</math>? #*Which is bigger <math>1000!</math> or <math>2^{1000}</math>? #The Binomial Theorem is sometimes stated <math>(a+b)^n=\sum_{k=0}^n\frac{n!}{k!(n-k)!}a^{n-k}b^k</math>. Is this the same as the formula we used? #In the proof, we made use of the fact that <math>\lim_{n\rightarrow\infty}\frac{n(n-1)\dots(n-(k-1))}{k!}\frac{r^k}{n^k}=\frac{r^k}{k!}</math>. Does this make sense based on what you know about limits? #*What is <math>\lim_{x\rightarrow\infty}\frac{x^5+x^4+x^3+x^2+x+1}{x^5}</math>? #Without looking back, can you remember how it is that we used binomial expansion to show that <math>\lim_{n\rightarrow \infty}(1+\frac{r}{n})^n = 1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots</math>? | <center> {|border=0 cellpadding=2 align=center style="font-size: 8pt" !colspan="6" | !colspan="2" | 1 !colspan="6" | |- !colspan="5" | !colspan="2" | 1 !colspan="2" | 1 !colspan="5" | |- !colspan="4" | !colspan="2" | 1 !colspan="2" | 2 !colspan="2" | 1 !colspan="4" | |- !colspan="3" | !colspan="2" | 1 !colspan="2" | 3 !colspan="2" | 3 !colspan="2" | 1 !colspan="3" | |- !colspan="2" | !colspan="2" | 1 !colspan="2" | 4 !colspan="2" | 6 !colspan="2" | 4 !colspan="2" | 1 !colspan="2" | |- !colspan="1" | !colspan="2" | 1 !colspan="2" | 5 !colspan="2" | 10 !colspan="2" | 10 !colspan="2" | 5 !colspan="2" | 1 !colspan="1" | |- !colspan="2" | 1 !colspan="2" | 6 !colspan="2" | 15 !colspan="2" | 20 !colspan="2" | 15 !colspan="2" | 6 !colspan="2" | 1 |} </center> |} ===The Birth of <math>e</math>=== Now comes a real surprise. As it turns out, the infinite polynomial above is in fact ''exponential'' in <math>r</math>. That is, <math>B = 1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = b^r</math>, for some <math>b</math>. In order to show this far-from-obvious fact, I offer the following. :<math>1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = \lim_{n\rightarrow \infty}(1+nr(\frac{1}{n})+\frac{nr(nr-1)}{2}(\frac{1}{n})^2 +\frac{nr(nr-1)(nr-2)}{3!}(\frac{1}{n})^3 + \dots)</math> :<math> = \lim_{n\rightarrow\infty}(1+\frac{1}{n})^{nr} = (\lim_{n\rightarrow\infty}(1+\frac{1}{n})^n)^r = (1+1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots)^r</math> To this last infinite series of numbers, define the quantity to be <math>e</math>: :<math>e=1+1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots</math>. <math>e</math>, an irrational (and in fact transcendental) number, has the approximate value 2.71828, which you may easily verify on a standard pocket or graphing calculator. There are a few things to think about. #The first line in the preceding derivation was motivated by my knowledge of the outcome. ##Convince yourself that the two expression are in fact equal to one another. ##*Evaluate the term <math>\frac{nr(nr-1)(nr-2)}{3!}(\frac{1}{n})^3</math> for <math>r=.02</math> and <math>n=10000</math>. How does that compare to <math>\frac{r^3}{3!}</math>? How about with <math>n=10000000</math>? ##Now that you have convinced yourself that I ''may'' do it, ask yourself why I would do it. ##*Using the reverse Binomial Theorem, do you understand how it leads to the next expression? #Is the equation <math>1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = (1+1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots)^r</math> something that one would predict merely from the rules of exponents or distribution? #What makes certain seemingly uninteresting numbers so profoundly central to mathematics, such as <math>0</math>, <math>1</math>, <math>\pi</math>, and <math>e</math>? ===Back to the Start=== From here, everything cascades back to our original goal, namely to find a usable formula for continually compounded interest. <math>B = e^r \rightarrow A=A_0(e^r)^t \rightarrow A=A_0e^{rt}</math>. And there she is. Take a moment to do the following exercises. #Think about how much money you have. How long will it take to become millionaire if you leave the money in a bank with yearly interest of .025 #*that compounds interest yearly? #*that compounds interest continually? #Seeing as the values with and without continually compounded interest are very close to one another, what does that tell you about the two equations used? #*Both formulas are of the form <math>A=A_0(</math>_____<math>)^t</math>. Compare the various values that we have put in this blank, especially the in the equations for yearly and continually compounded interest. #*How close in value is <math>(1+r)</math> to <math>e^r</math>? Does that surprise you? #*Now look at the infinite series version of the function <math>e^r</math>. Does it still surprise you that <math>(1+r)</math> and <math>e^r</math> are so close in value? ===Commentary=== The formula itself, however, is quite forgettable. In fact, as you may have guessed, the importance of compounded interest pales in comparison to the importance of the ideas we stumbled upon on the way, namely limits and <math>e</math>. It is these two things that beg for us to go further into the heart of the life and being of functions. That wish is called calculus. And it all starts rather innocently with the derivative… == Notion of secant, slope, == ==The Derivative== === Definition === Given a function <math>y = f(x)</math>, we define the derivative :<math>f'(x)=\lim_{h\rightarrow 0}{\frac{f(x+h)-f(x)}{h}}</math>. This definition is motivated by the proportion <math>\frac{\Delta y}{\Delta x}=\frac{f(x+h)-f(x)}{h}</math>, which for any ''h'' defines the slope of a line, when ''f'' is linear. Because of the nature of the calculation, the derivative can be figuratively thought of as the ratio between an infinitesimal ''dy'' and an infinitesimal ''dx'' and is often written <math>\frac{dy}{dx}</math>. Both functional notation <math>\left ( f'(x) \right )</math> and infinitesimal or Leibniz notation <math>\left ( \frac{dy}{dx} \right )</math> have their virtues. In operator theory, the derivative of a function <math>f</math> is sometimes written as <math>D_x f \,\!</math>. #Using the definition above, what is <math>\frac{d(x^2)}{dx}</math>? #*Note that this is a short way of asking, if <math>f(x)=x^2</math>, what is <math>f'(x)</math>? One may also ask, what is <math>[x^2]'</math>? #If you have trouble remembering the definition of the derivative, it's much more important to know what it means, that is, ''why'' it's defined how it is. Remember it like this: #*<math>f'(x)=\frac{dy}{dx}=\lim_{\Delta x\rightarrow 0}\frac{\Delta y}{\Delta x}=\lim_{\Delta x\rightarrow 0}\frac{f(x+\Delta x)-f(x)}{(x+\Delta x) - x}</math>. #*From this we get the definition as stated above, <math>f'(x)=\lim_{h\rightarrow 0}{\frac{f(x+h)-f(x)}{h}}</math>. #What kinds of functions have derivatives? What would a function need to have, for it ''not'' to have a derivative at some point? === Properties === The derivative satisfies a number of fundamental properties ==== Linearity ==== An operator <math>L</math> is called ''linear'' if <math>L(f(x)+g(x))=L(f(x)) +L(g(x))</math> and <math>L(kf(x))=kL(f(x))</math> for any constant <math>k</math>. To show that differentiation is a linear operator, we must show that <math>[f(x)+g(x)]'=f'(x)+g'(x)</math> and <math>[kf(x)]'=kf'(x)</math> for any constant <math>k</math>. :<math>[f(x)+g(x)]'=\lim_{h\rightarrow 0}\frac{(f(x+h)+g(x+h))-(f(x)+g(x))}{h}</math> :<math>=\lim_{h\rightarrow 0}(\frac{f(x+h)-f(x)}{h}+\frac{g(x+h)-g(x)}{h})=\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h} + \lim_{h\rightarrow 0}\frac{g(x+h)-g(x)}{h}=f'(x)+g'(x)</math>. In other words, the differential operator (e.g., <math>\frac{d}{dx}</math>) ''distributes'' over addition. :<math>[kf(x)]'=\lim_{h\rightarrow 0}\frac{kf(x+h)-kf(x)}{h}=k\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}=kf'(x)</math>. In other words, multiplication before and after doing differentiation are equivalent. ==Fundamental Rules of Derivation== Along with linearity, which is so simple that one hardly thinks of it as a rule, the following are essential to finding the derivative of arbitrary functions. ===The Product Rule=== It may be shown that for functions ''f'' and ''g'', <math>[f(x)g(x)]'=f(x)g'(x) + f'(x)g(x)</math>. Like the other two rules, this one is not a new axiom: it is directly provable from the definition of the derivative. <math>[f(x)g(x)]'=\lim_{h\rightarrow 0}\frac{f(x+h)g(x+h) - f(x)g(x)}{h} = \lim_{h\rightarrow 0}\frac{f(x+h)g(x+h) - f(x+h)g(x) + f(x+h)g(x) - f(x)g(x)}{h}</math> <math>= \lim_{h\rightarrow 0}(f(x+h)\frac{g(x+h)-g(x)}{h} + g(x)\frac{f(x+h)-f(x)}{h})</math> <math> = f(x)(\lim_{h\rightarrow 0}\frac{g(x+h)-g(x)}{h}) + g(x)(\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}) = f(x)g'(x) + g(x)f'(x)</math>. ===Chain Rule=== It may be shown that for functions ''f'' and ''g'', <math>[f(g(x))]'=f'(g(x))g'(x)</math>, a relation more obviously stated as <math>\frac{df}{dx}=\frac{df}{dg}\frac{dg}{dx}</math>. The proof makes use of an alternate but patently equivalent definition of the derivative, <math>f'(x) = \lim_{p\rightarrow x}\frac{f(p)-f(x)}{p-x}</math>. <math>[f(g(x))]'=\lim_{p\rightarrow x}\frac{f(g(p))-f(g(x))}{p-x} =\lim_{p\rightarrow x}\frac{f(g(p))-f(g(x))}{g(p)-g(x)}\frac{g(p)-g(x)}{p-x}</math> <math>=\lim_{g(p)\rightarrow g(x)}\frac{f(g(p))-f(g(x))}{g(p)-g(x)}\lim_{p\rightarrow x}\frac{g(p)-g(x)}{p-x}=f'(g(x))g'(x).</math> Notice the change in the first limit from <math>p\rightarrow x</math> to <math>g(p)\rightarrow g(x)</math>. This is valid because if ''g'' is continuous at ''x'', which it must be to have a derivative at ''x'', then of course as ''p'' approaches ''x'' the value of ''g(p)'' approaches that of ''g(x)''. This formula is remarkably useful in differentiating nested functions, which occurs very frequently. ===The Power Rule=== We may now readily show the relation <math>\frac{d(x^n)}{dx} = n x^{n-1}</math> as follows: <math>\frac{d(x^n)}{dx} = \lim_{h\rightarrow 0}\frac{(x+h)^{n}-x^n}{h} = \lim_{h\rightarrow 0}\frac{(x^n+nx^{n-1}h+\frac{n(n-1)}{2}x^{n-2}h^2+\cdots)-x^n}{h}</math> <math>= \lim_{h\rightarrow 0}(nx^{n-1}+\frac{n(n-1)}{2}x^{n-2}h+\cdots)=nx^{n-1}+0=nx^{n-1}.</math> While this derivation assumes that <math>n</math> is an positive integer, it turns out that the same rule holds for all real <math>n</math>. For example, <math>\frac{d}{dx}[\frac{1}{x}]=\frac{d(x^{-1})}{dx}=(-1)x^{-2}=-\frac{1}{x^2}</math>. Take a moment to do the following exercises. #Using the <math>x^n</math> rule and linearity, find the derivatives of the following: ##<math>x^{14} + 8</math> ##<math>3x^2+x^5</math> ##<math>\frac{1}{\sqrt{x}}</math> #What functions have the following derivatives? ##<math>3x^2</math> ##<math>15x^{14} + 2x</math> ##<math>x^2</math> == Exponentials and logarithms == Exponentials and logarithms involve a special number denoted ''e''. ===Differentiating <math>e^x</math>=== Now, recall that <math>e^x = 1 + x + \frac{x^2}{2} + \frac{x^3}{3!} + \frac{x^4}{4!} + \cdots.</math> Using the three basic rules established above we can differentiate any polynomial, even one of infinite degree: <math>\frac{d}{dx}e^x = 0 + 1 + \frac{2x}{2} + \frac{3x^2}{3!} + \frac{4x^3}{4!} + \cdots = 1 + x + \frac{x^2}{2} + \frac{x^3}{3!} + \cdots = e^x.</math> <math>e^x</math> is the remarkable function that is its own derivative. In other words, <math>e^x</math> is an ''eigenfunction'' of the differential operator. Which means that the application of the differential operator on <math>e^x</math> has the same effect as multiplication by a real number. These concepts are useful in quantum mechanics, for example. ===Differentiating <math>\ln(x)</math>=== The natural logarithm is the function such that if <math>e^y=x</math> then <math>y=\ln(x)</math>; in other words, it is the inverse function of <math>e^x</math>. We will make use of the chain rule (marked by the brace) in order to find its derivative: <math>y=\ln(x) \rightarrow x=e^y \rightarrow \frac{dx}{dx}=\frac{d(e^y)}{dx} \rightarrow 1=\underbrace{\frac{d(e^y)}{dy}\frac{dy}{dx}}=e^y\frac{dy}{dx}=e^{\ln(x)}\frac{dy}{dx}=x\frac{dy}{dx} \rightarrow \frac{1}{x}=\frac{dy}{dx}=\frac{d(\ln(x))}{dx}.</math> This conclusion, that the derivative of <math>\ln(x)</math> is <math>\frac{1}{x}</math>, is remarkable: it ties together two seemingly unrelated functions. Be carfeul, this derivative has definite values only when x > 0! (Examine the <math>ln(x)</math> to understand why.) === Differentiating functions which are not immediately related to base <math>e</math> === ==== Exponentials ==== Supppose we have the function :<math>y = 3^x \,\!</math> To differentiate this, we rewrite this as :<math>y = 3^x = \left ( e^{\ln 3} \right )^x = e^{x \ln 3}</math> Since <math>\ln 3</math> is a constant, :<math>\frac{dy}{dx} = e^{x \ln 3} \cdot \ln 3 = 3^x \ln 3.</math> In other words, for a constant ''a'', we have :<math>\frac{dy}{dx} = a^x \ln a </math> whenever <math>y = a^x \,\!</math> This re-enforces the special place that Euler's number has in calculus - it is the unique number for which the constant <math>\ln a</math> is precisely equal to one. ==== Logarithms ==== === Implicit Differentiation === Let's suppose that :<math>y(x) = \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} </math> One could find <math>\frac{dy}{dx}</math> with the quotient rule, but for more complicated functions, it may be better to use what is called "implicit differentiation". In this case, we take the logarithm of both sides, to obtain :<math>\ln y = \ln \left ( \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} \right ) = \ln \left( x^3 + x^2 + 1 \right ) - \ln \left( 2x^5 -x^4 +2 \right )</math> or, in other words, just simply :<math>\ln y = \ln \left( x^3 + x^2 + 1 \right ) - \ln \left( 2x^5 -x^4 +2 \right )</math> Differentiating the left and right hand side, we get :<math>\frac{1}{y} \frac{dy}{dx} = \frac{3x^2+2x}{x^3 + x^2 + 1} - \frac{10x^4 - 4x^3}{2x^5 -x^4 +2 }</math> Now, multiply both sides by y, which we know is just <math>y(x) = \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} </math> to obtain the answer: :<math>{dy \over dx} = \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} \left ( \frac{3x^2+2x}{x^3 + x^2 + 1} - \frac{10x^4 - 4x^3}{2x^5 -x^4 +2 } \right )</math> which of course can be simplified further. You should verify that this result agrees with the quotient rule. Differentials of logarithms of functions occur frequently in places like [[statistical mechanics]]. === General exponentials and logarithms === Consider the function :<math>y(x) = u(x)^{v(x)} = e^{v(x) \ln u(x)} \,\!</math> It can be immediately seen that :<math>y'(x) = u^v \left ( \frac{v}{u} \frac{du}{dx} + \ln u \frac{dv}{dx} \right ) = v u^{v-1} \frac{du}{dx} + u^v \ln u \frac{dv}{dx} </math> Compare this result to the chain rule and power rule results. The first term results in treating v constant. The second term results in treating u constant. == Trigonometric functions == == Hyperbolic functions == == Other transcendental functions == * Inverse trigonometric and hyperbolic functions, derivations, examples. [[Category:Mathematics]]|[[Category:Introductions]]|[[Category:Learning activities]] 2564 79090 2007-01-20T16:37:26Z Reduan 5580 /* Active participants */ Wikiversity's '''Entrepreneurial businesses''' program provides content and a community that enable entrepreneurs to design and launch successful new ventures based on technologies such as [[w:Web 2.0|Web 2.0]]. ==News== * August 21, 2006 - Division founded! * August 23, 2006 - merged with [[School:Business|Business School]] ==Subdivisions== The Entrepreneurship program is a Wikiversity Division. The program can grow to have subdivisions and departments as pages in the [[Wikiversity:Namespaces|Topic namespace]] (their names must start with the "Topic:" prefix). Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:Wiki business ventures|Wiki business ventures]] - Center for Wiki Business Ventures is devoted to helping Wikiversity participants launch new wikis. ==Major Curriculum== In order to form a good basic understanding of business, it is recommended for students to visit [[Topic:Business General Studies|General Studies of Business Administration]] and study the core business curriculum as prerequisites for the following courses. Level 1000 courses are recommended prerequisites of level 1010 courses: * [[Principles of Entrepreneurship]], ENT 1001 * [[Strategic Selling]], ENT 1002 * [[Social Entrepreneurship]], ENT 1003 Level 1010 courses: * [[New Venture Planning]], ENT 1011, cornerstone course, discussing the creation of new ventures, from business plan creation to raising capital ==Business plans== Here you can find sample business plans created by the students of Wikiversity. * [http://www.rayshan.com/WordPress/nfblog/?page_id=14 Aqua Vista Realty Business Plan and Presentation] by [[user:Ray Shan|Ray Shan]] ==Recommended readings== ==Affiliates== *[[School:Engineering|School of Engineering]] *[[School:Medicine|School of Medicine]] *[[School:Entrepreneurship|School of Entrepreneurship]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[User:JWSchmidt]] * [[User:Ray Shan]] * [[User:CQ]] * [[User:Reduan]] [[Category:{{PAGENAME}}| ]] 2565 10851 2006-08-21T19:54:33Z JWSchmidt 20 subcategory [[Category:Business]] 2569 10886 2006-08-21T20:25:37Z JWSchmidt 20 add project to list of learning resources The '''Center for Wiki Business Ventures''' is devoted to helping Wikiversity participants launch new wikis. ==Center description== The Center for Wiki Business Ventures used a "learn by doing" approach. Participants go through the process of starting a new wiki-based business. ==Center news== * August 21, 2006 - Center founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. The Center for Wiki Business Ventures is functionally like a department. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity NPC]] - participants create a nonprofit corporation that will produce Wikiversity content * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [Copy and then revise above text for your department's needs, if you wish.] ==References== *[http://andrewhargadon.com/wiki/index.php?title=Main_Page UC Davis Center for Entrepreneurship Wiki] ===Wikipedia=== *[[w:Wiki|wiki]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this Center, you can list your name here (this can help small centers grow and the participants communicate better; for large centers a list of active participants is not needed). * [[User:JWSchmidt]] - I am interested in the [[Wikiversity NPC]] project * ... [[Category:{{PAGENAME}}| ]] [[Category:Program for entrepreneurship]] 2571 52940 2006-12-08T15:40:54Z 71.213.200.188 /* History's Vital Themes and Narratives */ Welcome to the '''Department of Philosophy of History''', part of the [[School:History|School of History]]. History is the study of systematically collected [[w:information|information]] about the [[w:past|past]]. When used as the name of a [[w:field of study|field of study]], ''history'' refers to the study and interpretation of the record of [[w:human|human]]s, [[w:family history|families]], and [[w:society|societies]] as preserved primarily through written sources. History is thus usually distinguished from [[w:prehistory|prehistory]] by the widespread adoption of writing in the area under study. [[w:Knowledge|Knowledge]] of history is often said to encompass both knowledge of past events and [[w:historical thinking|historical thinking]] skills. Traditionally, the study of history has been considered a part of the [[Portal:Humanities|humanities]]. However, in modern [[w:academia|academia]], history is increasingly classified as a [[w:social science|social science]], especially when [[w:chronology|chronology]] is the focus. == History's Vital Themes and Narratives == ''Originally Published by the Staff of the Bradley Commission on History in Schools in '''History Matters!''' Volume II. Posted with permission from the National Council for History Education'' This series of articles appeared between August 1989 and January 1990. The articles expand upon the Vital Themes identified by the Bradley Commissioners in their booklet, '''Building A History Curriculum: Guidelines for Teaching History in Schools'''.<ref>http://www.nche.net/BAHC.pdf</ref> The Commissioners believe these themes should be goals in any history course, regardless of its specific content or time period. All history study aims at these Vital Themes, albeit reached through different means and at varying levels of sophistication in different courses. The themes have been particularly helpful to curriculum committees in schools because they serve as goals, provide a directional compass, and give guidance when deciding what to leave out or what to put in: does the content or topic under consideration help us illustrate one of the six vital themes, or is it peripheral, non-illustrative, or marginal? In addition, the six themes have been used in the "spiral curriculum development" approach, where a different example of each of the six themes is developed at each grade level, Kindergarten through Grade Twelve, resulting in a cumulative history curriculum that does not suffer from the ailment of redundancy for which many past curricula were faulted. Yet, while distinct in their emphasis, the themes reflect the basic integration of the human experience, for example the "Civilizations" in theme #1 will not be fully understood without reference to "geography and technology" in theme #2 and the "values, ideas, and institutions" of theme #3. Each theme is a matter of emphasis and there will always be overlap among the Vital Themes. ==='''Civilization, Cultural Diffusion, and Innovation'''=== ''Bradley Commissioner, '''[http://en.wikipedia.org/wiki/William_H._McNeill William H. McNeill],''' discusses implications of the theme "Civilization, Cultural Diffusion, and Innovation."'' The central theme of human history on earth is the accumulation of human skills and power over nature and over one another. This is the overriding theme of the history of the world. I believe history is the story of how one group of humans invented-then exploited-new techniques and ideas to attain superior power; of how that spread to other peoples across time until some new people, somewhere else, bringing new skills and ideas to bear, improved upon the first model and became in turn a center of radiation of their patterns of skill-and so on ad infinitum, with a plurality of centers arising very soon within the varied face of the earth, down to our own time. And now we have seen first the U.S. and then Japan take industrial primacy-and may be about to see Japan dethroned in its turn by other Pacific Rim countries. This theme of the accumulation of human skills and power, of Civilization, Cultural Diffusion, and Innovation, must be included in any history course. It is the human story on Earth. The story is relatively straightforward: human beings first became the most efficient hunters and moved to the top of the food chain in ancient Africa by learning to use tools-and, probably, by using languages to assure cooperation and to sharpen observation. Next they learned to use animal skins to keep warm in colder climates, and so spread rapidly round the earth. This was a geographic shift without parallel in biological evolution. Then, in agriculture human being in different parts of the world began to acquire knowledge of various plants and skills of cultivation. A noticeable series of improvements in agriculture occurred thereafter: from slash-and-burn to permanent fields with the plow and fallowing. Then there was the diffusion of crops from one part of earth to another, including as the most dramatic, the spread of American food crops after 1500. The story of human expansion within the ecosystem is quite familiar. However, it is necessary to put the main landmarks together into a time pattern, and explain how they fit together into a pattern of increasing human power over nature, allowing larger and larger numbers of human beings to live at the same time on the surface of the earth. Yet it is also a story with setbacks, for instance: the salting of early irrigation fields or the erosion of the Mediterranean. A goal of history is to show the consequences that flowed when people and ideas crossed previously insulating barriers from time to time. Of course other dimensions of human experience in the natural world could be added: the impact of infectious disease, for instance; the diffusion of skills; or the emergence first of a series of civilizations, then of an ecumenical interactive whole, beginning about 1,000 A.D. '''An Example of how ''Civilization, Cultural Diffusion, Innovation'' might be stranded through the Elementary:''' '''K: Children of Other Lands and Times''' Colonial children in America, pioneer children, children in Ancient Egypt, children in medieval Europe '''1. Families Now and Long Ago''' Sumerian family, Roman family, family in feudal Europe and Japan, modern families in USA '''2. Local History: Neighborhoods and Communities''' (adapt to your location) historic landmarks, oral history, field trips to historical museums '''3. Urban History: How Cities Began and Grew''' life in colonial communities in NE, MW, SE, SW, FW; life in rural community in 1800s; growth of cities, suburbs; historical past of selected cities in USA today; history of selected cities of the world '''4. State History and Geography: Continuity and Change''' early colonization of our state, growth of cities in our state, innovations in our state that have spread to other states, ideas from other cultures that have come to our state '''5. National History and Geography: Exploration to 1865''' cultures of American Indian groups, early American colonial settlements, growth of cities in our country, ideas explorers and colonists brought with them '''6. World History and Geography: The Growth of Civilization''' Aztecs, Mayas, Incas; ancient Sumer, Egypt, Indus River Valley; Greece and Rome; development of cities in Indus Valley, Latin America, Sumer; Songhai, Mali, Benin of Africa; medieval civilizations of Europe, Africa, Asia. ==='''Human Interaction With The Environment'''=== ''In this article '''Paul A. Gagnon''', Principal Investigator for the Bradley Commission, discusses the theme “Human Interaction With The Environment,” placing history and geography in an inseparable matrix of time and place.’'' Early in its report, the Bradley Commission set a major challenge for historians and teachers of history everywhere. Historical study, it said, should have as its principal aim the development of modes of thoughtful judgment, “habits of mind” that embodied, but also reached well beyond, the skill of critical thinking. One of these habits was to understand and to apply to history’s turning points, the close relationship between geography and history as a “matrix of time and place,” a context for events. And again, under “Vital Themes and Narratives,” the Commission set forth human interaction with the environment as one of the six fundamental themes to be developed in the study of American History, Western Civilization, and World History. In all three areas, the Commission said, students should first grasp the choices made possible (and limited) by climate, resources, and location, and then explore how the choices actually made were affected by the given society’s particular culture, values, interests, and ways of decision-making, and how certain choices were encouraged or excluded by other, sometimes outside, forces at work, even by the vagaries of powerful individual personalities. It is easy enough to state this proposition in general terms, and even to win agreement for using the marriage of history and geography as the continuing core of the social studies in our schools. But it is sometimes not so obvious how one may apply it to particular courses, grade by grade. Perhaps a few examples will help. In the early grades, the student of very different ways of life of Native American groups can most memorably be rooted in the different environments to which they had to adapt, even in locations relatively close to each other, not to mention the vast differences between plains and woodlands. In the early history of the United States, subgroups of the history class may “settle” the different colonies, and lay out the promising and unpromising geographical features of their respective locations. One outgrowth of such an exercise is to explain those conditions of climate, soil, resources and population that encouraged the spread of slave labor in the American South and helped to discourage it in the North. The long consequences of that are enormous, and tragic, down to our own day. Tracing the routes of the explorers, and reliving their adventures, is a continuing confrontation with geography and the elements on one side and human will (and often frail technology) on the other. An extension of this exercise is to trace the routes of immigrants from their homes of origin to the New World and to the localities of their settlement. Which of the students’ ancestors (or present day families) were able to find new homes very like their old homes in climate and resources? Which were unable to, and why? Student military buffs will want to analyze the geographical advantages and disadvantages of North and South in the Civil War, and how well or badly the governments and commanders exploited them. What of a crucial battlefield such as Gettysburg or Vicksburg? What part was played by roads, rivers, and terrain, given the weapons, transport and communications of those days? In the realm of economic development, what geographical advantages did American industry enjoy in its remarkable expansion after the Civil War? Do contemporary developing nations enjoy any of the same? How does one account for great economic contrasts between societies which have largely similar geographical conditions? Such questions are particularly useful in following world history. What forces and choices allowed island peoples like the British and Japanese to develop world power seemingly out of proportion to their resources at hand? In ancient history, the significance of river valleys is a fundamental starting-point, to be followed by the sharp contrasts between different cultures’ adaptation to them. Other questions abound. How did their geographical location affect the fate and outlook of the Jewish people, and how are these reflected in the Old Testament? How were climate, soil, resources and geography instrumental in the decline and fall of Rome? How did these both help and obstruct the unification of Chinese empires? And mainly obstruct the unification of Europe up to modern times? What was the role of geography in the rise of Renaissance Italy, and in its subsequent decline and insecurity? Why did Prussia and Poland develop such different political and military systems in response to very similar geographical problems? Why Charles XII, Napoleon and Hitler all fail to grasp the problems posed by Russian geography and climate? What are the chances for human choice and ingenuity to overcome those forces of climate and geography that produce famine? Are there lessons to be learned from the past? Can particular human responses to environmental crises in history help us to frame sensible questions and choices in an era of unprecedented ecological problems across the globe? That these questions are but a tiny few among all those we could ask as we study the past is proof enough that human life is caught up in the “matrix of time and place,” as a never-ending drama of human interaction with the environment that we shall all have to understand much better if we are to preserve our freedom of choice and exercise it responsibly. ==='''Values, Beliefs, Political Ideas and Institutions'''=== ''This is the third in the series of Vital Themes; Bradley Commissioner '''[http://en.wikipedia.org/wiki/Michael_Kammen Michael Kammen]''' discusses the importance of the theme “Values, Beliefs, Political Ideas and Institutions.” While examples are drawn from U.S. History, they could have been from World History as well.'' Careful study of these concepts is essential for two inseparable reasons: their substantive significance and what they can teach our students about history as a process, that is, a fascinating pattern of change over time. Take, for example, American assumptions about the proper role of government in society. Back when America was first colonized, the Puritans assumed that government had a responsibility to regulate the economy and closely scrutinize the public and private behavior by individuals. Less than two centuries alter, however, Thomas Jefferson developed a notion that was diametrically the opposite – that government is best which governs least – and his understanding gained very wide credence for about 140 years. Franklin D. Roosevelt’s New Deal resulted in an ideological revolution and the revived expectation that government should have an activist role – a persuasion that many (but not all) Americans have doubted during the past decade. How and why those important transformations in American political values have occurred over the past 360 years is critical to any informed understanding of political culture in the United States. The study of these ideas and institutions is also crucial in helping students appreciate certain anomalies in our culture as well as gaps between our ideals and realities. With respect to prevailing orthodoxies about government intervention, for instance, one must note that shrewd Puritan mercahnts invariably invested in those endeavors least regulated at any given moment by colonial government. And during the nineteenth-century age of laissez-faire, railroad entrepreneurs demanded and expected all sorts of favors from government: land grants, tax breaks, other forms of permission and encouragement. Values and realities have often been out of synch; and the historical impact of one acting upon the other provides a dramatics narrative. For a final example I turn to the famous utterance by James Madison in Federalist paper number 51 (1778): ''Justice is the end of government. It is the end [ultimate goal] of civil society. It ever has been, and ever will be pursued, until it be obtained, or until liberty be lost in the pursuit.'' We traditionally view trial by jury as a vital component of our system of justice. Yet many people believe that the jury system is, in fact, too slow and cumbersome for our litigious society; and that a tribunal of professional judges is more likely to “do justice” than twelve amateurs. Be that as it may, my own recent experience as a juror in a complex murder trial did much to restore my own faith in the venerable jury system in general. I have reason to believe that I am not alone in undergoing a shift from skepticism to belief. There is great educational potential inherent in that sort of “conversion”: the gap between what we read in books and in the press, and what we experience as participants in the process of government – in this case the administration of justice. Before we ever get to such gaps, however, students must understand how the jury system evolved; how it has worked in the recent decades; how American attitudes towards justice have varied, from Madison’s statement in Federalist 51 to the harsh application of “Judge Lynch” in frontier America. All of these historical issues, anomalies, and problems provide a rich menu for teachers to offer their students: readings, classroom discussions, simulated situations, and assignments to be explored in th students’ home communities. American values, beliefs, political ideas and institutions are always undergoing change. The best way to comprehend that phenomenon in our own time is to come to grips with it historically. '''Examples of episodes form which the theme ''Values, Beliefs, Political Ideas and Institutions'' might be drawn in American History Courses:''' '''Pre-Colonial:''' European and Indian ideas about land ownership; th estory of the House of Burgesses in Virginia. '''Revolution and Constitution:''' James Otis, PAtrick Henry and opposition to the Stamp Actl a biography of Thomas Jefferson with special focus on May-to-August, 1776. '''Early 19th Century:''' Role of 2nd Great Awakening in abolition, temperance, suffrace, public education movements; story of Jackson vs. the Bank of the U.S. '''Civil War and Reconstruction:''' Relationship between the Missouri Compromise, the Kansas-Nebraska Act, and the beginning of the Republican Party; the political implicaitons of the Battle of Antietam; Lincoln's Second Inaugural Address and the course of Reconstruction. '''Late 19th Century:''' Immigration and E. Lazarus' poem on the State of Liberty; the story of the Oklahoma land rush, story of the Pendleton Act/Civil Service. '''20th Century:''' War with Spain; the story of the Progressive Party; neutrality, isolation, involvement and leadership in foreign affairs from G. Washington to T. Roosevelt to Wilson to FDR; story of th eauto in American society. ==='''Conflict and Cooperation'''=== ''Bradley Commissioner, '''Robert H. Ferrell''', discusses the theme “Conflict and Cooperation.” Examples show where this theme could be developed in the elementary school years, but their development and reinforcement would continue in grades 7 through 12 as well.'' A look into any era of the human story reveals two recurring patterns of behavior. Conflict between cooperation among individuals and societies are themes that are as basic to history as they are to human nature. Although they appear to be mutually exclusive, we can see again and again that certain cooperative efforts can result in conflict (for example the sstem of alliances in pre-World War I Europe), and conflict can draw humans into cooperative efforts. We may today be in the midst of such cooperation growing out of conflict (or at leasts potential conflict). For two generations now the primary problem of world politics has been rapidly escalating danger of nuclear accident or war, which could cause deaths numbering from tens of thousands to tens of millions. Since July16, 1945, when the United States at Alamogordo, New Mexico, detonated a plutonium nuclear device, the peoples of the world have been in danger. The new regime in Russia promises a lessening of the balance of terror, butt it is too early to place more than a modicum of faith in developments there. The hope of eliminating the nuclear problem lies in the study of history, of how we got to here from there, in the belief that we then can take measures to lessen the danger. This entails going back at least to the era of the Renaissance and Reformation and the rie of the nation states, then of nationalism beginning with the American and French revolutions. Here American history offers remarkable instruction. People came to America for reasons of religion and economics (that is, land), but many came to escape Europe’s wars, what President George Washington described as the Continents’s ordinary combinations and collisions. For them the harried voyage from the Old World to the New removed them from despotism with its wars into a new Eden of republicanism, democracy, and peace. Throughout the nineteenth century, with exception of the War of 1812, America as the Englishman James Bryce wrote, sailed on the summer sea. As the present-day historian C. Vann Woodward described what happened, America enjoyed free security, made possible by geography and the British navy. But then came the 20th century in which Europe’s troubles inexorably spread to America. It no longer was possible, as Jeffersonians had hoped, to make America as isolated from Europe as was China. Since 1945 nuclear weapons have spread to at least six nations. Non-nuclear wars have broken out regionally. Technologically they have advanced rapidly, using the latest non-nuclear explosives and carriers. How to resolve, in peace, the intense danger of nuclear escalation of human conflicts? This is an essential question facing the human race today. We know from studying history that human beings will have conflicts. But we also know from studying history that humans have solved problems by cooperating in times of conflict. Conflict and cooperation are vital themes of human nature that we learn from history. Never in history has it been so important that we understand both. '''An example of how Conflict and Cooperation might be stranded through the Elemenatry Pattern B from Building a History Curriculum:''' '''K: Learning and Working Now and Long Ago''' Children learn to help in ancient cultures; tales from the Brothers Grimm; myths/legends/folktales (Arabian Nights, Paul Bunyon, Casey Jones); Aesops fables '''GR 1: Child’s Place in Time and Space''' Stories of children in ancient China; pages/squires in Medieval times; read-aloud stories such as Little House in the Big Woods, by Laura Ingalls Wilder '''GR 2: People Who Make A Difference''' Biographies of Nobel Peace Prize winners and how they met challenges of conflict (Theodore Roosevelt, Mother Theresa, Martin Luther King Jr., others); stories of our grandparents and ancestors '''GR 3: Continuity and Change: Local and National History''' How/why people form and settle local communities, cooperation within and among communities (e.g. history of the United Way project, history of transportation); how/why people divided labor in early communities '''GR 4: A Changing State''' Organizing early settlements of our state; role of our state in national conflicts; our state in interacting with other regions of the world '''GR 5: U.S. History and Geography: Making a New Nation''' Religion/economics/politics in colonial America; the Revolution; writing the Constitution; opening the frontier; biographies of Paul Revere, George Washington, John Hancock '''GR 6: World History and Geography: Ancient Civilization''' Building cities in ancient Sumer, Egypt, Indus River Valley; polis of Athens; Incas, Mayas, Aztecs; biography of Alexander the Great ==='''Comparative History of Major Developments'''=== ''This is the fifth in a series of articles in which the historians of the Bradley Commission elaborate on the meaning of the six vital themes; '''[http://en.wikipedia.org/wiki/Gordon_A._Craig Gordon A. Craig]''' discusses the theme: Comparative History of Major Developments.” Comparison is a particularly useful tool of analysis, and, it is hoped, will become a “habit of the mind.”'' As these lines are being written, one of the most remarkable developments since the end of the Second World War is taking place, the transformation of Eastern Europe, as the various Warsaw Pact nations turn from totalitarian government to reform regimes and democratic socialism. The future historians of this process will depend heavily upon the comparative method to explain it, for it will be by means of careful description of the various totalitarian governments and a careful assessment of similarities and differences between them that they will be able to weigh the importance of such things as the role of nationality , bureaucratic structure, economic performance and vulnerability, ideological conviction, generational attitudes, and external influences (Western television, for example, or perestroika) in determining their relative susceptibility to pressure for reform and the reasons why the ruling party in Hungary, for example, reacted differently from that in East Germany. Comparison is a useful tool of analysis for both political scientists and historians, although they tend to use it differently. Political scientists are more interested in the similarities that it reveals than the differences, and have demonstrated, by the use of structured comparative analysis of similar phenomena, that correlations between variables may have causal significance or predictive value. Historians are apt to be more interested in differences. They are willing to admit that revolutions in history have so many common factors that one may speak, somewhat loosely to be sure, of there being an anatomy of a revolution. But they are still interested in asking why, despite their similarities, the French Revolution issued in a military dictatorship and the Russian Revolution did not, and why the American Revolution was so different from either of the others, and to what extent this was true because its leaders were taking as their model the English Revolution of the seventeenth century. Comparison is a highly effective means of restoring precise meaning to terms that have lost it through slipshod usage. One has a clearer understanding, for example, of the course of international affairs in the nineteenth century and the coming of the First World War if one realizes that between the Congress of Vienna and 1914 the nature of the European balance of power was not constant but variable, moving from a flexible system of interpenetrating combinations of lightly armed powers, to a complicated network of secret alliances controlled by the manipulations of a single power (the Bismarck system), to a polarized but highly unstable system of armed coalitions that was constantly threatening to collapse and finally did. Comparison of the relative weight of armamaments, military systems, economic competition, and nationalist feeling and ideological zeal in the three different systems also throws light on the progressive weakening of the supports of peace. Comparison is no less important in illuminating aspects of social, economic and cultural history. It is well known that the extension of education to the masses was one of the great achievements of nineteenth century liberalism, but it is nevertheless instructive o compare the record of the liberal paries of Switzerland, France and Great Britain in this respect and to note the relative foot-dragging that took place in the last case and the different arguments that were put forward for education bills in the three countries, for this tells us a good deal about their values, their economic requirements in the industrial age, and even their systems of social stratification. Similarly, a comparison of the emergence of the social welfare state in Germany, Great Britain, and the United States raises the interesting question of why the most democratic of these three societies has been most reluctant to grant social security to its citizens, also a cultural question but one, in addition, that involves analysis of the relationship between the state and the individual in the three countries. It is because comparative history raises provocative questions of this nature that it is such an admirable tool of classroom instruction, constantly inviting students not merely to accept the past but to engage actively in the process of seeking to understand it. ==='''Patterns of Social and Political Interaction'''=== ''Bradley Commissioner '''[http://en.wikipedia.org/wiki/Leon_F._Litwack Leon Litwack]''' discusses Historians and “The Inarticulate,” a topic stimulated by the theme “Patterns of Social and Political Interaction.” He shows how the study of American history should result in an understanding of social patterns and of the political relationships that interact with the social. Professor Litwack also indicates the need to include a wide variety of cultural documentation to learn about both sides of such interactions.'' When the Bradley Commission noted “the new prominence of women, minorities, and the common people in the study of history, and their relation to political power and influential elites,” it acknowledged the far reaching changes in writing, teaching, and documentation of the American past. Until recently, the American history the typical student learned in high school or college was the history of exceptional people, mostly white, literate men. If wmen, racial minorities, or common people appeared at all, it was largely as picturesque appendages, not as active shapers of their own history; their experience was not only peripheral but said to be impossible to reclaim, because traditional methods of historical scholarship emphasized the importance of records and documents which the “inarticulate”—working class racial and ethnic communities – have not usually kept. Historians played a significant role in creating, shaping, and reinforcing racial, gender, and ethnic biases; they succeeded in miseducating several generations of Americans. The history they wrote did have consequences. The ways in which the past is interpreted often have had a profound impact on the present. The traditional view of Reconstruction in American history, for example, as a period of unrelieved debauchery and black rule, helped to explain why blacks were unfit to participate in political life and why the South needed to eliminate them as voters and office-holders; it not only rationalized the South’s denial of constitutional rights to black people but northern acquiescence in that denial. And for nearly a century this distorted image of Reconstruction shaped white southern responses to any threat to white supremacy, to any proposal to end segregation and readmit blacks as voters. To provide a deeper understanding of the cultural and racial diversity of American society, the quality, depth, and resourcefulness of the response of racial minorities, women, and ordinary people to their place in that society, it becomes necessary to reassess the traditional documentation of the past, to appreciate the diverse ways in which the “inarticulate” have related their experiences and communicated their feelings. It has often been their music, in their folk beliefs and proverbs, in their humor, in their hero traditions, in their language and dialect, in their superstitions, in their art and dances that people have expressed their innermost thoughts and preoccupations, their sorrows, frustrations, and joys, their triumphs and defeats. That scholars and teachers neglected these sources revealed not only a lack of historical imagination but ethnocentric complacency and racial chauvinism. In the conclusion of his work DEEP BLUES, Robert Palmer asked, “How much thought can be hidden a few short lines of poetry? How much history can be transmitted by pressure on a guitar string?” And he answered, “The thought of generations, the history of every human being who’s ever felt the blues come down like showers of rain.” In that spirit, teachers need to instill in their students an appreciation of the complexities and varieties of cultural documentation, the enormous possibilities those documents afford us to bring into our historical consciousness people ordinarily left outside the framework of history. The kinds of records found in most documentary readers – state papers, legislative enactments, court decisions, speeches and proclamations – reveal only a fragment of the past and do little to illuminate the character and culture of a people, the range and depth of the human experience. History is not a set of indigestible facts and “great events” arrayed in chronological order – no sooner memorized than forgotten. Students need to be able to feel the facts to which they are exposed; they need to be engaged in the social complexity and diversity of the past. Teachers face an equally formidable task in helping their students to overcome racial and ethnic stereotypes and cultural parochialism. That challenge has seldom taken on such critical proportions as it does today. Racism remains the most debilitating virus in the American system, deeply embedded in our culture and politics (as graphically revealed in the last presidential election), and its consequences spill over into almost every facet of American life. It is nourished by historical and cultural illiteracy. ''Professor Litwack uses examples from U.S. History in his preceding essay; however, this theme can be used in World History as well. Here are examples of topics from which the theme Patterns of Social and Political Interaction might be drawn in World History courses: The evolution and distinctive characteristics of major Asian, African, and American pre-Columbian societies; Varying patterns of resistance to or acceptance of industrialization and its accompanying effects, in representative European and non-European societies; The interplay of geography and local culture in the responses of major societies to outside forces of all kinds; Medieval society and institutions; relations with Islam; feudalism and the evolution of representative governement; The European ideologies of the 19th and 20th centuries and their global influence: liberalism, republicanism, social democracy, Marxism, nationalism, Communism, Fascism, Nazism; The new 19th century imperialism, ultimate decolonization, and the consequences of both for colonizers and colonized; The rise of Islam as a movement not just of the Middle East but of te whole region of arid lands stretching from Iberia to India; and the surge of Islamic expansion in Eurasia and in Africa in the 16th century; The near industrial revolution in China under the Sung Dynasty and its effects all across Eurasia.'' == History's Habits of the Mind== ''Developed by the National Council for History Education and posted with their permission.'' '''Courses in history, geography, and government should be designed to take students well beyond formal skills of critical thinking, to help them through their own active learning to:''' * Understand the significance of the past to their own lives, both private and public, and to their society. *Distinguish between the important and the inconsequential, to develop the discriminating memory needed for a "discerning judgment" in public and personal life. * Perceive past events and issues as people experienced them at the time, to develop historical empathy as opposed to present-mindedness. * Acquire at the same time a comprehension of diverse cultures and shared humanity. * Understand how things happen and how things chance, how human intentions matter, but also how their consequences are shared by the means of carrying them out, in a tangle of purpose and process. * Comprehend the interplay of change and continuity, and avoid assuming that either is somehow more natural, or more to be expected, than the other. * Prepare to live with uncertainties and exasperating, even perilous, unfinished busines, realizing that not all problems have solutions * Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. * Appreciate the often tentative nature of judgments about the past, and thereby avoid the temptation to seize upon particular "lessons" of history as a cure for present ills. * Recognize the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill. * Appreciate the force of the non-raational, the irrational, and the accidental, in history and human affairs. * Understand the relationship between geography and history as a matrix of time and place, and as a context for events. * Read widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and thereby frame useful questions. == How to Write History Better == ''In the April, 2000, issue of '''History Matters!''' National Council for History Education member and prize-winning historian, William E. Leuchtenburg shared three tips in response to the question: Do you have any advice that would help students write history better? Here are Prof. Leuchtenburg's as well as others. Used with permission from NCHE.'' ===Tips On Writing History=== ====Prof. William E.Leuchtenburg, University of North Carolina, Chapel Hill==== I do not want to be presumptuous because I am certainly not the source of all knowledge on this. As a matter of fact I can boil down everything I know about writing into three sentences: 1. Check every single verb on each page of your manuscript mechanically to eliminate the passive voice, if at all possible. 2. Avoid repeated words, not only in the same sentence or paragraph, but within the entire paper. 3. Make sure your topic sentence is what the paragraph is about. ====Prof. Mary Beth Norton, Alger Professor of American History, Cornell University==== 1) Read everything aloud to yourself. Such a strategy helps you to "hear" awkward constructions and word repetitions. 2) Do not use weak transitional words and phrases, such as "however" and "we see that. . ." 3) Avoid the "this-it syndrome"--that is, the use of vague terms without obvious referants. Especially avoid the "lonely this," as in "she wanted this above all" or "this is. . ." ====Byron Hollinshead, President, American Historical Publications==== One should always look for exactly the right verb to describe an action, rather than picking out any old verb and adding an adjective or adverb to it; e.g. try "stroll" instead of "walk leisurely." ====Will Fitzhugh, Editor and Publisher of The Concord Review==== To write history well, make it a practice to read good historical writing. A good place to start would be the essays in The Concord Review. ====Thomas M. Preisser, Professor and Chair, Department of Humanities, Government, and Modern Languages, Sinclair Community College, Dayton (OH)==== Make sure your manuscript has a thesis which you develop and support. ====Stephen Webre, Chair, Dept. of History, Louisiana Tech University==== 1) Write with nouns and verbs. Consider all adjectives and adverbs guilty until proven innocent. Use them only when they make a necessary contribution to meaning. One adverb that fails this test is "very." Avoid it. 2) Keep the noun and verb close together. 3) Place the time reference (for example, the date of the event being discussed), at the beginning of the sentence or the clause. 4) You need a clearly stated thesis, but you also need what Alfred Hitchcock used to call a "MacGuffin." The MacGuffin is the thing the paper is about. Know what it is and do not lose sight of it. If there's something in your paper that's not about the MacGuffin, take it out. Know the difference between a thesis and a MacGuffin. <references/> [[Category:History|P]] 2572 23431 2006-09-04T04:33:51Z Trevor MacInnis 99 redirect to an article and not a category #REDIRECT[[Introduction to German]] 2573 10892 2006-08-21T20:28:44Z JWSchmidt 20 subcategory [[Category:Program for entrepreneurship]] 2574 80047 2007-01-22T18:34:08Z JWSchmidt 20 Research Participants in the '''Wikiversity NPC''' project create a nonprofit corporation (NPC) that will produce Wikiversity content. ==Learning project== The Wikiversity NPC learning project allows Wikiversity participants to learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education. ==Business plan== The goal of this nonprofit corporation (note, a name for the corporation needs to be selected) is to hire experts who will be employed to produce learning resources for Wikiversity. The corporation will also hire experts to write grant proposals for both itself and for the [http://en.wikipedia.org/wiki/Wikimedia_Foundation Wikimedia Foundation]. Any profits made by this NPC will be donated to the Wikimedia Foundation. (Note: I doubt that the grant funders will let you do this. [[User:Roadrunner|Roadrunner]] 18:40, 7 January 2007 (UTC)) The corporation will be a strictly educational entity with no purpose other than to advance education as made possible by the Wikimedia Foundation's Wikiversity project. The corporation will engage in commercial activities such as providing the services of certified educators who specialize in teaching by making use of Wikiversity-derived learning resources. Income derived from fees charged for these services will fund grant writing and the creation of new Wikiversity learning resources. (Note: This is probably not legally possible. Any funds that you make from for-profit activities will be subject to tax, and if it makes up a large fraction of your income, you will lose your non-profit status. If you are going to engage in any for-profit activity, it is much simpler to simply create a for-profit corporation. Non-profit law in the United States allows schools and universities to have non-profit status. The trouble is that they have a rather restrictive definition of school (it has to have a formal curriculum. Simply having classes without a curriculum, will not get you that exemption. [[User:Roadrunner|Roadrunner]] 18:40, 7 January 2007 (UTC) :The point is not to create a school. The point would be that there could be charges for services provided by the NPC; if there was any money from those charges above the costs of providing the services the money would go into the mission of the NPC, support for the Wikimedia Foundation's Wikiversity project.) ==Research== We need to do research into the history and activities of the Wikimedia Foundation and other education-oriented NPCs. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this project, you can list your name here (this can help small projects grow and the participants communicate better; for large projects a list of active participants is not needed). * [[User:JWSchmidt]] - I am interested in the [[Wikiversity NPC]] project * [[User:CQ]] - I want to hear and see Wikiversity [[Topic:Internet Audio and Video|Internet Audio and Video]] * [[User:Remi0o]] - Looks like an interesting project. * [[User:Roadrunner]] - I manage a 503(c) non-profit at http://www.gnacademy.org/ * ... ==External links== *[http://www.not-for-profit.org/page2.htm What is a Nonprofit Corporation?] - The nonprofit resource center. *[http://www.gatesfoundation.org/Education/ Bill & Melinda Gates Foundation] - committed to raising the high school graduation rate and helping students get ready for college and work. *[http://rlounsbery.org/default.asp Richard Lounsbery Foundation] - has in the past supported the Wikimedia Foundation; supports elementary and secondary science and math education. *[http://www.macfound.org/site/c.jjJYJcMNIqE/b.2000007/k.51A9/Digital_Media_Learning_and_Education.htm MacArthur Foundation] - Digital Media, Learning and Education. * Nolo Guide to Non-Profits. *[http://www.neh.gov/grants/guidelines/Digital_Partnership.html National Endowment for Humanities] digital projects [[Category:Wiki business ventures]] [[Category:Business learning projects]] [[Category:Grant support]] [[Category:Nonprofit Management]] [[:Category:Research]] 2578 48596 2006-11-26T06:34:34Z AmiDaniel 3334 Fix enwiki sandbox link to point at a concrete article on Sandboxes, rather than a disambig <noinclude> {| class="messagebox protected" style="border:2px solid #99B; padding:0px; font-size:0.9em;" |- | valign="top" | [[Image:Padlock.svg|45px| ]] | '''This page should NOT be used for ''testing purposes''.''' This page acts ''only'' as a transclusion for [[Wikiversity:Sandbox]]. For that reason, testers who wish to experiment should test their edits at [[Wikiversity:Sandbox]], ''not'' here. This page should ''only'' be edited if the ''Sandbox Header'' needs modification(s). |} </noinclude><includeonly> {| style="background-color: transparent; border:1px dotted #000000;padding:2px;margin:2px;" | ''Welcome to the '''Wikiversity Sandbox'''! This page allows you to carry out experiments. To edit, click '''[{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} here]''' or '''edit this page''' above (or the views section for obscure browsers), make your changes and click the '''Save page''' button when finished. Content will '''not''' stay permanently; this page is '''cleaned''' occasionally.'' ''Please do not place copyrighted, offensive, slanderous, or libelous content in the sandbox(es). If you have any questions regarding [[Wikiversity]], please ask them at the [[Wikiversity:Help desk|help desk]] or the [[Wikiversity:Colloquium|Wikiversity Colloquium]]. Thanks!'' :''This page is a virtual sandbox on Wikiversity. For uses of sandboxes, see the Wikipedia article [[w:Sandbox (software development)]]. | {| style="background-color: transparent;" |- |{{Shortcut|[[WV:SB]]<br>[[WV:SAND]]}} |- |<div style="border: 1px solid black; text-align: center; padding:5px; font-size: small; background: #eeeeee; white-space: nowrap;"> More info:<br> [[Wikiversity:Introduction|Introduction to Wikiversity]]<br> [[Wikiversity:About the Sandbox|About the Sandbox]]<br> [[Wikiversity:Tutorial|Editing tutorial]]<br> </div> |} |} </includeonly> 2580 50769 2006-12-02T04:12:47Z AmiDaniel 3334 -{{tl|Plp}} ==Summary== ''Institutional ethnography'' is a research method that emphasizes the study of the social organization of everyday life. This project involves extensive observation of social settings and writing about experiences and events in such. Institutional ethnography was developed by the Canadian Sociologist [[w:Dorothy E. Smith|Dorothy Smith]]. This project is based on Smith's writings and ''Mapping Social Relations'' by Campbell and Gregor. ==Prerequisites== *Completing an introductory course in [[Topic:Sociology|Sociology]] or [[Topic:Anthropology|Anthropology]] is recommended. *Completing the learning project [[Introduction to ethnography]] is recommended. *Close reading of the [[meta:Wikimedia Research Network Privacy Policy|WRN Privacy Policy]] and Wikiversity [[w:Research ethics|research ethics]] pages is required before or early on in the course. *If you intend to do social research, reviewing one of these free online courses is recommended: **[http://www.fhi.org/training/en/Retc/ Research Ethics Training Curriculum] prepared by [[w:Family Health International]] (FHI). **[http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp National Cancer Institute Human Subjects Research Tutorial]. ==Goals== This learning project offers learnings activities to explore the practice of institutional ethnography. After doing these activities, the learner should have started to develop the ability to: *take field notes *identify ones social location in relation to various social contexts *analyze problems that arise in everyday life *analyze social groups and processes sociologically *organize an ethnography research project Concepts to learn include: [[/concepts]] ==Activities== *Activity 1. Observe how collaborations develop at Wikiversity. Create some wiki pages that promote collaborative learning. *Activity 2. *etc. ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== *[[w:Ethnography]] Additional helpful readings include: [[Category:Learning projects]] [[Category:Research]] [[Category:Sociology]] 2581 22773 2006-09-03T03:33:17Z JWSchmidt 20 subcat These projects and pages are relevant to the study of [[Topic:Sociology|Sociology]]: [[Category:Social Sciences]] 2583 10957 2006-08-21T22:12:33Z Trevor MacInnis 99 #redirect[[Wikiversity:Sandbox]] #redirect[[Wikiversity:Sandbox]] 2584 10958 2006-08-21T22:12:37Z Trevor MacInnis 99 #redirect[[Wikiversity:Sandbox]] #redirect[[Wikiversity:Sandbox]] 2586 24960 2006-09-07T20:31:00Z Trevor MacInnis 99 rm parent cat, exists in sub cat {| class="messagebox" |- | [[Image:Green check.png|30px]] | '''This page is an [[Wikiversity:Policies|official policy]] on the English Wikiversity.''' It has wide acceptance among editors and is considered a standard that all users should follow. When editing this page, please ensure that your revision reflects [[Wikiversity:Consensus|consensus]]. When in doubt, discuss first on the [[{{TALKPAGENAME}}|talk page]]. |{{shortcut|{{{1|}}}}} |}<includeonly>[[Category:Wikiversity policy|{{PAGENAME}}]]</includeonly><noinclude> ---- To include shortcut(s), pass a parameter: <code>{&#123;{{PAGENAME}}|[&#91;WP:SHORT&#93;]&#125;}</code> For related [[:Category:Wikiversity header templates|Wikiversity header templates]] see [[Wikiversity:Template messages/Project namespace|Template messages/Project namespace]]. [[Category:Wikiversity header templates|{{PAGENAME}}]]</noinclude> 2587 19184 2006-08-28T15:16:33Z Trevor MacInnis 99 -cat <div class="infobox" style="float:right;"> <div style="float: left;">[[Image:Wiktionary-logo-en.png|50px|none|Wiktionary|]]</div> <div style="margin-left: 60px;">Look up '''''[[wiktionary:{{{1|Special:Search/{{lc:{{PAGENAME}}}}}}}|{{{2|{{{1|{{PAGENAME}}}}}}}}]]''''' in <br />[[w:Wiktionary|Wikitionary]], the free dictionary.</div> </div> <noinclude> [[Category:Interwiki link templates|{{PAGENAME}}]] </noinclude> 2588 19182 2006-08-28T15:15:48Z Trevor MacInnis 99 rm parent cat <div class="infobox sisterproject">[[Image:Wikiquote-logo-en.png|left|50px| ]]<div style="margin-left: 60px;">[[W:Wikiquote|Wikiquote]] has a collection of quotations related to:<div style="margin-left: 10px;"> '''''[[Wikiquote:{{{1|Special:Search/{{PAGENAME}}}}}|{{{2|{{{1|{{PAGENAME}}}}}}}}]]''''' </div></div></div> <noinclude> [[Category:Interwiki link templates|{{PAGENAME}}]] </noinclude> 2589 19183 2006-08-28T15:16:04Z Trevor MacInnis 99 -cat <div class="infobox sisterproject">[[Image:Wikisource-logo.svg|left|50px| ]] <div style="margin-left: 60px;">[[w:Wikisource|Wikisource]] has original text related to this article: <div style="margin-left: 10px;">'''''[[wikisource:{{{1|Special:Search/{{PAGENAME}}}}}|{{{2|{{{1|{{PAGENAME}}}}}}}}]]'''''</div> </div> </div> <noinclude> [[Category:Interwiki link templates|Wikisource]] </noinclude> 2590 19181 2006-08-28T15:15:24Z Trevor MacInnis 99 fix cats {| border="2" class="noprint" class="toccolours" style="clear:right; float:right; background: #f9f9f9; width: 250px;" cellspacing="3" cellpadding="3" rules="none" |- |[[Image:Wikimedia.png|50px|none|Wikimedia|<nowiki></nowiki>]] |Look up ''[[Wiktionary:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wiktionary|Wiktionary]], the free dictionary. |Look up ''[[Wikinews:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikimedia|Wikinews]], the free news. |Look up ''[[Wikiquote:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikiquote|Wikiquote]], the free quotations. |Look up ''[[Wikibooks:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikibooks|Wikibooks]], the free books. |Look up ''[[Wikisource:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikisource|Wikisource]], the free source. |Look up ''[[Commons:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikimedia Commons|Commons]], the free repository. |Look up ''[[Wikispecies:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikispecies|Wikispecies]], directory of species. |} <noinclude> [[Category:Interwiki link templates]] </noinclude> 2591 10973 2006-08-21T22:31:37Z SB Johnny 61 category [[Category:Humanities]] 2592 19179 2006-08-28T15:14:45Z Trevor MacInnis 99 -cat {| id="toc" class="toc" summary="Contents" ! {{MediaWiki:Toc}}: | [[#top|Top]] - [[#0–9|0–9]] [[#A|A]] [[#B|B]] [[#C|C]] [[#D|D]] [[#E|E]] [[#F|F]] [[#G|G]] [[#H|H]] [[#I|I]] [[#J|J]] [[#K|K]] [[#L|L]] [[#M|M]] [[#N|N]] [[#O|O]] [[#P|P]] [[#Q|Q]] [[#R|R]] [[#S|S]] [[#T|T]] [[#U|U]] [[#V|V]] [[#W|W]] [[#X|X]] [[#Y|Y]] [[#Z|Z]] __NOTOC__ |} <noinclude> [[Category:TOC templates]] [[Category:Navigational templates]] </noinclude> 2593 19178 2006-08-28T15:14:34Z Trevor MacInnis 99 -cat {| id="toc" class="toc" summary="Contents" ! {{MediaWiki:Toc}} |- | align="center" | [[#A|A]] [[#B|B]] [[#C|C]] [[#D|D]] [[#E|E]] [[#F|F]] [[#G|G]] [[#H|H]] [[#I|I]] [[#J|J]] [[#K|K]] [[#L|L]] [[#M|M]] [[#N|N]] [[#O|O]] [[#P|P]] [[#Q|Q]] [[#R|R]] [[#S|S]] [[#T|T]] [[#U|U]] [[#V|V]] [[#W|W]] [[#X|X]] [[#Y|Y]] [[#Z|Z]] __NOTOC__ [[#top|Top of page]] — [[#See also|See also]] — [[#External links|External links]] |}<noinclude> [[Category:TOC templates|{{PAGENAME}}]] [[Category:Navigational templates]] </noinclude> 2594 24961 2006-09-07T20:31:26Z Trevor MacInnis 99 recat {| class="messagebox" id="pnutshell" |- |style="text-align: center"| This [[Wikiversity:Policies|policy]] in a nutshell: |- |style="text-align: left"| [[Image:Walnut02.jpg|right|50px|Mmm, nuts!]] '''{{{1}}}''' |}<noinclude> This template is used to provide a very quick summary of policies for the casual reader. These summaries are also collected at [[Wikiversity:Policies]]. ;See also : [[Template:Guideline in a nutshell]] :[[Template:Naming convention in a nutshell]] [[Category:Wikiversity header templates|Policy]] </noinclude> 2595 33742 2006-10-10T08:35:42Z Sebmol 14 {| class="messagebox" |- | [[Image:Blue check.png|30px]] ||'''This page is considered a [[Wikiversity:Policies|guideline]] on Wikiversity.''' It has general acceptance among editors and is considered a standard that all users should follow. However, it is not set in stone and should be treated with common sense and the occasional exception. When editing this page, please ensure that your revision reflects [[Wikiversity:Consensus|consensus]]. When in doubt, discuss first on the [[{{TALKPAGENAME}}|talk page]]. |{{shortcut|{{{1|}}}}} |}<includeonly>{{{category|[[Category:Wikiversity guidelines|{{PAGENAME}}]]}}}</includeonly><noinclude> ---- To include shortcut(s), pass a parameter: <code>{&#123;{{PAGENAME}}|[&#91;WP:SHORT&#93;]&#125;}</code> For related [[:Category:Wikiversity header templates|Wikiversity header templates]] see [[Wikiversity:Template messages/Project namespace|Template messages/Project namespace]]. [[Category:Wikiversity header templates|Guideline]] </noinclude> 2596 11004 2006-08-21T22:49:37Z Trevor MacInnis 99 create {| class="messagebox protected" style="border:1px solid #88A; padding:0px; font-size:0.9em;" |- | valign="top" | [[Image:Padlock.svg|45px| ]] | '''This [[Wikiversity:High-risk templates|high-risk template]] has been [[Wikiversity:This page is protected|protected]] from editing to prevent [[Wikiversity:dealing with vandalism|vandalism]].''' Please discuss changes on the [[{{NAMESPACE}} talk:{{PAGENAME}}|talk page]]. You may use {{tl|editprotected}} on the [[{{NAMESPACE}} talk:{{PAGENAME}}|talk page]] to ask for an administrator to make an edit for you. |} [[Category:Protected templates]]<noinclude>[[Category:Protection templates]]</noinclude> 2597 11007 2006-08-21T22:55:07Z Trevor MacInnis 99 create template for archive organization <!-- Template:Archive_box begins --> <div class="infobox" style="width: 315px"> <div style="text-align: center">[[Image:Vista-file-manager.png|50px|Archive]]<br /> <span style="font-size: smaller">[[Wikiversity:How to archive a talk page|Archives]]</span> </div> ---- {{{1}}} </div><!-- Template:Archive_list ends --><noinclude> {{Template:Archive box/manual}} [[Category:Archival templates|{{PAGENAME}}]] [[Category:General talk header templates|{{PAGENAME}}]] </noinclude> 2598 11008 2006-08-21T22:55:46Z Trevor MacInnis 99 instructions == Usage == Include the archive box in the article by adding <pre>{{Archive box|[[/archive]]}}</pre> to where you want the archive box to appear. Make sure to add the forward slash '/' to the archive name to make it a subpage of the page where the archive box is placed. How you present a list of archive pags is up to you. You can seperate them with commas, pipes (vertical lines: '|') or as lists. See [[#Examples]] below. === Placement === The box uses a style that makes it "float" to the right. This means that where it appears in the page it will be aligned to the right edge of the page (more accurately: the containing box, but that is an unnecessary detail) and all following content will flow around it. === Examples === For actual examples of the use of this template, use the [[Special:Whatlinkshere/Template:Archive_box|what links here]] link in the toolbox on the sidebar, near the top on the left side of this page (unless you are using an uncenventional skin ... in which case you probably know what you are doing). {| class="wikitable" ! Wikitext !! Appearance |- |<pre>{{archive box| [[/archive1]], [[/archive2]], [[/december 2005 - January 2006]] and [[/Deletion discussion]]}}</pre> |{{archive box| [[/archive1]], [[/archive2]], [[/december 2005 - January 2006]] and [[/Deletion discussion]]}} |- |<pre>{{archive box| [[/archive1]]<br /> [[/archive2]]<br /> [[/december 2005 - January 2006]]<br /> [[/Deletion discussion]]}}</pre> |{{archive box| [[/archive1]]<br /> [[/archive2]]<br /> [[/december 2005 - January 2006]]<br /> [[/Deletion discussion]]}} |- |<pre>{{archive box| : [[/archive1]] : [[/archive2]] : [[/december 2005 - January 2006]] : [[/Deletion discussion]]}}</pre> |{{archive box| : [[/archive1]] : [[/archive2]] : [[/december 2005 - January 2006]] : [[/Deletion discussion]]}} |- |<pre>{{archive box| * [[/archive1]] * [[/archive2]] * [[/december 2005 - January 2006]] * [[/Deletion discussion]]}}</pre> |{{archive box| * [[/archive1]] * [[/archive2]] * [[/december 2005 - January 2006]] * [[/Deletion discussion]]}} |- |<pre>{{archive box| # [[/archive1]] # [[/archive2]] # [[/december 2005 - January 2006]] # [[/Deletion discussion]]}}</pre> |{{archive box| # [[/archive1]] # [[/archive2]] # [[/december 2005 - January 2006]] # [[/Deletion discussion]]}} |} 2599 26927 2006-09-14T03:26:44Z Piotrus 571 [[Category:Wikiversity policy]] Consensus usually means that a large majority of community members who have discussed a proposal have provided good reasons for either adopting or rejecting the proposal. [[Category:Wikiversity policy]] 2600 52294 2006-12-06T19:28:20Z AmiDaniel 3334 rvv Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> 2601 48143 2006-11-23T13:01:23Z Hillgentleman 530 <center><big>'''Welcome to the Division of Pure Mathematics!'''</big></center> <center>''Part of the [[School:Mathematics|School of Mathematics]]''</center> The division of pure mathematics contains departments that would appeal to a mathematics major. Many of these topics are the places where beautiful theorems of mathematics were worked out. Why not help out and develop learning materials about them here? ==Division news== * '''August 21, 2006''' - Pure Math division founded! * '''September 28, 2006''' - Tachyon01 will be working lesson plans for a course in Proofs/Logic. ==Subdivisions and Departments== * [[Topic:Mathematical Logic & Foundations]] * [[Topic:Introductory Algebra and Geometry]] * [[Topic:Linear Algebra]] * [[Topic:Analysis]] * [[Topic:Graph Theory]] * [[Topic:Topology]] * [[Topic:Higher Algebra]] * [[Topic:Algebraic Geometry]] * [[Topic:Trigonometry]] * [[Topic:Number Theory]] * [[Topic:Category theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... ---- [[Category:Pure Math|Pure Math]] 2604 48514 2006-11-25T20:02:38Z Rayc 57 cat <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> just for now: *[[Linear algebra]] *[[College Algebra]] [[Category:Mathematics]] 2605 24078 2006-09-05T10:40:04Z JWSchmidt 20 [[Category:Wikiversity]] This page discusses of referring to Wikiversity as a ''multiversity''. Scholars do more than teach and learn. Scholar teach, learn, research, serve and play. To embrace this holistic nature of scholarship, we should use the term university or multiversity in our mission statement and other introductory pages. Wikiversity could take ownership of the implications of its name and the creative members of the community who vision Wikiversity as a university by exploring various meanings and derivations of university. Many scholars could join in this project. The concept "multiversity" allows more than one university to grow within the Wikiversity space. There can be a learning project university here and that can grow first. But there is so much more than can happen. An online community of independent scholarship networks university can grow here. There can be a development service university here. An interface amongst wiki-literate groups in many academic communities, universities, and associations can evolve here. Calling it a multiversity doesn't mean that degree granting mechanisms have to be put in place. That can be in abeyance. The change from univesity to multiversity allows us to reconceptualize what is a university and bring free culture efforts in learning, research/discovery, and service amongst many communities into focus. I think this community could greatly benefit and advance by dropping Wikiversity is not a university as a concept (and this limit is not in the scope statement of the approval--just not granting degrees is) and embrace Wikiversity, appropriately for the vision and possibility of wikiversity, as a multiversity. See [[Wikiversity talk:Multiversity]] for discussion. [[Category:Wikiversity]] 2607 50375 2006-12-01T00:22:39Z Erkan Yilmaz 1642 /* Wikiversity and research ethics */ typo The ethical guidelines for scientific research in the developed world are well established by governmental agencies, professional societies, universities, and journal publishers. ===Institutional review boards=== The ethics of research have partly been institutionalized in the United States and some other countries. If you want to do any research on individual humans or animals, you are often required to get research approval from an institutional review board (IRB). If research hasn't gone through an IRB, you can't get funding, and most co-authors and journals won't touch the research. ===Protecting humans, animals and nature=== The role of the IRB is to protect research subjects by ensuring that researchers respect and consider the agency (through informed consent), well being (benefits and costs--such as maintaining confidentiality whenever personal information is obtained), and backgrounds of persons (relating to social justice issues) that may become research subjects. [A note to make here on environmental impact statements - use or lack of.] ===IRB Exemptions=== There are exceptions to the need for IRB review. One example is research on classroom activities, if there is no intent for publication of findings. The use of aggregate data (without any personal information being obtained) may be exempt. For exempt kinds of research, one may still need to state to an IRB the nature and intent of ones research. ===Wikiversity and research ethics=== Wikiversity can do various things in relation to IRB requirements. Wikiversity can: *collect and facilitate discussions of ethical issues in research, especially topics not addressed by IRBs. *present IRB guidelines to the general public. *provide researchers with detailed information about IRB processes *connect researchers with IRB services *provide descriptions of research guidelines to the developing world. Moving research that couldn't possibly get approval in the developed world to the developing world is a major problem. *create an IRB (which would be necessary for any Wikipedia sponsored research involving gathering personal information from research subjects). ===References for researchers on human subjects=== '''Recommended for researchers - take one of these courses''': <br>These are free, online course with information about the rights and welfare of human participants in research. Anyone who is concerned with the ethics and good practice of research involving human subjects, and who has not taken similar courses, can benefit from taking one of these online courses. *[http://www.fhi.org/training/en/Retc/ Research Ethics Training Curriculum] prepared by [[w:Family Health International]] (FHI). *[http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp National Cancer Institute Human Subjects Research Tutorial]. (If you are not involved with research that involves medical treatment and have not take a similar course, you can benefit from the coverage here of some of the general issues relating to all research involving human subjects.) More ethics links: *[[meta:Wikimedia Research Network Privacy Policy]] *[[w:Institutional review board]] *[[Wikiversity:Scholarly ethics]] [[Category:Research]] 2625 11095 2006-08-22T00:26:02Z 202.81.18.30 redir to school of maths #REDIRECT [[School:Mathematics]] 2645 75534 2007-01-14T03:07:13Z Historybuff 5228 typo Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learnings activities to teach people how to use Adobe Photoshop, a graphics editing program for Windows and Macintosh platforms. Starting with the very basics, people will learn the various functions of the program through a series of hands-on tutorials, and learn how to use them together to create different results. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== Lesson 1 Orientation Adobe Photo-shop. APS can be used for many different reasons. Mainly graphic design and photo editing. First of all, familiarize your self with the filers and tools... APS has many options and accessories... Lesson 1 Section 1 Play around with photo-shop, play around with the filters and image adjustments... '''Try this...''' with a black, blank background Use the filter "Lenses Flare" with the basic settings, or your own settings. Now desaturate with Ctrl-shift-U then use a color balance Ctrl-B. Play with all the settings... Once you've picked a good color, click Filter> Distort> Polar cooridnates In the window that opens click Polar to rectangular Note 1- I am in no way affiliated with Adobe or Wiki ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Software applications]] [[Category:Learning activities]] 2648 70923 2007-01-12T02:52:09Z JWSchmidt 20 only need specific category <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> ==Subdivision news== * '''Monday, August 21, 2006''' - Subdivision founded! ==Departments== Analysis is a very broad area of research. * [[Topic:Calculus]] * [[Topic:Real Analysis]] * [[Topic:Complex Analysis]] * [[Topic:Ordinary Differential Equations]] * [[Topic:Partial Differential Equations]] * [[Topic:Differential Geometry]] [[Category:{{PAGENAME}}| ]] 2650 76079 2007-01-15T00:22:39Z JWSchmidt 20 content development Welcome to the Wikiversity '''Calculus Learning Center'''. ==Department description== The Calculus Learning Center is a Wikiversity content development project where participants create, organize and develop learning resources for Calculus. The goal of the department of calculus is to familiarize the student with the tools of modern calculus from developing the analytical machinery of limits, derivatives and integration to our use of set theory and basic topology to apply single-variable calculus to more general spaces to the development of the language of differential forms. The student should be prepared to study differential geometry from any modern introductory text at the conclusion of their study of calculus. The inspiration for our style of teaching comes from the texts of Courant, Apostol and Spivak, of whom all mathematicians are undoubtably familiar. A good mix of analysis (this is a course in pure mathematics, so don't hold back proofs) and application with well-chosen exercises and problems is what we should strive for in our lessons. ==Department news== * '''Monday, August 21, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[Our Playground: The Real Numbers and Their Development]] *[[Sequences and Series]] *[[Introduction to differentiation]] ==Offsite Learning Materials== *[http://ocw.mit.edu/OcwWeb/Mathematics/18-01Fall2003/CourseHome/index.htm Single variable calculus] *[http://ocw.mit.edu/OcwWeb/Mathematics/18-022Fall-2005/CourseHome/index.htm Calculus II] ==Recommended Reading Material== If you want to learn calculus the way mathematicians do, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn from the masters. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:Michael Spivak|Spivak, Michael]]. (1994). ''Calculus'' Publish or Perish. ISBN 0914098896 *[[w:Michael Spivak|Spivak, Michael]]. (1965). ''Calculus on Manifolds: A Modern Approach to Classical Theorems of Advanced Calculus'' Publish or Perish. ISBN 0805390219 *[[w:Richard Courant|Courant, Richard]]. (1992). ''Differential and Integral Calculus'' Wiley-Interscience. ISBN 0471588814 *[http://kr.cs.ait.ac.th/~radok/math/mat6/startdiall.htm Differential and Integral Calculus, Vol. I by Richard Courant]. Accessed Monday, August 21, 2006. *[http://kr.cs.ait.ac.th/~radok/math/mat9/startall.htm#Differential%20and%20Integral%20Calculus Differential and Integral Calculus, Vol. II by Richard Courant]. Accessed Monday, August 21, 2006. *[[w:Tom Apostol|Apostol, Tom]]. (1967). ''Calculus, Vol. 1: One-Variable Calculus with an Introduction to Linear Algebra'' Wiley. ISBN 0471000051 *[[w:Tom Apostol|Apostol, Tom]]. (1969). ''Calculus, Vol. 2: Multi-Variable Calculus and Linear Algebra with Applications'' Wiley ISBN 0471000078 ===Wikipedia=== *[[w: Calculus ]] ===Wikibooks=== Works in progress: * [[Wikibooks:Calculus]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Hypermorphism|Hypermorphism]] 02:46, 22 August 2006 (UTC) * [[User:HappyCamper|HappyCamper]] 03:20, 22 August 2006 (UTC) * [[User:Ravi12346|Ravi12346]] 23:46, 13 October 2006 (UTC) [[Category:{{PAGENAME}}| ]] 2651 76372 2007-01-15T06:02:21Z JWSchmidt 20 [[Category:Chemistry]] ==Wikipedia== [[w:Chemistry]] [[w:Category:Chemistry]] ==Wikinews== [[n:Category:Science and technology topics]] ==Wikibooks== *[[b:A-level Chemistry]] *[[b:Alchemy]] *[[b:Biochemistry]] *[[b:Chemical synthesis]] *[[b:Computational chemistry]] *[[b:Crystallography]] *[[b:General Chemistry]] *[[b:IB Chemistry]] *[[b:Inorganic Chemistry]] *[[b:Nanowiki - The opensource handbook of nanoscience]] *[[b:Organic Chemistry]] *[[b:Physical Chemistry]] *[[b:Proteomics]] *[[b:VCE Chemistry]] ==Commons== [http://commons.wikimedia.org/wiki/Chemistry Chemistry ] [[Category:Chemistry]] 2653 77241 2007-01-16T20:13:18Z JWSchmidt 20 [[Category:Physics]] ==Wikipedia== [[w:Physics]] [[w:Category:Physics]] ==Wikinews== [[n:Category:Physics]] ==Wikibooks== *[[b:Physics]] ==Commons== [http://commons.wikimedia.org/wiki/Physics Physics] [[Category:Physics]] 2654 75352 2007-01-13T22:15:15Z JWSchmidt 20 [[Category:Wikiversity]] {{WikiversityUsers}} Wikiversity is setting a number of helpful services. Wikiversity can help you: == Teaching == * [[Wikiversity:Career services|Get a job]] * [[Wikiversity:Personals|List a learning need]], similar [[Wikiversity:Learning goals|learning goals]] == Learning == * [[Portal:Test preparation|Prepare for a test]] * [[Wikiversity:Library services|Get library services]] * [[Wikiversity:Homeschool|Home school your kids]] * [[Wikiversity:Getting a degree|Learn about degrees]] :Note: [[Wikiversity:What Wikiversity is not|Wikiversity does not confer academic degrees]] (yet) * [[Wikiversity:Multilingual kids|Teach your kids languages]] * [[Wikiversity:Travel services|Travel academically]] == Researching == * [[Wikiversity:Freelance_academics|Become a freelance academic]] * [[Wikiversity:Publishing original research|Publishing original research]] * [[Wikiversity:Case studies|Learn about similar universities]]. * [[Wikiversity:Financial services|Manage your academic finances]] * [[Wikiversity:Sponsored projects|Obtain research grants]] * [[Wikiversity:Teacher advising|Teach a course]] == Networking == * [[Wikiversity:Alumni services|Network with other people]] == Community service == * [[Wikiversity:Community service|Community service]] [[Category:Wikiversity]] 2655 41566 2006-10-30T23:50:13Z JWSchmidt 20 /* Related links */ [[About]] [[Image:Plato i sin akademi, av Carl Johan Wahlbom (ur Svenska Familj-Journalen).png|thumb|right|300px|Wikiversity traces its roots back to the earliest collaborations between learners.]] The '''History of Wikiversity''' began with initial development of the Wikiversity community within the Wikibooks project. The fundamental goal for Wikiversity was to broaden the scope of activities within the Wikimedia community to include additional types of learning resources in addition to textbooks. Wikiversity has existed as an independent Wikimedia Foundation project since August 2006. This page describes the history of the Wikiversity project including the first project proposal that was not approved (2005) and the second proposal that was approved (2006). ==Introductions== * [[Wikiversity:Welcome, newcomers|Welcome, newcomers]]! * [[Wikiversity: What is Wikiversity?|What is Wikiversity?]] == Origin of Wikiversity == '''Wikiversity''' started developing on [[Wikibooks:|Wikibooks]] several years ago. The Wikibooks' [[b:Wikiversity|Wikiversity]] section was [[b:Wikibooks:Votes for deletion/Wikiversity|proposed for deletion]] from Wikibooks in August 2005. Soon after that, there was a [[m:Proposals for new projects#Wikiversity|proposal]] to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a [http://mail.wikimedia.org/pipermail/foundation-l/2005-August/003857.html mailing list post] and on the [[Wikiversity|Wikiversity page]] of the WikiMedia meta-wiki. == Background and proposals == In November 2005 the [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". The [[Wikiversity:Original proposal#Evaluation of the old proposal|Board requested]] that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The [[Wikiversity:Approved Wikiversity project proposal|modified Wikiversity project proposal]] that was approved by the Board calls for two major components of Wikiversity:<BR>1) [[Portal:Learning Materials|learning materials]]<BR>and<BR>2) [[Portal:Learning Projects|learning activities]].<BR>The Wikiversity model for e-learning is discussed at [[Portal:Education|the Wikiversity Education Portal]]. ==Wikimedia Foundation approval== *The [[m:Special projects committee/Resolutions|Special projects committee]] (SPC) reviewed the modified Wikiversity proposal and adopted (July 31, 2006) resolution 2006-39A: "The SPC recommend the creation of a beta Wikiversity project, to be hosted at the domain wikiversity.org, as per its scope, starting in August. The project will be dedicated to collecting free multilingual educational resources, and to supporting communities using those resources to teach and learn together. The beta stage of the project will run for six months, during which guidelines for further potential uses of the site, including collaborative research, will be developed on the beta wiki. These guidelines will be reviewed by the SPC at the end of the beta period." "New languages can contribute content to beta.wikiversity.org; those with at least 10 active participants can request a separate domain for their language." The SPC sent resoltuin 2006-39A to the Board of Trustees. * [[Wikimedia:Resolution Wikiversity|Wikimedia Foundation approval of Wikiversity]] * [http://mail.wikimedia.org/pipermail/foundation-l/2006-August/009074.html Wikiversity launch instructions] from the Wikimedia Foundation Board of Trustees. * [[Wikibooks:Wikibooks:Staff lounge#Wikiversity has been approved|Discussion on Wikibooks]] of the project's approval and plans for migration of Wikiversity content from Wikibooks to Wikiversity. == Next steps == As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the [[Wikiversity:Colloquium|Colloquium]] - take a look there and feel free to drop a reply to anything which interests you. Your viewpoint on longer term organizational issues is also welcome at [[Wikiversity:Organizing Wikiversity]]. == Reports == *[http://beta.wikiversity.org/wiki/Wikiversity:Reports/En 3 September 2006 – Report from the English language Wikiversity] == Related links == *[[About]] - One of the pages about Wikiversity that was created in August 2005 when the Wikiversity pages at Wikibooks were put up for deletion. * [[Wikipedia:Wikiversity|Wikiversity article]] at Wikipedia * [[meta:Category:Wikiversity|Wikiversity category]] on Meta * [[meta:Wikiversity|Wikiversity page]] on Meta * [http://collaboration.wikia.com/wiki/Wikiversity History of Wikiversity] at the collaboration wikia. [[Category:History of Wikiversity]] 2656 11211 2006-08-22T04:16:57Z JWSchmidt 20 subcat [[Category:Biology learning projects]] 2657 21915 2006-08-31T12:16:16Z JWSchmidt 20 [[Category:Biology]] [[Category:Learning projects]] [[Category:Biology]] 2658 11218 2006-08-22T04:25:06Z JWSchmidt 20 subcat [[Category:Learning projects]] 2665 75845 2007-01-14T18:26:38Z JWSchmidt 20 learning projects <center><big>'''Artificial Intelligence'''</big></center> <center>''Part of the [[:School:Computer_Science|School of Computer Science]]''</center> == Artificial Intelligence == === What is artificial intelligence? === Four approaches summarize past attempts to define the field: * The study of ''systems that think like humans.'' * The study of ''systems that think rationally.'' * The study of ''systems that act like humans.'' * The study of ''systems that act rationally.'' Of these approaches, the former two are considered to be "white-box" approaches because they require our analysis of intelligence to be based on the rationale for the behaviour rather than the behaviour itself. The latter two are considered "black-box" approaches because they operationalize intelligence by measuring performance over a task domain. We prefer the latter two because they allow for quantitative comparisons between systems rather than requiring a qualitative comparison of rationales. We realize that the ultimate performance of a system will depend heavily on the task domain that it is situated in, and this motivates our preference for studying activity (behaviour) rather than thought (rationale). Although the third approach, (known as cognitive modelling), is of great importance to cognitive scientists, we concern ourselves with the fourth approach. Of the four, this approach allows to consider the performance of a theoretical system that yields the behaviour optimally suited to achieve its goals, given the information available to it. This approach motivates us to provide a model for our intelligent systems known as the intelligent agent. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Understanding AI as a field of Computer Science involves a thorough understanding of the following topics: *[[History of AI]] *[[Intelligent Agents]] *[[Search techniques]] *[[Constraint Satisfaction]] *[[Knowledge Representation and Reasoning]] *[[Logical Inference]] *[[Reasoning under Uncertainty]] *[[Decision Making]] *[[Learning and Neural Networks]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Artificial Intelligence]] 2667 69947 2007-01-10T16:51:49Z JWSchmidt 20 [[Category:Physics]] {{Main welcome|68.238.143.225}} [[Lesson:Free Body Diagram]] [[Category:Physics]] 2671 62886 2006-12-25T23:30:00Z Remi0o 3985 The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in any engineering topic or school, you may list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Mirwin|Mirwin]] 08:55, 22 August 2006 (UTC) * [[User:WiKimik|WiKimik]] 02:16, 18 October 2006 (UTC) * [[User:Remi0o|Remi0o]] 23:29, 25 December 2006 (UTC) 2672 12589 2006-08-23T11:20:54Z Mirwin 47 add category tag engineering return to: http://en.wikiversity.org/wiki/Topic:Engineering An introductory overview of Statics[http://en.wikipedia.org/wiki/Statics] at Wikipedia. Useful prior knowledge: * algebra http://en.wikiversity.org/wiki/Algebra_One * trignometry http://en.wikibooks.org/wiki/Algebra/Trigonometry * vector analysis http://www.math.hmc.edu/calculus/tutorials/vectoranalysis/ Possibly useful online texts: http://en.wikibooks.org/wiki/Statics Lessons available or in work: *[[Lesson:In Statics the Sum of the Forces is Equal to Zero]] *[[Lesson:Always Draw a Freebody Diagram]] [[Category:Engineering]] 2673 67526 2007-01-07T14:21:43Z 189.138.78.187 Lesson:In Statics the Sum of the Forces is Equal to Zero The term <b>statics</b> refers to an object or system in static equilibrium. The object or system is motionless because all of the forces balance to zero. Newton's Second Law: == Σ<math>F = ma</math> == The sum of the forces is equal to the mass times the acceleration. The 2nd law tells us that if the object or system is motionless, the acceleration is equal to zero. Therefore the sum of the vector forces must be equal to zero. ---- Example: Consider a table with four legs and a 200kg object resting motionless in the center of the table. Object 200 ______________ | | Weight of table = 100kg | | | | What is the force acting up on each table leg? Then the force upward on the legs is found by balancing these forces in the equation given by Newton's Law: sum F=MA = 0 = - (200kg X 9.81 m/s<sup>2</sup>) - (100kg X 9.81 m/s<sup>2</sup>) + (Force<sub>leg</sub> X 4) Gravity is acting down on the 200kg object and the 100kg table. Force<sub>leg</sub> = ((200kg X 9.81 m/s<sup>2</sup>) + (100kg X 9.81 m/s<sup>2</sup>)) / 4 The units m/s<sup>2</sup> are equivalent to the units N/kg. Thus when multiplying through, the kilograms cancel out. Force<sub>leg</sub> = (1962 N + 981 N) / 4 Force<sub>leg</sub> = 735.75 N ---- Notice that it is critical that a consisent sign convention is followed throughout an entire analysis effort. The sign convention is typically chosen in more complex problems to ease the total amount of algebra necessary to analyze the equations in the x, y, and z axis. [[Category:Engineering]] 2681 80359 2007-01-23T16:39:21Z Mu301 3705 /* [[Portal:Learning Materials|Learning materials]] */ Welcome to the '''Astronomy Learning Project'''. [[Image:GALEXintro.png|thumb|381px|right|Image from the [[Galactic evolution]] project.]] ==Content summary== Project participants access public astronomy databases and explore outer space. ==Goals== This learning project offers learnings activities that allow Wikiversity participants to learn astronomy "on the job" by participating in analysis of astronomical observations. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Galactic evolution]] - participants analyze data from the Galaxy Evolution Explorer (GALEX) Mission (launched April 28, 2003). *[[Observational astronomy]] - learn basic principles of astronomy by using software to analyze images taken with a telescope. Subtopics include: **[[Observational astronomy/Supernova]] **[[Observational astronomy/Extrasolar planet]] * ... ==External links== *[http://galexgi.gsfc.nasa.gov/ Galaxy evolution data analysis] [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Astronomy]] [[Category:Research collaboration]] 2685 50770 2006-12-02T04:12:58Z AmiDaniel 3334 -{{tl|Plp}} [[image:William_Kingdon_Clifford.jpg|thumb|150px|William Kingdon Clifford (1845-1879)]][[Wikipedia:Geometric algebra|Geometric algebra]] has been around since the work of [[Wikipedia:William Clifford|William Clifford]] in the 19th Century but was relatively unknown until a resurgence in the 1980's through the work of [[Wikipedia:David Hestenes|David Hestenes]]. Since then, [[Wikipedia:Geometric algebra|Geometric algebra]] has become a popular way of describing many problems in physics and other areas<ref>[[Wikipedia:Geometric algebra]], Accessed on 27th August 2006.</ref>. Unfortunately [[Wikipedia:Geometric algebra|Geometric algebra]] is often introduced using many terms and symbols that are foreign to most people, the result being that it remains inaccessible to many without a sufficient background in Mathematics. The primary goal of this learning project is to introduce Geometric Algebra in an accessible and fun way for people with a high school background in Maths and Physics. == Project Summary == === Project Goals === This learning project aims to: * introduce you to Geometric Algebra within our familiar three-dimensional space. === Target participants === This learning project is targetted at people with an interest in maths or Physics. If you're interested in either topic, then you might enjoy learning, participating, contributing, editing, simplifying or just helping me understand my mistakes. === Assumed background knowledge/skills === You can start learning Geometric Algebra with a high school level of algebra and geometry. For this [[Wikiversity:Learning projects|learning project]], if you can answer the following without too much effort (and without a calculator!), then you should be fine: * What is the value of <math>x</math> if <math>\frac{x^{2}}{3} = 12</math>? * Expand <math>(x + 3y)(2x + y)</math>. * What shape is created by tracing out the points p1=(2,0,0), p2=(2,1,0), p3=(0,1,0), p4=(0,0,0)? * What is the distance between the points p1=(1,1) and p2=(0,-1)? * What is the value of <math>\cos{(60^{\circ})}</math> (Hint: You'll need to draw an equilateral triangle with sides of length 2 and remember [[Wikipedia:Trigonometric function#Mnemonics|SOH-CAH-TOA]])? * What is the value of <math>\sin{\frac{\pi}{2}}</math>? * Is <math>\cos{(100^{\circ})}</math> positive or negative ('''A'''ll '''S'''tations '''T'''o '''C'''entral or '''A'''ll '''S'''tudents '''T'''ake '''C'''alculus) If you any of the above difficult then you may want to revise some of your algebra or geometry, otherwise you are ready to start! The following skills, although not essential, will be very helpful for understanding Geometric Algebra: * A good mental model of 3 dimensional vectors: if you can visualise the dot and cross product of two vectors it will help you visualise Geometric Algebra. (TODO: reword into a skill) == An introduction to Geometric Algebra == === Cartesian coordinates: Starting with the familiar === [[Image:Coord planes color point.svg|250px|thumb|right|Fig. 2 - Three dimensional Cartesian coordinate system with the z-axis pointing ''towards'' the observer.]]Two dimensional [[Wikipedia:Cartesian coordinate|cartesian coordinate's]] are usually familiar to those of us with a high school Mathematics background. Typical uses of Cartesian Coordinates in high school is to plot [[Wikipedia:Parabola|parabolas]] such as <math>f(x) = x^{2}</math> and visualising where they intersect the x and y-axis, or simply to draw two dimensional geometric shapes such as triangles or parallelograms. A three dimensional cartesian coordinate system can be created quite easily by simply adding an extra z-axis that is perpindicular to the x and y-axis and pointing out of the page. (add ref about Right-hand-rule). Any point in a 3D space can then be represented using the coordingates along the x, y, and z axis respectively as: <math>a = (a_{x},a_{y},a_{z})</math>. Using an extension of [[Wikipedia:Pythagorean theorem|Pythagoras' theorem]] (called the [[Wikipedia:Euclidean distance|Euclidean distance]]), the square of the distance between the point <math>a</math> and the origin is: <math>|a|^2 = a_{x}^{2} + a_{y}^{2} + a_{z}^{2}</math> ==== Challenges ==== * What is the distance between the point <math>p=(1,2,2)</math> and the origin? * What is the distance between the points <math>p=(1,2,2)</math> and <math>q=(1,-1,-2)</math>? * Define the points to describe a cube centred on the origin, with a side-length of 2 units. === Vectors in 3-dimensional space === [[Image:Coord planes color vector.svg|250px|thumb|right|Fig. 2 - Three dimensional vector space with the z-axis pointing ''towards'' the observer.]]The geometry of three-dimensional space can be represented similarly using three basis vectors <math> \mathbf{x}, \mathbf{y} </math> and <math> \mathbf{z}</math><ref>Include a note about alternative basis vectors <math> \mathbf{i}, \mathbf{j} </math> and <math> \mathbf{k},</math>, as well as <math>\mathbf{e}_{1},\mathbf{e}_{2},\mathbf{e}_{3}</math>, or <math>\mathbf{\hat{i}}, \mathbf{\hat{j}}, \mathbf{\hat{k}}</math>.</ref>, one along each of the <math>x,y</math> and <math>z</math>-axis, where each basis vector has a length of 1 unit. Any three-dimensional vector can then be represented as a combination of these basis vectors, <math> \mathbf{a} = a_{x}\mathbf{x} + a_{y}\mathbf{y} + a_{z}\mathbf{z} </math> as shown in Figure 2. Traditionally, there are two ways that you can multiply vectors: the dot product, and the cross product. It will be helpful at a later point to visualise the dot and cross product as they reveal themselves in Geometric Algebra (maybe a separate Learning Project: [[Visualizing vector products]]?), but for the moment it is enough to note that in Euclidean space, where our basis vectors are all perpendicular to each other (orthogonal) and of length 1 (normal), there is a strong relationship between the dot product and the length of a vector. For a vector '''a''', : <math> \mathbf{a} \cdot \mathbf{a} = a_x^2 + a_y^2 + a_z^2</math> which is equivalent to the definition of <math>|\mathbf{a}|^{2}</math> for Cartesian coordinates above. Activities: Define 3 vectors, calculate various dot products, answer lengths. Include x.x and x.y. === Multiplying two vectors === The multiplication of two such vectors can then be written as <math>\mathbf{ab} = (a_{x}\mathbf{x} + a_{y}\mathbf{y} + a_{z}\mathbf{z})(b_{x}\mathbf{x} + b_{y}\mathbf{y} + b_{z}\mathbf{z})</math> evaluating as <math> \mathbf{ab} = a_{x}b_{x}\mathbf{x}^{2} + a_{y}b_{y}\mathbf{y}^{2} + a_{z}b_{z}\mathbf{z}^{2} + a_{y}b_{z}\mathbf{y}\mathbf{z} + a_{z}b_{y}\mathbf{z}\mathbf{y} + a_{z}b_{x}\mathbf{z}\mathbf{x} + a_{x}b_{z}\mathbf{x}\mathbf{z} + a_{x}b_{y}\mathbf{x}\mathbf{y} + a_{y}b_{x}\mathbf{y}\mathbf{x} </math> but to go any further, we need to define the geometric product for our basis vectors to evaluate '''xx''' and '''xy''' etc. === The Geometric Product === If we define the length-squared of a vector to be equal to the vector squared: :<math>\mathbf{a}^2 = |\mathbf{a}|^{2} = a_{x}^{2} + a_{y}^{2} + a_{z}^{2}</math> (TODO: Make the following an activity) then calculating <math>\mathbf{a}^{2}</math>, <math> \mathbf{a}^{2} = a_{x}^{2}\mathbf{x}^{2} + a_{y}^{2}\mathbf{y}^{2} + a_{z}^{2}\mathbf{z}^{2} + a_{y}a_{z}\mathbf{y}\mathbf{z} + a_{z}a_{y}\mathbf{z}\mathbf{y} + a_{z}a_{x}\mathbf{z}\mathbf{x} + a_{x}a_{z}\mathbf{x}\mathbf{z} + a_{x}a_{y}\mathbf{x}\mathbf{y} + a_{y}a_{x}\mathbf{y}\mathbf{x} </math> For our definition of length to hold, :<math>\mathbf{x}^{2} = \mathbf{y}^{2} = \mathbf{z}^{2} = 1</math> which, according to our definition simply means that our basis vectors are of unit length (normal), and :<math>\mathbf{x}\mathbf{y} = -\mathbf{y}\mathbf{x}</math>, :<math>\mathbf{y}\mathbf{z} = -\mathbf{z}\mathbf{y}</math>, :<math>\mathbf{z}\mathbf{x} = -\mathbf{x}\mathbf{z}</math>, which implies that our basis vectors are all at right-angles to one another (orthogonal). Get to: :<math>\mathbf{a}\mathbf{b} = \mathbf{a}\cdot\mathbf{b} + (\mathbf{a}\times\mathbf{b})\mathbf{x}\mathbf{y}\mathbf{z}</math> == Rotating vectors in 3D space == == References == <!--This section uses the Cite.php citation mechanism. If you would like more information on how to add references to this article, please see http://meta.wikimedia.org/wiki/Cite/Cite.php --> <references /> [[Category:Mathematics]] 2689 21916 2006-08-31T12:18:39Z JWSchmidt 20 subcategory Part of [[Topic:Electrical and Electronic Engineering]]. [[Category:Engineering]] 2690 78823 2007-01-19T22:21:23Z Scientist 77 See [[Study guide:Introduction to physics]] [[Image:Pulley.jpg|right|200px]] ==The Underpinnings of Physics== In its purest sense, physics is the study of the way matter and energy interact in nature. Since early civilization, humans have sought to describe the workings of the world around them. Physics attempts to predict the outcome of an event by knowing certain conditions beforehand. For example, physics can predict how long it will take for a rock to fall down a well, or how fast a pendulum will swing. ==Basic Physical Properties and Concepts== All things in the universe have basic properties that describe the ways they act and interact with other bodies. *'''Motion''' is when an object changes position relative to another. In Newtonian physics, all motion is relative. For example, two balls sitting next to each other on a moving train are said to be at rest with respect to each other, but are ''in motion'' relative to a stationary observer on the ground. This ties in very closely with the next concept. *'''Velocity''' describes how fast something is going and further, describes the direction of the object's motion. The difference between velocity and '''speed''' is that velocity always answers "how fast and in what direction?" while speed only answers "how fast?". More formally, speed describes the magnitude (hence, you can never have negative speed, even if you are going "backwards") of the velocity of an object. An example of a speed is the reading on a car's speedometer. A velocity might include the reading on the dashboard compass in addition to the speedometer. * A '''frame of reference''' is a point of view of a physical situation. Relative motion and rest will change if you change your frame of reference. Even though your chair may seem like it is at rest to you, it is actually rotating around the earth at several hundred kilometers per hour. If you take another step back in your frame of reference, you will see that even the earth is not stationary; it is rotating around the sun. And the sun is in turn rotating around the center of our galaxy. This may seem confusing, but you will usually be using a very small part of the Earth as your frame of reference; that is, things not moving relative to the ground are said to be "at rest". * An '''inertial frame of reference''' is a sort of mental box we draw around a situation where Newton's law of inertia holds true. The importance of using these frames is that all physical events can be described from an inertial frame of reference using Newton's laws. We will learn about these laws in the next lesson. *'''Acceleration''' describes the ''change'' in velocity, much like velocity describes the change in distance. If an object does not change its speed, and does not change its direction, then its acceleration is 0. Even if the object is decreasing in speed, or deccelerating, its loss of speed is still refered to as its acceleration. Note that since acceleration describes the change in velocity, which has a direction associated with it, acceleration also has a direction. This is different from the way the word is used in everyday language, which describes only the magnitude of acceleration. Ie., you hear that a car can go "Zero to sixty in three seconds", not "zero to sixty northwest in three seconds", because in that case, the direction doesn't really matter. In an inertial frame of reference, acceleration is ''always'' associated with a force. *'''Mass''' answers the question of "how hard is it to change the motion of this object?". Given the same force, an object with a small mass will accelerate much faster than an object with a large amount of mass. Think of pushing a car versus pushing a shopping cart. The shopping cart (hopefully!) responds to your efforts quite easily, so it must have less mass than the car, which will take a while to get up to the same speed as your shopping cart under a similar effort. *'''Energy''' is associated with physical changes. Formally, energy is a ''force applied over a distance''. There are many different forms of energy and they can be converted to other forms, but they all have the ability to cause some type of change. In general, there are two kinds of energy: '''Potential''' energy and '''Kinetic''' energy. Potential energy is energy that is ready to be released, like a rock on a cliff. Once the rock is pushed off the cliff, it begins to fall and loses potential energy. This loss in potential energy is compensated with a gain in kinetic energy. Once the rock hits the ground, all of the kinetic energy is transfered to the ground, perhaps causing an indentation in the ground or a fracture in the rock. Energy in the universe is ''always'' conserved; that is, it never disappears. However, a system can "lose" energy to heat. Example: {{ABCD | Question = A rock sitting on the top of a hill has Potential energy. When pushed, this energy is converted into other forms. This energy cannot be made into which of the following? | Atext = Mass | Aanswer ='''Yes''', Potential Energy cannot be transfered into mass | Btext = Kinetic energy | Banswer ='''No''', Potential Energy can be lost in the form of Kinetic energy | Ctext = Heat | Canswer ='''No''', Potential Energy can be lost in the form of Heat | Dtext = Acoustic vibrations | Danswer ='''No''', Potential Energy can be lost in the form of Acoustic, or sound, energy. }} ==Topics== *'''Newtonian Physics''' #[[Vectors]] #[[Motion in one dimension]] #[[Motion in two dimensions]] #[[Newton’s laws and their applications]] #[[Newton's universal gravitation law]] #[[Work and energy]] #[[Conservation of energy]] #[[Momentum and motion of systems]] #[[Static equilibrium of rigid bodies]] #[[Rotation and angular momentum]] *'''Basics of Electricity and Magnetism''' #[[Coulomb's law and the electric field]] #[[Gauss' law]] #[[Electric potential]] #[[Capacitance]] #[[Electric energy]] #[[Properties of insulators]] #[[Current and resistance]] #[[Energy and current in DC circuits]] #[[The magnetic field]] #[[Sources of the magnetic field]] #[[Faraday's law]] #[[Inductance]] #[[Magnetic fields in matter]] #[[Electromagnetic oscillations and AC circuits]] #[[Maxwell's equations and electromagnetic waves]] [[Category:Physics]] [[Category:Introductions]] 2692 76693 2007-01-15T21:35:13Z JWSchmidt 20 caps Constructed by two fundamental parts: * [[Topic:Electronic Engineering]] * [[Topic:Electrical Engineering]] [[Category:Electrical Engineering]] 2694 11384 2006-08-22T13:47:35Z JWSchmidt 20 exploration and active learning Wikiversity will always strive to keep a [http://nostalgia.wikipedia.org/wiki/Jimbo_Wales/Statement_of_principles culture of thoughtful diplomatic honesty].<BR>Wikiversity participants should [[Wikiversity:Assume Good Faith|Assume Good Faith]], particularly when dealing with new editors. Take the time to help new Wikiversity participants become well-informed [[Wikiversity:Scholarly ethics|scholarly]] editors. Welcome and guide new editors into the Wikiversity culture of exploration and active learning. [[Category:Wikiversity]] 2695 79138 2007-01-20T18:32:23Z CQ 1939 /* See also */ [[Category:Templates]] At Wikiversity we should [[Wikiversity:Assume Good Faith|Assume Good Faith]] and be welcoming to new editors. This page provides a list of templates that can be used to welcome new editors to Wikiversity. ==Welcome templates== === {{tl|Welcome}} === This template can be placed on the [[Wikiversity:Namespaces|user talk page]] of new Wikiversity editors ---- === {{tl|Main welcome}} === This template can be added to blank pages, particularly pages in the [[Wikiversity:Namespaces|main namespace]]. ---- === {{tl|Welcome and expand}} === This template can be added to pages with very little content, particularly pages in the [[Wikiversity:Namespaces|main namespace]]. ==={{tl|Welcome and advise}}=== This template can be placed on Wikiversity pages that have some educational content, but that existing content seems like an encyclopedia article or a part of a textbook. ==Related templates== ==={{tl|Moved page}}=== This template can be placed on redirect pages with a bad page name (Lesson1, 101) after their content has been moved to a page with a more specific name. ==={{tl|Uncategorized}}=== Add to pages that need to be categorized. ==See also== *[[Wikiversity:Templates]] *... [[Category:Wikiversity culture]] [[Category:Templates]] 2696 50835 2006-12-02T11:23:52Z Sojourner001 174 /* Mathematical definitions */ === Mathematical background === To be a working quantum mechanic, you will need a working knowledge of calculus, and linear algebra. Students who have a stronger mathematical background usually appreciate the subject more easily, but this should not discourage anyone from learning the material. === How to understand quantum mechanics === Some of the results in quantum mechanics are not immediately intuitive - in this study guide we introduce many relevant analogies to more familiar things so that the concepts can be conveyed clearly. ====Mathematical prerequesites==== In order to study elementary quantum mechanics you must ideally have an understanding of the following mathematical ideas: *Complex numbers *Partial and Normal differential equations This lesson series will aim to provide a brief overview of the underlying mathematical techniques required as the course progresses. ==Background of Quantum Theory== The genesis of Quantum Theory and Quantum Mechanics came around 1900 when Max Planck came to tackle the phenomenon of thermal oscillation in matter. Planck hypothesised that the emitting bodies as modelled by statistical mechanics shoud only be allowed to absorb and emit energy in discrete 'packets' with only a finite range of allowed values. It is generally accepted that Planck did not believe this method had any fundamental meaning, and merely considered it a workaround or mathematical convenience. However, Planck's method was used a few years later by Einstein to resolve the so-called 'ultraviolet catastrophe'. This phenomena refers to the failure of the Rayleigh-Jeans Law of black body radiation at high frequencies; the relationship tends to infinity at infinite frequency and thus predicts all blackbody sources in equilibrium should emit with infinite power at high frequency; which is clearly not the case. Einstein suggested that Planck's hypothesis in fact did accurately describe the nature of the system being studied. ==The Wavefunction== The basis of quantum mechanics is a mathematical construct called the ''wavefunction''. The wavefunction is a (almost always complex-valued) function of position <math>\hat{r}</math> and describes, after some manipulation, a particle's behavior in space and time. The wavefunction is usually denoted by <math>\psi(\hat{r})</math>. ===Mathematical definitions=== * The wavefunction is defined such that its modulus squared, <math>|\psi|^2\,</math> is equal to the particle's '''probability amplitude''' at that position. The probability defines the statistical likelihood of the particle existing in that precise location when a measurement is made. It follows then, that the integral over a region of space, <math>\int_{a}^{b} |\psi(x)|^2\, dx </math>, is the probability of finding a single particle in that region, and the integral over all space, <math> \int_{-\infty}^{\infty} |\psi(x)|^2\, dx </math> is equal to 1 (probability distributions, by definition, must sum to 1 over all space). * The wavefunction can have an '''Operator''' applied to it to yield scalar values which describe measurable physical properties of the particle being studied. An Operator is a mathematical gadget which takes a function to another function. A generalised operator <math>\hat{X}</math> is defined such that: <center><math>\hat{X}\psi(\hat{r}) = x\psi(\hat{r})</math> where <math>x</math> is a Real number.</center> === Resources === *http://ocw.mit.edu/OcwWeb/Physics/8-04Spring-2006/CourseHome/index.htm *http://thisquantumworld.com/ht/index.php *[[School:Physics]] [[Category:Quantum Mechanics]] [[Category:Study guides]] 2697 78651 2007-01-19T15:57:04Z JWSchmidt 20 Reverted edits by [[Special:Contributions/204.43.192.70|204.43.192.70]] ([[User_talk:204.43.192.70|Talk]]) to last version by [[User:Jorge|Jorge]] using [[Wikiversity:Rollback|rollback]] [[Topic:Physics]] === Class number === This page is intended to be a study guide for the following courses: MIT 8.033 === Mathematical background === To use this study guide, you will need to understand basic algebra. === Study hints === The key to understanding special relativity is to master the space-time diagram and think of the metric between the points as a "weird distance." Pretty much any problem in special relativity can be solved by graphing it on a piece of graph paper. Another fundamental key when dealing with special relativity problems is remembering that when anything moves at high speed with respect to you, all its parts -along the direction of its movement- are in a different time. For example, if a mother gave birth to triplets in a train moving at a very high speed, and each one sitted in a different wagon, for you (standing outside the train) the one in the last wagon would be more grown up than the one in the middle wagon, and this one would be more grown up than the one in the first wagon. The trick is that what is simultaneous for you isn't simultaneous for them. === Resources === http://www.astro.ucla.edu/~wright/relatvty.htm http://ocw.mit.edu/OcwWeb/Physics/8-033Fall2003/CourseHome/index.htm ===Recommended Texts=== * [[w:Edwin Taylor|Taylor]] and [[w:John Archibald Wheeler|Wheeler]]. (1992). ''Spacetime Physics'' W. H. Freeman. ISBN 0716723271 - One of the great things about this text is that it uses real problems, ie., it refers the reader to several research papers in reference to the problems given as exercises, and yet the exercises do not need anything more than a basic high school education to solve. An amazing accomplishment. * [[b:en:Special_relativity|Special Relativity text]]. A good introduction and orientation. [[Category:Study guides]] [[Category:Physics]] 2698 25767 2006-09-09T17:33:03Z Rayc 57 cat === Course equivalences === MIT 8.08 === Mathematical background === The most important new concept for classical mechanics are the Euler-Lagrange equations. === Bulletin board === I have the Landau and Thornton texts listed on the MIT required texts page. Are there any online texts for students who don't currently have these? Thanks for this study guide! [[User:Hypermorphism|Ron]] 15:04, 22 August 2006 (UTC) === Study hints === The basic study hint is to start with the Langrangian and just mechanically do with Euler-Langrange calculations until it is second nature. One thing that I found useful is to just skim the theory and the proofs, and focus on the mechanics of how to work out the problem. [[User:Roadrunner|Roadrunner]] 15:29, 22 August 2006 (UTC) The other problem is that Classical mechanics courses tend to take a historical approach and they leave out a lot of cool stuff like [[Study guide:Chaos theory]]. Something useful to look at is ynamics, the Geometry of Behavior from http://www.aerialpress.com/, which is my model for what a physics textbook should look like. [[User:Roadrunner|Roadrunner]] 15:42, 22 August 2006 (UTC) :What about the classical text by Goldstein? That might be useful too. --[[User:HappyCamper|HappyCamper]] 17:12, 22 August 2006 (UTC) === Resources === http://ocw.mit.edu/OcwWeb/Physics/8-09Fall-2004/CourseHome/index.htm http://mitpress.mit.edu/SICM/book.html - Structure and Interpretation of Classical Mechanics - Just a note, this is a good text, but it does not have enough worked out problems. [[Category:Study guides]] 2700 66744 2007-01-03T20:39:50Z JWSchmidt 20 Reverted edits by [[Special:Contributions/Chronic vandal|Chronic vandal]] ([[User_talk:Chronic vandal|Talk]]) to last version by [[User:71.94.13.89|71.94.13.89]] using [[Wikiversity:Rollback|rollback]] === Resources === [http://ocw.mit.edu/OcwWeb/Mathematics/18-755Fall-2004/CourseHome/index.htm MIT 18.755 Introduction to Lie Groups] === Study hints === What is useful for me is to start by thinking of the most simple Lie Group that I can think of which is a translation left and right. Imagine a group G, whose elements are all "shifts left and right." The Lie Algebra which corresponds to the Lie group is just a unit vector pointing left, and a unit vector pointing right. Once I've gotten some initution regarding this, then I make the group a little more complicated by allowing for arbritrary translations. === Help wanted === I think I have a good picture in my mind of what a fiber bundle is, but I need some one to illustrate what a principle fiber bundle looks like. [[User:Roadrunner|Roadrunner]] 14:16, 22 August 2006 (UTC) :A fiber bundle is like a generalized vector field. Instead of attaching vectors to each point of a space, we attach fibers, which allows us to talk about different types of behavior. In technical terms, a fiber bundle is a triple (B, T, p) where B is the base space, the space we are interested in, T is the total space: the space created by attaching fibers to each element of B, and p is the surjective projection function that maps fibers in T onto points in B such that the pre-image of a given neighborhood N of each point in B is homeomorphic to the space NxB. This assures us that the bundle "behaves nicely and each fiber gets along with the other fibers" locally. :For example, in differential geometry, we study vector bundles, a fiber bundle where the fiber is a vector space. It is usually the case that the base space is a smooth manifold, such as R<sup>n</sup> or S<sup>1</sup>. One example of a vector bundle over R<sup>n</sup> is to just attach a copy of R<sup>n</sup> to each point. A less trivial example is to attach copies of R to each point of S<sup>1</sup> in a way such that you can define a section of the total space to be the Moebius band (take S<sup>1</sup> as the meridian circle of the band). Basically, just draw lines through each point of S<sup>1</sup> so that the lines vary continuously and you can trim the lines to resemble the Moebius band. A trivial vector bundle is the cylinder over S<sup>1</sup>. :An example of a principal fiber bundle over a manifold is to, instead of attaching copies of R to S<sup>1</sup>, attach copies of S<sup>1</sup> itself. If this is done in a trivial manner, you get a space homeomorphic to S<sup>1</sup>xS<sup>1</sup> = T<sup>2</sup>. Hopf attached copies of S<sup>1</sup> to each element of S<sup>2</sup> to accomplish the amazing [http://www.mathematik.uni-bielefeld.de/birep/top/hopf/hopf-fib.htm Hopf fibration]. If you're attaching finite groups to the space, you can imagine little polygons attached to each point. :I'm only giving one (inexperienced) opinion of the mathematical picture, though. I'm not sure what you use these for physically. :-) :PS. [http://mathworld.wolfram.com/PrincipalBundle.html Mathworld] gives good examples.<br/> :PPS. Actually, now that I think about it, Feynman describes photons in his QED as particles with a rapidly rotating vector attached (dependent on energy). Perhaps one can attach copies of S<sup>1</sup> to each point in space and once one chooses a path, a section of that bundle would correspond to the vector orientations for a photon of a certain energy, and one can integrate over the section to get the probability vector! Eh, overkill. :D <br/> [[User:Hypermorphism|Ron]] 12:41, 23 August 2006 (UTC) :I'd like to know what SU(m,n) generators look like. --[[User:HappyCamper|HappyCamper]] 19:23, 22 August 2006 (UTC) ::*What does ''look like'' mean? Are you looking for their definitions?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 06:46, 22 November 2006 (UTC) ==Principal bundles== ===A trivial example: principal G-bundle over a point=== Let G be any group of your choice. G acts on itself simply transitively by left translation. Let X be the ''set'' of elements in G, forgetting the group operation. Then the set-theoretic map X-->point is a principal G-bundle over a point, with G acting on X on the left.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 06:41, 22 November 2006 (UTC) ===Frame bundle=== GL(n) acts simply transitively on the set of frames in a n-dimensional vector space. Take any rank n vector bundle, such as the tangent bundle of an n-sphere. One can choose n sections of the vector bundle, such that in each fibre their restrictions form a basis (''frame''). The collection of all such choices form a principal GL(n) bundle. ====Principal GL(n) bundle over a point==== Let the base be a point. Take the vector space R^n. Then the map R^n-->point is a vector bundle over a point. The set of bases in R^n form a principal GL(n,R) bundle over a point. -[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 06:41, 22 November 2006 (UTC) [[Category:Study guides]] [[Category:Mathematics]] 2701 11415 2006-08-22T14:35:00Z JWSchmidt 20 [[School:Engineering and Technology]] moved to [[Portal:Engineering and Technology]]: so this large organizational unt can contain schools #REDIRECT [[Portal:Engineering and Technology]] 2702 78941 2007-01-20T03:09:11Z JWSchmidt 20 instructions for making a portal page [[Image:Portal.gif|thumb|right|Portal Logo]] This category is for [[Wikiversity:Major portals|the most important Portals of Wikiversity]].<BR>Major portals are the section names used at this page: [[Wikiversity:Schools]] '''and''' the learning materials and learning projects portals.<BR>Important portals organize many Wikiversity pages.<BR>Less important portals (they organize relatively few pages) are in [[:Category:Portal]].<BR>Portals in this category can be listed at [[Wikiversity:Browse]]. {{Portal Header}} [[Category:Wikiversity]] '''Note''': [[Template:box portal skeleton]] can used to start a new portal in [[Portal:Science|this]] format ([[Template talk:Box portal skeleton|instructions]]). 2704 48688 2006-11-26T14:32:53Z AmiDaniel 3334 ppl, please learn about <includeonly> :D <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but no [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div><includeonly>[[Category:Empty pages|{{PAGENAME}}]]</includeonly> <noinclude> In may cases, this template can be used in place of [[Template:Delete]]. [[Wikiversity:Welcome templates|Assume Good Faith]] from new editors. If you find a page that has no useful content, but it could become a useful page, blank the page and add this template. This template is for use on '''blank''' pages, see: [[Wikiversity:Welcome templates]]<BR> '''Note''': when you use this template, if the page was created by a registered user, please include the username of the creator of the page as an [[w:Parameter (computer science)|argument]] of the template. If the page was created by someone editing from an IP address (xxx.xxx.xxx.xxx), provide the IP address, e.g. : <nowiki>{{Main welcome|guillom}}</nowiki> or <nowiki>{{Main welcome|xxx.xxx.xxx.xxx}}</nowiki> ==See also== *[[Template:Moved page]] [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> 2705 11425 2006-08-22T14:42:37Z JWSchmidt 20 [[Topic:Engineering:Participants]] moved to [[School:Engineering/Participants]]: better name #REDIRECT [[School:Engineering/Participants]] 2706 12549 2006-08-23T09:57:03Z Mirwin 47 fix punctuation The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in engineering, you may list your name here; this can help [[Topic:Engineering|Engineering]] grow and the participants communicate better. * [[User:Mirwin|Mirwin]] 08:55, 22 August 2006 (UTC) [[Category:Engineering]] 2707 76276 2007-01-15T02:56:54Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Sir James Paul|Sir James Paul]] using [[Wikiversity:Rollback|rollback]] Part of the [[School:Physics|School of Physics]] === Resources === [[http://ocw.mit.edu/OcwWeb/Physics/8-044Spring-2004/CourseHome/index.htm MIT 8.044]] [[http://ocw.mit.edu/OcwWeb/Physics/8-08Spring-2005/CourseHome/index.htm MIT 8.08]] === Study hints === Traditionally statistical mechanics has been taught after themodynamics, but there is a another approach which starts with statistical mechanics and then builds on those rules to derive the themodynamical equations. This method is often much easier for physics students to understand, because you see a lot of the physical principles involved rather than just memorizing equations. Some key concepts that you will need to know are * manipulating partial differential equations. Some exercises on formal manipulation are useful so that you understand the rules. In particular the chain rule for PDE's is very important in thermo. === Texts === Kittel and Kromer's Thermal Physics is a very gentle introduction into the topic [[Category:Physics]] [[Category:Study guides]] 2708 11446 2006-08-22T14:54:53Z Roadrunner 63 [[Study guide:Relativity]] moved to [[Study guide:Special relativity]] #REDIRECT [[Study guide:Special relativity]] 2709 47162 2006-11-21T00:23:25Z Rayc 57 cat See [[Topic:Physics]] [[School:Education]] === MIT Model === The MIT model of physics teaching involves creating very strong student groups that teach each other physics. The actual teaching takes place not in the lecture hall, but late at night in a dorm room around a problem set which is hand graded. The problem set doesn't consist of a large fraction of the grade, and consists of very difficult problems, making it generally impossible for an individual to complete the problems on their own. There are a lot of subtle things that contribute to this working. It is not in the student's interest to just copy the answers and hand them in, even though this is theoretically possible. It's not in the student's interest, because if they do that, then they will get killed in the test and final examinations which form most of the grade. Also, because the student gets very detailed feedback in the problem sets, it's to the students benefit to know what their weaknesses are. The other important thing is that the pass rate is extremely high, and the grades are against some more or less objective standard. Because the pass rate is very high, there is no disincentive in helping someone else learn the material. One other component is that tests and finals are also all hand graded, with very generous partial credit. The emphasis is placed on understanding the concept rather than getting the right answer. [[Category:Education]] [[Category:Physics]] 2710 11471 2006-08-22T15:17:18Z Trevor MacInnis 99 +cat These are templates designed to direct reader to other projects for associated material. [[Category:Templates]] 2711 22772 2006-09-03T03:32:35Z JWSchmidt 20 subcat Templates for use on protected pages. [[Category:Templates]] 2712 22771 2006-09-03T03:31:22Z JWSchmidt 20 subcat Templates containing one or more optional parameters. [[Category:Templates]] 2713 70406 2007-01-11T02:38:53Z JWSchmidt 20 [[Category:Physics]] [[Topic:Physics]] see also [[Study guide:Classical mechanics]] === Resources === http://cnls.lanl.gov/People/nbt//Book/node1.html [http://ocw.mit.edu/OcwWeb/Earth--Atmospheric--and-Planetary-Sciences/12-006JFall-2005/CourseHome/index.htm Non-linear dynamics I] === Textbooks === http://www.vismath.org/ - By far the most gentle introduction I've seen is "Dynamics the Geometry of Behavior" [[Category:Study guides]] [[Category:Physics]] 2717 79053 2007-01-20T15:28:16Z JWSchmidt 20 [[Category:Portal|Social Theory]] '''Welcome to Wikiversity's Sociology Theory Portal''' :If you have questions, please make a note on the discussion page. ==Portal Description== This portal and related pages are a space for the planning and creation of collaborative learning and discussion projects about social theory across the humanities and social sciences. Social theory is a very broad area, comprising many discourses about society, humans and human social action, touching on most philosophical issues. There are many types of social theory, some of which are grounded in research applications. There are specific types of social theory, such as anthropological theory, economic theory and political theory. There are holistic types of theory such as various types of critical theory. All of these can be explored here. Note: The [[Portal:Social Research]] portal is specifically for learning and research projects related to social research. There may be overlaps between portals. ==Social theory news== *This area was founded on August 22, 2006 ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== ===Current projects=== *[[Ethnography]] ===Suggested projects=== *[[Critical theory]] ===On developing projects=== Wikiversity has adopted a "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. In social theory topics, learning materials and learning projects may be used by multiple departments. Please list social theory projects above. Note on creating resources: Learning resources and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the resource and start writing! ==Related links and references== *[http://www.sidwiki.com/index.php?title=Main_Page Social Interaction Dynamics Wiki] ===Wikiversity portals=== *[[Portal:Social Research]] ===Related Wikiversity schools=== *[[School:Social Sciences]] *[[School:Humanities]] ===Wikipedia=== *[[w:Social theory]] *[[w:Social research]] [[Category:Portal|Social Theory]] [[Category:Social Theory]] [[Category:Social Research]] 2718 68623 2007-01-09T14:49:48Z JWSchmidt 20 /* See also */ [[Wikiversity:Welcome, newcomers]] A tutorial has been started at [[Wikiversity:Introduction]]. ==See also== *[[Wikiversity:Welcome, newcomers]] *[[Wikiversity:School and university projects]] *[[Help:Contents]] *[[Wikiversity:Browse]] browse traditional subject categories *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. *[[Wikiversity:Naming conventions]] <-- Explains how different types of Wikiversity pages should be named. [[Category:Tutorials]] 2719 23879 2006-09-04T22:10:08Z Trevor MacInnis 99 move to more appropriate subcat [[Category:Help]] 2720 79052 2007-01-20T15:27:10Z JWSchmidt 20 [[Category:Portal|Social Research]] '''Welcome to Wikiversity's Social Research Portal''' :If you have questions, please make a note on the discussion page. ==Portal Description== Social research is a very broad area, comprising many methods for researching society, humans and human social action. There are many types of social research methods. This portal and related pages are a space for the planning and creation of collaborative learning projects about social research, and research projects, covering methods used across the humanities and social sciences. Cooperating across fields of study to developing learning projects about social research is one aim of this portal. Another aim is to facilitate networking and discussions amongst social researchers about their work, especially but certainly not exclussively as it relates to social research of wikis and the free culture movement. Please see the [[Wikiversity:Research]] page for an outline of general Wikiversity research issues. Note: The [[Portal:Social Theory]] portal is specifically for learning projects related to social theory. There may be overlaps between portals. == Research Projects == *[[Nerd Project|The Nerd Project]] The Etiology and Psycho-Social Implications of Nerds ==Social research news== *This area was founded on August 22, 2006. ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== ===Current projects=== *[[Ethnography]] ===Suggested projects=== *[[Discourse analysis]] ===On developing projects=== Wikiversity has adopted a "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. In social theory topics, learning materials and learning projects may be used by multiple departments. Please list social research projects above. Note on creating resources: Learning resources and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the resource and start writing! ==Related links and references== ===Wikiversity portals=== *[[Portal:Social Theory]] ===Wikiversity schools=== *[[School:Social Sciences]] *[[School:Humanities]] ===Wikipedia=== *[[w:Social research]] *[[w:Social theory]] [[Category:Portal|Social Research]] [[Category:Social Research]] [[Category:Social Theory]] 2722 61713 2006-12-20T18:47:54Z 69.129.50.31 /* Summary */ ==Summary== ''Ethnography'' is a research approach that uses a number of research methods to study holistically the interplay of social structure and culture. A primary ethnographic method is fieldwork, i.e. the direct observation of and participation in social life. However, other qualitative methods and even quantitative methods are used, including interviews, focus groups, surveys, and more. Ethnography developed as a method of investigation along with the rise of travel and anthropological literature in the nineteenth century. It is a widely used research pespective. This project includes background information and orienting exercises for introductory and advanced ethnography learning projects, including [[Introduction to ethnography]], [[Institutional ethnography]], and [[Virtual ethnography]]. Texts for ethnography learning projects include ''Essential Ethnographic Methods'' by Schensul et al, ''Mapping Social Relations'' by Campbell and Gregor, and ''Viritual Ethnography'' by Hine. ==Prerequisites== *Completing an introductory course in [[Topic:Sociology|Sociology]] or [[Topic:Anthropology|Anthropology]] is recommended. *Close reading of the [[meta:Wikimedia Research Network Privacy Policy|WRN Privacy Policy]] and Wikiversity [[w:Research ethics|research ethics]] pages is required before or early on in the course. *If you intend to do social research, reviewing one of these free online courses is recommended: **[http://www.fhi.org/training/en/Retc/ Research Ethics Training Curriculum] prepared by [[w:Family Health International]] (FHI). **[http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp National Cancer Institute Human Subjects Research Tutorial]. ==Goals== This learning project offers background reading and learnings activities to explore ... Concepts to learn include: [[/concepts]] ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==Activities== *Activity 1. *Activity 2. *etc. ==References== *[[w:Ethnography]] *[[w:Virtual ethnography]] Additional helpful readings include: * [[Category:Learning projects]] [[Category:Research]] [[Category:Ethnography]] [[Category:Social Research]] [[Category:Social Theory]] 2723 12369 2006-08-23T04:55:08Z JWSchmidt 20 [[Category:Social Sciences]] This category lists various methods of [[Portal:Social Research|social research]] and related pages: [[Category:Social Sciences]] 2724 79044 2007-01-20T15:09:28Z JWSchmidt 20 organization Most Wikiversity portals belong in this category. The major Wikiversity portals are in [[:Category:Wikiversity portals]]. '''Note''': [[Template:box portal skeleton]] can used to start a new portal in [[Portal:Science|this]] format ([[Template talk:Box portal skeleton|instructions]]). Portals currently listed under "<big> * </big>" have had some attention from Wikiversity editors and can be moved to a new category of portals, maybe [[:Category:Other Wikiversity portals]]. Most of the other portal pages were created from Wikibooks pages and need clean up. [[Category:Wikiversity portals]] 2725 11549 2006-01-22T19:44:19Z 62.101.186.132 <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''en-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | This person <b style="color:#FF0000;">[[:Category:User en-0|does not understand English]]</b> (or understands it with considerable difficulties). |} [[Category:User en-0]]<noinclude>[[Category:User en]]</noinclude> </div> 2726 11556 2006-05-09T18:47:49Z Redux Adjusting color code of template for level 1 proficiency. <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''en-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with a '''[[:Category:User en-1|basic]]''' level of '''[[:Category:User en|English]]'''.[[Category:User en-1|{{PAGENAME}}]]</td> </tr></table></div> 2727 11564 2006-05-09T14:10:18Z Redux Adjusting color code of template for level 2 proficiency. <div style="float:left;border:solid #77E0E8 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''en-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with an '''[[:Category:User en-2|intermediate]]''' level of '''[[:Category:User en|English]]'''.[[Category:User en-2|{{PAGENAME}}]]</td> </tr></table></div> 2728 76567 2007-01-15T19:14:25Z Juan 2651 rev - not a good idea, cus of colours <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with an '''[[:Category:User en-3|advanced]]''' level of '''[[:Category:User en|English]]'''.[[Category:User en-3|{{PAGENAME}}]]</td> </tr></table></div> 2729 11578 2006-05-21T23:26:56Z Shibo77 <div style="float:left;border:solid #CCCC00 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#FFFF99"><tr> <td style="width:45px;height:45px;background:#FFFF00;text-align:center;font-size:14pt">'''en-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with a '''[[:Category:User en-4|near-native]]''' level of '''[[:Category:User en|English]]'''. [[Category:User en|{{PAGENAME}}]][[Category:User en-4|{{PAGENAME}}]]</td> </tr></table></div> 2730 11580 2005-05-17T22:48:16Z Phoenix-forgotten redir: user en #REDIRECT [[Template: User en]] (native speaker of en) 2732 11787 2006-08-22T17:05:28Z Sebmol 14 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''de'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer spricht '''[[:Category:User de|Deutsch]]''' als '''[[:Category:User de-N|Muttersprache]]'''.[[Category:User de|{{PAGENAME}}]]</td> </tr></table></div> 2733 11605 2006-05-19T22:22:24Z Steinbach well, it was funny but it gave entirely the wrong impression ("doesn't want to acquire knowledge of German or is too lazy to learn more of it") <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#FFE0E8"><tr> <td style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt">'''de-0'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat <b style="color:#FF0000;"> [[:Category:User de-0|keine]] [[:Category:User de|Deutschkenntnisse]]</b> (oder versteht die Sprache nur mit großer Schwierigkeit).[[Category:User de-0|{{PAGENAME}}]]</td> </tr></table></div> 2734 11608 2006-05-09T18:50:19Z Redux Adjusting color code of template for level 1 proficiency. <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''de-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat '''[[:Category:User de-1|grundlegende]] [[:Category:User de|Deutschkenntnisse]]'''.[[Category:User de-1|{{PAGENAME}}]]</td> </tr></table></div> 2735 11612 2006-05-09T14:06:26Z Redux Adjusting color code of template for level 2 proficiency. <div style="float:left;border:solid #77E0E8 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''de-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat '''[[:Category:User de-2|fortgeschrittene]]''' '''[[:Category:User de|Deutschkenntnisse]]'''.[[Category:User de-2|{{PAGENAME}}]]</td> </tr></table></div> 2736 11614 2005-02-23T16:10:25Z Aphaia copy from [[Commons:Template:User de-3]] a bit modefied <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''de-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat '''[[:Category:User de-3|sehr gute]]''' '''[[:Category:User de|Deutschkenntnisse]]'''.[[Category:User de-3|{{PAGENAME}}]]</td> </tr></table></div> 2737 11618 2005-09-26T17:26:29Z Korg 31 reformulation <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''fr'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cet utilisateur a pour '''[[:Category:User fr|langue maternelle]]''' le '''[[:Category:FR|français]]'''.[[Category:User fr|{{PAGENAME}}]]</td> </tr></table></div> 2738 11623 2006-08-11T13:31:07Z Korg 31 màj <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''fr-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Cet utilisateur '''[[:Category:User fr-0|ne comprend pas]]''' le '''[[:Category:User fr|français]]''', ou seulement avec des difficultés notables. |} [[Category:User fr-0|{{PAGENAME}}]]<noinclude>[[Category:User fr]]</noinclude> </div> 2739 11626 2006-05-09T19:27:51Z Redux Adjusting color code of template for level 1 proficiency. <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''fr-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-1|élémentaire]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-1|{{PAGENAME}}]]</td> </tr></table></div> 2740 11629 2006-05-09T14:12:03Z Redux Adjusting color code of template for level 2 proficiency. <div style="float:left;border:solid #77E0E8 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''fr-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-2|intermédiaire]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-2|{{PAGENAME}}]]</td> </tr></table></div> 2741 11631 2005-02-23T17:01:14Z Aphaia copy from [[Commons:Template:User fr-2]] a bit modefied <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''fr-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-3|avancé]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-3|{{PAGENAME}}]]</td> </tr></table></div> 2742 11637 2005-11-19T08:36:24Z Sajasaze <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''fr-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-4|très avancé]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-4|{{PAGENAME}}]]</td> </tr></table></div> 2743 11641 2006-07-16T09:59:00Z Ft1 no wikilink as for the other language templates <div style="float:left;border:solid #FFFF99 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFFF99" | style="width:45px;height:45px;background:#FFFF00;text-align:center;font-size:14pt" | '''de-4''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Dieser Benutzer hat '''[[:Category:User de-4|mit einem Muttersprachler vergleichbare]] [[:Category:User de|Deutschkenntnisse]]'''. [[Category:User de|{{PAGENAME}}]] [[Category:User de-4|{{PAGENAME}}]] |} </div> 2744 70949 2007-01-12T03:19:21Z JWSchmidt 20 wikiversity convention <div style="float:left;border:solid #CC0000 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FF5555;" | style="width:45px;height:45px;background:#FF0000;text-align:center;font-size:14pt" | '''de-5''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Dieser Benutzer beherrscht die [[:Category:DE|deutsche Sprache]] wie ein professioneller Schreiber.'''[[Category:User de-5|{{PAGENAME}}]] |}</div> 2745 11650 2006-08-10T17:33:45Z SWojczyszyn <div style="float:left;border:solid #CC0000 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FF5555;" | style="width:45px;height:45px;background:#FF0000;text-align:center;font-size:14pt" | '''en-5''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | This user is able to contribute with a '''[[:Category:User en-5|professional]]''' level of '''[[:Category:User en-N|English]]'''.[[Category:User en|{{PAGENAME}}]][[Category:User en-5|{{PAGENAME}}]] |}</div><noinclude><br clear="all"/> * [[Template:User en-4|previous level]] * [[Template:User en|next level]] </noinclude> 2746 11676 2006-01-22T19:41:37Z 62.101.186.132 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''en'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is a '''[[:Category:User en-N|native]] [[:Category:User en|English]]''' speaker.[[Category:User en|{{PAGENAME}}]][[Category:User en-N|{{PAGENAME}}]]</td> </tr></table></div> 2747 11688 2006-04-02T10:39:59Z Pathoschild Recategorised to [[:Category:Users by language|Users by language]] from [[:Category:Users|Users]] {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''en'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are '''native [[:Category:User en|English speakers]]'''.</td> </tr></table></div> |} This category lists '''native''' English speakers. The other levels of English knowledge are: *[[:Category:User_en-0|'''0''' for not knowledge]] *[[:Category:User_en-1|'''1''' for basic knowledge]] *[[:Category:User_en-2|'''2''' for intermediate knowledge]] *[[:Category:User_en-3|'''3''' for advanced or fluent knowledge]] For a list of language specific tags, see [[Meta:Babel templates]]. [[Category:Users by language|en]] 2748 11700 2006-08-11T13:25:45Z Korg 31 Reverted edits by [[Special:Contributions/148.122.27.197|148.122.27.197]] to last version by CHV <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''en-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | These users '''[[:Category:User en-0|do not speak]]''' '''[[:Category:User en|English]]'''(or understand it with considerable difficulties). |} </div> [[Category:User en|*0]] 2749 11705 2006-01-22T19:42:40Z 62.101.186.132 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are able to contribute with a '''[[:Category:User en-1|basic]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> |} [[:Category:User en-N]]: Users whose native language is English<br/> [[:Category:User en-3]]: Users with advanced and fluent level of English<br/> [[:Category:User en-2]]: Users with intermediate level of English<br> [[:Category:User en-1]]: Users with basic level of English<br/> [[Category:User en|*1]] 2750 11711 2006-01-22T19:42:56Z 62.101.186.132 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are able to contribute with an '''[[:Category:User en-2|intermediate]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> |} [[:Category:User en-N]]: Users whose native language is English<br/> [[:Category:User en-3]]: Users with advanced and fluent level of English<br/> [[:Category:User en-2]]: Users with intermediate level of English<br> [[:Category:User en-1]]: Users with basic level of English<br/> [[Category:User en|*2]] 2751 11717 2006-01-22T19:40:40Z 62.101.186.132 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are able to contribute with an '''[[:Category:User en-3|advanced]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> |} [[:Category:User en-N]]: Users whose native language is English<br/> [[:Category:User en-3]]: Users with advanced and fluent level of English<br/> [[:Category:User en-2]]: Users with intermediate level of English<br> [[:Category:User en-1]]: Users with basic level of English<br/> [[Category:User en|*3]] 2752 11725 2006-01-22T19:57:39Z CHV <div style="float:left;border:solid #99FFFF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0FFFF"><tr> <td style="width:45px;height:45px;background:#99FFFF;text-align:center;font-size:14pt">'''en-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with a '''[[:Category:User en-4|very advanced]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> [[category:User en|*4]] 2753 11731 2006-04-02T10:34:53Z Pathoschild Recategorised to [[:Category:Users by language|Users by language]] from [[:Category:Users|Users]] Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch [[Category:Users by language|de]] 2754 11735 2006-04-02T10:33:09Z Pathoschild Recategorised to [[Category:User de|User de]] from [[Category:Users|Users]] [[Category:User de]] 2755 11738 2005-02-27T06:55:05Z Aphaia +cat Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Die Artikel auf Deutsch findet man in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*1]] 2756 11741 2005-02-27T06:57:30Z Aphaia +cat Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Weitere Information von diesen Vorlagen sieht [[Meta:Babel templates]]. Die Artikel auf Deutsch findet man in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*2]] 2757 11744 2005-02-27T06:59:44Z Aphaia +cat Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Weitere Information von Vorlagen: [[Meta:Babel templates]]. Die Artikel auf Deutsch findet Ihr in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*3]] 2758 11746 2006-07-16T09:57:31Z Ft1 Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Weitere Information von Vorlagen: [[Meta:Babel templates]]. Die Artikel auf Deutsch findet Ihr in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*4]] 2759 11761 2006-04-02T10:38:20Z Pathoschild Recategorised to [[:Category:Users by language|Users by language]] from [[:Category:Users|Users]] {{UsersSpeak|fr|French|Ces utilisateurs parlent [[fr:français|'''français''']]}} Cette catégorie est pour les francophones. Il y a quatre sous-catégories. # [[Template:User fr-1]] <nowiki>{{user fr-1}}</nowiki> # [[Template:User fr-2]] <nowiki>{{user fr-2}}</nowiki> # [[Template:User fr-3]] <nowiki>{{user fr-3}}</nowiki> # [[Template:User fr-4]] <nowiki>{{user fr-4}}</nowiki> La catégorie <nowiki>{{user fr}}</nowiki> elle-même recense les utilisateurs ayant pour langue maternelle le français. [[Category:Users by language|fr]] 2760 11764 2006-04-25T18:43:08Z Pathoschild + [[Category:User fr]] Here are all Users who cannot speak French [[Category:User fr]] 2761 11769 2005-12-15T04:17:33Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau simple''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-4|fr-4]] <nowiki>{{User fr-4}}</nowiki> : Utilisateur pouvant contribuer avec un niveau très avancé de français. *[[:Category:User fr-3|fr-3]] <nowiki>{{User fr-3}}</nowiki> : Utilisateur pouvant contribuer avec un niveau avancé de français. *[[:Category:User fr-2|fr-2]] <nowiki>{{User fr-2}}</nowiki> : Utilisateur pouvant contribuer avec un niveau intermédiaire de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*1]] 2762 11773 2005-12-15T04:17:24Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau intermédiaire''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-4|fr-4]] <nowiki>{{User fr-4}}</nowiki> : Utilisateur pouvant contribuer avec un niveau très avancé de français. *[[:Category:User fr-3|fr-3]] <nowiki>{{User fr-3}}</nowiki> : Utilisateur pouvant contribuer avec un niveau avancé de français. *[[:Category:User fr-1|fr-1]] <nowiki>{{User fr-1}}</nowiki> : Utilisateur pouvant contribuer avec un niveau simple de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*2]] 2763 11779 2005-12-15T04:17:15Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau avancé''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-4|fr-4]] <nowiki>{{User fr-4}}</nowiki> : Utilisateur pouvant contribuer avec un niveau très avancé de français. *[[:Category:User fr-2|fr-2]] <nowiki>{{User fr-2}}</nowiki> : Utilisateur pouvant contribuer avec un niveau intermédiaire de français. *[[:Category:User fr-1|fr-1]] <nowiki>{{User fr-1}}</nowiki> : Utilisateur pouvant contribuer avec un niveau simple de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*3]] 2764 11782 2005-12-15T04:17:49Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau très avancé''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-3|fr-3]] <nowiki>{{User fr-3}}</nowiki> : Utilisateur pouvant contribuer avec un niveau avancé de français. *[[:Category:User fr-2|fr-2]] <nowiki>{{User fr-2}}</nowiki> : Utilisateur pouvant contribuer avec un niveau intermédiaire de français. *[[:Category:User fr-1|fr-1]] <nowiki>{{User fr-1}}</nowiki> : Utilisateur pouvant contribuer avec un niveau simple de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*4]] 2765 11785 2005-08-22T06:15:35Z Schaengel89 Die Kategorie '''User de-N''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia''-Muttersprachler (N für Native). Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Die Artikel auf Deutsch findet man in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*1]] 2766 11801 2006-08-22T17:09:49Z Sebmol 14 List of Wikiversity users (by language) [[Category:Users]] 2768 11799 2006-07-07T01:39:06Z Omniplex report unsupported language {{#ifeq:{{#language:{{{1|und}}}}}|{{{1|und}}}|<div class="lang-und" lang="und" xml:lang="und">'''<font color="red">{{#language:{{{1|und}}}}}</font>'''|<div class="lang-{{{1|und}}}" lang="{{{1|und}}}" xml:lang="{{{1|und}}}">'''{{#language:{{{1|und}}}}}'''}}: {{{2}}}</div><noinclude> See [[Meta:Language select]]. </noinclude> 2769 11840 2006-08-22T17:11:30Z Sebmol 14 [[Category:Wikiversity culture]] 2775 49161 2006-11-27T04:01:33Z AmiDaniel 3334 Categorize as [[:Category:Hobbies]] This page deals with various hobbies and pastimes. Please feel free to add them to the list below, and help out developing learning materials around those ideas! == Arts and crafts == * [[Beading]] * [[Crochet]] * [[Knitting]] * [[Sewing]] * [[Origami]] * [[Woodwork]] * [[Glasswork]] * [[Sculpture]] * [[Spinning]] * [[Weaving]] == Sports related == * [[Fishing]] * [[Kayaking]] * [[Ice climbing]] * [[Football (soccer)]] [[Category:Hobbies]] 2776 11862 2006-08-22T18:12:15Z Cascari 289 Portrait of me. Author: Anneke Wolf. Berlin 2006. All rights permittet. Portrait of me. Author: Anneke Wolf. Berlin 2006. All rights permittet. 2777 33353 2006-10-09T10:48:11Z Cormaggio 8 /* Main namespace */ Wikiversity's educational content can be described by the general term "learning resources". Learning resources can be roughly divided into [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning projects]]. Some learning resources are "lessons". Repeating: all lessons, learning activities, learning materials, and educational content belongs on pages of the main Wikiversity namespace. == Main namespace == The main namespace is intended for the educational content of Wikiversity. Pages in the main namespace are given names with NO prefix, for example: [[Cell Biology]] (ie '''not''' [[School:Biology]] - which is in the "School:" namespace). If you want to add content right now, just create main namespace pages and start typing in your information. If you are concerned about how to ''organize'' Wikiversity content pages, read the rest of the page, below. See [[Wikiversity:Namespaces]] for a description of how the main namespace relates to all the other Wikiversity namespaces. In the future, Wikiversity will have '''many''' learning resources. Wikiversity needs a way to organize learning resources according to a hierarchy of conventional academic topics. To aid in this organization, Wikiversity uses three meta-discussion namespaces: the "School:", "Topic:" and "Portal:" namespaces. These three namespaces serve to organize the efforts of Wikiversity participants while they develop the educational content of Wikiversity in the main namespace. Educational content such as lessons and learning activities '''DOES NOT''' go into pages of the "School:", "Topic:" and "Portal:" namespaces. The "School:", "Topic:" and "Portal:" namespaces help Wikiversity participants organize their learning content and activities. The functions of the "School:", "Topic:" and "Portal:" namespaces are described at: [[Wikiversity:Naming conventions]]. ==See also== *[[Wikiversity:Adding content]] [[Category:Wikiversity]] 2778 79387 2007-01-21T02:32:18Z JWSchmidt 20 These pages are under development This category provides a list of all the pages that have been marked with [[Template:Main welcome]] or [[Template:Moved page]]. These pages are under development. Do not delete them unless they are causing harm to Wikiversity. [[Category:Wikiversity]] 2780 30744 2006-09-30T12:40:10Z JWSchmidt 20 link to the "Hyperlink" article at Wikipedia, add to category [[Category:Introduction to HTML]] [[w:Hyperlink|Hyperlink]] - article at Wikipedia. [[Category:Introduction to HTML]] 2781 69338 2007-01-10T02:09:57Z JWSchmidt 20 category {{Template:Main welcome|JWSchmidt}} [[Category:Content]] 2784 40077 2006-10-26T20:52:54Z Mirwin 47 /* Who is running the show */ {{Introduction}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> Hello, and welcome to Wikiversity! On this guided tour we will travel to different pages on Wikiversity. Learning about the various aspects of its Mission, community, etc... Pay attention, because at the end of the lesson, there ''will'' be a quiz! <big>Please Note, this tour is still under construction and does not take you to everywhere you may wish to see. Try the [[Wikiversity:Introduction]] and [[Wikiversity:Questions]] for any other help.</big> So... * '''[[Wikiversity:Guided tour/Main Page|Start the tour]]''' or * Read the [[Wikiversity:Introduction|Introduction]] or * Return to the [[Wikiversity:Main Page|Main Page]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Special:Random <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> ___TOC___ == Who is running the show == For starters, this is Wiki - this means, that it's open essentially to ''anybody''. You can jump right in, and edit any of the pages here as you see fit - but of course, make changes that seem reasonable and make sense. If you are new to [[wiki]], try the [[Wikiversity:Introduction|introductory tutorial]]. Wikiversity is a project hosted by the Wikimedia Foundation on its physical servers. Local project policies are largely the responsibility of the Wikiversity participants but they are constrained by the project proposal submitted and approved by a Special Projects Committee appointed by the Board of Directors of the Wikimedia Foundation. == What we are trying to do == We're trying to build learning materials from the ground up. That means, if you're interested in learning about something, or if you know something and you want to teach someone, this is the place for it. This is a really young project, so how these learning materials will be best presented will be left at your discretion. You are encouraged to look at existing projects and emulate good ideas which will help with the presentation and dissemination of educational materials. The idea is, we want to build online, cohesive, supportive communities around these learning materials. Questions and comments are a valuable, yet often scarce, resource. Please try to leave a visible interaction with the materials and/or the community before you leave. This will assist in making rapid improvement to this very new community based project. Note that our community policy is to [[Wikiversity:Be_bold|edit boldly]]. Experienced participants are ready and willing to help fix mistakes or discuss correct methods at the [[Wikiversity:Colloquium]]. Note that <b>errors</b> in confusing wiki syntax may be easily backed out or avoided by hitting the cancel button on the submittal screen. == When things need to be done == Since this is a Wiki, there is no "timeline" - you can learn at your own pace, although many learning materials have recommended timelines to help you pace yourself. Things to do: *You can participate in a [[Wikiversity:Learning projects|Learning project]] *You can vote on our [[Wikiversity:Policies|proposed policies]] *You can [[Wikiversity:Adding content|add content]] or [[Wikiversity:Page creation requests|request pages be made.]] *Ask a specific question at the [[Wikiversity:Help_desk]] or [[Wikiversity:Colloquium]] == How you can join, and help us out! == For starters, you can create an account. You can do this, by clicking [[Special:Userlogin|here]]. When you are finished and successfully logged in you can set account preferences or go to your home page or discussion page via tabs along the top or side of your browser screen. The user page is generally used for a little background on you and your current interests. The discussion page is where other users often leave you messages. The typical practice is to click on their signature and go reply at their user page. 2786 59248 2006-12-17T19:09:30Z J.Steinbock 2353 Main_welcome {{main_welcome}} Etiquette and manners Here are some learning materials for modern etiquette and manners. {{stub}} [[Category:Early Learning]] 2787 76558 2007-01-15T18:52:09Z JWSchmidt 20 /* Department description */ fix link Welcome to the Wikiversity '''Department of Computer Engineering'''. ==Department description== The Department of Computer Engineering is a Wikiversity content development project where participants create, organize and develop learning resources for Computer Engineering. Computer engineering (sometimes also called electronic and computer engineering) is a discipline that combines elements of both [[Topic:Electrical Engineering|electrical engineering]] and [[computer science]]. Computer engineers are electrical engineers that have additional training in the areas of software design and hardware-software integration. In turn, they focus less on power electronics and physics. Computer engineers are involved on all aspects of computing, from the design of individual microprocessors, personal computers, and supercomputers, to circuit design, as well as the integration of computer systems into other kinds of systems (a motor vehicle, for example, has a number of subsystems that are computer and digitally oriented)[2]. Common computer engineering tasks include writing embedded software for real-time microcontrollers, designing VLSI chips, working with analog sensors, designing mixed signal circuit boards, and designing operating systems. Computer engineers are also well-suited for research in the field of robotics, which relies on using computers together with other electrical systems. === Subtopics === Besides having a sound knowledge of the mathematics and the sciences which form an integral part of any engineering discipline, computer engineering encompasses topics that are more unique to the discipline, such as [4] The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * Algorithms * Computer architecture and organization * Computer systems engineering * Database systems * Embedded systems * Human-computer interaction * Operating systems * Software engineering * VLSI design and fabrication Many of the areas of electronic engineering and computer engineering overlap, such as electronics and digital systems which form the basis of electronic components. Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. == Learning Guide == == External Links == A self study java course: http://www.duke.edu/~trc7/cps/ [[Category:Computer Science]] 2790 25773 2006-09-09T17:37:00Z Rayc 57 cat === Applications === Linear algebra is crucial for [[Study guide:Quantum Mechanics II|Quantum mechanics II]] === Resources === [http://ocw.mit.edu/OcwWeb/Mathematics/18-06Spring-2005/CourseHome/index.htm MIT Linear Algebra course] [[Category:College Algebra]] [[Category:Study guides]] 2791 80465 2007-01-23T22:47:21Z JWSchmidt 20 Reverted edits by [[Special:Contributions/129.186.22.229|129.186.22.229]] ([[User_talk:129.186.22.229|Talk]]) to last version by [[User:Mirwin|Mirwin]] using [[Wikiversity:Rollback|rollback]] <center><big>'''Mechanical Engineering'''</big></center> <center>''Part of the [[:School:Engineering|School of Engineering]]''</center> Mechanical engineering is a very broad field that involves the application of physical principles for analysis, design, manufacturing, and maintenance of mechanical systems. It is made up of a number of subdisciplines concerned with the mechanics, kinematics (movement), and energy of physical objects. Practitioners of mechanical engineering, known as mechanical engineers, use principles such as heat, force, and the conservation of mass and energy in contributing to the design of vehicles and aircraft, heating & cooling systems, buildings and bridges, industrial equipment and machinery, and much more. {{MultiCol}} ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division of the School of Engineering, you can list your name here (this can help small Wikiversity communities grow and the participants communicate better; for large communities it is not needed). * '''[[User:Devesh Dhar Dwivedi]]''' * '''[[User:KarthiK]]''' * '''[[User:malitha siriwardena]]''' * '''[[User:navarai]]''' * '''[[User:Moo7a]]''' * '''[[User:Jasmine Stock]]''' * '''[[User:Hawwari]]''' * '''[[User:Fayez]]''' * '''[[User:Brian Hujung Romadona]]''' * '''[[User:Vladimir Likhatskiy]]''' * '''[[User:Abhimanyu Dagla]]''' * '''[[User:Moses Omogusii]]''' * '''[[User:Guru Prasad]]''' * '''[[User:Sushil Pawar]]''' * '''[[User:Kenneth Chimezie Nwanoro]]''' * '''[[User:Ozgur Dursun]]''' * '''[[User:Pavel Vrecion]]''' * '''[[User:Thanushka]]''' * '''[[User:Okram Pralovana Goswani Singh]] * '''[[User:vijay mohan dass]]''' * '''[[User:ravikiranrawool]]''' * '''[[User:unrns]]''' * '''[[User:Martin Leary]]''' {{ColBreak}} ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *Stress Analysis *[[Thermodynamics]] *Theory of Machines *Mechanical Vibrations *Engineering Elasticity and Plasticity *Machine Design *Production Engineering *Material science and engg *Electrical Power Engineering *[[Automatic Control and Robotics]] *Automatic Control in Energy Systems *Mechanical Failure Analysis *Mechanical System Design *Production Management and Quality Control *Plant Engineering and Maintenance *Computer Aided Design *Numerical Methods in Energy Sciences *Applied Thermodynamics *[[Fluid Dynamics]] *Heat and Mass Transfer *Fundamentals of Combustion *Refrigeration and Air Conditioning *Internal Combustion Engines *Turbomachines *Heat Transfer Equipment *Dynamics of machines *Kinematics of machines *Computational fluid Dynamics *[[Tribology]] *Material Science *Metallurgy *..... {{EndMultiCol}} --Moo7a 01:21, 25 September 2006 (UTC) ==Division news== * '''August 22, 2006''' - Division founded! * '''September 25, 2006''' Member '''Moo7a''' joined the Division! * '''October 03, 2006''' Member '''navarai''' joined the Division! * '''October 05, 2006''' Member '''Hawwari''' joined the division! * '''October 11, 2006''' Member '''Wahib Tannoury''' joined the division! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! We need to decide which courses we are going to study. You can add, modify or delete courses. We also need to write a brief course description. I'm working in this Finally, Majors in Mechanical Engineering are usually *Mechanical Power Engineering *[[Production and Design Engineering]] *Automotive Engineering *Industrial Engineering I guess we can start focusing on Power Engineering & Design Engineering as they contain most of the important courses in the field of Mechanical Engineering. --Moo7a 01:22, 25 September 2006 (UTC) --navarai 12:28 pm, 03/10/2006 i want to know when we can begin? i can help anyone in Production Engineering, engineering Management,Planning --Hawwari 14:15, 05/10/2006 i can help with any subject related to the Automotive Engineering....so, just let us start --Ozgur 13:50 10/26/06 before we get to add information on these divisions or majors in our Mechanical engineering section , we ought to start with engineering fundemantals such as thermodynamics, Kinematics and Dynamics ,Materials etc. After establishing that fundemantal knowledge base , we may go through in these majors' tecnical stuff. --Tesla Fan 04:27, 10/27/2006 I am willing to supply this project with illustrations using AutoCad. I agree with Ozgur. --[[User:Vrecion|Vrecion]] 10:02, 29 October 2006 (UTC) I started to work on [[Computer Aided Design Course|CAD/CAE/CAM lessons]]. While English is not my mother tongue, I will appreciate help and comments. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' [[Category:Mechanical Engineering]] 2796 37588 2006-10-22T06:45:38Z Dnjkirk 1833 /* Involvement of learners */ In a learning project like Wikiversity it is relevant to know the interests of other users. '''The userboxes''' can be a useful way to introduce yourself to the community. Please make responsible use of these templates to develop the Wikiversity community. Templates that are counter to the educational mission of Wikiversity or otherwise disrupt the community will be deleted. ==Users by language skills== See the sub-categories of [[:Category:Users by language]] for a complete list of language userboxes. {| !Adding this to your page!!Creates this |- |<nowiki>{{User en}}</nowiki>||{{User en}} |- |<nowiki>{{User de}}</nowiki>||{{User de}} |- |<nowiki>{{User fr}}</nowiki>||{{User fr}} |- |<nowiki>{{User es}}</nowiki>||{{User es}} |} == Involvement of learners == {| !Adding this to your page!!Creates this |- |<nowiki>{{NLP}}</nowiki>||{{NLP}} |- |<nowiki>{{User Chemcontrib}}</nowiki>||{{User Chemcontrib}} |- |<nowiki>{{User Mathcontrib}}</nowiki>||{{User Mathcontrib}} |- |<nowiki>{{User Strategycontrib}}</nowiki>||{{User Strategycontrib}} |- |<nowiki>{{User Gamescontrib}}</nowiki>||{{User Gamescontrib}} |} [[Category:Wikiversity culture]] 2797 11946 2006-08-22T21:34:13Z Javier Carro 199 <div style="float: left; border: solid #6ef7a7 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #c5fcdc;" | style="width: 45px; height: 45px; background: #6ef7a7; text-align: center; font-size: 10pt;" | '''NLP''' | style="font-size: 8pt; padding: 4pt; line-height: 1.25em;" | This user participates in the learning project '''[[Topic:Computational linguistics|Computational linguistics]]'''.[[Category:Learner of NLP|{{PAGENAME}}]][[Category:Learners|{{PAGENAME}}]] |}</div> <noinclude>[[Category:Learning involvement user templates|NLP]]</noinclude> 2798 11954 2006-08-22T21:48:55Z Trevor MacInnis 99 +cat [[Category:Templates]] 2826 80339 2007-01-23T14:47:11Z JWSchmidt 20 /* Project news */ 2007 The '''MediaWiki Project''' guides participants from introductory [[Topic:HTML|HTML]] to advanced [[Topic:MediaWiki|MediaWiki]] hacking.... participants develop new MediaWiki features for the Wikiversity community. ==Project description== This project formed to provide a [[Wikiversity:Research collaboration|central resource]] and [[Talk:MediaWiki Project|forum]] for learning and discussing the inner workings of '''[[Topic:MediaWiki|MediaWiki]]''', the [[server software]] that powers [[Wikiversity:About|Wikiversity]]. The primary aim is to give Wikiversity participants a deeper insight into MediaWiki's functionality, thus facilitating more effective ways to get the most out of the technology. Another aim is to address Wikiversity's [[Wikiversity:technical needs|technical needs]] via problem-solving and critical thinking within a [[Wikiversity:practicum|practicum]] for [[Topic:Applied Computer Science|Applied Computer Science]]. ==Project news== * '''22 August 2006''' - Department founded! * '''14 November 2006''' - [[Wikiversity:Namespaces/Proposals for new namespaces|Namespace debate]] escalates.. * '''26 November 2006''' - [[Topic:Multilingual Studies|Multilingual support]] for [[Topic:MediaWiki|MediaWiki]] listing added to the [[Multilingual worksheet#MediaWiki listing|Multilingulism practicum]] * '''23 January 2007''' - [[m:MediaWiki Ideal|MediaWiki Ideal]] - In an ideal world, what features would the ideal Wiki Software have, and what would it be like? * ... ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. The MediaWiki Project centers on learning activities for Wikiversity participants that are directed towards the goal of improving the Wikiversity user interface. Learning materials and learning projects can be used by multiple Wikiversity departments. Cooperate with other departments that use the same learning resource. *Rank each wiki page according to degree of completeness. Have links to pages color coded to indicate the degree of completeness of the target page. [[:Category:Stubs]] *[[Meta-Wiki#Projects for collaboration between Wikiversity and Meta-Wiki]] - general user survey software * [[Threaded discussions]] - integration of [[w:Threaded discussion|threaded discussions]] into Wikiversity. See [[m:LiquidThreads]]. * [[Test and Quiz]] - integration of systems for testing into Wikiversity. See: [[m:Quizzes]]. * [[Video discussions]] - integration of [[w:IChat|video chat]] into Wikiversity * [[Topic:MediaWiki]] - Explore the [[Topic:MediaWiki/Engine|MediaWiki engine]] from a [[School:Computer Science|Computer Science]] perspective, from the [[Topic:MediaWiki/Codebase|MediaWiki Codebase]] to its application here at [[Wikiversity]]. * [[Infrastructure Project]] - Wikiversity's [[Wikiversity:technical needs|technical needs]] become a subject of [[School:Computer Science|Computer Science]] study and a learning path in [[Topic:Applied Computer Science|Applied Computer Science]]. * [[Search feature master namespaces checkbox]] - quickly check or uncheck namespaces *[[UML/MediaWiki]] - A project to define [[Topic:MediaWiki|MediaWiki]] in terms of the [[UML|Unified Modeling Language]] and to develop [[UML/Glossary|UML diagrams]] of the [[MediaWiki Engine]]. *... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== ===MediaWiki=== [[MediaWiki Project]]: [[Topic:MediaWiki|MediaWiki]] - [[Topic:MediaWiki/Engine|codebase]] & [[Topic:MediaWiki/Engine|engine]] - [[Topic:PHP|PHP]] & [[Topic:MySQL|MySQL]] *[http://www.mediawiki.org/wiki/MediaWiki MediaWiki] *[http://www.mediawiki.org/wiki/Project:Quick_and_dirty_guide_to_development Quick and dirty guide] *[[m:Semantic MediaWiki]] *[[m:Learning object metadata]] *[http://meta.wikimedia.org/wiki/Using_the_python_wikipediabot bots that work with wikis] ===Wikipedia=== *[[w:MediaWiki]] ===Wikibooks=== * [[Wikibooks:Category:Programming]] ===Meta=== *[[m:How_to_become_a_MediaWiki_hacker]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:JWSchmidt]] - I know PHP, I want to learn how the MediaWiki software works and how to extend it. (protect individual page sections from editing, add threaded discussions) * [[User:HappyCamper|HappyCamper]] - I'd like to learn how to write useful bots for Wiki projects. *Hillgentleman - interested to know more about MediaWiki; can't spend too much time; see how it goes * [[User:CQ]] - I'd like to take [[Topic:MediaWiki|MediaWiki]] apart and play with the pieces. * --[[User:Chaos|Chaos]] I,m sorry .. maybe I won't be so usefull in Programming issues but I will try my best to give creative idea's and I will try to get advanced knowledge in the requested programming language .. maybe that could help . *[[User:Rayc]] -- working on ideas at [[Test and Quiz]] [[Category:MediaWiki Project]] 2827 75762 2007-01-14T16:15:10Z Mystictim 626 added Stub {{Stub}} Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALAU1??1 * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Humanities * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Language Aquisition]] * '''Stream''' [[Portuguese stream]] * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' * '''Wikipedia article:''' [[w:Portuguese language]] Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ===Texts=== * [[Wikibooks:Portuguese]] * ... ===Lessons=== * Lesson 1: [[My first Portuguese lesson]] * Lesson 2: [[Portuguese Alphabet]] * Lesson 3: [[Portuguese Pronunciation]] * Lesson 4: [[Portuguese Grammar]] * Lesson 5: [[Portuguese Phrases]] * Lesson 6: [[Portuguese Proverbs]] * Lesson 7: [[Portuguese Slang]] * Lesson 8: [[Conversational Portuguese]] ===Assignments=== ==Active participants== {{user|Trevor MacInnis}} [[Category:Portuguese|{{PAGENAME}}]] [[Category:Introductions]] 2828 12028 2006-08-22T23:34:48Z JWSchmidt 20 subcategory [[Category:Computer Science]] 2829 76875 2007-01-16T02:40:09Z Historybuff 5228 Moved to subcat [[Category:Software]] [[Category:MediaWiki]] 2831 37009 2006-10-20T07:56:12Z Srinivasasha 115 /* External links */ ''The following article was originally a copy of the [[Wikipedia:Wikipedia|Wikipedia]] project page [[Wikipedia:Wikipedia:Researching with Wikipedia|Wikipedia:Researching with Wikipedia]]. In this new context, we will probably want to evolve it toward being a more general discussion on encyclopedias as research tools.'' [[Wikipedia:Wikipedia|Wikipedia]] can be a great tool for learning and researching information. However, like all sources, not everything in Wikipedia is accurate, comprehensive, or unbiased. Many of the general rules of thumb for conducting research apply to Wikipedia, including: * Always be wary of any one single source, or of multiple works that derive from a single source. * Where articles have references to external sources (whether online or not) read the references and check whether they really do support what the article says. *Many times, an encyclopedia may not constitute an acceptable source for a research paper. However, because of Wikipedia's unique nature, there are also some rules for conducting research that are special to Wikipedia, and some general rules that do not apply to Wikipedia. ==Notable strengths of Wikipedia== :''Main Wikipedia article: [[Wikipedia:Wikipedia:Why Wikipedia is so great|Wikipedia:Why Wikipedia is so great]]'' Wikipedia has certain advantages over other reference works. Being [[Wikipedia:World Wide Web|web]]-based and having a very large number of active writers and editors, it provides fast coverage of many topics and provides [[Wikipedia:hyperlinking|hyperlinking]], unavailable in slower media. Also, it often provides access to subject matter that is otherwise inaccessible in non-native languages. Since English Wikipedia editors come from all around the world, the relative lack of non-Western topics found in many Western publications is significantly less noticeable on Wikipedia. Wikipedia often produces excellent articles about newsworthy events within days of their occurrence, such as ''[[Wikipedia:11 March 2004 Madrid attacks|11 March 2004 Madrid attacks]]'', ''[[Wikipedia:2004 Indian Ocean earthquake|2004 Indian Ocean earthquake]]'', ''[[Wikipedia:Hurricane Katrina|Hurricane Katrina]]'' or the ''[[Wikipedia:2005 civil unrest in France|2005 civil unrest in France]]''. Similarly, it is one of the few sites on the web even attempting neutral, objective, encyclopedic coverage of popular culture, including [[Wikipedia:Category:Television series|television series]] or [[Wikipedia:Category:Science fiction|science fiction]]. It is also developing across-the-board global coverage of subject areas where for one reason or another existing sources are highly fragmented, including sports such as football (soccer) and golf. In comparison with most other web-based resources, Wikipedia's open approach tremendously increases the chances that any particular factual error or misleading statement will be promptly corrected. As Wikipedia is a collaborative, ongoing project, one may also ask questions of an article's authors. And thanks to its extensive [[Wikipedia:hyperlink|hyperlinks]] usage wiki can be an excellent guide to other related material, both on and off Wiki. ==Notable weaknesses of Wikipedia== :''Main Wikipedia article: [[Wikipedia:Wikipedia:Why Wikipedia is not so great|Wikipedia:Why Wikipedia is not so great]]'' Wikipedia's most dramatic weaknesses are closely associated with its greatest strengths. Wikipedia's radical openness means that any given article may be, at any given moment, in a bad state: for example it could be in the middle of a large edit or it could have been recently vandalized. While blatant vandalism is usually easily spotted and rapidly corrected, Wikipedia is certainly more subject to subtle vandalism than a typical reference work. Also, much as Wikipedia can rapidly produce articles on timely topics, it is also subject to remarkable oversights and omissions. There is no systematic process to make sure that "obviously important" topics are written about, so at any given time Wikipedia may be wildly out of balance in the relative attention paid to two different topics. For example, it is far more likely that the English-language Wikipedia will have at least some material about any given small U.S. village than about a given moderately sized city in sub-Saharan Africa. Another closely related issue is that particular Wikipedia articles (or series of related articles) are liable to be incomplete in ways that would be unusual in a more tightly controlled reference work. Sometimes this is obvious (as with a [[Wikipedia:Wikipedia:Find or fix a stub|stub article]]) but other times it may be subtle: one side of a controversial issue may be excellently presented, while the other is barely mentioned; a portion of someone's life (not always the most notable portion) may be covered in detail, while other aspects may be presented only sketchily or not at all; coverage of a country's history may focus on the incidents that drew international attention, or may simply reflect the interest and expertise of some individual writer. Another problem with a lot of content on Wikipedia is that many contributors do not cite their sources, something that makes it hard for the reader to judge the credibility of what is written. ==Article quality in Wikipedia== :''Main Wikipedia article: [[Wikipedia:Reliability of Wikipedia|Reliability of Wikipedia]] Wikipedia is a [[Wikipedia:wiki|wiki]]—a collaborative, open-source medium. Articles are never "complete and final". Just as human knowledge evolves, so does our wiki coverage of it. Wiki articles are continually edited and improved over time, and in general this results in an upward trend of quality, and a growing consensus over a fair balanced representation of information. It will tend to gain citations, new sections, and so forth. Dubious statements tend to be removed over time, but they may have a long life before they are removed. However, few articles are of encyclopaedic quality from the start. Indeed, many articles commence their lives as partisan drafts, and it may take a long process of discussion, debate and argument, to yield a consensus form. Other articles may, for a while, become caught up in a heavily unbalanced viewpoint, and it can take some time&mdash;months, perhaps&mdash;to restore a balanced consensus. Wikipedia has various processes to reach consensus about an article, including mechanisms to bring in broader participation to controversial articles. The [[Wikipedia:Wikipedia:What is a featured article|''ideal'' Wikipedia article]] is neutral, referenced and encyclopaedic, containing notable, verifiable knowledge. An increasing number of articles reach this standard over time, and many already have. Because this is an open wiki, there is no guarantee that a featured article retains its quality over time, and of course an older featured article does not magically improve as Wikipedia's standards generally rise. As of August 2006, [[Wikipedia:Wikipedia:Former featured articles|19% of onetime feature articles]] either degraded (or failed to rise with the general standards) to the point of losing their featured status. Keep in mind that an encyclopedia is intended to be a ''starting point'' for serious research, not an endpoint. Though many casual inquiries will be satisfied merely by referring to Wikipedia, you will learn more by accessing the print and online resources we reference. Wikipedia encourages you to verify its content by using [[Wikipedia:independent sources|independent sources]]. Wikipedia also invites you to contribute back by fixing any errors you may find, and adding relevant material that will be of interest to future researchers. == Special research considerations concerning Wikipedia == === Use multiple independent sources === Because Wikipedia is licensed under the [[Wikipedia:GFDL|GFDL]], its content is [[Wikipedia:Wikipedia:Mirrors and forks|often reproduced]], especially online. Researchers should be especially careful of the [[Wikipedia:FUTON bias|FUTON bias]] and ensure that a second article appearing to confirm a Wikipedia article is not (for example) simply a copy of an earlier version. === Examine an article's history === :''Main Wikipedia article: [[Wikipedia:Wikipedia:How to read an article history|Wikipedia:How to read an article history]] The process of creating Wikipedia is radically open. As a result, unlike most reference works it is possible that even for a generally excellent and stable article, the latest version at any given moment may be the subject of recent edits which are not of the same quality as the rest of the article. However, unlike most reference works, you can access the [[Wikipedia:Wikipedia:Page history|history of the article]] (previous versions and change comments) and the [[Wikipedia:Wikipedia:Talk pages|discussion]] between the editors who created it. Often, if you have questions about an article or are looking to do in-depth research on a subject, reading the history and talk pages gives you further insight into why the article says what it says and which points of the article (if any) are in dispute and may particularly merit further research. ===Internal links=== Wikipedia breathes new life into one of the initial dreams of the [[Wikipedia:World Wide Web|World Wide Web]]: [[Wikipedia:hyperlinks|hyperlinks]]. Hyperlinks allow Wikipedia authors to link any word or phrase to another Wikipedia article, often providing annotations of great value. Background information to an article no longer needs to be limited or even produced by the author of the article. This method has proved to have major limitations on the [[Wikipedia:Internet|Internet]], because for a variety of reasons links are prone to quickly become obsolete. However, internal links within Wikipedia can be made with confidence, and so Wikipedia serves a web of mutually supporting information. Some articles are probably over-linked with important links liable to be lost like needles in a haystack. Also, someone may have linked a word without looking to see whether it leads to anything useful: you may follow up a link and find nothing more than what you just read, or even find an article on an unrelated meaning of the same word. In general, this problem is less common in the English-language Wikipedia than in Wikipedias in some other languages. === Categories === Wikipedia has had its own [[Wikipedia:Wikipedia:Category|user defined category system]] ([[Wikipedia:folksonomy|folksonomy]]) since the beginning of 2004. The category system is a collaborative categorization system using freely chosen keywords by all contributors to Wikipedia. This feature allows researchers to navigate Wikipedia via categories which can be very useful. However, the current quality of the category system is highly variable. In some topic areas contributors have created detailed and well organised categorisation; in other topic areas categorisation either has not occurred or has been poorly done. In all categorized articles, you should be able to find a list of its categories at the very bottom. === Take advantage of "what links here" === One of the lesser known, but extremely useful techniques for researching with Wikipedia is the effective use of the "[[Wikipedia:Wikipedia:What links here|What links here]]" link which appears on the left side of the screen, as the first item in the box marked "toolbox". This will give you a complete list of other Wikipedia articles which link to the current article. Even if the article you are looking at is a [[Wikipedia:Wikipedia:stub|stub]] &mdash; or, more remarkably, if it is a blank article that has not yet been started &mdash; numerous related articles may be easily accessible through this feature. Sometimes these backward links will show you ways in which the article you started from is incomplete in one area or another. === Take advantage of "printable version" === Another feature of the "toolbox" is the "Printable version". Use it whenever you want to print articles for a printer-friendly version of the article. Browsers, such as [[Wikipedia:Mozilla Firefox|Mozilla Firefox]], that recognize the media print <!-- what is meant by "the media print"?--> will automatically apply the printable version when printing with the default [[MediaWiki:Monobook.css|Monobook]] [[Wikipedia:Cascading Style Sheets|stylesheet]]. === Understand Wikipedia's biases === No good scholar expects any given reference work to be truly unbiased. Instead, one comes to understand the expected bias of a particular work. For example, in looking at the ''[[Wikipedia:1911 Encyclop&aelig;dia Britannica|1911 Encyclop&aelig;dia Britannica]]'', one expects to find some [[Wikipedia:Anglocentrism|Anglocentric]] perspectives and attitudes about race, ethnicity, sex, and sexuality that by today's standards seem [[Wikipedia:prudery|prudish]] and perhaps [[Wikipedia:bigotry|bigoted]]. In using ''[[Wikipedia:Collier's Encyclopedia]]'', one should expect a rather [[Wikipedia:Americentrism|Americentric]] perspective (and probably a lesser degree of scholarship than in ''Britannica'', but a more easily readable style). Unlike some reference works, Wikipedia's biases are inconsistent. Wikipedians come from all over the world and all walks of life. While we strive to have articles fit a [[Wikipedia:Wikipedia:Neutral point of view|neutral point of view]], many articles are not yet there. In fact, two articles on related subjects may have been written by different people and reflect different biases. Even within a single article radically different or conflicting biases may be found. It is also a matter of contention whether certain views are described in a neutral manner. In this respect, Wikipedia is more like a library (or like the [[Wikipedia:World Wide Web]] itself) than like a typical reference work. The mere fact that a book is in the library is no guarantee against bias or misinformation. The same can be said of Wikipedia articles. This does not make libraries (or Wikipedia) useless, it just means that they should be approached differently than one approaches a typical reference work. === Use Wikipedia's social process === :''Main Wikipedia article: [[Wikipedia:Wikipedia:Who writes Wikipedia|Wikipedia:Who writes Wikipedia]], [[Wikipedia:Wikipedia:A researcher's guide to discussion pages|Wikipedia:A researcher's guide to discussion pages]]'' Wikipedia is not just an encyclopedia; it is also an immense community of active contributors, or [[Wikipedia:Wikipedia:Wikipedians|Wikipedians]]. In the history section of each article, you can find out which users contributed what material to an article. In addition, each article has a talk page. If you have questions about the article, asking on its talk page or the talk page of the users who contributed the text will often get your question answered. Then, you and the contributor may update the article to make it clearer for the next researcher. Probably the most general approach to this is to first put your question on the talk page of the appropriate article, then put a note on the talk page of the relevant contributor or contributors calling their attention to your question. Questions like this are often very useful to the refinement of articles. If you have a relevant question that was not answered by the article, there is a fair chance that others will need this information also, and it should be added to the article. In general, you should not expect Wikipedians to contact you by email. Instead, check back to the talk page periodically to see if your question has been answered. We strongly recommend that if you want to participate in the Wikipedia community you [[Wikipedia:Wikipedia:Why create an account?|create a Wikipedia account]] (it's free, you don't need to provide any personal or contact information, and there won't be any spam). If you log in, and if you sign your posts on talk pages with <nowiki>~~~~</nowiki>, that will be saved on the talk page as an account signature and a timestamp. Posting to talk pages with an account is not only a local social norm, but it makes it possible for you to retain your identity across multiple editing sessions, and avoid being confused with others. === Look for comprehensive review === A small number of English-language Wikipedia articles &mdash; most notably, [[Wikipedia:Wikipedia:featured articles|featured articles]] &mdash; have had broad, systematic [[Wikipedia:Wikipedia:Peer review|review]]. These articles usually remain at a high level of quality, but it is possible (although unlikely) that a previously reviewed article may have deteriorated since the time it received that level of attention. [[Wikipedia:Wikipedia:WikiReader|WikiReader]] discusses one of the more ambitious schemes to bring a comparable level of scrutiny to a large number of articles. As of August 2006, there have been no [[Wikipedia:Wikipedia:WikiReader|English-language WikiReaders]] published, although several have been issued in [[Wikipedia:German language|German]], and a number of English-language WikiReaders are in progress. Another proposed approach to formally reviewing more articles can be found at [[Wikipedia:Wikipedia:WikiProject Fact and Reference Check|Wikipedia:WikiProject Fact and Reference Check]]; however, this project is still in its infancy, as is [[Wikipedia:Wikipedia:Forum for Encyclopedic Standards|Wikipedia:Forum for Encyclopedic Standards]]. Despite this shortage of formal review, many articles have had enormous scrutiny. Again, this can often be identified informally by browsing the history and discussion associated with the article. ==Citing Wikipedia== ''Main Wikipedia article: [[Wikipedia:Wikipedia:Citing Wikipedia|Wikipedia:Citing Wikipedia]]'' First you should question the appropriateness of citing any encyclopedia as a source or reference. This is not simply a Wikipedia-specific issue, as most secondary schools and institutions of higher learning do not consider encyclopedias, in general, a proper citable source. Citation of Wikipedia in research papers has been known to result in a grade of F [http://www.theregister.co.uk/2006/05/28/apple_vs_does/] [http://www.theregister.co.uk/2006/06/15/wikipedia_can_damage_your_grades/]. This does not mean Wikipedia is not useful: Wikipedia articles contain many links to newspaper articles, books with [[Wikipedia:ISBN|ISBN]] numbers, radio programming, television shows, Web-based sources, and the like. It will usually be more acceptable to cite those ''original sources'' rather than Wikipedia since it is by nature, a ''secondary source.'' At the same time, simple academic ethics means that you should actually read the work that you cite: if you do not actually have your hands on a book, you should not misleadingly cite it as your source. There are cases where contributions to Wikipedia are considered original and important enough on topics not covered in other works, so as to be considered a primary source. (For example, the article "[[Wikipedia:fuck|fuck]]" was used in a Colorado court of law to illustrate the vernacular use of that term.) Owing to the radical openness of Wikipedia, decisions about referencing articles must be made on an article-by-article basis. If one does choose to cite a Wikipedia article, references should identify a specific version of an article by providing the date and time it was created. This can be found in the edit history of the article. If you decide to cite Wikipedia, remember that its articles are constantly changing: cite exact time, date and version of the article version you are using. [[Wikipedia:Wikipedia:Page history|Page history]] and toolbox "permanent link" features are very useful for finding that information. [[Wikipedia:Wikipedia:Wikipedia as an academic source|Wikipedia:Wikipedia as an academic source]] pages contains examples of academic publications that used Wikipedia as a source. ==See also== * [[Wikipedia:Reliability of Wikipedia|Reliability of Wikipedia]] - assessments of reliability * [[Wikipedia:Wikipedia:Wikipedia in academic studies|Wikipedia:Wikipedia in academic studies]] - list of studies * [[Wikipedia:Wikipedia:Wikipedia as an academic source|Wikipedia:Wikipedia as an academic source]] - list of cited uses * [[Wikipedia:Wikipedia:Academic use|Wikipedia:Academic use]] - considerations for using Wikipedia as an source for academic work (including a mention that some schools object to citing encyclopedias in general and Wikpedia in particular). * [[Wikipedia:Wikipedia:Academic resources|Wikipedia:Academic resources]] - collection of useful resources (links to journals, etc.) * [[Wikipedia:Wikipedia:No original research|Wikipedia:No original research]]/[[Wikipedia:Wikipedia:Verifiability|Wikipedia:Verifiability]] - Wikipedia is not the place to publish new, original research or find research which has not yet been recognized by credible sources * [[Wikipedia:Wikipedia:Reference desk|Wikipedia:Reference desk]] - Wikipedia's help desk, feel free to ask any questions * [[Wikipedia:Wikipedia:Replies to common objections|Wikipedia:Replies to common objections]] * [[Wikipedia:Wikipedia:School and university projects|Wikipedia:School and university projects]] - Wikipedia as a teaching tool * [[Wikipedia:Wikipedia:Why Wikipedia is not so great|Wikipedia:Why Wikipedia is not so great]], [[Wikipedia:Criticism of Wikipedia|Criticism of Wikipedia]] and [[Wikipedia:Wikipedia:Criticisms|Wikipedia:Criticisms]] list some additional issues about Wikipedia (and what we try to do to mitigate them) * [[Wikipedia:Wikipedia:WikiProject Wikidemia|Wikipedia:WikiProject Wikidemia]] - a project dedicated to academic research about Wikipedia *[[Wikipedia:Wikipedia:General disclaimer|Wikipedia:General disclaimer]] *[[Wikipedia:Wikipedia:Risk disclaimer|Wikipedia:Risk disclaimer]]: Use Wikipedia at your own risk. *[[Wikipedia:Wikipedia:Medical disclaimer|Wikipedia:Medical disclaimer]]: Wikipedia does not give medical advice *[[Wikipedia:Wikipedia:Legal disclaimer|Wikipedia:Legal disclaimer]]: Wikipedia does not give legal opinions *[[Wikipedia:Wikipedia:Content disclaimer|Wikipedia:Content disclaimer]]: Wikipedia contains content you may find objectionable; it also contains spoilers *[[Wikipedia:Wikipedia:Patent nonsense|Wikipedia:Patent nonsense]]: At any given time, a Wikipedia article may contain nonsense. *[[Wikipedia:Wikipedia:Vandalism|Wikipedia:Vandalism]]: At any given time, a Wikipedia article may be vandalized. *[[Wikipedia:Wikipedia:Point of view|Wikipedia:Point of view]]: At any given time, a Wikipedia article may not have a neutral point of view. *[[Wikipedia:Wikipedia:Edit war|Wikipedia:Edit war]]: At any given time, a Wikipedia article may be involved in an "edit war". ==External links== * [http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html Evaluating Web Pages: Techniques to Apply & Questions to Ask] from the [[Wikipedia:University of California, Berkeley|University of California, Berkeley]] * [http://www.library.cornell.edu/olinuris/ref/research/skill26.htm Critically Analyzing Information Sources] from [[Wikipedia:Cornell University|Cornell University]] * Roy Rosenzweig, [http://chnm.gmu.edu/resources/essays/d/42 Can History be Open Source? Wikipedia and the Future of the Past], Center for History and New Media. Originally published in ''The Journal of American History'' Volume 93, Number 1 (June, 2006): 117-46. [[Category:Research]] 2832 68599 2007-01-09T12:29:18Z 203.171.72.130 == Basic Types == Every element in OCaml has is associated with a specific ''type''. The concept of types is a very powerful feature of OCaml, but for now we will just mention some predefined types: * Strings (formal name: <code>string</code> example: <code>"this is a string"</code>) * Integers (formal name: <code>int</code> example: <code>5</code>) * Floats (formal name: <code>float</code> example: <code>11.4</code>) * Booleans / Truth values (formal name: <code>bool</code> example: <code>true</code>) The formal names are what we call the types when we are talking with the OCaml system. == Hello World == Ok, let's see some action: <pre>print_endline "Hello World"</pre> This will print the text "Hello World" on the screen. Why do we write <code>print_endline</code> and not just print? Well, actually there is no thing called just "print" in ocaml, but there is something called <code>print_string</code> (there are <code>print_int</code> and <code>print_float</code> too). The difference is most obvious when we print several things: If we do <code>print_string "hey"</code> followed by <code>print_string "you"</code>, the output will be: <pre>heyyou</pre> While if we do the same thing using <code>print_endline</code> the output would be: <pre>hey you</pre> So when we use <code>print_string</code> every string is printed on the same line right next to each other, while with <code>print_endline</code> every string gets its own line. <code>print_endline</code> could be read as "print this string and then end the line", so what this really means is that the ''next'' thing we print (regardless of how) will be on a new line, while the current string might or might not be on its own line depending on if there already is anything there. == Yeah, but how do I make that text actually print something on my screen? == So you're not satisfied with just reading what's happening? Want to see it for yourself? :-) You will have to install the OCaml development environment from here: [[http://caml.inria.fr/ocaml/release.en.html official page]], exactly what you install and how you use it depends on your computer and operating system. At the moment there are two components of interest to us - there's the compiler and the interactive environment. The compiler takes a text file and makes an executable of it that you can run just like any other program, and the interactive environment lets you communicate directly with the system. We will focus at the later as it is more suited for learning and experimenting. === Assignment === * Install the OCaml developement environment * Find out how to get the interactive system up and running Got it running now? Inside the interactive system you will be presented with a ''prompt'' that looks like this: '''#''' . You communicate with the system by typing things after the prompt followed by <code>;;</code> as well as enter. Hitting enter without the semicolons will let you continue on a new line without "sending" your message to the system. When the system recieves the message it will parse and ''evaluate'' it and answer you with its version of the message. Let's try something, computers are quite mathematical beings so maybe it would like to talk about maths? Personally I like the number 5 so let's see what ocaml has to say about it: <pre># 5;; - : int = 5</pre> A bit strange looking answer maybe? <code>int</code> means that the ''type'' of our message was integer, and whats after the <code>=</code> means that the value of our message was <code>5</code>. Not very useful, no? Lets try something else: <pre># 5 + 2 * 3 - 1;; - : int = 10</pre> So, it can do something useful after all :-). == So is this some kind of interactive calculator or what? == It is a very powerful calculator mind you :-). And it is a lot more, but let's look at the calculator side of things a bit. Assume we want to now the answer of: "32 - (8 - 7 * 23) + 2 * (8 - 7 * 23)" (don't ask me why '^^). Notice how "8 - 7 * 23" appears two times? Feel lazy? I do, it is such a bother to type the same thing twice I'd do anything to avoid it. Fortunately I don't need to find my own typing-slave, because OCaml will come to my aid: <pre># let a = 8 - 7 * 23 in 32 - a + 2 * a;; - : int = -121</pre> Nifty, isn't it? The important part is: <code>let .. = .. in ...</code> This will let us name an expression for use inside an other expression. We can also save something for later use: <pre># let my_favorite_number = 5;; val my_favorite_number : int = 5</pre> This will let me use the name "my_favorite_number" to refer to 5 anytime. [[Category:Computer Programming]] [[Category:Introductions]] 2834 75842 2007-01-14T18:23:49Z 200.148.26.37 The official '''Portuguese alphabet''' consists of the main letters of the [[Latin alphabet]] minus K, W, and Y: :A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q, R, S, T, U, V, X, Z :''See [[Portuguese orthography#Letters|Portuguese Orthography]] for the name and pronunciation of each letter, and [[Portuguese phonology|Portuguese Phonology]] for further information on the pronunciation of Portuguese.'' Although not found in vernacular terms, the letters K, W, Y appear in personal names, and in words derived from them. Apart from these letters, Portuguese makes use of the following [[accent mark|accented characters]]: :À, Á, Â, Ã, Ç, É, Ê, Í, Ó, Ô, Õ, Ú, Ü And of the following [[digraph (orthography)|digraphs]]: :[[Ch (digraph)|CH]], GU, [[Lh_%28digraph%29|LH]], [[Nh (digraph)|NH]], [[Ou (digraph)|OU]], QU, RR, SS However, accented letters and digraphs are not counted as separate characters for [[collation]] purposes. ==Portuguese-language typewriters== Typewriters in Portuguese-speaking countries generally have a separate extra key for "Ç", and a [[dead key]] for each diacritic except the cedilla; so that "Á" is obtained by typing first the acute accent, then the letter "A". The same thing happens with computer keyboards, although in some older versions, to type "Ç" one should first type the acute accent and then the letter "C". ==See also== *[[Orthography of Portuguese]] *[[Spelling reforms of Portuguese]] *[[Alphabets derived from the Latin]] [[Category:Portuguese]] 2835 51390 2006-12-04T15:46:45Z Renee Hobbs 1074 [[Image:Kennedy-Nixon debate.jpg|right|350px]] A review of some of the arguments within the media literacy community. See "Media Literacy" [http://en.wikiversity.org/wiki/Media_literacy] for more information. ====Agenda of Media Literacy: Empowerment or Activist?==== Media literacy has developed from two theoretical views: inoculation theory and cultural studies theory. These two views originate from different assumptions about subject matter, how audience is impacted, and how the subject matter is taught (Christ & Potter, 1998). One camp of scholars see the agenda of media literacy as empowering individuals to explore and to control the effects of media on themselves. Another camp sees the agenda of media literacy as transforming society through activist work where individuals are motivated to change institutions to make them more democratic (Christ & Potter, 1998). ====Conceptual Issues==== Scholars conceptualize and debate over media literacy differently according to a variety of reference points. Christ and Potter (1998) offer a summary of the different approaches to defining the media literacy field and its boundaries. “Media literacy” can be regarded a as public policy issue; a critical cultural issue; a set of pedagogical tools for school teachers; suggestions for parents; a McLuhanesque speculation; or a topic of scholarly inquiry from a physiological, cognitive or anthropological standpoint. Media literacy has also been defined as the study of textual interpretation; of context and ideology; or of the audience. The terms “media” and “literacy” acquire yet additional connotations when considered separately. Studies with a focus on a specific “medium” may favor oral and written language; still and moving images; computers; television; or multimedia. “Literacy”, on the other hand, can be regarded as a skill; as an accumulation of knowledge; or as a perspective on the world (Christ and Potter, 1998). ''''''Applications of media literacy'''''' Media literacy practioners often disagree on media literacy's role within the school curriculum. For example, some practitioners of media literacy in higher education aim to train students in a specific skill they will need to acquire a job. This approach to media literacy is challenged by practioners who believe this focus is too narrow. The latter approach focuses on the importance of educating students in a broad manner to participate in a complex society (Christ & Potter, 1998). ==== Media Literacy as a Special Subject or Integrated Across the Curriculum ==== Whether media literacy should be taught as its own specialist subject or integrated throughout the curriculum of science, social studies, history, the arts, and literature depends on a school's context of educational policy, funding, administration, and teachers. Media literacy can be integrated into classrooms most easily by teachers discussing the media texts they use in the classroom. Hobbs (1998) gives the example of a ninth-grade science teacher who had students visually analyze two different documentaries about the Exxon-Valdez oil spill disaster--one produced by Jacques cousteau and the other by Exxon. Buckingham (2003) argues for media education across the curriculum in all subjects. Media education can work with a wide range of subject areas and address learning objectives, as "many media education activities involve competencies such as literacy and numeracy, as well as skills in areas such as technology, problem-solving and research" (Buckingham, 2003, p. 89). Buckingham (2003) explains how media education can be studied in history, science, foreign languages, and music (pp. 90-91). On the other hand, media literacy as a separate subject usually happens as a "pragmatic option" yet it can be successful. For instance, the University of Maryland offers a popular Media Literacy course to undergraduates as part of their core courses. Integrating media literacy across the curriculum may enhance each subject, however the downfall is that teachers may be untrained in media literacy and incoherently include key media literacy concepts. Teaching media literacy as a separate course would provide a coherent coverage of media analysis and production, but the course may be marginalized as a "soft option" that is seen as less rigorous than traditional subjects (Buckingham, 2003). ====Financing Media Literacy Efforts: Accept Funding from Media Corporations?==== A rift in the field exists between those that believe media literacy efforts should not accept any corporate sponsorship or funding from media corporations (Heins & Cho, 2003), and those that believe that accepting funding from media organizations is an opportunity to advance the field and carry out projects that might otherwise go unfunded. For instance, The Alliance for a Media Literate America (AMLA) accepts funds from a variety of sources including media corporations, but the AMLA includes several restrictions in its operational policies, such as not being fully dependent on corporate funders, not allowing them to vote on issues related to AMLA, and not accepting direction or policy from the corporate interests (Alliance For a Media Literate America, 2005). Conversely, others believe that accepting funding for media literacy initiatives from media corporations is like sleeping with the enemy. Citizens for Media Literacy, for example, does not accept any funding from media corporations because they believe it is a conflict of interest and they stand a philosophical ground against Big Media (Heins & Cho, 2003). Thus, the issue of accepting funding from media corporations has created divisions between those in the media literacy movement. ====The Role of the "Practitioner" in Media Literacy==== While the ultimate goals of media literacy are being debated, so are the approaches. This is not only debated in the k-12 setting, but also in higher education. The question remains - is it more helpful to bring in a person representing the current hierarchical media system or is it more beneficial to bring in a representative that will explain new advancements in technology? Advancements that will progress the future of media – challenge the current the media systems (Christ and Potter, 1998)? Which option is a media educator to choose? Being as that two levels( K-12 and higher education) intertwine (both levels are encouraging/creating practitioners), following and implementing the current media systems would ultimately defeat the premise behind media literacy. This leads to Blanchard and Christ’s idea that there are two different types of learning experiences – media workshops and laboratories. The former is based on the current systems of management and content. While the latter challenges all of the current ideals and make recommendations for the future (Christ and Potter, 1998). The latter is favored by Blanchard and Christ as these laboratories will most likely encourage students who want to become practitioners, to improve these media industry outlets (Christ and Potter, 1998). ====The Role of the Teacher in Media Literacy==== The role of the teacher is questioned by many media literacy scholars. Some scholars advocate that media literacy can contribute to a nonhierarchical classroom environment. The teacher student relationship becomes based on "reflection and dialogue" (Christ & Potter, 1998). Other scholars insist this method is contradictory; a teacher cannot be the bearer of truth and an "equal partner in dialogue"(Christ & Potter, 1998, p. 11). ====Traditional v. Nonhierarchical Teaching Methods==== Effective media literacy programs create an environment for students to find questions in need of answering. A non-traditional method of teaching is needed to foster this kind learning where student-teacher interaction creates a democratic learning environment. The teacher becomes and equal in the inquiry of the media, contrary to his or her traditional hierarchical role as the all-knowing mentor. Many see this as an opportunity for students to learn how to learn independently of the traditional system but others see it as jeopardizing the teacher’s authority and professionalism (Christ & Potter, 1998). ====Application Issues==== '''Curriculum''' Among the many aspects of the on-going discussion, scholars are grappling with the issue of whether or not to include the teaching of the aesthetics and the language of media production in Media Literacy curricula. Those in favor claim that that learning the techniques of production leads to an increased awareness of the construction of media messages and their underlying meanings, which in turn could potentially foster the much desired attitude of skepticism. In opposition, others argue that this inclusion could, instead of developing a critical attitude, lead to the students being 'seduced' into mindless imitation of such media constructions. Still others encourage training students in media production for the purpose of instilling in them a proactive attitude and will to 'better' the 'status quo' of the industry (Christ & Potter, 1998). Besides the purpose and content of curriculum, scholars have also found varying approaches to the structure of Media Literacy programs. In some, media studies is a distinct discipline; in others media education is an element within a curriculum or across the entire curriculum; and for others, it is incorporated as a topic within an intergrated, interdisciplinary curriculum. Each has their objectives and governing ideologies, but is ultimately determined by 'resources and will' (Christ & Potter, 1998). Hobbs and Frost through a study in 1995, demonstrated that Media Literacy was most effective when integrated across disciplines. Project Look Sharp also advocates (through its various publications) the incorporating of media education into existing curricula as opposed to having it as a distinct course, claiming that this approach is not just more effective, but also less burdensome on the teachers (Heins & Cho, 2003). Instead of defining media literacy with a certain set of skill or knowledge, it can be looked at in terms of the key concepts of production, language, representation and audience. This is advantageous because “it does not specify particular objects of study (a ‘canon’ of prescribed texts, for example); and this enables media education to remain responsive to students’ interests and enthusiasms” (Buckingham, 2003, p. 53). The ''production'' of media texts is important to study in order to make connections between media, better know the industry structure, technologies and regulations and how media texts are accessed and made. The ''language'' of media looks at meanings, conventions and codes found in texts as well as recognizing genres, decisions of language choices and how technology can change its meaning. When students investigate bias, stereotyping, authenticity and realism in texts they are learning how influences manipulate ''representations'' of reality in the media. Who the media address, how and why they address them, and how receivers of media make sense and use it is all explored under the key concept of ''audience''. Students interactively address these concepts through exercises in which they research and produce media, log and reflect on diaries of their own media use, and critically compare and analyze media texts (Buckingham, 2003). This allows students to draw on their own experiences with media, keeping them interested and utilizing texts that are relevant to the child’s social experiences. This can help lessen the dilemma of the student’s social background affecting the teacher’s ability to assess and create curricula. '''Teaching''' '''Assessment''' Since institutional support for media literacy in K-12 programs translates into funding, assessment and outcomes are central elements of a politicized debate over media literacy assessment standards and methods (Christ and Potter, 1998). There are arguments on whether assessment should focus on knowledge, skills, behavior, attitudes, affect, values or other concepts. Christ and Potter (1998) point to the two (out of 23) most relevant to media literacy standards developed by the National Communication Association as the closest approximation to "certified" national guidelines, which measure an understanding of media's impact and media use. How “media literate” a child is does not depend specifically on their age, grade level, or level of literacy in general, but depends more on the child’s social background and experience with media. The child’s level of media literacy should not be accessed by a set of vocabulary or notions of media theory at certain ages. Children are empowered by questioning media texts and their reality or meaning. These critical reflections of media are related to a socializing function in which children can demonstrate their critical competence. Therefore, their social background is important in observing their level of literacy. This “suggests that making sense of the media is not simply a matter of what goes on inside children’s heads: it is an interpersonal phenomenon, in which social interests and identities are unavoidably at stake” (Buckingham, 2003, p. 48). This can create a great deal of difficulty for the media literacy instructor who may have students from a variety of different social backgrounds. The more diverse the student body, the more difficulty the teacher will probably have in not only assessing the student but creating curricula to benefit everyone. ====Media Literacy for What Ends? Creativity, Vocationalism, Critical Thinking==== When addressing the application of media literacy in the higher education classroom setting, many media education programs in the United States look at the purpose of their curriculum as a way to prepare students to work in media industry after they graduate. They focus only on their task to make their pupils technically efficient and competent in writing for media. But this often overlooks the need to make their students literate in reading media texts critically and not just producing them. The practitioner oriented approach can be problematic if you have professional newscasters speak to students about how to create the “status quo” news broadcast unless you can counter it by reviewing the presentation through a critical lens afterwards (Christ & Potter, 1998). ''Media education for Vocation'' Because media literacy debates often relate k-12, vocational purpose is rarely discussed. However, in the US, the mission of media education programs in higher education is to train students to have the competitive ability to get a job in a media industry. Such a limited focus has been questioned by works in the media literacy field. The consequences for not having courses of production and writing skills for employment but educating students to be media literate citizens need to be further discussed. (Christ & Potter, 1998) ''Media literacy for Critical Thinking'' Developing critical thinking has been one of the major educational goals for media literacy because it is believed to enhance people’s intellectual development. Being media literate includes adopting critical stance toward popular culture. During the early stage of media literacy, critical viewing skills were encouraged to counteract the presumed negative effects of media violence. However, critical thinking skills in this more media embedded society are advocated for young people to be able to deconstruct the messages, to see producers and senders of the message and to analyze the purpose of the message. Young people’s critical stance toward popular culture can help them to fully acknowledge and appreciate the complexity, creativity and potential of the mass media. (Heins & Cho, 2003) ====Old Media Literacy vs. New Media Literacy==== ====Protectionism vs. Empowerment==== Many media literacy educators oppose the "protectionist" approach to media literacy, which focuses on preventing children from consuming "objectionable" media messages. These educators feel that by labeling certain media messages as "bad" and others as "good", there is a strong possibility of alienating students. Bob McCannon, head of the New Mexico Media Literacy Project, insists that protectionist media literacy helps students to analyze and criticize mass media. Critics assert that this philosophy merely teaches students to pass value judgments on popular media instead of employing critical analysis skills ([http://www.fepproject.org/policyreports/medialiteracy2d.html The Free Expression Policy Project]). One critic of the protectionist method is Goodman, who advocates that after school programs "move beyond models of prevention and protection" (Goodman, 2003, p. 104) to the learner-centered, youth empowerment model. The former, instead of encouraging decision-making, ownership, and actively engaging students in community problem-solving, often treats students as "passive recipients of knowledge" (p. 104), focusing more on the problems that need fixing, and failing to initiate the involvement that is required to tackle these issues. Media literacy is especially important to students from disadvantaged backgrounds as a means of empowerment over their environment. Many students from low-income families also have poor vocabularies and writing skills. Other forms of media that they can identify with and are literate in like music, television and film, allow them to express themselves where writing would not. “As producers, authors, and artists fluent in multuple literacies, inner-city youth can frame their own place in society” (Goodman, 2003, p. 31). ====Media Literacy and Media Advocacy==== Goodman (2003) through his work with the youth at the Educational Video Center, has demonstrated the power of both the 'process' and the 'product' of the students' work in procuring both social and political capital. The development of vital relationships with community leaders, the building of social networks, the creation of work that serves as leverage for disseminating information and stimulating action in the community, are a few reflections of how his "media production students find a unity of purpose in their learning as students, their work as artists, and their engagement as citizens" (p.107). Buckingham (2003) makes a firm stance on the Protectionism-Empowerment continuum, strongly advocating for a shift in the curricular paradigm towards goals of 'preparation'. From this same perspective, he acknowledges the importance of harnessing the 'participatory potential' of the newer technologies for the development of students' creativity through conscious incoporation of media production in the classrooms; one of the benefits of which is the "enabling [of] their voices to be heard" (p.14). Although he vocalizes his support for the much-debated practical aspects of media literacy, he seems cautious in awarding it the status of a potential tool in the hands of youth for garnering social capital. He dismisses the positions of technological or 'media' determinists - Postman and Tapscott - who in viewing the relationship between childhood and media technologies, propound a more direct link between technology and social change. He claims that "technologies do not produce social changes irrespective of how they are used" (p. 23) but yet recognizes youth as 'cultural producers' given their increased access to and participation in new technologies. He is careful to discern "consumer sovereignty masquerading as... cultural rights" (p. 31) in the larger discourse of 'childrens' rights' and is hesitant to accept claims of children as 'independent social and political actors'. Yet in spite of Buckingham's insistent disunion between media production and social currency, he places media literacy in the larger social theory of literacies - a theory that implies that "acquiring literacy (in whatever form) makes possible social action" (p. 39). It seems that Buckingham recognizes the possible theoretical links between media literacy, media production and social action but is yet to be convinced of these practically playing out. Although he declares some of these claims 'exaggerated', it would be problematic to entirely dismiss the potential of media production as a catalyst to not only general literacy, possible cognitive and psychological change, but also social change. Consider and discuss the following quote: :''"For media production in order to become really emancipatory, it is necessary that the means of production, the media infrastructure, is controlled by the public"'' (Ebersbach & Glaser, 2004, p. 74) ====Role of Media Corporations==== There has been much debate over the role of media corporations in the media literacy movement. Some scholars believe that media corporations should not be part of the media literacy movement, since their main goal is monetary profit, not an educated audience. Others believe that since media corporations provide access to mass audiences, it is beneficial to have media literacy experts working within these structures as well as outside of them. Some media corporations have created their own media literacy programs and/or offered corporate funding to media educators. Many media literacy experts view this as a conflict of interest. According to [http://www.fepproject.org/policyreports/medialiteracy2d.html The Free Expression Policy Project]: "The conflict over corporate sponsorship also highlights a philosophical rift between those who focus on analysis of media content and those who view the structure of the media industry as an equally important concern." ''Channel One'' One example of the controversy involves [http://www.channelone.com/ Channel One], which "had been widely criticized as a cynical and educationally dubious marketing scheme that sold a captive audience of schoolchildren to advertisers" ([http://www.fepproject.org/policyreports/medialiteracy2d.html The Free Expression Policy Project], 2003). The school district of Billerica, Massachusetts took advantage of Channel One's offer to provide schools with media equipment in exchange for broadcasting 12 minutes of news and two minutes of advertising to students daily. The school district received much criticism for this decision, and in 1992 they hired Renee Hobbs to create a comprehensive program to train teachers to teach media literacy using Channel One. Hobbs later became a paid consultant to Channel One. In 1999, Channel One was a sponsor of The National Media Education Conference. Due to this sponsorship, several media literacy experts refused to attend. In addition, conference organizers were pressured to create a special meeting to discuss the controversy over Channel One's sponsorship. The debate over Channel One continued long after the conference. According to [http://www.fepproject.org/policyreports/medialiteracy2d.html The Free Expression Policy Project]: <blockquote>In one post-conference note to a media literacy listserv, Renee Hobbs recounted how she had been "deeply troubled" by Channel One's presence in classrooms when first approached by the Billerica School District, but eventually found that it provided "regular daily opportunity for a media literacy lesson." In particular, she said, Channel One's teen-directed advertising made teachers acutely aware of the need to teach media literacy skills. Hobbs accused "ivory tower" colleagues of demonizing Channel One, which, she pointed out, was now received by 40% of U.S. secondary schools (Renee Hobbs, e-mail communication to media-l@nmsu.edu, Dec. 22, 1999). Bob McCannon of the New Mexico Media Literacy Project responded to Hobbs: "You, for better or worse and, undoubtedly, with the sincerest motives, are now a paid part of the PR process" (Bob McCannon, e-mail communication to media-l@nmsu.edu, Dec. 22, 1999). McCannon told journalist Manning that "media literacy is being hijacked by corporate interests who are using the movement to buy legitimacy and deflect criticism of their products." Hobbs responded: "If I gave workshops every day for the rest of my life, I could never reach the eight million children Channel One reaches every day." (Manning, "Channel One Enters the Media Literacy Movement" as cited in [http://www.fepproject.org/policyreports/medialiteracy2d.html The Free Expression Policy Project])<blockquote>, ====References==== [[Category:Media literacy]] *Buckingham, D. (2003). ''Media Education: Literacy, Learning, and Contemporary Culture.'' Cambridge, U.K.: Polity Press. *Christ, W. & Potter, W. (1998, Winter). Media literacy, media education, and the academy. Journal of Communication, 48(1), 5-15. *Ebersbach, A., Glaser, M. (2004) Towards emancipatory use of a medium: the wiki, International Journal of Information Ethics, Vol. 2, November 2004, pp. 70-77. Available online from: http://www.i-r-i-e.net/issue_2.htm *Goodman, S. (2003). ''Teaching Youth Media: A Critical Guide to Literacy, Video Production & Social Change.'' New York, NY: Teachers College Press. *Heins, M. & Cho, C. (2003). Media Literacy: An Alternative to Censorship. ''The Free Expression Policy Project.'' Retrieved September 29, 2006, from http://www.fepproject.org/policyreports/medialiteracy2d.html [[Category: Media]] [[Category: Media studies]] [[Category: Education]] [[Category: Curriculum and instruction]] [[Category: Media literacy]] 2836 53841 2006-12-11T19:18:43Z HappyCamper 193 rvv [[Image: girl_with_poster_2.jpg|right|350px]] A resource for scholars and others interested in media literacy. This document was developed by graduate students enrolled in BTMM 589, "Theory and Practice of Media Literacy Education" which was taught by Professor Renee Hobbs in the Fall of 2006 at Temple University's School of Communication and Theater. We welcome your efforts to continue to develop, modify and expand. =='''What is Media Literacy?'''== '''Media Literacy Defined''' In the United States, the most widely used definition of media literacy is "the ability to access, analyze, evaluate and communicate messages in a wide variety of forms." This definition was a collaborative result of participants who attended the 1992 Aspen Media Literacy Leadership Institute. The Center for Media Literacy, however, suggests a more expanded definition of media literacy that emphasizes citizenship and democracy in addition to skills: "Media Literacy is a 21st century approach to education. It provides a framework to access, analyze, evaluate and create messages in a variety of forms--from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy" (Thoman and Jolls, 2005, p. 190). Media Literacy Defined (Canadian perspective) "Media literacy is concerned with helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products. ( Media Literacy Resource Guide, Ministry of Education Ontario, 1997) '''Media Literacy is Not...''' Thoman and Jolls (2005) note that, because the definition of media literacy can be so vast, it is almost easier to define what is ''not'' media literacy. For instance, they state that media literacy is not media bashing, but involves critically analyzing media messages and institutions. It is not just producing media, although production skills should be included. Media literacy is not simply teaching with videos, the Internet, or other technologies, but it is teaching about the media in society. It is not just looking for stereotypes or negative representations, but exploring how these representations are normalized in society. It's not just based on one perspective, rather, it encourages multiple perspectives and various viewpoints. Finally, media literacy is not an effort to restrict media use, but to encourage mindful and critical media consumption. Thoman and Jolls (2005) also cite media literacy consultant Faith Rogow who cautions teachers against conveying pre-ordained denouncements of the media and challenges them to reflect on the analytical skills they teach. Are they encouraging critical environments that allow for the expression of substantiated interpretations that may differ with their own or they inadvertently 'preaching' only the 'right' answers? She posits this negative approach is "fatally flawed" and often results in the creation of a "cynical" rather than an "intellectually skeptical" attitude among students. '''Why Is Mass Media So Important?''' When considering the importance of media education, Buckingham (2003) first defines the central role of the mass media in social, economic and political processes today: <blockquote>“The media are major industries, generating profit and employment; they provide us with most of our information about the political process; and they offer us ideas, images and representations (both factual and fictional) that inevitably shape our view of reality. The media are undoubtedly the major contemporary means of cultural expression and communication: to become an active participant in public life necessarily involves making use of the modern media. The media, it is often argued, have now taken the place of the family, the church and the school as the major socializing influence in contemporary society” (Buckingham, 2003, p. 5).</blockquote> Buckingham posits that people increasingly define themselves and interact through the mass media, which serve as a cultural ‘glue’. Consequently, without clearly understanding and effectively using the media, individuals are unable to participate in public life and contribute to the public discourse. Therefore, Buckingham concludes, traditional social institutions, which previously served as socialization venues, have ceded power to the media. Buckingham makes a nuanced and valid comment on the nature and prominence of mass media. First, we can only agree that industrialization, urban living, and more recently globalization and digital technologies, have converted mass communication into the primary means of learning about the world and society, leaving one’s print on them, and building one’s identity. The mass media, therefore, provide both the material and the channels for the construction, transmission and maintenance of culture. Buckingham, however, underlines the nature of media content as a representation and not as “transparent windows on the world”, and also stresses the indirect communication and selective versions of the world provided by the media (2003, p. 3). This inevitably raises concerns over the ability not only of young people, but of any member of society, to understand the characteristics, content and role of the mass media on one hand, and the capacity to access and use the media as an arena to voice their own opinions and to conduct a meaningful dialogue with others. Separating the understanding and the use of the media would be a misguided step. Another question regarding Buckingham’s position concerns the extent to which people are aware of the broad implications of the media’s influence on their lives and how the public is reflecting on them. Since the views of protectionists or the ‘moral majority’ often take the front seat, the public debate may fail to address critical aspects of the mass media in modern society. Traditional social institutions like the family, the church and the school may refuse to recognize the mass media’s growing influence and attempt to restore traditional relations of power, to denigrate the mass media, instead of adapting to the new conditions. The ordeals of media education initiatives and activists indicate that the predominant response is one of opposition and reluctant acceptance rather than openness, cooperation and accommodation, and this signals not just a reactionary response by traditional bastions of social order, but also further setbacks for media education. =='''Why is Media Literacy Important?'''== ====Recognizing Non-Transparency of Media Representations==== Media literacy is a significant way to challenge students to understand the constructed nature of media representations and how that might influence their own beliefs about others. A representation is a constructed message about reality that can influence viewers’ attitudes and beliefs about the real world. Examining issues of representation in the media teaches students to be critical when encountering representations that often include stereotypes about gender, race, class, sexuality, and disability. Students become more aware about the complexity of representations they encounter in the media and gain a multifaceted understanding of their fabrication. Media literacy enables students to look upon the world and its representation by the media with a critical eye by providing them with specific skills, tools and techniques. Media literacy empowers students to understand and actively participate in discussions about government and politics, including using the media to make their voices heard. At the same time, from their point of view of citizens, media literate students learn to be skeptical about the role of politicians and to critically examine politicians’ work as representatives of the public’s needs and interests. (Hobbs, 2006) ====Motivation and Engagement==== Media literacy allows students to draw on their experience of media forms and connect it to classroom activities. Research shows that when students are engaged in their topic, and can actively connect it to the real world, they are more excited and engaged in learning (Hobbs, 2006). Little research has been conducted on whether or not media literacy may have an impact on school attendance and quality of class participation. Media literacy can be especially powerful for youth who do not perform well in the school system. Kist (2005) found that "at risk" and marginalized youth became excited and engaged with reading and writing after their experience with media literacy in the classroom (p. 103). Media literate teenagers are more likely to recognize what Goodman (2003) calls “the cultural triangle of fashion, sports and music” (p. 27) created and promoted by the entertainment industry. By learning to analyze and critique commercial media representations of their own experiences of marginalization and rebellion, poor and minority youth become capable of adopting roles other than those of consumers or criminals (Goodman, 2003). Instead, as media producers, they are empowered to join mainstream society’s discourse by speaking with a voice of their own. In addition to joining the public discourse, the voices of inner city youth challenge it. According to Goodman, (2003), "Their observations and insights can serve to challenge adult perceptions of teens as hostile and threatening, and also bring diversity to the voices informing public policy" (Cahill, 1997, as sited in Goodman, 2003, p. 30). ====Changes in the Quality of Parent-child Interactions==== Scholars have proposed the possibility of improving the quality of parent-child interactions through media education in school. Students at Concord High School are required to take the Media/ Communication course in 11th grade. Their parents have shared that the quality of family communication has been improved since their kids took the course. Students were more engaged with what they had learned about the media, and enjoyed talking about the course at home. They discussed topics or ideas about media, technology, and society with their parents. Such a change of family communication happened not only to top students but also to ordinary students who have not often shared their school works with their parents. ====Student Teacher Relationships==== Along the same line, media education can help teachers to build better relationship with students. Students connect themselves more with the topics covered in Media/Communication class than what they learn in other traditional academic courses. Teachers also get to learn more about their students, as students give unpredictable and original responses regarding various topics. ====Social and Interpersonal Relationship Skills==== It has been hypothesized that media literacy not builds social skills through extensive opportunities for sharing ideas, listening, teamwork, and collaboration. For example, in the Snow Lake School in Manitoba, eighth grade students were assigned an advertising project. Students were to complete a print ad, a radio ad and an Internet ad. Once they performed research on current advertising, they were able to construct their own campaign, which in turn were constructing meaning. Interestingly enough, when the students were asked about their assignment, they were unable to articulate the core meaning behind the assignment. More comments were given about the social interaction and the ability to work together, which students saw as a primary learning experience. They felt that this assignment better prepared them for the professional world (Kist, 2005). Through media production, a core element of media literacy, students have the rare opportunity to challenge established rules of social interaction and power relations by asking instead of answering questions (Goodman, 2003). This is valid for the interaction dynamics between adults and teenagers, as well as between marginalized and privileged communities. ====Reading Positions==== Through media literacy educators can demonstrate how different people interpret a text depending on the reader’s historical and social background. It is important in today’s curriculum because the proliferation of media in today’s youth creates the need for students to be able to “read” the abundance of messages they are exposed to (Hobbs, 2006). ====Civic Involvement==== Media literacy is crucial for the development of citizenship skills needed to promote a thriving democracy. Political campaigns and issues are primarily conveyed through 30-second television ads, or at best, half-hour news interviews on Sunday mornings. With so little attention paid to issues from our primary forms of media consumption, it is imperative for people to learn how to read the messages they are bombarded with and recognize the reasons and decisions behind what is being presented to them (Thoman & Jolls, 2005). ====Competitive Power==== In this media saturated society, information comes not only through the written words but also through the images and sounds. Media literacy can allow students to fluently read and write audio/visual language would have more competitive power to better thrive in our multimedia culture (Thoman & Jolls, 2005). ====Critical Thinking Skills==== Media analysis, which is a crucial part of media literacy education, can develop critical thinking skills, by strengthening observation and interpretation. For example, students can examine and challenge the stereotypes, biases, and hidden motivation of the producers. (Thoman & Jolls, 2005). ====New Ways of Learning==== Formal education is facing a formidable challenge in adapting to a media-saturated environment, in which traditional schooling methods are obsolete or irrelevant. Instead of assisting students in memorizing facts about the world or information storage, modern education should impart higher-order thinking skills such as analyzing and evaluating an overwhelming amount of information that is usually just a few clicks away. (Thoman and Jolls, 2005) “And yet children--particularly younger children—are increasingly participating in cultural and social worlds that are inaccessible, even incomprehensible to their parents.” (Buckingham, 2003, p. 32). The new world that children inhabit is largely the world of the media. Buckingham documents that the media plays a significant part in the lives of children, and how they construct meaning. The significance of the media in the lives of children is largely ignored by the school system, which results in a gap between children’s ‘in school’ and ‘out of school’ experience. Children should feel that their education has personal relevance. It is more important to build skills that children will use in their daily lives, than to do things because of traditions set 200 years ago. The school system needs to change as students change, it needs to evolve and progress. This will make the process of education more enriching and meaningful for the children involved. A strong connection to school and the outside world may powerfully affect the lives of teenagers, who may feel profound disconnect between their life experience and their school experience. Using media text (text students already know) may decrease drop out rates and increase student interest. Perhaps media education can educate teachers about students as well. When teachers know their student’s media preferences, they can use media to open up dialogue about a multitude of topics. “Yet, if media education is to help bridge the widening gap between the school and the world of children’s out-of-school experience, it must surely begin with the knowledge children already possess” (Buckingham, 2003, p. 34). Buckingham places value on the experience that children gain as participants in their surrounding culture. This ideology positions the student as knowledgeable not just as a vessel that needs to be filled with information. This idea alone could revolutionize the field of education. Giving value to children’s knowledge may help them to own their experiences and opinions. Teaching should extend beyond “right” and “wrong” answers. Critical thinking will prepare children for the real world, where issues are much more complex than black and white. Children should learn how to sort through life’s complexities, and this involves having their opinions, experiences, and voices validated. Treating each child as a knowledgeable human being with important beliefs and experiences may help to draw children out of their protective shell. In addition, it may help incorporate children of different learning abilities and/or background beliefs into the classroom. Valuing the child's unique input may help those who are “at risk” of failing out of the school system. Many of these children may not believe they are intelligent, and may associate school with personal failure. What remains untouched here is the actual state of schools in the United States. Conditions may vary significantly school by school, or teacher by teacher. Buckingham’s area of expertise lies predominantly within the British school system. More research is needed to understand the perspectives of students, teachers, and school administration. Buckingham (2003) provides very explicit goals for media education, which seem at odds with traditionally established notions of education and learning: <blockquote>“Media education is seen here not as a form of protection, but as a form of preparation… In broad terms, it aims to develop young people’s understanding of, and participation in, the media culture that surrounds them (Balazgette, 1989)… Broadly speaking, therefore, this new approach seeks to begin with what students already know, and with there existing tastes and pleasures in the media, rather than assuming that these are merely invalid or ‘ideological’. This approach does not seek to replace ‘subjective’ responses with ‘objective’ ones, or to neutralize the pleasures of the media through rational analysis. On the contrary, it aims to develop a more reflexive style of teaching and learning, in which students can reflect on their own activity both as ‘readers’ and as ‘writers’ of media texts, and understand the broader social and economic factors that are in play. Critical analysis is seen here as a process of dialogue, rather than a matter of arriving at an agreed or predetermined position” (Buckingham, 2003, p. 13-14).</blockquote> In other words, according to Buckingham, media education does not provide the right answers, but prefers to state the right questions instead. Also, it creates a new kind of learning environment, where students are not armed with insights, skills or tools for withstanding the temptations or threats of the media. On the contrary, the departing point of media education are existing media-related practices and pleasures. Such premise is fair and justified if teachers are to approach learners not as traditional authority figures who judge and sermonize about the perils of media use and its implications. We should not consider this a simplistic trick aimed at engaging students’ interest and taking advantage of their out-of-school experiences. Instead, media education aims at broadening established media-based learning practices by stimulating reflection on media use and, from there, on understanding the cultural, social, economic and political aspects of media producers, products and audiences. Positioning teachers as partners in a dialogue rather than guardians of longstanding truth and wisdom is a challenging precept for teachers and students alike, not to mention parents and the public. Century-long pedagogic norms may seem undermined by media education’s innovative approach to the positioning of teachers, learners and media in the learning process. However, Buckingham rightfully points to the decreasing authority of schools as a socializing actor in modern society; thus media education is not making groundbreaking discoveries, but merely reflects ongoing processes that ought to find their place in the formal education system. =='''What does Media Literacy Look Like in K-12 Settings?'''== ====US State Teaching Standards==== In 1999 (Kubey and Baker) Education Week published an op-ed piece describing the current state of media literacy in state's K-12 teaching standards. Briefly, elements of media literacy were found in standards for English/Language Arts, Social Studies and Health. The original Ed Week op Ed can be found here [http://www.frankwbaker.com/edweek.htm] A state-by-state breakdown of verbiage found in these standards can be found here: [http://www.frankwbaker.com/state_lit.htm] ====Media Production==== Buckingham (2003) stresses that media education must include learning not only about media analysis, but experiencing hands-on media production. Media production includes any activity where media is produced and created by students (usually working in teams). After student productions are complete, they are typically presented to the class, school, or community and discussed or evaluated. Buckingham (2003) notes that media production is "not an end in itself" but "must be accompanied by systematic reflection and self-evaluation" (p. 84). It is important, then, for teachers to include time to discuss and analyze student media creations. However, Buckingham (2003) stops short in terms of aiming for a larger purpose for media production as a form of social change, which is an agenda that Goodman (2003) emphasizes. Although production can teach students applied skills and put them in the role of producer, perhaps teachers should include media production assignments that serve to emphasize issues of social justice and social change. ====Instructional Methods==== ''Scaffolding.'' Many teachers incorporate the instructional technique of 'scaffolding' as part of their pedagogical approach to teaching critical thinking. Scaffolding frequently involves the use of a structural heuristic (five critical questions or other organizing devices) to frame analytic work; it also often makes use of peer collaboration on textual analysis activities. By creating sustained, socially engaged learning environments, educators have found improvements in students' ability to critically analyze, and in some demonstrated cases, in their reading comprehension and writing skills. ''Close Reading.'' Media literacy is an integral part of the educational process in the K-12 setting. Examining the structures of news stories for more than just content gives a new perspective to students who are not especially interested in news programming. In comparing two different takes on a story, comparing the viewer's points of views, or even comparing visuals - each student is able to garner an understanding of how news production can be scrutinized according to the five core concepts of media literacy. A technique referred to as close reading helps develop these analytical skills. This technique was applied to understanding poetry. The same poem would be read numerous times to understand audience, author's perspective, perception of the audience, etc. It also creates a more supportive learning environment as the students are learning from one another. ''Students as experts.'' Teachers allow students to be experts in the mass media without trivializing pop culture or media consumption. This allows students to engage in constructive discussion in the classroom. The teacher isn't required to be an expert on specific aspects of popular culture. Instead, they give students the tools to critically analyze, reflect, and question the media (Hobbs, 2006). Goodman (2003) calls this a "learner-centered approach" (p. 56). Under a learner-centered methodology, the teacher is not responsible for reciting facts for students to memorize. Rather, he or she is responsible for creating the right conditions for students to flourish, often employing small group techniques in order for students to help each other out. Here, the students have an input in shaping the direction of the class. ''Critical Dialogue.'' Media education, as Buckingham (2003) notes, requires decentralization as the teacher as an all-knowing expert with all of the answers. In contrast, teaching media education highlights the value of student knowledge that is seen as equally important as the teacher's knowledge. Buckingham's notion of critical dialogue is "what counts as a truly 'critical' perspective is not something that can simply be imposed through the exercise of teacherly authority. On the contrary, it is very much up for negotiation, both between teachers and students and among students themselves" (p. 85). Although critical dialogue is an ideal in media education, problems may be encountered with the destabilization and shift of power in the classroom. In critical dialogue teachers must give up their authoritative stance, and this can be uncomfortable, intimidating, and signal a lack of control for both teachers and students. Teachers may have difficulty giving up their power which can lead to questions and challenges by students. Students who are most comfortable in a traditional classroom where the teacher is seen as authority may feel anxious about this shift in power, and may not want to participate or contribute their knowledge in critical dialogue. However, Buckingham (2003) emphasizes that an effective classroom of media education requires teacher and student knowledge negotiated through critical dialogue. ''Empowerment and the "Aha-Moment."'' Thoman and Jolls (2005) described Paulo Freire's "Empowerment Spiral" as an ideal method for teaching media literacy. This is the system in which students search out and discover answers to questions on their own, which allows them to better reflect on the value of the information and provides an opportunity to interactively show what they have learned. Students first perform an activity that brings the proposed question into the light, sometimes called the “ah-ha moment”. Once they identify an issue, they analyze it using the “five key questions”. After they tackle the questions, the students reflect on the moral, political, social, religious and ethical implications of the text and the process of producing the text. Finally, students create a text using the conventions they have learned while dissecting their viewed text. This allows them to share what they’ve learned and better understand the production process of the text. ''Recognizing what students already know.'' According to Buckingham (2003), educators should recognize what students already know about the topic they are learning and what they are bringing in to the classroom. In many cases, teachers can assume that “students already know something about the topics to be addressed, and that there knowledge is both valid in itself and a useful resource for further reflection (p. 69).” However, Buckingham acknowledges that students do not know everything. In some cases, thus, teachers can help students’ “passive” knowledge to “active” knowledge, by making what they “implicitly” know “explicit.” Buckingham also mentions the need of direct teaching with regard to the information students do not already know. However, it is questionable that teachers can adjust the pedagogy according to how much students know. While children and teenagers certainly share their own media culture, they show differences in terms of media consumption styles according to their race, gender, ethnic origins and economic conditions. Then, how can educators recognize what students already know if the class population is very diverse? In fact, it can be very challenging to create the class environment where everybody is engaged. It is because students who are not familiar with particular media texts can hardly understand the implicit meaning and context. In such a diverse environment, Buckingham’s notion of recognizing what students already know can be vague, not applicable. ''Using a Deductive Approach.'' Introducing some media education curricula such as “Teaching the Simpsons” “Selling Youth” and “Photography and Identity,” Buckingham (2003) analyzes that the aims of these curricula are deductive rather than inductive. It is clearly seen when he mentions, “it is about students reaching their own conclusions from the evidence provided, rather than seeking to command their assent to a position that has been decided in advance" (p. 68). Since deductive learning environments can be seen as student-centered atmosphere, Buckingham’s argument seems to be very convincing in that students should infer the conclusion from given data. Nevertheless, it is often very difficult for both teachers and students to create such student-centered learning environments. Because of teachers’ preconception, on the one hand, they can easily lead the class discussion to facilitate the right answers that they think are “right.” Even though teachers try to avoid the influence of their preconceptions on the class discussion, they might continue to ask questions until they hear responses they want to hear. Here, the legitimacy of teachers’ expressing their own opinions can be questioned. In this vein, we need to inquire the questions as follows: what are the positive and negative aspects of teachers expressing their opinions? In order for students’ learning experience to be deductive, should teachers ''not'' express their opinions when having the class discussions? On the other hand, students’ knowledge and skills of providing expected answers could prevent them from being exposed to the deductive approach. When Buckingham (2003) had an interview with middle-class children, they framed their responses according to the interview context. The more students become experienced in educational settings, the less they express their honest thoughts and opinions, by providing desired responses. In other words, their conclusion may not be based on other evidence, but based on their sense of teachers’ expectations. Therefore, it is critical to explore how to create the class atmosphere where students can freely present their real conclusions supported by facts and evidence. ====A Holistic Approach to Learning==== Goodman, whose expertise is in urban education, notes that both within classrooms and in after school programs, a holistic approach to learning is important. Goodman notes: <blockquote>A student's intellectual growth is deeply tangled up with his or her emotional and physical development. This is particularly the case with adolescents whose families and community support systems have been damaged for a very long time. While they may try to hide it from peers and adults, these teens bring their fragile state of mental health to school with them every day. Teachers who know their students well will notice how the alienation and hopelessness these students suffer from overwhelms their capacity for curiosity and study. They are too preoccupied and distracted to focus on the tasks at hand. So teaching media in the classroom, or any subject for that matter, must address student's cognitive and affective capacities. To separate the two would risk perpetuating the underdevelopment of their mind and spirits. (Goodman, 2003, p. 62)</blockquote> According to Goodman, a holistic approach to learning would bridge the gap between the materials students study in school, and the real life issues that deeply affect them outside of school. ====Structural Issues in Implementing Media Literacy in Secondary Education==== There are some structural features of high schools that can facilitate media literacy. These include: :''Block Scheduling.'' In some schools, block scheduling provides a conducive environment for media literacy. Longer class periods make it possible to engage in viewing and discussion activities, sustained writing, and collaborative projects. Teachers are likely to develop and use process-oriented strategies and have more contact with students. These activities can be difficult to implement in traditional 45-minute periods. :''Heterogeneous Grouping.'' In many media education settings, educators pursue heterogeneous grouping, integrating students of different levels in academic classes. Heterogeneous grouping helps raise standards and academic skills as well as make students more appreciate the diverse range of talents and life experiences in their classrooms, schools, and communities. ====Media Literacy in Individual Classes==== According to Buckingham (2003), media literacy can be incorporated into individual classes in K-12 settings. The following are examples of how media literacy can be included in traditional classes. :''Foreign Languages.'' Buckingham (2003) states that students could study how media in the country of study play with verbal language; how media in foreign countries differ from media in the home country; how current events are conveyed through media in the country of study; how national identity is represented in media; and how the same media texts are marketed in different countries (p. 91). :''Music.'' Buckingham notes that in music class, students could study how music editing is used in television and film; how music is used to create emotional reactions in various media; how music is marketed to audiences; how the music industry fits with other media industries; and how visual images are used to create brand images for musical performers (Buckingham, 2003, p. 91). :''English.'' In English classes, students could study the publishing industry; various ways in which books are advertised and promoted; brand identities of writers; how print texts are adapted into various other media forms; how different media compare in terms of conveying narratives; non-fictional print and media texts; how authors present various social groups in their works; how audiences are targeted by book jackets and book displays; and audience reactions to various print and non-print media texts (Buckingham, 2003, p. 96). :''New Media.'' Buckingham asserts that new media technologies "need to be integrated as ''objects of study'' alongside established media such as film, television and the press" (Buckingham, 2003, pp. 95-96.) However, media literacy instructors must be careful to use these new technologies for more than just teaching aids. :''Vocational Training.'' Some media educators are opposed to vocational training, which they see as merely technical training that lacks critical analysis. Buckingham (2003) notes: "It is doubtful whether many so-called "vocational" courses actually do fulfill their promise to equip students with adequate schools for jobs, or whether they are recognized to do so by the industry" (p. 99). =='''What does Media Literacy Look Like in Non-School Settings?'''== ===='''After School Programs'''==== After school programs first developed out of community improvement projects to develop jobs, housing, and health care. Today programs have diversified to include before or after school programs, drop in or full time, in a variety of institutional settings (Goodman, 2003). After school programs can be conducive to media literacy for a variety of reasons, including flexibility,... '''Different Skill Levels''' Goodman (2003) points out that in order to “effectively teach students across the field of their experiences, educators must sometimes follow, sometimes lead, and sometimes work with them side by side” (p. 54). This places a special importance on the teacher who must recognize opportunities to teach individuals whenever the moment arises, and it may arise at different times for different students. This is something that a set curriculum cannot address. In order for media literacy to be successful in an after school setting with various levels of student aptitudes, the teacher must be able to recognize and adapt to each student’s skill level. The best way to do this is to make sure student with a lower aptitude does a task with the instructor that they otherwise would not be able to do without the instructor. Gradually, the student will be able to take over the task on his or her own (Goodman, 2003). '''Flexibility''' The flexibility of after school programs can be more accommodating to media literacy education and activities than traditional school settings. While it can be more difficult to implement media literacy in K-12 classrooms due to restrictions such as the "factory model" bureaucracy, time limitations, and lack of administrative support, after school programs have certain characteristics that can make them more receptive to media literacy. Goodman (2003) notes that some of these characteristics are "a more holistic approach that addresses the social, emotional, creative, and cognitive needs of teenagers; youth voices in decision-making; a commitment to engaging youth in service to their local community; a flexibility in both scheduling and content of youth activities; and a relative freedom from the requirements of standardized academic testing" (p. 102). ===='''Media Literacy and its Impact in a Second Chance School'''==== Goodman discusses both in-school and after school media literacy programs. But what if there outside factors that inhibit both of these programs? In a school such as Fairhill Community School, day to day activities are contingent upon so many other factors. With this being a "second chance" school, many students have children, have been in prison, have one or no parental influence, and have a feeling of isolation. However, even with all these factors, it is still possible to construct an effective media literacy curriculum. Using Goodman's EVC Workshop model, but altering it slightly )so there is not as much after school work) is a way to motivate students who already have hectic lifestyles. Giving them one another to rely on for the project is a way to not only promote media literacy (including production), but also basic trust. It gives these students a true second chance... ===='''Media Literacy through Media Production'''==== '''Documentary Production''' ''Critical Analysis'' By producing documentaries about the important issues in their lives, students can explore the world around them, which will lead them to create a distance from what they are familiar with and to have a critical lens through their exploration of the world. It helps students to develop their critical literacy skills. According to Goodman (2003), critical literacy means “the ability to analyze, evaluate, and produce print, aural, and visual forms of communication (p. 3).” Through critical literacy, students can understand how media convey certain message and how they can make their voices heard and possibly implement change about important issues in their lives through electronic and print technologies. (Goodman, 2003) ''Participatory Democracy'' “Student producers begin to distance themselves from their documentary subjects. The people they see and the problems they live with everyday become visible to them as things outside their lives that can be held up to a critical light. They compare the story they have recorded to their own experiences and begin to question its truthfulness and form hypotheses of their own. TH reach a verifiable conclusion to their own debate, they find that anecdotal experience is not enough. They begin to shift their social position from being a participant in the community to a participant-observer of the community (Goodman, 2003, p. 42).” ===='''Additional Settings for Media Education'''==== Buckingham (2003) states that media education can take place in various settings outside the "formal education system" including within community workshops; in churches and other religious organizations; in independent activist groups; and within the home with the family (pp. 99-101). In addition, there are many other "informal" opportunities for media education beyond the traditional classroom structure. =='''Intellectual Traditions of Media Literacy'''== ''A Focus on inquiry.'' Originally media education was covered partially in journalism or film study classes but media literacy today is a more in depth look at all media and how to examine the purpose and meaning of them. Media literacy expands on traditional English language arts by adding film, television, radio, newspapers, video games, advertisements, music, and pop culture in addition to learning about media industries. Popular texts in these various media are used to stimulate the student’s participation more than merely reading books on the subject. It is very interactive and provides critical learning and comprehension skills to the students who derive various meanings and purposes behind texts. Media literacy students analyze texts they experience at school, home or out in public by focusing on five major questions: :1. Who is sending the message and what is the author’s purpose? :2. What techniques are used to attract and hold attention? :3. What lifestyles, values, and points of view are represented in this message? :4. How might different people interpret this message differently? :5. What is omitted from this message? (Hobbs, 2006) ''Media Education (2003) by David Buckingham.'' A rationale, conceptual framework, and articulation of key pedagogical principles of media literacy education by noted British scholar David Buckingham. ''Incorporating the Multiple Intelligences Theory'' Media Education experts encourage the synthesis of the "reading" (analysis and deconstruction) as well as the "writing" (construction/production) of media texts into the media literacy pedagogy - an approach that not only combines theory and practice, but also allows for the assimilation of the theory of Multiple Intelligences into instructional techniques. Some of the many benefits of such an approach are seen in higher levels of engagement and motivation, increased self-esteem and self-expression among students, creative tools that help bridge the divide between the classroom and the 'real world' experiences, and more effective means of assessment of understanding content and concepts for instructors (Thoman & Jolls, 2005). =='''Key Themes and Ideas'''== Media literacy draws on the concepts of the larger critical literacy movement, begun in the latter half of the twentieth century, which stresses the expansion of the term literacy beyond just the interpretation and construction of meaning. Critical literacy emphasizes the socio-cultural, political and historical contexts within which the process of meaning-making is embedded and hence influenced. Media literacy teachers help students understand and explore various themes such as race, gender, class, power and identity, situated in popular culture texts. ====Examining Media Representations==== Media literacy is a valuable way to explore issues of representation in K-12 classrooms. Students explore representation by examining and deconstructing media portrayals of gender, race, class, sexuality, and disability. Lessons in representation serve to examine how roles are socially constructed and how personal identity is shaped in political, historical, and cultural contexts which include an examination of issues of power and hegemony. Representation can be explored in meaningful ways by: using examples from various historical periods and making connections to their socio-historical context; investigating the economics behind representations, recognizing that different people have different readings of the same text; scrutinizing what is missing from a representation; and inviting students to express their own identities. General themes discussed in a typical media literacy curriculum may include: journalism and information; advertising, propaganda, and persuasion; representation of race, gender, and social class; and narrative and visual structures and conventions in storytelling for fiction and non-fiction(Hobbs, 2007). The topic of representation explores the relationship between media portrayals and the complex social realities that people experience. ====Five Core Concepts of Media Literacy==== The Center for Media Literacy in Santa Monica, California, created the five core concepts of media literacy, using the Canada's eight "Key Concepts" for media literacy (Pungente, 1989) as a guide. The ''Five Core Concepts'' are: :All media messages are constructed. :Media messages are constructed using creative language with its own rules. :Different people experience the same media message differently. :Media have embedded values and points of view. :Most media messages are constructed to gain profit and/or power. (Thoman & Jolls, 2005, p. 186) After discovering that many teachers had trouble incorporating the ''Five Core Concepts'' into their curriculum, the Center for Media Literacy developed ''Five Key Questions'' in 2002 to use alongside the ''Five Core Concepts''. These five questions can be adapted for various age levels. ''Core Concept/Key Question 1: All media messages are constructed. [Who created this message?]'' This concept acknowledges that media texts are constructed by authors. The final product is not a natural or objective text, rather, it is made up of various elements that we created by authors (writers, photographers, directors, producers, etc.) Many decisions go into the creation of a text, and the audience sees the end result. The audience does not, however, get to see the ideas that were rejected along the way, which could have produced endless variations on the media text. By asking who created the message, students are able to conceptualize both the human element behind the media text and the process of actually piecing a text together (Thoman & Jolls, 2005, p. 192). ''Core Concept/Key Question 2: Media messages are constructed using creative language with its own rules. [What creative techniques are used to attract my attention?]'' Each media text has its own language, which can be understood through careful consideration of the sounds and visuals that are employed to convey meaning. One of the ways in which students can learn to analyze the language of media texts is by creating their own. ''Core Concept/Key Question 3: Different people experience the same media message differently. [How might different people understand this message differently from me?]'' Because audience members all differing backgrounds and life experiences, we are positioned to interpret media texts in different ways. Two people who consume the exact same media text may come away with completely different meanings. ''Core Concept/Key Question 4: Media have embedded values and points of view. [What lifestyles, values, and points of view are represented in, or omitted from, this message?]'' Media texts are not objective, they all contain values that tell us who or what is important. By virtue of what is omitted, they tell us who and what is not important as well. ''Core Concept/Key Question 5: Most media messages are constructed to gain profit and/or power. [Why is this message being sent?]'' Most media messages are made in order to create an audience so advertisers can market their products. It is important for students to understand this financial motivation in order to discern whose interests are actually being served. ====[[Great Debates in Media Literacy]]==== Click the link above for a review of the "great debates" [http://en.wikiversity.org/wiki/Great_Debates_in_Media_Literacy] in the media literacy community. ==== Media Literacy and Childhood ==== Buckingham discusses the debate on the relationship between children and media. He states that they are two very prominent, but contrasting views on the topic. “On one hand, there is the idea that childhood as we know it is dying or disappearing, and that media are primarily to blame for this. On the other, there is the idea that media are now a force of liberation for children – that they are creating a new ‘electronic generation’ that is more open, more democratic, more socially aware than their parent’s generation” (Buckingham, 2003, pg.19). Media scholars have long debated the role of media – before it was even associated with media literacy. One could argue that the media are showing images, writing lyrics, posting content that previous generation were not exposed to until much later in life. Is this killing childhood – hardly. This could be equated back to the “Which came first? The chicken or the egg? argument. The argument in this case however, is: do media reflect society or does society reflect media? To be totally cliché – it is true that times have changed and people are indeed exposed to certain elements of life sooner, but when was the last a ten year old was asked to file taxes, pay bills, write TPS reports, or anything of the like? Children are still able to enjoy childhood. As using media does not necessarily make a person media literate, it is the child’s environment that contributes to their awareness level of the media’s role. With this said, it makes most sense to agree with Buckingham in his assertion that media literacy is creating a new generation of media savvy entrepreneurs. While being “children” by viewing channels such as Nickelodeon, Nick Jr., Disney, and Nogn, children are also realizing that not only are shows for them, but so are the commercials. Children are beginning to see the difference in the programming they watch alone and the programming they watch with their parents. Again, this is not a bad thing that will lead to the demise of society because children are beginning to be aware of their surroundings. Creating this ’electronic” generation is making children more socially aware, which will inevitably lead to more sound decisions – involving media or not. Children will be able to understand why certain are portrayed in certain product commercials. They will start to pay attention to the products they buy, channels they watch, and sites they visit. This awareness is not leading children down the path to crime and early pregnancy as critics of media suggest. ====Media Literacy in the Home==== Buckingham also makes the clarification that one cannot classify children as a homogeneous group. There are many other factors, social factors that influence this classification. One salient point that he makes is that “At least in the UK, research suggests that children are now much more likely to be confined to their homes, and much less independently mobile, than they were twenty years ago; and while parents now spend much less time with their children , they are attempting to compensate for this by devoting increasing economic resources to child-rearing” (Buckingham, 2003, pg, 21). In this instance, the media are just another outlet for these children to learn. Due to unfortunate home circumstances, they are left alone and feel alienated. The media are not teaching them to be socially defunct or encouraging bad behavior, but they are providing an outlet to children who no other communication at home. =='''Research on Media Literacy'''== ''Qualitative Studies.'' The dominant research paradigm for media literacy education is qualitative research. Case studies by Kist (2004) show the range of ways that teachers from urban, suburban and rural communities are incorporating visual and digital texts, tools, and technologies, particularly in middle-school and high school. Goodman's (2003) extended case study, which documents the highly esteemed Educational Video Center in New York City, shows how urban teens learn about themselves, their communities and the mass media through the experience of creating a video documentary. ''Quantitative Studies in Education.'' Hobbs and Frost (2003) measured multi-modal comprehension and analysis of treatment and control groups of Grade 11 Concord High School students through an instrument consisting of questions about the main idea of a TV news story and print newsmagazine story(“who, what, where, when, why, and how”) and specific information details, as well as critical analysis questions identifying the purpose, target audience, storytelling and production techniques, point of view, and omissions in the story, and the differences and similarities to other TV news programs. By adapting an instrument similar to one developed in previous research (Hobbs & Frost, 1999) they also measured students' listening skills – an increasingly important aspect of media literacy in light of adolescents’ growing use of portable media players. Hobbs and Frost also set out to see if media literacy students could effectively recognize the target audience, purpose, point of view, and creative construction techniques employed in advertisements. To measure the ways in which students responded to advertisements, students were given a print advertisement for Miller Beer, which included two sharply dressed African American males and a small reminder to “Think When You Drink.” The students were given a questionnaire which included questions on the ad’s target audience; persuasive techniques; the ad’s purpose; and the subtext of the message. Students in the media literacy group were consistently able to back up their arguments with textual examples. They also were able to articulate the ad’s persuasive goals, as well as point out greater number of visual and verbal persuasive techniques employed in the ad. Media literacy students were also more likely to be able to effectively identify the “Think When You Drink" logo as part of a public relations strategy. These results indicate that media literacy education is helpful when it comes to deconstructing and understanding advertisements. In order to measure students’ knowledge of the advertising process, Hobbs and Frost showed both media literacy and control group students the famous 30-second Pepsi commercial featuring Cindy Crawford, two times, and asked them to write down up to fifteen steps that went into producing it. They found that students with media literacy education were more aware of the need for producers to locate a target audience, brainstorm ideas, plan visuals using a storyboard, pay for ad space, and garner company approval prior to ad production. ==Online Resources for Learning More== *PODCASTS: Learn about Reel Vision[http://www.teachingforthefuture.com], the Boston filmmaking group that works with young people (Episode 15) *ORGANIZATIONS: European Centre for Media Literacy [http://ecml.pc.unicatt.it] Alliance for a Media Literate America [http://amlainfo.org] ==References== *Alliance for a Media Literate America. (2005). Operational policy: Corporate funding. Retrieved October 1, 2006, from http://www.amlainfo.org/home/about-amla/policies/operational-policy/operational-policy#8 *Buckingham, D. (2003). ''Media education: Literacy, learning and contemporary culture.'' Cambridge: Polity Press. *Christ, W. G., & Potter, J. W. (1998). Media literacy, media education, and the academy. ''Journal of Communication'', ''48'', 5-15. *Goodman, S. (2003). ''Teaching youth media: A critical guide to literacy, video production, and social change''. New York: Teachers College Press. *Heins, M., & Cho, C. (2003). ''Media literacy: An alternative to censorship''. (2nd ed.). Free Expression Policy Project. Retrieved October 1, 2006, from http://www.fepproject.org/policyreports/medialiteracy.pdf *Hobbs, R. (2007). ''Reading the media: Media literacy in high school English''. New York: Teachers College Press. *Hobbs, R., & Frost, R. (1999). Instructional practices in media literacy education and their impact on students' learning. ''New Jersey Journal of Communication, 6(2),'' 123-148. *Kist, W. (2005). ''New literacy’s in action: Teaching and learning in multiple media''. New York: Teachers College Press. *Thoman, E., & Jolls, T. (2005). Media literacy education: Lessons from the center for media literacy. In G. Schwartz & P. U. Brown (Eds.), ''Media literacy: Transforming curriculum and teaching'' (Vol. 104, 2005, pp. 180 -205). Malden, MA: National Society for the Study of Education [[Category:Media]] [[Category:Media literacy]] [[Category: Education]] [[Category: Media studies]] [[Category: Curriculum and instruction]] 2838 46078 2006-11-16T08:50:44Z Hillgentleman 530 /* What is the connection between modular functions and string theory? */ This Wikiversity learning project allows participants to explore why some physicists have speculated that our universe might have 10 dimensions. =Source= This project started at [[w:Why 10 dimensions?|Wikipedia]]. It needs to be adapted to Wikiversity. ---- In our personal [[wikipedia:human|human]] experiences, we seem to exist in a [[wikipedia:universe|universe]] with three spatial [[wikipedia:dimension|dimension]]s. Some [[wikipedia:physical theory|theories in physics]], including [[wikipedia:string theory|string theory]], include the idea that there are additional spatial dimensions. Such theories suggest that there may be a specific number of spatial dimensions such as 10. The question, "'''Why 10 dimensions'''?" arises from these theories. ==Why 10, 11, or 26 physical dimensions in string theory?== This is one of the questions discussed by [[w:Michio Kaku|Michio Kaku]] in his book ''[[w:Hyperspace (book)|Hyperspace]]''. That book is an attempt to translate the mathematics of [[w:hyperspace theory|hyperspace theory]] into ordinary language that can be understood by a wide audience. This article is devoted to the same goal, leaving the details of the mathematics to the hyperspace theory article. Kaku traces the number of dimensions to [[w:Srinivasa Ramanujan|Srinivasa Ramanujan]]'s [[w:modular form|modular functions]], but this article will start with some fundamentals and work its way into the mathematics. The goal here is to use ordinary language when possible and be careful to clearly define [[w:Jargon|jargon]]istic terms that come to us from the mathematics and physics of hyperspace. ==Foundation: let's be clear what we are talking about== All in one place: short definitions * [[#Spatial dimensions|what are spatial dimensions]]? * [[#String theory|what is string theory]]? * [[#Hyperspace|what is hyperspace]]? * [[#Strings|what is a string]]? * [[#modular functions|what is a modular function]]? * [[#What is the connection between modular functions and string theory?|Modular functions and string theory]] * [[#Ramanujan modular functions|Ramanujan modular functions]] ===Spatial dimensions=== [[w:Macroscopic|Macroscopic]] physical objects such as people are free to move in three different directions, so we conclude that there are three spatial [[w:dimension|dimension]]s. Theoretical physicists have speculated that there might be additional spatial dimensions that escape our notice because they are [[w:Compact_dimension|too small]]. Some theoretical objects like [[w:strings|strings]] are small enough that they would be able to vibrate in the compact dimensions while moving through the familiar three extended dimensions. ===String theory=== String theory is a [[w:Theoretical_physics#Proposed theories|proposed physical theory]]. There are several versions or types of [[w:String theory|string theory]]. Attempts are being made to discover which version of the theory (if any) is in agreement with observations of the physical universe. All string theories include the idea of a [[w:Hyperspace|hyperspace]] of more than three spatial dimensions. The "extra" spatial dimensions are theoretically [[w:Compact dimension|"compact" or "collapsed" dimensions]]. This means that they are not as extended in space as the three familiar spatial dimensions. The collapsed dimensions are too small to observe directly. It is not clear how many collapsed dimensions are required for a string theory that is in best agreement with observations of the physical universe, but mathematical constraints currently favor string theories with 10, 11, or 26 dimensions. ===Hyperspace=== What explanatory power comes from including "extra" [[w:Compact dimension|compact]] dimensions in a physical theory? Since the time of the first written speculations about the possible existence of an [[w:Atom|atom]], a goal of physics has been to understand the fundamental physical components of the universe. Unfortunately, many [[w:subatomic particles|subatomic particles]] (each subject to some combination of the [[w:Fundamental force|four fundamental forces]]) have been observed and so attention has turned to theoretical attempts to describe the diversity of subatomic particles in an elegant physical theory. Why are there so many different particles? Why do they have the physical properties that they are observed to have? Have things always been this way or have the properties of subatomic particle changed since the formation of our universe? Do they continue to change? Some theoretical physicists are exploring the idea that the diversity of subatomic particle can be accounted for in terms of [[w:Spontaneous symmetry breaking|symmetry breaking]]. Maybe under the high energy conditions of the [[w:Big Bang|early universe]] all particles were initially indistinguishable, a condition called [[w:Supersymmetry|supersymmetry]]. As the universe cooled, some spatial dimensions compactified and particles distributed themselves among the available stable energy states provided by four extended space-time dimensions and six or more compact dimensions. This line of reasoning suggests that it might be possible to explain the diversity of subatomic particles and fundamental forces in terms of a theory of how an original hyperspace "broke" into two "parts"; our extended 4 dimensional [[w:Space-time|space-time]] and several "invisible" additional compact spatial dimensions. String theory is popular partly because it is a quantum field theory which accommodates [[w:Gravity|gravity]] in terms of a [[w:Spin (physics)|spin]]=2 [[w:graviton|graviton]]. ===Strings=== Within string theory, a string is an object with one spatial dimension. These hypothetical one-dimensional strings are very small, on the order of the [[w:Planck length|Planck length]] (about 1.6 × 10<sup>-35</sup> meters ). String theory explores the behaviours of open strings (with free ends) or closed strings (loops with no free ends). Within string theory, the stable vibrational states of strings are taken to correspond to physical particles like the graviton. When a string moves through spacetime it sweeps out a 2-dimensional surface called the '''worldsheet'''. One of the features of string theory that has appeal to physicists is that, when particle interactions are thought of in terms of worldsheets, it is possible to overcome some of the mathematical problems confronted when considering particles as points. ==Recap before getting to the mathematics== String theory grew out of attempts to find a simple and elegant way to account for the diversity of particles and forces observed in our universe. The starting point was to ''assume'' that there might be a way to account for that diversity in terms of a single fundamental physical entity (string) that can exist in many "vibrational" states. The various allowed vibrational states of string could theoretically account for all the observed particles and forces. Unfortunately, there are many potential string theories and no simple way of finding the one that accounts for the way things are in our universe. <div style="float:right;margin:0 0 1em 1em;">[[Image:Buckfull.jpg|buckminsterfullerene]]</div>One way to make progress is to ''assume'' that our universe arose through a process involving an initial hyperspace with supersymmetry that, upon cooling, underwent a unique process of symmetry breaking. The symmetry breaking process resulted in conventional 4 dimensional extended space-time AND some combination of additional compact dimensions. What can mathematics tell us about how many additional compact dimensions might exist? ===Modular functions=== Modular functions are a subclass of the more general [[w:Modular form|modular form]]s. An example of a modular function is the [[w:Dedekind eta function|Dedekind eta function]], given by the [[w:Infinite product|infinite product]] :<math>e^{\pi iz/12}\prod_{m=1}^\infty \left(1-e^{2\pi imz}\right).</math> Like other modular forms, this function is defined over the [[w:Domain (mathematics)|domain]] of [[w:Complex number|complex number]]s ''z'' = ''x'' + ''iy'' where ''x'' and ''y'' are [[w:Real number|real]] and ''y'' > 0. Remember that for complex numbers ''[[w:Imaginary number|i]]'' is the [[w:Square root|square root]] of &minus;1. In the function, ''e'' is [[w:E (mathematical constant)|Euler's number]] (2.71828....) and <math>\pi</math> is [[w:Pi|pi]] (3.14159....). ===What is the connection between modular functions and string theory?=== Modular functions are used in the mathematical analysis of [[w:Riemann surface|Riemann surface]]s. Riemann surface theory is relevant to describing the behavior of strings as they move through space-time. When strings move they maintain a kind of symmetry called "[[w:Conformal field theory|conformal]] invariance" [[w:Conformal symmetry|Conformal invariance]] (including "[[w:scale invariance|scale invariance]]") is related to the fact that points on the surface of a string's [[w:World sheet|world sheet]] need not be evaluated in a particular order. As long as all points on the surface are taken into account in any consistent way, the physics should not change. Equations of how strings must behave when moving involve the Ramanujan function. ===Ramanujan modular functions=== <div style="float:right;margin:0 0 1em 1em;">[[Image:Worldsheet.png|Worldsheet]]</div> 1968 "Veneziano model" [[w:Beta function|Euler beta function]] describes the [[w:Strong nuclear force|strong nuclear force]]. When a [[w:Superstring theory|string]] moves in space-time by splitting and recombining (see [[w:World line|worldsheet]] diagram at right), a large number of mathematical identities must be satisfied. These are the identities of [[w:Ramanujan|Ramanujan]]'s [[w:Modular form|modular function]]. The KSV loop diagrams of interacting strings can be described using modular functions. The "Ramanujan function" (an elliptic modular function? satisfies the need for "conformal symmetry") has 24 "modes" that correspond to the physical vibrations of a [[w:Boson|boson]]ic string. When the Ramanujan function is generalized, 24 is replaced by 8 (8 + 2 = 10) for [[w:Fermion|fermion]] strings. ==See also== * [[w:Superstring theory#Number of dimensions|Superstring theory]] * [[w:M-theory|M-theory]] * [[w:M-theory (simplified explanation)|M-theory (simplified explanation)]] ==External links== * [http://doc.cern.ch//archive/electronic/other/ext/ext-2004-121.pdf Why hyperspace?] * [http://doc.cern.ch/archive/electronic/cern/preprints/open/open-2004-037.pdf Examination of Fernando Loup's Macroscopic shortcut article] [[Category:Physics]] 2839 66716 2007-01-03T19:03:14Z JWSchmidt 20 proposed name for the video: "Wikiversity: Education in the new millenium" This is a community-wide project to produce a promotional DVD that illustrates and describes Wikiversity. ==Project description== Time frame: down-loadable video ([[w:QuickTime|.mov]] and [[w:Wikipedia:Media help (Ogg)|.ogg]] formats) ready by 30 January, 2007. Content: #The history of Wikiversity #illustration of how the Wikiversity community functions to produce learning resources: content creation projects ("school:" and "Topic:" namespace pages). #Feature examples of original Wikiversity content in advance of the end of the 6 month Wikiversity beta period. ==Project news== * '''23 August, 2006''' - Project founded! * '''3 January, 2007''' - proposed name for the video: "Wikiversity: Education in the new millennium" ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie/Script]] - participants create the [[w:Screenplay|script]] for the movie *[[Wikiversity the Movie / Interviews]] - participants film interviews with students at real universities after telling them about Wikiversity (giving a handout perhaps) and inform them it is free. Shock, disbelief, scepticism will ensue, but the reactions ought to be interesting. These could be made over time until the interviewees are all from Wikipedia and/or a mix or "bricks (and mortar)" students (we could just call them "bricks" for short). *[[Machinima movies]] - tutorial - participants make a movie using [[w:Machinima|Machinima]] *[[Wikiversity shorts]] - participants create short (15 to 60 seconds) promotional videos for Wikiversity *[[Wikiversity the Movie/music]] - participants help make the sound track, including original music *[[Wikiversity the Movie/multi-lingual]] - participants make the voice track and any text elements for all the [http://beta.wikiversity.org Wikiversity project languages]. * .. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ===Collaborations=== These divisions and departments have project interests and labs involving ''Wikiversity the Movie'': *[[Topic:Media Project Management]] *[[Topic:Internet Audio and Video]] *[[Topic:Multilingual Studies]] *... ==References== ===See also=== *[[Topic:Film production|Film production]] ===Wikipedia=== *[[w:Machinima|Machinima]] - A method for making the movie *[[w: __Article Name__ ]] ===Wikibooks=== * [[b:Movie Making Manual|Movie Making Manual]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this project, you can list your name here (this can help small projects grow and the participants communicate better; for large projects a list of active participants is not needed). * [[User:JWSchmidt]] - also interested in a version for [[Podcasting|podcasting]] ([http://en.wikiversity.org/wiki/User_talk:JWSchmidt#Wikinews_podcasts info about Wikinews podcasts]) * [[User:Cormaggio|Cormaggio]] - this is a fantastic idea - there's so much potential.. * [[User:HappyCamper|HappyCamper]] - yes!! * [[User:Guillom|guillom]] - I have (co-)written several theatre plays (some of which I have also directed and/or played in), so I'd be glad to take part in this project. * [[User:jlguinn|jlguinn]] * '''[[user:Mr Music|Mr Music]]''' <small>''[[user talk:Mr Music|play a note]]''</small> I can help with the soundtrack. *[[user:personaljesus|personaljesus]] - Can help with writing, maybe some editing somehow. *[[User:CQ|CQ]] Enrolled in [[School:Media Studies|this]], [[School:Music|this]], [[Topic:Internet Audio and Video|this]], [[Topic:Audio Engineering|this]], and [[Topic:Introduction to Project Management|this]].. started [[Topic:Basic Blues & Rock|this]], starting [[Topic:Internet Audio|this]]... ''proposing [[Wikio|this]]''. *... [[Category:Media]] [[Category:{{PAGENAME}}| ]] [[Category:Learning projects]] [[Category:Internet Moving Images]] [[Category:Media Projects]] [[Category:Webcasting]] ==External links== *[http://www.digitaltippingpoint.com/ Digital Tipping Point]- open source movie project 2840 12117 2006-08-23T01:49:52Z JWSchmidt 20 fix header This category is for all the pages related to '''Wikiversity the Movie'''. [[Category:Wikiversity community projects]] 2841 37707 2006-10-22T16:03:31Z MelancholieBot 2357 +interwiki This category is for projects of interest to the entire Wikiversity community. [[Category:Wikiversity]] [[de:Kategorie:Projekt]] 2846 74151 2007-01-12T20:35:22Z JWSchmidt 20 /* See also */ [[Wikiversity:Review board]] This page gives a summary of various education topics as they relate to Wikiversity. ==Nature of Education== '''Education''' is the development of individuals' capacity to realize various cultural goods and become a successful member of a society. Formally it encompasses [[w:teaching]] and [[w:learning]] specific [[w:knowledge]], [[w:belief]]s, and [[w:skill]]s. Informally, it is the process of embibing ways of living and knowledge that are taught by parents and other members of the student's culture. *Inquiry and discovery *Collaboration and dialog *Online learning *Training ==Levels of Education== **Preschool through high school **Technical and Further Education (Training) **Undergraduate **Graduate **Continuning education ==Wiki Pedagogy== **Learning projects. *[[Learning to learn a wiki way]] - how best to use wiki technology in education *There exists a paper on [[One Laptop Per Teacher]] (OLPT), where the research question is "How can One Laptop Per Child be used as One Laptop Per Teacher?" **Dialogical and critical learning ==Education Communities== [http://www.infed.org/biblio/communities_of_practice.htm Communities of practice] is a short introduction to the ideas of Jean Lave and Etienne Wenger. They proposed that learning is social and comes largely from our experience of participating in daily life. Their model of situated learning proposed that learning involved a process of engagement in 'communities of practice'. ==Education and Service== ==Education Research== **Evaluation **Participation and co-learning **Action research ==Experts or Expertise?== Wikis are collaborative spaces, and therefore require the contribution of many different types of people, from various backgrounds. Some people will be more knowledgeable than others in certain areas - these people might be viewed (or view themselves) as "experts". Alternatively, they might be said to have ''expertise'', ie specific knowledge about something, rather than conform to the notion of what an "expert" is. Without necessarily challenging the notion of "expertness", it is possible to develop a wider conception that includes a process of developing ''expertise'', rather than holding the status of "expert" as something fixed and far-ranging. It is true that experts have particular skill at seeing patterns and forming mental models (Bransford et. al, 1999), but consider also the following statement about how we view the subject, and how this could inform a broader picture of "expertness": :"People's mental models of what it means to be an expert can affect the degree to which they learn throughout their lifetimes. A model that assumes that experts know all the answers is very different from a model of the accomplished novice, who is proud of his or her achievements and yet also realizes that there is much more to learn." (Bransford et al, 1999) ==References== John D. Bransford, Ann L. Brown, and Rodney R. Cocking (Eds.) (1999) ''How People Learn: Brain, Mind, Experience, and School'', Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Research Council, NATIONAL ACADEMY PRESS, Washington, D.C. Available online at: [http://books.nap.edu/html/howpeople1/ http://books.nap.edu/html/howpeople1/] ==See also== *[[Portal:Education]] *[[Wikiversity:Review board]] [[Category:Education]] 2847 12144 2006-08-23T02:17:49Z JWSchmidt 20 [[School:Social Sciences]] moved to [[Portal:Social Sciences]]: changing to a portal; includes several schools #REDIRECT [[Portal:Social Sciences]] 2849 25209 2006-09-08T11:36:29Z Javier Carro 199 [[Category:Electronic engineering]] ===The Law=== [[Wikipedia:Gustav_Robert_Kirchhoff|Kirchhoff's]] Voltage Law states that the sum of the [[voltage]]s around a [[closed circuit path]] must be zero. Mathematically, it is given by :<math>\sum_nv_n = 0</math> For reference, this law is sometimes called '''Kirchhoff's Second Law''', '''Kirchhoff's Loop Rule''', and '''Kirchhoff's Second Rule'''. ===An Example=== [[Image:KVL.png|framed|The sum of all the voltages around the loop is equal to zero. <math>v_4 + v_1 + v_2 + v_3 = 0</math>]] We observe five voltages in the image at right: v<sub>4</sub> across a voltage source, and the four voltages v<sub>1</sub>, v<sub>2</sub>, v<sub>3</sub> and v<sub>5</sub> across the resistors R<sub>1</sub>, R<sub>2</sub>, R<sub>3</sub> and R<sub>5</sub>, respectively. The voltage source and resistors R<sub>1</sub>, R<sub>2</sub> and R<sub>3</sub> comprise a closed circuit path, thus the sum of the voltages v<sub>4</sub>, v<sub>1</sub>, v<sub>2</sub> and v<sub>3</sub> must be zero: :<math>\sum_nv_n = v_4 + v_1 + v_2 + v_3 = 0</math> The resistor R<sub>5</sub> is outside the closed path in question, and thus plays no role in the calculation of Kirchhoff's Voltage Law for this path. (Note that alternate closed paths can be defined which include the resistor R<sub>5</sub>. In these cases, the voltage v<sub>5</sub> across R<sub>5</sub> must be considered in calculating Kirchhoff's Voltage Law.) Now, if we take the point ''d'' in the image as our reference point and arbitrarily set its voltage to zero, we can observe how the voltage changes as we traverse the circuit clockwise. Going from point ''d'' to point ''a'' across the voltage source, we experience a voltage increase of v<sub>4</sub> volts (as the symbol for the voltage source in the image indicates that point ''a'' is at a positive voltage with respect to point ''d''). On travelling from point ''a'' to point ''b'', we cross a resistor. We see clearly from the diagram that, since there is only a single voltage source, current must flow from it's positive terminal to its negative terminal--clockwise around the circuit path. Thus from [[Ohm's Law]], we observe that the voltage drops from point ''a'' to point ''b'' across resistor R<sub>1</sub>. Likewise, the voltage drops across resistors R<sub>2</sub> and R<sub>3</sub>. Having crossed R<sub>2</sub> and R<sub>3</sub>, we arrive back at point ''d'', where our voltage is zero (just as we defined). So we experienced one increase in voltage and three decreases in voltages as we traversed the circuit. The implication from Kirchhoff's Voltage Law is that, in a simple circuit with only one voltage source and any number of resistors, the voltage drop across the resistors is equal to the voltage applied by the voltage source: :<math>v_4 = v_1 + v_2 + v_3</math> Kirchhoff's Voltage Law can easily be extended to circuitry that contains capacitors. ===References=== *[[w:James W. Nilsson|Nilsson, James W.]] and [[w:Susan A. Riedel|Riedel, Susan A.]] ''Electric Circuits (5th ed.).'' Addison-Wesley. (1996). ISBN 020155707X [[Category:Electronic engineering]] 2850 38219 2006-10-23T17:43:16Z 132.177.79.10 /* An Example */ ===The Law=== [[Wikipedia:Gustav_Robert_Kirchhoff|Kirchhoff's]] Current Law states that the sum of the [[current]]s entering a particular point must be zero. Mathematically, it is given by :<math>\sum_ni_n = 0</math> Note that a positive current leaving a point is considered to be a negative current entering that point. For reference, this law is sometimes called '''Kirchhoff's first law''', '''Kirchhoff's point rule''', '''Kirchhoff's junction rule''', and '''Kirchhoff's first rule'''. ===An Example=== [[Image:KCL.png|framed|The total current entering any point is zero. <math>i_1 + i_2 + i_3 + i_4 = 0</math>]] We observe four currents "entering" the junction depicted as the bold black dot in the image at right. Of course, two currents are actually exiting the junction , but for the purposes of circuit analysis it is generally less restrictive to consider what are in actuality positive currents flowing out of a junction to be negative currents flowing into that junction (mathematically the same thing). Doing so allows us to write Kirchhoff's law for this example as: :<math>\sum_ni_n = i_1 + i_2 + i_3 + i_4 = 0</math> It may not be clear at this point why we insist on thinking of negative currents flowing into a junction instead of positive currents flowing out. But note that the image at right privides us with more information that we generally can expect to get when analysing circuits, namely the helpful arrows indicating the direction of current flow. If we don't have such assistance, we generally should not pass judgment on the direction of current flow (i.e., placing a negative sign before our current variable) until we calculate it, lest we confuse ourselves and make mistakes. Nevertheless in this case we have the extra information of directional arrows in the image at right, so we should take advantage of it. We know that currents i<sub>2</sub> and i<sub>3</sub> flow into the junction and the currents i<sub>1</sub> and i<sub>4</sub> flow out. Thus we can write :<math>i_1 + i_4 = i_2 + i_3</math> Kirchhoff's Current Law as written is only applicable to steady-state current flow (i.e., no alternating current, no signal transmission). It can be extended to include time-dependent current flow, but that is beyond the scope of this section. ===References=== *[[w:James W. Nilsson|Nilsson, James W.]] and [[w:Susan A. Riedel|Riedel, Susan A.]] ''Electric Circuits (5th ed.).'' Addison-Wesley. (1996). ISBN 020155707X [[Category:Electronic engineering]] 2851 12168 2006-08-23T02:33:19Z JWSchmidt 20 [[School:Physical Sciences]] moved to [[Portal:Physical Sciences]]: changing to a portal because it contains schools #REDIRECT [[Portal:Physical Sciences]] 2854 24396 2006-09-06T12:13:09Z JWSchmidt 20 more specific category See: [[Wikiversity:Scholarly ethics]] [[Category:Wikiversity scholarship]] 2855 25770 2006-09-09T17:36:05Z Rayc 57 cat === Resources === http://www.maths.manchester.ac.uk/~kd/PREPRINTS/InfoGeom.pdf - Topics in Information Geometry http://www.mth.kcl.ac.uk/research/finmath/articles/Appl_Info_Geom_IR.pdf - Applications of information geometry to interest rate theory [[Category:Geometry]] [[Category:Study guides]] 2856 12398 2006-08-23T05:13:19Z JWSchmidt 20 fix link This category contains all of the largest categories that have an associated portal. These major portals should be listed at [[Wikiversity:Browse]]. [[Category:Wikiversity]] 2868 80265 2007-01-23T05:12:41Z CQ 1939 /* List of Distributed computing projects */ added [http://folding.stanford.edu/ Folding@home] Welcome to the '''screensaver project''', an effort to expand the reach and popularity of [[w:List of distributed computing projects|distributed computing projects]]. Wikiversity research is all about letting normal users such as yourself participate in and learn from scholarly research. Don't know what [[w:Protein folding|protein folding]] is? Don't know what [[w:Gravitational radiation|gravitational waves]] are? You can still help in researching them! More appropriately, your computer's screensaver can! ==What is Distributed computing?== Distributed computing is decentralized and parallel computing, using two or more computers communicating over a network to accomplish a common objective or task. Think [[w:Seti@home|Seti@Home]] , only with other research projects. ==How can I help?== Pick a distributed computing project from the list below that interests you, download it, install it, and let your computer run constantly. When the screensaver turns on, the software will begin to process data, periodically returning results and getting more instructions from the project's main server. If you wish join the <b>wikiversity.org</b> team at the project of your choice. Create one if there is not one already. It will be excellent advertising for us with exactly the highly motivated and some highly educated people who might be interested in wikiversity. It will also help us form a nucleus of users and possibly developers who can put together a distributed grid computing solution when we decide we need one to support Wikiversity's servers or scientific research or learning labs. ==List of Distributed computing projects== *[http://boinc.berkeley.edu/ Berkeley Open Infrastructure for Network Computing] *[http://einstein.phys.uwm.edu/ Einstein@home] *[http://boinc.bakerlab.org/rosetta/ Rosetta@home] *[http://www.grid.org/ Human Proteome Folding Project] *[http://climateprediction.net/ Climate''prediction''.net] *[http://folding.stanford.edu/ Folding@home] *(add more) Please see also [[Wikiversity Distributed Virtual Supercomputer]] ==Other types of distributed projects== *[http://herbariaunited.org/atHome/ herbaria@home] This is apparently not a distributed computing project but is interesting as a potentential prototype for distributed manual projects that might be suitable for Wikiversity teams. ==Note== Though it is a Wikiversity research page, all projects are offsite and not affiliated with Wikiversity. This is considered secondary research. The scope of this page is to inform and better coordinate efforts, such as the establishment of offsite teams and promotion. External links can be added to bad sites, though this is normally caught and reversed before any harm is done. Be forewarned. [[Category:Secondary Research]] 2869 21935 2006-08-31T12:42:03Z JWSchmidt 20 more specific category This category lists English speakers. [[Category:User en]] 2871 77584 2007-01-17T05:22:22Z JWSchmidt 20 page navigation templates near bottom <center><big>'''Welcome to the Faculty of Professions!'''</big></center> '''It has been proposed that the content of this Portal does not relate to the name "Professions". Please join the [http://en.wikiversity.org/wiki/Portal_talk:Professions discussion].''' This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[School:Agriculture|School of Agriculture]] *[[School:Aquaculture|School of Aquaculture]] *[[School:Architecture|School of Architecture]] *[[School:Audio Engineering|School of Audio Engineering]] *[[School:Automotive|School of Automotive Sciences]] *[[School:Aviation|School of Aviation]] *[[School:Business|School of Business]] *[[School:Culinary Arts|School of the Culinary Arts]] *[[School:Education|School of Education]] *[[School:Entrepreneurship|School of Entrepreneurship]] *[[School:Foreign Language Learning|School of Foreign Language Learning]] *[[School:Game Design|School of Game Design]] *[[School:Metal|School of Machining and Welding]] *[[School:Medicine|School of Medicine]] *[[School:Mining|School of Mining]] *[[School:Tourism | School of Tourism]] *[[School:Hospitality Management | School of Hospitality Management]] *[[School:Business Process Management and Automation|Business Process Management and Automation]] ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! ==Other major portals== {{Template:Portal_Header}} [[Category:Professions]] [[Category:Wikiversity portals]] 2877 48513 2006-11-25T20:01:34Z Rayc 57 <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> This subdivision is dedicated to bridging the gap between the mathematical layperson and the student who is ready to learn calculus and higher mathematics or to take on any other endeavour that requires an understanding of basic algebra and (at least Euclidean) geometry. ==Subdivision news== * '''Tuesday, August 22, 2006''' - Subdivision founded! ==Departments== * [[Topic:College Algebra]] * [[Topic:Euclidean Geometry]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Introductions]] 2878 12280 2006-08-23T04:04:43Z JWSchmidt 20 [[Category:Physical Sciences]] The main article in this category is [[Topic:Chemistry|Chemistry]]. [[Category:Physical Sciences]] 2879 64826 2006-12-31T04:52:16Z Rayc 57 /* Math questions */ Welcome to the test and quiz department, for all Wikiversity's [[w:quiz|test and quiz]] needs. The page will eventually teach you how to write quizzes and tests for wikiversity and when and where to use them. ==Current functionality== Wikiversity is still producing Test and Quiz functionality. Currently available is what are known as a Self-Quizzes, Flashcards, and Handout tests. ===Self-Quizzes=== Self Quizzes are quizzes that can be placed on a lesson page or a separate page. They are not graded in the sense that users may answer as many times as they like and no question affects any other question. The answers are hidden from view until the "expand" button above the answer is clicked. ===When to use=== Self Quizzes can be used as examples in lesson plans, such as in [[Ohm's Law]], or as stand alone quizzes to test knowledge of a chapter of a book, such as [[College Algebra/GrammarQuiz]]. When writing a question, make sure that the answer is not obvious. The best questions are the ones that make the test-taker think about what they have learnt. You should consider the difficulty of a question before adding it to a quiz. If a question is too easy, you should examine whether or not it is really necessary, or consider posing a more difficult question. ===Usage=== Copy and paste the template into the page where the quiz should be made available. Don't forget to delete the spaces before the pipes. There will be multiple types of quizes: two answer, three answer, four answer, or five answer. Presently only the type with four answers works, pending research into a multi-answer system. :{{ABCD :| Question = Question goes here :| Atext = A text goes here :| Aanswer = Answer for A goes here :| Btext = B text goes here :| Banswer = Answer for B goes here :| Ctext = C text goes here :| Canswer = Answer for C goes here :| Dtext = D text goes here :| Danswer = Answer for D goes here :}} This template will give you: {{ABCD | Question = Question goes here | Atext = A text goes here | Btext = B text goes here | Ctext = C text goes here | Dtext = D text goes here | Aanswer = Answer for A goes here | Banswer = Answer for B goes here | Canswer = Answer for C goes here | Danswer = Answer for D goes here }} Note that choices are automatically bold, but the answers are not. The number of questions can be increased to 5 by using the template ABCDE, and the answers can be randomly placed by using the template ABCDR. Both work the same as ABCD. ===Math questions=== Math questions have special functionality. Functions can be evauated by using <nowiki>{{ #expr: }}</nowiki>. <nowiki>{{ #expr: 1+1}}</nowiki> produces: {{ #expr: 1+1}}. Random numbers can be produced by using the current second <nowiki>{{#time:s}}</nowiki> (which is currently {{#time:s}}). This produces a random number from 0 to 59. However, the random number will stay the same until the page is purged from the user's computer memory. Also, only one random number can be generated that way. <nowiki>{{#time:m}}</nowiki> ({{#time:m}}) can be used, but it doesn't change as quickly. ===Picture Questions=== For the more visual oriented, a picture may be included in a self quiz, such as the template used in the Biology department. :{{Whatplantquiz :| First image = Wikiversity-logo-Snorky.svg :| Second image = :| Third image = :| Fourth image = :| Binomial = Wikiversutus :| Common name = Wikiveristy :| Wikipedia = Wikiveristy :| Wikibooks = Wikiveristy :| Commons = Wikiveristy :}} That produces: {{Whatplantquiz| | First image = Wikiversity-logo-Snorky.svg | Second image = | Third image = | Fourth image = | Binomial = Wikiversutus | Common name = Wikiveristy | Wikipedia = Wikiversity | Wikibooks = Wikiversity | Commons = Wikiversity }} ==Flashcards== When studying a large amount of simple concepts or questions, users and editors might not want all the information to appear at the same time. In the future, large databases of facts and concepts will be stored on Wikiversity. In order to test a sampling of knowledge, a system known as "Flashcards" has been created. ===Usage=== The flashcard system has many levels. Inorder to make a card around the flash card, the entire system can had a div header like: <nowiki><div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > </nowiki> Remember to close the box at the end with a <nowiki></div></nowiki> tag. The rest of the system is a very large switch statement, written as <nowiki>:{{#switch:{{#expr:({{#time:s}}/60*3 round 0)+1}}</nowiki> :|1= :This is the visible part of the first flashcard :<nowiki><div style="clear:both" class="NavFrame"></nowiki> :<nowiki><div class="NavHead" align="{{{alignT|center}}}">''Solution''</div></nowiki> :<nowiki><div class="NavContent" style="display:none; text-align:left"></nowiki> :This is the hidden part of the first flashcard :<nowiki></div></nowiki> :<nowiki><div class="NavEnd">&nbsp;</div></nowiki> :<nowiki></div></nowiki> :|2= :This is the visible part of the second flashcard :<nowiki><div style="clear:both" class="NavFrame"></nowiki> :<nowiki><div class="NavHead" align="{{{alignT|center}}}">''Solution''</div></nowiki> :<nowiki><div class="NavContent" style="display:none; text-align:left"></nowiki> :This is the hidden part of the second flashcard :<nowiki></div></nowiki> :<nowiki><div class="NavEnd">&nbsp;</div></nowiki> :<nowiki></div></nowiki> :|3= :This is the visible part of the third flashcard :<nowiki><div style="clear:both" class="NavFrame"></nowiki> :<nowiki><div class="NavHead" align="{{{alignT|center}}}">''Solution''</div></nowiki> :<nowiki><div class="NavContent" style="display:none; text-align:left"></nowiki> :This is the hidden part of the third flashcard :<nowiki></div></nowiki> :<nowiki><div class="NavEnd">&nbsp;</div></nowiki> :<nowiki></div></nowiki> :}} '''This code produced''': <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {{#switch:{{#expr:({{#time:s}}/60*3 round 0)+1}} |1= This is the visible part of the first flashcard <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> This is the hidden part of the first flashcard </div> <div class="NavEnd">&nbsp;</div> </div> |2= This is the visible part of the second flashcard <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> This is the hidden part of the second flashcard </div> <div class="NavEnd">&nbsp;</div> </div> |3= This is the visible part of the third flashcard <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> This is the hidden part of the third flashcard </div> <div class="NavEnd">&nbsp;</div> </div> }} </div> To produce the random number, the expression <nowiki>{{#expr:({{#time:s}}/60*3 round 0)+1}}</nowiki> is used. For more than three cards, change the number 3 to the number of cards needed. ===Purge/Get new card=== Since mediawiki heavily caches pages to lighten load (stores a copy of the page without reloading it), to get a new card, the stored copy must first be purged. This also is needed on random math questions. A link such as: [http://en.wikiversity.org/w/index.php?title=Test_and_Quiz&action=purge Get new card] is needed. ==Handout tests== For the purpose of having a graded test, tests can be created via a template, and the answers can be added in later by the test maker. The "students" can take the tests be editing the template, and the grades can be collected by looking at the history of the page that the template was placed on at the time the answers were edited in by the "teacher". Note that there still is no way that looking at other people's tests can be prevented at this time. This encourages collaberative test taking. "Teachers" should be reminded that these tests are not to facilitate a pass/fail type mentality. These types of tests are ment to allow for critical thought as opposed to randomly clicking through the answers as is possible with the self quizes. To create a template test, enter Template:Nameoftest in the search function, and create the test in the new page. Test makers can start off with the sample code found on the sameple test: <nowiki>[[Template:Sampletest]]</nowiki> Note the active part of the code is contained in the include only tags. This code can be substitutide into the students talk page, or a subpage thereof as :{{Sampletest :| Q1=D :| Q2=B :}} Which will produce {{Sampletest| Q1=D | Q2=B}} Note that in practice the template can be substituted without the answers, with a ? instead of B and D. The instructions can be altered by editing the line beginging with instructions, and the questions can be edited just like with the self quiz. ==Timer== The timer can be set and reset for the test, to let test takers know when the answers will be edited into the test. The current code shows <nowiki>{{#expr:31-((({{CURRENTMONTH}}-11)*31)+({{CURRENTDAY}}-2))}}</nowiki> which corrisponds to a month long test starting on 11/2. To reset the timer to another start day, change the month from 11 to the current month and the day from 2 to the current day. Simmilar schemes can be done for day long or year long tests. Note the current formulation of the timer does not function properly when the new year is within the month of the test. To shorten the test length, edit the first 31 to the number of days that the test should go. ==Answers== When the time has run out, edit the subpages of the your test, and they will be automatically included in the test takers pages. Note that once the test is over, the template can be reused, though the history of the previous test will be stored, so do not use the exact questions. ==Things to do== *<s>Look into multi-question templates</s> *Look into adding buttons like the multilingual on on beta *Look into finding or making a standard random number generator *<s>Bug meta devs into making a gradable version</s> *<s>Use random number generator to make a flashcard system for mirwin's java cards.</s> *Make a random test generator ==The testing grounds== For testing new ideas -->[[/Sandbox|Test and Quiz sandbox]] ==Participants== * [[User:Rayc|Rayc]] 19:51, 11 November 2006 (UTC) *(Add name here) [[es:Wikiversidad:Evaluación de conocimientos]] [[Category:Quizzes|*]] [[Category:MediaWiki Project]] 2880 19022 2006-08-28T11:40:48Z TimNelson 352 Doesn't belong in Topic namespace #REDIRECT [[Brazilian Portuguese]] 2882 12304 2006-08-23T04:21:30Z JWSchmidt 20 [[School:Life Sciences]] moved to [[Portal:Life Sciences]]: making it a portal so that it can contain schools #REDIRECT [[Portal:Life Sciences]] 2884 12317 2006-08-23T04:27:10Z Smithgrrl 186 The School of Foreign Language Learning aims to present learners at all levels with audio-visual materials to assist them in acquiring writing, speaking, and listening mastery of the target langauge. L'ecole de langues entreprend de vous aider a apprendre la langue qui vous interesse. Die Sprachschule der Wikiversitaet will Dir helfen, eine Fremdsprache zu lernen. 2886 12328 2006-08-23T04:34:53Z JWSchmidt 20 subcategory [[Category:Categories]] 2887 12334 2006-08-23T04:37:28Z JWSchmidt 20 [[School:Humanities]] moved to [[Portal:Humanities]]: change to a portal so that it can contain schools #REDIRECT [[Portal:Humanities]] 2889 12344 2006-08-23T04:39:33Z JWSchmidt 20 [[Topic:Law]] moved to [[School:Law]]: Humanities is now a portal #REDIRECT [[School:Law]] 2891 12355 2006-08-23T04:46:35Z JWSchmidt 20 [[School:Interdisciplinary Studies]] moved to [[Portal:Interdisciplinary Studies]]: Wikiversity should come to have many Interdisciplinary Studies; making room. #REDIRECT [[Portal:Interdisciplinary Studies]] 2892 12366 2006-08-23T04:54:19Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 2893 79031 2007-01-20T14:50:07Z JWSchmidt 20 [[Category:Portal|Engineering Discussions]] Portal for Engineering Discussions This is a place for pickup discussions regarding engineering. Question and answer, imagineering, requirements analysis, specific technical problems,etc. Any discussion related to engineering is appropriate and since this page is FDL'ed may easily be ported into appropriate lessons or other places in the Wikiversity Engineering databases. Perhaps we can generate some interest in establishing a distributed supercomputer system for Wikiversity's future projects. When not busy with our priority stuff it could help with others routine work as proposed here: http://en.wikiversity.org/wiki/Screensaver_Project [[Category:Portal|Engineering Discussions]] [[Category:Engineering Discussions]] 2895 12376 2006-08-23T05:00:27Z Hypermorphism 285 ==Department description== The goal of the department of college algebra is to formalize the algebra that a student may or may not have learned in a previous school or for those coming back to mathematics after an extended absence so that they can confidently apply that algebra to other university-level courses. This is the introductory point for a prospective math or science student with a high school education. ==Department news== * '''Monday, August 21, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[College Algebra]] ==Offsite Learning Materials== *[http://www.tpub.com/math1/index.htm Introduction to Mathematics and Algebra] *[http://www.cut-the-knot.org Cut-the-Knot: Interactive Mathematics Miscellany and Puzzles] ==Recommended Reading Material== The following books contain motivational works by mathematicians that put mathematics into context or exercises that illuminate the study of mathematics that are accessible to someone with a high school education. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can carry around and study anywhere to learn from. *[[w:Ian Stewart|Stewart, Ian]]. (2006). ''Letters to a Young Mathematician'' Perseus Books Group. ISBN 0465082319 *[[w:Ian Stewart|Stewart, Ian]]. (1995). ''Concepts of Modern Mathematics'' Dover Publications. ISBN 0486284247 *[[w:Richard Courant|Courant, Richard]]. (1996). ''What Is Mathematics?: An Elementary Approach to Ideas and Methods'' Oxford University Press. ISBN 0195105192 ===Wikipedia=== *[[w:Algebra]] ===Wikibooks=== Works in progress: * [[Wikibooks:Algebra]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2896 76691 2007-01-15T21:34:27Z JWSchmidt 20 [[Category:Electrical engineering]] [[Ohm's Law]] [[Category:Electrical Engineering]] 2898 21919 2006-08-31T12:19:32Z JWSchmidt 20 [[Category:Discussions]] [[Category:Engineering]] [[Category:Discussions]] 2899 12417 2006-08-23T05:33:50Z JWSchmidt 20 [[School:Practical Arts and Sciences]] moved to [[Portal:Practical Arts and Sciences]]: Make this a portal so that it can contain schools #REDIRECT [[Portal:Practical Arts and Sciences]] 2901 12436 2006-08-23T06:04:07Z Michael 251 2902 78627 2007-01-19T11:33:23Z Cormaggio 8 creating new archive links ==2007== * '''[[/January 2007|January 2007]]''' ==2006== * '''[[/December 2006|December 2006]]''' * '''[[/November 2006|November 2006]]''' * '''[[/October 2006|October 2006]]''' * '''[[/September 2006|September 2006]]''' * '''[[/August 2006|August 2006]]''' [[Category:Community discussions]] 2903 edit=sysop:move=sysop 74118 2007-01-12T19:55:54Z JWSchmidt 20 Continue old discussion at [[Wikiversity:Colloquium]] Please do not edit this page. Continue old discussion at [[Wikiversity:Colloquium]]. ---- =15 August 2006= == Administrators == Request [[Wikiversity:Administrators|administrator]] action for protecting and deleting pages and blocking vandals at: [[Wikiversity:Request administrator action|Request administrator action]]. One thing we need to do for now is to nominate some sysops/admins who can start putting this site together (and monitor it from an early flood of vandalism). Apparently we need to set up an RfA-type process - we can do so here temporarily (or you can move it to a page of its own, if you like). I would like to nominate the following for a start: *[[User:JWSchmidt|JWSchmidt]] (admin on en.Wikipedia) *Robert Scott Horning (admin on en.Wikibooks) [[User:Cormaggio|Cormaggio]] 13:56, 15 August 2006 (UTC) :I accept the nomination, at least on a temporatry basis. I'm going to make a formal request for temporary adminship on meta from the stewards (and ask for bureaucrat status as well for the time being) so we can get some stuff put together. --[[User:Robert Horning|Robert Horning]] 14:08, 15 August 2006 (UTC) :I'd like to volunteer. As to my credentials, I'm active on the English and German Wikipedia ([http://tools.wikimedia.de/~interiot/cgi-bin/count_edits?user=sebmol&dbname=dewiki_p about 9,100 edits]), Wikisource (de), Commons and Meta. I also run the Mediawiki-installation we use in the office and have written numerous extensions for it so I have a lot of the experience with some of the behind-the-scenes-features, template programming, mediawiki-messages, user rights, etc. I've also started the template and category projects on German Wikipedia. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:03, 15 August 2006 (UTC) :I'll help as an admin if needed. I'm an admin on en:wp. --[[User:Fang Aili|Fang Aili]] 15:49, 15 August 2006 (UTC) :I'd like to be an admin. I plan on being very active in this project. [[User:Masterhomer|Masterhomer]] 06:33, 18 August 2006 (UTC) :I am willing to have my history of wiki behavior be evaluated so that the community can decide if I can be trusted to be protecting and deleting pages and blocking vandals at the English language Wikiversity. I am an administrator on the English Wikipedia. --[[User:JWSchmidt|JWSchmidt]] 16:00, 15 August 2006 (UTC) :I'll help admin if needed, based on much experience facilitating academic and media projects outside the sphere of wikimedia. [[User:Doug|Doug]] 19:56, 15 August 2006 (UTC) I've created [[Wikiversity:Administrators]]. List yourself if you are one. Cheers. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 17:58, 15 August 2006 (UTC) :Thanks for doing that. What do you mean by the heading "group"? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:21, 15 August 2006 (UTC) ::I copied it from [http://en.wiktionary.org/wiki/Wiktionary:Administrators/List_of_administrators Wiktionary]. They use "group" for extra designations like "steward" or "bureucrat". We may or may not find all the columns useful. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 19:02, 15 August 2006 (UTC) ==Communication== There's an [[Wikiversity:Chat|iRC channel]] at [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode) for anyone who's interested. We'll need a mailing list soon also - this was requested months ago, but still isn't set up. [[User:Cormaggio|Cormaggio]] 14:15, 15 August 2006 (UTC) :I signed up for a wikiversity mailing list today so I gather it does exist. [[User:Sebmol|Sebmol]] 14:52, 15 August 2006 (UTC) :Never mind, it's the German one. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:58, 15 August 2006 (UTC) :I was looking for a mailing list too. --[[User:Fang Aili|Fang Aili]] 15:37, 15 August 2006 (UTC) :I thought that there was a mailing list for Wikiversity, as this discussion came up on textbook-l a few months ago. I can't find what happened, although I know a formal request to Brion was made, and I seem to recall that the mailing list was set up. I can't find it, however. --[[User:Robert Horning|Robert Horning]] 17:53, 15 August 2006 (UTC) The mailing list has just been created, and is [http://mail.wikimedia.org/mailman/listinfo/wikiversity-l found here] as Wikiversity-l. --[[User:Robert Horning|Robert Horning]] 21:22, 15 August 2006 (UTC) ==Wikibooks pages== So are all the pages on Wikibooks being moved here? How is that all working? --[[User:Fang Aili|Fang Aili]] 15:55, 15 August 2006 (UTC) :That will be a long process, and unfortuantely mostly manual at the moment, although there are some aspects that can be automated. I hope it doesn't take too long, and that Wikibooks regulars won't try to fight us here too much. --[[User:Robert Horning|Robert Horning]] 17:21, 15 August 2006 (UTC) ::Besides the pages from wikibooks, is there any training materials that will be developed here? --[[User:Smalltalkman|Smalltalkman]] 17:29, 15 August 2006 (UTC) :::Hopefully there will be all kinds of materials developed, if I understand the project correctly. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 17:41, 15 August 2006 (UTC) ::::Yes, absolutely - training materials are most welcome. Wikiversity aims to be immediately practical to its users, both learners and educators. [[User:Cormaggio|Cormaggio]] 06:27, 16 August 2006 (UTC) :Transwiki-Import from Wikibooks and Meta has been enabled. The import feature allows importing pages with complete version history. Therefore, '''Please do not copy and paste any more pages from Wikibooks'''. If you want to move a Wikiversity page from Wikibooks or Meta, please list it on [[Wikiversity:Import]]. An Admin will take care of the import as soon as possible and notify you afterwards. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:29, 16 August 2006 (UTC) :P.S. I'm going to delete all pages copied from Wikibooks and Meta and reimport them through the import feature. This may take a while so I appreciate your patience. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:30, 16 August 2006 (UTC) ::Is there a detailed procedure somewhere for admins new to the transwiki? First person to find it put the link here please and/or a link to Wikiversity's Custodian inbriefing. Probably another tailoring opportunity, anyone undertaking it could put a link to it here so we do not get three or four by mistake ... although merging would probably improve it rapidly. Waste not want not. 8) [[User:Mirwin|Mirwin]] 23:14, 19 August 2006 (UTC) == Project Logo == Right now we are using the English Wikipedia logo, and that needs to change ASAP to something else. If there are any suggestions for a interim logo for Wikiversity, that would be appreciated (and no, we are not going to use the U.S. Flag like was done with Wikipedia). --[[User:Robert Horning|Robert Horning]] 14:08, 15 August 2006 (UTC) :I've uploaded the one on the right [[Image:Wiki.png|thumb|right|150px]] as a temporary logo (I know it's the wrong message and it's crap, but it's better than the Wikipedia one), but I'm trying to get a developer to add it as the logo. [[User:Cormaggio|Cormaggio]] 14:11, 15 August 2006 (UTC) ::As you may have noticed, I've uploaded the logo at the wrong size - but I can't now re-upload the re-sized image, as apparently you need to have a four-day-old account to do so. As soon as we have an admin, can s/he delete the image, and i'll re-upload the new one? Thanks. [[User:Cormaggio|Cormaggio]] 14:46, 15 August 2006 (UTC) :::Yes. Is somebody getting bureaucrat-status? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:03, 15 August 2006 (UTC) ::::Trying.. :-) [[User:Cormaggio|Cormaggio]] 15:05, 15 August 2006 (UTC) I have uploaded that logo to commons; [[:Image:Wikiversity beta.png]] and created [[commons:Category:Wikiversity]] --[[User:Walter|Walter]] 22:11, 15 August 2006 (UTC) To get Wikiversity on the main portal this template needs to be updated; [[meta:Www.wikimedia.org template]]. But maybe it is better to wait a bit for that. --[[User:Walter|Walter]] 22:11, 15 August 2006 (UTC) :For a logo how about a large magnifying glass on a piece of a computer monitor showing some cryptic math equations or pictographs? [[User:Mirwin|Mirwin]] 11:28, 16 August 2006 (UTC) [[meta:User:Nightstallion]] (away for the moment) is good at arranging logo design competitions. I suggest you center it at Meta, similar to the current Wikibooks/Wiktionary discussions there. I don't like the current one, but it's OK for the moment. [[User:Dbmag9|Dbmag9]] 11:56, 16 August 2006 (UTC) :: The French, German, and Swedish Wikiversities all have the same logo at present -- which is this nice amalgamated image combining the middle ages, the renaissance, and a modern guy of today. we can either affirm our solidarity with the EU (although Italy doesn't have a logo yet), and use theirs or come up with something equally complex and rich. I like suggesting our affiliation -- albeit distant -- with the medieval university which was a bastion of learning, a refuge and repository of knowledge and an international center for the exchange of ideas in a very chaotic and war-torn world. --[[User:Smithgrrl|Smithgrrl]] 00:42, 22 August 2006 (UTC) :A discussion about Wikiversity logo has started here: [[m:Wikiversity/logo]]. Feel free to share your ideas. [[User:Guillom|guillom]] 16:22, 23 August 2006 (UTC) == Naming == ''Wikipedia'' is to ''Wikipedian'' as ''Wikiversity'' is to ? --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 20:10, 15 August 2006 (UTC) * Wikiversitians * Wikiversitites * Wikiversian * Wikiversitarian :My two proposals. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 20:11, 15 August 2006 (UTC) We could consider beginning to move away from wiki* and towards shorter and/or more clear neologisms. How about: *co-learners *learners *participants *scholars *WVians *wivians/wuvians (hee hee) --[[User:Doug|Doug]] 20:32, 15 August 2006 (UTC) Perhaps ''wikiversian''. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 20:38, 15 August 2006 (UTC) Maybe Wikischolar/Wikilearner or something to that effect? Also, on most of the wikimedia projects, editor and user are interchangable; would scholar/learner be acceptable as well as editor/user?--[[User:Digitalme|Digitalme]] 23:25, 15 August 2006 (UTC) Personally I like <b>Wikiversity Participant</b> or <b>Partyer</b> for short. '8) [[User:Mirwin|Mirwin]] 11:25, 16 August 2006 (UTC) ::''Wikischolar'' is nice. [[User:Dbmag9|Dbmag9]] 11:52, 16 August 2006 (UTC) :::I like that too. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 13:14, 16 August 2006 (UTC) ::::It's nice. So, wikischolars practice wikinquiry and wikiate together in a wikiwise way, eh? Referring to working the WV site: Editor works for me too. Scholars are editors too. ::::Hmm, perhaps ''wikian'' works too.[[User:Doug|Doug]] 13:31, 16 August 2006 (UTC) :::::''Wikischolar'' goes a long way towards setting a good productive initial tone for the site. Perhaps we could use <b>wiklar</b> for short and wiklars for plural. [[User:Mirwin|Mirwin]] 19:30, 16 August 2006 (UTC) :btw, users of Wikia use ''Wikian'', just a note. [[User:Lcarsdata|&#91;&#91;User:Lcarsdata]] (&#91;&#91;User_talk:Lcarsdata&#124;Talk]])]] 19:53, 19 August 2006 (UTC) ::::::Oooh...Wikischolar sounds nice. --[[User:HappyCamper|HappyCamper]] 13:16, 20 August 2006 (UTC) :::::'''wikilar''' looks sort of like wiki-lier. I think wikischolar is less confusing. Would it work the other way? Wikischo? Wikislar? Wikiscer? Wikishlr? Na, no truncation sound right.--[[User:Rayc|Rayc]] 13:57, 20 August 2006 (UTC) ::::I really like '''wikischolar'''. It encompases both the learning portion and the teaching portion. --[[User:The Winged Self|The Winged Self]] 03:20, 21 August 2006 (UTC) :::: I like "wikischolar" also! It's funny, it makes people feel smart, and it resonates with the "serious playfulness" of the wiki-projects. --[[User:Smithgrrl|Smithgrrl]] 00:33, 22 August 2006 (UTC) :::::I too appreciate Wikischolar. It has the haf-credibility that all the Wikis have. [[User:Dev920|Dev920]] 14:02, 27 August 2006 (UTC) * ''Scholars'' simply. Since the word does not contain the root ''"uni"'', there is no place and no need for the root ''"wiki"'' either. *If the need arises, you can say, "the scholar working at the Wikiversity..."[[User:Hillgentleman|Hillgentleman]] 00:21, 28 August 2006 (UTC) == Heads of Schools and other "titles" == On some of the "department" pages that have been moved from Wikibooks, some users have become self-appointed to become the "dean" or "head of school" for the current content organization at Wikibooks. While it is an interesting idea that one user is going to take responsibility for the content of a school and act as a moderator, it seems to go against the ideas of [[Wikiversity:What Wikiversity is not]], particularly the issue of confering titles or assuming an office. I think it is a legitimate point to make that perhaps these positions should be removed in some regard, or at least a debate over how the social organization of Wikibooks will be made. This issue even goes down to those who want to be the "instructor" of a topic. I would defend that an individual's name be attached as an instructor of a course, as there sometimes does need to be somebody acting as the lead to a learning experience. The "expert" who will let you know more about the topic and guide you through. Certainly this is something that needs to be thought through a little more before it becomes standard practice here. --[[User:Robert Horning|Robert Horning]] 21:19, 15 August 2006 (UTC) :I think that over time somewhat of a social structure will and should develop. In that sense, Wikiversity may be less of an anarchy as Wikipedia sometimes becomes. For example, I think it would be useful if some direction could be given as to breadth of a course or other formal requirements and that such direction would differ between different schools or departments. Whether titles are conferred should be determined by each department. However, I don't think there's any point in having them as long as there aren't any other people around. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:23, 15 August 2006 (UTC) ::I definitely think "Heads of school" should be eliminated (the title, I mean ;-)), and replaced by something like "facilitator". Wikiversity is for materials that other peopel can use for their own educational ends (teaching or learning) as well as developing learning communities around those subjects. Nowhere does it seem appropriate to be giving ourselves titles like those appropriated from conventional universities. I agree with Seb that we may develop different working practices than other wikis (like Wikipedia), but this, for me, should be developed out of mutual respect. Leadership is there for the taking if anyone wants to drive a portion of Wikiversity forward - and if anyone does not agree with these developments, they should feel free to say so. [[User:Cormaggio|Cormaggio]] 06:34, 16 August 2006 (UTC) : I think all these titles are wholly inappropriate for an egalitarian wiki community, and they should be removed. This was always one of the concerns I had about the name ''Wikiversity'': that it would encourage copying existing models of organization. We can think about trust models to highlight people with particular expertise, but deans and department heads are just silly.--[[User:Eloquence|Eloquence]] 09:48, 16 August 2006 (UTC) : Easiest thing is to just have a box where people can add self-appoint themselves as a "contributor" [[User:Roadrunner|Roadrunner]] 21:32, 16 August 2006 (UTC) I agree with Roadrunner and Eloquence. We sure don't want to replicate the power structures of the school and the university as they are commonly practiced and understood. i like the self-appointed contributor box. --[[User:Smithgrrl|Smithgrrl]] 03:21, 20 August 2006 (UTC) :I agree that we can do without needless titles except when they reinforce our ability to laugh at ourselves. Perhaps a "barndean" to parallel Wikipedia's "barnstar" -- in our barn some deans may be more equal than others. :-) [[User:Eclecticology|Eclecticology]] 19:40, 22 August 2006 (UTC) *Did the earliest ''universities'' start as a loose community of scholars living near each other?[[User:Hillgentleman|Hillgentleman]] 00:25, 28 August 2006 (UTC) :I don't think there was ever anything "loose" about the university. From what i've read -- the "university" as we commonly think of it (and that some of us attended) is a Western European institution that grew out of the scholastic movement in the Catholic Church. It was extremely rigid and hierarchical, and that structure remains in place today (at least at the research university and in most 4 year colleges) in the rankings of faculty (lecturer, assistant professor, associate professor, full professor) and in the ways those faculty are valued by the institution (tenured versus untenured faculty for example). This is part of what i'm getting at in my post above. I think one of the biggest challenges facing the framers of wikiversity is to devise communities and strategies that do not reinscribe the traditional hierarchies of the university, and that we just don't make a cyber-clone of the university's very limited modalities of knowledge, expertise, mastery, "excellence" and so on. This sounds obvious, but in practice (at least in my experience [I am a renegade academic with years and years of experience with these issues]), it's actually quite difficult for most of us to think outside the box of our own intellectual formation. anyway, i surely hope we can do it. --[[User:Smithgrrl|Smithgrrl]] 01:14, 30 August 2006 (UTC) ::Encore! That's ''exactly'' what we need to do here - find a way to forge a new "frame" for a community of scholars without reverting to age-old hierarchical structures such as those in place at traditional universities. However, if someone wants to identify themselves as "professor of linguistics at the University of Arcadia", that's fine (provided that is their title/role in that university). This might raise the issue of "how do you prove you are who you say you are?" - personally, I'm not too worried about this, but we might want to do something about this in the future - I don't know. In any case, finding our ''own'' ways of working is our priority for now. [[User:Cormaggio|Cormaggio]] 17:17, 1 September 2006 (UTC) =16 August 2006= ==Adding content== I think we need to help out people who are coming in to Wikiversity who would like to help out or add content. I've started a page at [[Wikiversity:Adding content]] - it needs continuing. [[User:Cormaggio|Cormaggio]] 06:42, 16 August 2006 (UTC) :Great idea. I will check it out. 8) [[User:Mirwin|Mirwin]] 11:01, 16 August 2006 (UTC) == Templates == We need to tailor and transfer some of the more useful templates from various projects like Wikipedia and Wikibooks. A great example is the user template that identifies user pages and there origin. [[User:Mirwin|Mirwin]] 11:01, 16 August 2006 (UTC) :You're talking about Babel, right? I was planning on importing that later today. However, I think we should from the start have a common understanding on other "user boxes". -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:18, 16 August 2006 (UTC) ::I am not sure what provides the capability. This tag /* {{userpage}} */ is placed at the bottom and a fully explanatory note of the origin of the page is autogenerated so if it is posted elsewhere online people know it is in error. [[User:Mirwin|Mirwin]] 11:32, 16 August 2006 (UTC) :::Well, I brough {{tl|Userpage}} over, so it should be good to go.--[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 14:21, 16 August 2006 (UTC) == Import == The import feature has been enabled so pages can be moved from meta and wikibooks with their change history. Please list pages you want to have moved at [[Wikiversity:Import]] as, for security reasons, this feature is only accessible to admins. '''Please do not copy and paste any pages from meta or wikibooks.''' -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:25, 16 August 2006 (UTC) == The Grand Proposed Agenda of Getting Stuff Done == Well, someone had to propose it! ;) I'll be using [[Wikiversity:Browse]] as a reference point here &mdash; be sure to load it up in addition to this page so you'll understand what I'm talking about. The large titles that head each section would be categories. All the schools (the links underneath the large titles) of their respective discipline would be included in these categories. Each school would also get its own category, in which the portal itself as well as all relevant pages are categorized in. Each school would have two types of pages: lessons and research projects. Lessons would be independent pages in the main namespace; although subpages may be appropriate in some cases (that shouldn't happen often). Then comes the second type of page: the research projects. These would be in the main namespace, too, however multiple pages of a research project would have to be subpages of the main one. Research projects would be useful for at least one of two things: developing lessons and original research. However, before it can be considered acceptable, a peer review will be done on all the information to make sure it is accurate and can be verified with evidence. Once it's approved, the article is protected from editing and now the conclusions can be used to make Wikiversity lessons, or, even cooler, as a reference in a Wikipedia article. The typical school page would give a short description of the topic at the beginning, then a list of advisors. These advisors should typically know what they're talking about, and becoming one is as easy as adding your name to the list. These advisors could maintain lesson pages, answer people's questions, and generally be figureheads (not that these heads would have power more than they'd have a figure). Then the latest school news, and then the list the pages. That's basically a summary. If there's anything I left out, let me know. If there's anything you want me to explain or clarify, let me know. Tell me what you think. [[User:Messedrocker|Messedrocker]] 13:07, 16 August 2006 (UTC) : Addendum: While the research projects can be based on original research, they can also be based on scholarly research (involving sources). [[User:Messedrocker|Messedrocker]] 14:01, 16 August 2006 (UTC) ::I think maybe we should go slow on protecting pages in the main wikispace. Many issues need to be resolved satisfactorily before we can have any large credibility with peer reviewed journal articles. How is peerage established. How is the article updated consistently with new evidence or findings as they become available. Protected status implies gatekeepers. How are gatekeepers chosen and validated. When has enough participation arrived we are confident we have adequate expertise and oversight of "frozen" or "published" articles. Further, large numbers of frozen pages toss away the primary strength of our wikimedia format ... bold editing serene in the knowledge that colleagues (fellow <b>wiklars</b> at any level who spot errors may repair them immediately while placing explanation on discussion pages. Perhaps peer reviewed articles of adequate quality could be placed a separate namespace (say journal articles) and linked to from the primary authors user pages in both directions. These could still be used as citations like any other online article but would not clutter the primary wikiversity namespace. [[User:Mirwin|Mirwin]] 19:44, 16 August 2006 (UTC) ::How would "research projects" be organised? As parts of schools? As independent projects? --[[User:SB Johnny|SB Johnny]] 20:09, 16 August 2006 (UTC) ::: All projects and lessons would be individual/independent nodes which are categorized by school. This way, multiple schools can be involved in certain projects/lessons and if we re-do the infrastructure in the future, we don't have to worry about constant re-naming. [[User:Messedrocker|Messedrocker]] 20:38, 16 August 2006 (UTC) ::::So how/where does one propose a project? --[[User:SB Johnny|SB Johnny]] 21:10, 16 August 2006 (UTC) :::::Never been done so you could be a pioneer. [[WV:BOLD|Be bold]] and just do it :) -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:11, 16 August 2006 (UTC) :::::Until we have a [[Portal:Research|research portal]] and associated support pages you can add research-oriented projects at [[Wikiversity:Learning projects]]. == Participant knowledge base and other ideas == So, is wikiversity going to assume that everyone knows what they are doing and if not we can just revert them, or is it going to have some sort of system to figure out who knows what? At the very least, we should set up some "university student in field XXXX" categories to help recruit people into wikischools. Second note, I am still waiting the for some non-traditional school creations, like "how to play yu-gi-oh" or "the history of star trek" to see how participants will react.--[[User:Rayc|Rayc]] 15:27, 16 August 2006 (UTC) :I hope Wikiversity can become known for its support of learners who are interested in "serious" topics of study. I also think Wikiversity should be open to scholarly study of just about any topic. (exceptions would be anything that disrupts the community including anything that is illegal or against Wikimedia or Wikiversity policy) If we allow young learners (or just the young-at-heart) to follow their interests (such as "how to play yu-gi-oh") and if we try to teach them how to be scholarly learners, they will gracefully grow into life-long learners who move on to more serious topics. Every school should have a playground. Learning should build on play. --[[User:JWSchmidt|JWSchmidt]] 15:43, 16 August 2006 (UTC) ::I agree totally with JW's paragraph above. I also think we can and should assume good faith but caution all users to engage their critical thinking skills. Errors will be made and caught, confusion and debate will occur, each wikiversity scholar (<b>wiklar</b>) must evaluate for themselves, until agreement or understanding arrives. Greater participation should lead to greater accuracy overall but specific errors will still occur until caught by participants. Regarding intentional malefactors. As per PT Barnum??? Approximately: "You can fool some of the people most of the time and most of the people some of the time but not all of the people all of the time." Wikiversity should not (at least for a while) be a place where answers are sought uncritically. Perhaps after some multitudes arrive with sufficient expertise and participation; we can establish some tentative best truths or reliable data that can be published (effectively peer reviewed, polished, and reliably controlled for accuracy) and used as reference data by those unwilling or incapable of following the reasoning and deciding for themselves. But not initially. For the moment let's concentrate on effective learning processes and useful free learning materials. [[User:Mirwin|Mirwin]] 20:39, 16 August 2006 (UTC) :::All good points.--[[User:Rayc|Rayc]] 22:35, 16 August 2006 (UTC) == Policies == At [[Wikiversity:Policies]], a first set of policies has been proposed. Your comments and vote are greatly appreciated. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:33, 16 August 2006 (UTC) == I'm confused == I'm not quite satisfied with how the organization and labelling of pages currently are... who would chase after me with a [[:w:flail (weapon)|flail]] if I attempted to re-organize some things? How I can get to work once the transwiki process is complete? If I were to try re-organizing, I'd try to change as little as possible. [[User:Messedrocker|Messedrocker]] 04:38, 16 August 2006 (UTC) :Well, everything can be undone, as you obviously know, so I wouldn't worry ''too'' much. However, if you have a major plan on how to structure Wikiversity's pages, maybe you could make a page about it and let us know where that is? [[User:Cormaggio|Cormaggio]] 06:42, 16 August 2006 (UTC) ::Is page moving along with edit history preservation available to standard users? If not, it would be nice if [[user:Messedrocker]] had appropriate en.wikiversity.org administrator priveleges before undertaking a massive overhaul. A lot of the early edit history was lost at Wikipedia by inappropriate moving between article titles before the move capability became standard and reliable. [[User:Mirwin|Mirwin]] 04:39, 18 August 2006 (UTC) :::I think there is a minimum number of edits and time before you are able to move pages, but otherwise yes, any registered user can do a page move. If you want to move pages from Meta or Wikibooks, you need to make a request at [[Wikiversity:Import]], but even that will move the pages with the full history intact. Kinda cool in that regard, as I havn't had that ability on Wikibooks. The import is still a little buggy, but it seems to be working well enough that the minor problems can be fixed manually. --[[User:Robert Horning|Robert Horning]] 04:48, 18 August 2006 (UTC) == Departments or schools or other name? == On the [[Wikiversity:Browse]] page, links are being made to specific topic pages renamed starting with "schools:". Someone made the point somewhere yesterday that main groupings of subject areas could be called "schools" and specific topics called "departments." I prefer subject area and subject or topic, but schools is fine for large groups. Specific topics like Physics or Linguistics could be called a department or something else or nothing at all, not a school. At this time, along with dropping titles like "dean", I think the whole school/department naming convention could be dropped in favor of area/topic or some other flexible or even minimal nomenclature. Perhaps an extensive collaborative think through of structure and naming, considering different models, is needed at this time. It might be best if issues of naming and structure are not arbitrarily decided based on whoever gets in the most edits early on. What do you think? --[[User:Doug|Doug]] 14:37, 16 August 2006 (UTC) : Schools are what's linked to from [[Wikiversity:Browse]] &mdash; the larger groupings are topics or disciplines or departments or something. [[User:Messedrocker|Messedrocker]] 14:41, 16 August 2006 (UTC) :: Yes, the point that is being raised is to label [[Wikiversity:Browse]] subjects as something other than "schools" and to avoid such organizational structural labels, such by using "subject area" instead of "school" and "subject" instead of "department". If labels are necessary, "subject" and "topic" work better, being more flexible and perhaps may be less alienating for collaborative, nontraditional, and/ or independent learners. [[User:Doug|Doug]] 15:00, 16 August 2006 (UTC) :::[[User:JWSchmidt|JWSchmidt]] is pushing for ''Portals'' to be used instead of schools - the more I think about it, the more I think he has a point. Basically, all we are doing here is finding a structuring system that works for all types of material (remember, all levels, not just university..) [[User:Cormaggio|Cormaggio]] 15:21, 16 August 2006 (UTC) ::::I have no objections to using the School namespace. I think we should also have a portal namespace so that we can create portals that do not fit into conventional academic schools. --[[User:JWSchmidt|JWSchmidt]] 15:33, 16 August 2006 (UTC) ::::Right, on the other hand there's something to be said about familiarity. What do we want to see users spend their time: Figuring out how Wikiversity is organized or quickly finding the content? <exaggerate>Maybe I'm too pragmatic but I'd rather go with established terminology than starting a language revolution.</exaggerate> -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:35, 16 August 2006 (UTC) "I'd rather go with established terminology than starting a language revolution" <-- I do not know what that means. I hope it does not mean that Wikiversity will only categorize topics according the the system used in conventional bricks-and-mortar educational institutions. This is a wiki. --[[User:JWSchmidt|JWSchmidt]] 15:46, 16 August 2006 (UTC) :No, of course it doesn't mean that. We should strike a balance between familiarity/usability and innovation. If we talk about the actual category:-Categorization, thankfully it's so flexible that multiple methods of classification could be employed. Basically, I just want to make sure that average users spend only very little time figuring out how Wikiversity works and a lot of time getting actual value from the project through research and learning materials, collaboration, etc. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 16:05, 16 August 2006 (UTC) The conventional "school" structure will always be needed for people who come to Wikiversity from the world of conventional education. A portal system will be useful to Wikiversity participants who are ready to think outside of the box. The Wikiversity e-learning model is not conventional and we need to find ways of letting Wikiversity grow in natural ways that are not constrained by systems that are appropriate for conventional educational institutions. I think it would be constructive to have portals for general topics such as "Wikipedia learning activities" and "Learning materials". These two are the two main components of the [[Wikiversity:Wikiversity project proposal|Wikiversity project proposal]] and they each should have a portal that explains these fundamental elements of Wikiversity. The third portal I would like to see is a portal for research that would be concerned with the role of research in Wikiversity. We should have a "portal" namespace for portals that do not fit into the "school" namespace. If we don't, they will just be created within the "wikiversity" namespace or the main namespace. I think we can learn from the experience of Wikipedia that a portal namespace is very popular with wiki community members because it allows special interest communities to self-organize. That is the wiki way, even if it seems chaotic. --[[User:JWSchmidt|JWSchmidt]] 16:33, 16 August 2006 (UTC) :Agreed. I can ask Brion whenever he comes around to add a Portal namespace. It's a wiki, nothing has to be perfect. If School: doesn't work out, no harm will be done either, as long as we get going, we have good content and people are enjoying themselves here as learners, writers, admins, or whatever other roles there are. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 16:40, 16 August 2006 (UTC) '''A Current Problem with usage of School''': There is a conflict in usage on the main page and the browse page. "School" is used on the main page to refer to such areas as "Humanities" and "Life Sciences." This is the traditional usage though "Subject Area" would be better. On the browser page, "school" is used to refer to an array of sometimes narrow subject topics which in traditional usage are called "subjects," "subject areas" or "departments" - not schools. The usage of "school" on the browser page might seem confusing or odd to traditional academics. "Department" or preferably "Subject" would be better. So... '''I suggest using "Subject" (not "school")''' or another more open content-related term, if a traditional topic-oriented namespace is needed. It is a less structural term -- more open. While allowing traditional topic structure, "subject" seems somehow more in the spirt of the free culture movement, having more open boundaries, serving the freeing of information and its production. Portals are an additional good idea.--[[User:Doug|Doug]] 16:59, 16 August 2006 (UTC) :Further: Another issue is that the use of the term "School" moves in the direction of reifying the topic categories. Some of the most interesting learning is interdisciplinary. Inter-subject movement and creating new hybrid subjects and renaming subjects is congnatively easier than creating new schools, which invite institutionalization rather than dialog and exploration. I think we should avoid at the start terms which have an institutional ring. [[User:Doug|Doug]] 17:03, 16 August 2006 (UTC) ::I think we should allow multiple indexing schemes accessible from the main page. Some people will prefer a traditional hiearchy closely aligned with existing brick and mortar organizations while others will prefer more topical approachs and yet other indexing schemes (Dewey Decimal anyone?) might be devised or implemented by future arrivals. I fail to see why any widely useful indexing scheme should be arbitrarily dismissed if sufficient volunteer effort arrives to create and maintain it. This should be self controlling with the more popular schemes better maintained. [[User:Mirwin|Mirwin]] 19:50, 16 August 2006 (UTC) ::: That's precisely why I want lessons and the like to be individual and independent of other pages &mdash; so that they can be categorized as much as possible. [[User:Messedrocker|Messedrocker]] 21:35, 16 August 2006 (UTC) :::Mirwin, While I like the idea of using multiple indexing methods, I think, at the start of a new project in a new medium, it could be helpful to use basic organizing terms that bring less institutional/historical baggage than more. For the hierarchical model which uses "school" as a name space, I think another term could be found that is more flexible and open to interpretation. However, I'm still reflecting on this. If "school" stays in that context, perhaps it will work well. [[User:Doug|Doug]] 01:59, 20 August 2006 (UTC) ::I think there's still use for schools as means to organize our work. We now also have a ''Topic:'' namespace and a ''Portal:'' namespace. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:22, 16 August 2006 (UTC) So I'm thinking that we should keep the School organization plan I was thinking of, and the Topic and Portal namespaces can be for two other plans? [[User:Messedrocker|Messedrocker]] 21:35, 16 August 2006 (UTC) :Wikiversity's [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=102 Portal namespace] is active. --[[User:JWSchmidt|JWSchmidt]] 04:08, 17 August 2006 (UTC) Further discussion can be held at [[Wikiversity:Naming conventions]]. [[User:Messedrocker|Messedrocker]] 05:30, 19 August 2006 (UTC) == Help == One thing we need to add to Wikiversity is our [[Help:Contents|Help]] section (it's currently just a link to Meta's main help page). If people could ''help'' with doing this, that would be great :-) [[User:Cormaggio|Cormaggio]] 17:33, 16 August 2006 (UTC) :Could we not import that from Meta? I mean, the Help namespace usually has pages about how to use the software, right? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 17:34, 16 August 2006 (UTC) ::Yes, that's what I was thinking we do - import. The Help should have the basics of how to edit a page - [[Help:Editing]] is a link from the edit mode of a page, and we should definitely consider people coming in as newbies - especially since we could get blogged about pretty soon :-) [[User:Cormaggio|Cormaggio]] 17:41, 16 August 2006 (UTC) :::Yuck! Surely we can link to the help pages at Wikipedia until software deviances arise? Maybe a link to proposed local policy discussions in lieu of reliable community standards which we obviously do not have yet. [[User:Mirwin|Mirwin]] 20:42, 16 August 2006 (UTC) For myself, I hope that we never do the mirror copy of Meta, but come up with our own pages that only reference the Meta Help. Some very simple basics might be fine, but any of the rest should be trying to explain unique things about Wikiversity instead that are beyond what is in the Meta help pages. Please, oh please, oh please do not set up a 'bot that pulls in all of the help pages from Meta on regular updates, nor get into the very confusing mess of templates that is also connected to the Meta help pages. We simply don't have the people necessary here to maintain that, nor is it necessary. A link to the Meta pages is more than sufficient if you need to reference that content, as it is stored on the same physical computer equipment that Wikiversity is also on. --[[User:Robert Horning|Robert Horning]] 23:47, 17 August 2006 (UTC) == Research project proposal == As a wikipedian, I work on articles related to plants, insects, soils, etc.... essentially everything related to gardening and farming. On wikibooks I work on how-tos related to the subjects. But there's one thing that seems to have never been done, which makes writing both articles and books on the subjects difficult, namely seasonality. For example, [[w:Sanguinaria canadensis|Bloodroot]] is an early blooming flower native where I live. Here, it starts blooming at the end of March. Later in Canada. Who know's when in New Zealand. The solution has been to simply say "early spring". But even in a local climate, early spring could mean a lot of things. (in my area, some things start blooming in late February, but is that late winter or early spring?) What I'd like to propose is a long-term research project recording bloom times, insect feeding cycles, etc., to try to come up with a "neutral" system of pinning these things down. It would have to be cross-listed with [[w:Growing degree day|growing degree days]] and day length as well, as some plants and animals might react to heat, while others to daylight hours. This would need to be repeated and augmented for 3 or 4 years (and thousands of plant and animal species) to come up with a working system, but should be workable with a few thousand wikiversalists. (Would also be a good way to get the ToL and Plants people from WP involved, to get the party kicking). So what's the system for project setting up going to be? Would something like this just be "Wikiversity:Wikiproject_foo"? --[[User:SB Johnny|SB Johnny]] 22:28, 16 August 2006 (UTC) :Cool, the first research proposal... I think [[Wikiversity:Research]] would be the place to start. What if you got random people to go out and photograph plants, upload them to commons, and have wikiveritians...wikiveritons...us mark down when they are bloomming and use our sources to figure out other info. --[[User:Rayc|Rayc]] 23:00, 16 August 2006 (UTC) ::Actually, it's even easier than that. Just if you happen to have time and this or that plant is blooming, note that it is. Participants would need to include something about where they are (county should be close enough), so they can be related to a GDD clock and a solar calendar. --[[User:SB Johnny|SB Johnny]] 00:09, 17 August 2006 (UTC) :::You or someone should start a research page on this, just to test the concept. Or is there a request for research page?--[[User:Rayc|Rayc]] 00:38, 17 August 2006 (UTC) ::::Got a stubby up for it... busy elsewhere now but I'll try to get more on there later. [[Bloom_clock_project]]. ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 01:56, 17 August 2006 (UTC) "Wikiversity:Wikiproject_foo" <-- I think we need to be careful with the term "project". Wikiversity will have general [[Portal:Learning Projects|Learning Projects]], [[Portal:Learning Materials|projects to develop learning materials]], research projects, and meta-projects devoted to development of Wikiversity itself. The meta-projects should go in the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=4 wikiversity namespace] (Wikiversity:Wikiproject_foo) as is done for projects at [[wikipedia:Wikipedia:WikiProject Molecular and Cellular Biology|Wikipedia]]. Other projects that are devoted to the educational mission of Wikiversity should go in the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=0 main namespace] of Wikiversity.....they are the key content of Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 20:58, 17 August 2006 (UTC) (late signature) == Food for thought == From the Foundation's mailing list:<BR>'''"in the US many people who homeschool do this because they do not like the lack of religion in public schools. How will WV handle the develpoment of science teaching materials for homeschoolers which are based in 'creationism'?"''' <BR>Birgitte SB<BR>Wikiversity is going to need both "category:science" and "category:pseudoscience"....and maybe a major learning project designed to make clear the difference. --[[User:JWSchmidt|JWSchmidt]] 00:14, 16 August 2006 (UTC) :Would anyone actually label their educational material as "pseudoscience"? ;-) It's a good question though - we'll need categories (and hopefully also metadata) to help us in this. Maybe some sort of template for the top of a material page indicating what agegroup the material is aimed at and what sort of pedagogical/theoraetical framework it fits into would be useful? [[User:Cormaggio|Cormaggio]] 06:39, 16 August 2006 (UTC) ::Doubtful. 8) But can honest religious people demand that their beliefs be called "science"? People who advocate creationism should quite happy to explain that the bible tells how the universe and man were created. I see no reason they would disagree that this is a belief system, not a theory proven by modern empirical evidence. Thus there should be no problem putting the material under appropriate theology or religious links. This material can and should be put under an appropriate area or category and linked to from the appropriate areas in science regarding disputed material such as evolutionary theory. If it is labeled as alternate scientific theory then it should be reasonable to identify upon what basis it is falsifiable. If it is simply belief, faith, and therefore unproven honest people will not insist on calling it science. Likewise it can include information attempting to demonstrate that evolutionary theory is or is not falsifiable in various contexts. I think it should be pretty obvious when dishonest people insist on labeling their opponents with perjorative terms. For example practitioners of Wicca are pretty sensitive about being labeled and lynched by "Christians" with good historical reason. If somebody insists on placing information about the Wiccan religion under the category of Christian Witches then we might suspect a problem exists. Intelligent Design on the other hand should stimulate very interesting discussion! A key I think is not allowing specific POV to label others destructively while attempting to present all reasonable or mainstream views for the participants to evaluate for themselves. [[User:Mirwin|Mirwin]] 10:57, 16 August 2006 (UTC) :::Geeky intrusion - Wiccaversity! (Sorry, I couldn't help it..) [[User:Cormaggio|Cormaggio]] 15:43, 16 August 2006 (UTC) : There are different ways to teach creationism in an NPOV way. It can be a subject of history, especially US history: how did the creationist movement start, who are its leaders, etc.? It can be an interdisciplinary examination from biology and political science, describing the strategies creationists have used to attack science, their propaganda materials, etc. It can be a look at creationism as a mythology, in which case the subject can be divorced from scientific criticism and presented only in terms of its beliefs and values. All these are NPOV, i.e., they would be based on what the most knowledgeable people have to say about these topics. : Of course the idea of "teaching" creationism in the sense of colporting creationist propaganda is anathema.--[[User:Eloquence|Eloquence]] 11:08, 16 August 2006 (UTC) ::I think we need to be a little more open than that. I don't think there's anything outright wrong with having learning materials that teach creationism or other theological concepts. One exciting possibility this project has is to bring together all kinds of disciplines and point of view. Why limit that to what science has approved? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:20, 16 August 2006 (UTC) ::: It's not about approval, it's about experts in a particular field. Where creationists make claims about biology, they are in the domain of biology, and experts from that field will unequivocally refute them. When they limit themselves to stating their beliefs about creation as mythology, biologists are irrelevant. NPOV requires us to give the most space to the most knowledgeable people in a particular field. I don't think there are any peer reviewed biological papers written by creationists, except maybe in their own fringe publications.--[[User:Eloquence|Eloquence]] 11:35, 16 August 2006 (UTC) ::::Seems to me there should be no problem with them forking it to another wiki, keeping the hard science basics, but recontextualizing to fit into a different metaphysics. --[[User:SB Johnny|SB Johnny]] 20:01, 16 August 2006 (UTC) ::::: NPOV is not a confirmed policy at Wikiversity yet although it may be binding by the terms of the approved proposal for six months. There is no effective material volume limit at an electronic learning institution beyond that of our infrastructure. If the Wikimedia Foundation refuses to host intellectually honest non NPOV material then that will limit our initial learning processes quite a bit and likely limit initial participation but it will have to be lived with until other arrangements are feasible for supporting infrastructure and technical expertise. There are at least two kinds of peer review likely to be quite prevalent at Wikiversity. Peers at equivalent levels exchanging/studying material new to them. People with less learning in a given subject interacting with a subject expert. In the latter case "NPOV only" attitudes are likely to at least occasionally hamper people attempting to analyze the assumptions and detailed reasoning chains implicit in their own current POV. While this may be appropriate for highest speed manufacturing of an NPOV encyclopedia I have serious questions regarding its uncritical application to self motivated peer exchange groups. [[User:Mirwin|Mirwin]] 04:35, 18 August 2006 (UTC) ::::::Although I agree there is no electronic limit to the material. If we really want to provide usable teaching materials, there will limits on the materials themselves. Lessons must be doable in a reasonble amount of time and courses also have usability limits. This will certainly hamper the WP approach of giving voice to all competing opinions in order to achieve NPOV.--[[User:BirgitteSB|BirgitteSB]] 22:27, 18 August 2006 (UTC) :::::::I disagree entirely. There are no single standard fits all. With alternate presentations always just a link or search away why define straitjackets? If somebody wants to come in a provide a single massive two week lesson plan and others feel it is unwieldly and unusable as is then they can take the FDL'ed material, link back to the point of origin, and rip it up and represent in whatever chunks they wish to present to their intended audience. Now we have two groups serviced. The orginal group of two oddballs that show up to interact with the first one. And the millions who can benefit from the second. Certainly we should have some voluntary guidelines or non binding recommendations on how to effectively present the material. Consider a division of labor between technicians, tech writers, engineeers, and customer instructors. We wish to get information from all of these sources and present it to all of these sources. In some topics an engineer does not want effective lesson plans. He/she has spent between four and ten years learning the material in reasonable size chunks. When studying advanced techniques some of them would prefer a huge (and I mean huge) specification document and a thick drawing set (say two inches of E-size drawings). If someone chooses to FDL a set of the above in print ready FDL form so it can be used somehow in an intensive 3 day seminar on how to do a real heat analysis of a real building we do not want someone pointing to a firm limit that was set out of concern for the mythical average student. Wikiversity to some extent should be about freedom from constraints often encountered with good reason in physical world but which are being redefined by managed information on demand on the internet. If there are practical considerations like disk space and servers then obviously we have to live with it we can expand the infrastructure appropriately. There are articles on Wikipedia in math way too technical and compressed for non mathmaticians. I have a fairly good practical education in math and since I have difficulty reading these pages I know they are not appropriate for the general public. The solution is not to delete or restrict these pages but rather add appropriate introductory lead in material liberaly laced with links to entire textbooks at Wikibooks and courses here at Wikiversity such that the average reader who chooses to can spend ten years studying math and then go back and read these advanced pages and fix typos if they choose to discuss them for a few months with the others hanging around the page. [[User:Mirwin|Mirwin]] 23:35, 19 August 2006 (UTC) When we start labelling pages with "pseudoscience" or other pejorative terms we compromise our neutrality. When we silence the creationist or expect him to explain himself from the confines of the coffin to which we have relegated his ideas we give the lie to our own principles. It is not the function of NPOV to put chains on free speech; it is sufficient that it support an asymptotic approach to consensus. Thus faced with the thesis of "Arguments for creationism" we must allow for a (presumably articulate) guest lecturer to put forth his point of view as a proponent fairly and unmolested. Another guest lecturer in opposition should be able to present his case under the same circumstances. Both of these POVs should be protected. The "students" would then discuss the matter and strive to bring the matter closer to NPOV. Most importantly, part of their discussions should be focused on what do these two guests have in common. The role of the teacher in all this is not to disburse knowledge, but to facilitate its acquisition by the students, perhaps by repeatedly asking the questions that bring a subject to a new synthesis of NPOV. [[User:Eclecticology|Eclecticology]] 20:17, 22 August 2006 (UTC) :Wikiversity would never try to silence creationists, but Wikiversity can force creationists who participate at Wikiversity to follow a code of intellectual honesty. Wikiversity scholars need a way to move beyond the confines of Wikipedia's NPOV policy. I think that a policy on [[Wikiversity:Scholarly ethics|Scholarly ethics]] is a good way to guide Wikiversity participants when they step outside of the confines of NPOV. --[[User:JWSchmidt|JWSchmidt]] 20:32, 22 August 2006 (UTC) ::Would you exclude an article that starts with, "I am a creationist, and this is what I believe: ... " [[User:Eclecticology|Eclecticology]] 05:56, 24 August 2006 (UTC) "I am a creationist, and this is what I believe: ... " <-- I have two questions about your question:<BR>1) What more does the creationist say after, "I believe"? Many "scientific creationists" '''assume''' the existence of a "supernatural force". As soon as you go down that road you place yourself in the position of needing to explain what a "supernatural force" is and why you can assume that one exists.<BR> 2) What is the context of, "I believe"?. In the study of religion, the observation that many people believe in a "supernatural force" is not remarkable. In the study of science, the concept "supernatural force" must be approached with [[w:Skepticism#Empirical skepticism|skepticism]] and [[w:Occam's razor|Occam's razor]], key elements of scientific investigation that very few "scientific creationists" bother to apply to their religious convictions.<BR>If unexamined belief is the foundation of one's exploration of reality then you have left the domain of science. Creationists who do so, yet continue to claim to be "scientific creationists" have become [[w:Pseudoscience|pseudoscientists]].<BR>I would not exclude such an article from Wikiversity, but if an article is making pseudoscientific claims then it should be in [[:Category:Pseudoscience]]. --[[User:JWSchmidt|JWSchmidt]] 11:58, 24 August 2006 (UTC) ====Two points==== * This can be solved by the proposed [[Wikiversity:Disclosures | Disclosures]] policy; people just declare their streams to be Creationist, with Creationist units and lessons * As someone on Slashdot pointed out, just because it's science doesn't mean that it's true. For example, AFAIK, there's no scientific way to either prove or disprove the existance of God. Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist, and bases some parts of scientific knowledge on this assumption. If one assumes, though, that God *does* exist (via non-scientific methods of proof, eg. philosophical methods), then the parts of science that are based on the assumption that there's no God, while still quite scientific, can seem like rather a waste of time. Both Creation scientists and Non-creation scientists believe that the purpose of eg. Natural science courses is to teach the truth about nature using the most reliable method where possible. So basically, the main disagreement is: ** Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth, and don't use any other method when determining the existance of God ** Creation scientists believe that the scientific method is not the best method to use when determining the existance of God, and use some other method. While many will admit that this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology. They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience. Anyway, much as I enjoy the discussion, I'll hopefully be able to stop here :). Hopefully Disclosures should make the entire discussion redundant :). [[User:TimNelson|TimNelson]] 12:10, 26 August 2006 (UTC) ---- "Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist" <-- If you apply Occam's razor you are following an [[w:Algorithm|algorthm]] that leads you to use as few assumptions as possible. The idea of a supernatural God is an idea for which it is difficult to find objective evidence. If you build a world view by assuming that God exists, you have increased your number of assumptions beyond what science requires. Science does not "assume that God doesn't exist". Nobody has to create an assumption of non-existence to deal with every imagined thing for which there is no clear objective evidence. Science has another rule: "big claims require strong evidence". The existence of a supernatural God is about the biggest claim ever made and most scientists rightly demand a large amount of objective evidence to support claims of such magnitude. "scientific way to either prove or disprove the existance of God" <-- Science is not about "proof" in the sense you seem to be suggesting. Science has a standard approach to claims about supernatural entities: show us the objective evidence. Then there is the "scientific Catch-22": if we do have objective evidence for a phenomenon/entity then it becomes part of the natural world and science can study it. "If one assumes, though, that God *does* exist (via non-scientific methods of proof" <-- This makes no sense. If you have a proof then you do not have to assume. "Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth" <-- I doubt it. I agree with what it says at [[w:Science#Goals of science|Wikipedia]]: "Science does not and can not produce absolute and unquestionable truth. Rather, science tests some aspect of the world and provides a reasonable theory to explain it." "Creation scientists believe that the scientific method is not the best method to use when determining the existence of God, and use some other method." <-- This is fine as long as they do not call what they are doing "science". "this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology" <-- This is a perfect example of what the practice of pseudoscience amounts to; not doing science yet teaching it as science. "They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience." <-- What constitutes science is not determined by what creationists believe, it is determined by a social process in which objective observations that people can share are studied in a collaborative way. Beliefs that are not supported by objective evidence make little progress within the scientific community.<BR>--[[User:JWSchmidt|JWSchmidt]] 17:25, 26 August 2006 (UTC) {| style="background: white; margin-left: 1cm" | style="background: teal; color: white" | '''Definition of Science'''<br>[[User:TimNelson|TimNelson]] 12:02, 29 August 2006 (UTC) |- | '''Definition of Science''' Ok, I didn't stop; maybe next time. I think the definition of science is the key to understanding the whole disagreement. I can see two possibilities: # Creation scientists and Atheistic scientists disagree on the definition of science # Creation scientists and Athetstic scientists disagree on the definition of the scientific method Under possibility 1, the Creation scientists assert that the category eg "natural science" should contain the truth about the natural world, whereas Atheists believe that it should contain only the output of the scientific method. Under possibility 2, the Creation scientists differ in their definition of the scientific method in that they presuppose that God is part of it. '''Non-scientific methods of proof''' IIRC, non-scientific methods of proof aren't as objective/rigorous as the scientific ones (whether one is attempting to prove or disprove). I apologise for linking to something from 1873, but it does cover the subject. No, I don't expect you to read more of those links than you're interested in; they're just provided for examples (I'm not trying to prove God here, as this margin is insufficient :), but merely help you see how some people think). # Links: [http://www.ccel.org/ccel/hodge/theology1.iv.i.iv.html Can the existance of God be proved] ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.i.html Ontological argument] (this page also contains, partway down, "The cosmological argument" and "The Teleological argument" -- they presumably didn't scan the book very well :) ) ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.ii.html Moral/Anthropological argument] Yeah, I got bored of the usual comment style :). |} ---- *Brigitte, There are strict standards in the ''sciences''. In mathematics, it is ''rigorousness''. In physics, it is ''prediction-experimental verification-repeted verification''. If the creationist can do that, great! I would be interested to hear about such a ''complete, rigorous, predictive, repeatable, self-consistent'' theory.[[User:Hillgentleman|Hillgentleman]] 00:33, 28 August 2006 (UTC) ---- This thread was copied to: [[Science teaching materials for creationism]]. --[[User:JWSchmidt|JWSchmidt]] 17:33, 29 August 2006 (UTC) =17 August 2006= == Teaching a formal class == While I admit that this isn't going to be the only model of Wikiversity, I'm proposing a semi-formal "class lecture" style educational experience that is going to use a combination of Wiki interfaces and IRC discussions. The first "class" that I'm going to be "teaching" is [[College Algebra]]. Even if you know the topic cold (or if you don't), you would be invited to participate. The intention is to have a weekly topic for the learning group, a course outline to the topic and perhaps a lecture on the topic. I know that I'm experimenting here, but I would like to see something going here, and to note that this is precisely what Wikibooks is not: this is not a textbook but rather using a Wiki for communcation of knowledge. How many classes have you been involved with that allowed you to modify the homework problems as a student? --[[User:Robert Horning|Robert Horning]] 20:03, 17 August 2006 (UTC) :Cool, though I was thinking that the classes were going to be on going perpetually and anyone could jump in at any time. Though, who knows how this will work. I say go for it!--[[User:Rayc|Rayc]] 00:15, 18 August 2006 (UTC) :: Is there a guide for teachers somewhere? I'd like to add some notes about the classroom model that University of Phoenix uses, which I think is quite useful. [[User:Roadrunner|Roadrunner]] 01:13, 18 August 2006 (UTC) :::The closest we have is [[Wikiversity:Teaching]], but even that isn't quite up to what I think you are trying to suggest. We are so early here with Wikiversity that we have to still install infrastructure like this. --[[User:Robert Horning|Robert Horning]] 04:10, 18 August 2006 (UTC) :::: I've started linking in information from the [[School:Education|School of Education]]. One reason that I'd like to do this is that I'd like really to get wikiversity teachers in touch with education academics and researchers, since they really are working on some cool stuff that often never gets filtered out to practioners. [[User:Roadrunner|Roadrunner]] 14:41, 18 August 2006 (UTC) == Some things to do == Right now, Wikipedia still does not show a link to Wikiversity on the Wikipedia main page. Also, Wikipedia needs a template similar to [[Wikipedia:Template:Wikibookspar]]. --[[User:JWSchmidt|JWSchmidt]] 21:04, 17 August 2006 (UTC) :Progress!!!! en.wikiversity has a link now at the bottom of en.wikipedia! Eventually this will surely be changed to point to www.wikiversity.org once it is online as an indexing front porch for our multiple language based projects. For now this should help us start to get some attention from newcomers and people who browsed in the past but concluded we were nonviable. Remember not to bite the newcomers! [[User:Mirwin|Mirwin]] 07:05, 18 August 2006 (UTC) ::Why would the ''English'' language Wikipedia main page point to anything but the ''English'' language Wikiversity main page? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:04, 18 August 2006 (UTC) :::The smaller activity languages might like some advertising. A lot of multilingual people go through English Wikipedia. If the link went to our front porch page .... www.wikipedia.org and there people could pick their language, we get an easy to remember total access point symmetric for everyone and all language wikis get an opportunity for a hit. This was a bit of issue with Wikipedia early when the main domain www.wikipedia.org opened on the English Wikipedia main page then one had to go to the bottom to find links to the smaller languages .... which stayed smaller than English possibly in part because of organizational flaws such as this not helping with their growth. Further, we do not need the animosities and strife this generated for a while between English Wikipedia and other languages at Wikiversity. Finally, this type of link layout preserves the bottom of the main pages for the main front porch links to the other Wikimedia sponsored wiki projects instead of other language Wikiversities. [[User:Mirwin|Mirwin]] 11:13, 18 August 2006 (UTC) ::::en:Wikipedia should link to en:Wikiversity, just like fr:Wikipedia should link to fr:Wikiversity, and just like de:Wikipedia links to de:Wikisource. People can then browse language using interwikis. [[User:Guillom|Guillom]] 11:39, 18 August 2006 (UTC) =18 August 2006= ==Other things to do== Contact all wikiproject and portals on wikipedia, wikibooks, wiktionary, (and wikia) and invite them to newly created schools. --[[User:Rayc|Rayc]] 00:21, 18 August 2006 (UTC) :I would probably suggest that we try to get some content going first. One thing that has been done on Wikibooks in the past is to add links from specific Wikibooks into the various school structures of Wikiversity and integrate the books themselves into Wikiversity. Still, I like the enthusiasm and hope that we can attract more people to Wikiversity to actually help out. --[[User:Robert Horning|Robert Horning]] 03:17, 18 August 2006 (UTC) ::I actually think Robert is right: if we want to recruit, we need to do it first to find people to find content and to organize the project. If we try to recruit people for schools, I'm afraid they would find Wikiversity too young and not worthy joining. [[User:Guillom|Guillom]] 11:50, 18 August 2006 (UTC) :::Rayc has a point though - I've always seen WP:WikiProjects as a great place from which to bring in contributors to Wikiversity. many people who contribute to such 'meta' projects (as wikiprojects) are experts in their field (eg. [[w:Wikipedia:WikiProject Chemistry]]), and would be excellent brains to tap about teaching and learning their subject. Guillom makes a pragmatic point, but maybe these early disgruntled folks will come back later when they see that one of their peers has made something of real worth? In any case, I don't see the harm in advertising Wikiversity within the Wikimedia community (and outside, in special interest teaching/learning groups) - provided we do so with humility and sensitivity. [[User:Cormaggio|Cormaggio]] 13:21, 18 August 2006 (UTC) :::The only way that Wikiversity is going to have content is if people come and join the project. We do not select participants, they select us. --[[User:JWSchmidt|JWSchmidt]] 13:25, 18 August 2006 (UTC) :::I'm avoiding the portals and article talk pages for now. Those pages are for "readers" of wikipedia. Wikiprojects, in theroy, only have editors looking at them, and in most cases editors who are use to having information missing or disorganized in a wiki (Otherwise, why form a project?).--[[User:Rayc|Rayc]] 14:10, 18 August 2006 (UTC) ::::What I meant was: when contacting people, we really need to be clear about the fact we're a 3-day-old project, and (almost) everything has to be built. If they don't mind, very well for them and for the project. If this is a problem for them, they would probably delay themselves their joining. [[User:Guillom|Guillom]] 16:22, 18 August 2006 (UTC) *From here on, many people who arrive will probably be following the link that is on the Wikipedia main page. The Wikiversity main page needs to make clear that Wikiversity is new, has little content and needs participants who want to explore how to use wiki technology to facilitate online learning. This is a wiki. Participants make the content. --[[User:JWSchmidt|JWSchmidt]] 16:28, 18 August 2006 (UTC) ==Standard Operating Procedures== Anybody have any insight to share regarding these types of pages and procedures to go with them? <b>Special:Log/delete|page deletions</b>, <b>Wikipedia:Protection policy|lockings</b>, and <b>Special:Ipblocklist|IP bannings</b>) I am working through a draft policy[http://en.wikiversity.org/wiki/Wikiversity:Administrator_Creation_and_Behavorial_Criteria_Guidelines_and_Policy#Who_Monitors_the_Conduct_of_an_Administrator.3F] and need to know whether to track these links down in Wikiversity or create them or delete them from the draft policy. [[User:Mirwin|Mirwin]] 14:10, 18 August 2006 (UTC) :I think Wikiversity should have its own pages for these. --[[User:JWSchmidt|JWSchmidt]] 15:58, 18 August 2006 (UTC) ::Agreed! It is just that I never worked as an administrator long enough late enough at Wikipedia to have a good feel for what useful procedure and standard process should initially. Perhaps one of our more experienced custodians could create a starting point and help refine it as we learn what we are doing. In another area, naming conventions and link network structure, James Ohare [[user:messedrocker]]? might be a good resource as he is doing a lot of initial setup while [[user:sebmol]] seem quite experienced with the transwiki and could share insight on how the logs should be setup for tracking deleted files etc. [[User:Mirwin|Mirwin]] 23:06, 19 August 2006 (UTC) All pages prefixed with ''Special'' are that - Special, and can't be created, modified or removed like other pages. [[Special:Log]] provides access to the automated logs which track various actions, e.g. [[Special:Log/delete]] tracks the deletion and undeletion of pages and images. [[Special:Ipblocklist]] is an automatically generated list of all blocked users and IP addresses. As far as policies go, it's usually advisable for individual communities to build their own deviations from the Wikipedia norms. For instance, most Wikipedias will advocate blocking as a preventative measure, etc. which is a decent and sensible guideline (at least, I think so), but the specifics about who can block which users, and for which "offences", vary greatly between projects and languages. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:13, 20 August 2006 (UTC) == guided tour/introduction == Wikiversity needs something like [http://en.wikipedia.org/wiki/Wikipedia:Introduction Wikipedia's introduction] or a [http://protoscience.wikia.com/wiki/Protoscience:Wikia_tour/Main_Page wikia guided tour]. --[[User:JWSchmidt|JWSchmidt]] 16:02, 18 August 2006 (UTC) == Terms to define == Might be good to think about meanings (and lacks thereof) for a few words: ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 20:21, 18 August 2006 (UTC) *Student - someone who participates in Wikiversity primarily as a learning experience *Participant *Instructor - see facilitator *Facilitator - a facilitator for a Wikiversity [[Portal:Learning Projects|learning project]] participates in the development of the project and acts to support other participants as they strive to achieve their learning goals. *Class *Course *Seminar *Studio *Materials *Quizzes *Tests *Papers *Primary Research *Research Projects *Tutor *Guidance *Creation/Participation *Teaching *Learning *Sharing :It would be great if you started a Glossary of Local Terms which we could maintain as a local culture emerges. Under teacher, instructor, professor you could include the information that we do not currently have formal classes and certify no educational credentials. That all teams are formed on an adhoc basis per the participants needs and desires. Then add a link to the approved proposal that gained us the philanthropic support of the Wikimedia Foundation for at least six months until our first performance evaluation and links to the applicable policies. If you do not wish to do this work, add this note as a placeholder under those three terms and let someone edit for concise accuracy and add links. As of now the appoved Wikiversity project has no classes and certifies nobody in a given role. Everyone here is an equal participant who choose their roles voluntarily according to their own needs and the needs of the learning community where they choose to participate. Where correct these terms might be defined by links to Wiktionary. Thanks for this great idea! I am sure somebody will choose to implement it soon! [[User:Mirwin|Mirwin]] 23:00, 19 August 2006 (UTC) == Blocking policy == I've set up the shell of a blocking policy at [[WV:BLOCK]], and I'd appreciate input and expansion! --[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 22:31, 18 August 2006 (UTC) :I will say that as a personal policy, I block anybody that adds profanity, particularly if it is in the name of the user. That is immediate and usually infinite, especially if that is about the only edit the user has made. As for anon users, I tend to follow a policy of starting out with modest blocks (about a year) and move up over time. There is also a general policy of blocking open proxies with infinite blocks that has been suggested on Meta. :It would be nice to have some people with Check User rights here, but that is very unlikely at the moment for reasons I won't get into here (it is a part of my political beef with the WMF right now and I will be spewing some very POV stuff here). I think that we can work around that, however. --[[User:Robert Horning|Robert Horning]] 05:30, 19 August 2006 (UTC) I don't ''think'' we'll need to use CheckUser at this stage, unless we come under fire from some serious, concentrated vandalism, in which case, we can ask a steward for assistance. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:15, 20 August 2006 (UTC) ==Logo and slogan== OK, we are the "The limitless learning center" according to wikipedia. After about a week (to get partisipents) we should start up a slogan and logo contest.--[[User:Rayc|Rayc]] 00:21, 18 August 2006 (UTC) :"The limitless learning center" might be a good slogan, but it's a poor description. (It tells readers nothing about the project's nature.) I changed the text to "Free learning materials." &mdash;[[User:David Levy|David Levy]] 07:24, 18 August 2006 (UTC) ::I've used "Free Learning tools" on the other Wikimedia websites. I am still not sure what should go here, but it is important that people are made aware of this project. --[[User:Robert Horning|Robert Horning]] 13:18, 18 August 2006 (UTC) :::How about "Open learning centre"? Or is that too similar to "Open University" (a household name in the UK)? And on the logo contest, if someone wants to organise these, please be bold and do so. It should even help generate further momentum in the project. [[User:Cormaggio|Cormaggio]] 13:24, 18 August 2006 (UTC) Is there enough room to make it "[[Wikiversity:Approved Wikiversity project proposal#Mission|Free learning materials and activities]]"? --[[User:JWSchmidt|JWSchmidt]] 13:42, 18 August 2006 (UTC) :JW, I like the one you mention. This catches the dual nature of textual study and engaged learning. To tweak: How about "free learning resources and activities." Materials sounds more limiting than resources. [[User:Reswik|Reswik]] 01:21, 19 August 2006 (UTC) ::How about the "Free Learning Community"? Is inclusive and stresses the concept of learning. [[User:Awolf002|Awolf002]] 01:51, 19 August 2006 (UTC) :::Maybe we could have a [[Wikiversity:Motto contest|list of good slogans]] and switch between them on a regular basis. --[[User:JWSchmidt|JWSchmidt]] 02:02, 19 August 2006 (UTC) On second thought and taking a step back... '''A consensus mission statement could be very helpful.''' Perhaps a consensus mission statement needs to be developed first. Then, a slogan could reflect that. But can the mission be settled while the status and extent of research in WV is up in the air? If extensive research sponsorship is eventually a part of WV, then a slogan might read like: "creating and sharing free knowledge." And this is really the nature of a university or any academy of scholars: creating and sharing knowledge. The free culture movement adds freedom and co-creation of content to that mission. Sharing can imply co-creation, so one can add freedom to "creating and sharing knowledge." Sharing also implies service another aspect of the life of universities. There may be actually too much emphasis on learning in some WV discussions at the cost of service and knowledge creation -- which are also primary motivations of scholars. [[User:Reswik|Reswik]] 02:49, 19 August 2006 (UTC) :That's a fine idea, Doug. Please, everyone, help out at [[Wikiversity:Wikiversity mission]]. -- [[User:Cormaggio|Cormaggio]] 07:47, 19 August 2006 (UTC) ::Thanks. I made extensive edits to the mission page to outline a [[w:Delphi method|Delphi method]] planning process for co-creating a mission statement. What do ya think? [[User:Reswik|Reswik]] 13:25, 19 August 2006 (UTC) :::We need to <b>lose</b> the <b>beta</b> on the logo. This is not a software project. The project is fundamentally about building online learning communities. Would you spend your precious social/learning time joining a club of card players, fraternity, or writing circle with a loud "Beta, planned shutdown next week." painted on the front door? [[User:Mirwin|Mirwin]] 07:22, 23 August 2006 (UTC) ::::Marking Wikiversity as "beta" is just a warning to the outside world that nobody should expect to find a finished "product" on any Wikiversity page. Speaking bluntly, I suspect it (the beta period) is also a way to "cover one's ass". I know that during the next six months Jimbo will run into people who say, "I saw Wikiversity and, you know, there is nothing useful there." But Jimbo will be able to say, "Ya, well, it is in a beta phase, just getting on its feet. It is not really open for serious use yet." Jimbo should have that kind of "out". --[[User:JWSchmidt|JWSchmidt]] 20:04, 23 August 2006 (UTC) == Exams == Is there any possibility of including exams later? I personally believe that it would be a good idea, to have after awhile. [[User:Spacey|Spacey]] 22:41, 18 August 2006 (UTC) :I think that these would be set up by those who are in charge of the learning project, probably the facilitator.--[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 22:56, 18 August 2006 (UTC) :There is a CSS script that is available to help facilitate testing, and we are likely going to be doing some "experiments" here as well in a number of areas to help with this. Indeed, this is precisely one of the major activities we are going to be doing with Wikiversity, and if you happen to know some php programming, you would be welcome to try and help out with either extentions to MediaWiki or helping to modify CSS scripts that would allow stuff like this. :This is something that was discussed and even worked on during the "proposal" period of Wikiversity. Of course we are also open to new ideas, and trying to decide how testing might actually happen. --[[User:Robert Horning|Robert Horning]] 05:25, 19 August 2006 (UTC) ::Also, it has been previously discussed and agreed that our FDL'ed learning materials can include tests for users to use elsewhere (say in a homeschool environment) or for local learners to check themselves or in cooperation with a mentor to see how they are doing in an area of study. [[User:Mirwin|Mirwin]] 22:51, 19 August 2006 (UTC) Er, CSS has nothing to do with writing scripts for software...you mean JavaScript or PHP, I take it? I personally think MediaWiki is going to need a bit of extension writing done before it's suitable for all Wikiversity purposes. Question is, what do we need? Perhaps a separate forum should be started. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:04, 20 August 2006 (UTC) :There is a Wikivervsity-L mailing where generic discussion can take place. The Technical Developers mailing of the Wikimedia Foundation is the place to start immediately with immediate task or project goals as they must approve anything placed on the Wikimedia Foundations servers, which is our underlying infrastructure at the moment. As for a separate forum I could see the rationale for putting under the School of Pedagogy with links from various other schools. Requirements discussions to be followed eventually by learning projects for implementation. [[User:Mirwin|Mirwin]] 06:02, 21 August 2006 (UTC) ::In case it hasn't clicked yet, I'm a MediaWiki developer. :) So I know quite a bit about "how it works at Wikimedia" and the sort of barriers to putting crap on the servers. Technical discussions can, and should take place on wikitech-l, of course, but that is not the place we should be deciding what we need developed for this project; that should happen here. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 12:00, 24 August 2006 (UTC) An important question here could be what do we want to accomplish with exams. In keeping with a lot of ideas that have gone around educational communities we should strive to assessment '''for''' learning, and not '''of''' learning. Howard Gardner and others have studied this matter in education, and see examinations as a part of a feedback loop that leads to greater learning. Rather than trying to draft full scale exams from the beginning it would probably be more helpful to develop workbooks where the students could enter their answers, and the software could immediately assess their answers without the "teacher" even needing to know if they were right or wrong. A right answer would allow the student to move on. A wrong answer could redirect the student elsewhere, perhaps breaking down the problem into its component parts. I could certainly see the usefulness of this in Robert's proposed algebra course. [[User:Eclecticology|Eclecticology]] 20:58, 22 August 2006 (UTC) : In my opinion, the assessment style should depend on the educational philosophy selected by the course developer. See the proposed [[Wikiversity:Disclosures | Disclosures]] policy for details. [[User:TimNelson|TimNelson]] 12:10, 26 August 2006 (UTC) : tim nelson's idea is probably the most democratic option, and i also think the workbook options for certain kinds of classes might be worthwhile. However, i do want to raise a red flag about the "assessment" question. Schools and universities are plagued by standardized testing (there's a serious move to bring star-type testing to the university), and the stress on exams, tests, and other kinds of grades has become the modus operandi of education in America at least. do we really want to get into the business of assessment? the model i keep on coming back to for wikiversity is the College de France, founded by Francis I (I think). The College de France does not hand out degrees, all its courses are public, and they don't assess work. They do, on the other hand, feature incredible professors, like the late Michel Foucault, who taught there, as did (I think) the famous psychoanalyst Jacques Lacan). Since wikiversity isn't a university in the traditonal sense, why is assessment necessary? --[[User:Smithgrrl|Smithgrrl]] 01:23, 30 August 2006 (UTC) ::"the educational philosophy selected by the course developer", I thought the courses were developed by the communitee. Unless Wikiveristy as a whole has a particular educational philosophy, we should try to have the material presented in as many different ways as possible. For those who haven't seen it, here is a self quiz worked up for Algebra: [[College Algebra/GrammarQuiz]]--[[User:Rayc|Rayc]] 02:11, 30 August 2006 (UTC) :::Wikiversity "[[Portal:Education|educational philosophy]]" will evolve over time to reflect the best practices for using wiki technology to support online education. What we do have now is the "[[Wikiversity:Wikiversity project proposal#Learning groups|e-learning model]]" that was [[Wikiversity:Original proposal#Evaluation of the old proposal|requested by the Wikimedia Foundation Board of Trustees]]. The best practices for using wiki technology to support online education are never going to escape from the reality of what a wiki is: a website where a community of participants collaboratively edit webpages. The Wikipedia project has shown that you can produce a great learning resource, a free online encyclopedia, by inviting the participation of non-experts. When non-experts help write Wikipedia articles they are learning while participating in a "learning project". Non-expert Wikiversity participants ("students") will learn by participating in Wikiversity [[Portal:Learning Projects|learning projects]] and learners should not be forced to wait until experts create online courses at Wikiversity. The Board of Trustees had good reasons for guiding the Wikiversity community away from online courses. The Wikiversity e-learning model is "learn by doing" and that means we need wiki editing activities that excite and stimulate learners and allow them to move towards their learning goals. Each Wikiversity department can start seminars, discussion groups, essay writing contests and other activities that will attract participants. Along the way towards their personal learning goals, Wikiversity participants will create most of the educational content of Wikiversity. Wikiversity "teachers" who do not learn harness the contributions of Wikiversity "students" are just making their own work harder than it has to be by not working in the "wiki way". --[[User:JWSchmidt|JWSchmidt]] 02:56, 30 August 2006 (UTC) =19 August 2006= == Needless diversion.. == ..but I just realised that, if you click someone's contributions (eg. [http://en.wikiversity.org/w/index.php?title=Special:Contributions&limit=500&target=Cormaggio mine]), you are also getting their contributions to a page they have developed on another wiki (such as Meta or Wikibooks), but which has been moved to Wikiversity. It's not a problem of course, just something I found interesting. [[User:Cormaggio|Cormaggio]] 10:49, 19 August 2006 (UTC) :That's due to the import process preserving histories, of course, and it's one of the main reasons use of the proper methods is preferred. :) '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:05, 20 August 2006 (UTC) ::Absolutely :-). I was just surprised to see my contribs list (not that it's anything spectacular, mind) - and then it made me think that some people would be eligible to vote in the upcoming board elections with just their Wikiversity edits.. ;-) [[User:Cormaggio|Cormaggio]] 15:43, 21 August 2006 (UTC) == [[Wikiversity:Featured|Featured participants and content]] == Wikipedia is about making an encyclopedia and has "featured articles". Wikiversity is about learners and should have "featured participants". Wikiversity should also have "featured content" as a way to show off our best [[Portal:Learning Projects|learning projects]] and learning materials. --[[User:JWSchmidt|JWSchmidt]] 15:10, 19 August 2006 (UTC) :Wikibooks has a "Book of the Month" instead (as well as "collaboration of the month") and this might be a more viable option for us until we start to develop some really excellent material. Perhaps "Learning project of the Month"? Though, I'm not too enamoured by the idea of "Learner of the Month" - akin to your "featured participant" ;-) [[User:Cormaggio|Cormaggio]] 15:23, 19 August 2006 (UTC) :Wikipedia had a featured editor page-- it was speedied deleted--[[User:Rayc|Rayc]] 16:28, 19 August 2006 (UTC) ::Something I was impressed with at Wikipedia was individuals started giving specific awards such as Barnburner or Barn Builder?, colored star achievement (easy on that too prevalent in lower grade school 8/ ) to individuals they saw doing something impressive. They were simply little cute icons that were put on home pages or talk pages. The point is they were a direct pat on the back from individuals rather than the entire community and possibly avoids the jealousies or tedium of selection or ratification by the entire community. Besides, it will quickly get difficult to reach agreement as a total community. [[User:Mirwin|Mirwin]] 00:52, 20 August 2006 (UTC) :::Yes, that's a "barnstar" - I've already given one to [[User:Sebmol]] :-) [[User:Cormaggio|Cormaggio]] 15:45, 20 August 2006 (UTC) See also [[meatball:BarnStar]]. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:06, 20 August 2006 (UTC) ==Names and levels== What should be the school hiearchy? What should be the main schools? Discuss at [[Wikiversity talk:Naming conventions]] --[[User:Rayc|Rayc]] 16:28, 19 August 2006 (UTC) == Lab prototype lesson with Java applet == I'm trying to figure out where to place GPL licensed '''Java applet''' code and binary to start a prototype physics lab lesson (source from [http://galileoandeinstein.phys.virginia.edu/more_stuff/Applets/ProjectileMotion/applet.html Virginia University]). I looked at WikiSource and the Commons and clearly they do not qualify to hold those files. Is it envisaged the Wikiversity will host things like that? [[User:Awolf002|Awolf002]] 18:59, 19 August 2006 (UTC) :It has not really been addressed yet how generic and self sufficient Wikiversity intends to be. All early discussions of this nature during the proposal prepartion and prototyping phase were colored by insistence of proponents of other Wikimedia Foundation sponsored that Wikiversity never be allowed to compete with them for purpose or participants. Usual rationale stated against this was duplication of materials on Wikimedia Foundation server hard drive space. Might I suggest you start with sourceforge.org until a firm policy or capability emerges if you intend the code to be run on the student's machines and immediate service is required? The open source Wikimedia wiki software that we depend is actually hosted there to provide easy access and configuration control support. I certainly think we need the capability for classes to download and use java applets or executable binary analysis tools but it raises large hairy issues about security of the files so we do not have vandals or crackers downloading compromised files with virus or spyware to our participants. Maybe you could subscribe to the Wikiversity-L mailing list[http://mail.wikimedia.org/mailman/subscribe/wikiversity-l] and start a policy discussion and/or start a policy discussion under the Organization of Wikiversity Self Management[http://en.wikiversity.org/wiki/Organizing_Self_Management_For_Wikiversity] link off the main page. This certainly bears on both short and long term organizational structure issues. Should each class handle this stuff or should it be filtered through a central group maybe based out of a computer or engineering school. Perhaps it is best if this is handled by Wikimedia Foundation's tech support, perhaps not. My personal preference is that we get a Wikiversity Technical Support group setup and rolling as soon as possible. Our Wikiversity technical developers should participate at the Wikimedia Developers mailing list and their site at Sourceforge. I think the needs of a large learning institution will quickly overwhelm the current Wikimedia Foundation tech staff with routine work unless it can be automated as other features have been at Commons and other places. I think initially either they will need to expand or we will need to provide a lot of initial tech support and then hand the final requirements to their technical staff for final implementation on their servers. [[User:Mirwin|Mirwin]] 22:46, 19 August 2006 (UTC) Well, interesting... I signed up with the mailing list. For what it is worth, choosing a Java applet is intended to ally fears about running arbitrary code from an non-trusted source, since this code is in the Java sandbox. But, I do see the need for a management of source coding/pre-compilation steps. I just had hoped that each interactive lab will have some kind of "steward" to watch over it. I definitely do '''not''' think we should break with the approach of nobody owning anything on the wiki, but it all is "free" as promised. [[User:Awolf002|Awolf002]] 00:12, 20 August 2006 (UTC) :This might be great stuff for junior hackers to increase proficiency with open compilers and to learn code management techniques while working with our sophisticated developers when they all show up and volunteer. There was sombody starting a Java learning program a few months back. When I check back I will keep my eyes open for potential volunteers to point your way. 8) [[User:Mirwin|Mirwin]] 00:56, 20 August 2006 (UTC) ::I'm not so well up on tech issues, but one thing I know is that Wikimedia projects are dedicated to free software and file formats, so if there's a file format that isn't allowed on Wikisource or Commons, there's a good chance it's not allowed on all Wikimedia projects. Please, though, correct me if i'm wrong. In general, Wikiversity does need to look into its tech needs/requirements, and it would be great if people interested in wikiversity would participate in tech discussions. Most of this is on the [http://mail.wikipedia.org/mailman/listinfo/wikitech-l wikitech mailing list] or on IRC channels: #wikimedia-tech or, more generally, #mediawiki (on Freenode). I'd say peopel there would be better equipped to deal with technical questions than people here (though I could be wrong :-)) In any case, it's great you're trying to apply this to your own learning materials/course. [[User:Cormaggio|Cormaggio]] 10:00, 20 August 2006 (UTC) =20 August 2006= == [[Wikiversity:Wikiversity mission|Wikiversity mission]] == Please contribute to developing and refining the mission statement for Wikiversity. '''To participate''': please post or edit a sentence here that characterizes what you think Wikiversity is and can be: '''[[Wikiversity:Wikiversity mission|Wikiversity mission]]'''. The [[w:Delphi method|Delphi method]] is suggested as a participatory way to develop a mission statement. The method enables a wide range of input to achieve a synthesis of what is best in previous and current creative work. -- [[User:Reswik|Reswik]] 03:19, 20 August 2006 (UTC) == [[School:Department of Philosophy|New department (philosophy)]] == '''Want to pat self on back, encourage others to participate''' I like [[w:philosophy|philosophy]], so I started the [[School:Department of Philosophy|Department of Philosophy]] in the [[School:Humanities|School of Humanities]]. I'll post a heads-up at the [[w:Wikipedia:WikiProject Philosophy|WikiProject Philosophy]]. [[User:Koavf|Koavf]] 06:06, 20 August 2006 (UTC) == OpenCourseWare == I was quite excited to learn that some institutions such as MIT releasing content as "OpenCourseWare." We need to have a clear policy or guidelines on how we use or don't use this material. The big issue will be licensing. E.g. the [http://ocw.mit.edu/OcwWeb/Global/terms-of-use.htm MIT OCW Creative Commons license] requires attribution. Perhaps we can have templates, placed at the bottom of pages or sections, stating that the material is based on or uses materials from institution X. Starting points: * [http://opencontent.org/ocwfinder/ OCW Finder] * Note that not all OCW sites are on the OCW Finder - e.g. [http://ocw.osaka-u.ac.jp/ OSAKA University Open Courseware] ([http://ocw.osaka-u.ac.jp/courselist.php course list]) *[[google:open-course-ware+OR+open-courseware+OR+opencourseware|Google results]] --[[User:Singkong2005|Singkong2005]] 07:38, 20 August 2006 (UTC) == Demarcating Wikibooks & Wikiversity == We don't want confusion or duplication of materials... but I couldn't find anything on Wikiversity to explain exactly what goes there and what goes here. Wikibooks is for textbooks, Wikiversity is for course material... but there's a lot of overlap, so clarification is needed. --[[User:Singkong2005|Singkong2005]] 08:11, 20 August 2006 (UTC) :Basically, we are to Wikibooks what a school is to a bookstore/publisher. We use Wikibooks plus other materials (both hosted here and elsewhere) and combine that for the purpose of facilitating learning about a subject. Does that make sense? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:12, 20 August 2006 (UTC) ::Yes, but Singkong's question is a valid one - I think we need to make that clearer for newcomers to the project (and, aren't people coming in at quite a rate..?). I started [[Wikiversity:Adding content]] (which needs work) to help newcomers, but we probably need a better introduction page (or two). [[User:Cormaggio|Cormaggio]] 15:49, 20 August 2006 (UTC) :::Thanks. My impression was that it was something like sebmol described. However, [[Topic:Foreign Language]] says: ''Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing!'' It seemed like this suggestion perhaps shouldn't be in Wikiversity, and so I looked for clarification. :::I gather discussions have taken place somewhere about what exactly Wikiversity is? Can they be used as the basis of some help and introduction pages? --[[User:Singkong2005|Singkong2005]] 16:19, 20 August 2006 (UTC) ::::Have you read [[Wikiversity:Wikiversity project proposal]] and the pages that it links to? == Specific name space for learning groups == I would propose to create a specific name space called <nowiki>[[Learning group:XXXX]]</nowiki>. The pages on the "learning group" name space could be: *The meeting point of those users studying in these groups. *The place where they can share questions and answers, as well as useful information related to those studies. *The pages in this namespace should be able to have subpages (<nowiki>[[Namespace:Page/Subpage]]</nowiki>) where the learning group can organize archives, different activities,... I think that having a differentiated namespace for that purpose would facilitate organizing content in the whole project of Wikiversity. What do you think about?--[[User:Javier Carro|Javier Carro]] 08:33, 20 August 2006 (UTC) :I think that's what the main namespace should be used for. Learning projects have talk pages that can be used exactly for that purpose. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:52, 20 August 2006 (UTC) ::Ups, sorry. I didn't read previously [[Wikiversity:Naming conventions]] and [[Wikiversity:Namespaces]]. --[[User:Javier Carro|Javier Carro]] 11:08, 20 August 2006 (UTC) == Centralized discussion == We seem so scattered around on this project - can we designate a place to have centralized discussions, say, like a cafeteria? --[[User:HappyCamper|HappyCamper]] 10:31, 20 August 2006 (UTC) :This is it, right here. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:49, 20 August 2006 (UTC) ::Great! --[[User:HappyCamper|HappyCamper]] 11:04, 20 August 2006 (UTC) == A case in study - Wikipedia's Reference Desk == Perhaps I am misunderstanding what this project is all about, but I am finding it difficult to grasp what exactly it is we are trying to do here. I thought it might be prudent for me to share some experiences I've had over on Wikipedia - specifically at the [[w:Wikipedia:Reference desk|Reference desk]]. I have watched the desk grow from a single page which dealt with a potpourri of ideas, to one where we have multiple pages for different topics. At the moment, the way I see it, Wikiversity aims to be an efficiently run institution analogous to the reference desk. Multiple topics with multiple participants collaboratively answering and asking questions on a certain topic. Of course, with slight modifications here and there, but essentially, topics should accumulate I bring this up, because it is apparent from the success and popularity of the reference desk that much of that can carry over to this project. It is by far, one of the most heavily edited project pages. It is also edited by the most diverse of Wikipedians. The ratio of productive edits to vandalism is the highest amoung comparable pages of that size. The amazing thing is that there are actually very few institutionalized rules for governing the operation of the reference desk. There are rarely conflicts on the desk which cannot be resolved within a day or so. I am optimistic that we can achieve that here as well. In fact, I might suggest that we create a reference desk somewhere here, just to get everyone together and work collaboratively. In this way, at least we can quickly accumulate a critical mass of editors working on "scholarly stuff". --[[User:HappyCamper|HappyCamper]] 11:04, 20 August 2006 (UTC) :I like the idea of relating the reference desk to this project. I mean, in a sense, the reference desk doesn't really fit into Wikipedia. It's just a means to learn about something, which is what Wikiversity strives to be. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:14, 20 August 2006 (UTC) ::Oh yes, HappyCamper, we will definitely benefit from a space akin to the Reference Desk, where people can ask questions and then be directed to the materials or communities on that subject. Your experience in helping us in this regard is invaluable :-) [[User:Cormaggio|Cormaggio]] 15:52, 20 August 2006 (UTC) :::Wikiversity has [[Wikiversity:Help desk]] --[[User:JWSchmidt|JWSchmidt]] 16:05, 20 August 2006 (UTC) ::::Is that intended to serve as a help desk for Wikiversity, like a reception area or call-in centre? --[[User:HappyCamper|HappyCamper]] 20:06, 20 August 2006 (UTC) :::::I think Wikiversity will eventually have many "help desks".....asking questions is so fundamental to learning. We also need something like a "request desk" where people can just drop by and say what they would like to be able to learn about at Wikiversity. Even a "suggestions and comment box" would be useful. --[[User:JWSchmidt|JWSchmidt]] 21:37, 20 August 2006 (UTC) == Another question == How is course material written here different from a textbook? Can we say, perhaps that what is written here is like course notes for a textbook? --[[User:HappyCamper|HappyCamper]] 11:58, 20 August 2006 (UTC) :The idea here is to develop learning materials. Those can come in the form of a textbook, something like course notes, or really almost anything.--[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 13:26, 20 August 2006 (UTC) ::Is there anyway to develop a wikipowerpoint? --[[User:Rayc|Rayc]] 13:58, 20 August 2006 (UTC) :::Could you be more specific about what you have in mind? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:20, 20 August 2006 (UTC) :::FWIW, you can save PowerPoint files as image files (pdf) and then upload that to the wiki (though i'm not sure if that's what you were asking). [[User:Cormaggio|Cormaggio]] 15:54, 20 August 2006 (UTC) ::::Well, making PPT files and then uploading them would work, but what if there was a misspelling on page 2. You would have to download it, edit it, then uploaded it again. There would be no way of seeing diffs or even telling it was the same presentation without compairing it. Would be neat to have a wiki-equlvanat to PPT, just like this page is an equvalant to word.--[[User:Rayc|Rayc]] 20:43, 20 August 2006 (UTC) :::A simple picture slideshow or animation would work better.--[[User:The Winged Self|The Winged Self]] 03:27, 21 August 2006 (UTC) One way to think about the nature of Wikiversity content is to create a system for selecting [[Wikiversity:Featured|featured content]]. --[[User:JWSchmidt|JWSchmidt]] 21:30, 20 August 2006 (UTC) :that's a good suggestion. Let's work on getting a few good pieces togeather as opposed to more scattered tidbits.--[[User:The Winged Self|The Winged Self]] 03:27, 21 August 2006 (UTC) I think that wikiversity should rely hevily on multimedia to augment the learning. Lectures similar to wikipedia's recorded articles would be a good place to start; videos of powerpoint-style presentations or videos of learning concepts (i.e. a chemical reaction or a car engine running) also have huge potential.--[[User:The Winged Self|The Winged Self]] 03:27, 21 August 2006 (UTC) ---- This discussion reflects the confusion on Wikiversity - that the project hasn't clarified what should go in Wikibooks, and what should go in Wikiversity. See my question at [[#Demarcating Wikibooks & Wikiversity]]. Note that Digitalme's comment in this section (about develop learning materials including textbooks) contradicts sebmol & Cormaggio's answers to the ''Demarcating Wikibooks & Wikiversity'' question. I don't mean to be harsh - confusion is understandable, be we need to deal with it immediately and nip it in the bud. I've heard comments to the effect that Wikiversity won't conflict with Wikibooks, but where is this written down? --[[User:Singkong2005|Singkong2005]] 04:24, 21 August 2006 (UTC) :It is written down at meta in many of the discussions regarding what Wikiversity is not. It is further defined by Wikibooks Mission Statement to write "NPOV" "Textbooks" only. Wikiversity's requirements are much looser as we intend to host actual learning processes for actual people. Not just textbooks suitable for others to use elsewhere. Many of the materials already drafted at Wikibook use links to Wikibooks texts as well as FDL'ed texts and copyrighted texts around the web to form their lesson plans or outlines or notes. So basically Wikiversity is going to be slightly more generic learning materials and processes while the best of the material should migrate to Wikibooks as high grade NPOV textbook quality material to be published and maintained there. [[User:Mirwin|Mirwin]] 05:48, 21 August 2006 (UTC) ===where is this written down?=== The idea that Wikiversity participants can develop textbooks contradicts nothing. Wikiversity participants can work to develop textbooks, but all textbooks will be kept at Wikibooks. Please read the [[Wikiversity:Wikiversity project proposal|project proposal]]. If the statement, "Wikiversity is not a duplication of other Wikimedia projects," is not enough for you, follow the link to [[Wikiversity:What Wikiversity is not]] where it says: "Wikiversity is not a repository of textbooks". Textbook development is going to be a very minor part of Wikiversity. Most [[Portal:Learning Projects|Wikiversity learning resources]] will not have anything to do with textbooks. --[[User:JWSchmidt|JWSchmidt]] 06:58, 21 August 2006 (UTC) == Philosophical things == For want of a better place to write and share ideas, I think we need to be a bit careful about the sort of thinking we want to establish here. Do we wish to take on the traditional rationalist approach used in most universities around the world? Or should be consider Wikiversity as a sort of experimental place for alternative educational strategies? What balance should we have between different extremes? --[[User:HappyCamper|HappyCamper]] 12:22, 20 August 2006 (UTC) :Good question - and one which will need its own page to address :-). I think that, since different people learn in different ways, and every teacher has a preference for (a) particular form(s) of pedagogy, we will need to be open to different kinds of materials - conventional and radical. Personally I think we should be trying new things (I think that's one of the whole points of Wikiversity), but that we should also try to be relevant to the teacher who needs some material for their next day's class, for example. In any case, the idea of setting up a page outlining different pedagogies is an excellent one - and which was also suggested during Wikimania. How about [[Wikiversity:Pedagogies]]? Or [[Wikiversity:Teaching and learning styles]]? [[User:Cormaggio|Cormaggio]] 16:01, 20 August 2006 (UTC) ::Wikiversity does have [[Wikiversity:Learning]]. --[[User:JWSchmidt|JWSchmidt]] 16:12, 20 August 2006 (UTC) :::Yes, I meant to add that in - thanks John. [[User:Cormaggio|Cormaggio]] 16:28, 20 August 2006 (UTC) ::::The balance is inherent in alternate material being a quick click away. Also, our Custodians and regular users are certainly going to be alert for false advertising that leads us astray. Keep in mind that any user can delete any link or descriptive paragraph they feel misleads them into inappropriate or incorrect areas of the stacks. Just as militant groups will not be able to restrain others in accordance with their thinking it will be difficult for "alternate" or "experimental" groups to mislead people into their material. The key to the scenario as I paint will be willing knowledgeable participation of our regular learners and mentors. Bold editing as appropriate. Ultimately the large volume of participants will evolve and protect sensible link routes into various materials. [[User:Mirwin|Mirwin]] 05:55, 21 August 2006 (UTC) == Participants of Wikiversity == Yes, yes...I know I'm the only one posting here at the moment :-) But I was wondering...what is the name of a participant of Wikiversity? Would it be a "wikiversian"? But this sounds very clumsy. I wonder if there might be a better alternative? --[[User:HappyCamper|HappyCamper]] 12:46, 20 August 2006 (UTC) :Please check [[#Naming]] further up this page. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 13:00, 20 August 2006 (UTC) ::Oops, I missed that. Thanks. --[[User:HappyCamper|HappyCamper]] 13:13, 20 August 2006 (UTC) == Custodian candidates == Please check [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] to see who's been applying to be a [[Wikiversity:Custodianship|Custodian]]. Candidates who have gone through mentorship will be up for discussion by the community so take a look and ask questions. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 16:15, 20 August 2006 (UTC) :[[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] <-- this page is for community comment. At Wikiversity sysops are called "custodians" (sysops are usually called "adminstrators" at other Wikimedia projects). =21 August 2006= == User Profile? == Some one point me in the right direction if I’m just lost, but is there a specific place where a user such as myself can my own profile so as to create a level of respectability with my contributions? --[[User:Michael|michael_DesignNZ]] 00:27, 21 August 2006 (UTC) okay ignore that im just lost found my user page some how.. --[[User:Michael|michael_DesignNZ]] 00:31, 21 August 2006 (UTC) ---- '''REPEATING''' [[#guided tour/introduction|We need a good introduction]] to Wikiversity, particularly for people who are new to wiki. --[[User:JWSchmidt|JWSchmidt]] 02:06, 21 August 2006 (UTC) :At the moment I think the best introduction is the approved proposal. With 37 files transwiki'ed on an adhoc basis it might be a litte hard to find good tour areas. [[User:Mirwin|Mirwin]] 06:14, 21 August 2006 (UTC) ::We could start with a quick introduction for wiki newbies that explains how to use a wiki.[[User:Michael]] did not even know that he had a user page! --[[User:JWSchmidt|JWSchmidt]] 15:34, 21 August 2006 (UTC) ==Bibliography Wiki-Catalogue?== Is there a wiki catalogue for finding out what has been written on a particular subject or by a particular author? Or has there been any attempt at creating a universal catalogue of academic writings? I would assume that this would be an incredible asset to many academics and I would love to know if any such service exists out side of private databases and library catalogues? I have been tempted to start a list of important texts and even websites for my own subject area with the hope that others may add to it but it would be much more productive if there was a central database. There is a proposal for such a project called Wikibibliography at http://meta.wikimedia.org/wiki/Proposals_for_new_projects [http://meta.wikimedia.org/wiki/Proposals_for_new_projects#Wikibibliography] [[User:Michael|michael_DesignNZ]] 04:08, 21 August 2006 (UTC) :Wikiversity needs projects for creating catalogs of publications. Wikiversity currently has this "starter" project: [[Citing Sources]]. The "citing sources" project and all of Wikiversity will need to grow towards the goal of providing easy access to publications that Wikimedia projects need to cite. As a center for scholarship, Wikiversity should participate in developing such "bibliography" projects that will be of use in all Wikimedia projects. --[[User:JWSchmidt|JWSchmidt]] 06:44, 21 August 2006 (UTC) ==Lessons?== Is there a general idea of what the lessons should be like? Should they be written essay-style, or more like an outline to follow? I'm a bit confused as to whether the lessons are meant to be utelized by teachers, students, or both. --[[User:The Winged Self|The Winged Self]] 04:14, 21 August 2006 (UTC) :Any or all of the above. The idea is to cover all areas useful to any learners. We, the advocates of the Wikiversity project for the last two years, are aware that is a gigantic scope which will take a lot of volunteers to hit critical mass. Then it will take a lot of participation by learners and education professionals. Ultimately we hope to be an FDL'ed archive of useful materials for use by anyone elsewhere as they see fit and for the local spontaneous or planned use of new learning processes spawned or joined by randomly arriving participants interested in any specific or general study of "free human knowledge". So <b>Edit Boldly</b> and provide as many different versions as you please to place at different appropriate places in the link mazes accessible as appropriate from different learning portals. [[User:Mirwin|Mirwin]] 06:24, 21 August 2006 (UTC) :Some Wikiversity [[Wikiversity:Learning materials|learning resources]] can be for easy download and use by teachers in bricks-and-mortar schools. Some Wikiversity learning materials might be tutorials that could be used by online learners browsing Wikiversity. Remember, Wikiversity [[Wikiversity:Approved Wikiversity project proposal|has adopted]] a "learn by doing" model of online learning. We need [[Portal:Learning Projects|learning projects]] for Wikiversity participants. In the early stages, good learning projects might involve working on a Wikibooks textbook or creating Wikiversity tutorials. Wikiversity participants can learn about topics while they help build Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 06:26, 21 August 2006 (UTC) == http://wikiversity.org/ gateway == Especially now that there is both the de.wikiversity and en.wikiversity, the gateway page at http://wikiversity.org/ needs to be fixed. [[User:BlankVerse|BlankVerse]] 13:11, 21 August 2006 (UTC) :See: [[#www.wikiversity.org|www.wikiversity.org]], below. --[[User:JWSchmidt|JWSchmidt]] 21:30, 22 August 2006 (UTC) ==Network naming and structure conventions== I am concerned that the current [[Wikiversity:Naming conventions|Naming conventions]] page may prematurely encourage the unnecessary expansion of a hierarchy of substructural elements (division, subdivision, department, subdepartment, etc.). This could lead to overstructuring new projects -- loosing content development items in a mass of mostly unused structure oriented text. This could be quite a turn off to the kind of creative learners and scholars we wish to get involved in Wikiversity early on. Hence, I created this alternate policy: '''[[Naming_conventions/Network naming conventions|Network naming conventions]]'''. In the interest of encouraging creativity and networking, as one experiment in organization (and there should be others) but also as a possible top level view of wikiversity study areas/departments, this network naming policy calls for a strict limit on the hierarchy of school elements (these being school, area, and project). This policy could encourage horizontal spreading of study areas and the creation of various interdisciplinary areas that draw on other areas of study. Hence, diversification of participation in area (department) set up and interdisciplinary cooperation might possibly result. This would make for longer lists of study areas and more inter-areas, but that is the nature of networks. It is an alternative. Perhaps it should be developed first before the hierarchical naming model. Comments? [[User:Reswik|Reswik]] 17:28, 21 August 2006 (UTC) :The '''School>Division>Departmentt>Learning Project''' hierarchy is just an organizational tool. People who are familiar with traditional academic disciplines are going be arriving at Wikiversity in search of pages related to a particular topic of study that they are interested in. They will be able to make use of an [[Wikiversity:Browse|easy to navigate hierarchical system]] that can lead them to the relevant Wikiversity pages. I agree that we want to free Wikiversity participants from the restrictions of conventional categorizations. We are free to invent new portals in the "Portal:" namespace. Learning materials can be arranged into any imaginable categories. Right now we only have a few portals such as [[Portal:Learning Projects]]. Feel free to make new ones. --[[User:JWSchmidt|JWSchmidt]] 17:48, 21 August 2006 (UTC) ::I think that academics can just as easily or even more easily find a subject area with this simple hierarchy: '''School>Area>Learning Project''' with area being a traditional topic name like '''Biology'''. Choosing to represent at the start the organization of topics by the traditional division/subdivision/department/subdepartment/etc. categories (rather than by using simple network language suggested above or some such) brings connotations (and possible assumptions and practices) of authority, power and bureaucratic relations and processes that do not need to be in the project at the start. While we may decide to use such terms in long run, trying some other more flexible structure now could be very valuable. Now the above distinctions may not seem a bit deal but the concepts and structure entailed are quite different. ::Using simple neutral "network"/spatial sounding terms as our first and main (for now) organization scheme might be a very interesting social/organizational experiment. Doing this would fit with and possibly create a synergy in unexpected ways amongst a variety of factors at play in Wikipedia: the nontraditional educational nature of this project, the grounding of this in wiki culture and in the free culture movement, and participant creativity evident in startup projects. Then again, maybe not. Don't know if don't try. Let's talbe the old (for possible later use) and as a first stop on this journey do something a bit new and evocative of the medium and our values. [[User:Reswik|Reswik]] 23:35, 21 August 2006 (UTC) == Lesson plans - The watering hole concept == I'm in the process of creating some lesson plan pages for physics, and the idea that I have in my head is the watering hole concept. Basically, its 2:30 a.m., you have EM homework due the next day, and the material makes no sense. What I'd like to have is some page that you can go to at wikiversity with links to study materials and hints, which will make it your first destination. Now once you have one confused student ending up at that page, you are likely also to have a lot of confused students showing up at that page at 2:30 a.m., at which point people start discussing things over IRC and you start to develop a community. [[User:Roadrunner|Roadrunner]] 21:07, 21 August 2006 (UTC) :Excellent! This matches my college experience with 400 level physics, a couple of nights a week at the student memorial union. I suggest you remind them they cannot submit copyrighted problems (i.e. an exact problem from their class assignment) but if they modify the problem or submit a problem similar to what they have in their problem sets I for one would welcome a chance to hack through one occasionally with some interaction from other interested parties. If they start early in the week they might have useful examples to compare with their tougher assigned problems. We can build up an example library that way with just a few participants occasionally tackling a problem and categorize them by topic or link to them from lessons. As you say, this might start a community. Particularly if we get active students from multiple institutions. I will try the technique on a couple general engineering classes so we have a couple of data points on how it works and in what disciplines. [[User:68.238.143.225|68.238.143.225]] 08:36, 22 August 2006 (UTC) = 22 August 2006 = == Naming Conventions== Does anyone have an opinion on whether this chain of links meets one of the naming conventions or not? I am having a bit of trouble visualizing what is intended from the naming conventions files. * http://en.wikiversity.org/wiki/Wikiversity:Main_Page * http://en.wikiversity.org/wiki/School:Engineering_and_Technology * http://en.wikiversity.org/wiki/Topic:Engineering * http://en.wikiversity.org/wiki/Topic:Statics * http://en.wikiversity.org/wiki/Lesson:In_Statics_the_Sum_of_the_Forces_is_Equal_to_Zero Thanks for any inputs. [[User:Mirwin|Mirwin]] 09:41, 22 August 2006 (UTC) According to [[Wikiversity:Naming conventions]], "A school does not contain other schools." My advice would be to change the main "Engineering_and_Technology" page to [[Portal:Engineering_and_Technology]]. Why? Because "Engineering_and_Technology" is a good idea, but it contains what are usually called "schools" by universities. In particular, if we had [[Portal:Engineering_and_Technology]] then we could change [[Topic:Engineering]] into [[School:Engineering]]. --[[User:JWSchmidt|JWSchmidt]] 14:33, 22 August 2006 (UTC) :Looks good! Thanks for shuffling appropriately. [[User:Mirwin|Mirwin]] 02:04, 23 August 2006 (UTC) ::I like the idea of using "Poortal" instead of "School". It breaks with tradition, and establishes Wikiversity as something different. Carrying it further, "Topic" shows a remarkable lack of imagination. A "Cupboard" that one opens, and which one enters into a world of discoveries would have a more unique flavour. Thus far people seem to have put in tremendous effort building up all these ticky-tacky boxes to store all the lessons that we do not yet have. Wikipedia had the material long before it had the boxes. The boxes do look a little pompous. [[User:Eclecticology|Eclecticology]] 07:36, 24 August 2006 (UTC) :::"remarkable lack of imagination" <-- At the risk of putting unwanted words into the mouths of those who decided to create the Wikiversity [[Wikiversity:Namespaces|"Topic:" namespace]], I suspect that the "Topic:" prefix was selected ''because'' it is bland. "Topic" pages should be thought of as '''special portals that provide user-friendly access to a collection of learning resources that are related to a particular topic of study'''. The Wikiversity schools each concern themselves with a particular set of several related topics of study. The Wikiversity community [[b:Wikiversity:Wikiversity Schools|long ago decided]] to organize learning resources by making use of a list of schools corresponding to major divisions of academic topic areas. The [[Wikiversity:Naming conventions|Wikiversity naming conventions]] have been developed in order to adapt the [[b:Wikiversity:Wikiversity Schools|list of Wikiversity schools]] to the Wikiversity [[Wikiversity:Namespaces|"School:", "Topic:" and "Portal" namespaces]]. "School:" and "Topic:" pages should be thought of as specialized portals with specific well-defined and strictly limited functions. At Wikiversity a "Portal:" page can be associated with any category that is not more appropriately associated with a "School:" or "Topic:" page. "Portal:" pages are particularly useful for guiding Wikiversity participants into categories of learning resources that are difficult to fit into conventional academic disciplines.<BR>--[[User:JWSchmidt|JWSchmidt]] 12:27, 24 August 2006 (UTC) :Please see my comment about capitalization [[#Capitalization|below]]. - [[User:Dcljr|dcljr]] 22:45, 6 September 2006 (UTC) == www.wikiversity.org == There is now a functioning [http://www.wikiversity.org/ Wikiversity Hub]. It needs to be edited into something nice looking along [http://www.wikipedia.org these lines]. Please contribute to a draft www.wikiversity.org hub page by editing at the [[m:Www.wikiversity.org_template|meta-wiki www.wikiversity.org template]] page.<BR>--[[User:JWSchmidt|JWSchmidt]] 05:18, 22 August 2006 (UTC) :Here's some info from Erik ([[User:Eloquence|Eloquence]]) sent earlier to foundation-l: ::''The content of the portal is wikitext which is inserted into the content of the template, which is HTML (the template therefore needs to be protected, as it can contain JavaScript and the like). You can see an elaborate layout at http://www.wikipedia.org/ , which is made of: http://meta.wikimedia.org/wiki/Www.wikipedia.org_template and http://meta.wikimedia.org/wiki/Www.wikipedia.org_portal . I would suggest that a call for participation is added to the en.wikiversity.org sitenotice (MediaWiki:Sitenotice) to make a nice portal. Because MediaWiki renders the HTML in a very ugly fashion, those who want to work on the design should probably do so in an HTML editor and then ask a Meta sysop like myself to copy it into the template page.'' '''Surely''' someone can do a better job than what's on [http://www.wikiversity.org/ http://www.wikiversity.org/]? Just a logo and two links would be good enough for now. Could someone spare five minutes to do this? [[User:Cormaggio|Cormaggio]] 17:03, 24 August 2006 (UTC) == 1 week old == [[Image:Nuvola apps cookie.png]]There are 326 registered users<BR>--[[User:JWSchmidt|JWSchmidt]] 13:54, 22 August 2006 (UTC) :Happy, happy birthday! -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 13:55, 22 August 2006 (UTC) ::''Joyeux anniversaire'' :) [[User:Guillom|guillom]] 13:57, 22 August 2006 (UTC) == Curricula Vitae == Wikipedia has a general policy of "posting no resumes" on the user pages, but in the case of Wikiversity, I think that might be a little bit too much. There has been some requests for some biographical information on the part of the "instructors" that are invovled with this project and their educational background. I'm just throwing this out there, but I think such information is very useful and that perhaps extended biographical notes can be not only allowed but encouraged strongly, particularly for the leaders of learning groups. This is not to suggest that Wikiversity ought to be a resume posting service, but there are times and places to legitimately have this information. I welcome debate on this topic, especially if there are individuals who understand the reasoning and philosophy behind the anti-resume policy on Wikipedia. I'd like to know the justifications for that policy and to see if those justifications really apply to Wikiveristy. I don't think they do, but I would like to be somewhat cautious. --[[User:Robert Horning|Robert Horning]] 14:25, 22 August 2006 (UTC) :This seems not to be a general rule. German Wikipedia doesn't have it, for example, and there are plenty of users who post their resume. I don't know of any reason why that shouldn't be allowed. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:30, 22 August 2006 (UTC) :In fact I can't even find that rule on the English Wikipedia. Are you sure it exists? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:34, 22 August 2006 (UTC) ::I have not seen this written down explicitly, but it does exist, at least implicitly - very often, curriculum vitae posted on userpages on English Wikipedia are used to for things like job hunting, advertising, and such. Also, a lot of these pages are created by new users who do not understand what a Wiki is. Sometimes, these pages are deleted to protect the user's privacy. Generally speaking, an administrator on English Wikipedia uses their discretion to delete these pages - if it is apparent that the user has no intention of contributing material to the encyclopedia, then it would be deleted. Often, I add a writeup of sorts on the user's talk page to explain what is going on. Many people, especially new administrators, are quite observant of what other administrators do, so I find it important to document such things. Other Wikipedians might give a different interpretation of the above, but it all boils down to common sense, and striving a good balance between the needs of newcomers and the needs of the community. I suspect that this is not documented extensively on Wikipedia, simply because there are too many subtleties involved. One coulde codify this, but it would not be an effective policy. ::Now, I suppose there shouldn't be a problem with someone posting their curriculum vitae here, but I think we want to be careful that Wikiversity doesn't degenerate into a place where people simply meetup with common interests, and then leave. We want to foster communities that will thrive online here, not offline. So for that reason, if curriculum vitae are written for job hunting, it probably should not be here. But, if someone posted that they had experience doing X at company Y, and wanted to share their educational experiences, that might be something to look at - imagine, say, an astronaut documenting about their training and experience here! ::There is quite a lot to say about this, but I'll step back for a little bit to see what happens. One thing that worries me about such a project, is that assuming this becomes a succesful project, the ambiguity in many situations will mean that administrators will need to make very mature and judicious decisions to handle these things. I might even suggest that to make the administrative community more cohesive here, we could do something simple such as the following: Each administrator has a subpage where periodically, say, every month, another administrator comes by, signs it and simply says 'Hey! How are you doing these days? :-) ' - And of course, conversations take off, and checks and balances automatically come in as a result. --[[User:HappyCamper|HappyCamper]] 17:40, 22 August 2006 (UTC) :::I think Wikiversity projects should list only "active participants" on their main pages and no titles should be used. If there is a list of participants on the main page of a project then the participants should state what their personal goals are for helping to developing the project. Additional information about individual participants can go on subpages such as: [[Cell Biology/JWSchmidt]]. --[[User:JWSchmidt|JWSchmidt]] 18:15, 22 August 2006 (UTC) ::::I think right now active mean anyone who made at least one edit to that department's page, which coveres adding yourself to the list. When we get bigger, then we can impose higher limmits.--[[User:Rayc|Rayc]] 18:47, 22 August 2006 (UTC) I agree, resume/CV is very important as far as credibility goes ==Dept. of History== I've taken the liberty to post the first bits in the School of History; however, it is rather general information regarding what "good history" includes, vital themes, etc. I am in search of anyone that may be interested in helping to better structure and develop the school. [[User:NCHE1776|NCHE1776]] == Babel == The first three languages of babel templates have been imported (en, fr, de). If you would like more, please list them at [[Wikiversity:Import]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 17:06, 22 August 2006 (UTC) = 23 August 2006 = == Quizes/ Self Exams == Ther apperently has been some work on making quizes on wikitext. [http://meta.wikimedia.org/wiki/Quizzes Look at this]. The people at mediawiki said brion or another dev would have to install this an an extention. They say it's an ugly hack. Maybe some of our computer science people could take a look at it? "Hint hint" --[[User:Rayc|Rayc]] 01:25, 23 August 2006 (UTC) :Here is another attempt [[m:User:Sent/Poll]]--[[User:Rayc|Rayc]] 01:28, 23 August 2006 (UTC) :[[MediaWiki Project|A possible home]] for Wikiversity efforts in support of this. --[[User:JWSchmidt|JWSchmidt]] 01:30, 23 August 2006 (UTC) ::[[User:Trevor MacInnis]] already has something worked up on his user page! No patch required.--[[User:Rayc|Rayc]] 03:55, 23 August 2006 (UTC) :::Here is the first wikiversity quiz: [[Test and Quiz]] The posted code is not an acceptable implementation, but the idea is sound enough that I might take it, run with it, and write a special page extension; as a rough write-down of what I'm thinking, this would allow creating quizzes in a "quiz" namespace, accessing, e.g. [[Special:Quiz/Foo]], answering questions and having scores totalled up either at the end, or as one progresses. Thoughts? Would this or something like it be usable? '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 11:16, 24 August 2006 (UTC) :What is presently wrong with the<nowiki>{{ABCD}}</nowiki> template? It seems intuitive. I think it would be useful for in text questions and pop quizes, but your right that we need something more advanced with tests. It needs to give grading and have a timer feature. I could work up a subpage system that could do autograding, but it would require 2^N subpages to work (where N=# of questions)--[[User:Rayc|Rayc]] 02:47, 25 August 2006 (UTC) What's wrong with it is that I don't believe in using hackish templates to work around a hole in the software; I believe in using the right tool for the job. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:28, 26 August 2006 (UTC) :Ok, so how do alter the software?--[[User:Rayc|Rayc]] 03:08, 27 August 2006 (UTC) == Animation files for lessons == Do we support uploading animation/video file formats for lessons or should all of these type of audiovisual aids be loaded at WikiCommons? I have a query at their village pump regarding a specific avi file but I am wondering if a generic guideline should be put together detailing how, when, where, why types of things for generic chunks for lesson plans. [[User:Mirwin|Mirwin]] 02:38, 23 August 2006 (UTC) :Maybe just house them here for now? --[[User:HappyCamper|HappyCamper]] 04:24, 23 August 2006 (UTC) ::Yes I think I might try that. I need to load the file into one of my animation tools and create a couple of jpg's for the lesson plan so it will be a while. I have some other computer problems to deal with first. Thanks! [[User:Mirwin|Mirwin]] 08:21, 23 August 2006 (UTC) :Good question, Michael. Commons is meant as the general Wikimedia media repository of course, but it might be a good idea for people to host their media files here first before we decide what's best. I simply mean, will Wikiversity's and Commons' file use policies differ in any way? [[User:Cormaggio|Cormaggio]] 10:26, 23 August 2006 (UTC) == Guided tour == [[Wikiversity:Guided tour]] is up. But it needs work :-) :-) :-) --[[User:HappyCamper|HappyCamper]] 03:04, 23 August 2006 (UTC) == PDF files == Is anyone else having problems with Adobe readers of PDF files or know anything about how to resolve persistent crashing of Adobe reader versions 6 and 7 on Windows XP?. Much of the course work in engineering at MIT's OCW is in PDF files as well as some of NASA's download materials so now after being aware of the problem for six months I am seriously interested in a fix. Any help would be greatly appreciated. [[User:Mirwin|Mirwin]] 08:25, 23 August 2006 (UTC) :I haven't encountered a problem myself... --[[User:HappyCamper|HappyCamper]] 13:57, 23 August 2006 (UTC) == Category Tag Usage == Is it intended to place applicable category tags on individual topic or lesson files? Like this [http://en.wikiversity.org/wiki/Topic:Statics] or this [http://en.wikiversity.org/wiki/Lesson:In_Statics_the_Sum_of_the_Forces_is_Equal_to_Zero][[User:Mirwin|Mirwin]] 11:23, 23 August 2006 (UTC) :I would think so. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 13:11, 23 August 2006 (UTC) ::Absolutely :-). Eventually (or possible sooner than that) I think we'll need a Metadata system in place so that someone interested can quickly find, say, a learner resource for Key Stage 5 on the History of Egypt (or whatever). Categories are our basic way of doign this for now - but we'll probably need something better. [[User:WiseWoman]] is working on this, as far as I know. [[User:Cormaggio|Cormaggio]] 14:09, 23 August 2006 (UTC) ==[[Wikiversity:Motto contest|Motto and slogan contest]]== The revise mission and create motto page is moving slowly so I create this based on comments on talk:main page. '''Feel free to dive in...''' Please list your suggestions for mottos and slogans here: '''[[Wikiversity:Motto contest|Motto and slogan contest]]'''. The very short motto will go with our logo (yet to be chosen) for listing on wikimedia sister projects. The slogan will go on the top of our main page with "Welcome to Wikiversity." A simple contest process is suggested: *list as many mottos and slogans as you wish *add *one* vote for one motto and one slogan *feel free to change vote and add mottos at any time. *winners are the motto and the slogan with strong majority of votes. (there may need to be a run off if a strong majority is not achieved). *voting ends in 15 days: September 7, 2006, 5:00 pm GMT. We may use ideas from the motto and slogan contest to help refine the mission statement. Feel free to post mission statement revisions here: '''[[Wikiversity: Wikiversity mission|Wikiversity mission]]'''. --[[User:Reswik|Reswik]] 14:05, 23 August 2006 (UTC) == Problem set questions and answers == This page -- [[w:Seven Bridges of Königsberg]] -- might be of interest for those who want to develop question/answer type materials. Scroll down to the bottom, and there are sections which hide various portions of the solution. --[[User:HappyCamper|HappyCamper]] 15:09, 23 August 2006 (UTC) ==Logo for Wikiversity== Hello. A logo discussion for Wikiversity has started on meta: [[m:Wikiversity/logo]]; feel free to share your ideas. [[User:Guillom|guillom]] 16:15, 23 August 2006 (UTC) ==Use new main page design?== '''[[Wikiversity_talk:Main_Page#New_page_design|Please comment soon]]''' on talk:Main page for the new main page design created by Trevor: [[User:Trevor MacInnis/MainPage]]. This is probably not big issue so there is short timeline suggested: 24-48 hrs perhaps. Just seems good to check that no one objects. Can always revise if strong feelings emerge later. [[User:Reswik|Reswik]] 18:47, 23 August 2006 (UTC) :Voting is evil; please ''discuss and share opinions'' :) [[User:Guillom|guillom]] 20:21, 23 August 2006 (UTC) ::Voting is not evil, though many voting processes are messed up these days. :) While consensus through discussion is a wonderful objective and should be tried whenever possible, large groups have to have some sort of voting process, at least as fall back option, in order for any kind of collective decision making to unfold. Anyway, this is just a straw poll to check if anyone objects to the new design. And: I changed the wording '''"comment"''' from "vote". If you don't mind, please take time comment on the new design -- we need a few folks to indicate if they care one way or another or not at all about the change to a new design. Thx, [[User:Reswik|Reswik]] 20:32, 23 August 2006 (UTC) :::Voting is a double edged sword :P -- I don't care one way or the other, so long as we're clear that this place remains perpetually welcoming for changes that are healthy. --[[User:HappyCamper|HappyCamper]] 20:35, 23 August 2006 (UTC) ::::And unavoidable. ;) Ongoing flexibility would be nice - but wonder if that will turn out to be the case -- one thing is for sure: we will only see ongoing flexibility if we build our systems flexibly and keep a culture of participation going. Regarding voting: Whatever you call your group decision making -- "voting," "selecting," "rough consensus," "group process," or whatever -- eventually if there is not unanimous agreement, you have to decide what at what threshold percentage the minority opinion will be overruled (while retaining their comments in the log) in interests of moving forward. I really like that wikimedia projects look for strong majorities of 70 to 80% before moving on. Very nice. If we could do better, great. [[User:Reswik|Reswik]] 00:13, 24 August 2006 (UTC) :::::I still agree with the general principle that voting is evil and should be avoided if possible. For the main page design, please feel free to make changes and implement them if no negative feedback has been offered. If negative feedback is give, we can discuss how to incorporate various visions into one. That surely is the model we are working under, not a majoritarian democracy. [[User:Cormaggio|Cormaggio]] 10:10, 24 August 2006 (UTC) ::::::A vote is at minimum a concise opinion, often it is a reasoned position. This "voting is evil" crap should probably be treated as trolling. Are the currently appointed admins seriously trying to imply they are going to ignore an opinion survey's (or vote) majority position on any particular issue which they happen to disagree with? Custodial agents applying the "consensus" of the community is getting to be a pretty thin fiction if "votes are evil" campaigns are allowed to discourage systematically collecting the community members opinions or current positions on various issues. Perhaps it is time to consider implementation of a secret vote mechanism so members of the community do not feel constrained by existing custodial agents' position that "votes are evil" when choosing to express their own position. I think Debian has a serious voting mechanism that could be adapted effectively. [[User:Mirwin|Mirwin]] 05:55, 25 August 2006 (UTC) :::::::Votes can be used as a quick indicator of opinions, sure. But if, say, 49% of us were in favour of a policy and 51% opposed it, it would not be wise to adopt that policy as is. Consensus is an attempt to move beyond making voting necessary - that is what is meant by the maxim of voting is evil - see [[m:Polls are evil]]. [[User:Cormaggio|Cormaggio]] 09:14, 25 August 2006 (UTC) :::::::"Custodial agents applying the "consensus" of the community" <-- There are two key issues when a custodian looks at the result of a vote. First, the custodian must wonder: "to what extent does the vote really indicate the views of the Wikiversity community?" One of the ways that "'''voting is evil'''" is that vote results often do not reflect the views of all community members, rather, they reflect only the views of the few who bothered to vote.....yet partisan voters will claim that the vote reflects community consensus even when it does not. Second, a custodian must judge if vote results are in conflict with the goals of the Wikiversity project. If a few editors set up a vote on some obscure page that results in the conclusion, "Wikiversity is a waste of space and should be deleted," no custodian is required to act on that vote result. That votes can be used as a way to counter or disrupt the mission of a project is another reason that "'''voting is evil'''". Custodians rightly place the mission of the project above the results of votes. --[[User:JWSchmidt|JWSchmidt]] 14:17, 25 August 2006 (UTC) == School of Medicine == I'd like to start the School of Medicine, but thought I'd ask first because I find it rather strange it doesn't exist yet. There are already some redlinks to it. Where and how should I start?--[[User:Stevenfruitsmaak|Stevenfruitsmaak]] 22:41, 23 August 2006 (UTC) Probably should move some content from [[b:Wikiversity:School_of_Medicine]]?--[[User:Stevenfruitsmaak|Stevenfruitsmaak]] 22:52, 23 August 2006 (UTC) :There is a link currently at the top of all Wikiversity pages to request imports of existing files at Wikibooks where the Wikiversity was "prototyped" initially. Files listed there are sometimes slow to showup. Possibly due to the limited number of custodians available to perform routine maintenance or startup tasks on the Wikiversity database. You might wish to request custodialship so you can move the files you desire yourself. [[User:Mirwin|Mirwin]] 07:14, 26 August 2006 (UTC) Anyone frustrated with the rate of page imports should visit [[Help with the migration of Wikiversity pages from Wikibooks]]. --[[User:JWSchmidt|JWSchmidt]] 17:29, 26 August 2006 (UTC) = 24 August 2006 = ==Rounded corners== Can someone please remove the ghastly rounded corners (<span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=MediaWiki:Monobook.css&diff=2303 added to MediaWiki:Monobook.css by Sebmol]</span> on 16 August)? They look jagged and weird in Mozilla browsers, and other software (such as IE) doesn't support them (meaning that the site's appearance is intentionally inconsistent across browsers). Over at the English Wikipedia, people actually made fun of Wikiversity because of this issue (and no one disagreed). &mdash;[[User:David Levy|David Levy]] 02:15, 24 August 2006 (UTC) :This matter has been discussed here previously. None of the Wikiversity [[Wikiversity:Custodianship|custodians]] seem to be concerned about these sorts of subjective evaluations of the Wikiversity buttons. The buttons look fine on my computer. Maybe you need a better display. --[[User:JWSchmidt|JWSchmidt]] 05:50, 24 August 2006 (UTC) ::1. I'd appreciate a link to the earlier discussion. ::2. I sincerely hope that I've misinterpreted your comment, as it seems to imply that Wikiversity sysops are considered a higher level of user and possess the authority to dismiss other contributor's good faith concerns. Again, if that isn't what you meant, feel free to correct me. ::3. There's nothing wrong with my display (the 1400x1050px LCD screen attached to my Thinkpad laptop). For some users, perhaps these actually resemble rounded corners. For me (and many other people) they appear as a series of jagged, partially disconnected lines. This is the one design element that causes websites to look better in IE than they do in Firefox. ::4. As noted above, this is a Mozilla-specific feature. Approximately 85% of website visitors use Microsoft Internet Explorer (in which the rounded corners do not appear). This code creates a major style difference that manifests as users switch from browser to browser or computer to computer (which interferes with the goal of providing a uniform MonoBook interface, and can lead to confusion and frustration for users who don't understand why the appearance keeps changing). For this reason (and the reasons cited above), the inclusion of rounded corners was overwhelmingly opposed during the English Wikipedia's main page redesign process. ::5. What's so desirable about rounded corners? The links at the top are supposed to resemble folder tabs (which typically aren't rounded). &mdash;[[User:David Levy|David Levy]] 06:55, 24 August 2006 (UTC) :::1. [[Wikiversity talk:Main Page]] and [[MediaWiki talk:Monobook.css]] :::2. No, they don't. However, they do have the discretion to make their own decision based on what's best for the project and what the community wants. So far, criticism has only been voiced by users who have had no other significant contributions to the project, hence don't constitute part of the community. :::3. As I said below, please provide a screenshot. On any screen I've worked on the corners are round, not jagged and not disconnected. :::4. "goal of providing a uniform MonoBook interface" - who says that's a goal? :::5. IMO, they make the appearance of Wikiversity less edgy and more friendly. I'd also like to point out that Wikiversity isn't the only Wikimedia project that uses these corners. The change was made and there was no opposition from within the community but general approval. Also, I do have plenty of foulders that have round tabs and I've seen them in many offices too. It's not atypical. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 07:25, 24 August 2006 (UTC) ::::1. Thank you. I see that one individual expressed exactly the same concerns ("jaggy edges," "gaps," "bad browser support," inconsistency, et cetera). ::::2. Your continued dismissal of new users' comments (with the rationale that they aren't members of the community) is illogical and counterproductive. This is a brand new project, so there aren't many experienced users yet. (And of course, most people use IE, so they won't even see the rounded corners and become aware of their existence.) This is something that jumps out at first-time visitors (whose impressions are very important), and you're telling them that their opinions don't matter. And of course, Wikiversity is part of a greater community&mdash;the Wikimedia community. I've been an active Wikimedia contributor for two years (and an English Wikipedia sysop for almost eight months). I'm one of the principal designers of the English Wikipedia main page. It isn't as though I just appeared out of nowhere. Most importantly, this is a MonoBook styling issue, ''not'' an editorial issue. Anyone with an opinion is qualified to express it, as it has no bearing on the site's academic content. ::::3.See below. ::::4. Multi-browser consistency is a widely accepted design goal of websites in general. Why would anyone want to deliberately create an appearance that significantly varies depending upon the software in use? Furthermore, compliance with [[w:World Wide Web Consortium|W3C]] standards (which this code lacks) should be a top priority for all Wikimedia projects. ::::5. I see far more opposition than support, but you've disregarded it. ::::As noted elsewhere, this is the only English Wikimedia project to adopt this element. (That doesn't automatically mean that it's bad, but it certainly doesn't support your contention that it's good.) I'm not fluent in any language other than English, so my direct participation in non-English projects is extremely limited. ::::Folders often have rounded corners, but ''not'' on the scale of these tabs. (I apologize if I haven't adequately conveyed the distinction.) &mdash;[[User:David Levy|David Levy]] 09:01, 24 August 2006 (UTC) :::::I admit I'm somewhat confused about the distinction. I agree that the scale of the rounding leaves a bit to be desired but that's a question of details, not a question of substance. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:19, 24 August 2006 (UTC) ::::::I mean that it's common for folders to have corners that aren't perfectly straight, but the rounded portions don't constitute nearly as large a segment of each tab as this. &mdash;[[User:David Levy|David Levy]] 09:52, 24 August 2006 (UTC) :If you have no greater concerns than the appearance of rounded corners than maybe this isn't the project for you. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 06:00, 24 August 2006 (UTC) ::I never claimed that this issue was my greatest concern, and the above was hardly a cordial welcome. ::Some of my most significant contributions to Wikipedia have been in the area of visual design, and I'm taking time out of my rather hectic schedule to make a good faith attempt to help in that regard. Implying that I should go away because I disagree with you is a rather unkind, uncivil and unconstructive response. &mdash;[[User:David Levy|David Levy]] 06:55, 24 August 2006 (UTC) :::I'm glad that you put so much thought into visual design. If you care to provide a screenshot of what these corners look like on your screen, it would be much appreciated. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 07:25, 24 August 2006 (UTC) ::::Sure, no problem! [[:Image:Rounded corners.png|Here]] is one in actual size. [[:Image:Rounded corners_5x.png|Here]] is one enlarged to 5x actual size. &mdash;[[User:David Levy|David Levy]] 09:01, 24 August 2006 (UTC) :::In regards to civility, responses come in the same tone as the questions that prompted them. Calling something ghastly, jagged and weird, demanding a change instead of asking for a reason for the status quo, and lastly resorting to dubious authority to support a claim that seems based on an attack of our egos (why else would we care if Wikiversity is being made fun of for such a trivial issue) is equally uncivil. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 07:25, 24 August 2006 (UTC) ::::I sincerely apologize if my original post came across as uncivil. That certainly wasn't my intention. ::::I used the adjectives in question to describe my personal assessment of an inanimate thing, and I didn't mean for them to be taken as insults to you or any other person. I also intended for this to be perceived as a request (not a demand) and as an invitation for others to express their opinions. ::::I mentioned the comments from Wikipedia not to attack anyone's ego, but because '''''I''''' was disheartened by them. As mentioned above, this site is a part of Wikimedia, a community of which I consider myself a member. When I saw that people were making fun of our newest project over an issue that you accurately describe as "trivial," this bothered me a great deal. Given the triviality of the problem, I saw this as something that was easily fixable. ::::Again, I'm sorry if my feedback seemed like a personal attack. I, like you, seek only to improve the project. &mdash;[[User:David Levy|David Levy]] 09:01, 24 August 2006 (UTC) :::::I've taken a look at the corners and have to say that they don't appear as jagged on my screen as on the screenshot. That said, I also don't believe it is necessary that all English Wikimedia projects look the same, in fact, they rarely do. In terms of usability, it makes no difference whether corners are round or edged. It's purely an aesthetic questions (which is also why sound argumentation is rather difficult). Please also don't interpret the lack of support for the design change on the talk pages as a lack of support in general. We do talk at other places (especially [[Wikiversity:Chat|here]]) and have discussed this numerous times. To those participating, it didn't appear like this was an issue significant enough to divert their attention away from other more productive pursuits. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:18, 24 August 2006 (UTC) ::::::I'm not claiming that all of the projects should look the same as one another. I'm saying that each individual project should look the same (or as close as possible) by default for all users of graphical browsers. This is nonstandard, non-[[w:World Wide Web Consortium|W3C]]-compliant HTML (a bad idea for a free, open project) and it causes the site's appearance to significantly vary depending upon the browser in use. As you now can see, the rounded corners also look terrible for some users. (That they look okay for you is beside the point.) It also makes little sense for you to disregard opinions expressed here, in favor of opinions purportedly expressed via IRC. &mdash;[[User:David Levy|David Levy]] 09:52, 24 August 2006 (UTC) :::::There's still a lot to do in Wikiversity, visual design questions included. The [[Wikiversity:Community portal|Community portal]] could use some help because at the moment it indeed looks "ghastly" and not inviting at all. Similarly, the school and portal pages could use a little more work in that regard as right now they organized more like articles than like portals. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:18, 24 August 2006 (UTC) ::::::The fact that there are other matters in need of attention doesn't mean that this one should be ignored. &mdash;[[User:David Levy|David Levy]] 09:52, 24 August 2006 (UTC) Ok, everybody - deep breath :-). If this is a problem for some people in some browsers, we should clearly be aware of it and make it easier for people to address. Is this being done at the moment? If not, clearly something needs to be done. Thanks for bringing this up, David. Can anyone address this? [[User:Cormaggio|Cormaggio]] 10:17, 24 August 2006 (UTC) :I'm not a fan of the rounded corners, though I tweaked my custom CSS so they aren't an issue for me. I agree that they make the interface less consistent between browsers and users. I disagree with the amount of arguing taking place, this early in a small project, over what is a fairly trivial issue. If a group of users prefer one visual interpretation, then they can customise their CSS. :It might be advisable for us to keep the straight edges, to maintain a consistent look and feel with ''most'' of the other projects. Or should we go all-out and have our own skin? '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 11:11, 24 August 2006 (UTC) ::Most users have no idea how to set up custom CSS, so the default is what they'll always see. ::I'm disappointed by Sebmol's instance upon retaining the rounded corners because "they don't appear like that on [Sebmol's] screen" and "nobody from the project has complained" (meaning that anyone who hasn't contributed an arbitrary amount of content isn't "from the project" and has no valid opinion on the subject). Even after I provided the requested screenshot (proving that the appearance is extremely sloppy for some), my concerns were dismissed. ::Sebmol's attitude ignores the fact that the most important users of any Wikimedia project are its readers (not merely those who edit). This matter pertains not to editorial decisions, but to the interface that almost all readers see by default. Telling people that their viewpoints are irrelevant (regardless of an issue's triviality) is likely to alienate readers (many of whom are potential contributors). &mdash;[[User:David Levy|David Levy]] 13:54, 24 August 2006 (UTC) :::I never said anything about irrelevance. I do not have much patience however for new or anonymous users coming to the project who start demanding that something be done, especially if it's done in an uncivil tone. If you take a look at prior comments (not yours), you'll see what I'm talking about. Either way, in the interest of civility and constructive discussion I've disabled the rounded corners for the time being. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:08, 24 August 2006 (UTC) ::::Thank you. Please keep the above points in mind when pondering any future decision regarding this feature. I realize that the rounded corners looked good on your computer, but the non-rounded corners look good on everyone's computer. While this isn't nearly as important as the articles' content, it is something that many people care about. &mdash;[[User:David Levy|David Levy]] 14:24, 24 August 2006 (UTC) :::::My own position hasn't changed, I'm just not interested in arguing this anymore. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:35, 24 August 2006 (UTC) ::::::As far as I can tell, your position is based upon what looks good to you. No offense, but that's rather selfish. &mdash;[[User:David Levy|David Levy]] 15:26, 24 August 2006 (UTC) ==Key Wording== At the bottom of the main page the macro "Sisterprojects" included in curlicues states that "Wikiversity is run by the Wikimedia Foundation". This is incorrect. Wikiversity is "run" by its participants. The line should read that "Wikiversity is <b>sponsored</b> by the Wikimedia Foundation or something similar. [[User:Mirwin|Mirwin]] 04:14, 24 August 2006 (UTC) :I changed it to hosted. That's also the language used on Wikipedia. I hope that's not a problem. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 07:31, 24 August 2006 (UTC) Oooh, wording controversies. Love it. Wikimedia provide hosting and financial sponsorship for the projects, and set out key policies that they ''must'' follow...ultimately, the Board of Trustees has final say over what happens (with respect to user behaviour, management, policies, etc.). So what's the correct term? '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 11:09, 24 August 2006 (UTC) :"hosted" works for me. I have not seen Wikimedia Foundation Board Members creating policy[http://en.wikiversity.org/wiki/Wikiversity:Policies] for Wikiversity yet. Final veto over use of servers by a community that can always fork off is not exactly a traditional top down management like "runs" implies. [[User:Mirwin|Mirwin]] 05:40, 25 August 2006 (UTC) ::Please stop telling us we can "fork off", Michael :-) [[User:Cormaggio|Cormaggio]] 09:08, 25 August 2006 (UTC) :::Why? It is educational for people to evaluate the effort required. It provides a certain background to evaluate the sincerity of people shouting "Like it, lump it, or fork it!". Besides, sooner or later (with enough advertising) someone with some serious interest in distributed computing will contact me privately and we will get started building a technical capability easier on the finances and local bandwidth even if we never actually use it for a fork. No "evil vote" required. Plenty of other potential projects exist which could use a distributed infrastructure. [[User:Mirwin|Mirwin]] 06:59, 26 August 2006 (UTC) ::::Interesting - thanks for making your motives clear. You're, of course, free to set up your own project with whatever mission etc you want, using the content of Wikiversity, under an appropriate licence. But until you do so, can we please stop pretending that we are somehow not a part of (and, yes, "run by") the Wikimedia Foundation? We're trying to build a community ''here''. Thanks. [[User:Cormaggio|Cormaggio]] 08:11, 26 August 2006 (UTC) :::::Difficult to build a community by telling people to shut up all the time. You yack about what you want and I will yack about what I want to. [[User:Mirwin|Mirwin]] 07:05, 28 August 2006 (UTC) ::::::Hmm, I can't see how that comment helps us in any way. Nor do I wish anyone - including yourself to "shut up". I want to make the best Wikiversity we can. I think you do too. But my point is that there is no point in talking about forking when there is no reason to do so. [[User:Cormaggio|Cormaggio]] 14:54, 8 September 2006 (UTC) Actually, [[User:Mirwin|Mirwin]], this project is already bound by some policies that govern ''all'' Wikimedia projects; the licencing arrangements being one. Various non-discrimination stuff also applies, as do several other of the "pillars of Wikipedia", which were adopted Wikimedia-wide. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:24, 26 August 2006 (UTC) :Oh, and can we drop the "Wikimedia are evil" attitude when using their server space? The project is more likely to be underlined and written up as a failure if all we do is bitch about how much we dislike Jimbo being in charge. You've got a break here; a wiki hosted on the largest wiki farm in the world, opportunities to advertise the concept off the back of Wikipedia (and pinch or borrow several of their contributors), etc. - take it. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:26, 26 August 2006 (UTC) ::Never have I said "Wikimedia are evil". You must be confusing me for someone else. [[User:Mirwin|Mirwin]] 07:05, 28 August 2006 (UTC) == On IRC #wikiversity-en == From a new Wikiversity editor: "You rely too much on people."<BR>--[[User:JWSchmidt|JWSchmidt]] 21:44, 24 August 2006 (UTC) : 8) After some quality time here he/she shall really be nervous! [[User:Mirwin|Mirwin]] 05:31, 25 August 2006 (UTC) = 25 August, 2006 = == showcase == The learning projects seem to be developing nicely, but now they need people to man them. Once the main page is switched over, we should start working on some way of showcasing things like projects and/leassons. Right now, only the people who created the learning projects know how to get to them and where they are. --[[User:Rayc|Rayc]] 15:09, 25 August 2006 (UTC) :We have [[Portal:Learning Projects]] which is linked to from the main page. Rather than list schools on the main page the [[:Category:Wikiversity portals|major portals]] could be listed. (These portals need to be worked on.) Also, [[Wikiversity:Featured]] needs to be linked to from the main page and developed by the community. --[[User:JWSchmidt|JWSchmidt]] 18:50, 25 August 2006 (UTC) == Whole Department / Lesson thing too confusing == Hi all. I just want to add some Latin grammar notes and am finding this whole school, department, course, lesson thing just too confusing and complicated. What am I meant to do if I just want to add some content, pure and simple? :[[Wikiversity:Browse|Navigate]] to the Wikiversity page that is closest to your topic of interest. Click on the edit button and then type <nowiki>[[new page name]]</nowiki> in the edit window; this will create a hypertext link to the new page. Click the "Save" button. Now find the red link you just created that says "new page name". Click on that link and start [[Help:Editing|editing]] the new page. Type in your information. --[[User:JWSchmidt|JWSchmidt]] 18:38, 25 August 2006 (UTC) ::Content files can also be moved easily later by using the move tab that is enabled on everybodys' screen after a certain small number of edits. If you find or someone creates a better place for the content you are creating you can also request help from other users or a custodian in moving the file. Here would be a good place to make such a request. [[User:Mirwin|Mirwin]] 06:47, 26 August 2006 (UTC) = 26 August, 2006 = == Wikiversity the Movie == The next new learning project, [[Wikiversity the Movie]], has been created. For people who want to act, people who want to write scripts, and maybe even people who play videogames. Enjoy!--[[User:Rayc|Rayc]] 04:39, 26 August 2006 (UTC) == Post/pole construction == I am trying to get information on learning to build agriculural buildings for my small farm. This is my first time on this site so please excuse method of use. Thanks, Edwin Harris : At this point, I'd suggest using [http://www.google.com/ Google], as Wikiversity is still in the self-organisation stages; we'll have better ways of answering that question in 6 months to a year. : [[w:Barn raising]] : [[User:TimNelson|TimNelson]] 09:11, 28 August 2006 (UTC) = 28 August, 2006 = ==Research== Hello, I followed your discussions about original research on wikiversity and I wonder how many projects on en.wikiversity are currently doing original research (or aim to do this)? I'm pretty interested in this matter and I would be very grateful for an answer. Greetings from the german Wikiversity. --[[User:Frank Schulenburg|Frank Schulenburg]] 22:00, 27 August 2006 (UTC) :At the moment, I only know of one, which is the [[Bloom clock project]]. I don't think we have talked too much about this here yet. --[[User:HappyCamper|HappyCamper]] 22:04, 27 August 2006 (UTC) :During the six month beta phase of Wikiversity there will be community discussion of guidelines for Wikiversity research activities. Please join the effort at the [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Hub] to create a system for multi-language discussions about Wikiversity research policy. --[[User:JWSchmidt|JWSchmidt]] 23:16, 27 August 2006 (UTC) :Welcome! I'm glad to finally see someone from the german wikiversity. How do we compair? WE have a bunch of research proect being propsoed, though they are sometimes called "learning projects"--[[User:Rayc|Rayc]] 03:00, 28 August 2006 (UTC) == Report from the german Wikiversity == As Rayc asked how the two wikiversities compare, I would like to give you some information about the things going on at de.wikiversity: * We completely restarted the project on August, 26 with a team of three experienced users coming from the german wikimedia community. During the last four days more than thirty new user accounts were created. Most of them by wikimedians already active in the german wikipedia and wikisource projects. * Actually the [http://de.wikiversity.org/wiki/Fachbereich_Geschichte department of history] is the most active of our ten departments (in german: ''Fachbereiche''). Somewhat away from conventional universities we invited users to create new departments like "Department of virtual construction of knowledge" (''Fachbereich Virtuelle Wissenskonstruktion''), founded on the german Wikiversity by a professor at the university of Eichstätt-Ingolstadt in Bavaria. * We have two research projects, one dealing with the edition of a manuscript from the 16th century (which is being transcribed on the german Wikisource), and another one which is underway to do some oral history about the daily life in the city of Hamburg during the last year of World War II (interviews with contemporary witness). * Yesterday a course on palaeography (in close cooperation with the german wikisource) started. Most of the course participants are Wikisourcians who want to improve their ability to read old manuscripts. So far for today. Warm greetings from the german Wikiversity --[[User:Frank Schulenburg|Frank Schulenburg]] 11:33, 28 August 2006 (UTC) :Fascinating - thanks very much, Frank. Those research projects sound great, and I particularly like your tie-in with other Wikimedia projects. I'd just like to re-iterate John's point above that we really need to work on common (ie international) research guidelines that are realistic to apply to any newly created language Wikiversity. This should be done at [http://beta.wikiversity.org beta.wikiversity.org]. Any help from the participants of the German Wikiversity would be deeply appreciated. Thanks again. [[User:Cormaggio|Cormaggio]] 13:35, 28 August 2006 (UTC) :<small>(Edit conflict with Cormaggio)</small> I have copied your report into the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En ''Reports'' section] of Wikiversity beta, as it deals with multilingual coordination. Thanks for your work Frank! [[User:Guillom|guillom]] 13:47, 28 August 2006 (UTC) = 30 August, 2006 = ===Fantasy School of Education=== [[School talk:Education]] is looking for examples of what partisipants think their "Fantasy School of Education" would be like. All are welcome.--[[User:Rayc|Rayc]] 03:55, 30 August 2006 (UTC) = 31 August, 2006 = == Certification == I wonder will it be possible to give people certificates that they achieved some degree on Wikiversity? At least Brainbench ones are recognized, so why not "Bachelor of Science, 2010, Wikiversity, Earth"? [[User:DarkFighter|DarkFighter]] 01:39, 31 August 2006 (UTC) :An idea: we should create coveted Wikiversity Barnstars! --[[User:HappyCamper|HappyCamper]] 03:11, 31 August 2006 (UTC) :How could we veriiy that they did something? They could just give it to themselves--[[User:Rayc|Rayc]] 04:23, 31 August 2006 (UTC) ::Well, most people will try to pass themselves. We can make tests in-person for every country - an accredited representative of Wikiversity will check the exam. However, certifaction is in far future anyway... [[User:DarkFighter|DarkFighter]] 17:45, 31 August 2006 (UTC) :::I, too, believe that accreditation/"certification" is a far, remote possibility, if at all. But I've been wondering if it would be possible to make connections with accredited institutions/universities so that ''they'' would certify someone for having completed a course in Wikiversity(?) Just a thought.. and FWIW, [[User:Roadrunner]] is interested in this and has posted briefly at [[Wikiversity:Accreditation]]. [[User:Cormaggio|Cormaggio]] 18:08, 31 August 2006 (UTC) :I know that there are certain tests in USA that give you college credit. There are also GEDs. Does anyone know if people can take [[w:Advanced Placement Program]] exams without actually going through a class?--[[User:Rayc|Rayc]] 05:13, 1 September 2006 (UTC) [[Category:Community discussions]] 2904 79081 2007-01-20T16:09:27Z JWSchmidt 20 the astronomy category takes care of this {{nav|School:Physics and Astronomy}} [[Image:Cellarius ptolemaic system.jpg|thumb|right|200px]] '''Welcome to the Department of Astronomy!''' Astronomy is the science of celestial objects and phenomena that originate outside the Earth's atmosphere, such as stars, planets, comets, aurorae, galaxies, and the cosmic background radiation. It is concerned with the formation and development of the universe, the evolution and physical and chemical properties of celestial objects and the calculation of their motions. ==Welcome== Astronomy is a new Department at Wikiversity, and it's growth depends on participation from everyone who seeks to learn here. The basic philosophy is to learn by doing. This is reflected in the content of lessons and activities. But this means more than just reading a lesson and following the directions. We also hope that you will participate in the process of creating lessons. To get started try the lesson on [[Stellar Evolution]] or the activity on [[Observational astronomy]]. For a glimpse of some of the topics that we hope to cover in the future see the [[Topic:Astronomy/Courses]]. If you have any questions about astronomy or requests for topics that you would like to learn, post them to the [[Topic:Astronomy/Help_desk|astronomy help desk]]. ==Things to do== * Cleanup all astronomy related pages and organize * Link to information about supernova/asteroid online searches ** [[Portal:Asteroid Surveys]] * Link to data sources * Link to amateur astronomers societies (and get amateur astronomers to this page) * Load in the astrophysics source code library ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Roadrunner]] *[[User:Suto]] *[[User:Mu301]] Are you interested in Astronomy? Would you like to create instruction material and help out with people studying this topic? Sign up to be a participant by adding your username to this list! ==School news== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== [[Learning project]]: [[Astronomy Project]] - students access public astronomy databases and explore outer space. [[Astrophysics Source Code Library]] = ASCL [[BoomCode]] - GPL Type II supernova collapse code ==Resources== Know any good resources for scholars of this topic? Add them here! ===Wikiresources=== *[[Topic:Astronomy/Wikiresources]] ===External Resources=== *[http://adswww.harvard.edu/ Journal article database] *[http://www.arxiv.org/ Preprints database] *[http://ascl.net/ Astrophysics source code library] *[http://cosmos.colorado.edu/stem/courses/common/documents/hypertext.html Dick McCray's Astronomy Hypertext] *[http://webcast.berkeley.edu/courses/archive.php?seriesid=1906978334 Introduction to General Astronomy, Webcast from Berkeley] ==Careers== * [http://www.hp-h.com/b/astromill/ Astrophysics job rumor mill] * [http://members.aas.org/JobReg/JobRegister.cfm AAS Job Register] * [http://www.aas.org/career/nonacademic/ AAS Non-Academic Astronomy Network] [[Category:{{PAGENAME}}|Astronomy]] [[Category:Wikiversity schools|Physics and Astronomy]] 2906 12464 2006-08-23T06:57:33Z JWSchmidt 20 [[Topic:Art and Design]] moved to [[School:Art and Design]]: move school to school namespace #REDIRECT [[School:Art and Design]] 2908 64496 2006-12-29T06:29:56Z Remi0o 3985 /* Streams */ <center><big>'''Welcome to the {{PAGENAME}} Department!'''</big></center> <center>''Part of [[:Category:Language and Literature|Language and Literature]]''</center> [[Image:Sles_new.jpg|center]] :''For studies of the English Language itself, please see [[Topic:English Language|English Language]].'' Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. '''[[w:Literature|Literature]]''' is literally "acquaintance with letters" as in the first sense given in the [[w:Oxford English Dictionary|Oxford English Dictionary]] (from the [[w:Latin|Latin]] ''littera'' meaning "an individual written character ([[w:letter|letter]])"). The term has generally come to identify a collection of [[w:text|text]]s or [[w:Work (fine arts)|works]], which in Western culture are mainly [[w:prose|prose]], both [[w:fiction|fiction]] and [[w:non-fiction|non-fiction]], [[w:drama|drama]] and [[w:poetry|poetry]]. ==Departmental Description== The study of literary texts (writing judged by a culture to be important for its aesthetic qualities) is an ancient discipline practiced for more than a millenium in cultures around the globe. At the traditional university, literary study was limited to a "canon" or list of literary works from the past deemed to be important for a contemporary student. Wikiversity's Literary Studies program offers discussions of all kinds of literature: from ancient to modern and postmodern periods, examining all kinds of writers, in order to give the wikischolar a full view of the development of human writing. Here, we will not only focus on the analysis of literature, but also the creation of it. Towards this end, we offer both literary studies and creative writing courses in a variety of forms. Search around below and feel free to sign up as a Wikiversity member in order to take part in classes we offer. As more instructors become interested, we'll offer more and more classes. For those of you interested, please direct yourself to the [[Topic_talk:{{PAGENAME}}#Master_Plan| Master Plan]], which is currently 'in progress'. ---- == How to Begin Studying Literature == 1. Use the reading list links below to deepen your knowledge and/or develop your own course of study a. The only way to acquire a literary education is to start reading on your own. The materials here can help you, but the point of reading literature is to learn to analyze the writing and interpet the meaning(s) of the book yourself. b. If you are a high-school graduate, you should be able to make your way through any of the texts on our reading list. If you are still in high-school go to the [[high school reading list]] or some ideas (list is under construction) c. How to get started? Just take a look at the reading list link. Pick 3 titles that look interesting, go to the wikipedia link that tells you something about the authors, borrow the book from the library, or access it on line at Project Gutenberg, and begin. {Little known fact: often the Ancient Literature is easier to read and understand than later literature. Try reading the Norton Anthology selections of the Iliad or the Odyssey, or portions of the world's oldest "novel", the Gilgamesh.} 2. Keep a reading journal. You should do this anytime you read a work of literature, and the process will help you become a better writer along the way. Take notes about your reading in a spiral notebook. You may take notes as you read, or wait until you've completed a chapter. Then write down your impressions of the characters, the action, the "style" (way the characters talk and the words the author uses), the feelings that the author seems to want to invoke, and the mood that s/he is trying to create. * [[Topic:Literary Studies/Reading Lists|Reading Lists]] * [[Topic:Writing Center|Writing Centre]] ==Department news== * '''Date founded''' - Department founded! ==Degree plans== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Streams== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] === Literary Studies === The Department of Literary Studies aims to study, discuss, and explore the significance of textual cultures in both national and international contexts from their earliest traceable beginnings in the Middle East to the contemporary e-book and beyond. We will survey both the Western canon and the burgeoning "canon" of non-Western writings. The term "literature" is to be understood quite widely and may include such written forms as the graphic novel and the pulp novel. === Creative Writing === The basic belief of the writing department is that in order to write, one must read. The following courses should aide you in writing your own work via sections in the specific levels of writing. There are (or will be, hopefully) "instructors" in the Workshop sections to help with private writing, etc. If you have any questions, please use the discussion page within a subject or within the school. * Creative Fiction Workshops * Creative Non-fiction Workshops ** Research Work ** Biography & Autobiography ** Journalism * Poetry Workshops * Screenwriting/Playwriting Workshops ==Units== A full list of units, in alphanumeric order by course code Get to work writing units! Simply make a link to the name of the unit (units are independent pages) and start writing! See: [[Wikiversity:Naming conventions#Unit plan|Unit plan]] ==== Introductions/Survey Courses ==== Proposed units, Literary studies stream I. Introduction: What is Literature and Why should I care? -- geared to frustrated high-school students, high school graduates, and adults of all ages who just never quite got what the fuss was about books (but who know how to read and suspect they're missing out on something worth knowing) reading circles and discussions around: *what questions should I ask myself while I'm reading? *how to read a poem *why are novels so long? *who decides what is trash and what is "literature"? *what books should you start with if you want to understand and appreciate literature? ---- II. Introduction to Word Literature 1, 2, 3, and 4 -- this course conducts a college-level historical survey of some of the most recognized, controversial, influential and sometimes banned written work from around the world. ''[[World Literature 1]]'' -- the Ancient World to the Western Middle Ages ''World Literature 2'' -- The Western Middle Ages to the 18th Century ''World Literature 3'' -- Literatures of the European Enlightenment Project, the emergence of colonial literature in the 2nd and 3rd worlds, and the literatures of global industrialization ''World Literature 4'' -- the 20th and 21st Centuries ====Advanced Literary Studies==== A. some possible learning circles involving theories of literature include: *basic lit theory learning circle -- textual criticism and introductions to aesthetics *learning circle on race, gender and class -- feminist and minority criticism; marxist and post-marxist approaches to literature *learning circle on structuralism and semiotics -- theories of language and their relationship to the study of literature and semiotics (the science of signs). *learning circle on psychological and psychoanalytic approaches to literature -- from Aristotle to Zizek ---- B. Literature-specific learning circles may revolve around themes, historical moments, national movements, specific authors, and/or problems: * The environment in contemporary world literature * Literature of the Napoleonic Wars * Dada and Surrealism * James Baldwin and Gertrude Stein * War and Peace in African Literature ==== Undergraduate ==== * [[LS101C]]: [[Rhetoric and Composition I]] * [[/LS_1102C/]] - Rhetoric and Composition II * [[/LS_ 3000E/]] - Introduction to English Studies * [[/LS 3320E/]] - Shakespeare -- [[User: Atrivedi|Atrivedi]] * [[/LS 3600C/]] - Advanced Composition -- [[User:JustinLillich|JustinLillich]] * [[/LS 3610W/]] - Introduction to Fiction * [[LS 3655C: [[Web Writing]] -- [[User:JustinLillich|JustinLillich]] * [[/LS 3700R/]] - Advanced Rhetoric -- [[User:JustinLillich|JustinLillich]] * [[LS 375CR]]: [[Introduction to Creative Writing]] -- [[User:Atrivedi|Atrivedi]] * [[/LS 3810C/]] - Introduction to Technical Writing -- [[User:JustinLillich|JustinLillich]] * [[/LS 4400W/]] - Introduction to World Literature * [[/LS 4401W/]] - Topics In World Literature * [[/LS 4410F/]] - French Literature * [[/LS 4420R/]] - Russian Literature * [[/LS 4430AS/]] - Asian Literature * [[/LS 4440C/]] - Canadian Literature -- [[Wikipedia:User:measly pawn|measly pawn]] * [[/LS 4500E/]] - Special Topics In Literature and English Studies * [[LS 4501E]] - [[T. S. Eliot]] -- [[User:Timothy J Scriven|Timothy J Scriven]] * [[/LS 4590E/]] - Topics in Nineteenth-Century British Literature * [[LS 5000E: [[20th Century British Poetry]] -- [[User:Atrivedi|Atrivedi]] * [[LS 5001E]]: [[20th Century British Novel]] -- [[User:Atrivedi|Atrivedi]] * {LS 5002AM]]: [[20th Century American Poetry]] -- [[User:Atrivedi|Atrivedi]] * [[LS 4780AM/]] - Twentieth-Century American Novel * [[/LS 4790AM/]] - Topics in American Literature ** [[/LS 4791AM/]] - Political Fiction of the 20th Century -- [[User:JustinLillich|JustinLillich]] * ALTU???: [[Edgar Allan Poe]] -- [[Wikipedia:User:measly pawn|measly pawn]] * [[/Engl 4800/]] - Topics in Advanced Creative Writing ** [[/Engl 4800/Poetry|Poetry]] -- [[User:Atrivedi|Atrivedi]] ** [[/Engl 4800/Fiction|Fiction]] -- [[User:JustinLillich|JustinLillich]] * [[/Engl 4990/]] - Senior Seminar and Thesis Class ** [[Engl 4990/20th Century Poetry|20th Century Poetry]] -- [[User:Atrivedi|Atrivedi]] ====Graduate==== * Engl 5000 - [[/Introduction to Topics in English/]] * ALTG???: [[Epic Poetry]] * ALTG???: [[Romantic Poetry]] ** [[/William Blake/]] -- [[Wikipedia:User:measly pawn|measly pawn]] * ALTG???: [[Victorian Poetry]] * ALTG???: [[Modernist Poetry]] * ALTG???: [[Post-Modernist Poetry]] * Engl 5150 - [[/Contemporary Poetry/]] * Engl 5800 - Writing Workshops ** Workshops Available *** [[User:Atrivedi|Atrivedi]] [[User talk:Atrivedi|Talk Page]] **** [[User_talk:Atrivedi#Short_Stories|Short Stories]] **** [[User_talk:Atrivedi#Poetry|Poetry]] **** [[User_talk:Atrivedi#Playwrighting|Playwrighting]] *** [[User:JustinLillich|JustinLillich]] **** [[User:JustinLillich#Monday|Monday]] === Literary Studies === ==== Introductions/Survey Courses ==== * [[/English Literature Until 1700/]] * [[/English Literature From 1700/]] * [[/American Literature Until 1865/]] * [[/American Literature From 1865/]] * [[/English Postmodernist Literature/]] -- [[Wikipedia:User:measly pawn|measly pawn]] * [[/Multicultural Literature In America/]] ====Advanced Literary Studies==== * [[/English Literature/]] ** [[/Anglo Saxon writing/]] ** [[/Medieval literature/]] ** [[/The birth of the English novel/]] ** [[/Georgian literature/]] ** [[/Victorian literature/]] ** [[/First World War poetry/]] ** [[/Early 20th century English literature/]] ** [[/English modernist literature/]] ** [[/Shakespeare/]] * [[/American Literature/]] ** [[/Early Period/]] ** [[/Modern Era/]] * [[/Post Colonial literature/]] * [[/Literary Theory and Criticism/]] * [[/Computer Based Literature/]] === Creative Writing and Literature (Graduate Level) === The basic belief of the writing department is that in order to write, one must read. The following courses should aide you in writing your own work via sections in the specific levels of writing. There are (or will be, hopefully) "instructors" in the Workshop sections to help with private writing, etc. If you have any questions, please use the discussion page within a subject or within the school. * Creative Fiction Workshops ** [[User_talk:Atrivedi#Short_Stories|Atrivedi - Short Stories]] * Creative Non-fiction Workshops ** Research Work ** Biography & Autobiography ** Journalism ** Technical Writing * Poetry Workshops ** [[User_talk:Atrivedi#Poetry|Atrivedi]] * Screenwriting/Playwriting Workshops ** [[User_talk:Atrivedi#Playwriting|Atrivedi]] === Web Writing === The basic elements of writing for the web will be covered with a wide range of materials. Since the study of the internet and writing in that medium are fairly new, the course is designed as a means of trailblazing education. Those who study it now will be read in later years and the process will inevitably go from there. In this course of study, students will be covering the following: * Weblogs ** Uses in the Academic Setting ** Study of Concepts Regarding Weblogs * Wikis ** Collective Educational Tools ** The Science of Community * Composition with the Computer * Theories and Rhetoric of the Web * Close Reading and Editing of the Internet ==References/Resources== Know any good resources for scholars of this topic? Add them here! [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * General **[[User:Hoopydink|Hoopydink]] * [[#Literary_Studies|Literary Studies]] ** [[User:Atrivedi|Atrivedi]] ** [[User:Gwythoff|Gwythoff]] ** [[User:JustinLillich|JustinLillich]] ** [[User:Smithgrrl|Smithgrrl]] ** [[User:Timothy J Scriven|Timothy J Scriven]] ** [[Wikipedia:User:measly pawn|measly pawn]] * [[#Creative_Writing_and_Literature_.28Graduate_Level.29|Creative Writing]] ** [[User:Atrivedi|Atrivedi]] * [[Writing with Technology]] ** [[User:JustinLillich|JustinLillich]] [[Category:{{PAGENAME}}| ]] [[Category:Literature and English Studies]] [[Category:Language and Literature|{{PAGENAME}}]] 2910 12488 2006-08-23T07:29:40Z JWSchmidt 20 [[Topic:Psychology]] moved to [[School:Psychology]]: move this school to the school namespace #REDIRECT [[School:Psychology]] 2912 12493 2006-08-23T07:33:39Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 2913 12497 2006-08-23T07:37:13Z JWSchmidt 20 [[Topic:Education]] moved to [[School:Education]]: move this school to the school namespace #REDIRECT [[School:Education]] 2915 12504 2006-08-23T07:42:46Z JWSchmidt 20 [[Topic:Electronic Engineering]] moved to [[School:Electronic Engineering]]: move this school to the school namespace #REDIRECT [[School:Electronic Engineering]] 2917 79032 2007-01-20T14:50:50Z JWSchmidt 20 [[Category:Portal|Asteroid Surveys]] http://nssdc.gsfc.nasa.gov/photo_gallery/photogallery-asteroids.html :Some nice photographs including one of the asteroid Ida and its moon, Dactyl. One of these jpegs would make a great top photo for this Asteroid Survey portal if one could discover NASA's policy on using its public domain photographs. http://www.ifa.hawaii.edu/~kaiser/pan-starrs/pressrelease/ :New set of telescopes working together better than all previous combined for asteroid survery. http://neo.jpl.nasa.gov/index.html :NASA's NEO tracking efforts and risk assessment. Nice links to photos available online. http://www.esa.int/esaCP/ESAASPF18ZC_index_0.html :ESA study results regarding estimated quantity of asteroids at large. http://72.14.203.104/search?q=cache:_qGYnX_tF0YJ:www4.tpg.com.au/users/tps-seti/paine_iau_forum.pdf+asteroid+searches&hl=en&gl=us&ct=clnk&cd=13 :Spaceguard report from Sydney. Available in PDF as well. http://72.14.203.104/search?q=cache:ww_ZOE-N-TYJ:www.lpi.usra.edu/books/AsteroidsIII/pdf/3037.pdf+asteroid+searches&hl=en&gl=us&ct=clnk&cd=17 :Summary of NASA's current efforts to locate asteroids. Available in PDF as well. http://near.jhuapl.edu/ :NEAR Shoemaker's web site at John Hopkin's Applied Physics Laboratory. Photographs and data. [[Category:Portal|Asteroid Surveys]] [[Category:Astronomy]] 2918 23318 2006-09-04T00:47:35Z JWSchmidt 20 header Welcome to the '''History of Linguistics Institute''', part of the [[School:Linguistics|School of Linguistics]]. Until we have some more content, enjoy [[:Category:Linguistics]]. Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==Degree plans== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Streams== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==[[Portal:Learning Projects|Learning Projects]]== A full list of learning projects, in alphanumeric order by course code See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Language and Literature]] 2919 23774 2006-09-04T20:14:31Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Literary Studies]] 2921 12532 2006-08-23T08:09:05Z JWSchmidt 20 [[Topic:Music]] moved to [[School:Music]]: move this school to the school namespace #REDIRECT [[School:Music]] 2926 23432 2006-09-04T04:35:18Z Trevor MacInnis 99 redirect to [[Wikiversity:Help desk]], unlikey a search for "help desk" is specifically looking for an engineering one in particular #REDIRECT[[Wikiversity:Help desk]] 2927 80531 2007-01-24T04:14:45Z 76.169.96.232 /* Research projects */ <!-- Copied information out from the eletronical engineering article, and started editing it, in order to follow the same style --> <center><big>'''Welcome to the Civil Engineering School!'''</big></center> <center>''Part of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Civil engineering|Civil engineering]]''' is a professional engineering discipline that mostly relates to the designing, planning, maintaining and construction of subjects such as buildings, large scale workings, drainage, roads and machinery. Civil engineering has a large impact on modern society, as it dictates how lots of proccesses and services work together. Topics covered within the field of Civil engineering include road design, drainage and sewer design, site and machinery layouts, structural engineering, geotechnical engineering, environmental engineering, construction engineering, and surveying. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). ==School news== ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' [[Category:Civil engineering| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] [[Fourier Transforms]] Competition for solution to the reconstruction of the New Orleans basin: conversion to a rigid plane and pole structure extending to the Gulf from the higher plateau preceding the basin. 2928 79418 2007-01-21T03:28:57Z 69.12.185.81 /* Quizes, tests, and exams */ Welcome to the '''Introduction to Calculus''' == Resources == * [[Welcome to "Introduction to Calculus"]] * [[Introduction to Limits]] * [[Introduction to differentiation]] * [[Talk:Welcome to "Introduction to Calculus"|Any questions?]] * [[http://ocw.mit.edu/OcwWeb/Mathematics/18-01Fall2003/CourseHome/index.htm 18.01 Single Variable Calculus]] ==Quizes, tests, and exams== ;{{:Quiz 1 of "Introduction to Calculus"}} : A review on all of this course's prerequisites. ==References== K. Stein, Sherman. Calculus and Analytic Geometry. 2nd ed. New York: Mc-Graw Hill Book Company, 1973. ==Other Wikiprojects== *[[w:Calculus|Calculus from Wikipedia]] *[[b:Calculus|Calculus textbook]] *[[Calculus II]] [[Category:Calculus]]|[[Category:Introductions]]|[[Category:Learning activities]] 2929 77712 2007-01-17T13:17:58Z Massimamanno 5455 /* Comments */ Please help us select: *a final motto *a final slogan '''Round 6''' of the contests, how to selecting amongst tied finalists and choosing specific phrasings from finalist groupings, is discussed in this colloquium post: '''[[Wikiversity:Colloquium#Motto_and_slogan_contests:_selecting_amongst_tied_finalists|Motto and slogan contests: selecting amongst tied finalists]]'''. We have completed '''[[Wikiversity:Motto_contest#Round_5|round 5]]''' of the motto and slogan contests. Round 5 started November 18 with a final slate of two options for each contest which had support of four or more people in round 4. Round 5 lasted until January 15, 2007. ==Goals== We need to create and select: # a Wikiversity motto # a short description (for use with the Wikiversity logo on sister Wikimedia projects) # a slogan There are two contests, using the exact same options, to choose phrases to fulfill these three roles The '''motto''' contest fulfills two purposes, choosing: *A Wikiversity motto, which is a general phrase which conveys the mission of Wikiversity (or part of the mission), which may be inspiring or appeal to a general principle. This purpose emerged in the course of various of the options proposed and selected in rounds 1-3 of this contest. *A "short description," which is a short phrase that describes a Wikimedia project briefly. This was the original purpose of the motto contest. The "short description" will be listed with our logo (see our '''[[m:Wikiversity/logo|logo contest]]''') and project name on Wikimedia sister projects. Here are some Wikimedia logo-name-motto examples: {|width="100%" align="center" cellpadding="4" style="text-align:left;" | align="center" | {{Click || image=Wikipedia-logo-35px.png | link=wikipedia: | width=35px | height=35px }} | '''[[wikipedia:|Wikipedia]]'''<br />The free encyclopedia | align="center" | {{Click || image=Wikibooks-logo-35px.png | link=wikibooks: | width=35px | height=35px }} | '''[[wikibooks:|Wikibooks]]'''<br />Free textbooks and manuals | align="center" | {{Click || image=Wikimedia-logo-35px.png | link=meta: | width=35px | height=36px }} | '''[[meta:|Meta-Wiki]]'''<br />Wikimedia project coordination |} Here are logo-name-motto examples the Wikiversity logo finalist and some of the motto finalists: {|width="100%" align="center" cellpadding="4" style="text-align:left;" | align="center" | [[Image:Wikiversity-world5b.png|38px]] | '''[[Wikiversity]]'''<br />Free learning community | align="center" | [[Image:Wikiversity-world5b.png|38px]] | '''[[Wikiversity]]'''<br />Knowledge is free | align="center" | [[Image:Wikiversity-world5b.png|38px]] | '''[[Wikiversity]]'''<br />Open education |} The '''slogan''' contest is for choosing a descriptive phrase to be listed at the top of our main page just under "Welcome to Wikiversity." We are now into Round 4 of the selection process. The suggested selection process is summarized at the end of this page. ==Previous Rounds== A list of all suggested mottos and slogans from Round 1 are at '''[[Wikiversity:Motto contest/Round 1|Motto contest/Round 1]]'''. A list of suggested mottos and slogans from Round 2, receiving support from at least one person, are at '''[[Wikiversity:Motto contest/Round 2|Motto contest/Round 2]]'''. A list of suggested mottos and slogans from Round 3, receiving support from at least two persons (including similar options with one or more person supporting), are at '''[[Wikiversity:Motto contest/Round 3|Motto contest/Round 3]]'''. A list of mottos and slogans from Round 4, receiving support from at least four persons in round 3 (including similar options with one or more person supporting), are at '''[[Wikiversity:Motto contest/Round 4|Motto contest/Round 4]]'''. ==Round 5== '''Please list your name below in support of only ''one'' motto group and only ''one'' slogan group.''' The winning motto and winning slogan will be the options with majority support. A Round 6 may be needed to refine and select amongst the winning group options. Please share comments in the comment section below that help explain the meaning and intent of mottos and slogans. ---- ===Motto Finalists=== The motto contest fulfills two purposes as discussed in the goals section above. As noted, this contest now includes all options receiving support of four or more persons from both the motto and slogan contests. Please select one option: ====Motto: "Set learning free" group==== * a. Because knowledge should be free. * b. Set Learning Free. * c. Knowledge is free. (Note: This variation, and similar ones, emerged in discussion points.) *'''Support:''' # I support the "knowledge is free" option suggested above. [[User:Jade Knight|The Jade Knight]] 23:07, 15 October 2006 (UTC) # I'm all for the "Knowledge is free" option :) --[[User:Pedro.Gonnet|Pedro.Gonnet]] 09:18, 16 October 2006 (UTC) # [[User:Mathboy965|Mathboy965]] 16:40, 16 October 2006 (UTC) # Support "Because knowledge should be free". --[[User:Cloud668|Cloud668]] 18:58, 26 October 2006 (UTC) # Support for 'knowledge is free' [[User:TDReid|Trevor Reid]] 20:56, 7 November 2006 (UTC) # Definitely "Because knowledge should be free" --[[User:Harriska2|Harriska2]] 9:48, 08 November 2006 PST # I Support the "knowledge is free" option. [[User:Prasoon.agarwal|Prasoon]] 09:33, 17 November 2006 (UTC) # I support "Knowledge is free" [[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> # I support "knowlege is free" [[User:GandalfsWhisper|GandalfsWhisper]] 04:05, 28 November 2006 (UTC) <span style="border: 0px solid;"> # 'Set Learning Free' is definitely the best option. Wikiversity is about education. [[Bensharpie]] 00:01, 07 December 2006 (AST) # How about "For Knowledge is Free"? The word '[http://en.wiktionary.org/wiki/for#Preposition for]' has the both the definitions 'because of' and 'supporting', so "For Knowledge is Free" could be taken as meaning either as supporting "Knowledge is Free" or "Because Knowledge is Free" (as it should be).[[User:Sol1496|Sol1496]] 19:36, 7 December 2006 (UTC) # I definetly prefer Sol's ''For Knowledge is Free'' - another variation to consider: ''(For) Knowledge (is) supposed to be Free'' or we could take ''Wisdom'' instead of Knowledge (maybe knowlegde is more related to wikipedia) - so how so how sounds ''Free (is) Wisdom''? Cya, [[User:Sithem|Sithem]] 16:30, 12 December 2006 (ECT) # For Knowledge is/should be free. # 'Set Learning Free'! [[User:Elatanatari|Elatanatari]] 01:50, 24 December 2006 (UTC) # I support "Set Learning Free", because that's what Wikiversity is essentially doing. [[User:Celebere|Celebere]] 20:30, 1 January 2007 (UTC) # '''Support''' - Both mottos exemplify what Wikiversity is doing, but this one just sounds better. ====Motto: "Open/free learning community" group==== * a. Open learning community / An open learning community * b. Free learning community / A free learning community *'''Support:''' # I think it is important to promote wikiversity as a community space --[[User:Iwoj|Iwoj]] 02:29, 31 December 2006 (UTC) # [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:26, 16 October 2006 (UTC) # Preferably '''a''' (to go along with the "opening minds.." slogan) - though possibly without the indefinite article, ie "Open learning community". [[User:Cormaggio|Cormaggio]] 18:50, 16 October 2006 (UTC) # [[User:Alarob|Alarob]] 21:01, 18 October 2006 (UTC) (who hasn't created a user page yet) # 'Open' describes this project best. [[User:Awolf002|Awolf002]] 00:46, 22 October 2006 (UTC) # Wikiversity spirit. [[User:Guillom|guillom]] 10:07, 24 October 2006 (UTC) # I like '''a''' also. --[[User:Smithgrrl|Smithgrrl]] 02:15, 30 October 2006 (UTC) # '''a.''' [[User:Matteo|Matteo]] 01:46, 31 October 2006 (UTC) # Without anything more inspiring, I would support'''a.''' But I would reorder the words into ''Community for Open Learning'', with the emphasis on ''Community''.--[[User:Hillgentleman|Hillgentleman]] 05:58, 15 November 2006 (UTC) # a. or b. -- [[User:Reswik|Reswik]] 18:01, 17 November 2006 (UTC) # a. or b. as well (got motto and slogan confused)--[[User:Rayc|Rayc]] 21:05, 17 November 2006 (UTC) # b. What about - Free learning for all/ everyone -- [[User:Ron|Ron]] # Preferably b, but a is okay. Good description of what the project is about - if the motto should serve as the 'short description' thingie. --[[User:Lhademmor|Lhademmor]] 17:22, 29 November 2006 (UTC) # My much belated vote for '''b''', preferably with a definite article before it :). [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 08:47, 1 December 2006 (UTC) # A/The free learning community --[[User:Remi0o|Remi0o]] 08:16, 17 December 2006 (UTC) # Support a. [[User:85.204.176.2|85.204.176.2]] 16:11, 21 December 2006 (UTC) ---- ===Slogan Finalists=== "Welcome,Learning is Exchanging Knowledge." This can be ''a short sentence or phrase'' - for listing at top of main page with "Welcome to Wikiversity". As noted above, by the end of round three, the initial alternates below received support from at least four people in either the motto or the slogan contest. Please list your support under one option group: ====Slogan: "set learning free" group==== * a. Because knowledge should be free. * b. Set Learning Free. * c. Knowledge is free. (Note: This variation, and similar ones, emerged in discussion points.) *'''Support:''' # I support the "knowledge is free" option suggested above. [[User:Jade Knight|The Jade Knight]] 23:07, 15 October 2006 (UTC) # I'm all for the "Knowledge is free" option :) --[[User:Pedro.Gonnet|Pedro.Gonnet]] 09:18, 16 October 2006 (UTC) # [[User:Mathboy965|Mathboy965]] 16:40, 16 October 2006 (UTC) # Still the most pithy way to put it (b or c). But maybe not a good motto so use it as the slogan, please. [[User:Awolf002|Awolf002]] 00:44, 22 October 2006 (UTC) # Changed vote to "Knowledge is free." [[User:Talonhawk|Talonhawk]] 22:39, 26 October 2006 (UTC) # Support: "Because knowledge should be free" [[User:Think outside the box|Think outside the box]] 12:37, 31 October 2006 (UTC) # Support: "Knowledge is free." [[User:TDReid|Trevor Reid]] 21:02, 1 November 2006 (UTC) # Definitely "Because knowledge should be free" --[[User:Harriska2|Harriska2]] 9:48, 08 November 2006 PST # Supportting "Set Learning Free." [[User:Prasoon.agarwal|Prasoon]] 09:36, 17 November 2006 (UTC) # b. 'set learning/knowledge free' --[[User:Coz|Aidan]] 17:06, 17 November 2006 (UTC) # Definitely "Let Knowledge Grow" --[[User:B|B]] 5:15, 29 November 2006 PST # b. - a sounds like a Nike-ad and the "open mind"-things make me think of lobotomy --[[User:Lhademmor|Lhademmor]] 17:27, 29 November 2006 (UTC) #*What is [[lobotomy]]?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 08:57, 1 December 2006 (UTC) #**See [[w:Lobotomy]] [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 05:12, 10 December 2006 (UTC) #***What is [[lobotomy]]?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 17:19, 10 December 2006 (UTC) #Because knowledge should be free. --[[User:Remi0o|Remi0o]] 08:18, 17 December 2006 (UTC) #Definitely "Knowledge is free." --[[User:NehpestTheFirst|NehpestTheFirst]] 13:19, 20 December 2006 (UTC) ====Slogan: "opening minds..." group ==== * a. Opening minds through open learning. * b. Open learning to open minds. (Note: This variation, and similar ones, emerged in discussion points.) * c. Open learning for open minds. *'''Support:''' # --[[User:Smithgrrl|Smithgrrl]] 05:59, 16 October 2006 (UTC) # [[User:Cormaggio|Cormaggio]] 18:48, 16 October 2006 (UTC) # --[[User:Alexscho|Alexscho]] 20:53, 18 October 2006 (UTC) # --[[User:CaseInPoint|CaseInPoint]] 13:03, 23 October 2006 (UTC) # -- [[User:Matteo|Matteo]] 01:47, 31 October 2006 (UTC) # -- [[User:Reswik|Reswik]] 18:01, 17 November 2006 (UTC) # With no better options- the others are either too apologetic (''because knowledge is free''), or too generic (knowledge is free).--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 09:08, 18 November 2006 (UTC) # --[[User:Rayc|Rayc]] 17:48, 18 November 2006 (UTC) # Support b.--[[User:Vince|Vince]] 17:44, 2 December 2006 (UTC) # '''Support''' --[[User:NightDragon|NightDragon]] 11:30, 3 December 2006 (UTC) # Support a ---[[User:Haroon|Haroon]] 16:07, 12 December 2006 (UTC) # Support b --- [[User:SlakaJ|SlakaJ]] 22:04, 28 December 2006 (UTC) # Support b -- [[User:Celebere|Celebere]] 20:33, 1 January 2007 (UTC) # Support a [[User:Mos87|Mos87]] 07:05, 2 January 2007 (UTC) ---- ===Comments=== The comments sections for mottos and slogans have been combined for this stage: →"Knowledge means being Free"[[User:Marietta|Marietta]] 14:01, 28 December 2006 (UTC) MariettaBP====Comments:"set learning free" group==== * Because knowledge should be free. :* This one would be better if 'because' was dropped, 'because ' seems like we have to justify Wikiversity, "Knowledge should be free" is more powerful. [[User:CharlieCLC|CharlieCLC]] :* Why even make it conditional? "Knowledge ''is'' free" is even more powerful. [[User:Pedro.Gonnet|Pedro.Gonnet]] 09:33, 10 October 2006 (UTC) :* Why not borrow from Shakespeare? "Thought is free" (The Tempest) --[[User:Lord Pheasant|Lord Pheasant]] 03:05, 14 October 2006 (UTC) :*It doesn't light my desire to learn.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) :*The use of "Because" is very pertinent - it is a bit of a direct lashing out at the publishing companies and the idea that you NEED to pay for knowledge. Many people without the knowledge or understanding of the principles behind wikimedia, GNU, etc might be surprised that there is alternative. The word "Because" brings that to light. --[[User:Harriska2|Harriska2]] 9:48, 08 November 2006 PST :*I think the "Because" is awful - this slogan proposes that we have at the top of our front page: "'''Welcome to Wikiversity - because knowledge should be free'''". This doesn't even make sense as a sentence. I agree with Harriska2 that we are making a case for the freedom of knowledge, but I think we should make that case implicitly, rather than have to shout it out. Wikipedia doesn't have to cry out "because knowledge should be free" - it just says it implicitly. [[User:Cormaggio|Cormaggio]] 18:21, 9 November 2006 (UTC) :*In that case, use because somewhere else such as a slogan. I agree that it sounds terrible: "Welcome to Wikiversity - because knowledge is free"--[[User:Harriska2|Harriska2]] 11:24, 08 November 2006 PST :*I'd also make the point that this phrase is '''entirely inappropriate''' for a motto. The motto is meant to be a short description of the project on the front pages of other sister projects. It should be just that - a ''description'' of the project. About half of the currently proposed mottos are completely unusable - they don't describe what the project ''is'' or ''does''. [[User:Cormaggio|Cormaggio]] 23:52, 11 November 2006 (UTC) Also, just to clarify, I was talking firstly about this is as a ''slogan'' - which goes at the top of the front page of Wikiversity. Mottos are what go on the front pages of ''other projects'', like Wikipedia. In my view, to repeat, this proposal is a bad idea for a slogan - but far worse as a motto. [[User:Cormaggio|Cormaggio]] 08:11, 16 November 2006 (UTC) * Freedom in knowledge, for knowledge <i>is</i> freedom. :*I know I am late, but I would like this one [[User:Massimamanno|Massimamanno]] 13:17, 17 January 2007 (UTC) * Set Learning Free :*Pithy and to the point. Although I like the "Three Nouns" approach, too, cleary we must have the word ''Free'' in the motto! [[User:Awolf002|Awolf002]] 00:00, 25 September 2006 (UTC) :*I like the context free is used in , meaning available and accessible. [[User:CharlieCLC|CharlieCLC]] :*It doesn't motivate me.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) :* ... * Knowledge Is Free :* ... * Free learning tools :*used on Wikibooks main page with Wikiversity logo -- selected by ? :*It doesn't light a fire in my heart.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) * Free learning materials and activities :*used on Wikipedia with Wikiversity logo -- selected by ? :*It doesn't sound like a Motto. A [[:w:motto|motto]] is a set of words you keep for youself, and keep yourself going. Would you work hard for the ''Free Learning Communuty'', or for ''Truth, Beauty,Wisdom''? -[[User:Hillgentleman|Hillgentleman]] 09:17, 16 October 2006 (UTC) *''Another alternative:'' How about a wordplay? "'''Priceless knowledge, at no price!'''" [[Bhaswar]] *Suggested by [[User:Ngober|Ngober]]: "Learning Together Freely" and "Freedom to Learn" or "Priceless Knowledge" and "Free Knowledge for Freedom of Thought" *Suggested by anon. on 11/10/06: Learning across Boundaries. [[User:Greg Davis|Greg Davis]] 20:16, 9 December 2006 (UTC)I don't like references to free - Knowledge is not free. One pays for it with intention, effort, validation and internalization. I'm left with "open" since it cites the spirit of Wikipedia - knowledge from the people, for the people. Or what about Wikiversity: "Now U Know" *What about a motto that combines some of these themes: "Like the best minds: Open, Free and Fair." ====Comments: "opening minds..." group==== * Opening minds through open learning :*See my comment about "openness" under "an open learning community" in the motto comment section. [[User:Reswik|Reswik]] 15:57, 12 September 2006 (UTC) ::*Also: Perhaps including "free" in a variant of the above is a better fit for the Wikiversity context? -- [[User:Reswik|Reswik]] 13:17, 16 October 2006 (UTC). As in: ::*Opening minds through free learning '''I''' like the parallel "open" idea, catchy! But I don't think we're taking full advantage of the versatility of the word "open". An adjective - verb parallel might sink it better... *''Opening school to open minds'' would be my preference. Other alternatives *''Open school, open minds'' *''Open learning to open minds'' *''Open teaching to open minds'' *etc. -- [[User:CaseInPoint|CaseInPoint]] 23:51, 18 October 2006 (UTC) *'''Free Your Mind.''' :* My personal suggestion. --[[User:NightDragon|NightDragon]] 11:33, 3 December 2006 (UTC) ----My idea: Open source, Open minds ====Comments: "open/free learning community" group==== * An open learning community :*I switched my vote from "free learning community" to this for various reasons, including: 1) the appeal of the rich connotations of openness in the context of learning, in spite of my agreeing with the "free" side of debate in the politics of open source vs. free software; 2) the resonance with the slogan with most support below (so far) which uses "open."; 3) this offers our to-be-extensive project an opportunity to contribute (in discussions and on possible page(s) of explanation somewhere) to re-interpreting the implications of open, openness, and opening (in various senses such as development, awakening and liberation) in relation to the meaning of freedom in the free culture movement. [[User:Reswik|Reswik]] 17:28, 12 September 2006 (UTC) :*It doesn't light my desire to learn.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) * Free learning community :*It doesn't sound like a Motto. A motto is a set of words you keep for youself. ''Free learning community'' sounds more like a three-letter advertisement and is more suitable to be a SLOGAN.-[[User:Hillgentleman|Hillgentleman]] 09:12, 16 October 2006 (UTC) :*Reswik, I would rather place the emphasis on ''learning'', e.g. ''Community for Open Learning''.--[[User:Hillgentleman|Hillgentleman]] 07:58, 18 October 2006 (UTC) ::*On reflection, for the motto contest, I prefer the open/free learning/education options -- simpler. --[[User:Reswik|Reswik]] 14:13, 19 October 2006 (UTC) :* It certainly is simple, straight forward, and accurate. If nothing else better comes up, why not stick with simplisty? -- [[User:Zanimum|Zanimum]] 16:41, 29 September 2006 (UTC) :*Yes, plainly. Opening minds or not, let the events speak for themselves.--[[User:Hillgentleman|Hillgentleman]] :*... :*Here are some personal suggestions for a motto: :*1. AN INDIVIDUAL MIND. A COLLECTIVE WEB OF KNOWLEDGE. :*2. KNOWLEDGE...UNLOCKED. :*Something like that. Catchy, and motivational, as a motto should be. I also liked the proposal 'OPEN SCHOOL, OPEN MINDS' made earlier.[[User:62.234.16.29|62.234.16.29]] 22:46, 29 November 2006 (UTC)by giordanellius the motto's got to be catchy. i support 'KNOWLEDGE...UNLOCKED' and 'OPEN SCHOOL, OPEN MINDS'. how about 'FOR THOSE WHO SEEK' [[User:Haroon|Haroon]] 16:03, 12 December 2006 (UTC) how about this: Teaching Each Other well i add mine here hope it will catch someone's attention i tried my best cos this site gives alot and in return i like to give back: <br>:*1. "we share the flair of life" <br>:*2. "we share if you dare" <br>:*3. "wikiducate your mind & soul" [[User:Aymanjabroun|Aymanjabroun]] 17:04, 1 January 2007 (UTC) [Sudhir: 15th January 2007] - Just a suggestion "Free Knowledge for Open Minds [FKOM]". ==Round 6== We may need a round 6 to refine options within the winning groups. ==Selection Process== Many options were listed and did not receive a strong majority in Rounds 1, 2 and 3. Hence, we need additional round(s) to arrive at consensus choice(s). '''About Rounds 4 and 5''' For rounds 4 and 5, alternates in each previous contest having support from at least four people are included, from both the motto and slogan contests. For round 4, both contests included the most supported options from the other contest. This is because some motto contest alternatives could be very good slogans and vice-versa. For round 5, groups with 4 or more supporters in round 4 were included. To possibly create very good alternatives, new options ''very similar in theme'' to existing ones are welcome as suggestions in the comment section. (Mottos and slogans with new themes can be added to the [[Wikiversity:Motto contest/Round 2|round 2]] lists.) Feel free to share comments in the comment sections that help explain the meaning and intent of mottos and slogans. '''Summary of rounds''' *Round 1: the process was: :*list as many mottos and slogans as you wish. :*'''select one''' motto and slogan each, by listing your name by your selection :*at any time, '''feel free to change your selection''' and add mottos or slogans. *Round 2: Invite more support (and support changing) for options with ''at least one person supporting''. *Round 3: Invite more support (and support changing) on options with ''at least two persons supporting''. *Round 4: Reduce options (such as through listing only strongly supported options in each group as one step and droping groups with little support) to those supported by four or more people. *Round 5: Select amongst finalists. *Round 6: Refine options in final groups. Winners are the motto and the slogan with a strong majority in favor. Timeframes: *the first selection round started on August 23 and ended on September 7, 2006, after 5:00 pm GMT. *the second round (which includes the openness of the first round) started on Septermber 7 and ended on September 22, 2006, 5:00 pm GMT. *the third round began September 23 and ended October 15, 2006. *the fourth round commenced October 15, 2006 and lasted until November 18, 2006. *the fifth round will end after sufficient support (hopefully by at least fifty participants) in round 5. *a sixth round will probably be used to refine group options. [Sudhir, 15th January 2007]: Just a suggestion ... "Free Knowledge for Open Minds (FKOM)". I hope it gels with the mission of "WIKIVERSITY". ==Related Projects== *'''[[m:Wikiversity/logo|Logo contest]]''' for Wikiversity on meta. *'''[[Wikiversity:Mission|Wikiversity mission]]''' - We can use ideas from the motto, slogan and logo contests to help refine the mission statement. Feel free to post mission statement revisions. 2930 12635 2006-08-23T13:37:09Z Ray Shan 374 Redirecting to [[School:Business]] #REDIRECT [[School:Business]] 2931 12636 2006-08-23T13:37:45Z Ray Shan 374 Redirecting to [[School:Business]] #REDIRECT [[School:Business]] 2932 26295 2006-09-11T14:56:22Z JWSchmidt 20 #REDIRECT [[Topic:Entrepreneurial businesses]] #REDIRECT [[Topic:Entrepreneurial businesses]] 2936 62532 2006-12-24T08:15:36Z Juan Marquez 4523 /* Departments */ +t <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> Higher algebra studies the algebraic structures that arise in higher mathematics and unifies various themes that run throughout mathematical experience. Physicists may be most familiar with groups, but group theory pervades many parts of mathematics and arose to solve a primarily mathematical problem. Category theory is a relatively new birth that arose from the study of cohomology in topology and quickly broke free of its shackles to that area and became a powerful tool that currently challenges set theory as a foundation of mathematics, although category theory requires more mathematical experience to appreciate and cannot in its current state be reasonably used to introduce mathematics. It has also found many applications in the physical sciences. ==Subdivision news== * '''Wednesday, August 23, 2006''' - Subdivision founded! ==Departments== Feel free to add departments if you have a specific course in mind. * [[Topic:Introduction to Modern Algebra]] * [[Topic:Group theory]] * [[Topic:Category theory]] * [[Topic:Representation theory]] * [[Topic:Multilinear algebra]] [[Category:{{PAGENAME}}| ]] 2937 12665 2006-08-23T13:56:45Z Ray Shan 374 [[Topic:Production and Operations]] moved to [[Topic:Operations Management]]: This is the common name used at universities #REDIRECT [[Topic:Operations Management]] 2941 40064 2006-10-26T19:20:47Z HobbesPDX 2497 spelling & a link It is easy to make a mistake drawing a freebody diagram. It is the preliminary analysis of the statics problem and the basis for writing down your balancing equations. Take care to get the diagram correct and if your results are not making sense, review the diagram to be sure it is not misleading you. [[Image:Polea-simple-movil.jpg|thumb|right]] Notice that while the force on the rope is correctly propagated as the same on both sides of the pulley the forces as provided are not possible. After the force on the left is decomposed into an X and Y [[w:Cartesian|Cartesian]] component to add to the other forces, they do not balance. This weight must be swinging to the left as shown until there is a restoring force to the right. The Weight straight down is not balanced by the vertical component of the rope on the right. So the weight must be sinking. This diagram is not in static equilibrium so it cannot be analyzed for useful information using static methods which assume the system shown by the free body diagram is in static equilibrium (motionless). Insert some free body diagrams to illustrate the point. Example problem: Given that the shown rope tension is incorrect, find the correct tension in the rope for the Weight and Pulley Configuration shown. [[Image:Polispasto2.jpg|thumb|left]] [[Category:Physics]] 2942 48512 2006-11-25T20:01:06Z Rayc 57 cat <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> This division deals with the foundations of modern mathematics. ==Subdivision news== * '''Wednesday, August 23, 2006''' - Subdivision founded! ==Departments== Feel free to add learning materials to the existing courses, or add an additional course if you deem it necessary. * [[Topic:Modern Set Theory]] * [[Topic:Mathematical Logic]] * [[Topic:Model Theory]] [[Category:Pure Math]] 2943 23778 2006-09-04T20:15:55Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Master of Business Administration]] 2945 23441 2006-09-04T04:39:33Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Topic:Master of Business Administration]] 2946 23442 2006-09-04T04:40:01Z Trevor MacInnis 99 fix double #REDIRECT[[Topic:Master of Business Administration]] 2947 12719 2006-08-23T14:34:43Z Rayshan 375 [[School:Master of Business Administration]] moved to [[Topic:Master of Business Administration]]: MBA is not a school, therefore renaming to Topic #REDIRECT [[Topic:Master of Business Administration]] 2949 62533 2006-12-24T08:21:08Z Juan Marquez 4523 /* Departments */ +t <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> ==Subdivision news== * '''Wednesday, August 22, 2006''' - Subdivision founded! ==Departments== Topology is the natural evolution of analysis to a more general level. Whereas analysis was concerned with the implications of continuity on the familiar spaces of R<sup>n</sup> and C<sup>n</sup>, topology seeks to explore all the types of mathematical structures where analytical concepts can be applied in some form. From the loose structure of point-set topology to the requirement that objects admit some type of smooth structure in differential topology, this division studies the implications of applying analysis to all the types of objects where it makes sense to define some sort of analytical structure. Note that while topology originally evolved from the study of partial differential equations by Poincaré, the modern student need only bring a knowledge of limits and continuity from a good calculus course with them, as well as a basic understanding of what a group is. * [[Topic:Introduction to Topology]] * [[Topic:Algebraic Topology]] * [[Topic:Differential Topology]] * [[Topic:Knot Theory]] * [[Topic:Geometric Topology]] [[Category:{{PAGENAME}}| ]] [[es:Topología]] 2952 80957 2007-01-25T15:11:54Z JWSchmidt 20 [[Category:High School]] <center>''Part of the [[Topic:Computer Science|Division of Computer Science]] and the [[Topic:Pure Math|Division of Pure Mathematics]]''</center> <hr/> ==Department description== Since there is already a separate division for combinatorics, the pre-requisite combinatorics necessary to study this subject can be introduced as necessary or shared with that division. Graph theory is one of the largest areas of modern mathematics, and also has interesting applications in the physical, life, and computing sciences. The area is so broad that learning materials may vary from the level of a high-school student (the introduction below) to that of a mathematics graduate. ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[School of Mathematics:Introduction to Graph Theory]] ==Offsite Learning Materials== *[http://www.utm.edu/departments/math/graph/ Graph Theory Tutorials] ==Recommended Reading Material== If you want to learn graph theory, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:Bela Bollobas|Bollobas, Bela]]. (2002). ''Modern Graph Theory'' Springer. ISBN 0387984887 ===Wikipedia=== *[[w:Graph Theory]] ===Wikibooks=== Works in progress: * [[Wikibooks:Discrete mathematics/Graph theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:High School]] 2953 75992 2007-01-14T22:47:34Z Historybuff 5228 =Introduction= Network administration is the field of work in which the hardware and software that comprises the network is maintained. This involves ensuring that network services are available and are working efficiently. =Basics of computer networking= ==Purpose of networks== ==Network Hardware== Every piece of hardware in a computer network is called a node. There are various types of nodes which may exist on a network: * [[:w:Network_switch|Switch]] * [[:w:Hub_(computer)|Hub]] * [[:w:Router|Router]] * Hardware firewalls ==Network Standards== '''General''' * [[:w:OSI model|Open Systems Interconnection (OSI) model]] * [[:w:TCP/IP_model|Transmission Control Protocol (TCP) / Internet Protocol (IP)]] '''<-- EXTREMELY important. Read thoroughly, including linked pages.''' * [[:w:Network_address_translation|Network Address Translation (NAT)]] '''Wireless''' * [[:w:Wi-Fi]] * [[:w:Bluetooth]] =Common activities= ==Network address assignment== ==Assignment of routing protocols== ==Routing table configuration== ==Directory services== =Maintenance work= ==Network card drivers and settings== ==Printers== ==File servers== ==VPN gateways== =Network Design= ==Accessibility== ==Security== ==Efficiency== =Network Security= ==Address Spoofing== ==Denial of Service (DoS)== ==Intrusion Detection Systems== ==Antivirus== ==Firewalls== ==Etc...== [[Category:Networking]] 2955 75628 2007-01-14T06:55:39Z Historybuff 5228 Moved to subcat [[Category:Networking]] 2957 17234 2006-08-27T15:29:42Z Hypermorphism 285 /* Department description */ Welcome to the Wild World of Knots! ==Department description== The goal of the department of knot theory is to provide learning materials for this new and burgeoning area of mathematics with applications as diverse as biochemistry and string theory. Formerly, knot theory is the study of homotopies of closed curves. As with all mathematical fields of interest, however, it has grown beyond that strict definition. If you know knots, feel free to write up some lessons or materials! ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *[http://www.freelearning.com/knots/ Knot Theory Online] *[http://www.pims.math.ca/knotplot/KnotPlot.html KnotPlot Topological Visualization Software] *[http://www.ics.uci.edu/~eppstein/junkyard/knot.html The Geometry Junkyard's Knot Theory collection] *[http://katlas.math.toronto.edu/wiki/Main_Page The Knot Atlas] ==Recommended Reading Material== If you want to learn knot theory, you have to do some knot theory! While this site provides a supportive community of peers and teachers, you also need a well-organized and well-written text that you can study anywhere to learn from those actively participating in the field. *Adams, Colin. (2004). ''The Knot Book'' American Mathematical Society. ISBN 0821836781 ===Wikipedia=== *[[w:Knot theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2959 23569 2006-09-04T13:39:05Z Digitalme 39 /* Active participants */ user <center><big>Welcome to the Wikiversity '''Center for Study of the Politics of the European Union'''</big> part of [[School:Political Science|The School of Political Science]]''</center> Politics consists of decisions taken within groups. Political science is the study of politics, both practical and theoretical. == Aims == This page aims to coordinate any efforts to produce learning plans and/or research resources for political science. A good start might be to produce an "Introduction to politics" and then an "Introduction to political science" page, then go from there. ==Active participants== '''Note''': this page was made a specific subunit of the [[School:Political Science|School of Political Science]]. If you are not really interested in the EU, please move to another page. Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[T.L. Headley]] -- M.B.A. in Finance and Information Technology Management from West Virginia University (2003), M.A. in Public Relations and Journalism from Marshall University (2001) and a B.A. in Political Science and European History from Marshall Univesity (1988). I have more than 15 years of experience, first as a business reporter and later as director of a major government agency in West Virginia. I have a keen interest in European politics -- particularly in conservative movements. I speak fluent German. In addition, I have first-hand experience in grassroots campaign management. *[[User:GaryGoldstein|GaryGoldstein]] - B.A. in Political Science from New York University (1994), M.S. in Economic Analysis & Mathematical Finance from New York University (1995), L.L.M. from Columbia University School of Law (1998), J.S.D. from Columbia University School of Law (1999). *[[User:Nach0king]] - BA (well, [[w:Scottish MA]] in Politics (not Political Science!) from the University of Glasgow. I will not be the most active member of this endeavour (at least I hope not) but I will do what I can, mostly on introductory and basic material, as I think those more qualified would be the right ones to work on things more advanced. 16:14, 23 August 2006 (UTC) *[[User:PanzerKardinal]] - I'm an American college student majoring in political science. I'm 2 classes away from a BA in the subject. My primary interest is International Relations: IR Theory, International Security, Nuclear Strategy, etc. *[[User:Cordless Larry]] - I have a BSc in Economics and Politics and will soon have an MA in Politics. My interests include the politics of identity, the EU, and migration. *[[User:Jsek]] - I am an American college graduate, recently graduated. My major was in International Relations and Theory and also Continental European Studies with a concentration in political parties, ideologies and elections. I have a very good knowledge of EU policies and happenings. *[[User:Djfc]] - My background is (English) Law, International Conflict Analysis and Public International Law (PIL). Specifically, in the concept of state failure, as applied (or not) to Somaila and Yugoslavia (as it then was) in the early 1990s. I hope to contribute to the Law school, but since PIL truly transcends this narrow category, I'd also like to link to an area of this school. * ...more... Be bold in signing up as a participant in this Wikiversity School. Everyone can help improve the political science resources on Wikiversity. If you have an interest politics, political science or even a related social science, we need your help. All you need to do is add your name to this list with a brief note about your political science interests. ==Division news== *August 23, 2006 - This page is started. * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... == Plans for departments == You can start departments with [[Template:Department boilerplate]]. *[[Topic:Introduction to Political Science]] **[[The Four Fields of Political Science]] - proposed [[Wikiversity:Learning projects|learning project]] *[[Topic:Political Theory]] ** (learning projects Pending) *[[Topic:Government & Politics]] ** (learning projects Pending) *[[Topic:Comparative Politics]] ** (learning projects Pending) *[[Topic:International Politics]] **[[Introduction to International Relations]] [[Category:Politics of the European Union]] 2961 44033 2006-11-09T01:14:04Z Rayc 57 [[Category:Introductions|Topology]] Welcome to Topology! ==Department description== The goal of the introductory topology department is to introduce and build proficiency with the basic machinery of modern topology using examples from an area of topology that is well understood, such as the topology of surfaces. The student will then be well-prepared to encounter the strangeness and pitfalls of more abstract and higher-dimensional topology. ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *[http://www.ics.uci.edu/~eppstein/junkyard/topo.html The Geometry Junkyard's Geometric (Surface) Topology Collection] *[http://at.yorku.ca/topology/ Topology Atlas] *[http://uob-community.ballarat.edu.au/~smorris/topology.htm Topology Without Tears] an accessible introduction to the basics of topology. *[http://www.msp.warwick.ac.uk/gt/2006/10/index.xhtml Journal of Geometry and Topology] - By the end of this course, the student should be able to at the least read the simplest of these papers without their head exploding. ;-) ==Recommended Reading Material== Like all other mathematics, topology can only be learned by doing it. While this site provides a supportive community of peers and teachers, you also need a well-organized and well-written text that you can study anywhere to learn from those actively participating in the field. *Kinsey, L. Christine. (2004). ''Topology of Surfaces'' Springer. ISBN 0387941029 *Munkres, James. (1999). ''Topology'' Prentice Hall. ISBN 0131816292 ===Wikipedia=== *[[w: Topology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Introductions|Topology]] 2962 35490 2006-10-15T08:50:40Z Mariehuynh 2096 Hello - I am new to Wikipedia but by no means new to computers - please bear with me. Without futher ado, here is today's lesson: A computer network is a data communications system that interconnects computer systems at various different sites. Today we are going to learn about the pieces that make a network , some of which you are familar with: '''PC''' - Computer like the one you're on now '''NIC''' - Network Interface card - This is both an electrical interface to the router/modem, and a logical board that communicates to the rest of the pc, usually registered jack forty five or registered jack eleven standard. The cable to provide a carrier for the signals is either shielded or unsheilded. When you connect to the internet for example the nic should send out fast link pulses that try to establish the accetable speed of connection between the and the modem/router on the global side. These pulses are of a fixed length - if one side can respond within x number of miliseconds it will communicate at y speed, assuming both sides are set to autonegociate. NIC has a Media access control or a Burned in address inside one of its microchips - this will NEVER change it can be falsified but it will never actually change - unless you get a new nic. '''hub''' - seldom used, this splits the connection betwen multiple pcs , may regenerate the signal - or may just send it on '''switch''' - used to split multiple pcs into different groupings based on logical needs or security needs, within the same subnet or lan '''router''' - used to send data between phyisical networks. These are the basic parts of a network. These parts speak different languages called [[protocols]]. these are didived into routing and routed protocols in the next lesson we will learn about different kinds of cabling and different languages such as [[RIP]]. [[Category: Network Administration]] 2965 12850 2006-08-23T17:40:29Z Rayshan 375 [[Introduction to Accounting]] moved to [[Financial Accounting]]: consistence of naming #REDIRECT [[Financial Accounting]] 2966 52335 2006-12-06T21:03:09Z GregMK61 2370 Todays Lesson covers the types of cable commonly used in a network A common early cable was the RS-232 D Serial cable ( yes you can use the unused signals to network a computer , this will be a science project later ) one bit at a time very slow connection Paralell cables can talk at one bit per line at a time - an 8 pin cable can have 8 bits at once assuning one bit is one line and software handles all handshaking. [[Image:Vergleich 2von2 Crossoverkabel.gif|thumb|right]] RJ-11 is a phone cable - this has been used for many years by TELCOs all over the world - six pin cable schmatics to follow at a later date RJ-45 most common cable schmatics to follow at a later date Now that we understand what cables are used the next step is to learn signal processing. ==General issues and cable types== cable is a medium which provides physical path for data transmission. THey exist in several types, some networks use the same type, other use multiple types. ===Twisted Pair cable=== Relatively inexpensive form of LAN cabling. It can accomodate different topologies, but mostly implemented in a star topology. *'''Unshielded twisted pair''' (UTP) features the variety of grades. each pair has several twists per inch (depnding ofn the grade) These twists help to eliminate the electromagneti interference *'''Shielded twisted pair''' insulated wire pairs are covered by metalic shilding. Heilding acts as [[wikipedia:Antena|Antena]], converting noice into curent *Screened twisted pair... ===Coxial cable=== Was founded for ehternet networks in 1980 ==Fiber Optical Cable== ==Grounding and bonding=== *LIghting protection systems *Grounding electrode sysmes *electrical bonding and grounding *Power protection *telecom bonding and grounding 8Telecom circuit protector ==External links== *[http://yoda.uvi.edu/InfoTech/rj45.htm Wiring Standards at UVI] *[http://www.w2drz.ramcoinc.com/rj45.htm the RJ45 connector] *[http://www.dslreports.com/faq/bellsouth/11.0+Wiring+Diagrams+and+Schematics#5539 Other Diagrams] ==Biblioraphy== *Netwok Cabling fundamentals, by Beth Verity [[Category:Network_Administration]] 2967 75756 2007-01-14T15:49:06Z JayJ 5307 spelling error A '''computer network''' is a data communications system that interconnects computer systems at various different sites. Today we are going to learn about the pieces that make a network , some of which you are familar with: *PC - Computer like the one you're on now *[[wikipedia:NIC|NIC]] - Network Interface card - This is both an electrical interface to the router/modem , and a logical board that communicates to the rest of the pc , usually registered jack forty five or registered jack eleven standard the cable to provide a carrier for the signals either shielded or unsheilded. When you connect to the Internet for example the nic should send out fast link pulses that try to establish the acceptable speed of connection between the computer and the modem/router on the global side. These pulses are of a fixed length - if one side can respond within x number of miliseconds it will communicate at y speed, assuming both sides are set to autonegociate. NIC has a Media access control or a Burned in address inside one of its microchips - this will NEVER change (though it can be falsified) unless you get a new nic. *[[wikipedia:hub|hub]] - seldom used, this splits the connection betwen multiple PCs. It may regenerate the signal - or may just send it on *switch - used to split multiple PCs into different groupings based on logical needs or security needs , within the same subnet or lan *[[wikipedia:routes|router]] - used to send data between phyisical networks. These are the basic parts of a network. These parts speak different languages called protocols, which are didived into routing and routed protocols. In the next lesson we will learn about different kinds of cabling and different languages such as RIP. ==[[wikipedia:OSI model|OSI Seven Layer Model]]== *Layer 7, the '''Application layer''', privides service riderctly related to the applications. THose services vay on applications. *Layer 6, the '''Presentation layer''', format the data to look like common for all applications *Layer 5, the Session Layer, establishes a connection between two nodes. Deal with, whether the conneciton is [[wikipedia:Full duplex|full duplex]], [[wikipedia:Half Duplex|half duplex]] etc. *Layer 4, '''Transport layer''', handles and delivers data, whenever it is conneciton-oriented or connecitonless. It includes some [[wikipedia:flow control|flow control]] issues. *Layer 3, '''Network Layer''', establishes the connection between two nodes, suing the IP addressing. *Layer 2, the '''Data Link Layer''', frames data and privodes low-level flow control *layer 1, '''Physical layer''', transmits low bitstreats (data), deals with electrical singalling, [[wikipedia:Network cabling|cabling]] and hardware interface. [[Category:Networking]] 2968 48686 2006-11-26T14:31:07Z AmiDaniel 3334 Move empty cat to inside <includeonly> <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action loopnone.png|left|50px|Moved page]] This page was created with a bad page name and its content has been '''moved'''. Please do not edit this page and find a more specific name for the page you wished to create. If you need help learning how to add content to Wikiversity, see the [[Wikiversity:Editing tutorial|editing tutorial]].<includeonly>[[Category:Empty pages|{{PAGENAME}}]]</includeonly> </div> </div> <noinclude> This template is for use on '''redirect''' pages, after page content has been moved to a new page with a more specific name. see: [[Wikiversity:Welcome templates]]<BR> [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> 2969 79091 2007-01-20T16:43:23Z Reduan 5580 {{main welcome}} Welcome to Principles of Marketing, a recommended prerequisites for many other business majors. [[Category:Management]] [[Category:Marketing]] Marketing as defined by www.dictionary.reference.com is stated as " the total of activities involved in the transfer of goods from the producer or seller to the consumer or buyer, including advertising, shipping, storing, and selling." Thus Marketing can be nitted among the many branches of business as well as social sciences as we clash with the term on our trivial lives. We buy goods (thus becoming the buyer/consumer) from a vendor (or producer/seller), creating a transaction. In modern times, marketing has swerved away from the traditional "caravan" promotions" and individual labour to spread a company's message, to the ubiquitous television and other forms of media bombardment that we see too often today. Some countries adorn the usage of media to further implement the message of a company using marketing devices, whilst most others prefer the traditional individual promotion and thus we can evidently detect that countries that maximize the tools of advertisement, shipping, storing and selling will have a larger economy and thus more flexibility, a higher national GDP (Gross Domestic Product or income per individual) and an overall better quality of life. As we progress in this age of technology it is vital for us to understand marketing and it's place in the world. Using and administering the aspects of marketing will make nearly every layman a savvy economist and thus not only create a more aware and thus informed status quo but improve the global economic stability and management via the principles of marketing. 2970 12880 2006-08-23T18:05:18Z JWSchmidt 20 [[Cabling]] moved to [[Network Cabling]]: more specific name #REDIRECT [[Network Cabling]] 2971 48524 2006-11-25T20:08:37Z Rayc 57 cat ==Courses== * [[Introduction to Classical Statistics]] * [[Introduction to Likelihood Theory]] * [[Introduction to Bayesian Methods]] * [[Monte Carlo Simulation]] [[Category:Statistics]] 2972 23882 2006-09-04T22:14:12Z Trevor MacInnis 99 move to more appropriate category [[Category:Categories with portals]] 2973 12939 2006-08-23T19:25:20Z Hypermorphism 285 A line drawing of a corded loop of rope with 12 equally spaced knots. This type of tool was used by Egyptian surveyors (rope stretchers) to measure and create right angles. A line drawing of a corded loop of rope with 12 equally spaced knots. This type of tool was used by Egyptian surveyors (rope stretchers) to measure and create right angles. 2974 67391 2007-01-06T21:05:01Z Remi0o 3985 This page deals with the principles of '''combinatorial chemistry'''. Please feel free to develop and add educational resoures to this page as you see fit! Combinatorial chemistry involves the rapid synthesis or the computer simulation of a large number of different but structurally related molecules. Although combinatorial chemistry has only really been taken up by industry since the 1990s, its roots can be seen as far back as the 1960s when a researcher at Rockefeller University, Bruce Merrifield, started investigating the solid-phase synthesis of peptides. In the 1980s researcher H. Mario Geysen developed this technique further, creating arrays of different peptides on separate supports. In its modern form, combinatorial chemistry has probably had its biggest impact in the pharmaceutical industry. Researchers attempting to optimize the activity profile of a compound create a 'library' of many different but related compounds. Advances in robotics have led to an industrial approach to combinatorial synthesis, enabling companies to routinely produce over 100,000 new and unique compounds per year (see medicinal chemistry). In order to handle the vast number of structural possibilities, researchers often create a 'virtual library', a computational enumeration of all possible structures of a given pharmacophore with all available reactants. Such a library can consist of thousand to millions of 'virtual' compounds. The researcher will select a subset of the 'virtual library' for actual synthesis, based upon various calculations and criteria (see ADME, computational chemistry, and QSAR). Materials science has applied to the techniques of combinatorial chemistry to the discovery of new materials. This work was pioneered by P.G. Schultz et al. in the mid nineties (Science, 1995, 268: 1738-1740) in the context of luminescent materials obtained by co-deposition of elements on a silicon substrate. Work has been continued by several academic groups as well as companies with large research and development programs (Symyx Technologies, GE, etc). == Participants == * Add your name here * And here.. * And here.. == Topics == * [[Combinatorial chemistry for pharmaceuticals]] == Resources == [[w:Combinatorial chemistry]] [[Category:Chemistry]] 2976 12958 2006-08-23T19:52:34Z Javier Carro 199 +[[Category:Wikiversity policy]] [[Category:Wikiversity policy]] 2979 21953 2006-08-31T12:55:48Z JWSchmidt 20 add category Personal image to use on My Page [[Category:Wikiversity participant images]] 2980 12997 2006-08-23T20:45:45Z Guillom 48 redirect to [[Wikiversity:GNU Free Documentation License]] #REDIRECT [[Wikiversity:GNU Free Documentation License]] 2981 12998 2006-08-23T20:47:51Z HappyCamper 193 #REDIRECT [[Wikiversity:GNU Free Documentation License]] #REDIRECT [[Wikiversity:GNU Free Documentation License]] 2982 75827 2007-01-14T18:01:40Z JWSchmidt 20 link to [[Wikiversity:Courses]] <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the [[Wikiversity:Courses|courses]]?'''<BR>Waiting for you to create one. The Wikiversity is young (started summer 2006) and depends on its contributors ([[Wikiversity:Introduction|anyone can contribute]]) for its content. However, we prefer the terminology [[Wikiversity:Learning projects|Learning Projects]]. Whatever they're called you can organize an online learning project here. No fees paid or collected. No degrees or certificates awarded. Just learning. Go ahead. Put together and lead an online learning project right here. Follow these links to learn how: [[Wikiversity:Welcome%2C_newcomers#Intro to Learning Projects|Intro to Learning Projects]] • [[Wikiversity:Learning projects|The Main Learning Projects Page]] • [[Wikiversity:Welcome%2C_newcomers#Credentials, diplomas & provenance|Credentials, diplomas & provenance]] • [[Wikiversity:Policies|Policies]] • [[Wikiversity:Learning|Learning]] • [[Portal:Education|Education]]</div> <noinclude> ---- This template can be placed on a Wikiversity page currently lacking [[Wikiversity:Learning projects|Learning Projects]]. [[Category:Course templates]] </noinclude> 2983 74127 2007-01-12T20:09:44Z JWSchmidt 20 [[Category:Courses]] Wikiversity pages in this category are strongly oriented around a set of conventional courses. [[Category:Templates]] [[Category:Courses]] 2984 37864 2006-10-22T19:36:53Z Iqbar 2360 Put in first lesson. I'm trying to be helpful so if I'm doing something wrong please tell me and explain instead of blocking me. Welcome to the '''Center for Study of the Basics of Economics''', part of the [[School:Economics|School of Economics]]. ==Center description== The Center for Study of the Basics of Economics is devoted to providing a user-friendly introduction to economics. '''Economics''', finding its roots in the Greek words oikos (house) and nomos (rule), is the study of trade and exchanges which occur between economic "agents," such as firms, governments, etceteras, with the most basic and fundamental agent being the individual household (hence the name), whose members then come to constitute other agents. The conceptual whole of the interactions between these agents within a political entity are what is known as an economy, and are often represented using a circular-flow diagram. However, not every economy functions in the same manner, resulting in different economic systems. Economics may be split into two different fields: positive economics and normative economics. Positive economics studies how an economy actually functions, whether it be as a general whole (a subfield known as macroeconomics) or in more minute detail (a subfield known as microeconomics). Given that the field is a social science, there exist numerous disagreements and economic philosophies as to how economies even function. Normative economics provides further controversy, as the field considers how an economy ''ought'' to function. ==Center news== * '''Date founded''' - Department founded! [[ ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... == Resources == ===Lectures=== *<b>Lecture 1:</b> [[Ec 1000 An Introduction to Economics]] [[http://econpapers.repec.org/ EconPapers]] <p>[[http://www.mises.org/ The Mises Institue]] [[Category:{{PAGENAME}}| ]] 2985 13037 2006-08-23T21:58:59Z Guillom 48 [[Category:Templates]] [[Category:Wikiversity documents]] [[Category:Wikiversity Copyrights]] [[Category:Templates]] 2986 13022 2006-08-23T21:41:13Z Guillom 48 [[Category:Wikiversity]] This category contains pages related to documents uploaded on Wikiversity. [[Category:Wikiversity]] 2987 22924 2006-09-03T15:52:19Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 2989 51663 2006-12-05T08:42:08Z AmiDaniel 3334 rv This category contains documents uploaded on Wikiversity which has been released under the [[GNU Free Documentation License]]. Note: GFDL templates on uploaded documents automatically puts these documents in this category. If the document is an image, consider adding the [[:Category:GFDL images]] to it. [[Category:Documents by copyright status]] 2990 76067 2007-01-14T23:35:13Z JWSchmidt 20 [[Category:Business]] ==Department description== This department is a Wikiversity content development project where participants create, organize and develop Business case studies. The [[Wikipedia:Case Method|Case Method]] is used to enhance the learning of students. Case method is often utilized by recognized universities, such as Harvard Business School, to simulate real world learning experiences. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ===Case studies=== Here you can find sample case studies and analysis created by students of Wikiversity. * Analysis by [[user:Ray Shan|Ray Shan]] based on ''Cases in Contemporary Strategy Analysis, Fifth Edition'' by Robert M. Grant with the guidance of Dr. Gwendolyn Lee [http://www.rayshan.com/WordPress/nfblog/?page_id=14]; including the following: ** Laura Ashley Holdings - The Battle for Survival ** The U.S. Airline Industry in 2004 ** Eastman-Kodak - Meeting the Digital Challenge ** Organizing Restructuring within the Royal Dutch-Shell Group ** Harley-Davidson Inc. in February 2004 ** Wal-Mart Stores Inc. in March 2004 I ** Wal-Mart Stores Inc. March in 2004 II ** Ford & the World Automobile Industry ** Rivalry in Video Games ** Birds Eye and the UK Frozen Food Industry ** Euro Disney - From Dream to Nightmare, 1987-1994 ** Richard Branson and the Virgin Group of Companies in 2004 ** General Electric - Life After Jack ** AES Corporation - Rewriting the Rules of Management * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Business]] 2991 52288 2006-12-06T19:25:18Z AmiDaniel 3334 rvv {| cellpadding="8" cellspacing="0" class="license1" |[[Image:Heckert GNU white.svg|75px|GFDL]] |[[Media:{{PAGENAME}}|This file]] has been published under the conditions of the '''[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]'''. Permission is granted to to copy, distribute and/or modify this document under the terms of the, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. |}<includeonly>[[Category:GFDL documents|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2993 52954 2006-12-08T16:16:16Z 83.102.66.85 /* The Rational Numbers */ Welcome to your first course in calculus! Help with exercises and general questions will be given on the Discussion Board for this page, which can be found on the top of this page. Suggestions are welcome. In this lesson, we are going to talk a little about the "false history" of calculus and we are going to explicitly define the development of the numbers that we have used to do arithmetic and science everyday, but that we never really looked at too closely before. You may have been mystified by weird proofs that 0.999... repeating indefinitely is actually a valid expression for the number 1, but by the end of this lesson, you might be amazed at the hidden properties of our everyday numbers, but you'll be able to handle them and understand statements like the one above with confidence. To understand why mathematicians developed calculus to the point that it is today, we first need to look at our number system. ==The Development of Numbers== What we will be looking at in this section is a pseudo-history of mathematics; it is very straightforward and every development follows logically from the one before. This is not how things actually occured, but to cover the true history of rises and falls and concepts that never made it would fill volumes and would use up all of our remaining time on Earth (for example, it is rather the case that calculus was developed first, and the analytical properties of the real number system were discovered/created to account for holes in our concept of continuity). We'll stick with the pseudo-history for now. ===The Counting Numbers=== It may be interesting to think of a culture which has never developed a need to count anything, and thus has no need for numbers. Perhaps this culture consists of a single organism which receives no input from its environment. After all, any input would inspire the ability to differentiate between, for example, "I just ate." and "I just ate again." Even simpler animals have some ability to count. Experiments with birds have shown that they have some ability to account for whole quantities less than 5. The experiment was along the lines of having a certain number of people enter a building containing grain (that attracted the bird) and then having them leave one at a time over a long period of time. The bird would fly into the building to eat the grain whenever it thought there was no-one left in the building. Whenever the number of people was greater than 5, the birds would get confused and fly into the building even though there were still people there. Similarly, there are certain primitive cultures in existence today that have the words in their language to separate small quantities of objects, but resort to words akin to "lots" for more than a few objects. Interestingly enough, some of these cultures have never separated the concept of quantity from quality, a basic step in the birth of mathematics. Their word for "two boats" would have nothing in common with their word for "two bowls". The concept of two is not separated from the quality (boat or bowl) of the object. We have similar primitive words left over in our language today, ie. a gaggle of geese or a pack of dogs, but we have long since abandoned their ties to quantitative quality. [[Image:WorldMapLongLat-eq-circles-tropics-non.png|thumb|440px|We still use the base 60 system for describing locations using latitude and logitude.]] Anyway, eventually humans came to embrace exact large numbers by using place value systems. (This is not historically accurate either. The Roman numeral system was not a place value system and survived for an incredibly long time, given the fact that calculations done in this system could only be done by highly skilled accountants and philosophers. The common person could not do much of anything with numbers.) We would assign one position to multiples of one, another position to multiples of some number b called the base, and so on. Today, we use ten as the base of our number system, but other bases were used throughout history. An artifact of this is most of our time concepts being based in base 60 (Babylonians). Every time more than 60 seconds passes, we increment the next place value (the minute) and reset the "seconds place" to 0. ===The Rational Numbers=== [[Image:Eratosthenes.jpg|thumb|'''Eratosthenes''' measured the circumference of the Earth using the power of ratios.]] The ability to count a whole number of objects was great for money management (no-one cares about half a penny) or keeping track of your livestock (you don't really care about ratios when butchering; each part has its own whole number, ie. 4 legs go to Mrs. Brown and so forth), but philosophers needed a more flexible concept of quantity. They needed a way to compare two quantities to each other beyond simply saying one was larger and the other was smaller. ''How much larger'' one was than the other was very important to natural philosophy (which became the physical sciences in modern times). These '''ratio'''s and the inevitable need to do arithmetic with them evolved into the system of '''ratio'''nal numbers. Note that they are not called rational because they "make sense", even though they may make perfect sense to you. This is to forswear the abuse the poor irrational numbers, which we are about to introduce, have born for years. [[Image:Egyptiancordedrope345.png|thumb|Egyptian surveyors used the 3-4-5 triangle to create right angles.]] The study of geometry profited greatly from the application of rational numbers. Now, one could use any fraction of an existing measurement necessary to describe the length or size of a geometric object. For years, it had been known that one could easily construct a right angle by using a closed rope with 12 equally spaced knots and stretching out a triangle from this rope so that the hypotenuse had exactly 5 spacings between the knots and one of the legs had 3 spacings. The Egyptians made use of this simple tool to construct right angles in their architecture and fields. ===The First Sign of Trouble: Irrational Numbers in Geometry=== Philosophers during this period (and beforehand) explored many applications of the relationship that is now known as the Pythagorean theorem. It made perfect sense to them that every possible length should be able to be expressed as, at the least, a fraction of some whole amount. This can easily be argued without looking too deep. If you take a pencil and draw a line, then label that line with equally spaced whole numbers (we'll call this line "the number line"), then no matter where you place a point on that line, you should always be able to label it as being x times closer to 1 than to, say 2. It might not be a nice fraction like <math>\frac{1}{4}</math>, but it should still be a fraction. After all, between every two rational numbers there was an infinitude of rational numbers. What other type of length could there be? '''Exercise 1.1''': ''Show that if a and b are rational numbers, then there exists a rational number c such that a < c < b.'' At this time, the Pythagoreans, followers of the philosopher Pythagoras, were seeking out number patterns everywhere, due to the success of rational numbers in music. They were very interested in calculating triples, sets of 3 integers that satisfied the Pythagorean theorem <math>a^2 + b^2 = c^2</math>. Unfortunately, there was a very simple triangle that could actually be made, yet did not seem to fit into the Pythagorean theorem. If you measured out a square plot of land, no-one at this time could tell you exactly how far it was to walk across the diagonal of that square. While they could tell you that the distance was between two numbers, it was maddening that they could not assign a workable exact quantity to that length. Occurences like this were actually kept very secret, and even up to the nineteenth century, irrational numbers, numbers that could not be expressed as the ratio of two whole amounts, were viewed with suspicion as in some way not being "real" numbers. '''Exercise 1.2''': ''If a number is even, it can be written in the form 2q for some whole number q. Similarly, if a number is odd, it can be written in the form 2p + 1 for some whole number p. Show that if a number is even, then the square of that number is also even. Show the same for odd numbers.'' '''Exercise 1.3''': ''Remember from your knowledge of arithmetic (or at least accept it as a given for now) that two distinct numbers always have distinct prime factorizations (they have no prime factors in common). This is the Fundamental Theorem of Arithmetic. Suppose <math>1 + 1 = c^2</math> where <math>c = \frac{m}{n}</math> where m and n are whole numbers. Using the Fundamental Theorem of Arithmetic, show that this cannot be the case (Use algebra and reasoning to deduce a contradiction to the statement that <math>c = \frac{m}{n}</math> for all such whole numbers, assuming the first part of the supposition is true). Tips for first proof: Remember that you're trying to convince a peer through logic that the statement above is false. This means you may have to write a few arguments, in addition to showing the mathematics. There are many ways of proving a statement. Can you find another method to prove the above statement?'' Somehow, these irrational numbers have filled in gaps that we could not see in our number line. As a matter of fact, it may be disturbing to realize that there are, in a sense that will be made clearer if you continue on to study real analysis, "more" irrational numbers than rational numbers on our number line. Irrational numbers disturbed early mathematicians, and they developed creative methods of getting as close as they needed to the true value of the irrational quantity using rational numbers. Methods such as these are present in the work of Eudoxus and Archimedes, and are actually not that far away from modern calculus. ===Continuity Saves the Day=== We are now going to fast-forward quite a bit to the modern day. When you punch 2 into your calculator and press the square root function, you will most likely get quite a few digits, but a finite amount of them. You can always just put that amount over the proper power of ten to write it as a rational number, so what your calculator is giving you cannot be the square root of two. It is instead approximating the square root of two up to a certain amount of decimal places using methods that will become apparent in these very lessons. How does your calculator (or rather your calculator's programmers) know that the value it calculates is accurate? It's obvious that it is, since we depend on computers to calculate physical interactions dealing with things a lot more involved than simple square roots! This is the theoretical framework that requires numbers of completely arbitrary precision. Using this theory, we should be able to, at any moment, get a decimal, binary, or what-have-you equivalent of the abstract numbers that we will be dealing with. These abstract numbers that completely fill in all possible lengths on the number line, and including their negatives, are what we call the '''real numbers'''. Wait, you may say. How do we know there aren't even more exotic and weird numbers hiding out on our number line that we just don't have the experience to see yet? This is where the notion of what mathematicians call '''continuity''' makes its first appearance. Continuity is the heart of calculus, and is actually what you already expect, as it helps define the real numbers to behave as if we had drawn the number line with an imaginary pencil. Informally, we say that a line is continuous if you can draw the line without lifting your pencil from the paper. Suppose you freeze the action of drawing the number line at a particular point in time. The pencil is currently in the act of drawing some point after 3 but before 4. In order to insure that the line is continuous, we intend to make sure that ''the pencil is always drawing some point.'' This means that no matter how close we get to the point of the pencil, there will always be a line leading up to the point the pencil has stopped at. Allow the pencil to draw the line and place your finger on the line. Your finger definitely starts touching the line at some point: ''we define that point to be a real number''. In technical terms, the real number system ensures that if you can name a finite number greater than the length you're wondering about, then that length exists as a real number. In this way, we include every possible length on what we have idealized as a continuous line. We are now going to state what was said above in mathematical terms, only because we need a precise definition independent of arbitrary things like the thickness of the pencil, how shaky our hand is, the nature of atoms, and so forth in order to prove things logically within the framework of calculus. Calculus is not about any of those things above; it is about applying algebra to analyze geometry, so the language of these two subjects is what the definition will be given in. We will need to introduce some language first. This type of language will be very useful to give concrete logical notions that we can use to prove the statements we will be making. It is language used in many areas of mathematics, so it is not exclusive to calculus. You may already know some of these terms. '''Set''': ''A '''set''' is a collection of objects. We can explicitly define sets by writing what they contain in curly braces, such as {1, 2, 3}. '1' is called an '''element''' of the set.'' '''Upper Bound and Lower Bound''': ''A set of numbers has an '''upper bound''' if there exists some number q that is greater than (or equal to) each element in the set. Similarly, a '''lower bound''' p is a number that is less than (or equal to) each element of the set.'' We, logically, say that a set of real numbers is bounded if it has both an upper and lower bound. This is easily illustrated by placing an upper and lower bound somewhere on the number line and noting that if a set can claim to have those upper and lower bounds, then it must be inside the bounded region. Back to the notion of finding the number c such that <math>1 + 1 = c^2</math>. We know that c must be less than 2 and greater than 1. ''Show this''. Thus, c must be a real number (in respect, it must be on the imaginary number line we drew above)! We call this real number <math>\sqrt{2}</math>, and denote it by dividing the real number line into two sets: those numbers less than <math>\sqrt{2}</math>, and those numbers greater than <math>\sqrt{2}</math>. If we take a look at the former set, we see that the set of numbers greater than <math>\sqrt{2}</math> is a set of upper bounds for our set. After a moment's thought, we can see that what we mean by real numbers can be defined by placing a simple requirement on all possible sets of real numbers. '''The Construction of the Real Numbers''': ''If a set of numbers has an upper bound, then it has a lowest possible upper bound that is a real number. Similarly, if a set of numbers has a lower bound, then it has a greatest possible lower bound that is a real number.'' These least upper bounds (called supremums) and greatest lower bounds (called infimums) are what Dedekind used to define the system of real numbers. Thus, every possible set of numbers that you can name, given that it has at least one bound, represents at least one real number. This formulation is exactly what Eudoxus and Archimedes were counting on as existing when they used their methods of exhaustion to find things like the area of a circle or the length of a section of a parabola. Their methods produced lists of numbers that they were able to prove had finite upper and lower bounds. ===A Short Tour of the Real Numbers=== As an introduction to the strangeness of real numbers, note that the irrational numbers have some oddities and monsters hiding within them, just out of reach of various tools. It is interesting to find out that each of the following sets of weirder and weirder numbers is actually "larger" than the sets preceding it, in a sense that will be made clear in a course on real analysis. ====Unconstructible Numbers==== The number <math>\sqrt{2}</math> as explored before can easily be constructed using the old geometer's tools of a straight edge (an unmarked ruler) and a compass (a device for drawing circles centered at a point of your choice). It was proven using group theory that there exist unconstructible numbers, lengths which cannot be constructed on paper using a finite amount of steps. These include numbers as simple as the fifth root of 5. ====Transcendental Numbers==== While the fifth root of five can easily be described as being the root of the equation <math>x^5 - 5 = 0</math>, there also exist numbers that are not the root of any polynomial equation with rational coefficients. These are called transcendental numbers; they have transcended the need for any reference to rational numbers. These include, but are not limited to, the popular numbers ''e'' and <math>\pi</math>. They are the jewels of real numbers. ====Uncomputable Numbers==== Here is where the monsters start coming out of the dark forest of irrationals. You can use a computer to calculate what you believe to be many reals to any precision you need. Unfortunately, most reals are not computable to arbitrary precision by any finite algorithm! Interestingly enough, this does not affect our ability to do calculus, but it is a part of the study of complexity theory. ''e'' and <math>\pi</math> are, lucky for us, computable numbers. One example of an uncomputable number is [[w:Chaitin's constant|Chaitin's constant]]. ====Undefinable Numbers==== Horrors! Using the notion of countability you will learn in real analysis, it is easy to prove that almost all real numbers are not even definable. We can at least talk about a few uncomputable numbers, as was seen by Chaitin's constant above. These strange reals lurking in the shadows can never actually be described or even referred to directly! Luckily, once again, we don't have to worry about these shadowy characters, as they don't affect the behavior of calculus. Hmm...A coffee break. I need to regroup, add some more motivation and reference links to some of the things I mentioned, as well as give a good closure to open the floor to both calculus and analysis. This page will be cross-posted to real analysis, as it is also a good impetus to analysis. [[Category:Mathematics]] 2994 45961 2006-11-16T00:36:11Z Sebmol 14 {| cellspacing="8" cellpadding="0" class="license1" | style="width:90px;" | [[Image:CC SomeRightsReserved.png|90px|Creative Commons License]]<br />[[Image:Cc-by white.svg|24px|Creative Commons Attribution icon]][[Image:Cc-sa white.svg|24px|Creative Commons Share Alike icon]] | [[Media:{{PAGENAME}}|This file]] has been published under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp;ShareAlike] license (abbreviated “cc-by-sa”), Version 2.5. |} <!-- /Creative Commons-License --><!-- <rdf:RDF xmlns="http://web.resource.org/cc/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"> <License rdf:about="http://creativecommons.org/licenses/by-sa/2.5/"> <permits rdf:resource="http://web.resource.org/cc/Reproduction" /> <permits rdf:resource="http://web.resource.org/cc/Distribution" /> <requires rdf:resource="http://web.resource.org/cc/Notice" /> <requires rdf:resource="http://web.resource.org/cc/Attribution" /> <permits rdf:resource="http://web.resource.org/cc/DerivativeWorks" /> <requires rdf:resource="http://web.resource.org/cc/ShareAlike" /> </License> </rdf:RDF> --><includeonly>[[Category:Cc-by-sa-2.5 documents|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2995 45956 2006-11-16T00:29:04Z Sebmol 14 standardized {| cellspacing="8" cellpadding="0" class="license1" | style="width:90px;" | [[Image:CC SomeRightsReserved.png|90px|Creative Commons License]]<br />[[Image:Cc-by white.svg|24px|Creative Commons Attribution icon]] | [[Media:{{PAGENAME}}|This file]] is published under the conditions of the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution] license (abbreviated “cc-by”), Version 2.5. |}<!-- /Creative Commons-License --><!-- <rdf:RDF xmlns="http://web.resource.org/cc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"> <Work rdf:about=""> <dc:type rdf:resource="http://purl.org/dc/dcmitype/StillImage" /> <license rdf:resource="http://creativecommons.org/licenses/by/2.5/" /> </Work> <License rdf:about="http://creativecommons.org/licenses/by/2.5/"> <permits rdf:resource="http://web.resource.org/cc/Reproduction" /> <permits rdf:resource="http://web.resource.org/cc/Distribution" /> <requires rdf:resource="http://web.resource.org/cc/Notice" /> <requires rdf:resource="http://web.resource.org/cc/Attribution" /> <permits rdf:resource="http://web.resource.org/cc/DerivativeWorks" /> </License> </rdf:RDF> --><includeonly>[[Category:Cc-by-2.5 documents|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2997 13067 2006-08-23T22:39:26Z Guillom 48 [[Category:Wikiversity documents]] [[Category:Wikiversity Copyrights]] [[Category:Wikiversity Copyrights]] [[Category:Wikiversity documents]] [[Category:Wikiversity Copyrights]] 2998 13079 2006-08-23T22:43:55Z Guillom 48 This category contains documents uploaded on Wikiversity which has been licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&n This category contains documents uploaded on Wikiversity which has been licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&nbsp;License. [[Category:Documents by copyright status]] 3000 59549 2006-12-18T02:51:08Z J.Steinbock 2353 Add context {| cellpadding="8" cellspacing="0" class="license3" | [[Image:Nuvola apps important.svg|55px]] | [[Media:{{PAGENAME}}|This file]] is lacking sufficient and accurate information about its '''source''', '''creator''', and '''license'''. If such information is not provided soon, the file will be deleted. Please do not use this file in Wikiversity content until proper documentation has been provided. '''If the user who uploaded this file has been notified on his or her talk page or by e-mail, please replace this tag with {{tl|Unknown license user}}.''' |}<includeonly>[[Category:Documents without license|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 3001 13093 2006-08-23T22:57:13Z Guillom 48 This category contains documents uploaded on Wikiversity which lack source and/or [[Wikiversity:Copyrights|copyright]] status. This category contains documents uploaded on Wikiversity which lack source and/or [[Wikiversity:Copyrights|copyright]] status. [[Category:Documents by copyright status]] 3002 13105 2006-08-23T23:04:17Z Guillom 48 This category contains documents uploaded on Wikiversity which has been licensed under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp This category contains documents uploaded on Wikiversity which has been licensed under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp;ShareAlike&nbsp;2.5]&nbsp;License. [[Category:Documents by copyright status]] 3003 78025 2007-01-17T22:15:56Z JWSchmidt 20 highlight <center><big>'''Welcome to the School of Medicine!'''</big></center> [[Image:Vaccination-polio-india.jpg|thumb|right|300px|[[w:Polio|Polio]] vaccination.]] '''[[w:Medicine|Medicine]]''' is the art and science of the causation, diagnosis and treatment of [[w:disease|disease]] and [[w:injury|injury]]. It is both an ''area of knowledge'' &ndash; a [[w:science|science]] of [[w:body|body]] [[w:organ system|systems]], their diseases and treatment &ndash; and the ''applied practice'' of that knowledge. However, ''medicine'' often refers more specifically to matters dealt with by [[w:physician|physicians]] and [[w:surgery|surgeons]]. The various specialized branches of the science of medicine correspond to the equally specialized medical professions dealing with particular organs or diseases. The science of medicine is the knowledge of body systems and diseases, while the [[w:profession|profession]] of medicine refers to the social structure of the group of people formally trained to apply that knowledge to treat disease. Medicine comprises various specialities, such as [[w:cardiology|cardiology]], [[w:pulmonology|pulmonology]], [[w:neurology|neurology]], or other fields such as sports medicine, research or public health. =Divisions and Departments= Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. [[Image:Cell differentiation.gif|thumb|right|400px|The early embryo and some cell types derived from the major embryonic cell lineages. '''Note''': the cells of the future baby are derived from the embryonic ectoderm, not the extra-embryonic support tissues which is marked "mesoderm" here. (see: [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=Early+Mammalian+Development+AND+dbio%5Bbook%5D+AND+131744%5Buid%5D&rid=dbio.section.2609 Early Mammalian Development] in "Developmental Biology" by Scott F. Gilbert).]] ==[[Topic:Basic sciences|Basic sciences]]== * [[Topic:Chemistry|Chemistry]] * [[Topic:Physics|Physics]] * [[Topic:Molecular biology|Molecular Biology]] * [[Topic:Cell Biology|Cell Biology]] - Ready for participants. * [[The Human Body]] * [[Topic:Anatomy|Anatomy]] * [[School:Psychology|Psychology]] * [[Topic:Communication|Communication]] * [[School:Law|Law]] * [[Topic:Philosophy|Philosophy]] * [[Topic:Division of Biology|General Biology]] * [[Topic:Histology|Histology]] * [[Topic:Medical Microbiology|Medical Microbiology]] * [[Topic:Pathology|Pathology]] * [[Topic:Pharmacology|Pharmacology]] * [[Topic:Physiotherapy|Physiotherapy]] * [[Topic:Physiology|Physiology]] * [[Topic:Immunology|Immunology]] * [[Topic:Laboratory Techniques|Laboratory Techniques]] * [[Topic:Genetics|Genetics]] * [[Topic:Virology|Virology]] * [[Topic:Bacteriology|Bacteriology]] * [[Topic:Health Informatics|Health Informatics]] * [[Topic:Occupational Therapy|Occupational Therapy]] * [[Topic:Cytogenetics|Cytogenetics]] ==Medical Specializations / Divisions and Departments== ===Division of Surgery and Anaesthesiology=== * [[Topic:Surgery|Surgery]] ** [[Topic:General surgery|General surgery]] ** [[Topic:Cardiothoracic surgery|Cardiothoracic surgery]] ** [[Topic:Neurosurgery|Neurosurgery]] ** [[Topic:Ophthalmology|Ophthalmology]] ** [[Topic:Orthopedic surgery|Orthopedic surgery]] ** [[Topic:Plastic surgery|Plastic surgery]] ** [[Otolaryngology--Head and Neck Surgery]] ** [[Topic:Paediatric surgery|Paediatric surgery]] ** [[Topic:Urology|Urology]] ** [[Topic:Vascular surgery|Vascular surgery]] * [[Topic:Anaesthesiology|Anaesthesiology]] * [[Topic:Emergency Medicine|Emergency Medicine]] * [[Topic:Intensive care medicine|Intensive care medicine]] * [[Topic:Pain medicine|Pain medicine]] ===Division of General and Internal Medicine=== * [[Topic:Internal medicine|Internal medicine]] **[[Topic:Cardiology|Cardiology]] **[[Topic:Endocrinology|Endocrinology]] **[[Topic:Gastroenterology|Gastroenterology]] **[[Topic:Geriatric medicine|Geriatric medicine]] **[[Topic:Hematology|Hematology]] **[[Topic:Infectious diseases|Infectious diseases]] **[[Topic:Nephrology|Nephrology]] **[[Topic:Oncology|Oncology]] **[[Topic:Pulmonology|Pulmonology]] **[[Topic:Rheumatology|Rheumatology]] * [[Topic:Dermatology|Dermatology]] * [[Topic:Family practice|Family practice]] ===Division of Healthcare and General Practice=== * [[Topic:General practice|General practice]] * [[Topic:Public Health & Occupational Medicine|Public Health & Occupational Medicine]] ===Division of Woman, Child and Geriatric Health=== * [[Topic:Obstetrics & Gynecology|Obstetrics & Gynecology]] * [[Topic:Pediatrics|Pediatrics]] * [[Topic:Geriatrics|Geriatrics]] ===Division of Clinical Neurosciences=== * [[Topic:Psychiatry|Psychiatry]] * [[Topic:Neurology|Neurology]] * [[Topic:Neuroradiology|Neuroradiology]] * [[Topic:Neurosurgery|Neurosurgery]] * [[Topic:Neuroscience|Neuroscience]] * [[Topic:Psychology|Psychology]] ===Division of Diagnostic and Therapeutic Sciences=== * [[Topic:Radiology|Radiology]] * [[Topic:Radiation Oncology|Radiation Oncology]] * [[Topic:Cancer Treatment|Cancer Treatment]] ===Division of Experimental Medicine=== * [[Topic:Biomedical Informatics|Biomedical Informatics]] ===Division of Military Medicine=== * [[Topic:Military Medicine|Military Medicine]] ''(empty article)'' ==Multidisciplinary courses== * [[Topic:Clinical cases]] =Active participants= # [[User:Stevenfruitsmaak|Steven Fruitsmaak]] <small>([[User_talk:Stevenfruitsmaak|Talk]])</small> 00:10, 24 August 2006 (UTC) # [[User:Daniel575|Daniel575]] 15:34, 5 September 2006 (UTC) # [[User:Xrayman|Richard]] 06:25, 12 September 2006 (UTC) # [[User:Zerackam|Pouyan Golshani]] 10:08, 17 September 2006 (UTC # [[User:Eukesh|Eukesh]] 20:32, 4 November 2006 (UTC) # [[User:Riad|Riad]] 17:18, 22 December 2006 (UTC) =School news= * '''August 24, 2006''' - School founded! Also most elements transferred from WikiBooks. Let the learning begin! * '''October 2, 2006''' - Special learning project [[Nobel Prize in Physiology or Medicine]] - explain the science behind each year's award. * '''October 4, 2006''' - Special learning project [[Nobel Prize in Chemistry]] - explain the science behind each year's award. =See also= *[[School:Biology|The School of Biology]] *[[School:Pharmacy|The School of Pharmacy]] {{Wikibooks|Medicine}} [[Category:Medicine|*]] [[Category:Wikiversity schools|Medicine]] [[de:Fachbereich_Humanmedizin]] 3004 45998 2006-11-16T01:34:08Z Sebmol 14 small fix {| style="margin:0.5em auto; background-color: #f0f0f0; border: 2px solid #aaaaaa; padding: 2px; clear:both;" | style="text-align:center" | '''''I, {{{author|the author of this work}}},''' hereby publish it under the following licenses:'' |--- | {{GFDL}} {{Cc-by-sa-2.5}} |--- | style="text-align: center" | ''You may select the license of your choice.'' |}[[Category:Self-published work|{{PAGENAME}}]] <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 3005 13111 2006-08-23T23:06:58Z Guillom 48 [[Category:Documents by copyright status]] [[Category:Documents by copyright status]] 3006 22695 2006-09-02T22:58:16Z JWSchmidt 20 subcat Pages and categories that are used by the [[School:Medicine|School of Medicine]]. [[Category:Life Sciences]] 3007 46240 2006-11-17T05:28:43Z Msmithma 2405 /* Wikibooks */ Fixed the book link it's not a sub book of topology ==Department description== The goal of the department of real analysis is to give rigorous backing to the machinery of calculus and the real number system. By the end of this course, a student should know the real numbers like the back of their hand, and be more than ready to learn the generalizations of topology. ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[Our Playground: The Real Numbers and Their Development]] ==Offsite Learning Materials== * ... ==Recommended Reading Material== Analysis is a highly technical topic and is full of pitfalls and subtle counterexamples. You will need to read and complete the exercises in at least one of the following books in addition to using this site as a supportive community of peers and teachers. *Gelbaum & Olmsted. (2003). ''Counterexamples in Analysis'' Dover Publications. ISBN 0486428753 *[[w:Walter Rudin|Rudin, Walter]]. (1976). ''Principles of Mathematical Analysis'' McGraw-Hill Science/Engineering/Math. ISBN 007054235X ===Wikipedia=== *[[w:Real analysis]] ===Wikibooks=== Works in progress: * [[Wikibooks:Real analysis]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *... [[Category:{{PAGENAME}}| ]] 3008 76700 2007-01-15T21:38:56Z JWSchmidt 20 /* Protocols and initial diagnosis and treatment */ fix link '''Emergency medicine''' (EM) involves the diagnosis and management of urgent medical conditions, especially life-threatening medical situations like motor vehicle accidents, heart attacks or the ingestion of poisons. EM physicians and pre-hospital personnel like ambulance workers provide initial patient care with the aim of providing patient comfort and improving long-term patient outcome. ==Introduction to emergency medicine== ''Main article: [[Emergency Medicine/Organization of emergency medicine|Organization of emergency medicine]]'' ==Protocols and initial diagnosis and treatment== ''Main article: [[Emergency Medicine/Protocols and initial diagnosis and treatment|Protocols and initial diagnosis and treatment]]'' ==LIST OF TOPICS== ==Circulatory emergencies== ===Cardiology: circulatory emergencies=== *[[Ventricular tachycardia]] / [[ventricular fibrillation]] / [[Asystole]] *[[Pulseless electrical activity (PEA)]] *Loss of pulse in an extremity (esp. following vascular surgery) *Severe bradycardia or other rhythm disturbance *Severe hypotension or hypertension *Myocardial ischemia (with or without angina or electrocardiographic changes) *Angina, acute coronary insufficiency, myocardial infarction *Aortic dissection or aneurysm *Cardiac arrhythmias *Cardiopulmonary resuscitation *[[Congestive heart failure]] (CHF). ===Shock=== *[[Cardiogenic shock]] *[[Neurogenic shock]] *[[Anaphylactic shock]] *[[Septic shock]] *[[Hypovolemic shock]] ==Respiratory emergencies== ===Pulmonology: respiratory emergencies=== *Cyanosis / hypoxemia *Stridor (noisy inspiration from partial upper airway obstruction) *Respiratory failure *Smoke inhalation *Cardiopulmonary resuscitation (CPR) *[[Pneumothorax]] (sucking chest wound) / [[tension pneumothorax]] *[[Hemothorax]] / [[Hemopneumothorax]] ==Neurological and psychiatrical emergencies== ===Neurology: neurological emergencies=== *Grand-mal seizures / unresponsive patient / coma *Cerebrovascular accident (stroke) *Headaches (especially migraines, cluster headaches, and those due to intracerebral bleeds) *Epileptic seizure ===Psychiatry: psychiatrical emergencies=== *Post-traumatic stress syndrome ==Abdominal emergencies== ===Abdominal (surgical) emergencies=== *Abdominal pain *Appendicitis (with or without peritonitis) ===Urology: urological emergencies=== *Urinary retention ==Injuries== ===Penetrating injuries=== *Bleeding *Gunshot wounds *Stab wounds ===Non-penetrating injuries=== *Burns (first degree, second degree, third degree) *Drowning and near-drowning *Electric shock / electrocution / electric burns ==Metabolical emergencies== ===Endocrinology: endocrinological emergencies=== *Diabetic coma ===Poisoning=== *Drug overdose ==Critical care medicine== *ICU monitoring *Cardiac monitoring (CVP, PAOP, CO etc.) *Neurologic monitoring (ICP etc.) ==Pediatry: pediatrical emergencies== *Neonatal resuscitation ==Levels of emergency care== ===In the USA=== *First Responder (BLS) *Emergency medical technician - Basic (BLS) *Emergency medical technician - Intermediate (ALS) *Emergency medical technician - Paramedic (ALS) ===In Canada=== *[[First aid]] *[[Emergency medical responder (EMR)]] *[[Emergency medical technician - ambulance (EMT-A)]] *[[Emergency medical technician - paramedic (EMT-P)]] [[Category:Pages moved from Wikibooks]] [[Category:Medicine]] [[Category:Emergency Medicine|*]] 3009 76760 2007-01-15T22:27:28Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of General Practice'''. ==Department description== The Department of General Practice is a Wikiversity content development project where participants create, organize and develop learning resources for general practice medicine. General Practice, as it is known today, is considered by many as providing the initial level of health-care in most healthcare systems throughout the world. That is, if you have a non-emergency problem, you would go to your GP to get it looked at, and they would prescribe proper treatment. In cases where the treatment or detailed diagnosis of the problem is too complex, requires surgery or other resources, the GP may refer the patient to a Doctor trained in the required specialty (such as a General Surgeon, a Neurologist, a Cardiologist, etc.) In most jurisdictions, a Doctor must now take 2-4 years of Medical Residency in [[General_Practice:What is Family Medicine|Family Medicine]] or General Practice in order to practice as a GP, as they need internship training in several specialties. This additional breadth of training, together with an expectation to have reasonable competence in these areas, means that such training is no longer necessarily regarded as the fallback option for trainees. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[General_Practice:Internal Medicine|Internal Medicine]] *[[General_Practice:Pediatrics|Pediatrics]] *[[General_Practice:Women's Health (Ob/Gyn)|Ob/Gyn]] *[[General_Practice: Family Medicine]] *[[General_Practice:Emergency Medicine|Emergency Medicine]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Most GP's will spend a large portion of their time in office practices, in hospitals, or in Emergency Rooms, the latter being the least common. For some jurisdictions, having a community-based component to the practice is an important feature of the discipline. Once a GP has completed their Family Medicine or General Practice residency training, they will usually have to write a board-certified exam to get a licence to practice Family/General Medicine. [[Category:Pages moved from Wikibooks]] [[Category:Medicine]] 3011 41113 2006-10-30T01:55:01Z Andersat 2630 Cardiology is the branch of medicine dealing with disorders of the heart and blood vessels. Following the introduction of various invasive radiological procedures, ''interventional cardiology'' has emerged as a sub-speciality dealing specifically with the catheter based treatment of structural heart diseases. Invasive procedures of the heart to treat ''arrhythmias'' are performed by specialists in ''clinical cardiac electrophysiology''. ==LIST OF TOPICS== ==Basic science of cardiology== ===Anatomy and physiology of the cardiovascular system=== * [[Anatomy of the heart]] * [[The vascular system]] * [[Fluid dynamics]] * [[Cardiovascular physiology]] ==Cardiovascular diseases== ===[[Coronary heart disease]] (CHD)=== ===[[Valvular heart disease]]=== * [[Aortic valve disease]] * [[Mitral valve disease]] * [[Pulmonary valve disease]] * [[Tricuspid valve disease]] ===[[Congenital heart disease]]=== * [[Ventricular septum defect]] (VSD) * [[Atrial septum defect]] (ASD) * [[Tetralogy of Fallot]] * [[Transposition of the great arteries]] * [[Hypoplastic left ventricle]] ===Cardiomyopathies=== * [[Dilated cardiomyopathy]] * [[Restrictive cardiomyopathy]] * [[Hypertrophic cardiomyopathy]] * [[Arrythmogenic right ventricle]] ===Cardiac inflammatory disease=== * [[Endocarditis]] * [[Myocarditis]] * [[Pericarditis]] ===[[Arrythmia]]=== * [[Supraventricular arrythmia]] ** [[Paroxysmal supraventricular tachycardia]] ** [[Atrial fibrillation]] ** [[Atrial flutter]] * Ventricular arrythmia ** [[Ventricular tachycardia]] ** [[Ventricular fibrillation]] * Cardiopulmonary resuscitation (CPR) ==Cardiac pharmaceutical agents== ==Instruments & Technology== === Diagnostic tools === ** [[Auscultation]] ** [[Echocardiography]] ** [[Electrocardiography]](ECG/EKG) ** [[Cardiac stress testing]] === Therapeutic procedures === ** [[Angioplasty]] (PTCA) ** [[Intra-aortic baloon pump]] ** [[Electrophysiological study]] ** [[Pacemakers]] ** [[Defibrillators]] ==Research topics== [[Category:Cardiology]] 3012 77216 2007-01-16T19:35:25Z JWSchmidt 20 [[Category:Medicine]] == Overview of Obstetrics and Gynecology == [[w:Obstetrics and gynaecology|Obstetrics and gynecology]] is diverse disipline encompassing fertility, prenatal, labor and delivery, postpartum care as well as gynecology and gynecologic oncology. *Obstetrics **Prenatal Care **Labor & Delivery **Post Partum *Gynecology *Gynecologic Oncology *[[Contraception]] ===Case Based Learning=== [[Obstetrics & Gynecology Case 1]] [[Category:Pages moved from Wikibooks]] [[Category:Medicine]] 3013 47842 2006-11-22T20:26:21Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ===Case 1=== *Presentation *'''What is the most likely diagnosis?''' *'''What further evaluation and management are appropriate?''' ====Normal Labor==== *Discussion **Phases ***Latent Phase ***Active Phase ***Descent ***Expulsion **Methods of Pain management **Questions **Answers [[Category:Pages moved from Wikibooks]] [[Category:Medicine]] 3014 77268 2007-01-16T21:15:11Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Department of Radiation Oncology'''. ==Department description== The Department of Radiation Oncology is a content development project where participants create, organize, and develop learning resources for radiation oncology. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... ===Resources=== * [[b:Radiation Oncology|Wikibook Radiation Oncology]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 3015 77219 2007-01-16T19:47:36Z JWSchmidt 20 re-order Welcome to the Wikiversity '''Department of Orthopedic Surgery'''. ==Department description== The Department of Orthopedic Surgery is a content development project where participants create, organize, and develop learning resources for orthopedic surgery. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==Resources== [[b:Orthopedic_Surgery|Wikibook Orthopedic Surgery]] [[Category:Medicine]] 3016 13165 2006-08-24T00:16:18Z Aldenis 296 3017 75828 2007-01-14T18:04:57Z JWSchmidt 20 learning projects Welcome to the Wikiversity '''Department of Anatomy'''. ==Department description== The Wikiversity Department of Anatomy is a content development project where participant create, organize and develop learning resources for anatomy. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *1.0 [[Introduction to Anatomy]] ** 1.1 [[Anatomical Terminology]] ** 1.2 [[Introduction to Bones]] ** 1.3 [[Introduction to Muscles]] *2.0 [[Upper Limb]] **2.1 [[Bones of the Upper Limb]] **2.2 [[Muscles of the Upper Limb]] *3 [[Spine]] *4 [[Thorax]] *5 [[Abdomen]] **5.1 [[Abdominal wall]] **5.2 [[Abdominal viscera]] **5.2 [[Pelvis]] *6 [[Lower Limb]] *7 [[Head and Neck]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Pages moved from Wikibooks]] [[Category:Anatomy]] 3018 47826 2006-11-22T20:23:30Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] In the context of medicine, anatomy is the study of the structures that make up the human body. Gross anatomy is the study of these structures at the macroscopic level - everything that can be seen with the unaided eye. A course in anatomy gives doctors several tools that are essential to the practice of medicine. The most apparent tool is the ability to describe the precise position of structures within the body, and to find these structures quickly - essential in any medical communication. More than this, doctors learn the precise function of many of the body's more mechanical and macroscopic structures. Bones, muscles, and the central nervous system all cause changes in the body on the macroscopic as well as the microscopic level. In a traditional anatomy course at medical school, lectures are accompanied by laboratory time, in which cadavers are dissected, allowing the medical student to study anatomical structures in situ. This gives the student a more thorough and complete knowledge of structures in relation to one another, and also a feeling of what these structures look and feel like - far more than any anatomical textbook could do. It also gives the student practical experience in identifying everything from bony landmarks to specific nerves and muscles. The study of anatomy requires a lot of memorization, however this requirement is moderated by the use of systematic methods of learning, and even various tricks - such as mnemonics - wherever possible. To continue with the course, the student should begin by familiarizing themselves with the terminology used in anatomy. [[Anatomical Terminology|1.1 Anatomical Terminology]] [[Category:Pages moved from Wikibooks]] [[Category:Anatomy]] [[Category:Introductions]] 3019 76472 2007-01-15T14:52:03Z JWSchmidt 20 Reverted edits by [[Special:Contributions/194.82.168.3|194.82.168.3]] ([[User_talk:194.82.168.3|Talk]]) to last version by [[User:72.68.220.142|72.68.220.142]] using [[Wikiversity:Rollback|rollback]] ===Anatomical Position=== When discussing the anatomy of the human body, it is useful to consider the body in a standard position. This allows the relative position of parts of the body to be described accurately and with less confusion. This is the [[Wikipedia:Anatomical_position|anatomical position]]. A person in the anatomical position is standing up straight, with arms at the sides and palms facing forwards with the fingers extended. The feet are facing forward, as are the head and eyes. [[Image:Anatpos.png|frame|The anatomical planes of the body.]] ===Planes of the Body=== There are three planes through the body that are used to describe the position and orientation of parts of the body. These are: * ''Median or Sagittal plane'' - This plane runs through the body from the head to the feet, and divides the body into left and right halves. Any plane parallel to this through the body is known as a para-sagittal plane. * ''Coronal plane'' - This plane runs through the body from the head to the feet, and divides the body into front and rear halves. * ''Transverse plane'' - This is any plane that runs left to right through the body and divides it into upper and lower sections. * ''Oblique plane'' - Any plane through the body that is not parallel to one of the former three. ===Anatomical Terms=== When discussing anatomy, the following terms are used to describe the relative positions of the parts of the body. When using these terms, it is usually assumed that the body is in the anatomical position. * ''Lateral'' and ''medial'' - Away or towards the median plane respectively. * ''Superior'' and ''inferior'' - Towards the head, or towards the feet respectively. * ''Anterior'' and ''posterior'' - Towards the front of the body, or towards the rear of the body respectively. ** Also referred to as ''ventral'' and ''dorsal'' respectively. * ''Superficial'' and ''deep'' - Superficial structures are closer to the skin than deeper structures. In the limbs, the following terms are also used: * ''Distal'' and ''proximal'' - Further from or nearer to the limb's connection to the trunk respectively. Terms may also be combined to describe more complicated relative positions, for example ''anterolateral'', meaning in front of and more lateral to something. ====Examples==== * The thumbs are lateral to the index fingers. * The shoulder is superior to the hip. * The vertebrae of the spine are posterior to the abdominal muscles. * The wrist is distal to the elbow. * The shoulder blade is posterolateral to the spine. ===Movement terms=== All acts of movement are considered to be a mixture or a single contribution of the following movement terms: *''Flexion'' - where there is a reduction in the angle between bones or parts of the body. This term applies '''only''' to movement ''along the sagittal or median plane''. An example of arms flexing is lifting a dinner plate. When applied to the trunk of the body, this term means bowing forwards. *''Extension'' - is the opposite of flexion, and there is an increase in the angle. This term applies '''only''' to movement ''along the sagittal or median plane''. With the trunk of the body, this movement is bowing backwards. *''Adduction'' - where there is a reduction in the angle between bones or parts of the body. This '''only''' applies to movement ''along the coronal plane''. An example of this is where extending arms outwards as if to fly. *''Abduction'' - the exact opposite, with an increase in the angle. Also '''only''' applies to movement ''along the coronal plane''. *''Rotation'' - is rotation of an entire limb clockwise (laterally) or anticlockwise (medially). *''Pronation'' - this is the rotation of the hand so that the palm faces posteriorly. This is not medial rotation as this must be performed when the arm is half flexed. ''Prone'' means the hand is facing posteriorly. *''Supination'' - the roation of the hand so that the palm faces anteriorly. The hand is ''supine'' (facing anteriorly) in the anatomical position. *''Protrusion'' - is the anterior movement of an object. This term is often applied to the jaw. *''Retrusion'' - the opposite of protrusion. *''Elevation'' - superior movement. This term is often applied to the shoulders (eg shrugging shoulders is elevation) *''Depression'' - inferior movement, opposite of elevation. *''Circumduction'' - is a special case of movement involving adduction, flexion, extension and abduction. The resulting movement creates a circular path of movement. The only joint in the human body capable of circumduction is the shoulder. ===Special cases=== There are several cases where the meaning of the anatomical planes and terms are slightly different. Hence new definitions for movement applies. This is apparent in the foot, the tongue, the hand, the penis, and the brain. ====Foot and hand==== The palm (''adj'' palmar) of the hand corresponds to the sole (''adj'' plantar) of the foot, and the dorsum (back) of the hand corresponds to the dorsum (top) of the foot. From this, the term ''dorsiflexion'' means to flex upwards (true flexion) and the term ''plantarflexion'', meaning to extend downwards (true extension) are derived. The term ''volar'', used mainly in orthopaedics, is synonymous with ''palmar'' and ''plantar''. The foot is also capable of movement along another axis due to the flexibility of the ankle joint. These movements are *''Eversion'' - the movement of the sole of the foot away from the median plane. *''Inversion'' - the movement of the sole towards the median plane. (same as when an ankle is twisted). The position of the hand in anatomical position is considered ''supine'', such that rotation of the hand so that the palm faces backwards is called pronation and the reverse action, supination. ====Others==== In the anatomical position, the penis is considered to be erect and pointing upwards, i.e. the dorsal side of the penis is what one would normally call its top side (meaning the side that would touch the belly). The tongue has a dorsal side which is facing upwards (the side that tastes). ===External Links=== *[http://en.wikipedia.org/wiki/Anatomical_position Anatomical position on Wikipedia] *[http://www.med.umich.edu/lrc/coursepages/M1/anatomy/html/home.html University of Michigan Medical School: Medical Gross Anatomy Learning Resources] [[Category:Pages moved from Wikibooks]] [[Category:Anatomy]] 3021 76314 2007-01-15T03:04:44Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:AmiDaniel|AmiDaniel]] using [[Wikiversity:Rollback|rollback]] [[Image:Anterior Hip Muscles 2.PNG|right|200px]] '''Muscles''' are comprised of [[w:Fascicles|fascicles]], which are bundles of muscle fibers. Surrounding each fascicle, and holding it together, is a layer of connective tissue known as the [[w:perimysium|perimysium]]. [[w:endomysium|Endomysium]] surrounds each muscle fiber, and [[w:epimysium|epimysium]] surrounds the muscle itself. Penetrating the muscle, are arteries, veins, and nerve fibers. There are three types of muscle: *[[w:Skeletal_muscle|Skeletal]]: Under voluntary nervous control. *[[w:Cardiac_muscle|Cardiac]]: Found only in the heart, specialised and autonomous. The nervous system has the ability to effect changes globally. <ref>http://www.sinc.sunysb.edu/Stu/ltriolo/</ref> *[[w:Smooth_muscle|Smooth or visceral]]: Smooth or visceral: Not under voluntary nervous control. Found in blood vessels, digestive system, etc. ==Origin and Insertion== Muscles are usually partly described by their origin at one end, and insertion at the other. These are points of the muscle that attach to bones - the origin being the point that moves least under contraction, and the insertion being the end that moves most. The origin is usually more proximal, and the insertion more distal. If a muscle arises from more than one place (as in the biceps, or triceps), we say that it has two (or more) heads. [[Category:Pages moved from Wikibooks]] [[Category:Anatomy]] [[Category:Introductions]] == References == <references /> 3022 76245 2007-01-15T02:53:17Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:AmiDaniel|AmiDaniel]] using [[Wikiversity:Rollback|rollback]] The upper limb is commonly referred to as the arm. Anatomically speaking, however, only the structures distal to the shoulder joint and proximal to the elbow are referred to as the '''''arm'''''. The structures distal to the elbow and proximal to the wrist are called the '''''forearm''''', and the structures distal to the wrist are called the '''''hand'''''. *2.1 [[Bones_of_the_upper_limb|Bones of the Upper Limb]] [[Category:Pages moved from Wikibooks]] [[Category:Anatomy]] 3023 47811 2006-11-22T20:18:50Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Bones of the Shoulder== The shoulder is comprised of the '''''scapula''''' (shoulder blade), and the '''''clavicle''''' (collar bone). ==Bones of the Arm== The bone in the arm is the '''''humerus'''''. ==Bones of the Forearm== The forearm is comprised of the '''''radius''''' and the '''''ulna''''', which run parallel to each other. The radius is lateral to the ulna. ==Bones of the Hand== The wrist is comprised of the '''''carpal''''' bones, a number of relatively small bones roughly arranged in two rows of four, which are known collectively as the carpus. The proximal row is the first row, and is comprised of (in order from lateral to medial side): *'''''Scaphoid (navicular)''''' bone *'''''Lunate''''' bone *'''''Triquetral (triangular)''''' bone *'''''Pisiform''''' bone: Anterior to the triquetral bone. The distal row is comprised of: *'''''Trapezial (greater multangular)''''' bone *'''''Trapezoid (lesser multangular)''''' bone *'''''Capitate''''' bone *'''''Hamate''''' bone The carpal bones can be remembered using the following (somewhat humerous - no pun intended) rhyme: ''Sometimes lovers try positions that they cannot handle.'' Distal to the carpal bones is the metacarpus, comprised of the '''''metacarpal''''' bones. These run through the palm of the hand, and connect the fingers to the carpus. There are five metacarpals, and they are numbered starting with the lateral side from one to five, the '''''first metacarpal''''' running to the thumb. Distal to the metacarpus are '''''phalanx''''' bones, or the phalanges. These are the digital bones, consisting of three in each finger, except for the thumb which contains only two. As the phalanges are arranged in rows, they are referred to by their row number, and finger number. Each finger is numbered similarly to the metacarpals, from one to five beginning with the lateral thumb. The first row of phalanges are called the proximal phalanges, the second row as the middle phalanges, and the third row as the distal phalanges. For example, the '''''second middle phalanx''''' is the middle bone of the index finger. As the thumb contains only two phalanges, these are referred to as the '''''first proximal''''' and '''''first distal phalanges'''''. A mnemonic is often helpful in memorising these bones; lateral to medial and proximal to distal: Sam Likes To Push The Toy Car Hard. *2.2 [[Muscles_of_the_upper_limb|Muscles of the Upper Limb]] [[Category:Pages moved from Wikibooks]] [[Category:Anatomy]] 3029 13204 2006-08-24T00:35:51Z Stevenfruitsmaak 392 Upper limb #REDIRECT [[Upper limb]] 3030 13207 2006-08-24T00:36:21Z Stevenfruitsmaak 392 [[Upper Limb]] moved to [[Upper limb]]: capitalisation error #REDIRECT [[Upper limb]] 3032 13213 2006-08-24T00:38:14Z Stevenfruitsmaak 392 Topic:Emergency Medicine #REDIRECT [[Topic:Emergency Medicine]] 3033 13215 2006-08-24T00:39:10Z Stevenfruitsmaak 392 Topic:General practice #REDIRECT [[Topic:General practice]] 3034 13219 2006-08-24T00:40:43Z Stevenfruitsmaak 392 redir #REDIRECT [[School:Medicine]] 3035 13221 2006-08-24T00:41:44Z Stevenfruitsmaak 392 redir #REDIRECT [[Topic:Cardiology]] 3036 13222 2006-08-24T00:43:09Z Stevenfruitsmaak 392 redir #REDIRECT [[Topic:Obstetrics & Gynecology]] 3037 13223 2006-08-24T00:44:15Z Stevenfruitsmaak 392 Obstetrics & Gynecology Case 1 #REDIRECT [[Obstetrics & Gynecology Case 1]] 3038 13224 2006-08-24T00:45:21Z Stevenfruitsmaak 392 redir #REDIRECT [[School:Medicine]] 3039 47841 2006-11-22T20:26:16Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Naming in Organic chemistry is necessary for the discussion of chemicals and chemical reactions. = Naming parent chains = == Nomclemature == Organic Carbon-Compound Prefixes "Meth" 1 Carbon<br> "Eth" 2 Carbons<br> "Prop" 3 Carbons<br> "But" 4 Carbons<br> "Pent" 5 Carbons<br> "Hex" 6 Carbons<br> "Sept" 7 Carbons<br> "Oct" 8 Carbons<br> "Non" 9 Carbons<br> "Dec" 10 Carbons<br> "Undec" 11 Carbons<br> "Dodec" 12 Carbons<br> == Alkanes == Alkanes are chemicals with carbon backbones which only have carbon-carbon single bonds and are named according to the number of carbons they have. They combust to produce water and carbon dioxide in air. Alkanes such as propane are used in petrol engines. Alkanes with greater than 4 carbons can form different chain isomers, that is they can become "branched". The more branches a smaller alkane has the higher it's "octane rating". By having a high octane rating an alkane is less likely to auto-ignite which can cause problems in combustion engines by causing "knocking"; igniting under pressure before the spark and causing the piston to "knock" as it has not yet fully descended. General Alkane Formula: C<sub>n</sub>H<sub>2n+2</sub> Suffix: "ane" Example: <b>CH<sub>3</sub>CH<sub>2</sub>CH<sub>3</sub></b> - Propane == Alkenes == Alkenes, like Alkanes, have carbon backbones but contain at least one carbon-carbon double bond. Double bonds are reactive and can be reduced to single bonds using hydrogen gas, pressure, and a catalyst, such as Pd or Pt. Alternatively, Alkenes can be reduced to Alkanes by reacting with Hydrogen gas over a Nickel catalyst. Nickel acts as a heterogenous surface catalyst, weakening the H-H bonds in hydrogen, thus speeding up the reaction. General Alkene Formula: C<sub>n</sub>H<sub>2n</sub> Suffix: "ene" Example: <b>CH<sub>2</sub>CH<sub>2</sub></b> - Ethene == Alcohols == General Alcohol Formula: C<sub>n</sub>H<sub>2n+1</sub>OH Suffix: "ol" Example: <b>CH<sub>3</sub>CH<sub>2</sub>OH</b> - Ethanol == Alkynes == Alkynes have carbon-carbon triple bonds. Like alkenes, Alkynes are reactive and can be brought down to either double or single bonds. If excess hydrogen is used, and they are allowed to react, they will become single bonds. If a poison catalyst (such as Pd/CO3, palladium with carbonate) is used instead of a regular catalyst, the alkynes will be selectively reduced to alkenes. == Ketones == Ketones are carbonyl compounds. Thus they contain the C=O group. This group is responsible for the typical peak present in the mass spectrometer profiles for carbonyl compounds. The suffix "-one" is added to the alkane name to indicate a ketone. Ketones, if formed from alcohols, must be formed from secondary alcohols as you need to have two groups either side of the "carbonyl" carbon. General Ketone Formula: C<sub>n</sub>H<sub>(2(n-1)+2)</sub>O Suffix: "one" Examples of ketones include: '''CH<sub>3</sub>COCH<sub>3</sub>''' Name: ''propanone''. This is the lowest member of the series. '''CH<sub>3</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''butanone''. '''CH<sub>3</sub>CH<sub>2</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''pentan-3-one''. The "-3-" indicates the position of the C=O (carbonyl) group. It shows that the carbonyl group is present on the third carbon atom in the chain. Such naming is essential in ketones (except propanone and butanone). For example, an isomer of pentan-3-one is pentan-2-one, which has a different structural formula. == Ethers == In Ethers the functional group is -O-. The General Formula of ethers is R-O-R or R-O-R'. R-O-R are simple ethers. Whereas R-O-R' represents mixed ethers. R and R' are different alkyl groups. According to IUPAC they are called Alkoxy Alkanes (O-R is alkoxy group). For Example, CH3-O-CH3 is a simple ether whose common name is Dimethyl ether and the IUPAC name is Methoxy Methane. C2H5-O-CH3 is a mixed ether whose common name is methyl ethyl ether and the IUPAC name is methoxy ethane. == Esters == Carbon Compunds consisting of a carbonyl carbon adjacent to an ether (-COO-). Esters are often characterized by a unique smell or taste. Esters are used by manufacturers due to their unique smells and tastes. Examples of Esters: '''CH<sub>3</sub>CH<sub>2</sub>COOCH<sub>3</sub>''' - Methyl acetate or Methyl ethanoate (IUPAC) '''CH<sub>3</sub>COOCH<sub>2</sub>CH<sub>3</sub>''' - Ethyl methanoate or Ethyl formate (IUPAC) == Aldehydes == Aldehydes are carbonyl compounds with a C=O and a H bonded to the same carbon. The suffix attached to a aldehyde is "al". The quickest way to form a aldehyde is to oxidise a primary alcohol using potassium dichromate. Suffix: "al" General formula: C<sub>n</sub>H<sub>2n-1</sub>CHO Functional Group: CHO Examples of aldehydes: '''CH<sub>3</sub>CH<sub>2</sub>CHO''' Ethanal '''CH<sub>3</sub>CH<sub>2</sub>CH<sub>2</sub>CHO'''Propanal == Carboxylic Acids == Carboxylic acids are [[carbonyl]] compounds containing a C=O and an -OH group bonded to the same carbon. They can be obtained by oxidising a aldehyde or a primary alcohol using potassium dichromate (K<sub>2</sub>Cr<sub>2</sub>O<sub>7</sub>) with concentrated sulphuric acid. Suffix: "oic acid" General formula: C<sub>n</sub>H<sub>2n-1</sub>COOH Functional Group: COOH Examples of carboxylic acids: '''CH<sub>3</sub>COOH''' Ethanoic Acid '''CH<sub>3</sub>CH<sub>2</sub>COOH''' Propanoic Acid == Benzenes == = Naming as substituents = == Phenyls == == Allyls == == Vinyls == [[Category:Pages moved from Wikibooks]] 3041 67624 2007-01-07T19:59:26Z JWSchmidt 20 see also and external links section [[Image:Acid Titration.PNG|right]] '''Acid/Base chemistry''' began with the Arrhenius model of acids and bases. This model states molecules in water that release hydrogen ions (H<sup>+</sup>) are acids, while molecules in water that release hydroxide (OH<sup>-</sup>) are bases. This is not complete. The current common definition of an acid and a base is based upon how the substance releases or attracts hydrogen ions (H<sup>+</sup>). Acids release H<sup>+</sup> ions that can turn neutral molecules into positively charged ions, while bases can attract H<sup>+</sup> ions from neutral molecules to produce negatively charged ions. This definition allows for bases such as ammonia which does not contain a hydroxide ion. In water solutions, acids affect water molecules, producing hydronium (H<sub>3</sub>O<sup>+</sup>) and bases also affect water molecules, producing hydroxide (OH<sup>-</sup>) ions. The relative strength of acids and bases is measured by their respective ion concentrations once dissolved. The product of the hydronium ion (H<sub>3</sub>O<sup>+</sup>) concentration in water times the hydroxide ion concentration equals 1*10 to the -14th power. When water is not the solvent, the product of the concentrations of the positive and negative ions produced by acids and bases also has a constant value, but the value is different for each solvent. In water solutions, the pH is equal to the negative log of the hydronium ion (H<sub>3</sub>O<sup>+</sup>) concentration. The pOH is equal to the negative log of the hydroxide ion (OH<sup>-</sup>) concentration. For typical solutions, pH varies between 0 and 14, with 7 (th pH of water) as neutral. Each "step" below 7 is ten times more acidic (since it was derived from a power of ten). For concentrated solutions (> 1 M) of strong acids or bases, solutions can have pH below 0 or above 14 respectively. However, considering the water system at 25 °C, the pH plus pOH of a substance is equal to 14. The notion of pH in fact depends on the considered solvent and can be extended to other non aqueous polar solvent systems with different autoprotolysis constant. In this case, the sum of pH and pOH is equal to the value of -log of this constant. For acids and bases that fit the Arrhenius model, a reaction between them always produce water and a salt. Reactions between acids and metal always produce a salt and hydrogen gas. An electrolyte is a substance, that forms solutions capable to carry electric current. == Operational and Conceptual definitions == *'''Operational definition''' deals with observable things. *'''Conceptual definition''' deals with interpretation. ===Operational definition of acids.=== Acids conduct electricity; the conductivity depends of the strength of the acid. Acids react with some metals to generate hydrogen gas. Acids turns blue litmus to red. Diluted acids taste sour. ===Operational definition of bases=== Bases conduct electricity. The conductivity depends of the strenght of base. Bases turn red litmus to blue. Bases appear to be slippery and soapy because they hydrolyse the fatty acid esther of the skin (saponification reaction). ===Conceptual definition of acids and bases.=== *Arrhenius theory. Acids are substances, whose water solution contain H<sup>+</sup> ions, as the only kind of + ions. Bases are substances, whose water solutions contain OH<sup>-</sup> ions, as the - ions. *Bronsted Lowry theory. The H+ ions cannot exist as bare proton, it must be bonded to another species. Acids are H<sup>+</sup> proton donors. The OH<sup>-</sup> ions also must be bonded. Bases are H<sup>+</sup> acceptors. *Amphoteric substances, can act either like acid or base, up to chemical environment. For example water can either donate or accept protons. ==Acid - Base reactions== *[[wikipedia:Neutralization reaction|Neutralization reaction]] occurs, when equal quantities of acids and bases occurs. For example: H<sup>+</sup> ions react with OH<sup>-</sup> ions, to make the H<sub>2</sub>O molecule. *Acid - base titration is the process of adding known molarity of acid or base to unknown molarity, until the neutralization will occur. The acid or base of known molarity called standard solution. The endpoint of the reaction can be determined by acid - base indicators. ===Comarity calculation=== The unknown molarity can be calculated from used volumes and molarity of known standard solution. To do this, we have to balance the equation, and determine the ratio between the Acid and Base. *Moles of acids = molarity × litters of acid. *Moles of base = molarity × litters of base. **If the ratio of this two equations is 1, then **Litters of acids × Moles of acid = Litters of base × Moles of base. **The unknown molarity can be calculated, from this relationship. ===Normality of the solution=== Normality of the solution is the number of moles of (H<sup>+</sup>) or (OH<sup>-</sup>) ions per solution. In general volumes and normality of reacting acids and bases are in inverse proportion. *Volume of Acids = Normality of bases. *Volume of Bases Normality of acids. ===Conjugate acid - base pairs=== have chemical formula that differ by one H<sup>+</sup> (they differ by both one H atom and by a +1 charge). They typically appear in a chemical equation for an acid-base reaction, where one is a reactant and the other is a product. Stronger acids have weaker conjugate bases, while stronger bases have weaker conjugate acids. The strongest acids have conjugate bases that are so weak as to be non-basic. The strongest bases have conjugate acids that are so weak as to be non-acidic. ===Ionization constant of acids=== Ionization constant (K<sub>a</sub>) is used to characterize the strength of acids. It is calculated like the constant of the following reaction. K<sub>a</sub> = [H<sup>+</sup>] [B<sup>-</sup>] / [HB]. ===Hydrogen ion concentration.=== pH is defined as the negative value of the logarithm of the hydrogen ion concentration. In acidic solutions H<sup>+</sup> concentration is larger than 10<sup>-7</sup>. For example it can be 10<sup>-3</sup>, which means pH = 3. Solutions with pH values less than 7 are acidic; solutions with pH values greater than 7 are basic (alkaline). The range of pH is typically from 0 (strongly acidic) to 14 (strongly basic); more extreme values sometimes occur. =Salts= Salt is one of product of neutralization reaction. It is a compound containing at least one positive and one negative ion. All salts are strong electrolytes completely ionized by water. Some salts form acidic or basic solution. When it occurs this process is called hydrolysis. ==See also== *[[b:IB Chemistry Acids and Bases|IB Chemistry Acids and Bases]] at Wikibooks ==External links== *[http://www.vanderbilt.edu/AnS/Chemistry/courses/chem104/experiment4/movie.htm Titration: The Movie] *[http://www.shsu.edu/%7Echm_tgc/sounds/titrate.mov another source for the first titration video] in case you have trouble downloading. *[http://www.chem.ualberta.ca/~iip/chem211irc/TitrationVideo.html Additional titration videos] [[Category:Pages moved from Wikibooks]] [[Category:Chemistry]] 3042 80744 2007-01-24T21:59:34Z 222.152.72.221 Changed redox to bold - where is it supposed to link? This page *is* redox. '''Reduction''' is the loss of oxygen from a molecule or the gaining of one or more electrons. A reduction reaction is seen from the point of view of the molecule being reduced, as when one molecule gets reduced another gets oxidised. The full reaction is known as a '''Redox''' reaction. This can be remembered with the term OIL RIG when speaking about electrons. Oxidation Is Loss Reduction Is Gain In the case of [[Organic Chemistry]] it is usually the case of the gaining/loss of Oxygen/Hydrogen In [[Inorganic Chemistry]] the term refers to the change in [[oxidation state]] of the metal center. {{ABCD | Question ='''Oxidation''' is a process where a substance: | Atext = loses one or more electrons | Aanswer = Answer for A goes here| Btext = gains oxygen atom/s | Banswer = Answer for B goes here | Ctext = loses hydrogen atom/s | Canswer = Answer for C goes here | Dtext = gains an increase in its oxidation number | Danswer = Answer for D goes here }} ==Redox and electrochemistry== *'''Oxidation''' is a combination of elements with oxygen. It's also reaction of loosing electrons and gaining positive charge. The atoms that lost electrons said to be oxidize. Atoms can be oxidized by nonmetals. *'''Reduction''' is gain of electrons and getting negative charge. the atoms acquired electrons said to be reduced. When electrons lost by one atom, they must be gained by another element. Therefore oxidation and reduction cannot occur alone. If one occur, other must occur also. Reaction involving oxidation and reduction called redox reactions. *The oxidation number (step) of an element a convenient way to keep electron transfer. It defines the number of electrons, that are lost or gained by an element. ==Example== The metals of group 1 (1A) always have oxidation number +1. The metals of group 2 (2A) always have oxidation number +2. Halogens have only oxidation number -1 in its compounds. Oxygen is always negative in its compounds, except in containing with fluorine. Its oxidation number is -2. Hydrogen has oxidation number +1 in all it's compounds except hydrates of active metals. It's oxidation number in metal hydrates is -1. ==Changes in oxidation number== Redox reactions can be recognized, as the change of the oxidation number of some of the atoms. If the oxidation number of an element increases, then the element is oxidized. If it is decreased, then the element is reduced. *The oxidation number is in the range between -7 and +7. It defines the number of lost electrons. *The reducing agent is an element, that can loss electrons. *The oxidizing agent is an element, that can gain electrons. ==Electrochemistry== Every redox reaction consist of two parts. Oxidation and reduction process.Each of these parts are called '''half - reaction'''. *During the redox reaction there is a transfer of electrons form substance being oxidized to substance being reduced. These two reactions occur in separate vessels. *Vessels are connected by the salt bridge, which allows to move ions from one solution to another. The electrons are transferred through the wire. This flow constitutes an electric current. The flow of charge continuous by the migration of the ions through the salt bridge. The complete system is called '''electrochemical cell''', or simply a chemical cell. ''Each vessel'' in which half reaction takes place, called '''half cell'''. *The flow of electrons through the wire, caused difference of electric potentials between the electrodes. This potential measure the free energy change. It's measures in volts. The flow of current carries electrical energy, which is used to do work. A chemical cell is a device that directly converts chemical energy to electrical. ==Electrode potential== It's not possible to measure the potential of a half reaction. It's possible to measure the difference in potentials between the half reactions, when they paired in a chemical cell. The voltage developed between any given half reaction, is called standard electrode potential ( E 0 ) of a half reaction. the measure of ( E 0 ) made under 1 Mole at 25 dg C. ==Oxidation and redox potentials== Some half reactions have same numerical values, but different signs. The potentials of redox reaction is a some of electric potentials of an elements. *The potential of a chemical cell is a difference of potentials of a half reactions. *When we calculate the difference, we add the electrode potential values, but we change sign of oxidation half reaction Electrolytic cell uses electrolytes. There is electrolysis inside themselves. *Positive electrode called cathode, and negative electrode called anode. ==Balancing the redox reactions== Step 1. Assign the oxidation numbers to the elements. Step 2. Write half reactions for the oxidation and reduction. Step 3. Multiply the half reaction numbers by a number, that will equalize ==the number of electrons== The oxidation number in reactants and products must be balanced to the zero. After this step we will define which element oxidized and which element reduced. [[Category:Chemistry]] [[Category:Pages moved from Wikibooks]] 3046 13239 2006-08-24T00:56:34Z Stevenfruitsmaak 392 School:Medicine #REDIRECT [[School:Medicine]] 3049 67969 2007-01-08T03:50:46Z JWSchmidt 20 [[Category:Computer Science]] {{main welcome}} [[Category:Computer Science]] 3050 13266 2006-08-24T02:24:00Z Rayc 57 MultiCol <includeonly><div><!-- Do not remove this DIV: it prevents the Wiki code from inserting an extra linebreak above this table. --> {| width="{{{1|100%}}}" border="0" cellspacing="0" cellpadding="0" style="background-color: transparent; table-layout: fixed" |- valign="top" |<div style="margin-right: 20px"></includeonly> 3051 13268 2006-08-24T02:24:53Z Rayc 57 import </div> |<div style="margin-right: 20px"> 3052 13269 2006-08-24T02:25:46Z Rayc 57 import </div> |} </div> 3053 24983 2006-09-07T20:52:59Z Trevor MacInnis 99 +cat A number selected by chance (or in the case of a computer program, as near to simulating chance as possible). Typically, a programming language has a built in command or function to generate a number for you. In most cases, the number will be delivered as a random [[floating point]] decimal value between 0 and 1. It is up to the programmer to apply arithmetic to this number to convert it to a number in the desired range. For example, if you want to simulate the roll of a six-sided die, you would multiply this original random result (which starts out between zero and one) by six, add one and then remove any portion after the decimal. [[Let]] DieRoll = [[Integer]](RandomResult * 6 + 1) In the most extreme cases, where RandomResult is 0 (multiplying by six yields zero, and then add one) our die roll is a one, and when RandomResult is 0.999999... (multiplying by six yeilds 5.9999..., adding one yeields 6.9999..., but taking only [[Integer]] portion) we get six. [[Category:Mathematics]] 3054 70754 2007-01-11T20:56:41Z Mystictim 626 {{welcome and expand |71.68.88.137}}Integer: The whole part of a number. Often this is the name of a computer command or function which removes the fractional portion of a number, returning the whole number. Also commonly known as any whole number, and the variable type for numbers in computer programs. [[Category:Mathematics]] 3055 38920 2006-10-24T00:09:37Z Rayc 57 I wonder why I never noticed that bug... <includeonly> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {| {{#if:{{{Question|}}} | {{{Question}}} }} |} {{MultiCol}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Atext|}}}''' | {{{Atext}}} }} </div> <div class="NavContent" style="text-align:left"> {{#if:{{{Aanswer|}}} | {{{Aanswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Btext|}}}''' | {{{Btext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Banswer|}}} | {{{Banswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Ctext|}}}''' | {{{Ctext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Canswer|}}} | {{{Canswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Dtext|}}}''' | {{{Dtext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Danswer|}}} | {{{Danswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{EndMultiCol}} </div> </includeonly> <noinclude> This template create a test question with four choices and answers. The choices will automatically be bolded, by the answers will not be. ==Usage== :{{ABCD :| Question = Question goes here :| Atext = A text goes here :| Aanswer = Answer for A goes here :| Btext = B text goes here :| Banswer = Answer for B goes here :| Ctext = C text goes here :| Canswer = Answer for C goes here :| Dtext = D text goes here :| Danswer = Answer for D goes here :}} which produces: {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} [[Category:Templates]] </noinclude> 3056 43092 2006-11-05T08:37:08Z Mirwin 47 add link to supercomputer proposal buzz New Page Do others agree that such a project category should exist? Does such a category exist and I missed it? Does anyone agree that Wikiversity Infrastructure would be a good place for the School of Computer Science to devote its attention? Is it possible to create such an infrastructure in a contribution-based Wiki environment? :Currently our infrastructure is handled by the Wikimedia Foundation. They have a mailing list [http://mail.wikipedia.org/mailman/listinfo/wikitech-l] dedicated to supporting the Wikimedia software which runs under a standard html web server. There were about 50 developers active on the list last I heard. This might be a good place to start. [http://meta.wikimedia.org/wiki/How_to_become_a_MediaWiki_hacker] It makes some people nervous to talk about infrastructure elsewhere, they see it as leading inevitably to a fork. Personally I think some distributed technologies will be useful in the near future whether it is operated by the Wikimedia Foundation or the Wikiversity Project or some other large free wiki. A lot of people donate processing time, hard drive space, and bandwidth to various projects that enable it. It currently seems like the Wikimedia servers go through a cycle of being overloaded while waiting for frustrated users to donate cash to upgrade the centralized server farm. [[User:Mirwin|Mirwin]] 05:34, 1 September 2006 (UTC) ==See also== *[[MediaWiki Project]] - participants develop new MediaWiki features for the Wikiversity community *http://en.wikiversity.org/wiki/Screensaver_Project [[Category:Computer Science]] 3057 75643 2007-01-14T07:06:23Z Historybuff 5228 Moved to subcat '''INTRODUCTION''' The intellectual roots of AI, and the concept of intelligent machines, may be found in Greek mythology. Intelligent artifacts appear in literature since then, with real (and fraudulent) mechanical devices actually demonstrated to behave with some degree of intelligence. Some of these conceptual achievements are listed below under "Ancient History." After modern computers became available, following World War II, it has become possible to create programs that perform difficult intellectual tasks. From these programs, general tools are constructed which have applications in a wide variety of everday problems. Some of these computational milestones are listed below under "Modern History." '''ANCIENT HISTORY''' Greek myths of Hephaestus and Pygmalion incorporate the idea of intelligent robots. Many other myths in antiquity involve human-like artifacts. Many mechanical toys and models were actually constructed, e.g., by Hero, Daedalus and other real persons. 5th century B.C. Aristotle invented syllogistic logic, the first formal deductive reasoning system. 13th century Talking heads were said to have been created, Roger Bacon and Albert the Great reputedly among the owners. Ramon Llull, Spanish theologian, invented machines for discovering nonmathematical truths through combinatories. 15th century Invention of printing using moveable type. Gutenberg Bible printed (1456). 15th-16th century Clocks, the first modern measuring machines, were first produced using lathes. 16th century Clockmakers extended their craft to creating mechanical animals and other novelties. Rabbi Loew of Prague is said to have invented the Golem, a clay man brought to life (1580). 17th century Early in the century, Descartes proposed that bodies of animals are nothing more than complex machines. Many other 17th century thinkers offered variations and elaborations of Cartesian mechanism. Hobbes published The Leviathan, containing a material and combinatorial theory of thinking. Pascal created the first mechanical digital calculating machine (1642). Leibniz improved Pascal's machine to do multiplication & division (1673) and evisioned a universal calculus of reasoning by which arguments could be decided mechanically. 18th century The 18th century saw a profusion of mechanical toys, including the celebrated mechanical duck of Vaucanson and von Kempelen's phony mechanical chess player, The Turk (1769). 19th century Luddites (led by Ned Ludd) destroyed machinery in England (1811-1816). Mary Shelley published the story of Frankenstein's monster (1818). George Boole developed a binary algebra representing (some) "laws of thought." Charles Babbage & Ada Byron (Lady Lovelace) worked on programmable mechanical calculating machines. '''20th century - First Half''' Bertrand Russell and Alfred North Whitehead published Principia Mathematica, which revolutionaized formal logic. Russell, Ludwig Wittgenstein, and Rudolf Carnap lead philosophy into logical analysis of knowledge. Karel Capek's play "R.U.R." (Rossum's Universal Robots) opens in London (1923). - First use of the word 'robot' in English. Warren McCulloch & Walter Pitts publish "A Logical Calculus of the Ideas Immanent in Nervous Activity" (1943), laying foundations for neural networks. Arturo Rosenblueth, Norbert Wiener & Julian Bigelow coin the term "cybernetics" in a 1943 paper. Wiener's popular book by that name published in 1948. Vannevar Bush published As We May Think (Atlantic Monthly, July 1945) a prescient vision of the future in which computers assist humans in many activities. A.M. Turing published "Computing Machinery and Intelligence" (1950). - Introduction of Turing Test as a way of operationalizing a test of intelligent behavior. Claude Shannon published detailed analysis of chess playing as search (1950). Isaac Asimov published his three laws of robotics (1950). '''MODERN HISTORY''' 1956 John McCarthy coined the term "artificial intelligence" as the topic of the Dartmouth Conference, the first conference devoted to the subject. Demonstration of the first running AI program, the Logic Theorist (LT) written by Allen Newell, J.C. Shaw and Herbert Simon (Carnegie Institute of Technology, now Carnegie Mellon University). 1957 The General Problem Solver (GPS) demonstrated by Newell, Shaw & Simon. 1952-62 Arthur Samuel (IBM) wrote the first game-playing program, for checkers, to achieve sufficient skill to challenge a world champion. Samuel's machine learning programs were responsible for the high performance of the checkers player. 1958 John McCarthy (MIT) invented the Lisp language. Herb Gelernter & Nathan Rochester (IBM) described a theorem prover in geometry that exploits a semantic model of the domain in the form of diagrams of "typical" cases. Teddington Conference on the Mechanization of Thought Processes was held in the UK and among the papers presented were John McCarthy's "Programs with Common Sense," Oliver Selfridge's "Pandemonium," and Marvin Minsky's "Some Methods of Heuristic Programming and Artificial Intelligence." Late 50's & Early 60's Margaret Masterman & colleagues at Cambridge design semantic nets for machine translation. 1961 James Slagle (PhD dissertation, MIT) wrote (in Lisp) the first symbolic integration program, SAINT, which solved calculus problems at the college freshman level. 1962 First industrial robot company, Unimation, founded. 1963 Thomas Evans' program, ANALOGY, written as part of his PhD work at MIT, demonstrated that computers can solve the same analogy problems as are given on IQ tests. Ivan Sutherland's MIT dissertation on Sketchpad introduced the idea of interactive graphics into computing. Edward A. Feigenbaum & Julian Feldman published Computers and Thought, the first collection of articles about artificial intelligence. 1964 Danny Bobrow's dissertation at MIT (tech.report #1 from MIT's AI group, Project MAC), shows that computers can understand natural language well enough to solve algebra word problems correctly. Bert Raphael's MIT dissertation on the SIR program demonstrates the power of a logical representation of knowledge for question-answering systems 1965 J. Alan Robinson invented a mechanical proof procedure, the Resolution Method, which allowed programs to work efficiently with formal logic as a representation language. Joseph Weizenbaum (MIT) built ELIZA, an interactive program that carries on a dialogue in English on any topic. It was a popular toy at AI centers on the ARPA-net when a version that "simulated" the dialogue of a psychotherapist was programmed. 1966 Ross Quillian (PhD dissertation, Carnegie Inst. of Technology; now CMU) demonstrated semantic nets. First Machine Intelligence workshop at Edinburgh - the first of an influential annual series organized by Donald Michie and others. Negative report on machine translation kills much work in Natural Language Processing (NLP) for many years. 1967 Dendral program (Edward Feigenbaum, Joshua Lederberg, Bruce Buchanan, Georgia Sutherland at Stanford) demonstrated to interpret mass spectra on organic chemical compounds. First successful knowledge-based program for scientific reasoning. Joel Moses (PhD work at MIT) demonstrated the power of symbolic reasoning for integration problems in the Macsyma program. First successful knowledge-based program in mathematics. Richard Greenblatt at MIT built a knowledge-based chess-playing program, MacHack, that was good enough to achieve a class-C rating in tournament play. Late 60s Doug Engelbart invented the mouse at SRI. 1968 Marvin Minsky & Seymour Papert publish Perceptrons, demonstrating limits of simple neural nets. 1969 SRI robot, Shakey, demonstrated combining locomotion, perception and problem solving. Roger Schank (Stanford) defined conceptual dependency model for natural language understanding. Later developed (in PhD dissertations at Yale) for use in story understanding by Robert Wilensky and Wendy Lehnert, and for use in understanding memory by Janet Kolodner. First International Joint Conference on Artificial Intelligence (IJCAI) held in Washington, D.C. 1970 Jaime Carbonell (Sr.) developed SCHOLAR, an interactive program for computer-aided instruction based on semantic nets as the representation of knowledge. Bill Woods described Augmented Transition Networks (ATN's) as a representation for natural language understanding. Patrick Winston's PhD program, ARCH, at MIT learned concepts from examples in the world of children's blocks. Early 70's Jane Robinson & Don Walker established influential Natural Language Processing group at SRI. 1971 Terry Winograd's PhD thesis (MIT) demonstrated the ability of computers to understand English sentences in a restricted world of children's blocks, in a coupling of his language understanding program, SHRDLU, with a robot arm that carried out instructions typed in English. 1972 Prolog developed by Alain Colmerauer. 1973 The Assembly Robotics group at Edinburgh University builds Freddy, the Famous Scottish Robot, capable of using vision to locate and assemble models. 1974 Ted Shortliffe's PhD dissertation on MYCIN (Stanford) demonstrated the power of rule-based systems for knowledge representation and inference in the domain of medical diagnosis and therapy. Sometimes called the first expert system. Earl Sacerdoti developed one of the first planning programs, ABSTRIPS, and developed techniques of hierarchical planning. 1975 Marvin Minsky published his widely-read and influential article on Frames as a representation of knowledge, in which many ideas about schemas and semantic links are brought together. The Meta-Dendral learning program produced new results in chemistry (some rules of mass spectrometry) the first scientific discoveries by a computer to be published in a refereed journal. Mid 70's Barbara Grosz (SRI) established limits to traditional AI approaches to discourse modeling. Subsequent work by Grosz, Bonnie Webber and Candace Sidner developed the notion of "centering", used in establishing focus of discourse and anaphoric references in NLP. Alan Kay and Adele Goldberg (Xerox PARC) developed the Smalltalk language, establishing the power of object-oriented programming and of icon-oriented interfaces. David Marr and MIT colleagues describe the "primal sketch" and its role in visual perception. 1976 Doug Lenat's AM program (Stanford PhD dissertation) demonstrated the discovery model (loosely-guided search for interesting conjectures). Randall Davis demonstrated the power of meta-level reasoning in his PhD dissertation at Stanford. Late 70's Stanford's SUMEX-AIM resource, headed by Ed Feigenbaum and Joshua Lederberg, demonstrates the power of the ARPAnet for scientific collaboration. 1978 Tom Mitchell, at Stanford, invented the concept of Version Spaces for describing the search space of a concept formation program. Herb Simon wins the Nobel Prize in Economics for his theory of bounded rationality, one of the cornerstones of AI known as "satisficing". The MOLGEN program, written at Stanford by Mark Stefik and Peter Friedland, demonstrated that an object-oriented representation of knowledge can be used to plan gene-cloning experiments. 1979 Bill VanMelle's PhD dissertation at Stanford demonstrated the generality of MYCIN's representation of knowledge and style of reasoning in his EMYCIN program, the model for many commercial expert system "shells". Jack Myers and Harry Pople at University of Pittsburgh developed INTERNIST, a knowledge-based medical diagnosis program based on Dr.Myers' clinical knowledge. Cordell Green, David Barstow, Elaine Kant and others at Stanford demonstrated the CHI system for automatic programming. The Stanford Cart, built by Hans Moravec, becomes the first computer-controlled, autonomous vehicle when it successfully traverses a chair-filled room and circumnavigates the Stanford AI Lab. Drew McDermott & Jon Doyle at MIT, and John McCarthy at Stanford begin publishing work on non-monotonic logics and formal aspects of truth maintenance. 1980's Lisp Machines developed and marketed. First expert system shells and commercial applications. 1980 Lee Erman, Rick Hayes-Roth, Victor Lesser and Raj Reddy published the first description of the blackboard model, as the framework for the HEARSAY-II speech understanding system. First National Conference of the American Association of Artificial Intelligence (AAAI) held at Stanford. 1981 Danny Hillis designs the connection machine, a massively parallel architecture that brings new power to AI, and to computation in general. (Later founds Thinking Machines, Inc.) 1983 John Laird & Paul Rosenbloom, working with Allen Newell, complete CMU dissertations on SOAR. James Allen invents the Interval Calculus, the first widely used formalization of temporal events. Mid 80's Neural Networks become widely used with the Backpropagation algorithm (first described by Werbos in 1974). 1985 The autonomous drawing program, Aaron, created by Harold Cohen, is demonstrated at the AAAI National Conference (based on more than a decade of work, and with subsequent work showing major developments). 1987 Marvin Minsky publishes The Society of Mind, a theoretical description of the mind as a collection of cooperating agents. 1989 Dean Pomerleau at CMU creates ALVINN (An Autonomous Land Vehicle in a Neural Network), which grew into the system that drove a car coast-to-coast under computer control for all but about 50 of the 2850 miles. 1990's Major advances in all areas of AI, with significant demonstrations in machine learning, intelligent tutoring, case-based reasoning, multi-agent planning, scheduling, uncertain reasoning, data mining, natural language understanding and translation, vision, virtual reality, games, and other topics. Rod Brooks' COG Project at MIT, with numerous collaborators, makes significant progress in building a humanoid robot Early 90's TD-Gammon, a backgammon program written by Gerry Tesauro, demonstrates that reinforcement learning is powerful enough to create a championship-level game-playing program by competing favorably with world-class players. 1997 The Deep Blue chess program beats the current world chess champion, Garry Kasparov, in a widely followed match. First official Robo-Cup soccer match featuring table-top matches with 40 teams of interacting robots and over 5000 spectators. Late 90's Web crawlers and other AI-based information extraction programs become essential in widespread use of the world-wide-web. Demonstration of an Intelligent Room and Emotional Agents at MIT's AI Lab. Initiation of work on the Oxygen Architecture, which connects mobile and stationary computers in an adaptive network. 2000 Interactive robot pets (a.k.a. "smart toys") become commercially available, realizing the vision of the 18th cen. novelty toy makers. Cynthia Breazeal at MIT publishes her dissertation on Sociable Machines, describing KISMET, a robot with a face that expresses emotions. The Nomad robot explores remote regions of Antarctica looking for meteorite samples. Today See AI in the news for history in the making! -------------------------------------------------------------------------------- SELECTED REFERENCES Buchanan, Bruce G. A (Very) Brief History of Artificial Intelligence. AI Magazine 26(4): Winter 2005, 53–60. Cohen, Jonathan. Human Robots in Myth and Science. NY: A.S.Barnes, 1967. Feigenbaum, E.A. & Feldman, J. (eds.) Computers and Thought. NY: McGraw-Hill, 1963. Gardner, Martin. Logic Machines & Diagrams. NY: McGraw-Hill, 1958. McCorduck, Pamela. Machines Who Think. San Francisco: W.H. Freeman, 1979. AAAI. AI Topics: History of AI at www.aaai.org/aitopics/html/history.html NOTE: A version of this timeline appears in Van Nostrand's Scientific Encyclopedia, Ninth Edition. Glenn D. Considine (ed.). New York: Wiley-Interscience, 2002. [[Category:History of Computer Science]] 3058 13294 2006-08-24T02:55:26Z Messedrocker 35 category Pages in this category need to be cleaned up. Get to work! [[Category:Wikiversity maintenance]] 3059 13303 2006-08-24T02:57:59Z Messedrocker 35 category to go along with template These pages need to be renamed to comply with [[WV:NC|naming conventions]] and our [[Wikiversity:Namespaces|namespaces]] guidelines. [[Category:Wikiversity maintenance]] 3061 69946 2007-01-10T16:51:14Z JWSchmidt 20 {{uncat}} <center class="metadata"> <table style="width: 60%; background:#fee; border: 1px solid #aaa; padding: 0.5em;"><tr> <td style="width: 70px;">[[Image:W21-1a.png|60px|logo]]</td> <td>'''This page has no categories.''' Please give this page a category, particularly relevant to the department it belongs to.</small></td> </tr></table> </center> <includeonly>[[Category:Uncategorized|{{PAGENAME}}]]</includeonly> <noinclude>'''Use instructions''': Placing '''<nowiki>{{uncat}}</nowiki>''' on a wiki page adds that page to [[:Category:Uncategorized]].</noinclude> 3062 69945 2007-01-10T16:49:15Z JWSchmidt 20 [[Template:Uncategorized]] Pages in this category have no categories (except this one). Please find at least one category for these pages. If it is a lesson, give it the category of its associated department. '''See''': <nowiki>{{</nowiki>[[:Template:Uncategorized]]<nowiki>}}</nowiki>. '''See also''': [[Special:Uncategorizedpages|Special:Uncategorized pages]] and [[Special:Uncategorizedcategories|Special:Uncategorized categories]]. [[Category:Categories]] [[Category:Wikiversity maintenance]] 3063 65586 2007-01-02T23:01:00Z Göktürk 4854 /* Active participants */ '''Welcome to Wikiversity's Sociology Area''' :If you have questions, please make a note on the discussion page. ==Area Description== Sociology is the study of society and human social action. Sociology has many sub-sections of study, ranging from the analysis of religion to the theories about global society. This area and related pages are a space for the planning and creation of collaborative learning and research projects. == Courses == * 200 Level **SOC 201 [[Introduction to Sociology]] *300 Level **SOC 301 [[US Society]] **SOC 302 [[Globalization]] **SOC 303 [[Social Psychology]] **SOC 304 [[Research Methods in Sociology]] **SOC 305 [[Quantitative Analysis]] **SOC 306 [[Statistics]] **SOC 307 [[Advanced Statistics]] **SOC 308 [[Deviancy]] *400 Level **SOC 401 [[Radical Sociology]] **SOC 402 [[History of Sociology]] **SOC 403 [[Sociology of Mental Illness]] **SOC 404 [[Sociology of Religion]] **SOC 405 [[Political Sociology]] **SOC 406 [[Sociology of Health]] **SOC 407 [[Sociology of Work]] **SOC 408 [[Sociology of the Islamic World]] **SOC 409 [[Social Movements]] **SOC 410 [[Demography]] **SOC 411 [[Sociology of Organizations]] **SOC 412 [[Social Theory]] **SOC 413 [[Theorizing]] **SOC 414 [[Macrosociological Theory]] ==Sociology news== *This area was founded on August 21, 2006 ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== ===Current projects=== *[[Ethnography]] **[[Introduction to ethnography]] **[[Institutional ethnography]] **[[Virtual ethnography]] ===Suggested projects=== *[[Collaborative writing]] *[[Research methods]] **[[Qualitative research methods]] ***[[Discourse analysis]] ***[[Interviewing]] **[[Quantitative research methods]] *[[Group dynamics]] *[[/SOCI_2043/|Sociology of Race, Class and Gender]] ===On developing projects=== Wikiversity has adopted a "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource. Note on creating resources: Learning resources and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson and start writing! ==Related links and references== ===Wikiversity Portals=== *[[Portal:Social Research]] *[[Portal:Social Theory]] *[[Portal:Sociology]] *[[Portal:Community]] ===Wikipedia=== *[[w:Sociology]] *[[w:Social theory]] *[[w:Social research]] ===Wikibooks=== *Course: [[Wikibooks:Principles of Sociology|Principles of Sociology]] (U.S. focus) Works in progress - these texts are currently at [[Wikibooks:Sociology]]: * [[Wikibooks:Introduction to Sociology]] (U.S. focus) * [[Wikibooks:Social Deviance]] * [[Wikibooks:Social Psychology]] * [[Wikibooks:Sociological Theory]] * [[Wikibooks:Sociological Methods]] * [[Wikibooks:Sociology of the Family]] * [[Wikibooks:Sociology of Religion]] ==Active participants== * [[User:Reswik|Reswik]] 15:24, 21 August 2006 (UTC) * [[User:Owen|Owen]] 19:03, 26 November 2006 (UTC) * [[User:CQ|CQ]] 07:17, 3 December 2006 (UTC) * Göktürk 3 January 2007 [[Category:Wikiversity schools]] [[Category:Sociology]] 3065 28443 2006-09-21T03:37:17Z Nucklei 851 Welcome to the Division of Basic Medical Sciences, part of [[School:Medicine|The School of Medicine]]. ==Division news== * '''24 August, 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:Chemistry|Chemistry]] * [[Topic:Physics|Physics]] * [[Topic:Molecular biology|Molecular biology]] * [[Topic:Cell Biology|Cell biology]] - Ready for participants. * [[The Human Body]] * [[Topic:Anatomy|Anatomy]] * [[School:Psychology|Psychology]] * [[Topic:Communication|Communication]] * [[School:Law|Law]] * [[Topic:Philosophy|Philosophy]] * [[Topic:Division of Biology|General Biology]] * [[Topic:Medical Microbiology|Medical Microbiology]] * [[Topic:Histology|Histology]] * [[Topic:Pathology|Pathology]] * [[Topic:Biochemistry|Biochemistry]] * [[Topic:Physiology|Physiology]] * [[Topic:Immunology|Immunology]] * [[Topic:Laboratory Techniques|Laboratory Techniques]] * [[Topic:Virology|Virology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). *[[User:JWSchmidt]] * ... [[Category:{{PAGENAME}}| ]] 3066 13368 2006-08-24T04:48:04Z JWSchmidt 20 subcategory [[Category:Medicine]] 3067 30519 2006-09-29T13:45:32Z JWSchmidt 20 update to an internal link <div style="background-color:#FFF594; padding:10px; border:1px solid black;">[[Wikiversity:Browse]] should be for relatively short lists of the most important Wikiversity [[Wikiversity:Naming conventions|categories, portals and schools]].<BR>There can also be links to organizational pages such as [[Wikiversity:Schools|this one]].<BR>The Portals [[:Category:Wikiversity portals|in this category]] can be listed on the '''Wikiversity:Browse''' page.<BR>The schools [[:Category:Wikiversity schools|in this category]] can be listed on the '''Wikiversity:Browse''' page.</div> <noinclude> ---- This template should be placed at the top of [[Wikiversity talk:Browse]]. </noinclude> 3068 44280 2006-11-10T00:45:55Z Xlbnushk 2491 Changed category from Language Acquistion to Foreign Language Learning, following the name of the division. Portuguese is one of the most complex, complete and interesting languages ( at least in my opinion). Its grammar is very interesting and very rich, with many variations on the inflections and conjugation of verbs. I apologize if I make any kind of mistake in this text because I am not a native English speaker, so I cannot have a great performance here trying to explain the grammar of my Language ( I am BRAZILIAN from RIO DE JANEIRO), but I hope I can help at least a little bit those people who are intending to begin to learn PORTUGUESE with the short explanation below, which is intended only to give Foreigners an extremely short and very concise notion about how the mechanisms of our grammar work. ==Pronouns== {| |eu |I |- |tu |you (singular and FORMAL) (In daily language we always use the pronoun ''você'' instead of "tu".) |- |ele |he or it |- |ela |she or it |- |nós |we |- |vós |You (plural and FORMAL) (In daily language we always use the pronoun "vocês" instead of "vós".) |- |eles |they (masculine) |- |elas |they (feminine) |} ==Verb Conjugation== Verbo SER (Verb to be) :Verbo ser (Verb to be - Only with the meaning of to be PERMANENTLY): You can say: Eu sou feliz (with the meaning of : I am happy (I am a happy person). When you mean that you are happy only on the present moment,you use the verb ESTAR, which means to be TEMPORARILY (briefly); but for the time being, let us only focuse on the meaning of to be PERMANENTLY. These are other examples of Verbo SER ( To be) used only with PERMANENT meaning: Eu SOU advogado: I am a Lawyer; Eu SOU brasileiro : I am Brazilian; Eu sou jogador de futebol: I am a soccer player); Ela é uma mulher bonita: She is a beautiful woman; Nós somos dentistas: We are dentists; Ele é muito alto: He is very tall; Eles são muito ricos: They(masculine) are very rich Elas (feminine) são professoras: They are teachers {| | Eu sou | I am |- | Tu* és | You are |- | Ele é | He is (or it is) |- | Ela é | She is (or it is) |- | Nós somos | We are |- | Vós** sois | You are (plural) |- | Eles são | They are (masculine) |- | Elas são | They are (feminine) |} Verbo ESTAR (Verb to be) :Verbo ESTAR (Verb to be only with the meaning of TEMPORARY state): Eu estou feliz: I am happy (now, in this moment); I estou no Rio de Janeiro: I am in Rio de Janeiro (now) Ela está muito satisfeita com seus lucros: She is very satisfied (happy) with her profits (with the profits she is obtaining); Eles estão perto da praia: They are near the beach. {| | Eu estou | I am |- | Tu* estás | You are |- | Ele está | He is ( or it is) |- | Ela está | She is (or it is) |- | Nós estamos | We are |- | Vós** estais | You are (plural and FORMAL) |- | Eles estão | They are ( masculine) |- | Elas estão | They are ( feminine) |} Observations: <nowiki>*</nowiki> Always keep in your mind that TU is only a very formal pronoun which is rarely used on common talks. It is much more used on poetry or archaic portuguese (though it is still used as a current element of portuguese language). Nowadays, it is instead a very common phenomenon that people in some regions of BRAZIL , misuse the pronoun TU with a conjugation without the "S" on the end of the verb that joins it. It is common but grammatically very wrong. So, instead of saying: TU ÉS (you are) , people say: TU É ( you are). This kind of use occurs more in RIO DE JANEIRO STATE and mainly in its capital (the city with the same name). <nowiki>**</nowiki> Notice that VÓS is a very FORMAL pronoun. It is part of modern Portuguese as "TU", but is rarely used and its use generally gets restricted to POETRY, SONG LETTERS and especially in RELIGIOUS TEXTS like the BIBLE. The pronoun VÓS, like the pronoun TU is almost archaic. I hope that I have been useful and that this short explanation may help at least one person in order to clear up any kind of previous doubt towards PORTUGUESE LANGUAGE. I apologize again for my eventual mistakes in ENGLISH and wish you, PORTUGUESE STUDENTS good luck and allow myself the right to praise this Language which has beautiful sounds, with a very smooth, light and pleasent pronounciation. THANK YOU VERY MUCH. My name is PAULO GIOVANNY GÓIS SANTOS and I am a 34 year old man who loves learning LANGUAGES. My e-mails are GIOVANNY.GOIS@TERRA.COM.BR and GIOVANNY.GOIS@IG.COM.BR [[Category:Foreign Language Learning|{{PAGENAME}}]] [[Category:Portuguese|{{PAGENAME}}]] 3078 47197 2006-11-21T01:10:05Z Rayc 57 '''Mechatronics Engineering''' is the trade that combines methodologies techniques and applications from Electrical Engineering, Electronic Engineering, Mechanical Engineering, Automatic Control and Computer Science, hence the prefix "Mecha"; stands for Mechanics involved engineering, and "tronics";stands for the Electronics/Computer Science Invloved engineering [[w:Mechatronics|Mechatronics]] [[Category:Engineering]] 3079 45974 2006-11-16T00:47:45Z Sebmol 14 standardized {| class="license1" cellpadding="8" cellspacing="0" | [[Image:Wiki.png|75px|The Wikiversity Logo]]<br />[[Image:Heckert GNU white.svg|75px|GNU]] | This is a screenshot of a '''[[Wikiversity:Copyrights|copyrighted]] [[Wikiversity]] [[w:web page|web page]]'''. Wikiversity text is licensed under the '''[[w:GNU Free Documentation License|GNU FDL]]'''. The [[w:MediaWiki|MediaWiki]] software that runs Wikiversity is licensed under the '''[[w:GNU General Public License|GNU GPL]]'''. '''Note on licenses:''' Please note that the '''GPL''' ('''GNU General Public License''') is for '''software and its derivatives''' and the '''GFDL''' ('''GNU Free Documentation License''') is for '''text documentations or other forms of text and their derivatives'''. This means that the interface design of Wikiversity and all other portions of the MediaWiki software are licensed under the GPL, but the actual contents of Wikiversity are licensed under the GFDL. As such, portions of this screenshot may be licensed under '''two separate licenses'''. '''The GPL and GFDL are not the same license'''; they are only connected through [[w:Free Software Foundation|the creators]] of the licenses. |} <includeonly>[[Category:Wikiversity screenshots|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 3080 13468 2006-08-24T09:00:42Z David Levy 118 {{wikiversity-screenshot}} {{wikiversity-screenshot}} 3081 13469 2006-08-24T09:00:43Z David Levy 118 {{wikiversity-screenshot}} {{wikiversity-screenshot}} 3082 21949 2006-08-31T12:51:23Z JWSchmidt 20 more specific category See also {{tl|Wikiversity-screenshot}} [[Category:Documents by copyright status]] [[Category:Images]] 3085 13494 2006-08-24T11:08:48Z Guillom 48 preparing Wikiversity:Announcements <div class="annonce" style="margin:0.2em;">[[image:{{{1}}}|20px|]]<span style="margin-left:0.5em; font-style:italic;">{{{2}}} : </span> <span>{{{3}}}</span></div> <noinclude> [[Category:Templates|Announce]] </noinclude> 3086 13496 2006-08-24T11:10:34Z Guillom 48 {{announce|Crystal_filetypes.png|{{{1}}}|{{{2}}}}} {{announce|Crystal_filetypes.png|{{{1}}}|{{{2}}}}} 3087 13498 2006-08-24T11:12:57Z Guillom 48 {{announce|Mediawiki.png|{{{1}}}|{{{2}}}}} {{announce|Mediawiki.png|{{{1}}}|{{{2}}}}} 3088 13499 2006-08-24T11:14:18Z Guillom 48 {{announce|Wikimedia-logo.svg|{{{1}}}|{{{2}}}}} {{announce|Wikimedia-logo.svg|{{{1}}}|{{{2}}}}} 3089 50224 2006-11-30T08:14:13Z Guillom 48 deleted image {{announce|Crystal 128 date.png|{{{1}}}|{{{2}}}}} 3091 76941 2007-01-16T04:59:47Z JWSchmidt 20 [[User:J.Steinbock]] has been nominated for full custodianship <noinclude> ''This page contains announcements about '''[[Main Page|Wikiversity]]''' and '''[[wikimedia:|Wikimedia]]'''. See also Meta [[m:Goings-on|Goings-on]].'' ;Available templates:{{tl|announce/talk}} · {{tl|announce/foundation}} · {{tl|announce/mediawiki}} · {{tl|announce/misc}} · {{tl|announce/beta}} ;Syntax:<code><nowiki>{{Announce/talk|date|message}}</nowiki></code> </noinclude>__NOTOC__ __NOEDITSECTION__ <div class="plainlinks"> ==Announcements== <!--- Announces ----------------------> ====January 2007==== {{announce/talk|16|[[User:J.Steinbock]] has been [[WV:CC|nominated for full custodianship]]. Comments from the community are greatly encouraged.}} {{announce/talk|10|[[User:MichaelBillington]] has been [[WV:CC|nominated for full custodianship]]. Comments from the community are greatly encouraged.}} {{announce/talk|7|A new [[Help:EMail for Teachers|HELP page]] is being developed for '''email coding methods''' which should be useful for instructors.}} {{announce/talk|7|[[Wikiversity:Featured|featured content]] will soon be added to the Main Page. Help select the Wikiversity content that will be shown on the main page.}} {{announce/misc|7|A new school of [[School:Criminal Justice|criminal justice]] has been founded - please help to develop it if you're interested!}} ====December 2006==== {{announce/misc|29|The [[French Department]] is in need of an instructor and contributers.}} {{announce/beta|1|[[:fr:|French Wikiversity]] opened.}} {{announce/talk|1|[[User:Rayc]] has been [[WV:CC|nominated for full custodianship]]. Comments from the community are greatly encouraged.}} ====November 2006==== {{announce/misc|30| A new Department has been founded at the [[School:History | School of History]]. The [[Topic:Indic History|Department of Indic History]] seeks to provide users with the opportunity to familiarize themselves with the history and culture of the sub-continent.}} {{announce/talk|27|[[User:guillom]] has been [[WV:CC|nominated for full custodianship]]. Comments from the community are greatly encouraged.}} {{announce/foundation|25|[[meta:Stewards/elections 2006-2|Elections]] of stewards of the Wikimedia Foundation opened.}} {{announce/talk|23| Exciting new division added to the [[School:Philosophy | School of Philosophy]]. Have a look at the expanded Division of [[Topic:Continental Philosophy | Continental Philosophy]] and feel free to help build this endeavor. Or if you're looking for a gentle way into this subject why not play the [[Nietzsche Name Game]].}} {{announce/talk|18|Colour change nomination for the Wikiversity Logo on [[meta:Wikiversity/logo]]}} {{announce/talk|18|[[Wikiversity:Motto contest|Motto contest, round 5]]: select and discuss a '''final''' motto group and slogan group.}} {{announce/talk|1|[[User:Robert_Elliott|Robert Elliott]] was looking for '''beta testers''' for a lesson on [[Lesson:Thumbnail_Storyboard| creating thumbnail storyboards]] for a short motion picture called, '''''Seduced by the Dark Side!'''''. The initial tests are now complete. Thanks to all. Watch for the announcement of a new and improved lesson to be completed shortly.}} ====October 2006==== {{announce/talk|26|[[User:Draicone]] has been [[WV:CC|nominated for full custodianship]]. Comments from the community are greatly encouraged.}} {{announce/talk|15|[[Wikiversity:Motto contest|Motto contest, round 4]]: re-select and discuss a motto and slogan.}} {{announce/talk|10|[[User:Sebmol]] has been [[WV:CC|nominated for full custodianship]]. Comments from the community are greatly encouraged.}} ====September 2006==== {{announce/talk|23|[[Wikiversity:Motto contest|Motto contest, round 3]]: select and discuss a motto and slogan.}} {{announce/talk|21|[[User:Digitalme]] has been [[WV:CC|nominated for custodianship]]. Comments from the community are greatly encouraged.}} {{announce/talk|7|[[Wikiversity:Motto contest|Motto contest, round 2]]: help select a motto and slogan.}} {{announce/beta|3|[http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Scope of research]; multi-language research policy discussion started.}} {{announce/foundation|1|[[meta:Elections for the Board of Trustees of the Wikimedia Foundation, 2006/En|Elections]] for the Board of Trustees of the Wikimedia Foundation opened.}} ====August 2006==== {{announce/beta|24| [http://beta.wikiversity.org/wiki/Main_Page Beta Wikiversity] opened.}} {{announce/talk|23|New [[Wikiversity talk:Main Page#New page design|main page design]] proposed.}} {{announce/talk|23|[[m:Wikiversity/logo|Logo contest]] for Wikiversity started on meta.}} {{announce/talk|23|[[Wikiversity:Motto contest|Motto contest]] for Wikiversity started.}} {{announce/talk|22|Help design the [[m:Www.wikiversity.org template|www Wikiversity portal]].}} {{announce/foundation|15| '''[[Main Page|English Wikiversity]] launched'''.}} <div style="text-align:center;"><small class="editlink">[{{fullurl:{{{1|Wikiversity:Announcements}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1|Wikiversity:Announcements}}}}}}]</small> · <small>[http://en.wikiversity.org/w/index.php?title=Wikiversity:Announcements&action=watch watch]</small></div> </div><noinclude> ==See also== *[[Wikiversity:News]] [[Category:Wikiversity]] </noinclude> 3093 64548 2006-12-29T09:50:04Z Tomta1 4697 OMG... <small class="editlink plainlinks">[{{fullurl:{{{1|{{FULLPAGENAME}}}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1|{{FULLPAGENAME}}}}}}}}]</small> 3097 79443 2007-01-21T04:15:41Z CQ 1939 [[Wiki 101]] The templates in this category can be used to start pages for schools, divisions, departments and learning projects. See [[Wikiversity:Naming conventions]] for details. You may also take '''[[Wiki 101]]''' to learn more about editing [[Wikiversity]]. [[Category:Templates]] [[Category:Boilerplates]] 3098 13558 2006-08-24T13:50:09Z JWSchmidt 20 subcategory [[Category:Page creation templates]] 3100 75937 2007-01-14T21:18:56Z 68.92.38.53 /* Ideas */ Participants in this project create the [[w:Screenplay|script]] for [[Wikiversity the Movie]]. ==Summary== Participants "learn by doing" as they produce the script. ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie/Script outline]] - outline of movie contents * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Activities== *Activity 1. *etc. ==Ideas== Here is my idea, you start off with a laptop that has a lesson on it from Wikiversty.You have the Wikiversity boss talking on a video. The camera flows farther into the screen until it covers your viewing screen. Here, the Wikiversity boss will explain the [[Wikiversity:Approved Wikiversity project proposal#Mission|Wikiversity Mission Statement]]. In the background it will show middle age students working on Wikiversity (their backs will be to the camera). Then the Wikiversity boss will go out of the screen but it will feel like your looking at the set through his eyes. The camera will travel up to a Wikiversity student and the boss will continue to talk. The boss is now explaining the tools of Wikiversity which will include some of the best Wikiversity content and material. Then when the boss finishes explaining and draws a conclusion to the subject, the Wikiversity logo and slogan will come on a black background. Below I will include a script. Script: Hi, my name is ? and I'm going to show you a new website dedicated to helping you through college. It's called Wikiversity. We offer------------------? The format is easy to read and is perfect for any questions you have. It is entirely open source and you can gain insight from other students around the world. It's a revolution in education. Wikipedia.(slogan is read also) Notes: When slogan is chosen and somebody comes up with a mission statement and an exact definition of what Wikiversity is we can edit this further,but for now this is our rough draft :This could be developed as a short segment specifically of interest to college students. Currently, I think this is our main audience in that most of our contributors probably are college students. However, Wikiversity aims to include learning resources for learners of all ages. --[[User:JWSchmidt|JWSchmidt]] 00:36, 17 December 2006 (UTC) ---- If there were a video to appeal to all ages what would you think it's theme should be? :We were talking about this on IRC freenode #wikiversity-en today. One option would be to put Wikiversity into the context of Wikipedia. Most people in education are now aware of Wikipedia. We could briefly describe Wikipedia and the origin of Wikiversity and the fundamental idea of using wiki technology to make and host learning resources. Other ideas at [[Wikiversity the Movie/Script outline]]. --[[User:JWSchmidt|JWSchmidt]] 20:25, 17 December 2006 (UTC) I came up with several scripts. I like this one because it appeals to all ages. Please feel free to edit and add changes. The camera zooms into a computer that is showing pictures from certain subjects. Then the camera focuses on a family of three generations being awed by what they are seeing on Wikiversity. Then in the background the Wikiversity boss starts to speak(camera zooms in on him). He is by a computer. He starts to explain how Wikiversity works and its connection to Wikipedia. He shows the tools that you can use on Wikiversity, and talks about Wikiversity being a revolution in education. He shows that Wikiversity is for all ages. He concludes the movie by telling you where to find Wikiversity. The Wikiversity logo and motto comes on. I was wondering where we would get a movie filmed, and at that point how much cost would we be thinking about? Also, what kind of budget do we have to work with? [[Wikiversity the Movie/Live action]] is one option. It has also been suggested that everything could be computer-generated. There is no budget. Let's set a goal for this video project. Let's get this done by Jan. 30. Where will we advertise this advertisement? I'm thinking places like the History Channel, Discovery Channel, etc., etc. I'm thinking that knowledge related channels would be more appropriate because they get things to an audience that have a real love for knowldedge. There are nobody would watch the History channel if they didn't love history. Same way with the Discovery Channel. I was thinking, do we get any money from Wikipedia's fundraiser? If we do than some of that money could go towards the video. I'll look into prices for filming three minutes worth of documentry. I'm saying this because we need to get this done quick so we can reach to the public more easily. The only people who are seeing it are people at the Wikipedia site that just happen to scroll down and catch some intrest in the sister projects and then decide that Wikiversity looks intresting. Even some of that audience won't contribute. That's leaving a very small group of people involved with Wikiversity, let alone the people that contribute to lessons. We are going to have to launch a very good advertisement campaign and get into magazines for the public eye to see. We also need to advertise on college websites. The internet is a powerful tool to use for advertisement. I think we could generate a lot more intrest if instead of having Wikipedia as a centerpiece when you type in Wikipedia.com into your address bar they should put Meta- Wiki in the center with the languages around it and then the next page you go to would be all the projects instead of just Wikipedia. Then we would get a lot of recognition from knowledge intrested students. We need to advertise where at least %90 of the receiving end might develop an interst in Wikiversity. It would be a lot of money but I think we could have a more successful job getting our feet off the ground if we used some proved advertisement tools. I'm a little iffy on the computer generated stuff just because you want to keep a since of realism with your audience. Please add your suggestions, and criticisms. Remember that the deadline is January30. :I suggest that we start with a simple goal and plan to have something that will introduce people to the project even if it is "only" the thousands of people who come to the Wikiversity main page. The spirit of the [[Wikiversity the Movie]] learning project is for participants to learn how use tools such as [[Introduction to GarageBand|GarageBand]] and [[Podcasting|webcasting]] in order to make a multimedia presentation about Wikiversity. If we can produce a good "product" there will be no need for paid advertising. We should be thinking in the context of the [[w:Free Culture movement|Free Culture movement]]. --[[User:JWSchmidt|JWSchmidt]] 18:49, 28 December 2006 (UTC) Okay, how about as soon as you see the Wikiversity page the video plays. Just like if you go on Weather.com the commercials pop out. I think that you are right to start with something simple. There are thousands of people coming to the Wikiversity main page. You do have to take into consideration that they might not go to any other parts of Wikiversity. I think that if a video played as soon as you got to the website that people would stay longer and generate an intrest. Since you are the authority I think you need to be in the video. We could use a street corner in the city. You could be standing by a stool with a laptop that has Wikiversity's main page displayed on it. All this could be done by you and a friend. I'll write a script, you can edit it, and you can post it on Wikiversity. You could incorporate my other scripts into this. Please get someone else to do something with garage band I'm not good with things like that. If you don't mind I'll create my own video and you could tweak yours. Do you think that my deadline is fair? Didn't mean to be offensive on my last paragraph. ---- :Wikiversity was launched on August 15, 2006 and we are in a 6 month "beta testing" period during which we are setting up the project. I would like to have a version of "Wikiversity the Movie" ready by the end of this month. :The only way I know to have automatic video when a Wikiversity page opens is to use an [[w:GIF|animated gif]] as is done [[Wikiversity shorts|here]]. This is not a very good option and we are waiting until the [[m:Developers|developers]] to provide us with a better option for video. I guess we could have an animated gif to draw people's attention to a link for the full "movie". Basically, people are going to have to download the movie and watch it, either on their PC, or they could download a version that they could burn to a DVD and then watch on TV. :I have no objection to including live action in the movie. I do not have a digital video camera. We could write a short script for a student who would be shown using a PC to "surf" to Wikiversity. We could then [[Wikiversity:Colloquium|post a call]] for someone with a digital video camera to record the scene. I think most of the "movie" could be done using a video podcast or "screencast" format that does not rely on live actors...after all, the "star" of the show is the Wikiversity website. --[[User:JWSchmidt|JWSchmidt]] 18:31, 3 January 2007 (UTC) Okay, I do have a digital video camera. I think that we should assign tasks to volunteers: 1. Make a script 2. Edit the Script 3. Script movements 4. Make actual movie( I would be open to doing this)5. Getting it onto the page. I think that by doing these task we could be able to finish this by the end of January. I am willing to do all these tasks if necessary. This would be an attractive advertising format. We could mention at the end that it was a team project undertaken by student on Wikiversity. I would have to send the video to you in an e- mail since I do not know how to attach a clip on Wikiversity. :I put an expanded outline at [[Wikiversity the Movie/Script outline]]. Please comment on that outline and indicate where you would like to insert the live-action scene showing someone using a PC to access Wikiversity. Have you ever off-loaded digital video from your camera to a PC? What type of file do you end up with? --[[User:JWSchmidt|JWSchmidt]] 02:17, 4 January 2007 (UTC) I decided to place the live action at part b. I have to programs that would edit our movie: windows movie maker and studio 9. I can get some teens to play in the video to be the actor and maybe the narrator. 24 days till our deadline. I'll elaborate on these topics later. :OKAY. --[[User:JWSchmidt|JWSchmidt]] 22:21, 10 January 2007 (UTC) What next? ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: [[Category:]] <---include subject name [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] 3101 13565 2006-08-24T14:04:02Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 3102 17840 2006-08-27T19:40:44Z David Levy 118 {{wikiversity-screenshot}} {{wikiversity-screenshot}} 3103 13573 2006-08-24T14:27:33Z Rayshan 375 3104 62110 2006-12-22T18:31:23Z Saidkassem 4475 /* Project participants */ This Wikiversity learning project is an exploration of the implications of wiki technology for online learning. This project will review existing ideas about how to use tools such as the wiki user interface to help meet the goals of active learners. Naeve et al have recently reviewed technologies that facilitate learner-centric online learning<ref>"Contributions to a public e-learning platform: infrastructure; architecture; frameworks; tools: by Ambjörn Naeve, Mikael Nilsson, Matthias Palmér and Fredrik Paulsson in ''Int. J. Learning Technology'' (2005) Vol. 1, No. 3, page 352-382 ([http://inderscience.metapress.com/(k33bhtixoven4mzmyx2zqjec)/app/home/content.asp?referrer=contribution&format=3&page=1&pagecount=30 available online]).</ref>. ==Explaining how learning groups work== In a discussion of collaborative learning, Barbara Davis described the importance of explaining to students exactly how collaborative learning works and what is expected from anyone who participates in group learning projects<ref name="Davis1993">''Tools for Teaching'' by Barbara Gross Davis (1993) Publisher: Jossey-Bass. ISBN 1555425682.</ref>. Wikiversity needs to have in place an efficient system for explaining to new participants how the Wikiversity model for online learning works. ==The duration of learning groups== Barbara Davis discussed different types of collaborative learning in terms of the length of time that a learning group exists<ref name="Davis1993" />. A good goal for Wikiversity is to provide flexible support for many types of learning groups. Some Wikiversity collaborations might be very short-lived, being established in order to accomplish a task that will not require an extended period of time. For such projects, being able to quickly find suitable collaborators will be important; nobody wants to spend more time trying to find people to accomplish a task than it takes to actually do the required work. Other Wikiversity projects will have open-ended goals such as continually updating a list of published sources related to a particular topic. Support of such projects will be facilitated by a system of making sure that community members know that even long-standing projects are open to new participants and Wikiversity must also provide a convenient way for Wikiversity participants to find existing projects that are of interest to them. Some projects may become irrelevant and die a slow death. It would be useful for the community to find ways of summarizing the life history of learning groups, their accomplishments and failures so that Wikiversity can learn about the factors that lead to success or failure in wiki-based learning collaborations. ==Project participants== *[[User:JWSchmidt|JWSchmidt]] *[[User:Cormaggio|Cormaggio]] *[[User:Piotrus|Piotrus]] 03:28, 14 September 2006 (UTC) *[[User:Mpleahy|Mpleahy]] 02:05, 4 October 2006 (UTC) *[[User:Javier Carro|Javier Carro]] 05:46, 7 October 2006 (UTC) *[[User:Saidkassem|Saidkassem]] 18:31, 22 December 2006 (UTC) ==See also== *[[Learning to learn a wiki way]] *[[Introduction to Wiki]] - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors *[[Portal:Education]] - the Wikiversity online learning model *[[Wiki]] - learning how to use wiki technology to facilitate online learning. *[[Wikiversity:Learning]] *[[Research collaboration]] *[[b:Blended Learning in K-12|Blended Learning in K-12]] at Wikibooks *[[b:Collaborative Learning|Collaborative Learning]] at Wikibooks *[[w:Wikipedia:WikiProject Wikidemia|Wikipedia's Wikidemia]] WikiProject *[[m:LiquidThreads]] - replacing the wiki "talk page" with something better ==External links== *[http://teaching.berkeley.edu/bgd/collaborative.html Collaborative Learning] by Barbara Gross Davis *[http://kw-alg.pbwiki.com/ Example] of a learning group that set up a wiki. *[http://www.ascilite.org.au/conferences/perth04/procs/augar.html Teaching and learning online with wikis] by Naomi Augar, Ruth Raitman and Wanlei Zhou. *[http://zircon.mcli.dist.maricopa.edu/ocotillo/wiki Ocotillo Wiki] - concerned with exploring the educational uses of new technologies like wiki ([[w:Maricopa County Community College District|Maricopa Community College]] system). *The wiki for [http://dominik.valledismeraldo.com/new/index.php/Tsolife/Main_Page The Travelling School of Life], a network for self directed learning. *The [http://www.activemath.org/amwiki/index.php/Main_Page ActiveMath public Wiki], for the assistance and improvement of self-directed and life-long learning. *[http://www.activemath.org/publications/Muehlenbrock-2006-IJEL.pdf Learning group formation] by M. Mühlenbrock. *[http://scholar.google.com/url?sa=U&q=http://hemswell.lincoln.ac.uk/~dnutter/wetice05-ece/archive/ECE-hampel-UCCT.pdf Use of wiki technology in collaborative writing] by T. Hampel, H. Selke and S. Vitt. *[http://www.coe21-lkr.titech.ac.jp/japanese/proceedings06/030102/1-11.pdf A Ubiquitous Wiki Testbed for Educational Resource Sharing] by Masahiro Mochizuki (description of using wiki technology for sharing educational resources). *[http://smartech.gatech.edu/bitstream/1853/30/1/classroomF2003.pdf Article about] the widely used CoWeb Collaborative Website software. *[http://www.cis.drexel.edu/faculty/gerry/publications/journals/cbl.pdf Community-Based Learning: Explorations into Theoretical Groundings, Empirical Findings and Computer Support] by R Klamma, G Stahl, D Tietjen. ==References== <div class="references-small"><references /></div> {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 3105 13604 2006-08-24T15:02:08Z JWSchmidt 20 [[Wikiversity:Wikiversity/Wiki as a tool for learning]] moved to [[Wikiversity:Wiki as a tool for learning]]: because the import function makes sill assumptions about page names #REDIRECT [[Wikiversity:Wiki as a tool for learning]] 3106 13615 2006-08-24T15:37:45Z JWSchmidt 20 send to Wikiversity:Wiki as a tool for learning #REDIRECT [[Wikiversity:Wiki as a tool for learning]] 3107 67560 2007-01-07T16:30:54Z JWSchmidt 20 /* Departments */ note about Wikiversity Departments <center><big>'''Welcome to the Division of {{PAGENAME}}!'''</big></center> <center>''Part of [[Portal:Engineering and Technology|Engineering and Technology]] and the [[School:Engineering|School of Engineering]] Related: [[School:Chemistry|School of Chemistry]]''</center> [http://en.wikipedia.org/wiki/Chemical_Engineering Chemical engineering] is the branch of engineering that deals with the application of physical science (in particular chemistry and physics) and mathematics to the process of converting raw materials or chemicals into more useful or valuable forms. As well as producing useful materials, chemical engineering is also concerned with pioneering valuable new materials and techniques; an important form of research and development. Chemical engineering largely involves the design and maintenance of chemical processes for large-scale manufacture. Chemical engineers in this branch are usually employed under the title of process engineer. The development of the large-scale processes characteristic of industrialized economies is a feat of chemical engineering, not chemistry. Indeed, chemical engineers are responsible for the availability of the modern high-quality materials that are essential for running an industrial economy. == Active Participants == *G.MUJTABA MALIK, STUDENT OF CHEMICAL ENGINEERING, UNIVERSITY OF THE PUNJAB, EM4MALIK@HOTMAIL.COM *[[User:WiKimik|WiKimik]] 20:21, 6 September 2006 (UTC) == School News == == Departments == If these are really Wikiversity Departments they should be moved to the "Topic:" [[Wikiversity:Namespaces|namespace]] and function as content development projects. * [[Chemical Process Principles]] * [[Engineering Thermodynamics]] * [[Fluid Mechanics]] * [[Instrumentation and Control Systems]] * [[Heat Transfer]] * [[Chemical Process Technology]] * [[Chemical Engineering Thermodynamics]] * [[Process Equipment Design]] * [[Unit Operations]] * [[Mass Transfer]] * [[Reaction Engineering]] * [[Particle Mechanics]] * [[Transport Phenomena]] * [[Process Dynamics and Control]] * [[Chemical Plant Economics and Management]] == Learning material == === BookShelf === Available textbooks on the internet: ==== Heat Transfer ==== *[http://www.wlv.com/products/databook/databook.pdf Wolverine Engineering Data Book II, Dr. K.J. Bell and A.C. Mueller] *[http://www.wlv.com/products/databook/db3/DataBookIII.pdf Wolverine Engineering Data Book III, Pr. John R. Thome] *[http://web.mit.edu/lienhard/www/ahtt.html A Heat Transfer Textbook, John H. Lienhard V, Professor, Massachusetts Institute of Technology] ==== Open Textbooks ==== * [http://en.wikibooks.org/wiki/Engineering_bookshelf Wikibooks Engineering BookShelf] * The University of Michigan [http://controls.engin.umich.edu/wiki Chemical Engineering Process Dynamics and Controls Open Textbook] is a student created open source textbook. === Courses === ==== University of Michigan ==== *[http://www.engin.umich.edu/~cre/icm/ Reaction Engineering Modules from University of Michigan] *[http://www.engin.umich.edu/~cre/index.htm Elements of Chemical Reaction Engineering] ==== MIT Open CourseWare ==== *[http://ocw.mit.edu/OcwWeb/Chemical-Engineering/index.htm http://ocw.mit.edu/OcwWeb/Chemical-Engineering/index.htm] ==== ECOSSE ==== Control: *[http://eweb.chemeng.ed.ac.uk/courses/control/restricted/course/index.html The ECOSSE Control HyperCourse] *[http://ecosse.org/courses/control/course/map/index.html The Virtual Control Laboratory] Modelling & Simulation: *[http://eweb.chemeng.ed.ac.uk/courses/MSO/ Modelling, Simulation and Optimisation] === Equipment Design === *[http://www.freecalc.com/ On-Line Application for Engineering Design] *[http://people.clarkson.edu/~wilcox/Design/ http://people.clarkson.edu/~wilcox/Design/] *[http://www.glue.umd.edu/~nsw/ench250/matlab.htm MATLAB Tutorial Computer Methods in Chemical Engineering] *[http://www.llnl.gov/es_and_h/hsm/doc_18.02/doc18-02.html Pressure Vessel and System Design] == Learning & Research Projects == === Simulation === ==== Simulators ==== ===== OpenCheESE ===== *[[Simulation with OpenCheESE]] is a guide for using and understanding the *[[http://sourceforge.net/projects/opencheese OpenCheESE]] code to learn the principles of chemical engineering. *[http://www.opencheese.org/ OpenCheese Home Page] *[http://groups.google.com/group/opencheese/ OpenCheese User Group] ===== OpSim ===== *[http://groups.google.com/group/opsim Open Sim User Group] *[http://sourceforge.net/projects/opsim Source Forge OpSim Page] *[http://opsim.wikispaces.com/SPECS-Document OpSim Specs] ===== Sim42 ===== *[http://www.virtualmaterials.com/sim42 Please note that the Sim42 Foundation is no longer active. Virtual Materials Group, INC. now maintains the website] *[http://www.che.utexas.edu/cache/newsletters/fall2003_develop.pdf DEVELOPMENT OF AN OPEN SOURCE CHEMICAL PROCESS SIMULATOR (PDF)] *[http://www.cden.ca/2005/2ndCDEN-conference/data/10043.pdf An Open Source Exergy Calculator Tool] ===== OPEN CHEMASIM ===== *[http://chemasim.itt.uni-stuttgart.de/index.html OPEN CHEMASIM] ===== EMSO ===== *[http://vrtech.com.br/rps/emso.html Environment for Modeling, Simulation, and Optimization (EMSO)] *[http://vrtech.com.br/rps/eml.html EMSO Model Library (EML)] *[http://www.enq.ufrgs.br/trac/alsoc/downloads EMSO downloads] ===== ECOSSE ===== Institution: *[http://ecosse.org/ The Edinburgh Collection of Open Software for Simulation and Education] Tools: *[http://ecosse.org/chemeng/index.html WWW Chemical Engineer's Toolkit] Properties: *[http://ecosse.org/chemeng/typewriter.html The Molecular Typewriter] *[http://ecosse.org/chemeng/databank.html Pure Component Databank] *[http://ecosse.org/chemeng/water.html Water Vapour Pressure Calculator] *[http://ecosse.org/chemeng/vpres.html Improved Vapour Pressure and Boiling Point Calculator] *[http://ecosse.org/chemeng/bpd4.html Simple IDEAL Boiling Point Diagram Calculator] *[http://www.chemeng.ed.ac.uk/people/jack/Java/javascript/lle/lle3.html Approximate LLE calculations] *[http://ecosse.org/chemeng/binary_vlle.html Simplified Binary VLLE Calculator] *[http://www.chemeng.ed.ac.uk/people/jack/Java/javascript/vle/nonideal/nonideal_b.html Binary Nonideal VLE Calculator] *[http://www.chemeng.ed.ac.uk/people/jack/Java/javascript/vle/vle7.html Simple IDEAL VLE Calculator] *[http://ecosse.org/chemeng/non_ideal_xy.html Non-Ideal x-y Diagrams] *[http://eweb.chemeng.ed.ac.uk/chem_eng/azeotrope_bank.html Azeotrope Databank] *[http://www.chemeng.ed.ac.uk/people/jack/azeotrope/hetero.html Heterogeneous Azeotropes] Operations: *[http://www.chemeng.ed.ac.uk/people/jack/Java/javascript/vle/fung4.html Simple IDEAL Shortcut Distillation Procedures] *[http://www.chemeng.ed.ac.uk/people/jack/Java/javascript/vle/fung2.html Simple IDEAL BINARY Shortcut Distillation Procedures] *[http://www.chemeng.ed.ac.uk/people/jack/distillation/binary/binary.html Distillation] *[http://www.chemeng.ed.ac.uk/people/jack/distillation/ternary/tern.html Ternary Distillation A] *[http://www.chemeng.ed.ac.uk/people/jack/distillation/ternary/tern1.html Ternary Distillation B] ==== Packages ==== ===== Computational Chemical Thermodynamics ===== *[http://evgenii.rudnyi.ru/doc/misc/tdlib.html tdlib'00 GNU Computational Thermodynamics Library] *[http://evgenii.rudnyi.ru/soft/tdlib00+/doc/00tdlib.pdf tdlib'00 GNU Computational Thermodynamics Library (PDF)] *[http://www.ihed.ras.ru/thermo/ THERMODYNAMIC MODELING AND THERMODYNAMIC COMPUTER SCIENCE] ==== Databases ==== *[http://www.chem.duke.edu/~chemlib/properties.html Chemical & Physical Properties Library] *[http://www.henrys-law.org Henry's Law Constants (Solubilities)] *[http://webbook.nist.gov/chemistry NIST Chemistry WebBook] *[http://chemfinder.cambridgesoft.com/ ChemFinder] *[http://www.matweb.com/index.asp?ckck=1 MatWeb, Your Source for Materials Information] *[http://www.codata.org/resources/databases/key1.html CODATA KEY VALUES FOR THERMODYNAMICS] *[http://www.liv.ac.uk/Chemistry/Links/refdatabases.html Virtual Library: Science: Chemistry: Chemical Databases] *[http://www.chem.duke.edu/~chemlib/properties.html Chemical & Physical Properties References] *[http://chemdat.merck.de/mda/index.html ChemDAT® The Merck Chemical Databases] *[http://www.piorek.net/links.htm Extensive list of Properties Databases] ==== See Also ==== *[http://sourceforge.net/search/?type_of_search=soft&words=chemical+%22process+simulation%22+Plant+design+integration Source Forge Chemical Process Simulation + Plant Design Integration search] *[http://sourceforge.net/search/?type_of_search=soft&words=process+simulator Source Forge Chemical Process Simulation search] *[http://opensource.cheme.info/ Open Source Chemical Engineering Software Forum] *[http://www.control.com/index_html Control] == Resources == *[http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Chemicals/Data Wikipedia:WikiProject_Chemicals/Data] *[http://www.askache.com/AskaChEp.htm Chemical Engineering Software] == Talk about this school == == Chemical Engineering Communities == *[http://www.cheresources.com www.cheresources.com] *[http://todoquimica.net/ www.todoquimica.net/] *[http://www.chemicalforums.com/ www.chemicalforums.com] *[http://www.askache.com/ www.askache.com/] == See Also == *[http://www.pafko.com/history/h_whatis.html History of Chemical Engineering] *[http://www.combusem.com/CHEHIST.HTM Chemical Engineering, Science & Technology Timeline] *[http://dmoz.org/Science/Technology/Chemical_Engineering/Software/ Open Directory Chemical Engineering Software] *[http://www.google.com/Top/Science/Technology/Chemical_Engineering/Software/ Google Directoy Chemical Engineering Software] *[http://www.sschwarzer.net/chemeng/links.html Links of Chemical Engineering Related Pages] *[http://chin.csdl.ac.cn/ Chinese Chemical Information Network] *[http://www.deb.uminho.pt/fontes/chem_eng/default.htm Chemical Engineering Information Sources] *[http://www.efunda.com/home.cfm Engineering Fundamentals] [[Category:Chemical Engineering]] [[Category:Engineering]] [[Category:Engineering and Technology]] 3108 51219 2006-12-03T23:01:29Z AmiDaniel 3334 /* Language orientation */ Repoint [[Orientation]] to [[Wikiversity:Orientation]] '''Wikiversity translations''' is a [[Portal:community|community]] service project to support [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Beta] and to promote [[Multilingualism]] and [[Wikiversity:Interlingual Beta Club|Interlingual discourse]] [[Image:Rosetta Stone.jpg|200px|right]] ==Summary== The Wikiversity Beta website coordinates all of the Wikiversity projects for speakers of different languages. This coordination is guided by the [[Wikiversity:Approved Wikiversity project proposal#Mission|Wikiversity mission]] that was approved by the [http://wikimediafoundation.org Wikimedia Foundation]. The Wikiversity Beta website is a central location for discussion of general guidelines for all Wikiversities. The [[prime example]]: :''The [http://mail.wikimedia.org/pipermail/foundation-l/2006-August/009074.html Board of Trustees] has requested that the Wikiversity community develops a policy for [[original research]] during the '''first six months''' of the project. This pesents the [[dreaded (conceptualization)]] of the [[deadline]]. So where on the [[Wikiversity Roadmap]] is this presumed "dead line"? Who gives a *** ??? <small>[[fig]]</small> [[Wikiversity Beta]] is an [[incubator]] for new [[Wikiversities]] in several [[language]]s. [[m:BabyWikipedia|Wikiversity Beta]] needs help [[Topic:Translation#Translating documents|translating documents]] into the many different languages [[School:Speech|spoken]] and [[Portal:Writing|written]] by Wikiversity participants (Wikiversitans?). Likewise many [[Topic:Linux Documentatation Project|documents]] in [[Multiligualism|many languages]] need to be written and translated into English, German, Spanish, Portugese, Korean, Chinese, Hawaiian, Cherokee and Klingon... for ''[[Main Page|this]]'' Wikiversity. A Wikiversity Beta support network called the [[Wikiversity:Interlingual Beta Club]] ('''[[Wikiversity translations|IBC]]''') has been framed (from the [[grass roots]], in the [[spirit]] of your [[Beta Club]] back on [[Earth]]. (...but [[out here]] your As and Bs come from '''within''' you.) ==Goals== This learning project offers learnings activities that give participants experience in performing translations. Experienced translators are providing comparitive texts, descriptions of the tools of the trade, ([[w:machine translation|machine translation]], [[w:computer-assisted translation|computer-assisted translation]], etc. ) and are there to "show you the ropes" of the Art / Science of [[Topic:Translation|Translation]]. Right now (24 October 2006) There is a draft version of a [[Wikiversity:Translator's Handbook|Translator's Handbook]] being worked on collaboratively by the [[Wikiversity translations|IBC]] and the [[Wikiversity translations|Translation Taskforce]]. The new [[Topic:Translation|Translation]] learning group is starting up a three-language program to translate documents between English, German and Spanish. {{translators}} == Learning materials == [[Image:Crystal_128_fonts.png|thumb|100px|left|'''[[Topic:Translation|Translation Taskforce]]''']] *[[Wikiversity translations/Recruiting translators]] *[[Wikiversity translations/Training translators]] * ... *[[Topic:German Language]] &bull; [[German]] {{tl|deu}} *[[Topic:English Language]] &bull; [[English]] {{tl|eng}} *[[Topic:Spanish]] &bull; [[Spanish]] {{tl|spa}} *''add the other 6492 languages here'' == Activities == *[[English to German]], translate: [http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope_of_research/En Scope of research], [http://beta.wikiversity.org/wiki/Wikiversity:Research/En Research], [http://beta.wikiversity.org/wiki/Wikiversity:Original_research/En Original research], [http://beta.wikiversity.org/wiki/Wikiversity:Secondary_research/En Secondary research], [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En Project reports]. == Translation requests == *'''High priority''' German to English ([http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De source]) Ich stimme Purodha zu und möchte für eine generelle Freigabe der original research / empirischen Forschung anführen, das deren Regeln entscheidend sind: jede empirische Forschung sollte nicht nur vom Ergebnis, sondern auch von der Beschreibung der Durchführung bzw. der Herkunft der Ergebnisse so präzise dokumentiert sein, das sie eindeutig reproduziert werden kann. Umgekehrt: Ein Versuch, der aufgrund ungenauer Beschreibung nicht reproduziert werden kann, falsifiziert das Ergebnis des ersten Versuches ebenso wie ein abweichendes Ergebnis bei präziser Wiederholung. Dietrich 18:09, 12. Nov 2006 (CEST) **Machine translation (needs human attention!): **I agree Purodha and would like for a general release of the original research / research of empirical cite, that are its rules decisively: each empirical research should be documented not only by the result, but rather also by the description of the execution and/or the origin of the results so precise, unambiguously reproduced will can that it. Reversed: An attempt, that cannot be reproduced based on inexact description, falsifiziert the result of the first attempt just as as a deviating result in precise repetition. ***I agree with Purodha and would like to state, in general, crucially, that: each piece empirical research should contain not only the result, but also the precise documentation of execution and/or the origin of the research, so as to allow others to reproduce the results. Turned around: An attempt, which cannot be reproduced due to inaccurate description, falsifises the result, in the same way as result deviations under a more precise attempt. ([http://beta.wikiversity.org/w/index.php?title=Wikiversity%3AScope_of_research%2FEn&diff=3994&oldid=3766 translation by Hillgentleman]) ---- *on-going: [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] and related pages at Wikiversity Beta. *completed translations [[Wikiversity translations/De to En archive]] (please check/improve) == Interlingual collaboration == The Wikiversity Beta incubator site is coming along, but could use a lot more participation. [[Topic:Multilingual Studies|Multilingual Studies]] at this version of Wikiversity is working on communicating directly with the German and Spanish Wikiversities and the main Beta incubator. We hope to establish communication lines directly with '''versions''' (those with subdomains and working interwiki links): * [http://de.wikiversity.org de.wikiversity.org] - [[:de:Hauptseite]] * '''[http://en.wikiversity.org en.wikiversity.org] - [[Main Page]]''' * [http://es.wikiversity.org es.wikiversity.org] - [[:es:Portada]] * [http://fr.wikiversity.org fr.wikiversity.org] - [[:fr:Accuel]] * ..''next''.. Other language wikiversities may exist as betas. See the nav bar at the top of [http://beta.wikiversity.org Beta Wikiversity] for versions under development. :'''''Technical note:''''' - ''For some odd reason, beta.wikiversity is not mapped into the local [[m:Interwiki map|Interwiki map]]. This may be a job for the [[MediaWiki Project]].'' === Parallel texts === We are developing two [[Topic:Computational linguistics|methods]] for dealing with parallel texts: #[[bilingual comparative texts]] - A simple method by which two versions of a block of text are presented on a single page. (''[[Wikiversity:learning projects|learning projects]] such as [[German to English]], [[Japanese to English]]...'') #[[Topic:Multilingual Studies]] - A socio-technical approach to [[Wikiversity:Multilingualism|Multilingual collaboration]] and [http://beta.wikiversity.org/wiki/translation translation] (''Challenging but rewarding! See the '''Challenges''' section below'') :<small>We are in the process of organizing [[Topic:Languages|Language departments]], building on the massive efforts at [[w:Wikipedia:Multilingual coordination|Wikipedia]], Wiktionary, Wikibooks, Meta and many other projects inside and outside of Wikimedia. The [[m:Translation process]] is a strange and wonderful study for those with enough patience to pursue it. The [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] and the [[Wikiversity:Embassy|Wikiversity Embassy]] are looking at the social and academic prospects for evaluating and rewarding such effort. (''Again, see the '''Challenges''' section below'')</small> ===Corpus linguistics=== [[Topic:Computational linguistics|Computational linguistics]] combines [[School:Computer Science|Computer Science]] and [[School:Linguistics|Linguistics]] to develop a model of a natural language. As an institution, [[Wikiversity Proper]] (all versions present and future) is developing its own universal context: #Technical context: [[Topic:MediaWiki|MediaWiki]]-[[UML/Glossary|specific terminology inherited from the application]] &mdash; Help: Category: User: Template: Special: etc. #Academic context: Schools, Departments, Divisions, Topics, Courses, etc. [[w:Wikipedia:WikiProject Keywords|Keywords]] like these must be translated '''immediately''' for the application to function effectively across languages. The table below is concentrated on [[English]], [[German]], [[Spanish]] and [[French]] language articles that can be synchronized on the four established [[Wikiversity versions]]. The selected articles are about [[w:translation|translation]] itself and were chosen to expedite the establishment of '''[[Topic:Multilingual Studies|Multilingual Studies Divisions]]''' with [[w:native language|native language]] and [[Topic:Translation|translation]] departments for fast-track translation: {| class=wikitable !Local ([[English]]) ![[Topic:Translation|Translation]] ![[Topic:Computational linguistics|Computational linguistics]] ![[Wikiversity:Translator's Handbook|Translator's Handbook]] |- |[http://beta.wikiversity.org/wiki/Main_Page Beta] |[http://beta.wikiversity.org/wiki/Translation Translation] |[http://beta.wikiversity.org/wiki/Computational_linguistics Computational linguistics]] |[http://beta.wikiversity.org/wiki/Wikiversity:Translator's_Handbook/En Translator's Handbook/En] |- |[[German|Deutsch]] |[[:de:Übersetzung]] |[[:de:Computerlinguistik]] |[http://beta.wikiversity.org/wiki/Wikiversity:Translator's_Handbook/De Translator's Handbook/De] |- |[[Spanish|Español]] |[[:es:Traducción]] |[[:es:Lingüística computacional]] |[http://beta.wikiversity.org/wiki/Wikiversity:Translator's_Handbook/Es Translator's Handbook/Es] |- |[[French|Français]] |''edit me'' |''edit me'' |[http://beta.wikiversity.org/wiki/Wikiversity:Translator's_Handbook/Es Translator's Handbook/Fr] |} :'''Note:''' The [[Wikiversity:Translator's Handbook|Translator's Handbook]] has no "master" copy. Each local copy residing in the Wikiversity project space on the three established Wikiversities are "draft" versions. Once the native speakers of [[English]], [[German]] and [[Spanish]] are satisified with their version, it goes to the Wikiversity project space at Beta for review ''and '''editing''''' by [[French]], [[Chinese]], [[Dutch]], [[Portuguese]], [[Russian]], [[Korean]], [[Italian]] and many other native language users. It is a '''''living document'''''. Join the [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] if you dare. (It's not for the faint-of-heart.) '''See the ''Wikiversity Divisions and Departments'' subsection below''' === Taskforce objectives === '''To reiterate:''' the Local [[Topic:Translation|Translation Taskforce]] (English Language Wikiversity) is focused on a German/English/Spanish/French translation matrix. If you have translation interests and abilities beyond those four languages, please '''do not add language versions''' to {{tl|translators}} until their [[Wikiversity:Interlingual Beta Club|subdomain resolves]]. (''see [[Template_talk:Translators]] for more information'') Please participate at [http://beta.wikiversity.org/wiki/Translation Translation taskforce at Beta] or [[m:Multilingualism|Multilingualism at Meta]] instead. :'''''Social Note:''''' ''Keep in mind that it is OK to be [[w:Wikipedia talk:Naming conventions (anglicization)|anglocentric]] here at the English Language Wikiversity. Please get rid of that when you go to Wikiversity Beta.'' === Translation Projects === [[Spanish to English]] *[[Sugar in the times of cholera]] - translating an historical document from Spanish [[English to French]] *[[Telemedicine in French-speaking Africa]] - help translate public health information into French. [[Topic:Multilingual Studies|Multilingual Studies]]: *[[Wikiversity the Movie/multi-lingual]] - create publicity materials for Wikiversity, including [[Topic:Audio Engineering|sound]] and [[Topic:Internet Audio and Video|video]] [[School:Film Making|production]]. === Language orientation === [[English]], [[German]], [[Spanish]] and now [[French]] are primary departments, simply because those are the initial language implementations of Wikiversity. We can't stop there. These pages and the secondary ones [[Chinese]], [[Dutch]], [[Portugese]] and the other hundreds of languages will have an English disambiguation and Native redirects (''examples: [[Deutsch]] -> [[German]], [[Español]] -> [[Spanish]], [[中文]] -> [[Chinese]]'') to their proper local learning/teaching group here. English speakers who "reside" here will also follow Wikiversity fellows to other language Wikiversities where they should find an English-friendly area for [[Wikiversity:Orientation|Orientation]]. A good entry point for those who are on this learning path may be [http://beta:wikiversity.org/wiki/translation translation], which is the '''core module''' of the beta version of the [[w:Corpus]] mentioned above. :<small>'''''Special Note:''''' ''Repeating... It is natural, acceptable and predicatable to be [[English|anglocentric]] here at the [[Main Page|English Language Wikiversity]]. This is ''perceived'' to be the '''''host''' with the '''most'''''. As you learn and grow, you might consider a more circular conceptualization of the role and character of your particular language and culture.''</small> === Naming conventions=== [[Wikiversity:Naming conventions]] need to be consulted to homogonize the disambiguation pages, redirects, and language departments which point to things like [[German]], [[English as a second language]], [[:Category:Spanish Language Division]], [[German to English]], [[:Zh:中文]], or [[Learning to speak Cherokee]]. This will make it easier for Non-English visitors and newcomers to find what they're looking for. See the [[Multilingual worksheet]] for more insight. ''[http://beta.wikiversity.org/wiki/Multilingualism discuss]'' Repeting...The '''technical context''' of [[Topic:MediaWiki|MediaWiki]] requires an absolute treatment of namespaces and linkage all the way down to the [[Topic:Computer Programming|case and character level]]. The technical aspects of [http://collaboration.wikia.com/wiki/Contextual_collaboration interlinking ''contexts''] (not simply ''content'') is staggering when your aim is to be '''inclusive'''. Wikiversity is, by definition '''non-exclusive''' in terms of who can participate and at what level. This culture of "liberty" (libre) is technically challenging and ''can be'' politically disturbing. Most would agree that Wikiversity is "standing upon the shoulders of giants". *Terms from the application &mdash; Help: Category: User: Template: Special: etc. *Terms from the institution &mdash; Schools, Departments, Divisions, Topics, Projects, Courses, etc. '''''[[USA|American Challenge]]:''' Now, translate those across Eastern and Western character sets and propogate Wikiversity to all languages and cultures without starting [[USA|WWIII]]. Let's learn to balence ''convention'' against ''innovation'' when dealing with [[Wikiversity:Naming conventions]]. What works "here" may not work "there" at all.'' == Challenges == [[Image:H pylori virulence factors ja.png|float|right|500px|Help translate the text in this image.]] {{clr}} === Wikiversity Divisions and Departments === A myriad of work needs to be done: #Translations for Wikiversity departments. #Portal pages in ''every'' language at [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Beta]. If there is a Wikimedia project in [[language:X]], there should be a page written in that language at Wikiversity Beta explaining what Wikiversity is and how to use Wikiversity Beta as an incubator for efforts leading to the [[creation]] of a Wikiversity [[domain specific protocol]] for '''language:X'''. ==Readings== Each activity has a suggested associated background reading selection. You have the collective resources of the [[whole]] [[Wikimedia Foundation]] at your disposal. Use them! *[http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/En Multilingualism system] at Wikiversity Beta. *Consider your self a [[resident]] in [[training]] at [[School:Medicine|The Wikiversity School of Medicene]]. You're on the verge of discovering a cure for Leukemia. ==References== Additional helpful readings include: #[[w:blah]] #... ==External links== [[Go]] for it! *[http://world.altavista.com/ AltaVista - Babel Fish Translation] online translation software *[[w:OmegaT|OmegaT]] - a computer-assisted translation tool [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity translators]] [[Category:Translators_deu-eng]] 3109 44319 2006-11-10T01:01:48Z Xlbnushk 2491 [[Category:Foreign Language Learning]] 3110 70378 2007-01-11T02:17:19Z JWSchmidt 20 [[Category:Chemical Engineering]] <center><big>'''{{PAGENAME}}'''</big></center> <center>''[[Portal:Engineering and Technology|Engineering and Technology]], [[School:Engineering|School of Engineering]], [[Topic:Chemical Engineering|Chemical Engineering]]''</center> The "OPEN CHEmical Engineering Simulation Environment" ([http://sourceforge.net/projects/opencheese OpenCheESE]) project at [[http://sourceforge.net/ sourceforge] aims to build free and open source software and libraries for simulation of chemical engineering processes. This guide has the objective to help learning the basic concepts of chemical engineering using resources from the OpenCheESE project. == Kinetics == == Mass Transfer == == Heat Transfer == == Thermodynamics == [[Category:Chemical Engineering]] 3111 61563 2006-12-20T03:57:08Z JWSchmidt 20 /* See also */ [[Molecular Paleontology Reading Group]] [[Image:Lightmatter chimp.jpg|thumb|left]] [[Image:Mirror baby.jpg|thumb|right]] "we cannot fully understand human genome function until we have identified genetic features that underlie uniquely human anatomical, physiological, behavioral, and cognitive characteristics"<ref name="IHMC2005">E. H. McConkey and A. Varki (2000) "A primate genome project deserves high priority" in ''[[w:Science (journal)|Science]] Volume 289, pages 1295-1296.</ref>. ---- The '''Human Genetic Uniqueness Project''' allows Wikiversity students to join in the search for genes that account for the genetic differences between humans and our closest relatives. This project serves as a portal for learning about human biology. Student activities center on accessing genome databases and analysis of differences between human genes and the genes of other species. Background learning topics include learning about [[w:Gene|gene]]s, and [[w:Genome|genome]] [[w:Sequencing|sequencing]] projects. ==Project participants== *[[User:JWSchmidt|JWSchmidt]] ==Required reading== *[[w:Human genome|Human genome]] *[[w:Chimpanzee Genome Project|Chimpanzee Genome Project]] *[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=1464830 The Jewels of Our Genome: The Search for the Genomic Changes Underlying the Evolutionarily Unique Capacities of the Human Brain] *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=retrieve&db=pubmed&list_uids=17082449 Accelerated Evolution of Conserved Noncoding Sequences in Humans] by Shyam Prabhakar, James P. Noonan, Svante Pääbo and Edward M. Rubin in ''[[w:Science (journal)|Science]]'' (2006) Volume 314, page 786. *[http://www.mpg.de/english/illustrationsDocumentation/documentation/pressReleases/2006/pressRelease20060720/index.html Neanderthal genome project] ===A starting point=== '''Genes of the Chromosome 2 fusion site''' [[Image:445px-Chromosome2Insert.png|thumb|right|300px|Diagramatic representation of the location of the fusion site of chromosomes 2A and 2B and the genes inserted at this location.]] Results from the chimpanzee genome support the hypothesis that when ancestral chromosomes 2A and 2B fused to produce [[w:Chromosome 2 (human)|human chromosome 2]], no genes were lost from the fused ends of 2A and 2B. At the site of fusion, there is approximately 150,000 base pairs of additional sequence not found in chimpanzee chromosomes 2A and 2B. Additional linked copies of the PGML/FOXD/CBWD genes exist elsewhere in the human genome, particularly near the p end of [[w:Chromosome 9 (human)|chromosome 9]]. This suggests that a copy of these genes may have been added to the end of the ancestral 2A or 2B prior to the fusion event. Is there any evidence that the "newly" inserted genes of the chromosomes 2A and 2B fusion site might have confered a selective advantage on early human ancestors? ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[How to access the genome databases]] - tutorial and discussion * ... ==See also== *[[Molecular Paleontology Reading Group]] *[[Wikiversity:Research collaboration|Research collaboration]] ==External links== *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16687440 Sonic Hedgehog, a key development gene, experienced intensified molecular evolution in primates] *[http://www.genetics.org/cgi/content/full/169/4/2179 Comparative genomics and diversifying selection of the clustered vertebrate protocadherin genes] ==References== <div class="references-small"><references /></div> {{WikiversityUsers}} [[Category:Pages moved from Meta]] [[Category:Research]] [[Category:Human Genetic Uniqueness Project]] 3113 79450 2007-01-21T04:25:56Z CQ 1939 /* See also */ [[Category:Introduction to Wiki]] {{WikiversityActivities}} ==Learning and thinking== Wikiversity seeks to engage participants in explorations of those topics that they are most interested in. Wikiversity seeks to collect and organize information and make it accessible to learners, but Wikiversity is not just concerned with a collection of facts. Each domain of human knowledge and each collection of facts can be explored by making use of various organizational strategies and patterns of thinking. Wikiversity seeks to make explicit and learnable the patterns of thought that that experts find useful in the study of different subjects. Wikiversity is not about tests and grades. So how is anyone to judge if learning is taking place, if learners are thinking at Wikiversity? ==Wiki 101== Wikiversity is devoted to the idea that Wikiversity participants should be active learners. In a wiki, a major activity is editing wiki pages. The wiki editing interface can be a source of confusion for new users. "Wiki 101" is a Wikiversity project devoted to the task of providing new Wikiversity editors with everything they need to start editing Wikiversity pages. It is through the editing of wiki pages that we can, as a learning community, judge if learning is taking place within Wikiversity. Did something you saw at Wikiversity make you think? If so, share your thoughts and experiences by being a wiki editor. ===Prerequisites=== *[[Introduction to Wiki]] - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors. *[[Wikiversity:Guided tour]] - Take this tour to get an overview of how Wikiversity works. ===MediaWiki Handbook=== The definitive guide to editing pages at Wikiversity or any of the [[Wikiversity:Service community|Wikimedia projects]] is the [[m:MediaWiki|MediaWiki Handbook]]. MediaWiki is the [[w:software|software]] that runs Wikiversity servers. You can open the handbook in a separate browser window or tab keeping it handy while editing away at Wikiversity. ===Namespaces=== [[m:Help:Namespace|Namespaces]] are ways to keep large sections of content organized. The following are some that Wikiversity editors should become familiar with: #[[Main Page|Main Namespace]] - This is where lessons and shared learning materials reside. These are the only content titles without prefixes. #[[Help:Contents|Help Namespace]] - Prefixed with '''<tt>Help:</tt>''', this namespace has a top-level table of contents at [[Help:Contents]] which links to other help pages. The '''Help''' link appears in the left navigation panel on every Wikiversity page. #[[Special:Listusers|User Namespace]] - Prefixed with '''<tt>User:</tt>''', this namespace is where your userpage resides if you have [[Special:Userlogin|created an account and logged in]]. Creating an account gives MediaWiki a way to provide you with a Watchlist, keep track of your contributions and many other features. #[[Special:Specialpages|Special Namespace]] - Prefixed with '''<tt>Special:</tt>''', this namespace contains many types of pages like [[Special:Recentchanges]], [[Special:Allpages]] and many others. Just click on [[Special:Specialpages]] to see. #[[Special:Categories|Category Namespace]] - Prefixed with '''<tt>Category:</tt>''', This is how things are classified and organized at Wikiversity. #[[m:Help:Template|Template Namespace]] - Prefixed with '''<tt>Template:</tt>''', this namespace allows pieces of content to be used on several pages for messages, navigation aids, or other reusable information. A template is "called" by placing a tag like <nowiki>{{SomeTemplate}}</nowiki> in the page you are editing. #[[m:Help:Image|Image Namespace]] - Prefixed with '''<tt>Image:</tt>''', this namespace holds pictures and image files that anyone can [[Special:Upload|Upload]] to Wikiversity. See [[Special:Newimages]] for examples. #[[Talk:Wiki 101|Talk namespaces]] - Prefixed with '''<tt>Talk:</tt>''', this namespace is for the discussion area that goes with each article in the main namespace. For prefixed pages, the prefix is appended with '''<tt>_talk</tt>''' to link to its discussion page. Examples: [[User talk:CQ]] (my user talk page), [[Template talk:Translators]], [[Image talk:Wiki.png]], ... #[[Wikiversity|Wikiversity namespace]] - Prefixed with '''<tt>Wikiversity:</tt>''', this namespace is for pages that are ''about'' Wikiversity and its administration. It is known also as the project namespace. Examples: [[Wikiversity:About]], [[Wikiversity:Welcome, newcomers]], [[Wikiversity:Introduction]], ... #[[Portal:Portals|Portal namespace]] - Prefixed with '''<tt>Portal:</tt>''', this namespace is for navigating general areas of interest through what we call portals. Examples: [[Portal:Education]], [[Portal:Practical Arts and Sciences]], ... #[[Wikiversity:Schools|School namespace]] - Prefixed with '''<tt>School:</tt>''', This namespace is for major areas of interest and general study organized in a more traditional form. Examples: [[School:Medicine]], [[School:Computer Science]], etc. #[[Topic:Topics|Topic namespace]] - Prefixed with '''<tt>Topic:</tt>''', This namespace is for Department, Divisions or specialized areas of interst or study. They are usually linked to Schools and/or Portals. Examples: [[Topic:Web Design]], [[Topic:Translation]], [[Topic:Public International Law]], etc. Learning to work within and among namespaces is essential to understanding how Wikiversity is built, organized and maintained. ===Text formatting=== Text formatting is easy with MediaWiki: <nowiki>'''Bold'''</nowiki> renders '''Bold''' <nowiki>''Italic''</nowiki> renders ''Italic'' <nowiki>'''''Bold Italic'''''</nowiki> renders '''''Bold Italic''''' Adding a space before some text renders: A space before some text renders the text in a gray box like this one See the [[m:Help:Editor|MediaWiki Handbook]] for much more information about starting new pages, text formating, creating sections and subsections, and all sorts of tips and tricks. ===Linking pages=== Linking pages is usually as simple as surrounding a word with square brackets: <nowiki>[[Some word or phrase]]</nowiki>. If you link to a page that does not exist, you produce a [[red link]]. Clicking on a red link automatically opens the editor at that page. If the page exists, you will see a [[blue link]]. Make sure you are linking to the correct page. For example, <nowiki>[[Public International Law]]</nowiki> produces a red link because the actual article is at [[Topic:Public International Law]]. You can hide the fact that it is in the Topic namespace by adding a pipe (|) at the end like this: <nowiki>[[Topic:Public International Law|]]</nowiki> causing it to appear like this: [[Topic:Public International Law|Public International Law]]. Sometimes it is necessary to create a ''redirect'' from one page to another. For example, <nowiki>[[Wikiversity]]</nowiki> links to [[Wikiversity]] which is a REDIRECT to [[Wikiversity:About]]. Notice that when you get to '''Wikiversity:About''' you see '''"Redirected from [[Wikiversity]]"''' which is the <tt>#REDIRECT</tt> page. You can link to articles outside of Wikiversity. [[w:Main Page|Wikipedia]] - <nowiki>[[w:Some Wikipedia article]]</nowiki> [[m:Main Page|Meta-Wikimedia]] - <nowiki>[[m:An article at Meta]]</nowiki> Those are [[m:Interwiki liks|Interwiki liks]] and are easy ways to link to existing articles at Wikiversity [[Wikiversity:Service community|sister projects]]. Finally, you can link to external resources like this: <nowiki>[http://www.google.com Google]</nowiki> Which renders: [http://www.google.com Google] Notice that we use one square bracket instead of two and that the url can contain no spaces. The first space encountered acts to separate the ''url'' from the ''face'' that we want to appear. Always use courtesy and common sense when linking to outside sites. ''See [[external link]] for more info'' ===Lists and listings=== You can add a bullet to an item by simply adding an asteric (*) to a new line: *Bulleted Item You can create a bulleted list like this: *Item *Another item *Yet another item Renders: *Item *Another item *Yet another item A numbered list is created using: #Item #Another item #Yet another item Which renders: #Item #Another item #Yet another item It is customary to make lists with descriptions: #Item - Description of item #Another item - More detailed description of a numbered item that may use more than one line. #Yet another item - Very terse and lengthy description of yet another item that may include a number of sentances. You may not add a line break or paragraph break and expect your numbering to be continued. It will start over. #Still yet another item - Not starting a new paragraph or break allows this numbered listing to continue. #Item - A paragraph break restarted the numbering ##Nested item 1 - nested item using ## ##Nested item 2 - another nested item using ## #Another Item - counter returns to higher level with # ## Start a set of nested bulleted items using ## ##* nested bulleted item using ##* ##* nested bulleted item using ##* ## Start another set of nested bulleted items using ## ##* nested bulleted item using ##* ##* nested bulleted item using ##* #Yet another Item - Counter keeps its place in a mixed hierarchy of items These are some commonly used listing basics. See the [[m:Help:List|MediaWiki Handbook]] for much more about lists and listings . ===Table basics=== [[m:Help:Table|Tables]] are frames that can be easily created using wiki syntax to make sets of data more logical and aesthetically pleasing. The basic syntax is: <pre> {| |+ Simple Table !heading 1 !! heading 2 !! heading 3 |- |data A1 || data A2 || data A3 |- |data B1 || data B2 || data B3 |} </pre> Which renders: {| |+ Simple Table !heading 1 !! heading 2 !! heading 3 |- |data A1 || data A2 || data A3 |- |data B1 || data B2 || data B3 |} Not too pretty yet. MediaWiki includes some '''table attributes''' using a predefined '''classes''', such as <tt>class="wikitable"</tt> that we add to the table's opening tag: <pre>{| class="wikitable"</pre> By simply adding the wikitable class, the same code gives us: {| class="wikitable" |+ Simple Table !heading 1 !! heading 2 !! heading 3 |- |data A1 || data A2 || data A3 |- |data B1 || data B2 || data B3 |} A bit nicer, eh? If we really want to get fancy, we can customize with more table and '''style''' attributes: <pre> {| cellpadding="4" cellspacing="1" style="text-align:center; font-weight:bold; font-size:120%" |+ Not-so-simple Table |-style="background:Black; color:White" !heading 1 !! heading 2 !! heading 3 |- style="background:FireBrick" |style="color:LightYellow"|data A1 |style="color:AliceBlue"|data A2 |style="color:MistyRose"|data A3 |- |- style="background:MidnightBlue" |style="color:LightYellow"|data B1 |style="color:AliceBlue"|data B2 |style="color:MistyRose"|data B3 |} </pre> Which renders: {| cellpadding="4" cellspacing="1" style="text-align:center; font-weight:bold; font-size:120%" |+ Not-so-simple Table |-style="background:Black; color:White" !heading 1 !! heading 2 !! heading 3 |- style="background:FireBrick" |style="color:LightYellow"|data A1 |style="color:AliceBlue"|data A2 |style="color:MistyRose"|data A3 |- |- style="background:MidnightBlue" |style="color:LightYellow"|data B1 |style="color:AliceBlue"|data B2 |style="color:MistyRose"|data B3 |} These color atrributes were made with [[Named Colors]], but other [[w:web colors|web colors]] and methods can be used. A host of other [[w:Attribute (computing)|attributes]] can be used to alter the look and feel of a table. There are as many ways to make tables as there are Wiki editors! See the [[m:Help:Table|MediaWiki Handbook]] for more. ====Explore==== Take a look at the code used on the [[Wikiversity:Main Page]] and its subpages: #[[Wikiversity:Main Page/Welcome]] #[[Wikiversity:Main Page/Communications and community]] #[[Wikiversity:Main Page/Related links]] Use the '''edit''' tab, but please don't change these without clearance. Look for table elements and how they work together to form the [[Main Page]] at [[Wikiversity]]. Don't be shy about ''studying'' the code that drives Wikiversity, just hit '''cancel''' when you are done. It's best not to edit high-traffic pages but if you do accidently "mess up" a page, notify one of the [[Wikiversity:Custodians]]. (...and be more careful next time). ===Templates=== Sometimes it is desirable to create templates that can be reused on many pages. These are created in the [[m:Help:Template|Template namespace]] and can be quite complex for even experienced editors. One of the simpler types is a reusable list. [[Template:Wikiversitysister-list]] is an example of a handy way to show all of Wikiversity's sisterprojects. Simply add the code <nowiki>{{Wikiversitysister-list}}</nowiki> to a page. It renders: {{Wikiversitysister-list}} ====Referring to a template==== A way to ''refer'' to a template and the tag that calls it without [[w:transclusion|transcluding]] it is like this: <nowiki>{{tl|Wikiversitysister-list}}</nowiki> which renders: {{tl|Wikiversitysister-list}} Notice that the text inside the curly brackets links to [[Template:Wikiversitysister-list]]. ====Page templates==== Sometimes it is handy to create whole pages from templates called "boilerplates". These are usually used for [[Wikiversity:Schools|Schools]], [[Wikiversity:Naming conventions|divisions and departments]]. See [[:Category:Page creation templates]] for ideas on how to create whole pages from templates. ====Explore==== Go to [[Template:Wikiversitysister-list]] and click '''edit'''. Notice the combined use of table attributes, interwiki links, embedded HTML tags and other tricks to get the list to render the way its author intended. Please do not make any changes to this template. Hit '''cancel''' after youve had a long look. If you want, you can copy and paste the code into the [[Wikiversity:Sandbox]] or a [[Wikiversity:subpages|subpage]] of your user page. (See [[m:Sub pages]] and [[Wikiversity:Userboxes]] for more about subpages and userboxes. ====Template documentation==== Instructions on how and where to ''use'' a template should appear on its associated '''<tt>Template talk:</tt>''' page. Example: [[Template talk:Wikiversitysister-list]]. Unfortunately, many Wikiversity templates remain undocumented. ====Userboxes==== Userboxes are a popular tradition around Wiki sites. They are often artistic, witty and complex to create. {{tl|User oops}} is a cute one: {{User oops}}<br clear="all" /> Explore that one. Notice the extensive use of [[m:Help:Variable|MediaWiki variables]] such as <nowiki>{{TALKSPACE}} and {{{1|{{PAGENAME}}}}}</nowiki>. ====Template Taskforce==== If you wish to learn more about creating and using templates, consider joining the Wikiversity [[Wikiversity:Templates|Template Taskforce]]. ===Advanced editing=== This lesson touched on some basic editing principles. When you want to go further, See (and help to develop) more [[Wiki]] and [[Topic:MediaWiki|MediaWiki]] lessons. ==See also== *[[Wiki]] - a project devoted to learning how to use wiki technology to facilitate online learning. *[[Topic:MediaWiki]] - an advanced exploration of the [[m:MediaWiki|MediaWiki]] software suite. ([[Wiki 101]] is a recommended prerequisite) *[[w:Help:Contents/Editing Wikipedia|Wikipedia guides to editing]] {{WikiversityUsers}} [[Category:Wiki]] [[Category:Pages moved from Meta]] [[Category:Introduction to Wiki]] 3116 14832 2006-08-26T05:26:08Z Rayc 57 cat == What is Philosophy? == A student once mused that philosophy is the study of unanswerable questions. While this may be intriguing to some, it holds the possibility of being frustrating and an outright turn-off to many. This statement merits further investigation and consideration. But, luckily for us, the statement is not as true as its author would hope. Philosophy, famous today for tackling many of the "big questions" in life &mdash; questions, indeed, about the whole of life itself: "What is the meaning of life?", "Why are we here?", "What is truth?", etc. &mdash; is an attempt to satiate innate human curiosity with human logic and reason. == Why Study Philosophy? == This is lucky for us, as previously noted, because, through careful reasoning, many of the questions that philosophy long ago considered have found their way into the sciences. As Bertrand Russell, the notable 20th century British philosopher, notes in his work ''Why Study Philosophy?'', the ancient Greeks wreslted with notions of the self, the good life, and other questions that remain unanswered today. But they also considered the Heavens, the mind, and the body. Such curiousity, inquisition, and discovery has led to the fields of psychology, psychiatry, and astronomy. Russel notes that many questions that once fell into the realm of philosophy have since evolved into full blown sciences. Many find it fulfilling to devote their life to the acquisition of knowledge through deep thought and reason. As noted on the main page, a philosopher is literally a ''lover of wisdom''. If you have ever wondered about these topics and questions, then we suggest that you consider investing some time in philosophy. The topics are broad, from ethics to knowledge and the inner workings of the mind, to the defense of anarchism. [[Category:Philosophy]] 3117 16603 2006-08-27T11:09:57Z 202.63.60.60 /* Descartes' ''Meditations'' */ == Introduction to Epistemology == '''Epistemology''' is the study and inquiry into the nature of knowledge and what we can know. The Ancient Greeks had notions about reality and knowledge. Socrates' ''Alegory of the Cave'' was an early analogy to reality and the acquisition of radical knowledge. Throughout the years, philosophers have discussed the individual's relationship to reality and knowledge, and 'what we can know.' == Descartes' ''Meditations'' == René Descartes' ''Meditations'' were an early foray into the field of epistemology and scepticism &mdash; questioning what a person can know. Descartes begins his work by relating reality to a dream, and wondering whether anything around him is truly real. That is, he notes that, in a dream, the fire in his fireplace feels as warm as it does now. How does he know that he is simply not dreaming now, and all the time, and that reality is not an illusion? Descartes posits that there could be an "evil daemon" who is dedicated to fooling him, pulling the wool over his eyes and creating this false world for him to see. Descartes, fairly early in the ''Mediations'', concludes that firstly: :'''Cogito ergo sum.''' :''I think, therefore I am.'' He realizes that, even if he is being fooled about everything that is going on around him, ''he must still exist to be able to be fooled.'' === Brain in a jar === Descartes' early scepticism has been reworked in a modern question: "How do I know that I am not just a brain in some mad scientist's lair?" Indeed, many sceptics would defend this thesis. But again, if you were in that unfortunate position, you would still have to ''be at least a brain.'' === Building up knowledge === Descartes continued throughout his ''Meditations'' to build the foundations for mathematics and much of reality, to the point near the end where reality was, to him, everything he had perceived at first. == Gettier and Justified True Belief == Until the late twentieth century, the epistemological community had settled comfortably into the belief that knowledge was "justified true belief." That is, if a person holds a true belief, and that is justified, he ''knows'' that fact. For example: I believe that the car in my driveway is red, because I can see it through the window right now. [I am justified to believe that fact.] Therefore, I '''know''' that the car in my driveway is red. Even if I held the belief that there are 80 billion gallons of water in the Atlantic Ocean, it would be difficult for me to know it. It may very well be true, but I would also have to be justified in my belief: I would have had to have some proof or some firsthand experience with the exact number of gallons of water in the Atlantic ocean in order for my belief to be justified. This theory of knowledge known as justified true belief ('''JTB'''), was thrown into question when Professor Edmund Gettier published a three page paper on the occassion of his review for tenure. == '''''Try this!:''' Pinch me'' == Can you tell the difference between a dream and reality? Think of relevant disanalogies between the two. For example: * In a dream, there seems to be a lack of logical progression of events * In a dream, the traditional laws of physics are sometimes broken * In a dream, I can fly if I try very hard, or I can instigate other events with thought Take turns with a partner playing Devil's advocate and defending Descartes' original sceptical position. [[Category:Philosophy]] 3118 13696 2006-08-24T21:01:31Z SBJohnny 436 Redirecting to [[Cell Biology]] #REDIRECT [[Cell Biology]] 3119 23437 2006-09-04T04:37:30Z Trevor MacInnis 99 fix double redirect #REDIRECT[[School:Mathematics/Philosophy of Mathematics]] 3120 14833 2006-08-26T05:26:43Z Rayc 57 [[Category:Philosophy]] == Introduction to Ethics == The field of ethics deals with what is the right action or attitude towards others. How should one act in a certain situation? Is it the right thing to do in life to simply follow the Golden Rule? '''"Do unto others as you would wish to have them do unto you."''' Prima facie, this seems perfectly acceptable. But, then, how should a masochist act to others? Should he go around and hurt them, since ''he would gain pleasure by being hurt''? That dismissal of a traditional and parsimonious answer to one of the deepest questions of life sparks the interest in many. How then, should we act, if not in accordance with the Golden Rule, the traditional layman's Western and Judeo-Christian guideline? == The Three Branches == Ethics can be divided into three branches that have been developed and elaborated upon throughout the history of philosophy. === Deontology === Deontology focuses on the importance of the action itself, as opposed to the consequence. Immanual Kant (''see Phil 4007'') is the father of one of the most popular types of deontology, appropiately named Kantianism. Kant's philosophy, and most deontology would most closely resemble the Golden Rule. Deontological ethical guidelines could be, for example, "Never lie," "Never steal," "Never kill," "Give to the poor," etc. Note that the emphasis is placed on the prohibition or encouragement of the action itself. The distinction will become clearer soon. === Virtue ethics === Virtue ethics, the least popular branch of ethics, attempt to instill certain qualities in the person. For example, "Be honest," "Be trustworthy," and "Be nice." The examples are not meant to be vague, but are meant to illustrate that the guidelines are rules more centrally for what kind of person you should be. From there, you can extrapolate likely actions and prohibitions: "An honest person does not lie," or, "A nice person does not hurt or insult his fellow men without proper justification." Virtue ethics can be found in the teachings of Socrates in Aristotle, who taught their pupils to live the good life through fostering these admirable virutes. In Plato's ''Republic'', Socrates compares the virtues of a person to the composition of a state. The virtuous individual, he says, is temperate, passionate, brave and wise. A recent return of virtue ethics since the 1960's has created a surfeit of apologists for this once-overlooked brance of ethics and given rise to the doctrine of Neo-Aristotelian and Neo-Socratic ethics. === Consequentialism === Consequentialism, as the name suggests, encourages actions based solely upon the consequences of the actions. The most popular form of consquentialism is utilitarianism. That is, the individual should act to create the greatest amount of "utility" for the community. Jeremy Bentham is the father of "Classical" Utilitarianism, though Chinese philosophers had made reference to utility and David Hume was the first to use the word "utility" when decribing ethics. ==== Kantianism and the Nazis at the door ==== A popular critique of strict Kantianism &mdash; that is, "Never lie," &mdash; is that, if a person harboring Jews during the Holocaust was asked by a Nazi footman about the contents of his attic or cellar, he would have to answer that the was indeed hiding Jews. At least, if he was asked a direct question about the presence of any people, he would not be allowed to lie. It should be noted that this is the strictest brand of Kantianism, and that many such revisions have since been made since Kant's original writings to the theory. For example, "Act in accordance with these rules unless it would lead to the harm of an individual." == Advanced Topics == <!--Ethics, when lumped with aesthetics, becomes the field of--> Questions at the deeply critical level, such as "What do we mean by 'right' and 'good' and 'harm'?" are included in the field of ''meta-ethics'' (and ''value theory'''). Meta-ethics can be thought to exist at a level above ethics, asking questions like, "What is ethics itself?" [[Category:Philosophy]] 3121 13702 2006-08-24T21:11:35Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Hermann Weyl]] 3123 13710 2006-08-24T21:28:15Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Cardinality]] 3124 67806 2007-01-08T01:32:44Z MichaelBillington 1599 fix double redirect #REDIRECT [[School:Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]] 3125 13717 2006-08-24T22:12:28Z SBJohnny 436 Redirecting to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Georg Cantor]] #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Georg Cantor]] 3126 13722 2006-08-24T23:11:40Z Aldenis 296 3127 48938 2006-11-26T22:41:44Z AmiDaniel 3334 rvv [[Category:Education]] 3129 70436 2007-01-11T04:47:57Z JWSchmidt 20 [[Category:Physics]] Part of the [[School: Physics]] === Mathematical background === The key mathematical concepts needed for introduction to physics includes basic calculus and vector. === Applications === Basic physics is required not only for more advanced work in physics, but also work in engineering. === Resources === [[http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall2003/CourseHome/index.htm MIT Physics I]] [[http://ocw.mit.edu/OcwWeb/Physics/8-012Physics-IFall2002/CourseHome/index.htm MIT Physics I]] [[Category:Study guides]] [[Category:Physics]] 3133 77357 2007-01-16T23:36:58Z JWSchmidt 20 [[Category:Accounting]] Welcome to the Wikiversity '''School of Accounting''' The School of Accounting is a content development project where participants create, organize, and develop learning resources for accounting. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Accounting|Business Accounting]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Accounting]] 3134 47960 2006-11-22T21:09:15Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] <div class="infobox sisterproject">[[Image:GradHat2 petit.gif|left|45px| ]] <div style="margin-left: 60px;">[[Wikiversity]] has a [[{{{1}}}|Learning Project]] that is related to: <div style="margin-left: 10px;">{{PAGENAME}}</div> </div> </div> <noinclude> The template "WikiversityInterWikiLink" was an example developed at the [[m:Template:WikiversityInterWikiLink|Wikimedia meta-wiki]].<BR> Wikipedia now has a similar template, see [[w:Template:Wikiversity]] [[Category:Pages moved from Meta]] [[Category:Interwiki link templates]] </noinclude> 3164 13842 2006-08-25T04:53:48Z Felixfarias 430 [[OpenCheESE Book]] moved to [[Simulation with OpenCheESE]]: we will be doing a complete manual book at wikibooks and an applied guide of simulation with opencheese as a lesson in wikiversity #REDIRECT [[Simulation with OpenCheESE]] 3166 67325 2007-01-06T15:08:18Z Sirgregsalot 5009 /* Trombone 101 */ [[Image:Posaune.gif|right|200px]] == Trombone 101 == The trombone is a brass instrument that, like many other instruments, comes in several variations. The most common types are variations of the tenor and the bass trombones. Types of Trombones: *[http://en.wikipedia.org/wiki/Trombone#Tenor_trombone Tenor Trombone] *[http://en.wikipedia.org/wiki/Trombone#Bass_trombone Bass Trombone] *[http://en.wikipedia.org/wiki/Trombone#Contrabass_trombone Contrabass Trombone] *[http://en.wikipedia.org/wiki/Trombone#Alto_trombone Alto Trombone] *[http://en.wikipedia.org/wiki/Trombone#Soprano_trombone Soprano Trombone] *[http://en.wikipedia.org/wiki/Trombone#Sopranino_and_piccolo_trombones Sopranino and Piccolo Trombones] *[http://en.wikipedia.org/wiki/Trombone#Valve_trombone Valve Trombone] The trombone is an instrument where the trombonist moves the slide between positions, each of which progressively lengthens the air column, and produces a lower pitch on the same partial. Positions range from first (almost all the way pulled in, but not all the way) to seventh, with first being the higher within each partial. The basic tenor trombone's fundamental note is Bb. The trombone is mostly a non-transposing instrument with music written in the bass, tenor, and alto clefs, however this is not always true. == Technique == Playing on the trombone is similar to other brass instruments in the method of moving from partial to partial. The trombonist moves his lips tighter and allows air pressure to allow the instrument to increase in partials, the opposite is done to play down partials. Sometimes music will require the use of a mute. Mutes will alter the sound of the note by somehow attaching to the bell of the trombone. There are a variety of mutes available, and it is important to ensure you purchase the correct type. [[Category:Music]] 3168 43509 2006-11-07T03:50:48Z Rayc 57 [[Category:Introductions]] ==International Relations== International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system. There are several schools of thought which claim to provide a theoretical model for International Relations, and therefore understand or even predict the behavior of actors on the world stage. Theories of International Relations can be broadly classified into Rationalist and Constructivist groups. ==Rationalist Theories== Rationalist Theories of International Relations differ greatly from each other, but are similar in that they each posit that the characteristics of the international system make it rational for states (or other actors) to behave in some particular way. Rationalist theories can be broadly divided into Strucutral Realism and Liberalism. ===Structural Realism=== Structural Realism usually begins with the following assumptions: * that the international system is anarchic; that is, there is no credible power above the states that compromise the system. * that states cannot be certain of the intentions of other states * that at least some states have offensive capabilities * that states have preferences which they seek to realize, and that survival is a prerequisite for realizing such a preference From these premises, Structural Realism concludes the following: because states require survival in order to seek their preferences, they seek to survive. Because they cannot be certain of the intentions of other states, which may have offensive capabilities, and because there is no higher authority which can protect them from those other states, it is rational for states to seek some optimal level of power relative to all other states in the system. Relative power can then be used as a means to survival, and therefore a means to the state's true preferences. The result is an international system in which each state competes with every other state for relative power. While power is an unlimited resource, the competition is, in effect, zero sum, because what is important is how powerful a state is relative to all other states. An increase in absolute power for one state and no change in absolute power for all other states will mean a decrease in relative power for all other states. Note that, in Structural Realism, states must seek power before being able to realize their preferences. Therefore, the structural imperative to seek power will, in Structural Realism, tend to override any contrary preferences that the state has, at least for a rational state. In this way, Structural Realism posits that the driving factor behind a rational state's foreign policy is not internal politics or preferences, but an externally-determined set of structural imperatives. For this reason, Structural Realists can be very dismissive of a state's domestic politics. Structural Realists can be further divided into Offensive and Defensive Realists, based on how much power they believe is optimal. Defense Realists posit that there is some ideal level of power which a state should seek; below that level, it cannot be guarenteed of its own security, but above that level, other states will begin to see it as a threat and counter-balance it. Offensive Realists hold that states should maximize their power, since the collective action problem will impede counter-balancing. ===Liberalism=== While Structural Realism posits an international system where it is rational for each state to compete with every other state, Liberalism posits a system in which cooperation is the rational choice. [[Category:Political Science]] [[Category:Introductions]] 3171 25774 2006-09-09T17:37:17Z Rayc 57 [[Category:Study guides]] ==Content== *'''Second order differential equations''' #[[Introduction]] #[[Solution of homogeneous equations]] #[[Singularities and series solutions]] #[[Frobenius method]] *'''Special functions''' #[[Cylindrical and spherical coordinates]] #[[Boundary value problems]] #[[Sturm-Liouville problem]] #[[Legendre polynomials]] #[[Bessel functions]] #[[Associated Legendre functions]] #[[Spherical harmonics]] #[[Neumann functions]] #[[Modified Bessel functions]] #[[Fourier-Legendre series]] #[[Asymptotic behaviors of certain special functions]] *'''Complex functions''' #[[Complex numbers]] #[[Basic operations with complex functions, analytic functions]] #[[Cauchy theorem]] #[[Singularities]] #[[Taylor and Laurent series]] #[[Residue theorem and applications]] #[[Complex functions]] *'''Partial differential equations''' #[[General definition]] #[[Separation of variables method]] #[[Wave equation]] #[[Laplace and Poisson equations]] #[[Diffusion equation]] #[[Helmholtz equation]] #[[Continuum eigenvalue spectrum]] *'''Green functions ''' #[[For Sturm-Liouville operators]] #[[For 2 dimensions]] #[[For initial value problems]] #[[For boundary value problems]] #[[Solution of higher-order differential equations]] #[[Reduction to canonical form]] [[Category:Mathematics]] [[Category:Physics]] [[Category:Study guides]] 3173 23438 2006-09-04T04:38:01Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Fundamentals of Probability, Statistics, Experiments and Data]] 3174 67810 2007-01-08T01:33:40Z MichaelBillington 1599 fix double redirect #REDIRECT [[School:Mathematics/Software]] 3175 13916 2006-08-25T11:00:09Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:Statistics 302]] 3176 67794 2007-01-08T01:22:59Z MichaelBillington 1599 fix double redirect #REDIRECT [[Introduction to Statistics]] 3177 23439 2006-09-04T04:38:23Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Pre-Statistics Topics in Math, Introduction to Computing with R]] 3178 23434 2006-09-04T04:35:51Z Trevor MacInnis 99 fix double redirect #REDIRECT[[School:Mathematics/Undergraduate/Probability and Statistics]] 3179 77730 2007-01-17T14:50:15Z Mystictim 626 removed main welcome uneccesry as already a stub Oxidation state refers to the overall charge on an atom or molecule. It takes into account both positive charges in the nucleus and the negative charge from the electrons. It is used primarily in chemical equations when describing oxidation and reduction, or redox reactions. It gives us the electrical state of an atom bound in a molecule, as if we hypothetically see it as ions. The oxidation state is the total charge which all the bonds to the particular atom generate considering their electronegative value. A atom which strongly attracts electrons will make his partner-atom thus more positive, giving it a delta+ charge and a +I oxidative state. Considering every bond you can make this calculation , which results in the total Oxidation State of the atom. {{stub}} [[Category:Chemistry]] 3180 45405 2006-11-14T00:49:25Z Rayc 57 cat Mathematical Induction is a process of mathematical proof whereby an assumption is made about regarding the given identity being true for a particular number, then demonstrating that the proof is true for a number one greater. if it can then be shown that the proof is true for any particular number, mathematical induction then shows that it is also true for any other integer of greater value. This process does not attempt to form identities which are true statements, it simply proves that a given statement is true. Mathematical Induction is the "dominoes theory" of proof. It is often used when you want to prove something is true for every whole number, but don't have time to prove all the infinite cases one by one. It has two parts: line up the dominoes, and knock over the first one. Lining up the dominoes means you prove that if the statement is true for one number, it's true for the next number. Knocking over the first domino is just proving that it works for the first number (usually one.) Mathematicians call these the Induction Step and the Base Case. For example: Suppose you want to prove that 1+2+3+...+n = n(n+1)/2. What you do is first show that if it works for k, then it works for k+1. Note: To prove an if-then statement, you assume the "if" part is true, and show the "then" part has to be true. So here, we assume 1+2+3+...+k = k(k+1)/2 for any one k. (No, this isn't circular reasoning, it just looks like it!) What we have to show is that 1+2+3+...+k+(k+1) = (k+1)(k+1+1)/2. How? We use our assumption, and substitute it on the left. So we get k(k+1)/2 + (k+1)= (k*k +k)/2 + (2k+2)/2= (k*k +3k +2)/2= (k+1)(k+2)/2 (by factoring) =(k+1)(k+1+1)/2 so it works. What did we just show? We showed that IF the formula works for k, THEN it works for k+1. And we didn't say what k was in advance. This means that we've proven that: if it works for 1, it works for 2, and if it works for 2, it works for 3, and if it works for 3, it works for 4, and so on. We're done lining up the dominoes. But we're not done! We haven't knocked any dominoes over yet! There's one more step: the Base Case. We have to knock over the first domino. When n=1, 1+2+3+...+1 just means "1", and n(n+1)/2 means 1(1+1)/2=1. So since 1=1, the first domino has fallen. And since if it works for 1, it works for 2, we know that the formula works for 2 now. And since if it works for 2, it works for 3, we know the formula works for 3 now, with no extra work. And since if it works for 3, it works for 4, and so on, we know the formula ALWAYS WORKS. We've proven it for every natural number! That's mathematical induction. There's also a fancier version called Strong Induction, which is a lot like setting up those pretty branching lines of dominoes. Essentially, you get to assume that the formula works for every number up to k, and then have to show it works for k+1. This is good for problems where you can cut the problem up into something smaller, but not necessarily one unit smaller. [[Category:Mathematics]] 3181 21904 2006-08-31T12:06:37Z JWSchmidt 20 [[Category:Soft redirect]] Please [http://beta.wikiversity.org/wiki/Main_Page click here] for the Wikiversity Beta website. [[Category:Soft redirect]] 3185 13945 2006-08-25T13:51:00Z Trevor MacInnis 99 [[Template:TrevorMainPage/Style]] moved to [[Template:MainPage/Style]]: remove username #REDIRECT [[Template:MainPage/Style]] 3186 13947 2006-08-25T13:51:37Z Trevor MacInnis 99 [[Template:TrevorMainPageBox]] moved to [[Template:MainPageBox]]: remove username #REDIRECT [[Template:MainPageBox]] 3187 13949 2006-08-25T13:52:28Z Trevor MacInnis 99 [[Template:TrevorMainPage/Sidebar]] moved to [[Template:MainPage/Sidebar]]: remove username #REDIRECT [[Template:MainPage/Sidebar]] 3188 13951 2006-08-25T13:52:39Z Trevor MacInnis 99 [[Template:TrevorMainPage/SubBox]] moved to [[Template:MainPage/SubBox]]: remove username #REDIRECT [[Template:MainPage/SubBox]] 3202 79449 2007-01-21T04:24:54Z CQ 1939 [[Wiki 101]] See [[Wiki 101]] and follow the links to learn Wiki editing in full. [[Category:Wiki]] 3204 14000 2006-08-25T15:11:44Z Rayc 57 Redirecting to [[Screensaver Project]] #REDIRECT [[Screensaver Project]] 3205 24962 2006-09-07T20:31:45Z Trevor MacInnis 99 recat {| class="messagebox" id="pnutshell" |- |style="text-align: center"| This [[Wikiversity:Guidelines|guideline]] in a nutshell: |- |style="text-align: left"| [[Image:Walnut02.jpg|right|50px|Mmm, nuts!]] '''{{{1}}}''' |}<noinclude> This template is used to provide a very quick summary of policies for the casual reader. These summaries are also collected at [[Wikiversity:Guidelines]]. ;See also : [[Template:Policy in a nutshell]] :[[Template:Naming convention in a nutshell]] [[Category:Wikiversity header templates|Guideline]] </noinclude> 3208 21933 2006-08-31T12:38:31Z JWSchmidt 20 subcategory This is a category of '''''suggested''''' guidelines that people should follow while editing at the Wikipedia [[Category:Wikiversity]] 3237 43546 2006-11-07T04:17:30Z Rayc 57 /* Resources */ <center><big>'''Welcome to the Department of Theology and Philosophy'''</big></center> <center>''Part of [[:School:Theology|The School of Theology]]''</center> '''[[w:Theology|Theology]]''', is the rational and systematic study of religion and its influences and of the nature of religious truth. The Department of Theology and Philosophy focuses on the nature, sources, and scope of systematic theology and philosophy of religion. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:biginnes|biginnes]] *[[User:Dev920|Dev920]] *[[User:josephpaul|josephpaul]] ==School news== * '''August 25, 2006''' - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Science as Religion]] - a learning project using a seminar format. Participants explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== ===Journals=== *[http://www.doaj.org/doaj?func=subject&cpid=14 Free Journals on Theology and Philosophy] Know any good resources for scholars of this topic? Add them here! [[Category:Theology and Philosophy| ]] [[Category:Humanities|Theology and Philosophy]] 3238 68126 2007-01-08T13:36:28Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] */ [[Digital information literacy]] Welcome to the department of '''Media literacy'''. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Media literacy]] *[[Digital information literacy]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 3239 14081 2006-08-25T17:07:27Z JWSchmidt 20 subcategory [[Category:Wikiversity School of Media Studies]] 3240 75581 2007-01-14T05:14:07Z Bodene1960 5141 /* Subdivisions and Departments */ {{merge|School:Computer Science}} The '''Division of Computer Science''' is part of [[School:Mathematics|The School of Mathematics]]. The School of Mathematics is heavily integrated with the [[School:Computer Science|School of Computer Science]]. The division of Computer Science is devoted to study of the mathematical aspects of computer science. ==Division news== * '''Date founded''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[Vinicius "Corvu" Brenny]]. Brazilian Parana Federal University's (UFPR) Computer Science Student. Interested in Low Level Programming, Nets, Hardware Building, Driver Writing and Repairing and Specially Systems Emulation. Will soon found the "Pascal" Division. * ... [[Category:Mathematics|{{PAGENAME}}]] 3242 14108 2006-08-25T17:59:00Z JWSchmidt 20 I made this image for Wikiversity starting with an image at Commons. == Summary == I made this image for Wikiversity starting with an image at Commons. == Licensing == {{GFDL-self}} 3243 52485 2006-12-07T05:36:29Z 66.25.80.186 /* School news */ <center><big>'''Welcome to the Latin Classics Department!'''</big></center> <center>''Part of [[School:Classics|The School of Classics]]''</center> '''[[w:Classic|Classics]]''', is the study of language, literature, history, art and other aspects of ancient Greek and Roman Cultures. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:heebie|heebie]] *[[User:Dev920|Dev920]] *[[User:Handher|Handher]] *[[User:Spartacurtus|Spartacurtus]] ==School news== * '''August 15, 2006''' - School founded! * '''December 6, 2006''' - Spartacurtus invenit ==Lessons== Get to work writing lessons! Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== ===Free Journals=== *[http://scholar.lib.vt.edu/ejournals/ElAnt/ ELECTRONIC ANTIQUITY: COMMUNICATING THE CLASSICS] Know any good resources for scholars of this topic? Add them here! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Topic:Latin|Latin]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [[Category:Latin Classics]] 3244 76248 2007-01-15T02:53:34Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Storeye|Storeye]] using [[Wikiversity:Rollback|rollback]] This is the Latin Stream, part of the [[Portal:Humanities|Humanities]] faculty, under both: * [[Topic:Classics|Classics]] * [[Topic:Language Aquisition|Language Acquisition]] ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * [[A2 Latin]] * Course code: Unit name ... The following material should be organised into courses. * '''Lessons:''' **''England's GSCE'' *** [[Present Participles]] *** [[Declensions]] ==Participants== (imported from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) No knowledge of latin other then that picked up in the english language itself and a few words here and there. I would love to learn latin as it is a mother of many "western" tongues #--[[User:Kuranes]] 20:30, 22 May 2006 (UTC) I'll be taking Latin starting next year, and this would be useful to review and get ahead. #--<strike>[[User:Limetom|Limetom]] 06:39, 23 July 2006 (UTC) I just finished 4 years of Latin courses. I offer my services where they may be needed.</strike> #--[[Greyhatguitarist]] i want to learn, i'm new to this. #--[[User:DakeDesu|DakeDesu]] 16:17, 02 August 2006 (MST) I was told this was a language it is very hard to lie in. I just want to know if that is true. #--[[User:lapo3399|lapo3399]] 02:31 16 August 2006 (UTC) I know quite a bit; however, I do not know as much as I would like to know. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) complete beginner. #--[[user:Porky1985]] 05:08, 02 September 2006 (GMT + 08:00) Complete beginner #--[[User:Poseidon503|Poseidon503]] 11:05, 06 September 2006 (UTC) I have 1 year's learning worth of knowledge... and Im taking it again this year #--[[User:Cjfthistle|Cjfthistle]] I am well up for this! I would like to vote for the 'old school' style of teaching mentioned below - I learned French and Italian this way and believe it works. #--[[User:Emilio|Emilio]] 05:25 GMT, 03 November 2006. Have rudiments of Latin. #--[[User:Wierdw123|Wierdw123]] 16:42, 17 November 2006 (EST) I have taken three years of Latin at an American Highschool, and am definitely willing to contribute to these lessons. I don't know much about this 'old-school'style that everyone's raving about, but I'll do what I can. #--[[User:Storeye|Storeye]] i know a bit but i would like to learn more, especially to do with translating original texts. ====Interested teachers==== #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] <sup>[[User talk:Ђорђе Д. Божовић|talk]]</sup> 23:43, 25 March 2006 (UTC) Non-native speaker. :) However, still learning some more advanced areas of the language. #--[[User:Limetom|Limetom]] 06:43, 23 July 2006 (UTC) Non-native speaker (who is?) Four years of near college-level courses. Willing to help when I can. #--[[User:Dev920|Dev920]] Obviously, I intend to (try to) write the A level course, but if there are beginners here then I will try to write a much simpler one as well. I want it to involve a lot of rote-learning and practice: I recently attended an Ancient Greek summer school which used old-school methods of teaching, and discovered I picked it up far faster than I did when I took Latin using modern methods. It would be an interesting experiment, I think, particularly if my fellow teachers, both of whom seem far older and wiser than I, were to write a course using more modern methods of teaching and see whose students picked it up faster... (though I assume we would all collaborate generally. Long live Latin!) #--[[User:nivek1385|nivek1385]] I would like to help out in any way possible. I am currently developing lesson plans for home school elementary level latin. #--[[ste175]] I would be happy to offer my support. I know Latin to degree level and am a firm believer in the older ways of teaching, even though it can be tough at times! #--[[User:Storeye|Storeye]] I don't know a great deal but i am happy to pass on what i do know. [[Category:Latin]] [[Category:Foreign Language Learning]] 3251 67459 2007-01-07T01:42:43Z 163.1.146.234 /* Present Participles */ This is the Present Participles lesson, part of [[Portal:Humanities|Humanities]] >> [[Topic:Classics|Classics]]>> [[Topic:Latin|Latin]] ! This lesson is intended for '''England's GSCE Higher Latin''' ==Present Participles== '''Present Participles''' are adjectives which come from verbs In English e.g.: * a '''loving''' father * a '''warning''' notice * the '''ruling''' monarch * the '''listening''' bank English adds '''~ing''' to the verb to make it a participle. In Latin e.g.: * amans gen. amantis * monens gen. monentis * regens gen. regentis * audiens gen. audientis monens, regens, audiens all go exactly like ingens; amans has 'a' instead of'e'. Since a participle is an adjective, it '''must agree with a noun or pronoun''' in '''gender''', '''case '''and '''number'''. A Latin present participle describes an action which is going on '''at the same time''' as the main verb. ==Translation== A Latin participle may be translated: * by one word in English; e.g.: ambulans in via, puellam vidi, walking in the street, I saw a girl * by two words; e.g.: while / when walking in the street, I saw a girl. * by more than two words in a clause; e.g.: While I was walking in the street, I saw the girl. ==Notes== * The verb 'sum, esse' (to be) does not have a present participle * The present participle of 'eo, ire' (to go) is irregular: iens gen euntis [[Category:Latin]] 3254 14189 2006-08-25T21:08:36Z JWSchmidt 20 [[w:Image:Imperial Circles-2005-10-15-en.png source]] == Summary == [[w:Image:Imperial Circles-2005-10-15-en.png source]] == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 3255 46358 2006-11-17T22:37:38Z Rayc 57 cat ==Introduction== In order to form a good basic understanding of business, it is recommended for students to study the following subjects as prerequisites for all other concentrations. ==Curriculum== ===Quantitative=== * [[Financial Accounting]] * [[Managerial Accounting]] * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories * [[Managerial Economics]], including [[w:Game Theory|Game Theory]] * [[Operations Management]], MAN 1011 * Problem Solving Using Computer Software / Principles of Information Technology * [[Introduction to Statistics]] * [[Statistics for Business Decisions]] ===Qualitative/Philosophical=== * [[Macroeconomics]] * [[Microeconomics]] * [[Principles of Marketing]] * [[Principles of Management]], MAN 1001 * [[Fundamentals of Business Law]], BUL 1001 [[Category:Business]] 3256 14204 2006-08-25T21:27:18Z Rayshan 375 [[Topic:Business General Studies]] moved to [[Topic:General Studies of Business Administration]]: consistency of naming #REDIRECT [[Topic:General Studies of Business Administration]] 3258 25242 2006-09-08T12:16:55Z Javier Carro 199 +cat ==Table of universal constants== {| border="1" align="center" |- style="background:#A0E0A0;" !Quantity!!Symbol!!Value!!Relative Standard Uncertainty |- |characteristic impedance of vacuum||<math>Z_0 = \mu_0 c \,</math>||376.730 313 461... &Omega;||defined |- |electric constant (permittivity of free space)||<math>\epsilon_0 = 1 / ( \mu_0 c^2 )\,</math>||8.854 187 817... &times; 10<sup>-12</sup>F·m<sup>-1</sup>||defined |- |magnetic constant (permeability of free space)||<math> \mu_0 \,</math>||4&pi; &times; 10<sup>-7</sup> N·A<sup>-2</sup> = 1.2566 370 614... &times; 10<sup>-6</sup> N·A<sup>-2</sup>||defined |- |gravitational constant|Newtonian constant of gravitation||<math>G \,</math>||6.6742(10) &times; 10<sup>-11</sup>m<sup>3</sup>·kg<sup>-1</sup>·s<sup>-2</sup>||1.5 &times; 10<sup>-4</sup> |- |Planck's constant||<math>h \,</math>||6.626 0693(11) &times; 10<sup>-34</sup> J·s||1.7 &times; 10<sup>-7</sup> |- |Dirac's constant||<math>\hbar = h / (2 \pi)</math>||1.054 571 68(18) &times; 10<sup>-34</sup> J·s||1.7 &times; 10<sup>-7</sup> |- |speed of light in vacuum||<math>c \,</math>||299 792 458 m·s<sup>-1</sup>||defined |- |} ==Table of electromagnetic constants== {| border="1" align="center" |- style="background:#A0E0A0;" !Quantity!!Symbol!!Value<sup>1</sup> ([[SI]] units)!!Relative Standard Uncertainty |- |Bohr magneton||<math>\mu_B = e \hbar / 2 m_e</math>||927.400 949(80) &times; 10<sup>-26</sup> J·T<sup>-1</sup>||8.6 &times; 10<sup>-8 |- |conductance quantum||<math>G_0 = 2 e^2 / h \,</math>||7.748 091 733(26) &times; 10<sup>-5</sup> S||3.3 &times; 10<sup>-9</sup> |- |Coulomb's constant||<math>\kappa = 1 / 4\pi\epsilon_0 \,</math>||8.987 742 438 &times; 10<sup>9</sup> N·m<sup>2</sup>C<sup>-2</sup>||defined |- |elementary charge||<math>e \,</math>||1.602 176 53(14) &times; 10<sup>-19</sup> C||8.5 &times; 10<sup>-8</sup> |- |Josephson constant||<math>K_J = 2 e / h \,</math>||483 597.879(41) &times; 10<sup>9</sup> Hz· V<sup>-1</sup>||8.5 &times; 10<sup>-8</sup> |- |magnetic flux quantum||<math>\phi_0 = h / 2 e \,</math>||2.067 833 72(18) &times; 10<sup>-15</sup> Wb||8.5 &times; 10<sup>-8</sup> |- |nuclear magneton||<math>\mu_N = e \hbar / 2 m_p</math>||5.050 783 43(43) &times; 10<sup>-27</sup> J·T<sup>-1</sup>||8.6 &times; 10<sup>-8</sup> |- |resistance quantum||<math>R_0 = h / 2 e^2 \,</math>||12 906.403 725(43) &Omega;||3.3 &times; 10<sup>-9</sup> |- |von Klitzing constant||<math>R_K = h / e^2 \,</math>||25 812.807 449(86) &Omega;||3.3 &times; 10<sup>-9</sup> |- |} ==Table of atomic and nuclear constants== {| border="1" align="center" |- style="background:#A0E0A0;" align="center" | colspan=2| '''Quantity'''||'''Symbol'''||'''Value<sup>1</sup> ([[SI]] units)'''||'''Relative Standard Uncertainty''' |- | colspan=2 |Bohr radius||<math>a_0 = \alpha / 4 \pi R_\infin \,</math>||0.529 177 2108(18) &times; 10<sup>-10</sup> m||3.3 &times; 10<sup>-9</sup> |- |colspan=2| Fermi coupling constant||<math>G_F / (\hbar c)^3</math>||1.166 39(1) &times; 10<sup>-5</sup> GeV<sup>-2</sup>||8.6 &times; 10<sup>-6</sup> |- |colspan=2 |fine-structure constant||<math>\alpha = \mu_0 e^2 c / (2 h) = e^2 / (4 \pi \epsilon_0 \hbar c) \,</math>||7.297 352 568(24) &times; 10<sup>-3</sup>||3.3 &times; 10<sup>-9</sup> |- |colspan=2 |Hartree energy||<math>E_h = 2 R_\infin h c \,</math>||4.359 744 17(75) &times; 10<sup>-18</sup> J||1.7 &times; 10<sup>-7</sup> |- |colspan=2 |quantum of circulation||<math>h / 2 m_e \,</math>||3.636 947 550(24) &times; 10<sup>-4</sup> m<sup>2</sup> s<sup>-1</sup>||6.7 &times; 10<sup>-9</sup> |- |colspan=2 |Rydberg constant||<math>R_\infin = \alpha^2 m_e c / 2 h \,</math>||10 973 731.568 525(73) m<sup>-1</sup>||6.6 &times; 10<sup>-12</sup> |- |colspan=2 |Thomson cross section||<math>(8 \pi / 3)r_e^2</math>||0.665 245 873(13) &times; 10<sup>-28</sup> m<sup>2</sup>||2.0 &times; 10<sup>-8</sup> |- |colspan=2 |Weinberg angle|weak mixing angle||<math>\sin^2 \theta_W = 1 - (m_W / m_Z)^2 \,</math>||0.222 15(76)</td> <td>3.4 &times; 10<sup>-3</sup> |- |} ==Table of physico-chemical constants== {| border="1" align="center" |- style="background:#A0E0A0;" align="center" |colspan=2|'''Quantity'''||'''Symbol'''||'''Value<sup>1</sup> (SI units)'''||'''Relative Standard Uncertainty''' |- |colspan=2|atomic mass constant (unified atomic mass unit)||<math>m_u = 1 \ u \,</math>||1.660 538 86(28) &times; 10<sup>-27</sup> kg||1.7 &times; 10<sup>-7</sup> |- |colspan=2|Avogadro's number||<math>N_A, L \,</math>||6.022 1415(10) &times; 10<sup>23</sup>||1.7 &times; 10<sup>-7</sup> |- |colspan=2|Boltzmann constant||<math>k = R / N_A \,</math>||1.380 6505(24) &times; 10<sup>-23</sup> J·K<sup>-1</sup>||1.8 &times; 10<sup>-6</sup> |- |colspan=2|Faraday constant||<math>F = N_A e \,</math>||96 485.3383(83)C·mol<sup>-1</sup>||8.6 &times; 10<sup>-8</sup> |- |rowspan=2|first radiation constant|| ||<math>c_1 = 2 \pi h c^2 \,</math>||3.741 771 38(64) &times; 10<sup>-16</sup> W·m<sup>2</sup>||1.7 &times; 10<sup>-7</sup> |- |for spectral radiance||<math>c_{1L} \,</math>||1.191 042 82(20) &times; 10<sup>-16</sup> W · m<sup>2</sup> sr<sup>-1</sup>||1.7 &times; 10<sup>-7</sup> |- |Loschmidt constant||at <math>T</math>=273.15 K and <math>p</math>=101.325 kPa||<math>n_0 = N_A / V_m \,</math>||2.686 7773(47) &times; 10<sup>25</sup> m<sup>-3</sup>||1.8 &times; 10<sup>-6</sup> |- |colspan=2|gas constant||<math>R \,</math>||8.314 472(15) J·K<sup>-1</sup>·mol<sup>-1</sup>||1.7 &times; 10<sup>-6</sup> |- |colspan=2|molar Planck constant||<math>N_A h \,</math>||3.990 312 716(27) &times; 10<sup>-10</sup> J · s · mol<sup>-1</sup>||6.7 &times; 10<sup>-9</sup> |- |rowspan=2|molar volume of an ideal gas||at <math>T</math>=273.15 K and <math>p</math>=100 kPa||rowspan=2|<math>V_m = R T / p \,</math>||22.710 981(40) &times; 10<sup>-3</sup> m<sup>3</sup> ·mol<sup>-1</sup>||1.7 &times; 10<sup>-6</sup> |- |at <math>T</math>=273.15 K and <math>p</math>=101.325 kPa||22.413 996(39) &times; 10<sup>-3</sup> m<sup>3</sup> ·mol<sup>-1</sup>||1.7 &times; 10<sup>-6</sup> |- |rowspan=2 align="center"|Sackur-Tetrode constant||at <math>T</math>=1 K and <math>p</math>=100 kPa||rowspan=2|<math>S_0 / R = \frac{5}{2}</math> <br><math> + \ln\left[ (2\pi m_u k T / h^2)^{3/2} k T / p \right]</math>||-1.151 7047(44)||3.8 &times; 10<sup>-6</sup> |- |at <math>T</math>=1 K and <math>p</math>=101.325 kPa||-1.164 8677(44)||3.8 &times; 10<sup>-6</sup> |- |colspan=2|second radiation constant||<math>c_2 = h c / k \,</math>||1.438 7752(25) &times; 10<sup>-2</sup> m·K||1.7 &times; 10<sup>-6</sup> |- |colspan=2|Stefan-Boltzmann constant||<math>\sigma = (\pi^2 / 60) k^4 / \hbar^3 c^2 </math>||5.670 400(40) &times; 10<sup>-8</sup> W·m<sup>-2</sup>·K<sup>-4</sup>||7.0 &times; 10<sup>-6</sup> |- |colspan=2|Wien displacement law constant||<math>b = (h c / k) / \,</math> 4.965 114 231...||2.897 7685(51) &times; 10<sup>-3</sup> m · K||1.7 &times; 10<sup>-6</sup> |- |} ==Table of adopted values== {| border="1" align="center" |- style="background:#A0E0A0;" align="center" |colspan=2|'''Quantity'''||'''Symbol'''||'''Value (SI units)'''||'''Relative Standard Uncertainty''' |- |colspan=2|conventional value of Josephson constant<sup>2</sup>||<math>K_{J-90} \,</math>||483 597.9 &times; 10<sup>9</sup> Hz · V<sup>-1</sup>||defined |- |colspan=2|conventional value of von Klitzing constant<sup>3</sup>||<math>R_{K-90} \,</math>||25 812.807 &Omega;||defined |- |rowspan=2 align="center"|molar mass||constant||<math>M_u = M(\,^{12}\mbox{C}) / 12</math>||1 &times; 10<sup>-3</sup> kg · mol<sup>-1</sup>||defined |- |of carbon-12||<math>M(\,^{12}\mbox{C}) = N_A m(\,^{12}\mbox{C})</math>||12 &times; 10<sup>-3</sup> kg · mol<sup>&minus;1</sup>||defined |- |colspan=2|standard acceleration of gravity (free fall on Earth)||<math>g_n \,\!</math>||9.806 65 m·s<sup>-2</sup>||defined |- |colspan=2|standard atmosphere||<math> \mbox{atm} \,</math>||101 325 Pa||defined |- |} ==Notes== <sup>1</sup>The values are given in the so-called ''concise form''; the number in brackets is the ''standard uncertainty'', which is the value multiplied by the ''relative standard uncertainty''.<br/> <sup>2</sup>This is the value adopted internationally for realizing representations of the volt using the Josephson effect.<br/> <sup>3</sup>This is the value adopted internationally for realizing representations of the ohm using the quantum Hall effect.<br/> [[Category:Physics]] 3259 70801 2007-01-11T23:17:46Z JWSchmidt 20 [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] There is no real content here yet. Feel free to make suggestions and [[Talk:Wikiversity the Movie/Script outline|discuss ideas]] on the discussion page. ==Outline== [[Image:Manifesto10.png|thumb|right|400px|[[w:Free Culture movement|Free Culture Manifesto]].]] '''Teaser''', [http://meta.wikimedia.org/wiki/Transwiki:Wikimania05/Presentation-JW1 Jimmy Wales] video of Jimmy Wales talk: "Free the Curriculum". ---- '''[[Wikiversity:History of Wikiversity|History of Wikiversity]]'''. :A. start with a history of educational technology. :#[[#The power of printing|writing]] :#mechanically printed books :#computers :#internet :#wiki ::#[[w:Ward Cunningham|Ward Cunningham]] ::#Wikipedia ::#Wikibooks ::#Wikiversity inside Wikibooks; [http://en.wikibooks.org/w/index.php?title=Wikiversity&diff=32132&oldid=32014 origin of Wikiversity schools], 19 May 2004 ::#The two Wikiversity project proposals; Jimbo's "[[w:Free Culture movement|things that should be free]]" ::#Wikiversity launch, August 2006 (use audio of Jimbo making the announcement) ::#Six month beta period, [[Wikiversity:Original research|original research]] and [[Wikiversity:Disclosures|exclusions from NPOV]]. :B. Content creation :#[[Portal:Education|Learn by doing]] :#Collaborative [[Wikiversity:Learning#Learning groups|learning groups]] and [[Portal:Learning Projects|learning projects]]. :#"wikiprojects"; content development projects, pages in the "School:" and "Topic:" namespaces ([http://www.archive.org/details/Wikiversity_Reports_WikiProjects podcast]) :C. [[Wikiversity:Featured|Featured content]] :each Wikiversity School should nominate examples and the best will be described in th movie. =Suggest ideas for movie content= The movie might have several short live-action video sequences.I think that the live action scene should be at the part b. This way we have the actor to explain everthing while being on the same web page that the actor is explaining. ==The power of printing== [[Image:Wittenberg Schlosskirche.JPG|thumb|right|All Saints Church in Wittenberg]] *<teaser: an introductory analogy between the revolution caused by printing and the "Web 2.0 revolution".> October 31, 1517<BR> [[w:Martin Luther|Martin Luther]] is shown gathering up several documents and then moving through the streets of [[w:Wittenberg|Wittenberg]] around All Saints Church. [[Image:Imperial Circles-2005-10-15-en.png|thumb|left|Map of the Holy Roman Empire in 1512]] (voice-over) In the year 313, the emperors of the eastern and western Roman Empires, [[w:Constantine I|Gaius Flavius Valerius Aurelius Constantinus]] and [[w:Licinius|Flavius Galerius Valerius Licinianus Licinius]], jointly declared that Christians could practice their religion without persecution. One thousand years later, the Roman Catholic Church exerted a strong influence in the Holy Roman Empire of the German Nation. Martin Luther, after 10 years in the priesthood, wrote down a set of questions that challenged the legitimacy of certain religious practices. With the aid of printing, Luther's challenge to the Roman Catholic Church spread rapidly and led to the fragmentation of Papal authority and the creation of new Christian denominations. add some more about the impact of printing.....cheap books [[Image:Wikiuser.png|thumb|right|Wikiversity as a center of online learning.]] January 15, 2001<BR> Show Jimbo and the activation of the Wikipedia website then changing versions of a particular Wikipedia page through time.<BR>Show a graph of Wikipedia web traffic. Illustrate: Wikipedia (free encyclopedia) --> Wikibooks (free textbooks) --> Wikiversity (free education) (voice-over) briefly describe collaborative editing using wiki technology<BR>state "Imagine a world in which every single person is given free access to the sum of all human knowledge. That's what we're doing. And we need your help." ==Another possible scene: "No courses"== The Wikimedia Foundation Board of Trustees ruled-out conventional courses for Wikiversity. <Based on [http://www.seinfeldscripts.com/ThePitch.htm The Pitch], an episode of the [[w:Seinfeld|Seinfeld]] television show. This scene should probably be done with live actors made to looks like Seinfeld characters. This version (Part 2, below) is nearly a copyright violation, but I'll label it as "fan fiction" and add disclaimers> ===Part 1 The club=== Jerry does a [[w:Stand-up comedy|Stand-up comedy routine]] with jokes about education. Jimbo (seriously balding, in the role of WMF New Projects Developer) is seen in the audience of the small comedy club. After the act, Jimbo approaches Jerry and says that the WMF would like Jerry to do an education-oriented wiki project. ===Part 2 The Apartment=== Setting: big city apartment. Jerry and George brain-storming for how to set up an education-oriented wiki. Jerry, Elaine, Kramer and George are characters of the Seinfeld show. They are used here with no intent for profit or confusion with the actual Seinfeld show, just to illustrate a funny approach talking about Wikiversity through respectful imitation of great comedic technique. GEORGE: WMF wants you to do a project? JERRY: They want an education project. I have the name, Wikiversity, but I don't have any ideas for the project. GEORGE: Come on, Wikiversity? What kind of a name is that? Look at all these silly names, Wikipedia, Wikibooks, come on! At least use a real name! JERRY: Well, I already ran the name past Jimbo at WMF and he's happy with the name. GEORGE: What? These people are wikinuts! JERRY: George, I don't have time for this. The name is a done deal. What I need is a way to pitch the project. GEORGE: Hey, if they like "wikiversity" how hard can this be? Here's an idea. Start with a course on computers. There are millions of computer nerds on the internet who will go to Wikiversity and set up a course about computers. JERRY: Mmmm, I don't know. Computer nerds play games, they don't build online courses. GEORGE: No, nerds are branching out. Look at Bill Gates. Getting married? Curing AIDS? Computer geeks can do anything, and they have cache. JERRY: No they don't, they used to have cache, last year. Then the new World of Warcraft level 60 domain opened and the computer geeks have not been seen since. GEORGE: Oh yeah, like you know any geeks. JERRY: Oh like you do. KRAMER enters. KRAMER: Hey, how's the wiki project coming along, Jerry? JERRY: We're working on it. <KRAMER takes a bottle out of the refrigerator and tries to open it. Not able to open the bottle, he keeps trying increasingly ridiculous methods to open the bottle while JERRY and GEORGE continue to talk to each other .... they go through several increasingly silly ideas about how to run conventional courses in wiki format, getting increasingly frustrated at not finding a practical way to make it happen. Finally Kramer, trying to open the bottle by forcing it into a corner, twists mightily and crashes to the floor. JERRY and GEORGE finally notice that KRAMER has a problem and come to KRAMER's aid.> JERRY: Why are you making so much noise? We're trying to get some work done. GEORGE picks up the bottle off of the floor. GEORGE: Hey this is one of those new gamma-ray irradiated juice drinks. JERRY: And that's all I'm going to drink from now on. (JERRY takes the bottle from GEORGE, and looks at the label) Kryptonium Berry Drink, guaranteed 100% nuked-to-death microbes and hermetically sealed. KRAMER finally struggles to his feet. KRAMER: But how do you open these new-fangled bottles? <they read the technical jargon-filled instructions and then try to figure out how to open the bottle. George remembers that ELAINE mentioned knowing the inventor of a new-fangled bottle opener. They end up going online to contact ELAINE.> JERRY: Hey! Elaine is online! ELAINE: (video chat) Hi guys, what's up? <Jerry explains the problem with opening the bottle. After some disparaging remarks, Elaine suggests they use Wikipedia to look up how to do it. Jerry surfs to Wikipedia and the Kryptonium Juice Drinks article.> JERRY: Hey, Wikipedia does not list this Berry flavor. I'll add it to the list. (he types) ELAINE: Did you try googling it? <Jerry finally finds the solution by searching the internet, they open the bottle and Jerry adds the trick for opening the bottle to the Kryptonium Juice Drinks article of Wikipedia.> GEORGE: You know, Jerry, this should be the wiki project. This is the education project. JERRY: What? GEORGE: This. Some people talking and figuring things out. JERRY: (dismissing) Yeah, right. GEORGE: I'm really serious. I think that's a good idea. JERRY: Just talking? GEORGE: Well, its wiki, so its people editing webpages together, not really talking. JERRY: Well what's the whole wiki project about? Where are the courses? GEORGE: There are no courses. JERRY: No courses? GEORGE: No. Forget about courses. JERRY: You've got to have courses, it’s an education project. GEORGE: Who says you gotta have courses? Its like, Wikipedia is a project where you make an encyclopedia. That could be a learning project. You just do learning projects. JERRY: And who would do these learning projects? Who are the project participants? GEORGE: Anyone could be a participant. JERRY: Computer geeks? GEORGE: Yeah. Just do a learning project where the computer geeks program a new video game. JERRY: So, on the wiki, there's a learning project called "make a video game"? GEORGE: Yeah. There's something wrong with that? It’s a project in the computer science department of Wikiversity. Computer geeks would collaborate to make a video game and in doing that project they learn about computers. JERRY: And what else is at this wiki? GEORGE: Elaine could do a help desk. She knows how to find out everything. Wiki participants will have a problem and they go to a page called "Ask Elaine". The wiki could even have chat channels for quick questions. JERRY: Ask what? You mean like homework questions? Kramer: Oh, baby, Wikiversity, the WMF project that will do your homework! GEORGE: The wiki does not do your homework, but the wiki community points you to what you need to do your homework. JERRY: So, Wikiversity has geeks making computer games and chat channels and no courses? GEORGE: Absolutely. No courses. Do you want people to be bored? JERRY: So you're saying, I go in to WMF, and tell them I got this idea for an educational wiki project without courses. GEORGE: We go into WMF. JERRY: "We"? Since when are you a website developer? GEORGE: (Scoffs) Website developer. We're talking about a wiki. JERRY: You want to pitch this crazy idea to WMF? GEORGE: Yeah. I think we really go something here. JERRY: What do we got? GEORGE: An idea. JERRY: What idea? GEORGE: An idea for Wikiversity. JERRY: I still don't know what the idea is. GEORGE: It's about not having courses. JERRY: Right. GEORGE: Everybody else does course, Wikiversity will do learning projects. JERRY: So, we go into WMF, we tell them we've got an idea for their great new educational wiki and it has no courses. GEORGE: Exactly. JERRY: They say, "What's Wikiversity about?" I say, "No courses." GEORGE: There you go. (A moment passes) JERRY: (Nodding) I think you may have something there. ===Part 3 WMF=== <Jerry and George in the WMF reception area, waiting> JERRY: What's the matter? GEORGE: (Nervous) Nothing. JERRY: You sure? You look nervous. GEORGE: No, I'm fine. I'm good. I'm very good. JERRY: What, are you nervous? GEORGE: No, not nervous. I'm good, very good. (A beat, then he snaps) I can't do this! Can't do this! JERRY: What? GEORGE: I can't do this! I can't do it. I have tried. I'm here. It's impossible. JERRY: This was your idea! GEORGE: What idea? I just said something. I didn't know you were going to listen to me. JERRY: Dont' worry about it. They're just wiki geeks. GEORGE: They're men with no jobs, Jerry! They wear sweat pants and tee-shirts. They know Mediawiki markup, they have registered usernames and, and multiple socpuppets. JERRY: I told you not to come. RECEPTIONIST: They're ready for you. [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] 3260 68612 2007-01-09T14:15:54Z First Harmonic 3136 /* Newton's Second Law */ complete the thought <center><i>This lesson is part of the [[Topic:Physics|Department of Physics]].</i></center> <hr/> Kinematics is the study of the motion of objects. Basic kinematic problems are approached using Isaac Newton's laws of motion. ==Newton's Laws== Newton attempted to explain how objects move using as few assumptions as possible. These assumptions are what we call Newton's Laws today. They are remarkable in that they have stood the test of time for almost all motion except those at the smallest scales (quantum mechanics) and the largest scales (general relativity). Even then, we have mostly just added or modified some assumptions that we had thought reasonable to assume about the nature of the universe, but the three laws have mostly remained. The laws are used to deduce the fundamental equation we will be using to study almost all of classical physics below. The wording of the laws has been altered slightly in order to be less jarring to a modern student. Another translation of the original laws can be found [http://members.tripod.com/~gravitee/axioms.htm here]. ===Newton's First Law: The Law of Inertia=== ''Every body remains in its state of rest, or of uniform motion in a straight line, unless it is compelled to change that state by forces impressed thereon.'' At this point, Newton has not told us what a force is, so this law isn't a description of how bodies move. You may think "Hey, I know what a force is, I force something to move when I push on it." However, that "contact force" is not the only type of force Newton means to deal with. He has basically used this statement to define what a force is: anything that changes the linear motion (including zero motion) of a body. This allows us to include gravity as a force. As a matter of fact, we will see that classical physics successfully describes all forces in terms of fields (similar to the way gravity works). Your pushing on an object is actually a result of electromagnetic field interactions between the particles in your hand and the particles in whatever you're pushing. Your hand never actually comes into direct contact with anything, in the sense of there being no space between your hand and another object. ===Newton's Second Law=== ''The change in quantity of motion is proportional to the magnitude of the force; and is made in the direction of the straight line in which that force is directed.'' [[Image:Newton's cradle.jpg|thumb|'''Newton's Cradle'''. When you let go of the near ball, it transfers its momentum to the far ball, which (assuming no friction or heat losses) should swing up to the same height at which you lifted the first ball. Newton used a simpler 2-ball apparatus with balls of differing types.]] This law is extremely rich in content, as Newton used devices similar to what we refer to today as Newton's cradle to note that the "quantity of motion" given to the end ball (assuming perfect collisions where all the "motive force" of the ball you lift on one end is transferred to the ball at the other end) is proportional to the final velocity of the ball you initiate. He also noted that different types of balls imparted larger arcs to other balls and thus he came up with the product of mass (a quantity proportional to the object's weight) and velocity as being the "quantity of motion" of an object that should be preserved in perfect collisions. Today, we call this product the '''momentum''' of an object and usually denote it as <center><math> \mathbf{p} = m \mathbf{v} </math></center> where '''p''' and '''v''' have both a magnitude and direction, as described by Newton's laws. Manipulating objects that have both magnitude and direction (called vectors) is covered by vector algebra, which will be talked about in a supplementary review guide. Now, if we denote the force vector by <math>\vec{F}</math>, then Newton's second law tells us that <center><math>\vec{F} = {d \vec{p} \over dt} = \frac{d}{dt}(m\cdot\vec{v}) = m {d \vec{v} \over dt} </math></center> The <math>\frac{d}{dt}</math> is just the ordinary time derivative from calculus. If you have not yet studied calculus, the above can also be written as <center><math>\vec{F} = m\cdot\vec{a}</math></center> where '''a''' is the change in velocity with respect to time, also known as acceleration. *'''Exercise 1:''' ''If you know a bit of calculus, prove that if the total force on a system of two particles (or pool balls if you prefer) is zero, then momentum is a constant. Note that this is the case when two pool balls hit each other (assuming idealized circumstances). We say that momentum is '''conserved'''.'' ===Newton's Third Law=== ''To every action there is always opposed an equal reaction; or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts.'' This law is primarily for idealized objects such as spheres and points that act on each other's centers of motion. However, it is the impetus that allowed us to separate mass from weight. In symbolic terms, it states that if one body exerts a force <math>\vec{F}_1</math> on another body, then the second body exerts a force <math>\vec{F}_2</math> on the first body, and in vector terms <math>\vec{F}_1 = -\vec{F}_2</math>. Using the equation we derived from the second law, it is not hard to see that the mass can then be measured by defining one mass to be a standard, and using the ratio of accelerations as the mass of the second object. ==Vectors== ==Free Body Diagrams== Free body diagrams are extremely useful tools when analyzing a physics problem. When approaching a kinematics problem, the first thing you should do is draw a free body diagram. What is a free body diagram? It is a simple sketch that shows all of the forces acting on an object ( a "free body"). When drawing a free body diagram, first you must isolate the object in question. Then, you must identify all of the forces acting on it. Remember, if an object is at rest, the vector sum of all forces must be zero. Newton's laws also tell us that every action has an equal and opposite reaction. If an object is sitting on a table, its weight is pushing down on the table, but the table is also pushing up on it (this force against the weight of an object is called the '''normal force'''. It is a very important concept in kinematics). Since both forces are equal and opposite, the object neither falls through the table nor flies up into the air. ===The Motion of a Particle=== We are now going to apply Newton's laws to an idealized object, a single '''particle'''. A '''particle''' in classical physics has a very well-defined meaning: it is an object without any spatial dimensions; mathematically it is a single point. We study these simple objects first, and later we consider larger objects as being made up of a lot of particles. We will see that spheres (objects like pool balls) behave a lot like particles (classically) and so do objects that interact along their centers of mass, and thus we will talk about sphere-like objects, simple center-of-mass interactions, and particles freely. We will show that the sentence above is accurate later when we have developed the tools and familiarity with physics to do so. Now, take a ball and hold it in your hand some distance above the floor. If you stop holding the ball, the ball will fall to the floor. According to Newton's law of inertia, the ball could not have done so unless it was acted upon by a force (inertially, it should have remained where you were holding it). Since you did not force the ball downwards, some other force besides yourself must have acted on the ball. Due to our experience with other objects falling to the ground, we hypothesize that the Earth is exerting a force on your ball. According to Newton's third law, the ball must also exert a force on the Earth of equal magnitude and opposite direction. poo Derivation of basic kinematics being written... [[Category:Physics]] [[Category:Learning activities]] 3261 14251 2006-08-25T22:02:53Z Rayshan 375 {|name="userboxes" id="userboxes" style="margin-left: 1em; margin-bottom: 0.5em; width: 248px; border: {{{bordercolor|#99B3FF}}} solid 1px; background-color: {{{backgroundcolor|#FFFFFF}}}; color: {{{textcolor|#000000}}}; {{{extra-css|}}}" align="{{{2|{{{align|right}}}}}}" !<big>{{{1|{{{toptext|[[Wikipedia:Userboxes|Userboxes]]}}}}}}</big> |- align="center" |<noinclude> {{boxboxbottom}} </noinclude> 3262 14252 2006-08-25T22:03:53Z Rayshan 375 <includeonly>|}</includeonly><noinclude> </noinclude> 3263 14244 2006-08-25T21:56:12Z Rayshan 375 Redirecting to [[Template:Userboxbottom]] #REDIRECT [[Template:userboxbottom]] 3264 14253 2006-08-25T22:04:47Z Rayshan 375 <noinclude>{{userboxtop}}</noinclude> |- ! <big>{{{1|{{{toptext|[[Wikipedia:Userboxes|<hr />]]}}}}}}</big> |- |<noinclude> {{userboxbottom}} <br clear="both" /> </noinclude> 3265 14250 2006-08-25T22:01:01Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user tries to do the right thing. If&nbsp;they make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;him or her know]]'''. |}</div><noinclude> {{-}} Alternate versions of this template: *{{tl|User oops/him}} &mdash; Male-specific *{{tl|User oops/her}} &mdash; Female-specific *{{tl|User oops/I}} &mdash; First person </noinclude> 3266 70927 2007-01-12T02:58:21Z JWSchmidt 20 [[Category:User templates]] <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user tries to do the right thing. If&nbsp;they make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;him know]]'''. |}</div><noinclude>[[Category:User templates|Oops]] {{-}} Alternate versions of this template: *{{tl|User oops}} &mdash; Generic, not gender-specific *{{tl|User oops/her}} &mdash; Female-specific *{{tl|User oops/I}} &mdash; First person </noinclude> <includeonly> [[Category:Angel Wikimedians|{{PAGENAME}}]] </includeonly> 3267 14256 2006-08-25T22:07:35Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user tries to do the right thing. If&nbsp;they make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;her know]]'''. |}</div><noinclude>[[Category:Wikipedia related user templates|Oops]] {{-}} Alternate versions of this template: *{{tl|User oops}} &mdash; Generic, not gender-specific *{{tl|User oops/him}} &mdash; Male-specific *{{tl|User oops/I}} &mdash; First person </noinclude> <includeonly> [[Category:Angel Wikipedians|{{PAGENAME}}]] </includeonly> 3268 14257 2006-08-25T22:07:59Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | I try to do the right thing. If&nbsp;I make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;me know]]'''. |}</div><noinclude>[[Category:Wikipedia related user templates|Oops]] {{-}} Alternate versions of this template: *{{tl|User oops}} &mdash; Generic, not gender-specific *{{tl|User oops/him}} &mdash; Male-specific *{{tl|User oops/her}} &mdash; Female-specific </noinclude> <includeonly> [[Category:Angel Wikipedians|{{PAGENAME}}]] </includeonly> 3269 74125 2007-01-12T20:08:30Z JWSchmidt 20 '''See''': [[Wikiversity:Courses]] '''See''': [[Wikiversity:Courses]] 3272 27582 2006-09-16T22:12:13Z Sebmol 14 <noinclude>{| cellspacing="0" style="float: right; width: 32%; background: none; border-collapse: collapse;"</noinclude> |- |style="padding:0; vertical-align: top; border:2px solid #E6D8C1"| <h2 style="margin:0;background:#F9F9F3;font-size:100%;font-weight:bold; text-align:center;color:#000;padding:0.1em 0.2em; border: none">{{{title}}}</h2> |- | style="font-size:100%; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:0 1em 1em 30px; vertical-align: top;" | {{{content}}}<noinclude>|}</noinclude> 3274 60286 2006-12-18T15:51:04Z Lockleong93 4212 /* Planned Courses */ <center><big>'''Welcome to the School of History!'''</big></center> NB: ''The [http://en.wikiversity.org/w/index.php?title=Portal:School_of_History&oldid=26662 "School of History" page] was imported from [[b:Wikiversity:School of History|wikibooks]] and moved here.'' A Wikiversity school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain many learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. General Divisions and Departments: *[[Topic:European History|European History]] *[[Topic:Philosophy of History|Philosophy of History]] *[[Topic:Board Game Studies|Board Game Studies]] *[[Topic:Indic History|Indic History]] *[[Topic:Global History|Global History]] *[[Topic:Southeast Asian History|Southeast Asian History]] Education-specific Divisions and Departments: *[[Topic:A level|UK: A-Level in History]] ==Active Classes== Below is a list of classes currently enrolling or in progress *[[Hitler's_Germany|Hitler's Germany]] A look into the underpinnings of the Third Reich - Socially, Politically, Economically. Now in progress, participants welcome. Other guides: *[[History of Quebec and Canada/Study Guide]] This guide has been prepared for Quebec High School students enrolled in the Secondary IV History of Quebec and Canada Course. ==Planned Courses== Now enrolling: *Intro to World Civilizations I: (prehistory-1500 C.E.) [ [[b:User:GKidd|enroll here]] ] *Intro to World Civilizations II: (1500 - present) [ [[b:User:GKidd|enroll here]] ] *Intro to the Early Republic: History of the US from Colonialism to the Civil War [ [[b:User:Diplomat/Early_Republic/Students|enroll here]] ] *[[Cambridge International Examinations - GCE Ordinary Level History]] (Southeast Asian History) [[Cambridge_International_Examinations_-_GCE_Ordinary_Level_History#List_of_students_and_contributors|enroll here]] Courses in development: *[[British Empire]] *[[Death, Desire and Loss in Western Culture]] *[[History of Ireland through Song]] *[[War Seminar]] *[[Russian Revolution]] *[[Cambridge International Examinations - GCE Ordinary Level History]] (Southeast Asian History) ==Requested Courses/Projects== ''These are topics that have been requested and are considered '''high priority''' for the School. Please start or expand these projects if you are familiar with the topic area!'' *[[History of the USSR]] *[[History of Japan]] *[[History of India]] ==Resources== *See the School of History [[School:History/Resources|Resources]] page. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Downey|Downey]] 00:52, 5 September 2006 (UTC) * [[User:Mateo|Mateo]] 16:48, 25 September 2006 (UTC) * [[User:Jade Knight|Jade Knight]] 07:34, 7 October 2006 (UTC) * [[User:Kfitton|Kfitton]] 22:25, 9 October 2006 (UTC) * [[User:Dylan|Dylan]] 11:05, 30 October 2006 (UTC) * [[User:Daanschr|Daanschr]] 19:58, 15 November 2006 (UTC) * [[User:Nmpenguin|Nmpenguin]] 7:42, 30 November 2006 (UTC) * [[User:Vince|Vince]] 17:22, 2 December 2006 (UTC) * [[User:The Catcher in the Rye|The Catcher in the Rye]] *[[User:Nuker|Nuker]] 22:59, 13 December 2006 (UTC) *[[User:Gabriel Spiro|Gabriel Spiro]] 21:00, December 17, 2006 ([[Montgomery College]] Germantown Campus) [European History Department] ==School news== * '''May 31, 2004''' - School founded! * '''October 7, 2006''' – Department of European History founded. * '''November 30, 2006''' - Department of Indic History founded. * '''December 15, 2006''' - Department of Southeast Asian History founded. [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|History]] [[de:Fachbereich:Geschichte]] [[es:Facultad de Historia]] 3276 61440 2006-12-19T22:39:43Z 216.13.36.253 /* Comparative Politics */ == Political Science == Political Science, just like any other [[w:social science]], is interconnected to many other fields and must be viewed, compared and contrasted though each relative field in order to fully understand the [[subject matter]]. Political Science relates to the way humans will organize themselves into a working society that is in the interest of the [[public good]]. By doing this, the society will advance and benefit as a whole through a process known as [[collective action]], and will be able to live fairly and justly. Political Science observes many aspects of how societies accomplish this goal through four major fields of study. In addition, these fields are usually studies along with other relative fields such as, ([[w:Anthropology]], [[w:Economics]], [[w:Geography]], [[w:Religion]], [[w:Philosophy]], [[w:Psychology]], and [[w:Sociology]]). == Political Theory == The field of Political Theory is one of the four major fields in the study of Political Science. It will explore and analyze the philosophy by which a society has chosen to organize its government, construct its laws, and achieve its desired goals (Political, Economic, or Social). Political Theorists do '''not''' compare and contrast which theories are '''better''' than others. Political Theorists simply compare and contrast different political theories, and see how well they meet the needs of the people and the goals for which this theory was created so that it may accomplish. == Government & Politics == The field of Government & Politics is one of the four major fields in the study of Political Science. It explores the product(s) of political theories on people and nations. When studying Government & Politics, it is important to carefully consider all aspects of how a society is meant to function under the laws and institutions they have created. Many government types are explored, but only briefly. Depending on the country a student is in, this field is dominated by an in-depth analysis of that country's government and political structure. == Comparative Politics == The field of [[Comparative Politics]] is one of the four major fields in the study of Political Science. Unlike the field of Government & Politics, in comparitive politics, students are usually given two or more types of governments and asked to conduct an in-depth analysis on how each form of government is either beneficial for the people, or a burden on the people, as well as see how well each government type does in yielding the desired goals for society. == International Politics == The field of International Politics is one of the four major fields in the study of Political Science. This field is considered quite new when compared to all other fields in Political Science. However, International Politics dates back to Ancient Greece and the relationship the individual city-states had between themselves. This field looks at how societies form governments that must work and cooperate to coexist with other governments of other societies in an increasingly international community. Such topics include, (International Law, International Relations, International Organization, Global Political Economy, and Foriegn Policy). == Resources == http://www.factcheck.org/default.html [[Category:Political Science]] [[Category:Introductions]] 3281 51718 2006-12-05T09:28:37Z MichaelBillington 1599 rm category from redirect #REDIRECT [[School:History]] 3283 14430 2006-08-26T01:28:11Z JWSchmidt 20 redirect #REDIRECT [[Portal:School of History]] 3285 14433 2006-08-26T01:32:25Z JWSchmidt 20 [[Portal:Wikiversity:School of History]] moved to [[Portal talk:School of History]]: keep with its main page #REDIRECT [[Portal talk:School of History]] 3287 22753 2006-09-03T01:58:53Z David Levy 118 larger subtitle {| padding="0" cellspacing="0" border="0" style="background:none; width:100%; margin-top:-20px" | | width="32%" height="20px" class="radius_top" style="padding-left:30px; valign:bottom; font-size:100%; background:#FFFFFF; border:2px solid #E6D8C1; border-bottom:0" | <div style="margin-top:-10px">&nbsp;</div> |- | style="text-align:center; padding: 1.3em 1.3em; background-color:#F9F9F3; border:2px solid #E6D8C1; border-right:0" | <h1 style="font-family:Helvetica;font-size:180%; border:none; margin:0; padding:0"> '''{{{title}}}''' </h1> <div style="position:relative; top:.25em; font-size:120%">'''{{{subtitle}}}'''</div> | style="align:left; padding:0 .5em; font-size:100%; background-color:#F1FAFF; border-top:2px solid #C6E4F2; border-bottom:2px solid #C6E4F2; border-left:2px solid #C6E4F2;border-right:2px solid #E6D8C1" | {{{right box}}} |- | valign="top" rowspan="25" style="padding:1em 30px 0 0" | {{{content}}} | style="font-family:Verdana, Arial, Helvetica, sans-serif; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:.5em .8em 0 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-53px">{{MainPage/Sidebar|{{{1}}} }} 3290 77517 2007-01-17T03:49:52Z JWSchmidt 20 [[Category:Electronics]] Please coordinate with [[School:Electronic Engineering]]. {{nav|Wikiversity|Wikiversity:Wikiversity Schools}} *Notice: This place is still under construction, however you can come check out supplies you need to start saving money for. Also, look towards the external links section for other various reference materials that I find extremely useful. ==EET 100== This Wikiversity is intended to help boost you into a master of electronics. You will be using devices. Things will be hands on. You will learn. And also, by the time you finish, you will be able to understand where you can get 1.21 gigawatt of power. Estimated time to complete: 6 months or less. Time for me to create this course: 1 Year (or less with teamwork.) Things You Need: *Calculator **Windows users (Go to start, run, type in calc.exe, press ok/run) **Linux/BSD/etc users: bc, octave, etc. **You may want to invest in a [[w:Graphing_calculator|graphing calculator]] to do some of the more <br> <P>tedious/complicated maths (not required) Recommended calculators: ***[[w:TI-86|TI-86]] ***[[w:TI-89|TI-89]] *[[w:List_of_word_processors|Word processor]] (e.g. Abiword or Microsoft Word) *[[w:Category:Bitmap graphics editors|Graphics application]] (e.g. The Gimp or Microsoft Paint) *[[w:Ammeter|Ammeter]] *[[w:Voltmeter|Voltmeter]] *[[w:Oscilloscope|Oscilloscope]] *Mozilla Firefox or Netscape Explorer (You can use internet explorer however switching from page to page gets annoying) These materials are intended for long term use, and may be expensive. They are for long term investment. They should last a long time. So, they are a wise investment. Remember, if you do plan to use these for a long time, to be willing to pay a good amount for one, cheap meters and oscilloscopes are usually quite innaccurate and are only good for general use, and may not be as helpful(such as college). == Syllabus == *Day 1: Atoms, electrons, electron flow. *Day 5: Ohm's Law ==Day 1== What is electronics? Electronics is the study and use of electrical devices that operate by controlling the flow of electrons or other electrically charged particles in devices such as thermionic valves and semiconductors. The pure study of such devices is considered as a branch of physics, while the design and construction of electronic circuits to solve practical problems is part of the fields of electrical, electronic and computer engineering. (wiktionary) In basic terms, electronics deal with [[w:Electron|electrons]], photons, atoms, magentic field, quantum physics, math, and components used to build machinery. Don't worry if you've never taken a chemistry class, a physics class, or a class in quantum physics. To tell you my opinion. *1. No one truly understands quantum physics. (even the professors, it's all guesswork) *2. Many of the physics included in basic electronics are conceptual meaning you can imagine it. *3. The main type of chemistry you will be dealing with is identifying elements and seeing how they react to one another more than using tons of math figuring out chemical formulas. I would like to say before we begin that having a basic understanding of algebra is useful. x*y=xy (if you don't understand that you may want to work on your algebraic expressions) -------------------- Today we will be covering the atomic part of elements. (Don't worry it isn't too hard) The atomic model that will be used for today's lesson is the [http://en.wikipedia.org/wiki/Bohr_model Bohr Model]. The Bohr Model is a physical model that depicts the atom as a small positively charged nucleus with electrons in orbit at different levels, similar in structure to the solar system. Although essentially false, the Bohr model is still commonly used and taught today because of its simplicity. [[Image:Bohratommodel.png|thumb|307px|The Bohr model of the atom]] *Atoms, the smallest particles of matter that retain the properties of the matter, are made of protons, electrons, and neutrons. Protons have a positive charge, electrons have a negative charge that cancels the proton's positive charge. Neutrons are particles that are similar to a proton but have a neutral charge. Particles with the same charge repel each other and particles with opposite charge attract each other. If a solitary positive proton and negative electron are placed near each other they will come together to form a hydrogen atom. This repulsion and attraction (force between stationary charged particles) is known as Electrostatic Force and extends theoretically to infinity, but is diluted with distance. ------------------- If you've ever taken two magnets and tried to connect North to North, you would notice that they repel each other. The reason for this is because they are like charges. However, when you take North to South they attract each other. ---------------------- Opposites Attract. *Law of nature, science, and infinitive theoretical views. For the [[Image:w:Bohratommodel.png| Bohr Model]: Electrons could be seen as antisocialist. Electrons are like negative people. They think that protons are repulsive and a bunch of fascist dictators. The neutron stays out of it, however the protons are cowards and sticks close to the neutron. I'm pretty sure that the electron stays negatively charged and away because it thinks the proton and neutron are both nuts. Since electrons, also called negatrons are negative, they have been given a special symbol. *e<sup>&minus;</sup> Have you figured out why they are called negatrons? If not, the reason is because they are negative. ----------- Long ago scholars would argue about electrons. People wondered if they were positive or negative. No one at that time really knew. However, as technology had become more sophisticated, people were able to tell the electrons were actually negative. Thus, the term negatron came about. * Convential flow was the first predetermined way that an electron flowed out of a terminal. What is a terminal? A terminal is the positive side of a "battery" or else the negative side. (They are both a terminal.) The word battery is too commonly used today and the correct term is [http://en.wikipedia.org/wiki/Electrochemical_cell cell]. In case you are wondering, a battery is one or more cells connected together. (All this will be explained in later lessons) People believed that electrons flowed out of the positive terminal of a cell. This idealistic view was known as conventional flow. However, people eventually had enough technology to track the tunneling of the electron. Tunneling has to do with traces an electron leaves behind. Somewhat like a person leaving behind foot tracks in the mud. When this was found out people decided to call this new flow, electron flow. -------------------------------------------- Each atom has a different number of shells. Electrons are located on these shells. There may be one shell. There may be two shells. There may even be 5 shells. One has to wonder, what are these shells? The shells are planes that the electrons are located on and they spin around in a path around the atom on them. There are a certain number of electrons on each shell though. The easiest way of figuring out how many electrons are on each shell is to use some simple algebra. * 2n^2 = Amount of electrons on a certain atomic shell. 2*n^2 = 2(n*n). If you look on the picture of the Bohr Model, you'll notice that each shell is marked with a * n = 1 OR * n = 2 OR * n = 3 OR/AND * so and and so on. n is basically like a question mark. If i were to show you the word Racec?r and I were to ask what the question mark stood for, a majority would probably reply "a". The letter is just a letter represent what shell the electron is on. *Shell 1 is (n = 1) *Shell 2 is (n = 2) *Shell 3 is (n = 3) in other words.. the n stands for shell number but is a simplified way of saying shell number. * Note under construction. All of Earth's elements can be found on the [[w:Periodic_chart#Standard_periodic_table|Periodic table of elements.]] ==Day 5: Ohm's Law== Ohms law is the most basic law we use in electronics. Most problems we will encounter will involve ohms law, or another law derived from ohm's law. V = I&nbsp;&middot;&nbsp;R Voltage = Current times Resistance There will be many problems for you to work out. There are different version of this. *''P'' = Power (watt) Example: To power the flux capacitor I would need 1.21 gigawatt of power. *''I'' = Current (ampere) Example: I have a current of 5 ampere. *''E'' = Electromotiveforce (volt) Example: I have an electromotive force of 12 volt. *''R'' = Resistance (ohm) Example: I have a resistance of 1000 ohm. NB. Sometimes it is more useful to think of voltage as potential difference. Voltage is a measure of the difference in potentials between two points. This helps to explain the current's tendency to flow around a circuit. Also, always remember that voltage must be measured in parallel with a line, where current should be measured in series. Power metres must be connected in series AND in parallel, as power is a measure of voltage times current (a power meter measure voltage and current separately, then multiplies the two to find the power) A good way to remember all of this. ''P''-''I''-''E''-''R'' I went fishing on the pier. ''P'' = ''I'' * ''E'' A good way to remember this: Everyone loves pie. How it's used: ''I'' = ''E''/''R'' ''I'' = the square root of ''P''/''R'' ''I'' = ''P''/''E'' Hopefully by now you should be ready to do some basic calculations. Knowledge of common algebra is assumed, and most definately required. 1) Most cars these days have a stereo player in them, as does mine. My stereo runs off 12&nbsp;volt (from the battery) and draws upto 10&nbsp;mA. -What resistance would be encountered at this point? -How much power will the stereo consume at this point? 2) If I use a 15&nbsp;A fuse to protect a pre-amplifier circuit with an internal resistance of 10&nbsp;ohm, how much voltage can I source before the fuse will burn out? 3)Using a 200&nbsp;W amplifier powered by 12&nbsp;V, how much current can I source? -If this amplifier is running a 5&nbsp;ohm speaker, how much power will be delivered? ==Day 10 Conductors and Circuits == Conductors are materials that conduct electricity (usually metals), allowing it to flow through with minimal resistance. All materials offer some resistance but it wont matter for now as long as your not trying to use wires that are hundreds of feet long. Type of conductors are conductor materials, semi-conductor materials and non-conductor materials. The semi-conductor materials are mainly based on an important process called (Doping) i.e: inserting certain type of elements to the atomic structure of other elements, this process leads to obtain positive holes and excess negative charges ,which moved by an applied voltage to run in a certain route which we called it then , the P-N junction. first: the excess negative charges cause we should be aware that all (Group V) elements have usually more than 4 electrons,when they applied to other elements, it leads to let an individual negative electron charge(free electron) which leads to a Negative charge carrier. second: postivie holes cause Some elements materials from (Group IV) when they applied to other elements they attach by all surrounded atoms leaving a hole on the atom nuclei (unattached) which leads to form the positive other part they called it a positive hole. Where we have positive hole and negative , we have then a P-N junction which is widely used in electronics field. P-N junction leads to run electricity in certain circuit route determined by the forwared Bias or the reverse Bias in circuits. An electronic circuit is an instance where electricity flows from the one terminal of a battery to the other. when current is flowing through a circuit it is a "closed" circuit. When you flip a switch on a flashlight. "on" it "closes" the ciruit making the light come on. When you flip it to "off" it turns it into an "open" circuit, meaning that there is now a gap in the connection between the + and – terminals of the battery, not allowing electricity to flow. ==External Links== *http://www.allaboutcircuits.com/ An excellent site for the introduction of electronics with an online book. It also includes a forum. *http://www.dutchforce.com/~eforum/ A forum site with experienced electricians. *http://www.emlabs.info/ Digital circuits research groups in Universities in all countries [[Category:Pages moved from Wikibooks]] [[Category:Electronics]] 3293 14555 2006-08-26T03:09:41Z JWSchmidt 20 [[Wikiversity:School of Electronics]] moved to [[School:Electronics]]: naming conventions #REDIRECT [[School:Electronics]] 3295 79026 2007-01-20T14:42:49Z JWSchmidt 20 [[Category:Portal|*]] <!----------------------------Header-----------------------> <center><big>'''Welcome to the Faculty of Computer Science!'''</big></center> {{Template:Portal_Header}} <!-----------------------------end of header----------------> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO THE</small> F<small>ACULTY OF</small><br>C<small>OMPUTER</small> S<small>CIENCE</small>'''</div> <div style="top:+0.2em;font-size: 95%"></div> <div style="width:100%;text-align:center;font-size:80%;"></div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Computer_Programming|Computer Programming]] <!-- left this as an example for discussions: *[[Portal:Engineering_Discussions|Engineering Discussions]] --> |style="width:22%;font-size:95%";color:#000"| *[[Topic:Networking|Networking]] *[[Topic:Object-Oriented_Programming|Object-Oriented Programming]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> {{nav|Wikiversity}} This school is currently organizing. If you have comments or questions on it, please post them at our [[School_talk:Computer_Science | talk page]]. <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Computer Science Portal</h2 > [[Image:Telephony multiplexer system.gif|right|130px]] The Computer Science Portal serves to organize everything in the [[:Category:Computer Science|Computer Science category]]. If you are looking for courses, stop by [[School:Computer Science | school's site]] for that. We're just starting, but we already have some good materials. This Portal will connect browsers to the learning materials that have been developed by the various Wikiversity Computer Science schools, departments and divisions. These schools, departments and divisions should be listed in the schools departments and divisions section. This portal features exciting examples of Computer Science learning resources. At this time, Wikiversity participants who are interested in Computer Science are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. *<small> '''January 19, 2007:'''</small> New home page of the computer science portal<br> *<small> '''August 16, 2006:''' </small> - School founded! <br /> <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School History</h2 > [[Image:P literature.png|right|60px|History]] There is a hope to increase the amount of learning materials regarding computer science, and this page has served as a framework to assist in the organization of content. An [[Wikipedia:Portal:Computer science|computer science portal]], [[Wikipedia:Portal:Portal:Information technology|information technology portal]] and [[Wikipedia:Portal:Technology|general technology portal]] are viewable on wikipedia. </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected biography</h2 > [[Image:Blaise pascal.jpg|thumbnail|right|125px|'''Blaise Pascal''', French Mathmetatician]] ''''Blaise Pascal''' (*June 19, 1623–August 19, 1662) was a French mathematician, physicist, and religious philosopher. He was a child prodigy who was educated by his father. Pascal's earliest work was in the natural and applied sciences where he made important contributions to the construction of mechanical calculators, the study of fluids, and clarified the concepts of pressure and vacuum by generalizing the work of Evangelista Torricelli. Pascal also wrote powerfully in defense of the scientific method. :'''[[:w:Blaise Pascal|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Active Participants</h2 > [[Image:Nuvola apps ksig.png|right|50px|Writing]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). {{Template:Participants}} </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Nuvola apps edu languages.png|right|44px|Quotation]] "If you want to go somewhere, goto is the best way to get there." - ''Ken Thompson'' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Featured Pages</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps krdc.png|55px|Computer Programming]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps krfb.png|55px|Networking]]</div> |- ! style="text-align:center;width:33%"|'''[[Topic:Computer Programming|Computer Programming]]''' ! style="text-align:center;width:33%"|'''[[Topic:Computer Networks|Networking]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Crystal Clear device cdrom unmount.png|50px|Not Networking]]</div> |- ! style="text-align:center;width:33%"|'''[[School_talk:Computer Science|Computer Science Discussion]]''' ! style="text-align:center;width:33%"|'''[[Topic:Information Studies|Information Studies]]''' |} </div > </div> <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Schools and Departments</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center" valign="top">'''[[School:Information Technology|School of Information Technology]]'''</div> | style="width:50%;align:center;" | <div align="center" valign="top">'''[[School:Computer Science|School of Computer Science]]'''</div> |- ! style="text-align:center;width:33%;font-size:85%"|<br> ! style="text-align:center;width:33%;font-size:85%"|<br> |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Web Design|Department of Web Design]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Programming|Department of Computer Programming]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Game Design|Department of Computer Game Design]]''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Artificial Intelligence|Department of Artificial Intelligence]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''<!-- [[Topic:Network Security|Department of Network Security]] -->''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Networks|Department of Computer Networks]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''<!-- [[Topic:Business Process Management|Department of Business Process Management]] -->''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Information Studies|Department of Information Studies]]''' |- ! style="text-align:center;width:33%;font-size:85%"|'''<!-- [[Topic:Software Project Management|Department of Software Project Management]] -->''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Image processing and Machine Vision|Department of Image Processing]]''' |- ! style="text-align:center;width:33%;font-size:85%"|''' ''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Operating Systems|Department of Operating Systems]]''' |- ! style="text-align:center;width:33%;font-size:85%"|''' ''' ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:Computer Architecture|Department of Computer Architecture]]''' <!-- |- ! style="text-align:center;width:33%;font-size:85%"|'''[[Topic:placeholder|Department of placeholder]]''' ! style="text-align:center;width:33%;font-size:85%"| |- ! style="text-align:center;width:33%;font-size:85%"|<br> ! style="text-align:center;width:33%;font-size:85%"|<br> |- | style="width:50%;align:center;" | <div align="center">'''[[School:placeholder|School of placeholder]]'''</div> --> |- ! style="text-align:center;width:33%;font-size:85%"|<br> ! style="text-align:center;width:33%;font-size:85%"|<br> |- |} <center> [[:Category:Computer Science Courses|Learning materials and the beginnings of courses]] <!-- [[Portal:Computer Science/Catalogue|List of resources, projects, and courses offered]] --> <br> </center> </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Pages moved from Wikibooks]] [[Category:Portal|*]] [[Category:Computer Science]] 3297 14736 2006-08-26T03:29:37Z JWSchmidt 20 [[Wikiversity:School of Computer Science]] moved to [[Portal:Computer Science]]: moving out of the project namespace, School:Computer Science already exists #REDIRECT [[Portal:Computer Science]] 3298 47190 2006-11-21T00:59:15Z Rayc 57 cat About Industrial Engineering Industrial engineering (IE) is about choices. Other engineering disciplines apply skills to very specific areas. IE gives you the opportunity to work in a variety of businesses. The most distinctive aspect of industrial engineering is the flexibility that it offers. Whether it’s shortening a rollercoaster line, streamlining an operating room, distributing products worldwide, or manufacturing superior automobiles, all share the common goal of saving companies money and increasing efficiencies. As companies adopt management philosophies of continuous productivity and quality improvement to survive in the increasingly competitive world market, the need for industrial engineers is growing. Why? Industrial engineers are the only engineering professionals trained as productivity and quality improvement specialists. Industrial engineers figure out how to do things better. They engineer processes and systems that improve quality and productivity. They work to eliminate waste of time, money, materials, energy, and other commodities. Most important of all, IEs save companies money. This is why more and more companies are hiring industrial engineers and then promoting them into management positions. “‘Industrial engineer’ is synonymous with systems integrator - a big-picture thinker, in other words. It's an employee who takes what exists today and conceptualizes what should exist in the future. A lot of engineers become disillusioned with the engineering profession because they get involved in minutiae or they end up on a CAD machine all the time, and they never get out in the factory environment or the operating environment. That's not what happens to an industrial engineer. IEs spend most of their time out in the real operating environment, coming up with scientific approaches to problems rather than seat-of-the-pants, temporary solutions,” says John Samuels, vice president of Norfolk Southern. Many people are misled by the term “industrial engineer.” The 'industrial” does not mean just manufacturing. It encompasses service industries as well. It has long been known that industrial engineers have the technical training to make improvements in a manufacturing setting. Now it is becoming increasingly recognized that these same techniques can be used to evaluate and improve productivity and quality in service industries. “Anybody who needs surgery studies, assessments, redesign in the surgery department … we do it,” explains Tryna Knox, director of surgery performance for VHA. 'Onsite hospital visits, which include observations and interviews to understand the flow of patients through operating rooms are conducted to help surgeons and anesthetists understand their own efficiency levels.” Knox credits her industrial engineering education for much of her current success. 'I think the whole systems focus in IE is very important,' she says. From: http://www.iienet.org/ [[Category:Industrial Engineering|!]] [[Category:Engineering]] 3301 47559 2006-11-22T08:35:45Z Msmithma 2405 removed categories #REDIRECT [[School:Physics and Astronomy]] This page was imported from [[b:Wikiversity:School of Physics and Astronomy|"Physics and Astronomy" at Wikibooks]]. Please coordinate this page with [[School:Physics]] and [[School:Astronomy]]. {{nav|Wikiversity:Schools}} [[image:spacetime_curvature.png|thumb|right|400px|Two-dimensional visualization of space-time distortion. The presence of matter changes the geometry of spacetime, this (curved) geometry being interpreted as gravity.]] Welcome to the Wikiversity '''School of Physics and Astronomy'''. '''People''' [[User:Roadrunner]] - Please contact me if you have any questions on physics and astronomy. I am currently trying to create a degree plan [[Wikiversity:Bachelor of Science in Physics]] that will be an open architecture degree which replicates the Course 8 experience at the [[Massachusetts Institute of Technology]] '''Bulletin Board''' '''Courses''' Courses are grouped by level of difficulty roughly related to an academic year at degree level. Normally you should not study a subject at a higher level until you have completed, or are at least familiar, with the previous level. Click a link to go to a course. ==Pre-university level course area== *[[Topic:High School Physics]] *[[Topic:Calculus]] [[Image:Meissner_Crop.jpg|thumb|150px|right|A [[Superconductivity|Superconductor]] demonstrating the [[Meissner Effect]].]] ==Level 1== *[[Topic:Classical Mechanics]] *[[Topic:Thermodynamics]] *[[Topic:Electricity and Magnetism]] *[[Topic:Atomic Structure and Electromagnetic Radiation]] *[[School:Astronomy]] ==Level 2== *[[Topic:Advanced Classical Mechanics]] *[[Topic:Mathematics for Physicists]] *[[Topic:Quantum Mechanics]] *[[Topic:Electromagnetism]] *[[Topic:Introduction to Astrophysics]] *[[Topic:Statistics for Science]] *[[Topic:Nuclear Physics]] *[[Topic:Solid State Physics]] *[[Topic:Special Relativity]] ==Level 3== *[[Topic:Statistical Thermodynamics]] *[[Topic:Particle Physics|The Institute of Particle Physics]] *[[Topic:Fluid Dynamics]] *[[Topic:Cosmology]] *[[Topic:Stellar Evolution]] *[[Topic:Statistical Mechanics]] *[[Topic:Fourier Analysis]] *[[Topic:Geophysics]] ==Postgraduate & Research== *[[Topic:Quantum Electrodynamics]] *[[Topic:General Relativity]] *[[Topic:Thought-Experimental Principles of Relativity]] *[[Topic:Quantum Optics]] *[[Topic:Continuum Mechanics]] *[[Topic:Continuum Field Theory]] *[[Topic:Plasma Physics]] *[[Topic:History of Physics]] *[[Topic:String Theory]] <br> *[[Topic:Linear Algebra]] *[[Topic:Topology]] *[[Topic:Abstract Algebra]] *[[Topic:Differential Geometry]] <br> *[[Topic:GRE Physics Subject Test]] ==Books== As with all [[Wikiversity:Main Page|Wikiversity]] disciplines the courses here are supported by the texts on the [[b:Wikibooks:Physics_bookshelf|Physics bookshelf]] at [[b:Wikibooks:Main Page|Wikibooks]]. The books below are represenattive of what is available. ===Texts=== *[[b:Physics with transforms - new invention]] *[[b:Special relativity]] *[[b:General relativity]] *[[b:Guide to Physics for You]] *[[b:Classical mechanics]] *[[b:Modern Physics]] *[[b:Physics with Calculus]] *[[b:GCSE Science/Electricity]] *[[b:A-level Physics]] ===Study guides=== *[[b:Physics Study Guide]] 3303 67813 2007-01-08T01:34:32Z MichaelBillington 1599 fix double redir #REDIRECT [[School:Physics and Astronomy]] 3304 14781 2006-08-26T03:45:05Z JWSchmidt 20 [[Wikiversity:Wikiversity:School of Physics and Astronomy]] moved to [[Portal talk:Physics and Astronomy]]: keep this talk page with its main page #REDIRECT [[Portal talk:Physics and Astronomy]] 3309 27570 2006-09-16T22:04:44Z Sebmol 14 __NOTOC__ __NOEDITSECTION__ {{Wikiversity:Main Page/Welcome}} <!------------------------------------------------------------- Column Sections --------------------------------------------------------------> {{Wikiversity:Main Page/Communications and community}} {{Wikiversity:Main Page/Related links}} |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background-color:#F1FAFF; border:2px solid #E6D8C1; border-top:0; padding:0 .8em 0 30px" | '''[[Wikiversity:Help|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} <!------------------------------------------------------------- SisterProjects --------------------------------------------------------------> ==Wikiversity in other languages== You may read and edit courses in many different languages:<br> {{WikiversityLang}} ==Wikiversity's sister projects== {{Sisterprojects}} <div style="clear:left"></div> </div> [[de:]] 3310 14831 2006-08-26T05:25:34Z Rayc 57 new cat [[Category:Humanities]] 3312 14848 2006-08-26T05:34:37Z Rayc 57 cat [[Category:Medicine]] 3313 14862 2006-08-26T05:45:32Z Rayc 57 [[Category:Mathematics]] 3314 74258 2007-01-12T22:01:37Z JWSchmidt 20 /* See also */ [[Wikiversity:Multiple points of view]] {{Proposed policy}} Wikiversity will attempt to provide for broad and open-minded thinking, and so its mission is akin to Wikipedia's in the sense that it will strive towards the concept of neutrality, or "[[w:WP:NPOV|NPOV]]". However, since neutrality is not ''always'' (some would argue, ever) possible, or even desirable, we will need to develop a system of disclosure of biases. In particular, when [[Wikiversity:Academic freedom|academic freedom]] leads Wikiversity participants beyond the restrictions of the traditional Wikimedia Foundation [[m:Neutral point of view|Neutral point of view]] (NPOV) policy, the Wikiversity pages that are exempted from NPOV must be marked as such and include a disclosure of the limitations on perspective and points of view that are being explored. Only Wikiversity participants who have explicitly affirmed their personal commitment to the Wikiversity [[Wikiversity:Scholarly ethics|Scholarly ethics]] policy are allowed to edit Wikiversity pages outside of the restrictions imposed by [[m:Neutral point of view|NPOV]] policy. '''Biases should be disclosed'''. The developers of any stream, unit or learning resource should disclose their bias at the head of each learning resource. Some streams and units will encompass multiple biases; they should state all encompassed biases in their Disclosure. Developers of a resource need not disclose all their biases, merely the ones that they present in the coursework. Wikiversity pages that do not explicitly disclose their biases must be edited according to the restrictions imposed by [[m:Neutral point of view|NPOV]] policy (all significant points of view must be described). ==Default disclosures== {{Template:Disclosures}} The disclosures floating on the right will be the default disclosures for Wikiversity: '''NPOV''' was select as it is what people expect from Wikimedia projects. '''Progressivism''' was selected as that's the one promoted on the [[Wikiversity:Learning]] page and discussed in the [[Wikiversity:Wikiversity project proposal]] See below for interpretation of these ==POV Biases== '''POV:''' Point of View ===General explanation=== Wikiversity has different goals than Wikipedia. Wikiversity main namespace pages are devoted to the goal of supporting online education and the learning goals of Wikiversity participants. The [[m:Neutral point of view|traditional Wikimedia neutral point of view policy]] might not always be important for some Wikiversity pages - though, it does indicate the "iterative" (and, therefore, wiki-like) process of developing towards a compromise common ground, which ''could'' have relevance to ''a'' style of learning on Wikiversity. Many Wikiversity main namespace pages will strive to follow the traditional Wikimedia neutral point of view policy. [[wikipedia:Wikipedia:Neutral point of view|Wikipedia’s policy]] on maintaining a “neutral point of view” serves the goal of producing encyclopedia articles that have a limited amount of bias. Some Wikiversity pages are functionally similar to encyclopedia articles in that they should present an unbiased account of a topic. For such Wikiversity pages (for example, a Wikiversity page that describes the benefits and limitations of some learning materials) the Wikipedia policy for keeping a neutral point of view should be applied. Wikiversity pages in the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=4 wikiversity namespace] should strive for NPOV. In contrast, other Wikiversity pages might be devoted to the study of a topic from one particular point of view. Such Wikiversity pages need not strive to present to the world a neutral and unbiased presentation of the topic. Sometimes learning is advanced by asking new or unpopular questions that fly in the face of conventional thought. Wikiversity readers should not expect all Wikiversity pages to follow the neutral point of view policy. In order to help Wikiversity users distinguish between NPOV pages and other types of pages, pages that do not follow the traditional Wikimedia NPOV policy should be marked as such. Pages that do not attempt to follow the traditional Wikimedia NPOV policy should clearly indicate what they are trying to accomplish and why that does not involve adherence to the traditional Wikimedia NPOV policy. When members of the Wikiversity community excuse pages from the traditional Wikimedia NPOV policy, those community members take on the responsibility of making sure that they adhere to highest standards of [[Wikiversity:Scholarly ethics|scholarly ethics]]. ====Examples of exceptions from traditional Wikimedia NPOV==== '''example''' Scholarly study of topics can sometimes be advanced when a scholar adopts a particular point of view with respect to a topic of study. A famous example comes from attempts to understand the [[wikipedia:AIDS reappraisal|cause of acquired immune deficiency syndrome]]. Starting in 1987, soon after the discovery of [[wikipedia:HIV|HIV]], [[wikipedia:Peter Duesberg|Peter Duesberg]] systematically questioned the role of HIV as the cause of [[wikipedia:AIDS|AIDS]]. Duesberg adopted a minority view, has published articles describing that point of view and has participated in discussions of the merits of his adopted point of view. '''lessons''' Wikiversity allows scholarly investigations of individual points of view with respect to a topic of study. During the course of such studies, Wikiversity pages can be created and maintained that do not present a balanced (NPOV) discussion of the topic. These pages should contain a prominent section that describes why editors are departing from NPOV. Good scholarly practice is to be aware of and open to other points of view and to engage in scholarly analysis of each point of view. Each and every Wikiversity page need not present an NPOV account of topics that are under study, but each scholar needs to honestly portray the nature of their work within the Wikiversity community. Wikiversity editors can create and edit pages that deal with topics such as [[wikipedia:AIDS reappraisal|AIDS reappraisal]], but these pages need to be scholarly analyses of ideas. Such pages can seek to be persuasive because of the merits derived from careful reasoning and intellectual honesty, not from deception or use of irrational arguments. '''example''' Some advocates of [[w:Intelligent design|Intelligent Design]] aim to scientifically study [[Creationism|creationism]] or some variant of the idea that there are aspects of the natural world best explained in terms of intelligent design. Intelligent Design is often described by its supporters as a scientific alternative to evolution. However, creationism is considered by most biologists to be religion not science, and the legal status of Intelligent Design as public school educational content has been the topic of legal dispute (see: [[w:Kitzmiller v. Dover Area School District|Kitzmiller v. Dover Area School District]]. '''lessons''' A learning project about Intelligent Design could be included in [[Topic:Evolutionary Biology]] and designated as being outside of traditional Wikimedia NPOV policy. This would allow a scholarly scientific exploration of the hypothesis that life on Earth has features best explained by an intelligent design process. Some advocates of Intelligent Design explicitly abandon the scientific method. A learning project that does not use the scientific method should not try to include itself as a topic at a science page such as [[Topic:Evolutionary Biology]]. Studies founded on religious convictions should be explored at [[School:Theology]]. Further discussion of this example is at [[Creation science and NPOV]]. '''studying bias itself''' A project studying e.g. how scientist that happend to come under the political regime of nazi terrorism bent their published views away from what they published before and after that time period, will most naturally have to use, present, and analyse historic scientific resources with zeitgeisty nazi bias. While those documents may, or may not present biases of various kinds, they need to be on the wikiversity web site in part or toto, providing evidence backing the project teachings, or as working materials for learners. There are many other historical examples of scholarly departures from unbiased study of a topic. (add more...) ==== Neutral point of view in interactions ==== The neutral point of view policy is not intended to restrict ideas expressed on Wikiversity to those which are neutral - for example, participants are welcome to express emotions which are representative of their internal state. For example, a participant (a Wikischolar) can express delight in acquiring a new concept. NPOV addressses primarily that scholarly material written to exemplify competency in a particular topic is neutral. It should come across as a balanced, mature, and moderated. ==== Case in study ==== Wikipedia's [[w:Wikipedia:Reference desk|reference desk]] is the largest and most popular collaborative page which deals with any topic. It exemplifies how collaborative learning can occur in a "neutral" environment. The ratio of edits to vandalism on that page is the highest on Wikipedia when compared to any other project page. ===Current POV Biases=== * [[WV:NPOV | NPOV]] ====Other possible biases==== * Left-wing * Right-wing * Christian conservative ==EP Biases== '''EP:''' Educational Philosophy Likewise, different educational philosophies will be selected by those who develop the Learning Materials. These should also be disclosed. ===Current EP Biases=== * [[w:Educational_essentialism|Essentialism]] * [[w:Educational_progressivism|Progressiveism]] * [[w:Educational_perennialism|Perennialism]] * [[w:Educational_existentialism|Existentialism]] * [http://edweb.sdsu.edu/LShaw/f95syll/philos/phbehav.html Behaviourism] ==Example Bias Disclosures== It doesn't show here, but the "Disclosures" heading links to this page. {{Template:Disclosures||Essentialism}} ====Physics course==== Some biases that might apply to a traditional Physics course are floating on the right. <br> <br> <br> {{Template:Disclosures|Marxist||Left-wing}} ====Politics course==== Some biases that might apply to a left-wing political course are on the right. <br> <br> <br> ==Resources== The following could be useful article(s) about the notion of disclosure: * Newman, Judith M. (1987). Learning to teach by uncovering our assumptions. Language Arts, 64 (7), 727-737. Available online at [http://www.lupinworks.com/article/learn.html http://www.lupinworks.com/article/learn.html] ==See also== *[[Wikiversity:Multiple points of view]] [[Category:Wikiversity policy]] 3317 14913 2006-08-26T06:49:30Z Graham87 488 [[Wikiversity:Administrator Creation and Behavorial Criteria Guidelines and Policy]] moved to [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]]: spelling #REDIRECT [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]] 3322 27573 2006-09-16T22:06:23Z Sebmol 14 <noinclude>{| align=right padding=0 cellspacing=0 style="background:none"</noinclude> |- | style="font-size:100%; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:.1em 2px 5px; vertical-align: top;" | {{{content}}}<noinclude>|}</noinclude> 3323 45931 2006-11-16T00:17:41Z Sebmol 14 template update == Summary == {{Information |Description=3D Vector space, using colour |Source= |Date=26/8/2006 |Author=Orignial by Falcorian at http://commons.wikimedia.org/wiki/Image:Coord_planes_color.svg, changes by michaelnelson |Permission=Original released under a CC Attribution SA license |other_versions=http://commons.wikimedia.org/wiki/Image:Coord_planes_color.svg }} == Licensing == {{Cc-by-sa-2.5}} 3325 67270 2007-01-06T10:23:57Z Remi0o 3985 /* Divisions and Departments */ <center><big>'''Welcome to the Geology School!'''</big></center> [[Image:Jordens inre.jpg|thumb|right|200px]] A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Field Geology|Department of Field Geology]] * [[Topic:Hydrology and Hydrogeology|Department of Hydrology and Hydrogeology]] * [[Topic:Geophysics|Department of Geophysics]] * [[Topic:Geochemistry|Department of Geochemistry]] * [[Topic:Paleontology|Department of Paleontology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''26 August 2006''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Geology]] 3326 14987 2006-08-26T12:04:36Z JWSchmidt 20 subcategory [[Category:Physical Sciences]] 3327 14992 2006-08-26T12:11:10Z JWSchmidt 20 Welcome to the Department of Field Geology Welcome to the Department of Field Geology. Departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Field Geology Case Studies]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [Copy and then revise above text for your department's needs, if you wish.] ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 3328 14993 2006-08-26T12:11:46Z JWSchmidt 20 subcategory [[Category:Geology]] 3330 62878 2006-12-25T22:32:59Z Remi0o 3985 {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Latin Classics|Department of Latin Classics]] * [[Topic:Greek Classics|Department of Greek Classics]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:JManning|JManning]] 17:47, 15 October 2006 (UTC) * [[User:amethystarlight|Sara Anne Miller]] 14:30, 04 December 2006 (UTC) == Courses == *CLAS 101 Introduction to Classical Studies *GREK 101 Beginning Ancient Greek I *GREK 102 Beginning Ancient Greek II *GREK 103 Beginning Ancient Greek III *LATN 101 Beginning Classical Latin I *LATN 102 Beginning Classical Latin I *LATN 103 Beginning Classical Latin I *GREK 201 Intermediate Ancient Greek I *GREK 202 Intermediate Ancient Greek II *GREK 203 Intermediate Ancient Greek III *LATN 201 Intermediate Classical Latin I *LATN 202 Intermediate Classical Latin II *LATN 203 Intermediate Classical Latin III *CLAS 301 Ancient Rome Economy *CLAS 302 War and Society in Antiquity *CLAS 303 Science in Antiquity *CLAS 304 Ancient Philosophy *CLAS 305 Marx *CLAS 306 Lucretius *CLAS 307 Tacitus *CLAS 308 Alexander the Great *GREK 301 Greek Tragedy *GREK 302 Greek Comedy *GREK 303 Euripides *GREK 304 Herodotus *LATN 301 Roman Novels *LATN 302 Augustine *LATN 303 Roman Comedy ==External links== * [[Wikipedia:Classics|Wikipedia Study Guide]] * [http://en.wikipedia.org/wiki/Western_canon Western canon] [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Clasics]] [[Category:Pages moved from Wikibooks]] 3332 15155 2006-08-26T12:27:13Z JWSchmidt 20 [[School:School of Classics]] moved to [[School:Classics]]: namespace convention for naming #REDIRECT [[School:Classics]] 3333 15161 2006-08-26T12:34:16Z JWSchmidt 20 subcategory [[Category:Humanities]] 3334 15165 2006-08-26T12:40:21Z JWSchmidt 20 [[Topic:Classics]] moved to [[Topic:Latin Classics]]: more specific name #REDIRECT [[Topic:Latin Classics]] 3336 15171 2006-08-26T12:45:31Z JWSchmidt 20 subcategory [[Category:Humanities]] 3339 15181 2006-08-26T12:59:23Z JWSchmidt 20 redirect #REDIRECT [[School:Classics]] 3340 68643 2007-01-09T16:01:27Z Dragoonboy 4362 /* Divisions */ {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} ''"Truthfulness and rationality in religions are truths that can be substantiated by science or those that cannot be proven to be wrong". - Kurt Kawohl'' The School of Theology is devoted to study of religion, spirituality and God. Participants in the Wikiversity School of Theology use rational analysis and argument to discuss, interpret, and teach on any of a myriad a religious topics. Within Wikiversity, the School of Theology can be distinguished from the Division of [[Topic:Religious studies|Religious studies]]. The Wikiversity Division of Religious studies is for multi-disciplinary '''and''' secular study of religion. In contrast, studies within the School of Theology can be undertaken to help participants understand more truly one's own religious tradition or can be undertaken with the goal of preservation of religious traditions, reform of a particular tradition, or to apply the resources of a particular religious tradition to some present day problem, situation or need. ---- A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===Divisions=== * [[Topic:Religious Studies|Division of Religious Studies]] - multi-disciplinary '''and''' secular study of religion * [[Topic:Jewish Studies|Division of Jewish Studies]] * [[Topic:Islamic Studies|Division of Islamic Studies]] * [[Topic:Biblical Studies|Division of Biblical Studies]] * [[Topic:Peace Studies|Division of Peace Studies]] * [[Topic:Vedic Studies|Division of Hindu Studies]] * [[Topic:Metaphysical Studies|Division of Metaphysics]] ===Departments=== * [[Topic:Baha'i Studies|Department of Bahá'í Studies]] * [[Topic:Islamic Sciences|Department of Islamic Sciences]] * [[Topic:Roman Catholic Studies|Department of Roman Catholic Studies]] * [[Topic:Protestantism|Department of Protestant Studies]] * [[Topic:Ayyavazhi|Department of Ayyavazhi Studies]] * [[Topic:Liturgics|Department of Worship and Liturgics]] * [[Topic:Discordianism|Department of Discordian Studies]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Hoopydink|Hoopydink]] 12:13, 11 October 2006 (UTC) * [[User:davymast|davymast]] * [[User:JRasmussen|JRasmussen]] ==School news== * '''Date founded''' - School founded! ==Learning resources== *[[Ásatrú]] *[[Ayyavazhi]] *[[wikibooks:Bahá'í Faith|Bahá'í Faith]] *[[Buddhism]] *[[Christianity]] *[[Christian Theology]] *[[Taoism]] *[[Hinduism]] *[[Yoga]] *[[Islam]] *[[Jainism]] *[[Judaism]] *[[Sikhism]] *[[Urantia Book]] *[[Zoroastrianism]] ===Mysticism=== *[[Esoteric Buddhism]] *[[Gnosticism]] *[[Kabbalah]] *[[Sufism]] ---- Back to [[Wikiversity:Browse]] catalog page [[Category:Pages moved from Wikibooks]] [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Theology]] 3341 15217 2006-08-26T13:04:59Z JWSchmidt 20 [[Wikiversity:School of Theology]] moved to [[School:Theology]]: move to school namespace #REDIRECT [[School:Theology]] 3342 15226 2006-08-26T13:26:20Z JWSchmidt 20 [[Topic:Theology]] moved to [[Topic:Theology and Philosophy]]: more specific department #REDIRECT [[Topic:Theology and Philosophy]] 3344 15230 2006-08-26T13:26:50Z JWSchmidt 20 subcategory [[Category:Theology]] 3345 51004 2006-12-03T10:05:52Z Guillom 48 [[fr:Catégorie:Page importée nécessitant un nettoyage]] This category contains articles that have been [[Wikiversity:Import|imported to Wikiversity from Wikibooks]], but still need a cleanup of some type. '''Please read''': [[Help with the migration of Wikiversity pages from Wikibooks]]. [[Category:Pages moved from Wikibooks]] [[fr:Catégorie:Page importée nécessitant un nettoyage]] 3346 41984 2006-11-01T03:29:03Z 12.47.243.91 Welcome to the '''Science as Religion''' learning project. [[Image:Hildegard von Bingen Liber Divinorum Operum.jpg|thumb|right|300px|[[w:Hildegard von Bingen|Hildegard von Bingen]]: Liber Divinorum Operum, 13th century.]] ==Summary== This learning project uses a seminar format. Participants explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. ==Goals== This learning project offers learnings activities to help us understand the relationship between science and religion. Concepts to learn include: the nature of science and religion ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Darwinism as religion]] **Discussion of "[http://www.americanchronicle.com/articles/viewArticle.asp?articleID=12374 parents continue to cede to Darwinism Religion in our public schools]" **Discussion of "[http://eebweb.arizona.edu/courses/ecol409_509/rambaut04.pdf The Causes and Consequences of HIV Evolution]", in [http://www.nature.com/nrg/index.html Nature Reviews: Genetics], Volume 5, pages 52-64, 2004. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Activities== *create a reading list *start discussions *start essays by participants ==Readings== Each activity has a suggested associated background reading selection. *[[w:Darwinism|Darwinism]] - For some, casting evolution as an "ism" — a doctrine or belief — is used to strengthen arguments to mandate "equal time" for unscientific beliefs such as creationism in biology classes. *[http://links.jstor.org/sici?sici=0006-3568(199409)44%3A8%3C560%3ADDAR%3E2.0.CO%3B2-1 Review] of "The Darwinian Paradigm: Essays on Its History, Philosophy and Religious Implications" by [[w:Michael Ruse|Michael Ruse]]. *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name [[Category:Science as Religion]] [[Category:Forums]] 3347 25725 2006-09-09T14:35:50Z JWSchmidt 20 subcategory [[Category:Theology and Philosophy]] [[Category:Evolutionary Biology]] [[Category:Religious studies]] 3348 74211 2007-01-12T21:32:54Z JWSchmidt 20 [[Category:Wikiversity maintenance]] The central page for requesting the import of Wikiversity pages from Wikibooks is [[Wikiversity:Import]]. This page explains how members of the Wikiversity community can help speed the process of importing Wikiversity pages from Wikibooks. [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. A wikiversity page for a School goes in the "School:" namespace and the names of such pages start with the "School:" prefix". Each Wikiversity school is devoted to studies of several academic topics. School pages link to pages in the "Topic:" namespace. Most pages in the "Topic:" namespace function like an academic department that studies a narrow academic topic. Departments can link to learning materials and educational resources. All learning resources belong in the main namespace (their names do not include any prefix.]] ==Steps required== * Import [[b:Wikiversity:Wikiversity Schools|pages that were originally developed at Wikibooks]] into Wikiversity (this step requires [[Wikiversity:Custodianship|sysop]] tools) ===Steps that do not require a custodian=== Anyone can do these steps: ====Marking pages==== *After importing a page, we must: ** Mark the original copy of the page still at Wikibooks with <code><nowiki>{{MovedToWikiversity}}</nowiki></code> (shorter name, same template: <code><nowiki>{{m2wv}}</nowiki></code>) to avoid future changes to the original page at Wikibooks and this also lets custodians know that a page has already been imported. If the page is moved you can pipe the template to the correct wikiversity page like this <code><nowiki>{{MovedToWikiversity|nameofnewpage}}</nowiki></code>. ** Add all pages that have been imported to Wikiversity from Wikibooks into either [[:Category:Pages needing cleanup after Import]] or [[:Category:Page moved from Wikibooks]] so we can keep track of what pages have been imported. The rest of this page describes what should be done for pages in [[:Category:Pages needing cleanup after Import]]. ====Naming new pages==== The import function often fails to give a good name to the newly created copy of a page that was imported from Wikibooks. We need a page name that is correct and useful. "Correct" means that the page has the correct [[Wikiversity:Namespaces|namespace prefix]]. For example, the correct namespace for school pages is the "School:" namespace and all pages in that namespace have names that start with the "School:" prefix. A Wikiversity school is a very large organizational unit. The goal is to have relatively few Wikiversity schools that are the "major schools" similar to the list that was [[b:Wikiversity:Wikiversity Schools|developed by the Wikiversity community at Wikibooks]]. The "Topic:" [[Wikiversity:Namespaces|namespace]] should be used for smaller organizational units such as departments. See: [[Wikiversity:Namespaces]] and [[Wikiversity:Naming conventions]] for infomation on the use of "School:" and "Topic:" namespace pages as special purpose portals in Wikiversity. The "School:" and "Topic:" pages are for organizing the activity of Wikipedians and for guiding browsers to specific topics. All Wikiversity edicational content (learning resources, lessons, learning projects, learning materials) goes into pages of the main namespace. Pages in the main namespace do not have any prefix. '''Other page naming rules''': If you create a page in the "School:" namespace, use a page name such as [[School:Physics]]. Do not use page names such as [[School:School of Physics]]. If you create a page for a specific topic or learning resource, do not use numbers in the page name. <nowiki>[[Physics 101]]</nowiki> <-- bad name. Use a descriptive page name such as: [[Introduction to Physics with Calculus]]. Once a good name is decided upon, use the "move" button to move the already imported page (that has a bad name) to a new page with the desired page name. Note: it is important to use the "move" button and '''NOT''' just copy and paste page content. We are trying to keep the authoring history of pages intact as much as possible. '''note''': in some cases, there will already be a similar page at Wikiversity before the corresponding Wikibooks page is imported. In those cases, the page from Wikibooks can be placed in the "Portal:" namespace or, for pages that are learning resources, given a slightly different name in the main namespace. The two related pages at Wikivrsity should be hyperlinked to eachother. ====Correctly format newly imported pages==== Wikiversity has suggested formats for how to organize the content for Schools, Departments and learning project pages.<BR>See the templates at [[:Category:Page creation templates]]. After a page has been imported from Wikibooks, you can insert one of the following into the top of the page: *<nowiki>{{subst:School boilerplate}}</nowiki> *<nowiki>{{subst:Division boilerplate}}</nowiki> *<nowiki>{{subst:Department boilerplate}}</nowiki> *<nowiki>{{subst:Degree boilerplate}}</nowiki> *<nowiki>{{subst:Stream boilerplate}}</nowiki> *<nowiki>{{subst:Learning project boilerplate}}</nowiki> (this includes courses, units, etc) You may need to organize the content of a page that was imported from Wikibooks. For example, for a department page, place links to lessons in the "Learning materials and learning projects" section of the page. ====Link repair==== If an imported page has links to sub-pages, an effort needs to be made to make sure that the sub-pages are imported, correctly named and correctly linked to other Wikiversity pages. Sometimes there are additional pages already at Wikiversity that should be linked to a newly imported page. Try using the "search" function to find such pages. ====Categorization==== Newly imported pages need to be placed in appropriate categories, including "Pages moved from Wikibooks". Note: please add <nowiki>[[Category:Wikiversity schools]]</nowiki> to School pages that correspond to schools on [[b:Wikiversity:Wikiversity Schools|this list of schools]]. ==Coordination== In order to make sure that all this work is done in an efficient way, talk to custodians who are doing page imports. Use talk pages and [[w:Internet Relay Chat|IRC]] discussions: join on [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode). 1) Custodians should place links to newly imported pages in the [[#To Do]] section below. They should put the newly imported pages in [[:Category:Pages needing cleanup after Import]]. 2) Non-cutodians can do the rest of the work following instructions on this page (above) and on [[:Category:Pages needing cleanup after Import|the Category page]]. 3) When all of the work related to a page is done, move the page from [[:Category:Pages needing cleanup after Import]] to [[:Category:Page moved from Wikibooks]]. When done, move the "work order" from the "To Do" section of this page to the "[[#Done|Done]]" section. 4) If you find a page listed for import at [[Wikiversity:Import]] but the page has already been imported, please move it to the [[Wikiversity:Import#Completed|section for completed imports]] of that page. ==To Do== If you start to work on a task in this list, leave a note below the task to indicate what you are doing and if you want/need help. Please contact a custodian if this list (below) is empty. Try [[Wikiversity:Notices for custodians]] and the talk pages of [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=import&user=&page= custodians who are doing page imports]. *[[School:Fire and Emergency Management]] was imported from Wikibooks and needs cleanup. <s>Also, mark [[b:Wikiversity:School of Fire and Emergency Management]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *** The wikibooks page contains some information that should inported or copied befor changing links in this page [[User:Matteo|Matteo]] 00:16, 28 September 2006 (UTC) *** This school's subpages still need serious cleanup. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 02:25, 5 October 2006 (UTC) *[[School:Project Management]] was imported from Wikibooks and needs to be coordinated with [[Topic:Introduction to Project Management]]. <s>Also, mark [[b:Wikiversity:School of Project Management]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[Portal:Construction]] was imported from Wikibooks and needs to be coordinated with [[School:Construction]]. <s>Also, mark [[b:Wikiversity:Institute of Construction]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[Portal:Sociology]] was imported from Wikibooks and needs to be coordinated with [[School:Sociology]]. <s>Also, mark [[b:Wikiversity:School of Sociology]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[School:Journalism]] was imported from Wikibooks. <s>Please mark [[b:Wikiversity:School of Journalism]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[School:Economics]] was imported from Wikibooks and needs to be coordinated with [[Topic:Economics]]. <s>Also, mark [[Wikibooks:Wikiversity:School of Economics]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[School:Anthropology]] was imported from Wikibooks and needs to be coordinated with [[:Category:Social Sciences]]. <s>Also, mark [[b:Wikiversity:School of Anthropology]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[Portal:Music]] was imported from Wikibooks and needs to be coordinated with [[School:Music]]. <strike>Also, mark [[b:Wikiversity:School of Music]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></strike>. ** Notes: *** Marked. '''STILL TO DO''': This module has subpages that need to be imported. [[User:555|555]] 14:30, 27 August 2006 (UTC) **** I think I've gotten all the subpages, let me know on my talk page if I've missed any.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 18:14, 3 September 2006 (UTC) ==Done== *[[School:Chemistry]] *[[School:Theology]] *[[School:Classics]] *[[Portal:School of History]] - '''note''': in some cases, there will already be a similar page at Wikiversity before the corresponding Wikibooks page is imported. In those cases, the page from Wikibooks can be placed in the "Portal:" namespace or, for pages that are learning resources, given a slightly different name in the main namespace. The two related pages at Wikivrsity should be hyperlinked to eachother. *<s>[Wikiversity:School of Veterinary Medicine] had no talk page and it needs to be moved (use the "move" button) to [[School:Veterinary Medicine]]. Mark [[b:Wikiversity:School of Veterinary Medicine]] with <nowiki>{{MovedToWikiversity}}</nowiki>.<s> ** Notes: ***I've moved the page and marked the wikibooks page - but I'm not sure what else I need to do (in terms of cleanup). [[User:Martinp23|Martinp23]] 19:06, 26 August 2006 (UTC) ***It's done - but someone may want to check my first effort :) [[User:Martinp23|Martinp23]] 20:03, 26 August 2006 (UTC) *<s>[[School:Biology]] needs cleanup. Also, mark [[b:Wikiversity:School of Biology]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.<s> ** Notes: ***I've marked the books page as moved. <s>Needs cleanup</s> [[User:Martinp23|Martinp23]] 20:07, 26 August 2006 (UTC) ***School template inserted. <s>Still needs link repair and import of subpages from Wikibooks</s>. *<s>[[Portal:Plant Sciences]] does '''not''' need to be moved. Please mark [[b:Wikiversity:School of Plant Sciences]] and its talk page as imported to Wikiversity.</s> **Books paged marked. [[User:Martinp23|Martinp23]] 20:05, 26 August 2006 (UTC) *[[Portal:Art and Design]] does '''not''' need to be moved. Please mark [[b:Wikiversity:School of Art and Design]] and its talk page as imported to Wikiversity. ** Notes: Wikibooks pages marked as imported --[[User:JWSchmidt|JWSchmidt]] 22:06, 26 August 2006 (UTC) *[[Wikiversity:School of Law]] (and its talk page) needs to be moved to [[Portal:Law]] and hyperlinked to the already existing [[School:Law]]. Please mark the page [[b:Wikiversity:School of Law]] and its talk page as having been imported to Wikiversity. ** Notes: Wikibooks pages marked as imported and the pair of pages was moved. --[[User:JWSchmidt|JWSchmidt]] 22:06, 26 August 2006 (UTC) *[[Wikiversity:School of Linguistics]] (and its talk page) needs to be moved to [[Portal:Linguistics]] and hyperlinked to the already existing [[School:Linguistics]]. Please mark the page [[b:Wikiversity:School of Linguistics]] and its talk page as having been imported to Wikiversity. ** Notes: Wikibooks pages marked as imported and the pair of pages was moved. --[[User:JWSchmidt|JWSchmidt]] 22:06, 26 August 2006 (UTC) *[[School:Entrepreneurship]] was imported from Wikibooks and <s>needs to be coordinated with [[:Category:Program for entrepreneurship]]. Also, mark [[b:Wikiversity:School of Entrepreneurship]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: --[[User:JWSchmidt|JWSchmidt]] 15:35, 3 September 2006 (UTC) *[[School:Practical Human Life]] was imported from Wikibooks and still needs some cleanup of its subdivisions. <s>Also, mark [[b:Wikiversity:School of Practical Human Life]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: --[[User:JWSchmidt|JWSchmidt]] 16:15, 3 September 2006 (UTC) *[[Portal:Education]] was imported from Wikibooks <strike>and needs to be coordinated with [[School:Education]]. Also, mark [[b:Wikiversity:School of Education]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></strike>. ** Notes: --[[User:JWSchmidt|JWSchmidt]] 16:29, 3 September 2006 (UTC) *[[School:Political Science]] was imported from Wikibooks <s>and needs to be coordinated with [[Topic:Political Science]]. Also, mark [[b:Wikiversity:School of Political Science]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: --[[User:JWSchmidt|JWSchmidt]] 17:34, 3 September 2006 (UTC) *[[School:Geography]] was imported from Wikibooks<s> and needs cleanup. Also, mark [[b:Wikiversity:School of Geography]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. **Notes: [[User:Matteo|Matteo]] 19:16, 8 September 2006 (UTC) *[[School:Literature and English Studies]] Done, and so are all these! **[[School:Foreign Language Learning]] was imported from Wikibooks and needs to be coordinated with [[:Category:Foreign Language]], and merged into [[Topic:Language Aquisition]]. <s>Also, mark [[b:Wikiversity:School of Foreign Language Learning]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_1101]] > [[Rhetoric and Composition I]] ** The following were merged into [[Web Writing]] *** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_3660]] > [[Introduction to Web Writing]] *** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_4551]] > [[Writing Blogs]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_3800]] > [[Introduction to Creative Writing]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_%3F%3F%3F]] > [[T. S. Eliot]] ** [[b:Wikiversity:School of Literature and English Studies/Engl 4660]] > [[20th Century British Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Engl 4670]] > [[20th Century British Novel]] ** [[b:Wikiversity:School of Literature and English Studies/Engl 4770]] > [[20th Century American Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Edgar Allan Poe]] > [[Edgar Allan Poe]] ** [[b:Wikiversity:School of Literature and English Studies/Epic Poetry]] > [[Epic Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Romantic Poetry]] > [[Romantic Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Victorian Poetry]] > [[Victorian Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Modernist Poetry]] > [[Modernist Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Post-Modernist Poetry]] > [[Post-Modernist Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Contemporary Poetry]] > [[Contemporary Poetry]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Writing_Center/Composition]] > [[Composition]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Writing_Center/Rhetoric]] > [[Rhetoric]] *We missed a few on the way through -- <s>requesting import</s>: ** [[b:Wikiversity:School of Linguistics/Indo-European languages]] > [[Indo-European languages]] ** [[b:Wikiversity:School of Linguistics/Dravidian languages]] > [[Dravidian languages]] ** [[b:Wikiversity:School_of_Linguistics/Caddoan_languages]] > [[Caddoan languages]] ** [[b:Wikiversity:School of Linguistics/List of endangered languages]] > [[List of endangered languages]] ** [[b:Wikiversity:School of Linguistics/List of extinct languages]] > [[List of extinct languages]] ***These were imported; the imported pages need to be placed into a good category. *[[School:Architecture]] <s>needs cleanup<s> has ben cleaned up. <strike>Also, mark [[b:Wikiversity:School of Architecture]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></strike>. ** Notes: *** Marked. This module have subpages that need to be imported. [[User:555|555]] 14:30, 27 August 2006 (UTC) **** Done. I've imported the subpages. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 02:59, 28 September 2006 (UTC) *<s>[[School:Security, Surveillance and Law Enforcement]] was imported from Wikibooks and needs cleanup. Also, mark [[b:Wikiversity:School Of Security, Surveillance and Law Enforcement]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki><s>. ** Notes: [[User:Matteo|Matteo]] 00:07, 29 September 2006 (UTC) *<s>[[School:Social Work]] was imported from Wikibooks and needs cleanup. Also, mark [[b:Wikiversity:School of Social Work]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: [[User:Matteo|Matteo]] 00:07, 29 September 2006 (UTC) * <s>[[School:Development Science]] was imported from Wikibooks and needs cleanup. Also, mark [[b:Wikiversity:School of Development Science]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: [[User:Matteo|Matteo]] 00:07, 29 September 2006 (UTC) ==See also== *[[Wikiversity:Import]] *[[Wikiversity talk:Notices for custodians]] - additional page import info *For sysop help at Wikibooks, contact [[User:SB Johnny]]/[[b:User:SBJohnny]] *For problems related to this page, the first stop for sysop help at Wikiversity is: [[User talk:JWSchmidt]] *Use [[w:Internet Relay Chat|IRC]] discussions to coordinate activities: join channel [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode). [[Category:Wikiversity maintenance]] [[fr:Wikiversité:Aider à la migration des pages depuis Wikibooks]] 3349 47967 2006-11-22T21:10:11Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] Wikiversity provides server space for a virtual commons where researchers from all over the world can describe their research and promote education-oriented collaborations. Many researchers, libraries and museums now have online versions of their research labs and online descriptions of research projects. Some of these websites invite participation by students. One research area supported by Wikiversity is [[Wikiversity:Secondary research|Secondary research]]. Groups of collaborating editors can use the wiki interface to produce a review article, which is a secondary source but refers to primary sources. The objection to this is that in general people want to ''own'' review articles in order to advance their careers and so would not collaborate on anything which had shared ownership and no qudos. However there is the possibility that researchers only interested in primary research might contribute to a collaborative review and also retired researchers might contribute to such an article? A system for collaborative article authoring and peer reviewed publishing in a wiki environment is described at the [http://academia.wikia.com/wiki/Wiki_Journal Wiki Journal]. ==See also== *[[Astronomy Project]] - Project participants access public astronomy databases and explore outer space. ==External links== *[http://www.lsst.org/Education_Outreach/lsst_epo.shtml development of student-centered internet-based astronomy data research opportunities] *[http://www.phys.utb.edu/griphyn/ developing large data set physics research projects for students and teachers] *[http://science.hq.nasa.gov/research/epo.htm NASA outreach] **[http://education.jpl.nasa.gov/ JPL outreach] *[http://www.ncdc.noaa.gov/paleo/education.html NOAA outreach] *[http://eos-webster.sr.unh.edu/climate_change.jsp climate change education site with public-access data] *[http://sunshine.chpc.utah.edu/ Utah Astrophysics Outreach] *[http://www.gcrio.org/edu/ Environmental Education and Outreach] *[http://www.haystack.mit.edu/edu/pcr/index.html Haystack Observatory Outreach] *[http://csee.lbl.gov/ Berkeley Lab Educational Outreach] *[http://www.birds.cornell.edu/ Cornell Lab of Ornithology] *[http://lingo.stanford.edu/ CSLI Linguistic Grammars Online (LinGO) Lab at Stanford University] *[http://www.glerl.noaa.gov/pr/ The NOAA Great Lakes Environmental Research Laboratory] *[http://www.computinghistorymuseum.org/ American University’s Computing History Museum] *[http://www.cs.umd.edu/hcil/ The Human-Computer Interaction Lab] *[http://www.star.bnl.gov/lite/ The STAR Experiment at Brookhaven National Laboratory] *[http://www.ceeo.tufts.edu/ Center for Engineering Education Outreach at Tufts University] *[http://eo.ucar.edu/ Atmospheric Research Educational Outreach] *[http://learn.genetics.utah.edu/units/biotech/index.cfm Online Biotechniques Laboratory] *[http://bailey.uvm.edu/specialcollections/gpmorc.html George Perkins Marsh Online Research Center] *[http://www.nagt.org/files/nagt/jge/abstracts/Ross_v51n1p39.pdf The Mastodon Matrix Project: An Experiment with Large-Scale Public Collaboration in Paleontological Research] *[http://sodarace.net/index.jsp Online human-machine competition] - computer science ---- "With student numbers falling, we need more researchers to do public-outreach work" ([http://www.nature.com/nature/journal/v434/n7036/full/434956a.html source]) {{WikiversityUsers}} [[Category:Pages moved from Meta]] [[Category:Research collaboration]] 3352 78283 2007-01-18T18:24:47Z JWSchmidt 20 image [[Image:Mendel Gregor 1822-1884.jpg|thumb|right|265px|[[w:Gregor Mendel|Gregor Mendel]] (1822-1884).]] Welcome to the Wikiversity '''Division of Genetics'''. ==Division news== * '''Date founded''' - Division founded! * ...The Study of Genes, and their behavior. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Microbial Genetics|Department of Microbial Genetics]] *[[Topic:Genetic engineering]] * ... ==Topics== [[Overview of General Genetics]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * --[[User:TheVividDream|TheVividDream]] 19:47, 16 December 2006 (UTC) [[Category:{{PAGENAME}}| ]] 3353 15267 2006-08-26T15:00:10Z JWSchmidt 20 subcategory [[Category:Biology]] 3355 70737 2007-01-11T18:46:24Z 217.255.133.230 /* Divisions and Departments */ dupple [[Image:Graywhale MMC.jpg|thumb|306px|right|''[[w:Gray Whale|Eschrichtius robustus]]'']] <center><big>'''Welcome to the School of Biology!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school page itself should not contain many learning resources. The school page can contain some [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]], but most learning resources are linked to from specialized portals in the "Topic:" namespace. The School of Biology is for coordinating the activity of Wikiversity participants who edit the biology-related pages of Wikiversity. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. Note: Some of the subject areas listed below may still have [[b:Wikiversity:School of Biology|associated pages at Wikibooks]] that still need to be imported to Wikiversity. If you do not see what you are looking for, feel free to start a new [http://meta.wikimedia.org/wiki/Wikiversity:Communities#Proposed_Learning_Projects Learning Project]. (List topics alphabetically) *[[Topic:Agriculture and Horticulture | Agriculture and Horticulture]] - Agronomy, crop protection, crop science, pests and diseases, soil science, weed control. *[[Topic:Division of Human Biology|Division of Human Biology]] - Human diseases, human evolution, the human brain and behavior. *[[Topic:Animal Physiology | Animal Physiology]] *[[Topic:Biochemistry | Biochemistry]] *[[Topic:Bioinformatics | Bioinformatics]] *[[Topic:Cell Biology | Cell Biology]] - explorations of cells as fundamental components of organisms. *[[Topic:Ecology | Ecology]] *[[Topic:Ethology|Ethology]] *[[Topic:Evolutionary Biology|Evolutionary Biology]] - is concerned with the origin of species and other similar changes in populations that are due to genetic changes in organisms. *[[Topic:Evolutionary Ecology | Evolutionary Ecology]] *[[Topic:Evolutionary Virology | Evolutionary Virology]] *[[Topic:Exobiology | Exobiology]] *[[Topic:Genome Analysis | Genome Analysis]] *[[Topic:General Biology | General Biology]] *[[Topic:General Botany | General Botany]] *[[Topic:Genetics | Genetics]] *[[Topic:Histology | Histology]] *[[Topic:History of Biology | History of Biology]] *[[Topic:Human Anatomy | Human Anatomy]] *[[Topic:Human Physiology | Human Physiology]] *[[Topic:Immunology | Immunology]] *[[Topic:Marine Biology | Marine Biology]] *[[Topic:Microbiology | Microbiology]] *[[Topic:Molecular Biology | Molecular Biology]] - explorations of the molecular structures and processes in relation to cellular life. *[[Topic:Neuroscience | Neuroscience]] - the biology of nervous systems in animals *[[Topic:Plant Physiology | Plant Physiology]] *[[Topic:Population Genetics | Population Genetics]] *[[Protein Structure and Function]] *[[Topic:Tropical Biology | Tropical Biology]] *[[Topic:Paleontology|Division of Paleontology]] *[[Topic:General Chemistry|General Chemistry]] *[[Topic:Organic Chemistry|Organic Chemistry]] *[[Topic:Applied Mathematics|Applied Mathematics]] **[[Topic:Physical Biochemistry|Physical Biochemistry]] - the physical properties of biological macromolecules and the techniques used to study their structure and function. *For some additional biology courses, see also: [[School:Medicine|School of Medicine]] ==Featured content== [[Image:Lightmatter chimp.jpg|thumb|left]] [[Image:Mirror baby.jpg|thumb|right]] *[[Human Genetic Uniqueness Project]] - search for genes that account for the genetic differences between humans and our closest relatives *[[Darwinism as religion]] - is evolution taught as religion in public schools? * .. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:JWSchmidt]] - see [[Cell Biology]] * ... ==Learning Projects== * [[Enzymology|Enzymology Learning Project]] * [[Stem Cells|Stem Cells Learning Project]] * [[Cell biology improvement drive]] * [[Creation science and NPOV|Creation science and NPOV study group]] * [[Science as Religion|Science as Religion learning project]] * [[Human Genetic Uniqueness Project]] * [[Telemedicine in French-speaking Africa]] * [[Phage project]] * [[Introduction to Medical Microbiology|Introduction to Medical Microbiology learning project]] * [[Molecular Biology|Exploring Molecular Biology learning project]] * [[Molecular evolution|Molecular Evolution Project]] * [[Primary Structure|Primary Structure exploration project]] ==School news== * '''26 August, 2006''' - School founded! ==Wikibooks textbooks== *[[b:Human Physiology]] *[[b:Cell Biology]] *[[b:General Biology]] *[[b:Evolutionary Biology]] *[[b:Genetics]] ==Study guides== *[[b:Invertebrate Zoology]] *[[b:Botany]] [[Category:Pages moved from Wikibooks]] [[Category:Biology| ]] [[Category:Wikiversity schools|Biology]] [[de:Fachbereich_Biologie]] [[es:Estudios:Ciencias Biológicas]] 3358 15305 2006-08-26T15:24:06Z JWSchmidt 20 [[Wikiversity:School of Biology]] moved to [[School:Biology]]: move this school out of the project namespace #REDIRECT [[School:Biology]] 3360 80737 2007-01-24T21:37:37Z Wildlifeguru 5760 <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. === Divisions === * [[Topic:Avian Veterinary Medicine|Avian Veterinary Medicine]] * [[Topic:Bovine Veterinary Medicine|Bovine Veterinary Medicine]] * [[Topic:Canine Veterinary Medicine|Canine Veterinary Medicine]] * [[Topic:Equine Veterinary Medicine|Equine Veterinary Medicine]] * [[Topic:Feline Veterinary Medicine|Feline Veterinary Medicine]] * [[Topic:Wildlife Veterinary Medicine|Wildlife Veterinary Medicine]] * [[Topic:Zoo Veterinary Medicine|Zoo Veterinary Medicine]] === Departments === * [[Topic:Veterinary Anatomy|Veterinary Anatomy]] * [[Topic:Veterinary Histology|Veterinary Histology]] * [[Topic:Veterinary Ethics|Veterinary Ethics]] * [[Topic:Veterinary Nutrition|Veterinary Nutrition]] * [[Topic:Veterinary Biochemistry|Veterinary Biochemistry]] ==Reference Material== * [http://www.merckvetmanual.com/mvm/index.jsp Merck Vet Manual] * [http://netvet.wustl.edu/vspecial.htm znetvet] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''19:59, 26 August 2006 (UTC)''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Biology|{{PAGENAME}}]] [[Category:Wikiversity schools|Veterinary Medicine]] [[Category:Pages moved from Wikibooks]] 3372 45147 2006-11-13T03:39:35Z Rayc 57 cat This page deals with developing materials related to [[Computational chemistry]] There is a text book being written at [[Wikibooks:Computational chemistry]] and another book on [[Wikibooks:Mathematics for chemistry]]. Both these books contain student exercises. ====Research Project in Computational Chemistry==== There is a project with two objectives, 1) to produce some educational molecular level models of wood, lignite and coal, and 2) to produce a review article about molecular level modelling of coal and clean coal processes. The beginnings of the review exist on the the Academic Publishing Wiki [[http://academia.wikicities.com wiki]] in ''Interpretations in the Physical and Computational Sciences'' [[http://academia.wikia.com/wiki/Interpretations_in_the_Physical_and_Computational_Sciences]]. Contributions are solicited, particularly over which open source modelling code should be used. For discussion see [[Talk:Fundamentals of computational chemistry]]. [[Category:Chemistry]] [[Category:Computer Programming]] 3389 79040 2007-01-20T15:02:59Z JWSchmidt 20 [[Category:Portal|*]] Coordinate this page with [[School:Plant Sciences]]. This material was [[b:Wikiversity:School of Plant Sciences|imported from Wikibooks]]. <!--<div style="padding-bottom: .3em; margin: 0 .5em .5em">{{Main Page banner}}</div>--> {| cellspacing="3" |- valign="top" |width="70%" class="MainPageBG" style="border: 1px solid #D2B48C; color: #000; background-color: #90ee90"| <div style="padding: .4em .9em .9em"> <h3>Welcome to the Wikiversity of Plant Sciences</h3> '' The Wikiversity of Plant Sciences opened recently to replace the former wikiversity of Botany which was empty. It was called Plant Sciences and not Botany, because Botany is a part of plant sciences, in which there are a lot of different things like molecular biology which don't really fit in Botany. The aim of this Wikiversity is to provide a platform to write wikibooks and provide home-made and up to date lectures/reviews on plant sciences for students as well as for plant scientists. At first, already available online data and teaching resources will be indexed and some potential contributors contacted to introduce them the project. This wikiversity aims to attract a living and dynamic plant sciences community, particularly some "experts"/academic in order to develop projects similar to the [http://relativity.livingreviews.org/About/concept.html Living Reviews concept]'' ''So, let's open the department of plant sciences with a few lectures for the next term. Thanks to the power of the web (and the wiki!!) we have access to some of the best teachers. All the data below is from groups or individuals who uploaded their lecture notes or slideshow online. The [[Portal:Plant Sciences]] gives all the credit for the work to their authors and thanks them for providing public access to high quality work. No exams for the moment, just try to learn ;) ------- <center>[[Image:ArabidopsisLatRoot.jpg]] [[Plant Sciences:Arabidopsis root development | Arabidopsis root development]]. A review. ''Coming soon!!!''</center> </div> |width="30%" class="MainPageBG" style="border: 1px solid #c6c9ff; color: #000; background-color: #fff8dc"| <div style="padding: .4em .9em .9em"> [[Image:Rosa Gold Glow 2.jpg|thumb|right|70px|Rose]] ----- *<h1>[[Plant Sciences:Teaching Resources | Teaching Resources]]</h1> * <h3>[[Plant Sciences:Research Resources | Research Resources]]</h3> *<h3>[[Plant Sciences:Research Department | Research Department]]</h3> think-tank about potential applications of wiki for research *<h3>[[Plant Sciences:School Development | School future Development]]</h3> discuss the projects and future development of the school *<h3>[[Plant Sciences:Community | Community]]</h3> Want to get involved? Add your name here and get started </div> |} [[Category:Pages needing cleanup after Import]] [[Category:Portal|*]] 3401 15492 2006-08-26T19:52:56Z JWSchmidt 20 [[Wikiversity:School of Plant Sciences]] moved to [[Portal:Plant Sciences]]: moving this school out of the project namespace; [[School:Plant Sciences]] already exists #REDIRECT [[Portal:Plant Sciences]] 3407 21932 2006-08-31T12:37:08Z JWSchmidt 20 subcategory See also [[School:Veterinary Medicine]] [[Category:Medicine]] 3417 68491 2007-01-09T01:15:30Z Mystictim 626 added category learning activities This is a self quiz for the text [[b:Algebra/Grammar]] {{ABCD | Question ='''Question 1''': Which of the following is a variable? | Atext = 1 | Btext = 2 | Ctext = 3 | Dtext = a | Aanswer = '''No''', 1 is a constant, because it represents a specific number | Banswer = '''No''', 2 is a constant, because it represents a specific number | Canswer = '''No''', 3 is a constant, because it represents a specific number | Danswer = '''Yes''', '''a''' can be a variable, because it does not represents a specific number }} {{ABCD | Question = '''Question 2''': If y=2x+4z-5k, which of the following does Y not depend on? | Atext = x | Btext = y | Ctext = z | Dtext = k | Aanswer = '''No''', y is dependant on x | Banswer = '''Yes''', y is not dependant on itself | Canswer = '''No''', y is dependant on z | Danswer = '''No''', y is dependant on k }} {{ABCD | Question = '''Question 3''': Which variable is not the [[w:independant variable]] in the following equation: x=2y+3z-5k | Atext = x | Btext = y | Ctext = z | Dtext = k | Aanswer = '''Yes''', x is a dependant variable | Banswer = '''No''', y is a independant variable | Canswer = '''No''', z is a independant variable | Danswer = '''No''', k is a independant variable }} {{ABCD | Question ='''Question 4''': Which monomial is like 3x? | Atext = 3y | Btext = 2z | Ctext = z | Dtext = x | Aanswer = '''No''', If two monomials are "like", they can be added/subtracted | Banswer = '''No''', If two monomials are "like", they can be added/subtracted | Canswer = '''No''', If two monomials are "like", they can be added/subtracted | Danswer = '''Yes''', x and 3x can be added and subtracted from each other }} {{ABCD | Question ='''Question 5''': Using the distributive property, which is equal to 5(3+2+10) | Atext =5(3)+2+10 | Btext =5(3)+3(2)+2(10) | Ctext = 5(3)+5(2)+5(10) | Dtext = 15 | Aanswer = '''No''', 2 and 10 must be multiplied by something | Banswer = '''No''', 2 and 10 must be multiplied by 5 | Canswer = '''Yes''' | Danswer = '''No''', 15 must be multiplied by 5 }} {{ABCD | Question ='''Question 6''': Which set is a subset of the set {1, 3, 5, 7} | Atext ={1, 2, 3} | Btext ={1, 3, 5, 7, 9} | Ctext ={1, 2, 3, 4 ...} | Dtext ={3, 7} | Aanswer ='''No''', 2 is not a member of the orginal set | Banswer ='''No''', 9 is not a member of the orginal set | Canswer ='''No''', 4 is not a member of the orginal set | Danswer ='''Yes''' }} {{ABCD | Question ='''Question 7''': Which is a member of the set of natural numbers? | Atext =6/3 | Btext =2/3 | Ctext =1/2 | Dtext =2.1 | Aanswer ='''Yes''', 6/3=2 | Banswer ='''No''' | Canswer ='''No''' | Danswer ='''No''' }} Return to [[College Algebra]] [[Category:Quizzes]][[Category:Algebra]] [[Category:Learning activities]] 3422 79033 2007-01-20T14:51:38Z JWSchmidt 20 [[Category:Portal|Art and Design]] Coordinate this page with [[School:Art and Design]]. This material was [[b:Wikiversity:School of Art and Design|imported from Wikibooks]]. Click a link to go to a course. *[[Wikiversity:Orientation]] *[[Foundation: Diagnostic & Exploratory]] *[[Introduction to Fine Art]] Anatomy *[[Anatomy for Artists]] Animation *[[Storyboarding]] *[[3D Modeling and Animation]] *[[Physics for Animators]] *[[Character Design]] Architecture *[[History of Architecture]] *[[Theory]] *[[Space-Making]] *[[Tectonics]] *[[Structures]] *[[Urban and Regional Planning]] *[[Interior Design]] Art History *[[Survey of Art History]] *[[Design History]] *[[History of Crafts]] *[[History of Western Art]] *[[History of Eastern Art]] *[[Women in Art History]] *[[Contemporary Art]] *[[African American Artists]] Art Theory *[[Creative Development]] *[[Contextual & Critical Studies]] *[[Aesthetics: Philosophy of Beauty]] *[[Psychology of Design]] *[[Society & Design]] *[[Linguistics, Semiology & Design]] Business of Art *[[Design Business]] *[[Copyright Law]] Cartooning/Sequential Art *[[Intro to Cartooning]] *[[History of Comics]] *[[Sequential Art Storytelling and Narratives]] *[[Writing for Comics]] *[[Penciling Comics]] *[[Inking Comics]] *[[Coloring for Comics]] *[[Comics Painting]] *[[Life Drawing for Cartooning]] *[[Conceptual Illustration]] *[[Character Design for Comics]] *[[Comics Cover Illustration]] *[[Comics Graphic Design and Packaging]] *[[Comic Publication]] *[[Storyboarding]] Crafts *[[Knitting]] *[[Needlework & Embroidery]] *[[Dollmaking]] *[[Floral Arrangement]] Ceramics *[[Ceramics & Glass Design]] Computer Graphics *[[Intro to Computer Graphics]] Design (General) *[[Interdisciplinary Design]] *[[Design Management & Innovation]] *[[Design Leadership]] Drawing *[[Drawing for Beginners]] *[[Advanced Techniques]] *[[Drawing in Color]] *[[Drawing in Perpsective]] Illustration *[[Technical Illustration]] Environment Design *[[Environmental & Urban Design]] *[[4D (Experience) Design]] Graphic Design *[[Design Commentary & Criticism]] *[[Principles of Design]] *[[Graphic & Multimedia Design]] *[[Web Design]] *[[2D Design]] *[[3D Design]] *[[Software Design]] *[[Design Technology: Processes & Construction]] *[[Typographic Design]] *[[Illustration Design]] Industrial Design *[[Furniture Design]] *[[Design Modelmaking]] *[[Design Research]] *[[Design Computing]] *[[Product Design]] *[[Mechatronic Design]] (see also [[Robotics]]) Fashion and Textile Design *[[Fashion Design]] *[[Textile Design]] *[[Jewellery Design]] Filmmaking {| cellpadding="10" cellspacing="5" style="width: 94%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #inherit;" | {{Courses in Filmmaking - Table - Float Right}} {{Template:Lessons in Basic Filmmaking - Table - Float Left}} <center><big>Narrative Film Production<br>[[Image:Nuvola apps package edutainment.png]]</big></big></center> |} Painting *[[Introduction to Painting]] *[[Oil and Acylic Painting Techniques]] *[[Landscape Painting]] *[[Abstract Painting]] *[[Painting the Figure]] *[[Still Life Painting]] *[[Digital Painting]] Photography *[[Introduction to Photography]] *[[Lens Media]] *[[Photographic Manipulation]] Printmaking *[[Printmaking]] Sculpture *[[Sculpture]] Theatre *[[Theatre Design]] Unsorted *[[Ergonomics]] *[[User Testing]] *[[Scenario Building]] *[[Interaction Design]] [[Category:Pages needing cleanup after Import]] [[Category:Portal|Art and Design]] 3433 51003 2006-12-03T10:05:22Z Guillom 48 [[fr:Catégorie:Page importée depuis Wikibooks]] This category contains pages moved from [[b:|Wikibooks]] using [[Special:Import]]. '''Note''': according to [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=import&user=&page= the import log], many pages have been imported that do not show up on this page. You can help by finding these pages and adding them to either [[:Category:Pages needing cleanup after Import]] or [[:Category:Page moved from Wikibooks]]. ==See also== *[[Help with the migration of Wikiversity pages from Wikibooks]] *[[Wikiversity:Import]] *[[Wikiversity talk:Notices for custodians]] - additional page import info [[Category:Pages moved from another project]] [[fr:Catégorie:Page importée depuis Wikibooks]] 3434 79038 2007-01-20T14:57:23Z JWSchmidt 20 [[Category:Portal|Law]] Coordinate this page with [[School:Law]]. This material was [[b:Wikiversity:School of Law|imported from Wikibooks]]. ==Courses== * [[/International Law/]] ==Study guides== * [[/Study Guide/]] * [[/1L Guide/]] * [[/Federal Rules of Evidence/]] ==Related Wikibooks== *[[Common Law Jurisdictions]] **[[Australian Law]] **[[Canadian Law]] **[[Israeli Law]] **[[Indian Law]] **[[United Kingdom Law]] ***[[Patent Law]] *[[Civil Law Jurisdictions]] **[[European Community Law]] **[[French Law]] **[[German Law]] **[[Japanese Law]] **[[Canadian Law]] *[[Religious Law]] **[[Canon Law]] **[[Islamic Law]] **[[Halacha | Jewish Law]] *[[International Law]] **[[Maritime Law]] *[[Military Law]] **[[American Military Law]] *[[Criminal Law]] **[[US Criminal Law]] [[Category:Pages needing cleanup after Import]] [[Category:Law]] [[Category:Portal|Law]] 3437 79039 2007-01-20T14:58:02Z JWSchmidt 20 [[Category:Portal|Linguistics]] Coordinate this page with [[School:Linguistics]]. This material was [[b:Wikiversity:School of Linguistics|imported from Wikibooks]]. {{cleanup|Wikify, link to subpages and Wikipedia instead.}} Definition The study of human language(s) by scientific method(s) in the spoken, written and preconscious form. Pieter [[User:Jansegers|Jansegers]], July 13th 2004 == Languages and Language Families == See [[:Category:Languages and Language families]] == History of Linguistics == [[Topic:History of Linguistics|History of Linguistics]] == Approach to Linguistics == === Generative Approach === === Formal Linguistics === === Functional Linguistics === === Cognitive Linguistics === == Areas of Study == In the scientific practice of linguistics, several distinct areas of study are recognized. Each represents a different aspect or level of abstraction. These range from [[Phonetics]]--the study of the acoustic, anatomical, and other such aspects of the physical production or qualities of vocal sounds; to syntax--the study of the rules and organization of words and the relationships existing between them. See also [[:Category:Lingustics/Levels of Speech]] === Pragmatics === The study of the use of language in a social context. === Stylistics === ==== Language Acquisition ==== ==== Language Disorders ==== === Prescriptivism vs. Descriptivism === === Diachronics === ==Historical Linguistics== ==== Language Change and Evolution ==== [[Category:Pages needing cleanup after Import]] [[Category:Linguistics]] [[es:Departamento de Lingüística]] [[Category:Portal|Linguistics]] 3440 23929 2006-09-04T22:40:20Z Trevor MacInnis 99 +cat The quickest way to find information here is to look it up directly. On the left-hand side of your screen there is a '''Search''' box with two buttons under it labeled "Go" and "Search". Just type something into the box, like Math, and press enter or click the '''Go''' button. This will take you directly to Wikiversity's lessons on [[School:Mathematics|Math]]. There you will most likely find relavent answers to your question and, because this project is still growing, you can add your knowledge to the pool. If you have any problems, the rest of this article suggests ways to solve them. == Definitions == If you're looking for a straight definition, our sister project [http://en.wiktionary.org/wiki/Main_Page Wiktionary] is a good choice. == Skins == It's possible, due to a different skin or unusual display device, that the box will not be on the left. Just look around a bit, you'll find it. == Searching == If no such article exists, or if you accidentally press the '''Search''' button instead of the '''Go''' button, [[Wikiversity:Searching|our search engine]] will do its best to help you along. If that isn't working for you, you could try an [[Wikipedia:Searching#External_search_engines|external search engine]]. __NOTOC__ [[Category:Help]] 3441 75363 2007-01-13T22:25:09Z JWSchmidt 20 [[Category:Community discussions]] __NOTOC__ __NOEDITSECTION__ <!-- ********************************************************************************************** ********************************************************************************************** **** **** **** Do not ask your question on this page! Rather, go to one of the listed pages instead.**** **** **** ********************************************************************************************** --> {{shortcut|[[WV:Q]]}} == Where to ask questions or make comments == You can find the answers to many of your questions at the following places: {| |- valign=top | style="width:50%"| === Finding information === * '''[[Wikiversity:Search|Search]]''' — for many questions it's fastest and easiest to use the search box. <span style="font-size:80%;margin-left:.5em"> e.g. To find out about medicine, type ''medicine'' in the box on the left and click ''Search''.</span> * '''[[Wikiversity:Help desk|Help Desk]]''' — for knowledge questions (about anything other than how to use Wikiversity) you can ask our volunteers. <span style="font-size:80%;margin-left:.5em"> e.g. ''"What country has the world's largest fishing fleet?"''</span> | === How to use Wikiversity === * Your first stop should be the '''[[Wikiversity:Welcome%2C_newcomers|Newcomers page]]''' for a comprehensive introduction. * '''[[Wikiversity:What is Wikiversity?|What is Wikiversity?]]''' * '''[[Help:Contents]]''' — information about using Wikiversity. <span style="font-size:80%;margin-left:.5em"> e.g. ''"How do I add an image to an article?"''.</span> |- | === Asking questions or making comments === * Each article has a '''[[Wikiversity:Talk page|Talk page]]''' — click on the '''article's''' '''''discussion''''' link at the top of the page &mdash; for questions, reporting vandalism or discussions about the article. * '''[[Wikiversity:Colloquium|Colloquium]]''' is '''the''' discussion forum for many '''technical and policy issues'''. | |} ''Please do not post your question on this page.'' [[Category:Help]] [[Category:Community discussions]] 3444 15701 2006-08-26T22:07:47Z JWSchmidt 20 [[Wikiversity:School of Law]] moved to [[Portal:Law]]: [[School:Law]] already exists #REDIRECT [[Portal:Law]] 3446 15707 2006-08-26T22:12:10Z JWSchmidt 20 [[Wikiversity:School of Linguistics]] moved to [[Portal:Linguistics]]: [[School:Linguistics]] already exists #REDIRECT [[Portal:Linguistics]] 3450 15724 2006-08-26T22:31:55Z JWSchmidt 20 [[Topic:Plant Sciences]] moved to [[School:Plant Sciences]]: as seen at [[b:Wikiversity:School of Plant Sciences]] #REDIRECT [[School:Plant Sciences]] 3453 15744 2006-08-26T23:14:30Z JWSchmidt 20 #REDIRECT [[School:Chemistry]] #REDIRECT [[School:Chemistry]] 3454 18514 2006-08-28T02:34:07Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 3457 23775 2006-09-04T20:14:56Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Literary Studies]] 3462 16105 2006-08-26T23:55:45Z JWSchmidt 20 subcategory [[Category:Humanities]] 3463 18822 2006-08-28T07:07:07Z TimNelson 352 [[Category:Humanities]] [[Category:Literary Studies]] 3464 70092 2007-01-10T21:51:59Z JWSchmidt 20 /* Theory and Composition */ fix link This page is a stub. It was imported from [[b:Wikiversity:School of Music]]. For now, go to [[School:Music | The School of Music and Dance]]. <center> [[image:somwikiversity.gif]]</center> == Music == The focus is theory, composition, jazz, ear training and history courses, as well as instructional aids and materials based on those subjects. == Courses == === Performance === Performance Emphases: *[[Bass]] *[[Clarinet]] *[[Euphonium]] *[[Flute]] *[[French Horn]] *[[Guitar]] *[[Oboe]] *[[Piano]] *[[Percussion]] *[[Saxophone]] *[[Trumpet]] *[[Trombone]] *[[Tuba]] *[[Viola]] *[[Fundamentals of violin]] *[[Violoncello]] *[[Voice]] === Theory and Composition === The goal of the Theory and Composition department is to equip the student with the tools and skills necessary to compose, arrange and analyze music. At the completion of this course of study, students will possess the skills and knowledge of western theory, creative writing, arranging, as well as having a portfolio of original works. *TC1 - [[Fundamentals of Music]] [[Basics of Music Theory]] *TC2 - [[Music Theory I]] *TC3 - [[Music Theory II]] *TC4 - [[Music Theory III]] *TC5 - [[Music Theory IV]] *TC5 - [[Form and Analysis]] *TC6 - [[Beginning Composition]] *TC7 - [[Counterpoint]] *TC8 - [[Advanced Composition]] *TC9 - [[Music Technology]] *TC10 - [[Arranging]] *TC11 - [[Orchestration]] *TC12 - [[Final Theory Project]] === Musicology === *MC1 - [[Introduction to Musicology]] *MC2 - [[Survey of Music History]] *MC3 - [[History of Jazz]] *MC4 - [[Musical Genres]] *MC5 - [[Music in Film]] *MC6 - [[The Symphony and the Opera]] *MC7 - [[Music of the Middle Ages and Renaissance]] *MC8 - [[Music of the Baroque Era]] *MC9 - [[Music of the Classical Era]] *MC10 - [[Music of the 19th Century]] *MC11 - [[Music of the 20th Century]] *MC12 - [[Musicology Final Research Project]] === Jazz Studies === Jazz Studies also requires TC1-4 and TC-9 *JS1 - [[Survey of Jazz History]] *JS2 - [[Jazz Piano I]] *JS3 - [[Jazz Piano II]] *JS4 - [[Jazz Arranging I]] *JS5 - [[Jazz Arranging II]] *JS6 - [[Jazz Improvisation I]] *JS7 - [[Jazz Improvisation II]] *JS8 - [[Subgenres of Jazz]] *JS9 - [[Final Jazz Studies Project]] == Library == The following are articles and Wikibooks which will be helpful to you in your studies. {{School_of_Music_TOC}} ---- Welcome to the School of Music! This will be a book about every aspect of it, and will contain lectures and articles and quizzes for people on every level and development stage. It should be noted that this is not aimed only at the history of music or musicians, which can be found in detail on [[Wikipedia:Wikiportal/Music|Music portal]], but also music theory, composition, jazz studies ethnomusicology and ear training. By the way: can the wiki books and mediaweek system please get some good way of showing written music and notes, maybe something similar to the math-systems? Or perhaps built in support for lilypond. It would have been very helpful for this book. [[fr:Wikiversité:Musique]] [[it:Wikiversità:Scuola_di_Musica]] [[Category:Pages needing cleanup after Import]] [[Category:Music]] 3467 16229 2006-08-27T00:11:10Z JWSchmidt 20 [[Wikiversity:School of Music]] moved to [[Portal:Music]]: [[School:Music]] already exists #REDIRECT [[Portal:Music]] 3471 59545 2006-12-18T02:44:44Z Bessert 4158 /* Active participants */ {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. These learning projects are designed give students a broad understanding of the basic archetypes in world myth as a whole and the tools to understand how myths from different cultural traditions shed light on each other. [[Topic:Introduction to Myth|Introduction to Myth]] <br> Start here! A basic introduction to the world of [[wikipedia:Mythology|mythology]]. [[Topic:Comparative Methodologies|Comparative Methodologies]] <br> Develop tools to help you approach and disect myths. [[Topic:Creation Myths|Creation Myths]] <br> Explores several major creation myths focusing on thematic similarities and major diffferences. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Drspartacuss|Drspartacuss]] *[[User:Bessert|Bessert]] * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] =Links= [http://www.pantheon.org/ Encyclopedia Mythica] [[Category:Pages moved from Wikibooks]] [[Category:Wikiversity schools|Comparative Mythology]] 3472 16250 2006-08-27T01:14:23Z JWSchmidt 20 [[Wikiversity:School of Comparative Mythology]] moved to [[School:Comparative Mythology]]: move this school out of the project namespace #REDIRECT [[School:Comparative Mythology]] 3473 16252 2006-08-27T01:16:51Z JWSchmidt 20 subcategory [[Category:Humanities]] 3474 62456 2006-12-23T23:59:48Z 24.5.214.4 /* Activities */ Welcome to the '''Introduction to Myth''' Learning Center. ==Summary== Participants in this Learning Center develop activities for the study of myths. Various entertaining learning projects are needed for participants who will read myths and discuss them. Participants will then author wiki pages that describe their favorite myths. ==Prerequisites== * [EXAMPLE:] Completing an introductory course in ____ is recommended. * etc. ==Goals== This learning project offers learnings activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introductory myth reading group]] read and discuss famous myths * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Activities== Activity 1. Read the articles on Greek Mythology and Roman Mythology on Wikipedia, and note the difference. Activity 2. Read the articles on Norse Mythology on Wikipedia, and contrast with those in Activity 1. ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: =What is a Myth?= The word 'myth' comes to us from the greek word 'mythos' which means, quite simply, a story. For our purposes we will define myth as "a story, assumed to have taken place in the past, whose main function is neither to entertain nor present facts, but rather to inform the listener morally, spiritually, and/or culturally." Please note that this definition allows a story to be both fictitious AND factual, but in order for a story to qualify as a myth it must have value as a tool of "moral, spiritual, and/or cultural" instruction even if it is perceived as part of the realm of fiction. Using this definition, the following ARE myths: *Stories about the gods of ancient cultures (Roman, Grecian, Egyptian, Mayan etc.) *Stories about King Arthur and his Knights *Grimm's Fairy Tales *Star Wars (A long time ago, in a galaxy far, far away..) *Stories about the life of the Buddha, Christ, Zoroaster, etc. (Remember! Even if these men really existed and really performed the deed attributed to them, stories about them fall firmly under our definition of myth.) QUESTION!!! Where does this place Christianity? Is it generally assumed that some formerly accepted "factual" interpretations of some parts are now viewed as moral codas? And where are the factual elements of Star wars? Using this definition, the following ARE NOT myths: * * * * * [[Category:{{PAGENAME}}| ]] [[Category:Introductions|Myth]] 3475 16263 2006-08-27T01:23:36Z JWSchmidt 20 [[Wikiversity:School of Comparative Mythology:Intro to Myth]] moved to [[Topic:Introduction to Myth]]: better name #REDIRECT [[Topic:Introduction to Myth]] 3476 16265 2006-08-27T01:27:09Z JWSchmidt 20 subcategory [[Category:Comparative Mythology]] 3477 75561 2007-01-14T03:43:25Z Claudia700 727 /* Active participants */ {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. == [[Historical Introduction to Philosophy/General Introduction]] == This is an Introduction to Philosophy course designed by the students of Mesa State College. It is constructed from a historical/topical view point. Please click the above link to to access our project. Thanks and remember to have fun! ---- ===Welcome to the [[Wikiversity]] School of Philosophy=== [[Image:Allium vineale01.jpg|thumb|left|250px]] <blockquote>According to Cicero ([http://www.thelatinlibrary.com/cicero/tusc.shtml ''Tusculan Disputations''] V, III, 8), when Pythagoras was once asked who philosophers were, he replied that life seemed to him to resemble the games in the Olympic festival: some men sought glory, others to buy and sell at the games, and some men had come neither for gain nor applause, but for the sake of the spectacle and to understand what was done and how it was done. In the same way, in life, some are slaves of ambition or money, but others are interested in understanding life itself. These give themselves the name of philosophers (lovers of wisdom), and they value the contemplation and discovery of nature beyond all other pursuits.</blockquote> ===Exciting new division added=== '''23 November 2006 02:20''' Have a look at the expanded Division of [[Topic:Continental Philosophy | Continental Philosophy]] and feel free to help build this endeavor. Or if you're looking for a gentle way into this subject why not play the [[Nietzsche Name Game]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. '''Note''': there are additional philosophy pages that need to be imported [[b:Wikiversity:School of Philosophy|from Wikibooks]]. *[[Introduction to Philosophy]] - convert to a "Topic:" page? *[[Topic:Initial Questions|Initial Questions]] *[[Topic:Logic|Logic]] *[[Topic:Epistemology|Epistemology]] *[[Topic:Metaphysics|Metaphysics]] *Philosophy of Science *[[Topic:Philosophy of Religion|Philosophy of Religion]] *Philosophy of Language *[[Topic:Philosophy of Mind|Philosophy of Mind]] *[[Topic:Philosophy of Art|Philosophy of Art]] *Meta-philosophy *Ethics **Meta-ethics **Normative ethics ***Ethical Theory ***Applied Ethics ****[[Topic:Bioethics|Bioethics]] ****Buisness Ethics **[[Topic:Moral and Political Philosophy|Moral and Political Philosophy]] *[[School_of_Mathematics:Philosophy_of_Mathematics|Philosophy of Mathematics]] *'''The History of Philosophy''' **[[Topic:Ancient Greek Philosophy|Ancient Greek Philosophy]] **[[Topic:Eastern Philosophy|Eastern Philosophy]] **[[Hegel]] *'''[[Topic:Continental Philosophy|Continental Philosophy]]''' ** [[Topic:Nietzsche | Nietzsche]] - "I regard profound problems as I do a cold bath - quick in, quick out." ** [[Topic:Psychoanalysis | Psychoanalysis]] ** [[Topic:Phenomenology | Phenomenology]] ** [[Topic:Existentialism | Existentialism]] ** Marxism and [[Topic:Marxist Philosophy | Marxist Philosophy]] ** [[Topic:Critical Theory | Critical Theory]] ** [[Topic:Structuralism | Structuralism]] ** [[Topic:Post-structuralism | Post-structuralism]] ** [[Topic:French feminism | French feminism]] ** [[Topic:Queer Theory | Queer Theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[en:User:executivezen|executivezen]] * [[en:User:bobbydigits|bobbydigits]] * [[en:User:scribe|scribe]] * [[en:User:Jaime|Jaime]] * [[en:User:RichMac|Richmac]] * [[en:User:comrade_flash|comrade_flash]] * [[en:User:juanmaiz|Juan Maiz]] * [[en:User:kylosophy|Kylie]] * [[User:Pedmands|Pedmands]] | [[User talk:Pedmands|<sup>talk</sup>]] * [[User:Beautifulmisfit|Beautifulmisfit]] * [[User:Mystictim|Mystictim]] * [[User:Keops|Keops]] * [[User:Alex beta|Alex beta]] * [[User:L_0_0_P|Loop]] * [[en:User:Claudia700|Claudia]] == Where to start == [[image:TokyoCigaretteVendingMachine.jpg|right|250px|thumb|<small>The choice here is great</small>]] If you're new to philosophy, or just new to Wikiversity's School of Philosophy, this place may seem like a bit of a tangle. That's okay! Most of our editors are students or past students, who are also beginning their journey in the philosophical conversation. This doesn't mean what they have written is rubbish, but that it will be about the same technicality as what you would want. (Bonus) The best place to start is by asking yourself why you came here... '''Current Philosophy Students''' If you are a current student, looking for information on a philosophy or a philosopher then have a browse. If we don't have what you are looking for, then please tell us. We're naturally all volunteers, but there's more chance of finding what you're searching for if you talk about it. '''Brand New''' If you are brand new to philosophy, then stay away from Hegel! Political philosophy is probably what you've encountered in your own life, so that's always a nice start. Logic will help you understand arguments, and will give you new tools to evaluate them. '''Academia''' If you are an academic, then we welcome you to edit, add and evolve the site. Your knowledge and expertise will add greatly to the integrity and morale of the School, as well as adding confidence to end users. It's also quite fun. '''To All''' The most important thing, is that if you have some information you can share - '''then share it!''' We welcome all contributions. ==Reading list== General - ''Philosophical analysis in the 20th century'', volumes I and II by Scott Soames. - ''Sophie's world'', by Jostein Gaarder - ''The Gospel According to Larry'', by Janet Tashjian - ''Are You a Machine'', by Eliezer Sternberg - ''Concept of Mind'', by Gilbert Ryle - ''Dialogues Concerning Natural Religion'', by David Hume - ''Five Dialogues - Euthyphro, Apology, Crito, Meno, Phaedo'', by Plato - ''An Introduction to Metaphysics'', Henri Bergson - ''Symposium'', Plato - ''Republic'', Plato - ''De Anima'', Aristotle - ''Three Dialogues between Hylas and Philonous'', George Berkeley - ''On the Advantage and Disadvantage of History for Life'', Friedrich Nietzsche - ''Meditations on First Philosophy,'' Rene Descartes - ''[[s:Tractatus Logico-Philosophicus|Tractatus Logico-Philosophicus]]'', Ludwig Wittgenstein ==Projects:== *What is [[The Question]]? ==Departmental Message Board== *[[Wikiversity:philosophy_message_board|Philosophy Department message board]] *[[Wikiversity:who is who in the philosophy department|Who is who in the Philosophy Department]] ==Library== *[[Wikiversity:philosophy_resources|The Library]] This is the gateway for information about the courses and philosophy in general. We hope that its size and scope will increase dramatically as participation in the School increases. We welcome input from all philosophies and philosophers. *[[Kant's Categorical Imperative]] [[Category:Pages needing cleanup after Import]] [[Category:Philosophy| ]] [[Category:Wikiversity schools|Philosophy]] [[es:Departamento de Filosofía]] [[de:Fachbereich Philosophie]] 3480 16360 2006-08-27T01:49:43Z JWSchmidt 20 [[Wikiversity:School of Philosophy]] moved to [[School:Philosophy]]: move this school out of the project namespace #REDIRECT [[School:Philosophy]] 3485 26442 2006-09-12T02:08:54Z Smithgrrl 186 /* Poets */ '''Reading Lists for the School of Literature & English Studies''' ==Department description== This list is partially taken from a list that used to exist on the front page of the [[Wikiversity:School of Literature and English Studies]] ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[English Literature - Read and discuss]] - participants form discussion groups *[[English Literature - Read and write]] - participants read and then write essays * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... ==Fiction== *Major Authors **[[w:Chinua Achebe|Chinua Achebe]] **[[w:Louisa May Alcott|Louisa May Alcott]] **[[w:Margaret Atwood|Margaret Atwood]] **[[w:Jane Austen|Jane Austen]] **[[w:James Baldwin|James Baldwin]] **[[wikipedia:Ray Bradbury|Ray Bradbury]] **[[w:Anne Bronte|Anne Bronte]] **[[w:Charlotte Bronte|Charlotte Bronte]] **[[w:Emily Bronte|Emily Bronte]] **[[wikipedia:William S. Burroughs|William S. Burroughs]] **[[w:Willa Cather|Willa Cather]] **[[wikipedia:Micheal Chabon|Micheal Chabon]] **[[wikipedia:Raymond Chandler|Raymond Chandler]] **[[w:Kate Chopin|Kate Chopin]] **[[wikipedia:James Fenimore Cooper|James Fenimore Cooper]] **[[wikipedia:Philip K. Dick|Philip K. Dick]] **[[wikipedia:Ralph Ellison|Ralph Ellison]] **[[wikipedia:James Ellroy|James Ellroy]] **[[wikipedia:F. Scott Fitzgerald|F. Scott Fitzgerald]] **[[w:Charlotte Perkins Gilman|Charlotte Perkins Gilman]] **[[wikipedia:Nathaniel Hawthorne|Nathaniel Hawthorne]] **[[wikipedia:Robert Heinlen|Robert Heinlen]] **[[wikipedia:Joseph Heller|Joseph Heller]] **[[wikipedia:Ernest Hemingway|Ernest Hemingway]] **[[wikipedia:Frank Herbert|Frank Herbert]] **[[wikipedia:Henry James|Henry James]] **[[wikipedia:John Kennedy O'Toole|John Kennedy O'Toole]] **[[wikipedia:Jack Kerouac|Jack Kerouac]] **[[wikipedia:Ken Kesey|Ken Kesey]] **[[w:Ursula LeGuin|Ursula LeGuin]] **[[w:Doris Lessing|Doris Lessing]] **[[wikipedia:Sinclair Lewis|Sinclair Lewis]] **[[wikipedia:Jack London|Jack London]] **[[wikipedia:Herman Melville|Herman Melville]] **[[wikipedia:Arthur Miller|Arthur Miller]] **[[wikipedia:Henry Miller|Henry Miller]] **[[wikipedia:Edgar Allen Poe|Edgar Allen Poe]] **[[wikipedia:Tom Robbins|Tom Robbins]] **[[wikipedia:Richard Russo|Richard Russo]] **[[wikipedia:J.D. Salinger|J.D. Salinger]] **[[wikipedia:William Shakespeare|William Shakespeare]] **[[w:Gertrude Stein|Gertrude Stein]] **[[wikipedia:John Steinbeck|John Steinbeck]] **[[wikipedia:Neal Stephenson|Neal Stephenson]] **[[wikipedia:Henry David Thoreau|Henry David Thoreau]] **[[wikipedia:Mark Twain|Mark Twain]] **[[wikipedia:Kurt Vonnegut|Kurt Vonnegut]] **[[wikipedia:Robert Penn Warren|Robert Penn Warren]] **[[w:Jeanette Winterson|Jeanette Winterson]] *Important Works **[[wikipedia:Amazing Adventures of Kavalier & Clay|Amazing Adventures of Kavalier & Clay]] **[[wikipedia:Big Sur|Big Sur]] **[[wikipedia:Cannery Row|Cannery Row]] **[[wikipedia:Catcher in the Rye|Catcher in the Rye]] **[[wikipedia:Confederacy of Dunces|Confederacy of Dunces]] **[[wikipedia:Demon Box|Demon Box]] **[[wikipedia:Dr. Sax|Dr. Sax]] **[[wikipedia:Dune|Dune]] **[[wikipedia:East of Eden|East of Eden]] **[[wikipedia:Elmer Gantry|Elmer Gantry]] **[[wikipedia:Empire Falls|Empire Falls]] **[[wikipedia:Fahrenheit 451|Fahrenheit 451]] **[[wikipedia:For Whom the Bell Tolls|For Whom the Bell Tolls]] **[[w:the Handmaid's Tale|the Handmaid's Tale]] **[[w:Herland|Herland]] **[[wikipedia:Invisible Man|Invisible Man]] **[[wikipedia:Kings Blood Royal|Kings Blood Royal]] **[[wikipedia:Last of the Mohicans|Last of the Mohicans]] **[[w:the Lathe of Heaven|the Lathe of Heaven]] **[[w:Little Women|LIttle Women]] **[[wikipedia:Lost Horizon|Lost Horizon]] **[[wikipedia:Main Street|Main Street]] **[[w:Memoirs of a Survivor|Memoirs of a Survivor]] **[[wikipedia:Moby Dick|Moby Dick]] **[[w:My Antonia|My Antonia]] **[[wikipedia:Naked Lunch|Naked Lunch]] **[[wikipedia:Neuromancer|Neuromancer]] **[[w:Pride and Prejudice|Pride and Prejudice]] **[[wikipedia:Of Mice and Men|Of Mice and Men]] **[[wikipedia:One Flew Over the Cuckoo's Nest|One Flew Over the Cuckoo's Nest]] **[[wikipedia:On The Road|On The Road]] **[[w:the Song of the Lark|the Song of the Lark]] **[[wikipedia:Stranger in a Strange Land|Stranger in a Strange Land]] **[[wikipedia:The Beautiful and Damned|The Beautiful and Damned]] **[[wikipedia:The Grapes of Wrath|The Grapes of Wrath]] **[[wikipedia:The Great Gatsby|The Great Gatsby]] **[[wikipedia:The Lord of the Flies|The Lord of the Flies]] **[[wikipedia:The Love of the Last Tycoon|The Love of the Last Tycoon]] **[[wikipedia:The Martian Chronicles|The Martian Chronicles]] **[[wikipedia:The Rosy Crucifixion|The Rosy Crucifixion]] **[[w:Sense and Sensibility|Sense and Sensibility]] **[[w:Sexing the Cherry|Sexing the Cherry]] **[[wikipedia:The Sun Also Rises|The Sun Also Rises]] **[[w:Things fall apart|Things fall apart]] **[[wikipedia:The Town and the City|The Town and the City]] **[[wikipedia:This Side of Paradise|This Side of Paradise]] **[[wikipedia:To Kill a Mockingbird|To Kill a Mockingbird]] **[[wikipedia:Tortilla Flat|Tortilla Flat]] **[[wikipedia:Walden|Walden]] **[[w:The Yellow Wallpaper|The Yellow Wallpaper]] ==Poetry== *Major Authors **[[wikipedia:John_Ashberry|John Ashberry]] **[[wikipedia:John_Berryman|John Berryman]] **[[wikipedia:E.E. Cummings|E.E. Cummings]] **[[wikipedia:Emily Dickinson|Emily Dickinson]] **[[wikipedia:John Donne|John Donne]] **[[wikipedia:Thomas Stearns Eliot|Thomas Stearns Eliot]] **[[wikipedia:Ralph Waldo Emerson|Ralph Waldo Emerson]] **[[wikipedia:Robert Frost|Robert Frost]] **[[wikipedia:Langston Hughes|Langston Hughes]] **[[wikipedia:Kenneth_Koch|Kenneth Koch]] **[[wikipedia:Henry Wadsworth Longfellow|Henry Wadsworth Longfellow]] **[[wikipedia:Frank_O%27Hara|Frank O'Hara]] **[[w:Sylvia Plath|Sylvia Plath]] **[[wikipedia:Edgar Allan Poe|Edgar Allan Poe]] **[[wikipedia:Ezra Pound|Ezra Pound]] **[[w:Anne Sexton|Anne Sexton]] **[[wikipedia:Wallace_Stevens|Wallace Stevens]] **[[wikipedia:Dylan_Thomas|Dylan Thomas]] **[[wikipedia:Walt Whitman|Walt Whitman]] [[Category:Literature and English Studies]] ==Major Authors and Works in Languages other than English== Ancient -- for a more extensive list, please visit the Classics Department **[[w:Chuang Chou|Chuang Chou]], [[w:Chuang Tzu|Chuang Tzu]] **[[w:Gilgamesh|Gilgamesh]] **[[wikipedia:Homer|Homer]], [[wikipedia:the Iliad|the Iliad]] and [[wikipedia:the Odyssey|the Odyssey]] **[[wikipedia:Plator|Plato]], [[wikipedia:The Apology of Socrates|The Apology of Socrates]] **[[w:Sappho|Sappho]], lyric poetry **[[w:Tu Fu|Tu Fu]], lyric poetry Early Modern/The Renaissance -- Prose and Drama **[[w:Calderon|Calderon]], [[w:Life is a Dream|Life is a Dream]] **[[w:Castiglione|Castiglione]], [[w:the Book of the Courtier|the Book of the Courtier]] **[[w:Dante|Dante]], [[w:the Divine Comedy|the Divine Comedy]] **[[w:Marguerite de Navarre|Marguerite de Navarre]], [[w:the Heptameron|the Heptameron]] **[[w:Sei Shonagon|Sei Shonagon]], [[w:the Pillow Book|The Pillow Book]] The 18th Century -- Prose and Drama **[[w:Basho|Basho]], [[w:The Narrow Road to the Interior|The Narrow Road to the Interior]] **[[w:Goethe|Goethe]], [[w:the Sorrows of young Werther|the Sorrows of young Werther]] **[[w:Laclos|Laclos]], [[w:Les Liaisons Dangereueses|Les Liaisons Dangereuses]] **[[w:Montesquieu|Montesquieu]], [[w: the Persian Letters|the Persian Letters]] **[[w:Jean Jacques Rousseau|Jean Jacques Rousseau]], [[w:the Confessions|the Confessions]], [[w:the Social Contract|the Social Contract]], [[w:the Discourse on Inequality|the Discourse on Inequality]] **[[wikipedia:Voltaire|Voltaire]], [[w:Candide|Candide]], [[w:Micromegas|Micromegas]], [[w:the Ingenu|the Ingenu]] The 19th Century -- Prose and Drama **[[w:Goethe|Goethe]], [[w:Elective Affinities|Elective Affinities]], [[w:Faust|Faust]] **[[w:Victor Hugo|Victor Hugo]], [[w:Notre Dame de Paris|Notre Dame de Paris]], [[w:Les Miserables|Les Miserables]] **[[w:Ibsen|Ibsen]], [[w:The Doll's House|The Doll's House]], [[w:Hedda Gabler|Hedda Gabler]], [[w:The Wild Duck|The Wild Duck]] **[[w:George Sand|George Sand]], [[w: the Intimate Journal|the Intimate Journal]] Major 20th Century writers -- Prose and Drama **[[w:Tadeusz Borowski|Tadeusz Borowski]], [[w:This Way for the Gas, Ladies and Gentlemen|This way for the Gas, Ladies and Gentlemen]] **[[w:Calvino|Calvino]], [[w:Cosmicomics|Cosmicomics]] **[[w:Albert Camus|Albert Camus]], [[w:The Stranger|The Stranger]], [[w:The Fall|The Fall]], [[w:The Plague|The Plague]] **[[w:Colette|Colette]], [[w:the Vagabond|The Vagabond]], [[w:Cheri|Cheri]], [[w:Gigi|Gigi]] **[[w:Marguerite Duras|Marguerite Duras]], [[w:Hiroshima, mon Amour|Hiroshima, mon Amour]] **[[w:Gunther Grass|Gunther Grass]], [[w:The Tin Drum|The Tin Drum]] **[[w:Elfriede Jelinek|Elfriede Jelinek]], [[w:The Piano Teacher|The Piano Teacher]] **[[w:Kazantzakis|Kazantzakis]], [[w:The Last Temptation of Christ|The Last Temptation of Christ]] **[[w:Haruki Murakami|Haruki Murakami]], [[w:The Windup Bird Chronicle|The Windup Bird Chronicle]] **[[w:Marjane Satrapi|Marjane Satrapi]], [[w:Persepolis|Persepolis]] **[[w:Elie Wiesel|Elie Wiesel]], [[w:Night Trilogy|Night Trilogy]] ===Poets=== *[[w:Mahadeviakka|Mahadeviakka]] *[[w:Mirabai|Mirabai]] *[[w:Rainier Maria Rilke|Rilke]] *[[w:Rumi|Rumi]] [[Category:Literary Studies]] 3488 23777 2006-09-04T20:15:20Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Literary Studies/Reading Lists]] 3490 77467 2007-01-17T01:35:12Z JWSchmidt 20 #REDIRECT [[School:Construction]] #REDIRECT [[School:Construction]] 3491 80726 2007-01-24T21:00:28Z Jorge 5529 added A* search technique to list Purpose of searching: Find path to desired [[Goal State]] from all future states possible. ==Breadth-first search== *Each level (or depth) of the search tree is explored before expanding its nodes to search their children. *Uses a [[FIFO QUEUE]] *Advantage: Simple to implement *Disadvantage: Heavy memory requirements ==Depth-first search== *Drills deep into the hierarchy, exploring one lineage until it reaches the child/leaf node with no successors (or it's goal, of course. *Advantage: Improves on the memory requirements by deleting entire line once explored. *Disadvantage: Potential to run into infinitely deep search path (non-complete) ==Depth-limited search== *Mitigates infinite depth path of Depth-first search by placing a limit on the depth *Will fail to reach goal if goal resides deeper than depth limit. ==Iterative deepening depth-first search== *Performs iterations of depth-first searches with increasing depth limits. *Advantage: Unlike normal depth-first search and depth-limited search, it is complete. It also does this without greatly increasing the expected runtime. ==Bidirectional search== *Searches from initial state to goal state and also from goal state backward to initial state, stopping when the two searches meet at a node in between. *Advantage: Time and memory requirements good, comparatively *Disadvantage: Not always feasible, or possible, to search backward through possible states. ==A* (A star) search== [[Category:Artificial Intelligence]] 3492 70676 2007-01-11T11:51:36Z 220.29.16.127 <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[Portal:Humanities|F<small>ACULTY FOR</small> H<small>UMANITIES</small>]]'''</center> [[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]]</div> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO</small> S<small>CHOOL OF</small><br>L<small>ANGUAGE AND</small> L<small>ITERATURE</small>,'''</div> <div style="top:+0.2em;font-size: 95%">part of the Faculty for [[Portal:Humanities|Humanities]].</div> <div style="width:100%;text-align:center;font-size:80%;">You may also be interested in [[School:Linguistics|School of Linguistics]].</div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Literary Studies|Literary Studies]] *[[Topic:English Language|English Studies]] |style="width:22%;font-size:95%";color:#000"| *[[Portal:Writing Center|Writing Centre]] *[[Topic:Foreign Language Learning|Languages]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Language and Literature</h2 > [[Image:Globe of letters.svg|right|88px|Languages]] Hello and welcome to the Wikiversity School of Language and Literature. Here we share our knowledge of methods and ways of writing poetry and prose, and learn foreign languages and explore their cultures, too. We also discuss many works of literature and literary epoches they belong to, as well as their historical development and main characteristics by which one can regonize them. Science that studies the structure of a language and its development is called ''[[w:linguistics|linguistics]]''. Wikiversity's [[School:Linguistics|School of Linguistics]] is part of the Faculty of [[Portal:Social Sciences|Social Sciences]]. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. *<small> '''27 September 2006:'''</small> A new division has been founded:<br>'''[[Topic:French|French Language Division]]'''! * <small>'''22 October 2006:'''</small> A new department has been founded:<br>'''[[Topic:Tolkien Languages|Department of Tolkien languages]]'''! * <small>'''12 October 2006:'''</small> A new school has been founded:<br>'''[[School:Irish Studies|School of Irish studies]]'''! *<small>'''19 November 2006:'''</small> A new division has been founded:<br>'''[[Topic:Spanish|Spanish Language Division]]'''! <br /> <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School history</h2 > [[Image:P literature.png|right|60px|History]] The School of Literature and English Studies was founded within the Wikiversity's Department of Humanities on 15 July 2004, in the time when Wikiversity was still part of the [[:b:|Wikibooks]] project. Eventually, it became one of the most developed of Wikiversity's schools. On 30 March 2005, the School of Foreign Language Learning was founded within the Department of Practical Arts and Sciences, though it failed to organize or function adequately. Soon after the Wikiversity became a separate Wikimedia project, these two schools were merged together, creating the School of Language and Literature, as part of the Faculty of Humanities. </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected biography</h2 > [[Image:VukKaradzic.jpg|right|100px|Vuk Stefanović Karadžić]] '''Vuk Stefanović Karadžić''' (1787-1864) was one the most prominent Serbian linguists. He reformed the Serbian Cyrillic alphabet by applying the principles ''one letter per one sound'' and ''write as you speak'', and realized the idea of introducing the spoken language into the Serbian literature. He was collecting and publishing Serbian folk stories and poems. His major books were ''Serbian Dictionary'' and ''Serbian Grammar'', both published together in 1818, in which he for first time used the reformed alphabet. Although there were some opponents of Vuk's language reform, his principles were finally accepted and realized in Serbian literature and linguistics. Vuk's language was a base upon which the modern Serbian standard language was developed. :'''[[:w:Vuk Stefanović Karadžić|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Nuvola apps edu languages.png|right|44px|Quotation]] "Language is guardian of a nation. As long as the language exists, as long as we keep it, love it, and respect it, as long as we write in it and speak it; the nation exists as well, and it doesn't flow over into another one, nor it will disappear."<br> — ''Vuk St. Karadzic, Serbian slavicist'' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Related schools</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kmessedwords.png|55px|Linguistics]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:P philosophy.png|66px|Classics]]</div> |- ! style="text-align:center;width:33%"|'''[[School:Linguistics|Linguistics]]''' ! style="text-align:center;width:33%"|'''[[School:Classics|Classics]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kfm home.png|55px|Social Sciences]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:Humanities|Humanities]]''' ! style="text-align:center;width:33%"|'''[[Portal:Social Sciences|Social Sciences]]''' |} </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Divisions and subdivisions</h2 > [[Image:Nuvola apps ksig.png|right|50px|Writing]] <br /> <br /> {| align="center" |style="font-size:95%;color:#000"| :'''[[Topic:Literary Studies|Literary studies]]''' |style="font-size:95%;color:#000"| :'''[[Topic:Foreign Language Learning|Foreign languages learning]]''' |style="font-size:95%;color:#000"| :'''[[Topic:English Language|English language]]''' |} {| align="center" |style="font-size:85%;color:#000"| #[[Portal:Writing Center|Writing]] #[[Topic:History of literature|History]] |style="font-size:85%;color:#000"| #[[Portal:Slavistics|Slavic]] #[[Topic:French|French]] #[[Topic:German|German]] #[[Topic:Tolkien Languages|Tolkien]] #[[Topic:Arabic|Arabic]] |style="font-size:85%;color:#000"| #[[20th Century British Novel|British novel]] #[[20th Century British Poetry|British poetry]] #[[20th Century American Poetry|American poetry]] |} *[[School:Language and Literature/Catalogue|List of all projects and courses offered]] </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Did you know...</h2 > [[Image:Nuvola apps kfind.png|right|70px|Did you know?]] *...that '''[[Old English]]''' is grammatically closer to modern German than to modern English? *...that '''[[Topic:Slavistics|Slavonic languages]]''' are mutually more similar than the German dialects? *...that '''[[John Ronald Reuel Tolkien]]''', author of ''The Lord of the Rings'' and ''The Hobbit'', has highly influenced later fictional literature worldwide? And did you know that he was also a great expert in languages, and that he has created about twenty artificial languages himself? *...that '''[[Esperanto]]''' is the most famous among many artificial languages? It is an auxiliary language created by Polish doctor Zamenhof, whose pseudonym was ''doctor Esperanto''. *...that '''[[Indo-European languages]]''', according to the theory that is accepted by most linguists and historians, probably originated in present-day India and Iran, but that linguists also believe they originated in Europe, since that's where most of them are spoken? </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Useful textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:44%;font-size:95%;color:#000"| *[[b:Wikibooks:Language and literature bookshelf|Books about language and literature]] *[[b:Wikibooks:Languages bookshelf|Textbooks for learning languages]] |style="width:44%;font-size:95%"| *[[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]] *[[b:Wikibooks:Social sciences bookshelf|Social sciences bookshelf]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia for literature and language</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Literature|Literature on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Literature|Literature on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Literature|Literature on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Literature|Literature on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Literature|Literature on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Literature|Literature on Wiktionary]]''' |- |'''[[Wikipedia:Language|Language on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Language|Language on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Language|Language on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Language|Language on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Language|Language on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Language|Language on Wiktionary]]''' |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Language and Literature|*]] 3493 68143 2007-01-08T13:59:14Z JWSchmidt 20 /* [[Sign languages]] */ [[Topic:Deaf studies]] All the items below need to be made into subcategories. There are some pages such as [[School of Linguistics/Dravidian languages]] that can go into those categories. === Major Language Families (grouped geographically without regard to inter-family relationship) === In the following, each "bulleted" item is a known language family. The geographic headings over them are meant solely as a tool for grouping families into collections more comprehensible than an unstructured list of the dozen or two of independent families. Geographic relationship is convenient for that purpose, but these headings are ''not'' a suggestion of any "super-families" phylogenetically relating the families named. ==== Families of Africa and Southwest Asia ==== * [[Afro-Asiatic languages|Afro-Asiatic (Hamito-Semitic) languages]] * [[Niger-Congo languages]] * [[Nilo-Saharan languages]] * [[Khoisan languages]] ==== Families of Europe, and North Asia, West Asia, and South Asia ==== * [[Indo-European languages]] * [[Dravidian languages]] (some include '''Dravidian''' languages in a larger [[Elamo-Dravidian languages|Elamo-Dravidian language]] family.) * [[Caucasian languages]] (generally thought to be two separate families, [[North Caucasian languages|North Caucasian]] and [[South Caucasian languages|South Caucasian]]) * [[Altaic languages]] (disputed) * [[Uralic languages]] * [[Hurro-Urartian languages]] ([[extinct language|extinct]]) * [[Yukaghir languages]] (Some include Yukaghir in the '''Uralic''' family.) * [[Chukotko-Kamchatkan languages]] * [[Yenisei-Ostyak languages]] * [[Andamanese languages]] ==== Families of East Asia and Southeast Asia and the Pacific ==== * [[Austroasiatic languages]] * [[Austronesian languages|Austronesian (Malayo-Polynesian) languages]] * [[Sino-Tibetan languages]] (some include '''Tai-Kadai''' and '''Hmong-Mien''' in the Sino-Tibetan family) * [[Tai languages|Tai-Kadai languages]] * [[Hmong-Mien languages]] * [[Australian Aboriginal languages]] (multiple families) * [[Papuan languages]] (multiple families) ==== Families of the Americas ==== * [[Alacalufan languages]] ([[South America]]) (2) * [[Algic languages]] (including [[Algonquian]]) ([[North America]]) * [[Arauan languages]] ([[South America]]) (8) * [[Araucanian languages]] ([[South America]]) (2) * [[Arawakan languages]] ([[South America]], [[Caribbean]]) (60) * [[Arutani-Sape languages]] ([[South America]]) (2) * [[Aymaran languages]] ([[South America]]) (3) * [[Barbacoan languages]] ([[South America]]) (7) * [[Caddoan languages|Caddoan languages]] ([[North America]]) * [[Cahuapanan languages]] ([[South America]]) (2) * [[Carib languages]] ([[South America]]) (29) * [[Chapacura-Wanham languages]] ([[South America]]) (5) * [[Chibchan languages]] ([[Central America]], [[South America]]) (22) * [[Choco languages]] ([[South America]]) (10) * [[Chon languages]] ([[South America]]) (2) * [[Chumash languages]] ([[North America]]) (7) * [[Harakmbet languages]] ([[South America]]) (2) * [[Hokan languages]] ([[North America]]) * [[Huavean languages]] ([[North America]]) * [[Inuit-Aleut|Inuit-Aleut languages]] ([[North America]]) * [[Iroquoian languages]] ([[North America]]) * [[Jivaroan languages]] ([[South America]]) (4) * [[Katukinan languages]] ([[South America]]) (3) * [[Keres languages]] ([[North America]]) (2) * [[Kiowa-Tanoan languages]] ([[North America]]) (6) * [[Lule-Vilela languages]] ([[South America]]) (1) * [[Macro-Ge languages]] ([[South America]]) (32) * [[Maku languages]] ([[South America]]) (6) * [[Mascoian languages]] ([[South America]]) (5) * [[Mataco-Guaicuru languages]] ([[South America]]) (11) * [[Mayan languages]] ([[North America]]), ([[Central America]]) * [[Misumalpan languages]] ([[Central America]]) * [[Mixe-Zoque languages]] ([[North America]], [[Central America]]) * [[Mosetenan languages]] ([[South America]]) (1) * [[Mura languages]] ([[South America]]) (1) * [[Muskogean languages]] ([[North America]]) * [[Na-Dene]] languages (Athabascan) ([[North America]]) * [[Nambiquaran languages]] ([[South America]]) (5) * [[Oto-Manguean languages]] ([[Central America]]) * [[Paezan languages]] ([[South America]]) (1) * [[Panoan languages]] ([[South America]]) (30) * [[Penutian languages]] ([[North America]]) * [[Peba-Yaguan languages]] ([[South America]]) (2) * [[Quechuan languages]] ([[South America]]) (46) * [[Salishan languages]] ([[North America]]) * [[Salivan languages]] ([[South America]]) (2) * [[Siouan languages]] ([[North America]]) * [[Tacanan languages]] ([[South America]]) (6) * [[Tucanoan languages]] ([[South America]]) (25) * [[Tupi languages]] ([[South America]]) (70) * [[Uru-Chipaya languages]] ([[South America]]) (2) * [[Uto-Aztecan languages]] ([[North America]]) * [[Witotoan languages]] ([[South America]]) (6) * [[Yanomam languages]] ([[South America]]) (4) * [[Zamucoan languages]] ([[South America]]) (2) * [[Zaparoan languages]] ([[South America]]) (7) === Proposed Language Super-Families === * [[Austric languages|Austric]] * [[Indo-Pacific languages|Indo-Pacific]] * [[Ural-Altaic languages|Ural-Altaic]] * [[Proto-Pontic|Pontic]] * [[Ibero-Caucasian languages|Ibero-Caucasian]] * [[Alarodian languages|Alarodian]] * [[Amerind languages|Amerind]] * [[Macro-Siouan languages|Macro-Siouan]] * [[Kongo-Saharan languages|Kongo-Saharan]] * Super-Families that would include Indo-European ** [[Eurasiatic languages|Eurasiatic]] ** [[Nostratic languages|Nostratic]] ** [[Proto-World language|Proto-World]] === Creole languages, Pidgins, and Trade languages === * [[Bislamic languages]] ** [[Bislama]] ** [[Broken language|Broken]] ** [[Pijin]] ** [[Tok Pisin]] * [[Chabacano]] - A Spanish creole spoken in South of the Philippines. * [[Chinook Jargon]] * [[Hawaiian Creole English]] * [[Haitian creole]] * [[Hiri Motu]] * [[Lingua franca]] * [[Portuguese Creole]] languages * [[Sango (language)|Sango]] ==== [[Isolate languages]] ==== [[Isolate languages]] share no apparent traits with any known language family. * [[Basque]] *[[Burushaski]] *[[Ainu]] ==== [[Sign languages]] ==== *[[Topic:Deaf studies|Department of Deaf studies]] *[[American Sign Language]] (ASL) *[[Auslan]], used in Australia *[[British Sign Language]] (BSL) *[[Dutch Sign Language]] (NGT) *[[Quebec Sign Language]] (LSQ) *[[French Sign Language]] (LSF) *[[Flemish Sign Language]] "Vlaamse Gebarentaal" (VGT) *[[German Sign Language]] "Deutsche Gebärdensprache" (DGS) *[[Swiss-German Sign Language]] "Deutschschweizer Gebärdensprache" (DSGS) *[[Irish Sign Language]] (ISL) *[[Nicaraguan Sign Language]] (LSN) *[[Taiwanese Sign Language]] (TSL) ==== Other Natural Languages of Special Interest ==== * [[List of endangered languages|Endangered languages]] * [[List of extinct languages|Extinct languages]] ===Artificial Languages=== Besides the above languages that have arisen spontaneously out of the capability for vocal communication, there are also languages that share many of their important properties. * [[Esperanto]] * [[other constructed language|constructed spoken languages]] [[Category:Linguistics]] 3494 16471 2006-08-27T05:11:10Z TimNelson 352 All of the sections below need to be made into subcategories. === Phonetics === The study and systematic classification of the sounds made in spoken utterance. [[Link title]] === Phonology === A study and description of the sound changes in a language. === Morphology === The study of the internal structure of words. === Syntax === The study of the structure of phrases, sentences and language. ==== Transformational-Generative Grammar ==== ==== Dependency Grammar ==== ==== Tree-Adjoining Grammar ==== === Semantics === The study of the relationship between words and their meanings. === Corpus\Text Linguistics === [[Category:Linguistics]] 3495 21923 2006-08-31T12:22:22Z JWSchmidt 20 subcategory Most of the stuff below needs to go into subcategories; the Computational Linguistics page needs to be moved into a learning resource in the [[Topic:Linguistics | Department of Linguistics]] ASAP. === Computational Linguistics === An interdisciplinary field dealing with the statistical and logical modeling of [[Wikipedia:natural language | natural language]] from a computational perspective. This modeling is not limited to any particular field of linguistics. There are two major purposes of computational linguistics: # To help linguists study natural languages more easily # To make it possible for ordinary people to use natural language when using a computer Computational linguists often use large bodies of digitized text or speech called [[Wikipedia:Text corpus | corpora]] as a basis for teaching computer programs the proper use of a language, or to compare the use of a language in one context to it's use in another context. This is also called [[#Corpus.5CText Linguistics | corpus linguistics]]. Some of the practical uses of computational linguistics include: * [[Wikipedia:Speech recognition | Speech recognition]] * [[Wikipedia:Speech synthesis | Speech production]] * [[Wikipedia:Machine translation | Machine translation]] * Improvements to [[Wikipedia:data mining | data mining]], including [[Wikipedia:search engine | search engine]] design. ''See Also: [[Wikipedia:computational linguistics]]'' === Psycholinguistics === [[Category:Linguistics]] 3496 16475 2006-08-27T05:19:52Z TimNelson 352 The things below all need to be turned into categories. === Generative Approach === === Formal Linguistics === === Functional Linguistics === === Cognitive Linguistics === [[Category:Linguistics]] 3498 30716 2006-09-30T06:18:03Z Draicone 1128 Fix double redirect #REDIRECT [[Topic:Foreign Language Learning]] 3503 44317 2006-11-10T01:01:22Z Xlbnushk 2491 [[Category:Foreign Language Learning]] [[Category:Indo-European languages]] 3504 44311 2006-11-10T00:59:46Z Xlbnushk 2491 [[Category:Foreign Language Learning]] [[Category:Indo-European languages]] 3506 66761 2007-01-03T22:36:57Z 141.154.208.55 /* Courses */ __NOTOC__ <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> [[Image:Montreal City Hall Jan 2006.jpg|thumb|right|200px|The 5 story Montreal City Hall is the work of architects Henri-Maurice Perrault and Alexander Cowper Hutchison, built between 1872 and 1878. Its architecture is in the Second Empire style, also known as Napoléon III-style.]] A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. The discipline of Architecture covers a broad spectrum including Art, Science, Engineering, and Humanities. The experiment to teach Architecture online is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this online School of Architecture proposes a practical guide of the most important steps that have made us Architects. We hoped that you will enjoy this experimental process and the amazing experience of becoming an Architect. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Courses== '''Basic''' *[[Topic:Introduction to Architecture]] *[[Topic:Understanding the Environment Complexity]] *[[Topic:Introduction to Structural Systems]] *[[Topic:Design Workshop]] *[[Topic:Computer Aid 1]] *[[Topic:History of Architecture]] *[[Topic:Theory of Architecture]] '''Intermediate''' *[[Topic:Environmental and Landscape Design]] *[[Topic:Building Construction Techniques]] *[[Topic:Design Workshop 2]] *[[Topic:Experimental Design Lab]] *[[Topic:Computer Aid 2]] *[[Topic:Architecture Electives]] '''Advanced''' *[[Topic:Arcology & Sustainable Environment in Design]] *[[Topic:Design Workshop 3]] *[[Topic:Urban Utopias]] *[[Topic:Computer Aid 3]] *[[Topic:Materials and Specifications]] *[[Topic:Professional Practice]] '''Thesis Project''' <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the courses?'''<BR>There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional '''[[Wikiversity:Learning projects|Learning Projects]]''' that are oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]].</div> ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... * '''Contributors''': Solangel Fernandez, Paul Giron, [[User:Ant|Ant]], Jeh Shyan Wong, SKY International, International Architects' Salon, opara anthony chukwuemeka ==School news== * '''18 April 2005''' - School founded! [[Category:{{PAGENAME}}| ]] ==Conversion of Your Credit Hours to Diplomas and Degrees== There are currently no plans for the conversion of the accumulated credit hours and grade point average to the appropriate diploma and degrees. Discussions are on-going at this moment (18 July 2005) and a decision is expected to be finalised by end-October 2005. Arrangements are being made with the not-for-profit ''International Architects' Salon'' to accredit students for the Diplomas and Degrees. However, there is no guarantee of recognition by your local accreditation or professional board. Those seeking professional licensure should contact their local boards for requirements. Further announcement will be made in this section. == External Resources == [http://muextension.missouri.edu/edninfo/sustain.htm Green Architecture and Sustainable Living Links] [[Category:Architecture]] [[Category:Wikiversity schools]] [[Category:Pages needing cleanup after Import]] 3515 19709 2006-08-29T03:39:50Z TimNelson 352 Redirecting to [[Template:Learning project boilerplate]] #REDIRECT [[Template:Learning project boilerplate]] 3517 21641 2006-08-30T15:56:10Z Trevor MacInnis 99 +cat ==Purpose of the {{PAGENAME}}== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== * Course code: Unit name ... [[Category:Page creation templates]] 3519 21640 2006-08-30T15:55:45Z Trevor MacInnis 99 +cat The suggested plan for a {{PAGENAME}} degree are: * A total of A units * At least B units must be second year level or above * At least C units must be third year level or above * At least D units must be from the faculty of E * All the units in the Core stream must be completed * All the units in at least one other stream must be completed ==Streams== * Core * ... [[Category:Page creation templates]] 3521 18517 2006-08-28T02:36:26Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 3523 45932 2006-11-16T00:18:08Z Sebmol 14 template update == Summary == New logo. Looks better in my opinion. Created using the GIMP + Render>Flame. == Licensing == {{Cc-by-sa-2.5}} 3524 30710 2006-09-30T06:16:24Z Draicone 1128 Fix double redirect #REDIRECT [[Portal:Writing Center]] 3527 50595 2006-12-01T15:22:03Z 67.41.163.69 /* Content summary */ <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU101 * '''Suggested Prerequisites:''' High school english * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' First year undergraduate ==Content summary== Welcome to English 1101: Rhetoric and Composition I. This course will prepare you for academic writing in college. You will learn the skills required to be an effective college writer. You will learn to think rhetorically and thereby tailor your writing to accommodate your audience and the context in which your writing will be read and evaluated. You will learn the formal process of planning, drafting, editing, reviewing, and revising. You will learn how to examine sentences to see how you can make them clearer and/or more persuasive. This course will include information about research; however, English 1102: Rhetoric and Composition II is intended to provide a more complete introduction to research. English 1101 is more concerned with the fundamental concepts of focus, development, organization, style, and academic conventions. Understanding these concepts is a prerequisite to English 1102. ==Intended outcome== This course will help you refine four vital skills necessary for a good job in today's economy: Abstraction, System Thinking, Experimentation, and Collaboration. Instead of learning rules or formulas, you will develop your own methods and define a methodology. You will not always know everything you need to know before starting a project--you must learn along the way, adapting what you have learned to address new projects. Instead of working alone, you will work others to manage projects. You will learn how to provide evidence for your arguments and present them in an innovative and effective manner to your colleagues and professional audiences. This course will prepare you for argument and research-based writing in all academic settings. You will compose multiple drafts with careful revision and editing and complete numerous style exercises to sharpen your editorial skills. ==Unit materials== * '''Study guide:''' ===Other sample syllabi=== Use these syllabi and course schedules to help you plan your progress through this course. Teachers are invited to copy and adapt these syllabi for use in their writing classes. * [http://www.mattbarton.net/tikiwiki/tiki-index.php?page=Fall+05+Intro+to+Rhetorical+and+Analytical+Writing+Syllabus Matt Barton's English 191 Syllabus] * [http://www.mattbarton.net/tikiwiki/tiki-index.php?page=Fall+05+Intro+to+Rhetorical+and+Analytical+Writing+Schedule Matt Barton's English 191 Schedule] ===Texts=== * [[b:Rhetoric and Composition]] (incomplete; please help) ===Lessons=== [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3529 23701 2006-09-04T19:44:22Z Az1568 793 Fixed double redirect #REDIRECT [[Rhetoric and Composition I]] 3531 62029 2006-12-22T02:47:53Z 64.211.83.42 <small>[[Topic:Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' Basic knowledge of coding, web design, and advanced writing courses. ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' Third year undergraduate ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== * Lesson 1: [[Introduction to Web Writing]] * Lesson 2: [[Writing Blogs]] * Lesson 3: [[Writing at wikis|Wikis]] [[Category:English language]] [[Category:Web Writing]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3532 23694 2006-09-04T19:40:40Z Az1568 793 Fixed double redirect #REDIRECT [[Introduction to Web Writing]] 3533 74060 2007-01-12T17:18:22Z Mystictim 626 added [[Category:Learning activities]] and {{Stub}} {{Stub}} <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' In this course, students could submit a piece each week from a variety of genres. Students will also be encouraged to read a variety of writers and write reviews of them * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' Creative Writing * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== *Week one **Read Allen Ginsburg's [http://www.writing.upenn.edu/~afilreis/88/america.html ''America''] and write a two paragraph review. **Submit one poem (on the course talk page). *Week two **Read T.S. Eliot's [http://www.bartleby.com/198/1.html ''The Love Song of J. Alfred Prufrock''] and write a one page review. **Submit one poem. ***Further information on T. S. Eliot can be found in the [[T. S. Eliot]] course. [[Category:English language]] [[Category:Writing]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] [[Category:Introductions]]|[[Category:Learning activities]] 3534 23691 2006-09-04T19:39:21Z Az1568 793 Fixed double redirect #REDIRECT [[Introduction to Creative Writing]] 3535 59004 2006-12-17T06:30:25Z 68.148.3.35 /* Write */ <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== '''The communication of the dead is tongued with fire beyond the language of the living''' - T.S Eliot, Little Gidding If you have any questions please bring them up in the disscusion area, I would be happy to talk them over. Would someone please run a search for typos? This course carries with it possibly the strangest assignment you will ever be given. Examine the sensual in way's you never have before. Follow specks of light, trace the patterns of sound cars make as they go past in your mind. In addition, find beautiful places and sit and look at them. Also, think, critically consider everything you experience, analyse the culture around you, consider the motivations people have for doing everything. The course has with it supplementary material, mostly reading. The choices are selected to try to help you understand T.S Eliot and his poetry, they do not all immedieatly connect with the reading they are attached to, but as a whole, if considered carefully, will give you insight not only into the soul and writings of T.S Eliot, but also into the soul of humankind. I would appreciate persons knowledgable about non western traditions to post equivelant liteature from traditions they understand ( i.e Buhhdist and Hindu texts etc) into these sections. Papers in this course will not be marked, nevertheless it is recomended for your own sake that you complete them, they add far greater depth to the experience and enhance your writing skills. In addition, they might even help you find things about yourself, your life and your philosophy you never knew before. To find the readings online, as well as invaluable essays and study aids, look in the resources section. ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== (Poetic reading assingments should be read out loud if possible) ====Wk I==== ====== Key questions ====== Does our society allow us a voice? ======Read====== "The love song of Alfred J Prufrock". Read all biographical materials provided ( and more if you can find some). ======Write====== *Write a paper, try to include the following aspects of the poem ( if they intrest you) The use of rhyme in the first verse The fragmentary nature of the poem The themes of isolation and impotencency it brings up The surreal images it uses ( i.e "I have measured out my life with coffee spoons). Try to understand the purpose for every element of the poem. *Write a poem inspired in some way by "The love song of Alfred J Prufrock" ( even if the inspiration is that you hate the poem!) ======Supplementary reading====== Fear and trembling by Soren Kriekgraad. ====Wk II==== ======Key questions====== What are the future directions of modern society ======Read====== "The waste land" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary reading====== Sections of beyond good and evil by Nistezche ( enter an internet search to find). ====Wk III==== ====== Key questions ====== What makes life meaningful, is modern life not as meaningful as it should be? ====== Read ====== "The hollow men" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary material====== Browse sections of Max Weber's "The protestant work ethic and the rise of capitalism." ======Wk IV====== ======Key questions====== What is change? How does it effect mankind? ======Read====== "Burnt Norton" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. There's no supplementary material this week because I'd like you to try something more daring, write a long poem. ====WK V==== ======Key questions====== What does death mean to you? ======Read====== "East Coker" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary material====== The triumph of life by Shelley. ====Wk VI==== ======Key questions====== What are things we cannot deny? ======Read====== "The Dry Salvages" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary material====== View a copy of the artwork "The Scream" ( enter a search) read some material and interpretation of it if possible. ====WK VII==== ======Key questions====== What would it be like to experience something you cannot describe, or to find yourself suddenly find your postion in the great cosmic scheme of things ( if there were such a thing). ======Read====== "Little Gidding" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Suplementary reading====== Some of the works of St John of the cross ( enter a search). ====Wk VIII==== ======Key questions====== If life goes on an on, humankind largely unchanged, If so few of us reach a point of spirtual fufilment, what can the ordinary people do? What would make your life more meaningful? ======Read====== "Murder in the Cathederal" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Suplementary reading====== The book of eccelasties ====Sum up==== What have you learned? Has it changed you as a person? Why not write a poem or an essay about it? Or even a short story? Are you glad you took the course? T.S Eliot won the nobel prize for liteature, would you have awarded it to him? ===Resources=== ====Biography==== http://en.wikipedia.org/wiki/T._S._Eliot An introduction to T.S Eliot the man. http://www.english.uiuc.edu/maps/poets/a_f/eliot/life.htm- An more in depth introduction ====On Eliot and his work==== http://www.sparknotes.com/poetry/eliot/ A simple concise introduction to the poetry of T.S Eliot. http://www.english.uiuc.edu/maps/poets/a_f/eliot/eliot.htm- A lot of very good essays on T.S Eliot and his work. http://www.bartleby.com/198/1.html The love song of Alfred J Prufcock. http://eliotswasteland.tripod.com/ A hypertext version of "The wasteland". http://www.cs.umbc.edu/~evans/hollow.html The Hollow Men . http://www.tristan.icom43.net/quartets/ The four quatrets. http://www.wellsprings.org.uk/wellspring_of_pilgrimage/litgidd.htm A description of Little Gidding church. Unfortunately no copy of "murder in the cathderal" could be found online. If you wish to complete this section of the course you will have to buy a copy yourself, failing that you could just skip it. ====Supplementary material==== http://home.ddc.net/ygg/etext/fear.htm- Fear and Trembling. http://www.mala.bc.ca/~johnstoi/Nietzsche/beyondgoodandevil_tofc.htm- Beyond Good and Evil. http://xroads.virginia.edu/~HYPER/WEBER/cover.html- The Protestant work ethic and the rise of capitalism http://eir.library.utoronto.ca/rpo/display/poem1912.html- The Triumph of Life. http://www.poemhunter.com/p/m/poem.asp?poet=34197&poem=412162- St John of the cross ( one of his poems). http://www.bartleby.com/108/21/- The book of Ecclesiastes Spark notes for most of these things are avaliable. Simply search "spark notes" on google, and then find them on the page. [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3538 23707 2006-09-04T19:45:41Z Az1568 793 Fixed double redirect #REDIRECT [[T. S. Eliot]] 3540 70796 2007-01-11T23:11:22Z JWSchmidt 20 [[Writing with Technology]] Lesson 2 of [[Web Writing]] unit This course will deal with [[wikt:blog|weblogs]], their uses, how to get started, and their implications for society. ==Introduction== The weblog (blog) pheonomena has just picked up pace within the last year as the Dan Rather memo story broke and also because of the GannonGuckert Gate scandal. Weblogs are used to convey opinions on a variety of issues ranging from sports to software. They're also used to let people know what's going on, and people have used them as a sort of self-documentary. ===Fifteen Minutes of Fame=== Way back in the day, an artist by the name of Andy Warhol stated that, "In the future everyone will be world famous for 15 minutes"[http://en.wikiquote.org/wiki/Andy_Warhol]. This has proven true as reality shows have sprung into existence and viral marketing has been discovered. When I say viral marketing, I mean posting a video of one's self on the Internet and having it spread everywhere. This has been used for good (Google Mail) and for evil (beheadings). Reality shows give everyone who appears in them some fame. People who are "average joes/janes" have their names memorized by others, and many of them go on the talkshow circuit. ===Self-Documentary=== People use blogs to document their daily lives. They're basically public diaries. In some instances, people have been fired because of them. ==See also== *[[Writing with Technology]] [[Category:English language]] [[Category:Web Writing]] [[Category:Blogs]] 3541 23710 2006-09-04T19:46:39Z Az1568 793 Fixed double redirect #REDIRECT [[Writing Blogs]] 3542 34134 2006-10-11T12:14:53Z Hoopydink 173 rm assignment - yeats not a british poet <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic: Literary Studies|Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ==Assignments== *Week 1 *Week 2 ==Active Participants== * [[User:Atrivedi]] [[Category:English language]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3543 23484 2006-09-04T06:43:29Z Az1568 793 Fixed double redirect #REDIRECT [[20th Century British Poetry]] 3544 18761 2006-08-28T05:48:51Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== * Week xxxx ** Read: [[Wikipedia:Joseph_Conrad| Joseph Conrad's]] [[Wikipedia:The_Secret_Agent| ''The Secret Agent'']] ** Write: a two page double-spaced paper ready for posting on the talk page by 5pm EST * Week yyyy * Read: [[Wikipedia:Ford_Madox_Ford| Ford Madox Ford's]] [[Wikipedia:The_Good_Soldier| ''The Good Soldier'']] * Write: a two page double-spaced paper ready for posting on the talk page by 5pm EST ==Active participants== * [[User:Atrivedi]] ==Assignments== [[Category:English language]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3548 23483 2006-09-04T06:42:56Z Az1568 793 Fixed double redirect #REDIRECT [[20th Century British Novel]] 3550 18758 2006-08-28T05:45:57Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ===Poets studies=== *[[Wikipedia:Ezra_Pound|Ezra Pound]] **[http://www.english.uiuc.edu/maps/poets/m_r/pound/pound.htm Pound at Modern American Poetry] *[[Wikipedia:H.D.|H.D.]] *[[Wikipedia:William_Carlos_Williams|William Carlos Williams]] *[[Wikipedia:T._S._Eliot|T.S. Eliot]] (bus see also [[T. S. Eliot]] course) **[http://www.bartleby.com/198/1.html ''The Love Song of J. Alfred Prufrock''] **[http://www.bartleby.com/201/1.html Full Text of ''The Wasteland''] **[http://town.hall.org/Archives/radio/IMS/HarperAudio/011894_harp_ITH.html Eliot Reading ''The Wasteland''] *[[Wikipedia:Allen_Ginsburg|Allen Ginsberg]] *[[Wikipedia:wiki/Jack_Kerouac|Jack Kerouac]] *[[Wikipedia:Charles_Bukowski|Charles Bukowski]] *[[Wikipedia:John_Berryman|John Berryman]] *[[Wikipedia:John_Ashbery|John Ashbery]] *[[Wikipedia:Kenneth_Koch|Kenneth Koch]] *[[Wikipedia:Frank_O%27Hara|Frank O'Hara]] ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi]] [[Category:English language]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3551 23482 2006-09-04T06:42:21Z Az1568 793 Fixed double redirect #REDIRECT [[20th Century American Poetry]] 3552 68204 2007-01-08T19:04:03Z JWSchmidt 20 [[Category:People]] <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== '''Required Reading''' ''Biography and Context'' *[[wikipedia:Edgar Allan Poe|Edgar Allan Poe]] ''Poetry'' *"A Dream Within a Dream" (1827) ([[s:A Dream Within a Dream|Full Text]] at Wikisource) *"The City in the Sea" (1831) ([[s:The City in the Sea|Full Text]] at Wikisource) *"Lenore" (1843) ([[s:Lenore|Full Text]] at Wikisource) *"[[wikipedia:The Raven|The Raven]]" (1845) ([[s:The Raven (Poe)|Full Text]] at Wikisource) *"Annabel Lee" (1849) ([[s:Annabel Lee|Full Text]] at Wikisource) *"The Bells" (1849) ([[s:The Bells|Full Text]] at Wikisource) ''Short Stories'' *"The Fall of the House of Usher" (1839) ([[s:The Fall of the House of Usher|Full text]] at Wikisource) *"The Pit and the Pendulum" (1842) ([[s:The Pit and the Pendulum|Full text]] at Wikisource) *"The Tell-Tale Heart" (1843) ([[s:The Tell-Tale Heart|Full text]] at Wikisource) *"The Cask of Amontillado" (1846) ([[s:The Cask of Amontillado|Full text]] at Wikisource) *"A Descent into the Maelstrom" (1850) ([[s:A Descent into the Maelstrom|Full text]] at Wikisource) ''Auguste Dupin Stories'' *"The Murders in the Rue Morgue" (1841) ([[s:The Murders in the Rue Morgue|Full text]] at Wikisource) *"The Mystery of Marie Roget" (1843) ([[s:The Mystery of Marie Rogêt|Full text]] at Wikisource) *"The Purloined Letter" (1844) ([[s:The Purloined Letter|Full text]] at Wikisource) ''Essays'' *"[[wikipedia:The Philosophy of Composition|The Philosophy of Composition]]" (1846) *"[[wikipedia:The Poetic Principle|The Poetic Principle]]" (1850) ''posthumously'' ===Lessons=== ===Assignments=== ==Active participants== * [[User: measly pawn | measly pawn]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] [[Category:People]] 3553 23687 2006-09-04T19:36:33Z Az1568 793 Fixed double redirect #REDIRECT [[Edgar Allan Poe]] 3554 18776 2006-08-28T06:11:51Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== This class will deal with the epic poems from the past to the present. There will be translations of the major works in other languages. See also [[Wikiversity:School of Classics]]. This page is still being worked on, please be patient. If there are issues, please let us know on the discussion Page. ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== == Poets and Their Works == *[[Wikipedia:Homer|Homer]] **[[Wikipedia:Iliad|''The Illiad'']] **[[Wikisource:The_Iliad|Text to ''The Illiad'']] **[[Wikipedia:Odyssey|''The Odyssey'']] **[[Wikisource:The_Odyssey|Text to ''The Odyssey'']] (These both are Wikisource versions. If there's a better one online, please let us know) *[[Wikipedia:Beowulf|Beowulf]] *[[Wikipedia:Vyasa|Vyasa]] **[[Wikipedia:Mahabharata|''Mahabharata'']] *[[Wikipedia:John_Milton|John Milton]] **[[Wikipedia:Paradise_Lost|''Paradise Lost'']] **[[Wikisource:Paradise Lost|Text to ''Paradise Lost'']] ===Lessons=== ===Assignments=== ==Active participants== [[Category:Literature]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3555 23688 2006-09-04T19:37:26Z Az1568 793 Fixed double redirect #REDIRECT [[Epic Poetry]] 3556 18788 2006-08-28T06:32:51Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== This particular course will deal with the reading of both British and American Romantic Poetry and will include essays on assigned writers or poems. This page is still being updated, please be patient. Soon, I will add readings and links under poets names and possibly more poets. Feel free to suggest! Questions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== *Wikipedia article on [[Wikipedia:Romanticism|Romanticism]] ==Poets== British: *[[Wikipedia:William_Wordsworth|William Wordsworth]] *[[Wikipedia:Samuel_Taylor_Coleridge|Samuel Taylor Coleridge]] *[[Wikipedia:William_Blake|William Blake]] *[[Wikipedia:George_Gordon_Byron%2C_6th_Baron_Byron|George Gordon, Lord Byron]] *[[Wikipedia:Percy_Bysshe_Shelley|Percy Bysshe Shelley]] *[[Wikipedia:John_Keats|John Keats]] American: *[[Wikipedia:Ralph_Waldo_Emerson|Ralph Waldo Emerson]] *[[Wikipedia:Edgar_Allan_Poe|Edgar Allan Poe]] *[[Wikipedia:Henry_Wadsworth_Longfellow|Henry Wadsworth Longfellow]] *[[Wikipedia:Walt_Whitman|Walt Whitman]] ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3559 23705 2006-09-04T19:45:14Z Az1568 793 Fixed double redirect #REDIRECT [[Romantic Poetry]] 3561 34310 2006-10-12T00:40:56Z Historymaking101 1983 /* Active participants */ Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== Poetry during the reign of Queen Victoria ===Poets=== *[[Wikipedia:Elizabeth_Browning|Elizabeth Barrett Browning]] *[[Wikipedia:Robert_Browning|Robert Browning]] *[[Wikipedia:Alfred_Lord_Tennyson|Alfred Tennyson]] *[[Wikipedia:Emily_Bronte|Emily Bronte]] *[[Wikipedia:Dante_Gabriel_Rossetti|Gabriel Rossetti]] *[[Wikipedia:Christina_Rossetti|Christina Rossetti]] *[[Wikipedia:Matthew_Arnold|Matthew Arnold]] *[[Wikipedia:Yeats|W.B. Yeats]] *[[Wikipedia:Thomas_Hardy|Thomas Hardy]] *[[Wikipedia:Rudyard Kipling|Rudyard Kipling]] As with other pages, this is being updated. Please be patient. Questions/Suggestions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] * [[User:Historymaking101|Historymaking101]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3562 23709 2006-09-04T19:46:12Z Az1568 793 Fixed double redirect #REDIRECT [[Victorian Poetry]] 3563 18798 2006-08-28T06:43:51Z TimNelson 352 [[Topic:School of Literature and English Studies/Modernist Poetry]] moved to [[Modernist Poetry]]: ...in line with Naming conventions Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== This poetry will deal with everything from the late 19th century (late Victorian) through the Modernism (about 1945 or so), both American and British. There will be essays on poets and poems as time goes on. *Wikipedia article as an introduction to [[Wikipedia:Modernism|Modernism]] and [[Wikipedia:Modernist_poetry_in_English|Modernist Poetry]]. ==Poets== *[[Wikipedia:Ezra_Pound|Ezra Pound]] **[http://www.english.uiuc.edu/maps/poets/m_r/pound/pound.htm Pound at Modern American Poetry] *[[Wikipedia:H.D.|H.D.]] *[[Wikipedia:William_Carlos_Williams|William Carlos Williams]] *[[Wikipedia:James_Joyce|James Joyce]] *[[Wikipedia:T._S._Eliot|T.S. Eliot]] **[http://www.bartleby.com/198/1.html ''The Love Song of J. Alfred Prufrock''] **[http://www.bartleby.com/201/1.html Full Text of ''The Wasteland''] **[http://town.hall.org/Archives/radio/IMS/HarperAudio/011894_harp_ITH.html Eliot Reading ''The Wasteland''] Still working on this page, please be patient! Suggestions are welcome! Questions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Literature]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3568 23697 2006-09-04T19:42:49Z Az1568 793 Fixed double redirect #REDIRECT [[Modernist Poetry]] 3570 18806 2006-08-28T06:47:44Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== In this class, we will try to deal more with poetry after World War II, but before the modern era. While the line is a bit tricky to find at times, we'll try to deal with the bigger styles and ideas during the 1940s through the 1970s. *Wikipedia article on [[Wikipedia:Post-modernism|Post-Modernism]] and [[Wikipedia:Postmodern_literature|Post-Modernist Literature]] == Poets == *[[Wikipedia:Samuel_Beckett|Samuel Beckett]] *[[Wikipedia:Allen_Ginsburg|Allen Ginsberg]] *[[Wikipedia:Jack_Kerouac|Jack Kerouac]] *[[Wikipedia:Charles_Bukowski|Charles Bukowski]] This page, like others, is still being worked on. Please be patient! If there's something you'd like to see, please let me know. Questions/Suggestions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3571 23698 2006-09-04T19:43:30Z Az1568 793 Fixed double redirect #REDIRECT [[Post-Modernist Poetry]] 3572 18813 2006-08-28T06:51:56Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG???: * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== In here, we're going to try to deal with more contemporary poets (in our definition, a poet that was working into the last half of the 20th century and those working currently. The [[Wikipedia:New_York_School|New York School]] will be included with this. == Poets == *[[Wikipedia:John_Berryman|John Berryman]] *[[Wikipedia:John_Ashbery|John Ashbery]] *[[Wikipedia:Kenneth_Koch|Kenneth Koch]] *[[Wikipedia:Frank_O%27Hara|Frank O'Hara]] As with the other poetry sections, this one is still being worked on. Please be patient! If there's someone you wish to see up here, please let me know! Questions/Suggestions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] 01:26, 15 Jan 2005 (UTC) [[Category:Poetry]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3577 79018 2007-01-20T14:07:25Z Cormaggio 8 change "Featured article" to "Featured content" <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured content''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Selected [[Wikiversity:Research|research]]''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] [[Category:Wikiversity portals|Education]] [[Category:Pages moved from Wikibooks]] 3581 17040 2006-08-27T14:49:16Z JWSchmidt 20 [[Wikiversity:School of Education]] moved to [[Portal:Education]]: move out of project namespace, [[School:Education]] already exists #REDIRECT [[Portal:Education]] 3585 79655 2007-01-21T18:56:00Z JBogdan 533 added Ten Commandments link <center><big>'''Welcome to the Department of Roman Catholic Studies!'''</big></center> <center>''Part of the [[School:Theology|School of Theology]]''</center> ==Active Participants== Feel free to add your name to the list if you like. * [[User:JBogdan|JBogdan]] * [[User:Michael Ignatius|Michael Ignatius]] * [[User:Jcrook1987|Jcrook1987]] * [[User:SlakaJ|SlakaJ]] * [[User:catholicboy930|catholicboy930]] ==News== * '''August 27, 2006''' Roman Catholic Studies Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Introduction to Roman Catholicism]] * [[Nicene_Creed_%28Roman_Catholic_Theology%29|The Nicene Creed]] * [[Apostles' Creed]] * [[Ten Commandments|The Ten Commandments]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Resources== * [http://www.vatican.va The Vatican's website] * [[b:Roman Catholic Church]] * [[w:Roman Catholic Church]] * [http://www.newadvent.org The Catholic Encyclopedia Online] [[Category:Theology]] 3587 17057 2006-08-27T15:00:26Z JBogdan 533 Attempting to make a redirect--will try it #REDIRECT [[Topic:Roman Catholic Studies]] 3598 49959 2006-11-29T03:58:28Z 71.200.50.154 '''A2 Latin''' is a continuation of the Latin A level after AS. The [[w:A level|A level]] is a qualification in [[w:United Kingdom|Britain]] and is divided into two parts, AS and A2. The course objective is to become proficient in and around classical Latin, with a working vocabulary without requirement of a vocabulary list. By studying classical texts by Roman authors, the student should develop a love of literature, particularly classics, and engender a perpetual interest. It should also develop within the student a wide knowledge of Ancient Rome, with its customs, history, and life. The course materials laid out below will hopefully eventually enable any autodidactic student to study towards an A grade in the overall A level. Teachers may also find the resources helpful. ==Intended Materials== * Lesson by lesson plans outlining the course that may be consumed at will. * Guides to Pompeii, Herculaneum and Hadrian's wall, outlining their relevancy and points of interest. * A recommended reading list. * Worksheets to encouarge students to think about certain aspects of the course. * Notes on exam formats and techniques. [[Category:Latin]] 3616 17092 2006-08-27T15:05:56Z JBogdan 533 Trying to make another redirect --the last one worked right #REDIRECT [[School:Theology]] 3624 17100 2006-08-27T15:06:42Z JBogdan 533 another redirect created #REDIRECT [[Topic:Roman Catholic Studies]] 3625 17102 2006-08-27T15:07:14Z JBogdan 533 Another redirect #REDIRECT [[Topic:Roman Catholic Studies]] 3626 17103 2006-08-27T15:07:56Z JBogdan 533 another redirect created #REDIRECT [[Topic:Roman Catholic Studies]] 3627 26283 2006-09-11T14:46:04Z JWSchmidt 20 #REDIRECT[[Topic:Jewish Studies]] #REDIRECT[[Topic:Jewish Studies]] 3628 17107 2006-08-27T15:10:00Z JBogdan 533 Added redirect for school of Philosophy #REDIRECT [[School:Philosophy]] 3629 79080 2007-01-20T16:08:52Z Reduan 5580 /* Active participants */ <center><big>Welcome to the '''School of Entrepreneurship''', part of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]</big></center> '''Entrepreneurship - Pathway to Self-Employment''' The [[entrepreneur]] is popularly defined as the person who assumes the risks and costs associated with starting one's own business. The concept of entrepreneurship is historically similar to the concept of [[self-employment]]. The two are synonymous in the sense that persons who are entrepreneurs and those who are self-employed take responsibility to pay themselves rather than work for fixed wages determined by employers. As such both the entrepreneur and the self-employed play a key role in determining how much they are paid and control their working hours and how they structure their work. If entrepreneurship is defined as self-employment, then one can argue that entrepreneurs are not born, and that all human beings can become entrepreneurs. As long as human beings are trainable, they can acquire the skills and abilities for a vocation. So it is that all human beings can acquire entrepreneurial abilities. '''""Who is the Entrepreneur?""''' Who is the self-employed person? The entrepreneur is a responsible person that decides to take charge of his own life and ideas, and secondly the life and ideas of others. He is the person who identifies what people need or might need to make them more comfortable and decide to take on the responsibility to serve those needs. The entrepreneur is the person that seizes the opportunity to serve others, despite the dangers and the risks associated with serving people's needs, including their unidentified ones. The entrepreneur decides to use his life and ideas or a portion of his life and ideas to ensure that other persons get what they need or get what will make their life more comfortable and happy as they live on earth . *[http://www.onlinewbc.gov/docs/starting/glossary.html www.onlinewbc.gov/docs/starting/glossary.html] *[http://www.business.gov/phases/launching/are_you_ready/glossary.html www.business.gov/phases/launching/are_you_ready/glossary.html] ==Divisions and Departments== * [[Topic:Entrepreneurial businesses|Entrepreneurial businesses]] - this program provides content and a community that enable entrepreneurs to design and launch successful new ventures based on technologies such as Web 2.0. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). Reduan * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] ==Internet Links for Entrepreneurs== ===In UK=== *[http://www.bizhelp24.com/business-start-up/2.html Bizhelp24] *[http://www.businesslink.gov.uk/bdotg/action/home?target=http%3A//www.businesslink.gov.uk/%3Ftc%3D000AD140010001&tc=000AD140010001&ref=http%3A//uk.search.yahoo.com/search%3Ffr%3Dfp-tab-web-t-1%26ei%3DISO-8859-1%26p%3Dbusiness%2Clink%26meta%3Dvc%253D&domain=www.businesslink.gov.uk Business Link] *[http://www.chamberonline.co.uk/ British Chambers of Commerce] *[http://www.bytestart.co.uk/ Bytestart] *[http://www.clearlybusiness.com/index.jsp Clearly Business] *[http://www.companies-house.gov.uk/about/functionsHistory.shtml Companies House] *[http://www.ncge.org.uk/ National Council for Graduate Entrepreneurship] *[http://www.smallbusinessadvice.org.uk/sbas.asp Small business advice service] *[http://www.sbs.gov.uk/sbsgov/action/home?&ref=http%3A//www.careers.manchester.ac.uk/finding/ownbusiness/marketresearch/&domain=www.sbs.gov.uk Small Business Service] *[http://www.startups.co.uk/ Startups.co.uk] ====Bank Links/Business Angels/Other Financing==== *[http://www.business.barclays.co.uk/BRC1/jsp/brccontrol?task=articleFWvi2&site=bbb&value=6233&menu=3724 Barclays Business Banking] *[http://www.bbaa.org.uk/portal/index.php?option=com_contact&catid=20&Itemid=57 British Business Angels Association] *[http://www.bvca.co.uk/ British Venture Capital Association] *[http://www.cooperativebank.co.uk/servlet/Satellite?pagename=CoopBankv2/Page/tplCBv2PageStandard&cid=1112694840163&c=Page Cooperative Bank Business Banking] *[http://www.evca.com/html/home.asp European Venture Capital Association] *[http://www.hsbc.co.uk/1/2/business/needs/starting-a-business-home HSBC Business Banking] *[http://www.j4b.co.uk Grant database] *[http://www.lloydstsbbusiness.com/home.asp?link=top_navigation Lloyds TSB Business Banking] *[http://www.natwest.com/business02.asp?id=BUSINESS/BUSINESS_GUIDES/STARTING_A_BUSINESS/STARTUP_PACKAGE&referrer=BusHPBstartupBright Natwest Business Banking] *[http://www.nesta.org.uk NESTA] *[http://83.138.128.154/Main%20Site%20v2/14-30%20and%20need%20help/start%20up%20in%20business.asp Prince's Trust] *[http://www.rbs.co.uk/Small_Business/default.asp?referrer=hmp Royal Bank of Scotland Business Banking] ====Business Plans==== *[http://www.teneric.co.uk/sample-business-plan.html Teneric Business Plans] *[http://www.bizplans.co.uk/ Business Plan Services] *[http://www.startbusiness.co.uk/Site_Index/Business_Plan/body_business_plan.html Startbusiness.co.uk] *[http://www.readyplanning.com Readyplanning.com] ====IT Support==== *[http://www.sagestartup.co.uk/ Sage Startup] *[http://www.tmb.org.uk/ Technology Means Business] ====Marketing==== *[http://www.new2marketing.com/ New2Marketing.com] *[http://marketing.bizammo.com BizAmmo: Marketing] ====Intellectual Property==== *[http://www.patent.gov.uk/ The UK Patent Office] *[http://www.cipa.org.uk/pages/home Chartered Institute of Patent Attorneys] ====Ideas==== *[http://www.springwise.com Springwise-Entrepreneurial Ideas] ====Buy a business==== *[http://www.business-sale.com/ Business-Sale.com] ====Franchising==== *[http://www.british-franchise.org.uk British Franchising] ====News==== *[http://money.cnn.com/magazines/business2/ Business 2.0] *[http://www.entrepreneur.com/ Entrepreneur] *[http://www.inc.com/ inc.com] *[http://www.growthbusiness.co.uk/entrepreneurs/ Growth Business] *[http://www.redherring.com/ Red Herring] *[http://www.telegraphbusinessclub.co.uk/ Telegraph Business Club] *[http://business.timesonline.co.uk/section/0,,8213,00.html The Times Business] *[http://en.wikipedia.org/wiki/List_of_trade_magazines List of trade magazines] [[Category:Pages moved from Wikibooks]] 3632 17166 2006-08-27T15:22:45Z JWSchmidt 20 [[Wikiversity:School of Entrepreneurship]] moved to [[School:Entrepreneurship]]: move imported school out of project namespace #REDIRECT [[School:Entrepreneurship]] 3634 47685 2006-11-22T17:00:01Z Rayc 57 cat An '''A level in History''' is a qualification predominantly offered in the UK. It is offered by four different examination boards in the UK, but a generic course will be developed here with a view to specialising if enough material is written. Many many "units" of History are offered by the exam boards, from many eras and countries. If you wish to study a particular age or nation, it is recommended you first check any examination board in Britain to see if they offer that unit in their course. If not, you would be advised to start your own Topic in the School of History [http://en.wikiversity.org/wiki/School:History#Divisions_and_Departments here] ==Planned Units== *[[Settlement and security: Elizabethan England, 1558-88]] (A2, Edexcel) *[[The Golden Age of Spain 1474-1598]] (A2, Edexcel) *[[The Crisis of the Tudor State, 1547-58]] (A2, Edexcel) [[Category:History]] 3636 64400 2006-12-28T23:08:49Z SlakaJ 4665 changed the apostles' creed link at the top to an internal link '''Roman Catholicism''' is a [[w:monotheism|monotheistic]], [[w:Trinitarian|Trinitarian]] religion that acknowledges [[w:Jesus Christ|Jesus Christ]] as the [[w:Messiah|Messiah]]. Its [[w:catechesis|catechesis]] makes use of the [[Nicene Creed (Roman Catholic Theology)|Nicene Creed]] and the [[Apostles' Creed|Apostles' Creed]], which are accepted also by most major Christian denominations. The [[w:Roman Catholic Church|Roman Catholic Church]] is the largest organized body of any world religion.<ref>{{cite web|title=Major Branches of Religions|url=http://www.adherents.com/adh_branches.html#Christianity|publisher=adherents.com|accessdate=2006-09-14}}</ref> According to the ''Statistical Yearbook of the Church'', the Church's worldwide recorded membership at the end of 2004 was 1,098,366,000, or approximately 1 in 6 of the world's population.<ref>{{cite book |title=Statistical Yearbook of the Church 2004 |author=Central Statistics Office |publisher=Libreria Editrice Vaticana |year=2006 |id=ISBN 8820978172}}</ref> This figure, although helpful in determining statistical information regarding the influence of the Catholic Church, most likely does not include lapsed Catholics or properly baptised Christians who are not in full communion with the Roman Pontiff. All properly baptised persons, even those not in complete communion with the Roman Pontiff, are members of the Church of Christ and may rightfully be called "Christians" and "brethren in Christ."<ref>[http://www.vatican.va/archive/catechism/p2s2c1a1.htm ''Catechism of the Catholic Church'', §1271]</ref> Baptism permanently makes one a Christian, cannot be undone, and never needs to be given a second time.<ref>[http://www.vatican.va/archive/catechism/p2s2c1a1.htm ''Catechism of the Catholic Church'', §1272]</ref> Although a person may enter into heresy or schism, or even completely reject Christianity and apostasize, the person will never be able to cease being a Christian. Although the Catholic Church may use penalties<ref>[http://www.vatican.va/archive/ENG1104/__P4Y.HTM ''Code of Canon Law'', Canons 1336-1338]</ref> and censures<ref>[http://www.vatican.va/archive/ENG1104/__P4X.HTM ''Code of Canon Law'', Canons 1331-1335]</ref> to attempt to reform a person or minimize the harm a person can do, it does not have the power to revoke Baptism or expel a member from the Church. The Church is headed by the Pope. He derives his authority through Apostolic Succession, as Peter was choosen to lead the Church. (ref. Matthew 16:18) The primary statement of faith is the [[Nicene Creed (Roman Catholic Theology)|Nicene Creed]] and the [[Apostles' Creed]]. The primary moral requirements are contained in the ''Two Great Commandments'': complete love of God and the love of one's neighbor as one loves one's self. Some of the key facets of these two commandments are highlighted in the ''Ten Commandments''. Similarly to other [[w:Christianity|Christian]] religions, Catholics view the [[w:Bible|Bible]] as a sacred text. == Beliefs == The core beliefs of the Catholic Church are shared by the majority of other Trinitarian Christian groups. Its [[catechesis]] makes use of the Nicene Creed and the Apostles' Creed, which are accepted also by most major Christian [[Religious denomination|denominations]]. The ''[[Catechism of the Catholic Church]]'' (964 pages in the Latin edition) gives a rather detailed account of its beliefs. The ''Compendium of the Catechism of the Catholic Church'', first published in 2005 and in English in 2006, is a much more concise version of the Catechism, in question and answer form. Catholics place particular importance on the Church as an institution founded by Christ and kept from doctrinal error by the presence and guidance of the Holy Spirit, and as the font of salvation for humanity. The seven [[sacraments]], of which the most important is the [[Eucharist]], are of prime importance in obtaining salvation. ==Footnotes== <references/> ==Resources== * [[b:Roman Catholicism|Wikibooks on Roman Catholicism]] * [[w:Roman Catholic Church]] [[Category:Theology]] [[Category:Introductions]] 3638 77714 2007-01-17T13:47:20Z 212.190.74.28 <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[Portal:Humanities|F<small>ACULTY FOR</small> H<small>UMANITIES</small>]]'''</center> [[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]]</div> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO</small> C<small>ENTRE FOR</small><br>F<small>OREIGN</small> L<small>ANGUAGE</small> L<small>EARNING</small>,'''</div> <div style="top:+0.2em;font-size: 95%">part of the School of [[School:Language and Literature|language and literature]].</div> <div style="width:100%;text-align:center;font-size:80%;">You may also be interested in [[Portal:Practical Arts and Sciences|Practical arts and sciences]].</div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Literary Studies|Literary studies]] *[[Portal:Slavistics|Slavistics]] |style="width:22%;font-size:95%";color:#000"| *[[Topic:Tolkien Languages|Tolkien languages]] *[[Portal:Ethnic Studies|Ethnic studies]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Foreign Language Learning</h2 > [[Image:Globe of letters.svg|right|88px|Languages]] Hello and welcome to the Wikiversity Centre for Foreign Language Learning. Here you can learn foreign languages and explore their cultures, as well as teach others the languages you speak. Perhaps you are also interested in the Wikiversity's schools of various [[Portal:Ethnic Studies|ethnic studies]]. Science that studies the structure of a language and its development is called ''[[w:linguistics|linguistics]]''. Wikiversity's [[School:Linguistics|School of Linguistics]] is part of the [[Portal:Social Sciences|Faculty of Social Sciences]]. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Indo-European languages</h2 > [[Image:P literature.png|right|60px|]] * '''Germanic languages''' ** [[Topic:English Language|English]] ** [[Topic:German|German]] ** [[Topic:Swedish|Swedish]] ** [[Topic:Dutch|Dutch]] * '''Romance languages''' ** [[Topic:French|French]] ** [[Topic:Italian|Italian]] ** [[Topic:Portuguese|Portuguese]] ** [[Topic:Spanish|Spanish]] * '''Slavic languages''' ** [[Topic:Czech|Czech]] ** [[Topic:Polish|Polish]] ** [[Topic:Russian|Russian]] ** [[Topic:Serbo-croatian|Serbo-Croatian]] ** [[Portal:Slavistics|Other]] * '''Baltic languages''' ** [[Topic:Latvian|Latvian]] ** [[Topic:Lithuanian|Lithuanian]] ** [[Portal:Baltistics|Other]] * '''Celtic languages''' ** [[Topic:Irish|Irish]] ** [[Topic:Scottish Gaelic|Scottish Gaelic]] ** [[Topic:Welsh|Welsh]] ** [[Portal:Celtics|Other]] * '''Indo-Iranian languages''' ** [[Topic:Farsi|Farsi]] * '''Other languages''' ** [[Topic:Albanian|Albanian]] ** [[Topic:Armenian|Armenian]] ** [[Topic:Greek|Greek]] :'''[[w:Indo-European languages|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Languages of the Americas</h2 > [[Image:P history.png|right|55px|]] *[[:Category:Ancient languages of central america|Languages of Central America]] *'''Iroquoian languages''' ** [[Topic:Cherokee|Cherokee]] :'''[[w:Indigenous languages of the Americas|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Semitic and African languages</h2 > [[Image:Nuvola apps edu languages.png|right|44px|]] *'''Berber languages''' *'''Chadic languages''' *'''Cushitic languages''' *'''Egyptian languages''' ** [[Topic:Egyptian|Egyptian]] *'''Semitic languages''' ** [[Topic:Arabic|Arabic]] *'''Omotic languages''' :'''[[w:Afro-Asiatic languages|read more...]]''' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Ural-Altaic languages</h2 > [[Image:Nuvola apps kmessedwords.png|right|44px|]] *'''Finno-Ugric languages''' ** [[Topic:Finnish|Finnish]] ** [[Topic:Hungarian|Hungarian]] *'''Turkic languages''' ** [[Topic:Turkish|Turkish]] *'''Mongolic languages''' *'''Tungusic languages''' :'''[[w:Ural-Altaic languages|read more...]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">East and South Asian languages</h2 > *'''Sino-Tibetan languages''' ** [[Topic:Chinese|Chinese]] *'''Austro-Asiatic languages''' ** [[Topic:Japanese|Japanese]] ** [[Topic:Korean|Korean]] [[Image:Nuvola apps ksig.png|right|50px|]] *'''Australian Aboriginal languages''' *'''Austronesian languages''' *'''Dravidian languages''' ** [[Topic:Tamil|Tamil]] :'''[[w:Languages of Asia|read more...]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Other language isolates</h2 > [[Image:Nuvola apps kfind.png|right|56px|]] * * [[Topic:Basque|Basque]] *'''Caucasian languages''' ** [[Topic:Georgian|Georgian]] <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Constructed languages</h2 > ** [[Topic:Esperanto|Esperanto]] ** [[Topic:Ido|Ido]] ** [[Topic:Interlingua|Interlingua]] ** [[Topic:Novial|Novial]] ** [[Topic:Slovio|Slovio]] *'''Tolkienesque languages''' ** [[Quenya]] ** [[Sindarin]] ** [[Topic:Tolkien Languages|other]] *'''Other constructed languages''' :'''[[w:List of constructed languages|read more...]]''' </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Useful textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:44%;font-size:95%;color:#000"| *[[b:Wikibooks:Language and literature bookshelf|Books about language and literature]] *[[b:Wikibooks:Languages bookshelf|Textbooks for learning languages]] |style="width:44%;font-size:95%"| *[[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]] *[[b:Wikibooks:Social sciences bookshelf|Social sciences bookshelf]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikiversity schools and faculties</h2 > *[[School:Language and Literature/Catalogue|All courses offered at the School of Language and Literature]] *[[Portal:Ethnic Studies|List of various schools of ethnic studies]] *[[School:Linguistics|School of Linguistics]] </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Foreign Language Learning|*]] [[Category:Language and Literature]] [[Category:Interlingual Beta Club]] [[Category:Languages and Language families]] [[Category:Multilingual Studies]] 3639 30714 2006-09-30T06:17:42Z Draicone 1128 Fix double redirect #REDIRECT [[Topic:Foreign Language Learning]] 3640 77041 2007-01-16T14:39:49Z JWSchmidt 20 /* School news */ fix link <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===Divisions=== *[[Topic:Evolutionary Psychology|Division of Evolutionary Psychology]] *[[Topic:Physical Anthropology|Division of Physical Anthropology]] *[[Topic:Social Anthropology|Division of Social Anthropology]] :*[[Topic:Board Game Studies|Board Game Studies]] *[[Topic:Visual Anthropology|Division of Visual Anthropology]] *[[Topic:Archaeology|Division of Archaeology]] ===Departments=== *[[Topic:Economic Anthropology|Department of Economic Anthropology]] ==Courses and Learning Materials== * [[Introduction to Anthropology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * Wscc05 * [[User:Lucidish|Lucidish]] * [[User:paintingdog|paintingdog]] * [[User:Macukali|Macukali]] * [[User:davymast|davymast]] ==School news== * '''Date founded''' - School founded! ''This entire school is still under construction. Helping out in the construction is encouraged'' '''Welcome to Wikiversity's School of Anthropology''' '''Part of the [[Portal:Social Sciences|Social Sciences Group of WikiU]]''' ===Wikibooks to Read=== *[[b:Introduction to Forensic Anthropology|Introduction to Forensic Anthropology]] and other textbooks at Wikibooks. *[[Anthropology]] - Wikiversity textbook improvement project. == Notes == ===Definition=== '''Anthropology''' literally translates as the study of humanity, with an emphasis toward a holistic approach. This is exemplified by the four-field approach in the United States: sociocultural anthropology, linguistics, archaeology, and physical anthropology. ''Sociocultural anthropology'' examines contemporary societies and culture. ''Archaeology'' is the study of material artifacts in order to better understand history and past societies. ''Linguistics'' is the study of language and its effects on social relations and culture. ''Physical anthropology'' is the study of comparative physiology within and across the primate species. Anthropologists tend to study large groups of people like villages, tribes, cities, and nations. One of its main tools of social analysis is participant-observation and ethnography, which has traditionally been a first-hand description of a culture, or aspects of a culture but has expanded to include multi-media and integration with other social science tools such as statics. ''Applied Anthropology'' is the practice of anthropological knowledge to practical use. There are many places where anthropology is used to improve people's lives, such as formulating diets, easing tensions between different cultures and nationalities. [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools]] [[Category:Pages needing cleanup after Import]] [[es:Escuela de Antropología]] 3645 68658 2007-01-09T17:46:33Z 158.143.211.19 <font size=4>Welcome to the '''Wikiversity School of Economics'''</font> '''Part of [[Portal:Social Sciences|Social Sciences]]''' '''Economics''' is a social science that deals with the production and distribution of goods and services based on scarce resources and commodities. ==School Description== The Wikiversity School of Economics is currently seeking both motivated students as well as economists and instructors to contribute to the school's development and to define its major areas of research and study. The objective of the department is twofold: #Gather economists who are interested in collaborating on or contributing to the development of top-notch Economics-based textbooks for Wikibooks or who are also interested in creating and hosting classes. #Guide students of all backgrounds and levels of economic comprehension to a greater understanding of Economics. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ===[[Topic:Economics text development|Department of Text Development]]=== *[[/Game Theory|Game Theory]] - The study of decision-making :*[[Topic:Board Game Studies|Board Game Studies]] - subsets of game theory ===[[Topic:Economics Research|Department of Research]]=== ===[[Topic:Political Economy|Department of Political Economy]]=== ===[[Topic:Labour Economics|Department of Labour Economics]]=== ===[[Topic:Environmental Economics|Department of Environmental Economics]]=== ===[[Topic:Natural Resources Economics|Department of Natural Resources Economics]]=== ===[[Topic:Industrial Organization|Department of Industrial Organization]]=== ===[[Topic:Monetary Economics|Department of Monetary Economics]]=== ===[[Topic:Development and Growth|Economy of Development and Growth]]=== ===[[Topic:Economy of Public Policies|Economy of Public Policies]]=== ===[[Topic:Economy of Taxation|Economy of Public Policies]]=== ===[[Topic:International Economics|International Economics]]=== ===[[Topic:Urban Economics|Urban Economics]]=== ===[[Topic:Economic History|Economic History]]=== ===[[Topic:Welfare Economics|Welfare Economics]]=== {{Template:Courses}} '''Note''': Use descriptive names for pages, not numbers. Undergraduate Level - Final *[[Topic:Basics of Economics|Basics of Economics, Ec 1000]] *Ec 1002 - [[Principles of Economics]] *Ec 1101 - [[Microeconomics]] *Ec 1201 - Macroeconomics *Ec 1301 - Monetary Economics *Ec 1401 - Financial Economics *Ec 1500 - [[Introduction to Mathematical Economics]] (Prerequisites: Algebra and Calculus) *Ec 1501 - Mathematical Economics *Ec 1600 - Introduction to Statistical Economics (Prerequisites: Statistics) *Ec 1601 - [[Statistical Economics]] *Ec 1700 - [[Introduction to Econometrics]] *Ec 1701 - [[Econometrics]] *Ec 1800 - [[International Economics]] *Ec 1801 - Information Economics (Infonomics) *Ec 1120 - [[Politics and Economics]] *Ec AAAX - Development Economics *Ec AACX - Industrial Economics *Ec AADX - Labour Economics *Ec AAEX - Public Economics *Ec AAFX - [[Game Theory]] *Ec AAGX - Auction Theory Mathematical Economics Statistics Political Economy Workshop Econometrics Workshop Comprehensive in micro 1, macro 1, political economy History of Economic Thought with electives and dissertation defense ===Current Texts=== ====Required Wikibooks==== {{see also|Wikibooks:Business and economics bookshelf}} {{see also|Wikibooks:Requested books#Business and economics bookshelf}} *[[b:Principles of Economics]] *[[b:Macroeconomics]] *[[b:Intermediate Microeconomic Theory]] *[[b:Intermediate Macroeconomic Theory]] == Hall of Fame == The '''Wikiversity School of Economics''' ranking of the best 50 Top Economists you should not miss in your life! Write here the name of an economist you think should not be missed and a brief explanation for your choice. We will collect all the proposals and by the end of 2007 we will write the first names to be inserted in the hall of fame. * Candidates: * 1. TORSTEN [[PERSSON]] (Sweden, Stockholm University). Motivation: for the usage of new approaches in the Political Economy. * 2. JORGEN [[WEIBULL]] (Sweden, Stockholm University). Motivation: for his outstanding mathematical skills he applied in the economic analysis. * 3. JOSEPH [[STIGLITZ]] (U.S.A, Columbia University). Motivation: for his remarkable contributions in Public Economics. * 4. insert... ====Optional Wikibooks==== *[[b:Political Economy]] ===Notes=== There are several major economic models: * artisanship * feudalism * laissez-faire * capitalism * socialism * communism There are two broad fields: [[Wikipedia:macroeconomics|macroeconomics]] and [[Wikipedia:microeconomics|microeconomics]]. The economists to be studied in this course are divided into five groups: * [[Wikipedia:Classical Economics|Classical Economics]] * [[Wikipedia:Keynesian_economics|Keynesian Economics]] * [[Wikipedia:Monetarism|Monetarist Economics]] * [[Wikipedia:Marxian_economics|Marxian Economics]] * [[Wikipedia:Austrian_School|Austrian Economics]] Important Economists to be studied: Austrian Economists: * [[Wikipedia:Friedrich_Hayek|Friedrich Hayek]] * [[Wikipedia:Ludwig_von_Mises|Ludwig von Mises]] * [[Wikipedia:Murray_Rothbard|Murray Rothbard]] * [[Wikipedia:Carl_Menger|Carl Menger]] Classical Economists: * [[Wikipedia:Adam Smith|Adam Smith]] * [[Wikipedia:David Ricardo|David Ricardo]] * [[Wikipedia:Irving Fisher|Irving Fisher]] * [[Wikipedia:Jean-Baptiste_Say|Jean-Baptiste Say]] Keynesian Economists: * [[Wikipedia:John_Maynard_Keynes|John Maynard Keynes]] * [[Wikipedia:Roy Forbes Harrod|Roy Forbes Harrod]] * [[Wikipedia:John_Hicks|John Hicks]] Monetarist: * [[Wikipedia:Friedrich Von Hayek|Friedrich Von Hayek]] * [[Wikipedia:Milton Friedman|Milton Friedman]] Other Economists: * [[Wikipedia:Economists|Wikipedia List of Economists]] * [[Wikipedia:Karl_Marx|Karl Marx]] Economic Models to be studied: * [[Wikipedia:Artisan|Artisanship]] * [[Wikipedia:Feudalism|Feudalism]] * [[Wikipedia:Laissez-faire|Laissez-faire]] * [[Wikipedia:Capitalism|Capitalism]] * [[Wikipedia:Socialism#An_economic_system|Socialism (Economic Model)]] * [[Wikipedia:Communism|Communism]] * Free Software and Open Source * [http://www.referencenter.com Information Reference] ---- {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire school is still under construction. Helping out in the construction is encouraged.'' |} == Other resources online == http://econwiki.lse.ac.uk/wiki/Main_Page#The_Micro_Wiki A wikimedia wiki being used by an introductory course section at the London School of Economics and Political Science for notes, discussions, writeups, lectures, etc. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... *[[User: Endless melee | Endless melee]] *[[User:Geo.plrd|Geo.plrd]] *[[User:smaldj | Smaldj]] *[[User:Roadrunner|Roadrunner]] *[[User:EmanueleCanegrati|EmanueleCanegrati]] *[[User:znth|znth]] Note: if you've contributed or would like to, please list your user-name here. [[Category:Pages needing cleanup after Import]] [[Category:Wikiversity schools]] [[Category:Economics]] 3648 17498 2006-08-27T15:53:31Z JWSchmidt 20 [[Wikiversity:School of Economics]] moved to [[School:Economics]]: move newly imported school out of the project namespace #REDIRECT [[School:Economics]] 3650 17502 2006-08-27T15:54:16Z JBogdan 533 Public domain user template from Wikibooks <div style="float:left; border: solid #8888aa 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #f7f8ff;" | style="width: 45px; height: 40px; background: #FFFFFF;" | [[Image:PD-icon.svg|45px|Public domain]] | style="font-size: 8pt; padding: 4pt; line-height: 1.25em;" | Content contributed by this user is released under the [[w:en:public domain | public domain]].[[Category:pd users|public domain users]] |} </div> 3651 80467 2007-01-23T23:06:01Z Elatanatari 2826 '''School of Journalism''' Although there are many possible definitions of [[w:journalism|journalism]], a '''journalist''' is generally understood to be someone who tries to communicate the objective truth about a current topic to an interested but critical audience. A ''good'' journalist is somebody who realizes that the objective truth is unobtainable. A journalist must understand the medium he works in. For instance, a newspaper reporter will write correct English. ==Tips== Qualities that most news stories must possess: * Topicality (is the subject interesting?; is it current?) * Completeness (document the who, what, where, when, how; and if possible, why) * Accuracy (use at least two distinct sources for each fact you report) * Impartiality (interview all sides) * Verifiability (name sources where possible) Skills * research ** interviews ** going under cover ** documentation ** short-hand * composition/recording * publishing ==Courses== [[How to write a featured Article]] ==Topics== *[[Topic:Science journalism|Science journalism]] *[[Topic:Photojournalism|Photojournalism]] == See also == [[b:How To Run A Newspaper]] == Stream == [[Journalism Stream]] == Style Guides == * [http://www.guardian.co.uk/styleguide/ The Guardian] (newspaper) * [http://www.economist.com/research/StyleGuide/ The Economist] (weekly) * [http://bailiwick.lib.uiowa.edu/journalism/journalists.html Other resources] (from the University of Iowa) [[Category:Pages needing cleanup after Import]] [[Category:Journalism]] 3652 17516 2006-08-27T15:59:49Z JWSchmidt 20 [[Wikiversity:School of Journalism]] moved to [[School:Journalism]]: move imported school out of the project namespace #REDIRECT [[School:Journalism]] 3653 79324 2007-01-21T01:11:20Z Yangjustinc 5596 /* Active participants */ <font size=4>Welcome to '''Wikiversity's School of Political Science'''</font>, part of '''[[Portal:Social Sciences|The Faculty of Social Science]]''' ---- {| cellspacing=3 |- valign="top" |- halign="center" |width="80%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "Man is by nature a political animal." <br><br>[http://en.wikipedia.org/wiki/Aristotle Aristotle], ''Politics''<br> Greek critic, philosopher, physicist, & zoologist (384 BC - 322 BC) </div> |width="20%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> [[Image:Sanzio 01 Plato Aristotle.jpg|100px]] </div> |} ==School description== Potential students can look forward to a comprehensive free education in political science. The Wikiversity School of Political Science has participants dedicated to promoting critical thought and [[Wikiversity:Scholarly ethics|scholarship]] in the study of politics. Thank you for your interest and please join in [[Wikiversity:Adding content|editing]] the Political Science pages! A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ====Divisions==== * [[Topic:Peace Studies|Division of Peace Studies]] * [[Topic:Ancient Political History|Division of Ancient Political History]] ==== Plans for Departments ==== You can start departments with [[Template:Department boilerplate]]. *[[The Four Fields of Political Science]] - proposed [[Wikiversity:Learning projects|learning project]] *[[Topic:Political Theory|Department of Poltical Theory]] ** (learning projects Pending) *[[Topic:Government & Politics|Department of Government and Politics]] ** (learning projects Pending) *[[Topic:Comparative Politics|Department of Comparative Politics]] ** (learning projects Pending) * [[Topic:International Politics|Department of International Politics]] * [[Topic:Moral and Political Philosophy|Department of Moral and Political Philosophy]] *[[Topic:Public Policy|Department of Public Policy]] ** (learning projects Pending) ==Courses and Learning Materials== ===Undergraduate Level=== ====Core==== * PS 100 Introduction to Political Science * PS 200 Political Theory * PS 300 [[Topic:American Government|American Government]] * PS 301 Comparative Political Systems * PS 400 [[Topic:International Politics|International Relations]] ====Electives/Streams==== * Campaigns and Elections * Legislative Politics * Political Parties * Interest Groups * US Politics and the Media * [[Politics of the European Union]] * Irish Politics * The American Presidency * EU Integration: Problems and Policies * [[Comparative Political Systems II - Comparative Democracy]] * [[US Politics and Global Warming]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Begebies|Begebies]] *[[User:Boneheadmx|Boneheadmx]] *[[User:buridan|buridan]] *[[User:Gh0st | Gh0st]] *[[User:kamotesterman|kamotesterman]] *[[User:Spiller|Spiller]] *[[User:stripypants|stripypants]] *[[User:Tjss|Tjss]] *[[User:Mendy Fisch|Mendy Fisch]] * Wwwendos *[[User:Kfitton|Kfitton]] *[[User:Bibowen|Bibowen]] *[[User:stephen_francis|stephen_francis]] *[[User:Cordless Larry|Cordless Larry]] *[[User:CSM|CSM]] *[[User:Shyam|Shyam]] *[[User:davymast|davymast]] - working on the Division of Peace Studies and its departments, including the Department of International Relations *[[User:dnjkirk|dnjkirk]] - Strategic Studies *[[User:Vickygr|Vickygr]] *[[User:millionwaves|millionwaves]] *[[User:Vignesh|Vignesh]] *[[User:yangjustinc|yangjustinc]] == News == * '''Date founded''' - School founded! if youre happy and you know it clap your hands, if youre happy and you know it clap your hands, if youre happy and you know, and you really want to show it, if youre happy and you know it clap your hands. : ) == Wikibooks == * [[b:Comparative Politics|Comparative Politics]] * [[b:American Politics|American Politics]] * [[b:Political Economy|Political Economy]] * [[b:International Relations|International Relations]] :''See [[b:Wikibooks:Social science bookshelf#Political Science|Political Science]] for political science books.'' :''See [[b:Wikibooks:Requested books#Social science bookshelf|Social science]] for a list of social science books.'' ==External links== * [[Wikisource:The Communist Manifesto|The Communist Manifesto]] [http://en.wikipedia.org/wiki/Communist_Manifesto] {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire school is still under construction. Helping out in the construction is encouraged.'' |} [[Category:Pages moved from Wikibooks]] [[Category:Political Science]] [[de:Fachbereich:Politikwissenschaft]] 3656 17590 2006-08-27T16:06:40Z JWSchmidt 20 [[Wikiversity:School of Political Science]] moved to [[School:Political Science]]: move school out of the project namespace #REDIRECT [[School:Political Science]] 3658 79054 2007-01-20T15:29:09Z JWSchmidt 20 [[Category:Portal|Sociology]] Welcome to Wikiversity's '''Sociology Portal'''. (This page has material that was imported from Wikibooks, see: [[b:Wikiversity:School of Sociology]]. Please integrate this page with the [[School:Sociology|School of Sociology]]. There may be additional subpages that still need to be imported from Wikibooks.) '''Part of the [[School:Social Sciences|Social Sciences Group of WikiU]]''' If you have questions or would like begin development on a sociology textbook, please make note of your intentions on the discussion page. ==School Description== Sociology is the study of human social life. Because human social life is so expansive, sociology has many sub-sections of study, ranging from the analysis of religion to the development of theories to try to understand how the entire world works. ==Courses== [[b:Principles of Sociology]] (U.S. focus) ==Textbooks== * [[b:Introduction to Sociology]] (U.S. focus) * [[b:Sociological Theory]] * [[b:Demography]] -not started * [[b:Sociology of Religion]] * [[b:Gender Stratification]] -not started * [[b:Global Inequality]] -not started * [[b:Contemporary Social Issues]] -not started * [[b:Race & Ethnicity]] -not started * [[b:Social Class]] -not started * [[b:Sociology of the Family]] * [[b:Social Policy]] -not started * [[b:Social Deviance]] * [[b:Delinquency and Crime]] -not started * [[b:Social Psychology]] * [[b:Medical Sociology]] -not started * [[b:Social Movements]] -not started * [[b:Collective Behavior]] -not started * [[b:Social Statistics]] -not started * [[b:Sociological Methods]] * [[b:Urban Society]] -not started * [[b:Organizational Sociology]] (or Industrial Sociology) Additional textbooks might include: * [[b:History of Sociology]] -not started * [[b:Social Gerontology]] -not started * [[b:Sociology of Sports]] -not started * [[b:Computational Sociology]] -not started * [[b:Environmental Sociology]] (or Human Ecology) -not started [[Category:Sociology]] [[it:Wikiversità:Facoltà di Sociologia]] [[Category:Pages needing cleanup after Import]] [[Category:Portal|Sociology]] 3661 17635 2006-08-27T16:14:42Z JWSchmidt 20 [[Wikiversity:School of Sociology]] moved to [[Portal:Sociology]]: remove school from project namespace, [[School:Sociology]] already exists #REDIRECT [[Portal:Sociology]] 3663 17646 2006-08-27T17:01:28Z JWSchmidt 20 from [[w:Template:Checkip]] <span class="plainlinks">[[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] • [[Special:Contributions/{{{1}}}|contribs]] • [http://www.samspade.org/t/lookat?a={{{1}}} WHOIS] • [[Special:Blockip/{{{1}}}|block user]] • [{{fullurl:Special:Log/block|page={{urlencode:User:{{{1}}}}}}} <font color="002bb8">block log</font>] • [{{fullurl:Special:CheckUser|ip={{{1}}}}} <font color="002bb8">checkip</font>])</span> 3664 17649 2006-08-27T17:13:22Z JWSchmidt 20 from Wikipedia [[w:Template:Checkuser]] <span class="plainlinks">[[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] • [[Special:Contributions/{{{1}}}|contribs]] • [[Special:Blockip/{{{1}}}|block user]] • [{{fullurl:Special:Log/block|page={{urlencode:User:{{{1}}}}}}} <font color="002bb8">block log</font>] • [{{fullurl:Special:CheckUser|user={{urlencode:{{{1}}}}}}} <font color="002bb8">checkuser</font>])</span> 3699 19122 2006-08-28T13:59:14Z JWSchmidt 20 [[Category:Wikiversity screenshots]] == Summary == Screen shot of MediaWiki interwiki link glitch. == Licensing == {{GFDL-self}} [[Category:Wikiversity screenshots]] 3701 17741 2006-08-27T19:03:11Z Trevor MacInnis 99 #redirect[[Wikiversity:Questions]] #redirect[[Wikiversity:Questions]] 3702 edit=sysop:move=sysop 48004 2006-11-22T22:12:33Z Sebmol 14 recat '''Note''': ''This page was created at the Mediawiki meta-wiki (see [[m:Moving Wikiversity forward]]). It is reproduced here as an historical archive. Summary: this page contains discussions about the future of Wikiversity held starting from shortly after the community [[m:Wikiversity/Vote/en|vote]] on the original project proposal (page created 7 November, 2005). In mid-December the discussions shifted to [[m:Talk:Wikiversity/Modified project proposal|Modified project proposal]]'' ---- {{Wikiversity}} '''[[Wikiversity]]''' currently means different things to different people. This page is meant to try to define what is realistic for Wikiversity to achieve for the moment and what it could develop in the future. We may need to do more [[m:Research|research]] (possibly facilitated by the [[m:Wikimedia Research Network|Wikimedia Research Network]]) to get a clearer picture of this, possibly in the guise of one or a number of feasability studies. ==What is Wikiversity?== Universities are communities of learners and teachers. University communities are devoted to exploring existing cultures, facilitating the advancement of human endeavors and creating new knowledge and other cultural elements. Wikiversity will apply wiki technology as a new medium within which to construct a university. What follows is an attempt to predict how wikiversity will develop. A central concern of Wikiversity will be discovering how to use wiki technology to facilitate productive human interactions within online communities of learners and teachers. As a new Wikimedia project, the early development of Wikiversity will largely be determined by how Wikiversity interacts with Wikipedia, Wikibooks, and other existing Wikimedia projects. Initially, Wikiversity will draw upon the pool of existing Wikimedia project members and in so doing, Wikiversity must find ways to satisfy the needs of other Wikimedia projects. What kinds of teaching and research services can Wikiversity supply to other Wikimedia projects? '''Wikipedia'''. As wikipedia matures it increasingly needs to cite its sources and provide a systematic way of evaluating the validity of its contents. Wikiversity can perform a vital function in support of Wikipedia editors as they work to find good sources of information and attain objective evaluations of information. Experts within the Wikiversity community can help guide Wikipedia editors to good sources and provide open collaborative research space where the groundwork can be laid for ongoing decisions about should be presented within Wikipedia articles. '''Wikibooks'''. Many good textbooks arise from the experiences of active university members. As Wikiversity members discover how best to use the wiki user interface to support communities of learners and teachers, they will compile that knowledge in the form of dynamic living textbooks in wiki format. :As Wikiversity participants start following the learning trails laid out by early pioneers and serious scholars Wikibooks in the curriculum will start receiving frequent new review useful for fixing typos, accumulating sources and useful tidbits, and identifying confusing material or cruft via comments on talk pages from participatory readers. '''Wikimedia Commons/Wikisource'''. Wikiversity will draw upon archived media and also contribute new material. Some of the products of Wikiversity will be lesson plans and other teaching materials. As members of an active university, Wikiversity members will also produce peer-reviewed manuscripts documenting their studies and research activities. '''Wikinews'''. Wikiversity can provide support for Wikinews. Wikiversity can perform studies of Wikinews so as to identify ways to improve the quality of Wikinews stories and counter systemic biases. Wikiversity can provide space and facilities for journalistic research and a systematic analysis of biases in the sources that Wikinews reporters make use of. (See the [[Wikicities:c:Education:Wikiversity|Wikiversity Core Courses Initiative]]) In forming constructive links to other Wikimedia projects, many Wikiversity webpages will initially be devoted to research projects aimed at supporting the creation of authoritative wikipedia articles, textbooks, and other teaching resources. These research-oriented pages could be organized into Wikiversity "courses" devoted to particular topic areas, roughly corresponding to traditional academic disciplines. One of the exciting aspects of Wikiversity is the opportunity to escape from traditional academic categories and create new multidisciplinary projects that will best suit the needs of the Wikimedia community. As Wikiversity becomes established and matures beyond its initial dependencies on other Wikimedia projects, there are a number of services and projects that Wikiversity could come to manage. Below is an outline of these mid- and long-term possibilities, including what each service requires in terms of human and other resources. ===Resource repository=== To begin, Wikiversity might be a repository of teaching materials, learning resources, lesson plans to be freely available in multilingual format. This could be hosted on Wikibooks, and could interface with other projects, like Wikipedia and, indeed, other books on Wikibooks. ===E-Learning platform=== Not simply creating material, Wikiversity could move on to using wikis in an educational way, creating [[Wikiversity:Learning community|learning communities]] for activities like brainstorming and creating research designs/proposals/business plans or creating [http://collaboration.wikicities.com/wiki/Wikiversity collaborative] media content, like [[m:Wikimentary|wikimentaries]]. ====Wikimentaries==== See [[m:Wikimentary|Wikimentary]] ====Academic publishing==== A few "[[w:Academic publishing|Academic publishing]]" projects have been proposed: *[[m:Communitas|Communitas]] *... ====Learning Objects==== [[w:Learning object|Learning object]]s have been defined as: * "Any entity, digital or non-digital, that may be used for learning, education or training" * "Any digital resource that can be reused to support learning" * "Web-based interactive chunks of e-learning designed to explain a stand-alone learning objective" As a [[w:Virtual learning environment|Virtual learning environment]], Wikiversity shall most likely implement a structured approach to dealing with [[w:Learning object metadata|Learning object metadata]] intricically incorporated into the MediaWiki software platform. To distribute the workload for adding Wikiversity as a Wikimedia project, a page [[m:Learning object metadata|Learning object metadata]] is being created to expedite the process of customizing ''"The IEEE 1484.12.1 – 2002 Standard for Learning Object Metadata is an internationally-recognised open standard (published by the Institute of Electrical and Electronics Engineers Standards Association) for the description of “learning objects”"'' for Wikiversity's purposes. ===Accredited University=== Accreditation is quite possible, but needs substantial thought and preparation. The discussion so far follows closely Harold Wilson's idea of a University of the Air in the early 1960s in Britain. The discussion resulted in the Open University, which is Britan's largest university as well as a very credible institution. Teaching is the easiest part, although access to qualified, responsible instructors is a bigger challenge than it looks. Wikis are so far best for providing written explanatory materials (teriary sources) and not so good for secondary and primary materials. The very dubious assumption is that people will learn all they need to know by reading. The biggest questions are:<br> - <b>Under what accreditation agency and regime?</b> European, North America, other? The answer is more political than educational. - <b>What model of learning will it use?</b> There is a great deal of innovative energy in wikiversity, wikibooks, wikipedia, etc. We still need a model to follow. I wonder if we have most of the ideas somewhere on the site, but they need to be collated and analysed. - <b>How would you ensure authenticity, that any work submitted for credit is really the students own work?</b> - <b>Risk analyis.</b> Running an accredited university this way is not really too hard. Some of the technology has been around for may years. But living is such a high-risk environment could be more difficult. - <b>What level of qualification?</b> The easy options are the lower certificates. Next hardest is the research graduate school, which really depends on having excellent staff. The four-year bachelor degree consumes most resources and is the hardest possible place to start, although that is where most North Americans expect to begin. Some higher diplomas are nearly as difficult. The graduate school of professional practice is also a realistic option, but working with professional associations would be very difficult. - <b>How can the the extremely democratic (almost anarchic) wiki system be made compatible with the accountability and quality assurance systems need for any kind of accreditation?</b> In particular, what do you do with someone who really wants to learn something but just doesn't have the background? You don't want to exclude people, but you can't admit anyone who wants to log on. So there can be value in foundatonal courses that are separate from advanced courses. And someone will have to be authorised to make the hard decisions, even if they are sometimes unpopular. :This is a non issue. Most people who arrive at advanced material and are ignored or deleted when they attempt to participate will quite naturally shift to more appropriate environments. There are also mechanisms available that can differentiate and restrict read/write access to specific pages within the wiki. Some are already present in the wikimedia software others would require extensive developer effort to add to the wikiversity interface. At any rate this is a potential problem for the future. Our current problems are mostly traceable to a lack of participants. [[User:Lazyquasar|Lazyquasar]] 04:18, 25 January 2006 (UTC) Could you have a system where a subject matter expert simply says, "This book is ready" and produce it as a non-wiki and use it as the textbook? Let the wiki become the draft next edition that people can still change. How can we better coordinate different kinds of wiki resources? For example, could teaching materials use links to wikipedia articles? - <b>How can it build credibility?</b> Any plan for an accredited (or accreditable) insitution must have some means for building credibility and reputation. No matter how good it is, it helps nobody if it is seen to be a diploma mill. - <b>How will money flow?</b> The ideal of completely free accredited education is not at all realistic at present. Some money has to flow just to pay the bills. How much do you charge? Do you charge some people more than others? How else do you pay the bills? :The volunteer model is well proven in online open/free projects. Distributed technologies exist which can be modified to allow the Wikimedia Foundation (or other founding infastructure) to remain as a primary organizing resource within a distributed peer to peer and server to server and variations component based grid with adequate accounting to assure that individuals or groups contribute necessary fractions of resources sufficient to guarantee adequate resource response times to all users according to pre-established and financed priority based resource allocations. Obviously this will take some serious volunteered developer effort to achieve. [[User:Lazyquasar|Lazyquasar]] 04:23, 25 January 2006 (UTC) :: The volunteer model just won't work if you want to do anything substantial. *However*, the idea that most people working on free/open source projects are volunteers is a myth. In fact most people working on open source projects are getting paid to do so, and there are lots of business models for this. :: The *good* thing about free culture is that right now, the "middlemen" (i.e. publishers and universities) are making huge amounts of money. If you change the distribution system, less of the money should flow to the distributors, and you can move things directly between content producers and content consumers. Also, I'd expect that the effective costs of some things will go to zero, which will allow resources to be more rationally allocated. Instead of paying for textbooks, students can pay for one-on-one personalized teaching. Instead of paying for the lecture, students can pay to get their papers graded with detailed personal comments, and suggestions rather than just getting a letter grade. ::[[User:Roadrunner|Roadrunner]] 13:22, 8 August 2006 (UTC) - <b>What software will it need?</b> A learning environment system would be better that wikis for some things, and wikis alone can't yet do everything. A videoconference would be helpful, and a teleconfernce would be a good start. Enrolled students could speak, and others would be welcome to listen. The internet would be a good support for that kind of community. At least some answers are simple: <b>Don't accept students into courses for which you don't have staff and suitable teaching and assessment materials.</b> It's not only unethical and unaccreditable, but usually contravenes honesty in advertising laws.) <b>Have a system of admission standards.</b> They must be flexible and creative, but they must also be there and be enforced. <b>Prepare people for assessments.</b> In many cases they would comprise a portfolio of work (e.g. verifiable third-party references, testing results from trusted third parties, etc.) and a viva voce. At graduate school, it would be either original research or professional projects. Nothing difficult there. Ross Woods, ACAS :The above simple answers assume an authoritarian model which in my view is unlikely to prosper in a wiki based volunteer based community. [[User:Lazyquasar|Lazyquasar]] 04:25, 25 January 2006 (UTC) ==Research needed== ===People interested in conducting this research=== *[[User:Cormaggio|Cormaggio]] [[User talk:Cormaggio|<sup><small>@</small></sup>]] 00:23, 8 November 2005 (UTC) - would like to conduct a feasability study (possibly on using wikis for learning) ==Timeline== Q: How long will any/all of this take? A: The journey has started and no detectable/falsifiable theory of completion date articulated, at least to my satisfaction. To infinity and beyond might take forever and a bit more. I propose recess at 2nd coming and judgement day. A: Consider [[w:Wikipedia]] as a prototype. As a prototyping project, it took a few years to simultaneously co-evolve an effective community while developing the Wikimedia software and Foundation. It started in 2000-2001. Some allege it has not even yet proven itself or matched pre-existing encyclopedias standards of quality. It is interesting to note that once the Wikipedia community started self consciously attempting to grow itself and its learning and self maintenance capabilities that growth quickly became limited by available internet infrastructure. Independent sources now report that wikipedia.org is among the top 50 visited web sites on the internet. [[Category:Research]] [[Category:Wikiversity]] ==Proposed Milestones & Goals== Get some classes running. Establish an independent Foundation & Board organized appropriately for a Free University Organize competing for profit internet universities to provide adequate competition for success. (Without corrupting conflicts of personal interest please, until better learning communities come along we need Wikimedia Foundation's internet infrastructure and supporting communities of volunteers.) :http://academia.wikicities.com/wiki/Main_Page ::The above is not an independent competitor. It is in fact owned and operated by two Wikimedia Foundation Board Members as documented here: http://wikicities.com/wiki/About_Wikicities This apparent conflict of interest might be useful in explaining the Board's willingness to defy community votes with terse confusing requests for proposal modifications. It is good to a have a <b>stacked</b> Board! They can protect us from ourselves! Find the results of Wikimedia Foundation's alleged board meeting & decision. Find creditable source regarding the vote results for the project .... possibly in minutes of the 13 November secret/private/nonpublic/not transparent/not open Board Meeting. Establish some action oriented barnstar awards to encourage participation, provide candidates below: :OOPS! (I did something without Board permission or praying to the God King.) == Goals and Milestones Initiated or Completed == * Interest Vote/Survey Completed - Results here * List of Courses Initiated * Wikiversity:School of Engineering Barnstar Program Initiated [[http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering:Barnstars_awarded_by_participants]] * Vote Results Scheduled/Presented for 13 Nov 2005 Wikimedia Foundation Board Meeting - Place links to Scheduled Meeting Agenda and Minutes/Results/Answer herein. : [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 http://wikimediafoundation.org/wiki/Meetings/November 13, 2005] *[[wikibooks:Wikiversity:School_of_Fire_and_Emergency_Management|Wikiversity:School of Fire and Emergency Management]] is initiated and going. Building course and curriculum repository now. One online course ready to go in February and two more ready in March. **Discussions of [[m:Talk:Wikiversity#Current status|Wikiversity proposal modifications]] requested by the Board, see: [[m:Wikiversity/Modified project proposal|modifications to the Wikiversity proposal]] for a central place to discuss modifications that will satisfy the Board. == Materials == * A Powerpoint presentaion on the topic of Wikiversity (in English) has been prepared by [[User:WiseWoman|WiseWoman]]. It can be found in the Example discussion room at [http://evideo.fhtw-berlin.de/moodle/course/view.php?id=19] under Press Office. [[Category:Pages moved from Meta]] [[Category:History of Wikiversity]] 3704 76478 2007-01-15T15:51:50Z JPatrickBedell 5298 Tools which may be useful to participants in engineering studies, research and development. Please add tools and concise evaluations as they become available. * http://opencircuitdesign.com/xcircuit/ :Looks extensive, useful and increasingly so. Not terribly easy to install and maintain for a computer neophyte. * http://z88.uni-bayreuth.de/english.html :Finite element analysis package. Freeware with C source code downloadable. Program documentation available in English, German and Greek. * http://www.eetimes.com/news/design/resources/opensourcelinks.html :List of links to open source or free engineering assets. * http://en.wikibooks.org/wiki/School_of_Mathematics:Software :List of Free Math tools maintained by the Wikiversity School of Mathematics * http://edu.kde.org/kig/ :GUI based geometry editor. Includes some analytical functions, geometric shapes, conic sections and exports to several formats including SVG. Good for sketching and diagrams. * http://edu.kde.org/kmplot/ :Math analysis and plotting tool for Linux/KDE desktop environment. Superimposes functions on precise plots and allows export to bmp, png, and svg. * [[w:Electric (software)|Electric Editor]] VLSI CAD system. Available under the GNU Public License. : Latest version at ftp://ftp.gnu.org/pub/gnu/electric . * [http://www-asim.lip6.fr/recherche/alliance/ Alliance CAD tools] available under the GNU Public License. [[Category:Pages moved from Wikibooks]] [[Category:Free Software]] 3705 79034 2007-01-20T14:52:15Z JWSchmidt 20 [[Category:Portal|Construction]] This page needs to be integrated with [[School:Construction]]. WIC - Wikiversity Institute of Construction will be a multi-discipline learning environment aimed at encouraging and preserving skills and expertise critical to actually building or doing things rather than just reading about them, planning or dreaming. It includes all kinds of practical knowledge from modern how-to(s) to ancient crop planning via astronomy or calenders. It is anticipated in the near future the rising availability of free knowledge bases, software tools and cottage manufacturing automation that the free skills gatherered and propagated here will be increasingly vital to vibrant local markets and craftsmen. Proposed. This Institute is not a going concern. It is proposed to help diversify the participation at Wikiversity and shift its focus from purely academic to practical scholarship of all kinds that people find useful in industry, trade, art and culture. Brainstorming places to attract potential participants: *WikiBuilder Project proposed. [[http://meta.wikimedia.org/w/index.php?title=Proposals_for_new_projects&action=edit&section=84]] *Habitat for Humanity[http://en.wikipedia.org/wiki/Habitat_for_Humanity] *Local hardware and builder supply outlets. *[[w:Free Masons]] Needed to get started: Much/any of the Do-it-yourself or "non encyclopedic" FDL'ed material related to construction or operation or maintenance of modern infrastructure deleted over the past few years at other Wikimedia projects as "out of scope" of local project. [[Category:Pages needing cleanup after Import]] [[Category:Construction]] [[Category:Portal|Construction]] 3707 68105 2007-01-08T09:52:27Z Franz Kies 2208 <center><big>Welcome to '''The School of Project Management''', part of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]</big></center> <center>In cooperation with [[Portal:Engineering and Technology|Engineering and Technology]]</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... * [[Topic:Introduction to Project Management|An Introduction to Project Management]] *:Project Management Professional [http://www.pmi.org PMP] introductory program by [http://www.pmrinstitute.com Project Management Research Institute], Instructor profile is available at http://www.abrachan.org * ... * [[Topic:Project Management|Project Management]] *: A course in PM based on Mindmaps * ... * [[Topic:Conservation of Money Calculations and Status Reporting]] * [[Topic:Matrix Management]] * [[Topic:Effective Ad Hoc Teaming and Teamwork]] * [[Topic:Goal Setting and Management]] * [[Topic:Total Quality Management]] * [[Topic:Managing to U.S.G. Mil-Stds]] * [[Topic:Entrepreneurial Startup]] * [[Topic:Media Project Management]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Pages needing cleanup after Import]] [[Category:Project Management]] 3710 17890 2006-08-27T20:02:16Z JWSchmidt 20 [[Wikiversity:School of Project Management]] moved to [[School:Project Management]]: move school out of project namespace #REDIRECT [[School:Project Management]] 3713 30054 2006-09-28T00:39:41Z Matteo 829 /* Divisions and Departments */ + Topic:* <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. '''Part of the [[Portal:Social Sciences]]''' '''Development Science''' is one of the youngest social sciences starting out in the late 20th century. It emerged from various applications and specializations in economics, political science, sociology, and to some extent, environmental science. This field tackles matters regarding the development of countries and the world with respect to the economy, environment, government, and society. Possible professions include working for United Nations, the World Bank, most nongovernment organizations, governments, and also research centers. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Development Science in Education]] *[[Topic:Development Science in Economics]] *[[Topic:Development Science in Gender]] *[[Topic:Development Science in Governance and Administration]] *[[Topic:Development Science in Inclusion]] *[[Topic:Development Science in Health]] *[[Topic:Development Science in Community]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] 3714 17905 2006-08-27T20:13:06Z JWSchmidt 20 [[Wikiversity:School of Development Science]] moved to [[School:Development Science]]: move this school out of the project namespace #REDIRECT [[School:Development Science]] 3715 32029 2006-10-05T01:33:56Z Draicone 1128 Fix more links - can you please look for anything I've missed? __NOTOC__ __NOEDITSECTION__ [[Image:Fire emily's building 2.jpg|thumb|left|200px]] ==Welcome to the School of Fire and Emergency Management== Today's fire and emergency services has evolved considerably. While steeped in a rich history, the new fire service tradition is one of diversity of skills and knowledge. The vision of the ''School of Fire and Emergency Management'' is to be a portal for training and education; as well, to provide a resource for related research and data. Our approach is titled Open Source Learning. To learn more about it, read the paper [[School:Fire and Emergency Management/About Open Source Learning Project|About Open Source Learning Project]] by Michael D. Finney. Building upon this foundation, education and learning will be the key to the future of the fire and emergency services. Upon this foundation, we begin our journey. The beauty of this community is the ability to collaborate at all levels and to share that knowledge base with everyone. In short, the success is based on the ability to share what we know and to build upon it. [[Image:Feuerwehreinsatz-gan1.jpg|thumb|right|200px]] '''Current Fire and Emergency Management Students''' If you are a current student, looking for information or a program then have a browse. If we don't have what you are looking for, then we hope you will find it, add it here and wait for others to review what you've added. We're naturally all volunteers, but there's more chance of finding what you're searching for if you talk about it. If you would like to see something added, please [[School:Fire and Emergency Management/Department_Message_Board|click here.]] '''Brand New''' If you are brand new to the School of Fire and Emergency Management, then take a moment to familiarize yourself with your surroundings. Much like new apparatus or equipment, familiarization builds confidence and skills. As well, the community will constantly be growing and developing, so taking time now to get one's navigational bearings will save a lot of frustration down the road. '''Academia''' If you are an academic, instructor, or training officer, then we welcome you to edit, add and evolve the site. Your knowledge and expertise will add greatly to the integrity and morale of the School, as well as adding confidence to end users. It's also quite fun. You can add to current courses or create your own. '''To All''' The most important thing, is that if you have some information you can share - '''then share it!''' We welcome all contributions. {| style="width:100%;" | style="width:50%; background-color: #FFF4F4; border:1px solid #FFC9C9; padding:1em;" valign="top" | ==Training Materials== [[School:Fire and Emergency Management/Airport Rescue Fire Fighting|Airport Rescue Fire Fighting]] [[School:Fire and Emergency Management/Driver - Operator|Driver/Operator]] [[School:Fire and Emergency Management/Emergency Medical Services|Emergency Medical Services]] [[School:Fire and Emergency Management/Fire and Life Safety Educator|Fire and Life Safety Educator]] [[School:Fire and Emergency Management/Fire Fighter|Fire Fighter]] [[School:Fire and Emergency Management/Fire Inspector|Fire Inspector]] [[School:Fire and Emergency Management/Fire Instructor|Fire Instructor]] [[School:Fire and Emergency Management/Fire_Investigator|Fire Investigator]] [[School:Fire and Emergency Management/Fire Officer|Fire Officer]] [[School:Fire and Emergency Management/Hazardous Materials|Hazardous Materials]] [[School:Fire and Emergency Management/Technical Rescue|Technical Rescue]] [[School:Fire and Emergency Management/Public Safety Telecommunicator|Public Safety Telecommunicator]] [[School:Fire and Emergency Management/Terrorism|Terrorism]] [[School:Fire and Emergency Management/Wildland Firefighter|Wildland Firefighter]] | style="width:50%; background-color: #F0F0FF; border:1px solid #C6C9FF; padding:1em;" valign="top" | ==Departmental Message Board== *[[School:Fire and Emergency Management/Department_Message_Board|Fire and Emergency Management Department Message Board]] *[[School:Fire and Emergency Management/Who is who in the department|Who is Who in the Fire and Emergency Management Department]] *[[School:Fire and Emergency Management/Strategic Plan|Strategic Planning for the School]] *[http://sep11.wikipedia.org/wiki/In_Memoriam 9-11 Memorial] |- | style="width:50%; background-color:#FFFFF0; border: 1px solid #FFFFA9; padding:1em;" valign="top" | ==Library== *[[School:Fire and Emergency Management/Fire and Emergency Management Resources|The Library]] *[http://en.wikipedia.org/wiki/Portal:Fire Fire Service Wikipedia Portal] *[http://en.wikipedia.org/wiki/Portal:Chemistry Chemistry Wikipedia Portal] *[http://en.wikipedia.org/wiki/Portal:Medicine Medicine Wikipedia Portal] *[http://en.wiktionary.org/wiki/Main_Page Wiktionary] *[[School:Fire and Emergency Management/Current Research Projects|Current Research Projects]] This is the gateway for information about the courses and training in general. We hope that its size and scope will increase dramatically as participation in the School increases. We welcome input from all. | style="width:50%; background-color:#F4FFF4; border: 1px solid #C9FFC9; padding:1em;" valign="top" | ==Current Research and Project News== ''Post here if you have a research project or proposal you are working on. Also, if there is a course you would like to develop and would like to know if others are in need of it or are working on it.'' *<font color=red>Leadership I (''under Fire Officer'') is complete and ready for use</font>...please provide feedback and suggestions on the discussion page of the main course page. *We are in need of volunteers to begin translating some of the projects into other languages. If you are interested, please [[b:Special:Emailuser/Mfinney|email]] [[b:User:Mfinney|Mfinney]] for more information of where to begin. [[Category:Study guides]] [[Category:Fire and Emergency Management]] [[Category:Wikiprofessional]] [[Category:Pages needing cleanup after Import]] 3718 18050 2006-08-27T20:23:33Z JWSchmidt 20 [[Wikiversity:School of Fire and Emergency Management]] moved to [[School:Fire and Emergency Management]]: move this school out of project namespace #REDIRECT [[School:Fire and Emergency Management]] 3720 77436 2007-01-17T00:57:55Z JWSchmidt 20 [[Category:Schools]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. '''The Social Work Profession''' Social Work is the terminology used to describe the human service profession that emerged early in the twentieth century. Today the profession of Social Work covers a wide variety of social and human service related fields. The primary connection between various forms of social work are the Social Work Code of Ethics. This code of ethics seeks to impose human and social conditions and alieviate human distress, suffering, and social problems. Social Work is a caring profession that is both client center and grounded in sociological, psychological, and ecological approaches to social problems. Social Work seeks to mediate problems between individuals and their environment. '''The Goals of Social Work''' Social Work seeks to enhance social functioning of individuals, groups, families, organizations, communities, nations and all of human civilization. Social Workers primarily seek to link clients to resources. Social Work as a profession focuses on improving service delivery through networking and resource developement. Social Work strives to promote social and economic justice through developement of social policy and programs. Social Work seeks to satisfy basic human needs that are necessary for human's physical, emotional, intellectual, spiritual, social, and identity growth. '''The Definition of Social Work Practice''' From ''Working Definition of Social Work Practice'' (1958) National Association of Social Workers (NASW) Commission on Practice: ''"The social work method is the responsible, conscious, disciplined use of self in relationship with an individual or group. Through this relationship the practitioner facilitates interaction between the individual and his social environment with a continuing awareness of the reciprocal effects of one upon the other. It facilitates change: (1) within the individual in relation to his social environment; (2) of the social environment in its effect upon the individual; (3) of both the individual and social environment in their interaction." (p. 7) '' ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * Medical and Rehabilitation * Mental Health * Informational and Referal * Occupational * Corrections and Justice * Geneontological * School and Educational * Housing * Children & Families * Public Health * International * Income Maintenance * Community Organizing * Theorhetical and Research * Diversity and Marginalized Population * Abuse Prevention / Survivor Services '''Basic Theoretical Approaches''' '''''Empowerment Model''''' - the "Process of increasing personal , interpersonal, and political power so that individuals, families, and communities can take action to improve their situations." (Gutierrez 1994 p. 209) '''''[[Strengths-Based Social Work Practice|Strength Based Perspective]]''''' - Social Work seeks to focus on individual, family, and community strengths and competency. This is in contrast to other professions which focus on deficits or maladaptive functioning (''pathology''). Focusing on strengths gives people the power to build on what resources they already posses, what skills and competencies they have already mastered to overcome the obsticles they are faced with. '''''Working Collaboratively''''' - Collaborative work requires Social Work to recognize that each client is the expert in their own life. That clients have the most knowlege as to what their needs are, and what resources they need to access. Collaborative work ensures that clients are invested in the outcomes of interventions, by giving them joint responsibility and recognizing their abilities and potential to suceed. '''''Client Centered Approach''''' - Client Center approach seeks to focus on the needs of clients and to let their needs and abilities guide social work practice. Client centered approach ensures that interventions are collaborative and individualized. Client Centered Approach seeks to empower the individual to direct the invervention and assess what resources they need. '''''Person-In-Environment''''' - Social Work seeks to recognize both the client (person), their environment, and the interaction between them. Coined by Florence Hollis (1964) Person-In-Environment (PIE) or "the person-in-the situation" stresses a person's physical, social, and psychological realities as well as the social relatities that both define and limit that person. Social Workers seek to examine both the personal, and the social aspects of all 'Problems' be they social problems, or personal ones. Most intervention happens at the individual level, with system approaches to problem solving seek mainly to improve individual functioning. ''''' EcoSystems Approach''''' - Similar to Person-in Environment Ecosystems approach seeks to intervene at a level of systems. Developed in the 1970's and 1980's Ecosystems approach seeks to identify and improve ecological conditions. This approach was developed by Meyer, Germain and Gitterman, and Maluccio. Meyer (1988): The paradigm on ecosystems "considers environmental variables as interrelated and reciprocal with the person variables, and therefore environmental intervention must be included among the treatments of choice." (p.287) Germain (1979): "In an ecological view, [social work]practice is directed at improving transactions beweeen people and environments in order to enhance adaptive capacities and improve environments for all who function within them" (pp. 7-8) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Pages needing cleanup after Import]] [[Category:Schools]] 3721 18063 2006-08-27T20:28:05Z JWSchmidt 20 [[Wikiversity:School of Social Work]] moved to [[School:Social Work]]: move this school out of project namespace #REDIRECT [[School:Social Work]] 3723 30018 2006-09-27T21:59:38Z Matteo 829 - cat: to clean up {| width="100%" cellpadding="5" cellspacing="10" style="background:#e7e7e7; border-style:solid; border-width:3px; border-color:#888686;" | width="70%" valign="top" | {| width="100%" border="0" cellpadding="4" cellspacing="0" |The Wikiversity School of Security, Surveillance and Law Enforcement is an online training resource for those interested in furthering their knowledge about such issues. |- | height="30" colspan="2" style="padding:0.2em; background:#09055a; border: solid thin #ffffff; color:#FFFFFF; text-align:center;" | '''Featured Law Enforcement Readings''' |- | * A [http://en.wikipedia.org/wiki/Counterfeit counterfeit] is an imitation that is made with the intent to deceptively represent its content or origins. The word counterfeit most frequently describes forged money or documents, but can also describe clothing, software, pharmaceuticals, or any other manufactured item, especially when these products are protected by trademarks or patents. * [http://en.wikipedia.org/wiki/Sonic_weapon Sonic and ultrasonic weapons] (USW) are weapons of various types that use sound to damage, incapicitate, or kill an opponent. Some sonic weapons are currently in limited use and extensive research and development by military and police forces. Many exist only in the realm of science fiction. * [http://en.wikipedia.org/wiki/Situational_awareness Situational awareness] is being aware of everything that is happening around oneself and the relative importance of everything observed — a constantly evolving picture of the state of the environment. Situational awareness can be described broadly as a person’s state of knowledge or mental model of the situation around him or her. * The [http://en.wikipedia.org/wiki/US_Marshal United States Marshals Service] (sometimes incorrectly spelled "Marshal's Service"), a bureau within the [http://www.usdoj.gov/ United States Department of Justice] (see 28 U.S.C. § 561), is the United States's oldest federal law enforcement agency. It is the enforcement arm of the federal courts, protecting federal courts and ensuring the effective operation of the judicial system. * The [http://en.wikipedia.org/wiki/Business_Software_Alliance Business Software Alliance] (BSA) is a trade group representing a number of the world's largest [http://en.wikipedia.org/wiki/Software software] makers. It is funded through membership dues based on member company's software revenues, and through settlements from companies it successfully brings action against. * The [http://en.wikipedia.org/wiki/Halton_Regional_Police_Service Halton Regional Police Service] (HRPS) provides policing services for the Halton Region in Ontario, [http://en.wikipedia.org/wiki/Canada Canada] which encompasses the City of Burlington and the Towns of [http://en.wikipedia.org/wiki/Oakville%2C_ON Oakville], Milton and Halton Hills. It is made up of about 450 police personnel 150 civilians that cover 987 square kilometers with a population of 297,650. |} | width="30%" valign="top" | {| width="100%" border="0" cellpadding="2" cellspacing="0" | height="30" colspan="2" style="padding:0.2em; background:#850d0d; border: solid thin #ffffff; color:#FFFFFF; text-align:center;" | '''SSP''' |- |[[Image:wikissp_1.png|frame|150px|thumb|School of Security, Surveillance and Law Enforcement]] |- | |- |} {| width="100%" border="0" cellpadding="0" cellspacing="0" | height="30" colspan="2" style="padding:0.2em; background:#09055a; border: solid thin #ffffff; color:#FFFFFF; text-align:center;" | '''Focus On: Human Trafficking''' |- | valign="top" style="padding:0.2em; background:#FFFFFF; border: solid thin #ffffff; text-align: center;" | [http://en.wikipedia.org/wiki/Human_trafficking Trafficking in human beings] includes recruiting, harbouring, obtaining, and transporting people by use of force, fraud, or coercion for the purpose of subjecting them to involuntary acts, such as commercial sexual exploitation (including prostitution) or involuntary labour, i.e., enslaving them. [http://en.wikipedia.org/wiki/Harm_reduction Harm Reduction] is a philosophy of public health intended to be a progressive alternative to the prohibition of certain lifestyle choices. The central idea of harm reduction is the recognition that some people always have and always will engage in behaviours which carry risks, such as casual sex and substance abuse. Harm reduction seeks to mitigate the potential harm associated with these behaviours without attempting to prohibit the behaviors. Harm reductionists contend that no one should be denied services such as healthcare merely because they take risks. Further, harm reduction seeks a social justice response to substance abuse, as opposed to a criminalizing one. |} |- |} {| width="100%" cellpadding="5" cellspacing="10" style="background:#ffffff; border-style:solid; border-width:3px; border-color:#ffffff;" | width="100%" valign="top" | |} == Courses == === Introductory Courses === ** [[Security And Policing101|Security And Policing 101 - Getting Started With Wiki]] ** [[Security And Policing101|Security And Policing 102 - Adding Content To Wiki]] ** [[Security And Policing 201|Security And Policing 201 -]] ** [[Security And Policing 202|Security And Policing 202 -]] ** [[Security And Policing 301|Security And Policing 301 -]] ** [[Security And Policing 302|Security And Policing 302 -]] === Physical Security === ** [[Security And Policing 103|Security And Policing 103 -]] ** [[Security And Policing 104|Security And Policing 104 -]] ** [[Security And Policing 203|Security And Policing 203 -]] ** [[Security And Policing 204|Security And Policing 204 -]] ** [[Security And Policing 303|Security And Policing 303 -]] ** [[Security And Policing 304|Security And Policing 304 -]] === Safety Engineering === ** [[Security And Policing 105|Security And Policing 105 -]] ** [[Security And Policing 106|Security And Policing 106 -]] ** [[Security And Policing 107|Security And Policing 107 -]] ** [[Security And Policing 205|Security And Policing 205 -]] ** [[Security And Policing 206|Security And Policing 206 -]] ** [[Security And Policing 207|Security And Policing 207 -]] ** [[Security And Policing 305|Security And Policing 305 -]] ** [[Security And Policing 306|Security And Policing 306 -]] ** [[Security And Policing 307|Security And Policing 307 -]] === Technology === ** [[Security And Policing 108|Security And Policing 108 - ]] ** [[Security And Policing 109|Security And Policing 109 - ]] ** [[Security And Policing 110|Security And Policing 110 - ]] ** [[Security And Policing 111|Security And Policing 111 - ]] ** [[Security And Policing 208|Security And Policing 208 - ]] ** [[Security And Policing 209|Security And Policing 209 - ]] ** [[Security And Policing 210|Security And Policing 210 - ]] ** [[Security And Policing 211|Security And Policing 211 - ]] ** [[Security And Policing 308|Security And Policing 308 - ]] ** [[Security And Policing 309|Security And Policing 309 - ]] ** [[Security And Policing 310|Security And Policing 310 - ]] ** [[Security And Policing 311|Security And Policing 311 - ]] === Intelligence Gathering & Surveillance === ** [[Security And Policing 112|Security And Policing 112 - ]] ** [[Security And Policing 113|Security And Policing 113 - ]] ** [[Security And Policing 212|Security And Policing 212 - ]] ** [[Security And Policing 312|Security And Policing 312 - ]] === Psychology & Society === ** [[Security And Policing 112|Security And Policing 114 - Verbal Judo]] ** [[Security And Policing 113|Security And Policing 115 - ]] ** [[Security And Policing 212|Security And Policing 213 - ]] ** [[Security And Policing 312|Security And Policing 313 - ]] [[Category:School of Security And Policing Studies]] 3728 77763 2007-01-17T16:26:47Z Franko2nd 5406 <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[The Department of Basic Geography]] - Basic Geography based at school level. *[[Topic:Geography|Geography]] - A basic [[Wikiversity:Topics|content development project]] for Geography. *[[Topic:Cartography|Cartography]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Franko2nd|Franko2nd]] 16:56, 16 January 2007 (UTC) * [[User:CQ|CQ]] 17:44, 16 January 2007 (UTC) ==School news== * '''16/01/07''' - School founded! ==List of Courses== ==Basic Info== * [[w:Geography|Geography]] [[Category:{{PAGENAME}}| ]] [[de:Fachbereich:Geowissenschaften]] 3730 51154 2006-12-03T19:06:02Z Exmachina 3438 /* [[Topic:Eating]] */ <center><big>Welcome to the '''School of Practical Human Life''', part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]].</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Ecological Sustainability|Division of Ecological Sustainability]] ===[[Topic:Eating]]=== * [[Topic:Human Nutrition]] * [[Topic:Edible Plant Identification]] * [[Topic:Fermentation and Preservation of Edibles]] * [[Topic:Culinary Arts]] * [[Topic:History of Agriculture]] * [[Topic:Livestock]] ===[[Topic:Physical Fitness]]=== * [[Topic:Cardiovascular Fitness]] * [[Topic:The Anatomy of Fitness]] * [[Topic:Personal Training]] * [[Topic:Sports History]] * [[Topic:Sports Training]] ===[[Topic:Transportation]]=== * [[Topic:Fuel and Movement]] * [[Topic:Human-powered Vehicles]] * [[Topic:Alternative Fuels]] * [[Topic:Petroleum Politics]] ===[[Topic:House and Home]]=== * [[Topic:Basics of House Construction]] * [[Topic:Land Use and Private Property]] * [[Topic:Territory]] * [[Topic:Plumbing]] ===[[Topic:Waste Management]]=== * [[Topic:Septic Treatment]] * [[Topic:Recycling]] * [[Topic:Dumpster Diving]] * [[Topic:Compost]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''27 August 2006''' - School founded! [[Category:Pages moved from Wikibooks]] [[Category:{{PAGENAME}}| ]] 3731 18149 2006-08-27T20:57:17Z JWSchmidt 20 [[Wikiversity:School of Practical Human Life]] moved to [[School:Practical Human Life]]: move school from project namespace #REDIRECT [[School:Practical Human Life]] 3732 80840 2007-01-25T01:51:33Z 69.231.171.200 [[Image:Wikiversite-banner.jpg|thumb|right|450px]] A Wikiversity school is a large organizational unit that helps Wikiversity participants organize learning resources related to a set of related academic topic areas. This page lists the major schools of Wikiversity. If you want to create a new academic school or department, please read [[Wikiversity:Naming conventions|the naming conventions]]. There can be both a school and a portal for the same subject area. Portals quickly guide new Wikiversity visitors to educational content. The [[:Category:Wikiversity schools|major Wikiversity schools]] are content-development projects where Wikiversity editors plan, organize and develop related [[Wikiversity:Topics|topics]] in a subject area. See: [[Wikiversity:Namespaces|Wikiversity namespace]] for more information about Wikiversity portal, school, and topic pages. [[Image:Schooldivdeptstructure.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. A Wikiversity page for a School goes in the "School:" namespace and the names of such pages start with the "School:" prefix". Each Wikiversity school is devoted to studies of several academic topics. School pages link to pages in the "Topic:" namespace. Most pages in the "Topic:" namespace function like an academic department that studies a narrow academic topic. Departments can link to learning materials and educational resources. All learning resources belong in the main namespace (their names do not include any prefix.]] <br/> ==Major Wikiversity Schools== === [[Portal:Engineering and Technology|Engineering and Technology]] === '''See also''': [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] *[[School:Graphics|Graphics Design]] *[[School:Electronics|Electronics]] *[[School:Engineering|Engineering]] *[[School:Computer Science|Computer Science]] *[[School:Construction|Construction]] *[[School:Project Management|Project Management]] *[[School:Physics and Astronomy|Physics and Astronomy]] === [[Portal:Humanities|Humanities]] === *[[School:Art and Design|Art and Design]] *[[School:Classics|Classics]] *[[School:History|History]] *[[School:Language and Literature|Language and Literature]] *[[School:Law|Law]] *[[School:Music|Music]] *[[School:Comparative Mythology|Comparative Mythology]] *[[School:Philosophy|Philosophy]] *[[School:Theology|Theology]] === [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] === *[[School:Geography|Geography]] *[[School:Marine Sciences|Marine Sciences]] *[[School:Mental Freedom|Mental Freedom]] *[[School:Practical Human Life|Practical Human Life]] *[[School:Media Information Cognition|Media, Information and Cognition]] *[[School:Computer Forensics and Security|Computer Forensics and Security]] *[[School:Computer Simulation and Game Design|Computer Simulation and Game Design]] *[[School:Material Science|Material Science]] [[Image:Calliphora head.jpg|thumb|right]] === [[Portal:Life Sciences|Life Sciences]] === *[[School:Medicine|Medicine]] *[[School:Nursing|Nursing]] *[[School:Biomechanics|Biomechanics]] *[[School:Biology|Biology]] *[[School:Plant Sciences|Plant Sciences]] *[[School:Zoology|Zoology]] *[[School:Veterinary Medicine|Veterinary Medicine]] *[[School:Dentistry|Dentistry]] *[[School:Pharmacy|Pharmacy]] === [[Portal:Mathematics|Mathematics]]=== *[[School:Mathematics|Mathematics]] [[Image:AstroHimmelskugel.jpg|thumb|right]] === [[Portal:Physical Sciences|Physical Sciences]] === *[[School:Chemistry|Chemistry]] *[[School:Engineering|Engineering]] *[[School:Electronics|Electronics]] *[[School:Geology|Geology]] *[[School:Physics and Astronomy|Physics and Astronomy]] === [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] === '''See also''': [[Portal:Engineering and Technology|Engineering and Technology]] *[[School:Architecture |Architecture]] *[[School:Aviation |Aviation]] *[[School:Agriculture |Agriculture]] *[[School:Aquaculture |Aquaculture]] *[[School:Construction |Construction]] *[[School:Education |Education]] *[[School:Engineering |Engineering]] *[[School:Entrepreneurship |Entrepreneurship]] *[[School:Foreign Language Learning |Foreign Language Learning]] *[[School:Library and Information Science |Library and Information Science]] *[[School:Project Management |Project Management]] *[[School:Martial Arts|Martial Arts]] === [[Portal:Professions|Professional Schools]] === *[[School:Architecture|Architecture]] *[[School:Aviation|Aviation]] *[[School:Business|Business]] *[[School:Education|Education]] *[[School:Entrepreneurship|Entrepreneurship]] *[[School:Foreign Language Learning|Foreign Language Learning]] *[[School:Game Design|Game Design]] *[[School:Medicine|Medicine]] *[[School:Audio Engineering|Audio Engineering]] *[[School:Tourism|Tourism]] *[[School:Hospitality Management|Hospitality Management]] *[[School:Business Process Management and Automation|Business Process Management and Automation]] [[Image:Poland 1138 map.jpg|right|thumb]] === [[Portal:Social Sciences|Social Sciences]] === *[[School:Anthropology|Anthropology]] *[[School:Archeology|Archeology]] *[[School:Communication|Communication]] *[[School:Criminal Justice|School of Criminal Justice]] *[[School:Development Science|Development Science]] *[[School:Economics|Economics]] *[[School:Fire and Emergency Management|Fire and Emergency Management]] *[[School:History|History]] *[[School:Journalism|Journalism]] *[[School:Library and Information Science|Library and Information Science]] *[[School:Linguistics|Linguistics]] *[[School:Media Studies|Media Studies]] *[[School:Personal Finance|Personal Finance]] *[[School:Political Science|Political Science]] *[[School:Psychology|Psychology]] *[[School:Security, Surveillance and Law Enforcement|Security, Surveillance, and Law Enforcement]] *[[School:Social Work|Social Work]] (applied Social Science) *[[School:Sociology|Sociology]] *[[School:Strategic Studies|Strategic Studies]] === See also === *[[Wikiversity:Major portals|Major Portals]] - The portals corresponding to the sections of this page. *[[b:Wikiversity:Wikiversity Schools]] - the list of major schools originated at Wikibooks. *[[:Category:Wikiversity schools]] - category containing the major Wikiversity schools listed on this page. [[Category:Wikiversity schools| ]] 3734 18216 2006-08-27T22:46:27Z JWSchmidt 20 [[Wikiversity:Wikiversity Schools]] moved to [[Wikiversity:Schools]]: better name #REDIRECT [[Wikiversity:Schools]] 3735 18222 2006-08-27T22:59:09Z SB Johnny 61 [[Topic:School of Engineering/Free or open source design tools]] moved to [[Topic:Engineering/Free or open source design tools]]: relocating imported page #REDIRECT [[Topic:Engineering/Free or open source design tools]] 3736 76778 2007-01-15T22:40:33Z JWSchmidt 20 [[Category:Project Management]] Goal setting for a project manager, task or team leader, or lead/supervisory/management personnel is often a subtle, complex process. It must comply with top level policies and help accomplish organizational goals, visions, and mission while meeting requirements such as budgets, innovations, employee training, delivery deadlines, manufacturing quotas, etc. that are often driven by lateral requirements within the organization as well as top down direction. It is important to understand an individual goal setting process and have practiced and polished individual personal skills in setting and attaining personal goals. [http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering:Critical_Thinking_%26_Self_Communication:goal_setting] It is even more important to acknowledge that achieving participant buyin requires discussion and coordination of group goals as well as each individual's personal goals or agenda. Each team member must feel their input and contribution are valued and impact overall group goals and the group leadership team or process must find ways to resolve and remove obstacles or conflicts resulting from conflicting individual and group goals. Often inexperienced managers or leaders will attempt to apply a dictatorial or authoritarian model which assumes that since they are in charge they will specify goals and tasks necessary to achieve their superiors goals and task assignments. Theoretically everyone else will hop to and efficiently accomplish the work tasks as directed to achieve the mandated tasks and goals. Often this approach will yield initial results as experienced team players attempt to compensate for this deficiency in leadership skills while addressing improving the neophyte leader's skills and attitudes. Sometimes this works out well but often it results in disaster as the neophyte manager incorrectly interprets team success as validation of the merit of his authoritarian approach. Eventually (sometimes quickly or instantaneously) the honeymoon or cut them some slack period is over and group performance falls off until the deficiency in team management's coordination skills improve sufficiently to recover adequate team member buyin to specific common corporate/group/team goals. [[Category:Pages moved from Wikibooks]] [[Category:Project Management]] 3737 77246 2007-01-16T20:22:28Z JWSchmidt 20 [[Category:Project Management]] ==Preparation== ; Study Venn Diagrams : Anything beyond very simple personal goals always involves other human beings or mammals or life forms or rocks or other manifestations of the physical universe. ==Personal Goal Setting and Implementation Management== * Identify or brainstorm specific personal goals. * Identify specific missions, goals or tasks which are related somehow to your attaining your specific goal. First do this individually for each goal. As part of daily prioritization can identify common tasks or tasks which can be worked on concurrently. * Identify current and possible obstacles. Keep alert for chances to nibble, sidestep or obliterate them as you proceed through the planning and action tasks and work with other people. * Identify people and organizations who can assist you with achieving your goals or prioritized tasks. * Figure out what is in it for them. This will undoubtedly involve some intelligence gathering (recruiting, querying) or coordination and possibly mutation or expansion of the original goal set to adequately compensate other participants for their efforts beneficial to your goals. Sometimes phased or interlocked delivery is important. You are trying to accomplish your own or the team's goals and tasks, not be diverted to completing someone elses desires prior to achieving or initating work regarding your own. Sometimes it simply requires a polite request, flowers with a smile, or some reasonable amount of cash. * Develop a plan or a series of small achievable tasks which when accomplished in the aggregate will achieve the goal. For multiple goals do this for each one and then integrate or prioritize according to personal priorities. Keep in mind priorities may need to shift in accordance with external events or others peoples' goals or desires. * Specify concrete objective measururable milestones or metrics which can be used to track progress towards the goal. * Review progress periodically and revise plan appropriately. Note: In Total Quality Management philosophy this cycle is often call the PDCA loop. Plan, Do, Collect, Analyse, iterate. The biggest difference is that TQM is often implicitly assuming motivated people and teams and focused on specific business or manufacturing processes. The above goal setting processes is more general and must involve motivating other people and gaining their assistance or cooperation. [[Category:Pages moved from Wikibooks]] [[Category:Project Management]] 3738 33244 2006-10-09T06:31:28Z Draicone 1128 Fix redirect (used by wikibooks) - no double redirect really #REDIRECT [[Topic:Goal Setting and Management]] 3739 18245 2006-08-27T23:43:44Z SB Johnny 61 [[Wikiversity:School of Engineering/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]] moved to [[Topic:Project Management/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]]: imported p #REDIRECT [[Topic:Project Management/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]] 3745 47923 2006-11-22T20:42:19Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the '''General Biology''' learning resource development center! ==Center description== The General Biology learning resource development center aims to create and provide exciting learning projects for Wikiversity participants. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Biology]] - an asynchronous learning trail or link maze which participants seeking knowledge of fundamentals can follow. *[[Human Genetic Uniqueness Project]] - What makes humans '''human'''? * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... == Online Reference Information and Portals == * http://en.wikipedia.org/wiki/Portal:Biology ==Light reading with links or search subjects to further information.== http://www.usatoday.com/tech/science/discoveries/2005-12-04-nature-engineers_x.htm [[Category:Pages moved from Wikibooks]] [[Category:General Biology| ]] 3749 60395 2006-12-18T18:52:07Z J.Steinbock 2353 Remove blank template The advent of digitalization of ancient manuscripts of the Bible makes an Internet collaboration on a Modernity Version of the New Testament possible for all levels of participation, called wikification, everybody edits. The rules are laid down through the first 3 and 1/2 chapters of John. If you leave your qualifications or desire below then start on the [[Wikiversity: School of Theology/Gospel 101/Verses for the week|Verses for the week]] which for starters are various verses in the [[b:Christianity#Appendix|Christianity]] Appendix Prophecy Fulfillment column. Admittedly, this is an invitation for a select few to become masters of the language. Convert these significant verses from KJV to a modern translation preferably gender neutral. There are 101 ways (or mention) to believe in the Gospel of John, thus the course name, and we have only highlighted fifteen so far. Go for it. = Students Enrolled = * [[User:Athrash|<nowiki></nowiki>]] &#45; [[User:Athrash|Athrash]] | [[User_talk:Athrash|<small>{Talk)</small>]] 07:10, 23 August 2005 (UTC) ---- Back to [[Wikiversity:School of Theology]] [[Category:Theology]] 3750 70011 2007-01-10T20:03:21Z CQ 1939 expanding... This learning resource offers a broad interpretation of [[Christianity]] through the Wikiversity [[School:Theology|School of Theology]]. It is being expanded to be as inclusive as possible. Feel free to add links to other relevant pages and learning projects. ==General== *[[Introduction to Christianity]] *[[What is a Christian?]] *[[/Gospel 101/]] *... ==Catholic== *[[Introduction to Roman Catholicism]] *[[Fundamental Beliefs in Roman Catholicism]] *[[Nicene Creed (Roman Catholic Theology)]] *... ==Protestant== *[[Topic:Protestantism]] *... ==Related studies== [[Historical Introduction to Philosophy]]: *[[Historical Introduction to Philosophy/Faith and Reason]] *[[Historical Introduction to Philosophy/The Problem of Evil]] *[[Historical Introduction to Philosophy/Arguments for God]] *... Other: *[[The Problem of Evil]] *[[Science teaching materials for creationism]] *[[Death, Desire and Loss in Western Culture]] *[[Urantia Book]] *... ==Learning projects== *[[Topic:Christian Studies]] *[[Topic:Biblical Studies]] *[[Topic:Bible Translation]] *... ==Resources== *[[w:Christianity]] *[[b:Christianity]] *... [[Category:Theology]] 3751 47827 2006-11-22T20:23:52Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] This section of <b>Introduction to Biology Fundamentals</b> takes the form of an asynchronous learning trail or link maze which participants seeking knowledge of fundamentals can follow seeking information and enlightenment at their own pace. Participants are encouraged to <b>edit boldly</b> serene in the knowledge that other participants will soon erode away neophyte like errors with new misunderstandings and challenges for future participants. We also expect an occasional mentor or knowledgeable biological specialists to wander in and idly correct an occasional misunderstanding. If you are uncomfortable with this approach feel free to experiment with a sock puppet or custom persona to avoid credit for your efforts. == Current Participant List == * [[user:lazyquasar]] Have a reference text available: "Biological Science" by William T. Keeton. cp 67 by W. W. Norton & Company. A tad out of date probably but I hope useful for basics. [[user:akematha]] * add your persona handle here == Reference Lists == === Online texts === * http://en.wikibooks.org/wiki/Biology *[[General Biology | General Biology]] === Lucid articles, tutorials, or presentations === === Group Project Proposals === [[Category:General Biology]] [[Category:Pages moved from Wikibooks]] [[Category:Introductions]] 3752 18311 2006-08-28T01:18:04Z JWSchmidt 20 [[Wikiversity:School of Biology:General Biology:Introduction to Biology]] moved to [[Introduction to Biology]]: learning resource move to main namespace #REDIRECT [[Introduction to Biology]] 3753 18313 2006-08-28T01:18:08Z SB Johnny 61 [[Topic:School of Theology/Gospel 101]] moved to [[Christianity/Gospel 101]]: import locating #REDIRECT [[Christianity/Gospel 101]] 3754 37525 2006-10-22T02:35:01Z Athrash 1499 fix link Find ECCEHOMO edit below as example of translation methods.<br> Discover 3 verses already translated in The Updated [[b:Christianity#Appendix|Modernity]] Version (Parallel, Annotated) and can be revised as such here. &nbsp;<font color="#FF0000">New</font> ---- == == And the dragon stood before the woman <s>which</s> <b>who</b> was ready to be delivered, <s>for</s> waiting to devour her child as soon as it was born. <s>And</s> She brought forth a man child, who was to rule all nations with a rod of iron; <s>and</s> <B>but</B> her child was <s>caught</s> <b>called (?)</b> up <s>un</s>to God, and to his throne. Re. 12: 4, 5 :'''called''' or :'''delivered''' or :'''translated''' Result was turn the first sentence around and keep the lofty language of "brought forth," :And in front of the woman who was about to be delivered, the dragon stood waiting to devour the child as soon as it was born. She brought forth a man child, who was to rule all nations with a rod of iron; but her child was delivered up to God, and to his throne. But while he thought on these things, behold, the angel of the Lord appeared unto him in a dream, saying, Joseph, thou son of David, fear not to take unto thee Mary thy wife: for that which is conceived in her is of the Holy Ghost. And she shall bring forth a son, and thou shalt call his name JESUS: for he shall save his people from their sins. Mt.1: 20-21 Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us. Mt. 1: 23 The book of the generation of Jesus Christ, the son of David, the son of Abraham. Mt. 1: 1 Now when Jesus was born in Bethlehem of Judea in the days of Herod the king… Mt. 2: 1 Then was fulfilled that which was spoken by Jeremy the prophet, saying, In Rama was there a voice heard, lamentation, and weeping, and great mourning, Rachel weeping for her children, and would not be comforted, because they are not. Mt. 2: I6-18 When he arose, he took the young child and his mother by night, and departed into Egypt: And was there until the death of Herod: that it might be fulfilled which was spoken of the Lord by the prophet, saying, Out of Egypt have I called my Son. Mt. 2: 14-15 And he came and dwelt in a city called Nazareth: that it might be fulfilled which was spoken by the prophets, He shall be called a Nazarene. Mt. 2: 23 For all the prophets and the law prophesied until John. And if ye will receive it, this is Elias, which was for to come. Mt. 11: 13-14 And Jesus, when he was baptized, went up straightway out of the water: and, lo, the heavens were opened unto him and he saw the Spirit of God descending like a dove, and lighting upon him. Mt. 3: 16 And he saith unto him, Verily, verily, I say unto you, Hereafter ye shall see heaven open, and the angels of God ascending and descending upon the Son of man. Joh. 1: 51 And leaving Nazareth, He came and dwelt in Capernaum, which is upon the sea coast, in the borders of Zabulon and Nephthalim: That it might be fulfilled which was spoken by Esaias the prophet, saying, The land of Zabulon, and the land of Nephthalim, by the way of the sea, beyond Jordan, Galilee of the Gentiles; The people which sat in darkness saw great light, and to them which sat in the region and shadow of death light is sprung up. Mt 4: 13-16 The Spirit of the Lord is upon me, because he hath anointed me to preach the gospel to the poor; he hath sent me to heal the brokenhearted, to preach deliverance to the captives, and recovering of sight to the blind, to set at liberty them that are bruised. To preach the acceptable year of the Lord. And he closed the book, and he gave it again to the minister, and sat down. And the eyes of all them that were in the synagogue were fastened on him. And he began to say unto them, This day is this scripture fulfilled in your ears. Lu. 4: 18-22 And when ye shall see Jerusalem compassed with armies then know that the desolation thereof is nigh, Then let them in Judea flee to the mountains, and let them which are in the midst of it depart out; and let not them that are in the countries enter thereinto. For these be the days of vengeance, that all things which are written may be fulfilled. Lu. 21: 20-22 If I told you earthly things, and ye believe not, how shall ye believe, if I tell you of heavenly things? And no man hath ascended up to heaven, but he that came down from heaven, even the Son of man which is in heaven. And as Moses lifted up the serpent in the wilderness, even so must the Son of man be lifted up. Joh. 3: 12-14 For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. Joh. 3: 16 Is not this the carpenter, the son of Mary, the brother of James, and Joses, and of Juda, and Simon? and are not his sisters here with us? And they were offended at him. Mk. 6: 3 For Jesus himself testified that a prophet hath no honour in his own country. Joh. 4: 44 In the last day, that great day of the feast, Jesus stood and cried, saying, If any man thirst let him come unto me, and drink. He that believeth on me, as the scripture hath said, out of his belly shall flow rivers of living water. (But this spake he of the Spirit, which they that believe on him should receive: for the Holy Ghost was not yet given; because that Jesus was not yet glorified.) Joh. 7: 37-38 When the even was come, they brought unto him many that were possessed with devils: and he cast out the spirits with His word, and healed all that were sick: That it might be fulfilled which was spoken by Esaias the prophet, saying, Himself took our infirmities, and bare our sicknesses. Mt. 8: 16-17 Behold my servant, whom I have chosen; my beloved, in whom my soul is well pleased: I will put my spirit upon him, and he shall show judgment to the Gentiles. Mt. 12: 18 == == <b>He will not break<b> a bruised reed <s>shall he not break</s>, <s>and</s> <b>nor will he extinguish the<b> smoking flax <s>shall he not quench</s>, <b>un</b>til he <s>send forth</s> <B>has brought on</B> judgment unto victory. Mt. 12: 20 :Helps: It is the same word and image (2Kings 18:21) which [Isaiah] uses in his prophecy of our Lord, “a bruised reed (רצץ קנה qâneh râtsats) shall He not break,” i. e., He shall not break that which is already bruised. The word implies, then, don't kick a man when he's down. I am the good shepherd, and know my sheep, and am known of mine. As the Father knoweth me, even so know I the Father: and I lay down my life for the sheep. And other sheep I have, which are not of this fold: them also I must bring, and they shall hear my voice; and there shall be one fold, and one shepherd. Joh. 10: 14-16 On the next day much people that were come to the feast, when they heard that Jesus was coming to Jerusalem, took branches of palm trees, and went forth to meet him, and cried, Hosanna: Blessed is the King of Israel that cometh in the name of the Lord. And Jesus, when he had found a young ass, sat thereupon; as it is written: Joh. 12: 12-14 And when the chief priests and scribes saw the wonderful things that he did, and the children crying in the temple, and saying, Hosanna to the son of David; they were sore displeased, And said unto him, Hearest thou what these say? And Jesus saith unto them, Yea; have ye never read, Out of the mouth of babes and sucklings thou hast perfected praise? Mt. 21: 15-16 And said unto them, It is written, My house shall be called the house of prayer; but ye have made it a den of thieves. Mt. 21: 13 Jesus saith unto them, Did ye never read in the scriptures, The stone which the builders rejected, the same is become the head of the corner: this is the Lord’s doing, and it is marvellous in our eyes? Mt. 21: 42 Therefore they could not believe, because that Esaias said again, He hath blinded their eyes, and hardened their heart; that they should not see with their eyes, nor understand with their heart, and be converted, and I should heal them. These things said Esaias, when he saw His glory, and spake of Him. Joh. 12: 39-41 For I say unto you, I will not drink of the fruit of the vine, until the kingdom of God shall come. And he took bread, and gave unto them, saying, This is my body which is given for you: this do in remembrance of me. Likewise also the cup after supper, saying, This cup is the NEW TESTAMENT in my blood which is shed for you. Lu. 22: 18-20 I speak not of you all: I know whom I have chosen: but that the scripture may be fulfilled, He that eateth bread with me hath lifted up his heel against me. Joh. 13: 18 If I had not done among them the works which none other man did, they had not had sin: but now have they both seen and hate both me and my Father. But this cometh to pass that the word might be fulfilled that is written in their law, They hated me without a cause. Joh. 15: 24-25 And said unto them, What will ye give me, and I will deliver him unto you? And they covenanted with him for thirty pieces of silver. Mt. 26: 15 Then saith Jesus unto them. All ye shall be offended because of me this night: for it is written, I will smite the shepherd, and the sheep of the flock shall be scattered abroad. Mt. 26: 31 And he cast down the pieces of silver in the temple, and departed, and went and hanged himself. And the chief priests took the silver pieces, and said, It is not lawful for to put them into the treasury, because it is the price of blood. And they took counsel, and bought with them the potter’s field, to bury strangers in. Mt. 27: 5-7 For many bare false witness against him, but their witness agreed not together. Mk. 14: 56 And he answered him to never a word; insomuch that the governor marvelled greatly. Mt. 27: l4 Then released he Barabbas unto them: and when he had scourged Jesus, he delivered him to be crucified. Mt. 27: 26 == == Then <s>came</s> Jesus <s>forth</s> <b>came forward</B>, wearing the crown of thorns, and the purple robe. And <B>Pilatus</B> <s>saith unto</s> <B>said to</B> them, <B>[ECCEHOMO]</B> Behold the man. Joh. 19: 5<br> [[User:Athrash|<nowiki></nowiki>]] &#45; [[User:Athrash|Athrash]] | [[User_talk:Athrash|<small>{Talk)</small>]] 07:26, 23 August 2005 (UTC) And he said unto them the third time, Why, what evil hath he done? I have found no cause of death in him: I will therefore chastise him, and let him go. And they were instant with loud voices, requiring that he might be crucified. And the voices of them and of the chief priests prevailed. And Pilate gave sentence that it should be as they required. Lu. 23: 22-24 And they smote him on the head with a reed, and did spit upon him, and bowing their knees worshipped him. And when they had mocked him, they took off the purple from him, and put his own clothes on him, and led him out to crucify him. Mk. 15: 19-20 The other disciples therefore said unto him, We have seen the Lord. But he said unto them, Except I shall see in his hands the print of the nails, and put my finger into the print of the nails, and thrust my hand into his side, I will not believe. Joh. 20: 25 And when they were come to the place, which is called Calvary, there they crucified him, and the malefactors, one on the right hand, and the other on the left. Lu. 23: 33 Then said Jesus, Father, forgive them; for they know not what they do. And they parted his raiment, and cast lots. Lu. 23: 34 After this, Jesus knowing that all things were now accomplished, that the scripture might be fulfilled, saith, I thirst. Joh. 19: 28 They gave him vinegar to drink mingled with gall: and when he had tasted thereof, he would not drink. Mt. 27: 34 And they that passed by reviled him, wagging their heads. Mt. 27:39 And one of the malefactors which were hanged railed on him, saying, If thou be Christ, save thyself and us. Lu. 23: 39 (Mt. 27:43) But the other answering rebuked him, saying, Dost not thou fear God, seeing thou art in the same condemnation? And we indeed justly; for we receive the due reward of our deeds: but this man hath done nothing amiss. And he said unto Jesus, Lord, remember me when thou comest into thy kingdom. And Jesus said unto him, Verily I say unto thee, To day shalt thou be with me in paradise. Lu. 23: 42-43 Now from the sixth hour there was darkness over all the land unto the ninth hour. Mt. 27: 45 And about the ninth hour Jesus cried with a loud voice, saying, Eli, Eli lama sabachthani? that is to say, My God, my God, why hast thou forsaken me? Mt. 27: 46 And when Jesus had cried with a loud voice, he said. Father, into thy hands I commend my spirit: and having said thus, he gave up the ghost. Lu. 23:46 Nor consider that it is expedient for us, that one man should die for the people, and that the whole nation perish not. John 11:50 But when they came to Jesus, and saw that he was dead already, they brake not his legs: Joh. 19: 33 But one of the soldiers with a spear pierced his side, and forthwith came there out blood and water. Joh. 19: 34 When the even was come, there came a rich man of Arimathaea, named Joseph, who aIso himself was Jesus' disciple: He went to Pilate, and begged the body of Jesus. Then Pilate commanded the body to be delivered. Mt. 27: 57-58 And he said unto them, These are the words which I spake unto you, that all things must be fulfilled, which were written in the law of Moses, and in the prophets, and in the psalms, concerning me. Then opened he their understanding, that they might understand the scriptures, And said unto them, Thus it is written, and thus it behoved Christ to suffer, and to rise from the dead the third day: And that repentance and remission of sins should be preached in his name among all nations, beginning at Jerusalem, And ye are witnesses of these things. Lu. 24: 44-48 And it came to pass, while he blessed them, he was parted from them, and carried up into heaven. Lu. 24: 51 So then after the Lord had spoken unto them, he was received up into heaven, and sat on the right hand of God. Mk. 16: 19 ---- Back to [[Christianity/Gospel 101|Gospel 101]] [[Category:Theology]] 3755 18336 2006-08-28T01:21:39Z SB Johnny 61 [[Wikiversity:School of Theology/Gospel 101/Verses for the week]] moved to [[Christianity/Gospel 101/Verses for the week]]: locating import #REDIRECT [[Christianity/Gospel 101/Verses for the week]] 3756 18338 2006-08-28T01:23:32Z JWSchmidt 20 subcategory [[Category:Biology]] 3758 18346 2006-08-28T01:30:32Z JWSchmidt 20 [[Topic:Biology]] moved to [[Topic:Evolutionary Biology]]: more specific page name #REDIRECT [[Topic:Evolutionary Biology]] 3761 79903 2007-01-22T09:12:10Z 71.116.68.121 /* Topics under development */ [[Image:CSSZenGardenLikeTheSea.png|400px|right|An example of a fixed-layout design]] '''Web Design''' is an incredibly '''fun''' skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from '''current professionals''' who publish their techniques for all to read on their own Web-logs! You'll find below a growing number of topics that we think provide a '''good foundation''' for any web designer. We're also working on the requirements for formal [[Web design qualifications|qualifications]], so you can start collecting evidence of your skills towards a '''formal qualification''' in your country. Of course, if you have anything to add or improve then please join us and contribute! (Read [[About_the_web_design_learning_project|More about the web design learning project]]) == What you can learn here== The following topics have been ordered to help provide a pathway for you to learn the main skills of web design. Of course, you might deviate from that path - or create a new path! * [[Build a basic web page|Build a basic web page]] [[Image:75%.png]] - Get started creating your own web pages and learning how to style them! * [[Web Design/Intermediate HTML and CSS|Building a small website]] [[Image:25%.png]] - Building on your skills to create structured HTML content that can be styled and layed-out with your stylesheets (Includes [[Web Design/CSS Challenges|10 CSS Challenges]]!) * [[Web Design/Developing a Client Project|Developing a Client Project]] [[Image:00%.png]] - Applying your HTML/CSS skills to your first real client project where you'll learn some project management, information architecture and usability along the way! Now featuring the [[Information Architecture Challenges]] * [[Web Design/An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] [[Image:50%.png]] - Learn some of the fundamentals of computer programming (sequence, selection, repetition and variables) with your own web pages! Now with [[Introductory algorithm challenges]] and [[Web Design/JavaScript:JavaScript Challenges|Javascript Challenges]]! * [[Web Design/Dynamic Websites|An Introduction to Dynamic Websites]][[Image:25%.png]] - Learn the basics of server-side scripting, including page templates and form handling. Now including [[Web_Design/Dynamic_Websites/PHP_Challenges|PHP Challenges]]! Each topic includes an outline, suggested activities and learning resources to help you along your way. == Topics under development == * [[Web Design/Using the Internet as a Learning Tool|Using the Internet as a Learning Tool]] [[Image:25%.png]] - Start learning how you can keep up-to-date with the world of web-design. * [[Web Design/Design Principles for Web Design|Design Principles for Web Design]] [[Image:00%.png]] - Before getting too technical, get started with some all important graphic design principles as they're applied to the web! * [[Web Design/Emerging Technologies|Emerging Technologies]] - There are some pretty nifty tools and technologies constantly working their way into Web design... start to find out about them! Now with [[Web Design/XML Challenges|XML Challenges]]. * [[Web Design/Accessibility|Accessibility]] - Start using the right practices from the start! * [[Web_Design/Design_Suggestions|Design Suggestions]] - Suggestions for Design resources. * [[Web Design/Getting Your Site On the Web]] [[Image:25%.png]] - So you've got your site, now you need to get it on the web for everyone to see! == Qualifications == This course may help you gather evidence of your competence towards certain [[Web Design/Qualifications|qualifications]] in different countries, helping you to identify the skills you need to demonstrate in order to be assessed for your qualification. [[Category:Software]] [[Category:Web Design]] [[de:Kurs:Webdesign]] 3762 26165 2006-09-11T03:20:39Z Michaelnelson 310 Adding a bit more... still needs much more work. This activity is most suited to people who already feel confident with some basic HTML and CSS skills. If not, you may first want to complete [[Web Design/Sarahs Notecards|Sarahs Notecards - A Step-by-Step Introductory Web Project]] instead. Although this small website project is based around the excellent book Creating a Web Page with HTML, you may wish to discuss with your facilitator (if you have one) doing a small site of your own. Make sure that your website is something of interest to you, preferably something that you can expand on later - but don't plan it too big at this stage! A simple home page with 2 consistent inner pages should provide plenty of HTML/CSS code and images for you to demonstrate everything outlined on [[Web Design/Basic HTML and CSS|Basic HTML and CSS]] and [[Web Design/Intermediate_HTML_and_CSS|Intermediate HTML and CSS]]. == Scenario == You've completed your [[Web Design/Sarahs Notecards|prototype for Sarah's Notecards]], and are ready to meet your client to show her the result! == Your prototype meeting == Ideally, you will get a chance to do a roleplay and actually conduct the interview. You'll need to create the following before conducting your interview: * Meeting agenda * A small list of questions to discuss (add links for resources). Make sure you find out: ** What the actual purpose of the site is (Why will your site exist? Why will people visit your site?) ** Identify your target audiences (Who do you expect will be viewing your site) ** Define content requirements (What content do you need to provide to fulfil the purpose of your site for your target audiences?) == After the meeting == TODO: Need to finish this section. * Homepage is fixed-width design single column * Other pages are Fixed-width design with 2 columns * Nav column on right-hand side of inner pages * New theme design - something that represents travel and fun * Needs to be standards compliant and accessible. * Listomatic list for navigation === Specific Tasks === # Identify the tasks needed to complete this project. # Develop simple site structure (Plan how your information will be structured) # Create a new prototype on paper or in Photoshop, clearly showing the look-n-feel of the site. Make sure you get lots of feedback from others about this! # Code HTML and CSS, using HTML for your content and CSS for all your presentation. # Upload your site to your webhost. # Test and peer review. Ask some random people to use your site... give them specific tasks to do and see if they find the information! If you're in a classroom environment, try working in a small group and brainstorm your ideas for your site. == Specific resources == [[Category:Web Design]] 3763 18486 2006-08-28T02:04:36Z SB Johnny 61 [[Web Design]] moved to [[Topic:Web Design]] #REDIRECT [[Topic:Web Design]] 3764 47930 2006-11-22T20:43:12Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the '''Microbiology Department''' of the Wikiversity [[School:Biology|School of Biology]]! [[Image:Helicobacter pylori diagram.png|frame|right]] ==Department description== Short modules that provide an introduction to several key microbiological topics. There is little point trying to immediately create complex, in-depth courses. 'Primers' provide a starting point for people wishing to learn about microbiology. Join these projects and help build Wikiversity! The Microbiology Department works in close cooperation with [[Topic:Medical Microbiology|Medical Microbiology]]. ==Department news== * '''28 August 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Phage project]] - mixing microbiology research and education. *[[Introduction to Medical Microbiology]] - [[Topic:Basic sciences|Basic Sciences]] resource for the [[School:Medicine|School of Medicine]]. * ... *Introduction to Bacteriology *Introduction to Virology *Introduction to Bacterial Genetics *Microbiological Techniques *Cultivating stable microecologies for organics waste processing/conversion[http://en.wikibooks.org/wiki/Wikiversity:Civil_Engineering] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[Wikipedia:Microbiology|Microbiology]] *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress: * [[b:Wikibooks:Microbiology]] - needs help! ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Pages moved from Wikibooks]] [[Category:Microbiology| ]] 3766 18523 2006-08-28T02:39:24Z JWSchmidt 20 subcategory [[Category:Biology]] 3767 47861 2006-11-22T20:30:05Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] This is the Introduction to Protein Structure and Function course. ==== Course layout ==== ==== [[Protein Structure]] ==== ===== [[Primary Structure]] ===== * [[Primary Structure:Amino Acids|The 20 Amino Acids]] ===== [[Secondary Structure]] ===== * [[Secondary Structure:Alpha Helix|Alpha Helix]] * [[Secondary Structure:Beta Sheets|Beta Sheets]] * [[Secondary Structure:Protein Motif|Protein Motifs]] ===== [[Tertiary Structure]] ===== * [[Tertiary Structure:Domains|Domains]] * [[Tertiary Structure:Subunits|Subunits]] ===== [[Quaternery Structure]] ===== [[Category:Pages moved from Wikibooks]] [[Category:Biology]] 3769 47935 2006-11-22T20:43:52Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the Department of Tropical Biology! Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. === About the Department === Tropical biology is concerned with the study of life in the tropical regions of our world as well as concerns about the impacts of human existence upon these regions through deforestation, global warming and an exploding human population among others. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Our department is closely integrated with the [[School:Biology|School of Biology]] and therefore students will benefit most from study in the other departments as well as the Department of Tropical Biology. For mastery in Tropical Biology, students are expected to complete the following learning projects: ====Core Series==== *[[:Tropical Biology - TROBIO 10 | TROBIO 10 - Biogeography and Climate]] *[[Tropical Animal Diversity| TROBIO 20 - Tropical Animal Diversity]] *[[Tropical Plant Diversity| TROBIO 30 - Tropical Plant Diversity]] *[[Human Impact on the Tropics| TROBIO 40 - Human Impact on the Tropics]] *[[Conservation Efforts| TROBIO 50 - Conservation Efforts]] ==== Advanced ==== ''under construction'' ==== Specialization ==== Participants in this department are encouraged to pursue study of elective topics that best suit their interests. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User: Endless melee | Endless Melee]]: Department Head - Tropical Biology * ... ''Note: If you are actively contributing please list your user name here and your special interests.'' [[Image:Australian_rain forest.jpg|thumb|300px|right| Flora in the Australin rainforest.]] ---- [[School:Biology|Back to the School of Biology]] [[Category:Pages moved from Wikibooks]] [[Category:Tropical Biology| ]] 3770 18545 2006-08-28T02:51:38Z JWSchmidt 20 [[Wikiversity:Tropical Biology]] moved to [[Topic:Tropical Biology]]: move department to Topic namespace #REDIRECT [[Topic:Tropical Biology]] 3771 18549 2006-08-28T03:02:09Z JWSchmidt 20 subcategory [[Category:Biology]] 3772 47916 2006-11-22T20:41:22Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the Department of '''Biochemistry'''! Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ===Learning materials=== *[[w:Carbohydrate]] *[[w:Lipid]] *[[w:Protein]] *[[w:Amino acids]] *[[w:Nucleic acids]] ===Learning projects=== *[[General Biochemistry]] *[[Advanced Biochemistry]] *[[Physical Biochemistry]] *[[Enzymology]] *[[Protein structure and folding]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] {{nav2|Wikiversity|Wikiversity:School of Chemistry}} <br/> {{nav2|Wikiversity|Wikiversity:School of Medicine}} ==Books== *[[b:Biology Biochemistry|Biochemistry book]] *[[b:Wikiversity:Biochemistry:Exercises|Exercises]] [[Category:Chemistry]] [[Category:Pages moved from Wikibooks]] 3776 18564 2006-08-28T03:18:43Z JWSchmidt 20 subcategory [[Category:Biology]] 3777 18659 2006-08-28T03:50:26Z TimNelson 352 Redirecting to [[Rhetoric and Composition I]] #REDIRECT [[Rhetoric and Composition I]] 3779 18658 2006-08-28T03:49:41Z TimNelson 352 Redirecting to [[Rhetoric and Composition I]] #REDIRECT [[Rhetoric and Composition I]] 3781 47850 2006-11-22T20:28:26Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] '''Welcome to the [[Portal:Humanities|Humanities]]''' ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active editor of Wikiversity Humanities pages, you can list your name here and you special interests. This can help small collaborations grow and the participants communicate better; for large communities a list of active participants is probably not needed). ==[[School:Art and Design|School of Art and Design]]== ** ** ==[[School:Classics|School of Classics]]== *[[User:Basejumper123|Basejumper123]] ** ** ==[[School:Law|School of Law]]== ** ** ==[[School:Linguistics|School of Linguistics]]== ** ** ==[[School:Literature|School of Literature]]== *[[User: JustinLillich|JustinLillich]] *[[User: Atrivedi]] - Creative Writing and Literature *[[User: Ztheday]] - *[[User: Timothy J Scriven]] ==[[School:Music|School of Music]]== *[[User: John Dodge]] *Theory and Composition: Gray Kidd ==[[School:Philosophy|School of Philosophy]]== *[[User:Alex beta]] ** ==[[School:Social Sciences|School of Social Sciences]]== *Gray Kidd, History * Communication: M. Mayer ==[[School:Theology|School of Theology]]== * User:Tyler Bass ** IF YOU ARE WORKING ON A PAGE WITHIN HUMANITIES, PLEASE ADD YOUR NAME TO THIS LIST!!! [[Category:Pages moved from Wikibooks]] [[Category:Humanities|Participants]] 3787 18655 2006-08-28T03:49:08Z TimNelson 352 [[Topic:Rhetoric and Composition I]] moved to [[Rhetoric and Composition I]]: Sorry people -- I forgot to move it out of the Topic namespace #REDIRECT [[Rhetoric and Composition I]] 3796 18670 2006-08-28T03:54:15Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 3660]] moved to [[Introduction to Web Writing]]: Old Wikibooks name did not line up with Naming convention #REDIRECT [[Introduction to Web Writing]] 3803 18692 2006-08-28T04:20:55Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 3800]] moved to [[Introduction to Creative Writing]]: ...in line with Naming Conventions #REDIRECT [[Introduction to Creative Writing]] 3805 18704 2006-08-28T04:35:58Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl ???]] moved to [[T. S. Eliot]]: ...in line with Naming conventions #REDIRECT [[T. S. Eliot]] 3808 43532 2006-11-07T03:58:15Z Rayc 57 [[Category:Introductions]] Lesson 1 of [[Web Writing]] unit == What is Web Writing? == You're reading it right now. The Internet can be seen as many things, not the least of which is a book, cross referenced and linked through thousands of channels of data that flow across the screens of millions of computers. All the people who contribute to this massive collaboration are writing for the web. === Why write for the web? === Why do we do it? What is the attraction of writing on the Information Super-Highway? It is, as this document is, instant gratification. We can see the things that we have written and know that they are online as soon as we click the "Save" button. That is all it takes now in this world of electronic literacy, merely to save it and we have done our part. No longer do we have to wait as a publishing house mulls over the good points and the bad of our manuscripts. A hundred thousand people can see our thoughts in the blink of an eye, if they search Google long enough they can see this very article. It could be how you found it. Writing for the web confers a sort of instant immortality in an increasingly anonymous world. Writing for the web is the next big thing. It will carry us into the next hundred years and beyond. All the communication technologies that we have seen on Star Trek and other such shows start here. This is the dawning of a new era. Wanna be a pioneer? This is where the wagons are taking off from. === Who are we? === Welcome to the online home of the Web Writer's Guild, a society where teaching the Internet is not just for the Saturday evening adult education courses. This is the real thing. Take some time to think about all the things that you have written and submitted to the Internet without breaking a sweat. This course will be written in wiki format. For those of you who are new to the process, this is it. No indenting, links all over the place. It's the ugliest and most beautiful form of writing that mankind has come up with. As a teacher of English, I have come to realize that content is more important than the way the writing looks. To that end, I have formatted this course to look like what I will be talking about. This is a FacePage to a discussion on the writing that can be found on the net. By clicking on the top tab that says "Discussion," students will be able to interact on a level that is much deeper than that of a reality classroom. Think of it, a method of discourse that is immediately changeable and easily shaped through the work of others. == What's the Difference? == Writing for the web is simply not the same as writing for print. The first and most obvious difference is interactivity. With a printed page, one cannot simply click away to the most interesting link. Instead, there is a linear progression which proceeds from a logical ordering of the subject matter, usually starting with chapter one and becoming increasingly complex as the text progresses. === Some rules of thumb === Web writing is non-linear, meaning that the reader enters and departs from any number of locations. In practical terms this means that your writing has to be: * Short and sharp. Use short sentences and break up long paragraphs. If you lose the readers attention, something more interesting is only a click away. * Structured in a non-linear hierarchy. This means that each piece must stand at least semi-independently from foregoing and following content. * Navigable. With the printed page, you can go forward and backward, according to the authors' intentions. With web writing, the reader decides how, when, and where to navigate through the entire online text. Through devices such as headers and links, web writers encourage navigation. * Interactive. You can yell at your television all you like, but you're unlikely to influence the course of events shown. The web is different. It is immediate and it is not only one way. On the contrary, readers can, do, and should influence the content, tone, format, and presentation of the information. A fine example of this is a wiki. If you don't agree, just click edit, and change these words. [[Category:Web Writing]] [[Category:Introductions]] 3809 18724 2006-08-28T05:08:38Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4551]] moved to [[Writing Blogs]]: ...according to Naming convetion #REDIRECT [[Writing Blogs]] 3810 68137 2007-01-08T13:48:03Z JWSchmidt 20 /* Departments */ [[Discrete mathematics/Number theory]] <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> '''Number Theory''' is the underlying principle of Mathematics, and fully defines how Mathematics is allowed to operate. It fundamentally pins down what it means to count and apply functions to things, and uses these definitions to extend Mathematics to include all of what exists in it today. Number Theory dates to the days of the Egyptians and [[w:Babylonian numerals|Babylonians]] who started laying out the foundation of the number system for the present [[w:Arabic numerals|Arabic system]]. '''Number Theory''' is, in its strictest sense, the study of the properties of [[w:natural numbers|natural numbers]]. ==Subdivision news== * '''Monday, August 28, 2006''' - Subdivision founded! ==Departments== Feel free to add departments if you have a specific course in mind. * [[Topic:Elementary Number Theory]] * [[Topic:Combinatorial Number Theory]] * [[Topic:Algebraic Number Theory]] * [[Topic:Transcendental Number Theory]] * [[Topic:Geometric Number Theory]] * [[Topic:Computational Number Theory]] * [[Topic:Analytic Number Theory]] ==Main namespace pages== *[[Discrete mathematics/Number theory]] ==Wikipedia== *[[w: Number Theory]] [[Category:{{PAGENAME}}| ]] 3811 18737 2006-08-28T05:24:31Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4660]] moved to [[20th Century British Poetry]]: ...in line with Naming conventions #REDIRECT [[20th Century British Poetry]] 3812 18746 2006-08-28T05:32:49Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4670]] moved to [[20th Century British Novel]]: ...in line with Naming conventions #REDIRECT [[20th Century British Novel]] 3814 18755 2006-08-28T05:40:56Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4770]] moved to [[20th Century American Poetry]]: ...in line with Naming conventions #REDIRECT [[20th Century American Poetry]] 3815 18765 2006-08-28T05:56:09Z TimNelson 352 [[Topic:School of Literature and English Studies/Edgar Allan Poe]] moved to [[Edgar Allan Poe]]: ...in line with Naming conventions #REDIRECT [[Edgar Allan Poe]] 3816 18773 2006-08-28T06:04:01Z TimNelson 352 [[Topic:School of Literature and English Studies/Epic Poetry]] moved to [[Epic Poetry]]: ...in line with Naming conventions #REDIRECT [[Epic Poetry]] 3817 18779 2006-08-28T06:13:29Z TimNelson 352 [[Topic:School of Literature and English Studies/Romantic Poetry]] moved to [[Romantic Poetry]]: ...in line with Naming conventions #REDIRECT [[Romantic Poetry]] 3819 18790 2006-08-28T06:33:43Z TimNelson 352 [[Topic:School of Literature and English Studies/Victorian Poetry]] moved to [[Victorian Poetry]]: ...in line with Naming conventions (and no, it's not poetry written in the state of Victoria). #REDIRECT [[Victorian Poetry]] 3820 18799 2006-08-28T06:43:51Z TimNelson 352 [[Topic:School of Literature and English Studies/Modernist Poetry]] moved to [[Modernist Poetry]]: ...in line with Naming conventions #REDIRECT [[Modernist Poetry]] 3822 18804 2006-08-28T06:45:39Z TimNelson 352 [[Topic:School of Literature and English Studies/Post-Modernist Poetry]] moved to [[Post-Modernist Poetry]]: ...in line with Naming conventions #REDIRECT [[Post-Modernist Poetry]] 3823 18809 2006-08-28T06:49:54Z TimNelson 352 [[Wikiversity:School of Literature and English Studies/Contemporary Poetry]] moved to [[Contemporary Poetry]]: ...in line with Naming conventions #REDIRECT [[Contemporary Poetry]] 3825 18867 2006-08-28T10:15:53Z TimNelson 352 [[Category:Language and Literature]] 3826 74262 2007-01-12T22:06:08Z JWSchmidt 20 [[Category:Wikiversity policy]] {{Proposed policy}} We believe that the policy process below is fundamentally flawed. To be valid such policies must reflect the accumulated wisdom of time and not the compulsions of the moment. While many of the proposals, when viewed individually, may be overwhelmingly supported, this is '''not''' the way to deal with them. If these policies are meant to be they will come in time. We therefore request that everyone desist from participating in the votes below, and ask those who have voted already to withdraw '''all''' their votes (except the ones for this policy). ==See also== *[[Wikiversity:Polls]] [[Category:Wikiversity policy]] 3828 18866 2006-08-28T10:15:02Z TimNelson 352 [[Category:Humanities]] 3829 47806 2006-11-22T20:18:19Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] <small> [[Writing Center]] </small> ==Introduction== Although quite dated, this essay from Alfred M. Hitchcock's 1923 book, ''High School English Book'' provides a purposeful, real-world definition of composition: What does the word composition mean to you? What does it immediately suggest? No doubt it is a word closely associated in your mind with algebra, history, report card, graduation, and other schoolroom terms. It suggests at once a task set by a teacher, usually a written exercise to be done more promptly than is convenient and “handed in” for critical inspection. But the word has a much wider range of meaning than that. The sentence “I think so” is a composition. All the thousands of sentences which live but for an instant on the lips in daily conversation are compositions. A school corridor at recess time hums with them. Songs are compositions, and sermons, lectures, the pleas of lawyers, the weighty speeches of senators. Letters are compositions. What a grist of them goes into the mailpouches daily! All circulars, pamphlets, newspapers, magazines, all books, lie within the field bounded by the word composition. Because it embraces so much, it is one of the most important words in the English language. Dismiss at once, therefore, the narrow, school exercise idea and try to realize that the subject you are to study includes the entire business of conveying thought from mind to mind through the aid of language. It is a vast business, old as human life, wide as the world itself, a necessary ally to every possible line of human endeavor. We all share in it. In every business there are failures, partial or complete. Failures occur in the business of thought transference. Back of every composition lies a desire to accomplish something. Sentences which fall carelessly from the lips, no less than the sharp commands of officers leading their men against the enemy’s guns, are uttered purposefully; and this is true of all words spoken or penned or typed or printed. But the purpose is not always realized. Could we follow the compositions sent forth the world over in a single day and measure what they actually accomplish in the light of what they were intended to accomplish, we should find a pathetic proportion of partial or complete failures, not a few of them unsuspected by those who sent the compositions forth. Brilliant successes we should find too; for what wonderful results are sometimes attained. An entire nation may be swayed by a single brief composition – plunged into war, for example, or adroitly turned to thoughts of peace. Why are so many compositions weak, ineffectual things? Why are we deeply moved by one speaker and bored by another? Why do we read some letters, some magazine articles, some books, eagerly, and others with little interest? Why do we ourselves so often fail to accomplish fully our purpose when we talk or write, while others succeed admirably and without apparent effort? Why are we so often outdistanced in competition where words play an important part? Such questions rise in the mind of every young person to whom there has come even a faint vision of all that the word composition embraces and the power granted to those who are composition masters. The purpose of this textbook is to help all who are earnestly trying to find true answers. ==What is writing?== Take a few minutes to think about what writing means to you. If you close your eyes, lean back, and think about writing, what comes to your mind? Do you imagine a journalist sitting behind a cluttered oak desk pounding away on an old Underwood typewriter? Do you imagine a young woman curled up in the corner of a trendy coffeeshop scribbling angrily in a tattered journal? Do you imagine a middle-aged man jotting a grocery list on a small, flip-top notepad? Do you imagine a small child scrawling page after page of jagged, swirling crayon monsters? Or a teenager flipping madly through an encyclopedia the night before a paper is due, desperate to come up with a decent 3 to 5 page paper? In truth, writing is all of these things, but it is also much more. Writing is more than just a part of school that you dread. It's more than 5 page essays or 1 page reading responses or even 400 page bestselling novels. One thing to keep in mind is this: writing is NOT a product. Some traditional models for teaching writing have treated writing as a product that is created. An end to a means. We, here at the Writing Center, take the alternate, more progressive view. The view that writing is a means to an end. Writing is a process, a method, a means of discovery that leads the writer to new ideas and new discoveries. Writing is thinking. Through writing you make connections between previous experiences and ideas and new areas of thought that you are experiencing. Writing should be, and can be, a transcendent experience, in which the writer leaves his/her normal mode of thinking and transcends to a new mode of thinking. It is through writing that we can achieve not only new ideas, but new ways to develop new ideas. That's not to say that all writing is transcendental. Some writing is just writing. At its most basic, writing is communicating. How about this. You write your composition so well that you don't need any editing! ==The Writing Process== The writing process is just that: the process one goes through while writing. There are variations on the details of the cycle, but the core components never change: Prewriting, drafting, editing, proofreading, and publishing. <b>* Prewriting<b> - Prewriting is exactly what the word indicates: what you do before you write. Gathering your ideas together, organizing them into coherent notes, and figuring out what you need to know. You need to know your <i>purpose</i> in writing as well as your <i>audience</i>. Knowing all of this ahead of time makes writing your <i>first draft</i> much easier. <b>* Drafting<b> - This is the process of getting all those ideas in your head down on paper. It is not important that the spelling, mechanics, or grammar make sense. It is more than likely that many of your ideas will be incomplete, and will need severe reworking. No writer ever considered the first version of anything to be finished. However, no writer ever finished anything without a rough draft! <b>* Editing<b> - Now that the ideas are all on paper, you have to see if those thoughts are anything like what you really wanted to say. A suggestion is to put your writing away for awhile and return to it with fresh eyes. This way, you will not be tempted to change things on the spur of the moment. As you edit, make whatever corrections you feel are necessary. At first, the corrections will probably be <i>global revisions</i> where you will move, remove, or rewrite entire sections of your draft. After corrections are made, make another draft. All good writers repeat the drafting ->editing cycle more than once. What may seem like a good idea at the time may seem completely unnecessary a few days later. Eventually, however, this repetition will result in something that you would like to consider a <i>final draft</i>. <b>* Proofreading<b> - Now that you have your final draft, it's time to proofread. This is where you make sure that all the i's are dotted, and the t's are crossed. Each sentence must have its subject and predicate, paragraphs indented, and spelling corrections made. Any changes that must be made are made, and the piece is finally ready for the final step in the writing process. <b>* Publishing<b> - The end result of your labors, publishing is the goal that you have been pushing for. Publishing does not necessarily mean "printed in a magazine." In order for a work to be published, it must simply be considered complete by the author and read by others. Handing an essay in for a grade is publishing, as is submitting a novel to your editor. This process naturally exists for all serious writers, however, many aspiring writers may want to skip the editing and proofreading stages. <b><i>This is a major mistake!</b> </i> While you can pay people to revise and proofread for you, there is no guarantee that these mercenaries will accurately reflect your thoughts, feelings, and ideas. Every reponsible writer follows these steps, and even after publication will revisit their works again and again. ==Modes of Writing== Following the traditional schools of thought, there are different types of writing called <i>modes</i>. Each mode of writing has an individual purpose and there are several conventions for each mode. <b>* Exposition</b> - Expository writing is used to explain an idea or position. Exposition usually involves a well-thought out <i>thesis statement</i>. Examples include literature analysis, definition of terms, or explanation of a new theory. <b>* Persuasion</b> - Persuasive writing is where a writer attempts to convince the reader to take their view about a particular subject or concept. Examples include political speeches or advertising. <b>* Narration</b> - Narrative writing tells a story. It uses a sequence of events with a common theme to convey or evoke emotions in the reader. Examples include autobiographies, anecdotes, or travel journals. <b>* Description</b> - Descriptive writing is used primarily to recreate a particular time, place, or event for the reader. Often, descriptive writing will appeal to all five senses: sight, hearing, smell, taste, and touch. Examples include travel literature, food reviews, or sales brochures. <b>* Creative Expression</b> - Creative expression can use all of the other four modes of writing. However, instead of using the modes for the benefit of the reader, creative expression uses them to show the feelings and emotions of the author. Examples include poetry, short stories, or plays. Modes of writing are not mutually exclusive. Each can be combined with any of the other modes, depending on the purpose of the work desired by the author. For instance, Upton Sinclair's <i>The Jungle</i>, while primarily a method of creative expression uses narration and detailed description to frame the problems with the meat industry over the course of the novel. Travel companies frequently will use a particularly adept description of a beautiful location in an attempt to persuade you to pay them money to visit that particular spot. Many a college student use a combination of exposition and persuasion for their professors while trying to get a good grade. The particular combination of writing modes will change based upon your writing needs. However, if you are having trouble writing, a good starting point would be to ask yourself <i>What is my purpose in writing? Which writing mode does my purpose seem to be for?</i> Using this as a basis for beginning, you can incorporate the different modes as circumstances require. ==Real World Writing vs. Classroom Writing== There is a gigantic difference between the writing that is done in the real world and the formal writing required for the classroom. The difference lies in the <i>purpose</i> of your writing. Often times, real world writing is informal. We want to write a letter to a friend, keep some thoughts in a journal, or write a memo to your boss. Each of these has a purpose that will change with the situation. The letter is an informal communication. Your journal is personal. The memo to your boss is informational. However, the formality of classroom writing has only one purpose: to communicate your thought processes to the instructor. As a result of this change in purpose, there are several norms that must be adhered to. First, your professor is looking for something specific. Whether it is an understanding of a particular theme in a novel, the philosophical treatises of John Locke, or the results of your chemistry experiment gone wrong, there is certain information that the instructor of a class wants. This information drives all classroom writing. You, as the writer, tailor your writing to the needs of the audience. Since you want to appear to be an educated person who has navigated the ways of the educational community, your writing must have spotless grammar and mechanics, as well as a dutifully constructed thesis with the appropriate support. At the end of this process, often times you have produced a work that is satisfactory for your professor and other academics, but often mundane and boring for anyone not interested in the fundamental philosophical concepts that link the theories of Plato, Aristotle, and Socrates. Enter the real world. Real world writing must engage the reader at its most basic level. If, at any point the author loses the interest of the reader, then the point of the work is lost. Should that memo to your boss digress toward the theme of how you digested your lunch, he will probably just throw it away and completely disregard the fact that your mistake cost the business $500,000. Oops. When he ends up reading the financial reports at the end of the quarter, your job is going to be a lot harder to justify than why you mentioned that sandwich two months ago. The letter to a friend is to tell about the misery that you are experiencing since you lost your job. She's probably not interested in the details of the meeting with your boss, but wants to see how you are feeling now that you are unemployed. Purpose dictates everything in the world of writing. It is important to consider not only your audience, but why you are writing in the first place. In the classroom, your purpose is clear, while in the real world, it can be a little tricky to keep your audience under your thumb. ==The Pen is Mightier Than the Keyboard: What Works Best for You?== As technology has changed over the years, so have writing methods. Centuries ago, clay tablets with scribes gave way to quill and inkwell, which in turn matured into the ballpoint pen. In the 20th century alone, pen gave way to the typewriter, which shifted to the word processor and the computer. Even though the nature of writing itself has not changed, the process of that writing has. What has technology brought writers in the 21st century that they did not have in the 1st? ====Go Speed, Go!==== The trouble with writing has always been getting the ideas from the brain to the paper. In ancient times, one sentence might take quite some time to write down (due to the physics of clay and stone). As a result, people thought about what they wanted to say more, then wrote it down. Today, many people can type close to (and faster than) 150 words per minute. That's a lot of writing to be pushing through into the world. However, does that necessarily make it better writing? No. Just because we can write faster, does not mean that we write better. However, now it's easier to <i>see</i> what you're writing before you publish it. Drafts can be written and rewritten much faster than before. Many writers find it easier to punch out a quick draft now, then put it away and polish it later. The time saved by using a word processor in drafting alone makes it a much more productive tool than was ever in use before. However, many people still use the time-tested pen and paper for their drafting. What gives? Isn't it time they moved into the technological age and gave up such archaic methods? ====Slow Down, Pardner!==== While writing faster may be useful for some people, the blank screen can be just as intimidating as the blank piece of paper. In order to overcome this writer's block, many writers feel comfortable with their pen in hand, and pad on the table. The feeling of writing becomes solid to them, as if they are sculpting words instead of just pushing them out of their heads. The time it takes for them to write becomes a comfortable pause as they take time to massage each word with the gentle push of their fingertips instead of the harsh push of a button on a keyboard. In addition to the comfort factor, there are many times where writing with laptops, Palm Pilots, or other technological gadgets is simply too cumbersome. Having to type with thumbs on a crowded train may not be as easy as scribbling down a few lines of prose on the back of a newspaper or coffee napkin. Sometimes the need to write strikes when the only thing handy is a chewed down pencil and the envelope from last month's rent receipt. When writers want to write, they must write! ====You Have Chosen Wisely==== Whatever method you choose for writing, it must be comfortable for you and your writing style. If you are the type that thinks fast and types faster, then a laptop might be the perfect writing tool for you. If you like to ponder your words before writing, then give pen and paper a try. More likely than not, you'll use a combination of the two. You'll type when you like it, and you'll write when you want to. Even though it seems like an extra step, transferring handwritten lines to a computer may be that drafting step that moves your rough stony work along the path towards that literary diamond that you've been polishing in your head for ages. Don't be afraid to try your hand at any method that comes your way. One day, something will come along to replace the word processor, and writers will yet again have to adjust to another method of writing. However, until that day comes, many of us feel comfortable with pen in hand and paper on the table, waiting for inspiration to strike. At least we won't have to go back to those absurdly tedious stone tablets. ==See also== * [[Topic:Literary Studies]] (look for the Composition course) [[Category:Pages moved from Wikibooks]] [[Category:Writing Center]] 3830 23488 2006-09-04T06:45:57Z Az1568 793 Fixed double redirect #REDIRECT [[Composition]] 3831 77713 2007-01-17T13:38:14Z 87.20.141.242 /* Interested Students */ ==Purpose of the {{PAGENAME}}== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== * ALA-U1-DEU01: [[Introduction to German]] ==Participants== ====Interested Students==== (imported from Wikibooks) #--[[User:67.65.56.203|67.65.56.203]] 18:35, 3 November 2005 (UTC) #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (basic knowledge of German, I know how to build the present tense and a few words) #-- [[User:kinain]] I have some basic knowledge of german (1,5 year)- 15 January, 2006 #-- [[User:Karmakat|Karmakat]] 04:48, 25 June 2006 (UTC) Basic knowledge (Level 2) #--[[User:Misty Morris]] 20:23, 9 July 2006 Beginner #-- Albrecht 10:50, 15 July 2006 Beginner #-- Jon 18:31, 1 August 2006 Beginner #-- [[User:lapo3399|lapo3399]] 02:31 16 August 2005 (UTC) Some knowledge. #-- Intellectuality 16:43 20 August 2006 Complete Beginner #--[[User:Orpheo|Orpheo]] 12:58, 12 September 2006 (UTC) Begginer. Knowledge based on Bach cantatas texts and a few lessons. #-- Dodomy, I am very interested in learning german! ====Interested teachers==== (imported from Wikibooks) #--[[User:German Men92|German Men92]] 00:56, 15 April 2006 (UTC) (Native speaker) #--[[User:Junesun|Junesun]] 13:44, 22 May 2006 (UTC) (Currently preparing the Wikibook at [[BLL German]] #--[[User:Exorcist_bob|Exorcist Bob]] I'm not a native speaker, but have taken German for three years in high school and consider myself semi-fluent #--Darkstar (08 August 2006) Native speaker, could give some help here and there ==Wikibooks== [[b:German|German Language Textbook]] is very nice-looking and is good for learning German. [[b:BLL German|Bite-sized lessons for German]] is a new approach for those who easily feel overwhelmed with regular textbooks. Some lessons are ready, more contributions needed. [[Category:Foreign Language Learning]] [[Category:German]] 3832 18913 2006-08-28T11:12:25Z TimNelson 352 [[Topic:German]] moved to [[Introduction to German]]: ...doesn't belong in the Topic namespace #REDIRECT [[Introduction to German]] 3834 47866 2006-11-22T20:32:03Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Introduction== In a nutshell, rhetoric is the art of persuasion through language. Whether in speaking, writing, or even now in other communication media, rhetoric can be identified as the ability to present your ideas in the clearest, most concise manner possible. Your clear, concise delivery should resonate with your audience in a way that leads them to not only believe what you are saying, but also to be persuaded to your causes. Here is a basic primer on [http://en.wikipedia.org/wiki/Rhetoric Rhetoric]. ==Key Scholars== *Classical (Greek) **[[wikipedia:Gorgias|Gorgias]] **[[wikipedia:Isocrates|Isocrates]] **[[wikipedia:Plato|Plato]] **[[wikipedia:Aristotle|Aristotle]] *Classical (Roman) **[[wikipedia:Cicero|Cicero]] **[[wikipedia:Quintilian|Quintilian]] *Medieval **[[wikipedia:Augustine_of_Hippo|Augustine of Hippo]] **[[wikipedia:Erasmus|Desiderius Erasmus]] **[[wikipedia:Petrus_Ramus|Petrus Ramus]] *Modern **[[wikipedia:I.A._Richards|I.A. Richards]] **[[wikipedia:Wayne_C._Booth|Wayne C. Booth]] *Contemporary **[[wikipedia:Kenneth_Burke|Kenneth Burke]] ==Related Wikibooks== *[[Visual Rhetoric]] ==Helpful Links== A Handbook of Rhetorical devices http://www.virtualsalt.com/rhetoric.htm [[Category:Rhetoric]] [[Category:Pages moved from Wikibooks]] [[Category:Writing Center]] 3835 23700 2006-09-04T19:43:57Z Az1568 793 Fixed double redirect #REDIRECT [[Rhetoric]] 3836 64335 2006-12-28T21:56:14Z Student Galaxy 3488 restored page This page provides a classification of the Indo-European languages and analyses of the major European languages. ''For an overview of the Indo-European languages, including spread and classification, please see [[:w:|Wikipedia]]'s article on [[w:Indo-European languages|Indo-European languages]].'' ==Germanic Languages== The Germanic languages are spoken on every continent by about 450 million people. Most people speak English, but German, Dutch and even the Scandinavian languages remain spoken in former colonies all over the world. Afrikaans is actually a variety of Dutch spoken in South Africa, and Flemish is just Dutch spoken in Belgium. Faroese is spoken in the Faroes Islands, and Frisian (spoken in the Netherlands) is the language that is the most closely related to English. However, out of the five major languages in this branch, Dutch is closest to English. One third of the vocabulary of the Germanic languages is not of Indo-European origin. The stress of words is primarily on the first syllable, and several vowel shifts separate the Germanic languages from other Indo-European languages. Originally, there were three numbers (singular, plural, dual), three genders (masculine, feminine, neuter), and four noun cases (nominative, accusative, dative, genitive) but these only remain in German (minus the dual) and Icelandic. Word order in German is less strict because of the cases, but it is also much more complicated because of the verb final position in subordinate clauses. Dutch has combined the three genders into common and neuter, common being the former masculine and feminine. English has no genders or noun cases except for changes among a few personal pronouns. As well as strong and weak verbs, there are also strong and weak adjectives that decline before nouns. German retains most of the Proto-Germanic language, but is least like the other languages in its group. Consequently, it is the most difficult to learn. The noun cases are extremely easy compared to those of the Slavic languages, and German is the most used language among the eastern countries of Europe. Dutch is much easier to learn than German, but many people dismiss this language because The Netherlands is no longer a world power. The verbs are less complicated, as well as word order, and the vocabulary even sounds more like English. When you learn Dutch, you will also be able to communicate with those who speak Afrikaans in South Africa, as well as some Indonesians who have learned Dutch as a result of centuries of colonial rule. One caveat about Dutch though is that it is the most guttural language in the world, which means you might get a sore throat trying to pronounce some words. Norwegian, Swedish and Danish are also very easy for English speakers to learn. Like Dutch, they use two genders, but verbs only change for tense and word order is much like English. Definite articles attach to the end of the noun as a new word. These three languages are said to be mutually intelligible, meaning they can be considered dialects of one language. However, it is often hard for Swedes and Danes to communicate with each other, but not so hard for either to communicate with Norwegians. You should learn Norwegian first if you plan to learn all three, as it will give you a head start in both Swedish and Danish. ==='''Western Germanic'''=== ====*Afrikaans==== ====*Dutch==== ====*English==== ====*Flemish==== ====*[[b:German]]==== ====*Yiddish==== ====*Minor languages: Frisian, Luxembourgian==== ==='''Northern Germanic (Scandinavian)'''=== ====*Danish==== ====*Icelandic==== ====*Norwegian==== ====*Swedish==== ====*Minor languages:==== Faroese ==Romance Languages== The Romance languages are spoken by about 600 million people across the globe. All of these languages derive from Latin, and the five national standard languages that are recognized include French, Spanish, Italian, Portuguese and Romanian. There are other dialects/languages as well, such as Catalan, Occitan, Romansh, Galician, Corsican, Sicilian and Rhaeto-Romance, but language status is accorded in different ways, and usually on cultural grounds. The modern Romance languages have a high number of lexical overlap. French and Italian share 89% lexical similarity, as do Spanish and Portuguese. (It should be noted that Sicilian is as different from standard Italian as Portuguese is from Spanish.) However, Spanish and Portuguese have borrowed from Arabic, French from Germanic, and Romanian from Slavic because of historical and geographical reasons. Phonemic nasals are found in French and Portuguese, and the palatalization and affrication of velar and dental consonants before front vowels is a departure from Latin. The western languages generally use /s/ as a plural marker, though it is silent in spoken French, while the eastern languages use vowels. All languages recognize two genders masculine and feminine, and use articles before the noun (except in Romanian, where they follow the noun as enclitics). Word order is generally subject-verb-object except when the object is a pronoun, then it precedes the verb. Most adjectives follow the noun they describe as well. Because of its geographic isolation from the other four main languages, Romanian is a unique Romance language. Although attempts to write the language in the Cyrillic alphabet failed, the Slavic languages still contribute to the lexicon, pronunciation and morphology. Romanian still uses three distinct cases: nominative/accusative, genitive/dative and vocative. Occasionally, object-verb-subject word order is used, as in other Balkan languages. More people learn French as a second language than any other language, except English, although there are several other languages spoken by more people (Mandarin Chinese, English, Hindi/Urdu, Russian, Spanish, Japanese, German, Indonesian and Portuguese.) The grammar and pronunciation can be difficult at times, and there is a great difference between the spoken and written forms, but it is not too hard to learn. French used to be the lingua franca of the world, and is still respected as the language of great literature and diplomacy. Spanish is the other obvious choice for learning a Romance language. The Hispanic influence on the United States continually grows, and more people are finding Spanish a necessity. Spanish pronunciation is closer to English, but the grammar is similar to French. Once you've learned Spanish, Portuguese will be simple. Portuguese is one of those languages that is spoken by many, many people, yet no one seems to learn it as a second language. The grammar is slightly harder than Spanish, but the pronunciation is easier than French. In my opinion, Italian is the easiest language to learn. The pronunciation is crystal clear, and the grammar is not hard at all. If you're interested in opera, cuisine, history, archaeology, or art then Italian is a good choice. Moreover, Italians really love people who are learning their language. ====*French==== ====*[[b:Italian]]==== ====*Portuguese==== ====*Romanian==== ====*[[b:Spanish]]==== ====*Minor languages: Catalan, Provencal, Rhaeto-Romanic, Sardinian, Moldovan==== ==Slavic Languages== The Slavic languages are spoken in Eastern Europe and Russia and are considered to be the hardest of the three language groups analyzed to learn. They are most closely related to the Baltic languages of Lithuania and Latvia. In terms of geography, Austria, Hungary and Romania separate Bulgarian, Macedonian, Serbian, Croatian and Slovenian from the other languages, but Bulgarian and Macedonian are the only two that are somewhat different from the northern languages. The Western languages in the diagram above use the Roman alphabet, while the Eastern languages use the Cyrillic alphabet. These languages are characterized by palatalizations (sounds such as ch, sh, zh) and a few palatal consonants (the sounds nj, lj, rj). All languages recognize the numbers singular and plural, as well as three genders: masculine, feminine and neuter. There are at least six noun cases, sometimes seven: nominative, accusative, dative, genitive, instrumental, locative, and vocative. In general, Russian no longer uses the vocative case (exceptions: Саш!, Боже!). It sometimes calls the locative case "prepositional." Because of the extensive case system and declensions of nouns, word order is relatively free. None of the languages make use of any articles (except Bulgarian and Macedonian), but all use the imperfective and perfective aspects of verbs. Bulgarian and Macedonian are the most closely related languages to Old Slavonic, although all morphological case has been lost in these two languages. The dual number is only retained in Slovenian and Sorbian, while the aorist and imperfect verb forms only survive in Bulgarian, Macedonian, Sorbian and literary Serbo-Croatian. If you're interested in learning Slavic languages, Polish, Serbo-Croatian and Russian are the most useful. It will probably be easier to begin with the Western languages as they use the Roman alphabet. Russian will seem very easy if you've learned Croatian first, even easier if you've learned Serbian. Polish isn't as closely related to Russian though, so if Russian is your ultimate goal, Serbo-Croatian might be a better choice. ==='''Western'''=== ====*Czech==== ====*Polish==== ====*Slovak==== ====*Sorbian==== ==='''Eastern'''=== ====*Belarussian==== ====*Russian==== ====*Ukrainian==== ==='''Southern'''=== ====*[[b:Bulgarian]]==== ====*Croatian==== ====*Macedonian==== ====*[[b:Serbian]]==== ====*Slovenian==== ==Baltic== ====*Latvian==== ====*Lithuanian ==== ==Celtic== ==='''Brythonic'''=== ====*Breton==== ====*Welsh==== ==='''Goidelic'''=== ====*Irish Gaelic==== ====*Scottish Gaelic==== ==[[Hellenic (Greek)]]== ==Albanian== ==Armenian== ==Indo-Iranian== ==='''Indo-Aryan (Indic)'''=== ====*Assamese==== ====*Bengali==== ====*Bihari==== ====*Gujarati==== ====*Hindi-Urdu==== ====*Marathi==== ====*Punjabi==== ====*Romani==== ====*Sanskrit==== ====*Sindhi==== ====*Singhalese==== ==='''Iranian'''=== ====*Avestan==== ====*Baluchi==== ====*Persian (Farsi)==== ====*Kurdish==== ====*Pashto (Afghan)==== ====*Sogdian==== You may have noticed that a few languages spoken on the European continent are not included in the Indo-European family of languages. Finnish, Hungarian and Estonian belong to the Uralic (also called Finno-Ugric) family, and Basque (spoken in the Pyrenees region) has no genetic relation to any other language. Two branches, Anatolian and Tocharian, are also not included in this diagram because they are considered extinct. Anatolian languages include Hittite, Luwian, Palaic, Lydian and Lycian. Tocharian is classified as two dialects, East Tocharian or Turfan and West Tocharian or Kuchean. There are other extinct languages related to the above languages as well, such as Gothic of the East Germanic group, Old Prussian of the Baltic group, and Manx Gaelic of the Goidelic group. So far I have only studied languages in the Romance, Germanic and Slavic branches so that is what the following analyses will include. From: http://www.ielanguages.com/eurolang.html [[Category:Pages moved from Wikibooks]] [[Category:Indo-European languages]] 3839 80129 2007-01-22T21:28:11Z Beldaran Cara 5679 /* Interested students */ {{Template:French}} ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... I speak Arabi and English, very much intersted in learing French, i can teach Arabic for non speaker ==Participants== ====Interested students==== #--[[User:lordchaos1976]] I want to speak French and I have no background. #--[[User:alanw|alanw]] I'm interested in improving my french. I often travel there but can't communicate enough. #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (I just know some words, but I adore French! I think it's the most beautiful language) #--[[User:Who Ph.D]] 11 July 2006. Studied french for 11 years but never fully mastered the language. I'd like to go that extra distance and to get some exercies so I stop forgetting it! I know only the basic would realy like to learn more of the language. #--[[User:Rmrfstar|Rmrfstar]] 02:35, 15 August 2006 (UTC) I've been reading the Wikibook, but it's not enough. #--[[User:Iman0613|Iman0613]] 17:19, 22 September 2006 (UTC) No background at all. #--[[User:Jade Knight|Jade Knight]] 06:51, 7 October 2006 (UTC) Very advanced; highly proficient but not fluent. I'm interested in some advanced grammar/writing/usage learning, if anything of the sort is ever put together. #--[[User:Alexander Gerashchenko|Alexander Gerashchenko]] 18:04, 10 October 2006 (UTC) My knowledge of French is very small. #--[[User:Age|Age]] 00:04, 21 September 2006 (UTC) I'm currently learning french (just started) in college and I'd like to learn more about this and it sounds interesting! #--[[User:Qwerty|Qwerty]] 22:29, 15 October 2006 (UTC) This sounds like a great way to review what I (don't) remember :) #--[[User:Bunaga|Bunaga]] 16:30, 19 October 2006. Was attached to a French company once. Found French language interesting. Would like to pick it up... #--[[User:SDiwanji|SDiwanji]] 16:30, 19 October 2006. I have always wanted to learn French. How does this work? #--[[User:Partha french]] 06:26, 20 October 2006. i am interested in learning french,please help me. #--[[User:PrattSam]] 23:20, 21 October 1006. I've been independantly trying to learn French for years. Very interested. #--[[User:Elatanatari|Elatanatari]] 21:57, 5 November 2006 (UTC) Studied up to French III #--[[User:Vasiliskrin|Vasiliskrin]] 14:52, 22 October 2006 (UTC) I know enough French,mainly at an elementary level,but I'd like to learn more. I come from Greece. #--[[User:sergio solar]] I am spanish, I have estudied french for Ia couple of yeras and I would love to speak it better. #--[[User:NewBeginning|NewBeginning]] 06:03, 29 October 2006 (UTC) I know some French, as I'm in my second year of French at high school, but I am interested in learning more out of class. #--[[User:aalewan|aalewan]] 17:41, 31 October 2006 (UTC) #--[[User:Balloonguy|Balloonguy]] 22:24, 4 November 2006 (UTC) third year of French in high school, want to learn more #--[[User:Audemars|Audemars]] 16:45, 9 November 2006 (UTC) I took French in HS and remember some of it, but am by no means past a novice level. #--[[NonUser:Armando]] 15:20, 14 November 2006 (UTC) i am a filipino wanting to learn some french #--[[User:Annpemberton|Annpemberton]] 15:22, 21 November 2006 (UTC) I took French in high school and have always wanted to be fluent. Also, in several years my son will be attending a French Immersion School, and I'd like to be able to help him with his coursework. #--[[donuildhu]] 21:04, 27 November 2006 (UTC) Would be interested in learning French. #[[User:Mondomunchies|Mondomunchies]] 01:10, 29 November 2006 (UTC) I am interested in learning French and will be taking French in the spring. #--[[NonUser:Spiv]] 15:24, 07 December 2006 (EST) I want to learn French, but have no experience. I have taken 4 years of German. #--[[NonUser:Lykil]] 14:40, 09 December 2006 (EST) I want to learn basic french, and I have no background #--{{}} I studied French in high school, and have forgotten pretty much all I learned. #--[[User:obsideus]] J'aimerais étudier plus français #[[User:Pmurphy245|Pmurphy245]] 22:33, 13 December 2006 (UTC) I'm interested in learning French #--[[User:Metal.lunchbox|Metal.lunchbox]] 22:45, 17 December 2006 (UTC) Fluent in French, interested in studying a little litterature and improving vocabulary as well a practicing. Recently completed a great cource I created with the professor called écrivains noir d'expression française, missing it already #--[[User:AngelB|AngelB]] 12:04 (UTC) I need to learn French for a new job I will be accepting. #--[[User:dennis1200|dennis1200]] 9:37 (CST) Took French through AP in high school, then went to Germany and want to get back in the practice of doing French. #--[[User:JoeyMoeller|joey]] 12:18, 27 December 2006 (UTC)no prior knowledge #––[[Raerah]] 11:55, 28 December, 2006 (PST) Non-native student. Elementary speaker and reader. #--[[Cotton Mather]] 3:07, 28 December, 2006 (EST) I know no French, but I have a strong foundation in Latin. #--[[rene_a133]] 13:17, December 30, No frech but good english and native spanish. very interested in learning. #--[[User:gutss]] i always wanted to speak french. #--[[User:jll294]] 16:45, January 12, 2007: I have some grade school French, which is the equivelent of nothing, so I'd like to learn more. #--[[kochelmander]] 20:22, January 14, 2007: I have no background whatsoever, but am very interested in learning french!! #--[[User:Beldaran Cara|Beldaran Cara]] 21:28, 22 January 2007 (UTC) I know some basics, but want to become good at French now. ====Interested teachers==== #--[[User:lapo3399|lapo3399]] 12:31, 15 August 2006 (UTC-5) Non-native speaker with advanced skills. #--[[User:Halyks|Halyks]] 19:13, 6 September 2006 (UTC) Native french (Quebec), Could teach basics/intermediate #--[[User:mistertamune|misterramune]] 19:17, 7 September 2006 (UTC) Non-native speaker with advanced grammer and experience teaching. #--[[User:Orpheo|Orpheo]] 12:54, 12 September 2006 (UTC) Learned it from age 3. #--[[User:Jade Knight|Jade Knight]] 06:58, 7 October 2006 (UTC) Non-native proficient speaker with training in Linguistics. I could teach basics or otherwise act to support some of the other "faculty". #--[[User:MonsieurAquilone]] 20:24, 21 November 2006 (UCT-not sure) Non-native but fluent French speaker from learning and living in France. I can help with conversational French or aspects of French grammar as required. #--[[User:locuteh|locuteh]] 22:46, 27 November 2006 (GMT) Non-native intermediate speaker with high-level fluent English with etymological background knowledge of Spanish, German and some very minor Italian. #--[[User:Courtjester555|Courtjester555]]: High school senior in level 5(1) French. I can teach beginners and leave the experts to teach people like me. #--[[User:kellener]] Like Courtjester555, I am a HS senior in Advanced Placement French 5. I would be more than happy to contribute anything that I can. Bonne chance! #--[[User:Jeanluc]] I am an American student, and have been fluent in French for most of my life. I would be willing to help with anyone who needs help with any aspect of the language. J'adore la langue française, et je serais heureux d'aider ce qui a besoin d'aide avec cette langue magnifique. Si je puis vous aider, m'envoyez un message, et je serais content de repondre. Bonne Chance! #[[User:Min's|Min&#39;s]] 15:35, 19 January 2007 (UTC) Native speaker, fluent in english... If I can help... (even reading articles or correcting it...) :) [[Category:Foreign Language Learning]] [[Category:French]] i am looking for someone to teach me french, English or Arabic 3840 75789 2007-01-14T16:49:48Z Mystictim 626 added stub template {{Stub}} ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (imported from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) Know only the basics; greetings, questions, light grammer, ellisions... I find italiano beautiful, I'm intriqueged by its apparent loose syntax and its gender specifiec nouns... #--[[User:Supplecoder]] 8:20 Saturday 11 of February 2006 (gmt -6:00) (United States, Central Standard time) Know Spanish fairly well. Am currently taking Spanish V AP at my high school. Would like to learn Italian because I am 50% Italian by heritage. #--[[User:Kuranes|Kuranes]] 05:49, 22 May 2006 (UTC) I'm currently taking Italian 2, and would find this useful to review and study subjects independently of class. #--[[User:just.blaze|just.blaze]] I've always wanted to learn italian, I was the only person to sign up for it in my HS so they didn't offer the course =(. #--[[User:Misty Morris]] 20:25, 9 July 2006 Beginner ====Interested teachers==== #--[[User:Angelo.romano|Angelo Romano]] 02:39, 15 March 2006 (UTC) Native speaker, I provided the first two lessons from the Italian wikibook, I hope to improve it ASAP #--[[User:Kuranes|Kuranes]] 05:52, 22 May 2006 (UTC) I'm currently taking Italian 2, and would be able to teach the more elementary aspects of the language up to some past and future tenses. #--[[User:Declan|Declan]] I'm now studying Higher (A-level) Italian at school and would love to help someone learn the language [[Category:Foreign Language Learning]] [[Category:Italian]] 3841 23690 2006-09-04T19:38:17Z Az1568 793 Fixed double redirect #REDIRECT [[Indo-European languages]] 3843 18982 2006-08-28T11:25:10Z TimNelson 352 [[Topic:Latin]] moved to [[Latin stream]]: Doesn't belong in Topic namespace #REDIRECT [[Latin stream]] 3844 79366 2007-01-21T02:20:30Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} *Tamil *Telugu *Kannada *Malayalam [[Category:Pages moved from Wikibooks]] [[Category:Languages and Language families]] {{wikipedia}} 3845 23489 2006-09-04T06:46:29Z Az1568 793 Fixed double redirect #REDIRECT [[Dravidian languages]] 3846 47810 2006-11-22T20:18:43Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] The Caddoan languages are a language family formerly spoken in the Great Plains region of the United States. Members of this family include Arikara, Caddo, Kitsai, Pawnee, and Wichita. [[Category:Pages moved from Wikibooks]] [[Category:Languages and Language families]] 3847 23487 2006-09-04T06:45:25Z Az1568 793 Fixed double redirect #REDIRECT [[Caddoan languages]] 3848 35269 2006-10-14T02:00:57Z Neko 1751 [[Image:Map Portuguese World.png|210px|thumb|Portuguese language in the world.]] Welcome to the '''Portuguese Department''' at Wikiversity, part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. == Introduction to Portuguese == *[[Introduction to Portuguese]] == See also == *[[Portuguese stream]] [[Category:Portuguese]] 3849 48446 2006-11-25T03:55:40Z 61.119.45.2 ==Endangered== * Pennsylvania Dutch * Irish Gaelic * Scots Gaelic * Welsh - Spoken only by some people in Wales (Around 30% of the population, and rising according to the last census) * Breton * Chaucer (Middle English) - Mostly learnt for higher levels of English (A level, PhDs etc.) * Ancient Japanese - Many symbols and pronunciations have been forgotten over centuries * Norman ==Slightly Endangered== *Latin (Only taught in some schools, and usually only used by doctors, canon lawyers, and scientists) *Ancient Greek - even though its similiarity to Modern Greek keeps it living in Greece, it is still rarely spoken ==External links== *http://en.wikipedia.org/wiki/List_of_endangered_languages *[http://www.ethnologue.com/nearly_extinct.asp List of more than 500 nearly extinct languages] in [[SIL International|SIL]]'s [http://www.ethnologue.com/ Ethnologue Report] (print version 2005: ISBN 1-55671-159-X). *[http://www.tooyoo.l.u-tokyo.ac.jp/Redbook/index.html UNESCO Red Book of Endangered Languages] [[Category:Lists]] [[Category:Pages moved from Wikibooks]] [[Category:Languages and Language families]] 3850 23695 2006-09-04T19:41:51Z Az1568 793 Fixed double redirect #REDIRECT [[List of endangered languages]] 3851 47836 2006-11-22T20:25:26Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] * Sumerian * Kassite * Urartean * Lydian * Ancient Egyptian * Phrygian * Pelasgian * Etruscan * Avestan * Hittite * Luwian * Elamite * Manx * Cornish [[Category:Lists]] [[Category:Pages moved from Wikibooks]] [[Category:Languages and Language families]] 3852 23696 2006-09-04T19:42:18Z Az1568 793 Fixed double redirect #REDIRECT [[List of extinct languages]] 3853 44297 2006-11-10T00:53:15Z Xlbnushk 2491 Changed category from Language Acquistion to Foreign Language Learning, following the name of the division. ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * ALA-U1-POR-??: [[Introduction to Portuguese]] * ALA-U2-POR-??: [[Brazilian Portuguese]] ==Wikibooks== Here is the [[b:Portuguese|Portuguese Language Wikibook]]. There is a comprehensive series of chapters on particular grammar points, as well as a partially completed language learning course. [[Category:Foreign Language Learning]] [[Category:Portuguese]] 3854 44285 2006-11-10T00:48:50Z Xlbnushk 2491 Changed category from Language Acquistion to Foreign Language Learning, following the name of the division. [[Image:Greek alphabet variants.png|right|150px]] ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (imported from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:20 Friday 3 of February 2006 (gmt +10:00) Know almost nothing about this other then the occasional glance at wierd glyphythings.. I suppose I would be interested in other a lot of other languages to but have not seen much of them.. #--[[User:Diogenes]] Have taken Greek course in Univerity. Would love to brush up and learn new things! Ancient and Modern Greek would be of interest, also Koine, or Biblical Greek. #--[[User:Junesun|Junesun]] 13:46, 22 May 2006 (UTC) Have studied some Modern Greek at university. I would like to continue and learn more. #--[[User:Ivica|Ivica]] 2:13, 7 July 2006 (gmt + 1:00) I like greek a lot, but never learned it. Hopefully, I will master it. ===Wikibooks=== [[b:Modern Greek]] provides lessons in Greek as it is spoken today. The old course is accessible but presently being re-worked, help would be appreciated. Meanwhile, a new kind of introduction to the Greek alphabet is already more than half-way complete. [[Category:Greek]] [[Category:Foreign Language Learning]] 3855 44298 2006-11-10T00:53:40Z Xlbnushk 2491 Changed category from Language Acquistion to Foreign Language Learning, following the name of the division. ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (imported from Wikibooks) ====Serbo-Croatian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker. Here's some advice: Knowing Serbo-Croatian language would mean that you know Serbian, Croatian, and Bosnian, too, because those are not different languages, but one single language which is called in four different ways. Some small differences really exist between these languages, but Serbo-Croatian covers all the variants, and it is the most of all recommended for learning. See [[Serbo-Croatian|Serbo-Croatian Textbook]] and [[Introduction to Serbo-Croatian]] for further information about these languages and their "differences".) ====Serbian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker. See [[Serbian|Serbian Language Textbook]]) ====Croatian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker) #--[[User:Tomca32|Tomica]] 19:22, 25 April 2006 (UTC) Native speaker ====Bosnian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker, but I recommend to others not to start learning Bosnian, but Serbian or Croatian first, because knowing Serbian or Croatian means that you also know Bosnian very well. That's a friendly and teacher's advice. See [[Serbian:Introduction|this page]] for further information on the Serbian-Croatian-Bosnian languages relation) ==Wikibooks== Learning this beautiful South Slavic language would open the whole spectre of opportunities for learning other Slavic languages, such as Russian, Polish, Bulgarian, Slovenian, Czech, etc. The [[w:Serbian]] Wikibook offers an introduction to the language, a grammar of the language, and many lessons and text for reading and practicing Serbian/Serbo-Croatian. [[Category:Serbian]] [[Category:Croatian]] [[Category:Bosnian]] [[Category:Foreign Language Learning]] 3856 19047 2006-08-28T12:07:36Z TimNelson 352 [[Serbo-Croation stream]] moved to [[Serbo-Croatian stream]]: It'd be nice if I could spell #REDIRECT [[Serbo-Croatian stream]] 3857 80887 2007-01-25T07:06:06Z Lizardbliz 5778 /* Interested students */ ''Part of the [[Topic:Arabic|Arabic Department]].'' ==Purpose of the {{PAGENAME}}== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== * Course code: Unit name ... ==Participants== (moved from Wikibooks) ====Interested students==== #--[[User:Hellohello|Hellohello]] 10:01, 15 January 2006 (UTC) Interested in learning arabic. Know most of the alphabet but otherwise not much knowledge of the language. #--[[]]Ditto on the Arabic. I would LOVE to learn Arabic. Someone with knowlege, HELP US. #--[[amthomas]] I studied French in public school (I'm Canadian), and am now learning Japanese. To round out my list of strange and disconnected languages, I'd love to learn some arabic. The script is beautiful, and the language (apparently) uses many gutteral sounds that other languages lack, giving it a very distinct feel. (again, so I'm told.) Would love to learn more about it through a structured course. #--[[cestillo]] Hi,i need to learn arabic for work,i've got already a basic knowledge but i understand is better to get a course cause alone is too difficult,help us please.See you soon (i hope so) #--[[User:BorgQueen|BorgQueen]] 15:09, 3 March 2006 (UTC) #--[[User:Junesun|Junesun]] 13:46, 22 May 2006 (UTC) I know the alphabet but nothing more. #--[[user:Who Ph.D]] I know arabic script and pronounciation, but little meaning. That's something that I would like to learn. 11 July 2006 #--[[User:lapo3399|lapo3399]] 02:33 16 August 2006 (UTC) Very little, but very interested. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know script and pronounciation. #--[[User:Regress|Regress]] 16:21, 7 September 2006 (UTC) I'm also Arab, and am starting modern standard Arabic classes at a University this semester. I would be happy to contribute the teaching style and method used and/or suppliment what I'm learning... #--[[User:CSM|CSM]] 11:04 29 September 2006 (Central Daylight Time) I would love to learn Arabic, I wish to study for a future job. I know the Alphabet and I can speak it, I just need to learn the words etc... I also am having a hard time learning to connect letters. Does this have any planned start date? #--[[User:mpalla|mpalla]] 5:32 pm 28 September 2006 (Pacific Daylight Time). I know the script and pronounciation #--[[User:Roytales|Roytales]] 18:15 30 September 2006 (Central Daylight Time) I am an intrested party with no previous experience in Arabic. #--[[User:Alam|Alam]] 19:13, 12 October 2006 (UTC)I could read Arabic and write it but not fluently and would like to expand my vocabulary. #--[[User:CoachMcGuirk|CoachMcGuirk]] 11:27, 14 October 2006 (Pacific Daylight Time). I know most of the alphabet and script and a few "getting around" words. Would love to participate! #[[User:Elatanatari|Elatanatari]] 00:10, 11 November 2006 (UTC) I know how to write and read the script, but can't understand the language. #[[User:Smyn|Smyn]] 10:28, 5 December 2006 (UTC)would really really like to learn Arabic from scratch #--[[User:Theonlykman|Theonlykman]] 13:18, 4 January 2007 (Pacific Daylight Time). I'm very confident in my knowledge of Arabic script and pronunciation, and I know a decent amount of vocabulary and grammar, but not enough to communicate. I would love to learn to communicate with it. #-- Ian Know intermediate Spanish and basic Russian. Very interested in languages in general. Would like to learn Arabic gradually - maybe only an hour per week. #--[[User:Fbkook|Fbkook]] 10:52, 17 January 2007 (UTC) One of my next big goals is to learn Arabic. Teachers, you have a very motivated student here! #--[[User:Lizardbliz|Lizardbliz]] 07:06, 25 January 2007 (UTC) HI i want to learn Arabic and I have no idea how this works. ==== Interested teachers ==== #-- [[User:212.123.21.178|212.123.21.178]] I am ready to write 30 modules Classical Arabic Language Course. Classical Arabic is vocabulary and grammar used by Quran, The Holy Book of Islam. #-- [[User:Frdnwr|Frdwnr]] i'm arabian, not a teacher, but i'd love to help .. how would this thing work?? #-- [[User:istheway2|istheway2]] Native english speaker fluent arabic/remedial hebrew, I would be glad to contribute. [[Category:Arabic]] [[Category:Foreign Language Learning]] 3858 77017 2007-01-16T13:40:29Z Herbythyme 3991 +self Instructions: Sign up under country, state/province, and county to allow for interpretaion of your bloom time data. ==Australia== ===Western Australia=== *-- [[User:Gnangarra|Gnangarra]] - All new entries to confirmed with photographic evidence loaded onto commons :*Latitude 31°52′48″S :*Longitude 115°52′58″E ==United Kingdom== ===Devon=== *--[[User:Herbythyme|<font color="green">Herby</font>]] <b><sup><small><span style="color:#90F">[[User talk:Herbythyme|talk thyme]]</span></small></sup></b> - these will probably be from my garden ==United States== ===Pennsylvania=== ====Berks County==== *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> - Most entries coming from blooms on my farm ([[w:Bechtelsville, PA|Bechtelsville, PA]]). **USDA hardiness zone: 6a/b **Nearest GDD clock: **Latitude: 40°22′12″N ===Arizona=== ====Maricopa County==== * [[User:JWSchmidt]] - **[http://www.sunset.com/sunset/Reference/GardenRef/WesternClimateZones.html#NorCal Sunset Western Climate Zone] #13 **34°N 112°W [[Category:Bloom clock project|Contributors]] 3859 78834 2007-01-19T22:52:38Z Balloonguy 338 /* Advanced */ [[Image:Japanese language extension.PNG|210px|thumb|Japanese is spoken throughout the world.]] Welcome to the '''Japanese stream'''. This page is mainly for collecting and organizing course materials. If you're looking for information about course development, go to the [[Topic:Japanese]] page. == Credits == '''Major:''' if all units in this stream are completed, it will be the equivalent of a Major. '''Minor:''' if all units up to level X in this stream are completed, it will be the equivalent of a Minor. == Projects == {{JapaneseChar}} ===Introduction=== *[[Introduction to Japanese]] === Beginner === *[[Beginner Japanese]] **[[Japanese I/Vocabulary|Basic Vocabulary]] **[[Everyday Japanese Phrases]] === Intermediate === *[[Intermediate Japanese]] === Advanced === *[[Advanced Japanese]] [[Category:Japanese]] 3860 49660 2006-11-28T03:33:17Z Mikemits42 3575 /* Interested students */ ==Purpose of the {{PAGENAME}}== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== [[Topic:Tolkien Languages|Department of Tolkien Languages]] :*'''ALE-U-QUE1:''' [[Quenya|'''Quenya Course''']] ==Participants== ====Interested students==== #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] <sup>[[User talk:Ђорђе Д. Божовић|talk]]</sup> 17:28, 17 February 2006 (UTC) Never mind. I think it is just fine. Those are languages too, right? ;) <strike>And I believe there could be somebody who knows them to teach us. :)</strike> I've learned! :D Now I can teach the others. --[[User:Ђорђе Д. Божовић|George D. Bozovic]] <sup>[[User talk:Ђорђе Д. Божовић|talk]]</sup> 22:18, 10 July 2006 (UTC) #--[[User:DakeDesu|DakeDesu]] 16:20, 02 August 2006 (MST) this would be good to know. #--[[User:Historymaking101|Historymaking101]] 00:36, 12 October 2006 (UTC) #--[[User:Balloonguy|Balloonguy]] 22:34, 4 November 2006 (UTC) why not? #-- [[User:Mikemits42|Mikemits42]] 03:33, 28 November 2006 (UTC) Sounds interesting! ====Interested teachers==== #--[[User:Elistir|Elistir]] 16:49, 22 October 2006 (UTC) #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] <sup>[[User talk:Ђорђе Д. Божовић|talk]]</sup> 22:19, 10 July 2006 (UTC) ==See Also== *[[b:History of Elven writing systems|History of Elven writing systems]] on Wikibooks. [[Category:Elvish]] [[Category:Foreign Language Learning]] 3861 19073 2006-08-28T13:12:14Z JWSchmidt 20 sub [[Category:Biology]] 3862 80576 2007-01-24T11:29:31Z Massimamanno 5455 /* Discussion */ spelling Participants in this discussion should also read, [http://eebweb.arizona.edu/courses/ecol409_509/rambaut04.pdf "The Causes and Consequences of HIV Evolution"], in [http://www.nature.com/nrg/index.html Nature Reviews: Genetics], Volume 5, pages 52-64, 2004. [[Image:CreatorError.png|thumb|right]] ==Discussion== [[Image:Charles Darwin.jpg|thumb|right|300px|Charles Darwin]] ===Is Darwinism the religion of public schools?=== *Bonnie Alba suggests that [[w:Darwinism|Darwinism]] is taught as religion in public schools: "[http://www.americanchronicle.com/articles/viewArticle.asp?articleID=12374 parents continue to cede to Darwinism Religion in our public schools]". How much time is actually spent teaching evolution in public schools? Is evolution taught in biology classes or in religion classes? --[[User:JWSchmidt|JWSchmidt]] 13:16, 28 August 2006 (UTC) *The question "Is Darwinism the religion of public schools?" makes several assumptions which themselves should be questioned. Perhaps a more valid heading is: Is Darwinism a religion? Or "What definies a religion?" *Decimal arithmetic is also taught in public schools. Does that also make it a religion? Knowledge is knowledge whereas religion is belief. The author (Alba) makes no effort to try to separate both. [[User:Pedro.Gonnet|Pedro.Gonnet]] 18:33, 10 October 2006 (UTC) *This page, and the article it originates from, is totally meaningless. As others have pointed out, evolution theory has many fruitful consequences, but this is irrelevant. Even if it did not, knowledge of how nature works is a goal <i>per se</i>. Evoulution theory is a scientific theory in the sense that there are a number of conceivable archeological findings that could in principle falsify it. For example, a fossil primate datable the Mesozoic era, or a fossil cat with wings ascribable to any era. None of the above would falsify creationism. God could have created cats with wings, horns and breathing fire. No conceivable finding could possibly falsify creationism. Not even millions of findings supporting evolution theory will ever falsify creationism because after all - who knows what God thinks? - god could have perfecly <i>deceived</i> human beings into believing that evolution theory is true, simply by placing fossils in the correct times and places to test human "faith". So, creationism is not a scientific theory. It is a mysteric explanation which resorts to mystical intervention which could explain anything and the contrary of anything. It has exactly the same value as the theory that all reality is an imaginary construct of my consciousness, which is the only existing being in the universe (no, not <i>your</i> consciousness. <i>Mine</i>). Basically, as far as science is concerned, creationism is nothing at all. [[User:Massimamanno|Massimamanno]] 11:24, 24 January 2007 (UTC) ===Has Darwinism really failed to achieve the goals set out by Alba?=== *[http://eebweb.arizona.edu/courses/ecol409_509/rambaut04.pdf Rambaut, Posada, Crandall, and Holmes] dicsuss how HIV evolves within and among hosts through natural selection and other evolutionary mechanisms. If you had a drug-resistant variant of AIDS, would you want your doctor to be a creationist? *Some creationists make a distinction between the rapid and observable evolution of micro-organisms and the evolution of new species ([http://evolution-facts.org/Ev-V2/2evlch15.htm example]), saying that the observable evolution of micro-organisms does not indicate that new species arise by gradual natural selection. --[[User:JWSchmidt|JWSchmidt]] 01:46, 11 October 2006 (UTC) **Well, I guess that depends on how we're going to define "species." Is reproductive isolation enough? Looking for a speciation event is a bit like Zeno's paradox... at what point does Achilles pass the tortoise? ** Here's a good quote from that [http://evolution-facts.org/Ev-V2/2evlch15.htm article]: "Whatever we may try to do within a given species, we soon reach limits which we cannot break through. A wall exists on every side of each species. That wall is the DNA coding, which permits wide variety within it (within the gene pool, or the genotype of a species)—but no exit through that wall." I.E.-- DNA is immutable. * I guess this discussion only makes sense if we first enumerate the 'goals set out by Alba': # "What scientist and field of science relies on and solely depends on Darwin’s theory of evolution for any advances in human progress?" # "What advances in modern medicine, technology and products were derived solely from relying on Darwin’s theory of evolution?" # "Did evolution produce gas-powered mowers, sticky notes, aluminum foil, zip-lock bags, war and peace, medicines, mammogram machines, vaccines, zippers, microwaves, coffee machines, etc.?" # "Without belief in Darwin’s overall theory, would scientists still have discovered the wonders of the genetic code?" # "Would they have embarked on exploring the universe, developing complex mathematical equations, discovered black holes and other anomalies [without belief in Darwin’s overall theory]?" # "How has evolutionary theory contributed to discoveries of the building blocks, atoms and molecules?" # "Do we really require Darwin’s evolution theory for human societies and the study of all things?" # "What has it produced?" or, more rethorically laden "The deep silence of the Darwinian faithful, who cannot give us the answers for their beliefs, speaks to us loudly and clearly." :The first two questions are answered rather nicely in the [http://eebweb.arizona.edu/courses/ecol409_509/rambaut04.pdf Nature article]. :The goals 3-6 are of a more lofty nature and are not achieved by Darwinism or evolutionary theory (ET), since they have nothing or very little to do with biology. This may be the result of Alba casting Darwinism and ET in the mold of a religion as a driving force of humanity. I doubt, however, that any religion will fare any better at these goals. :The goal/question 7 has to be split in to two subquestion: a) "for human societies" and b) "the study of all things". Darwinism and ET is only of limited applicability for societies and is best known for it's misuse in such fields (although viewing the survival of a ''society'' under ET becomes an interesting and relevant question). Regarding the "study of all things", Darwinism and ET are definitely useful for understanding Biology (see, again, the Nature article), yet "all things" may be too high an aspiration. Again, this is probably the result of trying to cast Darwinism and ET as a religion. :The 8<sup>th</sup> and final goal can again also be answered by the Nature article -- almost all advancements in immunology and virology stem from the assumption that all organisms -- and hence all genes -- have a common ancestor. [[User:Pedro.Gonnet|Pedro.Gonnet]] 07:49, 11 October 2006 (UTC) *I don't understand this. Maybe someone can enlighten me. All I see here is citations from anti-evolution websites (trueorigin.org, evolution-facts.org...) and from a Christian fundamentalist- at least, from what I can see (Alba). This is Wikiversity, right? I'm new here, but I expected this to work somewhat like a university. And at a university, people usually look at all sides of the argument. Not just looking at the facts that seem the most pleasing to our background or personal ideas. So please, if this is just another anti-evolution rant, could you at least make that clear to people who come onto this article? [[User:IronChris|IronChris]] 03:47, 9 November 2006 (UTC) **This is an exploration of a claim about a certain type of relationship between some scientific ideas and religion. It might be possible to label [http://www.americanchronicle.com/articles/viewArticle.asp?articleID=12374 the Alba article] as an "anti-evolution rant", but it is hard for me to see how that label applies to this discussion. At the top of the page is the suggestion that participants read "[http://eebweb.arizona.edu/courses/ecol409_509/rambaut04.pdf The Causes and Consequences of HIV Evolution]".....hardly a citation to an anti-evolution source. If a side of the argument has been left out, please add it in. --[[User:JWSchmidt|JWSchmidt]] 05:28, 9 November 2006 (UTC) ===Has religion achieved any of the goals Alba faults Darwinism on?=== ===Is Christianity the religion of public schools?=== ===What is the religion of public schools? (If any)=== ===Is Judaism a science?=== ===What is Science? What is Religion?=== ====What is Religion?==== Mirriam-Webster defines religion as: :1b. commitment or devotion to religious¹ faith or observance :2. a personal set or institutionalized system of religious¹ attitudes, beliefs, and practices :4. a cause, principle, or system of beliefs held to with ardor and faith² ::¹'''religious''': 1 : relating to or manifesting faithful devotion to an acknowledged ultimate reality or deity ::3 a : scrupulously and conscientiously faithful b : FERVENT, ZEALOUS ::²'''faith''': 1 a : allegiance to duty or a person : LOYALTY b (1) : fidelity to one's promises (2) : sincerity of intentions ::2 a (1) : belief and trust in and loyalty to God (2) : belief in the traditional doctrines of a religion b (1) : firm belief in something for which there is no proof (2) : complete trust ::3 : something that is believed especially with strong conviction; especially : a system of religious¹ beliefs <the Protestant faith> According to Mirriam Webster, then, religion may be (in the relevant senses): #A commitment or devotion to faith² in (or observance relating to) an acknowledged ultimate reality #A personal set of attitudes, beliefs, and practices relating to an acknoledged ultimate reality #An institutionalized system of attitudes, beliefs, and practices relating to an acknowledged ultimate reality #A cause held to with ardor and faith² #A principle held to with ardor and faith² #A system of beliefs held to with ardor and faith² ===next=== ==See also== *[[Science as Religion]] - the '''Science as Religion''' learning project. *[[Science teaching materials for creationism]] [[Category:Science as Religion]] 3863 19082 2006-08-28T13:31:00Z JWSchmidt 20 [[Topic:Division of Biology]] moved to [[Topic:Division of Human Biology]]: more specific #REDIRECT [[Topic:Division of Human Biology]] 3864 19085 2006-08-28T13:32:17Z JWSchmidt 20 subcategory [[Category:Biology]] 3865 19095 2006-08-28T13:42:31Z TimNelson 352 [[School of Literature and English Studies/Writing Center/Composition]] moved to [[Composition]]: Moved from Wikibooks #REDIRECT [[Composition]] 3866 19099 2006-08-28T13:44:45Z TimNelson 352 [[School of Literature and English Studies/Writing Center/Rhetoric]] moved to [[Rhetoric]]: Moved from Wikibooks #REDIRECT [[Rhetoric]] 3867 30711 2006-09-30T06:16:40Z Draicone 1128 Fix double redirect #REDIRECT [[Portal:Writing Center]] 3869 19113 2006-08-28T13:52:11Z TimNelson 352 [[Topic:Literature and English Studies Reading Lists]] moved to [[Topic:Literary Studies/Reading Lists]]: New department name, + this list will only ever be used by this department #REDIRECT [[Topic:Literary Studies/Reading Lists]] 3880 19158 2006-08-28T15:05:41Z Trevor MacInnis 99 create <div class="noprint"><small>< [[{{{1}}}]] < [[{{{2}}}]] < [[{{{3}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 3881 19159 2006-08-28T15:06:00Z Trevor MacInnis 99 create <div class="noprint"><small>< [[{{{1}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 3882 19165 2006-08-28T15:09:17Z Trevor MacInnis 99 [[Wikiversity:Statistics 001]] moved to [[Fundamentals of Probability, Statistics, Experiments and Data]]: proper namespace/title #REDIRECT [[Fundamentals of Probability, Statistics, Experiments and Data]] 3883 19167 2006-08-28T15:09:54Z Trevor MacInnis 99 [[Wikiversity:Statistics 002]] moved to [[Combinatorics]]: proper namespace/title #REDIRECT [[Combinatorics]] 3884 19169 2006-08-28T15:10:18Z Trevor MacInnis 99 [[Wikiversity:Statistics 003]] moved to [[Pre-Statistics Topics in Math, Introduction to Computing with R]]: proper namespace/title #REDIRECT [[Pre-Statistics Topics in Math, Introduction to Computing with R]] 3885 67106 2007-01-05T18:50:59Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Wikiversity schools]] [[Category:Mathematics]] 3886 19172 2006-08-28T15:12:40Z Trevor MacInnis 99 +cat [[Category:Mathematics]] 3887 19174 2006-08-28T15:13:21Z Trevor MacInnis 99 +cat [[Category:templates]] 3888 19185 2006-08-28T15:17:38Z Trevor MacInnis 99 +cat [[Category:Literary Studies]] 3889 19189 2006-08-28T15:20:27Z Trevor MacInnis 99 +cat [[Category:Literary Studies]] 3890 19190 2006-08-28T15:20:59Z Trevor MacInnis 99 +cat [[Category:Templates]] 3891 79333 2007-01-21T01:21:50Z CQ 1939 See also: [[:Category:Wikiversity maintenance]] -> [[Wikiversity:Page creation requests]] -> [[Wikiversity:Stub]] -> [[:Category:Stubs]] See also: [[:Category:Wikiversity maintenance]] -> [[Wikiversity:Page creation requests]] -> [[Wikiversity:Stub]] -> [[:Category:Stubs]] [[Category:Wikiversity maintenance]] 3892 44305 2006-11-10T00:57:42Z Xlbnushk 2491 [[Category:Foreign Language Learning]] [[Category:Indo-European languages]] 3893 44306 2006-11-10T00:57:54Z Xlbnushk 2491 [[Category:Foreign Language Learning]] [[Category:Indo-European languages]] 3894 44304 2006-11-10T00:57:27Z Xlbnushk 2491 [[Category:Foreign Language Learning]] 3895 19197 2006-08-28T15:25:41Z Trevor MacInnis 99 +cat [[Category:Templates]] 3896 19198 2006-08-28T15:26:13Z Trevor MacInnis 99 +cat [[Category:Literary Studies]] 3897 19199 2006-08-28T15:27:12Z Trevor MacInnis 99 +cat [[Category:Templates]] 3898 44555 2006-11-10T20:27:55Z Xlbnushk 2491 [[Category:Foreign Language Learning]] 3899 44315 2006-11-10T01:00:49Z Xlbnushk 2491 [[Category:Foreign Language Learning]] [[Category:Indo-European languages]] 3900 19203 2006-08-28T15:29:05Z Trevor MacInnis 99 +cat [[Category:Templates]] 3901 19204 2006-08-28T15:29:27Z Trevor MacInnis 99 +cat [[Category:Templates]] 3902 19205 2006-08-28T15:29:55Z Trevor MacInnis 99 +cat [[Category:Templates]] 3908 44307 2006-11-10T00:58:08Z Xlbnushk 2491 [[Category:Foreign Language Learning]] 3909 19214 2006-08-28T15:33:57Z Trevor MacInnis 99 +cat [[Category:Templates]] 3915 31172 2006-10-02T23:10:41Z Sebmol 14 <div style="float: left; border:solid #808080 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #DBDBDB;" | style="width: 45px; height: 45px; background: #BDBDAD; text-align: center; font-size: 14pt; color: black;" | '''[[Image:Admin mop.PNG|43x43px]]''' | style="font-size: 8pt; padding: 4pt; line-height: 1.25em; color: black;" | This user is a '''[[Wikiversity:Custodianship|custodian]]''' on the '''English Wikiversity'''.<includeonly> {{#ifeq:{{NAMESPACE}}|User| [[Category:Wikiversity custodians|{{PAGENAME}}]]}}</includeonly> |}</div> 3920 19241 2006-08-28T16:17:51Z Trevor MacInnis 99 create #redirect[[Template:Welcome]] to reduce keystrokes during welcome patrol #redirect[[Template:Welcome]] 3921 62521 2006-12-24T06:18:25Z Juan Marquez 4523 +l to image <center>''This department is a part of the [[Topic:Higher Algebra|Subdivision of Higher Algebra]]''</center> <hr/> [[Image:SnakeLemma03.png|thumb|Diagrams are used to simplify long arguments in category theory. This diagram was used to prove the [[w:Snake lemma|Snake Lemma]].]] ==Department description== Category theory is a relatively new birth that arose from the study of cohomology in topology and quickly broke free of its shackles to that area and became a powerful tool that currently challenges set theory as a foundation of mathematics, although category theory requires more mathematical experience to appreciate and cannot in its current state be reasonably used to introduce mathematics. It has also found many applications in the physical sciences. The goal of this department is to familiarize the student with the theorems and goals of modern category theory. Prerequisites to full appreciation of this area of study includes knowledge of topology up to basic homology theory, and some basic idea of cohomology. ==Department news== * '''Monday, August 28, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *[http://lanl.arxiv.org/abs/math.HO/0507203 Saunders Mac Lane, the Knight of Mathematics] *[http://math.ucr.edu/home/baez/ John Baez] is a mathematical physicist who specializes in n-categories and quantum gravity. *[http://math.ucr.edu/home/baez/categories.html Categories and Quantization] ==Recommended Reading Material== If you want to learn the way mathematicians do, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn from the masters. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:William Lawvere|Lawvere]] & [[w:Stephen Schanuel|Schanuel]]. (1997). ''Conceptual Mathematics: A First Introduction to Categories'' Cambridge University Press. ISBN 0521478170 ===Wikipedia=== *[[w:Category theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Category theory| ]] 3926 19271 2006-08-28T17:08:14Z Trevor MacInnis 99 fix double redirect #REDIRECT [[Wikiversity:Main Page]] 3929 25223 2006-09-08T11:56:57Z Javier Carro 199 +[[Category:Chemistry]] A chemical element is a substance that cannot be changed into any other substance by a normal chemical reaction. A element is made up of atoms containing electrons, protons and neutrons. Each atom in an element will contain the same number of protons and electrons, for example every carbon atom has six protons and six electrons. The periodic table of the elements contains lists all of the elements in order of their number of protons and is laid out so that the elements in each group (vertical column) will have similar properties. Just because two substances contain the same atoms does not always mean that they will have the same properties. Graphite and diamonds are both made completely from carbon atoms, but the way in which they join with each other means that the have different properties. Atoms of the same element may also contain different numbers of neutrons. Atoms of the same element with different numbers of neutrons are called isotopes. [[Category:Chemistry]] 3930 78940 2007-01-20T03:07:21Z JWSchmidt 20 /* See also */ how to start a portal page {{Template:Portal_Header}} [[Image:Wikiversite-banner.jpg|thumb|right|450px]] There are [[:Category:Wikiversity portals|major Wikiversity portals]] that provide user-friendly introductions to groups of [[Wikiversity:Schools|Wikiversity schools]] that are related by their common subjects of study. *[[Portal:Engineering and Technology|Engineering and Technology]] *[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] *[[Portal:Humanities|Humanities]] *[[Portal:Life Sciences|Life Sciences]] *[[Portal:Mathematics|Mathematics]] *[[Portal:Media|Media]] *[[Portal:Physical Sciences|Physical Sciences]] *[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] *[[Portal:Professions|Professional Schools]] *[[Portal:Social Sciences|Social Sciences]] Each of these major portals has an associated category that is used to organize Wikiversity pages. These large organizational units can be thought of as "faculties". "Faculty" is term that is often used to refer to large organizational divisions of a university. However, Wikiversity does not have any "faculty members". Wikiversity has participants who collaborate in the editing of Wikiversity pages. In addition to the major Wikiversity portals listed above, there are a few additional major portals: *[[Portal:Learning Projects|Learning Projects]] *[[Portal:Learning Materials|Learning Materials]] *[[Portal:Education|Education]] ==The real function of portals== As soon as Wikiversity has actual educational content, Wikiversity portals should help quickly guide Wikiversity browsers to Wikiversity learning resources in the main [[Wikiversity:Namespaces|namespace]]. At the start of Wikiversity, portals can mainly serve to invite participation at Wikiversity content development and improvement projects in the "School:" and "Topic:" namespaces. ==See also== *[[:Category:Wikiversity portals|Wikiversity portals]] - the category that holds the major Wikiversity portals *[[b:Wikiversity:Wikiversity Schools]] - the list of major schools was originally made at Wikibooks. *[[Wikiversity:Wikiversity Schools|Wikiversity Schools]] - the current list of major Wikiversity schools *[[:Category:Portal]] - category containing other Wikiversity portals not listed on this page. *[[Template:box portal skeleton]] - use this template to start a new portal in [[Portal:Science|this]] format ([[Template talk:Box portal skeleton|instructions]]). [[Category:Wikiversity portals|Wikiversity:Major portals]] 3932 80969 2007-01-25T16:27:31Z 71.131.188.190 /* Constants */ '''[[w:PHP|PHP]]''' (recursive acronym for "PHP: Hypertext Preprocessor") is a server-side scripting language designed for use in web based applications. As it is a server side scripting language, its use requires a web server installed, configured and enabled with PHP. == Introduction == This is a course designed to teach PHP by example (and eventually assignment) to anyone willing to learn. Bear in mind that this course is still a work in progress and is by no means comprehensive in its current state. In addition, it is fairly fast paced and it is suggested participants utilise various other learning resources to assist them in their learning. If you feel that a certain section lacks detail, or there is a blatant error in a statement, change it! Alternatively, point it out on the [[Talk:Introduction to PHP|talk page]] and an experienced user will take a look at it. For a more complete tutorial, visit: http://www.w3schools.com/php/default.asp == Prerequisites == * Some sort of [[Topic:Introduction to Programming|Introduction to Programming]] * Whatever basic courses are available at [[Topic:Computer Programming]] * Strongly reccommended that participants have access to a php enabled webserver or install [[w:WAMP|WAMP]] / [[w:LAMP|LAMP]] on their system to practice == Basic Syntax == When PHP parses a file (web servers are generally configured to have php parse files with the .php extension), it looks for an opening tag and a closing tag and then interprets the code between the two: <?php echo 'This is being parsed.'; ?> This is not being parsed. PHP will output everything that is not contained within an opening tag (commonly <?php, but could also be <? or <script language="PHP">) and a closing tag (?> or </script>) exactly as it is written. All lines of code in PHP should end with a semicolon. This denotes to the PHP interpreter that a command has been passed and that it should anticipate the next (or the ?> tag / end of file). This is because different text editors handle new lines differently (the Notepad utility on Microsoft Windows is notorious for being terrible with UNIX end of line compatibility), and it allows coders to squeeze together small blocks of code on the same line. For example, the following is acceptable: <?php $m='This is being parsed';echo $m; ?> And will work just the same as the example below. === Variables === ''see also [[Variables in PHP]]'' PHP scripts can contain variables, which are denoted with the $ at the start of their unique identifier (two variables with the same identifier are, essentially, the same variable). Unlike many low end languages, variables in PHP need not be declared and defined - when a variable is used, PHP automatically creates it and assigns it a null value if it does not already exist. Take a look at this example: <?php $message = 'This is being parsed.'; echo $message; ?> Notice the difference from the first example - in this, we assign the sentence ''This is being parsed.'' to the variable $message and then output it. This may seem like a pointless example, but rest assured, variables have a very important purpose in PHP. === Constants === ''see also [[PHP Constants]]'' Constants are generally immutable (unchangeable) values supplied by the PHP execution environment. They are used to pass various bits of information which might be useful at runtime. === Comments === PHP supports commenting code for ease of viewing by humans. There are two common ways of commenting ways: comment blocks and line commenting. ==== Comment blocks ==== Comment blocks work by denoting a range from one point to another within a script as a comment, which is then ignored entirely by the PHP interpreter. They can be inserted anywhere (although it is good practise to give them their own few lines in the script for readability's sake) and are denoted by two special characters: / and *. Take a look at this example: <?php /* This is a comment. */ echo 'This is being parsed.'; ?> Notice that the order of the / and * alternate. To designate an area in a script as a comment block, simply begin it with a /* and end with a */. Comments can, as mentioned above, be placed anywhere like so: <?php /* This is a comment. */ echo /* This is also a comment */ 'This is being parsed.'; ec/* Depending on server configuration, this may or may not work. Check your PHP manual for details.*/ho '/*This is another oddly placed comment block. To actually display this in PHP, you would need to use the break character, which will be outlined in future lessons. */ This is being parsed.'/* And once again, this is a suspiciously placed comment, but should not make any difference to the script. */; ?> Notice that comment blocks are placed between the echo function and its parameters, within the function call for echo itself (ec/* ... */ho), within the string passed to the echo function and just before the end of line declaration (with the semicolon). ==== Line commenting ==== Line commenting is much like the comment block, except that it only affects a particular line from a given point onwards, cannot be ended until the next line and only uses the // operator. Examine the following example: <?php // This is a comment. echo 'This will NOT be parsed.'; echo 'This will be parsed.'; ?> Anything after a // on a line is considered a comment, ignored entirely by the interpreter and meaningless to anything but a human examining the code. Remember that the use of echo 'This will NOT be parsed.'; above is totally immaterial; the word echo will not be treated as a function call. A // can also be added to the end of a line (must be after the semicolon if there is a function call on the same line) and anything after it will be commented, like so: <?php echo 'This will be parsed.'; // This will not be parsed. ?> === Functions and arguments === PHP is well known for its extensive library of built-in functions. A function in PHP is a set of code predefined to be called by a particular keyword, either built into PHP's numerous libraries, or defined by the person writing the script within the code. A function can be declared like so: <?php function echostuff() { echo 'Stuff'; } ?> In the same script, the function can then be called like this: <?php echostuff(); ?> This will output 'Stuff' (without the quotation marks). Functions can have arguments which can be passed when the function is called. An argument is a variable that you pass directly to the function. Here is an example of a simple function that takes a name as an argument, and outputs a nice greeting: <?php function greet($name) { echo 'Hi ' . $name; } ?> Note the use of the period here, between "'Hi '" and "$name". This will concatenate the two variables together. We can call this function in a couple of ways, either by passing a defined variable to it: <?php $name = 'John Doe'; greet($name); ?> Or, we can just pass the name directly to the function, also called a 'literal string': <?php greet('John Doe'); ?> Finally, we can also pass multiple arguments to a function. To do this, just separate each variable with a comma: <?php function greet($name, $day) { echo 'Hi ' . $name . ', how are you doing on this fine ' . $day . '?'; } greet('John Doe', 'Tuesday'); ?> == Assignment == Now it's your turn to get your hands dirty! Create a function that takes a name, an age, and a height, and outputs a sentence using all of these variables. Also, call the function using a combination of variables and literals. Check your answer here: [[PHP_Assignment_Answers#Introduction_to_PHP|PHP Assignment Answers]], and remember, in programming there are a thousand ways to do anything, so don't worry if your script doesn't exactly match the answer! Just make sure it works. == Learning Sessions == None available at present. ==See also== *www.php.net [[Category:PHP]] [[Category:Programming Languages|Programming Languages]] [[Category:Articles related to php|Introduction to PHP]] [[Category:Introductions]] [[Category:Learning activities]] 3957 80366 2007-01-23T16:53:57Z Mu301 3705 {{nav2|School:Physics and Astronomy|Topic:Astronomy}} '''[[Topic:Astronomy|Astronomy]]''' is the scientific study of the Universe and its contents. The Wikiversity Astronomy textbook is divided into several units typical of introductory texts at the university level. These units can be presented out of order, or some may be omitted: I. [[Positional Astronomy]] This is the study of constellations, asterisms, apparent diurnal and annual motions of the sun and stars, motion and appearance of the moon, lunar and solar eclipses, lunar and solar calendars, and stellar coordinate systems. Experts in this field display a solid understanding of the three-dimensional character of the solar system; the typical size and speed scales involved; the relationship between angular size, actual size, and distance; and the vocabulary needed to describe positions of astronomical objects. This unit provides the background required to understand the historical revolutions in astronomical knowledge described in the next unit. II. [[Historical Astronomy]] This is the study of the history of astronomy, in particular ancient (typically cross-cultural) astronomy and its transition to the modern viewpoint. The works of Copernicus, Galileo, Kepler, and Newton are studied with an emphasis on the evolution from the geocentric to the heliocentric viewpoint. The collection study of light is introduced, both its intensity and its color content, allowing later units to rely on the crucially important concept of spectroscopy. Historical and modern telescopes are described. Experts in this field are able to discuss not only ''that'' the earth revolves around the sun, but also ''how'' we know this to be true. III. [[The Lives and Deaths of Stars]] This is the study of the formation, life, and death of stars. We describe the balance between the inward gravitational forces acting on a star with the outward forces that characterize that star. With this model we study the nebulae in which stars are born, main-sequence stars, red giant and supergiant stars, white dwarfs, neutron stars, black holes, supernovae, and the nebulae produced in stellar death. Experts in this field typically see the stellar life and death sequence as a recycling process in which galaxies become more deeply enriched with heavier elements. IV. [[Galaxies and Cosmology]] This is the study of the largest observed systems in the universe and their contents. Discussion of systems much larger than the solar system immediately requires the introduction of the topic of dark matter, the (apparently) unaccounted for material that binds galaxies together gravitationally. The evolution of galaxies is treated and the quasar introduced. Hubble's discovery of the expansion of the universe is combined with Einstein's theory of gravity to describe the past (and predict the future) of the universe as a whole. Experts in this field juggle unconfirmed theories (Inflation), tantalizing data (accelerating expansion), and spectacular observations (relic heat from the big bang) in an attempt to produce a grand narrative of the universe. V. [[Planets and Moons]] This is the study of the small bodies and systems that orbit stars. Planets display enormous diversity in their composition, thermodynamic properties, geological activity, and atmospheres due to a number of factors we'll study here. We will study the planets and moons in our solar system in depth before moving on to the multitudes of planets discovered orbiting other stars. ---- In addition to these particular units of study, several overarching themes present themselves in the study of astronomy. First, that the universe is describable and understandable . Second, that astronomy as a science is driven through observation rather than experiment, and is therefore vulnerable to a different set of systematic faults than physics or chemistry. Third, that astronomy is a wonderful adventure for humankind, filled with joy and promise. [Would recommend the original text, below, be moved to subchapters.] Note: Contains theoretical ideas and conjectures. --[[User:Eoin O liathain|Eoin O Liathain]] 99.9% of the visible Universe is in the form of Astrophysical plasma, the same stuff that makes up the stars fills interstellar space. Visible matter makes up only 4% of the mass / gravity budget of the Universe; the rest is in the form of Dark matter 23% and a mysterious force that is pulling the Universe apart at an ever increasing pace called Dark energy 73%. Though we cannot directly detect it, and we do not know what it is made of, thought there are competing theories (see Axions(probably the most likely, though it could be a combination of theories) Super symmetry, and Strange matter) we can detect the effects of Dark matter on ordinary matter through gravitational interactions; galaxies seem to be built around pockets of dark matter like bricks of a house. At this point, if you have done the math you probably realize that the stuff you see around, regular, non plasma, baryonic matter is extremely rare in the Universe. This matter makes up about 0.0004% of the matter in the Universe. The Universe is about 13.8 billion years old and may be finite or infinite, but has been estimated by a group of leading astophysists to be 151 light years wide, though this is debated; the most commonly accepted theory for how the Universe was created is the big bang, or more particularly the hot big bang it also fits nicely with nuclear physics and particle physics by explaining why no elements heavier than Beryllium were created during the big bang, and also explains the abundance of Deuterium (an isotope of Hydrogen with a neutron in the nucleus, accounts for approximately 1% of the Hydrogen) in the Universe, since it fuses easily into Helium 4; the reason is that the universe started off at an infinite temperature and density and expanded and cooled very quickly. --[[User:Bone Spencer|Bone Spencer]] 01:04, 17 May 2006 (UTC) == Stars == Stars are made mostly of hydrogen and helium and give off energy in the form of electromagnetic radiation by fusing elements into progressively heavier elements until it reaches iron (which has one of the highest binding energies) and no more energy can be obtained through nuclear fusion. --[[User:Bone Spencer|Bone Spencer]] 01:04, 17 May 2006 (UTC) [[Category:Astronomy]] 3958 65279 2007-01-01T18:03:58Z Mu301 3705 image caption [[Image:NGC6543.jpg|thumb|The [[w:Cat's Eye Nebula|Cat's Eye Nebula]], a [[w:planetary nebula|planetary nebula]] formed by the death of a star with about the same mass as the sun]] ==Introduction== How do stars form, how do they burn for so long and how do they die? This lesson aims to explain the entire process of a star's evolution from formation to its sometimes violent death. Students should have a good grasp of classical physics and calculus. Structure of the course: *'''Initial Conditions''' **Collapsing Gas Clouds **The Virial Theorem **Jeans Mass **Kelvin-Helmholz Contraction *'''Nuclear Fusion in Stars''' **The proton-proton chain Students will understand the following: 1.The stages of evolution a star goes through are determined by the size of the star. ==Materials required== For this lesson, you will need: Research materials about stars and the evolution of stars ==Lesson== #Review what you have learned about stars so far. In the course of discussion, determine how much you know about star evolution. #Do you fully understand the terms red giant, white dwarf, neutron star, supernova, and black hole? If not, become acquainted with the terms and understand how they relate to the evolution of stars of different sizes. #Before continuing the activity, you should understand the following three facts: ##A star the size of our sun will burn steadily for 10 billion years, then expand to a red giant, and finally collapse into a white dwarf about the size of Earth. ##A star three or four times the sun’s mass will burn steadily for a shorter time, then expand into a red giant, and finally collapse, ending up as a neutron star—a super-dense star about the size of a large city. ##A star 50 times the sun’s mass will burn for an even shorter time and may blow up as a supernova before collapsing and eventually shrinking to infinity, becoming a black hole. #Divide into three groups, each group should focus on one of the three types of stars just mentioned: a star the size of our sun, a star three or four times the sun’s mass, and a star 50 times the sun’s mass. #Each student should use her or his prior knowledge and information from research to draw a carefully labeled set of diagrams illustrating the stages in the evolution of the type of star assigned to them. #Display students’ diagrams below so that the class can use them to compare the stages of evolution of the three different types of stars. Draw a set of diagrams for all three types of stars. Example diagram: [[w:Image:Sun Life.png]] ==Discussion Questions== #Discuss why some scientists were uneasy about the idea of an expanding universe? #Astronomer Wendy Freedman's observations of Cepheid variable stars in another galaxy indicated that the age of the universe is about eight-twelve billion years. Why did her discovery cause such a debate among astronomers? What elements of her discovery still lend themselves to argument? #What do scientists learn by observing parts of the universe in other than the visible parts of the spectrum? #What materials are believed to compose dark matter, and what can we learn about the universe by examining it? ==Evaluation== Evaluations of the diagrams are as follows: Three points: diagrams carefully prepared; labels clear and correct; diagrams accurately illustrate the star’s stages of evolution Two points: diagrams adequately prepared; some labels unclear or incorrect; diagrams accurately illustrate the star’s stages of evolution One point: diagrams carelessly prepared; labels unclear and/or incorrect; diagrams reflect some inaccurate information about the star’s stages of evolution Students can contribute to the assessment by determining how many diagrams will be required to illustrate the stages of evolution for each type of star. ==Extra== *Cepheid variables, supernovae, dark matter, cosmic background radiation, black holes, red shift. ==Readings== *[[w:Astronomy]] **[[w:Star]] ***[[w:Stellar evolution]] etc... [[Category:Astronomy]] 3959 19384 2006-08-28T19:39:13Z SB Johnny 61 [[Wikiversity:Stellar Evolution]] moved to [[Stellar Evolution]]: move to main namespace #REDIRECT [[Stellar Evolution]] 3965 77465 2007-01-17T01:30:03Z JWSchmidt 20 [[Category:Schools]] [[Image:Wikiversite-banner.jpg|thumb|right|450px]] The School of Media Information & Cognition explores the boundaries and crossing of boundaries between Information, the vehicals that transmit it - Media, and the faculties by which we absorb, digest, or reject it. == Department of Memes == == Department of Structure & System == == Department of Referentiality and Organization == == Department of Physical Constraints == [[Category:Schools]] 3975 80718 2007-01-24T19:31:14Z Tucker529 5756 /* Class Roster */ {{nav|Wikiversity}} [[Image:Scharnhorst-9.jpg|thumb|right|300px]] ''Part of the [[Topic:European History|Department of European History]].'' A few people have expressed interest in continuing discussions...I have no problems with this as I continue to check this site about once a week on average. Please, if you have questions in one of the discussion areas, feel free to do so. I would suggest to people however that several of the areas have been neglected and those wanting to look more deeply into the reich will want to start looking into those later topics as they are quite key to the whole. I am more than willing to engage people who take up the challenge, after all, that was my original plan with this topic. On the one hand, I'm surprised that no one has even attempted the question for the fifth week but then again it's hard to answer without knowing more of the background that could be covered in weeks three and four... My email address is under my user page if anyone needs to contact me. --[[User:Kfitton|Kfitton]] 1:17, 14 Jan 2007 (UTC) == Introduction to Hitler's Germany == Hitler's Germany, or from here on out referred to as 'The Third Reich', is a course that will familiarize the student with key themes in the current historical literature involving the subject. The course breaks down to several weeks of discussion held on the main page and a paper that each student will complete on a topic of their choosing, which will then be critiqued by the class for its merit and historical content. The student taking this class will hopefully walk away with a greater understanding of the time and exposure to an active academic environment that requires scholarly research. The instructor has taken a class exactly on this subject and will attempt to mold many of those ideas into this class, so students will be prepared to take on university level material should the opportunity arise. ''It should be noted that subject material in this class will be of a frank and sometimes grotesque manner'', so if the student is not capable of maintaining a professional demeanor and historical objectivism, it is suggested that they ''not'' sign up for this class. This is intended to be roughly a '300' or '3rd year' or 'junior' level college class. == Suggested Reading for this Course == While using online resources are encouraged, it is suggested to pick up the following books for cheap on Amazon.com or any other used book seller. These are books from people respected in the field of study on The Third Reich. *'''The Nazi Dictatorship''' by Ian Kershaw, 4th ed. *'''Atlas of Nazi Germany''' by Michael Freeman, 2nd ed. *'''The Nazi Revolution''' by Allan Mitchell, 4th ed. ''Highly recommended!'' *'''Weimar and Nazi Germany''' by Panikos Panayi. *'''Nazi Culture''' by George Mosse. ''Highly recommended!'' *'''Inside Hitler's Germany''' by Benjamin Sax and Deiter Kuntz. ''Highly recommended!'' During the course, the instructor will be referencing these books, and while not necessary to have it would make for a much greater class environment and overall understanding of the topic. == Schedule and Assignments == === Class Roster === Now open for signups - click on the edit and add your user here if you wish to enroll. Also, if you have in your possession, any of the suggested reading texts, please list the author(s) after your user so that the instructor can tailor discussions toward those texts. [[User:Bartdutch|Bartdutch]] [[User:PaddyC|PaddyC]] [[User:Downey|Downey]] [[User:Domiproud|Domiproud]] [[User:Alfmaster|Alfmaster]] --[[User:Brunomoreschi|Bruno Moreschi]] 14:08, 11 October 2006 (UTC) [[Alijohnson]] [[User:Noiz|Noiz]] [[User talk:Think outside the box|Think outside the box]] [[user:guglicello|guglicello]] [[User:HistoryBuff|HistoryBuff]] [[User:tucker529|tucker529]] === Week Schedule === *Week 1 - What Causes a Facist Dictatorship? Post-WWI through [[w:en:Weimar_republic|Weimar Germany]] *Week 2 - Structure of the National Socialist Party, Political and Social Repercussions *Week 3 - Early forays into German Politics, German Political Spectrum *Week 4 - NSDAP gains control of the country, The Nazi State *Week 5 - Horrors and Failures of The Third Reich *Week 6 - Discussion for Final Paper *Week 7 - Critique of Final Papers and Closing Comments === Assignments Due === ''Keep in mind, assignments will NOT be collected, except for Week 6-7. All work is a suggestion to students in order for them to be prepared for the week topics.'' *Pre-Week 1 - Students enrolling should start by looking up various governmental systems and taking notes in preparation for discussion. In particular: [[w:en:Fascism|Fascism]], [[w:en:Communism|Communism]], [[w:en:Democracy|Democracy]], [[w:en:Totalitarianism|Totalitarianism]], and [[w:en:Monarchism|Monarchism]]/[[w:en:Oligarchy|Oligarchy]]. *Week 1 - Students should compare the differences between [[w:en:Italian_Fascism|Italian Fascism]] and German National Socialism, particulary in the notion of the ''[[w:en:Fuhrerprinzip|Fuhrerprinzip]]''. Suggested reading:[http://en.wikibooks.org/wiki/World_History:The_Rise_of_Dictatorship_and_Totalitarianism Rise of Dictatorships] *Week 2 - It was often said that Nazi support was, "a mile wide and an inch deep". Students should look into why the National Socialists gained such widespread appeal amongst certain sections of society. This is prep work for week 2 discussion. *Week 3 - Taking information from the Week 3 Discussion, students should map out political groups and how these groups played into Hitler/Hindenburg's control of the government. Stress should be placed upon the [[w:en:Enabling_bill|Enabling Bill]] (also known as the Reichstag Fire Decree), that will be discussed in Week 4. Suggested reading [[w:en:Reichstag_fire|Reichstag_fire]] *Week 4 - The [[w:en:Volksgemeinschaft|Volksgemeinschaft]] or People's Community was a core idea behind Nazi control of the state. Students should look more into a specific area (ie: education, economics, social groups, labor, etc) for examples of National Socialist Gleichschaltung in possible preparation for the final paper. *Week 5 - Is the [[w:en:Holocaust|Holocaust]] a singular event or just another genocide on an industrial scale? Considering this question is prep work for the discussion during Week 5. *Week 6 - Students will have a topic and potential thesis statement ready for discussion Week 6. *Week 7 - Final papers will be presented for class critique, papers should have a refined thesis as per commentary during Week 6, should be in the area of 2-5 pages (due to time constraints) with all proper historical writing procedures followed. == Ideas Outline == ===Historian's Struggle=== *Is the event known as The [[w:en:Nazi|Third Reich]] (1933-1945) something unique in history? Adding to that, is The Third Reich a product of structuralism (ie: societal factors) or intentionalism (Hitler's force alone)? **Case for [[w:en:Structuralism|Structuralism]] - The system of support that the Nazi party had teamed together with widespread disenfranchisement felt by those social groups that were hit hard by the end of WWI and the [[w:en:Treaty_of_Versailles|Treaty of Versailles]] (middle class, businesses, military, nationalists). **Case for [[w:en:Intentionalism|Intentionalism]] - The apparent strength of Hitler's ability to lead the German people. More often than not this was actually allowing differing groups to bicker over what Hitler's actual will was, so then it was necessary for Hitler to make a judgment, thus ensuring his control over the system. Typically this argument tends to center around whether Hitler was a strong or weak leader...those in the strong camp tend towards Intentionalism while the latter tend to support the idea of Structuralism. Does the issue of Hitler make this a case completely unique from all other examples of fascism or does each instance require a 'leader' such as [[w:en:Mussolini|Mussolini]] or [[w:en:Franco|Franco]], as in the cases of [[w:en:Italy|Italy]] and [[w:en:Spain|Spain]] respectively? Based upon the literature, and which historian you tend to follow, it would seem that the overall comparision to other fascists states is remarkably similar except for one area; the horrific [[w:en:Eugenics|eugenics]]/racial policies that the Nazis carried out. ===Historical Objectivism=== *Being objective in history is a cornerstone of the profession, however what does this have to do with The Third Reich? Simple, it becomes a fundamental necessity when trying to separate historical fact from the crushing morality surrounding the atrocities committed. So the historian must learn that while reprehensible, the facts surrounding the time are what need to be evaluated, not judgments made based upon our opinions. Does this make historians uncaring monsters? Of course not, but in order to fairly evaluate the social, political, and economic factors that make an occurance like this happen, historians have to put their opinions aside. Often, as can be seen even in professional historiographies, bias and personal opinions can sneak in and taint work done in honest scholarship. While reading texts on the subject, historians should be actively looking for bias in any particular instance and should adjust accordingly. ===Volksgemeinschaft=== *The [[w:en:Volksgemeinschaft|Volksgemeinschaft]] (VGS) is a German word for a uniquely German ideal - the people's community. As explained higher up in this class, the thing to keep in mind is that the VGS had a very strict definition of who was considered valid and acceptable. This is the area where Aryan racial policy finds a societal defense, after all, only an Aryan can defend the Fatherland against the unstable elements right? ===Gleichschaltung=== *Also known as the co-ordination of party and state, this term compasses all of the actions by the Nazi party/state with the goal of creating the VGS in mind. Where VGS is the ideal, [[w:en:Gleichschaltung|Gleichschaltung]] is the execution and the lengths to which the Nazi party will go, eventually leads to the final solution. It should be noted as a point of interest, that upon gaining control of the state, one of the first targets for gleichschaltung were education and the youth of Germany. The Hitler Youth would prove to be some of the most fanatical and loyal units throughout the whole Reich period. ===Necessary Terms=== *[[w:en:Reichswehr|Reichswehr]] - aka the German Army, Weimar period *[[w:en:Wehrmacht|Wehrmacht]] - the German Armed Forces, Third Reich *[[w:en:Blitzkrieg|BlitzKrieg]] - lightning war, quick assaults with emphasis on mobility *[[w:en:Einsatzgruppen|Einsatzgruppen]] - security groups charged with clearing occupied zones (ie: exterminiation) *[[w:en:Führerprinzip|Fuhrerprinzip]] - Leadership focused on one charismatic leader at the top *[[w:en:Kraft_durch_Freude|Kraft durch Freude]] (KdF) - the 'Strength through Joy' Nazi recreational organization *[[w:en:Kristallnacht|Kristallnacht]] - 'Night of Broken Glass', first major pogrom against Jews, 9-12 November 1938 *[[w:en:Nationalsozialistische_Deutsche_Arbeiterpartei|Nationalsozialistische Deutsche Arbeiterpartei]] (National Socialist German Worker's Party) - NSDAP, also known as the Nazi party *[[w:en:Lebensraum|Lebensraum]] - Living space, the needed expansion into eastern Europe as seen as necessary by Hitler *[[w:en:Reichstag|Reichstag]] - German parliment, a rubber stamp during Nazi rule *[[w:en:Schutzstaffel|Schutzstaffel]] - aka the SS, German Special Forces, included police/political/military units, along with 'Death's Head' exterminiation camp guards *[[w:en:Sturmabteilung|Sturmabteilung]] - Stormtroopers, original political guards and terror troops from Nazi party, importance declines after Nazis take control of the state ===People to Know=== *[[w:en:Martin_Bormann|Martin Bormann]]- Head of the Party, private secretary to Hitler *[[w:en:Hans_Frank|Hans Frank]] - Governor-General of occupied Poland *[[w:en:Joseph_Goebbels|Joseph Goebbels]] - Minister of Public Enlightenment and Propaganda *[[w:en:Hermann_Goering|Hermann Goering]] - Commander of the Luftwaffe, Plenipotentiary for the Four Year Plan *[[w:en:Rudolf_Hess|Rudolf Hess]] - Early secretary to Hitler, flew to Scotland on 'peace mission' *[[w:en:Heinrich_Himmler|Heinrich Himmler]] - Chief of German Police and SS, arguably the second most powerful man in the Reich *[[w:en:Paul_von_Hindenburg|Paul von Hindenburg]] - Last president of Weimar Germany, national hero in WWI, office is taken over upon his death and seen as the fall of democracy in Germany *[[w:en:Franz_von_Papen|Franz von Papen]] - Former chancellor under Weimar Germany, negotiates putting Hitler into the chancellorship *[[w:en:Erwin_Rommel|Erwin Rommel]] - Nazi General, famous tactician, commander in North Africa and Normandy *[[w:en:Albert_Speer|Albert Speer]] - Minister of Armaments and Munitions, also a favorite of Hitler for his architectural work *[[w:en:Karl_Dönitz|Karl Dönitz]] - German Naval Officer, head of the Kriegsmarine, and eventual successor to Hitler after Hitler's suicide in 1945 == Discussion Record == Discussions will take place each week, with a topic opening on Sunday and discussion being closed on Saturday. Students will add their response underneath the question, please make statements fruitful and historically valid. At the end of the class, the last set of discussions will be on critique of student papers. More instructions will follow with each week. *Week 1 - This week's discussion will surround the issues involved in turning a somewhat modern democracy into a fascist dictatorship. What was the combination of factors during this time that allowed fascism to thrive instead of democracy/monarchism in places like Germany, Italy, Spain? The single biggest factor in turning Germany from a somewhat modern democracy into a fascist state is the Treaty of Versailles. The treaty took from Germany valuable land, forces them to pay lots of money, and limited the German military to 100,000 men, putting the vast majority of Germanys fighting men out of a job. The economic impact of this sent Germany into a major depression, which helped fuel the already strong force of communism. The military limitations lead to the rise of the Freikorps who spent their time fighting the communists. Together these two factions polarized Germany, and near anarchy ensued in Germany. With the right fighting the left, and even different factions of the left fighting the left. Fascism arises as a reaction to communism, and promised to restore Germany to its former glory. Also I think it is worth mentioning Germanys geographical position, surrounded on all sides and land locked. This makes war much more likely as a country would always like to have at least one friendly border.The biggest issues leading to the general rise of Fascism during the post World War I era were: Reactions to International Communism, transitions from monarchy’s to democracies, international depression, paramilitaries, and the rise of nationalism. Also of note is fascist propaganda. Fascism arose in Germany, Italy and Spain as a reaction to socialism, communism, or both. In all three countries the leftists are the first to take power from. the Monarchy’s. The new government is leftist but not communist. Both the radical left and right wing try to over throw the new government. While at the same time fighting each other. Along with the political chaos is the great depression, and lots unhappy former solders joining paramilitary organizations. Due to the wide spread paramilitary activity and former veteran sympathy for fascism the fascists were able to take power with out a majority of the population, sometimes taking a country by force. With the effective use of propaganda the fascists are able to stir up nationalistic sentiment, all three countries were declining empires, and their people wanted to see a restoration of the empire. -JDowney Alright, looks like we have a discussion on our hands! Just for notice, because of the mix up..I'm giving an extra week to this first topic so that people can find the link if needed. Anyway.. I think you have a good start, however there are a few holes I would like for you to clear up with me. First, while the treaty is a huge portion of the unrest taking place in Weimar Germany, the government was making their payments with help of loans from the west. It wasn't until the great depression, that the loans dried up and put Germany on the spot - when the hyperinflation really takes off. Second, at that time, Germany was not landlocked; they did have some ports on the north coast near Denmark..however you are correct in that they were surrounded by a lot of countries that didn't really like them (excepting austria and what we now know as the Checz Republic). Your assessment of the military is accurate. Political polarization was not exactly left vs right however, as we will be covering later, the German political spectrum consisted mainly of (from left to right): KPD (communists), SPD (socialists), zentrum (Catholic center party), nationalists (we would call them neo-conservatives in today's climate), and NSDAP (nazis). During Weimar, the SPD was the main force in the government and everything was swinging around that axis. The working classes either supported the SPD or joined the KPD, while business interests and nationalists joined the right leaning parties. The zentrum (center) party was mostly concerned about religious issues and tried to ride the fence in order to protect those religious freedoms. However, once the depression breaks out, political tensions start to spike and you see the existence of the NSDAP take shape. This dynamic and agressive, nationalistic group that believes that communists and jews have forced Germany into this position of weakness and that getting rid of the unstable elements in society will make Germany better off in the long run. The vast majority of supporters in the early period are war veterans and middle class (shopkeepers, burecrats, etc) people that are tired of seeing 'their' country wasting away. Also keep in mind that most of the business interests and the military tended to side with the nationalist parties (of which Paul von Hindenburg was a part of). This is the climate where the paramilitary groups start to thrive as a means for out of work men to do something they consider meaningful. Street wars would start to take place and almost every political group had to have some sort of bodyguards around in order to stop harassment from other factions. It should be noted that so far in the history of time, the two greatest propagandists were the NSDAP and the Communist Party. Taking a look at the posters of the time, these two groups did fantastic work when it came to shifting opinions, even to the point of the Nazis just using a [http://www.calvin.edu/academic/cas/gpa/posters/hitler.jpg black poster with Hitler's name and face on it] - nothing else. It was the poster that said everything and nothing, something quite powerful during it's time. --[[User:Kfitton|Kfitton]] 15:43, 2 September 2006 (UTC) So then the factors turning Germany from a democracy to a dictatorship are: The Treaty of Versailles, class warfare and the rise of international communism, widespread paramilitary groups, the war guilt clause, and a general propensity towards a strong national government and the command economy. Another factor that I’m unsure of is the role of Catholicism, both in Germany and in other fascist regimes. The only proof that this is a factor is in that; first Catholicism is still fairly powerful in all 3 countries. It’s a political issue in all three countries; Catholicism is known to have been sympathetic to fascism. It seems the churches like the capitalists saw fascism as a better alternative to communism, and something they could control. Maybe it is better to say that the declining power of the Catholic Church is a factor in the rise of fascism and communism. For its declining influence among the masses of poor leads to the rise of communism not just in Germany but also in the entire world. Communism is usually atheistic and hence a danger to the church. The church seeing that its power is fading fast finds an ally in the fascists. They might have seen the fascists as a modern evolution of the monarchies, which they ruled as a sort of Theocratic-Oligarchy over the kings of Europe for centauries. JDowney For the most part, you're correct...the Catholic center party (Zentrum) tended to play the fence by backing whoever was in power as long as they didn't mess with religious rights. They tended to look at the long term survival instead of 'wedge' issues of the day. During Weimar, they backed the SPD who was in control at the time...as the SPD lost power to the Nazis, the Zentrum started to shift in order to try and save their institutions from the chop. --[[User:Kfitton|Kfitton]] 23:04, 5 September 2006 (UTC) In researching it occured to me that modern Russia shares many of the same conditions as the prefascist states of pre-WWII europe. I found a few websites that support this theory, what do you think? [[User:Downey|Downey]] 05:02, 6 September 2006 (UTC) Well, economically there are some similarities..but I'm not seeing the global preconditions nor the massive internal political divisions that existed in Germany during the Weimar period. I could be wrong as Russian history is not one of my areas of study, but without firm evidence I couldn't support a hypothesis that modern Russia is like Weimar Germany. --[[User:Kfitton|Kfitton]] 11:33, 7 September 2006 (UTC) *Week 2 - This week the discussion is surrounded by the curiosity of why the Nazi party was so effective, what is it about the inherit structures of the party that allows such a well-coordinated response to the internal pressures of politics and the external pressures of communism and democracy? There are I'm sure many reasons why the Nazis were so effective, despite initially weak support at the polls. First there is the romantic nationalism and the Völkisch movement. The German people were simply put, depressed. The Volkisch movement gives them some pride in the selves back and gives them some other people to blame their plight upon. Second is the structure of the party which was much like a military hierarchy. I’m not sure if this is new for a political organization. However in Germany it allows for some unique things to happen, best known being the holocaust. Like a military hierarchy everyone answers to someone higher up and follows any orders given to them from higher ups. Very important to their ability to provide a well coordinated response to internal political pressure and the external pressure of communism and democracy is that an inferior should have no guilt for following orders given by a superior. Perhaps it could be said that the Nazis mastered the art of passing the buck, which allowed ordinary people to do extraordinary and sometime terrible things with out the misgivings and guilt that normally occurs. That many party members were ex-military/current paramilitary men surely encouraged this quasi-military political structure and helped it succeed so well. [[User:Downey|Downey]] 01:05, 14 September 2006 (UTC) An accurate analysis..the only part you're missing is the exceptional use of propaganda. Part of the structure of the Nazi party was a key link to producing propaganda that the public couldn't get enough of. It said everything and nothing all in the same stroke...and the disenfranchised seized upon anyone willing to be a leader in the storm. --[[User:Kfitton|Kfitton]] 23:25, 15 September 2006 What was it about the Nazi propaganda that was so powerful? [[User:Downey|Downey]] 07:33, 16 September 2006 (UTC) In the history of the world, the two best propagandists were probably the Nazis and the Soviets. The range and scope to which they were willing to go in order to produce materials to influence also borders on the deranged/obsessive. This will explain a bit more: http://en.wikipedia.org/wiki/Propaganda#Nazi_Germany --[[User:Kfitton|Kfitton]] 14:28, 16 September 2006 (UTC) In one sense, there was nothing unusual about the Nazi regime. it was the same reversion to barbarism, muderousness, mass deception and mass barbarism which has occurred throught human history. However what made it different was that it was the only case of mass concerted genocide to occur towards an entire group '''within''' a national society (as opposed to expulsion from within, or of genocide per se, but towards foreign indigenous peoples) in at least the last 150 years of modern European history. --[[User:Sm8900|Sm8900]] 22:06, 13 November 2006 (UTC) Well..just thinking off the top of my head, there is the Armenian genocide, the event in Cambodia, and the ethnic killing during Kosovo and the breakdown of Yugoslavia. Expanding further, there is the current events taking place in Africa. So taking that into account, I don't think I would have made the same claim that you have proposed, additionally, I'm a bit perplexed as your paragraph doesn't really make sense in this portion of the discussion - the effectiveness of the Nazi party. --[[User:Kfitton|Kfitton]] 00:40, 15 November 2006 (UTC) Practically it was a combination of harnassing the German people (Gleichschaltung) together with an efficient propoganda machine. Also contributing factors are, as shown by other authors, the after effects of the treaty of Versailles, adverse economic situation. These added factors breed extremism as shown throughout history and even in our world todate. [[User:Bartdutch|Bart]] 21:41, 8 January 2007 (UTC) One thing that hasn't been touched on deeply is the role of the brownshirts. This paramilitary arm of a political party is quite divorced from modern democratic politics, where politics is seen as an intellectual rather then a physcial sport. I'm wondering if this might not have had impact on how citizens percieved the Nazi Party. [[User:Historybuff|Historybuff]] 03:40, 15 January 2007 (UTC) The brownshirts, also known as the SA (Sturmabeiltung or Stormtroopers), originally were the bodyguards for important members and ran security for all the meetings. The closer time got to Hitler taking power, the SA turned into a terrorizing force. They would actively search out rival meetings, newspapers, and members to weaken the other political and social groups. There has to be a reminder that during this time in Germany there is economic turmoil, vast unemployment, and political pressure. Being a member of a political party was also being part of a social group. So to Germans at the time - it doesn't seem so strange that the Nazis have the SA as part of their organization, after all most of the other groups had similar (albeit usually less organized) 'soldiers' as well. --[[User:Kfitton|Kfitton]] 07:14, 15 January 2007 (UTC) *Week 3 - Hitler's earlier attempts to gain control of the government are much more radical than the successful political one later on. Explain to me how the Beer Hall Putsch of 1923, Mein Kampf, and the eventual political rise of the Nazis are all related? As part of that, explain how Hitler used the Nationalist factions and Hindenburg to wean down the SPD during Weimar. *Week 4 - Explain the pattern of legalized revolution that the Nazi party adopts as the method of gaining control of the government. Once control was established, the Nazi party starts to assimilate all forms of social interaction and government institutions, why is it that there is a dual structure involved (both the party AND the state)? Are there any particular cases of groups susceptiable or resistant to this movement? *Week 5 - Make an argument as to whether or not the Holocaust was a singular event or just another genocide. If the argument is made for being a singular event, then describe what was inherit to the Nazi system that allowed such an event to occur. If not, then describe how it relates to other genocides throughout the world. Regardless of case, does the Holocaust as an event change the nature of the Nazi regime and how does that change history? [[Category:History of Germany]] [[Category:Learning activities]] 3976 19519 2006-08-28T21:51:54Z Digitalme 39 cat == Course Opening == The course has begun, and the first assignment has been posted. Please see below. == Course Outline == Classes will take place once a week to once every two weeks. Since the Great War has such a rich history, the focus will be placed on military history, though students are encouraged to branch out based upon their own interest. The following syllabus is open to modification: *Europe in 1914 / The Outbreak of War [[Wikiversity:The Great War and Versailles/Assignment One|Assignment One]] [[Wikiversity:The Great War and Versailles/Lecture One|Lecture One]] *1914: The Opening Campaigns / 1915: The War Continues *1916: The War of Attrition / The United States Enters the War *1917: The Year of Crisis / 1918: The Final Campaigns *Reflecting on the Experience of the War / 1919: The Peace Settlement == Currently proposed course study tasks or essay topics == (Percieved as synergistic learning while improving Wikiversity's free resources) [[Wikiversity:The_Great_War_and_Versailles:Ideas or proposed study tasks or essay topics.]] == Recommended Text == *''[http://print.google.com/print?id=OgxIi0rH1h4C The First World War]'' by Michael Howard (Oxford University Press, 2003) ISBN 0192804456: A short introduction to the topic. I will be drawing my lectures from it heavily. ===Additional Books=== See the [[Wikiversity:The Great War and Versailles/Further Reading|Further Readings List]] for books relating to topics you may wish to study in more detail. ===More on Wikibooks=== Wikibooks already has some brief information on the Great War. * [[US History:World War I|World War I and the Treaty of Versailles (1914 - 1920)]] * [[World History:Causes and course of the First World War|Causes and course of the First World War]] * [[World History:Effects of the First World War|Effects of the First World War]] == Class List == *Professor: **[[User:Polizano|Christopher Polizano]] *Students: **[[User:Alex beta|Alex beta]] 16:14, 27 Jun 2005 (UTC) **[[User:Abc123|Abc123]] 06:55, Jun 29, 2005 (UTC) **[[User:BarnacleKB|BarnacleKB]] 20:25, 1 Jul 2005 (UTC) **[[User:Muhgcee|Muhgcee]] 4 July 2005 02:12 (UTC) **[[User:Master Thief Garrett|Master Thief Garrett]] 5 July 2005 04:20 (UTC) **[[User:Sarken|Sarken]] 15:26, 28 July 2005 (UTC) **[[User:JBishop|JBishop]] 1 Aug 2005 14:43 (UTC) **[[User:Lazyquasar|Lazyquasar]] 19:52, 25 November 2005 (UTC) **[[User:MateoP|MateoP]] 05:41, 10 December 2005 (UTC) **[[:Pravin L Singh]] 21 Febuary 2006 **[[User:PaddyC|PaddyC]] 22:52, 03 August 2006 (UTC) [[Category:Pages needing cleanup after Import]] 3979 75829 2007-01-14T18:07:27Z Historybuff 5228 Added Courses category ==Object Types and Naming Scheme== These are very important things to remember in order to make your source code more easily intelligible. ===File Types=== You will use various file types while using VB6. These are some the most common ones. * File type: What people call it * Prefix: What people prefix the filename with * Extension: What file extension is used * Description: What its used for most often {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"| '''File Type''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Prefix''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Extension''' |style="border-bottom:1px solid black;"| '''Description''' |- | Project || || vbp || General project options |- | Form || frm || frm || GUI information and private code |- | BAS Module || mod || bas || Project-wide accessible functions |- | Class Module || cls || cls || Project-wide accessible subroutines |- | User Control || uc || ctl || Control object (Like an OCX with source code) |- | Property page || pag || pag || Property information |- | OLE Control || || ocx || Compiled control object |- | Dynamic Link Lib|| || dll || Subs and functions accessible by other programs |- |} Examples of common file names: * OddCalc.vbp * frmMain.frm * frmAbout.frm * frmPrintInvoice.frm * modMain.bas * modSettings.bas * modDeclares.bas * modWinsock.bas * clsWinsock.cls * ucCustomButton.ctl * ucTreeView.ctl * ucWinsock.ctl ===Variables=== A variable is a word or letter used to reference data used in a program. At the most basic level: All variables used in a program (Even if its interpreted as text) are held on the computer as a sequence of 1s and 0s (Binary) which represent numbers, which may or may not in turn represent letters or any given ASCII character. In a sane programmer's code the variable names are easy to understand because they clearly state what the variable is used for inside of the variable name. The information to be conveyed in a variable name is: # Variable data type # Functional use in program This is accomplished by coming up with a unique word between about 3 and 10 letters which explains the functional use of the variable as well as a prefix of usually 3 letters which explains the variable data type. A few examples of this: * intResult -- An integer which is the result of an operation * strFirstName -- A string which is used to store the first name of a person * dtmWorkDayEnd -- A Date variable which is used to store the time of the end of the work day ====Computer Data Storage==== All data stored on a computer is based upon binary values associated with them somewhere between 0 and 255. This is the range of values possible with an 8 bit binary value (8 ones and zeroes). {| cellspacing=0 cellpadding=5 border=1 || '''Decimal''' || '''Binary''' || '''Hexadecimal''' || '''ASCII''' |- | 48 || 0b00110000 || 0x30 || 0 |- | 49 || 0b00110001 || 0x31 || 1 |- | 50 || 0b00110010 || 0x32 || 2 |- | ------- ||--------------- || --------- || ----- |- | 55 || 0b00110111 || 0x37 || 7 |- | 56 || 0b00111000 || 0x38 || 8 |- | 57 || 0b00111001 || 0x39 || 9 |- | ------- ||--------------- || --------- || ----- |- | 65 || 0b01000001 || 0x41 || A |- | 66 || 0b01000010 || 0x42 || B |- | 67 || 0b01000011 || 0x43 || C |- | ------- ||--------------- || --------- || ----- |- | 88 || 0b01011000 || 0x58 || X |- | 89 || 0b01011001 || 0x59 || Y |- | 90 || 0b01011010 || 0x5A || Z |- | ------- ||--------------- || --------- || ----- |- | 97 || 0b01100001 || 0x61 || a |- | 98 || 0b01100010 || 0x62 || b |- | 99 || 0b01100011 || 0x63 || c |- | ------- ||--------------- || --------- || ----- |- | 120 || 0b01111000 || 0x78 || x |- | 121 || 0b01111001 || 0x79 || y |- | 122 || 0b01111010 || 0x7A || z |} A text character's "ASCII value" is the decimal value of the binary value used to represent that character on the computer. In the case of the uppercase letters A, the ASCII value is 65, which is 01000001 in binary. Uppercase Z has an ASCII value of 90, which is 1011010 in binary. The values for uppercase letters A through Z are between the values 65 and 90. Anybody notice how similar the uppercase and lower case values are in binary and hex? In binary you toggle the 32's place in order to change case, and in hex you add/subtract 2 from the 16's place. Handy. Associated example to play with: <pre> Option Explicit Private Sub Form_Load() Dim strChar As String ' Declares a variable ' Shows an input box and puts the result in a variable called strChar strChar = InputBox("What would you like the ASCII value of?", "HUH!? PUNK!?", "A") ' Shows a message box containing the ASCII value of the previously input letter ' plus a random ASCII uppercase letter MsgBox "The ASCII value of " & strChar & " is " & Asc(strChar) & vbNewLine & _ "And your random, uppercase ASCII character is: " & _ Chr$(RandomNumInRange(65, 90)) ' Unloads the form (Which cleanly ends the program if no other forms are loaded) Unload Me End Sub Public Function RandomNumInRange(ByVal Low As Long, ByVal High As Long) As Long Randomize ' Randomizes Rnd() (Surprisingly good random number generator) ' Generates a random number between "High" and "Low" and returns it RandomNumInRange = Int((High - Low + 1) * Rnd) + Low End Function </pre> ====Variable Names==== The following are the requirements when naming the variables in Visual Basic: * It must be less than 255 characters * No spacing is allowed * It must not begin with a number * Period is not permitted For the sake of making sure other people can look at your code and know what the hell you were thinking: * Suffix your variable name with the appropriate suffix for your variable's data type * Make sure the body of your variable name makes it easy to tell what its used for * Don't use an ambiguous name like "intUhhhh" or "strX" unless its use is within a very small scope of the program ====Numeric Data Types==== {| cellspacing=0 cellpadding=5 border=1 || '''Type''' || '''Size''' || '''Range of Values''' || '''Prefix''' || '''Example Variable Name''' |- | Byte ||1 byte || 0 to 255 || byt || bytFirstChar |- |Integer || 2 bytes || -32,768 to 32,767 || int || intCount |- |Long || 4 bytes || -2,147,483,648 to 2,147,483,648 || lng || lngHwnd |- |Single || 4 bytes || Negative values: -3.402823E+38 to -1.401298E-45<br>Positive values: 1.401298E-45 to 3.402823E+38 || sng || sngPi |- |Double || 8 bytes || Negative values: -1.79769313486232e+308 to -4.94065645841247E-324<br>Positive values: 4.94065645841247E-324 to 1.79769313486232e+308 || dbl || dblAngle |- |Currency || 8 bytes || -922,337,203,685,477.5808 to 922,337,203,685,477.5807 || cur || curTotalCost |} ====Non-numeric Data Types==== {| cellspacing=0 cellpadding=5 border=1 || '''Type''' || '''Size''' || '''Range of Values''' || '''Prefix''' || '''Example Variable Name''' |- |String(fixed length) || Length of string || 1 to 65,400 characters || str || strName |- |String(variable length) || Length + 10 bytes || 0 to 2 billion characters || str || strHTML |- |Date || 8 bytes || January 1, 100 to December 31, 9999 || dtm || dtmBirth |- |Boolean || 2 bytes || True or False || bln || blnToggle |- |Object || 4 bytes || Any embedded object || obj || objCurrent |- |Variant(numeric) || 16 bytes || Any value as large as Double || vnt || vntNumber |- |Variant(text) || Length+22 bytes || Same as variable-length string || vnt || vntName |} ===Control Types=== {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Control Type''' |style="border-bottom:1px solid black;"| '''Prefix''' |- | TextBox || txt |- | PictureBox || pic |- | Label || lbl |- | Frame || fra |- | CommandButton || cmd |- | CheckBox || chk |- | RadioButton || rad |- | ComboBox || cbo |- | ListBox || lst |- | Scroll Bar || sbr ''(no orientation needed)'' |- | Timer || tmr |- | DriveListBox || drv |- | DirListBox || dir |- | FileListBox || fil |- | Shape || shp |- | Image || img |- | Data || dat |- | OLE || ole |- | ListView || lvw |- | TreeView || tvw |- |} Examples of common object names: * txtName * txtAddress * cboYear * cmdOK * cmdCancel ==General Overview of Coding== ===Routine Types=== * Sub: Returns nothing ** Example: <pre> ' Description: Makes the window caption a random number between 1 and 100 every time the form is clicked Option Explicit Public intRandom As Integer Private Sub Form_Click() Call GetNewRandom Me.Caption = intRandom End Sub Public Sub GetNewRandom() Randomize intRandom = Int(Rnd() * 100) + 1 End Sub </pre> * Function: Returns some sort of value ** Example: <pre> ' Description: Makes a message box which displays the current military time at form load. Option Explicit Private Sub Form_Load() MsgBox "Current military time is: " & GetMilitaryTime End Sub Public Function GetMilitaryTime() As String GetMilitaryTime = Format$(Time, "hh:mm:ss") End Function </pre> Specific to user controls: * Let * Get * Set == Getting to know the VB6 IDE == The VB6 IDE (Integrated Development Environment) is a very simple and fully featured IDE. If you start out programming in VB6 you may end up being too spoiled to ever appreciate a more complicated and less functional IDE like most C++ IDEs. One feature which sets VB6 apart from various IDEs is the simplicity of its approach to GUI (Graphical User Interface) design. As a general rule: Play with it. You're very unlikely to break anything that matters, so just explore and experiment with the IDE, and you'll learn more. ===Creating A Project=== # Start VB6 # When presented with a "New Project" dialog you will usually want to pick "Standard EXE" and press "OK" # You now see the VB6 IDE, which contains an empty form called "Form1". That is your program. ===Description of the IDE=== * In the middle of the program is a window which contains another window called "Form1". This is called the ''GUI designer'' window. That window inside of there with the title "Form1" is your program. * On the left is the ''toolbox'', which stores the pre-made objects you can place in your program. This includes visual items you often see in programs like textboxes, command buttons, checkboxes. It also has the potential to include invisible items like the winsock control, which allows easy access to network communication. * On the right is the ''Object properties'' pane, which contains all of the properties of the item currently selected in the ''GUI designer''. * On the top there is the ''menu bar''. * On the top, below the ''menu bar'' is the ''toolbar''. ===Setting up the IDE=== ====Don't allow sloppiness==== # Click on Tools->Options # Check "Require Variable Declaration" # Click on the "Environment" tab # Select the option button which says "Prompt to save changes" # Press "OK" ==== Get rid of silliness==== On the bottom-right of the IDE, close the "Form Layout" pane because its pretty much useless. ====Access to handy functions==== # Right-click somewhere on the ''toolbar'' and click on "Customize..." # Click on the "Commands" tab # Under "Categories", select "Edit" # Scroll down to about the middle of the "Commands" box until you can see "Indent", "Outdent", "Comment Block", and "Uncomment Block". Drag all of those items to your toolbar, putting them in order, right next to the "Start", "Pause", and "Stop" buttons. # Press "Close" You can now use these commands by selecting a block of text in your source code then hitting one of these commands to do the specified function on the whole block of code. Handy. === Changing Properties of Objects === If you click on an object on your form, or even the form itself, you gain access to the properties of that item and change them in the properties pane on the right side of the screen. === Using controls === ====Placing controls on a form==== All of the items on the left-hand of the screen, in the toolbox pane, are able to be added to a form like this: # Click on the box representing the control you want in your program # Click the left mouse down on a space on a form, then drag to another spot and release the left mouse button. This sometimes makes the control you selected the same size as you directed, and sometimes objects are a fixed size which you can't modify ====Importing extra controls==== If you want to use a control which is not included in VB6's "Standard EXE" toolbox of 21 controls, you'll need to import them like this: # Right-click somewhere in the toolbox, and select "Components" # In that window you can select an OCX file which contains controls you can add to your form ** If the control you're looking for isn't on the list then you can try to find it by clicking "Browse..." and finding the OCX file manually ** Sometimes OCX files are given the extension DLL when the file is a DLL which includes OCX data inside it ==== Underlined letters ==== When you press the Alt button in many programs you're shown little lines underneath certain letters of menu items. If you then press on your keyboard a letter which corresponds to one of the underlined letters then that menu item is selected. In VB6, to get that functionality all you have to do is place an apersand (&) the letter before the letter you want to be underlined and functional in this way. This functionality exists in: * Primary Menu items * Secondary menu items * Command buttons * More..? === Running A Program === Take a look in the menu item "Run". You will find that: * Pressing "Start" in that menu, pressing the "Play" button, or pressing F5 on your keyboard will run your program * Pressing "Break" in that menu, pressing the "Pause" button, or pressing Ctrl+Break on your keyboard will pause your program ** Allows you to edit your program while you're running it (AWESOME! Spoilage factor here versus every other programming IDE) * Pressing "End" in that menu, or pressing the "Stop" button will stop your program === Stopping A Program === When you are done testing your application, you will want to close it. There are several ways to accomplish this. * If at all possible you should close your application by pressing the "X" button on the top-right of the window of an application, or using the keystroke Alt+F4. This is a "clean" termination of the program. The following options should be used only in the case that your program has stalled and you cannot close it by pressing Alt+F4 or the "X" button on the program's window. In all of these options there is a chance of causing a [http://en.wikipedia.org/wiki/Memory_leaks memory leak], which renders some space in your computer's memory unusable until the next time you reboot the computer. * If the VB6 IDE is still responsive: Press the "Stop" button located beside the "Play" and "Pause" buttons in the VB6 IDE. * If the VB6 IDE is no longer responsive: Press Ctrl+Break to Pause the program's execution. * If Ctrl+Break doesn't work: Try to end VB6.exe via the windows task manager. * If none of that works: Time to restart the computer and go fix that horrible bug in your program! === Compiling A Program === '''You must be using a full, retail copy of Visual BASIC. The Learning Edition will not compile to EXE''' * In the VB6 IDE, press File->Make ProjectName.exe, select a location and filename you would like your program to have and VB6 will create that EXE for you simply and very easily. The process in which source code is converted into EXE is called "compiling", and is far more simplified in VB6 than a language like C++. In order for your program to run on any given computer, that computer must have all of your program's "dependencies". All programs written in VB6 will require the [http://www.microsoft.com/downloads/details.aspx?FamilyID=bf9a24f9-b5c5-48f4-8edd-cdf2d29a79d5&DisplayLang=en Visual Basic 6 Runtime Library] (msvbvm6.dll). Happily: Windows XP had the VB6 runtime library ever since first release, so if you make a VB6 program with no extra dependencies, it will work on Windows XP. Prior versions of windows, however, did not come with the VB6 runtime preloaded, and will require it to be installed if it hasn't yet been installed. If your program requires any extra DLL or OCX files in order to work, those are now dependencies of your program which you will need to supply to anyone you want to send your program to. For maximum portability it is a good idea to rely on functionality you implement in your own program. If you're lucky, you can opt for implementing the CTL source code file from an OCX into your program if the OCX is open-source and was written in VB6. ===Getting into the source code=== Right-click anywhere on the form called "Form1", and select "View code". Another way to accomplish the same thing is to double-click anywhere on the form. You should now see the following: <pre> Option Explicit Private Sub Form_Load() End Sub </pre> This is the current source code behind this form. Your cursor is currently between "Private Sub Form_Load()" and "End Sub" because the object you double-clicked on was a "Form" and the default subroutine for the IDE to bring you to if there is nothing yet coded for that object is "Load()". You can change which subroutine associated with "Form" you want to look at by clicking somewhere inside the "Form_Load" routine, then selecting one of the options inside the combo-box on the top right of the window you're in. This function will get you spoiled, quick. === Setting project properties === * In the top menu click on Project » Project1 Properties Search through this dialog. Learn its options. Set the values inside. == Your first VB6 program == A traditional first application in any programming language will be something which somehow displays "Hello world!". So, that's what we're going to do, but I'm gonna make it complicated for you. Start a new project, get into the source code, select all of it, and replace it with this: <pre> Option Explicit Private Const strHello = "Hello world!" Private Sub Form_Load() MsgBox strHello & " It's " & Time & " and I'm a copy-n-paste coder!" End Sub </pre> Now press the "Play" button to run the program. It will show you a message box which says something like: <pre> Hello world! It's 2:00:00 AM and I'm a copy-n-paste coder! </pre> {{VBfooter|(none)|Variables and Types in VB6}} [[Category:Computer Programming]] [[Category:Computer Science Courses]] [[Category: Programming Languages]] [[Category:Introductions]] 3981 65040 2006-12-31T23:37:01Z Mu301 3705 template:welcome and expand {{Welcome and expand}} Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Course code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:'''[[Portal:Physical Sciences]] * '''[[Wikiversity:Schools|School]]:'''[[School:Physics and Astronomy]] * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learnings activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== * '''Study guide:''' * '''Wikipedia article:''' [[w:Astronomy]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:Astronomy]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:Astronomy]] [[Category:Introductions|Introduction to Astronomy]] 3982 47975 2006-11-22T21:11:39Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] {{Wikiversity}} '''[[Wikiversity]]''' is a proposed project of the [[Wikimedia:Home|Wikimedia Foundation]] which would serve as a resource specifically focussed on education and learning. There would be a repository of learning resources or "teachers' materials" - activity sheets, slides, posters, ''etc.'', and lesson plans for how to incorporate these resources - as supplementary matériel to the text books developed at [[Wikibooks:Main Page|Wikibooks]]. Some project members hope it will eventually become a fully-fledged e-learning resource, but the wider community is as yet undecided on how this will be managed or whether it should exist. ==History of the project== Wikiversity's concept - one of an augmentation of the text-books to aide learning from them - was initially developed by the writers on Wikibooks, and the project's proponents started small-scale attempts there, resulting in a [[Wikibooks:Wikiversity|number of example course materials]] with a variety of styles currently exist on Wikibooks. Examples of subjects include: * [[Wikibooks:Wikiversity:Cell Biology|Cell Biology]] * [[Wikibooks:Wikiversity:School of Electronics#EET_100|Electronics]] * [[Wikibooks:Wikiversity:Bioethics|Bioethics]] * [[Wikibooks:Wikiversity:School of Philosophy:The History of Philosophy:The Ancient Greeks|Ancient Greek Philosophy]] * [[Wikibooks:Wikiversity:School of Computer Science/IntroProgramingC|Introduction to programming in C]] * [[Wikibooks:Wikiversity:Media113|Media literacy]] See [http://collaboration.wikicities.com/wiki/Wikiversity here] for a more detailed history of the Wikiversity concept. ==Project's identity== In August 2005, the Wikibooks community became dissatisfied with the placing of Wikiversity within Wikibooks, feeling that the creation of accessory learning materials wasn't in-line with the project's goal, and some moved to have it moved elsewhere. A Wikimedia-wide proposal was then put forward for Wikiversity to be created as an fully-fledged project, in which about 300 Wikimedians took part. This gathered a large range of opinions, with over 2/3rds of the participants in favour of going ahead with Wikiversity as a full project. Since then attempts have been made to identify a viable project identity or timeframe for [[Wikiversity:moving Wikiversity forward|moving Wikiversity forward]] towards a full project. ==What would Wikiversity do?== As previously mentioned, Wikiversity would develop and host learning materials and processes for general educational use. These will be multi-lingual, free to all, and will be developed collaboratively by the community, which is open to anyone, worldwide, with an interest in creating or using these resources. ==How would it work?== Wikiversity would work alongside the other [[m:Wikimedia]] projects, including [[m:Wikipedia]]. Wikipedia is already the world's biggest encyclopædia and aims to be the world's best. Large [[Wikiversity:Learning community|learning communities]] have formed in the larger projects (like English, French, German, Japanese) and these are all engaged in the production of resources which are free to be used in a variety of ways. Wikiversity would be similar, both in consisting of and being based around a community of people interested in learning, and also in working to complement Wikimedia projects, ie. develop articles for Wikipedia, books for Wikibooks, media files for [[commons:Main page|Wikimedia Commons]], and so on. In this sense, participants of Wikiversity would be engaged collectively in a learning process, developed according to their own needs and interests. == Further information == For further insight into the state of Wikiversity, see the [[m:Talk:Wikiversity|Wikiversity discussion page]] and a [[m:Conference reports/FLOSS, South Africa 2005/Workshop 2|workshop/presentation]] by Board member [[m:User:Anthere|Florence Nibart-Devouard]] at the 2005 FLOSS conference in South Africa. [[Category:History of Wikiversity]] [[Category:Pages moved from Meta]] 3986 19588 2006-08-29T00:22:59Z Rayc 57 [[Category:Social Sciences]] 3987 19591 2006-08-29T00:26:33Z Rayc 57 [[Category:Social Sciences]] 3988 19595 2006-08-29T00:34:59Z Rayc 57 [[Category:Professions]] 3989 47973 2006-11-22T21:11:20Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] [[Wiki#History|Wiki technology]] is relatively new. Wikiversity is an exploration of how to use the wiki user interface to promote learning. Wikiversity depends on a community of participants who are interested in the process by which Wikiversity is exploring the unknown future of wiki. If you have an idea for how to improve Wikiversity, please share your thoughts. Use this page to link to experimental Wikiversity development projects. ==Wikiversity development projects== *[[Wikiversity:Wiki as a tool for learning|Wiki-based learning]] - Investigation of the implications of wiki technology for online learning. *[[MediaWiki Project]] - extensions of MediaWiki to support learning *(list here) ==See also== *[[Portal:Education|The education portal]] - user-friendly guide to how education takes place at Wikiversity {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 3991 19610 2006-08-29T00:39:34Z JWSchmidt 20 [[Wikiversity:Wikiversity thinktank]] moved to [[Wikiversity:Thinktank]]: rename from meta #REDIRECT [[Wikiversity:Thinktank]] 3994 75464 2007-01-14T01:22:28Z JWSchmidt 20 [[Category:Education]] "Learning is the product of the activity of learners." -John Holt '''Wikiversity Scholars'''<BR> Wikiversity is devoted to active learners who are self-motivated explorers of the world we live in. Wikiversity does not strive to be a conventional university, but Wikiversity can trace its spirit of scholarship back to the origins of the modern university. The word "university" is derived from the Latin “universitas”, which is short for "universitas magistrorum et scholarium", meaning roughly "community of masters and scholars". According to David C. Lindberg in his book "The beginnings of western science", "guild" is a good term to use to describe such a "community of masters and scholars". The idea of teachers and students banding together was part of the movement towards trades and crafts forming what came to be known as guilds. When the first universities were formed, elementary education included language skills and basic mathematics. The entry level of university education eventually evolved into what we know as a liberal arts education. Originally, a typical age for starting participation in university education was about 14. Typical undergraduate topics were philosophy and "advanced" mathematics such as geometry. Students might typically learn astronomy and astrology according to [[wikipedia:Almagest|Ptolemy]]. This is the level of education that is today found in American High Schools. It should be expected that as High School students mature cognitively and socially they will be able to participate in Wikiversity. Some more precocious students from pre-High School grades may also benefit from Wikiversity. ===The Name=== [[Image:Codex Manesse Konrad von Würzburg.jpg|thumb|right|Depending on their rate of cognitive development, students may be ready for full participation in Wikiversity as early as age 14.]] Some people object to the name "Wikiversity". It has been suggested that the name "Wikiversity" is too centered on higher education and that the main Wikimedia educational project should also include content that is for less advanced students. In the "learning as collaboration" model of wiki-assisted learning, each student must take responsibility for their education and utilization of available online resources. It is not clear that the youngest students can fully participate in an online learning experience in a wiki environment. Dull participation is not just "point, click, read". Developmental psychologists such as [[wikipedia:Erik Erikson|Erik Erikson]] have attempted to characterize stages in human cognitive development. In [[wikipedia:Theory of cognitive development|Piaget's theory of cognitive development]], the capacity for abstract thinking and drawing conclusions from collections of information does not usually develop until after age 12. According to Erikson, children learn to interact constructively with peer groups during the period from age 12 to 18. It can also be argued that these are important social skills that need to be learned in the "real world" where all sensory modalities can be utilized, not under the restricted conditions of sensory deprivation that apply to online communities. Wikiversity does include online educational resources for all grade levels. For young students, the use of such materials should probably be in a setting where they have direct contact with other people. ===Where to start=== If you like the idea of a learning environment where you are in control and you are free to learn about those topics that most interest you, then Wikiversity is for you. If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. If there is a conventional subject area that you want to explore, try browsing this [[Wikiversity:Schools|List of Wikiversity schools]]. Wikiversity is built around learning projects. You might be able to match your interests to an [[Portal:Learning Projects|existing project]] or start a new one. ==See also== *[[Wikiversity:Scholarly ethics]] *Some of the material on this page came from the [http://collaboration.wikia.com/wiki/Wikiversity Collaboration Wikia]. {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] [[Category:Education]] 3995 47976 2006-11-22T21:11:44Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] '''Wikiversity Browsers'''<BR> Many visitors will arrive at Wikiversity with the basic point-and-click skills of an internet surfer. Many will come by way of Wikipedia and they will be familiar with the idea of finding and reading Wikipedia articles. Wikiversity does host "learning materials" and links to online "learning resources". Some Wikiversity "Browsers" may be satisfied to just point and click. Wikiversity is devoted to the idea of active learning. Learning within Wikiversity is meant to come from interactions with other members of the Wikiversity community and participation in Wikiversity [[Portal:Learning Projects|Learning Projects]]. Full participation in Wikiversity requires that participants edit wiki pages. Wikiversity "Browsers" should be encouraged to register, describe their learning objectives on their user page, and participate in [[Introduction to Wiki]]. ==See also== *[[Wikiversity:Browse]] - browse Wikiversity content *[[Wikiversity:Major portals|Major Wikiversity portals]] *[[Wikiversity:Schools|Wikiversit Schools]] *[[Wikiversity:Adding content]] - start contributing to Wikiversity {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 3997 76507 2007-01-15T16:52:00Z JWSchmidt 20 /* See also */ fix link "When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." -Albert Einstein ---- Wikiversity is devoted to the joy and adventure of active learning. Explore what is of most interest to you. Ask for help. Create and join Learning Projects. Have fun. #[[Portal:Learning Projects|Participate]] #[[Wikiversity:Help desk|Ask questions]] #[[Wikiversity:Browse|Browse]] Wikiversity content. #Make yourself at home. Register a user name. Describe your learning goals on your user page. #[[Wiki 101]] - if you are new to wiki ==See also== *List of [[Portal:Participants|Wikiversity participants]] ---- "I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas." -Agatha Christie {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 4003 47968 2006-11-22T21:10:16Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] Wikiversity is concerned with both the known and the yet to be discovered. An appreciation for the fluid boundary between the known and the unknown is one of the most important cultural artifacts that must be passed from generation to generation. Education depends on knowing what already exists within the human store house of knowledge and making critical assessments about how to prioritize the presentation of that knowledge for learners. Exploring and categorizing existing knowledge can be called "secondary research". The distinction between primary and secondary research is analogous to the distinction between the published primary and secondary research literature. Primary research articles report the results of original research. The secondary literature includes articles that review and provide perspective on primary research articles. Developing good secondary research skills (literature review) is an important skill for all Wikiversity students. Many Wikiversity "service projects" are concerned with secondary research and finding quality verifiable sources that can be cited in Wikipedia articles and Wikibooks textbook modules. A fundamental pattern of activity for Wikiversity participants is searching for information related to a specific topic, recording the results of that search in wiki pages and subjecting the results of such secondary research to critical evaluation by peers within the Wikiversity community. Secondary research can be distinguished from primary research in that the latter is concerned with the discovery of new knowledge rather than the assessment of existing knowledge. However, the boundary between secondary and primary research is not well-defined. Good secondary research can often lead to new ways of looking at things and the creation of new knowledge. Primary research depends on secondary research. We risk wasting time recreating the wheel if we engage in primary research without being aware of past efforts. Wikiversity aims to provide server space for a "virtual research commons", a place where on-going research projects from all over the world can be put on display and shared with students. Wikiversity is a hub for collaborations between researchers in the physical world and learners in online learning environments. ==See also== *[[Wikiversity:Research]] *[http://academia.wikia.com/wiki/Main_Page Peer reviewed wiki publishing] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 4004 78908 2007-01-20T01:39:06Z JWSchmidt 20 [[Category:Education]] Teachers, do you have students who you want to involve in collaborative learning? [[Wikiversity:Wikiversity students|Students at Wikiversity]] participate in [[Wikiversity:Learning|learning groups]] and collaborative wiki editing projects. Wikiversity is a place for active learners who want to "learn by doing". ==Masters, teachers, participants== The word "university" is derived from the Latin “universitas”, which is short for "universitas magistrorum et scholarium", meaning roughly "community of masters and scholars". At Wikiversity, the terms "learner" and "teacher" are likely to be used rather than "scholar" and "master". The distinction between learners and teachers at Wikiversity is fuzzy. As soon as a student learns something, they are expected to share what they have learned with the community and so they become the teacher. Everyone who clicks the "edit button" and contributes to Wikiversity becomes a Wikiversity participant. All Wikiversity participants are expected to express their learning goals and work together to help members of the Wikiversity community achieve their learning goals. Learning the "wiki way". ==How to start a collaborative learning project== Take a few minutes to [[Wikiversity:Browse|browse the Wikiversity content]]. Try using the search tool (in the toolbar at the left side of the page). Since Wikiversity is new, a webpage for the topic you are looking for may not have been created yet. Click the "edit" button and type this into the edit window:<BR><nowiki>[[new page name]]</nowiki><BR>where "new page name" is replaced by a descriptive name for the topic you want to create a page for. Save the edited page and then click on the new hypertext link you just created. You are now a Wikiversity editor and participant! For more information see [[Help:Editing]] and [[Wikiversity:Questions|ask questions]]. ===Some examples=== *[[Bloom clock project]] *[[War Seminar]] *[[Science as Religion]] ==Wikiversity needs and values experts== Wikiversity participants who usually find themselves in the role of "teacher" might become candidates for the role of Wikiversity [[Wikiversity:Review board|referee]]. ==See also== *[[Wikiversity:School and university projects]] *[[Portal:Education|The Wikiversity e-learning model]] *[[Portal:Learning Projects|Wikiversity learning projects]] *[[Wikiversity:Service community|Service projects]] *[[Wikiversity:Introduction|Editing tutorial]] ==External links== *[[w:Wikipedia:School and university projects|School and university projects]] at Wikipedia {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] [[Category:Education]] 4005 50555 2006-12-01T09:23:27Z AmiDaniel 3334 /* External links */ Gahhh .. missed another one Wikiversity strives to provide useful services to WikiMedia sister projects. A continual problem facing Wikipedia is finding good sources to cite. Many Wikipedia editors have a specific agenda and and are perfectly willing to cite poor and unverifiable sources to support claims that are made in Wikipedia articles. Wikiversity is a center for scholarship in finding and critically evaluating sources. Wikiversity participants are encouraged to create Wikiversity pages corresponding to any Wikipedia article. Three types of Wikiversity [[Portal:Learning Projects|Learning Project]] can be take a Wikipedia article as a starting point: #projects designed to find high quality, verifiable sources. These projects seek to evaluate the quality of sources used in existing Wikipedia articles and support study groups that seek to find better sources. See: [[Citing Sources]]. Example: the [[w:Free education|Free education]] Wikipedia page needs help #Wikipedia articles are written with the assumption that the reader has a certain basic level of knowledge. Wikipedia readers who do not have the assumed level of knowledge can benefit from a guide that might be called "what you should know in order to understand this Wikipedia article". Wikiversity Learning Projects that develop such introductory guides to Wikiversity pages are welcome. #Some Wikipedia users may want more detailed information than is provided by a Wikipeda article. Wikiversity Learning Projects can be developed that take Wikipedia articles as a starting place for more detailed investigations of a topic. Example: [[Cell biology improvement drive]]. ==Template for linking Wikipedia articles to Wikiversity projects== See: [[w:Template:Wikiversity]]. ==See also== *[[w:Wikipedia:School and university projects|School and university projects]] at Wikipedia. *[[Wikiversity:Service community]] ==External links== *[http://education.wikia.com/wiki/Wikiversity Wikiversity Core Courses Initiative] - support for [[Wikiversity:Service community|service]]-oriented projects that improve Wikipedia and other Wikimedia sister projects. {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 4006 19712 2006-08-29T03:41:11Z JWSchmidt 20 from [[w:Template:Wikiversity]] <div class="infobox sisterproject"> <div style="float: left;">[[Image:Wikiversity beta.png|50px|none|Wikiversity]]</div> <div style="margin-left: 60px;">[[Wikiversity]] has, or is developing, course material about this subject:<div style="margin-left: 10px;">'''''[[v:{{{1|Special:Search/{{PAGENAME}}}}}|{{{1|{{PAGENAME}}}}}]]'''''</div> </div> </div><noinclude> ---- This [[Wikipedia:Template|template]] is a [[Wikipedia:Avoid self-references|self-reference]] and so is part of the Wikipedia project rather than the encyclopaedic content. Usage: # '''<nowiki>{{wikiversity}}</nowiki>''' - defaults to the page name # '''<nowiki>{{wikiversity|subject}}</nowiki>''' - uses the word "subject" in this example [[Category:Interwiki link templates|{{PAGENAME}}]] </noinclude> 4008 50554 2006-12-01T09:22:49Z AmiDaniel 3334 Repoint [[Service community]] to [[Wikiversity:Service community]] Wikiversity strives to provide education-related services to WikiMedia sister projects. ==Service activities in support of Wikibooks== [[Image:Wikibooks-logo.svg|100px|right|Wikibooks logo]] It is natural for some Wikiversity participants look to Wikibooks for online textbooks. It is natural for some Wikiversity projects to contribute to the development and improvement of textbooks. This does not mean that the Wikibooks and Wikiversity projects are in competition or in a state of conflict. It simply means that some Wikiversity Learning Projects will lead to improvements in textbooks at Wikibooks and some Wikiversity participants will make use of textbooks at Wikibooks to facilitate the attainment of their educational goals. This synergy is a win-win situation for Wikiversity and Wikibooks. There should be links from Wikiversity to every textbook at Wikibooks and a standing invitation for Wikiversity participants to both use and help improve those textbooks. An instuctor assigned a class of students the task of working on the [[b:Human Physiology|Human Physiology]] textbook at Wikibooks. This is an example of "[[Portal:Education|learn by doing]]". All Wikiversity departments can promote similar improvement drives for Wikibooks. ==Template for linking a Wikibooks textbook module to a Wikiversity project== "Template:Wikiversity links" is the name of the template for linking Wikibooks pages to related pages at Wikiversity. See: [[b:Template:Wikiversity links]]. ==See also== *[[b:Social and Cultural Foundations of American Education/Foreword]] - another course's book project *[[Wikiversity:Service community]] *[[Citing Sources]] == External links == * [http://wikibooks.org/ Wikibooks]: developing and disseminating textbooks * [http://collaboration.wikia.com/wiki/Wikiversity The relationship between Wikiversity and Wikibooks] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 4009 47971 2006-11-22T21:11:08Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] Secondary research is concerned with the assessment of existing knowledge. Good secondary research can often lead to new ways of looking at things and progress towards the creation of new knowledge. We risk wasting time recreating the wheel if we engage in [[Wikiversity:Original research|original research]] without being aware of past efforts. Within Wikiversity, a common way to learn about a subject of interest is to participate in a project that reviews the existing literature and summarizes the results of that review in wiki pages. ==See also== *[[Citing Sources]] - core Learning Project devoted to finding and citing good sources in WikiMedia projects. *[[Wikipedia:Forum for Encyclopedic Standards]] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Pages moved from Meta]] 4010 47970 2006-11-22T21:11:02Z AmiDaniel 3334 Recategorizing as [[:Category:Pages moved from Meta]] {{Template:Policy planning}} {{Wikiversity}} '''Note''': This page contains a suggested system for support of original research at Wikiversity. It is not clear that Wikiversity will ever allow any original research. Issues such as those raised below must be taken into account and a set of research policies developed if the Wikiversity community is going to open its arms to original research. ---- The role of "experts" as Wikipedia editors has always been controversial. Often, the people who know the most about a topic are advised not to edit articles about that topic because of the danger of introducing personal biases. Well-documented and objectively-verifiable "facts" are given preference over expert opinion. While Wikiversity encourages the recognition of biases, Wikiversity also wants to encourage the participation of experienced educators who will share their expertise within the Wikiversity community. In order to facilitate the constructive utilization of expert knowledge that exists within the Wikiversity community, Wikiversity can develop a new type of wiki functionary, the "referee". Wikiversity referees can be particularly useful in several roles: #trusted advisors for students #trusted editors for guiding the community towards satisfactory outcomes of content disputes #facilitators of a formal [[Wikiversity:Peer review|peer review]] process for [[Wikiversity:Original research|original research]] #liasons for facilitating interactions between Wikiversity and professional educators and researchers outside of Wikiversity ==Trust== In order for Wikiversity to function efficiently as a meeting place for learners and experienced teachers, it is important that Wikiversity have a system that will allow participants to know something about the backgrounds of people they interact with at Wikiversity. As "[[w:Category:Wikipedia functionaries|functionaries]]" with special responsibilities, Wikiversity referees need to be subjected to a special level of scruitiny in order to generate and sustain trust within the Wikiversity community. Wikiversity referees need to have a public record of constructive activity within Wikiversity. This public record depends on the record of page edits that exists in the "history" of each wiki page. If a Wikiversity participant makes useful edits and has constructive interactions with other members of the community, their edit history will reflect their service to the community. However, it is cumbersome to review the edit history of a wiki editor. Wikiversity needs a systematic way to convert edit histories into evaluations of potential referees. How does a wiki deal with this sort of problem? Wikipedia has developed a special subset of wiki editors: [[w:Wikipedia:Administrators|administrators]]. A Wikipedia administrator is a "trusted member of the community" who has undergone an explicit [[w:Wikipedia:Requests for adminship|peer-review]] by the community. Administrators are experienced wiki editors and are expected to have knowledge of the community policies that regulate [[Wikipedia:Administrators' reading list|how the wiki works]]. Wikiversity, like all WikiMedia projects, needs administrators (here we call them "[[Wikiversity:Custodianship|custodians]]"). However, when it comes to questions about article content, custodians are no different from any other Wikiversity editor. Being a custodian/administrator for a wiki indicates a certain amount of expertise about that wiki, but says nothing about expertise in any other area. ==Peer review of referees== In addition to custodians/administrators, Wikipedia has other "[[w:Category:Wikipedia functionaries|functionaries]]" who perform special tasks (for Wikiversity functionaries, see [[Wikiversity:Support staff|Support staff]]). A Wikiversity referee is a member of the community who makes a special commitment to share their education-related expertise with the Wikiversity community. The special commitment includes submitting to a peer-review process by which the community openly documents the past history of the referee in such a way that it becomes relatively easy for all members of the community to know if the referee has expertise in particular subject areas that are of interest to the Wikiversity community. As for other Wikiversity functionaries, being a Wikiversity referee is not an "honor", it is a commitment to perform special tasks for the community. In particular, Wikiversity referees will be called upon for help with those tasks that require expert knowledge about a subject area within Wikiversity. ==Expert opinion about wiki content== Wikipedia has always had to deal with simple vandalism and more sophisticated "jokes" and falsifications. Persistent problems are met by blocking users from editing and protecting pages from being edited. Sometimes "spoof" articles are added to Wikipedia that pass the casual inspection of vandalism patrollers. It takes an expert to spot a good spoof. Wikiversity needs experts in all topic areas who can provide informed opinion when there are disputes or uncertainty about Wikiversity content. Wikiversity referees have the <b>special obligation</b> of recognizing spoofs and frauds <b>and explaining to non-experts how to understand that specific Wikiversity content is bogus</b>. ==Ambassadorial function== Wikiversity is devoted to exploration of how to use the wiki user interface to promote learning. While exploring new ways of learning, Wikiversity seeks to have constructive relations with the "outside world" of more conventional educational institutions. Wikiversity tries to provide educational resources to the world and also provides a platform by which educators and researchers from all around the world can interact. Many working professionals cannot commit their time to projects unless they trust the people they are working with. Wikiversity does not use a standard system of academic credentials, so outside professionals face a problem in knowing if they can have a professional interaction with members of the Wikiversity community. The process by which Wikiversity openly evaluates the performance of Wikiversity referees provides a system for designating trusted members of the Wikiversity community with expert knowledge in certain topic areas. Wikiversity referees can function as ambassadorial contacts for outside professionals seeking to build collaborative projects with Wikiversity. ==Peer review of original research== Conducting [[Wikiversity:Original research|original research]] is not the main mission of Wikiversity, but unlike the long-standing policy of Wikipedia, original research is not excluded from Wikiversity. Any original research that arises within Wikiversity must be clearly identified as such and subjected to formal peer review. The Wikiversity peer review process must be entirely transparent and openly conducted in wiki format. Wikipedia referees can act to facilitate and guide the Wikiversity community as it reviews original research results within Wikiversity. ==See also== *[http://academia.wikia.com/wiki/Main_Page Peer reviewed wiki publishing] *[http://en.wikipedia.org/w/index.php?title=Wikipedia:Wikipedia_Signpost/2006-07-31/Listserv&oldid=66968788 Professors criticize, praise Wikipedia in listserv discussions] {{WikiversityUsers}} [[Category:Pages moved from Meta]] [[Category:Research policy proposals]] 4013 19764 2006-08-29T04:30:02Z JWSchmidt 20 [[Wikiversity:Faculty club]] moved to [[Wikiversity:Review board]]: better name #REDIRECT [[Wikiversity:Review board]] 4023 76321 2007-01-15T03:06:50Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Rayc|Rayc]] using [[Wikiversity:Rollback|rollback]] If you've not used Cascading Stylesheets (CSS) before, and have limited or no experience with HTML, then you might want to follow a step-by-step project book that takes you from creating your HTML and CSS files through to the finished product: a simple HTML/CSS website. Below you will find at least one option for such a step-by-step project. If you are aware of other project-based introductory books, or similar online resources, link them here! == Sarah's Postcards == Your first client, Sarah, is really a good friend who has just returned from a trip to Barcelona with tons of photos and an idea of selling postcards on the web! Sarah's got tons of great photos from mosaics (shown here on the right), markets, architecture and festivals. The instructions for creating the HTML and CSS code, structuring the HTML, preparing the photos and publishing the site on the web can be found in Elizabeth Castro's excellent book "Creating a Web Page with HTML". You can read more about the book on the [[Web Design/Useful Books|Useful Books]] page. You can view an example of the actual site you will create at [http://sarahsnotecards.com/ http://sarahsnotecards.com/]. [[Category:Web Design]] 4024 67619 2007-01-07T19:42:58Z JWSchmidt 20 link back to [[Topic:Web Design]] Given that everything we need to learn Web Design is already freely available online, the purpose of this course isn't to provide yet more content! Instead, this resource aims to provide a flexible learning pathway linking the excellent online resources together with fun learning activities. The best bit is, if you find a great resource or can improve this course in any way, you can update it (Be bold!) =Course Overview= The current structure for each topic in this course is: * Outline * Suggested Activities * Your learning Resources * Related Qualifications ... but feel free to change or experiment if you think you can improve it! Each topic in the course includes suggested activities and may also be linked to [[Web Design/Qualifications|qualifications]] within your country, helping you to demonstrate your skills or build a portfolio that you may be able to use for assessment (and if the qualifications for your country aren't listed, why not add a link!) The most successful learning activities so far have been the Challenges (like [[Web_Design/CSS_Challenges|CSS Challenges]], [[Web_Design/JavaScript:JavaScript_Challenges|Javascript Challenges]], [[Web_Design/Dynamic_Websites/PHP_Challenges|PHP Challenges]], [[Web_Design/XML_Challenges|XML Challenges]] etc.) Perhaps this is a good format to build on instead of the more formal structure outlined above. = Group/classroom activities = If you are lucky enough to be learning together with a group of people, you might want to break up your class or project work with some fun [[Web Design/Group Activities|group activities]] related to your Web Design course that challenge the way the web is used for learning! ==See also== *[[Topic:Web Design]] - main page for this learning project [[Category:Web Design]] 4025 24780 2006-09-07T12:32:05Z 88.107.145.28 Now that you have completed your [[Web_Design/Basic_HTML_and_CSS_Tutorial#Basic_HTML|first HTML page]] lets move on to some advanced HTML. Lets start off with Headers. <table> <tr> <td style="background-color: #3aaef3;"> <p style="font-size: x-large;">Heading&nbsp;1</p> <p style="font-size: large;">Heading 2</p> <p style="font-size: medium;">Heading 3</p> <p style="font-size: small;">Heading 4</p> <p style="font-size: smaller;">Heading 5</p> <p style="font-size: xx-small;">Heading 6</p> </td> <td> Headers are text that are formatted in the style of headers just like you would find in a report. There are six levals of header with &lt;h1&gt; being the biggest and &lt;h6&gt; beign the smallest. To create headers simply surround an area of text with a begining and ending header tag. Header tags are very useful. However, if you want normal text then you should you a paragraph tag &lt;p&gt;. Paragraph tags again do exactly like their name suggests. They format you text as a paragraph. To use them all you have to do is surround an area of text with a &lt;p&gt; and a &lt;/p&gt;. Ok so you have lots of nicely formatted text but you want some images. Well lets do that then. </td> </tr> </table> To add images to you web documents you need to use the image tag. Unlike other tags however, the image tag has no end tag. In order to use the image tag we will have to go over attributes. Attributes and subsections that get added to a beinging tag to add functionality. Attributes DO NOT get added to end tags. Insert the &lt;img&gt; tag where you want you image to go. Now in the tag add the "src" attrubute and specify the path to the image file on the server (or local directory) that your document is on. Eg. &lt;img src="images/image.gif&gt;. True HTML 4.01 requires that the image tag also have height, width, and alt, attributes. But what do these do? The height and width attributes specify the size of your image. Most browsers will determine this on their own but specifieing them allows for faster download times. You can also change the values to something other than the olrigional dimensions of the image. This allows you to decrease or inceas the size of the file. You can even distort images by only changing 1 dimemsion. The <code>alt</code> attribute specifies the alternative text that comes up if the image can't be displayed. You would be surprised how often this is needed. If an image get corrupted, deleted, or moved without changing the path a graphical browser can't display it and instead will attempt to use alternative text. There are many text-only browsers that can ONLY display alternative text for images as well. A common example is Lynx. Alternative text should either say the text on an image or describe the image. E.g. An image that links to a downloads page says "Downloads" the alternative text should say "downloads" as well. E.g.(2) An image of a cat has no text should have alternative text that describes the cat. == Making your pages HTML 4.01 complant according to W3C specification == In this section we will talk about how to keep you web documents compliant with HTML 4.01. === Doctype Specification === One requiement to HTML 4.01 is the doctype tage. This tag is placed above the &lt;html&gt; tag and HAS NO end tag. [[Web Design/CSE_HTML_Validator_Tutorial|CSE HTML Validator]] can insert this for you. [[Category:Web Design]] 4026 19887 2006-08-02T07:22:16Z Jguk [[Web Design:Alice in Wonderland]] moved to [[Web Design/Alice in Wonderland]] [[Image:Aliceprogramming.jpg|left]] Meet Alice! [http://alice.org/ Alice] is an incredibly fun program that has been made freely available as a public service by [http://www.cmu.edu/ Carnegie Melon University]. The great part about Alice is that you'll start learning the basics of computer programming without even knowing it! Just have fun exploring and creating your own virtual world! == Getting Started == You can freely download the Alice program from [http://alice.org/ http://alice.org/], but it's quite large (over 100Mb) so if you're in a class then you may want to check whether someone else has already downloaded it! Once it's downloaded, unzip the file into a location on your computer (such as the C:\Temp). Now if you look inside the Alice folder that's been created for you (ie. C:\Temp\Alice) you'll see a file called Alice.exe - just double-click on it to get started! === Tutorial 1: Ice skater === When Alice loads up, click on the big "Start the Tutorial" button and you'll be taken step-by-step through a fun activity... just watch that skater dance! Activity 1: After finishing the first tutorial, see if you can get your ice-skater to skate out a square! === Tutorial 2: Crushing the phone === [[Image:AliceProgrammingTut2.jpg|right]]You might want to take a break or go on directly to the second tutorial. Activity 2: When you finish the second tutorial, come back to tutorial 1 (the Ice Skater), and have a go at adding a new method for the skater called Do Square. Whenever your skater's Do Square method is called, she should do exactly that! Now might be a good time to think a bit about what you've learned so far. If you keep a blog for your own thoughts/learning/fun, why not take 5mins now to summarise what you've learned so far, then ask someone you know to comment on your blog with some feedback! === Tutorial 3: A sing-a-long === After completing tutorial 3, you're ready to create your first computer game! Can you believe it?! Activity 3: Come back again to tutorial 1 (the Ice Skater), and try adding some events so that when you press the arrow keys your skater skates in that direction. You could even add the spacebar as a jump button! Hint: You might need to create two new methods: Turn Left and Turn Right. Make sure you save your Ice Skater example world in your own folder as we'll build on this later. === Tutorial 4: Creating your own Beach scene === The fourth tutorial will show you how you can create your own scenes, using all the great 3D models that come for free with Alice! Activity 4: When you finish this tutorial, you'll be ready to start your own project! Start creating your own world and having a look at all the different available objects! === Activity 5: Learning about Variables === Opening up your own Ice Skater example world again: * If you haven't already done so, add an event so that when the space bar is pressed your skater jumps. * Test your program to make sure that this works. We're going to get our ice skater to remember how many times she's jumped during her performance! But to do this, we'll first need to create a '''variable'''. Just think of a variable as a container where you can store things. * Click on the Iceskater object in the object browser and select the Properties tab of the IceSkaters details. * Click on the Create New Variable button. * Give your variable the name howmanyjumps. By creating this variable for our IceSkater, we can get her to remember how many jumps she's done. Set the type of the variable to Number and set it's initial value to 0 (as she hasn't jumped yet!) Next we need to make sure that whenever our Ice Skater jumps, she adds 1 to our variable howmanyjumps: * Click on the Methods tab of the IceSkaters details. * Click on the Edit button next to the Jump method, as we want to change what happens whenever she jumps * You'll then see a lot of code (that's the code to make her jump). If it worries you, click on the '-' next to "Do Together" at the top to minimize all the code. * Click back on the Properties tab of the IceSkater details and drag your howmanyjumps variable over to the end of the Jump code (it should be just after the last "IceSkater Set Pose" command.) * When you drop your variable their, you'll be able to tell Alice what you want to do with it. Choose the option to increment your variable by 1. Try running your world again... notice any difference? That's right, it doesn't seem any different yet! Even though our new bit of code is working, we haven't done anything to help us see what's going on! To do so, we'll need to use an if statement! === Activity 6: Using IF-Statements in ALICE === If-statements are one of the most useful tools of computer programmers, as they allow your programs to make decisions! We're going to modify our IceSkaters Jump method so that if she's jumped twice already, the next time we press the space bar she'll just say "I'm too tired to jump anymore!". Here's the steps: * Click on the Edit button of your Iceskaters Jump method, * From the bottom of the screen, drag in the If/Else statement and drop it at the top of your Jump method. When you let go of the mouse button, you will be asked to choose the condition for your If statement... just choose "true" for the moment. Now, we want to do something special when our IceSkater has jumped twice, ie. when our howmanyjumps variable is equal to 2. To make this happen: * Look at your Iceskaters Properties, and drag your howmanyjumps variable into your if statement (where it currently says "true"). * When you drop your variable in the right spot, you will be asked what you want to set as the condition. We want to say something like "If howmanyjumps is equal to 2". See if you can make this happen (Hint: in computer programming "is equal to" is often represented by two equal signs ==.) At this point, you'll notice that your If statement says: <pre> If howmanyjumps == 2 then Do Nothing, Else Do Nothing </pre> We can now choose what we will do when she's jumped twice, and what she'll do otherwise: * Looking back at the methods for your IceSkater, you'll find there a method called Say. Drag this method and drop it onto the first "Do Nothing" of your If Statement. You'll be prompted as to what you want to say, choose Other and set the text to "I'm too tired to jump any more. Sorry." * If our IceSkater hasn't yet jumped twice, we just want her to do her normal thing, so drag all the statements that are below your If statement into the Else section of your If statement (where the remaining "Do Nothing" is). Now test your program! You should find that your IceSkater will jump twice, but after that will tell you she's too tired. '''Practice''': To practice creating variables and using IF statements, we're going to modify our program so that our IceSkater gets dizzy if she spins too much! Here's some tips to get started: * Add a new event so that when the 'S' key is pressed, your skater spins (and test to make sure it works). * Create a new variable for your IceSkater called howmanyspins (set to 0 initially). * Edit your Iceskaters Spin method so that after all the other code, your new variable is incremented by 1. * Add an IF statement to your Spin method so that if your IceSkater has already done two spins she says "I'm feeling dizzy. Sorry.", otherwise she should do her normal Spin. Test to make sure it works and get someone else to take a look at your work! === Activity 7: Using While-loops in ALICE === To be completed. == A design project == Now the fun begins... Let your imagination run wild and create your own interactive world! '''Your situation is this''': A recruiter at KidzWorks - a company that designs interactive computer experiences for toddlers - has heard some good reports about your creative abilities with computers (through your facilitator of course!). Her name is Janet and she's keen to see your creative flair in action. Janet's asked you to build a small interactive environment for 3-5 year olds. Here's what Janet's written: Hi! Thanks for taking up this challenge! I hope it will be a rewarding experience for you too! Basically, we're keen to create small interactive worlds that young kids can play with - similar to the singing penguins that you should have already seen when you were learning Alice, but something of your own! Feel free to be creative, but be careful not to make your project too complicated... You might choose an activity that helps with counting or spelling or another idea of your own! === 1. Deciding on your activity === The first decision you'll need make is how your users (remember, they're 3-5 years old!) will interact with your world. Most of our environments simply involve the user clicking on different objects - but don't let that restrict you! The objects can make sounds when clicked on, or change colour, or disappear... that's up to you. You may want to run your idea past your classmates or facilitator to get additional ideas too. === 2. Designing your world === You'll then need to create your world, importing and arranging the 3D objects that will decorate your world! Note, you can grab lots of pre-designed objects from the [http://alice.org/gallery/index.html Alice Gallery] online === 3. Creating your interaction === Once your world is ready you can begin adding interaction through mouse or keyboard events. You can have objects that change or make noises when your users click on them, or you might allow your users to control the movement of an object using the keyboard or mouse. === 4. Creating your introduction === It's useful for your users to see what your world is about when it first starts - just like the brief song of the singing penguins in the third tutorial that helps you to see that the penguins each sing a note! Design and create a brief animated introduction (10-30secs) for your own world that is played whenever your world first starts. This intro should help your users see how they can interact with your world. === Checklist === Once your world is finished, you should find that you have: * imported objects into your world * used the methods and properties of different objects within your world * created your own methods for some objects within your world * added your own events to your world so that your world reacts to user interaction * had some fun learning the basics of computer programming! In addition, you should have also * used a variable or two in your program to count something (or add functionality in some way!) * used an IF-statement or two to make decisions in your program If you were really tricky, you may have also * used a While-loop to repeat a few things in your program! I hope you enjoy creating your first interactive world, and if we like what we see, we might have a development position becoming available at Kidzworks shortly! - Janet. [[Category:Web Design]] 4027 52907 2006-12-08T14:24:50Z 131.212.100.45 /* Online Reference */ Javascript has a tainted history of image-rollovers and marquee-texts flashing across the page, but it's now coming of age with heaps of amazing effects and new possibilities for Web Design! As an example, [http://maps.google.com/ Google Maps] is just one application that uses Javascript to enable excellent user interaction on a web page. But getting back to the basics where we'll begin... == Outline == This topic aims to help you learn the basics of programming with JavaScript. Specifically, * How to include JavaScript code in your Web pages * Using the JavaScript 'alert' function * Events in a web-browser (onmouseover, onclick, etc.) * Creating pop-up windows (yuk!) * Getting your program to make decisions: if-statements * Form validation: Checking an HTML form with Javascript. * Expanding/Collapsing sections of your HTML Page with Javascript. == Suggested Activities == * [[Web Design/Alice in Wonderland|Alice in Wonderland]] - Have fun creating and interacting with your own 3D world... and learn the fundamentals of computer programming while you're at it! * [[Web Design/Javascript:Getting to know your Window|Getting to know your Window]] - Taking your first steps through Javascript with a bit of fun! * [[Web Design/Javascript:Getting to know your Document|Getting to know your Document]] - See how using the document and a few IF statements can help validate forms! * [[Web Design/Javascript:Algorithms - translating an idea into code | Algorithms - translating an idea into code]] - Start learning some tips for turning your ideas into actual code! * [[Web Design/Javascript/Debugging your Javascript with Firebug]] - Learn how to find the errors in your javascript and fix them! * [[Web Design/JavaScript:JavaScript Challenges|JavaScript Challenges]] Build on your skills with the document and window objects and apply your knowledge to solve these problems! * [[Web Design/JavaScript:Web Programming Intro|Web Programming Intro]] - Research some of the fundamental principles of computer programming to create an ongoing resource of your own! * [[Web Design/JavaScript:JavaScript Pen-n-paper Activities|JavaScript Pen-n-paper Activities]] - Sometimes it's helpful to get away from the computer and get an old-fashioned pencil out and learn! These activities will help re-inforce you JavaScript skills * [[Web Design/JavaScript/AJAX Challenges|AJAX Challenges]] - (Advanced) Get started with some tutorials and challenges to learn the basics of AJAX. == Your learning resources == === Online tutorials === * [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorialPart1.htm Introduction to Programming] - This tutorial starts right from the beginning helping you to learn what programming is as a non-programmer (Written by a graphic artist!). Part 2 of this tutorial introduces some Object-Oriented programming concepts. It might be good to read this before going on to other more practical tutorials. * [http://www.yourhtmlsource.com/javascript/ Learn to write Javascript] - An excellent free online intro to Javascript! Includes basics through to form validation and DHTML! (Moves quite fast). * [http://www.w3schools.com/js/ W3Schools JavaScript tutorial] - Lots of info with some interactive activities (and lots of adds). === Examples === The following examples from [http://www.w3schools.com/js/default.asp W3Schools] demonstrate some typical uses of JavaScript * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_openwindow Simple Popup] - Opening a popup window. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_openallwindow More useful Popup] - Controlling the popup window's size and other properties. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_lengthvalidate Form Validation 1] - Checking the number of characters entered into a form field. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_formvalidate Form Validation 2] - Validating a few fields on a form. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_email Basic email validation] - Making sure the user included an '@' symbol in an email field. === Online Reference === * [http://www.ilovejackdaniels.com/css/css-cheat-sheet/ CSS Cheat Sheet] - everything you'll ever need to remember about CSS all packed onto one page! * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of javascript CSS, accessibility, web standards, user experience, and much more. * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] - A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. === More advanced JavaScript === The following links might give you an idea of what's possible even though they go well beyond the scope of this topic! * [http://developer.apple.com/internet/webcontent/validation.html Apple's Form Validation] - a page explaining the JavaScript code that Apple recommends for email, numbers etc (more advanced - includes scary regular expressions!) * [http://www.xs4all.nl/~sbpoley/webmatters/formval.html Javascript form validation] - Input validation that displays messages on your actual page (without using alert boxes). Looks great but is quite complex. * [http://script.aculo.us/ script.aculo.us] - Examples of some of the visual effects and interactivity that's possible with modern JavaScript and CSS. * [http://www.webpasties.com/xmlHttpRequest/ Intro to AJAX] - Guide to Using XMLHttpRequest (with Baby Steps) from WebPasties (requires knowledge of PHP/MySQL) === Books === * [[b:Programming:JavaScript|JavaScript]] - A wikibook for learning Javascript! == Related Qualifications == You can find out how what you've learned in this module relates to qualifications in your country on the [[Web Design/An Introduction to Programming with Javascript:Quals|An Introduction to Programming with Javascript:Quals]] page. == Further reading == * [http://blog.explorationage.com/articles/2006/01/08/how-to-add-a-google-map-to-any-web-page-in-less-than-10-minutes "How to add a Google Map to any web page in less than 10 minutes"] by Joshua Siler [[Category:Web Design]] 4028 28559 2006-09-22T01:13:05Z Rayc 57 The module: [[Web Design/An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] is related to qualifications in the following countries: == Australia == The following units of competency from the [[Web Design:Australian Qualifications|ICA40305 Certificate IV in Information Technology (Websites)]] are related * [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]] == Another Country == [[Category:Web Design]] 4029 60178 2006-12-18T11:16:40Z 202.147.181.28 /* Estimate your task times */ [[Image:ganttproject.jpg|right|Gantt Project]] Here's an activity that will help you demonstrate your ability to create task-breakdowns and Gantt charts, as well as reflect on some of the underlying principles of Project Management. == Scenarios == Pick a scenario from the following, or create your own! === Scenario 1: Party socialite === You're known around the joint as a bit of a party goer... people constantly come up to you asking when your next party is going to happen. You've already put on 4 big nights this year, but organising the whole deal is not something that you like doing. So, to make things easier for next time, you decide to plan this one in a way that you can re-use... '''Variations''': Organising an day-trip, dinner party, pub-crawl etc, community event. === Scenario 2: A holiday with friends === Getting away with friends has always been important to you, but for some reason, your friends always leave it up to you to organise the whole trip! Every time that you go away, you always pack similar stuff, but up until now, you've never kept the list of things that you have to pack or get done before going away. Now's the time... '''Variations''': === Scenario 3: Choose your own adventure=== And add it back in here so that other people can use your idea! You could even use a real project that you're working on! == Your task == With your chosen scenario, you'll be specifying and ordering your tasks, as well as setting their durations to produce a beautiful Gantt chart. As well as this, we'll research and reflect a bit on what we're actually doing with Project Management. You can choose whether you demonstrate your work by uploading it to your blog (including a screenshot of your Gantt chart), or as a printed document. Here we go: === Create a task-breakdown for your project === Use your scenario to create a task-breakdown for your project. You should aim to have around 15-20 tasks (don't make it too big!) that need completing for your project. A simple list will do fine, such as: # Find out who's interested ## Ring Adam to see if he can round up the gang ## etc. # Find accomodation # ... === Estimate your task times === Once you're happy with your task-breakdown, using the project management tool of your choice (one that can be used to produce Gantt charts, Ms Project and Primavera can be the best choices), have a go at estimating how long it will take to complete each task. === Produce your Gantt chart === Now you're ready to specify what comes before what! Use your tool to specify the predecessors for each task (what has to happen before a task can start). This should get you your Gannt chart! When you're happy with your Gantt chart, you might want to do a screenshot so you can upload the image to your blog. === Research and Reflection === If you're planning on using your blog to demonstrate your work, now's a good time to create a new post introducing your scenario, add your task-breakdown and include the image of your Gannt chart. Using your research skills, include a reflection on the following: * Outline the stages of a typical '''project management lifecycle'''. Describe how the some of the stages match your own project plan as well as where your own project plan differs. Make sure you include references/links to any resources you use! * List the variables that Project management tries to control. Describe three different scenarios that demonstrate how each of these variables will be affected if something unexpected occurs with your own plan (eg. a plane is delayed, less people turn up than expected, the food at your resort is a lot more expensive than expected).Again, make sure you include references/links to any resources you use! [[Category:Web Design]] 4030 80487 2007-01-24T00:58:23Z Michaelnelson 310 Re-organise a few things getting ready for class. [[Image:CSSZenGardenLikeTheSea.png|200px|right|The amazing css Zen Garden site]] We're going to start slowly and introduce the two main tools that you need to build a basic web page: * HyperText Markup Language (HTML), which we use for all the '''information or content''' of our web page, and * Cascading StyleSheets (CSS), which we use to '''style the content''' of our web page. We'll be learning the basics of these two tools through some fun, hands-on, practical activities. To get an idea of what is possible with HTML and CSS, take a few minutes to browse some of the designs at the [http://csszengarden.com/ css Zen Garden]. {{Activity |What's so special about the css Zen Garden? |As you browse the different pages on the [http://csszengarden.com/ css Zen Garden], can you identify what is similar and what is different about each page? Try explaining to someone why is this important. }} Once you've glimpsed some of the power of great HTML and CSS design, let's get back to the basics and start learning! To get started straight away, jump right in to the first learning activity: [[What is HTML|What is HTML anyway?]] Or, if you want to know what's covered by the activities in Build a basic web page, checkout the Checklist at the bottom of the page. == Checklist == After working through the activities in this section, you should be familiar with the following: * Creating your first HTML page * Using basic HTML tags and attributes (<code>&lt;html&gt;</code>...<code>&lt;/html&gt;</code>, <code>&lt;head&gt;</code>...<code>&lt;/head&gt;</code>, <code>&lt;body&gt;</code>...<code>&lt;/body&gt;</code>) * Creating Page Titles, Paragraphs and Headings (<code>&lt;title&gt;</code>...<code>&lt;/title&gt;</code>, <code>&lt;p&gt;..&lt;/p&gt;</code>, <code>&lt;h1&gt;</code>...<code>&lt;/h1&gt;</code>) * Creating Links, Images and lists (<code>&lt;a&gt;</code>...<code>&lt;/a&gt;</code>, <code>&lt;img /&gt;</code>, <code>&lt;ul&gt;</code>...<code>&lt;/ul&gt;</code>) * Changing fonts and colours with CSS * Setting borders, margins and padding * Defining CSS selectors, properties and values * Validating our HTML documents using the W3C online validator and the DOCTYPE of your choice (such as the HTML 4.01 Strict DOCTYPE). Ready for a test? Give the [http://flashcardexchange.com/flashcards/view/367073 Web Design Level 1 Flashcard set] a test and check your familiarity with the new concepts! == Suggested Activities == The following activities may help you apply the skills outlined above as you learn them in the context of a small project. If you can improve them, please do! * [[What is HTML|What is HTML anyway?]] &#8211; Discovering that you've been marking-up stuff your whole life! Includes hands-on activities. * [[HTML Challenges]] &#8211; Start with challenges 1 and learn how to structure your HTML code. * Work you way through the [http://htmldog.com/guides/htmlbeginner/ HTMLDog's HTML Beginners Guide]. * If you've never seen HTML or Cascading Style Sheets (CSS) before and you prefer reading from a book, then [[Web Design/Sarahs Notecards|Sarahs Notecards - A Step-by-Step Introductory Web Project]] might be a good place to start. * [[Web Design/CSS Challenges|CSS Challenges]] &#8211; Once you're feeling vaguely familiar with HTML and CSS, you might be ready to try the first two CSS Challenges! * [[Web Design/A Small Website Project|A Small Website Project]] &#8211; If you already feel comfortable with the basics of CSS and HTML, you may choose instead to implement your own simple site. This may enable you to integrate some other skills into your project also (such as creating a small site specification). Other activities that you might enjoy (but are not maintained or are incomplete) * [[Web Design/The Structure of HTML|The Structure of HTML]] &#8211; An introduction to elements. * [[Web Design/Lists and Tables|Lists and Tables]] &#8211; An introduction to lists and tables in HTML. * [[Web Design/Pen and Paper HTML activites|Pen and Paper HTML activites]] &#8211; Get away from the screen and try to solve these HTML activities! * [[b:HTML Programming|HTML Programming]] &#8211; create and validate a simple web page. Remember to validate every document you create for the other activities. == Your learning resources == The following resources may help you get started, but they are only suggestions. You may have other resources that you have found to be incredibly useful for learning the basics... and if so, why not update this page! Use these resources together with the suggested activities (or your own activities) to apply what you're learning as you go. === Online tutorials === [[Image:Htmldog.gif|right|htmlDog.com - A site with excellent tutorials.]] There are a lot of excellent tutorials out there for learning the basics of HTML and CSS, but many are out of date and obsolete. Here are a few tutorials that some of us have found useful: (please feel free to recommend others, but try to limit this list to 5). * [http://htmldog.com/guides/htmlbeginner/ HTMLDog's HTML Beginners Guide] and [http://htmldog.com/guides/cssbeginner/ CSS Beginners Guide] provide excellent step-by-step learning pathways! * [http://westciv.com/style_master/academy/hands_on_tutorial/index.html WestCiv's Hands-on CSS tutorial] - An excellent hands-on project-based CSS tutorial (this tutorial builds on your HTML foundation)! This tutorial extends past the basics of CSS but includes an excellent intro too! * [http://mezzoblue.com/downloads/markupguide/ Mezzoblue's HTML markup guide] - From the guy who created the css Zen Garden, this guide covers HTML basics including Headings, paragraphs, a number of inline text tags and lists. * [http://www.wpdfd.com/editorial/basics/ CSS From the ground up] - Another excellent step-by-step tutorial for learning the basics of HTML/CSS coding. * [http://www.w3schools.com/ W3Schools tutorials] - Some great step-by-step tutorials, but lots of ads. * [[Wikibooks:XML: Managing Data Exchange/CSS|Wikibooks CSS Guide]] - A detailed wikibook on CSS * [[Wikibooks:Authoring Webpages]] - Another Wikibook tutorial ''Several other [http://www.google.com/search?hl=en&q=html+tutorial&btnG=Google+Search tutorials] can be found online.'' As you move through a tutorial, you may want to apply some of what you're learning to one of the suggested activities. === Online References === * [http://www.ilovejackdaniels.com/css/css-cheat-sheet/ CSS Cheat Sheet] - everything you'll ever need to remember about CSS all packed onto one page! * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of CSS, accessibility, web standards, user experience, and much more. * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] - A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. === Books === [[Image:CreatingAWebPageWithHTML.jpg|right| Creating a web page with HTML by Elizabeth Castro - an excellent introduction to HTML and CSS.]] Like the tutorials, there's lots of great books and even more obsolete ones. One book that introduces the basic tools of the Web (HTML and CSS) using current standards but without overwhelming the reader with detail is Elizabeth Castro's [http://www.amazon.com/exec/obidos/tg/detail/-/032127847X/ Creating a Web Page with HTML]. The book steps you through a small web project from beginning to end, including everything from creating the basic HTML, CSS and images, through to publishing your site on the web. You might want to check out other [[Web Design:Useful Books|Useful Books]] for learning the basics too! === An HTML Editor === To edit HTML you need a basic text editor. Although you can use something as simple as Notepad, a dedicated HTML editor can provide lots of useful features (such as colour coding) and automatic error checking that will become more important as your HTML pages grow. At the other end of the spectrum, word processors (such as Microsoft Word) often provide "Save as HTML" functions but they add extra formatting that may make your HTML display unpredictably, and as a result are not recommended. Ideally you'll find it easiest to use a text editor that provides a bit of extra functionality for editing HTML text. One excellent text editor that is designed for editing HTML and is completely free is [http://www.pspad.com/en/ PSPad]. For other HTML editors, see [[Web Design/Useful Applications|Useful Applications]]. == Related Qualifications == You can find out how what you've learned in this module relates to qualifications in your country on the [[Web Design/Learning Basic HTML and CSS/Quals|Learning Basic HTML and CSS:Quals]] page. [[Category:Web Design]] 4031 75136 2007-01-13T05:15:18Z Coocooforcocopuffs 5266 HTML stands for Hypertext Markup Language and is composed of many things called tags. An example of a tag is &lt;tag&gt;. Tags are used to tell a browser how to format text, mark different areas, and other thing. However, more recently many HTML formatting tage such as the &lt;font&gt; tag have been removed from HTML in favour of CSS. CSS stands for Cascading Style Sheets. We will go over that later in this chapter. == Basic HTML == <table> <tr> <td></td> <td> Ok so you are ready to start making a simple website. Alright then lets start: There are two kinds of tags, a beginning tag &lt;tag&gt; and an end tag &lt;/tag&gt;. Now that you know that we can start your first web document. Load up your HTML Editor. The screenshot examples are up CSE HTML Validator lite v6.52. The first tag you need is a beginning &lt;html&gt; tag. This tells your browser that this is an HTML document. Next you will need a beginning &lt;head&gt; tag. This marks the head of you document. In the head exsits many elements many of which you will learn more about later in this Wikibook.</td> </tr> </table> <table> <tr> <td>One of the things that is in the head is the title. The title is what appears at the top of you browser. A title is very important and should describe in as little words as possible the content of you page. To make a title you should add a &lt;title&gt; tag followed by the text you want to use as a title and then a &lt;/title&gt; tag to close it off.</td> <td> </td> </tr> </table> Now you have to close the head of you document. That's right you need to add a &lt;/head&gt; tag. Now you need to create a body. The body is where the content that the browser displays exsists. To make it you need a &lt;body&gt; tag. Now we need to close our body and end the HTML Document and a &lt;/body&gt; then a &lt;/html&gt; tag to your document. Now between the &lt;body&gt; tags type some text and save your document. When you save you document save it as "index.html". Now that it is saved load up you HTML file in a browser. There you have created a web page. Go pat yourself on the back. It may not be much yet but you will learn more in the next chapter. == Basic CSS == [[Category:Web Design]] 4032 51704 2006-12-05T08:49:58Z Guillom 48 Reverted edits by [[Special:Contributions/Thok|Thok]] ([[User_talk:Thok|Talk]]) to last version by [[User:203.166.99.247|203.166.99.247]] using [[Wikiversity:Rollback|rollback]] These challenges are here to help you flex your CSS skills, and see where you need to practice more! ==Instructions== Copy-n-paste the HTML into your own file. You'll need to link the HTML to a style-sheet, and then go for your life! Your goal is to get the HTML looking like the image (or better!) == CSS Challenge 1 &#8211; Fonts and Colours == [[Image:csschallenge0.png|thumb|right|Challenge 1 ]]This first challenge only involves changing your fonts and colours - no layout or other more advanced CSS here! Copy-n-paste the HTML to get started, and click on the image to see what your page should look like! Hints: * You'll need to link your HTML to a new stylesheet. Notes: * Lines of poetry like this really shouldn't be marked-up as list-items. The current draft of XHTML 2.0 introduces the <code>l</code> element ([http://www.w3.org/TR/xhtml2/mod-text.html#sec_9.7.]), which is intended for marking up lines of verse amongst other things. The <code>pre</code> element is normally used to mark up poetry in XHTML 1.0. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html lang="en" xmlns="http://www.w3.org/1999/xhtml"> <head> <title>CSS Challenge 1</title> </head> <body> <h1>Shakespear's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li> So long as men can breathe, or eyes can see,</li> <li> So long lives this, and this gives life to thee.</li> </ul> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </body> </html> </pre> == CSS Challenge 2 &#8211; Shakespeare's Sonnet == [[Image:csschallenge1.png|thumb|right|Challenge 2 ]]This second challenge will help you to re-cap your CSS text formatting skills, as well as start using margins and padding. Copy-n-paste the HTML to get started, and click on the image to see what your page should look like! [[Image:Cssthingy.gif|thumb|right|Challenge 2-A ]]You can also try to get your page to look like the page from the image on the right (challenge 2-A), which uses a few more advanced (though not too hard) CSS techniques. If you can improve on the design (shouldn't be too hard!) without increasing the difficulty of this challenge, great! I'll happily replace the image! Hints: * The thumbnails are not very representative, but this challenge requires you to create a '''fixed-width''' layout that is centred in the browser window. Click on an image for a closer view. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html lang="en" xmlns="http://www.w3.org/1999/xhtml"> <head> <title>CSS Challenge 2</title> </head> <body> <div id="wrap"> <h1>Shakespeare's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li>So long as men can breathe, or eyes can see,</li> <li>So long lives this, and this gives life to thee.</li> </ul> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </div> </body> </html> </pre> == CSS Challenge 3 &#8211; 2-column layout== [[Image:csschallenge3.png|thumb|right|Challenge 3 ]]This one will get you fiddling with margins and padding! Hints: * You'll need to set a fixed width for your wrap, and then float the navigation <code>div</code>. * You may also want to fiddle with widths/margins of the navigation and content divisions! * For this and the next few challengees, you may want to first worth through MaxDesign's [http://www.maxdesign.com.au/presentation/two-columns/ Two columns with colour] tutorial. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html lang="en" xmlns="http://www.w3.org/1999/xhtml"> <head> <title>CSS Challenge 3</title> </head> <body> <div id="wrap"> <div id="nav"> <h2>Sonnet Index</h2> <ul> <li><a href="#">Sonnet #1</a></li> <li><a href="#">Sonnet #6</a></li> <li><a href="#">Sonnet #11</a></li> <li><a href="#">Sonnet #15</a></li> <li><a href="#">Sonnet #18</a></li> </ul> </div> <div id="content"> <h1>Shakespeare's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li>So long as men can breathe, or eyes can see,</li> <li>So long lives this, and this gives life to thee.</li> </ul> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </div> </div> </body> </html> </pre> == CSS Challenge 4 &#8211; 2 Columns with a header and footer == [[Image:csschallenge4.png|thumb|right|Challenge 4 ]] This time you've got an extra header and horizontal navigation to worry about! Hints: * For some ideas for styling the horizontal nav bar, see [http://css.maxdesign.com.au/listamatic/ listamatic]. * You'll need to fiddle with paddings/margins to get the divs bumped up against each other. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html lang="en" xmlns="http://www.w3.org/1999/xhtml"> <head> <title>CSS Challenge 4</title> </head> <body> <div id="wrap"> <div id="header"> <h1>Shakespear.net</h1> </div> <div id="nav"> <ul> <li><a href="#">home</a></li> <li><a href="#">Writings</a></li> <li><a href="#">Sonnets</a></li> <li><a href="#">Life Story</a></li> <li><a href="#">About Shakespear.net</a></li> </ul> </div> <div id="sidebar"> <h2>Sonnet Index</h2> <ul> <li><a href="#">Sonnet #1</a></li> <li><a href="#">Sonnet #6</a></li> <li><a href="#">Sonnet #11</a></li> <li><a href="#">Sonnet #15</a></li> <li><a href="#">Sonnet #18</a></li> </ul> </div> <div id="content"> <h1>Shakespeare's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li>So long as men can breathe, or eyes can see,</li> <li>So long lives this, and this gives life to thee.</li> </ul> </div> <div id="footer"> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </div> </div> </body> </html> </pre> == CSS Challenge 5 &#8211; Gimme some whitespace == [[Image:csschallenge5.png|thumb|right|Challenge 5 ]]This one's inspired by the design of [http://clearleft.com clearleft]. A nice clean look with lots of whitespace. Have fun! [[Image:csschallenge5.jpg|thumb|right|Logo for Challenge 5 ]] Hints: * You'll need to hide the h1 somehow! <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html lang="en" xmlns="http://www.w3.org/1999/xhtml"> <head> <title>live and let learn </title> </head> <body> <div id="header"> <blockquote> <p>Learning is not a privilege, it's a right.</p> </blockquote> <div id="logo"> <h1>live and let learn</h1> <img src="csschallenge5.jpg" alt="live and let learn" /> </div> </div> <div id="content"> <div id="content-side"> <dl> <dt><a href="services/">Services</a></dt> <dd>Learning and facilitation through TAFE WSI</dd> <dt><a href="learning/">Personal Learning</a></dt> <dd>Learning from the network</dd> <dt><a href="resources/">Resources</a></dt> <dd>Browse through resources ...</dd> <dt><a href="about/">About</a></dt> <dd>What am I about? Personal interests and other stuff</dd> </dl> </div> <!-- content-side --> <div id="content-main"> <h2>Please update your links!</h2> <small>Wednesday, October 12th, 2005</small> <p>New blog address: <a href="http://liveandletlearn.net/learning/"> http://liveandletlearn.net/learning/</a> </p> <p>During the last holidays I&#8217;ve been busy moving my blog from <a href="http://www.absoludity.net/blog/">absoludity.net</a> to <a href="http://liveandletlearn.net/learning/">liveandletlearn.net</a> &#8230; why? Good question! Part of the Web Design course that I facilitate is a client project where participants are required to develop a site from start to finish - and it&#8217;d been a while since I&#8217;d been through that process myself - so what better a project for the holidays (next to my gardening project to get me <em>away</em> from the computer)! </p> <p>You&#8217;ll notice that the site itself is still in prototype stage, but the blog is all up and running so I&#8217;m going to be using liveandletlearn from now on. <strong>Please update your bookmarks/feeds</strong>! And please give me any feedback you&#8217;ve got time for at <a href="http://liveandletlearn.net/learning/">liveandletlearn.net</a>! </p> </div> <!-- content-main --> </div> <!-- content --> </body> </html> </pre> == CSS Challenge 6 &#8211; The Headline Challenge == Design the CSS below so it has a look and feel that related to one of the following word. "Passion", "Love", "Funky", "Creative", "Elegant". For some inspire checkout the collection of [http://www.smileycat.com/miaow/archives/typography-for-headlines-2.html Typography for Headlines] Hints: * You'll need to link your HTML to a new stylesheet. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html lang="en" xmlns="http://www.w3.org/1999/xhtml"> <head> <title>Headline Challenge</title> </head> <body> <h1 class="dateheader">Monday, May 29, 2006</h1> <div class="thepost"> <h2 class="posttitle">CSS Layout</h2> <p> Wonder when CSS layout techniques will be less of an art and more of a science. </p> <p class="postfooter"> <em>Posted by Robin.</em> </p> </div> </body> </html> </pre> == CSS Challenge 7 &#8211; == == CSS Challenge 10 &#8211; == A Zen garden entry! [[Category:Web Design]] 4033 45537 2006-11-14T09:31:12Z CQ 1939 /* Your learning resources */ [[Named Colors]] == Module Aim== == Suggested Activities == == Learning materials == Wikiversity lessons: *[[Named Colors]] *... == Resources == The following are external links that relate to [[Topic:Web Design|Web Design Principles]] === Articles worth reading === * [http://www.digital-web.com/articles/principles_of_design/ The principles of Design] - Starting with the basics of Balance, Proportion and Dominance, this article uses simple examples and has useful links too. * [http://www.digital-web.com/articles/elements_of_design/ The elements of Design] - Part 2 in the series, introduces the basic elements of design (point, line, form, texture, colour) and related areas. * [http://www.digital-web.com/articles/designing_for_the_web/ Designing for the Web] - Part 3 in the same series. * [http://www.digital-web.com/articles/principles_and_elements_of_design/ Principles and Elements of Design] - Part 4 in the same series, brings everything together with examples. * [http://mezzoblue.com/archives/2004/05/14/colour_schem/ Choosing a colour scheme] - Dave Shea's own tips for choosing a colour scheme for your website (includes some great links). * [http://www.actmedia.net/articles/ar_browser_safe_colors.htm Browser Safe colors] - Color your web site with the browser safe colors (includes interesting other articles). === Online tutorials === * [http://www.webdesignfromscratch.com/clarity.cfm WebDesign from Scratch] - This section on visual design for clarity has some excellent explanations. === Online references === * [http://www.webstyleguide.com/interface/user-centered.html The Web Style Guide] - This section on Designing a User-Centered interface as well as the [http://www.webstyleguide.com/page/hierarchy.html Visual Heirarchy] section apply design principles directly to web design. === Recommended Books === == Related Qualifications == [[Category:Web Design]] 4034 46886 2006-11-20T00:34:35Z Michaelnelson 310 Added info architecture challenges Once you feel that you're starting to feel more confident with your HTML/CSS skills (see [[Web Design/Intermediate HTML and CSS|Intermediate HTML and CSS]]), you might want to flex your muscles and create your first real client project! This will give you a real experience of the web design process - from project conception through to hand-over and beyond! == Module Aim== In this section we'll aim to discover the ''process'' of web design through a real client project. Specifically we'll aim to: * Determine the needs of our client and their users * Define our project. * Plan and budget our project. * Design the Information Architecture (the way the sites information will be organised) for the site. * Design basic visual prototypes for the site * Implement the site * Conduct user (usability + accessibility) testing == Suggested Activities == * [[Web Design/A scaffolded Web Project|A scaffolded Web Project]] - Step out and begin your first project with the help of a bit of scaffolding from some professionals! * [[Web Design/An introduction to Project Management|An introduction to Project Management]] - Discover the essence of project management: what are we trying to control? * Completing the three Adobe tutorial below and applying them to your own client project. * [[Information Architecture Challenges]] - A chance to practise the process of going from site goals through to site prototype (these might be fun to do in a group!) * [[Web Design/Testing Website performance| Validating your websites performance]] - Plan, test and document the performance of your client website! == Your learning resources == === Books === * [http://www.web-redesign.com/ Web Re-design 2.0] - The best way to learn a professional web-design process is to work with a professional web designer - but failing that, this great book written by professional webdesigners outlining the process that they use (together with the resources they use) is the next best thing! === Online tutorials === * Adobe have an excellent series stepping you through the information design process: # [http://www.adobe.com/education/webtech/CS2/unit_planning1/ia_print.htm Information Design] - From Interview to Content # [http://www.adobe.com/education/webtech/CS2/unit_planning2/sd_print.htm Site Design] - Site structure, navigation and usability. # [http://www.adobe.com/education/webtech/CS2/unit_planning2/pd_print_id.htm Page Design] - Layout grids through to prototype. * [http://webmonkey.wired.com/webmonkey/design/site_building/tutorials/tutorial1.html Webmonkey's Info Architecture tutorial] - A practical step-by-step guide for researching and documenting your websites information architecture. * [http://webdesignfromscratch.com/web_design_process.cfm WebDesignFromScratch's Web Design Process] - Ben Hunt share's his own web design process from 10 years of experience in one concise page! === Tools === * [http://iainstitute.org/tools/ Information Architecture Institute Tools] - Bringing new Information Architecture tools to the community so we can learn from each other. Some great free templates and toolkits! === Theory articles === * [http://www.steptwo.com.au/papers/kmc_whatisinfoarch/index.html What is Information Architecture] - "Effective IA must reflect the way people think" - an excellent tutorial with tips, step-by-step guidelines and tools. === Online references === * [http://www.webstyleguide.com/ The Web Style Guide] - The first chapter contains lots of info about the ''process'' of Web Design, including Information Architecture and defining your site. * [http://www.webdesignfromscratch.com/ WebDesign from Scratch] - Lots of information about designing for your users, the [http://www.webdesignfromscratch.com/tutorials.cfm tutorials] demonstrate the process of putting "together a design that is appealing to use as well as to look at," covering some basic Information Architecture and Usability. == Related Qualifications == [[Category:Web Design]] 4035 64558 2006-12-29T10:17:56Z 207.46.50.74 Developing your own online portfolio may be one of the most useful projects you'll undertake while learning Web Design. Even though you'll be your own client for this project, you '''won't''' be the target user audience, so we'll carry out a full design specification as per normal! ==Competitive Analysis== The fun part is seeing how other people in web-design are setting up their own portfolios! It's a great way to get ideas and find something that you like! (In fact, when designing any site it's always a good idea to see what your competitors are doing!) The following lists have been collated on the fly to look at. Feel free to edit the following lists of WebDesign sites - just try to limit each grouping to 20-or-so sites. === Websites of Individual Web Designers === * [http://www.456bereastreet.com/ 456BereaStreet] - Roger Johansson * [http://www.mezzoblue.com/ MezzoBlue] - Dave Shea * [http://www.prasannachetty.com/ - Prasanna Chetty's Blog] - PC * [http://www.stopdesign.com Stop Design] - Douglas Bowman * [http://www.zeldman.com/ Zeldman]- Jeffery Zeldman * [http://www.mikeindustries.com/ MikeIndustries] - Designed for simplicity and beauty with only three links from the landing page (Blog, Portfolio, About... what else would you want?) * [http://www.redwolf.com.au/ Redwolf] - A simple, yet graphically appealing site, catches your attention with its large image on the main page. The only downside to this site, is that the menu at the top is extremely small, and can be difficult for people when navigating. * [http://deyalexander.com/ Dey Alexander] - Dey's personal online presence as a User Experience Design Specialist. Excellent example of a personal site that will get you a job! (Of course, you need Dey's experience too!) * [http://www.7nights.com/asterisk/ Asterix] - Keith Robinson's Web Design site with a focus on IA. * [http://phark.net/ - phark.net] - Personal portfolio of Mike Rundle. === Websites of small Web Design firms === * [http://maxdesign.com.au/ MaxDesign] - Web Design and Graphic Design. Lots of extras! * [http://www.designinsite.com.au/ Design Insite] - A nice simple first page, but changes to a more complex and completely differnet format. * [http://kovaicity.com/ KovaiCity] - Web Design and Web Site promotion. * [http://www.singerdesign.com/ Singer Design] - A nice web site for this company in North Sydney. * [http://www.delongedesign.com.au/ Delonge Design] - A small design company on the Gold Coast, Australia. * [http://www.glassonion.com.au/ Glass Onion] - A company in Darlinghurst they highlight the importance of web standards and benefits of which the standards mean to their customers. * [http://www.designjunction.com.au/index.php Design Junction] - A more advanced example, dealing with a small web/graphic design team based in Melbourne, Australia. * [http://www.bulliegraphics.com.au/ Bullie Graphics] - Custom Web Site Design for small businesses, providing professional and affordable website design based in Sydney, Australia. * [http://www.blackmaxmedia.com/ BlackMax Media] - Boutique design agency in Sydney specialising in W3C compliance and search engine optimisation. [[Category:Web Design]] 4036 49561 2006-11-28T01:16:25Z 203.166.99.247 /* More advanced */ At its simplest, a dynamic website is one that provides customised content to you as you browse. This might depend on information you've provided through filling out an HTML form, or by clicking on products that you would like to add to your shopping cart. These days, nearly all websites contain some dynamic functionality! We'll start out by seeing how we can respond to information a user enters into a form, and progress gradually to using databases with our dynamic sites. Note: It is assumed that you are familiar with a little bit of computer programming (variables and if-statements in particular) - if not, please work through the [[Web_Design/An_Introduction_to_Programming_with_Javascript|Introduction to programming with Javascript]]. == Module Aim== * Setting up your own webserver for testing * Responding to user information on forms * Web server/browser requests responses * Using [[Topic:PHP|PHP]] templates to maintain your site * PHP Strings * Arrays in PHP == Suggested Activities == * Setting up your own webserver with XAMPP-Lite, Wampserver or Lighttpd * Installing Wordpress - our first taste of what's possible with PHP. * Using PHP to create a template for your website * [[Web Design/Dynamic Websites/Responding to HTML Forms|Responding to HTML Forms]] - From a simple "Thankyou Jerry for your details." through a complete receipt and automatic emails. * [[Web Design/Dynamic Websites/Calculating Totals and Discounts|Calculating Totals and Discounts]] - Extending your simple receipt to calculate the total for the order, include a postage fee and apply a discount. * Work through parts 1-8 of the [http://devzone.zend.com/node/view/id/627 PHP for Beginners] tutorial. * [[Web Design/Dynamic Websites/Creating Database Tables| Creating Database Tables]] - Creating your first database table using PhpMyAdmin. * [[Web Design/Dynamic Websites/PHP Challenges| PHP Challenges]] - Get some practise applying your PHP skills! Includes responding to users, designing multi-page forms, getting the data into a database and displaying info from a database. * [[Web Design/Dynamic Websites/Simple Functions in PHP|Simple Functions in PHP]] - get started using functions in PHP with links to more resources. === More advanced === * [http://www.securephpwiki.com/index.php/Email_Injection Email Injection] - Learn how to modify your email sending PHP code to make it more secure. * [http://designwebsites.blogspot.com/2006/05/taking-joomla-for-test-drive.html Taking Joomla for a test drive] - experience for yourself what's possible and learn how to install your own fully fledged content management system (CMS)! Warning, Joomla is a huge application that can take some getting used to just to use! * [http://www.tizag.com/phpT/phpsessions.php PHP sessions] - A basic tutorial on using PHP Sessions * [http://codewalkers.com/tutorials/32/1.html PHP sessions] - Slightly more advanced tutorial on PHP Sessions * [http://www.phpbuilder.com/columns/validating_php_user_sessions.php3?page=2 PHP User Sessions and Security] - Site for PHP tutorials and more! == Your learning resources == === Wikiversity + Wikibooks === * [[Topic:PHP]] on Wikiversity - some basic guides to PHP still being written * [[b:Programming:PHP|Programming:PHP]] on Wikibooks - an excellent, fully featured wikibook nearing completion === Online tutorials === * [http://www.zend.com/php/beginners/ PHP for Beginners] - Zend Technologies PHP for Absolute Beginners. * [http://www.free2code.net/plugins/articles/read.php?id=259 An intro to PHP] - Free2Codes introductory PHP tutorial. Assumes you know nothing about PHP to start with! * [http://www.mezzoblue.com/archives/2005/06/08/simple_templ/index.php Simple Templating] - A great way to see one of the most-used features of Server-Side scripting: creating simple templates for your sites! == Software == * [http://www.apachefriends.org/en/xampp-windows.html#646 XAMPP Lite] - Set up your own computer as a webserver with PHP. * [http://www.wampserver.com/en wampserver] - Similar to XAMPP but without FTP or mailserver * [http://www.lighttpd.net/ lighttpd] - Lightweight, simple webserver with windows installer * [http://www.dwebpro.com/?c=w3c dWebPro] - you can set this up on your hard drive, and then copy it onto a USB device or CD for demonstrations and/or further development. It has plug in modules for MySQL (and other databases) and PHP (plus other programming languages, such as Perl, Python, Ruby and ASP.NET) == Related Qualifications == [[Category:Web Design]] 4037 43103 2006-11-05T10:27:45Z Michaelnelson 310 Once your basic response and email are all happening, and you're feeling a bit more confident with your first PHP pages, it's a good time to start learning a bit more about PHP variabls and control structures! But before moving on from here, please make sure that your response.php currently: * Responds personally to the user * Includes the details of the product selected by the user (its name and its price) * includes the billing information for the user. == Adding up the total == If a visitor to your site indicates that they want to buy 5 T-shirts at $15 each, we need to let them know what their total comes to! To do this, we'll need to create a variable. You might have noticed that variables in PHP always have a dollar sign ($) in front of them. Here are a few examples: <pre> $num1 = 12; // This is a number $string1 = "Here's a string in double quotes"; $string2 = 'Here\'s a string in single quotes'; </pre> Can you guess why the apostraphe (') in $string2 has a back-slash (\) in front of it? We need to create a new variable called $total in our response.php. Initially we'll set it to 0 like this: <pre> $total = 0; // We'll use this variable to calculate the total for the order </pre> but your challenge is to print out the total for the order when your form is submitted! {{WebDesign/Exercise|Adding up the total| If your visitor submits your form indicating that they want to buy 5 T-shirts at $15 each, what would the total be? Fill in the blanks in the following: <pre> $total = ___ * ___ ; </pre> In our situation, we don't know how many items our visitors would like to buy until they submit the form. See if you can modify the code above to use your $quantity variable instead of '5'. Add this line to your code and print it out on your receipt. No peaking at the solution until you have had a good attempt yourself! | You should already have a variable called $quantity in your response.php that takes the value from your form. For example, if your form includes the input field: <pre> Please enter the number of T-shirts that you would like to buy: <input type="text" id="quantity" name="quantity" /> </pre> then your response.php would create the variable $quantity like this: <pre> $quantity = $_POST["quantity"]; </pre> Let's pretent that whatever product of service that your form is selling costs $15 per item, then calculating the total and printing it out can be done as follows: <pre> $total = $quantity * 15; print("<p>Total: $quantity items at 15 each comes to: $total</p>"); </pre> Extra: So you don't need to change your code everywhere when you put the price up to $20, create another variable $tshirt_price (or something relevant to your own form), set it equal to 15 and then use this variable in your calculation instead of the constant number 15. }} == Including postage in the total == Now that we've calculated the total for our order, we need to include a postage fee! The following exercise will help you along the way! {{WebDesign/Exercise|Including postage| To include the postage fee, we need to take our current total and add $20 to it, and then inform our customer of the total including postage. You'll need to add the following code (after filling in the blanks) to calculate the new total: <pre> $total = ________ + ________; // Add the postage fee of 20 to our current total </pre> and then include a new print() statement that informs your visitor of the total including postage! | Sorry - hope to have time soon. When you get the answer, how about adding it in here! }} == Free delivery for bulk buys == Let's say you decide it would be good for business if you offer free delivery if customers buy more than 6 items. Your pseudo-code should look something like this: <pre> if the quantity is less than 7 then do the following: add the $20 postage fee to the total </pre> You might want to take a look at [http://au3.php.net/manual/en/language.control-structures.php#control-structures.if if-statements in the PHP manual] or [http://www.free2code.net/plugins/articles/read.php?id=259&page=6 Free2Code's explanation of if-statements] to get an idea of how if-statements work in PHP (they're nearly identical to if-statements in JavaScript). TODO: Exercise with solution == Discount if you spend over $200 == Finally, if your customers spend over $200 (modify to suit your needs), they get a 10% discount. TODO: Exercise with solution [[Category:Web Design]] [[Category:Articles related to php|Calculating Totals and Discounts]] 4038 45797 2006-11-15T12:08:21Z 196.12.144.68 /* Getting aquainted with PhpMyAdmin */ Before we can start using databases to create dynamic sites, we first need to create a database table! Since most cheap hosting sites support MySQL as their database server, we're going to use a special program that's been written by someone else to help us setup and administer our MySQL databases... it's called PhpMyAdmin. From the [http://www.phpmyadmin.net/home_page/ PhpMyAdmin homepage]: phpMyAdmin is a tool written in [[Topic:PHP|PHP]] intended to handle the administration of MySQL over the Web. Currently it can create and drop databases, create/drop/alter tables, delete/edit/add fields, execute any SQL statement, manage keys on fields, manage privileges,export data into various formats and is available in 50 languages. To take part in this activity, you'll need to know: * the URL of your database host, as well as your database username and password. If you are unsure about these, ask your hosting company or your facilitator. * Alternatively, you can install [http://www.apachefriends.org/en/xampp-windows.html#646 XAMP Lite] or [http://wampserver.com/en wampserver] on your local computer as it has PhpMyAdmin already installed for you. == Getting aquainted with PhpMyAdmin == To start getting aquainted, there's a nice and simple [http://www.reg.ca/faq/PhpMyAdminTutorial.html PhpMyAdmin Tutorial] that will get you started creating your first example table using PhpMyAdmin, and inserting data into it. Try it out and see how you find the experience! After finishing the tutorial, you might like to reflect on your blog or elsewhere: * Describe why database tables usually have one field set as the primary key? * How is the Auto Increment option useful?, * When adding a fields to a database, what other information do we need to specify? == Creating your own table == Once you've finished with the example, we're ready to create our own database table! Referring back to an HTML form that you have created in the past (one that collects information from users, say for purchasing a product): # write down the fields that will require to store this information in a database. # Using PhpMyAdmin, create a new table in your database with a meaningful title (relevant to the data you're collecting, such as orders or enquiries etc) # Specify the fields that you require to store your data (making sure that you choose the correct type, and that you've created a primary key etc). # Insert 4 or 5 lines of sample data to your new table, each time noting the actual SQL code that is being used to add the information into your database. == More on Database Types == To re-cap some and pull together some of the things you've learned so far, read through [http://www.tqnyc.org/tutorial/mysql/index.php Using MySQL] down to (but not including unless you're keen) the Basic SQL Statement. For the moment, it's important that you: * Feel comfortable creating a new table in a database using PhpMyAdmin, * Correctly select the type for each field in your table using only the simple types (e.g. int, text, varchar, datetime, but you should be aware that there's lots of other types), * Create a primary key for each table and use the auto-increment option correctly, * Have a vague idea of what an SQL statement looks like (more on this later!) Phew! Enough for one day?! Next, we'll be finding out how we can connect to our database from PHP! [[Category:Web Design]] 4039 60966 2006-12-19T04:55:12Z 24.98.54.59 /* Extra challenges */ == PHP Challenge 1: Idiot Box Survey == [[Image:Braun HF 1.jpg|thumb|right|210px|A very old TV]] '''Scenario''': You are working as IT Support for a small high school in your area. The Parents and Community committee have commissioned a small project to help kids in the school work out exactly how much time they're spending infront of the TV, Computer or PlayStation, as well as collect data on how free time is spent. === Creating the form === You've been asked to whip up a prototype form to collect the following info (remember your target audience when labeling your fields!): * First and last name * Year of birth * Current year at school (e.g. 7-12) * Number of siblings * At what time they go to bed, and at what time they wake up. * Approximate time spent of homework per day * time spent watching TV/DVD etc. per day * Time spent using computer or games console per day * time spent with family per day * time spent with friends per day You do not necessarily need to make your form pretty or worry about Javascript input validation for the prototype, but it certainly needs to be easy to use. === Processing your form === Your prototype will also require a php script (or server-side language of your choice) to process the info. The P&C committe have asked for the following: * A message saying "Great! Thanks [firstname] for responding to our survey". * A display of the students details formatted suitably (just name, birth-year, current school year and number of siblings) * An email should be sent to a set email address with a a subject of, for example, "David Terry's Survey results." and a message that includes the data entered (no need to worry about formatting or headers in the email). == PHP Challenge 2: Idiot box statistics == You receive an email from the P&C Committee asking that once you have this working, your challenges are to modify your response so that it also says: "Based on the information you've entered, you will spend:" * x hours watching TV or movies per year. * x hours doing homework per year. * x hours per year infront of a tv or computer screen per year * x hours per year with friends and family per year Note, this information does not need to be included in the email. With this you will be ready to demonstrate your prototype! === Extra challenges === Not for the faint-hearted! * Use the students' current year at school to work out how many years they have left at school, and from this, how many hours they will spend doing homework or watching a screen until they finish school. * Work out the percentage of awake time spent in front of a screen. == PHP Challenge 3: Combining your form and response == After working through [http://www.zend.com/php/beginners/php101-3.php Part 3 of Zend's PHP for beginners] series, you've worked out that it's a bit neater to put all your code into the one file (rather than having separate files for your form and form processing). Modify your prototype from Challenge 1 to use just one php file that either displays your survey form or processes the results, depending on whether the form has been submitted (based on the tutorial). == PHP Challenge 3.5: Looping the loop == [http://www.zend.com/php/beginners/php101-3.php Part 3 of Zend's PHP for beginners] also gives you an overview of a few different ways that you can repeat stuff in your PHP code. The following challenges are designed to help you re-enforce in your mind how while loops and for loops can be used. Take a look at the following piece of code and work out what it does as you read through it, then copy-n-paste it into a PHP file to test it out. <pre> $x = 0; while ($x < 10) { print ("<p>$x</p>"); $x++; } </pre> Your challenges: * Modify the loop so that it displays the numbers from 1 to 100 * Modify the loop so that it displays the even numbers between 1 and 100 * Modify the loop so that it displays the numbers from 100 to 1 (ie. in reverse order) The above while loop can be written as a for-loop too: Look through the following code... <pre> for ($x=1; $x < 10; $x=$x+1) { print("<p>$x</p>"); } </pre> Now, use the above to: * Do all of the above challenges, but using a for-loop instead of a while loop. * Copy-n-paste and modify the above piece of code so that it prints the numbers as a single unordered list. Ie. the HTML output should look like: <pre> <ul> <li>1</li> <li>2</li> ... <li>100</li> </ul> </pre> Last but not least, * Copy-n-paste and modify your code to create a simple form that allows the user to select the day of the month that they were born. Ie. the HTML output should look something like: <pre> <form> <p>Name: <input type="text" name="fullname" /></p> <p>Day of month you were born: <select name="dayofmonth"> <option>1</option> <option>2</option> ... <option>31</option> </select> </form> </pre> == PHP Challenge 4: Input validation with PHP == == PHP Challenge 5: Putting stuff into a DB == The P&C committe is happy with your prototype and have given you the go-ahead to develop the database functionality. This challenge will require you to: * [[Web Design/Dynamic Websites/Creating Database Tables|create the database table]] using PhpMyAdmin (or similar), * Using PhpMyAdmin, add some data to your database and note the SQL querie that was used to add the data (copy the complete query). * Update your form processing code so that after displaying the results your code # Connects to your database server # Selects your database # Runs the query that PhpMyAdmin generated for you # Closes the connection to your database server Here's some template code to get you started: <pre> <?php // // Step 1: Connecting to the database server // print ("<h2>Step 1: Connecting to the database server</h2>\n"); print ("<p>First we need to connect to the database server:</p>\n"); // // Try connecting to the database server... you'll need to replace // your database server, username and password! // $result = mysql_connect("your_db_server", "username", "passwd"); // // We'll check to make sure that the connect worked using an if-statement // Once the page is successfully displaying the desired results, we can // simply comment out all these 'if' statements that check for errors. // if (!$result) { print("<h2>Failed to connect to database!</h2>"); } else { print("<p>Connection established</p>"); } // // Step 2: Selecting the database // print ("<h2>Step 2: Selecting the database</h2>\n"); $result = mysql_select_db("your_db_name"); if (!$result) { print("<h2>Failed to select database!</h2>"); } else { print("<p>Database selected successfully</p>"); } // // Step 3: Run an SQL query! // First create the query in a variable of our own called $sql, then // run the query using the special mysql function. You might want to // insert info into your DB using phpMyAdmin to find out exactly // how your INSERT statement will look! // print("<h2>Step 3: Run an SQL query!</h2>"); $sql = "INSERT INTO blah ... rest of your INSERT statement goes here;"; $result = mysql_query($sql); // As usual, check to make sure that it worked: if (!$result) { print("<h2>Failed to run the query! Error is:" . mysql_error(). "</h2>"); } else { print("<p>Query ran successfully!</p>"); } // // Step 4: Process the results // When we're inserting information into a database, we don't actually // have any results to process... this'll come later when we're getting // data out of a database. So, we can skip step 4 for now! // // // Step 5: Close the connection with the database server // Although we don't _really_ need to do this (it'll be done for us) // it's good for us to know that it happens. // print("<h2>Step 5: Close the connection to the database server</h2>\n"); mysql_close(); ?> </pre> * Once the last step has been tested and works (you'll need to check whether the test information has actually made its way into your database), modify your query so that the actual information entered into the form is inserted into your database and test it again. == PHP Challenge 6: Getting stuff out of a DB == After reviewing your form for entering new data for the survey, the P&C committee ask you to create a page that displays all the collected data. You warn them that they will need to implement some security around this function before going live with the survey application (so that only certain people can view the information), but you agree to get a prototype going to show them how it will work (ie, you don't need to worry about the security issue for the moment!). Step-by-step: * Create a special page of your site that displays the data from your table. Here's some template code to look through, modify and try out: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>Getting info from a database</title> </head> <body> <h1>Getting info from a database into PHP</h1> <?php // // Step 1: Connecting to the database server // print ("<h2>Step 1: Connecting to the database server</h2>\n"); print ("<p>First we need to connect to the database server:</p>\n"); // // Try connecting to the database server... you'll need to replace // your database server, username and password! // $result = mysql_connect("your_db_server", "username", "passwd"); // // We'll check to make sure that the connect worked using an if-statement // Once the page is successfully displaying the desired results, we can // simply comment out all these 'if' statements that check for errors. // if (!$result) { print("<h2>Failed to connect to database!</h2>"); } else { print("<p>Connection established</p>"); } // // Step 2: Selecting the database // print ("<h2>Step 2: Selecting the database</h2>\n"); $result = mysql_select_db("your_db_name"); if (!$result) { print("<h2>Failed to select database!</h2>"); } else { print("<p>Database selected successfully</p>"); } // // Step 3: Run an SQL query! // First create the query in a variable of our own called $sql, then // run the query using the special mysql function // print("<h2>Step 3: Run an SQL query!</h2>"); $sql = "SELECT * from upload;"; $result = mysql_query($sql); // As usual, check to make sure that it worked: if (!$result) { print("<h2>Failed to run the query! Error is:" . mysql_error(). "</h2>"); } else { print("<p>Query ran successfully!</p>"); } // // Step 4: Process the results // This part is the tricky part... lots of new learning... have a coffee // before getting through this. // print("<h2>Step 4: Process the results</h2>\n"); // // Get the first row from the result of our query. Note, mysql_fetch_array() // returns a value of false if there's no more results left. // $row_array = mysql_fetch_array($result); while ($row_array != false) { // print out whatever we want from this row print("<p>Filename: " . $row_array["filename"] . ".</p>\n"); // before trying to get the next row! $row_array = mysql_fetch_array($result); } print("<h2>Step 5: Close the connection to the database server</h2>\n"); mysql_close(); ?> </body> </html> </pre> After getting the above template code to work with your database (and more importantly, verifying that you understand how it's working, espectially the while loop): * Modify the code above so that, instead of each row of your table being displayed as a paragraph, each row is outputted as a row of an HTML table. == PHP Challenge 7: Displaying details for one record == The following week you meet up with the committee again to demonstrate your work. The committe is impressed to see that you've formatted the survey information in a nice table, but have a few concerns. The biggest concern of the committee is that it is a lot of information to display on the screen at once. They would like to modify the application so that when the survey results from the database are displayed, only the following information is included in 3 colums: * Name: Firstname and last name, * Total hours spent in front of a screen per week, * Total hours spent with friends and family per week. Furthermore, when these results are displayed, the committee would like to be able to click on the name of a student to view the details for that student. On a piece of paper, see if you can break down your task into a number of steps to tackle (before going on)! Step-by-step: * Modify your results from Challenge 6 so that each row displays the name, Screen hours per week and Social hours per week and test. * Add the following link around each student name: &lt;a href="details.php?id=4" title="View student details" &gt;&lt;/a&gt; Note that this linking URL contains some extra information so that the file details.php will know which student we want to view. Make sure the links appear. * Create a new file called details.php with the normal HTML structure. Initially, just add the following PHP code inside the body (Note, it includes an intentional error): <pre> $student_id = $_POST["id"]; print("<h2>You have requested to view the details of the student with the id=" . $student_id . "</h2>"); </pre> Test this code by entering the url "yourdomain.com/path_to_your_file/details.php?id=4" into your browser and see if you can get it working. Hint: We've incorrectly used the $_POST array, even though we haven't actually posted any information from a form using the method="post". Hint 2: Instead we want to GET the information that was sent through the URL. Once you think it's working, modify the url in your browser to "details.php?id=2" to see if it really is working! Next, * Check out the W3Schools explanation of the [http://www.w3schools.com/php/php_get.asp $_GET array in PHP]. * Use PHPMyAdmin to see if you can find out the SQL query that will return one specific row of your database table (ie, you want to select all the fields from your table [http://www.w3schools.com/sql/sql_where.asp WHERE] the id is equal to 4.) Test that it works in PHPMyAdmin using other values for the ID. * Add the code to your details.php to: # Connect to the database server, # Select your database, # Run your SQL query, # Display the result of your query (Note: you won't need a while loop this time, as there should only ever be one result! You can use an if statement instead to make sure that your query did retun a result) Test that this works, first by entering the URL in your browser "details.php?id=4", then change the id to display different records. Now the only remaining problem is that every student listed on our summary page links to the one student details page (the student with the id=4). The last element of this challenge is: * Modify the link around each student name so that each link contains the corresponding id for that student. == PHP Challenge 8: Deleting stuff from a database == If you've come this far, then you're PHP/MySQL skills have come a long way! This challenge provides hints, but doesn't give you the details... so you'll need to work hard and use your resources well! Hints: * Update your page that displays all the records, to include an extra column for each record that simply has the text "delete", or if you prefer icons, a little trash-can icon. * Add the following link around your trashcan icon: &lt;a href="?deleteid=4" title="Delete this record" &gt;&lt;/a&gt; * Modify your page so that, when your delete link is clicked, your page displays the text "The record with the id of 4 would have been deleted" (you'll need to put this inside an if-statement so that it only appears when the user has clicked on one of your delete links). * Use PHPMyAdmin to find the SQL syntax required to delete an item from your database. * Update your if-statement so that your code runs the SQL query to delete the record. Once you have your delete functionality working, it would be a great time to add a very simple menu to your survey application so that you can navigate between the form and the summary page (where you can delete records or view the details of records). Lastly: * Add a link to the details page (where you view the details of one particular record, from Challenge 7) to delete the current record! == PHP Challenge 9: Putting it all together == After completing your survey application for the local Parents and Community committe, your application was used by hundreds of schools in your state! Everyone loved it! And ''lots'' of people saw your web application skills in action! Now you've been approached by the department to develop a prototype for a school enrolment application! At the moment the application will just be for one school and will need to: * Allow new students to be added, assigning them to a certain year. Required info: ** first and last name, ** D.O.B., ** Enrolement Date ** Current School year (eg 7-12), ** home phone, ** mobile, ** email, ** 1st Contact name (usually parent), ** 1st Contact phone, ** 2nd Contact name, ** 2nd Contact phone. * View a summary of all the students currently enrolled at the school, sorted by year and then name. The summary should include the students name, school year and email. * View the details of a particular student. * Delete a student (both from the summary view as well as from the individual view). After discussing the prototype with your client contact, you also thought of a few improvements that you might add if you have time: * Making the email displayed on the summary view a link that can be clicked on. For example: <pre> <a href="mailto:tom.jones@mymail.com">Tom Jones</a></pre> * Including a link on the summary view to edit a student record. This will bring a form up that is identical to the new student form, but with all the fields pre-populated from the record in the database. * The ability to upload a photo for a student (to help teachers and administrators put names to faces!) * A short report that shows from the database how many students are currently enrolled in each year. This is your chance to get your business off the ground! A contract with the Education department will help pay the bills! Once you finish your prototype, it will be worth discussing with others how your database design could be improved too. [[Category:Web Design]] [[Category:Articles related to php|PHP Challenges]] 4040 43101 2006-11-05T10:27:09Z Michaelnelson 310 Added category One of the simplest and yet most useful things we can do on a Dynamic site is interact with the information provided through our HTML forms! == A simple response == If you haven't already created a form for selling a product or service as part of the [[Web_Design:An_Introduction_to_Programming_with_Javascript|Intro to programming with Javascript]], create a form now... be creative! You may want to use HTMLDog or [http://www.w3schools.com/html/html_forms.asp W3Schools] as references as you go. Make sure that your form: * includes at lease two normal input fields where your users can enter their first and last names (they should have name="firstname" and name="lastname" respectively). * allows a visitor to select a product to purchase, * allows a visitor to indicate the quantity of the product ("I'd like to buy 4 T-shirts"). * allows visitors to include their billing information. * you've uploaded your form onto your website (or if you are using your own computer as a web-server, that you've put it in the right place) and test it out. === Responding to your form === When your form is submitted, we want to let our user know that we've received their submission. Create a new file with the following code: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <meta http-equiv="Content-Type" content="text/html; charset=UTF-8" /> <title>My web site: Thanks for that!</title> </head> <body> <h1>Processing your request</h1> <?php // First set some variables from the form... $firstname = $_POST["firstname"]; $lastname = $_POST["lastname"]; print("<h2>Thank you $firstname.</h2>"); print("<p>We've received your order as follows:</p>"); print("<p>Name: $firstname $lastname. </p>"); ?> </body> </html> </pre> You might want to read through the code to see if it gives you any hints as to what it will do, but don't worry too much about the details just yet. Save this file as response.php and upload it to the same folder as your form. Test it out by submitting your form again (but don't be disappointed if nothing happens!) === Connecting your form to your [[Topic:PHP|php]] file === Nothing happened? That's right! We haven't yet connected our form to our php file! All that's left to do is modify our html form tag so that it includes the following two attributes: <pre> <form action="response.php" method="post" > </pre> Note: you might have other attibutes such as onsubmit="checkForm()" inside your form tag - make sure you leave them there! This now tells our form that the action it should take when the form is submitted is to send all the info to a file called response.php. There are two ways that this can be done with a web form, one is called "post" the other is called "get". We'll learn more about these later, but for the moment it's enough to know that we're "posting" our form information. Submit your form again and you should now see a result! {{WebDesign/Exercise|Extending your receipt| Try the following: * Continue to add to your response.php file so that all the information submitted on your form is printed out like a receipt. Do this in stages, one at a time, '''testing every time'''! | For each (sorry, I'll fill in later!) }} {{WebDesign/Exercise|Formatting your receipt| Now that you've got all the information for your receipt, you might want to make it look a bit prettier! # Modify your response.php so that it links to your normal stylesheet (just the normal way, nothing special here!) # If your response is tabular data, try using an HTML table to layout your data. | Sorry (again). you can add the solution yourself here... I'll try to get around to it! }} == Sending an email with the form information == In the past, we have used the action attribute of our form to automatically email our forms, like follows: <pre> <form action="mailto:me@myemail.com" method="post"> </pre> but this way of collecting information is pretty limited. (TODO:Add limitations) Now that we're handling our form from PHP, it's really easy to send an email automatically. Try adding the following bit of code to the PHP code in response.php: <pre> // First set the subject of the email: $subject = "A new order from website"; // Then set the message text of the email. The \n character is for a new line // so that our email doesn't appear as one big line. $message = "A new order has been submitted by $firstname $lastname.\n Please respond ASAP"; // Then send it off using the php mail function! Find out the scary details // at: http://www.php.net/manual/en/function.mail.php mail("me@myemail.com", $subject, $message); </pre> Make sure you substitute your own email address instead of "me@myemail.com", and then test it out! The following activities need to be filled out in more detail TODO: Activity 1: Include more of your form information in your email. TODO: Activity 2: (advanced), try sending an HTML email. [[Category:Web Design]] [[Category:Articles related to php|Responding to HTML Forms]] 4041 56863 2006-12-14T17:53:31Z 67.100.235.218 Back to [[Web Design]] [[Web_Design:An_Introduction_to_Dynamic_Websites|Old Page]] Dynamic websites are type of websites that use one or more computer programming languages that allow the content to be managed or somehow outputted using a server-side application. Dynamic websites are mostly rich of content and manageable. Most [[Open Source]] website applications are competitive in the part of managing the content with an ease. Dynamic websites are examples like Wikibooks, [http://wikipedia.org/ Wikipedia], or [[w:Blog|blog]] portals. They allow the usage of custom templates and actions in the server-site, such as logging and adding new data. Today, it's quite hard to find a website that wouldn't be dynamic-content based. Most dymanic websites are built on top of programming languages that are fast and can be used straight out of the box. Most of them are compatible with [http://hoohoo.ncsa.uiuc.edu/cgi/ CGI] to be used with [http://httpd.apache.org/ Apache], or other powerful web servers. Most used programming languages on the web today: * [[Topic:PHP|PHP]] * [[Programming:ASP|ASP]] * [[Programming:.NET|.NET Framework]] * [[Topic:Perl|Perl]] * [[Python Programming|Python]] * [[Programming:Ruby|Ruby]] Note that Perl was the whole start of the server-side scripting for people who couldn't afford to buy or to learn the alternatives. Perl is now most portable solution that is available mostly in the world. (add more) Powerful dynamic website applications can also be built using almost any bigger programming language (C, C++, Pascal for example) which speeds up overall execution time of the script. Using PHP or other applications is a bit of pain as the applications are quite slow because they need to interpretate the source code, compile and execute it. Whereas, compiled applications are only executed either using SAPI or CGI interface. An example of powerful applications would be [[w:eBay|eBay]] - though the author is not sure but there are .DLL files. Also, Borland embeds .exe applications inside their search engine. ==Web Servers== Webservers compatible with CGI/FastCGI applications: * [[w:Apache HTTP Server|Apache HTTP Server]] * [[w:lighttpd|lighttpd]] * [[w:Sun Java System Web Server]] * [[w:Zeus|Zeus]] Web Server * [[w:IIS|IIS]] (ISAPI Only?) [[Category:Web Design]] 4042 57002 2006-12-15T02:53:55Z MichaelBillington 1599 Reverted edits by [[Special:Contributions/WikiWiki|WikiWiki]] ([[User_talk:WikiWiki|Talk]]) to last version by [[User:Draicone|Draicone]] using [[Wikiversity:Rollback|rollback]] As a developing technology, there's always a bunch of tools and techniques that are emerging into the world of Web Standards. Here's your chance to find an emerging technology that interests ''you'', and start playing with it! == eXtensible Markup Language == Currently this is a stub. Activities: * [[Web Design/XML Challenges|XML Challenges]] will get you started creating your own SVG, rolling your own RSS feed, displaying maths in your browser. == AJAX (a.k.a. XMLHTTPRequest) == Experiment with those fancy dynamic widgets in your site! Get started learning AJAX with the [[Web_Design/JavaScript/AJAX_Challenges|Javascript AJAX Challenges]]. For the true power of AJAX, familiarise yourself with [[Topic:PHP|dynamic server side scripting]] as well. == Activities == * [[Web Design/Emerging Technologies Research Activities]] == Further reading == * [http://blog.codedread.com/archives/2005/12/01/guide-to-deploying-svg-with-html/ Guide to Deploying SVG with HTML] * http://svg.codebot.org/ (???) [[Category:Web Design]] 4043 20225 2006-08-21T05:02:46Z Michaelnelson 310 /* Activity 2: Protocols and RFC's */ You are a member of an IT services team within a medium sized Sydney office of a large international Human Resources company called KorTech. Kortech's flagship product is a Human Resource Information System, called Humanet. This system has a web-interface and was built using PHP together with a database back-end. Yet there are plans for a totally-revamped version of the product, Humanet 2.0. But you don't get to work on that project! You're just fixing peoples problems with their desktop PC's. Being sick and tired of your day-to-day duties, you've been looking for a move within the company for a while now. You'd love to be able to work with the developers and designers on the Humanet 2.0 project. == Activity 1: Gary's email == And then one Monday morning, you discover the following in your inbox: G'day Look, I know you people in the IT department don't like to be disturbed ;), but the MD seems to think that you're pretty well-informed. We're going to need another web-developer in a months time for the Humanet 2.0 project, so I thought I'd pop this question your direction. I'm quite familiar with HTML from my experience on the Humanet project, but one of our web developers keeps insisting on us using XHTML rather than HTML. He's new on the job and so I don't want to make a big decision based on a new recruit's insistence. Is XHTML a new language? How does it relate to HTML and why should we use it? And what is the Document Object Model (DOM) that the newby keeps referring to? And finally, how do you keep up with your tech-information? I don't have much time, but I want to be able to keep up with developments in the industry, especially new web-standards. As I said, I do want to look into these things myself, but am quite busy at the moment. It would be extremely helpful if you could answer my questions and provides links so I can find out more over the weekend. Thanks in advance, Gary Project Manager - Humanet KorTech Pty. Ltd. Write a brief informal reply to Gary, making sure you include links and explain things in terms that Gary will understand. == Activity 2: Protocols and RFC's == Impressed with your previous effort, three weeks later you come in on a Monday morning to discover the following email: <pre> Hi again, Look, the managers at our last meeting were pretty impressed with your last email (I hope you don't mind, but I printed off a few copies so that other managers could get up-to-speed as well). The boss has decided that our monthly management meetings should include a short 10 minute tech-segment, as a way to help us managers keep our foot in the door with technologies and standards. Again, I hope you don't mind, but I volunteered you and your desk-buddy as the ideal people to give the first presentation next week. The boss has requested that we all learn a bit about the HyperText Transfer Protocol (we know that it's the http that we always type in our web-browsers, but that's about it). I guess you'd want to include: * most importantly, a demo of some kind, showing HTTP in action, * a bit about the history of HTTP (including what these RFC things are), * the most common features/requests/responses of http that we'd be used to seeing, * some time for a few questions, * A few recommendations if people want to find out more. Sorry to put you in the hotseat, but I thought it might be a great way for you to show the other managers that you really do know your stuff! Gary </pre> Prepare your presentation for the managers meeting next week! (OK, so you may not really have to give your presentation, but learn everything you'd need to learn to give the presentation and go over the outline of your presentation with your facilitator). [[Category:Web Design]] 4044 20243 2006-08-02T07:10:47Z Jguk If you are lucky enough to be learning together with a group of people, you might want to break up your class or project work with some fun group activities related to your Web Design course that challenge the way the web is used for learning! * [[/Paired Bio Pages/]] - Find your first client from within the group (preferably someone you don't know well), prepare for your interview, conduct the interview (and take photo?), before creating your Bio page (HTML or Word). Good way to get to know each other and find out different levels of skill in both design and technical areas. * [[/Scoping a Small Project/]] - In small groups (3 or 4) plan a small project (quote, tasks, timeline). * [[/Discovering the Skills that are 'Web Design'/]] - Working in groups (or a group) to put together a prioritised list of skills and technologies a web designer needs to learn. Quick activity for learning more about each others different background knowledge. * [http://www.weblogg-ed.com/2005/07/12#a3766 Wikipedia Worktank] - Getting into groups, choosing an article and verifying/correcting it's validity. See how collaboration works on a global scale! Check one week later to see how any edits have been received by others and reflect on the experience. * [[/Weekly Team Meetings/]] * [[/Ordering Tasks for a Web Project/]] - Work in pairs to order and set the precedence for all the tasks required to build a website! * [[/A WebDesign Quiz show/]] - Here's a chance to go over lots of things that you've learned in a fun way with your class! [[Category:Web Design]] 4045 49930 2006-11-29T02:17:37Z 220.233.12.203 /* Generating the questions for your Quiz Show */ == Generating the questions for your Quiz Show == Creating questions on your own is hard, so it might be best to decide on small teams of two or three people for the quiz show, and then create your questions in your teams. Each individual is to come up with 3 questions each using the resources below and the help of their team. After reviewing each question with your team, write it up on an individual piece of card (or paper) with your name at the bottom (so you won't be asked your own question!). === Topics === The topics you choose from will depend on what you've been learning to-date. Below is an outline that you might want to choose from, but feel free to choose questions that are related to other experiences in your class that may not be related to web design (they might add some fun!) * html - ** tags (e.g. which of the following is not a valid tag) ** attributes ** using tags meaningfully ** validating * Clients * css ** font choices ** selectors ** debugging * Documentation * Photoshop * javascript ** events ** functions ** if-statements ** debugging * Flash * php * Information Architecture ** stake-holders in a project ** how you can * Accessability and Usability * Search Engine Optimisation * managing your time effectively === Types of questions === * multiple-choice *# Which of the following HTML is incorrect: a) blah... b) ... *# * short-answer *# List 3 rules of XHTML, (for example, Every opening tag must have a corresponding closing tag). *# After coding your CSS, you test it in the browser and find that it looks wrong in IE. Describe a strategy for fixing your CSS (in outline, what are the first steps you would take?) * Problem solving *# How many errors can you find in the following piece of HTML? * True or False * Jeopardy (Give the answer, find the question) === Different types of rounds === Ideas? # quick answer (as many questions in a minute) # topic-based (ie. HTML round, CSS round) # Charades # Pictionery-type # Listing # Benefits and Disadvantages # Other team picks the topic # New Price is Right - style where the winner has to order a list of statements == Running your Quiz Show == *Team competitions- like trivia nights *All compete against each other *Teams, with reps from each team answering for the team *Working as a whole group to achieve a goal or prize [[Category:Web Design]] 4046 20273 2006-08-02T07:11:00Z Jguk Even though BaseCamp comes highly recommended from current web professionals, it's also useful (and sometimes necessary) for us to use other Project management software... and as per usual, the most used application is the Microsoft product: Microsoft Project. Here's a task for a bit of fun that will introduce some of the fundamental skills required to use MS Project. Your task is to produce a gantt chart using the tasks listed below. To do so, we'll need to # Order the tasks below into something sensible (you might find it easiest to copy the list into a word-processor to do this). # Group the tasks smaller lists (such as 1. Requirements gathering, 2. Design phase, 3. Implementation/Testing phase, 4. Evalutation phase). Again, probable easiest to do this in a word-processor. # Add the tasks to the project # Estimate the time required for each task (don't worry too much about accuracy at this stage!), and finally # Set the precedence for each task (that is, identifying any previous tasks that need to be completed before this task can start). == Example (unordered) list of tasks == (if you can add a task that hasn't been thought of here, please do!): * Code HTML/CSS * Final product sign-off * Develop content listing and labels * Website performance testing * Develop Page Mockups in Photoshop * Test links for website * Monitor website traffic patterns * Initial client interview * Develop web-based prototype * Organise hosting for website * Usability testing with subset of target users * Develop content (with searching in mind) * Define user audience * Determine site structure * Evaluate site's performance against set goals * Develop Competitive Analysis * Describe example scenarios * Obtain signoff for design and scope * Monitor ranking in major search engines * Specify goals for website * Document design sketches * Validate HTML/CSS * Register site's domain name * Upload files to registered domain [[Category:Web Design]] 4047 29648 2006-09-26T21:07:02Z Guillom 48 rv <small>[[Web Design]] &lt; [[Web Design:Group Activities|Group Activities]] </small> [[Image:PersonProfile.png|right]] The whole web design class has been approached by a local newspaper and asked if we could put together a bunch of (brief) biographical pages about us - the local web design students at the local college. The purpose of each biographical page is to enable readers to see a little into the life of a student, their goals and aspirations, likes, world-views, hobbies or views on current events. They've asked also if an aspect of each page-design could reflect something of the persons character (such as the choice of colours, font or theme graphics). The newspaper has asked for the pages to be in either a word-processor format or HTML. == Outline of Activity == In this group activity you'll get the chance to: * interview another participant in the class - finding about their interests and passions - as well as, * demonstrate any background skills in design, communication or technology that you've picked up in school or work (none assumed!) * learn from each other! Duration (suggestion only): * Planning client interview - 10 mins * Conduct interview (and possibly take photo of your client or for background image of your page) - 30 mins * Report back results of interviews to the group - 10 mins * Create Bio page - 60 mins (or longer, depending on your page!) * Discuss final bio pages (both from designer and clients perspective) together with whole group. == Planning your client interview == As well as the normal details such as names, interests, motivations etc., you may want to run with a theme or metaphor for your client's bio page and interview. Be as creative as you feel comfortable, but remember that the person you're interviewing is your client - you are creating the page to reflect their personality, not your own! There's some interesting personal interview-type questions on [http://www.wilderdom.com/games/descriptions/EverythingYouEverWantedToKnowAboutOneAnother.html Everything you ever wanted to know about each other]. == Relationship to Qualifications == If you already have substantial HTML/CSS skills and knowledge, you ''may'' be able to use this activity to demonstrate your skills for assessment purposes. Talk to your facilitator for more information. [[Category:Web Design]] 4048 20290 2006-08-02T07:12:04Z Jguk This activity is best suited to small groups of 3-4 people. '''Time required''': 30 minutes in groups, then 20mins+ discussion, reflection. == Scenario == Bluetech is a small factory automation company with three employees, situated in your local area. The owner of the company, Jillian, is a friend of your Uncle's. Jillian has mentioned to your Uncle a number of times over the past 8 months that she's wanting to contact you to talk about "putting a site together" for Bluetech. After a phonecall, you finally meet up with Jillian for an initial discussion about his website. The meeting is only 15mins long (due to Jillian's busy schedule) and is interrupted a number of times by one of Jillian's employees. You come away from this initial meeting with the following details: * Jillian just wants a small website (3-5 pages) * The purpose of this website is to expand Bluetech's customer base. * The specific goals are: # Demonstrate Bluetech's professional work through an online portfolio of recent work. # Enable users to find out more about the company (history, mission statement, etc.) # Encourage users to contact Bluetech for a quote # Entice users to re-visit the page every so often. * Jillian would also like the site to include a bio of her own education, experience and background. Other points you've noticed: * Jillian doesn't understand a lot about web design, but is keen to understand your needs. * The company is quite busy. You leave the meeting a little dazed and with more questions than when you first entered. == Your groups task == * Create a list of tasks for this project. * Create an initial quote based on one person working on this project (cost and deadline). * Design a very brief prototype (storyboard or wireframe, no images/designs required just your ideas for structuring the information). * If you have time, create a list of further information that you need from Jillian. == Reflection == As each group presents their project outline, you might find it helpful to discuss how you came to your decisions in each area. Remember, there's no 'right' answer - our aim here is more to discover the problems! [[Category:Web Design]] 4049 68743 2007-01-09T23:17:47Z Mystictim 626 added category learning activities {{Underconstruction}} Use the following HTML Challenges to hone your decision making skills... should I use an &lt;h2&gt; element or an &lt;strong&gt; element? It's important while doing these challenges to not think about how the page will be displayed yet, but instead focus on creating meaningful mark-up! == Challenge 1: Which heading to choose? == OK, let's get started! This first challenge is builds on the skills you have developed in [[What is HTML]], helping you to decide when to use an <nowiki><h2></nowiki> heading and when to use an <nowiki><h1></nowiki> heading. {{Activity | Which heading to choose? | [[Image:Html_challenge1.png|thumb|200px|This is what your finished page should look like in your browser]] Copy-n-paste the following html into a new text-file (in Notepad or your preferred text editor) and save your file with the name '''html_challenge1.html'''. Open your file in a web browser and compare it to the image displayed here (you can right-click on the image to open a larger version in another window or tab). Your challenge is to add * headings (<nowiki><h1>, <h2>, <h3> etc.</nowiki>) * paragraphs (<nowiki><p></nowiki>) * ''emphasis'' and '''strong''' (<nowiki><em> and <strong></nowiki>) so that your page looks like the one in the image! <pre> <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01//EN" "http://www.w3.org/TR/html4/strict.dtd"> <html lang="en"> <head> <title>Sundial</title> </head> <body> Sundial From Wikipedia, the free encyclopedia. A sundial measures time by the position of the sun. The most commonly seen designs, such as the 'ordinary' or standard garden sundial, cast a shadow on a flat surface marked with the hours of the day. As the position of the sun changes, the time indicated by the shadow changes. However, sundials can be designed for any surface where a fixed object casts a predictable shadow. Most sundial designs indicate apparent solar time. Minor design variations can measure standard and daylight saving time, as well. History Sundials in the form of obelisks (3500 BC) and shadow clocks (1500 BC) are known from ancient Egypt, and were developed further by other cultures, including the Chinese, Greek, and Roman cultures. A type of sundial without gnomon is described in the old Old Testament (Isaiah 38:2). The mathematician and astronomer Theodosius of Bithynia (ca. 160 BC-ca. 100 BC) is said to have invented a universal sundial that could be used anywhere on Earth. The French astronomer Oronce Finé constructed a sundial of ivory in 1524. The Italian astronomer Giovanni Padovani published a treatise on the sundial in 1570, in which he included instructions for the manufacture and laying out of mural (vertical) and horizontal sundials. Giuseppe Biancani's Constructio instrumenti ad horologia solaria discusses how to make a perfect sundial, with accompanying illustrations. Installation of standard sundials Many ornamental sundials are designed to be used at 45 degrees north. By tilting such a sundial, it may be installed so that it will keep time. However, some mass-produced garden sundials are inaccurate because of poor design and cannot be corrected. A sundial designed for one latitude can be adjusted for use at another latitude by tilting its base so that its style or gnomon is parallel to the Earth's axis of rotation, so that it points at the north celestial pole in the northern hemisphere, or the south celestial pole in the southern hemisphere. A local standard time zone is nominally 15 degrees wide, but may be modified to follow geographic and political boundaries. A sundial can be rotated around its style or gnomon (which must remain pointed at the celestial pole) to adjust to the local time zone. In most cases, a rotation in the range of 7.5 degrees east to 23 degrees west suffices. To correct for daylight saving time, a face needs two sets of numerals or a correction table. An informal standard is to have numerals in hot colors for summer, and in cool colors for winter. Rotating the sundial will not work well because most sundials do not have equal hour angles. Ordinary sundials do not correct apparent solar time to clock time. There is a 15 minute variation through the year, known as the equation of time, because the Earth's orbit is slightly elliptical and its axis is tilted relative to the plane of its orbit. A quality sundial will include a permanently-mounted table or graph giving this correction for at least each month of the year. Some more-complex sundials have curved hour-lines, curved gnomons or other arrangements to directly display the clock time. </body> </html> </pre> '''Note''': Yes, it's true, a web browser will display the h1 heading very large, and the h6 heading quite small, and all the other headings in between! But don't get into the habit of selecting an h4 heading because it displays with the size that you're after! You can always modify the size of your elements using your stylesheet (more on that later). The key is to use the headings to structure your information in a useful (and meaningful) way! For example, every page should only ever have one main heading - your h1 heading. An h2 heading should only ever be a sub-heading of your h1 heading. Similarly, an h3 heading should only ever be a sub-heading of an h2 heading etc. }} Once you are happy with your work (and have checked it in your browser), read through [[b:HTML_Programming/Paragraphs_and_Headings|Paragraphs and Headings]] tutorial over at Wikibooks and compare your markup! Make sure you chat about the decisions you made with someone around you if possible! Once you're all finished, read through the following excellent snippets from HTML dog as a summary of what you've learned: * [http://htmldog.com/guides/htmlbeginner/paragraphs/ Paragraphs] and how to emphasize text! * All about [http://htmldog.com/guides/htmlbeginner/headings/ headings] == Challenge 2: Using Div's to divide the page up == == Challenge 3: Tables for tabular data == [[Image:Webdesign_table1.jpg|right|An HTML table with tabular data! ]] Use the [http://www.htmldog.com/guides/htmlintermediate/tables/ HTML Dog intermediate tutorial on tables] or [http://webdesignfromscratch.com/html-tables.cfm Web Design from Scratch's table tutorial] to re-create this table. Notes: * You'll need to add a bit of style too (borders for your table and td elements)! * You shouldn't need to add any bold to get your heading looking like a heading. * As always, validate your page to make sure you've got everything in the right place. == Challenge 4: A simple form == [[Image:Simple_form.png|thumb|right|A simple form showing most of the html form elements]] For this challenge, you might want to refer to [http://htmldog.com/guides/htmlbeginner/forms/ HTML Dog's Beginner tutorial for Forms]. Create a small online survey with four questions of your own. You survey should first collect the participants details (name, address, gender, D.O.B., a password etc), followed by four questions to answer. Ensure that your survey includes: * Simple text inputs * A password input. * Select drop-down boxes (for State, or within your questions). * Radio buttons and checkboxes (as part of your form design). * A large text area for comments at the end. * A submit button with your own text (such as "Send Survey") * A reset button. == Challenge 5: Creating an Image Map == [[Image:Map_of_Australia.png|thumb|left|Map of Australia]]Using some free third party software of your choice (or hand code it if you're really keen), use the map of Australia (or your own country) as a graphical table-of-contents. When a user clicks on a state, they should be taken to a separate page just for that state. You will need to create: * An index.html containing your image map * At least two pages of two different states to demonstrate that you can link the image map. These pages can just be place holders (ie., you just need to demonstrate that you can create and use an image map correctly). * You should be able to explain how the html for the image map works. * And of course, all your pages should validate. == Challenge 6: Some advanced table features == Tables can get quite a bit more stylish (and accessible) than the previous challenge! For some examples ranging from no-style to pretty tables, check out [http://fluidmind.org/test/css/tables.html FluidMind's Styling tables with CSS]. Work through [http://veerle.duoh.com/index.php/blog/comments/a_css_styled_table/ Veerle's CSS Styled Table] tutorial , trying it out as you go (you'll need to download the provided images). Once you've got your beautiful table working from the example, * Open up your HTML Challenge 3 - Tables for tabular data and save it as challenge5.html. * Add an extra two rows of data to your table (you'll need to make up the values). * Apply the styles from your example to your own table (this should only require a few changes to your markup!) == Challenge 7: An accessible form with style == [[Image:Webdesign_example_form.jpg|thumb|right|An example of a form with some style applied]] Have a go at creating a new webpage that displays a form with the fields in the image. You might need to read through [http://htmldog.com/guides/htmladvanced/forms/ HTML Dog's Accessible forms tutorial] for this challenge. * Note that fieldsets are being used to group the form fields. * Since we may not yet know how to process the information on a form, for the moment just use the form attribute <nowiki>action="mailto:my@emailaddy.com"</nowiki> to send yourself an email (modify with your own address). * As always, ensure that your page validates! * oh, and you'll need to add a submit button! Once you have your form displaying, we'll take it one step further by adding some accessibility: * Identify all the labels for your fields using the &lt;label&gt; element. * Add access keys for your fields and test them! [[Category:Web Design]] [[Category:Learning activities]] 4050 75293 2007-01-13T17:59:21Z JWSchmidt 20 /* CSS Techniques */ we need a bot for common spelling errors So far we should feel confident creating a basic HTML file, using headings (&lt;h2&gt;...&lt;/h2&gt;) and paragraphs (&lt;p&gt;...&lt;/p&gt;), images (&lt;img /&gt;), lists (&lt;ul&gt;...&lt;/ul&gt;) and links (&lt;a&gt;...&lt;/a&gt;). We should also be okay with linking our HTML to a stylesheet (&lt;link /&gt;) and setting up some basic styles (fonts, sizes, colours, margins and padding). Now we're ready to learn more about structuring our HTML so we can control more of the style with our CSS! We'll also learn why it's worthwhile creating semantic (i.e. meaningful) markup. == Module aim == This module aims to raise our awareness of the different types of HTML documents that we can create &#8211; and how we can check (validate) our HTML to make sure it's correct. We'll also learn how to divide our content into meaningful sections that we can style with our CSS. Specifically we'll investigate how to: * Use ''semantic'' (ie. meaningful) markup (something we're already doing, but realising ''why'' we're doing it!). * Use HTML tables for tabular data (not for page-layout!) * Group HTML content using &lt;div&gt;...&lt;/div&gt;'s. * Use id's and class selectors. * Use more complex CSS selectors. * Create user forms for gathering user input. * Learn the strengths and weakness of the different HTML 4.01 and XHTML 1.0 DOCTYPEs == Suggested Activities == The following activities (together with the learning resources below) may help you apply the skills outlined above as you learn them in the context of a small project. If you can improve them, please do! * [[Web Design/HTML Challenges|HTML Challenges]] - Challenge 3 will get you started with html tables. * [[b:CSS Programming/Selectors|CSS Selectors]] - Work through this excellent chapter of the CSS Wikibook. * [[Web Design/CSS Challenges|CSS Challenges]] - Gradually build your CSS skills for page layout as you attempt challenges 3 and 4. * [[Web Design/HTML Challenges|HTML Challenges]] - Challenge 4 will get you started with forms. * [[Web_Design/Sarahs_Notecards_Redesign|Sarahs Notecards Redesign]] - After your prototype demonstration of your [[Web Design/A Step-by-Step Introductory Web Project|introductory project]], your client has some modifications for you to make! Notes: * Need some articles on [[Web Design/Semantic Markup|Semantic Markup]]. Or even better: What's wrong with this markup - type activities. == Your learning resources == There's lots of excellent tutorials out there for learning HTML, but there's also lots of old or even obsolete tutorials too. Here's a few resources that some of us have found useful: (please feel free to recommend others, but try to limit each list to 5). === Articles worth reading === * [http://www.alistapart.com/articles/doctype/ Fix your site with the right DOCTYPE] - Find out a bit about DOCTYPEs and why you should use them! * [http://www.mezzoblue.com/archives/2004/04/30/a_roadmap_to/ A roadmap to Standards] - An excellent introduction to the 'extra-bits' required for designing sites with XHTML/CSS. Includes a pop-quiz for removing presentation stuff from your code! * [http://www.mezzoblue.com/archives/2004/03/10/css_problems/ CSS Problem Solving] - Some very practical tips for solving those CSS issues with your site! === CSS Techniques === * [http://www.456bereastreet.com/lab/developing_with_web_standards/csslayout/2-col/ A simple 2 column layout] - A great tutorial for creating a fixed-width 2 column layout with CSS (that shows you some of the bugs to avoid!) * [http://www.alistapart.com/articles/dropdowns/ Suckerfish Dropdowns] - Step-by-step instructions for creating CSS-based drop-down menus. * [http://www.alistapart.com/articles/mountaintop/ Mountaintop Corners] - How to create rounded corners for elements of your pages. * [http://www.sixapart.com/pronet/articles/ydsf_-_robust_c.html Robust CSS Drop Shadows] - Creating drop-shadows for images or any other element of your page. === CSS/HTML tutorials === * [http://css.maxdesign.com.au/selectutorial/index.htm MaxDesign's Select Tutorial] - Excellent tutorial for learning how CSS selectors work, giving you more control over your pages style! * [http://webdesignfromscratch.com/html-tables.cfm HTML tables] - From WebDesignFromScratch... yet another excellent resource from Ben Hunt ''showing'' you how to create HTML tables! * [http://wufoo.com/ Wufoo] - See how easy it is to create an amazing looking form (and then disect the HTML/CSS so that you understand it! * [http://www.htmldog.com htmlDog] - Includes intro, intermediate and advanced tutorials/reference on HTML tables, div's, spans, forms and DOCTYPE's === Online Reference === * [http://www.ilovejackdaniels.com/css/css-cheat-sheet/ CSS Cheat Sheet] - everything you'll ever need to remember about CSS all packed onto one page! * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of CSS, accessibility, web standards, user experience, and much more. * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. === Books === * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/books.html - Books] -List includes CSS, Accessibility, Color, Dreamweaver, Information Architecture, Evaluation, JavaScript, Navigation, PHP, Project Management, Typography, Usability, Web Standards, Writing, (X)HTML. == Related Qualifications == * None available as yet [[Category:Web Design]] 4051 70837 2007-01-12T00:42:45Z JWSchmidt 20 [[Category:Web Design]] Please help out and update the following challenges if you think they can be improved! == Challenge 1: Postcodes and Suburbs == [[Image:Bullaburra_Station.jpg|thumb|270px|Bullaburra Station]]AJAX can seem really scary when you're starting out, but the Mozilla team have worked hard to create the [http://developer.mozilla.org/en/docs/AJAX:Getting_Started AJAX: Getting Started tutorial] to help us understand the building blocks of AJAX. Work your way through the tutorial through to Step 4, making sure you test it out as you go. Once you have Step 4 working, your challenge is: * Modify the tutorial so that you html page contains three postcodes in your area. * When a postcode is clicked on, your AJAX will request the corresponding XML file from the server corresponding to that postcode to find and display the suburb using a window Alert. An example XML file for the suburb Bullaburra might be: <pre> <?xml version="1.0" ?> <suburb> <name>Bullaburra</name> </suburb> </pre> '''Note''': this is not a practical way at all to look up postcodes, it's just an example to build upon. We'll see a much more realistic example of this problem in a later challenge. * Modify your code so that when a postcode is clicked, the population of that suburb is displayed as well as the suburb name (you'll need to update your XML files slightly to include the population) * Modifying your code so that the suburb information displays in your actual page (rather than in an alert box). Hint: add an input box with an ID and set it's value from your Javascript code. * Modify your code so that, instead of text that can be clicked on, your page provides a select drop-down box where the user can select their postcode. When a postcode is selected, your AJAX should then display the corresponding suburb and population info. * Advanced Challenge: (not for the feint hearted) Instead of separate XML files for each postcode, create a single XML file that contains information for all three postcodes and update your code to use this one file instead. == Challenge 2: Looking up suburbs == Note: this challenge requires that you are already familiar with PHP, MySQL and how to get info out of a database and into a page. TODO [http://www.webpasties.com/xmlHttpRequest/ Guide to Using AJAX and XMLHttpRequest from WebPasties] [[Category:Web Design]] 4052 48013 2006-11-22T22:32:08Z 203.166.99.247 /* Challenge 7: Unobtrusive Javascript */ Please make sure you are familiar with the window and document objects in javascript before taking on these challenges (see [[Web Design/Javascript:Getting to know your Window|Getting to know your Window]] and [[Web Design/Javascript:Getting to know your Document|Getting to know your Document]]) == Challenge 1: Peekaboo Elements == Add the following fieldset to a form of your own and preview it in your browser: <pre> <fieldset> <legend>Email subscriptions</legend> <p id="subscribepara"> <input type="checkbox" name="subscribe" id="subscribe" /> <label for="subscribe">Yes! I would like to receive the occasional newsletter via email</label> </p> <p id="emailpara"> <label for="email">Email Address:</label> <input type="text" name="email" id="email" /> </p> </fieldset> </pre> The aim of this challenge is to only display the email paragraph when the checkbox is checked, but we'll break that down into smaller tasks! '''Step 1: Hiding the email fields by default''' Add some plain old CSS style so that the "emailpara" paragraph isn't displayed when the page first loads (using the CSS 'display' property). Test to make sure this works. '''Step 2: Adding a function template''' Create a new function called toggleEmail() that simply displays an alert, ie. window.alert("Yep, my function is being called"); Add an event so that when the checkbox is clicked your function is called and ''test that it works''! '''Step 3: Display the email fields''' Now we'll add some code so that our function actually does something useful! Using JavaScript, we can change the style of any element on our page using the style object. Every element has a style object and we can access it like this: <pre> document.getElementById("subscribepara").style.backgroundColor = "blue"; </pre> In plain English, the above JavaScript statement says: # Get the element on my document that has the id of "subscribepara", # Grab it's style object, # and set the backgroundColor of this style to "blue". Try copy-n-pasting the above statement into your function and see what it does! Notice that the style property names are slightly different to those that we use in CSS (backgroundColor vs. background-color). W3Schools has a great reference for the [http://www.w3schools.com/htmldom/dom_obj_style.asp HTML DOM Style object] that outlines all the property names and values. Now see if you can modify your function so that it unhides your "emailpara" paragraph when the it runs. '''Step 4: Making the email field toggle''' When you test your form at the moment, you'll notice that you can click on the checkbox and the email field displays, but when you un-check the checkbox the extra paragraph doesn't hide itself again! Our challenge is to add an if-statement to our toggleEmail() function that checks to see if the checkbox is currently checked. If it is, we want to display our "emailpara" paragraph, otherwise we want to hide it! To do this, we need to know how we can find out if a checkbox is currently checked... luckily for us, W3Schools's [http://www.w3schools.com/htmldom/dom_obj_checkbox.asp HTML DOM Checkbox] reference tells us that a checkbox element has a property called 'checked' that is either true or false (ie. we can use, document.getElementById("idofinputelement").checked to find out the value of a checkbox, either true or false). '''Step 5: When Javascript is disabled''' At the moment if a user views the page with CSS enabled but Javascript disabled they will never see the email field. Remove the CSS that hides the email field and replace it with Javascript to hide the field when the page's <code>onload</code> event is fired. You may want to take a look at your earlier if-statements from your input validation to see how you might complete this challenge! When you get it working, yell out "JavaScript is way cool" and stand up and point to yourself (and take a break!) == Challenge 2: 'Same as above' Postal Address boxes == Add the following fieldset to a form of your own and preview it in your browser: <pre> <fieldset> <legend>Billing Information</legend> <p>Postal Address: <br /> <textarea name="postaladdress" id="postaladdress"></textarea> </p> <p>Home Address: <input type="checkbox" name="homepostalcheck" id="homepostalcheck" /> <label for="homepostalcheck">Same as above</label><br /> <textarea name="homeaddress" id="homeaddress"></textarea> </p> </fieldset> </pre> The aim of this challenge automatically copy the postal address to the home address field if a user checks the "Same as above" checkbox. In addition to this, we'll disable the home address field when the checkbox is checked. '''Step 1: Adding a function template''' Add a javascript function to your page called setHomeAddress() that simply displays an alert, ie. window.alert("Yep, my function is being called"); Add an event so that when the checkbox is clicked your function is called and ''test that it works''! '''Step 2: Setting the value for the Home Address''' We already know how to find the value of any element in our document... the trick here is to set our "homeaddress" element's value equal to the value of our "postaladdress" element. To set the homeaddress we could do something like: <pre> document.getElementById("homeaddress").value = "Hi there"; </pre> Test and see if it works! You should find that when you click on your checkbox, the homeaddress is set to the text "Hi there". Now see if you can modify the above line so that instead of placing "Hi there" in the box, it puts the value of the postal address field. '''Step 3: Disabling the Home Address field''' Use the W3Schools page about the [http://www.w3schools.com/htmldom/dom_obj_textarea.asp HTML DOM TextArea] object and see if you can find a property that will allow us to disable our textarea. Try setting this property for your "homeaddress" element in your setHomeAddress() function. Make sure you test it out! '''Step 4: Toggling the Home Address''' Now when you test your form, you'll notice that when you un-check your checkbox, the home address field isn't enabled. Have a go at adding an if-statement to your setHomeAddress() function so that when the checkbox is un-checked the Home address field is re-enabled (you may want to review your solution to Challenge 1!) == Challenge 3: Radio Buttons and Check Boxes == Radio buttons and check boxes behave a little differently to a normal &lt;input&gt; elements, just by their nature. For example, so far we've been using code like: <pre> if (document.getElementById("firstname").value == "") { window.alert("...."); return false; } </pre> to check if a certain input box on our form is empty. But how do we do this for radio buttons? They don't take a value that our user types in... a radio button or check box is either checked or not checked! Take a copy of the following form and save it in a file of your own: <pre> <form action="mailto:me@fakeemail.com"> <fieldset> <legend>Radio buttons and Check Boxes</legend> <p>What's your favourite berry?: <input type="radio" value="male" name="favfruit" id="optstraw" /> <label for="optstraw">Strawberries</label> or <input type="radio" value="female" name="favfruit" id="optblue" /> <label for="optblue">Blueberries</label> </p> </fieldset> <input type="submit" value="Check it out!" /> </form> </pre> '''Step 1: Setting up your input validation''' First, if you don't have one already, create a blank checkForm() function for your form and make sure that your function is being called when the form is submitted (using a simple window.alert ). Hopefully we're starting to see why we always do this! '''Step 2: Finding out if a radio button has been checked''' Once you're convinced that your checkForm function is being called, fill out your checkForm function so that it looks like this: <pre> function checkForm() { // First, create our own variable so we don't have to keep typing // all that document.getElementById crap var optStrawberry = document.getElementById("optstraw"); if (optStrawberry.[you need to find the property] == false) { window.alert("Please select your favourite berry!"); return false; } return true; } </pre> Note that this function is not complete. We need to find out what the radio button's property is that will tell us whether the radio button has been checked or not. Take a look at [http://www.w3schools.com/htmldom/dom_obj_radio.asp W3Schools HTML DOM Radio Object] and see if you can find out what that property is. When you find it, replace the [you need to find the property] in the code above accordingly! Test out your code and see if it does what you expect. '''Step 3: Getting it to work properly!''' You might have noticed that our code is not really doing what we want, even though it's doing exactly what we've asked it to! It's currently forces the user to select the strawberry option. We need to modify our code so that it alerts the user only if the strawberry option is false '''and''' the blueberry option is false (ie. neither option has been checked). Looking at the logical operators on [http://www.w3schools.com/js/js_operators.asp W3Schools Javascript Operators] page, see if you can find out how to make sure that both radio buttons are unchecked before alerting the user. If you get this working, now's a great time to go back to any forms you've designed in the past and add input validatin for your radio buttons! == Challenge 4: Better input validation == So far our form input validation has consisted of some annoying window.alert() boxes when users enter in the wrong information, but surely there's a more user-friendly way?! This challenge will help you creat in-line error messages that only appear when they need to! Create a new page with the following form: <pre> <form action="mailto:me@fakeemail.com" onsubmit="return checkForm();"> <fieldset> <legend>Personal details</legend> <p>Full name: <input type="text" name="fullname" id="fullname" /></p> <p class="errormsg" id="nameerrormsg">Please enter your name above</p> <p>Street Address: <input type="text" name="streetaddr" id="streetaddr" /></p> <p class="errormsg" id="addrerrormsg">Please enter your street address</p> </fieldset> <input type="submit" value="Submit it!" /> </form> </pre> '''Step 1: Some plain old styling''' First, just some plain old CSS! Add some style so that the error messages use red text, and make them bold! Note, the error messages have been given a class="errormsg". Once you've checked that they look the way you want them, use your CSS knowledge to make sure that they are not displayed by default when the form first loads. '''Step 2: Setting up your checkForm() function''' Just a blank function that simply displays a window.alert so that you know it's connected ok! You'll need to add an event and call your function from your form. '''Step 3: Displaying your error messages''' This step will be similar to the Peekabo challenge above (Challenge 1). When the form is submitted, our checkForm() function is called. If the "fullname" field is empty, then we want to display the "nameerrormsg" paragraph. == Challenge 5: Making sure a number is entered == So far we've worked out how we can check to see if a field is empty or not. Now we want to take this one step further and verify that whatever was entered is actually a number. Imagine you've got a Quantity field where the visitor specifies how many of a certain product they want to buy. You don't want them to enter 'a' or 'Hi there'. '''Step 1: Updating your form''' Add an input field to your form that has the name "quantity" and modify your checkForm() function so that the value can't be empty. '''Step 2: Checking for a number''' Javascript has a special function called isNaN(), short for "is Not a Number", that can be used to test a value to see if it could be understood as a number. For example, isNaN(1.5) will return true, whereas isNaN("hi there") will return false. Take a few minutes to experiment with the [http://www.w3schools.com/jsref/tryit.asp?filename=tryjsref_isnan W3Schools demo of isNaN()] until you are comfortable that you understand what it does. In your checkForm() function, right after you've made sure that the quantity field isn't empty, add another if-statement as follows: <pre> // you only need the following line if you don't already // have a variable for your quantity field. var quantity = document.getElementById("quantity"); // Now check if the value of the quantity field is // a number or not?! if (isNaN(quantity.value)) { // if quantity wasn't a number, then we want to let the // user know that they need to correct the error! // Add your code below: // Lastly, return false so that the form won't be submitted. return false; } </pre> '''Step 3: Adding a postcode field''' Now add a further field to your form with the name postcode. * Update your checkForm() function so that the postcode cannot be left blank. * Now update your checkForm() function again so that the postcode field must contain numbers only (see step 2 above). '''Step 4: Checking the length of the postcode field''' Everything in Javascript that can have a length has a special length property. This helps us to find out how many characters a user has typed in, for example, the following JavaScript code gets the "fullname" input element from the document and then displays an alert message telling the user how many characters were entered into the "fullname" input element: <pre> var fullname = document.getElementById("fullname"); window.alert("The length of the fullname field is: " + fullname.length); </pre> Take a few minutes to see how the length field is used in this [http://www.w3schools.com/js/tryit.asp?filename=tryjs_lengthvalidate W3Schools Example]. * Modify the W3Schools example so that the field can have up to 8 characters. Now applying this to your own form: * modify your checkForm function so that the postcode field can only contain 4 characters. == Time for a re-cap == So far, you've managed to: # Check whether a field is empty # Check whether the entered text in a field is a number using the isNaN() function. # Check the length the entered text in a field (ie, how many characters have been entered) using the length property. # Improve your input validation so that it displays error messages within the page (rather than the rather ugly window.alert() message box), by hiding and showing your own error messages with the style object. Not bad! If you feel that you need more practise with the above, you might want to try going over the previous 5 challenges by creating a new form. To be completed. == Challenge 6: Checking for a Valid Email == Checking to see if a postcode is valid required us to check that: # the entered postcode was a number # the entered postcode had exactly 4 digits (depending on your country!) What can we check to make sure that an entered email address is actually a valid email address? Take a piece of paper and see if you can come up with two or three things that email addresses always need to contain before they can be processed. '''Step 1: Making sure that the '@' symbol is present''' Every email address contains one, and only one, "at" symbol (@). The email address entered into your form is just a bunch of characters strung together inside quotes, such as "Hi there". All programming languages refer to this bunch of characters as a String. The great thing about Javascript is that every string has a whole bunch of built-in properties and methods that we can use. In fact, we've already used the length property back in Challenge 5 to work out how many characters our postcode contained. Take a few minutes to read through the [http://www.w3schools.com/js/js_obj_string.asp W3School overview of the String object]. You may also want to look at some of the examples. One of the methods that you should have seen there is the indexOf() method. We can use the indexOf() method to find out where the "@" symbol appears in our email address,if at all! Note that the indexOf() method returns a number corresponding to the index or position where the thing you are looking for is (or -1 if it isn't there at all!). For example: <pre> var myString = "Hi there!"; window.alert("Position of H is: " + myString.indexOf("H")); // position will be 0 window.alert("Position of i is: " + myString.indexOf("i")); // position will be 1 window.alert("Position of the is: " + myString.indexOf("the")); // position will be 3 window.alert("Position of ! is: " + myString.indexOf("!")); // position will be 8 window.alert("Position of Z is: " + myString.indexOf("Z")); // position will be -1 </pre> If you want to test the above, try the [http://www.w3schools.com/jsref/tryit.asp?filename=tryjsref_indexof example of indexOf() at W3Schools]. Now, assuming your form has an input element with the id="email", you should be able to add the following code to your checkForm() function before having a go at modifying it to get it to work. <pre> // you only need the following line if you don't already // have a variable for your quantity field. var email = document.getElementById("email"); // First, create a variable to remember the position of the "@" symbol var atPos = email.value.indexOf("@"); if (atPos == ??) // you need to replace the question marks with { // Then there wasn't any @ symbol within the email address! // Let the user know that they need to correct the error! // Add your code below: // Lastly, return false so that the form won't be submitted. return false; } </pre> '''Step 2: Making sure that there is at least one character before the @''' '''Step 3: Making sure that there is a dot (.) after the @''' '''Step 4: Making sure that there is at least 2 characters after the dot''' '''Advanced: doing it all with a regular expression''' == Challenge 7: Unobtrusive Javascript == So far, we've been mixing our JavaScript throughout our HTML... and this is the way Javascript has been done for years because it's a bit simpler (just as using &lt;font&gt; tags in HTML is a little simpler than using CSS!) But it's not the best way! Just like we separate our HTML content and our CSS presentation of our webpage, it's also worthwhile separating our Javascript behaviour our of the document. Why? You can find out more in the Digital Web Magazine article [http://www.digital-web.com/articles/separating_behavior_and_structure_2/ separating behaviour and structure], but if you think about how separating our CSS means that we can re-use the same stylesheet very easily on other pages, it's the same with Javascript! By separating our Javascript from the actual page, we can apply the same Javascript code to lots of pages (usually) without having to modify the page itself. '''Here's how it works''': Normally we connect our Javascript code (like our checkForm function) to an event of a specific HTML element on our page with something like: <pre> <form method="post" onsubmit="checkForm()" id="userfeedbackform"> ... </form> </pre> And it does the job. Now what we want to do is remove our 'onsubmit="checkForm()"' event completely. Do it! Delete it from your own page! How then are we going to link our form to our checkForm function? Well we can actually set events for our HTML elements using Javascript itself like this: <pre> document.getElementById("userfeedbackform").onsubmit = checkForm; </pre> This piece of Javascript code will replace the 'onsubmit="checkForm()"' that we've included in our HTML up until this point! We've probably got two questions now: # Why does our checkForm() function here not have the brackets after it?? # Where do I put this code? The easiest answer to the first question is just "it doesn't" - it an exception where you'll see a function without the () after it! As for the second question, let's try putting it inside our script at the start of our document as follows: <pre> <script type="text/javascript"> function checkForm() { window.alert("Example Input Validation"); // Your normal form validation code is here } document.getElementById("userfeedbackform").onsubmit = checkform; </script> </pre> Reload your page and see what happens. You should see an error message, telling you something along the lines of it not being able to find an element with the id="emailform" - even though you may definitely have one! (If not, add the id to your form now!) The problem now is that our Javascript is in the head of our HTML document and is ''executed before the rest of the document has even been read'' by the browser! So, we need a way to make sure our new bit of code is only run after the document has been loaded... any ideas? Hopefully you're thinking something along the lines of: <pre> <body onload="our code would go here"> </pre> and you're half right! We do want to use the onload event, but not in that way or we're back at square one! Instead we'll pack our new line of JavaScript into it's own function: <pre> // // This function sets all the events used by my Javascript // function initMyEvents() { document.getElementById("userfeedbackform").onsubmit = checkForm; } </pre> and then link this function with the onload event with the special line of code: <pre> window.onload = initMyEvents; </pre> So our final Javascript code will look something like: <pre> <script type="text/javascript"> // // checkForm() // Checks all the required fields on my form. // function checkForm() { window.alert("Example Input Validation"); // Your normal form validation code is here } // // This function sets all the events used by my Javascript // function initMyEvents() { document.getElementById("userfeedbackform").onsubmit = checkform; // Any other events you use can be added here in the same form. } window.onload = initMyEvents; </script> </pre> Try it out with your own form now! The last step to separate our Javascript is to remove the whole shebang to a separate file, so that our script tag will looks simply as follows: <pre> <script type="text/javascript" src="my_javascript_file.js" /> </pre> Voila! Now you're on your way to learning Javascript the Unobtrusive way! Take some time to read the Digital Web Magazine article [http://www.digital-web.com/articles/separating_behavior_and_structure_2/ Separating Behaviour and Structure], as it might explain things with more clarity than you found here! [[Category:Web Design]] 4053 41092 2006-10-30T01:05:25Z Michaelnelson 310 Added Javascript Operators activity Sometimes it's more beneficial to think through your learning away from the computer! These activities are designed for exacly that. You might want to print them out and get together with some other learners in a sunny spot! = Spot the errors = See how many JavaScript errors you can spot in the following page: <pre> <html> <head> <title>Testing your Javascript skills</title> <script type="text/javascript"> function checkform { // First check whether anything has been entered // in the required field if (document.getElementById("lastname").value = "") { / Uh-oh, the lname field was blank! Let's let the user know! window alert("Please enter your last name"); document.getElementById("lname").focus(); return true; } // If our code gets this far, then both fields // must have had some text! Let onsubmit know // that all is ok by returning true! return true; </script> </head> <body> <form action="mailto:me@fakeemail.com" onsubmit="checkForm()"> <p>The fields marked with an asterisk (*) are required fields:</p> <p>*First Name: <input type="text" name="fname" id="fname" /></p> <p>*Last Name: <input type="text" name="lname" id="lname" /></p> <input type="submit" value="Enter Info" /> </form> </body> </html> </pre> Hint: There's currently 10 errors (if you edit this activity, please update this!). When you think you've found all the errors you're going to find: # go back to your computer, # copy-n-paste the code into your text editor, # fix all the errors that you've found, # and test the code to see if your web browser can help you find any remaining errors! = Fill in the blanks = In the following web page, there are 10 blanks (..........) to fill in! Without looking at your own code (or anyone elses!) have a go at filling in all the blanks! <pre> <head> <title>Fill in the blanks!</title> <script type="text/javascript"> .......... toggleEmail() { var mycheckbox = document.getElementById(".........."); var myhiddenpara = document.getElementById(".........."); if (mycheckbox........... == ..........) { myhiddenpara.style.display=".........."; } else { myhiddenpara.style.display=".........."; } } </script> <style type="text/css"> /* make the email paragraph hidden to begin with */ #emailpara {.......... : ..........} </style> </head> <body> <form action="mailto:me@fakeemail.com"> <fieldset> <legend>Email subscriptions</legend> <p id="subscribepara"> <input type="checkbox" name="subscribe" id="subscribe" ..........="toggleEmail()" /> <label for="subscribe">Yes! I would like to receive the occasional newsletter via email</label> </p> <p id="emailpara"> <label for="email">Email Address:</label> <input type="text" name="email" id="email" /> </p> </fieldset> </form> </body> </html> </pre> When you've filled in all ten blanks, you might want to check with someone else's answers, or: # go back to your computer, # copy-n-paste the above code, # fill in the blanks, # test your code to see if your web browser finds any mistakes! = JavaScript Tag Soup = This activity may help learners work out some of the activities from [[Web Design/Javascript:Getting to know your Window|Getting to know your Window]], [[Web Design/Javascript:Getting to know your Document|Getting to know your Document]] or the [[Web Design/JavaScript:JavaScript Challenges|JavaScript Challenges]] in small groups, hopefully discussing what goes where and why! Copy the following list of statements and print them out in a large font. Javascript: <pre> function function var var document document window window alert("Yep, it's working") alert(" ") open(" ") open(" ") style display checked getElementById(" ") getElementById(" ") getElementById(" ") if if elseif style style display display value value return return return true true false false () () () () () ( ( ( ) ) ) == == = = { { { { } } } } . . . . . . . . toggleEmail checkForm mycheckbox myhiddenpara </pre> HTML: <pre> <script type="text/javascript"> </script> <form action="mailto:me@test.com" onsubmit=" "> </form> <p> </p> <p> </p> <p> </p> <p onclick=" "> </p> <p onmouseover=" "> </p> <p id="emailpara"> </p> <input type="checkbox" name=" " id=" " /> <input type="text" name=" " id=" " /> <label for=" "> </label> <label for=" "> </label> <textarea name=" " id=" " > </textarea> <textarea name=" " id=" " > </textarea> </pre> CSS: <pre> #emailpara display: none; { { { } } } </pre> After cutting out, use these bits of paper to do Getting to Know your Document and JavaScript Challenges in small groups (3-4) or individually. = JavaScript Operators Activity sheet = From our experience in school, we are usually only familiar with one group of operators – the maths operators (such as plus, minus, multiply and divide). But there are other types of operators that we need to use when creating computer programs, such as logical operators, assignment operators and string operators. Why are they called operators? Well, they operate on numbers or strings in the same way that a doctor operates on people! == Maths (or Arithmetic) operators == Fill-in the following table, writing your own examples of the maths operators in JavaScript. The first row has been completed as an example. {| border=1 cellspacing=0 cellpadding=5 | Operator name | JavaScript symbol | Example usage | Result of example |- | Plus | + | 12+4 | 16 |- | Minus | | 12 ... 4 | 8 |- | | |12 .... 4 |48 |- | | | 12 / 4 | |- |} If you are already familiar with these operators, create your own complete list of JavaScript arithmetic operators on the back of this page. ==Assignment Operators == We will only be learning one assignment operator: equals. Can you guess what symbol is used for this operator? {| border=1 cellspacing=0 cellpadding=5 | Operator name | JavaScript symbol | Example | Result of example |- | Assignment | | Var count ... 5; | Assign the value of 5 to the variable 'count' |} == Comparison (or logical) operators == The comparison operators are used to compare two objects to see if they are equal, or whether one value is greater than another. Comparison operators always return either true or false. Have a go at filling in the following table: {| border=1 cellspacing=0 cellpadding=5 | Operator name | JavaScript symbol | Example | Result of example (Cicle correct one) |- | | &gt; | 4 &gt; 12 | True or False |- |Is less than | | 4 ..... 12 | True or False |- | | &gt;= | 12 &gt;= 4 | True or False |- |Is less-than or equal to | | 12 ..... 12 | True or False |- | | == | 12 == 4 | True or False |} '''Confusion between the '=' assignment operator and the '= =' operator is a constant source of program bugs for every programmer, so consider yourself warned!''' == String operators == We'll only be learning one string operator in JavaScript too... it's call the concatenation operator, as it concatenates (or joins? Why do engineers have to make everything so complicated?) two strings together. '''Remember''': a string is just a bunch of letters that have been strung together, like a name-necklace where the individual letters are strung together to form your name. So “Michael” is just a string where the letters 'M', 'i', 'c', 'h', 'a', 'e' and 'l' have been strung together. A string must always be enclosed in double-quotes. {| border=1 cellspacing=0 cellpadding=5 | Operator name | JavaScript symbol | Example | Result of example |- | Concatenate (or Join) | | “Blue” .... “ ” .... “Mountains” | “Blue Mountains” |} Even though this JavaScript symbol is also used for adding two numbers together, you can see, its behaviour is totally different when used with strings. [[Category:Web Design]] 4054 62508 2006-12-24T05:24:35Z 218.186.8.12 /* Web Programming languages */ == Introduction == You've been sitting in class for three hours now and have had an earful of theory about “computer programming”. It seems that your teacher hasn't yet realised that he could have just left a tape of his voice droning through the room and done something more useful with his time. Just one analogy to compare programming to the real world! As your teacher answers another of his own questions in his monotone drone, you begin dozing off... Waking up slowly – a situation that is familiar enough for you to wipe the drool from your desk before you even open your eyes – you look around to see if anyone noticed...phew, there's no one here to notice. Wondering what exciting transmissions of information you missed, you open a browser and go to http://www.w3schools.com to find out what kind of introduction to programming they have on their site. Hey, this is quite useful, I wonder what other introductions to programming are around on the Internet... == Task == Being the nice person that you are, and knowing that there's a 99% chance that no-one else learned any more than you did during the lesson, you decide to create your own "introduction to programming – a student perspective", with links to useful sites on the net where your study-buddies can find further information. Using your newly found HTML/CSS skills, create a small site that can serve as a tutorial to others wanting to learn about Web Programming. Feel free to make digress and make your site as interesting and/or interactive as you can, but make sure that you touch-base with the following points (remember, always include links to your resources): ===General programming principles === * Why might we want to learn computer programming to design webpages... isn't HTML and CSS enough? * How can you describe a "variable" to someone who hasn't done programming before? * What are control structures and what are they good for? === Object-Oriented programming principles === * What is Object Oriented programming in every-day terms? * Describe the difference between an object's properties and an object's methods, using an visual example (a drawing, photo or diagram)! * Referring back to your diagram, describe how the 'dot syntax' works (eg. window.alert() ) with examples from your own drawing of setting properties and using methods. * Provide examples of 3 objects used in Javascript Web programming, describing some corresponding properties and methods for each object. === Web Programming languages === Investigate 3 of the following languages, describing a bit about their history, popularity and what they're used for. * php * asp * aspx * ruby on rails * jsp Feel free to choose other web-programming languages if you know of any others! Remember to keep your post fun and easy to read - other people might learn a lot from your site too! == Examples of other student sites == * [http://adam.learningwebdesign.net/tag/intro_to_programming/ Adam's Introduction to Programming] - Created June 2006 as a series of blog posts (which is why the sections are in reverse order). * [http://brigitte.learningwebdesign.net/programmingweb/ Brigitte's Introduction to programming] - Created May 2006 * [http://rob.learningwebdesign.net/programming/index.php Rob's Introduction to Programming] - Created May 2006 * [http://adrienne.learningwebdesign.net/web_programming_site/index.php Addye's Introduction to Programming] - Created May 2006 [[Category:Web Design]] 4055 68442 2007-01-09T00:07:20Z Mystictim 626 [[Image:ThinkLikeComputerFlowchart.svg|right|300px|thumb|Learning to think like a computer can be a struggle and take a lot of practise!]]One of the most difficult things about learning any new language (spoken or computer) is learning '''how to ''express yourself'''''! Most people seem to think that it's much easier to learn to read another language - or even listen and understand bits and pieces - but '''much more difficult to use that new language to express your own ideas'''! Why do you think this is? It's no different for us when we're learning computer programming... it is a totally new language - '''a new way of expressing ideas'''. It takes a lot of time and practise to be able to express simple ideas, let-alone become fluent! These activities are designed to help you start speaking your first words in computer programming. Don't let the word 'Algorithm' scare you off! An '''Algorithm is just like a recipe''' - a small set of instructions in a language that takes some ingredients and does something with them to produce a cake! We're not going to learn anything too complicated about algorithms (if you're after more detail, you can read the [http://en.wikipedia.org/wiki/Algorithm Wikipedia article on Algorithms]), we're going to instead focus on '''learning to think like a computer and express our ideas to a computer'''! We actually use algorithms all the time in our lives, from serving people a cup of coffee, through to making a decision whether to go out on Saturday night... but we do it all without thinking because it's so familiar to us. For the following tasks, we might need to slow down and examine our own thinking (also called [http://en.wikipedia.org/wiki/Metacognition metacognition]) to find out exactly what goes on in our minds! == Challenge 1: Making a cup of coffee (or tea!) == We'll start with something that you've done so often in life that it's probably hard to actually define what you do - serving coffee! Here's the scenario: You've just purchased a new toy called a Servitude3000 - a '''small robot that can handle most tasks around the house''' and understands '''plain English'''. After adoringly giving him the name "ScrapMetal', you decide to invite a few friends around to show off! '''Note''': Even though Scrappy understands plain English, he needs everything '''spelled out very precisely'''. Any ambiguity and he starts doing his dance routine for "Do the Locomotion", so be very careful! After inviting Neville, Bhim and Addye over for some coffee, you decide to get Scrappy ready. Using the examples below from Scrappy's instruction manual, write down the steps that you will take to make a cup of coffee for your friend Neville who's always early. '''Note to self''': you remember that Neville doesn't take any sugar, but can't quite remember whether he has milk in his coffee! Example statements to use (not in order, and not exhaustive - you'll probably need more!) * Pour ...... into ......; * Get ...... from ......; * Give ...... to ......; * Put ...... in/on .......; * Fill ...... with ......; * Move to ......; * If Neville takes milk then do the following: Once you've got your algorithm down, give it a name, such as ServeNevilleCoffee and get someone else to follow your algorithm to see if it works! It should look something like this: <pre> PROCEDURE ServeNevilleCoffee Get mug from cupboard; ... (lots of instructions here) ... Give mug to Neville; END PROCEDURE </pre> Isn't it amazing how complicated a simple process like making a cup of coffee can be! == Challenge 2: Writing Algorithms Visually == [[Image:Flowcharts - Milk or no milk.gif|right|100px|thumb|Milk or no milk?]]Some people are much better at thinking visually - with pictures and lines. Flowcharts provide a way for us to do exactly that: visualise our algorithms! You can read more about [http://en.wikipedia.org/wiki/Flowchart Flowcharts on Wikipedia]. Click on the provided image and print out the full size version (or just draw it yourself!), and then have a go at adding arrows to indicate how our ServeNevilleCoffee algorithm works! As usual, test your algorithm by running through it using your flowchart. If it seems to work, take a few minutes to convert this into pseudo-code. Did you find it easier to write your pseudo-code from the flowchart? If so, perhaps flowcharts are the way to go for you! ==Challenge 3: Adding Sugar to the coffee == The doorbell rings and it's your next friend, Bhim, who has a sweet tooth. Now you'll need to modify your algorithm so that you can put a teaspoon of sugar into our coffee as required by your friends! Although, you can't quite remember how many sugars Bhim takes... Create a new algorithm called ServeBhimCoffee using the pattern above, but adding the following commands for Scrappy: * Put teaspoon sugar into mug; * If Bhim likes 1 sugar then do the following: * If Bhim likes 2 sugars then do the following: * End If Your new algorithm should follow this pattern (you'll need to fill in the instructions!): <pre> PROCEDURE ServeBhimCoffee() Get mug from cupboard; ... (lots of instructions here) ... Give mug to Bhim; END PROCEDURE </pre> As always, test your code by pretending to follow it yourself. When you are happy with your code, create a visual flowchart for your ServeBhimCoffee algorithm. == Challenge 4: A better way to add sugar == You might have noticed when testing your algorithm above that it works fine if Bhim likes 1 or 2 sugars, but if he likes 3 sugars then we've got a problem. Of course we could always add the following to our algorithm: <pre> If Bhim likes 3 sugars then do the following: Put teaspoon of sugar in mug; Put teaspoon of sugar in mug; Put teaspoon of sugar in mug; End if </pre> but then what if he asks for 4 sugars? 5 sugars? We can't keep adding more and more code to our algorithm like this! We need to ask our friends '''how many sugars''' they would like and then remember this value (we might use a variable called 'numsugars' to remember this). But how will we modify our algorithm so that it puts this many sugars in the cup? Unfortunately we can't just say to scrappy "put 4 sugars in the cup" - if you think about your own thought process, you count out each spoon withouth thinking too much. If you don't think this is the case, imagine if a friend asked for 13 sugars in their coffee! Try arranging the following statements in an algorithm for putting the right amount of sugar in cup: * Set numSugarsInCup to 0; * Add one teaspoon of sugar to cup; * Add 1 to numSugarsInCup; * Ask Bhim how many sugars he likes and remember this as numSugars; * While numSugarsInCup < (is less than) numSugars, do the following: * End While Re-write your ServeBhimCoffee() algorithm using this new way of adding sugar. Again, try getting someone else to follow your execute your algorithm for you and see if it works! [[Image:Flowcharts - How many sugars.gif|right|100px|thumb|How many sugars?]]Once you're happy with your algorithm, let us see how Repitition works with a flowchart! Try re-arranging the displayed flowchart symbols to describe an algorithm that adds the correct amount of sugar to your cup: * click on the "How many sugars?" image, * print out the full resolution version, * cut out the shapes * have a go at arranging them on a blank sheet of paper * when you're happy with your arrangement, stick them with glue and add your arrows! As always, test your algorithm by going through your flowchart yourself, or ask others to test it for you! Make sure that you try it with both 0 sugars and 3 sugars. == Challenge 5: Coffee for everyone! == Finally your friend Addye arrives - and she's brought 4 other friends too! We don't really want to create a separate algorithm for every person... We need to quickly generalise our ServeNevilleCoffee() and ServeBhimCoffee() algorithms into something like: <pre> PROCEDURE ServeFriendCoffee(friend) ... If friend has milk then do the following: ... ... ... END PROCEDURE </pre> That way we can just call ServeFriendCoffee(Neville) or ServeFriendCoffee(Bhim) and it should work. Use this template to create your own ServeFriendCoffee algorithm. == Challenge 6: Adding up the numbers from 1-50 == You might want to try this one in a group! Have a go at designing an algorithm to add all the numbers between 1 and 50! Try doing this with a flowchart first, then convert your flowchart into pseudo-code. Hint: If you're not sure where to start, break this problem down into two smaller problems: # Design your algorithm to just count from 1 to 50 (you will need statements like "set myCounter to 0" and "Add 1 to myCounter". # Modify your algorithm to keep a running tally, adding up the numbers as you go through. == Challenge 7: Something from your everyday life == Take 5-10 minutes to choose a ''simple'' task from your own everyday life (it could be "leaving the house", "rolling a cigarette", or "tending the garden") and create an algorithm describing your task! Try to find something that involves making simple decisions as well as repeating some steps. If you find it difficult to write pseudo-code, have a go at creating a flowchart instead! Once you have described your algorithm using a flowchart, you can then turn it into pseudo-code a lot easier. == Challenge 8: Ordering objects (a sorting algorithm) == (Too hard for here!) Alls these every-day tasks seem a long way from our Javascript, but bear with us! What we're learning is how to use the fundamental structures of all computer programming languages: * Sequence (executing our statements in order) * Selection (if-statements, or decision statements) * Repetition (loops such as while or for-each loops) One last task before we move out of the real world! If you're in a class, get a bunch (say 8) people to stand up in a row. (If you're not in a class, any bunch of objects of different heights will do!) === Sorting without thinking === First, just have a go at re-arranging yourselves into order - from tallest to shortest. What strategy or algorithm did you use? Would this work with Scrappy? === Your first sorting algorithm === We want to see if we can get scrappy to arrange your friends into order! Working in small groups where possible, see if you can come up with an algorithm together! In addition to the statements we've already used, you may need some of the following: * currentPerson is person number 1 * If ..... > ...... then do the following: * tallestPerson is person number 1 * Remove tallestPerson out of the group * Measure the height of the currentPerson and store the measurement as currentPersonHeight * set tallestPerson equal to the currentPerson * set maxheight equal to currentPersonHeight Note: This activity is quite difficult! Don't worry if you need lots of help! It's pretty amazing to think that we do all this automatically without even thinking much about it! [[Category:Web Design]] [[Category:Computer Programming]] [[Category:Introductions]] [[Category:Learning activities]] 4056 26960 2006-09-14T06:00:41Z 203.166.99.239 /* Creating functions in Javascript */ == The Document Object == So far we've been playing with the Window object... This has allowed us to do things like open new windows, close old windows, bring up 'alert' boxes (window.open(), window.close(), window.alert() respectively). But the window object isn't the only useful object around! Using your new-found JavaScript awareness, see if you can find out what the 'document' object is used for! You might want to check your JavaScript Cheat Sheet or a W3Schools tutorial... == Finding out what's on our document == Open up a form that you've created and do the following: # Choose a simple Text field on your form, and give it an id="firstname" # Add an 'onsubmit' event to your form tag, and write the code as follows: onsubmit="window.alert('The value is ' + document.getElementById('firstname').value);" # Now test out your form by typing in your field then clicking submit! TODO: Overview of document.getElementById == Creating functions in Javascript == We've got a problem now... it would be great to do a lot more than just one window.alert() when the user submits their form, in fact, we need to do a lot more. For this reason, we'll need to create our own function in JavaScript. To do this, add the following code somewhere inside your &lt;head&gt;...&lt;/head&gt; tags: <pre> <script type="text/javascript"> function checkForm() { window.alert('The value is ' + document.getElementById('firstname').value); } </script> </pre> Now we can modify our form's onsubmit to just call our new function, checkForm(). <pre> <form action="mailto:me@myfakeemail.com" onsubmit="checkForm()" > ... all your other form elements go here ... </form> </pre> Give it a try... it should behave exactly like it did before, but now we'll be ready to add more statements to our program! == Input Validation in JavaScript == Now that we've tested our function to see that it works, we now want to change it so that it will actually test the value of our field to see if it's empty, and if it is, then let the user know! To do this, we'll need to use an if-statement. <pre> <script type="text/javascript"> function checkForm() { if (document.getElementById("fullname").value == "") { window.alert("Please enter your fullname"); } else if (document.getElementById("address").value == "") { window.alert("Please enter your address"); } } </script> </pre> Our JavaScript code isn't perfect yet, but it's a starting point! Have a go at building on this to check the rest of your forms input boxes (Note: only the input boxes for the moment, don't worry about radio buttons or check boxes or the like). You might also want to [http://www.w3schools.com/js/js_if_else.asp learn more about the if-statement at w3schools]. == More on Functions == Before we can finish off our input validation, we need to learn a little more about JavaScript Functions. It would be worth reading [http://www.w3schools.com/js/js_functions.asp w3schools JS Functions page] right now to find out a bit more about how functions work. In particular, take notice of how functions can return a value... spend some time playing with the [http://www.w3schools.com/js/tryit.asp?filename=tryjs_function_return W3Schools Try It Interactive Demo for Javascript functions]. Try the following: # modify the demo so that multiplies 4 and 5 instead of 4 and 3. # modify the product function so that it adds the two numbers instead of multiplying them. == Stopping our form from being submitted == When you test your form, you'll notice that even though your input validation picks up the fact that there's stuff missing, it still goes ahead and tries to submit the form! We need to stop our form from being submitted if the input validation fails (ie, if the user has left some required field blank!) Luckily for us, our form's onsubmit event controls this! If the JavaScript code that is run on our onsubmit event evaluates to 'false', then the browser won't submit the form. Make the following modification to your onsubmit event: <pre> <form action="mailto:me@myfakeemail.com" onsubmit="return checkForm();"> ... all your other form elements are here ... </form> </pre> Now all you have to figure out is where you can put the JavaScript statement: <pre> return false; </pre> in your checkForm() function. In plain English, if you can figure out at which points your if-statement should say "OK! The input validation failed, don't let the form be submitted!", then that's where your return false should go. Give it a try! You might also need to have a situation where your checkForm() function has this bit of code: <pre> return true; </pre> Step through your checkForm() code mentally, and see if you can find the point where you can say: "OK! Everything was entered correctly on the form, let it be submitted!" If you can find this spot, that's where you want to return the value 'true'. === Putting the Focus back in the field === Wouldn't it be nice to put the cursor back into the right spot for our user after we have just asked them to enter their name? For example, the user didn't fill in their fullname, so when they tried to submit the form, our input validation pops up saying "Please enter your fullname". We already know how to get our hands on an object for the fullname input element using the document object's getElementById() method (see above code), but we dont' have any idea how we can get this put the cursor back in this input field (this is called: receiving the focus). Have a look at [http://www.w3schools.com/js/js_obj_htmldom.asp W3Schools JavaScript HTML DOM Objects] and see if you can find the reference for our input text field. When you find the right reference (the one that corresponds to our [http://www.w3schools.com/htmldom/dom_obj_text.asp text input box]), scroll down to take a look at the methods for this object, and you will find that it has a built-in focus() method! Click on the focus() method and look at the example you find there. Can you figure out where abouts you will need to put this code (with a small modification) in your own checkForm() function? Have a go... and if you get stuck, ask for help! (Hint: we want to put the focus on our fullname field right after we alert the user to the fact that they haven't entered their full name!) Copy-n-paste-n-edit this so that it works for the rest of your input validation fields too. == More advanced Input Validation techniques == [[Category:Web Design]] 4057 26945 2006-09-14T04:55:46Z 203.166.99.247 /* Activities */ OK: Sorry this isn't formatted yet or presented nicely - but it's late and I want to get away from the computer! Feel free to update it! We're going to start our JavaScript experience by getting to know our browser window a bit better... before you know it, you'll be able to describe what: window.alert('Hey there'); is all about, you'll be able to describe a few events that your web browser allows you to use, and you'll be able to make those annoying popup ads happen! == Getting Started == If you haven't already, it would be a good idea to follow through the excellent intro tutorial [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorialPart1.htm Intro to programming] (including [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorialPart2.htm Part 2]) either before starting this activity, or after the activity to help bring some of the ideas together. You may also want to print out the [http://www.ilovejackdaniels.com/javascript/javascript-cheat-sheet/ Javascript Cheat Sheet] - but don't be overwhelmed by the amount of info that's been squashed onto this one sheet... grab your highlighter and highlight the following bits to start with: * Under 'Window' (at the bottom left of the page), highlight 'alert' and 'open' * the entire "Event Handlers" section. Now simply: # choose and HTML file that you've been working on lately, # take a copy of it (and it's stylesheet if it has one), # and open the HTML file up in your favourite editor. You're ready to go! == Your first Javascript == Pick a paragraph of your choice and modify the opening tag so it looks like this: <pre> <p onclick="window.alert('Hi there');"> </pre> Leave the rest of your paragraph (the text and the closing tag) as is. View your page and click on that paragraph. Simple? (Re)-read over [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorial_Part2b.php how-to-build-website's explanation of this window.alert statement] before going any further... and if you're in class, make sure you talk about what exactly is going on! === Activities === # Modify your code so that it says 'Hi [yourname]' (using your own name) and test it! # Use your cheat sheet to see if you can add some similar code to another paragraph, but this time modify the code so that you don't need to click on the paragraph, but can simply roll the mouse over it. # Have a go at modifying your page so that when it first loads, it pops a message saying "Welcome to my site!" # Lastly, using your cheat sheet, see if you can modify your page so that when you click on a certain paragraph, it closes your window! == Opening a new browser window == Your first challenge is to see if you can modify your page so that when you click on a paragraph, it will open a new browser window! === Activities === Once you've got that working, try the following: # Modify your code so that a popup window displays as soon as your page is loaded (Hint: you'll need to use the 'onload' event on your body element). # See if you can find out a bit more about the window.open method so that you can set the size of your window and make sure it looks like a real ad by getting rid of all the guff (menus, address bar etc). Hint: You'll need to do a bit of research to find out more, try using google! # Modify your code so that when your page loads, three small windows open up at different points on the screen, all without toolbars etc. Now you know how to create annoying popup ads! [[Category:Web Design]] 4058 20473 2006-08-02T07:21:32Z Jguk [[Web Design:Learning Basic HTML and CSS:Quals]] moved to [[Web Design/Learning Basic HTML and CSS:Quals]] The [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] module is related to qualifications in the following countries: == Australia == The following units of competency from the [[Web Design:Australian Qualifications|ICA40305 Certificate IV in Information Technology (Websites)]] are related but not fulfilled * [[Web Design:ICAB4135A Create a simple mark-up language document to specification|ICAB4135A Create a simple mark-up language document to specification]] * [[Web Design:ICAB4171A Develop cascading style sheets|ICAB4171A Develop cascading style sheets]] To demonstrate competence in these two units you will additionally need to demonstrate: * Document Type Declarations * Successful validation of your HTML pages using the W3 Validation service. == Another Country == [[Category:Web Design]] 4059 29850 2006-09-27T02:20:21Z Draicone 1128 /* Level 6 */ Linkify This is a temporary page for brainstorming the idea for an improved course structure. If people think it's a worthwhile restructure, then we can eventually make each level a separate page. The idea is to restructure the course into Levels rather than topics, where each level is achievable within a 2-3 week timeframe, builds on the previous level and includes a variety of technical, communication and multimedia skills. Hopefully this will provide more definite timeframes for progressing through the course, while at the same time allowing flexible learners to negotiate their own pace. Please feel free to add/delete/restructure ideas here or on the blog post so we can build a better course! == Level 1 == '''Summary''': Creating your first HTML and CSS web page and get some help uploading it! '''Timeframe''': 5-7 working days. '''Overview of Learning''': Basic HTML tags (&lt;h1&gt;, &lt;p&gt;, Headings, paragraphs,) as well as start using divs. Interviewing the client, cropping photos, reviewing a design. '''Technical Activities''': * Together in class, work through [[Web_Design/What is a Mark-up language anyway|What is a markup language anyway?]] * Work through [[Web Design/Sarahs Notecards| Sarah's Notecards]] step-by-step project. * Re-cap new HTML and CSS skills by working through HTMLDog's beginner [http://htmldog.com/guides/htmlbeginner/ HTML] and [http://htmldog.com/guides/cssbeginner/ CSS] tutorials. * Complete [[Web Design/CSS Challenges#CSS_Challenge_1_-_Fonts_and_Colours|CSS Challenge 1]]. * 2 or 3 HTML Challenges (code the HTML to look like this page etc., helping learners to structure code correctly) * Complete [[Web Design/CSS Challenges##CSS_Challenge_2_-_Shakespeare.27s_Sonnet|CSS Challenge 2]]. '''Communication Activities''': * Create your own blog and introduce yourself! * Research and explain what you think are the 3 most important questions to ask a client when designing a site (rephrase). * Interviewing Sarah for Sarah's notecards site. * Activity on creating specific goals for Sarah's Notecards website * Creating your first TODO list! (Get used to them!) '''Design Activities''': * Review a recent redesign (such as [http://www.webdesignfromscratch.com/50-redesigns-sunhome.cfm http://www.webdesignfromscratch.com/50-redesigns-sunhome.cfm]), highlighting your own thoughts of the changes (need to reword) * Cropping, resizing and optimizing images for websites (fits in with Sarah's notecards). == Level 2 == '''Summary''': Build on HTML skills with DOCTYPES and validation, tables, forms. '''Timeframe''': 10-12 working days '''Technical Activities''': * Adding DOCTYPEs to your web pages! Read the [http://www.w3schools.com/xhtml/xhtml_howto.asp w3schools XHTML HowTo] and then apply this to Sarah's notecards) * Validating Sarah's Notecards. * Installing Firefox toolbar and using validation tools * [[Web Design/HTML Challenges|HTML/CSS Challenges 3, 4 and 5]] - Basic Tables, forms and Image maps. * Integrate a [http://css.maxdesign.com.au/listamatic/ Listomatic menu list] into a page of yours * [[Web Design/CSS Challenges#CSS_Challenge_3_-_2-column_layoutCSS|CSS Challenge 3]] - A 2 column layout * Create a blog post explaining the difference between a block-level and inline element, using examples. * FTP permission and transmission modes * [[Web_Design/Sarahs_Notecards_Redesign|Sarahs Notecards Redesign]] This project will pull together lots of the learning to date and provide an opportunity to demonstrate what we've learned so far. '''Communication Activities''': * Write 2 user scenarios for your small website project. * Create very simple style guide for your small website project. * Write review on your blog of one HTML/CSS intro tutorial that you have really liked so far explaining why. Remember that your target audience who will read your review might not even know what CSS stands for! * Analyse a variety of client surveys and start collating your own. * Using your small website project in retrospect, setup a project and work schedule using Basecamp or MS Project that reflects the work that you did for the site. '''Design Activities''': * Read [http://www.digital-web.com/articles/principles_of_design/ Principles of Design] and summarise/review on your own blog (you might alternatively use the article [http://www.thinkvitamin.com/features/design/how-crap-is-your-site-design How crap is your site design].) Make sure you discuss how some of the prinicples have been applied to your own site or blog's design. == Level 3 == '''Summary''': Build on CSS skills working towards layout with CSS. Begin learning more specifically about Accessibility and Usability. Introduce Javascript events. '''Timeframe''': 10-12 working days. '''Technical activities''': * [[Web Design/HTML Challenges|HTML Challenge 6]] - Some advanced table features. * Redo [[Web Design/CSS Challenges|CSS Challenge 2]] but using a table for layout (just for understanding, in case you ever need to modify someone elses design!) * [[Web Design/HTML Challenges|HTML Challenge 7]] - Creating accessible forms (labels, fieldsets etc) with style. * Integrate [http://alistapart.com/articles/dropdowns/ Suckerfish Dropdown menus] into a page, such as one of your CSS challenges. * [[Web Design/Javascript:Getting to know your Window|Getting to know your window]] - Start learning about Javascript Events . '''Communication Activities''': * Create competitive analysis as part of Design Proposal 2. * Create a bloglines account and start reading each day! * Start setting milestones in Basecamp/Ms Project * Start learning about website accessibility. Create a checklist of Accessibility issues using the WC3 guidelines. '''Design activities''': * Start learning multimedia techniques for making web sites accessible- list software appropriate in creating an accessible web site. == Level 4 == '''Summary''': Continue learning more javascript events, introduction to XML, more CSS challenges, time management plans, working toward client interviews, testing for accessibility. '''Timeframe''': 10-12 working days '''Design Activities''': '''Technical activities''': * Continue learning javascript events [getting to know your window] * CSS Challenge 3 * Introduction to XML with SVG activities ([[Web Design/XML Challenges|XML Challenges]] 1, 2 and 3) '''Communication Activities''': * Develop a client survey * Learn and practice client interview 1: Obtaining client specifications * Conduct accessibility testing for 3 popular websites and document the results * Make a time management plan [using Basecamp/MS Project] * Begin documentation for client interviews/client projects == Level 5 == '''Summary''': Creating RSS feeds, more javascript events, ethics and copyright, documentation '''Timeframe''': 10-12 working days '''Design Activities''': '''Technical activities''': * [[Web Design/XML Challenges#XML_Challenge_4:_Roll_your_own_RSS_feed|Roll your own RSS feed]]: Building on your previous XML challenges to create your own RSS feed by hand! * More on Javascript: [[Web Design/Javascript:Getting to know your Document|Getting to know your document]] '''Communication Activities''': * Research copyright issues to participate in Copyright trivia * Ethics of web development- Develop a code of ethics for yourself as a web developer * Make a checklist of documents needed for the client project report * Conduct a client interview2- Presenting a prototype: learning and practicing interviewing techniques == Level 6 == '''Summary''': Getting sign-off for your prototype, a first look at useability and continuing development of some technical skills in the background. '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * [[Web Design/JavaScript:JavaScript Challenges|Javascript Challenges]] 1 and 2 * Basic [[Topic:PHP|PHP]] templating '''Communication Activities''': * Setting up a project plan using Application Software (such as MS Project) * Successfully present a prototype design to a client (can be role-play) * Document prototype meeting in client project report (including sign-off sheets) * Develop a useability test (based on a template) and test against an existing web site == Level 7 == '''Summary''': Creating your own tutorial site: a web-programming intro, running your own usability test for your site and continuing to develop some technical skills in the background. '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * [[Web Design/JavaScript:JavaScript Challenges]] 3 and 4. * [[Web Design/Dynamic Websites/Responding to HTML Forms|Responding to HTML Forms]] - Start using PHP to respond to HTML forms starting with a simple "Thankyou Jerry for your details." through a complete receipt and automatic email. * [[Web Design/Dynamic Websites/Calculating Totals and Discounts|Calculating Totals and Discounts]] - using a few maths operators to calculate a receipt for your users. * [[Web Design/JavaScript:Web Programming Intro|Web Programming Website]] - Flex your HTML/CSS skills as you create a site demonstrating your Web Programming research/learning. '''Communication Activities''': * Prepare, execute and document your own sites useability test. == Level 8 == '''Summary''': Compiling your final client report '''Timeframe''': 8 working days '''Design Activities''': '''Technical activities''': * Working through parts 1,2 and 3 of the Zend [http://www.zend.com/php/beginners/ PHP for Beginners tutorial]. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 1]] - Idiot box survey. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 2]] - Processing the information. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 3]] - Combining your form and response. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 3.5]] - Looping the loop. '''Communication Activities''': * Compile your final client project report (this should include: ? Site overview, Goals, Target user Scenarios, Competitive Analysis,... ) == Level 9 == '''Summary''': More on Dynamic sites '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * Working through parts 4,6 and 8 of the Zend [http://devzone.zend.com/node/view/id/627 PHP for Beginners tutorial]. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 5]] - Putting stuff into a database. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 6]] - Getting stuff out of a database. * [[Web Design/Emerging Technologies Research Activities|Emerging Technologies Research Activities]]: Activity 1, Gary's email. * XML Schemas/DOCTYPEs * [[Web_Design/XML_Challenges|XML Challenge 5]] - Adding some maths to your page * [[Web_Design/XML_Challenges|XML Challenge 6]] - Creating a google sitemap for your site * Basic security for MySQL database '''Communication Activities''': * Working through Adobe's excellent series stepping you through the information design process, and applying to a client site: # [http://www.adobe.com/education/webtech/CS2/unit_planning1/ia_print.htm Information Design] - From Interview to Content # [http://www.adobe.com/education/webtech/CS2/unit_planning2/sd_print.htm Site Design] - Site structure, navigation and usability. # [http://www.adobe.com/education/webtech/CS2/unit_planning2/pd_print_id.htm Page Design] - Layout grids through to prototype. Note: You may find that you have already done many of the tasks outlined in these tutorials in your client documentation. Use the tutorials to pull together your knowledge of IA and identify the gaps where your documentation needs to be updated. == Level 10 == '''Summary''': More on Dynamic sites '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 7]] - Displaying info 1 record at a time. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 8]] - Deleting from our database. * [[Web Design/Emerging Technologies Research Activities|Emerging Technologies Research Activity 2]] - Protocols and RFCs. == Level 11 == '''Technical activities''': * Working through parts 9,10 of the Zend [http://www.zend.com/php/beginners/ PHP for Beginners tutorial]. * [[Web Design/XML Challenges|An XML File for Music Albums]] - Creating your own XML file. * A PHP Challenge using SQLLite __NOTOC__ [[Category:Web Design]] 4060 57024 2006-12-15T03:24:21Z Michaelnelson 310 [[Web Design Qualifications]] moved to [[Web design qualifications]]: Changed to sentence-case as described on Naming Conventions Can you '''demonstrate your skills''' in Web Design to gain a qualification? Learning more about the requirements of the qualification in your country may help you to focus your learning, gather evidence of your learning (or, if you are the facilitator of a Web Design course, it may help you plan your activities and assessments). This page is set up to help you '''gather evidence to demonstrate your skills in Web Design''' as they relate to different qualifications around the world (OK, at the moment, qualifications in Australia). == What to expect for each qualification == Each qualification page will list all the units of competency that you require for the qualification (and possible electives) together with: * a link to the official Unit of Competency document (or your country's equivalent) so you can read the official document yourself! * a short description of how these skills will help you (just in case the official document hasn't motivated you to learn!) * user-contributed ideas for how you might demonstrate the required skills for each unit (you can verify these with your facilitator if you are learning as part of a formal course). * a link to an Evidence Sheet for each unit that you can use to document where you can demonstrate your skills. == Qualifications == === Australia === * [[Cert_IV_Websites_Qualification_in_Australia|ICA40305: Certificate IV in Information Technology (Websites)]] * [[Diploma Web Development Qualification in Australia|ICA50605: Diploma in Information Technology (Website Development)]] == Tips for gathering evidence to demonstrate your skills == The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick! === An Example === You've been learning HTML and CSS over the past few months by following some online tutorials (such as [http://htmldog.com HTMLDog's tutorials]) and applying your learning with exercises (such as the HTML Challenges or [Web_Design/CSS_Challenges|CSS Challenges]) and a small example website about your favourite band that you've created to apply your skills as you learn. You decide to start documenting your evidence for the Australian unit of competence ''ICAB4135A Create a simple mark-up language document to specification'' ([http://210.9.70.37/cgi-bin/waxhtml/%7Entis2/unit.wxh?page=80&inputRef=36341 official document for ICAB4135]). On the Evidence Sheet, you list the HTML and CSS Challenges as one piece of evidence, and your small band website as another. As you read through the individual criteria, you tick the boxes next to many (but not all) of the criteria indicating which piece of evidence demonstrates the criteria (with a brief notes of how/where your evidence demonstrates). Your website does not demonstrate any HTML tables or image maps (Criteria 4.1 and 4.2), but luckily you have demonstrated your ability to create both of these as part of the HTML Challenges. You've now got evidence for all the criteria except "Determine the uses and audience of the document" (criteria 1.1) and "Determine relevant document structure" (criteria 1.3). You're not sure whether the small band website that you've created really meets these criteria, as you didn't even think about the target user audience when you created it - you just wanted to demonstrate the things you were learning - so you put a question mark against these points. You decide to wait until you've started your next small client project before taking your evidence for assessment, as this will definitely demonstrate the missing 2 criteria, and will provide even more evidence for all the other criteria. (TODO: include a picture of the example evidence sheet) [[Category:Web Design]] 4061 20550 2006-08-02T07:21:37Z Jguk [[Web Design:Sample Timetable]] moved to [[Web Design/Sample Timetable]] This week-by-week timetable through the web course is intended only as a sample. All of us work at different paces and have different skills when we start. Feel free to update with your own feedback and experience! Note: This is being replaced by the [[Web Design/New Structure|new structure]] ideas. * Week 1 ** [[Web Design:A Step-by-Step Introductory Web Project|A Step-by-Step Introductory Web Project]] * Week 2 ** [[Web Design:A Small Website Project|A Small Website Project]] - Begin * Week 3 ** [[Web Design:A Small Website Project|A Small Website Project]] - Continued ** [[Web Design:CSS Layout Activities|CSS Layout Challenges]] - Challenges 1-2 ** [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS ]] - Beginning learning about DOCTYPEs and validation, creating forms and tables. * Week 4 ** [[Web Design:A Small Website Project|A Small Website Project]] - Finishing off ** [[Web Design:CSS Layout Activities|CSS Layout Challenges]] - Challenge 3 ** [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS ]] - Finishing off learning intermediate HTML and CSS. ** [[Web Design:Alice in Wonderland | Alice in Wonderland]] - Start learning about computer programming with this fun tool! * Week 5 ** [[Category:Web Design]] 4062 48954 2006-11-26T22:53:52Z 203.166.99.247 /* Creating your Performance test plan */ This activity will introduce the basic concepts of website performance testing. You will be creating a performance testing plan (based on the [[Web Design/Website Performance Test Plan|Website Performance Test Plan Temlate]]) that can be used immediately, as well as on an ongoing basis to monitor the performance of your website. == Planning == Early on during your client project, you will want to establish your performance criteria that will be used for testing your site. This will include a variety of both technical and business factors as described below. === Website goals === Review the agreed goals for your website with your client and translate these into measurable statistics that can be tested (ideally the goals should be measurable already). Some examples might be: * a certain number of unique visits per day/week. * a certain number of requests for more information or quotes for a simple site's contact form. * a percentage reduction in telephone enquiries over a 6 month period. * a certain number of registrations over a 6 month period, * growth in products sold over a 6 month period. * growth in advertising revenue from website over a 12month period. To be able to measure some of these stats, you will need to monitor your website traffic. This can be done with many free tools such as [http://www.google.com/analytics/ Google Analytics] or [http://sitemeter.com/ SiteMeter]. Often your web hosting will provide statistical tools too, but they may not be as easy to use. To get an idea of how larger companies use these statistics, browse through some of the [http://www.google.com/analytics/case_studies.html Google Analytics Case Studies]. === Page sizes/Download times === Testing the download times for all pages within the site, but especially the landing page. Example criteria could include: * Each page must be below 60kb, or * All background images below 20kb, or * Page download time on a 256/64 connection must be less than 1.5 seconds. === Link checking === Ensuring that all links on your pages are valid. There are automated tools to do this for you, but it still needs to be included in your performance testing plan. === Validity/Accessibility === Example criteria: * All pages are validated as XHTML 1.0 Strict * All pages meet Conformance level of website (A, AA, AAA). === Search Engine optimization === Pre-launch SEO: * Use of titles, headings, link texts. * Scan your page to [http://www.dlperry.com/what_search_engine_spiders_see.html see what search engine spiders see]. * Create a Google site map. * Perhaps using [http://www.google.com/trends Google Trends] to ascertain the most popular keyword that users use. For example, if you were creating a tour site, you could [http://www.google.com/trends?q=tourism%2C+tours compare the use of tourism and tours] to see that both words are quite popular as search terms, so you would want to use both words throughout your site. Post-launch SEO: * Monitoring search terms used to find the website and providing a monthly summary. === Usability === Usability testing is a subject on it's own and is not included in the scope of this activity. == Creating your Performance test plan == Use the [[Web Design/Website Performance Test Plan|Website Performance Test Plan Template]] to create a test plan for your own client site. == Executing your testing == Once you have agreed on your performance testing plan with your client (this includes documenting the plan and obtaining sign-off) you can begin testing your site and documenting the results. [[Category:Web Design]] 4063 29303 2006-09-25T10:46:39Z BigChicken 1512 /* Code Editing Only */ Added examples of text editors for OSes other than Windows. Here are some useful applications. == Browsers == * [http://www.mozilla.org/products/firefox/ Firefox] together with the [http://www.mozilla.org/products/firefox/ Web Developer toolbar] form an incredibly useful tool for designing and testing web pages. ==Web Editors== ===WYSIWYG (What you see is what you get)=== Some web designers prefer not to use WYSIWYG editors as they tend to have a mind of their own, or rather a mind of their programmer. This can lead to difficulties when they do something you don't want. They also make it possible to design pages without understanding anything of the code behind them. This is a good thing for beginners at first, but may make it more difficult to progress to more advanced design later. However, for absolute beginners they provide the quickest way to design simple pages. Macromedia Dreamweaver is a WYSIWYG editor that also lets you do code editing after you learn HTML. It probally is the best WYSIWYG application because it has many helpful tools like a Find & Replace for your whole site. Another WYSIWYG editor is Microsoft Frontpage which is basically set up like all other Microsoft programs so it is easy to use. ===Code Editing Only=== For straight code editing you may prefer to use a [http://en.wikipedia.org/wiki/Text_editor text editor], such as Notepad, Vim or TextEdit, which come with Windows, Linux and Mac OS (respectively). To make the task very much easier, you could download the free [http://www.notetab.com Notetab Light] which does everything Notepad does, but offers many shortcuts and endless customization to save you repetitive typing. A very nice free editor for Mac OS X is [http://www.barebones.com/products/textwrangler/ TextWrangler]. Another excellect editor for Mac OS X, which is also free for a non-commercial liscence, is [http://www.codingmonkeys.de/subethaedit/ SubEtha Edit]. ==Multimedia Design== [[Category:Web Design]] 4064 74187 2007-01-12T21:16:30Z Historybuff 5228 /* Design books */ Add Jacob Neilson's boox Please update this page with books that you have also found useful, but only if you have used them yourself (and are not the author!). Please describe why the book was helpful to you and include a link to the book on Amazon so we can read other reviews. == HTML/CSS Books == === Creating a Web Page with HTML - Elizabeth Castro === [[Image:CreatingAWebPageWithHTML.jpg|right|Creating a web page with HTML by Elizabeth Catro - an excellent introduction to HTML and CSS.]]Level: Introductory HTML/CSS This book is by the same author as "HTML for the WWW with XHTML and CSS" - Elizabeth Castro - but differs in that it aims to introduce the tools of the Web (HTML and CSS) without overwhelming the reader with detail. And it does this really well by stepping you, the learner, through a small web project from beginning to end. This includes everything from creating the HTML, CSS files and images yourself, through to publishing your site on the web. The straight-forward simplicity of the book is its greatest asset, leading you through all essential tasks related to creating a simple web page the right way. The book does not pretend to be a thorough guide to HTML and CSS, nor does it go into much depth about each step - but this is a strength not a weakness (each chapter does include a section called extra bits at the end). Instead, this is a book that tells you just what you need to know to get going but, importantly, it gets you going in the right direction! You can check out the [http://www.cookwood.com/htmlvqj/opinions/ reviews collected by the author], as well as those on [http://www.amazon.com/exec/obidos/ISBN=032127847X/ Amazon]. == CSS Specific books == == Server-side Scripting books == == Design books == Designing Web Usability, Nielson, Jacob - New Riders, ISBN 1-56205-810-X == Book lists == * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/books.html Book list at Uni. Minnisota] - List includes Accessibility, Color, CSS, Dreamweaver, Information Architecture, Evaluation, JavaScript, Navigation, PHP, Project Management, Typography, Usability, Web Standards, Writing, (X)HTML. * [http://www.webteacher.ws/recommended.html Books recommended by Web Teacher] for teaching and learning web design including (X)HTML, CSS, Dreamweaver, Usability, design, web standards, PHP and JavaScript. [[Category:Web Design]] 4065 39458 2006-10-25T07:51:01Z Leighblackall 2414 /* Suggested Activities */ It is impossible for anyone to ignore the incredible learning opportunities that the internet brings! Although this course focuses on website design, we'll also be exploring ways to leverage the incredible information and tools that are freely available on the net so that we can keep on learning web design after completing the course and continue on for the rest of our lives! Sorry if that sounds cliche, but it is exciting! == Module Aim == Some of the things that you might learn in this module: * putting down in writing a topic or area that you would like to investigate further * finding useful resources that may facilitate your learning * interacting with others who are currently involved in the topic or area * Reflecting on your learning as you go in a way that allows other interested people to participate * Building a list of RSS feeds that will help keep you up-to-date in different areas Bear in mind that the skills that you practise in this module are life-long learning skills! Ideally you'll demonstrate these skills on an ongoing basis. == Suggested Activities == * If you don't already have your own blog, then setting up your own and starting to write regularly would be a great way to start learning! * [[Web Design/History of the Web|Discover the history of the Web]] - An interactive group activity exploring the history of the web. * [[Web Design/Blogging to learn|Blogging to learn]] - Using a blog for a 4-week learning project of your choice. * Starting to build own set of RSS feeds for web design news (you can start by seeing what other web-designers read, for eg: [http://htmldog.com/links/#blogs HTMLDogs blog roll]) * Contributing to the learning of others in the course * Contributing to a Wikipedia article of your choice. * [http://del.icio.us del.icio.us] - Starting your own social bookmarks collection! * Have a look through the [[Networked learning]] entry here in wikipedia. == Your learning resources == * [http://blendedlearning.wikispaces.org/Getting+Started+with+Blogging+in+Education Getting started with Blogging in Education] - A gentle introduction to blogging, from "what is a blog" and creating your own blog through to considering how blogging can be used to learn in education. * [http://www.blogger.com Blogger] - If you want to get straight in there and create your own blog, this is a great place to start! * [http://www.bloglines.com Bloglines] - As you find other blogs that are of interest to you, you might want to use an easy tool like Bloglines to help you track those blogs. == Related Qualifications == See [[Web Design/Using the Internet as a Learning Tool:Quals|Using the Internet as a Learning Tool:Quals]]. [[Category:Web Design]] 4066 20600 2006-08-02T07:21:55Z Jguk [[Web Design:Using the Internet as a Learning Tool:Quals]] moved to [[Web Design/Using the Internet as a Learning Tool:Quals]] The module [[Web Design:Using the Internet as a Learning Tool|Using the Internet as a Learning Tool]] is related to qualifications in the following countries: == Australia == The following units of competency from the [[Web Design:Australian Qualifications|ICA40305 Certificate IV in Information Technology (Websites)]] are related to this module: * [[Web Design:BSBCMN304A Contribute to personal skill development and learning|BSBCMN304A Contribute to personal skill development and learning]] == Another Country == [[Category:Web Design]] 4067 64746 2006-12-30T20:19:39Z 87.52.25.155 /* Where have I already used markup? */ typo [[image:WhatIsMarkupAnyway.jpg]] How many times have you heard the term HTML - or HyperText Markup Language - and pretended that you knew exactly what people were talking about while secretly wondering what it actually means? You might have even used HTML a bit already, but still not feel confident to explain what 'markup' actually is... Well, the great news is, '''you've already marked-up documents''' in your own way ever since primary school! By the time you've finished this brief tutorial, you'll see how marking-up an HTML document is not much harder than formatting a word-processing document! After working through this activity you'll be able to: * '''Mark-up a simple HTML document''' with headings (&lt;h1&gt;...&lt;/h1&gt; and &lt;h2&gt;...&lt;/h2&gt;) and paragraphs (&lt;p&gt;...&lt;/p&gt;) * '''Explain what 'mark-up' is''' in everyday terms and give examples of how we use it everyday. * '''Explain why we need to get our hands dirty''' with mark-up languages rather than letting tools like DreamWeaver do all the work for us. ==Why hand-code HTML?== Because '''learning how to use HTML properly will make you a better web designer'''! Sure you can create a web page using DreamWeaver or other [http://en.wikipedia.org/wiki/Wysiwyg WYSIWYG] editors. In fact, you might be thinking "I can already create web pages and I don't know much HTML at all!" - of course you can! But creating HTML pages using DreamWeaver is kind-of like delivering a speech through a translator: Although you might know exactly what you want to communicate, you can't always control the end result... why? Because your thoughts and ideas have been translated by someone else (in this case, Dreamweaver)! In the ideal situation we would translate our thoughts ourselves... but to do so, we need to learn the language (in our case, HTML and CSS)! {{Activity | Why code by hand? | Take a few minutes to read [http://www.webdesignfromscratch.com/why-code-by-hand.cfm Why Code by Hand] over at WebDesign From Scratch (don't worry if you don't understand everything in this article). Out of the three reasons given by Ben, choose the one which speaks the loudest to you and then describe to someone (a friend, your facilitator or your mum) why this point convinces you that coding HTML and CSS by hand is the way to go! }} ==Where have I already used markup?== Ever since we learned how to underline important words or headings in primary school we have been using mark-up! Marking-up a document is simply a way of '''adding meaning or emphasis''' to a document '''without changing the content''' (ie. without changing the words.) Notice how the words in bold stand out as important - the bold '''adds meaning without changing the content''' - it tells us which bits of the sentence are most important. Just like when we were in primary school and we underlined the important words in a comprehension exercise, or when we use a highlighter to highlight the important points in an essay. Perhaps you can find some other examples of mark-up from everyday life? I remember one student trying to describe how makeup is actually a form of mark-up - adding emphasis ''without'' changing the content! If you've ever used a word processor then you've already been marking-up text like a pro! All word processors (like Microsoft Word or OpenOffice) use mark-up to format documents! {{Activity | Marking up a Word Processing document | Start up your favorite word processor (such as OpenOffice or Microsoft Word or even WritePad will do). You should be looking at a blank document. Copy-n-paste the following text into your word processing document: :A short history of Mark-up and the WWW: Part 1 - In the beginning... The Internet and email have both been around for some time now. The initial Internet was actually developed by the US military as a means of communication that was impossible to break! It was thought that if there were thousands of communication points (rather than just a few transmitters) then it would be possible to transmit a message even when many communication points had been destroyed. No-one imagined that the Internet would become a house-hold tool for many people throughout the world! Part 2 - The World-Wide-Web Until 1989, the Internet was primarily used by computer geeks who knew all the required tools and commands. But everything changed when Tim Berners-Lee of the CERN nuclear research facility near Geneva, Switzerland, introduced Hypertext documents. Hypertext documents made it very simple to follow links to related information, regardless of which country the information is stored in - all that was required was a single click of the mouse! Yet these links also had an implication for the way people would read the information... Is this text easy for you to read? What meaning is missing from this document. How could meaning be added without actually changing the any of the text? Have a go at marking-up the word processing file as you see fit by setting headings, changing font sizes, adding bold and italics, newlines or spaces etc., but '''don't change the text itself'''. How is your document more meaningful now? If you're doing this as part of an in-class activity, you might want to compare the way you've marked-up the document to others... have you added different meaning? }} So, it's about time that we had a go at marking-up a Hyper-Text Mark-up Language (HTML) document! ==Marking-up a document for the Internet - HTML== Now that we've mark-up a word-processing document, we're going to mark-up the '''exact same document''' but in HTML! {{Activity | Marking-up an HTML document | Open NotePad (or any text editor but not a word processor) and copy-n-paste the following text into your blank file: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>A short history of Mark-up and the WWW: Part 1</title> </head> <body> A short history of Mark-up and the WWW In the beginning... The Internet and email have both been around for some time now. The initial Internet was actually developed by the US military as a means of communication that was impossible to break! It was thought that if there were thousands of communication points (rather than just a few transmitters) then it would be possible to transmit a message even when many communication points had been destroyed. No-one imagined that the Internet would become a house-hold tool for many people throughout the world! The World-Wide-Web Until 1989, the Internet was primarily used by computer geeks who knew all the required tools and commands. But everything changed when Tim Berners-Lee of the CERN nuclear research facility near Geneva, Switzerland, introduced Hypertext documents. Hypertext documents made it very simple to follow links to related information, regardless of which country the information is stored in - all that was required was a single click of the mouse! Yet these links also had an implication for the way people would read the information... </body> </html> </pre> Now, # In Notepad (or your text editor), save the file with the name '''webhistory.html''' to a folder on your computer. If you are using Notepad, make sure you set the file type to ''All Files'' instead of the default ''Text documents'', otherwise Notepad will add a .txt extension to your file. # Minimise NotePad just to move it out of the way, but don't close it as we'll be making some modifications shortly. # Navigate to the folder where you saved the file and double-click on your new file (this should display the file in your web browser). How does your new HTML file display in your web browser? What do you notice? That's right! Your web browser ignores all the new-lines and extra spaces in your document! '''We need to add mark-up our document to help our web browser understand which bits are headings, which bits are paragraphs, which bits should be emphasised etc'''. Come back to your webhistory.html file in NotePad where we can edit your file. We're going to have a go at using some simple HTML tags to mark-up our HTML document - remember, '''we're adding meaning without changing the actual content''' (the words). To identify a piece of text in your document as a the most important heading (a level-1 heading), enclose it in tags like this: :&lt;h1&gt;A short history of Mark-up and the WWW: Part 1&lt;/h1&gt; Once you've saved your changes in Notepad, reload 'webhistory.html' in your browser (if you've already got it open in a browser, you can just click on the refresh button to re-load the page with your changes). Can you see the effect of your markup? See if you can find some other headings in the text and mark those up as well! (You should use &lt;h2&gt; ... &lt;/h2&gt; as these headings will be sub-headings of the first one). And you can also specify which bits of text are paragraphs using &lt;p&gt;...&lt;/p&gt;, paragraph tags!) While you're at it, try the following tags: * <nowiki><em> </em></nowiki> to add emphasis to some words (displayed as ''italics'' in your browser) * <nowiki><strong> </strong></nowiki> to add weight to some words (displayed as '''bold''' in your browser) If you've got someone sitting nearby, make sure you show them the final result in your browser! For your last challenge, see if you can describe what was different between marking-up the word-processing document versus marking-up the HTML document? (If there's no-one around, have a go at explaining it to yourself!) }} ==Summary == Congratulations! You've now marked-up an HTML document without using DreamWeaver or FrontPage! To sum-up, HTML is an acronym that stands for '''H'''yper '''T'''ext '''M'''arkup '''L'''anguage. Web designers use HTML to '''add meaning to the content of a web page''', using tags such as <nowiki><h1> , <p>, <em>, <body> and <title></nowiki>. These tags (or mark-up) help web browsers (and therefore people reading your page) to recognise headings, paragraphs and emphasised text on your page (OK, so it gets a bit more complicated, but that's good enough for now!) The syntax of HTML isn't very difficult to learn but there are some rules that we'll learn to follow in later activities. You might want to scroll back up to the top and check that you've learned what we set out to learn, noting whether you feel confident or whether you need to spend some more time going over the details. You may also want to review some of the concepts we've discussed by reading the htmlDog tutorials on [http://www.htmldog.com/guides/htmlbeginner/paragraphs/ paragraphs] and [http://www.htmldog.com/guides/htmlbeginner/headings/ headings]. When you're ready (and have had a break!) head back to [[Build a basic web page]] and take a look the next suggested activity! [[Category:Web Design]] 4068 42324 2006-11-02T02:48:10Z 203.166.99.247 /* XML Challenge 8: Editing an XML Doctype */ The following challenges will help you familiarise yourself with a few other applications of XML (other than the XHTML that you've already been doing!) == XML Challenge 1: Getting to know SVG == Copy the following file into your editor of choice and save it as "myfirstsvg.svg", then open up the file in a browser (Internet Explorer with the Adobe plugin, or Firefox 1.5): <pre> <?xml version="1.0" ?> <!DOCTYPE svg PUBLIC "-//W3C//DTD SVG 1.1//EN" "http://www.w3.org/Graphics/SVG/1.1/DTD/svg11.dtd"> <svg width="100%" height="100%" version="1.1" xmlns="http://www.w3.org/2000/svg"> <style type="text/css"> rect { fill: rgb(0,0,255); stroke-width: 1; stroke: rgb(0,0,0); fill-opacity:0.7; } </style> <rect width="300" height="100" transform="translate(50,150)" /> </svg> </pre> Assuming this is the first time you've seen an SVG file, you might notice that it looks very similar to an HTML file, but with some obvious differences! # Change the rectangle so that it's filled with yellow # Make the rectangle's border a bit bigger and modify the color of the border (let's say, green!) # Any ideas what the fill-opacity might do? Test it out. # See if you can turn your rectangle into a square # Finally, can you modify the position of your rectangle? Easy?! == XML Challenge 2: More SVG elements == Still using the same SVG file (myfirstsvg.svg), add the following element to your SVG: <pre> <circle cx="100" cy="150" r="40" /> </pre> Test it out and see if it does what you expect! Looks a bit boring though! Add some plain old CSS style, so that # your circle is filled with the color Blue, # your circle has a stroke similar to your rectangle # your circle has an opacity of 0.7 Note, if you're using FireFox or MSIE 7, you can also use CSS pseudo selectors, like :hover to change your shapes when the mouse hovers over them! (for eg: circle:hover {fill-opacity:0.3} ) Finally, see how you go arranging the Olympics logo: # Add another 4 circles to your file (you might want to 'translate' them so that they aren't all on top of each other) # Give each circle an id, just like you would an HTML element, then use this ID to make each circle a different colour. # Arrange the colours and the positions of your circles to form the Olympic logo == XML Challenge 3: Animating the Olympics with SVG! == Animating shapes in SVG is really easy! There's actually a tag called animateTransform to help us out, but unfortunately it's not yet supported by FireFox's native SVG, so we'll need to install the Adobe SVG plugin. Note that the animateTransform element goes '''''inside''''' the circle element! (Watch out for this, make sure that you don't close your circle element before your animateTransform element). Modify one of your circles as follows: <pre> <circle cx="100" cy="150" r="40"> <animateTransform attributeName="transform" attributeType="XML" type="translate" from="50,150" to="300,100" begin="0s" dur="2s" fill="freeze"/> </circle> </pre> Now, # Try playing with the 'from', 'to', 'begin' and 'dur' attributes, testing to see what they do. # When you feel ready, have a go at creating an animation where 5 circles animate to form the Olympic logo! Your circles should all begin at the side of the page, and then animate to form the Olympic logo! == XML Challenge 4: Roll your own RSS feed == RSS is a family of web feed formats, specified in XML and used for Web syndication. RSS is used by (among other things) news Web sites, weblogs and podcasting. No one can really decide what it stands for (either Really Simple Syndication, Rich Site Summary or RDF Site Summary) Web feeds provide web content or summaries of web content together with links to the full versions of the content, and other metadata. RSS, in particular, delivers this information as an XML file called an RSS feed, webfeed, RSS stream, or RSS channel. In addition to facilitating syndication, web feeds allow a website's frequent readers to track updates on the site using an aggregator. (see the [http://en.wikipedia.org/wiki/RSS_%28file_format%29 Wikipedia RSS article] for more information.) You've probably already been using newsfeeds to keep up-to-date with the world of web design, using Bloglines or another news reader. In this activity, you'll follow a tutorial to create your own RSS news feed for your site! The article [http://www.xul.fr/en-xml-rss.html Really Simple Syndication] will help you familiarise with the basic tags that are used with RSS as well as step you through creating your own RSS file. After reading through the article in overview, # Create a new blank RSS file of your own and save it as feed.xml # Work through the "Building a personal RSS Feed, step-by-step" to create your own RSS feed for your own site. Try to make sure you've got 3 or 4 items in your feed. They might point to different sections of your site. # Once you're happy with your file you'll want to validate your file to make sure you haven't forgotten any closing tags etc. RSS feeds can be validated just like web pages using the [http://validator.w3.org/feed/ feed validator]. Copy and paste the text of your rss feed into the validator and see what happens! # Upload your feed onto your websites main folder # Finally, verify that your feed works by adding it to your Bloglines account (or other feed reader). == XML Challenge 5: Adding some maths to your pages == Just to see how easy it is to combine XML languages, create a new file with the following code, and save it as mathmltest.xml (Note the .xml extension, not .html). Open the file in Firefox and test the result. (Note, the following example is simplified a little, for the full details visit the [http://www.w3.org/Math/ W3 specification]). <pre> <?xml version="1.0"?> <?xml-stylesheet type="text/xsl" href="http://www.w3.org/Math/XSL/mathml.xsl"?> <html xmlns="http://www.w3.org/1999/xhtml"> <head> <title>Testing MathML in a web page</title> </head> <body> <h1>Here's some example MathML</h1> <h2>A simple fraction</h2> <math xmlns="http://www.w3.org/1998/Math/MathML"> <mfrac> <mrow> 3 </mrow> <mrow> x + 2 </mrow> </mfrac> </math> <h2>A more complicated fraction</h2> </body> </html> </pre> Unfortunately MathML gets a bit too complicated to do anything too flash yet, so the following challenges just help apply the above example. Try adding an extra section to your file for each of the challenges below: '''A more complicated fraction''' <math>x = -\frac{b}{2a} \ </math> '''An advanced equation (hard)''' <math>x_ = \frac{-b + (b^2-4ac)}{2a}. </math> Here is a site which generates Math ML using simple computer symbols to make the equation and then translates it. [http://www.mathmlcentral.com/Tools/ToMathML.jsp MathML Central] == XML Challenge 6: Creating a Google sitemap == === What is a Sitemap for? === First we need to find out what a Google sitemap is for. In summary, [http://www.google.com/support/webmasters/bin/answer.py?answer=40318&ctx=sibling What is a Sitemap and why should I have one?] from Google says: A Sitemap file lets you tell us about all the pages on your site, and optionally, information about those pages, such as which are most important and how often they change. By submitting a Sitemap file, you can take control of the first part of the crawling/indexing processes: our discovery of the pages. === What does the XML Sitemap file look like? === Then find out what the XML file should look like: [http://www.google.com/webmasters/sitemaps/docs/en/protocol.html Using the sitemap protocol] (This page also has an example of a Google sitemap). Now you may be ready to: * Create a Google sitemap for a small site of yours (perhaps your portfolio site) * Validate your sitemap using [http://www.smart-it-consulting.com/internet/google/submit-validate-sitemap/ smart-it-consulting's free validator]. === How do I submit my google sitemap? === Once you've created your sitemap, you can follow the instructions on [http://www.google.com/webmasters/sitemaps/docs/en/about.html About Google Sitemaps] to learn where abouts your file needs to go on your server and how to submit it with Google. == XML Challenge 7: An XML file to store CD's == (Or Movies, or Model airplanes) So far we've created XML files where the format of the XML has already been specified by someone else. For example, when we created our SVG file, someone else had already specified that &lt;rect&gt; and &lt;circle&gt; are valid elements (but &lt;banana&gt; is not!). Take a minute now to go back and see what elements were allowed for: * RSS, * MathML, * your Google site map, * XHTML (you should be able to name lots of valid elements for XHTML!) Now it's time to create your own XML file, where you make up your own descriptive elements! Here's an example of an XML document describing a school class: <pre> <?xml version="1.0"?> <class> <facilitator>Susan Smith</facilitator> <location>B105</location> <students> <student type="fulltime"> <lastname>Gold</lastname> <firstname>Rose</firstname> <dob> <year>1980</year> <month>3</month> <day>1</day> </dob> </student> <student type="parttime"> <lastname>Weatherboard</lastname> <firstname>James</firstname> <dob>25/5/1980</dob> </student> </students> </class> </pre> Your challenge is to create an XML file to describe the relevant information from one of the following: * A CD album * A DVD library (just inlude the info from 2 or 3 DVD's) * A product catelogue from a shop of your choice. (again, just include the info from 2 or 3 products) * Something of your own choice (check with your facilitator) The key problem that you will face is deciding ''the best'' way to structure your XML file (as there will be many ways you can do it!) When you've finished, it will be very helpful to get together with others and discuss your decisions. == Interlude: ''Well-formed'' XML versus ''valid XML'' == Question: What are the key rules that you need to follow when creating any XML document (such as the XHTML we've been creating since day one!): # Every element must have an opening and closing tag # ... # ... # ... # ... These requirements actually ensure that the XML document is '''well-formed'''. If you didn't manage to identify five or six requirements (or even if you did), do a bit of research to find out what the requirements for a well-formed xml (or xhtml) document are. Hopefully you'll find that you've been doing these since you started to learn XHTML! But does it mean that your document is valid? Here's an example snippet of some XHTML that is not well-formed: <pre> <p>A paragraph of text that is <strong>really important</p></strong> </pre> Now here's a snippet of XHTML that is well-formed, but is '''not''' valid... why is it not valid? <pre> <p>A paragraph of text that is <bananas>really important</bananas></p> </pre> OK, so that example might be very obvious, here's another snippet of XHTML that is well-formed, but is '''not''' valid... <pre> <p>A paragraph of text with a list: <ul> <li>Point 1</li> <li>Point 2</li> </ul> </p> </pre> Can you figure out why the above snippet is '''not''' valid, even though it is well-formed? == XML Challenge 8: Editing an XML Doctype == For a long time, you've added the following line to your XHTML files: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> </pre> but do you know what it actually does? We're going to find out in this challenge! It's called a Document Type Declaration (or DTD for short). W3Schools have a great [http://www.w3schools.com/dtd/dtd_intro.asp introduction to DTD's] that provides an example with an explanation. Read through this introduction and then: * Copy-n-paste the w3schools example XML file with the embedded DTD into the [http://www.w3schools.com/dom/dom_validate.asp W3Schools XML validator] and check that it validates (Note: You'll need to use Internet Explorer). * Now change the &lt;from&gt; element to &lt;sender&gt; (both the opening and closing tags). Try validating now... even though your XML file is well-formed, does it validate? Now, consider the following XML file: <pre> <appointment> <date>19/6/2006</date> <time>10:30</time> <name>Jerry Flair</name> <doctor>Sue Flora</doctor> </appointment> </pre> Challenges: * Create a DTD for this XML file and test that it works (using the validator). * Make a copy of your file, and using the info from the W3Schools intro to modify your file so that it uses an external DTD. Upload your XML file and DTD to your hosting and validate it (again using the [http://www.w3schools.com/dom/dom_validate.asp W3Schools XML validator]). Extra challenges (for the keen!) * Improved the way Date's are stored in the XML file, and update the DTD accordingly * Create a DTD for your XML file that you created in XML Challenge 7. You can use the W3Schools validator to validate your own file too! == Challenge 9: (Optional) Creating an XML Schema == [[Category:Web Design]] 4070 70833 2007-01-12T00:40:36Z JWSchmidt 20 [[Category:Web Design]] <small>[[Web Design]] &lt; [[Web Design:Qualifications|Qualifications]]</small> This page lists the current (or soon to be endorsed) national Web Design qualifications in Australia. == ICA40305 Certificate IV in Information Technology (Websites) == This qualification is in the final stages of review prior to being endorsed by the [http://www.dest.gov.au/ Department of Education, Science and Training]. It forms part of the ICA05 training package (View the [http://www.bsitab.org/IT%20update.htm ICA05 Training Package Status]). To attain this qualification within Australia, you must demonstrate your competence in 25 units as follows (include link to NTIS when new qualification is available): * 12 core units, plus * 9 units from the Design stream OR 8 units from the Administration stream, plus * 4 elective units (Eventually you can) Click on a competency below to see the specific learning outcomes and links to learning activities that may give you ideas for demonstrating ''your'' competence. === Core Units of Competency === * [[Web Design:BSBCMN304A Contribute to personal skill development and learning|BSBCMN304A Contribute to personal skill development and learning]] * [[Web Design:CUSADM08A Address copyright requirements|CUSADM08A Address copyright requirements]] * [[Web Design:ICAA4041A Determine and confirm client business expectations and needs|ICAA4041A Determine and confirm client business expectations and needs]] * [[Web Design:ICAB4135A Create a simple mark-up language document to specification|ICAB4135A Create a simple mark-up language document to specification]] * [[Web Design:CIAB4225A Automate processes|CIAB4225A Automate processes]] * [[Web Design:ICAD4043A Develop and present a feasibility report|ICAD4043A Develop and present a feasibility report]] * [[Web Design:ICAD4217A Create technical documentation|ICAD4217A Create technical documentation]] * [[Web Design:ICAI4189A Ensure website content meets technical protocols and standards|ICAI4189A Ensure website content meets technical protocols and standards]] * [[Web Design:ICAT4221A Locate equipment, system and software faults|ICAT4221A Locate equipment, system and software faults]] * [[Web Design:ICAU4205A Select and employ software and hardware tools|ICAU4205A Select and employ software and hardware tools]] * [[Web Design:ICAW4214A Maintain ethical conduct|ICAW4214A Maintain ethical conduct]] * [[Web Design:PSPPM402A Implement projects|PSPPM402A Implement projects]] === Specialist Core Stream - Design === * [[Web Design:ICAA4142A Design a website to meet technical requirements|ICAA4142A Design a website to meet technical requirements]] * [[Web Design:ICAA4233A Determine and apply appropriate development methodologies|ICAA4233A Determine and apply appropriate development methodologies]] * [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]] * [[Web Design:ICAB4171A Develop cascading style sheets|ICAB4171A Develop cascading style sheets]] * [[Web Design:ICAD4198A Develop guidelines for up-loading information to a website|ICAD4198A Develop guidelines for up-loading information to a website]] * [[Web Design:ICAS4201A Transfer content to a website using commercial packages|ICAS4201A Transfer content to a website using commercial packages]] * [[Web Design:ICAT4183A Confirm accessibility of website for people with special needs|ICAT4183A Confirm accessibility of website for people with special needs]] * [[Web Design:ICAU4207A Apply web authoring tool to convert client data for websites|ICAU4207A Apply web authoring tool to convert client data for websites]] === Suggested Elective Units === * [[Web Design:ICAB5165A Create dynamic web pages|ICAB5165A Create dynamic web pages]] * [[Web Design:ICAB5180A Integrate database with a website|ICAB5180A Integrate database with a website]] * [[Web Design:ICAA5146A Develop website information architecture|ICAA5146A Develop website information architecture]] * [[Web Design:ICAA5141A Design dynamic websites to meet technical requirements|ICAA5141A Design dynamic websites to meet technical requirements]] === Other related units=== * [[Web Design:ICAB4222A Apply introductory programming skills in another language|ICAB4222A Apply introductory programming skills in another language]] = ICA50605 Diploma of Information Technology (Website Development) = This qualification is in the final stages of review prior to being endorsed by the [http://www.dest.gov.au/ Department of Education, Science and Training]. It forms part of the ICA05 training package (View the [http://www.bsitab.org/IT%20update.htm ICA05 Training Package Status]). [[Category:Australia bookshelf]] [[Category:Web Design]] 4071 70849 2007-01-12T00:52:12Z JWSchmidt 20 [[Category:Web Design]] This unit covers the skills and knowledge required to support own learning and skill development needs in the context of an organisation's goals and objectives. This competency can be viewed directly on the Australian National Training Information Service website: * [http://210.9.70.37/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=23969&sCalledFrom=std BSBCMN304A Contribute to personal skill development and learning] The competency is outlined here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Performance Criteria == #'''Identify own learning needs for skill development''' ##Personal learning needs and skill gaps are self assessed ##Advice on learning needs is provided to relevant personnel ##Opportunities for undertaking personal skill development activities are identified and planned in liaison with work groups and relevant personnel #'''Undertake personal skill development''' ##Appropriate opportunities provided by the workplace are identified ##Opportunities are identified to use appropriate new skills in workplace activities ##Coaching / mentoring advice is followed through in work activities #'''Monitor learning effectiveness''' ##Feedback from individuals or colleagues is used to identify future learning opportunities ##Where a final assessment process is carried out, the outcomes are reviewed and further learning needs are identified. ##Suggestions for improving learning opportunities and assessment processes are provided to appropriate personnel == Ideas for demonstrating competence == == Related Web Design Modules == * [[Web Design:Using the Internet as a Learning Tool|Using the Internet as a Learning Tool]] [[Category:Australia bookshelf]] [[Category:Web Design]] 4072 20686 2005-12-22T14:11:20Z Cyberjunkie This unit defines the competency required to design, create and save a simple mark-up language document to a given specification using a text editor rather than an authoring tool. This competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=24373&sCalledFrom=std (ICAITB135A) Create a simple mark-up language document to specification] (update to new competency when available). The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Performance Criteria == Realistically, this unit is best undertaken together with [[Web Design:ICAB4171A Develop cascading style sheets|ICAB4171A Develop cascading style sheets]] as some of the performance criteria below (regarding document formatting and positioning) are ideally achieved with Cascading Style Sheets. Together these two units form a good grounding for [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]]. The following performance criteria come from the National unit of competency (add link when available). == Ideas for demonstrating competence == * [[Web_Design:A Small Website Project|A Small Website Project]] - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence. * Other ideas? Edit and add your own ideas for demonstrating competence in this unit! == Related Modules == * [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] * [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS]] [[Category:Australia bookshelf]] 4073 70835 2007-01-12T00:41:06Z JWSchmidt 20 [[Category:Web Design]] This unit defines the competency required to produce a number of client side scripts for dynamic web pages, utilising a range of relevant features from different appropriate languages. This competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=24375&sCalledFrom=std (ICAITB137A) Produce basic client side script for dynamic web pages] (update to new competency when available). The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Learning Outcomes == The specific performance criteria for this unit can be viewed online on the [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=24375&sCalledFrom=std NTIS site] (update to new ICA05 competency when available). In outline, this unit requires that you: # Analyse the exact requirements for your specific project, including the dynamic functionality (e.g. form validation, fades, animations, interactivity etc.) and the client-side scripting language that you can use to achieve this functionality. # Design and create your HTML (ensuring that you meet accessibility requirements and other relevant standards) with your initial client-side script embedded or linked in a separate file. # Test, debug and retest your scripts until you achieve the functionality that you're aiming for. # Finish off the documentation (you should already be commenting appropriately in your code!) and submit your design for approval to the appropriate person. == Ideas for demonstrating competence == A combination of the activities mentioned in the module [[Web Design:An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] may help to demonstrate competence in this unit. == Related Web Design modules == * [[Web Design:An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] [[Category:Australia bookshelf]] [[Category:Web Design]] 4074 70850 2007-01-12T00:52:46Z JWSchmidt 20 [[Category:Web Design]] This unit defines the competency required to develop cascading style sheets (CSS) that are attached to a mark-up language document in order to externally define and control styles to enhance and achieve commonality between web documents. This unit of competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=26474&sCalledFrom=std (ICAITB171A) Develop cascading style sheets (CSS)] (update to new competency when available). The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Performance Criteria == Realistically, this unit is best undertaken together with [[Web Design:ICAB4135A Create a simple mark-up language document to specification|ICAB4135A Create a simple mark-up language document to specification]]. Together these two units form a good grounding for [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]]. The following performance criteria are from the National unit of competency (add link when available). # Define styles ## Identify and document the purpose of the mark-up language document ## Identify and document appropriate styles that are to be controlled by the CSS ## Define and document styles in accordance with established design or business guidelines # Produce CSS ## Produce CSS using the determined styles # Attach CSS to new mark-up language documents ## Start new mark-up language document ## Attach CSS to document ## Produce document, applying styles from CSS ## Repeat this process, attaching the same CSS to different document # Attach CSS to existing mark-up language documents ## Open existing mark-up language document ## Attach CSS to document ## Apply styles from CSS to document, removing redundant tags ## Repeat this process, attaching the same CSS to different document # Edit CSS ## Edit CSS and confirm changes in attached document # Validate CSS ## Validate that the website functions correctly and that the styles satisfy the purpose of the document ## Validate that the website functions correctly using different browsers == Ideas for demonstrating competence == * [[Web_Design:A Small Website Project|A Small Website Project]] - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence. * Other ideas? Edit and add your own ideas for demonstrating competence in this unit! == Related Modules == * [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] [[Category:Australia bookshelf]] [[Category:Web Design]] 4075 76315 2007-01-15T03:04:49Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] == What Accessibility Is and Isn't == Accessibility focuses not only on people with disabilities, but on ANYONE who may experience difficulty in reading a website. For example, users with a very old computer system, a visually impaired user, or even down to someone with a broken arm who can't use a mouse! See wikipedia's definition for one of the best explanations. [[http://en.wikipedia.org/wiki/Web_accessibility]] Accessibility on the web is governed by the [http://www.w3c.com W3C] and currently based on [http://www.w3.org/TR/WAI-WEBCONTENT/ WCAG 1.0] (Web Content Accessibility Guidelines) with [http://www.w3.org/TR/WCAG20/ WCAG 2.0 Working Draft] closing on 22nd June 2006. Usability is often confused with Accessibility. Although hard to define, it comes at a more general approach- ensuring everyone (disability, disadvantages, or totally able) is able to use the site in the most straightforward manner. This could include, having things that are easy to find in prominent spots, ensuring common or repeated tasks on a website can be shortcutted etc. You'll often hear about GUI (graphical user interface) and whenever I think of usability I think about improvements I would make to the GUI. As a summary- Accessibility- ensuring information is physically retriveable Usability- ensuring the information is retrieved in an easy and simplified manner == Resources on Accessibility == [http://www.maxdesign.com.au/presentation/workshop/ Russ Weakley's Basic webstandards Workshop] [http://del.icio.us/accessibility del.icio.us/accessibility] [http://www.drc-gb.org/employers_and_service_provider/services_and_transport/inaccessible_website_demo/start_page.aspx Inaccessible Website Demonstration] [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with sections on accessibility, books, tools, CSS, web standards, user experience, and much more. [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. == Resources to help make your site Accessible == [http://www.w3.org/TR/WAI-WEBCONTENT-TECHS/ Techniques for Web Content Accessibility Guidelines 1.0] [http://www.w3.org/TR/WAI-WEBCONTENT/full-checklist.html Full Checklist for WCAG 1.0 Compliance] == Tools == [http://www.webbie.org.uk WebbIE, Speaking Browser] [http://www.accessify.com Accessify] [http://www.webstandards.org The Web Standards Group] [http://www.contentquality.com/ Cynthia Says] [http://www.snook.ca/technical/colour_contrast/colour.html Colour Contrast Check] [http://www.d.umn.edu/itss/support/Training/Online/webdesign/tools.html#accesstools Accessibility Tools] [[Category:Web Design]] 4078 20735 2006-08-29T11:16:50Z TimNelson 352 [[Wikiversity:Confessions]] moved to [[Wikiversity:Disclosures]]: JW feels it's more appropriate, and he's probably right. #REDIRECT [[Wikiversity:Disclosures]] 4083 20999 2006-08-29T15:17:37Z TimNelson 352 {| class="toccolours" cellspacing="3px" align="right" style="clear: right; margin: 0 0 1em 1em" | <center><font size=4>'''[[Wikiversity:Disclosures | Disclosures]]'''</font><br>of bias</center> '''POV:''' {{ for | call=Disclosures/POV | sep=, | {{{1|}}} | {{{3|@}}} | {{{5|@}}} | {{{7|@}}} | {{{9|@}}} }}<br> '''EP:''' {{ for | call=Disclosures/EP | sep=, | {{{2|}}} | {{{4|@}}} | {{{6|@}}} | {{{8|@}}} | {{{10|@}}} }} |} <noinclude> To test this, use <nowiki>{{Template:Disclosures||gaaname}}</nowiki> and ensure the links point to the right places. To use this, odd-numbered parameters are POVs, and even-numbered ones are EPs. Unfortunately I couldn't think of any better way to do this. It only takes 10 parameters because I figured 5 POVs and 5 EPs should be enough for now; when we need more, someone who knows how will just have to put them in. </noinclude> 4085 79666 2007-01-21T19:16:30Z JWSchmidt 20 /* See also */ [[Wikiversity:Requests for proofreading]] {{Template:Policy planning}} '''Peer review''' (known as '''refereeing''' in some [[w:Academic|academic]] fields) is a process of subjecting an author's [[w:Scholarly method|scholarly]] work or ideas to the scrutiny of others who are experts in the field. == Requests for peer review == Add a link, brief description and timestamp (five tildes) to items for peer review here. Comments should be added to the talk page of each item under a section titled '''Peer review'''. *[[Object Oriented Software Design]] - Contains [[Wikiversity:original research|original research]] relating to [[Topic:computational linguistics|computational linguistics]] - 14:41, 2 December 2006 (UTC) *...''new item'' ==See also== *[[Wikiversity:Review board]] *[[Wikiversity:Original research]] *[[Wikiversity:Requests for proofreading]] [[Category:Research policy proposals]] 4129 20987 2006-08-29T14:52:12Z TimNelson 352 [[ {{ #switch: {{ #if: {{{1|}}} | {{{1}}} | NPOV }} | NPOV = Wikiversity:Neutral_point_of_view | Creationist = Wikiversity:Creationist_point_of_view | Wikiversity:Unknown_point_of_view }} | {{ #if: {{{1|}}} | {{{1}}} | NPOV }} ]] <noinclude><br><br><i>This page is part of [[Template:Disclosures]]</i></noinclude> 4130 20988 2006-08-29T14:53:13Z TimNelson 352 [[ {{ #switch: {{ #if: {{{1|}}} | {{{1}}} | Progressivism }} | Essentialism = w:Educational_essentialism | Progressivism = w:Educational_progressivism | Perennialism = w:Educational_perennialism | Existentialism = w:Educational_existentialism | Behaviourism = w:Educational_behaviourism | Wikiversity:Unknown_educational_philosophy }}| {{ #if: {{{1|}}} | {{{1}}} | Progressivism }} ]] <noinclude><br><br><i>This page is part of [[Template:Disclosures]]</i></noinclude> 4131 78768 2007-01-19T19:14:53Z KWKCardinal 5556 /* Fundamental Concepts */ == Fundamental Concepts == *[[Measurement]] *[[Topic:High School Physics/Trigonometry|Trigonometry]] * Vectors == Mechanics == *[[Motion - Mechanics]] *[[Motion - Kinematics]] *[[Motion - Dynamics]] *[[Energy]] == Kinematics: Objects in Motion == === Translational Motion === * [[Motion in a straight line]] * [[Newton's Laws of Motion]] * Work, Power, and Energy * [[Gravity]] * Motion in two dimensions === Rotational Motion === * Center of mass * Angular Velocity * Torque and Angular Acceleration * Moment of Inertia == Fluid Mechanics == * Hydrostatics: Fluids at Rest * Hydrodynamics: Fluids in Motion == Electricity and Magnetism == * Electric circuits * Coulomb's Law * Electric Fields and Forces * Magnetic Fields and Forces * Electromagnets * Permanent Magnets *[[Magnetism]] == Oscillations and Waves == * Simple Harmonic Motion * Pendulums *[[Waves]] * Sound *[[Light and Optics]] == Atomic, Nuclear, and Particle Physics == *[[The Atom]] *[[Basic atomic physics]] * Nuclear Physics *[[Particle Physics]] == Advanced Topics for Exploration == *[[Cold fusion]] * Cosmology == Physics Study Guide == Also look at the [[b:Physics Study Guide|Physics Study Guide]] [[Category:Physics]] [[Category:Pages moved from Wikibooks]] [[Category:High School]] 4132 68001 2007-01-08T04:20:27Z JWSchmidt 20 [[Category:Astronomy]] == Newton's Laws == Classical Mechanics is the study of the motion of particles and systems of particles and of the forces which induce changes in motion. Quantum mechanics and Relativity, developed in the 20th century, were advancements, which corrected classical mechanical errors in motion. However, since classical mechanics is easier to understand and widely applicable to most everyday physical situations it is still quite useful today. Classical Mechanics were described in detail by Sir [[w:Isaac Newton|Isaac Newton]] in his two volume [[w:Philosophiae Naturalis Principia Mathematica|Philosophiae Naturalis Principia Mathematica ]] in the 17th century, sometimes referred to as Principia or Principia Mathematica. We will begin our study of classical mechanics with Newton's three laws of motion. '''1) An object at rest will remain at rest unless acted upon by an external force. An object in motion will move at a constant velocity unless acted upon by an external force.''' This first law was a major advancement in [[Physics]], as it was previously assumed that an object in motion on earth would always return to a state of rest unless acted on by a force. We now understand that the force of friction must act upon the object to return it to rest. '''2) Force = the change in momentum of a particle (or system of particles) with respect to time.''' This law is often portraited in the simple equation, <math>F=ma</math> which is true when the mass is constant. A derivation of this simpler equation is displayed below. '''3) Every action has an equal and opposite action.''' This can be displayed by pushing on the wall or firing a gun. When I apply a force to the wall, the wall in turn applies an equal and opposite force on me. When the propellant in a gun is ignited the resulting chamber pressure propells the bullet forward and an equal force pushes the gun backward, providing the kickback force. == Introduction == Classical mechanics is the study of every day forces which we come in contact with. The goal of classical physics is to be able to describe perfectly any and all kinds of motion. from this it would follow that if you knew only part of the motion of an object, then you could determine each other part of the motion. Essentially, motion boils down to where an object is, how fast it is going, and how fast it is changing how fast it is going. In strict physical terms, these quantities are: Position: the location of an object (generally from its centre of gravity) in relation to all other objects in a system. Velocity: the rate at which the position changes. Acceleration: The rate at which the object's velocity changes. The units used to describe these quantities are: *meter (m): the standard unit for distance in one direction. A meter is about 39 inches, or slightly more the three feet. *second (s): the standard unit for time. a second is the time that elapses during 9,192,631,770 vibrations of the cesium 133 atom. These relate to each other as follows: Position = ''x'' (in meters) Velocity = change in position (distance ''d'') divided by change in time (''t'') :''v'' = (change in ''d'')/''t'' Acceleration = change in velocity (''v'') divided by change in time :''a'' = (change in ''v'')/''t'' for example, if I were to walk in a straight line 10 m, and it took me 5 s to do this, my velocity would be: :''v'' = (change in ''d'')/''t'' :''v'' = 10 m/5 s :''v'' = 2 m/s my velocity was 2 m/s In a similar fashion, if you knew my initial velocity to be 2 m/s and after a 20 s stretch, my velocity was 42 m/s, my acceleration would be :''a'' = (change in ''v'')/''t'' :''a'' = (42 m/s - 2 m/s)/20 s :''a'' = (40 m/s)/20 s :''a'' = 2 m/s&sup2; my acceleration was 2 m/s&sup2; In physics, there is a distinction between average velocity and instantaneous velocity. Instantaneous velocity is the velocity at a specific point in time, and can be only derived with advanced calculus which may be covered in an advanced section. Average velocity, however, is what we will be dealing with. Average velocity involves the difference between two points in space and the difference in time associated with them. This is different from average speed. Average speed is the distance traveled divided by the time expended. Speed is based on the '''path''' an object takes, while velocity is based on the '''displacement''' of an object, i.e. the amount of distance it actually covered. for example, if I were to move 10 m to the left, and then 10 m to the right, over the course of 1 s, my path would be 20 m long, but my displacement would be 0 m, because the starting point and ending point were the same. Therefore, my average speed would be 20 m/s, while my velocity would be 0 m/s. The difference is important, because in physics, speed is never used, only velocity. The reason for this is that a physicist is considered an outside observer, and should be able to describe the event perfectly without actually witnessing what occured. If only two data points are taken, then velocity is the only way to calculate things because no data has been taken in the middle, and no data about the path can be known. Long ago, in the 1600's, a man named Isaac Newton established three laws relating to motion, which brought physics out of what was described above to a new level. His first law was that each object will stay in motion unless acted upon by an unbalanced outside force, and likewise for an object at rest. This established a thing called '''momentum''', which is a property of matter based upon an object's mass and velocity. An object, like a train moving at 10 m/s, will have more momentum than, say, a pea at the same velocity. This means that, in the same amount of time, the train will require more '''energy''' to stop than the pea. However, velocity also plays a role, as a 20 m/s train will be harder to stop than a 10 m/s train. His second law stated that force equals mass multiplied by acceleration. Derivation of ''F'' = ''ma'' from Newton's original definition (Force is the rate of change of momentum) <math> F=\frac{dp}{dt} = \frac{d(mv)}{dt} =m\frac{dv}{dt} + \frac{dm}{dt}v = ma + \frac{dm}{dt}v</math> Then, if mass is kept constant, <math>\frac{dm}{dt}=0</math>, and <math>F=ma \,</math>. {{stub}} [[Category:Astronomy]] 4134 40729 2006-10-29T02:57:51Z JWSchmidt 20 Template:Protected course {{Template:Policy planning}} There are several reasons why Wikiversity participants might want to protect some pages from editing. Wikiversity does not prevent participants from crossing the line into [[Wikiversity:Original research|original research]] and since Wikiversity participants are also encouraged to document their personal learning experiences, page protection at Wikiversity is slightly more complex than at Wikipedia. Wikiversity incorporates the page protection system of Wikipedia (protection of pages from editing by [[Wikiversity:Custodianship#Edit and move protection of pages|custodians]]), but adds an additional element. Registered Wikiversity participants can protect pages that they create from modification by other Wikiversity editors. This allows Wikiversity participants to easily create "archive pages" that will document their own experiences, thoughts, plans and multiple stable versions of documents set aside for study and future reference. Courses and research projects that are in progress can be restricted so that only some Wikiversity participants can edit them. Decisions by Wikipedia users to protect pages are always subject to review and reversal by custodians and [[Wikiversity:Review board|referees]]. Pages that a user has created can be marked as protected using the page protection templates. ==Protected course template== [[Template:Protected course]] One reason to protect pages from editing is if a main namespace page is being used by participants in a course at a bricks-and-mortar educational institution. You can use [[Template:Protected course]] to restrict editing of a page for a course to just people enrolled in that course. '''Example''': see [[Talk:UIUC PHIL 270]]. ==Protect template== [[Template:Protect]] can be used to restrict who can edit pages that are used for research projects. <nowiki>{{Protect|JWSchmidt}}</nowiki> produces: {{Protect|JWSchmidt}} Only Wikiversity participants with a registered username and a confirmed email address can use this page protection template. Anyone using this page protection template must place the [[Wikiversity:Scholarly ethics|scholarly ethics template]] on their user page. The first section of a page using [[Template:Protect]] must explain why the page has been protected from editing. Any Wikiversity editor can remove this page protection template from a page if *the page is not in the main namespace *the template was placed on the page by someone who was not the creator of the page *there is no reason provided for use of the template *the person who placed the template on the page is not a registered user, does not have a confirmed email address, or does not have the scholarly ethics template an their user page. Wikiversity [[Wikiversity:Review board|referees]] and custodians can remove a page protection template from a page if the page has content that is against Wikiversity policy or is disruptive to Wikiversity. ==See also== [[Wikiversity:Original research]] [[Category:Research policy proposals]] 4135 20993 2006-08-29T14:58:30Z TimNelson 352 Transwiki paste from [[m:Template:for]] {{for/aux |v@= |c={{{call}}} |pv={{{pv|1}}} |prefix={{{prefix|}}} |postfix={{{postfix|}}} |s={{{sep|}}} |pc1={{{pc1|=}}} |pc2={{{pc2|=}}} |pc3={{{pc3|=}}} |pc4={{{pc4|=}}}| 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4136 20995 2006-08-29T14:59:44Z TimNelson 352 Transwiki paste from [[m:Template:for/aux]] 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4138 79604 2007-01-21T17:01:30Z CQ 1939 sp. '''Stubs''' are Wikiversity modules that have not yet received substantial attention from the editors of [[Wikiversity]], and do not yet contain sufficient information on their subject matter. In other words, they are short or insufficient pieces of information and require additions to further increase Wikiversity's usefulness. The community values stubs as useful first steps toward complete modules. Anyone can complete or expand a stub. See also: [[:Category:Wikiversity maintenance]] -> [[Wikiversity:Page creation requests]] -> [[Wikiversity:Stub]] -> [[:Category:Stubs]] ==Stub sorting== [[Wikiversity]]'s [[Template:Sisterprojects|sister project]], '''[[Wikipedia]]''' has a group devoted to '''''[[Wikipedia:WikiProject Stub sorting|Stub sorting]]'''''. Our focus is to accomodate [[Wikiversity:Stub|Stub]]s early on in the process of building Wikiversity. What we do is examine [[:Category:Stubs]] and make sure that each entry includes the following: *Some association with a [[Wikiversity:Schools|Wikiversity School]], [[Wikiversity:Naming conventions|division or department]] *At least one link to a relevant [[Wikipedia]] article *A [[Special:Categories|relevant category]] *At least one [[external link]] if appropriate If you create a stubby article, lesson, topic or even a proposed [[Wikiversity:Schools|school]], please include the above along with the {{tl|stub}}} tag so we can see it. It would be useful to sort stubs into categories corresponding to these subject areas: [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Fine Arts|Fine Arts]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[Portal:Mathematics|Mathematics]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] '''&middot;''' [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]. It would then be possible to list the stubs for each subject area on the "to do" list for each portal. ==Page Templates== Templates for getting common types of Wikiversity pages started are at [[:Category:Page creation templates]]. {{stub}} [[Category:Wikiversity maintenance]] [[:Category:Stubs]] 4142 21266 2006-08-29T19:45:26Z JWSchmidt 20 category to noinclude section <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> This Wikiversity main [[Wikiversity:Namespaces|namespace]] page has been protected from editing by a registered Wikiversity participant (see: [[Wikiversity:Page protection templates]]). This page is <big>'''NOT'''</big> available for editing by the Wikiversity community. Leave your comments on [[Talk:{{PAGENAME}}|the discussion page]] (talk page) or contact the person who protected this page, [[User:{{{1}}}|{{{1}}}]], at [[User talk:{{{1}}}|their talk page]] or by [[Special:Emailuser/{{{1}}}|email]].</div> <noinclude>Use this template to protect main [[Wikiversity:Namespaces|namespace]] pages that you have created.<BR>'''Note''': you must include your username in the template call. Use the template this way: '''<nowiki>{{Protect|username}}</nowiki>''' and replace "username" with your Wikiversity username. See [[Wikiversity:Page protection templates]] for details on when and how to use this template. [[Category:Protect template|*]]</noinclude> 4143 40731 2006-10-29T03:00:43Z JWSchmidt 20 header See [[Wikiversity:Page protection templates]] for details about how to use these templates. [[Category:Templates]] 4145 68077 2007-01-08T05:35:35Z JWSchmidt 20 [[Category:Science]] Welcome to the '''Creation Science and NPOV Study Group'''. ==Learning Project Summary== * '''Course code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== This is a learning project devoted to exploration of Creation Science as an example of a topic the presents challenges to the conventional Wikimedia "Neutral point of view" policy. See: [[Wikiversity:Disclosures]] ==Goals== This learning project offers learnings activities to help the Wikiversity community learn how to constructively include the exploration of topics that esist at the fringe of conventional science. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== *[[science teaching materials for creationism]] - thread from the Wikiversity [[Wikiversity:Colloquium|Colloquium]]. * .. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:Creation science and NPOV]] [[Category:Science]] 4146 21047 2006-08-29T17:07:12Z JWSchmidt 20 subcategory [[Category:NPOV case study]] 4147 21048 2006-08-29T17:08:16Z JWSchmidt 20 subcategory [[Category:Wikiversity policy]] 4148 70467 2007-01-11T06:53:45Z 67.182.119.118 /* Copied from the Colloquium page */ This is a discussion page for a topic that was started at the [[Wikiversity:Colloquium|Colloquium]] page. What should Wikiversity do if a an editor wants to add learning materials to Wikiversity that aim to teach creationism as science? ==Copied from the Colloquium page== (original source; [http://en.wikiversity.org/w/index.php?title=Wikiversity%3AColloquium&diff=1801&oldid=1783 start] - [http://en.wikiversity.org/w/index.php?title=Wikiversity%3AColloquium&diff=20753&oldid=20740 end]) The original section heading was "Food for thought". From the Foundation's mailing list:<BR>'''"in the US many people who homeschool do this because they do not like the lack of religion in public schools. How will WV handle the development of science teaching materials for homeschoolers which are based in 'creationism'?"''' <BR>Birgitte SB<BR>Wikiversity is going to need both "category:science" and "category:pseudoscience"....and maybe a major learning project designed to make clear the difference. --[[User:JWSchmidt|JWSchmidt]] 00:14, 16 August 2006 (UTC) :Would anyone actually label their educational material as "pseudoscience"? ;-) It's a good question though - we'll need categories (and hopefully also metadata) to help us in this. Maybe some sort of template for the top of a material page indicating what agegroup the material is aimed at and what sort of pedagogical/theoraetical framework it fits into would be useful? [[User:Cormaggio|Cormaggio]] 06:39, 16 August 2006 (UTC) ::Doubtful. 8) But can honest religious people demand that their beliefs be called "science"? People who advocate creationism should quite happy to explain that the bible tells how the universe and man were created. I see no reason they would disagree that this is a belief system, not a theory proven by modern empirical evidence. Thus there should be no problem putting the material under appropriate theology or religious links. This material can and should be put under an appropriate area or category and linked to from the appropriate areas in science regarding disputed material such as evolutionary theory. If it is labeled as alternate scientific theory then it should be reasonable to identify upon what basis it is falsifiable. If it is simply belief, faith, and therefore unproven honest people will not insist on calling it science. Likewise it can include information attempting to demonstrate that evolutionary theory is or is not falsifiable in various contexts. I think it should be pretty obvious when dishonest people insist on labeling their opponents with perjorative terms. For example practitioners of Wicca are pretty sensitive about being labeled and lynched by "Christians" with good historical reason. If somebody insists on placing information about the Wiccan religion under the category of Christian Witches then we might suspect a problem exists. Intelligent Design on the other hand should stimulate very interesting discussion! A key I think is not allowing specific POV to label others destructively while attempting to present all reasonable or mainstream views for the participants to evaluate for themselves. [[User:Mirwin|Mirwin]] 10:57, 16 August 2006 (UTC) :::Geeky intrusion - Wiccaversity! (Sorry, I couldn't help it..) [[User:Cormaggio|Cormaggio]] 15:43, 16 August 2006 (UTC) : There are different ways to teach creationism in an NPOV way. It can be a subject of history, especially US history: how did the creationist movement start, who are its leaders, etc.? It can be an interdisciplinary examination from biology and political science, describing the strategies creationists have used to attack science, their propaganda materials, etc. It can be a look at creationism as a mythology, in which case the subject can be divorced from scientific criticism and presented only in terms of its beliefs and values. All these are NPOV, i.e., they would be based on what the most knowledgeable people have to say about these topics. : Of course the idea of "teaching" creationism in the sense of colporting creationist propaganda is anathema.--[[User:Eloquence|Eloquence]] 11:08, 16 August 2006 (UTC) ::I think we need to be a little more open than that. I don't think there's anything outright wrong with having learning materials that teach creationism or other theological concepts. One exciting possibility this project has is to bring together all kinds of disciplines and point of view. Why limit that to what science has approved? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:20, 16 August 2006 (UTC) ::: It's not about approval, it's about experts in a particular field. Where creationists make claims about biology, they are in the domain of biology, and experts from that field will unequivocally refute them. When they limit themselves to stating their beliefs about creation as mythology, biologists are irrelevant. NPOV requires us to give the most space to the most knowledgeable people in a particular field. I don't think there are any peer reviewed biological papers written by creationists, except maybe in their own fringe publications.--[[User:Eloquence|Eloquence]] 11:35, 16 August 2006 (UTC) ::::Seems to me there should be no problem with them forking it to another wiki, keeping the hard science basics, but recontextualizing to fit into a different metaphysics. --[[User:SB Johnny|SB Johnny]] 20:01, 16 August 2006 (UTC) ::::: NPOV is not a confirmed policy at Wikiversity yet although it may be binding by the terms of the approved proposal for six months. There is no effective material volume limit at an electronic learning institution beyond that of our infrastructure. If the Wikimedia Foundation refuses to host intellectually honest non NPOV material then that will limit our initial learning processes quite a bit and likely limit initial participation but it will have to be lived with until other arrangements are feasible for supporting infrastructure and technical expertise. There are at least two kinds of peer review likely to be quite prevalent at Wikiversity. Peers at equivalent levels exchanging/studying material new to them. People with less learning in a given subject interacting with a subject expert. In the latter case "NPOV only" attitudes are likely to at least occasionally hamper people attempting to analyze the assumptions and detailed reasoning chains implicit in their own current POV. While this may be appropriate for highest speed manufacturing of an NPOV encyclopedia I have serious questions regarding its uncritical application to self motivated peer exchange groups. [[User:Mirwin|Mirwin]] 04:35, 18 August 2006 (UTC) ::::::Although I agree there is no electronic limit to the material. If we really want to provide usable teaching materials, there will limits on the materials themselves. Lessons must be doable in a reasonble amount of time and courses also have usability limits. This will certainly hamper the WP approach of giving voice to all competing opinions in order to achieve NPOV.--[[User:BirgitteSB|BirgitteSB]] 22:27, 18 August 2006 (UTC) :::::::I disagree entirely. There are no single standard fits all. With alternate presentations always just a link or search away why define straitjackets? If somebody wants to come in a provide a single massive two week lesson plan and others feel it is unwieldly and unusable as is then they can take the FDL'ed material, link back to the point of origin, and rip it up and represent in whatever chunks they wish to present to their intended audience. Now we have two groups serviced. The orginal group of two oddballs that show up to interact with the first one. And the millions who can benefit from the second. Certainly we should have some voluntary guidelines or non binding recommendations on how to effectively present the material. Consider a division of labor between technicians, tech writers, engineeers, and customer instructors. We wish to get information from all of these sources and present it to all of these sources. In some topics an engineer does not want effective lesson plans. He/she has spent between four and ten years learning the material in reasonable size chunks. When studying advanced techniques some of them would prefer a huge (and I mean huge) specification document and a thick drawing set (say two inches of E-size drawings). If someone chooses to FDL a set of the above in print ready FDL form so it can be used somehow in an intensive 3 day seminar on how to do a real heat analysis of a real building we do not want someone pointing to a firm limit that was set out of concern for the mythical average student. Wikiversity to some extent should be about freedom from constraints often encountered with good reason in physical world but which are being redefined by managed information on demand on the internet. If there are practical considerations like disk space and servers then obviously we have to live with it we can expand the infrastructure appropriately. There are articles on Wikipedia in math way too technical and compressed for non mathmaticians. I have a fairly good practical education in math and since I have difficulty reading these pages I know they are not appropriate for the general public. The solution is not to delete or restrict these pages but rather add appropriate introductory lead in material liberaly laced with links to entire textbooks at Wikibooks and courses here at Wikiversity such that the average reader who chooses to can spend ten years studying math and then go back and read these advanced pages and fix typos if they choose to discuss them for a few months with the others hanging around the page. [[User:Mirwin|Mirwin]] 23:35, 19 August 2006 (UTC) When we start labelling pages with "pseudoscience" or other pejorative terms we compromise our neutrality. When we silence the creationist or expect him to explain himself from the confines of the coffin to which we have relegated his ideas we give the lie to our own principles. It is not the function of NPOV to put chains on free speech; it is sufficient that it support an asymptotic approach to consensus. Thus faced with the thesis of "Arguments for creationism" we must allow for a (presumably articulate) guest lecturer to put forth his point of view as a proponent fairly and unmolested. Another guest lecturer in opposition should be able to present his case under the same circumstances. Both of these POVs should be protected. The "students" would then discuss the matter and strive to bring the matter closer to NPOV. Most importantly, part of their discussions should be focused on what do these two guests have in common. The role of the teacher in all this is not to disburse knowledge, but to facilitate its acquisition by the students, perhaps by repeatedly asking the questions that bring a subject to a new synthesis of NPOV. [[User:Eclecticology|Eclecticology]] 20:17, 22 August 2006 (UTC) :Wikiversity would never try to silence creationists, but Wikiversity can force creationists who participate at Wikiversity to follow a code of intellectual honesty. Wikiversity scholars need a way to move beyond the confines of Wikipedia's NPOV policy. I think that a policy on [[Wikiversity:Scholarly ethics|Scholarly ethics]] is a good way to guide Wikiversity participants when they step outside of the confines of NPOV. --[[User:JWSchmidt|JWSchmidt]] 20:32, 22 August 2006 (UTC) ::Would you exclude an article that starts with, "I am a creationist, and this is what I believe: ... " [[User:Eclecticology|Eclecticology]] 05:56, 24 August 2006 (UTC) "I am a creationist, and this is what I believe: ... " <-- I have two questions about your question:<BR>1) What more does the creationist say after, "I believe"? Many "scientific creationists" '''assume''' the existence of a "supernatural force". As soon as you go down that road you place yourself in the position of needing to explain what a "supernatural force" is and why you can assume that one exists.<BR> 2) What is the context of, "I believe"?. In the study of religion, the observation that many people believe in a "supernatural force" is not remarkable. In the study of science, the concept "supernatural force" must be approached with [[w:Skepticism#Empirical skepticism|skepticism]] and [[w:Occam's razor|Occam's razor]], key elements of scientific investigation that very few "scientific creationists" bother to apply to their religious convictions.<BR>If unexamined belief is the foundation of one's exploration of reality then you have left the domain of science. Creationists who do so, yet continue to claim to be "scientific creationists" have become [[w:Pseudoscience|pseudoscientists]].<BR>I would not exclude such an article from Wikiversity, but if an article is making pseudoscientific claims then it should be in [[:Category:Pseudoscience]]. --[[User:JWSchmidt|JWSchmidt]] 11:58, 24 August 2006 (UTC) ====Two points==== * This can be solved by the proposed [[Wikiversity:Disclosures | Disclosures]] policy; people just declare their streams to be Creationist, with Creationist units and lessons * As someone on Slashdot pointed out, just because it's science doesn't mean that it's true. For example, AFAIK, there's no scientific way to either prove or disprove the existance of God. Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist, and bases some parts of scientific knowledge on this assumption. If one assumes, though, that God *does* exist (via non-scientific methods of proof, eg. philosophical methods), then the parts of science that are based on the assumption that there's no God, while still quite scientific, can seem like rather a waste of time. Both Creation scientists and Non-creation scientists believe that the purpose of eg. Natural science courses is to teach the truth about nature using the most reliable method where possible. So basically, the main disagreement is: ** Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth, and don't use any other method when determining the existance of God ** Creation scientists believe that the scientific method is not the best method to use when determining the existance of God, and use some other method. While many will admit that this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology. They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience. Anyway, much as I enjoy the discussion, I'll hopefully be able to stop here :). Hopefully Disclosures should make the entire discussion redundant :). [[User:TimNelson|TimNelson]] 12:10, 26 August 2006 (UTC) ---- "Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist" <-- If you apply Occam's razor you are following an [[w:Algorithm|algorthm]] that leads you to use as few assumptions as possible. The idea of a supernatural God is an idea for which it is difficult to find objective evidence. If you build a world view by assuming that God exists, you have increased your number of assumptions beyond what science requires. Science does not "assume that God doesn't exist". Nobody has to create an assumption of non-existence to deal with every imagined thing for which there is no clear objective evidence. Science has another rule: "big claims require strong evidence". The existence of a supernatural God is about the biggest claim ever made and most scientists rightly demand a large amount of objective evidence to support claims of such magnitude. "scientific way to either prove or disprove the existance of God" <-- Science is not about "proof" in the sense you seem to be suggesting. Science has a standard approach to claims about supernatural entities: show us the objective evidence. Then there is the "scientific Catch-22": if we do have objective evidence for a phenomenon/entity then it becomes part of the natural world and science can study it. "If one assumes, though, that God *does* exist (via non-scientific methods of proof" <-- This makes no sense. If you have a proof then you do not have to assume. "Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth" <-- I doubt it. I agree with what it says at [[w:Science#Goals of science|Wikipedia]]: "Science does not and can not produce absolute and unquestionable truth. Rather, science tests some aspect of the world and provides a reasonable theory to explain it." "Creation scientists believe that the scientific method is not the best method to use when determining the existence of God, and use some other method." <-- This is fine as long as they do not call what they are doing "science". "this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology" <-- This is a perfect example of what the practice of pseudoscience amounts to; not doing science yet teaching it as science. "They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience." <-- What constitutes science is not determined by what creationists believe, it is determined by a social process in which objective observations that people can share are studied in a collaborative way. Beliefs that are not supported by objective evidence make little progress within the scientific community.<BR>--[[User:JWSchmidt|JWSchmidt]] 17:25, 26 August 2006 (UTC) {| style="background: white; margin-left: 1cm" | style="background: teal; color: white" | '''Definition of Science'''<br>[[User:TimNelson|TimNelson]] 12:02, 29 August 2006 (UTC) |- | '''Definition of Science''' Ok, I didn't stop; maybe next time. I think the definition of science is the key to understanding the whole disagreement. I can see two possibilities: # Creation scientists and Atheistic scientists disagree on the definition of science # Creation scientists and Athetstic scientists disagree on the definition of the scientific method Under possibility 1, the Creation scientists assert that the category eg "natural science" should contain the truth about the natural world, whereas Atheists believe that it should contain only the output of the scientific method. Under possibility 2, the Creation scientists differ in their definition of the scientific method in that they presuppose that God is part of it. '''Non-scientific methods of proof''' IIRC, non-scientific methods of proof aren't as objective/rigorous as the scientific ones (whether one is attempting to prove or disprove). I apologise for linking to something from 1873, but it does cover the subject. No, I don't expect you to read more of those links than you're interested in; they're just provided for examples (I'm not trying to prove God here, as this margin is insufficient :), but merely help you see how some people think). # Links: [http://www.ccel.org/ccel/hodge/theology1.iv.i.iv.html Can the existance of God be proved] ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.i.html Ontological argument] (this page also contains, partway down, "The cosmological argument" and "The Teleological argument" -- they presumably didn't scan the book very well :) ) ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.ii.html Moral/Anthropological argument] Yeah, I got bored of the usual comment style :). |} ---- *Brigitte, There are strict standards in the ''sciences''. In mathematics, it is ''rigorousness''. In physics, it is ''prediction-experimental verification-repeted verification''. If the creationist can do that, great! I would be interested to hear about such a ''complete, rigorous, predictive, repeatable, self-consistent'' theory.[[User:Hillgentleman|Hillgentleman]] 00:33, 28 August 2006 (UTC) ---- ===end of material copied from the Colloquium=== ==Further discussion== "Creation scientists and Atheistic scientists disagree" <-- I'm not sure that a disctinction between "Creation scientists" and "Atheistic scientists" is the distinction that needs to be drawn. Many scientists see no conflict between their religious views and science as conventionally defined. Many religious non-scientists accept the fact of evolution. The [[w:Evolution and the Roman Catholic Church|Roman Catholic Church's position on evolution]] is generally in line with the goal of leaving, "the evaluation and endorsement of specific scientific theories to scientists" ([http://en.wikipedia.org/w/index.php?title=Evolution_and_the_Roman_Catholic_Church&oldid=70047793 Wikipedia]). Maybe the correct distinction is between those who seek a literal interpretation of revelations and those who do not. "Many Christian churches reject creation science in favour of some version of [[w:Theistic evolution|Theistic evolution]]" ([http://en.wikipedia.org/w/index.php?title=Creation_science&oldid=72191013 Wikipedia Creation science article]). -[[User:JWSchmidt|JWSchmidt]] 17:52, 29 August 2006 :What do we do if teachers want to teach topics with different POV? Do we allow forking?--[[User:Rayc|Rayc]] 04:27, 31 August 2006 (UTC) ::There can be many different learning resources for any particular topic. If a wikiversity page tries to escape from traditional Wikimedia NPOV policy and adopt one POV then [[Wikiversity:Disclosures]] comes into effect. --[[User:JWSchmidt|JWSchmidt]] 14:41, 11 September 2006 (UTC) :::The first thing that came to my mind when I saw this discussion was [[w:Flying Spaghetti Monster]]. If someone approaches with a '''''serious''''' interest in composing something that drastically conflicts with a widely believed scientific theory, well, they should be able to work on it. However, I emphasize '''''serious''''' again. No moaning about the lack of representation of your beliefs if you don't want to write it yourself. Also, like any Wiki article, the facts must have sources to support them. Ok, for creationism the Bible and other dated religious doctrines are what contains the "facts" as they pertain to the theory, but in science there have been moments when brilliant minds were called feeble because they held such faith in things that could not be seen, like gravity, or heritable information in an organism, or a spherical Earth. Although I disagree with Creationism, it is a "theory" that has strong followers. As long as the topic of Creationism sticks to the "facts" outlined in the Bible and does not turn into a soapbox for the author(s) to preach from, I see no reason why it should not be included if someone has a strong desire to write it. Perhaps it could be initially placed in a seperate section simply labeled "Alternative Hypotheses" or something similarly vague. As long as there is something that clearly states that the views in that section were not those held by the majority of the scientific community, I think they can be allowed. After all, I am sure there are some other (non-religious based) "Pseudoscience" ideas that may turn out to be true. After all, [[RNA_interference|RNAi]] was pretty much considered "junk" floating around in a cell until very recently, and until the completion of the [[wikipedia:Human_genome_project|Human Genome Project]] it was assumed that since humans are "higher" organisms than we must have millions of genes. Oops... My concern is that if a decision is made to restrict certain theories from being presented on Wikiversity, then other cutting-edge and legitimate works would also have to be filtered, and personally I would be highly skeptical of anyone who claimed to be qualified enough to determine which content is allowed and which is too abstract/obscure. One of the most valuable aspects of learning for me has always been the opportunity to explore any and all theories (within reason) I discover. The value, the true education, is my ''learned'' skill in being able to make my own decision and discern what makes sense from what is false. It is important to leave science theorizing to the scientists, but it is also important for people to not take the word of a scientist to be absolute truth as well. OR, I just had another idea, we could encourage either development of the [[Religion as Science]] to go with [[Science as Religion]] under [[Topic:Theology and Philosophy]] or the addition of "Christian Science Studies" under [[Topic:Religious Studies]]. A link with a tag could even be added at the end of the Evolution topic to point to the Creationist ideas. I apologize if I am merely reiterating what has already been said, but I get turned off by reading rants. I also do believe that if somehow creationism can be worked into Wikiversity in a manner that is respectful and acceptable to the majority of readers, then it would be a good foundation for dealing with other controversies that ''will'' come up. In the mean time, I am going to go feed my [[w:Invisible_Pink_Unicorn|I.P.U.]].--[[User:Lynzerlot|Lynzerlot]] 14:07, 19 October 2006 (UTC) [[User:Lynzerlot|Lynzerlot]], you seem to be suggesting that anyone who wants to advance a "theory" can claim that their "theory" is science and teach students that it is science. In particular, you have advocated taking a non-scientific idea (biblical creationism) and allowing it to be taught as science. Can you really sanction such intellectually dishonesty in the name of being open to new ideas? Why not keep the teaching of religion in [[School:Theology]]? Within science education, biblical creationism can only be used as a case study for what does not constitute science. There are some people who want to create a new science for study of the role of "intelligent design" in the history of life on Earth; this is not biblical creationism. As long as such work makes use of the scientific method it would be welcome within the science schools of Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 04:11, 22 October 2006 (UTC) * ... ==See also== *[[:Category:Science as Religion]] [[Category:Creation science and NPOV]] [[Category:Forums]] [[Category:Biology learning projects]] 4149 68285 2007-01-08T20:15:48Z First Harmonic 3136 /* Base Units */ small k in kelvin == Meaning and definition of measurement == '''Measurement''' is the process of attaching a numeric value to an aspect of a natural phenomenon, such as the '''''volume''''' of the milk produced by a cow, in order to be able to describe that phenomenon accurately and make comparisons to other similar phenomena, like "the crop production of the farm have had a 120% growth over the last 5 years." To begin the process of measurement, we need to recognize the type of phenomenon, called the '''physical dimension''', that we would like to measure. For example the diameter of the front wheel of a bicycle is of type '''Length''', how fast the bicycle is moving is described by '''Speed''' and the amount of air crammed inside the wheel is determined by '''Pressure'''. The next thing we are going to need for doing a measurement is a '''Standard Unit''' for that type of aspect of natural phenomenon. For example, we can select a special person, like a king, and announce the length of his foot as the standard unit of length. From now on, when we are talking about the height of a sapling, we are talking of how many feet as long as the king's foot do we need to cover the sapling. the number of the feet needed, which might turn out to be 7.75 and there is nothing wrong with that, is now considered the ''length of'' that thing. Congratulations! we have managed to correctly attach a numeric value (7.75) to the ''length'' of the ''sapling''. Now, for a more formal definition of measurement, we can refer to wikipedia, which says: ''"'''Measurement''' is the process of estimating the ratio of a magnitude of a quantity to a unit of the same type. A measurement is the result of such a process, expressed as the multiple of a real number and a unit, where the real number is the ratio. An example is 9 metres, which is an estimate of an object's length relative to a unit of length, one metre."'' == Importance of measurement == Unless we are able to measure some phenomena, we cannot say we scientifically know anything about that thing. Measurement gives a base to understand the universe. All around us we are surrounded by various things. We might not note it but unconciously we are actually "measuring" things and understanding them one way or the other. Just imagine how a world would be without we being to measure anything. We are surrounded by "''Measurement''". == Base Units == In Physics, we have now moved from [[w:Imperial unit|Imperial]] units (pounds, yards etc), to the [[w:Metric|Metric]] System (metres, grams etc). However, we also use a variety of base units, and from these base units, we are able to derive some of the familiar units we know, i.e. the Newton. This range of units compile into a group known as the Systeme Internationale (SI). Most of the units you should recognize from your previous studies; these units are the base units in the SI system measurement: {| border=1 cellspacing=0 cellpadding=5 |- align="center" | colspan="2" |'''Dimension''' | colspan="2" |'''Unit of Measure''' |- | '''Description''' | align="center" | '''Symbol''' | align="center" | '''Base Unit''' | align="center" | '''Symbol''' |- | Length | align="center" | ''x'', ''y'', ''z'', ''d'', ''l'', ''r'', or ''s'' | align="center" | meter | align="center" | m |- | Time | align="center" | ''t'' | align="center" | second | align="center" | s |- | Mass | align="center" | ''M'' or ''m'' | align="center" | kilogram | align="center" | kg |- | Charge | align="center" | ''Q'' or ''q'' | align="center" | coulomb | align="center" | C |- | Temperature | align="center" | ''T'' or θ | align="center" | kelvin | align="center" | K |- | Amount of Substance | align="center" | ''n'' | align="center" | mole | align="center" | mol |- | Luminous intensity | align="center" | ''I'' | align="center" | candela | align="center" | cd |} == Derived Units == With these base units, we can combine them to form derived units, such as the Newton, acceleration or speed; as an example, let us look at speed. Speed is described by the following equation: <math>Speed=\frac{Distance}{Time}</math> As you know, Distance is in Metres, and Time is in Seconds, so m divided by s obviously gives us m/s. Since this is higher physics, it needs to be put into index notation, which means that the derived unit now becomes <math>ms^{-1}</math> If we write this as a non-negative power, then we get: <math>ms^{-1}=\frac{m}{s^1}</math> Now, let us use this derived unit to find another unit commonly met, Acceleration. Acceleration is the rate of change of Velocity, described by the equation: <math>Acceleration=\frac{Final~Velocity-Initial~Velocity}{Time~Taken}</math> or in symbols: <math>a=\frac{v-u}{ \Delta\ t}</math> Thus, if we divide <math>ms^{-1}</math> by the Time Taken (in seconds) we get <math>ms^{-2}</math> Again, if we write this as a non-negative power, we get: <math>ms^{-2}=\frac{m}{s^2}</math> == Homogeneity == This has shown how base units are used to form the derived units we know, the use of base units can also tell us whether an equation is {{H:title|An Equation that has the same base units on both sides.|Homogenous}} or not. Homogeneity can be used to see whether an equation is correct or not, but be warned, this does not necessarily mean that an equation is correct overall, it only says whether the base units are the same on both sides! The Speed equation is Homogenous because the product of the equation is <math>ms^{-1}</math>, and we divided the distance (m) by the time (s), so the base units used on one side of the equation are the same as the base units used on the other side of the equation. == Methods of Measurement == The base quantities are measured in different ways, the Kilogram is measured on scales, length is measure with a ruler, a [[w:Micrometre|Micrometre]], [[w:Vernier Callipers|Vernier Callipers]], a Laser gun, there are many for length. Current is measured with an Ammetre, Temperature with a thermometer, Time with a watch! The amount of substance is deduced by equations, as is Luminous Intensity. == Uncertainty == All measurements have a degree of uncertainty. This can be shown as an absolute uncertainty, or percentage uncertainty. (Percentage uncertainty) = 100 <math>\times</math> (absolute uncertainty)/(measured value). The last figure in a number that is measured is called the doubtful figure. [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4151 73962 2007-01-12T13:55:31Z 210.246.47.171 /* Motion with constant acceleration */ t => &Delta;t '''Kinematics''' is the branch of [[w:Newtonian mechanics|mechanics]] concerned with the motions of objects without being concerned with the forces that cause the motion. In this latter respect it differs from dynamics, which is concerned with the forces that affect motion. There are three basic concepts in kinematics - speed, velocity and acceleration. == Speed == The ''speed'' of an object is how fast it is moving (the same as the ordinary, everyday definition). The standard equation for average speed is :<math>v_{av} = \frac{\Delta s}{\Delta t}</math>, where :<math>v_{av}\,</math> stands for average speed :<math>\Delta s\,</math> stands for distance = Ending Position - Start Position :<math>\Delta t\,</math> stands for time = Ending time - Beginning time For example, if a bus takes two hours to travel 100 km, then it has an average speed of :<math>v_{av} = \frac{100 {\rm\ km}}{2 {\rm\ hours}} = 50 {\rm\ km/h}</math> Speed is a [[w:scalar|scalar]] value, in comparison to velocity which is a [[w:vector|vector]] == Velocity == The ''velocity'' of an object (such as a bus) is how fast it is moving in a particular direction. To specify the velocity, both a speed ''and'' a direction must be given. Continuing with the bus from the example above, if it is moving eastwards, then its velocity is 50 km/h, heading east. == Acceleration == ''Acceleration'' is the rate of change of velocity over time. Recalling the definition of velocity, this could mean a change in speed or direction. So, if the bus (yes, it's still with us!) goes around a curve without slowing down, still traveling at 50 km/hr, but now turning toward the south (say), then it ''is'' accelerating, even though its speed isn't changing. Acceleration will prove to be an important topic when it comes to '''dynamics''', which is concerned with the forces that make objects move. == Uniform Motion == The simplest type of motion is where the change in distance is the same for every second; in other words the speed is constant. We call this uniform motion and its distance versus time graph looks like this: [[Image:UniformMotion.gif|graph]] Notice that the speed is the slope of the graph (rise/run). The graph has the same slope (steepness = rise/run) at all times - the speed is constant. When the distance at time zero is zero, the deltas (change in) may be omitted and the formula v = d/t used. This is often written as d = vt. The letter v is commonly used for speed which is the magnitude (size) of velocity. It is useful to view this another way, as a graph of velocity versus time: [[Image:UniformMotion2.gif|graph]] This graph is horizontal because the velocity is constant, the same at all times. Notice that the area under the graph, a rectangle, is vt which is the distance. We have found relationships among the quantities:<br> - '''the slope on the distance versus time graph is the velocity'''<br> - '''the area under the v vs t graph is the distance'''<br> - '''d = vt'''<br> The formula only applies to uniform motion, but the graphical relationships turn out to be true for all kinds of motion. '''example 1''': Sound travels at a velocity of about 340 m/s in air. How far will it go in one tenth of a second? Solution: d = vt = 340 x 0.1 = 34 m '''example 2''': Light travels at 3.0 x 10^8 m/s. How long will it take to go 10 km? Solution<br> d = vt<br> Divide both sides of the equation by v to get d/v = t<br> or t = d/v = 10 000 / 300 000 000 = 0.000033 seconds '''example 3''': Three year old Johnny takes off at 2 m/s. Five seconds later, his mom goes after him at 3 m/s. How far does Johnny get before his mother catches him? Solution 1: it looks complicated, so let us picture it with a graph first. On this graph, the red line shows Johnny's motion and the blue line shows Mom's motion. [[Image:UniformMotion3a.gif|UniformMotionExample3]] You should be able to understand why the red line is drawn where it is - it starts at distance zero at time zero, and its slope must be 2 m/s. Mom's line (blue) starts 5 s later and has a slope of 3. The two meet at approximate time 16 s after Johnny starts, and distance 33 m. Graphical solutions are always approximate. Solution 2: Write d = vt for Johnny and again for Mom. We are interested in the time when their distances are equal. <br> Johnny Mom <br> d = vt d = vt <br> 2t = 3(t-5) because Mom's running time is 5s less. <br> 2t = 3t - 15 math expansion <br> 0 = 1t - 15 subtract 2t from both sides <br> 15 = t add 15 to both sides <br> In 15 seconds, Johnny goes 30 m. Mom travels for 10 seconds at 3 m/s so her d = vt = 3x10 = 30 m is the same. The exact answer is 30 meters. == Motion with constant acceleration == The next simplest type of motion is where the velocity (speed) is steadily increasing. Velocity is the slope on the distance vs time graph, so the graph must be curved upward. As time increases, the slope or velocity increases. [[Image:Accelerated2.gif|acceleration graph]] It is fascinating to see that the '''area under the velocity graph is equal to the distance''' in this case, too. We use the math notation A(t) to represent the area under the graph from time zero up to time t. A(t+&Delta;t) is the area up to time t + &Delta;t. The difference between these two areas is the blue shaded area in the diagram above: <br> A(t+&Delta;t - A(t) = shaded area = v(t) x &Delta;t This second equality is not quite right because v(t)xt is only the rectangular area, but the small triangle does not matter as we take &Delta;t to be very small. Mathematicians say, "in the limit as &Delta;t tends to zero." Dividing both sides by &Delta;t this is <br> <math>v = \frac{A \left( t+ \Delta\ t \right) -A(t)}{\Delta\ t}~=~\frac{\Delta\ A}{\Delta\ t}~=~\mbox{slope of area}</math> [[Category:Physics]] Velocity is the slope or rate of change of distance, and it is the rate of change of the area, so distance and the area under the velocity graph must be the same thing. It is probably more convincing to demonstrate this for yourself with some numerical data for the distance versus time. Any data will do; the relationship turns out to be true for any kind of motion. Using the idea that distance is the area under the velocity graph, we can now find a formula for distance when the motion is accelerated. [[Image:Accelerated3.gif|acceleration graph]] '''Example 4''': A falling object accelerates at 9.81 m/s<sup>2</sup>. A stone is dropped (no initial speed) over a cliff and it takes 2 s to fall, how high is the cliff? <br> Solution: d = v<sub>i</sub>t + ½at<sup>2</sup> <br> = 0 + ½(9.81)(2)<sup>2</sup> <br> = 19.6 m '''Example 5''': If a car accelerates at 2 m/s<sup>2</sup>, how long will it take to travel 100 m ? Solution: d = v<sub>i</sub>t + ½at<sup>2</sup> <br> = ½at<sup>2</sup> since initial velocity is zero<br> Multiply both sides by 2 and divide by a to get 2d/a = t<sup>2</sup> <br> Take the square root of both sides to get t = square root of (2d/a) <br> = square root of (2x100/2) <br> = 10 s <br> Acceleration is defined as the rate of change of velocity, or the slope on the velocity graph. This gives us a = Δv/Δt or Δv = aΔt. Usually the motion begins at time zero, so Δt is the same as t, but there is often an initial velocity so Δv = v<sub>f</sub> - v<sub>i</sub>. Thus the formula can be written as v<sub>f</sub> - v<sub>i</sub> = at or most commonly as v<sub>f</sub> = v<sub>i</sub> + at<br> '''example 6''': If a car moving at 12 m/s accelerates at 2 m/<sup>2</sup> for 10 seconds while passing a truck, how fast will it be going after the 10s? <br> Solution: v<sub>f</sub> = v<sub>i</sub> + at<br> = 12 + 2x10 <br> = 32 m/s <br> [[Image:AccelSummary.gif|acceleration graph]] While the formulas are most convenient for most problems, it is worth remembering the graphical relationships, which can be useful for harder problems. '''example 7''': A bullet moving at 300 m/s hits a wooden block and travels 0.015 m while decelerating in the wood. Assume that the motion is approximately constant accelerated (or decelerated). Calculate the acceleration of the bullet while stopping. [[Image:Example7.gif|acceleration graph]] 4153 47840 2006-11-22T20:26:09Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] '''Dynamics''' is the study of ''why'' things move, in contrast to kinematics, which is concerned with describing the motion. Things move because they are subjected to forces. A force applied to an object causes an acceleration proportional to the object's mass:F = ma. In this equation, Newton's Second Law, F and a are both vectors. The units have to be consistent. == F = Ma (Newton's 2nd Law) == This formula is an experimental result. You can find it for yourself if you have some means of measuring acceleration, such as a tickertape timer or sonar attachment for a calculator to measure velocity continuously. In the experiment, various forces are applied to a wheeled cart or glider on a frictionless air track. The easiest way to get a known force is to use the force of gravity on a hanging weight with a pulley to change the force from horizontal to vertical. Each 100 grams of mass has a force of gravity of about 1 Newton. [[Image:FMAexpt.gif|graph]] The tickertape is pulled through a timer that marks at dot on it every tenth of a second. From the distance between dots, the velocity can be calculated. From the change in velocity from one pair of dots to the next, the acceleration can be calculated. The experiment is repeated with various forces and the acceleration is measured from the recorded motion. Graphing the experimental values for the applied force versus the resulting accelerations produces a straight line graph to within experimental accuracy. The slope is equal to the mass of the moving system to within experimental error. The formula for the graph is therefore F = ma. [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4155 67232 2007-01-06T02:40:22Z First Harmonic 3136 /* Work and Energy */ relationship between heat and entropy [[Image:Lightning_in_Arlington.jpg|float|right|100px]] ''"One day man will connect his apparatus to the very wheelwork of the universe... and the very forces that motivate the planets in their orbits and cause them to rotate will rotate his own machinery,"'' [[w:Nikola Tesla|Nikola Tesla]] == Definition == Energy is notoriously difficult to define. It is often defined as the ability to do [[Wikipedia:Work_physics|work]], but this is an incomplete definition. American Supreme Court Justice [[Wikipedia:Potter_Stewart|Potter Stewart]] famously said of pornography that he could not define it, "but I know it when I see it." Thus it is with energy. It is easy to recognize in most of its several forms: [[Wikipedia:Mechanical_energy|mechanical]] (including kinetic and gravitational potential), [[Wikipedia:Chemical_energy#Chemical_energy|chemical]], [[Wikipedia:Nuclear_energy|nuclear]], electromagnetic (including light and other non-nuclear radiations), and [[Wikipedia:Thermal_energy|thermal]]. The word energy comes from the Greek words ''en'' and ''ergon'' which means ''at'' ''work''. <small>[http://www.etymonline.com/index.php?search=energy&searchmode=none '''''energy''''' at etymonline.com]</small> == Transfer and Transformation == Energy is particularly susceptible to measurement when being transferred (one object to another) or transformed (one type to another). Examples of transfer include the flow of electricity from the outlet to your computer through the power cord and heat from a hot cup of coffee to your mouth. We have invented many devices that transform energy. For example, [[Wikipedia:microphone|microphones]] change sound (a form of mechanical energy) into electromagnectic energy and [[Wikipedia:Loudspeaker|loudspeakers]] change it back. Telephones have both. [[Wikipedia:Nuclear_power|Nuclear power plants]] convert nuclear energy to thermal energy; the heat boils water into high pressure steam. The mechanical energy of the steam drives a generator that converts it to electromagnetic energy. You may use some of that energy at your house to recharge your laptop or camera battery, converting the electromagnetic energy to chemical energy. None of these processes is 100% efficient, so energy is converted into waste heat, more properly known as [[Wikipedia:entropy|entropy]], at every step along the way. When you use [[Wikipedia:Incandescent_bulb|incandescent light bulbs]], as much as 95% of the electrical energy is converted to heat (entropy) instead of light. == Conservation == Energy is a [[Wikipedia:Conservation_law#Global_and_local_conservation_laws|conserved quantity]]--so long as we are not considering nuclear changes. For many purposes it is sufficient to treat energy conservation as if it were a law of nature. This approach is taken in thermodynamics, chemistry, and most of high school physics (except in dealing with nuclear changes). A more rigorous treatment of energy conservation requires that mass and energy be considered together: mass-energy is conserved using E=mc². This equation was discovered by [[Wikipedia:Albert_Einstein|Albert Einstein]] in 1905 as a corollary to his [[Wikipedia:Introduction_to_special_relativity|theory of special relativity]]. The [[Wikipedia:International_System_of_Units|SI]] unit of energy is the joule, named in honor of [[Wikipedia:James_Joule|James Prescott Joule]], who discovered the equivalence of heat and mechanical energy. The joule is a derived unit, equivalent to kg•m²/s² . It can also be expressed as newton-meters (Nm), but this unit, when used at all, is usually reserved for work or torque. == Work and Energy == Work is also measured in joules, which shows their close relationship. Energy can be used to perform work; work can be made to increase the energy of a system. This is one way of stating an important principle, the work-energy theorem. The two quantities are not the same, any more than mass and energy are the same thing, but one can be converted into the other. Unlike the situation with mass and energy however, there is not 100% conversion. The system will always lose some energy as heat, which will increase the entropy, or disorder, of the system. Note that this does not mean that some of the energy somehow disappears. It is merely lost from the human point of view, but not in terms of the [[w:Universe|Universe]]. It is no longer in a form that is useful to us. Heat is a form of energy and "counts" in the conservation law, and entropy is a measure of the amount of disorder that is created by the dissipation of heat. See the [[Wikipedia:Second_Law_of_Thermodynamics|second law of thermodynamics]]. ==See Also== *[[Portal:Science]] *[[Portal:Physical Sciences|Physical Sciences]] *[[Portal:Engineering and Technology]] *[[Topic:Energy Engineering]] *... [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4157 67448 2007-01-07T00:12:05Z First Harmonic 3136 /* Equation for Velocity and Wavelength */ no need to Upppercase Every Word == Transverse and Longitudinal waves == <br>There are two types of waves:'''Transverse and Longitudinal Waves.''' Transverse Waves are waves that vibrate perpendicular to the direction of travel of the wave. Examples of Transverse Waves include, but are certainly not limited, to: Electro-Magnetic Waves*, Sine and Cosine Waves,and the wave of a string. Longitudinal Waves are waves that vibrate parallel to the direction of travel of the wave. They are also commonly referred to as Pressure or Compression Waves. Longitudinal waves include Sound waves, ''(Although you wouldn't know it if you looked at sound waves on an osciliscope!)'' and the waves of a spring or Slinky pulled back and forth *Electromagnetic Waves - are waves that can travel through a vacuum. These waves are unique because they do not need a medium of travel unlike all other waves. Sunlight is an electromagnetic wave. Electromagnetic Waves travel at the speed of light and have no mass. ==Equation for Velocity and Wavelength== <table width="75%"><tr><td style="background-color: #00000; border: solid 2px #7B68EE; padding: 1em;" valign=top> <center> <math> V = \lambda f \,</math> </center> </td></tr></table> In this equation: ''f'' is the frequency (The number of peaks to pass a point in a given time, usually in Hz, MHz, or KHz) λ (The Greek letter lambda) is the wavelength (usually measured in meters) and ''V'' is the resulting velocity in m/s (meters per second). Wave speed is equal to the frequency times the wave length. It can be understood as how frequently a certain distance is transversed. [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4159 77333 2007-01-16T23:11:03Z Mystictim 626 added welcome and expand {{welcome and expand}} Light and Optics are all around you. There are several different kinds of lenses and mirrors including concave and convex. [[Image:Chicago Union Station 1943.jpg|thumb]] One of the central formulae in geometric optics is the thin-lens equation (also known as the lens-maker's equation). This states that for a lens (or mirror) with focal length f, <math>\frac{1}{f} = \frac{1}{s} + \frac{1}{s'}</math> where s is the distance between the lens and the object, and s' is the distance from the lens to the image of the object. Also a general equation for magnification is as follows: <math>m = \frac{y'}{y} = \frac{-s'}{s}</math> where y is the object height and y' is the image height. [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4161 77344 2007-01-16T23:20:58Z Mystictim 626 added welcome and expand {{welcome and expand}} == Faraday's Law == The magnitude induced EMF through a loop of conducting material is equal to the magnitude of the time derivative rate of change of the magnetic flux through that loop. <math>\left|\frac{d\phi_{B}}{dt}\right| = \left|EMF\right|</math> == Lenz's Law == The polarity of the induced EMF is such that oppose the changes/current that causes it. [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4163 80109 2007-01-22T20:07:33Z 194.46.136.88 /* An Ignoramus' View on the Basics of Atomic Physics */ == Atoms - An Introduction == Atoms. Everything in our world is built up out of atoms. Even we, human beings, are built up out of atoms. We are built up primarily out of hydrogen (H) atoms by number, or oxygen (O) by weight. Almost anything that lives contains carbon atoms. But carbon isn't the only atom that exists. 102 different varieties of atoms occur naturally here on Earth. These 102 can be found inside the [http://en.wikipedia.org/wiki/Periodic_table#Standard_periodic_table periodical table of the elements] along with other elements which can be synthesised in the laboratory. All the elements higher than 102 have been synthesised by man in the laboratory. An element is a specific type of atom. The elements of the periodic table can combine to form molecules which, as substances, have different characteristics then the elements that form it. Examples of molecules are: H2O (more commonly known as water), H2O2 (hydrogen peroxide), DNA, etc. Everything you see around you is made of molecules, which consist of atoms that may or may not be of multiple different elements. == Atoms are wonderful aren't they? == But that's much too much about molecules, now let's go back to the atoms which this article should be about. Atoms are very wonderful, you don't know why?! One short example: you are built up out of atoms. Remember?? Great! If you would take a pair of tweezers and do the impossible, indeed, take your body and the tweezers. And if you'd do the imposible, take atom by atom away from your body and throw it into a big pile with the other atoms from your body, they won't function as your body anymore. They won't even know they were you. Actually they will never think of anything. They just do their thing and die after their rather short life time. Still not impressed? Then please click the cross at the right upper corner to exit this browser, or if you have a Mac click the red circle at the left upper corner. Another thing that (I think is quite impressive) is that when you heat up atoms they are starting to vibrate. The hotter they get the more they vibrate, but the colder they get, the slower they vibrate. This goes on until the atom reaches the temperature of 0 Kelvin which is equal to -273.15 degrees Celcius. If the atom reaches this temperature it stops vibrating; this point is also known as 'absolute zero' because nothing can be colder than that, simply because if it reaches that temperature the thing where the coldness comes from can't spawn it anymore because it is also not vibrating anymore. Maybe a bit hard to understand, otherwise sleep some nights and think about it while you sleep. == Electrons, Protons and Static Electricity == Now I'll get to one of the most boring part of atoms, so prepare for the worst!! Atoms aren't the smallest particles we know (that are quarks or something in that direction) but that wasn't what I wanted to say. I wanted to talk about the protons and electrons that are in and around the atom. To be exactly, the protons are inside the atom and the electrons are cirlcling around the atom. Another fact is that the protons 'll NEVER leave their sweet home atom but that the electrons can and 'll do it. Protons can also be called the positive charged particles (further described as the + particles) and the electrons can be described as the negative charged particles (further on described as the - particles). Now we are going to get to the part that the physiscians call 'interesting' and 'wonderful' I 'ld like to call it static electricity. If you are having something, we 'll take the PVC tube you used to guide the electricity cable from the socet to your computer. This tube is a normal PVC tube, it contains 2 protons and 2 electrons, we can say that this PVC tube is 'in balance'. If you have a way to remove the neutrons, for example with the tweezers (which is a bad example, because its impossible to carry out. But later I 'll come up with somthing reasonable) they are gone. Now the atom hasn't got its 2 electrons anymore. HELP says the atom I AM POSITIVELY CHARGED. From this moment it is going to look around to grab electrons from any atom surrounding him, for example his neigbour. Now he is neutrally charged again. If we bring this theory into a very interesting experiment, you won't get any interesting results. This is only to let you understand it better. So we take a wooden cloth (which is negatively loaded, this means it has more electrons than protons!) and we take the neutral PVC tube. Than we are going to rub the PVC tube with the wooden cloth. Now you 'll see (actually you can't see it) that the - particles from the wooden cloth make a journey to the PVC tube. Now the PVC tube get's negatively loaded, so it wan't to give away it's electrons to another thing. Now you should try to hold a positively or neutraly loaded PVC tube next to it. And what we 'll see is (what we had expected) that the tubes are going to move to each other. If you remember the sentence: An atom wants to be positively loaded. You 'll pass your exam about static charge (I hope...). One last message, don't confuse protons, electrons and neutrons with each other, because than it 'll become a big mess in your head. [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4165 61709 2006-12-20T18:34:48Z 24.20.51.255 /* Bosons */ At present, we understand that there are two categories of fundamental particles bosons and fermions. === Bosons === Bosons are things that we normally think of as energy or forces. A light can be seen thought of as a set of particles known as photons. Similarly other forces like the strong nuclear forces, the weak nuclear force, and gravity are associated with bosons known as gluons, the W particle, and the gravition. === Fermions === Fermions are things that we normally associate with matter. Examples of fermions are quarks which combine to make up protons and neutrons, and electrons. There are other more exotics particles are fermions. === The difference between fermions and bosons === =Quarks= There are 6 types, or 'flavours' of quark, these are: up down charmed strange top(or truth) bottom (or beauty) [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 4175 23184 2006-09-03T18:27:52Z JWSchmidt 20 link to Wikiversity beta {| class="messagebox" |- | [[Image:Bulbgraph.png|30px]] ||'''This page is now being developed and will be ''proposed'' as part of possible future Wikiversity {{{type|[[Wikiversity:Policies|policy, guideline,]] or processes}}}''' for dealing with original research within Wikiversity. The ideas on this page are under [[{{NAMESPACE}} talk:{{PAGENAME}}|discussion]]. The actual policy discussions will take place at the Wikiversity beta multi-lingual website, start at: [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Scope of research]. References or links to this page should not describe it as "policy". |{{#if:{{{1|}}}|{{shortcut|{{{1|}}}}}}} |} 4180 21759 2006-08-30T21:11:03Z JWSchmidt 20 add header linking to [http://beta.wikiversity.org] Discussions related to the development of research poilicy are going to be conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]. [[Category:Research]] [[Category:Wikiversity policy]] 4182 59006 2006-12-17T06:32:26Z TheVividDream 4229 /* Active participants */ Welcome to the Wikiversity Department of Molecular Biology. ==Department description== The Department of Molecular Biology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of molecular structures as fundamental components of cellular life. This department covers a wide range of specialized disciplines, such as [[Topic:Biochemistry | Biochemistry]], [[Topic:Biophysics | Biophysics]], [[Topic:Cell Biology | Cell Biology]], [[Topic:Genetics | Genetics]], [[Topic:Cell Physiology | Cell Physiology]], [[Topic:Cell Anatomy | Cell Anatomy]], [[Topic:Immunology | Immunology]], and [[Topic:Neurobiology | Neurobiology]]. ==Department news== * August 29, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Molecular Biology]] - Exploring Molecular Biology. Independent study with projects. *[[RNA interference]] - Explore the science of the 2006 Nobel Prize *[[Molecular evolution]] - participants trace the evolutionary origins of proteins *[[Overview of Cell Biology]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Molecular Biology ===Wikipedia=== * [[w:Molecular biology]] ===Wikibooks=== Works in progress - these texts are currently at Wikibooks: * [[Wikibooks:Molecular biology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Preadaptation]] - see: [[Molecular Biology]] [[de:Seminar:Molekularbiologische Methoden]] [[Category:Molecular biology]][[Category: Basic sciences]] *[[User:TheVividDream]] - [[Overview of Cell Biology]] 4184 66919 2007-01-04T19:49:05Z CQ 1939 added categories: [[Category:Physics]], [[Category:Energy Engineering]] Work The formula of work is: W=f*x (Work equals the product of force times distance). The movement and force must be in same direction. For example carrying your backpack for a kilometer is not counted as work but going upstairs with your backpack is counted as work. The rule is the angle between the force and the oject must be 0 degrees por that to be counted as work so you do do some work lifting your bag however you dont do while carrying it. *no! Because since you are doing some effort while carrying your bag it is counted as you have done some work. the force that does the work is called the force of the friction and the distance is how far you've carried it. However carrying bag needs some effort lets say 10N but you use that effort to stabilise it you don't move it so it does not move so f=10N x=0 W=10.0=0 ==Energy== ''See the main article, [[Energy]]'' In this topic We'll use only mechanical energies. There are two kinds of mechanical energies. Potential and Mechanical. These energies can transform to one to another like all other kinds of energies. '''Potential energy''' Potential energy is an energy that every object which as distance from floor and a mass. Formulised as mgh=Potential Energy. '''Kinetic Energy''' Actually kinetic energy is waht it happen when that object falls down. Formulised as 1/2m.v.v Realionship of work and energy Every work gives an object energy like taking your bag from the floor or pushing your sledge. The best way to tell this is a formula W=f.x=m.g.h=1/2.m.v.v {{stub}} [[Category:Physics]] [[Category:Energy Engineering]] 4185 24969 2006-09-07T20:48:15Z Trevor MacInnis 99 +cat Conservation of energy is simple law stating that although energy may change form, it cannot disappear altogether. More recently, this law has been modified to take into account the equivalence of mass and energy (<math>E = mc^2</math>) discovered by Einstein. This new law is called called the law of conservation of mass and energy. It states that although mass may convert to energy, and vice versa, neither may disappear without compensation in the other quantity. However, the original form of the law is adequate in most everyday situations. A concrete example of energy conservation is found with falling objects. Near the surface of the Earth, the gravitational potential energy of an object is given by <math>mgh</math>, where m is the object's mass, g is a positive gravitational constant, and h is the object's height from where the object started to where it is now (measure with downward values negative). When an object falls, its potential energy is converted into kinetic energy (given by <math>(1/2)mv^2</math>). In math: <math>-mgh = \frac{1}{2}mv^2 </math> where m is mass, v is velocity. There is a negative sign in front of the potential energy because when the object is gaining kinetic energy, it will be losing potential energy. [[Category:Physics]] 4186 30713 2006-09-30T06:17:25Z Draicone 1128 Fix double redirect #REDIRECT [[Topic:Foreign Language Learning]] 4188 80747 2007-01-24T22:09:56Z Jdolson37 5765 /* Protecting Yourself */ This lesson will instruct you on the creation of variables in Visual Basic 6, as well as variable types. This lesson requires a very basic understanding of the interface in Visual Basic 6. If you have not done so already, it is recommended that you read the [[Introduction to VB6]]. == Setting Up The Project == In order to start demonstrating the concepts of variables to you, we must first set up a small program where you can experiment with code. This will also be the foundation from which we will build on in following lessons. To start, create a Standard EXE in the same way that you did in the previous lesson. When you are taken to the form designer, double-click anywhere in the blank content of your form. This will bring up the code editor with the following code: <pre>Private Sub Form_Load() End Sub</pre> Take care to remember these last few steps; you will need to do this again every time that you learn a new concept. For now, don't worry what this code means. All that you need to know is that all of the code that you type between these two lines will be executed when your program launches, but before the form becomes visible. == Hello, World! == To test this new concept, enter the following code between the two lines: <pre>MsgBox "Hello, World!"</pre> Now press F5 to run your application. This classic program will pop up a dialog box with the message [[HelloWorld|Hello, World!]] This illustrates how the code between these two lines executes. The line that you entered instructs VB to display a dialog box with the text "Hello, World!" By running the application you can see that, after you click "OK", the default form that was added to your project appears. The details of this are beyond the scope of this lesson, but just know for now that code entered between these two lines executes <i>before</i> the form appears. == What Is A Variable? == Now that you know how to set up a simple project to test code found in these lessons, we can begin with the topic: Variables and Types in VB6. Variables are very similar to their counterparts in mathematics. Variables have a name, such as "x", and hold a value, such as "2". === Box Analogy === A common analogy for variables is a box with a label on it. The box holds content (data) inside of it, such as a number. The label on the box has a name printed on it (identifier). If a person has a room full of these boxes, and knows the name of a specific box, they can find that box and look at the data inside of it. If need be, they could also change the data inside the box before putting it back on the shelf. === Variable Types === So far, you know that variables have a name and hold a value. These are two concepts attributed with variables. There is, however, another concept; types. A variable has a name, content, and a type. A type describes what kind of content will be stored in the box. For example, one box might hold a number, while another box would hold a sentence. Some boxes may only be big enough to hold small numbers, whereas other boxes may be big enough to hold large numbers. The type of a variable governs what content can be stored inside of it. == Creating Variables == When a variable is created within a program, it is said to be "declared". In terms of the box analogy, declaring a variable would be equivalent to placing a new box on the shelf. When declaring a variable, you must give it a name and a type. Based on the type, the variable will automatically be loaded with some default data. Your first variable will be named "x" and will hold a number. Create a new to test code within (described in the previous sections), and add the following code: <pre>Private Sub Form_Load() Dim x As Integer End Sub</pre> === Analysis === The previous code consists of 3 lines. We will only take interest in the second line for now. This statement is made up of 4 words. "Dim" stands for "Dimension", and instructs your computer that you would like to create a new variable. "x" is the name of the variable. You must seperate "Dim" and the name of your variable with a space. "As" is an instruction to your computer that you would now like to define the type of the new variable. "Integer" is the name of a type that is built-in to Visual Basic. "As" must be seperated from the variable name and the variable type by a space. === Output === When you launch this program with F5, nothing will appear to happen before the form loads. However, a variable has been created in memory called "x" with a type of "Integer". == Variable Types == The previous example used the "Integer" type to define a variable. This is one of many built-in types in Visual Basic, which are listed here. === Numeric, Integers === The following types will hold a numeric value between two given numbers. They '''CANNOT''' hold decimal values. * ''Byte'' - Holds a number from 0 to 255 * ''Integer'' - Holds a number from -32768 to 32767 * ''Long'' - Holds a number from -2,147,483,648 to 2,147,483,647 === Numeric, Decimal === The following types will hold a numeric value between two given numbers. They '''CAN''' hold decimal values, but only with a certain amount of precision. * ''Single'' - Up to 7 digits, can hold exponents up to +-38 * ''Double'' - Up to 14 digits, can hold exponents up to +-300 === Other === * ''Boolean'' - Is either True or False * ''Currency'' - Holds a number between +-922,337,203,685,477.5807 * ''String'' - Holds text, such as a word or sentence * ''Date'' - Holds a date from Jan 1, 100 to Dec 31, 9999 == Variant Type == When you don't declare a type for your variable, it automatically gets a type of Variant. A Variant is a variable that can hold anything. Visual Basic will make an educated guess based on what you do with the variable first, and change the way that the variable is stored in memory to accomplish the task for you. This sounds like it's a great thing, but it isn't. Variants are extremely slow, since Visual Basic needs to do a lot of work determining how to store it. They also don't work well with many built-in functions. They also have the chance of choosing the wrong type, especially if your code gives the variable values in different ways. The bottom line is simple: don't use Variants. Always explicitly declare the types of your variables. == Exercise == Try declaring a variable of a few of the different types listed above. The syntax for a variable declaration is found earlier in the lesson. Remember that the keywords need to be separated by spaces. == Using Variables == Variables would be useless if you couldn't do anything other than declare them. Once you have declared a variable, you can interact with it in many ways. Each of these interactions has their own syntax. === Assigning === To give a variable some new data, you can use the assignment operator ("="). For example, declaring x as an Integer variable and loading it with the value 2 would be accomplished in this way: <pre>Private Sub Form_Load() Dim x As Integer x = 2 End Sub</pre> Note that this is not the same as stating equality, as it would be in mathematics. If you have never used a programming language before, this line may look like it says "x is equal to 2". This is not correct, however, since it is possible to do this: <pre>Private Sub Form_Load() Dim x As Integer x = 2 x = x + 1 End Sub</pre> In mathematics, the line <tt>x = x + 1</tt> would not make any sense. This is the trap that you will fall into if you read this line as "x is equal to x plus one". Instead, this line should be read as an <i>assignment</i>, such as "set the value of variable x to the current value of variable x plus one". This works because Visual Basic replaces variable names with their values <i>before</i> assigning a value to whatever is on the left of the assignment operator. Therefore, Visual Basic reads this line as <tt>x = 2 + 1</tt>. === Displaying === The value inside a variable can be accessed by writing the variable's name in an appropriate position. For example, you could display the value of a variable in much the same way as we displayed "Hello, World!" previously in this lesson: <pre>Private Sub Form_Load() Dim x As Integer x = 2 MsgBox x End Sub</pre> You can use this technique to see what the default value of a variable is by displaying the variable before a value is assigned. <pre>Private Sub Form_Load() Dim x As Integer MsgBox x End Sub</pre> === Math === Variables of a numeric type (see the type list above) such as an Integer or Double can have mathematic operations performed on them. To add two variables together, one would use the addition operator ("+"). Likewise, there is also a subtraction operator ("-"), multiplication operator ("*"), and division operator ("/"). These operators are used much like they are in mathematics, with one variable on the left and one variable on the right. <pre>Private Sub Form_Load() Dim a As Integer Dim b As Integer Dim c As Integer a = 5 b = 5 c = a + b MsgBox c End Sub</pre> These do not have to be variables, however; they could just as easily be constant numbers. <pre>Private Sub Form_Load() MsgBox 5 + 5 End Sub</pre> == Why Use Variables? == At this point you may be wondering why somebody would use variables instead of always using constants. The answer is quite simple: constants must be constant, while variables can be variable. It is very common in a program to perform an action based on input. In order to do this, the input must be stored somewhere; and that is what variables are used for. You will discover the full power of variables when you learn about functions and how to fill variables based on user input. == Implicit Declaration == Don't be scared off by the title of this section, it's actually a very easy concept. When you reference a variable in your program that doesn't exist, Visual Basic will create the variable for you. For example: <pre>Private Sub Form_Load Dim a As Integer Dim b As Integer a = 5 b = 2 c = a + b MsgBox c End Sub</pre> The previous example will add 2 variables together and display the result. However, it uses a variable called "c" which was never declared. When your program gets to this line, a variable called c will automatically be created for you with a Variant type (a bad thing). This also brings another problem: typos. What if you misspell the name of a variable? The following listing demonstrates this common bug. <pre>Private Sub Form_Load Dim There As Integer There = 2 Dim Who As Integer Who = 5 Dim What As Integer What = Who * 3 Dim Why As Integer Why = What / There Dim When As Integer When = Why * Who What = 3 Their = What + When MsgBox There End Sub</pre> This program is intentionally bloated and complicated. Several variables are declared and modified, and at the end, the value is assigned to the first variable. When the variable is displayed however, it is unchanged... it retains it's value of 2 from the start of the program. This is because the variable was misspelled as "Their" near the end of the listing. Visual Basic automatically created a Variant variable called "Their", but since the variable is spelled correctly later on, it is magically unchanged. This mistake may be obvious in such a small program, but image a large program with hundreds of thousands of lines of code. If a variable was misspelled in one obscure part of the program, it would be nearly impossible to track down the bug when the program began behaving oddly. === Protecting Yourself === Luckily, it is extremely easy to protect yourself against this feature-- turning it off! You can turn off this feature by typing "Option Explicit" at the top of your program. <pre>Option Explicit Private Sub Form_Load Dim There As Integer There = 2 Dim Who As Integer Who = 5 Dim What As Integer What = Who * 3 Dim Why As Integer Why = What / There Dim When As Integer When = Why * Who What = 3 Their = What + When MsgBox There End Sub</pre> This listing is identical to the last one, except with "Option Explicit" at the top. The typo is immediately flagged by Visual Basic when you try to run this program. Visual Basic will display a message box on the screen that says "Variable not defined" and it will highlight the location of the undefined variable in your code so you know exactly where it is. {{VBfooter|Introduction to VB6|Control Structures and Logical Expressions in VB6}} 4190 44101 2006-11-09T09:11:18Z 62.101.126.214 == Introducing Limits== Let's consider the following expression: <math>\frac{n}{n+1}</math> <br /> As n gets larger and larger, the fraction gets closer and closer to 1: <ol> <li><math>\frac{1}{2}</math></li> <li><math>\frac{2}{3}</math></li> <li><math>\frac{3}{4}</math></li> </ol> <br />'''...''' <ol start="999"><li><math>\frac{999}{1000}</math></li></ol> <br /> As n approaches infinity, the expression will evaluate to fractions where the difference between them and 1 becomes negligible. The expression itself approaches 1. As mathematicians would say, the '''limit''' of the expression as <math>n</math> goes to infinity is 1, or in symbols: <math>\lim_{n\rightarrow \infty}\frac{n}{n+1}=1</math>. A interesting sequence is <math>S_{n}=\frac{1}{n}</math> As <math>n</math> gets bigger (in symbols <math>n\rightarrow\infty</math>, we have smaller values of <math>S</math>, for :<math>S_{1}=1</math> :<math>S_{2}=\frac{1}{2}</math> :<math>S_{3}=\frac{1}{3}</math> :<math>S_{4}=\frac{1}{4}</math> :<math>S_{5}=\frac{1}{5}</math> and so on. Clearly, <math>S</math> can't be smaller than zero (for if <math>\frac{1}{n}<0</math> we have that <math>n</math> is lesser than zero). The we may say that <math>\lim_{n\rightarrow \infty}S_{n}=0</math>. Continuing with this sequence, we might want to study what happens when <math>n</math> gets near to zero, and later what happens with negative values of <math>n</math> going near to zero. Usually, the letter <math>n</math> is reserved for integer values, so we are going to redefine our sequence as <math>S_{n}=S(x)=\frac{1}{x}</math>. If we take a sequence of values of <math>x</math>, say :<math>x=1</math> :<math>x=\frac{1}{2}</math> :<math>x=\frac{1}{4}</math> :<math>x=\frac{1}{8}</math> :<math>x=\frac{1}{16}</math> We see that the respective values of <math>S</math> grows indefinitely, for :<math>S(1)=1</math> :<math>S(2)=2</math> :<math>S(4)=4</math> :<math>S(8)=8</math> :<math>S(16)=16</math> In this case, we might say that the limit of <math>\lim_{x\rightarrow 0^{+}}S(x)=\infty</math>, in words, the limit of <math>S</math> as <math>x</math> goes to zero from right (as the sequence of values of <math>x</math> goes to zero from the left in a graphic) diverge (or tends to infinity, or is unbounded, but we never say that it '''is''' infinity or '''equals''' infinity). Other case happens if we study sequences of values of <math>x</math> such that every element of the sequence is lower than zero, the sequence is increasing but never exceeding zero. One example of such sequence is :<math>x=-1</math>, with <math>S(-1)=-1</math> :<math>x=-\frac{1}{2}</math>, with <math>S(-1)=-\frac{1}{2}</math> :<math>x=-\frac{1}{4}</math>, with <math>S(-1)=-\frac{1}{4}</math> :<math>x=-\frac{1}{8}</math>, with <math>S(-1)=-\frac{1}{8}</math> :<math>x=-\frac{1}{16}</math>, with <math>S(-1)=-\frac{1}{16}</math> The values of <math>S(x)</math> decrease without bounds. The we say that <math>\lim_{x\rightarrow 0^{-}}S(x)=-\infty</math>, or that <math>S(x)</math> tends to minus infinity when <math>x</math> goes to zero from left. == Basic Limits == For some limits (if the function is continuous at and near the limit), the variable can be replaced with its value directly: <br> <math>\lim_{x\rightarrow 5}\frac{x+10}{2x}=\frac{5+10}{2 \cdot 5}=\frac{3}{2}</math> <br />and <br /> <math>\lim_{m\rightarrow b}\frac{m+b}{m}=\frac{b+b}{b}=2</math> (with <math>b</math> not equal to 0) <br /> <br />Others are somewhat more complicated: <br /> <math>\lim_{x\rightarrow \infty}\frac{5x+1}{x}=\lim_{x\rightarrow \infty}5+\frac{1}{x}=5+0=5</math> <br /> <br />Note that in this limit, one may not immediately set <math>x</math> equal to <math>\infty</math> because this would result in the expression evaluating to <br /> <math>\frac{\infty}{\infty}</math> <br /> <br />which is an undefined expression. However, one may reduce the expression by separating the terms into separate fractions (in this case, <math>5x/x</math> and <math>1/x</math>), which can be evaluated directly. == Right and Left Hand Limits == Sometimes, we want to calculate the limit of a function as a variable approaches a certain value '''from only one side'''; that is, from the left or right side. This is denoted, respectively, by <math>\lim_{x\rightarrow_a-}</math> or <math>\lim_{x\rightarrow_a+}</math>. If the left-hand and right-hand limits do not both exist, or are not equal to each other, then the limit does not exist. <br> The following limit does not exist: <math>\lim_{x\rightarrow_0}\frac{1}{x}</math> <br>It doesn't because the left and right handed limits are unequal. <br><math>\lim_{x\rightarrow _0-} \frac{1}{x} = -\infty</math> <br><math>\lim_{x\rightarrow _0+} \frac{1}{x} = \infty</math> Note that if the function is undefined at the point where we are trying to find the limit, it doesn't mean that the limit of the function at that point does not exist; for an example, let's evaluate <math>g(x)=1/x^2</math> at <math>x=0</math>. {| class=wikitable !Left-hand limit !Right-hand limit |- |style="background: white;" | <math>\lim_{x\rightarrow _0-} \frac{1}{x^2} = \infty</math> |style="background: white;" | <math>\lim_{x\rightarrow _0+} \frac{1}{x^2} = \infty</math> |} <math>\lim_{x\rightarrow _0-} \frac{1}{x^2} = \infty = \lim_{x\rightarrow _0+} \frac{1}{x^2}</math> Therefore: <math>\lim_{x\rightarrow _0} \frac{1}{x^2} = \infty</math> == Some Formal Definitions and Properties == Until now, limits have been discussed informally but it shouldn't be all intuition, for we need to be sure of certain assertions. For an example, the limit :<math>\lim_{n\rightarrow \infty}S_{n}=0</math> We have seen that the function decreases as <math>n</math> increases, but how do we guarantee that there isn't a value <math>y</math>, say :<math>y=0.000000000000000000000000000001</math> such that <math>S</math> is never smaller than <math>s</math>? If there is such <math>y</math>, we might want to say that the limit is <math>y</math>, not zero, and we can't test every single possible value of <math>y</math> (for there are infinite possibilities). We must then find a mathematical way of proving that there isn't such <math>y</math>, but for that we need to define formally what a limit is. ==== Right Limits, Left Limits, Limits and Continuity ==== Let <math>f</math> be a real valued function. We say that :<math>\lim_{x\rightarrow x_{0}^{-}}f(x)=c</math> if for every <math>\epsilon>0</math> there is a <math>\delta>0</math> such that, for every <math>x'</math> between <math>(x_{0}-\delta)</math> and <math>x_{0}</math> :<math>|f(x')-c|<\epsilon</math> where <math>|x|</math> is the absolute value of <math>x</math>. This is the formal definition of convergence from the left. It means that for each possible error bigger than zero, we are able to find a interval such that for all <math>x</math> in that interval, the distance between the value of the funtion and the constant <math>c</math> is less than the error. TODO: Graphics ilustrating this. In an analogous fashion, we say that :<math>\lim_{x\rightarrow x_{0}^{+}}f(x)=c</math> if for every <math>\epsilon>0</math> there is a <math>\delta>0</math> such that, for every <math>x'</math> between <math>(x_{0})</math> and <math>x_{0}+\delta</math>, <math>|f(x')-c|<\epsilon</math>. And to finish the necessary definitions, :<math>\lim_{x\rightarrow x_{0}}f(x)=c</math> if :<math>\lim_{x\rightarrow x_{0}^{-}}f(x)=c</math> and :<math>\lim_{x\rightarrow x_{0}^{+}}f(x)=c</math>. Example: :<math>\lim_{x\rightarrow 0}x^{2}=0</math> This is a assertion that must be proved. Fist, lets study the behavior of <math>f(x)=x^{2}</math> near zero; :<math>|x^{2}-0|<\epsilon\Rightarrow|x^{2}|<\epsilon\Rightarrow x^{2}<\epsilon\Rightarrow x<\sqrt{\epsilon}</math> where the arrow pointing right means ''implies''. So, define the function :<math>\delta(\epsilon)=\sqrt{\epsilon}</math> If <math>|x-0|<\delta(\epsilon)</math>, then <math>|f(x)-0|<\epsilon</math>. We have show how to find the delta in the definition of limit, showing that the limit of <math>f</math> as x tends to zero is zero. In fact, for any real number <math>x_{0}</math>, :<math>\lim_{x\rightarrow x_{0}}x^{2}=x_{0}^{2}</math> Lets see how to construct a suitable function <math>\delta(\epsilon)</math>. :<math>|x^{2}-x_{0}^{2}|=|(x-x_{0})(x+x_{0})|<(x+x_{0})^{2}</math>, then <math>(x+x_{0})^{2}<\epsilon\Rightarrow|x^{2}-x_{0}^{2}|<\epsilon</math> So, :<math>(x+x_{0})^{2}<\epsilon\Rightarrow x+x_{0}<\sqrt{\epsilon}\Rightarrow \delta(\epsilon)=\sqrt{\epsilon}</math> implying that <math>|x-x_{0}|<\delta(\epsilon)</math> makes <math>|x^{2}-x_{0}^{2}|<\epsilon</math> for any <math>x_{0}</math>. Functions with the property that :<math>\lim_{x\rightarrow x_{0}}f(x)=f(x_{0})</math> are called '''''continuous''''', and arise very naturally in the physical sciences; Beware that, against the intuition of most people, not every function is continuous. ==== Property of Limits ==== Property one: If <math>\lim_{x\rightarrow x_{0}}f(x)=c</math>, then :<math>\lim_{x\rightarrow x_{0}}kf(x)=kc</math> for any constant <math>k</math>.<br> ''Proof'': Construct the function <math>\delta(\epsilon)</math> for <math>f</math>. Then :<math>|x-x_{0}|<\delta(\epsilon)\Rightarrow|f(x)-c|<\epsilon</math> So :<math>|x-x_{0}|<\frac{1}{k}\delta(\epsilon)\Rightarrow|kf(x)-kc|=|k||f(x)-c|<\epsilon</math> Then the limit of <math>kf</math> is <math>kc</math>, for the delta function of <math>kf</math> is :<math>\delta'(\epsilon)=\frac{1}{k}\delta(\epsilon)</math> ''QED''. TODO: Demonstrate main properties of limit (unicity, etc) == L'Hopital's Rule == [http://en.wikipedia.org/wiki/L'Hopital's_rule L'Hopital's Rule] is used when a limit approaches an indeterminate form. The two main indeterminate forms are <math>\frac{0}{0}</math> and <math>\frac{\infty}{\infty}</math>. Other indeterminate forms can be algebrically manipulated, such as <math>\infty-\infty</math>. L'Hopital's Rule states if a limit of <math>\frac{f(x)}{g(x)}</math> approaches an intederminate form as <math>x</math> approaches <math>a</math>, then: <br><math>\lim_{x\rightarrow a}\frac{f(x)}{g(x)} = \lim_{x\rightarrow a}\frac{f'(x)}{g'(x)}</math> Example: <math>\lim_{x\rightarrow 0}\frac{sin(x)}{x}</math> <br>Both the numerator and the denomator approach zero as <math>x</math> approaches zero, therefore the limit is in indeterminate form, so L'Hopital's rule can be applied to this limit. (note: you can also use the Sandwich Theorem.) <br><math>\lim_{x\rightarrow 0}\frac{sin(x)}{x} = \lim_{x\rightarrow 0}\frac{cos(x)}{1}</math> <br>Now the limit is in a usable form, which equals 1. [[Calculus/Limits/Exercises]] [[Category:Calculus|Limits]] 4194 24123 2006-09-05T13:31:40Z JWSchmidt 20 fixing links <div style="text-align:center;">__NOEDITSECTION__ <div style="float:left; width:33%; padding: .5ex 0;">1. [[Wikiversity:Introduction|Introduction]]</div> <div style="float:left; width:33%; padding: .5ex 0;">2. [[Wikiversity:Introduction edit|Learn more about editing]]</div> <div style="float:left; width:33%; padding:.5ex 0; font-weight:bold; background-color:#ff9; border:2px solid #fc0; border-bottom:0; font-size:130%; ">3. [[Wikiversity:Introduction explore|Explore Wikiversity]]</div> </div> <div style="clear:both; width:100%; border:3px solid #fc0;"> <div style="padding:1ex; "> <div style="text-align:left;padding-bottom:1em"> <div style="margin:1em auto;width:90%"> [[Image:Wikiversity sidebar.png|frame|right|The Wikiversity side bar.]] <h3 style="font-size:100%; margin:0; ">Explore Wikiversity...</h3> * The Wikiversity side bar has useful links and a search tool. ** The '''[[Help:Contents|Help]]''' item in the side bar links to the Wikiversity help pages. ** The Wikiversity '''[[Wikiversity:Colloquium|Colloquium]]''' is a place to ask questions. ** The '''search tool''' allows you to search for Wikiversity pages about a topic. ** The toolbox contains handy links to pages such as the file upload page. * Another way to explore is to '''[[Wikiversity:Browse|browse]]''' Wikiversity content. <h3 style="font-size: 100%; margin: 0;">Become a part of the community...</h3> <p style="font-size:125%;margin:0">You can '''[[Special:Userlogin|create your own username]]'''.</p><p style="margin:0">There are many [[Wikiversity:Why create an account|benefits of creating one]].</p> * Find out about the Wikiversity '''[[Portal:Education|model for online learning]]'''. * Learn about the '''[[Wikiversity:History of Wikiversity|History of Wikiversity]]'''. * Keep abreast of the latest Wikiversity '''[[Wikiversity:News|news]]'''. * The '''[[Wikiversity:Community Portal|Community Portal]]''' has announcements about the Wikiversity project. <h3 style="font-size:100%; margin:0; ">Find out more...</h3> *'''[[Wikiversity:About|Frequently Asked Questions]]''' * Puzzled by Wikiversity jargon? We have a [[Wikiversity:Glossary|Glossary]]. * For further help, see [[Wikiversity:Questions]] and [[Wikiversity:Welcome, newcomers|Welcome, newcomers]]. </div> </div> </div> </div> <div style="border-top:1px solid #fc0; padding:.3em 0; text-align:center; background-color:#ff9; margin-top:.5em; font-size:140%; ">Learn how to [[Wikiversity:Introduction|'''edit pages''']]</div></div> 4200 24134 2006-09-05T14:05:07Z JWSchmidt 20 __NOTOC__ __NOTOC__ __NOEDITSECTION__ <div style="text-align:center;"> <div style="float:left; width:33%; padding: .5ex 0;">1. [[Wikiversity:Introduction|Introduction]]</div> <div style="float:left; width:33%; padding: .5ex 0; font-weight:bold; background-color:#ff9; border:2px solid #fc0; border-bottom:0; font-size:130%">2. [[Wikiversity:Introduction edit|Learn more about editing]]</div> <div style="float:left; width:33%; padding: .5ex 0;">3. [[Wikiversity:Introduction explore|Explore Wikiversity]]</div> </div> <div style="clear:both; width:100%; border:3px solid #fc0;"> <div style="border:3px solid #fc0;padding:.5em 1em 1em 1em;border-top:none;background-color:#fff;color:#000"> <h3 style="font-size:100%;margin:0;">The edit toolbar</h3> [[Image:Edit toolbar.png|thumb|left|Wikiversity edit toolbar.]] * When you '''[[Wikiversity:Introduction|edit pages]]''' there is an edit toolbar at the top of the edit window. The toolbar provides one-click access to 14 common editing tasks such as creating '''bold text'''. * If you are new to [[wiki]], you can just type and add plain text. Your knowledge and ideas are the most important contribution to Wikiversity. However, if you add plain text you should expect other Wikiversity participants to format your text. In fact, since this ''is'' a wiki, you should expect your contributions to be altered and improved by others. * For more advanced information about editing wiki pages see such as creating '''[[Help:Link|hypertext links]]''' please see the '''[[Help:Contents|help pages]]'''. <h3 style="font-size: 100%; margin: 0;">Start a new Wikiversity webpage</h3> [[Image:EditURL.png|thumb|left|300px|Create a new page name.]] * An easy way to create a new Wikiversity page is to think of a descriptive name for a topic and then type it into the window of your web browser that shows page URLs. Just add the new page name after,<BR>"<nowiki>http://en.wikiversity.org/wiki/</nowiki>" and hit your enter or return key. * Additional help is available about '''[[Help:Starting a new page|creating new pages]]''' [[Image:Edit this page.png|thumb|right|300px|Create a new page.]] <h3 style="font-size:100%;margin:0;">If your "new" page already exists</h3> * If the page name you select is already in use you you will be shown the existing page. * It is good practice to use the '''"search for this page title"''' link before creating a new page. You may find that there is already an existing page about the topic you are interested in. <h3 style="font-size:100%;margin:0;">What to say on your new page</h3> * Wikiversity accepts most educational content. Just start typing! **Textbooks are kept at our sister project, [[b:Main Page|Wikibooks]]. * For additional information see '''[[Wikiversity:Adding content|Adding content]]'''. * Experiment with editing in the '''[[Wikiversity:Sandbox|Sandbox]]''' </div> <div style="border-top:1px solid #fc0;padding:.3em 0;text-align:center;background-color:#ff9;margin-top:.5em;font-size:140%">[[Wikiversity:Introduction explore|'''Explore Wikiversity &gt;&gt;''']]</div> 4201 45265 2006-11-13T19:06:40Z JWSchmidt 20 better option for slow connection <!-- PLEASE DO NOT list this template for deletion or make other changes without reading the talk page, discussing your proposed change, and understanding how the templates and the Introduction pages work together --> <div style="text-align:center;border-bottom:3px solid #fc0"> <div style="float:left;width:32%;font-weight:bold;background-color:#ff9;color:#000;padding:.3em 0;border:2px solid #fc0;border-bottom:0;font-size:130%">1. [[Wikiversity:Introduction|Introduction]]</div> <div style="float:left;width:32.5%;padding:.3em 0;margin:2px 2px 0">2. [[Wikiversity:Introduction edit|Learn more about editing]]</div> <div style="float:right;width:32.5%;padding:.3em 0;margin:2px 2px 0">3. [[Wikiversity:Introduction explore|Explore Wikiversity]]</div><div style="width:0;height:0;clear:both;overflow:hidden"></div> </div> __NOEDITSECTION__ <div style="border:3px solid #fc0;padding:.5em 1em 1em 1em;border-top:none;background-color:#fff;color:#000"> Wikiversity is a [[Wiki]], which means you can '''edit the webpages right now'''. == What is Wikiversity? == [[Image:Edit button.png|frame|300px|right|Click '''edit''' to change a Wikiversity webpage.]] Wikiversity is a community devoted to [[Wikiversity:Learning|collaborative learning]]. We're trying to build learning materials from the ground up. The Wikiversity website uses [[wiki]] software, which makes collaboration easy. Wikiversity participants are constantly improving the educational content of Wikiversity webpages. Every change is recorded and inappropriate changes are usually removed quickly, and repeat offenders can be prevented from editing. == How can I help? == '''Don't be afraid to edit'''&mdash;''anyone'' can edit almost any page, and we encourage you to '''[[Wikiversity:Be bold|be&nbsp;bold]]'''! Find something that can be improved, either in content, grammar or formatting, and fix it. You can't break Wikiversity. Anything can be fixed or improved later. So go ahead, edit an article and help make Wikiversity the best learning center on the Internet! '''Video tutorial'''. For new wiki users, there is a short (2 minutes long) movie showng how to edit a wiki page. The movie is available in two formats:<BR> #a [http://www.archive.org/details/Wikiversity_Reports_Editing_Tutorial QuickTime version] ([[w:QuickTime|QuickTime info]]) #an [[Media:Editing tutorial-large.ogg|OGG version]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play). <div style="width:100%"> === Make your first edit right now: === [[Image:Edit button closeup.png|thumb|left|The '''edit''' button.]] [[Image:Save page.png|thumb|right|The '''save page''' button.]] #Click the '''edit''' button for this page, above #Type a message in the edit window #Click '''save page''' to save your writing (for further experiments use the [[Wikiversity:Sandbox|sandbox]])<div style="font-size:88%;margin-top:-.1em">...or "show preview" to test your changes #Please, no profanity, libel, or personal attacks. #Please do not remove the header message (it's the stuff in <nowiki>{{ }}</nowiki> marks)</div> <div style="float: right; margin-top: 0.0em; background-color: #ff9; color: #000; padding: .2em .6em; font-size: 130%; border: 1px solid #fc0;">'''Next:''' [[Wikiversity:Introduction edit|'''Learn more about editing''' &gt;&gt;]] </div> </div> <div style="clear:both"></div> </div> __NOEDITSECTION__ __NOTOC__ ==Test edits== <includeonly>[[Category:Wikiversity basic information|Introduction]]</includeonly> <includeonly>[[Category:Wikiversity help|Introduction]]</includeonly> <includeonly>[[Category:Help|Introduction]]</includeonly> 4216 68571 2007-01-09T06:48:49Z MichaelBillington 1599 /* Functions Or Subroutines? */ fix link This lesson will instruct you on the creation and usage of functions and subroutines using Visual Basic 6.0. This lesson assumes that you can navigate the Visual Basic IDE, and create a simple project with which to test code. It is recommended that you read the [[Introduction to VB6]] as well as the [[Variables and Types in VB6]] lesson before starting. == What Are Subroutines? == Subroutines can be thought of as miniature programs. A subroutine has a name attributed with it, much like a variable does. Unlike a variable, a subroutine doesn't hold data. Instead, it holds code. When the code in a subroutine is executed, the subroutine is said to be "called". Therefore, one subroutine can "call" another subroutine. Some subroutines are called automatically when certain actions are performed. For example, the Form_Load subroutine is automatically called when a form loads. This is where you have been inserting your test code before. What you were actually doing was adding code to this subroutine. === A Note On Form_Load === Technically, Form_Load isn't really a subroutine, it is a special type of subroutine called an Event. Events will be covered later on in the series, but for now just consider Form_Load to be a subroutine. == Why Use Subroutines? == You may ask yourself why subroutines would even be used. Why wouldn't you simply put all of your code in one place? Subroutines are useful because they eliminate redundancy. Consider a complicated program like a word processor. When certain actions are performed, such as closing the program, opening a file, or closing an individual file, the word processor would probably check to see if you had modified your document. If the user had modified the document since they opened it, the user would be prompted to save the file before performing the action. You could imagine that checking if the document was modified, prompting the user, and acting on the input would require many lines of code. If the programmer had literally typed this code into all of the places in the program where this check was to be made, it would still work fine. However, what would happen if the way the program handles documents changed, and therefore this code needed to be changed? The programmer would have to change the code in every place where this check was made. Even worse, what if the programmer changed the code in a few places but not in another? This would lead to bugs that are difficult to track down. Instead, if this code was put in a subroutine, the subroutine would simply be called from all of these places. If the code then needed to be changed, the programmer would only have to change it in one place; inside the subroutine. By doing this, subroutines eliminate redundant code, making the entire program easier to manage. == Creating A Subroutine == Creating a subroutine involves two lines of code. Luckily though, the Visual Basic code editor is smart, and will insert the second line for you! A subroutine begins with the word "Sub", followed by a space, then a name identifying the subroutine. Two parentheses follow, which are used for a parameter list. Don't worry about these yet, they will be covered later in the lesson. <pre>Sub TestSub() End Sub</pre> After you enter the first line and press Enter, the second line will automatically be added for you. These lines represent the start and end of the subroutine. Any code inserted between these lines will be executed when the subroutine is called. A subroutine can be called in one of two ways: using the Call keyword, or by simply stating its name. <pre>Sub TestSub() MsgBox "Code in TestSub()" End Sub Private Sub Form_Load() MsgBox "Code in Form_Load()" TestSub MsgBox "Back in Form_Load()" End Sub</pre> You can also use the Call keyword, as mentioned above: <pre>Sub TestSub() MsgBox "Code in TestSub()" End Sub Private Sub Form_Load() MsgBox "Code in Form_Load()" 'This line is functionally equal as the line in the previous example Call TestSub MsgBox "Back in Form_Load()" End Sub</pre> == Comments == The previous listing introduced a new syntax element: the comment. A comment is a line that is '''NOT''' source code. Instead, it is there as guidance to the person reading the code. When programmers write programs, they usually (or at least they should) add comments describing large sections of code that could potentially be confusing. Comments begin with an apostrophe ("'") and end with a new line. Everything that you type after the apostrophe is ignored by Visual Basic, which is the entire point of comments. You will see comments in all future listings describing new concepts and syntax. == Subroutine Scope == The declaration of a subroutine has an optional keyword that can be used before "Sub". You may enter a keyword representing scope here. "Private" and "Public" are examples of scopes. You may have noticed that the Form_Load subroutine has the word "Private" before "Sub". This declares that this subroutine has a Private scope. If you don't specify the scope of a subroutine, Visual Basic will use a default scope. You should never rely on default scope, however. Get in the habit of always explicitly declaring the scope of your subroutines. === What Is Scope? === In the context of subroutines, scope represents where in your program the subroutine can be called from. Subroutines with a Private scope can only be called from the source file from where they were defined. Subroutines with a Public scope can be called from anywhere in your program. For example, a subroutine with a Private scope in a form can not be called from another form, whereas it can if it has a Public scope. === Why Use Scope? === Why would you ever limit where you can call a subroutine from? Why wouldn't you make all subroutines Public so that there are no limitations on your program? Subroutine Scope is one of many tools that programmers can use to find bugs. If you know that your subroutine should never be called from a different source file, you should declare the subroutine to be Private. This will prevent you from making a silly mistake and calling this subroutine where it shouldn't be called. This will prevent mistakes that could be extremely damaging and hard to detect. Instead, your program will crash with an error rather than executing the subroutine with unpredictable results. == Parameters == Parameters, also called Arguments, are variables that can be "passed into" a subroutine. A subroutine with parameters looks like this: <pre>Private Sub DisplayAdd(x As Integer, y As Integer) MsgBox x + y End Sub Private Sub Form_Load() DisplayAdd 5, 2 End Sub</pre> A new subroutine has been declared called DisplayAdd. This declaration is different than the declarations that you have seen so far, however, as code has been added between the parenthesis. From your knowledge of variables, this syntax should look somewhat similar to you. <tt>x As Integer</tt> and <tt>y As Integer appear</tt> to be variable declarations without the "Dim" keyword. These declarations are separated by a comma. These variables are the Parameters for the DisplayAdd subroutine. Code within the subroutine can access x and y as usual, as if they were normal variables. However, when the subroutine is called, the calling subroutine will also provide values for these parameters. Therefore, the subroutine has now become dynamic. The code can act on input without caring where the input came from. When the Form_Load subroutine calls DisplayAdd with the parameters 5 and 2, the code within DisplayAdd is executed. The first line adds x and y together and displays the result. x and y have already been filled with the values 5 and 2 from the Form_Load subroutine. The calling subroutine doesn't have to use numeric constants, however. It can use variables as well: <pre>Private Sub DisplayAdd(x As Integer, y As Integer) MsgBox x + y End Sub Private Sub Form_Load() Dim a As Integer Dim b As Integer a = 5 b = 2 DisplayAdd a, b End Sub</pre> This code has identical results. Note that DisplayAdd cannot access a and b. As far as DisplayAdd is concerned, a and b are represented as x and y. Attempting to access a or b from DisplayAdd would result in an error. == ByRef and ByVal == Parameters can be sent to a subroutine By Reference (ByRef) or By Value (ByVal). ByRef is the default, and means that changes to the variable in the subroutine will result in changes to the source variable outside of the subroutine. ByVal literally copies the values of the variables from the calling subroutine into the called subroutine. By doing this, the variables can be changed, but their values will not change outside of the called subroutine. ByVal can also be a lot slower with large variable types, however, since memory has to be copied from one location to another. If you don't have any reason to do so, there is no need to pass variables ByVal. You can explicitly state the way that a variable is passed to a subroutine by using these keywords before the variable name. Using the ByRef keyword, one could write a Swap function, which switches the values of 2 variables. <pre>Private Sub Swap(ByRef x As Integer, ByRef y As Integer) Dim temp As Integer temp = x x = y y = temp End Sub Private Sub DisplayVals(ByRef a As Integer, ByVal b As Integer) 'Don't worry about understanding the next line yet, it will be explained later MsgBox "a = " & CStr(a) & vbCrLf & "b = " & CStr(b) End Sub Private Sub Form_Load() Dim a As Integer Dim b As Integer a = 10 b = 12 'Display values, swap, and display again DisplayVals a, b 'The next line is functionally identical to "Swap a, b" Call Swap(a, b) DisplayVals a, b End Sub</pre> Notice that Call was used instead of simply stating the subroutine name. When using the Call method however, you must use parenthesis when calling the subroutine. Note that this program would also have worked without typing "ByRef" anywhere, since it is the default. The ByRef and ByVal keywords are rarely used in simple programs, however, but it's a nice trick for your toolkit. == Functions == Subroutines have a close cousin called Functions. Functions are basically the exact same as subroutines, except that they return a value. That means that the function itself has a type, and the function will return a value to the calling subroutine based on the code that it contains. An example of this would be a function that adds two numbers, shown below. A function is declared the exact same way as a subroutine, except using the "Function" keyword instead of "Sub". To return a value, assign a value of the proper type to the function's name, as if it were a variable. <pre>Private Function Add(ByVal x As Integer, ByVal y As Integer) As Integer Add = x + y End Function Private Sub Form_Load() Dim a As Integer Dim b As Integer Dim c As Integer a = 32 b = 64 c = Add(a, b) MsgBox c End Sub</pre> == Functions Or Subroutines? == The best way to determine which is better for your application is by asking yourself a simple question. Will you need to return a value? If so, use Functions. If you don't, use subroutines. {{VBfooter|Control Structures and Logical Expressions in VB6|Basic Graphical User Interfaces in VB6}} 4220 80121 2007-01-22T20:57:36Z JWSchmidt 20 /* CLEP */ [[Category:Wikiversity]] [[Image:Wikiuser.png|thumb|right]] Turn your independent study project into a collaborative learning project. ==Learning goals== Share your '''learning goals''' with the Wikiversity community. What most interests you? What topics do you find intellectually stimulating? Wikiversity was created as a center for collaborative learning designed to serve the needs of learners. If you are new to [[wiki]] you might feel shocked and disoriented. Conventional bricks-and-mortar educational institutions have a menu of courses that you are forced to select from. Wikiversity is a "short order cook" that takes requests and cooks to order. So click the "edit button" and become a Wikiversity participant. By sharing your learning goals you will be able to find and join [[Wikiversity:Learning community|learning groups]] that share your interests and can facilitate your learning path. [http://en.wikiversity.org/w/index.php?title=Wikiversity:Learning_goals&action=edit&section=new Click here to place your order] ===See also=== * [[Wikiversity:Introduction explore|Introductory tutorial]] for Wikiversity. * You may also want to [[Wikiversity:Questions|ask a question]] or [[Wikiversity:Request custodian action|request help]] from a [[Wikiversity:Custodianship|custodian]]. =Share your learning goals= I want to read about philosophy. I am aware that there is actually a school under that topic but the thing is there's no content. I wondered if somebody would care to transfer those pages? Because philosophy is one thing I really want to get into but always feel disoriantated. I need a tutor or a guide! Help please! --[[User:Quinlan Vos|Quinlan Vos]] 22:38, 31 August 2006 (UTC) :I'm puting a request in for [[b:Wikiversity:Introduction to Philosophy]] to be moved over. There also is [[b:Philosophy]] section over at wikibooks which might be useful. Sorry I can't help more.--[[User:Rayc|Rayc]] 04:15, 2 September 2006 (UTC) ::I've transferred over [[b:Wikiversity:Introduction to Philosophy]] to [[Introduction to Philosophy]].--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:25, 2 September 2006 (UTC) :::Thanks a lot guys --[[User:Quinlan Vos|Quinlan Vos]] 16:43, 5 September 2006 (UTC) ==Suggestions== Perhaps a collaberative effort between History, English, Math and Computer Science, for a cryptography or code-writing class/series? :You can go to [[Topic:Cryptography]] and get started. --[[User:JWSchmidt|JWSchmidt]] 20:35, 10 December 2006 (UTC) ::Sorry I actually already added a Cryptography "page" thanks to the instructions on how to create a new page. It is currently located at http://en.wikiversity.org/wiki/Cryptography. Not sure whether/how to merge the two existing topics. If you do, leave a message for me (Pgbridge2000) so I know the new address. The page I created is small but when I have the time I'll add more. Also is there a way for me to add information from the WikiBooks on various forms of Cryptography (I believe I recall their being ones on Caesar Shifts, Substitution Cyphers, etc.). Perhaps a department of History of Math and Science? [[User:Fokion|Fokion]] 02:22, 9 September 2006 (UTC) :Go ahead and [[Wikiversity:Introduction edit|start it]]. --[[User:JWSchmidt|JWSchmidt]] 14:05, 9 September 2006 (UTC) == computer science == ===seniors=== I am building a teaching website designed for seniors. I have a basic teaching site at http://www.itutorforyou.com <p> This is geared toward seniors from 60-90 my current age group of students. I find that all the material available to me is ussuitable for my group. So I am building a collaborative site with the bare bones basics of beginners. Can we build a course from this? <p> jbwarnken user :Yes, Wikiversity welcomes computer learning resources for seniors. If you need help getting started here let me know. --[[User:JWSchmidt|JWSchmidt]] 01:43, 18 September 2006 (UTC) ===critical thinking + problem solving=== I would like to learn about Solving Problem and Critical thinking applied to Programming or Computer Sciences Topics [[User:196.40.65.166|196.40.65.166]] 08:05, 6 November 2006 (UTC) :Try this one here: [[Topic:Software_testing|Software testing]] - critical thinking (e.g. hm, is this behaviour of software really correct? what would the user/customer say?) and problem solving (e.g. So, I have x days to test, if the testobject is good. How can I solve this problem with my ressources I have?) are the major part of it. :-) --[[User:Erkan Yilmaz|Erkan Yilmaz]] 22:03, 1 December 2006 (UTC) ---- i am a beginner please help me :Try [[Wikiversity:Introduction]] and [[School talk:Computer Science|the discussion page for Computer Science]]. --[[User:JWSchmidt|JWSchmidt]] 13:42, 9 September 2006 (UTC) == Graphic Design == I'd like to learn graphic design with computers, specifically 3d, but I don't even know how to draw much. I'm noticing the wiki idea for this seems flawed because all we can do is wait until someone who does know about the topic writes something. --[[User:V2os|V2os]] 20:20, 11 September 2006 (UTC) :One of the best ways to learn something is to just start doing it and write down what you do. I have been doing that [[Introduction to GarageBand|here]] as I learn about podcasting. --[[User:JWSchmidt|JWSchmidt]] 00:34, 12 September 2006 (UTC) ::We now have classes starting up in Production Processes for 3D and 3D computer animation, game design and film making arts and skills such as sound tracks, storyboarding, etc. I invite you to come interact with us as we develop materials and learning groups. There are links to other active classes at this one. [[http://en.wikiversity.org/wiki/Modeling_and_Animation_Clips_using_Art_of_Illusion]] [[User:Mirwin|Mirwin]] 09:39, 6 November 2006 (UTC) == Culinary Arts == A place to learn the art of baking and cooking?? -JRS :You could [[Wikiversity:Introduction edit|start a new page]] for this at the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] portal. --[[User:JWSchmidt|JWSchmidt]] 16:56, 22 September 2006 (UTC) ==Foreign Languages== I think it would be great to have materials on learning foreign languages. I'm generally engaged in several, but in particular, courses for Chinese, German, or Latin would be helpful. Ultimately, I think one should have a department in every foreign language, were it possible. [[User:Jade Knight|Jade Knight]] 06:44, 7 October 2006 (UTC) :I've now found the relevant School(s). It took a little to figure out how to navigate the system. [[User:Jade Knight|Jade Knight]] 09:06, 7 October 2006 (UTC) ::[[Language]] --[[User:JWSchmidt|JWSchmidt]] 12:58, 15 October 2006 (UTC) What about a the Hawaiian language? == DIY and or Practical instructionals == A place to learn how to accomplish typical projects, like building a table or painting a house or just instructional pamphlet style educative resources like how to change a light globe? ,or more reasonbly add the simpler courses in aswell, not just the higher education ones, eg. Tradies department: Plumbing, Carpentry, Electrician, etc Artisans Department: Painter, Sculptor, Carver, etc Hospitality: Tourism, Restauranter etc I think it would serve the community, quite well, would give the average joe insight into a vast myriad of skills and practices (would also serve to keep traditional practices alive, eg Copper Smelting or Egyptian Candle making){{unsigned|202.161.87.172}} :Does anyone know if there are wikibooks on this sort of thing? [[User:Jade Knight|The Jade Knight]] 07:06, 15 October 2006 (UTC) :Maybe learning resources for "typical projects" such as painting a house could go under [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]. Wikibooks has "[http://en.wikibooks.org/wiki/Category:How-tos How-tos]" --[[User:JWSchmidt|JWSchmidt]] 13:08, 15 October 2006 (UTC) == Typography == I am most interested in developing skills in typography. My knowledge at the moment is most limited. Maybe we could group it with any graphic design class/course. --[[User:Curlicue|Curlicue]] 12:52, 22 November 2006 (UTC) :It might be good to plan for future growth. [[Topic:Graphic design]] could be a [[Template:Division boilerplate|division]] with [[Template:Department boilerplate|departments]] such as [[Topic:Typography]]. --[[User:JWSchmidt|JWSchmidt]] 14:22, 22 November 2006 (UTC) ==Scripts== I intend to learn about written language, but not phonograms, or "letters" as thy're called, but ideograms and "symbols" as they're called. I'd also like to tech a bit if that's okay.--[[User:Engram|Engram]] 02:54, 23 December 2006 (UTC) == New to Wiki == *I would like to learn more about wikis. A little more about the mark up language, and lots more about their business applications. And socially, how to get a family site going. User: [[User:Markmayhew|MarkMayhew]] *hi,first time doing this.am a bit confused.i love psychology,physics,education,communication.i plan to do my masters in educational psychology.but want to start here first.need help from someone here who knows how do i stsrt.thanks. [[User:Atikawski|Atikawski]] **The [[Wiki|wiki]] world is getting rather large and complicated, but people are still really just figuring out the best ways to use this new technology for collaborative learning projects. There are several [[w:Wiki farm|wiki farms]] that allow people to start a wiki for just about any purpose. At Wikiversity, we are starting to establish learning communities for various [[Wikiversity:Browse|academic subject areas]]. General questions about getting started can be asked by [[Wikiversity:Introduction|editing]] the [[Wikiversity:Colloquium|Colloquium]] page. --[[User:JWSchmidt|JWSchmidt]] 15:04, 30 December 2006 (UTC) =Share your learning goals= I want to read about linguistics.I need a tutor or a guide.Please help me. --[[User:DoğanCan|DoğanCan]] 16:34, 10 January 2007 (UTC+2) :Have you been to [[School:Linguistics]]? --[[User:JWSchmidt|JWSchmidt]] 15:24, 10 January 2007 (UTC) == Forensics == I want to learn about forensics :We can start at the new [[School:Forensics|School of Forensics]]. --[[User:JWSchmidt|JWSchmidt]] 03:17, 17 January 2007 (UTC) == CLEP == I want to take the CLEP tests and I was hoping to use this site to study for them. :Sorry, but Wikiversity is just getting started. The best we can do is start working on resources that would help for that: [[Topic:CLEP|CLEP]]. --[[User:JWSchmidt|JWSchmidt]] 20:57, 22 January 2007 (UTC) 4221 25510 2006-09-08T23:14:27Z Michaelnelson 310 /* Assumed background knowledge/skills */ == Project Summary == === Project Goals === This learning project aims to: * investigate the similarities and differences between certain rotations in 3D Geometric Algebra and the [[Wikipedia:Lorentz transformation|Lorentz transformation]] that forms the mathematical basis for [[Wikipedia:Special relativity|Special Relativity]] === Assumed background knowledge/skills === For this [[Wikiversity:Learning projects|learning project]], if you are familiar with: * basic Geometric Algebra in 3 dimensions (see [[Investigating 3D Geometric Algebra]]). * An understanding of [[Wikipedia:Special relativity|Special Relativity]] will be useful to see the similarity and differences that exist between Special Relativity and 3D Geometric Algebra. Wikipedia has a separate, less-technical [[Wikipedia:Introduction to special relativity|Introduction to special relativity]], and Wikibooks has a [[Wikibooks:Special Relativity|Special Relativity]] text. <blockquote>Without the belief that it is possible to grasp reality with our theoretical constructions, without the belief in the inner harmony of the world, there can be no science. This belief has and always will be the fundamental motive for all scientific creation.<ref>Albert Einstein, ''The Evolution of Physics'', (New York: Simon & Shuster, 1938), p. 313.</ref></blockquote> [[Category:Mathematics]] [[Category:Physics]] 4222 21455 2006-08-30T04:31:49Z TimNelson 352 [[School of Linguistics/Indo-European languages]] moved to [[Indo-European languages]]: Moved from Wikibooks #REDIRECT [[Indo-European languages]] 4224 21460 2006-08-30T04:35:17Z TimNelson 352 [[Category:Languages and Language families]] 4225 77610 2007-01-17T05:42:06Z JWSchmidt 20 [[Category:Biology]] This category is for pages related to the scientific study of Language Acquisition. [[Category:Biology]] [[Category:Social Sciences]] 4226 44312 2006-11-10T01:00:03Z Xlbnushk 2491 [[Category:Indo-European languages]] [[Category:Foreign Language Learning]] 4227 44318 2006-11-10T01:01:36Z Xlbnushk 2491 [[Category:Indo-European languages]] [[Category:Foreign Language Learning]] 4228 44313 2006-11-10T01:00:17Z Xlbnushk 2491 [[Category:Indo-European languages]] [[Category:Foreign Language Learning]] 4229 44310 2006-11-10T00:59:27Z Xlbnushk 2491 [[Category:Indo-European languages]] [[Category:Foreign Language Learning]] 4230 21513 2006-08-30T05:18:03Z TimNelson 352 [[School of Linguistics/Dravidian languages]] moved to [[Dravidian languages]]: Move from Wikibooks #REDIRECT [[Dravidian languages]] 4231 21515 2006-08-30T05:18:34Z TimNelson 352 [[School of Linguistics/Caddoan languages]] moved to [[Caddoan languages]]: Move from Wikibooks #REDIRECT [[Caddoan languages]] 4232 21517 2006-08-30T05:18:50Z TimNelson 352 [[School of Linguistics/List of endangered languages]] moved to [[List of endangered languages]]: Move from Wikibooks #REDIRECT [[List of endangered languages]] 4233 21519 2006-08-30T05:19:07Z TimNelson 352 [[School of Linguistics/List of extinct languages]] moved to [[List of extinct languages]]: Move from Wikibooks #REDIRECT [[List of extinct languages]] 4236 79037 2007-01-20T14:56:19Z JWSchmidt 20 [[Category:Wikiversity portals]] <center>→ [[Topic:Craft Arts|Craft Arts]] · [[Topic:Art Studies and History |Art Studies and History]] · [[Topic:Institute of Dramatic Writing |Dramatic Writing]] · [[Topic:Fashion|Fashion]] · [[Topic:Film and Television |Film and Television]] ([[Filmmaking|filmmaking]]) · [[Topic:Performance Art|Performance Art]] · [[Topic:Visual Art |Visual Art]] ←</center> ---- {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} <font size=4>'''Welcome to the '''Fine Arts Portal''' of [[Wikiversity]]'''</font> Hello and welcome to the Fine Arts Portal! The Wikiversity Division of Fine Arts is part of [[School:Art and Design|The School of Art and Design]]. By scanning our [[Wikiversity:Naming conventions|subdivisions and departments]], you can clearly see that the purpose of this Portal is to acquaint students with fields spanning from practical arts and crafts, the elusive industries of film and television production, to thespian methodology. Visual, performance, tangible, if it's art, this portal is here to link you to Wikiversity pages dedicated to making these fields more accessible to the curious, dedicated, open-minded student. This Portal is a large organizational structure which contains various departments and subdivisions. The departments and subdivisions should be listed in the departments and subdivisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ---- ===1. [[Topic:Craft Arts|Division of Craft Arts]]=== :From glass blowing to basket weaving, this subdivision of Fine Arts is dedicated to the exploration and application of the ability to manipulate raw materials into both the practical and works of art. Departments include, but are not limited to, woodworking, jewelry, weaving, ceramics and yarn works. Whether you want to learn how to knit a pair of socks for your little brother next winter holidays, or get the foundations to enable you to make some necklaces to show at the next crafts fair, this is the place for you hands-on, hard-working students to call home. *Active contributors ** [[User:HartVisArts|Hart County High School Visual Arts, Hartwell Georgia]] ***[[Ceramics]] ---- ===2. [[Topic:Art Studies and History |Institute of Art Studies and History]]=== :This institute is for scholars wishing to pursue the analysis and methodology behind visual and performing arts. Anybody interested in having an educated opinion when criticizing films, art, or dance needs first understand its history and patterns, symbols and icons. Departments in the Art Studies and History subdivision include, but are by no means limited to, cinema studies and art history. Whether to compare German Expressionism and Italian neorealism, write a review about a Jackson Pollock piece, or fully appreciate the religious iconography in European medieval art, this department is here at your disposal. *Active contributors ok ** ** ---- ===3. [[Topic:Institute of Dramatic Writing |Institute of Dramatic Writing]]=== :Going beyond the basic principles of literature and writing, this institute strives to impart the elements of drama to all willing students. Narrative structure, script writing, tools to understand the construction of both the short screenplay and the feature length, everything you ever wanted to know about the ways of writing for film, television, and theater are packed up into this department. *Active contributors ** ** ---- ===4. [[Topic:Fashion|Division of Fashion]]=== Departments include: :# Fashion Design :# [[Topic:Fashion Illustration|Fashion Illustration]] :# Fashion Business :# Fashion Journalism. *Active contributors ** ** ---- ===5. [[Topic:Film and Television |Institute of Film and Television]]=== The Institute of Film and Television has seven divisions though only Narrative Film Production and 3D Animation currently have lessons. ====Divisions of Film and Television==== ;A. [[Topic:Narrative Film Production | Narrative Film Production]] :Projects aimed at developing skills for producing narrative motion pictures and television dramas. This includes filming dramatic scenes with a single camera (motion picture reversal film, positive projection film, analog video, or digital video) using a separate audio recording device for recording the scripted dialog. Narrative Film Productions are always edited with non-linear technology (either on pieces of film or on digital video inside of computers) which allows for the compression or expansion of time. Note: Single camera means one or more individual cameras filming separately; not synced cameras as in television studio cameras connected to a switcher. Narrative Film Production also refers to narrative television commercials filmed with the same pre-production, production and post production technologies. {| cellpadding="10" cellspacing="5" style="width: 94%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #inherit;" | {{Courses in Filmmaking - Table - Float Right}} {{Template:Lessons in Basic Filmmaking - Table - Float Left}} <center><big><br>[[Filmmaking|Filmmaking]]<br>[[Image:Nuvola apps package edutainment.png]]</big></big></center> |} ;B. [[Topic:Documentary production | Documentary Production]] :Projects aimed at developing skills for producing documentary motion pictures. This includes all fact-based recording (either on film or video) and includes '''event video''' such as weddings and funerals. ;C. [[Topic:Narrative Television Production | Narrative Television Studio Production]] :Projects aimed at developing skills for producing multi-camera television programs with scripted dailog. This includes filming in a studio with one or more (usually, three or more) studio cameras (either on film or video) connected in sync to a switcher and edited linearly (which means it does '''not''' allow for the compression or expansion of time.) Most television production is edited live during the filming of the production using a switcher in a control room. ;D. [[Topic:Documentary television Production | Documentary Television Studio Production]] :Projects aimed at developing skills for producing multi-camera television programs with scripted dialog or non-scripted dialog. This includes filming in a studio with one or more (usually, three or more) cameras (either film or video) connected in sync to a switcher and edited linearly, often in real time using switchers. This includes programs such as cooking shows, infomercials, live newscasts and the Tonight Show. ;E. [[Topic:Corporate Video | Corporate Video & Multimedia Production]] :Projects which combine television studio production, documentary production, animation and multimedia and are mostly edited with non-linear editing software on personal computers. This is considered "quick and dirty" video and includes most corporate training videos. ;F. [[Topic:Corporate Video | Narrative 2D Animated Motion Pictures and Television Dramas]] :Projects aimed at developing skills for producing narrative motion pictures and television dramas using '''hand-drawn''' animation. ;G. [[Topic:Corporate Video | Narrative 3D Animated Motion Pictures and Television Dramas]] :Projects aimed at developing skills for producing narrative motion pictures and television dramas using '''3D character''' animation. :G.1 [[A Hands-On Introduction to Game Design and Production Processes]] Early emphasis on animation clip production using film techniques and open source tools such as Art of Illusion and GIMP. *Active contributors ** ** Sarath Babu ** [[User:Robert Elliott|Robert Elliott]] September 2006 ** [[User:Mirwin|Mirwin]] November 2006 ** ---- ===6. [[Topic:Performance Art|Division of Performance Art]]=== :The Division of Performance Art is building a resource of materials to supplement the hands-on exploration of creative freedom, personal expression and professional discipline provided by a real-world studio. The division will provide materials that relate the performing arts to the forming of community and social consciousness while examining their liminal histories and current practices. *Departments include: ** Acting (Film and Stage) ** Dance and Physical Theatre ** Technical Theatre ** Music *Active contributors ** [[Dr. Lovely Sharma]] ** [[Stephen Atkins]] M.F.A ---- ===7. [[Topic:Visual Art |Division of Visual Art]]=== [[Image:fineartpencils.jpg|thumb|left|200px|Division of Visual Arts]] :The Visual Arts cover many mediums and can open a student's eyes to the world around them! This area of Fine Arts can be tied into anything that interests them - photography, film studies, popular culture, fashion, etc. - but is traditionally known as drawing, painting, sculpting, printmaking, and photography. ''Note that photography based resource can be found at http://en.wikibooks.org/wiki/OC_Photography_Program'' *Active contributors *David windsor -Photography- *[[User:HartVisArts|Hart County High School, Hartwell Georgia]] **[[Sculpture]] ---- ---- ==Active participants in the Fine Arts Portal== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * [[User:Bozaloshtsh|Bozaloshtsh]] * [[User:Robert Elliott|Robert Elliott]] September 2006 * [[User:HartVisArts|Hart County High School, Hartwell Georgia]] ==Portal news== * August 30th - Portal Created! ---- ---- ==Basic information for new instructors== ==Creating new subdivisions and departments== :The Subdivisions and Departments of Fine Arts exist on pages in the "Topic:" namespaces. Start the names of pages for departments and subdivisions with the "Topic:" prefix; department and subdivision pages reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and subdivisions link to learning materials and learning projects. Subdivisions serve to organize several related departments. For more information on subdivisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ---- ---- ==A guide for organizing main namespace content== '''conceptual maps''':<BR> :(conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> :(conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> ;Wikiversity [[Wikiversity:Namespaces|namespaces]] :Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix)<BR> ;Example #1 :[[Portal:Humanities|Humanities]] -> [[School:Art and Design|School of Art and Design]] -> [[Topic:Fine Arts|Division of Fine Arts]] -> [[Topic:Fashion|Subdivision of Fashion]] -> [[Topic:Fashion Illustration|Department of Fashion Illustration]].<BR> ---- ---- ==Commentary== {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire Division is still under construction. Helping out in the construction is encouraged.'' |} [[Category:Wikiversity portals]][[Category:Art and Design]] 4237 77340 2007-01-16T23:17:13Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ [[Topic:Peace Studies]] Welcome to the Wikiversity '''Center for the Study of War'''. [[Image:800px-PicassoGuernica.jpg|thumb|right|300px|[[w:Guernica (painting)|Guernica]] by [[w:Pablo Picasso|Pablo Picasso]], was inspired by Picasso's horror at the Nazi German bombing of Guernica, Spain on April 26, 1937 during the Spanish Civil War. What roles do the reactions of artists and journalists play in our perception of war? Can a single painting express more than any single photograph?]] ==Center description== Participants engage in collaborative research, the authoring of articles, cyber round table discussions and other types of creative projects about the history of war as a cultural practice and relate that research to the current wars going on throughout the world. ==Center news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[War Seminar]] - learning project devoted to discussions about the history of war as a cultural practice and current wars in the world. *[[Topic:Peace Studies|Peace Studies]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:War| ]] 4238 37024 2006-10-20T09:41:06Z Sebmol 14 moved to colloquium There are two types of '''talk pages''' - standard talk pages are used to discuss an article, whilst user talk pages are used to communicate with other users or leave them messages. Every page has an associated talk page, except pages in the ''Special:'' [[Help:namespace|namespace]]. If there is no discussion of a page, the link to its talk page will be red. You can still discuss the page - you will just be the first person to do so. ==Accessing a talk page== To access a talk page look for a link labelled ''Talk'', ''Discussion'' or ''Discuss this page''. These links will be found either at the top of the page or on the left hand side (near ''Edit this page''). A talk page adds ''Talk:'' to the beginning of the main page's title. If the main page has a prefix then talk is added after this prefix. For example, a talk page associated with the main article namespace simply has the prefix ''Talk:'', while a talk page associated with the user namespace has the prefix ''User talk:''. This article is in the ''Help:'' namespace, so the talk page for this article is [[Help talk:Talk page]]. The [[Main Page]] is in the main namespace (because it has no prefix), so its talk page is simply [[Talk:Main Page]]. After someone else edits your user talk page, the alert "You have new messages" is automatically displayed on all pages you view, until you view your user page. ==Using talk pages== You should sign your contributions by typing three or four tildes <nowiki>(~~~ = Username)</nowiki> <br><nowiki>(~~~~ = Username 19:36, 10 January 2006 (UTC))</nowiki>. See [[Help:Automatic conversion of wikitext]]. On a talk page, "this page" usually refers to the main page (i.e. the page the talk page is associated with). If the talk page itself is referred to, write "this talk page". When debating the name of the page or discussing merging it with another page, always mention the current page name. Otherwise after [[help:renaming (moving) a page|renaming (moving) a page]], references to "this page name" become ambiguous. The "Post a comment" feature allows convenient appending of a [[Help:section|section]] with the section header the same as the [[Help:edit summary|edit summary]], and typed only once. This also works on other pages as well, though there is no link displayed, so you will need to use the URL, e.g. http://meta.wikimedia.org/w/wiki.phtml?title=Meta:Sandbox&action=edit&section=new The practice of "spamming" - posting similar messages to more than a few users' talk pages, often for the purpose of soliciting a certain action - is discouraged. ====Formatting==== Because the [[wiki]] software platform provides for a wide range of formatting styles, proper or at least consistent formatting is essential to maintaining readable talk pages. The reference of a comment is determined by the number of colons (':') in front of the it. If a reply is made to a statement, one adds a colon to the number of colons used in the statement being replied to. This style of conversation is easy to read. Example: {| border="1" cellpadding="6" cellspacing="0" | <nowiki>How's the milk? --[[Bob]]</nowiki><br> <nowiki>:It's great!! --[[Lisa]]</nowiki><br> <nowiki>::Not too bad.. --[[George]]</nowiki><br> <nowiki>:::I made it myself! --[[Bob]]</nowiki><br> <nowiki>I think the milk-discussion should be moved to [[Talk:Milk]].. --[[Lisa]]</nowiki><br> <nowiki>:I tend to disagree. --[[George]]</nowiki><br> |} The above will produce this: {| border="1" cellpadding="6" cellspacing="0" | How's the milk? --[[Bob]]<br> :It's great!! --[[Lisa]]<br> ::Not too bad.. --[[George]]<br> :::I made it myself! --[[Bob]]<br> I think the milk-discussion should be moved to [[Talk:Milk]].. --[[Lisa]]<br> :I tend to disagree. --[[George]]<br> |} ==See also== *[[Help:Template#Template_talk_page|Template talk page]] [[Category:Help]] 4240 21592 2006-08-30T12:41:16Z JWSchmidt 20 subcategory [[Category:Sociology]] 4241 47684 2006-11-22T16:59:22Z Rayc 57 cat :''Part of the [[School:History|School of History]].'' The '''War Seminar''' learning project is devoted to discussions about the history of war as a cultural practice and current wars in the world. [[Image:AtomicEffects-Hiroshima.jpg|thumb|right|300px|[[w:Hiroshima|Hiroshima]]]] ==Learning Project Summary== This learning project hosts discussions about war. ==Goals== This learning project offers learnings activities that encourage the participation of Wikiversity editors who are interested in war as a cultural phenomenon. Concepts to learn include: the causes of war and the history of attempts to limit the number and destructiveness of wars. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Roadmaps to peace]] - discussion of historical examples of how wars end and plans for ending existing wars *[[Religion and war]] - discussion of the role of religion in war *[[Terrorism and war]] - discussion of the role of terrorism in war *[[War and laws]] - discussion of laws that regulate the conduct of war *[[Art and War]] -- war as an art and artistic representations of war * ... ==Content summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' History * '''Department:''' * '''Stream''' * '''Level:''' ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== 1. Take a look at Sun Tzu's ART OF WAR at [http://www.chinapage.com/sunzi-e.html#13] Make a list of 10 issues that Sun Tzu raises. 2. Now read this poem out loud: Anthem for Doomed Youth What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out their hasty orisons. No mockeries now for them; no prayers nor bells, Nor any voice of mourning save the choirs,-- The shrill, demented choirs of wailing shells; And bugles calling for them from sad shires. What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of good-byes. The pallor of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk a drawing-down of blinds [[w:Wilfred Owen|Wilfred Owen]] ====Activities==== *Activity 1 Ask your family members and friends what they understand by the word "war." Take notes of their comments. *etc. If you want to, gather together in real time or here at wikiversity (click on the discussion tab at the top of this page), and compare reactions and thoughts. What consensus, if any, can you reach? What differences in views do you see? Are these differences related to age, gender, race, religious beliefs or what? *Activity 2 Read the information about Wilfred Owen at Wikipedia. Share the poem with others and dicuss how Owen's language, imagery, method of argumentation (poem versus treatise) lead him to make the conclusions about war that he does. If you want, do some research about [[w:World War I|World War I]]. Discuss with others in realtime and/or post your thoughts on the discussion page. If you like this poem, do some research on line and see if you can find more poems by this poet. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. -- [[w:Sun Tzu|Sun Tzu]], [[w:The Art of War|The Art of War]] *Reading 2. -- [[w:Wilfred Owen|Wilfred Owen]], "Anthem for Doomed Youth." * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * --[[User:Smithgrrl|Smithgrrl]] 19:41, 1 September 2006 (UTC) [[Category:War Seminar|War Seminar]] [[Category:History]] [[Category:Learning project]] 4242 21596 2006-08-30T12:50:17Z JWSchmidt 20 subcategory [[Category:War]] 4243 45834 2006-11-15T16:13:18Z JWSchmidt 20 /* Wikiversity Reports */ create link Participants in this [[Wikiversity:Learning projects|project]] create short (15 to 60 seconds) promotional videos for Wikiversity. [[Image:Wikiversity short.gif|frame|right|See the [http://members.cox.net/johnwilliamschmidt/wikiversity/shortmovie.mov QuickTime version] of this short movie with a sound track produced by [[Introduction to GarageBand|GarageBand]]. ([http://vids.myspace.com/index.cfm?fuseaction=vids.individual&videoid=1150406444 Flash version]) ]] ==Styles== Suggest types of promotional videos for Wikiversity. ===Like Apple computer ads=== * See: "[http://www.apple.com/getamac/ Get a Mac]" ads ===Like Firefox Ads=== [http://www.firefoxflicks.com/flicks/ firefoxflicks] [[Category:Wikiversity shorts]] ===[[Wikiversity Reports]]=== Watch a [http://web.mac.com/johnwschmidt podcast] version of the video fown in the figure on this page. See the [[:en:Introduction to GarageBand#Sample podcast|description]] of how the podcast version was created. According to information at the [[m:Multimedia|Wikimedia meta-wiki]] and at [[w:Wikipedia:Media|Wikipedia]], the only approved method for directly posting video to Wikimedia websites is to use [[w:Theora|Ogg Theora]] video. There is some information about Ogg Theora at [http://www.theora.org www.theora.org] and [http://www.v2v.cc/~j/ffmpeg2theora/download.html www.v2v.cc]. May be useful: [http://fedoranews.org/cms/node/510 How to convert QuickTime movie to Ogg Theora] and [http://swik.net/theora this list of Theora resources] and a possible GUI converter called [http://www.erightsoft.com/S5E01.html Super] (for Windows, see this [http://www.theinquirer.net/default.aspx?article=33380 review]). Testing output from '''Super'''.....[[Media:Short.ogg]]. The file plays using [http://www.videolan.org/vlc/download-macosx.html VLC media player for Mac OS X], but the file play terminates early. '''Super''' seems to work for more standard .mov and .mpg file conversions to Ogg video. VLC can also convert file formats and produce Ogg files, but it is slower than Super and its own documentation says, "Please note that VLC is not very suited for file to file transcoding. Its transcoding features are however useful to save network streams, for example." ---- 4244 21610 2006-08-30T13:35:01Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 4260 21648 2006-08-30T16:01:30Z Trevor MacInnis 99 [[Wikiversity:Talk page]] moved to [[Help:Talk page]]: proper namespace for a meta copied help page #REDIRECT [[Help:Talk page]] 4262 42686 2006-11-03T20:06:52Z Mirwin 47 /* Active participants */ Welcome to the '''Wikihigh Development Project'''. ==Project summary== Wikihigh is a proposal for an accredited online high school, including GED preparatory course offerings, conceived with the intention of providing free and convenient access to a quality educational program. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity outreach]] - establishing constructive interactions with other educational institutions * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Seek grant support **[http://www.gatesfoundation.org/Education/ Bill & Melinda Gates Foundation] - committed to raising the high school graduation rate and helping students get ready for college and work. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] - I am interested in outreach from Wikiversity to existing schools that use a large amount of online learning resources *[[User:Mirwin]] - I am interested in a place to send precious teenagers and/or undereducated adults interested in Free Engineering projects for applicable background materials suitable to their current knowledge levels. More efficient to provide pointer to lessons and background for further detailed study than repetitively reteach key basics and background all the time. * ... ==High schools using online education== *[http://www.phxhs.k12.az.us/education/school/school.php?sectionid=5539 Phoenix Union Cyber High School] - internet-based curriculum, computer studios not classrooms, self-paced learning, opened 2006. **"[http://www.azcentral.com/arizonarepublic/local/articles/1217cyberhigh.html Tech-savvy Cyber High still in need of students]: All schoolwork will be on PCs" by Karina Bland in [[w:The Arizona Republic|The Arizona Republic]] (Dec. 17, 2005). ==See also== *[[School:Mathematics/High School Mathematics|High School Mathematics]] *[[Topic:High School Physics|High School Physics]] ==External links== *[http://directory.google.com/Top/Reference/Education/Directories/ Education Directories] *[http://www.free-ed.net/free-ed/ Free-Ed.Net] *[http://www.thinkquest.org/library/ ThinkQuest] *[http://about.com/education/ About Education] *[http://www.math.armstrong.edu/webhelp.html/ Web Help] *[http://www.visualmathlearning.com/index.html/ Visual Math Learning] *[http://www.wtamu.edu/academic/anns/mps/math/mathlab/ Virtual Math Lab] [[Category:Education]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4266 24939 2006-09-07T19:46:10Z Trevor MacInnis 99 fix link {{{nosubst|{{#ifeq:{{NAMESPACE}}|{{<includeonly>subst:</includeonly>NAMESPACE}}| |{{error:not substituted|Welcomeip}}<div style="display:none;">}}}}} <!-- Template:Welcomeip -->'''Welcome!''' Hello, and [[Wikiversity:Welcome, newcomers|welcome]] to [[Wikiversity]]. Thank you for your contributions. Currently, you are [[Help:Editing|editing]] without a username. You can continue to do so, as you are not required to log in to Wikiversity to read and edit articles; however, logging in will result in a username being shown instead of your IP address (yours is {{<includeonly>subst:</includeonly>PAGENAME}}). Logging in does not require any personal details, and there are many other [[Wikiversity:Why create an account|benefits for logging in]]. When you edit pages: * Please [[Wikiversity:Copyrights|respect others' copyrights]]; do not copy and paste the contents from webpages directly. * Please use a [[Wikiversity:Neutral point of view|neutral point of view]] when editing articles. * If you are testing, please use the [[Wikiversity:Sandbox|Sandbox]] to <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Wikiversity:Sandbox&action=edit do so].</span> * Do not add unreasonable contents into any [[Wikiversity:Browse|articles]], such as copyrighted text, advertisement messages, and text that is not related to an areas's subject. Adding such content or editing articles maliciously is considered [[Wikiversity:Blocking policy|vandalism]]. The [[Wikiversity:Introduction|Intoduction]] is a good place to start learning about Wikiversity. For now, if you are stuck, you can ask a question on {{#if:{{{1|}}}|[[user talk:{{{1}}}|my Talk page]]|my Talk page}}. I will answer your questions as far as I can! Thank you again for contributing to Wikiversity.{{{nosubst|{{#ifeq:{{NAMESPACE}}|{{<includeonly>subst:</includeonly>NAMESPACE}}| |</div>}}}}}<!-- Template:welcomeip --><noinclude> [[Category:Templates using ParserFunctions|{{PAGENAME}}]] [[Category:Welcome templates|{{PAGENAME}}]] </noinclude> 4277 21687 2006-08-30T18:07:24Z Daniel575 649 self-made == Summary == self-made == Licensing == {{GFDL-self}} 4278 21690 2006-08-30T18:07:56Z Daniel575 649 self-made == Summary == self-made == Licensing == {{GFDL-self}} 4315 21785 2006-08-31T00:00:21Z Michaelnelson 310 [[Web Design:Accessibility]] moved to [[Web Design/Accessibility]]: Following new naming convention #REDIRECT [[Web Design/Accessibility]] 4321 28188 2006-09-19T18:29:18Z Indech 1026 rev == Summary == Wikiversity screen shot. == Licensing == {{GFDL-self}} [[Category:Wikiversity screenshots]] 4322 80709 2007-01-24T18:28:37Z 171.161.160.10 {{Introduction}} {{Please leave this line alone}} <!-- Feel free to change the text below this line. No profanity, please. --> ====''Why did'' I ''join Wikiversity?''==== # Because I am an instructional designer who is always interested in finding new ways to engage adult learners in their own education. # Because Wikiversity is a better mode of learning than just reading books. Books develop habits of passivity: you cannot interact with them. If you are an adult and used to the passive, book-centered mode of learning, at Wikiversity you will experience a sharp learning curve.rep here # Wikiversity enables great levels of collaboration, with people all over the world. # Active learning with Wikiversity can be done ''anywhere'' there is an internet connection - it beats having to go to the library again and again! # You can study in your own time - what other educational tool allows you to work on coursework in your underwear at 3:00AM? # Wikiversity supports a nonlinear, active approach to learning. Instead of waiting for the next lesson in the sequence to appear, you are given freedom and agency in your education to determine what seems most relevent to discover next. # When was the last time a [[Wikiversity:Bots|Robot]] edited something you submitted for a class? # You cannot truly learn anything on your own. Wikiversity exposes the process of education to the wonderful Brownian motion of society, so we can all bounce into each other to get where we want to go! # Communal learning is more effective than the one-dimensional approach we often receive from professors. # Because I want to change some typos in this text...e.g. "showng" should be replaced with "showing" (in the section about the tutorial video). # Because I'm awesome. # learning is something we all must do to feel alive! # Because I love teaching! With a Masters in Science Ed, 7 years as a college professor and now an eLlearning Developer, I finally figured out I like to share knowledge in an "informal" way. I am in no regards an expert on much of anything. This site seems like a great way to share, and maybe add, knowledge to the world in an easy to find place. Thanks Wikiversity! 4323 21848 2006-08-31T03:27:42Z JWSchmidt 20 subcategory [[Category:Help]] 4324 21849 2006-08-31T03:28:18Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4325 74232 2007-01-12T21:43:10Z JWSchmidt 20 [[Category:Wikiversity help]] {{Please don't change this page}} [[Category:Wikiversity help]] 4326 74233 2007-01-12T21:43:38Z JWSchmidt 20 [[Category:Wikiversity help]] {{Template:Please don't edit this page}} [[Category:Wikiversity help]] 4337 70722 2007-01-11T15:42:21Z JWSchmidt 20 [[Category:Computer Science]] There is not a canonical list of '''''unsolved problems in software engineering'''''; however, there are the following issues: ==[[w:Engineering Challenges| Engineering Challenges]]== * Is it possible to simulate a [[w:Blue_brain|human mind]]? * Is computer [[w:consciousness| consciousness]] possible? * Is it possible to solve any [[w:NP-complete|NP-complete]] problem quickly (in polynomial time)? * Will software complexity continue to match or exceed [[w:Moores Law|Moores Law]]? * Is it possible to have computers solve their own problems, in particular configuration problems or problems involving improper setup, integration or programming? * Is it possible to write software that users can themselves extend and interact with to solve the actual problem they want to solve, as opposed to the software that was written by the developer in a general way? ==[[w:Software Engineering Project Management|Software Engineering Project Management]]== *List of [[w:antipattern|antipattern]]s, which might be thought of as statements of poor practice, in contradistinction to the list of [[w:Design pattern (computer science)|design patterns]] *Poorly predictable relationship of project [[w:duration (project management)|duration]] to program functionality *Systematic detection of software defects *Statistical tendency of project to run behind schedule and over-budget *Adding additional manpower to a lagging software project (especially in later parts of the project) may actually cause further schedule slippage due to overhead experienced during the integration of new employees. See [[w:The Mythical Man-Month]]. ==[[w:Programming Complexity|Programming Complexity]]== *Current complexity of most programming languages, in general *Current complexity of most applications, to the extent that companies fail when programmers leave, if those companies have no one else who understands what the programmers have done. ==[[w:Standards (software)|Standards (software)]]== *Non-standard implementation of standards or specifications by multiple organizations result in a requirement for implementation specific code and special case exceptions as a necessity for cross-platform interoperability. Notable modern examples include web browser compatibility and web-services interoperability. Companies create competing standards to solve their own problems and use their political clout to market the standard and themselves. Although competing standards sometimes improve upon existing problems, rarely do they replace or even provide an improvement upon current standards. That is to say that while a portion of the competing standard may outperform the other current standards in one area, a portion of the competing standard will suffer. *Differential implementations of standards by one specification. One explanation is that the early-adopters program according to an older, outdated version of the spec. Another possible explanation is that the companies' different implementations revealed after-the-fact that the specification had unclearly-defined or ambiguous rules. Eg: different blog software companies have implemented the metaweblog api based on the metaweblog api specification, although they did so differently since there was confusion about the methodNames of those methods shared with the blogger api (blogger.methodname vs metaweblog.methodname). *Arbitrariness of most software concepts, which is related to historical hardware and software implementation, lack of common standards worldwide, and economic pressures. [http://en.wikipedia.org/wiki/Unsolved_problems_in_software_engineering original source] [[Category:Forums]] [[Category:Computer Science]] 4338 21922 2006-08-31T12:20:38Z JWSchmidt 20 more specific category Pages in this category are scholarly discussions. [[Category:Discussions]] 4340 36579 2006-10-19T12:48:30Z Lynzerlot 2245 missing bracket, link wasn't working Some of the yet '''unsolved problems of neuroscience''' include: [[Image:Brain chrischan 300.gif|thumb|right|300px]] * ([[w:Self|Self]]-)[[w:Awareness|Awareness]]: What is the [[w:neuronal|neuronal]] basis of [[w:subjective|subjective]] experience, wakefulness, [[w:alert|alert]]ness, [[w:arousal|arousal]] and [[w:attention|attention]]? What is its function? * [[w:Perception|Perception]]: How does the [[w:brain|brain]] transfer [[w:sensory|sensory]] information into coherent, private percepts? What are the [[w:wiktionary:rule|rules]] by which perception is organized? What are the [[w:features|features]]/[[w:objects (image processing)|objects]] that constitute our perceptual experience of [[w:internal|internal]] and [[w:external|external]] events? How are the [[w:senses|senses]] integrated? Is [[w:face|face]] perception special (e.g. [[w:inert|inert]])? What is the relationship between subjective experience and the [[w:nature|physical]] world? * [[w:Learning|Learning]] and [[w:Memory|Memory]]: Where do our memories get stored and how are they retrieved again? How can learning be improved? What is the difference between [[w:explicit|explicit]] and [[w:implicit|implicit]] memories? How [[w:Plasticity|plastic]] is the mature brain? * [[w:Development|Development]]: How and why did the brain [[w:Evolution|evolve]] (the way it did)? What are the [[w:molecular|molecular]] determinants of individual brain development? * [[w:Sleep|Sleep]]: What is the function of sleep? Why do we [[w:dream|dream]]? What are the underlying brain mechanisms? What is its relation to [[w:anesthesia|anesthesia]]? * [[w:Cognition|Cognition]] and [[w:Decisions|Decisions]]: How and where does the brain [[w:value|evaluate]] [[w:reward|reward]] value and [[w:effort|effort]] ([[w:cost|cost]]) to modulate [[w:behavior|behavior]]? How does previous experience alter perception and behavior? What are the genetic and environmental contributions to brain function? * [[w:Language:Language]]: How is it implemented neurally? What is the basis of [[w:semantics|semantic]] [[w:meaning|meaning]]? * [[w:Diseases|Diseases]]: What are the neural bases (causes) of [[w:mental|mental]] diseases like psychotic disorders (e.g. [[w:mania|mania]], [[w:schizophrenia|schizophrenia]]), [[w:Parkinson's disease|Parkinson's disease]], [[w:Alzheimer's disease|Alzheimer's disease]] or [[w:addiction|addiction]]? Is it possible to recover loss of sensory or motor function? == External links == *[http://en.wikipedia.org/wiki/Unsolved_problems_in_neuroscience original source] * [http://nba.uth.tmc.edu/homepage/eagleman/10Q/ 10 Unsolved Questions of Neuroscience] course at the University of Texas at Houston Medical School and UT Austin. There are book chapters online there. * Many theories exist to answer at least some of these questions. [[Category:Forums]] [[Category:Biology learning projects]] 4342 75358 2007-01-13T22:20:29Z JWSchmidt 20 [[Category:Wikiversity Culture]] This page is a listing of regular contributors; you may add yourself if you wish. This shows how many users are active on Wikiversity. # Enkhuush #[[User:Remi0o|Remi0o]] 12:17, 13 December 2006 (UTC) # {{User:205.189.97.202/Sig}} <small>(Sounds like a good idea.)</small> [[Category:Wikiversity culture]] 4344 21927 2006-08-31T12:28:58Z JWSchmidt 20 more specific category [[Category:Wikiversity maintenance]] 4345 21908 2006-08-31T12:10:39Z JWSchmidt 20 subcategory [[Category:Plant Sciences]] 4346 21909 2006-08-31T12:11:14Z JWSchmidt 20 subcategory [[Category:Research]] 4347 70367 2007-01-11T02:05:11Z JWSchmidt 20 [[Category:Content]] [[Category:Wikiversity]] [[Category:Content]] 4348 21925 2006-08-31T12:28:10Z JWSchmidt 20 subcategory [[Category:Wikiversity maintenance]] 4349 21930 2006-08-31T12:34:10Z JWSchmidt 20 subcategory [[Category:Wikiversity maintenance]] 4350 21937 2006-08-31T12:44:37Z JWSchmidt 20 subcategory [[Category:Images]] 4351 21938 2006-08-31T12:45:02Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4352 21952 2006-08-31T12:54:11Z JWSchmidt 20 subcategory [[Category:Images]] 4353 21957 2006-08-31T13:23:06Z JWSchmidt 20 subcategory [[Category:Templates]] 4354 53812 2006-12-11T17:34:48Z Mu301 3705 Category [[Category:Astronomy]] [[Category:Learning projects]] 4355 21961 2006-08-31T13:48:19Z JWSchmidt 20 [http://galex.stsci.edu/GR2/?page=gidata&gi=9 image source] "[http://www.stsci.edu/institute/Copyright no claim to copyright is being asserted by STScI and it may be freely used as in the public domain in accordance with NASA's contract]" {{PD}} [http://galex.stsci.edu/GR2/?page=gidata&gi=9 image source] "[http://www.stsci.edu/institute/Copyright no claim to copyright is being asserted by STScI and it may be freely used as in the public domain in accordance with NASA's contract]" {{PD}} 4356 45977 2006-11-16T00:53:23Z Sebmol 14 typo {| class="license2" cellpadding="8" cellspacing="0" |[[Image:PD-icon.svg|75px]] |[[Media:{{PAGENAME}}|This file]] has been released into the '''[[Wikipedia:Public domain|public domain]]''' by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works. |}<noinclude> [[Category:Document copyright tags]] </noinclude><includeonly> [[Category:Public domain images|{{PAGENAME}}]] </includeonly> 4357 21963 2006-08-31T13:51:01Z JWSchmidt 20 subcategory [[Category:Images]] 4358 53808 2006-12-11T17:10:59Z Mu301 3705 Category Data from the Galaxy Evolution Explorer (GALEX) Mission (launched April 28, 2003) ==GALEX project information== GALEX is the first Space Ultraviolet sky survey. Data from two wavelengths of light (1350-1750Å and 1750-2800Å) are being collected and made public. The measured UV properties of galaxies will be used to estimate star formation rates in galaxies. The goal is to map the history of star formation in the universe over the red shift range zero to two. The GALEX mission includes an Associate Investigator program for supporting data analysis. GALEX data are available in a large archive available to the entire astronomical community and to the general public. This supports a wide variety of investigations of the data from the UV sky survey. ==Data== [[Image:GALEXexample.png|thumb|left|400px|[http://galex.stsci.edu/GR2/?page=gidata&gi=9 GALEX data example]]] ==See also== *[[Stellar Evolution]] ==External links== *[http://galex.stsci.edu/GR2/ GALEX data] [[Category:Astronomy]] [[Category:Astronomy Project]] 4360 21969 2006-08-31T14:15:29Z JWSchmidt 20 [http://galex.stsci.edu/GR2/ source]{{PD}} [http://galex.stsci.edu/GR2/ source]{{PD}} 4368 49194 2006-11-27T04:53:52Z AmiDaniel 3334 [[Wikimedia Garbage Detail]] moved to [[Wikiversity:Wikimedia Garbage Detail]]: This kind of thing belongs in projectspace. [[Image:Custodian3.png|right]] Wikiversity's sister projects such as Wikipedia discard articles that do not conform to the narrow mission of the various Wikimedia projects. The '''Wikimedia Garbage Detail''' is a Wikiversity project devoted to learning how to efficiently capture discarded content from other Wikimedia projects that is suitable for Wikiversity. ==Templates== At Wikipedia, use <nowiki>{{Template:Wikiversity}}</nowiki> to mark unwanted content that should be migrated to Wikiversity's receiving area for further processing. These files should be orphans until someone wishes to take the time to sort out good ways to begin integrating them. Perhaps some custodians can be found or self created who review the receiving area periodically and attempt to match files to people's area of interest .... better yet. People can list themselves at the receiving area as willing to look over incoming donations in specific subjects. They can also periodically peruse the list for interesting stuff. That is how the orphan's list is supposed to work if it does not get clogged with too many files. ==Examples== *[[w:Wikihigh|wikihigh]] at Wikipedia --> [[Wikihigh]] at Wikiversity *[[Unsolved problems in neuroscience]] - was nominated for deletion at Wikipedia. *[[w:Category:Articles which may contain original research|Wikipedia Category on Articles which may contain original research]] [[Category:Service projects]] 4369 21986 2006-08-31T14:38:57Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4370 21991 2006-08-31T14:51:35Z Trevor MacInnis 99 +cat [[Category:Templates]] 4371 21995 2006-08-31T14:52:58Z Trevor MacInnis 99 +cat [[Category:Templates]] 4373 22001 2006-08-31T15:11:30Z JWSchmidt 20 subcategory [[Category:History]] 4385 41039 2006-10-29T23:19:25Z Digitalme 39 3 sections archived <center>'''This is an archive of past discussions. Please do not modify it or make new requests here. Please do so at [[Wikiversity:Import]].'''</center> === Thursday, October 19 - Requests === *Could someone please import [[Sign_your_posts_on_talk_pages]] from wikipedia? [[User:RichMac|RichMac]] 02:06, 20 October 2006 (UTC) *:We already have a help page on [[Wikiversity:Signature|signatures]]. Why do we need another one? [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:47, 20 October 2006 (UTC) **Sorry, it had to do with another interlink and/or template, and I can't recall what it was anymore. I should have made a more detailed request. [[User:RichMac|RichMac]] 17:59, 24 October 2006 (UTC) ***The link in unsigned comments points in that direction. [[User:RichMac|RichMac]] 18:02, 24 October 2006 (UTC) ****I've simply redirected [[Sign your posts on talk pages]] to [[Wikiversity:Signature]]--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 15:43, 26 October 2006 (UTC) *****That only works in a search, not in a direct link, I've updated the template, and will request a removal of the redirect. Sorry for the unnecessary commentary, more learning by doing! [[User:RichMac|RichMac]] 05:58, 27 October 2006 (UTC) ******done [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:10, 27 October 2006 (UTC) === Friday, October 5 - Requests === * Could a custodian please look at [[School:Fire and Emergency Management/Fire Investigator]] (see also [[b:Wikiversity:School of Fire and Emergency Management/Fire Investigator]]). The pages (except the top, which I'll do in a second) need to be imported and moved. I've just spent an hour and a bit importing pages for this school and have run out of time (I should have been asleep about an hour ago). --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 02:24, 5 October 2006 (UTC) :I completed Fire Investigator and also did Fire Officer. Need break now, but will try to do more later. [[User:Cormaggio|Cormaggio]] 19:42, 5 October 2006 (UTC) === Saturday, September 2 - Done === *[[b:Wikiversity:Introduction to Philosophy]] &rarr; [[Introduction to Philosophy]]--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:19, 2 September 2006 (UTC) === Wednesday, August 30 - Done === *[[b:Sociology of the Family]] &rarr; [[Sociology of the Family]]--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:45, 1 September 2006 (UTC) === Tuesday, August 29 - Done === *[[b:Web Design]] &rarr; [[Topic:Web Design]] -- see notes on the [[Topic_talk:Web_Design|talk page]]. ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 09:46, 29 August 2006 (UTC) **All subpages moved to main namespace, see [[Special:Prefixindex/Web Design]] *[[b:Wikiversity:Classical_Mechanics]] &rarr; [[Wikiversity:Classical_Mechanics]] (please move to appropriate namespace) * I'd like a copy of [[m:Template:for]] and [[m:Template:for/aux]]. I'm assuming since I wanted a copy, but the original stays there, that we don't need an import, with an import history, so I did a transwiki paste. But if we do, feel free to delete my copy, and import the other one. But be aware that while those pages don't exist, it'll make [[Wikiversity:Disclosures]] look funny. If the transwiki paste is OK, just mark this "done". [[User:TimNelson|TimNelson]] 15:35, 29 August 2006 (UTC) :I don't see any problems with a c&p, so this should be fine.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 17:31, 29 August 2006 (UTC) *[[b:Wikiversity:High_School_Physics]] &rarr; [[Wikiversity:High_School_Physics]] (please move to appropriate namespace) :The whole section, or just mainpage? --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 14:37, 29 August 2006 (UTC) ::The mainpage is useless without the others, so I went ahead and transwikied it all.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 17:51, 29 August 2006 (UTC) === Monday, August 28 - Done === *[[Wikiversity:School of Theology/Gospel 101/Verses for the week]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 01:33, 28 August 2006 (UTC) *[[Christianity/Gospel 101]]--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 01:33, 28 August 2006 (UTC) *[[b:en:Wikiversity:Stellar_Evolution]] &rarr; [[Stellar Evolution]] *[[b:en:Wikiversity:Astronomy]] &rarr; [[Wikiversity:Astronomy]] ([[Topic:Astronomy]] already exists, please merge or rename). *<s>[[b:en:Portuguese:Contents]]</s> - [[User:Trevor MacInnis|Trevor MacInnis]] 14:08, 28 August 2006 (UTC) (This is a textbook.----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 19:30, 28 August 2006 (UTC)) *[[b:en:Wikiversity: Hitler's Germany]] &rarr; [[Hitler's Germany]] --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 21:47, 28 August 2006 (UTC) *[[b:en:Wikiversity:The Great War and Versailles]] &rarr; [[The Great War and Versailles]] --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 21:47, 28 August 2006 (UTC) ==Completed== * http://en.wikibooks.org/wiki/Wikiversity:Productive_Forking_and_Tailoring_is_Encouraged I would like this linked to from the policy discussion and voting page. If there is a place for discussion of draft policy or guidelines that is adequate as well. Forking and tailoring the material to achieve different purposes is a fairly obvious way to rapidly expand our available materials for various purposes. However, I fear much of the local wiki culture is oriented around deleting material perceived as redundant and eliminating duplication from the database. Hence a discussion of this type of useful activity from the start may be extremely useful. Thanks! [[User:Mirwin|Mirwin]] 23:32, 16 August 2006 (UTC) :Linked to with voting and discussion at [[WV:RULES]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 08:03, 17 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Communication *http://en.wikibooks.org/wiki/Wikiversity:School_of_Media_Studies --[[User:Rayc|Rayc]] 15:34, 17 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Library_and_Information_Science probably should come too.--[[User:Rayc|Rayc]] 15:41, 17 August 2006 (UTC) :All done. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 16:03, 17 August 2006 (UTC) * [[:m:Template:Wikiversity]] and [[:m:Template:WikiversityActivities]] (see ''What links here'' of local pages) [[User:555|555]] 19:56, 16 August 2006 (UTC) :Done. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 20:09, 16 August 2006 (UTC) *[[b:Wikiversity:School of Aviation]], [[b:Wikiversity:School of Aviation/Chapter 1 Airplane Components]] - [[User:Trevor MacInnis|Trevor MacInnis]] 02:40, 18 August 2006 (UTC) *:Done. --[[User:Robert Horning|Robert Horning]] 05:01, 18 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Psychology --[[User:Rayc|Rayc]] 23:42, 17 August 2006 (UTC) *:Done, with all subpages as well. It has been moved to [[School:Department of Psychology]]. --[[User:Robert Horning|Robert Horning]] 05:47, 18 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Mathematics and this one with all it's subpages for Robert Horning. --[[User:Rayc|Rayc]] 16:05, 19 August 2006 (UTC) *:Done. --[[User:Robert Horning|Robert Horning]] 06:59, 20 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Literature_and_English_Studies/Writing_Center which I'd like to now come under the new Literary Studies thing (we're stepping away from strictly English). [[User:Atrivedi|Atrivedi]] :Done. Now located at [[School:Department of Literary Studies/Writing Center]]. Please forgive the 80,000 moves of the talk page. I was clearly not up to par. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 22:01, 17 August 2006 (UTC) *I need this file: http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering/Free_or_open_source_design_tools transiki'd to: <s>http://en.wikiversity.org/w/index.php?title=Free_or_open_source_design_tools</S> Thanks! [[User:Mirwin|Mirwin]] 06:10, 25 August 2006 (UTC) **Done, now at [[Topic:Engineering/Free_or_open_source_design_tools]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 23:02, 27 August 2006 (UTC) *I would like the two files below (currently at Wikibooks) moved over into the lesson space under http://en.wikiversity.org/wiki/Topic:Project_Management :http://en.wikibooks.org/wiki/Wikiversity:School_of_Project_Management/Goal_Setting_and_Management ::[[Topic:Project Management/Goal_Setting_and_Management]] :http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering:Critical_Thinking_%26_Self_Communication:goal_setting ::[[Topic:Project Management/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]] Thanks! [[User:Mirwin|Mirwin]] 05:13, 23 August 2006 (UTC) ::*Imported, moving now. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 23:39, 27 August 2006 (UTC) :::Moved, feel free to rename, but don't delete redirects.--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 23:48, 27 August 2006 (UTC) <ref>Insert reference material</ref> 4396 22137 2006-09-01T05:03:11Z Rayc 57 Test picture for the bloomclock project == Summary == Test picture for the bloomclock project == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 4397 22163 2006-09-01T10:34:36Z Echud123456 708 I used a font called Accidental Presidency to make this I used a font called Accidental Presidency to make this 4399 75377 2007-01-13T22:42:09Z JWSchmidt 20 {{policy}} {{policy|[[WV:ROLL]]}} '''Rollback''' is a vandalism reverting tool available to Wikiversity custodians. [[Image:Rollback button.png|thumb|300px|Rollback button]] ==Use of the rollback tool== Custodians have a ''rollback tool'' to revert the last change or group of changes made to a page by the same user. There is no option to provide an edit summary when using rollback. Instead, "Reverted edits by [[User:Example|Foo]] ([[User_talk:Example|talk]]) to last version by [[User:Example|Bar]] using rollback" is used automatically. This tool is used to respond to [[#Obvious vandalism|obvious vandalism]]. ===Reverting edits that are not obvious vandalism=== For other edit reversions a good edit summary should be provided. When a custodian reverts an edit that is not obvious vandalism the rollback button shouldn't be used. ===Other rollback-like tools=== Any other mechanism for reverting edits that does not involve providing an edit summary specific for each reversion should also only be used for obvious vandalism. ==Obvious vandalism== In the context of reverting edits, always [[Wikiversity:Assume Good Faith|Assume Good Faith]]. "Obvious" does not mean "obvious to me". "Obvious" means that it is obvious to you and it will most likely be obvious to everyone else. New wiki participants may make edits that are useless, wrong, bad, silly, disruptive or misguided. It is the responsibility of more experienced editors to explain why such edits are reverted. If there is any possibility that an edit was not vandalism then do not use the rollback tool to revert it. ==If your edit has been rolled back== If your edit was rolled back and you don't think it should have been rolled back or if you would like feedback about how to improve your editing, discuss your edit with the Wikiversity editor who rolled back your edit. If your edit has been rolled back by a custodian, and they have not provided a satisfactory response, you can leave feedback at [[Wikiversity:Custodian feedback]]. ===Revert wars=== Never use the rollback tool during a dispute over page content. During content disputes good edit summaries are required. Before reverting a reversion during a content dispute, solve the dispute on the discussion (talk) page. ==See also== *[[Wikiversity:Custodianship#Rollback|Custodianship tools]] discussion of the use of the rollback tool at the custodianship page. [[Category:Wikiversity policy]] 4400 22177 2006-09-01T13:22:53Z JWSchmidt 20 #REDIRECT [[Wikiversity:Rollback]] #REDIRECT [[Wikiversity:Rollback]] 4402 80944 2007-01-25T14:52:59Z JWSchmidt 20 [[Category:High School]] [[Category:Wikiversity development projects]] [[Category:High School]] 4403 22201 2006-09-01T14:42:42Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4421 22230 2006-09-01T17:05:58Z JWSchmidt 20 Modified version of a [http://en.wikipedia.org/wiki/Image:CannotCreate.jpg public domain image at wikipedia] {{PD}} Modified version of a [http://en.wikipedia.org/wiki/Image:CannotCreate.jpg public domain image at wikipedia] {{PD}} 4424 51726 2006-12-05T09:37:10Z 85.176.12.196 interwiki Welcome to the Wikiversity Department of Marine Biology. ==Department description== The Department of Marine Biology is where Wikiversity participants can organize efforts that explore marine biology and link it to marine chemistry and marine physics to achieve an integrated approach to the marine sciences. The Department needs to develop more Marine Biology-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 1, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Biology ===Wikipedia=== * [[w:Marine biology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Jimbobalina2005|Jimbobalina2005]] [[Category:Marine sciences]] [[Category:Biology]] [[de:Institut:Meeresbiologie]] 4426 28389 2006-09-20T22:03:26Z 147.31.4.47 /* Department description */ Welcome to the Wikiversity Department of Marine Chemistry, part of the school of Physical Sciences and member of the Marine sciences category. ==Department description== The Department of Marine Chemistry is where Wikiversity participants can organize efforts that explore marine chemistry and link it to marine biology and marine physics to achieve an integrated approach to the marine sciences. The Department needs to develop more Marine Chemistry-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 1, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Chemistry ===Wikipedia=== * [[w:Marine chemistry]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Jimbobalina2005]] - see: [[Marine Chemistry]] [[Category:Marine sciences]] [[Category:Chemistry]] 4427 22334 2006-09-01T22:28:57Z Rayc 57 Welcome to the Wikiversity Department of Marine Physics, part of the school of Physical Sciences and member of the Marine sciences category. ==Department description== The Department of Marine Physics is where Wikiversity participants can organize efforts that attempt to facilitate exploration of marine physics in all its aspects and link it with study of marine biology and marine chemistry to benefit from an integrated apporach to marine sciences. The Department needs to develop more Marine Physics-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 1, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Physics ===Wikipedia=== * [[w:Marine physics]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Jimbobalina2005]] - see: [[Marine Physics]] [[Category:Marine sciences]] [[Category:Physics]] 4428 22923 2006-09-03T15:50:09Z JWSchmidt 20 another category The purpose of the marine sciences category is part of the philosophy of the constituent departments - that advancement in any of the three departments is contingent on advancement of knowledge of the biology, chemistry and physics of the sea, and that study in one department is not sufficient for a deep understanding of the subject. [[Category:Physical Sciences]] [[Category:Interdisciplinary Studies]] [[Category:Life Sciences]] 4429 54135 2006-12-12T07:20:10Z Nouiz 722 Added link to wikipedia project metal working ==Summary== This learning project is about [[chain mail]]. It is also called chain maille. We can do armor and jewelry with [[chain mail]]. The two have many things in common, such as how to make ring, how to close them, and some assembly patterns. The difference is in the material used, the size and gauge of the ring, and shape that is built with the ring. ==Warning== It can be dangerous to make chain mail. You are the only person responsible for what happens when you do. ==Prerequisites== When the project will be advensed no knowledge. You will need rings. You can build them or buy them. You will also need grip. The minimum can be acquired at low fee. ==Goals== *To be a place of learning for people of beginning and intermediate knowledge about Chain mail. *To be a source of information about chain mail. *To provide links to other sources of information on chain mail. There will always be links to other informative pages here, as there is little point in duplicating a good source of information. ==Activities== *[[/Getting Rings/]] *[[/Armor/]] *[[/Jewelry/]] *mail pattern *Historic view of chain mail ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== *[[Wikipedia:Chain mail]] *[[Wikibooks:Armour]] *[[Wiktionary:Chain mail]] *[[Wikipedia:Wikipedia:WikiProject_Metalworking]] *[[Wikipedia:Metalworking]] Other Introductions: *[http://homepage.ntlworld.com/trevor.barker/farisles/guilds/armour/mail.htm Butted Mail: A Mailmaker's Guide 4th Edition] *[http://realbeer.com/jjpalmer/HowtoChain.html The Apprentice Armorer's Illustrated Handbook For Making Mail] Suggested AR for weave: *[http://groups.yahoo.com/group/CHAIN_MAILLE_ARTISTS/files/Suggested%20Ring%20Sizes/ Chain Maille Artists Yahoo group] *[http://www.metaldesignz.com/weave.html MetalDesignz (Gauge, inch)] *[http://www.spiderchain.com/samples/index.shtml SpiderChain] *[http://ca.geocities.com/gdevries@rogers.com/weaveratios.htm Venomspit Weave ratio (AR,pre-springback)] *[http://ca.geocities.com/gdevries@rogers.com/rec_ring_size.htm Venomspit Weave ring size (SWG, inch)] *[http://urbanmaille.com/shopdisplayproducts.asp?id=13&cat=Rings Urban Maille] *[http://www.longcanyon.com/Samples/Recommended%20Jump%20Rings%20for%20Weaves.pdf Long Canyon (Metric)] *[http://home.comcast.net/~zlosk/maille/artable.html Zlosk ](Post-springback) Books: *Great Wire Jewelry: Projects & Techniques ISBN 1-57-990093-3 Additional helpful readings include: [[Category:Learning projects]] [[Category:Research]] [[Category:Chainmail]] ==Other Links== *[[Wikipedia:Lorica Hamata]] *[http://www.capnmac.com/archery/maille/TOC.htm A Study of Weapons Effects on Chain Mail] *[http://www.cotasdemalla.com/test2.htm A test of the effectiveness of chain mail against arrows] 4430 33867 2006-10-10T16:49:09Z Sajo 1936 /* Introduction */ == Introduction == Welcome to the school of Marine Sciences, part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]], a categorization that reflects the broad range of topics studies by participants in the school, from the physics of the seas, to the ecology of marine macrofauna, to the engineering of ships and the like. The school of Marine Sciences encompasses both pure and applied science, and includes the departments of [[Topic:Marine Biology|Marine Biology]], [[Topic:Marine Chemistry|Marine Chemistry]], [[Topic:Marine Physics|Marine Physics]] as well as [[Topic:Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]]. == Philosophy == The philosophy of the school reflects its interdisciplinary nature. Regardless of the department studied in the most, for example Marine Biology, you cannot get a very deep understanding of marine biology without understanding other aspects of marine science. Similarly, an ocean engineer might benefit from study of marine biology and consider the environmental impact of ships and how they might be designed to lessen any damage to flora and fauna. Another important part of the school's philosophy is the commitment to studying all parts of systems and their interrelations with other parts of a system. We reject a reductionist approach. == Active Participants == *[[User:Jimbobalina2005]] *[[User:Sajo]] == School News == *School founded 1 September 2006 ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! == Learning materials == Editing and improving these articles can contribute to learning: * [[w:Marine sciences]] * [[w:Marine biology]] * [[w:Marine geology]] * [[w:Oceanography]] * [[w:Chemical oceanography]] * [[w:Physical oceanography]] * [[w:Ocean]] * [[w:Plankton]] * [[w:Fish]] * [[w:Aquaculture]] * [[w:Fish diseases]] == Learning projects == * The oceans contribution to the Earth System (Gaia) * [[Aquaculture Project|Aquaculture - Economic, Political, Social and Scientific Perspectives]] * Developing the integrated study of marine sciences ==References== Key resources for Marine Sciences ===Wikipedia=== * [[w:Marine sciences]] also see 'Learning materials' [[Category:Marine sciences|*]] [[Category:Wikiversity schools]] 4432 67998 2007-01-08T04:16:51Z JWSchmidt 20 [[Category:Chainmail]] There are two ways for getting rings, you can buy them or make them. To make rings we take wire. We make a coil of it and cut the coil to make rings. If you want to buy rings pre-made, there is a list of places that sell them at the bottom of this lesson. Links to other tutorial that show how to make rings: [http://homepage.ntlworld.com/trevor.barker/farisles/guilds/armour/mail.htm#sect3] [http://realbeer.com/jjpalmer/HowtoChain.html] ==WARNING== The first rule of thumb is to be VERY CAREFUL when making rings yourself. You might hurt yourself or the ones around you. To help protect yourself always wear protective glass and good gloves. Staying alert is also important. You are the one responsible for anything that happens durings making rings. Nobody garanties those instructions. ==Caracteristics of rings== Rings are characterized by the thickness of the wire and the inside diameter(ID) of the ring. The wire diameter(WD) is referred to in gauge or in milimeter. There is two type of [[w:wire gauge| gauge]]: Standard Wire Gauge(SWG) and [[w:American Wire Gauge| American Wire Gauge]](AWG). Some people use an aspect ratio (AR). The formula to calculate the aspect ration is: AR=ID/WD. A more detailled explanation can be found at [http://www.mailleartisans.org/articles/articledisplay.cgi?key=10902]. This ratio is useful as different pattern need different AR as some need more flexibility then other. A list of web site that give the recommended or minimal AR for each weave is available [[chain mail#References|here]]. ==Wire== The wire can be of many different types of material. The material can be separated in two categories: soft and hard material. Both can be used in jewelry or decorative armor. Do not use soft material for SCA[http://www.sca.org/] events, they are not strong enough. ===Soft material=== * [[w:Aluminium|Aluminium]] ** Anodized aluminium ** Etched aluminium ** Bright aluminium * [[w:Brass|Brass]] * [[w:Bronze|Bronze]] * [[w:Copper|Copper]] ** Enameled copper * [[w:Gold|Gold]] ** Gold Filled * [[w:Neoprene|Neoprene]] * [[w:Niobium|Niobium]] ** Anodized Niobium * [[w:Silver|Silver]] ** [[w:Nickel Silver|Nickel Silver]] ===Hard material=== * [[w:Inconel|Inconel]](Not sure if hard) * [[w:Steel|Steel]] ** Mild Steel ** [[w:hot-dip galvanizing|Galvanized Steel]] ** [[w:Stainless Steel|Stainless Steel]] * [[w:Titanium|Titanium]] ** [[w:Anodising#Anodized titanium|Anodized Titanium]] ===Allergies=== Some of the materials listed on this page can cause allergies in some people. First do ask them if they have allergy to metal. If they don't know and you want to make a big pice like an armor or a costly one, you can try with a bracelet in the same material that they wear for some time. ===Health Hazard=== Some metal are questionned as they could cause health trouble. I don't have reliable sources for this information and some of them are only possibilities not confirmed by science. So if you want to be very careful, or if you are prone to health trouble, you should avoid them. Otherwise, I do not guaranty that this is true and you take responsibility for it. *There are some possibilities that aluminium and all alloys with aluminium can cause health hazard. There is no prouf that jewelry made with aluminium can cause health trouble. Alzheimer is known to have a relationship with aluminium. But to my knowledge it is not known if it is a cause of a consequence of Alzheimer. But people who want to be very cautious or are known to have many health difficulties should use other material. * I have heard from some source, but it needs to be confirmed, that galvanized steel is carcinogenic. So if you think you will wear it for extended periodes of time, maybe it could be a good idea to avoid it. But if you will wear it for short periods of time or over other cloth like some armor, you should be fine. ===Dirty Material=== Some materials will leave some particules(called here dirt) on the skin when worn. If this happen, first clean the metal, as sometimes this removes the dirt. Also, it depend on each person, as the skin of individual person have different properties that affects their reaction to the metal. Natural aluminium and copper are metals that are know to be dirty. There might be others, but I haven't used them. ==Making coil== To make a coil we need a rod or a mandrel. A mandrel is a rod with with a transversal saw cut at one its end. We put one end of the wire in this cut to stop it from moving. If you have a rod, you can saw a line in one of its edges or you can use wise grip to immobilize the wire when coiling. You can make the coil manually by turning the wire on the rod. But you can use a drill or other mechanical tools to turn the rod. WARNING: Using a mechanical tool for this can be DANGEROUS. There is a tutorial for advanced power winding at[http://www.mailleartisans.org/articles/articledisplay.cgi?key=14710]. ==Cutting coil== There are many ways of cutting coil to make wire. We can use different types of cutter, manual saw or mechanical saw with a tool like a dremel. WARNING: Using a mechanical saw is DANGEROUS. Never try to hold free hand your coil. This will expel the rings every where and can destroy your eyes or hurt other part of your body. Do not try to free hand cut the coil with a dremel or others electric tool. Their is great pressure put on the coil and the ring will fly all everywhere and could hurt you or other people/things around. There is pictures of a setting for cutting coils with a [http://www.wideopenwest.com/~cabble/photos/DSC00225.html drill press ] Cut them with a [http://www.longcanyon.com/Resources_JumpRing_Jewelry_Saw.htm jeweler saw] Tutorial on the [http://home.woh.rr.com/nadams/maille/scoretut.html score and break] technique Exemple of an [http://www.theringlord.org/forum/showthread.php?t=30223 coil guide] ==Tarnishing and deburring== You can thumble in a thumbler the ring to polish or deburr them. You can use rice, walnut shells or stainless steel shot for polishing. Walnut shells can be bought from pet store. For deburring you can use stainless shot. Adjusting you cutter/snip can help to lower the deburring. For untarnishing copper, you can soak it in vinegar or lemon juice and it will clean it. ==Where to buy== ===Rings,wire,coil, jewelry and tools=== *[http://theringlord.com The Ring Lord], Canadian ===Wire=== *[http://www.parawire.com/ Paramount Wire] ===Rings and jewelry stuff=== *[http://13rings.com/ 13 Rings], American *[http://www.metaldesignz.com/ Metal Designz], Canadian *[http://www.urbanmaille.com/ Urban Maille], American *[http://www.valleygem.com/ Valley Gem] *[http://www.silver-maille.com/ Silver-Maille] *[http://spiderchain.com/ SpiderChain] ===Wire, Rings and jewelry stuff=== *[http://make-chainmail.com Make-Chainmail] *[http://danrek.com/ Danrek], American ===Wire and jewelry stuff=== *[http://www.firemountaingems.com/ Fire Mountain Gems] *[http://wire-sculpture.com Wire Sculpture] *[http://www.inmcrystal.com/ INM Crystal] *[http://www.thunderbirdsupply.com/ Thunderbird Supply] *[http://www.preciousmaille.com/ Precious Maille] *[http://www.altasilver.com/ Altamont] *[http://www.jatayu.com/ Jatayu] *[http://www.monsterslayer.com Monster Slayer] ===Advenced Tools for making rings=== These sort of tools are not required, but some people use them. *[http://www.contenti.com/index.html Contenti] *[http://www.longcanyon.com/Resources_Koil_Kutter.htm Koil Kutter] *[http://www.lonniesinc.com/Products/Tools/Bench_Accessories/jumpringer_system.htm Jump Ringer] [[Category:Chainmail]] 4459 77249 2007-01-16T20:25:53Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Department of Psychiatry'''. ==Department description== The Department of Psychiatry is a content development project where participants create, organize, and develop learning resources for psychiatry. A textbook of [[b:Psychiatry|Psychiatry]] is currently under development in Wikibooks. In addition, textbooks of [[b:Psychiatry for Medical Students|Psychiatry for Medical Students]] and [[Psychopharmacology|Psychopharmacology]] are in process. Also if people have their thesis material it can be uploaded, if that is not in copy right. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 4460 79398 2007-01-21T02:37:59Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} ==Basic Definition== Intuitively, a ''set'' can be thought of as a ''collection'' of ''elements''. For example, we write <math>X = \{ 1, 2, 3 \}</math> to denote a set <math>X</math> containing the numbers 1, 2 and 3. [[Category:Mathematics]] 4461 22320 2006-09-01T22:04:20Z Ehremo 728 [[Topic:Real and Complex Analysis]] moved to [[Topic:Analysis]] #REDIRECT [[Topic:Analysis]] 4463 77479 2007-01-17T02:32:37Z Misericordia 1670 The Fourier Transform represents a function <math>s \left( t \right)</math> as a "linear combination" of complex sinusoids at different frequencies <math>\omega\,</math>. Fourier proposed that a function may be written in terms of a sum of complex sine and cos functions with weighted amplitudes. In Euler notation the complex exponential may be represented as: <math>e^{j\omega t}\, = cos(\omega t) + j sin(\omega t)</math> Thus, the definition of a Fourier transform is usually represented in complex exponential notation. <math> s \left( t \right) = \frac{1}{\sqrt{2\pi}} \int\limits_{-\infty}^\infty S\left( \omega\right) e^{j\omega t}\,d\omega.</math> The function <math> S \left( \omega \right) </math> is the Fourier transform of <math>s \left( t \right)</math>. This is often denoted with the operator <math>\mathcal{F}</math>, in the case above, <math> S \left( \omega \right) = \mathcal{F} \left(s ( t) \right)</math> The function <math> s \left( t \right) </math> must satisfy the [[Dirichlet conditions]] in order for <math> s \left( t \right) </math> to have a valid Fourier transform. Forward Fourier Transform(FT)/Anaysis Equation <math> S \left( \omega \right) = \frac{1}{\sqrt{2\pi}} \int\limits_{-\infty}^\infty s\left( t\right) e^{-j\omega t}\,dt.</math> Inverse Fourier Transform(IFT)/Synthesis Equation <math> s \left( t \right) = \frac{1}{\sqrt{2\pi}} \int\limits_{-\infty}^\infty S\left( \omega\right) e^{j\omega t}\,d\omega.</math> ==Relation to the Laplace Transform== In fact, the Fourier Transform can be viewed as a special case of the bilateral [[Laplace Transform]]. If the complex Laplace variable s were written as <math> s = \sigma + j \omega \,</math>, then the Fourier transform is just the bilateral Laplace transform evaluated at <math>\sigma = 0 \,</math>. This justification is not mathematically rigorous, but for most applications in engineering the correspondence holds. ==Properties== <center> {| class="wikitable" style="text-align:center" |- !width="10"|&times;||Time Function||Fourier Transform||Property |- !1 |<math>z(t)=x(t) \pm \ y(t)</math>||<math>Z(\omega)=X(\omega) \pm \ Y(\omega)</math>||Linearity |- !2 |<math>c\, x(t)</math>, c = constant||<math>c\, X(\omega)</math>||[[Scalar]] Multiplication |- !3 |<math>\frac {dx(t)}{dt}</math>||<math>j \omega\,X(\omega)</math>||[[Differentiation]] in time domain |- !4 |<math>\int\limits_{-x}^{t} x(\tau)d \tau</math>||<math>\frac {X(\omega)}{j \omega}</math>, if <math>\int\limits_{-\infty}^{\infty} x(t)\,dt = 0</math>||[[Integration]] in Time domain |- !5 |<math>t\,x(t)</math>||<math>j\,\frac {dX(\omega)}{d \omega}</math>||Differentiation in Frequency Domain |- !6 |<math>x(-\,t)</math>||<math>X(-\,\omega)</math>||Time reversal |- !7 |<math>x(a\,t)</math>||<math>\frac{1}{\left | a \right |}X\left( \frac {\omega}{a} \right )</math>||Time [[Scaling]] |- !8 |<math>x(t\,-\,a)</math>||<math>e^{-\,j \omega\,a}\,X(\omega)</math>||Time shifting |- !9 |<math>x(t) \cos {\omega_0\,t}</math>||<math>\frac{1}{2}\left [ X(\omega\,+\,\omega_0)\,+\,X(\omega\,-\,\omega_0) \right ]</math>||[[Modulation]] |- !10 |<math>x(t) \sin {\omega_0\,t}</math>||<math>\frac{1}{2}\left [ X(\omega\,-\,\omega_0)\,-\,X(\omega\,+\,\omega_0) \right ]</math>||Modulation |- !11 |<math>e^{-\,a\,t}x(t)</math>||<math>X(\omega\,+\,a)</math>||Frequency shifting |- !12 |<math>x_1(t)\times\,x_2(t)</math>||<math>\frac{1}{2 \pi}\int\limits_{- \pi}^{\pi}X_1(\lambda)\,X_2(\omega\,-\lambda)\,d\lambda</math>||Multiplication |} </center> [[Category:Mathematics]] 4464 22329 2006-09-01T22:10:20Z Digitalme 39 [[Getting Rings]] moved to [[Chain mail/Getting Rings]]: Moving from mainspace to subpage #REDIRECT [[Chain mail/Getting Rings]] 4503 22431 2006-09-01T23:15:14Z Trevor MacInnis 99 fix double redirect #REDIRECT [[School:Mathematics/Undergraduate/Pure Mathematics]] 4514 22397 2006-09-01T22:45:07Z Ehremo 728 [[School of Mathematics:Undergraduate Pure Mathematics]] moved to [[School:Mathematics/Undergraduate/Pure Mathematics]] #REDIRECT [[School:Mathematics/Undergraduate/Pure Mathematics]] 4526 23436 2006-09-04T04:37:20Z Trevor MacInnis 99 fix double redirect #REDIRECT [[School:Mathematics/Philosophy of Mathematics]] 4527 22445 2006-09-01T23:31:35Z Ehremo 728 [[Topic:Philosophy of Mathematics]] moved to [[School:Mathematics/Philosophy of Mathematics]] #REDIRECT [[School:Mathematics/Philosophy of Mathematics]] 4535 22488 2006-09-02T03:23:21Z JWSchmidt 20 I (John Schmidt) created this for Wikiversity. == Summary == I (John Schmidt) created this for Wikiversity. == Licensing == {{GFDL-self}} 4536 79057 2007-01-20T15:34:25Z JWSchmidt 20 [[Category:Portal|Wiki Scholar]] [[Image:Logo Movie.gif|thumb|left|135px|[[Portal:Wiki Scholar/About the movie|About this movie]].]] '''Under construction'''<br>''Learning the wiki way ..... follow your star'' ==Plans== This will be the portal for a future [http://academia.wikia.com/wiki/Wiki_Journal wiki journal] (to be hosted at Wikiversity) called "Wiki Scholar". The "Wiki Scholar" journal will be a place for commentary on Wikiversity and proposals for how to improve it. The "Wiki Scholar" journal could be a place for essays [http://en.wikipedia.org/wiki/Category:Wikipedia_essays like these]. ===Wiki Scholar journal content categories=== *[[Wikiversity Reports|Wikiversity reports]]. Accounts of interesting projects, activities and content at Wikiversity. *Proposals. Suggestions for how to improve Wikiversity or start a new experimental direction for exploration by the Wikiversity project. *Critical review. What is wrong with Wikiversity? Constructive criticism of Wikiversity systems and practices. *Blog watch and outreach; [http://teachandlearnonline.blogspot.com/2006/12/cormac-lawler-wikiversity.html example] ===Wiki Scholar participants=== Everyone is welcome to help develop the "Wiki Scholar" journal. ==See also== *"[[User:JWSchmidt/Wiki Scholar|Learning the wiki way]]" - an essay, planned as content for the future "Wiki Scholar" journal. [[Category:Wiki Scholar|*]] [[Category:Portal|Wiki Scholar]] [[Category:Wiki journals]] 4537 22490 2006-09-02T03:25:54Z JWSchmidt 20 subcategory [[Category:Formal peer reviewed wiki publishing]] 4540 50407 2006-12-01T02:26:48Z JWSchmidt 20 /* Activities */ philosophytalk {{nav2|Wikiversity|Wikiversity:School of Philosophy}} === Welcome === '''Introduction to Philosophy''' is under development. How would you like to add to it and aid its development? This learning project introduces participants to Philosophy, its major terms, themes and thinkers. Hopefully most of them will be interesting and enjoyable to you. ''Intro to Philosophy'', like any "intro" to an academic topic, is always a little too broad. It is designed to give you the common foundation that anyone taking Philosophy courses should have. Unlike more advanced philosophy courses, the reading should be relatively less challenging, and only be to get you ready for the real philosophy stuff. === Overview === ''Intro to Philosophy'' deals with typical topics while trying to improve and innovate: #Pre-Socratics (Anaxamander, Heraclitus, several important others) #What is Philosophy? (Questioning(Socratic Method)/Philo Sophia(Love of Wisdom)/Philosopher opposed to the Sophist) #Everything after Plato (done very quickly) === Objectives=== An ''intro course'' should prepare students for 3000 level courses in the subject. Such courses in Philosophy assume basic knowledge and demand intense, challenging reading. Therefore, this course should give you the basic fundamentals that the higher Philosophy courses can build on. Typically, these are (among others): What thinking there was before Socrates? How was Socrates different, a turning point? What about all that stuff since then? ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Listen to [http://www.philosophytalk.org/notesPastShows.htm one of these shows] and then add related content to Wikiversity. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:Seapal|Seapal]]. * ... === Philosophy Begins With Socrates (or is it Plato?) === Socrates is often presented as the father of philosophy. He was a citizen of Athens, a city-state in Ancient Greece. Since he never wrote anything down, we only know him from the writings of few people, particularly Plato, his student. Therefore, it is the Socrates we see in Plato's writings that we focus on when introducing Philosophy, most typically. It will never be clear how much the Socrates of Plato's writing was true, and how much was just Plato using Socrates as a character (Plato's writings are dialogues, back and forth conversations between Socrates and another character). The Socrates that appears in Plato's dialogues is used as an example of philosophy. Socrates typically "plays dumb" (called ''Socratic irony'') and the person he is speaking with does not seem to notice. In this way, Socrates leads the person, by asking them questions, to realize they really knew nothing. This "teaching by questioning" is referred to as the ''Socratic method''. Over and over, the wisest, most famous and successful celebrities of Ancient Greece are revealed to know nothing when they agree to enter into a dialogue with Socrates. This persistent, "wise" questioning is often presented as an example of a Philosopher. Socrates was a Philosopher, and these other people (professional teachers of rhetoric at the time) are called ''sophists'', the most famous being Gorgias. Plato (or Socrates) criticizes the sophism of Gorgias and other rhetoricians. Read Plato's dialogue ''Gorgias'' to see how he criticizes him. That should really be enough for now. Leave the "pre-socratics" and the motivations of Plato and life story of Socrates for some other time. --[[User:Seapal|Seapal]] 19:34, 10 July 2006 (UTC) === Aristotle's ''The Rhetoric'' === Aristotle was a student of Plato (and Plato was a student of Socrates). Plato's (or Socrates') ideas about truth (from ''The Gorgias'') should be contrasted with Aristotle's break from Plato in this matter (see ''The Rhetoric''). They both have every different concepts of truth (or "epistemologies"--ways of knowing--''epistemology'' is the term for the branch of philosophy for the study of truth). Aristotle, in a kind of handbook made from lecture notes by his students we call ''The Rhetoric'', says something very different than Plato/Socrates about the value of rhetoricians (or sophists). (unfinished) --[[User:Seapal|Seapal]] 19:34, 10 July 2006 (UTC) [http://www.public.iastate.edu/~honeyl/Rhetoric/ Online] - translation by W. Rhys Roberts <[[Wikiversity:School_of_Philosophy|Home]] ------------------------------------------------------------------------------------------------------ == Introduction to Philosophy == '''[[Philosophy]]''', from the greek Philos (friend,lover) and Sofia(knowledge, wisdom), etymologicaly means "The love of wisdom". The term originally comes from classical Greece, and was originally used by [[Socrates]] because he, as opposed to the wise men of his time, said that he did not know anything, but that he loved and was seeking out knowledge. ''I only know that I don't know anything, and even of that I am not sure'' ''--Socrates'' ------------------------------------------------------------------------------------------------------ Philosophy asks the big questions, questions that can't be answered. Is there a God? Can anything be real? What is existence? These questions are often asked in Metaphysics, a branch of Philosophy. What is ''right?'', what is really justice? A popular topic often discussed in Philosophy. What makes something beautiful, pretty, ugly, cute? Initial questions asked in Aesthetics. These are questions which have been asked since the dawn of time up to the present day. They have all asked BIG questions some have got answers, some haven't but we still ask these questions to get better answers and to better our knowledge about the world. These questions will build a base, to what you will need to understand more difficult works in philosophy. ''To do'' philosophy, you need an open mind. To start philosophy I would recommend reading "Sophies World" It is a great introduction and will really get you thinking! Enjoy --[[User:Mgspro|Mgspro]] 18:53, 5 May 2006 (UTC) (very incomplete) --[[User:Isma2012|Isma2012]] 14:30, 29 September 2006 (UTC) I added some details to your draft isma2012 (very broad though) --------------------------------------------------------------------------------------------------------------------------------------------------------- "Sophie's World" is a high school-level fiction book, which was on my high school's summer reading list several years back. "Philosophy: The Basics" by Nigel Warburton also skims philosophical arguments (like "Sophie's World"), but in a non-fiction format. This is the "Chapter 1 God" listing in its Table of Contents: 1 God - - 11 The Design Argument - - 12 Criticisms of the Design Argument - - 13 The Anthropic Principle - - 16 Criticism of the Anthropic Principle - - 16 The First Cause Argument - - 17 ... The author (Warburton) cites who supports/supported each argument or criticism. Hume, Pascal, Kant, and others are name dropped in that respect. Read "Philosophy: The Basics" if you're not in the mood for fiction. --[[all_one]] 5-5-06 <[[Wikiversity:School_of_Philosophy|Home]] [[Category:Pages moved from Wikibooks]] [[Category:Introduction to Philosophy]] [[Category:Introductions]] 4541 22532 2006-09-02T08:18:26Z JWSchmidt 20 This file is from the [[w:Image:PicassoGuernica.jpg|English language Wikipedia]]. == Licensing == {{art}} This file is from the [[w:Image:PicassoGuernica.jpg|English language Wikipedia]]. == Licensing == {{art}} 4542 22534 2006-09-02T08:22:51Z JWSchmidt 20 from [w:Template:Art]] <!-- Template Art, Fair use tag, based on Template:Image-license-fairuse --> <div class="boilerplate" style="margin:0.5em auto;width:80%;clear:both;background-color:#f7f8ff;border:2px solid #8888aa; padding:4px;font-size:85%;min-height:64px;vertical-align:center" id="imageLicense"> <div style="float:left" id="imageLicenseIcon">[[Image:Red copyright.svg|64px|Copyrighted]]</div> <div style="text-align:left;margin-left:68px" id="imageLicenseText"> This image is of a '''drawing''', '''painting''', '''print''', or other two-dimensional work of art, and the '''copyright''' for it is most likely owned by either the '''artist''' who produced the image, the '''person who commissioned the work''', or the '''heirs thereof'''. It is believed that the use of '''low-resolution''' images of works of art *for '''critical commentary''' on **'''the work in question''', **'''the artistic genre or technique of the work of art''' or **'''the school to which the artist belongs''' *on the [http://en.wikipedia.org English-language Wikipedia], hosted on servers in the United States by the non-profit [http://wikimediafoundation.org Wikimedia Foundation], qualifies as '''[[fair use]]''' under [[United States copyright law]]. '''Any other uses of this image, on Wikipedia or elsewhere, may be [[copyright infringement]].''' See [[Wikipedia:Fair use]] for more information. '''To the uploader''': please add a detailed ''fair use rationale'' for each use, as described on [[Wikipedia:Image description page]], as well as the '''source''' of the work and copyright information. </div> </div> [[Category:Fair use images of art|<noinclude> </noinclude>{{PAGENAME}}]]<noinclude>[[Category:Non-free image copyright tags|{{PAGENAME}}]] 4543 22535 2006-09-02T08:23:33Z JWSchmidt 20 subcategory [[Category:Images]] 4544 55102 2006-12-12T20:55:10Z Ubiquity 4101 /* Proof that the square root of two is irrational */ == Syllabus == This is an introductory undergraduate course aimed at introducing the student to fundamental mathematical concepts such as sets, number systems and proofs. The following topics will be covered: Sets. Integers, rational numbers, real numbers. Decimal expansions for rationals and reals. Inequalities, complex numbers. Induction; examples and applications. == The practice and language of mathematics == Throughout pre-university level education, mathematics focuses on [[wikipedia:arithmetic|arithmetic]] and on manual computation. This leads to the common misconception that mathematics is fundamentally about numbers and calculation. In reality, mathematics is a much vaster field which explores many concepts such as [[wikipedia:probability|uncertainty]], [[wikipedia:dynamical systems|change]], [[wikipedia:topology|space]] and [[wikipedia:Entropy_in_thermodynamics_and_information_theory|information]], and whose boundaries blur with other subject areas such as [[wikipedia:mathematical logic|philosophy]], [[wikipedia:mathematical physics|physics]], and [[wikipedia:mathematical economics|economics]]. Mathematics is not characterised by the phenomenon (e.g. the stock market) or structure (e.g. a number system) we choose to analyse, but rather by the ''method'' with which we analyse them. Central to this method is the concept of a ''proof''. === Proofs === In mathematics a proof is a [[wikipedia:logical argument|logical argument]] used to demonstrate to the reader the validity of a given statement. For example, suppose I wanted to prove to you that there is an infinite number of primes<ref>A prime number is a number that can only be divided by 1 and by itself. For example, 13 is a prime number, whereas 8 is not since <math>8 \div 4 = 2</math></ref>. One approach would be to create a long list of primes: 2, 3, 5, 7, 11, 13, ... and show you that I can keep going. This would not be considered a mathematical proof. Perhaps I've persuaded you that there are a lot of primes, maybe even an infinite number of them, but it's not certain - after a few hours of listing prime numbers, I might run out! That would serve me right for making long lists of prime numbers. The other approach would be to come up with a cunning argument would eliminate any possibility that there were not an infinite number of primes - such as this one, invented by Euclid: <div style="border: 1px solid rgb(153, 153, 153); padding: 10px;">Suppose there are only 100 prime numbers, which we'll list as <math>p_1</math>, <math>p_2</math>, <math>p_3</math>, <math>p_4</math>, ..., <math>p_{100}</math> to indicate the first, the second, the third, ..., up to the 100th prime number. Now consider the number <math>N = p_1 \times p_2 \times \cdots \times p_{100} + 1</math>. We cannot divide <math>N</math> by <math>p_1</math>, because then we'd have a remainder of 1. The same applies to <math>p_2</math> and <math>p_3</math> and so on. Therefore, we have two possibilities: * <math>N</math> is a prime number which is not in our list (since it's bigger than all the primes in our list). * <math>N</math> is not a prime number, but in this case it must be divisible by a prime number. <math>N</math> isn't divisible by any of the prime numbers in our list, therefore there must be a prime number which isn't in our list. In either case, we have found a prime number which is not in our list of 100 prime numbers. This implies that there are at least 101 prime numbers. Now suppose there are only 101 prime numbers... but then we can repeat the same argument with a list of 101 prime numbers! But suppose there are only 102 prime numbers? And so on. Hence we conclude there is an infinite number of primes.</div> Don't worry if at this stage you don't understand every step in the proof - the important thing is to understand that mathematics is not about being 'fairly sure' that something is true (by gathering evidence, like we do in other subjects), it's about coming up with an argument which shows that it ''must'' be true. That is the essence of a mathematical proof. == Sets == === What is a set? === The concept of a ''set'' is central to university-level mathematics. Intuitively sets can be thought of as 'collections' of mathematical objects, which we call ''elements'' of the set. For example, the set <math>X = \{ 1, 2, 3 \}</math> contains the elements 1, 2 and 3. To say that 1 is an element of X (i.e. that X contains 1) we write <math>1 \in X</math> Similarly, we can write <math>1 \not\in \{ 4, 5 \}</math> to express that 1 is not an element of the set <math>\{ 4, 5 \}</math>. Often it is not possible to write every element of a set - for example, the set may be infinite or even just very large. In this case we can write <math>\{ 1, 2, 3, ... \}</math> to describe the set containing all whole numbers from 1 onwards (this is an infinite set). Alternatively, we can write <math>\{ 1, 2, 3, ..., n \}</math> to describe the set of all whole numbers between 1 and <math>n</math> inclusive. At other times, it may be desirable to describe a set by the properties of its elements. <math>\{ x : 10 \leq x \leq 100 \}</math> denotes the set containing the numbers 10 to 100. We can read this as 'the set of <math>x</math> such that <math>x</math> is between 10 and 100'. Finally, it's important to realise that a set need not only contain numbers, as you might have assumed from reading the above section. A set can contain points on a plane, or geometrical shapes, or people or animals or vegetables. For example we can imagine the following sets: <math>\{ \mbox{points on the plane less with distance less than 1 from the origin} \}</math> <math>\{ \mbox{people with brown eyes} \}</math> In fact sets can even contain other sets: <math>Y = \{ \{ 1 \}, \{ 1, 2 \}, \{ 1, 2, 3 \} \}</math> Note that in this last case it is ''not'' correct to write <math>1 \in Y</math>, since in fact <math>Y</math> contains a '''set containing 1'''. Therefore instead we should write <math>\{ 1 \} \in Y</math>. === Subsets === We say that a set <math>A</math> is a ''subset'' of another set <math>B</math> if every element of <math>A</math> is also an element of <math>B</math>. For example, the set of people with brown eyes is a subset of the set of all people. Also, the set <math>\{ 1, 2 \}</math> is a subset of the set <math>\{ 1, 2, 3, ... \}</math>. To express this in mathematical notation we write <math>\{ 1, 2 \} \subset \{ 1, 2, 3, ... \}</math> Note that the subset does not need to be a finite set - it is correct to write <math>\{ 2, 4, 6, ... \} \subset \{ 1, 2, 3, ... \}</math> This is because every even number is a whole number. == Number systems == It's a common misconception that mathematics is only about numbers - it would be more accurate to say that mathematics is a method for analysing well-defined generalized structures. However, it's undeniable that 99% of the time these structures are of a numerical nature, so it makes sense to start studying mathematics by understanding the distinction between different types of numbers. === Natural numbers === Positive whole numbers (excluding zero) are known as '''natural numbers'''. The set of natural numbers is therefore denoted by the letter N. <math>\mathbb{N} = \{ 1, 2, 3, 4, ... \}</math> === Integers === '''Integer''' is the correct mathematical term for 'whole number'. This includes all natural numbers, all negative integers and zero. We use the letter Z to denote the set of integers. <math>\mathbb{Z} = \{ ..., -3, -2, -1, 0, 1, 2, 3, ... \}</math> === Rational numbers === The integers are closed under the operations of addition, subtraction and multiplication. By this we mean that if <math>a</math> and <math>b</math> are both integers, then so is <math>a + b</math>, <math>a - b</math> and <math>ab</math> (mathematicians tend to leave out the <math>\times</math> sign when writing the product of two numbers, so <math>a \times b</math> becomes <math>ab</math>). However, if we divide one integer by another, we are not guaranteed that the result is also an integer. For example, dividing 6 by 10 we get the fraction <math>\frac 3 5</math>. The fractions are known '''rational numbers''' and the set of rational numbers is denoted by the letter Q. Using set notation, we can write <math>\mathbb{Q} = \left\{ \frac a b : a \in \mathbb{Z} \mbox{ and } b \in \mathbb{Z} \right\}</math> Note that a rational number <math>q \in \mathbb{Q}</math> can have more than one representation as a fraction - for example <math>\frac 4 7</math> and <math>\frac 8 {14}</math> are the same number. === Real numbers === It is possible to construct numbers which are not rational numbers. For example, <math>\sqrt{2} \not\in \mathbb{Q}</math>. By this, we mean that it is impossible to represent <math>\sqrt{2}</math> as a fraction - there does not exist a pair of integers <math>a, b</math> such that <math>\sqrt{2} = a/b</math>. These numbers (in addition to rational numbers) are known as '''real numbers'''. To come up with a rigorous description of the real numbers requires some higher level maths (in particular, the real numbers can be described as the ''completion'' of the rational numbers), however for now we will content ourselves to say that the real numbers are the numbers you can represent with a finite or infinite decimal representations. Some examples of real numbers are * <math>1</math> * <math>0</math> * <math>0.25</math> * <math>3.3333333...</math> * <math>\sqrt{3}</math> * <math>\pi</math> and we denote the real numbers with the symbol <math>\mathbb{R}</math> ==== Proof that the square root of two is irrational ==== Assume that the contrary is true, that is, that <math>\sqrt{2}</math> can be expressed as a rational number. If so, then <math>\exist p, q \in \mathbb{N}</math> such that <math>q</math> and <math>p</math> have no common factors and <math>\frac{p}{q}\times\frac{p}{q} = 2</math>. Then <math>p^2 = 2q^2</math>, so <math>p^2</math> is even, so <math>p</math> must be even, say <math>p = 2r</math> where <math>r \in \mathbb{N}</math>. Substituting <math>2r</math> in the previous equation, we get <math>4r^2 = 2q^2</math>, or <math>2r^2 = q^2</math>. Thus <math>q</math> must be even. But if <math>p</math> and <math>q</math> are both even, then they have 2 as a common factor, which contradicts our assumption. Thus the assumption must be incorrect, and <math>\sqrt{2}</math> cannot be expressed as a rational number. == Footnotes == <references/> 4545 80372 2007-01-23T17:07:40Z CQ 1939 /* Institutions */ added [[w:SchoolForge]] If you know of any academic (or other) institutions that you think might be interested in collaborating with Wikiversity, please list them here. Please try to be specific about what kinds of collaboration you think might be possible (ie specific kinds of activities they do that we could help with, and vice versa). Obviously, Wikiversity content should be useful to ''any'' academic institution (and many other types of institutions too), so please keep this page to ideas on or information about ''mutually beneficial collaborations''. == Meta Collab at Wikia == [http://collaboration.wikia.com Meta Collab] at [[Wikipedia:Wikia|Wikia]] now has a Wikiversity '''[[Wikia:Collaboration:Wikiversity|article]]''', [[Wikia:Collaboration:Talk:Wikiversity|discussion area]] and [[Wikia:Collaboration:Current events#Wikiversity_update|Wikiversity update]] section. A local Wikiversity article, [[Wikia]], in the main namespace includes an opt-in listing for Wikiversity projects that would like to be represented at their appropriate spots within the Wikia metacommunity. Please provide constructive feedback on the talk page here or at [[Talk:Wikia]]. Thanks in advance. ==Ideas== *[http://globaltext.org/ Global Text Project] - "The goal is to create a free library of 1,000 electronic textbooks for students in the developing world." The Global Text Project is managed by the [http://www.terry.uga.edu/cisl/ Center for Information Systems Leadership], Terry College of Business, The University of Georgia. See also: [[Wikiversity and Wikibooks services]]. *[http://psychology.wikia.com/wiki/Main_Page]- the psychology wikia group was interested in collaboration. *[http://mail.wikimedia.org/pipermail/foundation-l/2006-September/009764.html Wikimedia Youth Camp] - suggested by Erik Moeller. *[[Wikipedia:California Open Source Textbook Project|California Open Source Textbook Project]] [http://www.opensourcetext.org/] *[http://www.wikieducator.org/Main_Page WikiEducator] - WikiEducator is an evolving community intended for the collaborative planning of education projects linked with the development of free content. ==Institutions== *[http://www.phxhs.k12.az.us/education/school/school.php?sectionid=5539 Phoenix Union Cyber High School] - internet-based curriculum, computer studios not classrooms, self-paced learning, opened 2006. See also: [[Wikihigh]]. *[http://education.nasa.gov/home/index.html NASA education programs] - U.S. government based, so all public domain. *[http://www.flvs.net/ Florida virtual school] - 20,000 students learning online *[http://www.cranbrook.edu Cranbrook Educational Community] *[http://www.schoolforge.net/ SchoolForge] - a "foundry" ...for information, tools and materials needed to "forge" or make a school and all its parts... ''See [[w:SchoolForge|SchoolForge]]'' *... ==See also== *[[w:Wikipedia:School and university projects|School and university projects]] at Wikipedia *[[Wikiversity:Research collaboration]] *[[Educational Wikis]] *[[WikiNode]] - links to related wiki websites *[[Wikiversity:A Letter to globaltext.org]] [[Category:Wikiversity development projects]] [[Category:Wikiversity community projects]] 4546 22569 2006-09-02T13:39:05Z JWSchmidt 20 header Pages in this category are concerned with collaborative research projects that allow Wikiversity to interact with other institutions. See: [[Wikiversity:Research collaboration]]. [[Category:Research]] 4548 22573 2006-09-02T13:46:56Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4555 49158 2006-11-27T03:56:03Z AmiDaniel 3334 recategorize as [[:Category:Wikiversity reference]] per convention {{shortcut|[[WV:G]]}} This is a '''glossary of terms commonly used on [[Wikiversity]]'''. For more help, see [[Help:Contents]], [[Wikiversity:Questions]], and [[Wikiversity:Help desk]]. For abbreviations often used in [[Help:Edit summary|edit summaries]], see [[Wikiversity:Edit summary legend]]. {{CompactTOC2}} ==A== ;<span id=AGF style="font-weight: bold">AGF</span> : Abbreviation for "assume good faith", a guideline whereby one should not assume that a bad edit was done maliciously. See [[Wikiversity:Assume Good Faith]]. ;<span id=AGF style="font-weight: bold">Anon</span> : Abbreviation for "anonymous user". This is what you are if you have not [[Special:Userlogin|logged in]]. :''Also used: IP user''. ;<span id=Archive style="font-weight: bold">Archive</span> : A '''[[#Subpage|subpage]]''' of a '''[[#Talk page|Talk page]]''' to which some parts of the discussion are transferred, to reduce the size of the Talk page. Rarely, the term may refer to the [[Wikiversity:Archive]] page, for obsolete historical material. : ''See also: [[Wikiversity:How to archive a talk page]].'' ==B== ;<span id=Ban style="font-weight: bold">Ban</span> : Banning is the extreme, last resort action by which someone is prevented from editing Wikiversity for a prolonged or indeterminate length of time. Reason for banning is usually a long history of biased edits, persistent adding of incorrect or doubtful material, refusal to cooperate with others, or extreme incivility and threats. If someone is banned, their username is blocked, and any username or IP that is with great likelihood identified as being the same person can be blocked without any further reason. See also: '''[[#Block|Block]]'''. ;<span id=Barnstar style="font-weight: bold">Barnstar</span> : [[Wikiversity:Barnstars|Barnstars]] are a light-hearted system of awards given to Wikiversity editors by other editors to acknowledge good work or other positive contributions to Wikiversity. They take the form of an image posted to an editor's [[#Talk page|talk page]], usually in the form of a five-pointed star. There are a wide variety of different types of barnstar, each indicating a different reason for the award having been given. ;<span id=Be_Bold style="font-weight: bold">Be Bold</span> : The exhortation that users should try to fix mistakes in articles themselves, rather than complain about them. See [[Wikiversity:Be bold]]. ;<span id=Blanking style="font-weight: bold">Blanking</span> : Removing all content from a page. Newcomers often do this accidentally. On the other hand, if blanking an article is done in bad faith, it is ''[[#Vandalism|vandalism]]''. If blanking is done to a vandalised brand-new page, it is maintenance, and the page will be deleted by an [[#Custodian|Custodian]] within a few hours if no dispute arises. {{tl|Delete}} should be added to the blanked page to draw attention to it, rather than just blanking it. Newcomers often mistake blanking for ''deletion''. ;<span id=Block style="font-weight: bold">Block</span> : Action by a Custodian, removing from a certain IP-number or username the ability to edit Wikiversity. Usually done against addresses that have done vandalism or against users who have been banned. See also: '''[[#Ban|Ban]]'''. ;<span id=Boilerplate_text style="font-weight: bold">Boilerplate text</span> : A standard message which can be added to an article using a [[m:template|template]]. For example, {{tl|stub}} is expanded to the following: <blockquote> <div class="boilerplate metadata" id="stub" style="white-space: nowrap;"> ''This article is a [[Wikipedia:Perfect stub article|stub]]. You can [[Wikipedia:Find or fix a stub|help]] Wikipedia by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} expanding it]''.</div > </blockquote> : ''See also [[Wikiversity:Boilerplate text]].'' ;<span id=Bot style="font-weight: bold">Bot</span> : A program that automatically or semi-automatically adds or edits Wikipedia-pages. : ''See also [[Wikipedia:Bots]].'' ;<span id=Broken_link style="font-weight: bold">Broken link</span> : ''Also used: '''edit link''', '''red link'''.'' : A link to a nonexistent page, usually colored {{red|red}}. [[Template:]] may display this way depending on your settings. ;<span id=Broken_redirect style="font-weight: bold">Broken redirect</span> : Redirect to a non-existing page. Common opinion is that these should be removed. ;<span id=Bureaucrat style="font-weight: bold">Bureaucrat</span> : A Wikiversity [[Wikiversity:custodianship|custodian]] who has been entrusted with promoting users to Custodian. : ''See also [[Wikiversity:Bureaucrats]].'' : ''Also used: '''[[#Crat|Crat]]'''.'' ==C== ;<span id=Category style="font-weight: bold">Category</span> :''Also used: '''cat''' '' : A category is a collection of pages automatically formed by the Wikiversity servers by analysing category tags in articles. Category tags are in the form <nowiki>[[Category:Computers]]</nowiki>. The part after the ":" is the name of the Category. Adding a category tag causes a link to the category and any super-categories to go to the bottom of the page. As stated, it also results in the page being added to the category listing. A list of basic categories to browse through can be found at [[:Category:Wikiversity]]. A user-friendly way to find a category for academic topics is to start at [[:Category:Wikiversity portals]]. ;<span id=Checkuser style="font-weight: bold">Checkuser</span> :An access level that lets users with it see the IP addresses of logged-in users, usually to determine if someone is using [[w:WV:SOCK|sockpuppets]] to violate policy. Currently only granted to certain members of the [[w:WP:AC|Arbitration Committee]] and other trusted users. :''See also [[m:checkuser]]''. ;<span id=Cleanup style="font-weight: bold">Cleanup</span> : The process of repairing articles that are ungrammatical, are poorly formatted, etc. Cleanup generally requires only editing skills, as opposed to the specialized knowledge that is more often called for by [[Wikipedia:Pages needing attention|pages needing attention]]. : ''See also: [[Wikipedia:Cleanup process]].'' ;<span id=Comment out="font-weight: bold">Comment out</span> : To hide from normal display whilst retaining the material for editors to see. This is done by inserting the characters <nowiki><!--</nowiki> at the start of the comment text and <nowiki>--></nowiki> at the end. These character strings are used to delimit comments in HTML code. ;<span id=Community Portal="font-weight: bold">Community Portal</span> : One of Wikiversity's main pages. It can often be found on the quickbar (on the left side in most skins), and is a page that lists the collaboration of the week, outstanding tasks that need to be addressed, and several other useful bits of information and resources. The [[Wikiversity:Community Portal|Community Portal]] is useful for picking an article or topic to work on or read. ;<span id=Contribs style="font-weight: bold">Contribs</span> : Short for contributions. These are the [[Wikiversity:Introduction|edits]] that a user has made. ;<span id=Copyedit="font-weight: bold">Copyedit</span> : A change to an article that only affects formatting, grammar, and other presentational aspects. ;<span id=Copyvio style="font-weight: bold">Copyvio</span> : ''Also used: '''copyviol''', and occasionally '''CV'''.'' : [[w:Copyright|Copyright]] violation. Usually used in an edit summary when some copyrighted material has been added to Wikipedia. : ''See also [[Wikiversity:Copyrights]].'' ;<span id=Crat style="font-weight: bold">Crat</span> : Short for '''[[#Bureaucrat|Bureaucrat]]'''. ;<span id=Cut_and_paste move style="font-weight: bold">Cut and paste move</span> : Moving a page by taking the text of the page, and put it into the edit window for the second page. Generally considered worse than the 'move page' option, because it causes the page and its edit history to be in different places. Cut and paste moves can be fixed by Custodians. : ''See also [[Wikiversity:How to fix cut and paste moves]].'' ;<span id=CV style="font-weight: bold">CV</span> : ''See '''[[#Copyvio|Copyvio]]'''.'' ;<span id=CV style="font-weight: bold">Colloquium</span> : The [[Wikiversity:Colloquium|Colloquium]] is a general Wikiversity community discussion page. ;<span id=CV style="font-weight: bold">Course</span> : Courses are one type of [[Portal:Learning Projects|learning project]]. The [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". See the Wikiversity [[Portal:Education|e-learning model]]. ;<span id=CV style="font-weight: bold">Custodian</span> : Wikiversity sysops are called "[[Wikiversity:Custodianship|custodians]]". ==D== ;<span id=CV style="font-weight: bold">Department</span> : A Wikiversity Department is a specialized portal for organizing learning materials for a narrow topic of study. Example: the [[Topic:Cell Biology|Department of Cell Biology]]. Pages for Departments are placed in the "Topic:" [[Wikiversity:Namespaces|namespace]]. ==E== ==F== *'''Faculty''' - The term "faculty" is used to refer to very large fields of study. See: [[Wikiversity:Major portals]] *'''Foo''' - "foo" is often used as a place-holder term. See [[w:Metasyntactic variable|Foo]] at Wikpedia. ==G== ==H== ==I== ;<span id=CV style="font-weight: bold">IAR</span> : Ignore A Rule. In all cases, Wikiversity rules, guidelines and policies exist to facilitate the [[Wikiversity:Approved Wikiversity project proposal|goals of the Wikiversity project]]. If a rule, guideline or policy is being used to defeat the goals of the Wikiversity project, then Wikiversity participants should ignore that rule and work to replace it with a rule that serves the needs of the project. ==J== ==K== ==L== * Learning Project - [[Portal:Learning Projects|Learning projects]] at Wikiversity are usually collaborative webpage editing projects for Wikiversity participants. By participating in learning projects, Wikiversity editors "learn by doing" in the wiki way. * Lesson - Lessons are one type of [[Portal:Learning Projects|learning project]]. Conventional lessons can be downloaded and used outside of Wikiversity or read by Wikiversity browsers. Other Wikiversity lessons include activities that require collaborative editing of Wikiversity webpages. ==M== ==N== * NPOV - Neutral Point Of View. Most Wikimedia Foundation projects follow a [[m:Neutral point of view|conventional NPOV policy]] in order to limit bias in wiki webpages. Wikiversity has the [[Wikiversity:Disclosures|Disclosures]] policy in order to allow some pages to express a bias. ==O== ==P== * Policy - Many Wikiversity [[Wikiversity:Policies|policies]] are similar to those for Wikipedia. Other Wikiversity policies are specific for the educational mission of Wikiversity. In all cases, Wikiversity policy exists to facilitate the goals of the Wikiversity project. * Portal - Wikiversity portals are user-friendly webpages that introduce people to a topic and link to Wikiversity webpages related to the topic. Wikiversity portal pages exist in the "Portal:", "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. See: [[Wikiversity:Naming conventions|Naming conventions]]. * POV - Point of view. Wikiversity pages that explore a topic from the perspective of a biased point of view explicitly describe that perspective according to the [[Wikiversity:Disclosures|Disclosures]] policy. * Project - Wikiversity is a place for collaborative [[Portal:Learning Projects|learning projects]]. Wikiversity also has community development projects that concern the general function of Wikiversity as a wiki. ==Q== ==R== *'''Rollback'''- [[Wikiversity:Custodianship|custodians]] have access to a rollback tool for rapidly reverting the edits of vandals, see: [[Wikiversity:Rollback]]. ==S== * side bar - The '''side bar''' holds a collection of links and the search tool and is displayed at the upper left edge of Wikiversity pages. * School - Within Wikiversity there is a "School:" [[Wikiversity:Namespaces|namespace]]. A Wikiversity school functions as a special portal that can organize efforts of Wikiversity participants to create learning resources for a set of related academic topics. See: [[Wikiversity:Naming conventions#Schools|Naming conventions]]. * Stub ==T== * Template ==U== ==V== ==W== ==X== ==Y== ==Z== [[Category:Wikiversity reference|Glossary]] 4558 22619 2006-09-02T15:47:35Z JWSchmidt 20 start "See also" section When [[Help:editing|editing]] an article, there is a small field labeled "Summary" under the main edit-box. It looks like this: :[[Image:Edit_Summary-2.png|Edit summary text box]] It is highly recommended that one fill in the edit summary field, as it makes it easier for you and your fellow contributors to understand what has changed, and is helpful when going through the history of the page. ==Writing edit summaries== '''Always fill in the summary field'''. This is considered an important guideline. Even a short summary is better than no summary. An edit summary is even more important if you delete any text; otherwise, people may think you're being sneaky. Also, mentioning one change but not another one can be misleading to someone who finds the other one more important; add "and misc." to cover the other change(s). Accurate summaries help people decide whether it is worthwhile for them to check a change. We've found that summaries often pique the interest of contributors with expertise in the area. This may not be as necessary for "minor changes", but "fixed spelling" would be nice even then. The edit summary box can hold one line of 200 characters. If you attempt to type or paste more than this only the first 200 characters will be displayed - the rest will be disregarded. Also, for example attempting to add 10 new characters (at the end or in between) to a summary already containing 195 characters will result in the first 5 new characters being inserted and the second 5 being disregarded. In the case of a small addition to an article, it is highly recommended to copy the full text of this addition to the summary field, giving a maximum of information with a minimum of effort. Put ''ft'' in front, as an abbreviation of "full text" (see the [[#Abbreviations|Abbreviations section]] for other abbreviations). This way, readers of the summary will be unlikely to check the page itself as they already know the extent of the edit. These kinds of edits allow users to check Recent changes, Page history and User contributions (see below) very efficiently - this also reduces the load on the servers. If the addition is more than 200 characters, so it does not fit fully in the edit summary box, you should write a short summary of the changes you have introduced into the article. For an addition of, say, 400 characters you can also save time by simply copying that into the summary field. The excess will fall off, and the first 200 characters will usually be acceptable as a crude "summary". Unfortunately you can copy only one line of text from the edit box into the edit summary box. The contents of further lines can be pasted at the end of the line. Thus, for example, a bulleted "see also" list is cumbersome to put in the edit summary box. One possible workaround for a new list is putting the list on one line, separated by the asterisks for the bullets, copying it to the edit summary box, and then, in the main edit box, putting the new lines before the asterisks. In addition to a summary of the change itself, the summary field may also contain an explanation of the change; note that if the reason for an edit is not clear, it is more likely to be reverted, especially in the case that some text is deleted. To give a longer explanation, use the Talk page and put in the edit summary "see Talk". After saving the page, the summary can not be edited--another reason to avoid spelling errors. In the case of important omissions or errors in the edit summary, you can make a [[Help:Dummy edit|dummy edit]] just to put the correction in the edit summary. ==Places where the edit summary appears== The edit summary appears in black italics in the following places: *[[Help:Page history|Page history]] - list of changes to the page you edited *[[Help:User contributions|User contributions]] - list of all your edits *[[Help:Watching pages|Watchlist]]'''<nowiki>*</nowiki>''' - list of recent changes to watched pages ([[Help: Logging in|logged-in]] users only) *[[Help:Diff|diff page]] - shows the difference between two edits *[[Help:Recent changes|Recent changes]] - list of all recent edits *[[w:Wikipedia:IRC channels|Wikipedia IRC channels]] - real time list of all edits *[[Help:Related changes|Related changes]] - list of recent changes to pages linked to the page you edited *List of new pages: shows the edit summary of the creation. '''<nowiki>*</nowiki>''' Use the enhanced watchlist to see all recent changes in the watched pages, not just the last change in each page. == Abbreviations == See [[w:Wikipedia:Edit summary legend|Edit summary legend]] for a list of commonly used abbreviations in edit summaries. ==Searching== The [[Help:Searching|Wikimedia search function]] can not search edit summaries, and they are not indexed by external search engines. ==File upload summary== When uploading an image one can supply an upload summary. This serves multiple purposes: *as second part of the automatically created edit summary of the upload log (the first part giving the file name) *as text in the entry of the [[Help:Page history#Image_history|image history]] *in the case that the file name of the image is new: **as edit summary for the creation of the image page **as wikitext for the editable part of the image page, which includes the following possibilities: ***briefly describe the image ***provide internal or external links ***call templates ***specify one or more categories the image is in The capacity of the upload summary is one line of 250 characters; in the upload log the last part may fall off, because this can contain 255 characters, including "uploaded "''filename''"". Note that there is no preview function to check the code for the links, template calls and category tags, but of course, if needed one can edit the image page after uploading, to correct errors and also to extend the text. See also [[Help:Image page]]. ==Section editing== When applying the [[Help:Section#Section editing|section editing]] feature the section title is automatically inserted as initial version or first part of the edit summary. Put more details after this text. In the case that you provide a long summary yourself you can delete the section title in order to stay within the limit of 200 characters. The automatic text appears by default in grey, with the manually typed text being black. If you create a new section before or after an existing section by clicking a section "''edit''" link, please delete the automatic edit summary to avoid confusion. Prior to May 2004, the automatic part of the summary was surrounded by "="-signs. The old style remains in edits from that time. ===Multiple sections in edit summary=== From Dec 2004, the section title that forms the automatic part of the edit summary is preceded by a right arrow which links to the section. For this purpose the section title appears within the marks /* and */ in the edit summary box. This code can be manually inserted, and by using the /* and */ syntax, it is possible to include links to multiple sections. This may be useful when editing a section which contains many sub-sections (to list changes made to each section), or when editing an existing section and also adding a new (sub-)section after it. For example, the edit summary: /* Foo */ test /* Bar */ test Is rendered as: <span class="comment"><span class="autocomment">[[#Foo|&rarr;]]Foo</span> test <span class="autocomment">[[#Bar|&rarr;]]Bar</span> test</span> =="Post a comment" feature== When starting a new thread on a Talk page, the "Post a comment" feature can be used. Click the plus sign next to the Edit link. A box labelled "''Subject/headline''" appears before the main editing box. Text typed here becomes both a new heading and the edit summary. ==Redirect== When creating a redirect, an edit summary is automatically provided, with the text according to [[MediaWiki:Autoredircomment]], but only if no edit summary is supplied (as opposed to the automatic edit summary in section editing, which can be supplemented by the user). ==Rendering of wikitext; URLs== Text in edit summaries renders internal links, including [[Help:Piped link|piped link]]s, and [[Help:Interwiki linking|interwiki]] links, even when enclosed within <nowiki><nowiki> and </nowiki></nowiki>. Therefore, copying wikitext in the edit summary box may be preferable to copying text from the preview, except when one wants to save space. Other wikitext coding is not interpreted. When copying an external link from the preview into the edit summary box then, depending on the operating system, the "printable version" is copied, i.e. how it is normally rendered, and in addition, between parentheses, the URL; hence the same information as in the wikitext, but in a different format, as well as a possible sequential number. ==See also== *[[Wikiversity:Rollback]] [[Category:Help]] 4563 26745 2006-09-13T07:29:34Z Cormaggio 8 /* Details of Globaltext's project */ The website http://globaltext.org/ is working to help create free course materials using wikibooks textbooks, but using networking through the "brick-and-mortar" university community to get this done. If wikiversity and globaltext.org work together, we could get some serious stuff going. Seems to me that the best way for us to approach this organisation is to do it as a wiki-community, and write the letter together, the wiki way. As an arbitrary deadline, perhaps we could try to get a finished copy out by Monday, September 18. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 17:06, 2 September 2006 (UTC) :Great idea - thanks for this, Johnny. We'll also need to detail a bit here what exactly Globaltext is doing, in order to make it easier for us to tailor our letter. [[User:Cormaggio|Cormaggio]] 17:12, 2 September 2006 (UTC) ==Details of Globaltext's project== (see http://www.eurekalert.org/pub_releases/2006-08/uog-gtp083106.php for more on the project) :Does [http://arstechnica.com/news.ars/post/20060905-7662.html this article] indicate that Globaltext have heard of Wikiversity (I'm sure they have anyway), and would like to collaborate, or that the author found this page through Google? :-) [[User:Cormaggio|Cormaggio]] 07:29, 13 September 2006 (UTC) = Letter = Text of letter below ==What is Wikiversity?== * Free, multilingual, multimedia learning materials * Learning communities ==How Wikiversity could help Globaltext reach its goals== *Massive, global, networked community ==How Globaltext could help Wikiversity reach its goals== *Peer reviews for courses and textbooks used by courses ==See also== *[[Wikiversity outreach]] [[Category:Wikiversity networking drafts]] 4565 22643 2006-09-02T17:13:16Z JWSchmidt 20 subcategory [[Category:Wikiversity development projects]] 4569 22686 2006-09-02T20:40:43Z JWSchmidt 20 /* About the Wiki Scholar movie */ emphasis [[Image:Logo Movie.gif|thumb|right|135px|The [[Portal:Wiki Scholar| Wiki Scholar]] movie.]] ==About the Wiki Scholar movie== The word “scholar” can be applied to anyone who is a learner, although I would reserve its use for someone who consciously tries to find better ways to learn. The movie is meant to provide some images that concern Wikiversity as a place for scholars. [[Image:Reach.png|thumb|left|116px|Reach for a star.]] The movie starts with a baby reaching towards an object. This act of reaching is part of an instinctive human drive to explore the world. The phrase, “reach for the stars” and the similar phrase, “follow your star” are applicable to Wikiversity. Conventional educational institutions are typically restricted by the demands of their expensive infrastructure and students are forced to adapt themselves to the factory-like educational apparatus. In contrast, the Wikiversity infrastructure is cheap and of a type (the wiki user interface) that can adapt so as to support the needs of students. The baby is reaching towards a star. [[Image:Wikitool.png|thumb|right|135px|The wiki tool.]] From the perspective of biology, human behavior is fundamentally dependent on social learning. Even small children learn to use cultural artifacts, “tools”, that amplify one’s ability to explore the world. Wiki technology in general and Wikiversity in particular are tools that scholars can use as learning aids. The baby’s hand (which looks like the letter “w”) is shown grasping the wiki tool. Wikiversity becomes a tool that a scholar can use to explore the world. [[Image:Duck-Rabbit illusion.jpg|thumb|left|'''Liberation'''. When we can see the world in more than one way. [http://philosophy.wikicities.com/wiki/Ludwig_Wittgenstein Duckrabbit]]] I like the phrase “learning the wiki way” because it is an example of a phrase that has two good meanings.<BR>1) A good topic for Wikiversity scholars is: “the nature of wiki-style online collaboration”. We need to learn ''about'' "the wiki way".<BR>2) Wikiversity should be a place that strives to support learning in the wiki style of [[Portal:Learning Projects|learning projects]] that involve collaborative webpage editing. At Wikiversity we adopt the practice of learning ''in'' the wiki way. [[Image:Star banner.png|right]] “Wikiversity” is a strange word. For banners, I like the approach of putting the “wiki” part of “Wikiversity” above the “versity” part. I also like keeping the “star” and using the “hand” of a “w” to reach for the star. This leads to a logo that only uses the star and the "w" and "v" from "Wikiversity". [[Image:WVstar.png|frame|center]] [[Category:Wiki Scholar]] 4570 22672 2006-09-02T20:09:32Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4571 22673 2006-09-02T20:17:18Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4572 22675 2006-09-02T20:22:37Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4577 22681 2006-09-02T20:29:13Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4578 53931 2006-12-11T23:56:31Z Pgbridge2000 4062 <center><big>'''Welcome to the School of Mathematics Course Catalog!'''<big></center> {{stub}} This is a list of all courses that the School of Mathematics has to offer. ''Please note that this list is probably not complete. Please feel free to add to it'' {{Template:Courses}} '''Preparatory Courses''' *[[School:Mathematics/High School Mathematics|High School Mathematics]] **Prerequisites/Recommended Preparation: Arithmetic *[[Topic:Euclidean Geometry|Euclidean Geometry]] **Prerequisites/Recommended Preparation: Arithmetic, Elementary Proofs and Logic '''General Mathematics''' ''Courses that were filed under more than one subdivision'' *[[School:Mathematics/Foundation of mathematical concepts|Foundation of mathematical concepts]] **Prerequisites/Recommended Preperation: ''Please add'' '''Applied Mathematics''' * [[Introduction to Calculus]] **Prerequisites/Recommended Preparation: [[School:Mathematics/High School Mathematics|High School Mathematics]] * [[Cryptography]] **Prerequisites/Recommended Preparation: [[School:Mathematics/High School Mathematics|High School Mathematics]] '''Pure Mathematics''' *[[School of Mathematics:Introduction to Proofs|Introduction to Proofs]] **Prerequisites/Recommended Preparation: [[School:Mathematics/High School Mathematics|High School Mathematics]] *[[School of Mathematics:Introductory Real Analysis|Introductory Real Analysis]] **Prerequisites/Recommended Preparation: [[School:Mathematics/High School Mathematics|High School Mathematics]] *[[School:Mathematics/Introduction to Abstract Algebra|Introduction to Abstract Algebra]] **Prerequisites/Recommended Preparation: Linear Algebra, [[School of Mathematics:Introduction_to_Proofs|Introduction to Proofs]] *[[School of Mathematics:Introduction to Graph Theory|Introduction to Graph Theory]] **Prerequisites/Recommended Preparation: [[Wikiversity:Statistics 101|Introduction to Probability]] *[[School:Mathematics/Undergraduate/Introduction_to_Set_Theory|Introduction to Set Theory]] **Prerequisites/Recommended Preparation: [[School of Mathematics:Introduction_to_Proofs|Introduction to Proofs]] *[[Precalculus]] **Prerequisites/Recommended Preparation: [[School:Mathematics/High School Mathematics|High School Mathematics]] *[[School:Mathematics/Calculus|Calculus]] and [[Introduction to Calculus]] **Prerequisites/Recommended Preparation: [[Precalculus]] *[[Calculus II]] **Prerequisites/Recommended Preparation: [[School:Mathematics/Calculus|Calculus]] or [[Introduction to Calculus]] *[[School of Mathematics:Measure_Theory|Measure Theory]] **Prerequisites/Recommended Preparation: [[School of Mathematics:Introductory Real Analysis|Introductory Real Analysis]] *[[School of Mathematics:Probability_Measures|Probability Measures]] **Prerequisites/Recommended Preparation: [[School of Mathematics:Measure Theory|Measure Theory]] *[[School of Mathematics:Complex Analysis|Complex Analysis]] **Prerequisites/Recommended Preparation: [[School:Mathematics/Calculus|Calculus]], [[School of Mathematics:Introduction to Proofs|Introduction to Proofs]] *[[Relevant Topics on Euclidean Geometry and Euclids Elements]] '''Probability and Statistics''' *[[Introduction to Likelihood Theory|Introduction to Likelihood Theory]] **Prerequisites/Recommended Preparation: [[School of Mathematics:Probability_Measures|Probability Measures]] ''Please see [[School:Mathematics/Undergraduate/Probability and Statistics|this page]] for a undergraduate Probability and Statistics course list and course progression.'' 4579 62564 2006-12-24T13:36:18Z JWSchmidt 20 spelling <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but so far very little [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> <noinclude> In many cases, this template can be used in place of [[Template:Delete]]. [[Wikiversity:Welcome templates|Assume Good Faith]] from new editors. If you find a page that has little useful content, but it could become a useful page, add this template. For a description of this template and related templates, see: [[Wikiversity:Welcome templates]]<BR> '''Note''': when you use this template, if the page was created by a registered user, please include the username of the creator of the page as an [[w:Parameter (computer science)|argument]] of the template. If the page was created by someone editing from an IP address (xxx.xxx.xxx.xxx), provide the IP address, e.g. : <nowiki>{{Welcome and expand|guillom}}</nowiki> or <nowiki>{{Welcome and expand|xxx.xxx.xxx.xxx}}</nowiki> ==See also== *[[Template:Moved page]] [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> [[Category:Stub pages|*]] 4580 22760 2006-09-03T03:00:08Z JWSchmidt 20 update Welcome to the '''Primary Structure''' exploration project. [[Image:Translation-geneticsNL.png|thumb|right]] {{Welcome and expand|66.87.13.15}} ==Content summary== Participants explore the relation between gene sequence and protein sequence with special emphasis on RNA. The primary structure of proteins is determinded by the sequence of nuclotides in mRNA. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4581 22713 2006-09-02T23:38:48Z JWSchmidt 20 link to [[Wikiversity:Welcome templates]] '''See''': [[Wikiversity:Welcome templates]] [[Category:Wikiversity development projects]] 4582 22853 2006-09-03T12:30:03Z JWSchmidt 20 /* Departments */ update {{Welcome and expand|61.225.189.85}} [[Image:Fig5Cingulum d'apres une statue grecque.gif|thumb|right|300px|Illustration of classical attire from the 1893 book "LE CORSET A TRAVERS LES AGES"]] Welcome to the '''Division of Fashion''' which is part of [[School:Art and Design|The School of Art and Design]]. ==Division news== * '''2 September, 2006''' - Division founded! * ... ==Departments== The pages for departments are in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. '''Fashion''' is a subdivision of [[Portal:Fine Arts|Fine Arts]]. If you need to make a subdivision for Fashion, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. To start a new department you can use: [[Template:Department boilerplate]]. *[[Topic:Fashion Design|Fashion Design]] - projects aimed at developing skill for identifying fashion design elements, learnimg the basic steps of fashion design development, developing the ability to communicate fashion ideas fluently and quickly in a collaborative environment. *[[Topic:Fashion Illustration|Fashion Illustration]] - projects aimed at providing opportunity for participants to enjoy drawing and develop their fashion illustration skills. Participants draw figures using black line, color, and develop composition skills. *[[Topic:Fashion Business|Fashion Business]] - exploration of existing business models for fashion and textile design, illustration, manufacturing, merchandising, marketing and management. Help develop a list of Guest lecturers who will be invited to share tehir firsthand experience wiyh the many dimensions of the fashion business. *[[Topic:Fashion Journalism|Fashion Journalism]] - "learn by doing" projects that allow participants to experience the nature of fashion news and feature writing. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4583 22716 2006-09-03T00:14:49Z JWSchmidt 20 [[School:School of Fashion]] moved to [[Topic:Fashion]]: not a school #REDIRECT [[Topic:Fashion]] 4584 22718 2006-09-03T00:17:41Z JWSchmidt 20 subcategory [[Category:Art and Design]] 4585 22750 2006-09-03T01:53:45Z JWSchmidt 20 reorder {{Welcome and expand|Jlguinn}} Welcome to the '''Punch Cards Project'''. ==Content summary== Punch cards were the first proposed control system for computational devices with a program. This project allows participants to explore the uses of punch cards in computer systems and other mechanical devices. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *[[w:Punch Card|Punch Card]] (Wikipedia) *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:History]] 4588 22743 2006-09-03T01:42:48Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand|81.33.75.87}} ==Sources== *[[w:Bass (instrument)|Wikipedia on Bass (instrument)]] [[Category:Music]] 4589 22744 2006-09-03T01:44:34Z JWSchmidt 20 #REDIRECT [[Punch cards]] #REDIRECT [[Punch cards]] 4590 75631 2007-01-14T06:57:52Z Historybuff 5228 [[Category:History of Computer Science]] 4591 78016 2007-01-17T21:47:33Z JWSchmidt 20 [[Category:Molecular biology]] {{stub}} Welcome to the '''Exploring Molecular Biology''' learning project. [[Image:Gene hu.png|thumb|right|300px|Diagram of a typical [[w:Gene|gene]].]] ==Content summary== Independent study with group collaboration projects for exploration of the molecular basis of life. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! * [[Primary Structure]] - participants explore the relation between gene sequence and protein sequence. *[[How to access the genome databases]] * .. You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:Molecular biology|*]] 4593 79819 2007-01-22T01:32:18Z JWSchmidt 20 [[Category:Molecular biology]] [[Category:Molecular biology]] 4594 22769 2006-09-03T03:23:46Z JWSchmidt 20 re-order {{Welcome and expand|62.69.73.224}} Welcome to the '''Philosophy of Art department'''. [[Image:Boethius imprisoned Consolation of philosophy 1385.jpg|thumb|right|300px]] ==Department description== The Philosophy of Art department promotes exploration of this ancient branch of philosophy from Plato and Aristotle through the philosophy of the Enlightenment and on through contemporary Anglo-American and Continental philosophy. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4595 22763 2006-09-03T03:05:15Z JWSchmidt 20 [[Wikiversity:Philosophy of Art]] moved to [[Topic:Philosophy of Art]]: redirect to Topic namespace #REDIRECT [[Topic:Philosophy of Art]] 4596 22770 2006-09-03T03:24:00Z JWSchmidt 20 subcat [[Category:Art and Design]] 4597 68206 2007-01-08T19:08:12Z JWSchmidt 20 new figure Welcome to the '''Cold Fusion''' learning project. [[Image:Spawar1stGenCFCell.JPG|thumb|right|300px|]] ==Content summary== Cold fusion is technically the name for any nuclear fusion reaction that may occur well below the temperature required for thermonuclear reactions (millions of degrees Celsius). There are a number of established processes by which this can occur, although currently none of these can produce more energy than is required to sustain and contain the reaction. ==Types of Cold Fusion== The term "cold fusion" is most often used in the narrow sense of a poorly understood phenomenon in electrolytic cells in which a small (table-top) setup near room temperature and standard atmospheric pressure, which has been controversially suggested produces the fusion of hydrogen (specifically deuterium) atoms into helium. ===Room temperature=== *[[Electrolytic cell fusion]]. Fleischmann and Pons used a double-walled vacuum flask for the electrolysis chamber (palladium cathode), so that heat conduction would be minimal. They used an open cell, thus allowing the gaseous deuterium and oxygen resulting from the electrolysis reaction to leave the cell. It was necessary to replenish the cell with heavy water at regular intervals. * .. ===Generally cold, locally hot fusion=== *Sonoluminescence * ... ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Electrolytic cell fusion]] * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' *[http://en.wikipedia.org/wiki/Cold_fusion Wikipedia article] on cold fusion. *etc. ==References== Additional helpful readings include: =External Links= *[http://www.nature.com/nature/journal/v434/n7037/full/4341057a.html Nature] 434, 1057 (28 April 2005) Physicists look to crystal device for future of fusion ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4599 22778 2006-09-03T03:48:13Z Fabartus 617 Import from en.wp {{interwiki class-sisterproject|<div class="sister-project"> }} <div style="float: left;">[[Image:Wikiversity beta.png|50px|none|Wikipedia]]</div><!--- Logo Alternative <div style="float: left;">[[Image:Wikiversity-logo-41px.png|50px|none|Wikipedia]]</div> ---> <div style="margin-left: 3px;">{{W2|Wikiversity}} has the similar ''Template'': '''''[[v:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''</div> <!---- Temp code to impliement on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|{{PAGENAME}} talkpage]]'''''</div>}} </div></div><noinclude> ;This page produces the graphic link box to the right :Temporary links {| !{{Lts|Interwikitmp-grp header_box_End}} !{{Lts|interwikitmp-grp}}<br>{{Lts|Interwikitmp-grp usage}} !{{Lts|Interwikitmp-grps see also}} |} {{-}} [[Category:Interwiki link templates|{{PAGENAME}}]] [[Category:Interwiki utility templates|!{{PAGENAME}}]] [[Category:Interwiki template-links-tagging templates|!{{PAGENAME}} ]] <!---- The New Project category ------> ---- ;Sourcepage= [[W:template:WikiVersity]]: {{I}}Other {{W2|sister project}}s using this template or a special form of it are: <!--- {{interwikitmp-grp|!{{PAGENAME}} }}---> ;{{w2|Sister project}} Complimentary templates. (All Link to template space here from a sister template page) {{interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}} }} [[da:Skabelon:WikiVersity]] [[de:Vorlage:WikiVersity]] [[fr:Modèle:WikiVersity]] [[hr:Template:WikiVersity]] [[hu:Template:WikiVersity]] [[nl:Sjabloon:WikiVersity]] [[no:Mal:WikiVersity]] [[ja:Template:WikiVersity]] [[os:Шаблон:WikiVersity]] [[pt:Predefinição:WikiVersity]] [[ru:Template:WikiVersity]] [[fi:Malline:WikiVersity]] [[sv:Mall:WikiVersity]] [[th:Template:WikiVersity]] [[vi:Tiêu bản:WikiVersity]] [[zh:Template:WikiVersity]] <!---- Bypass this noise for now, recursion issues? ==Usage== {{Interwikitmp-grp usage}} {{Interwikitmp-grps see also}} ---> </noinclude><includeonly> [[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> </includeonly> 4600 22781 2006-09-03T03:56:35Z JWSchmidt 20 subcat [[Category:Physics]] 4601 68605 2007-01-09T13:02:29Z Mystictim 626 added category learning activities Welcome to the '''Electrolytic Cell Fusion''' discussion group. [[Image:Spawar1stGenCFCell.JPG|thumb|Cold fusion cell at the [[w:Space and Naval Warfare Systems Center San Diego|US Navy Space and Naval Warfare Systems Center]].|220px]] ==Reading== A constant current was applied to the cell continuously for many weeks, and heavy water was added as necessary. For most of the time, the power input to the cell was equal to the power that went out of the cell within measuring accuracy, and the cell temperature was stable at around 30 °C. But then, at some point (and in some of the experiments), the temperature reportedly rose suddenly to about 50 °C without changes in the input power, for durations of two days or more. The generated power was calculated to be about 20 times the input power during the power bursts. Eventually the power bursts in any one cell would no longer occur, and the cell was turned off. Pons and Fleischmann also initially reported that a cell was generating 2.45 MeV neutrons at a rate three times the natural background rate. There was, however, no equipment directly measuring neutron energies, and this report was based on a mistaken inference from a gamma-ray spectrum. The most spectacular result they reported was that in one cell the most of the electrode melted and part of it vaporized, destroying the cell and the fume hood enclosing it. In March, 2004, the U.S. Department of Energy (DOE) decided to review all previous research of cold fusion in order to see whether further research was warranted by any new results. The review document ([http://www.newenergytimes.com/reports/DOE/2004-DOE-Summary-Paper.pdf PDF file]) submitted to the DOE by the group of scientists who had requested a new review process states that "The experimental evidence for anomalies in metal deuterides, including excess heat and nuclear emissions, suggests the existence of new physical effects". It recognizes indirect evidence in support of the D + D → 4He + 23.8 MeV (heat) reaction, although the measurement of 4He quantity is imprecise. The reproducibility of the result will remain the main issue in cold fusion research until an experiment is designed which is fully reproducible by following a clear recipe, and which preferably generates power continuously rather than sporadically and does so in a way that cannot be attributed to experimental defects. source: [http://en.wikipedia.org/wiki/Cold_fusion#Current_understanding_of_physics Wikipedia]. ==Discussion== *Do you think study of cold fusion leads to meaningful results in physics? *Do you think it is likely that cold fusion will ever provide a useful source of energy? *Additional topics for study: **What role have news stories played in the ability of researchers to obtain funding for cold fusion? **Which governments support cold fusion research? [[Category:Electrolytic cell fusion]] [[Category:Learning activities]] 4602 22784 2006-09-03T04:09:16Z JWSchmidt 20 subcat [[Category:Cold fusion]] 4603 22785 2006-09-03T04:12:56Z JWSchmidt 20 [[w:Image:Spawar1stGenCFCell.JPG|from Wikipedia]] == Summary == [[w:Image:Spawar1stGenCFCell.JPG|from Wikipedia]] == Licensing == {{GFDL}} 4605 26595 2006-09-12T19:26:45Z Fabartus 617 P2c Fxup for uniformity (typo fix) {{Interwiki class-sisterproject|<div class="sisterproject">}} <!-- <div style="float: left;">[[Image:Wikiversity beta.png| 50 px |none|Wikiversity]]</div> ---> <div style="float: left;">[[Image:Wikiversity beta.png|{{#ifexist:{{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Wikiversity]]</div> <div style="margin-left: 3px;"> The {{W2|sister project}} {{W2|Wikiversity}} has this template: {{#ifeq: {{SITENAME}}|Wikiversity|<!-- My site--->'''''[[Template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''|<!-- Else not my site--->'''''[[V:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''}} <!---- Temp code to impliment on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude><!-- Pass #2b-rev=a upgrades standard ... 9-12-06 Interwikitmp0 suffix creates '2b-a' version ---- ---- This code is template:WikiVersitytmp ---- ---- Offline save file VikiVersitytmp Pass2b upgrades.txt --------------------------------------------------------------------------> {{#ifeq:{{PAGENAME}}|WikiVersitytmp| {{Interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} |{{Interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} <!-- Place all INTERWIKI's here below this line ---> ==Interwiki links== [[da:Skabelon:WikiVersitytmp]] &nbsp; [[de:Vorlage:WikiVersitytmp]] &nbsp; [[fr:Modèle:WikiVersitytmp]] &nbsp; [[hr:Template:WikiVersitytmp]] &nbsp; [[hu:Template:WikiVersitytmp]] &nbsp; [[nl:Sjabloon:WikiVersitytmp]] &nbsp; [[no:Mal:WikiVersitytmp]] &nbsp; [[ja:Template:WikiVersitytmp]] &nbsp; [[os:Шаблон:WikiVersitytmp]] &nbsp; [[pt:Predefinição:WikiVersitytmp]] &nbsp; [[ru:Template:WikiVersitytmp]] &nbsp; [[fi:Malline:WikiVersitytmp]] &nbsp; [[sv:Mall:WikiVersitytmp]] &nbsp; [[th:Template:WikiVersitytmp]] &nbsp; [[vi:Tiêu bản:WikiVersitytmp]] &nbsp; [[zh:Template:WikiVersitytmp]] &nbsp; <!-- Place all tagging INTERWIKI's here ABOVE this line ---> </noinclude> 4606 63003 2006-12-27T02:20:45Z 131.111.200.200 /* References */ Welcome to the '''Stem Cells Study Project'''. [[Image:HESC.png|thumb|right|Microscopy of human stem cells.]] ==Content summary== What are stem cells? Why is stem cell research regulated by some governments? ==Goals== Help Wikiversity participants understand what stem cells are and how they can be used in medical treatments. This interdisciplinary project also investigates why and how some governments regulate stem cell research. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: '''[http://whaaz.wikidot.com whaaz]''', a general science wiki site, have recent updates on stem cells. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4607 22793 2006-09-03T05:25:32Z JWSchmidt 20 subcat [[Category:Cell biology]] 4608 24873 2006-09-07T17:12:55Z Djfc 463 Welcome to the '''Center for the Study of Science research and the Law''', within the [[School:Law|School of Law]]. ==Department description== This department provides learning resources that help Wikiversity participants explore how various governments regulate scientific research. ==Department news== * '''2 September, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Stem Cells]] - What are stem cells? Why is stem cell research regulated by some governments? * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:JWSchmidt]] * ... [[Category:{{PAGENAME}}| ]] 4620 24765 2006-09-07T11:00:59Z SB Johnny 61 fixing redirect #REDIRECT [[School:Mathematics/Undergraduate/Foundations of Pure Mathematics]] 4624 22836 2006-04-12T22:37:48Z Kernigh Improve the message; in particular we do not have separate per-day categories. <noinclude>{{shortcut|&#123;{subst:nld}&#125;}}</noinclude> {| style="width:80%; margin: 0 auto; background-color:#FFFFFF; border:8px solid #ee0000; padding:5px; text-align; center;" |- | ''This image '''does not have information on its [[Wikibooks:Copyrights|copyright]] status'''. Unless the copyright status is provided, the image will be deleted seven days after this template was added '''({{{day}}} {{{month}}} {{{year|{{CURRENTYEAR}}}}}).''' Once a [[Wikibooks:Image copyright tags|copyright tag]] has been added, this template may be removed. <small>Use &#123;{no license|month={{CURRENTMONTHNAME}}|day={{CURRENTDAY}}|year={{CURRENTYEAR}}&#125;} or simply &#123;{subst:nld}}. 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You might notify them with:<br /><code>&#123;&#123;subst:[[Template:Image copyright|image copyright]]|Image:{{PAGENAME}}&#125;&#125; <nowiki>~~~~</nowiki></code></small></div> |} <includeonly> [[Category:Images with unknown copyright status|{{PAGENAME}}]]</includeonly><noinclude> ''This puts pages into [[:Category:Images with unknown copyright status]].'' </noinclude> 4625 22841 2006-04-12T21:23:27Z Derbeth warning - only subst: <noinclude><div style="margin: 20px; text-align:center; color:red">'''This template should only be used as <nowiki>{{subst:nld}}</nowiki></div></noinclude>{{no license|month={{<includeonly>subst:</includeonly>CURRENTMONTHNAME}}|day={{<includeonly>subst:</includeonly>CURRENTDAY}}|year={{<includeonly>subst:</includeonly>CURRENTYEAR}}}} 4626 23505 2006-09-04T08:15:49Z Az1568 793 +{{TestTemplatesNotice}} ==Image copyright problem with [[:{{{1}}}]]== <noinclude><!-- Caution: The presence of this message in edit view indicates that you're probably editing the master template. If you meant to edit a talk page, please go back and click the edit button for the page itself. --></noinclude> Thanks for uploading [[:{{{1}}}]]. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The [[w:Wikimedia Foundation|Wikimedia Foundation]] is very careful about the images included in Wikiversity because of [[w:Copyright|copyright law]] (see Wikiversity' [[Wikiversity:Copyright|Copyright policy]]). The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are [[w:open content|open content]], [[w:public domain|public domain]], and [[w:fair use|fair use]]. Find the appropriate template in [[Wikiversity:Image copyright tags]] and place it on the image page like this: <code>{&#123;TemplateName}}</code>. Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the [[Wikibooks:Study help desk|Study help desk]]. Thank you. <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] [[vi:Tiêu bản:Tin nhắn về bản quyền hình]][[fr:Modèle:Image sans licence]] </noinclude> 4627 22860 2006-09-03T12:47:29Z JWSchmidt 20 #REDIRECT [[Portal:Fine Arts]] #REDIRECT [[Portal:Fine Arts]] 4628 22865 2006-09-03T13:12:37Z JWSchmidt 20 add image Welcome to the '''Department of Fashion Illustration''' which is part of the [[Topic:Fashion|Division of Fashion]]. [[Image:Colleen's catwalk.png|thumb|right|300px]] ==Department description== The department of Fashion Illustration develops learning projects aimed at providing opportunity for participants to enjoy drawing and develop their fashion illustration skills. Participants draw figures using black line, color, and develop composition skills. ==Department news== * '''3 September, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4629 22862 2006-09-03T12:49:14Z JWSchmidt 20 subcategory [[Category:Fashion]] 4630 22864 2006-09-03T13:11:09Z JWSchmidt 20 This is a modified version of [http://commons.wikimedia.org/w/index.php?title=Image:Catwalk.jpg&oldid=2777067 an image from Commons]. == Summary == This is a modified version of [http://commons.wikimedia.org/w/index.php?title=Image:Catwalk.jpg&oldid=2777067 an image from Commons]. == Licensing == {{GFDL-self}} 4659 22910 2006-09-03T15:18:10Z JWSchmidt 20 [[Topic:Entrepreneurship]] moved to [[Topic:Entrepreneurial businesses]]: more specific name #REDIRECT [[Topic:Entrepreneurial businesses]] 4660 22917 2006-09-03T15:27:45Z JWSchmidt 20 [[Category:Entrepreneurship]] [[Category:Business]] [[Category:Entrepreneurship]] 4661 22920 2006-09-03T15:47:31Z JWSchmidt 20 subcategory [[Category:Interdisciplinary Studies]] 4662 22929 2006-09-03T16:01:51Z JWSchmidt 20 [[Topic:Practical Human Life]] moved to [[Topic:Ecological Sustainability]]: A division of [[School:Practical Human Life]] #REDIRECT [[Topic:Ecological Sustainability]] 4663 22931 2006-09-03T16:03:51Z JWSchmidt 20 subcategory [[Category:Practical Human Life]] 4664 22945 2006-09-03T16:47:10Z JWSchmidt 20 subcategory [[Category:Social Sciences]] 4665 22948 2006-09-03T16:50:09Z JWSchmidt 20 [[Topic:Political Science]] moved to [[Topic:Politics of the European Union]]: more specific topic #REDIRECT [[Topic:Politics of the European Union]] 4667 22956 2006-09-03T17:09:09Z JWSchmidt 20 subcategory [[Category:Political Science]] 4668 70032 2007-01-10T20:44:20Z JWSchmidt 20 [[Category:Music]] The fundamentals of violin are very difficult. A real live teacher is always preferable, especially for more advanced work and to preven injury. There are two equally important parts of playing the violin. The bow and the violin. The first lesson is that they are EQUALLY IMPORTANT. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4670 70101 2007-01-10T22:00:12Z JWSchmidt 20 See: [[Voice]] See: [[Voice]] [[Category:Pages moved from Wikibooks]] 4672 70091 2007-01-10T21:51:23Z JWSchmidt 20 See: [[Fundamentals of Music]] See: [[Fundamentals of Music]] [[Category:Pages moved from Wikibooks]] 4674 70041 2007-01-10T21:12:02Z JWSchmidt 20 [[Category:Music]] == Basics of Music Theory == Music Theory is the general term for the study of specific techniques of composition in music. At the introductory level it involves primarily the analysis of musical works, but the intermediate and advanced student will become not just an analyst but a composer of their own works. The most basic aspects of music can be broken down into two categories: pitch and rhythm. Pitch is the description of a particular note in the musical scale. Rhythm is the length of time the note is played. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4676 70081 2007-01-10T21:37:47Z JWSchmidt 20 fix link {{School_of_Music_TOC_SMALL}} *[[Introduction to Music]] *[[Understanding music]] *[[Introduction to Chords]] *[[b:en:The Physics of Music|The Physics of Music]] *[[b:en:Triads|Triads]] *[[Beginners Music Theory]] *[[Key Signatures]] *[[Scales]] *[[Intervals]] *[[Aural Training]] [[Category:Pages moved from Wikibooks]] [[Category:Music]] [[Category:Portal]] 4678 70054 2007-01-10T21:27:03Z JWSchmidt 20 [[Category:Music]] <div align="center">[[Image:Wikiintromusic.gif]]</div> {{Wikiversity:School_of_Music_TOC_SMALL}} == Introduction to music == What is music? Human beings have been making music since before recorded history, whether through drumming, singing or chanting. Some of our strongest emotions may be brought on by listening to a piece of music. In this modern age, we hear music around us almost all of our waking hours, in one form or another: radio, television or film music and our personal music [ipods etc.] are with us throughout the day. Most of us listen to recorded music or go to performances regularly, and some of us play a musical instrument. Prior to modern audio recording technology, music was available only in the presence of a musician, or to those who played an instrument or sang. === Musical concepts === A basic definition of music (in the Western World) is the chronological organisation of sounds; that is, making certain sounds at certain times, which make melodic, rhythmic and harmonic sense. The first, most basic concept, is keeping the sounds "in time". This leads us to some of the first few musical concepts: beat, rhythm and duration. *Beat is the regular pulse which provides a `timeline` for the rhythm to anchor itself to. *Rhythm is essentially repeated patterns of long or short, stressed or unstressed sounds which fit into the main beat. *Duration is the length of notes or sounds which facilitate the rhythm. Music is also the relationship between sound and silence. Duration and rhythm apply to silence in the same manner as they apply to sound. We perceive music as horizontal and vertical patterns. We hear melodies as a horizontal pattern. The notes (and silences) are heard one after the other over a period of time. We hear chords (groups of notes played simultaneously) in a vertical pattern. A mixture of one or all of these: melody, rhythm, chords, and silence form musical patterns. === Rhythm === Rhythm is the most basic concept of music. In all cultures worldwide, the most simple and basic forms of music are purely rhythms. A rhythm is a pulse; a repetition of sounds in a pattern. Simple rhythms can be recognised straight away. Tapping ''rhythmically'' at a drum constitutes tapping it at timed intervals in a pattern. The most common rhythmic pattern in modern-day Western music is <math>4/4</math> time (pronounced four-four time). This is where four pulses come one after the other, with the first of each four being given emphasis (known as an accent). Try this exercise: *Say the words "one, two, three, four, one, two, three, four..." etc. continously, and at even time intervals. *Now each time you say "one", say it slightly louder: "'''one''', two, three, four, '''one''', two, three, four..." etc. *You have just been saying the words "one", "two", "three" and "four" in <math>4/4</math> time. === Melody === In music, '''pitch''' is used to describe how high or low a note sounds. Anyone would know the difference between a high-pitched scratching of fingernails across a blackboard, and the low, rumbling growl of thunder. When Maria tells the children in ''The Sound Of Music'' that "the first few notes just happen to be...do re mi", she was referring to pitch. Using pitch, together with rhythm, we can start to construct '''melodies'''. Without rhythm, notes would just be long, sustained sounds. Without pitch, each sound would be the same (for example, the beating of a single drum). === Dynamics === In music, we use the word '''dynamics''' to describe how loudly or softly a note is played. Dynamics falls under the wider category of '''expressive techniques''', which are instructions for the performer to play loudly of softly, smoothly or detached, and many other effects. === Timbre (tone colour) === In music, the "colour" of a sound being produced is referred to as '''timbre''', or '''tone colour'''. Timbre is the difference between the harsh, scratchy sound of an electric guitar with distortion; the glassy, rounded sound of a piano; and the bird-like whispering sound of a flute. All these instruments could play exactly the same note, yet anyone would be able to recognise instantly an electric guitar from a piano from a flute. === Structure === Musical structure is usually defined by several things including [[w:Scale_(music)|scales]] and/or [[w:Arpeggio|arpeggios]] , [[w:Rhythm|rhythm]], [[w:Key_signature|key signature]], melodic patterns, variations Etc. To keep this particular paragraph concise, all or some of the elements of [[w:Music|music theory]] can be used in the structure of a musical piece. Many [[w:List_of_composers|composers]] that listen to [[w:Bach|Bach]] are fascinated by the [[w:palindromes|palindromes]], variations and inversions of patterns contained in its compositional structure, most of which will never be noticed unless you plan on going through the [[http://en.wikipedia.org/wiki/Musical_notation notation]] with a magnifying glass. --Subnote, Colhsh: Musical Structure also refers to the overall layout of a musical work as a whole, these come in several forms the simplest form is Binary form, in which there is one section of music "A" which is then juxtaposed against a contrasting "B" section which finishes it, giving the piece an "A-B" structure. An expansion on this is ternary form which is the same as binary, except that the "A" section is repeated, making the overall structure "A-B-A" Another musical form that was popular during the classical era is that of the Rondo form, in which there is an "A" section that is repeated throughout the work, but is interrupted by contrasting episodes, making any work in rondo form typically have the structure of "A-B-A-C-A-D-Etc." Larger structures include "Sonata form," which was developed in the Classical Period. The "Sonata form" often is the structure of the first movement of a Sonata, Symphony, and Concerto. The Sonata form is comprised of four sections. *Exposition - Introduces a main theme in the tonic key, and a subordinate theme in a related key - often the dominant, or if in a minor key - the relative major. *Development - Develops and elaborates the themes and explores new and exciting key centers. *Recapitulation - Returns to the tonic key and states the main theme and subordinate theme. The subordinate theme is often reworked to stay in the tonic. *Coda - Concludes the piece. === Texture === Texture refers to the layering of sounds on top of each other. For example, someone might be playing chords on the guitar, while singing a song over the top. Someone else might be playing the drums. Here we can observe '''three''' "layers of sound"; the '''melody''' (the voice), the '''accompaniment''' (the guitar chords) and '''rhycompaniment''' (the drum kit). [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4680 70058 2007-01-10T21:28:40Z JWSchmidt 20 [[Category:Music]] ==MUSIC!== Music is one of the most effective aspects of any culture. Almost anyone you know will most likely express a great interest in music and a particular style to which they are partial. But to more fully appreciate music, it is important to understand its inner workings at least to some extent. Music is extraordinarily complex, but some formulas and knowledge can help you understand it more easily. In using the word "understand", we need to clarify the meaning of music theory. The 'theory' of music is a way of talking and relating similar techniques and design processes; it does always remain just music 'theory' because the final basis for assesement is always based on subjectivity, personal opinion, and can be argued definitively from any imaginable angle. There is no final music 'truth' in any of our appraisal of harmony, melody, rhythmic form, nor any other designated parameter that we use to describe foundations for creating music. Because, as an artist, I strive to seek appreciation for all creative art expressions, beyond my own personal tastes, and preferences, my opinion must come after my interpretation, appreciation, and willingness to be open minded and infuenced by the artist more than by my own prejudices and biases. I cannot claim perfect adherence to any such policy of fairness, and friendly fellow encouragement through openess and willingness, but I think that it remains a much more productive mind frame, an artist's tool for further development. Through learning from our conscious efforts in adhereing to such humility, sincerity, and anti-egotistical type attitudes and reactions, we will in fact surprise ourselves in what we may one day uncover, if we remember to place people and personatlites before principles. For my own sincere beliefs describing the interpretation of music and art expressions in general, I strongly disagree with the following statement: "Firstly, in order to bring simplicity and understanding to music, we must acknowledge (despite the wishes of some) that music does indeed have a form and structure - all "good music" that is. Good music "has a direction, a tendency, a flow." Just who left this person in charge of making the final decision, about what is "Good Music" and what is not? Further statements following are their contributions to this wikibook, and for that reason they deserve my utter respect despite a highly different philosophical opinion. There truly must be value, in both sides of this approach to music "theory'. Very emotionally moving music is just that, moving. It plays with our minds pulling us aurally, and emotionally, in one direction and the next; it satisfies our musical desires in a delayed fashion. Think of it this way, how much more do you appreciate a glass of water after you have worked a hard day out in the sun than you would if you were inside lounging all day. Musical resolve and consonance (beauty and simplicity of sound and lack of dissonance) are most appreciated when they are delayed by a preceding dissonance. To further define consonance and dissonance, consonance can be thought of as "clean," "pristine," "pure," "clear," and "pretty." Dissonance can be referred to as "rough," "nasty," "ugly," or "harsh." Now these definitions would be in reference to only two notes being played, not in the context of any song. As I mentioned dissonace can become attractive in light of a following consonance. However, dissonance without resolve, or a move to consonance, is essentially unattractive. If you have a piano, play (only) the notes B and C (the two white keys that are right next to each other and just to the left of a pair of black keys). Keep pounding those two notes. They aren't pretty when played alone (just the 2 notes) and without any resolve to consonance are they? Now play that same C note along with the white key that is two white keys to the right - the note E. This is quite a pleasant sound. You can actually move all the way up and down the keyboard at this same interval and produce a pleasant sound. Now let's explore this a little further. The next two or five paragraphs will not be terribly exciting, but we need to do this so we can communicate clearly. Then it will be much better. Grab some coffee. We have largely been discussing how music "sounds." Some terms will help. When we get ready to sing a song or play a piece of music we like, we think of a series of "notes" that go up and down in a certain sequence. This applies to music from around the world as well. In a slow, dreamy, or romantic song each note may be played or sung for a half of a second, or several seconds. In a faster, energetic song many notes in sequence might be played in just one second. This gives each piece of music something we call rhythm, or to use a more common word - a beat. Rhythm is like the "pulse" of the music. Instinctively, we human beings can pick out the beat of nearly any song. It is interesting to see what happens when a person learning an instrument knows pitch, but ignores the beat or intended duration of the notes of a familiar song. When we create a single musical sound or note, it will be because our instrument or voice makes a physical vibration at a certain speed or frequency. The vibration makes the surrounding air vibrate in the same way, and it propagates out into further and further. This is identical to what happens when you drop a pebble into a pool of water. Our ears interpret these air waves as sound. When we talk about how notes are "high", "low," "going up", "staying the same", or "going down", we are describing another property of music called pitch. Pitch is a word musicians use to describe and write down the frequency of a note. We give letter names to certain frequencies. That way, everyone knows that when they play or see a "C" on a page, they refer to the same note. Imagine if we all had a different notion of what a "C" was - or no common way to communicate pitch! Then your cousin would know a very different version of Happy Birthday than you did. Rhythm is the arrangement of notes or other musical sounds in time. Many people often refer to the rhythm of a song as the 'beat'; however, rhythm encompasses more than the steady repeating of a drum pattern. Rhythm is the basis of melody. A melody without pauses and sudden flurries of notes would not be very pleasent to listen to for long. <!-- I'm not a music expert so feel free to change or delete this --> MORE LATER! [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4682 70062 2007-01-10T21:31:07Z JWSchmidt 20 [[Category:Music]] {{wikipedia|chord_(music)}} A chord, simply, is any combination of notes. Theoretically, any combination of notes is a chord, however, when used in a certain combination, some notes complement each other better than others. These notes are played together the most often, and make up the most popular chords. Traditionally, chords used three notes. While two notes is technically harmony, they can also be considered chords in general. Because of the broad nature of this definition, types of chords have been developed that "sound good", in the western philosophy of music. The following chords can be played in any scale. To understand them, one should have the basic knowledge of a [[Music:Scales_and_Intervals|scale]] first. There is no specific tonal order for the notes to be played; many kinds of "inversions" can be created by placing the notes in different orders. All examples are shown with the root note Bb. ==Major Chord== The major triad is often symbolized with a capital letter ('''C'''). It is three notes: the first, third, and fifth note of a scale. Alternatively, you can figure this chord out by adding a note a major third (4 half-steps) up from the root note and then a minor third (3 half-steps) up from that. If you add the half-steps of a major and minor third you will notice the third note is 7 half-steps up from the root making a perfect fifth. This interval will remain the same in major and minor chords. All primary triads are created by stacking intervals of a third. It is a very whole sounding chord, and is found within most, if not all popular songs. C Major triads, '''C - E - G''': [[Image:CMajor.png]] ==Minor Chord== The minor triad is often symbolized with a lower case letter, or 'min', or just an 'm' ('''c''' | '''C'''''min'' | '''C'''m). It is composed of three notes: the first, flat-third, and fifth. The lowered third represents the third note of a minor scale. Alternatively, you can figure this chord out by adding a note a minor third (3 half-steps) up from the root note and then a major third (4 half-steps) up from that. The quality of this chord is not as full as the major chord, and has a darker complexion. It also is found in a majority of popular music. C Minor triads, '''C - Eb - G''': [[Image:CMinor.png]] ==Diminished Chord== The diminished triad can be symbolized with either a '°' or with the abbreviation "dim" ('''C'''° | '''C'''''dim''). Its components include: the first, flat-third, and flat-fifth. Alternatively, you can figure this chord out by adding a note a minor third (3 half-steps) up from the root note and then another minor third (3 half-steps) up from that. If you add the half-steps of two minor thirds together you will notice the third note is 6 half-steps up from the root making a diminished fifth, giving the chord its name. Having 2 lowered notes, a diminished chord does not have great euphony. It sounds slightly out of place, but adds a certain musical flavor. C Diminished triads, '''C - Eb - Gb''': [[Image:CDim2.png]] ==Augmented Chord== The augmented triad is usually symbolized with a '+' or 'aug'('''C'''+ | '''C'''''aug''). It is rarely seen in music, but considered one of the main chord structures. It combines: the first, third, and an raised fifth. Alternatively, you can figure this chord out by adding a note a major third (4 half-steps) up from the root note and then another major third (4 half-steps) up from that. If you add the half-steps of two major thirds together you will notice the third note is 8 half-steps up from the root making a augmented fifth, giving the chord its name. An augmented fifth sounds the same as a minor sixth but is notated differently and consequently will sound different in context. It has a very unique sound. C Augmented triads, '''C - E - G#''': [[Image:CAug.png]] ==Dominant Seventh Chord== A seventh chord is attached to any other chord by the addition of the number '7' ('''Bb'''7). It can be attached to pretty much any chord, not just the major chord: ('''Bb'''7 | ''dim'' '''Bb'''7). Opposed to the logical addition of the seventh note of the scale, a flat-seventh note is added. When the seventh note is flat it is known as a "minor" 7. This chord became a dominant due to confusion if you were to say Bb minor7. That may lead somebody to believe it is a Bbminor with a 7th. Instead it is just a Bb7. '''Bb - D - F - Ab''' ==Major Seventh Chord== Like a dominant seventh chord, a note is added to a triad to create a major seventh chord. While a '7' represents the dominant seventh chord, the letters "maj" and a '7' represent a major seventh chord ('''Bb''' ''maj''7). The note added to this chord is the seventh note of the root's major scale. '''Bb - D - F - A''' ==Suspended(Sustained) Chord== The suspended chord, also called sustained chord, is symbolized with "sus" or "sus4" ('''Bb'''sus | '''Bb'''sus4). Another version of this chord is symbolized with "sus2" ('''Bb'''sus2). The 4 type combines the first, fourth, and fifth note, while the 2 type is first, second, and fifth. '''Bb - Eb - F''' (Sus4) '''Bb - C - F''' (Sus2) ==Add2/Add4 Chord== This chord is just like a suspended chord in that it uses the second and fourth note. The difference is that, whereas in a suspended chord the third note is omitted, in an "Add2/Add4" chord, the third is kept. '''Bb - D - Eb - F''' (add4) '''Bb - C - D - F''' (add2) ==Fifth Chord== The fifth chord or "power chord" is unusual because it truly is a harmony. The fifth chord is only the first and fifth scale degree of the root note and is represented with a 5 ('''Bb'''5). It is also called a "power chord" because it produces a very powerful sound. Many musicians use it when they wish the chord to have neither a major nor a minor effect. '''Bb - F''' ==Sixth Chord== The sixth chord is a four note chord, adding the sixth note of the root's major scale to a triad. All triads can become sixths, represented by the addition of a '6' (e.g. '''Bb'''m6). '''Bb - D - F - G''' ==Combinations== All of these symbols and chords can be combined to form all other chords. For example, one could create a minor major seventh chord ('''Bb'''mmaj7). '''Bb - Db - F - A''' Technically, any combination of notes can be termed with the combination of these previous basic chord types. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4684 70066 2007-01-10T21:33:10Z JWSchmidt 20 [[Category:Music]] '''Introduction to Music Notation''' Musical notation is used to indicate the pitch (how high or low), temporal information (speed or placement in time) and duration (how long) of discrete sounds, which we call notes. notes are graphically represented by various signs depending on their duration and position. Notes are named successively using the first seven letters of the Roman alphabet, i.e. A, B, C, D, E, F, G. The notes that continue upwards beyond G begin at the begining of the sequence with A again. The interval from one A to the next A is called an octave (i.e. : 8 notes). Likewise, the interval between one C and the next C is also called an octave, etc... The notes are placed on a set of five horizontal lines separated by spaces. This group of five horizontal lines is refered to as a staff or stave. The plural form of either word is staves. The position of the note on the stave is directly related to its pitch. Thus, the higher up the stave the note is, the higher its pitch. The notes which fall outside of the range of the staff are placed on, above or below shorter lines, called ledger lines. In order for us to be able to determine the exact pitch of any note on the stave, we make use of a symbol called a clef, which is placed at the beginning of each stave and enables us to determine the pitches of the notes for that particular stave. There are many different clef signs, the two most common are the Treble (G) clef and the Bass (F) clef. The treble clef is an embellished G, and sits on the second line from the bottom of the stave, making notes placed on that line G's. The bass clef is an embelished F, which looks like a backwards C with two dots on top of each other (like a colon), and the two dots are on either side of the fourth line from the bottom (second line from the top) of the stave. This causes every note on that line to become F's. '''The notes of the Stave''' The notes of the Treble clef can be easily worked out by applying a simple rule, the spaces inbetween the lines of the stave from bottom to top spell the word 'F A C E'. Thus the bottom space is an 'F', the next space above that is an 'A', then a 'C' is the next space above that, and finally, the top most space is an 'E'. It is therefore easy to work out the notes on the lines. The first line at the bottom is an E, as E comes directly before F. Then the second line is a G, as G comes after F (also, the treble clef rests on the G line). The third (middle) line is a B, as B comes after A. Then the second line from the top is a D, as D comes after C, and the top most line is thus an F, as F comes after E. The notes of the Bass clef can be worked out in a similar fashion. I like to use an acronym for remembering the spaces of the bass clef. The acronym is All Cows Eat Grass ('A C E G'). So the bottom most space is an 'A', then the second space from the bottom is a 'C', then and 'E' and, finally, the top space is a 'G'. The lines can be worked out as described abover, making the first line a 'G', then an 'B', 'F', and the top line is a 'A'. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4686 76281 2007-01-15T02:57:28Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] A key signature serves as a guide for the performer of a piece of music. The key signature determines the pattern of accidentals -- sharps and flats -- to be played, and reappears at the beginning of each staff. (In this way it differs from a time signature, which need be written only once.) For example, if the key signature consists of only F-sharp, each written note F in the piece should be played as F-sharp, even though no sharp immediately precedes the written note. Often, however, an accidental contradicting the direction of the key signature will appear immediately before the written note. An accidental immediately preceding the written note ''always'' takes precedence. (For instance, in our example, if the key signature contains F-sharp but a written note F appears with a natural sign written in front of it, F-natural should be played.) In traditional notation, this influence of the new accidental applies for the duration of the measure before the key signature resumes its "dominion", or until canceled by a subsequent new accidental. Since a the presence of a "key" in music is contingent on a certain pattern of accidentals, the key signature gives a partial indication of the key of a given passage of music. We need more than the key signature to determine the key of a passage, though -- that must be decided on the basis of contextual features to be explained elsewhere in the School of Music. All other things being equal, though, each key signature can represent one of two musical keys: one major, and one minor. Each is termed the "relative" major or minor, respectively, in relation to the other. For example, B-flat minor and G minor have the same key signature: the relative minor of the key of B-flat major is G minor, while B-flat major is the relative major of G minor. The following tables illustrate each key signature, along with a listing of their corresponding keys. It is of paramount importance for the practicing musician to memorize these keys and to be able to recall them instantly. <table align=center cellpadding="2" cellspacing="0"> <tr><th>Key Sig.</th><th>Major Key</th><th>Minor Key</th></tr> <tr><td align=center>[[Image:C Major key signature.png|C Major key signature]]<br>No sharps or flats</td><td>[[w:C major|C major]] </td><td>[[w:A minor|A minor]] </td></tr> </table> <div style="float:right"> <table border="1" cellpadding="2" cellspacing="0"> <tr><th>Key Sig.</th><th>Major Key</th><th>Minor Key</th></tr> <tr><td align=center>[[Image:F Major key signature.png|F Major key signature]]<br>1 flat</td><td>[[w:F major|F major]] </td><td>[[w:D minor|D minor]] </td></tr> <tr><td align=center>[[Image:B-flat Major key signature.png|B-flat Major key signature]]<br>2 flats</td><td>[[w:B-flat major|B&#x266d; major]] </td><td>[[w:G minor|G minor]] </td></tr> <tr><td align=center>[[Image:E-flat Major key signature.png|E-flat Major key signature]]<br>3 flats</td><td>[[w:E-flat major|E&#x266d; major]] </td><td>[[w:C minor|C minor]] </td></tr> <tr><td align=center>[[Image:A-flat Major key signature.png|A-flat Major key signature]]<br>4 flats</td><td>[[w:A-flat major|A&#x266d; major]] </td><td>[[w:F minor|F minor]] </td></tr> <tr><td align=center>[[Image:D-flat Major key signature.png|D-flat Major key signature]]<br>5 flats</td><td>[[w:D-flat major|D&#x266d; major]] </td><td>[[w:B-flat minor|B&#x266d; minor]] </td></tr> <tr><td align=center>[[Image:G-flat Major key signature.png|G-flat Major key signature]]<br>6 flats</td><td>[[w:G-flat major|G&#x266d; major]] </td><td>[[w:E-flat minor|E&#x266d; minor]] </td></tr> <tr><td align=center>[[Image:C-flat Major key signature.png|C-flat Major key signature]]<br>7 flats</td><td>[[w:C-flat major|C&#x266d; major]] </td><td>[[w:A-flat minor|A&#x266d; minor]] </td></tr> </table> </div> <div> <table border="1" cellpadding="2" cellspacing="0"> <tr><th>Key Sig.</th><th>Major Key</th><th>Minor Key</th></tr> <tr><td align=center>[[Image:G Major key signature.png|G Major key signature]]<br>1 sharp</td><td>[[w:G major|G major]] </td><td>[[w:E minor|E minor]] </td></tr> <tr><td align=center>[[Image:D Major key signature.png|D Major key signature]]<br>2 sharps</td><td>[[w:D major|D major]] </td><td>[[w:B minor|B minor]] </td></tr> <tr><td align=center>[[Image:A Major key signature.png|A Major key signature]]<br>3 sharps</td><td>[[w:A major|A major]] </td><td>[[w:F-sharp minor|F# minor]] </td></tr> <tr><td align=center>[[Image:E Major key signature.png|E Major key signature]]<br>4 sharps</td><td>[[w:E major|E major]] </td><td>[[w:C-sharp minor|C# minor]] </td></tr> <tr><td align=center>[[Image:B Major key signature.png|B Major key signature]]<br>5 sharps</td><td>[[w:B major|B major]] </td><td>[[w:G-sharp minor|G# minor]] </td></tr> <tr><td align=center>[[Image:F-sharp Major key signature.png|F-sharp Major key signature]]<br>6 sharps</td><td>[[w:F-sharp major|F# major]] </td><td>[[w:D-sharp minor|D# minor]] </td></tr> <tr><td align=center>[[Image:C-sharp Major key signature.png|C-sharp Major key signature]]<br>7 sharps</td><td>[[w:C-sharp major|C# major]] </td><td>[[w:A-sharp minor|A# minor]] </td></tr> </table> </div> [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4688 70072 2007-01-10T21:35:01Z JWSchmidt 20 [[Category:Music]] A scale is a predetermined series of tones that define a musical context. A scale is defined as being major or minor according to whether the scale contains a major or a minor third, respectively. (If it contains both, as in the octatonic scale, it is considered to be neither major nor minor.) This holds true even if the scale in question is not "the" major or minor scale per se. The most important kind of scale we are concerned with is the ''diatonic'' scale; that is, any scale containing the interval sequence W-W-H-W-W-W-H (where "W" represents a whole step and "H" is a half step). Note that any other cyclic permutation of this interval sequence is also considered a manifestation of the diatonic scale! What follows is a discussion of the different scales -- that is, of the various permutations of this interval sequence -- with some supplementary remarks on usage. ==The Major Scale== Perhaps the most commonly encountered scale is the major scale. We arrive at this series of notes by beginning on any (fixed) tone -- the tonic -- and ascending verbatim through the interval sequence given above. Thus, the notes of the D major scale are D E F# G A B C# D. As an exercise, check for yourself that this series corresponds to our interval sequence. Note that the first and third scale degrees -- D and F# -- form a major third, the characteristic interval of the major scale.<br /> '''C Major Scale on the Treble Clef''' [[Image:C_major.png]] {{Audio|C_major.ogg|Listen}} ==The Minor Scales== We obtain the "default" minor scale, called the natural minor scale, by choosing a note as our tonic and proceeding by the cyclic permutation W-H-W-W-H-W-W of our interval sequence. Note that a "shorthand" version of this process could consist in starting from the sixth note of the major scale and working our way up cyclically: using the example of the D major scale given above, we can see that the B minor scale is B C# D E F# G A B. There are also two other types of minor scales that deviate from the diatonic interval sequence: the harmonic and melodic minor scales. These two commonly-encountered variants and their usage will be discussed more in depth when your present author or another contributor has time for the discussion; for now, let it suffice to note that the harmonic minor scale differs from the natural minor one only in that its seventh degree is raised by a half step to form a leading tone, while the melodic minor scale is equivalent to a natural minor scale with its sixth and seventh degrees each raised a half step while the scale ascends; but on the way down, the melodic minor scale is identical to the natural minor.<br /> '''C Harmonic Minor Scale on the Treble Clef'''<br /> [[Image:C_harmonic.png]]{{Audio|C_harmonic.ogg|Listen}}<br/> '''C Melodic Minor on the Treble Clef'''<br /> [[Image:C_melodic.png]]{{Audio|C_melodic.ogg|Listen}}<br/> ==Modes== While the major and minor scales are the most important ones occurring in tonal music, they are but two manifestations of the entire diatonic system, just two of seven possible cyclic permutations of our interval sequence. Each such permutation is spoken of by musicians as a ''mode''. Their names are Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian: seven permutations, seven diatonic modes. There is a simple way to familiarize yourself with these modes: on a piano keyboard, start on the note C and ascend on only white keys, one at a time, until you reach the C an octave above your starting point. You have just played a C major scale, or equivalently, a ''C Ionian'' scale. Now start on D and play only white keys up to the next D. You have played a D Dorian scale. So on for Phrygian mode, Lydian mode . . . Notice the different and exotic characters imparted to the various modes by cyclically permuting the diatonic interval sequence. As long as the correct sequence of intervals is preserved, you may choose any note as the first degree of any scale you like. E.g. F# Dorian: F# G# A B C# D# E F#. *'''C Ionian''' [[Image:C_major.png]]{{Audio|C_major.ogg|Listen}} *'''C Dorian''' [[Image:C_dorian.png]]{{Audio|C_dorian.ogg|Listen}} *'''C Phrygian''' [[Image:C_phrygian.png]]{{Audio|C_phrygian.ogg|Listen}} *'''C Lydian''' [[Image:C_lydian.png]]{{Audio|C_lydian.ogg|Listen}} *'''C Mixolydian''' [[Image:C_mixolydian.png]]{{Audio|C_mixolydian.ogg|Listen}} *'''C Aeolian''' [[Image:C_aolian.png]]{{Audio|C_aolian.ogg|Listen}} *'''C Locrian''' [[Image:C_locrian.png]]{{Audio|C_locrian.ogg|Listen}} THE OCTATONIC (DIMINISHED) SCALE THE CHROMATIC SCALE AND THE WHOLE-TONE SCALE EXOTIC OR "ETHNIC" MODES MESSIAEN'S MODES OF LIMITED TRANSPOSITION [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4690 70076 2007-01-10T21:36:12Z JWSchmidt 20 [[Category:Music]] An interval in the musical sense, strictly speaking, is some quantification of the distance between any number of tones to one another. There are many ways in which one could go about naming intervals (e.g. frets on a guitar, frequency, cents). The predominant method used in music is to quantify intervals is based on the diatonic scale. Given a scale spelled, for example, C D E F G A B, we represent these members as the set of roman numerals I II III IV V VI VII, respectively. So the distance from C to E, or I to III, would be spoken as a third (e.g. E is the third of C). Define + and – as new symbols, and + and – as the familiar symbols for addition and subtraction. Then T2 + (T1– 1) = T2 + T1, and T2 – (T1– 1) = T2 – T1 , for any two scale tones. So when one says add two fourths together they mean to perform this alternate operation, such that IV + IV = VII. This last non-italicized Roman numeral is an interval. It is not necessarily the seventh of the scale it is a member of, it is the distance across two consecutive, stacked, fourths. It may also be convenient to use the Arabic numerals we are familiar with, so then in terms of addition/subtraction we would use 0 through 6 one to one for the roman numerals I through VII. So, 2 + 4 = III+V = 6 = VII, and I+I = I = 0 + 0 = 0. It’s important to remember that 0 corresponds to one I , 1→ II, 2→II, and so on to 6→7. There are two or three species of each interval, either minor and major, or diminished perfect and augmented(4ths and 5ths). Major intervals are larger than minor intervals and augmented intervals are greater than perfect intervals, which are greater than diminished intervals. In terms of a twelve-tone chromatic scale, whose elements are named 0 through 11, we can define diatonic intervals thusly: I = 0; II = 1,2; III= 3,4; IV=4,5,6; V=6,7,8; VI= 8,9; VII= 10, 11. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4692 70079 2007-01-10T21:36:58Z JWSchmidt 20 [[Category:Music]] The ability to recognize and understand the music one hears. This can take the form of transcribing music into notation by ear or by hearing musical functions. Aural Training could also be used to identify formal structures on both large and small scales. One's ability in aural training varies greatly from person to person. For some it comes rather naturally and for others it is much more difficult, regardless of whether or not they are a musician. For those with perfect (absolute) pitch, some aspects of aural training are certainly made easier, but not all. Transcription: By focusing one aspect of the music at a time (i.e. rhythm, melody, bass line, etc.) one can, with proper training, transcibe the music they hear, into musical notation. This is a very common practice amongst jazz musicians as they transcribe solos recorded by other jazz musicians so as to develop their own improvisational abilities. General Aspects: In tonal music, different chords have different functions. It is possible to hear these different functions so as to have a better idea of what is happening in the music. Beyond function, even hearing the quality of the chord can be important and be used by musicians. These more general aspects tend to be used by more musicians (classical, jazz, etc.) than transcription. Formal Structures: On a large scale one can train themseleves to hear the different formal sections of a piece in any music. This could be through hearing the difference between verse and chorus in a popular song or hearing the the difference between the Exposition, Development and subsequent Recapitulation in classical sonata form. On a smaller scale, one could hear the differences between the Main Theme, Transition, and Subordinate Theme or even the structures in a single phrase (i.e. basic idea, contrasting idea, continuation, etc.) Absolute Pitch: The ability to remember the particular quality of pitch classes well enough to so as to recognise them on hearing. It is not a rare ability among musicians. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4694 47912 2006-11-22T20:41:00Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] <div align="center"> {| width="75%" cellspacing="0" |style="background-color: #e6e6e6; border: 1px solid #cccccc; padding: 0.5em; font-size: small; text-align: center;" valign=top| <h2>[[Portal:Music|School of Music]]</h2> [[Portal:Music/Beginner|Beginner]] | [[Portal:Music/Novice|Novice]] | [[Portal:Music/Advanced|Advanced]] | [[Portal:Music/Expert|Expert]] | [[Portal:Music/Introduction|Introduction]] | [[Portal:Music/Theory|Theory]] | [[Portal:Music/Composition|Composition]] | [[Portal:Music/Jazz|Jazz]] | [[Portal:Music/Ear Training|Ear Training]] |} </div><noinclude>[[Category:Pages moved from Wikibooks]]</noinclude> 4695 70082 2007-01-10T21:40:11Z JWSchmidt 20 fix links {{School_of_Music_TOC_SMALL}} *[[Improvisation]] *[[Chord Functions]] *[[Voice Leading]] *[[Cadences]] *[[Modulation (music)|Modulation]] *[[First Inversions]] *[[Second Inversions]] *[[Non-chord Tones and Arpeggiation]] *[[Seventh Chords and their Inversions]] *[[small forms]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4697 70096 2007-01-10T21:53:09Z JWSchmidt 20 cat The Oxford Concise Dictionary of Music by Michael Kennedy (1996) defines Improvisation as a performance according to the inventive whim of the moment, i.e. without a written or printed score, and not from memory. It has been an important element in music throughout the centuries. Improvisation is something quite interesting and fun to do. It is an amazing ability to be able to sit down at a piano, or whatever instrument, and just play to your heart's content. However, this ability requires an understanding of music theory, so I suggest that you (the reader) go to the beginner section and read the section on introductory music theory. If you feel that you are comfortable with music theory, then please continue. In classical music we have what is called a cadenza. A cadenza is an improvization, showing off the virtuosity of the soloist (whether it be a singer, pianist, violinist etc...), which is usually inserted into the final cadence of any section of a vocal aria or solo instrumental movement. [[Category:Pages moved from Wikibooks]] [[Category:Music]] 4699 70045 2007-01-10T21:20:06Z JWSchmidt 20 [[Category:Portal]] {{School_of_Music_TOC_SMALL}} *[[Secondary Dominants]] *[[Augmented Sixth Chords]] *[[Neapolitan Chords]] *[[Augmented Chords]] *[[Ninth Chords and Beyond]] *[[Other Chromatic Harmony]] *[[Large Forms]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4701 70046 2007-01-10T21:20:31Z JWSchmidt 20 [[Category:Portal]] {{School_of_Music_TOC_SMALL}} *[[Twentieth Century Techniques]] *[[Twelve Tone Technique]] *[[b:enCounterpoint|Counterpoint]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4704 70047 2007-01-10T21:20:54Z JWSchmidt 20 [[Category:Portal]] {{Wikiversity:School_of_Music_TOC_SMALL}} *[[Portal:Music/Introduction to Music|Introduction to Music]] *[[Portal:Music/Understanding_music|Understanding music]] *[[Portal:Music/Introduction_to_Chords|Introduction to Chords]] *[[Portal:Music/Beginners Music Theory|Beginners Music Theory]] *[[Portal:Music/Key Signatures|Key Signatures]] *[[Portal:Music/Scales|Scales]] *[[Portal:Music/Intervals|Intervals]] *[[Portal:Music/Aural Training|Aural Training]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4706 70083 2007-01-10T21:42:27Z JWSchmidt 20 fix links {{Wikiversity:School_of_Music_TOC_SMALL}} *[[Chord Functions]] *[[Voice Leading]] *[[Cadences]] *[[Inversions]] *[[Non-chord Tones and Arpeggiation]] *[[Ornaments]] *[[Form and Structure]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4708 70049 2007-01-10T21:23:14Z JWSchmidt 20 [[Category:Portal]] *[[Composition/Improvisation]] *[[Composition/Patterns in Art and Music]] *[[Composition/Language and Music]] *[[Composition/Basic Techniques]] *[[Composition/Intermediate Techniques]] *[[Composition/Advanced Techniques|Advanced Techniques]] *[[Composition/Motif Techniques|Motif Techniques]] *[[Composition/Idea and Development|Idea and Development]] *[[Composition/Harmony and Counterpoint|Harmony and Counterpoint]] *[[Composition/Form and Experiences|Form and Experiences]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4710 70050 2007-01-10T21:24:54Z JWSchmidt 20 [[Category:Portal]] *[[Jazz/Improvisation|Improvisation]] *[[What Makes Jazz Chords Different?]] *[[Jazz Forms]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4712 70051 2007-01-10T21:25:24Z JWSchmidt 20 [[Category:Portal]] *[[Intervals]]<br> *[[Chords]]<br> *[[Scales]]<br> *[[Rhythms]]<br> *[[Melodic Dictation]]<br> [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 4717 76260 2007-01-15T02:54:45Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Rayc|Rayc]] using [[Wikiversity:Rollback|rollback]] == Readings that stretch your brain if you are at in high school or at a high school level == **[[w:Aimee Bender|Aimee Bender]], [[w:The Girl in the Flammable Skirt|The Girl in the Flammable Skirt]] -- contemporary fairy tales; strange and wonderful stories. **[[w:Daniel Clowes|Daniel Clowes]]. Any of his graphic novels. **[[w:Robert Cormier|Robert Cormier]], [[w:After the first death|After the first death]], [[w:I am the Cheese|I am the Cheese]], [[w:The Chocolate War|The Chocolate War]]] -- darkly thoughtful young adult novels. **[[w:Ursula Le Guin|Ursula Le Guin]], [[w:Earthsea|The Earth Sea Trilogy]] -- classic predessesor to the Harry Potter novels. **[[w:George Orwell|George Orwell]], [[w:Animal Farm|Animal Farm]] -- Powerful work in a simple style ponders what happens after the animal revolution. **[[w:Phillip Pullman|Phillip Pullman]], [[w:The Subtle Knife|The Subtle Knife]] -- A fantasy trilogy following a complex herione. Its popularity in the UK led to the author being invited to a public discussion of the subject matter with Archbishop Rowan Williams. [[Category:Literary Studies]] [[Category:Wikihigh]] 4718 79402 2007-01-21T02:39:51Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} * [[Thesis, papers and dissertations about scientific collaboration]] * [[Research grant collaboration group]] * [[Topic:Learning Objects]] - Look into the creation of [[w:Learning object|Learning object]]s and incorporating [[m:Learning Object Metadata|Learning Object Metadata]] into the [[Topic:MediaWiki|MediaWiki]] engine for use at Wikiversity and other projects. [[Category:Research]] 4719 23212 2006-09-03T21:38:37Z JWSchmidt 20 add sections <center><big>Welcome to the '''School of Environmental Sciences'''</big>, part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]].</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! == Thesis, papers and dissertations == * [[Scientific information on environmental issues in the age of digital media]] --[[User:Alarico|Alarico]] 21:07, 3 September 2006 (UTC) [[Category:{{PAGENAME}}| ]] 4720 67605 2007-01-07T18:33:35Z JWSchmidt 20 See also - '''A critical analysis of the actual management model of scientific information '''<br> '''and some possible alternative models through collaborative platforms.''' Author: Mariano Senna da Costa, September 2006 Certified by: Prof. Dr. Joachim Hasebrook 1st. Thesis Adviser, International School of New Media / Luebeck, Germany Prof. Dr. Richard Scotti 2nd Thesis Advisory, International School of New Media / Luebeck, Germany © Copyleft ---- ===TABLE OF CONTENTS=== ====Abstract==== This paper consists of an investigation about the past, present and future of<br> internal structures and processes of scientific information production and its<br> management, with the focus on the analysis at institutions of environmental studies.<br> Considering three dimensions of the communication process at academic institutions<br> (technological, cultural and institutional), the research drawn near a philosophical<br> review about some relations (economic, political and social) among these dimensions and<br> therefore examine some aspects of the specialized information production and distribution. ====Index==== 1. - Preface - The idea of this research<br> 2. - Introduction<br> 3. - Short review of philosophical aspects of Science, Technology and Social Communication<br> ::3.1 - Technology's Interrelations<br> ::3.2 - Science as a New Religion<br> ::3.3 - Characteristics of Contemporary Science and Technology<br> ::3.4 - Impacts of Science and Technology<br> ::3.5 - Why Environmental Issues?<br> ::3.6 - Information / Power / Society Control<br> ::3.7 - The hypothesis of this work<br> 4. - Subject and Methodology<br> 5. - Results and early conclusions<br> 6. - General Conclusion<br> 7. - Further Research<br> 8. - Bibliography<br> 9. - Attachments<br> ====[[/Acronyms/]]==== ====Tables and Figures==== ==== Acknowledgements ==== ==See also== *[[Scientific information on environmental issues in the age of digital media/Abstract]] [[Category:Papers]] [[Category:Environmental Sciences]] 4723 23213 2006-09-03T21:39:15Z JWSchmidt 20 subcategory [[Category:Interdisciplinary Studies]] 4730 61661 2006-12-20T13:59:43Z Mystictim 626 <noinclude><!--PNG images containing transparencies do not display properly for some users. Please consider this fact before replacing the already tiny GIF file.--></noinclude><div class="messagebox merge">[[Image:Merge-arrows.gif|left]] It has been suggested that this article or section be [[W:Merging and moving pages| merged]] with ''[[:{{{1}}}|{{{1}}}]]''. ([[{{{2|:{{NAMESPACE}} talk:{{PAGENAMEE}}}}}|Discuss]])</div><includeonly>[[Category:{{#if:{{NAMESPACE}}|Items|Articles}} to be merged|{{PAGENAME}}]]</includeonly> 4733 68035 2007-01-08T05:01:17Z Rayc 57 This is a record of methods for recruiting translators. ==Existing recruiting methods== *[[Wikiversity translations]] was linked to from these Wikiversity pages: **[[Portal:Learning Projects|learning projects portal]]. **[[Wikiversity:Browse]] **[[Wikiversity:Community Portal]] **[[School:Foreign Language Learning]] ===Links from Wikipedias=== ====English Wikipedia==== *[[w:Portal talk:Language#Wikiversity needs translators|Language portal]] *[[w:Talk:Wikiversity#Wikiversity needs translators|Wikiversity]] ====German Wikipedia==== * needed ====French Wikipedia==== * needed ==Plans for new methods== * [[Topic:Multilingual Studies|Multilingual Studies]] (See Practicum outline at [[multilingual worksheet]]) * [[Topic:Translation]] (Machine and Human) *... [[Category:Wikiversity translations]] [[Category:Recruitment]] 4741 23296 2006-09-04T00:09:12Z Digitalme 39 [[Template:Wikiversity:School of Music TOC SMALL]] moved to [[Template:School of Music TOC SMALL]]: transwiki {| cellspacing="0" style="background-color: #e6e6e6; width:80px; margin-left: 1em; float:right; border: 1px solid #cccccc; font-size: small; text-align: center;" valign=top ! Chapters |- ! [[Portal:Music|Home]] |- | ---- |- | [[Portal:Music/Beginner|Beginner]] |- | [[Portal:Music/Novice|Novice]] |- | [[Portal:Music/Advanced|Advanced]] |- | [[Portal:Music/Expert|Expert]] |- | ---- |- | [[Portal:Music/Miscellaneous|Miscellaneous]] |} 4743 23298 2006-09-04T00:09:47Z Trevor MacInnis 99 +cat [[Category:Wikiversity maintenance|merge]] 4744 23314 2006-09-04T00:44:49Z JWSchmidt 20 [[Topic:Linguistics]] moved to [[Topic:History of Linguistics]]: more specific topic #REDIRECT [[Topic:History of Linguistics]] 4746 34348 2006-10-12T02:11:19Z Jade Knight 1836 +cat Hist [[Category:Linguistics]] [[Category:History]] 4751 23331 2006-09-04T02:05:51Z JWSchmidt 20 [[Topic:Physics]] moved to [[Topic:Particle Physics]]: make a more specific topic for [[School:Physics]] #REDIRECT [[Topic:Particle Physics]] 4753 23334 2006-09-04T02:06:23Z JWSchmidt 20 subcategory [[Category:Physics]] 4754 64481 2006-12-29T06:14:51Z EricPrice 4683 /* Recommended program */ Unofficial master program listing for all learning projects that are used by [[School:Computer Science|Computer Science]] Topics. This is a list of all the learning projects offered by the school of computer science. This list attempts to maintain a prerequisite tree between learning projects, as well as to identify some of the key goals and topics of each learning project so that these can be reused rather than reduplicated everywhere. ===Recommended program=== [[Image:Bombe-rebuild.jpg|thumb|right|300px|[[w:Bletchley Park|Bletchley Park]] museum.]] '''Introduction Courses I'''<br /> 1.1 [[Introduction to Computer Science]]<br /> :Prerequisites - high school or advanced H.S. student<br /> :Goals - to give understanding of computer science, both programming and hardware arcitecture.<br /> 1.2 [[Introduction to Calculus]] (from School of Mathematics)<br /> :Prerequisites - high school or advanced H.S. student<br /> :Goals - to teach basic calculus<br /> 1.3 [[Introductory Discrete Math for Computer Science|Discrete Math I]]<br /> :Prerequisites - high school or advanced H.S. student<br /> :Topics - Logic, Sets, Functions, Counting, Graphs<br /> 1.4 [[Linear algebra|Introduction to Linear Algebra]] (from School of Mathematics)<br /> :Prerequisites - high school or advanced H.S. student<br /> :Goals - to teach basic linear algebra <br /> '''Introduction Courses II''' <br /> 2.1 [[Discrete Math for Computer Science|Discrete Math II]]<br /> :Prerequisites - [[Introductory Discrete Math for Computer Science|Discrete Math I]]<br /> :Topics - Complexity, Proof, Collections, Information Theory<br /> 2.2 [[Programming in C]]<br /> :Prerequisites - [[Introduction to Computer Science]], [[Introductory Discrete Math for Computer Science|Discrete Math I]]<br /> :Goals - to develop a small program in C<br /> 2.3 [[Calculus II]] (from School of Mathematics)<br /> :Prerequisites - Introduction to Calculus<br /> 2.4 [[Data Structures]] (linked lists, stack, trees, hash tables, etc)<br /> :Prerequisites - [[Programming in C]]<br /> [[Image:Binary tree (letters)2.jpg|frame|A Binary Tree]] '''Intermediate Courses I''' <br /> 3.1 [[Object-Oriented Software Development]]<br /> :Prerequisites - [[Introduction to Computer Science]]<br /> :Goals - design and analysis of object-oriented programs.<br /> :Topics include: classes, interfaces, fundamental object-oriented data structures, debugging and testing.<br /> 3.2 [[Statistics]] (from School of Mathematics)<br /> 3.3 [[Operating Systems]] <br /> :Prerequisites - [[Introduction to Computer Science]]<br /> :Goals - understand the services offered by an operating system to the user and programmer, using Linux as a model environment.<br /> :Topics include: the shell, files, users, processes, threads & synchronization, pipes, sockets, security<br /> 3.4 [[Introduction to Networks]]<br /> :Prerequisites - [[Operating Systems]]<br /> :Goals - understand programming in a networked environemnt, including concerns about latency & bandwidth, trust, network topology<br /> :Topics include: basic protocols, network topology and routing, application-level protocols, principles of distributed applications<br /> 3.5 [[Analysis of Algorithms]]<br /> :Prerequisites - [[Introduction to Computer Science]], [[Introductory Discrete Math for Computer Science|Discrete Math I]]<br /> :Goals - learn the common characteristics and differentiating factors of algorithms<br /> :Topics include: counting, combinations and permutations, basic sorting and searching algorithms, notions of best-, worst-, and average-case performance, Big-O notation<br /> '''Intermediate Courses II'''<br /> 4.1 [[Calculus III]](Differential eqs, vector calculus - (from School of Mathematics))<br /> 4.2 [[Topic:Numerical Algorithms|Numerical Algorithms]]<br /> 4.3 [[Introduction to Operating System design]]<br /> 4.4 [[Network Architectures]]<br /> '''Advanced Courses I''' <br /> 5.1 [[Introduction to Databases]]<br /> 5.2 [[Artificial Intelligence]]<br /> 5.3 [[Compiler Design]]<br /> 5.4 [[Functional Programmming]]<br /> 5.5 [[Theory of Programming Languages]]<br /> 5.6 [[Complexity Theory and Computability]]<br /> 5.7 [[Open Source Enhancement Project]]<br /> '''Advanced Courses II'''<br /> 6.1 [[Image and Signal Processing]]<br /> 6.2 [[Computer Vision]]<br /> 6.3 [[Distributed Computing]]<br /> 6.4 [[Advanced Analysis of Algorithms]]<br /> 6.5 [[Bioinformatics]]<br /> 6.6 [[Machine Learning and Data Mining]]<br /> 6.7 [[Quantum Computing]]<br /> 6.8 [[Open Source Major Enhancement Project]]<br /> '''Special Topics'''<br /> 7.1 Some advanced learning project (micro-OS, design small CPU, new network protocol, etcx)<br /> 7.2 Launch New Open Source Software Project / Thesis<br /> 7.3 Open Source Theory/Publication Project / Thesis<br /> ===Optional courses=== list of all odds and ends, together with their difficultness rating (Introductory I, Advanced II)...<br /> List of pre-needs for Introductory 1 esp math requirements and concepts list and self-assessment pre-tests<br /> List of learning styles with suggestions for adapting material<br /> {{Template:FVP}} [[Category:Computer Science]] 4755 23345 2006-09-04T02:29:25Z Fabartus 617 Import from en.wp <!--- Save file: WD_Interwiki_9-01-06.txt ... 9-03 Mn upgrade Ver ---><noinclude> Adapted from well debugged {{TL|W2c}}, and like {{TL|W2}}, will access a wikipedia page from any sister project or {{TL|W2c}} access a commons page, '''{{TL|Wd}} accesses a dictionary page''' from any {{W2|sister project}} and gives a user friendly pipetricked format for interwiki linking direct to access a {{w2|Wiktionary}} page. </noinclude><includeonly>{{#ifeq: {{SITENAME}}|Wiktionary|{{#if:{{{2|}}}|[[{{{1}}}|{{{2}}}]] |[[{{{1}}}|{{{1}}}]]}} |{{#if:{{{2|}}}|[[wiktionary:{{{1}}}|{{{2}}}]] |[[wiktionary:{{{1}}}|{{{1}}}]]}} }}</includeonly><noinclude> {{-}} ---- ;Template Logic: '''<nowiki>{{#if: {{{2|}}} | [[wiktionary:{{{1}}}|{{{2}}}]] | [[wiktionary:{{{1}}}|{{{1}}}]] }}</nowiki>{{I}}(an if-then-else structure) ''' {{interwikitmp-grp|{{PAGENAME}}|{{PAGENAME}}}} ---- Mnemonically, 'W' from Wiki plus 'D' for Dictionary: {{w2|initialism|(An initialism)}}: Adapted from {{W2c}}, Gives pipetricked form for interwiki linking direct to access a Wiktionary page. {{-}} ;On W2/Wb/W2c/Wd/Wq/Ws (sister templates): ;Scope: 'Wp' and 'Wc' are constrained by unavailable terms, including capital letter only variations, so as the first interwiki namespace to namespace templates (The goal was to have text links that reproduce identically on any {{w2|sister project}}, so that text and link explainations on category pages could be shared across the sister project gulf, while trying hard to connect them efficiently. So these are not templates with a trivial local need. :Like this template will be ported with usage and links to other sister's, the template family allows direct same syntax connection between sisters's, making it easier to weave interwiki links (e.g. Word definition links in technical matter) nearly seamlessly with and within standard wiki text. *They collectively eliminate link conversion. Such now takes a lot of manual editing converting from {{w2|the commons}} (Article page link) forms '''<nowiki>[[w:Article name]] or {{W|Article name}} to [[Article name]]</nowiki>''' on en.wikipedia. *'WD' is primarily useful for see also lists on en.wikipedia or other direct accessing needs into a Dictionary page. {{i}}(Talk page spats, for example). *This template will allow such pipetricking as well by testing for the second argument using if then else conditionals. [[Category:Interwiki link templates|{{PAGENAME}}]] [[Category:Miscellaneous templates|{{PAGENAME}}]]]] </noinclude> 4758 23367 2006-09-04T02:48:36Z JWSchmidt 20 [[Topic:Economics]] moved to [[Topic:Basics of Economics]]: more specific topic within [[School:Economics]] #REDIRECT [[Topic:Basics of Economics]] 4760 23372 2006-09-04T02:54:26Z JWSchmidt 20 subcategory [[Category:Economics]] 4762 23376 2006-09-04T03:03:02Z JWSchmidt 20 [[Topic:Construction]] moved to [[School:Construction]]: as per [[Portal:Practical Arts and Sciences]] #REDIRECT [[School:Construction]] 4764 68098 2007-01-08T08:40:33Z Franz Kies 2208 /* Lessons */ ==Learning Project: "Project Management" Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Portal:Practical Arts and Sciences|Practical Arts and Sciences]]:''' * '''[[Wikiversity:The School of Project Management|School]]''' * '''Project Management|Project Management''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== *Lesson 0: [[00 PM - An Introduction to what follows]] *Lesson 10: [[10 Project Management - Components I]] *Lesson 11: [[11 Project Management - Components II]] *Lesson 12: [[12 Project Management - Components III]] *Lesson 15: [[15 PM - Project Preparation]] *Lesson 20: [[20 PM - Kick-Off-Meeting]] *Lesson 22: [[22 PM - Statement of Work]] *Lesson 25: [[25 PM - Status Report]] *Lesson 30: [[30 PM - Project Resources]] *Lesson 60: [[60 PM - Budgets]] *Lesson 90: [[90 PM - Project Audit]] ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Franz Kies|Franz Kies]] 10:45, 7 January 2007 (UTC) [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> 4766 23388 2006-09-04T03:15:52Z JWSchmidt 20 subcategory [[Category:Project Management]] 4767 23405 2006-09-04T03:49:31Z JWSchmidt 20 [[Topic:History]] moved to [[Topic:Philosophy of History]]: more specific topic #REDIRECT [[Topic:Philosophy of History]] 4776 77331 2007-01-16T23:10:38Z JWSchmidt 20 [[Category:Pharmacy]] '''Pharmacy''' is a science and profession concerned with the safe use of medication. Traditionally, pharmacists have compounded and dispensed medications on the orders of physicians. More recently, pharmacy has come to include other services related to patient care including clinical practice, medication review, drug information, and poison control. Pharmacists are not just experts on drugs but the authority on drug use. The duty of a '''pharmacist''' is to check the drug that is being given to patient or that is being produced in a pharmaceutical industry. The sole purpose of his practice is to ensure health of the patient by the correct guidance of patient and 100% guaranteed right dispense of medicine. ==[[Topic:Basic sciences|Basic sciences]]== * [[Topic:Division of Biology|General Biology]] ** [[Topic:Cell Biology|Cell biology]] - Ready for participants. ** [[Topic:Molecular biology|Molecular biology]] ** [[Topic:Botany|Botany]] * [[Topic:Chemistry|Chemistry]] **[[Topic:General Chemistry|General Chemistry]] **[[Topic:Organic Chemistry|Organic Chemistry]] **[[Topic:Analytical Chemistry|Analytical Chemistry]] **[[Topic:Physical Chemistry|Physical Chemistry]] **[[topic:Biochemistry|Biochemistry]] * [[Topic:Physics|Physics]] * [[School:Mathematics]] * [[Topic:Medical Microbiology|Medical Microbiology]] * '''Microbiology''' ** [[Topic:Bacteriology|Bacteriology]] ** [[Topic:Virology|Virology]] ** [[Topic:Parasitology|Parasitology]] * [[Topic:Genetics|Genetics]] * [[Topic:Physiology|Physiology]] * [[Topic:Anatomy|Anatomy]] * [[Topic:Immunology|Immunology]] * [[Topic:Pathology|Pathology]] * [[Topic:Laboratory Techniques|Laboratory Techniques]] * [[Topic:Neurology|Neurology]] * [[Topic:Pharmaceutical Statistics|Pharmaceutical Statistics]]/Study Design ==Departments== * [[Topid:Pharmaceutics|Pharmaceutics]] ** [[Topic:Industrial Pharmacy|Industrial Pharmacy]]\[[Topic:Pharmaceutical Technology|Pharmaceutical Technology]] ** [[Topic:Biotechnology|Biotechnology]] * [[Topic:Pharmaceutical Sciences|Pharmaceutical Sciences]] ** [[Topic:Pharmacology|Pharmacology]] ** [[Topic:Phamacokinetics|Pharmacokinetics]] ** [[Topic:Pharmaceutical Chemistry|Pharmaceutical Chemistry]] *** [[Topic:Drug Design|Drug Design]] ** [[Topic:Pharmacogonsy|Pharmacogonsy]] ** [[Topic:Phytochemistry|Phytochemistry]] ** [[Topic:Toxicology|Toxicology]] ** [[Topic:Spectrometry|Spectrometry]] ** [[Topic:Bioinformatics]] ** [[Topic:Pharmacogenomics|Pharmacogenomics]] * [[Topic:Clinical pharmacy|Clinical pharmacy]]/[[Topic:Pharmacy practice|Pharmacy practice]] ** Pharmacy Calculations ** Radiopharmaceuticals ==Discussion== The discipline of pharmacy is divided into four main branches 1. '''Pharmaceutics''' '''Pharmaceutics''' is the branch which deals with the presentation of drug or medicine in a suitable form which are also called Dosage forms and check the actions of drugs in a body. 2. Pharmaceutical Sciences * '''Pharmaceutical Chemistry''' '''Pharmaceutical Chemistry''' deals in the chemistry of drugs, physical properties and nature of drugs. *''' Pharmacology''' '''Pharmacology''' works with the action of the drugs in the body. * '''Pharmacognosy''' '''Pharmacognosy''' is the mother of pharmacy. It deals with the extraction of drugs from natural resources i.e from animals to minerals and plants to microorganisms. 3. '''Pharmacy practice''' ==Active participants== * --[[User:Chaos|Chaos]] ==See also== * [[School:Biology|School of Biology]] * [[School:Medicine|School of Medicine]] * [[School:Chemistry|School of Chemistry]] ==Essential Books== {{col-begin}} {{col-break}} <table style="float: left; margin-left: 1em; margin-bottom: 0.5em; width: 242px; border: #99B3FF solid 1px"> <tr><td>{{Wikibooks|Bioethics}}</td></tr> <tr><td>{{Wikibooks|How to search:PubMed}}</td></tr> </table> {{col-break}} <table style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 242px; border: #99B3FF solid 1px"> <tr><td>{{Wikibooks}}</td></tr> <tr><td>{{Wikibooks|Pharmacology}}</td></tr> <tr><td>{{Wikibooks|Organic Chemistry}}</td></tr> <tr><td>{{Wikibooks|Biochemistry}}</td></tr> <tr><td>{{Wikibooks|Molecular Biology}}</td></tr> <tr><td>{{Wikibooks|Human physiology}}</td></tr> </table> {{col-break}} {{col-end}} ==Basic Sciences Books== {{col-begin}} {{col-break}} <table style="float: left; margin-left: 1em; margin-bottom: 0.5em; width: 242px; border: #99B3FF solid 1px"> <tr><td>{{Wikibooks|General Biology}}</td></tr> <tr><td>{{Wikibooks|Computational Biology}}</td></tr> <tr><td>{{Wikibooks|Immunology}}</td></tr> <tr><td>{{Wikibooks|Human Anatomy}}</td></tr> <tr><td>{{Wikibooks|Microbiology}}</td></tr> <tr><td>{{Wikibooks|Anatomy}}</td></tr> <tr><td>{{Wikibooks|Pathology}}</td></tr> <tr><td>{{Wikibooks|WikiBook of Human Anatomy}}</td></tr> <tr><td>{{Wikibooks|Handbook of Genetic Counseling}}</td></tr> </table> {{col-break}} <table style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 242px; border: #99B3FF solid 1px"> <tr><td>{{Wikibooks|General Chemistry}}</td></tr> <tr><td>{{Wikibooks|Chemical synthesis}}</td></tr> <tr><td>{{Wikibooks|Computational chemistry}}</td></tr> <tr><td>{{Wikibooks|Inorganic Chemistry}}</td></tr> <tr><td>{{Wikibooks|IB Chemistry}}</td></tr> <tr><td>{{Wikibooks|Physical Chemistry}}</td></tr> <tr><td>{{Wikibooks|Crystallography}}</td></tr> </table> {{col-break}} <table style="float: left; margin-left: 1em; margin-bottom: 0.5em; width: 242px; border: #99B3FF solid 1px"> <tr><td>{{Wikibooks|Introduction to medical statistics}}</td></tr> <tr><td>{{Wikibooks|Health Informatics}}</td></tr> <tr><td>{{Wikibooks|Bioinformatics}}</td></tr> <tr><td>{{Wikibooks|Biotechnology}}</td></tr> <tr><td>{{Wikibooks|Proteomics}}</td></tr> <tr><td>{{Wikibooks|Genetics}}</td></tr> <tr><td>{{Wikibooks|Neuroscience}}</td></tr> </table> {{col-break}} {{col-end}} [[Category:Pharmacy]] 4780 23504 2006-09-04T08:11:36Z Az1568 793 +{{TestTemplatesNotice}} Please do not add nonsense to Wikiversity; it is considered vandalism. If you would like to experiment, use the [[Wikiversity:Sandbox|sandbox]]. Thank you. <!-- Template:Test2 (second level warning) --> <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] </noinclude> 4782 30959 2006-10-01T23:43:24Z Az1568 793 +cat {| style="background-color:#F9F9F9; border:1px solid #AAA; padding:5px;" |- |[[Image:Information icon with gradient background.svg|32px]] | |'''Template usage notes''' * Please refer to the [[:Category:User_warning_templates |index of user warning templates]] before using any template on user talk pages to warn a user. Applying the best template available for your purpose may help reduce confusion from the message you are sending. * Please remember to [[m:Help:Substitution|substitute]] the template using <tt><nowiki>{{subst:</nowiki>{{PAGENAME}}}}</tt> instead of <tt><nowiki>{{</nowiki>{{PAGENAME}}}}</tt>. |} <noinclude> [[Category:Templates]] </noinclude> 4786 75368 2007-01-13T22:34:27Z 145.97.222.134 c #REDIRECT [[Topic:Analytical chemistry]] 4788 23526 2006-09-04T09:33:01Z JWSchmidt 20 subcat [[Category:Chemistry]] 4792 24071 2006-09-05T09:25:45Z Guillom 48 png -> svg {{announce|Beta.svg|{{{1}}}|{{{2}}}}} 4793 23568 2006-09-04T13:01:07Z JWSchmidt 20 /* Licensing */ Copyright by Wikimedia == Summary == [http://beta.wikiversity.org/wiki/Image:Beta.svg source] == Licensing == {{Copyright by Wikimedia}} 4808 62753 2006-12-25T09:35:00Z Remi0o 3985 /* Areas of Study */ '''Aerospace Engineering''' <center> {| border=0 cellspacing=0 cellpadding=12 bgcolor="ccccff" | ''' [[Topic:Aerospace Engineering/For editors|For editors]] ''' | ''' [[Topic:Aerospace Engineering/For lecturers|For lecturers]] ''' | ''' [[Topic:Aerospace Engineering/For students|For students]] ''' |} </center> ==What it is== Aerospace Engineering deals specially with aircrafts, and all types of machines which can fly. It also covers theory of aerodynamics. This also deals with huge spacecrafts, space structures, satellites, and all aspects related to space. Aerospace engineers design, develop, and test aircraft, spacecraft, and missiles and supervise the production of these products. Those who work with aircraft are called aeronautical engineers, and those working specifically with spacecraft are astronautical engineers. Aerospace engineers develop new technologies for use in aviation, defense systems, and space exploration, often specializing in areas such as structural design, guidance, navigation and control, instrumentation and communication, or production methods. They also may specialize in a particular type of aerospace product, such as commercial aircraft, military fighter jets, helicopters, spacecraft, or missiles and rockets, and may become experts in aerodynamics, thermodynamics, celestial mechanics, propulsion, acoustics, or guidance and control systems. == About the craft == Aerospace engineers are expected to have slower-than-average growth in employment over the projection period. Although increases in the number and scope of military aerospace projects likely will generate new jobs, increased efficiency will limit the number of new jobs in the design and production of commercial aircraft. Even with slow growth, the employment outlook for aerospace engineers through 2014 appears favorable: the number of degrees granted in aerospace engineering declined for many years because of a perceived lack of opportunities in this field, and, although this trend is reversing, new graduates continue to be needed to replace aerospace engineers who retire or leave the occupation for other reasons. Earnings for engineers vary significantly by specialty, industry, and education. Even so, as a group, engineers earn some of the highest average starting salaries among those holding bachelor’s degrees. The following tabulation shows average starting salary offers for engineers, according to a 2005 survey by the National Association of Colleges and Employers. Starting Salaries: :Bachelor's - $50,993 :Master's - $62,930 :Ph. D. - $72,530 == Elements == Some of the elements of aerospace engineering are: * Fluid mechanics - the study of fluid flow around objects. Specifically aerodynamics concerning the flow of air over bodies such as wings or through objects such as wind tunnels (see also lift and aeronautics). * Astrodynamics - the study of orbital mechanics including manipulation, determination, and prediction of orbital elements when given a select few variables. While few schools in the United States teach this at the undergraduate level, several have graduate programs covering this topic (usually in conjunction with the Physics department of said college or university). * Dynamics and engineering mechanics - the study of movement, forces, moments in mechanical systems. * Mathematics - as most subjects within aerospace engineering involve equations and mathematical manipulation and derivations, a solid and comprehensive study of mathematics is required to enable effective learning in the other modules. * Electrotechnology - the study of electronics within engineering. * Propulsion - the energy to move a vehicle through the air (or in outer space) is provided by internal combustion engines, jet engines and turbomachinery, or rockets (see also propeller and spacecraft propulsion). A more recent addition to propulsion is ion thrust (or electric) propulsion. * Control engineering - the study of mathematical modelling of systems and designing them in order that they behave in the desired way. As aircraft flight control systems are becoming increasingly complex, they can be studied as a separate module. * Aircraft structures - design of the physical configuration of the craft to withstand the forces encountered during flight. Aerospace engineering aims very much at keeping structures lightweight. * Materials science - related to structures, aerospace engineering also studies the materials of which the aerospace structures are to be built. New materials with very specific properties are invented, or existing ones are modified to improve their performance. * Aeroelasticity - the interaction of aerodynamic forces and structural flexibility, potentially causing flutter, divergence, etc. * Avionics - specifically concerning the design and programming of any computer systems on board an aircraft or spacecraft and the simulation of systems. Navigation equipment may be the focus of this study. * Risk and reliability - the study of risk and reliability assessment techniques and the mathematics involved in the quantitative methods. * Noise control - the study of the mechanics of sound transfer. Required as noise levels are a massive consideration in the current aerospace industry. * Flight test - the discipline of designing and executing flight test programs in order to gather and analyze performance and handling qualities data in order to determine if an aircraft meets its design and performance goals and certification requirements. The basis of most of these elements lies in theoretical mathematics, such as fluid dynamics for aerodynamics or the equations of motion for flight dynamics. However, there is also a large empirical component. Historically, this empirical component was derived from testing of scale models and prototypes, either in wind tunnels or in the free atmosphere. More recently, advances in computing have enabled the use of computational fluid dynamics to simulate the behavior of fluid, reducing time and expense spent on wind-tunnel testing. Additionally, aerospace engineering addresses the integration of all components that constitute an aerospace vehicle (subsystems including power, communications, thermal control, life support, etc.) and its life cycle (design, temperature, pressure, radiation, velocity, life time), leading to extraordinary challenges and solutions specific to the domain of aerospace systems engineering. It is uncommon for an aerospace engineer to view and comprehend all the components of the involved project. == Areas of study == ===General Prerequisites=== * [[Basic Mathematics]] - differentials, integrals, basic mechanics, vector algebra, matrices and matrix manipulation, total derivative (for mass and momentum equations, among others) ** [http://en.wikibooks.org/wiki/Calculus Calculus] ** [http://en.wikibooks.org/wiki/Differential_Equations Differential Equations] * Thermodynamics/Heat Transfer - Zereoth, First, Second and Third Laws, Enthalpy, Entropy, Clausius Inequality and ??, Steady State Equation, Modelling Gas Turbines/Engines, Conduction, Convection, Radiation (Black Body, Grey Body) ** [http://en.wikibooks.org/wiki/Engineering_Thermodynamics Engineering Thermodynamics] * Circuits/Electronics * Physics - Forces, Gravity Equation ** [http://en.wikibooks.org/wiki/Physics_Study_Guide/Gravity Gravity] === Statics === * Structural Analysis * Mechanics - Friction on a surface, Rolling bodies, Stability, Pure/Damped/Forced Harmonic Motion, Orbits (reaching orbit, geostationary point, changing orbit, escape velocity) ** [http://en.wikibooks.org/wiki/Solid_mechanics Solid Mechanics] === Fluid mechanics === * Aerodynamics - Derivation of shear stress on a fluid, perfect gas equation, Bernoulli equation, Langrangian and Eulerian reference frames, control volumes and control surfaces, Conservation of mass up to 3-d, balance of momentum equations up to 3-d, Aerofoils, Circulation, Mach Number & Renauld's Number, Laminar and turbulent flow, Propulsion & Turbomachinery ** [http://en.wikibooks.org/wiki/Jet_Propulsion/Aerodynamics Aerodynamics] ** [http://en.wikibooks.org/wiki/Jet_Propulsion Jet Propulsion] ** [http://en.wikibooks.org/wiki/Rocket_Propulsion Rocket Propulsion] === Materials Science === * Material Classes - Metals, Ceramics, Composites, Polymers, Ionic and Covalents * Material Microstructure * Properties of Materials - Strength, Stiffness, Young's Modulus, Elasiticity and Modulus of Elasticity, Hardness, Toughness, Electrical Properties? * Materials Selection * Material Processes - Annealing, Quenching, Precipitaiton Hardening, Case Hardening * Failure - Fatigue, Creep, Fracture, Case studies (aircraft) * Composites - matrix and fibers, explanation of directional properties, case studes (carbon fibre, kevlar, fibreglass) ** [http://en.wikibooks.org/wiki/Material_science Material Science] === Aircraft Design === * Basic Aircraft Performance - Air density at altitudes, Perfect Gas equation, * Dynamics and Control - Control Surfaces, === Rover Design === *[[Rover Mission Analysis and Design]] [[Category:Aerospace Engineering|!]] [[Category:Engineering]] 4809 50529 2006-12-01T09:12:50Z AmiDaniel 3334 Repoint [[Service community]] to [[Wikiversity:Service community]] __NOTOC__ __NOEDITSECTION__ <!-- [[Template:MainPage/Style]] --> {{MainPage/Style |title=[[Wikiversity:Welcome, newcomers|Welcome]] <small>to</small> WIKITREK |subtitle=To boldly go where no Wiki has gone before... |right box=<center>[[Wikiversity:What is Wikiversity?|About]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Browse|Browse]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Community Portal|Community]]<br>[[Wikiversity:Adding content|Editing]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Help desk|Questions]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Guided tour|Tour]]</center> |introduction= '''[[Wikiversity:Browse|Browse]]''' our subject areas: [[:Category:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[:Category:Humanities|Humanities]] '''&middot;''' [[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[:Category:Life Sciences|Life Sciences]] '''&middot;''' [[:Category:Physical Sciences|Physical Sciences]] '''&middot;''' [[:Category:Professions|Professions]] '''&middot;''' [[:Category:Social Sciences|Social Sciences]] <!------------------------------------------------------------- Sidebar --------------------------------------------------------------> |Sidebar= </div> [[Image:South African classroom.jpg|200px|center]] <!------------------------------------------------------------- Main content --------------------------------------------------------------> |content= <!-- [[Template:MainPageBox]] --> {{MainPageBox|title=[[Wikiversity:What is Wikiversity?|What is Wikiversity?]] |link= |logo=Pix.gif |content= '''Wikiversity''' is a space for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Its primary goals are to: * Create and host [[Wikiversity:Licences|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages * Develop collaborative [[Portal:Learning Projects|learning projects]] and [[Wikiversity:Wikiversity community|communities]] around these materials Wikiversity supports both learning and teaching. For further details about Wikiversity, see an outline of our [[Wikiversity:Policies|policies]].<BR>[[Wikiversity:Welcome, newcomers|Welcome, newcomers]]! }} {{MainPageBox|title=Help develop Wikiversity! |link= |logo=Pix.gif |font_size=100 |content= '''Time dependent''': * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - Help create a motto and a slogan for Wikipedia. *''Use new main page design?'' - '''[[Wikiversity_talk:Main_Page#New_page_design|comment soon]]''' on talk page. *[http://www.wikiversity.org/ Wikiversity Hub]. 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Mailing list: [http://mail.wikimedia.org/mailman/subscribe/wikiversity-l Subscribe] to ''Wikiversity-l'' or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. *'''[[Wikiversity:News|Site news]]''' &mdash; Announcements, updates, and releases on Wikiversity and its [[Wikiversity:History of Wikiversity|history]]. }} {{MainPage/SubBox |title= Related Links |content= === Library=== * Wikiversity is still importing pages from Wikibooks. <br>Please request page imports at: '''[[Wikiversity:Import]]''' * [[Catalog]] * [[Wikibooks:Main Page|Textbook collection]] at Wikibooks * [[Wikibooks:]] - [[Wikibooks:Category:Wikiversity|Wikiversity Category]] · [[Wikibooks:Wikiversity|Wikiversity portal]] }} <!------------------------------------------------------------- SisterProjects --------------------------------------------------------------> |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; padding:0 .8em 0 30px" | '''[[Wikiversity:Help|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} ==Wikiversity in other languages== This Wikiversity is written in English. Started in 2006, it currently contains [[Special:Statistics|{{NUMBEROFARTICLES}}]] articles. Other Wikivesities are available:<br> {{WikiversityLang}} ==Wikiversity's sister projects== {{Sisterprojects}} <div style="clear:left"></div> </div> [[de:]] 4811 23607 2006-09-04T16:28:02Z JWSchmidt 20 sub [[Category:Biology]] 4813 23616 2006-09-04T16:44:39Z JWSchmidt 20 [[Topic:History of industrial design]] Welcome to the Wikiversity '''Division of Industrial Design''', part of the [[School:Art and Design|School of Art and Design]]. Industrial design is an applied art whereby the aesthetics and usability of products may be improved. ==Division news== * '''4 September 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * Transportation design * Environmental Design * [[Topic:History of industrial design|History of industrial design]] * Industrial design and the Law * Consumer Product Design * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4814 39082 2006-10-24T06:31:36Z 71.102.237.140 /* The Ligature */ [[Image:Clarinet in Eb.jpg|right|100px]] ==The Clarinet== The clarinet is a musical instrument in the woodwind family. The name derives from adding the suffix -et meaning little to the Italian word clarino meaning a particular trumpet, as the first clarinets had a strident tone similar to that of a trumpet. The instrument has an approximately cylindrical bore, and uses a single reed. Clarinets actually comprise a family of instruments of differing sizes and pitches. It is the largest such instrument family, with more than two dozen types. Of these many are rare or obsolete, and music written for them is usually played on one of the more common size instruments. The unmodified word clarinet usually refers to the B♭ soprano, by far the most common clarinet. There is also a smaller E♭clarinet. Since approximately 1850, clarinets have been nominally tuned according to 12-tone equal-temperament. Older clarinets were nominally tuned to meantone, and a skilled performer can use his or her embouchure to considerably alter the tuning of individual notes. ==The Reed== Reeds for the clarinet come in different strengths. Sometimes, they are numbered in steps of 1/2. Softer reeds are numbered lower than harder reeds. ==The Mouthpiece== The mouthpiece is the most important piece of the Clarinet, it produces the Clarinet's awesome sound. The reed and ligature are pieces attached to the mouthpiece. ==The Ligature== The ligature holds the reed to the mouthpiece. ==The Embochure== ==Links== *[http://en.wikibooks.org/wiki/Clarinet The Workbook for Clarinet] *[http://en.wikipedia.org/wiki/Clarinet Clarinet on Wikipedia] ==See Also== * [[School:Music|School of Music]] [[Category:Music]] 4815 23617 2006-09-04T16:45:20Z JWSchmidt 20 subcategory [[Category:Art and Design]] 4816 23629 2006-09-04T17:07:09Z JWSchmidt 20 link to [[Chain mail]] Welcome to the '''Center for Study of the History of Industrial Design''', part of the [[Topic:Industrial Design|Division of Industrial Design]]. ==Center description== Industrial design originated as a profession in continental Europe, principally England, Germany and Scandinavia during the 1800s. The Wikiversity Center for Study of the History of Industrial Design explores both the history of ancient industries and the historical development of modern industries. ==Center news== * '''4 September 2006''' - Center founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Chain mail]] - design of armor and jewelry with [[w:Chainmail|chain mail]]. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4817 23621 2006-09-04T16:47:43Z JWSchmidt 20 subcategory [[Category:Industrial Design]] 4819 32953 2006-10-08T00:27:29Z Rayc 57 image [[Image:Fagott-Bassoon.png|right|100px]] ==The Bassoon== The bassoon is a woodwind instrument in the double reed family that plays in the tenor range and below. It is also called fagott in German, fagotto in Italian, and basson in French. Appearing in its modern form in the 1800s, the bassoon is a part of orchestral, concert band, and chamber music literature. It is known for its distinctive tone color, wide range, variety of character, and agility. ==Links== *[http://en.wikipedia.org/wiki/Bassoon Bassoon on Wikipedia] ==See Also== * [[School:Music|School of Music]] [[Category:Music]] 4820 62028 2006-12-22T02:42:16Z Jechasteen 168 [[Image:Euphonium.jpg|right|100px]] ==The Euphonium== The euphonium is a conical-bore, tenor-voiced brass instrument. It derives its name from the Greek word euphonion, meaning "beautiful-sounding" or "sweet-voiced" ("eu" means "well" (understood as "good" or "pleasant") and "phonium" means "voice"). The euphonium is a valved instrument, and nearly all models are piston valved, though German rotary valved models do exist (e.g. Miraphone). The euphonium has a fundamental pitch (all valves open) of Bb, but sounds in the key of C (relative to the piano). The technique involved in playing the euphonium is quite similar to that of the trumpet, in that they fingerings and partials are more or less the same -- disregarding register and transposition. However, the [http://en.wikipedia.org/wiki/Embouchure embouchure] is much more comparable to a trombone embouchure and often times the mouthpieces are used interchangably. In the United States, the Bass Clef is generally accepted as the norm, while in Europe it is much more common to read music in Bb Treble Clef (as is written for the trumpet). ===Instructor: [[User:Jechasteen|Jonathan Chasteen]]=== If you are not already acquainted with elementary musical notation, please review the wikipedia page on [http://en.wikipedia.org/wiki/Music_notation Music Notation]. I will not be going over certain things, e.g. the basics of musical notation, so it will behoove you to know at least the elements of the musical staff. [[/Jechasteen/Lesson 1/|Lesson 1]] - Embouchure and breath<br> [[/Jechasteen/Lesson 2/|Lesson 2]] - First notes ==Links== *[http://en.wikipedia.org/wiki/Euphonium Euphonium on Wikipedia] [[Category:Music]] 4821 32956 2006-10-08T00:35:05Z Rayc 57 image [[Image:Flageolet pompe.jpg|right|50px]] ==The Flute== The flute is a musical instrument of the woodwind family. Unlike other woodwind instruments, a flute produces its sound from the flow of air against an edge, instead of using a reed. The most common type is the Western concert flute or C flute (most flutes are tuned to to the key of C). A musician who plays the flute is generally called a flautist or flutist. Thousands of works have been composed for flute. Flutes are used in many ensembles including concert bands, orchestras, flute ensebles, ocasionally jazz bands and big bands. ==Playing a Western concert flute== Good flute technique requires that the flute be pressed against the lower lip in such a way that it is possible to efficiently blow directly at the far wall of the lip plate (embouchure) at any angle. A maladjusted flute is much more difficult to play, and beginning flute-players should invest in a professional adjustment if their instrument is not new. The most common problem as a flute ages is that its pads rot and leak. In addition, rough handling can bend the pads and make them leak. The return springs can also weaken, causing slow or unsynchronized opening of the holes. In addition, the pad-closure mechanisms can become misaligned or misadjusted. Occasionally the alignment pins can fall out. Beginning flute-players frequently find themselves unable to produce a sound. The most common reasons are that the hole produced by the player's mouth is not aligned with the tone-hole or/and the player is blowing lots of air past the tone hole instead of angling a smaller air stream into the hole. The standard beginning technique is to feel for the tone hole with one's tongue, and then roll the flute away to the correct angle. It is important to blow less air than most beginners want to, but angle it into the hole. Beginning flute-players also often have improper embouchures: The correct embouchure is a small elliptical or slot-like hole formed by the lips and directed at the edge of the tone-hole opposite the player. The aim should be outward, with faster air for higher, or more brilliant sounds (more high-frequency overtones), and lower, more into the hole, with slower air for lower notes. One reliable way to aim is to move one's chin in and out, but it is best to develop the flexibility to change the relationship between one's lips and tongue and the lip plate, as needed for changes in air direction. Correct breath control requires a player to emit large amounts of air at times, especially in softer and higher passages, but also requires a player to emit very small streams of air directly into the hole for loud notes in the lower register, which often do not speak if forced. All things being equal, a breathy sound is preferable to a pinched sound, but an efficient approach to air stream direction is best. Flutes often have some of the most rapidly changing parts in orchestral music. To become able to play these parts, one should practice complex scales and arpeggios in different modes and keys. More advanced flute-players can also employ vibrato. When playing with vibrato, a player varies the amount of air blown through the instrument at a rapid rate to create a wobble in the pitch and amplitude of the tone. Most classical and some jazz flute players tend to play with a continuous vibrato, though the amount and speed of vibrato can be altered for expressive purposes. Many purists contend that Baroque music should be played without vibrato, or with vibrato only on certain notes. More specifically, most flute methods from that period call for vibrati - a finger vibrato - rather than a vibrato of breath pulsations. The most common way to learn vibrato is to practice breath attacks (short bursts of increased air within a constant tone) as half notes, then quarter notes, then eighth notes, then triplets, then sixteenth notes. Eventually, when the breath attacks are too fast to be counted as separate notes, they become an instant though not yet subtle vibrato. In outdoor playing, wind can "blow out" players' embouchures, causing the air stream to become misplaced. It is normal practice for the piccolo and flute players of a marching band to face away from the wind in heavy weather. The section-leader of the flutes in the marching band normally makes this decision. ==Links== *[http://en.wikipedia.org/wiki/Flute Flute on Wikipedia] *[http://en.wikibooks.org/wiki/Flute Flute Workbook] ==See Also== * [[School:Music|School of Music]] [[Category:Music]] 4822 39560 2006-10-25T13:19:42Z 216.56.4.78 /* The Horn */ [[Image:French horn front.png|right|200px]] ==The Horn== The horn is a brass instrument that consists of tubing wrapped into a coiled form. The instrument was first developed in France from the cor de chasse, or hunting horn in about 1650. Since 1750, when the instrument was refined and improved in England, it has been known as the French horn (although musicians, particularly players of the instrument, generally refer to it simply as the horn). In the 1960s the International Horn Society declared the official name of this instrument to be the "Horn." The horn is a conically shaped instrument much like the cornet and Saxhorns. It has a tapered bore which steadily increases in diameter along its length, unlike the trumpet and trombone which are considered cylindrical. Unlike most other valved brass instruments, which use piston valves, the horn uses rotary valves. Piston valves are of French origin. The earlier horns used pistons, but then changed to rotary valves, of German origin, to save space. Compared to the other brass instruments commonly found in the orchestra, the typical range of the horn is set an octave higher in its harmonic series, facilitated by its small mouthpiece. A typical horn contains twenty-six feet of tubing (the longest of any instrument). Its conical bore is largely responsible for its characteristic tone, often described as "mellow". The typical playing range of a horn differs from its written range by a fifth, and extends from the G below the treble clef to the F above the treble clef. Although this is the standard range found in classical repertoire, some players can play many notes beyond this range, both lower and higher. The horn typically plays higher in its harmonic series than other common orchestral brass instruments, where the partials are closer together (and harder to distinguish), making the horn one of the more difficult instruments to learn. ==Links== *[http://en.wikipedia.org/wiki/French_horn Horn on Wikipedia] *[http://en.wikibooks.org/wiki/Horn Horn Workbook] ==See Also== * [[School:Music|School of Music]] [[Category:Music]] 4823 48034 2006-11-23T00:29:48Z CQ 1939 Expanding: [[Topic:Basic Blues & Rock]], [[Amplifier]], [[Musical modes]], [[&...]] [[Image:A guitar ubt.jpeg|right|100px]] ==The Guitar== The guitar is a fretted and stringed musical instrument. Guitars are used in a wide variety of musical styles, and are also widely known as a solo classical instrument. They are most recognised in popular culture as the primary instrument in blues, country, and rock music. The guitar usually has six strings, but guitars with five, seven, eight, ten, twelve, and eighteen strings are also found. There are also various kinds of guitars: classical guitar(pictured) with soft nylon strings and a soundboard, acoustic Guitar with steel strings and a soundboard, electric guitar with magnetic pickups to amplify the strings. There are variations like the Lap Steel guitar, Dobro, and Hawaiian guitars. ==Related learning== *[[Topic:Basic Blues & Rock]] *[[Amplifier]] *[[Musical modes]] *... ==Learning materials== *[[Wikipedia:Twelfth root of two]] *[[Wikipedia:Guitar]] *[[Wikibooks:Guitar]] *[http://www.wikiguitar.net Wiki Guitar] * {{stub}} [[Category:Music]] 4824 32961 2006-10-08T00:46:05Z Rayc 57 image [[Image:Piano.jpg|right|200px]] ==Classical Keyboard Instruments== ===The Organ=== The pipe organ was among the first of the keyboard instruments during the Baroque period. It produces notes by allowing air to flow through reeds called pipes, causing a somewhat 'tooty' sound. Organs were very popular in church music, and was often viewed as an instrument of praise. Baroque composers, however, took the instrument very seriously and professional musicians were thought of as very accomplished. Famous organ composers include Johann Sebastian Bach, Nicolaus Bruhns and Johann Pachelbel. ===The Harpsichord=== The harpsichord is a baroque instrument which plucks a string rather than hammering it, and in this way produces a brash 'twang' compared to a piano's gentle 'plink.' However, it was the most popular instrument during the baroque era, and indeed many composers wrote their greatest works upon the harpsichord. It is also often used as an accompaniment with string ensembles. While the demand for harpsichords is much less compared to that of pianos', many ensembles employ it for the true 'baroque feel.' Famous baroque composers include Johann Sebastian Bach, Antonio Vivaldi and Georg Phillip Telemann. ===The Piano=== The pianoforte (Italian: soft, loud) is possibly the most well-known and commonly used keyboard instrument in the world. It differs from the harpsichord in the respect that the notes are able to be played with varying degrees of volume. This revolutionised musical history and allowed composers many new possibilities within their works which were impossible with the harpsichord. The piano also has three pedals to change the type of sound it produces - the damper pedal, for increased vibration and legato - the middle pedal, for sustaining notes to enable other notes to be played - and the soft pedal, which softens the sound of the notes. The piano is a very popular instrument in western composition as the structure allows the combination of melodies and harmonies on a single keyboard. Famous composers for the piano include Franz Liszt, Frederic Chopin, Wolfgang Amadeus Mozart, and Scott Joplin. ==Links== *[http://en.wikipedia.org/wiki/Keyboard_instrument Keyboard Instrument on Wikipedia] [[Category:Music]] 4825 23633 2006-09-04T17:11:16Z JWSchmidt 20 subcategory [[Category:History of industrial design]] 4828 23650 2006-09-04T18:12:50Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4829 23653 2006-09-04T18:21:13Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4830 23656 2006-09-04T18:35:30Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4833 23670 2006-09-04T19:01:56Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4836 77282 2007-01-16T21:30:42Z JWSchmidt 20 jamendo Welcome to the '''Wikiversity the Movie Music Project'''. ==Content summary== Participants make the sound track for [[Wikiversity the Movie]], including original music. The music can be in any style, but ideally, should have some structure which is relevant to the movie being produced. == Considerations == Music is a medium that can stand alone as a media, or complement others. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Introduction to GarageBand]] - a tool for movie sound track production * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * [http://akamai.www.berkleemusic.com/assets/display/760678/berklee_film_scoring_essentials.pdf Berklee Film Scoring Essentials] ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Music|Music]], [[Portal:Engineering and Technology|Engineering and Technology]] * '''[[Wikiversity:Schools|School]]:''' [[School:Music|Music]], [[School:Engineering|Engineering]] * '''Department:''' * '''Stream''' * '''Level:''' ==External links== *[http://www.jamendo.com/en/ jamendo] [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] [[Category:Music in Film]] [[Category:Basic Blues & Rock]] [[Category:Audio Engineering]] 4837 23686 2006-09-04T19:35:09Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 4838 46540 2006-11-18T19:23:56Z Xylorimba 3252 /* The Stroke */ ==Mallet Percussion== Mallet Percussion is a branch of instruments in the percussion family. It consists of instruments such as the xylophone, marimba, vibraphone, chimes and crotales. Mallet instruments are played with two to six mallets. Mallet instruments are unique to wind instruments since they can produce more than one tone at a time. === The Marimba === [[Image:MarimbaZaculeu79.jpg|right|200px]] <!-- Make this image show! [[Image:Marimba.jpg|Image]] --> The marimba is a musical instrument in the percussion family. Keys or bars (usually made of wood) are struck with mallets to produce musical tones. The keys are arranged as those of a piano, with the accidentals raised vertically and overlapping the natural keys to aid the performer both visually and physically. The concert marimba is pitched an octave lower than its cousin, the xylophone. Both xylophone and marimba bars are usually made of rosewood, but presently, synthetic substitutions are becoming more and more popular. Another material also being used to make marimbas is glass. The bars of the marimba are wider and thinner than those of the xylophone, especially at the center; this change in shape causes the bars to respond a different set of overtones found in the overtone series, giving the instrument a richer tone. In particular the first overtone is two octaves above the fundamental frequency of the key, whereas a xylophone key's first overtone is an octave and a fifth above the fundamental. The result is that a xylophone will have a much brighter and shorter sound and is played with relatively harder mallets than the mellower marimba, which is typically played using comparatively softer mallets. Also whereas the xylophone's key widths are constant along its entire length, modern marimba keys are usually short (both lengthwise and widthwise) at the higher-pitched end and gradually "graduate" into the bottom octaves. This ensures that larger marimbas, such as 5-octaves, have enough material to generate low notes and overtones. === The Xylophone === [[Image:Ksylofon ubt 0053.jpeg|right|200px]] The xylophone (from the Greek meaning 'wooden sound') is a musical instrument in the percussion family which probably originated in Indonesia. It consists of wooden bars of various lengths that are struck by a plastic, wooden, or rubber mallet. Each bar is tuned to a specific pitch of the chromatic scale. The arrangement of the bars is similar to the layout of the piano keyboard. The xylophone has a brighter tone than its cousin the marimba, and the notes have less sustain. Modern xylophones include resonating tubes below the bars. === The Vibraphone === [[Image:Vibraphone.jpg|right|100px]] The vibraphone, sometimes called the vibraharp or simply the vibes, is a musical instrument in the percussion family. It is similar in appearance to the xylophone, although the vibraphone uses metal bars instead of the wooden bars on the xylophone. The standard modern instrument has a range of three octaves, from the F below middle C. Larger four octave models from the C below middle C are also becoming more common. The vibraphone is commonly played with cord or yarn mallets.Below each bar is a resonator, a resonant metal tube, with a metal disc of a slightly smallerdiameter located at the top. The discs in each tube are connected via a rod which can be made to rotate with an electric motor. When the motor is on and a note is struck, the notes acquire a tremolo sound as the resonators are covered and uncovered by the rotating discs. The player can vary the speed of the tremolo. At slower speeds, the effect sounds more like a "wah-wah-wah." At faster speeds the tremolo is more pronounced. With the motor off vibraphone has a mellow, bell-like sound. The "vibrato" sound effect is what the vibraphne was named after. Because the amplitude is what varies, not the pitch, the name of the instrument is somewhat of a misnomer. The sound is dated and many modern vibists eschew the effect altogether. The vibraphone also has a sustain pedal similar to that used on a piano. When the pedal is up, the bars are all damped and the sound of each bar is quite short; with the pedal down, they will sound for several seconds, so frequent rapid pedalling is common when playing a vibraphone. The vibraphone was invented in the United States in 1921. It has a long history as a jazz instrument. However, the vibraphone has since been used in many other musical idioms, including popular music. === The Glockenspiel (bells) === [[Image:Glockenspiel-malletech.jpg|right|200px]] The Glockenspiel (German, "play of bells", also known as orchestra bells and, in its portable form, bell lyra or bell lyre) is a musical instrument in the percussion family. It is similar to the xylophone, in that it has tuned bars laid out in a fashion resembling a piano keyboard. The xylophone's bars are wooden, while the glockenspiel's are metal, thus making it a metallophone. The glockenspiel, moreover, is much smaller and higher in pitch. When used in a marching or military band, the bars are sometimes mounted in a portable case and held vertically. In orchestral use, the bars are mounted horizontally. A pair of hard mallets are generally used to strike the bars, although if laid out horizontally, a keyboard may be attached to the instrument to allow chords to be more easily played. The glockenspiel's range is limited to the upper register, and usually covers about two and a half to three octaves. In sheet music, the notes to be played by the glockenspiel are written two octaves lower than they will sound when played. When struck, the bars give a very pure, bell-like sound. ==The Mallet== Different songs require different types of mallets. Here is a few. *'''Yarn/Cord Mallet''' ''for use on xylophone, marimba, and vibraphone'' *'''Rubber Mallet''' ''for use on xylophone, marimba, and glockenspiel'' *'''Wooden Mallet''' ''for use on xylophone'' *'''Brass/Aluminum Mallet''' ''for use on glockenspiel'' *'''Plastic Mallet''' ''for use on xylophone and glockenspiel'' Most songs will call for a specific type of mallet. Mallets come in all sorts of shapes and sizes. The most common yarn mallet is an elliptical shape. Mushroom headed mallets are also fairly common, especially on vibraphone. Circular mallets are generally only wooden mallets, but some do come in yarn and rubber. Mallets also come in different hardnesses. The softest mallets are usually for use in the Bass Marimba range. Medium hardness mallets are for all around use, and hard mallets are best in the upper register. ==The Grip== === Two Mallet Grip === ''insert explanation here'' === Four Mallet Grip === Some pieces call for four mallets to play. This allows more tones to be played at once. There are two common techniques to playing with four mallets. ==== Burton Grip ==== The Burton grip is a method of holding two mallets in each hand in order to play a mallet percussion instrument, such as a marimba or a vibraphone, using 4 mallets at once. It is formed as a variant of the cross grip, with the mallets held as follows: The outside mallet is placed and crossed over the inside mallet. The end of the inside mallet is held with little finger, and outside mallet is held between index and middle finger. The thumb is generally placed inside the inside mallet, but it sometimes is placed between the mallets to widen the interval. ==== Musser-Stevens Grip ==== Musser-Stevens technique is another method of playing keyboard percussion instruments with four mallets. The mallets are held hanging loosely, with the two outside mallets gripped with the pinky and ring fingers, and the inside mallets cantilevered between the flesh of the palm at the base of the thumb and the tip of the index finger. To change intervals, the inside mallet only is used. As the interval widens, the mallet rolls between the thumb and index finger such that the index finger moves from underneath to the side of the shaft, and the ring finger becomes the fulcrum of the cantilever. When properly used, this grip causes no tension on the hand muscles. Single independent strokes are used to strike using only one of the four mallets. The mallet is propelled with a doorknob-like rotation of the wrist. === Six Mallet Grip === A Four Mallet Grip (whether crossed or uncrossed) can be extended to a Six Mallet Grip by placing the extra mallet to the right of the thumb (the left hand being used as an example). This mallet crosses under the mallet held by the thumb and index finger, and is held in place by the middle finger. This grip has the advantage of being fully independent, that is, any of the mallets can be played in combination with any other mallet. Earlier six mallet grips were not totally independent, being limited to basic variations on block chords. ==The Stroke== When playing the marimba, the student should stay near the middle of the bar for the fullest tone. The stroke is a piston movement. ==The Notes== Notes on a mallet intrument are arranged the same as a piano, and it is the same on all instruments. This chart will explain the notes. ==Western Literature== ''Needs more on Xylophone, Marimba, and Vibraphone Literature and existing adaptations'' Unfortunately, composers in the Western tradition did not write much for mallet instruments until the later Romantic era, and few before the 20th century took it seriously (by which is meant that they used it for more than special effect in orchestral pieces). Most self-respecting 20th century composers, of course, preferred to write thorny music -- not so easy to read and not so fun to listen to. This is reflected in their mallet literature. Therefore students with an interest in classical music and mallet instruments may be better served by reading adaptations of older works for other instruments (such as ''Bach for Bars'') or practicing the interesting skill of adapting pieces themselves. For glockenspiels, violins aren't too bad to adapt because they both have the same low note, G (albeit in vastly different registers). Most violin pieces can be played with two stick method, [[Arpeggiation in two-stick mallet method|using arpeggios to play more than two notes at once ]]. Here is a list of violin pieces readily adaptable to glockenspiel, roughly in order of increasing difficulty: ===Solo=== Anonymous, "Johnny Cock Thy Beaver" [http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=93] Igor Stravinsky, Elegie for Violin/Viola Solo (This is easy to read by 20th Century standards) Thomas Baltzar, "A Prelude for the Violin" [http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=95] J. S. Bach, Suites for Unaccompanied Cello (arranged for violin) [http://icking-music-archive.org/scores/bach/cello_suites/vl100712.pdf] (With greater difficulty one can also adapt the Sonatas for Unaccompanied Violin, available at the [http://icking-music-archive.org/ByComposer/J.S.Bach.php J. S. Bach page of the Werner Icking Music Archive]) H. I. F. von Biber, Passagalia from Rosenkranz Sonata [http://icking-music-archive.org/ByComposer/Biber.php] ===Duet=== ''todo'' ===Ensemble=== ''todo'' ==Links== *[http://en.wikipedia.org/wiki/Mallet_percussion Mallet Percussion at Wikipedia] *[http://en.wikipedia.org/wiki/Marimba Marimba at Wikipedia] *[http://en.wikipedia.org/wiki/Xylophone Xylophone at Wikipedia] *[http://en.wikipedia.org/wiki/Vibraphone Vibraphone at Wikipedia] *[http://en.wikipedia.org/wiki/Chimes Chimes at Wikipedia] *[http://en.wikipedia.org/wiki/Glockenspiel Glockenspiel at Wikipedia] [[Category:Music]] 4839 41063 2006-10-29T23:54:34Z Robert Elliott 1436 Clean up formatting Welcome to the Wikiversity '''Department of Music in Film''', part of the [[School:Music|School of Music]]. ==Department description== Participants study the history of music in film and create sound tracks for new movies. ==Department news== * '''4 September 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== Here are the current leaning project in the [[Topic:Music in Film | '''Department of Music in Film''']]: *[[Wikiversity the Movie/music]] - participants make the sound track, including original music, for [[Wikiversity the Movie]]. *[[Creating music with your PC]] - participants make music using their personal computer *[[Mad Max's Course in Film Scoring for Motion Pictures]] - Lessons for non-musicians who want to learn to make music for motion pictures. * ... ---- ---- ;Note to Instructors :See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. :Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. :Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ;Remember :Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. :Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ---- ---- ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Music|Music In Film]] 4840 23706 2006-09-04T19:45:25Z JWSchmidt 20 subcat [[Category:Music]] 4841 80189 2007-01-23T00:39:27Z CQ 1939 /* Departments */ [[Topic:VoIP|VoIP activity group]] Welcome to the '''Internet Audio and Video Institute''', part of the [[School:Media Studies|School of Media Studies]]. Participants in the Internet Audio and Video Institute study the historical origins of audio and video media and create new internet audio and video resources. Divisions help schools with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Division news== * '''4 September 2006''' - Division founded! * ... ==Departments== * [[Topic:Audio Engineering|Audio Engineering Department]] * [[Topic:Internet Audio|Department of Internet Audio]] * [[Topic:Internet Static Images|Department of Internet Static Images]] * [[Topic:Internet Moving Images|Department of Internet Moving Images]] * [[Topic:VoIP|VoIP activity group]] (hands on) * ... <small>Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]] and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department.</small> ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[User:CQ|CQ]] * ... [[Category:{{PAGENAME}}| ]] [[Category:Online learning resources]] [[Category:Project Management]] [[Category:Film and Television]] [[Category:Audio Engineering]] [[Category:Computer Science]] [[Category:Learning projects]] [[Category:Media Projects]] [[Category:Learn by doing]] [[Category:Webcasting]] [[Category:Media]] 4842 23747 2006-09-04T20:00:33Z JWSchmidt 20 subcategory [[Category:Wikiversity School of Media Studies]] 4843 70747 2007-01-11T20:19:30Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ [[Wikiversity Reports]] Welcome to the '''Department of Internet Moving Images''', part of the [[Topic:Internet Audio and Video|Division of Internet Audio and Video]] ==Department description== Participants in the Department of Internet Moving Images study the history of moving images on the internet and participate in projects that involve creation of new video resources for use on the internet ==Department news== * '''4 September 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity Reports]] - video podcasts about the Wikiversity project *[[Wikiversity the Movie]] - participants produce a promotional DVD that illustrates and describes Wikiversity * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4844 23769 2006-09-04T20:10:15Z JWSchmidt 20 subcategory [[Category:Internet Audio and Video]] 4845 23776 2006-09-04T20:15:19Z Trevor MacInnis 99 Directed acyclic graph of Wikiversity naming conventions == Summary == Directed acyclic graph of Wikiversity naming conventions == Licensing == {{GFDL-self}} 4849 44556 2006-11-10T20:28:06Z Xlbnushk 2491 [[Category:Language and Literature]] 4850 70798 2007-01-11T23:15:33Z JWSchmidt 20 [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] Welcome to the '''Multi-lingual Voice Track and Text Project''' for [[Wikiversity the Movie]] ==Content summary== Participants record the voice track and any text elements for all the [http://beta.wikiversity.org Wikiversity project languages] (4 September 2006: Deutsch | English | Français | Português | Русский). ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== '''[[b:Wikibooks:Languages bookshelf|Wikibooks:Languages bookshelf]]''' * [[b:How to learn a language|How to learn a language]] * [[b:Linguistics|Linguistics]] Languages: * [[Deutsch]] - [[b:German|German]] * [[English]] - [[b:English|English]] * [[Français]] - [[b:French|French]] * [[Português]] - [[b:Portuguese|Portuguese]] * [[Русский]] - [[b:Russian|Russian]] * [[اردو]] - [[b:Urdu|Urdu]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' [[b:Linguistics: Introduction]] * '''Workbook:''' [[Multilingual worksheet]] * '''Wikipedia article:''' [[w:Multilingualism]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] 4851 23846 2006-09-04T21:33:31Z JWSchmidt 20 subcat [[Category:Wikiversity the Movie]] 4852 23855 2006-09-04T21:54:10Z Cormaggio 8 [[Wikiversity:Create a Random Lesson Plan]] moved to [[Wikiversity:Creating a lesson plan]]: remove "random" from the name #REDIRECT [[Wikiversity:Creating a lesson plan]] 4872 67603 2007-01-07T18:32:25Z JWSchmidt 20 [[Category:Environmental Sciences]] This paper consists of an investigation about the past, present and future of internal structures and processes of scientific information production and its management, with the focus on the analysis at institutions of environmental studies. Considering three dimensions of the communication process at academic institutions (technological, cultural and institutional), the research drawn near a philosophical review about some relations (economic, political and social) among these dimensions and therefore examine some aspects of the specialized information production and distribution. [[Scientific_information_on_environmental_issues_in_the_age_of_digital_media|Back to start page]] [[Category:Environmental Sciences]] 4880 23931 2006-09-04T22:43:27Z Trevor MacInnis 99 +cat [[Category:Images]] 4881 23932 2006-09-04T22:44:53Z Trevor MacInnis 99 +cat [[Category:Templates]] 4884 75457 2007-01-14T01:14:24Z JWSchmidt 20 [[Category:Wikiversity culture]] ==Who we are== The '''welcoming committee''' is an informal group of contributers who greet new users and help them get started. There are no requirements for joining, and no responsibilities. However, many of us are willing to spread the odd wing, and devote a little time to mentoring on an as needed informal basis. We believe that the strength of a growing wiki lies in its ability to attract new dedicated members to assist in contributing to articles and taking care of janitorial tasks. ==What we do== The welcoming committee simply welcomes new users. Perferably we should welcome users the moment they sign up, however, this is not a requirement. The intention is that new users will feel welcome and be more inclined to contribute and to not vandalise. ==How to welcome== Currently, there is a template that can be used to welcome members: <nowiki>{{</nowiki>[[Template:Welcome|Welcome]]<nowiki>}}</nowiki>. A quick look at [[Special:Log/newusers]] can give you a general indication as to who new users are. ==Members== If you want to see who we are, or add yourself to our noble ranks, you can add your name here. * {{user|Trevor MacInnis}} * {{user|Draicone}} * {{user|Halyks}} ==To do== * Welcome people as they arrive * As of 03:46, 10 September 2006 (UTC) every user has been welcomed. <big>If an older talk page is red, it is because it has been deleted. Probably because they are a permanantly banned vandal and it is the policy of Wikiversity to deleted banned users.</big> ==See also== * [[Special:Log/newusers]] - recently registered accounts for you to greet * [[Wikiversity:Standard user greeting]] * [[Wikiversity:Welcome templates]] &mdash; See any and all of the see also's on [[:template:welcome]] for some other tips too! * [[Wikiversity:Tutorial|Tutorial]] * [[Wikiversity:WikiProject Community]] * [[Special:Contributions/newbies]] - Edits by newcomers. * [[Wikiversity:Shortcuts]] &mdash; Browsing here will give you many keys to the kingdom of WikiP knowledge and power! [[Category:Wikiversity culture]] 4886 23955 2006-09-05T00:06:38Z Digitalme 39 [[ABSTRACT]] moved to [[Scientific information on environmental issues in the age of digital media/Abstract]]: subpage #REDIRECT [[Scientific information on environmental issues in the age of digital media/Abstract]] 4891 23968 2006-09-05T00:40:18Z JWSchmidt 20 subcategory [[Category:Research]] 4895 40647 2006-10-28T19:48:08Z Jade Knight 1836 /* Relevant discussions on Wikiversity */ +open source degree This page has been created for discussion on turning Wikiversity into a "true" '''Free, Online University'''. Feel free to add your questions and comments, and use this as a hub to find other pages on Wikiversity relating to this issue. ---- How does one go about getting degree granting acreditation? Someone has started a very interesting project, but has not written anything down about their ideas. I would like to hear more... :Isn't that.. what this is?--[[User:Rayc|Rayc]] 04:35, 17 September 2006 (UTC) If one school wants to be accredited, they must submit a request to an accreditation agency who can grant accreditation. It is my opinion that [[wikipedia:Distance Education and Training Council|The Distance Education and Training Council]] (DETC) would be a good candidate for Wikiversity to pursue to obtain accreditation due to the global nature of Wikiversity. Here is a link to their [http://www.detc.org/frequentlyQust.html FAQ's page]. It seems to shed a some light on the process and the time table. For a better look at the process, [http://www.detc.org/theaccrediting.html#pro DETC's Accreditation Process], very informative. Unfortunately wikivesity is clear that they don't grant degrees. [[Wikiversity:What Wikiversity is not|What Wikiversity is not]]. I would like to see this changed. Being that the accreditation request requires the submission of course work, I dont think Wikiversity is ready to begin the process yet, but I would love to see this happen, quickly. Please lets talk about this. Also, should this page outline the process of creating an accredited Wikiversity and should there be a Talk page for this and future discussions? [[User:JaK81600|JaK81600]] 12:00, 21 September 2006 (UTC) I would also like to see this happen, if at all possible. [[User:Jade Knight|Jade Knight]] 07:12, 7 October 2006 (UTC) Agreed, I think it's a real possibility that should be explored rather than flippantly dismissed before being truly explored. I have no idea where Wikimedia Foundation's responsibilities in such a project would come into play, that may hinder the possibility of becoming accredited [[User:RichMac|RichMac]] 06:31, 10 October 2006 (UTC) ==Relevant discussions on Wikiversity== *[[Portal:Education]] *[[Wikiversity:What Wikiversity is not]] *[[Wikiversity:Scope]] *[[Wikiversity:Wikiversity project proposal]] *[[Wikiversity:Accreditation]] *[[Wikihigh]] *[[Wikiversity:Online Course]] *[[School:Physics/Bachelor of Science]] *[[Open Source Degree Confirmation]] ==References== [[wikipedia:School accreditation| Wikipedia Article about School Accreditation]] [http://www.detc.org The Distance Education and Training Council] [[Category:Community discussions]] 4896 68005 2007-01-08T04:23:19Z Juan Marquez 4523 /* Using vectors in physics */ +cosmetics A vector is a mathematical concept that has both magnitude and direction. Detailed explanation of vectors may be found at Wikibooks linear algebra. [[http://en.wikibooks.org/wiki/Algebra/Vectors]]. In physics, vectors are used to describe things happening in [[space]] by giving a series of quantities which relate to the problem's [[coordinate system]]. A vector is often expressed as a series of numbers. For example, in the two-dimensional space of real numbers, the notation (1, 1) represents a vector that is pointed 45 degrees from the x-axis towards the y-axis with a magnitude of the square root of 2. Commonly in physics, we use '''position vectors''' to describe where something is in the space we are considering, or how its position is changing at that moment in time. Position vectors are written as summations of '''scalars''' multiplied by '''unit vectors'''. For example: <math>a \hat{i} + b \hat{j} + c \hat{k}</math> where a, b and c are scalars and <math>\hat{i}, \hat{j}</math> and <math>\hat{k}</math> are ''unit vectors'' of the [[cartesian]] coordinate system. A unit vector is a special vector which has magnitude 1 and points along one of the coordinate frame's axes. This is better illustrated by a diagram. A vector itself is typically indicated by either an arrow: <math>\vec{v}</math>, or just by boldface type: '''v''', so the vector above as a complete equation would be denoted as: <math>\vec{v} = a \hat{i} + b \hat{j} + c \hat{k}</math> The magnitude of a vector is computed by <math> |\vec{v}| = \sqrt{\sum_i(x_i^2)}</math>. For example, in two-dimensional space, this equation reduces to <math>|\vec{v}| = \sqrt{x^2+y^2}</math>. =Exercises= Find the magnitude of the following vectors. Click Expand for the answers. {{MultiCol}} *<math>|\vec{v}| = (4, 3)</math> {{ColBreak}} *<math>|\vec{v}| = (5, 3)</math> {{ColBreak}} *<math>|\vec{v}| = (1, 0)</math> {{EndMultiCol}} {{MultiCol}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavContent" style="text-align:left"> <math>|\vec{v}| = 5</math> </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavContent" style="text-align:left"> <math>|\vec{v}| = \sqrt{34}</math> </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavContent" style="text-align:left"> <math>|\vec{v}| = 1</math> </div> </div> <div class="NavEnd">&nbsp;</div> {{EndMultiCol}} ==Using vectors in physics== Many problems, particularly in mechanics, involve the use of two- or three-dimensional space to describe where objects are and what they are doing. Vectors can be used to condense this information into a precise and easily understandable form that is easy to manipulate with mathematics. Position - or where something is, can be shown using a '''position vector'''. Position vectors measure how far something is from the '''origin''' of the reference frame and in what direction, and are usually, though not always, given the symbol <math>\vec{r}</math>. It is usually good practice to use <math>\vec{r}</math> for position vectors when describing your solution to a problem as most physicists use this notation. Velocity is defined as the '''rate of change of position with respect to time'''. You may be used to writing velocity, v, as a scalar because it was assumed in your solution that v referred to speed in the direction of travel. However, if we take the strict definition and apply it to the position vector - which we have already established is the proper way of representing position - we get: <math>\frac{d\vec{r}}{dt} = \frac{da}{dt}\hat{i} + \frac{db}{dt}\hat{j} + \frac{dc}{dt}\hat{k}</math> However, we note that the unit vectors are merely notation rather than terms themselves and are in fact not differentated, only the scalars which represent the vector's components in each direction differentiate. Assuming that each component is not a constant and thus has a non-zero derivative, we get: <math>\vec{v} = a' \hat{i} + b' \hat{j} + c' \hat{k}</math> where a', b' and c' are simply the first derivatives with respect to time of each original position vector component. Here it is clear that velocity is also a vector. In the real world this means that each component of the velocity vector indicates how quickly each component of the position vector is changing - that is, how fast the object is moving in each direction. [[Category:Mathematics]] 4897 24152 2006-09-05T15:08:20Z Daniel575 649 redirect, integrated material from here into that page #REDIRECT [[Topic:Emergency Medicine]] 4904 28290 2006-09-20T03:02:53Z Rayc 57 Medicine cat == What is the difference between General Practice and Family Medicine? == While some would regard these two terms as synonymous, for others the distinction is essential. It is clear that in nearly all jurisdictions, there is a very high degree of overlap between the two areas. Sometimes the distinction is made that Family Medicine entails specific training and certification whereas General Practice connotes no specialty training. The Royal College of General Practitioners in London, UK, would be unlikely to agree with that last statement. For some colleges, Family Medicine is now seen as a specialty in its own right, with every bit as much complexity as other specialties, and often more challenging. In Canada, for example, certification by the College of Family Physicians of Canada (http://www.cfpc.ca) is comparable to many Board exams in the US, and has quite stringent requirements regarding maintenance of this certification. However, it is also clear that many General Practitioners or Family Physicians are now narrowing their scope of practice. The "family" connection in Family Medicine is sometimes a bit tenuous. Some GPs have a scope of practice that is so narrow, it belies the term generalist. So how then do you define "what is a family physician?" - definitions do exist for some colleges but these have not always kept up with the times. There is now some debate as to whether a GP who sees, for example, a practice consisting only of varicose vein sclerotherapy is a "general practitioner", or a "family physician". For many, this debate is moot. But for the Colleges, this lack of clarity can convey a loss of corporate identity. [[Category:Medicine]] 4906 26296 2006-09-11T14:57:07Z JWSchmidt 20 #REDIRECT [[Topic:Emergency Medicine]] #REDIRECT [[Topic:Emergency Medicine]] 4909 24025 2006-09-05T04:03:17Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4912 79680 2007-01-21T19:47:25Z JWSchmidt 20 /* See also */ [[Wikiversity:Username]] This page explains why Wikiversity participants should create a user account. [[Image:View source button.png|frame|right|When a page is [[Wikiversity:Page protection|semiprotected]], anyone who is not logged into a user account cannot edit the page.]] == Benefits explained == The English language version of [[Wikiversity]] now has {{NUMBEROFUSERS}} registered users. === Username === If you '''[http://en.wikiversity.org/w/index.php?title=Special:Userlogin&type=signup create an account]''', you can pick a '''[[Wikiversity:Username|username]].''' When you edit Wikiversity pages while logged in, all of the contributions you make will be associated with your username. That means you will get full credit for your contributions to Wikiversity. In contrast, when you are not logged in, the edits are just assigned to your IP address. You can also view all your contributions by clicking the "My contributions" link, which is visible only when you are logged in. You will have your own permanent ''[[Wikiversity:User page|user page]]'' where you can write a bit about yourself. For example, you can describe your learning goals on your user page. [[Image:My talk.png|frame|left|Registered users have two personal pages including "my talk", watched pages and contributions lists, and the ability to edit [[Wikiversity:Page protection|semiprotected]] pages.]] You will have a permanent ''[[Help:Talk page#User talk pages|user talk page]]'' you can use to communicate with other users. You will be notified whenever someone writes a message on your talk page. If you choose to give an e-mail address (use the "preferences" link), other users will be able to contact you by e-mail. This feature is ''anonymous''; the user who emails you will not know your e-mail address. [[Image:Locked.png|frame|right|If you are not logged in to a user account, [[Wikiversity:Page protection|semiprotected]] pages can be viewed but not edited.]] === Reputation and privacy === '''You do not need to reveal your offline identity''', but having an account gives you a fixed Wikiversity identity that other users will recognize. Editing Wikiversity while logged in lets you build trust and respect through a history of good edits. It is also easier to communicate and collaborate with an editor if we know who you are (at least, who you are on Wikiversity). It is also easier for veteran users to [[Wikiversity:Assume Good Faith|assume good faith]] from new users who take the effort to create an account (and you may well become a veteran user yourself some day!). '''If you are not logged in, all your edits are publicly associated''' with your IP address at the time of that edit. If you log in, all your edits are publicly associated with your account name, and are internally associated with your IP address. See [[Wikiversity:Privacy policy|Wikiversity's privacy policy]] for more information on this practice. You are actually more anonymous (though more [[w:pseudonym|pseudonymous]]) logged in than you are as an "anonymous" editor, owing to the hiding of your IP address. Before selecting your username you should [[Wikiversity:Username|consider various factors]], including privacy and the possibility of offline harassment. For example, if you include personal information such as your email address in your Wikiversity username you may attract junk mail to your email account. ==See also== *[http://en.wikiversity.org/w/index.php?title=Special:Userlogin&type=signup create a Wikiversity user account] *[[Wikiversity:Username]] [[Category:Wikiversity]] 4913 24039 2006-09-05T04:55:14Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4914 78788 2007-01-19T20:00:12Z JWSchmidt 20 Cascading protection Wikiversity [[Wikiversity:Custodianship|custodians]] can protect pages from editing. Pages can also be blocked from having their names changed. ==Types of page protection== [[Image:Page protection.png|thumb|right|371px|Custodian controls for page protection.]] ===Semiprotection=== Semiprotection of a page allows Wikiversity participants to edit the page if they edit by making use of a registered user account. Editors who are not logged in cannot edit pages that are semiprotected. ===Full protection=== When a page is fully protected most Wikiversity participants cannot edit the page. Custodians can still edit a protected page. ===Cascading protection=== The [[w:Wikipedia:Wikipedia Signpost/2007-01-15/Cascading protection|Cascading protection feature]] is for pages that also attract vandalism to related subpages and images. ===Move protection=== Pages can also be protected against having their names changes. This is often described as "move protection" since the contents of the page cannot be moved to a page with a new name by using the "move" button. ==See also== *[[Wikiversity:Page protection templates]] [[Category:Wikiversity maintenance]] 4915 24043 2006-09-05T05:25:46Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4916 24045 2006-09-05T05:33:42Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4917 76907 2007-01-16T03:35:22Z JWSchmidt 20 [[Category:Business]] [[Category:Business]] 4921 24070 2006-09-05T09:22:56Z Guillom 48 == Licensing == {{Copyright by Wikimedia}} == Licensing == {{Copyright by Wikimedia}} 4922 24081 2006-09-05T11:00:35Z JWSchmidt 20 subcategory [[Category:Theology]] 4923 24085 2006-09-05T11:12:56Z JWSchmidt 20 [[School:Jewish Studies]] moved to [[Topic:Jewish Studies]]: a Division of [[School:Theology]] #REDIRECT [[Topic:Jewish Studies]] 4925 24091 2006-09-05T12:10:52Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4926 65004 2006-12-31T20:21:43Z Rogerhc 1385 If you [[Wikiversity:Why create an account|create a user account]] then a '''user page''' is created for you. [[Image:User page.png|frame|right]] ;Use discretion: Everything you write ''anywhere'' on this wiki is public and explicitly [[Wikiversity:GNU Free Documentation License|GFDL]] licensed for infinite redistribution. Redistribution of indiscretion happens when you ''don't'' want it. Write publicly with forethought. ==What to put on your user page== Your user page is where you can write about your participation in Wikiversity. For example, you can describe your learning goals on your user page and list the [[Portal:Learning Projects|learning projects]] you participate in. ==User discussion page== Your user talk page is for discussions about you and your participation in Wikiversity. See [[Help:Talk page]] for conventions about how to hold discussions on talk pages. [[Category:Wikiversity|User page]] 4936 24109 2006-09-05T12:53:31Z Trevor MacInnis 99 [[Wikiversity:Wikiversity mission]] moved to [[Wikiversity:Mission]]: simpler/proper name #REDIRECT [[Wikiversity:Mission]] 4944 24161 2006-09-05T15:23:04Z Daniel575 649 Articles related to [[Topic:Emergency Medicine|Emergency Medicine]]. [[Category:Medicine]] 4945 24166 2006-09-05T15:32:39Z JWSchmidt 20 subcategory [[Category:Philosophy]] 4946 33616 2006-10-10T05:20:12Z Jade Knight 1836 +cat This family is also known as Miao-Yao and also Hmongic-Mienic. The ethnologue ("An encyclopedic reference work cataloging all of the world’s 6,912 known living languages") lists 35 languages in this family -- 29 Hmongic, 5 Mienic and 1 other. All of these languages are native to China. Pockets also occur among the Northern hills of Thailand, Laos, and Vietnam, with acknowledgment of their Chinese heritage. Since the Vietnam war, Hmong and Mien immigrants representing at least 3 Hmong-Mien langugaes have immigrated from Laos and Thailand to Western countries. [[Category:Languages and Language families]] 4947 47158 2006-11-21T00:21:14Z Rayc 57 [[Category:Education]] Please add below any resources - on or outside Wikiversity - that might be of use to participants of the [[School:Education|school of education]] or anyone interested in education. ==Resources on Wikiversity== * [[Educational Videos]] ==External resources== *[http://www.bbc.co.uk/schools/teachers/ks3/mathsfile.shtml BBC - Schools - Maths File Site Guide] *[http://nlvm.usu.edu/en/nav/vlibrary.html National Library of Virtual Manipulatives] *[http://www.ttrb.ac.uk The Teacher Training Resource Bank] *[http://wikieducator.org/WikiEdProfessional_eLearning_Guidebook eLearning guidebook from WikiEducator.org] [[Category:Education]] 4948 24204 2006-09-05T17:26:15Z JWSchmidt 20 [[Category:Biology learning projects]] [[Category:Biology learning projects]] 4949 24209 2006-09-05T17:31:50Z JWSchmidt 20 start page This page shows how to access data that is stored in the genome databases. ==Entrez Database Search Engine== The [http://www.ncbi.nlm.nih.gov/gquery/gquery.fcgi?itool=toolbar Entrez Database Search Engine] of the U.S. National Library of Medicine provides access to genome sequence information. [[Category:Human Genetic Uniqueness Project]] 4950 24211 2006-09-05T17:34:43Z JWSchmidt 20 #REDIRECT [[Human Genetic Uniqueness Project]] #REDIRECT [[Human Genetic Uniqueness Project]] 4951 32842 2006-10-07T15:19:38Z JWSchmidt 20 {{GFDLself}} I originally made this for [http://en.wikipedia.org/wiki/Image:Chromosome2Insert.png Wikipedia] {{GFDL-self}} 4952 24222 2006-09-05T18:28:22Z JWSchmidt 20 [[Category:Contract law]] '''Bilateral Contract:'''Agreement between two persons in which one party promises to deliver a performance in exchange for the performance of another '''Unilateral Contract:'''Agreement in which one party makes a promise to perform an act upon the actual performance of another. Advertisements are not contracts unless following are clearly defined: the time frame of the contract, the possible second parties. Commercial transactions are guided by the Uniform Commercial Code. "Unconscionable Contracts" will not be enforced, these exist when one party lacks full knowledge of the terms of the contract. Contracts with fraud will not be enforced either. These occur when one party tricks another into signing the contract by misleading them. Note however that both parties have the responsibility to examine the terms before signing. [[Category:Contract law]] 4953 24223 2006-09-05T18:28:50Z JWSchmidt 20 subcategory [[Category:Law]] 4954 76695 2007-01-15T21:36:33Z JWSchmidt 20 [[Topic:Emergency Medicine/Organization of emergency medicine]] moved to [[Emergency Medicine/Organization of emergency medicine]]: Wikiversity name conventions '''''back to [[Topic:Emergency Medicine]]''''' ==The specialty of emergency medicine== In some jurisdictions, Emergency Medicine is almost regarded as a sub-discipline to Family Medicine. Most authors would now hold that Emergency Medicine has become sufficiently specialised, in techniques and knowledge scope, to be a discipline in its own right. While there can be a General Practice component to many cases seen in the typical emergency room, most emergency rooms now have to deal with an acuity and complexity of case that general practitioners are no longer sufficiently skilled to handle such cases. For General Practitioners who expect to practise in smaller towns or in rural areas, it is particularly important to incorporate good Emergency Medicine experience into their training. Usually practicing in a hospital setting, EM physicians have training to deal with most medical emergencies, and usually maintain certifications in CPR, at least the first two of the following: *Advanced Cardiac Life Support (ACLS) *Advanced Trauma Life Support (ATLS) For those who also operate in the extramural (pre-hospital) setting: *PreHospital Trauma Life Support (PHTLS) *PreHospital Pediatric Emergency Care (PPEC) For those who specialize in pediatric trauma care: *Advanced Pediatric Trauma Life Support (APTLS) In addition, in cases of disasters requiring special resources, many hospitals have protocols to rapidly deploy on-site and off-site staff. The management of both emergency department (ED) and inpatient medical emergencies are guided by the basic ACLS and ATLS principles and protocols. Irrespective of the nature of the clinical emergency, maintenance of adequate blood pressure, adequate blood flow to vital organs and adequate oxygenation and ventilation are important guiding principles. (Although sometimes these principles must be deliberately broken, as in the deliberate clamping of an arterial bleeder to prevent exsanguination). The first step in emergency medicine is triage: determining who (if there are multiple casualties) requires medical assistance first. Triage is done at multiple stages in the care process, especially in case of incidents involving many casualties. * On-site personnel decides which victims are treated on the scene and which are to be taken to a hospital, and in which order. * At the entrance to the ED, an ED worker (usually a nurse) determines to which treatment room each victim should be taken. * The ED physician checks which patient he needs to attend to first. ==Introduction to emergency medicine== The art of emergency medicine can best be described using the following ideas examined upon initial evaluation: *Airway *Breathing *Circulation *Disability (neurologic) These point are known as the ABC(D)'s of Emergency Medicine. Then the general steps of practicing Emergency Medicine: *Assessment *Diagnosis *Treatment *Disposition The ABC's of emergency medicine are basic to life support. Every time one enters into an emergency one should determine whether the patient has an open airway, if they are breathing in an unobstructed manner, if they have an adequate pulse (circulation), if they have any obvious sources of bleeding, and if they have any (neurologic) disability (e.g. a broken neck that has led to neurological injury.) Assesment using the ABC's is the cornerstone of emergency care and it should be a continous and ongoing process. Just because initally someone's airway is patent doesn't mean it necessarily will stay that way. So the key point is to stay flexible in assement and treament. The mark of an ED physician is someone who can manage the airway (intubate), someone who can manage the breathing of a patient (set a ventilator) and somone who can provide cardiac or respiratory support (ACLS treatment of cardiac problems like shock, myocardial infarction or arrhythmias.) ==Disposition== The famous GOMER (Get out of my ER) applies here. The EM physician must decide where a patient should go after stabilization: home, to the operating room for surgery, to a regular nursing floor, to a step-down unit, to the Intensive Care Unit (ICU) etc. Thus a role central to the EM physician is triage, and his or her best tool is often the telephone, in asking for advice and help. If, for instance, the EM physician encounters a patient suffering from a myocardial infarction, he or she might start MONA (Morphine, Oxygen, Nitroglycerine and Aspirin) and promptly contact a cardiologist to take over care since "time is myocardium". However, it can't be assumed that ''all'' ER physicians do is send patients to other departments, and other floors. ER physicians may work in an Emergency Room, but are always trained in another specialty (such as Pulmonology, Anaestisology, Critical Care, Cardiology, or any multitude of specialties), and so commonly end up treating patients in the Emergency Room and then continuing their long-term care afterwards. If we take our example Myocardial infarction (heart attack) patient, and our Emergency Room physician is a Cardiology, he would stabilize the patient, give the disposition orders, and then add his own treatment information to the protocol to treat the myocardial infarct, rather than contacting an outside cardiologist. ==Clinical crisis protocol== The "clinical crisis protocol" is an approach to dealing with urgent problems when a patient's life is in danger and there is limited time to act. Thus, diagnosis of the problem must be accompanied by initial empirical treatment, i.e. diagnosis and treatment must be carried out concurrently, even when it's far from clear what is going on. For example, severe bradycardia (heart rate < 40) may or may not be associated with symptoms such as syncope and can be due to many different causes, (e.g. third degree heart block, beta blocker overdose, use of an anti-cholinesterase without sufficient anticholinergic (e.g. neostigmine without glycopyrrolate or atropine), increased intracranial pressure, etc.) An approach to rapidly assess the patient the trouble is sometimes needed: '''LOOK''': Color (cyanosis, erythema, pallor), respirations (rate, pattern), diaphoresis, bleeding/dressings/drains, neck (jugular venous distenstion, tracheal deviation), restlessness, discomfort '''LISTEN''': breath sounds (?equal), wheezes, crackles, stridor, heart sounds, patient’s complaints, observations of bystanders '''FEEL''': pulse (rate, intensity, pattern), grip strength (esp. after muscle relaxants given), forehead (temperature, diaphoresis) '''GET''': help, vital signs, old chart, crash cart, labs, chest x-ray... Again, we emphasize that initial empirical treatment is essential while we are finding out what is going on. For example, in the case of symptomatic severe bradycardia, intravenous atropine (0.6 - 1 mg) should be given (among other things). [[Category:Emergency Medicine]] 4955 76698 2007-01-15T21:38:11Z JWSchmidt 20 [[Topic:Emergency Medicine/Protocols and initial diagnosis and treatment]] moved to [[Emergency Medicine/Protocols and initial diagnosis and treatment]]: Wikiversity name '''''back to [[Topic:Emergency Medicine]]''''' ==Protocols== EM physicians have training to deal with most medical emergencies, and usually maintain certifications in CPR, at least the first two of the following: *Advanced Cardiac Life Support (ACLS) *Advanced Trauma Life Support (ATLS) For those who also operate in the extramural (pre-hospital) setting: *PreHospital Trauma Life Support (PHTLS) *PreHospital Pediatric Emergency Care (PPEC) For those who specialize in pediatric trauma care: *Advanced Pediatric Trauma Life Support (APTLS) The management of both emergency department (ED) and inpatient medical emergencies are guided by the basic ACLS and ATLS principles and protocols. Irrespective of the nature of the clinical emergency, maintenance of adequate blood pressure, adequate blood flow to vital organs and adequate oxygenation and ventilation are important guiding principles. (Although sometimes these principles must be deliberately broken, as in the deliberate clamping of an arterial bleeder to prevent exsanguination). ===Triage=== The first step in emergency medicine is triage: determining who (if there are multiple casualties) requires medical assistance first. Triage is done at multiple stages in the care process, especially in case of incidents involving many casualties. * On-site personnel decides which victims are treated on the scene and which are to be taken to a hospital, and in which order. * At the entrance to the ED, an ED worker (usually a nurse) determines to which treatment room each victim should be taken. * The ED physician checks which patient he needs to attend to first. There are specific protocols for triage also. ==Initial diagnosis and treatment== Initial diagnosis and treatment is based on the following principles. *Airway *Breathing *Circulation *Disability (neurologic) These point are known as the ABC(D)'s of Emergency Medicine. Then the general steps of practicing Emergency Medicine: *Assessment *Diagnosis *Treatment *Disposition The ABCs of emergency medicine are basic to life support. Every time one enters into an emergency one should determine whether the patient has an open airway, if they are breathing in an unobstructed manner, if they have an adequate pulse (circulation), if they have any obvious sources of bleeding, and if they have any (neurologic) disability (e.g. a broken neck that has led to neurological injury.) Assessment using the ABCs is the cornerstone of emergency care and it should be a continous and ongoing process. Just because initally someone's airway is patent doesn't mean it necessarily will stay that way. So the key point is to stay flexible in assement and treament. The mark of an ED physician is someone who can manage the airway (intubate), someone who can manage the breathing of a patient (set a ventilator) and somone who can provide cardiac or respiratory support (ACLS treatment of cardiac problems like shock, myocardial infarction or arrhythmias.) ==Disposition== The famous GOMER (Get out of my ER) applies here. The EM physician must decide where a patient should go after stabilization: home, to the operating room for surgery, to a regular nursing floor, to a step-down unit, to the Intensive Care Unit (ICU), to a psychiatric emergency unit, etc. Thus a role central to the EM physician is triage, and his or her best tool is often the telephone, in asking for advice and help. If, for instance, the EM physician encounters a patient suffering from a myocardial infarction, he might start MONA (Morphine, Oxygen, Nitroglycerine and Aspirin) and promptly contact a cardiologist to take over care since "time is myocardium". ==Emergency room physicians== However, it cannot be assumed that ''all'' ER physicians do is send patients to other departments, and other floors. Depending on the country, ER physicians may work in an Emergency Room, but can also be trained in another specialty (such as Pulmonology, Anesthesiology, Critical Care, Cardiology, or any multitude of specialties), and so commonly end up treating patients in the Emergency Room and then continuing their long-term care afterwards. In the US, emergency medicine is recognized as a separate medical specialty, equal to other specialties. In most other countries, this is not the case, and the ER is staffed mostly by surgery and general practice residents. If we take our example myocardial infarction (heart attack) patient, and our Emergency Room physician is a cardiologist, he would stabilize the patient, give the disposition orders, and then add his own treatment information to the protocol to treat the myocardial infarction, rather than contacting an outside cardiologist. [[Category:Emergency Medicine]] 4956 45929 2006-11-16T00:11:39Z Kau 33 3168 /* Secondary level: middle school and high school */ In the sense used here, a '''curriculum''' is a list of topics that should be covered at each level of education (grade and/or age). Educational systems around the world differ in terms of how many years of education are compulsory, what grades (or years) correspond to what level of education (primary vs. secondary, for example), and when different topics are covered. Even within a given country or state, different schools may have differnt standards. The list below corresponds roughly to the current practice followed by most schools in the United States. ==Primary or elementary school level== ; Grade K / Kindergarten (ages 3&ndash;6) : Counting numbers. ; Grade 1 (ages 6&ndash;7) : Adding and subtracting small whole numbers; first concepts of fractions; shapes; measuring objects; telling time using clocks and calendars; counting money using coins. ; Grade 2 (ages 7–8) : Place value to hundreds or thousands; continuing with addition and subtraction; standard units of measurement, including the meter, foot, yard, kilogram, pound and pint; beginnings of multiplication (maybe). ; Grade 3 (ages 8–9) : Basics of multiplication and division of whole numbers; place value to thousands or ten thousands; decimal numbers to tenths. ; Grade 4 (ages 9–10) : Addition and subtraction of fractions and decimals; long division; continuing study of elementary operations using larger whole numbers. ; Grade 5 (ages 10–11) : Continuing with long division; muliplication of fractions and decimals; beginnings of ratios and percents (maybe). ; Grade 6 (ages 11–12) : Multiplication and division of fractions and decimals; exponents; basic properties of circles and polygons; angle measurement in degrees. ==Secondary level: middle school and high school== In this section a subject-based approach is taken since students begin to diverge at this point based on interests and ability levels. Note that "middle school" may or may not include grade 6; high school almost always includes grades 9–12. The remaining grades: * Grade 7 (ages 12–13) * Grade 8 (ages 13–14) * Grade 9 (ages 14–15) * Grade 10 (ages 15–16) * Grade 11 (ages 16–17) * Grade 12 (ages 17–18) The subjects: ; Pre-algebra : Ratio, proportion and percent; exponents and radicals, including square roots an other roots; extending the number system: integers, rational numbers, irrational numbers, real numbers; factoring whole numbers; formal properties of arithmetic operations (commutativity, associativity, etc.); beginnings of variables and equations. ; Algebra I : Review of basic arithmetic using variables; addition, subtraction, mutiplication, and division of monomials, polynomials, and rational functions; factoring and simplifying polynomial expressions; solving equations containing monomials, polynomials, and rational functions; properties of exponents and radicals using monomials. ; Algebra II : Functions and relations; arithmetic of functions; composition of functions; graphing functions and relations; graphing polynomial inequalities and inequalities in two variables; the conic sections. ; Geometry : Fundamental properties of lines, angles, triangles, circles, etc.; constructions using straight-edge and compass; using a protractor; parallel lines and transversals; similar triangles and other similar figures; formal proofs of geometrical propositions. ; Trigonometry : Measurement of angles in radians; converting between degrees and radians; arclength; area of a sector of a circle; "solving" triangles given only some of the sides and angles; the six trigonometric functions and their graphs; trigonometric identities. ; Pre-calculus : ... ; Calculus : Determining limits and continuity of functions, derivatives, differential equations, implicit differentiation, integrals ; Probability and statistics : ... ==Reference== * Wikipedia's [[wikipedia:Category:Educational years|Category:Educational years]] [[Category:Mathematics]] 4957 24268 2006-09-05T23:52:29Z Dcljr 592 #REDIRECT [[Mathematics curriculum]] #REDIRECT [[Mathematics curriculum]] 4961 24283 2006-09-06T01:48:23Z Fabartus 617 P2b Import from en.wp==Pass-2b -- Vanilla and Create the-1 versions <noinclude>'''Template:Interwikitmp-grp6''' (Use to tagg and auto-categorize <u><b>Documentation pages</b></u>) {{I}}ver== (2nd) Update to 9-05-06 (Pass 2b Upgrades Genesis) :: Offline save file== Interwikitmp-grp6 9-05-06 (Pass 2a Upgrades Genesis).txt :: From interwikitmp-grp2 w/cats diffs= 09-05-06 (Pass 2a Upgrades Genesis), :: This to be included only by project support files. :: Should eliminate recursion side-effects totally, and simplifies both logic and categorization. ---- <!--------------------------------------------------------------------------------><includeonly>{{-}} <br>:''This template documentation is [[w:Wikipedia:Template doc page pattern|adapted and transcluded]] from [[W:Template:Interwikitmp-grp6]]'' [<span class="plainlinks">[{{fullurl:w:Template:Interwikitmp-grp6|action=edit}} edit]</span>].</includeonly> </noinclude> Other {{W2|Sister Projects}} links using this system of tagging (The array below is produced by this page): ---- <!--- Interwikitmp-grp's logic: [(Update to: 08:04 9-5-06 (UTC) (04:04 am 9-5-06 EDST))] ----> {| <!-- Keep in this same regular consistant order ---> !{{TL|IWTG size}}=={{IWTG size}}<br>{{This Sister prefix}} !{{ Metatmp|{{{1|{{PAGENAME}}}}}| {{{2|}}}|{{{3|}}}|{{{4|}}}}} !{{WikiPtmp0|{{{1|Null}}|{{{2|and}}}|{{{3|void}}}|Grin!}} |- !{{ WikiPtmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ commonstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ WikiBookstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |- !{{ WikiQuotetmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ Wikisourcetmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ Wiktionarytmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |- !{{ WikiNewstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{WikiSpeciestmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{WikiVersitytmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |} <!-- ADD INTERWIKIS BELOW THIS LINE --> <!-- END INTERWIKIS for translating Interwiki-tmp-grp (Calling Templates go in own X/doc file) --> <noinclude> {{Interwikitmp-grp usage}} {{Interwikitmp-grpNN usage}} ---- {{Interwikitmp-grps see also}} {{Lts|Interwikitmp-grp usage}} -- {{Lts|Interwikitmp-grpNN usage}} -- {{Lts| }} ----</noinclude> <!-- Cats 'seen' by all Pages which Include THIS SPECIFIC Page ---> {{#if:{{{1|}}}|<!--THEN--->[[Category:Interwiki utility templates |{{{1|{{PAGENAME}}}}}|{{{1|{{PAGENAME}}}}} ]] <!--ENDTHEN-----> |<!--ELSE--->[[Category:Interwiki utility templates |{{{1|{{PAGENAME}}}}}|{{{1|{{PAGENAME}}}}} ]] }} [[Category:Interwiki utility templates|!{{PAGENAME}}]] [[Category:Template Documentation|{{PAGENAME}}]] [[Category:Interwiki template-links-tagging templates|!{{PAGENAME}} ]] [[Category:Interwiki templates on all sisterprojects|{{PAGENAME}} ]] 4962 28447 2006-09-21T04:06:52Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] */ [[Infectious Disease and Public Health]] Welcome to the Wikiversity Department of Immunology. ==Department description== The Department of Immunology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of all aspects of immunity; from immune cells and their interplay to immune diseases and the reaction of the immune system to immunogens, dangerous or not. The Department needs to develop more Immunity-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 5th, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Role of the immune system]] * [[Components of the immune system]] * [[Self/Non-Self theory]] * [[Danger theory]] * [[Hypersensitivity]] * [[Autoimmunity]] * [[Evolution of immunity]] * [[Infectious Disease and Public Health]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [[Category:Immunology]] 4964 24293 2006-09-06T02:38:54Z JWSchmidt 20 subcat [[Category:Biology]] [[Category:Medicine]] 4965 70804 2007-01-11T23:20:34Z CQ 1939 /* Department news */ NEWS: join an open discussion about [[quorum sensing]] at PBS [[Image:613px-Snow-cholera-map.jpg|thumb|right|400px|One of the [[w:John Snow (physician)#Cholera|cholera incidence maps]] used to trace the source of infections to drinking water during the London cholera epidemic of 1854.]] Welcome to the '''Wikiversity Department of Medical Microbiology''', part of the [[School:Medicine|School of Medicine]]. ==Department description== Medical Microbiology is concerned with how the human body interacts with bacteria, viruses, fungi and prions. Topics include the roles of non-pathogenic bacteria in normal health and disease processes that involve pathogenic micro-organisms or an abnormal response of the body to micro-organisms. The Department of Medical Microbiology works in close coopertion with the more general [[Topic:Microbiology|Microbiology Department]]. ==Department news== * '''6 September 2006''' - Department founded! * '''10 January 2007''' - Discussion about [[quorum sensing]] and other [[Topic:Medical Microbiology|Medical Microbiology]] topics opens at [http://www.pbs.org/wgbh/nova/sciencenow/3401/04-ask.html NOVA science NOW] (PBS) ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Infectious Disease and Public Health]] *[[Introduction to Medical Microbiology]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:JWSchmidt]] * ... ==See also== *[[Sugar in the times of cholera]] - an account of a cholera epidemic in Cuba [[Category:{{PAGENAME}}| ]] 4966 24297 2006-09-06T03:01:03Z JWSchmidt 20 #REDIRECT [[Wikiversity:Colloquium]] #REDIRECT [[Wikiversity:Colloquium]] 4968 24300 2006-09-06T03:16:37Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4984 28450 2006-09-21T04:12:55Z JWSchmidt 20 [[Category:Medicine]] [[Category:Microbiology]] [[Category:Medicine]] 4986 78281 2007-01-18T18:16:39Z MrAJWells 5520 [[Image:Malaria map.PNG|thumb|right|400px|Nations with [[w:Malaria|malaria]]. In the past, states such as [[w:Tennessee|Tennessee]] have had a high incidence of malaria. Why is this no longer the case?]] Welcome to the '''Introduction to Medical Microbiology''' learning project. ==Content summary== This learning project provides activities that help participants explore Medical Microbiology. The goal is to cover all of the topics normally found in a basic medical school microbiology course, but do so in the wiki way. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Getting to know pathogens]] - introduction to the concept of microbial disease *[[Infectious Disease and Public Health]] *[[Sexually transmitted diseases]] - Human Immunodeficiency Virus (AIDS), Human papillomavirus and cervical cancer (vaccination), bacterial infections such as Chlamydia (pelvic inflammatory disease). * ... ===Texts=== * [[W[[Category:Introductions]]ikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Introductions]] 4987 24333 2006-09-06T04:26:15Z JWSchmidt 20 subcat [[Category:Medical Microbiology]]]] 4990 76309 2007-01-15T03:04:16Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{main welcome}} Conic Sections are curves created by the intersection of a plane and a cone. Conic sections are represented by four distinct graphs: the circle, ellipse, hyperbola and parabola. [[Category:Mathematics]] 4992 45150 2006-11-13T03:41:30Z Rayc 57 cat [[Image:Leptospira scanning micrograph.jpg|thumb|right|300px|Pathogenic ''Leptospires'' spirochetes can cause high fever, severe headache, chills, muscle aches, and vomiting, abdominal pain, diarrhea, or a rash.]] Welcome to '''Getting to know pathogens'''. This is an introduction to basic concepts related to disease-causing micro-organisms. Chapter readings are from "Medical Microbiology" by P. R. Murray, K. S. Rosenthal, G. S. Kobayashi and M. A. Pfaller (4th Edition) Mosby Inc. 2002 ISBN: 0323012132. You can probably find used copies for a low price. Another option is "[http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=mmed.TOC Medical Microbiology]" (Samuel Baron, editor) which is available online (free) or as a [http://gsbs.utmb.edu/microbook/ CD-ROM]] ($10). =Host-microbe interactions= The interaction of humans with disease-causing bacteria is often thought of in terms of a host-invader interaction. However, there are many types of human-microbe interactions, so we need a more complex understanding of micro-organisms and their roles in normal human health and disease processes. It is useful to think in evolutionary terms. The various types of human-microbe interactions are the result of hundreds of millions of years of interactions between animals and micro-organisms. ==Host Susceptibility== * Reading (Chapter 1) <div style="float:right;width:200px;">[[Image:Secondary syphilitic rash Treponema pallidum 6756 lores.jpg|thumb|right|Syphilitic rash due to the systemic spread of the ''Treponema pallidum'' bacteria]] [[Image:Hiv gross.png|thumb|right|Human immunodeficiency virus (HIV).]] </div> ===Strict pathogens=== Some (relatively few) microbes can infect essentially all human hosts who are exposed to the particular microbe AND cause essentially the same sort of infection and disease symptoms in every infected person. “Strict pathogens” *'''examples''': ''Treponema pallidum'' (syphilis); HIV (AIDS); ''Plasmodium vivax'' (malaria) [[Image:Plasmodium lifecycle PHIL 3405 lores.jpg|thumb|left|500px]] <br style="clear:both;"/> '''Discussion'''. # What percent of people who are infected with ''Treponema pallidum'' show symptoms of [[w:Syphilis|syphilis]]? # Does [[w:HIV|HIV]] infection always cause [[w:AIDS|AIDS]]? # How does [[w:Malaria#Evolutionary pressure of malaria on human genes|genetic background]] influence the incidence and severity [[w:Malaria|malaria]]? ===Opportunistic pathogens=== [[Image:E-coli.jpg|thumb|right|''Escherichia coli'']] Most microbes are more efficient at infecting some people than others and many microbes can cause several different types of disease depending on the type of infection (for example, depending on the site of infection) and variations in host-microbe interactions. “Opportunistic pathogens” *example, ''[[w:Escherichia coli#Role in disease|Escherichia coli]]'' **'''Discussion'''. ''Escherichia coli'' is a very common type of bacteria that normally lives in close contact with humans. Under what special circumstances can ''Escherichia coli'' cause human disease? ===Human variability=== We often speak of "the human body" and "human-microbe interactions" but it is wrong to think that all people have similar interactions with micro-organisms. It is important to keep in mind the full spectrum of human variability. Sources of variation in host susceptibility to microbes: *variation in nutritional status, *variation in levels of stress and circulating stress hormones, *variation in genes that confer resistance to microbes, *variations in somatic cell mutations involved in immune system function, *physical damage to tissues can open tissue barriers that normally limit microbial infections. *Behavioral differences. Some behaviors promote health and avoid pathogens, other behaviors damage defenses and bring people into contact with pathogenic microbes. **Example: drug use allows exposure to disease-causing microbes. ==General Properties of Infections== *Reading (Chapter 9) ===normal microflora=== [[Image:Lactobacillus sp 01.png|thumb|right|''Lactobacillus'' cells associated with a human cell.]] Many microbial infections are called “endogenous infections” because they are caused by microbes that normally are found on the surface of human hosts. *Types of colonization- **not harmful: ***Transient colonization. ***Permanent colonization. Each surface of the body has its own population of typical microbes. [[Image:Clostridium difficile EM.png|thumb|right|''Clostridium difficle'' cells.]] Often, these are protective against harmful microbes. **harmful, disease causing: ***damage to the host by the microbe ***disruption of normal host tissue functions due to immune system response to an otherwise harmless microbe. example: ''Lactobacillus'' species are generally harmless GI tract microbes. Some antibiotics reach high levels in the GI tract and can greatly reduce or eliminate the normal gut microbes. Opportunistic disease-causing organisms such as ''Clostridium difficle'' can then proliferate and cause disease. ---- '''Discussion Topic''' Prospects for maintaining normal (protective) microbial flora. *a. Diet. *b. Replacement of bacteria after exposure to antibiotics. [[Image:Aspergillus.gif|thumb|right|''Aspergillus'' (fungal organism).]] Example: Aspergillosis is caused by a fungus (''Aspergillus''), which is found commonly growing on dead leaves, stored grain, compost piles, or other decaying vegetation. Healthy humans are not susceptible to ''Aspergillus''. Those at risk for Aspergillosis include immunosuppressed people such as organ transplant recipients, people being treated for cancer, and AIDS patients ''Aspergillus'' can also cause illness by colonization and growth in a lung cavity that was damaged by previous disease such as tuberculosis. When growing in the lung it produces a fungus ball called aspergilloma. The lung colonization can also progress to clinical pneumonia and invasive infection that is spread to other parts of the body by the blood stream (Pulmonary aspergillosis; invasive type). '''Comments''': Josh Wright: 19th October 2006 10:24 EAST. One day, the whole world will die from virus's. The only help, people who study them, and know how to treat, a research antivaccines to cure them. I think that we need to put more effort into researching virus's, and pathogens, and then we will one day be able to save the world from complete death. :Are viruses all bad? Much of the genetic difference between humans and [[w:Chimpanzee Genome Project|chimps]] has come about by way of insertions and deletions. A significant portion of human genetic change is due to the large amount of virus-derived sequence in the human genome ([http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=1617120 see]). In addition to playing an important role in the rate of evolution of existing species, some hypotheses suggest that viruses played a fundamental role in the origin of cellular life as we know it; see: [http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=1450140 Three RNA cells for ribosomal lineages and three DNA viruses to replicate their genomes: A hypothesis for the origin of cellular domain] by Patrick Forterre. --[[User:JWSchmidt|JWSchmidt]] 12:57, 19 October 2006 (UTC) [[Category:Biology]] 4993 24343 2006-09-06T05:02:07Z Trevor MacInnis 99 Diagram of the paths users can follow from the main page to find the information/help they need == Summary == Diagram of the paths users can follow from the main page to find the information/help they need == Licensing == {{GFDL-self}} 4994 51417 2006-12-04T16:58:22Z Ian Kennedy 858 /* Hedonic modelling */ Alternative spelling == Hedonic modelling == Related phrases: hedonic pricing approach, hedonic tone, hedonic model, hedonic modeling, hedonic scale, hedonic calculus, hedonic demand theory, hedonic regression, hedonic pricing, "Measure the pleasure" For more contenders for the million dollar view, see [[http://images.google.com/images?q=million+dollar+view&hl=en&sourceid=mozilla-search&start=0]] [[Image:landscape_icon.jpg]] === Definition of Hedonic === * Relating to like or dislike. === Background === This is a page for collaborative original research on the use of hedonic models for estimating the value of a view from a building. This is work in progress, with hopes of publishing in 2007. The author line currently contains two researchers based at the School of Construction Economics and Management at the University of the Witwatersrand, Johannesburg, South Africa. The author line is not closed, and any intellectual contributions are welcome. === Viewpoint === The authors believe that hedonic modelling will be a useful tool in assessing the value of buildings where view is an asset. This includes hotels, apartment blocks (flats), residential homes. Data on property transactions and selling points must be readily available, making this the least expensive and least complicated approach. === Preproposal planning === Beginning of a research proposal for co-authored work by Ian Kennedy and possibly Fran&#231;ois Viruly: kennedyig at consecon dot wits dot ac dot za and virulyf at consecon dot wits dot ac dot za === Research Question === What is the value of a view? Alternatively: What is a view worth? +/-ve === Dependent variable === Property price (ideally deeds office); rental / purchase price === Independent variables === Adjacent property prices, plot size zoned, number of bedrooms, floor area of rooms, number of bathrooms, degrees of seaview, lakes, wetlands, forest, scrub, open fields/space, parks, city scapes; water pollution, air pollution, farmland flies, car and aeroplane noise levels, mine dumps, slime dams, power lines, cellphone towers etc. === Confounding variables === Inflation of property prices, noise, access to transport and amenities, snob value, etc. === Key words === Hedonic regression modelling, property purchase prices === Importance of study === Aid to property valuation; Model can be used to reduce visual impact of new developments; Model can be used recursively by developers to optimize returns on multi-unit developments or estimate for planning and decision-making the potential impacts of construction projects. === Method === # Create reference digital photos. # Digitally manipulate images as required. # Data projection to an expert audience ('taste panel') composed e.g. of property brokers and estate agents. # Capture valuations. # Multiple Linear Regression Analysis with SPSS, SAS or Excel # Publish reference gallery and model parameters. Ideal for a wiki and conference as it is highly visual. [[Category:Research]] 4996 75788 2007-01-14T16:47:46Z Mystictim 626 added stub template {{Stub}} == Introduction == The word 'Islam' is an Arabic word that means submission and is driven from the root of the Arabic word "Salam" which means peace. Submission is meant for Allah (the God in Arabic). The basic belief of Islam is very simple. "There is no God But Allah and Mohmammed (PBUH:Peace Be Upon Him) is his messenger". Whoever believes in this statement and declares it openly is a Muslim. Islam with its literal meaning of submission to Allah is the message that God has given to mankind from its very first day. Allah, the lord, the creator has sent prophets in all ages starting from Adam until Mohammad (PBUH). Musims believe that all prophet carried same message of oneness of God. Abraham, Moses, Jesus..... (Peace be upon all) all are prophets of Allah the Almighty who carried the message from God to the mankind. As Mohammad (PBUH) is the last prophet, Quran sent down by Allah to him and his teachings will constitute as true ruling of god for mankind till the end of the world. [[Category:Theology]] == See Also == [[Qur'an is the word of God Project]] 4997 80470 2007-01-23T23:26:24Z JWSchmidt 20 See also: [[Wikiversity:Reliable sources]], [[Wikiversity:Cite sources]] and [[Wikiversity:Verifiability]] == Plagiarism z-folder == Are you a Plagiarist? == Students and Avoiding Plagiarism == ===What is Plagiarism? === According to Kennedy (2006), "Plagiarism is the illegal practice of taking someone else's ideas, data, findings, the language, illustrative material, images, or writing, and presenting them as if they were your own." === Why the Concern about Plagiarism? === Today's students are blessed with fast access to much material. Sadly, our joy about this fast access is tempered by knowledge that plagiarism is on the rise. The Web has increased the number of potential sources of plagiarism. === Is Plagiarism by students on the increase? === Yes. It is of grave concern that plagiarism is in the increase. For example, on a large campus there is often a legal person tasked only with the handling of cases arising on the campus. === How Widespread is Student Plagiarism? === It is a global cancer. === How are Students Caught? === According to Nicholson, just as students can use search engines to quickly find material to cut-and-paste without attribution, so too can lecturers use the same search engines to check sources and catch plagiarists. The ease with which the plagiarist finds information applies also to lecturers in detecting plagiarism. Student laziness in obtaining the plagiarized information results in lack of proofreading, sudden context changes, missing footnotes, false references, poor structure and out of context paragraphs, which are typical methods used in material which hides the real source. === What are the Consequences of Plagiarism? === Furthermore Nicholson writes that plagiarism is a serious offence and no institution can turn a blind eye to it. It undermines the rights of honest students; can seriously affect the moral rights of authors and it denigrates grades, degrees and even the institution itself. Students cannot accept their degrees honestly, if they know they have plagiarized others' works. How will they perform and succeed in their future careers, if they have not assimilated the knowledge themselves? === Why is Plagiarism Misconduct? === At the University of the Witwatersrand, a case of plagiarism is treated as misconduct according to parts of Rule 1 in the general rules for student conduct as it: constitutes a breach of a ... rule of the University; and constitutes conduct that tends to bring the University or any part of it ... into contempt or disrepute; and interferes with the governance and proper administration of the University; and interferes with the conditions necessary for teaching, learning or research. ===What is the Punishment for Plagiarism at Wikiversity? === To be discussed and written ===Towards an International Plagiarism Policy === *Education at school (may take long) *Interventions in First Year especially during orientation week *Interventions before honours year and final year *Interventions for postgraduates. === How does one avoid Plagiarism? === According to Kennedy (2006), "To avoid plagiarism, reference the source and put quotation marks around all of the quoted words, or paraphrase and reference." === References === Nicholson, D., University of the Witwatersrand. The Internet facilitates plagiarism, but also, helps detect plagiarism. [[http://www.wits.ac.za/library/services/copyright.html#14]] Kennedy, I.G., (2006) How can I be original? in How to do Research. CD-ROM. Published privately by the author. ISBN 0-620-27218-X. === Useful Websites === [[http://dept.ee.wits.ac.za/~kennedy/plag]] [[http://en.wikipedia.org/wiki/Plagiarism]] [[http://www.ewh.ieee.org/soc/es/CFP5.html]] [[http://en.wikipedia.org/wiki/Plagiarism]] == Plagiarism is not copyright infringement == We must not confuse plagiarism with copyright infringement. It is all too easy to plagiarize: just cut and paste (from copyright or non-copyright) material without citation and referencing. == See also == *[[Wikiversity:Reliable sources]] *[[Wikiversity:Cite sources]] *[[Wikiversity:Verifiability]] [[Category:Scholarship]] 4998 24368 2006-09-06T08:53:01Z Fabartus 617 P2b-Imp from offline or en.wp <!-- Pass #2b upgrades standard ... 9-05-06 Interwikitmp0 suffix creates '2b' version ---- ---- Offline save file Interwikitmp-grp ineligible Pass2b upgrades.txt --------------------------------------------------------------------------> <!--- Example call: {{Interwikitmp-grp ineligible|TLE|META }} (see Tle) ---> ---- <div style="Margin:3em;border:3px blue solid;background:#f9e9d9;padding:2em;"> :This template ineligible for tagging by one of the {{Tlx|interwikitmp-grp}}&mdash;{{Tlx|Interwikitmp-grp6}} because the {{W2|Wikipedia:Sister projects|sisterproject}}{{#if:{{{3|}}}|s}}: '''[[{{{2}}}}]]{{#if:{{{3| }}} |{{#if:{{{4|}}}|,&#32;|&#32;and&#32;}}[[{{{3}}}]]}}{{#if:{{{4| }}} |{{#if:{{{5|}}}|,&#32;|,&#32;and&#32;}}[[{{{4}}}]]}}{{#if:{{{5| }}} |{{#if:{{{6|}}}|,&#32;|,&#32;and&#32;}}[[{{{5}}}]]}}{{#if:{{{4| }}} |{{#if:{{{5|}}}|,&#32;|,&#32;and&#32;}}[[{{{6}}}]]}}{{#if:{{{7| }}} |, and [[{{{7}}}]]}}''{{#if:{{{8| }}}|&#32;<br>----<br> (too many parameters in &#123;&#123;[[Template:Interwikitmp-grp_ineligible|Interwikitmp-grp_ineligible]]&#125;&#125;)<br>----<br>}} ''' listed {{#if:{{{3|}}}|have|has}} an '''prior use name conflict''' with the local name {{Tlx|{{PAGENAME}}}} and subsequently the alternate name used on the listed {{W2|Sister project}}{{#if:{{{3|}}}|s}} for the equivilent template (tool) is: '''{{Tlx|{{{1}}}}}'''. {{I2}}Consequently {{TLX|{{PAGENAME}}}} is being auto-categorized into [[:Category:Interwiki templates varying on other sister projects]], and all documentation text or templates with Interwiki scope '''should use only the {{Tlx|{{{1}}}}}''' variant.</div> ---- <noinclude>[[category:Interwiki utility templates|!{{PAGENAME}} ]] {{Interwikitmp-grp0|!{{PAGENAME}}}} [[category:Interwiki templates varying on other sister projects|!{{PAGENAME}} ]]</noinclude> <includeonly>[[category:Interwiki templates varying on other sister projects|{{PAGENAME}} ]] </includeonly> 4999 24369 2006-09-06T08:53:26Z Fabartus 617 P2b-Imp from offline or en.wp <!-- interwikitmp-grp0 == Pass-2 Wholesale copy of interwikitmp-grp sans change... while things settle some ---> <noinclude> ;Interwikitmp-grp0: Pass-2 Wholesale copy of interwikitmp-grp sans change... :Offline save file: Interwikitmp-grp0==Pass2a <div style="Width:90%;float:center;border:1px solid blue; background-color:a8a8a8;"> {| !Interwikitmp-grp Pass 2a {{I}} Offline save file: '''Interwikitmp-grp Pass 2a Upgrades 9-05-06 06-25 hrs (utc).txt''' |- |<br> |} Ver: Updates to: Pass 2a upgrades 9-05-06 01-50 hrs (UTC) == (21:50 pm 9-04-06 EDST Source from wikisource debugging and fixups 8-30-06 thru 9-05-06, evolved considerably by simplifying mission resulting in forking functionality into suffixed by numbers versions used to narrow needs and services focii. This version is still called by nearly everything, but only autotags as if tagging Miscellaneous templates--i.e. to {{CAT|Interwiki utility templates}}. Calls to this are thus used for tagging many vanilla templates not part of the interwikitmp-grp tagging system per se, but it's service goals, and the templates the sytem has been designed to support and disseminate. <br></div> <!------------------------------------------------------------------------------------><includeonly>{{-}} :''This template documentation is [[Wikipedia:Template doc page pattern|adapted and transcluded]] from [[ Template:Interwikitmp-grp ]]'' [<span class="plainlinks">[{{fullurl:Template:Interwikitmp-grp|action=edit}} edit]</span>]. </includeonly> Other {{W2|Sister Projects}} links using this system of tagging (The array below is produced by this page): ---- <!--- Interwikitmp-grp's logic: [(Pass 2a: Update to: 01:30 9-5-06 (UTC) (21:30 hrs 9-04-06 EDST))] ----> {| <!-- Keep in this same regular consistant order ---> ! {{TL|IWTG size}}=={{IWTG size}}<br>{{This Sister prefix}} !{{ Metatmp|{{{1|{{PAGENAME}}}}}| {{{2|}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} <!--- !{{WikiPtmp0|{{{1|Null}}|{{{2|and}}}|{{{3|void}}}|Grin!}} ---> ! |- !{{ WikiPtmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ commonstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ WikiBookstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} |- !{{ WikiQuotetmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ Wikisourcetmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ Wiktionarytmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} |- !{{ WikiNewstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{WikiSpeciestmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{WikiVersitytmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} |} {{-}} <!-- ADD INTERWIKIS BELOW THIS LINE --> <!-- END INTERWIKIS for translating Interwiki-tmp-grp (Calling Templates go in own X/doc file) --> </noinclude><includeonly> ;Other Sister Projects sharing this template or one like it: ---- <!--- Interwikitmp-grp's logic: [(Update to: 04:10 9-04-06 (UTC) (00:10 am 9-03-06 EDST))] ----> {| <!-- Keep in this same regular consistant order ---> ! !{{ Metatmp|{{{1|{{{PAGENAME}}}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}}} <!-- {{WikiPtmp0|{{{1|Null}}|{{{2|and}}}|{{{3|void}}}|{{{4|}}}}} ---> ! |- !{{ WikiPtmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ commonstmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ WikiBookstmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |- !{{ WikiQuotetmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ Wikisourcetmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ Wiktionarytmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |- !{{ WikiNewstmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{WikiSpeciestmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{WikiVersitytmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |} {{-}} ---- </includeonly> <!-- ITEMS that affect both the local template and the calling template BELOW THIS LINE ----> {{#ifexist:{{{2|}}}| <!-- Default case usually used on tagging utility templates, so this suppressed ---> *# {{Lts|WikiPtmp0}} *# {{Lts|Metatmp}} *# {{Lts|WikiPtmp}} *# {{Lts|Commonstmp}} *# {{Lts|WikiBookstmp}} *# {{Lts|WikiQuotetmp}} *# {{Lts|Wikisourcetmp}} *# {{Lts|Wiktionarytmp}} *# {{Lts|WikiNewstmp}} *# {{Lts|WikiSpeciestmp}} *# {{Lts|WikiVersitytmp}} ---- *# {{Lts|Interwikitmp-grp edit group }}{{SP|7}}-- {{Lts|Interwiki maintenance links}} *# {{Lts|Interwikitmp-grp usage}}{{SP|7}}-- {{Lts|Interwikitmp-grp/doc}} *# {{Lts|interwikitmp-grp templates usage}} {{SP}}-- {{Lts|Interwikitmp-grps usage}} (redlinks hopefully) *# {{Lts|interwikitmp-grps see also}} *# [[:Category:Interwiki template-links-tagging templates ]] *# [[:Category:Interwiki utility templates ]] *# [[:Category:Interwiki templates on all sisterprojects ]] *# [[:Category:Interwiki link templates|{{PAGENAME}}]] <!-- ITEMS that affect both the local template and the calling template ABOVE THIS LINE ---------> |<!--- Else no Arg-1, do nothing --->}} <!-- ITEMS that affect both the local template and the calling template BELOW THIS LINE ----> ---- <noinclude> {{Interwikitmp-grp usage}} {{Interwikitmp-grpNN usage}} {{Interwikitmp-grp/doc}} ---- {{Lts|Interwikitmp-grp usage}} -- {{Lts|Interwikitmp-grpNN usage}} -- {{Lts|Interwikitmp-grp/doc}} ---- {{Interwikitmp-grp edit group}} </noinclude><includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[Category:Interwiki templates on all sisterprojects|{{PAGENAME}} ]] [[Category:Interwiki utility templates|{{PAGENAME}}]] </includeonly> 5000 24370 2006-09-06T08:54:08Z Fabartus 617 P2b-Imp from offline or en.wp <!-- interwikitmp-grp0 == Pass-2 Wholesale copy of interwikitmp-grp sans change... while things settle some ---> <noinclude> ;Interwikitmp-grp0: Pass-2 Wholesale copy of interwikitmp-grp sans change... :Offline save file: Interwikitmp-grp0==Pass2a <div style="Width:90%;float:center;border:1px solid blue; background-color:a8a8a8;"> {| !Interwikitmp-grp Pass 2a {{I}} Offline save file: '''Interwikitmp-grp Pass 2a Upgrades 9-05-06 06-25 hrs (utc).txt''' |- |<br> |} Ver: Updates to: Pass 2a upgrades 9-05-06 01-50 hrs (UTC) == (21:50 pm 9-04-06 EDST Source from wikisource debugging and fixups 8-30-06 thru 9-05-06, evolved considerably by simplifying mission resulting in forking functionality into suffixed by numbers versions used to narrow needs and services focii. This version is still called by nearly everything, but only autotags as if tagging Miscellaneous templates--i.e. to {{CAT|Interwiki utility templates}}. Calls to this are thus used for tagging many vanilla templates not part of the interwikitmp-grp tagging system per se, but it's service goals, and the templates the sytem has been designed to support and disseminate. <br></div> <!------------------------------------------------------------------------------------><includeonly>{{-}} :''This template documentation is [[Wikipedia:Template doc page pattern|adapted and transcluded]] from [[ Template:Interwikitmp-grp ]]'' [<span class="plainlinks">[{{fullurl:Template:Interwikitmp-grp|action=edit}} edit]</span>]. </includeonly> Other {{W2|Sister Projects}} links using this system of tagging (The array below is produced by this page): ---- <!--- Interwikitmp-grp's logic: [(Pass 2a: Update to: 01:30 9-5-06 (UTC) (21:30 hrs 9-04-06 EDST))] ----> {| <!-- Keep in this same regular consistant order ---> ! {{TL|IWTG size}}=={{IWTG size}}<br>{{This Sister prefix}} !{{ Metatmp|{{{1|{{PAGENAME}}}}}| {{{2|}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} <!--- !{{WikiPtmp0|{{{1|Null}}|{{{2|and}}}|{{{3|void}}}|Grin!}} ---> ! |- !{{ WikiPtmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ commonstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ WikiBookstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} |- !{{ WikiQuotetmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ Wikisourcetmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{ Wiktionarytmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} |- !{{ WikiNewstmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{WikiSpeciestmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} !{{WikiVersitytmp|{{{1|{{PAGENAME}}}}}| {{{2|{{PAGENAME}}}}}|{{{3| }}}|{{{4|Interwikitmp-grp/doc}}} }} |} {{-}} <!-- ADD INTERWIKIS BELOW THIS LINE --> <!-- END INTERWIKIS for translating Interwiki-tmp-grp (Calling Templates go in own X/doc file) --> </noinclude><includeonly> ;Other Sister Projects sharing this template or one like it: ---- <!--- Interwikitmp-grp's logic: [(Update to: 04:10 9-04-06 (UTC) (00:10 am 9-03-06 EDST))] ----> {| <!-- Keep in this same regular consistant order ---> ! !{{ Metatmp|{{{1|{{{PAGENAME}}}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}}} <!-- {{WikiPtmp0|{{{1|Null}}|{{{2|and}}}|{{{3|void}}}|{{{4|}}}}} ---> ! |- !{{ WikiPtmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ commonstmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ WikiBookstmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |- !{{ WikiQuotetmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ Wikisourcetmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{ Wiktionarytmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |- !{{ WikiNewstmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{WikiSpeciestmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} !{{WikiVersitytmp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}}}} |} {{-}} ---- </includeonly> <!-- ITEMS that affect both the local template and the calling template BELOW THIS LINE ----> {{#ifexist:{{{2|}}}| <!-- Default case usually used on tagging utility templates, so this suppressed ---> *# {{Lts|WikiPtmp0}} *# {{Lts|Metatmp}} *# {{Lts|WikiPtmp}} *# {{Lts|Commonstmp}} *# {{Lts|WikiBookstmp}} *# {{Lts|WikiQuotetmp}} *# {{Lts|Wikisourcetmp}} *# {{Lts|Wiktionarytmp}} *# {{Lts|WikiNewstmp}} *# {{Lts|WikiSpeciestmp}} *# {{Lts|WikiVersitytmp}} ---- *# {{Lts|Interwikitmp-grp edit group }}{{SP|7}}-- {{Lts|Interwiki maintenance links}} *# {{Lts|Interwikitmp-grp usage}}{{SP|7}}-- {{Lts|Interwikitmp-grp/doc}} *# {{Lts|interwikitmp-grp templates usage}} {{SP}}-- {{Lts|Interwikitmp-grps usage}} (redlinks hopefully) *# {{Lts|interwikitmp-grps see also}} *# [[:Category:Interwiki template-links-tagging templates ]] *# [[:Category:Interwiki utility templates ]] *# [[:Category:Interwiki templates on all sisterprojects ]] *# [[:Category:Interwiki link templates|{{PAGENAME}}]] <!-- ITEMS that affect both the local template and the calling template ABOVE THIS LINE ---------> |<!--- Else no Arg-1, do nothing --->}} <!-- ITEMS that affect both the local template and the calling template BELOW THIS LINE ----> ---- <noinclude> {{Interwikitmp-grp usage}} {{Interwikitmp-grpNN usage}} {{Interwikitmp-grp/doc}} ---- {{Lts|Interwikitmp-grp usage}} -- {{Lts|Interwikitmp-grpNN usage}} -- {{Lts|Interwikitmp-grp/doc}} ---- {{Interwikitmp-grp edit group}} </noinclude><includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[Category:Interwiki templates on all sisterprojects|{{PAGENAME}} ]] [[Category:Interwiki utility templates|{{PAGENAME}}]] </includeonly> 5002 44902 2006-11-12T04:35:23Z Jb-adder 3040 Feel free to correct these edits if I have done something wrong <includeonly><div class="sister-project"><div class="noprint" style="clear: right; border: solid #aaa 1px; margin: 0 0 1em 1em; font-size: 80%; background: #f9f9d9; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;"></includeonly><noinclude> [[Category:Interwiki utility templates|!{{PAGENAME}}]] [[Category:Interwiki template-links-tagging templates|!{{PAGENAME}} ]] {{interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}} }} Sister-project templates ported from en.wp and the commons work different here, because the local project apparently does not include the second 'class' code as part of their sister-project class. This template supplies the lack. ==Usage== Replace the header line: &lt;div class="sister-project"&gt; with the call to this template in the ported sister-project template. &lt;!---- This is the specific code missing and needed by ported templates: &lt;div class="sister-project"&gt; (Which they all have) ::Followed by &lt;div class="noprint" style="clear: right; border: solid #aaa 1px; margin: 0 0 1em 1em; font-size: 90%; background: #f9f9f9; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;"&gt; Note the solution below includes the statement to be replaced by the call to this template -------&gt;[[Category:Interwiki link templates|!{{PAGENAME}}]] Wiktionary-sister-class <--- Source ---> [[Wiktionary:Template:Wiktionary-sister-class ]] # {{Lts|Metatmp}} # {{Lts|WikiBookstmp}} # {{Lts|Wikisourcetmp}} # {{Lts|WikiPtmp}} # {{Lts|Commonstmp}} # {{Lts|WikiQuotetmp}} # {{Lts|Wiktionarytmp}} # {{Lts|WikiNewstmp}} # {{Lts|WikiVersitytmp}} # {{Lts|WikiSpeciestmp}} </noinclude> 5003 47242 2006-11-21T04:22:27Z Koweja 3314 changed to standard clear margins template - it seems like all pages using this mean for it to be used this way, I apologize if I screwed up anyone's layout without realizing it <br clear="all" /> <noinclude>This template "clears" both margins; it is often used before a header to make sure that the header will be the full width of the page. For technical XHTML details see the [[w:Template talk:-|Wikipedia talk page]].</noinclude> 5004 24381 2006-09-06T09:31:32Z Fabartus 617 p2c - update from Metawiki <!-- Pass #2b upgrades standard ... 9-05-06 Interwikitmp3 suffix creates '2b' version ---- ---- This code is 'BOTH' template:Metatmp and vanilla ver== template:Metatmp1 ---- ---- Offline save file Metatmp Pass2b upgrades.txt --------------------------------------------------------------------------> {{Interwiki class-sisterproject|<div class="infobox sisterproject">}} <!-- <div style="float: left;">[[Image:Metawiki.png| 50 px |none|Metawiki]]</div> ---> <div style="float: left;">[[Image:Metawiki.png|{{#ifexist:{{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Metawiki]]</div> <div style="margin-left: 9px;"> Our {{W2|Wikipedia:Sister projects|umbrella organization,}} {{W2|Meta|Metawiki}} has this template: {{#ifeq: {{SITENAME}}|Metawiki|<!-- My site--->'''''[[Template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''|<!-- Else not my site--->'''''[[m:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''}} <!---- Temp code to impliment on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude> {{#ifeq:{{PAGENAME}}|Metatmp1| {{Interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} |{{Interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} ==Interwiki links== {{#ifeq:{{PAGENAME}}|Metatmp1| <!-- Place all Metatmp1 INTERWIKI's here below this line ---> [[da:Skabelon:Metatmp1]]&nbsp; [[de:Vorlage:Metatmp1]]&nbsp; [[fr:Modèle:Metatmp1]]&nbsp; [[hr:Template:Metatmp1]]&nbsp; [[hu:Template:Metatmp1]]&nbsp; [[nl:Sjabloon:Metatmp1]]&nbsp; [[no:Mal:Metatmp1]]&nbsp; [[ja:Template:Metatmp1]]&nbsp; [[os:Шаблон:Metatmp1]]&nbsp; [[pt:Predefinição:Metatmp1]]&nbsp; [[ru:Template:Metatmp1]]&nbsp; [[fi:Malline:Metatmp1]]&nbsp; [[sv:Mall:Metatmp1]]&nbsp; [[th:Template:Metatmp1]]&nbsp; [[vi:Tiêu bản:Metatmp1]]&nbsp; [[zh:Template:Metatmp1]]&nbsp; <!-- Place all Metatmp1 INTERWIKI's ABOVE this line ---> |<!-- ELSE is Plain Vanilla Metatmp, which means this template is not universal in interwiki scope and applicability ---> <!-- Place all Metatmp1 INTERWIKI's here below this line ---> [[da:Skabelon:Metatmp]]&nbsp; [[de:Vorlage:Metatmp]]&nbsp; [[fr:Modèle:Metatmp]]&nbsp; [[hr:Template:Metatmp]]&nbsp; [[hu:Template:Metatmp]]&nbsp; [[nl:Sjabloon:Metatmp]]&nbsp; [[no:Mal:Metatmp]]&nbsp; [[ja:Template:Metatmp]]&nbsp; [[os:Шаблон:Metatmp]]&nbsp; [[pt:Predefinição:Metatmp]]&nbsp; [[ru:Template:Metatmp]]&nbsp; [[fi:Malline:Metatmp]]&nbsp; [[sv:Mall:Metatmp]]&nbsp; [[th:Template:Metatmp]]&nbsp; [[vi:Tiêu bản:Metatmp]]&nbsp; [[zh:Template:Metatmp]]&nbsp; <!-- Place all Metatmp1 INTERWIKI's ABOVE this line ---> }} </noinclude><includeonly> {{#ifeq:{{PAGENAME}}|Metatmp1| [[Category:Interwiki templates on all sisterprojects|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> |<!--Else No autotagging, is Metatmp Vanilla ---> }}</includeonly> 5007 24386 2006-09-06T11:08:28Z Fabartus 617 P2a-Genesis from en.wp import <!-- Pass #2b upgrades standard ... 9-05-06 Interwikitmp-grp0 creates '2b' version ---- ---- This code is 'BOTH' template:Commonstmp and vanilla ver== template:Commonstmp1 ---- ---- Offline save file Commonstmp Pass2 upgrades.txt --------------------------------------------------------------------------> {{Interwiki class-sisterproject|<div class="infobox sisterproject">}} <!-- <div style="float: left;">[[Image:Commons-logo.svg| 50 px |none|Commons]]</div> ---> <div style="float: left;">[[Image:Commons-logo.svg|{{#ifexist:{{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Commons]]</div> <div style="margin-left: 3px;"> The {{W2|sister project}} {{W2|Commons}} has this template: {{#ifeq: {{SITENAME}}|Commons|<!-- My site--->'''''[[Template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''|<!-- Else not my site--->'''''[[Commons:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''}} <!---- Temp code to impliment on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude> {{#ifeq:{{PAGENAME}}|Commonstmp1| {{interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} | {{interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} ---- ==Interwiki's== {{#ifeq:{{PAGENAME}}|Commonstmp1| <!--- PLACE ALL Interwiki's Below this line for Commonstmp1 ---> [[da:Skabelon:Commonstmp1]] [[de:Vorlage:Commonstmp1]] [[fr:Modèle:Commonstmp1]] [[hr:Template:Commonstmp1]] [[hu:Template:Commonstmp1]] [[nl:Sjabloon:Commonstmp1]] [[no:Mal:Commonstmp1]] [[ja:Template:Commonstmp1]] [[os:Шаблон:Commonstmp1]] [[pt:Predefinição:Commonstmp1]] [[ru:Template:Commonstmp1]] [[fi:Malline:Commonstmp1]] [[sv:Mall:Commonstmp1]] [[th:Template:Commonstmp1]] [[vi:Tiêu bản:Commonstmp1]] [[zh:Template:Commonstmp1]] <!--- PLACE ALL Interwiki's Above this line for Commonstmp1 ---> |<!-- -----------------------------------------------------------------------------> <!--- PLACE ALL Interwiki's Below this line for [[w:Plain Vanilla]] Commonstmp ---> [[da:Skabelon:Commonstmp]] [[de:Vorlage:Commonstmp]] [[fr:Modèle:Commonstmp]] [[hr:Template:Commonstmp]] [[hu:Template:Commonstmp]] [[nl:Sjabloon:Commonstmp]] [[no:Mal:Commonstmp]] [[ja:Template:Commonstmp]] [[os:Шаблон:Commonstmp]] [[pt:Predefinição:Commonstmp]] [[ru:Template:Commonstmp]] [[fi:Malline:Commonstmp]] [[sv:Mall:Commonstmp]] [[th:Template:Commonstmp]] [[vi:Tiêu bản:Commonstmp]] [[zh:Template:Commonstmp]] <!--- PLACE ALL Interwiki's Above this line for [[w:Plain Vanilla]] Commonstmp ---> }}</noinclude><includeonly> {{#ifeq:{{PAGENAME}}|Commonstmp1|[[Category:Interwiki templates on all sisterprojects|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> |<!--Else No autotagging, is Commonstmp--->}}[[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]]</includeonly> 5009 24392 2006-09-06T12:01:01Z JWSchmidt 20 I made this image for Wikiversity. == Summary == I made this image for Wikiversity. == Licensing == {{GFDL-self}} 5011 24397 2006-09-06T12:13:26Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 5012 24400 2006-09-06T12:15:41Z JWSchmidt 20 subcategory [[Category:Wikiversity scholarship]] 5013 52403 2006-12-07T01:19:29Z Cormaggio 8 + me and link Welcome to the '''Wikiversity Scholarship''' learning project. [[Image:Anne Dacier.JPG|thumb|right|200px|[[w:Anne Lefèvre|Anne Lefèvre]].]] ==Content summary== This project is concerned with learning resources that allow Wikiversity participants to explore all aspects of scholarly behavior within Wikiversity. ===Goals=== Introduce Wikiversity participants to the idea of being a wiki scholar. Concepts to learn include: NPOV policy, citation of sources, copyright, copyleft, free culture, and scholarly ethics. This project does not emphasize research but does include an [[Introduction to research|introduction to original research]] and research ethics. Wikiversity scholars who are interested in original research should also participate in the [[Research practices]] learning project. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * [[Introduction to Wikiversity scholarship]] - participants explore the application of high standards of scholarship to Wikiversity editing. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. * '''Wikipedia article''': [[w:Free Culture movement|Free culture]] ==References== Additional helpful readings include: ---- ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:JWSchmidt]] * [[User:Executivezen]] * [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> ==Message board== *[[Wikiversity:wiki_scholarship_message_board|Wiki Scholarship message board]] == See also == * [[Wikiversity:Disclosures|Wikiversity NPOV policy]] * [[Wikiversity:Cite sources|Policy for citation of sources]] * [[Wikiversity:Copyrights|copyright]] * [[Wikiversity:GNU Free Documentation License|Wikiversity copyleft]] * [[Wikiversity:Scholarly ethics|Wikiversity policy on scholarly ethics]] * [[Wikiversity:Research]] * [[Plagiarism]] [[Category:Wikiversity scholarship]] 5014 43534 2006-11-07T03:58:33Z Rayc 57 [[Category:Introductions]] This '''Introduction to Wikiversity Scholarship''' allows participants to explore the application of high standards of scholarship to Wikiversity editing. == Scholarly copying == [[Image:Copy types.png|frame|right]] Wikiversity is devoted to [[w:Free Culture movement|free culture]] and a process by which [[Wikiversity:Copyrights|copyrights]] are respected and authorship is attributed but information is [[Wikiversity:GNU Free Documentation License|licensed]] so as to be freely copied and widely used. Part of how Wikiversity is being created is by the legal practice of taking someone else's images or writing and presenting them in new ways of your own design. Within Wikiversity we need to discuss both legal and illegal ways of using the work of others and do so within the context of a project that is devoted to a wiki culture in which building upon the work of others is encouraged. [[w:Plagiarism|Plagiarism]] is an [[w:Civil law (common law)|illegal]] way of using the work of others. In most cases, plagiarism is not a matter to be treated by a law suit. Usually plagiarism has serious implications that fall outside of the formal legal system. At Wikipedia this definition of Plagiarism is offered, "Plagiarism is the practice of dishonestly claiming original authorship of material which one has not actually created". Plagiarism is usually handled outside of the legal system by social groups such as educators and journalists that take action to penalize members of the group who practice plagiarism. Wikiversity has two policies that implicitly condemn plagiarism. The Wikiversity [[Wikiversity:Cite sources|Policy for citation of sources]] requires that sources be cited. When this policy is followed it is impossible for Wikiversity participants to dishonestly claim authorship of material used within Wikiversity webpages. The Wikiversity [[Wikiversity:Scholarly ethics|policy on scholarly ethics]] excludes, "illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas". Ethical and legal problems are avoided when Wikiversity scholars cite [[Wikiversity:verifiability|verifiable]] and [[Wikiversity:Reliable sources|reliable]] sources and make use of copied materials according to the requirements of their use license(s). Since even unintentional plagiarism and licensing violations are not welcome within Wikiversity, it is important for Wikiversity scholars to learn about good and bad practices for using copied materials. ==See also== * [[Wikiversity:Disclosures|Wikiversity NPOV policy]] * [[Wikiversity:Cite sources|Policy for citation of sources]] * [[Wikiversity:Copyrights|copyright]] * [[Wikiversity:GNU Free Documentation License|Wikiversity copyleft]] * [[Wikiversity:Scholarly ethics|Wikiversity policy on scholarly ethics]] * [[Wikiversity:Research]] [[Category:Wikiversity scholarship]] [[Category:Introductions]] 5032 24454 2006-09-06T15:35:31Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 5036 76477 2007-01-15T15:31:13Z JWSchmidt 20 What does this have to do with the educational mission of Wikiversity? = Wikiversity Local Live = [[Image:Carnegie Library(2), Brentford, 20050123.jpg|thumb|A library is a great meeting place]] == Introduction == The idea of Wikiversity is akin to the Age of Enlightenment. The personal computer and fast networking has put vast power into the hands of people. Part of the “real” University experience is camaraderie with real people, face to face. The idea behind 'Wikiversity Local Live' is for meeting times and places to be made available for participants in safe and accepted “public” community spaces. This can be thought of as a local Wikipedia club. The benefit is camaraderie, which is one of the primary reasons students still pay a premium to go to an actual college. Wikiversity needs such an element to bring together people in the same way as a bricks and mortar university. Think of it as a Homebrew Computer Club except for any topic of study. For instance, meetings could occur at local public library meeting rooms, coffee shops, community centers, and perhaps actual public colleges and universities where permissible. Part of the school experience is sharing knowledge and experiences, and friendship in person. Wikiversity Local Live adds this important element. == Where and How == * Public Library Meeting Rooms ** Often free for non-profit groups * Coffee Shops * Public Meeting Spaces ** Park meeting spaces ** Community Centers * Public University and College Meeting Rooms ** Where allowable == Benefits == 'Wikiversity Local Live' has many benefits. As the Age of Enlightenment created an explosion in knowledge sharing and the arts, Wikiversity shall create an even greater expansion. Many Academic endeavors require many people to collaborate in a real life setting. Musicians and actors work in groups. Physical scientists often each other during real experiments. Artists frequently work on large public projects that require groups to gather to produce the art. Groups can be all different or all similar. It would be better to have heterogeneous groups as it would allow for the most diversity unless the meetings grew too large in which case groups could hold multiple meetings in similar locations. This permits a participant to engage in discussions with any group. --[[User:Dr-now]] 16:10, 6 September 2006 (UTC)Dr-now == Meeting Locations, Dates, and Times Below == Below are meeting locations, dates, and times, with links to pages for groups containing information about each group. Please add your own pages. Note, only safe and public meeting spaces should be considered. This is important for large cities, however, there are many of these spaces in existence such as public library meeting rooms. === Locations, Dates, and Times === ====North America==== [[w:Cranbrook School|Cranbrook Schools]] ====Europe==== ====Asia==== [[Category:Education]][[Category:Community discussions]] 5039 26599 2006-09-12T20:39:31Z Alpha3 879 Redirecting to [[FMST 321/3 - Studies in Film Directors 2006-2007]] #REDIRECT [[FMST_321/3_-_Studies_in_Film_Directors_2006-2007]] 5040 26600 2006-09-12T20:40:02Z Alpha3 879 Redirecting to [[FMST 321/3 - Studies in Film Directors 2006-2007]] #REDIRECT [[FMST_321/3_-_Studies_in_Film_Directors_2006-2007]] 5044 69257 2007-01-10T01:31:45Z JWSchmidt 20 [[Category:Computer Science]] = Open Source Degree Confirmation = == Reasoning == Since Wikiversity does not grant actual degrees (yet!), one way the computer science student can develop a strong resume is to work on real life projects in the Open Source community. There are many open source projects that have a limited and more simplistic scope for beginners. Programming and mathematics must be mastered first and foremost. This generally can take 5-10 years of programming experience. Yet in the 1980's many witnessed high school students creating video games for the Apple II, TRS-80, and other microcomputers by their own efforts. So this premise is not at all impossible, and is surely plausible. For computer science (see: [[School:Computer Science]] ) this is easy. For other schools, similar methods can be used. == Demand == Employers want programmers and computer professionals who have danced the dance, that is, worked on "real" software and contributed for several years. In the 1980's students were being hired right out of high school due to their computer and programming expertise. == Resume and Achievements == The resume (Wikiversity degree) of a student can be a growing and growing list of verifiable Open Source contributions. While not accredited, with open source development sites such as http://sourceforge.net will show the exact contributions of participants. [[Category:Computer Science]] 5045 24492 2006-09-06T17:10:42Z GreaterCore 883 == Introduction == Welcome to the school of Computational Sciences, part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]], a categorization that reflects the broad range of skills one needs to pick up to be adept at solving a scientific problem with computers. The school of Computational Sciences require knowledge in applied numerical analysis, programming and one of the basic sciences. == Active Participants == *[[User:GreaterCore]] == School News == *School founded 7 September 2006 5047 65715 2007-01-03T06:05:45Z Ajo Mama 4863 Assembly Language is a set of mnemonic languages with a 1 to 1 logical mapping of instructions to the machine code of various architectures. Assembly is usually used when the programming task is small and local, as it has very little modularity and is platform-dependent, unlike higher-level languages. Other uses of assembly are in program debugging (in which machine instructions can be executed one at a time), and in reverse-engineering compiled programs by disassembly (in which there is no higher-level code to associate with). == Architecture == The architecture is the most important thing to know when programming in Assembly Language. The architecture in question might be the the specific hardware that the application is designed to run on, or a virtual machine. A virtual machine is an example of abstract hardware, and usually also has its own version of machine code. The architecture dictates the internal representations used by data types, instructions understood by the CPU, and available resources. Since Assembly Language is a 1 to 1 logical mapping to machine code, the steps taken to implement an algorithm are frequently much smaller and more numerous than those in higher level languages. A typical hardware architecture contains a CPU, registers, and memory. Common Architectures: * x86 * ARM * 360/370 * Java Virtual Machine * Python Virtual Machine == Hardware == The CPU (Central Processing Unit) acts as a kind of brain for the computer system. It usually contains a cache and registers. The cache is typically used to store segments of program code, while registers are used for immediate data access. The CPU succesively executes instructions from the cache until it encounters a branch or interrupt. Registers are a part of the CPU, and are the fastest memory available. The number, size, and use of registers available depends upon the architecture in question. A register is usually considered as an integer, but can be conceptualized as anything from a character to a pointer. Memory access is a tradeoff between speed and size. Accessing memory is much faster than disk I/O, but much slower than accessing a register. Memory contains both program code and variable storage, and has the advantage of being able to store large or complex objects. == Common Instructions == An instruction in Assembly Language usually declares both where this data is located, and the format of the expected data. Instructions can be categorized as mathematical, logical, flow control, or memory operations. Common mathematical operations include adding, subtracting, multiplying, dividing, and shifting, while common logical operations are the bitwise operations AND, OR, XOR, and NOT. Flow control operations are most often branches or comparisons, and memory is often loaded, stored, or moved. [[Category:Computer Programming]] [[Category:Introductions]] 5048 80224 2007-01-23T02:55:45Z JWSchmidt 20 Add image [[Image:Oyster culture in Belon, France 01.jpg|thumb|right|300px|Oyster cultivation]] Welcome to the '''Aquaculture Learning Project'''. ==Content summary== Project participants develop course interdisciplinary course materials, improve wikimedia coverage of aquaculture, as well as conducting secondary (and where possible) primary research into economic, political, social and scientific aspects of aquaculture. ==Goals== This learning project offers learnings activities that allow Wikiversity participants to learn the science behind aquaculture and develop knowledge and effectiveness of aquaculture "on the job" by participating in developing wikiversity (and other wikimedia) materials and conducting research. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * ... ===Lessons=== * Lesson 1: [[Introduction to aquaculture]] ===Assignments=== * Develop further and improve the wikipedia [[w:Aquaculture]] page * Incorporate aquaculture information in other wikipedia pages ====Activities==== * Develop Lesson 1 * Improve the wikipedia [[w:Aquaculture]] page * Start formulating specific research questions as part of an overall project plan to create a wide ranging and in depth research report into the way forward for aquaculture ====Readings==== Each activity has a suggested associated background reading selection. * '''Wikipedia article:''' [[w:Aquaculture]] ==References== Additional helpful readings include: * See 'External links' ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Jimbobalina2005|Jimbobalina2005]] ==Learning Project Summary== * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] * '''[[Wikiversity:Schools|School]]:''' [[School:Marine Sciences|Marine Sciences]] ==External links== * [http://www.aquaculture.stir.ac.uk/ Institute of Aquaculture, University of Stirling (UK)] * [http://www.cefas.co.uk/ Centre for Environment, Fisheries & Aquaculture Science (UK)] * [http://www.elsevier.com/wps/find/journaldescription.cws_home/503302/description#description Aquaculture Journal] * [http://www.sepa.org.uk/aquaculture/index.htm Scottish Environmental Protection Agency website aquaculture pages] * [http://aquanic.org/ Aquaculture Network Information Center] * [http://www.was.org/main/Default.asp World Aquaculture Society] * [http://asae.frymulti.com/ American Society of Agricultural and Biological Engineers technical library] * [http://afs.allenpress.com/perlserv/?request=get-archive Journals of the American Fisheries Society] * [http://ag.arizona.edu/azaqua/ata.html American Tilapia Association] * [http://www.aesweb.org/ Aquacultural Engineering Society] * [http://www.aquacultureassociation.ca/ Aquaculture Association of Canada] * [http://www.aquaculturewithoutfrontiers.org/ Aquaculture Without Frontiers] * [http://www.easonline.org/home/en/default.asp European Aquaculture Society] * [http://www.fishculturesection.org/ Fish Culture Section of the American Fisheries Society] * [http://www.asianfisheriessociety.org/ Asian Fisheries Society] * [http://web.uvic.ca/bmlp/ Brazilian Mariculture Linkage Program] * [http://www.eafp.org/ European Association of Fish Pathologists] * [http://www.fao.org/figis/servlet/static?dom=root&xml=aquaculture/index.xml UN Food and Agriculture Organisation aquaculture section] * [http://www.seafish.org/index.asp Sea Fish Industry Authority (UK regulatory agency)] * [http://www.usmsfp.org/ US Marine Shrimp Farming Program] * [http://www.freshwaterprawn.org/ US Freshwater Prawn and Shrimp Growers Association] * [http://www.ustfa.org/ US Trout Farmers Association] [[Category:Learning projects]] [[Category:Interdisciplinary Studies]] [[Category:Marine sciences]] 5053 75448 2007-01-14T01:06:14Z JWSchmidt 20 [[Category:Templates]] Templates are pages in the template namespace. This means any page beginning with "Template:", such as <nowiki>[[Template:Templatename]]</nowiki>. The content of a template can be added to a page by typing <nowiki>{{templatename}}</nowiki>. Templates are used to add recurring messages to pages in a consistent way, to add boilerplate messages, to create navigational boxes and to provide cross-language portability of texts. This page lists existing templates which you may find useful. For information on what templates are and how to use them, please see [[w:Wikipedia:Template namespace|Wikipedia:Template namespace]]. __NOTOC__ __NOEDITSECTION__ ---- ==Article-related namespace== {| border="1" cellspacing="0" cellpadding="3" |- ! width="20%" | What to type !! width="60%" | What it makes !! width="20%" | Where it goes |- | | {{tl|Main welcome}} <br> [{{SERVER}}{{localurl:Template:Main welcome|action=edit}} Edit] <br> [[Template talk:Main welcome|Talk]] <br> [[Special:Whatlinkshere/Template:Main welcome|Links]] | {{Main welcome}} | | Top of article |- | | {{tl|Rename}} <br> [{{SERVER}}{{localurl:Template:Rename|action=edit}} Edit] <br> [[Template talk:Rename|Talk]] <br> [[Special:Whatlinkshere/Template:Rename|Links]] | {{Rename}} | | Top of article, or talk page |- |- | | {{tl|Useless}} ''note: used for violtions of the do it yourself rule''<br> [{{SERVER}}{{localurl:Template:useless|action=edit}} Edit] <br> [[Template talk:useless|Talk]] <br> [[Special:Whatlinkshere/Template:useless|Links]] | {{useless}} | | Top of article |- |} ==Related pages for specific types of templates== * [[:Category:Page creation templates]] * [[Wikiversity:Welcome templates]] ---- '''''Instructions''''': When you add new template messages to this page, please keep the tables in alphabetical order. If you cannot find the template you need, you can request it on [[Wikiversity:Requested templates]]. For help on creating templates, see [[w:Help:Template]], or contact a user who has identified themself as an [[:Category:User template coder|adept template coder]]. [[Category:Wikiversity]] [[Category:Templates]] 5058 24564 2006-09-06T23:49:04Z Michaelnelson 310 {{Information |Description=Book cover of book by Elizabeth Castro |Source= |Date= |Author=Pearson Education. |Permission=Emailed but no response. Fair Use? |other_versions= }} == Summary == {{Information |Description=Book cover of book by Elizabeth Castro |Source= |Date= |Author=Pearson Education. |Permission=Emailed but no response. Fair Use? |other_versions= }} == Licensing == {{Unknown license}} 5059 34009 2006-10-11T01:56:42Z Mikec 901 '''''History of Quebec and Canada Study Guide''''' This guide has been prepared for Quebec High School students enrolled in the Secondary IV History of Quebec and Canada Course. Topics emphasized in this courses include the French empire in America, Canadian society under the French regime, the Conquest and the early days of British rule, the beginnings of responsible government, Quebec and Confederation, industrial development, and contemporary Quebec. '''''How to use the Study Guide''''' 1-Go through each of the '''''Lessons in History''''' starting with Module 1. 2-Complete the '''''Topic Test Questions''''' at the end of each topic and the '''''Synthesis Test Questions''''' at the end of each Module. 3-Go back over the Lesson until your able to answer the questions. 4-Once you have completed the Module, test yourself with the '''Self Scoring Module Tests'''. 5-If your still having trouble, try the '''''Test+Tutorial''''' , where you can get "hints" and references to the correct answers. '''''Lessons in History''''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America|Module 1: The French Empire in North America]]''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime|Module 2: Canadian Society during the French Regime]]''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule|Module 3: The Conquest and the start of British Rule]]''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government|Module 4: Early Stages of Parliamentary Government]]''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation|Module 5: Quebec and Confederation]]''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929|Module 6: Industrial Development (1896-1929]]''' '''[[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec|Module 7: Contemporary Quebec]]''' [[Category:History of Quebec and Canada]] 5060 69929 2007-01-10T16:17:26Z Mystictim 626 Updated navigation and links [[History_of_Quebec_and_Canada/Study_Guide | Home]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] ==Module 1 : The French Empire in North America== ===Unit 1: Occupation of the Territory=== [[History_of_Quebec_and_Canada/Study_Guide/Topic_1:_Reasons_for_Exploration | Topic 1: Reasons for Exploration]] [[History_of_Quebec_and_Canada/Study_Guide/Topic_2:_Cartier's_Voyages| Topic 2: Cartier's Voyages]] [[History_of_Quebec_and_Canada/Study_Guide/Topic_3:_Geographic_Conditions|Topic 3: Geographic Conditions]] ===Unit 2: Amerindian Civilization=== [[History_of_Quebec_and_Canada/Study_Guide/Topic_1:_Sociocultural_Organization|Topic 1: Sociocultural Organization]] [[History_of_Quebec_and_Canada/Study_Guide/Topic_2:_Mutual_Influences|Topic 2: Mutual Influences]] ===Unit 3: The Fur Trade=== [[History_of_Quebec_and_Canada/Study_Guide/Topic_1:_Concepts_of_Colonization|Topic 1: Concepts of Colonization]] [[History_of_Quebec_and_Canada/Study_Guide/Topic_2:_Mercantilism|Topic 2: Mercantilism]] [[History_of_Quebec_and_Canada/Study_Guide/Topic_3:_Territorial_and_Military_Consequences|Topic 3: Territorial and Military Consequences]] [[Category:History of Quebec and Canada]] 5062 68774 2007-01-10T00:03:29Z Mystictim 626 added category learning activities '''What were the major reasons why Europeans explorers went on great voyages of exploration in the 15th and 16th centuries?''' [[Image:Ottoman_small_animation.gif|right|thumb|Ottoman Empire]] A major reason behind these explorations was that the [http://en.wikipedia.org/wiki/Ottoman_Empire#Growth Ottoman Turks] had blocked the overland trade routes to Asia through their capture of Constantinople in 1453. Consequently, not only did it become more dangerous to travel, but luxury items such as silk, spices, gold and silver became extremely expensive. A new route by sea had to be found to India and China and this resulted in European explorers searching for the Northwest Passage (see map). Other reasons included: '''Political reasons''' Kings wanted more power. By creating colonies overseas they hoped they would become richer and more powerful. Colonies could also provide them with gold and silver. [[Image:The_Four_Voyages_of_Columbus_1492-1503_-_Project_Gutenberg_etext_18571.jpg|left|thumb|Voyages of Columbus]] '''Commercial reasons''' Merchants hoped to get rich in return for paying to equip the voyage. If the ship returned with spices, silk, and gold, the merchants could sell them for high prices. '''Technological reasons''' There were now better ships (caravels), improved maps and new navigational instruments such as the astrolabe and the magnetic compass. '''Religious reasons''' Church leaders wanted to send missionaries to newly-discovered lands. They wanted to convert the people of other lands to the Christian faith. '''Do the following questions on Topic 1: Reasons for Exploration''' 1. FOR WHICH TWO OF THE FOLLOWING REASONS DID EUROPEAN KINGS,MERCHANTS AND BANKERS SUPPORT THE GREAT EXPLORATIONS? 1. The need to find waters rich in all types of fish. 2. The need to find lands rich in all types of fur. 3. The need to find a new, easier and more direct route to the Orient. 4. The growing demand for gold and silver needed for trade. 5. The desire of the Amerindians to convert to Catholicism. {{ABCD | Question = | Atext = A) 1 and 5 | Aanswer = Not Correct! 1. The need to find waters rich in all types of fish. Not Correct! 5. The desire of the Amerindians to convert to Catholicism. Not Correct ! | Btext = B) 2 and 3 | Banswer = Not Correct ! 2. The need to find lands rich in all types of fur. Not Correct ! 3. The need to find a new,easier and more direct route to the Orient. Correct ! | Ctext = C) 3 and 4 | Canswer = Correct ! FOR THE FOLLOWING REASONS EUROPEAN KINGS, MERCHANTS AND BANKERS SUPPORTED THE GREAT EXPLORATIONS OF THE 15TH AND 16TH CENTURIES 3. The need to find a new, easier and more direct route to the Orient. 4. The growing demand for gold and silver needed for trade. | Dtext = D) 4 and 5 | Danswer = Not Correct ! 4. The growing demand for gold and other precious metals. Correct ! 5. The desire of the Amerindians to convert to Catholicism. Not Correct !}} 2. WHICH TWO CHARACTERISTICS BELOW DESCRIBE THE COUNTRIES THAT PARTICIPATED IN THE GREAT VOYAGES OF EXPLORATION? 1. They all had large ports on the Mediterranean Sea. 2. They were the poorest countries in Europe. 3. They had mastered navigational techniques and used compasses, caravels and astrolabes. 4. They were searching for new markets for their products. 5. Their kings had to find new routes to Asia after the Turks conquered Constantinople. {{ABCD | Question = Question goes here | Atext = A) 1 and 4 | Aanswer = Not Correct ! 1.They all had large ports on the Mediterranean Sea Not Correct ! 4. They were searching for new markets for their products. Not Correct ! | Btext = B) 1 and 5 | Banswer =Not Correct ! 1.They all had large ports on the Mediterranean Sea. Not Correct ! 5. Their kings had to find new routes to Asia after the Turks conquered Constantinople. Correct ! | Ctext = C) 2 and 3 | Canswer = Not Correct ! 2.They were the poorest countries in Europe . Not Correct ! 3.They had mastered navigational techniques and used compasses, caravels and astrolabes. Correct ! | Dtext = D) 3 and 5 | Danswer =Correct ! 3.They had mastered navigational techniques and used compasses, caravels and astrolabes. 5. Their kings had to find new routes to Asia after the Turks conquered Constantinople. }} 3.WHICH OF THE FOLLOWING FACTORS MOTIVATED THE EUROPEAN MONARCHS TO FINANCE EXPEDITIONS WESTWARDS? 1. the invention of new navigational instruments 2. the scarcity of gold and precious metals 3. the desire to claim new territories 4. the conversion of the natives 5. the creation of a naval war fleet {{ABCD | Question = | Atext = 1 and 4 | Aanswer = Not Correct ! 1.the invention of new navigational instruments Not Correct ! 4.the conversion of the natives Not Correct ! | Btext = 2 and 3 | Banswer = Correct ! THE FOLLOWING FACTORS MOTIVATED THE EUROPEAN MONARCHS TO FINANCE EXPEDITIONS WESTWARDS 2.the scarcity of gold and precious metals 3.the desire to claim new territories | Ctext = 2 and 4 | Canswer = Not Correct ! 2.the scarcity of gold and precious metals Correct ! 4.the conversion of the natives Not Correct ! | Dtext = 3 and 5 | Danswer = Not Correct ! 3.the desire to claim new territories Correct ! 5.the creation of a naval war fleet Not Correct ! }} ANSWER: A B C D Go On To Topic 2: Cartier's Voyages[http://en.wikiversity.org/wiki/History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America] [[Category:History of Quebec and Canada]] [[Category:Learning activities]] 5064 69927 2007-01-10T16:07:55Z Mystictim 626 {{Welcome and expand|Mikec}} [[History_of_Quebec_and_Canada/Study_Guide | Home]]| [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] '''Module 2: Canadian Society during the French Regime''' '''Unit 1: Settlement in the St. Lawrence Valley''' *Topic 1: Factors Affecting Settlement *Topic 2: Seigneurial System *Topic 3: Jean Talon's Policies '''Unit 2: Political Structure of New France(1663-1760)''' *Topic 1: Mother Country/Colony Relations *Topic 2: Royal Government '''Unit 3: Social Structure of New France''' *Topic 1: Roles of the Church *Topic 2: Social Groups [[Category:History of Quebec and Canada]] 5065 69936 2007-01-10T16:29:01Z Mystictim 626 added welcome and expand template {{welcome and expand}} [[History_of_Quebec_and_Canada/Study_Guide | Home]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] '''Module 3: The Conquest and the start of British Rule''' '''Unit 1: The Conquest of New France (1760)''' Topic 1: Causes for the French Defeat Topic 2: Major Effects of the Change in Empires ''The Articles of Capitulation and Military Government'' ''Treaty of Paris (February 1763)'' ''Royal Proclamation(October1763)'' '''Unit 2: The Province of Quebec and the American Revolution''' Topic 1: Quebec Act 1774 Topic 2: Consequences of American Independence [[Category:History of Quebec and Canada]] 5067 68399 2007-01-08T22:39:19Z JWSchmidt 20 [[Category:History of Quebec and Canada]] '''Module 1: The French Empire in North America''' '''Unit 1: Occupation of the Territory''' Topic 1: Reasons for Exploration Topic 2: Cartier's Voyages Topic 3: Geographic Conditions '''Unit 2: Amerindian Civilization''' Topic 1: Sociocultural Organization Topic 2: Mutual Influences '''Unit 3: The Fur Trade''' Topic 1: Concepts of Colonization Topic 2: Mercantilism Topic 3: Territorial and Military Consequences [[Category:History of Quebec and Canada]] 5094 24669 2006-09-07T02:09:20Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] [[Category:Interdisciplinary Studies]] 5095 68038 2007-01-08T05:03:53Z Rayc 57 no such cat ==Completed translations== ===Original German - Scope of research - #2=== Zunächst ein genereller Hinweis: Eine Unterscheidung zwischen ''original research'' und ''secondary research'' ist im deutschsprachigen Kulturraum unbekannt. Der alleinige Begriff ist dort „Forschung“ und impliziert als solcher stets eine über die Beschäftigung mit Literatur hinausgehende methodische Vorgehensweise. #Die Diskussion sollte mit einer Definition des Begriffes „Forschung“ einsetzen. Einer im deutschsprachigen Wissenschaftsbetrieb geläufigen Formulierung folgend schlagen wir hierzu folgendes vor: „Forschung ist die methodische Suche nach Erkenntnis“. #Aus unserer Sicht ist Forschung in hohem Maße disziplinabhängig. Daraus folgt, dass jeder Fachbereich für sich entscheiden sollte, welche Art von Forschung erlaubt sein sollte. Eine allgemeinverbindliche Regel für alle Fachbereiche in Wikiversity erscheint uns problematisch. #Bisher haben die einzelnen Sprachversionen der verschiedenen Wikimedia-Projekte ihre eigene inhaltliche Ausrichtung sowie ihre internen Arbeitsabläufe selber bestimmt (beispielsweise unterscheiden sich sowohl die deutschsprachige Wikpedia als auch das deutschsprachige Wikisource-Projekt erheblich von ihren jeweiligen Pendants in englischer Sprache). Dies trägt zur geistigen Vielfalt bei und sollte auch für Wikiversity gelten. Deshalb schlagen wir vor, die Entscheidung über die Arten der erlaubten Forschung nicht nur den einzelnen Fachbereichen, sondern auch den einzelnen Sprachversionen zu überlassen. ====machine translation then human edited and revised)==== This is a translation from German to English that was generated by the online [http://world.altavista.com/tr AltaVista translator] (original German version at the German language [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] page, section #2) followed by some edits by smithgrrl--[[User:Smithgrrl|Smithgrrl]] 01:03, 7 September 2006 (UTC) "First a general observation: the distinction between "primary" and "secondary" research is unknown in German cultural practice. Thus, the only relevant term here is"research" and, as such, this term implies a set of critical methodologies. that transcend the merely literary. 1. The discussion should begin with a definition of the term "research". Subsequently, we would like to suggest the following formulation, which is common to German-language science enterprises: "research is the methodical search for knowledge". 2. From our point of view the definition of "research" per se, is to a considerable degree, discipline dependent. Hence it follows that the area specialists of each area should decide for themselves, what is meant by research and what kind of research it should be permitted to do. A universally binding rule for all specialist areas in Wikiversity appears to us problematic. 3. Thus far the individual language versions of the different Wikimedia projects have independently determined their own content and direction, as well as their internal operational procedures (for example, both both the German-language Wikpedia and the German-language Wikisource project differ substantially from their respective counterparts in the English language). This state of affairs is positive in that it contributes to intellectual diversity, and this principle should apply to Wikiversity as well. Therefore we would suggest that, the decision, as to what kinds of research should be permitted, should be left to the invididual specialist areas as well as the individual language versions." ==== 4 ==== Im IRC sind wir nach einigem überlegen zum Ergebnis gekommen, dass die wahrscheinlich beste Übersetzung, die Aufteilung in "vergleichende Forschung und (sonstige) Forschung" ist. Eine andere Übersetzung erscheint nicht sinvoll. Ebenso ist der Zusatz "aktive Forschung" eher ungewöhnlich und wird in anderem Zusammenhang verwendet. [http://en.wikibooks.org/wiki/User:Aschoeke Aschoeke] ---- Machine translated, needs "the human touch": further edits by smithgrrl --[[User:Smithgrrl|Smithgrrl]] 04:48, 7 September 2006 (UTC) After some thought, [http://en.wikiversity.org/wiki/Wikiversity_translations/7_September_IRC we on IRC #wikiversity-en] came to the conclusion that probably the best translation is to divide the categories into "comparative research and further (single-focus?) research". Another translation does not appear to have much meaning. Likewise the additional phrase "active research" is rather odd and is used in a different context. [http://en.wikibooks.org/wiki/User:Aschoeke Aschoeke] ==== 5 ==== Ich sehe einen Anteil der Unterscheidung "original research"/"secondary research" in dem deutschen Begriffspaar: „empirische Forschung“/„Literaturstudium und Dokumentation“ wiedergegeben. --[[User:Purodha|Purodha]] 00:55, 7 September 2006 (UTC) Wenn die Komitee-Regelung sein sollte, dir Wikipedia-Regel ''no original research'' hier durchzusetzen, dann sollten wir imho das Projekt in Wiki-Kolleg umtaufen. --[[User:Purodha|Purodha]] 00:55, 7 September 2006 (UTC) ---- Machine translated, needs the attention of a human:further edits by smithgrrl--[[User:Smithgrrl|Smithgrrl]] 04:54, 7 September 2006 (UTC) I see a portion of the distinction "original research"/"secondary research" implied in the German terms: "empirical Research"/"Literature and Documentation". --[[User:Purodha|Purodha]] 00:55, 7 September 2006 (UTC) If the committee regulation means to implement your Wikipedia rule here about "NO original research" then we should imho rename the project in Wiki-Colleg. --[[User:Purodha|Purodha]] 00:55, 7 September 2006 (UTC) [[Category:Wikiversity translations]] 5099 24721 2006-09-07T05:04:24Z Ex0du5 906 '''Computer Engineering''' (also sometimes given the title 'Electronic and Computer Engineering') is a discipline that combines elements of both [[:School:Electrical Engineering]] and [[:School:Computer Science]][1]. Computer engineers are electrical engineers that have additional training in the areas of software design and hardware-software integration. In turn, they focus less on power electronics and physics. Computer engineers are involved on all aspects of computing, from the design of individual microprocessors, personal computers, and supercomputers, to circuit design, as well as the integration of computer systems into other kinds of systems (a motor vehicle, for example, has a number of subsystems that are computer and digitally oriented)[2]. Common computer engineering tasks include writing embedded software for real-time microcontrollers, designing VLSI chips, working with analog sensors, designing mixed signal circuit boards, and designing operating systems. Computer engineers are also well-suited for research in the field of robotics, which relies on using computers together with other electrical systems. 5101 24732 2006-09-07T07:46:38Z Aldenis 296 5104 50761 2006-12-02T03:04:13Z JWSchmidt 20 this is not a "proposed" project [[Image:Inside the CERN LHC tunnel.jpg|thumb|right|300px|CERN [[w:CERN#The accelerator of the future: the LHC|LHC]] tunnel]] Welcome to the '''Theory of Everything Project''', a learning project of the [[Topic:Particle Physics|Institute of Particle Physics]]. ==Content summary== Participants develop research projects involving public databases for particle physics experiments. ==Goals== Create a "learn by doing" project similar to the [[Astronomy Project]]. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:Research]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Learning projects]] 5105 24752 2006-09-07T10:25:21Z JWSchmidt 20 subcategory [[Category:Particle Physics]] 5108 75993 2007-01-14T22:48:40Z Historybuff 5228 Before taking this course you should gain some basic knowledge of [[Topic:SQL|SQL]], by reading [[Introduction to SQL]]. If you don't have Microsoft SQL Server installed on your machine yet, don't panic, try downloading the Express Edition from [http://www.microsoft.com/sql/ Microsoft.com/sql]. ==Basics== SQL Server starts with four system databases: *master *model *msdb *tempdb SQL Server always has a master database. It holds system tables, that keep track of the system as a whole. All stored procedures are held in the master database. It must not be deleted. [[Category:Introductions]] [[Category:Databases]] 5110 68039 2007-01-08T05:04:20Z Rayc 57 This was an attempt to make sense of German terminology concerning [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De#2 research and literature reviews]. == From IRC (Freenode) #wikiversity-en == Log file opened at: 9/5/06 12:44:20 AM [edited for readability] SB_Johnny has joined channel #wikiversity-en JWSchmidt: hi SB_Johnny guillom|away is now known as guillom SB_Johnny: Hi everyone guillom: hi johnny SB_Johnny: hi guillom SB_Johnny: raining today... got any chores for me? SB_Johnny: more translating? guillom: not for the moment i think guillom: unless you can translate from english to french :) SB_Johnny actually *can* read both French and German, but he's a bit rusty. guillom: don't mind SB_Johnny: I might be able to go from French to English, but not English to French. JWSchmidt: [[Wikiversity translations]] wikiversil: http://en.wikiversity.org/wiki/Wikiversity_translations guillom: thanks john, i didn't know this page guillom: great indeed ===Scope of research=== SB_Johnny: I'll give this a shot: http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De#2 JWSchmidt: SB_Johnny: thanks JWSchmidt: do you see the machine translation version SB_Johnny: what's the destination page? JWSchmidt: we need a good translation at Beta: "Wikiversity talk:Scope of research/En" JWSchmidt: http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope_of_research/En JWSchmidt: http://en.wikiversity.org/wiki/Wikiversity_translations#machine_translation_.28not_adequate.29 SB_Johnny: oh, I see the problem. they would use "Interpretation" and "exegisis" for what we call "secondary research" SB_Johnny: [[w:Exegesis]] wikiversil: http://en.wikipedia.org/wiki/Exegesis JWSchmidt: "Interpretation" and "exegisis" <-- so does that mean "literature review"? SB_Johnny: http://de.wikipedia.org/wiki/Textinterpretation SB_Johnny: sort of. interpreting texts and drawing conclusions that are metadiscursive SB_Johnny: "the September 4"... yup, he's German alright :) SB_Johnny: there's not much sense translating that... it's really just a "what the fuck are you guys talking about?" entry. I'll try to explain on the talk page. JWSchmidt: lol SB_Johnny: Actually, I can't find entries for either primary research or secondary research on wp... SB_Johnny: [[w:Original_research]] wikiversil: http://en.wikipedia.org/wiki/Original_research JWSchmidt: I put some references here: http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope_of_research/En#Reading SB_Johnny: ok, now we just need someone to translate that into german :) SB_Johnny is a one-way translator ===aschoeke=== aschoeke has joined channel #wikiversity-en aschoeke: hi there SB_Johnny: hi! JWSchmidt: hello aschoeke SB_Johnny: hold on, finding the page aschoeke: got to learn for my java exam, but go ahead SB_Johnny: (aschoeke is a german speaker) SB_Johnny: http://beta.wikiversity.org/wiki/Wikiversity:Research/En SB_Johnny: http://beta.wikiversity.org/wiki/Wikiversity:Secondary_research/En SB_Johnny: because of this: http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De#2 SB_Johnny: you'll see the problem :) SB_Johnny: even just a sentence or two explaining what we mean by primary and secondary research would do... they're rather confused by our use of the terms aschoeke: ok SB_Johnny: thanks! aschoeke: i"ll have a look SB_Johnny: ok. let us know if there's any trouble. :) aschoeke: well, in my opinion it is not that difficult aschoeke: There is actually a term for it in german aschoeke: but it isn't used that often ;) JWSchmidt: if we have the German word it might be possible to cite a source aschoeke: In Sociology you would talk of "der akademische Mittelbau" for original research. i think aschoeke: the problem is, that it is rather far away from the original word aschoeke: so i would suggest something like "forschung und lehre" :-/ aschoeke: as you divide the university also in reality JWSchmidt: Primary and Secondary research in the context of social science research (in English): http://ec.hku.hk/acadgrammar/report/resProc/research.htm aschoeke: ok SB_Johnny: ah yes, akademische Mittelbau. Unfortunately my German is very good for reading Husserl and Hegel, but not so good for chatting :) aschoeke: dont know aschoeke: is a bit more complicated SB_Johnny: I think the difference is mainly between Forschung and Textinterpretation SB_Johnny: or maybe Untersuchungen aschoeke: it looks like there is also a problem of empiric research and theoretical research envolved SB_Johnny: yes, that's the kernel. JWSchmidt: we could use a list of different types of research SB_Johnny: Primary = empirical (with data collection) aschoeke: JWSchmidt, wouldnt work aschoeke: nono aschoeke: that will not do SB_Johnny: Secondary = based on preexisting texts JWSchmidt: Wikiversity must decide on policy for which types of research are allowed aschoeke: as you can not divide empirical and preexisitng aschoeke: you need booth for primary SB_Johnny: right aschoeke: ok aschoeke: how about "aufbereitende und aktive Forschung" aschoeke: would be preparing and active research SB_Johnny: Aber ich glaube dass das sogennante "Primary Research'' die sammlung des data auch impliziert aschoeke: yes SB_Johnny: ...weil diese sammlung im "Secondary Research" nicht impliziert. aschoeke: so it is a question of the word "aufbereitend" SB_Johnny: I think so, hold on SB_Johnny: yes, I think. how the materials for the research are collected and prepared. aschoeke: ok aschoeke: aufbereitend is misleading aschoeke: maybe vorbereitend ;) aschoeke: but that is a bit far away again aschoeke: next try: vergleichende und aktive forschung... may be that aschoeke: ? SB_Johnny: yeah. It's really just a difference in that secondary research doesn't involve the collection of raw data, but instead relies on the interpretation of already-written texts that have already analyzed the data SB_Johnny: are those expressions used in German? aschoeke: vergleichende forschung yes aschoeke: but i dont know of a counter part SB_Johnny: ah, that's it! SB_Johnny: There is no counterpart. Original research is just Forschung SB_Johnny: "Original" is simply implied. aschoeke: yes, i think so too SB_Johnny: cool. That makes things much easier then. aschoeke: cool :) SB_Johnny: Thanks so much! Would you mind dropping a note on the talk page there so they'll understand what we're trying to say? aschoeke: ok ==See also== *[[Wikiversity translations/De to En archive]] [[Category:Wikiversity translations]] 5111 43628 2006-11-07T12:08:05Z Cormaggio 8 add wikipedia article link Welcome to the '''Creating music with your PC''' learning project. ==Content summary== Participants make music using their personal computer. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Introduction to GarageBand]] - participants start using [[w:GarageBand|GarageBand]] to make music. *[[Audacity]] - participants start using a free, cross-platform sound editor for recording and editing sounds. * ... ==Lessons== * Lesson 1: ... ==Assignments== ==Activities== *Peruse the Audacity wiki [http://www.audacityteam.org/wiki/index.php?title=Main_Page]. It looks extremely promising from standpoint of being able to integrate or use sound files and music from Wikimedia because while the source and executables are downloadable from SourceForge the home web site is driven by wikimedia software or an extremely fine user interface clone! 8) [[User:Mirwin|Mirwin]] 23:27, 3 November 2006 (UTC) **Clone? - It's just another wiki :-) [[User:Cormaggio|Cormaggio]] 11:33, 7 November 2006 (UTC) ==Readings== [[w:Computer-generated music|Wikipedia - Computer-generated music]] The links below have bunch of stuff that needs screening and evaluation: * http://www.hitsquad.com/smm/freeware/XP/ Extensive list of links of open source or freeware utilities to create Music/Audio via an XP based pc. * http://linux-sound.org/ :Personally I am looking for a sheet music editor which can be plugged into a inexpensive keyboard via midi combined with a recording and mixing capability. If anyone else has information applicable leave it hear or nearby and lets do some system block diagrams, bill of materials, assembly instructions and a user's guide so I can finally make my own royalty audio tracks/music for java applets. [[User:Mirwin|Mirwin]] 23:11, 3 November 2006 (UTC) *[http://www.midi.org/about-midi/aboutmidi3.shtml Introduction to Midi] *[http://www.vnunet.com/computeractive/features/2014118/making-music-pc Vnunet guide to making music on your PC, by Tim Smith] *[http://pc-publishing.com/mmyclinks.html Short compendium of links from PC Publishing] ==Reference texts== *[http://www.pc-publishing.com/mmyc.html Stephen Bennett: Making music with your computer] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Cormaggio|Cormaggio]] 11:04, 7 November 2006 (UTC) - interested in the subject - though I am pretty much a novice. Have ''Reason'' and ''Audacity''. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Music]] 5112 24796 2006-09-07T13:28:03Z JWSchmidt 20 subcategories [[Category:Music in Film]][[Category:Personal computing]] 5113 24797 2006-09-07T13:28:59Z JWSchmidt 20 subcategory [[Category:Computer]] 5114 24798 2006-09-07T13:30:48Z JWSchmidt 20 subcategory [[Category:Categories]] 5115 62880 2006-12-25T22:40:15Z Robert Elliott 1436 /* How to get GarageBand software */ minor update Welcome to '''Introduction to GarageBand'''. [[Image:Garageband keyboard.png|thumb|right|300px|With GarageBand you can record sounds with a built-in keyboard, a keyboard attached to your computer and with a microphone.]] GarageBand is software that allows you to make music, podcasts and movie sound tracks. This tutorial allows participants to learn how to use GarageBand to make audio and visual resources for projects such as [[Wikiversity the Movie]]. If you have audio or visual clips to donate, please [[Special:Upload|upload]] them to Wikiversity and/or leave a link at [[Introduction to GarageBand/Audio and video resources]]. ==How to get GarageBand software== [[w:GarageBand|GarageBand]] software is included with all [[w:Apple Macintosh|Macintosh computers]] manufactured by Apple (after January 6, 2004). GarageBand is part of [[w:iLife|iLife]], a suite of applications that allow creation and organization of digital images and sounds. In addition to GarageBand, iLife includes [[w:iPhoto|iPhoto]], [[w:iMovie|iMovie]], [[w:iDVD|iDVD]], [[w:iTunes|iTunes]], and [[w:iWeb|iWeb]]. The GarageBand 3 version of 2006 introduced two major features, support for podcasting and support for movie sound tracks. If you have an older Macintosh (pre-2006) with GarageBand 2, you need to purchase iLife '06. You can purchase the latest version of iLife (which is only available for OS X, excluding iTunes) for $79 from Apple. Once you load GarageBand 3.0 into your computer, you use Apple's Software Update to update your software to the current version which is GarageBand 3.04. ==Start using GarageBand== [[Image:GarageBand icon.png|thumb|right|200px|Figure 1. The GarageBand icon.]] The GarageBand application can be found in the Applications folder of a new Macintosh. The image (Figure 1, to right) shows the GarageBand icon in the [[w:Dock (computing)|dock]] and part of a GarageBand project window containing musical notes in an edit window. [[Image:GarageBand's help menu.png|thumb|left|300px|Figure 2. The '''GarageBand Help''' feature.]] GarageBand has eight menus including "Track", "Control" and "Help". The Help menu provides access to the '''GarageBand Help''' feature (see Figure 2, to left). There is more help at the Apple webpage for GarageBand: [http://www.apple.com/ilife/garageband/ www.apple.com/garageband]. At the Apple website there is a video [http://www.apple.com/ilife/quicktour/garageband/ tutorial] for GarageBand. The Apple tutorial video emphasizes how to use GarageBand for making [[w:Podcasting|podcasts]] and sound tracks for movies. There are many help files in GarageBand Help, the first help file is called "GarageBand basics". A fun way to get started with GarageBand is to download a project file such as "[http://www.macworld.com/news/2005/06/27/only/index.php Only]" by Nine Inch Nails. GarageBand comes with pre-recorded sound files called "Apple Loops". To access the Apple Loops, click on the "loop browser" button (see Figure 3, right, below). The loop browser helps you find interesting instrument sounds and hear them. When you find a sound you like just drag it up into the "tracks" window. Click the "play" button and adjust the volume control slider. '''Note''': the red button is for recording (see below for details). The play button (triangle) works as both a play button and a stop button and you can also use the space bar to control play of your project's sounds. <br style="clear:both;"/> [[Image:Troldhaugen.png|thumb|left|600px|Another way to get started with GarageBand is to download midi music files and load them into GarageBand. "[http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=781 Wedding-day at Troldhaugen]" by [[w:Lyric Pieces|Edvard Grieg]]. Listen to a GarageBand version: [[Media:Troldhaugen.ogg]].<BR>[[w:Wikipedia:Media help (Ogg)|Help]] with ogg audio play.]] [[Image:Garageband controls.png|thumb|right|400px|Figure 3. Important GarageBand controls include the Apple Loops browse button. Use the space bar as a stop button. The circular button with the red center controls is the "record" button. This is a screen shot for GarageBand 2. The main controls have been slightly altered in GarageBand 3 (see additional figures, below).]] ==Movie scores== [[Image:Moviescore.png|thumb|left|Figure 4. Project options for GarageBand 3.]] When you start GarageBand 3 you can select music, podcast or movie score projects (See figure 4, left). [[Image:Wikiversity short.gif|thumb|right|350px|Figure 5. A sample animation in need of a sound track.]] As an example, imagine that someone created a movie (QuickTime .mov format) corresponding to the animated Gif shown in Figure 5. This tutorial will explore how you can use GarageBand to produce a sound track for the movie. First, launch GarageBand 3 and select a new movie score project. After the new project window opens, drag a copy of the movie into the area of the GarageBand window that says "drag movie here". In this case, the original movie file only has video. Once the movie is in your GarageBand project, you can start adding sound tracks. In this case we will use several over-lapping channels of Apple Loops and voice input. The movie that is used as an example was created as an example for [[Wikiversity shorts]], so it is a short movie, only about 15 seconds long. The sample movie (Figure 5) is playing around with the term "short". The basic background sounds of the movie are sounds like electrical "shorting". The voice content is simple, "Learning the wiki way". See the [http://members.cox.net/johnwilliamschmidt/wikiversity/shortmovie.mov QuickTime version] of this short movie with a sound track produced by GarageBand. The GarageBand project for the sample movie combines four GarageBand sound tracks to produce a single sound track for the final QuickTime movie (See Figure 6, below). The list of tracks first shows the video track of the movie followed by two sound effects tracks, a music track and a voice track. All of the sounds used were taken from the Apple Loops library of sounds that comes with GarageBand, but some of these sound samples were shortened (easily accomplished by just click-draging the end of the colored box representing a sound). The Appple Loops browser at the bottom left of Figure 6 shows the source of the electrical sound used when the words "Wiki" and "Versity" collide. The track information for the voice track is shown in the lower right corner of Figure 6. Time-variable volume control was used for three of the four sound tracks (the blue shaded track volume profiles). The voice saying "Learn the wiki way" was computer generating using the built-in Macintosh voice synthesizer. The desired text was entered into the SimpleText application, read by the computer and recorded (use the red "record" button) into GarageBand using the Macintosh's built-in microphone. The video preview window (upper right corner in Figure 6) allows you to watch the movie as you build the sound track. When you are happy with the sound track for a movie, use the "Share" menu to export the finished movie. [[Image:Garageband movie project.png|thumb|left|600px|Figure 6. GarageBand project window for creating a movie sound track.]] <br style="clear:both;"/> ===Your turn=== Try a small Garageband project. Describe your experience below: * ... == Podcast creation with Garageband == There is a set of [http://phobos.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=116098295 tutorial videos] that you can download from Apple's website into [[w:ITunes|iTunes]]. If that link does not work for your browser (requires iTunes), try [http://www.apple.com/ilife/tutorials/garageband/index.html this one]. *Creating Your Own Podcast - An overview of what a podcast is and how to create, manage and publish your podcast using iLife'06. *Planning Your Podcast Recording Session - Setting a structure for each episode and outlining each segment. *Recording Your First Podcast Episode - Creating a new episode, setting recording levels, and starting to record. *Polishing the Sound of Your Podcast Episode - Eliminating mistakes or pauses and adding introductory music and sound effects. *Enhancing Your Podcast Episode with Artwork and Chapters - Adding images and web links to each segment. *Exporting Your Podcast to iWeb - To begin collecting your episodes into a podcast series, you export from GarageBand to iWeb. *Making a Video Podcast - Using iMovie HD to capture and edit a video episode. *Adding a Podcast - Using iWeb to create a podcast with the episodes you made in GarageBand or iMovie HD. ===Sample podcast=== [[Image:Quicktimepodcast.png|thumb|right|352px|Figure 7. Viewing podcasts with QuickTime.]] The basic idea for this sample podcast ('''Wikiversity Reports Volume 1''') was to put the contents of this [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En report on Wikiversity] into podcast format. GarageBand exports podcasts in [[w:MPEG-4 Part 14|M4A]] format. This example file is about 3.7 Mb and runs 5 minutes. If you are using most browsers including the [[w:Safari (web browser)|Safari browser]], use the link for "Wikiversity Reports #1" at [http://www.ourmedia.org/node/268535 this ourmedia webpage] to view the podcast. If your browser has problems with that webpage, please leave a note describing your problem. You can also use [http://members.cox.net/johnwilliamschmidt/wikiversity/WikiversityReports1.m4a this webpage] to download the "Wikiversity Reports Volume 1" podcast to your hard drive. If your web browser has problems downloading this file, you may want to use [[w:Mozilla Firefox|Firefox]]. Other browsers may load [http://members.cox.net/johnwilliamschmidt/wikiversity/WikiversityReports1.m4a the M4A file] into a browser window as a text file. If so, you can right click on [http://members.cox.net/johnwilliamschmidt/wikiversity/WikiversityReports1.m4a this link] and download the "text" file to your hard drive (WikiversityReports1.m4a.txt). Remove the ".txt" extension from the downloaded file name and open the "WikiversityReports1.m4a" file using QuickTime or iTunes (see below). RealPlayer will play the audio part of the podcast, but it has trouble with the images. [[w:Windows Media Player|Windows media player]] does not recognize M4A files. You can view the downloaded podcast with [[w:QuickTime|Apple's Quicktime player]]. For some reason, the Quicktime player by default opens the images in a 160 x 160 pixel window. For best viewing of the podcast images, use the Window menu of the player to open "Movie Info". Re-size the podcast window to 300 x 300 pixels. You can also use [[w:ITunes|iTunes]] to watch the image "slide show" that is in this podcast. Make sure you turn on the "song artwork" feature of iTunes (use the button circled in red, Figure 8). The default size for the song artwork window in iTunes is too small. Click and drag the window boundary (green oval in Figure 8) to enlarge the window. You can also get an even larger magnified view of an image by clicking on the song art window. While the song art window is in the lower left hand corner of iTunes, the chapter menu button is at the top near the search tool in iTunes 6. In iTunes 7, there is a regular chapter menu for podcasts with chapters. [[Image:Subscribe.png|thumb|left|Use the subscribe button to download podcasts into iTunes.]] '''Chapters'''. Each image in a podcast can be given a chapter name and a URL can be provided. Quicktime and iTunes use different methods for display of a chapter's link at the bottom of the image (compare Figure 7 and Figure 8). The method used by iTunes is the same as what is shown in the GarageBand image preview. The QuickTime view of the podcast at [http://web.mac.com/johnwschmidt this website] does not allow you to select chapters and for some browsers the links in the chapter images may not function optimally. It is best to subscribe to the podcast and view from within iTunes. '''Tips and hints'''. The GarageBand interface has a few features that I found to be sources of problems. As a company that has done much to bring us "what you see is what you get", Apple got a bit lazy with how GarageBand shows the video images for podcasts. The video image preview within GarageBand can be misleading. It does not indicate the the way that either iTunes or QuickTime shows images by default. When you insert an image into GarageBand, it creates a rectangular box that represents the temporal location and duration for display of the image in your podcast. GarageBand allows you to drag these rectangles around, but be careful! If the last thing you clicked on was the icon representing the entire image channel, then all of the individual images are selected. If you try to move or re-size just one image, you will actually move or re-size all ow the images. If you are zoomed in on one image you might not notice that you have messed up all of the other images until you zoom out again. Always make sure you know exactly what is selected before you edit your podcast. GarageBand can also be misleading in terms of audio quality. There are several choices available for podcast audio quality. In order to save on size, you might export your podcast project with a lower level of audio quality that what you heard while working in GarageBand. This can be a problem for certain sound and voice effects that might essentially become inaudible or simply be heard as noise in your final podcast. [[Image:Chapter menu iTunes.png|thumb|right|Figure 9. The iTunes Chapter menu button in iTunes version 6. In iTunes 7 there is a regular "Chapters" menu for podcasts.]] [[Image:ITunes song art window.png|thumb|left|331px|Figure 8. Viewing podcasts with iTunes.]] ===Video podcasts=== Video podcasting is for situations where you have a real digital video track. For example, see [http://www.ted.com/tedtalks/tedtalksplayer.cfm?key=j_wales this video podcast of Jimmy Wales]. An example of a video podcast that was made using GarageBand on a Macintosh is for [http://web.mac.com/johnwschmidt/iWeb/Wikiversity/Wikiversity%20Podcasts/1B861D0C-7A9D-498C-920A-11B294C15863.html the example video] from Figure 5, above. Video podcasts are basically just .mov QuickTime files. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] - I want to be able to make sounds for [[Wikiversity the Movie]] * ... ==See also== *[[Mad Max - Getting started with GarageBand]] *[[Podcasting]] *[[b:Garageband Quick Tutorial|Garageband Quick Tutorial]] - at Wikibooks *[[b:Podcasting|Podcasting]] - at Wikibooks *[[w:Wikipedia:WikiProject WikipediaWeekly|Wikipedia podcasting project]] == External links == * [http://www.apple.com/ilife/garageband/ Official home page] * [http://www.apple.com/ilife/garageband/jampacks/ GarageBand Jam Packs] * [http://www.macjams.com/article.php?story=20040329063101758 GarageBand Tutorial: Built-in Audio Unit Effects], a detailed explanation of GarageBand's [[w:Audio Units|Audio Units]] filters * [http://www.icompositions.com/tools iCompositions GarageBand Tools], resource for GarageBand-related software, loops, books, tutorials, hardware, and more [[Category:Media]] [[Category:Apple GarageBand]] [[Category:Introductions]] 5132 24820 2006-09-07T14:05:52Z JWSchmidt 20 from [[w:Template:Software-screenshot]] <!-- Fair use tag, based on Template:Image-license-fairuse --> <div class="boilerplate" style="margin:0.5em auto; width: 80%; clear: both; background-color: #f7f8ff; border: 2px solid #8888aa; padding:4px; font-size:85%; min-height: 64px; vertical-align: center;" id="imageLicense"> <div style="float: left" id="imageLicenseIcon">[[Image:Red copyright.svg|64px|Copyrighted]]</div> <div style="text-align: left; margin-left: 68px" id="imageLicenseText"> This is a screenshot of '''[[Wikipedia:Copyrights|copyrighted]] computer software''', and the '''copyright''' for it is most likely held by the author(s) or the company that created the software. It is believed that the use of a '''limited number''' of '''web-resolution''' screenshots *for '''identification of and critical commentary on the software in question''' *on the [http://en.wikipedia.org English-language Wikipedia], hosted on servers in the United States by the non-profit [http://wikimediafoundation.org Wikimedia Foundation], qualifies as '''[[w:fair use|fair use]]''' under [[w:United States copyright law|United States copyright law]]. '''Any other uses of this image, on Wikipedia or elsewhere, may be [[w:copyright infringement|copyright infringement]].''' See [[w:Wikipedia:Fair use|Wikipedia:Fair use]] for more information. '''To the uploader''': please add a detailed ''fair use rationale'' for each use, as described on [[Wikipedia:Image description page]], as well as the '''source''' of the work and copyright information. </div> </div> [[{{{1|Category:Screenshots of software}}}|<noinclude> </noinclude>{{PAGENAME}}]]<noinclude> [[Category:Non-free image copyright tags|{{PAGENAME}}]] [[Category:Computing templates]] 5133 24821 2006-09-07T14:06:23Z JWSchmidt 20 subcategory [[Category:Images]] 5134 24822 2006-09-07T14:07:01Z JWSchmidt 20 subcategory [[Category:Templates]] 5135 24823 2006-09-07T14:07:53Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5136 24828 2006-09-07T14:22:10Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5138 24836 2006-09-07T15:19:26Z Trevor MacInnis 99 comparison after proposed merging of [[Wikiversity:Guided tour]] == Summary == comparison after proposed merging of [[Wikiversity:Guided tour]] == Licensing == {{GFDL-self}} 5141 30441 2006-09-29T01:40:36Z 71.142.219.142 Welcome to the '''Depatment of Public International Law''', within the [[School:Law|School of Law]]. == Department Description == This department contains learning resources that will allow Wikiversity participants to consider the issues surrounding laws applicable between states (and governments), regulating areas such as human rights, international conflicts, international criminal law, etc. Public International Law (PIL) should be distinguished from Domestic Law (i.e. the law within a single state) and from Private International Law (i.e. the law regulating trade between companies or / states that occurs across international borders). [This Department is also be a department of the School of Politics > International Relations.] == Department News == * Department founded 7 September 2006. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[What is Public International Law?]] - Where does it come from (sources)? Who / what is bound by it (subjects and personality)? What does it do (remit)? How is is different from [[Topic:Private International Law|Private International Law]], Regional Law (e.g. [[Topic:European Union Law|EU Law]]), and Domestic Law (i.e. law within a state)? *[[Statehood and personality]] - What is a state? How are they created? How can they end? What status do they have - what rights and duties? And are there alternative forms of 'personality' within PIL? *[[Jurisdiction and Remedies]] - Where are international legal disputes resolved? Are their decisions binding? What remedies are available? * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:Djfc|Djfc]] * ... [[Category:{{PAGENAME}}| ]] 5142 77742 2007-01-17T15:39:42Z JWSchmidt 20 [[How to access the genome databases]] Welcome to the Department of Bioinformatics == Department description == The Department of Bioinformatics invites students to use its resources to develop understanding and push forward the boundaries of using computative technologies to research genetics. == Department news == September 7th 2006 - Department opening day! The next few weeks will see a development in the departmental resources as we move into our new space. == Learning materials and learning projects == Wikiversity has adopted the "learning by doing" model for education. Lessons will centre on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. This department aims to cooperate with other departments that use the same learning resource. *[[How to access the genome databases]] [[Category:Biology]] 5143 24884 2006-09-07T17:34:25Z Djfc 463 Welcome to the '''Department of Private International Law''', within the [[School:Law|School of Law]]. == Department Description == * This page needs to be written. == Department News == * Department founded ??? ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 5144 31403 2006-10-03T21:41:25Z Neko 1751 Welcome to the '''Department of European Union Law''', within the [[School:Law|School of Law]]. == Department Description == * This page needs to be written. * [[w:European Union law|European Union law]] == Department News == * Department founded ??? ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 5147 65532 2007-01-02T16:28:33Z Cauverysm 4839 /* List of Wikiversity Mottos */ These are lists of suggested Wikiversity mottos and slogans. Feel free to add suggestions below. But, meanwhile, please pick a motto and/or slogan on the '''[[Wikiversity:Motto contest]]''' page (or add one from below) and list your user Wikiversity user id in Support. ===List of Wikiversity Mottos=== This needs to be very short - for listing with logo: * Universa Te / Universe Yourself '''Support:''' [[User:Aljubarrotense]] * Universitas Nosce! '''Support:''' [[User:Aljubarrotense]] * Open Minds, Open Doors (Rationale: Open minds DO open doors. Wiki is an open door that opens minds.) * Open Source Knowledge * You live you learn -- Alanis Morsette * A dam to prevent the overflow of bullshit * Open Minds * The freedom to learn and teach * Learn and teach freely * Free teaching, free learning -- '''Support:''' [[User:Jimbobalina2005|Jimbobalina2005]] * Learn free, think free -- '''Support:''' <small>Too similar to Wikibooks motto? --[[User:Gurch|Gurch]]</small>, * Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Reswik|Reswik]], [[User:Smithgrrl|Smithgrrl]], * A free learning community * An open learning community -- '''Support:''' [[User:Hypermorphism|Ron]], [[User:Atfyfe|Atfyfe]], [[User:Dr-Now|Dr-Now]] * Like University, without the fees * Free learning network * Open learning * Free learning * Free learning centre * Open learning centre * We Learn, We Teach, We Build -- '''Support:''' [[User:Kiesa|Kiesa]], * Learn by doing * Knowledge for all. * Knowledge for free. * Explore your mind. * International Knowledge Bank * World Wide Wisdom -- '''Support:''' [[User:TigreNoir|TigreNoir]], * Free thinking -- '''Support:''' [[User:Smurrayinchester|Smurrayinchester]], * Powerfully Enabling * Learn free, teach free * Because thinking is free. -- '''Support:''' [[User:Jrothwell|Jrothwell]], * You Teach -- '''Support:''' [[User:Aldenis|Aldenis]], * Know it -- '''Support:''' [[User:lijujacobk|Liju]], * Learn Free, to be Free -- '''Support:''' [[user:nehamjoshi|nehamjoshi]], * U Learn What U want U * Nurturing Questions * Universe of Knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], * Link Locally, Learn Anywhere * Concentric thought * Knowledge at your fingertips! * A Knowledge Smorgasbord * A Knowledge Buffet * Tools for Self-Enlightenment * The Global Knowledge Toolkit * Teach and Learn! * Free enlightenment! * I Wiki, therefore I am. * Learn. Teach. ''Know''. -- '''Support:''' [[User:Dev920|Dev920]], [[User:Rayc|Rayc]], [[:de:Benutzer:Liondancer|Liondancer]] * Collaborative learning. -- '''Support:''' [[User:Davodd|Davodd]], * How much do you know? * No more library fines * Because ignorance isn't bliss * The Truth is in here * No rocks allowed * No Toga required * Knowledge on holiday * Free Education * Mutually Assured Distraction * Bringing Life to Learning * Bringing Learning to Life * Get Knowledge * Got Knowledge? * Be Smarter * A University, Wiki-Style -- '''Support:''' [[User:Tarret|Tarret]], * In Omnia Paratus * ab uno disce omnes "From one to know all" -- '''Support:''' [[User:Rich_richie|Rich_richie]], * Learning to share * Knowledge Unleashed * Learning unlimited -- '''Support:''' Varun Shrivastava, * Learn Everything * Freedom of Learning -- '''Support:''' [[User:Mohan Gunti|Mohan Gunti]], * Knowledge Freedom * Knowledge Hub * eknowledge Hub * eCenter of Learning * Knowledge Development Center * Wikiversity: Common Knowledge * Extricated learning * Learn. Teach. Educate. * Learn. Teach. Share. -- '''Support:''' * Read. Learn. Share. -- '''Support:''' [[User:Yazeed|Yazeed]], * Exploring life through Knowledge * Learning Through Community * Because Life is for Learning * Because knowledge should be free. -- '''Support:''' [[User:Ross|Ross]] * Find Truth... in Wiki! -- '''Support:''' ced1 * More than learning ... knowing * Broaden your mind -- '''Support:''' anisha * Education to benefit all beings * It is where you learn without pressure -- '''Support:''' bebot * TechKnowledgeFree -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]] * TechKnowlegeWiki * TechKnowl(e)Wiki * Release the knowledge * Liberty through Learning * Wikiversity,your life and knowledge * Set Learning Free -- '''Support:''' [[User:stinkey91|stinkey91]], * Freedom through ideas, free * Philologos Gratis (Maeve Thompson) * Free learning materials and activities * The free open content study guide (Ontario, Canada) -- '''Support''' [[User:205.189.97.202|205.189.97.202]] * Coz Knowledge matters * The world we have, The knowledge we share, The people to learn (Michael Thibodeau - Canada) * To stand the test of people -- '''Support:''' [[User:AaronG|AaronG]] * Learn. Discover. Share. * Learn>Teach>Learn>Teach * Only the desire to win can overcome the fear of consequence. * Learning Together Freely -- '''Support:''' [[User:Ngober|Ngober]] * Priceless Education * Freedom to Learn * We keep on learning * Unification through Knowledge diversification ==List of Wikiversity Slogans== This can be a short sentence or phrase - for listing at top of main page with "Welcome to Wikiversity": *Open to Interpretation *a centre for learning. *a community collaboration based shared learning resource for all. *Opening minds through open learning -- '''Support:''' [[User:Mos87|Mos87]], [[User:The Winged Self|The Winged Self]], [[User:Ross|Ross]], [[User:Rayc|Rayc]], [[User:Dr-now|Dr-now]], [[:de:Benutzer:Liondancer|Liondancer@de]] *Opening minds through free learning *Freeing minds through open learning *Freeing minds through free learning *Reasonably free thinking, freely pursued. -- '''Support:''' [[User:Mirwin|Mirwin]], *Free thinkers learn free. *Pursue free thinking freely. (we could request Wikibooks find a new and use theirs) *Think freely, but learn free. *Free wiki mentors, learn freely. *Learn free, think free. -- '''Support:''' [[User:stinkey91|stinkey91]], *Free teaching, free learning *Strength through wisdom, wisdom through study. -- '''Support:''' Nikola Enchev, *the free learning community where you can [[Wikiversity:What is Wikiversity?|teach]] *the free learning community where anyone can [[Wikiversity:What is Wikiversity?|teach]] -- '''Support:''' [[User:Reswik|Reswik]], *the free learning community that you help create *the free learning network where anyone can [[Wikiversity:What is Wikiversity?|teach]] *the free learning network that you help create -- '''Support:''' [[User:Hypermorphism|Ron]], *the free university where all may learn and teach *the free learning space that you help grow *a community for free learning *a free learning space *a free learning community *Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Aldenis|Aldenis]], *Open learning community *the educational environment for all *The Only Worldwide University where you pay knowledge for knowledge. *Dream. Explore. Discover. Live. *The Gift of Knowledge. Priceless! -- '''Support:''' [[User:TigreNoir|TigreNoir]], *Taught by the masses *The university without tuition fees. -- '''Support:''' [[User:Jrothwell|Jrothwell]], *You teach, You learn *Join us for making Knowledge Valuable without Price -- '''Support:''' [[User:Neha|Neha]], [[User:EulerGamma|EulerGamma]], *Learning and teaching as one -- '''Support:''' D Platt, *Universe of the free knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], *Freedom through knowledge *Local Ideas, worlwide impact *A world of knowledge -- '''Support:''' thiago pessanha brazil, *A world of free knowledge *Free knowledge for a free world *A free world with free knowledge *A Complete Knowledge World *A university where you dont pay *Free knowledge for everyone -- '''Support:''' [[User:lijujacobk|Liju]], [[User:Smithgrrl|Smithgrrl]], *The University of Wikipedia *Costly Knowledge with 100% discount * I Wiki, therefore I am. * You can learn anything, teach anything, and ''know anything'' -- '''Support:''' [[User:Dev920|Dev920]], * Learn something, teach anything, know ''everything'' * Resistance is futile.... we will make you edit! * No need to earn to learn -- '''Support:''' Ajay,India * Because a little knowledge is a dangerous thing -- '''Support:''' [[User:Rides3Wheels|Rides3Wheels]] * All the knowledge you can drink * All the knowledge you can think * Probably the best place to learn on Earth * Like College, but without sex, drugs, and stinky roommates * A Knowledge Smorgasbord, without the calories * Like a University, without Library fines * We can all be Wiktionarians. * Where you become the teacher. * Ignorance isn't an excuse anymore * Like a University, but not really * Like a University, but gigantic * Get Knowledge, Give Knowledge, For Free * Celebrating the love of learning, sharing openly all knowledge everywhere with everyone * Celebrating the love of learning, freely sharing all knowledge with everyone * Celebrating the love of free learning * Freely sharing all knowledge with everyone * Wikiversity, its for lernding * You lernd it good here, Wikiversity -- '''Support:''' Dave.M, * Who Needs a Real College Education? -- '''Support:''' Jeff, * To boldly go where no University has gone before. '''Support:''' [[User:Hillgentleman|Hillgentleman]], * Knowlegde Unlimited -- '''Support:''' [[User:Rich_richie|Rich_richie]], * teacher or student-the choice is yours * Build your university by your information -- '''Support:''' [[User:Gunerb|Gunerb]], * Its a dual nature of learning curve(Teacher,Student) * learning the wiki way * Shared Knowledge Balanced and Checked -- '''Support:''' [[User:jullman12|jullman12]] * The Virtual eLearning Center of Wikiversity * The eLearning Hub of Wikiversity * Wikiversity - The Freedom of Development & Growth through Learning '''Support:''' [[User:Mohan Gunti|Mohan Gunti]] * Essential Learning, from Acropolis to Zimbabwe! -- '''Support:''' [[User:Geobeedude|Geobeedude]], * Smarter teaching through collaboration * All Wikiworms are welcomed! -- '''Support:''' [[user:Yazeed|Yazeed]], * Inviting the world to know * Opensourse knowledge for all * An egalitarian knowledge network * Learn what you don't, teach what you do. * We'll make Oxford, Harvard, and Yale fear us if its the last thing we ever do -- '''Support:''' [[User:Atfyfe|Atfyfe]] * Like a diploma mill, only without sending the check * Why learn from experts when you can learn from people just like you? * This University is a stub. You can help by writing the courses. * If they can't do it wiki do it. -- '''Support:''' PatBag John, * The synergy of free knowledge for the enrichment of all humanity. * Each one --Wiki, wiki-- Teach one! -- '''Support:''' ced1 * Against ready-made learning, in favor of Knowing. * Where teachers learn, and learners teach. -- '''Support:''' [[User:Deltinu|Deltinu]] * Socially oriented high learning institution -- '''Support:''' bebot * Free, creative minds deserve free, creative learning experience -- '''Support:''' [[User:Saad Yousuf|Saad Yousuf]] * Teach to Learn, Learn to Teach -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]] * Learn to Teach, Teach to Learn * Reinforcing Knowledge through Open Source * As seen in The Matrix "Woah, I know Kung-Fu!" -- '''Support:''' [[User:Halyks|Halyks]] * From Millions of brains to yours! * Where the world can better itself, by learning from one another. (Michael Thibodeau-Canada) * The free open content study guide (Ontario, Canada) '''Support''' [[User:205.189.97.202|205.189.97.202]] * People are the source of knowledge. This open forum, it's challenge. -- '''Support:''' [[User:AaronG|AaronG]] * Where the answer lies! -- '''Support:''' [[user:Shortysfriend|Shortysfriend]], * The answer is here! -- '''Support:''' [[user:Shortysfriend|Shortysfriend]], * The answer, a click away! -- '''Support:''' [[user:Shortysfriend|Shortysfriend]], * Where the world learns everything the world may teach. 5157 24940 2006-09-07T19:46:36Z Trevor MacInnis 99 #redirect[[Wikiversity:Why create an account]] #redirect[[Wikiversity:Why create an account]] 5158 40195 2006-10-27T05:57:05Z RichMac 1351 changed unsigned to point to signature <small>—The preceding [[Wikiversity:Signature|unsigned]] comment was added by [[User:{{{2}}}|{{{2}}}]] ([[User talk:{{{2}}}|talk]] • [[Special:Contributions/{{{2}}}|contribs]]) {{{1}}} (UTC{{{3|}}})</small> <noinclude>[[Category:Internal link templates|Unsigned2]] </noinclude> 5159 24944 2006-09-07T19:49:09Z Mark-roberts 902 [[Introduction to Assembler]] moved to [[Introduction to Assembly Language]]: An assembler is generally considered a program, while assembly language is a more universal term. #REDIRECT [[Introduction to Assembly Language]] 5162 24955 2006-09-07T20:27:18Z Trevor MacInnis 99 +cat [[Category:Templates]] 5166 24988 2006-09-07T20:58:50Z Trevor MacInnis 99 +cat [[Category:Mathematics]] 5169 edit=sysop:move=sysop 45989 2006-11-16T01:22:13Z Sebmol 14 template update ==New logo== '''November 2006'''. Based on the [http://commons.wikimedia.org/wiki/Image:Wikiversity-logo-Snorky.svg image at Commons]. See [[m:Wikiversity/logo]]. {{Copyright by Wikimedia}} 5170 70369 2007-01-11T02:07:45Z JWSchmidt 20 [[Category:Environmental Sciences]] '''CRQ''' - Central Research Question<br> '''CSR''' - Corporate Social Responsibility<br> '''DB''' - Data Base's Technology<br> '''EPA''' - Environmental Protection Agency (USA)<br> '''GMOs''' - Genetic Modified Organisms<br> '''HBS''' - Heinrich Boell Stiftung<br> '''IALE''' - International Association for Landscape Ecology<br> '''ICT''' - Information and Communication Technologies<br> '''IPCC''' - The Intergovernmental Panel on Climate Change<br> '''IRB''' - Industrial Revolution in Britain<br> '''LIS''' - Landscape Information Systems<br> '''LRLR''' - Living Reviews in Landscape Research<br> '''MCT''' - Ministry of Science and Technology (Brazil)<br> '''MPG''' - Max Planck Society (Germany)<br> '''OSHA''' - Occupational Safety and Health Administration (USA)<br> '''SCOST''' - Social Control of Science and Technology<br> '''STS''' - Science, Technology, and Society Studies<br> '''TQ''' - Theory Question<br> '''TUB''' - Technische Universitaet Berlin<br> '''UFSC''' - Federal University of Santa Catarina (Brazil)<br> '''WBGU''' - German Advisory Council on Global Change<br> '''ZALF''' - Leibniz-Centre for Agricultural Landscape Research (Germany)<br> [[Category:Environmental Sciences]] 5171 24997 2006-09-07T21:18:35Z Aldenis 296 5172 24999 2006-09-07T21:24:05Z Aldenis 296 5174 26603 2006-09-12T20:42:23Z Alpha3 879 Redirecting to [[FMST 322/3 History of Film since 1959 2006-2007]] #REDIRECT [[FMST_322/3_History_of_Film_since_1959_2006-2007]] 5183 75641 2007-01-14T07:04:36Z Historybuff 5228 Added Courses category ==Introduction== Dear student! You are starting to learn about computers and their purpose. This is very interesting and useful area of science. Be patient in your studies. Start from very first lesson. It's better not to skip any, at least without answering self-assessment questions. ==Lessons== ===Introduction to computer achitecture=== *'''Lesson 1:''' [[History of computing]] *'''Lesson 2:''' [[Basics of computer architecture]] *'''Lesson 3:''' [[Personal computers]] *'''Lesson 4:''' [[Programming languages]] ===Introduction to programming=== *'''Lesson 5:''' [[What is "programming"]] *'''Lesson 6:''' [[How to go about implementing a problem solution as a program]] *'''Lesson 7:''' [[Development environment and language principles]] *'''Lesson 8:''' [[Types and variables]] *'''Lesson 9:''' [[Operators and expressions]] *'''Lesson 10:''' [[Control structures]] *'''Lesson 11:''' [[Procedures and functions]] *'''Lesson 12:''' [[Arrays,strings and records]] *'''Lesson 13:''' [[Basic I/O]] *'''Lesson 14:''' [[Program design principles]] *'''Lesson 15:''' [[Advanced topics]] *'''Lesson 16:''' [[Final test]] [[Category:Computer Science]] [[Category:Computer Science Courses]] [[Category:Introduction to Computer Science]] [[Category:Introductions]] 5185 68775 2007-01-10T00:04:25Z Mystictim 626 added category learning activities == Topic 2: Cartier's Voyages == '''Why did France send Jacques Cartier to explore North America ?''' In the 15th century, Spain and Portugal began to explore America. Since they found gold and other riches in their new colonies, the King of France also became interested in exploring the New World. In 1524, an Italian named Giovanni da Verrazano was sent by the king of France to explore the east coast of North America. He hoped to find a route to China further to the north. He sailed northwards along the coast but failed to find the passage to China. Ten years later, in 1534, France sent Jacques Cartier to explore America. His mission had three purposes: # find a route to China # bring back gold and other riches # claim land for the king of France. == The Three Voyages of Jacques Cartier == '''The Three Voyages of Jacques Cartier and their Results''' In 1534, Cartier explored and mapped the Gulf of St. Lawrence. On the banks of the Gaspé peninsula he erected a cross and claimed the land in the name of the king of France. He met friendly Natives willing to trade furs for trinkets. Although gold was not found, he reported the abundance of fish, timber and furs. He also felt that a wide river flowing from the west could be a promising route to China. In 1535, Cartier arrived with three ships. He sailed up the big river which he named the St. Lawrence River.He reached the Indian villages of Stadacona (now Quebec) and Hochelaga (now Montreal). Friendly Natives showed the French explorers how to survive the cold and scurvy in the winter. Cartier and his men returned to France in 1536 bringing with them five Natives, including Chief Donacona. In 1541, Cartier returned and attempted to set up a colony near Stadacona. Missionaries hoped to convert the Natives to the Christian religion. The settlement however was abandoned in 1542 and France lost interest in the colony. No one returned for the next 60 years. Do the following questions on Topic 2: Cartier's Voyages 1. WHICH PAIR OF STATEMENTS DESCRIBES A GOAL OF FRANCE AND A RESULT OBTAINED BY JACQUES CARTIER? '''A) GOAL'''-To perfect the compass. :'''RESULT'''-He proved that the world was round. '''B) GOAL'''-To find a new route to Asia. :'''RESULT'''-He claimed territory in the name of France. '''C) GOAL'''-To improve existing maps. :'''RESULT'''-He mapped the Canadian Shield '''D) GOAL'''-To convert native populations. :'''RESULT'''-He brought back spices and silk. {{ABCD | Question = | Atext =A | Aanswer = A)Not Correct ! | Btext = B| Banswer = B)Correct ! A GOAL OF FRANCE AND A RESULT OBTAINED BY JACQUES CARTIER GOAL To find a new route to Asia. RESULT He claimed territory in the name of France. | Ctext = C | Canswer = C)Not Correct ! | Dtext =D | Danswer = D)Not Correct ! }} 2. A certain French explorer accomplished the following things during his voyages to America. He claimed territory in the name of the king of France. He made contact with the Amerindians. He explored and mapped the shores of the St. Lawrence River. WITH WHAT PERIOD OF HISTORY ARE THIS EXPLORER'S VOYAGES ASSOCIATED ? A B C D /______________/______________/______________/_____________/ 1400 1450 1500 1550 1600 {{ABCD | Question = | Atext = A | Aanswer = Too Early | Btext = B | Banswer = Too Early | Ctext = C | Canswer = Correct ! JACQUES CARTIER He claimed territory in the name of the king of France. He made contact with the Amerindians. He explored and mapped the shores of the St. Lawrence River. | Dtext = D| Danswer = Too Late }} 3. WHAT WERE TWO RESULTS OF JACQUES CARTIER'S VOYAGES? 1. He established a permanent colony on the shores of the St. Lawrence River 2. He explored the Gulf of St. Lawrence and the St. Lawrence River. 3. He discovered a new route to Asia. 4. He brought back gold and spices. 5. He claimed the new territory for France. {{ABCD | Question = | Atext = 1 and 2 | Aanswer = Not correct ! 1. He established a permanent colony on the shores of the St.Lawrence River. Not correct ! 2. He explored the Gulf of St. Lawrence and the St. Lawrence River. Correct ! | Btext = 2 and 5 | Banswer = Correct ! TWO RESULTS OF JACQUES CARTIER'S VOYAGES 2. He explored the Gulf of St. Lawrence and the St. Lawrence River. 5. He claimed the new territory for France. | Ctext = 3 and 4 | Canswer = Not Correct ! 3. He discovered a new route to Asia. Not Correct ! 4. He brought back gold and spices. Not Correct ! | Dtext = 3 and 5 | Danswer = Not correct ! 3. He discovered a new route to Asia. Not correct ! 5. He claimed the new territory for France. Correct ! }} Go On To Topic 3: Geographic Conditions[http://en.wikiversity.org/wiki/History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America] [[Category:History of Quebec and Canada]] [[Category:Learning activities]] 5186 68777 2007-01-10T00:05:56Z Mystictim 626 added category learning ativities '''Topic 3: Geographic Conditions''' '''What kinds of regions did the European explorers find in North America?''' North America has four main natural regions: '''The Canadian Shield''' contains a vast area of hard rocks, thousands of lakes, and many rivers. In the south it is covered by dense forest.The Europeans found it hard to cross the Shield. '''The Appalachians''' form a chain of old worn-down mountains on the east side of the continent.They are not high, but dense forest and rugged terrain made them difficult to cross. '''The Western Mountains''' are a broad system of high mountain ranges and plateaus along the western side of the continent. '''The Lowlands''' are found in the central parts of the continent and along the southeast coast.This region is mostly plain. Much of it is good farmland - the type of land that settlers wanted. '''The St. Lawrence River and the Great Lakes''' form one of the main entry routes to the continent. People and ships coming across the Atlantic Ocean from Europe can use this route to reach the interior of the continent.The entry route passes between the Canadian Shield to the north and the Appalachians to the south. Other entry routes to the continent include the Hudson River and Hudson's Bay. Do the following questions on Topic 3: Geographic Conditions 1. WHICH GEOGRAPHICAL FEATURE FAVOURED THE EXPLORATION OF NORTH AMERICA? A) The extensive system of rivers and lakes B) Rich and fertile soils C) The temperate climate D) The variety of natural resources {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} ANSWER: A B C D 2. WHICH ONE OF THE FOLLOWING STATEMENTS CORRECTLY DESCRIBES A LINK BETWEEN GEOGRAPHY AND SETTLEMENT IN NEW FRANCE DURING THE 17TH CENTURY ? A)The Appalachians were a natural barrier between the Iroquois territory and the French colony. B)The Canadian Shield made settlement of the colony easier. C)Harsh winters forced the French colonists to settle further south in the Appalachians. D)The St. Lawrence River attracted colonists to settle in the lowlands. {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} ANSWER: A B C D 3.WHICH GEOGRAPHIC CONDITION MADE SETTLEMENT EASIER FOR THE FIRST EUROPEANS IN NEW FRANCE BETWEEN 1608 AND 1642? A) The waterways of the Canadian Shield B) The climate of the Appalachian Mountains C) The existence of the St. Lawrence River D) The fertile lands south of the Great Lakes ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} Go on to: [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America|Unit 2: Amerindian Civilization]] [[Category:History of Quebec and Canada]] [[Category:Learning activities]] 5190 25068 2006-09-08T00:49:51Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5197 36050 2006-10-16T23:32:02Z Mikec 901 '''What were the chief characteristics of the Algonquian Peoples?''' Algonquian Indians T.M. Martin/National Archives of Canada/C-90370. The Algonquin, the Cree, the Ojibwa, the Micmac, the Naskapi, the Abenaki, and the Montagnais are important Algonquian nations who lived in the northern forests of Eastern Canada. '''Characteristics of the Algonquians''' They were nomadic meaning they moved their camp site from place to place in their search for food. The men hunted and fished. The women gathered berries, roots and seeds. They lived in wigwams or tents covered with birch-bark or animal skins. Clothes were made from animal skins and furs. In summer they travelled using canoes. In winter they used snowshoes and toboggans. Their social structure was a patriarchy, which means that the men were the leaders and the heads of the family. They believed in spirits and in the forces of nature. The medicine man or shaman had a prominent place in society since it was believed that he had the power to expel evil spirits and to influence the powerful forces of nature. '''What were the chief characteristics of the Iroquoian Peoples ? ''' Iroquoian palisaded village (European rendition 1720) NAC/C-36345 The Iroquois call themselves Haudenosaunee meaning "people of the longhouse." They lived in and around the Great Lakes St. Lawrence Lowlands. Characteristics of the Iroquoians Iroquois villages were generally fortified and large. The distinctive, communal longhouses of the different clans could be over 200' in length and were built over a framework covered with elm bark. The Iroquois had a matriarchal social structure meaning the women owned all property and determined kinship. After marriage, a man moved into his wife's longhouse, and their children became members of her clan. They were sedentary, which means they had a way of life that involved living in a permanent community. Their villages were permanent in that they were moved only for military defensive purposes or when the soil became depleted (about every fifteen to twenty years). Agriculture provided most of the Iroquois diet. Corn, beans, and squash were known as "deohako" or "life supporters." The women owned and tended the fields under the supervision of the clan mother. Men usually left the village in the fall for the annual hunt and returned about midwinter. In the spring the men fished. Like the Algonquians, the Iroquoian religion was based on the worship of a great spirit who had power over the lives of all living things. It was the Iroquois political system, however, that made them unique, and because of it, they dominated the first 200 years of colonial history in both Canada and the United States. The Iroquois prevailed because of their unity, sense of purpose, and superior political organization. 1. WHICH TWO OF THE FOLLOWING STATEMENTS DESCRIBE THE WAY OF LIFE OF THE ALGONQUIANS? 1. They lived in the Canadian Shield in wooded areas with abundant game. 2. Their diet was based on hunting, fishing and gathering. 3. Many families lived together in long wooden houses. 4. They lived in large groups in villages; the mother was the head of the family. 5. Chiefs were elected by women; the chiefs made the important decisions. A) 1 and 2 B) 1 and 5 C) 2 and 4 D) 3 and 5 ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} 2. WHICH OF THE FOLLOWING COMBINATIONS DESCRIBES THE ALGONQUIANS? A) nomadic · wigwam · hunting · gathering · patriarchal B) nomadic · longhouse · farming · hunting · matriarchal C) sedentary · wigwam · hunting · gathering · matriarchal D) sedentary · longhouse · farming · hunting · patriarchal ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} 3. WHICH OF THE FOLLOWING CHARACTERISTICS APPLIED ONLY TO THE IROQUOIS ? 1. Sedentary way of life 2. Methods of transportation 3. Hunting and gathering 4. Growing of corn 5. Religious beliefs 6. Matriarchal system A) 1, 2 and 5 B) 1, 4 and 6 C) 2, 3 and 6 D) 4, 5 and 6 ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} 4. WHICH TWO OF THE FOLLOWING ROLES WERE RESPONSIBILITIES OF IROQUOIAN WOMEN ? 1. They were the shamans (priests) of the village. 2. They were responsible for farming. 3. They elected the chiefs. 4. They went to live in their husband's wigwam. 5. They hunted and fished to feed the family. A) 1 and 2 B) 1 and 4 C) 2 and 3 D) 3 and 5 ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} Go On To [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America|Topic 2: Mutual Influences]] [[Category:History of Quebec and Canada]] 5198 36051 2006-10-16T23:33:28Z Mikec 901 '''How did the Europeans and the Natives mutually influence one another?''' The meeting of two civilizations always involves an exchange of ideas, objects and ways of doing things that are later adapted to the tastes and needs of each culture. However, it was the Native way of life that underwent the most change, resulting in a breakdown of their society. '''The Europeans''' They adopted Native customs and were taught how to survive in the North American wilderness.They learned how to make warm winter clothing from furs and moccasins from leather; how to use canoes, snowshoes, and toboggans to travel; how to preserve food and how to use plants for medicinal purposes. They learned of new foods such as corn, pumpkins, and maple syrup. '''The Native Indians''' '''Positive Influences''' They learned of new foods such as bread, peas, and salt. They were introduced to woolen cloth and blankets. They were introduced to iron tools and weapons and became increasingly dependent on them. '''Negative Influences''' The use of alcohol, unknown to the Natives before the arrival of the Europeans, had disastrous repercussions on Native society. The introduction of European diseases (smallpox, measles, influenza) killed thousands of Native people. The fur trade conditioned European-Indian relations along antagonistic lines and changed the Native way of life. Religious orders, such as the Jesuits, tried to impose Christianity on the Native populations. Do the following questions on Topic 2: Mutual Influences 1. WHICH OF THE FOLLOWING DESCRIBES HOW AMERINDIAN LIFE WAS AFFECTED BY THE ARRIVAL OF THE EUROPEANS? A) There was greater unity between the different Amerindian tribes. B) The Amerindians became dependent on European goods. C) Amerindian traditions were preserved and continued to develop. D) The Amerindians adopted a sedentary way of life. ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} 2. WHICH OF THE FOLLOWING SHOW THE INFLUENCE OF EUROPEAN CULTURAL PRACTICES ON THE AMERINDIAN WAY OF LIFE DURING THE 17TH CENTURY? 1. the establishment of Christianity by the missionaries 2. the regular use of tobacco in ceremonies 3. the use of iron and metal in tools 4. the adoption of light means of transportation suited to the climate 5. the affiramtion of maternal authority within the family structure A) 1 and 3 B) 2 and 4 C) 2 and 5 D) 3 and 5 ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} 3. WHICH OF THE FOLLOWING ARE EXAMPLES OF AMERINDIAN INFLUENCE ON EUROPEANS? 1.alcohol 2.birch-bark canoes 3.moccasins 4.snowshoes 5.salt 6. firearms A) 1, 2, and 3 C) 2, 3, and 4 B) 1, 2, and 5 D) 3, 4, and 5 ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} 4. WHICH TWO STATEMENTS BELOW DESCRIBE NEGATIVE CONSEQUENCES OF THE FRENCH INFLUENCE ON AMERINDIAN LIFE ? 1. The Amerindians used iron pots and utensils for cooking. 2. The abuse of alcohol by Amerindians led to grave social problems. 3. The Algonquian and Iroquoian tribes joined forces to fight the French. 4. The Amerindian population suffered from new diseases. 5. The coureurs des bois adopted an Amerindian way of life. A) 1 and 2 B) 2 and 4 C) 3 and 4 D) 3 and 5 ANSWER: A B C D {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} Go On To Unit 3: [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America|The Fur Trade]] [[Category:History of Quebec and Canada]] 5203 26604 2006-09-12T20:42:45Z Alpha3 879 Redirecting to [[FMST 322/3 History of Film since 1959 2006-2007]] #REDIRECT [[FMST_322/3_History_of_Film_since_1959_2006-2007]] 5204 48546 2006-11-25T21:56:46Z 74.140.48.200 Steel University - Free interactive e-learning from the International Iron and Steel Institute [http://www.steeluniversity.org] [[Category:Materials Engineering|!]] [[Category:Engineering]] 5205 25155 2006-09-08T03:11:22Z DarkFighter 667 <div style="float:left;border:solid #99FFFF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0FFE0"><tr> <td style="width:45px;height:45px;background:#E0FFC0;text-align:center;font-size:14pt">'''ru'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Для этого пользователя русский язык родной. '''[[:Category:User ru|Русский]]'''.</td> </tr></table></div> [[category:User ru|*4]] 5206 26925 2006-09-14T03:24:59Z Piotrus 571 [[Category:Class notes]] 5208 64974 2006-12-31T18:50:03Z Rayc 57 [[/Timedredirect]] [[/Flashcards]] [http://en.wikiversity.org/w/index.php?title=Test_and_Quiz/Sandbox&action=purge Purge page] [[User:Trevor MacInnis]] came up with this little system, all I did was put the parts together. Still, it only updates every minute. <div class="NavFrame" style="clear:left; text-align: right; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left">1. '''What is {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}}}} +{{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|52}}} }}?'''</div> <div class="NavContent" style="text-align:left"> {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}} + {{CURRENTDAY}}*{{{seed2|52}}}*{{ #time:is}} }} </div> </div> <div class="NavEnd">&nbsp;</div> <div class="NavFrame" style="clear:left; text-align: right; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left">2. '''What is {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}}}} +{{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|52}}} }}?'''</div> <div class="NavContent" style="text-align:left"> {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}} + {{CURRENTDAY}}*{{{seed2|52}}}*{{ #time:is}} }} </div> </div> <div class="NavEnd">&nbsp;</div> <br clear="all" /> '''Which one is C?''' {{MultiCol}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> A</div> <div class="NavContent" style="text-align:left"> Wrong </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> B</div> <div class="NavContent" style="text-align:left"> Wrong </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> C</div> <div class="NavContent" style="text-align:left"> Right - you win a WikiCookie! :-) </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> D</div> <div class="NavContent" style="text-align:left"> Wrong </div> </div> <div class="NavEnd">&nbsp;</div> {{EndMultiCol}} {{ABCD | Question = Question goes here | Atext = A text goes here | Btext = B text goes here | Ctext = C text goes here | Dtext = D text goes here | Aanswer = Answer for A goes here | Banswer = Answer for B goes here | Canswer = Answer for C goes here | Danswer = Answer for D goes here }} <div style="background: #F9F9F9; font-size: 90%; border: 1px solid #E9E9E9; margin: 0 0 1em 0; padding: 0.3em 1em; text-align: left;"> [[Image:Geographylogo.png|20px|]] '''[[Test and Quiz]]''' – {{ #ifexist: {{{1}}}/En | <span lang="en">[[{{{1}}}/En|English]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/De | <span lang="de">[[{{{1}}}/De|Deutsch]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Es | <span lang="es">[[{{{1}}}/Es|Español]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Eo | <span lang="eo">[[{{{1}}}/Eo|Esperanto]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Fi | <span lang="fi">[[{{{1}}}/Fi|Suomi]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Fr | <span lang="fr">[[{{{1}}}/Fr|Français]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/It | <span lang="it">[[{{{1}}}/It|Italiano]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/He | <span lang="he">[[{{{1}}}/He|עברית]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Ja | <span lang="ja">[[{{{1}}}/Ja|日本語]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Ko | <span lang="ko">[[{{{1}}}/Ko|한국어]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/No | <span lang="no">[[{{{1}}}/No|Norsk nynorsk]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Pl | <span lang="pl">[[{{{1}}}/Pl|Polski]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Pt | <span lang="pt">[[{{{1}}}/Pt|Português]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Ru | <span lang="ru">[[{{{1}}}/Ru|Русский]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Sq | <span lang="sq">[[{{{1}}}/Sq|Shqip]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Zh | <span lang="zh">[[{{{1}}}/Zh|中文]]</span> &nbsp;·&nbsp; }} </div> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > test </div> -on betat this gives buttons... '''here is some of the code from wikiweb's test...''' <form method="post" action="wiki.cgi" enctype="multipart/form-data"> <input type='hidden' name='form_evaluation' value='1' /><input type='hidden' name='action' value='form_evaluation' /><input type='hidden' name='lang' value='1' /><input type='hidden' name='formpage' value='WikiQuizz' /> <input type='hidden' name='cur_page' value='WikiQuizz' /> <table width='100%' cellpadding='2' border='0' bgcolor='#ffcc99'><tr><td><font size=+1>1. Was ist ein WikiWeb?</font></td></tr></table><table width='100%' cellpadding='5' border=0><tr><td width='20%' align='center'><img src='/image/p.gif' border='0' width='50' height='1'></td><td width='50%'> <input type='radio' name='frage_0' value='0'> Ein Spezialnetz zum Fang von Wikiaru-Lachsen.<br /> <input type='radio' name='frage_0' value='1'> Ein Autorensystem für Webseiten. <br /> <input type='radio' name='frage_0' value='2'> Ein Netzwerk von Unterhaltungsprogrammen.<br /> <table width='100%' cellpadding='2' border='0' bgcolor='#ffcc99'><tr><td><font size='5'>Auswertung &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<font size=3 face='arial,helvetica'><b><input type='submit' name='eval' value='Auswertung durchführen...'></b></font></font></td></tr></table><div></div> [[/answer form]] {{Sampletest | Q1 = C}} <random> Text 1 @@@ Text 2 @@@ Text 3 </random> {{#time: s}} {{Dice}} <inputbox> type=comment preload=Template:Translation/Preload buttonlabel=I'm a button default=This is text width=60 bgcolor=#ffeeee </inputbox> [[/randomorder]] == sdfsdf == dfdsfsdf 5214 49189 2006-11-27T04:52:02Z AmiDaniel 3334 Recategorize as [[:Category:Content]] This category is for quizzes. [[Category:Content]] 5215 25182 2006-09-08T04:43:16Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5216 25238 2006-09-08T12:11:45Z JWSchmidt 20 point to Commons == Summary == Made for [[Wikiversity shorts]]. Made using two images from Commons, [[:Image:Electrical spark from a shorted camera capacitor P.2005.04.27.jpg]] and [[:Image:Radlerhose Fotomodel Ina hinten.jpg]]. == Licensing == {{GFDL-self}} 5217 25187 2006-09-08T05:10:22Z 24.147.125.48 P2b Import from en.wp==Pass-2b <!-- Pass #2b upgrades standard ... 9-05-06 +1 suffix creates '2a' version ---- 9-08-06 v-2b-1, fix logo to Image:Wikinews-logo.png, the -51px was not on all sites. ---- This code is 'BOTH' template:WikiNewstmp and vanilla ver== template:WikiNewstmp1 ---- ---- Offline save file WikiNewstmp Pass2 upgrades.txt --------------------------------------------------------------------------> {{Interwiki class-sisterproject|<div class="infobox sisterproject">}} <!-- <div style="float: left;">[[Image:Wikinews-logo.png| 50 px |none|Wikinews]]</div> ---> <div style="float: left;">[[Image:Wikinews-logo.png|{{#ifexist:{{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Wikinews]]</div> <div style="margin-left: 9px;"> The {{W2|sister project}} {{W2|Wikinews}} has this template: {{#ifeq: {{SITENAME}}|Wikinews|<!-- My site--->'''''[[Template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''|<!-- Else not my site--->'''''[[Wikinews:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''}} <!---- Temp code to impliment on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude> {{#ifeq:{{PAGENAME}}|WikiNewstmp1|<!--- THEN IS template tagging Version 'WikiNewstmp1' ---> {{Interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} |<!--- ELSE IS Plain Vanilla Version 'WikiNewstmp' ---> {{Interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} </noinclude><includeonly> {{#ifeq:{{PAGENAME}}|WikiNewstmp1|[[Category:Interwiki templates on all sisterprojects|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> |<!--Else No autotagging, is WikiNewstmp--->}}[[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]]</includeonly> 5220 76702 2007-01-15T21:41:11Z JWSchmidt 20 [[Category:Engineering]] http://en.wikipedia.org/wiki/Mechanics [[Category:Engineering]] 5223 25201 2006-09-08T11:01:33Z JWSchmidt 20 subcategory [[Category:Mathematics]] 5224 25202 2006-09-08T11:04:23Z JWSchmidt 20 subcategory [[Category:Pure Math]] 5229 25211 2006-09-08T11:37:13Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5230 67758 2007-01-08T00:38:19Z JWSchmidt 20 [[Category:Software applications]] [[Category:Wikiversity the Movie/music]] [[Category:Music in Film]] [[Category:Software applications]] 5231 25244 2006-09-08T12:20:09Z Javier Carro 199 +cat [[Category:Computer Science]] 5232 47201 2006-11-21T01:11:45Z Rayc 57 Welcome to the Systems Engineering School! [[Category:Engineering]] 5233 76815 2007-01-15T23:51:29Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity Division of Inorganic Chemistry. ==Division description== The Division of Inorganic Chemistry is a Wikiversity content development project where participants create, organize and develop learning resources for Inorganic Chemistry. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Departments and [[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Topic:Periodicity in atomic properties|Periodicity in atomic properties]] **[[The periodic table]] ordered by atomic number **[[Atomic mass]]: number of isotopes when ''Z'' = odd or even **"[[Atomic radius]]" increases with ''Z'' **[[Ionization energy]] increases from left to right, falls on descending a group **[[Principal quantum number]] and the distribution of electrons **[[Azimuthal quantum number]] and [[electron configuration]] **[[Aufbau principle and Kleshkovsky’s Rule]] **[[Shielding and effective nuclear charge]] **[[Lanthanide contraction and d-block contraction]] *[[Topic:Acids and bases|Acids and bases]] **Brönsted definition: [[acids as proton donors]] **[[Autoionisation of water]] **[[pH as a measure of proton concentration]] **Dissociation equilibria: [[weak and strong acids]] **[[Bases]] **[[Neutralization reactions]]: strong acid-strong base, weak acid-strong base, weak acid-weak base **[[Buffer solutions]] **[[Indicators]] **[[Some unusual acids]]: boric, carbonic, sulfurous **[[Limits of the Brönsted definition]]: concentrated solutions, Lewis acids *[[Topic:Solid-state structures|Solid-state structures]] **How to arrange identical spheres: [[close-packed structures of metals]] **[[Coordinace and filling efficiency]]. Definition of metallic radius **[[Non close-packed structures]]: body-centered cubic and simple cubic **[[Tetrahedral and octahedral holes]] **[[Ionic stuctures as cubic anion lattices]]: CsCl, NaCl, zinc blende, fluorite **[[Covalent giant lattices]]: diamond and graphite **[[Formal description of structures]]: unit cell parameters *[[Topic:Redox reactions|Redox reactions]] **[[Volta's piles]] **[[Electrode potentials]] **[[Electrochemical series]] **[[Combustion]] **[[Oxidation number]] *[[Topic:Molecular structure and symmetry|Molecular structure and symmetry]] **[[Lewis model of the covalent bond]] **[[Octet rule]] and [[lone pairs]] **[[VSEPR theory]] **[[The mathematical description of symmetry]] *[[Topic:Bonding in inorganic compounds|Bonding in inorganic compounds]] *[[Topic:Complex formation|Complex formation]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Chemistry]] 5236 80912 2007-01-25T11:31:37Z Mirwin 47 /* What specific outcomes do I want from the learning to learn a wiki way project? */ =Strategic planning for the project= Strategic planning can be viewed as answering the Why, What, Who, When and Where questions along with the strategic part of the How questions of a project. The practical How questions can be dealt with under tactical planning. In practice this entails identifying the context of the project (intellectual, technological, economic, social, etc.), setting the goals for the project, identifying the objectives needed to achieved these goals, identifying who will be involved in the project and identifying what resources the project will need. ==Why is the Learning to learn a wiki way project needed?== Using wikis as tools for learning is a new and evolving social practice. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a wiki can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. :'''This project depends on the participation of its visitors to be successful. So why not join us and share your thoughts by answering the following question?<br> [[Learning_to_learn_a_wiki_way#Why I want to join the learning to learn a wiki way project?| Why I want to join this learning project?]]''' ==How could the ''Learning to learn a wiki way'' project be conducted?== This project is intended to become a piece of [[w:Participatory action research|Participatory action research]] (PAR), a form of [[Action research|action research]]. PAR is a process that occurs when the actions a group takes to empower themselves through creating, modifying or developing a social practice are informed by critical reflection - a process which then prompts further development of the social practice. PAR comprises four elements; participation, social practice (action), critical reflection and empowerment. PAR is an approach to developing or changing social practices. Social practice can be defined as recurring activities involving people working together. In a learning context, this includes practices ranging from reading (the interaction of reader and author), self study or creating a study guide to implementing national and international educational policies. These practices include learning in groups, workplace learning, curriculum development and learning within an educational institution. However not all social practices are appropriate as the subject of PAR. This is because all the people involved in PAR should be participants. To be a participant in PAR means taking part in the planning and decision-making process as well as specific tasks. In an educational situation, PAR implies learners becoming active learning facilitators. It also implies that the subjects of the research project become its active researchers. Participation in PAR includes the choice of what social practice should be investigated. The action or intervention taken to create, develop or modify the chosen social practice needs to be informed by critical reflection. This means looking at the historical, political, cultural, economic, geographic and other contexts of the social practice before and after any actions or interventions that the participants make. This analysis is used to inform decisions on what future actions or interventions need to be taken to develop the social practice further. This whole process needs to result in the empowerment of all those involved. Crucially, it should also provide support for others to empower themselves from the lessons learned during the Participatory Action Research. ===The boot strap step is recruiting participants=== The project can't take place without participants. However people may be reluctant to commit time and energy in an undefined project. One way of resolving this is for an individual or a small group of people to put together a preliminary project proposal and then start recruiting participants. The project proposal can then be developed by all the participants. ===The first step is to refine and clarify the aim of the project=== This should involve setting and prioritizing an overall goal, specifying objectives, and drafting a preliminary review of the relevant literature. :'''Your''' participation is crucial for this step, please add your thoughts '''[[Learning to learn a wiki way#Clarifying the aims of the learning to learn a wiki way project|below]]'''. ===The second step is to plan a set of interventions=== The use of the term intervention is used because it implies that some form of action will be taken as in Participatory '''Action''' Research (PAR). The very act of editing these project pages is an intervention. Interventions can be anything from simply reading or copy editing these pages to creating a project plan to creating and modifying learning materials. Decisions concerning particular interventions are made through consensus with extensive collaboration throughout the development of the project. A number of methods of accomplishing this have been suggested. One approach is for someone to make edits to the project and the other members of the project to re-edit these. This process continues until a consensus is reached. Another approach is for someone to layout a proposal for an intervention such as creating a guide to action research and see if the other members will join in with this intervention. Yet another method would be to reach a consensus within the group on what interventions need to be made and then plan these collectively. This project will explore and discover various methods for interventions and how to plan them. The term intervention is used to avoid implicit assumptions, bias and prejudices in the actions taken. PAR encourages the use of critical analysis of the subjective, political, economic, social and cultural context of all the interventions in the project. The term "intervention" (rather than "action") implies a degree of neutrality, objectivity and a consensus-driven structure. The set of interventions is planned collectively with as much participation as is possible. ===The third step is to implement these interventions=== Learning to learn together involves drawing related resources together through a diverse range of interests, skills, and participation levels. Intervention is a multi-directional process that is implemented from the outside in (for example, a new participant bringing in a fresh idea), and from the inside out (for example, discussing the project in the [[Wikiversity:Colloquium|Colloquium]]). Implementations can range from compiling and classifying key learning materials to facilitating collaborations between and among learning groups both inside and outside of the local wiki. The project may also suggest needed projects, materials and resources for topic areas that may be lacking. ===The fourth step is to critically assess and evaluate the consequences of these interventions=== A means of assessing, quantifying and qualifying interventions according to their effectiveness toward the goals and objectives needs to be in place. <small>See [[w:Wikipedia:Version 1.0 Editorial Team|Wikipedia:Version 1.0 Editorial Team]] for an example of article quality assessment. This example is presented as a wiki-aware, consensus-driven assessment tool. This project's aim is NOT to assess Wikiversity content (though such an effort may form in the future, most likely outside of this project) but rather the effectiveness of its own interventions.</small> ===The fifth step is to repeat the cycle=== ==What does the ''Learning to learn a wiki way'' project hope to achieve?== *Identify and develop: :*methods of recruiting participants to Wikiversity :*methods of recruiting participants to a learning project :*methods of valuing the skills, knowledge and attitudes of all participants :*ways of [[Supporting Wikiversity participants|supporting participants]] in becoming actively engaged with the Wikiversity. *Develop effective methods of collaborative learning *Identify and develop: :*methods of planning learning on a wiki :*a variety of appropriate learning activities and materials :*methods of managing learning :*a range of appropriate feedback and assessment techniques :*methods of evaluating the process, planning, and implementation of the project *Reflect critically: :*on your own practice as a participant at Wikiversity :*on the role of Wikiversity '''This learning project will only work if it meets the needs of its participants. You can help achieve this by answering the following question:<br> [[Learning_to_learn_a_wiki_way#What_specific_outcomes_do_I_want_from_the_learning_to_learn_a_wiki_way_project.3F | What specific outcomes do I want from this learning project?]] ==Who will be involved in this project?== This project is open to everyone (as, indeed, it is the central question which Wikiversity participants hope to answer through their work). As a tactic to move this project forward, active members of the Wikiversity community will be asked if they wish to contribute. ===Active participants=== * [[User:MarkMayhew|MarkMayhew]] * [[User:Mystictim|Mystictim]] * [[User:Cormaggio|Cormaggio]] 16:08, 7 October 2006 (UTC) * [[User:Leighblackall|Leighblackall]] 07:43, 25 October 2006 (UTC) * [[User:Daanschr|Daanschr]] 13:41, 21 November 2006 (UTC) * [[User:JWSchmidt|JWSchmidt]] 15:42, 28 November 2006 (UTC) * [[User:Srinivasasha|Srinivasasha]] 05:39, 1 December 2006 (UTC) * [[User:Executivezen|Executivezen]] 16:12 4 December 2006 (UTC) * [[User:Mu301|mikeu]] 23:49, 6 December 2006 (UTC) * [[User:Remi0o|Remi0o]] 07:50, 11 December 2006 (UTC) * [[User:mmizzi|mmizi]] 14.16, 17 December 2006 (CET) * [[User:Saidkassem|Saidkassem]] 18:36, 22 December 2006 (UTC) * [[User:CQ|CQ]] 03:12, 25 December 2006 (UTC) ==When will this project take place and how long will it take?== This is an open ended project. However it is important that it builds some momentum so a time line will be developed. It is hoped the project will get going during December 2006. =Tactical planning for the project= Tactical planning is about answering the practical ''How questions'' of the project. This entails identifying methods of archiving the objectives identified in the strategic plan. In effect it is changing strategic questions like "Why is this project needed?" to "How can we create this project?", or "Who is involved in this project?" to "How will they be involved in the project?" or "What does the project hope to achieve?" to "How will the project achieve these objectives?". ==How can the project recruit and keep active participants?== So far participants have either found the project themselves or been invited by other members. It would be useful to find out how participants become active members of other learning projects on Wikiversity and beyond. : '''To start this investigation please could you answer the question:<br>[[Learning to learn a wiki way #Why did you become an active participant of a (learning) project and how did you find out about it? | Why did you become an active participant of a (learning) project and how did you find out about it?]]''' ==How will we refine and clarify the aim of the project?== ===Research background information relevant to the project=== =Project resources= Even though wiki learning is a new field there are plenty of examples and reports on the subject. It would be helpfully to gather a list of these resources and provide reviews or critiques with reference to this project. [[User:Mystictim|Mystictim]] 12:39, 29 November 2006 (UTC) ==Printed materials== *Bruner, Jerome S. The Process of Education. Harvard University Press 1962. *Dewey, John. [http://spartan.ac.brocku.ca/~lward/Dewey/Dewey_1910a/Dewey_1910_toc.html How we think.] Lexington, Mass: D.C. Heath, 1910. *Dewey, John. Experience and Education. New York, New York: Macmillan Publishing, 1938. *Vygotsky, Lev S. Mind in Society: The Development of Higher Psychological Processes. Edited by Cole, Michael; John-Steiner, Vera; Scribner, Sylvia; and Souberman, Ellen. Cambridge, MA: Harvard University Press, 1978. *Bransford, John D.; Brown, Ann L., Cocking, Rodney R. [http://www.nap.edu/html/howpeople1/ How people learn: brain, mind, experience and school]. Washington, DC: National Academy Press, 1999. *Howard, Pierce J. The Owner's Manual for the Brain: Everyday Applications from Mind-Brain Research, Bard Press, 2000. *Pinker, Steven. How the Mind Works. New York: W. W. Norton & Company, 1997. ==World Wide Web== ===Wikiversity=== *[[Wikiversity:Wiki as a tool for learning | Wiki as a tool for learning]] *[[Supporting Wikiversity participants]] *[[Developing Wikiversity through action research]] ===Wikipedia=== ===Websites=== *[http://scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_education#Courses_using_Wiki Using wiki in education] is a useful introductory article on this subject. *[http://www.campaign-for-learning.org.uk/projects/L2L/l2lindex.htm Learn to learn] is the corporate site for a learn to learn project being run in English and Welsh secondary schools. *[http://www.learntolearn.ac.uk/ Learning how to learn] is the materials website for the above project and is run by the ESRC Teaching and Learning Research Programme. You can log in with the user name '''guest''' and no password. *[http://www.rsa.org.uk/newcurriculum/ Open minds] is a project which investigated the way young people are educated in Britain today conducted by the Royal Society for the encouragement of Arts (RSA). *[http://www.qca.org.uk/7659.html Assessment for learning] is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, 2002) *[http://kcl.ac.uk/schools/sspp/education/research/cognitive.html Cognitive acceleration] is a method for the development of students' general thinking ability (or general intelligence) which has been developed at King's Collage London. *[http://www.campaign-for-learning.org.uk/ The Campaign for learning] are working for an inclusive society in which learning is understood, valued and accessible to everyone as of right. *[http://www.wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html John Dewey: Philosophy of Education] is a good jumping of point to find out more about the granddaddy of learning by doing. *[http://www.marxists.org/archive/vygotsky/index.htm Lev Vygotsky Archive] includes extracts from the writings of the rediscovered master of social learning theory. *[http://ltc.umanitoba.ca/KnowingKnowledge/index.php/Main_Page Knowing Knowledge] and interesting wiki on the subject of the nature of knowledge in the knowledge age. ===Reports and Studies=== *[http://www.demos.co.uk/publications/aboutlearning About learning] is a report by Demos on learning to learn in English and Welsh secondary schools. *[http://www.nap.edu/html/howpeople1/ How people learn: brain, mind, experience and school] sets out the latest results from social and cognitive science on learning. ===Blogs=== * [http://www.ikiw.org/ Using Wiki in Education] is an interesting blog on this subject. =Project artifacts= As the project progresses it will generate content for Wikiversity. If the content is short it should be entered below. When chunks of content become large enough they should be transfered to their own page and a link added below. ==[[Learning to learn a wiki way/reflective blog | Group reflective blog for learning to learn a wiki way]]== This is a subpage and is intended to be the collective blog for this project. Rather than write to this subpage directly it is a composite page of individual's learning blog pages from the project participants. You can find out more and add your learning blog at the [[Learning to learn a wiki way/reflective blog | Group reflective blog for learning to learn a wiki way]] . ==Investigation of information relevant to this project== *[[About learning a report by Demos study group]] aims to investigate the implications of this report for Wikiversity in general and this learning project specifically. * [[How people learn: brain, mind, experience and school]] is a study site for this important book. This book and study site may well be one of the keys to a successful Wikiversity. ==Planning the project== The central problem as I see it is how do we create active learning communities at Wikiversity. I think that their are numerous solutions to this problem. I would like to explore using Participatory Action Research (PAR) as a method of finding some of these solutions. I’ve never carried out any PAR before so this will be a learning journey for me. The first step is to recruit participants for the project and find out why they want to join the project and what they want from the project. This will help to clarify the aims and objectives of the project. Please feel free to add your reasons for joining the project and what you hope to get out of the project under the headings listed below. [[User:Mystictim|Mystictim]] 00:26, 28 November 2006 (UTC) Which page dose this change ===Why I want to join the ''learning to learn a wiki way'' project?=== *I find the Wikiversity a very exiting project and want to find out how to use it to develop learning projects in the areas of education, philosophy and computer applications. [[User:Mystictim|Mystictim]] 00:26, 28 November 2006 (UTC) *I agree with you, Mystictim, that one of the central things we need to do in Wikiversity is to explore and identify ''how learning is to be provided for in Wikiversity'' (as distinct from providing educational material which can be used for autonomous self-study). I think it is a potentially very powerful learning project to carry out within a framework of (participatory) action research - as this is also the focus of my own research (see my [http://cormaggio.org blog] and [http://www.cormaggio.org/wiki/index.php?title=User:Cormac wiki]). I think I have something to contribute here, but I also have a lot to learn - hopefully we will explore, reflexively, what it means to participate in this space and what our reflections tell us about the nature of this space and what can become of it. This whole project (ie Wikiversity) is a deeply exciting one, and this ''particular'' learning project/community has the potential to become a microcosm of the whole, and a resource for all. [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 16:03, 28 November 2006 (UTC) *A "Learning to learn a wiki way" learning/research project is important because of its subject matter, but it is also relevant to the larger issue of establishing a role for research within Wikiversity. At Wikimania this past Summer Jimmy Wales announced the launch of Wikiversity and said, "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Wikiversity_.2826:35.29 source]) The Wikiversity community has been instructed by the Board: "..... guidelines should be developed, *in particular* with regards to collaborative research. We would hope that these guidelines are as much as possible developped on the beta site (in particular collaborative research), so that all languages share a common goal and a few common non negociable rules." ([http://mail.wikimedia.org/pipermail/foundation-l/2006-August/009074.html source]). If we actually had "Learning to learn a wiki way" as an active research project it would provide an example of how research can be done at Wikiversity and provide us with something to point to when the progress and status of the Wikiversity project is reviewed at the end of the first six months. --[[User:JWSchmidt|JWSchmidt]] 17:10, 28 November 2006 (UTC) *I'm actually certified in teaching social studies, but technology is my hobby and until I find a teaching position, it's also my current job. Wikiversity is interesting to me because it blends both technology and education and I can do it within social studies...so for me it's a no-brainer. Add to that the fact that I grew up with the internet coming to strength and I'm sure it will be around for quite some time. Participating in wiki is a way to stay current for my future students. --[[User:Kfitton|Kfitton]] 03:09, 29 November 2006 (UTC) *I'm exploring ways to involve formal learning organisations and national curriculums and standards into the wikiversity... early days, lots to think about. Apart from that, I'm just generally interested in free and open learning and how to formally credit that with formal educational qualification...--[[User:Leighblackall|Leighblackall]] 09:51, 30 November 2006 (UTC) *I'm involved in introducing networked learning into business and management education and look to Wikiversity as a fantastic social experiment from which to gain inspiration and to which to direct skeptical onlookers. The audience I serve are extremely skeptical of networked learning, and will probably look at Wikiversity in complete bafflement. There are some crushing barriers we face from concerns within this audience (clients, academics of the slightly older generation) of poor tech-literacy, the turn-off from impenetrable 'geek' languages, generation (Y) and gender issues, intellectual property issues. However, if I haven't already done so via this post, I'm very interested to join a PAR project. My other interest is as a philosopher, so I'm keen to examine on what basis we make claims in this and in other talk pages. [[User:Executivezen|Executivezen]] 20:49, 4 December 2006 (UTC) *I teach so I always look for the another way to learn. There are many ways to present data, information, and knowledge so, I find there is a need to practice learning. I know my topics, but, I am always looking to improve presentation and material. This looks to me away to find new avenues of professional growth. [[User:Almendoza]] 21 December 2006 *I am a functional writer with the ability to edit content, while also keeping in mind the author's intended message. I feel I am a perfect addition to an open source, "hunger-for-knowledge-drive", since I have perfected the art of being a student, or as I prefer, ''professional scholar''; all while attending Washburn University, here in Topeka, KS for only the last seven years or so! Who knows, I might even graduate someday...!"[[User:Ifroggi|Ifroggi]] 07:19, 5 January 2007 (UTC) ===What specific outcomes do I want from the learning to learn a wiki way project?=== *I hope to develop my skills as an online learning facilitator and to eventually earn a living from this activity. [[User:Mystictim|Mystictim]] 00:26, 28 November 2006 (UTC) * I also hope to develop my own skills as a researcher, an educator and a reflective practitioner - but I also hope that participating in this project can really crystallise for me and others what learning means within a wiki and how it is provided for - something that is still quite fuzzy in my mind, after over two years of thinking and writing about the subject. [[User:Cormaggio|Cormaggio]] <sup><small>[[User talk:Cormaggio|talk]]</small></sup> 16:03, 28 November 2006 (UTC) *I'd like to improve my skills and awareness of mediawiki editing, and discuss opportunities to interact wikiversity activity with activities in formal educational organisations.--[[User:Leighblackall|Leighblackall]] 09:53, 30 November 2006 (UTC) *I'm also hoping that the [http://mobiled.uiah.fi/ MobilEd initiative] will work in with Wikiversity.--[[User:Leighblackall|Leighblackall]] 09:55, 30 November 2006 (UTC) * This is great! My outcomes are to prepare me/my thinking for a PhD in deconstructivist philosophy of education, courtesy of the discussion. As well as to aid my professional work as a learning technologist. [[User:Executivezen|Executivezen]] 20:54, 4 December 2006 (UTC) *I'd like to use this project to discuss specific topics in how to improve learning in a wiki environment and then implement those ideas in the content areas that I am working on. I see a lot of potential for the wiki model of learning, but it is not yet clear to me how to structure lessons that encourage participation and take full advantage of the interactive nature of a wiki.--[[User:Mu301|mikeu]] 13:24, 12 December 2006 (UTC) * I see a potential in this model, and I hope to contribute (as well as benefit)from some type of alternative(s) to the "My Space" insanity that panders to the lowest, most primitive emotional response in net users. -- Anonymous * I would like to see Wikiversity and the larger Wikimedia metacommunity become a solid source of reliable content on the Internet. I think it's reasonable, even inevitable that wiki-enabled communities can help shift the paradigm toward an open and fair community model and away from commercialism and corporate overcontrol. [[User:CQ|CQ]] 12:44, 23 December 2006 (UTC) * I would like to see standard techniques developed and published to help individuals or small teams create new projects that look active and interesting to newcomers. I fear Wikiversity will stagnate if it cannot quickly create and support myriads of little learning teams and communities. [[User:Mirwin|Mirwin]] 11:31, 25 January 2007 (UTC) ===Why did you become an active participant of a (learning) project and how did you find out about it?=== * I've become an active participant in this learning project because I need a set of tools for creating online learning projects. Part of my motivation for this is that I would like to earn a living as an online learning facilitator. A stronger motivation for me is that this specific project and the Wikiversity in general matches many of my beliefs and desires. Doing social useful work is an important value for me. This project provides a space were I can put my skills and knowledge to good use.<br>I arrived here by a round about route. I discovered Wikibooks earlier this year when I was actively searching for collaborative projects around creating learning materials. I found the discussion about deleting Wikiversity and the proposal to establish a separate project by accident. From time to time I'd come back to check the progress of establishing Wikiverstiy as a separate project. I signed up in August and setup this project in September. [[User:Mystictim|Mystictim]] 20 December 2006 ===Clarifying the aims of the learning to learn a wiki way project=== Perhaps begin with a Wikiversity member commitment to the accurate documentation of information provided within the Wikiversity knowledge relay, as well as providing all necessary works citations that support posted documentation. Also, make a goal to build standards of liability in maintaining a positive reputation concerning academic fortitude. Making a commitment to assist others in setting and reaching their educational learning goals through positive peer encouragement, friendly competition/and or challenges, offering peer-based tutorial support..but not requiring a participation quota for any reason. to create a volunteer based member task group to assist in defining the overall tasks yet to be accomplished, outlining future objectives, finding new creative learning methods, to collaborate, research and compare what has, and has not worked in the past for similar entities; making sure to avoid repeating any previously established 'learning blunders'. --[[User:Ifroggi|Ifroggi]] 09:19, 5 January 2007 (UTC) [[Category:Wikiversity]] [[Category:Wiki and education]] [[Category:Research]] 5238 70800 2007-01-11T23:17:01Z JWSchmidt 20 [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] This is a simple plan with quick turnaround. Interview "bricks and mortar" University students from around the world after telling them about Wikiversity. == Interview Statements/Questions == * S. Wikiveristy is Free * S. Wikiversity is World Wide * Q. How much do you pay for school? * Q. What is your loan? * Q. How long will it take you to pay it off? * Q. What are the skills *your* college has given you to take to an employer == Reactions == Video shooters will need a simple release form to show a persons image in the Wikiversity Film, and these can be found on various indy film sites. [[Category:Wikiversity the Movie|{{SUBPAGENAME}}]] 5239 25285 2006-09-08T15:11:54Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 5266 25346 2006-09-08T16:08:26Z JWSchmidt 20 #REDIRECT [[School:Mathematics]] #REDIRECT [[School:Mathematics]] 5298 76677 2007-01-15T20:59:05Z JWSchmidt 20 priority Welcome to the Wikiversity '''Department of Electrical Engineering'''. ==Department description== The Department of Electrical Engineering is a Wikiversity content development project where participants create, organize and develop learning resources for Electrical Engineering. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Electrical Engineering]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Electrical Engineering|*]] 5299 47154 2006-11-21T00:19:46Z Rayc 57 [[Category:Education]] The History of Education is a growing field. See these sources for an overview of education in the US and England: Stanly Aronowitz. The Knowledge Factory. Nicholas Ormes. The Medieval School. Yale UP, 2006. --------------------------------------------------------------------------------- The History of Education in Australia Until the mid/late 20th century, education in Australia largely continued to be influenced by the British model, though has come to stand on it's own in revent years. [[Category:Education]] 5300 25496 2006-09-08T21:23:23Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5305 80956 2007-01-25T15:10:55Z JWSchmidt 20 [[Category:High School]] [[Category:History]] [[Category:High School]] 5306 48538 2006-11-25T21:28:31Z Vaikunda Raja 977 '''Introduction''' ''Ayyavazhi'' is a monistic religion, originated in South India in the mid 19th century. Though Ayyavazhi has not as yet received official recognition as an independent religion from the Indian government, its underlying theame forms it as an autonomous religion though related to Hinduism to an extend. The ideas and philosophy of the religion are based on the teachings of Ayya Vaikundar who was a God incarnate as per the religious texts Akilattirattu Ammanai and Arul Nool. [[/Ayyavazhi theology/]] ==Resourses== * [[w:en:Ayyavazhi|en:Ayyavazhi]] * [[w:ta:அய்யாவழி|ta:அய்யாவழி]] [[Category:Theology]] [[Category:Department of Ayyavazhi Studies]] 5317 28755 2006-09-22T23:07:28Z 61.1.210.157 . [[Category:Theology]] 5319 74304 2007-01-12T22:39:47Z Historybuff 5228 Moved to subcat [[Category: Programming Languages]] 5329 51951 2006-12-06T05:57:06Z 67.164.71.78 /* Content summary */ ==Introduction== This course is designed to explain Basic EMT (Emergency Medical Technician) procedures, simply and thoroughly. You'll still have a lot to learn after going through this course. This course is meant to be a kickstart or companion to formal EMT training. ==Content summary== * Blood Pressure * Blood O<sup>2</sup> level * Pocket Masks * Airways * Pulses ==Goals== This learning project offers learning activities to increase understanding of EMT skills. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:]] <---include subject name [[Category:{{PAGENAME}}|{{PAGENAME}}]] 5354 41244 2006-10-30T15:21:57Z JRasmussen 2609 Welcome to the Wikiversity '''Division of New Age Religions''', part of the [[School:Theology|School of Theology]] and the [[Topic:Religious Studies|Division of Religious Studies]]. Most New Age Religions are not scientific, but they often try to embrace, adapt and incorporate elements of modern scientific theories into their beliefs. This is in contrast to older religions that were formed before the era of modern science. ==Division news== * '''9 September 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Church of Scientology|Church of Scientology]] - a young religion that includes ideas inspired by modern science and science fiction *[[Topic:Discordianism|Discordianism]] - From Malcalypse The Younger to Emperor Norton the 1st. You want a god? We'll make E go nuts. * ... ==See also== *[[b:Purpose|Purpose]] - at Wikibooks; about the idea of developing a universal religion based on scientific knowledge about the universe and life *[[w:Wingmakers|Wingmakers]] - at Wikipedia; online experiment in modern myth making and spirituality ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[User:JRasmussen|JRasmussen]] [[Category:New Age Religions]] 5355 25673 2006-09-09T12:12:44Z JWSchmidt 20 subcategory [[Category:Theology]] 5367 77273 2007-01-16T21:19:00Z JWSchmidt 20 [[Category:Religious Studies]] [[Category:Religious Studies]] 5368 25724 2006-09-09T14:32:29Z JWSchmidt 20 subcategory [[Category:Interdisciplinary Studies]] [[Category:Theology]] 5369 66988 2007-01-05T04:50:21Z JWSchmidt 20 [[Category:Wikiversity policy]] {{shortcut|[[WV:SHRINE]]}} [[Image:800px-ItsukushimaTorii7381.jpg|thumb|right|Wikiversity does not erect shrines for vandals]] At Wikiversity, vandalism is considered a nuisance. It's something that needs to be dealt with but which is not a big deal. As a result, Wikiversity erects '''no shrines for vandals'''. == Specifics == Users who are blocked as vandals will have their user page protected from editing or deleted. Specifically, there will be no templates posted for blocked users nor will any vandal-specific templates be used to adorn user pages of vandal sock puppets. Vandals should not have anything to point at that shows they have received attention: * Obvious repeated vandals are '''blocked on sight''' (e.g. page movers, page blankers, obscenity writers). If there are doubts, a comment should be left on the talk page to offer the user an opportunity to respond. * The '''user page is deleted''' or at least protected from editing if there is useful content there. * '''No publicly accessible pages''' will be created to document long term abuse by vandals. If there is need to document such things for the purpose of training custodians, a page can be created and subsequently deleted. Custodians will be able to view the page by using <code>[[Special:Undelete]]/Pagename</code>. == Philosophy == The primary motive for many vandals is attention. If individuals move pages to inappropriate titles, blank articles or write obscene words, propose pages for speedy deletion without merit, or whatever else vandals do, it's to gain attention. It's "funny" to see people stop their work and take care of what they did. It's "entertaining" to show friends what one has done on pages that many other people visit. Disruption is "cool". By refusing to acknowledge individual vandals, we take away what they crave most. [[Category:Wikiversity policy]] 5370 25730 2006-09-09T14:57:06Z Sebmol 14 Redirecting to [[Wikiversity:No shrines for vandals]] #REDIRECT [[Wikiversity:No shrines for vandals]] 5389 49197 2006-11-27T04:54:31Z AmiDaniel 3334 Recategorize as [[:Category:Content]] This is the main category for [[Wikiversity:Study guides]]. In the future this will be divided up into subcategories for easy of use. [[Category:Content]] 5390 25783 2006-09-09T18:09:24Z JWSchmidt 20 link to [[b:Wikibooks:What is Wikibooks]] This is just a placeholder until a policy is made. A lot of pages are being given the title "Study guide: Foo". Hopefully this page will tell the difference between '''study guides''', topics, and lessons. For now, here is what wikipedia has to say on Study guides: Study guides are student tools used to help facilitate learning and comprehension of literature, research topics, history, and other subjects. Most study guides summarize chapters of novels or the important elements of the subject. -wikipedia ==See also== *[[b:Wikibooks:What is Wikibooks|What is Wikibooks?]] - if a learning resource fits the definition of content for Wikibooks then it belongs at Wikibooks. [[Category:Study guides|*]] 5391 79669 2007-01-21T19:22:47Z 86.20.33.62 /* Worked Problems */ {{Prereq|{{Prereq1|College Algebra}} }} ==Introduction to Limits== Limit processes are the basis of calculus. As opposed to algebra, where a variable is considered to have a fixed value (think of the solution of word problems, where there are one or more discrete answers), we allow a variable to change continuously and study how a function's value changes. ==Outline== This article addresses limits of functions of a single variable. It starts with an informal definition, discusses the basic properties of the limit operation, and progresses to the precise definition of limit. This rigorous definition is used to prove the earlier results, which were stated without proof. A number of examples of applying the definition are given, which helps develop facility with inequalities. ==An Informal Definition== Consider the function <math>y = 2x </math>. As x increases, y increases. As we crank x up towards a number, say 100, y gets closer to the number 200. Limits are concerned with what the value of a function (in this case, y) approaches as a variable it is based on (in this case, x) approaches a number (in this case, 100), not the actual value of the function when the variable equals the number. This is useful because not all functions are continuous and you may get a different result in the limit of y as you crank x down instead of up to that number. ==Continuous Functions== [[Image:Qfunction.png|300px|center]]<br> [[Image:Floor function.svg|200px|center]] :Look at these two graphs. Notice that the top one is a single, unbroken curve, whereas the bottom one has many "jumps." Now the top graph is continuous and the bottom one is not. This is the basic idea of continuity for a function; a function that is not continuous will have jumps. Points themselves can also be continuous and not continuous. For example, the point where x equals -1/2 in the second graph is continuous because there are no jumps in that specific section. On the other hand, where x equals two, there is a jump, so the point is not continuous. Not a very formal definition, this jump thing! Because the jump thing is so informal, they invented a new way to phrase it using limits ===Definition of a Continuous Function=== Say we want to prove that the top function is continuous for all values between -3 and 3. (This is a closed interval, or a section of a function that includes the two endpoints. Likewise, an open interval is a section of a function that does not include the two endpoints. The closed interval between -3 and 3 includes -3 and 3; the open interval does not.) The first definition is that of continuity in an interval ;Definition of continuity in a closed interval :A continuous closed interval is continuous at every point, including the left and right endpoints. Not too complicated, eh? Now on to the definition of continuity at a point that is in a open interval; that is, not including the endpoints ;Definition of continuity at a point in an open interval in a function :Let c be the x-value of the coordinate we want to prove is continuous. Now, this point is continuous if *<math>\lim_{x\to c} f(x)</math> exists, and *<math>\lim_{x\to c} f(x)=f(c)</math> Now, when can the limit as x aproaches c not exist? Just look at the second graph! If you try to find the limit at two from numbers larger than two, you get a result that does not equal the results from using numbers smaller than two! There is a way to write this mathematically, so we define new types of limits. *The mathematical way to write "The limit of f(x) as x aproaches c created by using numbers larger than c" is <math>\lim_{x\to c^+}f(x)</math> *The mathematical way to write "The limit of f(x) as x aproaches c created by using numbers smaller than c" is <math>\lim_{x\to c^-}f(x)</math> ==Basic Theorems for Limit Operations== The limit operator satisfies linearity. That is to say, "the limit of sums, is the sum of limits" There are also basic rules for doing arithmetic with limits. They can be found in [[Wikibooks:Calculus/Limits#Limit Rules|the calculus textbook]] for reference. Follow this link and study the limits. Convince yourself that these rules are intuitive. It's just simple arithmetic! Also note that if f(a) is defined, and if it is on a [[#Continuous Functions|continuous]] function, then <math>\lim_{x\to a} f(x)=f(a)</math>. ==Worked Problems== What does <math>\lim_{x\to 5} (x^2)</math> equal? :Find the value of this expression for values close to 5. {|border="1" | |<math>x</math>||4||4.9||4.99||4.999||4.9999||5.0001||5.001||5.01||5.1||6 |- |||<math>x^2</math>||16||24.01||24.9001||24.990001||24.99900001||25.00100001||25.010001||25.1001||26.01||36 |} Notice how, as we get closer to 5 from both sides, the limit aproaches 25. This may seem obvious, since 5 squared actually equals 25. In fact, the limit of f(x) as x aproaches c in a continuous open interval is equal to f(c) if it is defined. However, this problem is merely to help you get aquainted to limits, before we go into limits about a very special quotient, 0/0, and other [[Wikipedia:Indeterminate form|indeterminate forms]], or expressions that cannot be determined by subsituting c for x in a limit where x goes to c. (Wikipedia is a very good reference on these limits; however, avoid going into the section on evaluating indeterminate limits, for this uses a statement called L'Hôpital's rule. This is a useful rule but is confusingly unnecesary until you know what a derivative is.) Notice that 0/0 by itself is meaningless; also notice that <math>lim_{x\to 0}(x/x)</math> equals one, since for all values near 0, x/x=1. This is the main purpose of limits; you can find otherwise undefined expressions with them. Limits also allow you to use algebraic rules, even at values when the rules are false! For example, look at <math>lim_{x\to 0} (x^2/x)</math>. What does this equal? Let's use an algebreic rule that is true at all values of x beside 0. The rule states that <math>x^2/x</math> equals x for all numbers beside 0. When we apply this rule to our old limit, we see that the limit is equivelant to <math>lim_{x\to 0} x</math>, which is easily seen to be equal to 0. [[Wikibooks:Calculus/Limits#Using limit notation to describe asymptotes|For more on finding limits, see the calculus wikibook.]] :[[Introduction to Limits/Problems|Problems]] ==A More Precise Definition of Limit== :For almost all purposes, the informal definition of a limit works very well; however, because of its vague wording, it is very dificult to use it in any sort of proof about limits. For proofs, [[Wikibooks:Calculus/Limits#Formal definition of a limit|the formal definition of a limit]], from Wikibooks, is used instead. ==Applying the Definition== ===Limits involving Polynomials=== ===Limits involving Rational Functions=== ===Limits involving Trigonometric Functions=== [[Image:Sinxoverx.png|center|300px]] This is a unit circle. It has a radius of one unit, and its angles are measured in radians. Using this circle, we can prove that :<math>\lim_{\theta\to 0} \,\ \frac{\sin(\theta)}{\theta}=1</math> :Notice that this makes sense, since as theta approaches 0, arc DA becomes very close to being congruent to arc DC. This doesn't prove anything, though! To prove this, we need to look at areas. First notice that <math>ODC \le ODA \le OBA </math>, since each area contains the last are, plus another layer. Now, we can find the area of these three areas. The first area, ODC, is a triangle. This triangle has a base of <math> \,\ \cos(\theta)</math>, and it has a height of <math> \,\ \sin(\theta)</math>. Using the area formula for a triangle, we find ::<math>ODC=\frac{1}{2} \cos(\theta) \sin(\theta)</math> :Now, we go on to the next area, ODA. It is a sector of a circle. The formula to find the area of the sector of a circle is ::<math>\frac {\theta r^2} {2}</math> :This makes sense, since when you think that a complete circle would have two pi radians, the formula turns into the formula for a circle. In our unit circle, the area is simply <math>\frac {\theta} {2}</math>, since the radius is one. :The third area is also a triangle, with height of <math> \,\ \tan(\theta)</math>, or <math>\frac {\sin(\theta)}{\cos(\theta)}</math>. With a base of one, its area turns into ::<math>\frac {1}{2} \frac {\sin(\theta)}{\cos(\theta)}</math> :Now from the origional expression of <math>ODC \le ODA \le OBA </math>, we have ::<math>\frac{1}{2} \cos(\theta) \sin(\theta)\le \frac {\theta}{2} \le \frac {1}{2} \frac {\sin(\theta)}{\cos(\theta)}</math> :Multiply this whole inequality by two ::<math> \cos(\theta) \sin(\theta) \le \theta \le \frac {\sin(\theta)}{\cos(\theta)}</math> :Now divide the whole thing by <math> \,\ \sin(\theta)</math> ::<math> \cos(\theta) \le \frac {\theta} {\sin(\theta)} \le \frac {1}{\cos(\theta)}</math> :Now we apply the limit! ::<math> \lim_{\theta \to 0} \,\ \cos(\theta) \le \lim_{\theta \to 0} \,\ \frac {\theta} {\sin(\theta)} \le \lim_{\theta \to 0 } \,\ \frac {1}{\cos(\theta)} \equiv 1 \le \lim_{\theta \to 0} \,\ \frac {\theta} {\sin(\theta)} \le \frac {1}{1}, \,\ or \,\ 1 </math> {{Further Study}} [[Category:Calculus]] [[Category:Introductions]] [[Category:Introductions]] 5403 64673 2006-12-30T02:51:15Z Elatanatari 2826 <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{Wikiversity:Announcements}} </div> </div> * [[Image:Flag of France.svg|20px]] The [[French Department]] is in need of an Instructor and contributers. * New learning project: [[Conceptualize:_A_Wikiversity_Learning_Project|Collaboratively-building concepts]]. * Users interested in learning Spanish should sign up at [[Spanish/Students]]. * the [[Wikiversity:Motto contest|Motto contest]] is ongoing. * [[Wikiversity:Register Language of Interest|Register language of interest]] We have a threshold of ten interested participants to initiate a dedicated language domain away from the beta.wikiversity.org incubator site. * Update the links on this page from Wikipedia links to Wikiversity links. * create pages from the redlinks on this page (if required and useful) == Centralized discussions == <div style="float:left;width:59%"> <div class="backgroundcolor1 bordercolor4" style="border-style: solid; padding: 0.5em; clear: both"> {{cent}} </div> </div> 5405 25884 2006-09-10T03:13:41Z Sam916 1018 <center><big>'''Welcome to the Sam916 University'''</big></center> [[Image:Sam916 University.gif|right|200px]] This is the University of Sam916. A small quaint little school that is dedicated to just random things. You'll Never know what the teacher, [[User:Sam916|Me]], will do. ==Divisions and Departments== ===Architecture Division=== *[[Topic:Dubai Architecture|Dubai Architecture]] ==Participants== All you need to do is add yourself, and you're enrolled. ==School News Board== '''9/9/06''' - School Founded [[Category:Specialty Schools]] 5407 76682 2007-01-15T21:12:03Z JWSchmidt 20 learning projects [[Image:Palm Island Resort.jpg|right|250px|thumb|Palm Jumeirah, one of Dubai's marvelous spectacles.]] Welcome to the Dubai Architecure Department of Sam916 University. ==Department Description== This department is dedicated to, you guessed it, Dubai Architecture. This page is for Sam916 University students to read over information that will be posted here. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *'''[[Dubai Architecture I]]''' **[[Dubai Architecture I/Orientation|Dubai Architecture I Orientation]] *'''[[Dubai Architecture II]]''' *'''[[Dubai Architecture III]]''' * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Architecture]] 5408 25945 2006-09-10T12:35:10Z JWSchmidt 20 more for the header This category is for Wikiversity schools that do not really fit into the conventional categorization of academic topics found within the large schools in [[:Category:Wikiversity schools]]. This category is in the spirit of: "we should run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work." ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Software_changes_for_stable_versions_.2852:30.29 source]) [[Category:Schools]] 5410 70359 2007-01-11T01:55:05Z JWSchmidt 20 link to [[School]] The "School:" [[Wikiversity:Namespaces|namespace]] is a special feature of Wikiversity. The first Wikiversity pages that made use of the "School:" prefix were the "major Wikiversity schools" corresponding to the list of schools that was [[b:Wikiversity:Wikiversity Schools|developed by the Wikiversity community at Wikibooks]]. "School:" namespace pages for other types of school are invited and each type of school can be organized in its own category. For example, pages for real world schools can be placed in [[:Category:Real world school]]. '''See also''': [[School]]. [[Category:Content]] 5416 25842 2006-09-09T23:28:38Z Trevor MacInnis 99 create {| style="background-color:transparent;" |- |colspan="2" | <small>The links below lead to the main ''community pages'' of the projects.<br />All of these projects are [[Wikipedia:Multilingual coordination|multilingual]] and [[Wikipedia:Copyrights|open-content]].</small> |- valign="top" |align="right"| [[m:Goings-on|'''Meta-Wiki''']]&nbsp;&ndash; | Coordination of all Wikimedia projects. |- valign="top" |align="right"| [[W:Wikipedia:Community Portal|Wikipedia]]&nbsp;&ndash; | The free encyclopedia. |- valign="top" |align="right"| [[wikt:Wiktionary:Community Portal|Wiktionary]]&nbsp;&ndash; | A collaborative multilingual dictionary. |- valign="top" |align="right"| [[n:Wikinews:Workspace|Wikinews]]&nbsp;&ndash; | News stories written by readers. |- valign="top" |align="right"| [[b:Wikibooks:Community Portal|Wikibooks]]&nbsp;&ndash; | A collection of collaborative textbooks. |- valign="top" |align="right"| [[q:Wikiquote:Community Portal|Wikiquote]]&nbsp;&ndash; | A compendium of referenced quotations. |- valign="top" |align="right"| [[wikisource:Wikisource:Community Portal|Wikisource]]&nbsp;&ndash; | A repository for free source texts. |- valign="top" |align="right"| [[wikispecies:Wikispecies:Community Portal|Wikispecies]]&nbsp;&ndash; | A directory of species. |- valign="top" |align="right"| [[commons:Commons:Community Portal|Commons]]&nbsp;&ndash; | Repository for free images and other media files. |} 5418 76811 2007-01-15T23:32:46Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of Human Physiology'''. ==Department description== The Department of Human Physiology is a Wikiversity content development project where participants create, organize and develop learning resources for human physiology. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. '''General Physical Concepts''' *[[Body Organization]] *[[Homeostasis]] *[[Body Chemistry]] *[[Cell Structure]] *[[Cell Function]] *[[Topic:Histology|Histology]] *[[Feedback]] *[[Metabolism]] *[[Membranes]] *[[Cellular Communication]] '''Systems Physiology''' *[[Neurophysiology]] *[[Muscular Physiology]] *[[Cardiovascular Physiology]] *[[Respiratory Physiology]] *[[Renal Physiology]] *[[Digestive Physiology]] *[[Endocrinology]] *[[Reproductive Physiology]] '''Integrative Physiology''' *[[Exercise Physiology]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Biology]] 5423 77438 2007-01-17T00:59:47Z 68.212.51.237 ===Instructions for this lesson=== Read the text below carefully, try to understand it. If something is not clear - you could use [[w:|Wikipedia]]. Answer the questions at the end. ===Contents=== Since ancient times people have needed to perform various calculations. The human mind is a powerful problem-solver, however it is often prone to make simple mistakes that often go unnoticed. So people started to use additional items and instruments to assist in calculations. (Abacus, Pascal and Leibniz calculators, need for large amount of calculations, [[w:Babbage|Babbage]]. machines of 40s, [[w:Von Neuman|Von Neuman]], [[w:ENIAC|ENIAC]], assembler, compiler, FORTRAN, PASCAL...) I think, these can be taken directly from Wikipedia: * [[w:Computer|The Computer]] * [[w:History_of_computers|The History of Computing Hardware]] * [[w:History_of_software_engineering|The History of Software Engineering]] ===Self Test(s)=== ====Quiz for [[w:Computer|The Computer]] Reading==== {{ABCD | Question = The statement "Any computer with a certain minimum capability is, in principle, capable of performing the same tasks that any other computer can perform." is known as | Atext = The Church–Turing thesis | Aanswer = That is correct. This is known as [http://en.wikipedia.org/wiki/Church%E2%80%93Turing_thesis Church–Turing thesis] | Btext = The von Neumann thesis | Banswer = No. When programs are contained in storage that may be easily modified by the computer itself, the device is said to have a von Neumann architecture. | Ctext = The Babbage thesis | Canswer = No. Charles Babbage was an English mathematician, analytical philosopher, mechanical engineer and (proto-) computer scientist who originated the idea of a programmable computer. | Dtext = D text goes here | Danswer = Answer for D goes here }} *[[Basics of computer architecture|Next lesson]] *[[Introduction to Computer Science|Back to course contents]] [[Category:Introduction to Computer Science]]|[[Category:Learning activities]][[Category:History of Computer Science]] [[Category:Computer Science Courses]] 5424 edit=sysop:move=sysop 25877 2006-09-10T02:47:05Z Digitalme 39 Protected "[[Topic:Rape]]": salting, recreated content that has been speedied twice [edit=sysop:move=sysop] {{User:Digitalme/Salt}} 5425 74121 2007-01-12T19:58:42Z JWSchmidt 20 [[Category:Community discussions]] Please do not edit this page. Continue old discussion at [[Wikiversity:Colloquium]]. ---- = 1 September, 2006 = ==Online AP study== Quote: "If you are a homeschooled student or attend a school that doesn't offer AP, you can still participate. Each year hundreds of students participate through independent study. Some states even sponsor online AP courses." [http://www.collegeboard.com/student/testing/ap/about.html] <--we can give people college credit!--[[User:Rayc|Rayc]] 05:15, 1 September 2006 (UTC) == Infrastructure Project (New Page?) == Do others agree that such a project category should exist? Does such a category exist and I missed it? Does anyone agree that Wikiversity Infrastructure would be a good place for the School of Computer Science to devote its attention? Is it possible to create such an infrastructure in a contribution-based Wiki environment? <small>(''The preceding [[w:Wikipedia:Sign your posts on talk pages|unsigned]] comment was added by'' [[User:71.68.88.137|71.68.88.137]] ([[User talk:71.68.88.137|talk]] • [[Special:Contributions/71.68.88.137|contribs]]) 02:46, August 24, 2006.)</small> <small>I have moved this from [[Infrastructure Project]].--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:37, 1 September 2006 (UTC)</small> :Why did you move it? Was it originally linked to from computer science? I left a response for the originator but it will not do much good if they cannot find the file they created. [[User:Mirwin|Mirwin]] 05:38, 1 September 2006 (UTC) ::I moved that comment because it was on an orphaned mainspace page where it was unlikely to be seen by anyone.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 16:49, 1 September 2006 (UTC) == [[MediaWiki:Revertpage]] == I'd like to propose changing the edit summary on rollbacks from "Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]); changed back to last version by [[User:$1|$1]]" to "Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]) to last version by [[User:$1|$1]]". I think that the second one is better sounding, and it's more pithy and succint. Any major objections to this/alternate suggestions? --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:56, 1 September 2006 (UTC) :Yep, the second one sounds better to me. [[User:Cormaggio|Cormaggio]] 07:51, 1 September 2006 (UTC) ::"more pithy" <-- Pithy comments are often short, direct, and memorable. However, what we need is informative. Suggestion:<BR>(Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]); changed back to last version by [[User:$1|$1]] using [[Rollback]]) == What was decided on courses and research? == I see this place actually got created. I'm surprised- I thought that the board had been aiming to kill it. Can I ask what decisions were made over divisive issues? Particularly primary research and courses? Wether I choose to participate or not will be highly influenced by the final decision on the second. -- [[User:Javariel|Gabe Sechan]] 01:04, 1 September 2006 (UTC) :I think it is "if in the 6 months it can be done, then we will allow it, otherwise, no" That is why there is a bit of a rush and a mess everywhere.--[[User:Rayc|Rayc]] 05:08, 1 September 2006 (UTC) ::As near as I can tell the term "course" is discouraged because it is tied up with giving official credit for formal chunks of work measured in some way ..... which we are not currently set up to do. Instead we are trying to evolve some methods of using the wiki to allow people to exchange information. We have been given six months by the board to layout how Wikiversity would manage primary research as a community after which the Special Projects committee will review and evaluate the project's progress. It is not clear to me what happens should the committee decide we flunk their evaluation regarding research nor have any evaluation criteria been provided to the community at large. The approved proposal is accessible by link from the main page. It has not changed much at all from what was voted on eight months ago other than the restrictions regarding "courses" and research. Most of the "divisive" issues have been worked around and left to the arriving community to sort out how to handle them effectively. [[User:Mirwin|Mirwin]] 05:48, 1 September 2006 (UTC) :Hi Gabe. I'd just like to clarify on Rayc's comment above, which is more like "if, by the six month stage we have outlined sufficient guidelines and a realistic scope for research across all language projects, then Wikiversity will move out of its beta stage". It's true, as Mirwin says, that there are no criteria for setting this out - I suppose the word "realistic" is the best I can do for now. You can see ongoing work on this at [[Wikiversity:Research]] and related links. But, as for courses, there's nothing in the [[Wikiversity:Approved_Wikiversity_project_proposal|approved proposal]] that prevents someone from developing a course. Even though the proposal does recommend developing courses/activities/projects suitable to the wiki format (ie collaborative learning etc.), it is also deliberately open to most any pedagogy that might work. We will have to experiment with what works and build on what we learn in the process of doing that - that's the essence of Wikiversity for me. [[User:Cormaggio|Cormaggio]] 07:46, 1 September 2006 (UTC) :I have been working on an essay about the issue of Wikiversity courses, see: [[User:JWSchmidt/Wiki Scholar|Learning the wiki way]]. --[[User:JWSchmidt|JWSchmidt]] 13:40, 1 September 2006 (UTC) :What about ''reading course''? -- A group of people, none of which knows the subject well, can together read a text, and use Wikiversity as the forum.[[User:Hillgentleman|Hillgentleman]] 21:53, 1 September 2006 (UTC)- ::Excellent idea! I had a required course titled "Great Books" which was such a class at college. We read the Illiad, the sequel, and a couple of other "greats". Grading seemed be by how closely comments aligned with the Professor's opinion. Such a "course" would be a lot more fun as a hobby with no pressure to memorize the Prof's wording or opinions for tests. It would also be of great service to the Wikibooks project if such a group organized around reading and commenting on one of their books .... say the wiki junior "Solar System" book which is nearing publication. Likewise a couple of geographically separated AP (advanced placement?) groups could use a local forum to work through an agreed upon text or curriculum or specific topic at Wikibooks. Perhaps a basic procedure or template could be devised and linked to from the main page or the "How to use Wikiversity" page accessible from the main page. [[User:Mirwin|Mirwin]] 10:25, 2 September 2006 (UTC) == Launch of the school of marine sciences == Its still only really in the basic stages, but I've created a [[School:Marine_Sciences|school of marine sciences]], and under it the departments of marine biology, marine chemistry and marine physics. I hope I haven't been too presumptuous in the 'philosophy' section, but it puts a marker down for those who want to participate in the school and constituent departments that we can debate from and take the departments and school from there. I've been busy typing some stuff that I will add to the discussion pages of the school and departments re:where from here when there are a few active participants. A few points I'd like to make also regarding some matters of debate earlier on, I agree that those who wish to participate in the running of a department or school should simply add themselves to a list of contributors and there should be no formal officials or titles e.g. dean or professor. Perhaps as this (hopefully) develops, the students and contributors could elect boards to oversee (in terms of regulate rather than direct) departments and schools, but that's a matter for the future. Also with regard to putting qualifications on the user pages, I cautiously agree, simply to gain credibility for the wikiversity in its fledgling stage. However, surely the whole point of the wikiversity is to encourage autodidacts who have a wide range of learning needs and wants (how much want to learn, in what areas, in what ways) and may not have formal qualifications. This is about more than ticking boxes (which many academic qualifications are) and as wikiversity develops we could well see masses of people incredibly knowledgeable about areas previously confined to the walls of academia, who can make incredible contributions to developing learning resources, courses and even original research in wikiversity - when that time comes (and I'm not ignoring the fact that there are large amounts of autodidacts out there already who are and will make huge contributions) posting academic achievements and qualifications won't just be unnecessary but irrelevant. Saying that, in order to get to that point I think credibility needs to be built and brief notes on userpages on the credentials of the user (not necessarily academic or career related) might just help with that. Apologies if I go on a bit or repeat previous points. I can be a bit long-winded sometimes... [[User:Jimbobalina2005|Jimbobalina2005]] 1 September 2006 :Thanks for letting us know - and all the best with developing this learning community. I, too, hope that it becomes a centre of academic excellence (without, necessarily, the traditional trappings), and would encourage you to start developing seeds of content (perhaps simply questions), so that, when people start coming, they will be able to easily find a place they can add their own material, photographs, (research) questions, learner needs etc.. Good luck! [[User:Cormaggio|Cormaggio]] 09:20, 2 September 2006 (UTC) == Documentary Hypothesis == Hi, Wikiversity, I'm not an active contributor on this project. I spend my time over at Wikisource, so please excuse me if this question is in the wrong place. Wikisource currently has a collection of texts call the Documentary Hypothesis (the pages I'm talking about can be found [http://en.wikisource.org/wiki/Bible,_English,_King_James,_According_to_the_documentary_hypothesis here]). The problem is, these don't fit under the WS inclusion guidelines (they aren't exactly a source text) and will likely be deleted soon. However, the material on it might be useful for a place like WV. Again, I don't know if it fits with the vision here, but someone more knowledgable might want to give the page a look and see if it could be used somehow with this project. It would be a shame to lose such material because it simply doesn't fit our inclusion criteria, so I'm throwing this up to the community here. Thanks for your time.—<font style="color: #000000; text-decoration: none; font-weight: bold">[[User:Zhaladshar|Zhaladshar]]</font> <sup><font style="color: #FF0000; font-size: small; text-decoration: none">[[User talk:Zhaladshar|(Talk)]]</font></sup> 01:13, 2 September 2006 (UTC) :We have a [[School:Theology]] that might take them, but shouldn't they either fall under wikisource or wikibooks inclusion criteria?--[[User:Rayc|Rayc]] 04:10, 2 September 2006 (UTC) ::I've had a look, and I'm certainly not "knowledgeable" on the subject, but I can see the dilemma. They seem to be against Wikisource policies as they are not strictly a source text, but essentially a collection of quotes from specific source texts. And they are not suitable for Wikibooks, as they do not seem to be in a textbook format as they are. I'd welcome them to Wikiversity if they can be put to use, ie not simply dumped somewhere, but clearly outlined what kinds of learning projects this material would be relevant to. As they are, this isn't so clear (to me, at least). But, in general, I would encourage the kinds of material here on Wikiversity which could prompt further research or writing on the other projects. Looking through source texts at Wikisource in order to write a textbook on Wikibooks, all of which is coordinated on Wikiversity, sounds good to me. [[User:Cormaggio|Cormaggio]] 09:03, 2 September 2006 (UTC) = 2 September, 2006 = ==Networking with other academic projects== One thing we haven't talked about much so far is how wikiversity should work with our "brick-and-mortar" (or is that "ivory-and-ivy") counterparts. We're serious people with a serious project, and universities tend to want to support things like this. Anyone who has had experience in the academic setting will know that the first thing you need to do before taking on a project is to find support (i.e. grant money) for your project. Due to the magnaniminity of the wikimedia foundation, we don't need to look for funding. But we do need people to provide peer reviews, publicity, and accountability. And we need a "protocol" for how to approach academic institutions, which might be skeptical of our project. I suggest that we could try doing this the wiki way, and write our proposals together. On the staff lounge at wikibooks, someone posted a link to an article about http://globaltext.org , which is an organisation striving to create free textbooks (they're apparently using wikibooks to write these texts). I've perused their site, and they don't seem to know about us yet. So I think maybe the best way to set the protocol would be to come up with a community letter to their organisation, work on it for 2 weeks, and then send it out. It's worth try, at least: [[Wikiversity:A_Letter_to_globaltext.org]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 17:32, 2 September 2006 (UTC) :I, right now, think first establishing interwiki relationships could be important as well. No only with the other wikimedia projects, but wikia places like [http://psychology.wikia.com/wiki/Main_Page The PSYCHOLOGY WIKI] and stand alone wikis like [http://www.ogre3d.org/wiki/index.php/Main_Page OGRE wiki]. These places would have partisipants that already know how to use wiki software and have simmilar GDFL goals.--[[User:Rayc|Rayc]] 17:47, 2 September 2006 (UTC) =3-9 September, 2006= == Short report about English-language Wikiversity == Hello folks. Recently, Frank has written a [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En short report] about the German-language Wikiversity. English-language Wikiversity is almost 3-week-old, and it would be great if someone could write a short report about it. Please keep in mind that the shorter the report is, the easier it will be translated into other languages. This is really important because this report is aiming at letting people from other languages know about en: Wikiversity. Please post this report on the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En dedicated section on Wikiversity Beta]. Thanks a lot, and go on doing such a good work! [[User:Guillom|guillom]] 09:51, 3 September 2006 (UTC) :I was thinking something like this, feel freee to clean it up, I have to run right now: : :*The English wikiversity was set up on August 15, 2006, and as of September 3rd, it has: ::*2,511 pages with 195 "content" pages (what is the def on content?) ::*782 users with 9 "custodians" :*The mass import of pages from wikibooks and meta is still on going, though most of the key "school" :pages have been moved :*The title administrator was changed to custodian and a system of mentorship for the job was taken up :*Policy debates are on-going and early on there were more policy pages then actual content pages. :School and department pages now make up the majority. :*A naming scheme is still being hammered out. Currently it is Portal->School->Topic (for divisions :and departments)->Main (for lessons and projects) :*As for content, the following project have been proposed and worked a bit on ::*bloom clock project ::*Wikiveristy the movie ::*(add here) --[[User:Rayc|Rayc]] 22:41, 3 September 2006 (UTC) ==Some news from Wikiversity Beta== Hello Wikiversity Beta is now 10 days old and I think the time has come to give some news. I have decided to organize it as a list of [http://beta.wikiversity.org/wiki/Help:FAQ FAQ]. Feel free to ask questions I have not thought about at [http://beta.wikiversity.org/wiki/Wikiversity:Babel Babel]. Just to remind you, [http://beta.wikiversity.org Wikiversity Beta] is a global platform aiming at coordinating Wikiversity projects in several languages. This multilingual coordination intends to deal with Wikiversity's mission and general guidelines of the project's scope (for example, about original research). Wikiversity Beta is also a place where Wikiversity projects which don't have a subdomain yet can develop. English-language Wikiversity participants ''should'' take an active part in discussions on Beta, since those discussions are going to concern ''all Wikiversity projects'', including the English-language one. You will find more information in [http://beta.wikiversity.org/wiki/Help:FAQ/En the FAQ]. You can also take a look at the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En reports] to get some news from Wikiversity projects in all languages. [[User:Guillom|guillom]] 09:57, 5 September 2006 (UTC) :I still think the idea of a "Beta" or "Meta" Wikiversity is ill conceived and lacks individuals who truly wanted to see it get developed. There was some talk once upon a time to have independent "meta" discussion areas for each one of the Wikimedia projects, but instead there is until now, only one "Meta" wiki for all Wikimedia projects. And that metawiki has served as a very useful tool. So why is it being duplicated in this instance and what will beta.wikiversity offer over meta? :In addition, I don't see a strong effort to removed content from say pt.wikibooks to beta.wikiversity but rather an effort instead to create pt.wikiversity. And again, why use beta.wikiversity.org when incubator.wikimedia.org is already available to do exactly the same thing? :The multi-lingual coordination does need to happen in some area, but I think having a whole seperate wiki dedicated to just that mission is not strictly necessary, and something that is going to be much more prone to vandalism. I also didn't see any significant effort to address the objections to the creation of this seperate sub-domain of wikiversity but instead a strong push to simply deny that those objections even existed. This is a needless duplication of effort for other Wikimedia projects that already exist elsewhere. --[[User:Robert Horning|Robert Horning]] 18:29, 8 September 2006 (UTC) ==Still lots of stuff on WB== See [http://en.wikibooks.org/w/index.php?title=Special:Uncategorizedpages&limit=500&offset=500 this page], from #606 down is mostly wikiversity pages. Are these wanted, or are people just making new pages? If any pages are wanted, add them to [[Wikiversity:Import]], or if they're stubs/junk, just mark them for deletion on WB. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 18:15, 6 September 2006 (UTC) :I'd say that ''all'' should be imported, and improved or deleted based on their merits here. - [[User:Trevor MacInnis|Trevor MacInnis]] 02:10, 7 September 2006 (UTC) :I would go for some unrealted import section of wikiversity that people could move pages out of. It's getting confusing when they are moved into places that already have pages, and are not merged.--[[User:Rayc|Rayc]] 02:51, 7 September 2006 (UTC) ::Pages such as [[b:Wikiversity:School of Medicine:Internal medicine:Oncology]] that only have one or a few authors could be copied from Wikibooks and pasted to Wikiversity with the author(s) listed on the new talk page at Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 03:16, 7 September 2006 (UTC) :::''It's getting confusing when they are moved into places that already have pages'' -- aye, thars the rub. I think the best thing for now is to just wait for individual requests. I check [[Wikiversity:Import]] at least once a day and will bring over any listed page... maybe it's better to just work on the page on the wb side until it get imported (hopefully within a few hours or less). I just don't want to import a bunch of stuff and create a big orphan page problem here :). --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 08:59, 7 September 2006 (UTC) ::::"a big orphan page problem here" <-- You can make use of [[Help with the migration of Wikiversity pages from Wikibooks]]. --[[User:JWSchmidt|JWSchmidt]] 10:13, 7 September 2006 (UTC) ==Reminder: Motto and logo polls== This is mainly a reminder/alert that the [[Meta:Wikiversity/logo|Logo proposal process]] enters the voting stage tomorrow, and the banner at the top of the pages could be changed to "Please vote to choose the new Wikiversity logo on Meta" or similar... [[User:Smurrayinchester|Smurrayinchester]] 20:20, 6 September 2006 (UTC) == Motto and Slogan Contest: Round 2 == '''Please list your support of a motto and slogan here: [[Wikiversity:Motto contest]].''' Please consider revising your choice. Many motto and slogan options were listed in Round 1. Hence, we need other slections round(s) to arrive at consensus choice(s). The following is hopefully a simple and flexible process for inclusion of the most input. It will take some time. For additional rounds, rather than the idea of an instant runoff which was floated before, it is suggested that we proceed in a simple step-wise way: *Round 2: Invite more support (and support changing) for options with ''at least one person supporting''. Feel free to share comments in the comment sections that help explain the meaning and intent of mottos and slogans. *Round 3: Unless there are overwhelming favorites (strong majorities in support), invite more support (and support changing) on options with ''at least two persons supporting''. Please discuss the merits of each option. This round invites more discussion so as to arrive at a rough consensus by the community and as judged, if necessary, by experienced custodians. Timeframes: * The first selection round started on August 23 and ended on September 7, 2006, after 5:00 pm GMT. * The second selection round (which includes the openness of the first round) starts on Septermber 7 ends on September 22, 2006, 5:00 pm GMT. * If necessary, the 3rd round and discussion process would start on September 22 and last as long as needed. Comments? [[User:Reswik|Reswik]] 19:06, 7 September 2006 (UTC) :Discussion sections and this sentence of invitation were added to the contest page today: Feel free to share comments in the comment sections that help explain the meaning and intent of mottos and slogans. [[User:Reswik|Reswik]] 15:16, 12 September 2006 (UTC) == School of fictional universes?? == Would it be acceptable to create a "School of fictional universes"? because I'm sure that someday some trekies will want to make a "Star Trek universe course"... I've had a somewhat crazy idea related to that but I want to know if it would be Wikiversityish to do something of the sort...? --[[User:Halyks|Halyks]] 00:59, 8 September 2006 (UTC) :Maybe the first learning project in the "School of fictional universes" could be: [[Star Fleet Academy]] - scholarly analysis of the science, sociology and languages of the fictional Star Trek universe. --[[User:JWSchmidt|JWSchmidt]] 02:52, 8 September 2006 (UTC) :I think my first post was on what to do with this sort of stuff...--[[User:Rayc|Rayc]] | <small>([[User_talk:Rayc|Talk]])</small> 02:57, 8 September 2006 (UTC) ::It was your [http://en.wikiversity.org/w/index.php?title=Wikiversity:Colloquium&diff=prev&oldid=2243 third] Wikiversity edit. --[[User:JWSchmidt|JWSchmidt]] 03:19, 8 September 2006 (UTC) ::I Only gave the idea of StarTrek as an example... someone someday will want to do it.. lol i'm not really a Star Trek fan myself but I know some of those "Trekkies"... lol My question was "Would a School of Fictional Universes be accepted in Wikiversity" because i've never seen a school with those type of courses other than some Literature classes... I'ma FAn of the Harry Potter universe and making classes relation to that universe would be something i'd work on, and i'd try to get people from the Wikipedia Harry Potter Project to join in.--[[User:Halyks|Halyks]] 16:04, 8 September 2006 (UTC) :::Wikiversity aims to have learning resources for all ages. Many young people are excluded from "real world" affairs and encouraged to explore fiction. We can welcome the participation of people who are interested in fiction while we also encourage a scholarly approach to knowledge. Some people never grow out of their interest in fiction while becoming explorers who create and discover new knowledge about the "real" world. --[[User:JWSchmidt]] 19:06, 8 September 2006 (UTC) ::::ok... acording to what I understand, this is possible and acceptable considering the goal of wikiversity... right?? lol we'd have to choose a better name than "School of Fictional Universes though.. I personally don't feel the name... if anyone has suggestions post them here! :) --[[User:Halyks|Halyks]] 03:49, 9 September 2006 (UTC) ::::Depends on the angle you want to take. "The science of Harry Potter", "Harry Potter Literacy campaign", "Harry Potter and the effect of populate literature on religious belief". I know my sister would join one of those groups. I myself have been thinking about creating: "MSTique: Literary critique through the use of [[w:MSTing|MSTing]]”--[[User:Rayc|Rayc]] 05:04, 18 September 2006 (UTC) == Interiot's edit counter == It's available [[User:Digitalme/Tool2|here]]. If there are any problems (outside of it not working with IE :P), let me know.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:20, 8 September 2006 (UTC) == Wikiversity and books == There is, it seems, currently a problem within wikiversity. Whilst the links to resources on the web provide useful educational materials for teachers and students, problems arise when wikiversians are directed towards books that they may not have access to or be able to afford. It seems here that until all such texts are freely available online (something I don't see happening under capitalism) an approach is needed to provide free access to wikiversians (and other learners). Here are five approaches I can think of: 1. Wikiversity local groups - wikiversians in certain areas can club together to purchase books and establish an informal library which all wikiversians in the area can access, and can perhaps be administrated at meetings or online. The local group can also club together to pay for one of the group to have access to a university library and/or journals online. 2. Join a learned society - I am a member of the Marine Biological Association of the United Kingdom. This gives me access to the private library of the society. Also membership of such societies may allow you to befriend certain people who may be prepared to lend you specialist books. 3. Request the book from a public library - request that your local public library (or at least one of the libraries in your local network - in England the libraries are run by local councils and therefore each county/metropolitan borough has a library service in which libraries swap books) purchase a copy of textbooks that are required by wikiversians. I would suggest here that due to the restricted budgets of public libraries there is some community discussion on the most important books to request so libraries don't get inundated with requests and decide to ignore them all, or purchase books of lesser import to wikiversians. 4. Propose a partnership between your local library service and the nearest university, so the public libraries, perhaps in times when certain modules aren't running at the university and so not all copies of module core texts will be needed, can carry and lend books owned by the university. Perhaps computers in the library may be able to access journals that the university is subscribed to as well. Public libraries might have to pay the universities for this access (or maybe do something for the university as well, such as promote it, give students and academics free use of library seminar rooms for meetings or do something else for the university, especially if the library service is part of local government - maybe the council could give the uni some land if the public libraries get access to online journals and books not in demand permanently). 5. Approach the author and ask them if they would like to contribute to wikiversity by allowing the online publication of their work, freely accessible (with maybe voluntary donations to the author's charity of choice). More likely is requesting that a previous edition is made available in wiki form, with encouraging messages advising people to buy the latest edition (in other words we offer the author advertising in exchange for their work being freely available, not ideal I know). The beauty of making the old edition available in wiki form is that wikiversians can update it themselves. I would welcome some debate on this issue, which I think could be of growing importance as wikiversity develops. [[User:Jimbobalina2005|Jimbobalina2005]] 14:21, 8 September 2006 (UTC) :These are great suggestions, and thanks. I would say that finding local public sources of texts, such as libraries and/or universities, and using gentle but collective force to gain better access to texts is a really practical suggestion. Another, obvious suggestion is to collate all the freely available online peer-reviewed journals in various disciplines so that people can use Wikiversity as a one-stop place to find quality sources (amongst other things). One final thing that we may consider as a community - and one where the Foundation may be of help - is to use our growing leverage in the world of open access to knowledge in order to encourage archives, museums, libraries, galleries etc to make some or even all of their content available for Wikimedia, and hence the world. I know of at least four such high profile institutions in the U.S. that are in the process of either donating their archives to Wikimedia or figuring out how to do so - and this process can be encouraged, nationally, around the world. It may be an idea (where applicable) to do this through the [[m:Wikimedia chapters|national "chapters"]] (like [[m:Wikimedia UK|Wikimedia UK]], for example) - some chapters, particularly the [[m:Wikimedia Deutschland|German "Verein"]], have already had success with such requests. [[User:Cormaggio|Cormaggio]] 15:15, 8 September 2006 (UTC) == Deletion of userpages == I disagree with this policy; I think it would be good to have templates for these etc. What does everyone think?? --[[User:Hotrocks|Hotrocks]] 16:34, 8 September 2006 (UTC) :We do not need shrines for vandals. Nor do we need pages so they can have something to link to as proof of their "great deeds". And we certainly do not need custom templates for each vandal so they can be even more excited about vandalizing here. :Vandalism is a nuisance and will be addressed as such but it's not a big issue, nor should it be made into one. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 17:07, 8 September 2006 (UTC) ::I completely agree here. I have agressively deleted these vandalism user templates when found, and certainly don't think we should be glorifying individuals who are counter-productive to the mission of Wikiversity and Wikimedia projects in general. --[[User:Robert Horning|Robert Horning]] 18:34, 8 September 2006 (UTC) :::Just throwing in my lot with sebmol and Robert Horning, I agree that we shouldn't be glorifying vandalism, and I have deleted several of these templates.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 22:22, 8 September 2006 (UTC) :I've taken a moment to write up an essay describing the position on vandals. It's suitably located at [[WV:SHRINE]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:43, 9 September 2006 (UTC) ==Email== We have a few people who provided their email on the wiki pages, like [[School of Mathematics:Introductory Real Analysis]]. What should we do with them, email them as ask them to help or delete it so that the spammer don't get to them?--[[User:Rayc|Rayc]] | <small>([[User_talk:Rayc|Talk]])</small> 05:07, 9 September 2006 (UTC) :Good question. Maybe change the addresses so spammer bots can't read them as easily and put a warning above it not to post e-mail addresses. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 08:37, 9 September 2006 (UTC) ::What if it's an email address set up for using this Wiki only?? --[[User:82.42.145.158|82.42.145.158]] 09:56, 9 September 2006 (UTC) :::They might still get spammed. There are constantly programs running through web sites collecting e-mail addresses to spam. This page is definitely on the sites to visit for those programs because of its association with Wikipedia. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:04, 9 September 2006 (UTC) :::This wiki has a emailing function. We should permote it. -- [[User:Matteo|Matteo]] 05:19, 15 September 2006 (UTC) == Multilingual projects == How to handle projects/courses that are from their very beginning meant to be mutilingual? Think e.g. of a course teaching a language. Much of its content will be in the language itself, much of its content will be media files of some kind, in addition there will be bits and pieces in several languages that learners already know. People understanding several languages will be asked all the time to utilize parallel ressources in as many languages as possible. There seem to be three basic ways of dealing with that under current premises: # Have (almost) identical copies of the course in language.wikiversity wikies for all instructional languages. # Put almost everything on [[:commons:|Commons]] and use it by reference or transclusion in the language wikies. # Put all multilingual and non-specific media on [[:commons:|Commons]], all language-specific stuff into an appropriate language wiki, if non exists use beta, and let learners do wiki-hopping. None of those three seems to be very promising though, since ressources are scattered over so many wikies, and the most central course materials end up duplicated or outside the scope of Wikiversity. Note that this will be all examination-, feedback- and QA related files. Note also that learners must be discouraged from using talk pages in language wikies for (at least) part of their possible themes, since primary course designers might not be watching those, or even unable to read them, while translators of the bits and pieces would possibly not closely or not at all watch them, since they regard their jobs done. Particularly self-study courses may thus suffer from structural complexities. * ''Not a currently planned option would be to centrally host such stuff on beta or www.wikiversity, and simply include links to it in individual language Wikiversity course lists and directories''. -- [[User:Purodha|Purodha]] 12:12, 9 September 2006 (UTC) :I have a similar problem. I also want to begin a language learning project, but the one I want to begin is multilingual: Intercomprehension between speakers of romance languages. Such project would be multilingual. So I think that it fits the best in beta. :But, on the other hand, I think that "1" language learning groups in a intermediate and advanced level would be more appropiate in the domain of the language they are learning. --[[User:Javier Carro|Javier Carro]] 15:13, 17 September 2006 (UTC) ::I think that [http://beta.wikiversity.org Wikiversity Beta] was originally thought of as a place for coordinating a large group of language-specific Wikiversity websites. However, for a multilingual learning projects it would be a good use of the Wikiversity Beta website to have at least one page there to coordinate the project. There should probably be a discussion at [http://beta.wikiversity.org/wiki/Wikiversity:Babel Babel] about the idea of having multilingual learning projects based at Wikiversity Beta. --[[User:JWSchmidt|JWSchmidt]] 16:03, 17 September 2006 (UTC) == {{user|Jimbo Wales}} == I think this may be a fake one... but it could be genuine, either way. --[[User:82.42.145.158|82.42.145.158]] 13:34, 9 September 2006 (UTC) :The account has been blocked pending confirmation of identity. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 13:45, 9 September 2006 (UTC) ::I've asked Jimbo himself. This guy's an imposter. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 11:50, 10 October 2006 (UTC) =10-16 September, 2006= == Educational resources for younger students == Since Wikiversity is for all ages, I think there should be some schools and/or categories for learners younger than college age. For example: *[[School:Early Learning|School of Early Learning]] (preschool, kindergarten) *[[School:Primary Education|School of Primary Education]] (1st-3rd grade) *[[School:Intermediate Education|School of Intermediate Education]] (4th-8th grade) *etc.<br> --[[User:Gray Porpoise|Gray Porpoise]] 19:02, 10 September 2006 (UTC) == Please don't archive quite so quickly == I realize this is an active page, but it would be helpful to allow conversations to stay here longer before being moved to a locked archive. Can we say at least 2 weeks? Not everybody checks in here regularly, and it may take a while for a question to be answered. I was hoping for a reply to [[Wikiversity:Colloquium/archives/August_2006#OpenCourseWare|my question/comment about OpenCourseWare]]. --[[User:Singkong2005|Singkong2005]] 08:59, 11 September 2006 (UTC) == Collective Original Research Project == I want to start making a collective original research and i'm just wondering where i'm suposed to put it... main namespace right? [[School_talk:Music#Proposal_for_research_of_Music_History_and_Cultures|Proposal for research of Music History and Cultures]] on the school of music talkpage --[[User:Halyks|Halyks]] 20:16, 13 September 2006 (UTC) :Yup, main namespace :). --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 20:51, 13 September 2006 (UTC) :: Alright!, I'll start writing the basics now in notepad and start the project page when it's done! :) --[[User:Halyks|Halyks]] 21:10, 13 September 2006 (UTC) == Wikipedia:School and university projects == Although I assume many people are aware of this, for those who don't, I'd like to suggest close cooperation with [[w:Wikipedia:School and university projects]]. Also, if you have a good idea where to link this project from Wikiversity, please do so (I couldn't find a link or a good place to create it).--[[User:Piotrus|Piotrus]] 02:43, 14 September 2006 (UTC) :I made links at [[Wikiversity and Wikipedia services]], [[Wikiversity:Wikiversity teachers|Wikiversity teachers]] and [[Wikiversity outreach]]. --[[User:JWSchmidt|JWSchmidt]] 10:51, 14 September 2006 (UTC) == "Interactive Lab" learning material project == I am getting ready to start a discussion on creating '''interactive lab''' learning material using open software. I'm currently aiming at ''Java applets'' as platforms, but other suggestions include the ''SVG/JavaScript'' tools. To begin planning, prototyping and proposing any needed policies in this realm, I want to start a page about this. I now wonder what namespace this should go into? Should that by a simple page, or a portal, or something like "[[Wikiversity:Interactive Labs Project]]"? Any suggestions? [[User:Awolf002|Awolf002]] 02:46, 15 September 2006 (UTC) :We could start with something general like [[Wikiversity:Interactive learning resources]] as a place to make plans. I would like to see the development of a wide range of interactive features for Wikiversity, some of which might not fit into the category of "labs". I've been thinking about ways to simulate biotechnology lab equipment. --[[User:JWSchmidt|JWSchmidt]] 03:00, 15 September 2006 (UTC) Sounds good. I will draft some startup text and get it going when I'm awake again. [[User:Awolf002|Awolf002]] 03:06, 15 September 2006 (UTC) Okay, I started up a hierarchy of pages that give space to all interactive projects one may come up with. I hope they are useful. [[User:Awolf002|Awolf002]] 02:05, 16 September 2006 (UTC) Happy one month, Wikiversity! [[Image:Nuvola_apps_cookie.png]] {{#expr: 84-{{CURRENTWEEK}} }} weeks until your first birthday. (Note the number will change everyweek)--[[User:Rayc|Rayc]] | <small>([[User_talk:Rayc|Talk]])</small> 04:21, 16 September 2006 (UTC) ==Timers== I've been looking into timers. Timers could be usefull for a lot of things: '''Deletion debates''': Put these things at the top of the debates and no one will say that you closed early or late. '''Custodian timers''': If the "vote" for Custodianship last a set time, these will be able to tell how long the vote has been open. '''Assignments timers''': If an assignment is due on a particular day or time, but because of the timezones you need it to be clear how many hour left you have, you can use them. '''IRC meetups''': Set a timer for a class or for a tutoring to be held on IRC. Unlike the other wikis, this one needs to be tied to time. Here is the raw code for my first timer: <nowiki>{{#expr:({{subst:CURRENTDAY}}*24+{{subst:CURRENTHOUR}})-{{CURRENTDAY}}*24+{{CURRENTHOUR}}+24*5}} </nowiki> or: {{#expr:(16*24+04)-({{CURRENTDAY}}*24+{{CURRENTHOUR}})+24*5}} hours until 5 days are up. Anyone else think up a use?--[[User:Rayc|Rayc]] | <small>([[User_talk:Rayc|Talk]])</small> 04:56, 16 September 2006 (UTC) ---- At [[Wikiversity:Probationary custodians]] we have a probationary custodian who started a one month probationary period on 17 August. How do we determine when the one month period is over? --[[User:JWSchmidt|JWSchmidt]] 14:06, 16 September 2006 (UTC) :It only works for 31 day months, but this is the general idea: <nowiki>{{#expr:31-((({{CURRENTMONTH}}-8)*31)+({{CURRENTDAY}}-17))}}</nowiki> which gives {{#expr:31-((({{CURRENTMONTH}}-8)*31)+({{CURRENTDAY}}-17))}} days to go. For a new person, its <nowiki>{{#expr:31-((({{CURRENTMONTH}}-{{subst:CURRENTMONTH}})*31)+({{CURRENTDAY}}-{{subst:CURRENTDAY}}))}} </nowiki>--[[User:Rayc|Rayc]] 18:10, 16 September 2006 (UTC) == Correct adjective == Out of interest what is the correct terms for someone who uses and participates in Wikiversity. Wiktionary has Wiktionarians and Wikipedia has Wikipedians, so what is our term? -[[User:Yorktown1776|Yorktown1776]] 16:43, 16 September 2006 (UTC) :It was down to '''wikischolar''' or '''wiklar''' last I heard.--[[User:Rayc|Rayc]] 18:11, 16 September 2006 (UTC) :I'm going with wikischolar. Thanks! [[User:Yorktown1776|Yorktown1776]] 18:43, 16 September 2006 (UTC) ==School vs. Portal== What's the relation between those two namespaces? [[School:Sociology]] and [[Portal:Sociology]] are separate entities, but [[School:Social Sciences]] redirects to [[Portal:Social Sciences]]. My gut feeling is that Portals should be 'eye-candy' like on Wikipedia, but Schools should be main work areas like WikiProjects. Do we have any policies or guidelines on that?--[[User:Piotrus|Piotrus]] 22:11, 16 September 2006 (UTC) :We do. It's written down at [[Wikiversity:Naming conventions]]. If there's something that doesn't make sense, just [[Wikiversity:Be bold|be bold]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 22:34, 16 September 2006 (UTC) ::I agree with the idea that Wikiversity portals should be "easy on the eye". In terms of utility, protals should efficiently connect Wikiversity browsers to Wikiversity learning resources in a subject area. I agree with the idea that "School:" and "Topic:" namespace pages should be thought of as project pages. "School:" projects organize the efforts of Wikiversity participants in broad areas of study. "Topic:" projects organize the efforts of Wikiversity participants for just one narrow topic area. --[[User:JWSchmidt|JWSchmidt]] 15:01, 17 September 2006 (UTC) =17-24 September, 2006= == Advertise the Wikiversity in your user page == I have adapted a code from another "advertisement" with a wikiversity logo and it looks so: [[w:es:Usuario:Javier_Carro]]. If you like the idea, you may copy it, adapt it or improve it from [[w:es:Usuario:Javier Carro/Estudia con la Wikiversidad]]. I encourage you to use it because wikiversity needs to be advertised especially now, at the beginning. --[[User:Javier Carro|Javier Carro]] 19:13, 18 September 2006 (UTC) == A proposal of language learning policy == I have made a proposal of language learning policy for all the wikiversity projects in [http://beta.wikiversity.org/wiki/A_proposal_of_language_learning_policy this link]. Your commentaries at the discussion page will be appreciated. Thank you. --[[User:Javier Carro|Javier Carro]] 21:49, 19 September 2006 (UTC) == Main Page: New Design == '''Thank you very much to Trevor MacInnis and David Levy''' for their talented and extensive work in creating and refining the new [[Wikiversity:Main_Page|main page]] design. Thank you also to everyone who shared input and comments. :) --[[User:Reswik|Reswik]] 01:38, 21 September 2006 (UTC) :Yey! Thanks Trevor MacInnis and David Levy! Now... let's start working on the next draft.--[[User:Rayc|Rayc]] 04:36, 21 September 2006 (UTC) == Some Sidebar changes == I'm planning on adding a link to [[Wikiversity:Browse]] to the sidebar, since this seems like something that should be there. If anyone has any objections, please say so here. --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:13, 23 September 2006 (UTC) :Do you mean the "sidebar" at the top of this page? If so, that sounds fine to me. A link to the community portal (the best set of links to info about Wikiversity) would be good too. --[[User:Reswik|Reswik]] 04:35, 23 September 2006 (UTC) ::I'm referring to the sidebar that goes next to every page on the wiki, with links to the Main Page, Recent changes, Random pages, etc... It already has a link to the Portal on it.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:46, 23 September 2006 (UTC) :::Browse seems to be the second highest ranked page, it should be on the sidebar until we get something better.--[[User:Rayc|Rayc]] 04:48, 23 September 2006 (UTC) == Motto and Slogan Contest: Round 3 == '''Please list your support for one motto and one slogan here: [[Wikiversity:Motto contest]].''' Following the lead of the [[m:Wikiversity/logo|logo contest]], similar alternatives have been grouped. We need more people to give input and comments. --[[User:Reswik|Reswik]] 04:41, 23 September 2006 (UTC) ==Signature== Hi, can anyone tell me how to get my Wikipedia signature to work here, with a link to my talk page? <nowiki> [[User:Daniel575|Daniel575]] | <small>([[User_talk:Daniel575|Talk]])</small> </nowiki> I don't understand why it won't work. I already tried a few modifications with brackets, a | in between etc, but it keeps moving the ]] after Daniel575 back to the end of the signature. --[[User:Daniel575|Daniel575]] 15:36, 5 September 2006 (UTC) :I assume that you checked the 'raw signature' box? That would be the most obvious culprit.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:22, 6 September 2006 (UTC) No, I didn't. Also, it shows up like this: <nowiki> [[User:Daniel575|Daniel575 | <small>([[User_talk:Daniel575|Talk]])]]</small> </nowiki> Notice that the first ]] get moved to the end of the signature. I have no clue why this is happening. Could you, or anyone else who has a link to their talk page in their signature, please copy that code you use here with nowiki tags around it? --[[User:Daniel575|Daniel575]] 15:14, 6 September 2006 (UTC) <s> This is as close as I was able to get... --[[User:Rayc|User:Rayc&#124;Rayc]] &#124; &#91;&#91;User talk:Rayc&#124;Talk]] 02:59, 7 September 2006 (UTC) :The code seems to be geared up to place what ever your sig is in <nowiki>[[User:Name|"Your sig"]]</nowiki>. Must be the metawiki code. Can anyone edit it?--[[User:Rayc|Rayc]] 03:02, 7 September 2006 (UTC) </s> Actually, not checking the "raw signature" box would be the culprit. I've got your sig to work find then.--[[User:Rayc|Rayc]] | <small>([[User_talk:Rayc|Talk]])</small> 03:07, 7 September 2006 (UTC) :Let's give it a try... --[[User:Daniel575|Daniel575]] | <small>([[User_talk:Daniel575|Talk]])</small> 15:38, 7 September 2006 (UTC) ::IT WORKS!!!! Thanks! --[[User:Daniel575|Daniel575]] | <small>([[User_talk:Daniel575|Talk]])</small> 15:38, 7 September 2006 (UTC) Is there a way to automatically attach your signature to edits? [[User:pedmands|Pedmands |]]<small>([[User_talk:pedmands|Talk]])</small> : Try adding four tildes (like this: <nowiki>~~~~</nowiki>) [[User:Titoxd|Titoxd]] 05:51, 23 September 2006 (UTC) =24-30 September, 2006= == Yale University to post courses on Web for free == CNN is reporting that Yale University to post courses on Web for free. Maybe we can use them as a guide for creating our "courses" [http://www.cnn.com/2006/EDUCATION/09/20/yale.online.reut/index.html]--[[User:Rayc|Rayc]] 17:44, 24 September 2006 (UTC) == Mechanical Engineering [edit] == I'm studying Mechanical Engineering at the University of Cairo. I've got a lot of courses, lectures, notes, materials....etc. Anyone else here is intersted in Mechanical Engineering? I want to add these courses to the School of Mech. Engineering in Wikiversity. --Moo7a 01:16, 25 September 2006 (UTC) Retrieved from "http://en.wikiversity.org/wiki/Wikiversity_talk:Colloquium" == Barnstars and Userboxes == Will and/or should the concepts of barnstars and userboxes that are used on Wikipedia be developed and used in Wikiversity? -- [[User:Mathboy965|Mathboy965]] 16:37, 25 September 2006 (UTC) :Right now we have [[:Image:Barnstar.png]] which has had a small amount of use. I hope that all barnstars and userboxes for Wikiversity will be oriented towards support for our online community and its educational mission. Any userboxes that become distractions from the Wikiversity mission or tools for dividing the community will be evaluated as candidates for deletion like any other Wikiversity pages that do not contribute to Wikiversity. <small>(''The preceding [[Wikiversity:Sign your posts on talk pages|unsigned]] comment was added by'' [[User:JWSchmidt|JWSchmidt]] ([[User talk:JWSchmidt|talk]] • [[Special:Contributions/JWSchmidt|contribs]]) -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 17:02, 25 September 2006 (UTC).)</small> :We've also got <nowiki>{{</nowiki>[[Template:Babel|babel]]<nowiki>}}</nowiki>, and <nowiki>{{</nowiki>[[Template:User custodian|User custodian]]<nowiki>}}</nowiki>.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 23:19, 25 September 2006 (UTC) == How to create lessons == Hey, I'm currently writing a bunch of tutorials for Flash ActionScript. I just wanted to know the protocol for seperating Lessons, how to create them, how to link them, etc... Thanks, --[[User:Ravenstorm|Ravenstorm]] 01:17, 27 September 2006 (UTC) :You can try anything you like. You might want to check if these are of use to you: [[Template:Learning project boilerplate]], [[Template:Stream boilerplate]]. --[[User:JWSchmidt|JWSchmidt]] 01:46, 27 September 2006 (UTC) ---- = 3-9 September, 2006 = == Capitalization == One comment I haven't seen anyone make: We probably [[Wikiversity:Naming conventions|should use]] "sentence style" capitalization (i.e., capitalize only first word and proper nouns thereafter) as much as is reasonable. Thus: [[Lesson:In statics the sum of the forces is equal to zero]] (for example) instead of [[Lesson:In Statics the Sum of the Forces is Equal to Zero]] (however, in this particular case, I would opt for a much shorter title &mdash; say: [[Lesson:Sum of the forces equals zero]], or even: [[Lesson:Net force equals zero]]). Using "title style" capitalization is just asking for trouble because of the inevitable confusion that will arise over what words should be capitalized (for example, in the "title case" version of the example page, "is" should be capitalized, even though it's a short word, since it's a verb). - [[User:Dcljr|dcljr]] 22:52, 6 September 2006 (UTC) :I agree. --[[User:Rogerhc|Rogerhc]] 00:30, 22 September 2006 (UTC) :This sounds good, so I suggest you propose it at [[Wikiversity talk:Naming conventions]]. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 08:51, 3 October 2006 (UTC) =17-23 September, 2006= == how i can become a programmer through wikiversity == i am raghunandanan from tavanur,malappuram,kerala,india i want to become a programmer my present job is not interesting and i cant meat my expenses with it my english language is poor please help me my email is raghumadampath (at) gmail.com :Well, we do have a pretty good start at [[Topic:Computer Programming]], but not so much of a start at [[Wikiversity translations]]--[[User:Rayc|Rayc]] 17:20, 17 September 2006 (UTC) There is no royal road to becoming a programmer. You have to learn how to solve problems, and then practice, practice, practice. There are many materials available on the net - look around, do the exercises, teach yourself! --[[User:WiseWoman|WiseWoman]] 20:35, 18 September 2006 (UTC) Recommend you start with the Python language. It is free. There are lots of people using it and many websites with help. [[User:HarveyBrown|Harvey]] 02:58, 20 September 2006 (UTC) :I've recently been in discussions with members (developers) of the [http://www.kde.org KDE] community, who are interested in putting a lot of their training materials onto Wikiversity. I would hope that other programming communities (including, of course, [[MediaWiki Project|MediaWiki]]) will do likewise, and this is, in fact, a key motivation for the KDE community - to have an interrelatable series of materials on various aspects of programming, so that people can flick between basics and advanced, or different programming languages, according to their learning needs. This intuitively seems like something Wikiversity could be extremely useful for as it develops. I'd encourage anybody with even the most basic skills - or even questions - to start from the above-mentioned page on computer programming, and get involved in the appropriate content or discussion pages. [[User:Cormaggio|Cormaggio]] 21:52, 2 October 2006 (UTC) == How to delete picture files? == I uploaded some graphics to the page I am working on. When I needed to change one of them, I found I had to upload it again under a different name. How can I delete the one that is no longer used? I found it very awkward to upload a graphic while editing a page. There seemed to be no way back to my editing page after doing the upload. I had to hit the browser's back button many times to go back to work. Did I miss something? [[User:HarveyBrown|Harvey]] 03:02, 20 September 2006 (UTC) :If you want to make a new version of an image try using the "Upload a new version of this file" link on the image's page. A good way to find a page you have been working on is to use the "My contributions" link (near the upper right corner of the page). If you really want a page to be deleted you can list it at [[Wikiversity:Request custodian action]] --[[User:JWSchmidt|JWSchmidt]] 03:25, 20 September 2006 (UTC) ::Because of the nature of a wiki, if you want to upload an image, just save your page where its at, then head to the Upload File section, upload your image and go back to the article. If you click 'my contributions' (or similar) in the top right hand corner you can see a quick list of the last 50 things you've done (if less than 50, everything you've done) on wikiversity. If you want an image deleted, visit [[Wikiversity:Request custodian action]] as JWSchmidt suggested, but keep in mind that if there is nothing inherently bad about the image (suitable for the wiki in general, no copyright violation, may possibly serve a purpose in the future) we will err towards keeping it. (Of course, if it is your image and you have taken/created it, we will probably delete it on request). --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 09:17, 7 October 2006 (UTC) Thank you! The "upload a new version" is an excellent solution, but it did not work for me. The picture remained the same even though it said the uploaded replacement was successful. I knew how to upload but found it very inconvenient to go through all the steps. Finally found it convenient to have both the page I'm working on and the upload page open at the same time in two tabs of Firefox. Recommended! [[User:HarveyBrown|Harvey]] 03:08, 16 October 2006 (UTC) ;Similar situation :I had a similar situation with "upload a new version". The first time I did it, the picture was not changed (or changed by much) but uploading it a second time worked. With another picture, it uploaded a new version correctly the first time. It seems to be a hit and miss situation. [[User:Robert Elliott|Robert Elliott]] 06:02, 16 October 2006 (UTC) ::If they are given the same name, it's possible that the old image was cached by your browser, making it an out of date local file problem, not an upload problem. If you have that problem again, I suggest reloading the page or checking with another browser. [[User:Mariehuynh|Mariehuynh]] 07:05, 2 November 2006 (UTC) = 24-30 September, 2006 = == IRColloquium == I've been putting of putting this here, since I feel like I don't have enough time to do this, but for your approval:[[IRColloquium]]. It's aim is to work just like this page, only in real time. I was inspired by a user who came to the IRC channel looking for help with limits, and I was able to point him to [[b:Calculus/limits]]. Others, like Robert Horning, have previously proposed running classes on IRC. This takes it one step back, to see if IRC meetings with set times and topics can work on a project that is global while at the same time improving the wiki. In my head I can see like 5 years down the road where school IRC help rooms are perpetually <s>manned</s> staffed by people looking for help, on wiki colaberations will ave brainstorming meetings, and real time tutoring will take place. Right now, what is needed is a time, day, duration, and ideas for how it could be run.--[[User:Rayc|Rayc]] 15:50, 27 September 2006 (UTC) :Personally, I'd like to access IRC channels without revealing what my home IP address is. I'm most concerned about my privacy, but other than that, I think it's a great idea. --[[User:HappyCamper|HappyCamper]] 03:06, 28 September 2006 (UTC) ::We should see if we can get Wikiversity cloaks for IRC freenode. --[[User:JWSchmidt|JWSchmidt]] 03:21, 28 September 2006 (UTC) :::Wikinews has this link [http://68.213.57.225/irc.cgi live chat] on the top of there page. Does that hide IPs?--[[User:Rayc|Rayc]] 02:39, 29 September 2006 (UTC) ::::How do you tell? --[[User:HappyCamper|HappyCamper]] 04:46, 5 October 2006 (UTC) :::::/whois [yournick-orwhoeverelses] from another client. Checking right now. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 05:29, 6 October 2006 (UTC) ::::::It hides the user's IP address under a very random mask (i=3ba7d949@gateway/web/cgi-irc/wikinews/x-00b0e1213c0525fe). --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 05:32, 6 October 2006 (UTC) ::::So how do we redirect it to our channel?--[[User:Rayc|Rayc]] 15:23, 6 October 2006 (UTC) [[Category:Community discussions]] 5432 77341 2007-01-16T23:18:22Z JWSchmidt 20 [[Category:Medicine]] ==Department description== The Department of War Surgery is where Wikiversity participants can organize efforts that attempt to facilitate explorations of all aspects of war surgery; from weapon effects to vascular injuries from mine strikes. [[Category:Medicine]] 5433 77192 2007-01-16T19:05:59Z JWSchmidt 20 [[Category:Ethics]] Welcome to the Wikiversity '''Institute for Military Medical Ethics'''. ==Department description== The Department of Military Medical Ethics is where Wikiversity participants can organize efforts that attempt to facilitate explorations of all aspects of military medical ethics; from the military and the relationship to the people that it serves to the ethical problem of being the care provider and solider at the same time. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Military Medicine]] [[Category:Ethics]]] 5436 77198 2007-01-16T19:10:30Z JWSchmidt 20 [[Category:Military Medicine]] ==Department description== The Department of Military Medicine in Harsh Environments is where Wikiversity participants can organize efforts that attempt to facilitate explorations of all aspects of military medicine in harsh environments; from opertions in temperate environments to cold weather medicine. [[Category:Military Medicine]] 5441 76905 2007-01-16T03:31:26Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of Logic'''. == Logic == The Department of Logic is a Wikiversity content development project where participants create, organize and develop learning resources for logic. Logic is the analysis of arguments. An argument is formed out of a set of premises and a conclusion. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Logic]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Mathematics]][[Category:Philosophy]] 5442 29992 2006-09-27T19:38:44Z Matteo 829 Redirect bypass from [[Introduction to programming]] to [[Introduction to Computer Science]] #REDIRECT [[Introduction to Computer Science]] 5444 37062 2006-10-20T13:23:57Z 72.4.210.66 /* WHILE and DO-WHILE Loops */ == Flow Control Overview == A control structure is a block of programming that analyzes variables and chooses a direction in which to go based on given parameters. The term ''flow control'' details the direction the program takes (which way program control "flows"). Hence it is the basic decision-making process in computing; flow control determines how a computer will respond when given certain conditions and parameters. ===Basic Terminology=== Those initial conditions and parameters are called ''preconditions.'' Preconditions are the state of variables before entering a control structure. Based on those preconditions, the computer runs an ''algorithm'' (the control structure) to determine what to do. The result is called a ''postcondition.'' Postconditions are the state of variables after the algorithm is run. ===An Example=== Let us analyze flow control by using traffic flow as a model. A vehicle is arriving at an intersection. Thus, the precondition is the vehicle is in motion. Suppose the traffic light at the intersection is red. The control structure must determine the proper course of action to assign to the vehicle. ::'''Precondition:''' The vehicle is in motion.<br /> ::'''Control Structure'''<br /> :::Is the traffic light green? If so, the vehicle may stay in motion.<br /> :::Is the traffic light red? If so, the vehicle must stop.<br /> ::'''End of Control Structure'''<br /> ::'''Postcondition:''' The vehicle comes to a stop.<br /> Thus, upon exiting the control structure, the vehicle is stopped. == IF-THEN Statement == The '''IF-THEN''' statement is a simple control that tests a variable against a condition. If the condition is true, then an action occurs. If the condition is false, nothing is done. To illustrate: ::'''IF''' variable is true :::'''THEN''' take this course of action If the variable indeed holds a value consistent with being true, then the course of action is taken. If the variable is not true, then there is no course of action taken. === IF-THEN-ELSE Statement === IF-THEN statements test for only one action. With an '''IF-THEN-ELSE''' statement, the control can "look both ways" so to speak, and take a secondary course of action. If the condition is true, then an action occurs. If the condition is false, take an alternate action. To illustrate: ::'''IF''' variable is true :::'''THEN''' take this course of action ::'''ELSE''' call another routine In this case, if the variable is true, it takes a certain course of action and completely skips the ELSE clause. If the variable is false, the control structure calls a routine and completely skips the THEN clause. == WHILE and DO-WHILE Loops == A '''WHILE''' loop is a process in which a loop is initiated until a condition has been met. This structure is useful when performing iterative instructions to satisfy a certain parameter. To illustrate: ::'''Precondition:''' variable X is equal to 1<br /> ::'''WHILE''' X is not equal to 9<br /> :::Add 1 to X<br /> This routine will add 1 to X until X is equal to 9, at which point the control structure will quit and move on to the next instruction. Note that when the structure quits, it will not execute the Add function: when X is equal to 9, it will skip over the clause that is attached to the WHILE. This instruction is useful if a parameter needs to be tested repeatedly before acceptance. === DO-WHILE Loops === A '''DO-WHILE''' loop is nearly the exact opposite to a WHILE loop. A WHILE loop initially checks to see if the perameters have been satisfied before executing an instruction. A DO-WHILE loop executes the instruction before checking the parameters. To illustrate: ::'''DO''' Add 1 to X<br /> ::'''WHILE''' X is not equal 9<br /> As you can see, the example differs from the first illustration, where the DO action is taken before the WHILE. The WHILE is inclusive in the DO. As such, if the WHILE results in a false (X '''is equal to''' 9), the control structure will break and will not perform another DO. Note that if X is equal to or greater than 9 prior to entering the DO-WHILE loop, then the loop will never terminate. == FOR Loops == [[Category:Introduction to Computer Science]] 5445 79891 2007-01-22T05:59:13Z CQ 1939 /* Boolean expressions */ hehe {{welcome and expand}} ===Assignment=== Assignment is setting a variable to a value. Like common mathematics, most languages use a simple equal sign. <pre> a = 5 blah = "A string" </pre> ===Arithmetic operations=== The simple operations like additions and subtraction are exactly the same as in common math. <pre> a = 2 + 5 (a equals 7) b = 4 - 3 (b equals 1) </pre> For operations like multiplication and division, the operators are slightly different then standard mathematics, to avoid confusion with other symbols. Multiplication is denoted by an asterisk (*), and division by a slash (/). <pre> m = 3 * 5 (m equals 15) d = 20 / 5 (d equals 5) </pre> ===Boolean expressions=== Boolean refers to expressions that can take either a "true" or a "false" value. Since computers are electrical in nature, true usually takes on the value of flowing current, or the numeric value 1, while false is the absence of current, denoted as a 0. The following table illustrates how the values can be combined to achieve results. In an AND expression, both expressions ''must'' be true for the evaluation to be true, while in an OR expression either value being true will cause the evaluation to be true. {| cellpadding="4" cellspacing="1" style="text-align:center; font-weight:bold; font-size:120%" |+ Logic table |-style="background:Black; color:White" ! Input A !! Input B !! AND result || OR result |- style="background:FireBrick" |style="color:AliceBlue"|0 |style="color:MistyRose"|0 |style="color:LightYellow"|0 |style="color:LightYellow"|0 |- |- style="background:MidnightBlue" |style="color:AliceBlue"|1 |style="color:MistyRose"|0 |style="color:LightYellow"|0 |style="color:LightYellow"|1 |- |- style="background:FireBrick" |style="color:AliceBlue"|0 |style="color:MistyRose"|1 |style="color:LightYellow"|0 |style="color:LightYellow"|1 |- |- style="background:MidnightBlue" |style="color:AliceBlue"|1 |style="color:MistyRose"|1 |style="color:LightYellow"|1 |style="color:LightYellow"|1 |} NOT is the inversion, or opposite, of the input value. This makes a true value false, and a false value true. <pre> 0=>1 1=>0 </pre> By combining these elements in various ways, we are able to make fairly complex decisions break down to true or false values. ===Priority rules=== [[Category:Introduction to Computer Science]] 5446 76829 2007-01-16T00:28:29Z JWSchmidt 20 [[Category:Medicine]][[Category:Law]] ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:United Kingdom Medical Law |United Kingdom Medical Law ]] - This department provides learning resources that help WIkiversity participants explore how government of United Kingdom regulate Laws related to medicine and the practice of medicine. *[[Topic:Republic Of Ireland Medical Law |Republic Of Ireland Medical Law ]] - This department provides learning resources that help WIkiversity participants explore how government of Republic Of Ireland regulate Laws related to medicine and the practice of medicine. *[[Topic:United States Of America Medical Law |United States Of America Medical Law ]] - This department provides learning resources that help WIkiversity participants explore how government of United States Of America regulate Laws related to medicine and the practice of medicine. *[[Topic:Kingdom Of Saudi Arabia Medical Law |Kingdom Of Saudi Arabia Medical Law Medical Law ]] - This department provides learning resources that help WIkiversity participants explore how government of Kingdom Of Saudi Arabia regulate Laws related to medicine and the practice of medicine. *... [[Category:Medicine]][[Category:Law]] 5455 25973 2006-09-10T14:17:56Z Trevor MacInnis 99 #redirect[[Wikiversity:Verifiability]] #redirect[[Wikiversity:Verifiability]] 5456 25975 2006-09-10T14:19:02Z Trevor MacInnis 99 #redirect[[Wikiversity:Be bold]] #redirect[[Wikiversity:Be bold]] 5457 25978 2006-09-10T14:21:20Z Trevor MacInnis 99 #redirect[[Wikiversity:Community Portal]] #redirect[[Wikiversity:Community Portal]] 5458 25983 2006-09-10T14:54:26Z JWSchmidt 20 #REDIRECT [[Introduction to GarageBand]] #REDIRECT [[Introduction to GarageBand]] 5459 25991 2006-09-10T15:18:40Z JWSchmidt 20 #REDIRECT [[Getting to know pathogens]] #REDIRECT [[Getting to know pathogens]] 5463 68557 2007-01-09T04:03:28Z JWSchmidt 20 categories ==Course description== The goal of this course is to familiarize students with the formal definition of likelihood and its properties relevant to statistics, with all the demonstrations and proofs included. Initially, there is no intention to go beyond maximum likelihood estimation and basic likelihood ratio tests. The prerequisites are a good course of probability theory, including probability spaces of arbitrary dimension, calculus in R^{n}, basic matrix algebra and a little experience with statistics and higher mathematics. ==Course news== * '''Monday, September 10, 2006''' - Course open! --[[User:Lgallindo|Lucas Gallindo]] 17:21, 10 September 2006 (UTC) ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! <!--*[[Our Playground: The Real Numbers and Their Development]]--> *[[The Basic Definitions]] *[[Maximum Likelihood Estimation]] *[[Likelihood Ratio Tests]] *[[The Case of The Exponential Family]] *[[Profile Likelihood Confidence Intervals]] <!--==Offsite Learning Materials== *[http://ocw.mit.edu/OcwWeb/Mathematics/18-01Fall2003/CourseHome/index.htm Single variable calculus] *[http://ocw.mit.edu/OcwWeb/Mathematics/18-022Fall-2005/CourseHome/index.htm Calculus II] ==Recommended Reading Material== If you want to learn calculus the way mathematicians do, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn from the masters. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:Michael Spivak|Spivak, Michael]]. (1994). ''Calculus'' Publish or Perish. ISBN 0914098896 *[[w:Michael Spivak|Spivak, Michael]]. (1965). ''Calculus on Manifolds: A Modern Approach to Classical Theorems of Advanced Calculus'' Publish or Perish. ISBN 0805390219 *[[w:Richard Courant|Courant, Richard]]. (1992). ''Differential and Integral Calculus'' Wiley-Interscience. ISBN 0471588814 *[http://kr.cs.ait.ac.th/~radok/math/mat6/startdiall.htm Differential and Integral Calculus, Vol. I by Richard Courant]. Accessed Monday, August 21, 2006. *[http://kr.cs.ait.ac.th/~radok/math/mat9/startall.htm#Differential%20and%20Integral%20Calculus Differential and Integral Calculus, Vol. II by Richard Courant]. Accessed Monday, August 21, 2006. *[[w:Tom Apostol|Apostol, Tom]]. (1967). ''Calculus, Vol. 1: One-Variable Calculus with an Introduction to Linear Algebra'' Wiley. ISBN 0471000051 *[[w:Tom Apostol|Apostol, Tom]]. (1969). ''Calculus, Vol. 2: Multi-Variable Calculus and Linear Algebra with Applications'' Wiley ISBN 0471000078--> ===Wikipedia=== *[[w: Likelihood function]] ===Wikibooks=== Works in progress: [[Wikibooks:Statistics]] <-- This book is considered a prerequisite. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). [[Category:Statistics]] [[Category:Mathematics]] [[Category:Introductions]] 5468 30295 2006-09-28T14:43:32Z JWSchmidt 20 add image [[Image:Avian influenza spread map.jpg|thumb|right|400px|11 January 2006 map depicting the global spread of Avian Influenza through both animal and human populations.]] Welcome to the '''Infectious Disease and Public Health''' project. ==Content summary== Development of learning materials for public health initiatives. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Telemedicine in French-speaking Africa]] - RAFT, a network of educational television and telemedicine in French-speaking Africa * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: *[http://raft.hcuge.ch/ RAFT], un réseau de télé-enseignement et de télémédecine en Afrique francophone *http://mail.wikipedia.org/pipermail/spcommittee-l/2006-September/000162.html noted from a forum in Geneva] Wikimedia discussion of RAFT ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] - see also: [[Topic:Medical Microbiology|Medical Microbiology]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 5472 28448 2006-09-21T04:07:17Z JWSchmidt 20 [[Category:Immunology]] [[Category:Medical Microbiology]] [[Category:Immunology]] 5473 26048 2006-09-10T18:03:24Z JWSchmidt 20 [[Category:Webcasting]] Welcome to the project for '''Telemedicine in French-speaking Africa'''. The Network in French-speaking Africa for Telemedicine (Réseau en Afrique Francophone pour la Télémédecine, RAFT) needs learning materials for public health topics such as Tuberculosis and HIV. ==Public Health Topics== *[[Public Health Strategies for Tuberculosis]] *[[Public Health Strategies for HIV]] ==References== Additional helpful readings include: *[http://raft.hcuge.ch/ RAFT], un réseau de télé-enseignement et de télémédecine en Afrique francophone *[http://mail.wikipedia.org/pipermail/spcommittee-l/2006-September/000162.html notes] from a forum in Geneva; Wikimedia discussion of RAFT *[http://raft.hcuge.ch/06-04-29%20RAFT%20english.pdf English description of RAFT] - "The RAFT network: five years of distance continuing medical education and tele-consultations over the Internet in French-speaking Africa" by Antoine Geissbuhler, Cheick Oumar Bagayoko and Ousmane Ly. [[Category:Infectious Disease and Public Health]] [[Category:Webcasting]] 5474 26050 2006-09-10T18:14:45Z JWSchmidt 20 subcategory [[Category:Types of educational media]] 5475 80513 2007-01-24T03:12:37Z JWSchmidt 20 [[Category:Media]] [[Category:Education]] [[Category:Media]] 5479 77519 2007-01-17T03:52:36Z JWSchmidt 20 [[Category:Schools]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> The Wikiversity School of Early Learning is devoted to the development of learning resources for children of preschool and kindergarten age. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''10 September 2006''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Schools]] 5480 26290 2006-09-11T14:52:44Z JWSchmidt 20 [[Category:Age groups]] [[Category:Schools]] [[Category:Age groups]] 5481 76337 2007-01-15T03:21:42Z 4.248.59.60 /* Powerplant */ Please add as much as you can to this. It is a work in progress. = '''Getting Your Private Pilot License''' = ====About==== This wiki is put together in order to aid all of those out there who may be interested in the aviation field. More will come, but at the moment I am more concerned with putting the very basics out there to get people interested in aviation. Sections about aerodynamics, flight maneuvers, and other resources will follow. The idea is to eventually create a '''free''' resource for training that may reduce the great burden that falls on the shoulders of every emerging student pilot. ---- ==What, Why?== The two greatest questions that may dissuade people from or entice people into flying are the questions "what?" and "why?". ===What=== A '''Private Pilot License''' (or, in the [[w:United States|United States]], a ''certificate'') permits the holder to operate an [[w:aircraft|aircraft]] under [[w:visual flight rules|visual flight rules]]. In most countries, a private pilot possessing an [[w:instrument rating|instrument rating]] may also conduct flights under [[w:instrument flight rules|instrument flight rules]]. Passengers may be carried and [[w:flight|flight]] in furtherance of a business is permitted; however, a private pilot may not be compensated in any way for services as a pilot and must pay at least the pro rata share of a flight's expenses. Neither passengers nor cargo may be carried for hire. For more information see: [[w:Pilot certification in the United States#Private Pilot]] ===Why?=== People become pilots for many reasons. You may do it to have a goal to work at. You may do it because you need a way to commute to work faster. You may do it because it is your life long dream. Whatever the reason, aviation will become a way of life for you if you do. You will not regret a single penny of the money you spend, or a single second of the time you labor. It is one of the most satisfying feelings in the world to know you are a pilot. I recommend it to anyone. == Getting Started == It's not just as easy as jumping into the cockpit and fire-walling the throttle, there is some work for you to do first. == What You'll Need To Do== According to the FARs (Federal Aviation Regulations) there are some things you'll need to do to become a pilot. 1. First you will need to be at least 17 years old at the time of certification. 2. Have a current FAA third-class medical certificate. 3. Log at least 40 hours of flight. At least 20 hours of flight with an instructor. At least 10 hours of solo flight. 2. You must be able to read, speak, and write in English. This is so that pilots can communicate between each other and with the air traffic controllers. 3. Pass two knowledge tests. a) The FAA Private Pilot Airmen Knowledge written test (on which you must score at least 70%). b) An oral exam administered by an FAA Designated Flight Examiner during a portion of your checkride. There is no pass/fail score given, simply a session where the examiner ensures that you have the proper knowledge to safely conduct flight as a private pilot. There is no requirement as to what questions must be asked or how long it should take, it is up to the discretion of the examiner. Some have been rumored to do straight Question/Answer oral exams, while others conduct their oral exam more like a discussion. PLEASE NOTE: There is a new FAA approved Sport Pilot category which now permits a class of aircraft to be operated by individuals with a Sport Pilot license. This license has less stringent requirements, e.g. a valid U.S. driver's license can be used as evidence of medical eligibility (provided the individual does not have an official denial or revocation of medical eligibility on file with FAA). For more info, see www.sportpilot.org == What to Start With == Before you even try to spend your money on flying, try to get an introductory lesson at a lower price, or a ride in an airplane from a neighbor. You want to know from the beginning if this is something you want to do. After that, get all the information in written form you can. The ASA FAR/AIM book is an excellent resource for all the regs, though ''Jeppesen's Private Pilot Manual'' is a more readable form. Buy both of these books, and read as much of them as you can. Go in to the whole situation with as much knowledge as you can, and use that knowledge to supplement the practical training you will receive as a student. == Choosing a Flight School == In the United States, there are two types of schools: the larger more corporate flight schools, known as a "Part 141" school (a reference to the section of Federal Aviation Regulations (FAR) which dictates operation of said school), like Sporty's, Embry-Riddle Aeronautical University, etc, and the smaller "Part 61" flight schools, that typically are nothing much more than an instructor that calls his flight school his home business, but some large flight schools, such as Sporty's, operate under both sets of regulations. The FAR Part that the flight school operates under has nothing to do with the quality of instructor you will find there. Either school will get you to where you wish to be. However, Part 141 schools are normally designed for "streamlined" training, that is, creating a lot of pilots in not a lot of time. These types of schools are typically more beneficial for those seeking to become professional pilots, due to slightly lower minimum requirements in terms of hours, and are usually structured as an "aviation immersion", where you walk, talk, eat and sleep aviation. A Part 141 school is overseen by the FAA very closely, ensuring that the pilots, instructors, aircraft, and owner/operators all meet the standards as outlined in 14CFR 141. Part 141 schools are generally much larger then a Part 61 operation, and are required to have an FAA approved curriculum. Part 141 flight schools typically require an up-front payment (or a loan, subject to credit approval) for the entire course before lessons begin. Part 61 operations can be owned by one or two instructors, and are typically small. Typically, instruction is scheduled and paid for one lesson at a time, and one hour per lesson. Keep in mind, though there are schools that operate under part 61, it does NOT have to be an official "school" to teach you how to fly. Your neighbor the flight instructor could instruct you under part 61 regardless of a school affiliation. However, there are regulations that pertain to the aircraft used for flight instruction, which your instructor needs to be aware of if he is using a privately owned aircraft. Both are good, but again, you must keep your goals in mind. A Part 61 school will be fine for renting and learning to fly a Supercub[[http://en.wikipedia.org/wiki/The_New_Piper_Aircraft]], but it may not be the best choice on the road to becoming an ATP[[http://en.wikipedia.org/wiki/Airline_Transport_Pilot_License]], as the overall costs will be higher. However, whether you conduct your training under Part 61 or 141, you can reach the same level, and attain the same certificate without limitations. Talk to graduates from your local schools, and see who they'd recommend. Remember, pilots want safe pilots flying with them, and if they don't think a certain instructor trains competent pilots, heed their warnings, you want to be the very safest pilot in the air. == Flight School For Dummies== === Follow Through === Remember during your training this one thing: "I CAN DO IT." Regardless of how tough it may seem along the way, you will always regret it if you decide half-way through that you did not have what it takes. Your own drive is probably the greatest of your allies. ===Cost=== Flight school can cost a lot. The average flight training costs about $5,000 dollars, though I know people who have gotten it for less than $4000. Most flight schools charge by the hour-- both for the airplane, and the instructor. Airplane rental can range anywhere from $50 per hour (for a Piper J-3 Cub or similar aircraft) to $130 per hour (for a brand-new Cessna 172 with all the latest avionics). There are, of course, many aircraft whose rental prices fall in between these numbers. Beware of flight schools that quote "dry" prices. If a certain flight school is quoting prices that seem much lower than the cost at surrounding flight schools, they're probably not including the price of Avgas. Avgas in the United States costs twice as much as automotive gasoline, and most airplanes burn 10 gallons of it in an hour. Most flight schools will try to steer you into training in a Cessna 172, but you can save money by asking if they have a Cessna 152. Most schools have a Cessna 152 and will be glad to train you in it, but only if you ask. Rental prices are associated with a specific airplane, not a specific ''type'' of airplane. One airfield can have two of the same type of aircraft with different prices, reflecting how new each aircraft is and how advanced their avionics are. Flight schools will charge anywhere from $20 to $50 per hour for the instructor. Aviation is furthermore plagued by price-gouging. You will, before your first solo flight, have to purchase a headset. The very cheapest airplane headsets, which are every bit as flimsy as the $10 headphones sold at the local drug store, cost over $200. A ''good'' headset like the one your flight instructor is likely to let you borrow until you solo will run you about $600. The current average student in the US will need between 60 and 80 hours to get the private pilot certificate. Again, the quality of the training, and your own commitment are going to play a role in this. If you cannot afford to fly every day for a month, your price is going to increase due to the extra time it will take you to get back in the habit every week when you do fly. The best and cheapest way to get your certificate is to do it all at once. That way, you can feel your progress, and have a more intuitive grasp on how the plane flies. This is crucial to the training of a successful pilot. There are organizations that offer scholarships to people wishing to become pilots. As well, there are companies that specialize in loans for those interested in learning to fly, so that you can have the money available to complete your training in a timely manner. Someone at your flight school may be able to help you with these different options. The expense does not end with the acquisition of your license. You will eventually have to buy insurance, which most insurance companies require to be paid annually. If you do not fly regularly, you will lose some of your skills, so you must regularly rent an airplane to maintain proficiency. If you're trying for your commercial license, you must eventually rent ever more expensive airplanes that have retractable gear ($100-$175 per hour) and twin engines ($200/hour minimum). If you think owning an airplane will save you any money, think again. An airplane does not cost as much as a car. It costs as much as a house. ===THE FRAMEWORK OF REGULATIONS.=== You are going to move in an environment where safety is the main factor: the world of aeronautics. For this reason the rules and regulations are created so that they can be adapted to the world of aeronautics today to guarantee the safety of those who, at present, take part. The great majority of countries that take part in aeronautical activities move in a framework of regulations always for the reasons of security. We are interested in the regulations that affect the Private Pilot and the 'insight flying. (VFR Visual Flight Rules.) The organizations that are active at different levels, [World, European, National and Regional] produce the text and carry out the regulations and controls that apply to them. All that are active in aeronautics, and in particular the users, depend on such organizations. we are going to take and look at these frameworks of regulations that you will move in to get the title of Private Pilot and In sight flight VFR. We are interested, right away, in the aspect of the regulations that affect us closely. You are going to need to know the rules of navigation. We are talking about the license and the privileges it offers, the rules of pilot training. In particular certain qualifications and the medical condition of the trainee pilot. We will look at what is an 'aircraft'. The term is generic and designates all apparatus that can take off and move in the air: airplanes, microlights, helicopters, hang gliders, balloons, and so on. =Background= [[Image:Aeroforces.jpg|frame|left|The four forces of [[w:flight|flight]].|120px]] <br clear="all"> ==Aerodynamics== Aerodynamics is the study of fluids in motion. To be a competent pilot, you will need to know and understand aerodynamics intuitively, and also scientifically. See [[w:lift (force)|lift]]. ==Why an airplane flies== There are four external forces that act on any airplane in flight (lift, weight, thrust, and drag). When these four forces are equal the airplane remains at the same altitude, and at the same speed. ===Lift=== Providing that the thrust is providing the forward force, then the place will 'Lift', however this is caused by the principle stated by Daniel Bernoulli (named Bernoulli's principle). Bernoulli's principle explains many things including the reason for the curvature of an aircraft wing, as the upper, longer section of the wing takes the air theoretically longer to meet at the other end of the wing, however this can't be and the air moves faster, in comparison to the slower moving air under the wing. This difference creates a pressure difference above and below the wing, above- fast moving air, lower pressure below- slow moving air, higher pressure The pressures can be calculated by finding the velocities around the wing and using Bernoulli's equation. This gradient creates this lift, combined with resultant thrust (thrust-drag)- see lift ===Drag=== Drag is the resistance to the motion (in this case forward by the thrust). In this case, air resistance and streamline surfaces (again emphasis on laminar flow and streamline wings and fuselages). ===Thrust=== Thrust is a reaction force described quantitatively by Newton's Second and Third Laws. When a system expels or accelerates mass in one direction the accelerated mass will cause a proportional but opposite force on that system. ===Weight=== The force that opposes lift, caused by the gravitational attraction between the earth and the aircraft. =Standard Day= <!--standard day is a term usually used to describe 15 degrees celsius and a pressure of 29.92 inches of mercury, it has more significance to performance than weather i think :P--> ==Weather== ==Winds== ==Temperature== ==Clouds== Clouds occur when water vapor in the air condenses. The water vapor will condense when the temperature of the air containing that vapor reaches the dew point. If it is foggy, the surface temperature has reached to dew point. Air temperature usually decreases with altitude. On a dry day temperature decreases faster for a given gain of altitude. When the humidity is high, on the other hand, temperature will decrease less for a given increase in altitude. The rate at which temperature normally decreases with altitude is called the adiabatic lapse rate. The normal (adiabatic) lapse rate is about 2 degrees celsius per 1000ft(3.6 degrees fahrenheit per 1000ft). Since temperature decreases with altitude, rising air will form a cloud when the air temperature is equal to its dew point. There are many types of clouds that are useful for pilots to learn, because they can indicate weather conditions. =Systems and Aircraft Components= In this segment I will cover the systems for a 1967 Cessna 150. I chose this aircraft because it is a fairly common training aircraft, and it has fairly simple systems. More complex aircraft require more study when it comes to systems. ==Pitot-Static== This system consists of a pitot-tube, and a static port. These components measure air pressure, and are necessary for the operation of the altimeter, airspeed indicator, and vertical speed indicator. The pitot tube measures impact air pressure, it is mounted in some area where the airflow is not turbulent to reduce instrument error. Usually the pitot-tube is located under the pilot side wing, the left wing. As the aircraft moves faster through the air, the air pressure at the pitot-tube opening increases. If an airplane sits still on the ground and is pointed into the wind, the airspeed indicator will indicate the wind speed; this is good because an airplane's performance depends on airspeed, not groundspeed. A static port is used to measure the atmospheric pressure around the aircraft. The static port is located in front of the left door on many general aviation aircraft. As the altitude of the airplane increases the pressure decreases at a relatively linear rate, meaning that the static port is useful for measuring altitude, and vertical speed. ===Instrument errors=== Icing, or other obstructions can block either the static-port or pitot-tube. The procedures used to deal with faulty components are spelled out in the aircraft's Pilot Information Handbook(POH). Airplanes are usually equipped with a backup static port inside the cabin of the aircraft. ==Powerplant== The powerplant is the source of thrust for an aircraft. On general aviation aircraft it is usually a four stroke reciporocating petroleum burning engine, similar to a car. ===Fuel=== The fuel system consists of the storage tanks, pumps and lines used to deliver fuel, and some kind of instrument for mixing the fuel with air. Before the fuel can enter the cylinder for combustion, it must be mixed with air in the correct proportion. Fuel is mixed with air in a carburetor, or by using fuel injectors. ===Ignition=== The electricity used to generate the spark at the beginnning of the power stroke comes from magnetos. The use of magnetos allows the ignition system to be completely undependent on the rest of the electical system, i.e. the battery and alternator. ===Lubrication=== The lubrication system reduces friction, helps cool the engine, and helps clean the engine. General aviation powerplants usually run at higher temperatures than automotive engines, so a higher viscosity oil is used. Usually aircraft checklists will require that oil pressure be within the green limit soon after the engine starts, this is because low pressure could indicate that oil is not circulating. ===Cooling=== Usually a general aviation powerplant is air cooled. The engine cylinders are horizontally opposed to allow for more air surrounding each cylinder. Each cylinder has many fins attached to it, to increase surface area. Sometimes baffles are used to direct airflow through the engine compartment. ==Electrical== ==Flight Control Surfaces== =In The Cockpit Basics= The basic thing to remember in the cockpit is this: "THINK!" Being impulsive will get you nowhere-in fact, it will get you killed - know what and how to do what ever needs to be done. If you don't, ask someone. They will be certain to help. ==Checklists== Aviation is very procedural. Every action you will undertake in the aircraft will have a checklist tied to it somewhere. Many of the checklists are simple, and can be memorized, but this is not always a good practice. Memories can be faulty, and in aviation a faulty memory can be a death sentence. Use your checklists. ===Preflight=== Here is an example of a checklist for a 1967 Cessna 150[[http://en.wikipedia.org/wiki/Cessna_150]] (which is the aircraft we will use as an example most often in this tutorial. This checklist should not be used as a replacement for your instructor's checklist. It should only be used as an example. The general idea behind any checklist is to establish a standardized, and methodical routine for some operation. Checklists provide peace of mind for pilots because they aren't wondering if they remembered to check something as they are flying. '''PREFLIGHT CHECKLIST''' '''(1)Remove Control Locks and Tiedown Ropes''' ''This is the first portion. Here we approach the aircraft, and begin our systematic search for problems that will make the aircraft unsafe. We unrope the aircraft, and remove the control locks so that the aircraft is free and able to move.'' '''(2)Master - - On''' ''By turning on the master switch, we have given the aircraft instruments, gyroscopes, and other electrically driven systems life.'' '''(3)Flaps - - Down''' ''We lower the flaps so that we may later inspect their integrity.'' '''(4)Fuel Gauge - - Check''' ''The fuel gauges only work when the master is on'' '''(5)Master - - Off''' ''By turning the master off, we insure battery life. Without it, the engine will not be able to start.'' '''(6)Ignition (MAGS) - - Off''' ''This is to make sure that the magnetos, which control the engine sparkplugs are off. If they were on, and you move the prop, the engine might turn over and kill you'' '''(7)Throttle - - Closed (Pulled Out)''' ''This is to make sure that if even if the magnetos were not grounded, and the engine were to start, it will not be able to run because there would be little or no fuel running into the engine.'' '''(8)Mixture - - Lean (Pulled Out)''' ''Similar to above, this ensures that even if the throttle has some fuel running through it, the fuel-air mixture in the cylinders will be excessively lean, and the engine will be unable to continue running.'' '''(9)Sample Fuel (Check for Water & Sediment) - - Left Wing''' ''By draining fuel into a small clear container, we ensure that there is no water or debris in the fuel. Unclean fuel could lead to engine damage, or, in a bad case, to engine failure.'' Water in the engine would cause the engine to stop because water will not combust. '''(10)Inspect Left Side of Fuselage for Damage''' ''Here we are looking for wrinkles, or anything that might impede the integrity of the airflow. If the aircraft is not streamlined, it will not fly very well.'' '''(11)Inspect Leading Edge of Horizontal & Vertical Stabilizer for Damage''' ''Again, check for wrinkles, and any sort of damage. If our vertical stabilizer was broken, maintaining a level attitude would be hard.'' '''(12)Inspect Skin on Tail Surfaces for Damage''' ''Smooth airflow is the key. Rough airflow will get you killed.'' '''(13)Check Stabilizers, Elevator, and Rudder for excessive travel''' ''If they seem to go to far up or down, there is probably a problem. The push rods that control their movement may be damaged.'' '''(14)Check that Hinge Bolts are fastened & Cotter Pins are in Place on Tail''' '''Surfaces''' ''This is to make sure that the aircraft's tail is actually fastened in place, and not just hanging there.'' '''(15)Inspect Right Side of Fuselage for Damage''' ''Yet again we are looking for wrinkles, or anything that might impede the integrity of the airflow. Again, if the aircraft is not streamlined, it will not fly very well. '''(16)Drain Fuel (Check for Water & Sediment) - - Right Wing''' ''Same purpose as the above check.'' '''(17)Check Flaps for excessive travel, bolts are fastened, and Control Rod is '''attached and is not bent''' ''If the flaps are not properly attached, assymetrical flap position, and or the flaps going up through the wing could result. Those are not too favorable outcomes.'' '''(18)Check Ailerons for excessive travel, hinges are attached and not Cracked, '''Cotter Pins are attached to hinge ends''' ''The ailerons control roll, if they are broken, it will be more difficult to control the aircraft. Make sure they will function.'' '''(19)Remove all Ice Formation from Aileron''' ''This is incredibly important. Ice changes the surface of the aileron, and may make it less effective. It may also limit the movement of the aileron.'' '''(20)Check that Lead Weights are attached to Aileron''' ''These weight the aileron in order to ensure a return to their original, "neutral" position.'' '''(21)Shake Right Wing Up and Down - - Check for tightness and unusual''' '''Sounds''' '''(22)Check Wing Struts - - Check for tightness and unusual sounds''' '''(23)Inspect Right Wing for Damage - - Check for Wrinkles''' '''(24)Inspect Main Landing Gear for Damage''' '''(25)Inspect Main Landing Gear Tire for proper inflation, cuts, condition ''' '''of tread, or foreign objects (screws or nails in tire)''' '''(26)Inspect Brake Pads for wear''' '''(27)Inspect Brake Line for leaks ''' '''(28)Check that Wheel is fastened to Landing Gear (Cotter Pin is in Place)''' '''(29)Check Oil Level (4 ½ Quarts Minimum to 6 Quarts Maximum)''' '''(30)Check Oil Breather for blockage''' '''(31)Drain Fuel from Fuel Strainer''' '''(32)Check Inside the Cowling (Nose of Aircraft) for loose Wiring, ''' '''Oil Leaks, Fuel Leaks, All Engine Accessories are installed and installed''' '''correctly''' '''(33)Check that Cowling is fastened correctly - - All Screws are attached ''' '''(34)Check Propeller & Spinner - - Check for Damage and Security''' '''(35)Check Engine Baffle - - Check for Damage and Security''' '''(36)Check Engine Baffle Seals - - Check for Damage and Security''' '''(37)Check Engine Exhaust Pipes - - Check for Damage and Security''' '''(38)Check Carburetor Air Filter - - Clean''' '''(39)Inspect Nose Gear for Damage and Proper Inflation (2 inch spread on Nose Strut)''' '''(40)Inspect Nose Gear Shimmy Dampener for Damage''' '''(41)Check that all Bolts and Nuts are attached to nose fork assembly''' '''(42)Inspect Nose Gear Tire for proper inflation, cuts, condition of Tread,''' '''or''' '''foreign objects (screws or nails in tire)''' '''(43)Check that Wheel is fastened to Nose Gear - - Bolt and Nut Attached''' '''(44)Check Condition of Steering Rod Boots''' '''(45)Check Static Port for Damage and Obstructions''' '''(46)Check Radio Cooling Vent for Damage and Obstructions''' '''(47)Check Pitot Tube for Damage and Obstructions''' '''(48)Check Fuel Overflow Tube for Damage and Obstructions''' '''(49)Check Stall Warning Port for Damage and Obstructions''' '''(50)Check Wing Struts - - Check for tightness and unusual sounds''' '''(51)Inspect Left Wing for Damage – Check for Wrinkles''' '''(52)Shake Left Wing Up and Down - - Check for tightness and unusual sounds''' '''(53)Check Ailerons for excessive travel, hinges are attached and not''' '''cracked,''' '''Cotter Pins are attached to hinge ends, Control Rod attached''' '''(54)Remove All Ice Formation from Aileron''' '''(55)Check that Lead Weights are attached to Aileron''' '''(56)Check Flaps for excessive travel, bolts are fastened, and Control Rod''' '''is''' '''attached and is not bent''' '''(57)Inspect Main Landing Gear for Damage ''' '''(58)Inspect Main Landing Gear Tire for Proper inflation, cuts, condition''' '''of''' '''tread, or foreign objects (screws or nails in tire)''' '''(59)Inspect Brake Pads for wear''' '''(60)Inspect Brake Line for leaks''' '''(61)Check that Wheel is fastened to Landing Gear (Cotter Pin is in place)''' '''(62)Check Left Fuel Tank''' '''(63)Check Right Fuel Tank''' '''(64)Check Top of Wings for Damage''' '''(65)Remove all Ice Formation From the Top and Bottom of All Surfaces ''' '''(66)Check Navigation Lights, Landing Lights, Strobe Lights, Pulse Light''' '''System, and the Beacon for Damage and Proper Illumination''' '''(67)Check Antennas for Damage''' '''(68)Remove all Debris under Propeller (rocks etc.)''' '''(69)Fold up Step Ladder and put it in the bed of the truck''' As complicated as this may seem, it is barely anything. The checklists that needed to be completed to launch the Apollo Spacecraft would take days to complete. This only takes 45 minutes or so. ===Post-flight=== Here is an example of a post-flight checklist for the same aircraft[[http://en.wikipedia.org/wiki/Cessna_150]] as above. '''After Landing''': (1)Wing Flaps - - Up (2)Carburetor Heat - - Cold (3)Transponder - - Off '''Securing Airplane''': (1)Brake - - Set (2)CLOSE FLIGHT PLAN (3)Comm Radio - - Tune to 121.5 (Make sure ELT is not activated) (4)Radios - - (COMM, VOR, ADF, GPS, DME & INTERCOM) - - Off (5)Radio Master - - Off (6)Strobe & Landing Lights - - Off (7)Pulse Lights - - Off (8)Mixture - - Idle Cut-Off (Pull Full Out) (9)Ignition (Mags) - - Off (10)Master Switch - - Off (11)Nav. & Beacon Lights - - Off (12)Control Lock - - Install =Take Off= The basic point behind take off is simple. Get the airplane in the air without crashing into anything! There are a couple of standard ways to do this: ==Standard== The standard way to take off is fairly simple. Advance the throttle to full, and start off down the runway. Once your speed has sufficiently built (this should be your Vy speed) you pull back slightly on the stick, and raise the nose gear off of the runway. The airplane should, at this point, fly itself off the runway and into the air. Keep the airspeed at that Vy speed until you have finished climbing. ==To Clear a Fifty Foot Obstacle== ==Soft Field== =Landings= ==Standard== ==Short Field== ==Soft Field== ==Go - Arrounds== On confirmation from ATC, following aerodrome charts and specific details set by the aerodrome set by ATC, apply throttle to ensure safe passage and assume height as of charts =Steep Turns= =Slow Flight= [[Image:Lift_curve.jpg|frame|none|A common curve of lift for general aviation aircraft.]] ---- ==Maneuvering== ==Power Off Stalls== Practicing power off stalls teaches the student to recognize and avoid stall situations that might be encountered during engine failure. If a stall should occur, the student learns how to recover quickly. Stalls occur when the airflow over the wing is at an excessive Angle of Attack (AOA). An excessive angle-of -attack disrupts the smooth flow of air over the wings. As the angle of attack, relative to the direction of movement, increases, air begins to separate from the rear of the wing and begins to swirl causing increases drag. As the AOA increases, the flow disruption creeps towards the front of the wing until the drag caused by the airflow disruption exceeds the lift. At this point, the aircraft begins to drop until the flow of air is corrected by reducing the angle of attack. Since th aircraft is now headed towards the ground, the angle of attack is reduced by pushing the stick forward and pointing the nose of the aircraft towards the ground. Since this is a power off stall, recover will take longer than a power on stall because all of your increased airspeed is generated by the effect of gravity. Typically, stall practice is performed at high altitudes so the student will feel comfortable and have plenty of time to recover. A power off stall is most likely to occur during landing approach, so it is a vital skill to master. It is also very easy for most students to learn. ==Power On Stalls== Practicing power-on stalls teaches the student to recognise and avoid stall situations that might be encountered during a climb. If a stall should occur, the student learns how to recover quickly. Since this is a power on stall, recovery is quick and easy because you have the assistance of the engine. You simply push forward on the stick to reduce the angle of attack, and increase the power to maximum. A power-on stall is most likely to be encountered during take-off. Due to the low altitude, it is vital that you recover quickly. Typically, stall practice is performed at high altitudes so the student will feel comfortable and have plenty of time to recover. A power on stall is most likely to occur during takeoff, so it is a vital skill to master. It is also very easy for most students to learn. ==Spins== [[Image:ASIWarp.gif]] Airplanes, especially older ones, are prone to spin whenever they are stalled while in uncoordinated flight. A ''spin'' is an aggravated stall in which the airplane rotates about a vertical axis while descending towards the ground, usually very rapidly. In a slip or skid, one wing receives more airflow than the other, and therefore, if the critical angle of attack is reached, it will happen on one wing before the other. The first wing to stall will drop, its angle of attack will increase (worsening the stall), and its drag will increase. At the same time, the angle of attack on the other wing decreases, along with drag. As a result, the airplane will bank and yaw towards the first wing to stall. If this is corrected immediately by pressing the rudder in the opposite direction of the bank, a normal stall will occur, and a spin is averted. On the other hand, if incorrect action (ie, use of the ailerons) is taken, the aileron increases the angle of attack on the stalled wing even further, and worsens the stall on that wing even more. Incorrect action, or lack of action, then leads to entry into a spin. When you enter a spin, the airplane will point at the ground and rotate about its longitudinal axis, and in most aircraft you will lose altitude 'very quickly'. The spin rate, and descent rate will increase until the spin is fully developed, after which the spin rate and descent rate will stabilize. Airspeed will remain at or below stall speed. If you enter a spin accidentally in the traffic pattern (where spins are most commonly entered into accidentally), you will likely not have time to recover. It is therefore essential to remain in coordinated flight while in the traffic pattern. In particular, don't use the rudder pedals to speed up the turn to final, as there are many dead pilots who made that their last mistake. It is better to overshoot the turn to final than to put yourself and your passengers at risk for a low-altitude spin. ---- '''Spinning on purpose''' Practicing spins teaches the student to recognise and avoid spin situations that might be encountered during takeoff, landing, or normal flight. Typically, spin practice is performed at high altitudes, so the student will feel comfortable and have plenty of time to recover. A spin is most likely to occur during the early part of the takeoff or during the turn from base to final, so recognising a spin situation and avoiding it is a vital skill to master. Spins are usually practiced as power-on stalls with full rudder deflection in the desired direction of rotation. '''CAUTION:''' Many aircraft are only tested for recovery from one-turn spins, which are not fully developed. Allowing a prolonged spin may result in an unrecoverable condition for these aircraft. To recover from an established spin, the pilot sets the throttle to idle, Ailerons are placed in the straight and level position (You NEVER NEVER NEVER turn the ailerons!), and presses the opposite rudder all the way to the floor (to counter the rotation). Then, the pilot briskly applies forward pressure to the stick (to break the stall). The acronym P.A.R.E. assists with the memorization of this procedure: * '''P'''ower idle * '''A'''ilerons neutral * '''R'''udder in opposite direction of spin * '''E'''levator forward. Once the spin is broken (This happens quickly), the pilot pulls back on the stick and increases power until the aircraft resumes level flight. Spins are easy to recover from if you can remember the procedure, but many students find them to be quite a scary experience at first. As you build confidence though, the nervousness will fade. ==Getting More Complex== ====Ground Reference Maneuvers==== =====S-Turns===== =====Turns Arround A Point===== ====Navigation==== =====Pilotage===== =====Dead Reckoning===== =====Diversion===== =====Lost Procedures===== =Disclaimer= I take no responsibility for any of the data posted on this Wiki. This information may be a helpful training aide, but it cannot take the place of logged instructional time with an instructor. Thanks, and happy landings. [[Category:Aviation]] 5488 77718 2007-01-17T14:05:35Z Mystictim 626 added welcome and expand {{welcome and expand}}This is the Old Norse Stream, part of the [[Portal:Humanities|Humanities]] faculty, under both: * [[Topic:Language Aquisition|Language Acquisition]] ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * ... ==Participants== ====Interested students==== * [[magnunnr]] ====Interested teachers==== [[Category:Foreign Language Learning]] 5492 26135 2006-09-11T01:50:35Z JWSchmidt 20 /* Online resources */ add source ==Online resources== Note: many of these are for HIV, similar pages for tuberculosis may exist. *[http://www.hpa.org.uk/infections/topics_az/hiv_and_sti/hiv/hiv.htm United Kingdom HIV] - highly centered on UK issues *[http://www.phac-aspc.gc.ca/aids-sida/global/index.html Canada- Global component] *[http://www.who.int/mediacentre/factsheets/fs104/en/index.html WHO Tuberculosis] *[http://www.unaids.org/en/ UNAIDS] *[http://www2.usaid.gov/our_work/global_health/aids/ USAID] - HIV/AIDS main page *[http://usinfo.state.gov/gi/global_issues/HIV_AIDS/hiv_aids_initiative.html USA State Department] - page on Emergency Plan for AIDS Relief *[http://www.glf.org/GlobalHealth/Pri_Diseases/HIVAIDS/default.htm Gates Foundation] - HIV/AIDS main page *"Financing and cost-effectiveness analysis of public-private partnerships: provision of tuberculosis treatment in South Africa" by E. Sinanovic and L. Kumaranayake in ''Cost Eff Resour Alloc.'' (2006) Volume 4, article 11. {{PMC|1534060}} [[Category:Infectious Disease and Public Health]] 5493 61357 2006-12-19T18:18:39Z JWSchmidt 20 removing welcome template ==Online resources== *[http://www.hpa.org.uk/infections/topics_az/hiv_and_sti/hiv/hiv.htm United Kingdom HIV] - highly centered on UK issues *[http://www.phac-aspc.gc.ca/aids-sida/global/index.html Canada- Global component] *[http://www.who.int/mediacentre/factsheets/fs104/en/index.html WHO Tuberculosis] *[http://www.unaids.org/en/ UNAIDS] *[http://www2.usaid.gov/our_work/global_health/aids/ USAID] - HIV/AIDS main page *[http://usinfo.state.gov/gi/global_issues/HIV_AIDS/hiv_aids_initiative.html USA State Department] - page on Emergency Plan for AIDS Relief *[http://www.glf.org/GlobalHealth/Pri_Diseases/HIVAIDS/default.htm Gates Foundation] - HIV/AIDS main page *"The Global HIV/AIDS pandemic, 2006" by Centers for Disease Control and Prevention in ''Morbidity and Mortality Weekly Report'' (2006) Volume 55, pages 841-844. Full text online via: {{Entrez Pubmed|16902393}} *"Health Development versus Medical Relief: The Illusion versus the Irrelevance of Sustainability" by Gorik Ooms in ''PLoS Med.'' (2006) Online publication: e345. {{PMC|1539094}} [[Category:Infectious Disease and Public Health]] [[Category:Online learning resources]] 5494 26122 2006-09-11T01:27:40Z JWSchmidt 20 link to Wikipedia [[w:Entrez|Entrez PubMed]] [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids={{{1}}} {{{1}}}]<noinclude>[[Category:External link templates|{{PAGENAME}}]]</noinclude> 5495 26123 2006-09-11T01:28:07Z JWSchmidt 20 subcategory [[Category:Templates]] 5497 26127 2006-09-11T01:39:38Z JWSchmidt 20 fix link Full text at [[w:PubMed Central|PMC]]: [http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid={{{1}}} {{{1}}}]<noinclude>[[Category:External link templates|{{PAGENAME}}]]</noinclude> 5502 26137 2006-09-11T02:01:26Z Michaelnelson 310 [[Web Design/A Small Website Project]] moved to [[Web Design/Sarahs Notecards Redesign]]: More descriptive, and allows other small website projects to be created! #REDIRECT [[Web Design/Sarahs Notecards Redesign]] 5503 33427 2006-10-09T16:58:58Z Lgallindo 1040 adding some links, correcting some TeX and numbering == Formal Probability Review == Let <math>D</math> be a set contained in <math>R^{k}</math>, and <math>dm\left(x\right)</math> is the counting measure if <math>D</math> is discrete, [[wikipedia:lebesgue measure|Lebesgue measure]] if <math>D</math> is continuous and [[wikipedia:lebesgue-stieltjes measure|Steltjes measure]] otherwise (if you don't know what a measure function in a <math>\sigma-\mathrm{algebra}</math> is, lookup in [[wikipedia:measure (mahematics)]] or just consider that if <math>D</math> is continuous the integrals below are the usual [[wikipedia:Riemann integral|integrals]] from calculus, and the integrals resume to summation over <math>D</math> for discrete sets). Definition.: A function <math>f(x):D\rightarrow R</math> is a ''probability density function'' (abbreviated '''pdf''') if and only if <math>\int_{-\infty}^{\infty}fdm(x)=1</math> and <math>f(x)\geq 0~\forall x \in R</math>. We say that a variable <math>X</math> has pdf f if the probability of <math>X</math> being in <math>S</math> is<br> <math>\int_{S}^{}f(x)dm</math> (if you don't know measure theory, consider that <math>S</math> is an interval on the real line).<br> '''Exercise 1.1''' - Show that <math>\frac{1}{\sqrt{2\pi}}\exp\left\{-\frac{(x-\mu)^{2}}{2\sigma^{2}}\right\}</math> is a pdf with <math>D=R</math>, <math>\mu \in R</math> and <math>\sigma^{2}>0</math>.<br> '''Exercise 1.2''' - Show that we can build a distribution function using the function <math>g(x)=0</math>, if <math>x<k</math>, <math>f(x)</math> otherwise (<math>k</math> is any real number, <math>f</math> is defined in the previous exercise) by multiplying it with an appropriate constant. Find the constant. Generalize it for any pdf defined on the real line.<br> '''Exercise 1.3''' - If <math>X</math> has distribuition <math>f</math> with <math>\mu=1</math> and <math>\sigma^{2}=1</math>, what is the distribution of the function <math>Y=X^{2}</math>?(Calculate it, don't look it up on probability books). In statistics, the term probability density function is often abbreviated to ''density''. Definition.: Let <math>X</math> be a random variable with density <math>f</math>. The ''Cumulative Distribution Function'' ('''cdf''') of <math>X</math> is the function defined as :<math>F(x)=\int_{-\infty}^{x}fdm(x)</math> This function is often called distribution function or simply distribution. Since the distribution determines uniquely the density, the terms distribution and density are used by statisticians as synonymous (provided no ambiguity arises from the context).<br> '''Exercise 1.4''' - Prove that every cdf is nondecreasing. Definition.: Let <math>X</math> be a random variable. We call the ''expectation'' of the function <math>g(X)</math> the value :<math>E[g(X)]=\int_{-\infty}^{\infty}gfdm(x)</math> where <math>f</math> is the density of <math>X</math>. The expectation og the identity function is called ''expectation of <math>X</math>''.<br> '''Exercise 1.5''' - Compute the expectation of the random variables defined in '''Exercise 1.1'''.<br> '''Exercise 1.6''' - Show that <math>E[c]=c</math> for any constant <math>c</math>.<br> '''Exercise 1.7''' - Show that <math>E[g(x)+c]=E[g(x)]+c</math> for any constant <math>c</math>. == In The Beginning There Were Chaos, Empirical Densities and Samples == A population is a collection of objects (collection, not a proper set or class in a Logicist point of view) where each object has an array of measurable variables. Examples include the set of all people on earth together with their heights and weights and the set of all fish in a lake together with artificial marks on them, whre this latter case is found in capture-recapture studies (I suggest you look into Wikipedia and find out what is a capture-recapture study). Let <math>s</math> be an element of a population and <math>V(s)</math> be the array of measurable variables mensured in the object <math>s</math> (for an example, <math>s</math> is a man and <math>V(s)</math> is his height and weight measured at some arbitrary instant, or <math>s</math> is a fish and <math>V(s)</math> is <math>1</math> if he has a man-made mark on it and <math>0</math> otherwise). A sample of a population <math>P</math> is a collection <math>S</math> (again, not a set) where <math>s \in S\Rightarrow \exists r \in P</math> such that <math>V(s)=V(r)</math>. There are two main methods for generating samples: Sampling with replacement and Sampling without replacement (duh!). In the former, you randomly select a element <math>a_{1}</math> of <math>P</math>, and call the set <math>S_{1}=\left\{a_{1}\right\}</math> your first subsample. Define you (n+1)-th subsample as the set <math>S_{n+1}=S_{n}\bigcup \left\{R(P-S_{n})\right\}</math>, where <math>R(X)</math> is a function returning a randomly chosen element of <math>X</math>. Any subsample you pick generated using the definitions above will be called a sample without replacement, and is the more intuitive kind of sample but also one of the most complicated to obtain in a real world situation. In the former, we have <math>S_{1}</math> and <math>R(X)</math> defined in the same way above, but in this case we have <math>S_{n+1}=S_{n}\bigcup \left\{s_{n}:V(R(P)=V(s_{n})\right\}</math>. Samples with replacement have the exquisite property that they have different objects with same characteristics. TODO.: Some stuff on empirical densities and example of real world sampling techniques. == Likelihoods, Finally == Given a random vector <math>Y=\left[Y_{1}~Y_{2}~\cdots~Y_{n}\right]^{T}</math> with density <math>f_{Y}(y,\theta)</math>, where <math>\theta</math> is a vector of parameters, and an observation <math>y'=\left[y'_{1}~y'_{2}~\cdots~y'_{n}\right]^{T}</math> of <math>Y</math>, we define the likelihood function associated with <math>y'</math> as :<math>L\left(\theta\right)=f_{Y}\left(y',\theta\right)</math> This is a function of <math>\theta</math>, but not of <math>Y</math>, of an observation <math>y</math> or any other related quantity, for <math>L(\theta)</math> is the restriction of the function <math>f_{Y}</math>, which is a function of <math>n+dim(\theta)</math>, to a subspace where the <math>y</math> are fixed. In many applications we have that, for all <math>j,i \in \{0,1,\ldots,n\}</math>, <math>Y_{j}</math> and <math>Y_{i}</math> are independent. Suppose that we draw a student from a closed classroom at random, record his height <math>y_{1}</math>, and put him back. If we repeat the proccess <math>n</math> times, the set of heights measured forms an observed vector <math>y'=\left[y'_{1}~y'_{2}~\cdots~y'_{n}\right]^{T}</math>, and our <math>Y</math> variable is the distribution of the height of the students in that classroom. Then we have our independence supposition fullfilled, as it will be for any sampling scheme with replacement. In the case where the supposition is true, the above definition of likelihood finction is equivalent to :<math>L(\theta)=\prod_{j=1}^{n}f_{Y_{j}}(y',\theta)</math> where <math>f_{Y_{j}}(y',\theta)</math> is the probability density function of the variable <math>Y_{j}</math>.<br> '''Exercise 3.1''': ''Let <math>X_{j}</math> have a Gaussian density with zero mean and unit variance for all <math>j</math>. Compute the likelihood function of <math>Y_{1}=X_{1}</math> and <math>Y_{2}=X_{1}+X_{2}</math> for an arbitrary sample.'' == Intuitive Meaning? == This function we call likelihood is not directly related to the probability of events involving <math>Y</math> or any proper subset of it, despite its name, but it has a non-obvious relation to the probability of the sample as a whole being selected in the space of all the possible samples. This can be seen if we use discrete densities (or probability generating functions). Supose that each <math>y_{j}</math> has a binomial distribution with <math>m</math> tries and succes probability <math>p_{j}</math>, and they are independent. So the likelihood function associated with a sample <math>y'=\left[y'_{1}~y'_{2}~\cdots~y'_{n}\right]^{T}</math> is :<math>L(\theta)=\prod_{j=1}^{n}C_{m,y'_{j}}p^{y'_{j}}(1-p)^{1-y'_{j}}</math> where each <math>y'_{j}</math> is in <math>\{0,1\}</math>, and <math>C_{m,k}</math> means <math>choose\left(m,k\right)</math>. This function is the probability of this particular sample appear considering all the possible samples of the same size, but this trail of thought only works in discrete cases with finite sample space.<br> '''Exercise 4.1''': ''In the Binomial case, does <math>L(\theta_{1})>L(\theta_{0})</math> has any probabilistic meaning? If the observed values are throws of regular fair coins, what can you expect of the function <math>L(\theta)</math>?'' But the likelihood has a comparative meaning. Supose that we are given two observations of <math>Y</math>, namely <math>Y_{1}</math> and <math>Y_{2}</math>. Then each observation defines a likelihood function, and for each fixed <math>\theta_{0}</math>, we may compare their likelihoods <math>L_{1}\left(\theta_{0}\right)</math> and <math>L_{2}\left(\theta_{0}\right)</math> to argue that the one with bigger value occurs more likely. This argument equivalent to Fisher's rant against Inverse Probabilities. == Bayesian Generalization == Even if most classical statisticians (also called "frequentists") complain, we must talk about this generalization of the likelihood function concept. Given that the vector <math>Y</math> has a density conditional on <math>X</math> called <math>f_{Y|X}(y|x)</math> and that we have a observation <math>x'</math> of <math>X</math> (I said <math>X</math>, forget about observations of <math>Y</math> in this section!), we will play a little with the function :<math>L\left(Y\right)=f_{Y|X}\left(y|x'\right)</math><br> Before anything, '''Exercise 5.1''': ''Find two tractable discrete densities with known conditional density and compute their likelihood function. Relate <math>L\left(Y\right)</math> to <math>L\left(X\right)</math>.'' On to [[Maximum Likelihood Estimation]] == Coffee Break == Some comments are needed. The "?" mark in the previous section title is proposital, to show how this stuff might be confusing. It needs more exercises and examples from outside formal probability, but I have no time for it now, and no dataset at hand to take numbers from. The way this thing is right now needs a good background in formal probability (high level stuff) and much experience with sampling. Gotta get some sleep. [[Category:Mathematics]] 5504 26160 2006-09-11T03:11:37Z Michaelnelson 310 [[Web Design/A Step-by-Step Introductory Web Project]] moved to [[Web Design/Sarahs Notecards]]: More descriptive and allows other introductory projects in the future #REDIRECT [[Web Design/Sarahs Notecards]] 5506 26176 2006-09-11T05:04:23Z JWSchmidt 20 subcategory [[Category:Medicine]] 5509 69436 2007-01-10T04:03:54Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] This needs a lot of study in the field of Psychohistory. Hari Seldon wrote many books on this topic. But he is dead. Try Encyc. Galactica. - your only hope. Or contact Issac Asimov. If hes dead too by the time you read this, sorry there's no hope left for you. Nobody can help you. Why did you get in this situation in the first place - god only knows ! Try yoga, should make you quiet and stable - upto a certain extent. Everything else is in a precarious position. Do not climb tall buildings , towers. [[Category:Interdisciplinary Studies]] 5522 55890 2006-12-14T01:27:25Z 74.69.159.5 /* Why studying Philosophy of Mathematics? */ This is an introductory meta chapter on the topic. It answers the basic questions about the scope of the course and gives information for deciding on taking the course or not. ===Why Study The Philosophy of Mathematics?=== The answer to this question is not that we are studying, but what we are studying. * PoM is better than taking another Maths course, since: ** Just doing something without questioning is like a hamster in a running wheel; you never really understand why and how things are done. ** The evaluation of mathematical results itself is not usually done purely mathematically, since every math problem should be taken contextually as well as mathematically. ** Communications with nonmathematicians from time to time is unavoidable ( such is life ;o), so it helps to be able to explain things. * PoM is better than taking another Philosophy of xyz course, since: ** Mathematics is THE apriorical science, so here one learns more about the a priori then anywhere else. ** The concept of 'theory' is an elementary one in epistemology, mathematics is where it is defined. ** When talking about mathematics many people appear unconfident, here is clarified what one can and can't expect from it. ===What does a Philosophy of Mathematics contain?=== When doing mathematics 'the usual way' one can easily find that it's not a purely formal science at it's rock bottom. So it can be thought of a mathematical foundation of mathematics. This is usually referred to as '''metamathematics'''. Also one can question the formal method of mathematics at all from a '''cognitive''' point of view: is it really better to write confusing lines of symbols then writing a poem about the stuff? Moreover, a mathematician is not alone. There is a whole mathematical '''community''' out there, and although the results of mathematical research are formally presented, doing mathematics is highly creative and evaluating these creative results as well as deciding about directions of research is primarily a social problem. Similarly, when thinking about the '''application''' mathematics in science, engineering, and other such subjects, one can take two approaches: modelling the situation mathematically and examining the cognitive and community aspects. The application of mathematics can and can't be seen as part of the subject of philosophy of mathematics. Here it is included, but when reasons should appear to source it out to another course this could be done easily. '''Exclusions''': What it does NOT contain: * an introduction to logic or model theory * an introduction to epistemology * an introduction to cognitive science (should it?) * an introduction to social science or game theory (should it?) * any training of mathematical abilities or capabilities * any issues of non-formal linguistics * aesthetics of mathematics (as a standalone subject), since this is truly art and not only a subchapter of philosophy. Although it might appear as part of some philosophical considerations. ===How is this course structured?=== '''Problem''': Philosophers often make statements in epistemology and theory of science, but Scientists ignore or are even annoyed at them (do you know any formal scientist who loves T.S.Kuhn?). Actually, Scientists are interested in the philosophical background of their job, and Philosophers are interested in the justification of their Theories. '''Approach''': Structuring the whole subject from the perspective of a questioning Mathematician. Such a course structure may be build up along the following questions, expanding the underlying Model of the 'Mathematician's job' step by step. So the course will be beneficial for Scientists AND Philosophers as well as it enables both sides also to participate in EDITING the content - leveraging the cooperative spirit of [[Wikiversity]]! 5548 26288 2006-09-11T14:51:36Z JWSchmidt 20 subcategory [[Category:Age groups]] 5549 26289 2006-09-11T14:52:11Z JWSchmidt 20 subcategory [[Category:Education]] 5556 77248 2007-01-16T20:23:55Z JWSchmidt 20 [[Category:Religious Studies]] == Welcome to the study of Protestantism == As you may or may not know, there are many flavors of protestants [http://en.wikipedia.org/wiki/Protestant_reformers]. What you may not be aware of is that most people not associated with the catholics are, in fact, Protestants. This wiki serves to be just the briefest of overviews of protestantism. and, depending on how you view church history, it can be very exciting -- with lots of twists and turns. Along with the varied twists and turns, there are many players such as the more popular Luther, Calvin, Zwingli among many others, along with scores of lesser-knowns who each played theit part in moving away from their perceived limitations of Catholicism. What I hope to see here is sort of a "layperson's guide" to protestantism, not a lot of lengthy discources or debates on the various theologies. I would like this to start with a short history of the church, then move into more of the regional history of Europe and finally into the various "flavors" themselves. --[[User:Pneaveill|Pneaveill]] 18:01, 11 September 2006 (UTC) == A short history of the Church == Arguably, the start was [[w:Johann Gutenberg|Johannes Gutenberg ]] with his printing press attempting to get the gospel into the hands of the people in their own language. As we will see, other people came along with their ideas as to what [[Christianity]] means for the people. Some of the perceived limitations include the following: {{stub}} --[[User talk:Pneaveill|Pneaveill]] 18:01, 11 September 2006 (UTC) ---- == Regional history of the reformation == Some areas of Europe stayed catholic, some tried compromising and still more broke as far away as possible from the previous flavor. These splinters are where we get a lot of our various denominations today. Some of the other denominations formed as these earlier groups had widely differing views on biblical interpretation and the training/utilization of the laity. The regional breakdown is as follows: Scotland -- John Knox (1505-1572) [http://en.wikipedia.org/wiki/John_Knox] France -- John Calvin (July 10, 1509 – May 27, 1564) [http://en.wikipedia.org/wiki/John_Calvin] England -- ??? Germany -- Martin Luther (November 10, 1483 – February 18, 1546) --[[User:Pneaveill|Pneaveill]] 18:01, 11 September 2006 (UTC) ---- == If protestantism were ice cream .... == It does not take much more than a casual observation to see that there are myriad "flavors" of protestantism. Some groups seem to have centered around personalities. Others seem to have a certain view towards certain Scriptures. Still others found the limitations of previous "flavors" a little too insurmountable and chose to form their own flavor. [[Category:Religious Studies]] 5560 43734 2006-11-07T16:55:09Z 216.61.164.249 Under development. Military medicine is divided into various discipliness just as civillian medicine by way of the MOS (Military Occupational Specialty)identifiers. The most basic of these is the U.S. Army 91W (68W) [[Health Care Specialist]] commonly called the [[Combat Medic]]. The health care specialist is trained and certified as [[EMT-B]] (Emergency Medical Technician-Basic, (BTLS) Basic Truama Life Support, and CPR (Cardio Pulominary Resucitation). The health care specialist receivecs intense training in which the previously mentioned certifications are needed to complete the 13 week course. The U.S. Navy employs the Hospital Corpsman for thier day to health care issues. More to come> [[Category:Medicine]] 5562 32995 2006-10-08T03:09:03Z JWSchmidt 20 fix links <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> This page is part of the [[Wikiversity:Guided tour|Guided tour]]. The content below is from Main Page on this wiki. This page has links to major areas of Wikiversity. Currently, this wiki is in the beta phase, which means that most areas are still under construction. The '''Community Portal''' is the next stop on this tour. [[Wikiversity:Guided tour/Community Portal|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity:Main_Page <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> <br clear="all" /> {{Wikiversity:Main Page}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> [[Wikiversity:Guided tour/Community Portal|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity:Main_Page <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> 5565 26351 2006-09-11T18:57:18Z Trevor MacInnis 99 tpyos <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> Thank you for taking part in the [[Wikiversity:Guided tour|Guided tour]]. If you want to take it, the following quiz will show just how much you learned about [[Wiki]]s and [[Wikiversity]]. For more information about Wikiversity, see the [[Wikiversity:Community Portal|Community Portal]]. To learn more, read our [[Wikiversity:Introduction|Introduction]]. Thank you and happy editing! |bgcolor="#cceecc" width=30 valign=bottom|[http://editboxlink <font size="-3" color="#779977">&nbsp;edit&nbsp;</font>] |} </div> </div> <br clear="all" /> {{ABCD | Question = '''Who runs Wikiversity?''' | Atext = The [[Wikiversity:Custodianship|Custodians]] | Btext = [[w:Jimbo Wales|Jimbo Wales]] | Ctext = You | Dtext = Professional Paid Users | Aanswer = Custodians are trusted user who can protect, delete and restore pages. However, they don't offically run Wikiversity. '''Try Again!''' | Banswer = Jimbo Wales may be the head of the [[w:Wikimedia Foundation|Wikimedia Foundation]], but that doesn't mean he runs the projects. '''Try Again!''' | Canswer = '''Correct!''' You better [[Special:Userlogin|get to work]]! | Danswer = Sometimes professional, but never paid. '''Try again!''' }} 5566 32996 2006-10-08T03:10:34Z JWSchmidt 20 fix links <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> This page is part of the [[Wikiversity:Guided tour|Guided tour]]. The content below is from [[Wikiversity:Community Portal|Community Portal]]. This page is a main hub for all your needs. News, requests for help, ''how'' to help, links to help you learn and understand Wikiversity and its policies, and much more. The Browse page is the next stop on this tour. [[Wikiversity:Guided tour/Browse|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity:Community_Portal <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> <br clear="all" /> {{Wikiversity:Community Portal}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> [[Wikiversity:Guided tour/Browse|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity:Community_Portal <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> 5569 77512 2007-01-17T03:40:59Z JWSchmidt 20 #REDIRECT [[School:Gastronomy]] #REDIRECT [[School:Gastronomy]] 5570 77510 2007-01-17T03:37:59Z JWSchmidt 20 format Welcome to the Wikiversity School of Gastronomy. This is a project intending to develop the gastronomy art. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Cooking]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Gastronomy]] [[Category:Schools]] 5572 65126 2007-01-01T03:59:49Z Digitalme 39 Reverted edits by [[Special:Contributions/66.130.194.187|66.130.194.187]] ([[User_talk:66.130.194.187|Talk]]) to last version by [[User:Mirwin|Mirwin]] using [[Wikiversity:Rollback|rollback]] {{Proposed policy|[[WV:D]]}} == Current Process == Currently deletion decisions are decided by consensus on the [[Wikiversity:Requests for Deletion|Requests for Deletion]] page. == Proposed decision points == === General === #<span id="G1"/> '''No meaningful''' content or history. This includes test edits (eg, "asdf" or "Can I really create a page here?"), obvious nonsense, or simple vandalism. If it is likely that a page will just be created again after deletion, see: [[Wikiversity:Welcome templates]]. #<span id="G2"/> '''Reposted content''' previously deleted according to this deletion policy, unless it was significantly rewritten in a manner that calls into question the deletion reason. #<span id="G3"/> '''Banned contributor:''' content created and edited solely by a banned user after they were banned, where there is possibility of bad faith. Good contributions by a banned user should be accepted, but where bad faith is possible it should be assumed. #<span id="G4"/> '''Redundant:''' Two versions of the same text on different pages, with no significant differences between them. The deleter should fix links from the deleted to the remaining text. #<span id="G5"/> '''Beyond scope:''' The content ''clearly'' lies outside the scope of Wikiversity (such as advertisements). This ''doesn't apply'' to works which belong on other Wikimedia project (see '''Transwikied articles'''). #<span id="G6"/> '''Copyright violation:''' Content which is a ''clear and proven'' copyright violation, or content previously deleted as a copyright violation. Use [[:Template:Nothanks-sd]] to inform the person who added the copyrighted material to Wikiversity. #<span id="G7"/> '''Author's request:''' Deletion per request of the author, if the author is the only significant contributor, the request is not in bad faith, and the content is not to the benefit of Wikiversity. If the author blanks the page, this may be taken as a request. === Articles and images === #<span id="A1"/> '''Articles [[m:transwiki|transwiki]]ed''' to another project, or images uploaded to the [[commons:|Wikimedia commons]] with the original contributor noted. ===User pages for vandalism-only user accounts=== Sometimes user accounts are created only for vandalism. User pages for vandalism-only accounts can be deleted. See: [[Wikiversity:No shrines for vandals]]. === Miscellaneous === #<span id="M1"/> '''Process deletion:''' deletion as part of a page move or history merge, as long as the action requiring the deletion is uncontroversial. #<span id="M2"/> '''Unneeded redirects''' from page titles created within the last week, or older redirects tagged with <code><nowiki>{{subst:dated soft redirect|"[[new title]]"}}</nowiki></code> for at least two months. Redirects to inexistant pages may be deleted at any time. Unneeded redirects include alternate mixed-case capitalisation (one redirect for all-first-letter capitals suffices), and redirects from page moves where the original title is incorrect. #<span id="M3"/> '''Internamespace redirects''' from the article namespace to any other namespace. #<span id="M4"/> '''Unneeded talk:''' a discussion page for deleted or inexistant content. [[Category:Wikiversity policy]] 5586 26444 2006-09-12T02:56:01Z Alpha3 879 {{Information |Description=Course Outline for FMST 321/3 - STUDIES IN FILM DIRECTORS 2006-2007 |Source=Concordia University |Date=Sept 11, 2006 |Author=Federico Hidalgo, Donato Totaro |Permission=Own Work }} == Summary == {{Information |Description=Course Outline for FMST 321/3 - STUDIES IN FILM DIRECTORS 2006-2007 |Source=Concordia University |Date=Sept 11, 2006 |Author=Federico Hidalgo, Donato Totaro |Permission=Own Work }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 5587 26446 2006-09-12T03:53:03Z Matteo 829 Redirects for Deletion <div class="boilerplate metadata" id="afd" style="margin: 0 5%; padding: 0 7px 7px 7px; background: #F3F9FF; border: 1px solid #AAAAAA; text-align: center; font-size:95%;"> '''This redirect page is being considered for deletion in accordance with Wikiversite's [[Wikiversity:Deletion policy|deletion policy]][[Template:Rfd|.]]'''<br /> Please share your thoughts on the matter at its entry on the [[Wikiversity:Redirects for discussion|Redirects for discussion]] page.<br> Reason: {{{1|None}}}</div><noinclude> ---- This template will categorise articles into [[:Category:Redirects for deletion]]. </noinclude><includeonly>[[Category:Redirects for deletion|{{PAGENAME}}]]</includeonly> 5588 26558 2006-09-12T15:46:50Z Digitalme 39 cat, key <div style="float:right;">{{User custodian}}</div> This category lists [[WV:A|Custodians]] on the English Wikiversity. [[Category:Wikiversity|Custodians]] [[Category:Wikiversity administration|Custodians]] 5590 77261 2007-01-16T21:07:43Z Mystictim 626 added [[Category:Learning activities]] == Embouchure == The single most important factor in beginning to play the Euphonium (hereafter referred to as Euph) without frustration is to get a well-formed embouchure in place. The embouchure, or placement and useage of the lips, is where most of the action in playing takes place. Without a properly formed embouchure, all else fails. Find a mirror so that you can see exactly what your face looks like in place on the mouthpiece. This will help you to see problems with your embouchure. The first step in forming the embouchure is to mouth the letter M, with the lips sealed and the jaw/teeth slightly opened and separated. Next, go through the motion that you would you would use in spitting a very small seed off the very tip of your tongue. Now hold the lips in that position. The result should looks somewhat like this: TODO: Picture example of proper embouchure. Now, with that placement of the lips, use the the air in your lungs (more on this in a minute) to create a buzzing noise through your lips. This a part that more or less can not be put into words, so you should go through a process of experimentation until you can create a constant pitch with only you lips. Next, try to make a "siren" sound using only your lips. Todo: Audio sample sans mouthpiece The obvious next step would be to add the mouthpiece to the equation. Pick up your mouthpiece of choice using your non-dominant hand (the hand you do not write with) and place it over the center of your lips, like so: TODO: Picture example of proper mouthpiece placement. Personal opinions abound about the proper placement of the mouthpiece in relation to your lips. Some say that the mouthpiece should be 1/3 on the top and 2/3 on the bottom, while others prefer the mouthpiece to be completely centered on the lips. Once again, I say that this comes down to personal preference and what works best for you. Each person's mouth and teeth are constructed in differing ways, so the placement of the mouthpiece will differ from person to person. The best way to find what is best for you is to experiment with the placement until you find a place on your lips that both feels comfortable and creates the best sound. Now, with the mouthpiece to your your lips, form your embouchure in the same way as before and create the same buzzing sound. The technique for creating sound with and without mouthpiece is slightly different, so you will need to experiment in order to find the ideal way to create a good sound. Todo: Audio sample with mouthpiece Creating sound with the mouthpiece to your lips is a different experience than with lips alone. In order to get a good sound out of your mouthpiece, you should experiment within the constrains listed above in order to find '''what works for you'''.<br> Just remember: * Keep the corners (outsides) of your lips firm. The only part of the lips which you use are contained within the rim of the mouthpiece. * Use the muscles of your lower body to move the air. Keep your throat out of the way, so that the air can move freely. * Do what feels right for you, as long as it follows the previous constraints. * Think open. Keep your oral cavity as open as possible. Imagine you are fogging a mirror, then form the embouchure with that same oral space. == Breath == As important as the correct embouchure in creating a good sound in your first playing sessions is the ''correct breath support''. Your air support and embouchure work in tandem and as a team to create tone. Before you even begin to play on the instrument, you should practice taking full, deep breaths. When you breathe in, think about filling up your entire abdomen with air, not just your lungs. Feel your chest, stomach, and lower back expand as you breathe in. When you reach your capacity, breathe out slowly, with your lips shaped as though you are blowing a candle. Keys to good breath: * Normal, shallow breaths won't cut it for a wind instrument. They take a lot of air. * Think of filling your entire abdomen with air. Imagine your lungs filling from top to bottom, with the bottom being at your pelvis. * Keep the throat out of the way. == Exercises == ==== Buzzing ==== The purpose of these exercises is to get the embouchure working on the mouthpiece even before you connect it to the horn. Make sure that you use correct breath support. I would recommend using a piano (or other pitch source) to make sure you have the correct pitch.<br> Long tones: * Match the each pitch with your pitch source for as long as your breath will support. * Chromatically from Low C up to Middle C Sirens: * Glissando from C (below middle C) up to F, slowly. Next, quickly. * From C to C, slowly and quicly. ==== Breathing exercises ==== As you do these exercise, make sure that you keep the motion of air in and out as constant and consistent as possible. Do each of these several times in a row before moving on to another. * Breathe in for 8 counts, breathe out for 8 counts * In for 4 counts, out for 8 counts * In for 2 counts, out for 8 counts * In for 1 count, out for 8 counts * In for 8 counts, out for 4 counts * In for 8 counts, out for 2 counts * In for 8 counts, out for 1 count Advanced: * In for 8, out for 16 * In for 8, out for 12 * In for 4, out for 16 * In for 4, out for 12 * In for 2, out for 16 * In for 2, out for 12 * In for 1, out for 16 * In for 1, out for 12 The purpose and goal of these exercises is to create and even and consistent airflow. The intake and output should be of consistent speed throughout the whole count. [[Category:Music]]|[[Category:Learning activities]] 5594 26484 2006-09-12T10:46:37Z 195.47.90.27 While it is possible to paste formatted text from MS Word directly into a Wiki edit page, the results may disappoint you. Wiki formatting is not the same as Word formatting or even HTML formatting. Some of the Word markups simply don't work. Others produce surprising behaviors, making the disply look odd. Particular problems will be found with tables, which must be completely reformatted using the [[http://meta.wikimedia.org/wiki/Help:Table|Wiki Pipe Syntax]]. Generally speaking, you can get a preview of what your Word text will look like in a Wiki environment by copy-pasting your text into Wordpad. When copy-pasting from Word into Wiki, be sure to preview your work before saving it. This will show you the difference between what you expect, and what the Wiki will actually display. 5596 59158 2006-12-17T16:18:14Z JWSchmidt 20 a culture of thoughtful, diplomatic honesty Experience comes with time. Too often online collaborations turn into social cliques where outsiders are disparaged, and those not already in the know are actively discouraged from participating. When you see a new post on an old topic, don't attack the poster as ignorant, naive or of dubious parentage. Simply direct them to the information they are seeking. Treat each new member with great respect. Each new member offers new knowledge, skills, and specialties. Unless they are obviously trying to be malicious, give them a link to a page that offers help, and don’t discourage them. '''December 17, 2006'''. Everyone at Wikiversity is a newcomer. We are all exploring how to use wiki technology in support of education. We need a "culture of thoughtful, diplomatic honesty....Diplomacy consists of combining honesty and politeness." ([[w:User:Jimbo Wales/Statement of principles|source]]). ==See also== *[[Wikiversity:Assume Good Faith]] [[Category:Wikiversity policy]] 5597 70448 2007-01-11T04:59:50Z JWSchmidt 20 [[Category:Business]] == Introduction to Technical Writing == Technical Writers communicate ideas. They design information, participate in the product development process, and manage complex documentation projects. Beginning software technical writers are often responsible for communications between the developers and the end-users of the software. While this course is useful for any technical writer, it focuses on writing user materials for software products. Beginning Technical Writers produce the following types of documents: • Product brochures, web sites, and other marketing tools that explain the benefits of the software to buyers. • Manuals, tutorials, and step-by-step task lists that guide new users learning the software. • Installation and maintenance guides that show the administrator and experienced user how to configure and trouble shoot the software. This course will focus on the process of creating '''user guides''' and '''online help''' for software. As you advance in your career you may find yourself writing more advanced documents: • [http://www.techwr-l.com/techwhirl/magazine/writing/softwarerequirementspecs.html Requirement Specifications] that document the needs, goals, and environment of the users of the software. • Design documents that describe the workings and interactions of the system. • Control documents that communicate project standards, configuration, schedule and work tasks. • Test cases that detail the required functionality so the software conforms to the specifications. Documentation management includes: • Cost and schedule estimating • Complex documentation project administration • Setting standards and procedures • Information management As you can see, there is a lot of room to learn and grow in the profession of technical writing. === What do technical writers do? === When a technical writer approaches a new piece of technology, it is their own lack of knowledge that they are inwardly observing. As they interact with and learn the software, they identify the information needs of software users. They must be able to communicate well with programmers and customers and extract information from them in a professional and personable manner. Technical writers’ primary tool is the English language. Secondarily they use proprietary software like Microsoft Word, FrameMaker, and RoboHelp, or increasingly free and open source documentation software like Wiki. In the course of their careers technical writers learn dozens of other software packages and tools, and then teach them to others. Worldwide, there is a strong demand for Technical Writers. Overwhelmingly, they use the English language. Software companies require technical and user documentation of their products and will continue doing so for the foreseeable future. For aspiring technical writers, it’s difficult to get “in the door”. Most employers are looking for technical knowledge and demonstrated experience. Completing this course, and creating a project portfolio of completed work, opens doors so you can begin a career in technical communications. === Who is a Technical Writer? === The title technical writer usually identifies those who write software manuals and online help. But anyone who writes about technology for other people is a technical writer. Many professions require some technical writing skills. In the information technology realm, project managers and analysts write a large number of technical documents that must be clear and concise. Still, when people say “technical writer”, they usually mean someone who will explain the product to the end user. Uniquely in the IT industry, women make up the majority of technical writers. Pay is [[http://www.payscale.com/salary-survey/vid-3643/fid-6886| good]], and working conditions are quite agreeable. It is mentally stimulating creative work, and requires someone who is both sociable and well read. There is no requirement that technical writers be programmers or have any more than a general understanding of technology. Rather, technical writers must have the ability to learn about a new product and then explain it to others. So people with training in journalism, teaching, and writing make some of the best technical writers. All technical writers enjoy learning and reading. They find writing comfortable, though they aren’t perfect, typically revising their work many times. They are both creative and orderly. Most importantly, they are able to put themselves in the end user’s position. As an introductory course, only the most universal and important concepts can be covered here. Later courses will detail such areas as business analysis, documentation management, and other advanced topics. == Technical Writing Basics == ''Please feel free to click '''edit''' above and add to this course. Samples of good and bad technical writing, along with explanations of why it is good or bad are especially welcome. (Please, respect copyrights!)'' The following topics are intended to get you started. By reading the material and then completing the excercises, you'll have a better understanding of what technical writing entails. You can use any word processing program to create printed user guides. Free and open source software like OpenOffice are good, but many employers expect you to have experience with proprietary tools such as MS Word and FrameMaker. To create online content, you may use a proprietary program like RoboHelp for help files, or a web authoring tool for making web pages. This tutorial will also explore how platforms such as Wiki can be used for delivering user oriented instructions. [[Technical_communication]] is defined in Wikipedia as: The process of developing information products in technical communication begins with ensuring that the nature of the audience and their need for information is clearly identified. From there the technical communicator researches and structures the content into a framework that can guide the detailed development. As the information product is created, the paramount goal is ensuring that the content can be clearly understood by the intended audience and provides the information that the audience needs in the most appropriate format. This means there are always at least three steps in every documentation project: 1. Identify the audience 2. Research and structure the content 3. Ensure it is accurate and understood === Knowing your Audience === '''Write for just one person''' Most professional writers have a particular individual in mind while they are crafting their words. Kurt Vonnegut wrote for his sister. Stephen King always writes for his wife. The perhaps counter-intuitive result is that their writing approaches universality of application. Though Tabitha King is the intended audience, we all understand and enjoy the experience of immersing ourselves in King's fictional worlds. Technical writers don't often have the luxury of having one clearly identifiable individual to write for. So ways have been found around this hurdle. Some technical writers have the budget and resources for audience research. They may pay specialists to identify the likely audience, and then actually test sections of the text with these people to gauge its effectiveness. Most technical writers are not provided this information. So they have to make do with what they have. The first thing they have is at least some knowledge of the likely user of the software they must explain. For instance, the audience of a tool for managing a network of communications devices is quite different from the audience of a simple word processor. For the network manager, a whole body of knowledge can be assumed. For the average user of a word processor, a much smaller amount of experience is expected. If you show the average user a highly technical document intended for the network manager, it should come as no surprise that they consider it to be gobbledygook. So correctly identifying your audience, and writing to their experience and knowledge level is crucial to producing effective information. ==== Interviews with End Users ==== The marketing department usually has a clear idea of the intended buyers of the sofware. They should be able to describe them to you in some detail, including demographic information and what kinds of similar products they have used in the past. Getting this information is a good first step to understanding your audience. If the marketing department doesn't know this information, you may want to take the initiative and contact potential end users so you can interview them. You want to find out: * Their level of experience with similar products. * How they intend to use the software. * The jargon they use in their work. If your intended audience is completely new to software, you may have to include quite elementary computer instructions in your materials. But most readers today have at least some familiarity with these topics, and there is no need to waste their time repeating it. By finding out how familiar the audience is with similar software, you save your time and the reader's too. Most people don't buy software because they are interesting in the names of all the buttons. Instead, they bought the software so they can achieve a goal through completing specific tasks. So your instructions must concentrate on the steps they need to get to their goal. I use a word processor so I can write and format text, not because I love hunting for menu items and building macros. So I expect instructions that show me how to create, save, edit, and finally print a letter or some other document. Always focus on what the task the user wants to complete, and describe it simply and directly. So long as your software follows the conventions found in most similar products (i.e. a "file" isn't called a "rock") then you can use the same conventions. The [[http://www.microsoft.com/MSPress/books/6074.asp| Microsoft Manual of Style]] is a good source for these software naming conventions. Other terms that are specific to the software's intended purpose should come from the prospective users. If the enders of your software always refer to something as the "skryx", so should you. A software manual is not the place to try to change their terminology, but a place to reflect it so they immediately feel comfortable and confident that you understand them and will help. ==== Personas ==== Even if you have a pretty good idea of the end users of the software, it's still not very effective to write for a generalized "they". You could solve the problem by always writing for your mom, but inevitably you'll find yourself writing for people so very unlike your mother that it simply won't work. Technical writers tend to document many different types of software, and this means writing for very different audiences. A workable solution has been proposed by Alan Cooper. He suggests creating fictional but complete personas for each project, and then writing for the personas. While creating a fictional character may seem to be an odd start to the process of documenting the products of computer science, it usually works. Why? Because having a persona allows you to think deeply about your audience and cater the information to their needs. Then you can select the appropriate "natural" metaphors and data structures they will understand. ==== Creating a persona ==== After you have conducted as much audience analysis as is practical, you should have a good idea of the composite of people who will use the software. From this background data, you simply dream up a representative of those people. Give this person a name, say "John Smith", and appropriate details about their life. Where did they go to school? Do they have kids? What kind of car do they drive? By formulating these details and writing them down, you begin to delve into the motivations and goals of this persona. The question, "what do they want from life?" gives you their goals. From these goals, you can fit in how the software helps them. For example: John Smith, a thirty-four year old firefighter with a six year old daughter and a new pickup wants to keep in contact with his family through a new voice over IP product. He's already familiar with telephones, and has used email and even IRC a few times. He has two years of college and sometimes reads Stephen King novels, but doesn't ever read "computer books". From this, you would see that to help John make and receive telephone calls on his computer, you'd be wasting your time putting together a detailed technical description in printed form. Instead, you'd make the interface similar to email, and use the metaphore of standard telephones where practical. John wouldn't have to search for how to use something he's already familiar with, and could get right to the business of telling Grandma about his daughter's birthday party. To learn more about Cooper's persona technique, see: * [[http://www.cooper.com/content/insights/newsletters/2003_08/Origin_of_Personas.asp| Origin of Personas]] * [[http://www.cooper.com/newsletters/2001_07/perfecting_your_personas.htm| Perfecting your Personas]] * [http://www.cooper.com/content/insights/newsletters/2004_issue04/Using_personas_to_create_user_docs.asp| Using Personas to Create User Docs]] ===== Persona Excercise: ===== Create a detailed persona of a "typical" Wiki user, including age, family background, education, and experience with computers. * Describe how they are using Wiki to achieve life goals. * Describe what tasks they will complete with Wiki. * What terms, specific to Wiki, are new to them. === Writing Clearly === [http://en.wikipedia.org/wiki/George_Orwell| George Orwell]'s rules for writing are good advice: #Never use a metaphor, simile, or other figure of speech which you are used to seeing in print. #Never use a long word where a short one will do. #If it is possible to cut a word out, always cut it out. #Never use the passive [voice] where you can use the active. #Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent. #Break any of these rules sooner than say anything outright barbarous. '''''Note:''' there are two exceptions specific to technical writers:'' #If the audience is accustomed to habitually using a particular metaphor, simile, or other figure of speech while performing their work, you can use it too. #If a scientific or jargon word is the standard of the industry, you can use it too. ==== Active Voice ==== The active voice clearly shows the actor in a situation. When we read the active voice, we know who does what to whom. Active voice is shorter. Active voice is more interesting to read. Active voice is the standard for technical writing. Compare: <pre> A. "The rat is eaten by the cat." </pre> with <pre> B. "The cat eats the rat." </pre> What is the difference? Example B is shorter by two words, shows exactly who does what, and cannot be misinterpreted. The passive voice can be useful, especially for politicians dodging blame -- "mistakes were made". But the passive voice is ambiguous, often leaving out the the most important information -- just who made those mistakes? In technical writing, avoid the passive voice. Show the reader who is doing what. Passive: <pre> The file is edited by the skryx. </pre> Active: <pre> The skryx edits the document. </pre> You can identify the passive voice easily. Sentences having the word "by" are almost always passive. Verbs in the past-participle form are usually passive, "was eaten", "is driven". You can always rework a passive sentence and turn it active. Often, you just have to put the actor first. Passive: <pre> This Wiki has been written by various authors. Mistakes were made. One must masticate thoroughly to ensure the burrito will have been eaten completely. </pre> Active: <pre> Various authors wrote this Wiki. I made a mistake. Chew well, and you'll eat the whole burrito. </pre> For novices working with computers, it's particularly irritating to run into a sentence that cannot be understood. Often, these sentences are twisted relics of passive writing. By insisting on active voice, you can identify what is unclear and save your readers a lot of unnecessary pain. ==== Present Tense ==== Computers have no past, and no future. Everything happens in the present moment as a direct result of some event, usually caused by the user. As soon as another even takes place, the computer has another reaction. Each of these events happen in the present time. So good technical writing uses the present tense almost exclusively. {| border=1 !width=300|Cause !width=600|Effect |---- |The user clicks Save. |The computer saves the file. |---- |The user types a login and password. |The computer checks the login and password against an authorized user list. If the login and password are on the list, the welcome screen appears. If the login or password does not match, the try again screen appears. |} ==== 2nd Person Singular ==== === Writing Instructions === Use bullets or numbered lists. Use bullets when: * No specific order is needed * Showing off features * Listing options (Note: Options are non-exclusive possible actions in the software.) Use number lists when: 1. The order is important 2. Listing alternatives 3. Making recommendations (Note: Alternatives are exclusive choices, which block other althernatives in the software.) ==== How long can a list be? ==== Most people can associate between five and nine data items together. So keep your lists short. If any list of instructions of has more than seven steps, you should try to break it into two or more groups, with an intermediate state between. Again, there is no iron rule. Do what is reasonable in your circumstance. === The command voice === Instead of making suggestions, you should instruct. This requires the use of the imperative, or command voice with unambiguous terminology. Read this ambiguous and long suggestion: <pre> The user may choose to open a file, and it will appear when it is hit by his or her mouse. </pre> Although it is understandable to a native speaker of English, it twists and turns and wastes time. <pre> Click a file to open it. </pre> These six words tell the user the same information. Because the English second person imperative requires no pronoun, there is no need to worry about "his-her" distinctions. It is the shortest way to convey important information. As always, if your information is not important, consider editing it out of the document. When making a list of instructions, use the same formula in each step. Starting with a verb is often best because it puts the action first. <pre> 1. Click a file to open it. 2. Select Rename from the Edit menu. 3. Type a new file name. 4. Click Save. </pre> Following the Microsoft Manual of Style, or a similar reference, you can see there are only a limited number of ways we interact with a computer. Each of these has one and only one name. The most frequent verbs used in software are: *Click *Double-click *Select *Type *Press Click is the standard for what you do with a mouse, touchpad, stylus, or other interface with software. When you repeat it twice quickly, it's a Double-click. Omit "on" when possible -- just "Click Open" instead of "Click on Open". You can select almost anything in a software user interface, by highlighting it your keyboard or pointing to it with a mouse or other pointing device. By now, most software users don't be told how to select something from a list of possibilities. Instead of writing or drawing, most computer users have keyboards and will type information into the software. Using the term "Enter" can be confused with the Enter key on the keyboard. One should never "hit" a key, but "press" it instead. <pre> Hit the Open button and then write your name there. Hit Enter. </pre> <pre> 1. Click Open. 2. Type a name in the box. 3. Click Save, or press Enter. </pre> == Researching and Structuring Information == == Ensuring Accuracy and Understanding == === Writing and Formatting Printed Content === === Writing and Formatting Online Content === [[Category:Business]] 5599 49190 2006-11-27T04:52:21Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Category:Content]] 5619 26564 2006-09-12T16:22:20Z Fabartus 617 P2b Import from en.wp==Pass-2b <!-- Pass #2b upgrades standard ... 9-05-06 Interwikitmp-grp3 suffix creates '2b' version ---- ---- This code is 'BOTH' template:WikiPtmp and vanilla ver== template:WikiPtmp ---- ---- Offline save file WikiPtmp Pass2b upgrades.txt --------------------------------------------------------------------------> {{Interwiki class-sisterproject|<div class="sister-project"> }} <!-- <div style="float: left;">[[Image:Logo you were the missing piece.png|50px|none|Wikipedia]]</div> ---> <div style="float: left;">[[Image:Logo you were the missing piece.png|{{#ifexist: {{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Wikipedia]]</div> <div style="margin-left: 3px;">{{W2|Wikipedia}} has this template: '''''[[W:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''</div> <!-- Temp code to impliment on all (Pass #2 upgrades) --> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude> {{#ifeq:{{PAGENAME}}|WikiPtmp1 |<!--- THEN IS template tagging Version 'WikiPtmp1' ---> {{Interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} | {{Interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} ---- ==Interwiki's== {{#ifeq:{{PAGENAME}}|WikiPtmp1| <!--- PLACE ALL Interwiki's Below this line for WikiPtmp1 ---> [[da:Skabelon:WikiPtmp1]] [[de:Vorlage:WikiPtmp1]] [[fr:Modèle:WikiPtmp1]] [[hr:Template:WikiPtmp1]] [[hu:Template:WikiPtmp1]] 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</noinclude><includeonly> <!--- This is correct placement outside the 'noinclude' block, see usage above ---> {{#ifeq:{{PAGENAME}}|WikiPtmp1 |<!-- Autocategorizing PLUS the interwikitmp-grp1 defaults ---> [[Category:Interwiki templates on all sisterprojects|{{{1|{{PAGENAME}}}}}]] [[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]] |<!-- ELSE no autocategorizing save for the interwikitmp-grp defaults ---> }}</includeonly> 5620 26565 2006-09-12T16:23:07Z Fabartus 617 P2b Import from en.wp==Pass-2b <!-- Pass #2b upgrades standard ... 9-05-06 Interwikitmp-grp0 creates '2b' version ---- ---- This code is 'BOTH' template:Wiktionarytmp and vanilla ver== template:Wiktionarytmp1 ---- ---- Offline save file Wiktionarytmp Pass2 upgrades.txt --------------------------------------------------------------------------> {{Interwiki class-sisterproject|<div class="infobox sisterproject">}} <!-- <div style="float: left;">[[Image:Wiktionary-logo-en.png| 50 px |none|Wikipedia]]</div> ---> <div style="float: left;">[[Image:Wiktionary-logo-en.png|{{#ifexist:{{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Wiktionary]]</div> <div style="margin-left: 3px;"> The {{W2|sister project}} {{W2|Wiktionary}} has this template: {{#ifeq: {{SITENAME}}|Wiktionary|<!-- My site--->'''''[[Template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''|<!-- Else not my site--->'''''[[Wiktionary:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''}} <!---- Temp code to impliment on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude> {{#ifeq:{{PAGENAME}}|Wiktionarytmp1| {{Interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} | {{Interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} ==Interwiki's== {{#ifeq:{{PAGENAME}}|Wiktionarytmp1| <!--- PLACE ALL Interwiki's Below this line for Wiktionarytmp1 ---> [[da:Skabelon:Wiktionarytmp1]] [[de:Vorlage:Wiktionarytmp1]] [[fr:Modèle:Wiktionarytmp1]] [[hr:Template:Wiktionarytmp1]] [[hu:Template:Wiktionarytmp1]] [[nl:Sjabloon:Wiktionarytmp1]] [[no:Mal:Wiktionarytmp1]] [[ja:Template:Wiktionarytmp1]] [[os:Шаблон:Wiktionarytmp1]] [[pt:Predefinição:Wiktionarytmp1]] [[ru:Template:Wiktionarytmp1]] [[fi:Malline:Wiktionarytmp1]] [[sv:Mall:Wiktionarytmp1]] [[th:Template:Wiktionarytmp1]] [[vi:Tiêu bản:Wiktionarytmp1]] [[zh:Template:Wiktionarytmp1]] <!--- PLACE ALL Interwiki's Above this line for Wiktionarytmp1 ---> |<!-- -----------------------------------------------------------------------------> <!--- PLACE ALL Interwiki's Below this line for [[w:Plain Vanilla]] Wiktionarytmp ---> [[da:Skabelon:Wiktionarytmp]] [[de:Vorlage:Wiktionarytmp]] [[fr:Modèle:Wiktionarytmp]] [[hr:Template:Wiktionarytmp]] [[hu:Template:Wiktionarytmp]] [[nl:Sjabloon:Wiktionarytmp]] [[no:Mal:Wiktionarytmp]] [[ja:Template:Wiktionarytmp]] [[os:Шаблон:Wiktionarytmp]] [[pt:Predefinição:Wiktionarytmp]] [[ru:Template:Wiktionarytmp]] [[fi:Malline:Wiktionarytmp]] [[sv:Mall:Wiktionarytmp]] [[th:Template:Wiktionarytmp]] [[vi:Tiêu bản:Wiktionarytmp]] [[zh:Template:Wiktionarytmp]] <!--- PLACE ALL Interwiki's Above this line for [[w:Plain Vanilla]] Wiktionarytmp ---> }}</noinclude><includeonly> {{#ifeq:{{PAGENAME}}|Wiktionarytmp1|[[Category:Interwiki templates on all sisterprojects|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> |<!--Else No autotagging, is Wiktionarytmp--->}}[[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]]</includeonly> 5621 26566 2006-09-12T16:24:17Z Fabartus 617 P2b Import from en.wp==Pass-2b <!-- Pass #2b upgrades standard ... 9-05-06 Interwikitmp3 suffix creates '2b' version ---- ---- This code is 'BOTH' template:Wikiquotetmp and vanilla ver== template:Wikiquotetmp1 ---- ---- Offline save file Wikiquotetmp Pass2b upgrades.txt --------------------------------------------------------------------------> {{Interwiki class-sisterproject|<div class="infobox sisterproject">}} <!-- <div style="float: left;">[[Image:Wikiquote-logo.svg| 50 px |none|Wikiquote]]</div> ---> <div style="float: left;">[[Image:Wikiquote-logo.svg|{{#ifexist:{{IWTG_size}}|{{IWTG_size}}px|50 px}}|none|Wikiquote]]</div> <div style="margin-left: 3px;"> The {{W2|sister project}} {{W2|Wikiquote}} has this template: {{#ifeq: {{SITENAME}}|Wikiquote|<!-- My site--->'''''[[Template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''|<!-- Else not my site--->'''''[[Wikiquote:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''}} <!---- Temp code to impliment on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|W:{{PAGENAME}} talkpage]]'''''</div>}} </div></div></div><noinclude> {{#ifeq:{{PAGENAME}}|Wikiquotetmp1| {{interwikitmp-grp0|!{{PAGENAME}}|{{PAGENAME}}}} |{{interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}}}} }} {{#ifeq:{{PAGENAME}}|Wikiquotetmp1| <!-- Place all INTERWIKI's here below this line ---> [[da:Skabelon:Wikiquotetmp1]] [[de:Vorlage:Wikiquotetmp1]] [[fr:Modèle:Wikiquotetmp1]] [[hr:Template:Wikiquotetmp1]] [[hu:Template:Wikiquotetmp1]] [[nl:Sjabloon:Wikiquotetmp1]] [[no:Mal:Wikiquotetmp1]] [[ja:Template:Wikiquotetmp1]] [[os:Шаблон:Wikiquotetmp1]] [[pt:Predefinição:Wikiquotetmp1]] [[ru:Template:Wikiquotetmp1]] [[fi:Malline:Wikiquotetmp1]] [[sv:Mall:Wikiquotetmp1]] [[th:Template:Wikiquotetmp1]] [[vi:Tiêu bản:Wikiquotetmp1]] [[zh:Template:Wikiquotetmp1]] <!-- Place all tagging INTERWIKI's here ABOVE this line ---> |<!--------------------------------------------------------------> <!-- Place all Plain Vanilla INTERWIKI's here below this line ---> [[da:Skabelon:Wikiquotetmp]] [[de:Vorlage:Wikiquotetmp]] [[fr:Modèle:Wikiquotetmp]] [[hr:Template:Wikiquotetmp]] [[hu:Template:Wikiquotetmp]] [[nl:Sjabloon:Wikiquotetmp]] [[no:Mal:Wikiquotetmp]] [[ja:Template:Wikiquotetmp]] [[os:Шаблон:Wikiquotetmp]] [[pt:Predefinição:Wikiquotetmp]] [[ru:Template:Wikiquotetmp]] [[fi:Malline:Wikiquotetmp]] [[sv:Mall:Wikiquotetmp]] [[th:Template:Wikiquotetmp]] [[vi:Tiêu bản:Wikiquotetmp]] [[zh:Template:Wikiquotetmp]] <!-- Place all Plain Vanilla INTERWIKI's here ABOVE this line ---> }}</noinclude><includeonly> <!--- This is correct placement outside the 'noinclude' block ---> {{#ifeq:{{PAGENAME}}|Wikiquotetmp1| [[Category:Interwiki templates on all sisterprojects|{{{1|{{PAGENAME}}}}}]] |<!--Else No autotagging, is Wikiquotetmp--->}} </includeonly> 5622 26567 2006-09-12T16:26:00Z Fabartus 617 P2b Import from en.wp==Pass-2b <includeonly>{{#if:{{{2|}}}|[[{{{1}}}|{{{2}}}]]|[[{{{1}}}|{{{1}}}]]}}</includeonly><noinclude> <!--- The simplest form is <nowiki>{{#if: {{{1|}}}|<result if '1' is set>|<result if '1' not set>}}</nowiki>. Which in psuedo code is Begin IF <Arg Condition TRUE> | <TRUE RESULT> | <ELSE RESULT> End, where Begin== '{{', and End== '}}' --->'''<nowiki>{{ #if:{{{2|}}}|[[{{{1}}}|{{{2}}}]] | [[{{{1}}}|{{{1}}}]] }} </nowiki>''' {{interwikitmp-grp|!{{PAGENAME}} }} '''Purpose''': link to a page on the English Wikipedia with wikitext that without change can be used on that Wikipedia itself and on Commons. This is achieved by corresponding (but unequal) templates with the same name on both projects. It duplicates the wikimedia commons template 'w' which doesn't match the en.wikipedia 'w' template, by creating a ''''w2' template''' for both {{w2|sister projects}} that also takes a pipetrick using an if then else construct. {{-}} This will enable both sister-projects to use the same call in category pages being equalized by the various interwiki templates such as {{tl|Commonscat4}} by simply copying the same language between the two matching categories. *Such now takes a lot of manual editing converting from {{w2|the commons}} versions:<nowiki> [[w:Article name|Pipetricked name to 'Article name']] or {{W|Article name}} to wikipedia's [[Article name]]</nowiki>''' on en.wikipedia. The '''<nowiki>[[xxx]]</nowiki>''' forms allow pipetrick renaming, whereas '''<nowiki>{{w|xxx}} </nowiki>''' ''does not''. *This ''''W2 template'''' will allow such pipetricking, and also any used to be consistent across {{w2|sister projects}}, as well by testing for the second argument using if then else conditionals.<br><br><br> <includeonly></includeonly> [[Category:Internal link templates|{{PAGENAME}}]] [[Category:Miscellaneous templates|*w{{PAGENAME}}]] [[Category:WikiProject interwiki equalization|!{{PAGENAME}}]]<!--- convention: '!' designates template in Project category ---> </noinclude> 5623 26568 2006-09-12T16:27:22Z Fabartus 617 P2c imp fm en.wp or offline as tagging system upgrade per revised scheme (Genesis here) <span class="plainlinksneverexpand"><small>[{{fullurl:Special:Whatlinkshere/Template:{{{1|Lts/}}}|limit=500}} links]&#160;[[:Template talk:{{{1|Lts/}}}|talk]]&#160;[{{fullurl:Template:{{{1|Lts/}}}|action=edit}} view]</small></span><noinclude> ---- ;Template Lts:meaning 'List Template Short' &mdash; displays (short list of) links for template as shown above, {{I}}'''Lts''' is like ''''{{Tlx|Lt}}'''', but without some of it's problems on some browsers. {{Interwikitmp-grp5|!{{PAGENAME}}}} This [[Wikipedia:Template|Template]] is a [[Wikipedia:Avoid self-references|self-reference]] and so is part of the Wikipedia project rather than the encyclopaedic content. [[Category:Internal link templates|{{PAGENAME}}]] ;Similar/See also: '''{{Tlx|Lcs}}''' &mdash; links analysis tool for category discussions. </noinclude> 5625 26570 2006-09-12T16:28:34Z Fabartus 617 Import from en.wp {{[[{{ns:Template}}:{{{1|Tlx}}}|{{{1|Tlx}}}]]{{#if:{{{2|}}}|<tt>&#124;</tt>{{{2}}}}}{{#if:{{{3|}}}|<tt>&#124;</tt>{{{3}}}}}{{#if:{{{4|}}}|<tt>&#124;</tt>{{{4}}}}}{{#if:{{{5|}}}|<tt>&#124;</tt><i>etc.</i>}}}}<noinclude> {{-}} ----- {{Interwikitmp-grp|{{PAGENAME}}}} ---- Usage: {{Tlx|Tlx|template name|first parameter|...}}<br /> Up to three parameters for the specified template are displayed as placeholders, more parameters are shown as "<tt>|</tt>''etc.''", for details see the [[{{TALKPAGENAME}}|talk]] page. [[Category:Interwiki template-links-tagging templates|!{{PAGENAME}}]][[Category:Miscellaneous templates|{{PAGENAME}}]] [[Category:Internal link templates|{{PAGENAME}}]] [[Category:Templates using ParserFunctions|{{{PAGENAME}}}]] </noinclude> 5627 75372 2007-01-13T22:37:53Z JWSchmidt 20 [[Category:Research]] A learning model that I think is close to your desired one is as follows. For example, I want to learn from Wikiversity to get my masters in Computer Science. I join the computer science group, and we collaboratively complete projects. The wiki's can be used like a source control application and it can automatically record what percent of the completed project each member has contributed. When a member meets a pre-determined percentage a degree is given. For example, the CS group has two projects: 1.Create a mail client like Outlook. 2. Create a media player. *If one member writes 52% of project 1, (s)he receives a masters. *If another member writes 33% of project 1 and 20% of project 2, (s)he receives a masters. This is a simplified example but a model that I think has potential. [[Category:Research]] 5628 49680 2006-11-28T06:20:36Z Matteo 829 + cat == Current list == ;Redirects created do to [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks|importation]] from [[b:|Wikibooks]] ''Corrected the link in Wikibooks, and checked/changed links in "What links here"'' == Completed requests == ;Redirects created do to [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks|importation]] from [[b:|Wikibooks]] ''Corrected the link in Wikibooks, and checked/changed links in "What links here"'' * [[Wikiversity:School Of Security, Surveillance and Law Enforcement]] * [[Wikiversity:School of Geography]] * [[School of Mathematics:Actuarial Mathematics]] * [[School of Mathematics:Applied Mathematics]] * [[School of Mathematics:Engineering Mathematics]] * [[Wikiversity:Hitler's Germany]] * [[Wikiversity:Anatomical Terminology]] * [[Wikiversity:Anatomy]] * [[School of Mathematics:Pure Mathematics]] * [[Wikiversity:School of Veterinary Medicine]] [[b:Wikiversity:School of Veterinary Medicine|(books)]] [[Category:Wikiversity maintenance]] 5629 75125 2007-01-13T03:38:33Z Historybuff 5228 /* Contents */ started what is programming {{Stub}} Programming is coding, modeling, simulating or presenting the solution to a problem, by representing facts, data or information using pre-defined rules and semantics, on a computer or any other device for automation. [http://en.wikipedia.org/wiki/Computer_program] [http://en.wikipedia.org/wiki/Computer_programming] ===Instructions for this lesson=== ===Contents=== Programming is the art and science of translating a set of instructions from ideas into some form of instructions for a computer to follow. The person writing a program is known as a programmer. The exact form the instructions take depend on the Progrmming Language used. Languages run the spectrum from very low level like Assembly or Machine Language, to a very high level like Java. Lower level languages are more closely tied to the platform they are targeted for, while Higher level languages abstract an increasing amount of the platform from the programmer. After a programmer has finished writing the program, it must be executed. Traditionally, some languages (like Basic) are interperted, while others (like C) are compiled prior to execution. Interperted languages are exected "on the fly" at run time, while compiled languages have a seperate compilation step that must be completed prior to running. Compilers are able to make certain optimizations that are unavailable to interperters. The progam may fail to compile or execute due to syntax errors. These are errors caused by doing something that is unknown or illegal according to the language they have used. These errors have to be corrected before the program will execute. If the program runs, the programmer must then verify that the program is working as they intended it to. When things don't go as the programmer intended, the error is said to be a bug. To eliminate bugs, the programmer goes through a process called debugging, where he tries to isolate and fix the source of the problem. ===Questions for self-test=== *[[How to go about implementing a problem solution as a program|Next lesson]] *[[Introduction to Computer Science|Back to course contents]] [[Category:Introduction to Computer Science]] 5630 80768 2007-01-24T23:06:16Z Alpha3 879 [[Media:FMST 321.pdf|Course Outline in PDF format]] __NOEDITSECTION__ [[Category:Concordia_University_Class_Notes]] ===Class Notes=== ====Wk 1: Sept.06 - [[wikipedia:Der_blaue_Engel|Blue Angel]] ==== =====Intro===== * Director - organizing element - orchestrator * Qualities of unity/harmony in art * overflow of elements specific to certain directors * Other directors manage to stay 'invisible' * Director not important to 'most people' * Director being economic/appropriate/efficient in storytelling films? * directing in an industrial context * Intersection between commerce/industry - 'counterpush' in different direction * Tension between director's personality and industry ;[[wikipedia:Josef_von_Sternberg|Josef von Sternberg]] :[[wikipedia:Der_blaue_Engel|Blue Angel]] - first film in Germany after few films in the US. [[wikipedia:Josef_von_Sternberg|von Sternberg]]'s use of [[wikipedia:Mise_en_scene|mise en scène]] - use of stage, sets, lighting, props, costumes - theatrical elements. Feels theatrical, constrained but in a filmic way. =====[[wikipedia:Der_blaue_Engel|Blue Angel]] scenes===== * '''an enigmatic glimmer''' - wearing hat - reflective texture on hat * props - clocks, stairs (looking up the stairs), hats (professor, magician and Lola Lola) - take off your hat ** social status between professor and magician ** Objects linked to each other- stairs - vertical - underwear ** What is done with the objects - role of the objects - she removes her underwear and he doesn't remove his hat ** Nets, cloths making spaces very tactile, physical * Drama between what is concealed and revealed (skirt that conceals and reveals) ** Lola conceals and reveals - hurts the professor but doesn't mean to (or does she?) * [[wikipedia:Josef_von_Sternberg|von Sternberg]] doesn't reveal Lola's motivation * [[wikipedia:Marlene_Dietrich|Dietrich]] is the performer playing a performer ** putting on a persona ** Constant transformation ** How much did she contribute to the role vs. [[wikipedia:Josef_von_Sternberg|von Sternberg]] * '''[[wikipedia:Marlene_Dietrich|Dietrich]]'s screen test''' - 'you're the cream in my coffee' ** Transitions between singing/smiling/getting mad ** [[wikipedia:Marlene_Dietrich|Dietrich]]'s legs - too much? ** Director - how much is appropriate ** Tension between spectacle and story * '''return to the Blue Angel''' - netting obstructing frame - criticized in later movies * '''Rath as clown in the mirror''' ** [[wikipedia:Emil_Jannings|Emil Jannings]] established actor - [[wikipedia:German_Expressionism|German expressionism]] - slowness in acting ** smoking cigarettes and transforming himself like she did ** Outfit is mockery of what he looks like ** 2 types of narrative information - information delivered and method of delivery - absorb info in time ** give audience 'time to think' - directorial decision ** mirror reflection of Rath - which is the real man? Professor or Clown ** Films as series of choices that could have been done differently * '''[[wikipedia:The_Last_Laugh|The Last Laugh]]''' scene - [[wikipedia:Emil_Jannings|Emil Jannings]] playing doorman at hotel ** pacing - rhythm + attention to detail with which [[wikipedia:Emil_Jannings|Jannings]] puts on his glasses ** acting style - slow acting style - almost immobile ===== Summary ===== Directors want to make us 'read' the story, but more importantly they want to prescribe the way we should read it, to inflect that way. Sometimes there is a bond between the viewer and the director but sometime that bond is broken and the viewer 'loses trust' in the director. Directing has a lot to do with creating a bond with the audience and that bond then becomes the 'raw material' that the director works with ([[wikipedia:Psycho_%281960_film%29|Psycho]] - [[wikipedia:Alfred_Hitchcock|Hitchcock]] example - main character dies 40 min. into the film - bond with audience lost but later regained). ====Wk 2:Sept.13 - Morocco==== ===== Intro ===== * directorial style * stylistic elements evidence of director / studio involvment * film directing as archeological procedure - forget who directed it - look for similarities - deduce * films as masterpieces ** body of work for a certain director ** auteur theory - signature style * pace in Morocco - Dietrich's way of moving/talking ** Dietrich was learning english ** Dietrich's first American film - presented to American audience ** Dietrich being groomed for stardom for American Audiences ** Blue angel not released in the states until after Morocco * preference to softness in the image - aesthetic convention <br> * directing as struggle - econominc, aesthetic, biographical struggles * directing - stamina - ability to survive pressures * director's statement of intention - what the directors try to achieve and what their film actually achieves =====post-screening discussion===== * notice clutter * revealing and concealing * Dietrich's role and performance - differences and similarities to her role in Blue Angel * Dietrich's skill at combining contradictory elements ** inside her character and at the same time outside of it, commenting on it ** commited and detached from her character at the same time. =====Morocco scenes===== * '''the docks''' - first Dietriech scene in the film * star system allowed stars to choose who to work with (certain DOP, director, ect) * Dietrich chose Lee Garmes (cinematography) * Von-Sternberg instructed cinematographer to shoot her from a particular side ** diffusion applied to the lenses - softness *** difussion on lense *** Dietriech veiled *** fog *** lighting style - "northen light" - diffused light - avoic 1 particular heavy source * concern with meticulously controlling the 'look' of the film * 'creating the Dietrich persona' * certain frames composed with quality of still photography * Dietrich almost 'glowing' in closeup * Dietrich a stage performer like in Blue Angel * attitude (when you're inlove) - cool vs. passionate * Dietrich an array, collection, of different signs ** euro aristocracy ** exotic element * '''tuxedo performance''' - nervous at first, comfortable as scene progresses * pauses - magnetic quality - she doesn't 'just freeze' * often blows smoke where the spotlight is * she ''thinks'' about what she's doing - part of the attraction * improvised feeling but also thought out - detached observer quality 'watch how I do this' * '''glass of champagne''' - feels improvised but very planned - no wasted movement * director project some of himself into the scene (through Dietrich?) * what do we understand of von-Sternberg's attitude through Dietrich * '''at night in the street''' - von-Sternberg concerned a lot with the lighting - creates a texture using lighting * '''Amy's place''' - 'have you been here before?' * would she have had a drink had he not made the comment about being there before * '''looking for Tom Brown in hospital''' - dark objects in foreground, lit space in middle, darker space in background - character walking through the light-spaces * '''at the bar''' - carving on table - Dietrich's pauses =====Blonde Venus scenes===== * Dietrich working as a performer, marries a scientist, he gets sick, she gets back into perofming to send him to europe for treatment, then while he is in europe she falls for another guy and eventually ends up supporting herself and her son by prostitution * '''hot voodoo''' - gorilla dance * '''backstage''' - i dont accept bracelets from strangers * extravagant costumes - blonde in the middle of African show ** costumes first need excuse first, then become part of the plot * use of costumes in Dietrich films * Travis Banton - costume designer she worked with ====Wk 3: Sept.20 - The Scarlet Empress==== =====Scenes from Shanghai Express===== * cigarette scene ** lighting (from above) ** posing ** costume (changes various times) * compared to Greta Garbo * male character dressed in uniform - associated with an establishment * slow/careful/studied pace ===== Scarlet Empress - prescreening===== * realism (psychological/moral/reflective)? * lighting/mise-en-scene/costumes * fit into genres not his own (Ruben Mamulian / Garbo did historical costume drama shortly before) ===== Scarlet Empress - postscreening ===== * Anachronisms: American english, photograph, music (not from the same era), decor * Reflection on gender politics - women and their position in society - invited to use sexual power * Robin Wood text 'central problem and fascination of scarlet empress is the tone - is it art...' * Subconsciously fake, playful but also, possibly, as a film that is curious about sadism/degradation/humiliation * Mid-70's von-Sternberg films got reanalyzed 'through the lense' of psychoanalysis * Dietriec arguably playing a perfomer again ===== Scarlet empress scenes ===== * '''young Sophia/wrath of Russian czars sequence''' - man's body swinging in bell / Adolescent Sophia Frederica swinging - almost Eisenstanian * Bells mark significant passage in Catherine's life * Von-Sternberg looks for 'linking' objects - interlocking imagery * She ends up becoming an 'executioner' as she envisioned as a child * Historical distance allows him to do things bigger/stranger - freedom * references to toys - Sophia's doll, soldiers' rifles * '''count Alexei's arrival''' - fast cutting * Alexei's connection to an institution - uniform * sharp dropout of light from midground to foreground - experiment in lieu of obstructing frame with artifacts * verical space, movement * sequence of looks - cutting rhythm slows down * transformation from innocence, femme fatale, demented * '''wedding sequence''' - compare to Morocco tuxedo song scene - transformation of Dietrich character * classicsl circular structure - starts + ends with same kind of shot * Transformation from shock to realization * exchange of looks again * length of closeups * extended passages where characters are thinking * closeup naturalistic scene that really conveys the reality of being trapped in that moment and situation <br> * notable crane shots * 'emotionalization of space' - conveying characters' emotions through space/movement * texture/smoke/diffusion - communication of and idea ====Wk 4: Sept.27 - Devil is a Woman==== =====Recap - Stylistic Analysis===== * series of patterns in Von-Sternberg films * expectations of some of the stories of the films were not met in favor of the 'abstract beauty'/overindulgent artistic look of the film * camera movement allows us to feel the levels of depth ** Scarlet Empress' branches in the foreground ** We're encouraged to look at the scenes from a certain (narrative/visual) perspective * slowness of sequences - Von-Sternberg accentuates by slowing down - sets the characters on a path ** allows to explore the frame ** Extended dissolve - pacing - rhythm ** Dissolves not only sytlistic preference but also as 'Eisensteinian' montage technique * scales of objects in relation to people in mise-en-scene ** people become just other objects on the set * ironic vs. realisic acting * distancing by drawing attention to artifice * the question of the director's tone - sarcasm? ===== Recap - Themes ===== * gender relations * sex and power * texture and lace - meaning * sadomasochism - who will be the dominant one * gender roles * (Dietrich's) intentions * (unstable) relationships * men linked to institutions that contain/repress them - uniforms * independet, sexually empowered women * men confused in relation to sex and what it means to them and women confused in relation to men ===== postscreening discussion ===== * parallels to Carmen * ironic tone, almost bitter * formulaic nature criticized at the time along with over the top extravagance as compared to other films of the time ===== Devil is a Woman - scenes ===== * '''"she was never at home"''' - "make mysel her protector" - narration * artifice - distancing - narrator element * '''"i was deeply offended"''' - "my eyes are filled with tears" * questioning the narration - obscuring the truth * Dietrich playing a character within another character's flashback - hidden behind levels of narration * '''"i'm going up to rest for a while"''' - "asleep? how should I know" * user of space as emotional channel - emotionalzation of space * shut out for an extended amount of time considering the extremely visual nature of the film (beating scene) - 'realism' * difficult to maintain an ironic distance from that level of violence * ronic nature of Von-Sternberg film doesn't prepare us for such a real(istic) scene * '''GOOD MORNING!''' - as if they are both in 2 different films/states of mind * frame overflowing with detail but nevertheless has visual coherence ===== Underworld excerpt ===== * pre-Dietrich, silent ====Wk 5: Oct.04 - Il Grido==== ===== Intro ===== * 'High' art vs Pop-art - Antonioni regarded as making 'high-art' films * Antonioni associated with a period during which people were experimenting with narrative form (in film). ;Antonioni :began working as a writer in the 1940's, even before the world war. Was making documentary films. Interested in atmosphere more than reportage. Developped reputation as intelectual writer as well as a film artist. * Italian neo-realism ** cinema that 'left the studios' ** Expectations that filmmakers will continue to deal with the same problems as the ones they did in neorealist films ** Filmmmakers started dealing with more psychological problems such as anxiety in society, internal issues, moving away from a critique of social issues ** Debate among supporters of neorealism and filmmakers interested in the 'problems of the individual' (Antonioni among them) * Il Grido as an expose of the transformations happening at this time in Italy as well as environmental critique ** problems that the character in the film has, as universal problems that everyone has * Modernism - artistic practice that is very self-aware and questions its own conventions ** seeks to understand the essence of the art-form itself ** Antonioni's films/characters often deal with the 'modern world' and characters adapting to it ** Modernist artists often faced with the problem of what attitude to take towards what is new ** Social change - how to adapt - issues ** Antonioni's work often interpreted as pessimistic ===== Postscreening discussion ===== * Aldo's reason for leaving it all behind - running from it all * instability in characters' lives vs. seemingly stable environment (even the environment is 'under attack') * too devoted to 1 woman while not being able to commit to the others * Idea of mental instability (of the main character and others) present throughout the film ** female characters much better adapted to the difficult situation(s) as compared to Aldo's character ** the women 'keep it together' despite not being in a totally stable situation ** is the women's adaptation to their situation considered better or worse than Aldo's (in)ability to cope ** other main male character (Old man at Gas station) also fails to adapt * symptom for this situation - mechanisation? alienation? post-war Italy? * continuous nature of the main charater's existence ** no buildup ** seriality to his way of life ** idea of suicide as a way of asserting your will on your world ** fighting back alienation * falling off the tower - deliberate suicide or something else (dizzyness) - movie doesn't make it specific * Aldo's identity in flux - shaping an identity and shortly after dissolving - also expressed in the foggy landscape ** loss of perspective, shape, identity * Frames extremely composed ** use of the terrain deliberate - shot in a particular season to acheive the fog effect - desolation * film's style suggests a broader meaning - a universality of the situation? ** for a lot of critics the film does indeed serves as a metaphore for reality at the time than just the prima facie meaning of the film * no sense of cause and effect in the film ** damaging to the narrative ** Antonioni deliberately uses this ** risk of losing the audience * link to other neo-realist structure - bicycle thief - wandering ====Wk 6: Oct.11 - L'Avventura==== =====Intro===== * Byicle Thief vs. Il Grido ** Internal situation of the characters - inability to adapt to (romantic/socioeconomic) circumstances ** Sense of displacement as element of neorealism that affected Antonioni * Sense of a 'road-movie' - you don't know exactly where you're going to * Antonioni decided not to have an open-ending (the suicide in Il Grido) * Conventional story a way of mechanism that 'works' ** When story is told in non-conventional way risking the audiences' understanding it doesn't mean that it is a less valid form of narration * L'Avventura received a bad reaction at Cannes when it came out - got booed ** Filmmakers dissapointed ** Next day petition was signed by celebrated cinema personalities declaring that L'Avventura is the best film screened at Cannes which launched the film into the international arena. * '''Points to Focus on''' ** Narrative ** Role of gender and relationships - Men vs. Woman * Monica Vitti's first film with Antonioni * At the time of the movie's release, the element of gender was not widely explored/touched ===== postscreening discussion ===== * final frame - split in the middle - opposition of 2 visual elements (the wall and the volcano) ** hand on hair gesture - forgiveness? pity? consolation? mechanical urge to touch? ** lack of information to assign the last gesture a meaning * 2 ways of 'dealing' with the film # not trying to assign meaning but rather just take it for what it is and just experience it # try to assign meaning to the different elements/clues present throughout the film ===== L'Avventura scenes ===== * '''ghost town''' - use of the scene? ** presence of the other town suggests that 'it could go on forever' ** suggests that they could have visited many similar towns ** something might be going on under the surface ** emphaseis on how things 'feel' ** architecture + places where characters go and emotions that the places evoke ** ''temps mort'' - dead time - Antonioni interested in what happened 'after' characters are done with the scene ** beginning and ending of scenes as significant passages in the film - advancing a 'different narrative level' - became Antonioni's style ** camera movement indicative of the director's 'presence' - distancing effect ** Objective narration - not interested in subjective POV shots - objecive framing/composition as clue to what the film 'is about' * '''making love on the ground''' ** testures - jacket, dress, glass ** her blonde hair vs his dark hair ** more about watching/listening/wondering instead of about advancing the story * '''looking for Anna on the island''' ** Antonioni's opportunity to explore the island at various places/times/condiions ** Opportunities to linger/dwell on things - Pattern on Anna's shirt ** Antonioni's opportunity to move the horizon line up and down ** levels of textures in all the compositions ===== Trailer for the film ===== * Trailer concentrates more on the sex elements of the film than rather the 'confustion' throughout ===== Jack Nicholson reads essays by Antonioni ===== * 'Seriousness' of the director * Antonioni felt he had to defend his work ====Wk 7: Oct.18 - L’Eclisse ==== ===== Intro ===== * Antonioni's group of 4 (main/central/most significant?) films * Monica Vitti character in L'Avventura ** restlessness uncertainty anxiety - related to relationships ** career? (vs Sandro's character's career) ** film mostly concerned with her love life torment ** representation of gender relations in the film ** "Women are more sensitive filters of experience" - Antonioni * Antonioni's exploring of 'artist/intellectual' characters - considers them more interesting * Characters learning (about the world/themselves) throughout the movies ** Sandro's character learned but did not improve at the end of L'Avventura ** Claudia's character - did not change either - learned how easily she can forget her friend ** Self knowledge not source of moral improvement * Antonioni's influence by surrealist painters ?Dakiriko? - * Antonioni's narrative style - pushing the limits of narrative ** straying from the 'storytelling route' - satisfying? ** nature of 'satisfying'? fiction? ===== Postscreening discussion ===== * final sequence - camera waiting for characters to show up (but they never do) * protagonists just elements of the entirety of the film's environment ** Anticipation of Piero and Vittoria not staying together as a couple but maybe also tha they are not central to the film ===== L’Eclisse scenes ===== * '''opening shot''' - predominance of physical object - characters not central - importance of objects/composition to the story ** human hand belonging to off-screen character + lamp * '''lying on the grass'''' - shoe + leg belonging to offscreen character ** surroundings however are very well composed ** character sits up leading to a POV shot with the character in the foreground * '''making out on the bed''' - blocked by the bed ** motif of arms and hands ** doors and windows presence in Antonioni films - kissing through window - scenes staged at doorways - adding 'depth' ** characters act like 'other couples' ** mood changes as the characters walk - at their happies in their last time together * '''last goodbye at the door''' - breakup not setting up meeting - facing the camera ** walking down the stairs - putting phones back - reviewing / evaluating their relationship * '''final shots of familiar places''' - abstraction? detached from the rest? (non-)narrative? ** in the context of the film as a whole - objects have narrative value assigned to them by the characters that inhabited them before ** opportunity to compose on a more abstract level - free of the characters that were restricting the shots before ** other narrative posibilities - newspaper headline hinting to preapocalypse ** progression - twilight - evening ** motifs - bus - people waiting ** unity in shots - relate to one another ===== Conclusion ===== * cummulative power of cinema - builds towards 'something' - ending carrying the entire weight of what has come before * political nature of film - colonial - black makeup - stock market * Antonioni's concern of European civilization having reached a 'dead-end' * Vittoria's identity - loss of identity - film about 'her'? objective presentation * Vitti's unstable character in Antonioni films - pattern? * repetition - symbolic or structural? symmetry ===== La Notte sequence===== * character walking through a neighbourhood * places where she walked were places where she went when she was younger - space evokes memories like in L'Eclisse ====Wk 8:Oct 25 – Desserto Rosso==== =====Prescreening discussion===== * Deserto Rosso last Vitti/Antonioni film (until an obscure feature in the 1970’s) * '''Abstraction''' ** not only the procedure of making something abstract but also the fact that it allows us to see things that we recognize as normal parts of our environment in a different way ** how does Antonioni create this abstraction in his movies ** conventional mode of presentation vs Anotnioni's way of making us aware of the artificiality of the film ** by taking the characters out (in L'Eclisse) Antonioni creates an abstraction by allowing us to concentrate on the background instead of the characters ** Antonioni's work as experimental - what elements does he experiment with ** was suggested that actors in Antonioni films treat characters as being on a secondary plane * linking between '''Abstraction''', '''Color''' and '''Character''' =====Postscreening discussion===== * Giulianna's character as abstraction not belonging to the rest of the film ** removed from the rest of the environment that she inhabits * Giulianna's disconnect from her son serves to sever her link to 'normal life' * Alienation - alienation from certain types of environments can seem 'healthier' * Giulianna's perception vs. Reality - existence of objective reality? * Parallel to marginalization of women in the 60's breaking from the norm of life as a woman at the time * concern with quantity of exterior shots - attempt to control exterior shots by artificial means =====Desserto Rosso scenes===== * '''in the ceramics shop''' - painting on the walls - street - newspaper sounds - ceramics salesman * '''running away from the shack''' - space between the people - sense that people are disappearing in the fog * '''bedroom scene''' color shifts - Giulianna's breakdown - uncomfortable position - camera angles ** out the window - person walking on the street at night ====Wk 9:Nov 2 – The Passenger==== =====Intro===== * The Passenger - 1975 - 10 years after Red Desert * "The camera seems to be conducting its own inquiry, one not quite at the service of the character" - Peter Brunette ** relation between directing and storytelling ** critics reaction to the director's storytelling ability ** "service of the character"? * The star - emotional issues caused by ** casting a star in a role different than one we're used to =====Postscreening discussion===== * comparison to Il Grido, L'Avventura, L'Eclisse, Deserto Rosso ** windows and doors - significance ** circular narrative - Il Grido, L'Avventura ** doubling motif in main character - takes identity of someone who dies, then dies himself ** interest in architecture/landscape coupled with narrative that allows Antonioni to explore said landscapes ** ends and starts in very dusty environments (desert of Africa and dusty village of Spain) ** concern with the environment by the characters in the films ** landscape/environment (fog/dust) that threatens to erase the character, creates anxiety (car being hit with shovel/almost driven into the water) ** conventional suspense sequences 'distracted' by attention to detail and to the environment ** reason for main characters abandonment of his previous life - suicide =====The Passenger scenes===== * '''Locke gluing''' pictures on the passport + listening to conversation with David ** tape recorded sounds confused with Locke's thinking ** camera panning away to a flashback ** "I prefer men to landscapes" * '''German wedding - burning leaves flashback''' - whose flashback? * '''dolly-in to the street through the bars''' ** attention to detail ** framing ** floating through the bars then hooked up to a crane ** took 11 days to accomplish ** circular camera movement - echoing scene with witch doctor turning the camera on Locke ====Wk 10:Nov 8 – Sweetie / A Girl’s Own Story==== =====Jane Campion - Intro===== * '''The Piano''' - Miramax's influence - art films marketed into commercial successes thanks to * Campion and Lynch as directors straddling the line between commercial and art films * '''Sweety''' considered to be Campion's debut feature ** Sweety's character - function (reaction invoked from the viewer), appearance, meaning =====Postscreening discussion===== * "the excessive imagery subverts the narrative it constructs" - A. Smelick ** story as ordinary 'movie of the week' story made different because of the imagery - elevated narrative through excess of imagery ** narrative films often measured by the same standards as other narrative forms - imagery provides an additional 'concrete' element in film ** imagery vs. narrative * "In most films people are trying to pretend the shots aren't there" - J. Campion ** Campion's way to explain the unusual frames in her films ** Does the unusual framing suggest that the imagery in Campion's films supersedes the narrative * Trees - significance - connections to Sweetie and Kay and their family ** Kay's fear of trees * Sweetie's function in the film as an element of conflict driving characters to action/change ** Kay's pulling of the tree from the ground as similar element of conflict to Sweetie's character ** both the hidden tree and Sweetie's character as issues in need of resolution that are essential to achieve closure in the film * Sweetie's function as relating to the film's tone and the viewer's engagement/involvement with the film * Sweetie's character as the monster character in a horror film * '''bathroom sequence''' - Sweetie soaping dad's back - Kay cowering under the sheets ** alluding to past child-abuse - later with Sweetie in the car - "you're daddy's little girl" * Control of (women's) bodies in Campion films ====Wk 11:Nov 15 – The Piano==== ===== Intro===== * Maybe Campion's most praised film ** Miramax effect - commercial films with arthouse-status nature ** The Piano and Pulp Fiction both contributed to creating the model of arthouse films that were screened in a commercial environment. * Campion as one of very few women-directors to achieve commercial success * Film's appeal? * The Piano's relation to von-Sternberg - mise-en scène, props, framing, shots * Subjective narration vs Objective narration in the film * Instances when the viewer is 'with' Holly Hunter's character vs instances when the viewer isn't. =====Postscreening discussion===== * success of the film - elements contributing to - sex? * director's treatment of sex scenes - female director 'reversing' roles of traditional sex scenes? * sensitive male characters? * style of presentation - 'grand emotional scale'? * What do we know about Ada's character - very little if anything at all - yet still manages to 'fit' in the film * Sam Neil vs Harvey Keitel's characters - villain vs hero? The Piano as bargaining element. * Monica Vitti, Marlene Dietrich and Holly Hunter's characters - similarities * Sam Neil's character - villainous or human * Keitels' character - liberated from colonial constraints * Maori tribe characters - function - part of the décor? * comparison to Sweety =====The Piano scenes===== * '''wedding photograph in the rain''' * comparison to Von-Sternberg ** objects in front of the camera - trees, branches, shapes, shadows - set design * long focal length indoors - compressed space effect - characters intermingled with each other * voyeuristic nature - eye through hole * '''Paquin's story about her father's death''' - cartoonish nature reinforcing the 'folk-tale'/ fairytale/magical nature of the film - again seen in the 'little red ridinghood' outfit and the finger-chopping * shot of Ada's face behind raindrop-window followed by shot of piano = Ada thinking of the piano * '''Paquin running with the piano key to Sam Niel''' - framing * Neil running through the forest to Hunter's character - suspense structure ** suspense vs. surprise ** classic melodrama structure - 'lady in danger' plot - witness character representing helpless viewer * style vs. storytelling ability - Campion praised for achieving a synthesis of both elements * Play scene suggesting axe-finger-chopping * classical attributes of film - director not subverting the high impact of the story being told - not 'pullin back' ====Wk 12:Nov 22 – Portrait of a Lady==== ===== Intro===== * Campion's main concerns/themes in her films ** sex, repression, exploitation ** characters in her films - outcasts - relation to Sternberg and Antonioni films ** becomes a question of whether society or the outcast will win - recurring pattern - helps to structure ** conflict extends to domains other than film - Portrait of a Lady based on a novel * Director's concerns become their 'brand' if they become famous enough ** attempt to see how a director's themes merge/intersect with stylistic concerns ** imagery conveys certain emotional state - desire to visualize driven by ideas and vice-versa ** directorial style a mere 'check-list'? if so, to what end do we keep viewing a director's film. =====Postscreening discussion===== * film largely about a character (present almost in every shot) - dependence on our feelings about the character - how closely do we identify with the character * missing information between parts in the film ("three years later") * Malkovich's character - the right husband for for Kidman's character? =====Scenes===== * ''' 'My Journey' montage''' - allusion to silent-era aesthetic * Henry James' novel as psychological social realism * looking at the film as a fable gives more credence to Kidman's smart, intelligent character falling for Malkovich's character * '''conversation in the stable''' - Ralph questioning Isabel about her decision to marry * use of blue light * Isabel justifying her decision despite us knowing that it is wrong - ====Wk 13: Nov 29 – In the Cut ==== ===== Intro===== * Storytelling vs direction ||genre|| |montage| |collage| |juxtaposition| |pastiche| * director receiving praise with storytelling criteria/qualities in mind * relationship between direction and storytelling seen as successful in the Piano ** subsequent Campion films not received as positively ** 'too much' directorial presence overwhelming the story (in In the Cut) ** In the cut belonging to a genre which increases expectations (we already know the story we are watching) * Campion's montage - taking different things and combining to see what happens ** mini stories - bluebeard story in the Piano, Silent films in Portrait of a Lady, how trees grow in Sweety ** allowing us to engage with the fable-like characteristics of the films ** high culture juxtaposed with popular culture * pastiche as joining 2 or more disparate things to achieve a variety of effects ===== Postscreening discussion ===== * killer identity - clear? ** every other character has the possibility of being the murderer ** 2 murderers theory * visual style hinting at characters' attitude towards their environment - vision - blurring * thematic similarities to previous Campion films ** doubling - Sweety and Kay - Sam Neil and Keitel/ Ada and Daughter in Piano - Frannie and her Sister / Rufolo and his partner ** each doubling figure is the extreme version of the central protagonist that allow her to explore different facets of the the character * structural components in film - themes + imagery that the director is interested in ** Antonioni's interest in the theme of 'the voyage' * Critics' reaction to the film ===== In the Cut - scenes ===== * '''Frannie's conversation with her sister''' - flashback scene with Frannie's parents dancing on the ice ** Frannie's dad - serial marriage - plotting the 5th (marriage) ====Wk 14: Jan 03 – Ivan's Childhood==== ===== Postscreening===== * Time in Tarkovsky's work - sculpting in time - 'the cinema must master a completely new material - time' ** how to capture the sense of time passing ** returning to a previous time ** evoking/expressing a sense of time that moves both forward and back / through different layers of time ** subjective time associated with memory ** 'superimposed layers' of time - capturing time on screen and 'using it as material' - bending/forming time ** the basic idea that by turning on a camera and filming you create an 'impression of time' that can be captured and molded in some way * Role of editing in film according to Tarkovsky ** how can 2 shots be related - distinct view of cinema visavis Eisenstein - joining 2 shots and creating a 3rd meaning through the joining of the shots - not the essence but rather an instrument - significant to bring together the rhythm of 2 shots in a particular way * Ivan's Childhood - how much time passes from beginning to end - uncertainty ** Ivan's dreams - a past - accurate representation? Presented as Ivan's present ** flashbacks not objective statements but rather representation of how Ivan sees those events in the present * Objectively narrated events and subjectively presented events ** close-up scene of Ivan putting on his clothes - subjective shot Kholin POV- time 'slowing down' ** 'parenthetical moment' - captured time * Ways of presenting time intersecting with the subjective presentation of the material * Characters no longer being able to separate the subjective from the objective * '''Ivan's dream - the well''' - clearly marked dream within one shot - present in other Tarkovsky films as well ** Temporal and spatial relations within a sequence - slower, rhythmic fashion as compared to Eisenstein style * Sense of affection between characters in the film - mentoring - passing of information - omnipresent in many of Tarkovsky's filmd * Displacement of central character - Tarkovsky not building his films around his central character * '''Old man with rooster''' - Ivan seems to wander into another character's dream - sound queuing to subjective space ** Old man's space visually represented by ruins around him - entering the space represented by the door opening ** old man going in and out of the space * Vadim Yusov interview - cinematographer ====Wk 15: Jan 10 – Andrei Rublev==== =====Intro===== * DVD copy - criterion collection after print acquired by Scorsese * how does Andrei Rublev links to Ivan's Childhood ** use of nature ** natural settings ** spirituality and nature and subjectivity * film form - how Tarkovski treats nature ** long takes ** compositions ** 'rhythmic curiosity' - time * Rublev - Russian religions icon painter ** 15th century - battles with Tatars (aka Mongols) ** importance of narrative presentation - chapters - title cards ** often narrative doesn't follow Rublev's character - interested in other characters * art importance in the world - nature - humans ** Andrei Rublev allows Tarkovski to explore the relationships between above elements ====Wk 16: Jan 17 – Mirror==== =====Andrei Rublev - contd.===== * the importance of time in Tarkovsky movies ** the rhythm in Tarkovsky films as a level of abstraction ** time explored within a shot and from one shot to another ** use of sound - visuals and aural elements from different times * types of time according to Bergson - chronometric and duration - duration closer to our 'lived' experience of time =====Andrei Rublev - scenes===== * '''Rublev after the pagan ritual''' - the water's rhythmic qualities ** camera following boat on the river behind the people involved in the conversation - background / foreground relations ** '''time pressure''' - term used by Tarkovsky - way of referring to tensioni * idea of simultaneity in Tarkovsky films * '''the bellmaking''' - Rublev in the silent spectator role ** notion of fluidity - shot of the boy framed by 2 shots of Rublev and shot of the solitary tree in the field framed by the 2 shots of the boy * Subjective and objective qualities in Tarkovsky's work. =====Mirror===== * 3 timeframes - narrator remembering his childhood at 2 different times - very young and early teens ** use of stock footage ** idea of time - representation of time - relationship between representations of time =====Postscreening===== * increasing difficulty to separate subjective and objective strands in Tarkovsky's work * Mirror as a film that aspires to achieve a simultaneous memory/dream/past/future tense - Tarkovsky's book ''Sculpting in Time'' as paradigm for ''Mirror'' * '''Looking through portrait book''' - portraits and nature present throughout ** Tarkovsky's way of undermining our sense of the present tense - the aunt character appearance destabilizing our notion of reality/time/present ** presence of doorways - labyrinthine nature of environment * after the aunt character disappears from the room, the mark from the tea cup evaporates - time pressure * '''documentary footage framed with shots of boy at military school''' - boy's character used to 'speak' through * '''narrator in bed releasing the bird - final scene''' - chorus + camera sliding through trees ===Essay Topics=== ====Essay #1==== FMST 321/3 STUDIES IN FILM DIRECTORS (2006-07) Section A: Wednesday 13:15-17:15 (Donato Totaro) Section AA: Wednesday 18:00-22:00 (Federico Hidalgo) SUGGESTED TOPICS FOR ESSAY #1 <u>NOTES:</u> a) In your essay you are expected to refer to <u>at least two texts included in the required readings for the course </u>and <u>two more texts taken from your own research outside of the required readings</u>. The best references will be those which comment, further or counter-argue the quoted or summarized texts. Try not to use these references to simply fill in the gaps of your own analyses. b) Do not make this a purely theoretical or historical/research paper (except if you are doing topic #12b). A good paper will develop an argument with detailed formal analysis of the film(s), which means you must conscientiously work with the films outside of class. Formal analysis implies detailed scene/shot descriptions from the film(s), but do not make your paper entirely descriptive either (all description, no analysis/interpretation). A good paper will strike a balance between description and analysis so that you say something meaningful about the film(s), while offering enough textual evidence to support your argument. '''PS:''' '''When writing your descriptions please insert the time code of the DVD, Video, or Laserdisc you are working with at the end of the description, so that it is clear when the scene or shot begins and ends''' (i.e. 32’00-33’05"). This helps the instructor to find the scene/shot in question when they need to verify the accuracy of your analysis. c) Except when you are focusing on a single film, you may refer in your papers to films not screened in class by the director under discussion. These references, however, should not make up the bulk of your examples. In other words, films screened in class should be the focus of the paper. d) Remember that you must approve your paper topic with your instructor (specific topic, which film(s) you are working on, etc.). If your topic is straightforward (i.e. taken directly from the suggested list, with only the film(s) to be confirmed), then you can seek my approval through email. If you want to suggest your own topic or modify one of the selected topics, then it is preferable to do so in person. e) Minimum length: 2000 words - Average length: 9-12 double-spaced, typed pages. '''ESSAY I: VON STERNBERG or ANTONIONI (paper due November 29, 2006)''' '''JOSEF VON STERNBERG''' 1. Define and analyze the evolution of Marlene Dietrich’s persona in the films of Josef von Sternberg. You should support your observations with specific evidence taken from at least 3 of the films the actor and director made together. (If you wish, you may also include a discussion of Dietrich’s persona as developed in later films or stage appearances and compare it to the one she developed with Sternberg.) 2. Over the years, critics choosing to evaluate Sternberg’s films by way of feminist theories have disagreed as to their merit. Discuss the existing feminist criticism which argues both "for" and "against" Sternberg and offer your own conclusions. You should support your claims with thematic and formal analysis of at least two Sternberg-Dietrich films. 3. "If my films have a style that is cohesive, this style is based on a search, not on any conclusion." - Josef von Sternberg Discuss how you understand the concept of style. Does Sternberg have a unique style? What are the elements that constitute the "Sternbergian" style? Trace the development of this style using examples from at least two Sternberg films. 4. "Shadow is mystery and light is clarity. Shadow conceals - light reveals. (To know what to reveal and what to conceal and in what degrees to do this is all there is to art.)" - Josef von Sternberg Discuss the various ways Sternberg uses the strategies of concealing and revealing in his films. This essay does not necessarily have to deal with lighting (although it can). You may also want to discuss some other ways in which the concept of revealing-concealing manifests itself in Sternberg’s films. 5. "For my part, I try to produce a completely homogeneous work. The image, the sound, and their effects on the spectator, are bound together and must be arranged according to an internal rhythm, an orchestration which, while vanishing with the film, remains as a resonance. It is that which is beyond that sound, that immaterial resonance, that sort of vibration which prolongs itself, that I look for." - Josef von Sternberg Read each sentence of the quotation carefully. Choosing examples from one film by Sternberg, explain how the film is "homogeneous," how the image and sound are "arranged according to an internal rhythm." Finally, determine the possible meanings and implications of the special "resonance" or "vibration" of which Sternberg writes. 6. Aeneas Mackenzie referred to Sternberg as "Leonardo of the Lenses" (''Sternberg'', ed. Peter Baxter). Discuss the "painterly" qualities of Sternberg’s work. What does "painterly" mean in reference to cinema? Your paper does not necessarily have to make direct art references (though it can), but give descriptive examples of how Sternberg’s use of lighting, framing, composition and art direction parallels the aesthetics of painting. 7. Much of Sternberg’s work is structured on principles of duality: light/dark, reason/emotion, free will/determinism, male/female, sadism/masochism, etc. Discuss how this duality is played out in both the formal and thematic aspects of one or two of his films. 8. "Even when they are marked by the conventions of another genre (film noir, espionage, historical film...) Sternberg’s stories are, above all, melodramas. The themes of separation, the weight of destiny, the conflict between desire and morality, and vengeance are evident. The play on the codes often consists of their sublimation, and in the triumph of desire (or love) over morality - at least for the female characters. Over-determined by the laws of society, these characters affirm their independence with respect to pre-established schemes. At the same time, they affirm their identity often by placing their own existence in peril (''Dishonored, Morocco, The Last Command''). The masculine characters do not go as far, and are often more interested in playing by the rules of society." - Pascal Mérigeau Discuss the implications of this quotation. What does it say about Sternberg’s manipulation of genre conventions and his presentations of female and male characters? You must establish the use of generic conventions in a Sternberg film before discussing their subversion. '''MICHELANGELO ANTONIONI''' 1. "...in ''La Notte'' the heartless pavements and buildings, spiritual equivalents of the volcanic shores and islands of ''L’Avventura, ''are made to express what Worringer has called "that uncanny pathos which attaches to the animation of the inorganic," first discovered visually in our time by another Italian Giorgio De Chirico." Discuss this quote in relation to Antonioni’s use of architecture and landscape in his mise-en-scène. Interpret their function in at least two of the director’s films with ample details. You may, if you want, also discuss the relationship between Antonioni and the Italian painter Giorgio De Chirico, or discuss another painter (or school of painting) of your choice. 2. Antonioni says that his films of the early sixties are about the "spiritual aridity and moral decay of the upper classes of post-war Italian society." How does the director express the concepts of SPIRITUAL ARIDITY and MORAL DECAY in his formal style (mise-en-scène, montage, sound, performance. . .)? Refer to at least two of Antonioni’s early sixties films. 3. Offer an in-depth comparative stylistic analysis between an early (1955-1965) and later (post-1970) Antonioni film. Be sure to concentrate on one or two aspects of style (ie, camera movement, narrative structure, black & white vs. color, performance, etc.). 4. Antonioni’s formal compositions have been referred to as being both "beautiful" and "oppressive." Is the director trying to reconcile these two opposite qualities? Or is his style based on their opposition? Do the perspective lines radiate from the characters or do they crush them? Offer a formal analysis of the frame compositions in at least two Antonioni films. 5. Discuss Antonioni’s treatment of women and women’s issues in at least two of his films. Your essay should include a discussion of eroticism and male/female subjectivity. Be specific in your analysis of content and form, since they both partake in Antonioni’s discourse on women. 6. Discuss the concept of ALIENATION in Antonioni’s work. Define alienation and then analyze its manifestation both in the form and discourse of two or three of Antonioni’s films. Support your claims with specific examples. 7. "Le côté technique du cinéma, en soi et pour soi, ne m’a jamais intéressé. Une fois apprises les deux ou trois règles de la grammaire cinématographique, on peut faire ce qu’on veut, y compris contrevenir à ces règles." ("The technical side of cinema, in and of itself, has never interested me. Once you have learned the two or three cinematographic rules, you are able to do as you wish, including breaking these rules.") What "rules" is Antonioni referring to in his statement? What "rules" does he break, and - using specific examples from his films - how does he break them and do they serve a thematic purpose? 8. "La première règle, pour un musicien qui veut collaborer avec Antonioni, est d’oublier qu’il est musicien...J’attribue une importance énorme à la bande sonore et j’essaie toujours d’y apporter le plus grand soin. Et quand je dis bande sonore, je fais allusion aux sons naturels, au bruitage plutôt qu’ à la musique." ("The first rule for a musician who intends to collaborate with Antonioni is to forget that he is a musician...I attribute an enormous importance to the soundtrack and I always try to treat it with the greatest care. And when I say soundtrack, I am alluding to natural sound and noise rather than to music.") Discuss Antonioni’s use of sound - including all elements of the soundtrack: dialogue, silence, ambient sound, sound effects, music, etc., in at least two of his films. 9. "I no longer want to employ the subjective camera, in other words the camera that represents the viewpoint of the character. The objective camera is the camera wielded by the author. Using it I make my presence felt. The camera’s point of view becomes mine." -Michelangelo Antonioni Examine the variety of ways in which point of view is located in Antonioni’s work, how it is different than subjective camera in more classical works, and how does the director use point of view in unique ways. 10. Discuss the concept of modernism as it relates to Antonioni’s films. Give examples from at least two films screened in class to examine such issues as non-classical narrative, ambiguity, character formation, point of view, reflexivity, etc. 11. Discuss the evolution of Antonioni’s visual style across his tetralogy (''L’Avventura, La Notte, L’eclisse, Red Desert''). You should try to limit your discussion to a particular aspect of visual style, such as camera movement, framing & composition, lighting, or montage, etc. 12. (This question applies to all filmmakers in the class and can be substituted for any '''one '''of the three essay assignments). Explore the auteur theory and how it can be applied to one of the filmmakers studied this term. How was the theory developed? What are its main arguments? What are the limitations of the theory as it applies to film "authors"? What are the strengths? What are some consistencies in theme and style that run through the work of Sternberg or Antonioni? How is the "personal vision" of one of these directors communicated in the films, etc.? 12b. Rather than apply the auteur theory to a filmmaker you may structure your paper as a theoretical discussion of auteur theory. This paper could take one of two possible forms. 1) Analyze one of the auteur theory ’debates’ (Sarris vs. Kael, Bazin vs. Benayoun, Perkins vs. et al). What are each writer’s points? Who do you feel scores the better points? What is your assessment of the arguments? 2) Trace the lineage of auteur theory from the late 1950’s/early 1960’s to the 1980’s or 1980’s to the present. What were some of the major shifts in how the auteur theory was applied? Were the shifts related to broader social/political issues? Which variant of auteur theory to you find best for film study and why? For this essay you must read the essays in the "Auteur Theory" folder. Your instructor can refer you to other readings. ====Essay #2==== FMST 321/3 STUDIES IN FILM DIRECTORS (2006-07) Section A: Wednesday 13:15-17:15 (Donato Totaro) Section AA: Wednesday 18:00-22:00 (Federico Hidalgo) SUGGESTED TOPICS FOR ESSAY #2 <u>NOTES:</u> a) In your essay you are expected to refer to <u>at least two texts included in the required readings for the course </u>and <u>two more texts taken from your own research outside of the required readings</u>. The best references will be those which comment, further or counter-argue the quoted or summarized texts. Try not to use these references to simply fill in the gaps of your own analyses. b) Do not make this a purely theoretical or historical/research paper (except if you are doing topic #12b). A good paper will develop an argument with detailed formal analysis of the film(s), which means you must conscientiously work with the films outside of class. Formal analysis implies detailed scene/shot descriptions from the film(s), but do not make your paper entirely descriptive either (all description, no analysis/interpretation). A good paper will strike a balance between description and analysis so that you say something meaningful about the film(s), while offering enough textual evidence to support your argument. '''PS:''' '''When writing your descriptions please insert the time code of the DVD, Video, or Laserdisc you are working with at the end of the description, so that it is clear when the scene or shot begins and ends''' (i.e. 32'00-33'05"). This helps the instructor to find the scene/shot in question when they need to verify the accuracy of your analysis. c) Except when you are focusing on a single film, you may refer in your papers to films not screened in class by the director under discussion. These references, however, should not make up the bulk of your examples. In other words, films screened in class should be the focus of the paper. d) Remember that you must approve your paper topic with your instructor (specific topic, which film(s) you are working on, etc.). If your topic is straightforward (i.e. taken directly from the suggested list, with only the film(s) to be confirmed), then you can seek my approval through email. If you want to suggest your own topic or modify one of the selected topics, then it is preferable to do so in person. e) Minimum length: 2000 words - Average length: 9-12 double-spaced, typed pages. '''Please include a word count at the end of your paper.''' ''' ESSAY 2: CAMPION OR TARKOVSKY (due on February 28, 2007)''' '''JANE CAMPION''' 1. Analyse, in depth, one Campion film screened in class. Please discuss the parameters of your inquiry with your instructor before embarking on your paper. 2. "Je pense que les gens sont tres symboliques dans leur comprehension du monde. Les choses sont rarement ce qu'elles paraissent, elles sont la metaphore de ce qui est ou pourrait etre. Et cela vaut aussi bien pour nos tourments intérieurs." ("I think that people have a very symbolic understanding of the world. Things are rarely what they appear to be, they are metaphors of what it is or what it could be. This stands also for our inner turmoils.") -Jane Campion Examine how this quote by Jane Campion is expressed thematically and stylistically in her films. Your analysis should include both a definition of "metaphor" as a rhetorical figure, and a detailed analysis (framing, composition, camera movement, lighting, colour, acting, etc.) from at least two of her films to support your discussion. 3. Explain and discuss Jane Campion's discourse on sexual politics. Examine the relevant themes she develops in her films, and how she uses formal strategies to communicate her discourse to the viewer. You should draw examples from at least two of her films. 4. "Jane Campion's ''Sweetie ''attacks what Shaffer identifies as the primary structuring metaphor for femininity within the Australian tradition." Ellen Strain Thinking about this quotation, explore how Jane Campion uses and transforms the Australian and New Zealand myth of "the bush"/"the outback," and the concept of female as "Other," in at least two of her feature films. Ellen Strain's article is part of the ''Coursepack'' for the course. 5. Discuss the relationship of "civilization" and "nature" in Campion's films. ''The Piano ''would probably be the best example to focus on but other films could also be examined. 6. Jane Campion has mentioned that Emily Bronté's ''Wuthering Heights'' was a key inspiration for her film ''The Piano''. Discuss the influence of Romantic/Gothic literature (and this book in particular) on this film. 7. Compare the Henry James' novel ''Portrait of a Lady ''(or Susanna Moore's novel ''In the Cut'')'' ''with Jane Campion's film of the novel. You could examine the differences and/or similarities in the how character is developed, questions of narrative point of view, consistencies (and differences) in how the themes and idea of the book have been transformed for the film, etc. What are some of the issues Campion might have had to grapple with in terms of adapting James' (or Moore's) book? 8. Examine the notion of "modernist" narrative as it applies to the work of Jane Campion. Explain some of the differences between the classical Hollywood model and a more modernist form of narrative, and discuss where you think Campion's filmmaking fits in. Give examples from at least two films to support your argument. 9. Discuss the influence of Expressionism on Jane Campion's films. First examine how the movement has flourished in the visual arts and literature, then explore how we understand expressionism in cinema, and Jane Campion's films in particular. 10. Discuss the role that setting (landscape and architecture) plays in the work of Jane Campion. Give examples from at least two Campion films. 11. Explore the use of sound (including music) in the films of Jane Campion. Give examples from at least two Campion films. 12. In ''In the Cut ''Campion is clearly working within the conventions of the thriller/serial killer/giallo genre. In what ways does the film still remain a "Campion/auteur" film? In what ways does the film diverge from the serial killer/thriller genre/giallo conventions? How does Campion manipulate the genre conventions, which includes the representation of the female and male characters? Remember you must establish what the generic conventions in question are before discussing their subversion. '''ANDREI TARKOVSKY''' 1. Discuss the evolution of Tarkovsky's "camera choreography " from his early to late films. How has his camera choreography changed? Can this change be tied to theme? Is there any continuity? Support your claims with detailed examples from the films. 2. How do ''Solaris ''and/or'' Stalker'' fit into the science fiction genre? In what ways can they be considered "anti-science fiction"? Do they have more in common with science fiction literature? 3. "The striving for perfection leads an artist to make spiritual discoveries, to exert the utmost moral effort....For me the idea of realism in art is linked with that force. Art is realistic when it strives to express an ethical ideal.... Here the aesthetic coincides with the ethical. " -Tarkovsky, ''Sculpting in Time'','' ''p. 113 Relate this quote to Tarkovsky's films. In what ways are his narratives structured as "spiritual discoveries"? How do Tarkovsky's characters encounter "spiritual discoveries"? How does Tarkovsky's "aesthetic" coincide with his "ethical ideal"? 4. Is Tarkovsky a "realist" or "non-realist" (expressionist) filmmaker? Can his films be considered "Bazinian"? Defend your position with concrete filmic examples (you can, of course, argue that he is at once both). 5. "The distinctive time running through the shots makes the rhythm of the picture; and rhythm is determined not by the length of the edited pieces, but by the pressure of the time that runs through them....editing can be seen as the assembly of the pieces on the basis of the time-pressure within them." -Tarkovsky, ''Sculpting in Time'',p. 117 (in Coursepack, p. 337) Use this quote as a starting point to discuss Tarkovsky's editing strategies. What does Tarkovsky mean by "rhythm" and "time-pressure"? What, exactly, is the function of editing? Does his editing ever contradict this statement? 6. In ''Mirror''...we are constantly left floundering at the beginning of each new scene, trying to orient ourselves in time and space and to relate to characters whose identity is often deliberately withheld from us until the scene is well advanced. As with the overall narrative, a coherence ''does ''exist, but it has to [be, ''sic''] searched for and interpreted by means of visual and aural clues rather than revealed through explicit dialogue and action or "meaningful" camera placement." -Petrie, Johnson, ''Andrei Tarkovsky: A Visual Fugue'', p.192 Discuss this quotation in relation to any two or three post-1963 Tarkovsky films. Give specific examples to support the points being made. How are we "left floundering"? What are the "visual and aural clues" which give the film(s) "coherence"? Remember that you do not have to agree with every element of the quote. 7. Discuss how Tarkovsky's shifts in 'image tonality' (black & white, color, sepia, monochromatic, stock footage, etc.) are used to order narrative structure, express character state of mind, or thematic meaning in either/or ''Mirror, Nostalghia, ''or'' The Sacrifice''. 8. "In his last three films...Tarkovsky's philosophical concerns turn to the viability of faith in the modern world. In these films, the use of ambiguous sound plunges the audience into a never fully resolved struggle to believe in the diegesis, much as the films' characters struggle with their own ability to have faith....This persuasive quality allows sound to function...as material with which to represent the numinous realm." -Andrea Truppin, p. 355-356, Coursepack [p. 235-236 in original source] Use this quote to discuss the use of sound in Tarkovsky's later films. How do the "ambiguous sounds" relate to the narrative and the characters? How does sound relate to the question of faith? What is the function of off-screen sound? 9. "Tarkovsky has demonstrated ... that it is possible to achieve <u>poetic dream imagery</u> within the narrative genre....Evidently, the most intense feeling of spirituality which Tarkovsky experiences in his dreams, fantasies, and hallucinations cannot be conveyed through spoken word alone, but most of all by cinematic images that represent the author's "impressions created by the logic of dream, and formed in a way most appropriate to the thinking or dreaming process." -Vlada Petric, p. 315, Coursepack [p. 34 in original source] Use this quote to discuss how Tarkovsky's style is oneiric. How does Tarkovsky achieve a "poetic dream imagery"? How does Tarkovsky's style differ from conventional cinematic dream codes and imagery? Use specific examples taken from the mise-en-scéne and/or the camera choreography of one or two films. 10. Discuss what you find particular about Tarkovsky's long take style by examining its use as it operates across one of his films. Your discussion should include the complementary use of movement (moving camera, zoom shots) and stasis (static long takes), and the use of retarded camera movement and slow motion. You could either limit your analysis to an in-depth discussion of the long take's form and structure, or attempt to place the long take style into a broader narrative or thematic context (does the long take advance or retard narrative? does the long take express an aesthetic or philosophical ideal? does the use of the long take underscore thematic meaning?). 11. Discuss how art/painting is incorporated as a subject matter and used formally in at least two films by Tarkovsky (''The Steamroller and the Violin, Andrei Rublev, Solaris, Nostalghia, Stalker, ''or ''The Sacrifice''). 12. (This question applies to all filmmakers in the class and can be substituted for any '''one '''of the three essay assignments). Explore the auteur theory and how it can be applied to one of the filmmakers studied this term. How was the theory developed? What are its main arguments? What are the limitations of the theory as it applies to film "authors"? What are the strengths? What are some consistencies in theme and style that run through the work of Campion '''or''' Tarkovsky? How is the "personal vision" of one of these directors communicated in the films, etc.? 12b. Rather than apply the auteur theory to a filmmaker you may structure your paper as a theoretical discussion of auteur theory. This paper could take one of two possible forms. 1) Analyze one of the auteur theory 'debates' (Sarris vs. Kael, Bazin vs. Benayoun, Perkins vs. et al). What are each writer's points? Who do you feel scores the better points? What is your assessment of the arguments? 2) Trace the lineage of auteur theory from the late 1950's/early 1960's to the 1980's or 1980's to the present. What were some of the major shifts in how the auteur theory was applied? Were the shifts related to broader social/political issues? Which variant of auteur theory to you find best for film study and why? For this essay you must read the essays in the "Auteur Theory" folder. Your instructor can refer you to other readings. ===Course Outline=== ([[Media:FMST 321.pdf|Download in PDF Format]]) =====Credits===== 6 ===== Prerequisites===== FMST 211 or second-year standing (66 or fewer credits remaining in degree program) =====Description===== A concentrated study of the work of several major directors, principally narrative, from different periods in film history. Each director’s work is examined in detail with representative films from distinct periods. The films are considered in terms of thematic and stylistic consistency and variation as well as biographical, social, and political factors. Weekly screenings. =====Sections===== Section A: Wednesday 13:15-17:15 <br> Section AA: Wednesday 18:00-22:00 <br> All sections are held in VA-114 =====Instructors===== Sec. A: Donato Totaro Office Hours: Monday (by appointment) (4:00pm-5:30pm) FB-334, 848-2424, ext. 4336 E-mail: [mailto:toto@alcor.concordia.ca toto@alcor.concordia.ca] Sec. AA: Federico Hidalgo Office Hours: by appointment FB-334, 848-2424, ext. 4336 E-Mail: [mailto:fhidalgo@alcor.concordia.ca fhidalgo@alcor.concordia.ca] =====Screenings===== {|class="wikitable" !JOSEF VON STERNBERG |- |Wk 1: Sept. 06 ''Blue Angel ''(1930) 106 min. |- |Wk 2: Sept. 13 ''Morocco ''(1930) 96 min., excerpts from ''Blonde Venus ''(1932) |- |Wk 3: Sept. 20 ''Scarlet Empress ''(1934) 109 min. |- |Wk 4: Sept. 27 ''The Devil is a Woman ''(1935) 83 min. ''Underworld ''(1927) (excerpt) |- !MICHELANGELO ANTONIONI |- |Wk 5: Oct. 4 ''L’Amore in citta (Love in the City) ''(M. Antonioni segment only, 1953). ''Il Grido ''(1957) 115 min. |- |Wk 6: Oct. 11 ''L’Avventura ''(1960) 145 min. |- |Wk 7: Oct. 18 ''L’Eclisse ''(1962) 130 min. |- |Wk 8: Oct. 25 ''Deserto Rosso ''(1964) |- |Wk 9: Nov. 1 ''The Passenger ''(1975) |- !JANE CAMPION |- |Wk 10: Nov. 08 ''Sweetie ''(1989) AND ''A Girl’s Own Story ''(1984) |- |Wk 11: Nov. 15 ''The Piano ''(1993) |- |Wk 12: Nov. 22 ''Portrait of a Lady ''(1996) |- |Wk 13: Nov. 29 ''In the Cut ''(2003) |- !'''ANDREI TARKOVSKY''' |- |Wk 14: Jan. 3 ''Ivan’s Childhood ''(1962) 94 min. |- |Wk 15: Jan. 10 ''Andrei Rublev ''(1967-1971) 183 min. |- |Wk 16: Jan. 17 ''The Mirror ''(1975) 106 min. |- |Wk 17: Jan. 24 ''Stalker ''(1979) 161 min. ''Solaris ''(1971) (excerpt) |- |Wk 18: Jan. 31 ''The Steamroller and the Violin ''(1960) 46 min. |- !'''JOHN CASSAVETES''' |- |Wk 19: Feb. 7 ''Shadows ''1959, 81 min. |- |Wk 20: Feb. 14 ''Faces ''(1968) 130 min. |- |Feb 21 no classes (mid-term break) |- |Wk 21: Feb. 28 ''A Woman Under the Influence ''(1974) 147 min. |- |Wk 22: Mar. 7 ''The Killing of a Chinese Bookie (1976) ''135 min. |- !'''DAVID LYNCH''' |- |Wk 23: Mar. 14 ''Eraserhead ''(1977) 90 min. Excerpts from ''Pretty as a Picture: The Art of David Lynch ''Toby Keeler (1997) ''Lumiere et compagnie ''(multiple filmmakers, 1995) |- |Wk 24: Mar. 21 ''Elephant Man ''(1980) 125 min. |- |Wk 25: Mar. 28 ''Blue Velvet ''(1986) 120 min. |- |Wk 26: Apr. 4 ''Lost Highway ''(1997) 135 min. |- |} =====Readings===== There is one text to purchase for the course, a specially designed ''Coursepack, ''which you can purchase at the University Bookstore, SGW Campus, in the Library Building. Most required readings are found in the ''Coursepack*, ''although some are also on reserve in the Webster Library. The ''Coursepack ''and reserve readings complement the in-class lectures and discussions. The readings in the ''Coursepack ''are arranged according to director, and should be read by the time we have completed that particular director module. The ''Coursepack ''was kept to a minimum to make it more manageable and affordable, but you may feel the need to go beyond the ''Coursepack ''for the directors you are working on. For this purpose we will provide a list of additional reading material on each director which is available either on Reserve in the Library, in the Library system, or accessible online. The following chapters could not be included in the coursepack, but must be read. You’ll find the book on reserve at the Webster Library: Zucker, Carole. "Chapter 3: Performance" and "Chapter 4: Persona and Conclusion". ''The Idea of the Image: Josef von Sternberg’s Dietrich Films. ''Cranbury, NJ: Associated University Presses. 1988. =====Attendance/Participation===== (10%)<br> Attendance will be taken on a regular basis and repeated absences will lower this portion of your grade. It is necessary that you attend every class because there will be no re-screening of films and because the continuity established from week to week through screenings, discussion and analysis is crucial to both your understanding of the material and of the varying methodological approaches available for film ’auteur’ study. Each class will allow for a discussion period. Because productive dialogue is vital to the success of the course, each student will be expected to participate in class discussions. <u>If you miss more than 8 classes in the year you seriously risk failing the course.</u> =====Written Work===== (90%)<br> There are three (3) required assignments in this course each worth 30% of your grade. Assignment sheets will be distributed for each paper and will include suggested paper topics. You should discuss your chosen topic with the instructor. Minimum length: 2000 words, -Average length: 9-12 double-spaced, typed pages. # a critical essay on either von Sternberg or Antonioni (due on November 29). # a critical essay on either Campion or Tarkovsky (due on February 28). # a critical essay on either Cassavetes or Lynch (due on April 13 —to be submitted at Mel Hoppenheim School of Cinema office, FB-319). --[[User:Alpha3|Alpha3]] 05:10, 15 November 2006 (UTC) [[Category:Film]] [[Category:Learning activities]] 5631 68301 2007-01-08T20:44:25Z JWSchmidt 20 [[Category:History of Film]] [[Category:Concordia University Class Notes]] __NOEDITSECTION__ ===Class Notes=== ==== Week 1 - [[wikipedia:Hiroshima_mon_amour|Hiroshima mon Amour]] ==== ;Instructor :Dave Douglas (Guest) =====Intro===== * [[wikipedia:Bertolt_Brecht|Bertolt Brecht]] * Modernism doesn't quite apply in the 60's and onward * subdivision of modernism (early, late..) * impact from evolution of materials (photography, film) * reproduction and fragmentation * fragmentation - many different factors fragmenting cinema into separate ways...(?) ** compartmentalizing, limiting, breaking an idea into 'something that you can grasp' * modernism becomes specialized - distancing from 19th century ** art much more interested in itself * necessity of knowing things and knowing how they come to be or how we come to know them * neo-modernists - post-modernism ** 'slippery term' * [[wikipedia:Fredric_Jameson|Fredric Jameson]] - [http://www.marxists.org/reference/subject/philosophy/works/us/jameson.htm Postmodernism or, The Cultural Logic of Late Capitalism] ** parody = modernism, not post-modernism ** pastiche - wearing of the stylistic mask - blank parody * age of 'globalism' conception of self is no longer viable * post structuralist, not only individual subject doesn't exist, but it never existed ** modern response to these 2 bleak ideas is nostalgia according to [[wikipedia:Fredric_Jameson|Jameson]] ** american graffiti, chinatown, starwars - pastiche =====[[wikipedia:Alain_Resnais|Alain Resnais]] and the [[wikipedia:French_New_Wave|Nouvelle Vague]]===== * [[wikipedia:Alain_Resnais|Resnais]] as figure not part of the nouvelle vague per-se ** at least half a generation older than the '[[wikipedia:Cahiers_du_cin%C3%A9ma|chaiers]]' group (godard and al) * [[wikipedia:Agn%C3%A8s_Varda|Agnès Varda]], [[wikipedia:Franju|Georges Franju]]- left bank group - worked in documentary first * [[wikipedia:Alain_Resnais|Resnais]] - same period as the '[[wikipedia:Cahiers_du_cin%C3%A9ma|chaiers]]' group but distinct than them - interest in documentary ** drawing from french literary avant-garde culture, while people like godard draw from american culture, noir (at first) ** draws from philosophy of [[wikipedia:Henri_Bergson|Henry Bergson]] ** [[wikipedia:Henri_Bergson|Bergson]]'s notion of fragmentation (intellect - fragment, intuitive - join together) ** Memoire Volontaire - simply repeating something becomes 2nd nature - memory ** Memoire involontaire - pure memory - past remembered creatively - try to break into the everyday * Think about characters - past continually forcing itself into the present * [[wikipedia:Alain_Resnais|Resnais]]' response to the past ([[wikipedia:Night_and_Fog_%28film%29|Nuit et brouillard]] also deals with memory) =====Post screening discussion===== * watershed moment - transition from Venice to Cannes * lots of pre-planning - match-frame-cutting to connect [[wikipedia:Nevers|Nevers]] and [[wikipedia:Hiroshima|Hiroshima]] * classically composed, different from nouvelle vague, narratively however (film within a film, film references) it still connects by challenging conventional means of film making * clear connection to Marienbad, stylistically and narratively, more forcefully in Marienbad however * doesn't offer sense of closure in the conventional cinema sense * [[wikipedia:Alain_Resnais|Resnais]] offers images that draw us in =====Selected scenes===== * '''opening scene''' - embracing - trying to discern ** fascination with architecture ** mechanical and POV shots ** background as documentary filmmaker coming into 'strategic use' ** we see the items in the museum but essentially we see nothing - trying to convey this ** makes a point that only during 2 days a year the events are remembered * '''marching with signs''' - "je crois que je t'aime" ** changing the way we view images - children walking then instructed to stop ** is it an annual commemoration or part of the film that the woman is making ** H-bomb banners - intent towards the future ** commitment to politics of cinema ** both characters obsessed and their competing obsessions draw them to each other * '''walking in the streets''' - modernity of Hiroshima (lit signs) vs Nevers - day vs light - neon lights vs no lights ** matchframe editing used not for connecting scenes but for connecting different places and times ==== Week 2 - [http://www.imdb.com/title/tt0058003/ Deserto Rosso]==== =====[[wikipedia:Michelangelo_Antonioni|Antonioni]]===== * Antonioni - middleclass background - started doing documentaries * felt out of step with [[wikipedia:Italian_neorealism|neorealism]] (lectured a bit about what [[wikipedia:Italian_neorealism|neorealism]] is) * [http://www.imdb.com/title/tt0047528/ La Strada] - [[wikipedia:Federico_Fellini|Fellini]] attacked by fellow film makers - abstraction didn't work in [[wikipedia:Italian_neorealism|neorealism]] * [[wikipedia:Michelangelo_Antonioni|Antonioni]]'s trilogy breaking with neorealism - retained themes of ''class'' - wealth, but also emptiness * Rejects traditional plotlines * [[wikipedia:Michelangelo_Antonioni|Antonioni]] films excursive/discoursive * rejects the code of enigma ;code of enigma :series of questions set up at the beginning of the film that the film spends the remainder 3/4 of its length finding the answers for * [http://www.imdb.com/title/tt0058003/ Deserto Rosso] arguably [[wikipedia:Michelangelo_Antonioni|Antonioni]]'s greatest work * visual effects - telephoto lenses, strange scale, coloring objects (painting the applies with more red) * documentary style - out of focus backgrounds/foregrounds * faster disorienting style of editing * breaks editing rules =====pre screening discsussion===== * what is [[wikipedia:Michelangelo_Antonioni|Antonioni]]'s world view? * is this film romantic? =====post screening discsussion===== * comment on industrial environment * mysogenism? * film was interpreted as anti-technology despite critics and [[wikipedia:Michelangelo_Antonioni|Antonioni]] himself feeling differently ** Giuliana's depression not due to her (industrial) environment * It is men who don't function properly and not the machines ==== Week 3 - Saturday NIght and Sunday Morning==== =====Kitchen Sink - Intro===== * changes in filmgoer habits around the world including Britain - threat of TV * UK cinema responding by producing genre films * Hammer horror films became huge success ;hammer horror :technicolor Brittish remakes of 30's horror films * peeping tom - michael powel ** raised many issues that Psycho did a year later ** connects erotic impulse with watching a movie * Emergence of Kitchen Sink Drama - angry young man as protagonist ** came from the brittish stage - john osborne play - tony richardson's woodfall production company ** parallel to Michelle Tremblay's stage performances in Quebec ** came from the documentary tradition ** dissatisfaction with brittish culture - postwar malaise ** felt that filmmaking became too commercial, documentary losing its way * Lindsay Anderson's ''If'' - came up with the phrase 'free cinema' also the name of screening night she organized * Seven Up - Granada TV - Paul Almond - kids asked about class ** continued every 7 years * Free cinema directors fond of Auteur theory * free cinema short lived * Kitchen Sink style continues on - Mike Lee =====Karel Reisz===== * parents died in concentration camps * Saturday Night and Sunday Morning - his first feature film * directed other films with similar central characters * accused for betraying Brittish cinema roots by making US films * The French Lieutenant's Woman - his most known american film * Who'll Stop the Rain * respected as filmmaker - revered in film community - served on Cannes jury twice * died in 2002 because of blood disease =====post-screening discussion===== * Albert Finney character - despicable? ** misogynist? * State of British society - postwar Liverpool * American audiences' attitude to the film - McCarthy-ism * william wyler's Children's Hour about state of Hollywood - metaphor about McCathry-ism ** Finney's comment about Communism * Marshall plan around Europe but not in Britain (since they were part of the victors) * Parallels to James Dean/Rebel without a Cause * Class distinctions then and now * Sammy and Rosie Get Laid =====Momma Don't Allow===== * class element * Mix of documentary and staging * no dialogue ==== Week 4 - Nóz w wodzie (''Knife in the Water'')==== =====Knife in the Water - prescreening===== * Eastern euro cinema going through changes in the 60's * Opressive regimes running things * Tarkovsky most notable USSR filmmaker ** playing ongoing game of 'cat-and-mouse' - very cryptic films even though not necessarily politic ** films consistently banned despite often being invited to film festival * Eastern-euro Governments established economic reforms which encouraged filmmaking * Poland adopted 'creative film units' systems ** allowed filmmakers to operate with certain degree of independence * Poland still oppressive regime and films were often criticized if not banned ** Polanski one of young prominent Polish filmmakers * Knife in the Water can be seen as a suspense drama * '''to think about'''' ** narrative closure ** Polanski's use of space - open water seems very claustrophobic ** deep focus =====Knife in the Water - postscreening===== * Polanski's parents died in concentration camp and he ended up living with various families and street gangs * Victims often become victimizers * Intersection of personal life and career * Husband's character only proffessional character ** other 2 characters as weak ** Hitchiker part never cast ** Polanski denied part of young boy because of his (lack-of) looks ** Polanski put himself in the film by dubbing the part of the young boy * Polish authorities were not happy with the film * Polanski mad about the car being switched from the original Mercedes-Benz to a Peugeot * reference to Unfaithful - the ending as direct comment on Knife in the Watere * Film ended up being a huge hit * Repulsion a year later made Polanski even more sought-after * Polanski's Rosmary's Baby a success ** relation to Manson Family's terrorization of California at the time ** later Polanski's wife (Sharon Tate) murdered brutally ** Polanski's Macbeth really gory as result * Polanski felt strongly (like Hitchcock) that a films should have strong sound structure and plot logic * Polanski claims he has no faith and worships the absurd when asked about his religious faith =====3 short films===== * Polanski's attitude towards women ** misogynist? womanizer? respect? ===== Mammals===== * referencing Samuel Becket - waiting for ===== 2 men and a Wardrobe ===== ==== Week 5 - The Pornographers ==== ===== Neighbours - Norman McLaren short ===== * Normal McLaren made few propaganda films for the Canadian Government such as 'Keep your mouth shut' ===== Intro - Japanese New Wave ===== * Japanese very good at picking up on youth culture * 1956 Season of the Sun - spoiled youth living criminal and immoral lives ** Originally intended as moneymaker they actually were a comment on Japanese society * Cruel Story of youth by Nagisa Oshima- Reminiscent of Rebel without a Cause ** very brutal, shook up japanese society ** censorship ** devastating ending featuring protagonist beaten to death and his girl dragged away to her death by a car * Oshima disgusted by the conformity in Japan ** Saw himself as a deeply political filmmaker * Oshima critical of the way that Japanese society bought-into the American culture, on top of being bombed by the Americans * Japan's industry aided by an independent system of distribution * Japanese New Wave attacked conventions of the time ** themes that the films delved into ** often featuring antiheroes and fetishiezed criminal behaviour * Japanese directors suggesting that society was suffocating in its own conformity * AMPO treaty * '''The Pornographers''' - mixture of documentary and fiction ** nature of voyeurism ** reminiscent of Psycho and Peeping Tom ** link of familiar relations explored through the theme of incest * Japanese society very patriarchal society with the emperor as a Father Figure ===== Postscreening discussion ====== * controversial - why? incest, prostitution, pornography, rape. * film within a film - reflexive - rare at the time * talking fish - significance * role of the women - misogynistic treatment or given more significance * underlying hypocracy of japanese society at the time - sold out - money worship ** sleazy underbelly - portnography, became huge ** patriachal figure was portrayed as sleazy - shoook up a lot of people because significance of patraichal figure in Japanese society * almost Vaudevillian performances ==== Week 6 - Hour of the Furnaces==== =====Intro===== * Country (Argentina) in a tumoltuous state at the time of the movie's making * Most of the post-production was done in Italy * Film described as an 'open' film ** openness - open to different interpretations ** Film lacked plurality of opinion and was rather a Marxist infused call to arms * Film was not played in Argentina in cinemas, instead 50 copies were distributed clandestently around the country * Getino and Solanas discussion of what is '''3rd Cinema''' * '''3rd World''' definition ** 1st world - highest life expectancy - West/Europe ** 2nd world - Eastern Block - communist countries ** 3rd world - poor countries - ex. india pakistan bangladesh * '''3rd Cinema''' - radical and political but not necessarily part of the 3rd world. ** 1st cinema - Holywood cinema style/model - ex. Russian production of War and Peace ** 2nd cinema - ''cinema d'auteur'' - art cinema - arguably never transgressive - always co-opted by the mainstream/the system ** 3rd cinema - counter cinematic - against the grain - challanging the audience - militant cinema - camera as a rifle * Leni Riefenstahl exemplified the marriage of fascism and an aesthetic essentially creating a fascist aesthetic - Susan Sontag essay * How to 'go against the grain' with cinema - not following classic aesthetic * [[wikipedia:Bertolt_Brecht|Brecht]]'s argument for radical theater + cinema in which audience no longer identify with characters on stage/screen. ** Audience is forced to acknowledge that they're watching a façade ** Brechtian ideas mostly practiced in Godard films but also recently in films like Dogville * [[wikipedia:George_Bernard_Shaw|George Bernard Shaw]]- flip side of Brecht ** Vegetarian, animal lover, feminist and socialist =====Postscreening discussion===== * effectiveness of the film * philosophical weakness? * comparison to quebec's 'quiet revolution' * propaganda - covert/direct - effectiveness? * European influence - self-contradictory or valid argument * Brechtian nature? * Entertaining? * Attitude to youth culture - youth culture a threat to marxism? * Che's photograph at the end * post-modernism ==== Week 7 - [http://imdb.com/title/tt0064609/ Lucía]==== * [[wikipedia:Kenneth Anger|Kenneth Anger]] masters class comments * 1986 Cuba - political history ** 1959 cuban revolution - Fidel Castro ** Economy largely controlled by foreigners - Batista regime a puppet regime ** [[wikipedia:Fidel Castro|Castro]] - [[wikipedia:Bay of Pigs Invasion|Bay of Pigs]] - [[wikipedia:United States embargo against Cuba|Embargo]] ** Ups and downs of Castro regime - ICAIC - Death Penalty * [[wikipedia:Improper_Conduct|Improper Conduct]] - treatment of artists and gays in Cuba * 1960 - CineCubano - Embargo created demand for cinema among cuban people * Cubans avid film goers * Exported films to Soviet Union * [http://imdb.com/name/nm0305651/ Julio García Espinosa] * [[wikipedia:Tomás Gutiérrez Alea|Tomás Gutiérrez Alea]] * Cuban cinema not restricted by socialist realism style like the Soviet Union at the time * Alfredo Guevara echoing Brecht * '''[http://imdb.com/title/tt0064609/ Lucía]''' - 3 films in 1 ** Analizing womens issues - 3 women in 3 different times ** [http://imdb.com/name/nm0813695/ Humberto Solás] influenced by european directors ** films still ended up being distinct auteur works while conforming to Cuban regime ====Week 8 - Grey Gardens ==== =====Intro===== * Maysles brothers - Salesman - Gimmie shelter * '''Grey Gardens''' ** Mother and daughter living in mansion in the Hamptons ** Stuck in brutal relationship while supporting each other ** Controversial due to 'spectacle' nature about mental illness ** Parallels to Sunset Boulevard ** Reactions to film - trapped - claustrophobic - characters insufferable * Reaction of neighbours - high class / wealthy neighbours wanted them out - Jackie O helped them avoid eviction * Maysles brothers accused of cruelty for 'seducing' Edith and Edie * Titicut Follies dealing with same moral dilemma raised by filming people with mental illness. ** Consent ** Exploitation of the subject? ** Little Edie enjoyed the experience * Warrendale =====Postscreening discussion===== * Maysles brothers as exploiters of the Grey Gardens inhabitants? * Societal Concerns/Constraints - cause and effect on Edie * Judging the characters * Phone conversation with Edie * [http://imdb.com/title/tt0139726/ A Visit with Truman Capote] - [[wikipedia:Truman_Capote|Truman Capote]] documentary ====Week 9 - Mourir à Tue-Tête ==== =====Grey Gardens (continued)===== * Grey Gardens vs A Visit with Truman Capote - morality * '''Meet Marlon Brando'''' Maysles film =====Anne Claire Poirier===== * made suggestion to have woman section at the NFB (predating Studio-D the first woman-centered studio) * A Scream from Silence - English title same as religious right short 'documenting' an abortion featuring sound of a voice supposedly coming from the fetus (later shown to be a fake) * ''' Mourir à Tue-Tête''' deeply Brechtian film - drawing attention to the fact that we're watching a film * Carole Zucker comment about the rape sequence in the movie * Rape debate ** why does rape exist' ** rape as a political act about power than rather a sexual crime * attitudes towards rape in the 1960s and 1970s - police treatment to rape victims =====Postscreening discussion===== * Director scenes - effective or distracting? Brechtian technique - helpful or counterproductive * one-sided or veering off topic * boyfriend character - reaction to the rape and way of dealing * reference to The Accused, Thelma and Louise * main character chosen by director for being 'plain' and an 'everywoman' * Alien as sci-fi allegory about corporate rape of women * Why Men Rape * Licensed to Kill * the working-class nature of the rapist as a problem - attempt to fix using the sequence showing the same actor as many characters of various social-classes * Bergman' Virgin Spring vs. Wes Craven's Last House on the Left ====Week 10 - Highschool / The things I cannot change ==== =====Intro===== * Direct Cinema vs Cinema Verite ** Cinema Verite = fly on the wall ** Direct Cinema = filmmaker acknowledged in the film * Wiseman: "it would be cruel and unjust to pretend that I'm making friends with my subjects" * Errol Morris' views about Michael Moore * How political is Highschool, pro/anti-teacher? Fair? A message in the film? =====Postscreening discussion===== * ending - letter from ex-student Vietnam soldier considered a success by teacher - message? * Cinema verite style - against or for the purpose of the movie * Teachers interaction with the students - positive or negative * HomeEc Teacher teaching the girls how to walk - highly criticised that the teacher was acting for the camera - Wiseman defended saying that that's 'just the way she was' * Wiseman criticised that he 'tricked' the school into letting him into the school and that he ended up exploiting the characters in the school. * Hell House (2001)- religious evangelicals using Halloween as a way to deliver their message * Feminist documentary - Laura Mulvey * The things I cannot change (1967) ** Poverty in Canada ** family in film and impact on their lives - adverse publicity due to 2 screenings on national TV --[[User:Alpha3|Alpha3]] 04:11, 10 November 2006 (UTC) ===Take Home Exam=== FMST 322 NOV. 2, 2006 * TAKE-HOME EXAM<br> Please choose four of the following questions and answer each of them in a 500-word essay. Your four 500-word essays are due no later than Dec. 5, 2006, before 5pm in FB 319, the Cinema dept. office. Each answer will be worth 25 points for a total of 100. Late exams will only be accepted in the case of family emergency or illness.<br><br> Your questions should reflect class lectures and discussion, as well as indicate that you have read the assigned readings. In your film analyses, please avoid plot and narrative summaries, dialogue transcriptions and lengthy scene descriptions.<br> If you have specific questions regarding the exam, you can email them to me. I will be happy to answer any queries you have, though the exam is pretty self-explanatory. As the course outline notes, my email is [mailto:matthew.hays@sympatico.ca matthew.hays@sympatico.ca]<br> * Please remember that plagiarism is a serious offence that can lead to expulsion from the university. Don't do it!<br> Here are the eight questions from which to choose your four:<br> # ''Hiroshima mon amour ''is considered one of the most important films of the French nouvelle vague. Analyze the relation of Alain Resnais's film to the movement. # With ''Deserto rosso, ''Antonioni was evoking the severe social alienation felt by much of Italy at the time. Please discuss Antonioni's cinema of alienation, with specific references to the film's narrative structure and audio-visual composition. # Analyze ''Saturday Night and Sunday Morning ''in relation to the British Free Cinema movement, citing specific aesthetic and formal choices on the part of the film's director, Karel Reisz. # ''Knife in the Water ''is indicative of an emerging national cinema, one that managed, despite being in a Soviet-controlled eastern-bloc country, to forge its own path. Discuss the ways in which ''Knife in the Water ''was emblematic of a unique national cinema. # Discuss the formal and thematic choices made by Solanas and Getino in their 1968 film ''Hour of the Furnaces, ''relating these choices to their article, "Towards a Third Cinema," from your coursepack. # Many have contended that ''Grey Gardens ''is a deeply exploitative film. Discuss this point, citing specific examples from the film to support your argument for or against. # In ''Mourir a tue-tete {The Primal Fear), ''director Anne-Claire Poirier employs Brechtian techniques to confront the issue of rape. Please discuss the specific Brechtian devices she employs, citing evidence from the film. # John Waters created an attack on middle-class notions of good taste with ''Desperate Living. ''Discuss his key aesthetic strategies in this attack. ===Course Outline=== FMST 322/3 AA: History of Film Since 1959<BR> Prerequisites: FMST 211 or second-year standing<BR> '''Fall 2006/Winter 2007'''<BR> '''Section AA: Thursday, 6-10pm'''<BR> '''Room: VA 114'''<BR> '''Instructor: Matthew Hays'''<BR> Please contact me to make appointments, either by email ([mailto:matthew.hays@sympatico.ca matthew.hays@sympatico.ca]) or by phone (514-849- 1479). Please no calls after l0pm-ish, this is my home office number. Please note that I will NOT accept assignments by email. ====Course Objectives==== This course offers a comprehensive examination of contemporary world, cinema from a range of cultural and critical perspectives. The purpose is to analyze film styles and practices of different countries from the late 1950s until today. We will consider films in their specific contexts, as well as in relation to the aesthetic and theoretical issues that they raise. Our goal is not to provide a chronological survey of contemporary cinema—an impossible task in 26 weeks. Rather, we will focus on films and themes that help us understand how the "new cinema" has become established as a critical category and a production practice and what artistic forms and cultural movements it has been associated with during the past fifty years. Starting from this point, we will entertain the following questions: What does the term "new cinema" mean and what types of films does it apply to? What critical approaches has the new cinema been associated with? What social and cultural issues has the concept of new cinema been related to? What is the overall importance of the "new cinema" for contemporary culture? ====Course Structure==== The course will be divided in two parts. In the first part we will consider the "new cinema" as a testimony of the socio-political events and cultural movements that characterized the 1960s and 1970s. In the second part we will concentrate on cinematic forms and practices emerged during the past three decades. '''Part I: Cinema as a new worldview''' Section 1. The new wave cinemas and the young generations. Section 2. The politics of counter- and post-colonial cinemas. Section 3. A new perception of the world: documentary and experimental films. '''Part II: '''Cinema '''as a new medium''' Section 1. Beyond the dream factory: post-Hollywood and independent cinemas. Section 2. Cinema and the postmodern condition. Section 3. Cinema and cultural identity. Section 4. Cinema in the digital age. ====Required Readings==== # <u>Textbook</u>: Kristin Thompson and David Bordwell. ''Film History: An Introduction. ''New York: McGraw-Hill Higher Education, 2002 (second edition). # <u>Coursepack</u>: readings for the course are compiled in a course packet. (There will be two different coursepacks for FMST 322, one for Rosanna's section and one for mine; be sure to pick up the correct one.) Copies of the textbook and of the course packet will be available at: * the Concordia Bookstore (for purchase) * the Webster library, Circulation Desk (for a 3-hour consultation) The textbook and the course packet include the weekly reading assignments. You are responsible for following and keeping up with the course readings in order to prepare for class discussions, and exams, as well as for your term paper. Films Available at Video Media Resource (VMR) Films are available at the Language and Media center/laboratory (H-341) for individual viewing (DVD, VHS, laserdisc, Betamax, videos, 3/4" Umatic). The VMR library provides on-line search to over 10,000 films and videos : http://websis.concordia.ca/AV/AVV01G.ASP The instructor will be happy to assist you if you need information about films that were shown in class but are not available at VMR. Every week, announcements will be made concerning screenings at Concordia and in Montreal, including film series and film festivals that are noteworthy for this course. Students are also encouraged to make such announcements themselves at the beginning of class meetings.<br> We remind you that every year the Cinematheque quebecoise offers special discounts for students. Additional information about this can be found http://www.cinematheque.qc.ca/. We would like to inform you that the Cinematheque quebecoise will organize several screening series of filmmakers significant for this course. During the Fall term, there will be a series of films by Marguerite Duras (from September 15 to September 24), the complete retrospectives of the work of Chantal Akerman (from September 28 to October 15), and the films of the Francoist period by Carlos Saura (from October 18 to October 26). You will find more information about these and other screenings in the ''Revue de la Cinematheque quebecoise ''or on the ''Cinematheque québécoise'''s website. ====Screenings==== '''Part I: Cinema as a new worldview'''<br> ''Section 1. The new wave cinemas and the young generations.''<br><br> ''Week 1: September 7''<br> ''The world as a stage: the nouvelle vague and nouveau cinema''<br> Readings: • Textbook, ch 20, pp. 439-41; 449-50.<br> Screening: • ''Hiroshima mon amour ''(Alain Resnais, 1959, 90') <br><br> ''Week 2: September 14 ''<br> ''Modern Italian cinema and social alienation''<br> Readings: • Textbook, ch 20, pp. 451-54.<br> Screening: • ''Deserto rosso (Red Desert, ''Michelangelo Antonioni, 1964,120')<br><br> ''Week 3: September 21''<br> ''Free Cinema: the extraordinary side of daily life''<br> Readings: • Textbook, ch 20, pp.454-56.<br> Screening: • ''Saturday Night and Sunday Morning ''(Karel Reisz, 1960, 89')<br><br> ''Week 4: September 28''<br> ''The time of Eastern European cinemas''<br> Readings: • Textbook, ch 20, pp. 458-68.<br> Screening: • ''Nóz w wodzie (Knife in the Water, ''Roman Polanski, 1962, 94')<br><br> ''Week 5: October 5''<br> ''Eros and thanathos in Japanese cinema''<br> Readings: • Textbook, ch 20, pp. 468-71.<br> Screening: • ''Jinruiga Kunyumon (The Pornographers, ''Shohei Imamura, 1966,128')<br><br> ''Section 2. The politics of counter- and post-colonial cinemas.''<br><br> ''Week 6: October 12''<br> ''Third Cinema: The camera as a rifle''<br> Readings: • Textbook: ch. 23, pp. 544-45; pp. 535-540.<br> • Coursepack: Solanas, Fernando and Octavio Getino. "Towards a Third Cinema: Notes<br> and Experiences for the Development of a Cinema of Liberation in the Third World."<br> Screening: • ''La hora de los hornos (The Hour of the Furnaces, ''Part 1, Fernando Solanas and '''Octavio '''Getino, 1968, 90')<br><br> ''Week 7: October 19''<br> ''Cinema and revolution: Cuba''<br> Readings: • Textbook, ch 23, pp. 540-44.<br> • Coursepack: Espinosa, Julio Garcia. "For an Imperfect Cinema."<br> Screening: • ''Lucia''(Humberto Solas, 1968,160')<br><br> ''Week 8: October 26''<br> ''Documentary cinema and the question of exploitation''<br> Readings: • Coursepack: Waugh, Thomas. "Learning to Play Oneself: Notes on Performance in Documentary." <br> Screening: • ''Grey Gardens ''(The Maysles Brothers, 1976, 95')<br><br> ''Week 9: November 2 Brechtian cinema''<br> Readings: • Coursepack: D. Georgakas and W. Starr, ''"The Primal Fear. ''An Interview with Anne-Claire Poirier,'' with review by Elizabeth Hess, ''Cineaste, ''X-3, 20-24, 49. <br> Screening: • ''Mourir a tue-tete (The Primal Fear) ''(Anne-Claire Poirier, 1979, 96')<br><br> Take-home Examination distributed in class<br><br> ''Section 3. A new perception of the world: documentary and experimental films.''<br><br> ''Week 10: November 9''<br> ''The Kino Eye: 1960's documentary film in North America''<br> Readings: " • Textbook, ch. 21, pp. 483-87; 581-82. • Coursepack: Nichols, Bill. "Documentary Modes of Representation." <br> Screening: • ''High School ''(Frederic Wiseman, 1968,75'); ''Would I Ever Like to Work ''(Kathleen Shannon, 1974, 9'); ''Patricia's Moving Picture ''(Bonnie Sherr Klein, 1878,26'); ''The'' ''Things I Cannot Change ''(Tanya Ballantyne, 1968, 52')<br><br> ''Week 11: November 16''<br> ''The American Underground of the '70s''<br> Readings: • Coursepack: Hoberman, J., and Rosenbaum, Jonathan, "John Waters Presents the Filthiest People Alive." <br> Screening: • ''Desperate Living ''(John Waters, 1977,90')<br><br> ''Week 12: November 23''<br> ''The visionary side of experimental cinema: Kenneth Anger and Stan Brakhage<br> ''Readings: • Textbook, ch. 21, pp. 495-504. <br> Screening: • ''Scorpio Rising ''(Kenneth Anger, 1963, 28'); ''Dog Star Man ''(Stanley Brakhage, 1964, 75')<br><br> ''Week 13: November 30''<br> ''Split personality class: Part 1: Warhol ''- ''Part 2: A cinema of paranoia''<br> Readings: » Textbook, ch. 21, pp. 504-506; ch. 24, pp. 589-594.<br> Screening: • ''Kiss ''(Andy Warhol, 1963, 50'); ''Marathon Man ''(John Schlesinger, 1976,125')<br><br> Take-home Examination due on December 5 in FB 319 before 5 pm!<br><br> Winter Break<br><br> '''Part II: Cinema '''as '''a new '''medium<br><br> ''Section 1. Beyond the dream factory: post-Hollywood and independent cinemas.''<br><br> ''Week 14: January 4''<br> ''New-Hollywood''<br> Readings: • Textbook ch. 22, pp. 516-530.<br> Screening: • ''Alice Doesn 't Live Here Anymore ''(Martin Scorsese, 1974,112')<br><br> ''Week 15: January 11''<br> ''The commerce of being an auteur: Francis Ford Coppola''<br> Readings: • Coursepack: Corrigan, Timothy. "The Commerce of Auteurism: Coppola, Kluge, Ruiz." <br> Screening: • ''Apocalypse Now ''(Francis Ford Coppola, 1979,150')<br><br> ''Week 16: January 18''<br> ''Reconfiguring the urban space: Montreal''<br> Readings: * Coursepack: Marshall, Bill. "Montreal between Strangeness, Home, and Flow."<br> Screening: • ''Jesus de Montreal ''(Denys Arcand, 1989,'''119')'''<br><br> ''Week 17: January 25 Documentary cinema and history''<br> Reading: • Coursepack: Colombat, Andre. "Claude Lanzmann's ''Shoah."''<br> Screening: • Excerpts from ''Shoah ''(Claude Lanzmann, 1985, 91/2 hours)<br><br> ''Section 2. Cinema and the postmodern condition.''<br> ''Week 18: February 1''<br> ''What is postmodern cinema?''<br> Readings: • Coursepack: Hill, John. "Film and Postmodernism."<br> Screening: • ''Starship Troopers ''(Paul Verhoeven, 1997,129')<br><br> ''Week 19: February 8''<br> ''Beyond cinema: The Melodrama — Part 2''<br> Screening: • ''Imitation of Life ''(Douglas Sirk, 1959,124')<br><br> ''Week 20: February 15''<br> ''Post-genre films: the melodrama''<br> Readings: • Coursepack: Allinson, Mark. ''"All About my Mother''."; Allinson, Mark. "Postmodernism, Performance, Parody."; Allinson, Mark. "Gender." <br> Screening: • ''Todo sobre mi madre (All About My Mother, ''Pedro Almodovar, 1999,101')<br><br> Mid-Term Break <br><br> ''Week 21: March 1 Postmodern narrative film ''<br> Readings: • Coursepack: Chang, Chris. "Amores Perros."; Smith, Paul Julian. "The Dictatorship of Tears." <br> Screening: • ''Amores Perros (Love's a Bitch, ''Alejandro Gonzales Iňárritu, 2000,153')<br><br> ''Section 3. Cinema and cultural identity.''<br><br> ''Week 22: March 8''<br> ''Hong Kong cinema and cultural hybridity''<br> Readings: • Textbook, ch. 26, pp. 654-59.<br> • Coursepack: Teo, Stephen. "Introduction."<br> Screening: • Feature film: ''Duo luo tian shi (Fallen Angels, ''Wong Kar-Wai, 1995, 90')<br><br> ''Week 23: March 15''<br> ''Queering the body''<br> Readings: " Coursepack: Waugh, Thomas. "The Third Body: Patterns in the Construction of the '''subject '''in gay male narrative film." <br> Screening: • ''Morte a Venezia (Death in Venice, '''''Luchino Visconti,''' '''1971,130').'''<br><br> ''Week 24: March 22 ''<br> ''The new generations''<br> Readings: • Coursepack: Taubin, Amy. "Chilling and Very Hot."; Hooks, Bell. "White Light."<br> Screening: • ''Kids '''''(Larry '''Clark, '''1995,'''91')<br><br> ''Section 4. Cinema in the digital age.''<br> ''Week 25: March 29 Film and digital culture''<br> Readings: • Coursepack: Manovich, Lev. "What is Digital Cinema?"<br> Screening: •''' '''''Demonlover '''''(Olivier Assayas, 2002,129')''' <br><br> ''Week 26: April 5''<br> ''New technology, new cinema?''<br> Readings: • Textbook, ch. 28, pp. 710-715<br> • Coursepack: Kipnis, Laura. "Changing Technologies" <br> Screening: • ''Waking Life '''''(Richard Linklater, 2002, 99')'''<br><br> '''Term paper due today in class'''<br><br> [[User:Alpha3|Alpha3]] 22:00, 3 January 2007 (UTC) [[Category:History of Film]] 5632 26606 2006-09-12T20:43:54Z Alpha3 879 Redirecting to [[FMST 321/3 - Studies in Film Directors 2006-2007]] #REDIRECT [[FMST_321/3_-_Studies_in_Film_Directors_2006-2007]] 5633 26607 2006-09-12T20:44:26Z Alpha3 879 Redirecting to [[FMST 321/3 - Studies in Film Directors 2006-2007]] #REDIRECT [[FMST_321/3_-_Studies_in_Film_Directors_2006-2007]] 5634 26608 2006-09-12T20:44:43Z Alpha3 879 Redirecting to [[FMST 322/3 History of Film since 1959 2006-2007]] #REDIRECT [[FMST_322/3_History_of_Film_since_1959_2006-2007]] 5635 26610 2006-09-12T20:47:29Z Alpha3 879 Redirecting to [[FMST 322/3 History of Film since 1959 2006-2007]] #REDIRECT [[FMST_322/3_History_of_Film_since_1959_2006-2007]] 5636 26611 2006-09-12T21:08:51Z Fabartus 617 P2c imp fm en.wp or offline as tagging system upgrade per revised scheme (Genesis here) <noinclude> <div style="Width:86%; float:center; border:1px solid blue; Padding:2em; background-color:a8c8d8;"> {| !Interwikitmp-grpD (Documentation) Pass 2c-a :Offline save file: ''Interwikitmp-grpD Pass 2c rev-a Upgrade= 9-12-06'' ::upgrades to (master) version of 9-10-06''' |} ---- This page is called solely by documentation files, and autocategorizes to the <br>{{CAT|Category:Interwiki templates on all sisterprojects}} and to {{CAT|Template documentation }}. {{I|0|2}}Additional Autocategorization occurs to '''{{CAT|Interwiki utility templates}}''', by the ubiquitous and common transclusion of {{Lts|Interwikitmp-grp}}. *Calls to this are thus not used for tagging many vanilla templates which are not part of the interwikitmp-grp tagging system per se, but exists instead for the interwiki-tagging-system's support needs, and the templates the sytem has been designed to support and disseminate. <br></div><!------------------------------------------------------------------------></noinclude> {{#if: {{{1|}}}|{{Interwikitmp-grp|{{{1|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}|{{{3|}}}|{{{4|}}} }} |{{Interwikitmp-grp|!{{PAGENAME}}}}}|{{PAGENAME}} }} }}</noinclude><includeonly>{{-}} :''This template documentation is [[Wikipedia:Template doc page pattern|adapted and transcluded]] from [[Template:Interwikitmp-grpD]]'' [<span class="plainlinks">[{{fullurl:Template:Interwikitmp-grpD|action=edit}} edit]</span>]. <!--- Add any AUTOCATEGORIES HERE, THESE ARE APPLIED TO TEMPLATE PAGES WHICH INCLUDE THIS ONE ---> [[Category:Template documentation|{{PAGENAME}}]] </includeonly>{{TOCright}} ==IWTG/doc== {{Interwikitmp-grp/doc}} ==Interwikitmp-grp usage== {{Interwikitmp-grpNN usage}} ==See also== {{Interwikitmp-grps see also}} <!----------- ==Edit group== {{Interwikitmp-grp edit group}} -------> <!-- ADD 'SELF-CATEGORIZING' AUTOCATEGORIES BELOW THIS LINE, these do not affect including templates. --> [[Category:Template documentation|!{{PAGENAME}}]] [[Category:Interwiki utility templates|!{{PAGENAME}}]] </noinclude><!----- ADD ANY 'COMMON CATEGORIZING' AUTOCATEGORIES BELOW THIS LINE, ------------------- THESE TAG anything using this page including itself. --------------------------------> [[Category:Interwiki templates on all sisterprojects|{{PAGENAME}}]] 5637 80010 2007-01-22T16:30:14Z Historybuff 5228 /* Dynamic memory allocation */ add content =Instructions for this lesson= =Contents= ==Variables== A ''variable'' in any programming language is a named piece of computer memory, containing some information inside. Think of a variable as a box with a name, where we can "store" something. We create, edit and delete variables, as much as we need in our tasks. Variable usually are of certain type (which define their logical repsentation and size). Say, we created a variable with name '''A''' and of type '''integer'''. This tells [[compiler]] that we reserved a part of our memory for storing an integer number (usually 4 bytes long, depending on our language, compiler and machine type). We could also create another one, called '''B''', but this one of type '''real'''. This variable will be also 4 bytes long, but we use this byte for storing floating point value, with certain precision and exponent. Variables can be static and dynamic. {should be explained what is static and dynamic here?} We will talk about dynamic variable later. First, we describe how to use static variables. ==Declaring variables== Before we can use any variable, we should first ''declare'' it. This means writing the name and type of variable in the '''var''' section of the program. Here is BNF for declaring syntax. <var> <variable name>''':'''<variable type>''';''' Example: <'''var''' '''A''':'''Integer''';> ===Data types=== When declaring a variable you usually also state what kind of data it should carry, this defines how the computer will handle it, this is called a ''data type''. Types help the compiler and computer allocate the right amount of storage, and should also help a programmer. Here is a list of some fundemental data types, and their characteristics, from ''C++'': {| |+ Data types ! Name !! Description !! Size !! Range |- | ''char'' || Character and/or small integer. || 1byte || -128 to 127(unsigned: 0 to 255) |- | ''int'' || Integer || 4bytes || -2147483648 to 2147483647(unsigned:0 to 4294967295) |- | ''bool'' || Boolean value, can take two values "True" or "False || 1byte || True or False |- | ''float'' || Floating point number || 4bytes || 3.4e +/- 38 (7 digits) |- | ''wchar_t'' || Wide character || 2bytes || 1 wide character |- | ''mixed'' || Any type || Unknown || Unknown |- |} ====Integer types==== Integers are ordinary whole numbers, or numbers with no fractional/decimal parts, and what we commonly used from day to day. Integers can be added, subtracted and multiplied. Care must be taken when they are divided, as the division of two integers is not necesarily another integer. Integers can be signed or unsigned. The sign information takes up just one bit, but that bit reduces the absolute precision. Signed integers can represent about 1/2 of the numbers its unsigned cousin can, but can represent both positive and negative values of those numbers. <pre> 48 3 80398309843098340 </pre> ====Reals==== Reals, or floating point numbers represent numbers that can have fractional or decimal parts. Floating point numbers are represented a bit differently then Integers, and can represent a much larger amount of numbers. Some care must be exercised with floating point numbers, because while there are an infinite number of floating point numbers, there are (by definition) only a finite amount of numbers that can expressed in a computer. Another issue is the absolute size of the numbers being handled. These issues are known as accuracy and precision. For balancing a checkbook they won't be significant, but in other cases this can be significant. <pre> 1.0 45.5 4.32e10 </pre> ====Characters and strings==== Up until now, we've discussed types that are of a single value. Text, which is what you are reading now, isn't a single value -- it's made up of letters, which each are individual values. A Character is a single letter, number, punctuation or other value. A String is a collection of these character values, often maniplated as if it were a single value. <pre> characters p 4 % strings Hello blah blah That is a nice new pair of shoes you are wearing </pre> ====Logic==== ==Using variables== ===Visibility and lifetime of variables=== Variables can have different visibility, or scope, according to how they are declared and used. Scope refers to the ability to access the contents of a paticular variable at a certain point in the program. Usually, a variables scope is determined by its enclosing block. A block can be enclosed explicitly in some languages (begin/end, {/} pairs), while in others the block is implicit. Almost all languages have an overall bounding scope, and if a program declares a variable in this scope, it is known as a '''global''' variable. A '''local''' variable, by contrast, is one that is only visible, or "in scope", within its block. Consider this code: <pre> integer globalVariable globalVariable = 5 begin integer localVariable localVariable = 7 globalVariable = 8 end localVariable = 3 /* <-- this is a syntax error */ </pre> globalVariable is declared outside of any block, so is in the (implicit) global scope, making it a global variable. localVariable is declared in the begin/end block, limiting its scope to that block. Variable globalVariable starts as 5, is assigned 8 in the block, and exits as 8. Variable localVariable is assigned 7, then goes out of scope before being illegally assigned 3. There is no variable localVariable at this level. The lifetime of a variable tells you when the variable is active. In the preceeding example, globalVariable is created at the start of the program, and has a lifetime equal to the length of the program. For localVariable, it isn't created until just after the block begin directive. Its life is over when the program passes the end directive. ===Dynamic memory allocation=== Many programs have very specific purposes and need very specific and small areas for memory. If we were writing a program for reading image files, we aren't sure exactly how big the images could be. Some could be hundreds of megabytes, while some might be kilobytes or less. Allocating hundreds of megabytes that aren't needed would make the program difficult to run on some computers, while allocating too little memory would mean that there are some images we can't handle. A good approach to this problem is allocating memory as needed. This is called Dynamic memory allocation. We simply ask for what we need, no more and no less. In our example, this would let us edit both huge and tiny image files in an efficient and effective way. There is some added complexity, since it is no longer the language that is dealing with the details of allocation, but us directly. In our example, if we are running on a lower end computer, there may not be enough memory to accomodate large image files, so we have to detect (and possibly gracefully fail) in such situations. Dynamic memory allocation is a principle source of "memory leaks", where programs allocate, use and are then done with an area of memory, but fail to return it to available memory. These problems can be hard to track down, since unlike other bugs, leaks aren't readily apparent. Some modern languages have built in mechanisms to try and prevent memory leaks, known as '''garbage collection'''. This system keeps track of what allocation is used where, and when it is out of scope. Garbage collection has a slight performance penalty. =Questions for self-test= *[[Operators and expressions|Next lesson]] *[[Introduction to Computer Science|Back to course contents]] [[Category:Introduction to Computer Science]] 5638 28317 2006-09-20T03:16:32Z Rayc 57 Welcome to free pascal installation tutorial [[Category:Introduction to Computer Science]] 5639 26676 2006-09-13T00:37:33Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5654 26699 2006-09-13T00:58:13Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5655 76269 2007-01-15T02:55:33Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Tristan Capacchione|Tristan Capacchione]] using [[Wikiversity:Rollback|rollback]] == Chromatic Scale == In Western music we have 12 notes: 7 natural notes and 5 sharp or flat notes (enharmonics). There is no enharmonic between the notes B and C or between the notes E and F. The 7 natural and 5 enharmonic notes are collectively known as the chromatic scale. The chromatic scale with a root note of C is C, C#/Db, D, D#/Eb, E, F, F#/Gb, G, G#/Ab, A, A#/Bb, B. This is the scale to which the formulas for other scales are applied. == Major Scale == Using W as a whole step and H as a half step the major scale can be represented by the pattern WWHWWWH. If C was the root the scale would be C, D, E, F, G, A, B, C [http://en.wikipedia.org/wiki/Major_scale] [[Image:C_major.png]] {{Audio|C_major.ogg|Listen}} Some major scales are redundant in the sense that they sound the same as their enharmonic counterparts (e.g. Gb-major sounds the same as F#-major). Some redundancies are more common while others are not. Generally, if one has to go beyond the use of single sharps or flats, then one has created a redundant scale which can be more simply expressed (e.g. Gbb-major: Gbb, Abb, Bbb, Cbb, Dbb, Ebb, Fb, Gbb is redundant compared to F-major: F, G, A, Bb, C, D, E, F). == Modes of the Major Scale == Ionian Dorian Phrygian Lydian Mixolydian Aeolian Locrian [http://en.wikipedia.org/wiki/Musical_mode] == Minor Scale == The '''minor''' scale is derived from the sixth mode of the major scale, (the aeolian mode). There are in fact three permutations of the 'minor scale', these are as follows: NB: There are redundancies in minor scales as there are in the major modes (e.g. D#-minor = Eb-minor), however, the use of of double sharps/flats is more common on occasion than in the major scale and therefore cannot be the sole judge of whether a scale is redundant or not. A better method would be to judge which scale contains less double sharps/flats and choose it as the non-redundant scale. '''The 'Natural' Minor''' This is exactly the same as the aeolian mode, and can be represented by the pattern WHWWHWW (where W represents whole-steps and H half-steps). The '''descending''' melodic minor scale also follows this pattern. With A as the root the scale is therefore formed thus. A B C D E F G (A') [[Image:400pxamoll.jpg]] The '''Harmonic''' Minor For the purposes of musical composition, from (approximately) the late 1500s, the harmonic minor scale came into use, as the name suggest for harmonic purposes (i.e. in order to produce satisfying chord progressions). It is the same as the 'natural' minor scale, but the seventh degree is raised by one half step, and can be represented thus, WHWWHWH (where W represents whole-steps and H half-steps). When A is the root, the scale runs A B C D E F G# (A') [[Image:harm.jpg]] It is in some ways an amalgamation of the final two steps of the major scale and the aeolian mode, giving the seventh degree a inevitable 'drive' towards the root (this raised seventh is known as the [[leading-note]]). When writing works in harmony (i.e. in two or more parts), most composers prefer not to use this scale in the outer (more prominent) voices ([[melody]] and [[bass]]), writing for solo voice or melody instrument due to the awkwardness of the leap between the sixth and seventh degrees (an interval of an [[augmented second]]). For these purpose the '''melodic''' minor scale is often employed: The '''Melodic''' Minor Due to the above mentioned 'unattractiveness' to the ear of the '''harmonic''' minor scale, the '''melodic''' minor is used foremost in harmonic writing, in the most prominent, outer parts i.e. the melody line (usually the soprano in four part writing) and the bass. It has two forms, '''ascending''' and '''descending''', which are used respectively according to rise and fall of the melody. The descending scale is the same as the aeolian mode, and can be expressed thus WWHWWHW, or where the root is A: A' G F E D C B (A) [[Image:meloddown.jpg]] The '''ascending''' scale is close to the aeolian mode, but the '''sixth''' and '''seventh''' degrees are raised, giving the pattern WHWWWWH, i.e. where the root of the scale is A: A B C D E F# G# (A') [[Image:melodup.jpg]] [http://en.wikipedia.org/wiki/Minor_scale] == Intervals == An interval is the distance between two tones, and the sound produced by them. [http://en.wikipedia.org/wiki/Interval_%28music%29] == Chords == Chords: three or more notes sounded at the same time. They are named based on the intervals they contain relative to the root. The convention for naming the intervals is based on the major scale. For example 1, 3, 5 means the chord contians the root, the third note of the major scale and the fifth note of the major scale. 1, b3, 5 means the chord contains the root, a flat third and a fifth. Some chord formulas are as follows: Major Chord: 1, 3, 5 Minor Chord: 1, b3, 5 [http://en.wikipedia.org/wiki/Chord_%28music%29] [[Category:Music]] 5656 26708 2006-09-13T01:15:33Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5660 26724 2006-09-13T04:16:19Z Fabartus 617 P2c imp fm en.wp or offline as tagging system upgrade per revised scheme (Genesis here) <div style="margin:1em; border: 1px solid blue; padding: 2em; background-color:c9c9c9; width:80%; align:center"> <U>'''Template:Interwikitmp-grpNN usage/doc Notes:'''</U> :Pass-2 Interwiki template tagging strategy required simplification and splitting management templates by functionality creating various '''interwikitmp-grpNN templates''' with 'KISS principle' refinements; each one does different autocategorization, and troublesome recursive self-calling by the work-horse template '''{{Tlx|interwikitmp-grp}}''' was eliminated, as was the need for complicated perameter logic to properly autocategorize any given template. The trade-off was <u>a family of</u> much simpler, easier to understand and maintain templates with a numeric suffix that maps the proper category into the tagged template. It should be obvious that regardless of what a sister's template tagging heirarcy of cataloging before, this uniformity will intersect and extend it, albeit in sensible ways that are usually compatible on the observed overlapping on the more long-established sister projects. This commonality of categories is seen as a boon to interwiki cross-editing and productivity. When having a need to make a visiting edit on a sister, editor's of all projects will have at least one known entry into the category tree of the visited sister project. :This strategy results in a much simpler set of templates with straightforward autocategorization differences (re: TABLE I in {{TL|Interwikitmp-grps see also}}) and satisfies various ''categorization needs and goals'', besides the 'Pass-1' feasibility proofing tests and formulation of the system in late August, 2006. :Pass 2 and 2a were current ongoing upgrades early September 2006, that by mid month extended the '2a' changes into a '2c' (i.e. a 4th version or refinement variation) but primarily reflect the forking into multiple 'tmp-grpNN' '''suite of templates''' with some compensating change revisions driven as experience dictacted on various sister projects. In general, 'Pass-2' changes deal solely with the interconnection templates formulation into a more flexible but KISS principle '''standardized template set''' of templates compatible across all systems Sites. These changes also include some refinements and standardization to the 'XXXXtmp' 'individual sister link display and tagging templates, but these are sometimes subtle and need not be detailed. Mostly, the changes also eliminate the recursive effects that manifested by using a single main group of templates to tag both the system components and the targeted utility or tools templates. <!---- ===In the works=== :Pass-3: (Forthcoming) fully matured auto-categorization system with dynamic capability to annote name exceptions, mainly will also involve changes to the tagging template family. :Pass-3(a) possibility under study: :Interwikitmp-grp itself is being considered for to be a replaced by Interwikitmp-grp0 in most circumstances, which would do the universal parts of it's old job, it's new job being to signify templates that are available and useable on some sites, but of no or severely limited use on others... A gray-area-shade of distinction for plain vanilla templates that probably shouldn't be ported to all sister's. This tasking may as well be taken on by some name variant link 'Interwikitmps specific list', in which case no further changes will be needed. ---> </div><noinclude>{{interwikitmp-grp2|{{PAGENAME}}|{{PAGENAME}}}}</noinclude> 5664 65348 2007-01-01T23:38:53Z 66.109.219.212 [[image:International tidyman.svg|right|Don't feed the trolls!|230px]] In a Wiki, vandalism is a type of behavior that is inherently disruptive or destructive to the aims of the project. Typical types of vandalism include: * Writing obscene or nonsense content on pages with the intent to disrupt * Unjustifiedly removing significant quanitities of content from pages * Moving pages to obscure or inappropriate titles * Repeatedly replacing content in articles with clearly incorrect or misleading information * [[w:Wikipedia:Vandalism#Types of vandalism|Other types of vandalism]] At Wikiversity, we consider [[WV:SHRINE|vandalism]] no big deal. It's a nuisance that needs to be taken care of but it's not something excessive resources are devoted to. To that end, a few users watch the [[Special:Recentchanges|list of recent changes]] to look out for vandal edits. On Wikipedia, where vandalism is a much bigger issue and dealt differently, special programs and scripts are available to assist in finding and undoing vandal attacks. == What can you do? == If you find a page vandalized, take a moment and revert the change. You can do that by clicking on the tab named "history", selecting the version just prior to the vandal attack, click on the "edit" tab and click on save. Preferably, you also indicate in your edit summary what the purpose of the edit was &mdash; commonly used summaries include "revert vandalism" or "rvv". Additionally, you can use some of the programs listed below to assist you in dealing with vandalism: * [[:w:WP:MWT|MWT]] - a very lightweight yet efficient vandal fighting tool written by [[:w:User:Michael Billington]]. [[User:Draicone]] is a developer and project admin. This tool will soon be ported to work on Wikiversity. If you find vandalism you can't deal with yourself or if the same user is repeatedly engaging in vandalism, you might want to leave a note at [[Wikiversity:Request custodian action]]. Custodians are users with special tools that enable them to block users and protect pages from editing. You can also find custodians in the [[Wikiversity:Chat|Wikiversity chat room]]. == Guidelines == Guidelines are still being proposed. Please offer your opinion here. * Vandalism should be reverted on sight. Remember that the definition of vandalism includes meaningless edits, page blanking and addition of profanity/blasphemy, however attacks against other editors are not dealt with under these guidelines == Warnings == See: [[:Category:User warning templates]] === Blocked users === See: [[:Category:User block templates]] [[Category:Wikiversity]] 5665 45504 2006-11-14T05:10:39Z Rayc 57 cat Articles listed here are part of [[Topic:PHP]]. [[Category:PHP]] 5689 77111 2007-01-16T17:43:10Z CQ 1939 /* Department description */ link to new local main article Welcome to the Wikiversity '''Department of Geography'''. ==Department description== The Department of Geography is a content development project where participants create, organize, and develop learning resources for geography. '''[[Geography]]''' - the study of the earth and its interaction with humanity. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... This topic is under development. Some relevant Wikiversity links: *[[Geospatial Information Systems (GIS)]] ===Related topics=== *[[Topic:Cartography|Cartography]] - content development project for learning resources about cartography. *[[Topic:Geoinformatics|Geoinformatics]] - ([[School:Computer Science|Computer Science]]) Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[w:Portal:Geography|Portal:Geography]] (Wikipedia) [[Category:Geography]] 5693 26829 2006-09-13T17:34:26Z Mystictim 626 [[Learn to learn a wiki way]] moved to [[Learning to learn a wiki way]]: Put emphasis on the activity of learning #REDIRECT [[Learning to learn a wiki way]] 5697 26856 2006-09-13T19:41:41Z Awolf002 93 I was impersonanted. So this is needed, here {| class="messagebox standard-talk" |- style="vertical-align:middle;" | width="64px" | [[image:Stop_hand.svg|left|64px]] | This account <includeonly>(<tt>[[User:{{PAGENAME}}|{{PAGENAMEE}}]]</tt>)</includeonly> is a [[Wikipedia:Doppelganger account|'''doppelganger account''']], created by <tt>[[User:{{{1}}}|{{{1}}}]]</tt>, an established user, to prevent impersonation by vandals. Please see the '''[[{{TALKSPACE}}:{{PAGENAME}}|talk page]]''' for relevant discussion. ''[[Wikiversity:Administrators|Administrators]] - Please notify '''[[User talk:{{{1}}}|{{{1}}}]]''' when taking any action on this account.<includeonly>[[Category:Wikiversity doppelganger accounts|{{PAGENAME}}]]</includeonly> |}<noinclude> ==Usage== <nowiki>{{</nowiki>doppelganger|Your real username}} This template adds pages to [[:Category:Wikiversity doppelganger accounts]]. </noinclude> 5699 58363 2006-12-17T03:13:06Z 71.62.180.101 /* Embouchure */ [[Image:Oboe.jpg|right|50px]] The oboe is considered to be one of the easier instruments to play. ==The Oboe== The oboe is a very common instrument which can be found at garage sales and flea markets. While some oboists would reccomend buying a new one, it is often best to buy a used one. Get the cheapest oboe you can find. Oboes are simple instruments that are very easy to take care of. It doesn't need to be stored in its case, but a few objects should be piled on top of it when it is not being used which ensures that the keys will stay strong. ==The Double Reed== It is not suggested that you buy a double reed from a store. You should make your own using the following instructions. 1. Find a tree and peel two strips of bark off. 2. Place the two strips of bark on top of each other. 3. Use a rubber band to keep them together. The resulting reed is usually of the highest quality. ==Embouchure== Oboe embouchures vary greatly from oboist to oboist, but the following steps will help you form a basic embouchure. 1. Place the entire reed inside your mouth. 2. Bite the end of the reed with your teeth. 3. Keep your cheeks in and firm. ==Vibrato== A vibrato can be produced on the oboe by jumping up and down while playing. ==Technique== A clean technique is developed by playing fast. The faster you can play it, the better. Don't worry if the notes aren't even, just make sure they are all somewhere in the beat. If the notes aren't coming out fast enough, it is probably not due to your fingers. To solve this problem, pour lubricant all over the instrument. [[Category:Music]] 5705 68568 2007-01-09T04:42:13Z AreenMarie 5104 /* Try it! */ After coming to understand the concept of mark-up, you will want to start learning the actual 'marks' used in HTML. We call these '''elements''' or sometimes '''tags''', and this activity is designed to: * Familiarize you with the general form of elements. * Familiarize you with the idea of nesting elements. * Familiarize you with the idea of attributes. * Give you a base vocabulary of elements you can begin to use in creating HTML. * Show you how to view the source HTML of your web pages with a common web browser. It will be assumed you: * Understand the difference between local and online files. * Have already selected a text editor and understand its basic use. For a discussion of text editors go [http://en.wikibooks.org/wiki/HTML_Programming#Before_we_start here]. This activity is '''not''' designed to: * Give a comprehensive list of elements. * Give a comprehensive list of attributes or their accepted values. * Discuss document type, the meta elements, or comments. == Element form == Elements are the basic unit of mark-up in HTML. They are distinguished from plain text by the less-than and greater-than characters. <font color=red>&lt; &gt;</font> Many elements are paired, consisting of an opening tag and a closing tag, and are of the '''container''' type. The accompanying closing tag is denoted by a forward slash. <font color=blue>&lt;html&gt;</font> text <font color=blue>&lt;<font color=red>&#047;</font>html&gt;</font> A few elements do not need to have a closing tag, such as a line break. <font color=blue>&lt;br&gt;</font> === Try it! === Open your text editor and copy and paste the folowing text: <font color=blue>&lt;html&gt;</font> <font color=blue>&lt;body&gt;</font> Web Design is an incredibly fun skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs! <br> You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute. <font color=blue>&lt;&#047;body&gt;</font> <font color=blue>&lt;&#047;html&gt;</font> Save the file as '''web.html''' and open it in your web browser. The first thing you will notice is that the text is displayed as a single block, with none of the line returns. Your web browser will ignore any extra white-space and render it as a single space. Let's go back to the text editor and add a few formatting elements. <font color=blue>&lt;b&gt;</font>Bold<font color=blue>&lt;&#047;b&gt;</font> displays as: '''Bold''' <font color=blue>&lt;i&gt;</font>Italics<font color=blue>&lt;&#047;i&gt;</font> displays as: ''Italics'' Alternatively we can use 'emphasis' and 'strong' elements to set a block of text apart from the surrounding text. <font color=blue>&lt;em&gt;</font>Emphasised<font color=blue>&lt;&#047;em&gt;</font> displays as: ''Emphasised'' <font color=blue>&lt;strong&gt;</font>Strongly Emphasised<font color=blue>&lt;&#047;strong&gt;</font> displays as: '''Strongly Emphasised''' Use of emphasis and strong is generally preferred over italics and bold. Experiment by adding these and the line break element shown above to your document. Save your changes and then refresh your browser. === Self-Closing Tags In XHTML === If you don't know what XHTML is, simply skip this quick clarification. If your page is being written using XHTML, elements with no closing tags should be closed by a forward slash ('/') just before the closing &gt; per the W3C XHTML standard. For example: <font color=blue>&lt;br /&gt;</font> This will also result in the page being [http://validator.w3.org XHTML compliant] (if an appropriate doctype is set, which we will move on to later). This does not ensure that the page will be served as XHTML, however. In order for these additional self-closing slashes to be significant, the page must be served with the proper Content-Type HTTP header, or the page will become "Pretend XHTML." Please note that this practice should not be followed if the page is being written using standard HTML. Standard HTML does not require self-closing tags and, while the page will continue to display properly, these additional slashes will be considered to be errors. == Nesting == You may have noticed the '''html''' and '''body''' elements used in the previous example. Those elements along with the '''head''' element form the basis for the structure of any webpage. The html element marks where the document begins and ends. The head section comes next, and gives the browser some data that is not contained in the page itself. The body contains all that will display on the page. <font color=blue>&lt;html&gt;</font> <font color=blue>&lt;head&gt;</font> <font color=blue>&lt;title&gt;</font>This text appears in the browser's title bar.<font color=blue>&lt;&#047;title&gt;</font> <font color=blue>&lt;&#047;head&gt;</font> <font color=blue>&lt;body&gt;</font> <br> <font color=blue>&lt;&#047;body&gt;</font> <font color=blue>&lt;&#047;html&gt;</font> As you can imagine, as page content is added more and more elements will begin to fill your html file and it will become difficult to keep everything straight. The spaces (or tabs) in front of some of the lines helps to keep them visually separated and allow you to ensure that the page structure is correct. You can also see from the above example how each element is placed within the page structure and becomes a part of that structure. The '''title''' element is completely within the head element. The head element is completely within the html element. The head and body elements do not overlap. This is often called '''nesting'''. Though many web browsers can be forgiving for small mistakes, nesting is required in many cases for your page to display properly. === Try it! === Go back to your '''web.html''' file and make the following changes: <font color=blue>&lt;html&gt;</font> <font color=blue>&lt;head&gt;</font> <font color=blue>&lt;title&gt;</font>Web Design<font color=blue>&lt;&#047;title&gt;</font> <font color=blue>&lt;&#047;head&gt;</font> <font color=blue>&lt;body&gt;</font> <font color=blue>&lt;b&gt;</font>Web Design<font color=blue>&lt;&#047;b&gt;</font> is an <font color=blue>&lt;i&gt;</font>incredibly fun skill to <font color=blue>&lt;b&gt;</font>learn<font color=blue>&lt;&#047;b&gt;</font><font color=blue>&lt;&#047;i&gt;</font> - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs! <font color=blue>&lt;br&gt;</font> <font color=blue>&lt;br&gt;</font> You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute. <font color=blue>&lt;&#047;body&gt;</font> <font color=blue>&lt;&#047;html&gt;</font> Save and refresh your browser. Notice how the word 'learn' in the line 'incredibly fun skill to learn' is both italicised and bolded. For the HTML to be valid in this case, the closing bold element must be within the italics element. If something is not displaying properly, this is one of the mistakes to look for. == Viewing Source == When viewing a web page, you may want to know its structure. Most common browsers have a menu command called View Page Source. Clicking on this command opens a new window showing the page with all of its HTML elements. When validating your web pages, it can be helpful to compare the results with your source to find any errors quickly. This can also be useful to see how someone has marked up any page on the web to achieve their results, a great learning tool. === Try it! === ; For mozilla based browsers. : Go to your browser window of '''web.html''' and right click anywhere on the page. Select 'View Page Source'. == Attributes == The elements we have discussed so far have performed simple and predictable actions. If we want a bit more control over our web pages, we will need to be able to alter the performance of some elements. Many tags have additional functions that can be controlled through '''attributes'''. Attributes are placed within the opening tag. It is often neccessary to specify a value for the attribute. The attribute is followed by an equal sign and the value is placed within quotes, as below. <font color=blue>&lt;font <font color=red>color&#061;&quot;red&quot;</font>&gt;</font> The '''anchor''' element is a well used example. It is used for linking documents. The most commonly used attribute for the anchor element is '''HREF''' which creates a link to the '''URL''' specified. <font color=blue>&lt;a href&#061;&quot;http:&#047;&#047;google.com&quot;&gt;</font>Google<font color=blue>&lt;&#047;a&gt;</font> displays as: [http://google.com Google] === Try it! === Lets add what we've just learned to our '''web.html''' file. Try to reproduce the result below including 'Web Design' in the title bar and a link to Wikipedia after the last paragraph. When you are ready, you can compare it to my source. <font color=green>Web Design is an incredibly fun skill to learn</font> - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs! <br> You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute. [http://en.wikipedia.org Wikipedia] Remember, no peeking until you have tried to do it on your own! ---- <font color=blue>&lt;html&gt;</font> <font color=blue>&lt;head&gt;</font> <font color=blue>&lt;title&gt;</font>Web Design<font color=blue>&lt;&#047;title&gt;</font> <font color=blue>&lt;&#047;head&gt;</font> <font color=blue>&lt;body&gt;</font> <font color=blue>&lt;font color&#061;&quot;green&quot;&gt;</font>Web Design is an incredibly fun skill to learn<font color=blue>&lt;&#047;font&gt;</font> - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs!<font color=blue>&lt;br&gt;</font> <font color=blue>&lt;br&gt;</font> You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute.<font color=blue>&lt;br&gt;</font> <font color=blue>&lt;a href&#061;&quot;http:&#047;&#047;en.wikipedia.org&quot;&gt;</font>Wikipedia<font color=blue>&lt;&#047;a&gt;</font> <font color=blue>&lt;&#047;body&gt;</font> <font color=blue>&lt;&#047;html&gt;</font> [[Category:Web Design]] 5706 75551 2007-01-14T03:29:13Z JWSchmidt 20 [[Category:Web Design]] == Instructional Books == == Reference Books == * [http://www.oreilly.com/catalog/htmlpr3/ HTML and XHTML Pocket Reference, 3rd Edition] &#045; Published by O'Reilly * [http://www.oreilly.com/catalog/csspr2/ CSS Pocket Refernce, 2nd Edition] &#045; Published by O'Reilly === Other Web Design Book Listings === * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/books.html - Books] -List includes CSS, Accessibility, Color, Dreamweaver, Information Architecture, Evaluation, JavaScript, Navigation, PHP, Project Management, Typography, Usability, Web Standards, Writing, (X)HTML. == Out of Print == * [http://www.oreilly.com/catalog/htmlpr2/ HTML Pocket Reference, 2nd Edition] &#045; Published by O'Reilly [[Category:Web Design]] 5707 45481 2006-11-14T04:52:50Z Rayc 57 cat A simple idea: Since we have seen in previous section ([[The_Basic_Definitions#Intuitive_Meaning?|Intuitive Meaning?]]), we may regard likelihood as the probability of the sample <math>x</math> showing up in the space of all the possibles samples of size <math>n</math> for a given value of <math>\theta</math>. But the sample <math>x</math> has actually ocurred and the sample space is infite, so this sample might have something special - perhaps it's probability of showing up is bigger than the others. Why don't we maximize it? == Maximizing the Likelihood and Some Examples == If we try to maximize likelihoods of variables with desities like the Gaussian :<math>\frac{1}{\sqrt{2\pi}}\exp\left\{-\frac{(x-\mu)^{2}}{2\sigma^{2}}\right\}</math> directly, things can be rather complicated. But, we know from calculus that maximizing (or minimizing) <math>g(f(x))</math> when <math>g</math> is strictly crescent is equivalent to maximizing <math>f</math>. So, we take the logarithm of the likelihood and call the function :<math>\ell(\theta)=\ln(L(\theta))=\sum_{j=1}^{n}\ln(f_{Y_{j}}(y',\theta))</math> log-likelihood. So, we will maximize the log-likelihood instead of maximizing the proper likelihood. TODO: Examples. == Likelihoods Without Explicit Points of Maximum == == Statistics, Estimators, Unbiased Estimators, Variance and Consistency of an Estimator == A ''statistic'' is a function from a sample <math>S</math> in any space we are interested, and suppose that there a log-likelihood function <math>\ell(\theta)</math>; A ''estimator'' for <math>\theta</math> is a statistic used to estimate <math>\theta</math>. These definitions doesn't add much, but since these words are a commonplace for staticians worldwide, they are worth defining. Note that any statistic or estimator is itself a random variable. In this section we will use our previous notation for samples. A estimator <math>s(S)</math> for <math>\theta</math> is called unbiased if <math>E[s]=\theta</math>, and asymptotically unbiased if <math>\lim_{n\rightarrow \infty} E[s(S_{n})]=\theta</math>, where <math>S_{n}</math> is a sequence of samples(as defined in the section about sampling). In classical views of statistics, only estimators that possessed at least one of these properties where admissible, but the Maximum Likehood Estimators (MLE) are not necessarily unbiased nor asymptotically unbiased. TODO: Examples of biased estimatives (the easier one is the variance of a normal distribution). The variance of a estimator <math>s</math> is another important thing; We expect that, as our data grows in size, the variance of the estimator goes to zero, for more data means more information, more information means more certanity. So, we say that the estimator is ''consistent'' if <math>\lim_{n\rightarrow \infty} V[s(S_{n})]=0</math>, but such a strong condition is rarely satisfied; Usually, we have to contempt ourselves with ''weakly consistent'' estimators, estimators where <math>V[s(S_{n})]=O_{p}(n-1)</math>. == Reparametrization and Invariance == TODO: Show how to reparametrize a gaussian using the coefficient of variation instead of the variance. Show how to reparametrize <math>f(x,\theta)</math> to <math>f(x,g(\theta))</math>. A estimator <math>s</math> of <math>\theta</math> is called ''invariant'' under the transformation <math>f</math> if the estimator of the parameter <math>f(\theta)</math> is <math>f(s(\theta))</math>. One important property of maximum likelihood estimators is that they are invariant under strictly monotone transformations. TODO: Show estimators that aren't invariant under monotone functions. == Properties of Maximum Likelihood Estimatives == TODO: Show that the MLE are consistent. [[Category:Mathematics]] 5717 49199 2006-11-27T04:55:16Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Category:Content]] 5718 26932 2006-09-14T03:29:48Z Piotrus 571 [[Help with the migration of Wikiversity pages from Wikibooks]] moved to [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks]]: per talk #REDIRECT [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks]] 5720 26942 2006-09-14T04:42:12Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5721 68723 2007-01-09T22:03:55Z JWSchmidt 20 [[Category:Mathematics]] A '''differential graded Lie algebra''' is a graded <math>k</math>-vector space <math>\mathfrak{g}</math> endowed with a differential <math>d:\mathfrak{g}\to\mathfrak{g}</math> of degree <math>+1</math> and a bracket <math>[\,]:\mathfrak{g}\otimes\mathfrak{g}\longrightarrow\mathfrak{g}</math> (of degree <math>0</math>), such that :<math>[\,]</math> is skew symmetric, :<math>[\,]</math> satisfies the Jacobi identity, :<math>d</math> acts as a derivation with respect to <math>[\,]</math>. We denote the cohomology of <math>\mathfrak{g}</math> with respect to <math>d</math> by <math>h^*(\mathfrak{g})</math>. It is a graded vector space over <math>k</math>, and it inherits a Lie bracket. (In fact, it is an <math>L_\infty</math>-algebra.) [[Category:Mathematics]] 5723 26981 2006-09-14T09:26:45Z 82.159.136.238 <div class="infobox sisterproject"> <div style="float: left;">[[Image:Wikibooks-logo-en.svg|50px|none|Wikibooks]]</div> <div style="margin-left: 60px;">[[b:Wikibooks|Wikibooks]] {{ #if: {{{2|}}} | [[Wikibooks:{{{1}}}|{{{1}}}]] }} has {{ #if: {{{2|}}} | a page | {{ #if: {{{1|}}} | a book | more }} }} on the topic of <div style="margin-left:10px;">''{{ #if: {{{3|}}} | [[wikibooks:{{{1}}}/{{{2}}}|{{{3}}}]] | {{ #if: {{{2|}}} | [[wikibooks:{{{1}}}/{{{2}}}|{{{2}}}]] | {{ #if: {{{1|}}} | [[wikibooks:{{{1}}}|{{{1}}}]] | [[wikibooks:Special:Search/{{PAGENAME}}|{{PAGENAME}}]] }} }} }}''</div> </div> </div><noinclude> This [[w:Wikipedia:Template|template]] is a [[w:Wikipedia:Avoid self-references|self-reference]] and so is part of the Wikipedia project rather than the encyclopaedic content. It may be used in articles to provide links to books on [[b:Wikibooks|Wikibooks]] that are likely to be useful and/or of interest to the reader. {{/Manual}} [[Category:Interwiki link templates|{{PAGENAME}}]] [[cs:Template:Wikibooks]] [[da:Template:Wikibooks]] [[de:Vorlage:Wikibooks]] [[eo:Ŝablono:Vikilibroj]] [[es:Template:Wikibooks]] [[et:Template:Wikibooks]] [[fr:modèle:wikilivres]] [[gl:Template:Wikibooks]] [[hr:Template:Wikibooks]] [[hu:Sablon:Wikikönyvek]] [[it:Template:Wikibooks]] [[ms:Template:Wikibooks]] [[nl:Template:Wikibooks]] [[no:Template:Wikibooks]] [[pl:Template:Wikibooks]] [[pt:Template:Wikibooks]] [[simple:Template:Wikibooks]] [[sk:Template:Wikibooks]] [[sl:Template:Wikibooks]] [[sq:Template:Wikibooks]] [[tt:Template:Wikibooks]] [[sv:Mall:Wikibooks]] [[vi:Tiêu bản:Wikibooks]] </noinclude> 5724 26976 2006-09-14T09:22:38Z 82.159.136.238 == Usage == {|class="wikitable" |<pre>{{wikibooks-poc}}</pre> |{{wikibooks-poc}} |- |<pre>{{wikibooks-poc|Chemical synthesis}}</pre> |{{wikibooks-poc|Chemical synthesis}} |- |<pre>{{wikibooks-poc|Chemical synthesis|Gallium}}</pre> |{{wikibooks-poc|Chemical synthesis|Gallium}} |- |<pre>{{wikibooks-poc|Chemical synthesis|Gallium#Crystallization}}</pre> |{{wikibooks-poc|Chemical synthesis|Gallium#Crystallization}} |- |<pre>{{wikibooks-poc|Chemical synthesis|Gallium|strange beasts}}</pre> |{{wikibooks-poc|Chemical synthesis|Gallium|strange beasts}} |} == See also == * {{Lts|Cookbook}} * [[Wikipedia:Sister_projects#Wikibooks]] * [[Wikipedia:Template_messages/Links#Wikibooks]] 5725 26979 2006-09-14T09:25:05Z 82.159.136.238 <includeonly><div class="infobox sisterproject"> <div style="float: left;">[[Image:Wikibooks-logo-en.svg|50px|none|Wikibooks]]</div> <div style="margin-left: 60px;">[[Wikibooks]] {{ #if: {{{2|}}} | [[Wikibooks:{{{1}}}|{{{1}}}]] }} has {{ #if: {{{2|}}} | a page | {{ #if: {{{1|}}} | a book | more }} }} on the topic of <div style="margin-left:10px;">''{{ #if: {{{3|}}} | [[wikibooks:{{{1}}}/{{{2}}}|{{{3}}}]] | {{ #if: {{{2|}}} | [[wikibooks:{{{1}}}/{{{2}}}|{{{2}}}]] | {{ #if: {{{1|}}} | [[wikibooks:{{{1}}}|{{{1}}}]] | [[wikibooks:Special:Search/{{PAGENAME}}|{{PAGENAME}}]] }} }} }}''</div> </div> </div></includeonly><noinclude> This template is a Proof of Concept (hence the name: Wikibooks-'''poc''') to show how a single template can take over from {{tl|Wikibooks}}, {{tl|Wikibookspage}}, {{tl|Wikibookspar}} and {{tl|Wikibookschapter}}. Compare the following examples with those on [[Wikipedia:Wikibooks#Wikibooks]]. It is fully backwards compatible with {{tl|Template:Wikibooks}} and {{tl|Wikibookspage}}. {{tl|Wikibookspar}} should be deprecated since it uses an outdated naming policy. {{tl|Wikibookschapter}} has only 90 transclutions so it can easily be changed. {|class="wikitable" |<pre>{{wikibooks-poc}}</pre> |{{wikibooks-poc}} |- |<pre>{{wikibooks-poc|Chemical synthesis}}</pre> |{{wikibooks-poc|Chemical synthesis}} |- |<pre>{{wikibooks-poc|Chemical synthesis|Gallium}}</pre> |{{wikibooks-poc|Chemical synthesis|Gallium}} |- |<pre>{{wikibooks-poc|Chemical synthesis|Gallium|strange beasts}}</pre> |{{wikibooks-poc|Chemical synthesis|Gallium|strange beasts}} |} </noinclude> 5726 26978 2006-09-14T09:23:58Z 82.159.136.238 <span class="plainlinksneverexpand">[[:Template:{{{1|{{PAGENAME}}}}}|Template:{{ucfirst:{{{1|{{PAGENAME}}}}}}}]]&#160;<tt>(</tt><small>[{{fullurl:Template:{{{1|{{PAGENAME}}}}}|action=edit}} edit]&#160;[[:Template talk:{{{1|{{PAGENAME}}}}}|talk]]&#160;[{{fullurl:Special:Whatlinkshere/Template:{{{1|{{PAGENAME}}}}}|limit=500}} links]&#160;[{{fullurl:Template:{{{1|{{PAGENAME}}}}}|action=history}} history]</small><tt>)</tt></span><noinclude> {{Interwikitmp-grp|!{{PAGENAME}} }} <--- Old line: Usage: {{Tlx|{{PAGENAME}}|template}}, see [[w:{{TALKPAGENAME}}]] for details. ----> :''Main discussion & Queries: {{w2|template talk:Lts}}'' <!--- This call form is interwiki compatible and so will always reach en.wikipedia:PAGENAME specified ---> {{template:Lts/Doc}} <!--- won't work interwiki, but the direct link XXXtmp (e.g. commonstmp) will show usage here with one click ---> [[Category:Internal link templates|{{PAGENAME}}]]</noinclude> 5727 26986 2006-09-14T10:24:31Z 82.159.136.238 Redirecting to [[School:Pharmacy]] #REDIRECT [[School:Pharmacy]] 5728 26997 2006-09-14T11:58:20Z 220.227.174.130 long way to go! 5731 35599 2006-10-15T15:56:40Z Jade Knight 1836 *[[School:Linguistics|School of Linguistics]] *[[Topic:Foreign Language Learning|Center for Foreign Language Learning]] *[[School:Language and Literature|School of Language and Literature]] *[[Topic:Computer Programming|Computer Programming Languages]] {{Disambig}} [[Category:Language]] 5749 69935 2007-01-10T16:27:59Z Mystictim 626 added welcome and expand {{welcome and expand}} [[History_of_Quebec_and_Canada/Study_Guide | Home]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] '''Module 4: Early Stages of Parliamentary Government''' '''Unit 1: Society in Lower Canada (1791-1840)''' Topic 1: The Constitutional Act (1791) Topic 2: Economic Changes Topic 3: Social Changes '''Unit 2: Rebellions of 1837-1838''' Topic 1: The Parti Canadien vs The British Party Topic 2: Stages in the Confrontation '''Unit 3: Union of the Two Canadas''' Topic 1: Lord Durham's Report Topic 2: Political Changes After 1840 Topic 3: Economic Changes After 1840 [[Category:History of Quebec and Canada]] 5750 69934 2007-01-10T16:27:32Z Mystictim 626 {{welcome and expand}} [[History_of_Quebec_and_Canada/Study_Guide | Home]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] '''Module 5: Quebec and Confederation''' '''Unit 1: Origins and Terms of the B.N.A. Act (Confederation)''' Topic 1: Causes for Confederation -Political Deadlock -External Factors (American threat, trade, railways) Topic 2: Steps leading towards Confederation Topic 3: Characteristics of the B.N.A. Act '''Unit 2: Problems Created by Canada's Growth''' Topic 1: Territorial Expansion Topic 2: Métis Rebellions Topic 3: Federal-Provincial Relations '''Unit 3: John A. Macdonald and the National Policy''' Topic 1: Purpose and Key Elements '''Unit 4: Quebec's First Phase of Industrialization (1867-1896)''' Topic 1: Factors leading to Industrialization Topic 2: Characteristics of the First Phase '''Unit 5: Social Changes in Quebec''' Topic 1: French Canadian Emigration Topic 2: Urbanization Topic 3: Unionization [[Category:History of Quebec and Canada]] 5751 69932 2007-01-10T16:25:48Z Mystictim 626 Updated navigation and changed template to welcome and expand {{welcome and expand}} [[History_of_Quebec_and_Canada/Study_Guide | Home]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] '''Module 6: Industrial Development (1896-1929)''' '''Unit 1: Canada's Economic and Political Context''' Topic 1: Economic Context Topic 2: Political Context '''Unit 2: Quebec's 2nd Phase of Industrialization (1896-1929)''' Topic 1: Key Characteristics Topic 2: Social Changes '''Unit 3: The Great Depression (1929-1939)''' Topic 1: Causes of the Depression Topic 2: Economic/Social Consequences Topic 3: Political Consequences Topic 4: Government Reactions [[Category:History of Quebec and Canada]] 5752 69933 2007-01-10T16:26:48Z Mystictim 626 Updated navigation and changed template to welcome and expand {{welcome and expand}} [[History_of_Quebec_and_Canada/Study_Guide | Home]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America | Module 1:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_2:_Canadian_Society_during_the_French_Regime | Module 2:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_3:_The_Conquest_and_the_start_of_British_Rule | Module 3:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_4:_Early_Stages_of_Parliamentary_Government | Module 4:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_5_:_Quebec_and_Confederation | Module 5:]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_6_:_Industrial_Development_1896-1929 | Module 6: ]] | [[History_of_Quebec_and_Canada/Study_Guide/Module_7:_Contemporary_Quebec | Module 7:]] '''Module 7: Contemporary Quebec''' '''Unit 1: World War II (1939-1945)''' Topic 1: Canada's War Effort Topic 2: Women and World War II Topic 3: The Conscription Crisis '''Unit 2: Maurice Duplessis (1944-1959)''' Topic 1: Traditional Elements in Quebec Society Topic 2: Elements of Change in Quebec Society Topic 3: Nationalist Policies Topic 4: Key Developments '''Unit 3: Jean Lesage and the Quiet Revolution''' Topic 1: The Quiet Revolution Topic 2: Government Involvement-Social Sector Topic 3: Government Involvement-Economic Sector '''Unit 4: Major Issues 1970-1980''' Topic 1: Political Domain Topic 2: Economic Domain Topic 3: Sociocultural Domain '''Unit 5: Major Issues Since 1981''' Topic 1: Political Domain Topic 2: Economic Domain Topic 3: Sociocultural Domain [[Category:History of Quebec and Canada]] 5761 27097 2006-09-15T01:44:58Z JWSchmidt 20 {{Template:Software-screenshot}} {{Template:Software-screenshot}} 5763 68734 2007-01-09T23:04:54Z JWSchmidt 20 [[Category:Biology]] {{main welcome|203.117.28.221}} [[Category:Biology]] 5764 70130 2007-01-10T23:03:43Z JWSchmidt 20 [[Category:Human physiology]] {{main welcome|203.117.28.221}} [[Category:Human physiology]] 5765 32819 2006-10-07T14:10:17Z JWSchmidt 20 information on the origin of the file == Summary == This song ("[http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=781 Wedding-day at Troldhaugen]" by [[w:Lyric Pieces|Edvard Grieg]]) is in the public domain. I (John Schmidt) made this audio file using [[w:MIDI|MIDI]] and [[GarageBand]]. == Licensing == {{GFDL-self}} 5767 27115 2006-09-15T05:51:06Z Talonhawk 904 While HTML is primarily concerned with ''semantic formatting'' of the content of a document, and less concerned with its ''style'', there are situations where the meaning of some text is denoted by its presentation. Tables are widely used to organize the text visually on the screen, showing a relationship of some kind and demonstrating the meaning of the text. This activity will: * Familiarize you with tables and lists in html. It will be assumed you: * Can identify HTML elements, attributes and their values. This activity is '''not''' designed to: * Give a comprehensive list of elements, attributes or their accepted values. * Discuss document type, the meta element, or comments. == Lists == HTML allows you to easily set apart lists from the rest of your content with one of three different list types: Unordered (bulleted), ordered (numbered) and definition lists. Different kinds of lists can be nested to form an outline. === Unordered List === The unordered, or bulleted, list is formed using two elements. The list itself is defined using an unordered list element, and each item is marked using a list item element: <font color=blue>&lt;ul&gt;</font> <font color=blue>&lt;li&gt;</font>Item<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;li&gt;</font>Item<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;li&gt;</font>Item<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;&#047;ul&gt;</font> * Item * Item * Item === Ordered List === The ordered, or numbered, list is formed similarly to the unordered list using an ordered list element and the list item element from before. The ordered list element also has a handy start attribute that allows you to set a starting number other than 1. <font color=blue>&lt;ol&gt;</font> <font color=blue>&lt;li&gt;</font>Item<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;li&gt;</font>Item<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;li&gt;</font>Item<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;&#047;ol&gt;</font> # Item # Item # Item === Definition List === The definition list is a slight departure from the two. While it uses an opening and closing definition list element similarly, it has two different elements for the items in the list. The first is the term element for the definition list and the second is the definition element for the definition list. <font color=blue>&lt;dl&gt;</font> <font color=blue>&lt;dt&gt;</font>Item<font color=blue>&lt;&#047;dt&gt;</font> <font color=blue>&lt;dd&gt;</font>The item's definition.<font color=blue>&lt;&#047;dd&gt;</font> <font color=blue>&lt;dt&gt;</font>Item<font color=blue>&lt;&#047;dt&gt;</font> <font color=blue>&lt;dd&gt;</font>The item's definition.<font color=blue>&lt;&#047;dd&gt;</font> <font color=blue>&lt;&#047;dl&gt;</font> ; Item : The item's definition. ; Item : The item's definition. === Try it! === Let's try making this simple outline using nested lists. Try to duplicate these results without peeking at my source below. ---- <ol start=2> <li>Get mail. <li>Shop for office supplies. <ul> <li>Printer paper. <li>Toner. </ul> <li>Deliver mail and supplies. </ol> ---- Here is one way to reproduce this list: <font color=blue>&lt;ol start&#061;&quot;2&quot;&gt;</font> <font color=blue>&lt;li&gt;</font>Get mail.<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;li&gt;</font>Shop for office supplies.<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;ul&gt;</font> <font color=blue>&lt;li&gt;</font>Printer paper.<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;li&gt;</font>Toner.<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;&#047;ul&gt;</font> <font color=blue>&lt;li&gt;</font>Deliver mail and supplies.<font color=blue>&lt;&#047;li&gt;</font> <font color=blue>&lt;&#047;ol&gt;</font> == Tables == In HTML tables are set up similarly to lists, but are rendered differently and can be confusing early on. Tables are built using a number of elements. The table is first defined by the table element, then each row is defined by a table row element, and finally each cell within each row is defined by a table cell. There are additional elements that can be used to define tables, but some are not fully supported. <font color=blue>&lt;table&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Data cell.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Data cell.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Data cell.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Data cell.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;&#047;table&gt;</font> === Try it! === Open up your text editor and type the above table example. Save it as 'table.html' and open it in your web browser. A table generally 'shrinks' to fit its contents, but the width attribute allows you to specify either a number of pixels or a percentage of the are the table is in as the width. <font color=blue>&lt;table width&#061;&quot;100&quot;&gt;</font> - specifies that the table is 100 pixels wide. <font color=blue>&lt;table width&#061;&quot;80&#037;&quot;&gt;</font> - specifies that the table is 80% of the space in which it resides. You may also want to have more control over the border. The border attribute specifies the width of the border in pixels. The Setting the border attribute to 0 will 'turn off' the border. <font color=blue>&lt;table border&#061;&quot;0&quot;&gt;</font> - will display no border. <font color=blue>&lt;table border&#061;&quot;2&quot;&gt;</font> - will display a border that is two pixels wide. === Try it! === Let's open up our 'table.html' and alter our table a bit. <font color=blue>&lt;html&gt;</font> <font color=blue>&lt;head&gt;</font> <font color=blue>&lt;title&gt;</font>Table Example<font color=blue>&lt;&#047;title&gt;</font> <font color=blue>&lt;&#047;head&gt;</font> <font color=blue>&lt;body&gt;</font> <font color=blue>&lt;table width&#061;&quot;80&#037;&quot; border&#061;&quot;3&quot; bgcolor&#061;&quot;&#035;ffff00&quot;&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Top left.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Top right.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Lower left.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Lower right.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;&#047;table&gt;</font> <font color=blue>&lt;&#047;body&gt;</font> <font color=blue>&lt;&#047;html&gt;</font> Save and refresh your browser. You should notice several things. The table takes up 80% of the page in width, the border is noticeably thick and has a 3D beveled appearance, and the background of the table is yellow. The background color attribute will accept either hex values or the name of some colors. To finish this activity, make it a three by three table and give the center-most cell a green background. {| width="80%" border="3" style="background:#ffff00" | Top left. | Top middle. | Top right. |- | Middle left. | style="background:#00ff00" | Center. | Middle right. |- | Lower left. | Lower middle. | Lower right. |} And this is how I did it: <font color=blue>&lt;html&gt;</font> <font color=blue>&lt;head&gt;</font> <font color=blue>&lt;title&gt;</font>Table Example<font color=blue>&lt;&#047;title&gt;</font> <font color=blue>&lt;&#047;head&gt;</font> <font color=blue>&lt;body&gt;</font> <font color=blue>&lt;table width&#061;&quot;80&#037;&quot; border&#061;&quot;3&quot; bgcolor&#061;&quot;&#035;ffff00&quot;&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Top left.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Top middle.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Top right.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Middle left.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td bgcolor&#061;&quot;&#035;00ff00&quot;&gt;</font>Center.<font color=blue>&lt;&#047;html&gt;</font> <font color=blue>&lt;td&gt;</font>Middle right.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;tr&gt;</font> <font color=blue>&lt;td&gt;</font>Lower left.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Lower middle.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;td&gt;</font>Lower right.<font color=blue>&lt;&#047;td&gt;</font> <font color=blue>&lt;&#047;tr&gt;</font> <font color=blue>&lt;&#047;table&gt;</font> <font color=blue>&lt;&#047;body&gt;</font> <font color=blue>&lt;&#047;html&gt;</font> [[Category:Web Design]] 5784 27153 2006-09-15T13:41:41Z JWSchmidt 20 [[Topic:Library and Information Science]] moved to [[School:Library and Information Science]]: it is on the list of schools at [[Wikiversity:Schools]] #REDIRECT [[School:Library and Information Science]] 5786 27156 2006-09-15T14:03:53Z JWSchmidt 20 subcategory [[Category:Practical Arts and Sciences]] 5789 27206 2006-09-15T14:25:46Z JWSchmidt 20 [[Wiki Science/Semantic prosthetic]] moved to [[User:JWSchmidt/Semantic prosthetic]]: I wabt to work on this #REDIRECT [[User:JWSchmidt/Semantic prosthetic]] 5791 27213 2006-09-15T14:35:38Z JWSchmidt 20 I (JWSchmidt) made this image. == Summary == I (JWSchmidt) made this image. == Licensing == {{GFDL-self}} 5792 27214 2006-09-15T14:36:27Z JWSchmidt 20 I (JWSchmidt) made this image. == Summary == I (JWSchmidt) made this image. == Licensing == {{GFDL-self}} 5793 27216 2006-09-15T14:39:21Z JWSchmidt 20 I (JWSchmidt) made this image. == Summary == I (JWSchmidt) made this image. == Licensing == {{GFDL-self}} 5818 27309 2006-09-15T21:48:33Z JWSchmidt 20 == Licensing == {{GFDL-self}} 5820 27316 2006-09-15T22:47:32Z 205.189.97.202 Redirecting to [[Wikiversity:Vandalism]] #REDIRECT[[Wikiversity:Vandalism]] 5821 80190 2007-01-23T00:45:42Z CQ 1939 /* Proposed interactive learning resource projects */ added blurb about [[Topic:VoIP|]] One of the main goals of Wikiversity is to provide free and open learning resources to all [[Wikiversity:Learning#Learning groups|learning groups]]. Besides traditional text books, discussion forums, and illustrations, many modes of learning are based on the interaction with a subject. This page is the starting point to explore the already available interactive learning tools, and to add and discuss new ones. Currently, we define as "interactive resources" all pages contained in Wikiversity that let a learner ''interact'' with the visible objects on that page and thus explore a topic or concept by changing those objects or by recording their behavior in time and space within that page. This may include a wide range of resources, from browser based simulations and interactive graphics to the manipulation of external objects through the controls provided in the page. Also, projects to define a framework for a set of such interactive resources and the organization and policies regarding their creation and use will be discussed in the pages referenced from here. ===Proposed interactive learning resource projects=== List and discuss proposed interactive learning resource projects. *[[Interactive labs]] for concepts in [[School:Mathematics|Mathematics]] and the [[Portal:Physical Sciences|Physical Sciences]]. *[[Topic:Internet Audio and Video|Internet Audio and Video]] labs are planned to create new internet [[:Category:Types of educational media|educational media resources]] as a division of the [[School:Media Studies|School of Media Studies]]. One of the pilot projects studies and experiments with [[Topic:VoIP|VoIP]] ([[w:Voice over Internet Protocol|Voice over Internet Protocol]]). *... ==See also== *[[m:Embed Media|Embed Media]] - project to extend MediaWiki, "The media framework will serve inline JavaScript" *A guide to existing Wikiversity learning projects: [[Portal:Learning Projects|Learning Project Portal]] *[[Portal:Education]] - the Wikiversity model of online education. *If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. *If there is a conventional subject area that you want to explore, try browsing the [[Wikiversity:Schools|Wikiversity Schools list]] or the [[Wikiversity:Major portals|major Wikiversity portals]]. {{WikiversityUsers}} [[Category:Wikiversity|Interactive learning resources]] 5822 45161 2006-11-13T03:47:01Z Rayc 57 cat Concepts in [[School:Mathematics|Mathematics]] and the [[Portal:Physical Sciences|Physical Sciences]] can be explored by learners when interacting with objects modeling the topic in question. This page dicusses free and open resources and tools to provide such interactive pages, called "labs". It also organizes available labs into subjects so that the creation of "courses" becomes easier. ==Tools and frameworks== *Project to use [[Interactive labs (Java applet)|Java applets]] as a framework. (Add all available frameworks) ==List of lab subjects== (Add all available subjects) *[[Topic:Basic Blues & Rock]] *... ==See also== *Portal for [[Portal:Learning Materials|Learning Materials]] *Project [[Wikiversity:Interactive learning resources|interactive learning resources]] *[[MediaWiki Project]] - participants develop new MediaWiki features for the Wikiversity community. [[Category:MediaWiki Project]] 5826 45454 2006-11-14T02:37:32Z JWSchmidt 20 /* External references */ free java This page discusses and organizes the use of [[w:Java applet|Java applets]] as a framework for the creation of [[Interactive labs]] for topics in [[School:Mathematics|Mathematics]] and the [[Portal:Physical Sciences|Physical Sciences]]. ==Technical issues== The use of Java applets as a framework for interactive learning resources aims to use the open technology of integrating them within a web page, as well as the wide availability of "plugins" for all major web browser to execute the Java code. The most natural subject for these resources are graphical simulations and "laboratory" courses in Mathematics and the Physical Sciences. To keep the actual labs and tools free and open, the source code will have to be licensed under the [[w:GNU General Public License|GNU General Public License]]. The Java applet is run on the learner's computer and needs to be downloaded within the Wikiversity page that contains the course description or instructions. It therefore will be packaged in a single [[w:JAR (file format)|JAR file]]. The HTML read by the browser will contain an "Applet" HTML tag (or "Object") per applet on that page in order to download the JAR file and to start the applet execution. The HTML tags must be generated by the [[w:MediaWiki|MediaWiki software]], when the (yet to be defined) wiki applet "reference" is added to a Wikiversity page. :Might be better to enable the html that calls the applet. A lot of programmers and people around with knowledge of that two or three lines of code necessary and sufficient. It is documented in Sun's documentation. Why use our own unique reference language instead of standard html tags? [[User:Mirwin|Mirwin]] 06:55, 6 November 2006 (UTC) The JAR file contains precompiled [[w:Java bytecode|class files]] and other support files. To keep the learner's computer safe from unwanted or detrimental software, the source for the class files need to be open to audits and the creation and upload of JAR files need to follow a trustworthy process. Additionally, the applets should be regarded as "untrusted" by the web browser, so that the restrictions of the [[w:Sandbox (computer security)|Java sandbox]] are enforced. ===Projects=== *Provide an [[Interactive labs (Java applet)/Develop Source|open source development area]] (in progress) *Create [[Interactive labs (Java applet)/MediWiki JAR support|JAR support]] in a test ''MediaWiki'' installation (in planning stage) *Ask for comment and feedback from Wikiversity and MediaWiki communities *Integrate applet support in official MediaWiki release *Create framework and labs (Add any other projects, here) ==Proposal for the management of applets== ==Framework and development of labs== Since the source for all source code must be licensed under GPL, available to the public, and the development of all code should be (in principle) open to all volunteers interested in this project, a dedicated [[w:SourceForge|SourceForge project]] was initated (see external references). A general framework will be constructed to provide a common infrastructure (e.g. passing parameters from the wiki, like the language used in the lesson), and a set of tools and graphical "widgets" to ease the creation of a lab. The ultimate goal of this framework would be a simple, modular set of "parts" that can easily be assembled, even by volunteers with only a basic knowledge of Java. ==See also== *[[Wikiversity:Interactive learning resources]] *[[Topic:Java]] *[[MediaWiki Project]] ==External references== *[https://sourceforge.net/projects/labsatwiki Labs4Wikiversity at SourceForge] *[http://www.sun.com/software/opensource/java/ Free Java] [[Category:MediaWiki Project]] [[Category:Java]] 5828 67783 2007-01-08T01:14:13Z JWSchmidt 20 [[Category:Craft Arts]] '''Craft arts''' are those artistic endeavours that are primarily concerned with 'craft-based' expression. Sometimes known as the 'manual' or 'practical' arts, craft arts deal with bringing beauty to the everyday. The ''Division of Craft Arts'' is part of the [[Portal:Fine Arts|School of Fine Arts]] at Wikiversity. ==Departments in the Division of Craft Arts== ===Woodwork=== ===Metalwork=== ===Stained Glass=== ===[[Ceramics]]=== Ceramics includes any object, functional, decorative or expressive, that is made from a clay body. =====Lesson Plans===== =====Step-by-Step Instructions===== =====Cool Practicing Artists===== [[Category:Craft Arts]] 5829 27344 2006-09-16T01:33:46Z Sam 1085 redirect to craft arts #REDIRECT [[Topic:Craft Arts]] 5830 27348 2006-09-16T01:39:43Z Az1568 793 +{{TestTemplatesNotice}} Thank you for experimenting with the page [[:{{{1}}}]] on Wikiversity. Your test worked, and it has been [[m:Help:Reverting|reverted]] or removed. Please use [[Wikiversity:Sandbox|the sandbox]] for any other tests you want to do. Take a look at the [[Wikiversity:Welcome, newcomers|welcome page]] if you would like to learn more about contributing.<!-- Template:Test-n (first level warning) --> <noinclude> [[Category:User warning templates|{{PAGENAME}}]] {{TestTemplatesNotice}} </noinclude> 5831 27351 2006-09-16T01:43:35Z Az1568 793 Template:Test2-n Please refrain from adding nonsense to Wikiversity, as you did to [[:{{{1}}}]]. It is considered [[Wikiversity:Vandalism|vandalism]]. If you would like to experiment, use the [[Wikiversity:Sandbox|sandbox]]. <!-- Template:Test2-n (Second level warning) --><noinclude>{{TestTemplatesNotice}}[[Category:User warning templates|{{PAGENAME}}]]</noinclude> 5832 27354 2006-09-16T01:48:28Z Az1568 793 Template:Test3-n Please stop. If you continue to vandalize pages, as you did to [[:{{{1}}}]], you will be [[Wikiversity:Blocking policy|blocked]] from editing Wikiversity. <!-- Template:Test3-n (Third level warning) --> <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] </noinclude> 5833 27355 2006-09-16T01:52:12Z Az1568 793 Template:Test3 Please stop. If you continue to [[Wikiversity:Vandalism|vandalize]] pages, you will be [[Wikiversity:Blocking policy|blocked]] from editing Wikiversity. <!-- Template:Test3 (Third level warning) --> <noinclude>{{TestTemplatesNotice}}[[Category:User warning templates]]</noinclude> 5834 27357 2006-09-16T01:57:27Z Az1568 793 Template:Test4 [[Image:Stop_hand.svg|left|30px]] This is your '''last warning'''. <br>The next time you [[Wikiversity:Vandalism|vandalize]] a page, you ''will'' be [[Wikiversity:Blocking policy|blocked]] from editing Wikiversity. <!-- Template:Test4 (Fourth level warning) --> <noinclude> [[Category:User warning templates]] {{TestTemplatesNotice}} </noinclude> 5835 27359 2006-09-16T02:01:32Z Az1568 793 Template:Test4-n [[Image:Stop_hand.svg|left|30px]] This is your '''last warning'''. <br>The next time you [[Wikiversity:Vandalism|vandalize]] a page, as you did to [[:{{{1}}}]], you ''will'' be [[Wikiversity:Blocking policy|blocked]] from editing Wikiversity. <!-- Template:Test4-n (Fourth level warning) --> <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] </noinclude> 5836 27361 2006-09-16T02:15:14Z Az1568 793 Template:Test5 <div style="clear: both"></div>{{{1|[[Image:Octagon-warning.svg|left|30px| ]] }}}'''You have been temporarily [[Wikiversity:Blocking policy|blocked]] from editing for vandalism of Wikiversity.''' Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, and other deliberate attempts to disrupt Wikiversity are considered [[Wikiversity:vandalism|vandalism]]. If you wish to make useful contributions, you may come back after the block expires. <!-- Template:Test5 --> <noinclude> [[Category:User block templates|Temporary]] * Please remember to [[m:Help:Substitution|substitute]] the template using <tt><nowiki>{{subst:</nowiki>{{PAGENAME}}}}</tt> instead of <tt><nowiki>{{</nowiki>{{PAGENAME}}}}</tt>. </noinclude> 5837 27363 2006-09-16T02:28:18Z Az1568 793 +subst: <div style="padding:5px; border: 1px solid #ccc; background:#FFF; clear:both" class="user-block"> [[Image:Modern clock chris kemps 01 with Octagon-warning.svg|left|40px]] You have been [[Wikiversity:Blocking policy| blocked]] from editing for a period of {{{1}}} for [[Wikiversity:Vandalism|vandalizing]] Wikiversity. If you wish to make useful contributions, you are welcome to come back after the block expires. {{{2|~<includeonly>~~</includeonly>~}}} <!-- Template:Test5-n --> </div><noinclude>[[Category:User block templates|Temporary]] * Please remember to [[m:Help:Substitution|substitute]] the template using <tt><nowiki>{{subst:</nowiki>{{PAGENAME}}}}</tt> instead of <tt><nowiki>{{</nowiki>{{PAGENAME}}}}</tt>.</noinclude> 5838 77639 2007-01-17T05:53:34Z JWSchmidt 20 [[Category:Templates]] This category groups block templates used by administrators. These templates should generally be placed on the user discussion page using <nowiki>{{subst:TemplateName}}</nowiki> (some templates may have optional parameters). [[Category:Templates]] 5839 62772 2006-12-25T10:32:55Z Remi0o 3985 Software engineering is "(1) the application of a systematic, disciplined, quantifiable approach to the development, operation, and maintenance of software, that is, the application of engineering to software," and "(2) the study of approaches as in (1)." – IEEE Standard 610.12 == Introduction == Software Engineering (SE) is the design, development, and documentation of software by applying technologies and practices from computer science, project management, engineering, application domains, interface design, digital asset management and other fields. The term software engineering was popularized after 1968, during the 1968 NATO Software Engineering Conference (held in Garmisch, Germany) by its chairman F.L. Bauer, and has been in widespread use since. The term software engineering has been commonly used with a variety of distinct meanings: * As the informal contemporary term for the broad range of activities that was formerly called programming and systems analysis; * As the broad term for all aspects of the practice of computer programming, as opposed to the theory of computer programming, which is called computer science; * As the term embodying the advocacy of a specific approach to computer programming, one that urges that it be treated as an engineering discipline rather than an art or a craft, and advocates the codification of recommended practices in the form of software engineering methodologies.[4] * Software engineering is "(1) the application of a systematic, disciplined, quantifiable approach to the development, operation, and maintenance of software, that is, the application of engineering to software," and "(2) the study of approaches as in (1)." – IEEE Standard 610.12 == Education == People from many different educational backgrounds make important contributions to SE. Today, software engineers earn software engineering, computer engineering or computer science degrees. ;Software degrees About half of all practitioners today have computer science degrees. A small, but growing, number of practitioners have software engineering degrees. In 1996, Rochester Institute of Technology established the first BSSE degree program in the United States but was beaten to ABET accreditation by Milwaukee School of Engineering. Both programs received ABET accreditation in 2003. Since then, software engineering undergraduate degrees have been established at many universities. A standard international curriculum for undergraduate software engineering degrees was recently defined by the CCSE. As of 2004, in the U.S., about 50 universities offer software engineering degrees, which teach both computer science and engineering principles and practices. The first graduate software engineering degree (MSSE) was established at Seattle University in 1979. Since then graduate software engineering degrees have been made available from many more universities. ;Domain degrees Some practitioners have degrees in application domains, bringing important domain knowledge and experience to projects. In MIS, some practitioners have business degrees. In embedded systems, some practitioners have electrical or computer engineering degrees, because embedded software often requires a detailed understanding of hardware. In medical software, some practitioners have medical informatics, general medical, or biology degrees. ;Other degrees Some practitioners have mathematics, science, engineering, or other technical degrees. Some have philosophy, or other non-technical degrees. And, some have no degrees. Note that Barry Boehm earned degrees in mathematics and Edsger Dijkstra earned degrees in physics. == Employment == Most software engineers work as employees or contractors. Software engineers work with businesses, government agencies (civilian or military), and non-profit organizations. Some software engineers work for themselves as freelancers. Some organizations have specialists to perform each of the tasks in the software development process. Other organizations required software engineers to do many or all of them. In large projects, people may specialize in only one role. In small projects, people may fill several or all roles at the same time. Specializations include: in industry (analysts, architects, developers, testers, technical support, managers) and in academia (educators, researchers). There is considerable debate over the future employment prospects for Software Engineers and other IT Professionals. For example, an online futures market called the Future of IT Jobs in America attempts to answer whether there will be more IT jobs, including software engineers, in 2012 than there were in 2002. == Certification == Certification of software engineers is a contentious issue. Some see it as a tool to improve professional practice. Most successful certification programs in the software industry are oriented toward specific technologies, and are managed by the vendors of these technologies. These certification programs are tailored to the institutions that would employ people who use these technologies. General certification of software practitioners has struggled. The ACM had a professional certification program in the early 1980s, which was discontinued due to lack of interest. Today, the IEEE is certifying software professionals, but only about 500 people have passed the exam by March 2005. In Canada the use of the title of Software Engineer is regulated[citation needed], and Information Systems Professional certification is used. For the localities that do not license or certify software engineers, some hiring classifications are made based on education and experience. Classification levels may include: entry-level, mid-level, and senior. Typical entry-level software engineers have a bachelor's degree and zero to five years of experience. Typical mid-level software engineers have a bachelor's or master's degree and have five to ten years of experience. Typical senior-level software engineers have an advanced degree and have ten or more years of experience. Note that these are only guidelines that are trends seen in hiring practices[citation needed] and that many exceptions exist. == Conferences == Several academic conferences devoted to software engineering are held every year. There are also many other academic conferences every year devoted to special topics within SE, such as programming languages, requirements, testing, and so on. ;ICSE The biggest and oldest conference devoted to software engineering is the International Conference on Software Engineering. This conference meets every year to discuss improvements in research, education, and practice. ;COMPSAC The Annual International Computer Software and Applications Conference was first held in Chicago in 1977 and is designated as the IEEE Computer Society signature conference on software technology and applications. ;ESEC The European Software Engineering Conference. ;FSE The Foundations of Software Engineering conference is held every year, alternating between Europe and North America. It emphasizes theoretical and foundational issues. ;CUSEC Conferences dedicated to inform undergraduate students like the annual Canadian University Software Engineering Conference are also very promising for the future generation. It is completely organized by undergraduate students and lets different Canadian universities interested in Software Engineering host the conference each year. Past guests include Kent Beck, Joel Spolsky, Philippe Kruchten, Hal Helms, Craig Larman, David Parnas as well as university professors and students. ;SEPG The annual Software Engineering Process Group conference, sponsored by the Carnegie Mellon Software Engineering Institute (SEI), is a conference and exhibit showcase for systems and software engineering professionals. The four-day event emphasizes systematic improvement of people, processes, and technology. ;INFORMATICS-INFORMATIQUE The annual Canadian information technology, data processing and software engineering symposium, sponsored by the Canadian Information Processing Society. First held in 1958. ;ICALEPS International Conference on Accelerator and Large Experimental Physics Control Systems Conference [5]. Biennial conference covering software engineering for large scale scientific control systems. First held in 1987. ;APSEC Asia Pacific Software Engineering Conference == Learning Guide == ==Learning Portals, Course Notes, Study Trails, and/or Symposiums== [[Object Oriented Software Design]] [[Category:Computer Science]] [[Category:Engineering]] 5843 77364 2007-01-16T23:42:53Z Mystictim 626 [[Metalwork]] moved to [[Topic:Metalwork]]: moved to appropriate name space as description of a department Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== This department concerns itself with the craft of metalwork, that is to say the shaping of metal, in terms of both the physical method and the ultimate artistic or practical application. ==Department news== * '''15 September 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Welding]] * [[Blacksmithing]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 5844 36757 2006-10-19T21:37:22Z Lordcorvid 1203 /* Other Internet Resources */ Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== The Welding Learning Project exists to provide a program of study and a network of feedback and support for beginning welders. ==Goals== By the time this project reaches maturity, it should: * describe the various processes of modern welding * relate essential metallurgical and technical concepts * prepare students to work ''safely'' in a metal shop * provide a course of self-study exercises that develop essential skills, harbor methodical understanding, and train ones muscles for the demanding task of joining metal * present comprehensive photographic and textual weld analysis tools for the independent learner * foster a community of mutually-supportive learners ===Skills to learn include:=== * Shop Safety * Oxy-Fuel Welding & Cutting * SMAW (Stick Welding) * GMAW (Mig Welding) * GTAW (Tig Welding) * Basic Blueprint Reading * Basic Metallurgy ==Concerning Safety== It is essential that '''Shop Safety''' be the first topic to be developed in this course. Welding involves bare electricity, molten metal and explosive gasses, so before any projects are attempted, the student should ''thoroughly'' understand how to interact with these elements with minimal risk. Also, a disclaimer should be prepared and posted. [http://www.welding-advisers.com/Welding-helmet.html This] site contains a good introduction to welding safety, including links to [http://www.osha.gov/SLTC/weldingcuttingbrazing/index.html OSHA] publications. ==[[Portal:Learning Materials|Learning materials]]== The Internet teems with welding-related resources, and one purpose of this Learning Project is to pool them together into a useful, indexed directory. ===Printed Texts=== * <u>Oxyacetylene Welding: Basic Fundamentals</u> by Ronald J. Baird. * <u>Arc Welding: Basic Funamentals</u> by John R. Walker * <u>Welding Metallurgy</u> by Sindo Kou * <u>Welding Fabrication and Repair: Questions & Answers</u> by Frank Marlow ===Electronic Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Other Internet Resources=== * http://www.welding-advisers.com/ * http://www.sasked.gov.sk.ca/docs/paa/welding/index.html * http://www.stanford.edu/group/prl/documents/index.htm * http://www.calaged.org/ResourceFiles/Curriculum/advcluster/2304.txt ===Lessons=== # Introduction to the Processes of Welding # General Shop Safety # Math & Measurement for Welding # Basic Welding Metallurgy # Oxy-Acetylene Welding ## Oxy-Acetylene Equipment ### Cylinders ### Regulators ### Torches ### Filler Materials & Fluxes ### Other Tools ## Welding in the Flat Position ### Square (Butt) Joint w/o Filler Material ### Square Joint w/ Filler Rod ### Lap Joint ### T-Joint ### Corner Joint ### ... ## Welding in the Horizontal Position ### Square (Butt) Joint w/o Filler Material ### Square Joint w/ Filler Rod ### Lap Joint ### T-Joint ### Corner Joint ### ... ## Welding in the Vertical Position ### Square (Butt) Joint w/o Filler Material ### Square Joint w/ Filler Rod ### Lap Joint ### T-Joint ### Corner Joint ### ... ## Welding in the Overhead Position ### Square (Butt) Joint w/o Filler Material ### Square Joint w/ Filler Rod ### Lap Joint ### T-Joint ### Corner Joint ### ... ##... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Lordcorvid|Lordcorvid]] (Currently in Welding School) [[Category:{{PAGENAME}}|{{PAGENAME}}]][[Category:Art and Design]][[Category:Metalwork]][[Category:Practical Arts and Sciences]] [[Category:Professions]] 5845 30015 2006-09-27T21:48:28Z JWSchmidt 20 /* Learning Projects */ Welcome to Adobe Flash [[w:ActionScript|ActionScript]]! I'm glad you've decided to try and learn ActionScript, it is truly a wonderful programming language with plenty of potential in the domain of interactive media. Firstly, I would like to introduce myself, as teachers do. I am Raven Storm, a young Canadian programmer who has been working in ActionScript for over three years. I have plenty of free time that I've turned into a lot of experience. As an active member of the WikiMedia community, I would like to contribute in whatever way I can by creating this basic tutorial. So let's get started, shall we? ==Prerequisites== Since ActionScript is a basic scripting language, there is no real need for any programming experience prior to this tutorial. Basic knowledge of HTML and computers in general are a plus! ==[[Portal:Learning Projects|Learning Projects]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! * ... ===ActionScript tutorial=== This tutorial will cover everything you need to get started. There are plenty of tutorials out there that cover complex and specific engines created in ActionScript: this is not (yet) a congolomeration of these tutorials (see websites like [http://www.kirupa.com/ Kirupa.com]) but an introduction to ActionScript so that you can understand those tutorials! *[[ActionScript:Introduction]] ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. *[[User:Ravenstorm|Ravenstorm]] 01:20, 27 September 2006 (UTC) ==See also== *[[b:Programming:Action script|Programming:Action script]] - at Wikibooks [[Category:Flash ActionScript]] 5846 75846 2007-01-14T18:38:12Z JWSchmidt 20 learning projects This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:Assembly Language Please insert a description of ASM and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. ==Course Description== This is a Wikiversity content development project. Participants in this project create, organize and devlop learning resources about Assembly Language. Please put what we will be covering here. Be enthusiastic, not dry. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Introduction to Assembly Language]] - Otherwise known as <em>machine agnostic</em> ASM. More specific areas devoted to each platform can be created as well. * Achitectures ** [[PPC Assembly Language]] ** [[ARM Assembly Language]] ** [[x86 Assembly Language]] ** [[360/370 Assembly Language]] ** etc... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==Active participants== [[Category:Assembly language]] 5847 78038 2007-01-18T00:01:07Z 32.97.110.142 /* minor typo get vs. be */ [[Image:Cimage.jpg|Thumb|right|300px]] Welcome to the Wikiversity content-development project for the '''C''' computer language, part of the [[Topic:Computer Programming|Division of Computer Programming]]. ==Prerequisites== C is the spring-board to learning a computer language. Any novice can also learn C without any prior knowledge of programming. In many ways, C is more about logic than programming. Of course, you will be introduced to the programming fundamentals a little later. Here, we shall start from the very scratch. ===Wikibooks textbook and Wikipedia articles=== Wikiversity participants should use and help develop the [[b:C Programming|C Programming book]] at Wikibooks and make use of Wikipedia. Wikiversity learning resources should not take the form of a general [[w:Programming language|encyclopedia article]], textbook or manual: Wikiversity is for other types of learning resources. Wikiversity has a "learn by doing" approach to e-learning, so learning projects are particularly useful. Design activities and projects for Wikiversity participants and attempt to establish a collaborative learning environment. ==Lessons== * [[Topic:C/Before you start| Before you start]] * [[Introduction to C]] * [[Data Types and Keywords]] * [[Type Qualifiers]] * [[Storage Classes]] * [[Typecasting]] * [[Variables and Expressions]] * [[Flow Control]] * [[Functions and Methods]] * [[Pointers and Arrays]] * [[Structs]] * [[Input and Output]] * [[C Source Codes]] ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. #--[[User:59.182.22.194|59.182.22.194]] 13:19, 23 November 2006 (UTC) Quasar Chunawalla #--[[User:59.160.160.5|59.160.160.5]] 14:29, 8 December 2006 (UTC) #--[[User:60.52.0.79|60.52.0.79]] 13:14, 11 December 2006 (UTC) #--[[User:80.230.255.60|80.230.255.60]] 21:54, 28 December 2006 (UTC) [[Category:C computer language]] [[User:Ranger|Ranger]] 20:40, 4 January 2007 (UTC) [[User:138.162.128.58|138.162.128.58]] 13:24, 8 January 2007 (UTC) ````` 5848 53575 2006-12-10T19:26:25Z Heckler0077 3993 Redirecting to [[C++]] #REDIRECT [[C++]] 5849 80752 2007-01-24T22:24:03Z Jdolson37 5765 This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:C Sharp Thank you for your interest in C# (pronounced "C" sharp). C# is a powerful and flexible programming language. C# is an object-oriented visual programming language that is event-driven. In order to take advantage of programming visually, one needs to use an Integrated Development Enviornment (IDE). An IDE allows the programmer to write, test, and debug C# applications quickly and easily. The attraction to using an IDE is due to its simplicty and acceleration of a programs time to completion. With C# you can write applications that are more easily operable with applications written in other languages, older applications, also C# can be used to easily develop software that interacts using industry standards for serial connections, TCP/IP, XML, and many others. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. *[[Introduction to Programming]] *[[Introduction to Object Oriented Programming]] ==Description== This page is a content development project where participants create, organize and develop learning resources for C#. It is the goal of this class to equip you with the tools and knowledge to create applications using C# that are limited to your imagination. In this class the lessons are structured such that you will write applications that can make decisions, connect with users over the internet, manipulate files, and much more. So please enjoy the lessons and good luck. Since this class requires a hands on education, you will need to obtain a copy of the [http://www.microsoft.com/downloads/details.aspx?FamilyID=0856EACB-4362-4B0D-8EDD-AAB15C5E04F5&displaylang=en Microsoft .NET 2.0 Framework] from Microsoft and an IDE. If you can get it Microsoft's Visual Studio is a good application for this. Or you could use a open source application such as [http://www.icsharpcode.net/OpenSource/SD/ SharpDevelop] It is recommended that a lesson is not started unless you have time to finish it. Interruptions are distractions that make it easier to forget. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning projects can be lessons or wiki-courses. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Introduction to Microsoft.NET]] * [[Introduction to C Sharp]] * [[My First C# Application: "Hello World!"]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. --[[User:DarshanArney|Darshan Arney]] 22:21, 17 October 2006 (UTC) --[[User:Jak08|Jak08]] 21:26, 20 October 2006 (UTC)Jak08 [[Category:C Sharp]] 5850 76911 2007-01-16T03:42:52Z Historybuff 5228 This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:Lisp Please insert a description of Lisp and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. ==Lessons== And here, list and link all the lessons in best learning order. ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. == Links to Materials on the Web == * Episodic Learner Model- The Adaptive Remote Tutor: http://www.psychologie.uni-trier.de/projects/ELM/elmart.html * Learning Lisp: http://www.lisp.org/table/learn.htm (link list) * Common Lisp Educational Resources: http://www.lisp.org/alu/res-lisp-education [[Category: Programming Languages]] 5851 48619 2006-11-26T10:44:51Z 203.94.81.85 /* Enrolled */ '''HTML''' or '''HyperText Markup Language''' is a computer programming language that is used for creating web pages for access over the internet. It tells browsers how to interpret and display the information contained in a web page. HTML a static language, which means that it cannot process (or change its content based on) user input. ==Prerequisites== *Basic understanding of computer programming ''HTML is an introductory level programming language; it's easy to understand and easy to learn. As such, its only prerequisite is a very, very fundamental comprehension of computer logic.'' ==Course Outline== *HTML Editing **WYSIWYG vs. Manual Coding **Content vs. Presentation *W3C Standards ==Lessons== * [[Introduction to HTML]]<!-- Coming soon: user Aepex is currently writing the first draft of this... -- See talk page for XHTML.--> * [[Basic formatting in HTML]] * [[Fonts and colours in HTML]] * [[Lists in HTML]] ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[User:203.94.81.85|203.94.81.85]] 10:44, 26 November 2006 (UTC) [[Category:HTML]] 5852 77646 2007-01-17T05:59:48Z Historybuff 5228 /* Active Participants */ This is a placeholder for [[Portal:Engineering and Technology]] → [[School:Computer Science]] → [[Topic:Computer Programming]] → Topic:Java People often describe Java by comparing it to C++. In many ways, one could say it is a successor to the older programming languages. Java doesn't have pointers like C++ and automatically handles the allocation and reclamation of memory (garbage collection). In case you did not know, a pointer is a programming language datatype whose value refers directly to (“points to”) another value stored elsewhere in the computer memory using its address. These features alone can save a programmer a lot of headaches. While C++ maintained compatibility with the older C language, Java can be seen as abandoning the C legacy, fully embracing the principles of object-oriented programming. For people who make not know what object-oriented programming is, object-oriented programming can be seen as a collection of cooperating objects, as opposed to a traditional view in which a program may be seen as a collection of functions, or simply as a list of instructions to the computer. In object-oriented programming, each object is capable of receiving messages, processing data, and sending messages to other objects. Each object can be viewed as an independent little machine with a distinct role or responsibility. ==Prerequisites== There are no programming prerequisites. You must know at least the basics of how to use a computer, and should be able to start a command line shell. If you already know C++ or any other object oriented language, Java should be easy to pick up. ==Course Description== This course, as you may guess, should teach you everything you would want to know to become an expert Java programmer. Java is a popular and elegant language that every programmer should have in his or her bag of tricks. If you are a beginner to programming, Java is a good place to start. If you already are fluent in any other programming languages, Java is a good way to enhance your computer vocabulary ''Note:'' Since this course is still under construction, you might want to check out some of these other tutorials that are quite good: *http://java.sun.com/docs/books/tutorial/index.html *http://www.duke.edu/~trc7/cps/ *http://www.javacoffeebreak.com/tutorials/gettingstarted/ ===Pros and Cons of Java=== <!-- Note to future editors: Keep it objective. Don't force your own opinions too much --> '''Pros''' * Is extremely popular * Seems to be gaining more and more popularity, lately * Has a large base of freely accessible source code * Moderately easy to learn. Far easier if you're good with C or C++ * Java programs are often portable amongst major OSs like Linux, Windows, and Mac * Is often very easy to decompile '''Cons''' * Is not as powerful as a language like C, C++, or Assembly in that it cannot easily access low-level functions such as are needed for device driver programming (Most people will never care) * Often runs too slow on older computers to be as easily usable as a program written in a language like C or C++ * Requires a rather hefty interpreter to run: The Java Runtime Environment (~30MB ==Tools== NetBeans IDE Source Editor - http://www.netbeans.info/downloads/index.php<br> Eclipse IDE - http://www.eclipse.org/ ==Lessons== We are currently up to the end of Lesson 7: Inheritance. Some other lessons have information too. Note that some lessons are not completely finished and brushed up. If you are experienced in Java, feel free to write more on these lessons, or create new ones. You can simply add some helpful hints and that will be a great contribution. '''Help Section''': [[Java/Help|Help]] ===Java Fundamentals=== '''Lesson 1''': [[Introduction to Java]] '''Lesson 2''': [[Basic Java Language]] '''Lesson 3''': [[Java Decision Structures]] '''Lesson 4''': [[Java Objects and Classes]] '''Lesson 5''': [[Java Error Handling]] '''Lesson 6''': [[Important Java Classes]] '''Fundamentals End''': [[Java Programming Tips]] '''Exercises''': [[Java/Fundamental Exercises|Fundamental Exercises]] ===Intermediate Java=== '''Lesson 7''': [[Java/Inheritance|Inheritance]] '''Lesson 8''': [[Java Error Handling II]] '''Lesson 9''': [[Java/Classes II]] '''Lesson 10''': [[Swing and AWT]] '''Lesson 11''': [[Java Applets]] '''Lesson 12''': [[Java File IO]] '''Lesson 14''': [[Java/Security|Security]] '''Lesson 15''': [[Java/Networking|Networking]] '''Intermediate End''': [[Clean Code in Java II|Clean Coding II]] '''Exercises''': [[Java/Intermediate Exercises|Intermediate Exercises]] ===Advanced-Intermediate Lessons=== '''Lesson 16''': [[Java/Multi Threading|Multi Threading]] '''Lesson 17''': [[Java/Networking II|Networking II]] '''Lesson 18''': [[Java/Advanced Swing|Swing - Advanced]] ===Simple Lessons for Everyone=== '''Lesson 19''': [[Java Deployment|Deploying Programs]] ===Other=== Game Development Project - [[CisLunarFreighter]] - By [[User:Mirwin|Mirwin]] - See [[Topic_Talk:Java]] ==Active Participants== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[User:CodeFish|CodeFish]] 21:58, 22 September 2006 (UTC) <br>[[User:Crossbow9|Crossbow9]] 22:34, 23 September 2006 (UTC) <br>[[User:Teckid1991|Teckid1991]] <br> [[User:Cremisis13|Cremisis13]] 17:33, 26 November 2006 (UTC) (70.255.198.170) [[de:Kurs:Programmierung in Java]] <br>[[User:MetaBohemian|MetaBohemian]] 03:45, 8 January 2007 (UTC) <br>[[User:Historybuff|Historybuff]] 05:57, 17 January 2007 (UTC) (editing, suggestions) Please sign below if you are learning from this topic. Use 4 tildes (~) to sign. <br> [[User:Mirwin|Mirwin]] 19:54, 27 November 2006 (UTC)<br> [[User:Roytales|Roytales]] 09:30, 7 January 2007 (UTC)<br> [[User:Dhanukanaveen|Dhanukanaveen]] 11:37, 11 January 2007 (UTC)<br> [[User:Ex0du5|ex0du5]] 22:33, 12 January 2007 (UTC)<br> [[User:Sapphire|Sapphire]] 03:01, 15 January 2007 (UTC) <!-- add your name ABOVE this line --> [[Category:Java]] [[Category: Computer Science Courses]] 5853 80716 2007-01-24T19:27:03Z Jimmytharpe 5555 /* [[Portal:Learning Projects|Learning Projects]] */ Added lesson links. I plan on getting the Introudctions started (if not completed) so please don't remove them. This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:Javascript JavaScript is one of the most powerful [[programming languages]] in common use. However, even those proficient in JavaScript often do not realize its power. For example, did you know that JavaScript... * Is fully [[Object Oriented Software Design|Object Oriented]]? * Is [[Wikipedia:Strongly typed|strongly typed]] and uses [[Wikipedia:Type inference|type inference]]? * Has advanced language features such as [[Wikipedia:Anonymous function|anonymous methods]]? ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== * [[Introduction to JavaScript for Programmers]] * [[Introduction to JavaScript for Non-Programmers]] * [[Intermediate JavaScript]] * [[Advanced JavaScript]] [[Category:Programming Languages]] 5854 75990 2007-01-14T22:46:22Z Historybuff 5228 This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:OCaml Please insert a description of OCaml and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. ==Lessons== * [[Introduction to OCaml]] -- for 3-year olds and up :-) ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[Category:Programming Languages]] 5855 68487 2007-01-09T01:01:11Z JWSchmidt 20 [[Category:Perl]] [[Portal:Engineering and Technology]] > [[School:Computer Science]] > [[Topic:Computer Programming]] > [[Topic:Perl]] Perl, like [[Topic:Python|Python]] and [[Topic:PHP|PHP]] is an essential part of a [[learning path]] such as [[Open Source Degree Confirmation]], [[Topic:The Art of Computer Programming|The Art of Computer Programming]], [[Topic:Linux Server Administration|Linux Server Administration]] or [[Topic:Web Services Using LAMP|Web Services Using LAMP]]. <small>'''[[Topic:LAMP|LAMP]]:''' [[Topic:Linux|Linux]] | [[Topic:Apache|Apache]] | [[Topic:MySQL|MySQL]] | [[Topic:Perl|Perl]] || [[Topic:Python|Python]] || [[Topic:PHP|PHP]]</small>. ==Prerequisites== The usual [[Topic:Introduction to Programming|Introduction to Programming]] and [[Topic:Introduction to Programming Logic|Introduction to Programming Logic]], plus a broad selection of of CS topics of interest - to you. Walk your own '''path'''. <small>'''A suggestion:''' If you are leaning toward Web applications... A large percentage of Perl's real-world application has to do with the Web and Web Programming. If this is the route you're taking, Perl ''might'' be for you. If so, some fundementals of [[Topic:Web Design|Web Design]] are in order, particularly [[Web Design/Dynamic Websites]] and [[Web Design/Dynamic Websites/Creating Database Tables]]. While these learning materials lean toward [[Topic:Javascript|Javascript]] and [[Topic:PHP|PHP]], learners should be aware that Perl may offer a practical alternative in many cases.</small> Learners are advised to gain some understanding of related topics: [[Topic:CGI|CGI]], [[Topic:Python|Python]], [[Topic:Databases|Databases]], etc. and to approach the study of Perl with an open mind as a part of a larger study of [[School:Computer Science|Computer Science]]. Perl is many things, but it is NOT a panacea, silver bullet or stand-alone programming language. Its strength is being able to ''adapt'' and ''contribute'' to its environment. ==Course Description== Perl has a rich set of text-processing tools, a flexible syntax, *nix-friendly familiarity, excellent documentation and a massive support community. We will learn that Perl comes with a host of standard built-in functions and another host of available functions that help the programmer write solid, reliable code. We will start with whole programs that touch the gammut of statements, variables, operators, functions, expressions, flow control, subroutines, objects and on to real-time, real-life, '''p'''ractical '''e'''xtraction and '''r'''eporting '''l'''inguistics. Contrary to some schools of thought, Perl is not in competition with Python, PHP or even C/C++ but rather complimentary providing a "glue" for filling in specific niché jobs. This course will show ''how'' to get tasks done and at the same time show some philisophical reasons ''why'' to use Perl for those ''specific'' jobs. As we dig a little deeper, we'll learn about Perl within the context of [[Topic:Applied Computer Science|Applied Computer Science]] as a component of the [[Wikiversity:ACS Practicum|ACS Practicum]]. We will use Perl to help demonstrate modularity, human-machine interfaces, database principles, API fundementals, inter-process communication, lexical scoping and other theoretical aspects of [[School:Computer Science|Computer Science]]. ==Lessons== See a Perl [[Hello%2C_world%21#Perl|Hello, World!]] * [[Fun with Named Colors and Perl]] - Hands on exersize for building a color palette using Perl (Courtesy of [http://perl.wikia.com WikiaPerl] [[Wikia]]) * [[Simple Perl HTML Parser]] - Basic anatomy of a Parser built in Perl (Courtesy of [http://perlmonks.org PerlMonks.org]) * ''find 'em or write 'em...'' ===References=== * [[Perl Syntax]] - Intro to Perl syntax - perldoc perlsyn * [[Perl Variables]] - Intro to Perl variables - perldoc perlvar * [[Perl Functions]] - Intro to Perl Functions - perldoc perlfunc * on down the list: perlop, perlre, ... perlreftut ===Learning guides=== * [[Introduction to Perl]] - a casual orientation for those new to Perl * [[Perl.org]] an overview of Perl online resources * [[Using Perldoc]] an overview and guide to using Perl-doc (Perldoc), Perl man pages and documentation * [[Using CPAN]] - Working the CPAN shell * [[Installing Perl on *Nix Systems]] - Perl on Linux, FreeBSD, and other Unix<sup>tm</sup>-like systems * [[Installing Perl on Win32 Systems]] - Installing Activestate<sup>tm</sup> and other versions of Perl for Windows<sup>tm</sup> systems * ... ===Tutorials=== * [[Perl Hello World|Developing a cool-looking 'Hello World']] * [[Perl Shell|A minimal perl shell]] * [[Perl 99 Bottles|Advanced version of '99 Bottles of Beer']] ==Enrolled== #[[User:AdamG|AdamG]] 15:57, 1 October 2006 (UTC) I'm interested in learning Perl. I know python scripting and would like to learn other languages for perspective/comparison. #[[User:CQ|CQ]] 18:11, 10 October 2006 (UTC) I'm a novice Perl coder. I like the language and features of Perl and I helped create the [[Wikia:perl|WikiaPerl]] site, which desires to participate here at Wikiversity. #[[User:Matthewdavid|Matthewdavid]] 10:25, 29 December 2006 (UTC) I am learning perl. I am a sys admin. Much of what I administrate is written in Perl and I'd like to be able to modify and create in the language. #[[User:Cavac|Cavac]] 2007-01-04; i wrote some Perl tutorials for my Blog and i'm gonna port them to Wikiversity. #... [[Category:Perl]] 5856 68608 2007-01-09T14:09:27Z Daniel15 5122 Capitalisation This is a placeholder for [[Portal:Engineering and Technology]] &mdash;> [[School:Computer Science]] &mdash;> [[Topic:Computer Programming]] &mdash;> Topic:PHP Welcome to Wikiversity's home for PHP! PHP is a high level, dynamic, server side scripting language. It is superior to raw HTML as it does away with static content and is far more efficient. It has become popular in recent years as it is open source (free), while alternatives such as ASP are not. ==Prerequisites== Before starting the course, we suggest you go over the following: * [[Introduction to Computer Science]] - it is highly recommended that participants complete this course first. ==Course Description== The course will help you learn PHP by going over material step by step and explaining relevant concepts. Reference materials will be complemented by learning guides, which will expand on the reference by elaborating the how and why of each topic. ==Lessons== ===References=== * [[Introduction to PHP]] - A basic outline of PHP. * [[Variables in PHP]] - Extensive guide on variables in PHP * [[PHP Constants]] - Constants in PHP ===Learning guides=== * [[Introduction to PHP Learning Guide]] - Guided tour of the above [[Introduction to PHP]] reference, in development ==Further reading== * [[25 Essential PHP Functions]] - A list of functions important to be familiar with. Suggested reading for those who have completed the lessons. * [[b:Programming:PHP]] - An excellent wikibook on PHP programming that supplements this course ==Mentoring== If you are interested in learning PHP with a mentor, list yourself below by adding a *<nowiki>~~</nowiki>~~ * [[User:Example|Example]] {{CURRENTTIME}}, {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} (UTC) * [[User:Gibrel|Gibrel]] 00:22, 10 October 2006 (UTC) * [[User:Jak08|Jak08]] 21:50, 20 October 2006 (UTC)Jak08 * [[User:Diegoramos|Diegoramos]] 20:16, 10 November 2006 (UTC) [[Category:PHP]] 5857 77257 2007-01-16T20:42:58Z JWSchmidt 20 if you insert a commont do not convert half the article into a comment This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:Python '''Python''' is a high-level, object oriented programming language, created by Guido van Rossum in 1990. Python has a number of advantages, including: * Easy learning: Python is quite easy to learn, so it's a good choice if you have never programmed before. * Readability: The syntax is very clear, so it is easy to understand program code. * Very high-level language: Python looks way more like plain English than like a low-level language or machine code, so you can more easily write down what you think instead of first having to translate it to code in your mind. * Object orientated programming (OOP): OOP allows you to create objects ('classes') to get even more space for thinking in the human way. * Free language: Python is open source so it's freely usable and distributable. * Compatibility: Python runs on all major operating systems. However, there are some disadvantages: * Speed: Python is executed by an interpreter instead of compilation, which causes it to be slower than if it would be compiled and then executed. However, for most applications, it is by far fast enough. One Python idiom is "Speed isn't a problem until it's a problem." ==Prerequisites== If you have never programmed before, it might be a good idea to read the [[Topic:Introduction_to_Programming|Introduction to Programming]] first. ==Course Description== You will be learning how to install IDLE Which you will use to program with Python. You will also learn how to program with Python and how to trouble shoot broken programs. Since this site is still under construction you may want to look at one of the tutorials here http://wiki.python.org/moin/BeginnersGuide/NonProgrammers ==Lessons== *[[Python lesson one]] Installing Python and IDLE - This lesson will give you some reasons to learn Python and teach you how to install IDLE onto your computer and show how to start codeEditor. *[[Python lesson two]] Learn the five ''types'', strings, tuples, lists, dictionaries, and integers. *[[Python lesson three]] Operations, the Format Specifier, and other Commands. ==Enrolled== Please sign below if you are participating in this topic. Use an asterisk and 4 tildes (~) to sign. *[[User:Gebbun|Gebbun]] 14:49, 9 October 2006 (UTC) *[[User:ArrowStomper|ArrowStomper]] 06:58, 10 October 2006 (UTC) *[[User:Pyroprogrammer|Pyroprogrammer]] 03:17, 29 October 2006 (UTC) *[[User:RobertLutz|RobertLutz]] 20:45, 12 November 2006 (UTC) [[Category:Computer Programming]] 5858 74296 2007-01-12T22:30:50Z Historybuff 5228 Moved to subcat This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:Ruby Please insert a description of Ruby and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too. ==Prerequisites== *[[Topic:Introduction to Programming|Introduction to Programming]] -- 4 Lessons *[[Topic:Introduction to Programming Logic|Introduction to Programming Logic]] -- 1 Lesson *[[Topic:Object-Oriented Programming|Object-Oriented Programming]] -- 0 Lessons ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. ==Lessons== And here, list and link all the lessons in best learning order. *[[Ruby on Rails website tutorial | Creating a website with Ruby on Rails]] ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[Category: Ruby]] 5859 68467 2007-01-09T00:42:24Z JWSchmidt 20 [[Category:Structured Query Language]] This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:SQL Greetings! Welcome to SQL, and prepare yourself to learn one of the most critical tools in the developer's arsenal. SQL (Structured Query Language) is no ordinary programming language. It has one purpose, and one purpose only--to manipulate data stored in a database. If you've completed the prerequisite courses, you'll know now that databases of one form or another drive a great deal of the software in the world. SQL how we use databases, whether we're browsing through the database ourselves, or programming a SQL statement into some other language for dynamic database manipulation. SQL transcends other languages--programs are rarely written in SQL, rather, SQL can be embedded in nearly any other language to give access to the data contained in the database. ==Prerequisites== Learners interested in [[Topic:SQL|SQL]] should first enroll at [[School:Computer Science]], [[Topic:Computer Programming|Computer Programming]] and [[Topic:Databases|Databases]]. *[[Introduction to Databases]] *[[Introduction to Programming]] ==Course Description== [[Topic:SQL|SQL]] is an acronym for [[w:Structured Query Language|Structured Query Language]] used for managing '''[[Topic:databases|databases]]'''. This unit covers a variety of '''[[Database Management Systems]]''' including: *[[Topic:Microsoft SQL Server|Microsoft SQL Server]] *[[Topic:MySQL|MySQL]] *[[Topic:Oracle|Oracle]] *[[Topic:PostgreSQL|PostgreSQL]] *[[Topic:SQLite|SQLite]] *[[Topic:Object-relational databases|Object-relational databases]] We begin with a generic treatment of SQL syntax and semantics as a prerequisite to the product-specific topics above. ==Lessons== * [[Introduction to SQL]] - Starting from nothing, you will learn to create a database, build tables, and insert and retrieve data. * [[SQL's Place in Software Architecture]] - Learn to tell the server what you want and how you want it. * [[Data Relationships]] - A review of relationships. * [[Fundamentals of Normalization]] - Using SQL to create a normalized database (and why this matters) * [[Order, Group, and Count]] - Getting your data to fall in line. * [[Search Strategies]] - Using "like" and fulltext searching (on platforms that support it) * [[Advanced Techniques for Complex Select Statements]] - Joining table on table, and doing useful things with data before it even reaches your application. * [[Using Temporary Tables]] - When Select no longer cuts it. * [[Transactions]] - Doing two or more statements in such a way that if any statement fails, they both fail. * [[SQL for Database Administration]] - Administering user accounts, viewing usage, and performing tasks like backups and merging, all using SQL. * [[The Future of SQL]] - Examines technologies such as Ruby on Rails and Pear::MDB2, which help developers achieve platform independence, as well as (in the case of Rails) eliminate much of the SQL from application code. ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. * [[User:CQ|CQ]] 00:41, 14 November 2006 (UTC) * Possible Instructor: [[User:AustinSmith|AustinSmith]] 06:50, 1 December 2006 (UTC) * .... [[Category:Structured Query Language]] 5860 75971 2007-01-14T22:29:15Z Historybuff 5228 added cat This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:TCL Please insert a description of TCL and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. ==Lessons== And here, list and link all the lessons in best learning order. ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[Category:Programming Languages]] 5861 75709 2007-01-14T09:28:43Z Historybuff 5228 Added Courses category :<small>Navigation: [[Portal:Engineering and Technology|Engineering and Technology]] » [[School:Computer Science|Computer Science]] » [[Topic:Computer Programming|Computer Programming]] » '''Visual Basic'''</small> [[Image:Visual_Basic_function.PNG|346px|right]] [[w:Visual Basic|Visual Basic 6]] is one of the world's most widely used programming laguages. It takes an approach to computer programming called [[w:Rapid_application_development|RAD]], which emphasizes ease and speed of software development. Other popular programming languages such as C, C++, and Java are not necessarily so easy to create programs with, but they do tend to have other strengths. Many believe that VB6 is an ideal language for users who are new to programming, or users who previously used related languages such as QuickBASIC and wish to move to more advanced programming. ==Prerequisites== * Posession of a copy of Visual Basic 6 Retail edition (Learning edition will not suffice) * Understanding of basic computing concepts in Windows. * Completion of or concurrent enrollment in ** [[Topic:Introduction to Programming|Introduction to Programming]] ** [[Topic:Introduction to Programming Logic|Introduction to Programming Logic]] ** [[Introduction to Computer Science]] ** [[College Algebra]], [[Topic:Math_for_computer_programming|Math for computer programming]], or equivalent. * Willingness and determination to learn. This course is an ''introductory course'' in the field of computer programming. It does not require any prior knowledge of practicing computer programming. ==Course Description== This course is intended to teach you all aspects of computer programming with [[w:en:Visual Basic 6|Visual Basic 6]]. ''Note:'' Since this course is still under construction, so, you may find [http://www.google.com/search?hl=en&lr=&safe=off&q=vb6+tutorial&btnG=Search one of these tutorials] more handy right now. For help you may visit this IRC chat room: ... to be implemented ... ===Pros and Cons of VB6=== '''Pros''' * Is extremely popular * Has a large base of freely accessible source code * Easy to learn. Logical operator names for the most part * Is an easy-to-use option for almost all user-land programs for Windows * Is potentially a lot more powerful than the average C or C++ programmer thinks. It all depends on the coder's ability and knowledge * It isn't nearly as easy to decompile or hack VB6 apps as C or C++ apps * Runs on every copy of WinXP ever released, by default, as long as you don't add extra dependencies * Runs almost as fast as C, C++, etc. in most situations * Runs most things quicker than VB.NET * Isn't going to be completely dead until .NET adoption is more complete in a few years '''Cons''' * There's a loosely organised army of grumpy C and C++ coders who hate VB6 and VB6 coders. Sometimes you have to be careful about who you tell you code in VB6 * Has the potential for allowing you to code extremely lazily * Is not as powerful as a language like C, C++, or Assembly in that it cannot easily access low-level functions such as are needed for device driver programming (Most people will never care) * Does not run on versions of windows previous to WinXP unless the VB6 runtime is installed on that computer * Has a lot of inferior code examples amongst the open source VB6 programs available * Runs significantly slower than C, C++, etc. in some situations * Has been superceded by VB.NET, which is a significantly different system, which is likely to become the dominant programming platform as soon as adoption of .NET framework is better than its currently weak adoption rate ==Lessons== # [[Introduction to VB6]] - Design a simple application # [[Variables and Types in VB6]] - Store and manipulate values # [[Control Structures and Logical Expressions in VB6]] - If statements and do loops # [[Functions and Subroutines in VB6]] - Segment your programs<!-- More lessons to come from Senthryl... see User:Senthryl for more information.--> # [[Basic Graphical User Interfaces in VB6]] - Intro to GUI. <!--User:AmiDaniel is going to be working on these soon.--> <!-- User:MichaelBillington thinks AmiDanel should read User:Senthryl for a list of pages to write :D --> # [[Event-Driven Design in VB6]] - Event handling. # [[API use with VB6]] <!-- This one's a bit out of order, put in more basic lessons above it. --> ==Active Participants== Please sign below if you are participating in this topic. Use 4 tildes <nowiki>(~~~~)</nowiki> to sign. * [[User:Richard2me|Richard2me]] 06:47, 7 December 2006 (UTC) [[User:64.251.54.194|64.251.54.194]] 17:15, 2 January 2007 (UTC) ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes <nowiki>(~~~~)</nowiki> to sign. *[[User:Wylie99998|Wylie99998]] 02:06, 29 October 2006 (UTC) wylie99998 ==Tools== [http://www.moonlight-software.com/vbpower.htm VB-PowerWrap]: Binds dependencies to your program ==External Links== [http://en.wikipedia.org/wiki/Visual_Basic#External_links|Wikipedia's VB Links] [[Category:Visual Basic]] [[Category:Computer Science Courses]] 5862 77347 2007-01-16T23:23:48Z JWSchmidt 20 [[Category:Computer Programming]] This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:XML Please insert a description of XML and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. ==Lessons== And here, list and link all the lessons in best learning order. ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[Category:Computer Science Courses] [[Category:Computer Programming]] 5863 27429 2006-09-16T08:19:05Z Draicone 1128 Create redirect (red link on community portal) #REDIRECT [[Wikiversity:Assume Good Faith]] 5864 27430 2006-09-16T08:19:39Z Draicone 1128 Create redirect (red link on community portal) #REDIRECT [[Wikiversity:Cite sources]] 5865 27431 2006-09-16T08:20:53Z Draicone 1128 Create redirect (red link on community portal) #REDIRECT [[Wikiversity:What Wikiversity is not]] 5866 27432 2006-09-16T08:21:16Z Draicone 1128 Create redirect (red link on community portal) #REDIRECT [[Wikiversity:Please do not bite the newcomers]] 5867 27433 2006-09-16T08:21:25Z Draicone 1128 Create redirect (red link on community portal) #REDIRECT [[Wikiversity:Consensus]] 5868 27434 2006-09-16T08:22:18Z Draicone 1128 Create redirect (red link on community portal) #REDIRECT [[Wikiversity:Vandalism]] 5869 74242 2007-01-12T21:50:45Z JWSchmidt 20 [[Category:Wikiversity policy]] {{Proposed policy|[[WV:MOS]]}} The '''Manual of Style''' is a set of guidelines for the formatting of articles on Wikiversity, currently based loosely on [[wikipedia:Wikipedia:Manual of Style|Wikipedia's manual of style]]. == Article names == Please follow [[Wikiversity:Naming conventions]] for naming articles. In general, remember the following: * Article names should not contain special characters like &, |, -, / and + (there are exceptions, such as the C++ programming language) * For article space pages, only the first letter should be capitalised (unless the entire word is capitalised, for example in an acronym - PHP is acceptable) * Spaces should be used appropriately, and will be automatically converted to underscores. For example, '''Main Page''' and not '''MainPage''' or '''mainPage''' Where appropriate, the article name can also be bolded if it occurs within the first paragraph. == Headings == Liberal use of headings is encouraged. Semicolons can be used but, as they cannot be linked to as sections of an article appropriately, using the equal sign method is preferred. Articles should, where at all possible, be split into subsections of reasonable length, seperated by headings surrounded by two equals signs. === Syntax === Following is an example of the Mediawiki syntax for headings: Introductory paragraph. == Heading == Text. == Heading == Text. Subsections can be created by using three or four equals signs, with four being parsed as a lower heading level than three. For example Introductory paragraph. == Heading == Text. === Subheading === Text. === Subheading === Text. ==== Deeper subheading ==== Text. == Heading == Text. === Conventions === * Only the first letter of a heading title should be capitalised (with the exception of acronyms) * It is suggested that headings do not contain special characters, as when linked to they are converted to a format suitable for URLs which can be confusing for visitors * Follow the previous headings in terms of heading level - don't jump from two equals signs to four equals signs * Only use one equals sign in special cases, where warranted. This is part of the Mediawiki software, but is a rather large and obtrusive header, and is unneccessary. If in doubt, use two equals signs. * Keep headings short; one to two words is enough * Do not repeat titles or significant parts thereof (exceptions include numbering, e.g. appending integers or roman numerals to headings) [[Category:Wikiversity policy]] 5870 27437 2006-09-16T09:24:46Z Draicone 1128 Create redirect to Manual of Style #REDIRECT [[Wikiversity:Manual of Style]] 5871 27440 2006-09-16T09:32:52Z Draicone 1128 Create MOS shortcut #REDIRECT [[Wikiversity:Manual of Style]] 5873 27466 2006-09-16T16:54:42Z Ђорђе Д. Божовић 1193 [[School:Foreign Language Learning]] moved to [[Topic:Foreign Language Learning]] #REDIRECT [[Topic:Foreign Language Learning]] 5877 49293 2006-11-27T08:24:34Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == uniform motion graph == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 5878 49292 2006-11-27T08:24:18Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == uniform motion graph == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 5879 49291 2006-11-27T08:24:03Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == v vs t graph == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 5899 50504 2006-12-01T08:57:02Z AmiDaniel 3334 Rework this to use the finalists in the [[Wikiversity:Motto contest]] -- all in no particular order {{MainPage/Style2 |title=[[Wikiversity:Welcome, newcomers|Welcome]] to Wikiversity, |subtitle={{#switch:{{CURRENTDAYNAME}}|Monday=because knowledge should be free|Tuesday=opening minds through open learning|Wednesday=knowledge is free|Thursday=open learning to open minds|Friday=the free learning community|Saturday=set learning free|Sunday=an open learning community}}. |right box=<center>'''[[Wikiversity:What is Wikiversity?|About]] · [[Wikiversity:Browse|Browse]] · [[Wikiversity:Community Portal|Community]]''' <br>'''[[Wikiversity:Adding content|Editing]] · [[Help:Contents|Help]] · [[Wikiversity:Questions|Questions]] · [[Wikiversity:Guided_tour|Tour]]''' <br>'''[[Wikiversity:Learning goals|We take requests!]]'''</center> |content={{Wikiversity:Main Page/Content}} }} 5900 30709 2006-09-30T06:16:06Z Draicone 1128 Fix double redirect #REDIRECT [[Wikiversity:Main Page/Welcome]] 5901 27561 2006-09-16T21:59:57Z Sebmol 14 [[Wikiversity:MainPage/Welcome]] moved to [[Wikiversity:Main Page/Welcome]] #REDIRECT [[Wikiversity:Main Page/Welcome]] 5902 61610 2006-12-20T09:07:35Z Remi0o 3985 Too edgy. <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> {{MainPage/SubBox3 |title= |content=[[Image:{{#switch:{{CURRENTDAYNAME}}|Monday=Various-133-1000cf.jpg|Tuesday=Missione del Guaricano-bimbi a scuola.jpg|Wednesday=ScienceOlympiad.jpg|Thursday=Ian Mackenzie High School Classroom.jpg|Friday=Various-110-1000cf.jpg|Saturday=Learning bongos.jpg|Sunday=Discoveryclassroom.jpg}}|240px|center]]}} {{MainPage/SubBox2 |title= Communications and community |content= <br> *'''[[Wikiversity:Community Portal|Community portal]]''' — A listing of notices, projects, activities, guidelines and resources. *'''[[Wikiversity:Colloquium|Colloquium]]''' — Discuss Wikiversity issues and ask questions about using Wikiversity. *'''[[Wikiversity:Help desk|Help desk]]''' — Ask questions about anything. *'''Other communications''' — [[Wikiversity:Chat|Chat]] with other Wikiversity users. Mailing list: [[mail:wikiversity-l|Subscribe]] to ''Wikiversity-l'' or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. *'''[[Wikiversity:News|News]]''' — Announcements and news about Wikiversity. *'''[[Wikiversity:History of Wikiversity|History of Wikiversity]]. }} 5903 74222 2007-01-12T21:38:41Z JWSchmidt 20 [[Category:Wikiversity]] The following text summarizes the overall structure of the schools, topics, and learning projects in the Wikiversity system. Below you will find a bullet-point list of all the Wikiversity categories and subcategories. If you haven't already, read the [[Wikiversity:Naming conventions|Naming conventions]] regarding faculties, departments, and schools. Things to consider when altering or adding to this list: * This is meant to be a comprehensive list of what subjects there are in education. Keep that in mind, our goal is to list subjects, not lessons or * When adding a category or subcategory, always check that you aren't making a duplicate. Overlap is fine, as long as it is within reason. * Remember that any subcategory can fit into multiple categories at any level of the hierarchy, for example, 'digital art' can be under both 'fine art' and 'computer science' * When you create a category that may have overlap with another, make sure to include all the existing overlapped material as subcategories. * Categories that could be merged should be ASAP. The sooner they are merged, the less redundant work will be done. * All categories need names that clearly differentiate them from others. * A category should only be divided on this list if there are multiple <i>independent</i> subjects to be studied within. Independent meaning that a student could study one without the other, and that one doesn't lead to the other. If a category is linier (a then b then c then d) it should not be divided. * When you create a category, please place it in all possible locations it might be relevant. * Someone should be able to study your subcategory without studying other subcategories (with the exception of introductions). If this is not the case, consider placing it as a subcategory of the categories they would have to study. * Please put all categories into the lowest possible level. That is to say, always try to see if it wouldn't fit into another category in the same level you were thinking of placing it. This is especially important when dealing with the top level. * Always try to keep as few subcategories inside a category as possible. If there are more then 20ish, see if further sub-categorization is possible. * Being higher level does <i>not</i> make the subject more important. <i>Do not</i> mess up the categorization for vanity. * The lowest level on this list should be what one might call the 'topic' and not the 'lesson' or 'group of lessons'. For example, 'Introductory Programming' should be here, but 'How to Start Making Games from Beginning to End' shouldn't be. 'Combinatory' should but 'Solving Permutation with Repetition' shouldn’t. 'Maya 3D' should be, but 'Painting Skin Deformations' shouldn’t be. 'C++' should be, but 'Polymorphism and Inheritance' should not. 'Photoshop' should be, but 'Blending Layers' should not. If you are still confused about whether or not your item should be included, consider the following points, your item must pass <i>all</i> of these requirements, not just most of them: ** If a person were learning about the category you are about to place your subcategory in, would they <i>have</i> to learn the subcategory you are about to place? If so, you should probably not include it in this list. The exception is a 'Introductory' subcategory. This is only valid if there are other subcategories that do not necessarily have to be covered. For example 'Introductory Calculus' might be a subcategory of 'Calculus', or 'Introductory Programming' a subcategory of programming. Do not however simply split a category into 'Beginning', 'Intermediate' and 'Advanced' for no reason. ** Would a layman be able to fully understand why the object you are about to place is a separate category? If not, you might want to reconsider placing it. ** Does the item you are about to insert cover many topics and lessons? If the answer is no, you might not want to insert it. ** If the item you are about to insert were covered as thoroughly as possible, would it make more sense for it to be a stand alone book, or a chapter in a book. If it makes more sense for it to be a chapter, you might not want to place it here. ** Could the material that would be under your item be covered in a different way or by a different (more comprehensive) title? If so, you might not want to include it here. For example the topics that would be covered in 'How to Start Making Games from Beginning to End', could be presented in many different ways and called many different (more comprehensive) things. ** Could someone study only your subcategory and none of the others (besides introductory subcategories)? If not, you should rethink the placement of your item. ** If this were a school, could an entire class be made out of your item? If not, then it might be best not to include it. ==Wikiversity Hierarchy== This is a work in progress... Wikiversity is very unorganized at the moment, and I am trying to sort it out. All help would be appreciated. Currently I am just documenting what we have without making changes. I hope once we have a better idea of what Wikiversity looks like, we will be able to sort it in a more coherent fashion. [[User:DamienBlack|Damien Black]] 22:25, 16 September 2006 (UTC) Key: :<b>SH</b> -- Serious Help: This category needs serious organization help! :RD -- Redundant: Too much overlap, does it help navigation or should it be merged? :CM -- Course Material: Has course material in it that should be moved to lesson pages. :DN -- Distinct Name: Needs a distinct name, the current one is too similar to others :IS -- Inappropriate Subdivision: This may be too fragmented a subdivision (see rules above). :UI -- Unintuitive: This is an unintuitive category, what is it for? :NS -- Needs Subcategories: It would be nice if someone made the subcategories for this. :WM -- Wrong Material: The material inside is covering the wrong things. :NM -- Narrow Material: The material inside is covering too narrow an area. :HL -- High Level: This category may be in a higher level than is should. :LL -- Low Level: This category doesn't fit into its parent and should be bumped up. :WP -- Wrong Place: This category doesn't fit into its parent and should be moved. :WT -- What is This: and why is it in existence. :MC -- Miscategorized: This seems to be miscategorized. :AW -- Awkward Name: Good lord, say that three times fast. * [[Portal:Engineering and Technology|Engineering and Technology]] -- <b>SH</b> ** [[School:Electronics|School of Electronics]] -- RD, CM, DN, NM ** [[School:Engineering|School of Engineering]] -- RD, DN, UI *** [[Topic:Engineering|Engineering]] -- DN *** [[Topic:Aerospace Engineering|Aerospace Engineering]] *** [[Topic:Architectural Engineering|Architectural Engineering]] *** [[Topic:Agricultural Engineering|Agricultural Engineering]] *** [[Topic:Biomedical Engineering|Biomedical Engineering]] *** [[Topic:Chemical Engineering|Chemical Engineering]] *** [[Topic:Civil Engineering|Civil Engineering]] *** [[Topic:Computer Science|Computer Science]] *** [[Topic:Computer Engineering|Computer Engineering]] *** [[Topic:Construction Engineering|Construction Engineering]] *** [[Topic:Ecological Engineering|Ecological Engineering]] *** [[Topic:Electrical Engineering|Electrical Engineering]] *** [[Topic:Electronic Engineering|Electronic Engineering]] *** [[Topic:Mechatronics Engineering|Mechatronics Engineering]] *** [[Topic:Quantitative finance|Financial Engineering]] *** [[Topic:Industrial Engineering|Industrial Engineering]] *** [[Topic:Instrumentation Engineering|Instrumentation Engineering]] *** [[Topic:Materials Engineering|Materials Engineering]] *** [[Topic:Mechanical Engineering|Mechanical Engineering]] *** [[Topic:Microelectronic Engineering|Microelectronic Engineering]] *** [[Topic:Nuclear Engineering|Nuclear Engineering]] *** [[Topic:Petroleum engineering|Petroleum Engineering]] *** [[Topic:Software Engineering|Software Engineering]] *** [[Topic:Security Engineering|Security Engineering]] *** [[Topic:Structural Engineering|Structural Engineering]] *** [[Topic:Systems Engineering|Systems Engineering]] *** [[Topic:Telecommunications|Telecommunications]] *** [[Topic:Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]] *** [[Topic:Engineering Mechanics|Engineering Mechanics]] ** [[School:Construction|Institute of Construction]] -- NS, HL ** [[School:Project Management|School of Project Management]] -- WT, MC, HL, UI ** [[School:Computer Science|School of Computer Science]] *** [[Topic:Artificial Intelligence]] *** [[Topic:Bioinformatics]] *** [[Topic:Business Process Management]] *** [[Topic:Compilers and Language Theory]] *** [[Topic:Complexity Theory]] *** [[Topic:Computer Architecture]] *** [[Topic:Computer Logic]] *** [[Topic:Computer Programming]] *** [[Topic:Concurrency and Real-Time Programming]] *** [[Topic:Cryptography]] *** [[Topic:Databases]] *** [[Topic:Graph Theory]] *** [[Topic:Graphic design with computers]] *** [[Topic:Networking]] *** [[Topic:Operating Systems]] *** [[Topic:Quantum Computing]] *** [[Topic:User Interfaces]] *** [[Topic:Web Design]] ** [[Topic:Engineering|General Engineering]] -- DN, RD, RD merge! ** [[Topic:Computer Science|Division of Computer Science]] -- RD, merge please ** [[Topic:Aeronautical Engineering|Department of Aeronautical Engineering]] -- HL, NS ** [[Topic:Audio Engineering|Department of Audio Engineering]] -- HL, NS ** [[Topic:Civil Engineering|Department of Civil E|ngineering]] -- HL, NS ** [[Topic:Electrical_and_Electronic_Engineering|Department of Electrical and Electronic Engineering]] -- AW *** [[Topic:Electronic Engineering|Electronic Engineering]] *** [[Topic:Electrical Engineering|Electrical Engineering]] ** [[Topic:Information_Studies|Department of Information Studies]] -- HL ** [[Topic:Industrial_Engineering|Department of Industrial Engineering]] -- HL, CM ** [[Topic:Materials_Science|Department of Materials Science]] -- WP ** [[Topic:Mechanical_Engineering|Department of Mechanical Engineering]] -- NS ** [[Topic:Web_Design|Web Design]] -- HL ** [[School:Mechanics|School of Mechanics]] -- NS ** [[School:Robotics|School of Robotics]] -- NS * [[Portal:Humanities|Humanities]] ** [[School:Art_and_Design|School of Art and Design]] *** [[Portal:Fine Arts|The Division of Fine Arts]] *** [[Topic:Fashion|The Division of Fashion]] *** [[Topic:Industrial Design|Industrial Design]] *** [[Topic:Visual Communication Design|Visual Communication Design]] *** [[Topic:Philosophy of Art|Philosophy of Art]] ** [[School:Classics|School of Classics]] *** [[Topic:Latin Classics|Department of Latin Classics]] ** [[School:History|School of History]] *** [[Topic:Philosophy of History|Philosophy of History]] *** [[Hitler%27s_Germany|Hitler's Germany]] -- HL ** [[School:Law|School of Law]] -- WP *** [[Topic:Science research and the Law|Science Research and the Law]] *** [[Topic:Public International Law|Public International Law]] *** [[Topic:Private International Law|Private International Law]] *** [[Topic:European Union Law|EU Law]] *** [[Topic:International Medical Law|International Medical Law]] *** [[Topic:Religious Law|Religious Law]] ** [[School:Language_and_Literature|Language and Literature]] *** [[Topic:Writing Center|Writing]] *** [[Topic:History of literature|History]] *** [[Topic:Slavistics|Slavic]] *** [[German|German]] *** [[Topic:Quendistics|Tolkien]] *** [[20th Century British Novel|British novel]] *** [[20th Century British Poetry|British poetry]] *** [[20th Century American Poetry|American poetry]] ** [[School:Music|School of Music]] -- <b>SH</b> *** Performance *** Theory and Composition *** Musicology *** Jazz Studies *** History **** Western Music History ** [[School:Philosophy|School of Philosophy]] -- <b>SH</b> *** [[Introduction to Philosophy]] - convert to a "Topic:" page? *** [[Topic:Initial Questions|Initial Questions]] *** [[Topic:Logic|Logic]] *** Epistemology *** Metaphysics *** Philosophy of Science *** Philosophy of Religion *** Philosophy of Language *** Philosophy of Mind *** [[Wikiversity:Philosophy of Art|Philosophy of Art]] *** Normative ethics *** Meta-ethics *** [[School_of_Mathematics:Philosophy_of_Mathematics|Philosophy of Mathematics]] *** The History of Philosophy **** [[Wikiversity:School_of_Philosophy:The_History_of_Philosophy:The_Ancient_Greeks|The Ancient Greeks]] **** [[Wikiversity:Eastern Philosophy|Eastern Philosophy]] *** [[Wikiversity:Hegel|Hegel]] *** [[Wikiversity:Bioethics|Bioethics]] *** [[Wikiversity:Social_and_Political_Philosophy|Social and Political Philosophy]] ** [[School:Theology|School of Theology]] *** [[Topic:Buddhist Studies|Department of Buddhist Studies]] *** [[Topic:Biblical criticism|Bible scholarship]] (the academically rigourous interpretation and analysis of the text) *** [[Topic:Bible translation|Bible translation]] *** [[Topic:Roman Catholic Studies|Department of Roman Catholic Studies]] *** [[Topic:Comparative Religion|Department of Comparative Religion]] *** [[Topic:Liturgics|Department of Worship and Liturgics]] *** [[Topic:Protestantism|Department of Protestant Divinity]] *** [[Topic:Ayyavazhi|Department of Ayyavazhi Studies]] *** [[Topic:Jewish Studies|Division of Jewish Studies]] *** [[Topic:New Age Religions|New Age Religions]] *** [[Topic:Religious studies|Religious studies]] * [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] -- RD ** [[School:Environmental_Sciences|Environmental Sciences]] ** [[School:Marine_Sciences|Marine Sciences]] ** [[School:Computational_Sciences|Computational Sciences]] ** [[Topic:Mental_Freedom|Mental Freedom]] -- WT, HL *** [[Academic Freedom]] *** [[School:School of Education/Unschooling|Unschooling]] *** [[Alternative Education]] ** [[Topic:Ecological Sustainability|Ecological Sustainability]] - WT, HL, MC *** [[Topic:Toxicology|Toxicology]] *** [[Topic:Permaculture|Permaculture]] *** [[Topic:Energy Efficiency|Energy Efficiency]] *** [[Topic:Eco-Design|Eco-Design]] ** [[Topic:Religious_studies|Religious Studies]] -- RD ** [[School:Cultural_Studies|Cultural Studies]] * [[Portal:Life Sciences|Life Sciences]] ** [[School:Medicine|School of Medicine]] ** [[School:Veterinary Medicine|School of Veterinary Medicine]] -- HL ** [[School:Biology|School of Biology]] ** [[School:Plant Sciences|School of Plant Sciences]] ** [[School:Biomechanics|School of Biomechanics]] ** [[School:Pharmacy|School of Pharmaceutical Sciences]] ** [[Topic:Paleontology|School of Paleontology]] ** [[Topic:Molecular Biology|Department of Molecular Biology]] -- HL ** [[Topic:Marine Biology|Department of Marine Biology]] -- HL ** [[Topic:Microbiology|Department of Microbiology]] -- HL ** [[Topic:Ecology|Department of Ecology]] ** [[Topic:Genetics|Division of Genetics]] * [[Portal:Mathmatics|Mathmatics]] -- NS * [[Portal:Physical Sciences|Physical Sciences]] -- NS * [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] **[[School:Architecture|School of Architecture]] **[[School:Aviation|School of Aviation]] -- HL **[[School:Construction|Institute of Construction]] **[[School:Education |School of Education]] -- MC **[[School:Engineering |School of Engineering]] **[[School:Entrepreneurship |School of Entrepreneurship]] -- HL **[[School:Informatics |School of Informatics]] **[[School:Very Small Information Systems |School of Very Small Information Systems]] -- HL **[[School:Foreign Language Learning |School of Foreign Language Learning]] -- MC **[[School:Library and Information Science |School of Library and Information Science]] **[[School:Project Management |School of Project Management]] -- HL **[[School:Teleservices and Call Center Management|School of Teleservices and Call Center Management]] WT, HL, HL, HL **[[School:Magic |School of Magic]] -- HL * [[Portal:Professions|Professional Schools]] ** [[School:Business|School of Business]] ** accounting ** law ** nursing ** [[School:Medicine|School of Medicine]] ** finance ** clergy ** engineering * [[Portal:Social Sciences|Social Sciences]] ** [[School:Anthropology|Anthropology]] ** [[Topic:Communication|Communication]] ** [[School:Media Studies|School of Media Studies]] ** [[School:Development Science|Development Science]] ** [[Topic:Economics|Economics]] ** [[Topic:Geography|Geography]] ** [[School:Linguistics|School of Linguistics]] ** [[School:Political Science|School of Political Science]] ** [[Topic:Psychology|Psychology]] ** [[School:Sociology|Sociology]] ** [[Topic:Social Work|Social Work]] [[Category:Wikiversity]] 5904 27744 2006-09-17T18:18:24Z JWSchmidt 20 link red text to an exiting page <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> {{MainPage/SubBox2 |title= Related links |content= '''Library''' * Wikiversity is still importing pages from Wikibooks. <br>Please request page imports at: '''[[Wikiversity:Import]]''' * [[Wikiversity:Browse|Catalog]] * [[Wikibooks:Main Page|Textbook collection]] at Wikibooks * [[Wikibooks:]] - [[Wikibooks:Category:Wikiversity|Wikiversity Category]] · [[Wikibooks:Wikiversity|Wikiversity portal]] }} 5906 79439 2007-01-21T04:11:06Z JWSchmidt 20 change order :<big>'''[[Wikiversity:Browse|Browse]]''' our [[Wikiversity:Schools|schools]] and subject areas: [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Fine Arts|Fine Arts]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[Portal:Mathematics|Mathematics]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] '''&middot;''' [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]</big> __NOTOC__ <br><h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">[[Wikiversity:What is Wikiversity?|What is Wikiversity?]]</h2> '''[[Wikiversity:Welcome, newcomers|Welcome, newcomers!]]''' '''Wikiversity''' is a community for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Wikiversity is a multidimensional social organization dedicated to learning, teaching, research and service. Its primary goals are to: * Create and host [[Wikiversity:Copyrights|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages * Develop collaborative [[Portal:Learning Projects|learning projects]] and communities around these materials [[Wikiversity:Learning goals|Learners]] and [[Wikiversity:Wikiversity teachers|teachers]] are invited to join the [[Wikiversity:Wikiversity community|Wikiversity community]] as editors of this [[wiki]] website where [[Wikiversity:Introduction|everyone can edit]] the pages. The [[Wikiversity:Community_Portal|community portal]] lists information about many aspects of Wikiversity.<br> Please look at [[Wikiversity:Services|How Wikiversity can help you]] and [[Wikiversity:Getting involved|How you can help Wikiversity]] <big>'''Did you know?'''</big> To make a link from another Wikimedia project to Wikiversity use this prefix: <big>'''v:'''</big> Example: <nowiki>[[v:Wikiversity:Main Page]]</nowiki>. <h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">Help develop Wikiversity!</h2> '''Time dependent''': * Help select [[Wikiversity:Featured|featured content]] for the Main Page. * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - Help create a motto and a slogan for Wikiversity. *[http://www.wikiversity.org/ Wikiversity Hub]. Please help draft hub page by editing at [[m:Www.wikiversity.org_template|meta-wiki www.wikiversity.org template]]. Details discussed [[Wikiversity:Colloquium#www.wikiversity.org|here]]. '''Ongoing''': *''[[Wikiversity:Browse|Browse]]'' and '''[[Wikiversity:Adding content|create content]]'''... *If you cannot find a topic, you can [[Wikiversity:Requests|request content]]. *[[Wikiversity:Learning projects|Learning projects]] encourage active learning. *[[Wikiversity:Organizing Wikiversity|Organization]] of Wikiversity *[[Wikiversity:Policies|Policies]] - Help develop our policies. <br> <h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">Research</h2> *[[Wikiversity:Research]] *[[Wikiversity:Research Ethics|Ethics]] in research *[[Wikiversity:Original research|Original research]] 5908 27631 2006-09-16T23:52:34Z JWSchmidt 20 This is part of a [http://commons.wikimedia.org/wiki/Image:E-Corner_Internet_cafe.JPG public domain image from Commons]. {{PD}} This is part of a [http://commons.wikimedia.org/wiki/Image:E-Corner_Internet_cafe.JPG public domain image from Commons]. {{PD}} 5918 70753 2007-01-11T20:53:38Z Mystictim 626 added welcome and expand template {{welcome and expand | Susanlulee}} For now please also see [[WikiBooks:Instructional_Technology]] == Multimedia Development for Language Learning == 多媒體語文教學設計研究 Instructor: Winston Hong, Susan Lulee Audience level: Graduate Level Instructional Objectives: On completing this course, students will be able to: 1. Name more than five principles for developing multimedia CD courseware on language learning for K-12 students in three minutes. 2. Develop one multimedia language learning courseware that meet the criteria listed in project rubric using the standard process of ADDIE. 3. [[Category:Education]] 5921 62875 2006-12-25T21:26:11Z JWSchmidt 20 [[Category:Learning materials]] This is just a simple list of some educational videos and movies that may be very useful for educational purposes. It needs to be cleaned up (and written in Wikipedia's style), and there is much much more out there of course. == Important Videos About Learning and Understanding == First there are these famous videos about learning itself. You can view these videos free online. Both "A Private Universe" and "Minds of Our Own" start out with interviews of Harvard graduates on the day of their graduation. They are asked deceptively simple questions or given simple tasks, such as, given a bulb, wire and battery, can you make this light bulb light? A significant proportion of students cannot. These videos highlight the nature of understanding, and how too often our courses (at both the K-12 and college levels) are failing to properly help students understand what we are teaching. Instead, we are using tests of superficial and easily memorized facts and trivia, which are quickly forgotten by students after the course is over. '''A Private Universe''' http://www.learner.org/resources/series28.html '''Minds of Our Own''' http://www.learner.org/resources/series26.html Private Universe: Science http://www.learner.org/resources/series29.html Private Universe: Math http://www.learner.org/resources/series120.html free dvd of the above: http://www.aprivateuniverse.org/order/ <br />survey: http://cfa-www.harvard.edu/cgi-bin/smg/survey.pl == Non-Profit Documentary Videos and Series == These are some videos seen recently on TV channels such as PBS, The History Channel, The Discovery Channel, and so forth. '''Comets: Prophets of Doom''' <br />http://www.imdb.com/title/tt0805509/ <br />http://store.aetv.com/html/product/index.jhtml?id=75605 <br />about the theory that comets brought the components needed for the formation of life on earth '''Little Ice Age: Big Chill''' <br />http://www.imdb.com/title/tt0425199/ <br />http://store.aetv.com/html/product/index.jhtml?id=74653 <br />Interesting look at how a drop of a few degrees in temperature during the middle ages affected human life. Interesting things like about how wheat wouldn't grow well anymore, so people had to switch to potatoes, but the church said eating potatoes was evil. '''How Art Made the World''' <br />http://www.pbs.org/howartmadetheworld/ <br />Great stuff on art and the meanings and origins of religious symbols and how they relate to social issues. How for example reminding people about their own deaths (like with the crucifixion) elicits fear and dislike for outsiders. '''Guns, Germs, and Steel''' - based on book by Jared Diamond <br />http://www.pbs.org/gunsgermssteel/ '''Scientific American Frontiers''' - hosted by Alan Alda <br />http://www.pbs.org/saf/index.html <br />includes some interactive stuff: http://www.pbs.org/saf/special.htm <br />Great shows on cognition, technology, science, etc. '''Modern Marvels''' <br />http://www.history.com/minisites/modernmarvels <br />Series on various topics, such as an episode on water. That episode explained some of the unique characteristics of water and how these characteristics helped facilitate life. It allso explained heavy water (water with an extra neutron), and how it is useful in nuclear power production (neutrons from the uranium rods bounce off water molecules rather than being absorbed by the water, thus better creating kinetic energy, or heat). == Educational Movies and Shows == Some various movies which have quite a bit of educational value, although some are perhaps too violent for younger audiences. [[Category:Learning materials]] 5947 74122 2007-01-12T20:04:27Z JWSchmidt 20 [[Category:Wikiversity]] Wikiversity is a project of the [[m:Home|Wikimedia Foundation]]. See the Wikimedia Foundation [http://wikimediafoundation.org/wiki/Contact_us Contact us page]. '''Communications channels specific to Wikiversity''' &mdash; [[Wikiversity:Chat|Chat]] with Wikiversity users. Mailing list: [http://mail.wikimedia.org/mailman/listinfo/wikiversity-l Subscribe] to ''Wikiversity-l'' or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. [[Wikiversity:Main Page|Return to the Wikiversity main page]] [[Category:Wikiversity]] 5969 32997 2006-10-08T03:12:31Z JWSchmidt 20 fix links <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> This page is part of the [[Wikiversity:Guided tour|Guided tour]]. The content below is from the [[Wikiversity:Browse|Browse]] page. This page is a listing of all the major schools, portals, learning projects, and other active learning areas. From here you can find your way to a lesson. An example of a Portal page is the next stop on this tour. [[Wikiversity:Guided tour/Portal|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity:Browse <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> <br clear="all" /> {{Wikiversity:Browse}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> [[Wikiversity:Guided tour/Portal|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity:Browse <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> 5984 27877 2006-09-18T02:18:09Z JWSchmidt 20 #REDIRECT [[Wikiversity:Glossary]] #REDIRECT [[Wikiversity:Glossary]] 5985 27895 2006-09-18T06:40:32Z Jjlongoria 1295 I created this image for use on the original article found at Wikibooks. == Summary == I created this image for use on the original article found at Wikibooks. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 5989 45100 2006-11-13T03:11:41Z Rayc 57 cat From the [http://en.wikipedia.org/wiki/Cigar_box_guitar Wikipedia Article]: The cigar box guitar is a primitive chordophone whose resonator is a discarded cigar box. Because the instrument is homemade, there is no standard for dimensions, string types or construction techniques. Many early cigar box guitars consisted only of one or two strings that were attached to the ends of a broomstick that was inserted into the cigar box. Other cigar box guitars were more complex, with the builder attempting to simulate a real stringed instrument, such as a guitar, banjo, or fiddle. Currently, there is a resurgence in this humble instrument and musicians are creating many new designs. Some are adding additional strings and necks while others are incorporating active electronics that make them playable through guitar amplifiers. These musicians gather daily in the Cigar Box Guitar Forum [1] to discuss new construction techniques, playing styles and more. There are also several cigar box guitar festivals being organized throughout the United States. If a cigar box is not available, other substitutes have been suggested. Notably, an unused pizza box. == Project Outline == This project is designed to help those in need or want to build a homemade guitar out of a couple of spare parts found inexpensively. For the average price of about $15 (not including necessary tools), you can craft and complete a working instrument, electrified or acoustic, to add a unique flair to performance or casual play. == Materials Needed == *Wooden Cigar Box (the larger, the better) *3 foot long 1x2 (Poplar wood is most affordable for its durability) * Elmer's Wood Glue, or other company's wood glues, or Gorilla glue *Tuning Machines [http://elderly.com/search/elderly?terms=tuners&step=20&page=67&query_start=1331&cname=Search Elderly Music (wide selection)] *1/2 pint sealant/stain *Sponge Paint Brush (1/2" to 1" works well) *Sandpaper (220 grain) *Drill w/ multiple sized bits *Hacksaw/Coping Saw *1/2" Woodfile == Getting Started == There are as many was to construct a Cigar Box Guitar (or CBG) as there are people on this earth, what I am outlining for you is my own method of construction I have come up with through trial and error. To keep things simple, I am going to stick with the most basic techniques. Make sure you have a couple of hours to dedicated to the initial steps of construction, as these require the most care. Give yourself plenty of working space, and depending on where you are working, be prepared to clean up a lot of sawdust and wood scrap. Make sure to envision what you want your CBG to look like before you jump in and start making cuts in your wood. This can be a slow learning process, so just be patient and sooner than you may think, you'll have your very own hand-built CBG to show off and play. ==See also== *[[Introduction to GarageBand]] - If you have a digital recording of your Cigar Box Guitar, please donate it to GarageBand project. [[Category:Learning projects]] [[Category:Music]] 5991 50978 2006-12-03T04:36:05Z Robert Elliott 1436 add help info from Wikipedia Please list links to video and audio files that can be used for [[Introduction to GarageBand]] and related projects. ==Links== *[[:Image:Troldhaugen.ogg|Troldhaugen.ogg]] - digital audio *[[:Image:WikiversityReports1.OGG|WikiversityReports1.OGG]] - Ogg video ==See also== *[[w:Wikipedia:Media|Ogg media]] - information at Wikipedia *[[w:Wikipedia:Media help (Ogg)|Ogg Help]] - information at Wikipedia ==External links== *[http://www.videolan.org/vlc/ VLC player] - plays Ogg files; both Macintosh OSX and Windows. *[http://commons.wikimedia.org/wiki/Video Video at Commons] [[Category:Apple GarageBand]] 6014 28031 2006-09-19T02:30:58Z ES 1308 Changed text a bit {| class="messagebox standard-talk" |style="text-align:center;font-style:italic"| '''Notice:''' This {{{type|lesson}}} assumes you have a working knowledge of the topics presened in the following lessons: {{{1}}} |}<noinclude> "lesson" in the template can be replaced by the "type" template parameter, if only a part of the lesson needs the other information. Hopefully, this can be used in the future to automatically create "Where to go next" links.</noinclude> 6015 60476 2006-12-18T22:59:45Z H4x5k8 4318 /* Time Signatures */ '''Welcome to Wikiversity’s courses on Music Theory!''' Welcome to Music Theory! Music theory is the ''reasoning'' behind music – what makes songs work, and rules to either follow or break when composing. Before getting into any complications at all, you need to have a very, very solid foundation in the basics of written music: rhythm and pitch. ==Basics of Rhythm== It’s easy to overlook the study of rhythm, but rhythm is what makes music interesting. You can have a gorgeous melody and accompaniment, but without the knowledge of how to actually ''write'' that song of yours in standard musical notation, it’s useless – or at least not living up to its full potential. Reading rhythm in sheet music is like reading punctuation – it’s very, very easy to simply scan over and recognize, but it shapes the feel, flow, and emphasis of music. ===Note Values and Modifiers=== ====Note Values==== Note values are relatively simple to learn. Note values simply represent the ''duration'' of notes. IMPORTANT:'''In 4/4 time:''' A ''whole note'' represents 4 quarter notes: four fourths, which lasts as long as a measure. A ''half note'' represents 2 quarter notes: two fourths, half of a measure. A ''quarter note'' is one of the most common note values; it represents 1/4 of a measure, or one beat. An ''eighth note'' is the second most common note value; it represents half of a quarter note. Count “one – and – two – and – three – and – four – and” aloud; these are eighth notes, both the numbers and the “ands.” A ''sixteenth note'' is half of an eighth note. Count "one - e - and - a - two - e - and - a - three - e - and - a - four - e - and - a" aloud; these are sixteenth notes, each number, 'e', 'and' , and 'a' (pronounced 'ah'). A ''thirty-second'' note is half of a sixteenth note. A ''sixty-fourth'' note is half of a thirty-second note. And so on, and so on. Notes smaller than sixty-fourth notes are not very common. As a self-test, and in four-four time: 1. How many quarter notes are in a measure? 2. How many eighth notes are in a measure? 3. How many half notes are in a whole note? 4. How many eighth notes are in a quarter note? 5. How many eighth notes are in a half note? 6. How many sixty-fourth notes are in a quarter note? 7. How many thirty-second notes are in a whole note? (Answers: 1. Four 2. Eight 3. Two 4. Two 5. Four 6. Sixteen 7. Thirty-two) ====Modifiers==== A '''dot''' extends a note’s duration by one-half of that note’s value. For example, a dotted whole note equals the whole note plus half of the whole note, a half note. This is equal to six quarter notes. As another example, a dotted quarter note is equal to a quarter note and an eighth note combined, or three eighth notes. A double-dotted note takes the dotted note as one entity and adds half of the entire value of the dotted note; therefore, a double-dotted quarter note is equal to a quarter note ‘’plus’’ an eighth note ‘’plus’’ a sixteenth note; this is also equal to seven sixteen notes. Double-dotted notes are uncommon, but dotted notes are relatively very common. 1. How many quarter notes are in a dotted half note? 2. How many half notes are in a dotted whole note? 3. How many sixteenth notes are in a dotted whole note? 4. How many thirty-second notes are in a double-dotted eighth note? 5. How many sixteenth notes are in a double-dotted eighth note? (Answers: 1. Three 2. Three 3. Twenty Four 4. Seven 5. Three and a half) A '''tie''' is used for holding a single pitch for a long period of time, usually, or sometimes to make the division of the measure clearer. A tie connects the two notes, making their duration as long as the combination of the two notes. ===Time Signatures=== A '''time signature''' is the parts of the music that tell us the rhythmic feel of a song. The most common time signature in Western music is 4/4, written out as one four over another (''without'' a dividing line like that of a fraction), or occasionally simply as “C” (for “common time”). Other relatively common time signatures are 3/4, 2/4, and 6/8. The number on the bottom of a time signature is the ''type of note that gets a beat,'' and the number on top is ''the number of the type of the note on the bottom in a measure.'' Confusing? Almost certainly, with that wording. Think of it this way: In three-four time (3/4), there are ''three quarter'' notes in a measure: three fourth notes. In six-eight time (6/8), ''six eighth'' notes make up a measure: six eighths. In two-four time (2/4), ''two fourth'' notes make up a measure. As a self-test, what will constitute a complete measure in 9/8 time? (Answer: nine eighth notes.) They are divided into some different sections: simple/compound and duple/triple/quadruple. ''If the idea of Time Signatures is still confusing, try using a [http://en.wikipedia.org/wiki/Metronome Metronome]. The metronome is a device capable of assigning a certain number of beats to a standard minute (BPM). It links us from the timing world of music to standard time. Metronomes could help you count out loud the number of beats per measure, and how fast each note should be played.'' ====Simple/Compound==== ==The Fundamentals of Music== Before begining the following courses offered in Music Theory, it's crucial to have a basic knowledge of the fundamentals of music. Let's start with the staff. === The Musical Staff === The staff is the set of parallel, horizontal lines upon which notes are drawn. The staff has 5 lines and 4 spaces, numbered from the bottom up. Extra, shorter lines can be added above and below the regular staff, and are called <b>ledger lines</b>. Each line, and space represents a different pitch. Before notes can be placed on a staff, you must first show three other things: the clef, the key signature, and the time signature. [http://en.wikipedia.org/wiki/Musical_staff] === The Clefs === Clefs tell you which pitches are assigned to which lines / spaces. There are two common clefs that we will discuss first and those are the <b>bass clef</b>, and the <b>treble clef</b>. [http://en.wikipedia.org/wiki/Clef] ====The Treble Clef==== The <i>treble clef</i> is the most widely-used clef, followed by the bass clef. It uses the G clef symbol to assign the note G above middle C to the 2nd line from the bottom of the staff. Most woodwind instruments read treble clef, as well as high brass, violins, Mallet percussion, and other instruments of acute tone; violas and cellos occasionally use the treble clef to avoid excessive ledger lines in extended high passages. On the piano, the upper clef is usually written in the treble clef, while the lower clef is usually written in bass clef. The order of the notes on the lines and spaces in acending order on the Treble Clef is E,F,G,A,B,C,D,E,F. Several mnemonics are commonly used to remember the five notes corresponding to the five lines of the treble clef (E, G, B, D, F), including: Every Good Boy Deserves Fudge <bR> Every Good Boy Does Fine<br> Empty Garbage Before Dad Flips<br> The acronym FACE is used to remember the notes corresponding to the four spaces in between the lines. ====The Bass Clef==== The Bass Clef is less common then the Treble cleff amount instruments. Instruments that use it include bassoons, some saxophones, tubas and other low brass, bass and other low strings, and timpani. The order of the notes on the lines and spaces in acending order on the Bass Clef is G,A,B,C,D,E,F,G,A. The notes in the spaces of the staff, from bottom to top, are "All Cows Eat Grass" (A, C, E, G). The notes on the lines of the staff, from bottom to top, are "Good Babies Do Fine Always" (G, B, D, F, A). [[Category:Music]] 6018 32821 2006-10-07T14:24:20Z JWSchmidt 20 information on file origin and play == Licensing == I (John Schmidt) made this using [[w:iMovie|iMovie]]. [[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play. {{GFDL-self}} [[Category:Media]] [[Category:Wikiversity media]] 6019 29281 2006-09-25T06:12:48Z ES 1308 Change to better naming scheme * [[{{{1}}}]] <includeonly>[[Category:Further Study, {{{1}}}]]</includeonly> 6021 28043 2006-09-19T03:28:48Z Rayc 57 [http://galex.stsci.edu/GR2/data/GI/pipe/01-vsn/21111-GI1_009115_NGC0922/d/00-visits/0002-img/01-try/qa/GI1_009115_NGC0922_0002-xd-int_2color_large.jpg] "[http://www.stsci.edu/institute/Copyright no claim to copyright is being asserted by STScI and it ma [http://galex.stsci.edu/GR2/data/GI/pipe/01-vsn/21111-GI1_009115_NGC0922/d/00-visits/0002-img/01-try/qa/GI1_009115_NGC0922_0002-xd-int_2color_large.jpg] "[http://www.stsci.edu/institute/Copyright no claim to copyright is being asserted by STScI and it may be freely used as in the public domain in accordance with NASA's contract]" {{PD}} 6022 80060 2007-01-22T18:58:11Z I.M.Fearless 5670 [[Category:Engineering]] [[Category:Engineering and Technology]] 6023 28055 2006-09-19T04:41:08Z DarkFighter 667 [[Introduction to programming]] moved to [[Introduction to Computer Science]] #REDIRECT [[Introduction to Computer Science]] 6025 79723 2007-01-21T21:19:10Z Historybuff 5228 /* Contents */ Add some content ===Instructions for this lesson=== ===Contents=== Programming languages are the method used to instruct a computer on how to accomplish a task. A programming language is a collection of operators and instructions, with specific rules regarding how the different pieces are placed together. The various operations can be combined in an almost infinite number of ways to achieve various tasks we want the computer to perform. Some programming languages are closer to a paticular set of hardware, commonly called "low level" languages. An example of a low level language is Assembly, where the target it for a paticular CPU instruction set. Other languages are more abstract from the hardware, and are known as "high level" languages. An example of a high level language is Java. Early generations of computer languages was mostly procedural in nature. Theory taught that code should be logically divided, but left that division up to the programmer. More recently, Object Oriented languages have become more prominent. The structure of these languages encourages much more strongly a logical division of code. One thing that should be noted is that programming languages are tools, and every tool has it's strengths and weaknesses. While a high level language isolates a programmer from hardware, the programmer loses the ability to directly control that hardware. Choosing the right tool for a problem is very important. <!-- Check some of the facts here --> ===Questions for self-test=== *[[What is "programming"|Next lesson]] *[[Introduction to Computer Science|Back to course contents]] ===See also: programming languages=== [[:Category:Programming Languages]] - An overview of many different languages *[[:Category:C computer language|C Computer language]] *[[C++]] *[[Java]] *[[VB]] [[Category:Introduction to Computer Science]] [[Category:Programming Languages]] 6026 28063 2006-09-19T04:47:51Z DarkFighter 667 [[Introduction I: History of computing]] moved to [[History of computing]] #REDIRECT [[History of computing]] 6027 28066 2006-09-19T04:49:32Z DarkFighter 667 [[Introduction II: What is "programming"]] moved to [[What is "programming"]] #REDIRECT [[What is "programming"]] 6028 80853 2007-01-25T02:40:23Z Historybuff 5228 /* Contents */ add arch image from 80186 ===Instructions for this lesson=== ===Contents=== ''see also [[Computer Architecture Lab]]'' [[Image:ALU symbol.svg|thumb|200px|A typical schematic symbol for an ALU: A & B are operands; R is the output; F is the input from the [[Control Unit]]; D is an output status]] At the heart of any computer, modern or early, is a (usually) simple circuit called an ALU, or Arithmetic Logic Unit. Its comprised of a few simple operations which can be done fairly quickly. This, along with a small amount of memory running at processor speed called registers, make up what is known as the CPU, or Central Processing Unit. A CPU isn't very useful unless there is some way to communicate to it, and recieve information back from it. This is usually known as a Bus. The Bus is the input/output, or I/O gateway for the CPU. The primary area the CPU communicates with is system memory, commonly known as RAM, or Random Access Memory. Depending on the platform, the CPU may communicate with other parts of the system, or it may communicate just through memory. [[Image:80186 arch.png|left|200px]] The "word" size of a platform is the native amount of bits that can be moved over the RAM<->CPU bus. Early computers varied on bit sizes, but most modern computers work in multiples of 8 bits, commonly known as a Byte. The first general purpose CPU on a chip, built by Intel, was the 8080 built in 1974. The 8080 used an 8 bit word, meaning it would communicate over the bus 1 byte at a time. In contrast, the 80386 has a 32 bit (4 byte) word, and the IA64 is a 64 bit (8 byte) word. <!-- needs more work --> ===Questions for self-test=== *[[Personal computers|Next lesson]] *[[Introduction to Computer Science|Back to course contents]] [[Category:Computer Science]] 6029 77731 2007-01-17T14:56:57Z Mystictim 626 added stub template {{Stub}}===Instructions for this lesson=== ===Contents=== ===Questions for self-test=== *[[Programming languages|Next lesson]] *[[Introduction to Computer Science|Back to course contents]] [[Category:Introduction to Computer Science]] 6030 48202 2006-11-23T22:03:05Z 74.244.92.100 A common misconception newcomers have to programming is that when a programmer approaches a problem, he just sits down at a computer and starts typing out straight code. (Well, ok, some progammers do do this, but it's a bad idea for all but very simple cases as it leads to messy, difficult to maintain code). Here's an approach to programming problems that has served me well over the years. Let's take an example... something not too complicated... hmm... Ok, let's say you want to make the computer play the [http://en.wikipedia.org/wiki/Hangman Hangman] word game. Here's a good way to go from idea to finished program: 1. State the problem and figure out in more detail what you need to accomplish. You want the computer to play hangman. In more detail, what is that going to require? Well let's think... - We'll need some way for the user to guess a letter (by hitting a key on the keyboard). - We should draw the hanging man somehow... we can represent him by simple characters like so: o -|- /| - We should display the correct guesses as well as blanks, something like this: H_MB_RG_R Ok, that gives us a rough idea of what we need to accomplish. 2. Go from your requirements to an English language procedure. (of course you can replace English with your native language :) Alright, we have some idea of what we need to do, now how can we do it? Well let's go through our requirments one by one, and start programming in English. We need to wait until the user types a letter on the keyboard. Then we'll check if the letter they guessed is one of the letters in the mystery word. Then we draw the mystery word. And then we draw the man. And then we loop back to the begining and start over. We'll stop looping if the mystery word is fully revealed, or the man gets fully hanged. Alright, we're halfway there! Note that we haven't needed to deal with a single word of programming language. In fact we could implement this program in just about any language. Remember: the algorithm is the important part, the actual implementation is just details. Anyway where was I... ah yes 3. Go from English to pseduo-code. Now, I think there might be an actual formal version of psuedo code, but for these purposes I just mean "sort of" code. Let's turn our English into something closer to our programming language. I'll use the English version of the algorithm as comments for the psuedo code. This will make the code easier to understand both for other programmers and for ourself should we come back to this code at some point down the road. Note that "//" before a line indicates a comment. <pre> while the game is not over //We need to wait until the user types a letter on the keyboard. typedLetter = waitForLetterFromKeyboard() //Then we'll check if the letter they guessed is one of the letters in the mystery word. checkMysteryWord( typedLetter ) //Then we draw the mystery word. printMysteryWord() //And then we draw the man. drawMan() //Stop looping if the mystery word is fully revealed, or the man gets fully hanged. if( mysteryWordRevealed() ) Tell user, "You win!", then quit else if( manFullyHanged() ) Tell user, "You lose :(", then tell them what the word was, then quit. </pre> 4. Alrighty! Now we're 70% of the way there. Time to take our psuedo-code and implement it in our favorite programming language. [[Category:Introduction to Computer Science]] 6031 28100 2006-09-19T06:12:11Z Jebso 1316 [[How to go implement problem solution as program]] moved to [[How to go about implementing a problem solution as a program]]: Minor grammar issues with the title. #REDIRECT [[How to go about implementing a problem solution as a program]] 6033 67384 2007-01-06T20:17:51Z CQ 1939 /* Further Study */ == Further Study == More information on this topic may be found in [[:Category:Further Study, {{PAGENAME}}|other lessons]] that list this one as a prerequisite. == Tools == *[http://gcalc.net/ Online Graphing Calculator] 6035 68342 2007-01-08T21:45:01Z JWSchmidt 20 [[Category:Accounting]] The Accounting Equation; Assets = Liabilities + Owner's Equity The resources owned by a business are its '''assets''' e.g. cash, land, buildings and inventory. The rights or claims to the properties, in other words the rights of the creditors or the debts are the '''liabilities'''. The rights of the owners are called the '''owner's equity'''. All business transactions can be stated in terms of changes in the elements of the accounting equation. The Accounting equation can be re-arranged in the following ways: Assets - Liabilities = Owner's Equity Owners Equity - Assets = Liabilities Now just to give an example lets pick up a simple transaction. John Doe has 1000 dollars and goes out to buy a car. The car he picked was 10,000 dollars. He went to the bank and took out a 9000 dollar loan and paid for the car. Now lets see what is going on from John's side. He has a car that is worth 10,000 dollars, which is an asset in his books. However, he has a 9000 dollar loan which he has to pay off. That is a debt, and John has to pay it off to the bank. This is a liability in John's books. The 1000 dollars that John paid from his pocket towards the car created an equity in John's books. The equity is the part which is in essence owned by John. If you think, theoretically John only owns 1/10th of the car, since he paid only 1000 dollars of a 10,000 dollar value. The rest is still owned by the bank. As John pays off the debt to the bank, his liability will decrease and thus creating (increasing) his equity. So, the accounting equation balances out as follows: 10,000 Asset = 9,000 Liability + 1,000 Equity --- '''Debits and Credits''' When a financial transaction is recorded, the Debits (Dr) and Credits (CR) need to balance in order to keep the accounts in balance. An easy rule to remember is, '''"Debit the Asset that Increases"''' For example, if you want to practice accounting for cooking a simple breakfast, you might proceed as follows: *Dr the frying pan 2 egg yokes *Dr the frying pan 2 egg whites *Dr the trash basket 2 egg shells **Cr the carton of eggs 2 whole eggs To record breaking the eggs and putting the eggs in the frying pan In this transaction, an asset, (the egg) is split into parts and some of the asset goes in the pan and some in the trash. A Debit (Dr) is used to show that the assets in the pan and the trash both increase. A balancing Credit (Cr) is used to show that the amount of assets (whole eggs) in the egg carton has decreased. This transaction is in balance because the total Credits equal the total Debits. Everything that is covered by the Debits (yoke, white and shell) is also covered by the Credits (one whole egg) Of course if you: *Debit the asset that increases Then logically you would: *Credit the asset that decreases *Credit the liability or owners equity that increases *Debit the liability or owners equity that decreases --- '''More about Debits''' An elderly accountant had just retired. The boss was cleaning out his desk. Taped to the center of the top middle drawer was a piece of paper with the words: *Debits go on the Window side [[Category:Accounting]] 6056 28145 2006-09-19T14:46:51Z JWSchmidt 20 subcategory [[Category:Writing]] 6057 70794 2007-01-11T23:10:45Z JWSchmidt 20 /* See also*/ spelling ==External links== *[http://schools.wikia.com High School Online Collaborative Writing] *[http://novelas.wikia.com Fiction Wikia] *[http://www.writehere.net WriteHere.net] *[http://storypedia.wikia.com Storypedia] (German) *[http://academia.wikia.com Peer-reviewed wiki journals] ==See also== *[[Writing with Technology]] [[Category:Web Writing]] 6060 75232 2007-01-13T14:55:18Z JWSchmidt 20 /* Potential neighbors? */ couchsurfing <div style="float:right">[[Image:Wikiuser.png]]</div> A WikiNode is a Standard Page that tells you about the particular wiki you found the WikiNode on. A network of linked WikiNodes allows wiki users to form connections with like-minded people. This page is a '''WikiNode''', a page that tells you how this wiki relates to other wikis. See the [http://wikinodes.wiki.taoriver.net/moin.cgi/WikiNodesProject WikiNodesProject] for more information. = Welcome to the English language Wikiversity = The English language Wikiversity is part of the [http://beta.wikiversity.org multilingual] Wikiversity project. Wikiversity is an education-oriented project of the [http://wikimediafoundation.org Wikimedia Foundation]. The purpose of Wikiversity is to explore the use of wiki technology to support education. Wikiversity develops and hosts learning resources and exists as an online community where learners can work towards their learning goals. Anyone can participate. ==Starting points== * [[Wikiversity:Main Page|The Main page]] of this wiki. * [[Wikiversity:Browse|Browse]] the content of this wiki. * [[Wikiversity:Guided tour]] - Guided tour of this wiki. * [[Wikiversity:Colloquium|Colloquium]] - questions about and discussion of Wikiversity. * [[Wikiversity:About|Frequently asked questions about Wikiversity]] ==wiki-nodes of our neighbors== *[http://education.wikia.com/wiki/WikiNode Education wikia] - the main wikia for education. ===Potential neighbors?=== *[http://wiki.laptop.org/wiki/One_Laptop_per_Child One Laptop per Child] - $100 laptops for children; [[w:One Laptop per Child|Wikipedia article]] *[http://en.wikibooks.org Wikibooks] - free textbooks *[http://en.wikipedia.org/wiki/Wikipedia:WikiNode Wikipedia] - free encylopedia *[http://wiki.couchsurfing.com/en/University CouchSurfing University] - social networking wiki that is trying to make use of Wikiversity resources. [[Category:Wikiversity]] [[Category:Education-oriented wikis]] 6061 28554 2006-09-22T01:01:12Z Rayc 57 cat == What is Law? == Most academic law courses begin with this sort of a question. Start now by trying it: Write down as many characterstics of law as you can think of. If you have other people around, ask them. See how your lists compare. I'd suggest some of the words you might have used would be: *Rule *Binding *Enforcement / enforceable *Sanction *Authority (as in, rules created by an accepted authority) *State / Government *Courts Implicitly here I am assuming we are talking about the '''law of a state''' (in the sense of an international country, rather than a domestic unit - i.e. I mean the USA, not California). This is not the place to go into too much detail, but let me offer a couple of definitions: "The written and unwritten body of rules largely derived from custom and formal enactment which are recognised as binding among those persons who constitute a community or state, so that they will be imposed upon and enforced among those persons by appropriate sanctions." <ref>Curzon, L.B. 'Dictionary of Law' 5 Edn. (Financial Times, Pitman Publishing, 1998), p. 215</ref> "The body of rules and guidelines within which society requires its judges to administer justice" - Lord Scarman<ref>Duport Steels v. Sirs [1980] ICR 161</ref> '''Activity:''' See what you can find in the way of definitions on the Internet. == What then is Public International Law? == Bearing in mind the foregoing discussion, and what you have found out, what do you think might be different in the case of law not '''within''' a single state, but acting '''between''' and '''above''' states - a law that might actually be binding on a state with regard to its behaviour towards other states, to international organisations, to companies, and even to individuals? [[Category:Law]] 6072 39424 2006-10-25T03:17:41Z Mirwin 47 /* Recent Developments of Interest */ Welcome to the Wikiversity '''Center for Nanotechnology''', a division of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]]. The Center for Nanotechnology provides a multi-disciplinary approach in cooperation with [[Portal:Engineering and Technology|Engineering and Technology]] the [[School:Physics|School of Physics]] and the [[Topic:Molecular Biology|Department of Molecular Biology]]. ==Division news== * '''19 September 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... * [[User:Mirwin|Mirwin]] 02:57, 25 October 2006 (UTC) ==External links== The [http://www.nano.gov/html/edu/home_edu.html Education Center] of the national nanotechnology initiative which provides [http://www.nano.gov/html/edu/eduunder.html a list of university programs]. ==Recent Developments of Interest== [[Category:Nanotechnology]] Year 2000 Summary of commercialization efforts. [[http://pubs.acs.org/cen/nanotechnology/7842/7842business.html]] Nanotech giveth and taketh away. Recently I was researching the potential of aluminum powder to reduce the cost of lunar economic development. A concept floated a few years back involved terrestial use of lunar platinum to baseline economic development of lunar economy. Advances in nanotech have now improved the potential of aluminum powder for use in cost effective lunar rocket technologies while also enhancing the potential of terrestial nickel in use as a catalyst in automobile catalytic converters and feul cells. Terrestial use of lunar platinum now more cost effective than ever but obsoleted by use of terrestial nickel for same applications. [[http://www.memagazine.org/nanoapr05/spheres/spheres.html]] [[User:Mirwin|Mirwin]] 03:15, 25 October 2006 (UTC) 6078 28217 2006-09-19T20:33:57Z JWSchmidt 20 more categories [[Category:Interdisciplinary Studies]] [[Category:Engineering and Technology]] [[Category:Molecular biology]] [[Category:Physics]] 6079 64701 2006-12-30T06:08:09Z Remi0o 3985 __NOTOC__ =Welcome to the Department of Construction Engineering= [[Image:Sky scraper construction.jpg|thumb|250px|In large '''construction''' projects, such as skyscrapers, cranes are essential.]] Construction engineering concerns the planning and management of the construction of structures such as highways, bridges, airports, railroads, buildings, dams, and reservoirs. Construction of such projects requires knowledge of engineering and management principles and business procedures, economics, and human behavior. Construction engineers engage in the design of structures temporary, cost estimating, planning and scheduling, materials procurement, selection of equipment, and cost control. Construction Engineering is differentiated from Construction Management from the standpoint of the use of mathematics, science and engineering to analyze problems and design a construction process. Construction engineers build many of the things that people use everyday. Construction engineering involves many aspects of construction including: commercial, residential, bridges, airports, tunnels, and dams. It is an extremely large industry that provides jobs to many and continues to grow. Currently there are nearly 6 million people working on construction in the United States (http://www.ndsu.edu/ndsu/academic/factsheets/eng_arch/consteng.shtml). Construction engineers are in high demand so it easy for a CE to get a job in any part of the country. ==Careers== Construction is the largest industry in the United States. It provides jobs to millions ranging in all types of education. Construction makes 14% of our countries Gross National Product (http://www.ndsu.edu/ndsu/academic/factsheets/eng_arch/consteng.shtml). Construction engineering is an important part to the construction industry because it provides much of the design aspect to the field. Construction engineers follow the plans of architects and sometimes design the actual structure. After the structure has been designed the engineers make sure it has been built correctly by testing and overseeing the construction. '''Tasks''' - Construction engineers have a lot of responsibilities in their job. Certain tasks have to be completed everyday in order to get the job done correctly. Analyzing reports is a main part of their job description. They must analyze maps, drawings, blueprints, aerial photography and other topographical information. Construction engineers also have to use computer software to design hydraulic systems and structures while following construction codes. They have to calculate load and grade requirements, liquid flow rates and material stress points to ensure that the structure can withstand stress. Keeping a safe workplace is key to having a successful construction company. It is the construction engineer's job to make sure that everything is conducted correctly. In addition to safety, the construction engineer has to make sure that the site stays clean and sanitary . Surveying the land before construction begins is also a job of the construction engineer. They have to make sure that there are no impediments in the way of where the structure will be built and if there are any they must move them. They also must estimate costs and keep the project under budget. Construction engineers have to test the soils and materials used for adequate strength. Finally, construction engineers have to provide construction information, including repairs and cost changes, to the managers. '''Knowledge''' - Construction engineers build structures that are used by people everyday so they have to be safe and be able to withstand the elements. To complete the job properly construction engineers have to have the knowledge of many different aspects. Those aspects include engineering, technology, design, math, construction, English, customer service, management, transportation, public safety, and computers. They use the engineering, technology, and math aspects to make sure they build the structure to the set standards. They use English, customer service, and management knowledge to deal with the people that could possibly buy the structure. They also use this knowledge to inform the management on how the project is coming along and if any changes are needed. '''Skills''' - Most construction engineers have a love for math and science. In addition to these abilities there are many other skills needed to be a construction engineer. Critical thinking, listening, learning, problem solving, monitoring, and decision making are all very important in construction engineering. Construction engineers have to be able to think about all aspects of a problem and listen to other’s ideas so that they can learn everything about a project before it begins. After they have begun a project they must solve the problems that they encounter using math and science. They also have to monitor the workers on the job site for safety and to make sure that the project is on time and done correctly. Whenever a problem occurs it is up to the construction engineer to make the decision on how to fix it. '''Abilities''' - Construction engineers have many different kinds of abilities they use to do their job. They have the abilities to reason, express themselves orally, sense a problem, comprehend (oral and written), order information, speak clearly, and visualize. Construction engineers use these abilities to communicate with other workers and to solve problems. They also have to use there abilities to know what kinds of materials to order and how to get those materials while staying under the budget. '''Work Activities''' - Construction engineers have many activities that they have to do everyday. Those activities include drafting, decision making, computer interaction, communication, documenting, creative thinking, organizing, information collecting, estimating, and analyzing. Construction engineers use drafting to design structures and to show others how to build them. They have to analyze information and make the best decision and solve problems. Computers are an important tool used by construction engineers. They use them to write programs and solve equations. Communication is used everyday to interact with coworkers and supervisors. They have to communicate in person, by telephone, and through e-mail. Documentation is used to record important information that needs to be passed on to management. Most documenting is done in electronic form. Creative thinking is used to come up with new ideas and solve problems. Construction engineers have to be organized to accomplish goals and prioritize jobs. They have to gather information on the task at hand before they can start a project. This will help ensure that the job is completed correctly. In order to keep a project under budget, construction engineers have to estimate costs of materials and workers. Finally, they have to analyze data to find answers to problems they are having on the job site. '''Educational Requirements''' - Construction Engineers are educated to design and build structures that are necessary for everyday life. There are only a handful of schools that offer a major in Construction engineering. Some of the more popular colleges are Purdue University, Iowa State University, Bradley University, California State Polytechnic University-Pomona, and National University (http://www.usnews.com/usnews/edu/college/majors/brief/major_14-33_brief.php). Bradley University offers a Bachelor of Science degree in Construction while Cal Poly Pomona and National University offer a Bachelor of Science degree in Construction Engineering Technology. Cal Poly Pomona, Bradley University and National University are not accredited by ABET to offer degrees in Construction Engineering. However, Cal Poly Pomona is accredited by the Technology Accreditation Committee (T.A.C.) of ABET and their graduates are eligible to sit for the California E.I.T. exam. The list of accredited ABET programs in Construction Engineering can be found here (http://www.abet.org/schoolareaeac.asp ). The University of Southern California offers a Bachelor of Science in Civil Engineering with an option in Construction Engineering. For most Construction engineering jobs a Bachelor of Science is required and some construction experience. In order to work on projects that will be used by the public a construction engineer has to get a professional engineers license. The Fundamentals of Engineering and Principles and Practice exams must be passed, and other requirements met, for a construction engineer to receive a Professional Engineers license. == Courses == == Projects == == Research == [[Category:Construction Engineering|!]] [[Category:Engineering]] 6080 45154 2006-11-13T03:43:21Z Rayc 57 cat == Archive == === Reading list === * "Economic Benefits of Natural Green Space Protection" [http://www.smartgrowth.bc.ca/downloads/Economic%20Benefits%20of%20Natural%20Green%20Space%20Protection.pdf] [[Category:Economics]] 6085 28245 2006-09-20T00:22:03Z JWSchmidt 20 frequently visited page icon == Summary == frequently visited page icon == Licensing == {{GFDL-self}} 6086 77470 2007-01-17T01:37:21Z JWSchmidt 20 [[Category:Space Science Informatics]] == Earth and Space Science Informatics Area == ---- This is an effort to see how one would start a division of Earth and Space Science Informatics at the Wikiversity. Having never done this before, we need to figure out how to create a subdivision of the general Informatics section. One particular are of interest is online resources that embed pointers to scientific datasets and tools for interacting with those datasets. The goal is to use this as a mechanism for incorporating Earth and space science datasets into the world wide web. ''One concern is what happens if the wikiversity does not catch on afer considerable effort has been used to create educaional resources in the ESSI division. It will be important to have a mechanism for reusing the materials elsewhere without a major conversion effort.'' Many ESSI topics are in the area of data systems: * delivery systems ** real-time push or subscription such as the [http://www.unidata.ucar.edu/software/idd/ Unidata LDM/IDD] and [http://www.brtt.com/software.htm BRSS Antelope]. ** retrospective pull or on-demand client/server protocols such as [http://opendap.org/ OPeNDAP] and the [http://www.opengeospatial.org/ Open Geospatial Consortium (OGC)] [http://www.opengeospatial.org/standards/wcs Web Coverage Service (WCS)] and [http://www.opengeospatial.org/standards/wfs Web Feature Service (WFS)]. * discovery facilities * data access tools * metadata creation and service mechanisms * analysis and display clients Currently there is a strong movement to make such capabilities available in the form of web services: * data services * catalog/metadata services * data processing services [[Category:Space Science Informatics]] 6088 28248 2006-09-20T01:00:34Z JWSchmidt 20 start template <div style="float: right; margin: 0 0 0.5em 1em; width: 480px; border: #aaa solid 1px; background: #F8EABA; text-align: center; clear: right;"> <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> <div style="float: left;">[[Image:FVP.png|50px|none|Wikiversity]]</div> <div style="margin-left: 60px;">This Wikiversity main [[Wikiversity:Namespaces|namespace]] page is frequently visited ([[Wikiversity:Frequently visited pages|see]]).<BR>Please <big>'''contribute'''</big> to the improvement of this page by [[Wikiversity:Introduction|editing]] or<BR>leave your suggestions/comments on [[Talk:{{PAGENAME}}|the discussion page]] (talk page).</div></div></div></div> <noinclude>Use this template to request comments from people who browse Wikiversity and edits that will make the page more useful to learners. Use the template this way: '''<nowiki>{{FVP}}</nowiki>''' [[Category:Page comment requests|*]]</noinclude> 6089 28249 2006-09-20T01:01:23Z JWSchmidt 20 subcategory [[Category:Templates]] 6090 49285 2006-11-27T08:22:29Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == d vs t graph for accelerated motion == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 6091 75746 2007-01-14T15:32:51Z Erkan Yilmaz 1642 /* Templates */ typo There is a [http://tools.wikimedia.de/~leon/stats/wikicharts/?wiki=enwikiversity tool] that tracks the number of visits to Wikiversity pages. Pages that are frequently visited are of interest to those who browse and edit Wikiversity. The Wikiversity community can focus its resources and efforts on improving those pages that are of most interest to visitors. ==Templates== {{FVP}} Wikiversity main [[Wikiversity:Namespaces|namespace]] pages that are frequently visited can be marked with this request for comments and suggestions: <nowiki>{{</nowiki>[[Template:FVP]]<nowiki>}}</nowiki> ==Improvement project of the month== *[[Computer science program]] - September 2006 ([http://www.archive.org/details/Wikiversity_Reports_Computer_Science_Program podcast]) * - October 2006 [[Category:Page improvement project]] 6092 74203 2007-01-12T21:29:15Z JWSchmidt 20 [[Category:Wikiversity maintenance]] [[Category:Wikiversity maintenance]] 6093 49290 2006-11-27T08:23:48Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == example 3 in uniform motion == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 6094 49289 2006-11-27T08:23:33Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == uniform motion, example 3 == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 6095 32974 2006-10-08T01:11:11Z Rayc 57 The study of people and their interaction with plants is broadly defined as ethnobotany. [[Category:Plant Sciences]] 6096 28266 2006-09-20T02:22:57Z JWSchmidt 20 from Commons, http://commons.wikimedia.org/wiki/Template:Audio <span class="unicode audiolink">[[Media:{{{1}}}|{{{2}}}]]</span>&nbsp;<sup>[[:Image:{{{1}}}|file]]</sup><noinclude> ---- '''Template:Audio''' links to an audio file for quick listening. It is meant to be used inline with text, for pronunciations and the like. See the [[Template talk:Audio|talk page]] for details on use. </noinclude> 6099 45093 2006-11-13T03:07:43Z Rayc 57 cat Chemistry is an extremely important topic in physiology. Most physiological processes occur as the result of chemical changes that occur within the body. These changes include the influx/efflux of ions across a neuron's membrane, causing a signal to pass from one end to the other. Other examples include the storage of oxygen in the blood by a protein as it passes through the lungs for usage throughout the body. '''Fundamentals''' The smallest building block of chemistry is the [http://en.wikipedia.org/wiki/Atom atom]. The atom is subdivided into three atomic particles: the [[w:Proton|proton]], the [[w:Electron|electron]], and the [[w:Neutron|neutron]]. Protons carry a positive charge. Electrons carry a negative charge. Neutrons have no charge at all. [[Category:Chemistry]] 6100 28305 2006-09-20T03:11:30Z Rayc 57 [[Category:Computer Science]] 6102 28324 2006-09-20T03:24:38Z Rayc 57 Redirecting to [[Template:Uncategorized]] #redirect[[Template:Uncategorized]] 6112 32998 2006-10-08T03:13:58Z JWSchmidt 20 fix links <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> This page is part of the [[Wikiversity:Guided tour|Guided tour]]. The content below is from a [[Portal:?|Portal]] page. Wikiversity portals guide Wikivisity browsers to learning resources. An example of a Lesson page is the next stop on this tour. [[Wikiversity:Guided tour/Lesson|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Portal:Humanities <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> <br clear="all" /> {{Portal:Humanities}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> [[Wikiversity:Guided tour/Lesson|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Portal:Humanities <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> 6113 33002 2006-10-08T03:18:14Z JWSchmidt 20 add underscores <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> This page is part of the [[Wikiversity:Guided tour|Guided tour]]. The content below is from a [[Wikiversity:Learning projects|Lesson]]. This page is a tutorial about how to use software called "GarageBand". An example of a Talk page is the next stop on this tour. [[Wikiversity:Guided tour/Talk|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Introduction_to_GarageBand <font size="-3"color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> <br clear="all" /> {{GarageBand}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> [[Wikiversity:Guided tour/Talk|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Introduction_to_GarageBand <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> 6116 80141 2007-01-22T21:56:07Z 160.79.64.67 /* Licensing */ [[Image:Taipei 101 at night.jpg|right|thumb|180px|Taipei 101, the [[world's tallest building]] [[as of 2004]].]] == Introduction == Structural engineering is a field of engineering that deals with the design of any structural system(s), the purpose of which is to support and resist various loads. Most commonly, structural engineers are involved in the design of buildings and nonbuilding structures, but also play an essential role in designing machinery where structural integrity of the design item is a matter of safety and reliability. Large man-made objects—everything from furniture to medical equipment and from vehicles (trucks, aircraft, spacecraft and watercraft) to cranes—require the input of a structural engineer. In building construction, the structural engineering field is a subset of civil engineering. In a practical sense, structural engineering is largely the application of Newtonian mechanics to the design of structural elements and systems that support buildings, bridges, walls (including retaining walls), dams, tunnels, etc. Structural engineers ensure that their designs satisfy a given design intent predicated on safety (i.e. structures do not collapse without due warning) and on serviceability (i.e. floor vibration and building sway do not result in occupants criteria discomfort). In addition, structural engineers are responsible for making efficient use of funds and materials to achieve these goals. Typically, entry-level structural engineers may design simple beams, columns, and floors of a new building, including calculating the loads on each member and the load capacity of various building materials (steel, timber, masonry, concrete). An experienced engineer would tend to render more difficult structures, considering physics of moisture, heat and energy inside the building components. In the United States, the structural engineering field is often subdivided into bridge engineering and structural engineering for buildings. Additionally, structural engineers often further specialize into special structure manufacture or construction, such as pipeline engineering or industrial structures. Structural loads on structures are generally classified as: live loads such as the weight of occupants and furniture in a building, the forces of wind or weights of water, the forces due to seismic activity such as an earthquake, dead loads including the weight of the structure itself and all major architectural components and live roof loads such as material and manpower loading the structure during construction. Structural engineers mainly fight against the forces of nature like winds, earthquakes and tsunamis. In recent years, however, reinforcing structures against sabotage has taken on increased importance. == Education == The education of structural engineers is usually through a civil or architectural engineering degree with structural emphasis or through a structural engineering degree. The fundamental core subjects for structural engineering are strength of materials or solid mechanics, statics, dynamics, material science, numerical analysis and conceptual structural design. Reinforced concrete, composite structure, timber, masonry and structural steel designs are the general structural design courses that will be introduce in the next level of the education of structural engineering. The structural analysis courses which include structural mechanics, structural dynamics and structural failure analyses are designed to build up the fundamental analysis skills and theories for structural engineering students. At the senior year level or higher, prestressed concrete design, space frame design for building and aircraft, bridge engineering, civil and aerospace structure rehabilitation and other advanced structural engineering specializations are usually introduced. Recently in the United States, there have been discussions in the structural engineering community about the competency of structural engineering graduates. Some have called for a master's degree to be the minimum standard for professional licensing. There is also growing support to establish a structural engineering undergraduate degree; some existed in the past, and one still exists at the University of California-San Diego. Many students who later become structural engineers major in civil, mechanical, or aerospace engineering degree programs, which typically do not emphasize structural engineering. Architectural engineering programs do offer structural emphases, and are often in combined academic departments with civil engineering. == Licensing == In the United States, structural engineers are licensed at the State level. In many States a Structural Engineering license is conferred after several years experience, and the passage of multiple exams. In some states, including California, a Civil Engineering (CE or PE for Professional Engineer) license is usually the first step, which in itself requires at least two years, and in most states four, practical experience and the passage of an exam. After that milestone, two to three more years of specialized structural experience is necessary, then the passage of a multiple day exam focusing solely on structures. In New York State, a Fundamentals of Engineering exam is taken first, with no experience required. After a minimum four years of experience (including up to 1 year of graduate education) the Professional Engineer's (PE) licensing exam it taken. This exam is geared specifically for structural engineers, however the license is valid for all engineering disciplines. == Learning Guide == ... [[Category:Engineering]] 6119 68656 2007-01-09T17:41:58Z JaK81600 1108 /* Introduction */ Due to the ever evolving requirements of programming and technology Microsoft realized that there was a need for a development platform that was unrestricting and accessible. In a rather successful attempt to address the problems faced by developers to overcome installation, integration, and legacy issues Microsoft created it's .NET (pronounced dot-net) platform. ==Introduction== The .NET technology provides a new approach to the software development. This is the first development platform designed from the ground up with the Internet in mind. Previously, Internet functionality has been simply bolted on to a pre-Internet operating systems like Unix and Windows. This has required Internet software developers to understand a host of technologies and integration issues. .NET is designed and intended for highly distributed software, making Internet functionality and interoperability easier and more transparent to include in systems than ever before. The vision of .NET is globally distributed systems, using XML as the universal glue to allow functions running on different computers across an organization or across the world to come together in a single application. ==History== ==.NET Framework Architecture== ===Common Language Runtime (CLR)=== ===Framework Class Libraries (FCL)=== In the .NET Framework classes, interfaces, and value types are bundled together into a library. With all of those elements bundled togethe the development process is much faster because all needed elements are there and ready to go. It also creates a more efficient enviornement by making system functionality readily accessible. One of the big advantages of the Microsoft .NET platform is due to the FCL. As long as the compiler conforms to the Common Language Specifications(CLS), any programming language can use the .NET Framework types. This greatly increases the ease of interoperability between langauges. ===Support for standard networking protocols & specifications=== ===Support for different programming languages=== ===Support for programming libraries developed in different languages=== ===Support for different platforms=== ==Executables verse assemblies== ==See Also== [[w:.NET Framework| .NET Framework on Wikipedia]] ==References== [http://msdn.microsoft.com/netframework/ Microsoft's .NET page] [[Category:Introductions]] [[Category:C Sharp]] 6120 75852 2007-01-14T19:13:06Z JWSchmidt 20 /* See also */ [[Getting started with sound recording]] [[Image:Podcastingsteps.png|thumb|right|300px|Figure 1. Steps in podcasting. Digital media files are created and made available to the internet using a [[w:File server|file server]]. Audience members with internet access can find the podcast files using special software for reading podcast feeds and download the desired media files. A popular feature of podcasts is that they can be easily off-loaded from full-sized PCs to portable media players.]] Welcome to the Wikiversity learning project for '''podcasting'''. The term '''''[[w:Podcast|Podcast]]''''' is most often used to refer to audio, but video and other media formats can also be distributed as podcasts. Regardless of the types of media transmitted, the common element of podcasting is use of a [[w:Web feed|Web feed]] to make a list of digital files available to an audience. Audience members can use specialized software applications, [[w:ITunes|web feed readers]], to search for and view podcasts. This learning project helps participants learn how to access existing podcasts and handle the digital media that you download from podcasts, create digital files that can be included in podcasts and make your own podcasts. ==Digital media used in podcasts== There are a few digital media file types that are most commonly used in podcasts. In addition to emphasizing popular file types (such as [[w:MP3|MP3]] audio), the discussion of file types (below) is guided by the biases of the [[w:Free Culture movement|Free Culture movement]]. Some file types are patented and in the past some patent holders have charged fees for the use of patented file types. In other cases, the details of a file format are kept secret, limiting the availability of software that can use the file format and allowing a company to sell compatible software at monolpoly prices. Some digital media file types are freely available for use without patents or other trade restrictions. Of particular interest are digital video file formats. The only video format allowed for upload to Wikimedia Foundation projects is the [[w:Ogg|Ogg]] file format which is an [[w:Open source|Open source]] format. Software to allow you to play Ogg format audio and video files can be obtained at [[w:Xiph.Org Foundation|Xiph.Org Foundation]] [http://vorbis.com/setup/ website]. Wikipedia maintains [[w:Wikipedia:Media help (Ogg)|Help]] pages for the Ogg file format. In addition to audio and video, other media types such as [[w:Portable Document Format|Portable Document Format]] (PDF) can be delivered by podcasting. For example, Wikinews has offered a [[:Wikinews:Print edition|PDF podcast]]. ==Making digital media files for podcasts== ===Creating Ogg videos=== To allow as many people to play video content as possible, it should be encoded into the open-source [[w:Theora|Theora]] format. The following are instructions on how to do so: ===Mac OS X instructions=== This will '''not''' work on any Intel Mac, because ffmpeg2theora is not available in a Universal Binary (Note: [http://www.v2v.cc/~j/ffmpeg2theora/download.html version 17] says it is universal, but I get "Illegal instruction" when trying to use ffmpeg2theora on an Intel iMac). You should either follow these instructions on any G3, G4 or G5-based Macintosh, or use either [[w:Boot Camp|Boot Camp]] or [[w:Parallels Workstation|Parallels Workstation]] to convert the video under Microsoft Windows. #Create the video that you would like to put online, using whatever software you would normally use. When you've finished, export the video. #Download the free converter [http://www.apple.com/downloads/macosx/video/mpegstreamclip.html StreamClip], and open the file you wish to convert to Theora. Click the Play button to ensure that it plays correctly. #Select "Export to Quicktime" from the File menu. #In the new window, select "Sorenson Video 3 Compressor" from the Compression drop-down menu, and drag the Quality slider all the way to the right (100%). Ensure that Sound is set to "Uncompressed". #Click "Make movie". #Download ffmpeg2theora from [http://www.v2v.cc/~j/ffmpeg2theora/download.html here], and drag the icon on the disk image to anywhere you'd like it to be. #Open up the Terminal application, which can be found in the Utilities folder in Applications (you can jump there by typing apple-shift-U from within the Finder). A few lines of text should appear, the last of which should say something like "davids-ibook-g4:~ username$". #Drag your saved ffmpeg2theora icon onto the new Terminal window. Its path will appear, and your last line of text should look something like "davids-ibook-g4:~ username$ /Users/dweeb/Desktop/ffmpeg2theora". #Now, press the spacebar once to add a space, and copy and paste the following text into the Terminal window, without the quotes: "-o outputfilename.ogg -V 512 -K 48 -A 64 -c 2 -H 44100". #Finally, drag the video file that you created earlier onto the Terminal window. The text should now look something like this: "davids-ibook-g4:~ username$ /Users/dweeb/Desktop/ffmpeg2theora -o outputfilename.ogg -V 512 -K 48 -A 64 -c 2 -H 44100 /Users/dweeb/Desktop/Editing\ tutorial-large.mov" #Press return. The video will now be converted into a file with the name outputfilename.ogg and in the same folder as the original file, but with the .ogg extension. It can be played using either [[w:VLC|VLC]] or [http://www.mplayerhq.hu/design7/dload.html MPlayer OS X]. ==Resources== *[[b:Podcasting|Podcasting (on Wikibooks)]] *[http://www.digitalpodcast.com/podcastnews/2006/05/19/five-steps-to-free-podcasting/ Five steps to free podcasting] - warning: this is one of the many "infomercials" on the internet that attempts to get people to use the commercial Feedburner website. *[http://www.archive.org/details/audio_podcast Audio Podcasting] at [[w:Internet Archive|Internet Archive]]. *[[w:Wink (tutorial software)|Wink (tutorial software)]] - screencasting software *[http://www.wikihow.com/Start-Your-Own-Podcast Wikihow: Start your own podcast] - warning: this is one of the many "infomercials" on the internet that attempts to get people to use the commercial Feedburner website. ==See also== *[[Wikiversity Reports]] - an exploration of webcasting technology. *[[Introduction to GarageBand]] - one tool for making podcast media files. *[[Getting started with sound recording]] *[[WikipediaWeekly]] ==External links== *[http://www.teachingforthefuture.com/ Teaching for the future] - podcasts/blog by Dave LaMorte *[http://www.ikiw.org/ Using wikis in education] - podcasts/blog by Stewart Mader *[http://screencastsonline.com/sco/ Screencasts online] - Macintosh tutorials *[[w:Wikipedia:WikiProject WikipediaWeekly|WikiProject WikipediaWeekly]] *[[Wikinews:Wikinews:Print edition|Wikinews Print edition]] - available as a podcast (iTunes Store) *[http://swannman.wordpress.com/2006/10/01/howto-read-wikipedia-on-an-ipod/ How to read Wikipedia on your iPod] *[http://wikiangela.com/wiki/Wiki-related_videos wiki-related videos] *[http://www.primaryaccess.org/ PrimaryAccess] - historical narratives; short digital movies that explores some facet of history [[Category:Media]] [[Category:Wikiversity media]] [[Category:Webcasting]] 6122 77267 2007-01-16T21:12:51Z JWSchmidt 20 [[Category:Physics]] Quantum computers would go really really fast if they existed and were practical. Each bit of a quantum computer would hold every possible value at once! *[[Topic:Josephson junction]] *[[Topic:Topological quantum field theory]] *[[Topic:anyon]] == References== Wikipedia: *[[w:quantum computing]] [[Category:Physics]] [[Category:Computer Science]] 6127 28445 2006-09-21T03:56:32Z JWSchmidt 20 #REDIRECT [[Computer science program]] #REDIRECT [[Computer science program]] 6129 28467 2006-09-21T08:18:57Z Sebmol 14 added more stuff ==Old requests== * Please delete [[Wikiversity:Learning]] in preparation for moving the now-merged [[Wikiversity:Learning (Wikibooks)]] there. [[User:Garrett|Garrett]] 01:40, 17 August 2006 (UTC) ** Done. The redirects need to stay because they are being linked to from Wikibooks and Meta. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 08:15, 17 August 2006 (UTC) *Please move this page http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering/Statics moved from wikibooks to the empty statics link under http://en.wikiversity.org/wiki/School:Engineering. Thanks! [[User:Mirwin|Mirwin]] 11:02, 18 August 2006 (UTC) :Done. Please list future requests like this one at [[Wikiversity:Import]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:11, 18 August 2006 (UTC) *I need an explanation of how adminstrators are currently being created under what authority so I can fleshout the future administrator policy being drafted at [[http://en.wikiversity.org/wiki/Wikiversity:Administrator_Creation_and_Behavorial_Criteria_Guidelines_and_Policy]]. Some review by some experienced administrators for viability as it develops would not hurt either. Thanks! [[User:Mirwin|Mirwin]] 10:25, 18 August 2006 (UTC) :Users can be promoted to Admin only by Bureaucrats of which we have one ([[User:Cormaggio|Cormaggio]], member of the special committee). -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:27, 18 August 2006 (UTC) ::Is this a feature of the software? Does a designated bureaucrat have other implications on Wikimedia servers such that we must view this as a mandated piece of Wikiversity's functional organization or can we setup the community's responsible volunteer positions such that all administrators are bureaucrats? I am not trying to be pedantic this has implications regarding how procedures are layed and what is possible in terms of our community's organization. Are there other functional positions besides administrator and bureaucrat that we must fill or account for in organization (besides Wikimedia Technical Developers) development? Further information from any quarter will be useful. Thanks! [[User:Mirwin|Mirwin]] 10:41, 18 August 2006 (UTC) :::Bureaucrats are users that have certain additional privileges compared to admins. Specifically, they can promote users to admins (but not demote), rename user accounts and set bot status for user accounts. There's usually a limited number of bureaucrats per project mostly to avoid conflict when it comes to admin "elections". For example, the English WP has 24, German WP has 2, and the French WP has 7 (just to give an idea of dimension). The other distinctions are with one exception outside the scope of any one project. We don't have to worry about that exception though. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:50, 18 August 2006 (UTC) :::P.S. In regards to all users being admins, one has to keep in mind that demoting admins is more difficult. It can't be done within the project but must be requested at Meta. That's one of the major reasons that most Wikimedia projects don't allow every user to become admin. While every admin action can be reverted, admins on a rampage are difficult to stop. Therefore it's necessary that there's some sort of process where trust for an admin candidate can be established. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:53, 18 August 2006 (UTC) ::::Thanks sebmol! This explanation was sufficient along with some data at meta regarding stewards to resolve my drafting issues for the moment. I consider this action closed. Thanks again![[User:Mirwin|Mirwin]] 13:51, 18 August 2006 (UTC) *So that there are not edit conflicts, please upload the layout edits that I have made recently to the main page from here: [[Wikiversity:Main Page/Design]]. [[User:Reswik|Reswik]] 19:04, 21 August 2006 (UTC) :Thank you for addressing this [[User:Reswik|Reswik]] 03:21, 22 August 2006 (UTC) *''Proposed:'' '''Main page editing policy''' - Custodians and bureaucrats will not directly edit the Main page, unless it is urgent. All editors can make main page edits at the '''[[Wikiversity:Main Page/Design]]''' page. This page will be uploaded regularly. There will be enough time between new substantial content edts and posting, perhaps a 24 hour lag, so that design/layout editors can adjust layout for new substantial edits that change layout. :Why this policy? Well, for instance, a few times, I have wished to adjust the layout and/or do minor copyedits to the content of the Main page but I felt discouraged and decided not to do so because the page is locked *and* admins are editing it in ongoing way. I felt that my edits might get lost on the design page. If the design page were the sole place for edits if some off-page editing space was available -- then all could participate. Is this acceptable? Thanks for considering. [[User:Reswik|Reswik]] 18:46, 21 August 2006 (UTC) ::The main page is only semi-protected. Meaning, anonymous and new users cannot edit the page. This was done to prevent vandalism, not for content reasons. To cut it short: you should be able to edit the page within a day or two if you cannot already. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:58, 21 August 2006 (UTC) :::Hmm, I've been editing with this account since 8/17, 5 days and I can not edit the main page. Please see the new request at top of this section for transferring edits. Also, I believe some version of a main page editing policy to make edits on a design page is still a good idea. [[User:Reswik|Reswik]] 19:04, 21 August 2006 (UTC) ::::According to [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=&user=&page=User%3AReswik this], your account was created exactly three days, 23 hours and 37 minutes ago. Semi-protection covers all users that are "younger" than 4 days so you should be able to edit away in a few minutes. ::::Also, I'm not sure we need to be that restrictive with the main page for now. The rollback button is only a click away and so far we don't really have much controversy over the page's contents or layout. I don't want to stifle people's creativity by adding process. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 19:13, 21 August 2006 (UTC) :::::Funny :) I counted the 17th as a day when it was the origin, zero. Thanks. And thanks for updating the main page. Well, the idea of suggesting the design page was so that all can edit the main page. Four days doesn't seem a restrictive limit. But if the page gets locked up regularly due to preventing vandalism, perhaps the design page will be needed then. [[User:Reswik|Reswik]] 19:16, 21 August 2006 (UTC) ::::::You also logged in as [[User:Doug]] on the first few days if that makes any difference. And yes, you should be able to edit the main page - I suppose we might properly lock it once we're relatively happy with it. [[User:Cormaggio|Cormaggio]] 07:21, 22 August 2006 (UTC) :::::::Yes, I was going to mention in email that I was on vacation last week and didn't have the password to the "Doug" account or the reg email for that account. I ended up having internet access so I decided to play some and created "Reswik" here for that. :) It is the name of my other wikimedia accounts so I decided it makes sense to keep using that. [[User:Reswik|Reswik]] 15:19, 22 August 2006 (UTC) ---- * '''Topic namespace''': Perhaps you are discussing this somewhere. If not: This is a big potential time waste based in a structural/linguist problem and so I am raising this here. The topic namespage is starting to be used for sub-department "topical" areas that are at a topic/course level (like Calculus). Do these need departments? Further, the naming convention policy is not getting strong support on the policy vote page. One complaint is that "Topic" is counter-intuitive for structuring departments. I agree. To save time: I think we need a decision soon about the naming conventions for Departments/Areas. If we stick with departments, then I think all Divisions/Departments should be under School namespace (to keep things simple). If we try the [[Wikipedia:Network naming conventions]] I wrote up today, then I think we should go with a new namespace of "Area" (in place of departments). I do not think "Topic" should be used at all for structural hierarchies (traditional or network). It might be good to eliminate the "Topic" namespace entirely or have all courses put there. How can editors be educated to create new courses in the appropriate namespace? Am I getting this correctly/explaining myself clearly? [[User:Reswik|Reswik]] 03:20, 22 August 2006 (UTC) *:"The topic namespage is starting to be used for sub-department "topical" areas that are at a topic/course level (like Calculus). Do these need departments?" <-- I assume you mean "topic namespace". Just explain to people that "course" material goes into the main namespace. Wikiversity needs an introductory tutorial (featured on the sidebar?) to explain this. --[[User:JWSchmidt|JWSchmidt]] 04:33, 22 August 2006 (UTC) *:I think we need to be careful in how strict we want to be about how work is organized at Wikiversity. As I said on the naming conventions page, I don't like the idea of creating a fixed standard that everyone must follow in this regard. I'd rather see some diversity and flexibility. For example, I have no problem at all if the different schools figure out their own way of organizing their work. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 06:00, 22 August 2006 (UTC) *:P.S. This is not the right place to discuss this since this page was intended to be used to request actions only custodians can perform. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 06:01, 22 August 2006 (UTC) :::I mentioned this here because it seemed to be sysops who were setting up the namespaces and who might have to do extra work if parts of the naming conventions change down the line. So, addressing this sooner than later seems a good idea for reasons mentioned in my next comment below. [[User:Reswik|Reswik]] 02:14, 23 August 2006 (UTC) **I think this matter [http://en.wikiversity.org/w/index.php?title=User_talk%3AReswik&diff=11935&oldid=10807 was resolved]. --[[User:JWSchmidt|JWSchmidt]] 21:35, 22 August 2006 (UTC) :::I am not so worried about the network issue as it seems a done deal now, but my criticism was two-fold. The minor part of this is still a concern: That is, I still think that "topic" should be replaced with using "school" or a new "area" or other structural namespace in the current structural naming convention model. It seems a namespace change may called for if the trend continues of the majority of opinions regarding naming conventions continue to be against the current naming conventions policy in some way. :::As for network organization, it does seem that due to lack of interest and general practices emerging that the structural model of organizing "schools/departments" is going to be the default one that people use for initial page development for awhile -- until the portal/category system grows as a network process (which is a fine place for that). So, I am not intent on advancing the network model as an alternate namespace convention unless others begin to support or call for that somehow. [[User:Reswik|Reswik]] 02:14, 23 August 2006 (UTC) ---- * There's some text at the top of the community portal that says "Please help design the www.wikiversity.org portal and Wikiversity logo on meta.". But the page linked to by the portal link actually goes to www.wikiversity.org TEMPLATE instead of portal. That looks like a bunch of HTML code. I assume this needs fixing. [[User:TimNelson|TimNelson]] 10:54, 29 August 2006 (UTC) **It is the code for the Wikiversity Hub. See: [http://www.wikiversity.org/]. --[[User:JWSchmidt|JWSchmidt]] 11:01, 29 August 2006 (UTC) ::This link could actually be fixed to direct to the talk page : <code><nowiki>[[m:Talk:Www.wikiversity.org template|www.wikiversity.org portal]]</nowiki></code>. [[User:Guillom|guillom]] 11:07, 29 August 2006 (UTC) :::Now it does. --[[User:JWSchmidt|JWSchmidt]] 11:33, 29 August 2006 (UTC) ::::That's what I wanted! Thanks [[User:TimNelson|TimNelson]] <sup>([[User talk:TimNelson|Talk]])</sup> 06:08, 30 August 2006 (UTC) ---- * '''Deletion requested''' - [[Wikiversity:Adding content IT'S AN EMERGENCY!!]]. Reason: No pages link in, page is a redirect to [[Wikiversity:Adding content]], I can only assume it breaks naming conventions (if any), the excessive capitalisation is unneccessary. The page was initially created with a vandal page move from the original Adding content guideline and is now redundant. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 09:17, 16 September 2006 (UTC) **The page was deleted. --[[User:JWSchmidt|JWSchmidt]] 14:12, 16 September 2006 (UTC) ---- == Watchlist == * I've just registered (first time with any Wiki.) In "My WatchList" I have "9 changes in the last 3 days." But I've been registered for maybe two or three hours at most. I doubt that this is any real concern. Just curious. :p.s. I hope I'm posting in the right place. [[User:CodeFish|CodeFish]] 23:43, 9 September 2006 (UTC) ::No concern, your watchlist shows all the most recent changes to watched pages, so if those were three days ago, it will show them.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 01:56, 10 September 2006 (UTC) == Pearle bot == * Can we get a bot like the one called Pearle on Wikipedia? See [[w:Wikipedia:Community_Portal/Opentask]]. The main reason I'm interested is to keep track of things that need doing, since we seem to have a lot just at the moment. [[User:TimNelson|TimNelson]] <sup>([[User talk:TimNelson|Talk]])</sup> 10:08, 4 September 2006 (UTC) == Name removal == * I'd like to complete the removal of my name from the main page redesign (in order to make it impartial and not my "pet project"). I'd like to keep the edit history intact though. I'd ask that someone delete [[Wikiversity:Main Page/Design]], move [[User:Trevor MacInnis/MainPage]] there, and then undelete the original to merge the edit histories. - [[User:Trevor MacInnis|Trevor MacInnis]] 21:14, 25 August 2006 (UTC) :I don't think that's really necessary. IMO there's no need not to take credit where credit is due. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:58, 25 August 2006 (UTC) == Posting of new main page design == * There is strong support for posting the new main page design. The new design has been extensively revised as design 2 based on comments. Design 2 is almost ready to post. If you agree with this interpretation, could a sysop post the new design 2 to the main page, perhaps after reviewing the discussions here: [[Wikiversity_talk:Main_Page#New_page_design]]? We are still waiting on a few usability fixes and final check for Design 2 (related to viewing for persons with visual impairments). David will post a note when that is done. Trevor did a great job developing the new Design. David has revised the design per comments on the main talk page. Trevor has adjusted the 1st design based on David's edits to Design 2. Now, the two new options are quite similar. I don't wish to declare the discussion closed and post design 2, since I was involved in revising both new designs. If I were to close this, I would summarize the process (along lines of what I wrote here) and invite people to continue polishing Design 2. Thanks much, [[User:Reswik|Reswik]] 17:42, 27 August 2006 (UTC) ::Is the new Main Page ready? --[[User:JWSchmidt|JWSchmidt]] 16:54, 31 August 2006 (UTC) :::I think David will let us know when remaining usability issues have been fixed with "Design 2." I just left a note on his talk page asking about this. [[User:Reswik|Reswik]] 02:41, 1 September 2006 (UTC) ::::A few days ago, David said to me (see his user talk page) that the usability issues with Design 2 seem to be resolved - with a very minor graphic issue resulting from those tweaks. He does not seem to have been active here since 9/3. For my part, I think the new front page design (Design 2) can be posted. [[User:Reswik|Reswik]] 19:03, 6 September 2006 (UTC) :::::I think I can find the page for "design 2", but please provide a link so I do not have to guess. Beyond the design, the new Main Page should have basically the same content that is on the existing Main Page. For example, the section called: "What is Wikiversity?" is different beteen the current Main Page and what I see at "design 2". Also, I personally object to putting on the Wikiversity Main Page an image of people trying to stay awake during a lecture. That is not at all the message to put on the Main Page. --[[User:JWSchmidt|JWSchmidt]] 19:39, 6 September 2006 (UTC) ::::::Design 2 is included in the discussion linked above. The direct link is: [[Wikiversity:Main Page/Design 2]]. Design 2 has graphic features at the top that encourage brief text passages. This is indeed distinct from the current main page. Please feel free to edit the text in Design 2 before you or another copies it over. I am sure a number of us will continue to revise the text after this is posted. [[User:Reswik|Reswik]] 01:11, 7 September 2006 (UTC) ::::::Regarding photos: Photos can be easily replaced. Perhaps it is easiest to copy one of the other photos to double up in the rotation until someone with photo experience can provide a wider selection. [[User:Reswik|Reswik]] 01:15, 7 September 2006 (UTC) There is additional discussion of the new main page at [[Wikiversity talk:Main Page#3/4th|Wikiversity talk:Main Page]]. --[[User:JWSchmidt|JWSchmidt]] 14:12, 16 September 2006 (UTC) == Languagefun == Could somebody either copy or import the Languagefun pages from Incubator (http://incubator.wikimedia.org/wiki/Special:Prefixindex/Languagefun)? They are not suitable for Incubator, and will be deleted soon anyway. [[User:Dbmag9|Dbmag9]] 11:57, 1 September 2006 (UTC) :: A [http://bugzilla.wikimedia.org/show_bug.cgi?id=7189 request] has been made for the ability to import pages from the incubator to Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 13:58, 1 September 2006 (UTC) :::Import is enabled now, please move the pages. Thanks. [[User:Dbmag9|Dbmag9]] 19:24, 15 September 2006 (UTC) == Signature == *Hi, I am new here and was wondering if I could have my edits automatically include a signature- I know four tildes produces username and date, but I would also like to have my userpage link and talk link be included in that. Or perhaps there would be a consesus to have this assigned to all tilde-signed edits. Thank you. Pedmands 20:35, 14 September 2006 (UTC) **Replied [[User_talk:Pedmands#Signature|here]]. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 09:35, 15 September 2006 (UTC) 6130 28464 2006-09-21T08:10:08Z Sebmol 14 Redirecting to [[Wikiversity:Request custodian action]] #REDIRECT [[Wikiversity:Request custodian action]] 6133 76545 2007-01-15T18:25:56Z JWSchmidt 20 format Welcome to the Wikiversity '''Institute for Complexity Theory'''. ==Department description== The Institute for Complexity Theory is a Wikiversity content development project where participants create, organize and develop learning resources for Complexity Theory. Algorithm complexity concerns the study of algorithms to determine the amount of time or space required to run the algorithm based on the size of the inputs. It is important to know how good the algorithm is before trying to implement it because an overly complex algorithm may be too slow for use and be a waste of resources. Analysis of the algorithm with the use of complexity theory may shed light on the inefficient areas and provide suggestions for improvements. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Complexity Theory]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==Reading Material== [http://www.perl.com/pub/a/2002/02/12/bigo.html] [http://en.wikipedia.org/wiki/Big_O_notation] [[Category:Computer Programming]] 6137 67687 2007-01-07T21:33:08Z JWSchmidt 20 [[Category:Aeronautical Engineering]] <center> {| border=0 cellspacing=0 cellpadding=12 bgcolor="ccccff" | ''' [[Topic:Aerospace Engineering/For editors|For editors]] ''' | ''' [[Topic:Aerospace Engineering/For lecturers|For lecturers]] ''' | ''' [[Topic:Aerospace Engineering/For students|For students]] ''' |} </center> ==Suggested Structure== * [[Aeronautical Engineering/General introduction|General Introduction]] ====General Prerequisites==== * [[Basic Mathematics]] - differentials, integrals, basic mechanics, vector algebra, matrices and matrix manipulation, total derivative (for mass and momentum equations, among others) ** Reading - [http://en.wikibooks.org/wiki/Calculus Introductory calculus on Wikibooks], [http://en.wikibooks.org/wiki/Differential_Equations Differential Equations on Wikibooks] * Thermodynamics/Heat Transfer - Zereoth, First, Second and Third Laws, Enthalpy, Entropy, Clausius Inequality and ??, Steady State Equation, Modelling Gas Turbines/Engines, Conduction, Convection, Radiation (Black Body, Grey Body) ** Potential reading - [http://en.wikibooks.org/wiki/Engineering_Thermodynamics Engineering Thermodynamics on Wikibooks] * Circuits/Electronics * Physics - Forces, Gravity Equation ** Reading - [http://en.wikibooks.org/wiki/Physics_Study_Guide/Gravity Gravity on Wikibooks] ==== Statics ==== * Structural Analysis * Mechanics - Friction on a surface, Rolling bodies, Stability, Pure/Damped/Forced Harmonic Motion, Orbits (reaching orbit, geostationary point, changing orbit, escape velocity) ** Reading - [http://en.wikibooks.org/wiki/Solid_mechanics Solid Mechanics on Wikibooks - a good overview for both SA and Mechanics. A litte dense for a beginner however?] ==== Fluid mechanics ==== * Aerodynamics - Derivation of shear stress on a fluid, perfect gas equation, Bernoulli equation, Langrangian and Eulerian reference frames, control volumes and control surfaces, Conservation of mass up to 3-d, balance of momentum equations up to 3-d, Aerofoils, Circulation, Mach Number & Renauld's Number, Laminar and turbulent flow * Propulsion - Turbomachinery ==== Materials Science ==== * Material Classes - Metals, Ceramics, Composites, Polymers, Ionic and Covalents * Material Microstructure * Properties of Materials - Strength, Stiffness, Young's Modulus, Elasiticity and Modulus of Elasticity, Hardness, Toughness, Electrical Properties? * Materials Selection * Material Processes - Annealing, Quenching, Precipitaiton Hardening, Case Hardening * Failure - Fatigue, Creep, Fracture, Case studies (aircraft) * Composites - matrix and fibers, explanation of directional properties, case studes (carbon fibre, kevlar, fibreglass) * Protective Coatings - Polymers(static & nonstatic), Ceramic, Rain Erosion, Low Observable(L.O.)/Stealth ==== Aircraft Design ==== * Basic Aircraft Performance - Air density at altitudes, Perfect Gas equation, * Dynamics and Control - Control Surfaces, * do 178b standard for development [[Category:Aeronautical Engineering]] 6138 50055 2006-11-29T18:51:24Z Nimrand 3603 Corrected "Using Declarations" heading. C# was developed by Microsoft. C# is an Object Oriented Language that is built to run on Microsoft's .NET Framework. The current version is C# 2.0. ==A Simple C# Program== Below is a very simple C# application. It is a console application that asks the user to enter his/her name, and then prints out the message "Hello, " followed by the name that the person entered. To run this program in Visual Studio, create a project using the C# Console Application template and name it "MySimpleApplication". Then copy this code into the code file, and run the program. <pre> using System; namespace MySimpleApplication { public class Program { public static void Main() { string name; Console.WriteLine("Please enter your name:"); name = Console.ReadLine(); Console.WriteLine("Hello, {0}", name); Console.ReadLine(); } } } </pre> ===The "Using" Directive=== The first line of the above program is a using directive, which declares that the current file can use members of the indicated namespace without using the member's fully qualified name. Wthout this directive, all references to to the identifier "Console" would have to be preceded by "System" and a period, because Console is a member of the System namespace. The System namespace is a part of the .NET Framework, and is a collection of the most primitive and commonly used datatypes in .NET. All datatypes in .NET must be declared as a member of a namespace. Namespaces help disambiguate identifiers and groups related datatypes together. (Editor's note: Add link here for more information about namespaces). ===Namespace Declaration=== The line that reads "namespace MySimpleApplication {", declares that anything declared within the curly braces is a member of the "MySimpleApplication" namespace. By convention, the root namespace of one's code should be the name of one's organization or one's own name if not working for an organization. This helps ensure uniqueness of namespaces. Generally, nothing should reside directly in the root namespace, however, but rather a namespace within the root. For example, the type definitions for an application are generally put into a namespace of the form "CompanyName.ApplicationName" and possibly other namespaces within that namespace. ===Class Definition=== The code within the namespace declaration defines a public class named "Program" that has a single static method named "Main". The method is the entrypoint of the application (i.e., it is the method that is invoked when the program runs). The main method may be declared with a parameter to accept an array of strings, and may return an integer value. The array of strings passed to the method represent the command line arguments used when executing the program. This program doesn't use command line arguments, and so the method wasn't declared to accept any arguments. ===Body of the Main Method=== This is the meat of the the program. The body of the method is a series of statements seperated by semicolons. The first statement declares a variable of type string to store the name entered by the user. The body make use of two methods of the Console class, ReadLine and WriteLine. The ReadLine method accepts one line of keyboard input from the user, and returns the entered text as a string. The WriteLine method writes text to the screen, but more on that later. As you can see, the third statement of the program calls Console.ReadLine, and then stores the returned value into the variable "name". The WriteLine method is actually a bit more complicated that it may at first seem, as can be seen from the fourth line of the method. The WriteLine method actually works similar to the printf function from C++. It takes a string and a variable number of additional arguments. The first argument is known as the format string. The WriteLine method searches the format string for tokens of the form <b>{</b>index<b>}</b>, such as "{0}", known as format items (format items may actually have a more elaborate syntax that what is indicated here, but that is ignored for now to keep things simple). The WriteLine function replaces each format item with the argument specified by the index of the format item. So, when Console.WriteLine("Hello, {0}", name) is called, the "{0}" is replaced by the name entered by the user. The final line of the method is a bit of a hack that ensures that the program stays running until the user hits the "Enter" key. ===Assignment=== Modify the body of the method so that it the program asks for the person's name, asks for an adjective that describes himself and herself, and then prints a message that states "[name] is [adjective]". ==See Also== [[w:C Sharp| C#]] [http://msdn2.microsoft.com/en-us/vcsharp/default.aspx Microsoft's Visual C# Developer Center] ==References== [http://msdn2.microsoft.com/en-us/library/kx37x362.aspx Microsoft.com's C# page] {{stub}} [[Category:Introductions]] [[Category:C Sharp]] 6140 40920 2006-10-29T20:18:39Z Rayc 57 == What is Aeronautical Engineering? == [[Image:Airplane vortex edit.jpg|right|200px]] Broadly speaking, it is the branch of engineering that deals with the design and construction of aircraft. This can range from the bleeding-edge technology of today's modern fighter aircraft, with sustained cruising speeds well over the speed of sound, to aircraft design to carry many hundreds of people thousands of miles around the world in comparative luxury and with extraordinary efficiency. However, aeronautical engineering is more than that. Aeronautical engineers are needed in the construction of modern buildings, and in the analysis of the behaviour of spacecraft within the Earth's (and other planetary bodies') atmosphere. Other products requiring their input include missiles, rockets, helicopters, turbines and experimental engines, spacecraft and high-speed racing cars and catamarans. == Study Areas == (stolen wholesale from Wikipedia) * Fluid mechanics - the study of fluid flow around objects. Specifically aerodynamics concerning the flow of air over bodies such as wings or through objects such as wind tunnels (see also lift and aeronautics). * Dynamics and engineering mechanics - the study of movement, forces, moments in mechanical systems. * Mathematics - as most subjects within aerospace engineering involve equations and mathematical manipulation and derivations, a solid and comprehensive study of mathematics is required to enable effective learning in the other modules. * Electrotechnology - the study of electronics within engineering. * Propulsion - the energy to move a vehicle through the air (or in outer space) is provided by internal combustion engines, jet engines and turbomachinery, or rockets (see also propeller and spacecraft propulsion). * Control engineering - the study of mathematical modelling of systems and designing them in order that they behave in the desired way. As aircraft flight control systems are becoming increasingly complex, they can be studied as a separate module. * Aircraft structures - design of the physical configuration of the craft to withstand the forces encountered during flight. Aerospace engineering aims very much at keeping structures lightweight. * Materials science - related to structures, aerospace engineering also studies the materials of which the aerospace structures are to be built. New materials with very specific properties are invented, or existing ones are modified to improve their performance. * Aeroelasticity - the interaction of aerodynamic forces and structural flexibility, potentially causing flutter, divergence, etc. * Avionics - specifically concerning the design and programming of any computer systems on board an aircraft or spacecraft and the simulation of systems. Navigation equipment may be the focus of this study. * Risk and reliability - the study of risk and reliability assessment techniques and the mathematics involved in the quantitative methods. * Noise control - the study of the mechanics of sound transfer. Required as noise levels are a massive consideration in the current aerospace industry. * Flight test - the discipline of designing and executing flight test programs in order to gather and analyze performance and handling qualities data in order to determine if an aircraft meets its design and performance goals and certification requirements. == A Potted History of Flight == The history of flight has been propelled and directed, more than almost any other industry, by the superhuman efforts of individuals. Bicycle manufacturers and powerful businessmen alike, the vision and bravery of these individuals has pushed aviation to such dizzying heights that today at the beginning of the 21st century, and after only a century of flight, it is taken completely for granted that we can fly thousands of feet above the ground and hundreds of miles per hour in complete safety and comfort. We even have the gall to complain above the complimentary breakfast! At the beginning, there were guys with wing-shaped material stretched over lightweight frames jumping off mountains - they were the first 'birdmen'. ::"Human beings have always dreamed of flight. The did not however, dream of the Boeing 747. The flight to which humans traditionally aspired was that of the birds, a business of feathers and flapping wings" - Flight: 100 Years of Aviation, R. G. Grant Names: Roger Bacon, Leonardo da Vinci, Otto Lilienthal, Francesco de Lana, Joseph/Etiene Montgolfier, Jean-Pierre Blanchard, George Cayley, Samuel Henson, Hiram Maxim, Octave Chanute, Orville/Wilbur Wright, [[Category:Aeronautical Engineering]] 6141 70457 2007-01-11T05:11:47Z JWSchmidt 20 [[Category:Electronic engineering]] '''The role of the resistor in an electrical circuit:''' NOTE: Diagrams, links and practice questions in this document are still to be added: In a direct current (DC) or alternating current (AC) electrical circuits a resistor, as its name implies, resists the flow of electrons. It is one of the most basic of electrical components. It can be used to reduce the available voltage or current present in a circuit. While there are differences in how a resistor affects the two different types of current sources (DC or AC), depending on how the resistor is constructed and the AC frequency involved, it can be assumed that the following applies equally to both. For AC circuits it may be necessary to indicate how the voltage is represented, the average value, the peak value or the root mean square (RMS). If no indication is made of the type of AC voltage it is generally assumed to be the (RMS) value As discussed in the <OHMS LAW SECTION LINK>, in an electrical circuit, Voltage (measured in Volts and denoted by the letter V) equals current (measured in Amps and denoted by the letter I) multiplied by the Resistance (measured in ohms and denoted by the letter R) present in the circuit. This is represented by the following formula. V = IR or E = IR (Volts is sometimes denoted by the letter “E”, which stands for electro-motive force) An electrical circuit may include many resistors. The way these resistors impact the circuit depends on the way they’re arranged in the circuit. Resistors may be arranged in series or in parallel with the voltage supply source. Refer to the example below. <DIAGRAM> Figure 1 represents an electrical circuit with two resistors in a series arrangement. For current to complete the electrical circuit it must flow from the voltage source (B1) and pass through both resistor 1 (R1) and resistor 2 (R2) and then back to B1. The total resistance in the circuit is simply the sum of the two resistor values (measured in ohms, denoted by the Greek letter Ω). Therefore, in figure 1, the total circuit resistance (RT) is R1 + R2, which equals 100Ω. Figure 2 represents an electrical circuit with two resistors in a parallel arrangement. For current to complete the electrical circuit it must flow from the voltage source (B1) and then the current has two available paths to get back to B1. Some of the current will pass through resistor 1 (R1) back to B1 and some will pass through resistor 2 (R2) and then back to B1. The total resistance in a parallel circuit is not as simple as in a series circuit. The total resistance in the circuit for figure 2 is the reciprocal of the sum of the reciprocal sum of the two resistor values (measured in ohms, denoted by the Greek letter Ω). Therefore, in figure 2, the total circuit resistance (RT) is 1/(1/ R1 + 1/ R2), which equals 25Ω. It is important to note the impact to the circuit that the arrangement of the resistors have. Using Ohm’s law we can determine the total current flowing in each of the two circuits is considerably different even though the same components were used for both. By applying a little algebra to the Ohm’s law equation we can determine the total current for each circuit. For the circuit in figure 1, the total circuit current flow is expressed by the equation: I=V/R. By substituting in the numbers we know, where V = 10 volts and R=100Ω, we get a total current flow in the circuit equal to 10/100, which equals 0.1 amps For the circuit in figure 2, the total circuit current flow is again expressed by the equation: I=V/R. By substituting in the numbers we know, where V = 10 volts and R=25Ω, we get a total current flow in the circuit equal to 10/25 which equals 0.4 amps '''Resistors in series:''' When used in series, resistors can be said to be a “voltage dividing network.” This is because in a series circuit, current flowing through each resistor is the same value but the voltage present across each resistor is only part of the total circuit voltage value. Looking again at the circuit from figure 1 we can derive the voltage present across each resistor. <Diagram> Based on the fact that in a series circuit the current flowing through each resistor is the same, we can again use Ohm’s law to predict how much voltage will be present across each resistor. Since we already know that the total circuit current equals 0.1 amps and R1 equals 50Ω, the total voltage present across R1 equals 0.1A X 50Ω = 5 volts. Since R2 is the same value as R1, 5 volts will also be present across R2. We can double check our math by adding together all the voltages present across all the resistors. In this case 5V + 5V = 10V, which is in agreement with the total voltage present. '''Resistors in parallel:''' When used in parallel, resistors can be said to be a “current dividing network.” This is because in a parallel circuit, voltage across each resistor is the same value but the current flowing through each resistor only part of the total circuit current value. Looking again at the circuit from figure 2 we can derive the current flowing through each resistor. Based on the fact that in a parallel circuit the voltage present across each resistor is the same, we can again use Ohm’s law to predict how much current will flow through each resistor. Since we already know that the total circuit voltage equals 10 volts and R1 equals 50Ω, the total current flowing through R1 equals 10V / 50Ω = 0.2 amps. Since R2 is the same value as R1, 0.2 amps will also be present across R2. We can double check our math by adding together all the current flow present through all the resistors. In this case 0.2A + 0.2A = 0.4A, which is in agreement with the total current flow we previously determined for figure 2. '''Complex circuit resistance:''' In some circuits you will find both series and parallel resistors. The same rules apply in these more complex circuits, where both circuit types are present, as in simpler circuits where only one is present. With complex series/parallel resistive circuits it is best to redefine the parallel parts of the circuit into a series equivalent circuit and then use Ohm’s law to define the total current and resistance present. You can then use the total current and voltage values to determine the voltages and currents present at each of the resistors in the circuit. <DIAGRAM> Start by determining the total resistance of the parallel combination of R2 and R3, which equals: [R2&3 = 1/(1/R2 + 1/R3)] → [R2&3 = 1/(1/100 + 1/400)] → [R2&3 = 1/(0.01 + 0.0025)] → [R2&3 = 1/(0.0125)] → R2&3 = 80Ω You can then redraw the circuit in figure 3 to a series equivalent circuit that looks like figure 4. <DIAGRAM> We can now determine the total circuit resistance by simply adding all the resistors in the series equivalent circuit: [RT = R1 + R2&3 + R4 + R5] → [RT = 50 + 80 + 100 + 20] → RT = 250Ω Armed with the total resistance for the circuit and the total circuit voltage we can now figure out the total circuit current using Ohm’s law: [VT = ITRT] → [IT = VT/RT] → [IT = 10V/250Ω] → IT = 0.04A Now we can figure out the voltage and current present at each of the resistors by using Ohm’s law and the two rules for resistance circuits: 1) In a series circuit, the current is the same through all resistors – voltage divider circuit. 2) In a parallel circuit, the voltage present is the same for all resistors – current divider circuit. For R1: [VR1 = IT X R1] → [VR1 = 0.04A X 50Ω] → VR1 = 2V For R2&3: [VR2&3 = IT X R2&3] → [VR2&3 = 0.04A X 80Ω] → VR2&3 = 3.2V For R2: [IR2 = VR2&3 / R2] → [IR2 = 3.2V / 100] → I R2 = .032A For R3: [IR3 = VR2&3 / R3] → [IR2 = 3.2V / 400] → I R2 = .008A For R4: [VR4 = IT X R4] → [VR4 = 0.04A X 100Ω] → VR4 = 4V For R5: [VR5 = IT X R5] → [VR5 = 0.04A X 20Ω] → VR5 = 0.8V A double check to verify the accuracy of our circuit analysis confirms that all individual voltages present across each resistor in the series equivalent circuit adds up to the total 10 volts available from the source and all currents in the parallel portion of the circuit adds up to the total current for the circuit of 0.04A. --[[User:AClaxton|AClaxton]] 20:22, 21 September 2006 (UTC) Examples for test: [[Category:Electronic engineering]] 6142 70409 2007-01-11T02:42:16Z JWSchmidt 20 [[Category:Theology]] {{main welcome}} Swaminaryan It is a religion sect. in India that was created by the former lord Sajhanand Swami. He has given a mantra called Swaminarayan, and when chanted, all problems go away. -- [[User:67.173.107.160|67.173.107.160]] 23:05, 21 September 2006 (UTC) [[Category:Theology]] 6196 77727 2007-01-17T14:38:51Z Mystictim 626 changed template to welcome and expand {{welcome and expand}} Help knowledge grow by providing academically sound references to substantiate claims. </div> Are not oranges indigenous to Europe, not Asia, because oranges are a hybrid of tangerine and pomelo and were first hybridized into the orange in Europe? [[Category:Tropical and Subtropical Pomology I]] 6197 81027 2007-01-25T22:43:55Z 69.163.16.124 added a substitute for system("pause"); == Hello World == '''A note to myself and others:''' I'm going to add links to other wiki articles as soon as I can. I'm new to how wikis work, so I'll figure this out as soon as possible (aka when I have some free time tonight between studying for midterms). I want to also give kudos to the original author of this page, and I hope I didn't undermine your teaching. I just wanted to add some explanations as to how to code worked. Cheers! Next lesson: Variables and user input '''A note about changes to his work''' I came across this lesson and hopefully you don't mind some minor changes and additions I am making to this article to make it more coherent. Thanks in advance. Before getting into computer programming its a very good idea to get a general overview of [http://en.wikiversity.org/wiki/Computer_programming what computer programming is useful for]. The best way to learn C++ is to jump right into code and understand its fundamental elements. If you are familiar with C, Java, Javascript, PHP, Flash scripting or other C inspired languages, most of this syntax will be familiar to you. Unlike web languages such as PHP and Javascript, C++ is not an interpreted language. In other words, once you write the code in any basic text editor, you will need to compile the code into objects, and then link all the objects together into an executable program. The "compiler" turns what you write into a low level codes the computer can understand, and the "linker" makes the low level codes runnable. <ref>References Required</ref> Alright, on to the code. Two forward slashes in a row is a comment, and everything to the right of the slashes will be ignored by the compiler. <code><pre> #include <iostream> // includes std::cout and std::endl using namespace std; int main() { std::cout << "Hello World!" << std::endl; return 0; } </pre></code> === Includes === Now to explain this introduction to C++ code. The commands that are used in this example are defined in two files which are included with the #include directive. <code>#include <filename></code> Most of the time you will need to include commands like this so you don't have to reinvent them from scratch. When the C/C++ compiler reaches an #include directive, it will attempt to load the file named within the symbols <filename>. This file is called a header file, include file, or library as stated above, but it is basically just another file with C/C++ code in it. Loading files with #include allows you to access new functions, global variables, objects, and structures that would otherwise not be available to you in the code. Unlike most commands in C/C++, you do not need to end an #include directive with a semicolon. It is common practice to place the #include directives before the body of the code, but this isn't required. The <ostream> and <iostream> files contains functions that assist in formatting and writing output to the screen. === main() === When you compile your code, the compiler looks for a main function and starts the program there. Functions will be explained in greater depth in a later lesson, but what you need to know now is that the compiler looks for main() and runs the commands contained within main() first. You start writing your commands immediately after the '''{''' symbol, and the program ends when it reaches the '''}''' symbol. A note: with normal functions, you call them from another function, for instance, if you had a function that took two numbers and multiplied them, you might use code like this: multnumbers(6, 2);. So what calls the main function? The answer is the operating system, and so that is where your program starts off. That is why it is so important to include the main() function in your code. By the way, if you don't understand this, don't worry. It will allbe explained later on, like I said. === Namespaces === Within all modern programming languages there is a the concept of namespaces. Just as I said before, using other peoples code is a great way to get your code working. Again, there is no point in reinventing the wheel. Namespaces contain all sorts of "identifiers" that are useful. In our program there is a namesapce called std, which contains cout and endl. The method to use an identifier within a namespace is: <code>namespace::identifier</code> So in the case of our program, we've used the namespace std and the identifiers cout and endl. Namespaces can be nested, you can create namespaces, and you can be using identifiers from multiple namespaces at the same time. Coding with the namespace::identifier format can get tedious though, especially if you are only using one namespace in your code. For this reason, there is an easy way to let the compiler know that you will be using the std (or any other namespace) for the rest of your code. It's a way of telling the compiler where to look when it can't find an identifier you used. The code looks like this: <code>using namespace std;</code> I've used the namespace "std", which is the namespace we used in our code. This will allow us to remove std:: from all of our code. This is extremely useful, because you can imagine how much extra space would be used up by std:: if we had more that one line of cout and endl. "std" is also used for other identifiers that you'll be using in your future code, so it is helpful to include the std namespace in most of your beginner programs. After you've removed std::, your code should look like this: <code><pre> #include <iostream> // for std::cout and std::endl using namespace std; int main() { cout << "Hello World!" << endl; return 0; } </pre></code> === Cout and endl === The cout identifier is an easy and powerful way to output information to the screen. The opposite of the cout identifier is cin, which will be used in our next program. Each operand for cout is seperated by <<, whereas each operand for cin is seperated by >>. This lets the compiler know when it should be looking for a new operand to control cout or cin. For example, you can add extra text by using the code: <code>cout << "I'm going to try and display Hello World! on a new line" << endl << "Hello World!" << endl;</code> When compiled, the output should be: <code><pre>I'm going to try and display Hello World! on a new line Hello World!</pre></code> Another way you can do this is using "\n". \n basically means "new line after this" here is an example of it in use: <code><pre> #include<iostream> using namespace std; // very bad practice with namespace int main() { cout << "I'm going to try and display Hello World! on a new line\nHello World!\n"; system("pause"); // this won't work on many platforms - you should stick to standard C++ return 0; } </pre></code> '''Note:''' cin.get(); is the cross platform substitution for system("pause"); Adding cout<<"Please press Enter to continue..."; will duplicate the look of the pause call. === How to end a line of code === Every line of code in C++ is terminated by a ;. This allows your code to span multiple lines on your screen, but be treated as one line of code by the compiler. In C++, white space is ignored, so: <code><pre> //this cout << "hello"; //is the same as cout << "hello" ; //and this cout << "hello" ; </pre> </code> This makes your code neater and more organized. This rule holds for the most part, although there are occasional things that you can't break up into two lines, but unless you see that specified in a certain section, go ahead and do it in your code. === How to end a function === Most functions are built to return some sort of value to whatever called it in the first place. There will be more on this later. What you need to know is that return 0; means that a value of 0 will be returned from the code. Your compiler will normally tell you how your program ended. For example, my compiler will say "HelloWorld ended with code 0" after I've compiled and run my code. Different values can mean different things depending on your program. You could set a return code of 2 to mean there was an error, or and return code of 1 could mean your function completed successfully. Many times, it might be an answer- for instance, above, I wrote about the multnumbers() function that looked like this: multnumbers(6, 2);. In this function, it might assign 6 to a and 2 to b, and the return code might be <code><pre>return a*b;</pre></code> So, if you had called this in your main() function, you might have written something like <code><pre>myinteger = multnumbers(6, 2);</pre></code> So now, myinteger would be equal to 12. The main() function is special, though: the return code is returned to the operating system. For now, keep it at 0. === A note about some compilers === Because console programs are ''supposed'' to be run from an already open console, if you run it by itself, the program will quickly display a black box and then disappear. This is your program running, finishing and then closing very quickly. So fast, that normally, that you don't get a chance to see the output. (Note: Xcode, ''see below'' does not have this problem) The following code will wait until the user hits a key and then proceed to terminate the program <code><pre>#include <stdio.h> int main() { //Your code here getchar(); } </pre></code> Another note on compilers: What if you don't have one? Well, the good news is, there are tons of wicked good compilers that are available for free. For most posix systems, gcc (the GNU Compiler Collection) is available, it is arguably one of the best compilers ever written and does a good job of implementing standards. However, many people using Windows or Mac like good IDE's. For OS X, there is Xcode, which is, in my opinion, the best IDE. It is a very powerful, yet user friendly IDE for developing in many languages, and it uses gcc for C++. It's large however, but if you're developing on OS X, this is vital. For Windows, there is Dev C++ (which is very popular at my University among students). Also popular (but expensive) is Microsoft Visual C++. ==Where To Go Next== * [[Introduction to C++ pt 2]] [[Category:Introductions]] [[Category:Computer Programming]] 6198 28704 2006-09-22T18:08:27Z Rogerhc 1385 [[Oranges are indigenous fruit of Asia]] moved to [[Orange is indigenous fruit of Asia]]: remove plural per [[Wikiversity:Naming_conventions#Page_and_header_titles]] #REDIRECT [[Orange is indigenous fruit of Asia]] 6216 28744 2006-09-22T21:24:04Z 84.194.250.143 Redirecting to [[Category:Wikiversity schools]] #REDIRECT[[Category:Wikiversity schools]] 6221 75535 2007-01-14T03:07:41Z JWSchmidt 20 [[Category:Physics]][[Category:Chemistry]] {| ! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 !! 17 !! 18 |- | style="background-color: blue; color: red; text-align: center; border:1px black;" | 1<br>H<br>1.0079 || || || || || || || || || || || || || || || || | style="background-color: green; color: silver; text-align: center;" | 2<br>He<br>4.0026 |- | style="background-color: brown; 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text-align: center;" | 81<br>Tl<br>204.38 | style="background-color: purple; text-align: center;" | 82<br>Pb<br>207.2 | style="background-color: purple; text-align: center;" | 83<br>Bi<br>208.98 | style="background-color: orange; text-align: center;" | 84<br>Po<br>[208.98] | style="background-color: silver; text-align: center;" | 85<br>At<br>[209.99] | style="background-color: green; color: red; text-align: center; border:2px red dashed;" | 86<br>Rn<br>[222.02] |- | style="background-color: brown; text-align: center;" | 87<br>Fr<br>[223.02] | style="background-color: pink; text-align: center;" | 88<br>Ra<br>[226.03] | style="background-color: gray; text-align: center;" | 89*<br>Ac<br>[227.03] | style="background-color: yellow; color: black; text-align: center;border:2px red dashed;" | 104<br>Rf<br>[263.11] | style="background-color: yellow; color: black; text-align: center;border:2px red dashed;" | 105<br>Db<br>[262.11] | style="background-color: yellow; color: black; text-align: center;border:2px red dashed;" | 106<br>Sg<br>[266.12] | style="background-color: yellow; color: black; text-align: center;border:2px red dashed;" | 107<br>Bh<br>[264.12] | style="background-color: yellow; color: black; text-align: center;border:2px red dashed;" | 108<br>Hs<br>[269.13] | style="background-color: yellow; color: black; text-align: center;border:2px red dashed;" | 109<br>Mt<br>[168.14] |} {| |- | || || style="background-color: olive; text-align: center;" | 58<br>Ce<br>140.12 | style="background-color: olive; text-align: center;" | 59<br>Pr<br>140.91 | style="background-color: olive; text-align: center;" | 60<br>Nd<br>144.24 | style="background-color: olive; text-align: center; border:2px red dashed;" | 61<br>Pm<br>[144.91] | style="background-color: olive; text-align: center;" | 62<br>Sm<br>150.36 | style="background-color: olive; text-align: center;" | 63<br>Eu<br>151.96 | style="background-color: olive; text-align: center;" | 64<br>Gd<br>157.25 | style="background-color: olive; text-align: center;" | 65<br>Tb<br>158.93 | style="background-color: olive; text-align: center;" | 66<br>Dy<br>162.50 | style="background-color: olive; text-align: center;" | 67<br>Ho<br>164.93 | style="background-color: olive; text-align: center;" | 68<br>Er<br>167.26 | style="background-color: olive; text-align: center;" | 69<br>Tm<br>168.93 | style="background-color: olive; text-align: center;" | 70<br>Yb<br>173.04 | style="background-color: olive; text-align: center;" | 71<br>Lu<br>174.97 |- | || ||style="background-color: gray; text-align: center;" | 90<br>Th<br>232.04 | style="background-color: gray; text-align: center;" | 91<br>Pa<br>231.04 | style="background-color: gray; text-align: center;" | 92<br>U<br>238.03 | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 93<br>Np<br>[237.05] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 94<br>Pu<br>[244.06] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 95<br>Am<br>[243.06] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 96<br>Cm<br>[247.07] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 97<br>Bk<br>[247.07] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 98<br>Cf<br>[251.08] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 99<br>Es<br>[252.08] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 100<br>Fm<br>[257.10] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 101<br>Md<br>[258.10] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 102<br>No<br>[259.10] | style="background-color: gray; color: black; text-align: center;border:2px red dashed;" | 103<br>Lr<br>[262.11] |} {|border="1" |- | style="background-color: blue;" width=20%| Nonmetals | style="background-color: brown;" width=20%| Alkaline Metals | style="background-color: pink;" width=20%| Alkaline-Earth Metals | style="background-color: yellow;" width=20%| Transition Metals | style="background-color: purple;" width=20%| Poor Metals |- | style="background-color: orange;" width=20%| Metalloids | style="background-color: silver;" width=20%| Halogens | style="background-color: green;" width=20%| Noble Gases | style="background-color: olive;" width=20%| Lathanides | style="background-color: gray;" width=20%| Actinides |} Cells with text in <font color="red">red</font> are gaseous at room temperature.<br> Cells with text in <font color="green">green</font> are liquid at room temperature.<br> Cells with text in black are solid at room temperature.<br> Cells with a dashed red outline are not found naturally on earth.<br> Elements 43, 61, and 84 and greater are only known as radioactive. == How to use this periodic table == The periodic table lists all the known elements. It is a useful tool for identifying trends and properties of them. Some things of interest to chemists are: * Electronegativity * Ionization energy * Acidity of oxides * Ionic radius ==Groups and Periods== The periodic table is arranged into groups or columns, and periods or rows. ===Groups=== Elements in the same group, or family, have similar properties. Elements from the same group are found in vertical columns. Some groups are given non-scientific names, such as the halogens, noble gases, alkaline metals, and the alkaline-earth metals. Elements in the same group act similarly because they have the same valence electron configuration. ===Periods=== Each period represents the filling up of orbitals generated by the principle quantum number. ==Nonmetals== Non-metals are found on the top-right corner of the p-block elements. These elments tend to gain electrons when forming a bond with metals, or share electron between two non-metals to form a covalent bond. ==Alkaline Metals== Alkaline metals are known as the most reactive metals. This can be observed by their reaction with water, for example. Their reactivity is attributed to the low ionization energy of the outermost electron in the atom. ==Alkaline-Earth Metals== ==Transition Metals== ==Poor Metals== ==Metalloids== Metalloids roughly form a staircase line in the periodic table. This line divides metals and nonmetals. The elements around this partition have intermediate metal- and non-metal-like properties. Many of them can be used as semiconductors. ==Halogens== All halogens are missing just one electron to fill their valence electron shell. For this reason, in most chemical reactions, halogens tend to gain one electron. halogens always exists as diatomic molecules. Going down the group, the color of elements increase; due to decreasing effective nuclear charge, atomic radius increase and electronegativity decreases. Halogens are not always in -1 oxidation state; when reacting with other more electronegative atoms, they give positive oxidation states. Examples are Cl2O7, and BrO-. ==Noble Gases== The noble gases have a full valence electron shell. For this reason, noble gases do not normally react with other elements. ==Lathanides== Lathanides are the first elements to have electrons in an ''f'' orbital. Electrons are added to the ''f'' orbital to create the next element until element number 72, Hafnium. ==Actinides== The actinides are radioactive elements. Their radioactivity is due to the fact that any nucleus with greater than 82 protons can not be stable. They are related to the lanthanides. The actinides are the second groups of elements to add electrons to the ''f'' orbital. ==Unknown== There are some unknown elements on the periodic table. However, due to the understanding of periodic table positions their descriptions can be estimated. ==See Also== * [[Wikipedia:The Periodic Table]] [[Category:Physics]][[Category:Chemistry]] 6223 68412 2007-01-08T22:56:29Z JWSchmidt 20 Category:Community discussions Welcome to the project page for the '''Internet Relay Colloquium''', an attempt to see if holding [[w:IRC|IRC]] meetings on Wikiversity is feasible. First a date, time and duration will be set, then a timer will be placed on the main colloquium and here. The first meeting will be about how the meeting will work and the goal of the meetings. One idea is to take a school from the list below ([[#Which school should go first?|S.H.E.L.F.-P.I.M.P.]], one a week) and vote on a course or learning project (A prototype for the school) that people want to talk about in that school. At the date of the talk the voting will stop and that will become the topic of the meeting the week after. Place you sig next to the times, days, durations, and topic you support. ==Time== The time should be one which most of the participants can take part. An idea would be a time in the morning for those in the west coast of America, and at the same time the evening in east Europe, on a weekend. Or more than one meeting could be held. (Times in UTC, current time is {{CURRENTTIME}}) *1:00 *2:00 *3:00 *4:00 *5:00 *6:00 *7:00 *8:00 *9:00 *10:00 *11:00 *12:00 *13:00 *14:00 *15:00 *16:00 *17:00 *18:00 *19:00 *20:00 [[User:SlakaJ|SlakaJ]] *21:00 *22:00 *23:00 *24:00 ==Day== *Monday *Tuesday *Wednesday *Thursday *Friday *Saturday [[User:Rayc|Rayc]] [[User:SlakaJ|SlakaJ]] *Sunday ==Every== *Weekly *Bimonthly [[User:Rayc|Rayc]] *Monthly [[User:SlakaJ|SlakaJ]] ==Length== *15 minutes *30 minutes [[User:Rayc|Rayc]] [[User:SlakaJ|SlakaJ]] *1 hour with an intermission ==Which school should go first?== *Social Sciences *Humanities *Engineering and Technology - the [[School:Computer Science|School of Computer Science]] seems fairly active and may have a high % of IRC users. *Life Sciences *Fine Arts *Practical Arts and Sciences *Interdisciplinary Studies *Mathematics *Physical Sciences ==See also== *[[w:Wikipedia:Spotlight|Wikipedia:Spotlight]] [[Category:Wikiversity]] [[Category:Community discussions]] 6228 54986 2006-12-12T15:01:40Z Hector G 4020 This includes the results of round 2 of the Wikiversity motto and slogan contest. For the current stage of the Motto contest see: [[Wikiversity:Motto_contest|Motto contest]]. ==Motto contest, Round 2== '''Please list your name by one motto and one slogan below.''' Round 2 includes all options selected by at least one person. You can change your selection. You may add a selection in Round 2 by listing your name by a new motto and/or a new slogan. Feel free to share comments in the comment section that helps explain the meaning and intent of mottos and slogans. ===List of Mottos=== The motto needs to be ''very short'' - for listing with logo (see '''[[m:Wikiversity/logo|logo contest]]'''): * Learn. Teach. ''Know''. -- '''Support:''' [[User:Dev920|Dev920]], [[User:Rayc|Rayc]], [[:de:Benutzer:Liondancer|Liondancer]], [[User:Nazdude|Nazdude]], [[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]], [[User:Talonhawk|Talonhawk]], [[User:DamienBlack|Damien Black]], * Read. Learn. Share. -- '''Support:''' [[User:Yazeed|Yazeed]], [[User:ShAdIa|ShAdIa]], [[User:boba_girl|boba_girl]], [[User:firass|firass]], [[User:amal|amal]], :*Learn. Teach. Share. -- <small>(a synthesis of the above)</small> '''Support:''' [[User:Talonhawk|Talonhawk]], * We Learn, We Teach, We Build -- '''Support:''' [[User:Kiesa|Kiesa]], [[User:Strathallen|Strathallen]], * An open learning community -- '''Support:''' [[User:Hypermorphism|Ron]], [[User:Atfyfe|Atfyfe]], [[User:Dr-Now|Dr-Now]], [[User:Reswik|Reswik]], [[User:DouglasHolton|DouglasHolton]], [[User:Dilaudid|Dilaudid]] * Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Smithgrrl|Smithgrrl]], * World Wide Wisdom -- '''Support:''' [[User:TigreNoir|TigreNoir]], [[User:Halyks|Halyks]], [[User:E A Tarina|E A Tarina]], [[User:Mark Lewis|Mark Lewis]] * Set Learning Free -- '''Support:''' [[User:stinkey91|stinkey91]], [[User:Jimbobalina2005|Jimbobalina2005]], [[User:Sam|Sam]], [[User:Phaedrus86|Phaedrus86]], * Because knowledge should be free. -- '''Support:''' [[User:Ross|Ross]], [[User:Bounton|Bounton]], [[User:Ђорђе Д. Божовић|George D. Bozovic]], [[User:RichMac|RichMac]], [[CSM|CSM]] * Free thinking -- '''Support:''' [[User:Smurrayinchester|Smurrayinchester]], * Because thinking is free. -- '''Support:''' [[User:Jrothwell|Jrothwell]], * Open Education -- '''Support:''' [[User:Aldenis|Aldenis]], * Know it -- '''Support:''' [[User:lijujacobk|Liju]], * Learn Free, to be Free -- '''Support:''' [[user:nehamjoshi|nehamjoshi]], * Universe of Knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], * Fast, Free, and Fun... The New Way to Learn -- '''Support:''' [[User:bendroz|bendroz]] * Collaborative learning. -- '''Support:''' [[User:Davodd|Davodd]], * A University, Wiki-Style -- '''Support:''' [[User:Tarret|Tarret]], * ab uno disce omnes "From one to know all" -- '''Support:''' [[User:Rich_richie|Rich_richie]], * Learning unlimited -- '''Support:''' Varun Shrivastava, * Freedom of Learning -- '''Support:''' [[User:Mohan Gunti|Mohan Gunti]], * Find Truth... in Wiki! -- '''Support:''' ced1 * Broaden your mind -- '''Support:''' anisha * It is where you learn without pressure -- '''Support:''' bebot * TechKnowledgeFree -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]] * Philologos Gratis -- '''Support:''' Maeve Thompson * Age of Learning -- '''Support:''' [[User:Stefano|Stefano]] * learn Qwiki, use a Wiki! -- '''Support:''' Wayne Jackson * Open to Interpretation -- '''Support:''' [[User:hanju|hanju]] * Citius, Altius, Fortius --'''Support:''' [[User: Ar.hhr|Ar.hhr]] * In vici veritas (There is truth in a wiki) -- '''Support:''' [[User:WiseWoman|WiseWoman]], * The eye of wisdom -- '''Support:''' [[User:aruncg|aruncg]], * To stand the test of people. -- '''Support:''' [[User:AaronG|AaronG]] * Education is freedom! Free education! -- '''Support:''' Paul Purcell * Free learning tools -- (used on Wikibooks main page with Wikiversity logo) '''Support:''' ? * Free learning materials and activities -- (used on Wikipedia main page with Wikiversity logo) '''Support:''' ? * Learn To Lead -- '''Support:''' [[User:Mahdi7|Mahdi7]] * Έν οίδα οτι ουδέν οίδα - Hen oida hoti ouden oida - "I know one thing, that I know nothing", (Socrates, paraphrased from Plato's Apology) -- '''Support:''' Nick * Wiki U Wiki Me -- '''Support:''' <span style="font-family:Trebuchet MS;">[[User:Athrash|<span style="color:blue;">Athrash</span>]] [[User_talk:Athrash|<small><sup><span style="color:blue;">Talk</span></sup></small>]]</span> * The Revolution has begun. - anon sugg. from round 4 *I would like to propose another slogan: "for the wonder the of web". It's part of my job to come up with themes, ideas, phrases that crystallize an exact image through words.....[[User:207.15.192.251|207.15.192.251]] 15:02, 1 November 2006 (UTC) * In continuous pursuit of uncovering the dynamic truth! - anon sugg. from round 4 *(From motto contest talk page:) I don't like ''any'' of the entries &mdash; they are all outlandish and pretentious in my opinion. I'd rather see a down-to-earth ''Wikiversity:The Free University'' in the tradition of ''Wikipedia:The Free Encyclopedia''. [[User:CQ|CQ]] 06:27, 28 November 2006 (UTC) * (From motto contest talk page:) How about "Get your 'learn' on." ? - by anon. poster on 00:24, 1 December 2006. * Knowledge at a click... -- Knowledge can now reach masses just by a click. In this world of technology what more could you expect to gain knowledge by just sitting at your systems and clicking on Wikiversity. -- (sugg. from round 5) BY SYED RIZWAN. * Because knowledge should be spread like a light / "learn with world" -- [[User:sudhir mishra]] in round 5, 5 December. * Wikiversity - Learning Unbound -- [[User:Hector G]] 14:40 12 December 2006 (UTC) ====Comments on Mottos==== * Learn. Teach. Know. :* I know the whole 'let's pretend we're an old European university by having a Latin motto' is pretty daft, but just in case anyone's interested, the Latin of the above could be '' 'cognosco. perdoceo. scio.' ''. --[[User:Sam|Sam]] 23:36, 12 September 2006 (UTC) * Read. Learn. Share. :*... :A facilitation consideration: Any support for the synthesis of options here or the one above with main list of mottos? :*Learn. Discover. Share. -- '''Support:''' :*Freedom. Learning. Sharing. -- '''Support:''' ::Would I need to remove my vote from the origional motto in order to properly show my support for the synthesized motto? [[User:Talonhawk|Talonhawk]] 03:43, 20 September 2006 (UTC) :::Removing the original or strikethrough would work here (plus with your support, this one can go above). In round 3 here, I think it would be good to reorganize the layout a bit and create sets of similar mottos. Then, people could support a set and express preference for specific option(s) -- as in the logo contest for Wikiversity. --[[User:Reswik|Reswik]] 14:35, 20 September 2006 (UTC) * We Learn, We Teach, We Build :*... * An open learning community :*I switched my vote from "free learning community" to this for various reasons, including: 1) the appeal of the rich connotations of openness in the context of learning, in spite of my agreeing with the "free" side of debate in the politics of open source vs. free software; 2) the resonance with the slogan with most support below (so far) which uses "open."; 3) this offers our to-be-extensive project an opportunity to contribute (in discussions and on possible page(s) of explanation somewhere) to re-interpreting the implications of open, openness, and opening (in various senses such as development, awakening and liberation) in relation to the meaning of freedom in the free culture movement. [[User:Reswik|Reswik]] 17:28, 12 September 2006 (UTC) * Free learning community :*... * World Wide Wisdom :*... * Set Learning Free :*... * Because knowledge should be free. :*... * Free learning tools :*used on Wikibooks main page with Wikiversity logo -- selected by ? * Free learning materials and activities :*used on Wikipedia with Wikiversity logo -- selected by ? * In vici veritas (There is truth in a wiki) -- '''Support:''' [[User:WiseWoman|WiseWoman]] 20:38, 9 September 2006 (UTC) :*From talk page: '' 'In vici veritas' '' (from my very poor memory) actually means something more like 'In ''having conquered'' is the truth'. It's just that ''vici'' is pronounced 'wiki' (these days). It's not Hawaiian, it's the first person singular perfect tense form of ''vincere'', 'to conquer, overcome; defeat; subdue; win; surmount; exceed, excel; prevail' (from the [http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t131a.e10513 OED]). --[[User:Sam|Sam]] ::*This is correct. I searched "vici" and this was the 3rd link at google: [[w:Veni, vidi, vici]]. To quote, "Caesar's terse remark -- translated as "I came, I saw, I conquered" -- simultaneously proclaimed the totality of his victory and served to remind the senate of Caesar's military prowess (Caesar was still in the midst of a civil war); alternatively, the remark can be viewed as an expression of Caesar's contempt for the patrician senate..." -- [[User:Reswik|Reswik]] 12:01, 14 September 2006 (UTC) :: Check out the Latin Wikipedia - they have decided that [http://la.wikipedia.org/wiki/Vici vici] is also the Latin for Wiki :) --[[User:WiseWoman|WiseWoman]] 21:43, 17 September 2006 (UTC) (Google is not necessarily an authoritative source.....) :::The google reference mentioned above is a ''Wikipedia'' reference that mentions the traditional Latin meaning of "vici." Vici means "I conquered" which seems not to be the best association for a Wikiversity motto. [[User:Reswik|Reswik]] 00:21, 18 September 2006 (UTC) * Learn free, think free :*Too similar to Wikibooks motto? --[[User:Gurch|Gurch]] * Citius, Altius, Fortius :* I'm not sure, but should this be 'Citius, altus, fortis' ('Quickly, noble, strong') -- could someone with more latin than me verify this please? --[[User:Sam|Sam]] 23:36, 12 September 2006 (UTC) ::no, it's correct: "citius, altius, fortius" means "faster, higher, stronger", to represent the athlete's desire for continuous self-amelioration. --[[:it:User:Nadira|Nadira]] 10:23, 17 September 2006 (UTC) * Wikiversity - Learning Unbound : Unbound (adj.) 1. to release from bonds or restraint, as a prisoner; free. 2. not bound, as a book. ===List of Slogans=== This can be ''a short sentence or phrase'' - for listing at top of main page with "Welcome to Wikiversity": * Opening minds through open learning -- '''Support:''' [[User:Mos87|Mos87]], [[User:The Winged Self|The Winged Self]], [[User:Ross|Ross]], [[User:Rayc|Rayc]], [[User:Dr-now|Dr-now]], [[:de:Benutzer:Liondancer|Liondancer@de]], [[User:Reswik|Reswik]], [[User:DamienBlack|Damien Black]], [[User:Strathallen|Strathallen]], * Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Aldenis|Aldenis]], [[User:Ђорђе Д. Божовић|George D. Bozovic]], * Free knowledge for everyone -- '''Support:''' [[User:lijujacobk|Liju]], [[User:Smithgrrl|Smithgrrl]], * Join us for making Knowledge Valuable without Price -- '''Support:''' [[User:Neha|Neha]], [[User:EulerGamma|EulerGamma]], * Where teachers learn, and learners teach. -- '''Support:''' [[User:Deltinu|Deltinu]], [[User:Jimbobalina2005|Jimbobalina2005]], [[User:Dilaudid|Dilaudid]] * You can learn anything, teach anything, and ''know anything'' -- '''Support:''' [[User:Dev920|Dev920]], [[User:Nazdude|Nazdude]], * Teach to Learn, Learn to Teach -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]], [[User:Bounton|Bounton]], * Because Learning Is Never Ending... -- '''Support:''' [[User:Juhi|Juhi]], [[User:Talonhawk|Talonhawk]], * All Wikiworms are welcomed! -- '''Support:''' [[user:Yazeed|Yazeed]], [[user:ShAdIa|ShAdIa]], [[user:boba_girl|boba_girl]], * Strength through wisdom, wisdom through study. -- '''Support:''' Nikola Enchev, Boris Hristov, [[User:Sam|Sam]], * Reasonably free thinking, freely pursued. -- '''Support:''' [[User:Mirwin|Mirwin]], * the free learning network that you help create -- '''Support:''' [[User:Hypermorphism|Ron]] * The Online University for all of us --'''Support:''' [[User:Raoul.menzel|raoul]] * Learn free, think free. -- '''Support:''' [[User:stinkey91|stinkey91]], * The Gift of Knowledge. Priceless! -- '''Support:''' [[User:TigreNoir|TigreNoir]], * The university without tuition fees. -- '''Support:''' [[User:Jrothwell|Jrothwell]], * Learning and teaching as one -- '''Support:''' D Platt, * Universe of the free knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], * A world of knowledge -- '''Support:''' thiago pessanha brazil, * No need to earn to learn -- '''Support:''' Ajay,India * Because a little knowledge is a dangerous thing -- '''Support:''' [[User:Rides3Wheels|Rides3Wheels]] * You lernd it good here, Wikiversity -- '''Support:''' Dave.M, Geoff N. * Who Needs a Real College Education? -- '''Support:''' Jeff, * To boldly go where no University has gone before. '''Support:''' [[User:Hillgentleman|Hillgentleman]], * Knowlegde Unlimited -- '''Support:''' [[User:Rich_richie|Rich_richie]], * Build your university by your information -- '''Support:''' [[User:Gunerb|Gunerb]], * Shared Knowledge Balanced and Checked -- '''Support:''' [[User:jullman12|jullman12]] * Wikiversity - The Freedom of Development & Growth through Learning '''Support:''' [[User:Mohan Gunti|Mohan Gunti]] * Essential Learning, from Acropolis to Zimbabwe! -- '''Support:''' [[User:Geobeedude|Geobeedude]], * We'll make Oxford, Harvard, and Yale fear us if its the last thing we ever do -- '''Support:''' [[User:Atfyfe|Atfyfe]] * If they can't do it wiki do it. -- '''Support:''' PatBag John, * Each one --Wiki, wiki-- Teach one! -- '''Support:''' ced1 * Socially oriented high learning institution -- '''Support:''' bebot * Free, creative minds deserve free, creative learning experience -- '''Support:''' [[User:Saad Yousuf|Saad Yousuf]] * As seen in The Matrix "Woah, I know Kung-Fu!" -- '''Support:''' [[User:Halyks|Halyks]] * Wikiversity- Where the World Learns--'''Support:''' KT * People are the source of knowledge. This open forum, it's challenge. -- '''Support:''' [[User:AaronG|AaronG]] * Education is freedom! Free education! -- '''Support:''' Paul Purcell ([[User:Pvpurcell|Pvpurcell]] * Welcome to the World of Knowledge -- '''Support:''' [[User:Mahdi7|Mahdi7]] * An education obtained with money is worse than no education at all. (Socrates) -- '''Support:''' Nick * Priceless mind, free learning. -- '''Support:''' [[User:The Suggestor|The Suggestor]] * A mind isn't free but knowledge should be. * Knowledge, you cant put a price on it! *Free Your Mind. --[[User:NightDragon|NightDragon]] 11:21, 3 December 2006 (UTC) ====Comments on Slogans==== * Opening minds through open learning :*See my comment about "openness" under "an open learning community" in the motto comment section. [[User:Reswik|Reswik]] 15:57, 12 September 2006 (UTC) * Free learning community :*... * Free knowledge for everyone :*... * Join us for making Knowledge Valuable without Price :*... * Where teachers learn, and learners teach. :*... * You can learn anything, teach anything, and ''know anything'' :*... * Teach to Learn, Learn to Teach :*... * Because Learning Is Never Ending... :*... * All Wikiworms are welcomed! :*... * Strength through wisdom, wisdom through study :* The idea behind this is not solely from "V for Vendetta" :), but rather my own country's (Bulgaria) slogan: "Strength through Unity". Since I'm more a cosmopolitain than a nationalist, I think that "Wisdom through study" is entirely based on worldwide progress through enriching knowledge, which basically my own idea on development of humanity as a whole. Nikola Enchev 13.09.'06. * People are the source of knowledge. This open forum, it's challenge. :*...There is one BIG threat to this web site that is common to all open forum Wiki's; achieving credibility. This motto is my suggestion because one many levels there is a need for truth and knowledge. This open forum, in my opinion, will be it's ultimate test as laymen and academics confront information together in the wonderful project.--[[User:AaronG|AaronG]] 6230 69319 2007-01-10T01:37:18Z JWSchmidt 20 [[Category:Chemistry]] Stereochemistry is another name for the optical activity that a molecule expresses. Optical activity is a property of organic molecules. You have seen (+) or (-) or D or L in from of vitamins and drugs well this is the direction of light rotation. In short, for a carbon atom to have optical activity it must be chiral or have 4 different groups attached to it. [[Category:Chemistry]] 6234 47653 2006-11-22T14:26:28Z JWSchmidt 20 Division of Graphic design Welcome to the '''Wikiversity Division of Graphic design'''. '''Graphic design''' is the layout of visual elements, such as images and text, on a page, website, billboard etc. There are a number of elements to graphic design, including Image manipulation and [[Topic:Typography|typographic]] skills. Graphic designers typically use a range of software to do this such as Adobe InDesign, Adobe Photoshop, Macromedia FreeHand, and QuarkXPress. ''This page is merely a stub. If you have an interest in graphic design, you can leave a question here, or if you have expertise in this area you could list yourself below, or [[Wikiversity:Be bold|be bold]] and start creating material yourself.'' ==People interested in graphic design== ''Please list yourself and your area of interest/expertise here'' * [[User:Cormaggio|Cormaggio]] - studied photography and did some graphic design work as part of that - have forgotten most of my then skills, so am interested in reviving them. ==Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Typography|Typography]] * ... ''If you have an idea for a project which you would like to collaborate on, please list it here. Don't worry if you don't know how to do it - that's what we're here for (ie. learning).'' ==Questions== ''"How do I do..."'' *'''Logos''': The current Wikiversity [[m:Wikiversity/logo|logo contest]] has produced some quite interesting and complex logos (see [[m:Wikiversity/logo/archive-vote-1|full archive]]). But how were they produced? Using what software? Could someone talk us through how to make a logo? Thanks. [[User:Cormaggio|Cormaggio]] 11:45, 7 October 2006 (UTC) (<small>I have Adobe Photoshop 7.0, but it might be an idea to use free software - or perhaps simply give a generic outline of how to create and transform obects..</small>) [[Category:Graphic design]] 6263 67977 2007-01-08T03:58:21Z Robert Elliott 1436 Minor Additions ==Division news== {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} * '''23 September, 2006''' - Division founded! - The first department is '''[[Topic:Narrative Film Production | Narrative Motion Picture & Episodic TV Drama Production]]''' ==Departments== *[[Topic:Narrative Film Production | Narrative Motion Picture & Episodic TV Drama Production]] - Projects aimed at developing skills for producing narrative motion pictures and television dramas. This includes filming dramatic scenes with a single camera (motion picture reversal film, positive projection film, analog video, or digital video) using a separate audio recording device for recording the scripted dialog. Narrative Film Productions are always edited with non-linear technology (either as pieces of film or as digital video inside of a computer) which allows for the compression or expansion of time. Note: Single camera means one or more independent cameras filming separately; not synced cameras as in television studio cameras connected to a switcher in a control booth. (See Television Studio Production below for filming with synced cameras using a switcher.) Narrative Film Production also refers the filmmaking technology (development, pre-production, production, and post production) of narrative television commercials. :Historically, Narrative Film Production includes all narrative motion pictures created after the development of talking pictures ranging from ''[[w:Citizen_Kane | Citizen Kane]]'' to ''[[w:Ghostbusters | GhostBusters]]'' including all of the ''[[w:The_Muppet_Christmas_Carol | Muppets]]'' motion pictures as well as narrative television dramas ranging from ''[[w:Buffy_the_Vampire_Slayer | Buffy, the Vampire Slayer]]'' to ''[[w:The_Shield | The Shield]]'' (shot with 16mm Arriflex SRIII film cameras using Steadicam) and ''[[w:Scrubs_(TV_show) |Scrubs]]'' (which is edited with Final Cut Pro.) {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #inherit;" | {{Courses in Filmmaking - Table - Float Right}} {{Template:Lessons in Basic Filmmaking - Table - Float Left}} <center><big><br>[[Filmmaking|Filmmaking]]<br>[[Image:Nuvola apps package edutainment.png]]</big></big></center> |} ---- *[[Topic:Documentary production | Documentary Production]] - Projects aimed at developing skills for producing documentary motion pictures. This includes all fact-based recording (either on film or video) and includes '''event video''' such as weddings and funerals. ---- *[[Topic:Narrative Television Production | Narrative Television Studio Production]] - Projects aimed at developing skills for producing multi-camera television programs with scripted dailog. This includes filming in a studio with one or more (usually, three or more) cameras (either film or video) connected in sync to a switcher and edited linearly, which does '''not''' allow for the compression of time. Most television production is edited live during the filming of the production. This includes programs such as sitcoms, school plays, and kids shows which are narrative dramas. Historically, this included programs such as ''[[w:playhouse_90 | Playhouse 90]]'' and the television production of ''[http://www.imdb.com/title/tt0386346/ Bus Stop] 1982''. ---- *[[Topic:Documentary television Production | Documentary Television Studio Production]] - Projects aimed at developing skills for producing multi-camera television programs with scripted dialog or non-scripted dialog. This includes filming in a studio with one or more (usually, three or more) cameras (either film or video) connected in sync to a switcher and edited linearly, often in real time using switchers. This includes programs such as cooking shows, infomercials, and live newscasts. Historically, this has included Walter Cronkite's broadcast of man walking on the moon and [[w:Julia_Child | Julia Child's ''The French Chef'']]. All of the pre-production, production, and post-production methods of Narrative Television Production and Documentary Television Production are identical therefore, it is difficult catorigize shows such as ''[[w:Sid_Caesar | The Cid Ceaser's Hour]]'', ''[[w:Howdy_Doody |Howdy Doody Show]]'' and the ''[[w:The_Muppet_Show |The Muppet Show]]'' which can be in either catagory. ---- *[[Topic:Corporate Video | Corporate Video & Multimedia Production]] - Projects which combine television studio production, documentary production, animation and multimedia and are mostly edited with non-linear editing software on personal computers. This is concidered "quick and dirty" video and includes most training videos. ---- *[[Topic:Corporate Video | Narrative 2D Animated Motion Pictures and Television Dramas]] - Projects aimed at developing skills for producing narrative motion pictures and television dramas using hand drawn animation. Historically, this includes Disney's ''[[w:Snow_White_and_the_Seven_Dwarfs_(1937_film) | Snow White and the Seven Dwarfs]]'' and ''[[w:Shrek|Shrek]]''. ---- *[[Topic:Corporate Video | Narrative 3D Animated Motion Pictures and Television Dramas]] - Projects aimed at developing skills for producing narrative motion pictures and television dramas using 3D character animation. This is similar to all of the pre-production, production and post-production steps of Narrative Film Production except the order of the steps is different. This includes the production of non-realistic, realistic and low-budget animated programs as represented by ''[http://www.imdb.com/title/tt0382521/ Aero-Troopers: The Nemeclous Crusade]'', ''[[w:The_Polar_Express_(film) | Polar Express]]'', and ''[http://www.softedgeltd.com/ca1.html The Adventures Of Montu Miah]''. ---- ---- [[Category:Media]] [[Category:{{PAGENAME}}| ]] 6264 70905 2007-01-12T02:00:25Z JWSchmidt 20 [[Category:Wikiversity]] "Wikiversity links" is the name of the template for linking Wikibooks pages to related pages at Wikiversity. See: [[b:Template:Wikiversity links]]. [[Category:Wikiversity]] 6265 49111 2006-11-27T02:35:55Z Robert Elliott 1436 redirect to new page #REDIRECT [[Topic:Narrative Film Production]] ==Department description== {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ==See "[[Topic:Narrative Film Production|Topic:Narrative Film Production]]"== ;Narrative Film Production (Single Camera filming) :'''Narrative Film Production''' refers to the wide ranging technologies required to create '''dramatic scenes''' for a narrative motion picture or television drama using standard motion picture procedures(single camera; sync sound; non-linear editing) using film or digital video cameras and a separate audio recorder and microphone for recording the dialog of the scene. :'''Narrative Film Production''' is the basic procedure developed by the motion picture industry in the 1930s after the invention of talking pictures. While this method has many variation over the years, it remains the basic workflow used for the last 70 years in the motion picture and television industry for narrative feature films and episodic television dramatic production. :'''Narrative Film Production''' is also the same technology used to make narrative TV commercials. If you learn to make narrative motion pictures, you can make narrative television commercials and vise versa. ;Never a television studio drama or a cooking class :'''Narrative film production''' is <font color="maroon">'''not'''</font> to be confused with '''television studio production''' which uses multiple synced cameras and live switching between cameras (linear editing in real time). :'''Television studio production''' is the standard method of recording non-narrative television shows from ''The Tonight Show'' to Julia Child's ''The French Chef'' or narrative production such as the Sitcom or video taping theater dramas. :'''Television studio production''' is a totally different technology based on linear editing while film editing is a non-linear editing process. (Cutting and pasting film was non-linear long before computers were invented. Using a computer has nothing to do with the filming technology.) :These courses and lessons do '''not''' discuss television studio production. The courses and lessons listed here only cover the 30 steps of '''Narrative Film Production'''. ==Film Department News== * '''23rd September 2006''' - Department founded! ---- ---- <center><h3>Courses</h3></center> ---- ---- =List of Courses (3)= Currently the unrelated courses in narrative film production are offered. Eventually, each course will have many different lessons. ==I. COURSES in Narrative Film Production== [[Image:StarWarsPosterPainting.jpg|frame|<center>This is a movie poster prop for the <br>movie set of "Seduced by the Dark Side!" <br>created with the <font color="maroon">free</font>''' [http://www.ambientdesign.com/artragedown.html ArtRage 2]''' demo.<!--</center><br><br>This artwork was created by placing real posters from Star Wars in a tracing layer which can be enlarged and centered as needed.<br><br>Then I use the very natural painting tools of ArtRage2 with a Wacom tablet to trace pieces of the original artwork to make a poster of my own design.<br><br>Because ArtRage2 feels so natural and organic, this poster was fun to create even though I am not an artist.<br><br>I highly recommend this program and you can download it immediately for either the Macintosh or Windows PC. Best of all, this working demo version is free.<br><br><center>Use it today!<br>[http://www.ambientdesign.com/artragedown.html FREE!]--></center>]] <!--[[Image:ArtRageStarWar2.jpg|frame|<center>Screen shot of ArtRage2</center>]]--> <center><h3><font color="green">(1) Basic Filmmaking for 2007 & 2008</h3></center> ;[[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking | Course #01]] - A basic course in filmmaking * [[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking |Learning the Basics of Filmmaking]] - For serious high school students who want to learn the basics of technology of filmmaking. There will be over 30 lessons when completed. This course will help you prepare for film school. This course is called the <font color="brown">''WikiU Film School''</font>. Your instructor is [[User:Robert Elliott|Instructor:Robert Elliott]] :* <font color="maroon"> START HERE <math>\Rightarrow</math> </font>'''[[Lesson:Formatting_the_script | Lesson 1]]''' is ready for you to begin formatting the script. :* <font color="maroon"> NEXT <math>\Rightarrow</math> </font> '''[[Lesson:Thumbnail_Storyboard | Lesson 4]]''' is ready for you to begin storyboarding the movie. ---- ---- <center><h3><font color="green">(2) Film Scoring Introduction</h3></center> ;[[Mad Max's Course in Film Scoring for Motion Pictures|Course #02]] - Film scoring for non-musicians *[[Mad Max's Course in Film Scoring for Motion Pictures]] - Lessons for non-musicians who want to learn to make music for motion pictures. The class shows you that music for movie must create the proper mood. Therefore, just musical sound effects is often all that is needed. And with programs like GarageBand with Jam Pack:Symphony Orchestra, this is easy. :* <font color="maroon">START HERE <math>\Rightarrow</math> </font> [[Mad Max's - What is Narrative Music? | '''Lesson 1:''' What is narrative music?]] ---- ---- <center><h3><font color="green">(3) Basic filmmaking for high school drama departments - 2008 & 2009</h3></center> ;[[Course:Basic Filmmaking for High School Drama Departments | Course #03]] - Basic filmmaking for high school drama departments</font> * [[Course:Basic Filmmaking for High School Drama Departments | Creating a short motion picture by a high school drama department]] - In 2008, this course will show you all the steps of filming a short motion picture by a high school drama department for worldwide distribution. Your instructor is [[User:Robert Elliott|Robert Elliott]] :* <font color="maroon"> START HERE <math>\Rightarrow</math> </font>'''[[Lesson:Script Writing | Lesson 1 - Writing a script for a high school motion drama class motion picture]]''' is under construction. Before January 2008, we need to find and greenlight a story and script which we will make into a motion picture. ---- ---- <center><h3><font color="green">(4) Your Course Goes Here</h3></center> ;Course #04 *... If you wish to offer your own '''COURSE''' in Narrative Film Production, list it here. This is only for NARRATIVE filmmaking (dramatic scenes with scripted dialog and professional actors filmed with a single camera.) If you need assistance, contact [[User:Robert Elliott|Robert Elliott]]) ---- ---- <center><h3>Lessons</h3></center> ---- ---- =List of Lessons (33)= Currently, 3 are offered, 6 are under construction, and 24 are planned for next year. · ==II. The List of LESSONS in Narrative Film Production== If you wish to offer your own '''LESSONS''' either separately or as a complete course, list your lessons in the appropriate sections below. If you need assistance, contact [[User:Robert Elliott|Robert Elliott]] 00:58, 29 September 2006 (UTC) ---- [[Image:mmmdevheader.png|Development]]</h3> ===A. Development=== ---- ====1. Studying and Planning==== =====Lessons:===== * <font color="green">WikiU Film School's</font> [[Lesson:Understanding_Filmmaking | Lesson #002- Understanding the filming of dramatic scenes]]. (Still under construction.) * <font color="green">WikiU Film School's</font> [[Lesson:Planning_the_Movie | Lesson #003: Planning how we will film our movie.]] (Still under construction.) * <font color="green">WikiU Film School's</font> [[Lesson:All_about_lenses | Lesson #008: Learning all about Lenses]] so we can select the correct lenses for the storyboard. (Still under construction.) ====2. Script Writing/Script Formatting:==== =====Lessons:===== * <font color="green">WikiU Film School's</font> [[Lesson:Formatting_the_script |Lesson #001: Formatting the Script]] - The WikiU Film School is going to make a short motion picture. You are given a very simple story which is only 60 seconds long and you are asked to format this script with a script formatting program such as [http://www.finaldraft.com Final Draft] which has a [https://www.finaldraft.com/products/final-draft/download-demo.php free demo] version. '''<font color="brown">This lesson has four pages.''' * <font color="green">Basic Filmmaking for High School Drama Departments </font>- [[Lesson:Script Writing |Lesson #041: Writing a short High School Motion Picture Script]] - This course will make a short motion picture at a high school drama department. To do this, we need scripts. When you have completed your story, you are asked to format your script with a script formatting program such as [http://www.finaldraft.com Final Draft] which has a [https://www.finaldraft.com/products/final-draft/download-demo.php free demo] version. '''<font color="brown">This lesson is under construction.</font>''' This is part of the [[Course:Basic Filmmaking for High School Drama Departments | Basic Filmmaking for High School Drama Departments course]] which begins in 2008 once the proper script has been found. ====3. Fund Raising/Film Financing:==== =====Lessons:===== * ... ---- [[Image:mmmpreheader.png|Pre-production]] ===B. Pre-production=== ---- ====1. Script Breakdown/Budgeting:==== =====Lessons:===== * ... ====2. Storyboarding:==== =====Lessons:===== * <font color="green">WikiU Film School's</font> [[Lesson:Thumbnail_Storyboard | Lesson #004: Creating the Thumbnail Storyboards]] The first thing that WikiU Film School must do is create the thumbnail storyboards for their very short motion picture which will be called ''Seduced by the Dark Side''. This is the most important step of the entire movie making process since most of the filming decisions are made here. There is no correct answer. Each person brings his or her own ideas to the making of this movie and present these ideas as thumbnail storyboards. '''<font color="brown">This lesson has eight pages.''' * <font color="green">WikiU Film School's</font> [[Lesson:3D_Storyboard | Lesson #0010: Creating a 3D Storyboard]] using 3D modeling programs. Long after the movie has been rought out, we need a 3D storyboard which will become the key frames of the animated version of this movie. (Still under construction.) * <font color="green">WikiU Film School's</font> [[Lesson:Editing_the_Animatic | Lesson #007: Editing the animatic]] The original thumbnail storyboards need to be turned into a movie using the voice over and the temp film score so that we get a good estimate of the timing of our movie. (Still under construction.) ====3. Casting/Crew:==== =====Lessons:===== * <font color="green">WikiU Film School's</font> [[Lesson:Cast_and_Costumes-Animation | Lesson #009: Selecting the models]] for the animated version of our movie. (Still under construction.) ====4. Set Construction:==== =====Lessons:===== * ... ====5. Lighting:==== =====Lessons:===== * ... ====6. Temp Music:==== =====Lessons:===== * <font color="green">WikiU Film School's</font> [[Lesson:Creating_the_Temp_Track | Lesson #005: Creating the music (rough)]] so we can calculate the timing for our movie when we create the animatic. (Still under construction.) ---- [[Image:mmmprodheader.png|Production]] ===C. Production=== ---- ====1. Scene Breakdown/Blocking/Directing:==== =====Lessons:===== * ... ====2. Filming/Cinmatography:==== =====Lessons:===== * ... ====4. Dialog Recording/Sound Mixing:==== =====Lessons:===== * ... ====5. Character Animation:==== =====Lessons:===== * ... ====6. Character Voices:==== =====Lessons:===== * <font color="green">WikiU Film School's</font> [[Lesson:Animatic_Dialog_Recording | Lesson #006: Recording the dialog for the animatic]] which hopefully, we can also use for the animated version of our movie. (Still under construction.) ====7. Reports/Paperwork/Production Accounting:==== =====Lessons:===== * ... ---- [[Image:mmmpostheader.png|Post-production]] ===Post-Production=== ---- ====1. Dailies:==== Dailies are shots or clips delivered to the Director at end of each day for review to verify the shot desired was achieved. They can also be used for coordination of requirments to all other members of the project regarding desired changes or requirements for compatibility of future shots or clips. In digital desktop projects they can be mined for components in future tasks. =====Lessons:===== * ... ====2. Picture & Dialog Editing==== =====Lessons:===== * ... ====3. Sound Design/Sound Effects/ADR/Walla/Ambiance==== =====Lessons:===== * ... ====4. Musical Effects/Film Scoring==== =====Lessons:===== * <font color="green">Mad Max's</font> [[Mad Max's Course in Film Scoring for Motion Pictures|Course in Film Scoring for Motion Pictures]] is for non-musicians who want to create musical sound effects for motion pictures using programs such as GarageBand with Jam Pack:Symphony Orchestra. '''<font color="brown">This lesson has six pages.''' ====5. Visual Effects/Matte Painting/3D Animation:==== =====Lessons:===== * [[A Hands-On Introduction to Game Design and Production Processes]] Has several related lessons and includes 3D Animation using Art of Illusion. * ... ---- [Image:mmms&eheader.png|Sales and Exhibition] ===D. Distribution=== ---- ====1. Delivery Elements==== =====Lessons:===== * ... ====2. Foreign Dubbing==== =====Lessons:===== * ... ====3. Authoring==== =====Lessons:===== * ... ====4. Publicity==== =====Lessons:===== * ... ===Degree plans=== (None Currently.) ===Streams=== (None Currently.) ---- ==Active Students== Active Students in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... (Note to new participants: If you simply replace the '''...''' with "<nowiki>~~~~</nowiki>" (4 tildes), Wiki will fill this in for you automatically if you are already logged in.) ---- ==Active Instructors== Active Instructors in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Robert Elliott|Robert Elliott]] 14:32, 23 September 2006 (UTC) [[Category:Media]] [[Category:{{PAGENAME}}| ]] 6266 68445 2007-01-09T00:11:18Z JWSchmidt 20 [[Category:Java]] This page is used to work on the subproject of creating [[w:Source code|source code]] for the project to provide [[Interactive labs (Java applet)|Java applets for Wikiversity]]. ==Source code licensing== I prefer GPL for our source code. [[User:Mirwin|Mirwin]] 07:14, 6 November 2006 (UTC) :This is actually a '''must''', I believe. [[Interactive_labs_%28Java_applet%29#Framework_and_development_of_labs|All code]] must be open to change and GPL is the way to go. [[User:Awolf002|Awolf002]] 21:26, 6 November 2006 (UTC) ==Source code creation and versioning== ==Compilation and packaging== Ant seems to work really well with Beans IDE. I do not know it yet. I am just learning java. [[User:Mirwin|Mirwin]] 07:13, 6 November 2006 (UTC) [[Category:Java]] 6267 49980 2006-11-29T11:01:55Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Analyze Film Dailies]] OLD PAGE: See [[Lesson:Understanding_Film_Dailies | Understanding Film Dailies]] This is a simple introduction to watching film dailies from television dramas and motion pictures ==Learning Project Summary== * '''Project code:''' (Where do I get this? [[User:Robert Elliott|Robert Elliott]] 16:07, 23 September 2006 (UTC)) * '''Suggested Prerequisites:''' ** None... other than a great fascination with how motion pictures are made. * '''Time investment:''' At least 1 hour. * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Fine_Arts | Fine Arts Portal]] * '''[[Wikiversity:Schools|School]]:''' [[Topic:Film and Television |Institute of Film and Television]] * '''Department:''' [[Department:Film and Television | Film and Television]] * '''Stream''' * '''Level:''' Beginning ==Content summary== If you want to learn to make motion pictures, you need to go to Hollywood and watch what happens on a movie set during the filming of a dramatic scene. Since this is not practical, the next best thing is to watch the film dailies and try to guess what everyone is doing. This lesson tells you some of the things to watch for if you are going to make your own dramatic motion pictures. ==Goals== The goal of the learning project is just to give you an idea what happens during the filming of a dramatic scene. Because Hollywood is closed to the public during filming of most television dramas and motion pictures, many people have Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== * A computer which can play QuickTime movies and has a DVD drive. (This will change in a month or two.) * Disk #2 from the [http://www.starmovieshop.com Star Movie Shop]. (This will change in a month or two. DO NOT BUY until these lessons are complete.) ===Texts=== * [[Wikibooks:__Textbook Name___]] * Currently None ===Lessons=== * Lesson 1: [[Overviw Movies of Film Dailies from Disk #2]] ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:]] <---include subject name [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Boilerplates]]</noinclude> 6269 68537 2007-01-09T03:31:08Z JWSchmidt 20 [[Category:MediaWiki Project]] This page discusses and coordinates the effort to add [[w:JAR (file format)|JAR file]] support to [[w:MediaWiki|MediaWiki]]. ==Integration of an applet in a wiki== * See for example: ** http://www.earthdawn-wiki.de/Wiki.jsp?page=AppletPlugin , the fixed version at the bottom of this page: http://jspwiki.org/wiki/SebastianBaltes ** http://moinmoin.wikiwikiweb.de/OliverGraf/TWikiDrawPlugin ** http://twiki.org/cgi-bin/view/Plugins/JGraphpadPluginDev And yes, there are much much more uses for applets in Wikiversity than simply science labs. You can have a chat box for students, quiz applets, shared whiteboards, concept mapping, games, etc. I would like to see a chat forum for people setting up and creating stuff at wikiversity. IRC is nice, but so few know about it or how to use an irc client and connect to an irc server. Also, it would be nice if applets could have some sort of access to the database, or at least be able to email data. So for example students could submit a quiz or an essay. [[User:DouglasHolton|DouglasHolton]] 19:07, 23 September 2006 (UTC) : That is great information! Do you know which one of those wikis uses PHP as MediaWiki does? It seems for instance that JSPWiki can easily integrate applets, since it's based on JSP. :I also had bigger plans for those applets than just simulations. For instance, a study or note book into which one can cut-and-paste results would be nice, too. [[User:Awolf002|Awolf002]] 21:27, 23 September 2006 (UTC) ===Applet tag in wiki=== Proposal: (See also first link in above list) <nowiki>[[Applet:WaveApplet.jar|code=org.wikiversity.curator.WaveApplet|align=center|Language=en]]</nowiki> Parameters: *''Applet:XXX.jar'': The JAR archive containing the applet, uploaded to the server's DB. *''Code="org.Wikiversity.xxx.Xyz"'': Class name of applet to start *''Align'' : Align image of applet inside page. *''Width'' : Width of image of applet in pixels. *''Height'': Height of image of applet in pixels. * all other parameters are just passed to the HTML by adding <nowiki><param name="name" value="value"></nowiki><br/> which includes the ''Language'' parameter to select the language used within the applet. ===Steps towards applet support=== *Add new PHP file ''Applet.php'' (similar to ''Image.php'') to support all functions needed to make the above tag work. This includes generation of the HTML text, DB interactions, and signature verification (see below). ==Uploading of new JAR files== To avoid [[w:Malware|malware]] and other unwanted code being downloaded to a learner's web browser, Wikiversity must have a trustworthy process of adding new, and updating any existing JAR file being served by MediaWiki. Here is a proposal to manage this step of the JAR creation process. ===Trusting the originator=== Only a small set of selected, community-trusted learners should be allowed to upload JAR files to the server. Note: This does not limit the participation of all volunteers in creating these applets. ===Trusting the JAR file=== In contrast to "signed JAR files", the Wikiversity files should be unsigned. This automatically forces the web browser to keep the executed code within the "Java sandbox", and limits the opportunities of the applet to access sensitive data on the learner's computer. However, we do want to make sure that each JAR file is delivered by a ''trusted user'', was not compromised in its integrity, and came from the user that claims to be the source. For this purpose, the MediaWiki upload page must require a GnuPG generated signature file, that signs the JAR file. It shall be generated with a trusted private key, certified by a "[[WV:CC#Nominations_for_Bureaucratship|Bureaucrat]]" within Wikiversity. JAR files, either signed with an uncertified or revoked key or failing the signature test, must be rejected by the upload mechanism! The needed [[w:PHP|PHP]] API is available as a PECL extension[http://www.php.net/manual/en/ref.gnupg.php]. A user trusted to upload JAR files should be a [[WV:CC|Custodian]] that is elected by the community to also manage JAR files. (Proposed title for this function: ''Curator''). Additionally, to audit the integrity of the JAR file, the signature file should be saved on the server and all certified public keys shall be accessible to the learner. She can then check all code before it is potentially uploaded to her web browser. [[Category:MediaWiki Project]] 6271 64554 2006-12-29T10:01:12Z Tomta1 4697 OMG... {{[[Template:{{{1}}}|{{{1}}}]]}} <small class="plainlinks"> [{{fullurl:Template:{{{1}}}|action=edit}} Edit] [[Template talk:{{{1}}}|Talk]] [[Special:Whatlinkshere/Template:{{{1}}}|Links]] </small> 6273 34989 2006-10-13T00:30:23Z JWSchmidt 20 /* See also */ [[Initial Questions]] Welcome to the Wikiversity '''Center for study of Philosophy of Mind''', part of the [[School:Philosophy|School of Philosophy]]. ==Center news== * '''23 September 2006''' - The Center was founded! * ... ==Departments== Divisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]] and their names start with the "Topic:" prefix. Wikiversity topic pages organize the activities of Wikiversity editors in particular topic areas. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. *[[Topic:Classical Philosophy of Mind|Classical Philosophy of Mind]] - the classical "first person" perspective *[[Topic:Philosophy of Psychology and the Mind|Philosophy of Psychology and the Mind]] - Philosophy of mind arising from the study of mind as a [[School:Psychology|psychological]] phenomenon *[[Topic:Philosophy of Cognitive Science and the Mind|Philosophy of Cognitive Science and the Mind]] - Philosophy of mind from the perspective of abstract algorithms for mind *[[Topic:Philosophy of Neurobiology and Mind|Philosophy of Neurobiology and Mind]] - Philosophy of mind arising from the study of how biological brains produce minds *[[Topic:Philosophy of Artificial Intelligence and Mind|Philosophy of Artificial Intelligence and Mind]] - Philosophy of mind arising from attempts to create man-made minds *[[Topic:Philosophy of Astrosociobiology and Mind|Philosophy of Astrosociobiology and Mind]] - speculative philosophy of mind from the perspective of Astrobiology. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... ==See also== *[[Initial Questions]] - mind and language [[Category:{{PAGENAME}}| ]] 6274 28969 2006-09-23T22:34:34Z JWSchmidt 20 subcategory [[Category:Philosophy]] 6276 29015 2006-09-24T00:31:45Z JWSchmidt 20 cleanup Welcome to the '''Classical Philosophy of Mind Department''', part of the Wikiversity [[Topic:Philosophy of Mind|Center for study of Philosophy of Mind]]. ==Department description== Classical philosophy of mind depends on the classical methods available to everyone; introspection and non-scientific obsevations of human behavior. ==Department news== * '''23 September 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[On the Soul: discussion group]] - study and discussion of [http://etext.library.adelaide.edu.au/a/aristotle/a8so/ On the Soul] by [[w:|Aristotle]] *[[First Philosophy: discussion group]] - study and discussion of [http://en.wikisource.org/wiki/Meditations_on_First_Philosophy Meditations on First Philosophy] by [[w:René Descartes|René Descartes]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 6277 29013 2006-09-24T00:21:31Z JWSchmidt 20 subcategory [[Category:Philosophy of Mind]] 6278 31111 2006-10-02T19:05:19Z JWSchmidt 20 /* Additional Readings */ Cynthia Freeland's reading list [[Image:Aristotelesbunt.jpg|thumb|right|281px|Computer generated image of Aristotle<BR>by Kolja Mendler]] Welcome to the Discussion group for [http://etext.library.adelaide.edu.au/a/aristotle/a8so/ On the Soul] by [[w:Aristotle|Aristotle]]. ==Content summary== [[w:Panpsychism|Panpsychism]] is still a popular world view among people who have not taken a skeptical approach to the idea that all living organisms have a common feature: mind. Aristotle studied many types of living things and observed that they display different types of sensory and cognitive abilities. Aristotle noted that both plants and animals obtain what they need for growth and reproduction but only animals have a sense of touch, the simplest kind of perception. Aristotle was concerned with making the distinction between those animals that can feel pleasure and pain and those that cannot. Some animals have complex abilities for memory and the control of their behavior. In the case of humans, our memories allow us to produce rational thought processes and have what we experience as a mind. ==Goals== This learning project offers learning activities to explore the classical Greek understanding of the mind. Concepts to learn include: how modern concepts of the mind arose from earlier ideas. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[On the Soul: outline]] *[[Vitalism]] * ... ==Texts== *The translation of [http://etext.library.adelaide.edu.au/a/aristotle/a8so/ On the Soul] by J. A. Smith is available online at several websites ([http://psychclassics.yorku.ca/Aristotle/De-anima/ another site]). *The book "De Anima: On the Soul" by Hugh Lawson-Tancred (ISBN 0140444718) has a useful introduction and can be found in book stores. * [[Wikibooks:Consciousness Studies/Early ideas|Consciousness Studies/Early ideas]] - at Wikibooks * ... ==Activities== *read the book (see the previous section of this page) *discuss the book (see the next section of this page) *etc. ==Discussion== Did Aristotle use the word "soul"? Why do some translators translate "De Anima" as "On the Soul"?<BR>(Greek - Peri [[w:Psyche (psychology)|Psyche]], Latin - De Anima, English - all of the following have been suggested for translations of "psyche": "soul," "spirit," "principle of life," and "mind") What are the main topics for the three parts of "De Anima"? Did Aristotle have a modern conceptualization of the human mind? What passages from his book support your view? ---- ==Additional Readings== * '''Wikipedia article:''' [[w:On the Soul|On the Soul]] * [http://plato.stanford.edu/entries/aristotle-biology/ Aristotle's biology] - Stanford encyclopedia of philosophy. **[http://www.uh.edu/~cfreelan/courses/biobiblio.html Aristotle's Biology: Recommended Readings] - Cynthia Freeland *[[w:Daniel Dennett|Daniel Dennett]]'s book "[http://books.google.com/books?hl=en&lr=&id=wNFE2yH7ujwC&oi=fnd&pg=PP7&sig=oaOgHhxKgHwAzaOPaL9WLaDWgy0&dq=%22Kinds+of+Minds%22+Dennett&prev=http://scholar.google.com/scholar%3Fq%3D%2522Kinds%2Bof%2BMinds%2522%2BDennett%26hl%3Den%26lr%3D%26sa%3DG Kinds of Minds]", Chapter 2. Dennett desribes Aristotle's "nutritive soul" as a principle of organization by which living organisms respond to their environment so as to self-regulate and self-protect. How does Dennett's efforts to understand mind within the frame of biological evolution go beyond what was possible for the ancient Greeks? *The biochemist [[w:Albert L. Lehninger|Albert L. Lehninger]] wrote about the "[http://www.wisc.edu/wistep/teach/teach.html molecular logic of the living state]". Is it possible to provide a coherent study of life and mind without any knowledge of the molecular basis of living organisms? *etc. ==References== Additional helpful readings include other Wikiversity pages found at: [[:Category:Philosophy of Mind]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Humanities|Humanities]] * '''[[Wikiversity:Schools|School]]:''' [[School:Philosophy|School of Philosophy]] * '''Department:''' [[Topic:Classical Philosophy of Mind|Classical Philosophy of Mind]] * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 6279 29019 2006-09-24T00:35:46Z JWSchmidt 20 subcategory [[Category:Classical Philosophy of Mind]] 6283 49981 2006-11-29T11:03:04Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Analyze Film Dailies]] Orphan Page = Please kill 1/2007 This page is being reorganized. For now, see [[Lesson:Understanding_Filmmaking | Lesson #002 title page]] 6285 75881 2007-01-14T20:07:04Z JWSchmidt 20 [[Category:WikiU Film School]] =To Create This Page= This is a stub. To create this page, please use the TOPIC template. ;Advanced Filmmaking :If you came here to find something useful about '''filmmaking''', please go to the [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking | Course: WikiU Film School Course 01]] which is a single course of 30 lessons (under construction) which goes far beyond basics of filmmaking. [[User:Robert Elliott|Robert Elliott]], 11 October 2006 ---- ---- [[Category:WikiU Film School]] 6286 62964 2006-12-26T16:37:11Z Robert Elliott 1436 Redirect to Lesson:Formatting the script #REDIRECT [[Lesson:Formatting the script]] ROUGH DRAFT/Incomplete - NOT FOR PUBLIC CONSUMPTION. [[Lesson: Formatting_the_Script | Wiki Film School Lesson #1 - Formatting the Script]]: This is a simple introduction to formatting a story into a script format. '''[[WikiFilmSchool_N1P1 | Click here to start]]''', [[WikiFilmSchool_N1P2 | Page 2]], [[WikiFilmSchool_N1P3 | Page 3]] ==Lesson Summary== * '''Project code:''' (Where do I get this? [[User:Robert Elliott|Robert Elliott]], 23 September 2006) * '''Suggested Prerequisites:''' ** This project assumes typing skills and the use of script formating program such as Final Draft. * '''Time investment:''' Less than 2 hours for the actual typing and formating. * '''Assessment suggestions:''' Try the free trial version of Final Draft. * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Fine_Arts | Fine Arts Portal]] * '''[[Wikiversity:Schools|School]]:''' [[Topic:Film and Television |Institute of Film and Television]] * '''Department:''' [[Topic:Film production|Narrative film production]] * '''Stream''' * '''Level:''' Beginning ==Content summary== [[Lesson: Formatting_the_Script | Film School Lesson #1 - Formatting the Script]] - This is the first lesson of the [[Topic:Basic_Filmmaking | Learning the Basics of Filmmaking]]. You are given a story for a short narrative motion picture only 60 seconds long. Your first step is to format this script. People in Hollywood expect to receive a movie script in a specific format. If you cannot format your script properly, you and your script will be ignored. Then, there will be no money and no movie. So, pay attention! '''[[WikiFilmSchool_N1P1 | Click here to start]]''', [[WikiFilmSchool_N1P2 | Page 2]], [[WikiFilmSchool_N1P3 | Page 3]] ==Goals== The goal of the learning project is to understand how a story is converted into a script, not just in style but also in formatting. Concepts to learn include: * Visualizing a movie from a story. * The formating of modern film scripts ==[[Portal:Learning Materials|Learning materials]]== * A computer that can create PDF files. * Optional (but highly advisable): A script formatting program such as Final Draft ===Texts=== * '''[[WikiFilmSchool_N1P1 | Page 1]]''', [[WikiFilmSchool_N1P2 | Page 2]], [[WikiFilmSchool_N1P3 | Page 3]] ===Assignments=== Submit a PDF file with the completed script formatted in proper format for a motion picture. ====Activities==== *... ====Readings==== * [http://www.scriptologist.com/Magazine/Formatting/formatting.html Script Formatting] * [http://www.simplyscripts.com/WR_format.html Script Formating Specs.] ==References== * [[Wikipedia: Screenplay]] * [http://www.oscars.org/nicholl/script.pdf Script Formatting Example (pdf)] * [http://breakingin.net/format_tutorial.htm Formatting tutorial] * [http://www.writersstore.com/article.php?articles_id=648 Article on Script Formating] * [https://www.finaldraft.com/products/final-draft/download-demo.php Final Draft Demo Download] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:WikiU Film School]] 6287 77544 2007-01-17T04:34:27Z Historybuff 5228 /* "Hello World" */ ==What is Java?== '''[[Wikipedia:Java (programming language)|Java]]''' is an object-oriented, cross platform, multi-purpose [[Topic:Computer Programming|programming]] language produced by Sun Microsystems. First released in 1995, it was intended as a substitute for C and C++, the most commonly used languages of the time. Since then, it has earned a prominent place in the world of computer programming. Java has many characteristics that have contributed to its popularity: *'''Platform independence''' - Many languages are compatible with only one platform. Java was specifically designed so that it would run on any computer, regardless if it was running Windows, Linux, Mac, Unix or any of the other operating systems. *'''Simple and easy to use''' - Java's creators tried to design it so code could be written efficiently and easily. *'''Multi-functional''' - Java can produce many applications from command-line programs to applets to Swing windows (basically, sophisticated graphical user interfaces). ==History of Java== See ''[[Wikipedia:Java_%28programming_language%29#History|History of Java]]'' article section at Wikipedia ==The Java Platform== One thing that distinguished Java from some other languages is its ability to run the same compiled code across multiple operating systems. In these other languages, the source code, or code that is written by the developer, is compiled by a compiler into an executable file. The file is in machine language, and is intended for a single operating system/processor combination, so the developer would have to compile the program seperately for separate operating system/processor combination. Java is different in that it does not compile the code into machine language code. Compilation creates bytecode out of the source code. Bytecode generally looks something like this: <pre> a7 f4 73 5a 1b 92 7d</pre> When the code is run by the user, it is processed by something called the Java Virtual Machine (JVM). The JVM is essentially an interpreter for the bytecode. It goes through the bytecode and runs it. There are different versions of the JVM that are compatible with each OS and can run the same code. There is virtually no difference for the end-user, but this makes it a lot easier for developers. ==Installing the Java Development Kit== Before installing the Java Development Kit (JDK), you should probably know what it is. It is distributed by Sun. It contains the core libraries and compiler required to develop Java. The JDK should not be confused with the JRE (Java Runtime Environment). The JRE is a JVM for running, as opposed to compiling, Java programs. ===Downloading and Installing=== To dowload the JDK, go to http://java.sun.com/javase/downloads/index.jsp. Click on "JDK 5.0 Update 7 with NetBeans 5.0". Follow the instructions for downloading the JDK installation file. If you are running Windows, simply run the executable file and follow the installation instructions. If you are using UNIX, Solaris or Linux, it might take a little more work. ===Note on Editions=== The JDK comes in three editions. *Java 2 Standard Edition (J2SE) This is the basic platform for Java. This is the one this course uses. *Java 2 Enterprise Edition (J2EE) This edition is mainly for developing and running distributed multitier architecture Java applications, based largely on modular software components running on an application server. We will not be covering this version in this course. *Java 2 Micro Edition (J2ME) This is primarily for developing programs to run on consumer applicances, such as PDAs and cell phones. === Configuring Variables=== Before writing code, it is recommended that you set the Path variable on your system so you can compile your code more easily. ====For Windows Users==== *From the Control Panel, double click "System" *For XP and 2000, click on the "Advanced" tab and click on "Environment Variables" For NT, click on the "Environment" tab. *Select the Path variable and click "Edit" *Add the path to the bin directory of where Java is installed on your hard drive. It should probably be: C:\Program Files\Java\jdk1.5.0_07\bin unless you changed it during installation. *Click OK ====For Linux and UNIX==== One way to set your path in Linux/Unix is to add a path export to your bash profile. *In order to do this, first open your bash profile in a text editor. For example, <blockquote>pico ~/.bash_profile</blockquote> *Then add this line: <blockquote>export PATH=$PATH:/usr/local/jdk/bin</blockquote> Note that the path to the java directory "/usr/local/jdk/bin" may be different on your machine. *Restart your shell. =="Hello World"== Anytime you learn a computer programming language, it is tradition that the first program you write should be to make you computer say, "Hello World". This is a small feat, but is a good opportunity to make sure that you installed the JDK properly. The Java compiler reads basic text files. Open up a text editor like Notepad (Don't use a complex program like Word for this). Type this code, remembering that Java is case-sensitive: <pre>public class HelloWorld { public static void main (String[] args) { System.out.println("Hello World!"); } }</pre> Save this file as HelloWorld.java. Start your system's command line and navigate to the folder that you saved HelloWorld.java to. Type <code>javac HelloWorld.java</code>. This runs the java compiler, javac, and creates a class file, which contains the bytecode for the application. Next type <code>java HelloWorld</code>. This runs the class file that was just created by the compiler. Your console should print: <pre>Hello World!</pre> <br><br><hr> Congratulations - you finished reading Intro to Java. Now, you can move on to [[Basic Java Language]] <!-- [[Topic:Java|Back to Java Main Page]] | [[Basic_Java_Language|Next Lesson]] --> {{1lvlnav|[[Topic:Java]]|[[Topic:Java]]|[[Basic Java Language]]}} [[Category:Introductions]] [[Category:Java]] 6288 47161 2006-11-21T00:22:56Z Rayc 57 [[Category:Education]] How do children learn to read words? As adults, we assume there are two routes to reading skill - decoding and sight wrds, however, children who can decode and recognise sight words are already successful readers. There are many necessary factors contributing to the acquisition of these skills that must already be in place for children to succesfully decode text. The first step towards reading success is helping students tune into the sounds in words. This is not a instinctual act for children and requires explicit teaching of various concepts, including: rhyme, alliteration and body/coda or onset/rhyme blending. This can be done through singing songs, nursery rhymes, guessing games and silly sentences. The possibilities are endless. Children also need to develop a sense of phoneme (phonemic/phonological)awareness. Phonemes are the individual sounds in words, and the awareness of this is an auditory skill, not visual. Phonics and phoneme awareness are different concepts. Conversations and shared reading are early ways to encourage this skill. Research shows that 3 elements are present in effective phonemic instruction: 1. explicitly teaching one phoneme at a time; 2. tasks that are designed to make each phoneme memorable; and 3. practice at identifying phonemes in spoken words. http://www.auburn.edu/~murraba/ This site has an excellent list of lesson plans for teaching phonemic awareness, as well as more information on teaching the 3 elements in more detail. Once children have an knowledge of a handful of phonemes, and can identify sounds in isolation, they are ready to start blending these sounds orally, and in written form. In Australia, we use a program called "letter pack" to teach blending. This is called a "letterbox lesson" in the USA. The aim of blending is to produce an oral approximation of a word close enough for the child to access a word. Rhyming is a good precursor for blending skills. As with other concepts in reading instruction, children should not be asked to produce answers immediately. The first step is for children to identify an "odd man out" in a series of text. For example: "which word does not belong: cat, mat, sat, flip, hat?" then children can be prompted to produce answers by providing an initial sound. For example: "which would could come next: cat, mat, sat, h-a-a-a?". Once this is mastered, children might be asked to produce a rhyme. [[Category:Education]] 6289 57870 2006-12-16T20:38:31Z Robert Elliott 1436 redirected to Lesson:Formatting the script #REDIRECT [[Lesson:Formatting the script]] ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #001: Formatting the Script]] ;Pages of this Lesson :[[Lesson:Formatting_the_script | Title Page]] - Lesson Summary & Our Plans for the Immediate Future :[[WikiFilmSchool_N1P1 | Page 1]] - The story for <font color="brown">''Seduced by the Dark Side!'' &rarr; <font color="green">'''You are here!''' :[[WikiFilmSchool_N1P2 | Page 2]] - Analyze the story for <font color="brown">''Seduced by the Dark Side!'' :[[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft :[[WikiFilmSchool_N1P4 | Page 4]] - Typing the script ---- ;Current Location :{| | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity]] | <math>\Rightarrow</math> | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | [[Portal:Humanities | Humanities]] | <math>\Rightarrow</math> | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | [[School:Art and Design|Art & Design]] | <math>\Rightarrow</math> | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | [[Portal:Fine Arts|Fine Arts]] | <math>\Rightarrow</math> | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film & TV]] | <math>\Rightarrow</math> | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | [[Topic:Narrative Film Production|Narrative Film Production]] | <math>\Rightarrow</math> | bgcolor="#ddffdd" style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01]] | <math>\Rightarrow</math> | bgcolor="#ccffcc" style="border: 1px #cccccc solid;" | [[Lesson:Formatting_the_script | Formatting the Script]] | <math>\Rightarrow</math> | bgcolor="#aaffaa" style="border: 1px #cccccc solid;" | [[WikiFilmSchool_N1P1 | The Story]] |} ---- =Your Assignment= <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{origscript}} </div> </div> ;Analyze the story and format this script :For the first course in filmmaking at Wikiversity, we have a story. (See the box to the right.) <font color="purple">Read the script! :Even though the story is ultra short, it is still too verbose. ("Too many words.") :A script requires a very specific format. People in Hollywood expect the script to be in the correct format. So maybe we had better learn how to boil the story down. If you are going to become a filmmaker, you must learn the standard format used for typing motion picture scripts. :When you are finished with this lesson, submit the typed script as a PDF file to the instructor [[User:Robert Elliott|Robert Elliott]]. =Why such a simple story?= :This is an extremely simple story. It seems trivial. So why do something so easy? You say, "I want something challenging!" :I have heard this a thousand times from beginning filmmakers. Filmmaking looks so easy. :'''Wrong! '''This movie will be anything but easy. By the time we turn this simple script into a motion picture, this tiny movie will require a '''huge''' amount of effort. Filmmaking is '''never''' as simple as it looks. With this very simple scene, you will have the opportunity to do it all. =What is the goal for this movie?= :Initially, the animated version of this tiny motion picture will be shown at the keynote for Macworld 2008. The live action version will be shown at Macworld 2009. It will be seen at Sundance Film Festival and it will be concidered for an Academy Award. :Eventually, this movie will be seen by one out of six people on this planet. Very few amateur movies reach that many people. Yet if it is done well, this movie will be seen by almost 1 billion people. (The average short movie created by film students rarely gets an audience of more than 1,000 people.) :That is one reason why this movie is short... as short as TV commercial. It is less than a minute long. Therefore, this movie can also be used as a TV commercial… as well as being shown at the beginning all major film festivals, Siggraph, and finally, included on DVD disks for the best of student films ever. A longer movie does not have that luxury. =Who should complete this assignment?= :If you plan to make your own motion pictures, then you need to learn the proper formatting of a movie script. This is a very important step. You should complete it in an hour or two. For this step, just read the script. =Next page= :Now go to the next page which is: [[WikiFilmSchool_N1P2 | Page 2]] - Analyze the story for ''Seduced by the Dark Side!'' =Fantastic rewards= :The first ten people who complete this assignment will receive a FREE copy the disk required for Lesson 2 from the [http://www.starmovieshop.com Star Movie Shop]. You have to send me a mailing address (and so far, no one has done this.) =Contact Your Instructor= :To contact the instructor, you will find contact information at the MyTalk page for [[User:Robert Elliott|Robert Elliott]] (September 2006.) ---- ---- {{Homework01}} ---- ---- [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 6291 70023 2007-01-10T20:25:21Z Kfitton 598 '''New South Wales, Australia''' To become a teacher in NSW you must hold an appropriate bachelor degree from a tertiary institution. I completed a Bachelor of Education, though you can complete a 1 year Diploma of education, if you already hold a graduate degree in another field. To teach in the state system, you will need to apply to the Dept of Education and Training. If you are in your final year of an education degree, they will usually come to you and give you a short interview. Once accepted, you will not need to apply again, as you will register to apply for positions in certain districts or schools and be placed on a waiting list for the next available position. To teach in the private or independent sector, you will need to apply directly to the schools. I believe the system has changed for the state schools, and one can apply directly to the school for a full-time position. For all teachers who haven't held a position before term four 2004, you will be considered new scheme teachers, and have to apply for accreditation from the NSW Institute of Teachers. There are requirements you will need to meet as well as an annual fee. [[Category:Education]] '''England''' If you want to be a primary teacher, the most common route is a three or four year undergraduate specialist degree. Alternatively, you can do a degree in a subject followed by a one-year Post Graduate Certificate in Education (PGCE). Competition is high for primary teacher education courses, you will improve your chances if your subject is one that is taught on the National Curriculum. For secondary teachers there are several possible routes to becoming a teacher. The most common route is a first degree in a subject related to the National Curriculum followed by the one-year Post Graduate Certificate in Education. It is still possible to take an undergraduate degree, three or four years, but these are declining. Most PGCE courses attract a student bursary, paid by the government, although some subject do not qualify for this. Another option is an employment-based route, the most common of these is the one-year Graduate Teacher Programme. To be eligible for this you need to have a degree in a subject related to the National Curriculum and find a school willing to employ and train you. You then work at the school, for which you are paid, whilst undergoing training. The training varies from school to school, in some it is very good whilst in others it is minimal. This is a demanding option but does offer an income whilst training. Whichever route you take, in order to become a teacher you are required to meet the Standards for Qualifying to Teach, which are set out by the Training and Development Agency (TDA). At the end of your period of training, if you meet the Standards, you gain Qualified Teacher Status (QTS) and are allocated a teacher number by the General Teaching Council for England (GTCE), which you will need in order to be employed by a state school. In your first year of teaching, which is known as your induction year, you are a Newly-Qualified Teacher (NQT). At the end of the year you again have to meet the Standards for NQTs before you gain full teacher status. '''Canada''' In the Canadian system of higher education, teachers are generally selected for entry into a bachelor's degree in Education, whether at the primary, or intermediate/secondary level following their graduation from a four-year undergraduate degree; for example, a Bachelor of Science, or a Bachelor of Arts. The Canadian education system relies heavily on the use of so-called "teachables" that are obtained throughout the progress of the undergraduate degree. Requirements vary from province to province, but most people who have completed an undergraduate degree with a major and minor in teachable areas will be certified to teach those classes. For example, a Bachelor of Science in Biology with a minor in Chemistry might lend itself toward teacher certification post Bachelor of Education Intermediate/Secondary, and a career teaching (most likely high school) biology, or chemistry. In certain areas of the country, exceptions are often made regarding what certifications are actually required for various teaching paths. For example, someone who can perform well on a Canadian Government administered French Language Proficiency test might be allowed to take over a French class. Other examples exist and, as is certainly understandable, necessity for teachers breeds such exceptions. Primary and Secondary teachers face similar degrees, however, with primary B.Ed. programs, there is a focus on areas of cognitive development that are more relevant to early childhood, as opposed to adolescence in the intermediate/secondary categories. Furthermore, courses in developmental psychology are usually required for primary school candidates. After the B.Ed., most teachers (if they directly exited high school, and entered directly into University without interruption) will be aged 23 and up. Teacher certification must then be sought through the various educational authorities in the various provinces, as this is a provincial responsibility in Canada. Requirements are similar, but do indeed vary by province. '''United States of America''' Teaching in the US isn't as straight-forward as in many other countries that have a single Department of Education structure. In the US, every state has different standards for certification. It is highly suggested that if you are looking to teach in the US, to contact the individual state's Department of Education in order to obtain the requirements for licensure. Typically, the requirements center around a 4 year Bachelor's degree in Education/Content or a Bachelor's degree in Content plus a Master's degree in teaching. 6292 48171 2006-11-23T18:03:18Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Analyze the story]] ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #001: Formatting the Script]] ;Pages of this Lesson :[[Lesson:Formatting_the_script | Title Page]] - Lesson data :[[WikiFilmSchool_N1P1 | Page 1]] - The story for ''Seduced by the Dark Side'' :[[WikiFilmSchool_N1P2 | Page 2]] - Analyze the story for ''Seduced by the Dark Side'' <font color="green">&rarr; '''You are here!''' :[[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft :[[WikiFilmSchool_N1P4 | Page 4]] - Typing the Script ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Formatting_the_script | Lesson #001 - Formatting the Script]] &rarr; <font color="green">[[WikiFilmSchool_N1P2 | Page 2]] - Analyze the Story for ''Seduced by the Dark Side'' ---- =Analyze the Story= <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:left; padding:25px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{origscript}} </div> </div> Here is the information you will need to type the script: * The location * The time of day (Day, Night) * The names of the characters * The dialog * The action * The parenthetical descriptions for the dialog * The transitions Go back to [[WikiFilmSchool_N1P1 | Page 1]] and re-read the story. As you read the story, write down this information so you will be ready to type the script. Then check with the answers below. ---- ---- =Answers:= ==1. What is the Location?== :Obviously, the story takes place outside a theater. That is easy!!! :But where is the theater? What kind of theater is it? :As you see, the location of the theater is not specified. Normally, a script writer never gets too specific. However, it might be fun now to understand how we will film this movie. The filming location is '''NOT''' the location of the theater in the movie. ;<font color="purple">Question<nowiki>:</nowiki> :<font color="purple">Will this movie actually be filmed outside a real motion picture theater? ;<font color="purple">Answer<nowiki>:</nowiki> :<font color="purple">The answer is "no!" :Rather than film this at a real location, we will film this movie against a blank wall which has a poster on it. That is it. Extremely simple. :Later we will add the theater using a matte painting. To understand how we can do this, you need to understand about matte paintings. ===2. What is Matte Painting?=== :Most people know about [[w:Bluescreen|bluescreen]] or greenscreen filming. Just look at [http://en.wikipedia.org/wiki/The_Adventures_of_Sharkboy_and_Lavagirl_in_3-D Sharkboy and Lavagirl] to see what can be done with a Green Screen when used with digital video. :But few know about [[w:Matte_(filmmaking) |Matte Paintings]]. Matte Paintings are easier, cheaper, and many times, more effective than Green Screen. In short, Matte Paintings are the most important effect in filmmaking. :Matte painting work entirely different from greenscreen. With a matte painting, you must build a partial movie set. This partial movie set must be as big as the movement of the actors so the actors '''never''' walk out of the partial movie set. Then the rest of the movie set is a painting... created with paint, with a 3D model, or with special effects. ====The History of Matte Paintings==== :Long ago, a matte painting was artwork painted on glass through which the movie set was filmed. With glass matte paintings, only a tiny part of the movie set is created physically, just for the area where the actors are. Everything else is a painting on a piece of glass between the camera and the actors (which today can be created with 3D models, not just paintings.) ====Why use a matte painting for "Seduced by the Dark Side"?==== :There are two reasons for using a matte painting for this scene. ;Reason 1<nowiki>:</nowiki> :To make it easier to film. The movie set will be extremely simple -- a blank wall and a movie poster in a frame hangin on the wall. Therefore, anyone who wants to film this scene can. ;Reason 2<nowiki>:</nowiki> :To allow us to use any movie theater in the world for our movie. (Or, in our case, '''out''' of this world. After you have read the script and if you have seen the movie [[w:Star_Wars|Star Wars]], I am sure you can guess what town our movie theater will be located in.) ===The answers for location=== Therefore for the location, we will write down: ;Scene Introduction (INTERIOR vs. EXTERIOR)? :Exterior which is abbreviated '''EXT'''. ;The Location? :So for now, just say '''Movie Theater''' for the location. ;The Time? :The time will be '''Night''' since the most movie end at night. However, we will probably film at dusk so we have better lighting. ==Who are the characters in this story?== :There are only two speaking roles in our movie. Extra people such as people in the background are never listed in a movie script. :The old and wise person will be simply called '''OLD PERSON'''. :The young person will be called '''YOUNG PERSON'''. We don't want to limit our choice to one gender. ==What is the dialog for this story?== <div style="float:right;width:50%"> <div style="background-color:#f7f8ff; text-align:left; padding:25px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <font color="purple"><h1>"Warning, Will Robinson!"</h1></font> <h4>Did we make an error?</h4> [[Image:Reptsb10.jpg]] <h5>Young Person: <font color="purple">"Hummmm!<br>For the animated movie, do we need vocal sounds?"</font></h5> . </center> ;Vocal Sound Effects :In the script for the animated version, we also need to include any vocal sound effects. If a person says, "Hummmm" or "Ahhhh", we need to include that in the animated script. When recording the dialog for the animated script, you must be very specific. ::1. When the young person thinks, do we need a <font color="purple">'''"Humm"''' </font>sound? ::2. When the old person thinks, do we need a <font color="purple">'''"Humm"'''</font> sound? ::3. And when the Old Person smiles, do we need a <font color="purple">'''"Ahhh"'''</font> sound? <center>The answer is "yes" for the movie script<br> for the '''animated''' version of our movie.</center> </div> </div> We need to write down just the words that are spoken. This is the meat of the script. ;The young person says: :That was a great movie... but I don't understand one thing. ;The older person says: :Hum, what's that? ;The younger person says: :I don't understand how anyone can be ''seduced by the dark side''. ;The older person says: :What computer do you use at home? ;The younger person says: :A Macintosh. ;The older person says: :And what computer does your father use at work? ;The younger person says: :Seduced by the Dark Side!!! ==What are the actions in this story?== The actions is what goes on in the story which is not dialog. For a movie script, this must be very short. Notice how much of the story is eliminated and not included in the actions. At the beginning of the scene, all you need to say is ;Action: :An old and wise person and a young person stand in front of a movie poster. ;Action: :They begin to walk away. ==What is the ending transition for this story?== At the end of the scene, all you need to say is: ;Transition: :Fade Out =Done!= :That is all the information you need to type the script. =Next page= :Now go to the next page which is [[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft =Contact= : To contact the instructor, click [[User:Robert Elliott|Robert Elliott]] (September 2006.) ---- ---- {{Homework01}} ---- ---- [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 6293 75808 2007-01-14T17:11:06Z Mystictim 626 added stub {{Stub}} This section assumes that the reader has an understanding of basic piano technique and reading skills. One way to start learning jazz piano would be to start listening to recorded songs of music with jazz piano in it. == Jazz scale == Ascending: C Eb F F# G Bb C [[Category:Blues & Rock]] 6294 80850 2007-01-25T02:02:18Z MetaBohemian 5057 /* Comments */ corrected javadoc comment This lesson discusses the basics of the Java language, including variables, primitives, operators, statements and Java writing conventions. =Touch on Classes= Everything in Java is specified inside classes. Classes are bodies of statements, methods, and variables. A statement can be thought of as the smallest standalone element of an imperative programming language (or a language that explicitly specify an algorithm to achieve a goal, opposed to declarative programming, which explicitly specifies a goal and leaves the implementation of that goal to algorithms within the support software). A program is formed by a sequence of one or more statements (e.g. if x, then y). A statement will have internal components (e.g. expressions). A method usually consists of a sequence of statements to perform an action, a set of input parameters to customize those actions, and possibly an output value (called return value) of some kind. There is a method called main that all classes have. This is the start point of your program - where everything must begin. To create a class, the syntax (or basic outline in code) is: <pre> [Protection] class [Name] [Extend/Implements...] </pre> Right now, let's examine the first 3. "[Protection]" refers to permissions of who can access the class, and will be discussed later. The label "class" is required to create a class. "Name" can be any valid identifier (see Valid Identifiers...). The name will be used to create objects (more later...). Here is what you type to create a class, as for now, and all you must worry about: <pre> public class NAME </pre> NAME, again,is the identifier. (Java is case sensitive; so NAME is different from Name. Industry convention suggest naming classes using mixed case, starting with an uppercase letter.[http://java.sun.com/docs/codeconv/html/CodeConvTOC.doc.html] For example: NameNumberTwo) Classes also have a body - where you actually put the things. To create the body you have a { and }. For example: <pre> public class NAME { } </pre> This, essentially creates a class. All the code goes between the {, called the opening brace, and the }, called the closing brace. =Protection= {{Template:confusing|December 2006}} Java allows you to abstract the internal data of a class from other code that uses that class. The idea here is to create a "black box" effect, where classes that use your class have no knowledge of the internal workings of the class. This simplifies changing the class if done consistently, as other classes don't depend on anything within the class. There are three '''access modifiers''' and four '''access levels''' (one level is the default, used when no modifier appears). If your class attempts to access another class, it will only be able to if it is allowed access. If you don't have access to the code you're trying to access, the compiler will notice and you'll get a compile-time error. The four levels and three modifiers are as follows: <center> {| border=1 cellspacing=0 cellpadding=5 | '''Modifier''' | '''Level''' | '''Accessible From''' |- | <code>private</code> | Private | An object of the exact same class as the declaring class |- | | Default; sometimes called ''package-private'' | An object of the same package as the declaring class |- | <code>protected</code> | Protected | An object of the same or subclass of the declaring class |- | <code>public</code> | Public | Anywhere |} </center> The ''declaring class'' is the class containing the field, method, or nested class being modified. (For example, if the class <code>Foo</code> contains a method <code>bar()</code>, <code>Foo</code> is <code>bar()</code>'s declaring class.) The protected and default levels deal with [[Java/Inheritance|inheritance]] and [[Java Deployment|packages]] respectively; these concepts are dealt with in later lessons. For now, declare all classes public (private classes are only useful — or even possible — when nested, and nested classes definitely comes later). Methods should be public if they're meant to be called by other classes. Declare a method private if it should only be called by its own class. =Statements= All operations are done in statements. Every statement ends in a semicolon: ;. Statements can set a variable with the '=' operator. This sets the variable you wish to set to another variable or a value. Values can only be used on primitive types. As you saw in the HelloWorld program, there was one statement: <code>System.out.println("Hello, World")</code>. This is one type of statement called "calling a method". More will be discussed later. Finally, you can declare a variable. If a class has no statements, it would do nothing. =Variables= Variables are used to store information in a computer's memory. Like its name implies, variables are values that can be changed. There are two main categories of variables: reference variables and primitive variables. Reference variables are place holders for objects (More on objects in Lesson 4, Java Objects and Classes.) Primitive variables are given a value of a primitive, a basic value. Variables are all given a type when they are declared, such as "int" or "String". ==Declaring Variables== To declare a variable, use this syntax: <pre> [protection] [classname] [identifier] </pre> This is one type of statement. The class name is the type of variable you want. Currently, you will only use basic primitive variables, but you will learn about objects soon. Here is an example of declaring a variable: <pre> public int myInt </pre> myInt has protection of public. It is of class int, or Integer (see Primitive Types). int is a class in Java. When you say that, you are basically making a primitive object. ==Primitive Data Types== Primitives are the simplest type of data. The following table shows all the types of primitives. <center> {| border=1 cellspacing=0 cellpadding=5 | '''Primitive''' | '''Description''' | '''Values''' |- | byte | A brief, 8-bit integer | Whole numbers -128 through 127 |- | short | A short, 16-bit integer | Whole numbers -32,768 through 32,767 |- | int | A 32 bit integer | Whole numbers -2,147,483,648 through 2,147,483,647 |- | long | A long, 64 bit integer | Whole numbers -9,223,372,036,854,775,808 through 9,223,372,036,854,775,807 |- | float | Single-precision floating point (32-bit IEEE 754) | Smallest positive non-zero: 14e<sup>-45</sup>, Largest positive non-zero: 3.4028234e<sup>38</sup> |- | double | Double-precision floating point (64-bit IEEE 754) | Smallest positive non-zero: 4.9e<sup>-324</sup>, Largest positive non-zero: 1.797693157e<sup>308</sup> |- | char | A single character | All Unicode characters |- | boolean | A Boolean value | '''true''' or '''false''' |} </center> Using what you have learned, You may have guessed how to create a long or double. <code>long myLong;</code> and <code>double myDouble;</code> ==Operators== ===Assignment Operator '='=== The assignment operator sets the variable on its left equal to the value on its right. This code creates the variable ''a'' and sets it equal to 5 <pre>int a; a = 5;</pre> Fairly simple, right? Here is where it can get a little more tricky. <pre>int a; int b; b = 6; a = b; //a equals 6</pre> At first glance, you might think that the last statement is setting ''a'' equal to the letter "b", but instead it is setting ''a'' equal to the ''value'' of ''b'', which is 6. Essentially, a '''is''' now 6. You can also set a variable and declare it on the same line: <pre> int a = 6; </pre> However, you can't say <code>char myChar = y;</code> to set a character to 'y'. That would set the character variable <code>myChar</code> to the value stored in the character variable <code>y</code>. To set <code>myChar</code> equal to the character <i>y</i>, use a '''character literal''' — a technical term for "a character in single-quotes": <code>char myChar = 'y';</code>. Note that a <code>char</code> primitive can only hold a single character. <code>char myChar = 'Yo';</code> is illegal. Finally, what's so special about <code>float</code>s and <code>double</code>s? Doubles and floats can have decimals: <code>float myFloat = 5.1;</code>. (The term "float" is short for "floating-point number," referring to the decimal point.) Now, why would you want to set a variable? For further use, ie, to access at a later time. For example, you can do calculations with other operators... ===Addition Operator +=== The addition operator is different from the = operator. It does not set anything. You would need the = operator to do any setting. If you want to you want to use the addition operator to add 6 to the value of ''a'', it would be used like this: <pre>a = a + 6;</pre> Or you can use a shortcut in order to reach the same result as the above. <pre>a += 6;</pre> There are shortcuts to all of the operators, which will be shown in the following sections. ===Subtraction -, Division / and Multiplication * Operators=== Just like the addition operator, the Subtraction, Division, and Multiplication operators are used as follows: <pre> int a; a = a-1; a = a/1; a = a*1; </pre> The result of "a" in each example would be simply <pre> 1st a - "a" minus 1 2nd a - "a" divided by 1 3rd a - "a" multiplied by 1 </pre> When all of the operators are used at once, for example: <pre> int a, b, c, d; a = a-b/c*d; </pre> The Java Programming Language would use the order of operations in this example. Here is a shortcut for subtracting a value from int myInt: <pre> myInt -= 4; </pre> =Valid Identifiers= There are several rules for the naming of your variables. Identifiers can be named using all the letters from A through Z (capital or lowercase, you choose), numbers 0-9 and underscore _ and the dollar sign $. The first character of the identifier cannot be a number, but it can be a letter, _ or $. Identifiers can be no longer than 32 characters. You can't create two variables with the same identifier; all identifiers must be unique. You also can't use an identifier that is a Java keyword, listed below. [[Flashcards for Java keywords]] provides some assistance in memorizing the concepts behind specific keywords. <div align=center> {| class="wikitable" | <code>abstract</code> | <code>assert</code> | <code>boolean</code> | <code>break</code> | <code>byte</code> | <code>case</code> |- | <code>catch</code> | <code>char</code> | <code>class</code> | <code>const</code> | <code>continue</code> | <code>default</code> |- | <code>else</code> | <code>enum</code> | <code>extends</code> | <code>false</code> | <code>final</code> | <code>finally</code> |- | <code>float</code> | <code>for</code> | <code>goto</code> | <code>if</code> | <code>implements</code> | <code>import</code> |- | <code>instanceof</code> | <code>int</code> | <code>interface</code> | <code>long</code> | <code>native</code> | <code>new</code> |- | <code>null</code> | <code>package</code> | <code>private</code> | <code>protected</code> | <code>public</code> | <code>return</code> |- | <code>short</code> | <code>static</code> | <code>strictfp</code> | <code>super</code> | <code>switch</code> | <code>synchronized</code> |- | <code>this</code> | <code>throw</code> | <code>throws</code> | <code>transient</code> | <code>true</code> | <code>try</code> |- | <code>void</code> | <code>volatile</code> | <code>while</code> | | | |} </div> Identifiers should also be meaningful, while maintaining practicality. If calculating the sum of a set of numbers, <code>sum<code> is better than <code>cumulativeTotal</code>, but <code>s</code> might be too short. =Using the Displayer with Variables= This section is about printing to the console using <code>System.out.println();</code>. For Strings, it is extremely simple: <code>System.out.println(STRING IDENTIFIER HERE);</code> But for other variables, you have to do it like this: <code>System.out.println(VARIABLE IDENT + "")</code> This is because that method's parameter requires a string, and to change a variable to a string you say +"". Note that this only works on primitive types. On objects you have to have a method toString(), which we will learn about later. Example: <code>System.out.println(54 + "")</code> You can also do multiple variables on the same line: <code>System.out.println(false + 54 + "")</code> You can put it anywhere: <code>System.out.println(false + "" + 54)</code> Note that this won't work for two literal numeric values: <code>System.out.println(54 + 32)</code>. It would mistake it for the adding operator for values. For strings, the operator is different. So you would have to do: <code>System.out.println(54+""+32)</code> Now you can do calculations and print the result! For example, say you want to print 6*6*6*6. Here is the code: <pre> public class Multiplying { public static void main(String args[]) { int a = 6; int b = a*a*a*a; System.out.println(b + ""); } } </pre> =Comments= Comments are notes that the developer can insert into their code. This allows the developer to keep track of their code and helps when developers are collaborating on a project. It is good to write a summary of the following code at the beginning of your methods, classes, etc. The Java compiler completely ignores comments, so you can say anything in them Comments are written using two forward slashes <pre>//This is a comment</pre> Comments can be written at the end of a line <pre>System.out.println("I love comments"); //This is also a comment</pre> Comments can also be written on multiple lines by starting with '''/*''' and ending with'''*/'''. <pre>/* Comment 1 Comment 2 Comment 3 */</pre> A multiline comment that opens with two asterisks <pre> /** Like this */ </pre> is called a '''javadoc comment'''. As a general rule, don't use these unless you mean to run the javadoc program on your code. =Compiling and Running your program= To compile your program, go to the directory you saved it. Note that if your class was named NaMe then your file '''must''' be named NaMe.java. Anyways, type: <code>javac NaMe.java</code> where NaMe is your class name. To run, type <code>java NaMe</code>. Note that if the compiler reports syntax errors with your code, you must look in your source code and fix them. These are usually typos, but can be missing colons (;) or other formatting issues. If, when running, it reports invalid class file, the compiler might not have created a file. It should have given an error message at compile time. =Asking the User= Now, let's go on to asking the user to enter a number and doing calculations on it. Basically: <code>JOptionPane.showInputDialog(null, "Hello. Enter something")</code>. Try putting that in a class (in the main method, of course) and run it. Currently, we can't do anything with it because the value is deleted. Because what you enter can consist of letters OR numbers, and any length of them, what is "produced" by that is a String. The following will work: <code>String mine = JOptionPane.showInputDialog(null, "Now I can set a String!");</code>. Now lets say that after you get the string you want to print it. Just like regularly, add the following line: <code>System.out.println(mine);</code>. Now you probably want to be able to enter a number. Java provides a method of changing a String to an int. It is Integer.parseInt(String_Here);. So lets say you want the user to enter a number and you print it. Do: <pre> int mine = Integer.parseInt(JOptionPane.showInputDialog(null, "Now I can set an INTEGER!")); System.out.println(mine); </pre> And now, of course, you can do whatever you want with that... =Exercises= A. Create a program that stores a String with the value "ABC". Then print the value using System.out.println(StringIdentifierHere). Don't use System.out.prinln("ABC"), as we are focusing on creating variables. B. Do the above with a long set to 10000. Note that you have to say System.out.println(LongIdentifier + ""). <br><br><hr> <!--[[Topic:Java|Back to Java Main Page]] | [[Introduction_to_Java|Previous Lesson]] | [[Java_Decision_Structures|Next Lesson]]--> {{1lvlnav|[[Topic:Java|Java]]|[[Introduction to Java]]|[[Java Decision Structures]]}} [[Category:Java]] [[Category:Learning activities]] 6296 29086 2006-09-24T07:41:56Z Patrick 1467 adapted from Meta [[m:Template:{{{1|{{PAGENAME}}}}}]] ([[m:Template talk:{{{1|{{PAGENAME}}}}}|talk]], [[m:Special:Whatlinkshere/Template:{{{1|{{PAGENAME}}}}}|backlinks]], [{{fullurl:m:Template:{{{1|{{PAGENAME}}}}}|action=edit}} edit]) 6297 29090 2006-09-24T09:10:31Z Ђорђе Д. Божовић 1193 [[Topic:Writing Center]] moved to [[Portal:Writing Center]] #REDIRECT [[Portal:Writing Center]] 6299 67457 2007-01-07T01:33:15Z JWSchmidt 20 This is currently the last page in the tour <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> This page is part of the [[Wikiversity:Guided tour|Guided tour]]. The content below is from the Wikiversity main page discussion page. Most wiki pages have an associated discussion page so that wiki participants can discuss how to improve the page's contents. This is currently the last page in the tour. You may wish to continue to: [[Wikiversity:Welcome, newcomers]]. |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity_talk:Main_Page <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> <br clear="all" /> {{Wikiversity talk:Main Page}} <div style="float: left; width: 100%;"> <div style="padding: 2px; background: #cceecc; border: 1px solid #779977; margin: 4px;" align="left"> {|cellpadding=0 cellspacing=0 width="100%"| |bgcolor="#bbddbb" width=10| |bgcolor="#cceecc" width=10| |bgcolor="#cceecc" width=80%|<font size="+1" color="#779977"> '''''Guided tour'''''</font> [[Wikiversity:Guided tour/Talk|Continue the tour... ]] |bgcolor="#cceecc" width=30 valign=bottom|[http://en.wikiversity.org/wiki/Wikiversity_talk:Main_Page <font size="-3" color="#779977">&nbsp;exit tour&nbsp;</font>] |} </div> </div> 6300 67975 2007-01-08T03:55:20Z JWSchmidt 20 [[Consilience]] I have a basic understanding of philosophy, and have a great interest. What would be some good areas to go to? I would like to start off with the Greecian philosohpers, to get a base and work from there. but, i am not interest in limiting myself by style or subject. any suggestions would be great. [[Image:Plato's allegory of the cave.jpg|thumb|right|Does human experience reveal reality or a shadow of reality?]] :A fundamental tool that we all bring to philosophy is our [[On the Soul: discussion group|mind]]. Should we take that tool for granted or should we carefully examine its abilty to both serve our investigations and mislead us? --[[User:JWSchmidt|JWSchmidt]] 14:54, 24 September 2006 (UTC) ::I'll go out on a limb and say that equally foundational is our capacity as social beings. I'm suspicious of the monological mind and temptations to reduce the world to it. To answer your questions, yes, we should carefully examine, but not just the mind. --[[en:User:executivezen|executivezen]] 22:11, 24 September 2006 (UTC) On the Mind The mind has the power to easily mislead us, and take us in a path of ignorance, but at the same time enlighten us with knowledge. Does a certain amount of knowledge bring on ignorance? Or does it bring on apathy. What is the difference? (Plato's Allegory of the Cave?) Other Initial questions What is real? What is Justice? What makes something beautiful? --[[User:Isma2012|Isma2012]] 13:52, 2 October 2006 (UTC) ---- [[Image:Duck-Rabbit illusion.jpg|thumb|left|One of the great dangers we face in making use of our minds is getting trapped in only being able to see the world in one way rather than being open to seeing [http://philosophy.wikia.com/wiki/Ludwig_Wittgenstein multiple aspects].]] "Way is obscured when men understand only one of a pair of opposites, or concentrate only a partial aspect of being. Then clear expression also becomes muddied by mere wordplay, affirming this one apsect and denying the rest." - [[wikipedia:Zhuangzi|Zhuangzi]] "Philosophy is a battle against the bewitchment of our intelligence by means of language." - [[wikiquote:Ludwig Wittgenstein|Wittgenstein]] Human minds and cultures have evolved so as to provide us with particular intuitions about the nature of reality, justice and beauty. Western philosophy took an interesting diversion into exploration of the idea that people might be able to deduce the essential natures of reality, justice and beauty just by carefully thinking about these topics. However, human minds and cultures arise from the biological substrate of our species. Attention has now turned to study of the biology and sociology and philosophical views of the nature of reality, justice and beauty can now be informed by scientific results. [[w:Daniel Dennett|Daniel Dennett]] is a philosopher who has examined traditional philosophical issues from the perspective of what we now know about human biology and how cultures develop and ideas compete for existence in the [[w:Memetics|memosphere]]. [[w:E. O. Wilson|Edward Wilson]] has proposed that all branches of human knowledge can be unified using an approach called [[w:Consilience|consilience]] (see also: [[Consilience]]). Such a view invites interdisciplinary cooperation. Other philosophers seem sure that philosophy has nothing to do with scientific observations. --[[User:JWSchmidt|JWSchmidt]] 16:57, 2 October 2006 (UTC) [[Category:Initial Questions in Philosophy]] ==See also== *[[Topic:Philosophy of Mind]] 6307 75361 2007-01-13T22:22:47Z JWSchmidt 20 [[Wikiversity:Philosophy message board]] moved to [[Philosophy message board]]: Wikiversity name conventions Whey hey! I seem to be the first into this board. I'm [[en:User:executivezen|executivezen]] and my philosophic interest is in [http://en.wikipedia.org/wiki/Poststructuralism poststructuralism]; in particular, the work of [[Jacques Derrida]]. I'm (slowly) going through primary and secondary texts and applying his thought to executive education - which is my field. I'm keen to know if anyone here is interested in a linkage between, so called, [http://en.wikipedia.org/wiki/Continental_Philosophy continental philosophy] and education, as this is where my passion lies. Other interests include philosophy of higher education; particularly the debate about liberal education versus vocationalisation, work-based learning and networked learning - all of which, I'd like to think, inform and are informed by the topic of [[Wikiversity_scholarship| wikiversity scholarship]]. Philosophically, I'm interested in Richard Rorty's pragmatism, Derridian deconstruction and communitarian political philosophy, believing these (foolishly) to come together somehow. [[Poststructuralism]] Hi there, this is my first edit on any wiki-site, But I'm quite looking forward to taking a class or two here, My main philisophical intrests are in Discordianism, Critics of Niezche, and Ayn Rand. If any of you are game for some philisophical discussion let me know, how ever it is wikipedians communicate with one another. Peace, NortonThe1st. Greetings. I'm new here and I'm not really sure how this whole Wikiversity thing works, but I'm really interested in learning more about philosophy here. I'm a beginner in this topic, I'm studying the very beginning of western philosophy, Diogenes Laertius Lives', for instance, and some other texts about early greek philosophers, like Thales and the Pre-Socratics. I want to know how I can help this project and how I can benefit from it. Keops. [[Category:Philosophy]] 6308 29172 2006-09-24T22:50:08Z JWSchmidt 20 #REDIRECT [[On the Soul: discussion group]] #REDIRECT [[On the Soul: discussion group]] 6309 53423 2006-12-10T13:27:45Z 88.1.71.97 [[Image:Three Butterfly-Glue, Chalk by Chip.JPG|thumb|right|400px|"Three Butterfly" - can the properties of living things be accounted for by their material components?]] Welcome to the '''Vitalism''' learning project. ==Content summary== [[w:Vitalism|Vitalism]] is the idea that living organisms cannot be entirely explained in terms of the same forces and materials that account for the behavior of non-living objects. According to vitalism, there must be some additional "vital force" present in living organisms that distinguishes the living state from the non-living. Vitalism is a natural philosophical position for humans who have no knowledge of the details of physical matter. Recognition of the molecular basis of life allows for a materialistic philosophical position which adopts the hypothesis that the same physical laws govern both living and non-living objects. ==Goals== This learning project offers learning activities that review the history of vitalism as a theory of the living state. Concepts to learn include how conceptual understanding of living organisms has changed through time and how modern science's approach to the study of life differs from pre-scientific ideas about life. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[On the Soul: discussion group]] - Was Aristotle a Vitalist? * ... ==Reading== * [[Wikibooks:Organic Chemistry/Foundational concepts of organic chemistry/History of organic chemistry|History of organic chemistry]] at Wikibooks *'''1896''' [[w:Matter and Memory|Matter and Memory]] by [[w:Henri Bergson|Henri Bergson]], one of the last great advocates of Vitalism. *'''1996''' [[w:Daniel Dennett|Daniel Dennett]]'s book "[http://books.google.com/books?hl=en&lr=&id=wNFE2yH7ujwC&oi=fnd&pg=PP7&sig=oaOgHhxKgHwAzaOPaL9WLaDWgy0&dq=%22Kinds+of+Minds%22+Dennett&prev=http://scholar.google.com/scholar%3Fq%3D%2522Kinds%2Bof%2BMinds%2522%2BDennett%26hl%3Den%26lr%3D%26sa%3DG Kinds of Minds]", Chapter 2. Dennett wrote, "Dualism...and Vitalism (the view that living things contain some some special physical but equally mysterious stuff-[[w:Élan vital|élan vital]]) have been relegated to the trash heap of history...." * '''1998''' Bechtel, W. and Richardson, R. (1998). [http://mechanism.ucsd.edu/~bill/teaching/philbio/vitalism.htm Vitalism]. In E. Craig (Ed.), Routledge Encyclopedia of Philosophy. London: Routledge. *'''2005''' [http://tcs.sagepub.com/cgi/content/abstract/22/1/15 On the Vitality of Vitalism] by Monica Greco - comments on the continuing vitality of vitalism. (Theory, Culture & Society, Vol. 22, No. 1, 15-27) * [[w:Qi|Qi]] - Wikipedia article about a non-Western conceptualization of "life force". * ... ==Activities== *Read about vitalism (see the section above) *Discuss vitalism (see next section) ==Discussion== *[http://www.sheldrake.org/interviews/quest_interview.html A Conversation with Rupert Sheldrake] - interview by John David Ebert. How does the work of [[w:Rupert Sheldrake|Rupert Sheldrake]] relate to Vitalism? ==References== Additional helpful readings include: *[[:Category:Philosophy of Mind]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 6310 29179 2006-09-24T23:30:02Z JWSchmidt 20 subcategory [[Category:Philosophy]] [[Category:History of biology]] 6311 29180 2006-09-24T23:30:24Z JWSchmidt 20 subcategory [[Category:Biology]] 6312 29207 2006-09-25T01:40:04Z JWSchmidt 20 subcategory [[Category:Engineering]] 6331 75916 2007-01-14T20:41:13Z JWSchmidt 20 [[Category:Religious studies]] == See Also== *[[Topic:Bible Translation]] *[[Christianity/Gospel_101|Gospel 101]] [[Category:Religious studies]] 6332 76029 2007-01-14T23:10:38Z Historybuff 5228 Concurrency and Real-Time Programming can be defined as the programming discipline dealing with real-time critical software development. At first glance Real-time programming is often associated with the need for efficient computing power and throughput performance. Actually, the main issue for real-time programming is how to design programs that are able to compute and respond according to certain quality attributes (maximum response time, average repsonse time, quality of calculation, precision of calculation, within a certain time frame) in a predictable maner. In Real-Time Programming there is usually a need to respond to multiple requests in parallel, and with different Real-Time Constraints. The software may have to support a fast time cyclic and demanding control loop, while simultaneously having to respond to asynchronous inputs from the user. To solve programming problems with multiple control loops and simultaneous requests, different Concurrency Programming techniques have been applied. Programming environments and languages supporting Concurrency Programming are, to mention a few: ADA, RHAPSODY UML with C++, ERLANG, Concurrent C++, C with proper operating system support. As time criticalness is often a concern, the following languages often disqualifies them selves because of unpredictable demanding garbage collection activities: Java, C#. The following programming languages are normally not suitable for demaning realtime control due to their single-thread processing limitations: Basic, Lisp, Prolog, [[Category: Computer Programming]] 6334 77251 2007-01-16T20:29:57Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Center for Public Health and Occupational Medicine'''. ==Department description== The Center for Public Health and Occupational Medicine is a content development project where participants create, organize, and develop learning resources for Public Health and Occupational Medicine. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 6335 45153 2006-11-13T03:42:52Z Rayc 57 cat '''Harmony''' is the use of chords (pitches sounding simultaneously) in music. It can occur as the result of '''counterpoint''' (melodic lines played at the same time), or in eastern art music, for example, it occurs incidentally through the combination of improvised vocal or melodic lines combined with a drone. A major misconception among students of western music theory and composition, is that writing counterpoint is a separate skill from writing harmonic progressions, and somehow it is written exclusively according to its own rules. Most theorists today hold this be more or less untrue; counterpoint relies on harmonic principals, and vice versa. [[Category:Music]] 6338 29312 2006-09-25T11:34:50Z Matt.kaner 1495 6340 29315 2006-09-25T11:45:35Z Matt.kaner 1495 6341 29316 2006-09-25T11:45:39Z Matt.kaner 1495 6342 29317 2006-09-25T11:46:04Z Matt.kaner 1495 6345 63010 2006-12-27T04:31:17Z 72.144.145.25 [[Image:Val-Saint-Lambert JPG02.jpg|right|100px]] ''Glasswork''' that comes through a heating proccess (kiln work ie; warm glass) has a special appeal for me, to be able to alter the form, sometimes radically, of glass is a very special art. More and more glasswork is being produced by machinery, the technology is staggering in its scope. Arguably the very best of the art glass comes from the mind and hands of the dedicated glass artist. Each and every piece is different, special, interesting and sometimes beautiful. Laboratory tests indicate that glass in a land-fill situation, takes approx. 20,000 years to begin changing, this should be sufficient reason to salvage all used glass and maybe turn some or most into art. {{stub}} [[Category:Hobbies]] 6346 80017 2007-01-22T16:41:37Z 192.193.220.202 /* Material */ Sculpture as an art-form is extrordinary, moving, special and a wonderful hands on experience for all who try it. Sculpture has been created by human beings for thousands of year and is still being created today. A work of sculpture can be created with any number of tools and materials. Sculpture is a great way to create works of art and every student can become a [sculptor] Unlike with painting that is flat, sculpture interacts with the view directly because the artwork and the audience share the same space. It allows students and artist to create a work of art that exists in reality as it exists in real space. I think the article should start off as a history of sculpture and then go into technique. ==History== Our sister cite, Wikipedia, offers an abundance of information about the history of sculpture. [http://http://en.wikipedia.org/wiki/Sculpture Click Here] to see that information. You may also want to check out the many [http://en.wikipedia.org/wiki/Category:Sculpture Subcategories] on Wikipedia - where you can find information on anything from glassblowing to sculpture gardens to wax figures. ==Material== Every piece of sculpture, and every object manufactured, depends upon its material and process for it's appearance and aesthetic. Sculptors often have a love / hate relationship with their material, but (without too much romance slipping into this) if you are interested in sculpture, the important notion to bear in mind is this- The material is a fundamental part of the development of the idea, the process (or tools if you like) is in there with its contribution, and the artists ideas have to be negotiated through the process of making, not developed and set first then 'illustrated in the material'. Good Examples- Myan sculpture and Easter Island heads - made with hard stone, and no metal tools, have a powerful, compact, broad aesthetic, made by banging one stone with a harder one - in all the right places of course. They have as much spirit and quality as -at the opposite extreme- Giovanni Bernini's 'Ecstacy of Saint Teresa' the theatrical Baroque masterwork, because it's made of marble (subtle, easy to cut with superbly forged steel tools, takes a high polish, etc.) and is able to imitate flesh or drapery and to appear almost weightless. Different stuff, different cultures, different stories, however, same human spirit and thus same efforts to understand. The next important consideration is GRAVITY. We are hard wired to understand a world where gravity is always in place, and we understand objects in relation to it, we also read two dimensional images in relation to our gravity field existence. ==Technique== ====Carving==== ====Casting==== ====Found Object==== ====Mixed Media==== ==Elements== =Contributors= * [[User:HartVisArts|Hart County High School, Hartwell Georgia]] [[Category:Hobbies]] 6347 49164 2006-11-27T04:02:34Z AmiDaniel 3334 Categorize as [[:Category:Hobbies]] Welcome to the '''Wood Workshop''' of the [[Topic:Craft_Arts|Division of Craft Arts]] (part of the [[Portal:Fine Arts|School of Fine Arts]]) at Wikiversity. The workshop is just starting up, and we welcome all contributions. We need to work on ideas for a syllabus, [[wikibooks:woodworking|textbook]] (over at wikibooks), and ancillary materials such as worksheets and exams. Also, standard layouts etc. for technical drawings for the Workshop. ==Comments== Woodwork is something that I shall try my hand at sometime soon, fine woodwork is exciting stuff, how do they make those beautiful artifacts? [[Category:Hobbies]] 6349 80945 2007-01-25T14:53:22Z JWSchmidt 20 [[Category:High School]] Phoenix Union Cyber High School is a school in the [[w:Phoenix Union High School District|Phoenix Union High School District]]. Cyber High School was designed around the use of online education resources. ==External links== *[http://www.phxhs.k12.az.us/education/school/school.php?sectionid=5539 Phoenix Union Cyber High School] - internet-based curriculum, computer studios not classrooms, self-paced learning, opened 2006. **"[http://www.azcentral.com/arizonarepublic/local/articles/1217cyberhigh.html Tech-savvy Cyber High still in need of students]: All schoolwork will be on PCs" by Karina Bland in [[w:The Arizona Republic|The Arizona Republic]] (Dec. 17, 2005). [[Category:Real world school]] [[Category:High School]] 6350 29341 2006-09-25T14:54:54Z JWSchmidt 20 subcategory [[Category:Schools]] 6351 29343 2006-09-25T14:56:09Z JWSchmidt 20 [[Phoenix Union Cyber High School]] moved to [[School:Phoenix Union Cyber High School]]: see [[:Category:Schools]] #REDIRECT [[School:Phoenix Union Cyber High School]] 6352 70358 2007-01-11T01:52:30Z JWSchmidt 20 categories A '''[[w:School|school]]''' is an institution for learning. At Wikiversity, pages about schools exist within the "School:" [[Wikiversity:Namespaces|namespace]]. The "School:" namespace is a special feature of Wikiversity. The first Wikiversity pages that made use of the "School:" prefix were the "major Wikiversity schools" corresponding to the list of schools that was [[b:Wikiversity:Wikiversity Schools|developed by the Wikiversity community at Wikibooks]]. "School:" namespace pages for other types of school are invited and each type of school can be organized in its own category. For example, pages for real world schools can be placed in [[:Category:Real world school]]. For example, see: [[School:Phoenix Union Cyber High School|Phoenix Union Cyber High School]]. If you want to create a new page about a particular school, give the new page a name such as [[School:Name of your school]]. If you are new to [[wiki]], take a look at the [[Wikipedia:Introduction|introductory tutorial]] and learn how to create and edit Wikiversity pages. ==See also== *[[Wikiversity:Schools]] - list of the major Wikiversity schools *[[Wikihigh]] - project for development of an online high school *[[:Category:Schools]] [[Category:Education]] [[Category:Wikiversity]] 6404 29441 2006-09-25T18:39:19Z Barbararana 1520 6405 69926 2007-01-10T16:07:37Z Richard2me 3866 /* Courses */ ==Department Description== '''Networking''' is a Department under the [[School:Computer_Science|School of Computer Science]]. Courses focus on ''the interconnection of computing systems to share resources'', and ultimately should provide an ever-increasing level of complexity in subject material, much as advancing classes in a traditional university do. ==Introduction== [[Image:tin_can_telephone.jpg|frame|right|Crude, but effective]] Networking is the practice of enabling and harnessing the transmission of data from one computer system to another. A crude analogy of a data network is pictured at right: two tin cans connected by a simple string. Note that what this basic analogy suggests holds true for actual implementations of data networks: * The network exists merely as a medium for communications of some kind, across it * A protocol of some form is needed to initiate and carry on conversations (this is not intrinsic to the network itself) * The same protocol (a spoken language) can also be used with different media for the same purpose; different networks have different advantages and uses A network may require one engineer to design it, another engineer to build it, and another engineer entirely to administer it. The skills needed for each stage in the process are related but not necessarily dependent; hence, Networking is interdisciplinary. The distinction between Networking and Computer Science in general is difficult to precisely define; it is better perhaps to consider that Networking grew out of Computer Science, because of a need to extend the existing capabilities of a computer (which includes data transmission) across large distances and with other unlike systems. However, an extensive background in Computer Science is not necessary to study or even practice Networking. A ''Network Engineer'' is a qualified individual who works with networks of some form, but the scope of that work and the skills required may be as diverse - even from one job to the next - as those of any scientist. ==Courses== '''You are encouraged to contribute.''' * [[Topic:Networking_Intro|'''Introduction to networking''']] * [[Topic:Computer Networking|'''Computer Networking''']] ** [[Network Math]] * [[Topic:Legacy Computer Networks|'''Legacy Computer Networks''']] * [[Networking Concepts|'''Networking Concepts''']] * [[Topic:Pursuing Network Certification|'''Pursuing Network Certification''']] * [[Topic:Advanced Computer Networking|'''Advanced Computer Networking''']] * [[Network Design|'''Network Design''']] ** [[Connecting two offices with a T1]] * [[Computer Communications]] * [[VOIP]] * [[Topic:Network Administration|'''Network Administration''']] ==References== '''Wikipedia''' * [[w:Computer network|Computer network]] * [[w:Telecommunications network|Telecommunications network]] '''Wikibooks''' * [[Wikibooks:Communication Systems|Communication Systems]] * [[Wikibooks:Internet Technologies|Internet Technologies]] '''Other Websites''' * [http://www.wifinetnews.com/ Wifi News] * [http://www.networkworld.com/ Network World News] '''Hard Print Books''' * ... ==Active Participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Dfrauzel|Dfrauzel]] 01:38, 24 October 2006 (UTC) * [[User:RISHI|RISHI]] COMPUTER ENGG IET-DAVV, INDORE(UTC) * [[User:EricPrice|EricPrice]] 04:39, 29 December 2006 (UTC) [[Category:Networking]] 6406 70778 2007-01-11T22:09:48Z JWSchmidt 20 [[Category:Jewish Studies]] The '''Torah''' is the central and most important document of [[w:Judaism|Judaism]] revered by [[w:Jew|Jew]]s through the ages. As the Torah is a religious text and open to interpretation by individuals, the Department of Torah study functions in discussion format. '''Important Note:''' For the purposes of this department the term "Judaism" is '''non-denominational''' and does '''not''' refer to any particular movement of the Jewish religion. ==Format and Contribution== The Torah is divided into a series of five books: Genesis, Exodus, Leviticus, Numbers and Deuteronomy. The books are further divided into a series of portions called [[w:parshah|parshah]]s. All projects offered by this Department will focus on one particular parshah. The format of a project is that of a discussion. The objective of this department is not to tell the individual how to interpret the text, but rather to foster a dialogue of potential interpretations. Discussions '''will''' be moderated according to Wikiversity policies regarding civility and relevance. Torah is a religious concept. All individuals, regardless of religion are permitted and encouraged to contribute to this discussion. However, there is an expectation that all contributions will conform to a Jewish worldview and would be compatible with the religion [[w:Judaism|Judaism]]. Contributions that do not satisfy this requirement will be considered vandalism. This is '''not''' a comparative religion forum nor is it a forum for the debate of different religions. If that is what you are looking for, please look elsewhere. ==Study projects== {| class="wikitable" ! Book !! Parshah Discussion !! Summary on Wikipedia !! Parshah Text |- | '''[[w:Deuteronomy|Deuteronomy]]''' || [[Torah/Devarim|Study of Devarim]] || [[w:Devarim (parsha)|Summary]] || Deut. 1:1-3:22 |- | || [[Torah/Va'etchanan|Study of Va'etchanan]] || [[w:Va'etchanan|Summary]] || 3:23-7:11 |- | || [[Torah/Eikev|Study of Eikev]] || [[w:Eikev|Summary]] || 7:12-11:25 |- | || [[Torah/Re'eh|Study of Re'eh]] || [[w:|Summary]] || 11:26-16:17 |- | || [[Torah/Shoftim|Study of Shoftim]] || [[w:Shoftim (parsha)|Summary]] || 16:18-21:9 |- | || [[Torah/Ki Teitzei|Study of Ki Teitzei]] || [[w:Ki Teitzei|Summary]] || 21:10-25:19 |- | || [[Torah/Ki Tavo|Study of Ki Tavo]] || [[w:Ki Tavo|Summary]] || 26:1-29:8 |- | || [[Torah/Nitzavim|Study of Nitzavim]] || [[w:Nitzavim|Summary]] || 29:9-30:20 |- | || [[Torah/Vayelech|Study of Vayelech]] || [[w:Vayelech|Summary]] || 31:1-31:30 |- | || [[Torah/Haazinu|Study of Haazinu]] || [[w:Haazinu|Summary]] || 32:1-32:52 |- | || [[Torah/V'Zot HaBerachah|Study of V'Zot HaBerachah]] || [[w:V'Zot HaBerachah|Summary]] || 33:1-34:12 |} [[Category:Jewish Studies]] 6411 75507 2007-01-14T02:46:26Z Historybuff 5228 Moved to subcat Variables, as mentioned briefly in [[Introduction to PHP]], are significant for any programming language. They can be used to store all forms of data, and are generally required to perform multiple manipulations on data not hard-coded into a script. This lesson will introduce the basics of variables in PHP. == Basic syntax == In PHP, all variables are denoted by the $ at the beginning of their identifier. They do not need to be declared; they can simply be assigned a value and used from there on. Variables name should start with a lowercase letter; this is not required but (in certain php configurations) prevents clashes with autoglobals (which will be explained later). Here is a basic example of assigning a value to a variable and printing its value onto the page: <?php $message = 'This is the value of the message variable.'; echo $message; ?> == Variable conversion == PHP also automagically<!-- NOT a typo, please do not change to automiatcally --> switches variable types when needed. For example, all strings (a string is a series of characters) must be enclosed in quotes (both single quotes and double quotes are supported). However, sometimes values you fetch from external sources will be strings by default but need to be treated as ints (short for integers, which are numerical values) for the purpose of a calculation. This example shows how it can be done: <?php $input = '42'; $thevalue = $input * pi(); // Will multiply 42 by pi to (by default) 14 decimal places. echo $thevalue; // This should return something along the lines of 131.946891451 ?> In this instance, we are multiplying the number 42 (in a string variable) by pi to a certain number of decimal places (a float variable - you will learn about this later). Conversion can only occur when possible, however - the following will not work: <?php $input = '4string2'; // Should multiply 42 by pi, but will probably post a warning or terminate the script with an error $thevalue = $input * pi(); // This should return 0 or false, not print anything or even return an error for the previous line echo $thevalue; ?> As '4string2' is not a number, PHP will fail to convert it (in order to be multiplied by pi(), which returns a floating point value) and (most likely) return an error or post a warning (depending on PHP's configuration settings in the php.ini file). == Variable types == These are the main types of variables you will be dealing with: * ''int'' - Short for integer. Holds any integer, i.e. a whole numerical value (no decimal places - however, if an int is assigned a number with a decimal place, it will be converted to a float automatically) * ''float'' - Abbreviation of floating point value. Holds any integer WITH a decimal place, to a certain precision (generally 32 digits) * ''double'' - Abbreviation of double precision floating point. Same as above except with far more precision - however, a double value also takes up twice as much memory (generally 8 bytes - obviously insignificant on modern servers) * ''string'' - Holds any array of characters, i.e. a sentence (or two). Generally has an infinite length; however, for compatibility with older servers, limit the size of strings to 32768 characters. * ''boolean'' - Can either be true or false, many functions return true or false == Declaration == In a more lower-level language like [[Topic:C++|C++]], the declaration of the type of each variable is needed. For example, the following code in PHP: <?php $a = 'Stuff'; ?> Does not explicitly define the type of variable ''a''. Of course, the PHP runtime environment recognizes during execution of this line that the programmer provided a string literal as the value for the variable. If you want to do the same in [[Topic:C++|C++]], you would would have to explicitly declare the variable type: char[6] a; a = "Stuff"; Additional equivalent statements combining declaration and initialization of a variable with the same value would be: char* a = "Stuff"; // using char pointer char b[] = "Stuff"; // using char array with string literal initialization char c[] = { 'S', 't', 'u', 'f', 'f', '\0' }; // using char array with array initialization Notice that C++ requires explicit variable declaration (including variable type) whereas PHP does not. However, it is good practise to declare all variables, as if they are not declared PHP defaults their value to FALSE (0, empty etc.). This is because PHP is a dynamically typed language, and as a result neither type casting nor declaration is enforced. The following is possible: <?php var $a; ?> ==Scope== Scope refers to what can actually modify a variable, e.g: <?php $var = 1; require 'another_page.php'; ?> The page 'another_page.php' has full acess to the variable 'var'. <?php $var = 'Test'; function test() { echo $var; } test(); ?> The above would output nothing, since functions have their own scope, variables outside that scope would not be available. ===Globals=== You can force functions to acess other variables by using the global keyword, e.g: <?php $var = 'Test'; function test() { global $var; echo $var; } test(); ?> Would output: Test Or you can use the $GLOBALS array, like this: <?php $GLOBALS['var'] = 'Test'; function test() { echo $GLOBALS['var']; } test(); ?> ===Static Variables=== Static variables exist within a function and are saved after the function executes, e.g: <?php function increment() { static $a = 0; echo $a; $a++; } increment(); // 0 increment(); // 1 increment(); // 2 increment(); // 3 ?> If the variable 'a' was not static, it would echo 0 each time. == Referencing == On a sidenote, a less used feature of PHP (and, indeed, many lower level programming languages) is memory address referencing. The idea is that every variable is stored at a certain address in memory. Now, say you wanted to have a variable that always remained the same values as another, you could just store point it at the same address - any changes at that address, i.e. any change to the value of the first variable, would be reflected in the other variable (but not vice versa). Examine the following: <?php $a = 'Stuff'; $b = &$a; // $b is pointed to $a $a = 'Stuff2.0'; // $b is now also 'Stuff2.0'; ?> == Learning sessions == None available at present. [[Category:PHP]] [[Category:Articles related to php]] 6413 70848 2007-01-12T00:50:41Z JWSchmidt 20 [[Category:Web Design]] == Spot the Error == With each of the following snippets of HTML, see if you can spot the error: <pre> <p>A paragraph of text that is <strong>really important</p></strong> </pre> <pre> <p>A paragraph of text that is <emphasis>really important</emphasis></p> </pre> <pre> <p>A paragraph of text with a list: <ul> <li>Point 1</li> <li>Point 2</li> </ul> </p> </pre> [[Category:Web Design]] 6415 29519 2006-09-26T00:55:20Z Draicone 1128 Create redirect to account for capitalisation possibility #REDIRECT [[Topic:Computer Programming]] 6418 80951 2007-01-25T15:01:11Z JWSchmidt 20 [[Category:High School]] [[Category:Fine Arts]] [[Category:High School]] 6419 29554 2006-09-26T04:12:13Z JWSchmidt 20 subcategory [[Category:Art and Design]] 6420 64737 2006-12-30T15:12:19Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Formatting the script}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kdict.png|right|128px]] ==Analyze the story to format the movie script== For the first lesson of this course, you are given a short story and you are told to format the story into the proper format for a motion picture script. :;A golden opportunity:Now is an excellent time to learn script formatting. This is a task that people do every day in Hollywood so this lesson give you excellent practice. :;A wonderful tool:To help you, you can download a free yet working demo version of [http://www.finaldraft.com Final Draft] which is a script typing and script formatting program. This is the ideal program for learning script formatting. There are versions for both the Macintosh and Windows. [[Image:Crystal Clear app katuberling.png|128px|right]] ==Why such a simple story?== :This is an extremely simple story. It seems trivial. You say, "I want something more challenging!" :I have heard this a thousand times from beginning filmmakers. Filmmaking looks so easy. :'''Wrong! '''This movie will be anything but easy. By the time we turn this simple script into a motion picture, this tiny movie will require a '''huge''' amount of effort. Filmmaking is '''never''' as simple as it looks. With this very simple scene, you will have the opportunity to do it all. [[Image:Nuvola apps package edutainment.png|128px|right]] ==The steps of this lesson== :;<font color="purple">1. Look at the story ::To the right, you see the story for ''"Seduced by the Dark Side!"''. Even though this is a very short story, it still needs proper formatting because this movie will be worked on by hundreds of people. Everyone in Hollywood expects to see your script typed in the proper format. :;<font color="purple">2. Identify the elements ::On [[LessonPage:Analyze the story | page 2]] , you see how the story is broken down into the different elements such as CHARACTER and DIALOG. Before you turn to this page, think about what elements of the story are needed for the script. :;<font color="purple">3. Download and learn to use Final Draft demo version ::On [[LessonPage:Learn Final Draft |page 3]], you get a brief introduction to [http://www.finaldraft.com Final Draft]. Final Draft is both a very professional program with lots of features and a simple typing program. First, you need to learn all the elements of a formatted script. Your second step is to learn how to navigate inside of Final Draft. ::'''Important:''' Even though Final Draft has a tutorial, you will learn navigation mostly by trial and error using the '''TAB''' and the '''RETURN''' keys. :;<font color="purple">4. Typing the script - Line by Line ::On [[LessonPage:Type the script|page 4]], you as shown all the steps of typing this script using [http://www.finaldraft.com Final Draft]. Try doing this without looking. If you have studied the script and learned how to format using [http://www.finaldraft.com Final Draft], you should not need to read this page… but I include it just in case. ---- ---- <center>[[Image:Nuvola apps bell.png]]</center> ==Your Assignment== * Submit a PDF file with the completed script formatted in proper format for a motion picture. (With the Macintosh OS X, you simply as to print the page using the PDF option.) * The title page will print automatically when you print your script so don't forget to select the '''Title''' under the '''Document''' menu and fill in all the info for the title page. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:StarWarsPosterPainting.jpg|64px|right]] {{origscript}} |- | style="background-color: #fff8f8; border: 1px solid #777777; <!---vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:Nuvola apps display.png]]</center> ==Things to Read== ===The Tutorial=== * Skim the tutorial for [http://www.finaldraft.com Final Draft] which is located in the Final Draft folder. Most of the content is for advanced users so you will not need this. ===Optional Readings=== * [http://www.scriptologist.com/Magazine/Formatting/formatting.html Script Formatting] * [http://www.simplyscripts.com/WR_format.html Script Formating Specs.] ===Optional References=== * [[Wikipedia: Screenplay]] * [http://www.oscars.org/nicholl/script.pdf Script Formatting Example (pdf)] * [http://breakingin.net/format_tutorial.htm Formatting tutorial] * [http://www.writersstore.com/article.php?articles_id=648 Article on Script Formating] * [https://www.finaldraft.com/products/final-draft/download-demo.php Final Draft Demo Download] ===Want more?=== There is another course which teaches how '''high school drama departments''' can create motion pictures as part of their class. See [[Course:Basic Filmmaking for High School Drama Departments | Course #03 :Basic Filmmaking for High School Drama Departments]]. Please write a movie script and, of course, format the script just as you did in this lesson. |} <center> {{Film School:Script Formatting:Completed Assignments}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app ktouch.png|right]] ==The Next Page== :Continue this lesson on [[LessonPage:Analyze the story | Page 2]] - Analyze the story {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 6422 80648 2007-01-24T13:56:46Z JWSchmidt 20 remove link spam {{welcome and expand}} See the document links below for a chapter of a manuscript (not previously published) on writing websites to build a basic web site. The document offers a range of activities and culminates in a case study in which you use a template to create a web site within a given framework. For more information, see user dedide. [[Category:Web Design|A scaffolded Web Project]] 6423 79035 2007-01-20T14:52:54Z JWSchmidt 20 [[Category:Portal|Cultural Studies]] == Cultural studies == In furthering our understanding of cultural diversity, development and history, in the broadest sense of interdisciplinary study, we enlist the aid of many sciences. Just in summarizing these does the scope of our work become apparent. The massive volumes of knowledge contained within these various subjects makes the task of adequately versing yourself in cultural studies a daunting one. The main goal for this page is to present and provide the guidelines and links, required to increase your learning effectiveness, in a neat and orderly fashion. Not to be confused with the more common meaning of Cultural Studies, which is a branch of media and literary theory, focussing on popular cultural practices, especially popular in Europe. It might be more appropriate to name this section Area Studies, or possibly Intercultural Studies. === disciplines === #[[School:Anthropology|Anthropology]] ##Historical anthropology ##Modern day social anthrolopogy #[[School:History|History]] of ##Agriculture ##Early civilization ##Warfare ##Theology ##Literature ##Etymology ##Music #[[School:Geography|Geography]] ##Physical geography ##Influence of geography on culture ##Influence of culture on geography #[[School:Psychology|Psychology]] ##Mass psychology ##Psychology of cataclysm [[Category:Cultural Studies]] [[Category:Portal|Cultural Studies]] 6425 45006 2006-11-12T22:04:18Z JWSchmidt 20 remove silly comment/question from 68.9.139.232 [http://www.oceanservice.noaa.gov/education/classroom/welcome.html image source] United States government; "Information presented on this Web site is considered public information and may be distributed or copied." {{PD}} 6428 31122 2006-10-02T21:14:13Z JWSchmidt 20 /* Chapter 4 */ [[Image:Gerard FrancoisPascalSimon-Cupid Psyche end.jpg|thumb|right|300px|"Cupid and Psyche" by [[w:François Gerard|François Gerard]]. "The butterfly above her head symbolizes the soul."]] This is a short outline of "Peri Psyche", an attempt to provide one summary sentence for each paragraph in the Lawson-Tancred translation. Key: '''B1C1p1''' means Book 1, Chapter 1, paragraph 1. Note: the word "psyche" ([[wiktionary:ψυχή|ψυχή]]) is left untranslated so as to let the reader attempt to discover what Aristotle meant by the word. ==Book One== B1C1p1: Aristotle was thinking of “[[w:Psyche (psychology)|psyche]]” as a fundamental principle of living things and an important part of the natural world. B1C1p2: Aristotle points out the fact that it is not clear how best to try to understand the fundamental principles of living things. B1C1p3: Aristotle notes that while many people try to understand the fundamental principles of living things by thinking about people, we should not ignore the fact that there are many types of living organisms and we can explore which types of organisms share the various human abilities such as perception and thinking. ===Chapter 2=== B1C1p4: Aristotle asks if “psyche” is something that only exists as a feature of a living organism or is it something that can exist independent of a particular body and concludes that we have no way of studying “psyche” outside of the context of the actual physical bodies of living things. [[Image:Sts-73-patch.jpg|thumb|left|300px|The crew patch of [[w:STS-73|Space shuttle mission STS-73]]. At the bottom are the classic regular polyhedrons. The [[w:Pythagoreanism|Pythagoreans]] associated the tetrahedron, the cube, the octahedron, and the icosahedron with the "Elements": fire, earth, air and water. The shape of the emblem represents a fifth polyhedron, a dodecahedron, which the Pythagoreans thought corresponded to a fifth element that represented the cosmos.]] B1C2p1: Aristotle identifies self-generated movement and perception as two key aspects of “psyche” and reviews some previously published ideas about how “[[w:Classical element#Classical elements in Greece|elements]]” such as fire might make it possible for living things to produce movement. B1C2p2: Aristotle mentions past discussions by people such as [[w:Anaxagoras|Anaxagoras]] about the idea that mind or “psyche” might be the source of self-generated movement produced by living things. B1C2p3: Aristotle reviews the [[w:Theory of forms|Platonic]] theory that perception and knowing have a fundamental geometrical basis in that the “[[w:Classical element#Classical elements in Greece|elements]]” are formed from numbers and the elements combine to make perception, knowledge and mind. B1C2p4: Aristotle moves from the specific suggestion that the “psyche” is in some fundamental way reducible to numbers to a general discussion comparing<BR>1) the idea that the “psyche” is non-physical<BR>to<BR>2) the alternative that if it is physical then it must be composed of the most disembodied the “[[w:Classical element#Classical elements in Greece|elements]]”: fire. B1C2p5: Aristotle mentions the theories of several people including [[w:Democritus|Democritus]] who had tried to account for “psyche” in terms of special components such as a type of atom that is “productive of motion” or one of the “[[w:Classical element#Classical elements in Greece|elements]]” such as air or water. B1C2p6: Summarizing the views of others, Aristotle concludes that many commentators have associated “psyche” with the self-generation of movement, perception, cognition and the idea of an existence beyond the physical. ===Chapter 3=== [[Image:Squatting Aphrodite Louve Ma53.jpg|thumb|right|250px|Aristotle compared theories of how "psyche" moves the body to the poet Philippus describing how a statue of Aphrodite could be made to move by pouring [[w:Mercury (element)|quicksilver]] into it. Aristotle asked, if it is that simple, then how can living things repeadedly move and stop moving? Does the motion-generating "psyche" both create motion at one moment and stop the motion at another moment?]] B1C3p1: Having outlined the ideas of others, Aristotle begins his analysis by asking if generation of movement is something that is fundamentally associated with “psyche”, or if movement might just be something that we mistakenly attribute to “psyche”. B1C3p2: Aristotle starts by noting that anything intimately involved with movement must exist in space and be subject to some force that controls the movement. B1C3p3: Aristotle suggests that if the “psyche” is the source of movement of the bodies of living things than we should wonder if the “psyche” itself can move, say out of and then back into a dead body. B1C3p4: Aristotle asks if “psyche” produces the motion of living things by means of thought and the making of choices or if “psyche” is itself moved in response to perceptions. B1C3p5: Aristotle explores the theory of mind and motion from the [[w:Timaeus (dialogue)|Timaeus]], raising several objections to Plato’s analogy between the movement of heavenly bodies and the production of movement and thought in living things. B1C3p6: Aristotle concludes that all dualistic theories that attribute self-generated motion of the bodies of living things to the motion of the “psyche” are not adequate because they explain nothing about how the “psyche” interacts with the body nor how motion of the “psyche” is transferred to motion of a body. ===Chapter 4=== B1C4p1. Introduction to the theory that “psyche” is in some way explained as a mixture of components that produce a balanced system. B1C4p2. Aristotle suggests that a theory of balance is more suited to [[w:Homeostasis|health]] than to supposed functions of “psyche” such as the production of movement. B1C4p3. Aristotle also expresses doubt that perception and thought can be produced by some correctly adjusted balance of component parts. B1C4p4. Aristotle wonders if it is the case that is “psyche” is a correct ratio of components, that what prevents that ratio from being produced multiple times in several different places in the same body. B1C4p5. Rather than say that "psyche" moves, Aristotle suggests that perception might involve a movement of something towards the “psyche” and that [[w:Memory|memories]] might come from the “psyche” and help drive motion in the body. B1C4p6. Aristotle discusses the idea that thought might be based on a fundamental [[w:Dualism (philosophy of mind)|dualism]] of an eternal part that is associated with a body (and possibly cannot be destroyed) and a second part that depends on the health of the body and can decline with age as the body (a vehical for the "psyche") decays. B1C4p7. Aristotle suggests that we do not need to assume that the “psyche” itself moves and he concludes in particular that it is silly to say that “psyche” is a self-moving number. B1C4p8. Aristotle expresses doubt that some simple atom can account for motion and “psyche”, asking what would keep all bodies from containing these atoms and having “psyche”. B1C4p9. Aristotle concludes that neither some sort of special atom or some special number can account for the self-generation of movement in living things, let alone perception and reasoning. [[Image:Brunnen Ahmedabad.jpg|thumb|left|300px|If we can only percieve objects that fit into a complementary structure of the mind, then how can a mind percieve so many things? In the 20th Century, [[w:Gerald Edelman|Gerald Edelman]] and others proposed that the vast number of synapses and neural networks in a human brain generates enough diversity to account for the richness of perception.]] ===Chapter 5=== B1C5p1. Aristotle turns to consideration of the idea that “psyche” must be composed of the elements because it requires something made from the elements in order to perceive objects made from the elements. B1C5p2. Aristotle dismisses the idea that “psyche” allows us to perceive “like by like” because it would seem to require that that “psyche” come equipped not just with all of the elements but also copies of the patterns and formulae that describe exactly how the elements exist in all objects we can perceive. B1C5p3. Aristotle wonders how it would be possible for a “psyche” composed of all things to avoid being a complex substance that would have to fit into a body. B1C5p4. Aristotle wonders, if “psyche” is produced by a composite of the elements, then why do all things composed of elements not have “psyche”. B1C5p5. Aristotle makes the point that various living things have different abilities (only some move, breath or perceive) and wonders then how if being composed of the elements can account for “psyche”, how it would also account for differences between living things. B1C5p6. Aristotle dismisses the idea that “psyche” is in every part of the universe, suggesting that if it were, then it would have to be homogeneous and unable to account for the different behaviors of different living things. B1C5p7. Aristotle says that “psyche” is the source of growth, perception, thought, belief, appetite and desire and wonders what would hold all of the parts of “psyche” together if “psyche” itself has parts. B1C5p8. Aristotle again mentions the fact that the bodies of some plants and animals can be divided into parts, each of which continue to live, suggesting that “psyche” can not be associated with any particular part of the body. B1C5p9. Aristotle repeats the idea that plants have a kind of “psyche” that does not include perception. [[Image:Lilium candidum beentree.jpg|thumb|right|300px|Do all living things have organs?]] ==Book Two== B2C1p1. Aristotle introduces his own conceptualization of “psyche” as the fundamental organizing principle of potentially living things. B2C1p2. As a general statement about all types of “psyche”, Aristotle suggests the formula that “psyche” is the fundamental organizing principle any body with organs. B2C1p3. Aristotle insists that “psyche” is a substance that is distinct from matter; that which is needed in addition to the matter of a living body. ===Chapter 2=== B2C2p1. Aristotle starts to define the parts of “psyche” by saying that plants only have the nutritive part (including a capacity for self-generated motion of growth). B2C2p2. Aristotle lists other parts of “psyche” that only certain living things have (perception, pain, appetite, imagination, desire and intellect) and raises the question of if some of these parts might exist independent of a body. B2C2p3. Aristotle indicates that each type of body has its own appropriate “psyche” (a particular “psyche” can not exist in just any type of body, say by moving between different bodies). ===Chapter 3=== B2C3p1. Aristotle raises the question of if all animals have imagination. B2C3p2: Aristotle raises the question of why it is that there seems to be an ordered series of abilities in living things from nutritive (in plants) to perception (in animals) starting with touch as the most common with other senses like vision in some animals and imagination and reason the most rare. ===Chapter 4=== B2C4p1: Aristotle states his plan: to first examine each of the abilities associated with “psyche” (nutritive, perception, imagination and reason) and then identify the principle(s) general and common to them all. B2C4p2: Aristotle notes that all living things obtain nutrients in order to reproduce. B2C4p3: Aristotle identifies “psyche” as the cause of the behaviors of living things such the roots of plants growing down into the ground. B2C4p4: Aristotle provides an outline of nourishment with reference to digestion of food and the production of heat. ==Book Three== ==See also== *[[On the Soul: discussion group]] [[Category:On the Soul: discussion group]] 6430 44917 2006-11-12T05:48:30Z 89.100.181.161 In [[German]], the word "haben" is the infinitive of "to have". <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | haben |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gehabt |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | habe | hast | hat | haben | habt | haben |- ! style="height:3em;background:#c0cfe4" | past | hatte | hattest | hatte | hatten | hattet | hatten |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | | hätte | hättest | hätte | hätten | hättet | hätten |} </center> [[Category:German]] 6432 46182 2006-11-16T23:26:17Z Rayc 57 then added back the dr because it hasen't been five days. {{dr}} This is a short list of German verbs useful for the beginner. * Haben * Sein * Möchten ==See also == *[[b:German/Grammar/Verbs| Verbs in German wikibook]] [[Category:German]] 6433 59213 2006-12-17T18:26:06Z J.Steinbock 2353 Main_welcome {{main_welcome}} The circle of fifths is a tool used to explain key signatures in music. It consists of the letters C, G, D, A, E, B, F arranged in a circle. [[Category:Music]] 6434 59141 2006-12-17T15:29:32Z J.Steinbock 2353 Main_welcome {{main_welcome}} == Preliminaries == The simplest atom to consider is the [[Hydrogen atom]]. [[Category:Particle Physics]] 6435 70366 2007-01-11T02:04:13Z JWSchmidt 20 [[Category:Physics]] The Schrödinger equation is an equation that is fundamental to quantum theory. The time independent Schrödinger equation looks like :<math> \hat{H} \psi = E \psi .</math> The <math> \hat{H} </math> is called the Hamiltonian. <math> \psi \,\; </math> denote the wavefunctions. [[Category:Physics]] 6436 29718 2006-09-26T22:30:14Z HappyCamper 193 #REDIRECT [[Schrödinger equation]] #REDIRECT [[Schrödinger equation]] 6497 38136 2006-10-23T14:31:30Z JWSchmidt 20 {{Welcome and expand|70.126.216.23}} {{Welcome and expand|70.126.216.23}} A university in Pittsburg, Pennsylvania 6499 77629 2007-01-17T05:50:13Z JWSchmidt 20 [[Category:Wikiversity maintenance]] Articles here are being considered for deletion at [[Wikiversity:Redirects for discussion]]. [[Category:Wikiversity maintenance]] 6504 74281 2007-01-12T22:17:19Z Historybuff 5228 Put in proper category [[Category:Programming Languages]] 6505 30524 2006-09-29T13:58:11Z Aldenis 296 ==Introduction== In 1995, during a clean up of the local archive at the Museo Nacional de Historia de las Ciencias in Havana, Cuba, members of the staff found a misplaced document labeled “Cólera 1833”. At the time, I used to visit the Museum almost every week, looking for information on the history of epidemics. Presented with the document, I realized that it was an original account of the effects of cholera on a sugar plantation of rural Matanzas, written by his owner, and still unpublished. During the following months I transcribed the material and managed to find some basic information about the author. Early attempts at publishing the manuscript failed for lack of institutional support, but I distributed electronics copies among several scholars doing research on the history of Cuban slavery. We all agreed that an English translation of the text, published alongside the original in a bilingual annotated edition, could make a sizable impact on the development of the field. At the time, however, we were all caught up in other research projects and the logistical difficulties involved in any collaboration between academics from the United States and their Cuban counterparts seemed insurmountable. Eventually, the idea died out. A decade later I am giving this editorial project another try. This time I would like to approach it from a different angle. A recent article by Rosenzweig (2006) on history as open source inspired me to use collaborative strategies for editing this document online. I am posting my original transcription in wikiversity, a sister project of the famous wikipedia site, and encouraging everyone to participate in the translation and annotation of the manuscript. This experience will be, at the same time, a test of the research potential of open collaboration and a pedagogical experiment on constructive learning. I am launching this editorial project here and now because I think that scholarly conferences could function as a platform to produce and reproduce all sorts of links between new online communities of content developers and traditional academic forums. Before exploring these dimensions of the issue, however, I would like to introduce the actual document. In the following pages you will find a brief biography of its author, a short discussion on the cholera epidemic of 1833, and an outline of the actual story included in the original manuscript. ==The Author== José Leopoldo Yarini Klupffel was born in Siena, Tuscany, in 1789. His mother came from a well-connected family of Austrian officers and his father worked as a prosecutor in Florence, where the boy attended elementary school. At the age of 14, Yarini was already taking classes in the local University, but the onset of the Napoleonic Wars crushed his early academic ambitions. In the aftermath of the Treaty of Lunéville (1801), the Great Duchy of Tuscany had passed from Austrian to French control. The status of his family within the city of Florence was becoming increasingly precarious, and Yarini decided to move to Livorno in 1803. He worked as a surgeon apprentice in that city for almost a year, before traveling to Barcelona. The young Italian student was already committed to leaving behind the political turmoil of Europe and making his own fortune in the Americas. Once in Spain, Yarini managed to obtain official authorization to travel to Veracruz. In 1804, after crossing the Atlantic, bad weather forced his ship to land at Omoa, in today’s Honduras. Unable to find work and still trying to reach New Spain, Yarini sailed to Batabanó, a fishing town in Southwest Cuba. He became sick right after arriving, probably suffering from a mild attack of yellow fever. Local experts recommended him to move inland in order to recover his health. Yarini found himself living in Ceiba del Agua, a minuscule village west of Havana. He worked as a schoolteacher and surgeon apprentice there for four years. Determined to become a doctor, Yarini passed a series of practical tests under the supervision of the Protomedicato and landed himself a job as an assistant at the Royal Military Hospital in Havana. A year later he applied for a degree of Bachelor in Arts, with the endorsement of the Hospital administration. The University of Havana granted Yarini his degree in 1809, after he passed a comprehensive package of formal examinations. He was so poor that the institution waived the nominal legal fee required to issue the diploma. At the time, the practical education in surgery and anatomy provided at the Military Hospital was vastly superior to the courses offered by the Faculty of Medicine. Yarini worked and studied for another year at the Hospital before passing a new series of exams and receiving the degree of Latin surgeon in 1811. Unable to find work within the tight professional hierarchy of the capital, he decided to move to the nearby city of Matanzas. By the end of the year, Yarini was working as a surgeon at the Matanzas Military Hospital, a solid but modestly paid job that he would manage to keep for more than two decades. Now we encounter an intriguing gap in his biography. Sometime between 1812 and 1820 Yarini became the owner of a profitable sugar mill in the fertile Guamacaro valley, a few miles East of Matanzas. How could a humble military surgeon managed to amass the kind of capital required to start a business like this? His monthly salary of 20 pesos was barely enough to cover basic living expenses and his private clientele was rather limited. In 1820 he married Josefa Torres Lima, the daughter of a local landowner connected to powerful sugar families. His wife brought with her 10 000 pesos as a dowry, but at the time of the marriage Yarini was already worth around 30 000. A foreign-born university student, unable to pay his graduation fees, had become a prosperous sugar entrepreneur in less than a decade. Without proper documentation it is hard to determine the origins of Yarini’s fortune. Only one thing seems clear, slavery and sugar are at the heart of his social and financial success. In 1821, Yarini became the father of a boy he named José de Jesús and decided to focus his efforts on the administration of the sugar mill. As a result, he was mostly away from the Military Hospital during the critical harvest months. Some of his colleagues complained to the local authorities and conspired to have him fired. Yarini was able to keep his post using the vast network of connections he had developed among the corrupt elite of Matanzas. In 1827 he even tried to get a promotion to the category of medical doctor, and an increase in his salary, on account of the extraordinary services he rendered every year during the yellow fever season. Although his petition was denied, Yarini was customarily addressed as “doctor” in many official documents. I have found no evidence that he actually earned a full medical degree. He died on April 1st 1839, six years after the events described in the manuscript. ==The Epidemic== According to the World Health Organization, cholera is an acute intestinal infection caused by the bacterium Vibrio cholerae. This microorganism can enter the human digestive tract orally and after reaching the small bowel it releases a toxin that in turn increases the permeability of the cells covering the intestinal walls. As a result, large amounts of water and electrolytes are pumped from the blood into the lumen and then lost in the form of diarrhea. A severe form of dehydration develops if body fluids are not replenished in time. Main symptoms of cholera are watery diarrhea, vomit, muscular cramps, and acidosis. In its advanced stages, the disease could produce hypovolemic shock, a life-threatening condition ensuing from drastic reductions in total blood volume. This particular type of shock is distinguished by pulse and breathing alterations, profuse sweating, urine suppression, anxiety, and mental confusion. Massive cholera epidemics are usually produced when a collective source of drinking water becomes contaminated with fecal matter containing Vibrio cholerae. For reasons that are still unclear, only about ten percent of all individuals infected during a given outbreak develop a serious form of the disease, but even asymptomatic hosts are a potential source of contaminating stools for as long as two weeks. Cholera has a relatively short incubation period (between one and five days), and some individuals can enter into a state of severe shock and die within hours of showing their first symptoms. Oral rehydration is the most common treatment, but the use of intravenous solutions and antibiotics is recommended for particularly compromised patients. The effectiveness of available cholera vaccines is low and their cost is high. Infrastructure development, popular education, and general sanitation constitute the best prophylactic measures against this reemerging disease. Today, poverty and inequality are among the most important factors affecting the geographic distribution, morbidity, and mortality rate of cholera worldwide. By the end of the eighteenth century, several European travelers and colonial bureaucrats had reported the occurrence of seasonal epidemic outbreaks of a severe gastrointestinal disorder in the lowlands of Bengal, India. Known as “Asiatic cholera”, this disease was initially described in the West as an exotic nuisance of the tropics. It is probable that some sort of equilibrium between the acquired immunities of the Bengal inhabitants and the ecology of Vibrio cholera infections kept the disease circulating in a relatively small area. Apparently, the heavy presence of British troops around Calcutta broke this fragile balance, initiating the first modern pandemic of cholera in 1817. In several waves, the disease invaded Russia, the Arabic peninsula and the Persian Gulf. A massive outbreak among the pilgrims visiting Mecca in 1831 contributed to the spread of cholera through Northern Africa and the rest of the Muslim world. Most European cities were invaded: Moscow in 1830, Berlin and Vienna in 1831, Paris and London in 1832. The disease would eventually cross the Atlantic, carried by Irish immigrants into Canada. The east coast of the United States was severely hit in 1832. Throughout North America, cholera followed one of the most popular commercial routes: down the Mississippi to New Orleans, and from there to Mexico and Cuba. The first cases were reported in Havana at the end of February 1833. Ten percent of its population died of cholera in three months. Hundreds of people panicked and left the city, carrying the disease with them. Almost one fifth of the slaves working in the sugar and coffee plantations of western Cuba were annihilated in less than a year. A mix of veiled criticisms aimed at the incompetence of government officials and apocalyptic calls for the modernization of the colonial infrastructure signaled the intellectual responses to the disaster. The authorities were compelled to initiate a serious reformulation of the sanitary administration system. Professional doctors and alternative healers competed furiously over the loyalty of their patients, but were unable to provide anything more than treacherous heroic remedies for the victims and meager doses of emotional comfort for their families. Despite the fact that most official responses to the epidemic followed a secular approach, many inhabitants got involved in unusual demonstrations of popular religiosity. At every level, this catastrophic event represented an enormous challenge but also an invaluable opportunity for social renovation. ==The Story== After the birth of his second child in August of 1830, José Yarini became even more involved in plantation management. The Guamacaro valley was experiencing unprecedented levels of economic growth during those years. In 1828, the foundation of the port city of Cárdenas contributed to a sharp reduction in transportation costs for the surrounding areas. At the time there were at least a dozen sugar mills operating in Guamacaro, along with a similar amount of coffee plantations and a handful of smaller farms. A decade later, the Census (1841) listed 30 sugar mills and 73 coffee plantations in the area. Although more numerous, coffee plantations were smaller than sugar mills and employed less than half of the total labor force deployed in the region. Yarini owned 1200 acres of land strategically situated at the center of the valley and tended by some 120-130 African slaves under the supervision of four salaried employees. Known as Nuestra Señora del Rosario, this was a typical sugar plantation of modest proportions. During the harvest months, slaves cut the canes using machetes and hauled them to the mill house in two-wheeled oxen carts. The mill itself used animal power to squeeze the juice out of the canes. This juice was condensed at the boiling house, using a series of pots aligned over an open fire in an arrangement known as “Jamaican Train”. The resulting combination of molasses and crystallized sugar was slowly drained to let the liquid molasses out. Sugar crystals were broken apart, classified according to their degree of purity, and packaged in large boxes to be exported through nearby Matanzas. During the 1830s, this cane plantation and sugar manufacture complex was still run according to old standards established in the late eighteenth century (Moreno Fraginals, 1978 I: 78-95). Cholera invaded Matanzas in March of 1833, two weeks after its first appearance in Havana. Unable to contain the spread of the actual disease, the local authorities tried to manage its social consequences. The official newspaper painted a rosy picture of the outbreak, insisting that the governor was taking all appropriate measures to keep the situation under control. The Military Hospital remained full for a month and Yarini kept busy at work. It was not until May 18th that he was allowed to visit his sugar mill. The story narrated in his manuscript starts with his departure from the city. It seams, however, that this is only the second part of his full testimony because he mentions the existence of a first part, describing his experiences at the Military Hospital. Unfortunately, I have been unable to find that other manuscript. The existing document is divided into 26 short chapters, and two or three more were obviously lost. The first and last pages are also missing, and some words here and there are illegible. Despite the fragmentary nature of the manuscript, following the storyline is rather easy. I will provide a brief overview of the content of each chapter, assembling them into thematic sections. The first two chapters serve as a general introduction to the story. Yarini describes the reactions of planters and merchants gathered at a local Café in Matanzas, after receiving news of the cholera outbreak in New Orleans. Some claimed that slaves were immune to the disease, arguing that cholera was similar in that regard to yellow fever. Others said that slaves were particularly susceptible to the effects of cholera, citing letters sent from Louisiana by trustworthy eyewitnesses. Yarini sided with the latter group, after discussing the issue with a French merchant who had recently arrived from New Orleans. The third chapter is a detailed account of the first appearance of the disease in the Guamacaro valley. Revealing his professional prejudices, Yarini describes the strategies of two unlicensed healers. One of them, introduced as “a Chinese curandero born in the Philippines”, was successful in treating a couple of slaves who the other healer, an English man, had already pronounced dead. This is the first mention I have found of the healing abilities of the proverbial “Médico Chino” in nineteenth century Cuba, preceding by a decade the massive arrival of Chinese indenture servants to the island. Although claiming that the success of the Asian healer resulted from pure luck, Yarini is particularly interested in demonstrating the ignorance of his British counterpart. This “doctor Makie” is presented as an alcoholic full of grand ideas who claimed to be an expert on cholera, having fought the disease in Russia, Germany, and Poland. According to Yarini, more slaves died at the sugar mills placed under his care than those working in plantations with no medical attention of any kind. Chapter four is a description of the medical topography of the Guamacaro valley, with an emphasis on the unsanitary working conditions of the sugar mills. Chapter five, on the other hand, is a chilling characterization of the daily life of the slaves themselves. At the root of all their illnesses, Yarini claims, was the avarice and cruelty of their masters. His presentation of the pathogenic consequences of slavery is unapologetic: “Plenty of continuous work keep them oppressed, living with no rest and very little food. Naked and exhausted they are barely allowed a short period of time to lie their tired members on the floor and sleep. Their rest is often interrupted for insignificant reasons. Any minor fault, sometimes resulting from lack of sleep, is cruelly punished. Victims of the brutal furor of those barbarians that rule over them under the name of overseers, they are often used as a source of entertainment, presented as bait during the training of watch dogs. They are exposed to chronic diseases as a result of going rapidly from excessive cold to extreme heat. Full of disgusting ulcers, they are poorly assisted when sick, despite the fact that they have acquired their illnesses at the service of their masters. Degraded and humiliated all the time, living in total abandon, theirs is a sad and laborious existence. Instead of a source of incentives, life represents for them an unbearable weight. That is the only reason why many of them commit suicide in cold blood: to put an end to their continuous pain. Many of them have shackles on their feet and walk around dragging huge masses, pale and half-dead, living their last days in excruciating agony. Only death can free them from their anguished existence.” In chapter six, Yarini comments on the arrival of cholera to the surrounding plantations. A detailed chronicle of the events that took place at his sugar mill during the first days of the outbreak occupies the next five chapters. Yarini tell us about each of his four white employees: the mayoral or slave overseer, the boyero of oxen manager, the maestro de azúcar or sugar chemist, and the mayordomo or estate administrator. The first cases of cholera, diagnosed right after the end of a violent storm, gave the author an opportunity to explore the metaphoric connections between climatic and epidemic disturbances. His coverage of the events is very detailed. Yarini includes passages taken from his personal diary and transcriptions of actual conversations where he attempts to reproduce the popular phraseology of his employees and even the speech patterns of his slaves. The next block of chapters, from 12 to 17, are devoted to an even more precise description of one single day. On May 26 of 1833, all four of the plantation employees died somewhere in the Guamacaro valley, after failing to outrun the disease. Yarini provides a detailed account of practically every hour, peppered with clinical observations about cholera and commentaries regarding the most intimate details of daily life in an infected sugar mill. Many slaves decide to run to the nearby hills, in an attempt to escape from the disease, but a handful of them were forced to return the next day for lack of food and drinking water. Thirty pages of the original manuscript are missing, the equivalent of two or maybe even three full chapters. One way or the other, the narration is rapidly approaching its climax. All white employees are now gone and Yarini is surrounded by sick slaves. He asks a couple of them to dig some graves. One is specially prepared for the master, under his favorite lemon tree. Seventeen slaves died on the night of May 26th, at the peak of the epidemic outbreak. Chapters 18 to 21, chronicling these events, are among the richest in the whole manuscript. Here Yarini describes the funeral rituals performed by the slaves, complementing his observations with a transcription of actual interviews. He also includes an inventory of preventive measures taken by the slaves, transcribing their own explanations about the meaning of both funerary and prophylactic practices. On June 11, Yarini decided to restart the operation of the mill. The last weeks of the epidemic are presented in chapters 22 to 25. Many of the slaves returned from the hills and the situation seems to be going back to normal. Within a few hours, however, two dozen of them started showing symptoms of cholera. This time the invasion is mild and most of the patients recover uneventfully. The remission of cholera brings closure to the story. In less than 20 days, 38 out of 129 slaves had perished in the sugar mill. The last chapter is titled “To my slaves that died of cholera, year 1833”, and this is how Yarini said goodbye to them: “Comfort all of you that used to be called poor Negroes. Your sad penance and your labors have come to an end. Your forced and violent slavery has ended. The mother of all living things is opening her bosom to receive you. There you will find the rest that men stole from you.” ==The Proposal== Charting the development of colonial medicine in nineteenth century Cuba is very difficult. We know plenty about the most prominent figures operating within academic circles, doctors like Tomás Romay, Nicolás José Gutiérrez, or Carlos J. Finlay. What makes the Cuban case interesting, however, is the proliferation of licensed and unlicensed practitioners working at the margins of the profession, where exchanges between complementary healing strategies were more frequent and productive. Plantation healers and garrison surgeons were instrumental in the creation of vast hybrid networks of practitioners, connecting the formal sphere of academic medicine with the informal realm of healing tradition. Understanding this process of medical syncretism and hybridization requires approaching well-known figures and conventional sources from a different angle. At the same time, however, we need to unearth fresh documents to create a whole new batch of case studies. Yarini´s testimony is a perfect example of the kind of material we need. This remarkable document can illuminate many obscure corners of the complex interaction between slavery and medicine during a key period of institutional and intellectual renovation. In purely ethnographic terms, its value remains unmatched. As a window into the ideology and worldview of a slaveholding “doctor”, this testimony constitutes one of the most useful pieces of evidence we have. Yarini was at the same time, an insider and an outsider. He combined the familiarity of a long term resident of rural Cuba with the critical outlook of a foreigner. While owning slaves and profiting from their work, he was also a critic of the institution of slavery. More than just a “contradiction” this duality was in fact essential in the construction of professional and medical identities within plantation medicine. Only a handful of physicians owned sugar mills in nineteenth century Cuba, but many practitioners found employment in plantation infirmaries. There, as in the hospital of Paris, colonial healers had easy access to the open bodies of their patients. In the infirmaries, however, they were also exposed to complex bodies of traditional medical knowledge. Plantation infirmaries only reveal their full potential when understood as nodes within vast networks of epistemic and professional exchanges. We are merely starting to appreciate the historical significance of these exchanges. The scope and depth of the research required to reconstruct them place this type of study out of the reach of individual scholars. Personally, I think that it takes a network to understand a network. That is why I want to translate, annotate, and edit Yarini’s manuscript online, using a collaborative strategy. As the development of wikipedia shows, running an actual editorial experiment is the best way to organize a team of scholars, students, and general readers around this type of work. That site, however, has a clear policy against what its editors define as “original research”. It is obvious that translating and editing poorly known primary sources falls out of the scope of an online encyclopedia. Fortunately, the Wikimedia Foundation also host a sister project of wikipedia, known as wikiversity, that could provide an ideal home for this kind of experiment. Inaugurated a few weeks ago, the wikiversity project is positioning itself as a space to promote the integration of physical and virtual learning communities. I am interested in this experience because I believe that academic resources in the humanities and social sciences could be allocated more efficiently through a radical integration of research, teaching, and public outreach. Rather than treating each of them as separate activities competing for funding and time, we should aim for the articulation of scholarly, pedagogical, and publishing endeavors into dynamic productive clusters. Classrooms ought to be transformed into networked workshops. Instead of a one way road for the transmission of fixed knowledge from full professors to empty students, we need to redesign the classroom environment so it can serve primarily as a coordinating hub for small teams of students committed to the production and dissemination of new scholarly resources and instructional materials. Within such a workshop, each assignment would arise from valid research needs and their outcomes would be treated as authentic academic contributions. Instead of being passive consumers of prepackaged information in the form of overpriced standard textbooks, students would be able to participate in the production of useful bits of real knowledge. Under this paradigm, static textbooks could eventually be replaced with free dynamic repositories of instructional multimedia resources manufactured for students and by students. Students would be the main beneficiaries of this transition from static classrooms into networked workshops. Instructors, however, could also increase their productivity under the new paradigm. Our current model of academic production is centered on individual scholars crafting their articles and monographs in relative isolation. Intellectual credit and professional promotions are distributed under the assumption that academic authors operate as discrete creative units. Under this model, sharing resources is seldom encouraged, extreme specialization becomes enshrined, and open forms of collaboration are usually avoided. While exchanges among discipline and across institutions are officially promoted everywhere, the reality of academic life precludes authentic forms of teamwork from developing even within single fields or departments. Transforming this landscape would require the emergence of a legitimate model of intellectual production running parallel to the one we already have. Only sustainable public displays of the raw power of collaboration could change the outlook of academic administrators and draw the interest of young scholars. For most of them, dealing with cumbersome tenure requirements is hard enough already. They are expected to publish, to teach large amounts of introductory courses, and to serve their departments in several other capacities. Under these circumstances, a synergy between teaching and research could be particularly useful for entry level professors. As facilitators of networked workshops, young academics could contribute to the creation of sizable online repositories in which their own authorship would be diluted but still recognizable. This could, in turn, demonstrate the viability of collaborative research models while accelerating a most needed transition from static to dynamic forms of scholarly publishing. That is why I am inviting you all to join this editorial experiment at wikiversity. Following this link you will find a full transcription of Yarini’s manuscript in Spanish. Maybe you can contribute to the translation effort, or maybe you feel more comfortable working on annotations or commentaries. Whatever your field of expertise is, we will find something useful for you to do. ==See also== *[[Cólera en el Ingenio]] *[[Wikiversity translations]] [[category:History]] [[Category:Foreign Language Learning]] 6506 29883 2006-09-27T06:33:19Z Aldenis 296 6507 68032 2007-01-08T05:00:12Z JWSchmidt 20 categorize Note: see [[Sugar in the times of cholera]]. ---- ==Introducción== Cuantas veces en medio del silencioso [aspecto] de los campos, sumergido mi espíritu en la mas [negra] hipocondria al fatal destino del hombre en este mundo: cuantas veces me pongo a meditar las continuas [...] a que esta sugeto, tantas veces miro [...] diferente mi existencia. Y a la verdad [...] el corto periodo de la vida [...] de la [suerte...] una fortuna [...] que admirar [...] por este motivo [...] fin a sus dias [...] blasfemado llenos de la mayor [indignacion hasta] de la hora en que nascieron. Esto mismo se verificó en mi durante el colera en Guamacaro. Debere hacer alarde de un valor sobrehumano y superior al cumulo de desgracias que me oprimieron cuando no lo tuve? Deberé mani [...] grandeza de mi alma en aquella espan[tosa...] en que me vi por la rapida é [...] cuatro operarios en un mismo [...] filosoficas [...] moribundos [...] que digo [...] insensible á las atroces penas, a las terribles angustias que sufrian tantos enfermos acumulados en un mismo punto. Era menester una virtud Angelical para sotros, el aura pestilencial que emana causará la muerte y la destruccion de todos. Todos respirando aquel subtilisimo veneno, caeremos bajo la inexorable cuchilla. Y quien lo duda? Basta consultar la historia de la sangrienta mancha de este monstruo, desde el Asia hasta la isla de Cuba. Basta calcular con la imaginacion el inmenso numero de victimas devoradas en este grandisimo espacio de nuestro globo, desde el fatalisimo Año 1816 hasta la presente epoca. Basta recordar á cada uno los casos sucedidos en sus familias, en las de sus amigos [..] y de exagerado en [..] Quiza si habré empleado algunas veces colores muy muy obscuros y tristes devorado por la afliccion que ahoga mi pecho. Quiza si por la rapida muerte de mi muy querido Manuel, cuyo nombre me causa una dulce complacencia el pronunciarlo, me hara parecer un misantropo. No puedo disimular mis sentimientos. Me fue robado cuando con su s gracias naturales formaba mis delicias, consolandome en los dolorosos achaques que acompañan a mi quebrantada salud. Como una hermosa flor que se doblega y cae al violento soplo del huragan embravecido, al tiempo mismo que brillan sus hermosos colores, asi fue cortado el tierno hilo de sus inocentes dias. Parece que asi estaba escrito: debia pasar por estas angustias. En la primera parte de estos apuntes he descrito con veridica imparcialidad los horrores que vi en Matanzas [..] en mi finca, y lo que he [...] mediante á las noticias que he adquirido [por personas] fidedignas a consecuencia de mi incansable curiosidad. Yo mismo estoy admirado de haber sobrevivido a tanta catastrofe. Respirando un ayre corrompido y pestifero, emanacion de mis esclavos contagiados, que miserablemente morían a mi lado como heridos por un rayo, llegué a persuadirme que mi naturaleza se habia como identificado con aquella impresion deleterea. No hallo otra razon para explicar este fenomeno, esta salvacion milagrosa en medio del comun naufragio. Todavia no habia llegado el dia que se verificase mi Tranquillo vario A piú tranquilla vita ==El Colera en Guamacaro== Furiales centum Muniunt angues caput ejus atque Spiritus teter, saniesque morat Ore trilingue Horat. Lib. III Oda XI Innumerables culebras ciñen su furiosa cabeza, y despide de su boca trilingue un aliento pestífero lleno de corrompida podre. Si pudiese formarse una idea corporea de ese monstruo llamado Colera-Morbo, me parece que podría uno figurárselo bajo la forma que describe Horacio al fabuloso Cerbero. Corrompiendo el ayre con su motífera presencia, quien pueda calcular sus inmensos estragos. Habiendo recibido la funesta la funesta noticia de la aparicion de la peste en la Nueva Orleans y haber sido invadidos [los] negros existentes en aquel pais varios no quisieron prestarle ningun credito. Otros por lo contrario quedaron estupefactos á este inesperado cuento. Se alarmaron particularmente los hacendados de esta isla. Se sabe que en aquella parte de los Estados Unidos de America entre los demas establecimientos de industria agrícola hay varios ingenios de fabricar azucar. Existen tambien ricas factorias para la elaboracion del tabaco y algodon,, trabajos que tienen ocupados muchos negros. Varios escuchando la voz del interes personal, sotenian, que los negros no padecerian el colera por no tener predisposicion natural para esta enfermedad. Sacaban la comparacion de la fiebre amarilla o vomito prieto, que no lo sufren los negros. Los Hebreos Cubanos especulando sobre esta noticia, sostenian aquella arbitraria suposicion. A todos les decian que habiendo sido invadida la Nueva Orleans por el Colera, y habiendo perecido muchísimos blancos, de todas las clases, solo habia quedado ilesa la gente de color. En apoyo de esto manifestaban cartas forjadas en sus lobregos y grasientos gabinetes, los receptaculos de la usura. Algunos hacendados hombres de talento perpicaz, aunq.e intimamente persuadidos de todo lo contrario, y conociendo que era una solemne mentira, se consolaban en sus temores. Triste condicion la del corazon del hombre! Creer por cierto lo que desea, y que conoce que es falso. Me acuerdo que varias veces me hallé presente á estas discusiones, hubo acaloradas disputas, y fui siempre de opinion que el colera invadiria a los negros. Fundaba mi opinion a consecuencia de la lectura de varias memorias escritas sobre esta epidemia por algunos Medicos Ingleses. Practicando estos su profesion en las Indias Orientales refieren los horrorosos estragos, las innumerables muertes causadas en los Indios empleados en aquellas manufacturs existentes en el vastisimo Continente Asiatico. Creí hallar una grande analogía entre aquellos y estos. Prono conocí que no me había equivocado en mi juicio. Llega de la Nueva Orleans en este puerto una goleta cargada de manteca, tabaco y otros renglones, consignada a un tal Morell, de este comercio. Por todos los medios busqué la ocasion de poder hablar con algúñ individuo de la tripulación, y cerciorarme de la verdad. Logré mi deseo una mañana en el café (Coffe House) de la marina de Mr. Dané con Frances natural de Bordeos, de modales muy urbanos. Le pregunté si padecian el cólera los negros de aquella ciudad. Me respondió lleno de admiracion. Comment Monsieur? Como si padecen el colera los negros? y mucho mas que los blancos, y mueren con mayor promptitud y en mayor numero. Durante los pocos dias de mi permanencia he visto morir muchísimos en aquellos almacenes. Muchas fincas de conocidos mios han quedado enteramente destruidas por haber perecido en pocos dias casi todos los esclavos que trabajaban, q.e un almacen muy inmediato al Missisipí, que es una rica factoría de elaboracion y deposito de tabaco llamado Natchitoche, no hubo quien abriese la puerta por la mañana, habiendo amanecido muertos y moribundos los veinte y pico de negros que tenía de dotacion. Que la misma escena se había representado en otro establecimiento de algodon. Añadia, que muchas familias estaban pereciendo de miseria por haber perdido en la muerte de sus esclavos el unico recurso que tenian para subsistir. Citó el nombre de varias personas conocidas á lo que se hallaban presentes á esta conversacion, y por haberlos olvidado, no hago mencion de ellos. Esta noticia conforme en un todo con mi reservada opinion me hizo afortunadamente desistir de emprender ninguna compra de negros. Los dueños de los armazones, los carniceros de hombres vivos, sabedores de que se habia esparcido esta noticia contraria á su infame trafico, se esforzaban de salir de aquella animada mercanzia lo mas pronto. Ofrecian los negros a precios muy ínfimos, y nunca vistos, y á plazos comodos. Divulgaban en todas partes, p. medio de sus emisarios, los corredores, que podian comprarse con toda seguridad porque no padecian el colera. Con la impudencia y vilantez, atributos peculiares a los Israelitas de todas las naciones, manifestaban las falsas y supuestas cartas, que habian recibido. Decían que con admiracion de todos, en varias casas habian muerto todos los blancos, y que se habian salvado los esclavos sin haber sido afectos de ninguna enfermedad. El Gobierno Sup.or de esta isla siempre vigilante, y siempre dispuesto de conservar la publica prosperidad, lo habia previsto todo. Por oponerse a esta general desgracia, ordenó, que los esclavos de las fincas no careciesen de aquellos auxilios que por un principio de amor proprio, y de humanidad deben de tener los amos para con sus siervos. Les amonestaba, que los tratase con dulzura y humanidad, proporcionandoles el buen alimento, descanso en tarimas y abrigo honesto y saludable de la persona (Orden de 21 de Marzo 1833). Se amenazó con la multa de tres ducados á los avarientos amos cuyos esclavos se encontrasen vagando desnudos por la ciudad, y sin esquifacion completa. Se prohibieron y muy justamente las turbulentas reuniones en las tabernas, el rendez vous de todos los caleseros, pillos, holgazanes, y el centro de la borrachera y de la prostitucion. Para poner un freno saludable á la insaciable codicia de algunos hacendados se dicto una prudente medida. Se dispuso que una diputacion compuesta de tres vecinos honrados y agricultores pasasen a reconocer escrupulosamente las negradas observando el modo como las mantenian y gobernaban. La de Guamacaro era compuesta del Sr. Brigadier D. Gregorio Piquero, del Caballero Regidor D. Juan de Dios Gomez, y del Capitan del partido D. Fulgencio García Saez. Estos tres honrados individuos llevaron el delicado encargo con aquella exactitud, que debía esperarse de sus dignas personas. Merecen el respeto y la gratitud de todo aquel vecindario. ==El Colera en Guamacaro== Mostrum horrendum ingens, mi quot sunt Corpore plumae... Tot vigiles oculi subter, mirabile dictu Tot linguae, totidem ora sonant. Vigil. AEneyd. IV. 13 Parece que este basilisco Asiatico fixo su penetrante y mortifera vista asia Guamacaro como punto predilecto para su sanguinaria mision. Siempre manifesté francamente mi opinion, y varias veces delante del ilustre Gefe, que nos gobierna. Siempre sostuve contra la opinion de muchos Doctores sine doctrina, amos de ingenio la proposicion siguiente: Si el Colera llega á invadir el partido de Guamacaro seran inculcalubles los daños, que causará, y las mortandades seran mas horrorosas en el numero y en la rapidez en comparacion de otros partidos. Mi asercion no era arbitraria, sino era a consecuencia del perfecto conocimiento que tengo de la localidad, del terreno, y sobre todo del manejo que se observa en diferentes fincas con sus esclavos, y otras muchas circunstancias. Desgraciadamente se verifico mi triste vaticinio. Se comunicó la peste al mencionado partido desde Canimar, por lo que generalmente se cree, aunque sin ningun dato positivo. Se comunicó por el continuo trafico desde aquel embarcadero con las muchas fincas ubicadas en Guamacaro. El cafetal de D. Domingo Aleo tuvo el honor de hospedar primero á este gigante. Declarase la enfermedad en dos negros que vivian en un bohío en medio del monte. Por la noche se quejan al mayoral de dolores colicos muy agudos, y por la mañana hallanse los dos muertos. A las diez del día hallanse acometidos de los mismos dolores con vomitos y evacuaciones y demas sintomas colericos muchos negros. En este mismo tiempo se hallaba de medico de aquel predio el nuevo Esculapio Inglés, el nunca bien ponderado D. Quixote el Dor. Makie. Es aquel mismo exclarecido profesor de quien hable en la primera parte de estos Apuntes sobre el Colera en Matanzas. Es aquel mismo archiembustero que decía que desde Polonia, excitado por el amor á la humanidad doliente habia expresamente viajado para observarlo en otros climas diferentes, como en la isla de Cuba. Habiendo hablado tanto sobre sus extraordinarias curaciones, todos esperaban milagros confiados en sus sobrehumanos conocimientos. Pero qué debia esperarse de un aventurero, de un charlatan ignorante, de un verdadero Saltimbanco? Emprende la curacion de los negros colericos, pero sin metodo ninguno todo lo trastorna y confunde. Por testigo ocular el Lic.do Bobadilla alumno de la Escuela Habanera, y testigo fidedigno. Con una gravedad Hippocratica tomaba el pulso, aplicaba la mano á la frente, y a las arterias temporales, y observando su relox, calculaba el numero de pulsaciones por los minutos, observaba despues el calor de la frente, y todo lo hacía con una pausa para engañar a aquellos ignorantes, y credulos campesinos. Despues propinaba un purgante, una copiosa sangría: tan pronto estimulaba con un ciego exceso, como debilitaba, acumulando un remedio sobre otro sin aguardar los efectos del primero. De treinta y ocho colericos se le mueren en pocos dias veinte y nueve. Los infelices! Perecieron devorados mas bien por la ignorancia del medico, cuya mano era mas mortífera, que el mismo Colera Morbo. Para aumento de su mayor confusion declara cuatro negros en un estado absolutamente mortal. Con una barbarie digna de los Hotentotes les niega todo auxilio por considerarlo inutil y como perdido. Dos de estos infelices fueron curados por un Medico campestre ambulante, un Chino curandero natural de las islas Filipinas. En vista de esta prodigiosa curacion armase una escandalosa altercacion entre el Saltimbanco Ingles y el Charlatan Asiatico. Llénanse reciprocamente de las mas groseras injurias, de las mas chocantes personalidades. Pero salio triunfante el Asiatico sobre el Europeo. La suerte lo habia favorecido, levantando del sepulcro dos de aquellos negros que estaban ya abandonados á la muerte. Avergonzado el Ingles, y aparentando mucha incomodidad por la escandola escena que le pasó con el Chino, determina dexar aquella finca. Decia, que el merito de las curaciones dependia de una causa que estaba pronto a manifestar. Para cohonestar su crasa ignorancia sobre la muerte de tantos colericos apeló á este pretexto. No pudiendo negar aquellos hechos publicos y notorios, manifestó, que la verdadera causa era por no saber hablar con toda perfeccion el idioma Castellano: que no sabia explicarse para indigar escrupulosamente de los negros lo que mas les afligía, por lo menos en aquel dialecto vicioso y grosero, con que ellos se explican, conocido unicamente por los que los gobiernan: que para el era un trabajo improbo: que los asistentes eran unos hombres groseros é inhumanos, que no comprehendian el mecanismo que el empleaba en las curaciones, descuidandose muchisimo: que el empleaba en las curaciones, descuidandose medicina util por haberse desvirtuadas de puro viejas, y que dudaba que hubiese hasta en la ciudad algunas preparaciones quimicas muy selectas, que habia empleado en Rusia y Alemania: que su unico deseo era de encontrar una finca, en la que se hablase Ingles, su idioma natural. Entonces conocería toda la turba idiota de los hacendados si el era medico, o curandero, y llenar de rubor a quantos le habian injustamente calumniado. Existiendo en aquella comarca muchos Anglo-Americanos, se divulga la noticia de la existencia de un celebre Medico Ingles. Se habla de su viaje, y de su extraordinario amor para la humanidad, y deseo de ser util a sus semejantes. No quedó nada en el tintero que no hablasen en fabor de tan esclarecido profesor. A consecuencia de aquella simpatia patriotica es llamado el D.or Makie para que pasase en clase de Medico en el ingenio de M.r Wilson Americano de nacimiento. Este individuo con los demas de su nacion afectos generalmente á la botella encontraron en el Doctor un nuevo socio para agregarlo á la devocion de Baco. En medio de sus continuas borracheras, con el vaso en la mano, y el brandi en el estomago disputaban sobre la epidemia reynante. Se llenaron de la mas dulce esperanza al oir relatar los brillantes triunfos, que el paysano Medico habia obtenido. Lo consideraron como un Angel bajado de los Cielos, creyeron haber hallado un tesoro, un asilo contra aquella exterminadora calamidad. Lo festejaron mucho, prosiguiendo siempre en beber. Pero el exito funesto acreditó cuan errados iban en sus esperanzas. Se manifiestan a los pocos dias de su llegada los primeros sintomas de la peste, la vanguardia del Colera, el desgano, y algunas leves indisposiciones estomacales. Muy pronto quedaron desengañados. Una mañana muy temprano al tiempo de ahilar la gente para salir al trabajo, son de repente acometidos tres negros de movimientos convulsivos, y no pudiendose sostener sobre sus pies, caen revolcandose en el suelo. Al momento vomitos, evacuaciones blanquecinas, calambres muy dolorosos, depauperacion de fuerzas, azulamiento de la cara, y una sed muy ardiente. Pronto acuden al nuevo Esculapio. Se detiene para observar con mucha calma aquella espantosa escena. Manifiesta una grande sorpresa de reconocer tan pronto moribundos, tan pronto cadaverizados aquellos tres negros, que poco antes estaban sanos. Despues de la ceremonia del pulso, el estómago y las arterias temporales les dá á los tres la favorita purga de los Americanos Calomel and Jalup. Aumentarse los vomitos por los polvos que irritan el esofago, y se promueven al mismo tiempo mas copiosas evacuaciones. Desgraciadamente mueren los tres en muy pocas horas sin haber dado lugar a ningun remedio. Por la noche ya habia muchisimos negros postrados en el lecho de la muerte. Se confunde a la vista de la enfermeria llena de moribundos. Por el mismo testigo fidedigno y ocular el Lic.do Bobadilla que se hallaba de medico en un cafetal inmediato, supe todo lo que aconteció. El dicho Bobadilla habia practicado por algun tiempo en el hospital militar, siendo yo medico del dicho establecimiento. Me dixo que el mismo desorden, que habia empleado el nombrado D.r Makie en el Cafetal de Aleo, el mismo observaba en el ingenio de Wilson. A unos les daba un prugante drastico. Se presentaban por consiguiente mas evacuaciones, se alarmaba y trataba de suspenderlas administrando unas gotas del Pepermint water desleido en vino de Madera. Propina á otra una disolucion de Sal Catartica (Sulfate de Magnesia) se asusta por los vomitos excitados quizas por aquella pocion, suspende el curso de la naturaleza, dando á beber un cocimiento fuerte de Serpentaria con Laudano. A otros les dá la tinctura Aloetica con el Eter Sulfurico. Al momento de tragarla aquel desgraciado enfermo, sufre una opresion precordial, el calor lo quiere ahogar. Reconoce su medico el exceso de la irritacion que le ha causado por aquel estimulante, trata de detener sus funestos efectos. Le aplica sobre la region abdominal unos paños empapados de vinagre con agua fria. Propina un emetico de hipecacuana, se presentan muchos vomitos, los cree ya excesivos, y los suspende con la mixtura salina de Riverio. No atina ya: manifiesta claramente á todos su confusion, su crasa y atrevida ignorancia. Entonces aunque tarde conocieron los dueños de aquel fundo su engaño, y que aquel medico por su imprudente modo de curar era digno de un exemplar castigo, que sirviese de escarmiento para otros atrevidos é ignorantes como el. Afligidos y consternados por la rapida muerte de tantos esclavos, y de los mas laboriosos y utiles, y no hallando en aquellas terribles circunstancias otro pobre Diablo para sustituirlo en su lugar, no le ordenaron se fuese á los profundos infiernos, de donde habia salido. Los insensatos! no conocian que era mucho menos mal dexar los enfermos al cuidado de la naturaleza medicatriz, que entregarlos á un medico atrevido é ignorante. Permitieron que continuase con sus desatinos, consecuencia necesaria de su loca imaginacion. Pone movimiento todas las medicinas del botiquin, administrandolas con la mayor imprudencia y ciego empirismo. Leyendo aquel librito, que acompaña siempre al Medicine chest, lo elige por su director. Dá la magnesia calcinada /Henry's calcinated Magnesia/ y a pasto un cocimiento de Serpentaria Virginiana con aguardiente. Dá la tintura de ruibardo con laudano, é inmediante, un cocimiento de cebada, y siempre con el aguardiente. El tal Doctor era muy afecto á esta bebida, como principal ingrediente para sus medicinas. Decia, que habia sido el unico remedio que habia usado para vivir con toda seguridad entre los colericos. Con el escandaloso y reprensible abuso de tantas medicinas propinadas á un mismo tiempo y sin indicaciones ¿que otro resultado debia esperarse que precipitar la naturaleza, trastornandola de su ordinaria marcha, y causar la muerte, la inevitabil muerte de tantos enfermos? Mas asesino era el medico que la misma epidemia, [y no puedo decidir] [tachado en el original] Estoy cierto que no me equivoco en decir que era mayor peligro caer en las manos de aquel chartan, [sic, por charlatan] que ser invadido por el colera. Se le mueren casi todos los que cayeron enfermos en las mayores angustias, luchando los infelices con el cumulo de tantas medicinas, que habian exasperado la enfermedad. Confundido, pero no avergonzado el tal Doctor dice imprudentemente: Se me han muerto muchos enfermos pero todavia me falta de practicar el mejor remedio para libertar las fincas de este azote, es una grande hoguera en varios puntos del ingenio. Por este medio purificandose el ayre con el calor de las llamas, terminaria de una vez aquella mortandad y la epidemia: Añadia que esto mismo habia visto practicarse en S.t Petersburg, Varsovia, Berlin y otras principales capitales de la Europa. En este ingenio se hallaba de boyero de algunos años un Isleño, hombre honrado y laborioso, pero muy ignorante, y tímido en extremo por lo que habia presenciado. Cree ligeramente á lo que dice el Doctor y se persuade en su limitado entendimiento que por este medio se libertaria de la muerte. En union de algunos negros, y del hermano del dueño de aquel fundo, pegan fuego á una bagasera. Se elevan al cielo los torbellinos de chispas de aquellas secas y combustibles cañas, comunicandose el incendio á la bagasera inmediata. Parece que las llamas de aquellas dos piramides de fuego quieren abrazar al ingenio, y reducirlo en cenizas. Los mismos autores, los mismos incendarios se acobardan y corren como locos temiendo un incendio General. En vano corren á tocar las campanas con cuyo triste sonido piensan convocar los vecinos para que acudan a apagar el fuego. Nadie se llega por miedo del contagio. Por un efecto visible de la Divina Providencia no sopla ningun viento fuerte, y se acabó el incendio por si mismo por haberse consumido el combustible. Quedan ilesos los cañaverales, y las muy costosas fabricas. Durante esta escena el medico Anglo-Ruso-Polaco-Aleman incita al credulo boyero, y a algunos negros de aproximarse al calor, de hacer bastante exercicio violento para promover la transpiracion. Cumplen ciegamente con la orden corriendo como freneticos alrededor de aquella hoguera. Todos se hallan bañados de sudor, y al bolber a las casas sufren la impresion brusca de una rápida corriente de ayre frio y humedo. En aquel mismo instante, supresion repentina de la transpiracion, tension muscular en el abdomen, dificultad de tragar, sintomas todos de una afeccion espasmodica. En dos de ellos se manifestó la risa Sardonica, y al trismo sucede la mortal punsada. Por la noche expiran cuatro, incluidos el boyero, y el hermano del dueño en medio de los mas atroces dolores convulsivos. Debo de advertir que desde que se presentó el Tetano, el medico Zapatero, aseguró sin titubear el exito feliz de los cuatro pasmados. Decia que hallandose en Polonia y en Rusia sirviendo de Cirujano en la Guardia Imperial bajo las ordenes del General [Pulken] habia curado muchos colericos deshauciados, produciendo como un espasmo artificial. Lograba su fin haciendo pasar los enfermos de un excesivo calor á un excesivo frio, y este transtorno ocasionando una nueva y diversa enfermedad debilitaba la fuerza del colera. Contaba que el Baron tal, el General cual ya proximos a morir los habia arrancado de los brazos de la muerte con este metodo. Mientras estaban inundados en sudor por el excesivo calor de sus aposentos en los que habia mucha candela encendida, los mandaba poner en unos baños de agua fria. Con la impresion repentina de aquella frialdad se pasmaban: entonces les curaba esta segunda enfermedad y se libertaban del Colera. Sin embargo de tantas groseras é increibles mentiras el mal exito de su pronostico lo acobardó. La vista de aquellos cuatro cadaveres, y del Americano Tomista como el, victimas de su ciega credulidad, lo llenó de aflicion. Entonces fué cuando exclamo, que en ninguna parte del Globo habia visto la epidemia tan mortifera, tan rapida en la terminacion como en la isla de Cuba, y sobre todo en Guamacaro. En otras partes á excepcion de algunos enfermos siquiera daban lugar para emplear algunos remedios, pero en este partido morian como asesinados. Hecho el objeto del desprecio y execracion de toda la finca, y no pudiendo soportar las justas reconvenciones mezcladas con las mas insultantes expresiones de los que tan vilmente habia engañado, trata de ahogar su disgusto con el brandy. Se bebe una gran porcion en pocas horas, ebrio y casi sin sentido lo llevan á esta ciudad, de donde desapareció sin haberse sabido el paradero. Me he detenido bastante en hablar de este fantasma Medico, parecido como un meteoro para que se conozca lo que pasaba en aquellos calamitosos dias. Semejante a este embustero se presentaron otros muchos preconizando cada uno su milagrosas [sic] curaciones. Pero ninguno que yo sepa tan desfachatado como el nombrado Doctor Makie. De sesenta y ocho enfermos que caen invadidos mueren cincuenta y seis. Terminó la epidemia por si misma despues de haber recurrido sus periodos. ==Topographia de Guamacaro== Forse per questi ameni celli un giorno Moverá spirto amico il tardo passo Echiedendo di me, del mio soggiorno Sol gli sia mostro senza nome un sasso Pindemonti Poes. Campes. La Sera. Para poderse formar una idea aunque imperfecta de los estragos causados por la epidemia en este territorio, basta considerar la topografia de Guamacaro y pronto se sacará la consecuencia. Rodeado de unos altos Collados de bosques muy espesos con arboles frondosos y de extraordinaria altura y tamaño. Lo flanquean extenos [sic por extensos] y esteriles cuavales. Sus tierras bajas y anegadizas de un fondo gredoso y humedo, que es lo que constituye su extrema feracidad. Esta se mantiene por el torrente de copiosas lluvias no solo atrahidas por aquellos bosques, sino por las que se precipitan de lo alto de aquellas montañas. Estas tierras son bañadas por infinitos riachuelos, cuya mayor parte tiene su origen o manantial en el mismo asiento. A cada paso se ve interceptada la comunicacion de un riachuelo [decía "terreno", fue tachado y sustituido por "riachuelo"] con otro. Estos vulgarmente llamados ojos de agua se secan enteramente en la primavera, o estacion seca a excepcion de algunos fertiles manantiales. Todos los restos vegetales acumulados allí por la corriente de las aguas, todos los pescados, y demas vivientes aquaticos por falta del peculiar elemento mueren y se pudren. Queda un fango espeso, cuya superficie está cubierta por una muy corta cantidad de agua turbia y cenagosa. Al removerla exhala un hedor fetido y nauseoso. Todos estos puntos son como otros tantos focos de infeccion para engendrar enfermedades de un caracter pudrido y contagioso; y conservandose estos focos en el mismo estado por largo tiempo, siempre estará vigente el pabulo para mantener una enfermedad epidemica. La mayor parte de las fincas ubicadas en dicho partido son ingenios de fabricar azucar. Con decir, que son ingenios, el solo nombre basta para dar una idea de lo que son. Se pueden considerar como depositos vivos y efectivos de toda clase de basuras, pues segun la expresion de un satirico D.M.B. son sinonimos ingenio y basurero. Por do quiera se encuentra un charco de asquerosa cachaza, expuesta á la interperie del ayre, y a los vibrantes radios del sol, pronto fermenta, se corrompe, produciendo una columna de mosquitos y otros asquerosos insectos. Por do quiera bagazo humedo regado, y piramides del mismo en un estado de fermentacion acetosa, exhalando una nube de densos vapores al tiempo de secarse. Por do quiera miel de purga derramada al tiempo de hacer la entrada de los panes de azucar de la casa de calderas a la de purga, y que atrahe una infinidad de moscas. Ademas la miel que se derrama al tiempo de extraherse de su deposito para remitirla a su destino, quedando el aquel piso inundado de miel. Caballos y demas animales domesticos por cada rincon amarrados y cada uno formando un muladar. Basura asquerosa causada por animales invertidos en las carretas, como por los de la harria [sic. por "arria"]. El piso de los bueyes en la casa de molienda, que al removerle expele el mas pestifero y nausebundo hedor causado por el bagazo reducido en un estado gredoso por las continuas excreciones de los bueyes. El mismo trapiche es un deposito de humedad por las aguas que siempre quedan estancadas al tiempo de lavarlo. La casa de calderas, el punto de elaboracion del azucar, el verdadero nectar de los dioses tan pronto limpia como sucia por las inmundas aguas que se sacan al limpiar los trenes. Agreguense las pilas, o depositos de inmundicias que diariamente se acumulan por la paja de la caña, ceniza &&. Por esta relacion se puede justamente considerar un ingenio como un punto de atraccion como un centro de reproduccion continua del Colera Morbo. Tiene en si mismo las dos causas primitivas y generalmente asignadas para el desarrollo de la putrefaccion o corrupcion pestifera, la humedad y el calor. Queda por consiguiente probado como una demostracion Matematica la predisposicion del lugar para los mortiferos ataques de la epidemia reynante. Vamos ahora a observar si los habitantes de las fincas, los generalmente destinados al cultivo de la caña, y elaboracion del azucar, los negros esclavos, tienen predisposicion a ser invadidos. Hablaré imparcialmente sobre este delicado asunto. Diré mi opinion franca y libre sin ser exultado ni por el sordido interes, ni por una aparente y mal entendida filantropia, ni por ninguna otra causa. Diré lo que pienso sobre esta desgraciada parte de la humanidad. Mi opinion se halla fundada sobre una larga experiencia que tengo sobre la materia por hallarme con un numero regular de esclavos, y estan bajo mi dominio. A esta especie humana pintada por la naturaleza de color obscuro y negro la he observado con ojo filosofico, y con animo despreocupado. ==Los negros de los ingenios== Justitiam il leges vincit furor. Paling. El furor de las riquezas triunfa de la justicia que las leyes conceden a todos los hombres. Trad. libre Cualquiera individuo de esta afortunada isla, cualquiera que conozca el estado de los esclavos, y con particularidad de los destinados para los ingenios, conocerá la verdad del epigrafe puesto al frente de este articulo. Parece que la natural justicia, aquellas que las leyes conceden a todos los hombres se acabó para estos hombres. La fuerza, la violencia, el sordido interes, el insaciable deseo de las riquezas triunfa de todo. Parece que por una fatalidad estos Africanos estan reservados para apurar el caliz de todas las amarguras. Los hechos comprovaran lo que acabo de decir: Qualquiera hombre imparcial juzgará si me equivoco. Que hombre de corazon tan empedernido no se conmovera á la triste historia de estos hombres marcados con el degradante sello de la esclavitud? Forzosamente y con la mayor violencia extrahidos de sus paises, arrancados de la vista de los objetos de su cariño y ternura, cargados de pesados grillos, son sepultados vivos en el fondo lobrego y asqueroso de un barco. Amontonados alli peor de bestias, y sofogados por la estrechez del recinto como por el excesivo calor sufren las mayores privaciones.Devorados de hambre y sed despues de una larga navegacion llegan á esta isla, la Reyna de las Antillas. Aqui encuentran un nuevo mundo. Depositados en los barracones se les da de comer para que presenten a la vista de los compradores una buena presencia. Son vendidos como cabezas de ganado por su tamaño. Los que por su fatal destino son escogidos para los ingenios, generalmente hablando y exceptuando muy pocos, son dignos de compasion. Sin embargo considerando filosoficamente la suerte de ellos, que de hombres libres en sus hogares, pasan á esclavos en remotas regiones, se extremece la naturaleza humana. Me parece que comparando la libertad que gozaban en sus lugares natales, con la pesada e insufrible esclavitud de aquí, deben entonces calcular el abismo de sus desgracias. Al considerar el infame trafico de sus mercaderes, y la nunca satisfecha codicia de sus avarientos amos ¿que idea no se formaran ellos de la decantada civilizacion de los hombres blancos? Me parece que les oygo repetir las mismas quejas, que los antiguos Bretones tenian de los Romanos, tan energicamente dictadas por el inimitable Tácito. Raptores orbis postquam [cunctu] vastantibus defuere, terrae et mare [serutuntur]. Si locuptis hostis est, avari; si pauper ambitiosi, quos non Oriens, non Occidens [satiaverit]. Soli omnium opes, atque inopium pani affectu concupiscunt. [Auferne] trucidare, falsis nominibus imperium, atque ubi solitudinem facient pasem appellant. Liberos cuique [ae] propinquos suos natura cari(carifsimos efse)simos e(carifsimos efse)se voluit, hi... servituti auferuntur. Conjuges, sonoresque, etsi hostilem libidinem effugiant nomine amicorum, atque hospitum [pollucintur]... Corpore ipsa, [ae manus] sylvis emnuniendis, verbera intes [ae] contumellas conterunt... Virtus porno [ae faerocia] subjectorum ingrata imperantibus, et langinguitus [ae] secretum ipsum quo tutius, [eo] suspectius. Tacit in vita Agricolae 62. Transcribiré la expresiva y laconica traduccion in volgar Fiorentino por B. Davanzati. Ladrone del mondo, usi non rimanendo piú terra a disertare, rifustino il mare se trovano [nionico ricco,] sono avari, se povero ambiziosi. Levante e Ponente non gli empierebbe, soli efsi di pari bramano richezza e poventá. Con falsi nomi chiamano impero il rubbane, scarnare, e rapire, e pace il desolare. Natura ha voluto che ciasqueduno ífliglinoli, e parenti; suoi habbia carifsimi, questi [u'sono] dilequati a servire. Moglie e sorelle cuando le sforzano da nemici, le vituperamo como ospití e amici. Straziano í corpi in far legne né bashi con bastonate e oltraggi. Non piace a padroni né virtú, né ferocia né [lor] soggetti, e questo esser lontani e riposti, cuanto sicuri, tanto [ci fa] sospetti. Si los cargos que los infelices esclavos sobre el barbaro modo de tratarlos son justos ó exagerados, cada hombre despreocupado los puede juzgar. La descripcion del modo, como ordinariamente los tratan manifestará esta verdad. Algunos quizas me creeran un misantropo, y lleno de una negra hipocondria al considerar el cuadro que voy a trazar. Pero no es asi, a la vista está, salga cualquiera a desmentirme. Muchisimo y continuo trabajo los tiene siempre oprimidos, ningun descanso, y muy poco alimento. Desnudos y estenuados apenas les conceden un muy poco espacio de tiempo para recostar en el suelo los cansados miembros, y entregarse al sueño. Este muy a menudo es interrumpido por cualquiera pequeño motivo. Por cualquiera falta, y a veces originada por la imperiosa necesidad del natural descanso, se les inflige cruel castigo. Victimas del furor brutal de aquellos barbaros, que los gobiernan con el nombre de mayorales, sirven á veces de pasatiempo echandoles como carnada para sus perros para que aprendar a devorarlos. Expuestos a continuas enfermedades por el transito repentino del excesivo calor al excesivo frio. Llenos de asquerosas ulceras, mal asistidos en sus enfermedades, y estas ordinariamente adquiridas en el servicio de sus amos. Despreciados siempre y humillados, y en un total abandono llevan una existencia triste y laboriosa. La vida lejos de presentarles algun aliciente es un peso insoportable para ellos. Este es el unico motivo que muchos con la mayor sangre fria se suicidan para poner un término a sus continuos padeceres. Muchos de ellos llenos ambos pies de pesados grillos, arrastrando unas pesadas masas, palidos y semivivos acaban sus dias en la mas penosa agonia. La muerte sola puede libertarlos de su angustiada existencia. Nulla speranza gli conforta mai Non che di pasa né di menor pena Dante. Inferno C.V. En vista de tantos trabajos, que pasais para enriquecer vuestros despoticos amos, estos Satrapas Cubanos, cual es el premio que recogeis vosotros los pobres esclavos? Que recompensa teneis al fin, sino la de acabar vuestros dias derramando el sudor de vuestras frentes en cultivar los campos agenos? Proximos a bajar al sepulcro os obligan a exhalar los ultimos suspiros en el trabajo al que estais destinados. Que recompensa, repito, teneis al fin? Vos servientium animae, quod [prestium] effusi toties sanguinis (sudoris) expectatis, nisi virgas, et dominorum ingenia? Tacito Annat. Lib. IV. 53. Voi anime schiare che guidardone axpettate del rostro tante volte sparso sudore, che verge, e pazzi carvalli de rostri padronis? Traduz. por Davanzati ¿Que mejor premio? que mucho cuero a todas horas, muchos boca abajo, y sufrir las extravagancias y el genio barbaro de vuestros amos, y mayorales? Nadie dexara de conocer la suerte desgraciada de esta parte de la sociedad humana. Nadie negará la grande injusticia que se le hace. Que son estos pobres Africanos? Son unos hombres, que aunque esclavos viven en union de nosotros: aunque esclavos son unos amigos nuestros aunque de un orden inferior. Servi sunt? imo homines. Servi sunt? imo conturbenales. Servi sunt? imo humiles amici. Seneca Epist. 47. De aqui proviene que cualquier enfermedad de caracter maligno, que acomete á los negros de los ingenios, siempre hace grandes estragos. La experiencia de todos los dias lo acredita. En los meses de Julio y Agosto del año 1830 se presentaron las virhuelas en varias fincas. Caen muchos esclavos enfermos asi de los Cafetales, como de los ingenios, pero con una notable diferencia tanto en el numero de muertos, como de la duracion de la enfermedad. De cincuenta negros virulentos en un cafetal de un conocido mio, apenas murieron dos. Los otros todos restablecieron. Por lo contrario en los ingenios a lo menos fallecia la mitad de los enfermos. Asi sucedio en mi finca, y otras varias. Horrorosos fueron los estragos que causaron las virhuelas en el ingenio del Sr. Coronel D.N. Moliner. A los dos dias de erupcion cutanea, de golpe se disminuia esta, o desaparecia. En su consecuencia mucha aridez en el cutis, las funestas petequias o manchas amoratadas, sudores colliquativos, evacuaciones atrabiliarias, fetidas y cadavericas, frialdad en las estremidades, la cara Hippocratica. Con la muerte terminaba la dolorosa tragedia. Testigo ocular fui yo mismo de cuanto acabo de decir. ¿Se presenta una diarrhea en un cafetal? Pronto termina felizmente, y casi sin emplear ningun metodo exacto de curacion. Pero en los ingenios pronto degenera en disenteria. Evacuaciones sanguinolentas acompañadas de doloroso tenesmo, postracion de fuerzas, la cara como pulvurulenta parecen cadaveres vivos por lo extenuado, pronto sucede la muerte. Todas estas grandes variaciones que se notan son efecto de la predisposicion local de los ingenios para atraher, y aumentar la fuerza de las enfermedades de mal caracter. En vista de esto a que admirarse si el colera morbo Espasmodico devoró tantas victimas y con tanta rapidez en las personas de los infelices negros esclavos de los ingenios? Encontró mucha materia dispuesta para su deleterea impresion, se cebó en ella á su entero albedrio. Por estas razones sucedieron los horrorosos estragos que paso a relatar en estos Apuntes. En vano las Autoridades de esta isla animadas del mas noble zelo por la general prosperidad, dictaron las mas justas y prudentes medidas para mejorar el gobierno interior de los ingenios. En vano emplearon las mas convincentes razones, aconsejandolos a los hacendados, empleasen un trato mas humano, y menos interesado con sus esclavos. Por una fatalidad no se cumplieron aquellas sabias providencias. Lo peor fué, que muchos hacendados ingenieros al leerlas impresas en los papeles publicos para el general conocimiento las vieron con la mayor indiferencia, considerandolas como impracticables. Algunos un poco mas reflexivos de la turba magna de los idiotas agricultores, las creyeron imposibles de ponerse en practica, aunque las consideraban por muy utiles. Trataban a sus autores como ignorantes en el manejo de las negradas de los ingenios. Y a verdad eran insuperables las dificultades que vencer para extirpar aquellos abusos, aquel tratamiento barbaro e inhumano que de tiempo inmemorial estaban arraigadas en muchos predios. Era menester un poder sobrehumano para persuadir á la gente del campo, de natural terca, é ignorante, que renunciase por algun tiempo, y durante aquellas terribles circunstancias a su modo de obrar: modo barbaro, inculto y cruel: modo de obrar adecuado a la mala educacion que recibieron de sus padres en los felices tiempos pasados. Caballos arrebiatados seguian ciegamente los demas. Como podian ellos obrar diferente de las antiguas costumbres? Noi de costumi nostri mantenitor saremo Tutto é costume al mondo, e in quel persistiremos. Attila - Comedia. ==Invasion del Colera en otras fincas== Non hydra secto corpore firmior Vinci dolintem crevit in Herculem [Monstrumre] summisere Colchi Majus, [Echionaevae] Thebae Horat. Lib. IV Ode IV. Por los estragos del Colera tan notorios, cada hombre reflecsivo debia apartar de su pecho la esperanza de libertarse de aquella general desgracia. Cada uno debia temer se verificase lo que estaba destinado que padeciese la humanidad. Sin embargo algunos hacendados de Guamacaro, hombres de vastos conocimientos naturales, publicaban, que un Guamacaro nunca llegaria el Colera. Fundaban su pronostico en ninguna razon suficiente, sino en su vehemente deseo. Siempre fui de contraria opinion, y desgraciadamente poco falló en verificarse mi funesto juicio. Despues de haber la epidemia causado muchas muertes en el ingenio de Wilson segun he relatado, se translada al de D. Agustin Dominguez. Dicho ingenio se halla situado en el antiguo asiento de Guamacaro, lugar extremadamente bajo y pantanoso durante la estacion de las aguas. Se presenta el colera, y en muy pocos dias se ve obligado aquel dueño, hombre activo y laborioso, a suspender la molienda por el excesivo numero de los enfermos. Se manifiestan los mismos sintomas, que generalmente lo acompañan, pero la enfermedad casi se excede a si misma en la rapidez de su marcha. Muy corto tiempo intermediaba entre la aparicion y la funesta terminacion, no dando lugar a practicar ningun plan curativo. Fallecen cuarenta y ocho negros incluso el mayoral D. Miguel Reyes. Se asistieron los enfermos con la mayor confusion y desorden por el miedo que los asistentes tenian al contagio, y participar de la misma suerte que el mayoral. No era extraño: Los carreteros, boyeros, los arrieros y demas agregados, operarios groseros, ignorantes é inhumanos se habian de repente transformados en asistentes para congraciarse con el Amo. Estos insectos de los ingenios siempre hambrientos causaron con su manejo mas daño, que bien, como relataré en otro punto. Inundaban los enfermos con el cocimiento de yerba buena en excesiva cantidad, mezclandole el nombrado licor Ruso, o el aguardiente caña, o el nunca bien ponderado especifico Figueroniano. Emplearon estos remedios, porque no surtieron ningun efecto unas cucharadas recetadas por el esclarecido D. Jose Casabuena, el San Rafael de todos los mulatos de esta ciudad. Este dichoso S. Rafael se vanagloriaba en las tavernas, lugar digno de su persona, que solo tres colericos se le habian muerto, y esto por falta de buena asistencia: que a Yarini y a otros medicos, no eran bastantes los carretones para cargar los que morian bajo su regimen. Y lo peor, que tocante a mi persona decia la verdad, pues repito, a mi se muchisimos enfermos (sic) Permitaseme esta corta disgresion. La epidemia lo mismo que en otras varias fincas, despues de haber recorrido sus periodos terminó por si misma. Fallecieron cincuenta negros, y casi todos de la mayor estimacion. Aparentando haber cesado enteramente, trata Dominguez de continuar la molienda suspendida por causa de la enfermedad. Pero cuan errados son los calculos de los hombres, y como la suerte los dexa burlados! Principiase otra vez el trabajo; al segundo dia el contramayoral, el mulato Cristobal, el niño mimado del Amo trata de excitar al trabajo unos negros muy lentos y pesados. Al tiempo de descargar su brazo para castigarlos, cae de golpe en el suelo. Le acometen en aquel mismo instante vomitos y evacuaciones colericas, la sed excesiva, la depauperacion de fuerzas, el azulamiento de la cara. En pocos minutos era un vivo cadaverizado, y en menos de tres horas de enfermedad ya era muerto. Lo acompañan al sepulcro seis negros mas. Esta fué la ultima invasion. Desapareció enteramente, mejorandose en pocos dias todos los convalicentes, restableciendose enteramente. En este mismo tiempo se hallaban invadidos los ingenios de D. Pedro Montalvo, y del Ten.te Coronel D. Vicente del Junco con un crecido numero de enfermos, aunque no tan extraordinario como en las fincas mencionadas. En casa de Junco no fue el Colera muy intenso, invadió con benignidad. Se emplearon los sudorificos; a todos los enfermos se les daban naranjadas tibias a pasto. Habian puesto muchas hormas llenas de este liquido en toda la casa de molienda, para que los negros sanos bebiesen tambien de ella a su entera satisfaccion. Esto me ha dicho el Curandero, que lo conozco desde esta ciudad. La marcha de la enfermedad no era rapida porque la invasion fué ligera, y daba lugar para q.e se empleasen diversos medios para vencerla. En el ingenio de D. Pedro Montalvo perecieron veinte y seis negros. Dicese generalmente que la corta mortandad se le debe al mayoral de la finca nombrado D. N. Masa. Este individuo habiendo observado la enfermeria llena de negros enfermos aunque no de mucha gravedad, prohibió que se emplease el metodo de curacion dispuesto por el medico de la finca. Le pareció muy debil y que era perder tiempo. Sin titubear, y operando con aquel dispositivo peculiar á esta clase de hombres a todos les dió el vomipurgante le Roy por la mañana y el purgante por la tarde por dos dias consecutivos. Despues siguió por cuatro dias con el purgante del mismo nombre por la mañana y por la tarde. Con el uso de esta medicina se aumentaron los vomitos y las evacuaciones en el primer dia, y se exasperaron los demas sintomas. Al segundo y tercero fueron paulatinamente disminuyendose, desapareciendo al mismo tiempo los demas sintomas funestos. Al dia cuarto se hallaban enteramente restablecidos, pidiendo de comer, y con fuerzas suficientes para levantarse. He sabido todo esto por un testigo ocular, y si no hubiese ignorado este plan curativo, quiza si lo habria empleado, como unico y poderoso recurso. Hallandose ocupadas por este sanguinario enemigo las dichas posesiones, yo me consideraba como sitiado por sus invencibles falanges. Deseaba salir de aquel estado de penosa incertidumbre sobre el peligro que me anegaba, aguardando a cada rato el terrible asalto, y ser pasado a decuello. Con este intima persuasion, y resignado con mi destino pensé de pasar a mi finca, y asistir mis esclavos enfermos. Obtuve el permiso del S.or Brigadier Governador de dexar la ciudad, y trasladandome al ingenio, mediante haber terminado la epidemia, y haber cumplido con los deberes de mi profesion en los establecimientos a los que fui destinado por el Magistrado. Pasé al ingenio resistiendo a las repetidas instancias, a las dulces violencias de mi muy querida familia, y entre todos á las de mi inocente y adorado hijo Manuel. Con sus mal formadas pueriles voces, con su balbuciente lengua, me decia de no ir al igenio. Pero triste destino! Yo sali libre ileso de en medio de aquel incendio devastador, que me amenazaba de una muerte casi inevitable: y tu hijo mio? en el seno de tus amantes padres, que te querian, quien te robó a mi cariño? quien te robo a tu padre? Como me has podido dexar, y desvanecerme como el humo de mis mas lisonjeras esperanzas. Quien con su aliento emponzoñado pudo Helar el seno, que antes palpatiba (sic) Ajar el blanco lustre en que brillaba Y cortar de su vida el bello nudo? Saavedra. ==El Colera en el Ingo. Nra. Sra. del Rosario de la propiedad del Ber. D. Jose Yarini autor de estos apuntes== Moriamur, et in media arma ruamos: Una salus victis nullam sperare salutem Virgil. AEneyd. [11] 335. Conforme con mi suerte, y guiado por mi favorito sistema de fatalismo, determiné ciegamente de hacerme superior al peligro, y de echarme en medio de aquella furiosa tormenta. Al pasar por Canimar vi á una porcion de hombres, que viendome algo lejos, salieron á la puerta de la nombrada tienda de Barreto. Corrieron todos levantandose de los asientos como á una novedad, cual era la de verme. Pronto me rodearon aquellos campesinos. Todos con las visibles marcas en sus aspectos del temor que tenian, barba larga, pañuelo alrededor de la cabeza me preguntaban sobre lo ocurrido en Matanzas durante el colera. Consecuencia de este mismo miedo eran las increíbles mentiras, que les habian contado algunos transeuntes ellos las creian [... falta una línea...] q.e solo podian prestarles una ciega creencia aquellos hombres temidos y acobardados. Ut sunt. Decian que en Matanzas expiraban en las llamas muchos apestados llevados a sepultar en el Campo Santo de Bachicha, que estando todavia vivos por no enterrarlos, y causar mas peste con sus cadaveres los quemaban semivivos: que los vecinos inmediatos y varios transeuntes apercibian los dolorosos lamentos de aquellos moribundos: que no bastando los carretones dispuestos para cargar el excesivo numero de muertos, habian puesto corriente una carreta de nueve cuartas con esteras y cueros semejantes en un todo á las que cargan maiz. En ella iban los cadaveres entoncados como cajas de azucar, que de noche se veian caminar unas luces muy claras y despues apagarse, y eran los muertos insepultos, o algunas armas en pena. Pero lo mas increible era lo siguiente: que se habia visto una mujer de medio cuerpo desnuda, con el pelo suelto, y una hacha encendida en la mano recorrer todo el campo santo de una estremidad á la otra: que en varios punto se paraba como para buscar el cadaver de alguna persona determinada, y que despues desaparecia: que fulano de tal, hombre de bien a carta cabal (expresion favorita de los monteros) la habia visto y le habia causado mucho miedo. Este fué tal que se le espantó su caballo echando a correr a rienda suelta, y se detuvo en su carrera á la talanquera del molino. En vano le manifesté lo absurdo de estas visiones efecto siempre del temor que producia aquella exaltacion de ideas. Estaban muy preocupados aquellos pechos por el miedo de la muerte, todo les parecia un vivo castigo del Cielo. Ut sunt mobile ad superstitiorum persulae semel mentes. Tacit. Ann.I. 43. Llegue al ingenio. A los pocos dias de mi permanencia venian varios de algunas distancias a preguntarme sobre los estragos y muertes causadas en Matanzas por el Colera. Todos hablaban como tremulos, todos manifestaban señales nada equivocas del pesar que los devoraba. Uno vino expresamente de cerca de Guamutas a pedirme unos remedios para el Colera, y me refirió que un ganadero habia dicho de alli otras tantas mentiras, como las que me refirieron en Canimar. Observando todas estas circunstancias con ojo perpicaz y filosofico, pronostiqué muy mal. Debo advertir, que cuando llegaba alguno de fuera, pronto se animaba alguno de mis operarios para escudriñar lo que habia. Noté al momento que todos cuatro tenian miedo. Taciturnos, cabizbajos, tristes y abatidos no podian disimular sus angustias, casi como escondiendose de mi apenas me hablaban, y siempre en union reservada entre ellos. De mis negros solo los que eran mas inteligentes, los mas ladinos y laboriosos, los que tenian sepultado algun dinero, o estaban criando algun cerdo, estos se manifestaban los mas afligidos. Entre ellos sobre todo un tal llamado Santiago, de nacion Carabalí, laborioso, intelligente y muy honrado y proximo a libertarse. Varias veces los sorprehendí hablando sobre el colera que habia habido en el ingenio de Dominguez colindante con el mio. Habiendole significado que en mi casa no llegaria aquella desgracia nunca le pude convencer. Siempre decia que estando cerca los dos ingenios, siendo el terreno el mismo y bañado por las mismas aguas debia pasar la enfermedad, y que le llevarian los pajaros, y los pescados del rio. Para disipar el miedo, aprovechando de la ocasion que el mayoral me hablaba sobre las muchas muertes acaecidas en Matanzas le hable de este modo: que era muy cierto habian muerto muchisimos. Los blancos eran hombre correntones, de pesimas costumbres; integrados al aguardiente, á las mugeres y demas vicios, que los mismo habia sucedido á los negros, la mayor parte zimarrones, y existentes en el deposito del Consulado, los mismos que habian pasado varios dias en el monte expuestos á las interperies y muy mal comidos. Aparentando un desprecio para la epidemia les decia, que solo acometia a los cobardes a los que tenian miedo, que yo comeria, y dormiria junto con los colericos. Y que era una bagatela un espantajo de niños. Me acuerdo que al momento de mi llegada al ingenio, todavia no me habia apeado cuando paran el trapiche por un movimiento general. Todos juntos con el mayoral rodearon mi bolanta dando las mas visibles señales de alegria al verme, por haber salido falsa la noticia, que yo me habia muerto del colera. Con mi presencia, con lo que les dije, y siempre con empeño de ocultar a todos la verdad de los hechos, conocí que se habian sosegado. Buelven al trapiche, se prosigue a moler con mucha algazara por parte de los negros. Todos ellos creian firmemente estar defendidos con la impenetrable ejida de mi persona, y que estando yo con ellos no tenian por que temer. Asi francamente me lo dixeron varios de ellos: pero los infelices! quedaron delusas [sic] sus esperanzas. La dotacion de mi ingenio en aquel preciso dia /18 de Mayo 1833/ se componia de ciento veinte y nueve negros. Todos jovenes la mayor parte Gangaes y Lucumies, muy bien tratados, bien mantenidos, y muy sanos por haber expresamente prohibido el mucho castigo. Yo mismo no lo niego, tenia una cierta complacencia al verlos siempre contentos, y siempre dispuestos al trabajo. Temiendo verles caer victimas del Colera desde el momento que se declaró en la Habana se me figuraba ya de ver á este monstruo en mi finca, causando los mayores estragos, segun me los pintaba mi exaltada imaginacion. Bajo este supuesto operando en oposicion al dictamen de muchos hacendados, habia expresamente dispuesto, que fuesen los trabajos de la molienda mas moderados, que los quitasen de las fuertes insolaciones, desde las once de la mañana hasta las cuatro de la tarde; que se les diese mayor tiempo de descanso tanto de dia como de noche, y que fuesen mejor alimentados. Reservadamente habia encargado al mayoral de no castigarlos, sino amenazarlos, tratandolos con toda humanidad. Estableci ademas dos enfermerias provistas de todo lo necesario. Habia un grande repuesto de buenas medicinas, la artilleria volante de los medicos, y un mayordomo al parecer activo con los honores de Medico enfermero del Colera un Non plus Ultra (creyendo lo que el decia) para curar semejante diabolica enfermedad. Pero que fragiles son los proyectos de los hombre! Como se disipan las mas bien combinadas ideas! Edificios levantados sobre la arena, pronto se derrumbaron reducidos en polvo. Por los tristes resultados que sucedieron, creo que todos mis preparativos hechos de antemano con tanto estudio y conato eran como otros tantos alicientes para atraher el basilisco. Creía haber hecho algo, y no habia hecho nada. Triste condicion de los hombres. Vano error vi lusinga Poco vedite, e parvi veder molto ==Mis Operarios== O predestinazion cuanto rimota E le nadice tua da quelli aspetti Che la prima cagione non veggio tota Dante. Parad. Canto XX. Timidos mis operarios é inciertos sobre la determinacion que debian tomar parecia que aguardaban al tiempo para el desenlace de aquella tragedia. Creian que el peligro no era tan grande como generalmente se decia, de este modo estaban tan pronto dispuestos a dexar la finca, como a quedarse. Paso a describirlos, segun escrupulosamente los habia observado sus acciones en aquellas tristes y por siempre memorables circunstancias. Los cuatro operarios existentes eran el mayoral D. Francisco Cuello natural de la Guanavana, el boyero D. Ramon Martinez Hurtado natural de la gran ciudad de S.ta Maria del Rosario, el maestro de azucar D. Francisco Valenzuela natural de la muy noble Ciudad de S. Juan de Jaruco, y el mayordomo D. Pedro Freyre natural del Reyno de Galicia, y cabo rebajado del extinguido batallon de Malaga. Estos cuatro individuos por una rara casualidad, los cuatro jovenes, sanos, robustos, en la edad floreciente de la vida, temblaban al solo nombre del Colera morbo. El boyero sobre todo no lo disimulaba, con la mayor claridad lo decia. Hombre dedicado á la aparente devocion, y siempre con el Ave Maria Purissima en la boca, y persignandose a cada rato, era el que muy a menudo hablaba de la epidemia reynante. El tal Martinez habia anteriormente sido sacristan en una iglesia de extramuros. Era muy apasionado de rezar el Rosario a la Virgen, y explicar con el exemplo el sexto mandamiento de la Ley de Dios a los negras. A las que por una debilidad del sexo femenino eran dociles a su voz les daba el corto salario que ganaba. Reconvenido sobre esta predominante pasion, respondia, que como en el ingenio no habia Capellan, ni nadie que explicase la Ley de Dios, el se tomaba este encargo en las horas de descanso, y para que no se ofendiese a Dios ni con las obras, ni tampoco con las palabras. Me acuerdo que hallandonos todos reunidos un Sabado por la noche, y conversando sobre el punto unico y exclusivo de aquellos dias, el dicho boyero sin dar lugares a mayor discusion, salio con este exabrupto. No hay para que hablar sobre el Colera: está conocido, es un visible castigo de Dios. Esta muy enojado con nosotros, y harto de tantos pecados que se cometen en esta isla. Ha mandado esta enfermedad para que se acaben los amancebamientos, y sobre todo tantas mugeres mundanas que hay, y que acada [sic] paso estan tentando a los hombres a pecar." Este sermon improvisado por un hombre de las mas grasa [sic] ignorancia, y sin ningun principio, me causó bastante admiracion. Parecia otro enteramente diverso cuando se tansformaba en predicador. Los mismos operarios quedaban atonitos al oir aquella verbosidad en un hombre que en otras circunstancias era la misma ignorancia personificada, y que no sabia decir cuatro palabras. Parece que habia adquirido aquel particular modo de hablar durante su exercio de Sacristan, y con el trato continuo é inmediato con los Clerigos. Tanto es cierto que algunas ideas fuertes y energicas quedan de tal modo impresas en la imaginacion del hombre, que dificilmente se borran con el tiempo. El insinuado Martinez Desalentado a cada rato pasaba a mi cuarto para hablarme. Me acuerdo que al notar un aparato de muchas botellas de medicinas, ventosas, y demas armas para defenderse de aquel terrible enemigo, lleno de admiracion me dijo Bendito Dios! Ha pensado V. tanto en el cuerpo, y nada por su alma! Ha trahído tantas medicinas, tantos viveres para la enfermeria, y se ha olvidado lo mas esencial, las bulas y dos habitos de mi padre S. Francisco. No sabe V. el tesoro de indulgencias que se gana llegando a tener la dicha de ser amortajados con ellos. Nosotros dos los podemos necesitar, y si está de Dios, que hemos de morir de esta enfermedad, tendremos el gusto de ir al Cielo a gozar de Dios. Sorprehendido yo de aquella inesperada reconvencion pronto le contesté: que yo poco o ningun caso hacia que me enterrasen vestido o desnudo, en calzoncillos, o en manga de camisa, o que me tirasen en cualquier barranco: que confiaba ciegamente en la inmensa bondad del Redentor, sin necesidad de que me amortajasen con el habito de ningun Santo. No, no se venga V. con estas pamplinas, contextó. Lo mismo dicen todos los que no creen en Dios, ni cumplen con la Santa Iglesia, y ensartando muchos disparates terminó su sermon. Me encargó de mandarle a buscar un abito, unas bulas, y una vela bendita con algunas laminas, cuya lista original la guardo en mis papeles, y va puesta al fin de estos apuntes para ver los extravios de una imaginacion enferma por el temor. Parece que el desgraciado pronosticaba su triste destino. Le prometi q.e mandaria un expreso en busca de estos devotos reglones. Conozco que en estos apuntes refiero algunos incidentes, que en la actualidad pareceran á algunos frivolos y de ningun valor. Pero no lo seran, si se consideran aquellos dias de espanto y de terror. Estos mismos acontecimientos marcados con el sello del temor servian para desanimar y acobardar mas los animos abatidos. Era menester una filosofia sublime superior a las debiles fuerzas humanas, una total abnegacion de si mismo, una indiferencia para la muerte, y hacerse de este modo insensible y superior a todas las desgracias que pudiesen sobrevenir. Por mi parte yo hacia todo esfuerzo para que este hipocriton no hablase del colera, y particularmente con los negros. Observando que mis politicas reconvenciones no tenian ningun efecto, le signifiqué que prosiguiendo en su tema, lo despediria. Pero esta era ya una medida superflua. Ya todos mis negros participaban del mismo miedo que los blancos. Creian que el Colera habia sido trahido de Guinea por los negros bozales, a quienes los negros brujos del Africa se lo habian escondido en sus retorcidos pelos de la cabeza, vulgarmente llamados pasas: que lo habian llevado de intento para matar á los negros y á los blancos á un mismo tiempo. De este modo se vengarian del inicuo é infame trafico que hacian de sus compatriotas cerrandolos violentamente de sus hogares, y vendiendolos como bestias por su tamaño. En su limitado y tosco modo de expresarse, me parecía oirles repetir las palabras del siempre sublime Tacito. Boves, [mor] agros, postremo corpora servitio tradunt. Nos sacan de nuestra tierra, privandonos de los pocos recursos, pero suficientes que teniamos para vivir, nos quitan todo con quitarnos nuestra libertad. No nos quedan mas, que nuestros extenuados cuerpos y estos los venden al par de las bestias de carga. Y despues de una vida laboriosa y angustiada hemos de morir miserablemente sacrificados sobre el ara sangrienta del Colera-Morbo. Permitase á esta infeliz parte de la humanidad de repeticion de sus justas quejas. Tengan siquiera este triste consuelo en medio de las penas, que los oprimen. ==Primera aparicion del Colera, Mis Operarios se asustan== Huragan, huragan venir te siento En las alas del viento suspendido Vedle rodar por el espacio inmenso Silencioso, tremendo, irressitible En su curso veloz. La tierra en calma Siniestra, misteriosa Contempla con pavor su faz terrible Poesias de José M. Heredia la Tempestad Aguardando á todas horas la explosion, la llegada de cualquier operario para hablarme aunque fuese de asuntos indiferentes, me alarmaba. La mañana del dia 23 de Mayo me avisó el mayordomo con mucha sorpresa la siguiente novedad. Me dijo, que habia notado, que los negros estaban desganados dexando mucha comida en el caldero: que el no atinaba en que consistia esta inapetencia por estar la comida bien sazonada y nunca tan buena. Habia muchos dias que comian de fresco, matandoles algunos bueyes del ingenio. No me sorprehendio esta noticia. Segun mis observaciones ya el colera habia invadido el ingenio, y por momentos aguardaba la manifestacion de la enfermedad. Pronto conocí, que aquel desgano era efecto del trastorno del sistema digestivo a consecuencia de la impresion deleterea de la epidemia. Era el triste preludio, la vanguardia del exercito enemigo y sanguinario que debia matarlos. Con el mayor disimulo observé los semblantes de todos ellos, y tanto en sus operaciones, como, como en sus caras [sic] vi claramente estampadas las marcas del colera. Conoci que aquel subtilisimo veneno ya circulaba en la masa de sus humores. Acostumbrado a ver tantos colerico en los hospitales puestos bajo mi direccion, no titubée un instante en ratificarme en mi opinion reservada. Me callé, peró me creí sobre un volcan de fuego, esperando a cada rato la terrible esplosion y verme reducido a cenizas. Entonces experimenté en mi interior las mayores angustias al pensar que quiza no bolbiera a ver a mi querida familia, a estrechar entre mis brazos a mis adorados hijos. Culpable a mi mismo de haberme labrado aquella suerte tan desgraciada, de haberla buscado voluntariamente. Me parecia oir a mis oidos las tiernas palabras de mis dulces hijos, las instancias de mi amable Manuelito, cuando querian con sus inocentes manos detener mi salida para el ingenio. Sin manifestar ninguna alteracion en mi semblante, antes bien aparentando valor, hablé a mis cuatro operarios, y los cité á una entrevista secreta en el tejar. Al llegar, los encontré alli reunidos: estaban palidos, y al verme suspendieron su conversacion particular. Les hablé francamente entonces sin ocultarles el inminente peligro en que se hallaban. Les dije, que el colera estaba ya en el ingenio, y que conocia por mi triste experiencia, que muchos negros manifestaba señales muy patentes de hallarse invadidos. Añadi que un dia mas, un dia menos tardaria en pronunciarse, y que yo me creia privilegiado sobre los demas, para no participar de los estragos causados en otras fincas: que de intento los habia llamado reservadamente para hablarles, que los que temian, y no se hallasen con valor suficiente para permanecer, que se fuesen en horabuena; que bien conocia que todos me debian algunas cortas cantidades adelantadas, las mismas que pasada la epidemia las pagarian. Les signifiqué, que yo sentiria mucho, que sucediendo alguna desgracia, sus respectivas familias blasfemasen de mi por no haberles advertido a tiempo. Peró que si superiores al miedo determinaban acompañarme y participar de mi suerte en aquellos dias, me comprometía a pagarles los dias de la permanencia del colera a triple salario a cada uno, que comerian en mi mesa: que en caso de caer enfermos, no les faltaria nada teniendo en mi un compañero, un amigo dispuesto a servirlos y al mismo tiempo un medico pronto a asistirlos en sus males. Durante mis palabras conoci las emociones de sus pechos: las angustias se manifestaron en aquellas caras tostadas al Sol. Mirandose mutuamente como para consultar la respuesta, se detuvieron un rato sin hablar. No eran cuatro hombres vivos, eran cuatro cadaveres ambulantes. Despues de un breve silencio, el que habló en nombre de todos, como el mas elocuente, fué el boyero. Dixo que ellos estaban resignados con la voluntad de Dios, que eran Cristianos, y que habian nacido para morir. Observando en los semblantes de sus compañeros, si aprobaban lo que acababan de decir, anadio: [sic] todos estos Caballeros son de mi parecer. Despues de algunos ratos de pausa habló el mayoral, y con una voz tremula, y con los ojos colorados, y como humedecidos de lagrimas, dixo estas terminantes palabras. Impresas han quedado en mi memoria, y me parece de verlo todavia doblar un manatí alrededor de su cuerpo al tiempo que hablaba. ¿Que piensa V. S.r D. José de hacer? Determinado estoy pronto le contexté, a no desamparar el ingenio mientras durase la epidemia, y a sepultarme en union de mis esclavos, que por tantos años me habian servido tan bien. No tengo animos de pagarles con una ingratitud abandonandolos a su triste destino. Si está decretada mi muerte, en vano trato de huir de ella, a cualquier parte me encontrará. Habiendo yo acabado de hablar, contextó de nuevo el mayoral. Nosotros nos quedaremos para acompanarlo a V. pues ninguno tiene el valor de dexar á un amo tan bueno para con sus operarios. Pero me advertian, que al momento que yo dexase el ingenio todos se irian, y que yo no dexaba de conocer que ellos se exponian a morir junto con los negros, como habia sucedido a varios operarios. Debo de advertir, que el tal mayoral era muy hablador, alabancioso en extremo de si mismo, y se piguaba [sic] de instruido. Aparentando valor, que verdaderamente no tenia: No hay cuidado Caballeros, asi acabó su arenga, no tengan miedo, no es el toro tan bravo como lo pintan, que no nos falten buenas tajadas, buen vino de tapa larga; y poniendo su tosca y pesada mano sobre el hombro del timido boyero, no seas pendejo hombre, que venga el colera, que aqui lo estoy aguardando. Ojalá q.e fuese á lado de una Venus, de una bonita muchacha. Caballeros todo esto es nada, no se asusten, en peores lances me he visto yo durante mis correrias. El maestro de azucar Valenzuela, hombre de caracter pacifico, laborioso, y muy honrado, nada contestó. No manifesto señales de aprobar, ni de desaprobar la resignacion del boyero, ni la charlataneria del mayoral, solo prorrumpió en estas breves y expresivas palabras salidas de su corazon. Ay de mis pobres hijos! quien sabe si los bolberé a ver: y fixando las vista en el suelo no se le oyó decir otra expresion. El mayordomo, Español de nacimiento, y soldado que fué de extinguido batallon de Malaga, con los ojos bajos, con una voz apenas inteligible en vano se esforzo de disimular su miedo. Con voz tremula, y con el aspecto muy descolorido me dijo. Si los negros empiezan a morir, como debe de suceder por lo que V. nos ha dicho, yo no me quedo aquí. Despues de haberme retirado del servicio yo he venido a su casa a ganar la vida en clase de mayordomo, pero no he venido a morir miserablemente, ni á perecer de la peste. Puedo jurar por lo mas sagrado, q.e desde el momento que se habló del colera no he tenido un solo momento de sosiego. Quisiera mejor hallarme en la peninsula peleando con los Franceses, que hallarme en esta isla. Pero el que sobre todos los demas habló fué el bienaventurado boyero. Casi transportado por el divino entusiasmo, con los ojos vivos y penetrantes, y con una voz firme y sonora empezó á predicar. Ya no es tiempo de callar, dijo, la muerte está delante de mis ojos, y pronto he de dar cuentas a Dios de todas mis culpas. Lo unico que siento, no es mi muerte, sino que muero sin confesion, y sin el auxilio de los Santos Sacramentos. Soy Christiano y quiero ir a Matanzas a confesarme y pronto bolberé. Quiero tambien comprar el habito y las bulas, pues no quiero morir como un perro en esta inclemencia. En vano trató de encubrir la meditada fuga bajo el pretexto de la devocion, costumbre muy comun entre esta clase de fingidos devotos. Pronto los demas operarios conocieron su oculta intension, que lo que verdaderamente queria era salir del ingenio para libertarse del peligro, aparentando cumplir con la confesion. Excitados quizá por la embidia, o por aquella natural propension del hombre de creer menor el peligro cuando otros muchos participan de el. Es un consuelo triste á la verdad ver muchos padecer unas mismas angustias. Quien ignora que Solatium est miseris necios habere penantes Lo llamaron conversador, cobarde, y que no servia para otra cosa que para rezar con las negras. Avergonzado desistió de su proyecto, y se quedo con la condicion de mandarle a buscar el habito, y otros reglones. Me acuerdo que aquella noche el mayoral leyendo el juicio del Año 1833, en el Almanake, que tenia fixado en la pared de mi cuarto paró mucho su atencion en estos versos, que se hallan alli estampados Si las estrellas no mienten E yo no estoy rematado En el año treinta y tres Nos veremos apurados Paseandose despues por la casa de molienda, a cada rato salia para observar el cielo, y despues a la luz bolber a leer los versos, repasandolos muchas veces, para conservarlos en la memoria. Tanto yo como los demas operarios, que ya formabamos una misma familia, poco o ningun caso haciamos de aquel pronostico. Sin embargo el boyero paró su atencion sobre lo que decian las estrellas. Tambien el salia muy a menudo para observar el movimiento de las estrellas, y cerciorarse sobre lo que indicaban. Cual fué mi sorpresa, cuando a media noche estando recostado en mi cama, y meditando el cumulo de desgracias que pesaban sobre mi cabeza, oygo una gran ruido. Con el sueño ligero apenas pudo comprehender la confusion de muchas voces reunidas, que cantaban como en acompañamiento de muerto. Me levanto despavorido, abro la puerta, y hallo al hipocrita del boyero rodeado de una turba de negros. En aquella union se hallaba el timido maestro de azucar con una vela de cera encendida, y el mayordomo con el candil con grasa ardiendo. El boyero rezaba una oracion, que decia, que era muy secreta, y que muy pocos la sabian. Estaba echando con aquella misteriosa plegaria, anathemas y maldiciones al Colera, haciendo muchas estramboticas señales con la mano y con la vela, exconjurando y ordenandola de que saliese inmediatamente del ingenio sin causar daño a nadie. Preguntandole yo? [sic] a que parte la manda V.? En los profundos infiernos, dijo, en las tierras de los herejes, de los enemigos de Dios y de su santa Ley. Hizo cuatro cruces en los cuatro vientos. La noche no estaba muy clara, sin embargo se distinguian claramente las siete estrellas septentrionales, la nombrada Ursa mayor. Indicandola a todos nosotros, dijo, que aquellas marcaban los siete Sacramentos, y los siete pecados capitales. Indicando la via lactea, dijo que aquel camino tan visible lo hicieron los Angeles, cuando acompañaron a la Virgen Santisima al Cielo en compañia del S.r S. José y de los doce Apostoles: que aquel era el mismo camino por donde el Apostol Santiago bajó en España para pelear contra los moros. La ceremonia duró muy poco, a la que asistí con mucha compostura, y empezó despues a cantar un himno, que le llamaba Trisagio. Decia que lo habia compuesto el profeta Isaias por orden espresa del Señor contra las grandes calamidades, repitiendo a cada momento. A una señal que hacia el boyero con la cabeza, semejante á un director de orquesta, negros y blancos y todos repetian a una voz Santo, Santo, Santo como á un coro de Opera Italiana. Todos manifestaron señales de mucha satisfaccion por creer ya desvanecido todo temor con la expulsion del colera, en virtud del decreto fulminado. Yo mismo quedé admirado, y como complacido por el buen resultado que habia tenido aquella escena, que acababa de representarse. Yo mismo extrañaba conmigo mismo como habia podido acompañar aquella pantomima burlesca sin manifestar ninguna emocion, antes bien presentarme con devota compostura. Todo sucumbe al tiempo. Con los años se amortece el hervor juvenil, y sucede la calma de la vejez. El hombre no apetece otra cosa que el descanso, y puede con razon decir con el dulce Lista. Pasó el delirio de la edad primera Y ya temo el placer y cauto pido no la felicidad, sino el reposo Lista. Sonet. XXII ==La Tempestad== Ipse pater media nimborum in nocte coruscans Fulminia molitur dextra: que maxima motu Terra tremuit: fugere ferae, et mortalia corda Per gentes humilis stravit pavor Virgil. He dicho poco antes, que durante la ceremonia de la excomunion del colera fulminada por mi boyero, transformado en Sacerdote exorcista, el Cielo no estaba muy claro. Sin embargo no habia ninguna señal de tempestad. Algunas obscuras nubes se miraban magestuosamente caminar por aquellos inmensos espacios. Pero por la madrugada cambió enteramente de aspecto la naturaleza. Al presentarse los primeros crepusculos empieza a soplar un viento recio, aumentandose por instantes su violencia. Se obscurece el Cielo, gruesas y gigantescas nubes corren con rapido movimiento, y muy bajas. Un sordo y confuso ruido se oye desde lejos parecido á las olas enfurecidas de la mar, cuando ni el mismo Neptuno las puede apaciguar. Todas señales de proximo temporal. Copiaré ad litterem lo que he hallado escrito en el Libro o Diario del ingenio, del cual he extractado muchos apuntes que sigo refiriendo. El dia 20 de Mayo de 1833 el dia amaneció muy obscuro y lloviznoso soplando un viento Nord. Est. Las nubes muy gruesas parecian tocar las palmas en su rapida carrera. Aguaceros muy cortos. Oyense muchos truenos sordos por la parte del Sur, y se creyeron ya proximas las aguas. De repente se aumenta el viento impetuoso acompañado de fuertes torbelinos, arrancando muchas andanadas enteras de tejas de las fabricas, y llevandolas á una grande distancia. Varios arboles frondosos fueron transportados hasta con sus raices, y llevados á otro punto. Como a las seis de la tarde hubo un grande aguacero, que se precipitaba como un torrente sin ningun viento. Crecieron en pocas horas todos los arroyos á una altura increible: se llenaron de agua las fornallas, y toda la casa de calderas, y tanto los blancos, como los negros pasaron la noche en la casa de moliendas. Las rafagas de viento estremecian la casa, que parecia a cada momento, que iba a desplomarse. A media noche empezó a disminuir un poco la violencia, y solo se oía el ruido de la corriente del arroyo. Por la madrugada todo habia cesado. Creo que toda aquella extraordinaria conmocion de la naturaleza, que amenazaba destruccion era causada por la rapida marcha del monstruo. Parece que los elementos atemorizados por su vista estan en una terrible convulsion. Huyen á su aproximacion, y con su tempestuso ruido avisan a los mortales el peligro que los amenazan. Las historias de todos los tiempos nos avisan, que siempre á las epidemias les han precedido grandes revoluciones en la naturaleza. Luego ¿Si llegan a perturbarse las inmudables, las eternas leyes, que rigen el equilibrio del mundo con la llegada del basilisco Asiatico, que desgracias no debieran aguardar los timidos mortales. Parece que la total destruccion de la especie humana está vinculada con la existencia de este mortifero como sanguinario enemigo. Parece que ya habia llegado la funesta epoca de la vaticinada fin del mundo. (sic) ==Prosigue el mismo asunto== Fortem posce animan, et mortis terrore carentem Qui spatium vitae extremus inter munera ponat Naturae, qui ferre queat quoscumpe labores Nesciat irasci, cupiat nihil, et patiores Herculis aerumnas credat, saevosque labores Juvenat. Sat. 10 Por el movimiento tan rapido y tempestuoso de los elementos, por aquel diluvio tan inesperado, en que parecian haberse abiertas las cataratas del Cielo despues de la excomunion lanzada al colera, tanto blancos, como negros, quedaron estupefactos. Se persuadieron que aquel era un milagro evidente: que todo aquel huragan era la retirada precipitada del Colera, y de su sanguinaria columna ambulante. El mismo boyero Martinez estaba muy ufano, y se le notaba una cierta complacencia por el triunfo. Amaneció el dia y apareció el Sol muy brillante. Nunca se habia visto ni en el tinglado de la casa de calderas, ni en el secadero tantas moscas azules relumbrantes parecidas á las cantaridas, como en aquella mañana. En vano las espantaban de un punto,pronto bolbian en mucha cantidad. Novedad que todos observaron, sin atinar de donde habia salido este incomodo insecto. Lo consideraron como el precursor del las aguas. A mi no me causó ninguna sorpresa, por haber leido en un Memoria, que los mismo sucedia en el Asia. La aparicion extraordinaria de estas moscas es la prueba mas cierta de la invasion de la peste. A nadie manifesté mi opinion. Se distribuyeron los trabajos, como siempre, aunque mas tarde. Salen los negros a tumbar caña. En este mismo tiempo yo estaba hablando con el boyero, con quien tenia particular gusto en oir sus extravagancias. Queria persuadirme que ya no habia que temer por haberse ahuyentado el colera a consecuencia de la oracion secreta que habian rezado. Por no contradecirle yo fingia de creer, como tambien otras muchas historias milagrosas. Veo venir al negro Joaquin cargando con sus ombros a la negra Josefa. Esta desgraciada, joven, sana, muy bien constituida, fué acometida en el campo de evacuaciones, de fuertes dolores en las extremidades, rebolcandose en el suelo sobre la misma caña que ella misma acababa de tumbar. Al llegar á la enfermeria acuden los operarios para verla. A presencia de ellos se acaban de pronunciar los demas sintomas funestos del Colera Espasmodico. Se le obscurece la cara, con el mortifero azulamiento, se le reconcentran los ojos, y con su voz sepulcral empieza a pedir Agua. Le dispuse una pocion tonica, ventosas sajadas en el abdomen, sinapismos fuertes y mucho abrigo. Al observar la enferma los esfuerzos q.e se estaban haciendo para libertarla de la muerte cierta é inevitable dijo estas precisas palabras. Josefa no va á tumbar mas caña: Josefa va á morir. Sea por efecto de la medicina que tomó, sea por el curso natural de la enfermedad, se disminuyeron los atroces calambres, sucedió una calma engañadora. Persistieron siempre los mas funestos sintomas, como la voz sepulcral, la grande postracion de fuerzas, la cara como pulvurulenta, la maceracion de las manos. No creí aquella mejora, en mi mismo reservadamente pronostiqué la muerte por no ser un alivio verdedero. [His], quae non secundum [rectionere] levant, non aportet valde credere. Hippocr. Aphor. Pronto sucedió la muerte. En menos de cuatro horas del estado de salud pasó al de cadaver helado. Me acuerdo que mientras se estaban empleando los expresados remedios para su curacion acudieron muchos negros movidos de la curiosidad para verla. A pesar de mi silencio con todo estudio guardado, todos pronunciaron que era el colera. Habian oido decir á los mismos operarios que los enfermos se ponian con la cara azul, y con los ojos muy chiquitos. Decian, de este mismo modo han muerto los negros de D. Agustin Dominguez, vecino colindante. Hubo negros que francamente confesaron haber pasado clandestinamente en el expresado ingenio para observar con sus ojos que era el Colera, y como morian los negros: que en su consecuencia habian buscado varias yerbas para preservares de sus ataques. Estos testigos fidedignos unanimemente declararon, que la enfermedad de la negra Josefa era el colera. Para acreditar lo que decian nombraron varios negros conocidos muertos victimas de la epidemia. [Con su tosca] elocuencia relataron lo [horrores que vieron... (faltan algunas palabras)] deseo insaciable de pedir [agua, pareceria cierto] que en [mi casa] perecerian muchos del mismo modo. Manifestando mucha simpatia por la desgraciada muerte de la negra Josefa se miraban en sus caras marcado visiblemente el terror que los devoraba. Pero el boyero Martinez por ningun modo quiso nunca creerlo por haber conjurado al Colera en el modo mas terrible. Habia empleado unas palabras misteriosas, que se hallaron escritas en el Santo Sepulcro de Jerusalem, y que nunca habian fallado: Decia que aquella inesperada turbonada era la senal mas cierta de la salida del colera. Entonces yo aproveché de aquella ocasion, y para disipar el miedo que notaba en todos ellos, apoyaba con muchas razones frivolas lo que sostenia el boyero. Les decia la muerte de la negra Josefa no es del colera por haberse retirado ya a consecuencia de la oracion que ha rezado el boyero, y que los mismos elementos lo habian manifestado, huyendo como despavoridos. Algo se consolaron los ignorantes y credulos negros. Creian que la [falta una palabra] practicada por el boyero [faltan unas palabras] de su modo de pensar. El maestro de azucar D. Francisco Valenzuela no quiso prestar credito a mis razones. Palido y como un cadaver ambulante, olvidandose enteramente de la casa de calderas, y del azucar que estaba elaborando, estuvo siempre inmediato a la negra hasta los ultimos momentos. Con sus manos tremulas ayudaba al enfermero en aplicarle los sinapismos, y darle las fricciones, manifestando un grande interes en aguardar la terminacion de aquella tragedia. Habiendo visto el desgraciado fin y en tan corto periodo, me dijo estas terminantes palabras. Usted D. José es medico, y dice que no es el Colera? Usted lo debe entender mejor que yo. Sin embargo yo le digo, que si no es el Colera, es otra enfermedad parecida á ella, y tan mala o peor que el mismo colera. De este modo he visto morir muchos en la Habana [falta una hoja, con dos caras, la 99 y la 100] ==Determinacion de mis operarios== Nemo e ním justus efse potest, qui mortem, qui dolorem, qui exilium, que egestatem timet, autqui [raguae] his sunt, aequitati ante ponit Cic. de Affic. Lib 11 Cap. 3 Acobardados mis operarios por la representacion de la primera tragedia, cuyo desenlace fue la muerte de aquella negra, conocieron entonces el peligro. Se arrepintieron de la imprudente palabra que dieron de quedarse en el ingenio, y acompañarme durante los calamitosos dias de la permanencia del colera. Despreciando todo miramiento, y solo escuchando la imperiosa voz del miedo, forman todos cuatro una estrecha union, comiendo, bebiendo juntos, y durmiendo todos en una misma pieza, apartandose enteramente de mi trato é inmediata comunicacion. Me creían apestado y pronto a contagiar á los demas. No pudiendo disimular por un tiempo su determinacion, y deseando salir lo mas pronto de aquel mal paso, todos cuatro se presentaron en mi cuarto, y casi hablan todos cuatro á un mismo tiempo. Despues de manifestar que no pueden olvidar el peligro que corren permaneciendo en el ingenio, dicen: Usted como hombre de bien no puede negar, que la negra Josefa murió del colera. Les respondí francamente, que así era, que por el mismo motivo les habia hablado de antemano, que eran unos hombres libres, que yo a nadie obligaba, y que determinasen lo que mejor les pareciese. Les insinué no manifestasen nada a los negros pues temia que huyesen al monte, y ser entonces mayores los estragos: que mi intento era persuadirles, que no existia el Colera en el ingenio, y tenerlos tranquilos y sosegados. Me acordaba, que esta negra siempre que se presentaba el tiempo de su periodo padecia violentos dolores colicos acompañados de muchas contorsiones, y todo terminaba en una diarrhea espontanea. Aparentando de hallarme muy incomodo con las depravadas costumbres y desarreglada vida de Josefa, empiezo a decir delante de mis negros en alta voz. Que otra cosa debia esperarse de las correrias de esta negra que los dolores, y las evacuaciones que tiene: ya estará contenta. Cansado estoy de amonestarla de no hacer disparates, no ha hecho ningun caso de mis consejos, suya es la culpa. Como todos los negros sabian su indisposicion antigua por verla varias veces en la enfermeria. No sabiendo hacer comparaciones entre la primera y la ultima enfermedad creyeron ciegamente lo que oian. Pronto conoci el buen efecto que habia producido mi insinuacion. Ocho famos negros casi todos de casa de calderas, ya dispuestos a hacerse al monte, unico asilo de infelices, esclavos, se quedaron continuando en sus respectivos trabajos. Sin embargo con bastante mortificacion mia lo confieso, fui un mero expectador de esta primera muerte. Lo mismo me sucedio con los muchisimos coléricos que asistí en Matanzas devorados a mis ojos por esta fiera. A pesar de mis esfuerzos en ocultar su triste terminacion, comunicase en pocas horas la infausta noticia a todos los negros de finca, y vecinos inmediatos. Me acuerdo que el carretero, habiendo llegado para cargar las carretas para Canimar, las dexo cargadas a la puerta del secadero, y reuniendo los bueyes se fué para su casa corriendo a toda prisa. Todos tiemblan aguardando por momentos verse invadidos, y morir irremisiblemente. Mis operarios todo lo observan y al parecer se manifestaron como indiferentes en lo que estaba pasando, viviendo constantemente aislados de tratar con los negros. Pero esta fingida indiferencia pronto terminó y el miedo aumentó sobremanera cuando al dia subsecuente vieron caer de repente como herido por un rayo un famoso negro Gangá llamado Nicolas. Estaba llevando un poco de cogollo para el caballo del mayoral, y caminando con un paso muy lento. Cae tendido en el suelo: ningun vómito, ninguna evacuacion, sino una convulsion general parecida a un accidente epiléptico. Se le obscurece la cara con un color livido azul, las manos arrugadas, la cara alterada, los ojos muy diminutos y reconcentrados, y la voz aflautada pidiendo agua. Todo este funesto aparato de una muerte rapida y cierta fue cosa de menos de cuarto de hora. Parecia que una mano oculta lo precipitaba al sepulcro. Yo mismo a pesar de haber querido aparentar una cierta sangre fría, no pude dejar de indicar mi grande sorpresa. Porque debo ocultar la verdad, particularmente refiriendo hechos que nunca se borraran de mi memoria? Me confundió aquel golpe tan rapido y repentino. Llamo al momento al mayordomo enfermero para que me ayudase a socorrerlo. Este se negó alegando hallarse muy indispuesto del estómago, y temer que le hubiese acometido la epidemia. Con el auxilio de un negro se le escarificaron sus ventosas en el estómago y se le administraron otros varios remedios pero todo fue en vano. En menos de dos horas ya era cadaver, habiendo desaparecido todos los accidentes convulsivos una media hora antes de expirar. Me acuerdo que muchos negros rodearon al difunto compañero. Todos expresaron claramente en sus aspectos las angustias que interiormente experimentaban, casi presagos de la desgraciada suerte que les estaba reservada. Supe despues que al tiempo de inhumarlo le cortaron las pasas (el pelo). Las guardarian quiza como especifico contra la epidemia. Por hallarme solo, y sin las fuerzas necesarias para un trabajo tan improbo, y sin poder contar con ninguno de mis acobardados operarios, mandé a Matanzas en busca de otro enfermero. Vino al otro dia. D. N:M:M: el nunca bien ponderado Marques del Agua fuerte, y Vizconde del Chiringuito. Este ilustre individuo descendiente, segun decia de una familia de Grandes de España, acababa de ser ignominiosamente echado del hospital Militar. Era muy devoto de Santo Tomas, y amigo de levantar el codo para mirar las estrellas. Aprovechando los momentos de lucido intervalo, que no eran muchos, ni de larga duracion por estar durmiendo la mayor parte del dia, mandé que sangrase algunos negros, los mismo que a mi parecer necesitaban de aquel poderoso auxilio. Se verifica la operacion. En algunos sale la sangre líquida, roja y con bastante violencia: en otros corre con mucha lentitud y se detiene. En vano el ilustre Phlebotamiano dilata la scissura para facilitar la expulsion. A los bordes de la incision se presenta una sangre carbonizada y espesa. Mando aplicar unos paños empapados en agua hirviendo: nada se logró. El coagulo estaba en los troncos principales, en los horganos centrales. En otros me ví precisado a sangrarlos en la mano previa la inmersion por largo tiempo en agua caliente [¿sinapisada?]. Yo mismo practiqué aquella operacion manual, por el susto, que tenia el esclarecido profesor Sacamuelas. Muchos dieron una buena sangre aunque espesa, y renegrida y en otros se observaba la parte roja separada de la serosa. Observé que todos los que se quejaron de grandes vahidos de cabeza, de extrema pesadez en las sienes se aliviaron en aquel mismo momento. Pero á las pocas horas se quejaron de la misma dolorosa incomodidad. Algunos decian, que tenian una sombra delante de los ojos, que miraban una cosa prieta y colorada. En estos la sangria aunque copiosa no les causó ningun alivio. Habiendose parado la molienda desde el momento en que murio el enunciado negro Nicolas, no pensé en otra cosa, que en el modo como poder libertar á algunos de las garras de la muerte. Suspendí absolutamente todo trabajo: a todos se les daba naranjadas a pasto, habiendose colocado para el efecto varias hormas llenas este liquido en la casa de molienda. Todos comían arroz con carne fresca y una taza de café muy ligero. Todos se hallaban bien vestidos, y abrigados, sin permitir ninguna clase de castigo, ni de amenazas, viviendo pacificamente como amigos y compañeros mios. Por la tardecita con el fresco a cortar una corta cantidad de cogollo para las bestias, y esta operacion era mas bien para que respirasen el ayre del campo, e hiciesen un exercicio moderado. Con este metodo dietetico acompañado de una rigurosa limpieza practicada en los bohios, se reanimaron aquellos abatidos espíritus. Todos se manifestaron agradecidos a mis cuidados, y dieron señales evidentes de alegria. Deberse exceptuar unos pocos negros, que estaban muy tristes. Temian la muerte por no perder algun dinero que habian dado á usura, o lo tenian sepultado, y tambien algunos cerdos, que estaban criando. Me suplicaron que bolbiese a moler por tener todos muchos deseos de beber guarapo. Por hallarse mucha caña arrimada á la casa de molienda, el dia de la muerte del negro Nicolas, condescendí con el general deseo. Con bastante satisfaccion mia buelvo a ver empezada la interrumpida molienda. Ignaro ahimé del mio destin futuro ==Sigue el mismo asunto== Comme tutta di brume e di speranze Si resge, e si mantiene nostra natura Pindemonti. Poes. Campest. Al ver mis operarios empezada de nuevo la molienda, y los negros muy contentos llegaron a creer que el peligro se habia disipado, tanto mas que las muertes no habian seguido. Temian de perder su colocacion, y verse despedidos por haber faltado a lo que libremente se habian comprometido. Fluctuando entre el temor y la esperanza no se atrevieron a declarar francamente sus intensiones. Permanecieron in statu quo. Ya no tenían tanta reserva, se aproximaban a mi, y a los negros. Desgraciados. Pronto se desvanecieron todas las esperanzas. A las doce de la mañana del Domingo de Mayo 26/1833 se empezó a moler entre el cantico usual de los boyeros arriadores del trapiche. A porfia los cargadores de burro llevaban animando a los metedores para que pronto se acabase la caña vieja arrimada. Mientras que esto sigue en este orden, se para el trapiche para mudar la cuadrilla de bueyes del cuarto de prima. Toca la oracion. En este preciso momento es acometida de vomitos y evacuaciones una negra joven llamada Narcisa. Parece que los toques de la campana fueron los de la ultima agonía de aquella desgraciada. Mientras que con la mayor promptitud se le aplican algunos remedios, caen con los mismos sintomas seis negros, cuatro del trapiche y dos de la casa de calderas. Estos dos ultimos estaban casi enterrados dentro de los enizeros, acalentandose para buscar algun alivio a sus males. Se siguen empleando varios recursos para salvar, o aliviar los atroces dolores. Todos siete se quejan amargamente de los dolorosos calambres dando gritos muy penetrantes. Quedé como pasmado cuando observo que ya acababan de expirar entre mis manos dos de aquellos infelices. Yo mismo les estaba dando con una escobilla unas friegas en la columna vertebral. Parecian despues de muertos que me estaban mirando, teniendo los ojos fijos en mi persona. Con dos negros transformados en practicantes estube empleando los debiles, los inútiles / permítaseme esta expresion / recursos del arte. Ventosas sajadas en el abdomen, sinapismos, frotaciones aromáticas y volátiles bebidas tónicas y estimulantes en unos y pociones gomosas en dos de ellos por ser demasiado robustos. Todo, repito, fué absolutamente inútil. Entonces conocí claramente que la muerte había cubierto mi finca con su horroroso manto. Por la mañana habia seis muertos. Para aumento de mi triste situacion, los dos negros con los honores de practicantes mios, alarmados á la vista de la rapida muerte de sus compañeros se quejan de dolores cólicos. Apenas habian dicho, cuando ya se habian manifestado los vómitos, las evacuaciones, los calambres, y demas sintomas funestos. A las diez de la mañana habia fallecido uno. El otro escapó por milagro. Un negro mio se vanagloriaba de haberlo salvado de la muerte dandole a beber de un solo tiro un vaso muy grande de aguardiente, que lo dexó en un estado soporoso. Se despertó inundado de sudor y mucho mejor. El mismo remedio se practicó con otros, y les aceleró la muerte. A la vista del horroroso cuadro que estoy trazando se acobardan todos los negros, y el miedo de los cuatro operarios llegó á su máximun. Entonces mandé a parar el trapiche hallándose todavia la caña puesta entre los dos tambores en acto de exprimirse, y mucha caña arrimada. Suspendí por segunda vez la malhalada molienda. Se sueltan los bueyes, se dexan a su entera libertad, para que vivan pastando en los cañaverales reducido a potreros. Por un instinto natural, y por la fuerza de un largo y continuo uso, por la tarde llegaron al batey del ingenio algunos de esos utilísimos animales. Se detienen enfrente de la casa de molienda, empiezan a mugir, casi extrañando aquella quietud y descanso del ordinario trabajo. Fueron al puesto ordinario donde estaban acostumbrados á enyugarlos, aguardando a que los empleasen como antes con la acostumbrada paciencia. Observaron mis negros que eran de los bueyes pertenecientes a la cuadrilla del trapiche. Hallándose llenos de miedo, explicaron a su modo, que aquella era una señal de muy funesto presagio. Pensaron que los bueyes vinieron a llorar la muerte de sus compañeros los boyeros del trapiche. En vano traté de disuardirles sobre este particular alegando varias razones, a las que no prestaron crédito ninguno. Me acuerdo que un negro muy inteligente llamado Mateo, me sostuvo a mi barba, que no solo habian venido a llorar la desgraciada suerte de sus compañeros, sino que habian claramante Pascual y Canuto. Tanto bastó para que estos dos negros desde aquel momento se creyeron víctimas de la muerte, absteniéndose de comer, y entregandose á la mayor pesadumbre. El vaticinio de mi negro Mateo acabó de desanimar á los negros, y á los blancos, y sobre todo al muy noble, y esclarecido Sangrador. Este ente, por todos los títulos despreciable a pesar de su muy noble y elevada cuna (por lo que el decia) habia ocupado la plaza de sangrador en el hospital militar durante el cólera morbo. Por hallarse casi siempre montado sobre las nubes por efecto del Gas hidrógeno que tenían en la cabeza, poco o nada trabajó durante aquellos aciagos dias, por haber otro desempeñado sus obligaciones. Asi fue, que manifestó la mayor cobardia al presenciar las muertes de mis negros en el modo tan rápido é impensado, como acabo de relatar. Era tanto el miedo que le temblaba la mano hasta para aplicar algunos sinapismos. Consecuente á este temor no quiso por ningun motivo quedarse en el ingenio. En vano le supliqué para que me acompañase en clase de amigo, prometiéndole una generosa recompensa. Tu quoque me disenis le dije las tiernas palabras, que dirigió Agrippina antes de morir a su amiga. Nada lo hizo desistir de su determinacion. Confesó ingenuamente su miedo, y que no tenía valor para nada. Si el maldito Sangrador se hubiese ido en aquel mismo momento, no habría causado ninguna novedad; pero lo peor que hizo, y lo que nunca le perdoné, fué hablar clandestinamente a mis operarios, y con varios negros. Les manifestó a todos el precipicio en que se hallaban pronosticandoles una muerte cierta e inevitable siempre que permaneciesen en aquel ingenio apestado. Yo he sido sangrador en el hospital militar y de caridad decia, y he pasado el cólera allí, visitando este mismo D. José Yarini los enfermos por ser el médico de ambos hospitales. Nunca he visto morir á los enfermos tan repentinamente, hablando y comiendo como a estos negros. Si Yarini ha escapado del cólera en la ciudad, apuesto mi cabeza, que le dará en su ingenio, y lo enterraran junto con sus negros. Decia tambien que el cólera en Matanzas habian sido un grano de anís en comparacion del de Guamacaro. Por una casualidad apercibí lo que hablaban en secreto. Estas razones aumentaron en aquellos ánimos justamente abatidos, el temor de participar de la misma suerte de mis negros. Entonces se decidieron a abandonarme, ratificandose en el proyecto que habian pensado de dexarme entregado á mi destino, y en la mas espantosa soledad. Lo que me habia acontecido hasta entonces era un puro nada en comparacion de lo que estaba reservado. Todavía se conmueve toda mi naturaleza con la relacion de la triste historia de mis penas. Ahora es cuando ellas empiezan a angustiarme. Hor insomincian le dolenti note A farmisi sentire: hor son venuto Lá doce molto pianto mi percuote Dante Inferno Canto V. ==Se ausentan mis operarios, Muerte del Mayordomo== Temeraria ilusion ! loca esperanza Atajar la muerte en su camino A mi que sorda soy qual la venganza Y aun mas inexorable que el destino Quintana. Oda. Resueltos mis cuatro operarios a huir de mi finca, y libertarse del cólera, determinan seguir todos cuatro un mismo rumbo, participar de una misma suerte. Habían conservado entre ellos la mas perfecta amistad y harmonía en todo. Para reanimarse y socorrerse mutuamente, vivian en una misma pieza sin nunca separarse uno a otro. Parece que confiaban, que el monstruo no se atrevia atacarlos por hallarse juntos. Pasaban el dia entero sentados como poltrones inmediatos á una pequeña hogera [sic] encendida y siempre permanente, en la que quemaban gajos de naranjos, o de almácigo. A cada rato se levantaban, poniéndose en piés sobre de aquel denso humo, respirando, y saturando sus vestidos, con aquellos vapores. La misma hoguera tenia siempre en el cuarto, o aposento parecido mas bien á un horno, cuyo calor excesivo era capaz de ahogar a cualquiera. Para hacerse impenetrables al aura colérica llevaban la frente tapizada de parches de hojas de salvia y de tabaco con sevo, la cabeza aforrada con un gran pañuelo empapado en aguardiente de islas. El pescuezo estaba adornado con un rosario de cabezas de ajos, comiendo a cada rato de este indigesto vegetal. A cada rato se encuajaban la boca con aguardiente alcanforado, lavandose las manos y la cara con el mismo. A cada rato se daban reciprocamente friegas secas, o con aguardiente por todo el cuerpo. De noche rezaban el Rosario usando de las cabezas de ajos que llevaban suspendidos para marcar el número determinado de los Aves Marias. A cada rato anadían la rogativa, que habian compuesto el boyero para el efecto. Por su originalidad la conservo, y era la siguiente: Del Cólera Morbo y de las tentaciones de la carne liberamus domine. Al rezo siempre se les agregaba algun negro atrahido mas bien por la golosina de algun bocado de comida, o algun tabaco, que solian darle, que por la devocion. Este ignorando el sentido de las palabras empleadas en aquellas preces, o no rezaba nada, o decia muchisimos disparates, lo que algunas veces causaba risa. Generalmente en medio del rezo se oian los profundos suspiros, que entre todos exhalaba de su pecho el muy afligido maestro de azúcar. Verifican finalmente el plan que habian fixado entre ellos. Sale el primero de todos el mayordomo D. Pedro Antonio Freyre. Entra en mi cuarto, y despues de haberme saludado me dijo que hallandose sin ninguna ropa limpia iba a buscarla: que pronto bolberia por hallarse inmediata al ingenio la casa en donde le lavaban. Apenas podia hablar ocultando su confusion y miedo, y casi sin mirarme a la cara me pidio un poco de dinero para pagar lo que debia a la lavandera. Pronto conocí su intencion y olvidándome del mal pago que me daba, compadecí su suerte. Le di un doblon de a cuatro. Yo no soy, le dije, tan ignorante como V. se ha pensado. Conozco su intencion, que V. sale para no bolber mas. Claramente le hablé en union de los demas, que eran libres para hacer lo que querian. Me habria debido avisar en tiempo para poner otro en su lugar pues ahora hallo dificil el encontrarlo. Nada me contestó, muy cabisbajo se despide de mi, y de sus compañeros. Sigue su camino a pié para el embarcadero de Canimar. Se presenta á una lancha proxima para salir para Matanzas. Quiere aprovechar de aquella oportunidad: lo admiten a bordo. Casi el poner el pié sobre la lancha sea por efecto del movimiento fluctuante de las aguas, sea que ya llevaba el germen de la mortífera enfermedad, le acometen violentos vómitos. Se asusta el patron, y sospechando que era el cólera, pronto lo desembarca. Apenas llegado a tierra, y echado miserablemente en el suelo le acometen todos los síntomas mortales, y alli mismo sobre el mismo embarcadero muere. Fue miserablemente enterrado al borde de aquel cenagoso rio, y casi medio insepulto. Era de estatura regular, y de buena presencia, y en sus operaciones nada indolente. Varias veces me significó que era sobrino del famoso General D. Manuel Freyre que por sus muchas calaveradas y siempre por causa de mugeres se habia visto obligado a esconderse, y que por este motivo su tío lejos de protegerle, lo habia forzosamente embarcado para las Américas. Me decia: me he hallado en la Peninsula en varias acciones, y no he temblado tanto a la vista de la caballeria Francesa, como á la vista de sus negros enfermos. No lo puedo negar, estoy mas muerto que vivo. Prescindiendo de los vicios peculiares á los soldados, como era el usar expresiones indecentes y deshonestas a cada momento, era franco, muy pronto a servir, y dispuesto a todas horas á cuanto se le mandaba. De carácter taciturno, de modales groseros y asperos, pero honrado y exacto en el cumplimiento de sus obligaciones. ==Muerte de mi Mayoral== Mors et jugacem perseguitur vivum Nec pareut imbellis juventae Poplitibus, timidoque tengo Horat. Lib. III Ode II Era mi mayoral un tal D. Francisco Cuello, natural de la Guanávana, de una construcion Atlética. Era aquel mismo hablando del cólera habian dicho á sus compañeros, que no tuviesen cuidado, pues el toro no era tan bravo como lo pintaban. Era aquel mismo que habian dicho, que no faltan buenas tajadas, y venga el cólera arrimado a una buena moza. Este mismo individuo tan valeroso al parecer no pudo disimular su pánico terror. Buscando algun pretexto para encubrirlo llamó la tarde anterior a su salida a todos los negros reservadamente: Les significó su pronto salida por causa de la mortandad de los negros, y les persuadió se fuesen lo mas pronto posible al monte. Les encargo que no se durmiesen muy juntos sino separados y bajo [falta una palabra] muy grandes, y que no se llegasen nunca al ingenio si querian libertar sus vidas. Les aseguró que yo me moriria muy pronto, o al verme solo en aquel desamparo me huiría a Matanzas. No fue menester mucho trabajo para persuadir a aquellos tímidos negros, para que verificasen lo que de antemano habian premeditado. Pronto desaparecen varones y mugeres cargando consigo sus inocentes hijos á esconderse en la loma llamada del Retiro: lugar muy elevado, y de bosque alto y espeso. Pronto supe esta novedad, la q.e me causo bastante inquietud temiendo los daños que haria a los vecinos aquella turba errante de esclavos fugitivos. En este mismo momento se presenta mi mayoral delante de mi cuarto montado en su extenuado rocinante. Venia a participarme que se habian ido todos los negros al monte, exceptuando dos o tres y mediante á no tener gente á quien gobernar se iba para su casa. Me advertía que necesitándolo lo mandase a buscar en la taberna de la Guanávana por vivir cerca de ella. Su cara era muy pálida, la voz trémula, la vista turbada y casi en un movimiento involuntario de todo su cuerpo como un hombre que padecía. Conocí que apenas podía hablar, y que su respiración no era libre, efecto de aquel subtilísimo veneno, que ya estaba minando su naturaleza. Despues de muy pocas y breves razones se fué. Pronto buelve, y queriendo aparentar por fuerza un valor, que habia perdido, me dijo: Hace U. muy mal en quedarse en el ingenio en medio de tantos muertos, y de los que vayan muriéndose. Mejor que se vaya U. para Matanzas, yo daré muy á menudo mis vueltas, y le avisaré cualquiera novedad, porque si se queda en este hospital apestado, se morirá sin remedio. No pudiendo disimular mi indignacion no por su salida, sino por haberme echado los negros al monte para tener pretexto como cubrir su salida, le dije que le daba las gracias por su buen consejo, que si me moria poca falta hacia yo, y que el [¿platanar?] estaba listo para que me enterrasen allí, que lo unico que sentia era la ida de mis negros al monte por los daños que podrian hacer a mis colindantes. Alegando entonces Cuello algunas frivolas razones sobre el particular, se despidió, y se fué. Para colmo de su bajo proceder se lleva consigo a la negra Isabel, que le servia de cocinera. Le indica de antemano el camino real, y el punto fixo en donde debia aguardarlo. Le persuadió á la infeliz negra, que yo al momento abandonaría la finca por no morir, y que se fuese con él para bolber cuando se acabase la epidemia, y estuviesen todos los negros juntos. Esta esclava ademas de ser muy torpe de entendimiento, ignoraba el camino que le habia indicado por no haber nunca salido del ingenio desde que vino de Guinea. Condescende con la insinuacion del mayoral. Se pone en camino, no atina con la seña dada, y se confunde divagando entre las muchas y tortuosas veredas que encuentra. Camina por el bosque extraviada en el laberinto de tanto elevados y frondosos árboles. Cansada por la fatiga, y devorada por el hambre, pasó seis dias alimentándose con naranjas agrias, guayabas silvestres y verdolaja. Exausta por el excesivo cansancio cae en el suelo casi moribunda. Por un acto de la divina Providencia que con ojo vigilante y compasivo mira á los desgraciados mortales en el momento en que se hallan abandonados, y los socorre como una tierna madre en las mayores angustias. Ella tempera i venti favore dell'agnello recentemente tosado. Dat nivem sicut lanam. En esta deplorable situacion un negro zimarrón esclavo del Cap.n D. Manuel del Junco la encuentra. Movido de compasion o de aquella natural simpatia la lleva en el mas espeso del monte casi moribunda a su rancheria. Le dá de comer sus groseros y silvestres alimentos. Reaninimada un poco le suplica que la buelva a su casa significándole que ella no era zimarrona. Condescende aquel negro con sus súplicas, y cargándola sobre ombros la lleva a mi finca, y me la presenta, refiriéndome toda la historia. Remuneré la accion generosa de este compasivo esclavo, y le ofrecí de ser su padrino, o defensor para merecer el perdon de su fallo con el Amo cuando determinase de bolber a servirlo. Me pidió aguardiente y sal, y nada mas. Le dí gustoso cuando pedia y algo mas. Desaparecio de mi vista para esconderse de nuevo al monte. Llega Cuello a las inmediaciones de la Guanávana ya próximo a su casa. Se considera en el puerto de salvacion. Excitado de alguna pena interior se arrima a la taberna a beber alguna cosa espirituosa. Apenas habia andado un poco de camino cuando es acometido de atroces dolores. Por la fuerza de los calambres, no pudiendo mantenerse a caballo, pierde el equilibrio, cae de golpe a tierra. Alli le acomete la sanguinaria enfermedad, cuyo mortífero germen ya llevaba consigo cuando dexó la finca. Revolcándose en el suelo, e inundado de sus mismos vómitos y evacuaciones, estaba como una bestia en medio de aquel camino real expuesto a las violentas insolaciones de aquellos dias. Presentaba el mas triste espectáculo a los muy pocos transeuntes. Estos sordos a la natural compasion; se apartaban huyendo a galope tendido por miedo del contagio. En pocas horas terminó su existencia en el mayor desamparo, y privacion de todo recurso humano y divino. Nadie se atreve a enterrarlo temiendo se comunicase la peste con el inmediato contacto del difunto. Fué preciso que un pariente suyo entregase a dos negros el machete de plata que llevaba a la cintura. Era aquel mismo que yo le habia comprado en recompensa de la confianza que me prometió hacerme durante el cólera. Con esta prenda se hicieron pagos aquellos dos negros ya superiores al miedo por el sórdido interés. Lo sepultaron en el campo inmediato a su casa. Quemaron allí mismo la albarda, y los pocos efectos que llevaba. Era hombre como de treinta y cinco años de edad, alto, robusto, voz muy bronca, color trigueño, muy altanero, hablador y muy alabancioso de si mismo. Sin embargo era de buen corazon, integro y honrado en el manejo de intereses agenos, activo, laborioso y muy vigilante. La escena que acabo de describir de mi mayoral y su desgraciado desenlace, es mucho menos horrorosa, que la que va a representar el infeliz boyero. Egiacerafsi in terra Languente afflitto, abbandonato, e un sorso D'acqua non vi sara gli pur gli porga Maffei ==Muerte del boyero== Non odi tu la pietá del su canto Non vedé tu la morte che'l combatte Su la fiumana, ose'l mar non a vento Dante, Inferno, CIII De resultas de la combinacion que habian formado mis operarios para irse en cortos intermedios uno despues de otro vino a despedirse. Supe que todos ellos habian combinado hallarse en un punto determinado. Se presenta el boyero como al cuarto de hora de haber salido el mayoral. Ojalá que se hubiesen ido de una vez todos juntos, me habrian libertado de una repetida incomodidad. Por una fatalidad, al tiempo que Martínez estaba disculpándose con una voz muy humilde, que le dispensase su precipitada salida sacan de mi cuarto el cadaver del negro Guillermo. La historia lastimosa de la muerte de este negro pronto la relataré. La vista inesperada de aquel negro muerto, de aquel mismo que era su favorito y a quien habia con la mayor paciencia enseñado a rezar varias oraciones lo consternó sobre manera. Repitiendo varias veces con el acento de un dolor muy penetrante ¿con que se murió Guillermo? se murió mi buen negro Guillermo? manifestó el mayor sentimiento. Se apeó de su caballo, y se sentó. Su cara naturalmente de color amarilla, era de un verdadero difunto, su lengua trémula, y con las piernas en un movimiento contínuo. Me pidió café muy caliente, y despues una copita de vino generoso llamado del Priorato: todo se le dió al momento. Se reanimó, y recobradas un poco las fuerzas buelbe a delirar sobre el Cólera. Prosiguió con su tema favorito, que todas aquellas desgracias eran un castigo de nuestras culpas. Decía que se morian tantos negros por no tener los hacendados Oratorios ni Capellanes como antes, para administrar los Santos Sacramentos, y conservarse los Santos Oleos, ni se ensenaban a los negros la ley de Dios, que aquel era un terrible castigo de Dios, y porque no se guardaban las fiestas de precepto, ni los dias de dos cruces. No le contexté ninguna palabra siquiera por tener mi espíritu ocupado en otras distracciones para prestar atencion a sus palabras. Incómodo por la indiferencia que notó en mí a sus avisos, animado como de un valor sobrehumano se transformó en otro Profeta Jonás para anunciarme el desgraciado fin que me estaba reservado. Jamás me olvidaré de sus palabras, y todavía resuenan en mis oidos. Yo ahora mismo salgo de su casa. No lo puedo negar, me hallo muy mal, estoy mas muerto que vivo, y así creo que en este mundo nunca mas nos bolberemos a ver. No he recivido de U. ningun disgusto, y toda mi vida estaria en su compaña. Le debo unos quince pesos, se los pagaré si vivo, y si muero me los perdonará para que Dios no me los pida en cuentas, y me dispensará si mis palabras lo habran incomodado. Los sollozos le impidieron de poder proseguir. Lo consolé diciendole, que no pensase en estas frioleras, y que en todos casos le perdonaba lo que me restaba. Despues de una breve pausa me pidió otra copita de vino generoso agregándole un poco de nuez moscada. Se despide, y al momento de montar a caballo, con un pié en el estrivo, se detuvo y apretandose la mano me djo: Sr. D. José, Usted está tentando á Dios a que haga un milagro: Usted ha venido de intento a morir aquí miserablemente. Confiésese y haga todas las diligencias de buen Christiano, pues U. se muere sin falta y lo peor que no lo entierran en lugar sagrado. Diciendole yo que todos nos debemos morir algun dia, y que yo estaba enteramente resignado con mi destino, y que poco o nada me importaba que me echasen despues de muerto o en el platanar o en el camposanto. No se burle U., contexto, q.e no va de chanza, la cosa es mucho mas seria de lo que piensa. Rezando esta noche á los Santos de mi devocion, y particularmente a Santa Rosalía de Palermo, le contaré lo que he visto con mis mismo ojos. He visto que iban a enterrar en el platanar al negro Canuto, y á Pascual, y entre los dos cadaveres el tercero era Usted. Sí lo he visto claramente muerto, y tendido en medio de sus negros y llevando esta misma chupa de listado. Yo mismo he visto al negro Pio que lo estaba enterrando al pie del limon del platanar, de aquel mismo limon, que Usted está cuidando, y que ha escogido para su sepulcro, yo mismo ha visto la marca que le ha hecho en medio de su tronco. A pesar de su sermon reconoció que yo no manifestaba ninguna conmocion por su triste vaticinio, casi sin despedirse, y muy incómodo se fué. Poco faltó que no se cayera del caballo por haber dado un golpe muy fiero con su cabeza en la manjarria del trapiche. Sin manifestar ningun dolor, proseguió su camino. Parece que por la fuerza de un funesto magnetismo, o quiza por la mano oculta de su destino, sigue el mismo camino que el mayoral derecho para la Guanávana. Pasa por el mismo punto en que se presentó la catástrofe dolorosa de la muerte del mayoral. Al ver á su compañero tendido como una bestia en medio de aquel espacioso camino real, y expirando devorado por los atroces calambres. Observa aquel horroroso espectáculo. Excitado por aquella natural simpatía de haber vivido juntos para libertarse del comun enemigo. Alarmado á esta vista, quiere proseguir su viage temiendo el contagio por la inmediata aproximacion. En vano trata de bolver a montar a caballo. No puede introducir el pié en el estrivo a consecuencia del movimiento trémulo y consulsivo que tiene: sintoma precursor de los mortales calambres. Pronto se declaran la mortal enfermedad en toda su intensidad, el azulamiento, la voz sepulcral, la frialdad glacial, la total postracion de fuerzas, la muerte. Asi allí mismo pereció en la mayor inclemencia. Dicese que un solo vecino acudió mas bien por curiosidad de presenciar aquella horrorosa muerte, que para prestar algun socorro a aquel desgraciado. Este mismo vecino despues relató: que Martínez dio las últimas boqueadas pidiendo por Dios y la Virgen un poco de Agua, y que lo favoreciesen por caridad. Lo entierran a muy corta distancia en donde yacia el mayoral. Parece que era su destino el pasar juntos la epoca del cólera, morir victimas de aquella misma enfermedad que tanto temian y hasta estar sepultados casi en una misma tumba. Era de edad como de cuarenta y cinco años, de estatura baja, muy endeble, color bilioso, de carácter falso y disimulado, y en extremo vengativo. Muy amigo de navegar por la costa de Guinea a todo trapo, no era extraño que de una navegacion tan peligrosa llevase en su extenuado cuerpo las marcas indelebles de haber encallado varias veces. Sin embargo de estos vicios propios de la humana naturaleza, y quiza consecuencia del trato inmediato de los egoistas de todas las naciones, no era un hombre malo. Era muy condescendiente, dispuesto siempre a cumplir ciegamente lo que se le mandaba, siempre que no se opusiese a su descanso y comodidad. Falta la última escena de la sangrienta tragedia, la muerte de mis operarios. Estaba reservado que esta la representase el infeliz maestro de azúcar D. Francisco Valenzuela. ==Muerte del Mtro. de azúcar== Con su mano descarnada oprime El anhelante pecho Al fiero impulso del dolor deshecho Quintana. Ode. Poco tiempo quedó el maestro de azúcar solo en el ingenio, habiendo visto salir los tres compañeros. Pasó a su turno a despedirse. Se detuvo un rato en mi cuarto para comer una sopa, que con mucha urbanidad me pidió, y a beber un poco de vino generoso. Al verlo tan pálido, tan débil, le propuse de quedarse por un par de días, y restaurar un poco sus abatidos fuerzas con el uso de un buen alimento, pues habían comido nada más que plátanos asados los dias que estaban juntos mis operarios. No quiso por ningún motivo, y francamente expresando lo que sentia, me dijo. Si Dios ha decretado mi muerte, se que nadie me libertará de ella, pero quiero tener el gusto de expirar en medio de mi familia. En consecuencia de esta muy poderosa razon, no insistí mas en mi proposicion. Me dijo que entre quince dias bolberia para acabar la molienda, que todavia quedaban en el campo mas de cuatro mil planes, vaya un mayoral haragan, decia, vaya un dormilón, todo él era un poca fachenda, un conversador, y nada mas, ni para una talanquera sirve. Y hablando la verdad, y U. no se incomode conmigo: el mayoral solo no tiene la culpa si se ha quedado tanta caña que moler, sino Usted mismo. Le cogió mucho miedo al cólera, mandó a acortar los trabajos, a dar mucho descanso, y habrá visto que todo ha sido inútil, porque de todos modos se estan muriendo. A mi me lleva un trueno este año, porque los costos me comen vivo. Al decir estas palabras, conocí que con mucha curiosidad observaba por la puerta que mira mi cuarto interior. Habiendo notado esto, le pregunté. ¿Que busca U.? Tengo miedo, no vaya a salir otro muerto de su aposento y hallarme aquí presente como le acaba de suceder al boyero. Al acabar estas palabras monta en su caballo y desando [sic por deseando] la pronta terminación del cólera, partió para su destino con la esperanza del bolber pronto y acabar la molienda. Casi presago del desgraciado fin de sus tres compañeros, que terminaron su existencia en el corto intervalo de pocas horas, sigue otro camino para llegar á su casa. Alcansa finalmente la Muy Ilustre Ciudad de el S. Juan de Jaruco, segundo alcazar de los Reyes Indios de Cubanacan. Alli se detiene, y despues de una corta demora llega finalmente a su casa, y logra el dulce placer de verse en el seno de su familia, y abrazar a sus amados hijos, objeto de su deseo. Pero cortas que otras son las satisfacciones que se experimentan en esta vida! A los breves gustos suceden las largas amarguras y pesares. Después de un corto descanso, se queja de dolores, cólicos y de pesadez en el cuerpo. Sospecha que todo sea a consecuencia del precipitado viage. Pero le acometen vómitos y evacuaciones. Su inocente muger cree que era efecto de lo mismo que decia su esposo. Lo arropa bien, y le prepara una taza de cocimiento de yerba buena. Se aproxima a su cama y le llama para que tomase aquella pocion. Cual fue la sorpresa de aquella muger, cuando lo encuentra frio como un marmol, con los ojos azules y reconcentrados, y con su voz sepulcral pidiendo Agua. Espantada empieza a gritar por su casa, acuden todos los de la familia y emplean los recursos que le sugiere su imaginación. Todo fué en vano: murió a las pocas horas víctima del amor a sus hijos. Me refirió un testigo ocular, que al verse Venezuela tan grave decia á su angustiada esposa: Yo tengo la culpa por haber corrido a caballo con un Sol tan fuerte. Bien me decia el amo de no salir del ingenio, pero yo estaba como loco para llegar al sitio. Nada me valdrá, porque he visto morir a muchos negros con vómitos y evacuaciones, y ninguno escapar. Yo también voy a acompañar á los de la casa de calderas, que todos estan enterrados. A pesar de esto, yo estoy persuadido, que el salió infeccionado. Por lo menos asi lo acreditaban las señales de su exterior de hallarse ya con el veneno en el cuerpo. De manera que en un mismo dia, y en muy cortas diferencias de horas mueren mis cuatro operarios y todos cuatro de una misma enfermedad, y con la misma rapidez. Lo que es mas de admirar es la rara contingencía que ninguno muere en mi finca. Triste suerte fué a la verdad la de estos infelices, que todos cuatro jóvenes, sanos y robustos acabaron sus dias en el modo lastimoso que acabo de decir. Pero a que angustiarse el espiritu en buscar la causa de estos accidentes que diariamente pesan sobre los mortales. Se cumplió lo que escrito en el Libro de la eternidad. Este era su respectivo destino: nadie podia liberarse de el. Oh dura! D' horrendo fato inevitabil legge! Alfieri Traged. Oreste Scena ultima. ==Sigue el colera en el Yng.o Nra Sra del Rosario== La mort dans ce sejour, theatre de savage Sous mille traits hideux repete son image. Con la salida de mis operarios quedé solo con la amable compañia del negro sepulturero, bozalon, y del contramayoral llamado Cayetano, negro inteligente, pero en extremo tímido. Este último observando todos los negros huirse al monte de resultas del imprudentisimo consejo del mayoral Cuello, no quiso seguir el mal exemplo de sus compañeros. Sea por efecto de conservar su preferencia, y no mezclarse con la turba de esclavos inferiores y subordinados á su mando, sea por efecto de su propio interés, o por alguna simpatia para mi persona reusó de huirse al bosque. Consideró mayor peligro vivir en vida errante bajo la sombra de los árboles, que bajo techado, comer bien y beber mucho mejor, y gozar del mucho descanso. En vano el mayoral lo persuadió de acompañar a los demás en su retirada; lejos de condescender empleó su influjo para que no se fueran los demas. Sordos estos á sus insinuaciones se escondieron entre aquellos espesos arboles. En este tiempo empiezan a venir los negros llevados sobre los hombros de sus compañeros, y depositarlos en la enfermeria. Algunos los echaban en medio del batey, y como espantados se huian hasta de mi presencia. En vano los llamaba para que se aguardasen, y preguntarles sobre los demás negros con la idea de embiarles los mas precisos auxilios para su subsistencia. Al llegar los enfermos, los dos negros mis compañeros los situaban en sus respectivas tarimas en la enfermeria, y administrandoles las medicinas que se les disponian. No habiendo ninguna persona destinada exprofeso a guardar aquellos enfermos, y obligarles a que quietos y tranquilos permaneciesen en aquella triste mansion del dolor. A las pocas horas se salian, echándose en medio del batey. Algunos de ellos por ningún motivo quisieron ni entrar en ella, excitados por el horror con que la miraban. Quiza si tambien por respirar un ambiente libre, y no aquel saturado de bapor agua, miasmas de sus compañeros. Aun compelidos por la fuerza y amenazados aunque aparentemente seguian su capricho. He oido decir a varios, que generalmente habian manifestado los negros acometidos del cólera en otras haciendas la misma aversion para las enfermerias. No habiendo un guardiero para el efecto, logran algunos su intento: echanse todos fuera de la enfermeria y llenase al batey de moribundos. Postrados en el suelo expuestos a los vibrantes radios del Sol yacen inundados en sus mismas naturales excreciones pidiendo unos Agua y otros galletas, vino y aguardiente. Horror me causaba y asombro al observarlos allí como bestias en un corral, y casi todos destapados. En vano se les cubria con colchas, al momento la tiraban, quedándose enteramente desnudos. Cosa que advertí hasta en algunas negras de caracter modesto y reservado. Por una especie de respeto natural acia mi persona, respeto que me guardaron hasta en sus ultimos momentos, todos querian acercarse a mi cuarto de [falta una palabra]. Con sus pies trémulos, y cayéndose a cada rato por la fuerza de los movimientos convulsivos, y hasta en cuatro pies, y a paso a paso caminan el corto trecho del batey y se arriman hasta la puerta de mi aposento. Me [falta una palabra] por todos los lados y se recuestan hasta sobre mis taburetes dentro de la sala, en la cocina y delante de la misma puerta. Nadie puedo quitar a mi negro Julian, al que fué por tantos años mi calesero, para que se fuese a recostar en otro punto diferente de aquel que habia elegido. Con la cabeza recostada en el quicio de la puerta allí expiró. Por aquella libertad, que el hombre suele a veces emplear algunos momentos antes de morir, considerándose ya libre de toda responsabilidad y de todas relaciones humanas, por esto me parece lo mismo verificó en mis negros. Como un torrente de insectos hambrientos me inundaron por todas partes ocupando la entrada y salida. A cada momento mi amo mi amo venga acá, quiero agua, que trahigan agua, aguardiente. Fixando en mi cara sus languidos y reconcentrados ojos proseguian con sus sepulcrales voces. Mi amo ya V no cuida mas de su negro Joaquin, ya no se acuerda de su negro Jacinto. De este modo expresaban sus amargas quejas, y el deseo que tenian para que les aliviasen, sus atroces dolores. Aquellos mismos que por la mañana llevaban cargados sus compañeros enfermos, por la noche eran llevados. Al amanecer eran cadáveres. Rodeado me vi en pocas horas de muertos y moribundos, a los cuales por su excesivo número casi no tenia tiempo para administrarles los mas precisos remedios. No podia contenerles sobre sus tarimas, porque al momento se tiraban al suelo, destapándose, echando las colchas, y gustando mucho al parecer de la frialdad del piso. Las negras perdieron aquel natural pudor, quitándose hasta las camisas, hallándose en la misma completa desnudez, que los varones y en el estado de la mejor indiferencia é insensibilidad. Estos accidentes combinan con lo que expresó el D.or Bormet en su obrita titulada Recherches sur le Colera Morbus -- Remarquant que les choleriques demeunent indifferents sur leur situation a exprimant pas d'inquietude: que les femmes perdent leur pudeur, qu' elles conservent dans d'autres maladies, et restent a decouvert san paraitre s'en appersevoir, je suppose, qu' on trouverait des traces d' alteration dans le cerveau. Cette supposition n'a point eté appuyée par l' autopsie. Souvent j' ai trouvé cet horgane á l' etat sain. Observando dice este autor, que los coléricos son indiferentes sobre el estado de su enfermedad, y que las mujeres se olvidan de su natural pudor, manifestandose desnuda sin el menor rubor, he creido que esto era efecto de alguna alteracion en el cerebro, la misma que deberia hallarse en las disecciones cadavéricas. Pero nada se ha encontrado que manifestase cierta esta suposición por haberse hallado aquella entraña en un estado sano y sin lesion. Declarada la epidemia en toda su fuerza, manifestó los mismos sintomas funestos que la caracterizan. Muy pocos vómitos, muchas y abundantes evacuaciones blanquecinas, parecidas al agua de arroz, dolorosos calambres que ellos decian Carambas, los ojos hundidos en sus órbitas, y muy diminutos, el rostro contrahido y de color azul con aquel funesto circulo morado (cianosis) la marca visible y peculiar del Cólera Asiático, la cara como purvurulenta, una extrema depresion de las fuerzas, una docilidad para todo cuanto les ordena. Todos generalmente sin distincion con sus voces sepulcrales pedian a un mismo tiempo Agua, Agua. Hubo algunos que pedian de comer, y era para mi una pésima señal. Cuantos manifiestan este falso apetito, tantos murieron con el alimento en la boca, casi sin haberlo ni gustado. Aquel deseo parece que era á consecuencia de la extincion de la fuerza digestiva, pues nadie comía nada absolutamente, y solo era un puro deseo. Yo mismo vi á algunos con la boca llena de panetelas empapadas en el vino generoso, expirar sin haber tragado nada de aquella comida. Dexo a la consideracion del hombre mas insensible el efecto que debia causar en mí la vista continua, que presentaba aquel sangriento cuadro. Un grupo de moribundos y muertos, los semivivos pidiendo agua, y los muertos suplicando, al parecer, que los llevasen á su ultima morada. En muchos de ellos vi claramente expresados en sus caras, por las contracciones musculares los acerbos dolores, las angustias terribles, entre los cuales habian terminado su triste y penosa existencia. Otros habian expirado en un estado de tranquilidad, y parecian que estuviesen durmiendo en el dulce sueño del descanso despues de un penoso viage. Otros tenian la vista fixa y permanente como observando algun objeto determinado. Casi todos por un fenomeno incomprensible, tenian una cierta flexibilidad muscular, y parecian vivos todavia. Se me figuraba que querian hablarme... [aquí hay un salto, faltan 16 páginas del texto original, que formaban el centro del cuaderno] especie de delirio de llamarme a cada rato y clamar por mi hijo Joseito, a quien llamaba mi compadre. Que venga mi compadre Joseito aquí decía, que venga a verme, que le tengo de hablar, que yo mismo lo llevaré con la bolanta en dos horas a Matanzas. Se le administró el Tridace con la Kinina según el método propuesto por el Dr. Halphen, y mediante este remedio se manifestó un principio de reaccion. Se reanimó su cara, se hizo inteligible su voz, y se apaciguaron los violentos dolores. Buelve a hablar del tiempo en que era mi calesero, del trabajo que le dio domar una mula, y que todavia no habia nacido el caballo que lo debia tumbar. Bolbiendose á otro negro enfermo que se hallaba inmediato le dijo. Mi amo ha sido muy bueno para mi. De muy chiquito me compró. Yo tengo la culpa de hallarme ahora en este ingenio apestado, quiero ser hombre de bien. Entonces por consolarlo, le prometí de llevarlo pronto á la ciudad, cuya promesa le causó la mayor complacencia: quería levantarse para venirse a echar a mis pies. Crei que hubiese escapado a consecuencia de aquella mejoría. Pero me engané, y lo peor que, no fue esta vez sola. En un momento se presenta la frialdad glacial, la voz aflautada, el azulamiento de la cara, la muerte. Expiró tranquilamente a las siete de la noches. Prescindiendo del defecto de embriagarse, vicio peculiar de casi todos los caleseros, era un buen esclavo. En extremo amante a sus amos, laborioso y muy activo, y de una inteligencia poco comun a los negros de Guinea. ==La noche del 26 de Mayo de 1833== Notte aborrita eterna Mai non sparisci? Ma per me di gioja Risorge forse apportator il sole? Ahi lafso me! Che in tenebre insefsanti Vivo pur sempre Alfieri. Traged. Saulle Alt.1 Scena III Parece que con la presencia del Sol, de este luminoso astro del mas brillante ornamento del Cielo, lucidum Caeli decus, de la obra mas admirable de la mano del Todopoderoso, se halla el hombre como acompañado aun en medio de la mas obscura soledad. Las penas, las amarguras y hasta los mismo dolores fisicos son mas soportables durante el dia. Parece que el Sol con su benéfico influjo al mismo tiempo que reanima a toda la naturaleza, le comunica una cierta alegria. Pero en la noche, en la obscura y triste noche se aumenta los pesares, adquieren un grado mas intenso tanto los males fisicos como morales. La noche es la imagen del sepulcro. Por este motivo al obscurecer del dia me hallaba entregado á la soledad mas espantosa. Yo solo soy capaz de comprehender lo que sufrió mi espiritu en la terrible noche del 26 de Mayo del añó 1833. Noche para mi de excecrable memoria, mis ojos no se cerraron un instante durante sus tinieblas, y mis oidos estuvieron siempre oyendo los continuos lamentos, los desaforados gritos que daban mis negros. Eran insoportables los atroces dolores causados por los calambres. Al oirles todos quejarse á un mismo tiempo parecia que de antemano se habian comunicado un mismo pensamiento, casi conspirando para que yo tambien acabase mis dias hecho participe de su desgraciada suerte. Todos pedian Agua, todos que les cambiase de posicion, que les diesen las frotaciones por los muslos, y todos generalmente querian aguardiente. Ellos mismos por la violencia de la enfermedad no sabian lo que pedian. No puedo expresar lo largo, lo eterno que fue para mi aquella noche. A cada rato salia para observar las estrellas, las que me parecian todas fixas. Por la pálida luz del candil y la triste hoguera de la leña encendida, se miraban claramente los reflejos de las caras de los negros muertos. Estos como repito, yacian tendidos a mi proxima inmediacion. Al considerar que el sepulcro debia devorar aquellos mismos que con su sudor habian labrado mi subsistencia, me causaba el mayor sentimiento. Este me aumentaba con las tristes reflexiones que me hacia mi contramayoral, de que uno tras otro acabariamos de morir todos de una vez. No era infundado su miedo a la vista de aquella progresiva mortandad. Basta decir que perecieron en aquella horrorosa noche diez y siete negros como asesinados, con la particularidad que todos eran de los mejores, de los mas laboriosos y utiles para la agricultura. Todos eran carreteros y de casa de calderas. Casi se me bañaron los ojos de lágrimas, cuando al levantarme de la cama muy temprano, presencié la triste escena, la del traspaso de la enfermería al platanar. Los mismos dos negros que los echaban sobre la carreta transformada en carro fúnebre manifestaron mucho pesar. Me acuerdo que al tiempo de recoger los cadáveres reunen con ellos a un negro llamado Ramón. Afortunadamente reconocí que todavia respiraba en medio de los mortales síntomas del cólera. Mandé a los carretoneros que al momento lo bajasen, siempre repitiendoles el mismo encargo de observar si estaban verdaderamente difuntos, los que iban a inhumar. Por ningún titulo queria el sepulturero Pío, pues considerándolo ya como muerto, no querian tener la incomodidad de dar otro viage. Indignado yo por un pensamiento tan inhumano y digno de un Africano en union del contramayoral los echamoss en el suelo. Sea por efecto de aquel violento golpe, que lo sacudió, sea por el estímulo de la grande insolacion, a la que estuvo expuesto por algunas horas, se halló vivo. Se le practicaron varios remedios estimulantes. Se reanimó aquel vivo cadaverizado y por la noche se hallaba mucho mejor con sorpresa y admiración del bozalon del sepulturero. En su opinion lo habian resuscitado las yerbas misteriosas que tenia el negro escondidas en sus pasas. Quizas si algun otro experimentando igual suerte, de haber sido inhumado por creerlo ya cadáver. Cosa propia de aquellos aciagos y malhalados dias, en los que la confusion, y el miedo eran una consecuencia de muchisimas desgracias, que acontecieron. Oh cuantas veces apetecí no haber nacido, maldiciendo con el apesanado Job hasta el dia en que vi la vez primera la luz del Sol. Estaba yo indignado conmigo mismo por haber ciegamente seguido mi capricho, y haberme expuesto voluntariamente al peligro. Deseaba que la tierra hubiese abierto sus extranas para recibirme hallar en el sepulcro el deseado reposo. Y á la verdad siempre imaginaba, que debían aumentarse mis penas hasta la extincion de mi vida. Todavia me estaba reservada una angustia de nueva expecie, la misma que paso a relatar. Cansado el negro sepulturero de su triste ministerio, el de enterrar á sus compañeros, se asusta cuando vé por la mañana del expresado dia veinte y seis de Mayo tantos cadáveres juntos. Se resistio a sepultarlos, por causarle extrema repugnancia. En vano emplee las suplicas y las amenazas, me contextó, que quería chapear, tumbar caña pero no enterrar mas, y que mandase al monte a buscar otro negro para proseguir en aquel trabajo. El hombre mas insensible que ocupe mi lugar en aquel momento. Figurese el espectáculo de tener delante de los ojos la cantidad nada menos que de once negros muertos y tendidos. Algunos parecia, que me querian hablar, y no puedo explicar las extravagantes ideas que se acumulan en mi cabeza en [faltan otras diez y seis páginas del manuscrito original] llamandome, y como impacientes de aguardarme por tanto tiempo. En este momento de interior afliccion busqué aparentar delante de mis esclavos un animo superior al miedo de la muerte. Cayetano, le dije: todo cuanto dijo el boyero es una pura mentira, y cuando lo dijo, estaba muy borracho. Para que veas tu, que no eres nada, destapa una botella de vino generoso. Si me he de morir, quiero morir alegre. Altro mute non ha morte Che il pensare a morire E che morir pur deve Quanto piúttosto more Tanto piuttosto al suo morir s'invola Pastor Fido At. IV Sc V Ambos negros me contestaron, que hacia muy bien, y que ambos tenian ganas de beber por hallarse malos de la barriga. Me presenta una botella de Malvasia de Sitger. Me bebí de un solo tiro mas de la mitad de aquel espirituoso licor. No acostumbrada mi naturaleza al uso casi de ninguna bebida estimulante, pronto experimenté sus efectos. Se animó mi espiritu, reconocí un calor extraordinario en todo mi cuerpo, y gusté de una cierta alegria, que de mucho tiempo no había experimentado. Sucedio pronto un estado de torpeza, el verdadero collapsus, o la Debilitas indirecta de Brown. Se disiparon mis penas Dissipant Evius. Curas edaces Mas tranquilo y resignado con mi favorito sistema de fatalismo estuve aguardando mi fin, como el término de todas mis penas. Me acordé de aquellas palabras tan conocidas de Séneca. Mors omnium dolorum est solutio est finis, ultra quam mala nostra non exeunt, [quam] in illum tranquilitatem in qua antequam nasceremur, jacuimus reponit. Senec. de Consolat. ad Marciam Cap. 19. La muerte, dice este ilustre filósofo es el termino de todos nuestros males, despues de la cual no tenemos nada mas que padecer. Por ella bolbemos a disfrutar de aquel descanso, en el que estamos antes de nacer. Esto es hablado filosoficamente. A consecuencia del vino, dormí profundamente. Mis dos negros compañeros me confesaron ingenuamente que habian por varias veces aplicado sus pesadas manos sobre mi corazon, para ver si latía y cerciorarse de mi muerte. Al despertarme de mi profundo sueño, al verme tranquilo y sosegado no podían persuadirse de mi vida. Me acuerdo de que fueron á enterrar los cadáveres de mis futuros compañeros en el sepulcro, dexaron abierto al pié del misterioso limon el hoyo que debía servir para mi tumba. Tan ciertos estaban de ver cumplida aquella profecia en todas sus partes. Hablando con aquella franqueza, que no tiene malicia, me decía el enterrador. Su merced esta brujo, ya no morí más. Su merced fino fino. Les dí de beber, unica recompensa que llenaba todos sus deseos. Les encargué de no hablarme nunca mas sobre la profecia, ni sobre el boyero Martínez. No podia apartarse de mi vista la fúnebre carreta con los cadáveres de los dos negros indicados como mis socios de sepulcro, y que ambos estaban como aguardando para reunir mis tristes despojos con los compañeros de mis infortunios. Todavia la estoy mirando enlutada como los carretones fúnebres de esta ciudad. Presente [ogosona] al mío pensiero Vestida al'otre tenebre di sangue Alfieri. Trag. Orestes Alt. 1 Scena 1. ==Mi negro carretonero -- sepulturero== Pase pase la botella Y llenad bien nuestros vasos Porque no hay gozo cumplido Sin el licor del Dios Baco. Omito de intento algunas otras circunstancias porqué se cansa mí espiritu con la triste memoria de lo que padecí. Sin embargo no puedo pasar un silencio algunas extravagancias originales de mi negro Pio, el mismo que ocupaba los honorificos empleos de carretero, y sepulturero. Este esclavo de nacion Carabalí, extremadamente torpe, casi sin ninguna explicacion tanto por su natural terquedad, como por la invencible ignorancia del Castellano. Creyó de haber hallado una mina inagotable con el libre uso del aguardiente a todas horas, que le permití. Por una casualidad se encontró con otro compañero, a quien brindó de aquel nectar de los Dioses de Guinea. Nadie puede figurarse la dulce satisfaccion a su satisfaccion. Brillaba de contento su cara que siempre estaba risueña: con beber creyó que todo lo demás era nada. Gustoso acepto el empleo de sepulturero con la condicion que le acompañase el negro Pio. Ambos cumplian este triste ministerio ahogando en la borrachera los sentimientos de la natural simpatia. No reflexionaban que con la progresiva destruccion de sus compañeros se hallaban en el inminente peligro de participar de la misma suerte. Sordos a todo, solo les conmovia el aguardiente. Eran excitados tambien por el interés de heredar forzosamente a cuantos morian, las prendas que dexaban, como algún gorro, la cachimba, la colcha, todo lo cual lo conservaban escondiéndolo para liberarlo de la rapacidad de los que debian sobrevivir. De manera que me pareció que con corta diferencia sucedía en mi casa lo mismo, que observé en el Campo Santo llamado de Bachicha. En este el negro sepulturero despojaba los muertos y conservaba cuanto podia robar a aquellos que no eran libres de ser robados ni despues de muertos. Prosiguiendo ambos en su oficio muere un negrito paysano, y muy favorito del negro Pío. Por ningun motivo lo quiso enterrar. Se resistió abiertamente a todas mis suplicas y promesas haciendo lo mismo su socio. Preguntando alfin del motivo de tanta resistencia, contexta que nunca echaria tierra a la cara de su amigo, para que sacándolo despues cuando va a sembrar caña los cochinos los devorasen. A mis reconvenciones contextaba que lo matase primero, y diciendo esto presentaba su pescuezo repasando la mano al rededor de el en figura circular expresando el dogal. Temiendo que se fuese a ahorcar, cosa muy comun entre los negros Carabalíes traté de averiguar lo que queria. Pretendia enterrarlo lo mismo que los brancos. Concedí lo que quería. Pronto forman malamente una caja, le echan mucha hoja de platano seca, y encima le ponen el cadaver. Lo visten con su camisa, con su gorro en la cabeza y lo enbuelven en una colcha. Le ponen ademas una botella de aguardiente, una cachimba con tabaco, una hicara, un garrote con su cuero, que pertenecía al difunto mayoral y muchas plumas de gallo por la cara y el pecho. Cayó aquel mismo gallo, que el negro Santiago habia amarrado en la puerta de la enfermeria para que le serviese de despertador en la noche durante el colera. Lo mas extravagante fué que le puso sobre el pecho una cruz de guano bendito, y varias láminas de la Virgen y Santos que habia dexado el boyero en el secadero. Clava la caja, no permite llevarla en la carreta, temiendo que se profane aquel cadáver con el contacto de aquella inmunda carreta, en la que se hablan transportando tantos muertos. Entre ambos lo cargaron, y en un lugar separado lo enterraron en el triste platanar. No pudiendo atinar la explicacion de las ceremonias empleadas en la inhumacion de este negro, he preguntado a varios de la misma nacion a que me explicasen los misteriosos reservados en las plumas, y en el garrote. Nadie me ha contestado a mi satisfaccion. Despues de algun tiempo, solo un negro muy racional me nombró una remota provincia muy interior de Guinea en donde se practican las mencionadas creencias y solo para con los que mueren muy distantes de su patria. Cuando estos buelven a renacer en su propio pays llevan aquel garrote para apartar los perros que pueden morderle por no conocerlo: el aguardiente y tabaco para el viaje. Las plumas de gallo significan, que a la hora en que canta este animal, se debe de hallar en su tierra para despertar sus amigos y parientes a que lo reconozcan, y lo admitan en el seno de su familia despues del cautiverio. Entonces empieza una nueva epoca de vida, y goza de nuevo de la paz y union doméstica junto con sus Dioses Penates [sic]. El mismo individuo que explicaba estos misterios Africanos, experimentaba una dulce satisfaccion al manifestarlos. Se le notaba claramente la alegría en su cara, y sus ojos centellaban de pura complacencia al relatar que bolbia a renacer, y q.e disfrutaria otra voz de su antigua libertad. Oh dichosos de vosotros los Africanos! Sin conocer el sistema de Pitágoras, ni de ningún Filósofo creeis en la trasnmigracion de las almas. Ningun horror os causa la muerte. Con la cierta y segura esperanza de renacer, y de gozar de una vida libre y feliz llegais al término de vuestros dias con esta dulce perspectiva. En vano vuestros opresores os agovian con continuos trabajos: en vano vuestros lánguidos y extenuados cuerpos se hallan oprimidos con las linsoportables cadenas de la esclavitud, cuando en vuestros corazones brilla la esperanza de una nueva y perenne felicidad. Partid de este mundo sin las acerbas penas que sufren en aquellos momentos la mayor parte de los hombres y que llenan de amargura todos los dias de su breve vida. He relatado estas cosas, que a primera vista pareceran casi de ningun valor al que las lee en la actualidad. Pero penetrando estos hechos con su imaginacion, y figurándose de hallarse en aquellos momentos, en aquellas mismas circunstancias, y rodeado de todo el funesto aparato cual se especifica en estos Apuntes, entonces hará el debido aprecio de estos acontecimientos. Calculará los tiempos, y verá que todo estaba bajo el mortífero influjo de aquella epidemia. Todo se hallaba como contaminado por la vista de aquel horrendo basilisco. ==Mueren los negros inteligentes, laboriosos y utiles: Sobreviven los torpes holgazanes é inútiles.== Plura de extremis laqui pars ignaviare est ignaviae est [finraei] puum destinationis meae habete documentum, quod de nemine queror. Nam incurare Deos, vel homines ejus est qui vivere velit. Tacit. Histor. Lib. II. 75. La molte parole entorno al morire son debolezza, vedete se is ne sono dispostissimo, che io non mi dolgo ne' degl' Saldii, ne' degl' uomini, perché cio fa ché vuol vivere. Traduz. de Davanzati. Después de haber referido lo que presencié lo que experimenté, creyéndome ya al borde del sepulcro, con la seguridad de bajar en el, creo ya superfluo el añadir algunos incidentes demas. A que sirve si continuo hablando de mi situación, quejándome de mí suerte, y especificando las pérdidas, los descalabros que sufrido? Esta es la causa principal casi el objeto unico y exclusivo de las conversaciones de todos los hacendados. Pero lo que ha dejado motivo á un general sentimiento no solo es la muerte de tantos esclavos sino que han perecido los mejores negros. Parece que una mano invisible iba escogiendo la mejor victima para destinarla al sacrificio y completar de este modo la total ruina. El vulgo, que siempre lo que no comprehende lo cree enbuelto en obscuros misterios superiores al humano conocimiento, el vulgo, el profano vulgo se estremecia al notar esta terrible diferencia. No puede atinar la razón, porque en una epidemia tan mortífera perecen los negros inteligentes, laboriosos y utiles á una finca, y sobreviven los torpes, los holgazanes, los inútiles o más bien gravosos. La experiencia lo ha acreditado y todos generalmente lo han experimentado en sus fincas. Amontonados y confusos yacen acometidos del cólera los haraganes y zimarrones con los laboriosos y fieles esclavos. Indefectiblemente se curan los primeros, y mueren los segundos. Los hacendados se quejan de su suerte, blasfemando del cólera y de sus funestos resultados. Creen cierta su destrucción por la falta no solo de número, pero de los brazos mas necesarios. Varios individuos devorados por la negra embidia manifestaban una cierta complacencia en palpar visiblemente la próxima y segura ruina de los ricos por la muerte de sus negradas. Yo mismo les he oido decir: Ahora los hacendados deberán dar las moliendas a la mitad con los probes si quieren conservar sus campos, sino se veran obligados a repartirlos en estancias a veinte y cinco pesos de renta por caballería, pues son muchísimos los ingenios, y no hay gente para todos ellos. Ahora (proseguían los probes en su loco frenesí) muy pronto se acabaran tantos caballeros. Insensatos! en la misma culpa llevan el castigo. Los hacendados angustiados por tantas enormes pérdidas, hacen partícipes de su miseria a los que dependen de ellos para su subsistencia. Hallándose pobres, se disminuyen los gastos, se aumenta la parsimonia por necesidad, se sufren con resignación forzosa muchas privaciones. Todo esto va a refundir sobre de aquellos, cuya subsistencia esta cifrada en su trabajo personal. La sociedad humana es una cadena, cuyos eslabones se conservan por estar ligados entre ellos. Acabada esta disgresion paso a manifestar la razon del fenomeno de la muerte de los negros utiles en preferencia de los inútiles y gravosos á una finca. Los negros útiles, laboriosos e inteligentes observan con mayor atencion los peligros de que se ven amenazados. Por lo mismo que alcanzan algun talento mas despejado calculan con alguna exactitud y orden las circumstancias, forman comparaciones y sacan sus naturales consecuencias. Temen la muerte y sobre todo temen de perder sus cortos intereses adquiridos con tanto trabajo y penas. Hablan del peligro, y adquieren noticias por fuera, las que suelen ser siempre exageradas, a consecuencia del mucho miedo. Esta idea los llena de sentimiento y de terror. Me acuerdo que los mas tímidos siempre iban con entera esquificacion, con sombrero, y zapatos, y evitando lo que consideraban nocivo. Asi es que estos infelices experimentaban las afecciones del alma con mayor intensidad, que los demas de sus compañeros. Por lo contrario los zimarrones, los holgazanes no poseen nada, casi siempre medio desnudos, y con la cabeza descubierta, todo lo miran sin apego, y con la mayor indiferencia. La vida errante por los bosques, robando lo que pueden, y asechando todo el dia desde algun punto elevado a los arranchadores, es su mayor delicia. Duermen al campo raso todo el dia, saliendo al cerzo de noche, y expuestos a todas las intemperies constituye para ellos un estado de felicidad. Despues de algún tiempo de permanencia en el bosque, buscados por los perros caen por fin en los lazos, sin manifestar ninguna inquietud del castigo que les espera. Con su grillete al pié, con las indelebles marcas del cuero en todo su cuerpo todo les es indiferente. Un solo pensamiento tienen, y este es el buscar modo como zafarse los grillos, como eludir la vigilancia del negro guardiero para poderse huir y disfrutar otra vez de su vida errante en los bosques. En una palabra, yo mismo lo he observado muchas veces, y siempre he quedado convencido de esta verdad. El negro inutil no tiene cuidado ninguno con su existencia, la mira sin apego ninguno. El cólera lo acomete, pero lo deja libre en medio de un monton de victimas, casi despreciándolo por indigno de sus mortiferas uñas. Lo deja libre, repito, porque no encuentran materia predispuesta a su influencia, no halla atraccion. Quiero comprobar lo que acabo de decir con lo que yo mismo presencié. Un negro mio llamado Vicente, de nacion Gangá, zimarron de profesion desde la tierra de su nacimiento, y destructor de grillos como por encanto. Hallándose con un par de grillos y una masa a consecuencia de sus continuas huidas, tuvo una ligera indisposicion, unas simples evacuaciones aquosas. Entró en la enfermeria, recostandose en medio de los coléricos. Doce negros fallecieron a su derecha é izquierda, y Vicente siempre permaneciendo en medio de ellos. Se comia el alimento, y se bebia el vino y el aguardiente que rechazaban aquellos moribundos. Habiendo observado que sobrevivia en medio de aquella general mortandad, mandé que le quitasen los grillos y la masa. Le dije: ya tu ves, el Cólera no te quiere matar, como está acabando con tus compañeros. Salgas de la enfermeria, y anda en donde mejor te parezca. Cual fué mi sorpresa cuando me contextó: Yo no tengo miedo, aqui me quedare: yo no tengo mi cochino, mi gallina mi conuco, no tengo donde huir? Allí permaneció con la mayor impavidez hasta que desapareció la epidemia. Pronto se bolbio al monte, su favorita residencia. Cualquiera conocerá ahora que no hay razon para quejarse con el destino adverso, y destructor de los hacendados. Cualquiera conocera que no hay para que buscar en esta notable preferencia ninguna causa oculta y misteriosa: ni tampoco una mano oculta que determinadamente está intenta en labrar nuestra desgracia. La muerte de los negros laboriosos con preferencia á la de los inutiles es una consecuencia del curso de la naturaleza del hombre. Cuanto mas sensible es el individuo, tanto mas padece su alma tanto mas es infeliz en esta breve y transitoria vida. Triste destino es el del hombre! ==Disminucion del colera== Forte, afsai, forte... Ebbi l'animo, e l' ho... 'e a lenti pafsi in tomba Andar mi sento... Ogni mio poco e rado Cibo mi e' tosco: agnor mi sfugge il sonno O con fantasmi olé morte tremendi Piu che 'l vegliar mi dan martiri i sogni. Alfieri Traged. Mirra Alt. III Sc. II Siguiendo el colera morbo el curso ordinario de toda epidemia, llegó finalmente al periodo de su declinacion. Lo conoci por los efectos, sin embargo me hallaba acostumbrado a presenciar tantas muertes. Aun conociendo claramente que el número de los casos iba visiblemente disminuyendo, casi no lo creía, temiendo nuevas invasiones. Todos los enfermos convalescientes me parecian marcados con el sello de la muerte, y de observar en sus rostros los sintomas mortales del colera. Todo era efecto de mi imaginacion acalorada por las continuadas desgracias, por la falta y total perdida de sueño y de apetito. Ademas el continuo abuso del Café a todas las horas del dia, y de la noche, y despues el abuso de las limonadas. Este regimen tan extravagante habia alterado mi naturaleza, presentándose una incómoda picazon en todo el sistema cutáneo sin ninguna erupcion. Los mismos negros observaron que iba disminuyendo la epidemia. Ellos mismos me participaron esta fausta noticia, comunicándola á los compañeros que se hallaban en el monte. Empezaron estos a venir casi como para explorar la verdad, y en dos dias por un movimiento simultaneo estaban todos en el ingenio, su antigua morada. Como espantados se miraban reciprocamente manifestando en sus ademanes una cierta sorpresa al encontrarme tan pálido, y tan flaco y en tan pocos dias. A caso paso me preguntaban por sus compañeros. Al oir aquella monótona respuesta, que habia muerto, horrorizados no quisieron ir a dormir a los bohios. Se quedaron en la casa de molienda y como en montones reunidos todos al rededor de mi aposento. En muchos noté una taciturnidad, un sentimiento reconcentrado que no podian disimular. Me acuerdo que varios llevaban en unos talequitos suspendidos al pescuezo las supuestas bruguerias, amuletos, creidos infalibles para curarse del colera. Otros llevaban tambien suspendidos al pescuezo rosarios de guano bendito con varias cruces muy pequeñas de madera. Supe despues que eran de Guacima por el ser el arbol predilecto de los que voluntariamente se ahorcan. Muchos tenian fragmentos de vidrio, plumas de pájaros de diversos colores, caracoles, colmillos de perros, espolones de gallos, y yerbas secas mezcladas con pasas de negros y semillas del Palma Christi (Ricinus Officinalis Linn). Un negro nombrado Ysidoro, de nacion Gangá, llevaba un pequeño majá, o jubo embuelto en un pañuelo, y dentro de su gorro. Acometido del colera y en medio de un atroces dolores cólicos me llamó. Acercándome á el, me entregó el gorro con mucho cuidado. Me recomendó, de no matar aquel animal, que era el mas seguro remedio contra las yerbas malas, que echaban los negros para matar la gente. Afortunadamente este negro se libertó del colera, creyendo firmemente que su curación milagrosa la debia a aquella venerable reliquia viviente, que llevaba. Nadie ignora lo que puede la imaginación. Muchos de mis negros bueltos del bosque me abrazaron, me besaron las manos, se arrodillaban con la mayor sumision a mis pies, manifestando en su alegria, el placer que tenian en verme vivo, y en medio de ellos. Los mas racionales y laboriosos considerándome afligido con la muerte de tanto esclavos trataron de consolarme. Me significaron que ellos trabajarian más que antes para indemnizarme de las grandes pérdidas que acababa de tener. Todos á una voz me suplican de bolber a moler, aunque fuese por pocos dias y que tenian mucho deseo de beber guarapo, y que querian trabajar. Confieso ingenuamente que este deseo que manifestaron de trabajar para pagarme con sus sudores mis quebrantos me causó una dulce complacencia y condescendí. Tanto más que todos, varones y mugeres me significaban en su modo peculiar de expresarse los titulos de gratitud que me debian por lo que habia habia yo hecho en beneficio de ellos. En su tosco modo de hablar comparaban la conducta de mis operarios que los habian abandonado, con la mia que los habia constantemente acompañado. Determiné bolber á empezar a moler excitado mas bien por el deseo de contentarlos, que por el del interés. El martes Once de Junio por siempre memorable se empezó de nuevo el improbo trabajo de la molienda con la mayor lentitud. Desde el día de la invasión del colera hasta el día de la segunda molienda habian pasado diez y nueva dias. ¿Que digo de diez y nueve dias? Habian pasado diez y nueve siglos de inexplicables tormentos, diez y nueve siglos de una muerte lenta y angustiada, diez y nueve siglos permanencia en los profundos infiernos. Se buelbe a abrir campo de batalla de los ingenios. Se empieza de nuevo la deseada molienda. Todo es silencio: no se oian aquellos coros festivos, aquellos cánticos Cubano-Africanos que entonaban los Gangaes arriando el trapiche. Todavia sus animos se hallaban apesarados por la rápida muerte de sus compañeros, de sus padrinos, y ahijados. Ellos creian ya disipado todo el peligro, abatida y muerta esta segunda hydra de Lerna. Pero sus sangrientas cabezas debian renacer, y devorar nuevas victimas, y lo peor, que no existía ningun Hércules, que podía vencerla. Por la madrugada dos negros cargadores de bagazo caen revoliándose en el suelo. Se presentan los vómitos y evacuaciones abundantes; quejanse de calambres pidiendo Agua, agua. En vano traté de ocultar este funesto accidente á los demas. Como una chispa eléctrica comunicase el miedo á todos los demas. Al momento se para el trapiche, y todos sus negros, como los de casa de calderas acuden para observar los dos bagaseros ultimamente acometidos de la enfermedad. Tanto los blancos, como los negros quedan estupefactos a la vista de aquel espectaculo: todos á una voz me suplican por mis dos hijos, por mis adorados hijos suspenda de moler por haber buelto el colera. Los negros del trapiche decian, que habian visto sus compañeros muertos ponerse delante de los bueyes, para que no andasen, y parar el trapiche a cada rato, como se habia verificado. Los de casa de calderas decían de haber observado al negro tal, y al negro cual pailero vestido de limpio bajar á las fornallas, atizar las pailas, y desaparecer. Los demas decian de haber observado otros detras de la pila de caña, comer caña sin echar bagazo, sino tragarla por entero, y otras muchas extravagancias. Conocí entonces que aquellos animos se hallaban muy asustados, y gustoso condescendí en suspender la maldita molienda para evitar una desgracia mayor. Yo mismo temia de ver repetidas las sangrientas y horrorosas escenas, que por muy recientes, todavia estaban presentes a mi memoria. Mandé a soltar los bueyes, dexando el trapiche todavia con la caña puesta entre los dos tambores, y bastante caña arrimada. Lo mismo que sucedio en la primera invasion del cólera. Apenas verificada esta determinacion, en pocas horas caen invadidos veinte y dos negros. Pero los sintomas no eran de los mas alarmantes, y sobre todo los calambres, no eran muy dolorosos. Todos se curaron bebiendo abundantemente naranjadas tibias. A algunos les dí laxantes muy suaves por quejarse de plenitud en el estomago, consecuencia de los malos alimentos que habian comido durante su permanencia en el bosque. Cinco entre ellos tuvieron el verdadero cólera espasmodico acompañado de todos sus mortales sintomas. Dos fallecieron en pocas horas; los tres restantes curaron bebiendo un cocimiento de mansanilla (Arthemis nobilis Linn.) con una buena dosis de Laudano. Se promovio la orina detenida aplicando sobre el empeyne un linimento volatil de tinctura de cantáridas. Pronto restablecieron. Entre los dos que ultimamente cayeron victimas del colera hubo uno llamado Roman, joven muy robusto. Padeciendo muy dolorosos calambres, empezó a quejarse, gritando como un desesperado, y pidiendo agua. No quiso beber ninguna medicina. Por un extraordinario esfuerzo de la naturaleza se levanta de noche de su tarima, y con sus trémulos pasos va derecho al tanque de la miel de purga. Empieza a beber de la que se hallaba en la canoa inmediata, y allí murió. Por la mañana se encontró allí tendido en el suelo, el abdomen muy elevado, con la boca, y todo su cuerpo manchado de miel de purga. Pero aun mas extraordinario fué lo que pasó con mi negro Roberto. Siendo este uno de los que a persuasion del mayoral Cuello se fueron al monte. Reconociendose enfermo dexa sus fugitivos compañeros, y trata de pasar al ingenio en busca de algun socorro. Devorado por la sed, se arrima á un charco, que se halla siempre perenne á la orilla de un cañaveral. Deseando con viva ansia apagar su excesiva sed, entra en el dicho charco. Sea por la falta de sus fuerzas, sea por la frialdad del agua se le entorpece el muy poco movimiento que le quedaba. En vano busca de salir de aquel charco transformado en su sepulcro. Los pocos, y muy lentas esfuerzos que hacia, removiendo aquel fango gredoso mas lo enterraban. Como un vivo sepultado estuvo alli dos dias, y dos noches, expuesto á las violentas insolaciones durante el dia, y á la penetrante humedad durante la noche. Por un acto de la Divina Providencia, que como un padre amoroso jamas desampara a sus hijos de cualquiera clase, color y religion que sean, no se murió de hambre, habiendo alli mismo encontrado con que alimentarse. Con sus manos maceradas pudo coger algunos trozos de caña medio podrida que desde el corte, quedaron en aquel punto, resto del pasto de los bueyes. Cual fue mi sorpresa cuando lo vi llegar, y con su moribunda voz pedirme la bendicion? Lo alimenté, y quedé admirado cuando despues de restablecido me llevo para indicarme el lugar en donde habia estado enterrado. Todavia su destino no estaba cumplido. ==Sigue la disminucion del Colera== This world is all fleeting show For man's illusion given The smiles of joy, the thears of woe Deceitful shine, deceitful flow Moore. Sacred. Melodies Enfin se conoció evidentemente que iba terminando la mortífera epidemia. La naturaleza que habia estado como agoviada bajo el enorme peso de aquel terrible gigante, empezaba ya a respirar. Todos habían observado durante la peste los efectos de aquel subtilísimo veneno que circulaba en el ayre. Así es que la atmósfera saturada de este cuerpo deletereo, comunicó su pestifero influjo a todos los cuerpos sublunares. La caña estaba muy seca, el guarapo poco é insípido, sin ningun rendimiento, y muy poco cogollo. Las pailas vulgarmente llamadas de Carron, que en los años anteriores rendian nueve y diez pares de un buen tamaño, este año no han pasado de cuatro á cinco. Las cosechas de los cereales, arroz, maiz, frijoles. &c. &c. han sido muy escasas. Todos los cosecheros han notado esta extraordinaria escasez. Hasta las mismas lluvias, las inmudables lluvias tan abundantes, tan necesarias, la elevacion del Nilo en esta fertilísima isla, han sido muy escasas. Han variado en su cantidad, y abundancia en la estacion propria de ellas. La naturaleza siempre invariable en las leyes de su constante marcha, por no depender afortunadamente de la caprichosa voluntad del hombre, ha sido arrestada en su curso. Parece que una mano invisible ha detenido el torrente de las lluvias. En los años anteriores en este partido de Guamacaro todo se hallaba inundado, casi no habia camino seguro por donde pasar los transeuntes, en la actualidad todo está seco. Se puede andar a pie por donde antes era instransitable. Esta terrible y destructora seca ha sido otra de las muchas plagas que se deben de apuntar en la larga lista, de las que cada hacendado ha miserablemente experimentado. Los mismos animales han padecido los efectos de la influencia colérica. Los muchísimos Toties, los Tomeguines, que en columnas volantes viven del azúcar puesto en las gavetas, desaparecieron enteramente. Varios de estos inocentes animalitos se hallaron muertos de frio en el monte, habitacion extraña para ellos. Hasta las cotorras que siempre tumultuosas corren en grandes bandadas por aquellos espesos bosques, desaparecieron. Dexaron intactas las tantas naranjas agrias, de que abundan aquellos montes, y transmigraron por un instinto de propria conservacion á otros puntos. De manera que no solo los hombres, sino los mismos pajaros se acobardaron huyendo de aquel lugar contagiado. Reconociendo el ayre infeccionado buscaban donde respirarlo mas salubre y puro. Terminando a poco a poco todas las funestas señales de la epidemia, cada uno se libró a sus antiguas ocupaciones. Cada uno formando nuevos proyectos, nuevas empresas para compensar los muchos daños que habian padecido en su fortuna. Asi se pasa nuestra breve y angustiada vida: toda ella es una pura ilusion. Nos engañamos miserablemente en medio de nuestros gustos y placeres, los que pronto se disipan como el humo, apenas conservando la triste memoria, y quiza para mayor tormento. Nos engañamos en medio de nuestras aflicciones, sucumbiendo bajo el peso de las desgracias; las mismas que terminan, y a veces son el precursor de nuestra felicidad. Triste por cierto es la condicion del corazon del hombre fluctuando siempre. Fra le vane speranza, e'l van timore Buelve la codicia a ocupar su imperio, y todos los pensamientos, todos los anhelos son para las riquezas, que el hacendado acaba de perder con la muerte de sus esclavos. Este deseo se sepulta con el hombre codicioso, para que ni las mas sangrientas y horrorosas escenas detienen aquel insaciable deseo a las riquezas. Un atomo que piensa perder del cumulo de sus bienes le causa la mayor angustia: En medio del aparato de la muerte no puede ocultar su miserable y sordida avaricia. Nada lo detiene, lo arredra tratandose del interes pecuniario. En prueba de lo que acabo de decir, relataré lo que yo mismo presencié. Increible se hace que en el furor de la epidemia en mi finca, en medio de los horrorosos extragos de la muerte, aconteciese en mi finca el hecho siguiente. Eran las cinco de la tarde del memorable martees de Pascua del Espiritu Santo, hallandome en medio del batey, veo venir a caballo por una guardarraya á un militar. Al mirar desde lejos la banderilla, que suspendida á la lanza flotaba al viento, me pareció, que era la misma muerte, que venia con su fúnebre pendon. El tal lanzero llevaba amarrado a mi negro Pablo, cogido como supuesto zimarron entre mis mismas tierras. Me dijo, que el muy Ilustre, el Muy Noble y Exclarecido Sr.D. N.N. alias el burro de Babilonia, atravesando por mis cañaverales, habia encontrado aquel negro solo, y lo habia cogido. Me lo mandaba por aquella persona segura, encargándome le diese los cuatro pesos de captura. Indignado de oir, que aquel negro era zimarron, cuando no se hallaba fuera de los límites del territorio de mi finca, lo mandé a apear. Le manifesté mi sorpresa, significándole, que todos mis negros se hallaban en aquella inmediacion, y sin embargo no debian considerarse por fugitivos o zimarrones. Le hize ver nueve muertos tendidos en el batey como bestias, y doce moribundos desparramados en varios puntos, y llenando el ayre de sus tristes lamentos. Despues de haberle manifestado todo, le dije. Signifique V. al Sr. Capitan lo que está pasando en esta desgraciada finca, digale lo que ha visto y observado con sus propios ojos, digale que mis operarios me han abandonado en mi mayor infortunio, que mis negros a persuacion del mayoral Cuello todos se han retirado en la loma del Retiro, que existe entre mis tierras: que esta finca representa mas bien la imagen del sepulcro, que la de un ingenio para fabricar azucar. Si despues de esta relacion insiste el dicho Señor Capitan de perdir la captura del negro, que mande por los cuatro pesos, que se le pagaran al momento. Me acuerdo, que al tiempo que yo expresaba lo que acabo de decir, en la cara de aquel veterano se veian pintados el espanto y el miedo por aquel inesperado espectáculo. Observé, que moontado en su caballo estba estrivandose, como buscando el equilibrio de su cuerpo. Todo era a consecuencia de la debilidad que experimentaba, y del repentino abatamiento de sus fuerzas. Le dí a beber un vaso de vino generoso con un biscocho, y le ofrecí amigable hospitalidad si queria quedarse aquella noche en el ingenio. Doy á V. las gracias, Caballero, me dijo, contextandome al momento. Ha sido una imprudencia, una ignorancia del Capitan del Partido mandarme en este ingenio, y por una friolera como esta. Creame V. que le hablo la verdad a fe de manchego, que mejor quisiera hallarme peleando en la costa firme en tiempor del General D. Pablo Morillo, que no se daba cuartel a nadie, que en esta maldita tierra. Aquí los Españoles venimos a morir de un modo, o de otro. No habrá dos hombres en toda la isla que tengan el valor de V. Verse solo, y en medio de tantos muertos, es cosa de verse, y no creerse. Todas estas palabras las dijo con una voz muy trémula, y siempre estrivandose sobre su caballo para disimular su debilidad. Se despide con mucha urbanidad y al andar el caballo apenas se podia manteneer firme: tal parecia que se iba cayendo. No he podido averiguar si le acontecio algo. Pero conocí la grande sensacion que le causó le impensada vista de aquel horroroso cuadro. Se habria desmayado aquel valiente Castellano, no habiendole aquel vino generoso reanimado, y excitado su antiguo valor Oh fuerza admirable de este liquor, delizia de los Dioses, alivio de los afligidos mortales. Tu spem reducis mentibus anoeiis Viresque, et addis cornua pauperi Port te negre iratos trementi Regnum apices, regne militum arma Horat. Lib. III Ode XXI ==Sigue la remision del Colera== Ainsi que le cour des années Le forme de jours et de nuits, Le urde de nos destinées Est marque de joie d'ennouis Voltaire. Literature T. 1 Divulgada la noticia de la existencia del Cóleera, y de sus estragos causados en mi finca, y sobre todo la muerte rápida de mis cuatro operarios, nadie se presentó ní a visitarme, y mucho menos a buscar acomodo. Los tantos hombres desocupados, que a cada paso hormiguean por las fondas, y las tabernas, los que emplean dias enterios revoleteando en busca de una negrada, a la que gobernar ni siquiera pasaban por mis linderos. Desaparecieron estas nuuevas sanguijuelas, que buscan en donde pegar, para chupar la sangre. Pero al momento que se dijo en aquella comarca y determinadamente en las tabernas inmediatas, les rendez vous de los holgazanes, que apenas se presentaban algun caso colérico, y que ya no habia miedo, que empezaron a aparecer las auras tiñosas, segun la nomenclatura del satirico D. Juan Manuel O'Farril. Era un Jubileo, uno entraba, y otro salía pretendiendo la plaza de mayoral. Ninguno de ellos temía el cólera, cada uno lo habia pasado en el ingenio tal, en el Cafetal cual. Todos ellos con sus personas habian asistido los enfermos con la mayor humanidad, y sin la menor prevencion contra el supuesto contagio. Entre todos escogí a un tal D.F.A.M.L. Este nuevo fanfarron veremos muy pronto, con sus acciones desmintió cuanto habia dicho de si mismo, declarándose el mayor embustero que haya yo visto. A consecuencia de sus bien combinadas mentiras, llegué a creer cuanto él me dijo. Me persuadió que hallandose de mayoral en una finca inmediata y sin recurso por falta de curandero, y total abandono de sus dueños, el personalmente habia asistido los enfermos: que por necesidad habia aprehendido a sangrar, aplicar ventosas, y sinapismos, y dar el cocimiento de las flores cordiales con unas gotas, que venian de la botica de Morales en unos pomitos. Enfin tanto dijo, tanto habló, que creyendo ya de encontrar sino un buen mayoral, a lo menos un regular curandero, lo acomodé de mayoral, dándole un muy crecido salario. Aunque aparentemente disminuian los casos, y se iban restableciendo los enfermos, yo tenía una nueva irrupcion de este exercito de Vandalos Colericos, sin ninguna comparacion mas destructores que los de los siglos pasados. Pocos negros existian sanos, y los cortos trabajos se hacian por cuadrillas separadas, intermediando alguna corta distancia de la una a la otra. El objeto era impedir con la reunion de muchos de ellos un nuevo foco de atraccion. Toda la ocupacion del nuevo mayoral era montar en uno de mis caballos de silla, y espantar unos bueyes que estaban libremente pastando en un canaveral inmediato a la casa de vivienda, para echarlos en otro, y cortar brazadas de caña y traherlas a la casa de molienda. Se rociaba a cada rato la cara con aguardiente lavándose las manos, y encuajandose la boca. Costumbre muy usada en la gente del campo en aquellos dias. No comia, sino deboraba las cañas, transformada su horrenda boca en un trapche ambulante. En los ratos de nuestra reunion que eran bien largos por estar ociosos, siempre alababa su valor. Decia que no tenia ningun miedo, pues estaba cerciorado, que esta enfermedad no se pegaba, que no era contagiosa, que dormiría en medio de los coléricos: que había aprehendido a curar perfectamente el cólera. Sentía mucho no saber leer para aprehender curar las demas enfermedades, y que el esclarecido D. Juan Figueroa le habia prometido enseñarle la medicina para servir en las enfermerias de las fincas. Se esforzaba persuadirme a que me fuese a Matanzas, dexando el ingenio a su cuidado: que en caso de alguna invasion no era menester ni médico, ni enfermero, hallándose todo esto reunido a su persona. Afortunadamente para mi, que no temia ni la enfermedad, ni todos sus horrores por haber conservado aquel valor, que la Divina Providencia me comunicó en aquellos calamitosos dias. Conocí pronto el espíritu de sus generosos ofrecimientos. Conocí que al momento de ausentarme yo por un camino, él saldria por el otro, como la triste experiencia de muchos hacendados lo ha acreditado. Expondria con mi ausencia el ingenio a los robos de todas clases, y los demas excesos, que se han cometido en otras fincas en iguales circunstancias. No presté ningun oido a sus palabras, acordándome de las brillantes promesas de mis operarios para creer en las suyas. Debo de advertir, que cuando se acomdó este segundo D. Quijote, habia unos veinte cuatro enfermos, y todos ya convalescentes. Sin embargo a pesar de tanto hablar de su valor, unas dos o tres veces entró en la enfermeria. Cuando por ceremonia verificó esta visita, entro con un pañuelo empapado de aguardiente de la sila aplicado á la boca, su cabeza aforrada con otro pañuelo, y un enorme cigarro encendido en la boca. Se vanagloriaba llevar siempre consigo el decantado especifico Figueroniano, único remedio invencible. Decia, que todavia no habia visto uno perecer, despues de haber tomado el expresado remedio, y que si no sortia efecto era po no haberse logrado el legítimo, el verdadero, añadiendo que mas sabia Figueroa, que todos los Médicos juntos de toda la isla. Conoció que yo habia notado tanta precuacion que desmentia su valor. Me dijo que un medico muy afamado en Guamutas, y por aquellas haciendas le habia aconsejado tuviese siempre un gran tabaco encendido en la boca, y que tragase todo el humo que pudiese por ser el mejor preservativo contra la peste: que lo habia practicado, y habia experimentado su eficacia en los muchos coléricos que habia asistido. Era cerca de media noche, oygo tocar a la puerta de mi habitacion con grandes golpes. Me llaman para correr a visitar al mayoral, que se estaba muriendo. Me levanto, paso a su cuarto y lo hallo muy abatido y con muchas evacuaciones. Su cama inundada de ellas por no dare tiempo a levantarse. Al referirme su enfermedad, no podia creer, como el cólera se hubiese atrevido á invadirlo, habiendo tomado el específico al momento de hallarse indispuesto. No se que pensar, decia, me han engañado, no me han trahido el legítimo, sino el contrahecho por los pícaros, que hay en Matanzas, que la Justicia deberia castigar á los que hacian tanta maldad, descargando una letanía de desverguenzas contra los venerables farmaceuticos de Matanzas. El insensato! transportado de su ciego frenesí, se creía invulnerable bajo la impenetrable égida del Non plus ultra de los remedios, del nombrado Específico. Sin prestar ninguna atencion a sus desvarios en las alabanzas que prodigaba al remedio, y a su ilustre inventor, solo reconocí en el á un pobre enfermo. Era de mi obligacion el socorrerlo. Le administré una taza de yerba buena (Mentha Sativa Linn.) con unas pocas gotas de Láudano y Eter sulfúrico. Se disminuyeron las evacuaciones. Se aliviaron los calambres mediante algunas frotaciones con el [ammoniaco] liquido con el Láudano. Entonces hallandose muy aliviado conoció los milagrosos efectos del específico, llorando amargamente el doblon de a cuatro que habia gastado. Blasfemaba de un tal D. P. R. M. instigador, o por mejor decir, emisario asalariado. Apostol para hacer nuevos proselytos. Entonces se verificó lo que se lee en el Boletín a la Aurora del Lunes de 8 de Abril de 1833. Habla D.or Figueroa. Sí el publico sensato, sí el infeliz doliente conoce sus buenos, efectos y me lega su gratitud en días de tanta ansiedad y turbulencia, ya he recibido el galardon(I) de mis afanes: Si por el contrario son funestos los resultados contra mis deseos, cargue con justicia el peso de mi desgracia. Pero Señor, no quiero ser deudor de ella á la falsificación del especifico y método. Esto seria una cosa muy triste. Facil es(II) soportar el peso de la maledicencia: pero que terrible es cargar con el reato de un pueblo equivocado." Ojalá que el exclarecido ex Fiscal de Jaruco, ex alcalde de Santa Hermandad, --Médico-Cirujano-Anatómico-Partero vea exactamente cumplido lo que dice en esta memorable representacion. Ojala que reciba el debido, el merecido galardon por sus afanes, por sus desvelos y lucubraciones. Ojalá que todos aquellos coléricos que estan gozando de la bienaventuranza a consecuencia de su especifico le hagan merecedor de gozar aqui paz, y despues gloria. Amen. Delirando D.F.A.M.L. con sus numerosos hijos, y que quiere expirar entre sus brazos, me dice con su voz muy apagada. Este ingenio está apestado, hasta los horiones [sic por gorriones] estan con el cólera. Aqui seguramente me moriré. Si me quedo un momento de mas, pues estan presentes a mi imaginacion los cuatro operarios que en un mismo día perecieron miserablemente. Me suplica de facilitarle un caballo y un negro para que lo acompañe hasta el ingenio del Sr. D. Agustin Dominguez. Todo se le concedió. Al tiempo de montar a caballo en union de un esclavo mio que debia llevarlo por delante se cae de golpe en el suelo. Le faltan las fuerzas para mantenerse. Enfin con bastante trabajo fué llevado donde él queria. Al momento que se apea, es acometido con la mayor violencia de vómitos y evacuaciones, de atroces calambres, y demas sintomas. Por su dicha escapó de la muerte por haber cesado aquella mortífera intensidad, y haber pasado la epidemia en el período de remision. Siguió alli el mismo método que le propuse, empleando las medicinas que gratuitamente le habia dado. El mayordomo de aquella finca un tal D. Antonio Ramos, se las administró sin discrepar un apice de lo que yo le habia ordenado por escrito .Logró el gran beneficio de restablecer su salud a los tres dias de la invasion . Habiéndose hospedado en la casa del mayoral de aquel ingenio comunica el cólera á la única esclava que este tenia. Al tiempo que esta infeliz negra le llevaba una taza de caldo es acometida de dolores muy violentos. Cae en el suelo, y a las pocas horas es difunta. Habria seguramente muerto D.F.A.M.L. si hubiese permanecido mas tiempo en mi finca. Tanta era la fuerza é intensidad de la peste en el aquel desgraciado ingenio. [Faltan cuatro páginas del manuscrito original] daba y un negro calesero. En el medio de pasar por este ingenio apestado no quise seguir el camino real. Ignorando donde existía esta finca, y huyendo de el, fuí andando por las veredas, y sin saberlo me encontré en el batey del ingenio. Allí estaba el mayordomo, o el enfermero con dos negros quemando un monton de muertos, cuya hediondez no se podia resistir. Al oir semejante cosa le pregunté con mucho disimulo, si habia observado bien que eran cadáveres los que se quemaban. Pronto contextó: ¿Como si eran cadavares? Mucho que los ví, que eran muertos, y los quemaban embueltos en sus mismas frezadas. Con unas horquetas de casa de calderas los iban revolviendo y meneando la candela como brazadas de bagazo en una fornalla. Una cosa era para ver, y otra para contar. Nunca he tenido mayor miedo en mi vida, y poco faltó que no me cayese del caballo, porque se me obscurecido la vista. Sin embargo, apreté las espuelas al caballo, y al pasar un arroyo se espanta por un negro que estaba allí muerto y tendido en aquel fango, y dí una caída. Desgraciadamente fui con el pecho sobre los cascos de muchos ladrillos y hormas. Me parecio que todas mis costillas se habian desmoronado. A pesar de mi dolor por la caida bolbí a montar a caballo, apenas pudiéndome sostener. Desde entonces no he gozado un momento de salud. Me han sajado muchas ventosas, me han sangrado varias veces, me han pegado dos vexigatorios, y he tomado muchas medicinas: pero todo ha sido de valde. He gastado lo poco que tenía para curarme, hasta mi caballo lo he vendido: ya no tengo mas dinero, y por esto he venido al hospital. Le dispuse lo que consideré indicado para su enfermedad, y nada le dije sobre el acontecimiento de la quemazon de los supuestos cadaveres. Habiendo recibido algun alivio momentaneo y pasagero por una pocion narcótica, se manifestó muy contento. Aprovechando esta ocasion, buelvo a preguntarle sobre lo que presenció en aquel ingenio de Guamacaro, manifestándome como sorprendido por aquella extraña relacion. Se ratificó en lo que habia dicho por haberlo presenciado. Despues de haber acabado de hablar, le indiqué la grande equivocacion que habia tenido. Le dije, que yo era aquel supuesto mayordomo o enfermero, que lo que se quemaba allí no eran cadaveres, sino las colchas, esquifaciones y algunas tarimas de mis negros coléricos. Admirado quedó, y por política no quiso contradecirme, pero estaba interiormente cierto de lo que habia dicho. Asi reservadamente lo declaraba a los asistentes. Me compadeció su triste suerte de deber perecer de una enfermedad tan angustiada y penosa. Le recomendé para que lo asistiesen con esmero y cuidado. Agravandose cada dia su mal, al mes de permanencia en el hospital falleció a consecuencia de una tos muy violenta, causandola una sofogacion. Me refirieron los practicantes que siempre les decia: Tengo delante de mis ojos a los dos negros y al mayordomo del ingenio del medico que me está curando. Me parece ahora mismo verlo con un gran sombrero de guano en la cabeza y una chupa de listado rebolbiendo con las horquetas aquellos muertos. Parecian negros de casa de calderas atizando las fornallas. Si es cierto lo que el médico dice, que él era aquel mismo que estaba allí, a la verdad no lo creo, porque el que yo vi allí era flaco y descolorido, y él gordo y de cara colorada. Me acuerdo que varias veces expresando su gratitud por el empeño que yo tenía en su curacion me decía: yo estoy cierto que U. me curará, porqué U. es muy guapo, y si no le ha tenido miedo al cólera, como le deberá tener a esta tos que me acaba la vida. Triste ilusion de su corazon! Ignoraba la mortal enfermedad que lo estaba consumiendo. ==Desaparece el Colera== Spirat infestis, metuit secondis Alternan sortem bene preparatum Pectus [Fragmento destruido] Jupiter ídem. Summor et, non si mole nunc, et [palabra destruida Sic erit neque semper arcum Tendit Apollo Horat Lib. Ode X. V. 20 [Esta cita tiene muchos problemas, debe reconstruirse del orginal de Horacio] Un pecho valeroso no se desespera en las adversidades, y teme en la felicidad una suerte contraria. El mismo Jupiter que produce los pesados inviernos, el mismo los ahuyenta, ni Apollo tiene su arco siempre teso. Horacio Lib. IV Oda X verso 20 Quiso por fin el Dios de las Misericordias suspender el brazo de su justa venganza. Prevalecio su infinita Clemencia a su rigor. Cesaron todos los casos del colera y los convalecientes salieron perfectamente restablecidos. Bolbieron del bosque todos los fugitivos. Despues de algunos dias de descanso se empezaron los trabajos con mucha pausa bajo la presidencia de un nuevo mayoral, un tal D. José Gil. Mandé a demoler varios bohios, en los que habian fallecido algunos negros. Despues de una buena limpieza mandé a hacer zahumerios de leños aromaticos y resinosos. Se ahilaron los negros para contarlos: se hallaron que faltaban treinta y ocho, los mismo q.e miserablemente habian perecido del Cólera. Todos los mejores esclavos por su fidelidad, y constancia en los trabajos. Reunidos todos los negros les aconsejé a que guardasen una vida arreglada, huyendo de todo exceso. Que nunca se olvidasen de los peligros, a los que me habia expuesto para acompañarlos y socorrerlos. Pero aunque todo estaba tranquilo, y en el orden primitivo anterior a la invasion del Colera me causaba un gran sentimiento el no apercibir á los esclavos muertos. Despues me fuí acostumbrando a su falta: este es el orden de las cosas de este mundo. Cesaron tantos horrores, tantas desgraciadas, se disipó la negra tempestad, amaneció el deseado arco Iris de paz. Esta alternacion de gusto y de pesar, de alegria y de amargura forma la esencia de la vida del hombre, en estas continuas alteraciones pasan los instantes de su peregrinacion. Caminando asi nos aproximamos insensiblemente hacia el inmenso Oceano de la eternidad, último puerto de nuestra seguridad y descanso. Por la lectura de lo que aconteció en mi finca, cualquiera verá, que ya estaba formado el rayo que debia aterrarme y reducirme en cenizas. ¿Cual fué la mano amiga y benéfica que detuvo el brazo del Omnipotente en el acto de descargar su enojo contra de mí, contra un átomo delante de su presencia? ¿que mano fue la que arrestó los terribles efectos de la divina venganza, sino la de mis dos inocentes y adorados hijos? Al tiempo casi de la explosion el Todopoderoso inclinó su vista sobre ellos. Observó sus puros corazones, se acordó q.e era el Dios de la inocencia, se aplacó. Triunfé de la muerte, y de todos sus horrores. Por todo lo cual recibid, queridos hijos mios, los testimonios mas vivos de mi eterno agradecimiento en medios de mis tiernas afecciones. Lagrime d'innocenza! Oh Dio lasciate Ch' io vi sugga né baci. Oh pegni elette. La bell' indole vostra omai spiegate. Done all' aura d' April vaghi fioretti. Ricci Idilio III ==A mis esclavos muertos del colera-morbo Año 1833== O socií comitesque, O fortes pejoraque passi. Mecum saipe viri, nunc pelliter curas O, camaradas y compañeros mios o valientes y esforzados varones, que en mi compañia [habeis vivido] grandes desgracias. Tranquilizaos alfin. Se acabaron todos nuestros trabajos. Hor. Lib I Ode VII A quienes puedo yo con mas razón dirigirme con las palabras [expresivo] y sublime Oracio, que a vosotros humildes y fieles esclavos mios? A quienes puedo yo con mayor justicia llamar camaradas y compañeros mios, que a vosotros, que verdaderamente tales fuisteis en aquellos memorables dias? Si mis debiles voces pueden penetrar en vuestra silenciosa morada, oid por ultima vez al que fue un tiempo vuestro antiguo señor. Levantaos de vuestras tumbas. Anime affannate Venite a noi parlar, s' altri nol niega. Dante Devorados por este insaciable mostruo en la flor de vuestros años, y en el mejor estado de vuestras fuerzas, caisteis como débiles cañas bajo el cortante filo de esta mortífera cuchilla. Los que os gobernaban, huyeron viles mercenarios sin humanidad: huyeron cobardes a esconder el pánico temor que minaba sus mezquinos corazones. Espantandos a la vista del nuevo basilisco, se disiparon como el humo, dexandoos entregados a vuestros fatales destinos. Solo a vuestro amo lo hallasteis siempre expuesto a nuevos peligros para ayudaros, siempre en vuestra compañia y a nuestro lado para aliviar vuestros atroces dolores. Superior a los trabajos, y al miedo de una muerte cierta é inevitable, lo vistéis impávido participar de vuestras angustias. Siempre dispuesto en consolaros, en ayudaros lo visteis firme hasta el momento último de vuestra existencia. La turba de vuestros opresores creyendose unos seres privilegiados y superiores a vosotros os tratan peor que las bestias de carga. Os desprecian por ser marcados con el degradante sello de la esclavitud. Sordos a la voz de la dulce humanidad buscan en el sudor de vuestras frentes el vil precio de sus tenebrosas especulaciones para enriquecer. Levantan el suntuoso edificio de su loca soberbia y sordida codicia sobre bases cimentadas con vuestra sangre. Insensatos! No conocen que toda su aparente grandeza es efimera? Ignoran que el coloso puede en un momento reducirse en cenizas por una simple chispa inflamada por el soplo de un viento impetuoso y abrazador. Sensible a las angustias de vuestra laboriosa vida nunca me hallasteis insensible a vuestras quejas, nunca preferir mi personal interes a vuestras necesidades, las comodidades de mi vida a vuestros sufrimientos. Siempre y en todas las ocasiones no tuvisteis un déspota inhumano y avariento sino un amigo, un compañero. Consolaos vosotros, que os llamaban los pobres negros. Terminaron de una vez todas vuestras pobres penas, todos vuestros trabajos. Cesó el estado de vuestra forzosa y violenta esclavitud. La madre comun de todos los vivientes abre su seno para recibiros. Allí hallareis aquel descanso que os robaron los hombres. En la humilde tumba que encierra vuestros mortales despojos, todo... [Aquí se interrumpe el manuscrito, en la página 260] DOCUMENTOS CATEDRAL DE MATANZAS Libro 13 de Bautismos de Blancos. (1819-1824) folio 58v. No. 558 José de Jesus Ygnacio Gabriel Yarini y Torres Viernes catorce de Setiembre de mil ochocientos veinte y un a.s Yo D.n Pedro de Silva Carriego Pbro--. Cura Beneficiado por su Magestad de la Iglesia Parroquial de San Carlos de Matanzas &a. Bautize y puse los Santos Oleos a un niño qe. nació a ocho de Agosto proximo pasado Hijo lexítimo del Ber--. Dn. José Yarini nl. del Reyno de Truria en Italia, y de Da. Josefa de Torres y Lima, natural de esta ciudad y vecinos ambos de ella: Abuelos Paternos Dn. José y Dna--. Maria Klupfel naturales de Alemania, Ydem maternos Dn. Juan y Da. Andrea de Lima naturales de esta ciudad y en dicho niño exercí las Sacras ceremonias y preces y le puse por nombre José de Jesus Ygnacio Gabriel: fueron Padrinos Dn. Gabriel de Excasti y Da. Iga. de Ortega a quienes advertí su obligacion y lo firmé ===Pedro de Silva Carriego (Rúbrica). Libro 16 de Bautismos de Blancos. (1829-1831) folio 160v. No. 679 Jose Manl. Antonino Yarini Domingo veinte y cuatro de Octe. de mil ochocs. treinta años. Yo Dr Dn. Manl. Franco. Garcia, Cura Bo. por S.M. Vico. Ecco--. de la Yglesia Parroql. de S. Carlos de Matanzas, bautize Solemnemte. y puse los Santos oleos á un niño que nació en veinte y ocho de Agosto ppo. hijo legmo--. del Ber. Dn. Jose Leopoldo Yarini natl. de Ytalia, y de Da. Josefa de Torres, natl. y vecina de esta. Abs. pats. Dn. José y Da. Teresa Klupfel mats. Dn. Juan y Da. Maria Andrea de Lima. En el cual niño exerci las sacras ceremonias y preces, y nombre Jose Manl. Antonino: fue padrino Dn. Jose de Jesus Yarini, a quien advertí la cognacion espiritual y demas obligaciones y lo firme Dor. Manl. Franco. Garcia (Rúbrica). Libro 9 de Entierros de Blancos. (1835-1840) folio 194v-195. No. 1335 José Yarini En la Yglesia parroquial de S. Carlos de Matanzas en primero de Abril de mil ochocientos treinta y nueve años, se le hicieron los oficios y se le dió sepultura en el cementerio gral--. al cadaver del adto. Dn. Jose Yarini, natural de Florencia, hijo legítimo de Dn. José y de Da. Teresa Klup, otorgó su testamento en treinta y uno de marzo, ante el caballero Dn. Luis Lopez Villavicencio, Esno. ppco., por el qe. manda se le digan las tres misas del alma, que se den dos reales á cada una de las mandas forzosas, y tres pesos á la pia del estado; declara ser casado con Da. Josefa de Torres, de cuyo matrimonio tiene por su legitimo hijo a Dn. José de Jesus, nombra albacea y tenedora de bienes a la espresada su consorte, y por heredero al referido su hijo, segun consta de la clausula de dho. testamento que queda en este archivo de mi cargo; falleció a los cincuenta años de edad, recibió los Stos--. Sacramentos y lo firmé Dor. Manl. Franco. Garcia (Rúbrica). ARCHIVO NACIONAL DE CUBA. Protocolo de Dn. Luis López Villavicencio. Año 1839 Tomo 10. folios 199-220v. En el nombre de Dios Todopoderoso Amen: Sépase que yo D. Jose Yarini natural de Florencia, y de este vecindario hijo legitimo de D. Jose y Da. Teresa Klupfeld ya difuntos hallandome enfermo en cama pero en mi entero juicio cumplida memoria y entendimiento natural que Dios Nuestro Señor ha sido servido darme creyendo como firme y verdaderamente creo en el inefable misterio dela Trinidad Santísima Padre Hijo y Espíritu Santo y en todos los demas artículos y misterios que cree confiesa predica y enseña nuestra Santa Madre Iglesia Católica Apostolica de Roma regida y gobernada por el Espiritu Santo, bajo de cuya fe y creencia he vivido y protesto hacerlo hasta morir como catolico y fiel cristiano temiendo la muerte que es natural y su hora incierta segun el precepto Evangelico, quiero hacer este mi testamento y lo ordeno en la manera siguiente Primeramente encomiendo mi alma al mismo dios y Señor que me la dió creó y redimió con el precio y valor infinito de su propia Sangre pasion y muerte y le suplico humildemente se digne perdonarla y llebarla a eterno descanso con sus escogidos para donde fue creada; el cuerpo mando a la tierra de que se formó, y cuando acaezca mi fallecimiento quiero se amortaje con el traje de mi uso que se le de sepultura en el cementerio gral. dejando las demas disposiciones de mi funeral y entierro a solucion de mis albaceas Ytt. Mando que se me den las tres misas del alma que se den dos reales a cada una de las mandas forzosas y tres pesos ála Obra pia del Estado Ytt. Declaro ser casado con Da. Josefa de Torres de cuyo matrimonio hemos tenido por nuestro hijo legitimo a D. Jose de Jesus, que se halla en la pubertad Ytt. Declaro que cuando lo contrajimos aporté yo treinta mil pesos, y la citada mi consorte diez mil pesos Ytt. Declaro por mis bienes un Yngenio de fabricar azucar nombrado Ntra. Sra. del Rosario situado en Guamacaro, con treinta y ocho y tres cuartos Caballerias de tierra, con ciento veinte negros de ambos secsos y edades de su dotacion, bueyes animales y demás útiles que en el aparecerán y de que está instruído mi albacea Ytt. Declaro por mis bienes una casa de mamposteria y teja situada en la Calle del Rio, otra de tablas y tejas en la Carniceria Vieja, otra de mamposteria y teja en la calle del medio, otra de mamposteria y teja en la Calle del Ayuntamiento, y otra de mamposteria teja y azotea en que actualmente habito Ytt. Declaro por mis bienes trece siervos a mis servicio de cuyos nombres está instruída mi consorte Ytt. Declaro por mis bienes todos los muebles de casa alajas de oro y plata que se encontraren a mi fallecimiento y de que está instruida mi consorte Ytt. Declaro que mis deudas activas y pasivas está instruida de ellas mi consorte y constan de mis apuntes y documentos y mando se cobren y paguen las que resultaren legítimas Y respecto a que el enunciado mi hijo D. Jose se halla en la menor edad, y sin embargo de que tiene la suficiente para elegir por si mismo curador, nombro a D. Simon de Ximeno para tal efecto relevandole la fianza que en estos casos ecsije el dro. Nombro por albacea tenedora de todos mis bienes á la espresada mi consorte Da. Josefa de Torres para que cumpla esta mi disposicion aunque sea pasado el año de albaceazgo á cuyo efecto le prorrogo el demas tiempo que necesite Ynstruyo y nombro por mi unico y universal heredero al espresado mi hijo D.Jose de Jesus, para que lo que resulte corresponderme lo haya y lo goce con la bendicion de Dios y la mia por ser asi mi voluntad Reboco y anulo doy por de ningun valor y efecto otros cualesquiera testamentos codicilios poderes para testar memorias mandas ó legados que antes de éste haya fecho ü otorgado por escrito o de palabra que quiero no valgan ni hagan fe en manera alguna salvo el presente que mando se guarde cumpla y ejecute como mi última y final voluntad ó en aquella via y forma que mas haya lugar en derecho. En cuyo testimonio es fecho en la Ciudad de Matanzas a treinta y uno de marzo de mil ochocientos treinta y nueve años. Yo el Escribano doy fe conozco al otorgante que al parecer está en su entero juicio cumplida menoria y entendimiento natural tal asi lo dijo y firmó siendo testigos el Dr. D. Tomas Pintado, D: Cristobal Madan y D. Nicolas de Garci-Aguirre vecinos y presentes Jose Yarini (Rúbrica) Ante mí Luis Lopez Villavicencio (Rúbrica) [[Category:Wikiversity translations]] [[Category:History]] [[Category:Spanish]] 6508 29923 2006-09-27T13:37:44Z Mathboy965 1381 <div style="float:{{{float|left}}}; border:{{{border-width|{{{border-s|1}}}}}}px solid {{{border-color|{{{1|{{{border-c|{{{id-c|#999}}}}}}}}}}}}; margin:1px;"> {| cellspacing="0" style="width:238px; background:{{{info-background|{{{2|{{{info-c|#EEE}}}}}}}}};" | style="width:45px; height:45px; background:{{{logo-background|{{{1|{{{id-c|#DDD}}}}}}}}}; text-align:center; font-size:{{{logo-size|{{{5|{{{id-s|14}}}}}}}}}pt; color:{{{logo-color|{{{id-fc|black}}}}}};" | '''{{{logo|{{{3|{{{id|id}}}}}}}}}''' | style="font-size:{{{info-size|{{{info-s|8}}}}}}pt; padding:4pt; line-height:1.25em; color:{{{info-color|{{{info-fc|black}}}}}};" | {{{info|{{{4|{{{info|''info''}}}}}}}}} |}</div><noinclude>[[Category:Userbox templates|Userbox]][[eu:Txantiloi:Taulatxo oinarria]]</noinclude> 6509 29929 2006-09-27T13:49:00Z Mathboy965 1381 Chemistry clipart Chemistry clipart 6510 31695 2006-10-04T23:50:51Z Draicone 1128 Fix colors - the link really isn't visible. Sorry I had to use font color= tags, span style wasn't working. {{Userbox |border-c = #000 |border-s = 1 |id-c = #965 |id-s = 12 |id-fc = #000 |info-c = #836 |info-s = 8 |info-fc = #fff |id = [[Image:Chemistry.JPG]] |info = This user contributes to the <font color="#BDFFAF">[[School:Chemistry|School of Chemistry]]</font>. }} [[Category:Contributors to the School of Chemistry|{{PAGENAME}}]] 6512 29963 2006-09-27T16:50:28Z JWSchmidt 20 [[Category:Users by school participation]] A list of users that contribute to the School of Chemistry. [[Category:Users by school participation]] 6513 80704 2007-01-24T17:39:16Z CQ 1939 [[Category:Multilingual Studies]] __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color:inherit ; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | {| style="float: right; border: 1px #cccccc solid; width:200px;" |- | colspan="2" align="center" style="background:steelblue; color:White" | Courses in French |- | align="center" style="background:LightCyan; color:black" | Course #1: | style="border: 1px #cccccc solid;" | [[Learning_the_Basics_of_French |Français I]] |- | align="center" bgcolor="LightCyan" | Course #2: | style="border: 1px #cccccc solid;" | [[Français II]] |- | align="center" bgcolor="LightCyan" | Course #3: | style="border: 1px #cccccc solid;" | [[Français III]] |- | align="center" bgcolor="LightCyan" | Course #4: | style="border: 1px #cccccc solid;" | [[Français IV]] |} <center><br><br><br><big>[[Image:Flag of France.svg|65px]] Français!</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>French Division</big></center> Welcome to the '''French Department''' at Wikiversity, part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. == Introduction to French == [[Image:Map-Francophone World.png|210px|thumb|French is spoken all around the world.]] French is a [[w:Romance language|Romance language]], descended from Latin and closely related to Spanish and Italian. French is spoken in many parts of the world, and is an official language in more countries than any language except English. It is the native tongue of over 87 million people and has an additional 68 million non-native speakers. Much of English's vocabulary comes from French and related languages (most notably [[w:Old Norman|Old Norman]]). To show your interest in the French department, sign up at the [[French stream]]. == Courses/[[Portal:Learning Projects|Projects]] == ====Streams==== *[[French stream|French]] ====Current==== Courses currently being offered by the French Department: *[[Learning the Basics of French|Français I]] Other projects: * ... ====Planned==== * [[Français II]] * [[Français III]] * [[Français IV]] ====Tasks==== #Incorporate [[b:French|Wikibooks materials]] into the French Department. #Start a French project/course. == Language References == ==== Vocabulary ==== *See the lists at the [[b:French/Appendices|French Appendices]] on Wikibooks. ==== Verb conjugation ==== *For a list of tenses and how to conjugate them (regularly), please see [[b:French/Grammar/Tenses|French tenses sorted by Mood and Type]]. *To learn how to conjugate irregular verbs, please see [[b:French/Grammar/Verbs/Irregular conjugations|Irregular verb conjugations in French]]. == Typing Accents == *For general information on how to type French characters in all contexts (including Microsoft Word), please see [[b:French/Appendices/Typing characters|Typing Characters in French]]. *For information on how to type French accent marks specifically in Microsoft Word, consult Penn State University's French department's website. [http://www.french.psu.edu/undergrad/accentpc.html] == Department news == * '''Decenber 25th 2006''' The French Department's first course, [[Learning the Basics of French|Français I]] is in development! * '''September 27, 2006''' - Department founded! [[Category:French]] [[Category:Multilingual Studies]] 6514 29962 2006-09-27T16:47:47Z JWSchmidt 20 start category [[Wikiversity:Userboxes|Userboxes]] that say, "I participate in the Wikiversity school of Foo," can serve a useful function in helping build Wikiversity communities of users with common academic interests. Wikiversity pages in the "School:" [[Wikiversity:Namespaces|namespace]] function as Wikiversity content creation/improvement projects. "Improvement project participant" templates can be kept in the "Template:" namespace. [[Category:Users]] 6516 29968 2006-09-27T17:06:41Z JWSchmidt 20 link to [[Wikiversity:Support staff]] This category can be used to keep lists of Wikiversity functionaries such as [[Wikiversity:Support staff|custodians]]. [[Category:Users]] 6517 29979 2006-09-27T18:03:40Z Mathboy965 1381 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''es'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Este usario tiene el '''[[:Category:User es|español]]''' como '''[[:Category:User es-N|lengua materna]] ''' speaker.[[Category:User es|{{PAGENAME}}]][[Category:User es-N|{{PAGENAME}}]]</td> </tr></table></div> 6518 40576 2006-10-28T14:47:08Z Martin Kozák 2566 order in category {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es}} |} This category lists '''native''' Spanish speakers. The other levels of Spanish knowledge are: *[[:Category:User_es-0|'''0''' for not knowledge]] *[[:Category:User_es-1|'''1''' for basic knowledge]] *[[:Category:User_es-2|'''2''' for intermediate knowledge]] *[[:Category:User_es-3|'''3''' for advanced knowledge]] *[[:Category:User es-4|'''4''' for fluent or near native knowledge]] For a list of language specific tags, see [[Meta:Babel templates]]. [[Category:Users by language|es users]] 6519 30313 2006-09-28T15:13:55Z Mathboy965 1381 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es}} |} '''Category:User es-N''': Users whose native language is Spanish<br/> [[:Category:User es-4]]: Users with fluent or near-native level of Spanish<br/> [[:Category:User es-3]]: Users with advanced level of Spanish<br/> [[:Category:User es-2]]: Users with intermediate level of Spanish<br> [[:Category:User es-1]]: Users with basic level of Spanish<br/> [[:Category:User es-0]]: Users with no level of Spanish<br/> [[Category: User es]] 6520 43507 2006-11-07T03:50:48Z Rayc 57 [[Category:Introductions]] [[w:HTML|HTML]] stands for Hyper Text Markup Language. Hyper text is a form of interactive and attractive text, text in which [[Link|links]] can be forged and formatting can be done. {{HTMLfooter|(none)|Basic formatting in HTML}} [[Category:Introductions]] 6521 30308 2006-09-28T15:13:04Z Mathboy965 1381 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es-0}} |} [[:Category:User es-N]]: Users whose native language is Spanish<br/> [[:Category:User es-4]]: Users with fluent or near-native level of Spanish<br/> [[:Category:User es-3]]: Users with advanced level of Spanish<br/> [[:Category:User es-2]]: Users with intermediate level of Spanish<br> [[:Category:User es-1]]: Users with basic level of Spanish<br/> '''Category:User es-0''': Users with no level of Spanish<br/> [[Category: User es]] 6522 30309 2006-09-28T15:13:14Z Mathboy965 1381 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es-1}} |} [[:Category:User es-N]]: Users whose native language is Spanish<br/> [[:Category:User es-4]]: Users with fluent or near-native level of Spanish<br/> [[:Category:User es-3]]: Users with advanced level of Spanish<br/> [[:Category:User es-2]]: Users with intermediate level of Spanish<br> '''Category:User es-1''': Users with basic level of Spanish<br/> [[:Category:User es-0]]: Users with no level of Spanish<br/> [[Category: User es]] 6523 30310 2006-09-28T15:13:27Z Mathboy965 1381 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es-2}} |} [[:Category:User es-N]]: Users whose native language is Spanish<br/> [[:Category:User es-4]]: Users with fluent or near-native level of Spanish<br/> [[:Category:User es-3]]: Users with advanced level of Spanish<br/> '''Category:User es-2''': Users with intermediate level of Spanish<br> [[:Category:User es-1]]: Users with basic level of Spanish<br/> [[:Category:User es-0]]: Users with no level of Spanish<br/> [[Category: User es]] 6524 30311 2006-09-28T15:13:36Z Mathboy965 1381 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es-3}} |} [[:Category:User es-N]]: Users whose native language is Spanish<br/> [[:Category:User es-4]]: Users with fluent or near-native level of Spanish<br/> '''Category:User es-3''': Users with advanced level of Spanish<br/> [[:Category:User es-2]]: Users with intermediate level of Spanish<br> [[:Category:User es-1]]: Users with basic level of Spanish<br/> [[:Category:User es-0]]: Users with no level of Spanish<br/> [[Category: User es]] 6525 30312 2006-09-28T15:13:45Z Mathboy965 1381 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- |{{User es-4}} |} [[:Category:User es-N]]: Users whose native language is Spanish<br/> '''Category:User es-4''': Users with fluent or near-native level of Spanish<br/> [[:Category:User es-3]]: Users with advanced level of Spanish<br/> [[:Category:User es-2]]: Users with intermediate level of Spanish<br> [[:Category:User es-1]]: Users with basic level of Spanish<br/> [[:Category:User es-0]]: Users with no level of Spanish<br/> [[Category: User es]] 6526 30000 2006-09-27T20:10:31Z Ravenstorm 601 Redirecting to [[Topic:ActionScript]] #REDIRECT [[Topic:ActionScript]] 6527 80799 2007-01-25T00:51:03Z 89.36.248.120 /* Other Variables */ Welcome to the first ActionScript lesson, part of the ActionScript program here at Wikiversity. Instead of creating one of those silly "Hello World" introductions, I'm going to jump right into the structure and basics of ActionScript. =The Basis of ActionScript= ==Functions== If not for functions, ActionScript (which will be from here on refered to as '''AS''') would be nearly useless (see Event Handlers below). A function is essentially a set of commands you are giving to Adobe Flash. You can do pretty much anything in a function. Writing a function is simple: function ''function_name'' (parameters) { ''statements'' } You'll notice five essential elements to creating a function. First, you must write '''function''', which lets AS know that you are creating a function. The next three elements must be included for the function to be created properly. Let's jump into it and write a line of code now. In the Action Panel write the following: <nowiki>onLoad = function() { trace("hello world"); }</nowiki> ===Function Name=== The '''function's name''' is, rather obviously, not optional. You can call a function whatever you want, as long as you adhere to these rules: *The function's name must begin with either a letter (A to Z) or an underscore; not a number! *The function's name cannot contain any other symbol than a letter, an underscore or a number. *The function's name cannot have any spaces. While <tt>new_function</tt> would be ok, <tt>new function</tt> would generate a syntax error. *The function's name is case sensitive! Whenever you use a function, every character must be the same! So trying to use <tt>FunctionOne</tt> when it's actually called <tt>functionone</tt> or even <tt>Functionone</tt> will not work. ===Parameters=== '''Parameters''' are an incredibly useful part of a function, but for now we won't be going into that. They pass on information to the function when it is called; sound complicated? That's why we'll be doing it later! They are always contained in parentheses. If you do not want to use parameters (we won't be for now), you still have to leave in the empty parentheses, like this (compare above function): function newfunction () { ''statements'' } ===Statements=== Without '''statements''', the function would essentially accomplish nothing. If a function is a shopping list, then a statement is something you need to get. Statements are seperated using a semi-colon ('';''). Using the example of the shopping list, most functions look a bit like this: function shoppinglist () { bananas; oranges; bread; milk; ''etc...''; } ===Curly Brackets=== Finally, the '''curly brackets''' (''{}''). They make the difference between the function you are creating and the rest of your code, kind of like a fence makes the difference between two properties. Without brackets, you are going to get a pile of syntax errors in your code! They must be placed on the same line as the '''function''' command, after the function name and parameters, and on a new line after you are done writing statements, like so: function functionname () '''{''' statements; statements; statements; '''}''' ===Calling a Function=== So there you go, now you know how to write a function! As I mentioned above, we will learn how to use parameters later on. Most Flash programs contain a handful of functions, depending on how many different sets of actions need to be used. In AS, if you write statements outside of a function, they are executed immediately, which is not always what you want. So what's the point of creating a function? So you can '''call''' it whenever you want! Calling a function is also simple. functionname() To call a function, you must first write the function's name, then it's parameters within parentheses. Just like when you were writing a function, you still need to add the parentheses even if you don't have any parameters. You can call a function whenever you want: you can even call a function within another function, kind of like this: function firstfunction() { do a; bunch of; stuff; secondfunction(); } function secondfunction() { do a; bunch of; other stuff; } firstfunction() In the above code, AS will essentially run the <tt>firstfunction</tt>, which will do a bunch of stuff, and then run <tt>secondfunction</tt>, which will do a bunch of other stuff. Once we get into Event Handlers and Parameters, you'll see how this can be very useful. ==Variables== Variables are, in their most basic form, containers for information. Creating a variable is infinitely simple: variablename = value As you can see here, all you need to do is give the variable a name, put the ''='' sign, and give it a value! The variable's name must be written like a function: don't start with a number, only characters, numbers and underscores are allowed, no spaces, and remember, it's case sensitive! A value is whatever the variable contains. A variable can contain three different things: an array (a list of information), a number, and a string. Also worth noting is the variable deceleration syntax of Actionscript 2.0. var myText:String = "this is the contents"; var myNum:Nummber = 3.14; var myArray:Array = ["apple", "pear", "orange"]; These are different from loose decelerations in that they begin with ''var'' then their name, ''myText'' for example, then a colon and their data type, lastly an "=" and then their value. ===Strings=== A '''string''' is basically a bunch of words. Strings always have <nowiki>"quotation marks"</nowiki> around them. Strings are usually used to display information. They are not commands within AS, but instead, literal words. For example, if I write: var1 = 3.14159 var2 = var1 + 5 AS will recognize <tt>var2</tt> as being worth 8.14159. On the other hand, if I write: var1 = "3.14159" var2 = var1 + 5 AS will recognize <tt>var2</tt> as being worth 3.14159'''5'''. Instead of adding 5 as a value, it is literally added to var1. As you continue to use ActionScript, you will realize how important it is to make the difference between strings and everything else. ===Integers=== '''Integer''' is simply another word for ''number''. As in the example above, variables can contain integers for various reasons. Integers are ''never'' surrounded by anything alone. Though integers are used surrounded by other objects. If you add to variables containing integers together, you will get the mathematical sum of those two numbers. For example: var1 = 5 var2 = 3 var3 = var1 + var2 <tt>var3</tt> is equal to 8. ===Other Variables=== Variables can contain '''other variables''', as in the above examples. When you create a variable that is equal to another variable, the new variable simply copies the old variables information. So if I write: var1 = "chocolate" var2 = var1 <tt>var2</tt> is equal to "chocolate". Since we usually seperate variables into strings or integers, you can make variables interact with each other when creating a new variable depending on what they are. Integer variables can be added (+), subtracted (-), multiplied (*) and divided (/), while string variables can only be added onto each other. For example: var1 = 3 var2 = 5 var3 = var1 * var2 var4 = "hello my name" var5 = "is Lollercakes." var6 = var4 + var5 <tt>var3</tt> will be equal to 15, while var6 will be equal to "hello my nameis Lollercakes." Note that there are no spaces automatically included when adding variables. To accomplish that, we'd have to do this: var1 = "The battle" var2 = "of the Bulge." var3 = var1 + '''" "''' + var2 Note that I added a space in quotation marks. ActionScript understands that this means I am adding a variable, a string which is just a space, and another variable. <tt>var3</tt> is therefore equal to "The battle of the Bulge." ==Methods== Flash is an object-oriented program. Most of the ActionScript you will write will be used to manipulate objects within Flash, whether they be text, objects drawn using Flash, or animations within those objects. '''Methods''' are object-oriented actions, kind of like functions already included in Flash. Here are a few examples of methods: *<tt>String.split(delimiter:String, [limit:Number]) -- Splits a String object into substrings by breaking it wherever the specified delimiter parameter occurs and returns the substrings in an array. If you use an empty string ("") as a delimiter, each character in the string is placed as an element in the array.</tt> *<tt>Sound.start([secondOffset:Number], [loops:Number]) -- Starts playing the last attached sound from the beginning if no parameter is specified, or starting at the point in the sound specified by the secondOffset parameter.</tt> *<tt>Movieclip.duplicateMovieClip(name:String, depth:Number, [initObject:Object]) -- Creates an instance of the specified movie clip while the SWF file is playing. Duplicated movie clips always start playing at Frame 1, no matter what frame the original movie clip is on when the duplicateMovieClip() method is called...</tt> As you can see, each of these methods have parameters (ah ah, you'll learn about those soon!), just like functions. The difference is that, while a function can simply be called whenever and wherever, most methods need to be based on an existing object. So really, methods are like functions created by Flash and usually must be run with an object, while functions are user-defined. For example, if you look at the second example shown above, <tt>Sound.start()</tt>, replacing the word Sound with the name of a sound object created in Flash will make that sound object play whatever sound has been attached to it. There are three major types of methods. ===Return Methods=== When you need to get information concerning a certain object, you use a '''return method'''. Return methods can be used to create new objects based on old ones, or to create variables that contain information about objects. Let's look at one of the examples above, which is <tt>String.split()</tt>. When you use <tt>String.split()</tt>, you are essentially taking a variable and seperating it using a delimiter which you define in the parameters section. Although this sounds confusing, the result is essentially an array, which is like a list of variables. The point is, when you use the <tt>String.split()</tt> command, it does NOT do anything to the variable itself... it simply sends information to wherever you need it about the consequences of whatever the method is. Commonly, <tt>String.split()</tt> would be used something like this: string1 = "Bananas, oranges, apples" array1 = string1.split(",") In this scenario, array1 would be equal to <tt>bananas, oranges, apples</tt>. We're going to learn more about arrays later on, but for now all you need to know is how return methods work! ===Effect Methods=== Contrary to return methods, '''change methods''' actually create a change within the object. We'll use the example of <tt>Sound.start()</tt> for this one. When using <tt>Sound.start()</tt>, it does something to the object (which is a sound file): it starts playing it! Effect methods are also used in a variety of other contexts, such as when drawing an object within Flash or starting or stopping animations. Effect methods are simple, truth be told. ===Constructor Methods=== '''Constructor methods''', as the name implies, "construct" objects, sounds, variables, arrays, etc. within Flash. When creating a function, you are using the <tt>function</tt> constructor. When creating a new Sound object or Movie clip, it looks like this: mySound = new Sound() _root.createEmptyMovieClip("name", 1) Constructor methods are useful for creating content within a Flash application that is context sensitive, such as a user-defined sound effect or drawing. Whether or not you use constructor methods depends on what you're trying to accomplish in Flash, although most user-friendly, context-sensitive Flash applications (what Flash is truly made for!) make extensive use of constructor methods. =Advanced ActionScript Structure= ==Parameters== Finally! '''Parameters''' can be used in a number of different situations: when writing and calling a function, when using a method, etc. To be simple, parameters hold context-sensitive information that is passed on to a function or method when used. Parameters are kind of like variables: they hold information that can be accessed at any time. The way a parameter works is the same with both functions and methods. Many functions and methods need parameters to run. For example, if you are using a <tt>createEmptyMovieClip</tt> method, you need to specify what the new Movie Clip that is created will be named, and on which level in AS it will appear. The parameters are contained in parentheses. When writing code, you can check out the AS Reference to know which information is passed on to which parameter. Using the example of <tt>createEmptyMovieClip</tt>, here is how it is usually written: _root.createEmptyMovieClip(parameter1, parameter2) Parameter1, in this case, is the name of the new Movie Clip. Therefore, it has to be a string. Parameter2 is the level on which the Movie Clip is created, so it has to be a number. Filling out the parameters looks like this: _root.createEmptyMovieClip("myMovieClip", 5) Remember that all different methods have different parameters that you have to check using the AS Reference! Now, if we go back to user-defined Functions, you'll notice that you can define your own parameters for your functions. This is a very powerful feature in Flash! Here's an example of a function that uses parameters and is called with parameters. function myFunc(param1, param2) { trace (param1) trace (param2) } myFunc(3, 16) What this little piece of code does is create a function with two parameters called <tt>param1</tt> and <tt>param2</tt>, then calls the function and changes the value of <tt>param1</tt> to 3 and <tt>param2</tt> to 16. So using parameters is sort of like creating an infinite number of variables inside of a function, since they can be called inside the function at any time. Here's another example using both a method and function parameters. function createMC(name, depth) { _root.createMovieClip(name, depth) } createMC("myMC", 5) This creates a Movie Clip with the name <tt>myMC</tt> and a depth of 5. As a final note, remember to keep in mind three things when creating function parameters: *Each parameter must have a different name which adheres to the usual rule of creating variables and functions. *Although it is not necessary to define all parameters within a function (for example, the function has three parameters but only two are defined when it is called), you cannot define more information than the function can hold (for example, the function has two parameters and three are defined when it is called). *The parameter cannot be accessed outside of the function. [[Category:Flash ActionScript]] Questions? Need some extra help? Can't figure something out? Then go to: [[Talk:ActionScript:Introduction]] 6529 30008 2006-09-27T21:35:49Z JWSchmidt 20 subcategory [[Category:Film and Television]] 6530 30012 2006-09-27T21:44:10Z JWSchmidt 20 [[Topic:ActionScript:Intro]] moved to [[ActionScript:Introduction]]: lessons should be in the main namespace #REDIRECT [[ActionScript:Introduction]] 6533 30044 2006-09-27T23:52:44Z JWSchmidt 20 just one [[Category:Business]] 6534 76830 2007-01-16T00:30:01Z JWSchmidt 20 [[Category:Architecture]] Welcome to the [[School:Architecture]]. This introductory module is part of the proposed curriculum for the bold experiment to teach Architecture online, which is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this School of Architecture proposes a practical guide of the most important steps that have made us ''Architects''. Becoming an architect is a long journey consisting of education, internship, and examinations; and requires the practitioner to be dedicated, creative, detail-oriented, and possess a firm resolve to complete all which you have begun. You will enjoy this experimental process and the amazing experience of becoming an architect. ==Architecture== [[w:en:Architecture|Architecture]], the art and science of designing and erecting [[w:en:Buildings|buildings]], is a vast subject -- every culture since the dawn of time has had its own distinct style of making shelters for people to live in, work in, and store things in. These shelters have since evolved to become the [[w:en:House|house]] that we know today. Architects provide care in the shaping of our [[w:en:Built_environment|built environment]]. A wider definition would include within its scope the design of the total built environment, from the macrolevel of town planning, [[w:en:Urban_design|urban design]], and landscape architecture to the microlevel of furniture. The earliest Architects were definitely not specialists, but someone who erects basic dwellings using simple tools and materials found adjacent to the site. Today, architects are licensed by the a jurisdiction to provide design services to the public through the practice of architecture. ==The Art and Science of Architecture== The soul of architecture is to design a structure that will be suited for humans to live in, work in, play in, etc. It is also to give comfort to its users -- to make them feel comfortable, make them feel uplifted, make them feel that someone cared about their well-being enough to design something that they would enjoy. A good Architect does more than just design buildings -- he or she understands how people's surroundings make them feel, and creates an environment that will meet their needs and desires (on time and under budget). ==Objective of This Course== We attempt to design the course in such a manner to make the learning of architecture available and affordable to everyone. A conscious effort is made to ensure the reading materials will be available online as against the need to purchase costly textbooks, reference books and periodicals. As such, it is suggested that you try to go through the reading list at the end of each module or section. ==Methodology== You are encouraged to bookmark your local architecture institute websites to keep abreast with the current development of the profession in your home country. We also encourage you to bookmark these links to [http://www.riba.org Royal Institute of British Architects] and [http://www.aia.org American Institute of Architects]. ==Conversion== [[Category:Introductions]] [[Category:Architecture]] 6540 76669 2007-01-15T20:49:40Z JWSchmidt 20 [[Category:Architecture]] Welcome to the Wikiversity Design Workshop, part of the [[School:Architecture|School of Architecture]]. ==Introduction== The Design Workshop is a Wikiversity content development project where participants create, organize and develop learning resources for architecture. This Design Workshop is part of the proposed curriculum for the unprecedented, unique and bold experiment to teach Architecture online. Historically, it is a fact that some of the best architects in the world have been self learners. This School of Architecture proposes a practical guide of the most important steps that have made us Architects. You will enjoy this experimental process and the amazing experience of becoming an Architect. The discipline of Architecture covers a broad spectrum including Art, Science, Engineering, and Humanities. The intention of this design workshop is to enhance the awareness and proposed a systematic methodology to evoke a series of discourse and critical thinking required for the study of architecture. The objective of this Design Workshop is to examine the architect's basic tool, analyses a wide range of models, and examines each model's theoretical and specific application in history, demonstrating the timelessness of basic architectural elements and principles. You are also encouraged to keep a sketch book and log book to track the progress you made in each of these modules. These can be standard A4 blank sheets where you jot down your ideas and sketches, doodles etc. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ===Graphics and Visual Communications=== This module is intended to assist you in your ability to communicate visually. For it is very difficult to learn the language of architecture without using graphics, drawings, and sketching. [[Category:Architecture]] ===Mastering Techniques=== Without going to a campus, learning architecture online will have to a very systematic exercise. This exercise is intended to guide you through various graphical techniques. ====- Pencil==== Pencil techniques are still relevant in the age of computerisation. A series of exercise to horne the skill of pencil techniques are proposed for the budding architects. ====- Pen==== ====- Markers==== ====- Airbrush==== ====- Computer Drawing Tools==== ===Understand the Media=== ===Presentation=== ====- Presenting an Idea==== ====- Statements==== ====- Doodles==== ====- Sketches==== ====- Diagrams==== =====• Bubble Diagrams===== =====• Flow Charts===== ====- Computer Presentation Tools==== ==Space== ===Exploring Spaces=== ===Physical Spaces=== ===Reverse Spaces=== ===Private Spaces=== ===Spatial Flow=== ===Hierachy of Spaces=== ===Spatial Semantics=== ==Form== ==Order== ===Hierarchy=== ==Anthropometry== ===Ergonomics=== ===Golden Sections=== ==Light== ==Shadows== ==Circulation== Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Pages moved from Wikibooks]] 6542 77337 2007-01-16T23:14:37Z JWSchmidt 20 [[Category:Architecture]] Welcome to the [[School:Architecture]]. This module on Understanding the Environment Complexity is part of the proposed curriculum for the bold experiment to teach Architecture online, which is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this School of Architecture proposes a practical guide of the most important steps that have made us Architects. You will enjoy this experimental process and the amazing experience of become an Architect. ==Introduction== Just imagine: "In the developed world, buildings consume half the energy we generate and are responsible for half of CO2 emissions...that is alarming enough. But what will happen as the developing world catches up?" -- Norman Foster in a special CNN online feature examining visionary ideas for the 21st Century. Of course, for those unconcerned about global warming, that energy use is still a concern in terms of economics. Further, energy use by buildings is only a small fraction of the focus of architecture, since the profession deals with so many other concerns. The title of this section: ENVIRONMENT COMPLEXITY should not be misconstrued as focusing on "environmentalism" but instead the ENVIRONMENT or PLACE. To clarify, this is to discuss the metaphysical aspect of SPACE and TIME. Architecture by its nature is an art that develops the built environment, those elements of our world constructed by man. It is an art that deals with fixed locations, or places. While mobile homes exist, they are not architecture. While one could move a building with the right planning and procedure, that is not architecture. Architecture is of a fixed place. Place has an important role in architecture. Does anyone doubt the fact that replica Eiffel Towers in other places lack the presence and power to affect our emotions and psyche like the original in Paris. Would the Taj Mahal make sense in Tulsa, Oklaholma? When one approaches a fine building, its surroundings - both natural and man-made - have an important effect upon the building in question. Architecture both influences and is influenced by its environment. ==Nature== Before humans started constructing shelter, the natural world was. Whatever occurred to cause humankind to exit the caves and begin structuring their own world, whether the advent of agriculture or the gaining of conscience as a thinking people, it was an immediate exercise in responding to the natural environment. In the cave, mankind was sheltered from cold and wind and rain, but it was an existence dependant on geography and migration patterns of wild beasts. Building one's own shelter allowed men to emerge from the cave and create their own world based on their needs and desires. This early development of man-made structures, however, was shaped and molded by the forces that surround us: gravity, sun, wind, rain (snow), etc. In each clime, primitive peoples developed structures appropriate for the local environment, to afford the greatest level of comfort possible in a stone age world. Fast forward to today. High technology and abundant oil has allowed mankind to create hermetically sealed boxes capable of creating interior environments that ignore natural forces. The result is a lack of understanding of concepts as simple as natural ventilation, which was commonly understood and practiced just 100 years ago. Many now worry about global warming. Others worry about availability of energy. Both share a growing consensus that our buildings must respond to the environment and take advantage of natural forces to assist in the creation of comfortable spaces. In order to do that, however, it is important for the architect to understand some basic concepts of environmental science, including basic meteorology, biology, chemistry, physics, and other hard sciences. This section aims at covering the basics of those sciences that directly relate to the design of buildings for human occupation. It is assumed that the students of this section have completed at least high school. ===- Climate=== ===- Microclimate=== ===- Macroclimate=== ==Site Analysis== ==Built Environment== ==Environment Impact Assessment== ===- Entrophy=== ===- Atrophy=== [[Category:Pages moved from Wikibooks]] [[Category:Architecture]] 6543 47927 2006-11-22T20:42:51Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the [[School:Architecture]]. This Structural System Module is part of the proposed curriculum for the bold experiment to teach Architecture online, which is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this School of Architecture proposes a practical guide of the most important steps that have made us ''architects''. You will enjoy this experimental process and the amazing experience of becoming an architect. [[Category:Pages moved from Wikibooks]] [[Category:Introductions|Structural Systems]] 6544 77323 2007-01-16T22:56:55Z JWSchmidt 20 [[Category:Architecture]] Welcome to the [[School:Architecture|School of Architecture]]. The Theory of Architecture Module is part of the proposed curriculum for the bold experiment to teach Architecture online, which is unique, and unprecedented. Historically, it is a fact thet that some of the best architects in the world have been self learners, this School of Architecture proposes a practical guide of the most important steps that have made us Architects. You will enjoy this experimental process and the amazing experience of becoming an Architect. ==Intoduction to the Theory of Architecture== The study of Architecture will not be complete without an exposure to some theory of architecture although many architects shun theory. Vitruvius probably has made the most relevant remark about theory of architecture: "Practice and theory are its parents. Practice is the frequent and continued contemplation of the mode of executing any given work, or of the mere operation of the hands, for the conversion of the material in the best and readiest way. Theory is the result of that reasoning which demonstrates and explains that the material wrought has been so converted as to answer the end proposed. Wherefore the mere practical architect is not able to assign sufficient reasons for the forms he adopts; and the theoretic architect also fails, grasping the shadow instead of the substance. He who is theoretic as well as practical, is therefore doubly armed; able not only to prove the propriety of his design, but equally so to carry it into execution." It is important that you exercise your judgement but are fully aware of the significance of these judgements, in the context of the history, philosophy and theory of architecture. Otherwise, the sensitivity to an issue will lessen. [[Category:Pages moved from Wikibooks]] [[Category:Architecture]] 6545 76064 2007-01-14T23:31:24Z JWSchmidt 20 [[Topic:Building Construction Techniques]] moved to [[Building Construction Techniques]]: Wikiversity name conventions __TOC__ == Building Construction Techniques == ==Wood Construction== http://en.wikipedia.org/wiki/Timber_framing ==Stone & Masonry== http://en.wikipedia.org/wiki/Masonry ==Concrete & Reinforced Concrete== http://en.wikipedia.org/wiki/Reinforced_concrete ==Steel and Composite Structures== http://en.wikipedia.org/wiki/Steel_building ==Glass== ==Metal: Structural & Finishing Materials== ==Finishing Materials== ===Exterior finishing materials=== ===Interior finishing materials=== ==Waterproofing, Thermal & Moisture Control== http://en.wikipedia.org/wiki/Insulation ==Doors, Windows & Openings== http://en.wikipedia.org/wiki/Door <br /> http://en.wikipedia.org/wiki/Window ==Fixtures & Furnitures== ==External links== http://en.wikipedia.org/wiki/Landscaping ==Landscaping== [[Category:Pages moved from Wikibooks]] [[Category:Architecture ]] 6546 77338 2007-01-16T23:15:17Z JWSchmidt 20 [[Category:Architecture]] Welcome to the [[School:Architecture|School of Architecture]]. The continuous search for utopia by architects and urban planners sees no limitations. The search for the ideal state has been on-going for generations of designers. Here, we focus on some of the key issues that you should explore. ==Urban Utopias== * Advanced Architectural and Urban Design * Sustainable Building Technology in Future Cities * Contemporary Utopian Theories * The Safe and Accessible Environment * Aesthetic Experience of Architecture in the Urban Context * Philosophy and Theory of Urbanism and Conservation * Bio-Contextual Building Technologies * Next Generation Urban Infrastructure * Sustainable Development and the Ecology of Cities * Energy Effcient Public Housing and New Town Design * Terrorist Free Cities [[Category:Pages moved from Wikibooks]] [[Category:Architecture]] 6550 76803 2007-01-15T23:24:05Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ format Welcome to the '''Center for the History of Architecture''', part of [[School:Architecture|School of Architecture]]. ==Department description== The Center for the History of Architecture is a Wikiversity content development project where participants create, organize and develop learning resources for the History of Architecture. The History of Architecture is part of the proposed curriculum for the bold experiment to teach Architecture online, which is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this School of Architecture proposes a practical guide of the most important steps that have made us Architects. You will enjoy this experimental process and the amazing experience of becoming an Architect. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to the History of Architecture]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Pages moved from Wikibooks]] [[Category:Architecture]] 6553 45099 2006-11-13T03:10:56Z Rayc 57 cat The single mode boson operators come in two flavours, the creation operator, and the annihilation operator. They are denoted like the following: :<math>\hat{b}^\dagger</math> :<math>\hat{b}</math> They pair are called the "ladder operators". They arise from consideration of the quantum harmonic oscillator. The commutation relation that they satisfy is :<math>[\hat{b}, \hat{b}^\dagger] = 1</math> [[Category:Physics]] 6554 75715 2007-01-14T11:16:35Z Cormaggio 8 ach! '''FOIL''' is an abbreviation for the words ''first'', ''outer'', ''inner'', and ''last''. It is a mnemonic to help with polynomial multiplication. Take a look at this example of multiplying two linear monomials: :<math>(x + 3)(x + 4) \,\;</math> There are 4 distinct products which have to be computed. Here they are highlighted: :first - <math>(\bold{x} + 3)(\bold{x} + 4) \,\;</math> :outer - <math>(\bold{x} + 3)(x + \bold{4}) \,\;</math> :inner - <math>(x + \bold{3})(\bold{x} + 4) \,\;</math> :last - <math>(x + \bold{3})(x + \bold{4}) \,\;</math> The product of the highlighted terms gives: :first - <math>x^2 \,\;</math> :outer - <math>4x \,\;</math> :inner - <math>3x \,\;</math> :last - <math>12 \,\;</math> Adding everything up, we get :<math>(x + 3)(x + 4) = x^2 + 7x + 12 \,\;</math> Note: The point of this is to remind you to multiply everything in one set of parenthesis exactly once with everything in the other set of parenthesis. As long as you understand that this is why you do this, it doesn't matter what order you do it in, as long as it all gets added in the end. And so, '''F+O+I+L''' is the same as '''O+L+I+F''', '''L+I+F+O''', '''F+L+O+I''', etc. Exercise: Multiply <math>(a + b + c)\,\;</math> with <math>(d + e + f)\,\;</math>.<br> Solution: The easiest way to remember to do all the combinations is to do it systematically. First take <math>a\,\;</math> and multiply it with <math>(d + e + f)\,\;</math>. You get <math>(ad + ae + af)\,\;</math>. Then multiply <math>b\,\;</math> by <math>(d + e + f)\,\;</math>. You get <math>(bd + be + bf)\,\;</math>. Finally, multiply <math>c\,\;</math> by <math>(d + e + f)\,\;</math>. You get <math>(cd + ce + cf)\,\;</math>. Add all three of these results and you get <math>(ad + ae + af)+(bd + be + bf)+(cd + ce + cf)\,\;</math>. Take out the parenthesis and you get <math>ad + ae + af+bd + be + bf+cd + ce + cf\,\;</math>. [[Category:Algebra]] [[Category:College Algebra|{{SUBPAGENAME}}]] 6569 30282 2006-09-28T14:02:28Z JWSchmidt 20 From [[w:Image:Snow-cholera-map.jpg|Wikipedia]] {{PD}} From [[w:Image:Snow-cholera-map.jpg|Wikipedia]] {{PD}} 6570 30291 2006-09-28T14:39:27Z Mathboy965 1381 <div style="float:left;border:solid #99B3FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFFF99" | style="width:45px;height:45px;background:#FFFF00;text-align:center;font-size:14pt" | '''es-4''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | El nivel de este usuario corresponde al de un '''[[:Category:User es-4|hablante casi nativo]]''' del '''[[:Category:User es|español]]'''. [[Category:User es|{{PAGENAME}}]][[Category:User es-4|{{PAGENAME}}]] |}</div> 6571 41217 2006-10-30T14:11:12Z Juan 2651 typo <div style="float:left;border:solid #99B3FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#E0E8FF" | style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt" | '''es-3''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Este usuario puede contribuir con un nivel '''[[:Category:User es-3|avanzado]]''' de '''[[:Category:User es|español]]'''. [[Category:User es-3|{{PAGENAME}}]] |} </div> 6572 30293 2006-09-28T14:42:10Z Mathboy965 1381 <div style="float:left;border:solid #77E0E8 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#D0F8FF" | style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt" | '''es-2''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Este usuario puede contribuir con un nivel '''[[:Category:User es-2|intermedio]]''' de '''[[:Category:User es|español]]'''. [[Category:User es|{{PAGENAME}}]] [[Category:User es-2|{{PAGENAME}}]] |} </div> 6573 30294 2006-09-28T14:43:00Z Mathboy965 1381 <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#F0F8FF" | style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt" | '''es-1''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Este usuario puede contribuir con un nivel '''[[:Category:User es-1|básico]]''' de '''[[:Category:User es|español]]'''. [[Category:User es|{{PAGENAME}}]] [[Category:User es-1|{{PAGENAME}}]] |} </div> 6574 30296 2006-09-28T14:44:43Z Mathboy965 1381 <div style="float:left;border:solid #ffb3b3 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#ffe0e8"><tr> <td style="width:45px;height:45px;background:#ffb3b3;text-align:center;font-size:14pt">'''es-0'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Este usuario '''[[:Category:User es-0|no entiende]] [[:Category:User es|español]]''' (o lo entiende con mucha dificultad).[[Category:User es-0|{{PAGENAME}}]]</td> </tr></table></div><noinclude>[[es:Plantilla:·Usuarios por idioma (es-0)]]</noinclude> 6575 30327 2006-09-28T17:12:40Z Mathboy965 1381 [[Template:Mathcontrib]] moved to [[Template:User Mathcontrib]] <div style="float: left; border:solid black 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: white;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | <math>\sum_{i=1}^{\infty}{1 \over i^2}</math> | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user contributes to the [[School:Mathematics|School of Mathematics]]. |}</div> <includeonly> [[Category:Contributors to the School of Mathematics|{{PAGENAME}}]] </includeonly> 6576 30328 2006-09-28T17:12:40Z Mathboy965 1381 [[Template:Mathcontrib]] moved to [[Template:User Mathcontrib]] #REDIRECT [[Template:User Mathcontrib]] 6577 30330 2006-09-28T17:14:18Z Mathboy965 1381 [[Category: Users by school participation]] 6578 48172 2006-11-23T18:05:40Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Learn Final Draft]] ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #001: Formatting the Script]] ;Pages of this Lesson :[[Lesson:Formatting_the_script | Title Page]] - Lesson data :[[WikiFilmSchool_N1P1 | Page 1]] - The story for ''Seduced by the Dark Side'' :[[WikiFilmSchool_N1P2 | Page 2]] - Analyze the story for ''Seduced by the Dark Side'' :[[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft &rarr; <font color="green">'''You are here!''' :[[WikiFilmSchool_N1P4 | Page 4]] - Typing the Script ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Formatting_the_script | Lesson #001 - Formatting the Script]] &rarr; <font color="green">[[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft ---- =Final Draft= To type and format the movie script for ''Seduced by the Dark Side'', we will use a computer program called "Final Draft". This program has a [https://www.finaldraft.com/products/final-draft/download-demo.php FREE demo] version. Final Draft is a word processor designed for writing movies, television and stage plays. It combines word processing with screenplay formatting, allowing a writer to focus on what is being written instead of how it appears on the page. If you have ever used a standard word processor, most of the editing functions, from selecting text to changing fonts and text alignment, will be familiar to you. To help learn the program, it comes with a tutorial. Also, there are dozens of sample templates included within the program, including standard screenplay formatting, stage play formatting and the formats of many of today’s most popular television shows, all of which will speed up the learning process. Final Draft is [http://www.finaldraft.com/company/testimonials.php?show=all recommended] by the following people: * [[w:J.J. Abrams|J.J. Abrams]] * [[w:Milo Addica|Milo Addica]] * [[w:Tim Allen|Tim Allen]] * [[w:Robert Altman|Robert Altman]] * [[w:Darren Aronofsky|Darren Aronofsky]] * [[w:Paul Attanasio|Paul Attanasio]] * [[w:John Badham|John Badham]] * [[w:Alan Ball|Alan Ball]] * [[w:Fred Barron|Fred Barron]] * [[w:Michael Bay|Michael Bay]] * [[w:Stuart Beattie|Stuart Beattie]] * [[w:Harold Becker|Harold Becker]] * [[w:Steven Bochco|Steven Bochco]] * [[w:James L. Brooks|James L. Brooks]] * [[w:William Broyles, Jr.|William Broyles, Jr.]] * [[w:James Cameron|James Cameron]] * [[w:Stephen J. Cannell|Stephen J. Cannell]] * [[w:Rob Cohen|Rob Cohen]] * [[w:Sofia Coppola|Sofia Coppola]] * [[w:John Cusack|John Cusack]] * [[w:Pen Densham|Pen Densham]] * [[w:Steven E. deSouza|Steven E. deSouza]] * [[w:Andy Dick|Andy Dick]] * [[w:Richard Donner|Richard Donner]] * [[w:Lauren Donner|Lauren Donner]] * [[w:John Fasano|John Fasano]] * [[w:Jon Favreau|Jon Favreau]] * [[w:Bruce Feirstein|Bruce Feirstein]] * [[w:Chris Gerolmo|Chris Gerolmo]] * [[w:Terry Gilliam|Terry Gilliam]] * [[w:David Goyer|David Goyer]] * [[w:Tom Hanks|Tom Hanks]] * [[w:Amy Heckerling|Amy Heckerling]] * [[w:Todd Holland|Todd Holland]] * [[w:Peter Iliff|Peter Iliff]] * [[w:Terry Jones|Terry Jones]] * [[w:Lawrence Kasdan|Lawrence Kasdan]] * [[w:James Keach|James Keach]] * [[w:Simon Kinberg|Simon Kinberg]] * [[w:Brian Koppelman|Brian Koppelman]] * [[w:Tim Kring|Tim Kring]] * [[w:Steph Lady|Steph Lady]] * [[w:Jon Lovitz|Jon Lovitz]] * [[w:James Mangold|James Mangold]] * [[w:Paul Mazursky|Paul Mazursky]] * [[w:Christopher McQuarrie|Christopher McQuarrie]] * [[w:Nancy Meyers|Nancy Meyers]] * [[w:Anthony Minghella|Anthony Minghella]] * [[w:Matthew Modine|Matthew Modine]] * [[w:Dan Myrick|Dan Myrick]] * [[w:Mace Neufeld|Mace Neufeld]] * [[w:George Nolfi|George Nolfi]] * [[w:Marc Norman|Marc Norman]] * [[w:Edward Norton|Edward Norton]] * [[w:Sydney Pollack|Sydney Pollack]] * [[w:Mark Romanek|Mark Romanek]] * [[w:Jan Sardi|Jan Sardi]] * [[w:Alan Shapiro|Alan Shapiro]] * [[w:Ben Stiller|Ben Stiller]] * [[w:Oliver Stone|Oliver Stone]] * [[w:Julie Taymor|Julie Taymor]] * [[w:Jay Tobias|Jay Tobias]] * [[w:Bonnie Turner|Bonnie Turner]] * [[w:Jim Uhls|Jim Uhls]] * [[w:Gore Verbinski|Gore Verbinski]] * [[w:Randall Wallace|Randall Wallace]] * [[w:Audrey Wells|Audrey Wells]] * [[w:David Williamson|David Williamson]] * [[w:Kevin Williamson|Kevin Williamson]] * [[w:John Woo|John Woo]] * [[w:J.D. Zeik|J.D. Zeik]] Therefore, it is a good idea for you to become familiar with this product... specially since they have a '''free''' demo version which can be used with this lesson to format the movie script for ''Seduced by the Dark Side''. =Your assignment for this lesson= ;Step 1 :1. Download the [https://www.finaldraft.com/products/final-draft/download-demo.php Final Draft Demo]. This is free and is available in either the Macintosh or Windows format. Final Draft comes with the '''Final Draft 7 Users Guide''' in the program's folder. ;Step 2 :2. Learn to use Final Draft. Start Final Draft. Look at page 39 of the '''Final Draft 7 Users Guide''' to see the different elements of Final Draft. In Final Draft, try hitting '''TAB''' and '''RETURN''' to see where you go. If you do not go where you want, select '''Change Element To...''' under the '''Format menu'''. Basically, that is all there is to the program. Obviously, there are many other useful features in Final Draft but they are not necessary for this lesson. Once you begin typing a script, you will see how the program works. At first, remembering the differences between '''TAB''' and '''RETURN''' is difficult. Learning to navigate just takes practice. When you make an error, simply undo. It is that easy! When you are ready to learn more, go through the '''Final Draft 7 Users Guide''' to see all the other features of the program. =Go to the next page= When you are ready to type the script for our movie using Final Draft, go to [[WikiFilmSchool_N1P4 | Page 4]] - Type the script for ''Seduced by the Dark Side''. =Contact= If you have any problems or questions, contact the instructor [[User:Robert Elliott|Robert Elliott]] September 2006. ---- ---- {{Homework01}} ---- ---- [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 6579 76543 2007-01-15T18:16:57Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Center for Clinical Cases'''. Clinical cases provide a great learning opportunity. ==Department description== The Center for Clinical Cases is a Wikiversity content development project where participants create, organize and develop learning resources for Clinical Case Studies. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Clinical case nr. 1]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 6580 68489 2007-01-09T01:09:46Z Mystictim 626 In this case, you are the attending physician at a regional hospital's emergency ward. ==Introduction== [[Image:Purpura.jpg|thumb|left|150px|The rash. ''Click to enlarge''.]]A 30-year old man comes to the clinic, with a presenting complaint of rash on both lower legs, which he noticed two days earlier. ==Anamnesis== ===History of the present complaint=== Other than the information previously mentioned, the patient hasn't remarked any modifying factors or associated symptoms. The rash is not painful. ===General info=== * Past medical history: Patient has [[w:Diabetes mellitus type 1|type 1 diabetes mellitus]], for which he injects [[w:insulin|insulin]] daily. * Surgical history: none. * Habits: patient doesn't smoke or use alcohol, and has a sedentary lifestyle. * Family diseases: Patient doesn't know about illnesses in his family. * Social status: Patient works as a teller in a bank. * Allergies: none. ''This page is under construction...'' [[Category:Medicine]] [[Category:Learning activities]] 6581 70779 2007-01-11T22:10:06Z JWSchmidt 20 [[Category:Jewish Studies]] '''Haazinu''' is the 53nd parshah in the annual Jewish cycle of Torah reading and the 10th in the book of Deuteronomy. It constitutes [http://www.mechon-mamre.org/p/pt/pt0532.htm Deuteronomy 32:1-52]. ==Moderators== # [[User:Karimarie|Kari M. Hazzard]] ==Contributors== ==Discussion== ===Indictment=== ... ===Punishment=== ... ===Punishment restrained=== ... ===Parting words=== ... [[Category:Jewish Studies]] 6583 68305 2007-01-08T20:48:16Z JWSchmidt 20 [[Category:Law]] ==Introduction== In most areas of the law, there exists a set of procedural rules that organize the scope and format of the field. Without such a structure, the law lacks consistency and fails to clarify how one may engage the court. This area intends to inform, discuss, and organize such information in a systematic way in one place. ==Contents== *[[Federal Rules of Civil Procedure]] [[Category:Law]] 6585 76831 2007-01-16T00:36:46Z JWSchmidt 20 format as a content development project This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Topic:Introduction to Programming <hr/> Welcome to '''Introduction to Programming Workshop'''! ==Department description== The Introduction to Programming Workshop is a Wikiversity content development project where participants create, organize and develop learning resources that introduce learners to computer programming. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Programming]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Computer Programming]] [[Category:Introductions|Programming]] 6586 79996 2007-01-22T15:00:17Z JWSchmidt 20 Discussions in 2007 This page is an archive of community discussions about nominations for full custodianship. The discussions took place at [[Wikiversity:Candidates for Custodianship]] and were moved to their own pages at the end of the discussions. A short summary of each discussion is provided on this page. ==Discussions in 2006== === Digitalme === All community comments supported full custodianship for [[User:Digitalme]] after a one month probationary period ending 21 September, 2006. The period for comments on this nomination was from September 21, 2006, at 8:31 am UTC to September 26, 2006, at 8:31 am UTC. Digitalme became the first full custodian on 26 September, 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/Digitalme]]. === SB Johnny === All community comments supported full custodianship for [[User:SB Johnny]] after a one month probationary period ending 27 September, 2006. The period for comments on this nomination was from September 27, 2006, at 17:28 UTC and ended on October 2, 2006, at 17:28 UTC. SB Johnny became a full custodian on 3 October 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/SB Johnny]]. === Sebmol === [[User:Sebmol|Sebmol]] was made an "acting custodian" at the launch of Wikiversity (15 August 2006). [[User:Cormaggio|Cormaggio]] made Sebmol an "acting bureaucrat" on 9 October 2006. The custodianship and bureaucratship of Sebmol was open for community discussion from October 10 to October 15. All community comments supported full custodianship and bureaucratship for Sebmol. Sebmol became a full custodian and bureaucrat on 16 October 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/Sebmol]]. === Draicone === All community comments supported full custodianship for [[User:Draicone]] after a one month probationary period ending 26 October, 2006. The period for comments on this nomination was from October 27 to October 31, 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/Draicone]] === Guillom === All who commented on [[User:Guillom|Guillom's]] nomination for full custodianship, including Sebmol's mentorship report, were positive. The nomination period was from 27th November to 2nd December, 2006. Archive of disccusion is at [[Wikiversity:Candidates for Custodianship/guillom]]. === Rayc === All community comments supported full custodianship for [[User:Rayc]] after a one month probationary period ending December 2, 2006. The 5 day period for comments on this nomination ended on December 7, 2006, at 07:48 UTC. Rayc became a full custodian on 7 December 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/Rayc]]. ==Discussions in 2007== === MichaelBillington === All community comments supported full custodianship for [[User:MichaelBillington]] after a one month probationary period ending 10 January. The 5 day period for comments on this nomination ended on 15 January 2007. MichaelBillington became a full custodian on 16 January 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/MichaelBillington]]. === J.Steinbock === All community comments supported full custodianship for [[User:J.Steinbock]] after a one month probationary period ending 16 January. The 5 day period for comments on this nomination ended on 21 January 2007. J.Steinbock became a full custodian on 22 January 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/J.Steinbock]]. ===next=== [[Category:Wikiversity administration]] [[Category:Nominations for full custodianship|*]] 6587 32831 2006-10-07T14:53:52Z JWSchmidt 20 |Digitalme This is an archive of community discussion related to the nomination for full custodianship of [[User:Digitalme]]. == {{Custodian|Digitalme}} == <div style="border:1px solid #8888AA;background-color:white;padding:7px;">The period for comments on this nomination starts on September 21, 2006, at 8:31 am UTC and ends on September 26, 2006, at 8:31 am UTC. </div> *'''Mentor''': {{Custodian|sebmol}} *'''Evaluation''' ** I nominate Digitalme for full custodianship. Digitalme has been a custodian in mentorship since August 19, 2006 and has been active as a user and custodian since then. The user has performed exemplary during his mentorship period and I fully endorse him as a candidate. He has been open to feedback, responded kindly to others and acted in a courteous and professional manner. I see no cause for concern having Digitalme as a full custodian. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 08:32, 21 September 2006 (UTC) *'''Comments''' **I support this nomination. Digitalme is trustworthy and will be very useful to the wikiversity community. [[User:Guillom|guillom]] 23:17, 25 September 2006 (UTC) **Digitalme has done well during the probationary period. Since nobody has a complaint, I suggest we end the probation period and acclaim Digitalme the first community-approved custodian of Wikiversity! --[[User:JWSchmidt|JWSchmidt]] 00:42, 26 September 2006 (UTC) **I strongly support Digitalme. A brief glance at his contributions reveals nothing to be worried about, and I have no doubt he will serve Wikiversity well in a custodian capacity. I have met him on IRC, and he is capable of communicating well and explaining clearly. He will surely be able to justify his actions as a custodian and act appropriately; after his probationary custodianship I can safely assume he is familiar with sysop tools. He is an excellent candidate for custodianship. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 12:12, 26 September 2006 (UTC) **'''Fully support''' - a very good contributor, has been active on the backchannels too :). --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 15:03, 26 September 2006 (UTC) * Looks like it's past 8:31, but thought I'd voice my support too :-) --[[User:HappyCamper|HappyCamper]] 21:45, 26 September 2006 (UTC) ==Closing comments== All community comments supported full custodianship for [[User:Digitalme]] after a one month probationary period ending 21 September, 2006. The period for comments on this nomination was from September 21, 2006, at 8:31 am UTC to September 26, 2006, at 8:31 am UTC. Digitalme became the first community-approved custodian on 26 September, 2006. --[[User:JWSchmidt|JWSchmidt]] 20:28, 28 September 2006 (UTC) ==From [[Wikiversity:Probationary custodians]]== I'm requestion adminsh-err... custodianship here, because I think that I can be an asset to the project in that role. I am a very experienced Wikipedia contributor, and I hope to be able to carry that over here. I am knowledgable about the tools, and the workings of Mediawiki as I run my own wiki. I like the idea behind this project, and I really want to see it succeed.--[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 22:43, 18 August 2006 (UTC) * {{custodian|sebmol}} : I accept sebmol for my mentorship --[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 13:22, 19 August 2006 (UTC) * {{custodian|Digitalme}} was made a probationary custodian on 19 August 2006; mentor = sebmol. * {{custodian|Digitalme}} has been [[Wikiversity:Candidates for Custodianship#Nominations for Custodianship|nominated for full custodianship]] on 21 September 2006. ---- ==See also== *[[Wikiversity:Candidates for Custodianship/Archive of nominations for full custodianship]] [[Category:Nominations for full custodianship|Digitalme]] 6588 30364 2006-09-28T20:29:33Z JWSchmidt 20 [[Category:Wikiversity administration]] [[Category:Wikiversity administration]] 6590 70788 2007-01-11T22:45:22Z Abraki 5213 /* Sign Up List */ {{nav3|Wikiversity|Wikiversity:School of Mathematics|School:Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Introduction to Proof and Problem Solving</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| ==Course Overview== Students learn the basic concepts and ideas necessary for upper division mathematics courses and techniques of mathematical proof in the context of specific topics. Introduction to sets, relations, elementary mathematical logic, proof by contradiction, mathematical induction, and counting arguments. Since advanced mathematics courses require students to construct proofs, this class is necessary to study Real Analysis, Abstract Algebra, and beyond. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * [[School:Mathematics/High School Mathematics|High School Mathematics]] == Course outline == We're going to follow a number of different sources for this course. First, there is the Wikibooks' [[b:Topology/SetTheory|Set Theory]] textbook. We'll also cover material from the Wikibooks' [[b:Mathematical Proof|Mathematical Proof]] textbook. As there are some limitations to those texts, we'll also cover material from outside sources. * Introduction to Mathematical Logic * Introduction to Sets and Operations on Sets * Direct Proof and Proof by Contradiction * Mathematical Induction * Equivalence Relations and Classes * Orderings * Functions and Mappings * Number Theory and Combinatorial Proofs * Countability Arguments I will not assign grades unless you ask me to. If you would like to have your work graded, your grade will be the best of weighted averages of the three exams. == Lecture series == ''not available yet'' == Assignments == Problem sets will be posted here after a certain number of lectures (to be specified.) These problem sets are designed to prepare the student for the exams. These will not be graded. == Examinations == The plan is to have two 'midterm' exams and a comprehensive 'final' exam. Exam questions will be based on questions from the problem sets and the lectures. I'm debating on how to implement the exams, more information will be available soon. More than likely a link to the exam will be posted here, and you will post the answers on your user page or other page. == Recommended student evaluation scheme == ''not available yet'' == Sign Up List == --[[User:Abraki|Abraki]] 22:45, 11 January 2007 (UTC) If you are interested in taking this course, please indicate so here and send me a [[User talk:Tachyon01|message]]. 6591 48173 2006-11-23T18:07:01Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Type the script]] ;Lesson [[Lesson:Formatting_the_script | Formatting the Script]] *[[WikiFilmSchool_N1P4 | Page 4 - Typing the script with Final Draft - Demo Version]] ;Pages of this Lesson :[[Lesson:Formatting_the_script | Title Page]] - Lesson data :[[WikiFilmSchool_N1P1 | Page 1]] - The story for ''Seduced by the Dark Side'' :[[WikiFilmSchool_N1P2 | Page 2]] - Analyze the story for ''Seduced by the Dark Side'' :[[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft :[[WikiFilmSchool_N1P4 | Page 4]] - Typing the Script &rarr; <font color="green">'''You are here!''' ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Formatting_the_script | Lesson #001 - Formatting the Script]] &rarr; <font color="green">[[WikiFilmSchool_N1P4 | Page 4]] - Typing the Script ---- ---- =Typing The Script for ''Seduced by the Dark Side''= Here are step by step instructions for typing this script with Final Draft. ==The Basic Script== # Begin Final Draft - Demo Version. # Type the Location ## "'''E'''" for Exterior (tab) ## "'''The Local Movie Theater'''" (tab)<font color="green"> (Notice how Final Draft converts this to upper case automatically.) ## "'''N'''" for night (tab) # Type the first Action #* "'''The Young Person and Old Person stand looking at the movie poster outside the theater.'''" (tab, tab) # Type the Character #* "'''Young Person'''" (return)<font color="green"> (Notice how Final Draft converts this to upper case automatically.) # Type the Dialog <font color="brown"> *** Look at the bottom of the page for a better way to type this dialog.</font> #* "'''That was a great movie... but I do not understand one thing.'''" (return tab) # Type the Character #* "'''Old Person'''" (return) # Type the Dialog #* "'''What's that?'''" (return tab) # Type the Character #* "'''Young Person'''" (return)<font color="green"> (Notice how Final Draft already has '''"YOUNG PERSON"''' in faint type. All you have to do is hit return.) # Type the Dialog #* "'''How can anyone be seduced by the Dark Side?'''" (return tab) # Type the Action #*"'''The old person thinks for a while.'''" (tab) # Type the Character #* "'''Old Person'''" (return)<font color="green"> (Notice how Final Draft already has '''"OLD PERSON"''' in faint type. All you have to do is hit return.) # Type the Dialog #* "'''What computer do you have at home?'''" (return tab) # Type the Character #* "'''Young Person'''" (tab) <font color='green'>(Notice how Final Draft already has '''"YOUNG PERSON"''' in faint type. All you have to do is hit tab and the parenthetical is ready for typing.) # Type the Parenthetical #* "'''eagerly'''" (return) # Type the Dialog #* "'''A Macintosh!'''" (return tab) # Type the Character #* "'''Old Person'''" (return) <font color='green'>(Notice how Final Draft already has '''"OLD PERSON"''' in faint type. All you have to do is hit return.) # Type the Dialog #* "'''And what computer does your father use at work?'''" (return) # Type the Action #* "'''The young person thinks for a moment.'''" (tab tab) # Type the Character #* "'''Young Person'''" (tab) <font color='green'>(Notice how Final Draft already has '''"YOUNG PERSON"''' in faint type. All you have to do is hit tab and the parenthetical is ready for typing.) # Type the Parenthetical #* "'''amazed and excited'''" (return) # Type the Dialog #* "'''Seduced by the Dark Side!'''" (return) # Type the Action #* "'''The Old Person smiles and they both walk toward home.'''" (return return) # Type the Transition. ## Select Transition ## Select '''Fade to Black''' (return) ==Save your work== Save the file to your hard drive. ==The Title Page== In the '''Document''' Menu of Final Draft, click on the menu item: '''Title…''' Replace the text that is marked in brackets with whatever you feel is appropriate. Here is an example: ;Type the title information # Replace the words "'''(Name of Project)'''" with <font color='green'>'''Seduced by the Dark Side'''</font>. # Replace the words "'''(Name of First Writer)'''" with your name (or your sign in name on Wikiversity.) # Replace the words "'''(Based on, If Any)'''" with <font color='green'>'''Based on a story by WikiU Film School'''</font>. # Replace the words "'''(Names of Subsequent Writers, in Order of Work Performed)'''" with your name (or your sign in name on Wikiversity.) # Replace the words "'''(Current Writer, date)'''" with your name (or your sign in name on Wikiversity) and today's date. ;Type the company information :If you have a company, put that name and address here. Otherwise, type this… # Replace the words "'''(Name (of company, if applicable))'''" with <font color='green'>'''WikiU Film School'''</font>. # Replace the words "'''Address'''" with <font color='green'>'''www.wikiversity.com'''</font>. # Replace the words "'''Phone'''" with your User Name. ==Save again!!!== Again, SAVE your work!!! ==Print (save) as a PDF== Print your script as a PDF document to your hard drive. Under the File Menu, you will see "'''Save As PDF…'''". Normally, this prints both the title page and the script at the same time in the same document (unless you changed the preferences.) Email a copy of the script to your instructor. [[User:Robert Elliott|Robert Elliott]] <center> {| border=1 cellspacing=2 cellpadding=5 | bgcolor="#ffff99"| <center><h1>Extra Credit!</h1></center><br> Here is something extra you can do for practice. Adding this extra line also helps the readabilty of the script. | bgcolor="#ffffcc"| ;Old Way :Rather than simply type "'''That was a great movie... but I don't understand one thing'''", you can add an action in the middle of the dialog. ;New Way :# After you have typed "'''That was a great movie...'''" (return)<br> :# Type the Action :#* Type "'''The Young Person pauses and looks at the Old Person.'''" (tab tab) :# Type the Character :#*Type "'''Y'''" for Young Person (tab) <font color='green'>(Notice how Final Draft already has "OLD PERSON" in faint type. All you have to do is type "Y" and "YOUNG PERSON" appears.) </font> Tab and the word "'''CONT'D'''" appears automatically. :# Type "'''but I don't understand one thing.'''" (return tab) Continue typing… |- | bgcolor="#ccffff"| <center><h1>Animation Script!</h1></center><br> The animated version is different from the live action motion picture script. Please add this to the script for the animated version. Also add the words "Animated version" on the title page information. | bgcolor="#eeffff"| ;Extra Lines of Dialog :For the script of the animated version, we need all of the vocal sound effects included. # When the old person thinks for a while, you need to add:<br><center> '''Old Person''': "Hummm"</center> # When the young person thinks for a while, you need to add:<br><center> '''Young Person''': "Hummm"</center> # When the old person smiles for a while, you need to add:<br><center> '''Old Person''': "Ahhh"</center> |} </center> =When Finished= Contact the instructor [[User:Robert Elliott|Robert Elliott]] when you are finished. [[User_Talk:Robert_Elliott]] ---- ---- {{Homework01}} ---- ---- =Next Lesson: Thumbnail Storyboarding= The next lesson that is finished is: :* <font color="maroon"> <math>\Rightarrow</math> NEXT <math>\Rightarrow</math> </font> [[Lesson:Thumbnail_Storyboard | '''Lesson 4''' - Storyboarding the movie.]] ---- ---- Besides filmmaking lessons, there are also lessons in film scoring that you might find interesting. ===Film scoring course=== ;[[Mad Max's Course in Film Scoring for Motion Pictures|Course #02]] - Film scoring for non-musicians *[[Mad Max's Course in Film Scoring for Motion Pictures]] - Lessons for non-musicians who want to learn to make music for motion pictures. The class shows you that music for movie must create the proper mood. Therefore, just musical sound effects is often all that is needed. And with programs like GarageBand with Jam Pack:Symphony Orchestra, this is easy. :* <font color="maroon"> <math>\Rightarrow</math> START HERE <math>\Rightarrow</math> </font>[[Mad Max's Course in Film Scoring for Motion Pictures|'''Mad Max''''s Course in Film Scoring for Motion Pictures]]. . ---- ---- [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 6594 30430 2006-09-29T01:02:20Z Ryan524 1624 fixed link to site where i got the photo, the photo can be found directly at http://pdphoto.org/PictureDetail.php?mat=pdef&pg=6722 Public Domain Image! Photo courtesy http://www.PDPhoto.org 6595 69896 2007-01-10T15:10:19Z Richard2me 3866 /* Recommended Prior Experience */ <center><big>'''Welcome to the School of {{PAGENAME}}!'''</big></center> <center>''Part of [[Portal:Engineering and Technology|Engineering and Technology]].<BR>The School of Information Technology is moderately integrated with the [[School:Computer_Science|School of Computer Science]]''</center> '''[[:w:Information Technology|Information Technology]]''' (IT) is a field concerned with the use of technology in managing and processing information. IT provides supports the use of electronic computers and computer software to convert, store, protect, process, transmit, and retrieve information. IT is a field which aids in making useful and sustainable the technology which Computer Science provides. '''Note''': more than one Wikiversity school can 'contain' departments that are 'contained' by "Topic:Information Technology"; schools should cooperate to develop the departments that they have in common. No [[w:Turf war|turf wars]] should be fought over "ownership" of departments. See: [[Wikiversity:Naming conventions|Naming conventions]]. ==School News== Note: Wikiversity has "Wikiversity participants" who edit webpages. Participants of a school should state their goals and interests and get to work creating learning materials and learning projects. Wikiversity participants do not adopt titles. Just say what you are trying to do and then do it. * [[School News Archive]] * '''January 10, 2007''' - School founded! * '''January 10, 2007''' - [[User:Richard2me|Richard2me]], joins! - I am working on the basic framework for content in this school ==Recommended Prior Experience== The course of study of the [[Topic:Computer_Programming|Computer Programming]] department is an extremely valuable precursor to exploring Information Technology. That course of study should leave you with a basic perception of how computer technology works, which is extremely valuable in solving problems related to computers, which is a very common thing when dealing with Information Technology. ==Core Topics== * [[Topic:Website Administration|Website Administration]] * [[Topic:Computer Technology Support|Computer Technology Support]] * [[Topic:Computer Technology Logistics|Computer Technology Logistics]] * [[Topic:Network Administration|Network Administration]] * [[Topic:Network Security|Network Security]] * [[Topic:Computer Security|Computer Security]] * [[Topic:Computer Forensics|Computer Forensics]] ==Related Topics== Please familiarize yourself with the [[Wikiversity:Naming conventions|naming conventions before modifying this list.]] '''Note''': The list of divisions and departments is tentative, and is already quite long. * [[Topic:Applied Computer Science]] * [[Topic:Computer Architecture]] * [[Topic:Computer Programming]] * [[Topic:Cryptography]] * [[Topic:Databases]] * [[Topic:Networking]] * [[Topic:Operating Systems]] * [[Topic:Information Systems]] * [[Topic:User Interfaces]] * [[Topic:Web Design]] * [[Topic:Scientific Computing]] * [[Topic:Software Quality Assurance test]] * [[Topic:Software Freedom]] * [[Topic:Software testing]] * [[Topic:Information Security]] * [[Topic:Software Project Management]] ==Resources== Know any good resources for scholars of this topic? Good open source software sources for computer science education are welcome. Add them here! '''Online:''' *An online self study java course (Duke): http://www.duke.edu/~trc7/cps/ *Online courses, complete with e-textbooks (MIT): http://ocw.mit.edu/OcwWeb/Electrical-Engineering-and-Computer-Science/index.htm *... '''Books:''' *[[b:Computer Science|Computer Science]] at [[Wikibooks]] *... '''Local articles:''' *[[Internet]] - a local learning resource that takes a look at the Internet from a technical perspective *...''please add more''... ==Active participants== ==Talk about this school== [[School talk:Computer Science|Talk about the School of Computer Science]] [[de:Fachbereich Informatik]] [[Category:Engineering and Technology]] [[Category:Information Technology|Information Technology]] [[Category:Wikiversity schools|Computer Science]] 6596 38145 2006-10-23T15:06:01Z Rayc 57 Complex numbers have a real and imaginary part. A complex number ''z'' can be written as z = a + bi where a and b are real numbers, and i is the imaginary unit <math>\sqrt{-1}</math> [[Category:Mathematics]] 6597 47668 2006-11-22T16:03:05Z Robert Elliott 1436 minor additions {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | '''Introduction''' |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Planning_the_Movie | Planning the Movie]] {{Course1Location}} |} ;Lesson :[[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] ;Pages of this Lesson * [[Lesson:Planning_the_Movie | Page 1 - The Introduction]] &rarr; '''You Are Here!''' * [[LessonPage:SBTDS-Planning the movie - Overall | Page 2]] - Overall planning * [[LessonPage:SBTDS-Planning the movie - Filming | Page 3]] - Decisions about filming the movie * [[LessonPage:SBTDS-Planning the movie - Animation | Page 4]] - Decisions about animation * [[LessonPage:SBTDS-Planning the movie - Overall | Page 5]] - Decisions about aspect ratio & frame size * [[WikiFilmSchool_N3P1 | Page 1]] - Overall * [[WikiFilmSchool_N3P2 | Page 2]] - Filming * [[WikiFilmSchool_N3P3 | Page 3]] - Animation * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size ---- ==Lesson Summary== [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] - This is the third lesson of the '''WikiU Film School'''. Before you make a movie, you must plan the movie. In this section, which will be expanding over the life of this movie, you will see the decisions that were made. ==The Final Product== When you are finished making the movie, you need to have all the elements needed for the distributor. This is a huge undertaking. Most of our planning is to able to give the distributor the required '''deliverables'''. ==The Purpose of Planning== The goal is to '''reduce costs''' later by planning for all the materials needed during the filming, editing, and delivery of this movie. Better planning means lower cost. ==Filming== As you read the introdutory page, you will already see one decision that was made. We will first make an animated version of our movie and then we will make a live-action version. But we also need to make other decisions such as the frame size and the frame rate. Sounds like a simple decision, right? It is not. ==Animation== Even making decisions about the animation are not easy. What style of animation will be use? Will we use programs like LightWave and Maya or will be use programs like Poser and DAZ Studio? And where will we get the models for our movie? With LightWave and Maya, we have to start from scratch. With Poser and DAZ Studio, we can buy a wide selection of models. ==Next page== Go to [[WikiFilmSchool_N3P1 | Page 1]] to begin. ==Questions?== Contact the teacher. [[User:Robert Elliott|Robert Elliott]] 14:13, 28 September 2006 (UTC) ==[[Portal:Learning Materials|Learning materials]]== ===Text=== ===Assignments=== ====Activities==== *None ====Readings==== ==References== ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:WikiU Film School]] 6602 68861 2007-01-10T00:39:50Z JWSchmidt 20 [[Category:Calculus]] {{Welcome and expand|209.173.1.25}} [[Category:Calculus]] 6606 75287 2007-01-13T17:52:08Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ {{Film School:Current Message}} <center><small>[[Film school:site map|site map]]</small></center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} {{Template:Lessons in Basic Filmmaking - Table - Float Left}} <center><br><br>[[Image:Crystal Clear app kfm home.png|50px]] <big> Course in<br>Basic Filmmaking</big></big></center> |- | style="width: 55%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Lessons in basic filmmaking== [[Image:Crystal Clear action easymoblog.png|100px|right]] '''Course #1 - "Basic Filmmaking"''' is a beginning course in [[Topic:Narrative Film Production|Narrative Film Production]] which will have a series of lessons showing how to make a short motion picture. With each lesson, you can participate in the making of the movie. * The best place to begin learning filmmaking is to start with the lesson for '''[[Lesson:Formatting_the_script | Script Formatting]]''' using the '''<font color="purple">free</font>''' demo version of Final Draft. <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#fffff0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Formatting_the_script | First lesson: Formatting the movie script]].</big> |} </center> . ---- ---- ==Purpose and goal of this filmmaking course== ;The Purpose :The purpose of this course is to learn by making a short motion picture, both an animated version and a live-action version. ;The Goal :Our goal is to help students prepare for film school. Most film schools do not have time to introduce their students to the computer software (mostly free) that is available for making motion pictures. Therefore, we get students up and running on their computers so they don't waste time when they get to film school. ==The Script== ;The story of our motion picture :This course follows the making of a fun movie called "Seduced by the Dark Side!". The story is simple. A young person and an old person talk about the meaning of the motion picture "Star Wars". ;All the steps :To tell this story, we must go through '''all the steps''' of making both an animated and live-action motion picture. ;We are serious! :In most cases, the lessons seem trivial. However, the more you work on these lessons, the more you will learn that filmmaking is never trivial. ==Time to completion== ;30 Lessons :Even though this is an extremely simple movie, this motion pictures requires 30 different steps to make. Each of the lessons is short but not always easy. Therefore, it will probably take two years to complete this movie. | style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center> [[Image:StarWarsPosterPainting.jpg|128px]] </center> {{origscript}} |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app ktouch.png|right]] ==Start the first lesson == :To start, go to the first lesson which is [[Lesson:Formatting_the_script | formatting the movie script]]. {{Contact your instructor: Filmmaking}} |} (aka. [[WikiU Film School]]) · ([[User:Robert Elliott/RE1Test|Test page]]) [[List of lessons in the WikiU Film School Course 1|.]] [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 6608 31094 2006-10-02T16:48:38Z AdamG 1615 add learning program <!--This page design copied from the School of Languages and Literature--><div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[School:Law|S<small>chool of</small> L<small>AW</small>]]'''</center> [[Topic:European Union Law|European Union]] · [[Topic:Private International Law|Private International]] · [[Topic:Private International Law|Private International]] · [[Topic:Intellectual Property Law|Intellectual Property Law]]</div> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO THE </small> D<small>EPARMENT OF</small><br>Intellectual Property Law,'''</div> <div style="top:+0.2em;font-size: 95%">part of the [[School:Law|School of Law]].</div> |} |style="width:18%;font-size:95%;color:#000"| *[[Portal:International Intellectual Property Treaties|International Treaties]] *[[Portal:United States Copyright Law|Major US Copyright Laws]] |style="width:22%;font-size:95%";color:#000"| *[[Portal:United States Patent System|The USPTO]] *[[Topic:Intellectual Property Law|Intellectual Property Law]] |style="width:10%;font-size:95%";color:#000"| [[Image:US_Department_of_Justice_Scales_Of_Justice.svg|center|70px|Scales of Justice]] |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Intellectual Property and the Law</h2 > [[Image:Nuvola_mimetypes_abiword_abi.png|right|60px|Languages]]In [[w:Law|law]], '''[[w:Intellectual Property|intellectual property]]''' (IP) is an umbrella term for various legal entitlements which attach to certain types of information, ideas, or other intangibles in their expressed form. The holder of this legal entitlement is generally entitled to exercise various exclusive rights in relation to the entitled material. Law is the language of Intellectual Property, as IP depends upon the government to enforce certain market conditions. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School history</h2 > [[Image:P literature.png|right|60px|History]] * '''September 29, 2006''' - Department founded! </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Active Participants</h2 > *[[User:AdamG|AdamG]] </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Wappen_Grafenhausen_WT.png|right|90px|Quotation]] *"The future of the nation depends in no small part on the efficiency of industry, and the efficiency of industry depends in no small part on the protection of intellectual property." <br /> -''Judge Richard Posner'' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Showcase of Learning Programs</h2 > [[Image:Nuvola apps ksig.png|right|50px|Writing]] *[[Modern United States Copyright Law]] - A Learning Program to look at the changes in copyrights over the last 30 years. *[[History of Western Copyright Law]]- Starting in the 17th century and working forward to the 20th, this Learning Program examines what has been static and what has been dynamic in historical Copyright Laws *[[Landmark Copyright Judicial Decisions]] - *[[International Intellectual Property Treaties]] - This Learning Program examines the what shaped and is shaped by the rise of International Intellectual Procedure Treaties. *[[Introduction to the United States Patent System]] - A Learing Program that will examine the history of the USPTO, the format and procedure in applying for a Patent, and what a Patent Examiner's job consists of. *[[Case Studies in Patent Litigation]] - This Learning Program will examine, in-depth, landmark Patent Law cases, exploring both their roots and their effects. *... </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Related Portals</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola_apps_edu_miscellaneous.png|55px|History]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:P philosophy.png|66px|Classics]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:United States Patent Law|United States Patent Law]]''' ! style="text-align:center;width:33%"|'''[[Portal:United States Copyright Law|United States Copyright Law]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kfm home.png|55px|Social Sciences]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:International Intellectual Property Treaties|International Intellectual Property Treaties]]''' ! style="text-align:center;width:33%"|'''[[Portal:Trademark Law|Trademark Law]]''' |} </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Useful textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:44%;font-size:95%;color:#000"| *[[b:Wikibooks:Law bookshelp|Books about the Law]] |style="width:44%;font-size:95%"| *[[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]] *[[b:Wikibooks:Social sciences bookshelf|Social sciences bookshelf]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia for literature and language</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Copyright|Copyright on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikipedia:Patent|Patents on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikiquote:Copyright|Copyright on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikiquote:Patent|Patents on Wikiquote]]''' &nbsp; &nbsp; |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:{{PAGENAME}}| ]] 6610 67921 2007-01-08T03:06:44Z JWSchmidt 20 cleanup Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 6611 75777 2007-01-14T16:39:09Z Mystictim 626 {{Stub}} Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> [[Category:Introductions]] [[Category:Intellectual Property Law]] 6612 68448 2007-01-09T00:12:42Z JWSchmidt 20 [[Category:Intellectual Property Law]] Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Intellectual Property Law]] 6613 68783 2007-01-10T00:17:25Z Mystictim 626 {{Welcome and expand|AdamG}} ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' No prerequisites * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' [[School:Law|School of Law]] * '''Department:''' [[Topic:Intellectual Property Law|Intellectual Property Law]] * '''Stream:''' United States Copyright Law * '''Level:''' Introductory. ==Content summary== In this Learning Projects, participants will explore the origins of Copyright, exclusivity of creative works as it changes over time, and, by gaining perspective on the past, learn to see what is unique about the present. Starting with an overview of the pre-Statue of Anne publishing world and moving forward through the dawn of the computer, this program will guide participants through series of critical thinking assignments that will leave them well-prepared to see the "Big Picture" in reference to recent developments in Copyright Law. ===Goals=== This learning project offers learning activities to: *Understand ''why'', ''when'' and ''how'' copyright came into being; *Recognize the effects the various exclusivity systems have had on Creativity; ==[[Portal:Learning Materials|Learning materials]]== These are the learning materials for this Learning Project. We will focus on using other MediaWiki projects, and adding content to them when needed. <!--For example, I just added the Copyright Act of 1790 to Wikisource so I could link to it.--> ===Texts=== * [[Wikisource:Statute of Anne]] * [[Wikisource:Copyright Act of 1790]] * [[Wikisource:Copyright Act of 1909]] ===Lessons=== * Lesson 1. "Shakespeare's Copyright Notice:" ''[[Publishing in the 17th century]]'' ** An overview of the concepts of Copyright exclusivity in the pre-Statute of Anne years. * Lesson 2. "'For The Encouragement of Learning:'" ''[[The Statute of Anne in Great Britain]]'' ** An analysis of the Statute of Anne and it's implications ===Activities===<!--These will be project-long activities- big picture things.--> ==Current Participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:AdamG|AdamG]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] 6614 30696 2006-09-30T04:10:26Z AdamG 1615 add purpose, goals. Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''No Prerequisites''' * '''Time investment:''' * '''Assessment suggestions:''' ** Scholarly Discussions with others about Copyright Law from 1976 onward, and relevant Case Histories: '''35%'''<!--making these numbers up--> ** An In-Depth Essay about Modern Changes in Copyright in relation to a particular field, technology, or Art: '''35%''' ** Developing course content as you see fit: '''30%''' * '''[[Wikiversity:Major portals|Portal]]:''' ** [[Portal:Copyright Law|Copyright Law]] * '''[[Wikiversity:Schools|School]]:''' ** [[School:Law|School of Law]] * '''Department:''' ** [[Topic:Intellectual Property Law|Intellectual Property Law Department]] * '''Stream''' ** [[Portal:United States Copyright Law|United States Copyright Law]] * '''Level:''' ** Introductory level ==Content summary== In this Learning Project, participants will learn about the state of copyrights in 1976, then about the series of changes that have occured since then. Participants will take time to focus on the Copyright Act of 1976, the effect by the Act on Mass Media and vice-versa, and the recent changes in Copyright law that have been passed. The Senate Report on the Extension Act of 1996 will be read and analyzed in detail, and the effects of the DMCA on our Digital Millenium will be introduced. ==Goals== *Understand the reasons behind the Copyright Act of 1976 and how the Act changed American culture; *A thorough knowledge of the 1996 Senate report on the Copyright Term Extension Act; *To recognize the implications of the DMCA. ==[[Portal:Learning Materials|Learning materials]]== ===Texts=== * [[Wikibooks:US Copyright Law]] * [[Wikisource:Copyright Act of 1976]] * [[Wikisource:Copyright Term Extension Act of 1998]] * [[Wikisource:Digital Millenium Copyright Act]] * [http://thomas.loc.gov/cgi-bin/cpquery/T?&report=sr315&dbname=104& Senate Report on the Copyright Term Extension Act of 1996] (Warning- large HTML page) * [http://thomas.loc.gov/cgi-bin/query/C?c105:./temp/~c105DpzO7z The Digital Millenium Copyright Act] (Warning- large HTML page) ===Lessons=== * Lesson 1- ''"'To Promote Progress':"'' '''[[The Institution of Copyright Before 1976]]'''. * Lesson 2- ''"A Sign of the Times:"'' '''[[The Copyright Act of 1976: Purpose and Content]]'''. * Lesson 3- ''"The Rise of Mass Media:"'' '''[[Effects of the Copyright Act of 1976 and the New Media Culture]]'''. * Lesson 4- ''"'No Significant Cost':"'' '''[[The Senate Report on the Copyright Term Extention Act of 1996]]'''. * Lesson 5- ''"'Effectively Controls Access':"'' '''[[The Digital Millenium Copyright Act]]'''. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:AdamG|AdamG]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> 6624 75636 2007-01-14T07:00:34Z Historybuff 5228 ==About This Course== {{IT-101_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and contribute as they feel so inclined. If you wish to be the instructor for your own class feel free to do so, a tutorial on how to do so is coming soon. ==Schools, projects and resources== *[[School:Information Technology]] *[[School:Computer Science]] *[[School:Mathematics]] *[[School:Linguistics]] *[[Topic:MediaWiki]] - [[MediaWiki Project]] *[[UML]] - [[Object Oriented Software Design]] [[Category:Information Technology]][[Category:Computer Science Courses]] 6631 49226 2006-11-27T05:12:56Z AmiDaniel 3334 Categorize as [[:Category:Business]] .. not too specific, but it may help someone figure what to do with this page ==Methvin== Project Management tries to gain control over variables such as risk: ; [[risk]] : Potential points of failure. Most negative risks (or potential failures) can be overcome or resolved, given enough planning capabilities, time, and resources. According to some definitions (including PMBOK Third Edition) risk can also be categorized as "positive--" meaning that there is a potential opportunity, e.g., complete the project faster than expected. Customers (either internal or external project sponsors), external organizations (such as government agencies and regulators) can dictate the extent of three variables: time, cost, and scope. The remaining variable (risk) is managed by the project team, ideally based on solid estimation and response planning techniques. Through a negotiation process among project stakeholders, an agreement defines the final objectives, in terms of time, cost, scope, and risk, usually in the form of a charter or contract. To properly control these variables a good project manager has a depth of knowledge and experience in these four areas (time, cost, scope, and risk), and in six other areas as well: integration, communication, human resources, quality assurance, schedule development, and procurement. ===Project control systems=== Project control is that element of a project that keeps it on-track, on-time, and within budget. Project control begins early in the project with planning and ends late in the project with post-implementation review, having a thorough involvement of each step in the process. Each project should be assessed for the appropriate level of control needed, too much control is too time consuming, too little control is too costly. Clarifying the cost to the business if the control is not implemented in terms of errors, fixes, and additional [[audit]] fees. Control systems are needed for cost, [[risk]], quality, communication, time, change, procurement, and human resources. In addition, [[auditor]]s should consider how important the projects are to the [[financial statements]], how reliant the stakeholders are on controls, and how many controls exist. [[Auditor]]s should review the development process and procedures how they are implemented. The process of development and the quality of the final product may also be assessed if needed or requested. A business may want the [[auditing]] firm to be involved throughout the process to catch problems earlier on so that they can be fixed more easily. An [[auditor]] can serve as a controls [[consultant]] as part of the development team or as an independent [[auditor]] as part of an [[audit]]. Businesses sometimes use formal systems development processes. These help assure that systems are developed successfully. A formal process is more effective in creating strong controls, and [[auditor]]s should review this process to confirm that it is well designed and is followed in practice. A good formal systems development plan outlines: * A [[strategy]] to align development with the organization’s broader objectives * Standards for new systems * Project management policies for timing and [[budgeting]] * Procedures describing the process ===Project development stages=== Regardless of the methodology used, the project development process will have the same major stages: initiation, development, production or execution, and closing/maintenance. ====Initiation==== The '''initiation''' stage determines the nature and scope of the development. If this stage is not performed well, it is unlikely that the project will be successful in meeting the business’s needs. The key project controls needed here is an understanding of the business environment and making sure that all necessary controls are incorporated into the project. Any deficiencies should be reported and a recommendation should be made to fix them. The initiation stage should include a cohesive plan that encompasses the following areas: * Study analyzing the business needs in measurable goals. * Review of the current operations. * Conceptual design of the operation of the final product. * Equipment requirement. * [[Financial analysis]] of the costs and benefits including a [[budget]]. * Select stake holders, including users, and support personnel for the project. * Project charter including costs, tasks, deliverables, and schedule. [[Category:Business]] 6634 69438 2007-01-10T04:06:10Z JWSchmidt 20 [[Category:History of Western Copyright Law]] ===Assignments=== *Answer these questions (maybe on the talk page?) #What would Shakespeare have done to get a play published? What about having a play performed? #Where did he (and his contemporaries) get his income from? ====Activities==== Discuss, with others, the pros and cons of Patronage as a method for encouraging creatvity. How about as ''the'' method for encouraging creatvity? Place your comments on the talk page. Talking points can be posted here. ====Readings==== Each activity has a suggested associated background reading selection. * Reading 1.1- '''Wikipedia article:''' [[w:Worshipful Company of Stationers and Newspaper Makers]] * Reading 1.2- [[Category:History of Western Copyright Law]] [[Category:Media]] 6637 70900 2007-01-12T01:55:27Z JWSchmidt 20 repair ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #003: Planning the Movie]] - Overall Considerations ;Pages of this Lesson * [[Lesson:Planning_the_Movie | Title Page]] * [[WikiFilmSchool_N3P1 | Page 1]] - Overall Considerations &rarr; <font color="green">'''You Are Here!''' * [[WikiFilmSchool_N3P2 | Page 2]] - Filming * [[WikiFilmSchool_N3P3 | Page 3]] - Animation * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size * [[WikiFilmSchool_N3P5 | Page 5]] - Audio Considerations ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] <math>\Leftrightarrow</math> <font color="green">[[WikiFilmSchool_N3P1 | Page 1]] - Overall Considerations ---- ---- ==Overall Considerations== Before we can begin making the motion picture, some basic decisions need to be made. Are we filming a live action movie or will this movie be animation? What frame size should be used? What frame rate and what aspect ratio? Which audio? Will this be shot by DV camcorders or by HDV camcorders or HD camcorders or with film cameras? These decisions are made by the film's [[wikipedia:Producer |Producer]]... which in this case, is the your instructor (me!). For this movie, I am acting as the [[wikipedia:Producer |Producer]]. Here is the logic I used to make the decisions up until now. Note: Throughout the entire filmmaking process, the [[wikipedia:Producer |Producer]] continues to make decisions. Therefore, you will return to this lesson over and over again to see what new decisions have been made and why. ==Filming & Animation== This is both a training exercise and a real motion picture... even if it is very short. Therefore, this movie will be done '''both''' as a '''live action''' movie '''and''' as an '''animated''' movie so you will learn more. This is not a far fetched as it might seem since this movie will be storyboarded using 3D software. Therefore, the step to full animation is not be that great. Also, many of the steps will overlap (filming vs. animation) so the effort to do both will not be as great as two times doing it one way. ==The Year of HD== Steve Jobs has declared that this is the year of '''HD'''. Therefore, I don't think that Steve Jobs will want to demonstrate a movie made at SD resolution. So now we have to decide which frame size we should use. Just saying HD is not enough. We will still have to decide which HD standard we want to use. ==Film is the Ultimate Standard== This is a good time to point out one of the great truths about filmmaking. In filmmaking, there is only one standard. That is [[wikipedia:film |motion picture film]. Motion picture film is recorded at 24.000 frames per second. Film is <font color="red"> '''not''' </font>shot at <font color="green">23.976 </font>(or more accurately 24.000 *1000/1001) except for some television shows in North America which are edited on NTSC video. (more later...) [[User:Robert Elliott|Robert Elliott]] 03:22, 30 September 2006 (UTC) [[Category:Media]] 6638 70901 2007-01-12T01:55:59Z JWSchmidt 20 repair ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #003: Planning the Movie]] - Filming Considerations ;Pages of this Lesson * [[Lesson:Planning_the_Movie | Title Page]] * [[WikiFilmSchool_N3P1 | Page 1]] - Overall Considerations * [[WikiFilmSchool_N3P2 | Page 2]] - Filming &rarr; <font color="green">'''You Are Here!''' * [[WikiFilmSchool_N3P3 | Page 3]] - Animation * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size * [[WikiFilmSchool_N3P5 | Page 5]] - Audio Considerations ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] <math>\Leftrightarrow</math> <font color="green">[[WikiFilmSchool_N3P2 | Page 2]] - Filming ---- ---- ==Filming Considerations Today== It will take about three years to complete this movie. Obviously, the state of the art will change over that time. But deciding how to film this movie based in guesses of future developments is not a safe idea. So let's look at what is possible today. ==Selecting the Digital Video Camera== Based on today's technology, we have a lot of choices. ===DV Camcorders=== Today, the lowest cost of filming digitally is by using a [[w:DV | DV]] [[w:Camcorder | Camcorder]]. Therefore, if you want to make an SD movie in North America (which is NTSC country), you can create a anamorphic 16 by 9 movie which will be distributed on DVD-Video disk using wide (fat = anamorphic) pixels at 720 by 480 pixels. For all graphic (such as the titles) that means drawing on a square pixel frame of 720 by 540 pixels which will later be squeezed to 720 by 480 using non-square (wide) pixels. Using most any modern computer, this is easy... though a bit awkward. ===HD Camcorders=== For now, there are very expensive cameras. That is why currently, most people are using HDV camcorders. (Yes, these two formats are very different even if their names sound the same.) ===HDV Camcorders=== HDV is rather confusing since HDV uses '''non-square pixels''' just like DV (as compared with HD which uses square pixels.) I prefer to work with square pixels since this movie will require lots of compositing. ===Conclusion about Cameras=== For our movie, we will use: * Square Pixels * 16:9 aspect ratio * 1280 by 720 frame size ::Anything which is not in this format will be converted to this format before editing. ==Lenses== If possible, we will use prime lenses so we can control the depth of field. ==Matte Paintings== We will use a Matte Painting wherever possible. We will NOT use greenscreen. The purpose of this movie is to teach the technologies of filmmaking. Greenscreen is the hot technology of the day... but not the most useful. Therefore, we will explore how matte paintings can be used instead of greenscreen. ==Digital Video vs. Film== This movie is short enough to shot on film. If it is possible, we will. If not, DV. ==Animation vs. Live Action== As you will see in the next section, we will also do an animated version. That will show you many new and exciting options. (more later....) [[User:Robert Elliott|Robert Elliott]] 30 September 2006 [[Category:Media]] 6639 70903 2007-01-12T01:56:52Z JWSchmidt 20 repair ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #003: Planning the Movie]] - Animation Considerations ;Pages of this Lesson * [[Lesson:Planning_the_Movie | Title Page]] * [[WikiFilmSchool_N3P1 | Page 1]] - Overall Considerations * [[WikiFilmSchool_N3P2 | Page 2]] - Filming Considerations * [[WikiFilmSchool_N3P3 | Page 3]] - Animation Considerations &rarr; <font color="green">'''You Are Here!''' * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size * [[WikiFilmSchool_N3P5 | Page 5]] - Audio ---- ;Current Location ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] <math>\Leftrightarrow</math> <font color="green">[[WikiFilmSchool_N3P3 | Page 3]] - Animation Considerations ---- ---- ==Animation Considerations Today== While this movie will be filmed, I want to also create an animated version. Rather than use expensive animation, we will use digital puppet for Poser and DAZ Studio which is the same programs we are using for the 3D storyboards. ==Conclusions== * An animated version will also be created. * The Character Animation will be done with DAZ Studio or Poser * The scenery Animation will be done with Vue To be completed shortly... [[User:Robert Elliott|Robert Elliott]] 03:33, 30 September 2006 (UTC) [[Category:Media]] 6640 70899 2007-01-12T01:54:58Z JWSchmidt 20 repair ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #003: Planning the Movie]] - Frame Size and Aspect Ratio ;Pages of this Lesson * [[Lesson:Planning_the_Movie | Title Page]] * [[WikiFilmSchool_N3P1 | Page 1]] - Overall Considerations * [[WikiFilmSchool_N3P2 | Page 2]] - Filming * [[WikiFilmSchool_N3P3 | Page 3]] - Animation * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size &rarr; '''You Are Here!''' * [[WikiFilmSchool_N3P5 | Page 5]] - Audio ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity - English]] &rarr; Faculty for [[Portal:Humanities | Humanities]] &rarr; The School of [[School:Art and Design|Art and Design]] &rarr; The Division of [[Portal:Fine Arts|Fine Arts]] &rarr; The Subdivision of [[Topic:Film and Television |Film and Television]] &rarr; The Department of Narrative [[Topic:Film production|Film Production]] &rarr; WikiU Film School:[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking | Course: WikiU Film School Course 01 - Learning the Basics of Filmmaking]] &rarr; [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] &rarr; [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size ---- ---- ==Frame Size and Aspect Ratio== to be completed shortly [[User:Robert Elliott|Robert Elliott]] 03:37, 30 September 2006 (UTC) [[Category:Media]] 6641 70902 2007-01-12T01:56:23Z JWSchmidt 20 repair ;Lesson :[[Lesson:Formatting_the_script | WikiU Film School - Lesson #003: Planning the Movie]] - Audio Considerations ;Pages of this Lesson * [[Lesson:Planning_the_Movie | Title Page]] * [[WikiFilmSchool_N3P1 | Page 1]] - Overall Considerations * [[WikiFilmSchool_N3P2 | Page 2]] - Filming * [[WikiFilmSchool_N3P3 | Page 3]] - Animation * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size * [[WikiFilmSchool_N3P5 | Page 5]] - Audio Considerations &rarr; '''You Are Here!''' ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity - English]] &rarr; Faculty for [[Portal:Humanities | Humanities]] &rarr; The School of [[School:Art and Design|Art and Design]] &rarr; The Division of [[Portal:Fine Arts|Fine Arts]] &rarr; The Subdivision of [[Topic:Film and Television |Film and Television]] &rarr; The Department of Narrative [[Topic:Film production|Film Production]] &rarr; WikiU Film School:[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking | Course: WikiU Film School Course 01 - Learning the Basics of Filmmaking]] &rarr; [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] &rarr; [[WikiFilmSchool_N3P5 | Page 5]] - Audio Considerations ---- ---- ==Audio Considerations== to be completed shortly [[User:Robert Elliott|Robert Elliott]] 03:37, 30 September 2006 (UTC) [[Category:Media]] 6645 68336 2007-01-08T21:39:07Z JWSchmidt 20 [[Category:Engineering]] {{main welcome}} A branch of engineering sciences involved in designing fridges [[Category:Engineering]] 6646 80700 2007-01-24T17:26:46Z 82.77.230.66 =[[Topic:Performance Art|Division of Performance Art]]= As I have arouned 20 years teaching experience in university & guidance of research students. I have written few articles on 'musicologist worked on indian classical music' and 'effect of music on prisoners'. if it can be publised please. Let me know. My e-mail-drlovelysharma@rediffmail.com ** Thanks and regards, Dr. Lovely Sharma Sitarist & Music Therapist Artiste-All India Radio, Delhi Empanelled Artist of I.C.C.R.ministry of external affairs, Delhi Principal investigator, Major Research project,U.G.C.Delhi Reader in music dept. Dayalbagh University, Agra, INDIA Ph: 91-9412269261 0562-2800329 [[Category:People]] 6648 37184 2006-10-20T23:31:48Z MichaelBillington 1599 different category [[Category:HTML]] 6649 65285 2007-01-01T19:44:30Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]]Lesson Summary</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] ==The two parts of storyboarding:== The challenge of storyboarding is two fold: * '''Step 1 - Breaking down the scene.''' ::Breaking the scene down means deciding '''which shots''' will be filmed. For each shot, you must decide the camera angle, the camera lens, the camera movement, the actor's movements. At the same time, you must decide the flow of the story from shot to shot. * '''Step 2 - Drawing the pictures.''' ::Once you have made these decisions, you must draw thumbnail storyboards to communicate this information to me and the rest of our jolly crew who will work on your movie. We don't know what you are thinking unless you draw us a picture. * '''Send me your thumbnail storyboard frames.''' :When you are finished, send me your individual storyboard frames. I will create the storyboard for you. :Be sure to let me know what you are doing. You can email me by [[Special:Emailuser/Robert_Elliott | Clicking Here]]. [[Image:Crystal Clear app xfmail.png|24px]] | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> ==Begin now!== ;Print out this [[Storyboard Outline for Seduced by the Dark Side |worksheet]] and begin. :Just print out the [[Storyboard Outline for Seduced by the Dark Side |Storyboard Worksheet]] and decide what the audience should see. :That is all you have to do in this lesson. ;<font color="red">Note: </font>15 minutes <font color="red"> maximum</font> :Creating the thumbnail storyboards with pencil and paper should take only 15 minutes. If you spend more than 15 minutes on that part of the lesson, you are trying too hard. Keep it simple! |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:SBTDSChooseTSB5a.jpg|right|128px]] ==How to submit you thumbnail storyboards== ;(Option 1) Pencil and Paper Thumbnail Storyboards :* Send me your individual thumbnail storyboards. (Scan the images, scan the page into your computer or mail me your thumbnail storyboards.) ;(Option 2) Describe your storyboard frames :* Write me and describe to me what is in each of the frames. ;(Option 3) Refer to our library of storyboard frames :* Tell me which frames you want by looking at our library of possible frames for this movie. ;(Option 4) Re-draw the thumbnail storyboards into your computer and transmit them to me :* Draw your frames into the computer using ArtRage2, Photoshop, or other software. ---- <center>or</center> ----<br> ;(Option 5) Just go to next lesson... :* If you wish, you can skip all of this and go to the lesson: [[Lesson:3D_Storyboard |Create the 3D storyboard.]] In that lesson, you use FrameForge 3D Studio demo version to create the storyboard frames. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Blanktsb.jpg]]</center> ==Creating the thumbnail storyboards== This is the most important and challenging lesson in the whole course. Here you make the creative decisions. In this lesson, you create the motion picture… with pencil and paper! In this lesson, you break down the scene into individual shoots and you draw the thumbnail storyboards for all the shots. Many filmmakers say that once you have completed the storyboards for a movie, you have completed the movie. <center>[[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|200px]]</center> |} <center> {{Homework04}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] <br> ==The Next Page== :Continue this lesson at [[LessonPage:What are thumbnail storyboards? | What are thumbnail storyboards?]] [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | ==Your career in storyboarding== ;Do you like making storyboards? If you enjoy creating storyboarding, you can make a career of it. There are many kinds of storyboarding, not just for motion pictures. This includes storyboarding for television advertising. That's were you will make most of your money. Take a look at [http://www.aboveandbeyondartists.com/group.asp?GID=3 Above and Beyond Artists Agency - Film Artists:Storyboards ] for examples from professional storyboard artists. |} {{Reference materials for the Storyboarding Lesson of Course 1}} ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 6650 30754 2006-09-30T13:40:44Z AdamG 1615 [[History of Western Copyright Laws]] moved to [[History of Western Copyright Law]]: Naming- needs to be singular. #REDIRECT [[History of Western Copyright Law]] 6652 45125 2006-11-13T03:26:29Z Rayc 57 cat ==What is eco-economics?== Eco-economics is an emerging [[Interdisciplinary Science]] that attempts to [[price]] materials, systems and innovations by their ''ecological value'', a value upon which a universal standard has not yet been discovered. Examples of eco-economic problems include questions like "given its place in a forest ecosystem, what is the price of a 20-acre stand of trees?" In [[classical economics]], the price would be determined by finding the intersection of demand and supply curves, with the seller of the trees maximizing his financial profit. [[Category:Economics]] 6655 70377 2007-01-11T02:16:00Z JWSchmidt 20 [[Category:Electronic engineering]] The Shannon-Hartley Capacity Theorem, more commonly known as the Shannon-Hartley theorem or Shannon's Law, relates the system capacity of a channel with the averaged recieved signal power, the average noise power and the bandwidth. This capacity relationship can be stated as: <math>C = W log_2(1+ {S \over N})</math> where: C is the capacity of the channel (bits/s) S is the average received signal power N is the average noise power W is the bandwidth (Hertz) Shannon's work showed that the values of S,N, and W set a limit upon the transmission rate. [1] It is important to note that doubling the bandwidth will '''NOT''' double the available capacity. The parameter N, is often defined as the average noise power in an AWGN ([[Additive White Gaussian Noise]]) system, is dependent upon bandwidth. In order to double the capacity, the argument within the logarithm, "1 + signal to noise ratio" must be squared. <math>C = W log_2((1+ {S \over N})^2)</math> <br> <math>C = 2W log_2(1+ {S \over N})</math> == References == [1] Shannon, C.E., "Communication in the presence of Noise," ''Proc. IRE,'' vol.37, no. 1, January 1949, pp. 10-21 [[Category:Electronic engineering]] 6656 30826 2006-10-01T02:48:56Z Stevenfruitsmaak 392 cat <div style="clear:both;text-align:center;{{#if|{{{WIDTH|}}}|width:{{{WIDTH}}}| }};margin:auto;" align="center" class="NavFrame"> <div class="NavHead" style="clear:both;text-align:center;background:{{{BGCOLOR}}};">{{{TITLE}}}</div> <div class="NavContent" style="clear:both;text-align:left;"> {{{CONTENT}}} </div> <div class="NavContent" style="clear:both;font-size: 90%;text-align:left;"> {{{SMALLCONTENT}}} </div> </div> <noinclude><pre>Parameter: BGCOLOR = colour of the heading of the navigation box TITLE = heading of the navigation box CONTENT = contents of the navigation box. Use <nowiki>&amp;#124;</nowiki> to separate links. It is not possible to include a pipe ("|") in the contents as this symbol is used to separate parameters. SMALLCONTENT = as per CONTENT but produces 90% fontsize WIDTH = Optional parameter to limit width</pre> [[Category:Esoteric templates]] </noinclude> 6666 70710 2007-01-11T15:22:33Z JWSchmidt 20 [[Category:Music]] == Posture == Good posture is important for the cello. The player should be relaxed, balanced, and comfortable, sitting upright on the edge of the chair. The cello is held between the knees, also resting on the chest, and the neck of the cello a couple of inches above the left shoulder. The length of the endpin should be such that it allows the cello to be at around 45 degree angle to the floor while resting on the player's sternum. == Preparatory exercises == The player should warm up with exercises aimed at the flexibility and strength of the hands. == Bowing == The bow should be drawn left to right (and back), parallel to the bridge. The best point of contact (hair on string) is half-way between the bridge and the end of the fingerboard. The goal is to produce a clear, resonant tone. For starters, the cellist should try to play on only one string, playing repeated notes of equal length, until the sound is good and the bow hold becomes more familiar. Start by playing repeated notes on every string, then combinations of alternating strings. Different rhythm patterns can be used. Putting force into the bow and having a strong hold is very important to the sound that it produces on the string. If you are unsure if you are playing the wrong note do not play quitely because this causes you to make a very screechy abd sound on the strings. To practice putting force into the bow try this : hold it with your fist instead of your fingers. Now bow. Do you hear/feel the difference? Now hold the bow by the tip and bow, the frog puts weight on the bow to make a nice sound across the strings. Now hold the bow normally, flex your fingers and try to recreate the sound you just had. This does not mean to press down too much but to apply correct and even pressure on the strings during the whole bowing action. The cello strings are, from highest (thinnest) to lowest (thickest): A, D, G, and C. == Left Hand == Fingers are numbered thus: # First finger - index finger # Second finger - middle finger # Third finger - ring finger # Fourth finger - little finger The thumb is also used, mostly in upper positions. When the left hand is placed next to the player's chin, it is called '''first position'''. There are five "neck" positions (1/2 through 4th), three "transitional" positions (5th-7th), after which there is "thumb" position (thumb comes from under the neck and is positioned on top of the strings, while the 4th finger rarely plays). The positions grow in number as the player's hand moves toward the bridge of the cello. Thin tapes or stickers can be used to mark the placement of fingers on the fingerboard and increase consistency of intonation. As this becomes more secure, visual reminders can be removed, and the player relies on listening for good intonation. Left hand fingers should be perpendicular to the string ("little hammers"), stopping the string on the fingerboard, in order to produce a clear pitch. The left hand thumb is positioned behind the second finger, centering the hand and facilitating extensions (stretches) and vibrato. The hand should not squeeze the neck of the cello. == Scales == Scales and finger exercises are fundamental to left hand technique and knowledge of the fingerboard. They should be practiced regularly, with centered intonation, and projecting sound. A variety of bowings and rhythms can be used. == See also == * [[w:Violoncello]] [[Category:Music]] 6667 30875 2006-10-01T13:07:19Z Draicone 1128 Create redirect #REDIRECT [[Wikiversity:Editcountitis]] 6668 74148 2007-01-12T20:33:26Z JWSchmidt 20 [[Category:Sin]] Editcountitis is a condition commonly related to the following symptoms: * Checking your edit count every edit with [http://bitmeta.org/editcounter Draicone's tool] * Constantly checking the contrib lists of users listed in Recent changes * [[Topic:Javascript|Learning javascript]] to make sure your javascript edit counter is working * Demanding details from custodians as to appropriate edit counting procedure * Buying a spare monitor to use for your home made recent changes patroller in order to revert any and all vandalism ([[User:Draicone]] is guilty as charged) Editcountitis can be fatal. If you feel you are experiencing it, we suggest you request a custodian to block your user account from editing immediately. (Certain custodians may be blocking themself to assist in the justification of the process) Possible effects include: * Exceeding your bandwith limit on your internet plan * Your wife divorcing you for 'not being dedicated to our marriage' * Overloading the wikimedia servers and being sued for inhuman bandwith usage * Having to mortgage your home in order to purchase a server farm to extract edit count data and generate statistics from DB dumps [[Category:Sin]] 6669 64161 2006-12-28T08:48:08Z Robert Elliott 1436 Redirect to Lesson:thumbnail storyboards #REDIRECT [[Lesson:Thumbnail Storyboard]] {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[WikiFilmSchool_N4P2 | How to draw storyboards.]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] {{Course1Location}} |} ;<font color="gray">WikiU Film School </font>- Lesson #004 - The Thumbnail Storyboards *1. [[Lesson:Thumbnail_Storyboard | <font color="gray">Thumbnail Storyboarding • </font>'''Lesson summary''']] with links to require reading. *2. [[WikiFilmSchool_N4P1 | <font color="gray">Thumbnail Storyboarding • </font> '''What are thumbnail storyboards?''']] / What software do I need? *3. [[WikiFilmSchool_N4P2 | <font color="gray">Thumbnail Storyboarding • </font> '''How to draw thumbnails storyboards.''']] <math>\Longleftarrow</math> <font color="green"> '''''You are here!''''' *4. [[Storyboard_Examples | <font color="gray">Thumbnail Storyboarding • </font>'''Examples''']] of thumbnail storyboards. :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side |Storyboard Outline]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. ---- ---- =Preparation: Getting Ready to Storyboard= <div style="float:right;width:450px"> <div style="background-color:#f7f8ff; text-align:justify; padding:25px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{scriptoutline}} </div> </div> ---- Before you can draw storyboards, you must visualize the scene. ==Pre-Visualization Methods== ===Pre-Visualization · Best Method=== ;A. The "live model" method :An ideal way to prepare for drawing the thumbnail storyboards for this movie is to get '''two live people''' of about the right size to act out the story for you. When they do, you move around pretending to be the camera. You can even use a SLR camera with a 24mm, a 85mm, a 135mm and a 200mm lens (35mm equivalent lenses). The 24mm is the maximum wide angle lens. The 85mm is a mild telephoto. The 135mm is a portrait telephoto lens. The 200mm is about the maximum practical lens. ---- ---- ===Pre-Visualization · Easiest Method=== ;B. The "digital figure" method :If you do not have live volunteers to perform the scene for you, you can use the free demo version of [http://www.frameforge3d.com FrameForge 3D Studio] which is good for 20 uses. ;B. Alternative "digital figure" method :Or you can use DAZ Studio or Poser. The good news is DAZ Studio is FREE and so are some of the models. ---- ---- ===Pre-Visualization · Inexpensive Method=== ;C. The "doll" method :Or you can use dolls to previsualize. Hey, don't laugh. [[w:Barbie | Barbie]] works great as a previsual modeling tool. ---- ---- ===If all else fails pre-visualization method === ;D. The "use-your-imagination" method :If you don't have stand-in actors or digital models or dolls, you just use your imagination. This works better if you are photographer who is experienced photographing people and you already know the distortion effects of lenses. ---- ---- ==1. Getting Started - Create the frame== Open a new page in your storyboarding program which is the correct size for a thumbnail storyboard. In Lesson 3, we decided to use an aspect ratio of 16 by 9 for our movie. Therefore, your thumbnail storyboards should have the same 16-by-9 aspect ratio. :;The Frame Size For Photoshop ::For Photoshop, create a page which is 160 by 90 pixels in size. This is very tiny but no problem when working with Photoshop. Start by filling in the frame with the background color. :;The Frame Size for ArtRage ::For ArtRage, you need a much larger canvas which will be reduced later to a smaller size. You can use a frame size of 320 by 180 or larger. The reason that the image will be reduced to only 160 by 90 pixels is to save space. Start by selecting settings for the paper texture and the background color. ==2. Draw the Actor's Head== Decide where the people will be in the shot. Then draw their heads. :;Photoshop ::In Photoshop, begin a new layer (reserving the bottom layer for the background color.) Use the oval marquee to create a selection where the head will be. Then fill the head with skin color (if the head is facing the audience) or hair color (if the head is facing away from the audience.) Then use black to outline the head. Do this by stroking the oval outline with the foreground color which you have set to black. :;ArtRage ::In ArtRage, use a Wacom tablet and draw all the outlines of the heads. For thumbnail storyboards, very simple shapes are fine for heads. I find it easier to stroke very softly around the outline of the head a few times to build up density… rather than try to make a heavy solid line with just a single stroke. ==3. Draw the Eyes and Mouth== The expression in the eyes and mouth conveys a lot of information. Also, the direction of the eyes is very important to story telling. :;Photoshop ::In Photoshop, on a new layer, use the oval markee tool to create the eyes the same way you did with the head. To draw the eye balls, I use the pencil tool; other people prefer the brush tool. :;ArtRage ::In ArtRage, you have a lot more freedom which is good if you are an artist. As an artist, you can create much more meaningful eyes and mouth expressions than in Photoshop. ==4. The Body== Drawing the body of the actors is not important in thumbnail storyboards. It is optional. Basically, when you draw the body in a thumbnail storyboard, you just want to show the position and orientation. You can exaggerate the body to explain which lens you will use. With a wide angle lens, if you are looking up, the top of the body is smaller than the bottom. With a wide angle lens, if you are looking down on body, the top of the body will be bigger than the bottom. ==5. Save Your Drawings== Save each drawing as a JPEG file (.JPG). Be sure to include a caption which will be clear to me: [[User:Robert Elliott|Robert Elliott]]. Usually, just having the frame numbers are enough but for shots which require multiple storyboard frames, use the number plus an "a" or a "b", etc. to distinguish between the different frames. (As long as I can figure out what you are doing, I will be happy!) ==6. Submit your Thumbnail Storyboards== Submit your storyboards to me and I will post them inside a script. Email me when you are ready. ---- ---- ==Next page of this lesson== Go to [[Storyboard Examples | Look at examples of actual storyboards for this movie.]] ---- ---- ==Questions?== Contact the teacher. [[User:Robert Elliott|Robert Elliott]] September 2006 ---- ---- {{Homework04}} ---- ---- ---- ---- ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[Original Story for Seduced by the Dark Side | original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 6671 79352 2007-01-21T02:06:07Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} This is a page for helping Wikiversity participants prepare for GREs. http://www.ets.org/gre/ [[Category:Education]] {{Stub}} GRE Computer Science 6674 79395 2007-01-21T02:37:00Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} ==Solids== A solid is the state of matter in which molecules are moving very slowly, or not moving at all. At this state, a solid has a definite shape and definite volume. So therefore, volume can be measured instantaneously, and it does not take the shape of it's container, but rather the shape in which it is formed, or by molecular arrangement. Most of the elements on the Periodic Table are solids. [[Category:Chemistry]] [[Category:Physics]] 6722 69073 2007-01-10T01:15:58Z JWSchmidt 20 category {{Main welcome|JohnWSchmidt}} [[Category:Wikiversity]] 6724 48337 2006-11-24T19:11:43Z 80.1.192.25 small language change to give a more academic tone, rather than that of a caffienated teen. '''Welcome to World Literature 1''' ------------------------ World Literature 1 guides you through what are arguably the most important foundation literary texts for all human cultures. Once you have read and thought about these texts you will know much about the way we tell stories, the themes (constant ideas) and images (imaginary pictures) that have influenced writing around the world, and you will be able to impress your relatives at Thanksgiving with your literary erudition. The following course uses the''' Norton Anthology of World Literature'''. You can buy or borrow any edition of the book, and begin with volume 1. Unit 1. the Beginning of Narrative: [[w:The Epic of Gilgamesh|The Epic of Gilgamesh]]. Read the introduction to ancient literatures of the middle east, and then tackle the Gilgamesh. It's probably easiest to read it chapter by chapter. As you are reading, make notes to yourself about how the story works. What characters and plot devices seem familiar to you from other stories? In particular you might compare the Gilgamesh to the plot and characters of STAR WARS and/or SPIDERMAN or BATMAN BEGINS. What characters and/or plot developments seem different? Unit 1 a -- the [[w:Old Testament|Old Testament]]. Compare the style of writing with the Gilgamesh. Eric Auerbach argues that the Old Testament is written in short-hand kind of style, because it's addressed to an audience who already know the stories thoroughly and therefore they need brief "reminders" which the tellers of the stories can then expand upon in discussion. [[Category:Literary Studies]] 6726 31054 2006-10-02T10:03:19Z Guillom 48 /* Lessons */ + resources <center><big>'''Welcome to the Electronic Engineering School!'''</big></center> <center>''Part of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Microelectronics|Microelectronics]]''' is a subfield of electronics. Microelectronics, as the name suggests, is related to the study and manufacture of electronic components which are very small. These devices are made from semiconductors using a process known as photolithography. Many components of normal electronic design are available in microelectronic equivalent: transistors, capacitors, inductors, resistors, diodes and of course insulators and conductors can all be found in microelectronic devices. Digital integrated circuits consist mostly of transistors. Analog circuits commonly contain resistors and capacitors as well. Inductors are used in some high frequency analog circuits, but tend to occupy large chip area if used at low frequencies; gyrators can replace them. As techniques improve, the size of microelectronic components continue to decrease. At smaller scales, the effects of minor circuit elements such as interconnections may become more important. These are called parasitic effects, and the goal of the microelectronics design engineer is to find ways to compensate for or to minimize these effects, while always delivering smaller, faster, and cheaper devices. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! *[[Contact resistance in transistors]] == Resources == *Wikibooks: ** [[b:Semiconductors|Semiconductors]] ** [[b:Microtechnology|Microtechnology]] == Participants == * [[User:Guillom|guillom]] [[Category:Microelectronic engineering| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] 6727 31056 2006-10-02T11:19:56Z Puggy 1705 6728 45115 2006-11-13T03:20:30Z Rayc 57 cat === Background === Contact resistance in transistors is the resistance between the metal and silicon in a contact. This is due to the differrence in the bandgap energies between the two materials. The closer the bandgap the less resistance.[[Image:Contactresistance1.PNG]] Early on in the semiconductor world, Aluminium was used as the metal, however this was replaced by copper which provided a better contact resistance. If the example of a 1 micron and a 0.1 micron manufacturing process with aluminum contacts is taken into consideration it will become apparently clear how important this is becoming. The resistance of the device (R) is equal to the contact resistance (PC) divided by the area (A). For aluminum to heavily doped silicon the contact resistance is around 1x10-6 ohms cm2. For the 1 micron example the area will be (1x10-4)2 which equals 1x10-8 cm2 thus the resistance will equal 1x10-6 / 1x10-8 which will equal 100 ohms. The 0.1 micron example the area will be (1x10-5)2 which equals 1x10-10 cm2 thus the resistance will equal 1x10-6 / 1x10-10 which will equal 10,000 ohms. Measurements on the metal to find the contact resistance has been the Cross bridge Kelvin Resistor, however in small devices it has been noted that the results have not been very acurate using the standard calculation. Understanding, better calculations and a new measuring technique was introduced in a 2002 paper "A simple approach to understanding measurement errors in the cross-bridge Kelvin resistor and a new pattern for measurements of specific contact resistivity (Mizuki Ono, Akira Nishiyama, Akira Toriumi : Solid-State Electronics 46 (2002) 1325-1331)". === Cross Bridge Kelvin Resistor (CKR) === [[Image:Contactresistance2.PNG]] Above shows the structure of the CKR. In an ideal situation the arm's of the silicon and metal layers would be the same width of the contact but due to alignment margins this is impossible under normal manufacturing processes. It was seen that by moving the contact area around the arm's would provide different resistance measurements which has provided a lot of mystery around the device until the 2002 paper by Mizuki Ono. This paper showed how the effect of the extra silicon affected the results and hence why the measurements changed when the contact area was moved around. [[Image:Contactresistance3.PNG]] === Ono Equation === [[Image:Contactresistance4.PNG]] Pc= specific contact resistivity Ps= sheet resistance Using this equation, we can more accuratly calculate the contact resistance for the metal's using the standard CKR and hence are able to use premade version by accuratly finding out the measuremnets required using an appropriate electron microscope. === Ono Design === [[Image:Contactresistance5.PNG]] This design was created as a replacement to the CKR, due to the large lenght the design irradicates a lot of the errors, the CKR is prone to, and thus gives a more accurate result. For this to work, the lenght L must be longer than (Pc/Ps)1/2 in which case the equation I=(W.Vo)/sqrroot(PcPs) where Vo is the voltage at the right edge of the contact hole. Vo can be found by extrapolating the ratio of voltage between the potential terminal of the metal and each potential terminal in the silicon active layer (ie Vsa, Vsb and Vsc). === Additional files === [[Media:contactresistance.sxw]] - my Final year project report on contact resistance (At Queens University, belfast) in open office format Contact resistance tool mentioned in final year project is avaible upon request [[Topic:Microelectronic_Engineering]] [[Category:Microelectronic engineering]] 6730 31060 2006-10-02T12:00:47Z Puggy 1705 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 6731 31061 2006-10-02T12:05:07Z Puggy 1705 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 6732 31066 2006-10-02T12:25:43Z Puggy 1705 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 6733 31067 2006-10-02T12:26:46Z Puggy 1705 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 6734 31068 2006-10-02T12:36:18Z Puggy 1705 Final year project on contact resistance == Summary == Final year project on contact resistance == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 6735 80870 2007-01-25T04:17:32Z Topps 821 Educational informatics, multimedia, link to PocketSnips Welcome to the Wikiversity Department of Health Informatics. [[Category:Medicine]] There are many areas within Health Informatics. This general topic will be updated at a later time. Within the topic of educational informatics in relation to medical education, we will be making available through Wikiversity a library of very short educational videos called PocketSnips. Apologies for this seeming like a plug for our project - please free to adapt this section to more general needs. In the meantime, this is a simple connection to the Multimedia area and the PocketSnips topic. == Multimedia in Education == Multimedia can be phenomenally useful in medical education but it is important to avoid just using multimedia for the sake of it. There is the risk of emulating early PowerPoint presentations which had way too many flashing, moving, distracting graphic elements, just because you could. Keep to the message. The same applies to the use of Multimedia - use it to convey some particular point or concept - not just to look cool. One particular project that illustrates this concept is the PocketSnips micro-videos project. You can read more about this at the project web site: [http://pocketsnips.org] This page/category will link to the PocketSnips site but also the ancillary material related to the context, use and development of PocketSnips videos will be brought here to Wikiversity. PocketSnips videos are designed to be short, shareable, succinct, selective and simple. 6738 77242 2007-01-16T20:15:18Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Department of Plastic surgery'''. ==Department description== The Department of Plastic surgery is a content development project where participants create, organize, and develop learning resources for plastic surgery. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 6741 31102 2006-10-02T18:16:56Z JWSchmidt 20 This image is from the website for the London Borough of Richmond upon Thames and their [http://www.richmond.gov.uk/classroom_of_the_future Classroom of the future]. I (John Schmidt) contacted Cristian Marcucci, Assistant Media Officer of their [http://ww This image is from the website for the London Borough of Richmond upon Thames and their [http://www.richmond.gov.uk/classroom_of_the_future Classroom of the future]. I (John Schmidt) contacted Cristian Marcucci, Assistant Media Officer of their [http://www.richmond.gov.uk/press_office/press_office_contacts.htm Press Ofice] and asked if Wikiversity can use their images. He replied by email, "The images on the Council website are available for public use. Please feel free to use them." {{PD}} 6742 31105 2006-10-02T18:24:11Z JWSchmidt 20 This image is from the website for the London Borough of Richmond upon Thames and their [http://www.richmond.gov.uk/classroom_of_the_future Classroom of the future]. I (John Schmidt) contacted Cristian Marcucci, Assistant Media Officer of their [http://ww This image is from the website for the London Borough of Richmond upon Thames and their [http://www.richmond.gov.uk/classroom_of_the_future Classroom of the future]. I (John Schmidt) contacted Cristian Marcucci, Assistant Media Officer of their [http://www.richmond.gov.uk/press_office/press_office_contacts.htm Press Ofice] and asked if Wikiversity can use their images. He replied by email, "The images on the Council website are available for public use. Please feel free to use them." {{PD}} 6744 74101 2007-01-12T19:27:12Z JWSchmidt 20 more specific category The Wikiversity Archive contains past proposals, ideas and discussions interest into which has died out, for which no consensus was reached or which have become obsolete. Those pages are preserved here for future interest and to avoid having the same discussions over and over. Feel free to add new pages to the archive which are of no more use within the [[Wikiversity:Namespaces|Wikiversity namespace]]. == Old proposals == [[/Organizing Self-Management/]] - created August 18, 2006 - archived October 3, 2006 [[Category:History of Wikiversity]] 6746 31148 2006-10-02T22:36:06Z Sebmol 14 {| style="border:1px solid #AAA; background-color:#f9f9f9; width:90%; margin:0 auto; padding:.2em; text-align: justify;" |- | [[Image:B stop.svg|40px]] | '''This Wikiversity page is inactive and kept for historical interest.''' If you want to revive discussion regarding the subject, you may try using the [[{{NAMESPACE}} talk:{{PAGENAME}}|talk page]] or start a discussion at the [[Wikiversity:Colloquium]]. {{#if:{{{1|}}} |<td style="width: 1em"><th id="shortcut" class="noprint" style="border: 1px solid #999; background: #fff; margin: 0 0 .5em 1em; text-align: center; padding: 5px"><small><br />{{{1|}}}</small></th></td>}} |}<includeonly>[[Category:Wikiversity archive]]</includeonly><noinclude>This template adds pages to [[:Category:Wikiversity archive]]. [[Category:Template|Historical]]</noinclude> 6747 31146 2006-10-02T22:35:34Z Sebmol 14 [[Category:Categories|Template]] 6748 31147 2006-10-02T22:35:54Z Sebmol 14 [[Category:Wikiversity|Archive]] 6749 31152 2006-10-02T22:42:36Z Cormaggio 8 [[Wikiversity outreach]] moved to [[Wikiversity:Wikiversity outreach]]: This should be in Wikiversity namespace #REDIRECT [[Wikiversity:Wikiversity outreach]] 6752 74271 2007-01-12T22:12:29Z JWSchmidt 20 /* Accreditation */ The Wikimedia Board of Trustees directed the Wikiversity community not to include credentials and accreditation in the Wikiversity project ''<small>This page is loosely based on an older page: [[Wikiversity:Archive/Organizing Self-Management]]</small>'' This page is for brainstorming, discussing and detailing how Wikiversity is organised, both from a technical point of view (ie custodians) and its relationship with other projects and organisations. ==Custodians== The Wikiversity community appoints people to carry out admistrative functions on Wikiversity, for example to delete obsolete pages. More detail can be found at [[Wikiversity:Custodians]] and current requests at [[Wikiversity:Candidates for Custodianship]] and [[Wikiversity:Request custodian action]]. ==Wikiversity and Wikimedia== Wikiversity is a project of the Wikimedia Foundation. This means that it is bound within a general community, with a vision of providing the world with access to free information. It also means it has access to a range of people with various expertise, resources (eg. financial, technical), and organisational/community structures to support its ongoing development. Whether Wikiversity wants or needs to set up some sort of structure (such as a committee) to interface with Wikimedia's organisational structure is yet to be fully discussed. ==Outreach== As exciting a project as Wikiversity is, it may be desired to enter into collaboration with other organisations/communities/projects. What could Wikiversity be good for and what kinds of projects would be fitting? Please see [[Wikiversity:Wikiversity outreach]] for details (and [[Wikiversity:A Letter to globaltext.org]] for an example). ==Accreditation== Discussion continues as to whether Wikiversity is to pursue the option of becoming some sort of accredited institution, and how this would be done. See [[Wikihigh]] and [[Wikiversity:Accreditation]]. '''Note''': The Wikimedia Board of Trustees directed the Wikiversity community not to include credentials and accreditation in the Wikiversity project (see [[Wikiversity:Original proposal]]). ==See also== [[Wikiversity:Archive/Organizing Self-Management]] ==Explanation of Structure== A highly visible link to a page explaining Wikiversity structure (Faculty>School>Department, etc.) should be on every page somewhere, to help orient confused visitors; it can cause quite a bit of confusion when a user sees "Faculty" and thinks they're going to find a list of people, for example. [[Category:Community discussions]] 6753 31214 2006-10-03T00:22:43Z Sebmol 14 i'm gonna get this right eventually <div class="noprint backgroundcolor2 bordercolor1" style="float:right; margin-left:5px; padding:0px; border-style:solid; width:13em"> <div class="backgroundcolor1 bordercolor1" style="font-size:100%; padding: 0.5em; border-bottom-style: solid;"> <div style="padding-bottom:.2em;">[[Image:Admin mop.PNG|right|30px]]</div>'''[[Wikiversity:Colloquium|Wikiversity Organization]]''' </div> <div class="backgroundcolor2" style="padding: 0.5em; padding-bottom: 1em; font-size: 90%;"> * [[Wikiversity:Community Portal|Portal]] * [[Wikiversity:News|News]] * [[Wikiversity:Chat|Chat]] ;[[Wikiversity:Assume Good Faith|Conflicts]] ;[[Wikiversity:Centralized discussions|Discussions]] {{#switch:{{PAGENAME}}|Centralized discussions|Polls|Policies|Candidates for Custodianship|Archive= <!--- ------------- DISCUSSION -------------- ---> * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Policies|Policies]] * [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] * [[Wikiversity:Archive|Archive]] }} ;[[Wikiversity:Support staff|Support staff]] {{#switch:{{PAGENAME}}|Support staff|Bots|Custodianship|List of custodian mentors|Request custodian action= <!--- ------------- SUPPORT STAFF -------------- ---> * [[Wikiversity:Bots|Bots]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Custodian feedback|Custodian feedback]] * [[Wikiversity:List of custodian mentors|Custodian mentors]] * [[Wikiversity:Request custodian action|Requests]] }} </div></div> 6755 77399 2007-01-17T00:25:38Z JWSchmidt 20 do not pollute this page Welcome to the Wikiversity learning project for the '''Nobel Prize in Physiology or Medicine'''. Participants in this learning project explore the science and practical applications for each year's Nobel Prize in Physiology or Medicine. ==By year== *'''2006''' Awarded to Andrew Z. Fire and Craig C. Mello for their discovery of [http://nobelprize.org/nobel_prizes/medicine/laureates/2006/index.html RNA interference].<BR>Learn about [[RNA interference]]. [[Category:Nobel Prize in Physiology or Medicine]] 6756 74115 2007-01-12T19:51:23Z JWSchmidt 20 [[Category:Community discussions]] {{Shortcut|[[WP:CENTRAL]]}} {{Wikiversity organization}} Wikiversity users frequently discuss proposed changes to our [[Wikiversity:Policies|project policy]]; these may take the form of new proposals, amendments to existing policies or guidelines, or straw polls. These discussions generally take place on relevant talk pages. They may also occur at [[http://beta.wikiversity.org/|Wikiversity-Beta]], on [[Wikiversity:Chat|IRC]], and on our [[Wikiversity:Mailing list|mailing list]]. The [[Wikiversity:Colloquium|Colloquium]] provides a central area both for giving notice of discussions elsewhere and for debate itself. Despite regular archiving, these pages tend to grow rather lengthy. It's not always easy to know what issues are active. The box template {{tl|cent}} is a centralized list of ongoing policy discussions and polls. It is found on pages where such debate takes place and, of course, you may refer to it directly at any time. Editors maintain this list by adding ongoing discussions and polls and by periodically removing inactive issues. <div class="backgroundcolor1 bordercolor1" style="border-style: solid; padding: 0.5em; clear: both"> {{cent}} </div> == Usage == * [[Wikiversity:Centralized discussions|''This'' page]] is for explanation of the way in which we use {{tl|cent}}. * [[Wikiversity talk:Centralized discussion]] is for '''discussion of this process''' only. * [[Template:Cent]] contains the actual box content of ongoing policy issues. It should be edited to stay current at all times. * [[Template talk:Cent]] contains technical documentation of the template as well as discussion of related technical issues. * You may create any page of the form [[Wikiversity talk:Centralized discussion/''Some topic'']] if it does not appear that any particular existing talk page is the correct place for a policy-related discussion. Please note that there are a great many talk pages; a very large number of discussions are ongoing. Before creating yet another debate page, check to see that the topic is not already under discussion elsewhere. Search the project for keywords related to the topic in question. * Discussions are summarized at [[Wikiversity:Centralized discussion/Conclusions]]. == Cautions == Like any tool, this may be [[w:WP:BEANS|misused]]. Kindly exercise restraint, [[WV:AGF|assume good faith]], and allow process to take its course. Please don't add new policy ideas indiscriminately; trial balloons are better floated at [[Wikiversity:Colloquium]]. This template should be reserved for ongoing discussions. Remember, its usefulness is in inverse proportion to its size. Before joining a debate, it might be wise to gather some background, especially on complex or long-standing issues. Please be courteous to your fellow editors and '''read''' existing discussion before adding your own comment. It's hoped that {{tl|cent}} will contribute to the opening of policy debate and the broadening of [[Wikiversity:Consensus|consensus]]; but of course no good purpose is served by uninformed comment. '''Stay [[w:WP:COOL|cool]]!''' == See also == * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] * [[Wikiversity:Policies|Policies]] * [[:Category:Wikiversity policy|Wikiversity policy]] * [[Wikiversity:Community Portal|Community Portal]] [[Category:Wikiversity policy|Centralized discussion]] [[Category:Community discussions]] 6757 40049 2006-10-26T18:47:22Z JWSchmidt 20 intro section This is an archive of community discussion related to the nomination for full custodianship of [[User:SB Johnny]]. === {{Custodian|SB Johnny}} === <div style="border:1px solid #8888AA;background-color:white;padding:7px;">The period for comments on this nomination starts on September 27, 2006, at 17:28 UTC and ends on October 2, 2006, at 17:28 UTC. </div> *'''Mentor''': {{Custodian|JWSchmidt}} *'''Evaluation''' ** I nominate [[User:SB Johnny|SB Johnny]] for full custodianship. [[User:SB Johnny|SB Johnny]] has been a [[Wikiversity:Probationary custodians|probationary custodian]] since August 27, 2006. [[User:SB Johnny|SB Johnny]] is also an administrator at Wikibooks and has helped coordinate the transfer of Wikiversity content from Wikibooks to Wikiversity. This coordination has been facilitated by [[User:SB Johnny|SB Johnny]]'s participation at IRC freenode #wikiversity-en, [[Wikiversity:Colloquium]] and [[Wikiversity:Import]]. After having served the community during the probationary period, [[User:SB Johnny|SB Johnny]] should be confirmed by the Wikiversity community as a custodian. --[[User:JWSchmidt|JWSchmidt]] 02:28, 27 September 2006 (UTC) *'''Comments''' **I fully support SB Johnny. I've met SB several times on IRC and have watched his actions on Wikiversity. I've only seen good work conducted in a professional and courteous manner. I think SB Johnny would be an excellent custodian. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 06:39, 27 September 2006 (UTC) **Full support too ; good'ol'fellow. Let's make his broom « official ». [[User:Guillom|guillom]] 17:07, 28 September 2006 (UTC) **Good user. Full support! --[[User:HappyCamper|HappyCamper]] 01:14, 29 September 2006 (UTC) **Full support!--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 03:14, 29 September 2006 (UTC) **I strongly support the user. He has made some excellent contributions to wikiversity and I am sure he will be an excellent custodian. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]] 03:41, 29 September 2006 (UTC) **Full support - SB_Johnny is a great and solid contributor and custodian. [[User:Cormaggio|Cormaggio]] 13:32, 3 October 2006 (UTC) ==Closing comments== All community comments supported full custodianship for [[User:SB Johnny]] after a one month probationary period ending 27 September, 2006. The period for comments on this nomination was from September 27, 2006, at 17:28 UTC and ends on October 2, 2006, at 17:28 UTC. SB Johnny became a community-approved custodian on October 3, 2006. --[[User:JWSchmidt|JWSchmidt]] 23:09, 3 October 2006 (UTC) ==From [[Wikiversity:Probationary custodians]]== ==={{User|SB_Johnny}}=== I'm an admin on wikibooks, and an old-school vandal/spam fighter and newpage patroller on en-WP. I'd be happy to help out with the pagemove process, etc., then help keep an eye on things later. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 13:27, 27 August 2006 (UTC) *{{custodian|JWSchmidt}} : JWSchmidt be a wonderful mentor, thanks.--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 13:36, 27 August 2006 (UTC) * {{custodian|SB_Johnny}} was made a probationary custodian on 27 August 2006; mentor = JWSchmidt. [[Category:Nominations for full custodianship|SB Johnny]] 6758 47636 2006-11-22T13:08:43Z Cormaggio 8 width test {| style="background:transparent; font-size:95%; margin:0.4em 0 0.5em 0; width:100%;" |- valign="top" | '''[[Wikiversity:Candidates for Custodianship|Custodianship]]:''' | [[Wikiversity:Candidates_for_Custodianship#JWSchmidt_.28talk_.7C_email_.7C_contribs.29|JWSchmidt]] <small>(bureaucrat)</small> |- valign="top" | '''[[Wikiversity:Surveys|Surveys]]:''' | [[Wikiversity:Motto contest|Motto contest]]&nbsp;· [[meta:Wikiversity/logo|Logo contest]] |- valign="top" | '''Discussions:''' | [[Wikiversity:Username|Username]]&nbsp;· [[Wikiversity:Bots|Bots]]&nbsp;· [[Wikiversity:Disclosures|Disclosures]]&nbsp;· [[Wikiversity:What Wikiversity is not|What Wikiversity is not]]&nbsp;· [[Wikiversity:Naming conventions|Naming conventions]]&nbsp;· [[Wikiversity:Scholarly ethics|Scholarly ethics]]&nbsp;· [[Wikiversity:Verifiability|Verifiability]]&nbsp;· [[Wikiversity:Reliable sources|Reliable sources]]&nbsp;· [[Wikiversity:Blocking policy|Blocking policy]]&nbsp;· [[Wikiversity:Deletion policy|Deletion policy]]&nbsp;· [[Wikiversity:Ignore all rules|Ignore all rules]]&nbsp;· [[Wikiversity:No early policies|No early policies]]&nbsp;· [[Wikiversity:Manual of Style|Manual of Style]]&nbsp;· [[Wikiversity:Cite sources|Cite sources]] |} 6759 31228 2006-10-03T00:58:27Z Sebmol 14 Redirecting to [[Wikiversity:Centralized discussions]] #REDIRECT [[Wikiversity:Centralized discussions]] 6761 61702 2006-12-20T17:25:30Z JWSchmidt 20 /* See also */ [[RNA World]] [[Image:Transcription both strands.png|thumb|right|300px|'''Figure 1'''. Both [[w:DNA|DNA]] strands of some genes are [[w:Transcription (genetics)|transcribed]]. However, in plants, most siRNAs are generated by RNA-dependent RNA polymerase <ref>[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1221887 A pathway for the biogenesis of trans-acting siRNAs in Arabidopsis] by Manabu Yoshikawa, Angela Peragine, Mee Yeon Park and R. Scott Poethig in ''Genes Dev.'' (2005) Volume 19, pages 2164–2175.</ref>. Single strand RNA transcripts: ssRNA. RNA interference requires that two base pair-complementary strands of RNA to come together to form double stranded RNA<ref>Discover the rules of DNA base pairing with an [http://www-outreach.phy.cam.ac.uk/camphy/dna/dna_exp.htm online simulator]. The base pairing rules for RNA are similar.</ref>.]] The Nobel Prize in Physiology or Medicine in 2006 was awarded to [[w:Andrew Z. Fire|Andrew Z. Fire]] and [[w:Craig C. Mello|Craig C. Mello]] for their research on '''RNA interference''' <ref name=Nobel2006">2006 award at the [http://nobelprize.org/nobel_prizes/medicine/laureates/2006/index.html Nobel Prize website].</ref>. RNA interference was recently discovered as a mechanism used by cells for regulating [[w:Gene expression|gene expression]]. This discovery has quickly resulted in the widespread use of artificial interfering RNAs as an important laboratory research technique for altering the amount of specific proteins inside cells. There is also active study of the potential value of RNA interference for medical applications<ref name="Downward2004">[http://bmj.bmjjournals.com/cgi/reprint/328/7450/1245 RNA interference] by Julian Downward in ''[[w:British Medical Journal|British Medical Journal]]'' (2004) Volume 328: pages 1245–1248.</ref>. ==Normal role of RNA interference in cells== [[Image:RNAi pathway.png|thumb|left|300px|'''Figure 2'''. Cells can trim double stranded RNA to form small inhibitory RNA (siRNA). An siRNA can be processed to the single strand anti-sense RNA and used to target mRNAs for destruction. Several proteins (colored ovals) are required for efficient RNA interference. The protein-containing complex was named "RNA-induced silencing complex", RISC. <ref name="Hammond2000">[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=10749213 An RNA-directed nuclease mediates post-transcriptional gene silencing in Drosophila cells] by S. M. Hammond, E. Bernstein, D. Beach and G. J. Hannon in [[w:Nature (journal)|Nature]] (2000) Volume 404, pages 293-296.</ref>.]] The normal function of RNA interference inside cells depends on the production of double stranded RNA (dsRNA). Base pair-complementary [[w:RNA|RNA]] strands (ssRNA) can be produced by transcription of both template DNA strands of some genes (Figure 1). In other cases, the protein-coding RNA sense strand might be produced by a virus and the antisense RNA strand produced by the host cell. The sense and antisense RNA strands form double strand RNA (Figure 2, top) that is processed to small (about 20 [[w:Nucleobase|base]] pairs long) inhibitory RNA (siRNA). The siRNA can form a molecular complex with [[w:Protein|proteins]] that first strip away the sense strand of RNA, making the antisense inhibitory RNA (iRNA) available for [[w:Base pair|base pairing]] with [[w:Messenger RNA|messenger RNA]] (mRNA). This targets a specific mRNA for destruction (Figure 3), resulting in inhibition of the biological function that would otherwise be served by the protein coded for by the mRNA. There had long been interest in the idea that it might be possible to alter gene expression by using single strands of nucleic acid that might base pair hybridize with a specific target in cells. However, it was only in 1998 that experiments were described showing the unexpected power of double stranded RNA to block gene expression <ref name="Fire1998">[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=9486653&query_hl=1&itool=pubmed_docsum Potent and specific genetic interference by double-stranded RNA in Caenorhabditis elegans] by A. Fire, S. Xu, M. K. Montgomery, S. A. Kostas, S. E. Driver and C. C. Mello in [[w:Nature (journal)|Nature]] (1998) Volume 391, pages 806-811.</ref>. The experimental system used was the worm [[w:Caenorhabditis elegans|Caenorhabditis elegans]]. This was a useful experimental system because the developmental orgin of all of this organism's cells is known and it is possible to inject RNA into early embryos and observe changes in the pattern of development. [[Image:MRNA destruction complex.png|thumb|right|250px|'''Figure 3'''. Diagram showing how the anti-sense RNA (the yellow strand in this diagram) of the RISC complex targets destruction of complementary mRNA. The active site of the [[w:enzyme|enzyme]] that cuts the mRNA has the [[w:List of standard amino acids|amino acids]] Asp-Asp-His (DDH) at the active site<ref name="">"Purified Argonaute2 and an siRNA form recombinant human RISC" by F. V. Rivas, N. H. Tolia, J. J. Song, J. P. Aragon, J. Liu, G. J. Hannon and L. Joshua-Tor in ''Nature structural & molecular biology'' (2005) Volume 12, pages 340-349.</ref>. Image source: [[:Image:MRNA destruction complex.png|Leemor Joshua-Tor]].]] ==Protection against viruses== An important aspect of RNA interference is its role in protecting organisms from some deleterious effects of [[w:Virus|viruses]] <ref name="Daneholt2006">Review for the 2006 Nobel Prize in Physiology or Medicine, [http://nobelprize.org/nobel_prizes/medicine/laureates/2006/adv.html Advanced Information: RNA interference] by Bertil Daneholt.</ref>. Such a role for RNA interference was first found in plants, but has also been found in some animals<ref name="Li2005">[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16154568 Antiviral silencing in animals] by Hong-Wei Li and Shou-Wei Ding in ''[[w:Federation of European Biochemical Societies|FEBS]] Lett.'' (2005) Volume 579, pages 5965–5973.</ref>. ==Gene expression knockdown experiments== RNA interference is now a widely used biology research technique that can be applied to both [[w:Cell culture|cultured cells]] <ref name="Vandekerckhove2006">[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16439544 Transient and Stable Knockdown of the Integrase Cofactor LEDGF/p75 Reveals Its Role in the Replication Cycle of Human Immunodeficiency Virus] by L. Vandekerckhove, F. Christ, B. Van Maele, J. De Rijck, R. Gijsbers, C. Van den Haute, M. Witvrouw and Z. Debyser in [[w:Journal of Virology|Journal of Virology]] (2006) Volume 80, pages 1886-1896.</ref> and whole animals<ref name="Dann2006">[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=1544073 Heritable and stable gene knockdown in rats] by C. T. Dann, A. L. Alvarado, R. E. Hammer and D. L. Garbers in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (2006) Volume 103, pages 11246-11251.</ref>. RNA interference can be used to selectively reduce the level of expression of a specific protein. Clues to the function of the protein can be obtained by observing changes in cell or organism behavior after knockdown of expression. ==Medical applications== It has been suggested that knockdown of expression of proteins by virus-delivered siRNA might be effective for future treatments of [[w:Amyotrophic lateral sclerosis|Amyotrophic lateral sclerosis]] and other neurodegenerative diseases. Working with laboratory mice as an experimental model system for the human disease ALS, Miller et al showed that loss of muscle function could be slowed using RNA interference<ref name="Miller2006">[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=1351126 Virus-Delivered Small RNA Silencing Sustains Strength in Amyotrophic Lateral Sclerosis] by T. M. Miller, B. K. Kaspar, G. J. Kops, K. Yamanaka, L. J. Christian, F. H. Gage and D. W. Cleveland in ''Annals of neurology'' (2006) Volume 57, pages 773-776.</ref>. [[Image:RNAi articles.png|thumb|left|270px|Figure 4. The number of published scientific articles concerning RNA interference (1998-2005).]] ==Learning project: what next?== Read about one of these topics and add what you learn to this page: *What if inhibitory double stranded RNA could form from hairpins such as those found in [[w:Transfer RNA|tRNA]] molecules? ([[w:Micro RNA|hint]]) *What other medical applications have been proposed for RNA interference? (hint: [http://www.ncbi.nlm.nih.gov/ search here]) *Can dsRNAs also inhibit transcription? ==References== <references/> ==See also== *This lesson on RNA interference is part of the [[Nobel Prize in Physiology or Medicine]] learning project. *[[Nobel Prize in Chemistry]] learning project *[[RNA World]] ==External links== *[[w:RNA interference|RNA interference]] article at Wikipedia. [[Category:Nobel Prize in Physiology or Medicine]] [[Category:Molecular biology]] 6762 70132 2007-01-10T23:07:30Z JWSchmidt 20 [[Category:Electronic engineering]] <center> {|class="wikitable" |+ Color Codes : : : ! Number !! Color !! Tolerance |- ! 0 | Black|| 0% |- ! 1 |Brown || ±1% |- ! 2 |Red ||±2% |- ! 3 |Orange||- |- ! 4 |Yellow ||- |- ! 5 |Green ||- |- ! 6 |Blue||- |- ! 7 |Violet||- |- ! 8 |Gray||- |- ! 9 |White||- |- ! - |Gold||±5% |- ! - |Silver||±10% |} [[Image:Resistor color.JPG]] </center> : For example in this example , value of the resistor is ; :* 1.Digit = Yellow = 4 :* 2.Digit = Orange = 3 :* Zeros = Red = 10^2 :* Tolerance :**Gold = ±5% :**Silver = ±10% :**No Band = ±20% : R = (43 * 10^2) ±10% = ''' 4300 ± 10% = 3870 ~ 4730 Ohms ''' Practice: {{ABCD | Question = What is the resistance?''' | Atext = red brown blue | Aanswer = 21000000 ohms | Btext = green yellow yellow | Banswer = 540000 ohms | Ctext = orange violet brown | Canswer = 370 ohms | Dtext = green red red | Danswer = 5200 ohms }} Are these correct? Yes. ==External Link== *[http://www.geocities] dot com [/nozomsite/resistor1.htm] - Resistance Color Codes Tutorial With Examples and Calculator. [[Category:Electronic engineering]] 6763 31241 2006-10-03T02:53:51Z Cengiz Isik 1729 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 6764 76253 2007-01-15T02:54:01Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] ==Lesson== Hello everybody, welcome to your first lesson. I've decide to expierement with Wikiversity, instead of lecturing or doin anything, for know im just assiging you some key things to read. -- [[User:Sam916|Sam916]] 03:42, 3 October 2006 (UTC) ==Work Material== [[w:en:Dubai#Real_estate_and_property|Wikipedia: Dubai Real Estate and Property]] [[Category:Architecture]] 6765 79371 2007-01-21T02:22:19Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} ==Table of Contents== *I. Scope of Rules--One Form of Action *II. Commencement of Action; Service of Process, Pleadings, Motions, and Orders *III. Pleadings and Motions *IV. Parties *V. Depositions and Discovery *VI. Trials *VII. Judgment *VIII. Provisional And Final Remedies *IX. Special Proceedings *X. District Courts and Clerks [[Category:Law]] 6766 56832 2006-12-14T14:44:17Z 62.171.194.43 /* Course Participants */ ==Course Description== For everyone wanting to learn about Dubai Architecture. ==Course Participants== Please sign your name below to recieve information [[Category:Architecture]] 6767 77276 2007-01-16T21:20:43Z JWSchmidt 20 [[Category:Law]] ==Introduction== In most areas of the law, there exists a set of procedural rules that organize the scope and format of the field. Without such a structure, the law lacks consistency and fails to clarify how one may engage the court. This area intends to inform, discuss, and organize such information in a systematic way in one place. [[Category:Law]] 6769 31260 2006-10-03T04:16:27Z JWSchmidt 20 Based on a public domain [http://commons.wikimedia.org/wiki/Image:RNA_polymerase_%281i6h%29.png image from commons]. {{PD}} Based on a public domain [http://commons.wikimedia.org/wiki/Image:RNA_polymerase_%281i6h%29.png image from commons]. {{PD}} 6770 51111 2006-12-03T16:26:09Z JWSchmidt 20 I (John Schmidt) made this == Summary == I (John Schmidt) made this image based on a CC-BY-SA [http://commons.wikimedia.org/wiki/Image:SiRNA_and_RNAI_english.png image from commons] == Licensing == {{Cc-by-sa-2.5}} 6773 80287 2007-01-23T07:53:01Z Perey 5692 Change "no particular order" to "alphabetical order" (because it is); typo: exir -> exit This is a list of 25 interesting [[Topic:PHP|PHP]] functions that are useful in a variety of situations. Please do not make changes to the actual set of functions without first discussing them on the [[Talk:{{PAGENAME}}|talk page]]. ==Function list== Following is the raw list of 25, in alphabetical order: # <span class="plainlinks">[http://php.net/ceil ceil()]</span> # <span class="plainlinks">[http://php.net/count count()]</span> # <span class="plainlinks">[http://php.net/die die()]</span> # <span class="plainlinks">[http://php.net/echo echo()]</span> # <span class="plainlinks">[http://php.net/empty empty()]</span> # <span class="plainlinks">[http://php.net/exit exit()]</span> # <span class="plainlinks">[http://php.net/file_get_contents file_get_contents()]</span> # <span class="plainlinks">[http://php.net/file_put_contents file_put_contents()]</span> # <span class="plainlinks">[http://php.net/getenv getenv()]</span> # <span class="plainlinks">[http://php.net/header header()]</span> # <span class="plainlinks">[http://php.net/htmlentities htmlentities()]</span> # <span class="plainlinks">[http://php.net/include include()]</span> # <span class="plainlinks">[http://php.net/ini_set ini_set()]</span> # <span class="plainlinks">[http://php.net/isset isset()]</span> # <span class="plainlinks">[http://php.net/mail mail()]</span> # <span class="plainlinks">[http://php.net/md5 md5()]</span> # <span class="plainlinks">[http://php.net/mkdir mkdir()]</span> # <span class="plainlinks">[http://php.net/phpinfo phpinfo()]</span> # <span class="plainlinks">[http://php.net/preg_match preg_match()]</span> # <span class="plainlinks">[http://php.net/print_r print_r()]</span> # <span class="plainlinks">[http://php.net/rand rand()]</span> # <span class="plainlinks">[http://php.net/require require()]</span> # <span class="plainlinks">[http://php.net/str_replace str_replace()]</span> # <span class="plainlinks">[http://php.net/str_len str_len()]</span> # <span class="plainlinks">[http://php.net/trim trim()]</span> ==[http://php.net/ceil Ceil()]== float '''ceil''' (float '''value''') Rounds up the supplied float value to the next integer and returns the result. ===Usage=== <?php $a = 2.555; echo ceil($a); // 3 ?> ===Practical applications=== Can be used to check if a number divides evenly with another - for example: <?php $num1 = 5; $num2 = 7; $div = $num2 / $num1; if (ceil($div) == $div) echo "$num2 divides into $num1 evenly."; else echo "$num2 does not divide into $num1 easily ($div)."; ?> ===See also=== * [http://php.net/floor Floor()] - function that does the opposite ==[http://php.net/count Count()]== int '''count''' (mixed '''var''') <!-- count() has another parameter, but as it is rarely if ever used, and the focus here is on commonly used functions, I am ommitting it. --~~~~ --> Returns an integer value of the number of elements in the supplied variable - generally an array, as anything else will return 1. ===Usage=== <?php $stuff[0] = 4; $stuff[1] = 3; $stuff[2] = 2; echo count($stuff); // 3 ?> ===Practical applications=== Handling every element of an array - for example: <?php $values[] = 5; $values[] = 3; $values[] = 6; $values[] = -1; $num = count($values); for ($i=0; $i < $num + 1; $i++) $values[$i] += 2; ?> Bear in mind that this could be done without count() using the foreach case structure anyway. ==[http://php.net/die Die()]== void '''die''' ([string '''status''']) Terminates the current script execution. If parameter 'status' is specified, also displays 'status' in an error message. Alias for [http://php.net/exit exit()]. ===Usage=== <?php if (!file_get_contents("stats.txt")) die("Could not fetch statistics history."); ?> ===Practical applications=== Terminating the script if a database connection cannot be opened. <?php mysql_connect("localhost","root","") or die("Could not connect to database server."); ?> ===See also=== *[http://php.net/exit Exit()] - function that does exactly the same thing, but sounds slightly more graceful ==[http://php.net/echo Echo()]== void '''echo''' (string '''outputstring''') Outputs data to the current stream (console, apache request etc.). Is more a language construct than a function, and can therefore be used without the parenthesis. ===Usage=== <?php echo("Some text."); // Will output 'Some text.' echo "Some text."; // Will output 'Some text.' just as above ?> ===Practical applications=== <?php if ( $_SESSION['loggedin'] ) { echo "Welcome, " . $_SESSION['username']; } else { echo "Access denied. This area is for members only. Please login."; } ?> ==[http://php.net/empty Empty()]== bool '''empty''' (mixed '''var''') Used to check if a variable is empty. Note: It is used to only check variables, thus empty(trim($var)); will result in a parse error. ===Usage=== <?php $var = 'Hello'; if (empty($var)) echo 'The variable is empty'; else echo 'The variable is not empty'; // True in this case ?> ===Practical applications=== <?php $name = $_POST['name']; if (empty($name)) echo 'You need to enter your name'; ?> ==[http://php.net/exit Exit()]== void exit ( [String status] )<br /> void exit ( int status ) Exactly the same as die. ==[http://php.net/file_get_contents file_get_contents()]== String file_get_contents ( String filename [, boolean use_include_path [, resource context [, int offset [, int maxlen]]]] ) Reads a file into a string. ===Usage=== <?php echo file_get_contents('my_file.txt'); ?> ===Practical applications=== <?php $contents = file_get_contents('data.txt'); echo $contents; // Would output whatever is in the file ?> ==[http://php.net/file_put_contents file_put_contents()]== int file_put_contents ( string filename, mixed data , int flags , resource context ) Writes data to a file. The flags can be FILE_USE_INCLUDE_PATH, FILE_APPEND and/or LOCK_EX. Note: This is a PHP5 function only. Will return false on failure, or the number of bytes written to the file. ===Usage=== <?php file_put_contents('my_file.txt', 'Hello', FILE_APPEND); // Will append 'Hello' to the specified file ?> ===Practical applications=== <?php $ip = $_SERVER['REMOTE_ADDR']; // Get client's IP address file_put_contents('ips.txt', "\n",$ip, FILE_APPEND); ?> ===PHP4 Workaround=== There is nothing really special about this function, except it saves your time (it basically calls fopen, fwrite and fclose). Here is something that can be used for making sure your PHP script works with PHP5 and PHP4: <?php if (function_exists('file_put_contents') === false) { function file_put_contents($file, $data) { $fh = @fopen($file, 'w'); if ($fh === false) return false; else { fwrite($fh, $data); fclose($fh); return true; } } } ?> This is of course a very basic replacement and does not take into account any flags which goes beyond the scope of this document. ==[http://php.net/getenv getenv()]== string '''getenv''' ( string '''varname''') Returns the value of an environment variable ===Usage=== <?php echo getenv('HTTP_USER_AGENT'); //will output what web browser is currently viewing the page ?> ===Practical applications=== Allows you to execute commands based on server information <?php if (strpos(getenv('HTTP_USER_AGENT'), "Mozilla") > 0) { // Execute Mozilla specific code } ===See also=== *[http://php.net/apache_getenv apache_getenv()] *[http://php.net/phpinfoo phpinfo()] *[http://php.net/putenv putenv()] *[http://php.net/manual/en/language.variables.predefined.php#language.variables.superglobals Superglobals] ==[http://php.net/header header()]== void '''header''' (string '''string''' [, bool '''replace''' [, int '''http_response_code''']] ) Updates the HTTP headers that are sent to the web browser ===Usage=== <?php header("Cache-Control: no-cache"); ?> ===Practical applications=== One use for the header fuction is to redirect the browser to a diffrent web site <?php if ($_POST['username'] == "") { header("Location: http://my.url.com"); exit; } // Redirects the browser to http://my.url.com ?> Another is to change how the browser will interpret the data that is sent to it <?php header("Content-Type: text/xml") echo '<?xml version="1.0" encoding="ISO-8859-1" ?>'; // Rest of XML output ?> ===See also=== *[http://www.faqs.org/rfcs/rfc2616 HTTP/1.1 specification] *[http://php.net/headers_sent headers_sent()] *[http://us2.php.net/setcookie setcookie()] [[Category:PHP]] 6776 31320 2006-10-03T10:24:02Z Sebmol 14 Redirecting to [[Wikiversity:Bots]] #REDIRECT [[Wikiversity:Bots]] 6777 68200 2007-01-08T18:26:42Z 86.40.106.245 {{Main welcome}} [[b:Applied_Math_Basics|Applied Math Basics]] Kronos 400 Free printable multiplication & division worksheets. Free lessons, online activities, worksheets, lessons & assessments in all subjects. [http://www.theteacherscafe.com/] [[Category:Mathematics]] 6778 31335 2006-10-03T14:48:47Z JWSchmidt 20 category [[Category:Medicine]] 6782 70360 2007-01-11T02:00:28Z JWSchmidt 20 [[Category:Information Technology]] Welcome to The School of Information Technology Registration Center! Please select from the courses below, you can view the course info and place your name on the registration list when registration is open. <P><br> <CENTER>'''REGISTRATION IS CURRENTLY OPEN!<br>THE WINTER QUARTER BEGINS JANUARY 8, 2007.<br>REGISTRATION CLOSES JANUARY 13, 2007.'''</CENTER> <P><br> * <s>[[/IT-101 (IT vs CS)|IT-101 (IT vs CS)]]</s> * <s>[[/IT-141 (Fundamentals of Hardware)|IT-141 (Fundamentals of Hardware)]]</s> * <s>[[/IT-142 (Fundamentals of The Internet)|IT-142 (Fundamentals of The Internet)]]</s> * <s>[[/IT-150 (Fundamentals of Operating Systems)|IT-150 (Fundamentals of Operating Systems)]]</s> * <s>[[/IT-160 (Fundamentals of Programing)|IT-160 (Fundamentals of Programing)]]</s> Classes that have been striked though have been canceled, see [[User:Ryan524]], unless someone else wants to take them over. [[Category:Information Technology]] 6783 75119 2007-01-13T03:05:22Z 74.70.165.126 just noticed the 'leave page' note. If you roll these changes back I suggest discouraging or anonymizing email addresses <!-- PLEASE LEAVE THIS AS-IS --> {{IT-101_Info}} <!-- NOTE: THIS REGISTRATION PAGE IS ACTIVELY MONITORED, PLEASE DON'T BUMP OTHER STUDENTS OFF THE REGISTRATION LIST AND FOLLOW THE INSTRUCTIONS BELOW --> <!-- FIND A SPOT THAT SAYS ''empty'' AND REPLACE EMPTY WITH "~~~~" (WITHOUT THE QUOTES THOUGH). IF ALL SPOTS ARE TAKEN ADD "# ~~~~~" (WITHOUT THE QUOTES) TO THE BOTTOM OF THE ALTERNATE STUDENTS LIST, ALTERNATE STUDENTS WILL BE ACCEPTED IF INSTRUCTOR AGREES TO OVERLOAD THE CLASS OR IF A STUDENT DROPS THE CLASS AND THE INSTRUCTOR DEEMS IT EARLY ENOUGH IN THE CLASS TO ACCEPT NEW STUDENTS. --> STUDENTS (note: emails published online probably will be harvested by spammers. Consider getting an Wikiversity account, which will allow anonymous email communication with the instructors.): # ''Ragpicker14 at gmail.com'' # ''hempalshrestha at gmail.com'' # ''isawczuk at gmail.com'' # ''arturoriver at gmail.com'' # ''Ahdc_me at yahoo.com'' # ''[[User:Ahmad.rashad|Ahmad.rashad]] 13:26, 4 January 2007 (UTC)'' # ''lorned at gmail.com'' # ''mrrogers07 at gmail.com'' # 'jmjohnson' # [[User:Roytales|Roytales]] 00:30, 8 January 2007 (UTC) # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' ALTERNATE STUDENTS: # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' [[Category:Information Technology]] 6784 75461 2007-01-14T01:19:17Z JWSchmidt 20 [[Category:Wikiversity culture]] Hello :this learning group looks interesting, so I thought I'd try my hand at engaging with some :fellow interested fellows. I work at a university, am interested in scholarship and the :philosophy of higher education; particularly the debate about liberal education versus :vocationalisation, work-based learning and networked learning - all of which, I'd like to :think, inform and are informed by the topic of wiki scholarship. Philosophically, I'm :interested in Richard Rorty's pragmatism, Derridian deconstruction and communitarian political :philosophy, believing these (foolishly) to come together somehow. [[Category:Wikiversity culture]] 6820 31407 2006-10-03T22:53:38Z Neko 1751 [[Category:Law]] 6821 31408 2006-10-03T22:54:17Z Neko 1751 [[Category:Law]] 6822 62269 2006-12-23T09:25:54Z Ryan524 1624 This course is designed to be a guidance course that will cover what exactly Information Technology is and what Computer Sceince is. The goal of this course if to help you understand what you want to gain from your use of wikiversity and will help you plan what school in wikiversity you can find courses that will help you out will be. Also if your plan is to stay in the School of Information Technology we can help you plan your schedule and get you on a path to success. Credits: 2.0 6825 74239 2007-01-12T21:49:14Z JWSchmidt 20 [[Category:Wikiversity maintenance]] There are currently no maintenance tasks for Wikiversity. If you would like to propose one, please do so on the [[{{NAMESPACE}} talk:{{PAGENAME}}|talk page]]. Maintenance tasks are routine operations conducted on pages to maintain quality and/or consistency. For example, on the english wikipedia, [[w:WP:WWF|WikiProject Wikify]], a project to cleanup articles, is a maintenance task. ==Ongoing tasks== * None ==Ongoing tasks for custodians== * Monitor [[Special:Shortpages]] for pages that have been blanked - rollback and use discretion in dealing with the vandal. [[Category:Wikiversity maintenance]] 6826 31444 2006-10-04T08:50:08Z 59.167.118.199 Create redirect #REDIRECT [[Wikiversity:Import]] 6827 68260 2007-01-08T19:53:51Z JWSchmidt 20 [[School:Economics/Department of Text Development]] moved to [[Topic:Economics text development]]: Wikiversity name conventions == Department of Text Development: Wikiversity:School of Economics == === The Mission === The Wikiversity:School of Economics is dedicated to making a concentrated effort to produce high-quality, organized and comprehensive texts for Wikibooks. Thus the Department of Text Development is in place to maintain this effort and cultivate not only Wikibooks, but the Wikiversity:School of Economics into a reputable source of information on economic theory and research. === The Staff === If you would like to be part of our mission, please feel free to contribute! Help is always welcomed. If you'd like to, you can also post your user name here so that other staff members can contact you as well as ensure that you are part of any major developments or changes within the Wikiversity:School of Economics. :*[[User: Endless melee | Endless Melee]] === Current Projects === These projects are currently being developed and will be contributed to Wikibooks upon completion. === Proposed Projects === Got a suggestion for a text or otherwise? Post it here to encourage discussion with the staff regarding your ideas! :*TEXT: '''Basic Economics''' -or- '''Economics''': ''an entry level text that is both comprehensive and simple to pick up and read without ANY background in economics. The text could cover both micro and macro and be the essential "go-to" text for anybody who's never been exposed to economics but is curious about the discipline. We would avoid heavy math and complicated models in order to maintain approachability for beginners. The text would be lengthy and, as already mentioned, comprehensive, but each topic would be discussed on a basic level and (hopefully) elaborated on in greater detail and complexity in other, more advanced, texts.'' :*CONSOLIDATION: '''[[Principles of Economics]]''' and '''[[Introduction to Economics]]''': ''it has been suggested that we merge these two texts. This may be a good idea and could in fact be the start of an intermediate microeconomics text and/or macroeconomics text. Some of the material is basic enough to fit into the Basic Economics book though, so we may want to consider transferring some material to that text as well.'' === Requested Projects === Is there a text you'd really like to see but can't find? Please list it here and our staff will do our best to accomodate all your requests! *[[b:Political Economy/Contents|Political Economy]] - Existing Wikibook; needs expanded coverage. *''your text suggestion here'' ---- [[Wikiversity:School of Economics | Back to the School of Economics]] [[Category:Economics]] 6828 68264 2007-01-08T19:56:49Z JWSchmidt 20 [[School:Economics/Department of Research]] moved to [[Topic:Economics Research]]: Wikiversity name conventions == Welcome to the Department of Research: Wikiversity:School of Ecnomics == Here students and faculty are encouraged to propose, collaborate on and eventually post finished research projects. The idea is to foster expansion of the department, Wikibooks (via new texts), courses on researched material and especially our knowledge of Economics. === Completed Research === These projects have completed the task they were set out to achieve and are ready to go. :*''your completed research here'' === Current Research === If you are working on a research project you can post here. Unfinished, but in progress works should go here. This gives others access to see what progress you've made in addition to allowing them to contact you if they'd like to become involved too. :*''your research project here'' === Proposals === Post research projects you would like to undertake or would like to see developed, even if not by yourself. ALL projects are welcome as long as they satisfy one of two requirements: #Be based on or strongly related to the discipline of economics #Be based on an economist or an economy Your projects do NOT have to be approved. This department is more-or-less a means of organizing research so that interested parties can collaborate as well as for curious economic enthusiasts to explore the world of economics. :*''your proposal here'' ---- [[Wikiversity:School of Economics | Back to School of Economics]] [[Category:Economics]] 6829 31533 2006-10-04T09:18:38Z Draicone 1128 [[Ec 1000]] moved to [[School:Economics/Ec 1000]]: Move page - transwikied. <small>[[Wikiversity:School_of_Economics|School of Economics]] > [[Wikiversity:Ec_1000|EC1000]]</small> Throughout history humankind has traded. First we bartered, then used a more universal material to trade with: money. ==The Rise of Currency== Currency is defined by Webster as a medium of exchange. Almost anything can be used as currency provided that people are willing to accept it in exchange for goods. There are a few simple reasons why money, currency, would be used to trade with. First of all, its value is agreed upon and can be used to measure the price of other items. That is difficult to do with livestock or other things. The second reason is that it survives and looking at the example of livestock trading, doesn't die, which means that it can be saved. Finally, a medium of exchange can be carried around easily. ===The Advantages of Currency=== To explain the advantages of currency, we'll take an example of trading with cows and trading with coins. The following is a short story illustrating the differences. One day, a man in the market offered to trade his two pigs for one cow. Because I had a cow and needed two pigs, I approached the market-man to make a trade. The man looked at my cow and rejected it. He told me it was too old. I told him I would bring my other cow tomorrow. I trekked home. The next day, I went back with my younger fuller cow, but unfortunately, when I arrived, the cow had dehydrated. I was now without a cow, and the market-man wouldn't give me anything. I went back home. The next-next day, I went to a different market with 20 coins and my old cow. Someone offered to trade two pigs for 15 coins. I gladly accepted and he took a look at my coins to ensure their authenticity and accepted them. I had 5 coins left and I decided to save those. I sold my old cow for 8 coins even though I think I should have gotten at least 12 coins. I hurried home with my two pigs and 13 coins. ...In the above example, we can see how easy it is to use currency to facilitate trade. ===The (Often Hidden) Disadvantages of Currency=== When man relied solely upon the barter system mentioned above, any and all trade had to be considered "fair" to both parties. However, with the introduction of a government-controlled monetary system, the above transactions would be fair to neither. For example: The seller above had 20 coins from previous business and 8 coins for his cow for a total of 28 coins he had obtained. Having spent 15 coins on pig he went home with two pigs and 13 coins. In a fully regulated system, money acts as the mechanism for tax collection. The seller, who earns in a 50% or so tax bracket owes 14 coins to the government. Alas, the poor soul arrives home already indebted to his government. The person who received the money, of course, needs to treat it as income and give half of it (7 1/2 coins) to the government for his taxes. Thus in a series of 5 or fewer transactions, all money (thus work) is successfully transferred to the government. ===Definition of Currency=== (1) an agreement within a community to use something as a medium of exchange. Some examples: dollar bills, gold coins, frequent flyer miles, Japan's "fureai kippu" (caring relationship tickets), pogs, Ithaca hours, Bali's "narayan banjar" (meaning work for the common good of the community); (2) a unit of exchange or some thing, which in itself may have no fundamental utility to us, but which we believe can be exchanged in the market for something that does. (i.e., what we use to buy things from someone else as opposed to bartering or taking by force); (3) a unit of account (i.e., the measuring stick of value); (4) a store of value (i.e., as a way of holding wealth); (5) a standard of deferred payment for current goods. (6) a unit as above that then carries information between the buyer and the seller. That information then "signals" the invisible hand of the marketplace to produce more goods and services of one type at the expense of another type. If I am a farmer who invests 2 gold coins to grow corn that I sell for 20 gold coins, then I am encouraged. If I invest 2 to sell for 1, I am discouraged. If my neighbours and others in the marketplace see me profiting in corn, then they will do the same (i.e., the marketplace delivers more corn). When they sell their corn and compete with mine, the price goes down (i.e., the marketplace devalues our contribution). When I have a choice to grow corn or wheat, I am "greedy" and try to maximize my returns. Thus, the marketplace encourages me to grow wheat with high prices and discourages me from growing corn with low prices. Thus, it sacrifices corn production for the wheat production. The marketplace allows the consumer to control the means of production to deliver the optimum amount of corn. If the value of money is stable over time, the cost of commodities declines over time for a variety of reasons (e.g., I get really good at growing corn; I invent more ways to produce more corn at a lower cost). ==Types of Economies== There are generally three types of economies; free-market, mixed, and planned. Mixed markets are so-called free-markets, capitalism, etc. However, few deny that it is impossible to eliminate government interaction with the economy even in mixed markets. Planned economies are communist (Marxist, Stalinist, etc.), fascist, cooperative, etc. &mdash; economies where the government plans, or commands, the direction of the economy. ===Free-market Economies=== Free-market economies are where there is private ownership of the factors of production and owners have the right of exchange. The advantages of the free-market economy are that competition helps eliminate the worst products and services, allowing only the best to thrive. This is very similar to the survival of the fittest concept in the theory of evolution/natural selection in biology. Open markets allow imports from other countries to compete directly with the native country's businesses. External competition also promotes survival of the fittest. ===Mixed Economies=== Mixed economies are where a market exists but is restricted by the government. In general, the market is restricted to enact social engineering and/or redistribution of wealth. As previously noted, it is very difficult to remove the government from the equation once they are in place. ===Planned or Command Economies=== These types of economies are the mainstay of totalitarian governments such as those of Cuba and Cold War Russia. Though China was a command economy, the government there has slowly relaxed this and has allowed the growth of private business. The main feature of command economies is nationalization of businesses. ===Summary=== Political viewpoints are usually aligned with certain economic types. The left-wing or liberal viewpoint generally supports government intervention in the economy to make things fair, and at times also supports the nationalization of certain industries. The right-wing or conservative viewpoint, on the other hand, generally supports privatization, the opening of markets, less government intervention, etc. The libertarian viewpoint advocates a market completely free of governmental restriction, while the socialist would argue for total governmental control of business. It is important to note that while each ideology has a particular economic view, many eventually turn to mixed economies. Socialist countries, for example, are mixed, as are capitalist/conservative countries. Even communist countries are mixed economies; a good example is that of China, noted previously. Thus, the views of advocates of the extremes (completely planned or completely free) must be taken with a grain of salt. ==Models of Economics== The Supply and Demand model is widely known. ===Supply and Demand=== [http://en.wikipedia.org/wiki/Supply-and-demand Wikipedia Article on Supply and Demand] ===General Equilibrium=== [http://en.wikipedia.org/wiki/General_equilibrium Wikipedia Article on General Equilibrium] 6830 78784 2007-01-19T19:47:20Z Jimmytharpe 5555 Fixed formatting I hope to update this more, but I'm going to have to do it in parts, so if you could leave this up and not delete it based on lack of information. Also, I would much appreciate formatting help, as I'm a new user, and am learning how to do this as I go. ---- Good morning, afternoon, and/or evening, and welcome to Ec 1101, Microeconomics! [http://en.wikipedia.org, Wikipedia] defines [[wikipedia:Microeconomics|Microeconomics]] to be "the study of the economic behaviour of individual consumers, firms, and industries and the distribution of production and income among them". But what does this mean? "The study of economic behavior". One of the key concepts in Economics is the idea of scarcity. Society as a whole has unlimited wants, and scarcity occurs because there are not enough resources to satisfy these wants. Economic behavior comes into play when deciding how to allocate the resources available. ==Lectures== *<b>Lecture I:</b> [[Ec 1101 Supply Demand and Equilibrium]] :Key Terms: ::''Supply'', ''Quantity Supplied'', ''Law of Supply'', ''Demand'', ''Quantity Demanded'', ''Law of Demand'', ''Equilibrium'' :Practice Problems: [[Ec 1101 Practice Problems#Supply Demand and Equilibrium]] :Solutions: [[Ec 1101 Solutions#Supply Demand and Equilibrium]] *<b>Lecture II:</b> [[Ec 1101 The Effects of Taxation]] :Key Terms: :: ''Excise Tax'', ''Sales Tax'' :Practice Problems: [[Ec 1101 Practice Problems#The Effects of Taxation]] :Solutions: [[Ec 1101 Solutions#The Effects of Taxation]] *<b>Lecture III:</b> [[Ec 1101 Indifference Curves and Budget Lines]] :Key Terms: ::''Indifference'', ''Indifference Curve'', ''Budget Line'' *<b>Lecture IV:</b> [[Ec 1101 Building the Demand Curve]] :Key Terms: :: ''Normal'', ''Inferior'', ''Ordinary'', ''Giffen'' [[Category:Economics]] 6831 68221 2007-01-08T19:17:20Z JWSchmidt 20 [[Category:Economics]] I. Introduction to Differential Equations. First Order Equations. Introduction. What is a differential equation? Definitions: order, degree, solution. Existence theorem. Operators and operator theory. Variables separable, simple substitutions, homogenous functions, exact differentials, exact differential equations, integrating factors, linear differential equations, linear but not homogeneous equations, other special cases. Applications. II. Higher Order Differential Equations. First order equations of degree higher than one. Envelopes. Linear independence. Linear differential equations, homogeneous linear differential equations with constant coefficients, equations in which the auxiliary equation has repeated roots, auxiliary equations have imaginary roots, right member not zero, method of undetermined coefficients, method of variation of parameters. Special cases. Reduction of order by substitution, absent variable cases, Euler’s linear equation, factorization of the operator. III. Difference Equations: Discrete Time Models. Discrete time, differences, and sampling. The Difference Calculus. Interpolation and extrapolation. Integration and summation. Differentiation and integration of sums, the Gamma function, Bernoulli numbers and polynomials, Euler numbers and polynomials. Difference equations, differential equations as limits of difference equations, first order difference equations, homogeneous equations, operator methods, method of undetermined coefficients, method of variation of parameters, method of reduction of order. Equations with variable coefficients. Dynamic stability of equilibria, the cobweb model. Extensions to stochastic cases. IV. Advanced Topics. (As time permits) Systems of Differential Equations, Concepts and theory. Linear homogenous systems with constant coefficients. Phase plane, critical paths, and stability. Series Solutions and Special Equations. Laplace Transforms and Related Topics. Special functions and equations, including the Legendre and Bessel equations. Nonlinear Systems, Discrete Dynamical Systems and Chaos. [[Category:Economics]] 6832 68225 2007-01-08T19:19:41Z JWSchmidt 20 [[Category:Economics]] ==Contents== *[[/Introduction to Probability/]] *[[/Common Probability Density Functions/]] *[[/Statistics/]] ==Related Wikibooks== *[[Statistics]] [[Category:Economics]] 6833 74062 2007-01-12T17:22:10Z Mystictim 626 added {{Stub}} {{Stub}} Stock/Watson I. INTRODUCTION AND REVIEW Economic Questions and Data Review of Probability Review of Statistics II. FUNDAMENTALS OF REGRESSION ANALYSIS Linear Regression with One Regressor Linear Regression with Multiple Regressors Nonlinear Regression Functions Assessing Studies Based on Multiple Regression III. FURTHER TOPICS IN REGRESSION ANALYSIS Regression with Panel Data Regression with a Binary Dependent Variable Instrumental Variables Regression Experiments and Quasi-Experiments IV. REGRESSION ANALYSIS OF ECONOMIC TIME SERIES DATA Introduction to Time Series Regression and Forecasting Estimation of Dynamic Causal Effects Additional Topics in Time Series Regression V. THE ECONOMETRIC THEORY OF REGRESSION ANALYSIS The Theory of Linear Regression with One Regressor The Theory of Multiple Regression REFERENCES APPENDIX : Statistical Tables [[Category:Economics]] 6834 68239 2007-01-08T19:34:55Z JWSchmidt 20 [[School:Economics/Ec 1702]] moved to [[Econometrics]]: Wikiversity name conventions regression principles of estimation and testing stationary time series models limited dependent variable models longitudinal (panel) data models generalized methods of moments instrumental variable models non-stationarity, stochastic trends co-integration [[Category:Economics]] 6835 68246 2007-01-08T19:42:37Z JWSchmidt 20 [[Category:Economics]] ''''''International Economics'''Husted and Melvin''' An Introduction to International Trade. Tools of Analysis for International Trade Models. The Classical Model of International Trade. The Heckscher-Ohlin Theory. Tests of Trade Models: The Leontief Paradox and Its Aftermath. Tariffs. Nontariff Barriers and Arguments for Protection. Commercial Policy: History and Practice. Preferential Trade Arrangements. International Trade and Economic Growth. An Introduction to International Finance. The Balance of Payments. The Foreign-Exchange Market. Prices and Exchange Rates: Purchasing Power Parity. Exchange Rates, Interest Rates, and Interest Parity. Foreign-Exchange Risk, Forecasting, and International Investment. Basic Theories of the Balance of Payments. Exchange Rate Theories. Alternative International Monetary Standards. International Banking, Debt, and Risk. Open-Economy Macroeconomic Policy and Adjustment. '''Krugman/Obstfeld, International Economics''' Introduction. INTERNATIONAL TRADE THEORY. Labor Productivity and Comparative Advantage: The Ricardian Model. Specific Factors and Income Distribution. Resources and Trade: The Heckscher-Ohlin Model. The Standard Trade Model. Economies of Scale, Imperfect Competition, and International Trade. International Factor Movements. INTERNATIONAL TRADE POLICY. The Instruments of Trade Policy. The Political Economy of Trade Policy. Trade Policy in Developing Countries. Strategic Trade Policies in Advanced Countries. EXCHANGE RATES AND OPEN-ECONOMY MACROECONOMICS. National Income Accounting and the Balance of Payments. Exchange Rates and the Foreign Exchange Market: An Asset. Money, Interest Rates, and Exchange Rates. Price Levels and the Exchange Rate in the Long Run. Output and the Exchange Rate in the Short Run. Fixed Exchange Rates and Foreign Exchange Intervention. INTERNATIONAL MACROECONOMIC POLICY. The International Monetary System, 1870-1973. Macroeconomic Policy and Coordination Under Floating Exchange Rates. Optimum Currency Areas and The European Experience. The Global Capital Market: Performance and Policy Problems. Developing Countries: Growth, Crisis, and Reform. [[Category:Economics]] 6836 68250 2007-01-08T19:44:34Z JWSchmidt 20 [[Category:Economics]] Political Economy In orthodox economic theory, there is often much said about the "free" market and pure markets. Orthodox economics advocates a "laissez-faire" approach from government; that the government should intervene as little as possible in the economy, because the market provides the most optimal, efficient outcome. Thus, they regulate de-regulation and privatisation as means to achieve "pure" markets. However, orthodox economics often cannot explain how income gaps around the world are so large, why poverty is still so persistent throughout the world, and the fact that governments still play very important roles in governing the economy. Political Economy looks at the interaction between political and economic forces, which is highly relevant to global issues of the 21st century such as globalisation, international organisations, multi-national corporations, world trade, global governance and international finance, just to name a few. [[Category:Economics]] 6837 68255 2007-01-08T19:47:34Z JWSchmidt 20 [[Category:Economics]] Game Theory is the science of studying agent behavior in a multi-agent environment. Game Theorists, either: - recommend a setup of incentives to guide the behavior to a desirable outcome, - or study a setup of incentives to predict the outcome. Agents decide their conduct mindful of their objectives. The most common objective is utility maximization. Agents might decide simultaneously, which gives rise to "strategic games" or one after another, in a specific order, which gives rise to "extended games". At decision time, agents might be certain or uncertain about the environment, as well as the incentives guiding other agents. Under the condition of perfect certainty, the game would be called a game of "perfect information," and a game of "imperfect information" otherwise. [[Category:Economics]] 6849 70451 2007-01-11T05:01:48Z JWSchmidt 20 [[Category:Engineering]] '''Telecommunication engineering''' In the past decade we have witnessed a revolution in the world of communication.this necessitated a new branch of engineering viz telecom engineering.it is an extension of electronics with focus on communication technologies.telecom engineers can look forward to an exciting career in the next century with telecommunication and networking coming to the forefront of every field.telecom engineers develop a unique combination of programming knowledge and electronics,which also gives them flexibility to switch careers with ease.many universities have initiated ms and phd programs exclusively in telecommunication and networking with an eye on the future.[http://www.bls.gov/oco/cg/cgs020.htm] [[Category:Engineering]] 6853 74025 2007-01-12T16:10:52Z Historybuff 5228 /* Topics */ fleshed out and re-organized == Topics == * [[Operating Systems/Concepts | Concepts]] ** [[Operating Systems/Kernel Models | Kernel Models]] ** [[Operating Systems/Memory Management | Memory Management]] ** [[Operating Systems/Task Models | Task Models]] ** [[Operating Systems/Sychronization | Sychronization]] * [[Operating Systems/Implementation | Implementation]] ** [[Operating Systems/Hardware | Hardware]] ***[[Operating Systems/x86 | x86]] ***[[Operating Systems/PPC | PPC]] ** [[Operating Systems/Booting | Booting]] ***[[Operating Systems/basic x86 bootsector| Basic x86 Bootsector]] ** [[Operating Systems/GUI | Graphical User Interfaces]] * [[Operating Systems/Existing Operating Systems | Existing Operating Systems]] ** [[Operating Systems/Unix | Unix]] ***[[Operating Systems/BSD Unix | BSD Unix]] ***[[Operating Systems/GNU/Linux | GNU/Linux]] ***[[Operating Systems/OS X | Mac OS/X]] ***[[Operating Systems/Solaris | Solaris]] ** [[Operating Systems/Windows | Windows]] * [[Operating Systems/Legacy Operating Systems | Legacy Operating Systems]] [[Category:Computer Science]] [[Category:Computer Programming]] [[Category:Operating Systems]] 6854 77208 2007-01-16T19:22:48Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ learning by doing Welcome to the Wikiversity '''Center for Moral and Political Philosophy'''. ==Department description== The Center for Moral and Political Philosophy is a content development project where participants create, organize, and develop learning resources about moral and political philosophy. '''Moral and Political Philosophy''' is a branch of [[School:Philosophy|Philosophy]] which deals with [[Ethics]] and [[Politics]]. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[State power and authority]] *[[Natural law]] and [[Natural rights]] *[[Human rights]] *[[Libertarianism]] *[[Liberty]], [[Equality]] and [[Justice]] *[[Secularism]] *Notion of [[Tolerance]] *[[Affirmative action]] *[[Law]] and [[Morality]] *[[Punishment]] *[[Political systems]] or [[Ideology]] *[[Democracy]] *[[Socialism]] *[[Communism]] *[[Liberalism]] *[[Ethnicity]], [[Peace]] & [[Political conflicts|conflict]] *[[Terrorism]] and [[Militancy]] *[[Utilitarianism]] *[[Humanism]] *[[Freedom]] *[[Social action]] *[[Revolution]] *[[Patriotism]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Philosophy]] 6855 31595 2006-10-04T13:19:32Z SB Johnny 61 '''Phytochemistry''' is the study of plant chemicals. Information developed in this field is used in medicine, agriculture, and many other fields. ==Projects== *[[Allelopathy]] ==Participants== --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> ==General resources== [[Category:Plant Sciences]] 6856 77403 2007-01-17T00:32:59Z JWSchmidt 20 do not pollute this page; {{welcome and expand}} is for an undeveloped page with maybe one or two sentences Welcome to the Wikiversity learning project for the '''Nobel Prize in Chemistry'''. Participants in this learning project explore the science and practical applications for each year's Nobel Prize in Chemistry. ==By year== *'''2006''' Awarded to Roger D. Kornberg for his work on the molecular basis of [http://www.kva.se/KVA_Root/files/newspics/DOC_200610494813_28494252635_chempuben06.pdf eukaryotic transcription].<BR>Learn about the work on [[eukaryotic transcription]] from Kornberg's laboratory. [[Category:Nobel Prize in Chemistry]] 6857 43915 2006-11-08T11:32:46Z SB Johnny 61 /* Garlic mustard (''Alliaria petiolata'') */ '''Allelopathy''' is the chemical property of a given plant that allows it to suppress the growth of other plants, similar to herbicides. This project is for the collection of learning materials related to allelopathy. ==Subtopics== Subtopics of allelopathy deal with particular plants that have this trait. ===Black walnut (''Juglans nigra'')=== In the eastern United States, one of the most common allelopathic species is [[w:Black Walnut|Black Walnut]], which produces the chemical [[w:Juglone|Juglone]]. Considerable amounts of research has been done on this chemical because of the problems it causes in horticulture and agriculture. *http://www.ext.vt.edu/pubs/nursery/430-021/430-021.html - Virginia Cooperative Extension Service (mostly cultural aspects) *http://www.wvu.edu/~agexten/hortcult/fruits/blkwalnt.htm - West Virginia Cooperative Extension Service (mostly cultural aspects, with an emphasis on vegetables) *http://ohioline.osu.edu/hyg-fact/1000/1148.html Ohio State University Extension Service (includes information about toxicity to humans and animals, as well as crops) *http://wihort.uwex.edu/landscape/Juglone.htm University of Wisconsin (a list of plants tolerant to juglone) ===Goldenrod (''Solidago'')=== ===Tree of Heaven (''Ailanthus altissima'')=== ===Garlic mustard (''Alliaria petiolata'')=== *http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040140 Discussion of allelopathic effects on mychorrizae [[Category:Plant Sciences]] 6858 31600 2006-10-04T13:38:37Z JWSchmidt 20 [[Category:Chemistry]] [[Category:Biochemistry]] [[Category:Chemistry]] 6859 67388 2007-01-06T20:42:22Z JWSchmidt 20 /* Transcription */ link to Wikipedia article [[Image:Label RNA pol II.png|thumb|right|200px|'''Figure 2'''. Eukaryotic RNA polymerase II in a complex with DNA and mRNA <ref name="Gnatt2001">[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=11313499 Structural basis of transcription: an RNA polymerase II elongation complex at 3.3 A resolution] by Averell L. Gnatt, Patrick Cramer, Jianhua Fu, David A. Bushnell and Roger D. Kornberg in [[w:Science (journal)|Science]] (2001) Volume 292, pages 1876-1882.</ref>.]] The Nobel Prize in Chemistry in 2006 was awarded to [[w:Roger D. Kornberg|Roger D. Kornberg]] for his work on the molecular basis of '''eukaryotic transcription''' <ref name=Nobel2006">2006 award at the [http://nobelprize.org/nobel_prizes/chemistry/laureates/2006/index.html Nobel Prize website].</ref>. This [[Portal:Learning Projects|learning project]] allows exploration of scientific research that is related to 2006 Nobel Prize in Chemistry. If you have questions, leave them on the [[Talk:Eukaryotic transcription|discussion page]]. ==[[w:Transcription (genetics)|Transcription]]== [[Image:Information flow.png|thumb|left|386px|'''Figure 1'''. Information flow in living cells from DNA to RNA to protein.]] [[w:Eukaryotic|Eukaryotic]] organisms such as humans store their genetic information in the structure of DNA molecules. Most of the genetic instructions in genes are used to specify the structures of proteins (Figure 1). The many proteins of cells function as molecular machines that produce the living state. Intermediate between DNA and protein is RNA. The process by which cells convert the structure of a gene into the structure of a mRNA molecule is called transcription. In eukaryotes, a large molecular complex of specialized proteins is required to achieve the careful control of which subset of genes is transcribed in each type of cell. At the core of this complex is the [[w:Enzyme|enzyme]] RNA polymerase II. Roger Kornberg's laboratory has used biochemical techniques to isolate the large complex of proteins that allow RNA polymerase II to produce messenger RNA. Working with [[w:Yeast|yeast]] cells as an experimental system, Kornberg's research team has isolated and purified the functioning RNA pol II protein complex with attached template [[w:DNA|DNA]], product [[w:mRNA|mRNA]] and substrate [[w:Nucleotide|nucleotides]] and captured images of the complex using [[w:Electron microscope|electron microscopy]] and [[w:X-ray crystallography|X-ray crystallography]] <ref name="Thelander2006">Advanced information on the Nobel Prize in Chemistry 2006: [http://www.kva.se/KVA_Root/files/newspics/DOC_200610494343_28494252634_chemadv06.pdf Molecular basis of eukaryotic transcription] by Lars Thelander.</ref> (see Figure 2) [[Image:Phylogenetic_tree.svg|thumb|left|300px|'''Figure 3'''. A [[w:phylogenetic tree|phylogenetic tree]] of living things, based on [[w:rRNA|rRNA]] sequence data, showing the separation of [[w:bacterium|bacteria]], [[w:archaea|archaea]], and [[w:eukaryote|eukaryotes]] <ref name="Woese1990">"Towards a natural system of organisms: proposal for the domains Archaea, Bacteria, and Eucarya" by C. R. Woese, O. Kandler, and M. L. Wheelis in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (1990) Volume 87, pages 4576-4579. [http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=2112744 Full text online].</ref>.]] ==General transcription factors== There are three major forms of life on Earth, bacteria, archaea and eukaryotes (Figure 3). RNA polymerase in bacteria is less complex than RNA polymerase in eukaryotes. Some of the increased complexity of RNA polymerase in eukaryotes reflects differences between DNA in eukaryotes and DNA in bacteria. Two important differences are that eukaryotes organize their DNA into [[w:Nucleosome|nucleosomes]] and have more complex mechanisms for regulation of gene transcription. [[Image:Nucleosome rasmol.JPG|thumb|right|'''Figure 4'''. The DNA of eukaryotes wraps around histone proteins forming nucleosomes. <ref> McDonald D, "Milestone 9, (1973-1974) [http://www.nature.com/milestones/geneexpression/milestones/articles/milegene09.html The nucleosome hypothesis: An alternative string theory], Nature Milestones: Gene Expression. (2005)</ref>.]] Nucleosomes are a complex of DNA and [[w:Histone|histone]] proteins (Figure 4). In order for transcription to occur, DNA must be released from being tightly coiled in nucleosomes. Bacteria do not have nucleosomes. Another complication of eukaryotic gene expression regulation is that gene sequences controlling transcription are often distant from the DNA site where transcription starts. The [[w:RNA polymerase#RNA polymerase in bacteria|RNA polymerase of bacteria]] is relatively small with a core of five protein subunits and one additional protein that recognizes the start points for transcription<ref name="">[http://www.pubmedcentral.gov/pagerender.fcgi?tool=pmcentrez&pageindex=1&artid=38558 The sigma subunit of Escherichia coli RNA polymerase senses promoter spacing] by A. J. Dombroski, B. D. Johnson, M. Lonetto, and C. A. Gross in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (1996) Volume 93, pages 8858–8862.</ref>. In contrast, RNA polymerase II of yeast (Baker’s yeast [[w:Saccharomyces cerevisiae|Saccharomyces cerevisiae]]) has 12 protein subunits<ref name="Gnatt2001" /> and requires five [[w:General transcription factor|general transcription factor]] proteins (TFIIB, D, E, F and H). The general transcription factors are complex, for example, TFIIH has at least six protein subunits in various eukaryotic organisms from yeast to mammals. ==Searching for a full understanding of transcription== As discussed above, Kornberg has made important contributions to on-going attempts to discover the full complexity of transcription in eykaryotes. In addition to the polymerase core and its associated general transcription factors, another large protein complex called Mediator is involved in the control of RNA polymerase II <ref name="Kim1994">"A multiprotein mediator of transcriptional activation and its interaction with the C-terminal repeat domain of RNA polymerase II" by Y. J. Kim, S. Bjorklund, Y. Li,, M. H. Sayre and R. D. Kornberg in [[w:Cell (journal)|Cell]] (1994) Volume 77, pages 599-608.</ref>. In some cells, Mediator is about 4 times larger than the RNA polymerase core complex (with as many as 20 different protein subunits) and is important for transmitting the effects of positive and negative regulators of gene transcription (often quite distant from the transcription start site) to the core polymerase. Efforts continue to reveal the details of how the Mediator complex functions. ==Learning project; where to next?== Explore one of the following questions and then describe what you learn on this page: *How many types of [[w:RNA polymerase|RNA polymerase]] are there in humans and what does each type do? *What is known about transcription in archaea? ([http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16135821 hint]) *How do [[w:HIV|HIV]] proteins interaction with RNA polymerase II and induce transcription from the HIV-1 promoter? (hint: [http://www.ncbi.nlm.nih.gov search here]) ==References== <references/> ==See also== *This lesson on eukaryotic transcription is part of the [[Nobel Prize in Chemistry]] learning project. *The [[Nobel Prize in Physiology or Medicine]] learning project. ==External links== *[[w:RNA polymerase II|RNA polymerase II]] article at Wikipedia. [[Category:Nobel Prize in Chemistry]] 6860 66841 2007-01-04T07:10:35Z Remi0o 3985 Welcome to the Wikiversity [[School:Agriculture|School of Agriculture]], part of [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] and working in close cooperation with the [[School:Plant Sciences|School of Plant Sciences]]. You are encouraged to add to this school's content! == News == * '''4 October 2006''' - School founded! == Divisions and Departments == Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Pomology|Department of Pomology]] * [[Topic:Agricultural Engineering|Agricultural Engineering]] * [[Topic:Aquiculture]] * [[Topic:Viticulture & Enology|Department of Viticulture and Enology]] * [[Topic:Husbandry|Department of Husbandry]] == Projects and Research == * [[Aquaculture Project]] == Active Participants == The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * --[[User:Juan|Juan]] 16:18, 12 December 2006 (UTC) - pomology [[Category:{{PAGENAME}}| ]] [[de:Fachbereich Agrarwissenschaften]] 6861 31611 2006-10-04T14:40:29Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 6863 31617 2006-10-04T16:12:19Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity == Summary == I (John Schmidt) made this image for Wikiversity == Licensing == {{GFDL-self}} 6879 31659 2006-10-04T22:06:46Z JWSchmidt 20 A new version of [[:Image:RNA polymerase (1i6h).png]] with new colors and labels {{PD}} A new version of [[:Image:RNA polymerase (1i6h).png]] with new colors and labels {{PD}} 6882 31713 2006-10-05T00:25:15Z Draicone 1128 [[School of Fire and Emergency Management/Airport Rescue Fire Fighting]] moved to [[School:Fire and Emergency Management/Airport Rescue Fire Fighting]]: Move page imported from wikibooks to correct location ==Airport Rescue Fire Fighter== [[Image:Schuimbluswagen1.png|thumb|right|250px]] *[[Wikiversity:School of Fire and Emergency Management/Airport Rescue Fire Fighter|Airport Rescue Fire Fighter]] *[[Wikiversity:School of Fire and Emergency Management/ARFF Driver Operator|ARFF Driver Operator]] *[[Wikiversity:School of Fire and Emergency Management/P-18 Training|P-18 Training]] *[[Wikiversity:School of Fire and Emergency Management/P-19 Training|P-19 Training]] [[Category:Fire and Emergency Management]] 6884 31723 2006-10-05T00:26:46Z Draicone 1128 [[School of Fire and Emergency Management/Driver/Operator]] moved to [[School:Fire and Emergency Management/Driver - Operator]]: Move page imported from wikibooks to correct location, fix title for mediawiki standard (no slashes) {{nav|Wikiversity:School_of_Fire_and_Emergency_Management}} ==Driver Operator== [[Image:Columbia_firetruck.jpg|thumb|right|250px]] *[[Wikiversity:School of Fire and Emergency Management/Aerial Apparatus Driver Operator|Aerial Apparatus Driver Operator]] *[[Wikiversity:School of Fire and Emergency Management/Emergency Vehicle Operators Course (Ambulance)|Emergency Vehicle Operators Course (Ambulance)]] *[[Media:Driver_Qualification_Training.pdf|General Drivers Training (''Presentation Only'')]] *[[Wikiversity:School of Fire and Emergency Management/Pumping Apparatus Driver Operator|Pumping Apparatus Driver Operator]] *[http://commons.wikimedia.org/wiki/Fire_engine Various Fire Engines from Around the World] [[Category:Fire and Emergency Management]] 6886 32136 2006-10-05T02:11:42Z Draicone 1128 Remove nav template [[Image:Star_of_life2.png|thumb|right|250px]] *[http://www.nhtsa.dot.gov/people/injury/ems/Reorder%20files%20for%20CDRom1.htm Emergency Medical Dispatcher] *[http://www.nhtsa.dot.gov/people/injury/ems/pub/frnsc.pdf 1st Responder] *[http://www.nhtsa.dot.gov/people/injury/ems/pub/refresh2.pdf 1st Responder Refresher] *[http://www.nhtsa.dot.gov/people/injury/ems/pub/emtbnsc.pdf EMT-Basic] *[http://www.nhtsa.dot.gov/people/injury/ems/pub/basicref.pdf EMT-Basic Refresher] *[http://www.nhtsa.dot.gov/people/injury/ems/2002AirwayModules.pdf EMT-Basic Supplemental Airway Modules] *[http://www.nhtsa.dot.gov/people/injury/ems/EMT-I/Index.html EMT-Intermediate] *[http://www.nhtsa.dot.gov/people/injury/ems/ems2001/IntRefresher.html EMT-Intermediate Refresher] *[http://en.wikipedia.org/wiki/Emergency_medical_technician w:Introduction Article about Emergency Medical Technicians] [[Category:Fire and Emergency Management]] 6888 31757 2006-10-05T00:29:49Z Draicone 1128 [[School of Fire and Emergency Management/Fire and Life Safety Educator]] moved to [[School:Fire and Emergency Management/Fire and Life Safety Educator]]: Move page imported from wikibooks to correct location ==Fire and Life Safety Educator== *[[Wikiversity:School_of_Fire_and_Emergency_Management/Fire_and_Life_Safety_Educator_I|Fire and Life Safety Educator I]] *[[Wikiversity:School of Fire and Emergency Management/Fire and Life Safety Educator III|Fire and Life Safety Educator III]] *[http://www.pp.okstate.edu/ehs/links/fire.htm Oklahoma State University Environmental Health and Safety's Fire Safety Page ''(Excellent resource for Fire Prevention Program Ideas)''] [[Category:Fire and Emergency Management]] 6889 32135 2006-10-05T02:11:37Z Draicone 1128 Remove nav template ==Fire Fighter== [[Image:Chicago fire fighters walking.jpg|thumb|right|250px]] *[[Wikiversity:School of Fire and Emergency Management/Fire Fighter I|Fire Fighter I]] *[[Wikiversity:School of Fire and Emergency Management/Fire Fighter II|Fire Fighter II]] *[[Wikiversity:School of Fire and Emergency Management/Foam Operations|Foam Operations]] *[[Wikiversity:School of Fire and Emergency Management/Ground Ladders|Ground Ladders]] *[[Wikiversity:School of Fire and Emergency Management/Portable Fire Extinguishers|Portable Fire Extinguishers]] *[http://commons.wikimedia.org/wiki/Fire_fighter Various Fire Fighter Photos from Around the World] *[http://commons.wikimedia.org/wiki/Fire_station Various Fire Station Photos from Around the World] [[Category:Fire and Emergency Management]] 6892 32134 2006-10-05T02:11:34Z Draicone 1128 Remove nav template ==Fire Inspector== *[[Wikiversity:School of Fire and Emergency Management/Fire Inspector I|Fire Inspector I]] *[[Wikiversity:School of Fire and Emergency Management/Fire Inspector II|Fire Inspector II]] [[Category:Fire and Emergency Management]] 6893 31782 2006-10-05T00:32:03Z Draicone 1128 [[School of Fire and Emergency Management/Fire Instructor]] moved to [[School:Fire and Emergency Management/Fire Instructor]]: Move page imported from wikibooks to correct location ==Fire Instructor== *[[Wikiversity:School of Fire and Emergency Management/Fire Service Instructor I|Fire Service Instructor I]] *[[Wikiversity:School of Fire and Emergency Management/Fire Instructor II|Fire Service Instructor II]] *[[Wikiversity:School of Fire and Emergency Management/Fire Service Instructor III|Fire Service Instructor III]] [[Category:Fire and Emergency Management]] 6895 32143 2006-10-05T02:24:31Z Draicone 1128 Fix link <center> <center> [[Image: Great_Seal_of_the_US.png|thumb|left|250px]] ---- '''[[School:Fire and Emergency Management/About Open Source Learning Project|About the Open Source Learning Project]]''' '''[[/General|General]]''' '''[[/Scene Examination|Scene Examination]]''' '''[[/Documenting the Scene|Documenting the Scene]]''' '''[[/Evidence Collection and Preservation|Evidence Collection and Preservation]]''' '''[[/Interview|Interview]]''' '''[[/Post Incident Investigation|Post Incident Investigation]]''' '''[[/Presentations|Presentations]]''' '''[[/Cognitive Applications|Cognitive Applications]]''' '''[[/Psychomotor Applications|Psychomotor Applications]]''' ---- </center> [[Category:Fire and Emergency Management]] 6898 31802 2006-10-05T00:33:37Z Draicone 1128 [[School of Fire and Emergency Management/Fire Officer]] moved to [[School:Fire and Emergency Management/Fire Officer]]: Move page imported from wikibooks to correct location ==Fire Officer== *[[Wikiversity:School of Fire and Emergency Management/Fire Officer I|Fire Officer I]] *[[Wikiversity:School of Fire and Emergency Management/Fire Officer II|Fire Officer II]] *[[Wikiversity:School of Fire and Emergency Management/Fire Officer III|Fire Officer III]] *[[Wikiversity:School of Fire and Emergency Management/Fire_Officer_IV|Fire Officer IV '']] *[[Wikiversity:School of Fire and Emergency Management/Leadership I:Strategies for Company Success (H803)|Leadership I:Strategies for Company Success (H803)]] *[[Wikiversity:School of Fire and Emergency Management/Leadership II: Strategies for Personal Success (H804)|Leadership II:Strategies for Company Success (H804)]] *[[Wikiversity:School of Fire and Emergency Management/Leadership III: Strategies for Supervisory Success (H805)|Leadership III:Strategies for Company Success (H805)]] *[http://www.training.fema.gov/EMIWeb/IS/is700.asp NIMS 700 Training] [[Category:Fire and Emergency Management]] 6899 31814 2006-10-05T00:34:23Z Draicone 1128 [[School of Fire and Emergency Management/Hazardous Materials]] moved to [[School:Fire and Emergency Management/Hazardous Materials]]: Move page imported from wikibooks to correct location ==Hazardous Materials== [[Image:Dangclass7.png|thumb|right|250px]] *[[Wikiversity:School of Fire and Emergency Management/Hazardous Materials Awareness Level|Hazardous Materials Awareness Level]] *[[Wikiversity:School of Fire and Emergency Management/Hazardous Materials Operations Level|Hazardous Materials Operations Level]] *Hazardous Materials Technician Level *[[Wikiversity:School of Fire and Emergency Management/Hazardous Materials Incident Commander|Hazardous Materials Incident Commander]] *[http://en.wikipedia.org/wiki/HAZMAT w:Introduction Article to Hazardous Materials] *[http://commons.wikimedia.org/wiki/Labels_of_danger Various Hazardous Materials Placards] [[Category:Fire and Emergency Management]] 6901 31816 2006-10-05T00:35:05Z Draicone 1128 [[School of Fire and Emergency Management/Technical Rescue]] moved to [[School:Fire and Emergency Management/Technical Rescue]]: Move page imported from wikibooks to correct location ==Technical Rescue== [[Image:State_Department_Images_WTC_9-11_Officer_with_the_Canine_Rescue_Team.jpg|thumb|right|250px]] *[[Wikiversity:School of Fire and Emergency Management/Rescue_Victims_of_a_Building_Collapse|Rescue Victims of a Building Collapse]] *[[Wikiversity:School of Fire and Emergency Management/Water Rescue Awareness|Water Rescue Awareness]] [[Category:Fire and Emergency Management]] 6904 31834 2006-10-05T00:36:18Z Draicone 1128 [[School of Fire and Emergency Management/Public Safety Telecommunicator]] moved to [[School:Fire and Emergency Management/Public Safety Telecommunicator]]: Move page imported from wikibooks to correct location ==Public Safety Telecommunicator== *[[Wikiversity:School of Fire and Emergency Management/Public Safety Telecommunicator I|Public Safety Telecommunicator I]] *[[Wikiversity:School of Fire and Emergency Management/Public Safety Telecommunicator II|Public Safety Telecommunicator II]] [[Category:Fire and Emergency Management]] 6905 31839 2006-10-05T00:37:23Z Draicone 1128 [[School of Fire and Emergency Management/Terrorism]] moved to [[School:Fire and Emergency Management/Terrorism]]: Move page imported from wikibooks to correct location ==Terrorism Training== [[Image:International_terrorist_incidents.gif|thumb|320px|right|"International Terrorist Incidents, 2000" by the US [[Department of State]] ]] ''While the eventual goal of this department will be to develop training materials and courses in the area of terrorism response, initially our focus is to develop "credible" resources on terrorist groups and begin building response materials from the international community.'' *[http://www.fas.org/irp/threat/terror.htm Federation of American Scientists Terrorism site] *[http://www.magendavidadom.org/emsmagazine1.asp Israeli EMS Resource] *[http://pdm.medicine.wisc.edu/20-4%20PDFs/Bar-Dayan.pdf Lessons Learned from Cross-border Medical Response to the Terrorist Bombings in Tabba and Ras-el-Satan, Egypt, on 07 October 2004] *[http://library.nps.navy.mil/home/tgp/tgpndx.htm Naval Graduate College's Terrorist Group Profiles] *[http://www.satp.org/ South Asia Terrorism Portal] *[http://www.terrorism.com/ Terrorism Research Center] *[http://www.un.org/sc/ctc/ United Nations Security Council Counter-Terrorism Committee] *[http://en.wikipedia.org/wiki/Terrorism Wikipedia Resource on Terrorism] [[Category:Fire and Emergency Management]] 6907 31841 2006-10-05T00:37:41Z Draicone 1128 [[School of Fire and Emergency Management/Wildland Firefighter]] moved to [[School:Fire and Emergency Management/Wildland Firefighter]]: Move page imported from wikibooks to correct location ==Wildland Firefighter== *[[Wikiversity:School of Fire and Emergency Management/Wildland Fire Fighter I|Wildland Fire Fighter I]] [[Category:Fire and Emergency Management]] 6910 61782 2006-12-21T02:20:35Z 70.161.166.44 /* What are your thoughts on the Open Source Project concept? What do you see as the strengths or weaknesses? */ ''Here you can post questions, discussions, comments, or initiate debate. Please remember to post your name for replies.'' == What are your thoughts on the Open Source Project concept? What do you see as the strengths or weaknesses? == *I see nothing but pluses because fire safety should be everyone's concern not just those that want to make a buck, quick or not. == Need help with a class or need additional help preparing for a promotional or certification test? Post here for a tutor or mentor.== ==If you would like to see something added, please post here== * How is the Australian fire service funded? - Australia has over 16 different fire services (Metro and country in all 8 states and territories), which range from government funded, partially funded and completely fundraising funded... Which Service / Australian State do you want to know about? * This is a very cool site but this note asserts ownership and is antithetical to the Wiki process because it implies a limited ability of the viewer to contribute. I suggest that you reframe your work here to make this a true Wiki - encouraging visitors to contribute bold edits. * Is it likely that the folks from IFSTA might consider posting some of their manuals here? [[Category:Fire and Emergency Management]] 6911 32140 2006-10-05T02:20:18Z Draicone 1128 Point out wikibooks links ''If you are a contributor, an editor, a student, or simply want to be a part of the email listing for this school, please post your rank (if applicable), name, organization, background, and email.'' For more information on the project or how to get involved. Please contact [[b:User:Mfinney|Mfinney]] ==Project Facilitators== ''These pages are all on [[b:Main Page|Wikibooks]]. Please see the relevant page there.'' '''{{User|Flashoverman}}''' '''{{User|Linforcer}}''' Working with the Dutch translation project of this school. '''{{User|Mfinney}}''' Director of Public Safety Services, Great Oaks Institute of Technology and Career Development. Check my user page, [[User:Mfinney|Mfinney]], for background and contact information. '''{{User|Shaggorama}} Firefighter/EMT 6912 31881 2006-10-05T00:41:05Z Draicone 1128 [[School of Fire and Emergency Services Strategic Plan]] moved to [[School:Fire and Emergency Management/Strategic Plan]]: Move page imported from wikibooks to correct location. Renaming this so that it comes under the naming conventions. ''Please click the discussion tab above to join in the discussion as the strategic plan is being developed.'' == Vision: == Our vision is to create freely accessible information and knowledge for the emergency services so as to support them in their efforts of ''saving lives and property''. As a community of responders, we are creating a portal of learning and sharing to improve the response and safety of those who serve. == Mission: == Our mission is to provide training materials and online training resources to support the emergency services. Our purpose to create a knowledge base that is free and open to ensure the most current and accurate information gets to those who need it-- the emergency responder. == Goals: == *Develop a free, open source content portal of training materials for the emergency services. *Develop and maintain free, open source series of online courses for the emergency services. [[Category:Fire and Emergency Management]] 6916 47887 2006-11-22T20:36:13Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] == Current and Completed Research Projects == [[Image:Glenn research.jpg|thumb|right|300px]] ====Fire Officer Projects==== '''Community and Government Relations''' *[[Wikiversity:School of Fire and Emergency Management/Teenager Fire Safety Project Initiative|Teenager Fire Safety Project Initiative]] *[[Wikiversity:School of Fire and Emergency Management/Unattended Cooking and Teenagers Project Initiative|Unattended Cooking and Teenagers Project Initiative]] '''Human Resource Management''' *[[Wikiversity:School of Fire and Emergency Management/Employment Opportunity Process|Employment Opportunity Sample A]] *[[Wikiversity:School of Fire and Emergency Management/Employment Opportunity ProcessB|Employment Opportunity Sample B]] *[[Wikiversity:School of Fire and Emergency Management/Lieutenant Recruitment Process|Lieutenant Recruitment Process]] *[[Wikiversity:School of Fire and Emergency Management/Promotional Process|Promotional Process]] '''Safety''' *[[Wikiversity:School of Fire and Emergency Management/Health and Safety Policy|Health and Safety Policy]] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6917 47901 2006-11-22T20:38:13Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ''Below is a listing of a variety of resources and links. If you see one that doesn't work, please remove it... if there is one you would like added, please do so.'' [[Image:Kirby Hall of Civil Rights library at Lafayette College.jpg|thumb|right|300px]] ==Ebooks== ===Academic=== *[[s:The Art of War|The Art of War by Sun Tzu]] *[[Accounting|Basics of Accounting]] *[[Handbook_of_Descriptive_Statistics|Handbook of Descriptive Statistics]] *[[How_To_Become_A_Good_Student|How to Become a Good Student]] *[[Meeting_Basics|Meeting Basics]] *[[Wikiversity:School of Project Management/An_Introduction_to_Project_Management|Project Management Introduction]] *[[School:Mathematics/Undergraduate/Probability and Statistics]] ''This is an intermediate level text.'' *[[Study_Skills|Study Skills]] ''A resource for how to study.'' *[[Rhetoric_and_Composition/Writing_in_Business|Writing in Business]] ===CPR Related=== *[[First_Aid|First Aid]] *[[First_Aid/CPR|First Aid/CPR]] *[[Outdoor_Survival| Outdoor Survival]] ===Emergency Medical Services=== *[[Emergency_Medicine|Emergency Medicine]] *[[Anatomy|Physiology and Anatomy]] ===Fire Fighter Materials=== *[http://en.wikipedia.org/wiki/Category:Hong_Kong_Fire_Services_Department w:Background of Various Hong Kong Fire Departments] *[http://en.wikipedia.org/wiki/Category:Fire_brigades_of_the_United_Kingdom w:Background of Various United Kingdom's Fire Brigades] *[http://en.wikipedia.org/wiki/Category:United_States_Fire_Departments w:Background of Various United States Fire Departments] *[[Personal_Protective_Equipment-Labeling_and_Information/Personal_Protective_Equipment-Labeling_and_Information|Personal Protective Equipment-Labeling and Information]] ===Fire Officer=== *[[Management_Strategy|Management Strategy]] ===Technical Rescue=== *[[Scouting/Knots|Knots]] *[[Rescue_Victims_of_a_Building_Collapse|Rescue Victims of a Building Collapse]] *[[Sharks|Shark Victim Rescue]] ===Training and Instruction=== [[Image:Library of Congress WashingtonDC.jpg|thumb|right|300px]] *[[w:Abraham Maslow|Abraham Maslow]] *[[Bloom%27s_Taxonomy|Bloom's Taxonomy]] *[[w:B.F. Skinner|B.F. Skinner]] *[[w:Edward_Thorndike|Edward Thorndike]] *[[Wikiversity:School for the Advancement of Tertiary Teaching and Learning/E-Learning|E-Learning]] *[[Instructional Design|Instructional Systems Design]] *[[Instructional Technology|Instructional Technology]] *[[w:John_Dewey|John Dewey]] *[[w:John_B. Watson|John B. Watson]] *[[Learning_Theory|Learning Theory]] *[[w:Philosophy_of_education|Philosophy of Education]] *[[Wikiversity:School of Education/Research Administration|Research Administration]] *[[Wikiversity:School for the Advancement of Tertiary Teaching and Learning/E-Learning/Wikis unplugged|Using Wikis in Training]] ==How To's== ''This section deals primarily with how to set up components of the Open Learning Project. Check here for specifics of formats, and ways to create components of the curriculum packages.'' *[[Wikiversity:Create_a_Random_Lesson_Plan|Create a Random Lesson Plan]] *[[Developing_Learning_Objectives|Developing Learning Objectives]] *[[Instructional_Design|Instructional Systems Design]] *[[Help:Contents| Overview of how to add, edit, and create documents in Wikibooks]] *[[Wikibooks:Manual_of_Style| Manual of Style for Wikibooks]] *[[Wikibooks:Policies_and_guidelines| Policies and Guidelines for Wikibooks]] *[[Microsoft Office PowerPoint|PowerPoint Presentations]] =online libraries= [http://www.lrc.fema.gov/index.html National Fire Academy's Learning Resource Center Online Catalog] = training resources = [http://www.bradybooks.com Brady Publishers] [http://www.dodfire.com DoDFire.com] [http://www.extrication.com Extrication.com] [http://www.ifsac.org International Fire Service Accreditation Congress] [http://www.ifsta.org International Fire Service Training Association] [http://www.isfsi.org International Society of Fire Service Instructors] [http://fire.jbpub.com/ Jones and Barlett Publishing] [http://www.fema.gov/nims/ National Incident Management System Information] [http://www.theproboard.org National Professional Qualification System] [http://www.openoffice.org Open Office Software Suite] [http://www.firescience.com Thomson-Delmar Publishing] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6918 42623 2006-11-03T16:49:38Z Robert Elliott 1436 minor additions ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:The_Raw_Script | The Unformatted Movie Script - ''Seduced by the Dark Side'']] ---- ---- =="Seduced by the Dark Side"== [[Image:Blanktsb.jpg|frame|A Blank Thumbnail Storyboard<br>Create your own storyboard with 160 by 90 pixel thumbnail storyboards.]] ===The Unformatted Movie Script=== EXTERIOR - The local movie theater - NIGHT (1) The Young Person and Old Person stand looking at the movie poster outside the theater. (2) '''Young Person''': "That was a great movie..." (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." (4) '''Old Person''': "What's that?" (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" (6) The old person thinks for a while. (7) '''Old Person''': "What computer do you have at home?" (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" (9) '''Old Person''': "But what computer does your father use at work?" (10) The young person thinks for a moment. (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" (12) The Old Person smiles. (13) Old Person and the Young Person walk toward home together. (14) Fade to Black. :::The End[[The Unformatted Script|.]] ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 6921 47879 2006-11-22T20:33:44Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Open Source Development: It’s not just about software anymore== By Michael D. Finney ''“…given enough eyeballs, all bugs are shallow. Given a large enough beta-tester and co-developer base, almost every problem will be characterized quickly and the fix obvious to someone.”'' -Linus Torvalds, Creator of Linux Operating System What if I told you that your training materials could be standards based? What if I told you that your curriculum could be comprehensive, yet customizable to your departmental needs? What if I told you curriculum and training materials could be free? Yes, I said free. One of the key areas I am passionate about is the untapped capabilities of the internet and online learning communities to create effective education and training resources for our fire service. Ironically, the technology is present, available, and in many cases, are easily implemented. Unfortunately, many departments and training academies do not capitalize on the benefits of the World Wide Web. Effective use of the internet can create a portal for learning and educational exchange unparalleled by anything fire service training has yet to produce. It opens doors for communication, permits training resources to be evaluated and updated in real time, and connects all interested stakeholders with the click of a mouse. What I am proposing is the ability to collaborate on curriculum and training materials in ways we historically have not been allowed. Utilizing not only the technology, but some of the development methodologies, training materials can become comprehensive, evolutionary, and self validating. The launching point of this new approach to developing training materials for the fire service is what has been dubbed the “Open Source Learning Project”. Coined from the Open Source Software Initiatives, the Open Source Learning Project adopts the tradition of Instructional Systems Design with the efficiency and quality of software development. However, before explaining how the Open Source Learning Project work, we must first provide a foundation. ==Instructional Systems Design== Instructional Systems Design (ISD) is foundational in fire service training. It has its roots in the military, but has long been considered a standard development process for fire service professionals. ISD has many variations, but typically is divided into five phases according to the ADDIE model: Assessment: The developer takes the topic and researches the industry need in relation to the topic. The Assessment may include surveys, task analysis, and job tasks review. Design: Based on the Assessment, the developer will begin to create a plan for developing the curriculum. The planning stage, as it is sometimes called, is where the objectives are developed and the framework for the development process is determined. Development: The developer actually creates or assembles the materials. The instructional outlines developed, the audio/visual materials, support material, and evaluation instruments. Implementation: Once the curriculum is developed, the course must be tested (or piloted) to confirm delivery accuracy, validation, and reliability. Evaluation: To determine the relevancy of a curriculum, evaluation must take place. Materials must be reviewed and adjustments made. Most importantly, does the course fill the void determined by the Assessment. Instructional Systems Design is a methodical process for developing effective, comprehensive curriculum. Providing a structure ensures necessary components were created and information is thoroughly covered. ==What is Open Source== [http://en.wikipedia.org/wiki/Open_Source_Definition| Open Source], while applied to many areas today, has primarily been associated with software development. Under the Open Source Definition, software must meet ten criteria to be considered open source: 1.Free Redistribution: the software can be freely given away or sold. 2.Source Code: the source code must either be included or freely obtainable. 3.Derived Works: redistribution of modifications must be allowed. 4.Integrity of The Author's Source Code: licenses may require that modifications are redistributed only as patches. 5.No Discrimination Against Persons or Groups: no-one can be locked out. 6.No Discrimination Against Fields of Endeavor: commercial users cannot be excluded. 7.Distribution of License: The rights attached to the program must apply to all to whom the program is redistributed without the need for execution of an additional license by those parties. 8.License Must Not Be Specific to a Product: the program cannot be licensed only as part of a larger distribution. 9.License Must Not Restrict Other Software: the license cannot insist that any other software it is distributed with must also be open source. 10.License Must Be Technology-Neutral: no click-wrap licenses or other medium-specific ways of accepting the license must be required. Related to the Open Source Definition is the [http://en.wikipedia.org/wiki/Free_Software| Free Software] definition by the [http://en.wikipedia.org/wiki/Free_Software_Foundation| Free Software Foundation], which attempts to capture what is required for a program license to qualify as being free-libre software. In practice, licenses meet the open source definition almost always also meet the Free software definition. All licenses reported to meet the free software definition as of 2005 also meet the open source definition. According to Stallman and the Free Software Foundation (FSF), "free" software licenses grant: · the freedom to run the program for any purpose (called "freedom 0") · the freedom to study and modify the program ("freedom 1") · the freedom to copy the program so you can help your neighbor ("freedom 2") · the freedom to improve the program, and release your improvements to the public, so that the whole community benefits ("freedom 3") Freedoms 1 and 3 require source code access, because studying and modifying software without source code is extremely difficult and highly inefficient compared to modifying annotated source code. Open Source software development is initiated with a core program or kernel. The kernel becomes the foundation that makes the software functional. The person who develops the kernel posts the program in a location accessible to others. Other people can then add to the kernel. The end result becomes a mature program that benefits all users. One of the elements of open source is the accessibility to all, typically free. Open Source software creates a community of developers and users that build off of each others needs and specialties. There are four critical roles within the Open Source development process: · Project Manager: Oversees the project. Directs and coordinates the overall project. · Developers: Introduces and oversees components of the project. · Co-Developers: creates and develops components of the project. · End Users and Focus Groups: Provides feedback for improvement and software bugs. ==Open Source Curriculum Development== Considering what is discussed thus far, how does it apply to curriculum development. Working with the assumption that one is working within the context of the Instructional Systems Design, applying the principles of Open Source development can be innovative. Consider the following approach: 1. The developer determines the need to develop a new curriculum. 2. The developer develops the framework of the course. Such considerations are the learning objectives and an outline of the curriculum. 3. The curriculum is then posted to a common place for review, comments, and expansion of content. 4. Other subject matter experts begin to add components, add support material, evaluation instruments, and comment on other posts. 5. The course begins to evolve and develop as the community of subject matter experts and developers join the community. 6. The end result is an evolving curriculum that grows with the industry needs, self updates, and changes with industry demands. One of the benefits to the approach is the community approach creates a validation and reliability component to the development process. Errors, misinformation, and false statements have a greater opportunity to be addressed early on. As well, controversial material or conflicting information can be resolved by the group rather than the individual. ==How the Open Source Learning Project Works== The Open Source Learning Project is designed for the fire service, by the fire service and projects are developed in accordance with current, applicable NFPA standards. Course "kernels" will contain the learning objectives and the basic course outlines. Once completed, a project facilitator will be assigned and the course posted for comments. Anyone can post to the curriculum as long as the ground rules are maintained. As well, organizations and individuals creating support materials (i.e., PowerPoint presentations, student guides, skill sheets, test questions/banks, and so forth) can be posted as well. Courses will remain on the website for continuous development and ongoing updates. In the spirit of Open Source, courses can be downloaded at no cost to the individual or the organization. The individual or organization accepts responsibility for ensuring the course meets their local needs as the Authority Having Jurisdiction. Equally, contributors accept that the information they provide is open to comments, edits, downloads, and use. The best explanation is to quote Wikibooks with, "If you don't want your writing to be edited mercilessly and redistributed at will, then don't submit it here." Finally, the purpose is to create a community of fire service developers, experts, and users, that will create the most comprehensive curriculum possible for the referenced NFPA standards. In the end, the most critical component of training benefits- the student. Knowing the end result, the fire service is improved and at the end of the day the philosophy of "everyone is safe and everyone goes home" becomes a reality. ====Ground Rules==== In order to maintain the integrity of the curriculum, but to allow for the ongoing evolution of the curriculum, the rules are somewhat simple: 1. All material and contributions must be original... do not use someone else's material or it will be deleted and the contributor potentially banned from the project. 2. All content must be consistent with the applicable NFPA standard. 3. SAFETY FIRST... all practices and information must not be or suggest unsafe acts. 4. Conflicting or controversial material will be resolved by the community of developers and subject matter experts. In situations where no resolution or compromise can be obtained, the project facilitator has the final word. 5. All information must be relevant and focused on the topic at hand. Information irrelevant or off the mark will be deleted. 6. Finally, we want to develop and grow safer and well trained fire personnel. The courses and information must constantly reflect such. Our attempt is to create a framework or parameters for development. We do not want to squash the creative mind or the flow of information, we simply want to keep it relevant, applicable, and focused. ==Final Thoughts== The opportunities as a result of the Open Source Learning Project are endless. It provides the capabilities for curriculum development, online course, collaboration, and research. When I look at the benefits of this type of project, I think of the National Fire Academy. While I am always impressed with the courses and content, one of golden nuggets I cherish is the ability to network and share ideas with department personnel across the country. Imagine having that same ability to share information and collaboration at anytime, any place, and any level. There are typically two types of positive change processes that take place. The first is innovative change which is an improved or better way of doing a skill or process. The second, disruptive change, is a change in the organizational landscape. With disruptive change, we are not just improving the process, we are creating a new process all together. Disruptive change will be the result of the Open Source Learning Project as we will be able to change the landscape of fire training and academics. Collectively, as a fire service, we will create some of the most comprehensive ways to train our personnel. We will break down the barriers that have prevented effective training and collectively, we will create a safer fire service. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6923 47880 2006-11-22T20:33:57Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] <center> <center> [[Image: Great_Seal_of_the_US.png|thumb|left|250px]] ---- '''[[School:Fire and Emergency Management/About Open Source Learning Project|About the Open Source Learning Project]]''' '''[[/Response|Response]]''' '''[[/Fire Suppression|Fire Suppression]]''' '''[[/Rescue|Rescue]]''' '''[[/Additional Training Materials|Additional Training Materials]] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6924 47877 2006-11-22T20:33:16Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] <center> <center> [[Image: Great_Seal_of_the_US.png|thumb|left|250px]] ---- '''[[School:Fire and Emergency Management/About Open Source Learning Project|About the Open Source Learning Project]]''' '''[[School:Fire and Emergency Management/ARFF Driver Operator/Additional Training Materials|Additional Training Materials]]''' [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6925 47902 2006-11-22T20:38:16Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] <center> <center> [[Image: Great_Seal_of_the_US.png|thumb|left|250px]] ---- '''[[School:Fire and Emergency Management/About Open Source Learning Project|About the Open Source Learning Project]]''' '''[http://upload.wikimedia.org/wikibooks/en/0/0b/P-18_LP.pdf Lesson Plan]''' '''[http://upload.wikimedia.org/wikibooks/en/4/4b/P-18_SG.pdf Student Guide]''' '''[[School:Fire and Emergency Management/Cognitive Applications|Cognitive Applications]]''' ---- </center> [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6926 47904 2006-11-22T20:38:25Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] <center> <center> [[Image: Great_Seal_of_the_US.png|thumb|left|250px]] ---- '''[[School:Fire and Emergency Management/About Open Source Learning Project|About the Open Source Learning Project]]''' '''Lesson Plan''' '''<span class="plainlinks">[http://upload.wikimedia.org/wikibooks/en/4/48/P19_SG_1.pdf Student Guide]</span>''' '''<span class="plainlinks">[http://upload.wikimedia.org/wikibooks/en/9/9d/P19_Slides.pdf Presentation Slides]</span>''' '''Cognitive Applications''' ---- </center> [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6932 47903 2006-11-22T20:38:21Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] == Cognitive Applications == *[http://upload.wikimedia.org/wikibooks/en/2/2d/P18_test_1.pdf P-18 Test One] *[http://upload.wikimedia.org/wikibooks/en/1/16/P18_test_2.pdf P-18 Test Two] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6934 47878 2006-11-22T20:33:21Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Additional Training Materials== *[http://upload.wikimedia.org/wikibooks/en/3/36/Arffdo.pdf DoD ARFF Driver Operator Lesson Plans] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6936 47881 2006-11-22T20:34:02Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Additional Training Materials== *[http://upload.wikimedia.org/wikibooks/en/c/c0/Arff.pdf DoD Airport Rescue Fire Fighter Lesson Plans] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6937 47862 2006-11-22T20:31:42Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] '''Terminal Objective''' Gain access into and out of an aircraft through normal entry points and emergency hatches, shut down and safety the aircraft, and assist in the evacuation process while operating as a member of a team, given PrPPE and an assignment, so that passenger evacuation and rescue can be accomplished. (A) Requisite Knowledge. Aircraft familiarization, including materials used in construction, aircraft terminology, automatic explosive devices, hazardous areas in and around aircraft, aircraft egress/ingress (hatches, doors, and evacuation chutes), military aircraft systems and associated hazards; capabilities and limitations of manual and power rescue tools and specialized high-reach devices, aircraft shutdown and safetying procedures. '''Enabling Objectives''' Operate power saws and cutting tools, hydraulic devices, pneumatic devices, and pulling devices; operate specialized ladders and high-reach devices; secure aircraft safety and shutdown. '''Terminal Objective''' Locate and disentangle an entrapped victim from an aircraft as a member of a team, given PrPPE, a team and an assignment, and rescue tools, so that the victim is freed from entrapment without undue further injury and hazards are managed. (A) Requisite Knowledge. Capabilities and limitations of rescue tools, search procedures, hazard identification, and control methods. '''Enabling Objectives''' Perform search procedures, control hazards, remove victims, and operate rescue tools. '''Terminal Objective''' Implement initial triage of the victims of an aircraft accident, given PrPPE, an assignment, and the triage protocol of the AHJ, so that each victim is evaluated and correctly categorized according to protocol. (A) Requisite Knowledge. Categories of triage according to the triage protocol of the AHJ, and methods of assessment. '''Enabling Objectives''' Assess the critical factors of patient condition, and label patient for triage category. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6938 47882 2006-11-22T20:34:15Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] '''Terminal Objective''' Extinguish a 23.2 m2 (250 ft2) aircraft fuel spill fire, given PrPPE, a minimum of a 45 kg (100 Ib) dry chemical fire extinguisher, and procedures, so that the agent is applied according to procedures and the fire is extinguished in 25 seconds. '''Enabling Objectives''' The fire behavior of aircraft fuels in spills and pools, physical properties, characteristics of aircraft fuel, agent application rates, densities, and procedures. '''Enabling Objectives''' Operate dry chemical extinguishers equipped with a hose line, including removing and operating hose and applying agent. '''Terminal Objective''' Extinguish an aircraft fuel spill fire, given PrPPE, an assignment, agent application procedures, an ARFF vehicle hand line flowing a minimum of 359 L/min (95 gpm) of AFFF extinguishing agent, and a fire sized to the flow rate used [AFFF flow rate divided by 4.92 L/min/m2 for fire size in square meters (0.13 gpm/min/ft2 for fire size in square feet)], so that the agent is applied using the prescribed techniques and the fire is extinguished in a time proportionate to, but no longer than, 90 seconds for a 73 m2 (786 ft2) fire with a flow rate at 359 L/min (95 gpm). (A) Requisite Knowledge. The fire behavior of aircraft fuels in pools, physical properties and characteristics of aircraft fuel, and agent application rates and densities. '''Enabling Objectives'''. Operate fire streams and apply agent. '''Terminal Objective''' Extinguish an aircraft fuel spill fire, given an assignment, PrPPE, an ARFF vehicle turret flowing a minimum of 946 L/min (250 gpm), a fire sized to the flow rate used [AFFF flow rate divided by 4.92 L/min/m2 for fire size in square meters (0.13 gpm/min/ft2 for fire size in square feet)], and the procedures for agent application, so that the agent is applied according to procedures and the fire is extinguished in a time proportionate to, but no longer than, 90 seconds for 192 m2 (1923 ft2) fire with a flow rate at 946 L/min (250 gpm). (A) Requisite Knowledge. Operation of ARFF vehicle agent delivery systems, the fire behavior of aircraft fuels in pools, physical properties and characteristics of aircraft fuel, the procedures for agent application, and agent application rates and densities. '''Enabling Objectives''' Apply fire-fighting agents and streams using ARFF vehicle turrets. '''Terminal Objective''' Extinguish a three-dimensional aircraft fuel fire as a member of a team, given a team, PrPPE, an assignment, ARFF vehicle hand line(s) using primary and secondary agents, and agent application procedures, so that a dual-agent attack is used, the agent is applied according to procedures, the fire is extinguished, and the fuel source is secured. (A) Requisite Knowledge. The fire behavior of aircraft fuels in three-dimensional and atomized states, physical properties and characteristics of aircraft fuel, agent application rates and densities, agent application procedures, and methods of controlling fuel sources. '''Enabling Objectives'''Operate fire streams and apply agents, and secure fuel sources. '''Terminal Objective'''Attack a fire on the interior of an aircraft while operating as a member of a team, given a team, PrPPE, an assignment, an ARFF vehicle hand line, an extinguishing agent, and a 1 or other means of accessing the aircraft, so that team integrity is maintained, the attack line is deployed for advancement, ladders or other means are used, access is gained into the fire area, effective agent application practices are used, the fire is approached, attack techniques facilitate suppression given the level of the fire, hidden fires are located and controlled, hazards are avoided or managed, and the fire is brought under control. (A) Requisite Knowledge. Techniques for accessing the aircraft interior according to the aircraft type, methods for advancing hand lines from an ARFF vehicle, precautions to be followed when advancing hose lines to a fire, observable results that a fire stream has been applied, dangerous structural conditions created by fire, principles of exposure protection, potential long-term consequences of exposure to products of combustion, physical states of matter in which fuels are found, common types of accidents or injuries and their causes, the role of the backup team in fire attack situations, attack and control techniques, and techniques for exposing hidden fires. '''Enabling Objectives''' Deploy ARFF hand line on an interior aircraft fire; gain access to aircraft interior; open, close, and adjust nozzle flow and patterns; apply agent using direct, indirect, and combination attacks; advance charged and uncharged hose lines up ladders and up and down interior and exterior stairways; and locate and suppress interior fires. '''Terminal Objective''' Attack an engine or auxiliary power unit/emergency power unit (APU/EPU) fire on an aircraft while operating as a member of a team, given PrPPE, an assignment, ARFF vehicle hand line or turret, a correct agent, and agent application procedures, so that agent application procedures are followed, the fire is extinguished, and the engine or APU/EPU is shut down. (A) Requisite Knowledge. Techniques for accessing the aircraft engines and APU/EPUs, safety procedures, methods for advancing hand line from an ARFF vehicle, methods for operating turrets, and methods for shutting down engine and APU/EPU operation. '''Enabling Objectives''' Deploy and operate ARFF hand line, operate turrets, gain access to aircraft engine and APU/EPU, and shut down engine and APU. '''Terminal Objective''' Attack a wheel assembly fire, as a member of a team, given PrPPE, a team, an assignment, an ARFF vehicle hand line, and correct agent, so that the fire is extinguished. (A) Requisite Knowledge. Agent selection and application procedure, special safety considerations, and the characteristics of combustible metals. '''Enabling Objectives''' Approach the fire in accordance with safety procedures, and select and apply agent. '''Terminal Objective''' Ventilate an aircraft through available doors and hatches while operating as a member of a team, given PrPPE, an assignment, tools, and mechanical ventilation devices, so that openings are created, all ventilation barriers are removed, and the heat and other products of combustion are released. (A) Requisite Knowledge. Aircraft access points; principles, advantages, limitations, and effects of mechanical ventilation; the methods of heat transfer; the principles of thermal layering within an aircraft on fire; and the techniques and safety precautions for venting aircraft. '''Enabling Objectives''' Operate doors, hatches, and forcible entry tools; operate mechanical ventilation devices; and remove barriers. '''Terminal Objective''' Replenish extinguishing agents while operating as a member of a team, given an assignment, an ARFF vehicle, a fixed or mobile water source, a supply of agent, and supply lines and fittings, so that agents are available for application by the ARFF vehicle within the time established by the authority having jurisdiction (AHJ). (A) Requisite Knowledge. Resupply procedures, operation procedures for ARFF vehicle replenishment, and pumps and transfer devices. '''Enabling Objectives''' Connect hose lines, operate valves, and operate pumps and transfer devices. '''Terminal Objective''' Preserve the aircraft accident scene, given an assignment and procedures, so that evidence is identified, protected, and reported according to procedures. (A) Requisite Knowledge. Airport emergency plan requirements for preservation of the scene, evidence identification, evidence protection, and evidence reporting procedures. '''Enabling Objectives''' Preserve the scene for investigators, and identify, protect, and report evidence. '''Terminal Objective''' Overhaul the accident scene, given PrPPE, an assignment, hand lines, and property conservation equipment, so that all fires are located, exposed, and extinguished and all property is protected from further damage. (A) Requisite Knowledge. Methods of complete extinguishment and prevention of re-ignition, reasons for conservation, operating procedures for property conservation equipment, overhaul procedures, signs of a hidden fire, methods of detecting hidden fires, and tools and equipment used for overhaul. '''Enabling Objectives''' Use property conservation equipment, detect hidden fires, and use tools and equipment to expose hidden fires. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6939 47883 2006-11-22T20:34:30Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] '''''Terminal Objective''''': Respond to day and night incidents or accidents on and adjacent to the airport, given an assignment, operating conditions, a location, a grid map, a vehicle, and a prescribed reponse time, so that the route selected and taken provides access to the site within the allotted time. '''''Enabling objectives''''': Student must understand the following: * airport familiarization * runway and taxiway designations * frangible gate locations * airport markings and lights * instrument landing system (ILS) critical areas * critical rescue and firefighting access areas * designated isolation areas * vehicular traffic controls on the airfield * bridge load limits * controlled access points * aircraft traffic patterns and taxi routes * fuel storage and distribution locations * airport and immediate local area topographic layout including drainage systems, water supplies and airport facilities '''''Terminal Objective''''': Communicate critical incident information regarding an incident or accident on or adjacent to an airport, given an assignment involving an incident or accident and an incident management system (IMS) protocol, so that the information provided is accurate and sufficient for the incident commander to initiate an attack plan. '''''Enabling Obectives''''': Student must understand the following: *IMS protocol *the airport emergency plan *airport and aircraft familiarization *communications equipment and procedures '''''Terminal Objective''''': Communicate with applicable air traffic control facilities, given a response destination on or adjacen to an airport and radio equipment, so that all required clearences are obtained. '''''Enabling Objectives''''': Student must understand the following: *communications equipment and frequencies *tower light signals *aviation phraseology *phonetic alphabet '''''Terminal Objective''''': Perform an airport operation, given an assignment, a hazardous condition, and the airport policies and procedures, so that unsafe conditions are detected and rduced in accordance with the airport policies and procedures. '''''Enabling Objectives''''': Student must understand the following: *airport and aircraft policies and procedures for hazardous conditions [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6945 45934 2006-11-16T00:18:36Z Sebmol 14 template update == Summary == This image is similar to the one at http://www.nsls.bnl.gov/newsroom/science/2005/01-Joshua-Torr.htm I (John Schmidt) contacted Leemor Joshua-Tor and was sent this image with the request that it be attributed to Leemor Joshua-Tor. == Licensing == {{Cc-by-sa-2.5}} 6947 32160 2006-10-05T04:32:13Z JWSchmidt 20 subcategory [[Category:Images]] 6949 32175 2006-10-05T05:29:09Z Draicone 1128 Fix licensing - no such option provided at upload == Summary == Image of the sheet music for Debussy's Clair de Lune. No usage restrictions, from [http://www.sxc.hu/photo/627383 sxc.hu] stock photo exchange. [[School:Music]], anyone? == Licensing == Source: [http://www.sxc.hu/photo/627383 here] Licensing: No usage restrictions. Public domain. 6950 32195 2006-10-05T07:03:11Z Sonicbiology 1780 /* Goals */ Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== Using plants as medicine is an ancient practice which still has relevance today. Many modern pharmaceuticals are derived from plant sources. Aspirin was first derived from willow bark, which indigenous Americans knew to be good medicine for fever and rheumatism. Antibiotics were famously derived from a fungus that grows on your average loaf of bread. Other cultural traditions, such as shamanism and Chinese medicine, hold that using plants in their original form has a significant role in their healing power. In this course, we will explore the history of plant as medicine, other points of view, and learn the basics of how to use plants medicinally. ==Goals== '''Medicinal Plants in Context''' History. Understanding of the historical transition from plant medicine to pharmaceuticals. Anthropology. Awareness of other cultures' medicine. Ancient Wisdom & Modern Medicine. What do researchers know? What does the medical community believe? '''Working Knowledge''' Botany. A basic botanical knowledge-base. Identification. Identifying plants, especially those of medicinal and nutritional value. Healing. Making connections between illnesses and appropriate plant medicines. Craft. Preparing plants for medicinal use. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ====Resources==== [http://www.ars-grin.gov/duke/ Phytochemical and Ethnobotanical Databases] Compiled by Dr. Jim Duke, this website is an extensive collection of searchable databases useful for medical research on plants and plant identification (e.g. discovering the latin name for a plant when only the common name is known.) Some Spanish-language plant names are included. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 6951 67714 2007-01-07T22:56:37Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] */ [[Wikiversity NPC]] Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== A on-going effort to co-learn by pooling the knowledge of all interested parties about creating and running nonprofits. ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity NPC]] - participants create a nonprofit corporation that will produce Wikiversity content. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 6952 76294 2007-01-15T03:01:43Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{main welcome}} Permutation and Combination. [[Category:Introductions]] [[Category:Statistics]] 6953 32217 2006-10-05T12:25:27Z JWSchmidt 20 subcategory [[Category:Medicine]] [[Category:Plant Sciences]] 6955 67924 2007-01-08T03:08:43Z JWSchmidt 20 [[Category:Chainmail]] '''Warning''':[[Chain mail]] armor are not bullet proof! We do not recommend chain mail armor for anything other then decoration or disguise. For starter, you can use galvanised steel for the ring for armor. They are strong, but not too hard and have some resistance to corrosion. Also, they are cheap. Ring with an ID of 0.25' and a gauge of 16 swg or awg is good. The standart weave is the european 4-1 for armor and is a basic weave for the european familly of weave. The armor is separated in different part *The body is protected with an [[Wikipedia:Hauberk|Hauberk]] [http://homepage.ntlworld.com/trevor.barker/farisles/guilds/armour/mail.htm#sect4-2] [http://www.bladeturner.com/pattern/hauberk/hauberk.html] *The head is protected with a coif [http://homepage.ntlworld.com/trevor.barker/farisles/guilds/armour/mail.htm#sect4-1] *... ===Closing rings=== Their is four type of closing of rings: butted, riveted, welded and punched. Only butted and riveted closing are historically accurate. Butted ring are ring where each end are bring together but the only thing that hold them together are the strenght of the ring. Riveted ring are ring who have their end overlapping each other and a 'pin' is put through both ends in the overlapping part. They take more time to do, but are strongher then butted ring. Welded ring are ring where both ends are welded together. The strenght of those rings is the strenght of the weld. Punched ring are ring that are punched in a metal sheet. They are not round but flat. For closing butted rings, you must have leverage on the two end of the ring to properly close it. A properly closed ring have both ends aligned and they are touching each others. Their is two technique for closing rings: by using 2 pliers or by using 1 pliers and a special finger ring. *If you use two pliers, you should take each end of the rings with one pliers and bring them closer by moving both pliers. Moving both pliers minimise the deformation of the ring and lower the stress on wrists. As the stress is lower on the wrist this allow for longer period of mailling. *If the material of the ring is soft, you can replace one pliers by a special ring that you put in one finger. This ring have an opening on its side that allow you to put one end of the ring in it. So you can use it to move the end of the ring. I personaly think this can be dangerous if the material is hard, as it put pression on the finger in a direction that is not supposed to support for long time. Also, closing soft ring individualy by this technique seem to work, but it is not always possible to close rings while assembling them. But it can be used to pre-close batch of rings. For butted rings, if the ends of the rings have cuts like \\ or || (not ><) you can give them while closed extra strenght when well closed. This is caused by the extra resistance to deformation gived by the friction of the two ends if moved. The extra strenght exist if the deformation occur in some direction. ===Pliers=== Their is many type of pliers. Pliers with spring are preferable as you will open/close them very often. Otherway we can caracterise the pliers by their end, the lenght of the handle, the grip of the handle and their weight. To test many different combinaison cheaply before buing good pliers, you can go to the 1$ shop and buy different type of pliers. This will allow you to test the different caracteristic of the pliers and allow you to wisely chose better pliers you can easily use. The end of the handle is important, as a too short handle will put pressure inside the hand probably always on the same spot. This can hurt will mailling rings if they are hard or if mailling for long time. The grip of the pliers can cause harm to the hand if of poor quality (like in 1$ shop). It must be confortable and don't hurt if much pression is used with them. Also having pliers too heavy will make it hard for mailling for long period. ===Rings patterns=== Their is many different way of assembling the rings to form sheet of chain mail. Here is some. {| border="1" | Full name || Short name || links |- |European 4 in 1 || Euro 4-1 |[http://homepage.ntlworld.com/trevor.barker/farisles/guilds/armour/mail.htm#sect3] [http://realbeer.com/jjpalmer/4in1page.html] |- |European 6-1 || Euro 6-1 |[http://realbeer.com/jjpalmer/6in1page.html] |} ==References== *[[Wikipedia:Pliers]] [[Category:Chainmail]] 6962 32256 2006-10-05T16:46:37Z Karimarie 892 /* [[Portal:Learning Projects|Learning Projects]] */ '''Jewish prayer''' refers to prayers recited by [[w:Jew|Jew]]s both inside and outside of the [[w:synagogue|synagogue]]. ==Department news== * '''October 5, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== * [[Praying in the synagogue]] - Learning Project for prayers used primarily in the [[w:synagogue|synagogue]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here. * [[User:Karimarie|Kari Hazzard]] [[Category:{{PAGENAME}}| ]] 6964 32265 2006-10-05T17:10:47Z Karimarie 892 /* Learning Project Summary */ '''Praying in the synagogue''' is an important part of [[w:Jewish prayer|Jewish prayer]]. This [[Portal:Learning Projects|Learning Project]] focuses on the prayers that are said in the synagogue and the tunes that are used for them. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' [[School:Theology|School of Theology]] * '''Department:''' [[Topic:Jewish prayer|Department of Jewish prayer]] * '''Stream''' * '''Level:''' ==Goals== This learning project offers learning activities to allow motivated self-learners to be able to pray in a synagogue with its congregation, properly pronounce the [[w:Hebrew language|Hebrew]] words of the prayers and understand what those words mean. ==[[Portal:Learning Materials|Learning materials]]== ===Lessons=== * Lesson 1: [[/Shema Yisrael|Shema Yisrael]] * Lesson 2: [[/Amidah|Amidah]] * Lesson 3: [[/Kaddish|Kaddish]] * Lesson 4: [[/Aleinu|Aleinu]] * Lesson 5: [[/Yigdal|Yigdal]] * Lesson 6: [[/Adon Olam|Adon Olam]] * Lesson 7: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Karimarie|Kari Hazzard]] [[Category:Praying in the synagogue|Praying in the synagogue]] 6965 32255 2006-10-05T16:46:11Z Karimarie 892 [[Synagogue]] moved to [[Praying in the synagogue]]: Better reflects the scope of the content #REDIRECT [[Praying in the synagogue]] 6967 32258 2006-10-05T16:51:36Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity using data from http://www.ncbi.nlm.nih.gov == Summary == I (John Schmidt) made this image for Wikiversity using data from http://www.ncbi.nlm.nih.gov == Licensing == {{GFDL-self}} 6968 79143 2007-01-20T18:49:56Z 212.63.52.186 {| class="messagebox standard-talk" style="text-align:center;" |- |This course is under construction. Course material, focus, and presentation are still under debate and may change at any time. |- |Last major edit by: -- [[User:NickSentowski|NickSentowski]] [[User Talk:NickSentowski|<sup>(talk)</sup>]] on 23:45, 26 December 2006 (UTC) |} This is a placeholder for [[Portal:Engineering and Technology]] --> [[School:Computer Science]] --> [[Topic:Computer Programming]] --> Introduction to Programming Logic <hr/> So you've read through the [[Topic:Introduction to Programming|Introduction to Programming]], and you understand the basics of programming, but before you jump into the depths of learning various language syntax rules, there are even more basics that apply to every programming and scripting language. If program code is nothing more than a set of instructions, how does the computer make decisions? A large portion of computer code is contained within '''logical''' or '''conditional''' statements, and are only executed when certian situations arise. == Prerequisites == === Required === *[[Topic:Introduction to Programming|Introduction to Programming]] === Recommended === *[[Topic:Math_for_computer_programming|Math for computer programming]] == Focus == This course is intended to thoroughly teach the principals of '''programming logic''' and '''procedural coding''' while reinforceing lessons learned in [[Topic:Introduction to Programming|Introduction to Programming]] while avoiding the complications of any particular syntax. For this reason, the lessons will contain only '''[http://en.wikipedia.org/wiki/Pseudocode pseudocode]''' with occasional mathematical calculations. === Planned Topics === <!-- I have specific plans for not equal to, greater than or equal to, and less than or equal to. They are not mentioned for a reason. ~~~~ --> {|class="wikitable" |- |if - then |if - then - else |equal to |greater than |- |less than |not |and |or |- |nor |xor |goto |break |- |loop |while |until |for - each - next |} = Lessons = *[[Introduction to Programming Logic/Key Terms|Key Terms]] *[[Introduction to Programming Logic/Lesson 1: Variables|Lesson 1: Variables]] *[[Introduction to Programming Logic/Lesson 2: Conditionals and Logic|Lesson 2: Conditionals and Logic]] *[[Introduction to Programming Logic/Lesson 3: Looping|Lesson 3: Looping]] *[[Introduction to Programming Logic/Lesson 4: Code Organization Techniques|Lesson 4: Code Organization Techniques]] [[Category:Introductions|Programming Logic]] [[Category:Computer Programming]] 6970 32278 2006-10-05T18:23:30Z JWSchmidt 20 #REDIRECT [[Eukaryotic transcription]] #REDIRECT [[Eukaryotic transcription]] 6971 47891 2006-11-22T20:36:34Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ''Terminal objective'':Given marking devices, sufficient personnel, and special tools and equipment, secure the fire ground and reconstruct the area of origin. Enabling objectives: The student should be able to: *Establish recognizable perimeters of the investigation scene. *Protect all evidence or potential evidence from damage or destruction. *Identify and correlate all protected areas and burn patterns to contents of structural remains. *Determine location of items to establish their pre-fire location. *Discover the point(s) of origin. ''Terminal objective'':Given standard equipment and tools conduct and exterior survey an interior survey and examine and remove debris, inspect the perforamnce of building systems, including detection, suppression, HVAC, utilities and building compartmentation and discriminate the effects of explosions from other types of damage. Enabling objectives: The student should be able to: *Preserve evidence *Interpret fire damage. *Identify hazards. *Determine access to the property. *Discover all potential means of ingress and egress. *Identify and preserve potential evidentiary value. *Determine evidentiary value. *Identify hazards. *Check debris for fire cause evidence. *Identify ignition source(s). *Determine fire cause. *Preserve evidence without investigator-inflicted damage or contamination. *Determine the need for expert resources. *Consider operating systems impact on fire growth and spread in identified origin areas. *Identify defeated systems. *Identify explosion(s). *Preserve evidence. ''Terminal objective'': Given standard equipment and tools and some structural or contents remains, interpret burn patterns and correlate burn patterns. Enabling objectives: The student should be able to: *Evaluate individual patterns with respect to the burning characteristics of the material(s) involved. *Determine fire development. *Evaluate methods and effects of suppression. *Recognize false origin area patterns. *Identify all areas of origin. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6975 47889 2006-11-22T20:36:25Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ''Terminal objective'': Presentation of findings to those individuals not involved in the actual investigation through written reports and documentation that effectively express the investigator's opinion. Enabling objectives: *Understand elements of writing. *Understand components of written report. *Understand the types of audiences and thier respective needs. *Demonstrate writing skills. *Demonstrate the ability to analyze information. *Demonstrate the ability to determine the reader's needs or requirements. ''Terminal objective'': Presentation of findings to those individuals not involved in the actual investigation through verbal reports that reflects accurate information within a given time for an intended audience. Enabling objectives: *Understand investigative findings. *Understand informational needs of audience types. *Understand the impact of releasing information. *Demonstrate communication skills with oral reports. ''Terminal objective'':Testify during legal proceedings, give investigative findings, contents of reports, and consultation with legal counsel, so that all pertinent investigative information and evidence is presented clearly and accurately and the investigator's demeanor and attire are appropriate to the proceedings. Enabling objectives: *Understand types of investigative findings. *Understand types of legal proceedings. *Understand professional demeanor. *Understand due process and legal proceedings. *Demonstrate communication and listening skills. *Demonstrate the ability to differentiate facts from opinion. *Demonstrate the accepted procedures, practices, and etiquette during legal proceedings. ''Terminal objective'':Conduct public informational presentations, given relative data, so that information is accurate, appropriate to the audience, and clearly supports the information needs of the audience. Enabling objectives: *Understand types of data available regarding the fire loss problem. *Understand the issues about which the community must know. *Demonstrate the ability to assemble, organize and present information. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6976 32299 2006-10-05T19:01:04Z Cormaggio 8 [[School:School of Fire and Emergency Management/Fire Investigator/Presentations]] moved to [[School:Fire and Emergency Management/Fire Investigator/Presentations]]: keeping within structure #REDIRECT [[School:Fire and Emergency Management/Fire Investigator/Presentations]] 6977 47890 2006-11-22T20:36:29Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] == Fire Investigator Skills Sheets == ====General==== ====Scene Examination==== ====Documenting the Scene==== ====Evidence Collection and Preservation==== ====Interview==== ====Post Incident Investigation==== ====Presentations==== [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6981 47898 2006-11-22T20:37:27Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Company Officer I 4.2.1 Terminal Objects give an assignment at an emergency operation. Assign task or responsibilities to unit members. So that the instuctions are complete,clear and concise, safety considerations are addressed;and the desired outcomes are conveyed Enabling Objectives * Understand how to use verbal communications durning emergency situations * Understand technigues used to make assigmentsunder stressful situations * Uderstand the methods of confirming understanding * Demonstate the ability to condense over all assigments and unit task based on standard oprating procedures and training 4.2.2 Termial Objects Give out assisignments under nonemergency coditions at either a station or other work location. You must be able to assign task and responsibilities to unit members.The instructions must be clear,concise,and safety considerationsmust be address.The desired outcome must be conveyed Enabling Objects * Show good verbal communications skills under nonemergency conditions * Demostrate the ability to assign task that are freqently issused based on department policies * Understand and show techniques and methods used to cnfirm complete understanding of request. 4.2.3 Termial Objectives Assign a caompany a training evolution. Durning the evolution the unit members must provide and excute a safety plan. The company must use policies and procedures so safety plans are carried out efficiently and as directed. Enabling Objects * Understand safety according to policies and procedures durning a * Understand and demonstrate the ability to issue assigments durning a taining evolution * Understand and be able to issue good verbal communications to ensure company understands thier assigment and what is required of them 4.2.4 Termial Object Recognize members with problems or situations requiring assistance. Recommend actions to be taken according to policies and procedures to resolve and improve the situation Ensure that all polices and procedures are followed. Enabling Objects * Indetify Problems and situations with members * Understand the signs and symptoms of stess with emergency personal * Understand and follow policies and procedures concerning employees * Unserstand actions to be takn to provide assistance in a quick and efficient manner. * Understand strees is a problem that everyone will face at some point in the fire service so have a plan of action prepared 4.2.6 Termaial Objects Give a list of task and job reuirements of crew members. The list must be prioritized, a plan must be developed to coorinated for the completion of the assignments. Each member will be assign a specific task and supervision must be in place to ensure copmletion Enabling Objects * Understand how to set priorities * Understand how to develope and coorinate a plan of action * Understand how to motivate to higher levels of preformance [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6983 47895 2006-11-22T20:37:11Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] 4.3 4.3.1 Termial Objectives Given a community need.Initiate a action to address the need.Policies and procedures need to be developed in the area concerning the need. Enabling Objectives * Research the service organizattions and community demographics * Research ways to improve community relations. 4.3.2 Termial Objectives Given policies and procedures when addressing a citizens concern.Initiate a action plan to address the concern. Enabling O bjectives * Ensure the proper people are notified to effectly and correctly address the concern. * Use verbal communication skills when addressing the public. * Look at ways to improve relations with the public. 4.3.3 Termial Objectives When responding to a public inquiry.Ensure that policies and procedure are follow in accordance and where applicable. Answer questions accurately and couryeously. Enabling Objectives * Understand how policies and procedures are applied in this matter * Written and good Oral communication skills are needed * The ability to interpersonally interact with the public. 4.3.4 Termial Objectives Given a target audience and specify topic. A public education must be developed.Develope a system to ensure the intended message is conveyed and understood. Enabling Objectives * Must understand the departments public education program. * Must have good communication skills and be able to communicate well to a large group of people. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6985 47894 2006-11-22T20:37:06Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] 4,4,1 Termial Objects Department implementation of a new or changes to a existing policy.Policy must be at the unit level. Recommend changes must be reveiwed and communicated so when implemented it is understood. Enabling Objectives * Policies must be communicated and written so they are understood. * Improvements and or new policies are at unit level 4.4.2 Termial Objectives Given the forms and record-management system.Unit level administrative must execute functions to complete forms and logs. All forms and logs mustbe maintained in accordance with policies and procedures Enabling Objectives * Must understand proper recond management * Must understand all department policies and procedures in referrence to logs and forms * Must be able to fill out all forms and logs 4.4.3 Termial Objectives Given the need for a budget. The proper budget forms must be summited. ALso they need the proper data and request forms. Enabling Objects * Must understand the budget process. * Must understand the policies and procedures in regard to the budget * Must reveiw and understand budget forms and request and also data [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6987 47899 2006-11-22T20:37:33Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] 4.5.1 Termial Objective Given a fire incident. Evaluate the information of the first arriving units what thier observations was upon arrival.Interviews of other personal involved with the incident must be conducted. Scene security must be set up. Preliminary reports must be filled out to determine fire cause and all pertinent information be completed and available to the investigator. Enabling Objectives * Must undersatnd most common causes of fire. * Must understand and have knowledge of fire growth and development. * Must have knowledge of when a fire needs to be investigated through the policies and procedures process. * Must have a basic knowledge of fire cause. * Must be able to conduct interviews and document accurately and correctly the information recieved. 4.5.2 Termial Objective Given rope and barrier tape and the perimeterof a scene. Scene security must be implemented so a restricted area is form to protect evidence. This prevents unauthorized people from entering the scene. Destruction of evidence and damage to the scene is protected. Enabling Objectives * Must have knowledge and understand how to preserve evidence. * Must be able to classify different types of potential evidence. * Must understand how far and what a secure perimeter is. * Must be able to ensure that security is in place and operating so no unauthorized persons hace access to the scene [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6989 47896 2006-11-22T20:37:19Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] 4.6.1 Termial Objective Given an assigned facility. A preplan must be developed.The forms and all the required elements must be identified and completed and processed. This must be in accordance with the policies and procedures of the preplanning policies. Enabling Objectives * Must have knowledge of the elements of the local emergency plan. * Must draw and project building construction at the basic level. * Must give detailed information on the available water supply. * A detailed list of building contents and the effect it will have on the fire load. * This infromation must be presented both orraly and in a wriiten plan. 4.6.2 Termial Objective Given emergency response resources, and size up imformation.A plan of action must be developed.The plan must detail what resources will be needed to control the emergency. Enabling Objectives * Must be able to analyze and be able to communicate a good scene size-up * Must be able to have additional resources available and ready to respond if needed. * Must understand how to activate the emergency plan at local level. * A understanding of the evacuation procedures and the resources that will be neede to carry out safely and effectively 4.6.3 Termial objective Given an incident and the assigned resources.A action plan must be implemented at the emergency operations level. The plan must deploy the responding resources to the proper places to mitigate the situation Enabling Objectives * Must have knowledge and understand standard operating procedures. * A incident management system must be implemented * A accountability system must be implemented to personal safety and tracking. * Resources must be available and ready to respond to mitigate the emergency. 4.6.4 Termial Objective Given a single unit incident. A post incident analysis must be developed and conducted.Forms and all the critical elements must be identified and processed to the proper channels. This is in accordance with the post incident policies and procedures. Enabling Objectives * Must understand what a post analysis is what this is designed to do. * Must communicate areas that may have been problems water, building construction,fire growth fire protection systems. * How was emergency dispathed and does the alarm assigments need to be up graded. * The ability to fill out and complete forms in a manner to provide a means to research the incident. Must be able to communicate these findings orraly. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6991 47897 2006-11-22T20:37:23Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] 4.7.1 Termial Objective Given safety policies and procedures. Safety regulations must be applied at he unit level.The proper forms must be completed.Also in service on areas like infectious disease control programs will be completed and documented and members will understand thier responsibilities. Enabling Objectives * Must have knowledge and understand common everyday accidents and personal injuries in the work place. * Must understand and enforce proper personal protective equipment be wore and safety policies and procedures are followed. * In the event something does happen ensure the proper forms are filled and all safety policies and procedures are followed * Must be able to recognize work place hazards and correct them to prevent possible injuries. Enabling Oblectives * Must have knowledge and understand safety policies and procedures in regards to the work place. * Must be ablt to conduct a accident investigation and fill out the forms so documention is present * Describle if any policies or procedures was broken. * Forms must be clear and able to be understood by others who may investigate the incident. * The ability to communicate and document must be present there will be interveiws that need to be recorded in different areas [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6993 47900 2006-11-22T20:38:00Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Fire Officer I Skill Sheets== ====Human Resource Management==== ==== Community and Government Relations ==== ==== Administration ==== ==== Inspections and Investigations ==== ==== Emergency Services Delivery ==== ==== Health and Safety ==== [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6995 47893 2006-11-22T20:37:03Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] == Additional Training Materials == *[[Media:FO-I_sg.pdf|DoD Fire Officer I Study Guide]] [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6998 47888 2006-11-22T20:36:19Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ''Terminal objective'': Given standard tools and equipment, diagram the scene, photographically document the scene, and construct investigative notes. Enabling objectives: The student should be able: *Accurately represent the scene. *Identify evidence, pertinent contents, significant patterns and origin areas or points. *Ensure the scene is accurately depicted and that photographs appropriately support scene findings. ''Terminal objective'': Given a fire scene, available documents (e.g. pre-fire plans and inspection reports), and interview information, construct investigative notes. Enabling objectives: The student should be able: *Ensure notes are accurate. *Document the scene. *Represent complete documentation of scene findings. [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 6999 47892 2006-11-22T20:36:59Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Return to [[Wikiversity:School_of_Fire_and_Emergency_Management|School of Fire and Emergency Management]] <center> <center> [[Image: Great_Seal_of_the_US.png|thumb|left|250px]] ---- '''[[Wikiversity:School of Fire and Emergency Management/About Open Source Learning Project|About the Open Source Learning Project]]''' '''[[/Human Resource Management|Human Resource Management]]''' '''[[/Community and Government Relations|Community and Government Relations]]''' '''[[/Administration|Administration]]''' '''[[/Inspections and Investigations|Inspections and Investigations]] '''[[/Emergency Services Delivery|Emergency Services Delivery]]''' '''[[/Health and Safety|Health and Safety]]''' '''[[/Cognitive Applications|Cognitive Applications]]''' '''[[/Psychomotor Applications|Psychomotor Applications]]''' '''[[/Additional Training Materials|Additional Training Materials]]''' ---- </center> [[Category:Fire and Emergency Management]] [[Category:Pages moved from Wikibooks]] 7000 32386 2006-10-05T20:06:18Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 7001 74161 2007-01-12T20:40:39Z JWSchmidt 20 [[Category:Wikiversity culture]] This page is for collating examples of various Wikiversity content - by subject type, media type, academic level, pedagogical approach. Obviously, it cannot be fully comprehensive, but, for people looking for an introduction to Wikiversity, it should serve as an indication of what other people are doing, and hopefully will spark some fresh ideas on new educational material. ==Media type== ===Audio=== {{audio|Troldhaugen.ogg|Troldhaugen.ogg}}; see [[Wedding-Day at Troldhaugen]] ([[w:Wikipedia:Media help (Ogg)|Help]] with ogg audio play). ===Video=== *[[Media:WikiversityReports1.OGG|Video introduction to Wikiversity]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play.) ==Pedagogy== ===Activities=== *[[Web Design/Emerging Technologies Research Activities]] ===Quizzes=== *[[History of Quebec and Canada/Study Guide/Topic 1: Reasons for Exploration]] ==="Traditional" courses=== *[[Hitler's Germany]] *[[Lesson:Formatting_the_script | Formatting the movie script]] - This is the first lesson of the WikiU Film School. It shows you how to use the free demo version of '''Final Draft''' to format a motion picture script. In this lesson, we need to format script for the short movie called ''Seduced by the Dark Side!'' which will be made during the 30 lessons of this filmmaking course. ===Tutorials=== *[[Introduction to GarageBand]] ===Self-study "courses"=== *[[Topic:Web Design]] *[[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|Learning the Basics of Filmmaking]] ==[[Portal:Learning Projects|Learning projects]]== *[[Bloom clock project]] - bloom times of wildflowers and other plants *[[Sugar in the times of cholera]] - socio-medico-historico-cultural research on cholera in 19th century Cuba *[[Learning to learn a wiki way]] - participatory action research project about learning in a wiki environment *[[Facilitating_Online|Facilitating Online]] — a practical introduction for people who are learning how to support online communication for learning ==Level== ===Primary=== ===Secondary=== ===Tertiary=== *[[Hitler's Germany]] ==Subject area== ===Physics=== ===Life Sciences=== *[[Portal:Life Sciences#Featured content|Featured content]] in the Life Sciences portal ===Geography=== etc [[Category:Content]] [[Category:Wikiversity culture]] 7019 59571 2006-12-18T03:28:05Z J.Steinbock 2353 Revert edits [[Image:Jan Matejko-Astronomer Copernicus-Conversation with God.jpg|right|120px|thumb|Depiction of Copernicus]] Greetings, here is what will hopefully become an evolving collection of the answers to the questions we have in class. If done properly, they should become a valuable source of knowledge to use when studying for the exam on December 14 2006. I think if everyone could try and make a contribution to this effort that will help ensure accuracy and fairness in our answers. I've checked with Professor Maher and he is happy for us to do this, provided we understand that he doesn't guarantee the answers are correct. (Use caution with this study aid - text in bold needs checking with the professor.) '''If anyone who isn't in the class wishes to comment on the material here, please use the discussion page to do so.''' __FORCETOC__ ==Exam Questions 3 Answers - FINAL EXAM== [[Image:js-mill.jpg|right|120px|thumb|J S Mill (1806-1873)]] ''1. According to Mill, what is the meaning of "law" and "law of nature"? Give an example that illustrates the difference.'' :A law is a general regularity. Laws of nature of the simplest regularities from which all others are deduced. :Example: :#Suppose A is always accompanied by D :#Suppose B is always accompanied by E :#It follows that AB is always accompanied by DE :All are laws but only 1. and 2. are laws of nature. ''2. According to Mill, what does it mean for A to be the cause of B? Does it follow from Mill's definition that night is the cause of day? Explain.'' :"A is the cause of B" means that when A happens B invariably and unconditionally follows :It does not follow from this definition that night is the cause of day because that would be conditional (i.e. not unconditional) and hence does not satisfy Mill's definition. ''3 Does our everyday use of the terms 'cause' and 'effect' agree with Mill's definitions? Explain and give an example.'' :Our everyday use does not always agree with Mill's definitions, since we often don't talk about an exhaustive list of causes. For example, we might say that the cause of a man dying was the food he ate at a restaurant. This would not be the cause under Mill's definition, as there was no mention of things like the biological makeup of the man, the reasons the meal poisoned him etc.. ''4. What is the nature of the necessary connection between causes and effects, according to Mill? How does Mill's account of this differ from Hume's?'' :The necessary connection between causes and effects according to Mill consists in B following A unconditionally. For Mill, necessary connection is in the world, whereas Hume thinks that necessary connection is in the mind. ''5. Does Mill think induction by simple enumeration is always reliable, usually reliable, usually unreliable, or never reliable? Why does Mill take the position he does?'' :Usually unreliable. As you often don't have reason to believe that you know there are no instances to the contrary. ''6. What is the law of causation? What is Mill's justification for this law?'' :Every fact which has a beginning has a cause. Because knowledge of this is such that we would know of instances to the contrary. ''7. What is the method of agreement? What is Mill's justification for this method?'' :If two or more situations agree in A but nothing else, and in every case ''a'' results, then A is the cause of ''a''. Justification: By the law of causation, ''a'' has some cause. Mill assumes that ''a'' has only one cause. Hence the cause of ''a'' is something common to all the situations. So since A is the only common factor, A is the cause. ''8. What is the method of difference? What is Mill's justification for this method?'' :If ''a'' results when A is present, and ''a'' doesn't result when A is absent but the antecedents are otherwise the same, then A is the cause of ''a'' or a necessary part of the cause. Justification: by the law of causation, ''a'' has some cause. The cause of ''a'' can't be any of things present when ''a'' is absent (by the definition of cause). Therefore, A is either the cause or a necessary part of the cause. ''9. Why is it sometimes not possible to find causes by (a) the method of agreement, or (b) the method of difference?'' :(a) the method of agreement :#Different situations always have more than 1 thing in common :#We can discount circumstances we already have good reason to think are irrelevant :#But still there are so many circumstances in any situation, not all of them visible to us, that often we can't be sure there isn't some other relevant circumstance common to different situations. :(b) the method of difference :#Typical way to apply this is to do an experiment in which we change A and keep the other circumstances the same. :#However, it isn't always possible to do this :#Example of double refraction ''10. What is the joint method of agreement and difference? Under what circumstances is it appropriate to use this method rather than the method of agreement or the method of difference?'' :It consists of two applications of the method of agreement: :*First application :**We look at a variety of circumstances in which a occurs and find that the only antecedent they have in common, so far as we can tell, is A. :**The method of agreement suggests A is the cause of a. :**But it still might be that the situations have something in common other than A which is the real cause, so the conclusion is dubious. :*Second application :**We look at a variety of circumstances in which a does not occur and find that they agree in not containing A and nothing else so far as we can see. :**The method of agreement suggests the absence of A is the cause of the absence of a. :From the two applications together we infer that A is the cause of a or an indispensable part of the cause of a. :The second part makes it stronger than method of agreement :*The first part leaves open the possibility that the real cause is not A but some factor we've overlooked that is common to the situations. :*If that were true, a could occur when A is absent :*But the second application suggests this isn't so :This method can be used in some cases where the methods of agreement and difference are not usable, and to further test the right account. ''11. What is the method of residues? What must we know in order to identify a cause using this method?'' :The method :*If we subtract from a phenomenon the part that is known to be the effect of certain antecedents, the remainder of the phenomenon is the effect of the remaining antecedents. :Symbolic example :*If ABC is followed by abc, and the effect of A is a, and the effect of B is b, then the cause of c is C. :*Knowledge assumed in this example :**We must have previously determined the effects of A and B by some other method, such as the method of difference. :**We must here know that there is no antecedent besides A, B, and C that could be relevant to the effect. :Scientific example: Discovery of Neptune ''12. What is Mill's method of concomitant variations? Give an example of the use of this method.'' :If two phenomena always vary together in a particular manner then one is the cause of the other, or at least there is a causal connection between them. Example: high tide always occurs when the moon is closest, so using the method of concomitant variations one can conclude that one is the cause of the other or at least there is a causal relation between them. ''13. Could Copernicus have argued that the earth orbits the sun using any of the forms of induction recognized by Mill? Justify your answer by stating Copernicus' hypothesis in cause-effect terms and considering each of the forms of induction recognized by Mill.'' :No. Hypothesis in cause-effect terms: :Effect (m): Observed motion of the heavenly bodies relative to the earth. :Cause (M): Rotation of earth, and orbit of earth and other planets around the sun. :The method of agreement requires us to observe 2 situations where M occurs, but we can't observe M. Therefore we can't use the method of agreement. :The method of difference requires us to observe 2 situations, the first where M occurs and the second where M doesn't occur, but we can't observe M. Therefore, can't use the method of difference. :Similarly the other three methods Mill describes can't be used as they require us to observe M which we can't do (in fact, we're trying to establish M). ''14. Could Darwin have argued that species arose from natural selection using any of the forms of induction recognized by Mill? Justify your answer by stating Darwin's hypothesis in cause-effect terms and considering each of the forms of induction recognized by Mill.'' :No. Hypothesis in cause-effect terms: :Effect (n): origin of species. :Cause (N): natural selection, operating over a very long time. :Can't use any of Mill's methods because they all require one to observe N which we can't do since that's what we're trying to establish ''15. When Newton argued that the moon is kept in its orbit by gravity, did he use any of the forms of induction recognized by Mill? Justify your answer.'' :Newton argues that the force on the moon is directly towards the earth and varies inversely with the square of the distance. This is inferred from :# The line from earth to the moon traces out equal areas in equal times, and :# Apogee of the moon's orbit is stationary. :Yet none of these phenomena is really observed since Newton made deductions to adjust the data. So because he didn't just use induction, he didn't really follow Mill's methods. ''16. Explain what it means for a statement to be analytic or synthetic and give an example of each kind of statement.'' [[Image:popper-karl-01.jpg|right|120px|thumb|Sir Karl Popper (1902-1994)]] :For a statement to be analytic is has to be true due to the meaning of words. An example could be "all bachelor's are married". For a statement to be synthetic it's truth or falsity depends on facts. An example could be "Popper was a bachelor". ''17. State Popper's argument that induction is unjustified.'' :Argument: :#To justify induction we must establish a principle of induction. :#This principle must be synthetic and universal. :#Any attempt to justify the principle of induction would use induction. :#So the attempt to justify induction leads to an infinite regress. ''18. State one similarity and two differences between Popper and Hume on induction.'' :They are similar in that they both argue that induction is unjustified. :They are different in that: :#Hume says we should still use induction whereas Popper says we should not, and :#Hume argued that to use induction we must assume that the future resembles that past. Popper says that we must assume something, but not necessarily that the future resembles the past. (So Popper's criticism of induction could be used against Laplace's theory of succession but Hume's criticism could not.) [[Image:Bobbyclark.jpg|right|120px|thumb|Mathematician Robert Clark (looking cool)]] ''19. Compare and contrast Popper's view of scientific method with the method of hypothesis (as advocated, for example, by Descartes).'' :His method is like the method of hypothesis because it begins with a hypothesis from which testable predictions are deduced and then are tested, but it differs in its verification. In the method of hypothesis, if the tested hypotheses are shown to verify the theory, the theory is taken as likely to be true, but Popper says that positive results don't give us any more information or more reason to believe the theory is true. His method results on the resistance to falsification. ''20. What are Popper's requirements for an acceptable theory in empirical science? Explain what each requirement means.'' :His requirements are that it must be: :#Synthetic: relies on facts to say whether it is true or false :#Falsifiable: inconsistent observation :#Corroborated: the theory has been tested and has passed the tests. ''21. What is Popper's reason why only tested theories are acceptable in science? Is this consistent with other things popper says? Explain.'' :Otherwise one would not know if the theories corresponded to the facts of the world. No this is not consistent with other things he says since passing a test doesn't add anything to a theory because multiple verification don't compile since he doesn't accept induction. ''22. What is the methodological rule that Popper uses to ensure that theories can be falsified? Why is a methodological rule needed?'' :We only modify a hypothesis if the modified hypothesis creates new and testable predictions. Needed because deductive logic is not sufficient because it only shows whether one auxiliary hypothesis is wrong. ''23. Can Popper's scientific method ever require a true theory to be regarded as false? Explain.'' :Yes it can. If counterevidence seems to falsify a hypothesis and an auxiliary hypothesis is regarded as untestable, then Popper's method falsifies they hypothesis. ''24. On Popper's theory of science, is science any better than reading tea leaves as a way to find the truth? Explain.'' :No it's not. For Popper verification doesn't show confirmation of give any indication of probability. Theories also cannot be falsified or even probably doubtable. ''25. State a similarity and a difference between the following statements: (a) e logically implies h (b) The degree to which e confirms h is r'' :Each of the statements is actually a logical statement, which means that applicability of the statement does not depend on empirical data. These statements differ in that in part a) e logically implies h, meaning it is logically impossible for h not to be true; in part b) there is confirmation of h only to a certain degree, thus it is logically possible for h not to hold. ''26. What does Carnap mean by 'probability<sub>1</sub>' and 'probability<sub>2</sub>'? Are propositions involving these concepts analytic or synthetic, according to Carnap? What kind of things are related by these two kinds of probability?'' :Carnap believes that there are two types of probability: probability<sub>1</sub> and probability<sub>2</sub>. probability<sub>1</sub> is conceptualized as a logical concept that relates propositions or sentences, and is concerned with degree of confirmation. Probability<sub>2</sub> is a factual concept that relates classes of things. Probability<sub>2</sub> also concerns relative frequency in the long run. Though I don't have notes on the matter, conceptually probability<sub>1</sub> seems to be analytic whereas probability<sub>2</sub> seems synthetic. The distinction between 'logical' and 'factual' seems to coincide with the very distinction between analytic and synthetic. Please correct me if I am wrong. ''27. Give an example in which the probability<sub>1</sub> of a coin landing heads, given the available evidence, is different to the probability<sub>2</sub> of the same coin landing heads.'' :Consider a 2-sided trick coin, that is such that it has two identical faces. Here, probability<sub>2</sub> is either 1 or zero depending on the face that is represented on this coin. Probability<sub>1</sub> is ½, since it is know that this coin has two sides with the same face, but it is not know what face that is. ''28. Was Laplace talking about probability<sub>1</sub> or probability<sub>2</sub>? Justify your answer with reference to Laplace's principle of indifference and his statement that probability is relative to our knowledge.'' :Laplace was tallking about probability<sub>1</sub>. Because the principle of indifference says that when we have no reason to believe one alternative over the other then those alternatives are equally probable. If they're equally probable given our evidence (probability<sub>1</sub>), then that's plausible. But if these alternatives happen equally often in the long run relative to what we know (probability<sub>2</sub>) then that's crazy. :Saying that probability given our evidence (probability<sub>1</sub>) is relative to our knowledge makes sense. Saying that things happen equally often in the long run (probability<sub>2</sub>) relative to our knowledge is crazy. ''29. What is deductive logic about, according to Carnap? What is inductive logic about?'' : Deductive logic studies logical implication. Inductive logic studies degree of confirmation (which is probability). They are both logical relations, whether they hold is analytic, not synthetic. ''30. What is primitive psychologism in logic? Does Carnap agree with primitive psychologism? State two reasons Carnap gies for his position.'' :Primitive psychologism holds that logic is about how people actually think. Carnap disagrees with this because: :#Logic would be part of psychology, and accordingly could be investigated empirically. :#Logical laws would be false. ''31. What is qualified psychologism in logic? Does Carnap agree with qualified psychologism? State a reason Carnap gives for his position.'' :Qualified logic holds that logic is about correct or rational thinking. Carnap objects to this as he thinks the reference to thinking is superfluous. ''32. How can induction be justified according to Carnap? What is Carnap's basis for claiming that this justification is not circular?'' :Carnap asks if we can justify a man acting in accordance with probability<sub>1</sub>. :Justification: :1.If x acts in accordance with probability<sub>1</sub> and the world is probably<sub>1</sub> highly uniform, then x will probably<sub>1</sub> be successful in the long run. :2.The world is probably<sub>1</sub> highly uniform. :Therefore 3. If x acts in accordance with probability<sub>1</sub>, then x will probably<sub>1</sub> be successful in the long run. :Carnap claims that this justification is not circular because Premise 2 is an analytical claim, not synthetic. ''33. What is an effective procedure?'' :A procedure which has rules that uniquely determine each step, and the solution has a finite number of steps. ''34. Is inductive reasoning less subject to effective procedures than deductive reasoning is, according to Carnap? Justify your answer by stating the kinds of problems for which each kind of logic does and does not provide effective procedures.'' :No, it is not less subject to effective procedures. To find a conclusion, there is no effective procedure in deductive ''or'' inductive logic. To examine a result there is no effective procedure in deductive ''or'' inductive logic. However, to examine a proof, there is an effective procedure in deductive ''and'' inductive logic. ''35. Why are creativity and intuition needed in inductive reasoning? Does it follow from this that there cannot be exact rules of inductive logic? Justify your answer (for example, by making a comparison with deductive logic).'' :Because there are problems of inductive logic for which there are no effective procedures so one must use creativity and intuition. It does not follow because in deductive logic we observe that even if there exists an effective procedure for a subject, it does not necessarily become mechanical. You need to use creativity and intuition to reach a conclusion. ''36. The “four-color theorem” states that four colors are sufficient to color a map so that regions with a common boundary are colored differently. For a long time mathematicians were unable to either prove or disprove this theorem but in 1976 it was proved using a computer.'' ''(a) Which of Carnap’s three kinds of problems was the computer being used to solve?'' :Examining the results ''(b) Computers follow mechanical rules. So is the fact that a computer proved this theorem a counterexample to Carnap’s claim about the need for creativity and intuition in this kind of problem? Why, or why not?'' :No, the computer only works for a specific case, whereas an effective procedure has to work in every case. In this situation, the computer only works in this specialized case. ''37. Do good scientists follow Popper’s rules of scientific method? Support your answer with an example.'' :'No, Newton did not form a new auxiliary hypothesis when he found an anomaly in his theory concerning the calculated and observed movement of the moons apogee. This anomaly was resolved in 1750, and was due to using the wrong mathematical approach. Newton followed Popper's method, his theory would have been wrongly abandoned.' ''38. What must happen in order for scientists to give up a paradigm, according to Kuhn?'' [[Image:kuhnimage.jpg|right|120px|thumb|Thomas Kuhn (1922-1996)]] :The following must happen for a paradigm to be rejected: :#The anomalies must be severe and prolonged, resisting all attempt to deal with them. (This causes a sense of crisis.) :#These must be a better alternative paradigm. ''39. Can the following claims of Kuhn be explained in terms of what is probable given the evidence? Justify your answers.'' ''(a) Anomalies normally don’t cause a paradigm to be abandoned.'' :Since it's a paradigm, it's a hugely successful theory, and there is so much evidence to support it that it is probably correct. Hence, since anomalies are probably mistakes, they normally don't cause a paradigm to be abandoned. ''(b) Severe and persistent anomalies cause a sense of crisis.'' :Initially one would say the anomaly is due to a mistake, however if they become severe and persistent it becomes clear that there is a bigger problem. It becomes probably that something is deeply wrong - i.e. something about the paradigm is not right. ''(c) Paradigms are not abandoned without a better alternative.'' :The paradigm has been enormously successful, so will probably continue being be very useful. So despite the severe and persistent anomalies there must be some truth to the paradigm. It does not make sense to change to a theory that's not at least as good. ''40. What is Kuhn’s argument for his claim that debate between proponents of different paradigms must be circular?'' :P1: Paradigms contain not only theories but also standards that a scientific work must meet. :P2: Different paradigms have different standards as well as different theories. :So, debates between proponents of different paradigms is necessary circular since each proponent will use different standards. ''41. What is a historical example that Kuhn uses to illustrate his claim that debate between proponents of different paradigms must be circular? Does this example support or contradict Kuhn’s claim? Justify your answer.'' :Kuhn's example contradicts his claim/argument. He uses a comparison between Newton and Descartes - allegedly two paradigms with different standards - but Newton's paradigm did not adopt different standards than Descartes. Newton himself believed in Descartes' standards as he searched for a mechanical explanation for gravity. So this example contradicts P2 of his argument. ==Exam Questions 2 Answers== ''1. Was Copernicus using what Bacon calls the method of anticipation of nature, or the method of interpretation of nature, or something else? Justify your answer by explaining the method Copernicus used and how it differs from the other method(s).'' :Copernicus was using a different method to Bacon's. Copernicus' method is as follows: # Start from a hypothesis and from that make a deduction. # Make suitable observations to test the deduction. # If the phenomena observed fits the deduction then this gives reason to believe the hypothesis. If the phenomena does not support the deduction then one should doubt the hypothesis. :This method differs from Bacon's because: # The hypothesis does not have to be (but can be) arrived at by induction; and # The hypothesis is not taken as fixed (as a general axiom is) - if there is evidence to show it is incorrect, then reject it. ''2. What does Bacon say needs to be done to determine whether it is the earth or the heavens that rotates once per day? Did Copernicus do this?'' :Bacon said that you needed to show that the earth or heavens has the form/nature of spontaneous rotation, using tables to find them. Copernicus didn't do this (i.e. he didn't use tables) so could not discover this form. ''3. What did Bacon propose as a crucial instance for determining whether it is the earth or the heavens that rotates once per day? Is this really a crucial instance? Could Bacon reasonably have thought that observation might give the result he says would prove the earth is stationary? Explain.'' :Bacon purposes that if we observe simlilar east to west motion in the heavens as we observe in the sea such that the nearer the planet is to the earth the slower the motion and further away the faster the motion. The fastest of all being the starry sphere. If all this is observed than we should accept the earth as fixed and take the heavens as moving. :Not a real crucial instance because the movement observed is relative to the earth. :Bacon could not reasonably have thought this because his crucial instance would be impossible to observe (i.e. Venus and Mercury appear to orbit the earth in the same period as the sun even thought they are different distances from the earth.) ''4. (a) What does Descartes (in the first page of his "Letter from the author") say is needed for knowledge to be perfected? (b) What is this first condition he says principles must satisfy? (c) How does what Descartes says here differ from Aristotle? :(a) Knowledge must be deduced from principles. :(b) The principles must be so clear and evident that they can't be doubted when attentively considered. :(c) Aristotle used induction and dialectic whereas Descartes didn't. Induction and dialectic are doubtable so Aristotle's principles don't meet the first condition that Descartes says principles must satisfy (i.e. that they must be so clear and evident that they can't be doubted when attentively considered. ''5. What is the first principle of Descartes' philosophy? What is his argument for it?'' :First principle is existence of his own mind. Argument: because if you try to doubt it (i.e. attentively consider it) then you must have a mind because you are able to doubt it. ''6. What is the argument that Descartes gives for the existence of a perfect being? Is the argument valid? Explain. :P: The idea of a perfect being includes existence :C: So a perfect being exists :Not deductively valid. Since what really follows from P is that if a perfect being exists then it exists. ''7. Having established (a) the existence of a perfect being, Descartes argues that it follows that (b) we cannot be mistaken about the things of which our mind has a very clear and distinct perception. Explain fully Descartes' argument that (b) follows from (a).'' :Because perfect being created my mind, he would be a deceiver if what I clearly and distinctly perceive could be false. The perfect being is not a deceiver (since he is a perfect being) :Therefore, we cannot be mistaken about things our mind perceives. ''8. Descartes said that his theory of vortices, and his theories about the invisible parts of bodies, could be false. Would he say that if he had got them by following the methodology that, at the beginning of Principles of Philosophy, he said should be followed? Explain.'' :No, the methodology should be to start from undoubtable principles and deduce things that must be true. For Descartes' to say that these theories may not be true, must mean that he didn't follow this methodology. ''9. What is an argument that Descartes gives for saying that his theories about the invisible parts of bodies could be false?'' :If you consider two clocks from the outside that appear the same, they could be very different on the inside (i.e. a different mechanism). God could make the world in more than one way that appear to be the same to us ''10. Descartes claimed that his theories about the invisible parts of bodies were "morally certain". What does this mean? How did Descartes argue for this claim?'' :Something morally certain, is something that could be wrong, but practically certain to be right. It's something that we can rely on, but we don't know to be true, such as the claim that the building we are in is going to still be standing in the next 5 minutes. Descartes argues that it explains so many things that it would be amazing if 1 hypothesis to explain so many things turned out to be wrong (he used the example of the coded letter during class). ''11. Descartes gives an argument that his theory of vortices, and his theories about the invisible parts of bodies, are absolutely certain; but in each case he soon backs away from the argument. What is the argument? Is the argument a good one? Explain.'' :He says that these theories are hypotheses that could be wrong. However he says they are morally certain (i.e. sufficiently certain to be relied on for practical purposes). He then moves on to say that they are absolutely certain because they seem more than morally certain and God is not a deceiver. Descartes backs away from the argument. The arguement is not a good one as Descartes used the method of hypothesis instead of deducing from first principles. The method of hypothesis is fallible since if we reached conclusions from that method God would not be deceiving us. ''12. In each of the following pairs, explain the difference between the relative and absolute concepts. Support your explanation with an example.'' ''(a) Relative and absolute time'' ''(b) Relative and absolute space'' ''(c) Relative and absolute motion'' :(a) Relative time is time measured relative to perceptible motion. Absolute time flows at the same constant rate. Relative time could be that measured by a clock. No example of absolute time. :(b) Relative space is space defined relative to perceptible objects. Absolute space is fixed and not perceptible. Relative space example could be the space four walls of a room. Absolute space is imperceptible so there's no example. :(c) Relative motion is motion with respect to relative space. Absolute motion is motion with respect to absolute space. Relative motion example could be someone walking who is moving with respect to someone sitting down. That person sitting down is experiencing absolute motion. ''13. A stone is thrown horizontally and eventually falls to the ground. Explain how Newton's laws of motion imply that there is a force acting on the stone after it has been thrown, and the direction of this force. (Assume that the earth is at rest.)'' [[Image:Newton01.jpg|thumb|120px|Isaac Newton (1643-1727]] :The stone is not exhibiting uniform motion which implies by the first law that there's a force acting upon it. That change of motion is in the direction of the force applied to it (by the second law) which is towards the centre of the earth. ''14. A magnet and a piece of iron are floating in separate dishes in a basis of water. The magnet is twice as heavy as the iron. The iron has acceleration a towards the magnet. Use Newton's laws of motion to determine the acceleration of the magnet; indicate which laws you are using and where they are used. '' :Acceleration of the magnet is half that of the iron. From the second law that states F=ma, and the third law that says the forces acting are equal and opposite, we can calculate the acceleration of the magnet. Let a= acceleration of magnet, m = mass of magnet, b = acceleration of iron, n = mass of iron. So F = b2m and F = ma. Solving gives 2b=a, so b=0.5(a) ''15. According to Newton, what is the direction of the force that keeps the moon in its orbit? From what does Newton deduce this? '' :The direction of the force is towards the centre of the earth. Explanation: the moon traces out an equal area of its orbit in equal period of time (phenomenon 6). ''16. According to Newton, how is the force on the moon related to the moon's distance from the earth? From what does Newton deduce this?'' :Force on the moon is proportional to 1 / (distance)^2 . This is derived from the assumption that the apogee is stationary. ''17. Explain how, after establishing the properties of the force that keeps the moon in its orbit, Newton goes on to argue that this force is gravity. Say where Newton's rules of reasoning are used in this argument.'' :Using that force is proportional to 1 over the distance squared, Newton compares the acceleration of moon at the earths surface to the acceleration of the moon at its usual distance. We observe then that: a_s/a=d^2/d_s^2. Thus, we see that the acceleration of the moon at the earth's surface is the same as another falling body on the earth's surface. Using the first and second rules of reasoning there is then no reason to assign any new causes to the observed phenomenom. Thus, Newton draws the conclusion that the force that keeps the moon in orbit is gravity. ''18. Explain how, after arguing that the moon is kept in its orbit by gravity, Newton goes on to argue that all planets have gravity. Say where Newton's rules of reasoning are used in this argument. '' :We observe that the moons of other planets behave similarly to the moon of Earth. By Newton's second rule of reasoning we should assign the cause of such behavior to these planets having gravity. The planets Mercury and Venus have no moons but are similar to the bodies of other planets. Therefore, by Newton's third rule of reasoning all planets have gravity. ''19. How did Newton argue that the center of gravity of the solar system is at rest? How does it follow from this that the earth moves?'' :Hypothesis 1: The centre of the solar system does not move. If the centre of gravity of the solar system moved, then it would move in a straight line at constant velocity. If the centre of gravity moves in a straight line at constant velocity, then the center of the system moves (by any reasonable definition of centre). Since the centre does not move (hyp 1), the centre of gravity of the system does not move (prop 11) :The earth moves: the centre of gravity of the ss is at rest (prop 11), and the sun is always close to that (prop 12), so it is nearly true that the sun is at rest. The earth moves a lot relative to the sun, so therefore the earth really moves. ''20. (a) When Newton said that "hypotheses... have no place in experimental philosophy", did he mean that hypotheses should not be stated? Justify your answer with at least one reference to Newton's writings. (b) Did Newton accept the method of hypothesis? What was his reason?'' :(a) No he didn't mean that they should never be stated since he stated hypotheses. E.g. hypothesis 1. He must mean that he isn't making a hypothesis about the cause of gravity. :(b) He rejects the method of hypothesis because he thinks that for every phenomenon there are multiple hypothesis to explain it. ''21. According to Newton, what is the right way to establish causes and general laws in science? Did Newton follow this method when he argued that the moon is held in its orbit by gravity? Justify your answer to the latter question.'' :According to Newton the right way to establish causes and general laws in science is to start from phenomenon and from this infer through induction causes and then the most general causes. Newton did not follow this method. In phenomenon 6 accounts for the inconsistency of what is observed by applying what he sought to prove (i.e. that the moons motion is affected by the sun). ''22. Why does Hume think that any justification for belief in unobserved matters of fact must assume the future will resemble the past? Your answer should state the other kinds of justification that Hume recognizes and explain why they are not possible in this case; it should also explain how belief in a matter of fact that has not been observed could be justified by assuming the future will resemble the past. '' :An unobserved matter of fact cannot be based on intuition, demonstration, or perception. They (intuituion, demonstration, perception) are not possible because they are logically necessary, whereas a matter of fact is not. We must base our beliefs about the future on our past experience. ''23. State Hume's argument for his claim that our beliefs about unobserved matters of fact are unjustified.'' :Matters of fact aren't known by perception. Experience and future will resemble the past. So circular argument and unjustified. ''24. What is Hume's skeptical claim about matters of fact that we have not observed? Did Hume think it is sensible to take past experience as a guide to the future? Justify your answer to the latter question.'' :Skeptical claim: matters of fact that we have not observed are not justfied. Hume would say that it is sensible to take past experience as a guide to the future. Justification: Hume says: "And no none but a fool or a madman will ever pretend to dispute the authority of experience..." pg 36 book. NQ 183 ''25. According to Hume, what causes us to have the beliefs we do about matters of fact that we have not observed? Give an example that illustrates how this cause operates.'' :Custom or habit makes us have the beliefs we do about matters of fact. For example, the fact that the sun rises everyday gives us confidence that the sun will rise and we fall into the habit of anticipating that it will. ''26. Hume's investigation of the concept of causation involves looking for where we could get an impression of necessary connection. (a) Why is necessary connection relevant to causation? (b) Why does Hume think we must have an impression of it? (c) What does he hope to achieve by finding that impression?'' :(a) because it is usually thought that if C causes E then there is a necessary connection between C and E. :(b) assumes necessary connection is a simple idea. And simple ideas are copies of impressions. :(c) if you can find that impression, Hume hopes it will be possible to clarify and make less obscure the simple ideas. ''27. What is the impression that gives rise to our idea of necessary connection, according to Hume? What causes us to have this impression?'' :It's an impression of reflection that when we see A we expect B which is our idea of necessary connection. This impression is caused by repetition of the same things observed. ''28. Does Hume think it is true that if C causes E then there is a necessary connection between C and E? Explain.'' :No he doesn't think there's a necessary connection. Because it's an idea in the mind. ''29. What is probability, according to Laplace? Is the probability of an event the same for everyone? Why, or why not?'' :Probability of an event = (number of favorable cases) / (number of possible cases) where the cases are all equally possible. :Not the same for everyone because if you know that there are fewer possible cases, then the probability of an event is higher. ''30. Suppose A, B, and C are three urns of which one contains only black balls and the other two contain only white balls. What is the probability that a ball drawn from urn C will be black'' ''(a) for a person who has only the information stated?'' ''(b) for a person who also knows that A contains only white balls?'' ''(c) for a person who also knows that A and B contain only white balls?'' :(a) 3 equally probable cases. 1 favorable case. :probability = 1/3 (show the formula) :(b) With the knowledge that A contains only white balls that means there are only 2 possible cases where the outcome is unknown. So prob. = 1 / 2 :(c) After eliminating non favorable cases, left with 1 possible and 1 favorable case. so probability = 1 / 1 = 1 ''31. Suppose that the possible causes of effect E are C1,...,Cn. State a formula for the probability of C1 given E; do not assume that the causes are equally probable a priori. '' :see notes. ''32. State the law of likelihood and give a proof of it. '' :see notes. ''33. Did the evidence available to Ptolemy and Copernicus support Copernicus' claim that the planets orbit the sun over Ptolemy's claim that they orbit the earth? Justify your answer by applying the law of likelihood to at least two specific pieces of evidence.'' :E = the observed planetary motion :P = Ptolemy's claim that sun & planets orbit the earth :C = Copernicus' claim that earth and other planets orbit the sun :Facts about E - :1. Mercury and Venus never get far from the sun. This must be true given C. It doesn't have to be true given T. :2. Superior planets are closest to the earth when in opposition to the sun. This must be true given C. It doesn't have to be true given T. :So P(E|C) is greater than P(E|T) , so E supports C over T ''34. State Laplace's rule for the probability that a future event F will occur, given that event E has been observed.'' :If C1.... Cn are the causes that might be operating, and if we have observed event E the probability of some future event F is :P(F|E) = P(F|C1)P(C1|E) + ... P(F|Cn)P(Cn|E) ''35. What is Laplace's rule of succession? What does Laplace assume in order to derive this rule?'' :If you know nothing about the chance of an event happening except that so far it has occurred n times in a row, the probability it will happen next time is (n+1)/(n+2) :To derive this rule, Laplace assumes (1) the event has some chance of happening between 0 and 1. (2) All possible values of this chance from 0 to 1 are equally probable a priori. (3) the 6th and 7th principles of probability. ''36. Hume said that our conclusions about unobserved matters of facet "suppose, as their foundation, that the future will resemble the past." Does Laplace's use of probability theory support or contradict this claim of Hume's? Explain.'' :Laplace's theory contradicts Hume's claim as Laplace makes no assumption that the future resembles the past, like Hume says you would have to do to make conclusions about unobserved matters of fact. In fact, Laplace says that it's possible the future doesn't resemble the past. ''37. One of Darwin's arguments that species have been produced by natural selection is based on the experience of breeders. Explain the argument.'' :Artificial selection has produced large changes in species (he refers to selective breeding in England). There is a comparable process of natural selection. So, we should expect species to be modified by natural selection. :Contrary to what people thought at the time, artificial selection does not seem to be limited in what it can do. Since natural selection can work more effectively and over a much larger period of time than artificial selection, it is probable that the modifications produced would eventually be so great that we would call the result a new species. [[Image:Charles and William Darwin.jpg|thumb|120px|Darwin in 1842 with his eldest son, William Erasmus Darwin]] ''38. Darwin argues that there is no sharp distinction betwen species and varieties. Supposing this is correct, does it support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood.'' :E = no sharp distinction between species and varieties. :N = species arose by natural selection :C = species were independently created :P(E|N) is high. This is because there is a divergence from 1 species into varieties and then species. This is a gradual process between species and varieties so there exists no sharp distinction. This must be be the case with natural selection. :P(E|C) is low. There is no reason why E has to be true. :So by the law of likelihood, E supports N over C. ''39. What does it mean for parts of organisms to be homologous? Give an example of parts of different species that are homologous with one another.'' :Homologous means that the parts of the organisms have the same structure. Example: bone structure of the arm of a man, and leg of a horse are similar and therefore homologous. ''40. Do the observed homologies between different species support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood. '' :H = different species have homologous parts that are used for very different purposes. :N = species arose by natural selection :C = species were independently created :P(H|C) is low. There is no reason why organs should be homologous. Surely if species were created, they would be better (e.g. a horse's leg that doesn't break). :P(H|N) is high. You would expect to see this if all species developed from a common ancestor with parts adapted over time. :So by the law of likelihood, H supports N over C. ''41. Does the similarity of embryos of different species support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood. '' :E = embryo's of different species are similar in structure. :P(E|C) is low. No reason to expect this - why would embryos have 'gills' which are not required. :P(E|N) is high. Organism adapts in later states of life, so it doesn't matter than an embryo has 'gills' so the embryo can be unchanged. :So by the law of likelihood, E supports N over C. ''42. Does the existence of rudimentary organs support natural selection over independent creation as the origin of species? Justify your answer using the law of likelihood.'' :R = many species have rudimentary organs. :P(E|C) is low. Since there's no reason to expect this phenomenon. Why create beetles with wings that don't work. :P(E|N) is high. Since changes are small you would expect to find rudimentary organs since ancestors have the same organs. :So, by the law of likelihood, R supports N over C. [[Category:Philosophy]] 7025 78479 2007-01-19T06:24:09Z 76.185.92.19 /* Department description */ ==Department description== Lore is defined as the knowledge gained through tradition or anecdote. The lore of plants has long been an integral part of our lives. It has influenced our cuisine, medicine, and religion. Processing of raw plant materials into a myriad of forms has become the norm, a practice which has become so extensive people a cultural amnesia about the plant-based origin of many products has developed. For instance, how readily can you connect a pill to a plant? Frequently, pharmacueticals derive their active ingredients from plant sources. ==Department news== * '''October 4th, 2006''' - Department founded. ==[[Portal:Learning Projects|Learning Projects]]== *Medicinal & Edible Plants ===Degree plans=== ==Active participants== sonicbiology The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 7026 77360 2007-01-16T23:40:03Z Mystictim 626 added welcome and expand {{welcome and expand}} ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** No prerequisites. * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Major Portal]]: [[Portal:Life Sciences|Life Sciences]]''' * '''[[Wikiversity:Schools|School]]: [[School:Plant_Sciences|Plant Sciences]]''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== '''Putting Plants in Context''' History. Understanding the transition from plant medicine to pharmaceuticals. Anthropology. Becoming aware of other cultures' medicines. Research. Assessing the current research on medicinal plants. Sociology. Examining the beliefs of the medical community about medicinal plants. '''Practical Matters''' Botany. Developing a basic botanical knowledge-base. Identification. Special focus on identifying plants of medicinal and nutritional value. Practice. Making connections between illnesses and plant-based treatments. Craft. Understanding how to prepare & use plants. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:Botany| Botany (via Wikibooks)]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==Resources== [http://www.ars-grin.gov/duke/ Jim Duke's Phytochemical & Ethnobotanical Databases] Includes an ethnobotanical database searchable by use or by plant name, which will give the medical uses of the plant. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 7029 76028 2007-01-14T23:09:52Z Historybuff 5228 {{stub}} '''Cryptography''' is the [[School:Mathematics|mathematical]] and [[School:Computer Science|computational]] study of information security; in particular the study of methods used to transmit information securely between two or more parties, unreadable by unauthorized eavesdroppers. Cryptography finds many applications in the modern world, eg. protecting online logins, smart card protocols, email privacy, confidential documents, and so on. ==Fundamentals== Usually, to protect information from being revealed, a person will attempt to render the information unreadable by anyone without some secret information. This process is called '''encryption'''. The original data is usually called the ''plaintext'', while the resulting scrambled data is called the ''ciphertext''. The secret information can take the form of a password, a number, a file, etc. and is usually called the ''key'' (as it can "unlock" the hidden data). Any authorized party should be able to, given a ciphertext and its secret key, reconstruct the original information, in a process known as '''decryption'''. This allows several parties to transmit information securely using a shared secret key. There are many different methods to perform encryption, varying widely in simplicity and security. These methods are usually called ''ciphers''. Much of cryptography is also devoted to the opposing field of '''cryptanalysis''', the act of trying to "break" a cipher so that encrypted information can be retrieved, using only part or none of the secret key, by an adversary. The continuous feedback between cryptographers, who develop ciphers, and cryptoanalysts, who break them, has led to the development of many advanced and secure ciphers used today. Lessons: * [[Substitution Algorithms]] * [[Caesar Cipher]] * [[Permutation Algoritms]] * [[Block Ciphers]] * [[Data Encryption Standard]] [[Category:Computer Science]] 7030 32498 2006-10-06T11:02:02Z JWSchmidt 20 [[Category:Plant Sciences]] [[Category:Plant Sciences]] 7033 32969 2006-10-08T00:59:33Z Rayc 57 image [[Image:Viola.JPG|right|200px]] The viola is rather similar to the violin, but the body of the instrument is slightly larger and the tone is more mellow. While the viola may not appear in the limelight as often as the violin, it plays an important but subtle part in any musical ensemble, countering the melodies with its richer, deeper harmonies. Unfortunately, violists are usually considered the 'joke' of the orchestra, and often endure harsh rejection from fellow musicians. ==History of the Viola== ===Classical Periods=== Violas endured a long period of near-muteness during the Baroque period (1500-1600). Composers felt that the instrument was awkward and clumsy. During the 1800's, however, classical musicians such as Gluck recognised the muscial value violas offered orchestras and composed many viola solos. ==Playing the viola== === Rudiments === Good posture is as important for the viola as it is for the violin. The bow is held in the right hand, the violin in the left. The fingers should be curled gently over the top of the neck of the instrument. ===Strings of the Viola=== The strings of the viola are in perfect fifths - from highest to lowest, A, D, G and C. ===Fingering=== # First finger - index finger # Second finger - middle finger # Third finger - ring finger # Fourth finger - little finger ===Positions=== The first basic three notes upon a single string, using the first, second and third positions make up first position, e.g. E, #F, and G on the D string. If the hand moves up one note, so that the first finger is now on #F, this is called second position, and so on. Positions aid the violist in reaching higher notes upon the string, or using vibrato on what usually would have to be an open string. There are eight positions in total. ===Bowing=== The bow should be drawn so that it is approximately parallel to the bridge. Beginner violists should practise bowing clear, resonant notes - making sure that they are not bowing two notes at the same time. Violists need to bow more firmly than violinists, given the thicknesses of the strings. ===Practice Techniques=== Beginner violists should remember that music practises need to be regular. Twenty minutes a day, five days a week, is a good way to start. Remember, these sessions need to be lengthened with the difficulty of the playing standard. ==Links== *[http://en.wikipedia.org/wiki/Viola Viola on Wikipedia] ==See Also== This page was requested at [[Wikiversity:Requests]] [[Category:Music]] 7036 45108 2006-11-13T03:15:43Z Rayc 57 stupid p <center>[[Portal:Humanities|Humanities]] > [[School:Language and Literature|School of Language and Literature]] > [[Topic:Literary Studies|Department for Literary Studies]] > [[Portal:Writing Center|Writing Centre]]</center> ==Plans for the project== The idea behind this project is to write a play, starting with a monologue and gradually re-writing it into a dialogue. One new character will be added with each re-write and, in this manner the script will eventually be fleshed out into a full play. So the key would be to start with a really good monologue. Here is a point to ponder, however: if we use a pre-existing, copyrighted monologue as a starting point, will we be violating the copyright? Since the final product will be vastly different from the original text, this may be permissable, but on the other hand, the original text may still be there - word for word - but simply spread out throughout the script. Also, is the copyright on the actual text alone? Or does it include the ''idea'' behind the text as well (ie. would paraphrasing the original piece still be violating the copyright)? Do you have some specific examples of "pre-existing, copyrighted monologue" that you might want to use? I see there are some texts available under free licenses such as [http://play.org/screenplay/OutOfTheBlue Out Of The Blue] by Daniel Joseph Pezely by which is under [http://creativecommons.org/licenses/by/2.0/ this license]. You can search for more at [[http://creativecommons.org/text/ Creative Commons]]. There is also [[Wikiversity:Copyrights|GFDL]] text at [http://novelas.wikia.com/ the fiction wikia]. [[Category:Learning projects]] [[Category:Language and Literature]] 7037 80806 2007-01-25T00:59:13Z JWSchmidt 20 from [[Portal:Medianew]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] [[Category:Wikiversity portals]] 7038 32552 2006-10-06T16:26:11Z Cormaggio 8 All material and categories relating to [[Portal:Media|media]] 7040 77234 2007-01-16T20:03:13Z JWSchmidt 20 [[Category:Engineering and Technology]] == Petroleum and Natural Gas Engineering == '''What is Petroleum Engineering''' Petroleum Engineering is the branch of the engineering sciences that deals with the economic production of hydrocarbons within the earth. Petroleum engineers are employed primarily by energy corporations to design wells and measures to get hydrocarbons from the earth and deliver them to market. Petroleum engineers are also involved in the exploration and estimation of hydrocarbons in the ground. [[Drilling Engineering]] - The discipline that deals with the design and operational aspects of drilling operations that aim to access the underground hydrocarbon (crude oil and gas) reserves. [[Production Engineering]] - The discipline that deals with the operation, troubleshooting and optimization of producing oil or gas wells; and design and operation of facilities for production and transportation of oil and gas. [[Reservoir Engineering]] - The discipline that is concerned with the quantitative estimation of underground reserves of hydrocarbons, as well as understanding the model of reservoir so that optimum exploitation scheme can be used. The above disciplines supplement the geoscience discipline that attempts to understand and map subsurface hydrocarbon containing structures. Traditionally, petroleum engineering has focused on the exploration and exploitation of naturally occurring oil and gas reservoirs. However, due to the increasing demand for hydrocarbons, the production of hydrocarbons from other fossil fuels or sources is also getting increasing attention. Examples of such alternative sources are hydrocarbons from coal, biomass, solid waste, etc. Further, hydrocarbons can be obtained from coal in several ways: The naturally occurring methane gas in coal beds can be produced through boreholes, the mined coal can be subjected to various reactions to produce liquid or gaseous hydrocarbons, deep coal deposits that are difficult to mine are subjected to gasification, etc. [[Category:Engineering and Technology]] 7041 49288 2006-11-27T08:23:18Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7042 67441 2007-01-06T23:48:45Z First Harmonic 3136 Mechanics is the study of objects in motion. Mechanics is normally limited to a small number of large slow objects, as opposed to statistical mechanics (see [[Study guide:Statistical mechanics]]) which deals with a large number of objects, [[relativistic mechanics]] which deals with objects moving near the speed of light and quantum mechanics (see [[Study guide:Quantum mechanics I]]) which deals with objects more or less the size of atoms (or smaller). Mechanics encompasses the topis of [[Motion - Kinematics]] and [[Motion - Dynamics]]. Usually a course concerning mechanics starts with [[Motion - Kinematics]] ==Work== In order for any object to accelerate, work must be applied to the object. ==Momentum== Momentum is the product of mass and velocity. [[Category:Physics]] 7043 49287 2006-11-27T08:23:10Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == v = slope of area == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7044 49286 2006-11-27T08:22:53Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} == Summary == v = slope of area == License == {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7045 32586 2006-10-06T21:22:41Z Xharze 1818 Redirecting to [[Basic kinematics]] #REDIRECT [[Basic kinematics]] 7046 33780 2006-10-10T10:17:16Z Sebmol 14 linkfix <center><big>Welcome to the Wikiversity '''Institute of Condensed Matter Physics'''</big></center> <center>''Part of the [[School:Physics|School of Physics]]''</center> Condensed Matter Physics plays an important role in many of the technological and physical advances that have improve our life standarts. Condensed matter physics gives us the transistor, laser, optical fibers, IC, superconducting magnets and many more advances. This institute is believed to have an important role to teach and learn condensed matter and material based courses and projects ==Subdivisions and Departments== *Theoretical studies **Ab-initio calculations **[[DSG|Semiconductor Simulations]] **Physics and Applications of Mesoscopic Systems **Quantum Computations **Low Dimensional Physics **... *Experimental studies **Metamaterials **Semiconductors **Superconductivity **Magnetoresistivity **Nanomechanics **... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). *[[User:Sblisesivdin|SBL]] - Physics engineer, PhD student of physics. ==Institute news== * '''October 7, 2006''' - Institute founded! ==Degree plans== [[School:Physics/Bachelor of Science]] - This is intended as a "howto guide" which will let you get an accreditted degree in physics that would make you eligible for physics graduate school admission. == [[Portal:Learning Projects|Learning Projects]] == * ... ==Lesson plans== *Introductory physics :*[[Introduction to physics]] ==Study guides== :* ... ==Research projects== * [[Eureka_Device_Simulator_Project|Eureka: 2D Semiconductor Device Simulator Project]] ==Resources== * ... *[[Topic:Physics/Wikiresources|Resources from other wikimedia pages]] [[Category:{{PAGENAME}}| ]] 7048 68465 2007-01-09T00:40:46Z JWSchmidt 20 [[Category:PHP]] PHP is a significant language, with millions of practical applications used for a variety of commercial and non-commercial purposes. It is installed on thousands of web servers worldwide, and web hosts consider using PHP on their servers for other applications e.g. hosting control panels. Due to the greatly increased availability over other web languages ([[Topic:Perl|Perl]] for instance), PHP has grown rapidly and knowledge of it can even lead to a high paying job. However, today we're going to start out small and teach you the basics, step by step, of the Wikiversity [[Introduction to PHP]]. ==Introduction== As the course reference begins, PHP is a '''server side scripting language'''. This means that the scripts you write are handled by the server (generally the web host) rather than the client (the end user's browser), unlike other scripting languages like [[Topic:Javascript|Javascript]]. Its use requires a certain software known as a web server (not the hardware - any PC will do, in theory) which handles incoming connections from other computers and sends back web pages as requested. For PHP to run, this web server has to be configured so that when certain requests come - requests for pages with the .php extension, for example - PHP is called. The php.exe file then jumps in, looks at the code, interprets it and sends the output back to the web server within a fraction of a second for the web server to send back to the client. This means that if your PHP code was the following: <?php echo "ABC"; ?> All that would be sent to the user's web browser is this: ABC This means that significant web applications can be developed by software firms without having to worry about competitors stealing their code - after all, you wouldn't want to spend millions only for your arch rivals to get it all for free by taking it from your servers. ==Prerequisites== Just to clarify, some of the prerequisites listed at [[Introduction to PHP]] don't even exist yet (as of 6/10/06), so in lieu of them we suggest you run through the basics of w3schools.com's HTML tutorial and the first few lessons of its Javascript tutorial. ==Basic syntax== As this is your first PHP lesson, we'll cover this section in detail. How web servers handle programming languages is quite simple - they look for certain file extensions (the .whatever in the file name) and run specific commands depending on the file type. In this instance, web servers look for .php in the file name, and instead of simply sending the file across, they call a program called php.exe and pass the file to it. php.exe then parses (interprets) it before sending the output back to the web server. However, there is a very useful feature of PHP that requires some further insight here. This feature is PHP's ability to effectively jump in and out of 'PHP mode', so that, at times, normal HTML can be used in scripts. This is a basic example: <html> <body> <?php ?> </body> </html> Notice that normal html tags are wrapped around the php. If this were a .html file, what would be sent to your web browser is exactly the above. [[Category:Introductions]] [[Category:PHP]] 7055 32637 2006-10-07T03:44:28Z Robert Elliott 1436 Blank Thumbnail Story Board for the WikiU Film School. == Summary == Blank Thumbnail Story Board for the WikiU Film School. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7058 32648 2006-10-07T06:06:42Z Neilgrey 1834 Neil Grey == Summary == Neil Grey == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7059 77804 2007-01-17T17:50:52Z Dnjkirk 1833 corrected page proportions <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[Portal:Social Sciences|Faculty of Social Sciences]]'''</center> [[School:Anthropology|Anthropology]] • [[Topic:Communication|Communication]] • [[School:Development Science| Development Science]] • [[School:Economics|Economics]] • [[School:Geography|Geography]] • [[School:History|History]] • [[School:Linguistics|Linguistics]] • [[School:Media Studies|Media Studies]] • [[School:Political Science|Political Science]] • [[School:Psychology|Psychology]] • [[School:Public Policy|Public Policy]] • [[School:Social Work|Social Work]] • [[School:Sociology|Sociology]] • [[School:Strategic Studies|Strategic Studies]] • [[Topic:Women%27s_Studies|Women's Studies]] </div> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''Welcome to the School of Strategic Studies,'''</div> <div style="top:+0.2em;font-size: 95%">part of the Faculty for [[Portal:Social Sciences|Social Sciences]].</div> <div style="width:100%;text-align:center;font-size:80%;">You may also be interested in [[School:Political Science|School of Political Science]].</div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Sun Tzu|Sun Tzu]] *[[Topic:Carl von Clausewitz|Carl von Clausewitz]] |style="width:22%;font-size:95%";color:#000"| *[[Topic:Niccolo Machiavelli|Niccolo Machiavelli]] *[[Topic:Miyamoto Musashi|Miyamoto Musashi]] |style="width:10%;font-size:95%";color:#000"| |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Strategic Studies</h2 > [[Image:David-Napoleon.png|right|100px|Napoleon]] Hello and welcome to the Wikiversity School of Strategic Studies. Thank you for your interest and please join in '''[[Wikiversity:Adding content|editing]]''' the Strategic Studies pages! Prior to doing so, we recommend you check out our page '''[[/Templates|Templates]]''' for use in the Strategic Studies School. The '''[[/Templates|Templates]]''' page also details the basic organization of this school. The purpose of this school is manifold. While it exists to help groups of people learn about strategy through study and interaction, it also exists to generate its own learning materials. In order to do this, it is necessary each author/editor/researcher/student has a common vocabulary and a strong body of knowledge about the subject matter. Learning is, in turn, reinforced through teaching and assisting others in their learning process. This cycle of study, reasearch, debate, and instruction is not only self-perpetuating but a highly effective pedagogical model. By learning, you will assist the learning of others and ameliorate the state of this school's pedagogical materials. Students are highly encouraged to discuss, develop, and finally publish new course content and syllabi online. They are also encouraged, inside and outside of classes, to contribute to content development on the various interconnected Wikimedia projects. Every Course has (or will have) a Wikibook Textbook, along with other texts. This text is for the development of those people who have gone through the Course, performed the Projects therein, and grasped the basic understanding that Course was meant to confer. Since students who newly master a topic are most eager to share their knowledge, it should be right at the end of a Course where students contribute to the School's ongoing projects. Students who have fully grasped and understood a concept tend not to be as excited as those who have newly learned it, and those who have not yet learned are unprepared for the task. This tapping of student enthusiasm thus takes place in the final assignment at the end of each class. Potential students can look forward to a comprehensive free education in Strategic Studies. The Wikiversity School of Strategic Studies has participants dedicated to promoting critical thought and '''[[Wikiversity:Scholarly ethics|scholarship]]''' in the study of strategy. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain '''[[Portal:Learning Projects|projects]]''' for developing '''[[Portal:Learning Materials|learning resources]]'''. </div> <div style="display:block;width:99%;float:left"> <div style="width:49%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Current Learning Projects</h2 > [[Image:Nuvola apps date.png|right|44px|News]] The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are: ===Collaboration with [[Topic:Board Game Studies|Board Game Studies]]=== *'''[[/Universal Tactical Simulation|The Universal Tactical Simulation]]''': This project aims to develop a workable set of basic rules, that can be applied to any era of history or configuration of forces, for simulation of combat at a tactical (battlefield) level. The rules will, hopefully, be playable by students and have some degree of pedagogical utility. The project takes the human as the basic unit of analysis and attempts, as best as possible, to measure and predict a human's response to the difficulties experienced in combat. This may be accomplished by the use and analysis of smaller games specifically designed to fight single battles in history. *'''[[/Universal Operational Simulation|Universal Operational Simulation]]''': Drawing from the experience of the Tactical Simulation, this project aims to make a hex-based operational simulation for the purposes of instruction. Like the Tactical Simulation, it will be useful to develop individual games with specific wars and/or eras as their subject, and then extrapolate common themes into a universal "base" of rules from which any other era or war may be extracted. *'''[[/Strategic Simulations|Strategic Simulations]]''': This project attempts to create a set of workable rules for strategic level simulations. These games should be useful to higher-level students as a pedagogical tool and should be playable by large numbers of players. Each simulation is built to illustrate a certain angle of the study of strategy. When enough data and content is gathered, we may attempt to combine the individual simulations into a grand unified simulation of strategic level decision making.<br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School history</h2 > *The School of Strategic Studies was founded within the Wikiversity's Department of Social Sciences on 7 October, 2006. *The school got its own '''[[Wikiversity:Userboxes|Userbox]]''' on 16 October, 2006. </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Related Schools</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola_apps_package_games_strategy.png|55px|Board Game Studies]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Codex Manesse Heinrich von Rugge.jpg|55px|History]]</div> |- ! style="text-align:center;width:33%"|'''[[Board Game Studies|Board Game Studies]]''' ! style="text-align:center;width:33%"|'''[[School:History|History]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps browser.png|55px|Social Sciences]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:Humanities|Humanities]]''' ! style="text-align:center;width:33%"|'''[[Portal:Social Sciences|Social Sciences]]''' |} </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected Research Topics</h2 > Please feel free to add a topic or contribute your hunting and gathering time (see [[Hunter-gatherers_project]]) to expanding the resources in an existing one! {{{{FULLPAGENAME}}/Topics}} </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Nuvola apps edu languages.png|right|44px|Quotation]] "War is of vital importance to the state, the province of life and death, the road to survival or ruin. Its study cannot be neglected." <br><br>[http://en.wikipedia.org/wiki/Sunzi Sunzi], ''[http://www.gutenberg.net/etext/132 The Art of War]''<br> Chinese general and strategist (544-496 BCE)</div> </div > <div style="width:49%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Bachelor of Arts in Strategic Studies</h2 > The intent of this School is to offer a program, not unlike a degree program, in Strategic Studies. Given this objective, a series of courses are listed below so that students will be able to fulfill their goal of undertaking a comprehensive and university-style Undergraduate degree program. The program is structured over a hypothetical four-year period, in which a student takes ten classes per year. The core classes must be completed and should be augmented by selections from the electives. Strategic Studies is a multidisciplinary study. It is therefore encouraged that students select courses from other Schools that have application in light of the direction they wish to take their studies. Students taking a Historical focus should feel free to round out their general understanding of history by taking nonmilitary history courses that perhaps have a relation to the student's geographic areas of interest from '''[[School: History]]'''. Students wishing to emphasize Political Science in their studies are encouraged to take general courses from '''[[School: Political Science]]'''. Students may notice that Strategic Studies has a strong overlap with '''[[Topic:Peace_Studies|Peace Studies]]''', and Courses from that Department may make up part of a student's Course load.<p> Guidelines: for definitions of Courses, Classes, and Projects, please see the [[/Templates|Templates]] page. Students should complete ten Courses per "year." All Core Courses must be completed. The student may round out their Course load with appropriate Electives. Appropriate would imply that they come from the "year" in which the student is studying at that time. While there is nothing to stop you from taking courses in any order you wish, it is recommended that courses be taken in some semblance of order. Upon completion of the full degree program... pat yourself on the back. Education is its own reward.<br> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Core Courses</h2 > '''First Year''' *STST 100 - [[Introduction to Strategic Studies]] *STST 111 - [[Introduction to Military History]] *STST 121 - [[Introduction to Political Science]] '''Second Year''' *STST 201 - [[History of Strategic Thought]] *STST 221 - [[Topic:Introduction to International Relations|Introduction to International Relations]] '''Third Year''' *STST 350 - [[Introduction to Intelligence and Espionage]] *STST 360 - [[Foreign Policy and Diplomacy]] '''Fourth Year''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Elective Courses</h2 > [[Image:Nuvola apps kfind.png|right|70px|Electives]] '''<big>Electives</big>'''<br> '''First Year'''<br> *STST 112 - [[History of Warfare, Prehistory to the Greek City States]] *STST 113 - [[History of Warfare, The Rise of Rome]] *STST 114 - [[History of Warfare, From the Fall of Rome to the Age of Chivalry]] '''Second Year'''<br> *STST 211 - [[History of Warfare, The Age of Gunpowder]] *STST 212 - [[History of Warfare, Wars of Empire]] *STST 213 - [[History of Warfare, The World Wars]] *STST 214 - [[History of Warfare, From 1949 to Present Day]] '''Third Year''' *STST 300 - [[Culture, Society, and the Concept of Just War]] *STST 301 - [[Sex and Violence, The Relationship of Sexuality with Military History and Organization]] *STST 311 - [[History of Warfare, The Rise of the Samurai from the Heian Period to the Battle of Seki ga Hara]] *STST 312 - [[History of Warfare, Chinese Military History to the Communist Revolution]] *STST 313 - [[History of Warfare, Campaigns of Napoleon]] *STST 314 - [[History of Warfare, The American Civil War]] *STST 315 - [[History of Warfare, The Mongol Horde]] '''Fourth Year''' *STST 401 - [[Seminar in Information Warfare]] *STST 402 - [[Seminar in Maritime Warfare and Amphibious Operations]] *STST 450 - [[Seminar in Strategic Espionage]] *STST 451 - [[Seminar in Tradecraft and HumInt]] *STST 452 - [[Seminar in SigInt]] </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Useful textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:44%;font-size:95%;color:#000"| *[[b:Wikibooks:Strategy bookshelf|Books about Strategy]] *[[b:Wikibooks:War bookshelf|Textbooks on War]] |style="width:44%;font-size:95%"| *[[b:Wikibooks:History bookshelf|History bookshelf]] *[[b:Wikibooks:Social sciences bookshelf|Social sciences bookshelf]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia for Strategy and War</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Strategy|Strategy on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Strategy|Strategy on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Strategy|Strategy on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Strategy|Strategy on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Strategy|Strategy on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Strategy|Strategy on Wiktionary]]''' |- |'''[[Wikipedia:War|War on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:War|War on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:War|War on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:War|War on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:War|War on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:War|War on Wiktionary]]''' |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Strategic Studies|*]] [[Category:Schools]] 7061 54086 2006-12-12T05:05:55Z Gabriel Spiro 3887 Welcome to the '''Department of European History''', part of the [[School:History|School of History]]. The goal of the European History Department will be to coordinate, organize, and provide material relating to the History of Europe. All countries part of Europe hopefully will be included and expanded upon. ==Courses Currently Offered/[[Portal:Learning Projects|Projects]]== Courses currently being offered by the Department of European History: *GE 1033 [[Hitler's Germany]] * ... Other projects: * ... ==Planned Courses/Projects== *EN 1001 [[British Empire]] *IR 1010 [[History of Ireland through Song]] *RU 1050 [[Russian Revolution]] ==Requested Courses/Projects== ''These are topics that have been requested and are considered '''high priority''' for the Department. Please start or expand these projects if you are familiar with the topic area!'' *EU 1050 [[Ancient Europe]] (see also the [[School:Classics|School of Classics]]) *FR 1050 [[French Revolution]] *RU 1001 [[Russia]] *UR 1001 [[USSR]] *EN 1070 [[History of Wales]] *IR 1001 [[History of Ireland]] *WW 1001 [[The First World War]] ==History Department== ==Department news== * '''October 7, 2006''' - Department founded! ==Degree plans== *Pending… See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Related Schools & Deparments== *[[School:Classics|Classics]] (Latin and Greek Studies) *[[Topic:Politics of the European Union|Politics of the European Union]] [[Category:History|E]] 7062 76552 2007-01-15T18:33:50Z JWSchmidt 20 organize ad content develop project Welcome to the Wikiversity '''Center for Computational Linguistics'''. '''[[Wikiversity:Schools|Schools]]:''' *[[School:Computer Science|Computer Science]] *[[School:Linguistics|Linguistics]] ''[[Topic:Lexicography]] redirects to here.'' ==Summary== The Center for Computational Linguistics is a Wikiversity content development project where participants create, organize and develop learning resources for Computational Linguistics. This general goal intersects the [[Wikiversity:Schools|Schools]] of [[School:Computer Science|Computer Science]] and [[School:Linguistics|Linguistics]]. It relates also to [[Topic:Translation|Translation]], [[Topic:Multilingual Studies|Multilingual Studies]] and other topics. ==Specific Goals== This content development project is concerned with learning activities for Computational linguistics. We need learning activities that will help learners: *To get familiarized with basic terminology of the field. *To get to know different experiences on this field related to Mediawiki: conjugators, bots, multilingual websites approach such as WiktionaryZ,... *To practice in your own computer software tools, such as [http://nltk.sourceforge.net/ Natural language Toolkit]. *To propose, discuss or even develope new applications which can be used with Mediawiki, especially to improve projects such as Wiktionary, language learning methodologies in Wikiversity or language learning books in Wikibooks. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== At this moment, lessons are still unorganized. What follows are just some ideas of content I may add: * Lesson 1: What does Computational Linguistics mean? * Lesson ?: Computational Morphology **The conjugator based on templates: An example in Wiktionary * Lesson ?: The corpus **What is it? What can it be used for? * Lesson ?: The parser * Lesson * Lesson ?:Computational applications for language learning **The multilingual platforms: user preference selection. * Lesson '''Remember''': All actual learning resources should be on pages in the main [[Wikiversity:Namespaces|namespace]] (page names with no prefix). ====Activities==== *Creating templates for automatic regular conjugated verbs creation. ([[wikt:es:Wikcionario:Plantillas#Plantillas_de_conjugaciones|Regular verbs conjugated with templates in Spanish Wiktionary]]) *Using a corpus: [http://corp.hum.sdu.dk/cqp.en.html] *Work on the '''[[Wikiversity:Translator's Handbook|Translator's Handbook]]''' sections, ''[[Wikiversity:Translator's Handbook#Machine Translation|Machine Translation]]'' and ''[[Wikiversity:Translator's Handbook#Computer-assisted Translation|Computer-assisted Translation]]'' ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w:Computational linguistics]] * [[m:Multilingualism|Multilingualism]] at Meta *etc. ==References== Additional helpful readings include: *[http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/Index.htm SIL's Glossary of Linguistic Terms]] * [http://www.aclweb.org/ Association for Computational Linguistics (ACL)] ** [http://aclweb.org/aclwiki/ ACL wiki about computational linguistics] ** [http://www.aclweb.org/anthology ACL Anthology of research papers] * [http://www.lt-world.org/ Language Technology World] * [http://www.cs.technion.ac.il/~gabr/resources/resources.html Resources for Text, Speech and Language Processing] * [http://www.gelbukh.com/clbook/ Free online introductory book on Computational Linguistics] * [http://www.CICLing.org/ CICLing annual conferences on Computational Linguistics] * [http://aclweb.org/aclwiki/index.php?title=Main_Page ACL Wiki for Computational Linguistics] [[Category:Computer Science]] [[Category:Linguistics]] [[Category:Wikiversity translations]] [[Category:Computational linguistics]] <!-- interwiki --> [[de:Computerlinguistik]] [[en:Computational linguistics]] [[es:Lingüística computacional]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *--[[User:Javier Carro|Javier Carro]] 08:34, 7 October 2006 (UTC) *--[[User:CQ|CQ]] 02:47, 30 November 2006 (UTC) * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> 7066 75975 2007-01-14T22:32:49Z Historybuff 5228 ''This is a placeholder page for Scientific Computing, and is far from being complete.'' ==Department Description== '''Scientific Computing''' is a Department under the [[School:Computer_Science|School of Computer Science]]. This will contain lessons on Numerical Algorithms, Modelling and Simulation and Bioinformatics. ==Introduction== Scientific Computing is the science of solving problems with computers. The problems themselves usualy arise from other disciplines such as Mathematics, Engineering, Biology, Physics, Chemistry and other natural sciences. As a consequence, Scientific Computing is interdisciplinary by nature. The dividing line between Scientific Computing and the sciences from which its problems originate is best described by what Scientific Computing is ''not'' -- and what it ''is''. * Computing [[w:Pi|Pi]] to the 1'000'000th digit is ''not'' Scientific Computing. Developing algorithms to efficiently compute <math>\pi</math> to any precision ''is'' Scientific Computing. * Running a [[w:Molecular dynamics|Molecular Dynamics]] simulation with 1'000'000 atoms for 100 nanoseconds is ''not'' Scientific Computing. Developing models and algorithms to efficiently simulate large particle systems ''is'' Scientific Computing. * Computing the [[w:Eigenvalues|eigenvalues]] of a 1'000 x 1'000 dense, complex matrix is ''not'' Scientific Computing. Developing efficient and accurate methods to determine the eigevalues of any large, dense, complex matrix ''is'' Scientific Computing. * Running an [[w:Sequence alignment|all-against-all sequence alignment]] of every genome known is ''not'' Scientific Computing. Developing realistic and efficient models for sequence evolution ''is'' Scientific Computing. The line between Scientific Computing and the sciences from which its problems are derived is drawn between interest in the ''methods'' used to solve problems and the ''solution'' of the problems themselves. In other words, all scientists use computers, but very few do Scientific Computation. ==Courses== ''This is just a suggestion of what courses should be offered in this Department. The actual content will probably depend more on what courses are actually implemented.'' The Courses in Scientific Computing are divided into three main branches, each containing specific courses. It is recommended that you follow the courses within each main branch in the order presented. The main branches themselves are independent. Should dependencies accross branches arise, they will be indicated at the top of each course. * [[Topic:Numerical_Algorithms|'''Numerical Algorithms''']] ** [[Finite Arithmetic]] ** [[Interpolation and Extrapolation]] ** [[Least-Squares Fitting]] ** [[Root Finding in one Dimension]] ** [[Root Finding in many Dimensions]] ** [[Numerical Integration and Differentiation]] ** [[Numerical Integration of ODEs]] ** [[Numerical Linear Algebra]] * [[Topic:Modelling and Simulation|'''Modelling and Simulation''']] ** [[Continuous Modelling]] ** [[Finite Elements and Volumes]] ** [[Particle Methods]] ** [[Machine Learning]] * [[Topic:Bioinformatics|'''Bioinformatics''']] ** [[Evolutionary Models and Sequence Alignment]] ** [[Phylogenetic Trees]] ** [[Structure and Function Prediction]] ** [[Functional Genomics]] ** [[Systems Biology]] ==Active Participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Pedro.Gonnet|Pedro.Gonnet]] 08:23, 9 October 2006 (UTC) [[Category:Scientific Computing]] 7069 74111 2007-01-12T19:34:01Z HagermanBot 4200 [[User:JWSchmidt|JWSchmidt]] didn't sign: "[[Category:Wikiversity administration]]" Requests listed here have been archived for any (but not limited to) the following reasons: * Lack of activity for a significant length of time * No reason to promote the user to custodian (constant troll, for example) * No sysop willing to mentor the user == Archives == ==={{User|Masterhomer}}=== Requesting admin privilege. I plan on being very active in this project, and want to do anything to best of my ability to insure it's success. [[User:Masterhomer|Masterhomer]] 06:36, 18 August 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept for your mentorship'' * none yet ==={{User|Oliver}}=== I would like to request administrator status on the wikiversity project. I plan to be a major contributor to the site. My credentials are as follows : I have a degree from the University of London in Computer Engineering (1st Class Honours) and am about to commence a PhD which involves assisting Undergraduates and marking coursework. I therefore will be able to assist in most Engineering and Technical subjects as I have actually done or doing the courses. [[User:Oliver|Oliver]] 11:49, 18 August 2006 (UTC) *'''Comment''' - I would like to say that I appreciate your enthusiasm and would like to thank you for applying for adminship here. I would also like to point out that there is much you can do simply as a "registered user" here where your contributions will be taken seriously. The primary purposes of "adminship" is mainly a protection of the project against those who would do harm. Significant tools available for those with "sysop" status include user blocking, page protection, and page deletion/undeletion, all of which are mainly to stop those who would try to "vandalize" this project and add content that is decidedly inappropriate. Those individuals currently with this "privilege" are mainly those who have been involved with Wikiversity for some time and have been known among the organizers of Wikiversity. With one exception, everybody has also been an admin on other projects and brings considerable experience from the other Wikimedia projects to here as well. That said, becoming an admin is not supposed to be a big deal. --[[User:Robert Horning|Robert Horning]] 13:46, 18 August 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept for your mentorship'' * None yet === {{User|Deon555}} === Hi :) I request Custodianship on Wikiversity. I have been on English Wikipedia for quite a while, and have around 1,500 edits. I have my own wiki that I mess with and test things on, so I am familiar with the tools. I have Vandalproof and Rollback priv's on english wp, so I am trustworthy. I would be happy to be under the full watch of a mentor or two, and am happy to learn new things. I would mainly watch Recent Changes, New pages etc for vandalism; and would protect pages and temp block users where necessary. Thankyou. --[[User:Deon555|Deon555]] 03:54, 20 August 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept for your mentorship'' * None yet === {{User|Geo.plrd}} === I request Custodianship on Wikiversity. I have some personal wikis and am trustworthy. I am a active contributor to other Wikimedia Projects. i will be focusing on vandalism, deleting garbage, and protecting MVPs. Thanks [[User:Geo.plrd|Geo.plrd]] 01:35, 25 August 2006 (UTC) Custodians offering mentorship ''To the candidate: Please indicate who you will accept for your mentorship'' * I will accept anyone, I would prefer Robert Horning though. '''<big>[[User:Jimmy Ambo|Jimmy Ambo]]<nowiki>|**|</nowiki>[[User_Talk:Jimmy Ambo|Talk]]<nowiki>|**|</nowiki>[[Special:Contribution/Jimmy Ambo|Contributions]]</big>''' I think I should be an admin because I am admin and founder of The Beatles Wiki, and the Your Pets wiki, on Wikia. I think I am elligible because I spend lots of time online, and love helping.[[User:Jimmy Ambo|Jimmy Ambo]] 14:47, 17 November 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept as [[Wikiversity:List of custodian mentors|your mentor]]'' * no mentorship offers yet ===Discussion=== *'''Comment''': "Dealing justice" isn't what custodianship is about - or, even if it unfortunately turns out that way, it should not be someone's intention in becoming one. It sets an immediately bad tone, in my opinion. Perhaps you have other motivations/desires that would be more appropriate? [[User:Cormaggio|Cormaggio]] 14:13, 9 November 2006 (UTC) {{Wikiversity:Candidates for Custodianship/Hoopydink}} ==See also== *[[Wikiversity:Candidates for Custodianship]] [[Category:Wikiversity administration]] <small>—The preceding [[Wikipedia:Sign your posts on talk pages|unsigned]] comment was added by [[User:JWSchmidt|JWSchmidt]] ([[User talk:JWSchmidt|talk]] • [[Special:Contributions/JWSchmidt|contribs]]) 19:33, 12 January 2007 (UTC).</small><!-- HagermanBot Auto-Unsigned --> 7070 47886 2006-11-22T20:36:06Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] This school is currently in the process of being designed, we hope to have it ready in time for the fall quarter, beginning Sept 8, 2006 If you can donate time or materials please [[Wikiversity:School of Computer Forensics and Security/coordination|click here]] for coordination information. ==Contents== * [[/Front Office/]] ==Course information== * [[/Creating a Course/]] * [[/coordination/]] [[Category:Pages moved from Wikibooks]] 7071 47873 2006-11-22T20:32:55Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] __NOTOC__ Welcome to the Front Office of The Wikiversity School of Computer Forensics and Security. The purpose of the Front Office is to facilliate the operatios of this Wikiversity School. If you believe this approach to the school is a bit over the top please discuss it [[{{NAMESPACE}} Talk:{{PAGENAME}}|here]]. __TOC__ ==Courses== ''Please list all courses below, feel free to add a new course if you wish. We require course instructors to be active in their courses or no new registerations for the course shall be accepted and we will request all course related pages to be deleted. See: [[../Creating a Course|Creating a Course]].'' # [[../CSL-0100/]] # CFS101 - [[Wikiversity:School of Computer Forensics and Security/Operating System Fundamentals|Operating System Fundamentals]] (Class Size Limit: 30 Students | Time(s):Tuesdays and Fridays 3pm - 4:30pm PST (6pm-7:30pm EST)) ==Instructors== ''All instructors please link to your userpage and note the course you teach below.'' # [[User:Ryan524|Ryan524]]: [[Wikiversity:School of Computer Forensics and Security/Operating System Fundamentals|CFS101]] ==Advisors== ''Advisors would be those who will help out instructrs when needed, they will go where they are needed. If you wish to help, please sign below.'' ==Students== '''ATTN: All prospecitive students<p>''' ''You do not sign your name here, you can look at the top of the page for the course registeration link above. If it is not their we are not accepting registerations. The link will be titled like this:<p> *(qtr) course registeration<p> for example the next quarter we will be accepting registerations for is Fall 2006 so the link will say when registeration begins "Fall 2006 course registeration".'' [[Category:Pages moved from Wikibooks]] 7072 47872 2006-11-22T20:32:46Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Creting a course at the Wikiversity School of Computer Forenesics and Security should be done by an idividual with an in-depth knowledge about a specific topic pertaining to Computer Forensics and Security. Instructors are also asked to set a schedule when the class is to meet in the classes IRC chat room. While students aren't required be on then, its a chance for them to interact with the instructor as necessary. Steps to create a class will be posted soon, the entire school is still new and may pieces are under construction. [[Category:Pages moved from Wikibooks]] 7073 47874 2006-11-22T20:32:58Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] THe purpose of this is a place for all the coordination for this school to take place all discussions relating to how the school should be setup, ran, managed, and its courses should be coordinated though here or an official IRC channel specifically for this school, the irch channel is located @ http://irc.everywherechat.com:8000/?room=Computer_Forensics_And_Security please note port 8000 needs to be opened on your firewall to access the irc chat. [[Category:Pages moved from Wikibooks]] 7074 47871 2006-11-22T20:32:43Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Computer Security Lesson (0100)<br> Main Contributors: [[User:Ryan524|Ryan524]]<br> <!-- Please replace the text under "Last Update (by/time):" to "[[User:Ryan524|Ryan524]] 07:09, 8 Jun 2005 (UTC)" (without the "") when editing this please. --> Last Update (by/time): [[User:Ryan524|Ryan524]] 07:09, 8 Jun 2005 (UTC) ---- __TOC__ '''NOTE: This Lesson is in the development stage and may include links to non-existsnt or uncompleated works, please be patient and live the links as they are, thankyou.--[[User:Ryan524|Ryan524]] 07:09, 8 Jun 2005 (UTC)''' * In This Lesson You'll Need To Read: [[b:Basic Computer Security]] Main Contributors: [[User:Ryan524|Ryan524]] * Good Reading Also Includes: [[b:A Neutral Look at Operating Systems]] Main Contributors: [[User:Hyperlink|Hyperlink]] * Prerequisites: ''(none)'' __NOTOC__ ==After Reading [[b:Basic Computer Security]]== ===Questions to ask yourself=== 1. Do I have a firewall? (hardware or software)<br> 2. Do I have an anti-virus scanner?<br> 3. Do I have a spyware scanner? ''NOTE: Certin Operating Systems such as [[w:Mac OSX|Mac OSX]] may not '''NEED''' any or all of the programs listed, this list is bassed off of a [[w:Microsoft_Windows|Windows]] operating system. It is suggested you read "[[A Neutral Look at Operating Systems]]" to determain the vulerabilities of the operating system you use.'' '''If you answered "No" to any of those questions''': Look into getting what you lack, thier are FREE software programs for each of the three basic computer security apps listed in the questions. Please note the FREE ones may not be as good as ones you have to pay for. [[Wikiversity:CSL-0100/Security Apps|Click Here]] for a list of many possible security apps, including their price, and where to download or buy them. '''If you answered "Yes" to all of those questions''': Well good job, be sure to contine to keep them updatted or they will loose effectivness. ===Additinal Questions=== If you have any additinal questions please feel free to ask them in the [[b:Wikiversity:School_of_Computer_Security/Class Room|Class Room]]. ===Helpful Wikipedia Articles=== * [[w:Computer virus|Viruses]] * [[w:spyware|SpyWare]] * [[w:Firewall (networking)|FireWall]] ---- <div align="center">''<<Previous Lesson'' | [[Wikiversity:CSL-Index|Index]] | [[Wikiversity:CSL-0200|Next Lesson>>]]</div> [[Category:Pages moved from Wikibooks]] 7081 51435 2006-12-04T17:54:57Z 84.153.114.154 <center><big>'''Welcome to the School of {{{1|(school_name)}}}, part of [[Portal:Humanities|Humanities]]!'''</big></center> <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <div style="font-variant: small-caps; text-align:center;">'''[[Portal:Humanities|Faculty for Humanities]]'''</div> [[School:Art and Design|Art and Design]] · [[School:Classics|Classics]] · [[School:Comparative Mythology|Mythology]] · [[School:Irish Studies|Irish Studies]] · [[School:Law|Law]] · [[School:Language and Literature|Language and Literature]] · [[School:Music|Music]] · [[School:Philosophy|Philosophy]] · [[School:Theology|Theology]]</div><includeonly>[[Category:Global header humanities schools]]</includeonly> <noinclude> == Usage == For use with schools part of the [[Portal:Humanities|faculty for humanities]]. Add: <nowiki>{{</nowiki>Portal:Humanities/SchoolHeader<nowiki>}}</nowiki> To the top of relevant schools pages. Will appear as above except without a link to the school's page it is present on (MediaWiki feature) and with a school filled in for (school_name). == Members == All schools (in fact, all articles) using this template are listed at [[:Category:Global header humanities schools]] using a template not included in this page.</noinclude> 7083 32837 2006-09-02T22:26:00Z Derbeth 1187 {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CCCC99; background-color: #F1F1DE" |- | [[Image:Commons-logo.svg|40px|center|Commons]] | style="font-size: 90%" | ''This picture/multimedia file is now available on '''[[Commons:Main Page|Wikimedia Commons]]''' under the same name as '''[[Commons:{{FULLPAGENAME}}|{{FULLPAGENAME}}]]''' and can be safely deleted (see [[:Category:NowCommons|how]]).'' |} <includeonly>[[Category:NowCommons|{{PAGENAME}}]]</includeonly> <noinclude>''This adds template to [[:Category:NowCommons]].''</noinclude> 7084 32840 2005-11-14T12:05:40Z Derbeth 1187 link to instruction how to delete images {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CCCC99; background-color: #F1F1DE" |- | [[Image:Commons-logo.svg|40px|center|Commons]] | style="font-size: 90%" | ''This picture/multimedia file is now available on '''[[Commons:Main Page|Wikimedia Commons]]''' as '''[[Commons:{{{1}}}|{{{1}}}]]''' and can be safely deleted (see [[:Category:NowCommons|how]]).'' |} <includeonly>[[Category:NowCommons|{{PAGENAME}}]]</includeonly> <noinclude>''This adds template to [[:Category:NowCommons]].''</noinclude> 7087 75794 2007-01-14T16:54:42Z JWSchmidt 20 description Welcome to the Wikiversity '''Department of Algorithms''', ''Proudly part of the [[School:Computer_Science|School of Computer Science]].'' ==Department description== The Wikiversity Department of Algorithms is a content development project where participants create, organize and develop learning resources about algorithms. An '''algorithm''' is, in layman's terms, a '''method''' to go about achieving a particular task. Usually, this task is meant to be performed by a computer or other machine, like calculations and data analysis; however, its definition can be easily extended to tasks in everyday life and other situations. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to algorithms]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Computer Science]] 7089 32862 2006-10-07T16:30:18Z JWSchmidt 20 #REDIRECT [[Wikiversity:Copyrights]] #REDIRECT [[Wikiversity:Copyrights]] 7090 32864 2006-10-07T16:33:52Z JWSchmidt 20 #REDIRECT [[:Category:Document copyright tags]] #REDIRECT [[:Category:Document copyright tags]] 7091 34380 2006-10-12T04:27:18Z Tachyon01 1612 /* Assignments */ {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Introduction to Abstract Algebra</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| ==Course Overview== The main topic of the course is to introduce students to Group Theory, including the Sylow theorem. We'll also cover the structure of abelian groups and various permutation groups. If we have time, I'll also give a brief introduction to rings and fields including polynomial rings, factorization, the classical geometric constructions, and Galois theory. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * [[School of Mathematics:Introduction to Proofs]] * Linear Algebra == Course outline == We're going to follow a number of different sources for ths course. Primarily, we will follow Wikibooks' [http://en.wikibooks.org/wiki/Abstract_algebra Abstract Algebra] textbook. A good textbook to pick up is ''Topics in Algebra'' by I.N. Herstein. Another is ''Abstract Algebra'' by W.E. Deskins. * Set Theory, Mappings and some Number Theory * Introduction to Groups * Subgroups * Cosets * The Lagrange Theorem * Normal Subgroups * Homomorphisms * Automorphisms * Cayley's Theorem * Permutation Groups and Class Equations * Sylow's Theorem * Direct Products * Intro to Rings, Fields and Galois Theory I will not assign grades unless you ask me to. If you would like to have your work graded, your grade will be the best of weighted averages of the three exams. == Lecture series == ''[[/Lecture 1|Lecture 1 - Introduction/Set Theory]]''<br> ''[[/Lecture 2|Lecture 2 - Relations and Mappings]]'' == Assignments == Problem sets will be posted here after every lecture. These problem sets are designed to prepare the student for the exams. These will not be graded. [[/PS1|''Problem Set #1'']]<br> [[/PS2|''Problem Set #2'']] == Examinations == The plan is to have two 'midterm' exams and a comprehensive 'final' exam. Exam questions will be based on questions from the problem sets and the lectures. I'm debating on how to implement the exams, more information will be available soon. More than likely a link to the exam will be posted here, and you will post the answers on your user page or other page. == Recommended student evaluation scheme == ''not available yet'' == Sign Up List == If you are interested in taking this course, please indicate so here and send me a [[User talk:Tachyon01|message]]. 7092 32871 2006-10-07T17:16:34Z Sblisesivdin 1824 Device Simulation Group logo == Summary == Device Simulation Group logo == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7093 32872 2006-10-07T17:17:32Z Sblisesivdin 1824 "Eureka" the device simulator's logo == Summary == "Eureka" the device simulator's logo == Licensing == {{GFDL-self}} 7094 68163 2007-01-08T15:34:49Z JWSchmidt 20 [[Category:Condensed Matter Physics]] [[Image:Dsg.png|thumb|250px|right|Device Simulation Group (DSG)]] ==About== Device Simulator Group (DSG) is a work group under Institute of Condensed Matter Physics of School of Physics. DSG is founded at October 7, 2006. Group will be work with some free programs Nextnano3 and DSG's code Eureka. [[Image:Eureka.png|thumb|250px|right|Eureka the 2D device simulator]] ==Eureka== '''Eureka''' is the 2D submicron device simulator based on GNU Archimedes 0.0.4. [http://www.gnu.org/software/archimedes/] Recently, program has only minor changes due to GNU Archimedes. In extra to GNU Archimedes, Eureka can run on Linux and Windows machines. [[Eureka_Device_Simulator_project|Project homepage]] [[Category:Free Software]] [[Category:Condensed Matter Physics]] 7095 32913 2006-10-07T21:27:48Z Rayc 57 stuff [[Image:US presidential inauguration 2005.jpg|right|thumb]] Welcome to American Government! Government perhaps is one of the most perplexing, yet fully rewarding subjects of the twenty-first century. This course will provide applicable information pertaining to the American democratic process and will allow you to make wise decisions in terms of voting and the like. Feel free to review the course information and requirements below. If you are interested in enrolling in this course, please send an email to gkidd@musician.org. Classes will begin on '''November 1, 2006'''. '''PRELIMINARY ASSIGNMENT!!!''' '''In an essay in a form of your own judgement, please answer the following statement: "How do a variety of political systems greatly impact the political spectrum of a world. Also, how is it that one nation can have greater say politically as compared to other countries?"''' == Grading/Evaluation == Grading in this course follows a weights system as follows: * 50% Exams, Tests * 40% Reading Quizzes, Essays, etc. * 10% Regular Attendance == Course Materials == Students are expected to have some sort of access to the internet and/or a public library; Many reading assignments may be found online and libraries have a wide-range of texts relating to the political spectrum. Although a standard text is not required, students are encouraged to have some sort of supplement. The wikibook for this topic maybe found with [[b:United States Government|this link]] [[Category:Political Science]] 7105 32982 2006-10-08T02:26:20Z JWSchmidt 20 #REDIRECT [[Wikiversity:Portal]] #REDIRECT [[Wikiversity:Portal]] 7106 32983 2006-10-08T02:35:42Z JWSchmidt 20 start page The portal namespace (prefix "Portal:") is for reader-oriented portals that help readers find Wikiversity content that is related to a specific subject. It also may contain links to encourage readers to contribute new content to Wikiversity (see, for example, [[Portal:Learning Projects]]. The "Portal:" namespace can be used together with categories. Wikiversity editors can create new categories to unite departments and projects as needed. Each category can have its own portal page in the "Portal:" namespace. Portals are particularly useful for areas of study that do not fit into the more conventional school>division>department hierarchy. Example of a mature portal at Wikipedia: [[wikipedia:Portal:Science|Portal:Science]]. Wikiversity has a small number of "[[Wikiversity:Major portals|major portals]]" corresponding to major categories such as [[:Category:Life Sciences]] and the potential for many other portals to serve the special needs of smaller topic areas. ==See also== *[[Wikiversity:Namespaces]] [[Category:Wikiversity|Portal]] 7107 32988 2006-10-08T02:53:49Z JWSchmidt 20 for the guided tour Welcome to '''Introduction to GarageBand'''. [[Image:Garageband keyboard.png|thumb|right|300px|With GarageBand you can record sounds with a built-in keyboard, a keyboard attached to your computer and with a microphone.]] GarageBand is software that allows you to make music, podcasts and movie sound tracks. This tutorial allows participants to learn how to use GarageBand to make audio and visual resources for projects such as [[Wikiversity the Movie]]. If you have audio or visual clips to donate, please [[Special:Upload|upload]] them to Wikiversity and/or leave a link at [[Introduction to GarageBand/Audio and video resources]]. ==How to get GarageBand software== [[w:GarageBand|GarageBand]] software is included with all [[w:Apple Macintosh|Macintoshes]] bought from Apple. GarageBand is part of [[w:iLife|iLife]], a suite of applications that allow creation and organization of digital images and sounds. In addition to GarageBand, iLife includes [[w:iPhoto|iPhoto]], [[w:iMovie|iMovie]], [[w:iDVD|iDVD]], [[w:iTunes|iTunes]], and [[w:iWeb|iWeb]]. The GarageBand 3 version of 2006 introduced two major features, support for podcasting and support for movie sound tracks. If you have an older Macintosh (pre-2006) with GarageBand 2, you need to upgrade by purchasing the latest version of the iLife application suite. ==Start using GarageBand== [[Image:GarageBand icon.png|thumb|right|200px|Figure 1. The GarageBand icon.]] The GarageBand application can be found in the Applications folder of a new Macintosh. The image (Figure 1, to right) shows the GarageBand icon in the [[w:Dock (computing)|dock]] and part of a GarageBand project window containing musical notes in an edit window. [[Image:GarageBand's help menu.png|thumb|left|300px|Figure 2. The '''GarageBand Help''' feature.]] GarageBand has eight menus including "Track", "Control" and "Help". The Help menu provides access to the '''GarageBand Help''' feature (see Figure 2, to left). There is more help at the Apple webpage for GarageBand: [http://www.apple.com/ilife/garageband/ www.apple.com/garageband]. At the Apple website there is a video [http://www.apple.com/ilife/quicktour/garageband/ tutorial] for GarageBand. The Apple tutorial video emphasizes how to use GarageBand for making [[w:Podcasting|podcasts]] and sound tracks for movies. There are many help files in GarageBand Help, the first help file is called "GarageBand basics". A fun way to get started with GarageBand is to download a project file such as "[http://www.macworld.com/news/2005/06/27/only/index.php Only]" by Nine Inch Nails. GarageBand comes with pre-recorded sound files called "Apple Loops". To access the Apple Loops, click on the "loop browser" button (see Figure 3, right, below). The loop browser helps you find interesting instrument sounds and hear them. When you find a sound you like just drag it up into the "tracks" window. Click the "play" button and adjust the volume control slider. '''Note''': the red button is for recording (see below for details). The play button (triangle) works as both a play button and a stop button and you can also use the space bar to control play of your project's sounds. <br style="clear:both;"/> [[Image:Troldhaugen.png|thumb|left|600px|Another way to get started with GarageBand is to download midi music files and load them into GarageBand. "[http://www.mutopiaproject.org/cgibin/piece-info.cgi?id=781 Wedding-day at Troldhaugen]" by [[w:Lyric Pieces|Edvard Grieg]]. Listen to a GarageBand version: [[Media:Troldhaugen.ogg]].<BR>[[w:Wikipedia:Media help (Ogg)|Help]] with ogg audio play.]] [[Image:Garageband controls.png|thumb|right|400px|Figure 3. Important GarageBand controls include the Apple Loops browse button. Use the space bar as a stop button. The circular button with the red center controls is the "record" button. This is a screen shot for GarageBand 2. The main controls have been slightly altered in GarageBand 3 (see additional figures, below).]] ==Movie scores== [[Image:Moviescore.png|thumb|left|Figure 4. Project options for GarageBand 3.]] When you start GarageBand 3 you can select music, podcast or movie score projects (See figure 4, left). [[Image:Wikiversity short.gif|thumb|right|350px|Figure 5. A sample animation in need of a sound track.]] As an example, imagine that someone created a movie (QuickTime .moov format) corresponding to the animated Gif shown in Figure 5. This tutorial will explore how you can use GarageBand to produce a sound track for the movie. First, launch GarageBand 3 and select a new movie score project. After the new project window opens, drag a copy of the movie into the area of the GarageBand window that says "drag movie here". In this case, the original movie file only has video. Once the movie is in your GarageBand project, you can start adding sound tracks. In this case we will use several over-lapping channels of Apple Loops and voice input. The movie that is used as an example was created as an example for [[Wikiversity shorts]], so it is a short movie, only about 15 seconds long. The sample movie (Figure 5) is playing around with the term "short". The basic background sounds of the movie are sounds like electrical "shorting". The voice content is simple, "Learning the wiki way". See the [http://members.cox.net/johnwilliamschmidt/wikiversity/shortmovie.mov QuickTime version] of this short movie with a sound track produced by GarageBand. The GarageBand project for the sample movie combines four GarageBand sound tracks to produce a single sound track for the final QuickTime movie (See Figure 6, below). The list of tracks first shows the video track of the movie followed by two sound effects tracks, a music track and a voice track. All of the sounds used were taken from the Apple Loops library of sounds that comes with GarageBand, but some of these sound samples were shortened (easily accomplished by just click-draging the end of the colored box representing a sound). The Appple Loops browser at the bottom left of Figure 6 shows the source of the electrical sound used when the words "Wiki" and "Versity" collide. The track information for the voice track is shown in the lower right corner of Figure 6. Time-variable volume control was used for three of the four sound tracks (the blue shaded track volume profiles). The voice saying "Learn the wiki way" was computer generating using the built-in Macintosh voice synthesizer. The desired text was entered into the SimpleText application, read by the computer and recorded (use the red "record" button) into GarageBand using the Macintosh's built-in microphone. The video preview window (upper right corner in Figure 6) allows you to watch the movie as you build the sound track. When you are happy with the sound track for a movie, use the "Share" menu to export the finished movie. [[Image:Garageband movie project.png|thumb|left|600px|Figure 6. GarageBand project window for creating a movie sound track.]] <br style="clear:both;"/> ===Your turn=== Try a small Garageband project. Describe your experience below: * ... == Podcast creation with Garageband == There is a set of [http://phobos.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=116098295 tutorial videos] that you can download from Apple's website into [[w:ITunes|iTunes]]. If that link does not work for your browser (requires iTunes), try [http://www.apple.com/ilife/tutorials/garageband/index.html this one]. *Creating Your Own Podcast - An overview of what a podcast is and how to create, manage and publish your podcast using iLife'06. *Planning Your Podcast Recording Session - Setting a structure for each episode and outlining each segment. *Recording Your First Podcast Episode - Creating a new episode, setting recording levels, and starting to record. *Polishing the Sound of Your Podcast Episode - Eliminating mistakes or pauses and adding introductory music and sound effects. *Enhancing Your Podcast Episode with Artwork and Chapters - Adding images and web links to each segment. *Exporting Your Podcast to iWeb - To begin collecting your episodes into a podcast series, you export from GarageBand to iWeb. *Making a Video Podcast - Using iMovie HD to capture and edit a video episode. *Adding a Podcast - Using iWeb to create a podcast with the episodes you made in GarageBand or iMovie HD. ===Sample podcast=== [[Image:Quicktimepodcast.png|thumb|right|352px|Figure 7. Viewing podcasts with QuickTime.]] The basic idea for this sample podcast ('''Wikiversity Reports Volume 1''') was to put the contents of this [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En report on Wikiversity] into podcast format. GarageBand exports podcasts in [[w:MPEG-4 Part 14|M4A]] format. This example file is about 3.7 Mb and runs 5 minutes. If you are using most browsers including the [[w:Safari (web browser)|Safari browser]], use [http://web.mac.com/johnwschmidt this .mac website] to view the podcast. Internet Explorer for Mac may have problems with that webpage. You can also use [http://members.cox.net/johnwilliamschmidt/wikiversity/WikiversityReports1.m4a this webpage] to download the "Wikiversity Reports Volume 1" podcast to your hard drive. If your web browser has problems downloading this file, you may want to use [[w:Mozilla Firefox|Firefox]]. Other browsers may load [http://members.cox.net/johnwilliamschmidt/wikiversity/WikiversityReports1.m4a the M4A file] into a browser window as a text file. If so, you can right click on [http://members.cox.net/johnwilliamschmidt/wikiversity/WikiversityReports1.m4a this link] and download the "text" file to your hard drive (WikiversityReports1.m4a.txt). Remove the ".txt" extension from the downloaded file name and open the "WikiversityReports1.m4a" file using QuickTime or iTunes (see below). RealPlayer will play the audio part of the podcast, but it has trouble with the images. [[w:Windows Media Player|Windows media player]] does not recognize M4A files. You can view the downloaded podcast with [[w:QuickTime|Apple's Quicktime player]]. For some reason, the Quicktime player by default opens the images in a 160 x 160 pixel window. For best viewing of the podcast images, use the Window menu of the player to open "Movie Info". Re-size the podcast window to 300 x 300 pixels. You can also use [[w:ITunes|iTunes]] to watch the image "slide show" that is in this podcast. Make sure you turn on the "song artwork" feature of iTunes (use the button circled in red, Figure 8). The default size for the song artwork window in iTunes is too small. Click and drag the window boundary (green oval in Figure 8) to enlarge the window. You can also get an even larger magnified view of an image by clicking on the song art window. While the song art window is in the lower left hand corner of iTunes, the chapter menu button is at the top near the search tool in iTunes 6. In iTunes 7, there is a regular chapter menu for podcasts with chapters. [[Image:Subscribe.png|thumb|left|Use the subscribe button to download podcasts into iTunes.]] '''Chapters'''. Each image in a podcast can be given a chapter name and a URL can be provided. Quicktime and iTunes use different methods for display of a chapter's link at the bottom of the image (compare Figure 7 and Figure 8). The method used by iTunes is the same as what is shown in the GarageBand image preview. The QuickTime view of the podcast at [http://web.mac.com/johnwschmidt this website] does not allow you to select chapters and for some browsers the links in the chapter images may not function optimally. It is best to subscribe to the podcast and view from within iTunes. '''Tips and hints'''. The GarageBand interface has a few features that I found to be sources of problems. As a company that has done much to bring us "what you see is what you get", Apple got a bit lazy with how GarageBand shows the video images for podcasts. The video image preview within GarageBand can be misleading. It does not indicate the the way that either iTunes or QuickTime shows images by default. When you insert an image into GarageBand, it creates a rectangular box that represents the temporal location and duration for display of the image in your podcast. GarageBand allows you to drag these rectangles around, but be careful! If the last thing you clicked on was the icon representing the entire image channel, then all of the individual images are selected. If you try to move or re-size just one image, you will actually move or re-size all ow the images. If you are zoomed in on one image you might not notice that you have messed up all of the other images until you zoom out again. Always make sure you know exactly what is selected before you edit your podcast. GarageBand can also be misleading in terms of audio quality. There are several choices available for podcast audio quality. In order to save on size, you might export your podcast project with a lower level of audio quality that what you heard while working in GarageBand. This can be a problem for certain sound and voice effects that might essentially become inaudible or simply be heard as noise in your final podcast. [[Image:Chapter menu iTunes.png|thumb|right|Figure 9. The iTunes Chapter menu button in iTunes version 6. In iTunes 7 there is a regular "Chapters" menu for podcasts.]] [[Image:ITunes song art window.png|thumb|left|331px|Figure 8. Viewing podcasts with iTunes.]] ===Video podcasts=== Video podcasting is for situations where you have a real digital video track. For example, see [http://www.ted.com/tedtalks/tedtalksplayer.cfm?key=j_wales this video podcast of Jimmy Wales]. An example of a video podcast that was made using GarageBand on a Macintosh is for [http://web.mac.com/johnwschmidt/iWeb/Wikiversity/Wikiversity%20Podcasts/1B861D0C-7A9D-498C-920A-11B294C15863.html the example video] from Figure 5, above. Video podcasts are basically just .mov QuickTime files. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] - I want to be able to make sounds for [[Wikiversity the Movie]] * ... ==See also== *[[Podcasting]] *[[b:Garageband Quick Tutorial|Garageband Quick Tutorial]] - at Wikibooks *[[b:Podcasting|Podcasting]] - at Wikibooks == External links == * [http://www.apple.com/ilife/garageband/ Official home page] * [http://www.apple.com/ilife/garageband/jampacks/ GarageBand Jam Packs] * [http://www.macjams.com/article.php?story=20040329063101758 GarageBand Tutorial: Built-in Audio Unit Effects], a detailed explanation of GarageBand's [[w:Audio Units|Audio Units]] filters * [http://www.icompositions.com/tools iCompositions GarageBand Tools], resource for GarageBand-related software, loops, books, tutorials, hardware, and more [[Category:Wikiversity tour]] 7108 32990 2006-10-08T02:56:36Z JWSchmidt 20 [[Category:Wikiversity]] 7113 79505 2007-01-21T11:01:30Z Jade Knight 1836 Undo revision 78364 by [[Special:Contributions/Bfelice]] ([[User talk:Bfelice]]) - a red link is not a resource. ==Books and Articles online== [[b:How to write a research paper in History|How to write a research paper in History]] ===Textbooks and Articles By Geography=== *[[b:World History|History of the world]] *[[Wikipedia:History of Afghanistan|History of Afghanistan]] *[[Wikipedia:History of Albania|History of Albania]] *[[Wikipedia:History of Algeria|History of Algeria]] *[[Wikipedia:History of Angola|History of Angola]] *[[Wikipedia:History of Armenia|History of Armenia]] *[[Wikipedia:History of Aruba|History of Aruba]] *[[Wikipedia:History of Australia|History of Australia]] *[[Wikipedia:History of Austria|History of Austria]] *[[Wikipedia:History of Azerbaijan|History of Azerbaijan]] *[[Wikipedia:History of Canada|History of Canada]] *[[Wikipedia:History of Denmark|History of Denmark]] *[[Wikipedia:History of England|History of England]] *[[Wikipedia:History of France|History of France]] *[[Wikipedia:History of Germany|History of Germany]] *[[Wikipedia:History of Greece|History of Greece]] *[[Wikipedia:History of India|History of India]] *[[Wikipedia:History of Ireland|History of Ireland]] *[[Wikipedia:History of Italy|History of Italy]] *[[Wikipedia:List of Ancient Rome-related topics|History of Ancient Rome]] *[[w:History of Latin America|History of Latin America]] *[[Wikipedia:History of Mexico|History of Mexico]] *[[Wikipedia:History of Poland|History of Poland]] *[[Wikipedia:History of Russia|History of Russia]] *[[Wikipedia:History of Serbia|History of Serbia]] *[[Wikipedia:History of Suriname|History of Suriname]] *[[Wikipedia:History of Sweden|History of Sweden]] *[[Wikipedia:History of Turkey|History of Turkey]] *[[Wikipedia:UK History|History of the United Kingdom]] *[[b:US History|History of the United States]] ===Textbooks By Historical Period=== *[[Wikibooks:Ancient History|Ancient History]] *[[Wikibooks:Modern History|Modern History]] ==Study Guides== *[[b:Study Guide:French History|Study Guide:French History]] *[[b:Study Guide:US History|Study Guide:US History]] [[Category:History]] 7115 76317 2007-01-15T03:05:00Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{Welcome and expand|Dnjkirk}} {| style="width:100%;background-color:transparent;" |- | valign="top" style="padding: 1px 4px; text-align: left; margin-bottom:5px;" | * '''Famous Military Strategists''' &middot; [[Topic:Sun Tzu|Sun Tzu]] &middot; * '''Wars''' &middot; [[Topic:World War Two|World War Two]] &middot; * '''Military Organization''' &middot; [[Topic:Roman Legion|Roman Legion]] &middot; * '''Weapons Systems''' &middot; [[Topic:Swords|Swords]] &middot; * '''Types of Strategy''' &middot; [[Topic:Maritime Strategy|Maritime Strategy]] &middot; |} [[Category:Strategic Studies]] 7116 76058 2007-01-14T23:25:47Z JWSchmidt 20 [[School:Strategic Studies/Topics]] moved to [[Strategic Studies Topics]]: Wikiversity name conventions {| style="width:100%;background-color:transparent;" |- | valign="top" style="padding: 1px 4px; text-align: left; margin-bottom:5px;" | * '''Famous Military Strategists''' &middot; [[Topic:Sun Tzu|Sun Tzu]] &middot; [[Topic:Carl von Clausewitz|Carl von Clausewitz]] &middot; [[Topic:Niccolo Machiavelli|Niccolo Machiavelli]] &middot; [[Topic:Alfred Thayer Mahan|Alfred Thayer Mahan]] &middot; [[Topic:Sir Julian Stafford Corbett|Sir Julian Stafford Corbett]] &middot; [[Topic:Miyamoto Musashi|Miyamoto Musashi]] &middot; [[Topic:Mao Zedong|Mao Zedong]] &middot; * '''Wars''' &middot; [[Topic:World War Two|World War Two]] &middot; * '''Military Organization''' &middot; [[Topic:Greek Hoplites|Greek Hoplites]] &middot; [[Topic:Roman Legion|Roman Legion]] &middot; [[Topic:Scottish Schiltron|Scottish Schiltron]] &middot; [[Topic:Kataphraktoi|Kataphraktoi]] &middot; [[Topic:Knights of Christ|Knights of Christ]] &middot; [[Topic:Spanish Tercio|Spanish Tercio]] &middot; [[Topic:Army of Gustavus Adolphus|Army of Gustavus Adolphus]] &middot; [[British "Redcoat" Infantry]] * '''Weapons Systems''' &middot; [[Topic:Bladed Weapons|Bladed Weapons]] &middot; [[Topic:Crushing Weapons|Crushing Weapons]] &middot; [[Topic:Piercing Weapons|Piercing Weapons]] &middot; [[Topic:Missile Weapons|Missile Weapons]] &middot; [[Topic:Early Siege Weapons|Early Siege Weapons]] &middot; [[Topic:Firelocks|Firelocks]] &middot; [[Topic:Breech-Loading Small Arms|Breech-Loading Small Arms]] &middot; [[Topic:Field and Siege Guns|Field and Siege Guns]] * '''Types of Strategy''' &middot; [[Topic:Maritime Strategy|Maritime Strategy]] &middot; * '''Great Generals''' &middot; [[Topic:Alexander the Great|Alexander the Great]] &middot; * '''Warriors and Warrior Societies''' &middot; [[Topic:The Samurai|The Samurai]] &middot; [[Topic:The Janissaries|The Janissaries]] &middot; [[Topic:Viking Hersir|Viking Hersir]] |} [[Category:Strategic Studies]] 7117 33077 2006-10-08T17:12:34Z Dnjkirk 1833 <div class="noprint" style="text-align:right; margin:0.3em 0.2em 0.2em 0.3em; padding:0.3em 0.2em 0.2em 0.3em;"><b>{{{1|}}}</b></div><div style="clear:both;"></div></div> 7118 33079 2006-10-08T17:13:38Z Dnjkirk 1833 <div style="clear: both;"></div> <div style="position: relative;<!-- -->border: 1px solid {{{titleborder|{{{border|#ababab}}}}}};<!-- -->background: {{{titlebackground|#bcbcbc}}};<!-- -->color: {{{titleforeground|#000000}}};<!-- -->padding: .1em;<!-- -->text-align: center;<!-- -->font-weight: bold;<!-- -->font-size: 100%;<!-- -->margin-bottom: 0px;<!-- -->border-bottom: none;"><!-- --><span class="plainlinks" <!-- -->style="position: absolute;<!-- -->top: 1px;<!-- -->right: 1px;<!-- -->background: transparent;<!-- -->border: 0px;<!-- -->margin-bottom:.1em;<!-- -->font-size:80%;<!-- -->font-weight: normal;<!-- -->color: {{{titleforeground|#000000}}};"><!-- -->[{{fullurl:{{{editpage|/}}}|action=edit{{#if:{{{section|}}}|&section={{{section|}}}}}}} <span style="color: {{{titleforeground|#000000}}}">edit</span>]{{{top| }}}&nbsp;<!-- --></span ><!-- --><h2 style="font-size:100%;font-weight:bold;border: none; margin: 0; padding:0; padding-bottom:.1em; color:{{{titleforeground|#000000}}}">{{{title}}}</h2><!-- --></div> <div style="display: block;<!-- -->border: {{{border-width|1}}}px solid {{{border|#ababab}}};<!-- -->vertical-align: top;<!-- -->background: {{{background|#fefeef}}};<!-- -->color: {{{foreground|#000000}}};<!-- -->margin-bottom: 10px;<!-- -->padding: 1em;<!-- -->margin-top: 0em;<!-- -->padding-top: .3em;"><!-- -->__NOTOC__ __NOEDITSECTION__ 7123 55892 2006-12-14T01:31:38Z 74.69.159.5 /* Structuring by the elements of the mathematical result */ The subject is primarly structured from the perspective of the reader, i.e. other perspectives like the ones of philosophical schools, people or history are secondary. Since the main group adressed are people that are doing Maths or interesting in the work of people doing Maths the subject is seen from the perspective of a Mathematician that is questioning what he is doing. The further structuring is done mainly by analysing the elements of a mathematical result and expanding the notion of the environment in which the mathematical work takes place. ===Structuring According to the Elements of the Mathematical Result=== This questioning takes place step-by-step from how to reasonably exploit certain degrees of freedom the Mathematician has to questioning the fundamentals required for the Mathematicians work. Hereby the steps are structured along the elements of a mathematical result, starting with the Proof that is being delivered, the Sentence that is chosen to be proven and the underlying Theory, and finally the concept of Proof used above as well as the Language of Mathematics itself. So 'questioning' means deciding on how to use the remaining degrees of freedom ('I have different ways to do my Proof - is one better than the others?') or getting to the bottom of things like 'my Language has some restrictions in expression - what is the cost of choosing a more expressive one?' Thus we get the following structure: * Questioning the Instance of Proof * Questioning the Sentence * Questioning the Theory * Questioning the Concept of Proof * Questioning the Language ===Structuring by notions of the working environment=== Metamathematical results can be obtained without considering the circumstances under which the mathematical results are found. Above this the nature of PhilM is to go beyond these purely (meta-)mathematical results, i.e. asking questions like '.' or '.'. So it expands the pure mathematical view on how results are achieved with further aspects. These aspects are achieved by expanding the notion of the Mathematician who is doing the job. First by presuming computational costs for performing Proofs etc, then by taking human aspects like cognition and understanding into account and finally by considering the Scientific Community as a whole. This results in questions like 'Where do Definitions make sense?' and 'How does information access influent the development of Theories?' that bring in different cognitive, social and efficiency perspectives etc. Thus we get the following structuring: * Metamathematics & Computability * Human-Cognition & -Thinking * Scientific Communities and their Principals ===Joining result-based and enviromental structuring=== The above structuring approaches are compatible. They are joined in the following way: * Questioning the Instance of Proof ** Metamathematics & Computability ** Human-Cognition & -Thinking ** Scientific Communities and their Principals * Questioning the Sentence ** Metamathematics & Computability ** ... * Questioning the Language ** Metamathematics & Computability ** Human-Cognition & -Thinking ** Scientific Communities and their Principals Although the focus of the single areas may vary. While in sections on judgement of mathematical work (using degrees of freedom) human and social issues are more in the centre of interest the focus in questioning the mathematical fundamentals is likely more on mathematical & compuntational issues. 7125 37725 2006-10-22T16:22:59Z Elistir 2349 /* [[Topic:Foreign Language Learning|Foreign Language Learning]] */ Welcome to the Language and Literature catalogue of Departments, Projects, and Courses! '''Departments''': Please list projects/courses enrolling or ready to be used below. The [[School:Language and Literature|School of Language and Literature]] currently offers the following courses and projects in the following departments: ====[[Topic:English Language|English Language]]==== ====[[Topic:Foreign Language Learning|Foreign Language Learning]]==== *Department of [[Topic:French|French]] *Department of [[Topic:Tolkien Languages|Tolkien Languages]] ====[[Topic:Literary Studies|Literary Studies]]==== *[[T. S. Eliot]] ====[[Portal:Writing Center|Writing Center]]==== 7127 80702 2007-01-24T17:36:46Z CQ 1939 /* See also */ [[Category:Multilingual Studies]] Welcome to the '''English Language Division''' of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. :''For studies of English Literature, please see [[Topic:Literary Studies|Literary Studies]].'' The English Language Division coordinates and focuses studies on the English language which relate to the language itself, and not its literary tradition. Studies and projects on Old and Middle English, as well as English grammar and linguistics will be listed here. ==Courses/[[Portal:Learning Projects|Projects]]== Learning projects currently being offered in the English Language Division: * ... ==Planned Courses/Projects== * [[English as a second language]] - currently in need of contributors! ==Tasks== * Integrate Wikibooks materials into Department. * Create relevant courses. Cross-list with other departments. ==Resources== ====Wikibooks==== * [[b:English as an Additional Language|English as an Additional Language]] * [[b:Rhetoric and Composition|Rhetoric and Composition]] - Book of the Month *... ====Wikipedia==== *[[w:History of the English language|History of the English language]] - with links to [[w:Old English language|Old]], [[w:Middle English|Middle]], and [[w:Early Modern English|Early Modern]] English ====[[:wikt:|English Wiktionary]]==== ==Department news== * '''October 8, 2006''' - Division founded! ==Degree plans== *Pending… See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==See also== *The [[Portal:Writing Center|Writing Center]] *The Wikibooks [[b:English|English Usage Center]] [[Category:Language and Literature]] [[Category:Linguistics]] [[Category:Multilingual Studies]] 7129 79381 2007-01-21T02:28:16Z Mirwin 47 generic algebra topics at Wikibooks {{welcome and expand}} Algebra is a major part of Mathematics, in that, it is used to find unknowns and accurate numbers to variables. It is especially important in everyday life as it can help anyone with buying/selling decisions as well as help solve many technological problems. There is a fair amount of draft textbook material regarding Algebra I at Wikibooks. [http://en.wikibooks.org/wiki/Special:Search?search=algebra+I&fulltext=Search] Also more advanced or generic algebra topics. [http://en.wikibooks.org/wiki/Special:Search?search=algebra&fulltext=Search] [[Category:College Algebra]] 7130 70871 2007-01-12T01:34:33Z JWSchmidt 20 [[Category:Media]] ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards - Title Page]]<math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_Thumbnail_Storyboard_by_Robert_Elliott | The Thumbnail Storyboard created by Robert Elliott]] ---- ---- ="The Thumbnail Storyboards created by Robert Elliott for ''Seduced by the Dark Side!''= Here is a simple storyboard created using Adobe Photoshop 5.5 on a Powerbook 3400c (a real antique!!!) EXTERIOR - The local movie theater - NIGHT [[Image:REPtsb1.jpg]] (1) The Young Person and Old Person stand looking at the movie poster outside the theater. Note: This is a wide angle shot to give the feeling of being far apart.<br>The camera slowly dollies in. (Example: a 24mm lens in 35mm still camera equivalents) ---- [[Image:REPtsb2.jpg]] (2) '''Young Person''': "That was a great movie..." [[Image:Reptsb3.jpg]] (3) '''Young Person''' ''(continued)'': "but I do not understand one thing." Note: After the camera dollies in, it dollies left to see the face of the boy as he turns toward the camera. ---- [[Image:REPtsb4.jpg]] (4) '''Old Person''': "What's that?" Note: Wide angle shot to emphasize the emotional distance between the two characters. ---- [[Image:Reptsb5.jpg]] (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" Note: Still a wide angle shot but not as wide as before. ---- [[Image:Reptsb6.jpg]] (6) The old person thinks for a while. [[Image:Reptsb7.jpg]] (7) '''Old Person''': "What computer do you have at home?" Note: Mild telephoto (85 mm lens in 35 mm film camera equivalent) ---- [[Image:Reptsb8.jpg]] (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" Note: Mild telephoto (85 mm lens in 35 mm film camera equivalent) ---- [[Image:REPtsb9.jpg]] (9) '''Old Person''': "But what computer does your father use at work?" Note: Telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) ---- [[Image:Reptsb10.jpg]] (10) The young person thinks for a moment. Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) ---- [[Image:Reptsb11.jpg]] (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) ---- [[Image:Reptsb12.jpg]] (12) The Old Person smiles. Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) ---- [[Image:Reptsb14A.jpg]] <math>\Rightarrow</math> <math>\Rightarrow</math> <math>\Rightarrow</math> [[Image:Reptsb14b.jpg]] (13) Old Person and the Young Person walk toward home together. Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent).<br>This is shot full frame of just the old person and the young person. The rest is a matte painting. The dolly out is done in compositing. <br>The actual movie set is just a blank wall and a movie poster. Everything else is a matte painting. ---- (14) Fade to Black. :::The End [[Category:Media]] 7131 33171 2006-10-09T04:39:56Z Robert Elliott 1436 1. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 1. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7132 33172 2006-10-09T04:42:53Z Robert Elliott 1436 2. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 2. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7133 33175 2006-10-09T04:46:21Z Robert Elliott 1436 3. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". 3. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". 7134 33176 2006-10-09T04:46:57Z Robert Elliott 1436 4. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 4. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7135 33177 2006-10-09T04:47:47Z Robert Elliott 1436 5. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 5. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7136 33178 2006-10-09T04:48:26Z Robert Elliott 1436 6. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 6. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7137 33179 2006-10-09T04:48:55Z Robert Elliott 1436 7. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 7. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7138 33180 2006-10-09T04:49:36Z Robert Elliott 1436 8. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 8. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7139 33181 2006-10-09T04:50:22Z Robert Elliott 1436 9. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 9. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7140 33183 2006-10-09T04:59:00Z Robert Elliott 1436 10. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 10. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7141 33184 2006-10-09T04:59:33Z Robert Elliott 1436 11. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 11. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7142 33185 2006-10-09T05:00:23Z Robert Elliott 1436 12. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 12. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7143 33186 2006-10-09T05:01:10Z Robert Elliott 1436 13. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 13. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7144 33187 2006-10-09T05:02:15Z Robert Elliott 1436 14A. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 14A. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7145 33188 2006-10-09T05:02:52Z Robert Elliott 1436 14B. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Summary == 14B. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side". == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7146 76587 2007-01-15T19:55:00Z JWSchmidt 20 [[Category:Project Management]] ==Overview== This course is proposed as a jointly developed learning experience/environment delivering business acumen and practical engineering analysis skills to businessmen, professionals, and team leaders of all kinds for use within government, organizations, industry and commerce of all kinds. Some prior experience or study is recommended for effective participation in this course. For example: On the job budgeting or reporting, engineering economics, accounting fundamentals. Students with little or no previous exposure to spreadsheets and/or financial budgeting or operations will be expected to audit other appropriate study materials or learning environments and not place an undue burden on this course's participants with regard to extreme fundamentals of cash flow management, budgeting and accounting. ==Topics== Some proposed topics of potentially fruitful study * Proposal development * Budget Estimating and planning * Sales Pitching for approval or closing the deal *: Formal proposal or project/business plan *: Story boards *: Summary briefing slides * Cash Flow analysis, tables, and diagrams * Sources and sinks * Routine checks, balances, audits, and reporting techniques * [[/Asset Tradeoffs and Management/]] * Liability or risk management * Fluctuation or reserve management * Team (self) defense via competent information management * Task scope closeout or project shutdown * Taking due credit at task/project completion * Giving due credit to stakeholders ==Recommended Resources== * Access to a workstation and a spreadsheet program interested in learning to use * Available Course Development Consultants or Tutors (Been there done some of that.) ==Participants== * [[User:Lazyquasar|Lazyquasar]] 08:50, 26 November 2005 (UTC) [[Category:Project Management]] 7148 76925 2007-01-16T04:10:58Z JWSchmidt 20 [[Category:Project Management]] Please refer to http://en.wikipedia.org/wiki/Matrix_management for more information. [[Category:Project Management]] 7149 33239 2006-10-09T06:24:16Z Draicone 1128 [[School of Project Management/Matrix Management]] moved to [[School:Project Management/Matrix Management]]: Move page imported from wikibooks to correct location. #REDIRECT [[School:Project Management/Matrix Management]] 7150 33241 2006-10-09T06:25:25Z Draicone 1128 [[School:Project Management/Matrix Management]] moved to [[Topic:Matrix Management]]: Moving page to correct location - school is keeping materials in topic namespace. #REDIRECT [[Topic:Matrix Management]] 7151 33243 2006-10-09T06:31:01Z Draicone 1128 [[Topic:Project Management/Goal Setting and Management]] moved to [[Topic:Goal Setting and Management]]: Moving to correct location. I will update the redirect as it is used by the template on wikibooks. #REDIRECT [[Topic:Goal Setting and Management]] 7152 77329 2007-01-16T23:09:14Z JWSchmidt 20 [[Category:Project Management]] Total Quality Management is the practice of managing quality by involving everyone and every activity. Common usage of Total Quality Management is to improve cycle times, reducing product/service costs, and reduce variations. For more information, refer here http://en.wikipedia.org/wiki/Total_Quality_Management [[Category:Project Management]] 7153 33249 2006-10-09T06:33:56Z Draicone 1128 [[School of Project Management/Total Quality Management]] moved to [[Topic:Total Quality Management]]: Move page imported from wikibooks to correct location + namespace. #REDIRECT [[Topic:Total Quality Management]] 7154 33252 2006-10-09T06:43:00Z Draicone 1128 Uploading [[:Image:Wikissp 1.png]] from wikibooks as it is used within Wikiversity. Author is Peter Zed. GFDL. == Summary == Uploading [[:Image:Wikissp 1.png]] from wikibooks as it is used within Wikiversity. Author is Peter Zed. GFDL. == Licensing == {{GFDL}} 7155 47869 2006-11-22T20:32:16Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Biomechanics is the study of the mechanics of tissues. Though the subject is typically considered a foundational aspect of Bioengineering, it is often part of a Biophysics curriculum, as it involves many concepts from physics in order to fully understand the biological mechanisms. The types of tissues we are going to study are muscles, lungs and blood vessels, each with special characteristics to accomplish contraction functions and others. Well, here we are: * [[b:Biomechanics/The Biomechanics Of Skeletal Muscles|The Biomechanics Of Skeletal Muscles]] * [[b:Biomechanics/The Biomechanics Of Skeletal Muscles part 2|The Biomechanics Of Skeletal Muscles part 2]] * [[b:Biomechanics/The Biomechanics Of The Lung|The Biomechanics Of The Lung]] * [[b:Biomechanics/Hemodynamics|Hemodynamics]] [[Category:Biology]] [[Category:Biomedical Engineering]] [[Category:Pages moved from Wikibooks]] 7158 33279 2006-10-09T07:00:44Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 1]] moved to [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 1]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 1]] 7159 33281 2006-10-09T07:01:23Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 5]] moved to [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 5]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 5]] 7160 33283 2006-10-09T07:01:33Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 4]] moved to [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 4]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 4]] 7161 33285 2006-10-09T07:01:43Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3]] moved to [[School:Mathematics/Introduction to Graph Theory/Proof of Corollary 3]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Proof of Corollary 3]] 7162 33287 2006-10-09T07:01:46Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2]] moved to [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 2]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Proof of Theorem 2]] 7163 33294 2006-10-09T07:04:13Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Glossary]] moved to [[School:Mathematics/Introduction to Graph Theory/Glossary]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Glossary]] 7164 33297 2006-10-09T07:05:38Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Lecture 2]] moved to [[School:Mathematics/Introduction to Graph Theory/Lecture 2]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Lecture 2]] 7165 33299 2006-10-09T07:05:44Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory:Lecture 1]] moved to [[School:Mathematics/Introduction to Graph Theory/Lecture 1]]: Move to correct location #REDIRECT [[School:Mathematics/Introduction to Graph Theory/Lecture 1]] 7169 33311 2006-10-09T07:19:46Z Draicone 1128 [[School of Mathematics:Course guide]] moved to [[School:Mathematics/Course guide]]: Move to correct location #REDIRECT [[School:Mathematics/Course guide]] 7171 33318 2006-10-09T07:23:25Z Draicone 1128 [[School of Mathematics:Primary School Mathematics]] moved to [[School:Mathematics/Primary School Mathematics]]: Move to correct location #REDIRECT [[School:Mathematics/Primary School Mathematics]] 7172 67099 2007-01-05T18:41:17Z JWSchmidt 20 #REDIRECT [[Topic:High School Mathematics]] #REDIRECT [[Topic:High School Mathematics]] 7174 68791 2007-01-10T00:29:44Z JWSchmidt 20 [[Category:Computer Science]] ==Description== '''Numerical Algorithms''' is a set of courses in the [[Topic:Scientific Computing|Department of Scientific Computing]] in the [[School:Computer Science|School of Computer Science]]. ==Introduction== ''What are numerical algorithms?'' ''Short history?'' ==Scope== In these courses, students learn the basic tools and language of [[Topic:Scientific Computing|Scientific Computing]]. ==Prequisites== Students willing to follow the courses in Numerical Algorithms should have taken the following courses or equivalents thereof: * Basic Analysis * Basic Linear Algebra * Introduction to Programming with some knowledge of either Matlab, C or Pascal. ==Courses== The courses in Numerical Algorithms are designed to be followed in the order presented here. * [[Finite Arithmetic]] * [[Interpolation and Extrapolation]] * [[Least-Squares Fitting]] * [[Root Finding in one Dimension]] ** [[Bisection Method]] ** [[Newton's Method]] ** [[Secant Method]] * [[Root Finding in many Dimensions]] * [[Numerical Integration and Differentiation]] ** [[Monte Carlo Integration]] * [[Numerical Integration of ODEs]] * [[Numerical Linear Algebra]] ==Active Participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:Pedro.Gonnet|Pedro.Gonnet]] 08:22, 9 October 2006 (UTC) [[Category:Computer Science]] 7175 68681 2007-01-09T19:36:03Z Mystictim 626 added category learning activities ''This course is still very much in the rough!'' ==Summary== This course belongs to the track [[Topic:Numerical Algorithms|Numerical Algorithms]] in the [[Topic:Scientific Computing|Department of Scientific Computing]] in the [[School:Computer Science|School of Computer Science]]. In this course, students will learn how numbers are represented on modern-day computers, where the limits and problems of such numbers are and how they may be overcome. ==Representation== On binary computers, whole numbers ([http://en.wikipedia.org/wiki/Integer_%28computer_science%29 Integers]) are stored in bit arrays of fixed size. These arrays contain the binary representation of the decimal number. The decimal number 37, for instance, can be converted to binary and stored in an 8-bit variable :<math>37_{10} \rightarrow 100101_2 \rightarrow</math> [[Image:Binary_37.png]] The range of numbers that can be stored in <math>n</math> bits is <math>0 \dots 2^n-1</math>. This trivial scheme works rather well, since binary arrays are integer by nature. Hoever, mathematics is usually not restricted to integer arithmetic, so a different representation has to be found for real-valued numbers, such as <math>0.1</math>, <math>\sqrt{2}</math>, <math>\pi</math> and the like. The most trivial approach for real-valued numbers would be to pack them into two integers, one representing the integer part, the other the fraction. :<math>3.7_{10} \rightarrow a.b \rightarrow 11_2 . 10110011_2 \rightarrow</math> [[Image:fixed-point.png]] Notice that the fractional part is not <math>1101_2 = 7_{10}</math>, yet <math>0.10110011_2 = 0.7_{10}</math>. The <math>k</math><sup>th</sup> digit to the right of the "." in binary is <math>2^{-k}</math> <center> {|border=1 cellpadding=2 | <math>0.1_b</math> | <math>0.5_{10}</math> |- | <math>0.01_b</math> | <math>0.25_{10}</math> |- | <math>0.001_b</math> | <math>0.125_{10}</math> |- | <math>0.0001_b</math> | <math>0.0625_{10}</math> |- | <math>0.\underbrace{00\dots0}_{\times k}1</math> | <math>2^{-(k+1)}</math> |} </center> Using such a representation -- generally called a fixed-point representation -- results in very simple operations (addition, multiplication, division, etc...) yet it's range would be limited from :<math>2^{-B_b} \dots 2^{B_a}-2^{-B_b}</math> where <math>B_a</math> and <math>B_b</math> are the number of bits in the integer and fractional parts respectively. This is not a very wide range. <p>Furthermore, for large numbers, we are carying around a lot of lower-order bits which we probably don't need since, as we will see later, we are usually interested in ''relative accuracy'' (''i.e.'' the first few digits of a number) as opposed to the ''absolte accuracy'' of the last digits of the fractional part. Likewise, for small numbers of the order of <math>2^{-B_b}</math>, we are only precise up to a few digits although we are carying around a bunch of zeros we don't really need. <p>Instead of using two number additively, as in the example above, we could represent our real numbers as the product of a fixed precision number and a factor of 2 :<math> a \times 2^b </math> This is equivalent to shifting <math>a</math> by <math>b</math> bits. The "." in <math>a</math> can therefore be set arbitrarily. for all practical purposes, we set it after the first digit. :<math>3.7_{10} \rightarrow 1.110110011_2 \times 2^{1_b} = 11.10110011_2</math> This is the concept of modern floating-point numbers as described in [http://en.wikipedia.org/wiki/IEEE_754 IEEE 754]. The range of numbers that can be represented is from <math>1 \times 2^{-2^{B_b}}</math> to <math>(2 - 2^{-(B_a-1)}) \times 2^{2^{B_b}}</math>. <p>''TODO: Show how sum, multiplication and division are computed.'' ===Exercises=== * The smallest and largest numbers representable by <math>a \times 2^{b}</math> are given as <math>1 \times 2^{-2^{B_b}}</math> and <math>(2 - 2^{-(B_a-1)}) \times 2^{2^{B_b}}</math> respectively. Show what these numbers would look like for <math>B_a = B_b = 8</math>. ==IEEE 754 Floating Point Numbers== Show representation for single and double precision, sizes of mantissa and exponent First bit of mantissa is always 1, normalized numbers, exponent is biased for easier arithmetic. *Special values, such as 0, Nan and Inf have special representations. Explain different rounding modes. ==Useful/Important Values== Concept of <math>\varepsilon</math>. Definition as <math>\min_\varepsilon 1 + \varepsilon > 1</math> and spacing between numbers 1.0 and 2.0. Realmin and Realmax Show how these values can be computed in Matlab, C and Pascal Note on problem with extra bits (90 bits) on Intel Pentiums. ==Truncation== Basic explanation of the problem with an example, preferrably with a figure. Explain how it can be avoided by sorting or with Kahan summation. ==Cancellation== Give an example illustrating the problem. No ''trick'', problems need to be re-formulated to avoid subtracting numbers of similar magnitude. Show some examples how this can be done. ==Exercises== * Compute eps for some special representation, realmax, realmin. * how could a*2^n be implemented efficiently? * re-write some equation to avoid truncation and/or cancellation. [[Category:Scientific Computing]][[Category:Computer Science]][[Category:Numerical Algorithms]][[Category:Mathematics]] [[Category:Learning activities]] 7177 77067 2007-01-16T15:19:45Z Historybuff 5228 fixed category ''This course is still very much in the rough!'' ==Summary== This course belongs to the track [[Topic:Numerical Algorithms|Numerical Algorithms]] in the [[Topic:Scientific Computing|Department of Scientific Computing]] in the [[School:Computer Science|School of Computer Science]]. In this course, students will learn how to approximate discrete data. Different representations and techniques for the approximation are discussed. ==Discrete Data== Discrete data arises from measurements of <math>f(x)</math> or when <math>f(x)</math> is difficult or expensive to evaluate. In general, discrete data is given by a set of nodes <math>x_i</math>, <math>i=1 \dots n</math> and the function <math>f(x)</math> evaluated at these points: <math>f_i = f(x_i)</math>, <math>i=1 \dots n</math>. In the following, we will refer to the individual nodes and function values as <math>x_i</math> and <math>f_i</math> respectively. The vectors of the <math>n</math> nodes or function values are written as <math>\underline{\mathbf x}</math> and <math>\underline{\mathbf f}</math> respectively. We will also always assume that the <math>x_i</math> are ''distinct''. ==Polynomial Interpolation== Although there are many ways of representing a function <math>f(x)</math>, polynomials are the tool of choice for interpolation. As the [[w:Taylor Series|Taylor series]] expansion of a function <math>f(x)</math> around <math>0</math> shows, every continuous, differentiable function has a polynomial representation :{|border=0 |<math>f(x)</math> |<math>=</math> |<math>f(0) + f'(0)x + \frac{1}{2}f''(0)x^2 + \frac{1}{6}f'''(0)x^3 + \dots</math> |- | |<math>=</math> |<math>\sum_{n=0}^\infty \underbrace{\frac{1}{n!}f^{(n)}(0)}_{=a_n}x^n</math> |- | |<math>=</math> |<math>\sum_{n=0}^\infty a_n x^n</math> |} in which the <math>a_n = \frac{1}{n!}f^{(n)}(0)</math> are the exact weights. If a function <math>f(x)</math> is assumed to be continuous and differentiable and we assume that it's derivatives <math>f^{(n)}(0)</math> are zero or of negligeable magnitude for increasing <math>n</math>, it is a good idea to approximate the function with a polynomial. Given <math>n</math> distinct nodes <math>x_i</math>, <math>i=1 \dots n</math> at which the function values <math>f_i = f(x_i)</math> are known, we can construct an '''interpolating polynomial''' <math>g(x)</math> such that <math>g(x_i) = f_i</math> for all <math>i=1 \dots n</math>. :''Any nice way of deriving the interpolation error?'' ==The Vandermonde Matrix== By definition as given above, our polynomial :<math>g(x) = \sum_{i=0}^{n-1} a_i x^i</math> must interpolate the function <math>f(x)</math> at the <math>n</math> nodes <math>x_i</math>. This leads to the following system of <math>n</math> linear equations in the coefficients <math>a_i</math>: :{| |<math>f(x_1)</math> |<math>=</math> |<math>a_0 + a_1x_1 + a_2 x_1^2 + \dots + a_{n-1} x_1^{n-1}</math> |- |<math>f(x_2)</math> |<math>=</math> |<math>a_0 + a_1x_2 + a_2 x_2^2 + \dots + a_{n-1} x_2^{n-1}</math> |- | |<math>\vdots</math> | |- |<math>f(x_n)</math> |<math>=</math> |<math>a_0 + a_1x_n + a_2 x_n^2 + \dots + a_{n-1} x_n^{n-1}</math> |} We can re-write this system of linear equation in matrix notation as :<math>\mathbf M \mathbf a = \mathbf f</math> where <math>\mathbf a</math> is the vector of the <math>a_i</math>, <math>i=0\dots n-1</math> coefficients and <math>\mathbf M</math> is the so-called moment matrix or [[w:Vandermonde Matrix|Vandermonde matrix]] with :<math>\mathbf M = \begin{bmatrix} 1 & x_1 & x_1^2 & \dots & x_1^{n-1} \\ 1 & x_2 & x_2^2 & \dots & x_2^{n-1} \\ \vdots & \vdots & \vdots & \ddots & \vdots \\ 1 & x_n & x_n^2 & \dots & x_n^{n-1} \end{bmatrix}</math> or :<math>\mathbf M_{i,j} = x_i^{j-1}</math> This linear system of equations can be solved for <math>\mathbf a</math> using [[w:Gauss Elimination|Gauss elimination]] or other methods. The following shows how this can be done in [[w:Matlab|Matlab]] or [[w:GNU Octave|GNU Octave]]. <pre>% declare our function f f = inline('sin(pi*2*x)','x') % order of the interpolation? n = 5 % declare the nodes x_i as random in [0,1] x = rand(n,1) % create the moment matrix M = zeros(n) for i=1:n M(:,i) = x.^(i-1); end % solve for the coefficients a a = M \ f(x) % compute g(x) g = ones(n,1) * a(1) for i=2:n g = g + x.^(i-1)*a(i); end; % how good was the approximation? g - f(x)</pre> However practical it may seem, the Vandermonde matrix is not especially suited for more than just a few nodes. Due to it's special structure, the [[w:Ill-conditioned matrix|Condition Number]] of the Vandermode matrix increases with <math>n</math>. If in the above example we set <math>n=10</math> and compute <math>\mathbf a</math> with <pre>% solve for the coefficients a a = inv(M) * f(x)</pre> the approximation is only good up to 10 digits. For <math>n=20</math> it is accurate only to one digit. We must therefore consider other means of computing and/or representing <math>g(x)</math>. ==Lagrange Interpolation== Given a set of <math>n</math> nodes <math>x_i</math>, <math>i=1 \dots n</math>, we define the <math>k</math><sup>th</sup> [[w:Lagrange polynomial|Lagrange Polynomial]] as the polynomial of degree <math>n-1</math> that satisifies :<math>\ell_k(x_i) = \begin{cases}0\quad & i \neq k \\ 1 & i = k\end{cases}</math> ''Maybe add a nice plot of a Lagrange polynomial over a few nodes?'' The first condition, namely that <math>\ell_k(x_i)=0</math> for <math>i \neq k</math> can be satisfied by construction. Since every polynomial of degree <math>n-1</math> can be represented as the product :<math>g(x) = c\prod_{i=1}^{n-1}(x - \xi_i)</math> where the <math>\xi_i</math> are the [[w:Root (mathematics)|roots]] of <math>g(x)</math> and <math>c</math> is some constant, we can construct <math>\ell_k^\star(x)</math> as :<math>\ell_k^\star(x) = \prod_{i=1,i \neq k}^{n}(x - x_i)</math>. The polynomial <math>\ell_k^\star(x)</math> is of order <math>n-1</math> and satisifies the first condition, namely that <math>\ell_k^\star(x_i)=0</math> for <math>i \neq k</math>. Since, by construction, the <math>n-1</math> roots of <math>\ell_k^\star(x)</math> are at the nodes <math>x_i</math>, <math>i \neq k</math>, we know that the value of <math>\ell_k^\star(x_k)</math> cannot be zero. This value, however, should be <math>1</math> by definition. We can enforce this by scaling <math>\ell_k^\star(x)</math> by <math>\ell_k^\star(x_k)^{-1}</math>: :{|cellpadding=2 |<math>\ell_k(x)</math> |<math>=</math> |<math>\frac{\ell_k^\star(x)}{\ell_k^\star(x_k)}</math> |- | |<math>=</math> |<math>\frac{\prod_{i=1,i \neq k}^{n}(x - x_i)}{\prod_{i=1,i \neq k}^{n}(x_k - x_i)}</math> |} If we insert any <math>x_i</math>, <math>i \neq k</math> into the above equation, the nominator becomes <math>0</math> and the first condition is satisified. If we insert <math>x_k</math>, the nominator and the denominator are the same and we get <math>1</math>, which means that the second condition is also satisfied. We can now use the Lagrange polynomials <math>\ell_k(x)</math> to construct a polynomial <math>g(x)</math> of degree <math>n-1</math> which interpolates the <math>n</math> function values <math>f_i</math> at the points <math>x_i</math>. Consider that, given the definition of <math>\ell_k(x)</math>, :<math>f_k\ell_k(x_i) = \begin{cases}f_k\quad & i = k \\ 0 & i \neq k\end{cases}</math>. Therefore, if we define <math>g(x)</math> as :<math>g(x) = \sum_{k=1}^{n} f_k\ell_k(x)</math> then <math>g(x_i) = f_i</math> for all <math>i=1 \dots n</math>. Since the <math>\ell_k(x)</math> are all of degree <math>n-1</math>, the weighted sum of these polynomials is also of degree <math>n-1</math>. Therefore, <math>g(x)</math> is the polynomial of degree <math>n-1</math> which interpolates the <math>n</math> values <math>f_i</math> at the nodes <math>x_i</math>. The representation with Lagrange polynomials has some advantages over the monomial representation <math>g(x)=\sum_{i=0}^{n-1}a_ix^i</math> described in the previous section. First of all, once the Lagrange polynomials have been computed over a set of nodes <math>x_i</math>, computing the interpolating polynomial for a new set of function values <math>f_i</math> is trivial, since these only need to be multiplied with the Lagrange polynomials, which are independent of the <math>f_i</math>. Another advantage is that the representation can easily be extended if additional points are added. The Lagrange polynomial <math>\ell_k^+(x)</math>, obtained by adding a point <math>x_{n+1}</math> to the interpolation, is :<math>\ell_k^+(x) = \ell_k(x) \frac{x - x_{n+1}}{x_k - x_{n+1}}</math>. Only the new polynomial <math>\ell_{n+1}^+(x)</math> would need to be re-computed from scratch. In the monomial representation, adding a point would involve adding an extra line and column to the Vandermonde matrix and re-computing the solution. *''Add a word on Barycentric interpolation to facilitate adding points.'' ==Newton Interpolation== Given a set of <math>n</math> function values <math>f_i</math> evaluated at the nodes <math>x_i</math>, the [[w:Newton polynomial|Newton polynomial]] is defined as the sum :<math>g(x) = \sum_{i=1}^{n} a_in_i(x)</math> where the <math>n_i(x)</math> are the <math>n</math> Newton basis polynomials defined by :{|cellpadding=2 |<math>n_1(x)</math> |<math> = </math> |<math>1</math> |- |<math>n_i(x)</math> |<math> = </math> |<math>\prod_{k=1}^{i-1} (x - x_k)\quad \mbox{for } i > 1</math>. |} ==Switching Between Representations== ==Arbitrary Basis Functions== ==Piecewise Interpolation / Splines== [[B Splines]] ==Radial Basis Functions== ==Extrapolation== ==Exercises== [[Category:Scientific Computing]][[Category:Computer Science Courses]][[Category:Numerical Algorithms]][[Category:Mathematics]] 7181 77318 2007-01-16T22:20:45Z JWSchmidt 20 [[Category:Discussions]] A place for the discussion of Donald Knuth's the Art of Computer Programming Discussions also take place on the mailing list at '''taocprg@lists.ibiblio.org''' Please feel free to add notes to this page or (better) make a link to your notes/exercise/questions from the appropriate section of the book below. == Table of Contents == '''Chapter 1 - Basic Concepts ..................................... 1''' 1.1. [[TAoCP:Algorithms|Algorithms]] ([[TAoCP:Algorithms:Exercises|exercises]]) .................................... 1 1.2. [[TAoCP:Mathematical Preliminaries|Mathematical Preliminaries]] ............................... 10 1.2.1. Mathematical Induction ............................. 11 1.2.2. [[TAoCP:Numbers, Powers, and Logarithms|Numbers, Powers, and Logarithms]] ([[TAoCP:Numbers, Powers, and Logarithms:Exercises|exercises]])......... 21 1.2.3. Sums and Products .................................. 27 1.2.4. Integer Functions and Elementary Number Theory ..... 39 1.2.5. Permutations and Factorials ........................ 45 1.2.6. Binomial Coefficients .............................. 52 1.2.7. Harmonic Numbers ................................... 75 1.2.8. Fibonacci Numbers .................................. 79 1.2.9. Generating Functions ............................... 87 1.2.10. Analysis of an Algorithm .......................... 96 *1.2.11. Asymptotic Representations ....................... 107 *1.2.11.1. The O-notation ............................. 107 *1.2.11.2. Euler's summation formula .................. 111 *1.2.11.3. Some asymptotic calculations ............... 116 1.3. MIX ..................................................... 124 1.3.1. Description of MIX ................................ 124 1.3.2. The MIX Assembly Language ......................... 144 1.3.3. Applications to Permutations ...................... 164 1.4. Some Fundamental Programming Techniques ................. 186 1.4.1. Subroutines ....................................... 186 1.4.2. Goroutines ........................................ 193 1.4.3. Interpretive Routines ............................. 200 1.4.3.1. A MIX simulator ............................. 202 *1.4.3.2. Trace routines .............................. 212 1.4.4. Input and Output .................................. 215 1.4.5. History and Bibliography .......................... 229 '''Chapter 2 - Information Structures ........................... 232''' 2.1. Introduction ............................................ 232 2.2. Linear Lists ............................................ 238 2.2.1. Stacks, Queues, and Deques ........................ 238 2.2.2. Sequential Allocation ............................. 244 2.2.3. Linked Allocation ................................. 254 2.2.4. Circular Lists .................................... 273 2.2.5. Doubly Linked Lists ............................... 280 2.2.6. Arrays and Orthogonal Lists ....................... 298 2.3. Trees ................................................... 308 2.3.1. Traversing Binary Trees ........................... 318 2.3.2. Binary Tree Representation of Trees ............... 334 2.3.3. Other Representations of Trees .................... 348 2.3.4. Basic Mathematical Properties of Trees ............ 362 2.3.4.1. Free trees .................................. 363 2.3.4.2. Oriented trees .............................. 372 *2.3.4.3. The "infinity lemma" ........................ 382 *2.3.4.4. Enumeration of trees ........................ 386 2.3.4.5. Path length ................................. 399 *2.3.4.6. History and bibliography .................... 406 2.3.5. Lists and Garbage Collection ...................... 408 2.4. Multilinked Structures .................................. 424 2.5. Dynamic Storage Allocation .............................. 425 '''History and Bibliography ..................................... 457''' '''Answers to Exercises ......................................... 466''' '''Appendix A--Tables of Numerical Quantities ................ 619''' 1. Fundamental Constants (decimal) ........................... 619 2. Fundamental Constants (octal) ............................. 620 3. Harmonic Numbers, Bernoulli Numbers, Fibonacci Numbers .... 621 '''Appendix B--Index to Notations ............................... 623''' '''Index and Glossary ........................................... 628''' == Related Helpful Material == [http://bluebones.net/greek-summary/ Greek letters] [[Category:Computer Science]] [[Category:Computer Programming]] [[Category:Computer Books]] [[Category:Discussions]] 7186 33379 2006-10-09T13:30:27Z Pedro.Gonnet 1809 Binar representation of 37/ Binar representation of 37/ 7187 33391 2006-10-09T14:24:25Z Pedro.Gonnet 1809 fixed-point representation of 3.7 fixed-point representation of 3.7 7189 33402 2006-10-09T15:18:46Z Physchim62 798 [[Topic:Analytical Chemistry]] moved to [[Topic:Analytical chemistry]]: capitalization #REDIRECT [[Topic:Analytical chemistry]] 7192 64158 2006-12-28T08:46:15Z Robert Elliott 1436 Redirect to Lesson:thumbnail storyboards #REDIRECT [[Lesson:Thumbnail Storyboard]] ;<font color="gray">WikiU Film School </font>- Lesson #004 - The Thumbnail Storyboards *1. [[Lesson:Thumbnail_Storyboard | <font color="gray">Thumbnail Storyboarding • </font>'''Lesson summary''']] with links to require reading. *2. [[WikiFilmSchool_N4P1 | <font color="gray">Thumbnail Storyboarding • </font> '''What are thumbnail storyboards?''']] / What software do I need? <math>\Leftarrow</math> <font color="green"> '''''You are here!''''' *3. [[WikiFilmSchool_N4P2 | <font color="gray">Thumbnail Storyboarding • </font> '''How to draw thumbnails storyboards.''']] *4. [[Storyboard_Examples | <font color="gray">Thumbnail Storyboarding • </font>'''Examples''']] of thumbnail storyboards. :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side |Storyboard Outline]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]]<math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N4P1 | Page 1]] - What are Thumbnail Storyboards? ---- ---- ==Storyboarding== <div style="float:right;width:50%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>FrameForge 3D Studio 2</h3> <h4>The Free Demo Version</h4> [[Image:Shot01FrameForge.jpg]] <h5>The young person looks at the movie poster.</h5></center> ==Other Storyboarding Options== ;The Advantage of Thumbnails :In this lesson, you create very simple thumbnail storyboards. This lesson is not about polished storyboards from fancy programs like FrameForge 3D Studio 2. Thumbnail storyboarding is quick and dirty. Even though thumbnail storyboards do not always look great, they can be done in just a few minutes. The advantage of thumbnail storyboards is they give you ideas. ;FrameForge 3D Studio 2 :[http://www.frameforge3d.com/ FrameForge] is a fun storyboarding program. It is designed for professional storyboard artists to create lens accurate images for real motion pictures. Best of all, it is well designed and well written. ;The Advantage of FrameForge :Even though you will find FrameForge easy to get start, the program takes a long time to master because it has so many features. Normally, I would not concider this program for something as simple as thumbnail storyboards. :However, FrameForge has a unique advantage. It is a good program for people who have never created storyboards before and do not understand how lenses work. If you are not an expert with SLR fixed-focus cameras, it might be better to start with FrameForge to experiment with the way camera lenses work. After you know this, then you can begin creating thumbnail storyboards with pencil and paper. ;The Free Demo Version :You can download a free demo version of FrameForge. This free version has some limitations but the demo program works well enough for completing the storyboards for our movie. ;Special Lessons in FrameForge 3D Studio 2 :Soon, there will be a separate lesson about creating the storyboard for '''''"Seduced by the Dark Side!"''''' using FrameForge 3D Studio 2. It will be an optional lesson but since the demo version is '''free''' (for a limited time; 20 uses), the program is well worth trying. You might fall in love with it. </div> </div> ;Definition :'''Storyboards''' are drawings which show what the movie will look like. :The first storyboards are so tiny so they are called '''thumbnail''' storyboards since they are no bigger than a thumbnail. :Most thumbnail storyboards are just tiny stick figure drawings. That is all you needed to explain your shots to me and our jolly crew. ;You say, "What is the big deal?" :What makes storyboarding so vital is you make all the important '''visual decisions''' when you create the thumbnail storyboards. This is the step where the movie begins to have life. Once the storyboards are complete, any skilled filmmaker can visualize how the final movie will appear. :All this comes from just those tiny sketches. It is amazing how something this simple can be so vital to the making of movie. ---- <center>[[Image:Reptsb6.jpg]] → [[Image:Reptsb7.jpg]]<br><br>Thumbnails are very simple storyboard. Just enough to explain the shot.<br>Can you see what is happening in this scene?</center> ---- ==What are Storyboards?== ;A. Position of the heads :In simplest terms, a thumbnail storyboard is just the location of the heads of the people in the scene. If you can clearly show the position, size, and expression of each person's head, most everything else is clear. ;B. Body Optional :The bodies of the actors can also be drawn but this step is not required. By drawing the body, you help show how each actor relates to the others in the scene, however, drawing the head usually already shows this information. ;C. The Lens is the Thing :The relationship of the characters in a storyboard frame is '''not''' about acting but about the lens that will used to film the scene. Draw the thumbnail storyboard to show the relationship between the actors and you will also explain what lens is needed to capture this image. (More about lenses in Lesson 8.) ==Media/Software for Drawing Storyboards== ;What Media to Use? :If you are going to draw your own storyboards (rather than just select [[Lesson 4 Storyboard Frames|already completed storyboard frames]]), you need something to draw with. :The first thumbnail storyboards are usually simply tiny, rough drawings made on a napkin or notebook with a pencil. But since we use computers, we have a lot more options. ===OPTION 1 - <font color="maroon">Paper and Pencil=== :Of course, you can use '''paper and pencil'''. The only problem is how do you show your sketches to the other members of our jolly crew who live all around the world. If you use pencil and paper, you have to scan your pictures into a computer… and that takes more time than drawing the pictures on a computer to start with. Therefore, pencil and paper is '''not the best option'''. <center>—§—</center> ===OPTION 2 - <font color="maroon">Adobe Photoshop=== [[Image:Reptsb5.jpg|frame|A thumbnail storyboard frame created quickly using Adobe Photoshop 5.5]] :Adobe '''Photoshop''' is ideal for storyboarding because it is fast… once you become familiar with the program. Photoshop has round and square marquee tools for making selections which can be '''filled''' and '''stroked''' to create heads, eyes, and bodies. :All you need is Photoshop 4 or better to make wonderful storyboards. An old antique computer is perfect for this. (Though Photoshop is not free, you can use an old version which is almost free. I use version 5.5 on a laptop made 10 years ago.) <center>—§—</center> ===OPTION 3 - <font color="maroon">ArtRage </font>(Free demo version)=== ;<font color="green">Highly Recommended</font> !!! :[[Image:ArtRage 2 SB 1.jpg|frame|A very simple storyboard frame created using the free version of ArtRage.]] :[http://www.artrage.com/artrage.html ArtRage 2] is a fun painting program simulating simple artist tools. '''Ambient Design''' is a New Zealand based company founded by Andy Bearsley and Matt Fox-Wilson who came from MetaCreations Corp. They offer a [http://www.artrage.com/artragedown.html free version] of ArtRage 2 which has only some of the features of the full version. Still, the free version is more than enough to do this project. ;Note 1:ArtRage 2 requires a graphic tablet since a mouse is not a good painting tool. I tried using a mouse and could not do it. You must have an artist's tablet attached to your computer to get the benefit of pressure sensitivity. ;Note 2 :Unlike Photoshop, ArtRage requires at least some drawing talent. I will try to get examples of thumbnail storyboards created with Art Rage. The important thing to remember about ArtRage is it is both fun and can produce wonderful illustration. Even if you do not use the program for thumbnail storyboarding, you will find this program a joy to use. <center>—§—</center> ===OPTION 4 - <font color="maroon">Camera=== :Some film directors prefer to get real actors and have them walk through the script. As the actor move into position, the director photographs them. This way the director can use the actual lenses in the actual location. <center>—§—</center> ===OPTION 5 - <font color="maroon">FrameForge 3D Studio 2</font> - (Free demo version)=== :Good news! I have just discovered this wonderful program. [http://www.frameforge3d.com/ FrameForge 3D Studio 2] is a fun program which you can being using almost immediately. But it takes a long time to learn all the possible options. I will prepare instructions for using this program shortly. Stay turned. (Or better yet, download the free [http://www.frameforge3d.com/download.php demo version] and try it.) ---- ===Other Computer Software for Creating Thumbnail Storyboards=== :Other free painting and drawing programs will be listed here and tested. I will recommend only software which is easy to use. Beginning filmmakers need simple tools which are not difficult to install or use. A lot of software fails this test. <small><center>'''The Rejects'''</center></small> ;Not Recommended :[http://www.sketchup.com/ Sketch Up] has a [http://www.sketchup.com/index.php?title=Download+Page free demo version of SketchUp 5] which is fully working for 8 hours... which is enough time for you to experiment with the program creating storyboards. The program is absolutely fascinating but too awkward for storyboarding. I will continue to test this. There has to be some use in filmmaking for this wonderful program. ;Not Recommended :[http://www.eazydraw.com/ EazyDraw] has a free version. I could not change the page size in the free version so I could not make small storyboards. ;Not Recommended :[http://www.gimp.org GIMP] is the GNU Image Manipulation Program. It is a freely distributed piece of software for such tasks as photo retouching, image composition and image authoring. It works on many operating systems, in many languages. The GIMP ORG provides the free source code which then must be compiled in X11. This is not for the average filmmaker. (For more detail, see [[WikiU Film School - Problems installing GIMP]].) ;Not Recommended :[http://www.gimp.org/macintosh/ GIMP for the Macintosh] is available from different vendors but it is not free. I still cannot determine how easy it is to install. (For more detail, see [[WikiU Film School - Problems installing GIMP]].) ;Not Recommended :[http://www.gimp.org/windows/ GIMP for the Window] is available from different vendors but it is not free. I still cannot determine how easy it is to install. (For more detail, see [[WikiU Film School - Problems installing GIMP]].) ;Not Recommended :[http://www.openoffice.org/ Open Office 2] has a [http://www.openoffice.org/product/index.html draw] module which is designed for full size pages. It has no paint features for drawing expressions on the actor's faces. Therefore, creating small thumbnail storyboards is difficult. <small><center>'''Untested'''</center></small> ;I have not tried this product :[http://www.powerproduction.com/artist.html Storyboard Artist] by Power Products provides professional level features that are easy to learn and access. Creates print boards and QuickTime animatics. Also useful for prototyping games and other visual projects. ;I have not tried this product :[http://www.powerproduction.com/quick.html Storyboard Quick] by Power Products comes complete with pre-drawn image libraries which includes rotating characters; both specific and generic locations plus everyday props. ;I have not tried this product :[http://www.powerproduction.com/studioben.html Storyboard Artist Studio] by Power Products contains all of the features of StoryBoard Artist with additional features such as a sketch mode which turns all your frames into a sketch-like look so no matter what you use in a frame, the printed page looks like you sketched it. ==Recommended Frame Size== :Thumbnail storyboards are very simple. Therefore, the smallest possible frame size is the ideal size. I find that 160 by 90 pixels is a good size for thumbnail storyboards for motion pictures that will be released in the 16 by 9 aspect ratio. These numbers are easy to remember since, obviously, a frame which is 160 by 90 pixels has a 16-by-9 aspect ratio. ;Note :If you are using a program like ArtRage where texture is important, a frame size of 160 by 90 pixels is too small and awkward. Try doubling the frame size to 320 by 180 pixels. Be aware that a frame larger than 320 by 180 pixels might loose much of the detail when reduced to 160 by 90 pixels so do not use too large a frame size. ==More Advanced Storyboards== :This is only the first step in pre-visualizing the motion picture. This is not the final step. There will be larger storyboards for the animatic (a movie of the storyboards), storyboards for the investors, and storyboards that become the keyframes of the animated version of this movie. For now, all we need is rough sketches which is thumbnail storyboards. ==The Vocabulary of Storyboards== :When you create a storyboard, even a simple thumbnail storyboard, you are using the visual vocabulary of motion pictures. That means if you put two people in a shot, then you have created a '''"Two Shot"'''. And if your shot is a wide angle shot at the beginning of a movie, you are creating '''an establishing shot'''. * Start by looking at the required reading page from [http://www.mediacollege.com/video/shots/ Medial College on the various shots in a movie.] ==Blueprint vs. Illustration== :Remember that while you are illustrating the movie, you are also creating a blueprint for the movie which uses all the visual tools of filmmaking. So when possible, include information such as camera moves and the angle of each shot in the drawings that you do. ==Drawing a dolly shot and other camera moves== :If you need to show how the camera moves in a shot, you can simply draw '''two''' storyboards which show the beginning and the ending position of the camera and actors in the shot. Or you can draw an arrow in the storyboard frame to explain where the camera is moving during the shot. ==What camera angle?== :Don't forget to draw the camera angle. If the camera is pointing up, draw the heads smaller than normal. If the camera is pointing down at the actor, make the heads larger. :Also, the eyes of the actor's can explain the position of the camera and the position of the other actors in the scene. ==Lens Distortion== :Learn to draw the distortion of a lens. Use only wide angle and telephoto lenses, never a neutral (50mm) lens. Here is why: ===1. Wide Angle Lens=== * A wide angle lens creates the feeling of distance and cold. ===2. Telephoto Lens=== * A telephoto lens creates the feeling of warmth and close together. ===3. A Neutral Lens=== * A neutral lens has no distortion so everything appears as if viewed by the human eye. Without distortion, visual information is missing. The pictures are neither warm nor cold, close or distant. This lack of information makes the picture boring. ==How Many Drawings are Enough?== :Look at the [[Lesson:The_Raw_Script |unformatted script]] for '''''Seduced by the Dark Side!'''''. Each line is numbered. Therefore, you probably need at least one picture for each numbered line. If you have a special camera move or a special effect, you can create more than one picture. (Or you can use the [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards.) ---- ---- ==Next page of this lesson== :Go to [[WikiFilmSchool_N4P2 | How to draw thumbnail storyboards.]] ---- ---- ==Questions?== Contact the teacher. [[User:Robert Elliott|Robert Elliott]] September 2006 ---- ---- {{Homework04}} ---- ---- ---- ---- ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[Original Story for Seduced by the Dark Side | original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 7195 77311 2007-01-16T21:43:50Z JWSchmidt 20 [[Category:Strategic Studies]] =Online Reading Material= ==Wikimedia Articles== *[[w:Sun_Tzu|Wikipedia: Sun Tzu]] *[[w:The Art of War|Wikipedia: The Art of War]] *[[s:Author:Sun Tzu|Wikisource: Sun Tzu]] *[[wikiquote:Special:Search/Sun Tzu|Wikiquote: Sun Tzu]] ==Primary Texts== * ''[http://www.gutenberg.net/etext/132 The Art of War]'' translated by Lionel Giles (1910), [http://www.gutenberg.org/wiki/Main_Page Project Gutenberg] edition with considerable (but dated) text on Sun Tzu * ''[http://www.gutenberg.org/etext/17405 The Art of War]'' translated by Lionel Giles (1910), [http://www.gutenberg.org/wiki/Main_Page Project Gutenberg] edition without the translator's annotations, and including an [[w:HTML|HTML]] version. * ''[http://www.gutenberg.net/etext/12407 The Art of War]'', Chinese original at Project Gutenberg * ''[http://www.sonshi.com Sun Tzu The Art of War by Sonshi]'' Translation, message board, author interviews * ''[http://www.kimsoft.com/polwar.htm]'' translated by Lionel Giles (1910) ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== *''Sun Tzu - The Art of War'', Samuel B. Griffith, translation & commentary, forward by B.H. Liddell Hart, (NY: Oxford University Press, 1971), ISBN 0-19-501476-6 *''Sun Tzu on the Art of War'', Lionel Giles, translation & commentary, (Singapore: Graham Brash (Pte) Ltd., 1993), ISBN 9971-49-107-9 *''Sun-Tzu The Art of Warfare'', Roger T. Ames, translation & commentary, (NY: Ballentine, 1993), ISBN 0-345-36239-X (first English translation incorporating the recently discovered Yin-ch’üeh-shan texts) *''Art of War'', Ralph D. Sawyer, translation & commentary, (CO: Westview, 1994), ISBN 0-8133-1951-X *''Sun Tzu: The Art of War'', Thomas Cleary, translation & commentary, (Boston: Shambhala Publications, 1988), ISBN 0-87773-452-6 *''Sun Tzu: The New Translation'', J.H. Huang, translation & commentary, (NY: William Morrow, 1993), ISBN 0-688-12400-3 *''Sun Tzu’s Art of War'', Yuan Shibang, translator; commentary by General Tao Hanshang, (NY: Sterling Publishing Co., 1990), ISBN 0-8069-6639-4 *''Sun Zi: The Art of War'', Zhang Huimin, translator, Maj. Gen. Xie Guoliang, commentary, (Beijing, Panda Books, n.d.), ISBN 0-8351-3176-9 *''Sun Zi Speaks: The Art of War'', illustrator, Tsai Chih Chung; translated by Brian Bruya, (NY: Doubleday, 1994 ), ISBN 0-385-47258-7 *''The Essentials of War'', Zhong Qin, transcription & translation, (Beijing: New World Press, 1996), ISBN 7-80005-331-8 ==Commentaries and Articles== *''Sun Zi’s Art of War: A Picture Story Book'', 6 vols., Ma Shouliang, et alia, editorial committee, (Hangzhou: Zhejiang People’s Fine Arts Publishing House, 1995), ISBN 7-5340-0312-1/G-38 *''Mastering the Art of War: Zhuge Liang & Liu Ji'', Thomas Cleary, translation & commentary, (Boston: Shambhala, 1988), ISBN 0-87773-513-1 *Emerson M. S. Niou & Peter C. Ordeshook, “A game-theoretic interpretation of Sun Tzu's Art of War,” ''Journal of Peace Research''. 1994 May; 31(2):161-174. *Edward O'Dowd & Arthur Waldron, “Sun Tzu for strategists,” ''Comparative Strategy''. 1991; 10:25-36. *Laure Paquette, “Strategy and time in Clausewitz's On War and in Sun Tzu's The Art of War.” ''Comparative Strategy''. 1991; 10:37-51. *Christopher C. Rand, “Chinese military thought and philosophical Taoism.” ''Monumenta Serica''. 1979; 34:171-218. *Benjamin E. Wallacker, “Two concepts in early Chinese military thought,” ''Language''. 1966; 42(2):295-299. ==Biographical Works== [[Category:Strategic Studies]] 7196 76366 2007-01-15T05:53:26Z JWSchmidt 20 [[Category:Strategic Studies]] =Online Reading Material= ==Wikimedia Articles== * [[Wikisource:On War|On War]]Carl von Clausewitz, ''On War'' 1873 ==Primary Texts== * Clausewitz, Carl von. Col. J. J. Graham, translator. ''Vom Kriege''. ''[http://www.gutenberg.net/etext/1946 On War &mdash; Volume 1]'', [http://www.gutenberg.org/wiki/Main_Page Project Gutenberg] eBook. * Gerhard Muhm : German Tactics in the Italian Campaign , http://www.larchivio.org/xoom/gerhardmuhm2.htm * Bassford, Christopher. ''Clausewitz in English: The Reception of Clausewitz in Britain and America, 1815-1945.'' New York: Oxford University Press, 1994. [http://www.clausewitz.com/CWZHOME/Bassford/TOC.htm Full text on-line here]. ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== * Clausewitz, Carl Von, edited and translated by [[w:Michael Howard historian|Michael Howard]] and [[w:Peter Paret|Peter Paret]]. ''On War'', Princeton, Princeton University Press, 1976, rev.1984, ISBN 0-691-05657-9 ==Commentaries and Articles== * Gerhard Muhm, La tattica tedesca nella campagna d'Italia, in Linea gotica avamposto dei Balcani, a cura di Amedeo Montemaggi - Edizioni Civitas, Roma 1993 *[[w:Hans Rothfels|Rothfels, Hans]] “Clausewitz” pages 93-113 from ''The Makers of Modern Strategy'' edited by Edward Mead Earle, [[w:Gordon_A._Craig|Gordon A. Craig]] & [[w:Felix_Gilbert|Felix Gilbert]], Princeton, N.J.: Princeton University Press, 1943. * Paret, Peter. ''Clausewitz and the State: The Man, His Theories, and His Times''. Princeton: Princeton University Press, 1976. ==Biographical Works== [[Category:People]] [[Category:Strategic Studies]] 7197 79383 2007-01-21T02:29:17Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7198 79355 2007-01-21T02:09:12Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== [[w:Alfred Thayer Mahan]] ==Biographical Works== [[Category:People]] 7199 79397 2007-01-21T02:37:28Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7200 79380 2007-01-21T02:27:50Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== [[w:Miyamoto Musashi|Miyamoto Musashi]] - Wikipedia article ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7201 79390 2007-01-21T02:34:10Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== *[[w:World War II|Wikipedia: World War II]] ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7202 79373 2007-01-21T02:23:26Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} [[Image:Hoplit.png|thumb|right|A Greek Hoplite]] =Online Reading Material= ==Wikimedia Articles== [[w:Hoplite|Hoplites on Wikipedia]] ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7203 79401 2007-01-21T02:39:17Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7204 79399 2007-01-21T02:38:22Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7205 79376 2007-01-21T02:25:14Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== *[[w:Cataphract|Cataphract]] ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7206 79377 2007-01-21T02:25:34Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7207 79394 2007-01-21T02:36:37Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7208 79357 2007-01-21T02:12:05Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7209 79361 2007-01-21T02:17:39Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Online Reading Material= ==Wikimedia Articles== ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== =Offline Reading Material= ==Primary Texts== ==Commentaries and Articles== ==Biographical Works== [[Category:Strategic Studies]] 7210 68841 2007-01-10T00:36:43Z JWSchmidt 20 [[Category:Physics]] Motion in One Dimension is among the earliest lessons in Newton’s Classical Mechanics. This page first introduces the terms and then shows users how they are applied to different forms of motion in one dimension. No knowledge of physics is required to understand the content on this page. == Definition == Motion is defined as "the action or process of moving or changing place or position". In physics, motion is tracked over time. For the concept of motion in one direction, picture a train going along a straight track. The subject of motion in physics is called a, "body". The three properties of motion in one direction are: displacement (x), velocity (v), and acceleration (a). All of these three are linked together very closely. === Displacement === Displacement is defined as the distance (x) a one-dimensional object is from a center point, or an origin. Displacement is plotted against time in a curved graph. A body, in motion in one dimension, can only move left and right. Picture a train that travels along a straight track. The origin is a point on that track, and as the body moves, the distance between the body and the origin is its displacement. If displacement of our train, given the variable (x), is worked out to be negative, then the train is |x| meters on the left hand side of the origin. If (x) is worked out to be positive, then the train is x meters on the right hand side of the origin. '''Displacement can be found with the formula: x = 1 + t + t²/2 - (t)<sup>4</sup>/4 (where t = time)''' === Velocity === Velocity is defined as the rate of which displacement changes over time. The higher the velocity, the faster a body is moving. '''Velocity can be found with the formula: v = 1 + t - t³ (where t = time)''' === Acceleration === Acceleration is the rate of change of velocity with time. A body with a positive acceleration is gaining velocity over time. A body with a negative acceleration is loosing velocity over time. '''Acceleration can be found with the formula: a = 1 – 3t (where t = time)''' == Motion with Constant Velocity == This is the simplest type of motion in one dimension. A body will have motion with constant velocity if it is sliding over a horizontal surface with minimal friction. A puck sliding across a hockey rink, or a square block of ice traveling along a flat kitchen floor are two examples of bodies, which have motion of constant velocity. Motion with constant velocity is plotted on a graph of displacement vs. time. '''The equation for the line is: x = x<sub>0</sub> + vt, where (x<sub>0</sub>) is the displacement, (v) is the velocity, and (t) is the time.''' The slope of the line in the graph, or dx/dt calculates the velocity, which is constant. Obviously the acceleration (a) in the equation is equal to d²x/dt², and "0", because the velocity of the body is constant, and therefore not increasing, or decreasing. [[Category:Physics]] 7211 61331 2006-12-19T16:26:37Z 206.105.64.63 /* Machine language and higer level languages */ == What is a computer program, what is programming, who is a programmer? == A computer contains a CPU, a monitor, keyboard and a mouse. The CPU is used to do all the processing. The monitor displays the result of computation. The keyboard is used for input. The CPU does all the processing. Think of it like this - the CPU fetches the instructions from the memory, fetches the data (operands), executes the instruction and then stores the output. e.g. when we give ADD instruction to the computer, the computer will fetch operand 1 and operand 2 from the memory, compute operand 1 + operand 2 using the ALU, and then outputs the result. Thus, it is understood, that if we want to perform any task on the computer, we must first write instructions for it. '''A computer program is a set of instructions that defines the task to be performed.''' All the applications that we use on the computer like Microsoft Office, Notepad, Internet Explorer are also programs. In Internet Explorer, when we click on the Back button, the previously visited page is displayed. When an action takes place(click on the Back button), the corresponding task is performed (Go to the last page). Thousands of programmers have written programs containing millions of instructions to develop such complicated applications. In fact, the operating system that we use, Microsoft Windows is also a very very very large computer program. You must have heard that Linux has also been written in C. Most people think that programming is only limited to learning a language like C, Java. However, programming is more about implementing algorithms in the form of program instructions. That is why programming is closely tied with algorithms. Unless you don't have a sound knowledge of computer algorithms, you cannot write a computer program. To wite a program to perform a task, we need to first convert the task into an algorithmic process, and then try to write a program for it. The art of writing a computer program is called computer programming. The one who writes computer programs is a programmer. == Machine language and higher level languages == ==#include== Most C programs have #include statements, the most common being "#include <stdio.h>" What this statement really does is tell the compiler: "Hey! Before you compile my program, just copy and paste the contents of stdio.h where this statement is". This is used to include the contents of standard C libraries. In our program we have this line which does just that: <code><pre>#include <stdio.h> </pre></code> ==Functions== In C, code is cut up into little "blocks" of code called functions. You can have a function called add_two_numbers() which would do just that. Don't worry about making functions for now though. Just know about the main() function: <code><pre>int main(void) {</pre></code> This fragment of code marks the beginning of the main() function, the most important function in almost every C program. The main function is the function automagically run when the program starts executing. Any and all other functions must be called directly or indirectly from main() in order to be executed. The keyword "int" indicates that the return value of main() is an integer. The keyword void inside the parentheses indicates that main takes no arguments. The main() function can also accept command line arguments, which you will be familiar with if you've used CLI systems such as Unix or DOS, or the Windows Command Prompt. In that case, main is declared as follows. Don't worry too much about this for now; it will become relevant later. <code> <pre> int main(int argc, char** argv) { </pre> </code> ===printf=== The printf() function is arguably the most used function in C. It is used to display formatted text to the standard output and is extremely powerful, even allowing you to make tables of data. But our use is very modest: <code><pre>printf("Hello World!\n");</pre></code> The heart of our program, this code displays "Hello World!" (followed by a newline character "\n") onto the standard input (usually the console). First, we call the function printf as such "printf();". Within the parenthases, we put the arguments to be passed to printf, in this case there is only one argument, the string "Hello World!\n". But keep in mind that some functions, like printf(), can take multiple arguments as needed. ===Ending Functions=== Good things must end, functions included. Functions are usually terminated by a return statement and a closing bracket (though, as you'll see later, you can put the return statement in the middle of a function as well). <code><pre> return 0; }</pre></code> The end of our program! "return 0;" returns the value 0 to whatever called the main function (in this case the command line). This ties in directly with the int keyword in the declaration of main! The closing bracket signals the end of the main function. Next Lesson: [[Data Types and Keywords]] [[Category:Introductions]] [[Category:C computer language]] 7212 69416 2007-01-10T03:45:19Z JWSchmidt 20 [[Category:Philosophy]] The following works give useful outlines of poststructuralism: :Davis, C. After Poststructuralism: Reading, Stories and Theory, Routledge, London, 2004 :Williams, J, Understanding Poststructuralism, Acumen, Chesham, 2005 The following works give useful outlines of poststructuralism as it relates to education: :Martausewicz, R. Seeking Passage: Post-Structuralism, Pedagogy and Ethics, Teachers College :Press, Columbia University 2001 :Peters, M (ed.), Naming the Multiple: Poststructuralism and Education, Bergin and Garvey, :Westport, CN, 1998 :St.Pierre, E & Pillow, W, Working the Ruins: Feminist Poststructural Theory and Methods in :Education, Routledge, New York, 2000 The following works give a general overview of poststructuralism and postmodernism from a literary theory perspective: :Barry, P. Beginning theory: an introduction to literary and cultural theory. Manchester :University Press, Manchester, 2002. :Barthes, Roland. Elements of Semiology. New York: Hill and Wang, 1967. :Cuddon, J. A. Dictionary of Literary Terms & Literary Theory. London: Penguin, 1998. :Eagleton, T. Literary theory: an introduction Basil Blackwell, Oxford,1983. :Foucault, Michel. Society Must be Defended. (Trans. David Macey). Bertani, Mauro & Fontana, :Alessandro (eds.). Picador, NY 2003. :Lévinas, Emmanuel. Humanism of the Other. Chicago: University of Illinois Press, 2003. p. 11-:12. :Ryan, M. Literary theory: a practical introduction Blackwell Publishers Inc, :Massachusetts,1999. :Wolfreys, J & Baker, W (eds). Literary theories: a case study in critical performance. :Macmillan Press, Hong Kong,1996. [[Category:Philosophy]] 7217 74113 2007-01-12T19:48:17Z JWSchmidt 20 [[Category:Nominations for full custodianship]] This is an archive of community discussion related to the nomination for full custodianship of [[User:Sebmol]]. === {{Custodian|Sebmol}} === <div style="border:1px solid #8888AA;background-color:white;padding:7px;">The period for comments on this nomination starts on October 10, 2006, at 1:00 UTC and ends on October 15, 2006, at 1:00 UTC. </div> I've been a temporary custodian since the beginning of Wikiversity and bureaucrat as of October 9. I joined mostly to get things started and help in any technical and other fashion I can. I'm mostly active on German Wikipedia but have contributed some to other projects as well. My technical experience comes mostly from tinkering with a MediaWiki installation at home, maintaining a MediaWiki-turned-Bug tracking system at my workplace and writing a few bots for some mindless tasks like archiving talk pages and renaming categories. As a custodian, I see it as a primary duty to serve Wikiversity participants. I want to help them accomplish what they strive for while also keeping an eye on the goal and purpose of Wikiversity. I firmly believe that projects like Wikiversity live from the quality of content its participants produce and the community that builds around it. Out of that respect for our ambitious yet still small community, I want to ask for your support of my custodianship and bureaucratship at this time. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 20:58, 9 October 2006 (UTC) ==== Nomination for Bureaucrat ==== :<small>''For reference, here's the original nomination for bureaucrat.''</small> Fantastic new contributor to Wikiversity. Full support. [[User:Cormaggio|Cormaggio]] 17:05, 19 August 2006 (UTC) :I accept the nomination. About myself, I'm most active on [[w:de:|German]] Wikipedia with about 9,100 edits, about a quarter of which in Wikipedia namespace. I started originally on [[w:en:|English]] Wikipedia about two years ago but moved over to the German in March, where I'm also a mediator. I'm a software developer by profession, one of my tasks was writing extensions for the [[w:Mediawiki|Mediawiki]] software to turn it into a bug tracking system. As a result, I have a lot of experience with the internal workings of the software. :To me, a bureaucrat, like a custodian and really every user, has to have the goals of the project and the development of the community as the highest priority. He's a servant of the project who should decide based on consensus and what is best for the project. :The most important goal for us right now is to create and maintain high quality content. To make that happen, our second most important goal has to be building a community of Wikiversity enthusiasts that can carry the content, attract more users, and further develop the project. We have a host of sister projects whose experience with community building we can use for Wikiversity, both the good and the bad. So, let's use that experience to do things right and well. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:02, 20 August 2006 (UTC) ==== Discussion ==== * I figured that Sebmol was already a full custodian (he was my mentor, as a matter of fact), but he of course has my full support as a great contributor and custodian.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 23:57, 9 October 2006 (UTC) **In the beginning, a number of users were made custodians just to get things started (especially to import pages from Wikibooks and Meta). Naturally, there was no community decision at the time since there was no community. We're basically now making up for that. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 19:12, 10 October 2006 (UTC) * I'm confused. Is this a for custodianship or bureaucratship? --[[User:HappyCamper|HappyCamper]] 03:17, 10 October 2006 (UTC) **both. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 19:09, 10 October 2006 (UTC) * Obviously. This is just a confirmation process. [[User:Guillom|guillom]] 17:07, 10 October 2006 (UTC) *Thanks for all of your contributions to the project, sebmol. I hate to think what the past two months would have been like without [[User:sebmol|sebmol's]] contributions to the project. I support the idea that the Wikiversity community should formally confirm sebmol as a custodian. Wikiversity does not have much need for [[w:Wikipedia:Bureaucrats|bureaucrat]] action, but I think Wikiversity should have more than one bureaucrat and sebmol is an obvious choice so that Wikiversity can get started on a long future of taking full advantage of sebmol's talents. --[[User:JWSchmidt|JWSchmidt]] 23:55, 10 October 2006 (UTC) **At the moment, I'm very cautious about supporting bureaucratships - hear me out please, but if you have the time, also read into the subtle nuances I am using. From my native Wiki, there is a tremendous amount of Unspoken WikiPolitics surrounding bureaucratships, and at times, it can be very suffocating to witness and deal with. For the record, I don't want to see Wikiversity inherit this negativity. To address this (being just another regular contributor here), the best way is to be less uptight about the post. In a sense, there are two types of trustworthy bureaucrats - the first, is the WikiGnome type. This, we are generally familiar with, so I will not elaborate too much. The second, is the more public type - human, and gracious when dealing with malfeasance, and with an excellent sense of how to engage the community positively. The special bureaucratic bit is in some sense symbolic of a special sort of competence, and - if used properly - can work wonders when perceived authority is needed in the community. I wonder privately at times, how do smart thinking and community subservience work hand in hand? On another note, a new bureaucrat should be healthy for the community - bureaucratic functions should also be enjoyable for the account holder. I think this can help keep the poor soap operas dry. Taken all together, perhaps a cursory and minority idea, and admittingly, a fluid one - Sebmol, I trust that if promoted, you will make very wise use the post, and for that matter this applies to any such future candidates. So, with this writeup - full support - and may this help bring out the best there is on Wikiversity! :-) --[[User:HappyCamper|HappyCamper]] 00:58, 11 October 2006 (UTC) ***"He's a servant of the project who should decide based on consensus and what is best for the project." <-- I think that as long as Wikiversity [[w:Category:Wikipedia functionaries|functionaries]] have this attitude, it is hard for them to go far wrong. The community might go in one direction and a conflict arise between the views of a custodian or a bureaucrat and community consensus. Maybe sebmol can describe what he would do if he found his own views in conflict with community consensus. A side question for [[User:HappyCamper|HappyCamper]]..... "when perceived authority is needed in the community".....can you provide a specific example of such a situation? --[[User:JWSchmidt|JWSchmidt]] 02:17, 11 October 2006 (UTC) ****I think as a custodian or bureaucrat or really any position of responsibility, one has to be able to separate one's private from one's professional position. This gets complicated by the fact that others don't necessarily see the distinction, i.e. they will see what one says either as a view of TPTB or as a view of a "regular user". At least, that's what has happened a lot on Wikipedia, both German and English. The best way to counter that is in my opinion not to take sides in conflicts but offer to mediate when necessary and appropriate. From my experience as a mediator on German Wikipedia, I've seen that many conflicts wouldn't even arise if all parties involved actually listened to the others and assumed their perspectives for a second. That's the capacity in which I'm willing to work in at Wikiversity as well if needed and wanted. [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:18, 11 October 2006 (UTC) *I think Wikiversity will benefit immensely from Sebmol's bureaucratship. He has both the technical competence and the interpersonal skills to warrant the post, as well as a proven deep commitment to the project. Once again, my full support. [[User:Cormaggio|Cormaggio]] 16:41, 11 October 2006 (UTC) ==Closing comments== [[User:Sebmol|Sebmol]] was made an "acting custodian" at the launch of Wikiversity (15 August 2006). [[User:Cormaggio|Cormaggio]] made Sebmol an "acting bureaucrat" on 9 October 2006. The custodianship and bureaucratship of Sebmol was open for community discussion from October 10 to October 15. All community comments supported full custodianship and bureaucratship for Sebmol. Sebmol became a community-approved custodian and bureaucrat on 16 October 2006. The full community discussion is at [[Wikiversity:Candidates for Custodianship/Sebmol]]. --[[User:JWSchmidt|JWSchmidt]] 13:51, 16 October 2006 (UTC) [[Category:Nominations for full custodianship]] 7221 33551 2006-10-10T00:08:23Z Digitalme 39 Redirecting to [[Wikiversity:Deletion_policy]] #REDIRECT [[Wikiversity:Deletion_policy]] 7223 61341 2006-12-19T17:04:49Z 12.9.25.66 /* Chapter 2 – The Life and Health Insurance Industry */ {{Cleanup|It is completely unformatted, and does not link to a department or school}} ==Chapter 1== 1. Insurance is risk protection in economical terms. Purpose is to compensate for financial loss, not to provide an opportunity for financial gain. 2. Risk is uncertainty about the future. *Two types: '''speculative''' and '''pure''' **'''Speculative''' involves three outcomes: ***Loss ***Gain ***No change **'''Pure''' involves no possibility of gain. ***Either a loss or no loss. ***Possibility of economic loss without the possibility of gain is pure risk ***Only kind of risk that can be insured. 3. Risk Management *Involves identifying risk, assessing risk and dealing with risk *In order to do eliminate or reduce expose to financial risk four things can be done: **Avoiding risk **Controlling risk – prevention or reduction of losses i.e. installing fire and smoke detectors **Accepting risk ***Self-insurance – risk-management technique which accepts financial responsibility for loss **Transferring risk – shifting risk to another party in exchange for fee such as insurance ***Insurance policy is document that contains terms of agreement between insurance company and owner of the policy ***Policy benefit or policy proceeds provide that insurer receives a specific amount of money called a premium for accepting transfer of risk. 4. Types of Risk Covered *Property damage risk covers property damage due to such things as accident, theft, fire etc. *Liability risk includes economic losses from being held responsible for harming others or their property. *Personal risk includes risks of economic loss associated with death, poor health and outliving one’s savings. Insurers for property and liability are called property-casualty or property-liability insurance companies. Property insurance covers insured property while liability insurance covers a party who is legally responsible for unintentionally harming others or their property. Insurers for policies that provide financial security from personal risk are life and health insurance companies. These companies assume or accept the transferred risk from the insured. Risk pooling – pools together individuals who may suffer a certain loss. The costs are then spread out among those individuals. “If the economic losses that actually result from a given peril, such as disability, can be shared by large numbers of people who are all subject to such losses and the probability of loss is relatively small for each person, then the cost to each person will be relatively small.” ===Insurability of Risks=== Terms: *Applicant: applies for policy; either person(s) or business. *Policyowner: owns the policy; typically applicant *Insured: person whose life or health is insured *Third-part policy: insurance policy that on person purchase on life of another *Beneficiary: receives policy benefit if event insured against occurs Insurable interest requirement: only pure risks are insurable. Insurance not intended for financial opportunity for gain. Must have an insurable interest in the likelihood that policyowner or beneficiary will suffer loss or detriment if event insured against occurs. Insurable interest in health insurance – typically only for themselves and dependents. ===Assessing Degree of Risk=== *Antiselection: tendency of individuals who believe they have a greater-than average likelihood of loss to seek greater insurance than those who do not. *Underwriting: process of identifying and assessing risks. Two stages: **identifying risks that proposed insured represents **classifying the degree of risk that a proposed insured represents ===Identifying Risks=== *Physical hazard is a characteristic (e.g. history of heart disease) that increase likelihood of loss. *Moral hazard is chance that person involved in insurance transaction will act dishonestly. '''Classifying risks''' enables insurers to categorize risks in order to determine equitable premium rate for coverage. Generally, four categories of proposed insureds: *Standard risk: normal chance of risk *Substandard risk: significantly greater risk. Has higher than standard premium. *Declined risk: risk to great to insure. *Preferred risk: significantly less risk. May have less than standard premium. ===Characteristics of Insurable Risks=== In order for a risk to be insurable it much have certain characteristics. #The loss must occur by chance. #The loss must occur be definite. ##Loss must be definite in terms of time and amount. ##Insurer must be able to determine when and how much. #The loss must be significant #The loss rate must be predictable. ##Must be able to predict probable rate of loss. ##Loss rate is prediction of number and timing of covered losses. ##This determines proper premium. ##Loss rates are based not upon individuals but a given large group. ##Probability and the law of large numbers ##In terms of death, probability and LLN is used to make mortality tables display the rates of mortality by age in a given group of people. ##Rates of morbidity (morbidity tables) are rates of sickness and accident by age in a given group of people. #The loss must not be catastrophic to the insurer. ##Can not cause catastrophic financial damage to insurer. ##To prevent catastrophic financial damage, insurers spread risks ##Can also transfer risk to another insurer via reinsurance. ##A ceding company is the original insurer ##To cede is to obtain reinsurance by transferring all or part of risk to reinsurer. ##Retention limit is max amount of insurance that insurer is willing to carry at own risk on any one life. Reinsuring distributes those risk among many insurance companies. ##Retrocession is reinsurer ceding risk to another reinsurer. Reinsurer of reinsurer is called retrocessionaire. Side note: Every insurance policy either a contract of indemnity or a valued contract. Contract of indemnity: amount of the policy benefit payable for a covered loss is based on the actual amount of financial loss that results from loss. Insured receives either amount of financial loss or maximum state in policy, which ever is less. Valued contract: specifies the amount of the benefit that will be payable when a covered loss occurs regardless of actual loss. This is the death benefit or face amount/value. ==Chapter 2 – The Life and Health Insurance Industry== Insurance companies must be corporations to provide stability and security. • Are either stock insurance companies or mutual insurance companies. • Mutual insurance companies are owned by policyowners and policy dividends may be distributed. • Stock insurance companies may convert to mutuals through mutualziation and mutual insurance company may convert to stocks insurance companies via demutualization. Organizational operations • Home office is generally located in state of incorporation and houses executive officers • Regional office offers same functions and operations as home but is located geographically closer to market it serves. • Field office is local sales office and receives support from home and regional. Insurance company as financial institution • Financial institutions accept savings and give loans • Financial services industry is made of financial institutions and help save, borrow, invest and manage money. Individual vs. group insurance. Term, permanent and endowment life insurance. Some have annuity options. Health insurance – two types: 1. Medical expense coverage 2. Disability income coverage Fraternal benefit societies provide social and insurance benefits to members. Often share common ethnic, religious or vocational background. ==Chapter 3 – Meeting Needs for Life and Health Insurance== Reasons for individual life insurance • Final expenses and estate planning • Dependent support • Education costs • Retirement Income • Investment Income • Tax deductible benefits from charitable donations Reasons for business owners to purchase life insurance and/or annuity products • Provides funds to ensure business continues in event of death of owner, partner or key person • Purchase for life insurance and annuity products for employees Business continuation insurance Business continuation insurance plan (BCIP) allows businesses to continue operation following death of owner or key person. Important to closely held business such as sole proprietorship, partnership. Ways BCIPs can fund the purchase of a deceased owner’s or partner’s share in business: Buy-sell agreements provides that (1) first party agrees to purchase the financial interest in a second party following second parties death, and (2) second party agrees to direct estate to sell business interest to first party. Sole proprietorship buy-sell agreements generally sale to employee. However employee may not have assets to purchase. Life insurance policy on sole proprietor paid for by employee could provide assets. Partnership buy-sell agreements establishes terms on which a deceased partner’s share would be purchased by surviving partners. Two ways: Cross-purchase method provides that surviving partner(s) purchase predetermined proportionate shares of deceased partner’s interest. Could be funded by purchasing insurance on life of other partners. Entity method provides that the partnership purchases deceased partners shares and distributes shares among surviving partners. Again, life insurance purchased by partnership could be used to fund this. Closely held corporation buy-sell agreements often resemble partnership buy-sell agreements and utilize the cross-purchase or entity method of purchase. Key person (or employee) life insurance is insurance that business purchases on life of a person whose contributions are needed for business to continue. Life insurance and annuity products as employee benefits come in both group and individual plans and are either whole paid for by the company or costs are split. Split-dollar life insurance plan are policies provided for select employees such as owners, officers etc. The employer and employee agree to share costs and is a form of permanent insurance. Employer receives what it paid in premiums and employee’s beneficiary will receive rest. Deferred compensation plans provide income benefits to an employee at a later date. Is funded by a portion of employees salary. Health insurance includes both medical expense insurance and disability income insurance and can be purchased in both individual and group plans. Used as benefit for employee or to protect business from financial loss caused by employee’s illness injury or disability (typically sole proprietorship or partnership). ==Chapter 4 – Regulation of the Insurance Industry== Primary goals of insurance industry regulation are ensure companies remain solvent and conduct business fairly and ethically. In US, state governments have primary authority to regulate insurance industry. [[Category:Finance]] 7224 76790 2007-01-15T22:53:37Z CQ 1939 /* Participants */ enrolled {{welcome and expand}} '''[[Energy]]''', [[Topic:Energy Engineering|Energy Engineering]] and Energy Efficiency Engineering: This department is a multi-disciplinary one. The materials are based on the need for new emerging fields, like alternative energy, renewable energy, building sciences and energy efficiency. Traditional engineering disciplines are not designed for the current expertise needed in the industries, so we need to develop new curriculum for training engineers and professionals in this field. ==Learning resources== *[[Energy]] - general discussion of Energy *[[Design Engineering]] *[[Topic:MIT Energy Initiative]] *... ==Learning resources== *[[Energy]] *[[Work and energy]] *[[Renewable energy systems]] *... ==Participants== *{{user|CQ}} *... ==National programs== ''See [[w:Energy development|Energy development]] at [[Wikipedia]] for more information'' ===European Union=== ===India=== <small>'''Instructor Note:''' There is much awareness in energy conservation amongst the people. In India I [[User:VGRajendran|VGRajendran]] alias Viswanathan Ganapathy Rajendran am an Energy Manager, got certified by the Bureau of Energy Efficiency.</small> The Energy Conservation Act implemented by the Bureau of Energy Efficiency (BEE), a statutory body under Government of India, envisages creation of cadre of professionally qualified energy managers and auditors with expertise in energy management, project management, financing and implementation of energy efficiency projects, as well as policy analysis. It is a Law to force firms to make more profit and not an Act to control and monitor energy consumption of industry. Those interested in Energy management course, and course material, free to down load can visit http://www.energymanagertraining.com/new_index.php You need to register for free to access the course material and case studies. This information is provided here in the interest of Global awareness on Energy conservation ''Submitted by Viswanathan Ganapathy Rajendran, Energy Manager, Bureau of Energy Efficiency (India)'' ===United States=== ==See also== [[Topic:MIT Energy Initiative]] {{stub}} [[Category:Physics]] [[Category:Energy Engineering]] 7228 69440 2007-01-10T04:07:32Z JWSchmidt 20 [[Category:Web Design]] This book will be helpfull until I finish this class. [[b:Python|Python]] ==Why learn Python?== Python is a great language to start programming with for several reasons # It's free # It's fun to learn # It is used by many companies, and even companies that don't write in Python want programmers that know Python because that shows that the programmers are there because they like programming, not for the income programming can provide. Go to Python.org to find out more about what you can get for free. It is a lot. It also has links to books that you can pay for, But I'm hoping that I can provide enough information that you won't need to buy a book. Python teaches using fun things like how to make an omelet instead of how to combine 'foo' and 'bar'. If you've ever learned another language you know what I am talking about. Peter Norvig, Google says this about Python "Python has been an important part of Google since the beginning, and has remained so as the system grows and evolves." NASA also uses Python and so do a growing number of other businesses. ==How to get the correct IDLE for you== Downloading Python Before you start, you need Python on your computer, but you may not need to download it. First of all check (by entering python in a command line window) that you don't already have Python installed! If you see a response from a Python interpreter it will include a version number in its inital display. Generally any recent version will do, as Python makes every attempt to maintain backwards compatibility. If you need to install, you may as well download the most recent stable version. This is the one with the highest number that isn't marked as an alpha or beta release. Currently the stable version is Python 2.5. If you're running Windows: the most stable Windows download is Python 2.5 for Windows. If you're running Windows XP: a complete guide to installing ActivePython is at http://www.richarddooling.com/index.php/category/geekophilia/ just ctrl f and type python, it'll take you right there. If you are using a Mac, see http://www.python.org/download/mac/. MacOS 10.2 (Jaguar), 10.3 (Panther) and 10.4 (Tiger) come with Python already, but you will probably want to install the For Red Hat, install the python2 and python2-devel packages. For Debian, install the python2.5 and python2.5-dev packages. For Ubuntu, goto synaptic package manager -> Python programs -> install whichever one that you want, or all of them if you have the space on your harddrive. http://wiki.python.org/moin/BeginnersGuide/Download ==Starting IDLE== In Linux open your terminal and type codeEditor, windows should have it in your start menu. If anyone has questions please first goto Python.org but if that does not resolve your problem feel free to e-mail me DDRArrowStomper@hotmail.com [[Category:Web Design]] 7232 79100 2007-01-20T16:59:54Z 72.181.167.231 ==You have the control== When programming you have the control. The computer is going to do what you tell it to do. If the program doesn't work it will continue to not work every time you run it until you fix it. This is the consistency of programming. Programming copes with changes and you can easily change programs to do something else. =Types= Types are a category for things within Python with which Python will work. Types are integers, strings, tuples, lists, and dictionaries. Type the following into the shell: ===Opening IDLE=== First open your IDLE and then open your Shell. To open the shell look through the menu bar, some have it under windows, and some have their own shell list. Many also have the shortcut F5. ===Integers=== under construction ===Strings=== Strings are a ''type''. They are the basic unit of text in Python and all the other types except integers may contain strings. Type the following into the shell: >>>'''"I Love Python"''' It will return '''"I Love Python"''' You can also make a variable refer to a string. Type: >>>'''x = "I Love Python"''' Now Type: >>>'''x''' ''''I Love Python'''' Now Type: >>>'''print x''' '''I Love Python''' The print command prints the value that 'x' stands for on the screen. It removes the quotations. Whenever you type something into a type that isn't an integer, syntax(the commands that you give python, such as ''print''), or variable (such as '''x''' just was) you need to put it into quotations. You can use ''' 'single' ''' or ''' "double" '''quotations. If you wrote parenthesis outside of the quotations you would have made a tuple (the 'u' sounds like 'touch', not 'tooch') instead of a string. You can also call on a single element in a ''string''. Type: >>>'''print x[3]''' '''o''' Now Type: >>>'''print x[9]''' '''t''' As you can see the elements are numbered starting with 0. ===Tuples=== A tuple is an unchangeable sequence of values. When you typed '''('I love Python')''' you only included one element. type: >>>'''x = ("element 1", "element 2", "element 3")''' When you do this you create a tuple with three elements. You can access these elements individually by typing the variable and the then inside brackets directly to the right of the variable type the number of the element to which you are refering. Type: >>>'''print x[1]''' '''element 2''' You may think that it is odd that it returned '''element 2''' instead of '''element 1'''. The reason that it did this is because Python starts numbering at 0. '''element 1''' = 0, '''element 2'''= 1, '''element 3'''= 2. You can also call on the elements in reverse order. Type: >>>'''print x[-1]''' '''element 3''' The reason that it returned '''element 3''' and not '''element 2''' is because there is no such thing as '''-0''' so it must start numbering in reverse with '''-1'''. If you used brackets instead of parenthesis you would have made a list. ===list=== A list is a changeable sequence of data. Type: >>>'''x = ["I", "Love", "Python"]''' Now type: >>>'''x[2] = "Wikiversity"''' Now type: >>>'''print x''' '''["I", "Love", "Wikiversity"]''' It changed element number 2. The last thing we learn is dictionaries. ===Dictionaries=== Dictionaries contain a key and a value. {} enclose dictionaries. Type: >>>'''x = {'key1':'value1', 'key2':'value2'}''' Now Type: >>>'''print x''' '''{'Key2':'value2', 'key1':'value1'}''' Depending on what IDLE you are using these may be in different order. The reason for the different order is because dictionaries have no order. You cannot type '''x[0]''' and be referring to ''' 'key1':'value1' '''. What you do to refer to a value is type the key. Type: >>>'''x['key1'] = 'I Love Python'''' Now Type: >>>'''print x''' '''{'Key2':'value2', 'key1':'I Love Python'}''' The keys stay the same but the values are changeable. You can also only have one occurrence of a key in a dictionary, but you may have the values all be the same. Type: >>>'''x = {'key':'value1', 'key':'value2'} Now Type: >>>'''print x''' '''{'key': 'value2'}''' The first key is overwritten by the second. Type: >>>'''x = {'key1':'value', 'key2':'value'}''' Now Type: >>>'''print x''' {'key2': 'value', 'key1': 'value'} This example shows that you can create two separate keys with the same value. [[Category:Web Design]] 7233 33905 2006-10-10T18:17:43Z Tachyon01 1612 /* Elements */ ==Introduction to the Course== The study of abstract algebra has numerous applications to fields outside of mathematics, such as chemistry and in particular, physics. The primary objective of this introductory course in Abstract Algebra is to aquaint you with studying Group Theory. Groups are one of the most fundamental algebraic structures. There are other fundamental structures, such as fields and rings. Those will be covered in a future course in algebra. For now, we'll start off with a brief review of set theory. For this, I'll assume you've already seen some logical symbols. Problem set exercises will be assigned following the lecture. ==Sets== ===Elements=== We'll start off with some set theory. A '''set''' is simply a collection of objects; be it a set of books, the complete 'set' of Star Wars movies, a set of baseball cards, whatever. So let's suppose <math>A</math> is a set. We say <math>a \in A</math> means the element <math>a</math> belongs to <math>A</math>. We say <math>a \notin A</math> means <math>a</math> does not belong to <math>A</math>. Okay? Lets move on. ===Subsets=== We say <math>A \subseteq B</math>, A is a subset of B if <math>\forall a \in A \Rightarrow a \in B</math>. This means that every element in A is also contained in B. Now we'll see what it means for two sets to be equal. '''Definition''': Let <math>A</math>, <math>B</math> be sets. Then <math>A=B</math> if and only if <math>A \subseteq B</math> and <math>B \subseteq A</math>. We see here that two sets are equal if every element in A is contained in B and every element in B is contained in A. Now for some set operations. ===Set operations=== ''1)'': <math>A \cup B</math> = {<math>x|x\in A</math>_or_<math>x\in B</math>}<br> ''2)'': <math>A \cap B</math> = {<math>x|x\in A</math>_and_<math>x\in B</math>}<br> ''3)'': <math>A \setminus B</math> = {<math>x|x\in A</math>_and_<math>x\notin B</math>}<br> ''4)'': <math>A x B</math> = {<math>(a,b)|a\in A</math>_and_<math>b\in B</math>}.<br> Those are some basic set operations. If you need further review on sets and their operations, please refer to [[b:Topology/Set Theory |Wikibooks textbook on Set Theory]]. We now turn our attention to a big concept in all of mathematics, relations. Relations will play a large part in our study of Algebra later on. ==Relations== ===Equivalence Relations=== '''Definition''': A binary relation on a set, A, is a subset, R, of A x A. Alternatively, we can say that a subset of A x A is a relation on A. Here is some notation.<br> '''Notation''': a ~ b if <math>(a,b) \in R</math>. In other words, a is related to b if both a and b belong to R. Here is a simple example. Let's say that we have a set of students in a classroom. Then two students are related if they sit in the same row of seats. '''Definition''': A relation ~ is called an '''equivalence relation''' if the following hold: ''1)'': a ~ a <math>\forall a \in A</math>. This is called reflexivity.<br> ''2)'': If a ~ b <math>\Rightarrow</math> b ~ a. This is called symmetry.<br> ''3)'': If a ~ b and b ~ c, <math>\Rightarrow</math> a ~ c. This is called transitivity. Lets go back to our previous example of students in a classroom. Lets say we have a set of students in a classroom. Then a student is related to his/herself. If student a and student b are sitting in the same row, then student b and student a are in the same row. Finally, if student a and student b are sitting in the same row, and student b and student c are in the same row, then student a and student c are in the same row. Therefore, it is an equivalence relation. Lets look at another example. '''Example''': Let <math>(a,b) \in \mathbb{Z}</math>. Show a ~ b if 2 | (a - b). That is, 2 divides (a-b). Well, if a ~ a, then 2 | (a - a). So it is reflexive. If a ~ b <math>\Rightarrow</math> 2 | (a - b), then 2 | (b - a) <math>\Rightarrow</math> b ~ a. So it is symmetric. If a ~ b and b ~ c, <math>\Rightarrow</math> 2 | (a - b) and 2 | (b - c). <math>\Rightarrow</math> 2 | [(a - b) + (b - c)]. That is, 2 | (a - c). <math>\Rightarrow</math> a ~ c. Therefore, ~ is an equivalence relation. Now we look at another important idea, the equivalence class. ===Equivalence Classes=== '''Definition''': Let ~ be an equivalence relation on a set A and let <math>a \in A</math>. Then the '''equivalence class''' of a is defined to be:<br> cl(a) = {<math>b \in A |</math> a ~ b}. Going back to our previous example, there is an equivalence relation if two students are in the same row. Then the equivalence class is that row of students. '''Example''': If a ~ b with 2 | (a - b), what is the equivalence class of zero? Well, cl(0) = {<math>b \in A |</math> 0 ~ b} = <math>cl(a) =</math> {<math>b \in A |</math> 2 | (0 - b)} = <math>cl(a) =</math> {<math>b \in A |</math> 2 | b} = <math>2 \mathbb{Z}</math> (the set of all even numbers.) So cl(0) = <math>2 \mathbb{Z}</math>. <br> What then is cl(1)? Going through the same steps, cl(1) = <math>2 \mathbb{Z} + 1</math> ==Next Time== That's all for this lecture. Next time we'll tie up the loose ends in set theory and begin our discussion on mappings. Please see [[../PS1|the associated problem set for exercises]]. 7234 33902 2006-10-10T18:14:49Z Tachyon01 1612 {{nav|School:Mathematics/Undergraduate/Pure Mathematics}} Problem Set #1: Introduction to Abstract Algebra. As you work through these problems, think about the logical steps you are using. You should know if your proof is correct or not if you have a reason for every step. 1: If<math>B \subset A</math>, prove <math>A \cup B = A</math> and conversely 2: Prove <math>( A \cap B ) \cap C = A \cap ( B \cap C )</math> 3: Prove <math>A \cup ( B \cap C ) = ( A \cup B ) \cap ( A \cup C )</math> 4: Define the set C' to be the ''complement'' of the set C such that <math>\forall c \in C, c \notin C'</math>. Prove that <math>( A \cap B )' = A' \cup B'</math> and <math>( A \cup B )' = A' \cap B'</math>. 7238 33652 2006-10-10T06:41:06Z Draicone 1128 [[School of Mathematics:Introduction to Abstract Algebra]] moved to [[School:Mathematics/Introduction to Abstract Algebra]]: Move to correct location. #REDIRECT [[School:Mathematics/Introduction to Abstract Algebra]] 7239 67805 2007-01-08T01:31:47Z MichaelBillington 1599 fix dr #REDIRECT [[School:Mathematics/Introduction to Abstract Algebra/PS1]] 7241 33669 2006-10-10T06:54:20Z Draicone 1128 [[School of Mathematics:Introduction to Abstract Algebra/PS1]] moved to [[School:Mathematics/Introduction to Abstract Algebra/PS1]]: Move to correct location. #REDIRECT [[School:Mathematics/Introduction to Abstract Algebra/PS1]] 7244 33703 2006-10-10T07:35:50Z Draicone 1128 Add author details Public domain. Source: http://www.sxc.hu/photo/133538 ('''s'''tock photo e'''xc'''hange). Illustration of a teacher assisting a student on a computer. Author: Norbert Machinek. 7247 68346 2007-01-08T21:49:10Z JWSchmidt 20 /* See also */ [[Free content]] ===General Directories=== * [http://www.doaj.org/ Directory of Open Access Journals] * [http://www.freemedicaljournals.com/ Free Medical Journals] * [http://highwire.stanford.edu/lists/freeart.dtl Highwire Press freely available journals] - many journals not completely free, but it tells you when the free access for articles starts for each journal * [http://www.leeds.ac.uk/educol/ Education-line] ===Specific Journals=== ====Multitopic==== * [http://arxiv.org/ arXiv] - Electronic preprint archive for Physics, Mathematics, Computer Science and Quantitative Biology, orginial public domain science database started in 1991 * [http://www.philica.com/ online open access academic journal] - articles on any subject ====Agriculture and Fisheries==== * [http://agron.scijournals.org/contents-by-date.0.shtml Agronomy Journal] - all except 2006 issues freely available * [http://crop.scijournals.org/contents-by-date.0.shtml Crop Science Journal] - all except 2006 issues freely available * [http://soil.scijournals.org/contents-by-date.0.shtml Soil Science of America Journal] - all except 2006 issues freely available * [http://aas.bf.uni-lj.si/contents.htm Acta agriculturae Slovenica] - all issues available. Seems two-thirds of content is in Slovenian, the other third in English. * [http://vzj.scijournals.org/contents-by-date.0.dtl Vadose Zone Journal] - all except 2006 issues freely available * [http://www.eau.ee/~aps/agraarten.html Agraarteadus - Journal of Agricultural Science] - all issues available - all content in both Estonian and English. * [http://jeq.scijournals.org/contents-by-date.0.shtml Journal of Environmental Quality] - all except 2006 issues freely available * [http://www.jnrlse.org/issues.php Journal of Natural Resources and Life Sciences Education] - all issues including and before 2004 freely available (see 'archived issues') * [http://www.scielo.cl/scielo.php?script=sci_issues&pid=0365-2807&lng=en&nrm=iso Agricultura Técnica] - all issues available - all articles in Spanish, all abstracts also available in English. Some articles are in English as well as Spanish. * [http://cigr-ejournal.tamu.edu/articles.html Agricultural Engineering International] - all issues available * [http://www.colpos.mx/agrocien/agrociencia.htm Agrociencia] - all issues available - from 2000 onwards all articles are in both Spanish and English. Before 2000 I don't see any English articles, though I might be wrong. * [http://www.eau.ee/~agronomy/ Agronomy Research] - all issues available - Estonian journal all in English. * [http://www.aaem.pl/back.htm Annals of Agricultural and Environmental Medicine] - all issues seemingly available * [http://www.ecology.kee.hu/ Applied Ecology and Environmental Research] - all issues available * [http://www.bib.fsagx.ac.be/library/base/eng/content/ Biotechnology, Agronomy, Society and Environment] - all issues available, only some in English (mostly in French) ====Computer Science==== * [http://www.dcc.ufla.br/infocomp/index.eng.html INFOCOMP Journal of Computer Science] * [http://www.jot.fm/ Journal of Object Technology] ====Mathematics==== *[http://www.ams.org/journals/bull/ Bulletin of the American Mathematical Society] ===Internet and technology=== *[http://www.firstmonday.org/ First Monday] ===Qualitative research=== *[http://www.qualitative-research.net/fqs/fqs-eng.htm Forum:Qualitative Social Research] (in English and German) ==See also== *[[Topic:Open source science]] *[[Free content]] ==External links== *[[w:List of journals available free online|List of journals available free online]] at Wikipedia [[Category:Hunter-gatherers project]] 7250 60455 2006-12-18T22:18:49Z 66.82.9.53 removed the Table of COntents, since the numbering's all messed up and the TOC is not part of the FDL {{shortcut|[[WV:GFDL]]}} __NOTOC__ Version 1.2, November 2002 <pre> Copyright (C) 2000,2001,2002 Free Software Foundation, Inc. 59 Temple Place, Suite 330, Boston, MA 02111-1307 USA Everyone is permitted to copy and distribute verbatim copies of this license document, but changing it is not allowed. </pre> ==0. PREAMBLE== The purpose of this License is to make a manual, textbook, or other functional and useful document "free" in the sense of freedom: to assure everyone the effective freedom to copy and redistribute it, with or without modifying it, either commercially or noncommercially. Secondarily, this License preserves for the author and publisher a way to get credit for their work, while not being considered responsible for modifications made by others. This License is a kind of "copyleft", which means that derivative works of the document must themselves be free in the same sense. It complements the GNU General Public License, which is a copyleft license designed for free software. We have designed this License in order to use it for manuals for free software, because free software needs free documentation: a free program should come with manuals providing the same freedoms that the software does. But this License is not limited to software manuals; it can be used for any textual work, regardless of subject matter or whether it is published as a printed book. We recommend this License principally for works whose purpose is instruction or reference. ==1. APPLICABILITY AND DEFINITIONS== This License applies to any manual or other work, in any medium, that contains a notice placed by the copyright holder saying it can be distributed under the terms of this License. Such a notice grants a world-wide, royalty-free license, unlimited in duration, to use that work under the conditions stated herein. The "Document", below, refers to any such manual or work. Any member of the public is a licensee, and is addressed as "you". You accept the license if you copy, modify or distribute the work in a way requiring permission under copyright law. A "Modified Version" of the Document means any work containing the Document or a portion of it, either copied verbatim, or with modifications and/or translated into another language. A "Secondary Section" is a named appendix or a front-matter section of the Document that deals exclusively with the relationship of the publishers or authors of the Document to the Document's overall subject (or to related matters) and contains nothing that could fall directly within that overall subject. (Thus, if the Document is in part a textbook of mathematics, a Secondary Section may not explain any mathematics.) The relationship could be a matter of historical connection with the subject or with related matters, or of legal, commercial, philosophical, ethical or political position regarding them. The "Invariant Sections" are certain Secondary Sections whose titles are designated, as being those of Invariant Sections, in the notice that says that the Document is released under this License. If a section does not fit the above definition of Secondary then it is not allowed to be designated as Invariant. The Document may contain zero Invariant Sections. If the Document does not identify any Invariant Sections then there are none. The "Cover Texts" are certain short passages of text that are listed, as Front-Cover Texts or Back-Cover Texts, in the notice that says that the Document is released under this License. A Front-Cover Text may be at most 5 words, and a Back-Cover Text may be at most 25 words. A "Transparent" copy of the Document means a machine-readable copy, represented in a format whose specification is available to the general public, that is suitable for revising the document straightforwardly with generic text editors or (for images composed of pixels) generic paint programs or (for drawings) some widely available drawing editor, and that is suitable for input to text formatters or for automatic translation to a variety of formats suitable for input to text formatters. A copy made in an otherwise Transparent file format whose markup, or absence of markup, has been arranged to thwart or discourage subsequent modification by readers is not Transparent. An image format is not Transparent if used for any substantial amount of text. A copy that is not "Transparent" is called "Opaque". Examples of suitable formats for Transparent copies include plain ASCII without markup, Texinfo input format, LaTeX input format, SGML or XML using a publicly available DTD, and standard-conforming simple HTML, PostScript or PDF designed for human modification. Examples of transparent image formats include PNG, XCF and JPG. Opaque formats include proprietary formats that can be read and edited only by proprietary word processors, SGML or XML for which the DTD and/or processing tools are not generally available, and the machine-generated HTML, PostScript or PDF produced by some word processors for output purposes only. The "Title Page" means, for a printed book, the title page itself, plus such following pages as are needed to hold, legibly, the material this License requires to appear in the title page. For works in formats which do not have any title page as such, "Title Page" means the text near the most prominent appearance of the work's title, preceding the beginning of the body of the text. A section "Entitled XYZ" means a named subunit of the Document whose title either is precisely XYZ or contains XYZ in parentheses following text that translates XYZ in another language. (Here XYZ stands for a specific section name mentioned below, such as "Acknowledgements", "Dedications", "Endorsements", or "History".) To "Preserve the Title" of such a section when you modify the Document means that it remains a section "Entitled XYZ" according to this definition. The Document may include Warranty Disclaimers next to the notice which states that this License applies to the Document. These Warranty Disclaimers are considered to be included by reference in this License, but only as regards disclaiming warranties: any other implication that these Warranty Disclaimers may have is void and has no effect on the meaning of this License. ==2. VERBATIM COPYING== You may copy and distribute the Document in any medium, either commercially or noncommercially, provided that this License, the copyright notices, and the license notice saying this License applies to the Document are reproduced in all copies, and that you add no other conditions whatsoever to those of this License. You may not use technical measures to obstruct or control the reading or further copying of the copies you make or distribute. However, you may accept compensation in exchange for copies. If you distribute a large enough number of copies you must also follow the conditions in section 3. You may also lend copies, under the same conditions stated above, and you may publicly display copies. ==3. COPYING IN QUANTITY== If you publish printed copies (or copies in media that commonly have printed covers) of the Document, numbering more than 100, and the Document's license notice requires Cover Texts, you must enclose the copies in covers that carry, clearly and legibly, all these Cover Texts: Front-Cover Texts on the front cover, and Back-Cover Texts on the back cover. Both covers must also clearly and legibly identify you as the publisher of these copies. The front cover must present the full title with all words of the title equally prominent and visible. You may add other material on the covers in addition. Copying with changes limited to the covers, as long as they preserve the title of the Document and satisfy these conditions, can be treated as verbatim copying in other respects. If the required texts for either cover are too voluminous to fit legibly, you should put the first ones listed (as many as fit reasonably) on the actual cover, and continue the rest onto adjacent pages. If you publish or distribute Opaque copies of the Document numbering more than 100, you must either include a machine-readable Transparent copy along with each Opaque copy, or state in or with each Opaque copy a computer-network location from which the general network-using public has access to download using public-standard network protocols a complete Transparent copy of the Document, free of added material. If you use the latter option, you must take reasonably prudent steps, when you begin distribution of Opaque copies in quantity, to ensure that this Transparent copy will remain thus accessible at the stated location until at least one year after the last time you distribute an Opaque copy (directly or through your agents or retailers) of that edition to the public. It is requested, but not required, that you contact the authors of the Document well before redistributing any large number of copies, to give them a chance to provide you with an updated version of the Document. ==4. MODIFICATIONS== You may copy and distribute a Modified Version of the Document under the conditions of sections 2 and 3 above, provided that you release the Modified Version under precisely this License, with the Modified Version filling the role of the Document, thus licensing distribution and modification of the Modified Version to whoever possesses a copy of it. In addition, you must do these things in the Modified Version: :'''A.''' Use in the Title Page (and on the covers, if any) a title distinct from that of the Document, and from those of previous versions (which should, if there were any, be listed in the History section of the Document). You may use the same title as a previous version if the original publisher of that version gives permission. :'''B.''' List on the Title Page, as authors, one or more persons or entities responsible for authorship of the modifications in the Modified Version, together with at least five of the principal authors of the Document (all of its principal authors, if it has fewer than five), unless they release you from this requirement. :'''C.''' State on the Title page the name of the publisher of the Modified Version, as the publisher. :'''D.''' Preserve all the copyright notices of the Document. :'''E.''' Add an appropriate copyright notice for your modifications adjacent to the other copyright notices. :'''F.''' Include, immediately after the copyright notices, a license notice giving the public permission to use the Modified Version under the terms of this License, in the form shown in the Addendum below. :'''G.''' Preserve in that license notice the full lists of Invariant Sections and required Cover Texts given in the Document's license notice. :'''H.''' Include an unaltered copy of this License. :'''I.''' Preserve the section Entitled "History", Preserve its Title, and add to it an item stating at least the title, year, new authors, and publisher of the Modified Version as given on the Title Page. If there is no section Entitled "History" in the Document, create one stating the title, year, authors, and publisher of the Document as given on its Title Page, then add an item describing the Modified Version as stated in the previous sentence. :'''J.''' Preserve the network location, if any, given in the Document for public access to a Transparent copy of the Document, and likewise the network locations given in the Document for previous versions it was based on. These may be placed in the "History" section. You may omit a network location for a work that was published at least four years before the Document itself, or if the original publisher of the version it refers to gives permission. :'''K.''' For any section Entitled "Acknowledgements" or "Dedications", Preserve the Title of the section, and preserve in the section all the substance and tone of each of the contributor acknowledgements and/or dedications given therein. :'''L.''' Preserve all the Invariant Sections of the Document, unaltered in their text and in their titles. Section numbers or the equivalent are not considered part of the section titles. :'''M.''' Delete any section Entitled "Endorsements". Such a section may not be included in the Modified Version. :'''N.''' Do not retitle any existing section to be Entitled "Endorsements" or to conflict in title with any Invariant Section. :'''O.''' Preserve any Warranty Disclaimers. If the Modified Version includes new front-matter sections or appendices that qualify as Secondary Sections and contain no material copied from the Document, you may at your option designate some or all of these sections as invariant. To do this, add their titles to the list of Invariant Sections in the Modified Version's license notice. These titles must be distinct from any other section titles. You may add a section Entitled "Endorsements", provided it contains nothing but endorsements of your Modified Version by various parties--for example, statements of peer review or that the text has been approved by an organization as the authoritative definition of a standard. You may add a passage of up to five words as a Front-Cover Text, and a passage of up to 25 words as a Back-Cover Text, to the end of the list of Cover Texts in the Modified Version. Only one passage of Front-Cover Text and one of Back-Cover Text may be added by (or through arrangements made by) any one entity. If the Document already includes a cover text for the same cover, previously added by you or by arrangement made by the same entity you are acting on behalf of, you may not add another; but you may replace the old one, on explicit permission from the previous publisher that added the old one. The author(s) and publisher(s) of the Document do not by this License give permission to use their names for publicity for or to assert or imply endorsement of any Modified Version. ==5. COMBINING DOCUMENTS== You may combine the Document with other documents released under this License, under the terms defined in section 4 above for modified versions, provided that you include in the combination all of the Invariant Sections of all of the original documents, unmodified, and list them all as Invariant Sections of your combined work in its license notice, and that you preserve all their Warranty Disclaimers. The combined work need only contain one copy of this License, and multiple identical Invariant Sections may be replaced with a single copy. If there are multiple Invariant Sections with the same name but different contents, make the title of each such section unique by adding at the end of it, in parentheses, the name of the original author or publisher of that section if known, or else a unique number. Make the same adjustment to the section titles in the list of Invariant Sections in the license notice of the combined work. In the combination, you must combine any sections Entitled "History" in the various original documents, forming one section Entitled "History"; likewise combine any sections Entitled "Acknowledgements", and any sections Entitled "Dedications". You must delete all sections Entitled "Endorsements." ==6. COLLECTIONS OF DOCUMENTS== You may make a collection consisting of the Document and other documents released under this License, and replace the individual copies of this License in the various documents with a single copy that is included in the collection, provided that you follow the rules of this License for verbatim copying of each of the documents in all other respects. You may extract a single document from such a collection, and distribute it individually under this License, provided you insert a copy of this License into the extracted document, and follow this License in all other respects regarding verbatim copying of that document. ==7. AGGREGATION WITH INDEPENDENT WORKS== A compilation of the Document or its derivatives with other separate and independent documents or works, in or on a volume of a storage or distribution medium, is called an "aggregate" if the copyright resulting from the compilation is not used to limit the legal rights of the compilation's users beyond what the individual works permit. When the Document is included in an aggregate, this License does not apply to the other works in the aggregate which are not themselves derivative works of the Document. If the Cover Text requirement of section 3 is applicable to these copies of the Document, then if the Document is less than one half of the entire aggregate, the Document's Cover Texts may be placed on covers that bracket the Document within the aggregate, or the electronic equivalent of covers if the Document is in electronic form. Otherwise they must appear on printed covers that bracket the whole aggregate. ==8. TRANSLATION== Translation is considered a kind of modification, so you may distribute translations of the Document under the terms of section 4. Replacing Invariant Sections with translations requires special permission from their copyright holders, but you may include translations of some or all Invariant Sections in addition to the original versions of these Invariant Sections. You may include a translation of this License, and all the license notices in the Document, and any Warranty Disclaimers, provided that you also include the original English version of this License and the original versions of those notices and disclaimers. In case of a disagreement between the translation and the original version of this License or a notice or disclaimer, the original version will prevail. If a section in the Document is Entitled "Acknowledgements", "Dedications", or "History", the requirement (section 4) to Preserve its Title (section 1) will typically require changing the actual title. ==9. TERMINATION== You may not copy, modify, sublicense, or distribute the Document except as expressly provided for under this License. Any other attempt to copy, modify, sublicense or distribute the Document is void, and will automatically terminate your rights under this License. However, parties who have received copies, or rights, from you under this License will not have their licenses terminated so long as such parties remain in full compliance. ==10. FUTURE REVISIONS OF THIS LICENSE== The Free Software Foundation may publish new, revised versions of the GNU Free Documentation License from time to time. Such new versions will be similar in spirit to the present version, but may differ in detail to address new problems or concerns. See http://www.gnu.org/copyleft/. Each version of the License is given a distinguishing version number. If the Document specifies that a particular numbered version of this License "or any later version" applies to it, you have the option of following the terms and conditions either of that specified version or of any later version that has been published (not as a draft) by the Free Software Foundation. If the Document does not specify a version number of this License, you may choose any version ever published (not as a draft) by the Free Software Foundation. ==External links== *[[en:GNU Free Documentation License|GNU Free Documentation License]] (Wikipedia article on the license) *[http://www.gnu.org/copyleft/fdl.html Official GNU FDL webpage] [[Category:Copyright]] 7251 33748 2006-10-10T09:25:04Z Sebmol 14 Redirecting to [[Wikiversity:Signature]] #REDIRECT [[Wikiversity:Signature]] 7252 33740 2006-10-10T08:34:19Z Sebmol 14 Redirecting to [[Wikiversity:Sign your posts on talk pages]] #REDIRECT [[Wikiversity:Sign your posts on talk pages]] 7253 33747 2006-10-10T09:24:54Z Sebmol 14 Redirecting to [[Wikiversity:Signature]] #REDIRECT [[Wikiversity:Signature]] 7255 75398 2007-01-13T22:54:42Z JWSchmidt 20 merged from [[Wikiversity:Sign your posts on talk pages]] {{Shortcut|[[WV:SIG]], [[WV:~~<!---->~~]]}} In order for others to see who wrote what it is customary to sign posts to [[Wikiversity:Talk pages|talk (or "discussion") pages]]. This page explains how you can create an automatic signature that links back to your [[Wikiversity:User pages|user page]]. Please do not sign your contributions on content pages. To see who has edited a content page check its [[Wikiversity:Page history|history]]. == How to sign posts == You can add a signature to a post by writing four [[w:Tilde|tildes]]&nbsp;(&nbsp;<code>~</code>&nbsp;) at the end. After you save your post, a link to your user page will appear (if you haven't registered, your user page will be your [[w:IP address|IP address]]). There are several different ways, tildes can be used: {| class="wikitable" ! Entering&nbsp;… ! …&nbsp;after saving turns into&nbsp;… ! …&nbsp;and is displayed as&nbsp;… |- ! <code><nowiki>~~~</nowiki></code> | <code><nowiki>[[</nowiki>User:''User name''<nowiki>|</nowiki>''User name'']]</code> | ''User name'' |- ! <code><nowiki>~~~~</nowiki></code> | <code><nowiki>[[</nowiki>User:''User name''<nowiki>|</nowiki>''User name'']] {{#time:H:i, j F Y}} (UTC)</code> | ''User name'' {{#time:H:i, j F Y}} (UTC) |- ! <code><nowiki>~~~~~</nowiki></code> | <code> {{#time:H:i, j F Y}} (UTC)</code> | {{#time:H:i, j F Y}} (UTC) |} == How to customize signatures == The [[Special:Preferences|preferences dialog]] provides an option to customize your signature. To enable this option, you must check the ''Raw signature'' box and enter your new signature under ''Signature'' (wiki syntax is supported here). After saving your changes, your new signature will appear whenever you sign a post. Many Wikiversity participants include a link to their talk page in their signature. The following code entered under ''Signature'' in the preferences dialog creates that link: :<code><nowiki>[[User:User name|name]] [[User talk:User name|talk]]</nowiki></code> Of course, this can be customized further to meet one's needs. == Colorful signatures == In general, signatures should be fairly short and not too distracting. While colors aren't in general a problem, one should avoid drawing too much attention to one's signature. Excessive customization distracts readers who try to follow long discussions on a talk page. Specifically, you may not [[Help:Templates|transclude]] a page in your signature. == Missing signatures == If a user has forgotten to sign his post, you can add a signature subsequently by using {{tl|unsigned}}. The template also reminds users that they need to sign their posts. You use the template as follows: :<code><nowiki>{{unsigned|''User name or IP address''|~~~~}}</nowiki></code> Most Wikiversity pages have an associated "[[Help:Talk pages|talk page]]" for discussions. When you contribute to a discussion on a talk page, add your signature. == How to add your signature == [[Image:Signature.png|thumb|right|330px|Location of the "signature" button in the edit toolbar.]] There are two ways to sign your posts: 1. Simply type four tildes (~), like this: <nowiki>~~~~</nowiki>. 2. Use the edit toolbar. The edit toolbar is an option (see [[Special:Preferences]]; use the "Editing" preferences pane). When you click the signature icon the four tildes for a signature are inserted into the edit window. Your signature does not appear until you save your edit. [[Image:Preferences.png|thumb|left|393px|How to activate the edit toolbar using "my preferences".]] [[Category:Help|Signature]] 7275 48333 2006-11-24T18:53:32Z Rayc 57 cat Welcome to the Department of Ocean Engineering and Naval Architecture ==Department description== The department is a place where participants can organise material related to Ocean Engineering and Naval Architecture, and develop some more useful material. The department will work under the school of Marine Sciences. ==Department news== * '''October 10, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ====Naval Architecture==== * [[Introduction to Naval Architecture]] * [[Mechanics of Floating Bodies]] * [[Ship Resistance]] * [[Ship Propulsion]] * [[Ship Strength]] * [[Vibration in Structures]] * [[Seakeeping]] * [[Manouvreing]] * [[Marine Engineering]] * [[Ship Design]] * [[Design of High Speed Craft]] * [[Ship Construction]] * [[Production Planning]] ====Ocean Engineering==== * [[Water Waves]] * [[Coastal Engineering]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Marine sciences]] 7277 74091 2007-01-12T19:09:16Z Mystictim 626 {{Stub}} ==Content summary== We discuss primarily the ship as a system, and as a link in the transportation system. Introduce the participant to the complexeties in the marine environment and the mechanisms involved in the ship system. The participant is also introduced to the various terms used in naval architecture. ==Goals== To introduce the terms commonly used in naval architecture and introduce the ship as a system. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Introductions]] 7280 75359 2007-01-13T22:21:47Z JWSchmidt 20 [[Category:Wikiversity]] {{welcome and expand}} [[Category:Wikiversity]] 7281 33906 2006-10-10T18:20:20Z Dnjkirk 1833 Proposed organizational chart for Wikiversity == Summary == Proposed organizational chart for Wikiversity == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7284 43523 2006-11-07T03:55:16Z Rayc 57 [[Category:Introductions]] [[Topic:Perl|Perl]] is a general-purpose interpreted programming language developed beginning in the late eighties by [[Wikipedia:Larry Wall|Larry Wall]] and friends. The name is an acronym for '''p'''ractical '''e'''xtraction and '''r'''eport '''l'''anguage. Originally developed for exhaustive text manipulation, Perl has become the language of choice for a large base of system administrators, web developers, network programmers, database engineers and many others. I like it because the syntax and structure make sense to me and perl can do a lot of tedious repetative chores for me. I also like Perl's big friendly community. :'''Perl motto''': ''There's more than way way to do it.'' -Larry Wall- == Why learn Perl? == Wall and others affectionately extend the acronym to mean '''p'''athologically '''e'''cclectic '''r'''ubbish '''l'''ister. Perl has been called the "swiss army knife" of programming languages, a "glue language", the "duct tape of the Internet" and many other things. Perl borrows features from C, shell scripting (sh), AWK, sed, Lisp, and other tools familiar especially to those who are aquainted with Unix, the BSDs, Linux and open source software. Perl is free software, licensed under both the Artistic License and the GNU General Public License. Distributions are available for most operating systems. It comes as standard equipment in most distributions of Linux, FreeBSD, and Mac OS X. It can even be installed on Microsoft Windows systems. A good place to find out more about perl is at [[Perl.org]] which provides a myriad of links to that big friendly community I mentioned earlier. We've got a ways to go building a nice curriculum for [[Topic:Perl|Perl]] here at Wikiversity, so spread the word and [[Topic talk:Perl|let's get started]], shall we? <small>[[User:CQ|cq]]</small> Up:[[Topic:Perl]] | Next:[[Perl.org]] - Perl online resources [[Category:Computer Programming]] [[Category:Perl]] [[Category:Introductions]] 7287 75513 2007-01-14T02:53:07Z JWSchmidt 20 [[Category:Perl]] [[Perl.org]] is perhaps the best starting point for learning about [[Topic:Perl|Perl]]. It calls itself [http://www.perl.org The Perl Directory]. == What's there? == [[Perl.org]] answers the question, '''What is Perl?:''' :''Perl is a stable, cross platform programming language. It is used for mission critical projects in the public and private sectors and is widely used to program web applications of all needs.'' See [http://learn.perl.org/ learn.perl.org] === The Perl Directory === #[http://www.perl.org/about.html About Perl] &ndash; You can learn about Perl's history, success stories, and where to [http://www.perl.org/get.html get downloads] #[http://cpan.perl.org CPAN] &ndash; the '''C'''omprehensive '''P'''erl '''A'''rchive '''N'''etwork and "source for all things Perl" is the main repository for Perl modules, scripts, binaries, ports, source code, documentation and a host of other goods. #[http://dev.perl.org/ Perl Core Development] &ndash; Links to dev.perl.org sites about Perl 5, Perl 6, Parrot, Pugs, and others new developments, bug reporting and fixing and so forth. #[http://www.perl.org/app.html Application Programming] &ndash; Links to CPAN's exhaustive module list, dbi.perl.org for database programming and to perl.apache.org, where an embedded perl interpreter called mod_perl is provided for the Apache web server. #[http://www.perl.org/events.html Events and Conferences] &ndash; YAPC.org (Yet Another Perl Conference), The O'Rielly Perl Conference, local meetings, Summer of Code, etc. Perl people like to congregate. #[http://www.perl.org/docs.html Online Documentation] &ndash; Links to the all-important perl manual pages at perldoc.perl.org. Also to FAQs, mailing list archives and other documentation. #[http://www.perl.org/books.html Books and Articles] &ndash; Links to the Perl Review, Perl.com, PerlCast, reviews, library and where to find the famous "[[Wikipedia:Programming Perl|Camel Book]]", "Llama book" and others. #[http://www.perl.org/community.html The Perl Community] &ndash; Links to [[Wikipedia:Perl Mongers|Perl Mongers]], [[Wikipedia:Perl Monks|Perl Monks]], Mailing lists, Planet Perl, use Perl and the rest of the big and friendly Perl community. #[http://www.perlfoundation.org/ The Perl Foundation] &ndash; The umbrella organization for various Perl projects (as the [[Wikipedia:Wikimedia Foundation|Wikimedia Foundation]] is to [[Wikiversity]]) == See also == [[Wikipedia:Perl]] [[Category:Perl]] 7288 75463 2007-01-14T01:21:10Z JWSchmidt 20 [[Category:Wikiversity]] Please add here any mention of Wikiversity in the media. :''Question: should it be by media type or by date?'' ==Newspaper== ==Radio== ==Web== *[http://chronicle.com/free/2005/12/2005121601t.htm The Chronicle of Higher Education: "Wikipedia, the Free Online Encyclopedia, Ponders a New Entity: Wikiversity"] (16th December, 2005) *[http://pacer.utm.edu/3330.htm The Pacer: "Five web sites to learn something, do something, or kill time"] - short page which briefly mentions Wikiversity. (10th October, 2006) [[Category:Wikiversity]] 7293 34027 2006-10-11T03:24:37Z JWSchmidt 20 [[School News Archive]] moved to [[Computer Science/School News Archive]]: more specific page name #REDIRECT [[Computer Science/School News Archive]] 7298 34050 2006-10-11T06:08:17Z Draicone 1128 [[School of Mathematics:Calculus]] moved to [[School:Mathematics/Calculus]]: Move to correct location #REDIRECT [[School:Mathematics/Calculus]] 7302 69441 2007-01-10T04:08:08Z JWSchmidt 20 [[Category:Web Design]] =Operations, The Format Specifier, and Other Commands= ==Operations== There are certain things that you can do with all of the ''types''. You can ''do simple math, index, slice, and check for membership.'' You can also use the Format Specifier in ''strings''. ===Simple Math=== Math is very straight forward in Python. + adds, - subtracts, / divides, and believe it or not * multiplies. The main thing to comment on is %. % divides a problem and then returns the remainder. This is called the modulo operation. Type: >>> '''9 % 3''' 0 Now Type: >>> '''9 % 2''' 1 The % command can be used to find out if something is even or odd or if it is a multiple of some number. Here is some code that is a little advanced for you right now. Just type it in and now that within a couple of lessons you will know what you did. When you type '''"print a is even"''' it must be 4 spaces to the right of the '''i''' in '''if''', I am having trouble working with Wikiversity and can't get it to do that on this page without forming some kind of box. Type: >>> '''a = 4''' >>> '''if a % 2 == 0:''' ... '''"print a is even"''' '''a is even''' You can also use variables, and elements and values in simple math. Type: >>> '''x = 1''' >>> '''y = 5''' Now Type: >>> '''x + y''' '''6''' That is how the variable works. Type: >>> '''x = [1, 2, 3]''' Now Type: >>> '''x[1] + x[2]''' '''5''' That is how you use elements from a tuple or list to do math. Type: >>> '''x = {'a':1, 'b':2}''' =You can also add and multiply strings, tuples, and lists. Now Type: >>> '''x['a'] + x['b'] '''3''' That is how you do math with values from a dictionary. Don't forget to use quotations around the keys unless you use ''integers'' as the keys. Spend a couple of minutes messing around with this stuff, its fun and it'll help you remember it better. You may also add strings, tuples, and lists. ====Concatenating==== To add two strings together. to do this you just type the first string, an addition sign, the second string. Type: >>> '''"Python" + " is awesome"''' You can do the same with variables refering to strings. Type: >>> '''x = "Python"''' >>> '''y = " is awesome"''' Now Type: >>> '''x + y''' ''''Python is awesome'''' You can do the same with tuples. Type: >>> '''x = ('I', 'Love') >>> '''y = ('Wikiversity',)''' ''DON'T FORGET THE COMMA AFTER '''WIKIVERSITY''''' Now Type: >>> '''print x + y''' '''('I', 'Love', 'Wikiversity')''' It works the same with ''lists''. What you cannot do is combine two different kinds of ''types''. Type: >>> '''x = ('I', 'Love')''' >>> '''y = 'Python'''' Now Type: >>> '''print x + y''' '''Traceback (most recent call last):''' '''File "<pyshell#91>", line 1, in ?''' '''print x + y''' '''TypeError: can only concatenate tuple (not "str") to tuple''' ====Multiplying ''Types''==== Multiplying is very easy and straight forward. Type: >>> '''x = 'dog'''' Now type: >>> '''x * 5''' ''''dogdogdogdogdog'''' Now with a tuple. Type: >>> '''x = ('dog',)''' Now Type: >>> '''x * 5''' '''('dog', 'dog', 'dog', 'dog', 'dog')''' Now with a dictionary. Type: >>> '''x = {'dog':1}''' Now Type: >>> '''x * 5''' '''Traceback (most recent call last):''' '''File "<pyshell#5>", line 1, in ?''' '''x * 5''' '''TypeError: unsupported operand type(s) for *: 'dict' and 'int'''' You can't do it with dictionaries, that would make more than one of the same key, remember. ===Indexing=== You have already learned how to index in lesson 2. When you typed x[3] you where indexing. You may also index a string without first making a variable represent it. Type: >>> '''"I Love Wikipedia"'''[5] '''e''' simple enough. ===Slicing=== ''Slicing'' is used to access a range of elements the way that ''indexing'' accessess one element. Type: >>> '''x = "Wikipedia and Python are awesome"''' Now Type: >>> '''print x[14:32] '''Python are awesome''' The numbers that you enter after the variable (the [14:32]) are called ''indices''. The way the last one works is hard to understand at first. I'll do another example to make it clear. Type: >>> '''x = '1234'''' Now type: '''print x[1:3]''' '''23''' It prints out the 2 because it starts numbering at 0, but the reason it prints out the 3 instead of the 4 is because it counts the '''[3]''' that you entered as the end point and does not include it. Seems wierd at first but easy to get used to. You may also use negative numbers as the indices '''(x[-12:-])'''. If you only use one negative indice '''(x[-4:])''' Python will print starting with the element selected and go until the end of the string, tuple or list. This works for positive indices as well '''(x[:3])'''. Python will print the first 2 elements of '''x'''. Another thing that you can do when ''splicing'' is enter the ''step'' indice. Type: >>> '''x = "0123456789"''' Now Type: >>> '''x[1:-1:3]''' ''' '147' ''' You may also just use the step indice. Type: >>> '''x[::3]''' ''''0369'''' You can do this to find every other element or every third or whatever your needs require. You may also make the step indice negative. By doing so you make the elements return starting with the last one. Type: >>> '''x='0123456789'''' Now Type: >>> '''x[-2:1:-1] ''''8765432'''' When the step indice is negative it is important to remember to make sure that the first indice is calling an element that comes later in the string, tuple or list than the second element. Just as in the last example '''-2''' is representing '''8''' while '''1''' is representing 2. I'll have to finish this lesson some other time, my bed is calling me. ===The Format Specifier=== You are going to use this versatile command constantly. Type: >>> '''print 'I Love %s' % 'Linux'''' '''I Love Linux''' What the percent sign does is hold the place in the string and let you tell Python what to put there at the end of the string. The '''s''' behind the '''%''' [[Category:Web Design]] 7303 34069 2006-10-11T06:22:44Z Draicone 1128 [[School of Mathematics:Introductory Real Analysis]] moved to [[School:Mathematics/Introductory Real Analysis]]: Move to correct location. #REDIRECT [[School:Mathematics/Introductory Real Analysis]] 7304 34071 2006-10-11T06:22:46Z Draicone 1128 [[School of Mathematics:Software]] moved to [[School:Mathematics/Software]]: Move to correct location. #REDIRECT [[School:Mathematics/Software]] 7306 34075 2006-10-11T06:22:47Z Draicone 1128 [[School of Mathematics:Introduction to Proofs]] moved to [[School:Mathematics/Introduction to Proofs]]: Move to correct location. #REDIRECT [[School:Mathematics/Introduction to Proofs]] 7307 34077 2006-10-11T06:22:49Z Draicone 1128 [[School of Mathematics:Introduction to Graph Theory]] moved to [[School:Mathematics/Introduction to Graph Theory]]: Move to correct location. #REDIRECT [[School:Mathematics/Introduction to Graph Theory]] 7308 69439 2007-01-10T04:07:08Z JWSchmidt 20 [[Category:Web Design]] {{main welcome}} [[Category:Web Design]] 7310 55200 2006-12-13T08:40:26Z 129.27.140.171 Dirichlet conditions guarantee that a periodic function <math>x(t)</math> can be exactly represented by its Fourier transform. == Condition 1 == The function must be absolutely integrable over a single period <math>T</math>. This is equivalent to the statement that the area enclosed between the abcissa and the function is finite over a single period. <math>\int_T|x(t)|<\infty</math> == Condition 2 == Given any finite period of time the number of local maxima and minima of <math>x(t)</math> within that period is finite. == Condition 3 == Given any finite period of time there is a finite number of discontinuities in the function <math>x(t)</math> [[Category:Mathematics]] 7311 34101 2006-10-11T07:18:44Z Draicone 1128 Illustrates young children learning with computers. Would be excellent for the main page. From [http://www.sxc.hu/browse.phtml?f=view&id=123215 here]. NOT public domain (only restriction - author must be notified when using for public work, author has bee Illustrates young children learning with computers. Would be excellent for the main page. From [http://www.sxc.hu/browse.phtml?f=view&id=123215 here]. NOT public domain (only restriction - author must be notified when using for public work, author has been notified in this instance). May be used as wished on wiki (photographer's condition - no commercial use, irrelevant to Wikiversity). 7312 76667 2007-01-15T20:43:00Z JWSchmidt 20 /* Elective */ more links {{Merge|Topic:Department of Buddhist Studies}} Welcome to the Wikiversity '''Department of Buddhist Studies'''. ==Introduction== The Wikiversity Department of Buddhist Studies is a content development project for learning resources related to Buddhist studies. Embarking on a scholarly studies of Buddhism as a subject, requires an open mind. Buddha himself had played a role as an exemplar, guide and teacher for those sentient beings who must tread the path themselves, attain spiritual Awakening, and see truth and reality as they are. Here, we focus on critical examination of both the facts and myths, truths and legends, the implications and the philosophy resulting from the spread of Buddhism. Ironically, the most important question in the study of Buddhism is whether or not it is accurate to think of Buddhism as a ''religion''. Buddhism is best approached as a systematic ''social education''. As such, the study of Buddhism is very much both about methodology as well as understanding the historical as well as current context. The rich spiritual tradition cannot be ignored. The main themes of Buddhist thought in its many forms, are identified and discussed. The enormous diversity of the spiritual tradition including its classical eastern manifestations are emphasised. Of interest is the recent growth of Buddhism in the West, and how it respond to contemporary needs. ==Learning Projects and Learning Materials== ===Undergraduate=== ====Elective==== *[[Introduction to Buddhism]] - This course provides an historical introduction to Buddhist beliefs and practices. *[[Pre-Buddhist Indian Thought and Culture]] *[[Origins of Buddhism and the Basic Concepts of Culture]] *[[Philosophy of Early History Buddhist Schools]] *[[Buddhist Culture in North America]] *[[Buddhist Culture in South Asia]] *[[Early Buddhism - Basic Doctrines]] *[[Early Buddhist Theory of Knowledge]] *[[Early History of Buddhism up to 3rd Century B.C.E.]] *[[Emergence of Buddhism and Basic Buddhist Teachings]] *[[Geographical Expansion of Theravada Buddhism]] *[[Intoduction to Pali Language]] *[[Introduction to Sanskrit Language]] *[[Introduction to Various Schools of Buddhism]] **[[Theravāda]] **[[Sthaviravāda]] **[[Vajrayāna]] **[[Mahāsaṃghika]] **[[Mahāyāna]] **[[Philosophy of Mahayana Buddhist Schools]] ==See also== * [[Category:Religion]] [[Category:Buddhism]] 7314 34113 2006-10-11T07:55:02Z Draicone 1128 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]] moved to [[School:Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]]: Move to correct location. #REDIRECT [[School:Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]] 7317 79354 2007-01-21T02:07:46Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} See discution tab for more info. === History === === Introduction === === Prerequisites === === Course description === === Lessons === === Links === * [http://en.wikipedia.org/wiki/Ada_programming_language Wikipedia: Ada (programming language)] [[Category:Programming Languages]] 7320 74291 2007-01-12T22:27:09Z Historybuff 5228 Moved to subcat {{main_welcome}} See discution tab for more info. === History === === Introduction === === Prerequisites === === Course description === === Lessons === === Links === [http://www.lua.org/ Lua Official Homepage] [http://en.wikipedia.org/wiki/Lua_programming_language Wikipedia: Lua (programming language)] [[Category: Programming Languages]] 7322 79127 2007-01-20T18:08:56Z CQ 1939 /* Topic:Computer programming */ update [[Wikia]], formerly know as '''Wikicities''' are [[wiki]]s for an array of special interest groups, colleges, universities, fan bases and a host of other club-type entities. Many of these are interested in participating at [[Wikiversity]] within their topical areas. An effort is being put forth by [[Wikia:Collaboration|MetaCollab Wikia]] to make the process of linking [[Wikia:Collaboration:Wikiversity/Topics|Wikiversity topics]], and [[Wikia:Wikia|Wikia]] [[Wikipedia:communities of interest|communities of interest]] through a new [[Wikipedia:Search engine optimization|topical matrix program]]. == Reaching out == '''[[Wikiversity:Wikiversity outreach|Wikiversity outreach]]:''' Wikiversity participants are invited to list their topics below to '''opt in''' to the Wikia collaboration process, without leaving the Wikiversity domain. Simply provide a link to your school, department or topic with a brief description. Meta Collab will do its best to promote each Wikiversity entity at its appropriate place in the growing [http://www.wikia.com/wiki/List_of_Wikia List of Wikia] (nearly 2000-strong as of October 2006). === Topic:Computer programming === [[Topic:Computer Programming|Computer Programming]] is a Division of the [[School:Computer_Science|School of Computer Science]]. This will contain lessons on learning programming languages, learning software abstraction, algorithms, data structures, as well as different stages to computer programming, including design, testing, and maintenance. '''[http://www.wikia.com/wiki/Category:Programming Category:Programming] at [http://www.wikia.com wikia.com]''' === Topic:Perl === [[Topic:Perl]] (pending) === Add a topic === <!-- Please add your topic above the /* Add a topic */ section header such that it remains at the bottom of the editor --> == More information == [[Image:MetaCollab.png|thumb|float|[http://collaboration.wiki.com MetaCollab]]] Once your [[Wikiversity]] school, division, department, topic or project is entered into [[Wikia:Collaboration:Wikiversity/Topics]], an announcment containing links to related wikia and other discoveries will be announced on [[Talk:Wikia]]. Meta Collab's listing will be preloaded using [[Wikiversity:Browse]], but entities here must '''opt in''' to ''activate'' the process. [[Category:Wikiversity community projects]] 7323 80979 2007-01-25T18:22:03Z Jimmytharpe 5555 Added Related Lessons section. Variables and Conditionals ==Focus== In this lesson, you will expand your knowledge on the use of variables and conditional statements. ==Introduction== In [[Introduction_to_Programming|Introduction to Programming]] you learned that computer programs are sets of instructions that computers follow. In nearly every program written, the program must store information supplied after the program was created. Such information may include user input, custom settings, or calculated values. Because this information can ''vary'' the term variable is used to describe the element of a program which stores this information. For example, a <code>name</code> variable could contain "Jack" or "Jill" or any other value. Consider the following [[Topic:VBScript|VBScript]] example: Dim name name = "James" MsgBox name If you are running windows, create a new text document called "variable_demo.vb" then copy-and-paste the above code into the file and save it. You can then double-click the file to execute the code (if you get a security warning, click Yes or OK as needed). Notice that the message that pops up says "James". Now modify the file to change the value of <code>name</code> to "Jimmy": Dim name name = "Jimmy" MsgBox name Execute the file again and notice that even though the <code>MsgBox name</code> line did not change, the message that pops up says "Jimmy". This is because the value stored in the <code>name</code> variable has changed. An extremely common example of a computer program is a calculator. The user can give the calculator program '''input''' such as numbers and mathematical operators, but how does the calculator program handle the information given to it? In this section, you will learn how and why programmers use '''variables'''. ===The Calculator Program: A Closer Look=== In the above example, a user wishes to use a computer program to add two numbers together. For simplicity, let us assume that the computer program is designed explicitly to add any two numbers that the user enters at the command prompt. Enter the first number to be added : 2 Enter the last number to be added : 4 The total is 6. The '''pseudocode''' for this program would look something like this 1. Ask the user to "Enter the first number to be added" and remember it as $FIRST. 2. Ask the user to "Enter the last number to be added" and remember it as $LAST. 3. Remember the result of $FIRST + $LAST as $RESULT. 4. Tell the user that "The total is " $RESULT. '''More to come!''' == Related Lessons == * [[Introduction to algorithms]] [[Category:Computer Programming]] 7324 34214 2006-10-11T17:15:40Z Jade Knight 1836 <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#F0F8FF" | style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt" | '''jer-1''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Ch't'î-chîn pâle '''[[:Category:User jer-1|un mio]]''' d''''[[:Category:User jer|Jèrriais]]'''.[[Category:User jer|{{PAGENAME}}]] [[Category:User jer-1|{{PAGENAME}}]] |}</div> 7325 34254 2006-10-11T18:00:52Z Jade Knight 1836 {{UsersSpeak|jer|Jèrriais|Ches'-chîn pâlent l''''Jèrriais'''}} [[Category:Users by language|jer]] 7326 34248 2006-10-11T17:48:21Z Jade Knight 1836 <div style="float:left;border:solid #99b3ff 1px;margin:1px;"> {| cellspacing="0" style="width:260px;background:#e0e8ff;" | style="width:45px;height:45px;background:#99b3ff;text-align:center;font-size:14pt;" | '''{{{1}}}''' | style="font-size:8pt;padding:4pt;line-height:1.25em;text-align:center;" | {{{3}}}<hr>These users speak '''[[w:{{{2}}} language|{{{2}}}]]'''. |}</div> <br clear="all"> 7327 45502 2006-11-14T05:09:42Z Rayc 57 cat == Introduction to PHP == Today's assignment was to create a function that takes a name, an age, and a height, and outputs a sentence using all of these variables. Also, to call the function using a combination of variables and literals. Without further ado, let's take a look at the script: <?php function describeperson($name, $age, $height) { echo 'Did you know that ' . $name . ' is ' . $age . ' years old, and only ' . $height . ' tall?'; } $name = 'John Doe'; describeperson($name, '22', '5ft'); ?> [[Category:PHP]] 7328 34222 2006-10-11T17:30:02Z Jade Knight 1836 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#C5FCDC" | style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt" | '''jer''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Ch't'î-chîn a '''[[:Category:User jer-N|tréjous pâlé]]''' l''''[[:Category:User jer|Jèrriais]]'''. [[Category:User jer|{{PAGENAME}}]] [[Category:User jer-N|{{PAGENAME}}]] |} </div> 7329 34224 2006-10-11T17:31:08Z Jade Knight 1836 <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''jer-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Ch't'î-chîn '''[[:Category:User jer-0|né pâle pon]]''' l''''[[:Category:User jer|Jèrriais]]'''.[[Category:User jer|{{PAGENAME}}]][[Category:User jer-1|{{PAGENAME}}]] |}</div> 7330 34228 2006-10-11T17:33:32Z Jade Knight 1836 <div style="float:left;border:solid #77E0E8 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#D0F8FF" | style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt" | '''jer-2''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Ch't'î-chîn pâle '''[[:Category:User jer-2|un tas]]''' d''''[[:Category:User jer|Jèrriais]]'''. [[Category:User jer|{{PAGENAME}}]] [[Category:User jer-2|{{PAGENAME}}]] |} </div> 7331 34237 2006-10-11T17:43:22Z Jade Knight 1836 [[Tempalte:User jer-3]] moved to [[Template:User jer-3]]: typo <div style="float:left;border:solid #99B3FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#E0E8FF" | style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt" | '''jer-3''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Ch't'î-chîn a l'filet '''[[:Category:User jer-3|bein copé]]''' en '''[[:Category:User jer|Jèrriais]]'''. [[Category:User jer|{{PAGENAME}}]] [[Category:User jer-3|{{PAGENAME}}]] |} </div> 7335 34245 2006-10-11T17:46:36Z Jade Knight 1836 [[Category: User jer| 1]] 7339 76813 2007-01-15T23:44:51Z JWSchmidt 20 [[Category:Engineering and Technology]] [[Category:Engineering and Technology]] 7340 34282 2006-10-11T19:08:01Z KJ 1973 Picture of KJ == Summary == Picture of KJ == Licensing == {{GFDL-self}} 7342 37930 2006-10-22T22:21:01Z Robert Elliott 1436 Orphan Page? Combined with film scoring Orphan page Delete 1/2007 ;Lesson #004 - Creating the Thumbnail Storyboards : [[WikiFilmSchool_N4P3 | Page 3]] - Don't forget the Narrative Music!!! ---- ;The pages of this lesson are… * [[Lesson:Thumbnail_Storyboard | Title page]] which has the links to the require reading. * [[WikiFilmSchool_N4P1 | Page 1]] - What are thumbnail storyboards? And what programs do I need? :*Script: '''[[Lesson:The_Raw_Script | The Unformatted Script]]''' - Print this page use it as a guide. * [[WikiFilmSchool_N4P2 | Page 2]] - How to Draw Thumbnails Storyboards * Here are very simple [[Storyboard_Examples | Thumbnail Storyboard Examples]]. * [[WikiFilmSchool_N4P3 | Page 3]] - Don't forget the Narrative Music! <font color="green"> &rarr; '''''You are here!''''' ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N4P3 | Page 3]] - Don't forget the Narrative Music ---- ---- ==How Many Actors?== The most important thing to understand about this movie is there are four actors in this scene. The three visable actors are * The Poster for ''Star Wars'' * The old person * The young person The fourth actor is invisible. The fourth actor is the narrator… which is the music. This is important because you need to storyboard for the narrative music. If narrative music is playing for 3 seconds, you might need to add a frame that explains this. ==The Musical Narrator== This motion picture would be a really dull movie if all you have is just two people talking. That is why you need narrative music… which is music that acts like an invisible actor who narrates the story… and more importantly, adds and hightens the moods in the movie. Narrative music is '''not''' like background music which plays softly in the background. Narrative music is in-you-face music that talks to the audience. That is why you must treat the narrative music like another actor in the scene (which is a bit awkward when you are storyboarding since this actor, the narrative music, is invisible.) ==Narrative Music in the Movie Script?== What makes all of this so confusing is that the narrative music is NOT explained in the movie script. Look again at the [[Lesson:The_Raw_Script | movie script]]. Then look at the [[WikiFilmSchool_N1P1|original story]]. Most of the information you need for the music is in the original story, not in the movie script. "And you thought this would be simple? ==Identifying the Narrative Music in our movie== This movie is 60 seconds long (or maybe even as short as 45 seconds.) 60 seconds does not give us much time for a lot of narrative music. Start by indentifying the most important parts of the story. That will be where narrative music is needed. * The first time we see the poster for ''Star Wars''. (Obviously, you must stop all action while the music for the poster dramatically announces the poster) * When the old person thinks of an answer to the young person's question. (This can be just one or two notes.) * When the young person is thinking. (The young person can stand there thinking for as long as you can have really entertaining and expressive music… but you would problem want to move the camera at the same time.) * When the old person smiles. (Does Yoda have a theme?) * When we see them walking home in Port Islee. Most of these musical cues are less than 3 seconds. Only the first and the last can be longer without seeming to be odd. There will also be background music to enhance parts of the scene but this music is played '''on top of the dialog''' (at the same time as the dialog). Therefore, we do '''not''' have to worry about the background music during the storyboarding process. ---- ---- [[Category:WikiU Film School]] 7344 76017 2007-01-14T23:01:22Z Historybuff 5228 Start the name of subdivisions with the "Topic:" prefix; subdivisions reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Subivisions help divisions with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Subdivision news== * '''01:22, 12 October 2006 (UTC)''' - Subdivision founded! * [[Topic:Film and Television|Film and Television]] subdivision for [[Media]] (Interactive) - [[Topic:Internet TV]] * Sister project: [[Topic:Audio Engineering|Audio Engineering]] subdivision for [[Media]] (Interactive) - [[Topic:Web Radio]] * ... ==Departments== Subdivisions contain several departments. Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... [[Category: Webcasting]] 7345 34324 2006-10-12T01:33:36Z CQ 1939 New [[Wikiversity:Wikiversity resource|]] facilitated by [[Wikia:Collaboration|MetaCollab Wikia]] Principles of Media ==Content summary== Introduce ideas about the three basic economic decisions, production possibilities, opportunity cost, demand and supply, elasticity, production and cost concepts. ==Goals== To introduce and develop a firm understanding of Microeconomics to the reader. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' [[m:Embed Media|Embed Media]] * '''Wikipedia article:''' [[w:Interactive media|Interactive media]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> 7347 80032 2007-01-22T17:19:46Z 86.149.109.141 When the British politician [[Lord Salisbury]] complained about colonial defence expenditures in 1861, he famously said such expenditures were being used '''"to indulge in the sentiment that the sun never sets on our Empire."''' Although in 1861 the [[British Empire]] was not yet fully formed, Salisbury was quite right about the massive size of it. [[Alexander]]'s [[Macedon]], [[Caesar]]'s [[Rome]] and the [[caliph]]s' Islamic Empire all were exceeded by the British Empire, which was the largest empire in history on the basis of landmass, population and GDP. Indeed, by 1913, at about 458 million people and 36.6 million km², the Empire contained about a quarter of the world's population and total landmass <ref>http://en.wikipedia.org/wiki/British_Empire</ref>. The overseas British Empire began humbly enough with a settlement at [[Newfoundland]] in present-day [[Canada]] near the turn of the 16th century, but it would eventually be anything but humble with the rich lands of [[India]], North America and [[South Africa]] counted among its subjects at various times. Today its effects still reverberate around the world, both in the [[Commonwealth of Nations]], an organisation of former imperial subject states headed by Britain's [[Queen Elizabeth II]], and legacies of British rule, such as the [[English language]], notions of [[common law]] and constitutional government and the peculiarly British sport of [[cricket]]. == Definition == Dating the beginning of the British Empire can be a bit problematic. For some [[Celts]] and [[Frenchmen]], the British (or more nearly, "English") Empire already had been plaguing them for centuries when the British colony at Newfoundland was started in 1496-1497. English kings had fought bloody wars to subjugate the Celtic lands of [[Wales]], [[Scotland]] and [[Ireland]] to their control and had also laid claim to much of [[France]] during the [[100 Years War]]. However, for the purpose of this class, when we say "British Empire," we mean the non-European overseas British Empire, which indeed did begin with the settlement at Newfoundland in 1496-1497. == Pre-conditions for empire == The foundations of the early British Empire were in its oceanic strength. This started with the development of the English merchant marine system during the reign of Henry VII, which promoted overseas trading. During his reign Henry VII also constructed England's first dry-dock, and expanded its small navy. == First forays == == Build up == The British Empire annexed and conquered South Africa in the Zulu wars, and captured Egypt and Sudan from the north. It was granted Cyprus from the Ottoman empire. The British explorers conolised oceania and Australia. Which built up quickly as they exported prisoners there. They also controlled parts of Central america. In the early 19th Century they annexed southern asia. Taking Burma, India creating a new colony known as Pakistan. == Decline == The British empire declined in the 20th century, due to the world wars I and II, which cost it millions in repairs and military. In the 1940s it became a commonwealth and gave all of its colonies independence, even though today it still has the most overseas territories in the world. But only as they don't have the economy and population to survive. The largest overseas territory is the falkland islands, and the most populated is the cayman islands. [[Category:European history]] 7348 77342 2007-01-16T23:19:20Z JWSchmidt 20 [[Category:Media]] Start the name of subdivisions with the "Topic:" prefix; subdivisions reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Subivisions help divisions with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Subdivision news== * '''01:26, 12 October 2006 (UTC)''' - Subdivision founded! * [[Topic:Audio Engineering|Audio Engineering]] subdivision for [[Media]] (Interactive) - [[Topic:Web Radio]] * Sister project: [[Topic:Film and Television|Film and Television]] subdivision for [[Media]] (Interactive) - [[Topic:Internet TV]] * ... ==Departments== Subdivisions contain several departments. Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... [[Category:Media]] 7349 34325 2006-10-12T01:36:31Z Nishikant cp 1984 testing 7350 75972 2007-01-14T22:29:49Z Historybuff 5228 Topics on '''Software Quality Assurance''' [[Category:Computer Programming]] 7351 75973 2007-01-14T22:30:27Z Historybuff 5228 Software Quality Assurance [[User:Nishikant cp|Nishikant cp]] 01:42, 12 October 2006 (UTC) Thanks a lot. [[Category:Computer Programming]] 7353 80419 2007-01-23T20:28:49Z Tonsofpcs 5716 /* Download Star Wars MIDI file */ her --> here ;Lesson : [[Lesson:Creating_the_Temp_Track | WikiU Film School - Lesson #005: Creating the Musical Temp Track]] ;Pages of this Lesson * [[Lesson:Thumbnail_Storyboard | Title Page & List of Required Listening (In Quest of '''Deborah Lurie'''.)]] <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N5P1 | Page 1]] - What is Narrative Film Music? * '''[[Lesson:The_Raw_Script | The Unformatted Script]]''' - Print this page. Use this as a guide. (Or click [[WikiFilmSchool_N1P1 | here]] for the original story which contains more detail.) * [[WikiFilmSchool_N5P2 | Page 2]] - What tools to we need for film scoring * [[WikiFilmSchool_N5P3 | Page 3]] - Creating a film score for ''Seduced by the Dark Side!'' ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Creating_the_Temp_Track | WikiU Film School - Lesson #005: Creating the Musical Temp Track]] ---- ---- ==Lesson Summary== Why are we creating music so early in the filmmaking process? We need to get accurate timing for the animatic by having the actual music (or a good rough draft of the musical cues for our movie.) And besides, creating music (or is it butchering music) is great fun!!!! ---- ===Required Reading and Research=== Who is '''Deborah Lurie''' and why is she so important? * Start by going to [http://www.imdb.com/name/nm0527091/ www.imdb.com] for a list of the credits for the extremely talented '''Deborah Lurie'''. Notice that her first full credit as a film composer is for '''''George Lucas In Love'''''. * Skim through the article at [http://www.theforce.net/jedicouncil/interview/glil.asp www.theforce.net] about ''George Lucas In Love''. Look for the part about the film score. * And most importantly, notice that Wikipedia does '''not even mention Deborah Lurie''' at ''[[w:George_Lucas_in_Love | George Lucas In Love]]''. Amazing!!!! * Then download and watch ''George Lucas in Love''. * Finally turn down the sound and watch this movie without music. It is Deborah Lurie's music which makes this movie a success. And it is the music for our movie which will make it a success. ==Music For Our Movie== Our movie can be just as powerful (and hopefully as popular) as ''George Lucas In Love''. The only way we can do that is by having music which is just as powerful as Deborah Lurie's score for ''George Lucas In Love''. So we have to figure out how Deborah did this and we have to do it. ==Download Star Wars MIDI file== Down the midi file called "OEML-24766.mov" and begin listening to it. Make a list of the themes that you like from this midi file. If you know how, butcher the MIDI file and create shot midi files with individual themes. Email the themes to me to be posted here. ==Where do we need musical themes== To be continued... [[Category:Media]] 7354 34355 2006-10-12T02:17:34Z CQ 1939 New [[Wikiversity:Wikiversity feedback forum|]] facilitated by [[Wikia:Collaboration|MetaCollab Wikia]] A [[Wikiversity:Wikiversity feedback forum|Wikiversity feedback forum]] is a talk page associated with the [[Wikiversity:Wikiversity outreach|Wikiversity outreach]] programs. Many [[:Category:Online learning resources|Wikiversity resource]]s will be shared by other [[m:Wikimedia Foundation|Wikimedia Foundation]] sister projects, [[m:MediaWiki|MediaWiki]] users and [[Wikia]]-hosted communities. This is a placeholder for listing feedback from groups outside of [[Wikiversity]] with precedence given to Wikimedia sister projects, but inclusive toward a much larger audience. == Listing == == More information == [[Category:Community discussions]] [[Category:Wikiversity community projects]] 7355 66855 2007-01-04T14:11:55Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Recording the animatic dialog}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app katuberling.png|128px|right]] ==Recording the dialog for the Animatic== :If you are able to record audio into your computer, please record the voices for our script. We need all the spoken words from this script so we can create an '''animatic'''. :To do this, you record each piece of dialog as a separate file. Then you send me the files by email. [[Image:Nuvola apps package edutainment.png|128px|right]] ==What's an "Animatic"?== :An animatic is a movie of the storyboards. This is used for timing our motion picture. It also helps us judge if the movie will be a success. :To create an animatic, the storyboard, the film score, the dialog and the sound effects are put into an editing program to create a movie which we can show to investors. Later, when we record the voices for the animated version of this motion picture, the actors will watch the animatic to help understand the action and the timing of the dialog. ==Why is an animatic important"== :The animatic gives us the timing for the entire motion picture. From the animatic, we will be able to adjust the pace of the music and the dialog for the animated movie. Therefore the animatic is very important for planning our motion picture. ==Quality is important== :The quality of the recorded dialog is very important. It does not have be professional but it should be as good as you can do. ==Equipment you need== :To do this assigment, you will need to have a microphone connected to your computer and recording software to record a dramatic reading of the dialog. And for high quality recording, you will need to keep the computer (with its noise) separate from the microphone (preferably in a separate room.) These are described in more detail on the following pages. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:StarWarsPosterPainting.jpg|128px]]</center> {{Scriptoutline}} |} <center> {{Film School:Animatic Dialog Recording:Completed Assignments}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app krec.png|right]] ==The Next Page== :Continue this lesson on [[LessonPage:Animatic Dialog Recording Software | the computer software]] needed for recording the dialog for the animatic. {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Animatic Dialog Recording Lesson]] 7356 76274 2007-01-15T02:56:44Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] ;Lesson : [[Lesson:Editing_the_Animatic | WikiU Film School - Lesson #007: Editing the Animatic]] ;Pages of this Lesson * [[Lesson:Thumbnail_Storyboard | Title Page]] <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N7P1 | Page 1]] - Editing the storyboard ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Editing_the_Animatic | WikiU Film School - Lesson #007: Editing the Animatic]] ---- ---- ==Lesson Summary== The animatic is a bit like a slide show. We take the images from the storyboards and turn them into a movie. We use the dialog we have recorded plus the temp movie film score to create an accurate timing of the final movie. The storyboards or the dialog alone will not allow us to accurately time the movie. We need to put it all together. ==The Editing Program== You can use almoat any editing program. There is only one problem. That is the size. Most editing programs (such as editing programs which work only with DV footage) are limited to the frame size. Hopefully, you can find an editing program which will letterbox the storyboard frames and not stretch them out of proportion. Both iMovie and MovieMakers should work fine. [[Category:Media]] 7357 69387 2007-01-10T03:13:56Z JWSchmidt 20 [[Category:Media]] ;Lesson : [[Lesson:Animated_Storyboard | WikiU Film School - Lesson #0009: Animated Storyboards]] ;Pages of this Lesson * [[Lesson:Thumbnail_Storyboard | Title Page]] <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N9P1 | Page 1]] * '''[[Lesson:The_Raw_Script | The Unformatted Script]]''' - Print this page. Use this as a guide. (Or if you wish, click [[WikiFilmSchool_N1P1 | here]] for the original story which contains more detail.) * [[WikiFilmSchool_N9P2 | Page 2]] * [[WikiFilmSchool_Thumbnail_Storyboard_by_Robert_Elliott | Finished Thumbnail Storyboard #1]] - The Thumbnail Storyboards for ''Seduced by the Dark Side!'' drawn by Robert Elliott. - Here is the first real example of what this movie will look like. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Animated_Storyboard | WikiU Film School - Lesson #0009: Animated Storyboards]] ---- ---- ==Lesson Summary== [[Category:Media]] 7358 44411 2006-11-10T08:38:44Z RichMac 1351 /* {{User|Hoopydink}} */ grammar === {{User|Hoopydink}} === Hi all! I'm requesting custodianship on a temporary basis by means of the probationary period. I'm a sysop on the English Wikipedia and am well-versed in how to use the extra buttons. I haven't been very active at Wikiversity as of yet, but I love the concept and am eager to begin collaborating with other people in the pursuit of knowledge. Cheers Hoopydink 12:23, 11 October 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept as [[Wikiversity:List of custodian mentors|your mentor]]'' * no mentorship offers yet ==== Discussion ==== * I support Hoopydink fully, as he's a great contributer on Wikipedia, already knows how to push the buttons, and I think he'd be a great asset here.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 03:47, 12 October 2006 (UTC) * Would like to see some contributions first and foremost. I feel Custodianship is jumping the gun a little bit. That being said, contributions to other wikiprojets is significant. There-fore I will remain neutral on this nomination. [[User:RichMac|RichMac]] 03:24, 10 November 2006 (UTC) 7359 34387 2006-10-12T04:42:58Z Tachyon01 1612 /* Some definitions */ ==Last Time== In our last lecture, we briefly reviewed set theory and plunged head-long into equivalence relations and equivalence classes. In this lecture, we will continue our discussion on equivalence relations and classes and also introduce mappings. Problem set exercises will be posted at the end of the lecture. ==Equivalence relations and classes (cont.)== '''Recall''': A relation ~ on a set A is called an '''equivalence relation''' if: ''1)'': a ~ a <math>\forall a \in A</math>.<br> ''2)'': If a ~ b <math>\Rightarrow</math> b ~ a.<br> ''3)'': If a ~ b and b ~ c, <math>\Rightarrow</math> a ~ c. Following from the equivalence relation, the '''equivalence class''' cl(a) for <math>a \in A</math> is defined to be: cl(a) = {<math>b \in A |</math>a~b} = {<math>b \in A |</math>b~a}. These two statements are equivalent. It's a matter of preference to which one you use. Now for a lemma. '''Lemma''': Let ~ be an equivalence relation on A for <math>\forall a,b \in A</math>. Then either <math>cl(a) \cap cl(b)</math> = <math>\empty</math> or <math>cl(a) = cl(b)</math>. This statement says that either cl(a) and cl(b) share no elements or that they are the same. Let's prove it. :'''Proof''': Suppose <math>cl(a) \cap cl(b) = \empty</math>. If that's the case, we can go home. There's nothing to prove. Suppose <math>cl(a) \cap cl(b) \neq \empty</math>. Let <math>c \in cl(a) \cap cl(b)</math>. We are going to show that <math>cl(a) \subseteq cl(b)</math>. Let <math>x \in cl(a)</math>. This imples that x ~ a. Since c <math>\in</math> cl(a), a~c. This implies that x ~ c. Also, <math>c \in cl(b)</math>, this implies that c ~ b, which implies x ~ b. . Hence, <math>cl(a) \subseteq cl(b)</math>. By a similar argument, we can show <math>cl(b) \subseteq cl(a)</math>. Hence, <math>cl(a) = cl(b)</math> <math>\square</math>. '''Theorem''': Let ~ be an equivalence relation on A. Then the disjoint equivalence classes give a partition on A. In other words, this means that the set A is a disjoint union of different equivalence classes. '''Remark''': Let {<math>A_\alpha |\alpha \in I</math>} be a partition on A. Define a relation on A such that a ~ b if and only if <math>a,b \in A_\alpha</math> for some <math>\alpha \in I</math>. Then ~ is an equivalence relation. The distinct equivalence classes are exactly {<math>A_\alpha |\alpha \in I</math>}. That ends our discussion on equivalence relations and classes for now. We will return to the topic in a later lecture. ==Mappings== ===Introduction=== Our focus now moves to mappings. Mappings will be a integral part of our study, particularly when we move into group theory. You have studied maps for quite a while, probably without realizing it. They are very familiar; you probably know them as 'functions.' ===Some definitions=== '''Definition''': Let A,B be sets. A map f from A to B is a correspondence from A to B, denoted by <math>f:A \rightarrow B</math>. Here, an element <math>a \in A</math> is being mapped by the rule f, to <math>f(a) \in B</math>. '''Definition''': Let <math>f:A \rightarrow B</math> be a map. f is ''injective'' or ''one-to-one'' (1:1) if <math>a_1,a_2 \in A</math> such that <math>f(a_1) = f(a_2) \Rightarrow a_1 = a_2 </math>. This means that every element in A is sent to a unique element in B. '''Example''': <math>f: \mathbb{R} \rightarrow \mathbb{R}</math> such that f(x) = <math>x^2</math>. This is not a 1:1 map because 1 <math>\neq</math> -1 but f(1) = f(-1) = 1 '''Definition''': f is ''surjective'' or ''onto'' if <math>\forall b \in B</math>, <math>\exists a \in A</math> such that b = f(a). This means that if f is mapping elements from A to B, every element in B has an element from A mapping to it. Another way to put this is that every element in B 'gets hit.' '''Example''': <math>f: \mathbb{R} \rightarrow \mathbb{R}</math> such that f(x) = <math>x^2</math>. <math>\forall x \in \mathbb{R}</math>, f(x) = <math>x^2</math> <math>\neq</math> -1. <math>\Rightarrow</math> f is ''not'' onto. None of the negative numbers are hit in the image. '''Definition''': f is a ''one-to-one correspondence'' or ''bijection'' if f is ''both'' injective and surjective. ===Examples=== '''Example''': Let <math>f:A \rightarrow B</math> such that A = {1,2,3,...}, B = {2,3,4,...}. Then <math>f(n) \rightarrow n+1</math> is a bijection. '''Example''': Let <math>f:\mathbb{R} \rightarrow \mathbb{R}^+</math> such that f(x) = <math>x^2</math>. f is onto but not 1:1. So f is not a bijection. '''Example''': Let <math>f:\mathbb{Z} \rightarrow 2\mathbb{Z}</math> such that f(n) = 2n. This is a bijection. '''Example''': The ''Identity Map'', <math>Id_a: A \rightarrow A</math> is a bijection. We will make extensive use of the identity map later on. ==Next Time== In our next lecture, we will cover the composition of maps and cover some number theory that will be important to us later on. Please see [[School:Mathematics/Introduction_to_Abstract_Algebra/PS2|the associated problem set]] for exercies related to this lecture. 7360 34388 2006-10-12T04:46:02Z Tachyon01 1612 Problem Set #2: Introduction to Abstract Algebra. As you work through these problems, think about the logical steps you are using. You should know if your proof is correct or not if you have a reason for every step. 1: Determine if the follow maps are onto and/or 1:1: * <math>f:\mathbb{R} \rightarrow \mathbb{R}^+</math> such that f(x) = <math>x^2</math> * <math>f:\mathbb{R}^+ \rightarrow \mathbb{R}^+</math> such that f(x) = <math>x^2</math> * <math>f:\mathbb{Z} \rightarrow \mathbb{Z}</math> such that f(x) = <math>x^2</math> * <math>f:\mathbb{Z} \rightarrow \mathbb{Z}</math> such that f(x) = 2x 2: Prove that if A and B are nonempty sets, then f: A x B <math>\rightarrow</math> B x A is a bijection. 3: Suppose the set A is finite. * Prove if f: A <math>\rightarrow</math> A, then f is a 1:1 map. * Prove if f is a 1:1 map from A to A, then f is an onto map. 7361 70898 2007-01-12T01:54:35Z JWSchmidt 20 repair ;Lesson : [[WikiFilmSchool_N5P1 | Page 1]] - ;Pages of this Lesson * [[Lesson:Creating_the_Temp_Track | Lesson #005: Music - Creating the temp track]] - This is a simple introduction to film scoring. * [[WikiFilmSchool_N5P1 | Page 1]] - What is Narrative Film Music <font color="green"> &rarr; '''''Start here!''''' * '''[[Lesson:The_Raw_Script | The Unformatted Script]]''' - Print this page. Use this as a guide. (Or click [[WikiFilmSchool_N1P1 | here]] for the original story which contains more detail.) * [[WikiFilmSchool_N5P2 | Page 2]] - What tools to we need for film scoring * [[WikiFilmSchool_N5P3 | Page 3]] - Creating a film score for ''Seduced by the Dark Side!'' ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Creating_the_Temp_Track | WikiU Film School - Lesson #005: Creating the Musical Temp Track]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N5P1 | Page 1]] ---- ---- ==Pop Quiz== Here is a quiz about narrative music. ===Question #1 → How many actors do you see in this movie?=== Answer: The movie script for "Seduced by the Dark Side!" shows only two actors. If this scene has just two actors (the old person and the young person), this will be a '''very dull movie'''. Therefore, for our movie, we will have three actors; not two. The actors will be: # The old person # The young person # The narrative musical score Unlike background music for a movie, the narrative music acts just like another actor in the movie. The narrative music explains the action of the movie. The narrative music speaks to the audience. Our job now will be to determine what the music will say to the audience. That is, what moods must the music create for the audience. ===Question #2 → What is so exciting about the movie poster for ''Star Wars''?=== Answer: Nothing. The only way the movie poster comes alive and creates a wonderful mood for our movie is with music. The poster itself does nothing. The music must do everything. Gentle music in the background will not be enough. This must be powerful music which has something to say. ===Question #3 → When can we add narrative music?=== Answer: Whenever the actors are not talking. So how do you get the actors to stop talking? Simple. You film the movie with gaps in the dialog. You tell the actor to stop talking brief periods of time for the music which will be added later. ===Question #4 → And what if the actors keep on talking.=== Answer: It is hard for actors to hear music (specially narrative music which speaks to the audience). So sometimes, the actors are not able to pause long enough for the narrative music. Then, in the editing room, you must insert (create) gaps in the dialog for the music. ==Music Will Rule The Day== In this movie, the music controls almost all the emotions of the motion picture. The music is one of the actors and the music has its own lines of dialog. Ops! One problem. Neither the script nor the story give us any instructions for the music. Therefore, we must go though the scipt and decide how long the musical cues must be and what moods must be created by the music. To be combine with this... ---- ==How Many Actors?== The most important thing to understand about this movie is there are four actors in this scene. The three visable actors are * The Poster for ''Star Wars'' * The old person * The young person The fourth actor is invisible. The fourth actor is the narrator… which is the music. This is important because you need to storyboard for the narrative music. If narrative music is playing for 3 seconds, you might need to add a frame that explains this. ==The Musical Narrator== This motion picture would be a really dull movie if all you have is just two people talking. That is why you need narrative music… which is music that acts like an invisible actor who narrates the story… and more importantly, adds and hightens the moods in the movie. Narrative music is '''not''' like background music which plays softly in the background. Narrative music is in-you-face music that talks to the audience. That is why you must treat the narrative music like another actor in the scene (which is a bit awkward when you are storyboarding since this actor, the narrative music, is invisible.) ==Narrative Music in the Movie Script?== What makes all of this so confusing is that the narrative music is NOT explained in the movie script. Look again at the [[Lesson:The_Raw_Script | movie script]]. Then look at the [[WikiFilmSchool_N1P1|original story]]. Most of the information you need for the music is in the original story, not in the movie script. "And you thought this would be simple? ==Identifying the Narrative Music in our movie== This movie is 60 seconds long (or maybe even as short as 45 seconds.) 60 seconds does not give us much time for a lot of narrative music. Start by indentifying the most important parts of the story. That will be where narrative music is needed. * The first time we see the poster for ''Star Wars''. (Obviously, you must stop all action while the music for the poster dramatically announces the poster) * When the old person thinks of an answer to the young person's question. (This can be just one or two notes.) * When the young person is thinking. (The young person can stand there thinking for as long as you can have really entertaining and expressive music… but you would problem want to move the camera at the same time.) * When the old person smiles. (Does Yoda have a theme?) * When we see them walking home in Port Islee. Most of these musical cues are less than 3 seconds. Only the first and the last can be longer without seeming to be odd. There will also be background music to enhance parts of the scene but this music is played '''on top of the dialog''' (at the same time as the dialog). Therefore, we do '''not''' have to worry about the background music during the storyboarding process. ---- ---- [[Category:Media]] 7362 70718 2007-01-11T15:38:32Z JWSchmidt 20 [[Category:Mathematics]] '''VEDIC MATHEMATICS - Treasure Of India''' == Introduction == Vedic Mathematics is the name given to the ancient system of Mathematics which was rediscovered from the Vedas between 1911 and 1918 by Sri Bharati Krsna Tirthaji (1884-1960). According to his research all of mathematics is based on sixteen Sutras, or word-formulae. [[Category:Mathematics]] [[Category:History]] 7365 79372 2007-01-21T02:22:36Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} [[Category:Accounting]] If one is going to account for financial activity, one needs a set of accounts in which to do the accounting. For each account, one needs to know what the account holds and what type the account is (Asset, Liability or Owner's Equity). Accouinting for different types of activity will require diffrent numbers and types of accounts. As an example, lets select a very simple set of accounts for an individual, Pat, who pays cash for everything, but sometimes writes an IOU if there's not enough cash on hand. Pat has no checking or savings account, owns no house or car or stocks, saving nothing except cash on hand and personal property for later. Pat's chart of accounts might include the following: '''Assets''' *Cash on hand *Personal property '''Liability''' *Accounts payable '''Owner's Equity''' *Pat's Equity Now let's consider a few transactions in the accounts. (1) Pat works all day and is paid $50 in cash at end of day *Dr Cash on hand $50.00 **Cr Pat's Equity $50.00 To record receipt of cash for day's work (2) Pat spends buys $20 of food, but only pays $15 cash, and writes an IOU for the remaining $5.00 *Dr Personal Property $20.00 **Cr Cash $15.00 **Cr Accounts payable $5.00 To record purchase of food with cash and IOU How do Pat's accounts look after transaction (2)? The accounts have the following balance: '''Assets''' *Cash on hand has a Debit balance of $35.00 *Personal property has a Debit balance of $20.00 '''Liabilities''' *Accounts payable has a Credit balance of $5.00 '''Owner's Equity''' *Pat's Equity has a Credit balance of $50.00 Or, writing these balances as T-Accounts: *Assets <tt><u>Cash on hand</u> 35.00 | </tt> <tt><u>Personal Property</u> 20.00 | </tt> *Liabilities <tt><u>Accounts payable</u> 0.00 | 5.00 </tt> *Owner's Equity <tt><u>Pat's Equity</u> 0.00 | 50.00 </tt> 7366 67649 2007-01-07T20:32:38Z JWSchmidt 20 If this is really a textbook then it has to go back to Wikibooks Much of the textbook was written by [[User:Jsheyl|Jeremy Heyl]] as part of his PHYS 350 (Classical Mechanics) course at [[wiki:University of British Columbia|UBC]]. If this is really a textbook then it has to go back to Wikibooks. --[[User:JWSchmidt|JWSchmidt]] 20:32, 7 January 2007 (UTC) [[Category: Advanced Classical Mechanics]] 7367 67664 2007-01-07T20:43:36Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] Central forces are forces between two particles that depend only on the distance between the particles and point from one particle to another. Central forces are conservative (why?). Furthermore, if we look at a central force between two particles we can separate the motion of the center of mass from the relative motion of the particles reducing the complexity of the problem. ==Separation of Motion== We have two particles of masses <math>m_1</math> and <math>m_2</math> located at positions <math>\vec r_1</math> and <math>\vec r_2</math>. Furthermore, let's define <math>\vec r=\vec r_1 - \vec r_2</math>. Let's assume that the potential depends only on the realtive position of the two particles. We can write out the Lagrangian as <math> L = T - V = \frac{1}{2} m_1 \dot \vec r_1^2 + \frac{1}{2} m_2 \dot \vec r_2^2 - V \left ( \vec r \right ) + m_1 \vec g \cdot \vec r_1 + m_2 \vec g \cdot \vec r_2 </math> where <math>\vec g</math> is the direction of the acceleration due to a uniform gravitational field. Let's define <math>\vec R</math> to be the position of the center of mass <math> \vec R=\frac{m_1 \vec r_1 + m_2 \vec r_2}{m_1+m_2} </math> so <math> \vec r_1 = \vec R + \frac{m_2 \vec r}{m_1 + m_2} </math> and <math> \vec r_2 = \vec R - \frac{m_1 \vec r}{m_1 + m_2}. </math> ===Lagrangian=== Let's write out the Lagrangian using the new coordinates <math> L = \frac{1}{2} m_1 \left ( \dot \vec R^2 + 2 \dot \vec R \cdot \dot \vec r \frac{m_2}{m_1+m_2} + \dot \vec r^2 \frac{m_2^2}{\left (m_1+m_2\right )^2} \right ) + </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math> \frac{1}{2} m_2 \left ( \dot \vec R^2 - 2 \dot \vec R \cdot \dot \vec r \frac{m_1}{m_1+m_2} + \dot \vec r^2 \frac{m_1^2}{\left (m_1+m_2\right )^2} \right ) - </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math> V \left (\vec r \right ) + m_1 \vec g \cdot \left ( \vec R + \frac{m_2 \vec r}{m_1 + m_2} \right ) + m_2 \vec g \cdot \left ( \vec R - \frac{m_1 \vec r}{m_1 + m_2} \right ) </math> Notice that the middle terms in the first two sets of parentheses and the final terms in the final set cancel each other out and we are left with <!-- <a name=Lagrange></a> --> <math> L = \frac{1}{2} M \dot \vec R^2 + \frac{1}{2} \mu \dot \vec r^2 - V \left (\vec r \right ) + M \vec g \cdot \vec R </math> where <math>M=m_1+m_2</math> is the total mass and the '''reduced mass''' is <math> \mu = \frac{m_1 m_2}{m_1 + m_2} </math> So we find that for two bodies the dynamics reduces to the motion of the center of mass (possibly in a uniform gravitational field) and the motion of single particle about the center of mass. ===Angular Momentum=== Let's calculate the total angular momentum of the system. We know from the results on [[w:Advanced Classical Mechanics/Many-Particle_Systems#Strong_law_of_action_and_reaction_--_total_angular_momentum|many-particle systems]] that the angular momentum of the system will separate into the angular momentum about the center of mass and that of the center of mass. Furthermore, if <math>V\left ( \vec r \right ) = V \left ( \left | \vec r \right | \right )</math>, the internal forces do not contribute to the change in the angular momentum. We have <math> \vec L = m_1 \vec r_1 \times \vec v_1 + m_2 \vec r_2 \times v_2 </math> &nbsp; &nbsp; &nbsp; <math> = m_1 \left ( \vec R + \frac{m_2 \vec r}{m_1 + m_2} \right ) \times \left ( \vec V + \frac{m_2 \vec v}{m_1 + m_2}\right ) + m_2 \left ( \vec R - \frac{m_1 \vec r}{m_1 + m_2} \right ) \times \left ( \vec V - \frac{m_1 \vec v}{m_1 + m_2}\right ) </math> where <math>\vec v=\vec v_1 - \vec v_2</math> and <math>\vec V = \left ( m_1 \vec v_1 + m_2 \vec v_2 \right ) / M</math>. <math> \vec L = M \vec R \times \vec V + \left [ m_1 \frac{m_2^2}{\left ( m_1 + m_2 \right )^2} + m_2 \frac{m_1^2}{\left ( m_1 + m_2 \right)^2} \right ] \left ( \vec r \times \vec v \right ) = M \vec R \times \vec V + \mu \vec r \times \vec v. </math> We know from the results on [[w:Advanced Classical Mechanics/Many-Particle_Systems#Uniform_Gravitational_Field|many-particle systems in a uniform gravitational field]] that the internal angular momentum (<math>\mu \vec r \times \vec v</math>) of the two-body system is conserved. We could have seen this from separation of the internal and external degrees of freedom in the [[w:Advanced Classical Mechanics/Central_Forces#Lagrange|Lagrangian]]. ==General Results== We can treat the central force between two particles as a force between a fixed center that we take to be the origin and a single particle. We have <math> L = \frac{1}{2} \mu \dot \vec r^2 - V \left (\left | \vec r \right |\right ), </math> Taking the particular case of the results from the first section where the potential does not depend on direction, we know that the angular momentum of the particle is conserved. This means that the motion will be restricted to a plane that we will take to be the equatorial plane (<math>\theta=\pi/2</math>) without a loss of generality. Let's write the Lagrangian in spherical coordinates. First let's write the position of the particle in terms of the spherical coordinates. We have <math> \vec r = \left [ \begin{matrix} r \sin \theta \cos \phi \\ r \sin \theta \sin \phi \\ r \cos \theta \end{matrix} \right ] </math> and <math> \dot \vec r = \left [ \begin{matrix} \dot r \cos \theta \cos \phi + r \dot \theta \cos \theta \cos \phi - r \dot \phi \sin \theta \sin \phi \\ \dot r \cos \theta \sin \phi + r \dot \theta \cos \theta \sin \phi + r \dot \phi \sin \theta \cos \phi \\ \dot r \sin \theta - r \dot \theta \sin \theta \end{matrix} \right ] </math> so <math> \dot \vec r^2 = \dot r^2 + r^2 \dot \theta^2 + r^2 \dot \phi^2 \sin^2\theta. </math> ===Lagrangian=== Let's write out the Lagrangian in terms of the spherical coordinates <math> L = \frac{1}{2} \mu \left ( \dot r^2 + r^2 \dot \theta^2 + r^2 \dot \phi^2 \sin^2\theta\right ) - V(r). </math> ===Conserved Quantities=== First let's notice that <math>\partial L/\partial \phi = 0</math> so <math>p_\phi</math> is conserved. Also <math>\partial L/\partial t=0</math> so <math>H</math> is conserved as well. Let's calculate the conserved momentum, <math> p_\phi = \frac{\partial L}{\partial \dot \phi} = \mu r^2 \dot \phi\sin^2 \theta </math> which has units of angular momentum. It is simply the angular momentum about the <math>z-</math>axis. ===Equations of Motion=== We can also use Lagrange's equation to get the equations of motion <math> \frac{d}{dt} \frac{\partial L}{\partial \dot \theta} - \frac{\partial L}{\partial \theta} = 0, </math> <math> \frac{d}{dt} \left ( \mu r^2 \dot \theta \right ) = 2 \mu r \dot r \dot \theta + \mu r^2 \ddot \theta = \mu r^2 \dot \phi^2 \sin \theta \cos \theta. </math> If <math>\dot \theta=0</math> and <math>\theta=0,\pi/2</math> or <math>\pi</math> initial, then <math>\ddot \theta=0</math> and <math>\theta</math> stays constant. We take <math>\theta=\pi/2</math> and <math>\dot \theta=0</math> initially, so the particle remains in the equatorial plane as we expected from the conservation of angular momentum. Now for the radial motion, <math> \frac{d}{dt} \frac{\partial L}{\partial \dot r} - \frac{\partial L}{\partial r} = 0, </math> <math> \frac{d}{dt} \left ( \mu \dot r \right ) - r \mu \dot \theta^2 - r \mu \dot \phi^2 \sin^2 \theta + \frac{\partial V}{\partial r} = 0 . </math> Using the initial conditions we have <math> \ddot r = -\frac{1}{\mu} \frac{\partial V}{\partial r} + r \dot \phi^2 = -\frac{1}{\mu} \frac{\partial V}{\partial r} + \frac{p_\phi^2}{\mu^2} \frac{1}{r^3}. </math> where the dependence of the acceleration on the angle <math>\phi</math> has been included through the conserved quantity <math>p_\phi</math>, separating the radial equation from the angular equation. The first term is the force between the two bodies and the second term is a 'fictitous' force because of the spherical coordinates. We will solve this differential equation for two special cases, but we can get a good idea of the nature of the motion by looking at the conserved quantities. ===Bounded Motion=== First, we have <math> p_\phi = \mu r^2 \dot \phi = \mu dA/dt </math> so the path subtends equal areas in equal times. Given a solution for the radial motion we can determine the angular motion <math> \dot \phi = \frac{p_\phi}{\mu} \frac{1}{r^2}. </math> Second we have the Hamiltonian, <math> H = \dot r \frac{\partial L}{\partial \dot r} + \dot \theta \frac{\partial L}{\partial \dot \theta} + \dot \phi \frac{\partial L}{\partial \dot \phi} - L = \frac{1}{2} \mu \left ( \dot r^2 + r^2 \dot \theta^2 + r^2 \dot \phi^2 \sin^2\theta\right ) + V(r) </math> Because the Hamiltonian is conserved, let's take its initial value to be <math> E = \frac{1}{2} \mu \dot r^2 + \frac{1}{2} \frac{p_\phi^2}{\mu} \frac{1}{r^2} + V(r). </math> We can solve this for <math>\dot r^2</math> to get <math> \dot r^2 = \frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} \frac{1}{r^2} - \frac{2 V(r)}{\mu} </math> which is very similar to the [[w:Advanced Classical Mechanics/Linear Motion|one-dimensional case]] but with an added term for the centrifugal force. Unless <math>V \sim r^n</math> as <math>r\rightarrow 0</math> with <math>n\leq -2</math> and <math>V</math> is negative, motion of the the particle is bounded if <math>p_\phi \neq 0</math>. This point of closest approach is called the '''pericenter'''. Depending on the potential and the initial conditions, the motion may be bounded at large <math>r</math> as well. In particular if the potential is attractive and positive there is always a point of maximum distance. The point of maximum radius is called the '''apocenter'''. If the motion is bounded at both large and small radius, we can calculate the time for the particle to go from the minimum to maximum radius -- this is one half of the period of the complete radial motion as we did for the [[w:Advanced Classical Mechanics/Linear_Motion#The_Period|one-dimensional pendulum]]. The angular motion as we shall find can have a different (and not usually comeasureable) period. We have <math> \frac{d r}{d t} = \sqrt { \frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} \frac{1}{r^2} - \frac{2V(r)}{\mu} } </math> and rearranging we have <math> P = 2 \int_{r_{\rm min}}^{r_{\rm max}} \frac{dr}{ \sqrt { \frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} \frac{1}{r^2} - \frac{2 V(r)}{\mu} } } </math> ==Specific Results== ===Spherical Harmonic Oscillator=== ====Central Force Solution==== For a spherical harmonic oscillator, <math> V = k r^2/2 . </math> =====Bounds of Motion===== Let's first calculate the bounds of the motion we have <math> 0 = \frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} \frac{1}{r^2} - \frac{k r^2}{\mu} </math> which yields a quadratic equation for <math>r^2</math>, <math> r^4 - \frac{2 E}{k} r^2 + \frac{p_\phi^2}{\mu k} = 0 </math> which yields the solutions <math> r_{\pm}^2 = \frac{E}{k} \pm \sqrt{\frac{E^2}{k^2} - \frac{p_\phi^2}{\mu k}} </math> =====Radial Motion===== We will first use the conservation of energy to calculate the radial motion, we have <math> t_1 - t_0 = \int_{r_0}^{r_1} \frac{dr}{\sqrt{\frac{2E}{\mu}-\frac{k}{\mu} r^2 - \frac{p_\phi^2}{r^2 \mu^2} }} = \sqrt{\frac{\mu}{k}} \int_{r_0}^{r_1} \frac{r dr}{\sqrt{\left (r_+^2-r^2\right )\left (r^2-r_-^2\right ) }} </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math> = \frac{1}{2} \sqrt{\frac{\mu}{k}} \int_{r_0^2}^{r_1^2} \frac{d \left ( r^2 \right )}{\sqrt{\left (r_+^2-r^2\right )\left (r^2-r_-^2\right ) }}. </math> To perform this integral let's make the substitution <math> s=\frac{2 r^2 - \left (r_+^2 + r_-^2 \right )}{r_+^2 - r_-^2} </math> to give <math> t_1 - t_0 = \frac{1}{2} \sqrt{\frac{\mu}{k}} \int_{r=r_0}^{r=r_1} \frac{d s}{\sqrt{1-s^2}} = \left . \frac{1}{2} \sqrt{\frac{k}{m}} \arcsin s \right |_{r=r_0}^{r=r_1} </math> <!-- <math> = \left . \frac{1}{2} \sqrt{\frac{\mu}{k}} \arctan \left [ \frac{r^2 - \frac{r_+^2+r_-^2}{2}}{ \sqrt{\left (r_+^2-r^2\right )\left (r^2-r_-^2\right ) }} \right ] \right |_{r_0^2}^{r_1^2}. </math> In particular we find that the time for the particle to go from <math>r_-</math> to <math>r_+</math> equals <math>\pi/2 \sqrt{\mu/k}</math>. The full solution is <math> \frac{r^2 - \frac{r_+^2+r_-^2}{2}}{ \sqrt{\left (r_+^2-r^2\right )\left (r^2-r_-^2\right ) }} = \tan \left [ 2 \sqrt{\frac{k}{\mu}} \left ( t - t_0 \right ) + \psi_0 \right ] </math> where <math> \psi_0 = \arctan \left [ \frac{r_0^2 - \frac{r_+^2+r_-^2}{2}}{ \sqrt{\left (r_+^2-r_0^2\right )\left (r_0^2-r_-^2\right ) }} \right ] </math> We can make a bit more sense of this solution by defining <math> s=\frac{2 r^2 - \left (r_+^2 + r_-^2 \right )}{r_+^2 - r_-^2} </math> which yields <math> \frac{s}{\sqrt{1-s^2}} = \tan \left [ 2 \sqrt{\frac{k}{\mu}} \left ( t - t_0 \right ) + \psi_0 \right ] </math> --> so <math> r^2 = \frac{r_+^2 + r_-^2}{2} + \frac{r_+^2-r_-^2}{2} \sin \left [ 2 \sqrt{\frac{k}{\mu}} \left ( t - t_0 \right ) + \psi_0 \right ] </math> &nbsp; &nbsp; &nbsp;<math> = \frac{E}{k} + \sqrt{\frac{E^2}{k^2} - \frac{p_\phi^2}{\mu k}} \sin \left [ 2 \sqrt{\frac{k}{\mu}} \left ( t - t_0 \right ) + \psi_0 \right ] </math> with <math> \psi_0 = \arcsin \left [ \frac{2 r_0^2 - \left (r_+^2 + r_-^2 \right )}{r_+^2 - r_-^2} \right ] = \arcsin \left [ \frac{r_0^2 - \frac{E}{k}}{\sqrt{\frac{E^2}{k^2} - \frac{p_\phi^2}{\mu k}}} \right ] </math> =====Angular Motion===== What remains is to solve for the motion in the <math>\phi-</math>direction. Using the conservation of angular momentum we have <math> \frac{\partial \phi}{\partial t} = \frac{p_\phi}{\mu} \frac{1}{r^2} = \frac{p_\phi}{\mu} \frac{1}{\frac{r_+^2 + r_-^2}{2} + \frac{r_+^2-r_-^2}{2} \sin \left [ 2 \sqrt{\frac{k}{\mu}} \left ( t - t_0 \right ) + \psi_0 \right ]}. </math> We can integrate this directly to yield <math> \phi = \frac{p_\phi}{\sqrt{k\mu} r_+ r_-} \arctan \left \{ \frac{1}{2 r_+ r_-} \left [ \left (r_+^2 + r_-^2 \right ) \tan \left ( \sqrt{\frac{k}{\mu}} \left ( t-t_0 \right ) + \psi_0 \right ) + r_+^2 -r_-^2 \right ] \right \}. </math> Notice that the angular frequency is <math>\sqrt{k/m}</math>, one-half of the radial frequency. If we substitute the values of <math>r_+</math> and <math>r_-</math> we get <math> \phi = \arctan \left \{ \sqrt{\frac{\mu E^2}{p_\phi^2 k}} \left [ \tan \left ( \sqrt{\frac{k}{\mu}} \left ( t-t_0 \right ) + \psi_0 \right ) + \sqrt{ 1 - \frac{p_\phi^2 k}{\mu E^2}} \right ] \right \}. </math> It is possible to write <math>r</math> as a function of <math>\phi</math> and find that it is the equation for an ellipse centered at the origin. This is left as an exercise for the reader. =====The Shape of the Orbit===== Let's step back and try to determine <math>r(\phi)</math> instead of <math>r(t)</math>. First we define <math>u=1/r^2</math> so we have <math> \frac{du}{d\phi} = -\frac{2}{r^3} \frac{dr}{d\phi} </math> and using the chain rule we get <math> \dot r = \frac{dr}{d\phi} \dot \phi = -\frac{r^3}{2} \dot \phi \frac{du}{d\phi} = - \frac{r}{2} \frac{p_\phi}{\mu} \frac{du}{d\phi}. </math> We can substitute this into the energy equation to get <math> \dot r^2 = \frac{r^2}{4} \frac{p_\phi^2}{\mu^2} \left ( \frac{du}{d\phi} \right )^2 = \frac{1}{4 u} \frac{p_\phi^2}{\mu^2} \left ( \frac{du}{d\phi} \right )^2 =\frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} u - \frac{k}{\mu u} </math> and rearranging <math> \left ( \frac{du}{d\phi} \right )^2 + 4 u^2 - \frac{8 E \mu}{p_\phi^2} u = -\frac{4 k \mu}{p_\phi^2}. </math> We add a constant to both sides of the equation to complete the square <math> \left [ \frac{d}{d\phi} \left ( u - \frac{E \mu}{p_\phi^2} \right ) \right ]^2 + 4 \left ( u - \frac{ E \mu}{p_\phi^2} \right )^2 = -\frac{4 k \mu}{p_\phi^2} + 4 \left ( \frac{E \mu}{p_\phi^2} \right )^2 </math> We find that the derivative of a function squared plus four times the function itself yields a constant, so the function must be a sine or cosine. We have <math> u - \frac{E \mu}{p_\phi^2} = \left [ \left ( \frac{E \mu}{p_\phi^2} \right )^2 - \frac{ k \mu}{p_\phi^2} \right ]^{1/2} \cos 2 \left ( \phi - \phi_0 \right ). </math> We can write this in terms of the radius <math> r^2 =\frac{p_\phi^2}{E\mu} \frac{1}{ \left ( 1 - \frac{k p_\phi^2}{E^2 \mu} \right )^{1/2} \cos 2 \left ( \phi - \phi_0 \right ) + 1}. </math> This is the equation for an ellipse centered on the origin. The constant in front of the cosine is related to the shape of the ellipse <math> \left ( 1 - \frac{k p_\phi^2}{E^2 \mu} \right )^{1/2} = \frac{e^2}{2-e^2} </math> where <math>e^2=1-b^2/a^2</math> is the square of the eccentricity of the ellipse (<math>a</math> and <math>b</math> are the semimajor and semiminor axes). If and only if the spring constant is negative (repulsive spring), then the eccentricity can be greater than one (up to <math>\sqrt{2}</math> and the curve is a hyperbola centered on the origin. An interesting case is <math>k=0</math> so <math>e=1</math>. This gives a straight line passing a distance <math>p_\phi/\sqrt(2E\mu)</math> from the origin. ====Cartesian Solution==== We can solve the spherical harmonic oscillator in Cartesian coordinates as well. We have for the Lagrangian <math> L = \frac{1}{2} \mu \left ( \dot x^2 + \dot y^2 + \dot z^2 \right ) - \frac{1}{2} k \left ( x^2 + y^2 + z^2 \right ) </math> which yields the following equation of motion for the <math>x-</math>coordinate <math> \mu \ddot x + k x = 0 </math> and similarly for the other directions. We find the following solution for the motion in the <math>x-</math>direction <math> x(t) = A \cos \left ( \omega t + a \right ) </math> with <math>\omega^2=k/\mu</math> and similarly for the other coordinates. Since the value of <math>\omega</math> is the same for all three directions we find that the figure is an ellipse. We can also calculate the value of <math>r^2</math> <math> r^2 = A^2 \cos^2 \left ( \omega t + a \right ) + B^2 \cos^2 \left ( \omega t + b \right ) </math> where for simplicity and without loss of generality we have restricted the motion to the <math>x-y-</math>plane. We have <math> r^2 = \frac{A^2}{2} \left [ 1 + \cos \left (2 \omega t + a \right ) \right ] + \frac{B^2}{2} \left [ 1 + \cos \left (2 \omega t + b \right ) \right ] </math> &nbsp; &nbsp; &nbsp; <math> = \frac{A^2+B^2}{2} + \frac{A^2}{2} \cos \left (2 \omega t + a \right ) + \frac{B^2}{2} \cos \left (2 \omega t + b \right ) </math> We can rewrite these two cosines as a single cosine, <math> r^2 = \frac{A^2+B^2}{2} + \frac{1}{2} \sqrt{ A^4 + B^2 + 2 A^2 B^2 \cos \left (a - b\right ) } \cos \left [ 2\omega t + \psi_0 \right ] </math> where <math> \psi_0 = \arccos \frac{A^2 \cos a + B^2 \cos b}{\sqrt{ A^4 + B^2 + 2 A^2 B^2 \cos \left (a - b\right ) }} </math> which has the same form as the result for the spherical analysis. ===Gravity=== For gravity we have <math> V = - \frac{G m_1 m_2}{r} = - \frac{G \mu M}{r} = </math> yielding the following Lagrangian, <math> L = \frac{1}{2} \mu \left ( \dot r^2 + r^2 \dot \theta^2 + r^2 \dot \phi^2 \sin^2\theta\right ) + \frac{G \mu M}{r}. </math> ====Bounds of the Motion==== Let's first calculate the bounds of the motion we have <math> 0 = \frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} \frac{1}{r^2} + \frac{2 G M}{r} </math> which yields a quadratic equation for <math>r</math> <math> r^2 + \frac{G M \mu}{E} r - \frac{p_\phi^2}{E \mu} = 0 </math> which yields the solutions <math> r_{\pm} = -\frac{G M\mu}{2 E} \pm \sqrt{ \left (\frac{G M \mu}{2 E}\right)^2 + \frac{p_\phi^2}{E \mu}}. </math> For the case of an attractive force <math>G>0</math> we find that if <math>E>0</math>, only <math>r_+</math> is greater than zero and this represents the point of closest approach. On the other hand if <math>E<0</math> we have <math>r_-< r < r_+</math>. For a repulsive force <math>G<0</math> and again only <math>r_+</math> is greater than zero if <math>E>0</math>. If both <math>G</math> and <math>E</math> are negative, we cannot find a positive value of <math>r</math> with <math>\dot r^2>0</math>. ====Radial Motion==== We can also solve for the radial velocity <math> \dot r^2 =\frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} \frac{1}{r^2} + \frac{2 G M}{r} = \frac{2 E}{\mu r^2} \left ( r^2 + \frac{G M \mu}{E} r - \frac{p_\phi^2}{E \mu} \right ) = \frac{2 E}{\mu r^2} \left ( r - r_+ \right ) \left ( r - r_- \right ). </math> Yielding the following equation for the time evolution <math> t_1 - t_0 = \sqrt {\frac{\mu}{2E} } \int_{r_0}^{r_1} \frac{r}{\sqrt{\left ( r - r_+ \right ) \left ( r - r_- \right )} }d r </math> and let's make the substitution <math> s=\frac{2 r - \left (r_+ + r_- \right )}{r_+ - r_-} </math> to give the following integral <math> t_1 - t_0 = \sqrt {-\frac{\mu}{2E} } \frac{r_+-r_-}{2} \int_{r=r_0}^{r=r_1} \frac{s}{\sqrt{1-s^2}} + \frac{r_+ + r_-}{\sqrt{1-s^2}} d s </math> where we have assumed that <math>E<0</math>. This gives <math> t_1 - t_0 = \left . \sqrt {-\frac{\mu}{2E} } \frac{r_+-r_-}{2} \left [ \left ( r_+ + r_- \right ) \arcsin s - \sqrt{1-s^2} \right ] \right |_{r=r_0}^{r=r_1} </math> and for <math>E>0</math> we have <math> t_1 - t_0 = \left . \sqrt {\frac{\mu}{2E} } \frac{r_+-r_-}{2} \left [ \left ( r_+ + r_- \right ) {\rm arcsinh} s - \sqrt{s^2-1} \right ] \right |_{r=r_0}^{r=r_1} </math> Unfortunately we cannot invert this to find the radius as a function of time, but we can determine, the time to go from the minimum to the maximum radius in the <math>E<0</math> case <math> P = \pi \sqrt{-\frac{\mu}{2E}} \left ( r_+^2 - r_-^2 \right ) = \pi \sqrt{-\frac{\mu}{2E}} \frac{G M \mu}{-E} \sqrt{\left(\frac{G M \mu}{E}\right)^2 + \frac{4 p_\phi^2}{E \mu}} </math> ====The Shape of the Orbit==== Let's step back and try to determine <math>r(\phi)</math> instead of <math>r(t)</math>. First we define <math>u=1/r</math> so we have <math> \frac{du}{d\phi} = -\frac{1}{r^2} \frac{dr}{d\phi} </math> and using the chain rule we get <math> \dot r = \frac{dr}{d\phi} \dot \phi = -r^2 \dot \theta \frac{du}{d\theta} = - \frac{p_\phi}{\mu} \frac{du}{d\phi}. </math> We can substitute this into the energy equation to get <math> \dot r^2 = \frac{p_\phi^2}{\mu^2} \left ( \frac{du}{d\phi} \right )^2 = \frac{2 E}{\mu} - \frac{p_\phi^2}{\mu^2} u^2 + 2 G M u </math> and rearranging <math> \left ( \frac{du}{d\phi} \right )^2 + u^2 - \frac{2 G M \mu^2 u}{p_\phi^2} = \frac{2E\mu}{p_\phi^2} </math> Let's define the length <math>l=p_\phi^2/(G M \mu^2)</math> and simplify the equation <math> \left ( \frac{du}{d\phi} \right )^2 + u^2 - \frac{2}{l} u = \frac{2E}{G M \mu l}. </math> Let's add <math>1/l^2</math> to both sides of the equation and get <math> \left [ \frac{d}{d\phi} \left( u - \frac{1}{l} \right ) \right ]^2 + \left ( u - \frac{1}{l} \right )^2 = \frac{2E}{G M \mu l} + \frac{1}{l^2}. </math> We have a function squared plus its first derivative squared being a constant. The function is clearly a trigonometric function we have <math> u = \frac{1}{r} = \frac{e}{l} \cos \left ( \phi- \phi_0 \right ) + \frac{1}{l} </math> where <math> e^2 = \frac{2E l}{G M \mu} + 1. </math> Rearranging the equation gives <math> r \left [ e \cos \left ( \phi - \phi_0 \right ) + 1 \right ] = l </math> which is the polar equation for an ellipse with its focus at the origin for <math>0<e<1</math>. For <math>e>1</math> the curve is a hyperbola. <math>e=1</math> is a parabola and <math>e=0</math> is a circle. (Contrast this with the [[w:Advanced Classical Mechanics/Central_Forces#Spherical_Harmonic_Oscillator|spherical harmonic oscillator]] where the center of the ellipse was at the origin). If we have a repulsive force (e.g. the force between two positive charges) <math>e \geq 1</math> because <math>E \geq 0</math>. The resulting curve is a hyperbola. [[Image:Conics.png]] The figure shows the various conic sections as a function of the value <math>e</math>, the eccentricity. The blue parabola has <math>e=1</math>, the aqua ellipse has <math>e=0.5</math> and the green circle has <math>e=0</math>. The red hyperbola has <math>e=2</math>. All of the curves have a focus at the origin and <math>l=1</math>. The '''semi-latus rectum''' is the official name for the quantity <math>l</math> which sets the size of the curve. In all cases the curve intersects the <math>y-</math>axis at <math>y=\pm 1</math>. In a coordinate free way, the semi-latus rectum is the distance between the curve and the focus in the direction perpendicular to the point of closest approach. What is the meaning of the two branches of the hyperbola? The left branch is for an attactrive force and the right branch is for a repulsive force. <!-- ====Equations of Motion==== We have another way to approach the problem -- using the equations of motion. Let's write out the Lagrangian and restrict ourselves to motion in the equatorial plane. We have <math> L = \frac{1}{2} \mu \left ( \dot r^2 + r^2 \dot \phi^2 \right ) + \frac{G M \mu}{r} . </math> Let's look at the radial equation <math> \mu \ddot r - r \mu \dot \phi^2 + \frac{G M \mu}{r^2} = 0 </math> and solve for the acceleration <math> \ddot r = -\frac{G M}{r^2} + r \dot \phi^2 = -\frac{G M}{r^2} + \frac{p_\phi^2}{\mu^2 r^3}. </math> Let's look at <math>u=1/r</math> instead of <math>r</math>. This gives <math> \frac{d^2}{dt^2} \left ( \frac{1}{u} \right ) = -G M u^2 + \frac{p_\phi^2}{\mu^2} u^3. </math> --> [[Category:Advanced Classical Mechanics]] 7368 67659 2007-01-07T20:37:10Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] We have found that when the forces can be described by a potential energy function it is straightforward to use the Lagrangian techniques to find the equations of motion. Given a set of force, how can we determine the potential function? How can we determine whether there is a potential function? ==Some Examples== Let's do an example, <math> F_x = - \frac{k x}{\left ( x^2 + y^2 \right )^{3/2}}, </math> <math> F_y = - \frac{k y}{\left ( x^2 + y^2 \right )^{3/2}}. </math> How much work does the force do moving from <math>(x_0,y_0)</math> to <math>(x,y)</math>? <math> W = \int_{(x_0,y_0)}^{(x,y)} \left( F_x dx + F_y dy \right ) = \int_{(x_0,y_0)}^{(x,y)} \left( -\frac{k x}{\left ( x^2 + y^2 \right )^{3/2}} dx - \frac{k y}{\left ( x^2 + y^2 \right )^{3/2}} dy \right ) </math> If we look at the two terms, let's try to integrate each one with respect to <math>x</math> and <math>y</math>. <math> F_x = \frac{\partial}{\partial x} \left [ \frac{k}{\left (x^2 + y^2 \right)^{1/2}} \right ] </math> and <math> F_y = \frac{\partial}{\partial y} \left [ \frac{k}{\left (x^2 + y^2 \right)^{1/2}} \right ]. </math> They are both derivatives of the same function <math> \frac{k}{\left (x^2 + y^2 \right)^{1/2}} . </math> Let's calculate the total derivative of the function <math> d \left [ \frac{k}{\left (x^2 + y^2 \right)^{1/2}} \right ] = -\frac{k x}{\left ( x^2 + y^2 \right )^{3/2}} dx - \frac{k y}{\left ( x^2 + y^2 \right )^{3/2}} dy </math> and substitute it back into the integral <math> W = \int_{(x_0,y_0)}^{(x,y)} \left( F_x dx + F_y dy \right ) = \int_{(x_0,y_0)}^{(x,y)} d \left [ \frac{k}{\left (x^2 + y^2 \right)^{1/2}} \right ] = \frac{k}{\left (x^2 + y^2 \right)^{1/2}} - \frac{k}{\left (x_0^2 + y_0^2 \right)^{1/2}} </math> The integral does not depend on path. We could write <math> F_x = -\frac{\partial V}{\partial x} </math> and <math> F_y = -\frac{\partial V}{\partial y} </math> with <math> V = -\frac{k}{\left (x^2 + y^2 \right)^{1/2}}. </math> What about <math> F_x = 3 B x^2 y^2 </math> and <math> F_y = 2 B x^3 y </math>? What about <math> F_x = a x y </math> and <math> F_y = b x y </math>? * If the forces are such that the work done when the system is moved from one configuration to another only depends on the initial and final configurations, then the force is conservative. ===Dry Friction=== The force of friction between two dry surfaces is proportional to the normal force between the surfaces in a direction that opposes the relative motion between the surfaces. For an object resting on a surface we have <math>F=\mu m g</math> that we can resolve into components as <math> F_x = -\mu m g \frac{dx}{ds} </math> and <math> F_y = -\mu m g \frac{dy}{ds}. </math> Let's write out the work done by the force, <math> W = \int \left ( F_x dx + F_y dy \right ) = -\mu m g \int \left ( \frac{dx}{ds} dx + \frac{dy}{ds} dy \right ) </math> &nbsp; &nbsp; &nbsp; &nbsp; <math> = -\mu m g \int \left ( \frac{dx}{ds} \frac{dx}{ds} ds + \frac{dy}{ds} \frac{dy}{ds} \right ) = -\mu m g \int ds = -\mu m g s </math> where <math>s</math> is the length of the path. In particular, the work done by the frictional path does not necessarily vanish over a closed path. ==The Potential Energy== In general, <math> V = - \int_{x_i^0,y_i^0,z_i^0}^{x_i,y_i,z_i} \sum_{i=1}^p \left ( F_{x_i} d x_i + F_{y_i} d y_i +F_{y_i} d y_i \right ) </math> where <math>i</math> counts over the various particles. Specifically, <math>F_{x_i}</math> is the force on particle <math>i</math> in the <math>x-</math>direction. For this to be true, <math> F_{x_i} = -\frac{\partial V}{\partial x_i}, </math> <math> F_{y_i} = -\frac{\partial V}{\partial y_i}, </math> <math> F_{z_i} = -\frac{\partial V}{\partial z_i}. </math> So let's calculate for example <math> \frac{\partial F_{x_3}}{\partial y_4} = - \frac{\partial^2 V}{\partial y_4 \partial x_3} = \frac{\partial F_{y_3}}{\partial x_3}. </math> If the forces are conservative, then the partial derivatives of the forces are equal to each other. This is a quick way to check whether the forces are indeed conservative! We can make some observativions from this result. First, if the force varies only along the direction that it points, then the force is conservative. An important example of this is the [[w:Advanced_Classical_Mechanics/Central Forces|central force]]. Second, if and only if the curl of the force is zero, the force is conservative. ==Why calculate <math>V</math>?== It takes quite a bit of effort to calculate the potential energy. Why don't we just use the forces directly? # You can use the transformation rules to find the generalized forces<br><math>F_{q_r} = \sum_i F_{x_i} \frac{\partial x_i}{\partial q_r}</math><br>but this is really ugly and could be even more effort than finding the potential energy. # Calculate <math>V</math> in whatever coordinates are convenient and then transform the coordinates so<br><math>F_{q_r} = -\frac{\partial V}{\partial q_r}</math>. # Sometimes you can get <math>V</math> by inspection. # The generalized forces for <math>V</math> and <math>V+C</math> are the same so you can drop any constant term. For example, we can write<br><math>V=mgr\left (1- \cos\theta\right), mg \left (l - r\cos\theta\right ), -mgr \cos \theta</math><br>for the potential energy of a pendulum. ==Do conservative systems conserve energy?== Conservative systems are those which you can write the force as the gradient for a potential function. We have seen forces where this is not the case: [[w:Advanced_Classical_Mechanics/Conservative_Systems#Dry_Friction|dry friction]] and a [[w:Advanced_Classical_Mechanics/Constraints_and_Lagrange%27s_Equations#Lagrangians_with_Non-Conservative Forces|particle in magnetic field]]. In the first case we have a non-conservative force that does not conserve energy. In the second case, we have a non-conservative force that does conserve energy. It is straightforward to come up with an example for a conservative force that does not conserve energy. Specifically we could have <math> \vec F = -\vec \nabla V \left (\vec r, t\right ). </math> Because the Lagrangian now depends on time explicitly, the Hamiltonian is no longer conserved. ===Jiggly Pendulum=== <!-- \begin{picture}(100,100)(0,0) \put(70,100){$z(t)$} \multiput(50,0)(0,10){10}{\line(0,1){5}} \put(50,100){\line(3,-4){60}} \put(110,20){\circle*{6}} \put(50,100){\circle*{3}} \put(55,70){$\theta$} \put(90,60){$\l$} \put(60,100){\vector(0,1){10}} \put(60,100){\vector(0,-1){10}} \end{picture} --> [[Image:Pendulum.png|thumb|Coordinates for the jiggly pendulum]] Let's write down the Cartesian coordinates of the bob of mass <math>m</math>, <math> \vec x = \left [ l \sin\theta, z(t)-l \cos\theta \right ] . </math> Taking the time derivative of the position gives the velocity <math> \vec v = \dot \vec x = \left [ l \dot \theta \cos\theta, \dot z(t)+l \dot \theta \sin\theta \right ] . </math> Using these results we can calculate the kinetic energy of the bob <math> T = \frac{1}{2} m v^2 = \frac{m}{2} \left [ l^2 \dot \theta^2 \cos^2 \theta + \left ( \dot z(t) + l \dot \theta \sin\theta \right )^2 \right ] </math> &nbsp; &nbsp; &nbsp; <math> = \frac{m}{2} \left ( l^2 \dot \theta^2 + \dot z(t)^2 + 2 l \dot\theta \dot z(t) \sin \theta \right ) </math> and the potential energy <math> V = m g \left ( z(t) - l \cos \theta \right ). </math> For this system we have <math>\partial L/\partial t \neq 0</math> so <math>d H/d t \neq 0</math>; however, we can define a potential energy so the system is conservative. [[Category:Advanced Classical Mechanics]] 7369 67655 2007-01-07T20:35:50Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] There is more to classical mechanics that <math>F=ma</math>. Often the motion of a system is constrained in some way. ==What are constraints?== * The particles could be restricted to travel along a curve or surface. Specifically one could have some function of the coordinates of each particle and time vanish. <math> f\left (\vec r_1,\vec r_2, \vec r_3, \cdots , t \right ) = 0 </math> This is called a '''holonomic''' constraint. For example we could have <math> \left ( \vec r_i - \vec r_j \right )^2 - c_{ij}^2 = 0 </math> which expresses that the distances between two particles that make up a rigid body are fixed. * There are '''non-holonomic''' constraints. For example, one could have <math>r^2 - a^2 \geq 0</math> for a particle travelling outside the surface of a sphere or constraints that depend on velocities as well, <math> f\left (\vec r_1,\vec r_2, \vec r_3, \cdots , \vec v_1,\vec v_2, \vec v_3, \cdots , t \right ) = 0 . </math> A familar example of the latter is a ball rolling on a surface. We will be dealing exclusively with holonomic constraints in this course. ==What are the consequences?== * The coordinates are no longer independent. They are related through the equations of constraint. * The force of constraint are not given so they must be determined from the solution (if you actually want them at all). * If the constraints are holonomic, the equations of constraint can be used to elimiante some of the coordinates to get a set of generalized independent coordinates. These generalized coordinates usually will not fall into pairs or triples that transform as vectors, e.g. the natural coordinates for motion restricted to a sphere are spherical coordinates (<math>\theta,\phi</math>). ==D'Alembert's Principle== D'Alembert's principle relies on the concept of '''virtual displacements'''. The idea is that you can imagine freezing the system in time and jiggling each of the particles in a way consistent with the various constraints at that particular time and determine the work ('''virtual work''') needed to perform these virtual displacements. We will denote the virtual displacement of a particle as <math>\delta \vec r_i</math>. The virtual displacement must be consistent with the constraints. For each particle we have <math> \vec F_i = \dot \vec p_i ~\rm{so}~ \vec F - \dot \vec p_i= 0 </math> and summing over the particles we have <math> \sum_i \left ( \vec F_i - \dot \vec p_i \right ) \cdot \delta \vec r_i = 0. </math> Let's divide the force on each particle into applied forces and constraints <math> \vec F_i = \vec F_i^{(a)} + \vec f_i </math> so we have <math> \sum_i \left ( \vec F_i - \dot \vec p_i \right ) \cdot \delta \vec r_i = \sum_i \left ( \vec F_i^{(a)} - \dot \vec p_i \right ) \cdot \delta \vec r_i + \sum_i \vec f_i \cdot \delta \vec r_i= 0. </math> If we assume that the forces of constraint do no virtual work, then the last term vanishes. This is a reasonable assumption because the force of constraint to restrict a particle to a surface is normal to that surface but a displacement consistent with the constraints is tangent to the surface so the dot product will vanish and the force of constraint performs no ''virtual'' work. If the constraints are a function of time, the forces of constraint can perform work on the particles but the whole idea of D'Alembert's principle is that we have frozen time. This leaves us with <math> \sum_i \left ( \vec F_i^{(a)} - \dot \vec p_i \right ) \cdot \delta \vec r_i = 0, </math> D'Alembert's principle. The forces of constrain are gone! However, the coordinates are not independent, so the equation is only a statement about the sum of the various forces, momenta and virtual displacements. ==Generalized Coordinates== We can try to find a set of independent coordinates given the constraints. Let's write <math> \vec r_i = \vec r_i \left ( q_1, q_2, q_3, \cdots, t \right ) </math> and so <math> \vec v_i = \frac{d \vec r_i}{d t} = \sum_k \frac{\partial \vec r_i}{\partial q_k} \dot q_k + \frac{\partial \vec r_i}{\partial t} </math> and a virtual displacement is <math> \delta \vec r_i = \sum_j \frac{\partial \vec r_i}{\partial q_j} \delta q_j. </math> Notice that there is no <math>dt</math> is the virtual displacement because time is held fixed. Now let's look at the first term in D'Alembert's equation <math> \sum_i \vec F_i \cdot \delta \vec r_i = \sum_i \vec F_i \cdot \left ( \sum_j \frac{\partial \vec r_i}{\partial q_j} \delta q_j \right ) = \sum_j \left ( \sum_i \vec F_i \cdot \frac{\partial \vec r_i}{\partial q_j} \right ) \delta q_j = \sum_j Q_j \delta q_j </math> where <math>Q_j</math> is called a '''generalized force'''. The second term takes a bit more work. We have <math> \sum_i \dot \vec p_i \cdot \delta \vec r_i = \sum_i m_i \ddot \vec r_i \cdot \delta \vec r_i = \sum_i m_i \ddot \vec r_i \left ( \sum_j \frac{\partial \vec r_i}{\partial q_j} \delta q_j \right ). </math> Let's focus on a particular one of the generalized coordinates ''j''. We have <math> \sum_i m_i \ddot \vec r_i \cdot \frac{\partial \vec r_i}{\partial q_j} = \sum_i \left [ \frac{d}{dt} \left ( m_i \dot \vec r_i \cdot \frac{\partial \vec r_i}{\partial q_j} \right ) - m_i \dot \vec r_i \cdot \frac{d}{dt} \left ( \frac{\partial \vec r_i}{\partial q_j} \right ) \right ] </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math>= \sum_i \left [ \frac{d}{dt} \left ( m_i \vec v_i \cdot \frac{\partial \vec r_i}{\partial q_j} \right ) - m_i \dot \vec r_i \cdot \frac{\partial \vec v_i}{\partial q_j} \right ] </math> We can use the fact that <math> \frac{\partial \vec v_i}{\partial \dot q_j} = \frac{\partial \vec r_i}{\partial q_k} </math> from the defintion of <math>\vec v_i</math> to get &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math>= \sum_i \left [ \frac{d}{dt} \left ( m_i \vec v_i \cdot \frac{\partial \vec v_i}{\partial \dot q_j} \right ) - m_i \dot \vec r_i \cdot \frac{\partial \vec v_i}{\partial q_j} \right ] </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math>= \frac{d}{dt} \left [ \frac{\partial}{\partial \dot q_j} \sum_i \left ( \frac{1}{2} m_i v_i^2 \right ) \right ] - \frac{\partial}{\partial q_j} \left [ \sum_i \left ( \frac{1}{2} m_i v_i^2 \right ) \right ]. </math> Notice that the quantity in the innermost parenthesis is just the total kinetic energy of the system <math>T</math> so we have <math> \sum_j \left \{ \left [ \frac{d}{dt} \left ( \frac{\partial T}{\partial \dot q_j} \right ) - \frac{\partial T}{\partial q_j} \right ] - Q_j \right \} \delta q_j = 0 . </math> ==Lagrange's Equations== If the constraints are holonomic, we can pick the <math>q_j</math> to be independent so the various <math>\delta q_j</math> are completely arbitrary and the quantity in braces must vanish to yield <math> \left [ \frac{d}{dt} \left ( \frac{\partial T}{\partial \dot q_j} \right ) - \frac{\partial T}{\partial q_j} \right ] = Q_j . </math> These expressions are sometimes called Lagrange's equations, but the term Lagrange's equations is often reserved for the case of a conservative force. In this case we have <math> \vec F_i = - \vec \nabla_i V </math> so <math> Q_j = \sum_i \vec F_i \cdot \frac{\partial \vec r_i}{\partial q_j} = - \sum_i \vec \nabla_i V\cdot \frac{\partial \vec r_i}{\partial q_j} = - \frac{\partial V}{\partial q_j} </math> In this case we can rearrange the equation to give <math> \left [ \frac{d}{dt} \left ( \frac{\partial T}{\partial \dot q_j} \right ) - \frac{\partial (T-V)}{\partial q_j} \right ] = 0 . </math> Furthermore, if the forces do not depend explicitly on the velocities we can define, the '''Lagrangian''' to be <math> L = T - V </math> and write Lagrange's equations in their traditional form <math> \left [ \frac{d}{dt} \left ( \frac{\partial L}{\partial \dot q_j} \right ) - \frac{\partial L}{\partial q_j} \right ] = 0 . </math> ==Conserved Quantities== For each coordinate we can define a conjugate momentum to be <math> p_i = \frac{\partial L}{\partial {\dot q}_i}. </math> This is called the generalized momentum conjugate to the coordinate <math>q_i</math>. Let's look at Lagrange's equations with this definition <math> \frac{d p_i}{dt} = \frac{\partial L}{\partial q_i} </math> so if the Lagrangian does not depend on a particular coordinate <math>q_i</math>, then the momentum conjugate to the coordinate does not change with time; it is conserved. This conserved momentum is called a '''first integral'''. The coordinate that doesn't affect the Lagrangian is called a '''cyclic coordinate'''. In general the Lagrangian will depend on the coordinates, velocities and time; what happens if <math>\partial L/\partial t</math> vanishes? Is there a conserved quantity similar to the momenta? Let calculate the total derivative of the Lagrangian with respect to time, <math> \frac{d L}{d t} = \sum_i \left [ \frac{\partial L}{\partial q_i} {\dot q}_i + \frac{\partial L}{\partial {\dot q}_i} {\ddot q}_i \right ] + \frac{\partial L}{\partial t} . </math> Now let's use the definition of the momenta and the Lagrange's equation to simplify things a bit, <math> \frac{d L}{d t} = \sum_i \left [ \frac{d p_i}{d t} {\dot q}_i + p_i {\ddot q}_i \right ] + \frac{\partial L}{\partial t} = \sum_i \frac{d ( p_i {\dot q}_i )}{d t} + \frac{\partial L}{\partial t} </math> and rearranging <math> \frac{\partial L}{\partial t} = \frac{d}{dt} \left ( L - \sum_i p_i {\dot q}_i \right ).</math> So if <math> \partial L/\partial t = 0 </math> then the '''Hamiltonian''', <math> H = L - \sum_i p_i {\dot q}_i, </math> is conserved. ==Lagrangians with Non-Conservative Forces== From the analysis so far it would appear that one can only construct a Lagrangian when the forces that act on a particle are conservative (they can be derived from a potential <math>V</math>). It is indeed the case that truly [[Dissipative Forces|dissipative forces]] such as friction cannot be directly included in a Lagrangian formulation, but forces that can be written in the form <math>d/dt (\partial L/\partial {\dot q})</math> may be included in the Lagrangian. Although this seems very restrictive, an important force of this class is the magnetic force on a charged particle. <math> \vec F = q \left( \vec E + \vec v \times \vec B \right ). </math> In electrostatics the electric field is simply the gradient of the electrostatic potential, but for more general fields we have <math> \vec E = -\vec \nabla \phi - \frac{\partial A}{\partial t} </math> where <math>\vec A</math> is the vector potential. The magnetic field may be written as <math> \vec B = \vec \nabla \times \vec A. </math> Let's consider the function <math> V = q \phi \left (\vec r, t\right )- q {\dot \vec r} \cdot \vec A \left (\vec r, t \right ) </math> and calculate <math> \frac{d}{dt} \left ( \frac{\partial V}{\partial {\dot x}} \right ) - \frac{\partial V}{\partial x} = - q \frac{d A_x}{d t} - q \frac{\partial \phi}{\partial x} + q \left ( \dot x \frac{\partial A_x}{\partial x} + \dot y \frac{\partial A_y}{\partial x} + \dot z \frac{\partial A_z}{\partial x} \right ). </math> The total time derivative of the vector potential generates several terms to yield <math> \frac{d}{dt} \left ( \frac{\partial V}{\partial {\dot x}} \right ) - \frac{\partial V}{\partial x} = - q \left ( \frac{\partial A_x}{\partial t} + \dot x \frac{\partial A_x}{\partial x} + \dot y \frac{\partial A_x}{\partial y} + \dot z \frac{\partial A_x}{\partial z} \right ) - q \frac{\partial \phi}{\partial x} + q \left ( \dot x \frac{\partial A_x}{\partial x} + \dot y \frac{\partial A_y}{\partial x} + \dot z \frac{\partial A_z}{\partial x} \right ). </math> Notice that the terms proportional to <math>\dot x</math> cancel leaving <math> \frac{d}{dt} \left ( \frac{\partial V}{\partial {\dot x}} \right ) - \frac{\partial V}{\partial x} = - q \left ( \frac{\partial \phi}{\partial x} + \frac{\partial A_x}{\partial t} \right ) + q \left [ \dot y \left ( \frac{\partial A_x}{\partial y} - \frac{\partial A_y}{\partial x} \right ) + \dot z \left ( \frac{\partial A_x}{\partial z} - \frac{\partial A_z}{\partial x} \right ) \right ]. </math> The first term is simply the charge of the particle times the x-component of the electric field. The second term is the charge of the particles times the x-component of <math>\vec v \times \vec B</math>, so the following Lagrangian will yield the equations of motion <math> L = \frac{1}{2} m {\dot r}^2 + q \vec \dot r \cdot \vec A \left (\vec r, t\right ) - q \phi \left ( \vec r, t \right ) . </math> If the vector potential and the scalar potential do not depend on time, then <math>\partial L/\partial t = 0</math> and <math> H = \frac{\partial L}{\partial \dot \vec r} \cdot \dot \vec r - L = \frac{1}{2} m {\dot r}^2 + q \phi \left ( \vec r, t \right ) </math> is conserved. The force is not conservative but the system is. [[Category:Advanced Classical Mechanics]] 7370 67682 2007-01-07T21:13:20Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] We can extend the formalism of Lagrangian mechanics to cover the motion of continuous materials: membranes, strings and fields. ==Deriving the Lagrange Equations of a Continuum== We saw for a string that the potential and kinetic energy can be written as a integral over the length of the string. <math> L = \int_0^L {\mathcal L} \left (\phi, \frac{\partial \phi}{\partial x},\frac{\partial \phi}{\partial t} \right ) dx </math> where <math>{\mathcal L}</math> is called the Lagrangian density. ===The Action=== Let's write out the action <math> S = \int dx dt {\mathcal L} \left (\phi, \frac{\partial \phi}{\partial x},\frac{\partial \phi}{\partial t} \right ). </math> We would like to find the function <math>\phi(x,t)</math> that minimizes the action, so we let <math>\phi=\phi_0 + \eta</math> and calculate <math> \delta S = \int dx dt \left [ \left .\frac{\partial {\mathcal L}}{\partial \phi} \right |_{\phi_0} \eta + \left .\frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} \right |_{\phi_0} \frac{\partial \eta}{\partial x} + \left . \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial t}\right )} \right |_{\phi_0} \frac{\partial \eta}{\partial t} \right ]. </math> Let integrate the last two items by parts and drop the boundary term because we assume that the value of <math>\eta</math> vanishes on the boundary, we get <math> \delta S = \int dx dt \eta \left [ \left .\frac{\partial {\mathcal L}}{\partial \phi} \right |_{\phi_0} - \frac{d}{dx} \left .\frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} \right |_{\phi_0} - \frac{d}{dt} \left . \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial t}\right )} \right |_{\phi_0} \right ]. </math> ===Lagrange's Equations=== Because the function <math>\eta</math> is completely arbitrary then for the value of <math>\delta S</math> to vanish, the integrand itself must vanish and we obtain the Lagrange equation for a field in one spatial dimension: <math> \frac{d}{dx} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} + \frac{d}{dt} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial t}\right )} - \frac{\partial {\mathcal L}}{\partial \phi} = 0 </math> that the actual motion must satify. Each new dimension that the field lives in adds a new term of the form <math> \frac{d}{dz} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial z}\right )} </math> to the equations of motion. ==Examples== ===Electrostatics=== Let's do an example of an electric field with a bunch of charges around. The energy density of an electric field with charges around is <math> {\mathcal E} = \frac{\epsilon_0}{2} E^2 = \frac{\epsilon_0}{2} \left ( \nabla \phi \right )^2 + \rho \phi </math> We would like to minimize the integral of <math>{\mathcal E}</math> over a volume so it is natural to take <math>{\mathcal L} = {\mathcal E}</math> and use Lagrange's equations. We have <math> {\mathcal L} = \frac{\epsilon_0}{2} \left [ \left ( \frac{\partial \phi}{\partial x} \right )^2 + \left ( \frac{\partial \phi}{\partial y} \right )^2 + \left ( \frac{\partial \phi}{\partial z} \right )^2 \right ] + \rho \phi </math> and Lagrange's equations are <math> \frac{d}{dx} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} + \frac{d}{dy} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial y}\right )} + \frac{d}{dz} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial z}\right )} - \frac{\partial {\mathcal L}}{\partial \phi} = 0 </math> <math> \epsilon_0 \left [ \frac{\partial^2 \phi}{\partial x^2} + \frac{\partial^2 \phi}{\partial y^2} + \frac{\partial^2 \phi}{\partial z^2} \right ] - \rho = 0 </math> or <math> \nabla^2 \phi = \frac{\rho}{\epsilon_0} </math> ===A String=== As a problem toward the beginning of the term, you found that the potential energy of a string could be given by <math> V = \int \frac{1}{2} \lambda \left ( \frac{\partial z}{\partial x} \right )^2 dx </math> where <math>\lambda</math> is the string tension. We can also write the kinetic energy of the string as an integral <math> T = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 d m = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 \mu d x </math> where <math>\mu=M/L</math>, the mass per unit length of the string. We can combine these two expressions to get the Langrangian density <math> {\mathcal L} = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \frac{\partial z}{\partial x} \right )^2 \right ]. </math> Now let's apply Lagrange's equations to this Lagrangian density, <math> \frac{d}{dy} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial z}{\partial x}\right )} + \frac{d}{dt} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial z}{\partial t}\right )} + - \frac{\partial {\mathcal L}}{\partial z} = 0 </math> <math> \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \frac{d}{dx} \frac{\partial z}{\partial x} = 0 </math> <math> \frac{\partial^2 z}{\partial t^2} - \frac{\lambda}{\mu} \frac{\partial^2 z}{\partial x^2} = 0 </math> We can find a solution to this equation of the form, <math> z(x,t) = f(x-vt)\left. \right . </math> where <math>v=\pm \sqrt{\lambda/\mu}</math>. Let's substitute this into the equation to get <math> v^2 f'' - \frac{\lambda}{\mu} f'' = \frac{\lambda}{\mu} f'' - \frac{\lambda}{\mu} f'' = 0 </math> This solution is a wave travelling in the positive or negative ''x''-direction. The function ''f'' can take any form whatsoever and it always travels at the same speed. This type of wave is called a 'simple wave'. ====The Discrete Fourier Transform==== When a string vibrates it causes the air aronud it to vibrate as well; these vibrations travel through the air as waves that we can detect with the acoustic spectrometers attached to the sides of our heads. Our ears are sensitive to the pitch or frequency of the sound that the string produces so it is natural to look at the waves along a string as a sum of waves of a particular frequency, so we have <math> z(x,t) = g(x) \cos \left ( \omega t + \phi \right )\left . \right . </math> where &phi; is the phase of the wave. Let's substitute this into the equation of motion to get <math> -\omega^2 g(x) \cos \left ( \omega t + \phi \right )- \frac{\lambda}{\mu} g'' \left ( \cos\omega t + \phi \right ) = 0 </math> so <math> g'' = -\frac{\omega^2 \mu}{\lambda} g </math> and <math> g = A \sin \left ( \omega \sqrt{\frac{\mu}{\lambda}} x \right ) + B \cos \left ( \omega \sqrt{\frac{\mu}{\lambda}} x \right ) </math> Now we must apply the boundary conditions of the string. Specifically, we have <math>z(0,t)=z(L,t)=0</math> so <math> g = A \sin \left ( \frac{n\pi}{L} x \right ) </math> where ''n'' is an integer so we have a formula for the frequency of the wave in terms of the form of the oscillation along the string <math> \omega = n \frac{\pi}{L} \sqrt{\frac{\lambda}{\mu}} </math> The general solution will allow a sum of different frequencies so <math> z(x,t) = \sum_n A_n \sin \left ( \frac{n\pi}{L} x \right ) \cos \left ( n \frac{\pi}{L} \sqrt{\frac{\lambda}{\mu}} + \phi_n \right ) </math> Let's suppose that we pluck the string so that a ''t''=0, the string is not straight but it is not moving either, so we have <math>\phi_n=0</math> in the formula above, and we get <math> z(x,0) = \sum_n A_n \sin \left ( \frac{n\pi}{L} x \right ). </math> We would like to find the coefficients <math>A_n</math> that tell us what pitches the string will emit when it is released. Let's take the integral of both sides times <math>\sin\left ( \frac{m\pi}{L} x \right )</math> to get <math> \int_0^L z(x,0) \sin\left ( \frac{m\pi}{L} x \right ) dx = \int_0^L \sum_n A_n \sin \left ( \frac{n\pi}{L} x \right ) \sin\left ( \frac{m\pi}{L} x \right ) dx. </math> <math> = \int_0^L \sum_n \frac{A_n}{2} \left [ \cos \left ( \frac{(n+m)\pi}{L} x \right ) + \cos\left ( \frac{(n-m)\pi}{L} x \right ) \right ] dx = \int_0^L \frac{A_m}{2} d x = \frac{A_m L}{2}. </math> Rearranging we have <math> A_m = \frac{2}{L} \int_0^L z(x,0) \sin\left ( \frac{m\pi}{L} x \right ) dx </math> which defines the discrete Fourier transform. ===A Membrane=== As a problem toward the beginning of the term, you found that the potential energy of a string could be given by <math> V = \int \frac{1}{2} \lambda \left [ \left ( \frac{\partial z}{\partial x} \right )^2 + \left ( \frac{\partial z}{\partial y} \right )^2\right ] dx dy </math> where <math>\lambda</math> is the surface tension. We can also write the kinetic energy of the membrane as an integral <math> T = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 d m = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 \mu d x dy </math> where <math>\mu=M/A</math>, the mass per unit area of the membrane. We can combine these two expressions to get the Langrangian density <math> {\mathcal L} = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left [ \left ( \frac{\partial z}{\partial x} \right )^2 + \left ( \frac{\partial z}{\partial y} \right )^2 \right ] \right ] = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ] </math> If we apply Lagrange's equations we obtain, <math> \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \frac{d}{dx} \frac{\partial z}{\partial x} - - \lambda \frac{d}{dy} \frac{\partial z}{\partial y}= 0 </math> <math> \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \nabla^2 z = 0 </math> ====Different Coordinates==== The value of the action does not depend on the coordinates that you use, but as we shall see the Lagrangian density does. First let's write the action using Cartesian coordinates <math> S = \int dx dy {\mathcal L} = \int dx dy = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ]. </math> Sometimes it is useful to use polar coordinates for a circular drum perhaps. Here the action is <math> S = \int dr d\theta {\mathcal L} = \int dr d\theta r \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ]. </math> Notice that an ''r'' appears in front of the "Cartesian" Lagrangian density. This is just so the units work out, so we find that <math> {\mathcal L}_{\rm polar} = {\mathcal L}_{\rm Cartesian} \times r </math> In both coordinate systems the action has the same units but the Lagrangian density does not. We also need to rewrite the spatial derivatives in polar coordinates to get <math> {\mathcal L}_{\rm polar} = \frac{1}{2} r \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ] = \frac{1}{2} r \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left [ \left ( \frac{\partial z}{\partial r} \right )^2 + \left ( \frac{1}{r} \frac{\partial z}{\partial \theta} \right )^2\right ] \right ] </math> If we apply the Lagrange equations we find that the Lagrange density depends explicitly on the coordinate ''r''. We obtain, <math> r \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \frac{d}{dr} \left ( r \frac{\partial z}{\partial r} \right ) - \lambda \frac{1}{r} \frac{d}{d\theta} \frac{\partial z}{\partial \theta}= 0 </math> and divide both sides by ''r'' to get <math> \mu \frac{\partial^2 z}{\partial t^2} - \lambda \left [ \frac{1}{r} \frac{d}{dr} \left ( r \frac{\partial z}{\partial r} \right ) + \frac{1}{r^2} \frac{\partial^2 z}{\partial \theta^2} \right ] = 0 </math> or using the definition of the Laplacian in cylindrical coordinates we get <math> \mu \frac{\partial^2 z}{\partial t^2} - \lambda \nabla^2 z = 0 </math> ===Solutions to the Two-Dimensional Wave Equation=== When analyzing a drum or something with boundary conditions, it is natural to look for solutions to these equations with the form <math> z(x,y,t) = X(x) Y(y) g(t) </math> in Cartesian coordinates, <math> z(r,\theta,t) = R(r) f(\theta) g(t) </math> in cylindrical coordinates, or <math> z(\theta,\phi,t) = Y(\theta,\phi) g(t). </math> Generally you can pick the function ''g'' to vary harmonically in time and the solutions to the spatial dependence are known as harmonics. In Cartesian coordinates we get sines and cosines (the harmonic functions). In cylidrical coordinates, we get sines and cosines in the <math>\theta</math>-direction and Bessel functions in the radial direction. If your drum is the surface of a sphere, the solutions are called spherical harmonics: sines and cosines in the <math>\phi-</math>direction and polynomials of <math>\cos\theta</math> in the other direction. ===A Slung Slinky=== As a final example we will study a slinky hanging from a horizontal surface and the waves that can propagate along it. Let's first draw a picture to show what we are talking about <!-- \documentclass[10pt]{article} \pagestyle{empty} \begin{document} \begin{picture}(400,140)(0,0) \put(0,120){\line(1,0){400}} \multiput(80,120)(80,0){4}{\line(0,-1){80}} \multiput(0,45)(10,0){40}{\line(1,-2){5}} \multiput(5,35)(10,0){40}{\line(1,2){5}} \multiput(80,40)(80,0){4}{\circle*{10}} \multiput(75,25)(80,0){4}{$m$} \multiput(30,25)(80,0){5}{$k,b$} \put(160,130){\vector(1,0){80}} \put(240,130){\vector(-1,0){80}} \put(200,140){$l$} \put(170,80){\vector(0,1){40}} \put(170,80){\vector(0,-1){40}} \put(180,80){$r$} \end{picture} \end{document} \end --> [[Image:Slinky.png]] Let's use the variable <math>\phi_i</math> to denote the angle that each pendulum makes with the vertical. Also let's restrict ourselves to the small-angle approximation. We can write the kinetic energy of each mass as <math> T_i = \frac{1}{2} m r^2 {\dot \phi_i}^2 </math> There are two sources of potential energy: gravity and the springs. The expression for gravity is straightforward we have <math> V_{{\rm gravity},i} = - m g r \left ( 1 - \cos \phi_i \right ) \approx \frac{1}{2} m g r \phi_i^2. </math> The potential energy of the springs is a bit more complicated. First, we have to come up with a convention so that we don't double count the springs. Let's identify a spring with the mass to its left so we have <math> V_{{\rm spring},i} = \frac{1}{2} k \left \{ r \left[ \left ( \frac{b}{r} + \sin\phi_{i+1} - \sin\phi_i \right )^2 + \left (\cos \phi_{i+1}-\cos\phi_i\right)^2 \right ]^{1/2} - l \right \}^2 </math> Now let's take the small-angle approximation, <math> V_{{\rm spring},i} \approx \frac{1}{2} k \left ( b + r \phi_{i+1} - r \phi_i - l \right )^2 = \frac{1}{2} k (b-l)^2 + k r (b-l) \left (\phi_{i+1}-\phi_{i}\right ) + \frac{1}{2} k r^2 \left (\phi_{i+1}-\phi_{i}\right )^2. </math> We can simplify this further. The first term is a constant; let's drop it. The second term sums to zero when one combines the contribution from every spring. The final term is <math> V_{{\rm spring},i} \approx \frac{1}{2} k r^2 \left (\phi_{i+1}-\phi_{i}\right )^2 = \frac{1}{2} k r^2 l^2 \left (\frac{\partial \phi}{\partial x}\right )^2 </math> where we have replaced <math>\phi_i</math> with <math>\phi(x_i)</math>. The Lagrange density is given by <math> {\mathcal L} = \frac{T_i - V_i}{l} = \frac{1}{2} \frac{m}{l} r^2 {\dot \phi}^2 - \frac{1}{2} \frac{m}{l} g r \phi^2 - \frac{1}{2} k r^2 l \phi'^2 </math> ===The Klein-Gordon Equation=== Let's apply Lagrange's equations to the Lagrange density to get the following equation of motion <math> \mu {\ddot \phi} - \lambda \phi'' + \mu \frac{g}{r} \phi = 0 </math> where <math>\mu=m r^2/l</math> and <math>\lambda=k r^2 l</math>. This equation of motion is very similar to that of the stretched string but there is an extra term. Let's divide both sides by <math>\mu</math> to get <math> {\ddot \phi} - \frac{\lambda}{\mu} \phi'' + \omega_0^2 \phi = 0 </math> where <math>\omega_0^2=g/r</math> is the natural frequency of the hanging masses. This is known as the Klein-Gordon equation, and it describes the evolution of massive scalar field. If we let the spring constant <math>k</math> go to zero, then <math>\lambda</math> goes to zero as well and we have the simple equation for a pendulum. <math> {\ddot \phi} + \omega_0^2 \phi = 0 </math> To get an appreciation for the solutions, let's substitute a harmoncally varying wave <math> \phi = A(x) \cos \omega t </math> to get <math> -\omega^2 A - \frac{\lambda}{\mu} A'' + \omega_0^2 A = 0 </math> and <math> A'' = - \frac{\mu}{\lambda} \left ( \omega^2 - \omega_0^2 \right ) A </math> If the frequency of the wave <math>\omega</math> is greater than the natural frequency of the pendulum, the wave varies sinusoidally in space as well as time (it propagates along the slinky). On the other hand, low-frequency waves are damped, so the slung slinky acts as a high-pass filter. The form of the equation above encourages us to use solutions of the form <math> \phi = \cos \left ( k x - \omega t \right ) </math> with the dispersion relation <math> k^2 = \frac{\mu}{\lambda} \left ( \omega^2 - \omega_0^2 \right ). </math> ====Phase Velocity==== Again we see that when <math>\omega<\omega_0</math> things get a bit funny. We can define the phase velocity of the wave <math> v_{\rm phase} = \frac{\omega}{k} = \sqrt{\frac{\lambda}{\mu}} \left ( 1 - \frac{\omega_0^2}{\omega^2} \right )^{-1/2}. </math> This measures the speed at which the crest of a wave of a particular frequency passes by. ====Group Velocity==== Let's say that we want to send a signal down the slinky. How long fast will the signal travel? Specifically, we would like to displace the end of the slinky back and forth and watch the compression travel along the spring. We could naturally think of a signal as the sum of two waves of a single frequency. <math> A (x, t) = \cos \left [ \left ( k + \Delta k \right ) x - \left ( \omega + \Delta \omega \right ) t \right ] + \cos \left [ \left ( k - \Delta k \right ) x - \left ( \omega - \Delta \omega \right ) t \right ]. </math> Using some trignometric identites we see that this is just an amplitude-modulated wave <math> A(x, t) = 2 \cos (k x - \omega t ) \cos ( \Delta k x - \Delta \omega t ). </math> The amplitude modulation is a wave that travels on top of the carrier wave at a speed of <math> \Delta \omega/\Delta k \approx d \omega/d k </math> for narrow bandwidth. The group velocity measures the speed of a "wave packet" or how long a signal takes to travel along the slinky <math> v_{\rm group} = \frac{d \omega}{d k} = \frac{\lambda}{\mu} \frac{k}{\omega} = \frac{\lambda}{\mu} \frac{1}{v_{\rm phase}} = \sqrt{\frac{\lambda}{\mu}} \left ( 1 - \frac{\omega_0^2}{\omega^2} \right )^{1/2}. </math> If we think about the wave described above in more detail, we have a rapid back-and-forth oscillation that travels at the phase velocity and on top of it a variation in the amplitude of the rapid oscillation. If we ignored the frequency of the pendulums (taking <math>g\rightarrow 0</math> or <math>r\rightarrow \infty</math>), these two variations would travel at the speed <math>\sqrt{\lambda/\mu}</math> and one would simply see a pattern travelling at a constant speed along the slinky. Hanging the slinky introduces dispersion, this means that the pattern generally changes as it travels along the slinky. ===The Sine-Gordon or Pendulum Equation=== The slung Slinky is related to another important equation of physics. Let's take the exact expression for the gravitational potential energy <math> V_{{\rm gravity},i} = - m g r \left ( 1 - \cos \phi_i \right ) </math> The new Lagrange density is given by <math> {\mathcal L} = \frac{T_i - V_i}{l} = \frac{1}{2} \frac{m}{l} r^2 {\dot \phi}^2 - \frac{m}{l} g r \left ( 1 - \cos\phi \right ) - \frac{1}{2} k r^2 l \phi'^2 </math> and the equation of motion is <math> \mu {\ddot \phi} - \lambda \phi'' + \mu \frac{g}{r} \sin \phi = 0. </math> This is known as the sine-Gordon equation (those physicists are really good punsters). This equation is no longer linear in the variable <math>\phi</math> so it is much more difficult to solve than the Klein-Gordon equation. Specifically, we expect that the velocity of the wave will depend not only on the frequency but also the amplitude. We can define our scale of time (<math>\sqrt{r/g}</math>) and distance (<math>\sqrt{\mu r/(g\lambda)}</math>) so that the equation takes the simpler form <math> {\ddot \phi} - \phi'' + \sin \phi = 0. </math> Let's look for solutions that have a fixed pattern travelling at a fixed velocity. This was not possible (except for a monochromatic wave) for the Klein-Gordon equation because of the dispersion. Here we have dispersion and non-linearity. Let's use <math> \phi = A(x - v t) </math> to get <math> v^2 A'' - A'' + \sin A = 0 </math> so <math> A'' = \frac{\sin A}{1-v^2} </math> [[Image:Sine-gordon.png]] Here the value of velocity depends on the amplitude of the wave, <math>v=2</math> for an amplitude of 0.01, <math>v=1.91</math> for an amplitude of 1 and 1.64 for an amplitude of 2. ====Solitons==== The solutions above are strictly periodic, but we can also find waves that travel at velocities less than one that are not periodic (i.e. they are solitary waves or solitons). [[Image:Solition1.png]] The wider waves have amplitudes closer to <math>2\pi</math> and velocities closer to zero. The speed of the solitons are 0.1, 0.5, 0.8 and 0.9 from widest to narrowest and the amplitudes range from 6.17 down to 6.11. The differential equation actually has a simple solution as well. It is called the "kink" solution <math> \phi = 4 \tan^{-1} \left [ \exp \left ( \frac{x-vt}{\sqrt{1-v^2}} \right ) \right ] </math> The speed at which the kink travels depends on the maximum slope of the kink. [[Image:Kink.png]] The steepest slope travels at <math>v=0.9</math>; then we have 0.8 and zero (a frozen kink). [[Category:Advanced Classical Mechanics]] 7371 67663 2007-01-07T20:41:20Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] Dissipative forces are forces of such nature that energy is lost from a system when motion takes place. Of course energy is in general conserved but it is lost from the degrees of freedom of interest into heat (the random motion of internal degrees of freedom) or radiation (the motion of new particles created by the motion -- light usually). The force can often be represented by <math> \left |\vec F \right | = a\left ( \vec r, t \right ) \left | \vec v \right |^n. </math> Depending on the value of the index <math>n</math> we have different types of dissipative forces. ==Types of Dissipative Forces== ===Frictional Forces (Dry Friction)=== The force of kinetic friction is supposed to be proportional to the normal force and independent of area of contact or speed. It is simply a property of the materials in contact. Specifically, we have <math> \left| \vec F \right | = \mu \left | F_{\rm normal} \right | </math> so <math>n=0</math>. The frictional force opposes the relative motion of two surfaces. ===Viscous Forces=== Here the frictional force increases as the first power of the relative speed between the surfaces and opposes the relative motion. Viscous friction is important for wet surfaces at small relative velocties. ===High-Velocity Friction=== At higher velocities, the force of friction increases as a higher power of the relative velocity. For example, <math>n=2</math> gives a good approximation to the dissipative force experiences by objects travelling through fluids at high Reynolds number <math>Re = (vL)/\nu</math> where <math>\nu</math> is the viscousity of the fluid. ==Determining the Generalized Force== The Lagrangian method requires us to find the generalized forces corresponding to the different coordinates that we have used to characterize the degrees of freedom of the motion. There are two general ways to determine the generalized forces. # Calculate them in Cartesian coordinates and convert to the generalized coordinates # Use the power function ===Partial derivatives=== For any force that we know in Cartesian (or any other set of coordinates for that matter), we can find the generalized force by using the definition of the generalized coordinates in terms of the coordinates in which the force is known. The definition of the generalized force is <math> Q_j = \sum_i \vec F_i \cdot \frac{\partial \vec r_i}{\partial q_j}. </math> To do this you have to first determine the dissipative force in Cartesian coordinates and the full transformation between the Cartesian coordinates and the generalized coordinates -- it can be pretty painful for even simple problems. ====Damped Pendulum==== Let's look at a pendulum of length <math>l</math>. We will use the angle <math>\theta</math> and the vertical to describe the single degree of freedom. The position of the bob is given by <math> x=l \sin \theta, y=-l \cos \theta\, </math> and the velocities are <math> \dot x= l \cos \theta \dot \theta, \dot y = l \sin \theta \dot \theta \, . </math> The viscous force opposes the direction of motion and it is proportional to the velocity so we have <math> F_x= - a l \cos \theta \dot \theta, F_y = - a l \sin \theta \dot \theta \, . </math> We also need the partial derivatives for the transformation <math> \frac{\partial x}{\partial \theta}= l \cos \theta, \frac{\partial y}{\partial \theta} = l \sin \theta \, </math> to calculate the generalized force <math> F_\theta = F_x \frac{\partial x}{\partial \theta} + F_y \frac{\partial y}{\partial \theta} = - a l^2 \cos^2 \theta \dot \theta - a l^2 \sin^2 \theta \dot \theta = - a l^2 \dot \theta </math> ===Power function=== The great advance of using the potential instead of the generalized forces directly was that the definition of the partial derivative took care of all of the heavy lifting involved in going from one system of coordinates to another. It turns out that one can use an analogous quantity called the power function to do the same thing (sometimes this is called the dissipation function). Like for the potential the power function for various simple forms of forces can simply be written down and used. In analogy with the potential we define the power function such that force on particle <math>i</math> in the <math>x</math>-direction is <math> F_{i,x} = \frac{\partial P}{\partial {\dot x}_i} </math> and similarly for the other directions and particles. Of course, not all forces can be written in this way but many dissipative forces can. Let's write out the generalized force using the standard formula <math> Q_j = \sum_i \vec F_i \frac{\partial \vec r_i}{\partial q_j} = \sum_i \vec F_i \frac{\partial v_i}{\partial \dot q_j} = \sum_i \frac{\partial P}{\partial \vec v_i} \frac{\partial v_i}{\partial \dot q_j} = \frac{\partial P}{\partial \dot q_j} </math> where we used the equality <math> \partial \vec r_i/\partial q_j = \partial \vec v_i/\partial \dot q_j </math> in the first step, definition of the power function in the second step, and the definition of the partial derivative in the final step. ====Damped Pendulum==== Let's look at the pendulum again. The viscous force is <math> \vec F = -a \vec v </math> so the power function is <math> P = -\frac{1}{2} a v^2 = -\frac{1}{2} a \left ( l \dot \theta \right )^2 </math> and <math> F_\theta = \frac{\partial P}{\partial \dot \theta} = -a l^2 \dot \theta. </math> Let's combine the results for the power function with the Lagrangian for the pendulum, we have <math> L = T - V = \frac{1}{2} m l^2 \dot \theta^2 + g m l \cos \theta </math> and Lagrange's equations including the power function are <math> \frac{d}{dt}| \frac{\partial L}{\partial \dot \theta} - \frac{\partial L}{\partial \theta} = Q_{{\rm NC},\theta} = \frac{\partial P}{\partial \dot \theta} </math> which yields <math> m l^2 \ddot \theta + g m l \sin \theta = -a l^2 \dot \theta. </math> If we take the small angle limit of this equation we get <math> \ddot \theta = - \frac{g}{l} \theta - \frac{a}{m} \dot \theta, </math> the equation for a [[w:Advanced Classical Mechanics/Linear Motion#Damped Linear Oscillator|damped linear oscillator]]. In this example, we have included all of the forces that we could have included in the Lagrangian, leaving only the dissipative force to be included in the power function. Of course, one could have included non-dissipative forces in the power function as well, but one must be careful not to include the same force twice, so it is generally a good idea to include as much as possible in the Lagrangian, leaving only the forces that cannot be included in the Lagrangian for the power function. This has the added advantage that one can still look at the Lagrangian for first integrals if the power function does not depend on a particular coordinate. ====More Generally==== If the dissipative force is given by <math> \left | \vec F \right | = a \left | \vec v \right |^n </math> or more precisely <math> \vec F = -a \left | \vec v \right |^{n-1} \vec v </math> then the power function is given by <math> P = -\frac{1}{n+1} a \left | \vec v \right |^{n+1}. </math> More generally if the dissipative force points in the direction of the relative velocity it can also be written as a power function. If <math> \vec F_i = \phi_i \left ( \vec r_i, \left | \vec v_i \right |, t \right ) \frac{\vec v_i}{\left | \vec v_i \right |} </math> then <math> P = \sum_i \int \phi_i d \left | \vec v_i \right | </math> ==A Useful Example with Dry Friction== It turns out that the simplest looking type of friction ('dry friction') actually can yield some useful surprises. Let's calculate the frictional force between a package and a moving conveyor belt. <!-- $$ \begin{picture}(200,200)(0,0) \put(0,0){\line(1,0){80}} \put(40,80){\line(1,0){80}} \put(0,0){\line(1,2){40}} \put(80,0){\line(1,2){40}} \put(20,10){\vector(1,0){40}} \put(65,8){$x$} \put(20,10){\vector(1,2){15}} \put(30,45){$y$} \put(70,20){\vector(1,2){15}} \put(85,38){$v_y$} \end{picture} $$ --> [[Image:Convevor.png|frame|right|Conveyor Belt]] Let's assume that the belt is moving along at a velocity <math>v_y</math> in the <math>y-</math>direction and calculate the frictional forces that resist moving the package across the belt in the <math>x</math> and <math>y</math> directions. Let's write the power function for the dry friction between the belt and the package, <math> P = -\mu m g v </math> where <math>\mu</math> is the coefficient of kinetic friction between the belt and the package, <math>m</math> is the mass of the package and the relative speed between the package and the belt is given by <math> v = \sqrt{ \dot x^2 + \left ( \dot y - v_y \right )^2 } . </math> We can calculate the frictional force resisting motion in the two directions <math> F_x = \frac{\partial P}{\partial \dot x} = -\mu m g \frac{\dot x}{\sqrt{ \dot x^2 + \left ( \dot y - v_y \right )^2 }}, F_y = \frac{\partial P}{\partial \dot y} = -\mu m g \frac{\dot y - v_y}{\sqrt{ \dot x^2 + \left ( \dot y - v_y \right )^2 }}. </math> Let's imagine that <math>v_y</math> is much larger <math>\dot x</math> and <math>\dot y</math> then we have <math> F_x \approx -\mu m g \frac{\dot x}{v_y}, F_y \approx \mu m g. </math> The <math>y-</math> component indicates a force that tries to drag the package along the belt. It is approximately equal to the kinetic friction that you are used to. The <math>x-</math> component is much smaller by a factor of <math>\dot x/v_y</math> which could be large. You can try this at the supermarket by blocking a big box of corn flakes on its side as the belt is moving. Even though the friction between the belt and the box is large (you can feel this force with the hand that impedes the motion of the box), the force to move the box across the belt is quite small. This effect is used for more important purposes when removing a cork from a bottle. It is much easier to removing the cork while twisting it round than to pull it out directly. [[Category:Advanced Classical Mechanics]] 7372 76326 2007-01-15T03:07:20Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] Let's start with some basic definitions. First ''m'' is the inertial mass of a particle -- we will consider only particles with constant masses (although the physics of rockets provides an important counter-example). A particle for us is something that can be described completely by its position <math>\vec{r}</math> and mass (it doesn't have any important internal degrees of freedom). ==Momentum and Force== We can define the velocity and momentum of the particle, <math> \vec{v} = \frac{d \vec {r}}{dt} </math> and <math> \vec{p} = m \vec{v} </math>. Because the acceleration is the rate of change of velocity we have <math> \vec{F} = m \vec{a} = m \frac{d \vec{v}}{dt} = \frac{d\vec{p}}{dt}, </math> so if the force vanishes, then the momentum is constant in time or conserved. ==Angular Momentum and Torque== Let's also define the angular momentum and the torque, <math> \vec{L} = \vec{r} \times \vec{p} </math> and <math> \vec{N} = \vec{r} \times \vec{F} = \vec{r} \times \frac{d \vec{p}}{d t}. </math> Let's calculate the rate of change of the angular momentum <math> \frac{d}{dt} \vec{L} = \frac{d \vec{r}}{dt} \times \vec{p} + \vec{r} \times \frac{d \vec{p}}{dt } = \vec{N} </math> so if the torque vanishes, the angular momentum is conserved. Specifically if the force is always directed along the position vector, <math>\vec r</math>, the torque vanishes and the angular momentum is conserved. This is called a [[w:Advanced_Classical_Mechanics/Central Forces|central force]]. ==Work and Energy== We can define the work done on a particle while moving it from position #1 to position #2 to be <math> W_{12} = \int_1^2 \vec{F} \cdot d \vec{s}. </math> Again let's assume that the mass of the particle is constant so <math> W_{12} = \int_1^2 \vec{F} \cdot d \vec{s} = m \int_1^2 \frac{d \vec{v}}{dt} \cdot \vec{v} d t = \frac{m}{2} \int_1^2 \frac{d}{dt} \left ( v^2 \right ) dt = \frac{m}{2} \left ( v_2^2 - v_1^2 \right ) = T_2 - T_1 </math> where we have defined the kinetic energy, <math>T=\frac{1}{2} m v^2</math>. If the integral <math>W_{12}</math> depends only on the locations of the points 1 and 2 and not the path, then the force or system is [[w:Advanced_Classical_Mechanics/Conservative Systems|conservative]]. In particular, <math> \oint \vec{F} \cdot d \vec{s} = 0 </math> for such a system. This means that the force is the gradient of some other function <math> \vec{F} = \vec{\nabla} V(r) </math> call the potential energy <math>V</math>. In this case we find that <math> W_{12} = V_1 - V_2 = T_2 - T_1 </math> so <math> T_1 + V_1 = T_2 + V_2 </math> [[Category:Advanced Classical Mechanics]] 7373 67651 2007-01-07T20:33:42Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] Previous physics courses have presented many applications of Newton's second law <math>F=ma</math> where the force, <math>F</math>, is given or is a combination of constraining forces and given ones. The downside was that each phenomenon has its own set of forces to remember and different constraints required different formulations. Physics is about unifying principles. * Can we unify these diverse forces into a single principle? * The answer is yes, yes. We can find two equivalent principles (ways of looking at classical mechanics). * But we get more than that. These principles with only slight modications apply to quantum mechanics, electrodynamics and general relativity - in other words to all of physics. The first is [[w:Advanced Classical Mechanics/The Principle of Least Action|The Principle of Least Action]] that we will cover near the beginning of the course. This principle is often the easiest route to finding and solving the equations of motion of a system with constraints. We can formulate electrodynamics and general relativity with the principle, and it also provides a powerful (but not so easy) route to quantum mechanics. The second is [[w:Advanced Classical Mechanics/Hamilton's Equations|Hamilton's Equations]]. This formulation provides the easiest route to quantum mechanics and also gives us the powerful tool of [[w:Advanced Classical Mechanics/Phase Space|Phase Space]]. To get to the principle of least action we shall start with <math>F=ma</math> (as in Schaum, Goldstein and Kibble). We could have given the principle as an axiom (as in Landau and Lifshiftz) and found <math>F=ma</math> as a consequence. Since you are already familar with <math>F=ma</math> the first path is probably more comfortable. [[Category:Advanced Classical Mechanics]] 7374 67652 2007-01-07T20:34:29Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] We will examine the dynamics of a particle that is free to travel along only one dimension. It could be restricted to travel along a line or in a circle for example. The results for one-dimensional motion of a single particle provide an foundation to understand motion in more than one dimension and the dynamics of many-particle systems. ==General Results== Before looking at some specific examples let's look at a rather general case. A particle moves along one dimension subject to a force that only depends on position along that dimension. We have <math> m \ddot x = F(x). </math> Let's define the kinetic energy of the particle to be <math>T=\frac{1}{2}m \dot x^2.</math> The rate of change of the kinetic energy is <math> \dot T = m \dot x \ddot x = \dot x F(x) </math> and let's calculate the total change in the kinetic energy from one time to another <math> T_2 - T_1 = \int_{t_1}^{t_2} \dot T d t = \int_{t_1}^{t_2} \frac{d x}{d t} F(x) d t = \int_{x_1}^{x_2} F(x) d x = V_1 - V_2 </math> where we have defined the potential energy <math> V(x) = -\int_{x_0}^x F(x) dx. </math> If we rearrange things we get <math> T_2 + V_2 = T_1 + V_1 </math> so <math>E=T+V</math> is a constant over the motion. This is the conservation of energy. We can invert the integral to calculate the force in terms of the potential energy <math> F(x) = -\frac{dV}{dx} </math> or we can calculate the velocity of the particle as a function of position using the fact that energy is conserved <math> E = m \dot x^2/2 + V(x) </math> so <math> \frac{1}{2} m \dot x^2 = E - V(x). </math> In particular the motion is restricted to the region where <math>V(x) \leq E</math>. ===The Pendulum=== Let's consider a small ball of mass <math>m</math> suspended from a pivot by a light rod of length <math>l</math>. The ball is restircted to move in a vertical circle. It is useful to write the position of the ball in terms of the angle <math>\theta</math> that the rod makes with the vertical direction. The position of the bob is <math> x = l \sin \theta, y = -l \cos \theta </math> using Cartesian coordinates. The force is <math>F_y = -m g</math>. Let's construct the potential energy <math> V = -\int_0^y F_y d y' = \int_0^y m g d y' = m g y = -mg l \cos \theta </math> and the kinetic energy <math> T = \frac{1}{2} m v^2 = \frac{1}{2} m \left ( \dot x^2 + \dot y^2 \right ) = \frac{1}{2} m \left ( l^2 \cos^2 \theta \dot \theta^2 + l^2 \sin^2 \theta \dot \theta^2 \right ) = \frac{1}{2} m l^2 \dot \theta^2 . </math> ====The Period==== [[Image:Period.png|frame|right|Period of the pendulum as a function of amplitude]] Let's say the bob is released at an angle <math>\theta_0</math>, how long does in take to reach the bottom, <math>\theta=0</math>. This is one quarter of the period of the pendulum. The total energy of the bob is <math> E = T + V = - m g l \cos \theta_0 = \frac{1}{2} m l^2 \dot \theta^2 - m g l \cos \theta. </math> We can solve this equation for <math>\dot \theta</math> to get <math> \dot\theta = \frac{d \theta}{d t} = \left [ \frac{2 g}{l} \left ( \cos \theta - \cos \theta_0\right ) \right]^{1/2} </math> We can solve this differential equation by the separation of variables <math> -\sqrt{\frac{l}{2g}} \int_{\theta_0}^0 \frac{1}{\sqrt{\cos \theta - \cos\theta_0} } d \theta = \int_0^{P/4} d t = \frac{P}{4} </math> where <math>P</math> is the period of the pendulum. The integral is not elementary but we can do it numerically or using special functions. However, if <math>\theta</math> is small we can use <math>\cos\theta \approx 1-\theta^2/2</math> to get another integral <math> P \approx 4 \sqrt{\frac{l}{g}} \int_0^{\theta_0} \frac{1}{\sqrt{\theta_0^2 - \theta^2}} d \theta = 4 \sqrt{\frac{l}{g}} \int_0^1 \frac{1}{\sqrt{1 - u^2}} d u </math> &nbsp; &nbsp; <math> \approx \left . -4 \sqrt{\frac{l}{g}} \arccos \theta \right |_0^1=2\pi \sqrt{\frac{l}{g}} </math>. We can also calculate the period as a function of amplitude numerically or using special functions ====Bounded and Unbounded Motion==== The motion of the pendulum has two different characters depending on the initial energy of the bob. In the previous example we considered a situation where the bob starts without any motion, so the initial energy is purely potential. On the other hand, the energy of the bob could be more arbitrary. Let's write <math> E = \frac{1}{2} m \dot \theta^2 - m g l \cos \theta. </math> Remember that the total energy of the particle is defined up to an additive constant. The cosine ranges from -1 to 1, so if <math> E < m g l </math> the motion of the bob is periodic because at some value of <math>\theta</math> the velocity of the bob vanishes and then changes sign. Specifically, <math> \theta_{max} = \arccos \left ( \frac{E}{m g l} \right ). </math> On the other hand if <math>E>mgl</math> the equation has no real solution. In this case the velocity of the bob doesn't change sign and the bob goes round and round, slowing as it goes over the top. ==Motion near Equilibrium== The motion of a particle can only be in equilibrium if the total forces on it vanish. If the force only depends on the position of the particle (as it does for a conservative force), then the slope of potential energy must vanish at the equilibrium point becuase <math> F(x) = - V'(x). </math> For simplicity (and without loss of generality) we can take the point of equilibrium to be <math>x=0</math> and take the potential energy to be zero at this point. We can expand the potential energy as a Taylor series about any point. About the point of equilibrium we have <math> V(x) = V(0) + x V'(0) + \frac{1}{2} x^2 V''(0) + \cdots . </math> For the equilibrium point the first two terms vanish so we have <math> V(x) \approx \frac{1}{2} k x^2~{\rm where}~k=V''(0). </math> The motion of a particle near almost any point of equilibrium is described by this potential energy, so it appears often in all branches of physics and it is usful to analyze in some detail. If the constant <math>k</math> is positive, the potential energy curve is concave up. The motion of a particle of any energy is periodic between the points where <math>E=V(x)</math>, <math> x = \pm \sqrt{\frac{2E}{k}}. </math> On the other hand, if <math>k</math> is negative, the particle approaches the origin and slows down as it gets closer. If <math>E<0</math>, the particle turns around at <math> x = \pm \sqrt{-\frac{2E}{k}}. </math> If the energy of the particle is positive it surmounts the barrier and continues travelling on the other side. The force corresponding to the potential energy function is <math>F=-kx</math>, yielding an equation of motion <math> m \ddot x + k x = 0. </math> This is a linear differential equation for <math>x(t)</math> with constant coefficents. Such equations can generally be solved by linear combinations of exponential functions. Let's try the substitution <math> x(t) = A e^{a t} + B e^{b t} </math> to get <math> m A a^2 e^{a t} + k A e^{a t} + m B b^2 e^{b t} + k B e^{b t} = 0 </math> which we can solve for any values of <math>A</math> and <math>B</math> as long as <math> a = \sqrt{-\frac{k}{m}} </math> and <math> b = -\sqrt{-\frac{k}{m}}. </math> If <math>k</math> is negative, it is handy to use the related hyperbolic functions to look at the motion <math> x(t) = C \cosh p t + D \sinh p t\, </math> where <math>p=\sqrt{-k/m}</math>. From the discussion earlier if the energy of the particle is less than zero, then the motion is restricted to one side of the barrier and the variable <math>x</math> always has the same sign. Looking at the solution, this means that <math> |C|>|D|. </math> On the other hand, if the energy is positive we have <math>|D|>|C|</math>. If <math>k</math> is positve, the constants <math>a</math> and <math>b</math> are imaginary. In this case we can use <math> x(t) = C \cos \omega t + D \sin \omega t\, </math> where <math>\omega=\sqrt{k/m}</math>. ===Alternative Solution=== We can also solve for the motion using the same techniques as we used for the pendulum. For conservative linear motion this is always possible, but for motion in several dimensions, one can use this technique only if there are additional conserved quantities. Using the conservation of energy has the advantage that it doesn't appear that we are guessing for the solution. The energy of the particle is conserved <math> E = T + V = \frac{1}{2} m {\dot x}^2 + \frac{1}{2} k x^2. </math> We can solve this equation for the velocity of the particle as a function of position <math> {\dot x} = \frac{d x}{dt} = \pm \sqrt{ \frac{2E}{m} - \frac{k}{m} x^2 } . </math> We can solve this differential equation by the separation of variables <math> \int_{t_0}^{t_1} dt = \pm \int_{x_0}^{x_1} \frac{1}{\sqrt{\frac{2E}{m} - \frac{k}{m} x^2 }} dx = \pm \sqrt{\frac{m}{2E}} \int_{x_0}^{x_1} \frac{1}{\sqrt{1 - \frac{k}{2E} x^2 }} dx </math> We have four possibilities depending on the signs of <math>E</math> and <math>k</math>. If <math>E</math> and <math>k</math> are both positive the integral is <math> t_1 - t_0 = \pm \sqrt{\frac{m}{k}} \left [ \arcsin \left (\sqrt{\frac{k}{2E}} x_1 \right ) - \arcsin \left (\sqrt{\frac{k}{2E}} x_0 \right ) \right ] </math> and if we invert this formula we get <math> x_1 = \sqrt{\frac{2E}{k}} \sin \left [ \sqrt{\frac{k}{m}} \left ( t_1 - t_0 \right ) + \arcsin \left (\sqrt{\frac{k}{2E}} x_0 \right )\right ] </math> where we have dropped the <math>\pm</math> sign for clarity. If <math>E</math> is negative and <math>k</math> is positive, there is no solution. If <math>k</math> is negative, the solutions are unbounded. For positive <math>E</math> we have <math> x_1 = \sqrt{-\frac{2E}{k}} \sinh \left [ \sqrt{-\frac{k}{m}} \left ( t_1 - t_0 \right ) + {\rm arcsinh} \left (\sqrt{-\frac{k}{2E}} x_0 \right )\right ] </math> and for negative <math>E</math> we have <math> x_1 = \sqrt{\frac{2E}{k}} \cosh \left [ \sqrt{-\frac{k}{m}} \left ( t_1 - t_0 \right ) + {\rm arccosh} \left (\sqrt{\frac{k}{2E}} x_0 \right )\right ]. </math> ===Complex Representation=== We found earlier that the general solution for small oscillations was <math> x = A e^{pt} + B e^{-pt} . </math> When <math>k</math> is positive, the constant <math>p</math> is purely imaginary. It is customary to define <math>p^2=-\omega^2=-k/m</math>, yielding the periodic solution <math> x = A e^{i \omega t} + B e^{-i \omega t} . </math> This solution is of course a complex number. However, both the real and imaginary parts of this solution are also solutions of the differential equation, or one could let <math>A={\bar B}</math> yielding the real solution, <math> x = (c - i d) (\cos \omega t + i \sin \omega t) + (c + i d) (\cos \omega t - i \sin \omega t) = 2 c \cos \omega t + 2 d \sin \omega t </math> that we obtained earlier. In general we considering periodic phenomena, we will use solutions of the form <math>x(t)=A e^{i\omega t}</math> with the proviso that since the physical quantity <math>x</math> that we will take the real part of the solution. ===Damped Linear Oscillator=== We found that the motion of a particle near a position of stable equilibrium under a conservative force approximates that of a simple harmonic oscillator. There may be some energy loss as well, so there may be a force that depends on the velocity. If we take <math>x</math> and <math>\dot x</math> as small quantities, a good approximation to the total force is <math> F = -k x - \lambda \dot x </math> yielding an equation of motion <math> m \ddot x + \lambda \dot x + k x = 0 . </math> Using the earlier results we will try a solution of the form <math>x=A e^{pt}</math> which yields an equation <math> A e^{pt} \left ( mp^2 + \lambda p + k \right ) = 0 . </math> The roots of this equation are <math> p = -\frac{\lambda}{2m} \pm \sqrt { \left ( \frac{\lambda}{2m} \right )^2 - \frac{k}{m} }. </math> There are three regimes of the damping. ====Large Damping==== If <math> \left ( \frac{\lambda}{2m} \right )^2 > \frac{k}{m}, </math> then both roots for <math>p</math> are real and negative. Specifically we have <math> \gamma_{\pm} = \frac{\lambda}{2m} \pm \sqrt { \left ( \frac{\lambda}{2m} \right )^2 - \frac{k}{m} }. </math> and the solution <math> x = A e^{-\gamma_+ t} + B e^{-\gamma_- t}. </math> At late times, the second term dominates and the damping time is approximately <math>1/\gamma_-</math>. ====Small Damping==== If <math> \left ( \frac{\lambda}{2m} \right )^2 < \frac{k}{m}, </math> then both roots for <math>p</math> are complex and the general solution is <math> x = {\rm Re} \left ( A e^{i\omega t - \gamma t} \right ) = a e^{-\gamma t} \cos \left ( \omega t - \theta \right ) </math> where <math>\gamma=\lambda/(2m)</math>, <math> \omega = \sqrt{ \omega_0^2 - \gamma^2 } </math> and <math>\omega_0^2 = k/m</math>. We can define the '''quality factor''' or 'Q' of the oscillator to be <math> Q = \frac{m\omega_0}{\lambda} = \frac{\omega_0}{2\lambda}. </math> ====Critical Damping==== In the limiting case we have <math>\omega_0=\lambda</math> and the two roots for <math>p</math> coincide. The resulting solution <math> x = a e^{-\gamma t} </math> cannot be general because a second-order differential equation but have two constants of integration. Here we have <math> x = \left ( a + b t \right ) e^{-\gamma t} </math> ===Driven Oscillators=== We can imagine some force driving the oscillator. Perhaps someone is pushing on a child on a swing. We get the following equation of motion, <math> m \ddot x + \lambda \dot x + k x = F(t) . </math> This is an inhomogeneous equation of motion. The general solution to such an equation is the solution to the homogeneous equation (which has two constants of integration) plus a particular solution to the equation. To find the particular let's consider a periodic driving force <math> F(t) = F_1 e^{i \omega_1 t}. </math> Since the equation of motion is linear, the particular solution for the sum of several driving forces is the sum of the solutions for each driving force. Let's look for a solution that varies at the same frequency as the driving force <math> x(t) = A_1 e^{i \omega_1 t}. </math> Substituting this into the equation of motion yields an equation for the amplitude of the oscillation <math> A_1 \left ( -m \omega_1^2 + i \lambda \omega_1 + k \right ) = F_1 </math> and solving for the amplitude yields <math> A_1 = \frac{F_1}{m} \frac{1}{\omega_0^2 - \omega_1^2 + 2 i \gamma \omega_1}. </math> The amplitude is complex and we can divide it into a magnitude and a phase <math>a e^{-i \theta_1}</math>. Using the fact that <math>1/A_1 = 1/a e^{i \theta_1}</math> we have <math> a = \frac{1}{\sqrt{\left ( \omega_0^2 - \omega_1^2 \right )^2 + 4 \gamma^2 \omega_1^2 }} ~{\rm and}~ \tan \theta_1 = \frac{2\gamma \omega_1}{\omega_0^2 - \omega_1^2}. </math> This yields the real general solution to our equation of the form <math> x = a_1 \cos \left (\omega_1 t - \theta_1 \right ) + a e^{-\gamma t} \cos \left ( \omega t - \theta \right ). </math> The second term that depends on the initial conditions decreases exponentially. After a long time this '''transcient''' can be neglected and the oscillations are solely governed by the driving force. [[Category:Advanced Classical Mechanics]] 7375 67654 2007-01-07T20:35:19Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] Here we will look a group of particles with forces that exert forces among themselves and have external forces exerted upon them as well. If we focus on particle <math>i</math>, we have <math> \dot{\vec {p}}_i = \sum_j \vec{F}_{ji} + F_i^{(e)} </math> where the first term is the force that particle <math>j</math> exerts on particle <math>i</math> summed over the other particles. The second term denotes the external force on particle <math>i</math>. ==Weak law of action and reaction -- total momentum== Let's assume the '''weak law of action and reaction''' which states that <math>\vec{F}_{ij}=-\vec{F}_{ji}</math> and sum the change in the momentum of all the particles <math> \sum_i \dot{\vec {p}}_i = \frac{d^2}{dt^2} \sum_i m_i \vec{r}_i = \sum_i F_i^{(e)} + \sum_{i,j} F_{ji} </math> The second term vanishes because each force between each pair of particles cancels out. If we define the position of the center of mass of the system as <math> \vec{R} = \frac{\sum_i m_i \vec{r}_i}{\sum_i m_i} = \frac{1}{M} \sum_i m_i \vec{r}_i </math> we have <math> M \frac{d^2 \vec{R}}{dt^2} = \sum_i \vec{F}_i^{(e)} = \vec{F}^{(e)}. </math> The total momentum is <math> \vec{P} = \sum_i m_i \frac{d \vec{r}_i}{dt} = M \frac{d \vec{R}}{dt}, </math> so if <math>\vec{F}^{(e)}=0</math> then <math>\vec{P}</math> is conserved. ==Strong law of action and reaction -- total angular momentum== The total angular momentum of the system is given by <math> \vec{L} = \sum_i \vec{r}_i \times \vec{p}_i </math> and its rate of change is <math> \dot{\vec{L}} = \sum_i \left (\dot{\vec{r}}_i \times \vec{p}_i + \vec{r}_i \times \dot{\vec{p}}_i \right ) = \sum_i \vec{r}_i \times \dot{\vec{p}}_i </math> where the first term vanishes because the momentum and velocity point in the same direction. Substituting in the forces yields <math> \dot{\vec{L}} = \sum_i \vec{r}_i \times \vec{F}_i^{(e)} + \sum_{i,j} \vec{r}_i \times \vec{F}_{ji}. </math> If we look at the final term more closely we have <math> \sum_{i,j} \vec{r}_i \times \vec{F}_{ji} = \sum_{i<j} \vec{r}_i \times \vec{F}_{ji} + \vec{r}_j \times \vec{F}_{ij} = \sum_{i<j} \left ( \vec{r}_i - \vec{r}_j \right ) \times \vec{F}_{ji}, </math> so if we assume that the force between the particles points in the same direction as the displacement between the particles ('''strong law of action and reaction'''), the forces between the particles do not affect the total angular momentum of the system. This type of force is called a [[Central Forces|central force]]. In this case we have <math>\sum_{i,j} \vec{r}_i \times \vec{F}_{ji} =0</math> so <math> \dot{\vec{L}} = \sum_i \vec{r}_i \times \vec{F}_i^{(e)} = \vec{N}^{(e)}. </math> A central force satisfies the strong law of action and reaction (not necessarily the weak law). Gravity and electric forces are central and also satisfy the weak law of action and reaction but magnetic forces generally satisfy neither. Let's take a closer look at the total angular momentum of the system of particles by defining the displacement of a particle relative to the center of mass. <math> \vec{r}_i = \vec{s}_i + \vec{R} ~\rm{and}~ \vec{v}_i = \vec{u}_i + \vec{V} ~\rm{where}~ \vec{V} = \frac{d \vec{R}}{dt}. </math> The total angular momentum is given by <math> \vec{L} = \sum_i m_i \vec{s_i} \times \vec{u}_i + \sum_i m_i \vec{s}_i \times \vec{V} + \sum_i m_i \vec{R} \times \vec{v}_i + \sum_i m_i \vec{R} \times \vec{V} . </math> The two middle terms vanish because <math> \sum_i m_i \vec{s}_i = \sum_i m_i \left ( \vec{r}_i - \vec{R} \right ) = M \left (\vec{R} - \vec{R}\right ) = 0 </math> from the definition of the center of mass. We are left with <math> \vec{L} = \sum_i m_i \vec{s_i} \times \vec{u}_i + M \vec{R} \times \vec{V} . </math> That is the angular momentum of a system is the angular momentum of the center of mass plus the angular momentum about the center of mass. ===Uniform Gravitational Field=== A familar possibility for the external forces and torques is a uniform gravitational field. In this case we have <math> \vec N^{(e)} = \sum_i m_i \vec r_i \times \vec g = M \vec R \times \vec g. </math> Let's calculate the change in the velocity of the center of mass <math> \dot \vec V = \frac{1}{M} \sum_i m_i \dot \vec v_i = \frac{1}{M} \sum_i m_i \vec g = \vec g </math> and the change in the angular momentum <math> \dot \vec L = M \vec R \times \vec g = \frac{d}{dt}\left ( \sum_i m_i \vec{s_i} \times \vec{u}_i \right ) + M \left( \vec V \times \vec V + \vec R \times \dot \vec V \right ) = \frac{d}{dt}\left ( \sum_i m_i \vec{s_i} \times \vec{u}_i \right ) + M \vec R \times \vec g </math> so <math> \frac{d}{dt}\left ( \sum_i m_i \vec{s_i} \times \vec{u}_i \right ) = 0. </math> In an uniform gravitational field, the internal angular momentum of a body is conserved. Think about footballs and frisbees! ==Work and Kinetic Energy== Let's examine the total work performed on the system of particles. We have <math> W_{12} = \sum_i \int_1^2 \vec{F}_i \cdot d \vec{s}_i = \sum_i \int_1^2 \vec{F}^{(e)}_i \cdot d \vec{s}_i + \sum_{i,j} \int_1^2 \vec{F}_{ji} \cdot d \vec{s}_i . </math> We also have <math> W_{12} = \sum_i \int_1^2 \vec{F}_i \cdot d \vec{s}_i = \sum_i \int_1^2 m_i \dot{\vec{v}}_i \cdot \vec{v}_i dt = \sum_i \int_1^2 d \left ( \frac{1}{2} m_i v_i^2 \right ) </math> so <math> W_{12} = T_2 - T_1 ~{\rm where}~ T=\frac{1}{2} \sum_i m_i v_i^2. </math> We can also look at the energy using the center of mass to get <math> T = \frac{1}{2} \sum_i m_i \left ( \vec{u}_i + \vec{V} \right )^2 = \frac{1}{2} \sum m_i \vec{u}_i^2 + \sum m_i u_i \cdot \vec{V} + \frac{1}{2} M V^2 . </math> The middle term vanishes for the reasons outlined earlier. ==Potential Energy== First let's look at the external forces <math> \sum_i \int_1^2 \vec{F}^{(e)}_i \cdot d \vec{s}_i = - \sum_i \int_1^2 \vec{\nabla}_i V_i \cdot d \vec{s}_i = - \sum_i \left .V_i \right |_1^2 </math> where <math> \nabla_i \equiv \frac{d}{d \vec{r}_i} </math> if the external forces are conservative. '''N.B.''': in this section, <math>V</math> denotes potential energy not the velocity of the center of mass. To look at the interparticle forces, let's assume that they too are conservative and that the potential only depends on the distance between the particles so <math> V_{ij} = V_{ij} \left ( \left | \vec{r}_i - \vec r_j \right | \right ) . </math> Such a potential has two nice properties. First, <math> \vec{F}_{ji} = -\vec{\nabla}_i V_{ij} = \vec{\nabla}_j V_{ij} = - \vec{F}_{ij} </math> so it satisfies the weak law of action-reaction. Second we have <math> \vec{\nabla}_i V_{ij} \left ( \left | \vec r_i - \vec r_j \right | \right ) = \left ( \vec r_i - \vec r_j \right ) f \left ( \left | \vec r_i - \vec r_j \right | \right ) </math> so it is central and satifies the strong law of action-reaction. If we use this particular type of force we have <math> \sum_{i,j} \int_1^2 \vec F_{ji} \cdot d \vec r_i = - \sum_{i<j} \int_1^2 \left ( \vec \nabla_i V_{ij} \cdot d \vec r_i + \nabla_j V_{ij} \cdot d \vec r_j \right ) </math> Let's define <math>\vec r_{ij} = \vec r_i - \vec r_j</math>. We have <math> \frac{dV}{d \vec r_{ij}} = \frac{d V}{d \vec r_i} = \nabla_i V = -\nabla_j V </math> and <math>d \vec r_{ij} = d \left ( \vec r_i - \vec r_j \right ) = d \vec r_i - d \vec r_j.</math> If we substitute these results into the expression for the work we have <math> - \sum_{i<j} \int_1^2 \left ( \vec \nabla_i V_{ij} \cdot d \vec r_i + \nabla_j V_{ij} \cdot d \vec r_j \right ) = -\sum_{i<j} \int_1^2 \left ( \vec \nabla_{ij} V_{ij} \cdot d r_{ij} \right ) = - \left . \sum_{i<j} V_{ij} \right |_1^2 = - \frac{1}{2} \left . \sum_{i\neq j} V_{ij} \right |_1^2 </math> so we can definte the total potential energy to be the sum of the potential energies of each particle due to the external force plus the sum of the potential energies of each pair of particles: <math> V = \sum_i V_i + \frac{1}{2} \sum_{i\neq j} V_{ij}. </math> ==The Virial Theorem== Let's look at particular and common form of central force. In particular, let's assume that <math> V_{ij}(\vec r_i, \vec r_j) = k \left | \vec r_{ij} \right |^n. </math> and that there is no external potential. This means than <math> \nabla_i V_{ij} = n V_{ij} \frac{\vec r_{ij}}{\left | \vec r_{ij} \right|^2}. </math> We can define <math> K = \sum_i \frac{1}{2} m_i \vec r_i^2 </math> as a measure of the size of the system. Let's calculate the second derivative of <math>K</math> with respect to time <math> \frac{d^2 K}{d t^2} = \sum_i \left ( m_i \dot \vec r_i^2 + m_i \vec r_i \cdot \ddot \vec r_i \right ) = 2 T - \sum_i \vec r_i \cdot\sum_j \nabla_i V_{ij} . </math> Again let's group the particles in the final summation in pairs <math> \frac{d^2 K}{d t^2} = 2 T - \sum_{i<j} \left ( \vec r_i - \vec r_j \right ) \nabla_i V_{ij} = 2 T - \sum_{i<j} \left ( \vec r_i - \vec r_j \right ) n V_{ij} \frac{\vec r_{i} - \vec r_j}{\left | \vec r_i - \vec r_j \right|^2} = 2 T - n V . </math> If we have a bunch of particles in equilibrium so they are not expanded or contracting on average than the left-hand side of the equation above vanishes. The most familar example of this is the force of gravity with <math>n=-1</math>, so for a self-gravitating system in equilibrium we have <math>2 T + V=0</math>. This relationship is used to weigh distant galaxies and clusters of galaxies. If <math>n<0</math> the potential energy of the system vanishes as the particles get further apart, so the total energy of the system <math>E=T+V</math> is the negative of the amount of energy needed to break up the system and leave the particles stationary. Let's calculate the total energy of a system in equilibrium in terms of its kinetic energy. We have <math> E = T + V = \left ( 1 + \frac{2}{n} \right ) T </math> We find that only if <math>-2<n<0</math> is the energy of the system negative. For <math>n=-2</math> the total energy of the equilibrium system is zero, so the equilibrium is marginally stable; even a tiny bit of additional energy is enough to break it apart. For <math>n<-2</math> the equilibrium is unstable. The grouping of particles has more energy than if they separate. Thankfully the force of gravity has <math>n=-1</math>. If <math>n</math> were less than -2, there would be no self-gravitating equlibrium systems such as stars, galaxies etc. In fact theories of gravity in higher dimensions find that <math>n=2-D</math> where <math>D</math> is the number of spatial dimensions. Apparently <math>D=3</math> is kind of special. [[Category:Advanced Classical Mechanics]] 7376 67666 2007-01-07T20:47:20Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] ==Definition== * In a rigid body, no part of the body moves relative to another part of the body regardless of the force applied. * A rigid body is equivalent to a system of particles restricted to have fixed distances apart. There are two methods for solving for the motion of rigid bodies. # Write out the kinetic energy <math>T</math> and use the Lagrangian to derive the equations of motion # Use Euler's equations to get the motion of the center of mass and the rotation. ==The Motion of a Rigid Body== The restrictions of rigid body motion require that distance between any two particles within the body remain constant. For example <math> l_{ij}^2 = \left ( \vec r_i - \vec r_j \right )^2 = \left (x_i - x_j \right)^2 + \left (y_i - y_j \right)^2 + \left (z_i - z_j \right)^2 </math> will be constant during the motion. Let's take the time derivative of this quantity, <math> \frac{d l_{ij}^2}{d t} = 2 \left ( \vec r_i - \vec r_j \right ) \cdot \left ( \vec v_i - \vec v_j \right ) </math> For this to vanish either <math>\vec v_i - \vec v_j</math> must vanish or the dot product must vanish. The first corresponds to a translation of the object. For the dot product to vanish, the velocity difference must be perpendicular to the position difference. Specifically, <math> \vec v_i - \vec v_j = \vec \omega_{ij} \times \left ( \vec r_i - \vec r_j \right ) . </math> At first it might appear that you can have a different <math>\vec \omega_{ij}</math> for each pair of particles. It turns out that this is not the case. Let's calculate <math> \vec v_i - \vec v_k = \left ( \vec v_i - \vec v_j \right ) - \left ( \vec v_j - \vec v_k \right ) = \vec \omega_{ij} \times \left ( \vec r_i - \vec r_j \right ) - \vec \omega_{jk} \times \left ( \vec r_j - \vec r_k \right ). </math> On the other hand we could have calculated it as follows, <math> \vec v_i - \vec v_k = \vec \omega_{ik} \times \left ( \vec r_i - \vec r_k \right ) = \vec \omega_{ik} \times \left ( \vec r_i - \vec r_j \right ) - \vec \omega_{ik} \times \left ( \vec r_j - \vec r_k \right ). </math> For these expressions to be equal for arbitrary values of <math>\vec r_i</math>, <math>\vec r_j</math> and <math>\vec r_k</math>, the three values of <math>\vec \omega</math> must be equal to each other so we will drop the subscripts and call this quantity the angular velocity of the rotation. To summarize, a rigid body has two types of motion: # Translation of the entire body, and # Uniform rotation about a particular axis (the direction of <math>\vec \omega</math> and an angular speed given by the magnitude of <math>\vec \omega</math>. ===Angular Velocity=== We can use some point within or outside the body as the origin and denote its position at any time by <math>\vec r_0</math>. The velocity of a particular part of the body is <math> \vec v = \vec v_0 + \vec \omega \times \left (\vec r - \vec r_0 \right ) </math> where <math>\vec r</math> is the location of the part of the body and <math>\vec v_0</math> is the velocity of the origin. Let's move the origin to <math>\vec r_1</math>. The velocity of the particle does not change so we have <math> \vec v = \vec v_0 + \vec \omega \times \left (\vec r - \vec r_0 \right ) = \vec v_1 + \vec \omega \times \left (\vec r - \vec r_1 \right ) </math> so <math> \vec v_1 = \vec v_0 + \vec \omega \times \left ( \vec r_1 - \vec r_0 \right ) . </math> The vector <math>\vec \omega</math> is constant with respect to changes in the origin. A useful example of this is a wheel that rolls without slipping. ==Moment of Inertia== Rigid bodies are such an important part of classical mechanics that we have developed special techniques to calculate their kinetic energies and angular momenta. Let's calculate the kinetic energy of a mass in rigid body motion. Its velocity is <math> \vec v_i = \vec v_0 + \vec \omega \times \vec r_i </math> where we have written the coordinates relative to the origin (<math>\vec r_0</math>). ===Kinetic Energy=== Its kinetic energy is <math> T_i = \frac{1}{2} m_i \left ( \vec v_i \cdot \vec v_i \right ) = \frac{1}{2} m_i \left ( \vec v_0 + \vec \omega \times \vec r_i \right ) \cdot \left ( \vec v_0 + \vec \omega \times \vec r_i \right ). </math> and multiplying out the terms we get <math> T_i = \frac{1}{2} m_i \left [ v_0^2 + 2 \vec v_0 \cdot \left ( \vec \omega \times \vec r_i \right ) + \left ( \vec \omega \times \vec r_i\right )^2 \right ]. </math> We can simplify the result using the following fact <math> \left( \vec A \times \vec B \right )^2 = A^2 B^2 \cos^2 \theta = A^2 B^2 \left ( 1 - \sin^2 \theta \right ) = A^2 B^2 \left[ 1 - \frac{\left (\vec A \cdot \vec B\right )^2}{A^2 B^2} \right ] = A^2 B^2 - \left (\vec A \cdot \vec B\right )^2 </math> to get <math> T_i = \frac{1}{2} m_i \left [ v_0^2 + 2 \vec v_0 \cdot \left ( \vec \omega \times \vec r_i \right ) + \vec \omega^2 \vec r_i^2 - \left ( \vec \omega \cdot \vec r_i \right )^2 \right ]. </math> ===Angular Momentum=== Let's look at the angular momentum of the particle, we have <math> \vec L_i = m_i \vec r_i \times \vec v_i = m_i \vec r_i \times \vec v_0 + \vec r_i \times \left ( \vec \omega \vec r_i \right ). </math> Here we can use the [[wikipedia:Triple_product|vector triple product]] to simplify the result <math> \vec A \times \left ( \vec B \times \vec C \right ) = \vec B \left ( \vec A \cdot \vec C \right ) - \vec C \left ( \vec A \cdot \vec B \right ) </math> which for us yields <math> \vec L_i = m_i \vec r_i \times \vec v_i = m_i \vec r_i \times \vec v_0 + m_i \left [ \vec \omega r^2 - \vec r \left ( \vec \omega \cdot \vec r \right ) \right ] . </math> If <math>\vec v_0=0</math> then <math> T_i = \frac{1}{2} \vec \omega \cdot \vec L_i. </math> In this case, let's write out <math>\vec L_i</math> component by component, we have <math> \vec L_i = m_i \left [ \begin{matrix} \omega_x r_i^2 - x_i \left ( \omega_x x_i + \omega_y y_i + \omega_z z_i \right ) \\ \omega_y r_i^2 - y_i \left ( \omega_x x_i + \omega_y y_i + \omega_z z_i \right ) \\ \omega_z r_i^2 - z_i \left ( \omega_x x_i + \omega_y y_i + \omega_z z_i \right ) \end{matrix} \right ] = m_i \left [ \begin{matrix} y_i^2 + z_i^2 & x_i y_i & x_i z_i \\ x_i y_i & x_i^2 + z_i^2 & y_i z_i \\ x_i z_i & y_i z_i & x_i^2 + y_i^2 \end{matrix} \right ] \left [ \begin{matrix} \omega_x \\ \omega_y \\ \omega_z \end{matrix} \right ] \equiv \vec \vec I_i \cdot \vec \omega </math> defining the moment of inertia matrix for that particular particle. ===Putting It All Together=== Because the quantities <math>\vec v_0</math> and <math>\vec \omega</math> are the same for every particle, we can sum up the kinetic energy and angular momentum for all of the particles to get <math> T = \sum_i T_i = \frac{1}{2} M v_0^2 + \frac{1}{2} \vec \omega \cdot \vec \vec I \cdot \vec \omega + M \vec v_0 \cdot \left ( \vec \omega \times \vec r_{CM} \right ) </math> where <math>M</math> is the total mass, <math>\vec r_{CM}</math> is the location of the centre of mass and <math>\vec \vec I = \sum_i \vec \vec I_i</math> is the moment of inertia of the body about the origin. The total angular momentum is <math> \vec L = M \vec r_{CM} \times \vec v_0 + \vec \vec I \cdot \vec \omega </math> Using the result for the [[wikipedia:Triple_product|scalar triple product]] we can show that <math> \vec L = \frac{\partial T}{\partial \omega} </math> so the angular momentum is the generalized momentum conjugate to the angular velocity; if the potential does not depend on angle, the angular momentum is a first integral of the motion. ===Manipulating the Moment of Inertia=== ====Principal Axes==== The moment of inertia is a positive definite matrix. We know this because when we multiply it by any non-zero vector <math>\vec \omega</math>, we get the kinetic energy of the body that is necessarily positive. Such a matrix can always be [[wikipedia:Diagonalizable_matrix|diagonalized]]. From a physical point of view, that means that the eigenvector of the matrix are known as the principal axes of the body. If the angular velocity points along one of the principal axes, then the angular momentum is parallel to the angular velocity. Furthermore, if one chooses the principal axes of the body to be one's coordinate axes, the diagonal element of the moment of inertia matrix vanish, so for example, <math> \vec L = \left [ \begin{matrix} I_{xx} \omega_x \\ I_{yy} \omega_y \\ I_{zz} \omega_z \end{matrix} \right ] </math> and the kinetic energy is <math> T = \frac{1}{2} M v_0^2 + M \vec v_0 \cdot \left ( \vec \omega \times \vec r_{CM} \right ) + \frac{1}{2}I_{xx} \omega_x^2 + \frac{1}{2}I_{yy} \omega_y^2 + \frac{1}{2} I_{zz} \omega_z^2 </math> ====Change of Origin==== Sometimes it is easiest to calculate the moment of inertia about a particular point but you are interested in the moment of inertia about another point. There is a straightforward prescription to achieve this. First, let's use the center of mass of the system as the origin, so we have <math> T = \frac{1}{2} M v_{CM}^2 + \frac{1}{2} \vec \omega \cdot \vec \vec I_{CM} \cdot \vec \omega </math> Let's write this same equation with respect to a new origin <math>\vec r_0</math> so we have <math> T = \frac{1}{2} M \left ( \vec v_0 + \vec \omega \times \vec r_{CM}\right )^2 + \frac{1}{2} \vec \omega \cdot \vec \vec I_{CM} \cdot \vec \omega </math> &nbsp; &nbsp; &nbsp; <math> = \frac{1}{2} M v_0^2 + M \vec v_0 \cdot \left ( \vec \omega \times \vec r_{CM}\right ) + \frac{1}{2} M \left( \vec \omega \times \vec r_{CM} \right )^2 + \frac{1}{2} \vec \omega \cdot \vec \vec I_{CM} \cdot \vec \omega. </math> If we compare this result to the earlier result we find <math> \vec \omega \cdot \vec \vec I \vec \omega = \vec \omega \cdot \vec \vec I_{CM} \cdot \vec \omega + M \left( \vec \omega \times \vec r_{CM} \right )^2 . </math> On a component by component basis we have <math> \vec \vec I = \vec \vec I_{CM} + M \left [ \begin{matrix} y_{CM}^2 + z_{CM}^2 & x_{CM} y_{CM} & x_{CM} z_{CM} \\ x_{CM} y_{CM} & x_{CM}^2 + z_{CM}^2 & M y_{CM} z_{CM} \\ x_{CM} z_{CM} & y_{CM} z_{CM} & x_{CM}^2 + y_{CM}^2 \end{matrix} \right ] </math> To change from one origin to another you first use the equation above to get the moment of inertia relative to the centre of mass and then use it a second time to get the moment of inertia about the new origin. ===Calculating a Moment of Inertia=== Let's calculate the moment of inertia of an ellipsoid. Let's assume that the axes of the ellipsoid are line up along the coordinate axes. Along the <math>x-</math>axis the ellipsoid spans from <math>-a</math> to <math>a</math>. Along the <math>y</math> and <math>z-</math>axes, the bounds are <math>b</math> and <math>c</math> respectively. Because the coordinate axes are the principal axes of the ellipsoid, the off-diagonal components of the matrix will vanish. We will calculate the sum of <math>z^2</math> over the ellipsoid first. We have <math> \sum_i m_i z_i^2 = \int_{\rm Ellipsoid} \rho dV x^2 = \int_{\rm Ellipsoid} \rho dx dy dz z^2 . </math> The region of integration is rather complicate in the Cartesian coordinates but this gives us a place to start. We would like to simplify things a bit by defining <math> x = a u, y = b v, z = c w. </math> In these new coordinates the ellipsoid becomes a sphere of unit radius. We also have to include the Jacobian of the coordinate transformation <math> \frac{\partial \left ( x, y, z \right )}{\partial \left ( u, v, w \right )} = a b c . </math> Now our integral looks like <math> \sum_i m_i z_i^2 = \int_{\rm Unit Sphere} \rho a b c(c w)^2 du dv dw . </math> Let's calculate the density of the ellipsoid in terms of its <math>M</math> and volume. The volume of the ellipsoid is <math> V = \int_{\rm Ellipsoid} dx dy dz = \int_{\rm Unit Sphere} a b c du dv dw = \frac{4}{3} \pi a b c </math> so we can rewrite the density in the moment of inertia integral <math> \sum_i m_i z_i^2 = \int_{\rm Unit Sphere} \frac{3 M}{4 \pi a b c} a b c(a u)^2 du dv dw = \frac{3 M c^2}{4\pi} \int_{\rm Unit Sphere} w^2du dv dw . </math> The easiest way to integrate over a unit sphere is to use spherical coordinates. Let's do it: <math> \sum_i m_i z_i^2 = \frac{3 M c^2}{4\pi} \int_0^1 dr \int_0^\pi d\theta \int_0^{2\pi} d\phi r^2 \sin\theta r^2 \cos^2\theta = \frac{3 M c^2}{4\pi} \frac{2}{5} \pi \int_{-1}^1 d\left (\cos \theta\right ) \cos^2 \theta = \frac{3 M c^2}{4\pi} \frac{4}{15} \pi = \frac{1}{5} M c^2 . </math> By symmetry we can calculate the results for the other two coordinates. We have <math> \sum_i m_i x_i^2 = \frac{1}{5} M a^2, \sum_i m_i y_i^2 = \frac{1}{5} M b^2 </math> and the moment of inertia matrix about the centre of mass have the following non-zero components: <math> I_{xx} = \frac{M}{5} \left ( b^2 + c^2 \right ), I_{yy} = \frac{M}{5} \left ( a^2 + c^2 \right ), I_{zz} = \frac{M}{5} \left ( a^2 + b^2 \right ). </math> This is an example of reducing a general shape to a symmetric one through a transformation of variables. One important result of this technique is [http://scienceworld.wolfram.com/physics/RouthsRule.html|Routh's rule]. ==Ellipsoid of Inertia== We saw earlier that if the velocity of the origin vanished, then we could write <math>T = \frac{1}{2} \vec L \cdot \vec \omega</math>. Now if there are no forces on the body, the kinetic energy of the body is conserved. If there are no forces on the body, there are no torques, so the angular momentum is conserved as well. Does this mean that the angular velocity is constant? The answer is of course '''no''' because the equation only says that the component of the angular velocity along the direction of the angular momentum is constant. The other components can change. For example, if the angular velocity lies along one of the principal axes (eigenvectors of the moment of inertia matrix), then the angular momentum points in the same direction and the angular velocity must stay constant in direction and magnitude. A usual picture to understand the force-free motion of a rigid body is the ellipsoid of inertia. Let's use the principal axes of the body as a coordinate frame to write the kinetic energy <math> T = \frac{1}{2} \left (I_{xx} \omega_x^2 + I_{yy} \omega_y^2 + I_{zz} \omega_z^2 \right ). </math> The ellipsoid of inertia is the locus of values of <math>\vec \omega</math> that give a kinetic energy of the body. ===Ellipsoid of Inertia of an Ellipsoid=== Let's calculate the shape of the ellipsoid of inertia of an ellipsoid. We have <math> T = \frac{1}{2} \frac{M}{5} \left [ \left (b^2 + c^2\right) \omega_x^2 + \left (a^2 + c^2\right) \omega_y^2 + \left (a^2 + b^2\right) \omega_y^2 \right ], </math> so along the <math>x</math>, <math>y</math> and <math>z</math> directions, the axes of the ellipsoid of inertia are <math> \sqrt { \frac{10 T}{M (b^2 + c^2)}}, \sqrt { \frac{10 T}{M (a^2 + c^2)}}, \sqrt { \frac{10 T}{M (a^2 + b^2 )}}. </math> The size of the ellipsoid of inertia increases as <math>T</math> and decreases with the mass and size of the actual ellipsoidal body. The shape of the ellipsoid of inertia reflects the shape of the physical ellipsoid. The largest axis of the ellipsoid is also the largest axis of the corresponding ellipsoid of inertia. If two axes of the ellipsoid are the same size, the corresponding axes of the ellipsoid of inertia will be equal as well. ===Motion of the Ellipsoid of Inertia=== [[Image:Ellipsoid.png|thumb| The Ellipsoid of Inertia Rolling on the Invariable Plane]] To conserve energy the angular velocity must remain on the ellipsoid of inertia and the orientation of ellipsoid of inertia determines the orientation of the body. We can use the conservation of angular momentum to orient the ellipsoid. If we remember that <math>\vec L = \partial T/\partial \vec \omega</math> we see that the normal to the ellipsoid of inertia is the angular momentum; therefore, as the ellipsoid of inertia rotates about the angular velocity, it must remain tangent to a plane perpendicular to the angular momentum, the '''invariable plane'''. Furthermore, the angular velocity is restricted to move along the ellipsoid of inertia along curves of constant <math>\left | \vec L \right|</math>. This curve is called the '''polhode''', and it traces the path of the angular velocity through the body. The angular velocity also traces a path in the invariable plane called the '''herpolhode'''. The herpolhode is the path of the angular velocity through space. We can also write that <math>2 T=\vec \omega \cdot \vec L</math> so the centre of the ellipsoid of inertia must remain a constant distance above the invariable plane. The height of the centre of the ellipsoid is <math>2T/\left |\vec L\right|</math>, so when the ellipsoid is down low the angular momentum is high relative to the kinetic energy. Keeping the ellipsoid of inertia tangent to the invariable plane preserves the direction of the angular momentum. The magnitude of the angular momentum is also conserved. This defines a second ellipsoid through the equation <math> \left | \vec L \right |^2 = I_{xx}^2 \omega_x^2 + I_{yy}^2 \omega_y^2 + I_{zz}^2 \omega_z^2 </math> so the polhodes are the intersections of the ellipsoid of inertia with the '''angular momentum ellipsoid'''. The angular momentum ellipsoid deviates more from a sphere than the ellipsoid of inertia; this gives an idea of where the polhodes lie for small and large angular momenta. If the body has two principal axes with equal moments of inertia, the polhodes are circles centered on the axis with the unique moment of inertia, and the herpolhodes are circles in the invariable plane. If the unique moment of inertia is larger than the others, the body is called '''oblate'''. Otherwise it is '''prolate''' -- in analogy to the spheroids with the similar properties. In this case, the free rotation of the body consists of a constant precession of the angular velocity in a circle about the angular momentum in the space frame (the '''space cone''') and about the unique principal axis in the body frame (the '''body cone'''). In the oblate case the body cone rolls within the space cone, and in the prolate case, the body cone rolls on the outside of the space cone. [[Image:MajorAxis.png|thumb|The polhodes near the major axis]][[Image:Intermediate.png|thumb|The polhodes near the intermediate axis]][[Image:Minor.png|thumb|The polhodes near the minor axis]] If no two moments of inertia are equal to each other, the polhodes are much more complicated. The polhodes near the axes with the largest and smallest moment of inertia are closed, but those near the intermediate axis are not; consequently, rotation about the intermediate axis is not stable as we shall see when we analyze the free rotation using [[w:Advanced Classical Mechanics/Rigid Bodies#Euler's Equations | Euler's equations]]. ==Euler's Equations== So far we have tried to find a graphical description of the motion of an object without any torques. Although "the polhode rolls on the herpolhode without slipping" might paint a nice Victorian picture, it doesn't exploit the mathematical language of physics to which we are now accustomed. We know that the change in the angular momentum is equal to the torques on the body <math> \frac{d \vec L}{d t} = \vec N. </math> Let's write the angular momentum in terms of the principal axes of the body. Here we will be looking at how the principal axes move so we will use the unit vectors <math>\hat 1, \hat 2</math> and <math>\hat 3</math> to denote the current direction of the principal axes of the body. We can write <math> \frac{d \vec L}{dt} = \frac{\partial L_1}{\partial t} \hat 1 + \frac{\partial L_2}{\partial t} \hat 2 + \frac{\partial L_3}{\partial t} \hat 3 + L_1 \frac{\partial \hat 1}{\partial t} + L_2 \frac{\partial \hat 2}{\partial t} + L_3 \frac{\partial \hat 3}{\partial t} </math> &nbsp; &nbsp; &nbsp; &nbsp; <math> = \frac{\partial L_1}{\partial t} \hat 1 + \frac{\partial L_2}{\partial t} \hat 2 + \frac{\partial L_3}{\partial t} \hat 3 + L_1 \vec \omega \times \hat 1 + L_2 \vec \omega \times \hat 1 + L_3 \vec \omega \times \hat 3 </math> Let's define the angular momentum relative to the body axes as <math> \vec L_b = \left [ \begin{matrix} L_1 \\ L_2 \\ L_3 \end{matrix} \right ] = \left [ \begin{matrix} \omega_1 I_1 \\ \omega_2 I_2 \\ \omega_3 I_3 \end{matrix} \right ] </math> to get <math> \frac{d \vec L}{dt} = \frac{d \vec L_b}{d t} + \vec \omega \times \vec L_b = \vec N </math> where the torque and angular velocity are written relative to the body axes. One can imagine using Euler's equations would be quite cumbersome if one had to include the torques because one would always have to transform the torques from the inertia frame to the body frame. Let's write out these equations component by component <math> I_1 \dot \omega_1 - \omega_2 \omega_3 \left (I_2 - I_3 \right) = N_1 </math> <math> I_2 \dot \omega_2- \omega_3 \omega_1 \left (I_3 - I_1 \right) = N_2 </math> <math> I_3 \dot \omega_3 - \omega_1 \omega_2 \left (I_1 - I_2 \right) = N_3 </math> These equations are most powerful when there are no torques, so the right-hand sides are zero. In this case we can see immediately that if any two moments of inertia differ than the angular velocity must lie along one of the principal axes to remain constant. If two of the moments of inertia are equal to each other (let's take <math>I_1=I_2</math>), we can solve the torque-free Euler's equations exactly. We have <math> I_1 \dot \omega_1 = \left ( I_1 - I_3 \right ) \omega_3 \omega_2 </math> <math> I_2 \dot \omega_2 = -\left ( I_1 - I_3 \right ) \omega_3 \omega_1 </math> <math> I_3 \dot \omega_3 = 0 </math> We can solve this with <math> \dot \omega_1 = - \Omega \omega_2, \dot \omega_2 = \Omega \omega_1 </math> with <math> \Omega = \frac{I_3 - I_1}{I_1} \omega_3, </math> yielding the solution <math>\omega_1 = A \cos \Omega t,\, \omega_2 = A \sin \Omega t.</math> This result coincides with the graphical picture that the polhodes of a symmetric body are circles centered on the axis with the unique moment of inertia. ===Chandler Wobble=== We can calculate the expected rate for the Earth to precess due to its oblatness. Let's estimate the ratio of the moments of inertia in terms of the radii of the Earth at the equator and at the poles, we have <math> \frac{I_3 - I_1}{I_1} = \frac{2 R_{\rm eq}^2 - \left ( R_{\rm eq}^2 + R_{\rm pole}^2 \right )}{R_{\rm eq}^2 + R_{\rm pole}^2} </math> &nbsp; &nbsp; &nbsp; <math> = \frac{\left ( R_{\rm eq} - R_{\rm pole} \right )\left ( R_{\rm eq} + R_{\rm pole} \right )}{R_{\rm eq}^2 + R_{\rm pole}^2} \approx \frac{R_{\rm eq} - R_{\rm pole}}{R_{\rm eq}}. </math> where in the last step we have assume that the difference between the polar and equatorial radius is small. We have <math>R_{\rm eq} \approx 6378 {\rm km}, R_{\rm pole} \approx 6356 {\rm km}</math>, so the ratio is about <math>1/290</math>. What is <math>\omega_3</math> for the Earth? It is <math>2\pi/1 {\rm day}</math>, so the period of the free precession of the Earth should be about 290 days. The period is somewhat longer about 433 days [http://en.wikipedia.org/wiki/Chandler_wobble]. You can check out a plot of the wobble at [http://hpiers.obspm.fr/ the Paris Observatory]. Why the Earth wobbles is a bit of a puzzle since because the Earth is not a solid body, without a driving force it would have damped long ago. Since the period of the wobble is similar to a year, seasonal changes are thought to be to blame. I first learned about the wobble while spending a summer at the Pulkovo Astronomical Observatory near St. Petersburg. I saw a plot of the location of the Earth's pole on the surface of the Earth -- it moves in a irregular circular shape with a radius of 3 to 15 meters. The wobble can be measured by accurate measurements of the locations of stars relative to landmarks on the Earth. I asked my hosts why did they need to keep track the wobble so accurately. "To aim our missiles at your cities -- of course" came the reply. ===Triaxial Body=== Unfortunately, we can't find such a straightforward to the solution of the motion of a triaxial body. In the symmetric case, one of the components of the angular velocity was constant with time. This is not the case for a triaxial body. We have the following Euler's equations <math> I_1 \dot \omega_1 = \left (I_2 -I_3\right ) \omega_3 \omega_2 </math> <math> I_2 \dot \omega_2 = \left (I_3 -I_1\right ) \omega_3 \omega_1 </math> <math> I_3 \dot \omega_3 = \left (I_1 -I_2\right ) \omega_1 \omega_2. </math> Let's take <math>I_3 > I_2 > I_1</math> and define the following three positive ratios of moments of inertia <math> A = \frac{I_3-I_2}{I_1}, B = \frac{I_3-I_1}{I_2}, C = \frac{I_2-I_1}{I_3} </math> giving the following equations <math> \dot \omega_1 = - A \omega_3 \omega_2 </math> <math> \dot \omega_2 = + B \omega_3 \omega_1 </math> <math> \dot \omega_3 = - C \omega_1 \omega_2 </math> ====Major Axis==== Let's assume that the rotation is nearly about the major axis, so <math>\omega_1 \gg\ \omega_2, \omega_3</math>. We will only include the latter components of the angular velocity to first order, so we have <math> \dot \omega_1 \approx 0, \dot \omega_2 = B \omega_3 \omega_1, \dot \omega_3 = - C \omega_2 \omega_1. </math> If we define <math>\Omega = \sqrt{BC} \omega_1</math> we have the following solution for <math>\omega_2</math> and <math>\omega_3</math>, <math> \omega_3 = \sqrt{\frac{B}{C}} K \cos \Omega t, \omega_2 = K \sin \Omega t, </math> so the angular velocity travels in an ellipse centered on the major axis. ====Minor Axis==== Let's assume that the rotation is nearly about the major axis, so <math>\omega_3 \gg\ \omega_1, \omega_2</math>. We will only include the latter components of the angular velocity to first order, so we have <math> \dot \omega_3 \approx 0, \dot \omega_1 = -A \omega_3 \omega_2, \dot \omega_2 = - B \omega_3 \omega_1. </math> If we define <math>\Omega = \sqrt{AB} \omega_3</math> we have the following solution for <math>\omega_1</math> and <math>\omega_2</math>, <math> \omega_1 = \sqrt{\frac{A}{B}} K \cos \Omega t, \omega_2 = K \sin \Omega t, </math> so the angular velocity travels in an ellipse centered on the minor axis. ====Intermediate Axis==== Let's assume that the rotation is nearly about the intermediate axis, so <math>\omega_2 \gg\ \omega_1, \omega_3</math>. We will only include the latter components of the angular velocity to first order, so we have <math> \dot \omega_2 \approx 0, \dot \omega_1 = -A \omega_3 \omega_2, \dot \omega_3 = - C \omega_1 \omega_2. </math> If we define <math>\alpha = \sqrt{AC} \omega_2</math> we have the following solution for <math>\omega_1</math> and <math>\omega_2</math>, <math> \omega_1 = K_1 e^{\alpha t}, \omega_3 = K_3 e^{\alpha t},\, </math> so the angular velocity diverges exponetially away from the intermediate axis. ==Lagrangian Treatment of Rigid-Body Motion== Although it is possible to include the effects of torques on the motion of a rigid body within the framework of Euler's equations, it is rather cumbersome. Here we will develop the Lagragnian treatment of a top -- a symmetric rigid body with a torque from the Earth's gravity. ===Euler Angles=== In a Lagrangian treatment it is necessary to find a set of independent coordinates to describe the position of the system at any time. For rigid bodies a convenient set of such coordinates are called the Euler angles. There are several different conventions for the Euler angles. The convention used here makes the analysis of the top simpler. [[Image:Euler.png]] To get from one set of coordinates to the other, we have to do a series of three rotations. We imagine that the primed coordinates are the body coordinates and the unprimed coordinates are the inertia coordinates; therefore, it is straightforward to write the kinetic energy in the primed coordinates and the potential energy in the unprimed coordinates. Here are the three steps in words and in terms of a rotation matrix # Rotate by an angle <math>\phi</math> about the initial <math>z-</math>axis. The final position of the <math>x-</math>axis is called the '''line of nodes'''. <math>D=\left [ \begin{matrix} \cos\phi & \sin\phi & 0 \\ -\sin\phi & \cos\phi & 0 \\ 0 & 0 & 1 \end{matrix} \right ] </math> # Rotate about the line of nodes by an angle <math>\theta</math>. This changes the direction of the <math>z-</math>axis and pitches the <math>y-</math>axis out of the initial <math>x-y-</math>plane. <math>C=\left [ \begin{matrix} 1 & 0 & 0 \\ 0 & \cos\theta & \sin\theta \\ 0 & -\sin\theta & \cos\theta \end{matrix} \right ] </math> # Finally rotate about the new <math>z-</math>axis by an angle <math>\psi</math>. This takes the <math>x-</math>axis out of the initial <math>x-y-</math>plane. <math>B=\left [ \begin{matrix} \cos\psi & \sin\psi & 0 \\ -\sin\psi & \cos\psi & 0 \\ 0 & 0 & 1 \end{matrix} \right ] </math> Euler proved that any rotation can be decomposed into these three rotations. One can see this mathematically by constructing the rotation matrix for these three successive transformations (<math>A=BCD</math>) and verifying that it is the most general rotation matrix. ===The Kinetic Energy=== To calculate the kinetic energy of the body, we have to find the angular velocity in terms of the coordinates, <math>\phi, \theta</math> and <math>\psi</math> and their time derivatives. In any coordinate system, the angular velocity is directed along the axis of rotation. We can construct the total angular velocity vector using the following information: # Changes in <math>\phi</math> produce rotations about the <math>z-</math>axis (inertial frame). # Changes in <math>\psi</math> produce rotations about the <math>z'-</math>axis (body frame). # Changes in <math>\theta</math> produce rotations about the line of nodes. We can write the angular velocity relative to the inertial frame to get <math> \vec \omega = \left [ \begin{matrix} 0 \\ 0 \\ 1 \end{matrix} \right ] \dot \phi + \left [ \begin{matrix} \cos \phi \\ \sin \phi \\ 0 \end{matrix} \right ] \dot \theta + \left [ \begin{matrix} \sin\theta \sin \phi \\ -\sin\theta \cos\phi \\ \cos\theta \end{matrix} \right ] \dot \psi </math> or relative to the body frame <math> \vec \omega = \left [ \begin{matrix} 0 \\ 0 \\ 1 \end{matrix} \right ] \dot \psi + \left [ \begin{matrix} \cos \psi \\ -\sin \psi \\ 0 \end{matrix} \right ] \dot \theta + \left [ \begin{matrix} \sin\theta \sin \psi \\ \sin\theta \cos\psi \\ \cos\theta \end{matrix} \right ] \dot \phi . </math> The first form is useful to visualize what the body is doing, while the second form is good for calculating the kinetic energy because we have used the primed coordinate system to characterize the location of the principal axes of the body. For simplicity let's specialize to symmetric bodies with <math>I_{x'} = I_{y'}</math>, so we have <math> T = \frac{1}{2} I_{x'} \left (\omega_{x'}^2 + \omega_{y'}^2 \right ) + \frac{1}{2} I_{z'} \omega_{z'}^2 . </math> Because the primed frame is fixed to the body, the moments of inertia in the kinetic energy are constant with time. Let's first calculate <math> \omega_{x'}^2 + \omega_{y'}^2 = \left ( \cos\psi \dot \theta + \sin \psi \sin \theta \dot \phi \right )^2 + \left ( -\sin\psi \dot \theta + \cos\psi \sin\theta \dot \phi \right )^2 </math> &nbsp; &nbsp; <math> = \cos^2\psi \dot \theta^2 + \sin^2 \psi \sin^2 \theta \dot \phi^2 + 2 \sin\psi \cos\psi \sin\theta \dot \theta \dot \phi + \sin^2 \psi \dot\theta^2 + \cos^2\psi \sin^2\theta \dot \phi^2 - 2 \sin\psi \cos\psi \sin\theta \dot\theta \dot\phi </math> &nbsp; &nbsp; <math> = \dot\theta^2 + \sin^2\theta \dot \phi^2. </math> This simplication only obtains for a symmetric body. The <math>z'-</math>component is <math> \omega_{z'}^2 = \left ( \dot \psi + \dot \phi \cos\theta \right )^2. </math> Combining these results yields the kinetic energy <math> T = \frac{I_{x'}}{2} \left ( \dot \theta^2 + \dot \psi^2 \sin^2\theta \right ) + \frac{I_{z'}}{2} \left ( \dot \psi + \dot \phi \cos\theta \right )^2 </math> ===The Potential Energy=== The potential energy is pretty simple using the Euler angles. If <math>l</math> is the distance between the pivot point and the center of mass of the top, we have <math> V = M g l \cos\theta </math> ===The Lagrangian=== The Lagrangian is the difference between the kinetic and the potential energy, so we have <math> L = T - V = \frac{I_{x'}}{2} \left ( \dot \theta^2 + \dot \psi^2 \sin^2\theta \right )^2 + \frac{I_{z'}}{2} \left ( \dot \psi + \dot \phi \cos\theta \right )^2 - M g l \cos\theta. </math> We notice immediately that <math>\psi</math> and <math>\phi</math> don't appear in the Lagrangian. The system looks the same as in turns around the <math>z-</math> and <math>z'-</math>axes. This means that we have two conserved quantities, reducing the three dimensional problem to a single dimension (we will choose this to be <math>\theta</math>). Because the Lagrangian does not depend on time, the Hamiltonian is conserved as well so we can use the techniques outlined in [[Linear Motion]] to understand the top. ====Integrals of the Motion==== To calculate the conserved momenta we have to calculate the partial derivatives of the Lagrangian with respect to the generalized velocities. We have <math> p_\psi = \frac{\partial L}{\partial \dot \psi} = I_{z'} \left ( \dot \psi + \dot \phi \cos\theta \right ) = I_{z'} \omega_{z'} \equiv I_{x'} a </math> where the last step defines the conserved quantity <math>a</math> that has units of angular velocity. Similarly for the coordinate <math>\phi</math>, we have <math> p_\phi = \frac{\partial L}{\partial \dot \phi} = \left ( I_{x'} \sin^2 \theta + I_{z'} \cos^2\theta \right ) \dot \phi + I_{z'} \cos\theta \dot \psi \equiv I_{x'} b. </math> Finally we have the Hamiltonian that is also conserved, <math> H = T + V = \frac{I_{x'}}{2} \left ( \dot \theta^2 + \dot \psi^2 \sin^2\theta \right ) + \frac{I_{z'}}{2} \left ( \dot \psi + \dot \phi \cos\theta \right )^2 + M g l \cos\theta. </math> As we mentioned earlier, these three integrals are sufficient to solve for the motion. We can use the two conserved momenta to solve for the generalized velocities, <math>\dot \psi</math> and <math>\dot \phi</math>, in terms of the conserved quantities <math>a</math> and <math>b</math> and the value of the third coordinate <math>\theta</math>. We have <math> \dot \phi = \frac{b - a\cos\theta}{\sin^2\theta}, </math> <math> \dot \psi = \frac{I_{x'} a}{I_{x'}} - \cos\theta \frac{b - a\cos\theta}{\sin^2\theta}. </math> ====Conservation of Energy==== Since both the Hamiltonian and the angular velocity along the <math>z'-</math>axis are conserved, let's define the conserved quantity <math> E' = E - \frac{I_{z'} \omega_{z'}^2}{2} = \frac{I_{x'} \dot \theta^2}{2} + \frac{I_{x'}}{2} \frac{\left( b -a \cos\theta \right )^2}{\sin^2\theta} + M g l \cos\theta </math> which we can rewrite as <math> E' = \frac{I_{x'} \dot \theta^2}{2} + V'\left (\theta\right ) </math> where <math> V'(\theta) = \frac{I_{x'}}{2} \frac{\left( b -a \cos\theta \right )^2}{\sin^2\theta} + M g l \cos\theta. </math> We can make further progress by looking at <math>u=\cos\theta</math> which will simplify the potential. Let's write <math> \dot u^2 = \sin^2 \theta \dot \theta^2 = \left ( 1 - u^2 \right ) \dot \theta^2 </math> so we can write <math>E'</math> in terms of <math>u</math> and its time derivative <math> E' = \frac{I_{x'}}{2} \frac{\dot u^2}{1-u^2} + \frac{I_{x'}}{2} \frac{\left( b -a u \right )^2}{1-u^2} + M g l u. </math> What remains is to solve for <math>\dot u^2</math> to get the boundaries of the motion <math> \dot u^2 = \left (E' - M g l u \right ) \frac{2}{I_{x'}} \left ( 1 - u^2 \right ) - \left (b - a u\right )^2 </math> ===The Motion of a Symmetric Top=== The equation for <math>\dot u^2</math> is cubic so it will generally have three roots (designated at <math>u_{1,2,3}</math> -- it must have at least one root because for large positive values of <math>u</math> <math>\dot u^2</math> is positive and for large negative values of <math>u</math> <math>\dot u^2</math> is negative. As the top moves from straight up to straight down, <math>u</math> ranges from 1 to -1, so only the roots within this range are important. Furthermore, the equation for <math>\dot \phi</math> has a root at <math>u_0=b/a</math>. [[Image:udot.png]] The figure shows a typical curve for <math>\dot u^2</math> as a function of <math>\theta</math>. The motion is bounded between <math>u=0.5</math> and <math>u=0.8</math>. Depending on the value of <math>b/a</math>, the motion in the <math>\phi</math>-direction can be monotonic or not. If <math>b/a=0.8</math>, the motion will have a cusp at the upper end of the range. [[Image:top_loop.png|thumb|Motion of the top with <i>b/a</i>=0.75]] [[Image:top_cusp.png|thumb|Motion of the top with <i>b/a</i>=0.8]] [[Image:top_swing.png|thumb|Motion of the top with <i>b/a</i>=0.85]] The figures to the right show the motion of the <math>z'-</math>axis as a function of time for several values of <math>b/a</math> with the curve for <math>\dot u^2</math> above. The bounds of the motion in all three cases is from <math>u=0.5</math> to <math>u=0.8</math>. How can we set up a top to execute these three classes of motion? If we release the axis of the top from a stationary position, the axis will first drop ('''nutation''') because of gravity. As it drops the angular momentum about the vertical axis must be conserved so the tip of the top starts moving sideways as well ('''precession''') -- yielding the motion in the middle figure. On the other hand if we release the tip of the top with some motion in the direction of the precession, we will get the lower figure. Finally to get the rather freaky looking motion in the top figure, we release the top with some motion opposing the direction of the precession. Specifically let's examine the case where we release the top from a stationary position, so <math>u_0=b/a=u_2</math> where <math>u_2</math> is the middle root of the <math>\dot u^2</math> curve. Initially we have <math> E' = M g l \cos \theta = M g l \frac{b}{a} </math> so we can write <math> \dot u^2 = \left (\frac{b}{a} - u \right ) M g l \frac{2}{I_{x'}} \left ( 1 - u^2 \right ) - \left ( b - a u \right)^2 </math> &nbsp; &nbsp; &nbsp; <math> = \left (u_0- u \right ) a^2 \left [ \frac{2 M g l }{I_{x'} a^2} \left ( 1 - u^2 \right ) -\left ( u_0 - u \right ) \right ] </math> ====The Fast Top==== Unfortunately, the motion of the top in general cannot be solved in closed form, but we can make some progress in understanding the motion of the so-called '''fast top'''. If we look at the expression above, we have the ratio <math> 2M g l/(I_{x'} a^2). </math> The numerator is the potential energy of the top while the denominator is the related to the kinetic energy of the top about its spin axis. The condition for a fast top is <math> I_{x'} a^2 = I_{z'} \omega_{z'}^2 \frac{I_{z'}}{I_{x'}} \gg\ 2 M g l. </math> In a fast top, the kinetic energy is much larger than the potential energy; consequently, the extent of the nutation (<math>u_0-u</math>) is small, so <math> 1 - u^2 \approx 1 - u_0^2 = \sin^2 \theta_0 </math> so we can write <math> \dot u^2 \approx \left (u_0- u \right ) a^2 \left [ \frac{2 M g l }{I_{x'} a^2} \sin^2 \theta_0 -\left ( u_0 - u \right ) \right ]. </math> The extent of the nutation is <math> u_0 - u_1 \approx \frac{2 M g l }{I_{x'} a^2} \sin^2 \theta_0 = \frac{I_{x'}}{I_{z'}} \frac{2 M g l }{I_{z'} \omega_{z'}^2} \sin^2 \theta_0 </math> and we can rewrite the equation for <math>\dot u^2</math> as <math> \dot u^2 = \left (u_0 - u \right ) \left (u - u_1\right ) a^2. </math> Let's take the time derivative of both sides to yield <math> 2 \dot u \ddot u = a^2 \left [ \left ( u_0 - u\right ) \dot u - \left (u - u_1\right ) \dot u \right ] </math> <math> \ddot u = a^2 \left ( \frac{u_0+u_1}{2} - u \right ) . </math> Let's define <math>y=u-(u_0+u_1)/2</math> so we have <math> \ddot y = -a^2 y </math> with the solution <math> y = \frac{ u_1 - u_0 }{2} \cos a t </math> and <math> u = \frac{u_1+u_0}{2} + \frac{ u_1 - u_0 }{2} \cos a t. </math> The frequency of the nutation is <math> a = \frac{I_{z'}}{I_{x'}} \omega_{z'} </math> and <math> \dot \phi = \frac{a \left (u_0 - u\right )}{\sin^2 \theta} = \frac{M g l}{I_{z'} \omega_{z'}} \left ( 1 - \cos a t \right ) </math> and <math> \phi = \phi_0 + \frac{M g l}{I_{z'} \omega {z'}} \left ( t - \frac{1}{a}\sin a t \right ). </math> ====Sleeping Top==== A '''sleeping top''' is a top that is set in motion with its spin axis vertical and the axis remains vertical. When the top is vertical it is impossible to distinguish changes in <math>\phi</math> from changes in <math>\psi</math> so the relationship between <math>\dot \phi</math> and <math>a</math> and <math>b</math> isn't very useful. Let's look at the equation for <math>\dot u^2</math>. We have <math> \dot u^2 = \left ( E' - M g l u \right ) \frac{2}{I_{x'}} \left (1 - u^2 \right ) - \left ( b - a u \right )^2. </math> When the top points upwards, <math>u=1</math>. We let go of the top with <math>\dot u=0</math> so we have <math> 0 = \left ( E' - M g l \right ) \frac{2}{I_{x'}} \left (1 - 1^2 \right ) - \left ( b - a \right )^2. </math> so <math>b=a</math> and <math> \dot u^2 = \left ( 1 - u \right ) a^2 \left [ \left ( E' - M g l u \right ) \frac{2}{I_{x'} a^2} \left (1 + u \right ) - \left ( 1 - u \right ) \right ]. </math> Using the definition of <math>E'</math> we find <math> E' = E - \frac{I_{z'} \omega_{z'}^2}{2} = \frac{I_{x'} \dot \theta^2}{2} + \frac{I_{x'}}{2} \frac{\left( b -a \cos\theta \right )^2}{\sin^2\theta} + M g l \cos\theta = M g l </math> and <math> \dot u^2 = \left ( 1 - u \right )^2 a^2 \left [ \frac{2 M g l}{I_{x'} a^2} \left (1 + u \right ) - 1 \right ] = \left ( 1 - u \right )^2 a^2 \frac{2 M g l}{I_{x'} a^2 } \left [ u - \left (\frac{I_{x'} a^2}{2 M g l} - 1 \right ) \right ], </math> so there is a double root at <math>u=1</math> and another root at <math> u = \frac{I_{x'} a^2}{2 M g l} - 1. </math> If this root is at <math>u>1</math>, then the top will sleep, so <math> I_{x'} a^2 > 4 M g l </math> is the condition for a sleeping top. [[Category:Advanced Classical Mechanics]] 7377 67680 2007-01-07T21:09:54Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] In [[w:Advanced Classical Mechanics/Linear Motion|Linear Motion]], we argued that all sufficiently small oscillations are harmonic. In this section we will exploit this result in several ways to understand # The motion of systems with many degrees of freedom near equilibrium, # The motion of systems perturbed from known solutions, and # The motion of systems with Lagrangians perturbed from systems with known solutions. All three of these points are applications of perturbation theory, and they all start with the harmonic oscillator. ==Normal Modes== The modes of oscillation of systems near equilibrium are called the '''normal modes''' of the system. Understanding the frequencies of the normal modes of the system is crucial to design a system that can move (even it isn't meant to). Let's look at a system with many degrees of freedom; we have <math> L = \frac{1}{2} \sum_{i,j} T_{ij} \dot q_i \dot q_j - V \left (q_1, \ldots q_n \right ) . </math> Let <math>q_{0,i}</math> be an equilibrium position and expand about this point <math> q_i = q_{0,i} + \eta_i </math> so <math>\dot q_i = \dot \eta _i</math>. We can expand the potential energy to give <math> V \left (q_1, \ldots q_n \right ) = V \left (q_{0,1}, \ldots q_{0,n} \right ) + \sum_{i} \left ( \frac{\partial V}{\partial q_i} \right )_{q_{0,i}} \eta_i + \frac{1}{2} \sum_{i,j} \left ( \frac{\partial^2 V}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i\eta_j + \cdots . </math> The first term is a constant with respect to <math>\eta_i</math> and constant terms do not affect the motion. The second term is zero, because <math>q_{0,i}</math> is a point of equilibrium so we are left with <math> L = \frac{1}{2} \sum_{i,j} \left ( T_{ij} \dot \eta_i \dot \eta_j - V_{ij} \eta_i \eta_j \right ) </math> where <math> T_{ij} = T_{ij} \left ( q_{0,1}, \ldots q_{0,n} \right ) </math> and <math> V_{ij} = \left ( \frac{\partial^2 V}{\partial q_i \partial q_j} \right )_{q_{0,i}}, </math> yielding the equations of motion <math> \sum_{j} \left ( T_{ij} \ddot \eta_j - V_{ij} \eta_j \right ) = 0 </math> This is a linear differential equation with constant coefficients. We can try the solution <math> \eta_i = C a_i e^{-i \omega t} </math> so we have <math> \sum_{j} \left ( V_{ij} a_j - \omega^2 T_{ij} a_j \right ) = 0. </math> This is a matrix equation such that <math> \vec \vec A \cdot \vec a = 0 </math> with <math> \vec a = \left [ \begin{matrix} a_1 \\ a_2 \\ \vdots \\ a_j \end{matrix} \right ] </math> and <math> \vec \vec A = \left [ \begin{matrix} V_{11} - \omega^2 T_{11} & V_{12} - \omega^2 T_{12} & \cdots \\ V_{21} - \omega^2 T_{21} & V_{22} - \omega^2 T_{22} & \cdots \\ \vdots & & \end{matrix} \right ] </math> This equation only has a solution is <math>\det \vec \vec A=0</math>. This gives a <math>n</math>th-degree polynomial to solve for <math>\omega^2</math>. We will get <math>n</math> solutions for <math>\omega^2</math> that we can substitute into the matrix equation and solve for <math>a_j</math>. Is this guaranteed to work? Yes, it turns out. Look at the equation in terms of matrices we have <math> \vec \vec V \vec a = \omega^2 \vec \vec T \vec a. </math> The matrix <math>\vec \vec V</math> is symmetric and real. The matrix <math>\vec \vec T</math> should be positive definite (because a negative kinetic energy doesn't make sense). '''Technical issue''': If <math>\vec \vec T</math> has a null space, the degrees of freedom corresponding to the null space are massless and cannot be excited unless they are in the null space of <math>\vec \vec V</math>. Either way, you can drop the null space from both sides of the equation. Assuming that <math>\vec \vec T</math> is invertable we have <math> \left ( \vec\vec T \right ) ^{-1} \vec \vec V \vec a = \omega^2 \vec a </math> and we have a standard eigenvalue equation. In most examples, the kinetic energy matrix will be diagonal, so it is straightforward to construct the quotient matrix and diagonize it. ==Perturbations about Steady Motion== Let's say I have some solution to the equations of motion and I would like to look at small deviations from the solution. Let's <math> q_{0,i}(t) </math> satisfy <math> \frac{d}{dt} \frac{\partial L}{\partial \dot q_i} - \frac{\partial L}{\partial q_i} = 0, </math> and let's look at <math> q_i(t) = q_{0,i}(t) + \eta_i(t) </math> where <math>\eta_i</math> is small. Let's expand the entire Lagrangian to find the equations of motion for the deviations <math>\eta_i</math>. We have <math> L \left (q_1, \ldots q_n \right ) = L \left (q_{0,1}, \ldots q_{0,n} ; \dot q_{0,1}, \ldots \dot q_{0,n} \right ) + \sum_{i} \left [ \left ( \frac{\partial L}{\partial q_i} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial L}{\partial \dot q_i} \right )_{q_{0,i}} \dot \eta_i \right ] + </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math> \frac{1}{2} \sum_{i,j} \left [ \left ( \frac{\partial^2 L}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i\eta_j + \left ( \frac{\partial^2 L}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \dot\eta_i \dot \eta_j + 2 \left ( \frac{\partial^2 L}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \eta_i \dot \eta_j \right ] + \cdots . </math> Now let's apply Lagrange's equations for the deviations <math> \frac{d}{dt} \frac{\partial L}{\partial \dot \eta_i} - \frac{\partial L}{\partial \eta_i} = 0 </math> to give <math> \frac{d}{dt} \left \{ \left ( \frac{\partial L}{\partial \dot q_j} \right )_{q_{0,i}} + \sum_{i} \left [ \left ( \frac{\partial^2 L}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \dot\eta_i + \left ( \frac{\partial^2 L}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \eta_i \right ] \right \} </math> &nbsp; &nbsp; &nbsp; &nbsp; <math> - \left ( \frac{\partial L}{\partial q_j} \right )_{q_{0,i}} - \sum_{i} \left [ \left ( \frac{\partial^2 L}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial^2 L}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \dot \eta_i \right ] = 0 </math> The two terms without <math>\eta</math> actually cancel each other out, leaving the following equations of motion. <math> \frac{d}{dt} \left \{ \sum_{i} \left [ \left ( \frac{\partial^2 L}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \dot\eta_i + \left ( \frac{\partial^2 L}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \eta_i \right ] \right \} </math> &nbsp; &nbsp; &nbsp; &nbsp; <math> - \sum_{i} \left [ \left ( \frac{\partial^2 L}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial^2 L}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \dot \eta_i \right ] = 0. </math> In '''steady motion''', the partial derivatives are taken to be constant in time yielding the even simpler result <math> \sum_{i} \left [ \left ( \frac{\partial^2 L}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \ddot\eta_i - \left ( \frac{\partial^2 L}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i \right ] = 0. </math> Again we have a linear differential equation with constant coefficients, and all of the results from [[w:Advanced Classical Mechanics/Small_Oscillations_and_Perturbed_Motion#Normal_Modes|the previous section]] carry over. ==Perturbed Lagrangians== What about finding solutions to Lagrangians that are almost like ones that we have already solved? Let's say we have <math> L = L_0 + L_1 </math> where <math>L_1</math> is considered to be small compared to <math>L_0</math> Let's say I have some solution to the equations of motion for <math>L_0</math> and I would like to look at small deviations from the solution induced by the change in the Lagrangian. Let's say <math> q_{0,i}(t) </math> satisfy <math> \frac{d}{dt} \frac{\partial L_0}{\partial \dot q_i} - \frac{\partial L_0}{\partial q_i} = 0, </math> and let's look at <math> q_i(t) = q_{0,i}(t) + \eta_i(t) </math> where <math>\eta_i</math> is small. Let's expand the entire Lagrangian to find the equations of motion for the deviations <math>\eta_i</math>. We have <math> L \left (q_1, \ldots q_n \right ) = L \left (q_{0,1}, \ldots q_{0,n} ; \dot q_{0,1}, \ldots \dot q_{0,n} \right ) + \sum_{i} \left [ \left ( \frac{\partial L}{\partial q_i} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial L}{\partial \dot q_i} \right )_{q_{0,i}} \dot \eta_i \right ] + </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math> \frac{1}{2} \sum_{i,j} \left [ \left ( \frac{\partial^2 L}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i\eta_j + \left ( \frac{\partial^2 L}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \dot\eta_i \dot \eta_j + 2 \left ( \frac{\partial^2 L}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \eta_i \dot \eta_j \right ] + </math> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <math> L_1 \left ( q_{0,1}, \ldots q_{0,n}; \dot q_{0,1}, \ldots \dot q_{0,n} \right ) + \sum_{i} \left [ \left ( \frac{\partial L_1}{\partial q_j} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial L_1}{\partial \dot q_j} \right )_{q_{0,i}} \dot \eta_i \right ] + \cdots . </math> Now let's apply Lagrange's equations for the deviations <math> \frac{d}{dt} \frac{\partial L}{\partial \dot \eta_i} - \frac{\partial L}{\partial \eta_i} = 0 </math> to give <math> \frac{d}{dt} \left \{ \left ( \frac{\partial L_0}{\partial \dot q_j} \right )_{q_{0,i}} + \left ( \frac{\partial L_1}{\partial \dot q_j} \right )_{q_{0,i}} + \sum_{i} \left [ \left ( \frac{\partial^2 L_0}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \dot\eta_i + \left ( \frac{\partial^2 L_0}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \eta_i \right ] \right \} </math> &nbsp; &nbsp; &nbsp; &nbsp; <math> - \left ( \frac{\partial L_0}{\partial q_j} \right )_{q_{0,i}} + \left ( \frac{\partial L_1}{\partial q_j} \right )_{q_{0,i}} + \sum_{i} \left [ \left ( \frac{\partial^2 L_0}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial^2 L_0}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \dot \eta_i \right ] = 0 </math> The two lowest orders terms without <math>\eta</math> actually cancel each other out, leaving the following equations of motion. <math> \frac{d}{dt} \left \{ \sum_{i} \left [ \left ( \frac{\partial^2 L_0}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \dot\eta_i + \left ( \frac{\partial^2 L_0}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \eta_i \right ] \right \} </math> &nbsp; &nbsp; &nbsp; &nbsp; <math> - \sum_{i} \left [ \left ( \frac{\partial^2 L_0}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i + \left ( \frac{\partial^2 L_0}{\partial q_i \partial \dot q_j} \right )_{q_{0,i}} \dot \eta_i \right ] = \left ( \frac{\partial L_1}{\partial q_j} \right )_{q_{0,i}} - \frac{d}{dt} \left ( \frac{\partial L_1}{\partial \dot q_j} \right )_{q_{0,i}}. </math> Let's specialize and assume that the unperturbed motion is steady so the partial derivatives of the unperturbed Lagrangian are constant in time, to obtain <math> \sum_{i} \left [ \left ( \frac{\partial^2 L_0}{\partial \dot q_i \partial \dot q_j} \right )_{q_{0,i}} \ddot\eta_i - \left ( \frac{\partial^2 L_0}{\partial q_i \partial q_j} \right )_{q_{0,i}} \eta_i \right ] = \left ( \frac{\partial L_1}{\partial q_j} \right )_{q_{0,i}} - \frac{d}{dt} \left ( \frac{\partial L_1}{\partial \dot q_j} \right )_{q_{0,i}}. </math> which is the equation of a coupled set of driven harmonic oscillators. [[Category:Advanced Classical Mechanics]] 7378 67657 2007-01-07T20:36:10Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] # Read the problem # Draw a picture # Identify the degrees of freedom # Assign a coordinate to each degree of freedom # Calculate <math>T</math> and <math>V</math> in terms of the coordinates ## Sometimes <math>T</math> is difficult; use Cartesian coordinates or whatever system is convenient ## Convert to the coordinate system in (4) # Look for cyclic coordinates ## Each one gives you a "first integral". ## A "first integral" is a first-order differential equation. It is usually easier to solve than Lagrange's equations which are second order. # If only one coordinate remains, you can either ## Use Lagrange's equations, or ## Use the conservation of <math>H</math> if <math>\partial L/\partial t=0</math> # If more than one coordinate remains, it is often easier to use Lagrange's equations for each of them, because the Hamiltonian usually couples the degrees of freedom. # You should have as many equations as degrees of freedom. Solve them! # Apply the boundary conditions. [[Category:Advanced Classical Mechanics]] 7379 67658 2007-01-07T20:36:42Z JWSchmidt 20 [[Category:Advanced Classical Mechanics]] ==Introduction== If we throw a ball through the air, what does its path look like. [[Image:Leastaction.png]] Let's first look at the trajectory along the x-direction. I could imagine the ball going a bit faster at a certain time and then travel more slowly later to arrive at the same time. However, because the kinetic energy is quadratic in the velocity doing this would increase the integral of <math>T</math> along the trajectory. The area below the red line and above the black line in the top-left panel is larger than the area below the black line and above the red line. This is similar for the blue path. If we perturb the path in the y-direction we could have the ball go higher or lower. If we make the ball go higher, the integral of both <math>T</math> and <math>V</math> increases. On the other hand, if we make the ball go lower, the integrals decrease. The changes to the x-trajectory didn't affect the potential energy at all. Looking at the motion in the horizontal direction tells us that the integral of the kinetic energy is minimized but we are free to add a term for the potential energy as well. For the vertical direction, unless we include the potential energy in opposition to the kinetic energy we find that the integral will increase or decrease without bound as we change the peak of the curve. ==Minimizing the Integral== Let's try to find the integral to minimize that gives the actual motion of the ball. Let's try <math> S = \int_1^2 \left ( \alpha T - \beta V \right ) dt = \int_1^2 \left ( T - \beta V \right ) dt = \int_1^2 K dt </math> where we have set <math>\alpha=0</math> without loss of generaity and defined <math>K</math> to be the combination of <math>T</math> and <math>K</math>. What we are interested in finding is the path <math>q_i(t)</math> where <math>q_1=x</math> and <math>q_2=y</math> that results in the minimum value of the integral <math>S</math>. This seems like a place to use calculus and take a derivative, but taking a derivative lets you find the minimum of a function with respect to changes in a variable. Here we are interested in the minimum of an integral of a function with respect to changes in that function. What we have is <math> S = S \left[ q_i(t) \right ] </math> and <math> \frac{\delta S}{\delta q_i} = 0. </math> The brackets denote that the quantity <math>S</math> is a functional of the path. The funny deltas denote that we would like to take the functional derivative of <math>S</math> with respect to the function <math>q_i</math> are find where it is zero. ==The Calculus of Variations== It appears that we have introduced a whole new type of mathematical problem. In fact we have, but to solve the problem at hand, we can use a modest extension of the calculus that you already know -- '''The Calculus of Variations'''. Let's imagine that the path <math>q_i(t)</math> is indeed the one that minimizes the integral -- the true path of the ball through the air -- and look at nearby paths whose starting and ending points coincide with the true path, <math> p_i(t) = q_i(t) + \gamma r_i(t) </math> Because <math>q_i(t)</math> minimizes the integral, the value of the integral <math>p_i(t)</math> shouldn't be much different. Let's write it out <math> S\left [ p_i(t) \right ] = \int_1^2 K \left (p_i(t),{\dot p}_i(t) \right ) d t = \int_1^2 K \left ( q_i(t) + \gamma r_i(t), {\dot q}_i(t) + \gamma {\dot r}_i(t) \right ) dt </math> where <math>K</math> is a function of the position and velocity of the ball. One could generalize this for functions that also depended on higher derivatives of the path. We have always imagined that difference between the true path and perturbed path is small so it is natural to use a Taylor expansion of <math>K</math> to evaluate the integral <math> S\left [ p_i(t) \right ] = \int_1^2 \left \{ K \left ( q_i(t), {\dot q}_i(t) \right ) + \gamma \sum_i \left [ \frac{\partial K}{\partial q_i} r_i(t) + \frac{\partial K}{\partial {\dot q_i}} {\dot r}_i(t) \right ] \right \} dt . </math> Because <math>q_i(t)</math> minimizes the integral we must have <math>d S[p_i]/d\gamma=0</math> for any deviation <math>r_i(t)</math> so we must solve <math> \int_1^2 \sum_i \left [ \frac{\partial K}{\partial q_i} r_i(t) + \frac{\partial K}{\partial {\dot q_i}} {\dot r}_i(t) \right ] dt = 0 </math> If we integrate the second term by parts we get the following integral <math> \int_1^2 \sum_i \left [ \frac{\partial K}{\partial q_i} - \frac{d}{dt} \frac{\partial K}{\partial {\dot q_i}} \right ] r_i(t) dt = 0 . </math> However since the deviation <math>r_i(t)</math> is completely arbitrary the quantity in the brackets must vanish, so we find that for the path that mimimizes the integral <math>S</math> the following set of differential equations holds <math> \frac{d}{dt} \frac{\partial K}{\partial {\dot q_i}} - \frac{\partial K}{\partial q_i} = 0 . </math> If we take <math>K=L=T-V</math>, these are simply Lagrange's equations that we derived earlier from <math>F=ma</math>; therefore, a particle that at every instant manages to follow the second-order differential equation <math>F=ma</math> somehow also manages to minimize the integral of <math>T-V</math> over time. These two different ways of looking at the same process offer insights into the connection between quantum and classical mechanics and the underpinnings of physics in general. The integral of <math>T-V</math> over time is know as the '''action''' and it has units of energy multiplied by time. The realm of quantum mechanics is delineated by the constant <math>\hbar</math> that also has units of energy multiplied by time. When the change in the action between the classical path and neighbouring paths is smaller than <math>\hbar</math>, the effects of quantum mechanics become crucial to understand what happens. ==Applications== We are free to apply the results derived in the previous section to a wide variety of problems where you are trying to minimize the integral of a function. We only need to find the integrand <math>K</math> and apply Lagrange's equations to get a set of differential equations to solve. ===Bubbles=== An example will make things a bit clearer. Let's say that you have two rings of different radii <math>r_1</math> and <math>r_2</math> held a distance <math>l</math> apart from each other. The rings are parallel to each other and their centres lie on a line perpendicular to the rings. [[Image:ring.png]] We dip the rings in soapy water and a bubble forms between them. The surface of the bubble is a surface of revolution and surface tension of the bubble forces it to form a surface that minimizes the area. Essentially there is an energy proportional to the area of the surface and the bubble evolves to minimize this energy. So we wish to minimize the area of the surface. Let's denote the crossection of the surface by <math>r(x)</math> where <math>r(0)=r_1</math> and <math>r(l)=r_2</math>. The total area is <math> A = \int_0^l 2 \pi r \sqrt{ dr^2 + dx^2 } dx = \int_0^l 2 \pi r(x) \sqrt{ 1 + \left [ r'(x) \right ]^2 } d x </math> so <math> K = 2 \pi r \sqrt{ 1 + r'^2} </math>, <math>q_1=r</math> and <math>x</math> plays the role of <math>t</math>. These are just names for things but the basic problem is the same we would like to minimize some functional by changing the function <math>r(x)</math>. Here is the Lagrange equation, <math> \frac{d}{dx} \frac{\partial K}{\partial r'} - \frac{\partial K}{\partial r} = 0 . </math> which yields <math> \frac{d}{dx} \left [ \frac{2 \pi r(x) r'(x)}{\sqrt{1+\left [r'(x) \right ]^2}} \right ] = 2\pi \sqrt{1 + \left [ r'(x)\right]^2} </math> and after some simplification we have <math> 2\pi \frac{r(x) r''(x) - \left [ r'(x) \right ]^2 - 1}{\left \{ 1 + \left [ r'(x) \right ]^2 \right \}^{3/2}} = 0. </math> We will solve this equation by making a guess. We have a function times its second derivative is sort of equal to its first derivative squared. If we have a plus sign between the terms, we would be tempted to use sines or cosines but since there is a minus sign, that points toward hyperbolic functions. Let's try substituting <math> r(x) = a \cosh \left [ b \left (x - c\right) \right ] </math> into the differential equation. This yields <math>a^2 b^2 = 1</math> so we have the following general solution <math> r(x) = a\cosh \left (\frac{x-c}{a} \right ) </math> that we need to fit to the boundary conditions. The minimum radius of the bubble is <math>a</math> at <math>x=c</math>. The total area of the bubble is <math> A = \left . \pi a \left [ x - c + \frac{a}{2} \sinh \left ( 2 \frac{x-c}{a} \right ) \right ] \right |_0^l. </math> Some interesting things that you may find. First, if the two rings are different sizes there is only a solution when the rings are sufficiently close together. Second, even for rings of equal size there comes a point where the bubble can take a much different form that has lower area. Specifically, if the bubble collapses to a line between the centres of the rings and fills the rings themselves we have <math>A=\pi \left (r_1^2 + r_2^2 \right).</math> When this area is less than the area of the locally minimizing curve, the bubble can taken a much different form and dramatically reduce its energy (it usually pops at this point). The derivation that the minimizing curve satisfied Lagrange's equations assumed implicitly that the curve was smooth and looked for local extrema. Because we could also derive Lagrange's equations from <math>F=ma</math> the physical relevance of the equations is not affect by this; rather we have to be a bit careful while applying these equations to minimize integrals. [[Category:Advanced Classical Mechanics]] 7380 75764 2007-01-14T16:17:45Z JWSchmidt 20 Learning Projects Welcome to the Wikiversity '''Advanced Classical Mechanics Department''', part of the [[School:Physics and Astronomy|School of Physics]]. ==Department description== This Wikiversity Department is for development of learning resources concerned with finding and solving the equations of motion of a system with constraints. These resources help students learn electrodynamics and general relativity, and they are also provided with a powerful (but not so easy) route to quantum mechanics. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Topic:Advanced Classical Mechanics/Introduction|Introduction]] *[[Topic:Advanced Classical Mechanics/Linear Motion|Linear Motion]] *[[Topic:Advanced Classical Mechanics/Energy and Angular Momentum|Energy and Angular Momentum]] *[[Topic:Advanced Classical Mechanics/Many-Particle Systems|Many-Particle Systems]] *[[Topic:Advanced Classical Mechanics/Constraints and Lagrange's Equations|Constraints and Lagrange's Equations]] *[[Topic:Advanced Classical Mechanics/Solving Problems|Solving Problems]] *[[Topic:Advanced Classical Mechanics/The Principle of Least Action|The Principle of Least Action]] *[[Topic:Advanced Classical Mechanics/Conservative Systems|Conservative Systems]] *[[Topic:Advanced Classical Mechanics/Dissipative Forces|Dissipative Forces]] *[[Topic:Advanced Classical Mechanics/Central Forces|Central Forces]] *[[Topic:Advanced Classical Mechanics/Rigid Bodies|Rigid Bodies]] *[[Topic:Advanced Classical Mechanics/Small Oscillations and Perturbed Motion|Small Oscillations and Perturbed Motion]] *[[Topic:Advanced Classical Mechanics/Continuum Mechanics|Continuum Mechanics]] *[[Topic:Advanced Classical Mechanics/Hamilton's Equations|Hamilton's Equations]] *[[Topic:Advanced Classical Mechanics/Poisson Brackets|Poisson Brackets]] *[[Topic:Advanced Classical Mechanics/Phase Space|Phase Space]] *[[Topic:Advanced Classical Mechanics/Chaotic Motion|Chaotic Motion]] *[[Topic:Advanced Classical Mechanics/Author|About the author]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Advanced Classical Mechanics]] 7395 76749 2007-01-15T22:22:09Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ more links Welcome to the Wikiversity '''Center for the Study of General Relativity'''. ==Department description== The Center for the Study of General Relativity is a Wikiversity content development project where participants create, organize and develop learning resources for general relativity. Tensors are a critical part of General Relativity and since I couldn't get three pages into a General Relativity book without encountering tensors, unless it was written by Brian Greene and didn't have any equations, Jason and I figured this was the place to start. Currently we have started with "Tensors, Differential Forms and Variational Principles" by David Lovelock an Hanno Rund, which came highly recommended by my good friend Mark Friesel. The link below will go over the problems from each chapter. This particular page will discuss the relevance of tensors to General Relativity. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[General Relativity/Tensors|Tensors]] *[[General Relativity/Tensors/Tensors Differential Forms and Variational Principles|Tensors Differential Forms and Variational Principles]] *[[General Relativity/TidalForces|Tidal Forces]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. == Problem Reviews == * [[Topic:General Relativity#Tensors Differential Forms and Variational Principles|Tensors Differential Forms and Variational Principles]] [[Category:Physics]] 7396 76735 2007-01-15T22:17:39Z JWSchmidt 20 [[Topic:General Relativity/Tensors]] moved to [[General Relativity/Tensors]]: Wikiversity name coneventions == Introduction == Tensors are a critical part of General Relativity and since I couldn't get three pages into a General Relativity book without encountering tensors, unless it was written by Brian Greene and didn't have any equations, Jason and I figured this was the place to start. Currently we have started with "Tensors, Differential Forms and Variational Principles" by David Lovelock an Hanno Rund, which came highly recommended by my good friend Mark Friesel. The link below will go over the problems from each chapter. This particular page will discuss the relevance of tensors to General Relativity. == Sylabus == I don't have the book yet, so I'll defer this to someone else. I know that we'll want to talk about vectors, covectors, covariant tensors, contravariant tensors, metrics, rotation, subscripts and superscpripts, conversion between covariant and contravariant tensors, einstein notation, commmon tensors such as the stress/strain tensor. There are other things such as parallel transport and such that I'm not sure when/where we'll talk about that. - [[User:Jhouse|Jhouse]] == Problem Reviews == * [[Wikiversity:General_Relativity:Tensors:Tensors_Differential_Forms_and_Variational_Principles|Tensors_Differential_Forms_and_Variational_Principles]] [[Category:Physics]] 7397 77266 2007-01-16T21:11:57Z Mystictim 626 added welcome and expand {{Welcome and expand}} Please note: '''We can not submit copyrighted information''' onto this site. We'll have to have offline discussions over specific problems in the book. I am pretty sure however that we can discuss problems of our own creation that are inspired by similar problems within the books we reference. [[User:Jhouse|Jhouse]] == Chapter 1 == * Problem 1.1 In E <math>a/b</math> [[Category:Physics]] 7398 76745 2007-01-15T22:21:13Z JWSchmidt 20 [[Topic:General Relativity/TidalForces]] moved to [[General Relativity/TidalForces]]: Wikiversity name conventions [[User:gonzosm|gonzo]] and [[User:jhouse|I]] were talking last night about calculating tidal forces. I added this page to include the guts of that conversation and hopefully expand with time. [[User:Jhouse|Jhouse]] 16:35, 19 September 2005 (UTC) Radially from an object of mass m, the tidal acceleration is <math>{-2Gm \over r^3}*deltaX</math> and perpendicular to the radial line, the acceleration is <math>{Gm \over r^3}*deltaX</math> (Where G is the gravitational constant and deltaX is the seperation distance of two test particles. To calculate those, you must remember that the acceleration due to gravity is <math>{Gm \over r^2}</math>. When you consider two test particles separated by a distance of deltaX, the results vary depending on if they are along a common radius from the center of the earth or perpendicular to it. (Any other cases can be decomposed into a combination of those two cases). Where the two test particles are radial, the two effective radii are r and (r+deltaX). If you look at the relative acceleration between the two particles, you get <math>{Gm \over (r+deltaX)^2} - {Gm \over r^2} = { {Gmr^2-Gm(r+deltaX)^2} \over r^2(r+deltaX)^2} = {-2Gmr*deltaX + deltaX^2 \over r^2(r+deltaX)^2} = (approx) {-2Gmr \over r^4} = {-2Gm \over r^3}deltaX </math> More to follow... [[Category:Physics]] 7399 34577 2006-10-12T10:05:08Z Draicone 1128 Uploading from Wikibooks (image used on wikiversity pages that have now been imported). See [http://en.wikibooks.org/wiki/Image:Leastaction.png]. Uploading from Wikibooks (image used on wikiversity pages that have now been imported). See [http://en.wikibooks.org/wiki/Image:Leastaction.png]. 7400 34578 2006-10-12T10:05:09Z Draicone 1128 Uploading from Wikibooks (image used on wikiversity pages that have now been imported). See [http://en.wikibooks.org/wiki/Image:Ring.png]. Uploading from Wikibooks (image used on wikiversity pages that have now been imported). See [http://en.wikibooks.org/wiki/Image:Ring.png]. 7404 34586 2006-10-12T10:22:40Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Author]] moved to [[Advanced Classical Mechanics/Author]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Author]] 7405 34588 2006-10-12T10:22:41Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Central Forces]] moved to [[Advanced Classical Mechanics/Central Forces]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Central Forces]] 7406 34590 2006-10-12T10:22:44Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Conservative Systems]] moved to [[Advanced Classical Mechanics/Conservative Systems]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Conservative Systems]] 7407 34592 2006-10-12T10:22:45Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Constraints and Lagrange's Equations]] moved to [[Advanced Classical Mechanics/Constraints and Lagrange's Equations]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Constraints and Lagrange's Equations]] 7408 34594 2006-10-12T10:22:47Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Continuum Mechanics]] moved to [[Advanced Classical Mechanics/Continuum Mechanics]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Continuum Mechanics]] 7409 34596 2006-10-12T10:22:48Z Draicone 1128 [[Topic:Advanced Classical Mechanics/The Principle of Least Action]] moved to [[Advanced Classical Mechanics/The Principle of Least Action]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/The Principle of Least Action]] 7410 34598 2006-10-12T10:22:51Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Solving Problems]] moved to [[Advanced Classical Mechanics/Solving Problems]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Solving Problems]] 7411 34600 2006-10-12T10:22:53Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Small Oscillations and Perturbed Motion]] moved to [[Advanced Classical Mechanics/Small Oscillations and Perturbed Motion]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Small Oscillations and Perturbed Motion]] 7412 34602 2006-10-12T10:22:54Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Rigid Bodies]] moved to [[Advanced Classical Mechanics/Rigid Bodies]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Rigid Bodies]] 7413 34604 2006-10-12T10:22:56Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Many-Particle Systems]] moved to [[Advanced Classical Mechanics/Many-Particle Systems]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Many-Particle Systems]] 7414 34606 2006-10-12T10:22:58Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Linear Motion]] moved to [[Advanced Classical Mechanics/Linear Motion]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Linear Motion]] 7415 34608 2006-10-12T10:23:00Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Introduction]] moved to [[Advanced Classical Mechanics/Introduction]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Introduction]] 7416 34610 2006-10-12T10:23:01Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Energy and Angular Momentum]] moved to [[Advanced Classical Mechanics/Energy and Angular Momentum]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Energy and Angular Momentum]] 7417 34612 2006-10-12T10:23:04Z Draicone 1128 [[Topic:Advanced Classical Mechanics/Dissipative Forces]] moved to [[Advanced Classical Mechanics/Dissipative Forces]]: Bad page move. #REDIRECT [[Advanced Classical Mechanics/Dissipative Forces]] 7418 34615 2006-10-12T10:28:51Z SB Johnny 61 [[Category:Plant Sciences]] 7419 34616 2006-10-12T10:36:20Z Draicone 1128 Create redirec to handle topic #REDIRECT [[Topic:Advanced Classical Mechanics]] 7421 34621 2006-10-12T10:52:43Z MichaelBillington 1599 Redirect #REDIRECT [[Topic:Computer Programming]] 7422 34622 2006-10-12T10:54:42Z MichaelBillington 1599 another redirect #REDIRECT [[Topic:Computer Programming]] 7423 47865 2006-11-22T20:31:58Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] What I'm doing.... I'm going to try make a deal with my employer to give me one week each month off, and let me telecommute in the summer. If I don't get this, I'll walk. I plan to spend that week somewhere other than Austin, Texas, probably MIT mostly. I'll also be attending conferences. I have enough home equity to afford this. At some point I hope to develop wikiversity to the point that I can apply for grant money, do consulting, and/or tutor students. [[User:Roadrunner|Roadrunner]] 21:20, 5 August 2006 (UTC) == Notes on University of Phoenix == UoP is a **great** place to learn how to do distance education, but I don't think that insturctors are well compensated. Other options for funding are to work at a community college as adjunct faculty. [[User:Roadrunner|Roadrunner]] 21:20, 5 August 2006 (UTC) [[Category:Pages moved from Wikibooks]] [[Category:Research]] 7424 34638 2006-03-19T13:45:39Z Jjlongoria 1295 Example of a more useful molecular angle in chemical kinetics == Summary == Example of a more useful molecular angle in chemical kinetics == Licensing == {{PD-self}} 7425 34640 2006-03-19T13:44:08Z Jjlongoria 1295 Example of a non-useful molecular angle in chemical kinetics == Summary == Example of a non-useful molecular angle in chemical kinetics == Licensing == {{PD-self}} 7426 34648 2006-02-08T05:54:01Z 84.131.199.115 <br clear="all" /> {| class="boilerplate" id="pd-self" style="width: 95%; margin: 0 auto; text-align: justify; background: #F1F1DE; padding: 0 10px 0 20px; border: 1px solid #CC9;" | [[Image:PD-icon.svg|64px|Public domain]] | style="text-align: center" | ''I, the creator of this image, hereby release it into the '''[[w:Public domain|public domain]]'''. This applies worldwide.''<br> <small>In case this is not legally possible:</small><br /> ''I grant anyone the right to use this work '''for any purpose''', without any conditions, unless such conditions are required by law.'' |} <includeonly>[[Category:Public domain images|{{PAGENAME}}]]</includeonly> <noinclude>''This adds image to [[:Category:Public domain images]].'' [[pl:Szablon:PD-self]]</noinclude> 7428 47946 2006-11-22T20:46:01Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] {{nav|Wikiversity:Policy}} Major Alternatives Identified by discussion so far: * No original research may be published which has not gone through formal peer review * Original research may be initiated and published per to be established policies and procedures * All research proposals, methods, review, and results must be transparent, open, published, and open licensed back to the participating public and commons. Public review, not peer review. Please add other major options or alternatives as you identify them. *[http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope_of_research/En Please continue discussions of research policy at Wikiversity Beta] [[Category:Pages moved from Wikibooks]] [[Category:Research]] 7429 34657 2006-10-12T16:31:12Z JWSchmidt 20 [[Wikiversity:Policy Regarding Research]] moved to [[Wikiversity:Regarding Research]]: better name for old comments that are not policy #REDIRECT [[Wikiversity:Regarding Research]] 7430 47932 2006-11-22T20:43:23Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the Wikiversity '''Department of Physiology''', part of the [[Topic:Basic sciences|Basic sciences Division]] of the [[School:Medicine|School of Medicine]]. ==Department description== Physiology is a branch of science that deals with the functioning of living organisms. Physiologists study cells, tissues, organs, and the whole body in an attempt to understand how organisms function. The Department of Physiology is a content development project for Wikiversity. Participants collaborate to develop learning resources for physiology. ==Students== Take a look at the [[b:Human Physiology|Human Physiology Wikibook]]. If you have questions or want to suggest additional areas of study, add your ideas below: * .. == See also == * [[w:Physiology|Physiology]] - at Wikipedia * [[b:Human Physiology|Human Physiology Wikibook]] ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project boilerplate}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Department news== * '''15 August 2006''' - Department founded! ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:JWSchmidt]] - maybe we could select individual pathological conditions and explore the basic physiology involved * ... [[Category:Pages moved from Wikibooks]] [[Category:Physiology]] 7431 34664 2006-10-12T16:37:16Z JWSchmidt 20 [[Category:Medicine]] [[Category:Medicine]] 7432 80924 2007-01-25T13:22:28Z Dnjkirk 1833 /* Classes */ <small>part of the [[School:Strategic_Studies|Strategic Studies]] curriculum</small> =Strategic Studies 101 - Introduction to Strategic Studies= Welcome to Strategic Studies 101. This course is a first-year core course in the [[School:Strategic Studies|Strategic Studies]] curriculum. Its active learning content should be the equivalent of about 30 hours of classroom time, and it is organized into classes. Each class has a discreet learning objective and a way (or ways) to reach that objective. This will be complemented by readings that are prerequisites to each course. The course is presented in a logical order, and one class may be built upon in subsequent lessons. The order in which you perform these studies, however, is not important. If you feel you'd prefer a different order, that is up to you. ==Course Content== This is the foundational course in the Strategic Studies curriculum and presents a broad overview of the subject matter. The main objective of this course is to gain familiarity with war, strategy, and the terminology that will be used throughout this degree program. By the end of this course, you should know: *The differences between Tactics, Grand Tactics, Strategy, and Grand Strategy *The basics of military organization *A majority of the specialized words used in the study of warfare and strategy *Many of the major technical and technological innovations over the course of military history ==Course Texts== ===Collaborative Wikibook Project=== [[b:The Study of Strategy|The Study of Strategy]] ===Online Texts=== * ===Offline Texts=== *Dawson, Doyne. ''The Origins of Western Warfare: Militarism and Morality in the Ancient World''. Boulder: Westview Press, 1996. ISBN 0-8133-2940-X *Keegan, John. ''A History of Warfare''. New York: Vintage Books, 1994. ISBN 0-679-73082-6 (London: Hutchison and Knopf editions also available, but references will be taken from the Vintage Books edition) *Fuller, J. F. C. ''Armamant and History: The Influence of Armament on History from the Dawn of Classical Warfare to the End of the Second World War''. New York: Da Capo Press, 1998 (originally published 1945). ISBN 0-306-80859-5 =Classes= ==Unit 1: Introductions== ===Classes=== * [[What Is Strategy? Why Study Strategy?]] * "[[Policy by Other Means]]" * [[The Fundamentals of Military Organization]] ==Unit 2: Concepts Useful to the Study of Strategy== ===Classes=== * Strategic Resources * Geopolitics * The State as Rational Actor ==Unit 3: Primitive Warfare: The Clash for Resources== ===Classes=== * Territoriality and Warfare in the Animal Kingdom * Monkey Wars * Tribal and Ritualized Warfare ==Unit 4: The Rise of Civilization== ===Classes=== * Cities, Agriculture, and Early Military Organization * The Greek City States and Rome * China ==Unit 5: Early Theories of Strategy and War== ===Classes=== * From Ritual Warfare to Battle of Annihilation * The Greek and Roman traditions * Chinese Military Philosophy ==Unit 6: Religion, the Middle Ages, and the Renaissance== ===Classes=== * The Crusades and Religious Conflict * Religion in the 30-Years' War * The Beginnings of Modern Warfare ==Unit 7: The Colonial Period== ===Classes=== * Colonialism and the Balance of Power * Re-Ritualization? Law and Positional Warfare * Genocide ==Unit 8: Nations and Citizens== ===Classes=== * Napoleon and the Levée en Masse - The Rise of National Armies * [[/Guerrilla|Guerrilla]] * The State of Military Philosophy ==Unit 9: The Modern Era== ===Classes=== * [[/Cold War|Economy and the Clash of Ideologies in the Cold War]] * [[/Nuclear Strategy|Nuclear Strategy]] * Non-State Actors ==Unit 10: Schools of Strategic Thought== ===Classes=== * Clausewitz vs. Jomini (and their respective ilks) * * ==Course Final Project== [[/Final Project|Final - Introduction to Strategic Studies]] [[Category:Strategic Studies]] [[Category:Introductions]] 7433 68041 2007-01-08T05:08:20Z JWSchmidt 20 [[Category:Chainmail]] With [[chain mail]] you can do at least those jewelry: *Necklaces *Bracelets *Anklets *Earring *Pendants *Headpieces *Watch wrist *Inlay *... [http://www.bluebuddhaboutique.com/classes/view.php?id=beginning_chainmail_earring Here] is a list of many possible weave sorted by difficulty. Their existe tutorial on the web for many of them. [[Category:Chainmail]] 7435 71081 2007-01-12T03:41:27Z JWSchmidt 20 not a major school {{main welcome|Hoopydink}} {{Portal:Humanities/SchoolHeader|{{PAGENAME}}}} [[Category:{{PAGENAME}}| ]] [[Category:Humanities|{{PAGENAME}}]] [[Category:Schools|{{PAGENAME}}]] 7436 34695 2006-10-12T20:51:54Z HappyCamper 193 [[Fourier Transforms]] moved to [[Fourier transforms]]: capitalization #REDIRECT [[Fourier transforms]] 7438 67791 2007-01-08T01:18:00Z JWSchmidt 20 syntax == The digits == Numbers are made of digits. Here are their names: 0 - zero 1 - one 2 - two 3 - three 4 - four 5 - five 6 - six 7 - seven 8 - eight 9 - nine == Addition == An addition question can look like this: 3 + 4 ---- or this: 3 + 4 = ____ == Multiplication table == 1 2 3 4 5 6 7 8 9 10 11 12 1 1 2 3 4 5 6 7 8 9 10 11 12 2 2 4 6 8 10 12 14 16 18 20 22 24 3 3 6 9 12 15 18 21 24 27 30 33 36 4 4 8 12 16 20 24 28 32 36 40 44 48 5 5 10 15 20 25 30 35 40 45 50 55 60 6 6 12 18 24 30 36 42 48 54 60 66 72 7 7 14 21 28 35 42 49 56 63 70 77 84 8 8 16 24 32 40 48 56 64 72 80 88 96 9 9 18 27 36 45 54 63 72 81 90 99 108 {| class="wikitable" |- | | '''1''' | '''2''' | '''3''' | '''4''' | '''5''' | '''6''' | '''7''' | '''8''' | '''9''' | '''10''' | '''11''' | '''12''' |- | '''1''' | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |- | '''2''' | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 | 20 | 22 | 24 |- | '''3''' | 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 | 30 | 33 | 36 |- | '''4''' | 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 | 40 | 44 | 48 |- | '''5''' | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 | 50 | 55 | 60 |- |} [[Category:Mathematics]] 7440 47831 2006-11-22T20:24:58Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the Wikiversity learning project for '''Kant's Categorical Imperative'''. Try reading [[w:Categorical Imperative|the Wikipedia entry for this]]. It looks pretty good to me. You could then try reading Kant himself, though I admit he can be a bit difficult to read at times - I do not suggest that you should emulate his style yourself. Then, if you still have questions, post them here. But by then you will probably know more about Kant and the categorical imperative than I do. --[[User:Publunch|publunch]] 16:12, 21 Oct 2004 (UTC) [[Category:Pages moved from Wikibooks]] [[Category:Philosophy]] 7441 34730 2006-10-12T22:30:40Z JWSchmidt 20 [[Category:Humanities]] [[Category:Humanities]] 7442 76593 2007-01-15T20:07:34Z JWSchmidt 20 {{Merge|Topic:Buddhist Studies}} {{Merge|Topic:Buddhist Studies}} ==Overview== Welcome to the Department of Buddhist Studies at Wikiversity. We are here not to preach about Buddhism, but embark on a scholarly studies of Buddhism as a subject. Buddha himself had played a role as an exemplar, guide and teacher for those sentient beings who must tread the path themselves, attain spiritual Awakening, and see truth and reality as they are. Here, we focus on critical examination of both the facts and myths, truths and legends, the implications and the philosophy resulting from the spread of Buddhism. Ironically, the most important question in Buddhist Studies is whether or not it is accurate to think of Buddhism as a ''religion''. Buddhism is best approached as a systematic ''social education''. As such, Buddhist Studies is very much both about methodology as well as understanding the historical as well as current context. The rich spiritual tradition cannot be ignored. The main themes of Buddhist thought in its many forms, are identified and discussed. The enormous diversity of the spiritual tradition including its classical eastern manifestations are emphasised. Of interest is the recent growth of Buddhism in the West, and how it respond to contemporary needs. The experiment to teach Buddhist Studies online is conceived as part of the movement to provide theology students from all over the world - an insight into Buddhism. It is designed to ease the understanding of Buddhism, as part of a larger framework of comparative religion. ==Courses== *[[/Introduction to Buddhism|Introduction to Buddhism]] '''Diploma in Buddhism''' *[[/Early_Buddhism_-_Basic_Doctrines|Early Buddhism - Basic Doctrines]] *[[/Geographical_Expansion_of_Theravada_Buddhism|Geographical Expansion of Theravada Buddhism]] *[[/Early_History_of_Buddhism_up_to_3rd_Century_B.C.E.|Early History of Buddhism up to 3rd Century B.C.E.]] *[[/Intoduction to Pali Language/]] *[[/Introduction to Sanskrit Language/]] *[[/Introduction_to_Various_Schools_of_Buddhism|Introduction to Various Schools of Buddhism]] '''Bachelor of Arts in Theology (Buddhist Studies)''' *[[/Pre-Buddhist Indian Thought and Culture/]] *[[/Emergence of Buddhism and Basic Buddhist Teachings/]] *[[/Early Buddhist Theory of Knowledge/]] *[[/Origins of Buddhism and the Basic Concepts of Culture/]] *[[/Philosophy of Early History Buddhist Schools/]] *[[/Philosophy of Mahayana Buddhist Schools/]] *[[/Buddhist Culture in South Asia/]] *[[/Buddhist_Culture_in_Far_East|Buddhist Culture in Far East]] *[[/Buddhist_Culture_in_South_East_Asia|Buddhist Culture in South East Asia]] *[[/Buddhist_Culture_in_Europe|Buddhist Culture in Europe]] *[[/Buddhist Culture in North America/]] '''Master of Arts in Theology (Buddhist Studies)''' *[[/Early_Buddhism_:_Problem_of_Interpretation|Early Buddhism : Problem of Interpretation]] *[[/History_of_Buddhist_Thought_in_India|History of Buddhist Thought in India]] *[[/Early_Buddhism & Ancient Indian Thought|Early Buddhism & Ancient Indian Thought]] *[[/Fundamentals_of_Buddhism_ Social_Philosoph|Fundamentals of Buddhism Social Philosophy]] *[[/Social_Philosophy_of_Buddhism|Social Philosophy of Buddhism]] *[[/Contemporary_Challenges_to_Buddhism|Contemporary Challenges to Buddhism]] ==The Department's Vision== The department is not out to write a text book of Buddhist Studies. We focus on writing classes in line with [[Wikiversity:Vision | the Vision ]] behind Wikiversity. This course is not simply a replica of information found elsewhere but a framework for our students to explore the web for resources. ==Conversion of Your Credit Hours to Diploma and Degrees== There are currently no plans for the conversion of the accumulated credit hours and grade point average to the appropriate diploma and degrees. Discussion is on-going at this moment (1 July 2005) and a decision is expected to be finalised by end-March 2006. And will be announced in this section. [[Category:Buddhist Studies]] 7443 76598 2007-01-15T20:11:59Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Buddhist Culture in North America]] moved to [[Buddhist Culture in North America]]: Wikiversity name conventions ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Buddhist Culture in North America==== According to a recent Higher Education Research Institute study, about one percent of American college students self-identify as Buddhist. What factors and conditions resulted to the making of this recent phenomenon? [[Category:Buddhist Studies]] 7444 76601 2007-01-15T20:14:37Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Buddhist Culture in South Asia]] moved to [[Buddhist Culture in South Asia]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Buddhist Culture in South Asia==== A study of Buddhist culture in Sri Lanka, India, Myanmar, Thailand, Indonesia, Cambodia & Vietnam is expected for this paper. The main focus should be on the following themes: *Pre-Buddhistic socio-religious conditions *Introduction and localization of Buddhism *Royal patronage and persecutions on Buddhism *Buddhist impact on [[w:en:Buddhist_art|art]], [[w:en:Buddhist_architecture|architecture]] and literature *Order of the [[w:en:Sangha|Buddhist Sangha]] ====Recommended Reading==== * Buddhism in East Asia - S. Dutt, India, 1966 * 2500 Years of Buddhism - P.V. Bapat, Delhi, 1971 * Hinduism and Buddhism - C. Eliot, London, 1967 * History of Theravada Buddhism in South-East Asia - K.L./Hazra, Delhi, 1982 [[Category:Buddhist Studies]] 7445 76605 2007-01-15T20:16:49Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Early Buddhism - Basic Doctrines]] moved to [[Early Buddhism - Basic Doctrines]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Early Buddhism - Basic Doctrines==== The vast literature of Buddhist Sutras outlining the various doctrines are mind boggling. The focus of this course will be to examine Buddhist doctrines as presented in the discourses of the Sutta Pitaka, with greater emphasis on the following topics: * The [[w:en:Four_Noble_Truths|Four Noble Truths]] * The Three Signs of Existence (Tilakkhana) ::[[w:en:Impermanence|Impermanence]], [[w:en:No-self|No-self]] or ''Anatta'', and [[w:en:Dukkha|Suffering]] or ''Dukkha''. * The Analysis of Empirical Existence (Khandhayatanadhatu) * The Doctrine of [[w:en:Pratitya-samutpada|Dependent Origination]] * The Doctrines of [[w:en:Karma|Kamma]] (''Karma'') * Buddhist Ethics * Nirvana and the Path Leading to its Realisation You are encouraged to study of the life of the Buddha - emphasizing his magnanimous qualities. This is especially useful for understanding the basic doctrines propounded in the core of Buddhist teachings. '''The Doctrine of Dependent Origination''' Determinism has been expressed in the Buddhist doctrine of Interdependent Origination, which states that every phenomenon is conditioned by, and depends on, the phenomena that it is not. This doctrine is common to all [[w:en:Schools_of_Buddhism|Schools of Buddhism]]. A common teaching story, called the [[w:en:Indra's_Net|Indra's Net]], illustrates this point. A vast auditorium is decorated with mirrors and/or prisms hanging on strings of different lengths from an immense number of points on the ceiling. One flash of light is sufficient to light the entire display since light bounces and bends from hanging bauble to hanging bauble. Each bauble lights each and every other bauble. So, too, each of us is "lit" by each and every other entity in the Universe. In Buddhism, this teaching is used to demonstrate that to ascribe special value to any one thing is to ignore the interdependence of all things. Volitions of all sentient creatures determine the seeming reality in which we perceive ourself as living, rather than a mechanical universe determining the volitions which humans imagine themselves to be forming. In the story of the ''Indra's Net'', the light that streams back and forth throughout the display is the analog of karma. We can also view that the resulting 'illusion' is a set of probabilities. A shifting flow of probabilities for futures lies at the heart of theories associated with the ''Yi Jing'' (or ''I Ching'', the ''Book of Changes''). Probabilities take the center of the stage away from things and people. A kind of ''divine'' volition sets the fundamental rules for the working out of probabilities in the universe, and human volitions are always a factor in the ways that humans can deal with the real world situations one encounters. If one's situation in life is surfing on a tsunami, one still has some range of choices even in that situation. One person might give up, and another person might choose to struggle and perhaps to survive. The Yi Jing mentality is much closer to the mentality of quantum physics than to that of classical physics, and also finds parallelism in voluntarist or Existentialist ideas of taking one's life as one's project. '''The Doctrines of Karma''' In Buddhism, only intentional actions are karmic "acts of will". ''Will'' in philosophy refers to the quality or instance that produces conscious and intended actions. It was seen as the underlying reality of all perceptions. Buddhists subscribed to the concept of intentional actions that will be subjected to the 'Law of Karma'. The 'Law of Karma' refers to "cause and effect", but Karma literally means "action" - often indicating intent or cause. Accompanying this usually is a separate tenet called Vipaka, meaning result or effect. The re-action or effect can itself also influence an action, and in this way, the chain of causation continues ad infinitum. When Buddhists talk about karma, they are normally referring to karma/action that is 'tainted' with ignorance. Buddhist theory holds that every karma (every intentional action) will bear karmic fruit (produce an effect somewhere down the line). Karma is the only thing that is fundamentally real. Volitional acts drive the universe. The consequences of this view often confound our ordinary expectations - much in the way quantum physics has results that are strongly counterintuitive. There is also a completely different type of karma that is neither good nor bad, but liberating. This karma allows for the individual to break the uncontrolled cycle of rebirth which always leads to suffering, and thereby leave [[w:en:Samsara|samsara]] to permanently enter [[w:en:Nirvana|Nirvana]]. The Buddhist sutras explain that in order to generate liberating karma, we must first develop incredibly powerful concentration, and proper insight into the (un)reality of samsara. This concentration is akin to the states of mind required to be reborn in the Deva realm, and in itself depends upon a very deep training in ethical self-discipline. This differentiation between good karma and liberating karma has been used by some scholars to argue that the development of Tantra depended upon Buddhist ideas and philosophies. Karma is related to the notion of Buddhist rebirth - sometimes understood to be the same thing as reincarnation - which has its roots in the principle of Karma. ====Recommended Reading:==== * What the Buddha Taught - Ven. Walpola Rahula * Buddha and His Teaching - Ven. Narada * Life of the Buddha - E. J.Thomas * Essentials of Buddhism - Ven. P Gnanarama. [[Category:Buddhist Studies]] 7446 76609 2007-01-15T20:18:51Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Early Buddhist Theory of Knowledge]] moved to [[Early Buddhist Theory of Knowledge]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Early Buddhist Theory of Knowledge==== ====Recommended Reading:==== [[Category:Buddhist Studies]] 7447 76613 2007-01-15T20:20:58Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Early History of Buddhism up to 3rd Century B.C.E.]] moved to [[Early History of Buddhism up to 3rd Century B.C.E.]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Early History of Buddhism up to the Third Century B.C.E.==== An exploration of the general knowledge of the [[w:en:History_of_Buddhism|history]] of Buddhism from the enlightenment of the Buddha up to the Buddhist Missionary activities launched in the reign of Emperor Asoka. Special attention are paid to the following topics: * Expansion of Buddha’s ministry during his life time; * Establishment of the Bhikkhu and Bhikkhuni orders, origin and development of Buddhist monasteries; * Causes that led to the first three Buddhist Councils and their contribution to Buddhism and its literature; * Emergence of Buddhist Schools and their impact on the development of Buddhist thought; * Relationship between Buddhism and the state up to the period of Emperor Asoka; and * Spread of Buddhism beyond Indian frontiers. ====Recommended Reading:==== * History of Buddhism in Ceylon - Ven. Walpola Rahula * Buddhist India - Rhys Davids. Calcutta, 1955 * Early History of the Spread of Buddhism and the Buddhist Schools - N. Dutt * History of Buddhist Thought - E. J. Thomas, London, 1933 * Indian Buddhism - A. K. Warder, Delhi, 1980 [[Category:Buddhist Studies]] 7448 76616 2007-01-15T20:22:57Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Emergence of Buddhism and Basic Buddhist Teachings]] moved to [[Emergence of Buddhism and Basic Buddhist Teachings]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Emergence of Buddhism and Basic Buddhist Teachings==== Religious and philosophical background and basic Buddhist teachings embodied in the Pali Canon are examined in this module. The following topics are emphasized for the religious and philosophical background of Buddhism: * Pre-Buddhist paths of emancipation and traditional means of knowledge; * Pre-Buddhist teaching of Dhyana and Samapati; * Pre-Buddhist beliefs in Karma; * Rebirth and the concept of soul; * Origin, evolution and objectives of the ascetic movement; * Metaphysical and Non-empirical concepts; * Six religious teachers and their life stories and philosophies; * Self-indulgence and self-mortification (Kamasukhallikanuyoaga and Attakilamathanuyoga); skeptical and materialist tendencies. The following topics are emphasized for the basic teachings embodied in the Pali Canon. Three characteristics of existence; four noble truths; interdependent origination; Analysis of Khanda, Dhatu and Ayatana; Kamma; rebirth; Buddhist analysis of Sasvatavada and Ucchedavada; Attention should also be paid to the Buddhist analysis of the following topics: world and its inhabitants; sense perception; psychology; ethics; reason, revelation and experience. Four fold analysis of questions and the Buddhist attitude towards language should also be studied here. ====Recommended Reading:==== * What the Buddha Taught , W Rahula, Buddhist Missionary Society, Kuala Lumpur , Malaysia – 1978 * Early Buddhist Theory Of Knowledge, K.N. Jayatilake, Motilal Banarsidas, Delhi-1980 * Causality : The central Philosophy of Buddhism, D.J.Kalupahana, Honolulu, The University Press of Hawai –1975 * History of Buddhist thought, E.J.Thomas , London-1953 * The Buddha’s Anicient Path, Piyadasi Thera , Taiwan-1995 [[Category:Buddhist Studies]] 7449 76620 2007-01-15T20:24:13Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Geographical Expansion of Theravada Buddhism]] moved to [[Geographical Expansion of Theravada Buddhism]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Geographical Expansion of Theravada Buddhism==== The focus of this module is on the inception and spread of Theravada Buddhism. This is especially so in the countries of South East Asia. The main emphasis on the following aspects: * The Geographical Expansion of Buddhism in the Pre-Asokan period; * Buddhism Emergence as a World Religion During the Reign of Emperor Asoka; * The Spread of Theravada Buddhism in South India and in the Regions of South East Asia (e.g. Myanmar, Thailand); * Religious Intercourses between Theravada Buddhist Countries; and * Contemporary Theravada Buddhism. ====Recommended Reading:==== * History of Theravada Buddhism in South East Asia - K. L. Hazra * Thai Buddhism - Kenneth E. Wells * Buddhism in Myanmar; A Short History - Roger Biscoff, Wheel Publications * Buddhist India - Rhys Davids [[Category:Buddhist Studies]] 7450 76624 2007-01-15T20:25:30Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Intoduction to Pali Language]] moved to [[Intoduction to Pali Language]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== Pali is a Middle-Indo Aryan language which serves as the language in which the canonical texts of Theravada Buddhism are maintained. It is also the language used for chanting in the Theravada tradition. A knowledge of source languages is vitally necessary to any serious student of religion. Without a working knowledge of these languages, the student will remain reading <i>about</i> a religion, even if (s)he is reading a translation of a primary source, rather than reading the bases of the religion directly without an intermediary to fill the head with doctrines and expectations about a religion's nature. The primary language of Buddhism is Sanskrit, but Pali is also used by all Theravadin Buddhists, and the Pali Canon is the core textual body of ''all'' Buddhist schools. Therefore, an understanding of Pali is ''very'' important to a person seeking a graduate-level understanding of the religion. === Requirements === The student is expected to understand the following: * The origins of the language * The origins of the Pali Canon * Ability to recite from memory the Pali alphabet * A '''full knowledge''' of pronunciation * The relationship between Pali and other Prakrits, particularly the mutual influence between it and Sanskrit * A working vocabulary * Culminating in an ability to read and comprehend Buddhist scriptures in the original Pali without a translation as aid === Sources === * [http://en.wikipedia.org/wiki/Pali Wikipedia article on Pali] * [http://www.orunla.org/tm/pali/htpali/pcourse.html Tutorial] [[Category:Buddhist Studies]] 7451 77270 2007-01-16T21:17:17Z Mystictim 626 added [[Category:Learning activities]] ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Introduction to Buddhism==== Welcome to the introductory courses. Many of us had heard of Buddha or Buddhism in one way or another. There are quite a lot of misconception about Buddhism. It is the intention of this introductory course to guide you through a general understanding of Buddhism. You may want to be introduced to the subject matter by reading about the [[w:en:Buddha|Buddha]] or [[w:en:Gautama_Buddha|historic Buddha]] and how [[w:en:Buddhism|Buddhism]] started. An overview of the [[w:en:History_of_Buddhism|history]] will be helpful for students attending this course. Another insight is to review the [[w:en:Timeline_of_Buddhism|timeline]] of Buddhism. The Buddha referred to his teachings simply as [[w:en:Dharma|Dhamma]]-[[w:en:vinaya|vinaya]] or "the doctrine and discipline". Many people have tried to categorise the teachings in various ways, trying to fit them into prevailing molds of cultural, philosophical and religious thought. Buddhism, arguably, is best viewed as an ethical system or that of a systematic ''social education''. The system provides a guide to a way of life that leads to a very specific goal. In that way, Buddhism possesses some aspects of both [[w:en:Religion|religion]] and [[w:en:Buddhist_philosophy|philosophy]]. There are many schools in Buddhism, and further divisions and subdivisions of the schools. You may refer to them [[w:en:Schools_of_Buddhism|here]]. It is important to bear in mind that only a few schools survived today, which will be covered in the Diploma in Buddhism course. Of interest, it is noted that Buddhism had spawned a whole genre of [[w:en:Buddhist_art|Buddhist art]], especially evolving from ''aniconic'' phase where there is a conscious avoiding direct representations of the Buddha. It was around the 1st century AD that Buddhist Art entered an ''iconic'' phase or that with direct representations of the Buddha. ====References==== *[[w:Four Noble Truths|Four Noble Truths]] (Wikipedia) *[[w:Eightfold Path|Eightfold Path]] (Wikipedia) *[[Buddhist Philosophy]] (Wikibooks) ====Coursework==== You are invited to write, in not more than 1200 words a topic from below: * Buddhism as I know it * The historic Buddha [[Category:Buddhist Studies]]|[[Category:Learning activities]] 7452 77280 2007-01-16T21:27:36Z Mystictim 626 added Main welcome {{Main welcome}} ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== [[Category:Buddhist Studies]] 7453 76635 2007-01-15T20:29:19Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Introduction to Various Schools of Buddhism]] moved to [[Introduction to Various Schools of Buddhism]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ==Introduction== There are many schools of Buddhism while the surviving schools today can be roughly grouped under the categories of [[../Theravāda/]], [[../Mahāyāna/]] and [[../Vajrayāna/]] schools. It will be useful for us to look at the circumstances that lead to the divisions among the [[w:en:Early_Buddhist_Schools|early Buddhist schools]]. The division came about due to doctrinal or practical differences in the views of the Buddhist Sangha following the death of the Buddha. The initial split was between [[../Sthaviravāda/]] and [[../Mahāsaṃghika/]] occurred about 100 years after Buddha's death, due to differing views concerning the rigidity of monastic rules. It is important for us to follow the development of various school of thoughts and how they had developed to what we have today. ==List of schools== * [[../Theravāda/]] * [[../Vajrayāna/]] * [[../Mahāyāna/]] * [[../Sthaviravāda/]] * [[../Mahāsaṃghika/]] [[Category:Buddhist Studies]] 7454 76639 2007-01-15T20:30:59Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Mahāsaṃghika]] moved to [[Mahāsaṃghika]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]] > [[Introduction to Various Schools of Buddhism|Various Schools of Buddhism]]=== ====Mahāsaṃghika==== *[[w:en:Mahasamghaka|Mah&#257;sa&#7747;ghika]] ('Majority', c. 380 BCE) **[[w:en:Ekavyaharaka|Ekavyah&#257;rikas]] (under [[w:en:Asoka|Asoka]]) ***[[w:en:Lokottaravada|Lokottarav&#257;da]] **[[w:en:Golulaka|Golulika]] (during [[w:en:Asoka|Asoka]]) ***[[w:en:Bahushrutiya|Bahu&#347;rut&#299;ya]] ***[[w:en:Prajnaptivada|Prajñaptiv&#257;da]] ***[[w:en:Cetiyavada|Cetiyav&#257;da]] **[[w:en:Caitika|Caitika]] ***[[w:en:Apara Shaila|Apara &#346;aila]] ***[[w:en:Uttara Shaila|Uttara &#346;aila]] [[Category:Buddhist Studies]] 7455 76642 2007-01-15T20:32:25Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Mahāyāna]] moved to [[Mahāyāna]]: Wikiversity name ===[[Wikiversity:School of Theology|School of Theology]] > [[Topic:Buddhist Studies]] > [[Introduction to Various Schools of Buddhism|Various Schools of Buddhism]]=== ====Mahayana==== * [[w:en:Madhyamaka|Madhyamaka]] ** [[w:en:Prasangaka|Prāsangaka]] * [[w:en:Yogacara|Yogācāra]] * [[w:en:Tathagatagarbha_doctrine|Tathagatagarbha]] *** [[w:en:Wei-Shi|Wei-Shi]] (Consciousness-only school) or [[w:en:Faxiang|Faxiang]] (Dharma-character school) **** [[w:en:Beopsang|Beopsang]] **** [[w:en:Hosso|Hossō]] ** [[w:en:Sanlun|Sanlun]] (Three Treatise school) *** [[w:en:Sanron|Sanron]] * [[w:en:Dashabhumika|Daśabhūmikā]] (absorbed in to Huayan) * [[w:en:Huayan|Huayan]] (Avata&#7747;saka) ** [[w:en:Hwaeom|Hwaeom]] ** [[w:en:Kegon|Kegon]] * [[w:en:Chan|Chan]] / [[w:en:Zen|Zen]] / [[w:en:Seon|Seon]] **[[w:en:Caodong|Caodong]] ***[[w:en:Soto|Soto]] **[[Linji school|Linji]] ***[[Rinzai School|Rinzai]] ***[[Obaku (school of Buddhism)|&#332;baku]] ***[[w:en:Fuke|Fuke]] * [[Pure Land]] (Amidism) ** [[w:en:Jodo|Jodo]] ** [[Jodo Shin]] * [[w:en:Tiantai|Tiantai]] (Lotus Sutra School) ** [[Cheontae]] ** [[Tendai|Tendai]] (also contained Vajrayana elements) * [[Nichiren Buddhism|Nichiren]] ** [[Nichiren Shu|Nichiren Sh&#363;]] ** [[Nichiren Shoshu|Nichiren Sh&#333;sh&#363;]] ** [[w:en:Nipponzan_Myohoji|Nipponzan Myōhōji]] ** [[w:en:Soka_Gakkai|Soka Gakkai]] * [[w:en:Vijnanavada|Vijñānavāda]] [[Category:Buddhist Studies]] 7456 76646 2007-01-15T20:34:00Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Origins of Buddhism and the Basic Concepts of Culture]] moved to [[Origins of Buddhism and the Basic Concepts of Culture]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Origins of Buddhism and the Basic Concepts of Culture==== A systematic knowledge on the early period of Buddhist civilization is expected with special emphasis on the topics given below : * Buddhist critique of its religio-philosophic environment * Special Characteristics of the life of the Buddha * Fundamental teachings of Buddhism : - The Buddhist theory pertaining to the nature of sentient being; - the true nature if empirical exsistence according to Buddhism; - Buddhist analysis of perception , mind and matter; - the Buddhist teaching on Critical outlook , universal love , adaptability, Democratic nature. * Social, political and economic thought in Buddhism ====Recommended Reading:==== * Studies in the Origin of Buddhism , G.C. Pande , Delhi ,1983 * Buddhist Thought in India, E.Conze , London , 1982 * A Theory of Causality in Early Buddhism , W.S. Karunaratne , Colombo , 1988 * Buddhist Philosophy: A Historical Analysis , D.J. Kalupahana, Honolulu , 1976 [[Category:Buddhist Studies]] 7457 76649 2007-01-15T20:35:20Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Philosophy of Early History Buddhist Schools]] moved to [[Philosophy of Early History Buddhist Schools]]: Wikiversity page name convention ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Philosophy of Early History Buddhist Schools==== This module examines comprehensively the Sthaviravada and Mahasanghika schools of Buddhism which came into existence after the second council. Their philosophical teachings are explored with special attention to the following: * The relationship between the philosophical trends in the Buddhist thought appearing in the Suttapitaka and the Buddhist thought of the early schools of Buddhism; * Different views of Dharmavada and their various revisions; analysis of mind and sense perception; analysis of matter and atomism; * The concept of time and the theory of momentariness; * Analysis and synthesis of Dharma; * Divisions of truths as conventional and absolute and their mutual relationship; * Nirvana and its sectarian interpretations. ====Recommended Reading:==== * Central Conception of Buddhism - K. Stcherbatsky, Calcutta, 1956 * Early History of the Spread of Buddhism and Buddhist School - N. Dutt, New Delhi, 1980 * Guide Through the Abhidhamma Pitaka – Nanatiloka, Colombo, 1957 * Indian Buddhism - A. K. Warder, Delhi, 1980 * Points of Controversy (Kathavatthu) - Trs. S. Z. Aung and Mrs. Rhys Davids. London, 1958 * 2500 Years of Buddhism - Ed. P. V. Bapat, Delhi, 1956 * System of Buddhist Thought - Yamakami Sogen, Calcutta, 1912 [[Category:Buddhist Studies]] 7458 76653 2007-01-15T20:36:36Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Philosophy of Mahayana Buddhist Schools]] moved to [[Philosophy of Mahayana Buddhist Schools]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Philosophy of Mahayana Buddhist Schools==== A critical study of the origin, expansion and philosophy of Mahayana Buddhist schools are emphasised. Reference to the original sources is done with special attention drawn to the following: * Canonical evidence of the causes that led to the emergence of Mahayana; * The interpretation of the word Mahayana and the nature of its philosophy * Origin and development of Madhyamaka philosophy; concept of Sunyata and its interpretations; * Madhyamaka viewpoint of voidness; interdependent origination; Middle path; * Samsara and Nirvana; * Dialectical method and its adaptation; * Nature and realization of unconditioned realities. Special attention are paid to the concepts of Trikaya, Bodhicitta, Bodhisattva pranidhana, ideal of Bodhisattva, perfections (paramita) and ten states (dasabhumi); the causes that led to the emergence of Yogacara vignanavada; analysis of Citta matrata and Vignanamatrata; various divisions, nature and function of vignanta and how vignana differs from cittamatrata. A general knowledge of the basic tenets and nature of Tantrayana which is an offshort of Mahayana is also explored in this module. ====Recommended Reading:==== * Prajna Paramita Hrdaya Sastra (with text and notes) - Ed. E. Conze, Buddhist wisdom book, 1958 * The Central Philosophy of Buddhism - T. R. V. Murti, London, 1955 * Buddhist Thought in India - E. Conze, London * The Yogacara Idealism – A. K. Chaterjee, varanasi, 1975 * The Bodhisatva Doctrine in Buddhist Sanskrit Literature - Har Dayal, Motilal Banarsidas, Delhi * Mahayana Buddhism - Nalinaksha Dutt, Mortilal Banarasidas, Delhi, 1978 * An introduction to Mahayana Buddhism – W.M. McGovern, Delhi * Meditation on Emptiness - Jeffrey Hopkins, Wisdom Publications [[Category:Buddhist Studies]] 7459 76656 2007-01-15T20:38:06Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Pre-Buddhist Indian Thought and Culture]] moved to [[Pre-Buddhist Indian Thought and Culture]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]]=== ====Pre-Buddhist Indian Thought and Culture==== You are expected to posses a detailed knowledge on the Indian Culture from the age of the Indus Valley Civilization up to the time of the Buddha. This school has a special focus should be in the followings: * Indian culture before the advent of Aryans. * Evolution of the religious , social and literary aspects of the Vedic Brahmanic Culture upto the Upanishadic * Evolution of Sramanic culture and its characteristics * Political, economic and social conditions during the time of the Buddha * Nature of the Brahmanic thought during the time of the Buddha * Teachings of the six religious teachers contemporary to the Buddha ====Recommended Reading:==== Hinduism and Buddhism, C.Eliot, London, 1957 The Wander That was India, A.L.Basham, London, 1957 Indian Philosophy, Vol.1, S.Radhakrishnan, London, 1958 History of Indian Philosophy, Vol I S.Das Gupta, Cambridge, 1963 The Origin and the Early Development of Buddhist Monachism, Patricia Olivelle, Gunasena, Colombo, 1974 Indian Buddhism, A.K. Warder, Delhi 1980 Studies in the Origins of Buddism,G.C.Pande, Deihi, 1983 Early Buddhism and Its Origins, V.P.Verma, New Delhi, 1973 [[Category:Buddhist Studies]] 7460 76659 2007-01-15T20:39:33Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Sthaviravāda]] moved to [[Sthaviravāda]]: Wikiversity name ===[[Wikiversity:School_of_Theology|School of Theology]] > [[Topic:Buddhist_Studies|Department of Buddhist Studies]] > [[Introduction to Various Schools of Buddhism|Various Schools of Buddhism]]=== ====Sthaviravāda==== [[w:en:Sthaviravada|Sthaviravāda]] literally means the "Teaching Of The Elders", was one of the two main movements in early Buddhism. "The Elders" referred to Buddha 500 immediate disciples who had attained Arahantship (Enlightenment), they held the First Council, and unanimously decided not to modify any of Buddha Vinaya and Dhamma. The Sthaviravāda faith survives today in the Theravāda tradition. ====Sthaviravāda Schools==== *[[w:en:Sthaviravada|Sthavirav&#257;da]] **[[w:en:Pudgalavada|Pudgalav&#257;da]] ('Personalist') (c. 280 BCE) **[[w:en:Vibhajyavada|Vibhajyav&#257;da]] (prior to 240 BCE; during [[w:en:Asoka|Asoka]]) ***[[w:en:Theravada|Therav&#257;da]] (c. 240 BCE) Considered to be a continuation of [[w:en:Sthaviravada|Sthavirav&#257;da]] and [[w:en:Vibhajyavada|Vibhajyav&#257;da]] ***[[w:en:Mahishasaka|Mah&#299;&#347;&#257;saka]] (after 232 BCE) ***[[w:en:Kashyapiya|K&#257;&#347;yap&#299;ya]] (after 232 BCE) ***[[w:en:Dharmaguptaka]] (after 232 BCE) ***[[w:en:Vatsiputriya|Vats&#299;putr&#299;ya]] (under [[w:en:Asoka|Asoka]]) later name: [[w:en:Sammitiya|Sa&#7747;mit&#299;ya]] ****[[w:en:Dharmottariya|Dharmottar&#299;ya]] ****[[w:en:Bhadrayaniya|Bhadray&#257;n&#299;ya]] ****[[w:en:Sannagaraka|Sann&#257;garika]] **[[w:en:Sarvastivada|Sarv&#257;stiv&#257;da]] (c. 237 BCE) ***[[w:en:Sautrantaka|Sautr&#257;ntika]] (between 50 BCE and c. 100 CE) ***[[w:en:Mulasarvastivada|M&#363;lasarv&#257;stiv&#257;da]] ([[w:en:3rd century|third]] and [[w:en:fourth century|fourth]] centuries) [[Category:Buddhist Studies]] 7461 76662 2007-01-15T20:41:09Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Theravāda]] moved to [[Theravāda]]: Wikiversity name ===[[Wikiversity:School of Theology|School of Theology]] > [[Topic:Buddhist Studies]] > [[Introduction to Various Schools of Buddhism|Various Schools of Buddhism]]=== ====Theravada schools==== The different schools in Theravada often emphasize different aspects (or parts) of the [[Pali Canon]] and the later commentaries, or differ in the focus on (and recommended way of) practice. There are also significant differences in strictness or interpretation of the [[Vinaya]]. ''Bangladesh'': *[[w:en:Sangharaj_Nikaya|Sangharaj Nikaya]] *[[w:en:Mahasthabir_Nikaya|Mahasthabir Nikaya]] ''Burma'': *[[w:en:Thudhamma_Nikaya|Thudhamma Nikaya]] **[[w:en:Vipassana|Vipassana]] tradition of [[w:en:Mahasi_Sayadaw|Mahasi Sayadaw]] and disciples *[[w:en:Shwekyin_Nikaya|Shwekyin Nikaya]] ''Sri Lanka'': *[[Siam Nikaya]] **[[Waturawila]] (or Mahavihara Vamshika Shyamopali Vanavasa Nikaya) *[[Amarapura Nikaya]] **[[Kanduboda]] (or Swejin Nikaya) **[[Tapovana]] (or Kalyanavamsa) *[[Ramanna Nikaya|Ramañña Nikaya]] **[[Galduwa]] (or Kalyana Yogashramaya Samsthava) **[[Delduwa]] ''Thailand'' *[[Maha Nikaya]] **[[Dhammakaya]] *[[Thammayut Nikaya]] *[[Thai Forest Tradition]] **[[Ajahn Chah]] tradition [[Category:Buddhist Studies]] 7462 76665 2007-01-15T20:42:31Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Vajrayāna]] moved to [[Vajrayāna]]: Wikiversity name ===[[Wikiversity:School of Theology|School of Theology]] > [[Topic:Buddhist Studies]] > [[Introduction to Various Schools of Buddhism|Various Schools of Buddhism]]=== ====Vajrayana==== Vajrayana is the faster path to enlightenment, achieved through use of tantra techniques. [[Category:Buddhist Studies]] 7464 47928 2006-11-22T20:42:55Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] Welcome to the Wikiversity '''Development Project for Initial Questions in Philosophy'''. This course will introduce you with some philosophical methods, and guide you through some questions, that will hopefully force you to reevaluate your assumptions about the world. It is designed to be thought provoking, and relevant. At various times, the literature may seem immense and overwhelming, but take it in your stride. If you ever get confused, just ask for help. [[User:Abc123|Abc123]]. ===Overview === These are the main questions that we will be dealing with. They're just the tip of the iceberg, but they do cover quite a bit of ground. When you answer all of these questions, you will have a grasp on many of the fundamentals of philosophy. As well as that, you should be able to put together a pretty good argument. *Truth, Justice and the Good. Sound familiar? *Are Truth, Justice, and the Good objective realities or are they dependent upon experience for meaning? *Is reality independent of perception? *Why should we act morally? *Can I survive bodily death? *What does it mean to be human? These questions will lead us to the following: *What's up with language? When I talk about Pegasus, I talk about an object that does not exist. Should this mean that any proposition I make about Pegasus is false? Since Pegasus does not exist, it does not fly, thus, the statement "Pegasus flies" must be false. However, If one accepts that, then one should also accept that nothing can be said about any fictitious object, place or person. For example, people talking about works of literature (fiction) should be unable to utter true propositions, since the objects, places or characters they talk about are non-existent. But if someone says that Pegasus is a wingless unicorn, then we know that this is not so, since Pegasus in neither wingless nor a unicorn. This means that we can assert the truth or falsehood of propositions regardless of the existence of the object we talk about. Existence is not a necessary quality of all object. Pegasus has wings, if and only if Pegasus has wings. Pegasus has wings, since it has been so defined. There is no need for an empirical verification of this. The fact that Pegasus is an imaginary animal does not deprive it of its characteristics. One should not confuse the truth or falsehood of a proposition with the existence or nonexistence of the object in question. ===Objectives=== *To be controversial, and stir you into passionate disagreement. *Be able to read someone's writing to the end, and give it the credit it deserves. ''Especially'' when we disagree with it. *When we disagree with something, to reply rationally and powerfully. These questions may seem like quite distinct problems, but they will all interlink. By providing answers to whether or not we are in the Matrix, we can find answers to whether we should act morally. If there really is an unattainable "Good" that we should all strive for, then it is possible for things to exist non-physically, opening the possiblility of non-bodily survival. There is no need to follow a linear pattern, although students will have been assumed to have learned what is in the first part before jumping into the second. Just do things as they feel natural. That's how the course has been written. Bear in mind that none of the questions ask, does God exist? That is because God's existence will not help us at this stage. Asking this question has led philosophers into trouble before. The main tools we will be using at this stage are intuition and reason. ==Learning resources== *[[Initial Questions]] - Mind, Reality, Language. [[Category:Pages moved from Wikibooks]] [[Category:Initial Questions in Philosophy]] 7467 34921 2006-10-12T23:33:32Z JWSchmidt 20 [[Category:Philosophy]] [[Category:Philosophy]] 7468 64774 2006-12-30T21:51:21Z Alex beta 4504 < Back to the [[School:Philosophy|School of Philosophy]] {{cquote|[I have seen the master composing with obscure and intricate signs, so that they could not be easily deciphered.] I often used to see him looking around anxiously as if in fear he might be understood. He was very fond of me, for he was sure I would never betray him. As a matter of fact, I then thought that he was very obsequious. Once, when I grew impatient with him for saying: 'All that is, is rational', he smiled strangely and remarked, 'it may also be said that all that is rational must be'. Then he looked about him hastily; but he was speedily reassured, for only Heinrich Beer had heard his words. (Heinrich Heine, cited in <strong>McCarney, J</strong>: <em>Hegel on History</em>, ISBN 0-41-511695-3)}} [[Wikipedia:Georg_Wilhelm_Friedrich_Hegel|Hegel]] has become notorious for the incredible obscurity of his writing. I am reading the back cover of [[Wikipedia:Peter Singer|Peter Singer's]] introduction to Hegel, where one can find a typical description of the non-specialist's impression.<blockquote>Hegel has become a stock example of an obscure philosopher - a name to conjure with, but not someone whose work can be read and understood. Yet his importance is universally acknowledged, and we are still living in an intellectual climate decisively influenced by his ideas. (ISBN 0-19-287564-7)</blockquote> However, it is probably best to read something written by Hegel to form your own opinion about his prose. A good place to start is the first couple of pages of the ''Introduction'' in the ''[[Wikipedia:Phenomenology of Spirit|Phenomenology of Spirit]]''. Those who are not intimidated by the text face a further difficulty: the public reception of Hegel's philosophy is full of misconceptions and misleading stereotypes. These prejudices can contribute to blur the understanding of Hegel's works. '''Essential reading''' ''The Hegel Myths and Legends'' (Jon Stewart, 1996). You can find this article at [http://hegel.net/en/stewart1996.htm hegel.net] and at [http://www.marxists.org/reference/subject/philosophy/works/us/stewart.htm marxists.org]. ==Biography== [[Image:Hegel.jpg|right|thumb|Georg Wilhelm Friedrich Hegel]]Please read one of the following articles: * The [[Wikipedia:Main_Page|Wikipedia]] entry for [[Wikipedia:Georg_Wilhelm_Friedrich_Hegel|Hegel]]. * [http://www.marxists.org/reference/archive/hegel/help/hegelbio.htm Hegel's biography at marxists.org]. * [http://hegel.net/en/hegel.htm Hegel's biography at hegel.net]. ==The ''Phenomenology of Spirit''== The ''Phenomenology of Spirit'' (also translated as the ''Phenomenology of Mind'') is widely acknowledged as one of Hegel's most significant contributions to philosophy (perhaps his most important work). It is a very interesting and complex book. The 1911 [[Wikipedia:Encyclopædia Britannica|Encyclopædia Britannica]] article on Hegel included [http://hegel.net/en/eb1911.htm#31 a heroic attempt to summarize the ''Phenomenology''] which gives an idea of the far reaching implications of the work, from metaphysics to ethics and political philosophy. * [[Hegel's Phenomenological Method|Hegel's Phenomenological Method]] ==Bibliographies== * [http://www.sussex.ac.uk/Users/sefd0 Andrew Chitty] ([http://www.sussex.ac.uk University of Sussex, England]) has written a huge [http://www.sussex.ac.uk/Users/sefd0/bib/hegel.htm Hegel bibliography]. * [[Wikipedia:Georg_Wilhelm_Friedrich_Hegel#Major_works|Wikipedia entry on Hegel]]. [[Category:Pages moved from Wikibooks]] [[Category:Hegel's philosophy]] 7469 34942 2006-10-12T23:38:31Z JWSchmidt 20 [[Category:Philosophy]] [[Category:Philosophy]] 7470 76262 2007-01-15T02:54:59Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Alex beta|Alex beta]] using [[Wikiversity:Rollback|rollback]] < Back to [[Hegel]] <blockquote>[[Wikipedia:Karl Marx|Karl Marx]] called [the ''Phenomenology of Spirit''<sup id="1text">[[#1foot|1]]</sup>] ‘the true birthplace and secret of Hegel’s philosophy’. Others, defeated by its 750 pages of bewildering and tortuous prose, have been content to let whatever secrets it might contain rest undisturbed. No account of Hegel, however, can decently overlook it.<sup id="2text">[[#2foot|2]]</sup> (Peter Singer)</blockquote> Hegel claims in the introduction to the ''Phenomenology of Spirit'' that the book has phenomenal knowledge as the object of its exposition. ''What'' Hegel means by phenomenal knowledge, and in what sense his work is a phenomenology, are controversial questions about the nature of his whole project. This article will address these questions in an attempt to show how the Hegelian reasoning is rigorously aimed at the attainment of certainty in philosophy (or, in Hegel’s terms, at the coming-to-being of ''Science as such''). By explaining this aim in more detail, we will find the main problems and Hegel’s solution to them. There are two types of problems addressed by Hegel in his ''Phenomenology'': the problem of the beginning of philosophy and the problem of carrying it out. The first part of this article will be devoted to the former problem. Then, by way of a detailed explanation of phenomenal knowledge, the latter problem, by far more subtle, will be addressed. It is in this last part that we will find a greater disagreement between commentators. The main source of controversy can be stated here: it is difficult explain why each form of consciousness will necessarily give birth to the next, the latter being completely determined by the former. Hegel suggests that there is nothing arbitrary in the process. However, although the forms of consciousness form a chain in the different approaches to his method (mentioned below), it is not clear if another such chain, with different individual links, would be equally possible. ==The aim of philosophy== What is the aim of the ''Phenomenology of Spirit''? In the preface to his work, Hegel describes the aim of his project as a search for valid knowing. In other words, his intention is to achieve genuine certainty in knowing.<sup id="3text">[[#3foot|3]]</sup> <blockquote>To help bring philosophy closer to the form of Science, to the goal where it can lay aside the title of ‘''love'' of knowing’ and become ''actual'' knowing- that is what I have set myself to do.<sup id="4text">[[#4foot|4]]</sup></blockquote> Hegel is not satisfied with traditional philosophical enterprises (like the Humean and Kantian projects) that seek to secure knowledge of a certain kind and are sceptical about the results of any other claim to knowledge.<sup id="5text">[[#5foot|5]]</sup></blockquote> Hegel doubts the possibility of such a limited way of knowing, and analyses in the introduction to the ''Phenomenology'' the claim ‘that there is a type of cognition which, though it does not cognise the Absolute as Science aims to, is still true and that cognition in general, though it be incapable of grasping the Absolute, is still capable of grasping other kinds of truth’.<sup id="6text">[[#6foot|6]]</sup></blockquote> He explains that this conception is based on hazy distinctions between ‘an absolute truth and some other kind of truth’ and the unwarranted presupposition of the meaning of terms like ‘absolute’, ‘cognition’, etc.<sup id="7text">[[#7foot|7]]</sup> The ''Phenomenology'' will therefore be a reconstruction of the ‘coming-to-be of ''Science as such''’ in the form of a description of the ‘long way’ which knowledge ‘must travel’ in order to become ‘genuine knowledge’. In the following sections, we will examine the direction that consciousness must take in order to achieve this absolute knowing.<sup id="8text">[[#8foot|8]]</sup> ==The beginning of philosophy== If one is to achieve genuine certainty, then the beginning of one’s project becomes a problem. The reason is that it is apparently impossible to establish a criterion by which to decide what is true and what is not. For what criterion will be used to establish the ''criterion to use''? This Problem is known as the ''Dilemma of Criterion''. It was posed by the ancient [[Wikipedia:skepticism#Philosophical_skepticism|sceptics]] and described by [[Wikipedia:Sextus Empiricus|Sextus Empiricus]] in the following terms: <blockquote>In order to decide the dispute which has arisen about the criterion [of truth], we must possess an accepted criterion by which we shall be able to judge the dispute; and in order to possess an accepted criterion, the dispute about the criterion must first be decided. And when the argument thus reduces itself to a form of circular reasoning the discovery of the criterion becomes impracticable, since we do not allow [those who make knowledge claims] to adopt a criterion by assumption, while if they offer to judge the criterion by a criterion we force them to regress ad infinitum. And furthermore, since demonstration requires a demonstrated criterion, while the criterion requires an approved demonstration, they are forced into circular reasoning.<sup id="9text">[[#9foot|9]]</sup></blockquote> It would seem that any attempt to establish certainty would be condemned beforehand to an infinite regress. Hegel’s method is a responsible and rigorous attempt to resolve the Dilemma of Criterion without begging the question or falling into an infinite regress or a vicious circle. However, in addition to the aforementioned dilemma, there are problems concerning the relation of Hegel’s investigation to history, to the philosophical tradition and to everyday consciousness.<sup id="10text">[[#10foot|10]]</sup> Firstly, a departure from the historical tradition would seem arbitrary and unwarranted. Hegel realizes that his view seems to contradict the view that is prevalent in his time,<sup id="11text">[[#11foot|11]]</sup> but he defends that his investigation is in historical continuity with what has come before and that the departure from previous views is due to a historical change by virtue of which the achievement of absolute knowing is due.<sup id="12text">[[#12foot|12]]</sup> Secondly, regarding his relation to the philosophical tradition, he explains that, while the ‘conventional opinion’ sees in the history of philosophy only ‘simple disagreements’, with one system refuting and replacing the next, the tradition should be regarded as a process in which each philosopher finds the shortcomings of the previous systems and sets out to correct them.<sup id="13text">[[#13foot|13]]</sup> Hegel compares the history of philosophy with the different forms in the organic development of a plant.<blockquote>These forms are not just distinguished from one another, they also supplant one another as mutually incompatible. Yet at the same time their fluid nature makes them moments of an organic unity in which they not only do not conflict, but in which each is as necessary as the other; and this mutual necessity alone constitutes the life of the whole. But he who rejects a philosophical system [i.e. the new philosopher] does not usually comprehend what he is doing in this way; and he who grasps the contradiction between them [i.e. the historian of philosophy] does not, as a general rule, know how to free it from its one-sidedness, or maintain it in its freedom by recognizing the reciprocally necessary moments that take shape as a conflict and seeming incompatibility.<sup id="14text">[[#14foot|14]]</sup></blockquote>This explanation legitimises the ''Phenomenology of Spirit'' as a continuation of previous philosophy, instead of an arbitrary departure from the previous ideas. Thirdly, we encounter the problem of the relation between natural consciousness (the unscientific, uneducated standpoint of everyday life) and the project of the ''Phenomenology''. Science appears to the natural consciousness as the ‘esoteric possession of a few individuals’.<sup id="15text">[[#15foot|15]]</sup> Why should we give more credit to Science than to the certainty of the natural attitude?.<sup id="16text">[[#16foot|16]]</sup><blockquote>But Science, just because it comes on the scene, is itself an appearance: in coming on the scene it is not yet Science in its developed and unfolded truth. [...] For, when confronted with a knowledge that is without truth, Science can neither merely reject it as an ordinary way of looking at things, while assuring us that its Science is a quite different sort of cognition for which that ordinary knowledge is of no account whatever; nor can it appeal to the vulgar view for the intimations it gives us of something better to come. By the former ''assurance'', Science would be declaring its power to lie simply in its ''being''; but the untrue knowledge likewise appeals to the fact that it is, and assures us that for it Science is of no account. ''One'' bare assurance is worth just as much as another.<sup id="17text">[[#17foot|17]]</sup></blockquote> The natural attitude has a right to ask for a justification of Science. Hegel states this explicitly in the Preface.<blockquote>[T]he individual has the right to demand that Science should at least provide him with the ladder to this standpoint [achieved at the end of the ''Phenomenology of Spirit''], should show him this standpoint within himself.<sup id="18text">[[#18foot|18]]</sup></blockquote> ==Critique of Kantian Metaphysics== ‘It is a natural assumption’, writes Hegel at the beginning of his introduction to the ''Phenomenology'' that ‘before we deal with its proper subject-matter, viz. the actual cognition of what truly is, one must first come to an understanding about cognition’.<sup id="27text">[[#27foot|27]]</sup> Taking cognition for granted might lead to a choice of inadequate means that will render us unable to grasp the truth. The introduction criticizes this approach to the problem because of its conception of knowledge as ‘an instrument to get hold of the absolute, or as a medium through which one discovers it’.<sup id="28text">[[#28foot|28]]</sup> This conception amounts to the unjustified assumption that we are separated from what is to be known and, furthermore, that so is knowledge.<sup id="29text">[[#29foot|29]]</sup> It would seem that the traditional view of the subject is prompting us to ''know'' what knowledge is before we start to know. This is obviously absurd. <blockquote>We ought, says Kant, to become acquainted with the instrument before we undertake the work for which it is to be employed; for if the instrument be insufficient, all our trouble will be spent in vain... But the examination of knowledge can only be carried out by an act of knowledge. To examine this so-called instrument is the same thing as to know it. But to seek to know before we know is as absurd as the wise resolution of Scholasticus, not to venture into the water until he had learned to swim.<sup id="30text">[[#30foot|30]]</sup></blockquote> It might seem, though, that there is no possible escape if one is to establish what will count as genuine knowledge, and that we must either accept the criterion of truth of some epistemological position dogmatically or doubt the validity of any knowledge claim because of our inability to justify epistemological claims.<sup id="31text">[[#31foot|31]]</sup> The method of enquiry of the ''Phenomenology'' is based on an immanent critique that brings nothing external into the subject matter. Put in simplistic terms, the internal contradictions of one way of knowing (or form of consciousness) will lead to the next, in a series that will eventually lead to Absolute Knowing. It is necessary to explain at this point what Hegel means by consciousness being infinite, because he distinguishes two different types of infinity.<blockquote>The false infinite is the popular conception of the infinite, as the constant repetition of the finite. It is the infinite as the unending series, or the indefinitely extended straight line. According to Hegel (and Bradley) this kind of infinite is ‘false’ because it forms no real contrast with the finite, it simply repeats the finite. [...] What then is the true infinite? It is that which is unlimited, unbounded, because it incorporates everything else within itself. It does not stand over against something else which would thereby limit it. An example would be the infinite character of consciousness. In some sense, perhaps, there is a contrast between consciousness and its objects, but these objects do not limit it, they exist within consciousness, as the content of consciousness, and in that sense consciousness is infinite.<sup id="32text">[[#32foot|32]]</sup></blockquote> Therefore, consciousness cannot ever ‘come up against’ anything external to it, because ‘if it were external to consciousness, consciousness could never encounter it’.<sup id="33text">[[#33foot|33]]</sup> Hegel makes the same point in the preface to the ''Phenomenology''.<blockquote>Consciousness knows and comprehends only what falls within its experience.<sup id="34text">[[#34foot|34]]</sup></blockquote> Hence, what is called for is a systematic account of the experience of consciousness, ‘the Science of this pathway is the Science of the experience which consciousness goes through’.<sup id="35text">[[#35foot|35]]</sup> ==Phenomenal knowledge== ==Endnotes== <sup id="1foot">[[#1text|1]]</sup> '''Hegel, G.W.F.''': ''Phenomenology of Spirit''. (From now on referred to as '''PS'''). Translated by A.V. Miller, with analysis of the text by J.N. Findlay. Oxford University Press (1977). All quotes of Hegel's ''Phenomenology of Spirit'' refer to this edition unless otherwise stated.<br /> <sup id="2foot">[[#2text|2]]</sup> '''Singer, P.''': ''Hegel''. Oxford University Press (1983).<br /> <sup id="3foot">[[#3text|3]]</sup> Joseph C. Flay and Kenneth R. Westphal both emphasize the importance of Hegel’s claim to have found a way to achieve certainty in philosophy. Their description of the method, however, is significantly different, as we shall see below. Flay’s account of the method in the ''Phenomenology'' can be found in '''Flay, J.C.''': ''Hegel’s Quest for Certainty''. State University of New York Press (1984). A compressed version of Westphal’s discussion is available in '''Westphal, K.R.''': ''Hegel’s Solution to the Dilemma of the Criterion''. Published in '''Stewart, J.''' (ed.): ''The Phenomenology of Spirit Reader. Critical and Interpretive Essays''. State University of New York Press (1988).<br /> <sup id="4foot">[[#4text|4]]</sup> '''PS''' §5, p.3.<br /> <sup id="5foot">[[#5text|5]]</sup> [[Wikipedia:David_Hume|Hume]] denied the validity of non-empirical claims in ''[[Wikisource:An_Enquiry_Concerning_Human_Understanding|An enquiry concerning human understanding]]'' and [[Wikipedia:Immanuel_Kant|Kant]] tried to prove that there cannot be any knowledge of transcendent objects in his famous ''[[Wikisource:Kritik_der_reinen_Vernunft|Critique of Pure Reason]]''.<br /> <sup id="6foot">[[#6text|6]]</sup> '''PS''' §78, pp.47-48.<br /> <sup id="7foot">[[#7text|7]]</sup> Ibid.<br /> <sup id="8foot">[[#8text|8]]</sup> '''PS''' §27, p.15.<br /> <sup id="9foot">[[#9text|9]]</sup> '''Sextus Empiricus''': ''Outlines of Pyrrhonism'', trans. R.G. Bury (Cambridge, Mass.: Harvard University Press, 1933). Cited in '''Westphal, K.R.''': ''Hegel’s Solution to the Dilemma of the Criterion'', published in '''Stewart, J.''' (ed.): ''The phenomenology of Spirit Reader. Critical and Interpretive Essays''. State University of New York Press (1988). pp.76-101.<br /> <sup id="10foot">[[#10text|10]]</sup> A very good description of these problems and of Hegel’s solutions to them can be found in '''Flay''' (1984).<br /> <sup id="11foot">[[#11text|11]]</sup> '''PS''' §6, p.4.<br /> <sup id="12foot">[[#12text|12]]</sup> In his analysis of '''PS''' §11, J.N. Findlay writes:<blockquote>Our own time is ripe for a major intellectual and spiritual advance. This has been ‘in the womb’ for a long time, and is now about to achieve birth. ('''PS''', analysis p. 496)</blockquote> <sup id="13foot">[[#13text|13]]</sup> '''PS''' §2, p.2.<br /> <sup id="14foot">[[#14text|14]]</sup> Ibid.<br /> <sup id="15foot">[[#15text|15]]</sup> '''PS''' §13, p.7. Hegel understands by ''Science'' the system of knowledge.<br /> <sup id="16foot">[[#16text|16]]</sup> '''Flay''' (1984) p.(ix) describes the certainty of natural consciousness in the following terms:<blockquote>The certainty which putatively belongs to common-sense, i.e., to a natural attitude which considers philosophy and its quest for certainty perverse (''verkehrt'').</blockquote> <sup id="17foot">[[#17text|17]]</sup> '''PS''' §76, pp.48-49.<br /> <sup id="18foot">[[#18text|18]]</sup> '''PS''' §26, pp.14-15.<br /> <sup id="27foot">[[#27text|27]]</sup> '''PS''' §73, p.46.<br /> <sup id="28foot">[[#28text|28]]</sup> Ibid.<br /> <sup id="29foot">[[#29text|29]]</sup> '''PS''' §74, p.47.<br /> <sup id="30foot">[[#30text|30]]</sup> '''Hegel, G.W.F.''': ''Lesser Logic''. Quoted in '''Singer''' (1983).<br /> <sup id="31foot">[[#31text|31]]</sup> The latter position is adopted by Sextus Empiricus.<br /> <sup id="32foot">[[#32text|32]]</sup> '''Norman''' (1998), p.121.<br /> <sup id="33foot">[[#33text|33]]</sup> '''Ibid.'''<br /> <sup id="34foot">[[#34text|34]]</sup> '''PS''' §36, p.21.<br /> <sup id="35foot">[[#35text|35]]</sup> '''Ibid.''' This way of describing the content gives support to Werner Marx’s claim that the original title of the ''Phenomenology'' (''Science of the Experience of Consciousness'') does not mean ‘science carried out by the experience of consciousness’ but rather ‘the experience of consciousness studied by science’. He correctly points this out in '''Marx''' (1975), p.1, by referring to '''PS''' §87, pp.55-56.<br /> ==Bibliography== [1] '''Dove, K.R.''': ''Hegel’s Phenomenological Method''. Published in '''Stewart, J.''' (ed.): ''The Phenomenology of Spirit Reader. Critical and Interpretive Essays''. State University of New York Press (1988). pp.52-75.<br /> [2] '''Flay, J.C.''': ''Hegel’s Quest for Certainty''. State University of New York Press (1984).<br /> [3] '''Hegel, G.W.F.''': ''Phenomenology of Spirit''. Translated by A.V. Miller, with analysis of the text by J.N. Findlay. Oxford University Press (1977).<br /> [4] '''Heidegger, M.''': ''Hegel’s Phenomenology of Spirit''. Indiana University Press (1994).<br /> [5] '''Hume, D.''': ''[[Wikisource:An_Enquiry_Concerning_Human_Understanding|An enquiry concerning human understanding]]''.<br /> [6] '''Hyppolite, J.''': ''Genesis and structure of Hegel's Phenomenology of spirit''. Northwestern University Press (1974).<br /> [7] '''Kant, I.''': ''[[Wikisource:Kritik_der_reinen_Vernunft|Critique of Pure Reason]]''.<br /> [8] '''Marx, W.''': ''Hegel’s Phenomenology of Spirit. It’s point and purpose- A commentary on the Preface and Introduction''. Harper & Row Publishers (1975).<br /> [9] '''Norman, R.J.''': ''Hegel’s Phenomenology. A Philosophical Introduction''. Sussex University Press (1976).<br /> [10] '''Norman, R.''': ''The Moral Philosophers. An Introduction to Ethics''. Second Edition. Oxford University Press (1998).<br /> [11] '''Plant, R.''': ''Hegel. On Religion and Philosophy''. Phoenix (1998). <br /> [12] '''Rosen, M.''': ''Hegel's dialectic and its criticism''. Cambridge University Press (1982).<br /> [13] '''Singer, P.''': ''Hegel''. Oxford University Press (1983).<br /> [14] '''Solomon, R.C.''': ''In the Spirit of Hegel. A study of G.W.F. Hegel’s Phenomenology of Spirit''. Oxford University Press (1983).<br /> [15] '''Stewart, J.''': ''The Architectonic of Hegel’s Phenomenology of Spirit''. Published in '''Stewart, J.''' (ed.): ''The Phenomenology of Spirit Reader. Critical and Interpretive Essays''. State University of New York Press (1988). pp.444-477.<br /> [16] '''Westphal, K.R.''': ''Hegel’s Solution to the Dilemma of the Criterion''. Published in '''Stewart, J.''' (ed.): ''The Phenomenology of Spirit Reader''. Critical and Interpretive Essays. State University of New York Press (1988). pp.76-101.<br /> ---- < Back to [[Hegel]] [[Category:Pages moved from Wikibooks]] [[Category:Hegel's philosophy]] 7473 69385 2007-01-10T03:12:08Z JWSchmidt 20 [[Category:Media]] ;Lesson : [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #008: All about Lenses]] ;Pages of this Lesson * <font color="gray">Lenses • </font>[[Lesson:All_about_lenses | Introduction to '''All about lenses''']]. <font color="green"> &rarr; '''''You are here!!!!''''' * <font color="gray">Lenses • </font>[[Lesson:Lens Focal Length| Learning how focal length creates mood]]. * <font color="gray">Lenses • </font>[[Lesson:Over The Shoulder Focal Length| Focal length for over the shoulder shots]]. * <font color="gray">Lenses • </font>[[Lesson:Lens Depth Of Field| Learning how depth of field focuses attention]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using FrameForge 3D Studio 2]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using DAZ Studio]]. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:All_about_lenses | WikiU Film School - Lesson #008: All about Lenses]] Introduction. ---- ---- ==Lesson Summary — Lenses create mood and focus attention== In this lesson, you will look at how lenses effect the filming of a motion picture. We are going to film a short motion picture called ''Seduced by the Dark Side!''. This short scene requires many moods. Therefore we need to learn what moods are possible with lenses. There will also be moods created by the lights, by the musical tone in the actor's voice and by the film score. All of these moods should work together. ==FrameForge 3D Studio vs. DAZ Studio== There are two programs we can use to learn all about lenses: ;FrameForge 3D from Innoventive Software :[http://www.frameforge3d.com/ FrameForge 3D Studio 2] is designed specifically to view how a scene will look however, only the demo version is free. ;DAZ Studio from DAZ Productions, Inc., dba DAZ 3D :[http://www.daz3d.com/program/studio/ DAZ Studio] is an animation program for digital actors which is free but the digital figures are not free. ==Getting Started with FrameForge== Initially, download the [http://www.frameforge3d.com/download.php free demo version] of [http://www.frameforge3d.com/ FrameForge 3D Stduio 2]] and begin learning this very interesting program. (Please use "WikiU" for your middle name so we can keep track of the people from this class who are using the free demo version of FrameForge 3D Studio.) ==Assignment== While you are looking at the examples in this lesson, also turn to Lesson #10 which is the 3D storyboarding lesson which also uses FrameForge 3D Studio 2. You need to recreate your thumbnail storyboad (which you made for Lesson #4) but this time, you must also select the exact focal length of the lenses. ==Supplimental Reading== [http://www.kevinwilley.com/l3_topic03.htm Photos] of scenery photographed with different lenses (shown as 35mm SLR camera focal lengths). [http://www.kevinwilley.com/l3_topic04.htm Photos] of an object (a car) photographed with different lenses (shown as 35mm SLR camera focal lengths). Notice the distortion at the two extremes. [http://www.kevinwilley.com/images/educational/wide_angle/pine_tree_diagram.pdf PDF file] showing what a camera sees with different lenses. Very quick view. [http://www.kevinwilley.com/l3_topic01.htm Information about f-Stops] [http://www.kevinwilley.com/l3_topic02.htm Information about depth of field] ==To be continued… == [[Category:Media]] 7474 70896 2007-01-12T01:54:07Z JWSchmidt 20 repair ;Lesson : [[WikiFilmSchool_N8P1 | Lesson 8, Page 1]] - What is DAZ Studio ;Pages of this Lesson * [[Lesson:Thumbnail_Storyboard | Title Page]] * [[WikiFilmSchool_N8P1 | Page 1]] - What is DAZ Studio <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N8P2 | Page 2]] - Getting Started with DAZ Studio * [[WikiFilmSchool_N8P3 | Page 3]] - The Mood of Lenses ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #008: All about Lenses]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N8P1 | Page 1]] - What is DAZ Studio ---- ---- ==[http://www.daz3d.com/program/studio/1_0index.php DAZ Studio]== Go to [http://www.daz3d.com/program/studio/1_0index.php DAZ Studio] and read about DAZ Studio. Remember, this is only the animation program, not the models. While it does come with some models, the rest of the models must be purchased (if needed) and downloaded. The models are very inexpensive but habit forming. To be continued… [[Category:Media]] 7476 34995 2006-10-13T00:43:48Z Robert Elliott 1436 A human face photographed with a 24 mm lens for the WikiU Film School == Summary == A human face photographed with a 24 mm lens for the WikiU Film School == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7477 34997 2006-10-13T00:45:45Z Robert Elliott 1436 A human face photographed with a 200 mm lens for the WikiU Film School == Summary == A human face photographed with a 200 mm lens for the WikiU Film School == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7478 67700 2007-01-07T22:30:14Z JWSchmidt 20 /* See Also */ [[UFO research]] Welcome to the Wikiversity Center for Exobilogy, part of the [[School:Biology|School of Biology]]. [[Image:Prebiotic.jpg|thumb|How common are the conditions required for life?]] '''Exobiology''', also known as xenobiology or astrobiology is a speculative field within biology concerned with extraterrestrial life. =Where are the data?= [[Image:Planetfinder.jpg|thumb|Terrestrial Planet Finder.]] '''Astrobiology''' is an idea in search of data. Many scientists expect that life is common, probably having come into existence on millions of planets. However, astrobiology is a speculative field within biology; nobody has evidence for extraterrestrial life. Astrobiology includes the concept of artificial life, since any life form with human-like intelligence could conceivably create artificial life in a laboratory. Such artificial life might be more suitable than a biological organism for interstellar travel. While currently funded efforts in astrobiology focus on planetary exploration and attempts to detect planets with Earth-like atmospheres, it has been suggested that we should also look closely at Earth for signs that alien artificial life is already here. [[Image:651px-EosChasma.jpg|thumb|left|300px|Possible landing site at Eos Chasma]] ==Possible data== Probably the strongest claim that we have data in hand comes from study of Mars meteorite [[wikipedia:ALH84001|ALH84001]]<ref name="magnetofossils">For example, see: "[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pubmed&pubmedid=12147458 Magnetofossils from Ancient Mars: a Robust Biosignature in the Martian Meteorite ALH84001]"</ref>. This is the Martian rock first reported in 1996 to possibly contain evidence of fossilized microbial life. It has been estimated that ALH84001 was knocked off of the surface of Mars 20 million years ago during the formation of an impact crater. In 2005 it was reported by Vicky Hamilton of the University of Hawaii that the mineral composition of ALH84001 matches one known location on Mars, [[wikipedia:Eos Chasma|Eos Chasma]], part of the [[wikipedia:Valles Marineris|Valles Marineris]] canyon system. It has been suggested that this might be a good target for a mission to Mars that would seek signs of past life. ==Learning resources== *The [http://en.wikipedia.org/wiki/Drake_equation Drake Equation] *can human like intelligence evolve under water? *can comets incubate life and seed it to planets? ==References== <references/> ==See Also== *[[Astrosociobiology]] *[[UFO research]] =External Links= *[http://phoenix.lpl.arizona.edu/educators/life.php Search for life on Mars] *[http://nai.arc.nasa.gov/ NASA astrobiology] *[http://exobiology.arc.nasa.gov/ NASA exobiology] *[http://www.astrobio.net/news/ Astrobiology Magazine News] *[http://www.astrobiology.com/ www.astrobiology.com] *[http://groups.yahoo.com/group/Exobiology2/ discussion group] [[Category:Extraterrestrial life]] 7479 35001 2006-10-13T00:49:12Z Robert Elliott 1436 This is the formatted script for "Seduced by the Dark Side!" as typed by CDinAston. This is the first assinment completed by a student at the WikiU Film School. It still needs the data for the title page. == Summary == This is the formatted script for "Seduced by the Dark Side!" as typed by CDinAston. This is the first assinment completed by a student at the WikiU Film School. It still needs the data for the title page. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7480 35002 2006-10-13T00:55:55Z JWSchmidt 20 From USA government; NASA/JPL-Caltech. http://www.jpl.nasa.gov/images/policy/ {{PD}} From USA government; NASA/JPL-Caltech. http://www.jpl.nasa.gov/images/policy/ {{PD}} 7481 35004 2006-10-13T00:57:21Z JWSchmidt 20 Public domain image from NASA's USA government website. {{PD}} Public domain image from NASA's USA government website. {{PD}} 7482 35005 2006-10-13T00:59:34Z JWSchmidt 20 Image from [http://marsoweb.nas.nasa.gov/landingsites/mer2003/topsites/final/EosOutflow/maps/EosOutflow_small.jpg NASA] {{PD}} Image from [http://marsoweb.nas.nasa.gov/landingsites/mer2003/topsites/final/EosOutflow/maps/EosOutflow_small.jpg NASA] {{PD}} 7483 35006 2006-10-13T01:00:39Z JWSchmidt 20 [[Category:Biology]] [[Category:Biology]] 7484 67702 2007-01-07T22:33:46Z JWSchmidt 20 /* External links */ [[Image:396px-Goldstone.jpg|right|thumb|[http://www.lewiscenter.org/gavrt/ Goldstone] radio telescope.]]'''Astrosociobiology''' is the speculative scientific study of extraterrestrial civilizations and their possible social characteristics and developmental tendencies. The field involves the convergence of [[Topic:Exobiology|astrobiology]], [[w:Sociology|sociology]] and [[w:Evolutionary biology|evolutionary biology]]. Thus far, it is entirely theoretical. If Astrosociobiology is going to become a serious science, means need to be found to make contact with extraterrestrial civilizations. So far, the major approach to detecting or possibly communicating with extraterrestrial civilizations is the use of radio telescopes to detect electromagnetic signals from outer space ([[w:SETI|SETI]]). Most SETI efforts assume that advanced extraterrestrial civilizations might attempt to send powerful radio signals into space that a relatively primitive technological society (such as our own) might be able to detect. However, it may be that the "Radio Age" is very short for most civilizations, and few radio signals may exist in our galaxy. Also, it may be that advanced extraterrestrial civilizations attempt to hide from primitive cultures, in order to prevent contaminating them or otherwise interfering with their natural course of development. If so, new means of detecting extraterrestrial civilizations may be needed. ==Discussion== What is the theory of panspermia? ==See Also== *[[Topic:Exobiology|Exobiology]] *[[UFO research]] ==External links== *[[w:Panspermia|Panspermia]] article at Wikipedia [[Category:Extraterrestrial life]] 7485 35010 2006-10-13T01:11:23Z JWSchmidt 20 Public domain [http://saturn.jpl.nasa.gov/multimedia/images/image-details.cfm?imageID=1296 image from USA government website]. {{PD}} Public domain [http://saturn.jpl.nasa.gov/multimedia/images/image-details.cfm?imageID=1296 image from USA government website]. {{PD}} 7486 35015 2006-10-13T01:19:15Z Robert Elliott 1436 A human face photographed with a 24 mm lens for the WikiU Film School - Tiny version A human face photographed with a 24 mm lens for the WikiU Film School - Tiny version 7488 67980 2007-01-08T04:00:43Z JWSchmidt 20 [[Category:Electronic engineering]] ==Lessons== *[[Signals]] *[[Time domain]] *[[Frequency domain]] *[[Fourier Series]] *[[Fourier Transforms]] *[[Linear Time Invariant Systems]] *[[Dirac Delta Function]] *[[Convolution]] *[[Passive Analogue Filter Design]] *[[Digital Signal Processing]] *[[Discrete Time Fourier Transform]] *[[Discrete Fourier Transform]] *[[Fast Fourier Transform]] *[[FIR filters]] *[[IIR filters]] *[[Detection and Estimation]] *[[Periodograms]] [[Category:Electronic engineering]] 7490 45076 2006-11-13T02:56:23Z Rayc 57 cat ==Concepts== *[[Modulation]] *[[Demodulation]] ==Modulation Techniques== *[[Amplitude Modulation]] *[[Frequency Modulation]] *[[Phase Modulation]] *[[Single Side Band Modulation]] *[[Vestigial Side Band Modulation]] *... [[Category:Audio Engineering]] 7491 70121 2007-01-10T22:54:53Z JWSchmidt 20 [[Category:Electronic engineering]] ==Introduction== *[[Radio Frequencies]] *[[High Frequency Effects]] ==Transmission lines== *[[Transmission lines]] *[[Distributed Circuit Analysis]] *[[Characteristic Impedance]] *[[Reflection Coefficient]] *[[Standing Wave Ratio]] *[[Smith Charts]] *[[Impedance Matching]] ==Antennas== *[[Antenna]] *[[Friis Transmission Equation]] *[[Antenna Array]] *[[Hertzian Dipole]] ==Communications Link Analysis== *[[Link Margin]] *[[Link Budget]] *[[Noise Figure]] *[[Noise Temperature]] *[[System Temperature]] *[[Low Noise Amplifiers]] *... [[Category:Electronic engineering]] 7492 45118 2006-11-13T03:21:40Z Rayc 57 cat *[[Open loop systems]] *[[Closed loop systems]] *[[Feed back]] *[[Transfer Functions]] *[[Compensator]] *[[PID Controller]] *[[State Space]] [[Category:Electrical Engineering]] 7493 45135 2006-11-13T03:32:15Z Rayc 57 cat ==Introductory Material== *[[Coordinate systems]] *[[Cartesian Coordinates]] *[[Cylindrical Coordinates]] *[[Spherical Coordinates]] *[[Vector Calculus]] ==Electrostatics== *[[Electrostatic Fields]] *[[Coulomb's Law]] *[[Gauss's Law]] *[[Electric Potential]] ==Magnetostatics== *[[Biot-Savart's Law]] *[[Ampere's Law]] *[[Faraday's Law]] ==Electromagnetics== *[[Maxwell's Equations]] [[Category:Physics]] 7494 45127 2006-11-13T03:27:13Z Rayc 57 *[[Baseband Modulation/Demodulation techniques]] *[[Bandpass Modulation/Demodulation techniques]] *[[Channel Coding]] *[[Modulation and Coding Trade-offs]] *[[Synchronisation]] *[[Multiplexing and Multiple Access]] *[[Spread Spectrum Techniques]] *[[Source Coding]] *[[Encryption and Decryption]] *[[Fading Channels]] [[Category:Electronic engineering]] 7495 45136 2006-11-13T03:33:00Z Rayc 57 cat ==Basic Electronic Elements== *[[Resistors]] *[[Capacitors]] *[[Inductors]] ==DC Circuit Analysis== *[[Ohm's Law]] *[[Kirchhoff's Current Law]] *[[Kirchhoff's Voltage Law]] *[[Voltage division]] ==AC Circuit Analysis== *[[Frequency Response]] *[[Bode Plot]] *[[Transient Analysis]] ==Semiconductors== *[[Diodes]] *[[Transistors]] ==Integrated Circuits== *[[Operational Amplifier]] [[Category:Electronic engineering ]] 7498 43485 2006-11-07T02:28:12Z Robert Elliott 1436 Added Copyright info as requested == Summary == Final Draft Banner to illustrate Lesson #1 of WikiU Film School on script formatting with the free demo version of Final Draft. [[User:Robert Elliott|Robert Elliott]] 02:28, 7 November 2006 (UTC) == Licensing == To use Final Draft graphics, you must follow our permissions and trademark guidelines. If you have further questions, please send a note to webmaster@finaldraft.com. Company Policies PERMISSIONS AND TRADEMARKS The following guidelines are provided for the use of certain copyrighted materials, such as images, box shots, screen shots, and text; and for the use of certain trademarked materials, such as logos, marks, and icons. These materials are owned by Final Draft, Inc. Systems Incorporated ("Final Draft, Inc.") and provided under license. To use such materials, you must first agree to the following license terms: 1. The materials available for download on this site are subject to these license terms, as well as any specific guidelines contained herein. If you download any materials from this site, you agree to be bound by these license terms as well as the specific guidelines related to the materials you wish to download. 2. You may not sell, alter, modify, license, sublicense, copy, or use the materials in any way other than has been specifically authorized by Final Draft, Inc. in the permissions and trademark guidelines described herein. 3. You acknowledge that Final Draft, Inc. reserves the right to revoke the authorization to view, download, and print the materials available on this site at any time, and for any reason; and such authorization shall be deemed to be discontinued immediately upon the removal of these materials from the site. 4. You acknowledge that any rights granted to you constitute a license and not a transfer of title. You do not obtain any ownership right, title, or other interest in Final Draft, Inc. copyrighted materials or trademarks by downloading, copying, or otherwise using these materials. 5. FINAL DRAFT, INC. SHALL NOT BE LIABLE TO YOU OR ANY OTHER PARTY FOR ANY LOSS OF REVENUE OR PROFIT OR FOR INDIRECT, INCIDENTAL, SPECIAL, CONSEQUENTIAL, OR OTHER SIMILAR DAMAGES, WHETHER BASED ON TORT (INCLUDING, WITHOUT LIMITATION, NEGLIGENCE OR STRICT LIABILITY), CONTRACT, OR OTHER LEGAL OR EQUITABLE GROUNDS EVEN IF FINAL DRAFT, INC. HAS BEEN ADVISED OR HAD REASON TO KNOW OF THE POSSIBILITY OF SUCH DAMAGES. 6. ANY MATERIALS ARE PROVIDED ON AN "AS IS" BASIS. FINAL DRAFT, INC. SPECIFICALLY DISCLAIMS ALL EXPRESS, STATUTORY, OR IMPLIED WARRANTIES RELATING TO THESE MATERIALS, INCLUDING BUT NOT LIMITED TO THOSE CONCERNING MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE OR NON-INFRINGEMENT OF ANY THIRD-PARTY RIGHTS REGARDING THE MATERIALS. 7499 35063 2006-10-13T04:00:30Z Robert Elliott 1436 A human face photographed with a 50 mm lens for the WikiU Film School using DAZ Studio and Victoria. == Summary == A human face photographed with a 50 mm lens for the WikiU Film School using DAZ Studio and Victoria. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7501 74273 2007-01-12T22:13:58Z Historybuff 5228 Category Visual Basic is in Category Computer Programming, so this is on two nodes of the tree The [[w:Windows API|Windows API]] is a rich set of functions for accomplishing common tasks. There are several thousand of these functions, and all are documented on Microsoft's website, [http://msdn.microsoft.com/library/default.asp?url=/library/en-us/winprog/winprog/windows_api_reference.asp MSDN]. == Declaring API functions == API functions are stored in '''DLL files''' ("Dynamic Link Libraries"; Sometimes called '''libraries''' or libs). For your program to use functions from a library, they must first be '''declared'''. Declaring a function uses the following syntax: Declare Function (function name) Lib (library) (arguments) To declare a function, you must first know what library it is in, and then any arguments it accepts. Happily, these are very easy to discover, often by either going to the link above (MSDN) or googling. === Example === Here, we will use a simple function, called ''beep'' to demonstrate how to use API functions. First, we must declare it, the ''beep'' function is declared as follows: Private Declare Function Beep Lib "kernel32" (ByVal dwFreq As Long, ByVal dwDuration As Long) As Long Once a function is declared, it can be used as if it were a built-in function of Visual Basic. To use the ''beep'' function, you must provide a frequency (in hertz), and a duration (in millisecoinds). The following line would beep for 1 second at 440 hertz: Beep 440, 1000 Here's an example of something very strange you can do with Beep API + a For Loop: <pre> Option Explicit Private Declare Function Beep Lib "kernel32" (ByVal dwFreq As Long, ByVal dwDuration As Long) As Long Private Sub Form_Paint() Dim i As Integer For i = 1 To 2600 DoEvents Beep i, 3 ' "Techno rain": Beep Rnd() * 20000, 5 ' "Life as a computer in hollywood": Beep Rnd() * 20000, 15 ' "YAY! I beat a game from the 70s!": Beep Rnd() * 2000, 20 ' "Scary part of a game from the 70s": Beep Rnd() * 2000, 200 Next i DoEvents Beep 200, 500 End Sub </pre> == Finding documentation on the functions == There are literally thousands of Windows API functions out there, and guessing the code to declare one is difficult. A list of all functions, their uses, and the code to declare them can be found at the following URL on Microsoft's website: *http://msdn.microsoft.com/library/default.asp?url=/library/en-us/winprog/winprog/windows_api_start_page.asp You can also find API functions from the AllAPI Network, which has a collection of every function and it's use in VB6 as well as VB.NET, along with examples and related functions. This website is also home to a VB6 extension called [http://www.allapi.net/agnet/apiviewer.shtml ApiViewer], which is a massive extension to the outdated program that comes with VB6. *http://www.allapi.net/apilist/apilist.php {{VBfooter||}} [[Category:Visual Basic]] 7503 35087 2006-10-13T11:32:45Z 88.154.188.63 Someone please write this article, i really need it... 7515 70748 2007-01-11T20:21:34Z JWSchmidt 20 [[Category:Education]] The schools in this category are totally devoted to the idea of active learning. Each "learn by doing school" specializes in a particular domain of knowledge while also using an integrative and multi-disciplinary approach. [[Category:Schools]] [[Category:Education]] 7518 45087 2006-11-13T03:03:37Z Rayc 57 cat Pending... Please follow "what links here" == What is Internet Audio?== This is a new [[Topic:topic|topic]]. Please help expand it. See [[Topic talk:Internet Audio]] ==See also== *[[Podcasting]] [[Category:Webcasting]] 7519 35120 2006-10-13T16:11:11Z JWSchmidt 20 start school [[Image:Kirche Gröben Lichtspiel.JPG|thumb|right|What is light]] [[Image:Double slit simulated 2.jpg|thumb|right|What is light and how can it be studied? <math> \nabla \times \mathbf{H} = \mathbf{J} + \frac {\partial \mathbf{D}} {\partial t}</math>]] Welcome to the Wikiversity '''School of Doing Science'''. ==School objectives== The School of Doing Science is devoted to the idea that a good way to learn about science is to do science. The School of Doing Science will provide learners with an environment full of actvities and learning projects. By participating in these learning projects, you can learn what science is and how science is done, While doing science, you can learn what the past discoveries of science have been and what current scientific investigations are underway. The ultimate goal is to provide participants with science literacy and the abilty to use science as a tool for exploring the world. ==How to start== *ask questions - Make use of talk pages. *explore - look for activities and learning projects that are related to your interests; if you do not find what you are looking for, create a new wiki page for that topic. *describe what you learn - this wiki learning environment is all about collaborative learning. Doing science is also a social process. *critique, correct and be open to correction. We learn from our errors. ==Where to start== *'''Your interests'''. Start with what you find most interesting *'''Historical perspective'''. Explore how science has changed and grown through time *'''Cutting edge'''. Start with the exciting scienceprojects that are going on in the world today. *'''[[Perception and knowing]]'''. How is it possible to know anything? ==Major Wikiversity Science Areas== *[[Portal:Life Sciences|Life Sciences]] *[[Portal:Physical Sciences|Physical Sciences]] *[[Portal:Social Sciences|Social Sciences]] *[[Portal:Practical Arts and Sciences]] *The "Queen of the Sciences": [[School:Mathematics|Mathematics]] [[Category:Learn by doing]] 7520 53121 2006-12-09T06:12:19Z 66.6.195.63 By Bronsted-Lowry theory, bases are species (of chemicals) that accept H+ ions in aqueous solutions. By Lewis theory, bases are species that donate electron pairs to other species. Most likely a Lewis acid (electron pair acceptor) which will accept the pair and form new molecules. [[Category:Chemistry]] 7521 35137 2006-10-13T17:54:54Z Robert Elliott 1436 Sample storyboard created with the free version of ArtRage 2 for WikiU Film School == Summary == Sample storyboard created with the free version of ArtRage 2 for WikiU Film School == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7522 48239 2006-11-24T03:30:40Z 74.140.48.200 /* Subdivisions and Departments */ <center><big>'''Welcome to the Wikiversity Division of Religious Studies'''</big></center> <center> ''part of the [[Portal:Interdisciplinary Studies|Faculty of Interdisciplinary Studies]] and the [[School:Theology|School of Theology]]''</center> The Division of Religious Studies is for multi-disciplinary '''and''' secular study of religion. Within Wikiversity, the [[School:Theology|School of Theology]] can be distinguished from the Division of Religious Studies. The School of Theology is devoted to study of religion, spirituality and God. Studies within the School of Theology can be undertaken to help participants understand more truly one's own religious tradition or can be undertaken with the goal of preservation of religious traditions, reform of a particular tradition, or to apply the resources of a particular religious tradition to some present day problem, situation or need. In contrast, participants in the Division of Religious Studies never adopt the position of any particular religious tradition except in an attempt to understand it as a particular way of thinking. The Wikiversity Division of Religious Studies works in close cooperation with the Wikiversity [[School:Theology|School of Theology]]. ==Division news== * '''9 September 2006''' - Division founded! * ... ==Subdivisions and Departments== * [[Topic:Ayyavazhi|Department of Ayyavazhi Studies]] * [[Topic:Baha'i Studies|Department of Bahá'í Studies]] * [[Topic:Buddhist Studies|Department of Buddhist Studies]] * [[Topic:Christian Studies|Department of Christian Studies]] * [[Topic:Hinduism|Department for the Study of Hinduism]] * [[Topic:Islamic Studies|Department of Islamic Studies]] * [[Topic:Jewish Studies|Department of Jewish Studies]] * [[Topic:Inter-Religious Conflict Studies|Department of Inter-Religious Conflict Studies]] * [[Topic:New Age Religions|Department for the Study of New Age Religions]] * [[Topic:Comparative Religion|Department of Comparative Religion]] * [[Topic:Geography of Religion|Department of Religious & Mystical Geography]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[user:davymast|davymast]] * [[user:vectoreq|vectoreq]] [[Category:{{PAGENAME}}| ]] 7523 68180 2007-01-08T17:39:07Z JWSchmidt 20 [[Category:Christianity]] Welcome to the Wikiversity '''Department of Christian Studies''', part of the [[School:Theology|School of Theology]] and the [[Topic:Religious Studies|Division of Religious Studies]]. ==Learning Projects and Learning Materials== ===Undergraduate=== ====Elective==== *[[Introduction to Christianity]] - This course provides an introduction to contemporary Christian beliefs and practices. *[[Christianity in the Roman Empire]] *[[The Reformation]] [[Category:Christianity]] 7524 63007 2006-12-27T03:11:14Z 74.140.48.200 /* Peace in the World Religions */ <center><big>'''Welcome to the Wikiversity Department of Inter-Religious Conflict Studies'''</big></center> <center>''part of the [[Topic:Peace Studies|Division of Peace Studies]] and the [[Topic:Religious Studies|Division of Religious Studies]]''</center> ==Department News== '''14th October 2006''' - Department Founded ==Active Participants== Please add your name to this list if you are an active participant in this Department. When editing this department, please adhere to the Division of Peace Studies [[Topic:Peace Studies Learning Project Guidelines|learning project guidelines]]. * [[user:davymast|davymast]] * [[user:Engram|Ængram]] ==Learning Projects== Please consult the Peace Studies [[Topic:Peace Studies Learning Project Guidelines|learning project guidelines]] before editing or embarking on these learning projects. ===Peace in the World Religions=== *[[Topic:Peace in the Baha'i Faith|Peace in the Baha'i Faith]] *[[Topic:Peace in Buddhism|Peace in Buddhism]] *[[Topic:Peace in Christianity|Peace in Christianity]] *[[Topic:Peace in Hinduism|Peace in Hinduism]] *[[Topic:Peace in Islam|Peace in Islam]] *[[Topic:Peace in Judaism|Peace in Judaism]] *[[Topic:Peace in Sikhism|Peace in Sikhism]] *[[Topic:Shalom|The Concept of Shalom]] ===Fundamentalisms=== *[[Topic:Religious Terrorism|Religious Terrorism]] *[[Topic:Christian Fundamentalism|Christian Fundamentalism]] *[[Topic:Islamic Fundamentalism|Islamic Fundamentalism]] *[[Topic:Modernity and Fundamentalism|Modernity and Fundamentalism]] ===Theologies of Peace and Non-Violence=== *[[Topic:Theologies of Reconciliation|Theologies of Reconciliation]] *[[Topic:Theology of Walter Wink|The Theology of Walter Wink]] *[[Topic:Theology of John Yoder|John Yoder and the Politics of Jesus]] *[[Topic:The Theology of Just War Theory|The Theology of Just War Theory]] ===Inter-Religious Conflict=== *[[Topic:Religous Conflict in Sacred Texts|Religous Conflict in Sacred Texts]] ==Wikibooks== [[Category:Political Science]] [[Category:Religious Studies]] 7525 76801 2007-01-15T23:19:14Z JWSchmidt 20 [[Category:Religious Studies]] Welcome to the Wikiversity '''Department for the Study of Hinduism''', part of the [[Topic:Religious Studies|Division of Religious Studies]]. ==Learning Projects and Learning Materials== ===Undergraduate=== ====Elective==== *[[Introduction to Hinduism]] - This course provides an historical introduction to Hindu beliefs and practices. [[Category:Religious Studies]] 7526 76805 2007-01-15T23:26:21Z JWSchmidt 20 [[Category:Political Science]] <center><big>''Welcome to the Wikiversity '''Department of International Relations'''''</big></center> <center>''Part of the [[School:Political Science|School of Political Science]] and the [[Topic:Peace Studies|Division of Peace Studies]]''</center> ==Department News== *'''October 2006''' - Department Founded *'''16th October 2006''' - Contributors Wanted ==Active Participants== Please list your name below if you are an active participant in this Department. When editing this department, please adhere to the [[Topic:Peace Studies Templates|Templates]] of the [[Topic:Peace Studies|Division of Peace Studies]]. *[[User:davymast|davymast]] *[[User:The Catcher in the Rye|The Catcher in the Rye]] ==Learning Materials== ''Introductory'' A. *[[Topic:Introduction to International Relations|Introduction to International Relations]] *[[Topic:Introduction to Social Sciences|Introduction to Social Sciences]] *[[Topic:Introduction to Political Science|Introduction to Political Science]] *[[Topic:Comparative Politics|Comparative Politics]] *[[Topic:Geography of International Relations I: General Geography for students of International Relations and Introduction to Human Geography|Geography of International Relations I: Basic Elements of Geography for students of International Relations and Introduction to Human Geography]] B. *[[Topic:History of International Relations I: Classical and Middle Ages|History of International Relations I: Classical and Middle Ages]] *[[Topic:Public International Law I|Public International Law I]] *[[Topic:International Political Economy I|International Political Economy I]] *[[Topic:Theory of International Relations I|Theory of International Relations I: Classical Theories of International Relations]] *[[Topic:International Organisations I: Introduction to International Organization and Integration|International Organisations I: Introduction to International Organization and Integration]] ''Intermediate'' C. *[[Topic:History of International Relations II|History of International Relations II: 17th - 19th centuries]] *[[Topic:Theory of International Relations II|Theory of International Relations II: Contemporary Debates on International Relations Theory]] *[[Topic:International Political Economy II|International Political Economy II]] *[[Topic:Foreign Policy Theory and Analysis|Foreign Policy Theory and Analysis]] *[[Topic:Geography of International Relations II: Geopolitics|Geography of International Relations II: Geopolitics]] D. *[[Topic:History of International Relations III: 20th century|History of International Relations III: 20th century]] *[[Topic:Public International Law II|Public International Law II]] *[[Topic:International Organisations II: The United Nations System|International Organisations II: The United Nations System]] *[[Topic:Strategic Studies|Strategic Studies]] *[[Topic:European Integration|European Integration]] ''Advanced'' E. *[[Topic:Conflict Resolution Theory|Conflict Resolution Theory]] *[[Topic:American Studies|American Studies]] *[[Topic:Area Studies I: Western Europe|Area Studies I: Western Europe]] *[[Topic:Area Studies II: Far East and Pacific|Area Studies II: Far East and Pacific]] *[[Topic:Area Studies III: Russia|Area Studies III: Russia]] F. *[[Topic:Area Studies IV: Africa|Area Studies IV: Africa]] *[[Topic:Area Studies V: Latin America|Area Studies V: Latin America]] *[[Topic:Area Studies VI: Middle East|Area Studies VI: Middle East]] *[[Topic:Area Studies VII: Balkans and Eastern Europe|Area Studies VII: Balkans and Eastern Europe]] *[[Topic:Area Studies VIII: India|Area Studies VIII: India]] [[de:Institut:Internationale Beziehungen]] [[Category:Political Science]] 7527 76843 2007-01-16T00:51:29Z JWSchmidt 20 [[Category:Religious Studies]] <center><big>'''Welcome to the Wikiversity Department of Islamic Studies'''</big></center> <center>''Part of the [[Topic:Religious Studies|Division of Religious Studies]]''</center> This department offers courses in Islam from a descriptive and historial perspective. ==Courses== * [[Topic:Introduction to Islam|Introduction to Islam]] [[Category:Religious Studies]] 7529 79201 2007-01-20T21:57:29Z CQ 1939 /* Collaborations */ added [[Getting started with sound recording]] Welcome to the Wikiversity '''Rock & Blues Garage''', part of the [[School:Music|School of Music]] and home of the [[Topic talk:Basic Blues & Rock|Garage Band]]. Get ready to Rock! {{NowPlaying}} ==Department description== Participants study the basic Blues patterns, the elements of Rock & Roll, Hard Rock, Headbanging, Jamming, Establishing a Groove, and other Garage Band traditions. ==Department news== * '''Friday 13 October 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. === Portals === '''[[Portal:Music]]''' *[[Portal:Music/Introduction to Music|Introduction to Music]] *[[Portal:Music/Understanding_music|Understanding music]] *[[Portal:Music/Introduction_to_Chords|Introduction to Chords]] *[[Portal:Music/Beginners Music Theory|Beginners Music Theory]] *[[Portal:Music/Key Signatures|Key Signatures]] *[[Portal:Music/Scales|Scales]] *[[Portal:Music/Intervals|Intervals]] *[[Portal:Music/Aural Training|Aural Training]] *... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We're going to be using [[Template:Learning project boilerplate|learning project template]], (<nowiki>{{subst:Template:Learning project}}</nowiki>) to build our new: *'''[[Portal:Music/Blues & Rock]]''' === Collaborations === *[[Wikiversity the Movie/music]] - participants make the sound track, including original music, for [[Wikiversity the Movie]]. *[[Creating music with your PC]] - participants make music using their personal computer *[[Topic:Audio Engineering|Audio Engineering]] - we're going to try to build a repository of original audio files, through a new project... *[[Topic:Internet Audio and Video|Internet Audio and Video]] - [[Topic:Internet Audio|Wikio]] - [[Wikiversity]]'s [[w:Web radio|Web radio]] station, where we may eventially be able to facilitate [[Jamming Online]]. (who knows?) *[[Getting started with sound recording]] - need to do this right away * ... === Lessons === Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. *[[Blues basics]] *[[Rock basics]] *[[Blues & Rock instruments]] *[[Guitar tuning]] *[[Circle of fifths]] *''add many!'' === Sessions === We're going to customize [[Wikiversity:Naming conventions#Learning project_codes|Learning project codes]], by adding "sessions": [[Portal:Music/Blues & Rock]] */[[Tuning up]] - */[[12-bar Blues Jam]] */[[Learn to Rock]] */[[Forming a Band]] */[[Wikipedia Blues]] - a song we're composing */... These will prabably be made from templates of some sort that work through a [[w:Tablature]] system that we'll have to come up with. The current session will be in the section '''Garage''' below and on [[Topic talk:Basic Blues & Rock]]. If everything goes according to plan, we should be able to produce actual [[Topic:Audio Engineering|audio]] files. See [[m:Embed Media#The Future: Native Firefox ogg Support|The Future: Native Firefox ogg Support]] and [[Topic:Internet Audio and Video|Internet Audio and Video]]. == Garage == Sweeping the [[Topic:Basic Blues & Rock#Garage|garage...]] ''chill for a bit'' Meanwhile, you can read [[Introduction to GarageBand]] == To do == Lots of things to do See: [[Wikiversity:Naming conventions|Naming conventions]] === Chores === [[Wikiversity]] is really new and plenty of mundane chores need to be done: * A lot of things were imported from [[Wikibooks]], and need to be refactored to work well here. * [[Portal:Music]] and [[:Category:Music]] need a major sweep. * [[Wikiversity]] needs better representation at other [[w:Wikipedia:Sister projects]] and we could probably help with that. ''See [[Wikiversity:Wikiversity outreach]]'' * ''add stuff here'' === Lists === We need a list of lists: *things to put in our new [[:Category:Blues & Rock]] *things to include on [[Portal:Music/Blues & Rock]]. *articles for [[:Category:Blues & Rock]]: #'''genres''' #'''instruments''' #'''artists''' #... We can draw on Wikipedia for most all of this but we need to decide what to include in the Wikiversity main namespace. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. Please introduce yourself fully under a new section (use '''+''' and your username as a heading) at [[Topic talk:Basic Blues & Rock]] and enroll below. === Enrolled === # [[User:CQ|CQ]] &bull; no subpage yet # [[User:Exmachina|Ex Machina]] &bull; no subpage yet #... &bull; no subpage yet # [[User:TheVividDream|TheVividDream]] &bull; no subpage yet === User subpages === We're going to make this section a bit more accomodating to the Musician ego. We would like to ask participants to create a subpage to their userpage with a format that includes links to instrument you play (or want to learn) &ndash; [[Guitar]], [[Bass]], [[Drums]], [[Saxophone]], etc. Instrument articles should be in the main namespace. If not ''create one!'' You should also indicate styles and influences: [[w:Beatles]], [[w:Pink Floyd]], [[w:Electronica]], [[w:Delta Blues]], etc. If you have your own website, you can of course list that, too, but see the next section. If you are a member of a Music or related [[w:Category:WikiProject Music|WikiProject at Wikipedia]], you can show that also. Once we come up with a format, we'll do a template like <nowiki>{{MusicStudent}}</nowiki> or something. Meanwhile just introduce yourself on the talk page. Someday, we may form the [[Topic talk:Basic Blues & Rock|Wikiversity Gargage Band]]! ==Resources== These are mostly at [[Wikiversity:Sister projects]] (under the [[Wikimedia Foundation]] umbrella). [[Wikiversity]] resources should be listed above this section. === Meta === [[m:Main Page|Meta]]: *[[m:Embed Media]] *... === Wikibooks === [[wikibooks:Main Page|Wikibooks]] These may be imported to Wikiversity later: *[[b:en:The Physics of Music|The Physics of Music]] *[[b:en:Triads|Triads]] *''add other wikibooks here'' === Commons === '''[[commons:Main Page|Commons]]:''' *[[commons:Category:Music]] === Wikipedia=== '''[[w:Main Page|Wikipedia]]:''' *[[w:Portal:Music]] *[[w:Portal:Rock and Roll]] *''[[w:Category:Tuning]] START HERE'' *[[w:Category:WikiProject Music]] *[[w:Wikipedia:WikiProject Music terminology]] *[[w:Wikipedia:WikiProject Songs]] *... === External resources === This section is not for [[w:linkspam|linkspam]]! These should be links to ''relevant resources''. <small>USE COMMON SENSE!: If and only if you are enrolled above, you may include a link to your site below preceded by three tildes. If your sight has innapropriate content, obnoxious advertising ploys, or other crap, its link will be removed!</small> *[http://www.wikia.com/wiki/Category:Music Category:Music @ Wikia.com] *[http://www.music.vt.edu/musicdictionary/ Virginia Tech Multimedia Music Dictionary] *[http://www.ladspa.org/ Linux Audio Developer's Simple Plugin API (LADSPA)] (for [[Topic:Audio Engineering|Techs]]) *... [[Category:{{PAGENAME}}| ]] 7530 35198 2006-10-13T19:42:24Z CQ 1939 automatically generated by topic template Enter department [[Topic:Basic Blues & Rock]] [[Category:Music]] [[Category:Blues & Rock]] 7531 35199 2006-10-13T19:46:15Z CQ 1939 planned advanced departments Enter department [[Topic:Basic Blues & Rock]] *Future department [[Topic:Advanced Blues & Jazz]] *Future department [[Topic:Jazz Fusion]] [[Category:Music]] 7532 77102 2007-01-16T17:29:59Z JWSchmidt 20 [[Topic:Media Project Management]] ''Pending... please stand by'' ==See also== *[[Topic:Media Project Management]] [[Category:Film and Television]] [[Category:Audio Engineering]] [[Category:Project Management]] 7534 35233 2006-10-14T00:46:46Z Jade Knight 1836 [[French]] moved to [[Topic:French]]: Should be a Department #REDIRECT [[Topic:French]] 7536 65582 2007-01-02T22:44:33Z JWSchmidt 20 /* External links*/ wikicast [[Wikio]] is a [[learning project]] to build a [[Topic:Web Radio|Web radio]] stylized [[:Category:webcasting|webcasting]] service for [[:Category:Wikiversity community projects|Wikiversity community projects]] == Wikio is... == Wikio is a way to increase participation in Wikiversity while strengthening its community and extending its reach. === Guidelines === [[Wikio]] is a stand-alone project that acts as an initiative for further work, on Wikiversity or other Wikimedia projects, or elsewhere in general, but tempered toward [[Wikia]]. It is two-sided: # Eduational - Wikiversity initiative side # Communicational - Wikia resource side ==== Educational Tool ==== [[Wikio]] is an experiment in collaborative learning. It is also an interdisciplinary study in community dynamics that is being designed from several standpoints: *that of an open source development community extending ''to'' here '''from''' the [[MediaWiki]] developers as an application &ndash; ([[m:Embed Media|Embed Media]], [[m:Wikisound|Wikisound]], etc.) *that of an open content development community extending ''to'' here '''from''' the [[Wikipedia]] community as a knowlege base &ndash; ([[w:Wikipedia|Wikipedia]], [[w:Wikipedia:WikiProject|Wikipedia:WikiProject]]s, etc.) *that of an open content repository for learning materials offered ''from'' here '''to''' the Public Internet &ndash; especially [[Wikia]]. *that of an open source application for facilitating collaborative learning &ndash; [[Free learning]]. These are community-wide standpoints. The materials that Wikiversity hosts may be used in '''any''' way, depending on the people who use them and the context in which they are used. '''[[Wikio]] is [[Free as in speech]] ''and'' [[Free as in Beer]].''' === Requirements === [[Wikio]] is built around a set of consensus-driven, policy-directed, community-wide requirements: # It ''must be'' educational and practical or it ''can't be'' at Wikiversity. # It ''can be'' cultural, technical, musical, social, political, ...controversial. # It ''should be'' dynamic, prolific, scientific, jounalistic, scholastic, ...synergistic. # It ''had best be'' interesting, challenging, engaging, entertaining, ...enlightening. # [[Wikio/Requirements]] === Specifications === [[Wikio]] is [[Free Software]] and [[Free Content]] created under several license types: :*[[Wikio/Licenses]] [[Wikio]] is built from [[FOSS]] modular software &ndash; developed, developing, proposed, ...to be concieved: :*[[Wikio/Specifications]] [[Wikio]] is a [[Learning platform]] with many consensus-driven, community-wide, clearly-stated, academically-focused, well-documented [[Learning goals]]: :*[[Wikio/Documentation]] === Users === Wikio Users write the requirements and Specifications. ==== Academically-focused ==== [[Wikio]] is an integral building-block of the [[Wikiversity service community]] following the [[MediaWiki]]/[[Wikimedia]] principles of open source and open content. It is a [[facility]] for [[Wikiversity outreach]] and [[Community feedback]] following the [[Learning path]]s of the student body and the [[Teaching method]]s of faculty members. :*[[Wikio/Custodians]] ==== User-specified ==== [[Wikio]] is created, concieved, designed, developed, programmed, built, distributed, operated, tested, ...organized, categorized, advertized, popularized, standardized, pasturized, homogenized, ...populated, modulated, activated, predicated, ...administered, supported, directed, documented, re-tested, ...re-'''created''', '''learned''', '''taught''', ...'''[[Talk:Wikio|discussed]]''' by '''[[Learning groups]] at [[Wikiversity]]''' and a '''Community-wide-open userbase''': :*[[Wikio/Developers]] '''Anyone can be a part of the making of [[Wikio]].''' ==== Community-wide-open userbase ==== Artists, musicians, authors, composers, journalists, commentators, poets, singers, phisophers, doctors, lawyers, leaders, followers, ...from all walks of life can '''[[Wikio/Licence|contribute content]]''' to be published and distributed via. [[Wikio/Webcasts]]: :*[[Wikio/Contributers]] Techies, engineers, theorists, scientists, specialists, researchers, ...from all walks of life can '''[[Wikio/Specifications|play with the knobs]]''': :*[[Wikio/Operators]] Add a usergroup subpage. (see below for [[Learning groups]]) :*[[Wikio/Subpages]] (Subpage INDEX, guidlines, templates, tables. etc) == Participants == You can [[Talk:Wikio/Requirements|require]] and [[Talk:Wikio/Specifications|specify]] what you want [[Wikio]] to be and do. :*[[Wikio/Users]] == Learning Materials == Collaborative learning === Portals === *[[Portal:Software]] *[[Portal:Journalism]] *[[Portal:Music]] *[[Portal:Media]] *[[Portal:Sound]] *''add a portal'' === Courses === *[[Topic:Network Administration]] *[[Topic:Server Administration]] *[[Topic:Internet Audio]] *[[Topic:MediaWiki]] *[[Topic:FreeBSD]] *[[Topic:Linux]] *''add a course'' === Lessons === *[[Recording sounds with your PC]] *[[Introduction to Scheduling]] *[[Introduction to GarageBand]] *[[Podcasting]] *[[Let's write a song]] *''add a lesson'' === Sessions === While the [[Graphical User Interface]] ([[GUI]]) has served [[MediaWiki]] users well for all these years, [[Topic:Voice over Internet Protocol|Voice over Internet Protocol]] ([[VoIP]]), [[Topic:Internet Audio|Internet Audio]], [[Topic:Speech Synthesis|Speech Synthesis]], [[Topic:Artificial Intellegence and Speech Recognition|Artificial Intellegence and Speech Recognition]] other once-futuristic notions have Netizens wondering [[What's Next]]. [[Wikio]] ''may|might|shall|should|will|would|can|could'' provide the long-awated [[w:Sonic User Interface|Sonic User Interface]] ([[w:SUI|SUI]]). The [[key]] is [[Topic:Realtime control|Realtime control]] of [[Topic:User interfaces|User interfaces]] that deal with [[Topic:Sound]] and [[Topic:Speech]]. The [[m:Session namespace]] puts the '''io''' in Wik''io'' &ndash; [[Topic:Audio Engineering|Audio Input/Output]]: *[[Session:Guitar Tuning]] *[[Session:News Flash]] *[[Session:Multi-Language]] *[[Session:Brainstorm]] *[[Session:Net Meeting]] *[[Session:Public Forum]] *''add a session'' == Learning groups == [[Wikio]] is a major project crossing several areas of study: === Schools === *[[School:Music]] *[[School:Speech]] *[[School:Sociology]] *[[School:Journalism]] *[[School:Linguistics]] *[[School:Public Affairs]] *[[School:Community Studies]] *[[School:Media Studies]] *[[School:Computer Science]] *[[School:Engineering and Technology]] *''add a school'' === Divisions === *[[Topic:Media Projects]] *[[Topic:Audio Engineering]] *[[Topic:Basic Blues & Rock]] *[[Topic:Internet Audio and Video]] *[[Topic:Announcing and Public Speaking]] *''add a division'' === Departments === *[[Topic:Licensing]] *[[Topic:Advertizing]] *[[Topic:Sound Recording]] *[[Topic:Music Production]] *[[Topic:News and Information]] *[[Topic:Media Project Management]] *''add a department'' == Resources == {{WikiversityServiceCommunity}} == Categories == [[Special:Active categories|Active categories]]: <!-- exposed active categories --> #[[:Category:Webcasting]] #[[:Category:Wikiversity School of Media Studies]] #[[:Category:Audio Engineering]] #''add a category'' ==External links== *[http://www.bitshuffle.org/wikicast/Main_Page Wikicast] aims to assist, encourage, support and co-ordinate 'free' content programme (for example audio and video) production <!-- SHOW CATEGORIES ABOVE Please follow the documentation at [[Wikio/Classification]] ACTIVATE CATEGORIES BELOW --> [[Category:Webcasting]] [[Category:Wikiversity School of Media Studies]] [[Category:Audio Engineering]] 7548 77402 2007-01-17T00:31:17Z JWSchmidt 20 /* Wikibooks */ [[Category:Schools]] == Introduction == Tourism is the fastest growing industry in the world, contributing 6% to the world economy[http://www.world-tourism.org/facts/menu.html]. The UN World Tourism Organization[http://www.world-tourism.org/facts/menu.html] forecasts that by 2020 over 1.56 billion international travellers will make journeys from their home countries. This unprecedented growth means there will be a need for tourism professionals to serve the industry now and in the future. The Tourism School (in time) will provide courses on aspects of tourism planning, management and sustainable development for those planning to join the industry. A [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! == Courses == *[[Sustainable Tourism]] *[[Ecotourism]] *[[Tourism Planning]] *[[Tourism Management]] == Wikibooks == [[b:Introductory_Tourism|Introductory Tourism]] [[Category:Tourism]] [[Category:Schools]] 7549 77507 2007-01-17T03:27:31Z JWSchmidt 20 remove duplicat == '''THE SCHOOL OF HOSPITALITY MANAGEMENT''' == A school which will provide a series of modules on key aspects of hospitality management for professionals interested in a career in foodservice, hotels or the hospitality industry. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Introduction to the hospitality industry]] *[[Foodservice Management]] *[[Hotel Management]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! ==See also== *[[School:Tourism]] [[Category:Hospitality Management]] [[Category:Schools]] 7559 75651 2007-01-14T07:18:24Z Historybuff 5228 == Notes on Page 7 == This page is part of [[Topic:The Art of Computer Programming|The Art of Computer Programming]]. '''Explanation of "f is a function from Q into itself" and "f(q) should equal q for all elements q of (horseshoe symbol)" from p. 7.''' ''The problem on page seven where Knuth attempts to explain algorithms in terms of mathematical set theory is giving me big trouble though. Specifically, can anyone explain the following statements?'' "f is a function from Q into itself". "f(q) should equal q for all elements q of (horseshoe symbol)" It actually gets a little clearer as you read further along through the example. While studying anything in depth, one builds a model of the subject, in which everything that is non-essential is stripped away, and only core concepts are retained. This allows one to analyze the subject in a mathematically rigorous manner, without any ambiguities that might arise from an informal description. In this case, Knuth is building a model to represent a "computational method" by abstracting away real-world things such as CPUs, memory, displays and suchlike. Q represents all the possible states that a computation may be in. Of these, some states can be considered as input states (I), and some as output states (the horseshoe symbol, which is the uppercase Greek letter Omega). And then there is the function f which represents a computational step. Given that you are currently in state x of the computation, if you apply step f, you get into a new state y. If you are already in an ouput state (in other words, if you have finished the computation), applying step f again doesn't get you anywhere. You just stay in the same state -- that's what "f(q) should equal q for all elements q of Omega" means. Let's say you want to use an elevator to get to the 3rd floor in a five-floor building. The set Q has five states: 1) Elevator in floor 1 2) Elevator in floor 2 3) Elevator in floor 3 4) Elevator in floor 4 5) Elevator in floor 5 The set I also has the same 5 states since you can get into an elevator from any floor. Suppose that floor 4 is a private suite, so you can't get off at floor 4. In that case, Omega will include only states (1, 2, 3, 5) from Q. Note that people on the fourth floor can summon the elevator to their floor, so 4 is still in I. Function f is the act of pressing a button inside the elevator. Now the statement f(q) = q says that if are already on floor 2, then pressing 2 again leaves you in the same state. That's all. The reason you have to specify this in the model is to define termination of the computation method rigorously. Note that the model does not need to specify memory as a distinct concept because it can be rolled into the notion of a state. In the Euclid's algorithm example on page 8, Knuth has used state variables 1, 2 and 3 to represent different states of the computation, but he has included it as part of the states. If you were to write it in a programming language, you'd either use explicit state variables, or it would be implicit in the form of the program counter. (The program counter and the registers in a CPU are all part of the computer's state.) I hope this has made it somewhat clearer. In general, you don't really need to go back to such a primitive definition of a computational method, but it is useful to have such a definition around, just in case someone asks, "But what exactly do you mean by 'computational method'?" [[Category:The Art of Computer Programming]] 7560 75655 2007-01-14T07:21:57Z Historybuff 5228 == Answers for Exercises for Section 1.1 == This page is part of [[Topic:The_Art_of_Computer_Programming|The Art of Computer Programming]] '''Section 1.1 Exercises''' 1. [10] The text showed how to interchange the values of variables m and n, using the replacement notation, by setting t ← m, m ← n, n ← t. Show how the values of four variables (a, b, c, d) can be rearranged to (b, c, d, a) by a sequence of replacements. In other words, the new value of a is the original value of b, etc. Try to use the minimum number of replacements. My solution: temp ← a a ← b b ← c c ← d d ← temp Knuth’s solution: Same 2. [15] Prove that m is always greater than n at the beginning of step E1, except possibly the first time this step occurs. My solution: The first time this step occurs n and m are the input values, so there it is possible that m is greater than n. After the first time this step occurs, m will be the value of n, and n will be the value of r (the remainder of m divided by n). Since the remainder of m divided by n will always be less than n, m (which is the previous value of n) is always greater than n (which is the remainder r). Knuth’s Solution: Basically the same. After the first time, the values of the variables m and n are the previous values of n and r, respectively; and n > r. 3. [20] Change Algorithm E (for the sake of efficiency) so that all trivial replacement operations such as set m to n are avoided. Write this new algorithm in the style of Algorithm E, and call it Algorithm F. My Solution: Here is my thinking on this one: In algorithm E, the value of m is not needed after finding the remainder of m divided by n. So instead of saving the remainder (step 1) in variable r, it can overwrite the value of m. Step 2 then had to be changed since 1) the remainder is now stored in variable m, and 2) the answer if the remainder is zero, is in variable n. The reduction (step E3) was replaced with steps F3 and F4 that reverse the division and save the remainder in variable n (with the corresponding changes in checking if the remainder is zero.) Then we can go back to step F1 since the remainder is now back in n. Algorithm F (Euclid’s algorithm with no trivial replacements) Given two positive integers m and n, find their greatest common divisor, that is, the largest integer that evenly divides both m and n. F1. [Find remainder] Divide m by n and let m be the remainder. (0 ≤ m ≤ n) F2. [Is it zero?] If m = 0, the algorithm terminates; n is the answer. F3. [Find remainder] Divide n by m and let n be the remainder. (0 ≤ n ≤ m) F4. [Is it zero?] If n = 0, the algorithm terminates; m is the answer, else go back to step F1. Knuth’s solution: Same, just worded differently. Algorithm F (Euclid’s algorithm) Given two positive integers m and n, find their greatest common divisor. F1. [Remainder m / n] Divide m by n and let m be the remainder. F2. [Is it zero?] If m = 0, the algorithm terminates with answer n. F3. [Remainder n / m] Divide n by m and let n be the remainder. F4. [Is it zero?] If n = 0, the algorithm terminates with answer m, otherwise go back to step F1. 4. [16] What is the greatest common divisor of 2166 and 6099? Solution using the initial definition of algorithm E: m = 2166, n = 6099, r = 2166 m = 6099, n = 2166, r = 1767 m = 2166, n = 1767, r = 399 m = 1767, n = 399, r = 171 m = 399, n = 171, r = 57 m = 171, n = 57, r = 0 Answer is 57 5. [12] Show that the “Procedure for Reading This Set of Books” that appears in the preface actually fails to be a genuine algorithm on three of out five counts! Also mention some differences in format between it and Algorithm E. My Solution: It does not meet the guidelines for finiteness, definiteness, and effectiveness. Some of the differences between it and Algorithm E is that algorithm E terminates, it only used mathematical steps, and the result of performing the algorithm is clearly defined. The algorithm is not finite since it never terminates so it does not satisfy the finiteness. The algorithm has steps that are not precisely defined. For example, how does one determine if the subject of the chapter is interesting (step 5), how tired do you have to be before you should sleep (step 14). Since it has zero inputs, it satisfies the input condition. The output is specified in step 12 – work exercises so it satisfies the output condition. I am guessing that this algorithm is not effective – for example, step 9 asks if you are mathematically inclined, but there is no effective operation given to determine this. Knuth’s solution: Not finite nor definite nor effective, perhaps no output; in format, no letter is give before step numbers, no summary phrase appears, and there is no “|”. Analysis: I got the first part right at least. But I did not even answer the correct question in the second part – I missed the “difference in format” part of the question. 6. [20] What is T5, the average number of times step E1 is performed when n = 5? My solution: Using my solution to exercise 2 above, n will decrease by at least on each time through step E1, and the remainder of m divided by n will be at most 4. So the most times that E1 will be executed is 5 times and the average number of timer step E1 is performed is 5 / 2 or 2.5 Knuth’s solution: Trying Algorithm E with n = 5 and m = 1, 2, 3, 4, 5, we find that step E1 is executed 2, 3, 4, 3, 1 times, respectively. So the average is 2.6 - T5. Analysis: Note to self: Answers to questions that Knuth pose need to be preciously figured out, the answer is exact not just about. Oh well. Now I have to figure out Knuth’s solution. m = 1, n = 5, r = 1 m = 5, n = 1, r = 0 answer is 1 and E1 was executed 2 times m = 2, n = 5, r = 2 m = 5, n = 2, r = 1 m = 2, n = 1, r = 0 answer is 1 and E1 was executed 3 times m = 3, n = 5, r = 3 m = 5, n = 3, r = 2 m = 3, n = 2, r = 1 m = 2, n = 1, r = 0 answer is 1 and E1 was executed 4 times m = 4, n = 5, r = 4 m = 5, n = 4, r = 1 m = 4, n = 1, r = 0 answer is 1 and E1 was executed 3 times m = 5, n = 5, r = 0 answer is 5 and E1 was executed 1 time Average = (2 + 3 + 4 + 3 +1) / 5 = 13 / 5 = 2.6 7. [M21] Suppose that m is known and n is allowed to range over all positive integers; let Um be the average number of times that step E1 is executed in Algorithm E. Show that Um is well defined. Is Um in any way related to Tm? My Solution: No clue. In order to figure out the M questions, I think that I will 1) try to figure it out, but do not spend a lot of time on it, 2) if I have no clue; I am going straight to Knuth’s solution and then spend the time trying to understand it. Maybe this is a cop out, but I think I will see how this method goes. Knuth’s solution: In all but a finite number of cases, n > m. And when n > m, the first iteration of Algorithm E merely exchanges these numbers, so Um = Tm + 1. Analysis: My first question is about the finite number. This is because m is known and there are only m values that are less than or equal to m, so there are in fact, a finite number of cases, n > m. Now, when n > m, the remainder of m divided by n will always be m since m is divisible by n zero times. So the first step of E1 will swap m and n when n > m. I did not see the difference right away between Um and Tm, but here is what I get: Um is the average number of times step E1 is performed when m is fixed and n varies. Tm, is the average number of times step E1 is performed when n is fixed and m varies. So when m is fixed and n > m, a swap is made between n and m and now n is fixed so Um = Tm + 1, but if m is fixed and m > n than there is no swap and Um = Tm. I guess Knuth opted not to include this since there are only a finite number of cases when this occurs. [[Category:The Art of Computer Programming]] 7563 35420 2006-10-14T21:40:36Z JWSchmidt 20 [[Category:Oncology]] ''See also [[w:Oncology]]'' Oncology is the medical subspecialty dealing with the study and treatment of cancer. A physician who practices oncology is an oncologist. The term originates from the Greek onkos (ογκος), meaning bulk, mass, or tumor and the suffix -ology, meaning "study of." Oncologists may be divided on the basis of the type of treatment provided. Surgical oncologists: who are surgeons who specialize in tumor removal. Radiation oncologists: people who specialize in the treatment of cancer with radiation, a process called radiotherapy Medical oncologists: who deal with using medication or chemotherapy to treat cancer. N.B. In the UK, the majority of oncologists are known as Clinical Oncologists, and are fully qualified to practice both chemotherapy and radiotherapy. In most other countries these disciplines are more clearly segregated. Oncologists may also be categorized on the basis of the patient type. Gynecologic Oncologist: specialize in the treatment of cancer in women. Gynecologic Oncologists can perform and give chemotherapy and assist in radiation therapy for these cancers in women. Pediatric Oncologist: specialize in the care of children with cancer. Oncology is concerned with:The diagnosis of cancer therapy (e.g. surgery, chemotherapy, radiotherapy and other modalities). Follow-up of cancer patients after successful treatment. Palliative care of patients with terminal malignancies. Ethical questions surrounding cancer care. Screening efforts:of populations, or of the relatives of patients (in types of cancer that are thought to have a heritable basis, such as breast cancer. The oncologist often coordinates the multidisciplinary care of cancer patients, which may involve physiotherapy, counselling, clincal genetics, to name but a few. On the other hand, the oncologist often has to liaise with pathologists on the exact biological nature of the tumor that is being treated. Lessons: #[[Molecular and cell biology of cancer]] #[[Aetiology, epidemiology, and prevention of cancer]] #[[Diagnosis and investigative procedures]] #[[Scientific basis of cancer treatment]] #[[Complications of cancer]] #[[Quality of life and psychosocial issues]] #[[Assessment of the results of cancer treatment]] [[Category:Oncology]] 7569 76679 2007-01-15T21:07:01Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Center for Distance Education and eLearning'''. ==Department description== The Center for Distance Education and eLearning is a Wikiversity content development project where participants create, organize and develop learning resources for Distance Education and eLearning. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. '''Background Knowledge''' *[[Learning psychology]] *[[Instructional Perspectives]] '''Roles Transformation for Instructors and Learners''' *[[Roles in Distance education]] '''Learning Mediation''' *[[Facilitating Online]] *[[Pedagogy]] *[[Assessment]] '''Technologies for Distance Learning''' *[[Learning Management System]] *[[Designing web-based learning environment]] *[[Open learning evironments]] *[[Elearning 2.0]] *[[Networked learning]] '''Evaluation and Teaching Quality''' *[[Learning Records]] *[[E-portfolio]] *[[Program Evaluation]] *[[Topics:Courses or Programs Quality Control]] '''[[Learning communities]]''' *[[Developing online learning communities]] *[[Sustaining an online learning community]] '''Case Studies and Benchmarking''' *[[Higher Education]] *[[K-12 education]] *[[Adult Education]] *[[Corporate Learning]] '''Resources Over Internet''' *[[Framework and Innovative Perspectives]] *[[Free Content]] *[[Distance education projects and research]] *[[Distance education publications]] *[[E-learning projects and research]] *[[E-learning publications]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Education]] 7571 35421 2006-10-14T21:41:14Z JWSchmidt 20 [[Category:Medicine]] [[Category:Medicine]] 7572 65694 2007-01-03T05:19:45Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Creating the 3D storyboards}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Introduction to 3D Storyboarding with FrameForge 3D Studio - <font color="orangered">FREE</font> demo version |- | style="width: 70%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =3D Storyboarding with FrameForge 3D Studio= ;Previously… :Previously, we created thumbnail storyboards which are rough sketches of the storyboards. (See Lesson<nowiki>:</nowiki> [[Lesson:Thumbnail Storyboard|Thumbnail Storyboarding]].) ;The next step... :The next step is to create 3D storyboards with [http://www.frameforge3d.com FrameForge 3D Studio]. This is a wonderful program for either the Macintosh or Windows computers. You can download the <font color="green">free </font>demo version at [http://www.frameforge3d.com/download.php www.frameforge3d.com/download.php]. :I think you will enjoy this program. ;A storyboard example :As an example, look at the thumbnail storyboard (shown left) created by Mukesh Tiwari, a film student in Bollywood (Bombay, India). We will turn this thumbnail storyboard into a 3D storyboard. ==FrameForge 3D Studio Demo Version== :Download the demo version of [http://www.frameforge3d.com/download.php FrameForge 3D Studio]. This version has three limitations<nowiki>:</nowiki> * Only 20 uses. It only works 20 times. Don't waste any. * Only 20 frames. Learn how to delete old frames and create new projects. * Each frame is branded. Therefore, use screen shots. ==Learning FrameForge 3D Studio== :The easiest way to learn this program is to drag two figures to the movie set and use a camera to look at the figures. The program is surprisingly intuitive. ==A typical movie set== :Here is the floor plan for our scene as seen in FrameForge 3D Studio. <center>[[Image:FrameForgeSetClose.jpg]]</center> ==A typical 3D storyboard frame== :When you create a simple scene, you will see something like this… <center>[[Image:FrameForgeCloseShot.jpg]]</center> ==Your Assignment== :Turn your own thumbnail storyboard into a 3D storyboard. The easiest way is to send me the individual frames and I will post them for you. ==Example<nowiki>:</nowiki>== <center>[[Image:REPtsb1.jpg]]<br> <font color="purple">Start with a thumbnail storyboard</font></center> :This is how the same shot looks when we convert that to a 3D image in FrameForge 3D Studio <center>[[Image:MT1a.jpg]]<br> <font color="purple">The finished 3D storyboard frame</font><br>created with the '''FREE''' demo version of<br>FrameForge 3D Studio</center> ==The Movie Set== :The next thing to try is to create the movie set for this movie. The movie set is just a wall forty feet long by ten feet high (12 meters by 3 meters) which is blank except for some posters. :Special Note<nowiki>:</nowiki> For the last shot, we will composite the scene inside a 3D animated matte painting. That is why we only need just a blank wall for our movie sets. Tricky, huh? :Go to the next page of this lesson which is [[LessonPage:Building our movie set inside FrameForge | "Building our movie set inside FrameForge"]] to begin creating the movie set inside of FrameForge 3D Studio. ==Your Own 3D Storyboards== :After you create the movie set inside FrameForge 3D Studio, select your actors and begin to convert your thumbnail storyboards into 3D storyboards inside of FrameForge 3D Studio. :When you are done, send me your individual storyboards from FrameForge 3D Studio. ==Two Examples using FrameForge 3D Studio== :Look at the two examples of 3D storyboards created with FrameForge 3D Studio. :* [[LessonPage:Sample 3D Storyboard FrameForge | A sample 3D Storyboard from FrameForge]] :* [[LessonPage:Sample 3D Storyboard FrameForge 2 | Another sample 3D Storyboard from FrameForge]] | style="width: 30%; background-color: #eeeef4; border: 1px solid #775577; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | Here is an excellent 2D storyboad. It must be turned into a 3D storyboard. ---- {{SBTDS:Thumbnail Storyboard:Mukesh Tiwari}} |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Nuvola apps korganizer.png|right|200px]] ==Extra credit -- Other options== If you want to try other software, you can use a 3D animation program or we can use a 3D storyboarding program. * '''DAZ Studio''' - DAZ Studio is a free animation program which can be used for 3D storyboarding. DAZ Studio works with "Digital Puppets" which are posable figures purchased off the shelf. :In case you do not know, these figures are FANTASTIC!!! These figures (available from DAZ Store, RuntimeDNA, Poser and a hundred other shops) are designed for creating absolutely gorgous '''still''' artwork. * '''Poser''' - Poser is a posing and animation program for "Digital Puppets". It is the rival to DAZ Studio. It is NOT free but it has a demo version. * '''Storyboard Quick''' and '''Storyboard Artist''' are '''not''' 3D programs. These programs create very high quality thumbnail storyboards but they '''cannot'''' be used for accurate storyboarding. Use FrameForge 3D Studio instead. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page shows you how to craete the movie set in FrameForge 3D Studio. :* [[LessonPage:Building our movie set inside FrameForge | Page 2 - Building our movie set inside FrameForge]] ==Contact Your Instructor== * Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 7573 76784 2007-01-15T22:47:12Z JWSchmidt 20 format as a content development project Welcome to the '''Department of Greek Classics'''. ==Department description== The Department of Greek Classics is a Wikiversity content development project where participants create, organize and develop learning resources for Greek Classics. The Department of Greek Classics is devoted to offering courses on the Ancient Greek language, history, religion, art, and literature. The courses will generally be divided between Language and History. Most conceivable courses can easily be reconciled with these groups. These courses only serve as an outline and have been arranged in an order from beginner onward. They are by no means written in stone and if better lesson plans or names arise feel free to edit. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. '''Ancient Greek Language''' *[[Introductory Ancient Greek Language]] - This course will attempt to familiarize the student with the Greek alphabet, voices, cases, noun declensions, and verb conjugations. *[[Intermediate Ancient Greek Language]] - This course will focus primarily on the moods and the more complex sentence structuring such as clauses. *[[Advanced Ancient Greek Language]] - The intent of this course is to expand the students studying beyond this website by encouraging a self taught battery of the more obscure verb forms and translations of actual Greek texts. *[[Homeric Greek]] - The previous courses having dealt with Attic Greek will have prepared the student for Homeric Greek. '''Ancient Greek History''' *[[Survey of Ancient Greek and Near Eastern History]] - This course will hopefully offer a very broad historical outline of the region to be delved into more fully in the later courses. *[[Pre-Hellenic Aegean Civilizations]] - This will focus on the civilizations of the Myceneans and Minoans. Generally granting the student handy knowledge of events leading up to the era known as the classical period of Greece. *[[The Persian War]] - This course and the next may be combined into one and could be called Ancient Greek Military History *[[The Peloponessian War]] *[[Ancient Greek Religion]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. == Active Members/Current Projects == This is only necessary as long as the Department is being created in order to more easily contact each other for ideas and such. [[User:JManning|JManning]] 00:08, 15 October 2006 (UTC) - I plan to begin writing a basic lesson plan for the Introductory Greek course ASAP [[Category:Classics]] 7575 35432 2006-10-15T00:01:51Z KristianMolhave 2081 Redirecting to [[b:Nanotechnology]] #REDIRECT [[b:Nanotechnology]] {{w:wikibookspar||Nanotechnology}} 7576 68477 2007-01-09T00:55:16Z JWSchmidt 20 more specific category == Introductory Greek == Welcome to the course Introductory Ancient Greek Language. This course will hopefully prepare the student to read genuine Ancient Greek texts regardless of previous experience. It will begin on a very basic level so if you have some experience you may choose to move on to a more advanced course, or assist in lesson plans with this one. If you're coming here with no experience of the Ancient Greek Language then congratulations on your choice to begin learning it! I think you'll find that once you master the alphabet the hardest part of this course will be over. The course will be divided into several important divisions each one hopefully no longer than four lessons followed by a review. The goal is to prepare the student to read basic Greek texts by the end. == Student Questions == So far I am the only active member creating this so my contact information is [[User:JManning|JManning]] 17:17, 15 October 2006 (UTC) If you happen to become stumped or just have a general question out of curiousity then feel free to message me or any other active member involved in creating this course. I plan to create "sandbox" areas at the bottom of each lesson plan so if someone wants they can edit the question directly into the appropriate place and an answer may be given there for all to see for future reference. == Alphabet, Breathings, Accents == After having completed these first four lessons hopefully the student will be able to read and write with Greek characters. Some vocabulary will be introduced but the goal will be to familiarize yourself with understanding the alphabet in order to begin learning the language. [[Introductory Ancient Greek Language/Lesson 1|Lesson 1]] - Alphabet [[Introductory Ancient Greek Language/Lesson 2|Lesson 2]] - Breathings and Accents [[Introductory Ancient Greek Language/Lesson 3|Lesson 3]] - Definite Articles [[Introductory Ancient Greek Language/Lesson 4|Lesson 4]] - Basic Sentences [[Review]] == Introduction to Verbs and Nouns == [[Lesson 5]] - Present, Active, Indicative [[Lesson 6]] - First Noun Declinsion [[Lesson 7]] - Basic Prepositions, Negation [[Lesson 8]] - Present Indicative of "To Be" [[Review]] == Verb Forms of the Present Active Indicative == [[Lesson 9]] - Future, Active, Indicative [[Lesson 10]] - Aorist, Active, Indicative [[Lesson 11]] - Perfect, Active, Indicative [[Lesson 12]] - Pluperfect, Active, Indicative [[Review]] This is about the middle point of this course. After this there are two more noun declensions, and various other syntax related concepts such as relative pronouns and compound verbs and such. The remainder of the course will be written after these first three lesson plans have been completed. [[Category:Introductions]] [[Category:Ancient Greek Language]] 7581 45139 2006-11-13T03:35:30Z Rayc 57 I can on believe we have a cat for this!!! I will graduate this year (I hope!) and I will write a thesis about the promlems of the EU future enlargement, specially about the relationship of the EU and Turkey. I would like to search turkish senior students who are attendants at International Relations, Political Sciences to ask them how they think about the EU, what they think may be an advantage and a disadvantage for Turkey after a successful accession to the EU? In the near future I would like to update this site with datas and infos, so do not be upset! Carol [[Category:Politics of the European Union]] 7589 69389 2007-01-10T03:15:05Z JWSchmidt 20 [[Category:Media]] ;Lesson : [[Lesson:Cast_and_Costumes-Animation | Lesson #009: Selecting the models for the animated version]] ;The pages of this Lesson… * [[Lesson:Cast_and_Costumes-Animation | Title Page]] * [[WikiFilmSchool_N9P1 | Page 1]] - DAZ 3D figures * [[WikiFilmSchool_N9P2 | Page 2]] - Poser Figures * [[WikiFilmSchool_N9P3 | Page 3]] - Koshini and Friends ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Cast_and_Costumes-Animation | WikiU Film School - Lesson #009: Selecting the models for the animated version]] ---- ---- ==Lesson Summary== For the animated version of our movie "Seduced by the Dark Side", we need to select the animated figures. There are only two digital actors in the movie and they are "Old Person" and "Young Person". Since there are thousands of digital puppets compatible with DAZ Studio or Poser, this should be easy, right? Here are the two problems: * The two much be matched in style. * The two must be easy to animate. Personally, I think this should be an old man and a boy about the age of 8 or 9. And to make the figures easy to animate, the figures should not be realistic humans but more cartoon figures. ;1. eFrontier :Poser 6 comes with adult figures and children. There is no old person and these figures are so realistic, they will be too difficult to animate. ;2. DAZ Store :DAZ has lots of figures but there is no old person which matches the artwork of a young person. The old man from Poser 3 does not match any young boy. The best looking young boy is Alexander but there is no older person who matches him. ;3. Koshini and Friends :There is no boy and there is no old person. The only two matching figures are Koshini and Kiki. These are slightly cartoon figures which are easy to animated compared to fully realistic figures. Therefore, we really need to search all possible alternative since if we use Koshini and Kiki, the voices for the animation will be totally different from the voice of Alexander. This is a major decision here and I think we are going to need the help of some of the Poser and DAZ forums. (to be continued…) [[Category:Media]] 7594 36384 2006-10-18T16:47:54Z Dnjkirk 1833 being bold(ed) =Templates for Use in the Strategic Studies School= This is a brief discussion of the organization of the [[School:Strategic Studies|Strategic Studies School]] that contains Templates for use with each of the different types of pages used here. Templates are not monolithic constructs, but it is encouraged that they be adhered to in spirit in order to maintain a sense of continuity with students of the School. ==Degree Program== A '''[[/Degree Program Template|Degree Program]]''' is a series of '''[[/Course Template|Cours]]es''' designed to grant the student enough understanding of a discipline that they might be awarded a degree. Since Wikiversity is not yet a Degree Granting institution (and may never be), this concept is simply meant as a guide for the amount of learning that should be contained in a '''[[/Degree Program Template|Degree Program]]'''. '''[[/Degree Program Template|Degree Program]]s''' are made to stretch over a hypothetical period of four "years." Each "year" a student is expected to take 10 '''[[/Course Template|Cours]]es'''. There are Core and Elective '''[[/Course Template|Cours]]es'''. All Core '''[[/Course Template|Cours]]es''' must be studied in order to complete the '''[[/Degree Program Template|Degree Program]]'''. Since there are not enough Core '''[[/Course Template|Cours]]es''' to make a full degree, students take Electives to round out the number of '''[[/Course Template|Cours]]es''' they take in each year. ==Course== A '''[[/Course Template|Course]]''' is here defined as a series of '''[[/Class Template|Class]]es''' on a given subject matter. The standard '''[[/Course Template|Course]]''' is 30 hours of hypothetical instruction time (not including readings and assignments). In this template, the '''[[/Course Template|Course]]''' is divided into ten units, each with three (one-hour) '''[[/Class Template|Class]]es'''. This organization is entirely flexible. Instructors do not need to group '''[[/Class Template|Class]]es''' into units, but if they notice that '''[[/Class Template|Class]]es''' within their '''[[/Course Template|Course]]''' outline share similar themes, this organization is encouraged. ==Class== A '''[[/Class Template|Class]]''' is the basic building block of the '''[[/Course Template|Course]]'''. It contains lecture material, readings, '''[[/Project Template|Project]]s''', etc. These are all geared towards the achievement of a learning objective that pertains to the subject of the '''[[/Course Template|Course]]'''. A '''[[/Class Template|Class]]''' is hypothetically one hour long, but this is only for the purposes of planning. Since an instructor is free to choose how many '''[[/Class Template|Class]]es''' are in a '''[[/Course Template|Course]]''', he or she may use their 30 hypothetical hours of '''[[/Course Template|Course]]''' time in any way they see fit. ==Project== '''[[/Project Template|Project]]s''' make up parts of '''[[/Class Template|Class]]es'''. They are student activities that asisst them in the understanding of the subject matter of a '''[[/Class Template|Class]]'''. This is a hands-on activity, and - according to the philosophy of Wikiversity - should emphasize "learning by doing." An example might be to research and edit a Wikipedia article, or to build a catapult. ==Topic== '''[[/Topic Template|Topic]]''' in the '''[[School:Strategic Studies|Strategic Studies School]]''' contain piles of reference material and links for the purpose of assisting research on a given subject matter. These are exercises in data mining, and should be filled to the brim with useful reference information and commentary to aid students in developing their ideas for '''[[/Class Template|Class]]es''' and Projects. 7595 36084 2006-10-17T02:27:22Z Dnjkirk 1833 =Strategic Studies ### - Course Title= This should include basic information regarding the course in relation to the Degree Program, such as: Welcome to Strategic Studies 101. This course is a first-year core course in the [[School:Strategic Studies|Strategic Studies]] curriculum. Its active learning content should be the equivalent of about 30 hours of classroom time, and it is organized into classes. Each class has a discreet learning objective and a way (or ways) to reach that objective. This will be complemented by readings that are prerequisites to each course. The course is presented in a logical order, and one class may be built upon in subsequent lessons. The order in which you perform these studies, however, is not important. If you feel you'd prefer a different order, that is up to you. NO INSTRUCTOR should feel they must replicate a course plan exactly after this model. University professors all design courses and course outlines in new and interesting ways every time they develop a new course. Though all course outlines have a few similarities, none are exacty the same... nor should they be! ==Course Content== Introduce the course content By the end of this course, you should know: *This *That *And especially this *... ==Course Texts== ===Online Texts=== *Links to texts used in this course that can be found online *... ===Offline Texts=== *Dawson, Doyne. ''The Origins of Western Warfare: Militarism and Morality in the Ancient World''. Boulder: Westview Press, 1996. ISBN 0-8133-2940-X *remember to include ISBN! *... =Classes= ==Unit 1: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 2: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 3: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 4: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 5: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 6: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 7: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 8: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 9: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... ==Unit 10: Unit Title== ===Classes=== * [[This|This]] * [[That|That]] * ... =FINAL= 7596 35479 2006-10-15T07:19:08Z Dnjkirk 1833 =Online Reading Material= ==Wikimedia Articles== *This *That *... ==Primary Texts== *This *That *... ==Commentaries and Articles== *This *That *... ==Biographical Works== *This *That *... =Offline Reading Material= ==Primary Texts== *This *That *... ==Commentaries and Articles== *This *That *... ==Biographical Works== *This *That *... 7598 76671 2007-01-15T20:52:43Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of Developmental Psychology'''. ==Department description== The Department of Developmental Psychology is a Wikiversity content development project where participants create, organize and develop learning resources for Developmental Psychology. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. [[Lecture 1: Introduction, Conception, and Birth]]. Covers the foundations of development, heredity and environment. [[Lecture 2: Infancy and Toddler]] Covers motor development and perceptual changes that occur. Temperment and the goodness-of-fit model explained. Temperments stability, biological roots, and the child's interaction with child rearing practices explained. Ethological theory explained. [[Lecture 3: Early Childhood]] Emotional deprivation and malnutrition's interference with physical development explained. Childhood aggression, which will develop into serious antisocial activity, is promoted by hostile family atmospheres, poor parenting practices, and heavy television watching. Self concept begins taking place and children mimic what is seen. Pros and cons of television's influence in early childhood. Compare incidents of prosocial behavior with aggressive acts and discuss the socialization messages children might internalize. [[Lecture 4: Middle Childhood]] During middle childhood, although less dramatic, language development continues. Vocabulary increases rapidly, and pragmatic skills are refined. Erikson’s stage of industry versus inferiority captures the school-age child’s capacity to become productive and experience feelings of competence and mastery. During middle childhood, psychological traits and social comparisons appear in children’s self-concepts, and a hierarchically organized self-esteem emerges. Class size; teacher’s educational philosophy; interaction with pupils; and, grouping practices have an important impact on learning. Teaching children with learning disabilities or special intellectual strengths introduces unique challenges. The class will examine the impact of class size and educational philosophies on the child’s motivation and academic achievement. [[Lecture 5: Adolescence]] Egocentrism during adolescence can result in limitations erroneous beliefs and cognitive distortions. The personal fable, the invincibility fable, the imaginary audience and peer pressure can leave some adolescents vulnerable to negative influences and potentially dangerous behaviors. The class will examine current media information related to adolescents and discuss the implications of the concepts of imaginary audience, personal fable and peer pressure. Depression is the most common psychological problem of the adolescent. Drugs and alcohol use can adverse influence the adolescent. Suicide rates increase dramatically during adolescence. Many even become involved in some delinquent activity. The class will examine crisis situations that an adolescent might face. An evaluation of local services will be performed to determine if the adolescent has community support available to learn to effectively deal their problems. [[Lecture 6: Early Adulthood]] College experiences contribute to gains in knowledge and reasoning, revised attitudes and values, enhanced self-knowledge, and career preparation. In societies with many career possibilities, occupational choice is a gradual process. Vocational choices are influenced by personality, parents’ occupations, and teachers. Gender-stereotyped messages continue to prevent many women from reaching their career potential. Many young people would benefit from greater access to vocational information. The class will discuss the impact that their academic and non-academic activities have had on their cognitive development, their attitudes and their values. Young adults face the conflict of intimacy versus isolation. Successful resolution of this stage of Erikson’s psychological conflict requires a balance of independence and intimacy. Conformity to a culturally determined timetable for major life events gives young adults confidence, while departure from it can lead to distress. The class will discuss the related thoughts and feelings about leaving their parental home for the first time. The issues of autonomy vs. attachment and interdependence vs. independence will be addressed. [[Lecture 7: Middle Adulthood]] During middle adulthood, the gradual physical changes that began in young adulthood continue. The climacteric, or decline in reproductive capacity, occurs over a ten-year period for women. Many doctors recommend hormone replacement therapy to counteract the negative effects of menopause. Physical and psychological symptoms of menopause vary greatly between individuals and cultures. The class will evaluate current media advertisement to determine if there is a double standard in their approach to male and female aging issues. Concerns about making meaningful contributions to family and society increase greatly during middle adulthood. This is consistent with Erikson’s psychological conflict of generativity versus stagnation. Middle-aged adults seek to increase the personal meaning and self-direction of their work. Overall job satisfaction improves during midlife. Life transitions often motivate a return to college, especially for women. Vocational development is less available to older workers and many women and ethnic minorities leave the corporate world to escape the glass ceiling. Unemployment is especially difficult for middle-aged individuals, and retirement is an important change that is often stressful, making effective planning important for positive adjustment. The class will examine our cultural beliefs about midlife via a debate as to whether midlife is “prime of our lives” or strictly “over the hill.” [[Lecture 8: Late Adulthood]] Physical appearance begins to change during middle age, especially in men who have sedentary lifestyles. In Late Adulthood, skin becomes paler and splotchy; age spots become more prominent with age. Changes in vision occur with age, particularly presbyopia that requires reading glasses or bifocal lenses. The lens turns yellow with age and filters out light so that greater amounts of light become necessary in order to see well. Hearing losses begin to occur as early as age 20; men tend to loose the ability to hear higher speaking voices first (presbycusis) and then lower tones after about age 55. People compensate for hearing loss by using microprocessor-enhanced hearing aids. Taste and smell begin to decline in midlife; illness, aging, smoking, medications, or environmental pollution may contribute to losses. Aging decreases sensitivity to touch and pain, and reduces ability to regulate temperature. The class will research the resources available to an individual who is faced with age related changes to the five senses. Our understanding of death progresses gradually in childhood. While the death concept is grasped by adolescence, it is not yet fully applied to everyday reality. Both children and adolescents benefit from open, honest communication about death, and death anxiety declines with age. Kübler-Ross’s stage theory provided structure to our understanding of the psychological side of dying. However, many factors contribute to the experience of dying. Death education is helpful when it helps people confront their own mortality. Being in touch with death, although sometimes disturbing, can help us appreciate life and live more fully. The class will examine the stages that individuals must face as they approach their own mortality Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Developmental Psychology]] 7599 53142 2006-12-09T11:10:26Z Richard2me 3866 '''I recommend that [[b:Cookbook|The Wikimedia Cookbook]] is used as a major basis for this page or that this page redirects to that page.''' What university would be complete without a course on cooking? Things to consider when making plans (yes, you should have plans!): * Cost - How big is your food budget? Thinking ahead will help you decide what to buy, whether or not you can buy it in bulk, and possibly even where to look for it. * Preparation Time - What do you need to do before throwing it in a pot/pan/grill/whatever? Can you prepare a huge batch of the stuff beforehand to be used for multiple meals? What is the minimum amount of time you need before you start the actual cooking? What is the maximum amount of time you can have something prepared before it's too old and you should throw it out? * Cooking Time - How much time do you want to slave away at the hot stove/grill/whatever? Some foods, like sashimi or frozen microwaveable dinners, do not require much in the way of cooking but require more forethought when it comes to preparation or cost. [[asianamericankitchen|The Asian American Kitchen]] Interested: * [[User:Mariehuynh|Mariehuynh]] 09:25, 15 October 2006 (UTC) * [[User:Richard2me|Richard2me]] 11:10, 9 December 2006 (UTC) [[Category:Cooking]] 7600 45080 2006-11-13T02:58:20Z Rayc 57 cat Lesson 0: getting the kitchen ready All family recipes come with major and minor ingredients. The major ingredients are those that are commonly associated with the dish of that name and the minor ingredients are those that give them a personal flair. Minor ingredients sometimes change with availability or depending on quality and price, which may vary based on seasons. Asian-American kitchens often have cooking implements such as these: * ricecooker * pots * pans * chopsticks * water boiler * steaming racks * strainers * large preparation bowls * large cleaver and cutting board * etc. and some foods like these: * 25-50 pound bag of rice * boxes of pasta/ jars of pasta sauce * dried mushrooms * dried herbs * jars of seasonings and sauces * assorted meats and vegetables (frozen and fresh) * etc. [[CookingRice|Lesson 1: Cooking the Rice]] [[Category:Cooking]] 7601 45081 2006-11-13T02:58:42Z Rayc 57 =Asian American Cooking Lesson 1: Cooking the Rice= == Washing == Preparation is important. Some rice is packaged with labels that warn against washing because it will remove the added vitamins. Most do not and you do not know where it has been so it is a good idea to rinse it off. Begin by measuring out the rice you wish to cook. Remember what this amount is because it will determine how much water you are going to put in. Dump the rice into a large bowl and fill it with water. Stir. Once the rice settles back down, dump the water out. Do this until the water is clear. == Cooking == There are several ways to cook rice. The easy way is to dump it into a rice cooker with an equal amount of water and ignore it for a while. Things to keep in mind: * Make sure the bottom of the removable pot is dry and clean. If it is wet, the cooker will make some strange popping noises. This is bad. Water and electronics do not mix well. If you hear sounds that don't sound like water boiling, unplug the cooker and wipe the inside with a towel. * Rice cookers usually come with plastic paddles. Use it. Scratching the bottom of the cooker is a bad idea because it may start to rust and rusty rice doesn't sound yummy. * Do not put too much water in or it may boil over. Rice cookers will stay on as long as there is water boiling inside. If you put too much water in, it will continue to boil until all the boiling water is gone. * If you don't feel like shelling out $40 or more for a good rice cooker with a nonstick tub and keep-warm function, there are smaller ones that sometimes go on sale for less than $10 and will do the job. The lack of a nonstick coating will mean that you won't get all the rice out and the cheaper models may leave some overcooked/slightly burnt rice on the bottom. Rice is cheap though, and it will come out easily if soaked for a while. Other ways to cook rice include: * on the stove in a pan or pot - Remember to stir. * over fire in a hollow bamboo trunk - Not for beginners == Eating == After the rice is done cooking, carefully open the lid and fluff the rice with the plastic paddle. If the rice sticks to the paddle, it helps to dip it in water before using it. Rice is traditionally eaten in bowls with the bowl resting on your fingers on the left hand, with the thumb up to help balance it. Chopsticks are held in the right hand. Place toppings/sauces on the rice. Raise bowl to mouth and start shovelling. [[ricetoppings|Lesson 2: Asian American Rice Toppings]] [[Category:Cooking]] 7602 35501 2006-10-15T10:31:49Z MichaelBillington 1599 [[CookingRice]] moved to [[Cooking rice]]: MediaWiki is not bound by CamelCase in article titles. #REDIRECT [[Cooking rice]] 7603 35503 2006-10-15T10:33:22Z MichaelBillington 1599 [[Asianamericankitchen]] moved to [[Asian American kitchen]]: -MemoServ- You have a new memo from TehKewl1. #REDIRECT [[Asian American kitchen]] 7605 35831 2006-10-16T03:59:54Z Dream mind 2099 An autocollimator is an optical instrument to measure small angles.This instrument uses the principle of optical reflection where a beam of light is projected on a mirror.The beam reflects with an angle as that of the mirror surface and as such the deflection can be meaured visually or by an electronic detector.The accuracy of an electronic detector can be as high as 100 times our visual detection. [[image:Autocollimation.jpg|thumb|right|300px|''Autocollimation'']] ==Other types== A meauring tool which uses the principle of autocollimation is an angle dekkor.This instrument can be used to measure surface flatness.Here an illuminated scale is placed along with a fixed scale in the focal plane of the lens through which the incident and the reflected ray passes. [[image:Angle_dekkor.jpg|thumb|right|300px|''Angle dekkor'']] Angle dekkor can also be used to set up [[angle gauge|angle gauges]] standards for angle meaurements [[image:Setting_angle_gauge.jpg|thumb|left|300px|''Setting angle gauge'']] [[Category:Metrology]] 7606 35507 2006-10-15T10:43:54Z Dream mind 2099 Redirecting to [[Auto collimator]] #REDIRECT[[auto collimator]] 7608 45935 2006-11-16T00:18:50Z Sebmol 14 template update == Summary == This is an image from a laboratory handbook of IIT Madras == Licensing == {{Cc-by-sa-2.5}} 7617 62431 2006-12-23T20:55:35Z Cookiesap 4514 Han Yu {{RightTOC}} 歡迎光臨中文系。 Welcome to the '''Chinese Department''' at Wikiversity, part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. == Introduction to Chinese == You are here because you want to learn or teach Chinese. Great! First, pick a dialect you wish to focus on. Your current options are Yuet Yue and Han Yu - called Guo Yue in Taiwan (Pu Tong Hua). There are more native Han Yu speakers than any other language in the world and is the official language of China continent, Taiwan, and Singapore. Yuet Yue is spoken by about 70 million people worldwide. == Courses/[[Portal:Learning Projects|Projects]] == ====Current==== Courses currently being offered by the Chinese Department: * ... ====Planned==== *'''Pronunciations''' for the official speech: 漢語拼音 ([[w:Hanyu Pinyin]]) **Consonants ***b p m f ***d t n l *** g k h -------tongue on roof *** j q x -------voiceless *** z c s -------voiced ***zh ch sh r --tongue rolled ***w y **Vowels e i u ü a ai ei ao ou an en ang eng ong **Tones **#High flat **#Rising **#Drop and rise **#Sharp drop *'''Writing Numbers''' 一二三四五六七八九十百千萬億兆京 == Language References == ==== Vocabulary ==== ==== Verb conjugation ==== * Compared to many other languages, verb tenses in Chinese are very simple. == Typing Characters == *See:[http://en.wikipedia.org/wiki/Wikipedia:Enabling_East_Asian_characters] *See:[http://en.wikipedia.org/wiki/Chinese_character] *[http://www.chinesecj.com/ime/cj5-int-h.php On-line Cang Jie input system] == Department news == * '''October 15, 2006''' - 你好！ Department founded! == See also == *[http://en.wikipedia.org/wiki/Chinese_language] [[Category:Chinese|*]] 7618 45936 2006-11-16T00:19:07Z Sebmol 14 template update == Summary == This is an image from a laboratory handbook of IIT Madras == Licensing == {{Cc-by-sa-2.5}} 7619 45937 2006-11-16T00:19:23Z Sebmol 14 template update == Summary == This is an image from a laboratory handbook of IIT Madras == Licensing == {{Cc-by-sa-2.5}} 7620 45938 2006-11-16T00:19:36Z Sebmol 14 template update == Summary == This is an image from a laboratory handbook of IIT Madras == Licensing == {{Cc-by-sa-2.5}} 7621 35829 2006-10-16T03:58:12Z Dream mind 2099 An optical square is a sqare refracting block which refracts an incident beam at an angle of 90 degrees.It can be used with an [[autocollimator]] for measuring squareness of a workpiece. [[image:Optical_square.jpg|thumb|right|300px|''Optical square'']] [[Category:Metrology]] 7622 45939 2006-11-16T00:19:49Z Sebmol 14 template update == Summary == This is an image from a laboratory handbook provided in IIT Madras == Licensing == {{Cc-by-sa-2.5}} 7623 36300 2006-10-18T08:17:39Z Dream mind 2099 Talyvel is a brand name for an instrument for setting horizontal lines.This instrument consists of an induction transducer.A conductive pendulum is held between the two halves of the induction transducer.So whenever the instrument tilts the pendulum also tilts giving rise to an electric impulse.This impulse can be measured by a [[galvanometer]] and thus the amount of tilt can be known. [[image:Talyvel.jpg|thumb|right|300px|''Talyvel'']] [[Category:Metrology]] 7624 57905 2006-12-16T21:20:21Z Hillgentleman 530 [[category:Language and Literature]] [[Category:Language and Literature]] 7625 49977 2006-11-29T09:23:29Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Analyze Film Dailies]] ;Lesson #002 - Study the Way Movies are Filmed in Hollywood : [[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. ---- ;The pages of this lesson are… :[[Lesson:Understanding_Filmmaking | Title Page for this lesson]] :[[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process :[[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' :[[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. <font color="green"> &rarr; '''''You are here!''''' </font> ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Understanding_Filmmaking | Lesson #002 - Study the Way Movies are Filmed in Hollywood]]<math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. ---- '''''UNDER CONSTRUCTION''''' ==What Will You Learn?== This is the fun (though occasionally boring) part of this lesson. You get to see real movies being filmed in Hollywood. ===Unbelievably Careful Planning=== The most important thing that you will learn in this part of the lesson is the careful planning for filming a scene. This does not happen by accident. This is '''not''' improvised. ===Not Improv=== Probably the greatest misconception about filmmaking is dramatic scenes are '''not''' improvised. When you look at the unedited scenes on Disk #2 from the Star Movie Shop, you will not see a single scene where the actors 'improvise their lines or their action. Yet, when most people grab a camcorder to make movies, the first thing they say to the actors is "just improvise!" This is wrong, wrong, wrong!!!! I know this is confusing because you can read directors from Woody Allen to Robert Altman who want their actors to improvise, this is only after the actors have completely memorized their lines and have gotten totally into the character. Without fully memorizing their lines, actors look foolish when they improvise because they have nothing to fall back… namely the dialog and the actions that they have memorized. ;Icky, Horrible Example :If you really need to see a painful example of this, watch any of the movies of Lloyd Kaufman of Troma Entertainment who has been a filmmaker for over 35 years with such movies as '''Sgt. Kabukiman''' and '''Tromo and Juliet'''. Improvisation all by itself does '''not''' work. His actor's never feel comfortable. Only when actors are comfortable with their rolls can they improvise. So now lets see how they do it in Hollywood. ==Tour Hollywood== Before you begin making your own movies, you need to watch unedited scenes to see how they were filmed and how they can be edited. If you cannot travel to Hollywood and get access to movies sets, your only other alternative is to watch film dailies. Film dailies are something the director and the producer watch each morning, right? Yes, that is true... but film dailies are much more important than you might think. Once a production company has spent $40,000,000, all they have for their money is the dailies. That is what will be turned into the finished motion picture. But film dailies are useful in another way. They allow you to look behind the scenes at the filming of television dramas and motion pictures in Hollywood. It is like a private tour of the movie set. If you went to Hollywood and became a production assistant and worked your way up, it would take you years to see what you can see on film dailies. Film dailies are one of the best teaching tools for young filmmakers to learn how to film and to edit narrative film productions. If you want to be a filmmaker and make your own narrative motion pictures, this is the place to start. :This lesson requires Disk #02 - ''24 Practice Scenes'' from the [http://www.starmovieshop.com Star Movie Shop]. The good news is the first ten people to complete Lesson #001 will receive a '''FREE''' copy of this disk. ==Who are the people on the movie set?== You have your script, hired your cast and crew so now you are ready to begin the marathon called Motion Picture '''Production'''. =Who Are These People?= First there is the movie's '''producer'''. The producer hires the '''line producer''' to be in charge of the crew but the producer is still going to be hanging around the movie set each day. The line producer must hire all the people on the crew. And the line producer must also worry about [[Movie Making Manual-Keeping the crew happy|Keeping the crew happy]]! The producer hired the movie's director. Over the years, the roll of director has changed. And depending on how the deal was set up, the director can have other titles and duties as well. In the simplest case, the director simply controls the performance of the actors and focuses the actors. The director must be good at [[Movie Making Manual-Directing Actors|Directing Actors]]. The director will do the [[MMM/Directing/Blocking|Blocking]] for the scene. Each director has his own [[Movie Making Manual-Shooting Styles|Shooting Style]]. The cinematographer in in charge of everything related to creating and capturing the image on film (or digital video, etc.). Therefore, the cinematographer must worry about [[Movie Making Manual-Lighting|Lighting]], the camera, the lenses, [[MMM/Cinematography/Film stock|Film stock]], [[MMM/Cinematography/Cameras and Formats|Cameras and Formats]], [[Movie Making Manual-Power Sources|Power Sources]], the film, [[MMM/Cinematography/Filtration|Filtration]] etc. and everything which effects the look of the movie. The cinematographer is in charge of [[MMM/Cinematography/The Camera Crew|the Camera Crew]] and [[MMM/Cinematography/Renting a Camera|Renting a Camera]], no matter if it is film, HD and DV. If your movie is low budget, guess who worries about [[MMM/Low_Budget/Shooting_on_Film|Shooting on Film on a low budget]]? One way to save money is [[MMM/Cinematography/Short_Ends|Short Ends]]. The cinematographer is responcible for [[MMM/Cinematography/Monitoring and Measuring Exposure|Monitoring and Measuring Exposure]]. The cinematographer must do all the in-camera special effects such as filming or faking [[MMM/Cinematography/Rain|Rain]] or shooting [[MMM/Cinematography/Underwater cinematography|Underwater]]. For more information on learning to be a cinematographer, here is a list of books. Other things to concider are [http://en.wikibooks.org/wiki/Movie_Making_Manual/Cinematography/Cameras_and_Formats/HDV HDV vs. DVCproHD]. To do the [[Movie Making Manual-Sound Recording|Sound Recording]], the sound mixer records the dialog while the boom operator holds the microphone over the actors but out of site of the camera (hopefully.) The slate person operates the [[Movie Making Manual-Slate|Clapper board]]. And quietly through this entire process, a still photographer takes the [[Movie Making Manual-Stills Photography|Stills]]. =The Daily Grind= Each day, according to the call sheet that was distributed the night before, the actors arrive very early in the morning for makeup and costumes. Last night, the actors have memorized their lines for today based on the scene list in the call sheet. In the meantime, the director, producer and studio executives are looking at the film dailies from yesterday to see what went right and what went wrong. At the same time, the light people are finishing the rough setup of the lighting. And the construction crew is finishing any last minute changes to the movie set. Finally, everyone gets together and begins blocking the scene and final rehearsals (if any.) If lighting adjustments are needed based on the blocking, the actors go to their trailers while their stand-ins stay to help with the lighting. Finally the filming of the scene begins. Long before now, the director has broken down the scene into a series of shots. For each shot, the cinematographer positions the camera and the boom operator positions the microphone. ==Filming Procedure== When everyone is ready, the Cinemagrapher yells, "Set" to mean that the everything on the set is ready. The tape recorder for the boom microphone is turned on when the director yells, "Roll Sound". When the audio tape recorder has reached the proper speed, the sound mixer yells, "Rolling". Then the director yells, "Roll Camera". The camera is started. The camera is turned on after the audio tape recorder because the film is more expensive than the audio tape. When the Camera is rolling, the camera operator will yell, "Rolling". Then the director will yell, "Slate" and the slate operator will announce which scene this is (having first gotten that information from the script supervisor). This same information is written on the slate of the clapper board. The reason for announcing the scene number is for the lab technician who will listen to the audio tape to find the start of the correct scene when the lab operator syncs the audio to the picture that night. Then the slate operator will close the clapper sticks with a loud clapping sound so that the camera sees the closing of the clapper sticks and the audio tape records the noise of the sticks hitting together. Then the director will inform the actors that they can being the scene. When the director feels like it, the director will yell, "Cut". If the movie is being shot on 35mm film which is very expensive, and the director likes the actor's performance and the cameras performance, the director will also yell, "Print" which means that this is a good take and everyone including the script supervisor, the sound person and the camera assistant will circle this take number on their logs or notes. If the director feels like it, he will ask everyone do to this again. If the director is satisfied, then director will yell, "Next" and everyone will set up for the next shot. If the same scene will be filmed from a different angle, the script supervisor will create a number Take Number usually by adding an alphabetic letter to the take number. Take 32A is will be roughly the same as Take 32 but from a different camera angle. If there are multiple takes, If the slate is not at the beginning of the shot, it will be at the end of the shot but upside down. If the movie has a really low budget and the audio or the camera are not running accurately, there might be two slates, one at the beginning and one at the end so the audio can be stretched to fit the video. (This is very rare but realize it is possible.) =Visiting the Movie Set= The best way to see all of this is to visit the movie set. If you don't have the time to become a Production Assistant, take the tours of movie studios. Some tours can be very interesting. ==Hollywood Studio Tours== While the [http://www.UniversalStudios.com Universal Studio Tour] is more entertainment than actual examples of filming, you can pick up tickets to filming as you leave Universal Studio Tour area. Most are for Sitcoms which are filmed totally different from a motion picture. Yet they are very educational and entertaining to watch. At one time, the best tour in Hollywood (and the most expensive) was at Warner Bros. Their website is does not work well but you can try it at [http://www2.warnerbros.com/vipstudiotour/ Warner Bros.] If you have been on this tour recently, please tell us. NBC Studio has a ticket office which gives out free ticket. However, these are mostly for sitcoms. If anyone has been to the filmings in LA, please give us a list of where you go to get tickets and what is available currently. ==Japan== Don't overlook the studio tours in other lands. [http://www.eigamura30.com/english/index.html Eiga Mura], the Toei Studio Movie theme park in the northwest part of Kyoto is great fun. Years ago, you could actually see post production if you waited and watched very carefully in one of the distant buildings. If anyone has gone visited this movie village recently, please describe what you saw. Here is an [http://www.kcif.or.jp/en/newsletter/lik/archives/0506/06_2005.htm article] on this movie village in 2005. Many of the movie are filmed in plain sight of the crowds of tourists. Great fun! ==India== Movies made in India, specially in Madras (Chennai) are filmed in a totally different way. Therefore, it is interesting to see how they do it. Unfortunately, the MGR Film City in Chennai is now closed and there are no tours of the state run film school still at that location (side entrance). [http://www.ramojifilmcity.com/html/film_index.html Ramoji Film City] in Hyderabad (part of the Telgu film industry) has a tour but you do not get to watch actual filming. It is a very weird tour. I do not know about Bollywood (Mumbai/Bombay). If anyone knows of tours to the film studios in India, please tell us. ==England== I believe that [http://en.wikipedia.org/wiki/Pinewood_Studios Pinewood Studios] has a studio tour. Anyone been there? Please tell us more. =Visiting the Movie Set by Watching Film Dailies= You can also get an understanding of the way that movies are filmed if you watch film dailies. You see everything that the camera sees for all of the circle takes. ==Watching the Movie Set - Film Dailies on eBay== Sometimes these tapes (given as souvineers to the cast and crew) become available on eBay. If you also plan to edit the scenes for practice, be sure to get only originals, not copies. ==Watching the Movie Set - Digitized Film Dailies== If you have no other way to watch what happens on the movie set of television dramas, look at [http://www.starmovieshop.com/pages/disk2.htm Disk #2] from the [http://www.starmovieshop.com Star Movie Shop] which shows how 24 different scenes were filmed from a variety of television dramas. It is amazing to watch how perfectly the actors repeat their lines. After only one night of memorization and one mornings rehearsal, they hit their mark perfectly. Note: If you shoot your own movie, the dailies will never look as good as dailies from a television drama which is filmed fast and efficiently after years of practice for both the cast and crew. Your first day of filming on a low budget movie with a new crew and inexperience actors will look more like a disaster movie than a motion picture set. 7626 49976 2006-11-29T09:20:33Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Analyze George Lucas in Love]] ;Lesson #002 - Study the Way Movies are Filmed in Hollywood : [[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' ---- ;The pages of this lesson are… :[[Lesson:Understanding_Film_Dailies | Title Page for this lesson]] :[[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process :[[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' <font color="green"> &rarr; '''''You are here!''''' </font> :[[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Understanding_Filmmaking | Lesson #002 - Study the Way Movies are made in Hollywood]]<math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' ==Study a Similar Movie== ;''Understanding Moods'' :The first thing we need to do is look at real world examples, preferably a motion picture which is similar to what we will be filming. We need to understand how these movies got their '''mood'''. :The first movie we need to to look at and analyze is ''George Lucas In Love''. :What great fun!!! ===Required Research for ''George Lucas In Love''=== Who is '''Deborah Lurie''' and why is she so important? * Start by going to [http://www.imdb.com/name/nm0527091/ www.imdb.com] for a list of the credits for the extremely talented '''Deborah Lurie'''. Notice that her first full credit as a film composer is for '''''George Lucas In Love'''''. * Skim through the article at [http://www.theforce.net/jedicouncil/interview/glil.asp www.theforce.net] about ''George Lucas In Love''. Look for the part about the film score. * And most importantly, notice that Wikipedia does '''not even mention Deborah Lurie''' at ''[[w:George_Lucas_in_Love | George Lucas In Love]]''. Amazing!!!! * Then download and watch the short movie called ''George Lucas in Love'' which can be found at Google. * Finally turn down the sound and watch this movie without music. It is Deborah Lurie's music which makes this movie a success. And it is the music for our movie which will make it a success. ==Music For Our Movie== Our movie needs the same moods as ''George Lucas In Love''. The only way we can do that is by having music which is just as powerful as Deborah Lurie's score for ''George Lucas In Love''. We begin work on the music in [[Lesson:Creating_the_Temp_Track | Lesson 8 - Creating the Temp Track]]. For now, we will just try to figure out how Deborah did this for ''George Lucas In Love''. ==List of all the music in ''George Lucas In Love''== When you watch the movie, you will see: * The movie starts with ''traveling music''. This music shows that George is busy. This music does something else even more important. It tells us, that this will be a good movie. If you hear good music at the beginning, you know there will lots of different moods clearly expressed (in music, of course) in the movie. Note that this traveling music at the beginning of ''George Lucas In Love'' is '''Narrative Music''' and not '''Background Music'''. It certainly sounds like background music because it is soft and gentle. But you can tell it is "in your face" narrative music when it is too strong for any dialog. As soon as the dialog starts, the traveling music is turned down. To be continued… 7627 49978 2006-11-29T09:24:48Z Robert Elliott 1436 minor correction #REDIRECT [[LessonPage:Narrative Filmmaking Process]] ;Lesson #002 - Study the Way Movies are Filmed in Hollywood : [[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process ---- ;The pages of this lesson are… :[[Lesson:Understanding_Filmmaking | Title Page for this lesson]] :[[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process <font color="green"> &rarr; '''''You are here!''''' </font> :[[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' :[[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Understanding_Filmmaking | Lesson #002 - Study the Way Movies are made in Hollywood]]<math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process ---- '''''UNDER CONSTRUCTION''''' =The Process of Single Camera Filmmaking for Narrative Dramas= The following outline intends to give you a brisk walkthrough of what film and television production entails when filming narrative dramas. ==Development== Before even pre-production, there is the initial phase where ideas are bounced around. The idea for this script had been around for many years. ===The Story=== All movies start with a story. [[WikiFilmSchool_N1P1 | Click here to look at our story.]] In Hollywood, the story might start with just an idea which is pitched to someone with money. Or the story might be a book which is then suggested for turning into a movie. ===The Script=== The story must be turned into a script. For a novel, that means cutting 20 hours of material down to 90 minutes. That is a lot of cutting!!!. The first step is to analyze the story to find the characters, the dialog, the action, and the parenthetical comments. We do this on [[WikiFilmSchool N1P2 | page 2 of lesson 1]]. ===The Script Formatting=== The script is not ready for viewing until it is formatted. It must be typed correctly so everyone quickly understands what is needed. Our story is very simple so typing it into a script takes little time using a script formatting program. You can do this on [[WikiFilmSchool N1P4 | page 4 of lesson 1]]. ===Production Design=== The art director, production designer and/or producers decide on the overall feel of the production. This has a huge effect on the script breakdown. All their decisions will be note in [[Lesson:Planning_the_Movie|Lesson 3]]. ===Script Breakdown=== The Production Designer and the producers dissect the script to identify how many of everything they need; ie actors, locations, visual and computer effects, props & costumes. This is also part of [[Lesson:Planning_the_Movie|Lesson 3]]. ===Crewing up=== The producers design a basic timeline and make initial wish-lists of actors, head crew members (director, director of photography (DP), gaffer, sound, visual effects designer, computer effects designer, editor and musician), locations and equipment as it affects format (b&w or colour film, video or digital video). We will be making both a live action and an animated version of this movie. For the animated version, we have to locate the models which will be used for the two characters in our movie — the Young Person and the Old Person. We will begin this search in [[Lesson:Cast_and_Costumes-Animation | Lesson 9]]. ==Finance== This stage runs concurrently with conceptualization but can only really reflect actual needs after the script breakdown and production design stages have finished. We will have completed the animated version before we begin to work on the financing of the live action version. This will be done in [[Lesson:Financing_The_Movie-Live_Action | Lesson #017]]. ===Budget=== This tries to take into account all expenses for the entire venture based on results from the script breakdown and production design as well as budgets from similar projects. The line producer (someone familiar with filming in a particular geographical region) usually does the initial budget. ===Investors=== At this stage the project requires a second level of investors to commit to the project to carry it through to completion. The art of deal-making rules this stage. A good producer can raise millions based on how well they understand the distribution and exhibition controls in the industry. Small productions rely on friends and family money or funding from the local dentist. ===Market analysis=== The producers and distributors clearly define the market at this stage. ==Pre-production== Once the line producer completes the initial script breakdown, supplying the budget and schedule for the production, the initial meetings take place with the people involved and all the producers make all the 'final' decisions for the production. The line producer prepares the final budget and schedule during pre-production. Sometimes the 1st assistant director prepares the schedule with the line producer. ===First meetings=== The producers and crew heads meet to determine if they feel comfortable working together. As each has very different styles of working this meeting stage can make or break the production. Also the director usually meets with the major actors, determining if (s)he feels the actors need rehearsal time, or training (athletic, martial arts, military, medical, etc.) to play their roles. ===Locations=== The production team (in coordination with the art department) secures locations for the shoot. They determine time-frames and iron out all potential problems (seasonal traffic, weather, etc.) If the production shoots on a sound stage, the set design and construction begins. ===Props & special effects=== The special effects team and the art department determine what they need to build, buy or borrow (miniature models, multiple vehicles for stunts and explosions, effects make-up, aged props and building, set dressings, etc.). ==Production== ===Live Action Motion Pictures=== For live action, the executive producer gives the money to the producer to make the motion picture. The producer hires the director who will control the performance of the actors. The producer hires the cinematographer (director of photography) who will capture the performance of the actors on film or digitally. The producer hires a production manager (or line producer) who then hires all the workers (the crew) for the filming of the motion picture. The producer or the production manager will hire the sound recordist (sound mixer) who will capture the dialog of the actors. The producer and the director select the actors for the motion picture with the assistance of a casting director. Each day on the movie set, the actors and crew turn into reality the planning of the production. '''On the set: Lights, Camera, Action!''' '''Head crew''' <br> Directors and assistant directors, script supervisor and location manager. '''Camera department'''<br> Director of photography, camera operator, camera assistants and focus pullers. '''Lighting/electrical department''' <br> Gaffer, best boy electric and electricians (sparks). '''Grip department''' <br> Key grip, dolly grip, best boy grip, rigging grips and grips. '''Sound department''' <br> Sound mixer, sound assistants and boom. '''Art department''' <br> Art director, prop manager, painters, set dressers, and construction crew. '''Make-up/hair department''' <br> Make up artist, hair designer, special effects make-up designer and assistants. '''Wardrobe/costume department''' <br> Costume designer (not on set), wardrobe manager, and dressers. '''Visual effects department''' <br> Visual effects supervisor and support crew. '''Production department''' <br> Production manager (not on set), production coordinator, and production assistants (PAs). '''Support crew'''<br> Medical, transport, catering, personal assistants, still photography, and behind-the-scenes videographers. ===Animation=== For animation, the procedure is backwards. (To be completed soon...) ==Post Production== After 20 to 60 days of filming, you are finished shooting your motion picture. After all that effort, the only thing you have to show for your work is about 100 reels of film, 60 rolls of audio tape, and a well-worn copy of the script which has been marked up by the script supervisor. That's it! Other than publicity stills and maybe a documentaries and perhaps some effects shots being done at effects houses around town, this is all you get for your 40 million dollars. So now, what do you do? Now you start '''Post Production'''. Now you turn the developed film and audio reels into a motion picture for viewing at a film festival. (Much later, you worry about getting the movie ready for distribution.) Once the dailies are prepared for editing, film editor begins to edit the picture and the dialog. The sound department will get busy creating an infinite number of sound effects and the film composer will create beautiful music for your movie. If any visual effects are needed, they will get done too at special effects houses... along with the titles and credits. Finally, when everyone is happy, the negative will be cut to match the edit of the movie and a print will be made for showing a Sundance. Let's look at these steps individually. ==Dailies/Workprint/Telecine/Capture/Syncing Audio== Each day during production of a feature film shot on motion picture film, dailies are prepared for viewing by the director, the crew and the studio executives. To save money, the same dailies can be used by the editor to edit the movie... or at least they can be created at the same time. Preparing the dailies for editing seems like a trivial task but can be a major headache if not done very carefully. This is just as true for digital video as for film. Some people think that just because they use a digital camcorder, they do not have to process the film dailies. Dailies still have to be captured into the computer so they can be edited. And if you using a separate sound system for recording the dialog, you will still have all the problems of syncing '''audio to picture''' for your digital dailies. For more information on preparing film dailies for editing and the telecine process, see the section on [[Movie Making Manual-Telecine|Telecine]] in the Movie Making Manual. ==Logging== If you film and edit only one scene (or a short), you can easily keep track in your head of all the raw footage. But for a feature film, keeping track of all the different shots is not easy. [http://www.filemaker.com/solutions/customers/stories/20004.html Walter Murch] uses Apple's FileMaker Pro. At Macworld Expo, there is usually at least one lecture on how he uses this database for during the editing process. ==Picture and Dialog Editing== When the movie is edited, the editor must think about more than just the picture and the dialog. The sound effects and the music work together with the pictures and the dialog to tell the story. The sound effects, music, picture and dialog all interact. The editor must figure out how all these elements work together to tell the story. In Hollywood, there are special teams what do the visual effects, music, and sound effects. But if you are just one person doing the edit of low-budget motion picture, you might have to do everything yourself as you edit the movie. ;Narrative Films Only :This manual covers dramatic movies with scripted dialog. Be aware that editing a documentary, corporate video, multimedia or event video is totally different from editing narrative dramas. For more information about the process of film editing for narrative motion pictures and televison drama see the section [[MMM/Post-production/Editing|What is Editing]] in the Movie Making Manual. For narrative feature films, there are two different kinds of scenes - Action sequences and Conversation. When you edit a conversation, there are lots of constraints... special the script which dictates the spoken dialog. Action sequences have few constraints. There are two kinds of music - '''Background''' music and '''Narrative''' music. Background music means very soft music while narrative music is music that gets in your face. At this stage, a temp track is acceptable for background music but for music which tells part of the story, you really need to use something which will be close to the final music. While there are many kinds of sound effects, at this stage you are only worried about the sound effects that help tell a story, not the sound effects which make the scenery seem realistic such as Ambience, Walla and Foley. These can be done when the editing is finished. For now, just worry about the sound effects that help narrate the story. For more instructions on how to edit a dramatic scene with scripted dialog, see the section [[Movie Making Manual-Scene Editing|How To Edit a Dramatic Scene]] in the Movie Making Manual. ==ADR (Automatic Dialog Replacement)== Once you have edited the movie, you might need to replace some of the spoken dialog. For more information on ADR, see the section [[Movie Making Manual-ADR|ADR]] in the Movie Making Manual. ==Sound Effects== Once all the scenes are edited, you begin to add all the little sounds which makes the movie seem real. If a scene does not seem realistic, you have not added enough sound effects such as: ===Ambiance=== The background sounds of the environment. ===Walla=== This is the indistinguishable sounds of people talking in the background. ===Foley=== The footsteps and the rustling of clothing make your scene seem real. which are so numerous that it is faster to record these sound effects live while watching the movie. If you have only a few footsteps, you can do this from sound effects libraries in your editing program. But in general, when you need hundreds of tiny sound effects, it is easier to do them with Foley For more information on Sound for motion pictures, see [[Movie Making Manual-Sound Design|Sound Design]] in the Movie Making Manual. For more information on Foley, see the section [[Movie Making Manual-Foley|Foley]] in the Movie Making Manual. (Note: "Foley" stands for '''Jack Foley''' who pioneered this kind of sound effects creating.) ==Visual Effects== When doing the basic edit, blank frames or storyboard frames are used in place of visual elements. Once the effects shots are finished, they must be inserted into the edit. ===Titles and Credits=== Titles can be done any way that you wish. Determining which people to include in the credits can be complicated. This is a good place to make a lot of people angry. Therefore, you must be very careful to list all the people who deserve credit for making the movie. Sometimes, the unions decide this. Sometimes your contracts with the cast and crew decide this. Doing the credits is not as easy as it looks. ==Film Scoring== Music creates the mood. Once the edit is complete (with a temp score), the temp score must be replace by the final score. For more information on film scoring, see the section [[Movie Making Manual-Music|Music/Film Scoring]] in the Movie Making Manual. ==Breakdown into reels== A motion picture must be in manageable pieces for distribution and projection. In the break between reels, there must be no sound or picture. ==Conform the Negative== Most of the time, it is not possible to edit at the highest possible resolution. In these cases, up until now, editing is off-line. If there is no digital intermediary, you need to conform the negative. ==Prep for Distribution== This should be in the marketing section because it is done '''after''' you have a distributor but '''before''' the distributor accepts delivery of the motion picture and all its elements. Therefore, only after you have sold the movie, do you learn what film formats are required. This is a hidden expense can be rather nasty. If you have not planned ahead, this can cost you a fortune. Read Robert Rodriguez' '''Rebel without a Crew''' which is about the making "El Mariachi" This book should be required reading in all film schools. ==Animated Feature Films== Note that if you are making an animated feature-length motion picture, the procedures above are done in a slightly different order. ==Post Production== (To be combine with above.) On completion of filming (and even while it still continues) the editing team goes to work to start cutting the project together. If you are interested in learning how to do these steps using your personal computer, see the [[Movie Making Manual-Education|Teach Yourself Filmmaking]] section. ===Developing /Dailies/Logging=== Every night during shooting of the motion picture, the film reels and the sound reels are sent to the lab. The film is developed and circle takes printed onto film or telecined onto video tape. Then the audio is synced with the picture to create the dailies. Or to explain it another way: The dailies are created by combining the visual image (from the motion picture camera or from the DV Camcorder) with the audio (the dialog) from the sound recorder. To begin post production, a copy of these dailies are converted into the formatted required by the film editor and logged. On film, this is known as the '''work print'''. The editor never works with the original negative which scratches too easily. For digital films, this is called the off-line edit which is lower resolution than the original images which saves disk space and speeds up playback. For bigger films, logging means that information about every piece of film and every bit of audio must be entered into a huge database which is accessible by the entire post production staff. ===Editing=== Building the scenes to tell a story. Nowadays, non-linear editing using computers has become the norm (Avid, [[Final Cut Pro]], ...) The editor works closely with the sound effects department and the film scoring person to bring the maximum impact to the movie. For action sequence, the scene will be edited based on the visual images, the music and the sound effects. For conversations, the editor must cut to get the best quality dialog... as well as to worry how the music and sound effects will effect the scene. ===ADR=== Editors must re-record dialogue that cannot be salvaged from production in a process called '''looping''', '''[[w:dubbing (filmmaking)|dubbing]]''', or '''ADR'''. ADR stands for either Additional Dialogue Recording, or Automated Dialogue Replacement, depending on whom you ask. But don't ask why the A sometimes stands for Automated, because there's nothing particularly automatic about the process. An actor watches the image repeatedly while listening to the original production track on headphones as a guide. The actor then re-performs each line to match the wording and lip movements. Actors vary in their ability to achieve sync and to recapture the emotional tone of their performance. Marlon Brando, for example, was said to enjoy looping because he didn't like to freeze a performance until he knew its final context. (People have said that he mumbled during his on-camera performances to make the production sound unusable, so that he can make adjustments in looping.) ADR is a necessary evil when production sound is unusable, but directors can also use it to add new character or interpretation to a shot. By altering a few key words or phrases an actor can change the emotional bent on a scene. ===Sound Effects=== The sound effects (including the [[w:foley|Foley]], [[w:walla|Walla]], & Ambiance) make a scene seem '''real'''. Without the addition of sound effects, a scene would feel like it was filmed on a studio sound stage... which it probably was. Sound effects recorded by a sound effects person are rarely used as is. Instead, sound effects are "sweetened" and enhanced. ====Foley==== A sound effects technique for synchronous effects or live effects. Foleying supplies the subtle sounds that production mikes often miss. The rustling of clothing and a squeak of a saddle when a rider mounts his horse give a scene a touch of realism that filmmakers find difficult to provide using other effects methods. Sounds for a steamy sex scene probably come from a foley artist making dispassionate love to his or her own wrist. The good Foley artist must "become" the actor with whom they sync effects or the sounds lack the necessary realism to convince the audience. Most successful Foley artists are audiles; they can look at an object and imagine what type of sound it can be made to produce. The foley crew include the artist or "walker," who makes the sound, and a technician or two to record and mix it. A foley stage often appears as a storage area for the studio's unwanted junk. Metal laundry tubes filled to the brim with metal trays, tin pie plates, empty soda cans, hubcaps, bedpans, knives, forks and broken staple guns. They use these crash tubes for anything from comedy crashes to adding presence (brightness and naturalness) to something as serious as a car crash. ====Walla==== Walla is the indistinguishable mutterings of people in a crowd. It takes a special skill to create a series of intelligible words with no clear meaning. wal ====Ambiance==== Unlike sound for television dramas, a motion picture normally records only the dialog (the spoken words) during production. All the other sounds are created in post production. This gives greater freedom when editing the dialog. Therefore, the natural sounds of the environment need to be added. This is especially true if the scene was recorded on a sound stage at the motion picture studio where the background sounds are never natural or realistic. The sound of the environment is the '''ambiance''' and must be recorded in a real location. Even though ambiance is very soft in the background, a scene will feel flat without it. Ambiance is also sometimes referred to as "room tone." ===Musical Scoring=== The musical score and the musical sound effects create the '''mood''' for each scene. Writing the music for film and TV requires special skills from the composers, musicians and sound engineers; they all need a flair for the dramatic and the ability to envision sound. Even though the actors' voices adds a kind of music to a scene as they speak, adding additional music is often necessary to create the proper mood. It is often the director who tells the film's composer what what moods he wants the audience to feel during the action and the dialog in the motion picture. ===Visual Effects=== Visual effects are any element which was not captured during filming that must be created later. This can be done by computers (CGI) or by matte paintings. When two or more elements must be combined (such as live actor shots with computer generated effects), the images are composited. ====CGI==== CGI stands for Computer Generated Imagery. This term refers to any element created within a computer and encompasses anything from adding digital fog to a scene, to generating a crowd at a stadium, to creating whole characters, completely animated, such as Gollum from the Lord of the Rings films. ====Matte Painting==== Matte Paintings were originally hand-painted scenery on glass which was photographed along with the live action. When using a matte painting which has been painted on clear glass, the matte painting sits in front of the camera while the actors perform on a partial movie set which can be seen through a clear spot on the matte painting. The rest of the movie set is simply the painting. Now Matte Paintings are created with hand painting, paintings using computer software, still image manipulation, and/or 3D models which have been rendered, and then the matte painting is combined with the live action by compositing in post production, rather than during the filming of the movie. ====Titling==== Filmmakers consider designing the opening and closing credits to a film or TV piece as an art and skill in itself. Nowadays people's whole careers can consist only of designing titles for major motion pictures and television series. ====Composting==== When separate visual elements on film are combined, this is called '''opticals'''. With computers and digital images, this is called compositing which is just like combining pictures with Photoshop. ===Conforming the Negative=== Once all the post production is finished and a working edit of the movie is completed and approved, the negative must be cut to match the working edit of the movie. Only after the negative is conformed is the movie is ready for viewing in a theater (usually at a film festival) where the motion picture will be seen by the public (and potential distributors) for the first time. If the motion picture was made with digital images, the movie must be rendered at full resolution (the on-line edit) and transfered to film. If there will be an digital intermediary, the digital version or a digitized version of the conformed negative is color corrected and then rendered onto film. ==Sales & Marketing== ===Distribution=== If the project has distributors on-board from the beginning, this process requires little more than sitting back on the part of the producers and investors, as the distributors practice their trade. However if the producers have not pre-sold the distribution rights, this can entail going to film festivals and/or door-to-door selling to TV, cable stations or video/DVD distributors. ====Delivery==== Once the motion picture has been sold to a distributor, the distributor will spell out exactly the elements that the distributor requires for the distributor to accept the film. Then the filmmaker goes back and prepares all these elements. For very low budget movies, this can cost more than the entire production and includes such odd things as insurance policies for '''errors and omissions''' and a sound track for the motion picture which has been divided into three separate parts - Dialog, Music and Effects. It is the distributor who will create all the foreign language versions of the motion picture and make all the necessary cuts and reedits to the motion picture to get it acceptable for foreign markets. ===Publicity material=== Marketing also requires the design of posters, audio & visual trailers and merchandise. Special staff, like graphic artists and voice-over characters, work to produce these invaluable tools. It is the distributor who creates the DVD-Video disk so the distributor must create the special features and publicity for the DVD-Video disk. Hopefully, the production company has created and saved the necessary items need for the publicity such as '''production stills''' and '''documentaries''' for the DVD-Video disk. ==Getting Started== If all of this sounds exciting, you can get started by reading the section called [[Movie Making Manual-Education|Teach Yourself Filmmaking]]. This section of the Movie Making Manual shows you simple ways to begin learning how you can make your own motion pictures. 7628 75917 2007-01-14T20:42:10Z JWSchmidt 20 [[Category:Theology]] Welcome to the The Wikiversity '''Division of Biblical Studies''', part of the [[School:Theology|School of Theology]]. ==Departments== * [[Topic:Hermeneutics|Department of Biblical Hermeneutics]] * [[Topic:Bible Translation|Department of Bible Translation]] * [[Topic:New Testament Greek|Department of Biblical Languages]] - New Testament Greek * [[Topic:Ancient Hebrew|Department of Biblical Languages]] - Ancient Hebrew [[Category:Religious studies]] [[Category:Theology]] 7629 76375 2007-01-15T06:06:07Z JWSchmidt 20 [[Category:Political Science]] [[Category:Religious Studies]] <center><big>'''Welcome to the Wikiversity Division of Peace Studies'''</big></center> <center>''Part of the [[School:Political Science|School of Political Science]] and the [[School:Theology|School of Theology]]</center> The '''Division of Peace Studies''' works in close collaberation with the [[Topic:International Politics|Department of International Relations]], the [[Topic:Inter-Religious Conflict Studies|Department of Inter-Religious Conflict Studies]] and the [[School:Strategic Studies|School of Strategic Studies]]. ==Division News== *'''15th October 2006''' - Division Founded *'''16th October 2006''' - Contributors wanted ==Active Participants== Please add your name to this list if you are an active participant in this division. Your contributions are most welcome. When contributing to this division, please adhere to our '''[[Topic: Peace Studies Learning Project Guidelines|learning project guidelines]]''' and our '''[[Topic:Peace Studies Learning Project Template|learning project template]]'''. *[[User:davymast|davymast]] ==Departments== *[[Topic:International Politics|Department of International Relations]] *[[Topic:Inter-Religious Conflict Studies|Department of Inter-Religious Conflict Studies]] *[[Topic:Conflict Resolution|Department of Conflict Resolution]] ==Learning Projects== ===Learning Projects in the Department of International Relations=== *[[Topic:Introduction to International Relations|Introduction to International Relations]] ===Learning Projects in the Department of Inter-Religious Conflict Studies=== ====Peace in the World Religions==== *[[Topic:Peace in the Baha'i Faith|Peace in the Baha'i Faith]] *[[Topic:Peace in Buddhism|Peace in Buddhism]] *[[Topic:Peace in Christianity|Peace in Christianity]] *[[Topic:Peace in Hinduism|Peace in Hinduism]] *[[Topic:Peace in Islam|Peace in Islam]] *[[Topic:Peace in Judaism|Peace in Judaism]] *[[Topic:Peace in Sikhism|Peace in Sikhism]] *[[Topic:Shalom|The Concept of Shalom]] ====Fundamentalisms==== *[[Topic:Religious Terrorism|Religious Terrorism]] *[[Topic:Christian Fundamentalism|Christian Fundamentalism]] *[[Topic:Islamic Fundamentalism|Islamic Fundamentalism]] *[[Topic:Modernity and Fundamentalism|Modernity and Fundamentalism]] ====Theologies of Peace and Non-Violence==== *[[Topic:Theologies of Reconciliation|Theologies of Reconciliation]] *[[Topic:Theology of Walter Wink|The Theology of Walter Wink]] *[[Topic:Theology of John Yoder|John Yoder and the Politics of Jesus]] *[[Topic:The Theology of Just War Theory|The Theology of Just War Theory]] ====Inter-Religious Conflict==== *[[Topic:Religous Conflict in Sacred Texts|Religous Conflict in Sacred Texts]] ===Learning Projects in the Department of Conflict Resolution=== *[[Topic:Conflict Transformation|Conflict Transformation]] *[[Topic:Negotiation and Mediation|Negotiation and Mediation]] ===Learning Projects Available in Other Departments=== *[[Topic:Introduction to Myth|Introduction to Myth]] ====International Law==== *[[Topic:Public International Law|Public International Law]] [[de:Institut:Friedens- und Konfliktforschung]] [[Category:Political Science]] [[Category:Religious Studies]] 7630 76586 2007-01-15T19:53:51Z JWSchmidt 20 [[Category:Political Science]] <center><big>'''Welcome to the Wikiversity Department of Conflict Resolution'''</big></center> <center>''part of the [[Topic:Peace Studies|Division of Peace Studies]]''</center> ==Department News== '''15th October 2006''' - Department founded ==Active Participants== Please add your name to this list if you are an active participant in this Department. When editing this department, please adhere to the Division of Peace Studies [[Topic:Peace Studies Learning Project Guidelines|learning project guidelines]]. * [[user:davymast|davymast]] ==Learning Projects== *[[Topic:Conflict Transformation|Conflict Transformation]] *[[Topic:Negotiation and Mediation|Negotiation and Mediation]] ==See also== *[[War Seminar]] - discussions about the history of war as a cultural practice and current wars in the world [[Category:Political Science]] 7631 57507 2006-12-16T04:25:01Z 149.167.130.108 /* Roundness error definitions */ more formatting Roundness measurements are essential in metrology. It includes measurement of a collection of points. == Methods == Two fundamental methods are followed &mdash; the intrinsic datum method, and the extrinsic datum method. === Intrinsic datum method === # The round object is place over a flat plate and the point of contact is taken as the datum point. Again a dial gauge is placed over the round object and the object is rotated keeping the datum at constant position. Thus the error in roundness can be directly known by comparing the peak height as measured by the dial gauge # Alternatively a V shaped base can be used instead of a flat plate. Here will be two datum points will exist instead of one because of obvious reason that our base is V shaped.The error in roundness can be measured similar to the previous method. # Also a cylindrical body can be clamped between two axle centres. Here also the dial gauge is mounted over the cylindrical body and thus the roundness is measured by similar procedure as above. === Extrinsic datum method === The intrinsic method is limited to small deformations only. For large deformations extrinsic method has to be followed. In this case the datum is not a point or set of points on the object, but is a a separate precision bearing usually on the measuring instrument. The axis of the object or part of the object to be measured is aligned with the axis of the bearing.Then a stylus from the instrument is just made to touch the part to be measured. A touch sensor connected to the tip of the stylus makes sure that the stylus just touches the object. A minimum of three readings are taken and an amplified polar plot is drawn to get the required error. == Roundness error definitions == * Least square circle (LSC): It is a circle which separates the roundness profile of an object by separating the sum of total areas of the inside and outside it in equal amounts. The roundness error then can be estimated as the difference between the maximum and minimum distance from this reference circle * Minimum Zone circle (MZC): Here two circles are used as reference for measuring the roundness error. One circle is drawn outside the roundness profile just as to enclose the whole of it and the other circle is drawn inside the roundness profile so that it just inscribes the profile. The roundness error here is the difference between the radius of the two circles. * Minimum circumcised circle (MCC): It is defined as the smallest circle which encloses whole of the roundness profile. Here the error is the largest deviation from this circle * Maximum inscribed circle (MIC): It is defined as the largest circle that can be inscribed inside the roundness profile. The roundness error here again is the maximum deviation of the profile from this inscribed circle. [[Category:Metrology]] 7632 35978 2006-10-16T18:06:38Z JWSchmidt 20 update as Department [[Image:ComparitiveBrainSize.jpg|thumb|right|300px|The brains of some animals from mouse to human.]] Welcome to the Wikiversity '''Department of Neurobiology''', part of the [[Topic:Neuroscience|Center for Neuroscience]]. The Neurobiology Department is a Wikiversity content development project devoted to learning resources about the structures and functions of nervous systems with special emphasis on how the cells of a nervous system form neural networks. ==Topics of Study== *Development and evolution of the cell types of nervous systems *Synapse formation *Axon targetting *Synaptic plasticity *How drugs alter synapse function *Diseases of neurons and glial cells *Matheatical modeling of neural networks [[Category:Neurobiology]] 7633 35592 2006-10-15T15:31:50Z JWSchmidt 20 subcat [[Category:Biology]] 7634 48421 2006-11-25T01:38:49Z Robert Elliott 1436 minor changes __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #002: Understanding Filmmaking - Study the Way Movies are Filmed in Hollywood ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[Lesson:Understanding Filmmaking | Page 1 - Introduction ]] |} :{| cellpadding="4" cellspacing="0" width="450px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze Film Dailies | Page 2 - Watching how real scenes are broken down and filmed in Hollywood.]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze George Lucas in Love| Page 3 - Analyzing the movie ''George Lucas in Love'']] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Narrative Filmmaking Process| Page 4 - The Basic Filmmaking Process]] |} |} ==Content summary== ;[[WikiFilmSchool_N2P3 | Page 3]] :There is only one way to learn how movies are made in Hollywood. You must go to Hollywood and visit movie set after movie set watching how dramatic scenes are filmed in Hollywood. There is no substitute… but I do have a shortcut which I will tell you about on Page 3 of this lesson. ;[[WikiFilmSchool_N2P2 | Page 2]] :Also you need to see how dramatic scenes are edited. You can only do that by watching edited scenes… preferably similar to the scenes you will be filming. Starting on Page 2, that is what we do. We are going to study the music that was created for the short movie called "George Lucas In Love". You can download this from Google (with a dial up modem, that can take a few hours) and study it. It is a fun movie so this is not a problem. ;[[WikiFilmSchool_N2P1 | Page 1]] :And finally, on Page 1 of this lesson, I will show you all the basic steps of filmmaking which is only just theory. This is not a substitute for the information on Pages 2 and 3. You must complete Page 2 and Page 3 before you get the complete picture. ==[[Portal:Learning Materials|Learning materials]]== ;For Page 2 * You need to be able to download and watch repeatedly the movie called "George Lucas In Love". Google has it for downloading but you cannot save it. If anyone knows another source, please let me know. [[User:Robert Elliott|Robert Elliott]] ;For Page 3 * You will need Disk #2 from the [http://www.starmovieshop.com Star Movie Shop]. This disk shows the filming (the [[w:dailies|circle takes]]) for 24 dramatic scenes from television dramas and motion pictures. I don't know of any other source of unedited scenes. If you know of any, please let me know! [[User:Robert Elliott|Robert Elliott]] (This DVD-Data disk requires QuickTime 3 or later.) :;Note for Disk #2 ::Disk #2 is '''<font color="green">free</font>''' to the first ten people who complete Lesson 1. :;Far Far Away ::If you live outside the USA, to save shipping, you must complete both Lesson 1 and Lesson 4 (which also has a free disk to the first ten people who complete the lesson called the "Follow Dave" Editing Workshop CD) so that both disks can be shipped together. ===Texts=== * There will be a list of all the books that I think you should read. There are a great number of these books. In the last ten years, many new books have been written which are fantastic. One publisher you should look at is Michael Weise Productions. He seems to have an eye for great books. ===Assignments=== * The assignment is to understand the process of filmmaking in Hollywood. While I try to explain this in three pages, it actually taks a lifetime of learning. ====Activities==== * There are no activities in this lesson. However, there are things you can do! All of the information on Page 1 is explained in more depth in the other lessons of this course. On page 2, after you have studied the making of ''George Lucas in Love'', you can begin work on the film score for our movie which is Lesson Number 8 (I think). And all of the scenes on Disk 2 of the Star Movie Shop can be edited… which you should do, even if it is just in your mind. ====Readings==== * To be expanded later. ==References== Additional helpful URLs include: * This will be expanded later. * For now, if you just want to read something entertaining to read about sound effects, read the story of [http://www.marblehead.net/Foley/jack.html Jack Foley]. ==Active participants== Active students for this Lesson. * ... [[Category:WikiU Film School]] 7635 35609 2006-10-15T16:41:07Z JWSchmidt 20 start page [[Image:FourWaysToKnow.jpg|thumb|right|300px]] '''Asking questions'''. How do we know anything? What is the role of our senses in allowing us to know? ==Proposals: ways of knowing== *[[w:Panpsychism|panpsychism]] - the entire universe is fundamentally composed of mind. Since we are part of the universe, we automatically know. *[[w:Faculty psychology|faculty of knowing]] - humans have [[w:Rationalism|rationality]] or [[w:Intuition (knowledge)|intuition]] or a knowing [[w:Soul|soul]] (non-material component of a person) that has the function of knowing. *[[w:Human brain|Human brains]] process information recieved through [[w:Sense|the senses]], store [[w:Memory|memories]] and construct a [[w:Mental model|mental model]] of the world. *..add more ==Testing the proposals== *'''Sensory deprivation'''. If our senses are what makes it possible to learn about the world, can we study the process by selectively [[w:Isolation tank|depriving test subjects of sensory experience]]? Can we take advantage of [[w:Helen Keller|natural cases]] of sensory deprivation and sensory disruption to learn about the role of the sense in learning? *'''[[w:Neuropharmacology|Neuropharmacology]]'''. How can drugs be used to alter brain function and probe how learning takes place and memory functions? *'''Transcranial magnetic stimulation'''. Brain functions can be blocked by [[w:Transcranial magnetic stimulation|transcranial magnetic stimulation]]. *'''Disease'''. Disease processes such as viral infection can result in the destruction of [[w:Hippocampus|particular brain regions]]. Sometimes strokes, the treatment of epilepsy, degenerative nervous system diseses or removal of tumors results in damage to specific brain regions. What can be learned about how memories are stored from such selective destruction of brain regions? ===Reading=== Search the [http://www.ncbi.nlm.nih.gov/gquery/gquery.fcgi Entrez] database for information about the topics listed above. Add useful sources of information to the list, below. *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=Perception+learning+AND+hstat%5Bbook%5D+AND+382786%5Buid%5D&rid=hstat1a.section.31161#31177 Clinical studies of Speech/Language Delay, Hearing Loss and Learning Disabilities] *[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=395967 Activation of the prefrontal cortex in the human visual aesthetic perception] ===Discussion=== *What are some things that people [[w:Instinct|know without having to learn]] them by making use of their senses? *What evidence exists for a human capacity to [[w:Past life regression|remember events that took place before birth]]? *What evidence exists for [[w:Extra-sensory perception|Extra-sensory perception]]? *If human knowledge comes from learning and the storage of information in the bran, is it possible to make [[w:Artificial intelligence|artificial intelligences]] that would rely on computer technology as a medium for learning, memory and construction of conceptual models of the world? [[Category:Doing science]] 7636 76549 2007-01-15T18:28:59Z Hdpigott 5357 /* References */ ==pH== pH (pē'āch'): A measure of the acidity or alkalinity of a solution, numerically equal to 7 for neutral solutions, increasing with increasing alkalinity and decreasing with increasing acidity. The pH scale commonly in use ranges from 0 to 14. An alkali is sometimes called a "base". <!-- RIPPED FROM http://en.wikipedia.org/wiki/PH --> {| align=right style="border: 1px solid gray; margin: 0 0 0.5em 1em;" <caption>'''Representative pH values'''</caption> ! Substance || pH |- | [[w:Battery (electricity)|Battery]] acid ||bgcolor=#CC0000|<center><font color=#FFFFFF>0.5 |- | [[w:Gastric acid|Gastric acid]] ||bgcolor=#EE0000|<center><font color=#FFFFFF>1.5 &ndash; 2.0 |- | [[w:Lemon|Lemon]] juice ||bgcolor=#FF3300|<center><font color=#FFFFFF>2.4 |- | [[w:Cola|Cola]] ||bgcolor=#FF6600|<center>2.5 |- | [[w:Vinegar|Vinegar]] ||bgcolor=#FF9900|<center>2.9 |- | [[w:orange (fruit)|Orange]] or [[w:apple|apple]] juice ||bgcolor=#FFCC00|<center>3.5 |- | [[w:Beer|Beer]] ||bgcolor=yellow|<center>4.5 |- | [[w:Acid Rain|Acid Rain]] ||bgcolor=yellow|<center><5.0 |- | [[w:Coffee|Coffee]] ||bgcolor=yellow|<center>5.0 |- | [[w:Tea|Tea]] or healthy [[w:skin|skin]] ||bgcolor=yellow|<center>5.5 |- | [[w:Milk|Milk]] ||bgcolor=#339933|<center><font color=#FFFFFF>6.5 |- | Pure [[w:water|water]] ||bgcolor=green|<center><font color=#FFFFFF>7.0 |- | Healthy [[w:human|human]] [[w:saliva|saliva]] ||bgcolor=green|<center><font color=#FFFFFF>6.5 &ndash; 7.4 |- | [[w:Blood|Blood]] ||bgcolor=#009966|<center><font color=#FFFFFF>7.34 &ndash; 7.45 |- | [[w:Sea|Sea]] water ||bgcolor=#006699|<center><font color=#FFFFFF>8.0 |- | Hand [[w:soap|soap]] ||bgcolor=blue|<center><font color=#FFFFFF>9.0 &ndash; 10.0 |- | Household [[w:ammonia|ammonia]] ||bgcolor=blue|<center><font color=#FFFFFF>11.5 |- | [[w:Bleach|Bleach]] ||bgcolor=#0000CC|<center><font color=#FFFFFF>12.5 |- | Household [[w:sodium hydroxide|lye]] ||bgcolor=#000099|<center><font color=#FFFFFF>13.5 |- |} [p(otential of) h(ydrogen).] Mathematically, calculate pH using the following equation: pH = - log [H+] ===Acids=== Characteristics of acids: * Aqueous acids can turn blue litmus towards red. * React with bases and certain metals to form salts. * Yields hydrogen ions when dissolved in water. * Can accept a pair of electrons to form a covalent bond. * Can have a sour taste. * Can give one or more than one protons(or simpler H+) ===Alkalies=== Characteristics of alkalies: * Aqueous bases (alkalies) can turn litmus towards blue. * React with acids to form salts. * Arrehenius Definition of base: produce HO- ions when dissolved in water. * Lewis Definition of Base: can donate a pair of electrons to form a covalent bond with an acid. * Can have a bitter taste. * Can accept one or more than one protons(or simpler H+) ==Periodic Table of Elements== You can find it [http://en.wikipedia.org/wiki/Periodic_table here] ==References== [http://dbhs.wvusd.k12.ca.us/webdocs/AcidBase/Acid-Base-Properties.html Properties of alkalies and acids] ==See also== *[[Topic:Acids and bases]] [[Category:Chemistry]] 7637 75871 2007-01-14T19:56:34Z Banshee 5306 /* The Letters, Greek orthography */ Learning a different alphabet may seem daunting at first, but Greek characters are very similar to the Latin ones English speakers are used to. Greek evolved from the Phoenicians who were the first recorded civilization to create an alphabet, and Latin similarly developed from Greek and other languages. The name alphabet itself comes from the words Alpha and Beta. It's a lot to take in at one go so don't feel bad if you fail to remember all of these immediately. You will have plenty of time to get these characters under your belt. When you feel ready try to convert some Greek into English and some English into Greek below. == The Letters, Greek orthography == The letters of the Greek alphabet look like this: αβγδεζηθικ... Here is more information about the letters '''Alpha Α α ''' Short or long A pronounced like the English a in ''drama''. '''Veta Β β ''' b '''Yama Γ γ ''' (DO NOT pronounce it as "yiama") g When followed by γ, κ, χ, or ξ it is pronounced like /ng/. '''Delta Δ δ''' d '''Epsilon Ε ε''' Short e pronounced like the e in ''bed''. '''Zeta Ζ ζ''' Commonly pronounced like z, however, it is more correctly the combination of a seperate s and d sound as in the word ''wisdom''. '''Eta Η η ''' Long a, e pronounced like ''hate''. '''Theta Θ θ ''' Often pronounced simply as /th/ however it is more correctly pronounced as ''pothole''. '''Iota Ι ι''' This letter's name is pronounced as yota (not ee-ota as is common). Pronounced as short or long English i. '''Kappa Κ κ''' k '''Lambda Λ λ''' l '''Mi Μ μ''' m '''Ni Ν ν''' n '''Xi Ξ ξ''' ks or x '''Omicron Ο ο''' Short o. The name itself means little o. Mikron being the Greek word for small. '''Pi Π π''' p '''Rho Ρ ρ''' r '''Sigma Σ σ,ς''' s. It is written as σ when in the middle of a word, but as "ς" when at the end of one. '''Taf Τ τ''' t '''Ypsilon Υ υ''' y '''Phi Φ φ''' Commonly pronounced as /f/ as in ''philosopher'', but is more correctly pronounced as in ''tophat'' '''Chi Χ χ''' The name of this letter is pronounced "kee". Pronounced as in ''khaki'' '''Psi Ψ ψ''' ps '''Omega Ω ω''' Long o. The name means big "o" since mega is Greek for large. == Short and Long Syllables == Ancient Greek has short and long syllables. It is important to know which is which in order to understand some points about accents (lesson 2). Long syllables are held for approximately twice as long as short syllables. Long syllables: ᾱ, ῡ, ῑ, η, ω, αυ, ευ, ηυ, υι, ει, ου, οι, αι Short syllables: α, υ, ι, ε, ο '''NB:''' αι and οι are considered short when at the end of a word. == Latinization == Through history Greek names have been translated according to a Latin form, which English typically uses. υ to y κ to c αι to ae οι to oe == Activities == Convert these English words to Greek characters. Sparta Spartans philosopher museum nectar genesis angel mētropolis thōrax critērion Convert these Greek words to English. Δελφι Μιδας Ξερξης Λεωνιδας Θερμοπυλη κυκλοψ κυδος == Answers == <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> Click Expand to see answers:</div> <div class="NavContent" style="text-align:left"> Σπαρτα Σπαρτανς φιλοσοφερ μυσευμ νεκταρ γενεσις αγγελ μητροπολις θωραξ κριτηριον </div> </div> <div class="NavEnd">&nbsp;</div> <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> Click Expand to see answers:</div> <div class="NavContent" style="text-align:left"> Delphi Midas Xerxēs Leōnidas Thermopylae (literally Thermopulē) Cyclops (literally Kuklops) kudos </div> </div> <div class="NavEnd">&nbsp;</div> [[Category:Ancient Greek Language]]|[[Learning activities]] 7638 75653 2007-01-14T07:19:59Z Historybuff 5228 This page is part of [[Topic:The Art of Computer Programming|The Art of Computer Programming]] '''Section 1.1 Mathematical Preliminaries''' is expanded upon in book format by '''Concrete Mathematics: A Foundation for Computer Science''' by Ronald L. Graham, Donald E. Knuth and Oren Patashnik. From the back of the book: <blockquote> The subject matter is primarily an expansion of the Mathematcial Preliminaries section in Knuth's classic ''Art of Computer Programming'', but the style of presentation is more leisurely, and individual topics are covered more deeply. </blockquote> [[Category:The Art of Computer Programming]] 7639 75654 2007-01-14T07:20:30Z Historybuff 5228 {{main_welcome}} This page is part of [[Topic:The Art of Computer Programming]] This section contains some notes on notation. Wikipedia has a more detailed description of decimal expansion. http://en.wikipedia.org/wiki/Decimal_expansion log 10, log 2 and log e are discussed. [[Category:The Art of Computer Programming]] 7640 75656 2007-01-14T07:22:50Z Historybuff 5228 This page is part of [[Topic:The Art of Computer Programming|The Art of Computer Programming]]. My ([[User:Bakert|Bakert]] 20:26, 15 October 2006 (UTC)) notes on these exercises: 1. I thought 1/infinity but that seemed like cheating. The real answer is that there are none - whatever number you think of, it is bigger than the number divided by 2. 2. I said yes but with infinitely many 9s the answer is apparently no, because the decimal expansion would be 0.24. Knuth is rather sparse on the meaning of decimal expansion. - Luckly there is a pretty good entry in Wikipedia http://en.wikipedia.org/wiki/Decimal_expansion 3. <math>(-3)^{-3}=\frac{1}{(-3)^3}=\frac{1}{-27}</math> 4. To raise something to the 1/3 power means to take the cube root. So to raise something to the 2/3 power means take the cube root of the number and square it. That the power is negative means we need 1/result. So I thought this meant we needed: <math>\frac{1}{\sqrt[3]{0.125}^2}=\frac{1}{.5^2}=\frac{1}{0.25}=4</math> [[Category:The Art of Computer Programming]] 7641 77987 2007-01-17T19:53:43Z JPatrickBedell 5298 <center><big>Welcome to the Wikiversity Course '''Introduction to International Relations'''</big></center> <center>''This course is brought to you by the [[Topic:International Politics|Department of International Relations]]''</center> ==Course Outline and Objectives== * An overview of key theories of International Politics * An overview of International Political Economy * An understanding of some of the key issues in contemporary World Politics ==Unit 1: ''What is International Relations?''== ===Learning Materials=== *[[What is International Relations?]] International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system. ===Reading List=== ===Assignments=== ==Unit 2: ''Rationalist Theories''== Rationalist Theories of International Relations differ greatly from each other, but are similar in that they each posit that the characteristics of the international system make it rational for states (or other actors) to behave in some particular way. Rationalist theories can be broadly divided into Structural Realism and Liberalism. ===Learning Materials=== *[[Structural Realism]] *[[Liberalism]] ===Reading List=== * Carr, Edward H.; '''The Twenty Years' Crisis 1919-1939 - An Introduction to the Study of International Relations'''. New York: Harper & Row, 1964. ====Essential Reading==== *[http://homepages.stmartin.edu/Fac_Staff/rlangill/PLS%20300/Competing%20World%20Views-Lamborn.htm '''Approaches to the Study of International Politics: Realism, Liberalism and Marxism'''] - Read the sections on Realism and Liberalism ====Supplementary Reading==== *[http://homepages.stmartin.edu/Fac_Staff/rlangill/PLS%20300/A%20Realist%20Theory%20of%20Intal%20Politics.htm '''Politics Among Nations: The Struggle for Power and Peace''' by Hans Morganthau, Chapters 1 and 3] ===Assignments=== *This is a 1,000 word assignment. *Outline the assumptions of Realism and Liberalism concerning human nature. How do these assumptions influence each theory's view of International Relations? ==Unit 3: ''Constructivist Theories''== ===Learning Materials=== ===Reading List=== ==Unit 4: ''World Politics since 1945''== ===Learning Materials=== *[[The Cold War]] *[[Israel-Palestine]] *[[The gulf war]] *[[International relations in WW2]] ===Reading List=== * Calvocoressi, Peter; '''World Politics since 1945'''. Addison Wesley Longman, 1996. ===Assignments=== ==Unit 5: ''International Political Economy''== ===Learning Materials=== ===Reading List=== * Gilpin, Robert; '''The Political Economy of International Relations'''. Princeton N.J.: Princeton University Press, 1987. * Gilpin, Robert; '''Global Political Economy - Understanding the International Economy Order'''. Princeton N.J.: Princeton University Press, 2001. * Gilpin, Robert; '''The Challenge of Global Capitalism - The World Economy in the 21th Century'''. Princeton N.J.: Princeton University Press, 2000. ===Assignments=== ==Unit 6: ''Security Studies''== ===Learning Materials=== *[[Humanitarian Intervention]] *[[Weapons Proliferation]] ===Reading List=== ===Assignments=== [[Category:Political Science]] [[Category:Introductions|Introduction to International Relations]] [[Category:Learning projects]] [[de:Kurs:Einführung in die Theorien der Internationalen Beziehungen]] 7642 39068 2006-10-24T04:28:14Z Reswik 82 /* "three principles" mottos */ moving new option from round 4 to comments These are the results of round 3 of the [[Wikiversity:Motto contest]]. ==Round 3== '''Please list your name by ''one'' motto and ''one'' slogan below.''' In round 3, partly following the lead of the Wikiversity [[m:Wikiversity/logo|logo contest]], similar mottos and slogans have been grouped together. This was done for one version in the group having support from at least two people. Some similar versions receiving support from at least one person are included (for a sense of breadth of interest). To possibly create very good alternatives, new options ''similar in theme'' to existing ones are welcome, when signed with ones support. (Mottos and slogans with new themes can be added to the [[Wikiversity:Motto contest/Round 2|round 2]] lists.) Please share comments in the comment section that help explain the meaning and intent of mottos and slogans. ===List of Mottos=== The motto needs to be ''very short'' - for listing with logo. See wikimedia slogan/logo examples in the [[Wikiversity:Motto_contest#Goals|goals]] section above (and, if you wish, see Wikiversity [[m:Wikiversity/logo|logo contest]] proposals. Please list your support for one of the following: ===="free learning" mottos==== * Because knowledge should be free. -- '''Support:''' [[User:Ross|Ross]], [[User:Bounton|Bounton]], [[User:Ђорђе Д. Божовић|George D. Bozovic]], [[User:RichMac|RichMac]], [[CSM|CSM]], [[en:User:Kookykman|Kookykman]], [[en:User:executivezen|executivezen]], [[User:Zerhynn|Zerhynn]], * Set Learning Free -- '''Support:''' [[User:stinkey91|stinkey91]], [[User:Jimbobalina2005|Jimbobalina2005]], [[User:Sam|Sam]], [[User:Phaedrus86|Phaedrus86]], [[User:Awolf002|Awolf002]], [[User:CharlieCLC|CharlieCLC]], [[User:Venky|Venkiteswaran]], * Open Education -- '''Support:''' [[User:Aldenis|Aldenis]], [[User:Roytales|Roytales]], [[User:Samurainate|samurainate]], [[User:Necrocapo|Necrocapo]] * Free thinking -- '''Support:''' [[User:Smurrayinchester|Smurrayinchester]], * Freedom of Learning -- '''Support:''' [[User:Mohan Gunti|Mohan Gunti]], * Learn Free, to be Free -- '''Support:''' [[user:nehamjoshi|nehamjoshi]], [[User:Helios89|Helios89]], * Because thinking is free. -- '''Support:''' [[User:Jrothwell|Jrothwell]], * Education is freedom! Free education! -- '''Support:''' Paul Purcell, * Fast, Free, and Fun... The New Way to Learn -- '''Support:''' [[User:bendroz|bendroz]], * Free learning tools -- (used on Wikibooks main page with Wikiversity logo) -- '''Support:''' ? * Free learning materials and activities -- (used on Wikipedia main page with Wikiversity logo) -- '''Support:''' ? * The world's first free, open university -- (because we need to distinguish Wikiversity from other Wiki projects, all of which offer free knowledge, learning, and an open community). -- '''Support:''' anon. ===="open/free learning community" mottos==== * An open learning community -- '''Support:''' [[User:Hypermorphism|Ron]], [[User:Atfyfe|Atfyfe]], [[User:Dr-Now|Dr-Now]], [[User:Reswik|Reswik]], [[User:DouglasHolton|DouglasHolton]], [[User:Dilaudid|Dilaudid]], [[User:Tohru|Tohru]], * Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Smithgrrl|Smithgrrl]], [[User:Hillgentleman|Hillgentleman]], [[User:Guillom|guillom]], [[User:Taimz|Taimz]], [[User:Sebmol|sebmol]] ===="three principles" mottos==== * Learn. Teach. ''Know''. -- '''Support:''' [[User:Dev920|Dev920]], [[User:Rayc|Rayc]], [[:de:Benutzer:Liondancer|Liondancer]], [[User:Nazdude|Nazdude]], [[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|<sup><span style="color: #FF9933;">(talk)</span></sup>]], [[User:DamienBlack|Damien Black]], * Read. Learn. Share. -- '''Support:''' [[User:Yazeed|Yazeed]], [[User:ShAdIa|ShAdIa]], [[User:boba_girl|boba_girl]], [[User:firass|firass]], [[User:amal|amal]], [[User:Scrappyjoe|Scrappyjoe]] * We Learn, We Teach, We Build -- '''Support:''' [[User:Kiesa|Kiesa]], [[User:Strathallen|Strathallen]], * Learn. Teach. Share. -- '''Support:''' [[User:Talonhawk|Talonhawk]], * Read. Learn. Teach. -- '''Support:''' [[User:Mahdi7|Mahdi7]], * Citius, Altius, Fortius --'''Support:''' [[User: Ar.hhr|Ar.hhr]], ===="world wide wisdom"==== * World Wide Wisdom -- '''Support:''' [[User:TigreNoir|TigreNoir]], [[User:Halyks|Halyks]], [[User:E A Tarina|E A Tarina]], [[User:Mark Lewis|Mark Lewis]], * Universe of Knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], [[User:Suto|Suto]], [[User:mohanganeesh|mohanganeesh]], * University anywhere, anytime -- '''Support:''' [[User:Kgrsajid|Sajid]], ===Comments on Mottos=== ===="free learning" mottos==== * Because knowledge should be free. :* This one would be better if 'because' was dropped, 'because ' seems like we have to justify Wikiversity, "Knowledge should be free" is more powerful. [[User:CharlieCLC|CharlieCLC]] :* Why even make it conditional? "Knowledge ''is'' free" is even more powerful. [[User:Pedro.Gonnet|Pedro.Gonnet]] 09:33, 10 October 2006 (UTC) :* Why not borrow from Shakespeare? "Thought is free" (The Tempest) --[[User:Lord Pheasant|Lord Pheasant]] 03:05, 14 October 2006 (UTC) * Set Learning Free :*Pithy and to the point. Although I like the "Three Nouns" approach, too, cleary we must have the word ''Free'' in the motto! [[User:Awolf002|Awolf002]] 00:00, 25 September 2006 (UTC) :*I like the context free is used in , meaning available and accessible. [[User:CharlieCLC|CharlieCLC]] *Alternates (facilitation suggestions, based on various options above): :*Free learning -- '''Support:''' :*Open learning -- '''Support:''' :*Free education -- '''Support:''' * Free learning tools :*used on Wikibooks main page with Wikiversity logo -- selected by ? * Free learning materials and activities :*used on Wikipedia with Wikiversity logo -- selected by ? ===="three principles" mottos==== * Learn. Teach. Know. :* I know the whole 'let's pretend we're an old European university by having a Latin motto' is pretty daft, but just in case anyone's interested, the Latin of the above could be '' 'cognosco. perdoceo. scio.' ''. --[[User:Sam|Sam]] 23:36, 12 September 2006 (UTC) * Read. Learn. Share. :*... :Facilitation consideration: Any support for these syntheses of options (based on the list of mottos above)? :*Freedom. Learning. Community. -- '''Support:''' :*Openness. Learning. Community. -- '''Support:''' :*Freedom. Education. Community. -- '''Support:''' :*Openness. Education. Community. -- '''Support:''' :*Freedom. Learning. Sharing. -- '''Support:''' :*Openness. Learning. Sharing. -- '''Support:''' ::Would I need to remove my vote from the origional motto in order to properly show my support for the synthesized motto? [[User:Talonhawk|Talonhawk]] 03:43, 20 September 2006 (UTC) :::Removing the original or strikethrough would work here (plus with your support, this one can go above). In round 3 here, I think it would be good to reorganize the layout a bit and create sets of similar mottos. Then, people could support a set and express preference for specific option(s) -- as in the logo contest for Wikiversity. --[[User:Reswik|Reswik]] 14:35, 20 September 2006 (UTC) * We Learn, We Teach, We Build :*... * Citius, Altius, Fortius :* I'm not sure, but should this be 'Citius, altus, fortis' ('Quickly, noble, strong') -- could someone with more latin than me verify this please? --[[User:Sam|Sam]] 23:36, 12 September 2006 (UTC) ::no, it's correct: "citius, altius, fortius" means "faster, higher, stronger", to represent the athlete's desire for continuous self-amelioration. --[[:it:User:Nadira|Nadira]] 10:23, 17 September 2006 (UTC) * Study A Little. Teach Alot. ''Change The World''. --Adam 9:36, 22 October 2006 ===="open/free learning community" mottos==== * An open learning community :*I switched my vote from "free learning community" to this for various reasons, including: 1) the appeal of the rich connotations of openness in the context of learning, in spite of my agreeing with the "free" side of debate in the politics of open source vs. free software; 2) the resonance with the slogan with most support below (so far) which uses "open."; 3) this offers our to-be-extensive project an opportunity to contribute (in discussions and on possible page(s) of explanation somewhere) to re-interpreting the implications of open, openness, and opening (in various senses such as development, awakening and liberation) in relation to the meaning of freedom in the free culture movement. [[User:Reswik|Reswik]] 17:28, 12 September 2006 (UTC) * Free learning community :*... ===="world wide wisdom"==== * World Wide Wisdom :* In Latin, it may be like this: "sapientis ubi gentium" or "sapiens ubi gentium" which means mostly "wisdom where in the world". [[User:Sblisesivdin|Sblisesivdin]] 16:25, 7 October 2006 (UTC) ===List of Slogans=== This can be ''a short sentence or phrase'' - for listing at top of main page with "Welcome to Wikiversity". Please list your support by one option: ===="opening minds..." slogan==== * Opening minds through open learning -- '''Support:''' [[User:Mos87|Mos87]], [[User:The Winged Self|The Winged Self]], [[User:Ross|Ross]], [[User:Rayc|Rayc]], [[User:Dr-now|Dr-now]], [[:de:Benutzer:Liondancer|Liondancer@de]], [[User:Reswik|Reswik]], [[User:DamienBlack|Damien Black]], [[User:Strathallen|Strathallen]], [[User:Awolf002|Awolf002]], [[User:CharlieCLC|CharlieCLC]], [[User:AdamG|AdamG]] ===="learn and teach" slogans==== * Where teachers learn, and learners teach. -- '''Support:''' [[User:Deltinu|Deltinu]], [[User:Jimbobalina2005|Jimbobalina2005]], [[User:Dilaudid|Dilaudid]], [[User:Suto|Suto]], [[User:Soahc_0|Soahc_0]] * You can learn anything, teach anything, and ''know anything'' -- '''Support:''' [[User:Dev920|Dev920]], [[User:Nazdude|Nazdude]], * Teach to Learn, Learn to Teach -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]], [[User:Bounton|Bounton]], * Because Learning Is Never Ending... -- '''Support:''' [[User:Juhi|Juhi]], [[User:Talonhawk|Talonhawk]], * Learning and teaching as one -- '''Support:''' D Platt, * Learn baby, learn! -- [[User:Thelamarvelous1|Lamarvelous]] 15:57, 20 October 2006 (UTC) ===="free learning community " slogans==== * Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Aldenis|Aldenis]], [[User:Ђорђе Д. Божовић|George D. Bozovic]], [[User:Hillgentleman|Hillgentleman]], [[Benutzer:Sebmol|sebmol]] * the free learning network that you help create -- '''Support:''' [[User:Hypermorphism|Ron]], ===="freedom" and "free learning" slogans==== * Free knowledge for everyone -- '''Support:''' [[User:lijujacobk|Liju]], [[User:Smithgrrl|Smithgrrl]], * Reasonably free thinking, freely pursued. -- '''Support:''' [[User:Mirwin|Mirwin]], * Join us for making Knowledge Valuable without Price -- '''Support:''' [[User:Neha|Neha]], [[User:EulerGamma|EulerGamma]], * Learn free, think free. -- '''Support:''' [[User:stinkey91|stinkey91]], * Universe of the free knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], * No need to earn to learn -- '''Support:''' Ajay,India, * Wikiversity - The Freedom of Development & Growth through Learning '''Support:''' [[User:Mohan Gunti|Mohan Gunti]], * Free, creative minds deserve free, creative learning experience -- '''Support:''' [[User:Saad Yousuf|Saad Yousuf]], * Education is freedom! Free education! -- '''Support:''' [[User:Pvpurcell|Paul Purcell]], * People are the source of knowledge. This open forum, it's challenge. '''Support:''' --[[User:AaronG|AaronG]], Justice For All. ===="wikiworms" slogan==== * All Wikiworms are welcomed! -- '''Support:''' [[user:Yazeed|Yazeed]], [[user:ShAdIa|ShAdIa]], [[user:boba_girl|boba_girl]], ===="strength through wisdom..." slogan==== * Strength through wisdom, wisdom through study. -- '''Support:''' Nikola Enchev, Boris Hristov, [[User:Sam|Sam]], ===Comments on Slogans=== ===="opening minds..." slogan==== * Opening minds through open learning :*See my comment about "openness" under "an open learning community" in the motto comment section. [[User:Reswik|Reswik]] 15:57, 12 September 2006 (UTC) The Revolution of Learning Has Begun. ===="learn and teach" slogans==== * Where teachers learn, and learners teach. :*... * You can learn anything, teach anything, and ''know anything'' :*... * Teach to Learn, Learn to Teach :*... * Because Learning Is Never Ending... :*... ===="free learning community " slogans==== * Free learning community :* It certainly is simple, straight forward, and accurate. If nothing else better comes up, why not stick with simplisty? -- [[User:Zanimum|Zanimum]] 16:41, 29 September 2006 (UTC) ===="freedom" and "free learning" slogans==== * Free knowledge for everyone :*... * Join us for making Knowledge Valuable without Price :*... * People are the source of knowledge. This open forum, it's challenge. :*...There is one BIG threat to this web site that is common to all open forum Wiki's; achieving credibility. This motto is my suggestion because one many levels there is a need for truth and knowledge. This open forum, in my opinion, will be it's ultimate test as laymen and academics confront information together in the wonderful project.--[[User:AaronG|AaronG]] ===="wikiworms" slogan==== * All Wikiworms are welcomed! :* Um, no. -- [[User:Zanimum|Zanimum]] 16:39, 29 September 2006 (UTC) ===="strength through wisdom..." slogan==== * Strength through wisdom, wisdom through study :* The idea behind this is not solely from "V for Vendetta" :), but rather my own country's (Bulgaria) slogan: "Strength through Unity". Since I'm more a cosmopolitain than a nationalist, I think that "Wisdom through study" is entirely based on worldwide progress through enriching knowledge, which basically my own idea on development of humanity as a whole. Nikola Enchev 13.09.'06. 7643 50610 2006-12-01T16:10:31Z 207.118.181.233 /* Labs */ <center> '''[[School:Linguistics|Schools of Linguistics]], [[School:Language and Literature|Language and Literature]]''' <br> [[Topic:Multilingual Studies|Institute for Multilingual Studies]]<br /> <small>[[Wikiversity:Practicum|Multilingualism Practicum]]</small> <br /> *** [[:Category:Wikiversity development projects|HARD HAT AREA]] *** <br /> </center> == Multilingualism == This [[Wikiversity:practicum|practicum]] develops learning resources and materials related to the general study of [[w:Multilingualism|Multilingualism]]. These will help facilitate [[Topic:Foreign Language Learning|Foreign Language Learning]] at [[Wikiversity]]. == Goals == This practicum aims to create a master reference for the [[School:Language and Literature|School of Language and Literature]] in the form of a local article [[Multilingualism]]. === Wikiversity === Specific goals are to produce learning materials that will help to strengthen Wikiversity as an Online learning community. The principle that the learning community here will be open, accessible and free to all requires a multi-lingual aspect as a priority in its charter. To help meet this end, we are creating this ongoing [[Multilingual worksheet|Multilingual Practicum]]. === Beta.Wikiversity === As Wikiversity grows, replicates and reproduces through various languages and cultures, the need for multiple language resource versions and translation services will increase. This practicum is being designed to help meet these already-obvious needs. The following pages explain the multilingual system on Wikiversity Beta: *'''[http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism Wikiversity:Multilingualism]''' === Institute of Multilingual Studies === '''Mission Statement:''' In the Spirit of an Open Community with the Assumtion of Good Faith, the [[Topic:Multilingual Studies|Institute of Multilingual Studies]] will leave Matters of Policy to Higher Powers. ==== English Division ==== '''English Division Mission Statement:''' This practicum, though born here at the English language version of Wikiversity shall not be defined, constrained nor imposed as a standard but offered only as a model, pattern, suggestion or example to the Betas as they come online. The Division shall be responsible for the English version of: *'''''[[Wikiversity:Translator's Handbook]]''''' - A language-neutral general-purpose resource developed as an open collaborative project that grows along with Wikiversity's Betas. <!-- Yes, Ja, Oui, Se, Da, ... It's a humbly ambitious project. --> ===== Interlingual Beta Club ===== HARD HAT AREA <small> We are taking it upon ourselves to build a local (English) version of [[Wikiversity:Multilingualism|Multilingualism]], ''synchronously'' with beta projects, established, developing and future as a mirror of Our main challenge is to work within a '''<tt>host / guest</tt>''' paradigm that promotes the understanding that [[w:native speakers]] of one language are ''non-native'' speakers of another. As members of the English Wikiversity, we hope to be faithful custodians for translation resourses for those who have little or no experience with English. We will do this by Hosting: *[[Wikiversity:Multilingualism/En]] (the <tt>host</tt> base) and <tt>guest</tt> stations: #[[Wikiversity:Multilingualism/De]] #[[Wikiversity:Multilingualism/Es]] #[[Wikiversity:Multilingualism/Fr]] #[[Wikiversity:Multilingualism/Zh]] # etc. and a special one: *[[Wikiversity:Multilingualism/NEW]] for creating interfaces to new Wikiversity beta projects. </small> == Organization == ''(under construction)'' '''[[Wikiversity:Schools|Schools]]:''' [[School:Media Studies|Media Studies]] | [[School:Linguistics|Linguistics]] | [[School:Computer Science|Computer Science]] | [[School:Language and Literature|Language and Literature]] '''[[Topic:Multilingual Studies|Institute for Multilingual Studies]]''' :[[Topic:English Language|English Language]] :[[German]] :[[Chinese]] :''[[Topic:Languages|Languages]]'' ::[[Topic:Translation|Translation Department]] :::[[Wikiversity_translations]] :::'''''[[Wikiversity:Translator's Handbook|Translator's Handbook]]''''' ::::[[Wikiversity translations/Recruiting translators]] ::::[[Wikiversity translations/Training translators]] :::::[[Interlingual Beta Club]] [[:Category:Languages and Language families]] [[:Category: Wikiversity translations]] <!-- active categories follow --> [[Category: Wikiversity translations]] [[Category:Languages and Language families]] === Notes === [[Wikiversity]] using a method similar to [[w:Wikipedia:Multilingual coordination|Wikipedia:Multilingual coordination]]. <small>This worksheet may be used as an outline to help develop a [[learning path]] for Wikiversity participants who want to become '''[[certified translator]]'''(s).</small> == Suggested reading == Practicum Reading List: *''[[Wikiversity translations]] (please start here)'' *[[Wikiversity translations/De to En archive]] <- priority *[http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/En Wikiversity:Multilingualism/En] (at beta.wikiversity.org) *[http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/De Wikiversity:Multilingualism/De] (at beta.wikiversity.org) *[[w:Multilingualism|Multilingualism]] (Wikipedia article) *[[b:Wikibooks:Languages bookshelf|Wikibooks:Languages bookshelf]] *[[b:How to learn a language|How to learn a language]] (Wikibooks) *''add some'' See more in the '''Resources''' section below. == Collaborations == #[[School:Computer Science|Computer Science]] learners studying [[w:Computer-assisted translation|Computer-assisted translation]] or [[w:Machine translation|Machine translation]] may also have contributions and a use for this worksheet. #[[Wikiversity the Movie]] may need some help with [[Wikiversity the Movie/multi-lingual]] #... See [[Wikiversity:Practicum]] - Guideline document for more on collaborations. == Labs == Develop some lists and tables: We should decide if two-letter codes are enough to get a fairly comprehensive listing to start with. The following are somewhat arbitrarily selected as examples: {| |zh||es||en||pt |- |ru||ja||de||ko |- |fr||it||pl||ku |- |ro||nl||sv||eo |} These are ISO 639-2 Alpha-2 codes. See [[w:List of ISO 639-2 codes|List of ISO 639-2 codes]] for the complete list including Alpha-3 codes. We're focusing on [[en-de]] and [[de-en]] to prime the [[Wikiversity:Multilingualism]] program. Currently Wikiversity has seeded beta projects for [[English]], [[Deutsch]], [[Français]], [[Kölsch]], [[Norsk]] ([[bokmål]]) and [[中文]]. We would do well to follow suit. Check {{en}}, {{de}}, {{fr}}, ?, ?? (?) and {{zh}}. <small>SESSION/2006/10/19: Q) Do '''all''' languages have 2-letter codes? Are there some that have no codes at all? Is this a problem? [[User:Jade Knight|Jade Knight]]<br>A) They may be unable to use some [[w:machine translation]] features, but certainly shall not exclude them from the mix. We ARE Human! [[User:CQ|CQ]] </small> === Examples === The 16 Native Names: 中文 Español English Português Русский 日本語 Deutsch 한국어 Français Italiano Polski Kurdî Română Nederlands Svenska Esperanto ==== Nominal listing ==== This list is based on [[w:Language speaker data]] mostly from the Ethnologue estimate (1999). Ranking # '''code''' ''Name in English'' | Native name: #'''[[zh]]''' ''[[Chinese]]'' | [[中文]] #'''[[es]]''' ''[[Spanish]]'' | [[Español]] #'''[[en]]''' ''[[English]]'' | [[English]] #'''[[pt]]''' ''[[Portuguese]]'' | [[Português]] #'''[[ru]]''' ''[[Russian]]'' | [[Русский]] #'''[[ja]]''' ''[[Japanese]]'' | [[日本語]] #'''[[de]]''' ''[[German]]'' | [[Deutsch]] #'''[[ko]]''' ''[[Korean]]'' | [[한국어]] #'''[[fr]]''' ''[[French]]'' | [[Français]] #'''[[it]]''' ''[[Italian]]'' | [[Italiano]] #'''[[pl]]''' ''[[Polish]]'' | [[Polski]] #'''[[ku]]''' ''[[Kurdish]]'' | [[Kurdî]] #'''[[ro]]''' ''[[Romanian]]'' | [[Română]] #'''[[nl]]''' ''[[Dutch]]'' | [[Nederlands]] #'''[[sv]]''' ''[[Swedish]]'' | [[Svenska]] #'''[[eo]]''' ''[[Esperanto]]'' [[Esperanto]] It's a start. === MediaWiki listing=== The following [[Topic:languages|languages]] are supported by [[Topic:MediaWiki|MediaWiki]] and can be used as the default language for new [[Wikia]] sites, [[Wikiversity]] betas, your own language setting in [[Special:Preferences]], or for [[Help:Interlanguage links|interlanguage links]] when making [[Topic:Translation|translations]]. The supported languages are also listed at [http://www.list.org/i18n.html list.org/i18n.html]. {| |- || '''Code''' || '''Native''' || '''English''' |- || aa || Afar || Afar || |- || ab || Аҧсуа || Abkhaz || |- || af || Afrikaans || Afrikaans || |- || ak || Akana || Akan || |- || als || Alemannisch || Alemannic || |- || am || አማርኛ || Amharic || |- || an || Aragonés || Aragonese || |- || ang || Anglo Saxon || Old English || |- || ar || العربية || Arabic || |- || arc || ܕܥܒܪܸܝܛ || Aramaic || |- || as || অসমীয়া || Assamese || |- || ast || Asturianu || Asturian || |- || av || Авар || Avar || |- || ay || Aymar || Aymara || |- || az || Azərbaycan || Azerbaijani || |- || ba || Башҡорт || Bashkir || |- || be || Беларуская || Belarusian || |- || bg || Български || Bulgarian || |- || bh || भोजपुरी || Bihara || |- || bi || Bislama || Bislama || |- || bm || Bamanankan || Bambara || |- || bn || বাংলা || Bengali || |- || bo || བོད་ཡིག || Tibetan || |- || br || Brezhoneg || Breton || |- || bs || Bosanski || Bosnian || |- || ca || Català || Catalan || |- || ce || Нохчийн || Chechen || |- || ceb || Cebuano || Cebuano || |- || ch || Chamoru || Chamorro || |- || cho || Choctaw || Choctaw || |- || chr || ᏣᎳᎩ || Cherokee || |- || chy || Tsetsêhestâhese || Cheyenne || |- || co || Corsu || Corsican || |- || cr || Nehiyaw || Cree || |- || cs || Česky || Czech || |- || csb || Kaszëbscziej || Cassubian || |- || cv || Чӑваш || Chuvash || |- || cy || Cymraeg || Welsh || |- || da || Dansk || Danish || |- || de || Deutsch || German || |- || dv || ހިބަސް || Dhivehi || |- || dz || ཇོང་ཁ || Bhutani || |- || ee || Ɛʋɛ || Ewe || |- || el || Ελληνικά || Greek || |- || en || English || English || |- || eo || Esperanto || Esperanto || |- || es || Español || Spanish || |- || et || Eesti || Estonian || |- || eu || Euskara || Basque || |- || fa || فارسی || Persian || |- || ff || Fulfulde || Fulah || |- || fi || Suomi || Finnish || |- || fiu-vro || Võro || Võro || |- || fj || Na Vosa Vakaviti || Fijian || |- || fo || Føroyskt || Faroese || |- || fr || Français || French || |- || fur || Furlan || Friulian || |- || fy || Frysk || Frisian || |- || ga || Gaeilge || Irish || |- || gd || Gàidhlig || Scots Gaelic || |- || gl || Galego || Gallegan || |- || gn || Avañe'ẽ || Guarani || |- || got || 𐌲𐌿𐍄𐌹𐍃𐌺 || Gothic || |- || gu || ગુજરાતી || Gujarati || |- || gv || Gaelg || Manx || |- || ha || هَوُسَ || Hausa || |- || haw || Hawai`i || Hawaiian || |- || he || עברית || Hebrew || |- || hi || हिन्दी || Hindi || |- || ho || Hiri Motu || Hiri Motu || |- || hr || Hrvatski || Croatian || |- || ht || Krèyol ayisyen || Haitian || |- || hu || Magyar || Hungarian || |- || hy || Հայերեն || Armenian || |- || hz || Otsiherero || Herero || |- || ia || Interlingua || Interlingua || |- || id || Bahasa Indonesia || Indonesian || |- || ie || Interlingue || Interlingue || |- || ig || Igbo || Igbo || |- || ii || ꆇꉙ || Sichuan Yi || |- || ik || Iñupiak || Inupiak || |- || io || Ido || Ido || |- || is || Íslenska || Icelandic || |- || it || Italiano || Italian || |- || iu || ᐃᓄᒃᑎᑐᑦ || Inuktitut || |- || ja || 日本語 || Japanese || |- || jbo || Lojban || Lojban || |- || jv || Basa Jawa || Javanese || |- || ka || ქართული || Georgian || |- || kg || Kongo || Kongo || |- || ki || Gĩkũyũ || Kikuyu || |- || kj || Kuanyama || Kuanyama || |- || kk || қазақша || Kazakh || |- || kl || Kalaallisut || Greenlandic || |- || km || ភាសាខ្មែរ || Cambodian || |- || kn || ಕನ್ನಡ || Kannada || |- || ko || 한국어 || Korean || |- || kr || Kanuri || Kanuri || |- || ks || कश्मीरी - (كشميري) || Kashmiri || |- || ku || Kurdî || Kurdish || |- || kv || Коми || Komi || |- || kw || Kernewek || Cornish || |- || ky || Kırgızca || Kirghiz || |- || la || Latina || Latin || |- || lb || Lëtzebuergesch || Luxemburguish || |- || lg || Luganda || Ganda || |- || li || Limburgs || Limburgian || |- || ln || Lingala || Lingala || |- || lo || ລາວ || Laotian || |- || lt || Lietuvių || Lithuanian || |- || lv || Latviešu || Latvian || |- || mg || Malagasy || Malagasy || |- || mh || Ebon || Marshallese || |- || mi || Māori || Maori || |- || mk || Македонски || Macedonian || |- || ml || മലയാളം || Malayalam || |- || mn || Монгол || Mongoloian || |- || mo || Moldoveana || Moldovan || |- || mr || मराठी || Marathi || |- || ms || Bahasa Melayu || Malay || |- || mt || bil-Malti || Maltese || |- || mus || Muscogee || Creek || |- || my || Myanmasa || Burmese || |- || na || Ekakairũ Naoero || Nauruan || |- || nah || Nahuatl || Nahuatl || |- || nds || Plattdüütsch || Low German or Low Saxon || |- || ne || नेपाली || Nepali || |- || ng || Oshiwambo || Ndonga || |- || nl || Nederlands || Dutch || |- || nn || Norsk (nynorsk) || Norwegian (Nynorsk) || |- || no || Norsk (bokmål) || Norwegian || |- || nv || Diné bizaad || Navajo || |- || ny || Chi-Chewa || Chichewa || |- || oc || Occitan || Occitan || |- || om || Oromoo || Oromo || |- || or || ଓଡ଼ିଆ || Oriya || |- || os || Иронау || Ossetic || |- || pa || ਪੰਜਾਬੀ || Punjabi || |- || pam || Pampangan || Pampanga || |- || pi || पािऴ || Pali || |- || pl || Polski || Polish || |- || ps || پښتو || Pashto || |- || pt || Português || Portuguese || |- || pt-br || Português || Brazilian Portuguese || |- || qu || Runa Simi || Quechua || |- || rm || Rumantsch || Raeto-Romance || |- || rn || Kirundi || Kirundi || |- || ro || Română || Romanian || |- || roa-rup || Armâneashti || Aromanian || |- || ru || Русский || Russian || |- || rw || Kinyarwanda || Kinyarwanda || |- || sa || संस्कृत || Sanskrit || |- || sc || Sardu || Sardinian || |- || scn || Sicilianu || Sicilian || |- || sco || Scots || Scots || |- || sd || सिनधि || Sindhi || |- || se || Sámegiella || Northern Sami || |- || sg || Sängö || Sango || |- || sh || Srbskohrvatski/Српскохрватски || Serbocroatian || |- || si || සිංහල || Sinhalese || |- || sk || Slovenčina || Slovak || |- || sl || Slovenščina || Slovenian || |- || sm || Gagana Samoa || Samoan || |- || sn || chiShona || Shona || |- || so || Soomaaliga || Somali || |- || sq || Shqip || Albanian || |- || sr || Српски / Srpski || Serbian || |- || ss || SiSwati || Swati || |- || st || seSotho || Southern Sotho || |- || su || Basa Sunda || Sundanese || |- || sv || Svenska || Swedish || |- || sw || Kiswahili || Swahili || |- || ta || தமிழ் || Tamil || |- || te || తెలుగు || Telugu || |- || tg || Тоҷикӣ || Tajik || |- || th || ไทย || Thai || |- || ti || ትግርኛ || Tigrinya || |- || tk || تركمن / Туркмен || Turkmen || |- || tl || Tagalog || Tagalog (Filipino) || |- || tn || Setswana || Setswana || |- || to || faka-Tonga || Tonga || |- || tokipona || Toki Pona || Toki Pona || |- || tpi || Tok Pisin || Tok Pisin || |- || tr || Türkçe || Turkish || |- || ts || Xitsonga || Tsonga || |- || tt || Tatarça || Tatar || |- || tum || chiTumbuka || Tumbuka || |- || tw || Twi || Twi || |- || ty || Reo Mā`ohi || Tahitian || |- || ug || Oyghurque || Uyghur || |- || uk || Українська || Ukrainian || |- || ur || اردو || Urdu || |- || uz || Ўзбек || Uzbek || |- || ve || Tshivenda || Venda || |- || vi || Tiếng Việt || Vietnamese || |- || vo || Volapük || Volapük || |- || wa || Walon || Walloon || |- || wo || Wollof || Wolof || |- || xh || isiXhosa || Xhosan || |- || yi || ייִדיש || Yiddish || |- || yo || Yorùbá || Yoruba || |- || za || (Cuengh) || Zhuang || |- || zh || 中文 || Chinese || |- || zh-min-nan || Bân-lâm-gú || Min-nan || |- || zu || isiZulu || Zulu || |} These language names are based on the [[MediaWiki ]] [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phase3/languages/Names.php?rev=1.43&view=markup names.php] file. [[Category:Language]] ==== Notes ==== <small> need that [[Wikiversity:Multilingualism/NEW]] thingie</small> === Sample table === Now we make a table: {| !zh||es||[[en]]||pt||ru||ja||de||ko !fr||it||pl||ku||ro||nl||sv||eo |- |zh-es||[[es-en]]||[[en-pt]]||pt-ru||ru-ja||ja-de||de-ko||ko-fr |fr-it||it-pl||pl-ku||ku-ro||ro-nl||nl-sv||sv-eo||eo-zh |- |[[zh-en]]||es-pt||[[en-ru]]||pt-ja||ru-de||ja-ko||de-fr||ko-it |fr-pl||it-ku||pl-ro||ku-nl||ro-sv||nl-eo||sv-zh||eo-es |- |zh-pt||es-ru||[[en-ja]]||pt-de||ru-ko||ja-fr||de-it||ko-pl |fr-ku||it-ro||pl-nl||ku-sv||ro-eo||nl-zh||sv-es||[[eo-en]] |- |zh-ru||es-ja||[[en-de]]||pt-ko||ru-fr||ja-it||de-pl||ko-ku |fr-ro||it-nl||pl-sv||ku-eo||ro-zh||nl-es||[[sv-en]]||eo-pt |- |zh-ja||es-de||[[en-ko]]||pt-fr||ru-it||ja-pl||de-ku||ko-ro |fr-nl||it-sv||pl-eo||ku-zh||ro-es||[[nl-en]]||sv-pt||eo-ru |- |zh-de||es-ko||[[en-fr]]||pt-it||ru-pl||ja-ku||de-ro||ko-nl |fr-sv||it-eo||pl-zh||ku-es||[[ro-en]]||nl-pt||sv-ru||eo-ja |- |zh-ko||es-fr||[[en-it]]||pt-pl||ru-ku||ja-ro||de-nl||ko-sv |fr-eo||it-zh||pl-es||[[ku-en]]||ro-pt||nl-ru||sv-ja||eo-de |- |zh-fr||es-it||[[en-pl]]||pt-ku||ru-ro||ja-nl||de-sv||ko-eo |fr-zh||it-es||[[pl-en]]||ku-pt||ro-ru||nl-ja||sv-de||eo-ko |- |zh-it||es-pl||[[en-ku]]||pt-ro||ru-nl||ja-sv||de-eo||ko-zh |fr-es||[[it-en]]||pl-pt||ku-ru||ro-ja||nl-de||sv-ko||eo-fr |- |zh-pl||es-ku||[[en-ro]]||pt-nl||ru-sv||ja-eo||de-zh||ko-es |[[fr-en]]||it-pt||pl-ru||ku-ja||ro-de||nl-ko||sv-fr||eo-it |- |zh-ku||es-ro||[[en-nl]]||pt-sv||ru-eo||ja-zh||de-es||[[ko-en]] |fr-pt||it-ru||pl-ja||ku-de||ro-ko||nl-fr||sv-it||eo-pl |- |zh-ro||es-nl||[[en-sv]]||pt-eo||ru-zh||ja-es||[[de-en]]||ko-pt |fr-ru||it-ja||pl-de||ku-ko||ro-fr||nl-it||sv-pl||eo-ku |- |zh-nl||es-sv||[[en-eo]]||pt-zh||ru-es||[[ja-en]]||de-pt||ko-ru |fr-ja||it-de||pl-ko||ku-fr||ro-it||nl-pl||sv-ku||eo-ro |- |zh-sv||es-eo||[[en-zh]]||pt-es||[[ru-en]]||ja-pt||de-ru||ko-ja |fr-de||it-ko||pl-fr||ku-it||ro-pl||nl-ku||sv-ro||eo-nl |- |zh-eo||es-zh||[[en-es]]||[[pt-en]]||ru-pt||ja-ru||de-ja||ko-de |fr-ko||it-fr||pl-it||ku-pl||ro-ku||nl-ro||sv-nl||eo-sv |} ==== Evaluation ==== The goal of [[w:translation|translation]] is to ensure that the source and the target texts communicate the same message. We selected '''[[en]]''', because that's our native language. Notice that when we scanned the whole table for ''instances'' of '''<tt>en</tt>''', two ''vectors'' become evident: # The vertical vector - '''native''' # The diagonal vector - '''foreign''' As native speakers of English, we are the custodians or the '''<tt>host</tt>''' of English as a [[w:source language|source language]]. The pages in the verticle vector: [[en-zh]], [[en-es]], ... [[en-de]], etc. are written in English. They are for '''native''' English speakers wishing to learn a selected '''foreign''' language. Conversly, the pages in the diagonal vector: [[zh-en]], [[es-en]], ... [[de-en]], etc. are written in '''foreign''' languages. Native English speakers now become visitors or the '''<tt>guest</tt>''' of the [[w:target language|target language]] custodians. The pages, [[en-de]] and [[de-en]] become mirror images of each other. They are ''translated'', (not just ''transliterated'') therefore display the same ideas in matching positions on each page. For example, the page title: [[en-de]] - English-German Translation Guide [[de-en]] - Deutsch-Englisch [Translation Guide/de] I don't know how to say "Translation Guide" in German, so I indicate that I need some help from the German-speaking custodians of the [[de-en]] page. ==== Notes ==== <small>Table still doesn't adequately demonstrate <tt>source / target</tt> or <tt>guest / host</tt> theory (which by the way has no documentation as yet). Perhaps you should back up and punt, Charley ;)</small> ==== Wikiversity Resources ==== *[[Topic:Audio Engineering]] - Get help with Sound, Speech recording and Playback. *[[Topic:News and Information services]] -> [[Wikiversity:Wikiversity and Wikinews services]] - announce this practicum *''[Wikiversity resource]'' === Internal Resources === *[[b:Wikibooks:Languages bookshelf|Wikibooks:Languages bookshelf]] - A categorized index to a '''<tt>host</tt>''' of language learning Wikibooks *''[Wikimedia resource]'' == External Resources == *[http://penpal.wikia.com Pen Pal Wiki] - a [[Wikia]] site where we can experiment on live subjects (Muahhahahaha..) *[http://collaboration.wikia.com Meta Collab Wiki] - [[Wikia]] site where you will be an honored '''<tt>guest</tt>'''. *[http://students.wiki.com Academia Wiki] - *** HARD HAT AREA *** *''[external resource]'' == Categories == #[[:Category:Language Acquisition]] #''[proposed category]'' <!-- active Categories follow --> [[Category:Foreign Language Learning]] 7644 70405 2007-01-11T02:38:12Z JWSchmidt 20 [[Category:Political Science]] These learning materials are part of unit 2 of the course [[topic:Introduction to International Relations|Introduction to International Relations]] ==The Premises of Structural Realism== Structural Realism usually begins with the following assumptions: * that the international system is anarchic; that is, there is no credible power above the states that compromise the system. * that states cannot be certain of the intentions of other states * that at least some states have offensive capabilities * that states have preferences which they seek to realize, and that survival is a prerequisite for realizing such a preference From these premises, Structural Realism concludes the following: because states require survival in order to seek their preferences, they seek to survive. Because they cannot be certain of the intentions of other states, which may have offensive capabilities, and because there is no higher authority which can protect them from those other states, it is rational for states to seek some optimal level of power relative to all other states in the system. Relative power can then be used as a means to survival, and therefore a means to the state's true preferences. The result is an international system in which each state competes with every other state for relative power. While power is an unlimited resource, the competition is, in effect, zero sum, because what is important is how powerful a state is relative to all other states. An increase in absolute power for one state and no change in absolute power for all other states will mean a decrease in relative power for all other states. Note that, in Structural Realism, states must seek power before being able to realize their preferences. Therefore, the structural imperative to seek power will, in Structural Realism, tend to override any contrary preferences that the state has, at least for a rational state. In this way, Structural Realism posits that the driving factor behind a rational state's foreign policy is not internal politics or preferences, but an externally-determined set of structural imperatives. For this reason, Structural Realists can be very dismissive of a state's domestic politics. Structural Realists can be further divided into Offensive and Defensive Realists, based on how much power they believe is optimal. Defense Realists posit that there is some ideal level of power which a state should seek; below that level, it cannot be guarenteed of its own security, but above that level, other states will begin to see it as a threat and counter-balance it. Offensive Realists hold that states should maximize their power, since the collective action problem will impede counter-balancing. [[Category:Political Science]] 7645 69433 2007-01-10T04:01:35Z JWSchmidt 20 [[Category:Strategic Studies]] =What is a Seminar?= A seminar style of learning involves students studying facets of an issue and teaching the other students. There is not considered to be a definitive body of knowledge on a seminar subject. On the contrary, the job of the students in a seminar is to collect references, do their own independent study, and bring that knowledge back into the seminar. This page will therefore be in a constant state of flux and addition as new students come in with their own study interests and flesh out the page more and more. Students with interest in given topics but without the resources or background to study those topics should request assistance below. People who can contribute to the discussion in any way should. Debate is encouraged. Occasionally, projects may be put up on this page to encourage students to debate given issues. Current events are always welcome in a seminar. =Pages the Seminar Should Develop= Please place the topics in which you have interest here. You and others can then flesh out the references for the topics and we can deepen the knowledge base of all seminar participants. *... =Introduction to Information Warfare= <blockquote>''If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle.''<ref>Sun Tzu, The Art of War</ref></blockquote> Information warfare is the use of information to conduct offensive and defensive operations against an enemy. Information warfare consists of various techniques and technologies in order to intercept the enemy's tactical information while protecting your own information from the opponent. It is an essential component in the current warfare buzzword "[[w:C4ISTAR|C<sup>3</sup>I]]," which is a reference to the importance of Command, Control, Communications, and Information in modern military operations. Though these buzzwords come in many different flavours and sizes (from C&C to C<sup>5</sup>I), the message is the same: Information is an integral part of modern warfighting, and it cannot be disincluded from a discussion about warfare in general. ''Information'' is the sum of knowledge, accurate and inaccurate, available to a commander or a fighting force. It can be gathered through any number of means, including but not limited to: * [[Espionage]] * [[Disinformation]] * [[Propaganda]] * [[Electronic Warfare]] * [[Cyber warfare]] Information warfare is both offensive and defensive. It consists of the gathering of accurate information, the collation and dissemination of said information, and the denial of the same to the adversary. A key to information warfare is the reliability of information, thus quantity and quality are both axes upon which the utility of information can be judged. When intelligence operators, for example, report information gathered from or by their sources, it is important that they not only synthesize and corroborate their information, but judge the consistency and reliability of their source and report this to their superiors. ==Information Warfare: Why ?== It's no secret for anyone that in the world of today, information is the key to success, not just in the military , but also in business and even for the individual who seeks to climb the social ladder. Let's take, for example, the small shopkeeper or businessman that just started his company. How can he hope to compete with established companies with vast resources and a strong customer base? One must have something new that his competitors does not have. One must then study his competitors to find lacks and weaknesses in the services he offers. Once one has found those weaknesses, he then must develop the service without those weaknesses. For example, an entrepreneur wishes to open a small restaurant in an already crowded sector. He pretends to be a customer and then collects the menus of his competitors. He observed that many of his competitors do not offer healthy alternatives and also that none of the other restaurants offers ice cream during the summer. This entrepreneur knows that those services are currently popular with customers because he took the time to poll the citizens of the sector. By offerig those services to the customers, this entrepreneur has now two advantages over his competitors and can attract customers from his competitors. In the example above, we can detect at least three instance where information was used to gain an advantage over the opponent. First by collecting the menus his competitor are offering to the customers. Second, he analyzed the menus he collected and found what was not offered. Third, by polling the citizens on what they would like to buy from a restaurant, he compared what the customers asked and what the competitors were offering. With this example, I wanted to show a little example of how information plays a primordial role in gaining an advantage over an opponent. Of course, things are more complicated than that. One must also be able to protect his information from his opponents. Here is a very concrete and recent example of information warfare: Recently, during the 2006 Israel-Lebanon conflict, the Hezbollah intercepted radio communications from Israeli ground troops. The information captured played an important role in the defense of Hezbollah troops, as they could adjust their defenses according to Israeli troops movements. This made the Israeli offensive much harder. <ref name="HezRadioInter">[http://www.theregister.co.uk/2006/09/20/hezbollah_cracks_israeli_radio/ Hezbollah cracks Israeli radio code, ''John Leyden'', The Register, 2006-09-20] <!--{{cite news |author=John Leyden |title=Hezbollah cracks Israeli radio code |url=http://www.theregister.co.uk/2006/09/20/hezbollah_cracks_israeli_radio/ |publisher=The Register |date=2006-09-20 |accessdate=2006-10-15}}--> </ref> We will explore in the following chapter how information warfare was used through the ages, how it is used today and the various forms information warfare can take. We will finally discuss the future of information warfare. ==Information Warfare through History== ==Electronic Warfare== <!-- Please put in wikipedia links etc where appropriate --> Electronic warfare (EW) is the use of the electromagnetic spectrum to deny its effective use by an adversary. As the use of electronics became more prominant in warfare, so did the need to jam, disable, or destroy enemy devices while protecting friendly devices. EW is a necessary part of any modern military operation, and it has become a type of arms race that is parallel to the development of actual, physical weapons. Electronic warefare is also the use of electronics to gain information about adversaries so that physical weapons can be put to more effective use. ===Cyber Warfare=== Cyber warfare is the use of the Internet and the Web to conduct offensive and defensive operations against servers and/or websites to disrupt the enemy's presence on the Internet. This type of electronic warfare is commonly used to spread propaganda on the Internet and to attack symbols of power. [[Web vandalism]] is a common way to achieve such goals by small organizations as it requires little knowledge and material. Web vandalism consists in replacing webpages of an enemy's by one's own and/or shutting down the opponent's servers by using massive [[Denial of Service]] attacks on the enemy's systems. Web vandalism is usually of little consequences and rarely results in informations theft and is mainly use for propaganda. No wide use of cyber warfare has been used as of today. Some attacks have been reported recently as the U.S Commerce Department claimed to have been attacked by Chinese hackers <ref name="USCommDeptChina">[http://www.washingtonpost.com/wp-dyn/content/article/2006/10/05/AR2006100501781_pf.html Computer System Under Attack, ''Alan Sipress'', The Washington Post, 2006-10-06] <!--{{cite news |author=Alan Sipress |title=Computer System Under Attack |date=2006-10-06 |url=http://www.washingtonpost.com/wp-dyn/content/article/2006/10/05/AR2006100501781_pf.html |accessdate=2006-10-15 |publisher=Washington Post}}--> </ref> We should expect cyber warfare to be more and more common as many nations are rapidly extending their technological expertise. ==References== <references /> ==External Links== *[http://www.infowar-monitor.net/ Information Warfare Monitor] *[http://www.fas.org/irp/crs/RL31787.pdf Information Operations and Cyberwar: Capabilities and Related Policy Issues] - A Pentagon document on Cyber Warfare [[Category:Strategic Studies]] 7646 77330 2007-01-16T23:09:48Z Mystictim 626 changed template to welcome and expand {{welcome and expand}} These learning materials are part of unit 2 of the course [[Topic:Introduction to International Relations|Introduction to International Relations]] ==Liberalism== While Structural Realism posits an international system where it is rational for each state to compete with every other state, Liberalism posits a system in which cooperation is the rational choice. There are two different branched of Liberalism: reform liberalism and classical liberalism. ==History== Classical Liberalism was started in the mid-1700 as a reaction against absolute monarchy, religious persecution, and feudal economical and social constraints. Reform Liberalism began in the late 1800s. It was a reaction against the effects of unconstrained capitalism and socialist ideas. ==Views== While both branches focus on individual rights, they have different views on how those should be achieved. Reform liberalism promotes equality of oppertunity and the ability to enjoy rights (positive liberty) as a way to encourage democracy. Government policy should be used to create equality. Classical liberalism discourages government intervention and emphasizes free competition. [[Category:Political Science]] 7647 70830 2007-01-12T00:37:35Z JWSchmidt 20 [[Category:Political Science]] These learning materials are part of unit 1 of the course [[topic:Introduction to International Relations|Introduction to International Relations]] ==What is International Relations?== International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system. There are several schools of thought which claim to provide a theoretical model for International Relations, and therefore understand or even predict the behavior of actors on the world stage. Theories of International Relations can be broadly classified into Rationalist and Constructivist groups. [[Category:Political Science]] 7648 44027 2006-11-09T01:04:53Z Rayc 57 [[Category:Introductions|Introduction to Islam]] <center><big>Welcome to the Wikiversity Course '''Introduction to Islam'''</big></center> <center>''This course is brought to you by the [[Topic:Islamic Studies|Department of Islamic Studies]] and the [[Topic:Religious Studies|Division of Religious Studies]]''</center> ==Course Objectives== * An understanding of the diversity and history of Islam * An understanding of the [[w:Qur'an|Qur'an]], the Prophet [[w:Muhammad|Muhammad]] and the [[w:Sunna|Sunna]] * To give an overview of some of the historical and contemporary disputes within Islam ==Unit 1: Images of Islam: Normative and Descriptive== ===Learning Materials=== ===Reading List=== ===Assignments=== ==Unit 2: The Prophet Muhammad== ===Learning Materials=== ===Reading List=== ===Assignments=== ==Unit 3: The Qur'an== ===Learning Materials=== ===Reading List=== ===Assignments=== [[Category:Introductions|Introduction to Islam]] 7653 49284 2006-11-27T08:22:16Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} ==Summary== acceleration graph with formula derivation ==License== {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7654 49283 2006-11-27T08:21:54Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} ==Summary== a vs t graph ==License== {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7655 35809 2006-10-16T02:46:31Z JWSchmidt 20 add image [[Image:Point&string.png|thumb|right|300px|What are the fundamental components of the universe? [[w:Elementary particle|Points]]? [[w:String theory|Strings]]?]] Human language is a very flexible tool that allows us to generate a seemingly endless series of questions about the world we find ourselves in. Some aspects of the universe are very well hidden from us, so if we are curious about the world then we are driven to keep asking questions that cannot be easily answered. Some people find it frustrating to be subjected to these circumstances and hope that there is a "foundation", an ultimate set of questions and answers that will provide an end to our questioning. One modern incarnation of the desire for a solid foundation is found in attempts by physicists to devise a [[w:Theory of everything|Theory of everything]]. ==See also== *Return to [[The Question]] *[[w:Foundationalism|Foundationalism]] in the philosophy of knowledge *[[w:Cosmogony|Cosmogony]] - origin of the universe [[Category:The Question]] 7659 67344 2007-01-06T15:48:19Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] [[Category:Philosophy]] [[Category:Religion]] [[Category:Science]] [[Category:Interdisciplinary Studies]] 7660 49280 2006-11-27T08:20:48Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7661 49282 2006-11-27T08:21:35Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} ==License== {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 7662 49186 2006-11-27T04:48:59Z JWSchmidt 20 [[Category:Science]] This category contains the subjects related to precision measurements [[Category:Science]] 7663 35838 2006-10-16T04:54:57Z Robert Elliott 1436 This is the formatted script for "Seduced by the Dark Side!" as typed by Ciprian for Lesson #001 of the WikiU Film School. It still needs the data for the title page. == Summary == This is the formatted script for "Seduced by the Dark Side!" as typed by Ciprian for Lesson #001 of the WikiU Film School. It still needs the data for the title page. == Licensing == {{GFDL}} 7664 35850 2006-10-16T07:04:52Z Robert Elliott 1436 Updated version of formatted script prepared by Ciprian for Lesson #001 of the WikiU Film School. == Summary == Updated version of formatted script prepared by Ciprian for Lesson #001 of the WikiU Film School. == Licensing == {{GFDL}} 7665 80521 2007-01-24T03:41:05Z Insightdn 5593 /* Conception */ ==Conception== Before cells can divide, genes come together into 23 couples - chromosome pairs. The DNA sequences comprising genes always go to the same location of a particular chromosome, which for convenience are numbered from biggest (1 - most genetic material) to two smallest (22) plus the sex chromosomes (XX female, XY male). Eggs (ova) from Mom and sperm from Dad are special cells that contain a single set of 23 chromosomes. Conception completes the chromosome set and cell replication and differentiation begins: chromosome pairs separate and move to opposite sides of the nucleus, the nucleus (and cell) divides, individual chromsomes replicate into a pair and the process reiterates. There are three things that determine how an individual develops, nature or the genome, environment or experiences, and individual choice or self. The more we understand about the genome, the clearer it becomes that while genetic information, significantly influences both development and behavior, it fully determines neither. If the genome was all determining than identical twins would develop and act the exact same. In human development and behavior genetics and the environment instead productively interact with one another, both contributing unique and valuable information to the emergence of distinctive individuals. The environment also has an affect on development and environment and nature combined are not the only determinates in how an individual will develop. Self is real, important, and able to influence an individuals fate. What the genome provides is a personalized distillate of the collective experiences of one's ancestors and an important contributor to one's individuality. It is information to be reflected on, savored, and valued, rather than to be feared. The "innate" is real, important, and doesn't define how a person will develop. People often feel that they know things idependently of any experience they have ever had. This is not only absolutely true, but completely understandable' it does not require a belief in the supernatural. All organisms are born with a vast amount of information from generations of thier ancestors' experiences with the world. It is information to be reflected on, savored, and valued, rather than to be feared. Nor are genetics at war with "free will", any more than is the environment. [[Category:Developmental Psychology]] 7668 38141 2006-10-23T15:03:47Z Rayc 57 cat <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''<br> Class two of thirty in the Course: [[Introduction to Strategic Studies|Introduction to Strategic Studies]]</small> {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "War! Huh-yeah<br> What is it good for?" <br><br>[[w:War_(song)|War]], [[w:Norman_Whitfield|Norman Whitfield]] and [[w:Barrett_Strong|Barrett Strong]]<br> Motown musicians </div> |} =Summary= The objective of this class is to identify the established reasons nations go to war and the refutations of these reasons. We will seek to make some sense out of the utility (or inutility) of warfare as defined so elegantly by Carl von Clausewitz as "policy by other means." =Introduction= This will introduce you to the issue and the questions to be posed in the class. =Readings= This will delineate the readings that should be done prior to undertaking the exercises in this class. =Lecture= This is the text that will fill you in on how the readings relate to the topic, and what kinds of things you should take into account when looking into the reasons behind a given war. There is invariably more than one cause, and many more ways than one to look at the origins of a war. This lecture will propose a series of questions or issues to weigh when assessing the causes of a war. =Project= This project is a simple activity of looking at an existing page or wikipedia/books/media entry on a war. When you are ready, take the plunge! [[School:Strategic Studies/Policy by Other Means|Project:Policy by Other Means]] =Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project. [[Category:Strategic Studies]] 7669 38019 2006-10-23T05:28:52Z Sebmol 14 linkfix <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''</small> {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "War! Huh-yeah<br> What is it good for?" <br><br>[[w:War_(song)|War]], [[w:Norman_Whitfield|Norman Whitfield]] and [[w:Barrett_Strong|Barrett Strong]]<br> Motown musicians </div> |} =Summary= Short (100 word or less) brief on the object and utility of the class. =Introduction= This will introduce you to the issue and the questions to be posed in the class. =Readings= This will delineate the readings that should be done prior to undertaking the exercises in this class. =Lecture= This is the text that will fill you in on how the readings relate to the topic, and is the main text of the class dealing with the subject matter. It may be handled like an article. =Project= Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise)<br> [[School:Strategic Studies/Policy by Other Means|Project:Policy by Other Means]] =Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project. 7671 77433 2007-01-17T00:56:01Z JWSchmidt 20 [[School:Strategic Studies/Policy by Other Means]] moved to [[Topic:Strategic Studies/Policy by Other Means]]: Wikiversity name <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''>[[School:Strategic Studies/Templates|Course]]: '''[[Introduction_to_Strategic_Studies|Introduction to Strategic Studies]]'''>[[School:Strategic Studies/Templates|Class]] on: '''[[Policy_by_Other_Means|Policy by Other Means]]'''</small> =The Project= This is a critical project that entails the finding, reading, and critiquing of an existing article or commentary on the causes of any war. The purpose of this project is to practice the analysis of international policy and hone the system of analysis presented in the Class. This creates a feedback loop. ==Points to Remember== This will contain the coles notes version of the system of analysis given in the class. =Instructions= *read the lecture and readings *analyze a piece of writing *internalize the process of analysis by doing a written piece or correcting or expanding a Wikimedia project *come back here and post your findings in the talk section *look back at the class system of analysis and see if it could be tweaked, expanded, or improved =Active Participants= *[[User:dnjkirk]] - no project yet selected *... Remember to post your findings or links to your work in the discussion page, and make suggestions for improvements to the [[Introduction_to_Strategic_Studies|Class]] based on your work! [[Category:Strategic Studies]] 7672 36068 2006-10-17T01:10:14Z Sebmol 14 simplified, center image needs to be searched for Here are logo-name-motto examples using some of the Wikiversity logo finalists and motto finalists: {|width="100%" align="center" cellpadding="4" style="text-align:left;" | align="center" | [[Image:Wikiversity-logo byrei-artur7.svg|38px]] | '''[[Wikiversity]]'''<br />Free learning community | align="center" | [[Image:Wikiversity-together.png|38px]] | '''[[Wikiversity]]'''<br />Setting learning free | align="center" | [[Image:Wikiversity-logo byrei-artur3invsubtle.svg|38px]] | '''[[Wikiversity]]'''<br />Open education |} 7675 78409 2007-01-19T01:18:01Z JWSchmidt 20 /* SubDivisions and Departments */ create link [[Image:MorrisWaterMaze.jpg|thumb|right|300px|Laboratory experiments using rats and mice have revealed how particular parts of the brain allow animals to form and store memories about the location of objects.]] Welcome to the Wikiversity '''Center for Neuroscience''', part of the [[Portal:Life Sciences|Life Sciences]]. [[w:Portal:Neuroscience|Neuroscience]] is the science of animal nervous systems and exploration of how brains make minds. The Center for Neuroscience is a Wikiversity content development project devoted to learners who want to explore the biology of nervous systems in animals and how they generate animal behavior, cognition and consciousness. Neuroscience includes many subdisciplines specialized for investigation of nervous system structure, development, evolution, genetics, biochemistry, physiology, pharmacology, and pathology. The Center for Neuroscience works in close collaboration with other Wikiversity development projects in areas such as psychology, computer science and medicine. ==SubDivisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Neurobiology|Neurobiology]] - emphasis on how the cells of the nervous system form neural networks *Nervous system anatomy *Evolutionary biology of nervous systems *[[Topic:Embryonic development of nervous systems]], postnatal development of the human brain *Plasticity of nervous systems, learning, memory *Cellular and molecular components of nervous systems *Neuropharmacology - drugs and nervous systems *Nervous system diseases - characterization, prevention, diagnosis, treatment *Nervous system-machine/prosthetic interface engineering *Neural basis of behavior and cognition *Biology-inspired artificial intelligence *Neurophilosophy - philosophy of mind from the biological perspective *Psychophysiology - how psychic processes are provided by the nervous system * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==Center news== * '''16 October 2006''' - Center founded! [[Category:Neuroscience]] 7676 35948 2006-10-16T17:06:52Z Dnjkirk 1833 Japanese level 3 <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''ja-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">この利用者は'''[[:Category:User ja-3|流暢]]'''な'''[[:Category:User ja|日本語]]'''を話すことができます。[[Category:User ja-3|{{PAGENAME}}]]</td> </tr></table></div> 7677 37427 2006-10-21T16:53:55Z Dnjkirk 1833 {{userboxtop|Japanese Language}} {{UsersSpeak|ja|Japanese|以下の利用者は'''日本語'''を話します}} {{User ja}} {{User ja-3}} {{User ja-2}} {{User ja-1}} {{userboxbottom}}List of users who can contribute with an '''advanced level''' of '''Japanese'''. *[[:Category:User ja-N|ja-N]] <nowiki>{{User ja}}</nowiki> : User whose mother tongue is Japanese. *[[:Category:User ja-3|ja-3]] <nowiki>{{User ja-3}}</nowiki> : User can contribute with an advanced level of Japanese. *[[:Category:User ja-2|ja-2]] <nowiki>{{User ja-2}}</nowiki> : User can contribute with an intermediate level of Japaneses. *[[:Category:User ja-1|ja-1]] <nowiki>{{User ja-1}}</nowiki> : User can contribute with a basic level of Japanese. [[Category:User ja|*3]] 7678 35954 2006-10-16T17:34:35Z JWSchmidt 20 [[Category:Life Sciences]] [[Category:Life Sciences]] 7679 35955 2006-10-16T17:36:35Z Dnjkirk 1833 Strategic Studies Logo - for the moment == Summary == Strategic Studies Logo - for the moment == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7680 37400 2006-10-21T15:53:49Z Dnjkirk 1833 <div style="float: left; border:solid black 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: white;" |[[Image:StratStuds.jpg]] | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user contributes to the [[School:Strategic Studies|School of Strategic Studies]]. |}</div> <includeonly> [[Category:Contributors to the School of Strategic Studies|{{PAGENAME}}]] </includeonly> 7681 35961 2006-10-16T17:40:17Z JWSchmidt 20 [[School:Neuroscience]] moved to [[Topic:Neuroscience]]: Had been listed as a "school" at [[Wikiversity:Schools]], changing to a division of [[School:Biology]] #REDIRECT [[Topic:Neuroscience]] 7682 35972 2006-10-16T17:57:41Z Dream mind 2099 In [[SI engines]] carburation means providing the combustion chamber with a good quality of exact quantity of air fuel mixture to the [[combustion chamber]].Carburation is provided by a carburettor. ==Factors affecting carburation== #''Engine speed'':Higher engine speed require high rate of carburation.So for high quality carburation velocity of air through the inlet to the carburettor has to be increased.This is done by providing a venturi nozzle at the inlet. #''Vapourisation characteristic of the fuel'':Fuels which vapourise easily at a given temperature are preferred for quality carburation.This is achieved by the inclusion of volatile hydrocarbons in the fuel. #''Temperature of the incoming air'':High temperature of the incoming air ensures more percentage of fuel vapour in the fuel mixture thereby producing a quality homogeneous air fuel mixture.However, increasing air temperature also reduces volumetric efficiency of the engine and power output is decreased #''Carburettor design'':Carburettors can be designed properly for quality carburation at diffent operating conditions of the engine [[Category:Automobile technology]] 7683 77591 2007-01-17T05:31:59Z JWSchmidt 20 [[Category:Engineering and Technology]] Automobile technology related topics [[Category:Engineering and Technology]] 7686 77224 2007-01-16T19:54:09Z JWSchmidt 20 [[Category:Political Science]] =Organisation of Departments and Learning Projects in the Division of Peace Studies= This is a brief discussion of the organization of the [[Topic:Peace Studies|Division of Peace Studies]]. ==Departments== '''Learning projects''' are grouped into '''departments'''. Learning projects are organised within departments according to subject and difficulty level. If there is not a current department suitable for the learning project you wish to create, please create a new department. ==Learning projects== '''Learning Projects''' are Wikiversity's version of university courses. The are more akin to a course unit or a single university lecture than to a complete university course. In depth discussions on the philosophy behind wikiversity '''Learning Projects''' are available in the [[Portal:Learning Projects|Learning Projects Portal]], the [[Wikiversity:Learning projects|Learning Projects Wikiversity page]], and on the [[Wikiversity:Naming conventions| Wikiversity Naming Conventions page]]. More than one Wikiversity department can offer the same learning project; those departments should cooperate to develop the learning projects that they have in common. Learning Projects should be created using the 'Topic:' namespace. ===Creating or contributing to a Learning Project=== Creating and contributing to Learning Projects is a key part of the Wikiversity learning process. Please contribute anything that you are able to. ==Structure and Organisation of Learning Projects== ===Aims and Objectives=== As soon as a project is created, the '''aims and objectives''' and '''expected learning outcomes''' of the project should be clearly stated. This is to ensure that learning materials contributed to the learning project are relevant. It also allows students partaking in the learning project to be aware of the expected learning outcomes. ===Introduction to the Topic=== As a priority, a brief introduction to the topic of the Learning Project should be given. The length of this introduction will vary accoring to the topic, but should always be less than 2,000 words. ===Learning Materials=== '''Learning Materials''' for a learning project are to be organised under relevant subheadings. Learning Materials include 'Main Namespace' links, links to internet sources, suggested books to read, and assignments. ====Reading Lists==== Readings in reading lists should be organised according to topic. A brief summary of the reading should be given. Initially, learning projects may just contain links to relevant readings on the internet. As more people learn from and contribute to the learning project, reading material will be created within the learning project using 'Main Namespace' links. ====Assignments==== Learning projects should involve assignments. Initially, the assignments should be based around contributing more to the learning project. Once the learning project has sufficently expanded and matured, other assignments may be set. Assignments may or may not involve writing, depending on the '''Learning Project''' and the '''expected learning outcomes''' of the project. [[Category:Political Science]] 7687 77221 2007-01-16T19:51:58Z JWSchmidt 20 [[Category:Political Science]] <center><big>Welcome to the Wikiversity Course '''Peace Studies Course Template'''</big></center> <center>''This course is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]''</center> ==Course Outline and Objectives== A course outline should be given. Course objectives should be summarised. ==Unit 1: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 2: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 3: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 4: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 5: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 6: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 7: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 8: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 9: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 10: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 11: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==Unit 12: Unit Title== ===Learning Materials=== [[Link to Peace Studies Course Learning Materials]] ===Reading List=== ===Assignments=== ==See also== *[[Topic:Peace Studies]] [[Category:Political Science]] 7689 68773 2007-01-10T00:02:23Z Mystictim 626 added category learning activities What were the two opposing views or concepts on the colonization of New France? The two opposing views centered around whether New France should develop as a colony based on settlement or as a colony based on the exploitation of the fur trade. Characteristics of a colony based on settlement Its purpose was to create a society in New France similar to that in France through settlement. To have such a colony it would need to send to New France farmers, priests, soldiers, administrators, women, and artisans. The colonizers wanted a diversified economy not an economy based solely on the exploitation of the fur trade. This concept of colonization had the support of the King, religious orders and colonizers. Characteristics of a colony based on the fur trade Its purpose was to exploit the fur trade for the benefit of merchants and fur trading monopoly companies such as the Company of 100 Associates. Basically, they wanted New France to be a fur-trading outpost. To have such a colony it would need mainly men meaning merchants, coureurs de bois, independent traders and company agents. Settlers were not welcome as they were expensive to bring over and they could act as competitors in the fur trade. The fur traders only wanted to develop and exploit the fur trade since it did not require a large initial investment and it was very profitable. This type of colony had the support of the fur trading companies, fur traders and merchants. Throughout most of New France's history, despite some attempts at settlement, the colony of New France was based on the exploitation of the fur trade. A major factor behind this was the belief in the economic theory of mercantilism. Do the following questions on concepts of colonization. 1. WHICH OF THE FOLLOWING STATEMENTS ARE ASSOCIATED WITH THE ESTABLISHMENT OF A TRADING COLONY ? 1. The costs of transporting and settling the population were paid by the King. 2. France wanted to recreate its way of life in New France. 3. France invested little, thus allowing the chartered companies to operate freely. 4. The high density of the population made it easy to defend the territory. 5. The exploitation of a single resource was the driving force behind the development of the colony. A) 1 and 2 C) 3 and 4 B) 2 and 5 D) 3 and 5 ANSWER: A B C D 2. The following words or phrases can be associated with either a trading colony or a colony of settlement. WHICH THREE COULD BE ASSOCIATED WITH A COLONY BASED ON SETTLEMENT? 1. Indian alliances 4. exploitation of fur trade 2. chartered companies 5. farmers, priests, and soldiers 3. villages and towns 6. diversified economy A) 1, 2, 3 C) 2, 4, 6 B) 1, 4, 5 D) 3, 5, 6 ANSWER: A B C D 3. In 17th century France, there were opposing views on colonization in New France. Some argued that the colony should be kept as a source of raw materials, while others believed it ought to be settled by people who would build farms, villages, and towns. WHICH OF THE FOLLOWING PERSONS OR GROUPS SUPPORTED THE SETTLEMENT OF THE COLONY? 1. the king/colonizers 4. merchants/traders 2. the coureurs de bois 5. the chartered companies 3. the religious orders/missionaries A) 1 and 4 C) 2 and 5 B) 1 and 3 D) 3 and 5 ANSWER: A B C D Go On To Topic 2: [[History_of_Quebec_and_Canada/Study_Guide/Module_1_:_The_French_Empire_in_North_America|Mercantilism ]] [[Category:History of Quebec and Canada]] [[Category:Learning activities]] 7690 68776 2007-01-10T00:05:16Z Mystictim 626 added category learning activities What is mercantilism? Mercantilism was an economic policy, popular in the 17th and 18th centuries in Europe, which stated that a country's wealth and power was best served through the accumulation of gold and silver and raw materials. Because most nations did not have a natural abundance of such precious metals, the best way to acquire them was through trade. This meant striving for a favorable trade balance, that is, a surplus of exports over imports. Foreign states would then have to pay for imports in gold or silver. State action, an essential feature of the mercantile system, was used to accomplish its purposes - to sell more than it bought to accumulate gold bullion and raw materials. In the case of New France, fur was the raw material. France imported raw materials, such as furs, from its colony, New France, and transformed them into finished products (beaver hats) to be sold back to the colonies and to other countries. Beaver Hat Consequences of mercantilism on New France New France became a trading colony whose main economic role was to supply furs to the mother country and to purchase manufactured products from the mother country. Furs account for more than 70% of the colony's exports and the fur trade is directly responsible for the large expansion of territory. Do the following questions on mercantilism. 1. The measures below describe aspects of 17th century mercantilist economic policy. The colony had to obtain its supplies from France. The colony exported enormous quantities of furs to France. Hat-making was forbidden in New France. STATE TWO CONSEQUENCES OF MERCANTILISM FOR FRANCE AND ITS COLONY, NEW FRANCE. 1. It enriched the mother country. 2. It promoted the development of agriculture. 3. It allowed New France to be less dependent on France. 4. It stimulated population growth in New France. 5. It limited economic development in the colony. A) 1 and 4 C) 2 and 3 B) 1 and 5 D) 2 and 4 ANSWER: A B C D 2. WHICH OF THE FOLLOWING SETS OF STATEMENTS APPLIES TO THE POLICY OF MERCANTILISM? A) · The colony was free to develop its industries. · The colony had to expand its boundaries to the maximum. B) · The colony could trade freely with other mother countries. · The colony sold its manufactured goods to France. C) · The colony exploited furs in particular. · The colony was quickly settled because of the chartered companies. D) · The colony was a source of raw materials for France. · The colony bought manufactured goods from France. ANSWER: A B C D 3. WHICH OF THE FOLLOWING DOCUMENTS DESCRIBE THE EFFECTS OF FRENCH MERCANTILISM ON THE DEVELOPMENT OF NEW FRANCE ? 1. "Along the river banks there appeared numerous sawmills, where logs were sawed into boards and beams." 2. "Furs represented 70 percent of total exports; agricultural products, 18 percent; fish, 9 percent; iron, 1.3 percent." 3. "It is marvelous to see their country. They have beautiful towns, with mail-coach service. They even havecarriages." 4. "New France was disallowed to manufacture beaver hats in the colony." 5. "For forty years we have worked to convert the natives, without much success. A) 1 and 3 B) 2 and 4 C) 2 and 5 D) 3 and 5 ANSWER: A B C D 4. WHICH STATEMENT INDICATES THAT MERCANTILISM WAS HARMFUL TO THE GROWTH OF THE COLONY'S POPULATION? A) France tried to establish various industries in its colony. B) France promoted economic diversification. C) France signed long-term trade treaties with the Amerindians. D) France developed only one natural resource in its colony. ANSWER: A B C D Go On To Topic 3:Territorial and Military Consequences [[Category:History of Quebec and Canada]] [[Category:Learning activities]] 7691 68778 2007-01-10T00:06:38Z Mystictim 626 added category learning activities What were the territorial and military consequnces of the fur trade on New France? Territorial Consequences The most important territorial consequence for New France was the growth of its territory. Over a period of one hundred fifty years New France's territory spread from a tiny colony on the St. Lawrence River to one that extended from the Atlantic to the Prairies, and from the lands surrounding Hudson Bay to the Gulf of Mexico. The demands of the fur trade and missionary zeal led to the exploration of the continent by explorers such as Jolliet and Marquette, LaVérendrye, LaSalle, Father Albanel and Radisson. Military Consequences The fur trade brought about a series of alliances with the Native populations. The French allied themselves with the Hurons and Algonquians while the Dutch, and later the English, allied themselves with the Iroquois. This led to numerous battles and skirmishes between the Europeans and their Native allies over the control of the fur trade. In 1649, the Hurons were destroyed by the Iroquois forcing the French to use coureurs de bois as their middlemen in the fur trade. The expansion of New France's territory also brought about the encirclement of the English colonies. The English felt threatened by this since their own expansion westwards and their access to fur resources was now limited . This as well leads to numerous battles and wars and to the eventual conquest of New France by the English in 1760. Try the following questions on the Topic 3: Territorial and Military Consequences 1. IDENTIFY ONE CONSEQUENCE OF THE FUR TRADE IN NORTH AMERICA. A) the expansion of the territory of New France B) the establishment of farming areas C) the substantial increase in trade with the English colonies D) the search for a route to Asia ANSWER: A B C D 2. WHICH THREE OF THE FOLLOWING STATEMENTS RELATE TO THE FUR TRADE AS IT WAS CARRIED OUT IN NORTH AMERICA? 1. The fur trade provoked military confrontations between the French, the English and their allies. 2. The fur trade was controlled by chartered companies who obtained a monopoly in return for fulfilling certain obligations. 3. The fur trade favoured the development of agriculture. 4. The Amerindians became wealthy as a result of their participation in the fur trade. 5. The fur trade led to the expansion of the colony's territory. 6. As a result of the fur trade, New France had a rich and diversified economy. A) 1, 2 and 5 C) 2, 4 and 6 B) 1, 3 and 6 D) 3, 4 and 5 ANSWER: A B C D 3. WHY DID NEW FRANCE EXPAND ITS TERRITORY? A) To convert as many Amerindians as possible to Christianity B) To find new sources of gold and silver C) To find new land for settlers D) To find new land to supply the fur trade ANSWER: A B C D TRY THE FOLLOWING SYNTHESIS TYPE QUESTIONS DEALING WITH MODULE 1. [[Category:History of Quebec and Canada]] [[Category:Learning activities]] 7693 42564 2006-11-03T07:55:30Z Robert Elliott 1436 Added Catagory Information == Summary == The formatted script from Lesson 1 of the WikiU Film School by Wvanheemstra. [[Category:WikiU Film School]] [[Category:WikiU Class Assignment 1]] == Licensing == {{GFDL}} 7694 42565 2006-11-03T07:56:11Z Robert Elliott 1436 Added Catagory Information == Summary == The formatted script from Lesson 1 of the WikiU Film School by Ciprian. [[Category:WikiU Film School]] [[Category:WikiU Class Assignment 1]] == Licensing == {{GFDL}} 7695 42563 2006-11-03T07:53:12Z Robert Elliott 1436 Added Catagory Information == Summary == The formatted script from Lesson 1 of the WikiU Film School by CDinAshton. [[Category:WikiU Film School]] [[Category:WikiU Class Assignment 1]] == Licensing == {{GFDL}} 7696 36096 2006-10-17T03:46:11Z CQ 1939 #REDIRECT [[Multilingual worksheet]] #REDIRECT [[Multilingual worksheet]] 7697 36097 2006-10-17T03:47:33Z CQ 1939 #REDIRECT [[Multilingual worksheet]] #REDIRECT [[Multilingual worksheet]] 7700 36115 2006-10-17T07:36:09Z Misericordia 1670 [[Control Theorey]] moved to [[Control Theory]]: incorrect spelling of 'theory' #REDIRECT [[Control Theory]] 7702 68541 2007-01-09T03:39:17Z JWSchmidt 20 [[Category:Mathematics]] {{main welcome}} [[Category:Introductions]] [[Category:Mathematics]] 7704 48411 2006-11-25T01:08:07Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Animatic Dialog Recording Software]] {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[WikiFilmSchool_N6P1 | The Software]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Animatic_Dialog_Recording | Animatic Dialog Recording]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ;Lesson : [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #006: Recording the Dialog for the Animatic]] ;Pages of this Lesson * [[Lesson:Animatic_Dialog_Recording |Introduction]] * [[WikiFilmSchool_N6P1 | Page 1]] - The Software <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N6P2 | Page 2]] - The Hardware * [[WikiFilmSchool_N6P3 | Page 3]] - The Room * [[WikiFilmSchool_N6P4 | Page 4]] - Self Recording * [[Media:SBTDS_Script_Ciprian2.pdf | The Formatted Script]] for ''Seduced by the Dark Side!''. ---- ---- ==The Software== Any recording software will do. Later when doing ADR and live recording of musicians in sync with your movie, you will need special recording software which will play a movie clip at the same time it is recording audio. But for now, iMovie is good enough since it plays a movie while your record your music. If you do not have iMovie or a similar program, you can always use Audacity which is free but does not play a movie while you say your dialog. (This means ADR in the dark.) [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Dialog Recording Lesson]] 7705 48412 2006-11-25T01:09:01Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Animatic Dialog Recording Hardware]] {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[WikiFilmSchool_N6P2 | The Hardware]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Animatic_Dialog_Recording | Animatic Dialog Recording]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ;Lesson : [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #006: Recording the Dialog for the Animatic]] ;Pages of this Lesson * [[Lesson:Animatic_Dialog_Recording |Introduction]] * [[WikiFilmSchool_N6P1 | Page 1]] - The Software * [[WikiFilmSchool_N6P2 | Page 2]] - The Hardware <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N6P3 | Page 3]] - The Room * [[WikiFilmSchool_N6P4 | Page 4]] - Self Recording * [[Media:SBTDS_Script_Ciprian2.pdf | The Formatted Script]] for ''Seduced by the Dark Side!''. ---- ---- ==The Hardware== You need a microphone and an audio mixer or audio interface of some kind for your computer. ;Microphone :For this project, the microphone can be anything which works. For other projects, the microphone must be a professional microphone with an XLR connector. ;Interface :There are three ways you can connect a microphone to a computer. # A mixer board connected to the audio (analog) input for your computer. # A USB pre-amp # A FireWire pre-amp [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Dialog Recording Lesson]] 7706 48413 2006-11-25T01:10:30Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Animatic Dialog Recording Room]] {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[WikiFilmSchool_N6P3 | The Room]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Animatic_Dialog_Recording | Animatic Dialog Recording]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ;Lesson : [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #006: Recording the Dialog for the Animatic]] ;Pages of this Lesson * [[Lesson:Animatic_Dialog_Recording |Introduction]] * [[WikiFilmSchool_N6P1 | Page 1]] - The Software * [[WikiFilmSchool_N6P2 | Page 2]] - The Hardware * [[WikiFilmSchool_N6P3 | Page 3]] - The Room <font color="green"> &rarr; '''''You are here!!!!''''' * [[WikiFilmSchool_N6P4 | Page 4]] - Self Recording * [[Media:SBTDS_Script_Ciprian2.pdf | The Formatted Script]] for ''Seduced by the Dark Side!''. ---- ---- ==The Room== For this lesson, any room will do. Later, you will need a room which is quiet. That is not as easy as it sounds. [[Category:Dialog Recording Lesson]] 7707 48414 2006-11-25T01:11:32Z Robert Elliott 1436 redirect to new page #REDIRECT [[LessonPage:Animatic Dialog Recording Procedure]] {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[WikiFilmSchool_N6P4 | Self Recording Procedure]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Animatic_Dialog_Recording | Animatic Dialog Recording]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |};Lesson : [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #006: Recording the Dialog for the Animatic]] ;Pages of this Lesson * [[Lesson:Animatic_Dialog_Recording | Introduction]] * [[WikiFilmSchool_N6P1 | Page 1]] - The Software * [[WikiFilmSchool_N6P2 | Page 2]] - The Hardware * [[WikiFilmSchool_N6P3 | Page 3]] - The Room * [[WikiFilmSchool_N6P4 | Page 4]] - Self Recording Procedure <font color="green"> &rarr; '''''You are here!!!!''''' * [[Media:SBTDS_Script_Ciprian2.pdf | The Formatted Script]] for ''Seduced by the Dark Side!''. ---- ---- ==Self Recording Procedure== <div style="float:right;width:50%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center><h1>The Dialog<br>for the<br>Young Person</h1></center> (2) '''Young Person''': "That was a great movie..." (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" (10) (The young person thinks for a moment.) '''Young Person''' "Hummm" (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" <center><h1>The Dialog<br>for the<br>Old Person</h1></center> (4) '''Old Person''': "What's that?" (6) (The old person thinks for a while.) '''Old Person''': "Hummm" (7) '''Old Person''': "What computer do you have at home?" (9) '''Old Person''': "But what computer does your father use at work?" (12) (The Old Person smiles.) '''Old Person''': "Ahhh!" <center>The End</center> ---- ---- </div> </div> For this lesson, you need to be the recording engineer. If you are recording your own voice, you must: # Practice reading one line at a time to get the proper (natural) interpretation. # Record one line of the dialog. Often, you will record this line about 5 times trying slighly different interpretations # Select the best reading of the dialog. # Save as an AIFF or WAV file # When you are satisfied that the recordings are good, email me and send me the files. ==Guide to Actors== We want a natural speaking voice, not a stage voice. Also, remember one piece of advice. Currently, the accepted acting style is to say your lines with confidence. That is, no matter what happens in the script, always have confidence in your voice. ==Script Changes== Note that we must include all the minor vocalizations not included in the regular script. [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:Dialog Recording Lesson]] 7708 41639 2006-10-31T06:20:03Z Rayc 57 cat Logic, at a basic level, helps us determine if '''statements''' are '''true''' or '''false'''. == Single Statements == Consider these statements: I am human. 1 + 1 = 2 Roses are red ''and'' violets are blue. These statements can be either true or false. '''Negations''' of these statements are: I am '''not''' human. 1 + 1 ≠ 2 It is not the case that roses are red ''and'' violets are blue. which are also statements. == Multiple Statements == Two or more statements (which we will call "X" and "Y") can be joined together with logical '''operators''' to form larger statements (which we will call "Z"). These include but are not limited to: * '''AND''' - Z is true if both X and Y are true. If either or both are false, Z is false. * '''OR''' - Z is true if either of X or Y is true. Z is only false if both X and Y are false. * '''NAND''' - Z is true if at least one of X or Y is false. Z is false when both X and Y are true. * '''NOR''' - Z is true if both X and Y are false. Z is false when X or Y or both are true. * '''XOR''' - Z is true if either X or Y is true. Z is false when both X and Y are true, or when both X and Y are false. [[Category:Mathematics]] 7709 77728 2007-01-17T14:43:07Z Mystictim 626 added welcome and expand {{welcome and expand|Mariehuynh}}Origami is the art of folding squares of paper. Projects may be made of one or more sheets of paper, with the pieces folded and held together without the use of glue, tape, or string. One of the most popular set of designs is the paper crane. == Simple Origami == ΜαŋáЅ == Modular origami == [[Category:Hobbies]] 7711 36158 2006-10-17T14:05:09Z Robert Elliott 1436 Photograph of Robert Elliott, Instructor of the WikiU Film School (Fine Arts - School of Film and Television) == Summary == Photograph of Robert Elliott, Instructor of the WikiU Film School (Fine Arts - School of Film and Television) == Licensing == {{GFDL}} 7713 49162 2006-11-27T04:02:07Z AmiDaniel 3334 Recategorize as [[:Category:Hobbies]], remove [[:Category:Knitting]], doesn't exist and is likely to contain much of anything == Beginner's Materials == * fat yarn, cord or rope (fancy/frilly/loosely wound yarns are harder to keep track of) * large hook that is a suitable size for the yarn Note: Don't waste your money on fancy yarns until you know what you want to make and how exactly you're going to do it! == Left vs. Right Hand == == Things To Keep in Mind == Make note of which way you hook something. Over can give a different result from under. Do it the same way every time for even rows. Keeping an even tension on the yarn helps make the project come out neater. Don't pull it too tight- You probably have to poke the hook back through that hole later. == The Chain == The basic unit of crochet is the slip knot. If you pull the end of the yarn at the working edge of the unfinished project, you should be able to completely unravel it. Think of it as a huge, elaborate slip knot. To see how the basics of crochet work, you don't need to start with a hook. Mark one end of your rope. Make a slip knot. /*add a picture*/ Make a loop at the base of the slip knot using the marked end of the rope. /*add a picture*/ Pull this loop through the loop of the slip knot. /*add a picture*/ Make another loop with the marked end and pull it through the last loop you made. /*add a picture*/ Continue to do this a few more times until you have a chain that looks like a braid on one side. /*add a picture*/ Practice this until you can make a chain without any twists. You are now ready to do this with a hook. == Single Crochet == == Double == == Projects == * Scarf * Granny Squares * Pot holder * blanket * bikini top [[Category:Hobbies]] 7717 70893 2007-01-12T01:52:28Z JWSchmidt 20 fix cat ;Lesson : [[Lesson:Editing_the_Animatic | WikiU Film School - Lesson #007: Editing the Animatic]] ;Pages of this Lesson * [[Lesson:Thumbnail_Storyboard | Title Page]] * [[WikiFilmSchool_N7P1 | Page 1]] - Editing the storyboard <font color="green"> &rarr; '''''You are here!!!!''''' ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Editing_the_Animatic | WikiU Film School - Lesson #007: Editing the Animatic]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N7P1 | Page 1 - Editing the storyboard]] ---- ---- ==Getting Started== The three elements that you need are: # The storyboard pictures - from lesson 4 # The dialog - from lesson 6 # The pieces of narrative music - from lesson 5 Import all of these elements into your editing program. ==Edit== Edit the audio first - the dialog and the narrative music. That is, you want to get the audio to sound natural before you add the pictures to match the audio. Note: You can use L-Cuts which will be explained shortly. ==When Finished== When you are finished, export the movie at about 160 pixels wide. If you are using storyboard frames which are 160 pixels and your editing program enlarges them rather than letterboxes them, you need to reduce the size if the images so they are the same as when you started. This is mostly to save disk space. [[Category:Media]] 7718 70895 2007-01-12T01:53:37Z JWSchmidt 20 repair ;Lesson : [[Lesson:Cast_and_Costumes-Animation | Lesson #009: Selecting the models for the animated version]] ;The pages of this Lesson… * [[Lesson:Cast_and_Costumes-Animation | Title Page]] * [[WikiFilmSchool_N9P1 | Page 1]] - DAZ 3D figures <font color="green"> &rarr; '''''You are here!''''' </font> * [[WikiFilmSchool_N9P2 | Page 2]] - Poser Figures * [[WikiFilmSchool_N9P3 | Page 3]] - Koshini and Friends ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Cast_and_Costumes-Animation | WikiU Film School - Lesson #009: Selecting the models for the animated version]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N9P1 | Page 1 - DAZ 3D figures]] ---- ---- Parental Warning: Possible Nudity. ==Who DAZ?== Zyogote (the father of DAZ 3D) created the models for Poser 3 and Poser 4. DAZ has a free digital puppet animation program called "DAZ Studio". DAZ has free figures for DAZ Studio. Therefore, DAZ is a good place to start our search for digital puppets for the 3D storyboards and the animated movie. ==Where DAZ== DAZ has two related website with various levels (mostly designed to confuse people, I think). Start by looking at the main DAZ website at [http://www.daz3d.com/ | www.daz3d.com]. Notice the two links to the FREE DAZ Studio and the FREE versions of Michael and Victoria. ==Download DAZ Studio== To start, download the DAZ Studio User Manual PDF (3.77 MB). Then, if you wish and if you have lots of disk space and a very powerful computer, you can download DAZ Studio. Notice that there are both downloads for Hi-Bandwidth and Low-Bandwidth. About 70 MB. Notice that they have had over of 211,000 downloads. [[Category:Media]] 7719 70894 2007-01-12T01:52:58Z JWSchmidt 20 [[Category:Media]] ;Lesson : [[Lesson:Cast_and_Costumes-Animation | Lesson #009: Selecting the models for the animated version]] ;The pages of this Lesson… * [[Lesson:Cast_and_Costumes-Animation | Title Page]] * [[WikiFilmSchool_N9P1 | Page 1]] - DAZ 3D figures * [[WikiFilmSchool_N9P2 | Page 2]] - Poser Figures <font color="green"> &rarr; '''''You are here!''''' </font> * [[WikiFilmSchool_N9P3 | Page 3]] - Koshini and Friends ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Cast_and_Costumes-Animation | WikiU Film School - Lesson #009: Selecting the models for the animated version]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N9P2 | Page 2 - Poser Figures]] ---- ---- ==Poser vs Poser Figures== Poser was the software that started this industry. Therefore, "Poser figures" is the name that is given to all of these figures... even if they are compatible with the current version of Poser or not. This get confusing so I simply call these figures "Digital Puppets". [[Category:Media]] 7720 70869 2007-01-12T01:33:57Z JWSchmidt 20 [[Category:Media]] ;Lesson : [[Lesson:Cast_and_Costumes-Animation | Lesson #009: Selecting the models for the animated version]] ;The pages of this Lesson… * [[Lesson:Cast_and_Costumes-Animation | Title Page]] * [[WikiFilmSchool_N9P1 | Page 1]] - DAZ 3D figures * [[WikiFilmSchool_N9P2 | Page 2]] - Poser Figures * [[WikiFilmSchool_N9P3 | Page 3]] - Koshini and Friends <font color="green"> &rarr; '''''You are here!''''' </font> ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Cast_and_Costumes-Animation | WikiU Film School - Lesson #009: Selecting the models for the animated version]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N9P3 | Page 3 - Koshini and Friends]] ---- ---- Parental Warning: Possible Nudity. ==Why Koshini and Friends== ;Good News :The figures from Lady Littlefox called "Koshini and Friends" are not as realistic as the Michael and Victoria figures. That means Koshini and Friends will be much easier to animate. ;The Bad News :Kiki is one of the figures for Koshini and Friends. She is a YOUNG PERSON which is what we need. The problem is there is no OLD PERSON for Koshini and Friends. ==Who is Koshini and Lady Littlefox== [[Category:Media]] 7722 76277 2007-01-15T02:56:58Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:69.113.44.147|69.113.44.147]] using [[Wikiversity:Rollback|rollback]] '''''Using Visual Studio 2003, we will create the famous "Hello World!" example in CSharp (Also referred to as C#).''''' '''First Create a new project. ''' Do this by following these steps: 1) start Visual Studio 2) Select the Menu item: "File" 3) Select the Sub-Menu item: "New" 4) Select the Sub-Menu item: "Project" 5) Select Project Types: "Visual C# Projects", Selecting Templates: "Windows Application" 6) For Name: type "HelloWorld", then select the 'OK' button. Congratulations you have created a new project! '''Now, let's create our "Hello World!" example.''' 1) In the Solution Explorer on the right, you will notice your "HelloWorld" project has several files. Using your mouse, double-click the Form1.cs file. You will see that Form1 now displays in your viewer in [Design] Mode. 2) Now Select this [Design] mode Form1 with your mouse. Right-click and select "Properties". 3) You will see a list of what are called Events. These events are messages your windows form can respond to. Select the "Load" event and double-click this. 4) This will take you to [Code] Mode. You will see the following code displayed after double clicking the "Load" event: private void Form1_Load(object sender, System.EventArgs e) { } 5) in between the two curly braces (ie: "{ }") type the following: MessageBox.Show(this, "Hello World!"); 6) Here's what you should see: private void Form1_Load(object sender, System.EventArgs e) { MessageBox.Show(this, "Hello World!"); } 7) Run the program to see "Hello World!" by Pressing and holding down the two keys: CTRL F5 8) This will start your program and you will see a message box display "Hello World!" '''Congratulations you have made your first C# program!''' --[[User:DarshanArney|Darshan Arney]] 21:58, 17 October 2006 (UTC) [[Category:C Sharp]] 7727 55185 2006-12-13T05:20:39Z Natalia Potter 4123 /* Active participants */ '''The [[Topic:Project Management|Management]] of [[Topic:Media Projects|Media Projects]]''' A subdivision of [[School:Media Studies|The School of Media Studies]]. ==Department description== [[Topic:Media Project Management|Media Project Management]] - Hands on experience starting with [[Wikiversity the Movie]] from a project management perspective. ==Department news== * '''18 October 2006''' - Department founded! == Media Projects == [[Topic:Media Projects|Media Projects Institute]] [[Topic:Media Project Management|Media Project Management]] may include: *[[Topic:News and Information|News and Information]] *[[Topic:Music Production|Music Production]] *[[Topic:Video Editing|Video Editing]] *[[Topic:Sound Recording|Sound Recording]] *[[Topic:Advertizing|Advertizing]] *[[Topic:Licensing|Licensing]] == Learning Materials == '''[[Portal:Media|Media]]''' *[[Portal:Media/Projects]] *... ===Lessons=== * Lesson 1: [[Topic:Introduction to Project Management|Introduction to Project Management]] ===Assignments=== '''Study guide:''' Read [[Wikiversity the Movie]]. Click on "What links here" and document the whole context of [[Wikiversity the Movie]]. This will become our study guide. '''Wikipedia articles:''' # [[Wikipedia:Media studies|Media studies]] # [[w:Project management|Project management]] # [[w:Media ecology|Media ecology]] # [[w:Communication theory|Communication theory]] # [[w:Wikipedia:WikiProject WikipediaWeekly|Wikipedia:WikiProject WikipediaWeekly]] ==References== Additional helpful readings include: [[:Category:Wikimedia Foundation]] :''Read [[m:Wikimedia Foundation|Wikimedia Foundation]]'' ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] <small>The histories of Wikiversity pages indicate who the active participants are.</small> * [[User:CQ|CQ]] * Natt Gutmor *... [[Category:{{PAGENAME}}| ]] 7728 70312 2007-01-11T00:12:55Z Mystictim 626 added template welcome and expand {{welcome and expand}} == Lessons == * [http://en.wikibooks.org/wiki/Engineering_Thermodynamics Wikibooks Engineering Thermodynamics] [[Category:Engineering]] 7729 45142 2006-11-13T03:37:08Z Rayc 57 cat == Lessons == *[http://en.wikibooks.org/wiki/Fluid_Mechanics Wikibook Fluid Mechanics] [[Category:Physics]] 7730 69883 2007-01-10T14:57:03Z Mystictim 626 added welcome and expand template {{Welcome and expand | WiKimik}} == Lessons == * [http://en.wikibooks.org/wiki/Heat_Transfer Wikibook Heat Transfer] * [http://www.cheresources.com/ctowerszz.shtml Cooling Towers: Design and Operation Considerations] [[Category:Physics]] 7731 45116 2006-11-13T03:20:53Z Rayc 57 cat == Lessons == *[http://en.wikibooks.org/wiki/Control_Systems Wikibook Control Systems] == Resources == *[http://chem.engr.utc.edu Engineering Laboratory Experiments on CONTROL SYSTEMS and PROCESS DYNAMICS] *[http://www.expertune.com/articles.html ExperTune Library] *[http://fie.engrng.pitt.edu/fie95/3b3/3b32/3b32.htm Dynamic Simulation of Chemical Process] [[Category:Electrical Engineering]] 7732 36267 2006-10-18T03:59:38Z CQ 1939 [[School:Media Studies|The School of Media Studies]] <-> [[Topic:Media Project Management]], [[Topic:News and Information services]] ->[[Wikiversity:Wikiversity and Wikinews services]] [[Topic:Media Projects|Media Project Institute]] at [[Wikiversity]] - A division of [[School:Media Studies|The School of Media Studies]] ==Division news== * '''18 October 2006''' - Division founded! * ... == Subdivisions and Departments == [[Topic:Media Projects|Media Project Institute]]: *[[Topic:Media Project Management]] *[[Topic:Internet Audio and Video]] *[[Topic:News and Information services]] *... :''[[Wikiversity:Wikiversity and Wikinews services]]'' ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 7733 64693 2006-12-30T05:26:30Z MichaelBillington 1599 Reverted edits by [[Special:Contributions/WIKIVERSITY IS FASCISM !|WIKIVERSITY IS FASCISM !]] ([[User_talk:WIKIVERSITY IS FASCISM !|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] [[Wikiversity:Wikiversity and Wikinews services|Wikiversity and Wikinews services]] are being developed by the [[School:Media Studies|School of Media Studies]] through the [[Topic:Media Projects|Media Project Institute]]. '''''Stay Tuned!''''' *[[Topic:News and Information services]] *[[Topic:Science journalism]] [[Category:Media Projects]] [[Category:Wikiversity]] 7734 78325 2007-01-18T18:51:21Z Kristof 5522 /* References */ *[[Topic:News and Information services]] *''[[Wikiversity:Wikiversity and Wikinews services]]'' Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! == Learning Projects == See: [[Wikiversity:Learning]] model. ==Content summary== ? ==Goals== ? == Learning materials == ===Texts=== ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 7735 70912 2007-01-12T02:04:50Z JWSchmidt 20 [[Category:Media]] [[School:Media Studies]] :Main article [[Topic:Media Projects|Media Projects]] [[Category:Media]] 7736 36277 2006-10-18T05:01:18Z CQ 1939 [[WikipediaWeekly]] A weekly roundup of what is happening on Wikipedia with news, interviews and roundtable discussions. The new service is "to produce a weekly netcast or podcast that provides an informative dose of audio information regarding Wikipedia and our fellow projects." The project page at [[w:Wikipedia|Wikipedia]] is [[w:Wikipedia:WikiProject WikipediaWeekly|Wikipedia:WikiProject WikipediaWeekly]]. The unofficial off-wiki homepage is [http://www.wikipediaweekly.com/ WikipediaWeekly.com] [[Category:Media Projects]] 7738 75550 2007-01-14T03:28:33Z JWSchmidt 20 [[Category:Web Design]] This Website Performance Test Plan is intended to be a template that you can adapt for your own purposes. Please edit and improve it and you see fit. The purpose of this document is to provide a plan for testing the performance of your website and document the results. It should be possible for any web designer following you to conduct the Performance Test according to the processes detailed in this document. This template document is based on a fictitious site for a fictitious company, ABC Solutions. == Executive summary == This document details the agreed processes that are to be performed in order to validate that the ABC Solutions website meets (and continues to meet) the agreed website goals. Technical performance tests are to be executed whenever a new revision of the site is uploaded. Business performance tests are ongoing and should be monitored regularly as outlined below. The most recent technical test conducted on the 15/10 demonstrated that the ABC Solutions website currently meets all the technical performance goals. The most recent business performance test shows that new visitors are increasing above the stated 10% per week goal (at 13%), but recurring visits are slightly below at 4% per month. The bounce rate for the landing page over the last month is 40%, but moving down. Enquiries through the ABC Solutions contact-us page is averaging 30 enquiries per week. == Performance goals for ABC Solutions == The ABC Solutions website redesign has the following agreed performance goals: ===Technical performance goals=== * The landing page must have a total size less than 40kb. * Every page should have a maximum size of 55kb, including all html, images, css and javascript items that are not cached. * All pages must be valid HTML 4.01 Strict. * All pages must display consistently in Firefox (v1.5+), IE (v6 and v7), Opera and Safari. * All pages must satisfy all the Priority 1 and 2 checkpoints of the [http://www.w3.org/TR/WCAG10/full-checklist.html WCAG 1.0 checklist] (That is, AA conformance). * All links should be current (no stale links) ===Business performance goals=== * New visitors per week to increase by 10% for the first four weeks after the launch, 40% for the next 4 weeks (during the marketing campaign), and then 20% per week for the following 12 weeks. * Recurring visits to increase steadily by 5% per week. * A bounce rate of less than 30% for the landing page (i.e. 70% of people entering the site through the home page should click on a link to view further pages). * Enquiries through the contact form are to reach 40 per week by December == Testing Procedures == === Technical Performance Test === This test is to be completed each time the live site is updated. Required tools to complete this test: * [http://validator.w3.org/ W3C validation service] (Available through the Firefox Web Developer extension) * [http://www.contentquality.com/ Content Quality's Cynthia Says Accessibility testing service] (also available through the Firefox Web Dev extension). Or a separate completed [http://www.w3.org/WAI/eval/template.html Accessibility Evaluation Report for ABC Solutions]) * [http://www.websiteoptimization.com/services/analyze/ Website Optimization's Speed report service] (also linked through Firefox Web developer toolbar) * Browsers: Firefox, IE6, IE7, Opera and Safari. Or alternatively, a [http://www.browsercam.com/ BrowserCam account] (free 24hr trial available). * [http://validator.w3.org/checklink W3C Link Checker] {| border=1 cellspacing=0 cellpadding=5 | # | '''Page Name''' | '''Filename''' | '''Valid''' | '''Access''' | '''Total Size (kb)''' | '''Minus cached objects (kb)''' | '''All Browsers''' | '''Links Validated''' |- | 0 | ABC Solutions | index.php | | | | | | |- | 1 | ABC Solutions: About us | about.php | | | | | | |- | 1.1 | ABC Solutions: Company Profile | companyprofile.php | | | | | | |- | ... | ... | ... | ... | ... | ... | ... | ... | ... |- | 7.3 | ABC Solutions: A personal solution | personalsolution.php | | | | | | |- |} === Business Performance Test === The following data, measuring the business performance goals of the ABC Solutions website, is to be documented weekly for the first 12 weeks after the launch, and then monthly thereafter. An account with Google Analytics has been setup with the (username: abcsolutions) {| border=1 cellspacing=0 cellpadding=5 | '''Week''' | '''New visitors increase''' | '''Recurring visits increase''' | '''Current bounce rate (landing page)''' | '''Enquiries through contact form''' |- | 1 | | | | |- | 2 | | | | |- | ... | | | | |- | 12 | | | | |- |} == Testing Results == === Business Performance Test results === {| border=1 cellspacing=0 cellpadding=5 | '''Week''' | '''New visitors increase''' | '''Recurring visits increase''' | '''Current bounce rate (landing page)''' | '''Enquiries through contact form''' |- | 1 | 5% | 2% | 80% | 4 |- | 2 | 7% | 4% | 63% | 6 |- | ... | ... | ... | ... | ... |- |} === Technical test on 18/08/06 === '''Tester''': Jeb Landers {| border=1 cellspacing=0 cellpadding=5 | # | '''Page Name''' | '''Filename''' | '''Valid''' | '''Access''' | '''Total Size (kb)''' | '''Minus cached objects (kb)''' | '''All Browsers''' | '''Links Validated''' |- | 0 | ABC Solutions | index.php | Y | Y | 62kb | N/A | Y | Y |- | 1 | ABC Solutions: About us | about.php | Y | Y | 67 | 53 | Y | Y |- | 1.1 | ABC Solutions: Company Profile | companyprofile.php | Y | N 6.1* | 57 | 44 | Y | Y |- | ... | ... | ... | ... | ... | ... | ... | ... | ... |- | 7.3 | ABC Solutions: A personal solution | personalsolution.php | Y | Y | 54 | 43 | Y | Y |- | '''Status''' | Successful | '''Signature''' | |} Exceptions * 1.1 The company profile page fails [http://www.w3.org/TR/WAI-WEBCONTENT/#gl-new-technologies Checkpoint 6.1 of the Web Content Accessibility Guidelines] due to ... === Technical test on 14/09/06 === ... == Appendix A - Speed Reports == For each page included in the test plan, include the dated speed report here. == Appendix B - Accessibility tests == For each page included in the test plan, include a dated completed checklist here. == Appendix - Google Analytics reports == For each weeks Business Performance test, include the Google Analytics report here. [[Category:Web Design|Website Performance Test Plan]] 7741 36295 2006-10-18T07:56:16Z Dream mind 2099 Self drawn == Summary == Self drawn == Licensing == {{GFDL}} 7745 36309 2006-10-18T11:51:03Z Drago chem 2206 Моята снимка Моята снимка 7746 36311 2006-10-18T11:53:05Z Drago chem 2206 7747 36342 2006-10-18T13:29:43Z CQ 1939 [[Category:Media Projects]] [[Topic:Media Project Management]] [[Category:Media Projects]] 7750 36363 2006-10-18T15:18:55Z CQ 1939 #REDIRECT [[Learning to learn a wiki way]] #REDIRECT [[Learning to learn a wiki way]] 7752 70102 2007-01-10T22:01:18Z JWSchmidt 20 [[Portal:Music/Blues & Rock]] moved to [[Blues & Rock]]: Wikiversity name '''Let's Jam!''' ==Content summary== See [[Topic:Basic Blues & Rock]] ==Goals== See [[Portal talk:Music/Blues & Rock]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:Blues & Rock]] [[Category:Music]] 7754 41729 2006-10-31T14:56:30Z Dnjkirk 1833 <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''>[[School:Strategic Studies/Templates|Course]]: '''[[Introduction_to_Strategic_Studies|Introduction to Strategic Studies]]'''>[[School:Strategic Studies/Templates|Class]] on: '''[[School:Strategic Studies/Templates|Class Subject]]'''</small> =The Project= This is a description of the project, and what it tries to teach or illustrate. =How Do I Use It to Learn?= The purpose of a project is to reinforce the knowledge you have gained from personal study by ''doing'' something that applies that knowledge. You may do one of the suggested activities in this project, you may do them all. ''You can even add your own activity and do it''. It is entirely up to you. You may choose to do one now, and do one later so that you can see to what degree your knowledge on this subject has deepened. You are free to choose how you approach the deepening of your understanding. Every project has a question or set of questions to answer. Through doing an activity (or activities), you give yourself the ability to answer these questions from your own experiences. When you feel it is time, please create a page that is a /sub-page/ of this page and write your thoughts from the experience you gained. You can link the sub-page through the "Active Participants" section below. Good luck, and happy learning! =Questions= #... #... =Activities= *this *that *the other thing... =Active Participants= *[[User:dnjkirk]] - no project yet selected *... Remember to post your findings or links to your work in the discussion page, and make suggestions for improvements to the [[Introduction_to_Strategic_Studies|Class]] based on your work! 7755 36385 2006-10-18T16:54:05Z Robert Elliott 1436 1a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7756 36386 2006-10-18T16:54:43Z Robert Elliott 1436 1b. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1b. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7757 36387 2006-10-18T16:55:10Z Robert Elliott 1436 1c. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1c. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7758 36388 2006-10-18T16:55:57Z Robert Elliott 1436 1d. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1d. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7759 36390 2006-10-18T16:56:46Z Robert Elliott 1436 3a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 3a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7760 36391 2006-10-18T16:57:10Z Robert Elliott 1436 4a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7761 36392 2006-10-18T16:57:52Z Robert Elliott 1436 4b. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4b. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7762 36393 2006-10-18T16:58:50Z Robert Elliott 1436 5a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 5a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7763 36394 2006-10-18T16:59:17Z Robert Elliott 1436 5b. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 5b. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7764 36395 2006-10-18T17:00:24Z Robert Elliott 1436 5C. A thumbnail storyboard for Lesson 4 of the WikiU Film School 5C. A thumbnail storyboard for Lesson 4 of the WikiU Film School 7765 37341 2006-10-21T11:07:20Z Robert Elliott 1436 minor additions ==Excellent Decision!== You have decided to start the movie with this frame: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] ---- ---- ==<font color="green">The Script== <font color="green">'''EXTERIOR - The local movie theater - NIGHT''' <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- ---- ;Now Show The Poster :Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.) ==Next Frame?== [[Image:SBTDSChooseTSB1b.jpg]] ;Option [[Storyboarding answer aa|A]] :You can then '''cut''' to the poster. ---- [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer ab|B]] :You can '''cut''' to the poster over the shoulder of the Young Person and the Old Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aa|A]] or [[Storyboarding answer ab|B]] ---- ---- :If you change your mind, you can go back to [[WikiFilmSchool N4P4 | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7766 65068 2007-01-01T01:27:59Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ =This page is an experiment in programmed learning.= ;Lesson #004 - Creating the Thumbnail Storyboards : [[WikiFilmSchool_N4P4 | Page 4]] - Step by Step - Thumbnail Storyboarding of ''Seduced by the Dark Side!'' ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N4P4 | Page 4]] - Step by Step - Thumbnail Storyboarding of ''Seduced by the Dark Side!'' ---- ---- =Ops! Before You Start= My goal for this exercise was to show you the different ways that you can film this scene. But the math overwhelmed me! For each shot, there are at least two possibilites and there are at least 12 shots in this movie. Therefore, there are at least 4,000 possible ways to storyboard this movie. Ops! To show all of the possible storyboards for this short movie, I would have to spend about one year drawing over 4,000 storyboards. For now, I have only one storyboard finished. If you select the first option ("A") for all questions, you will see it. Other storyboards will be added shortly. =Start at the Beginning= The script says, "EXTERIOR - The local movie theater - NIGHT. The Young Person and Old Person stand looking at the movie poster outside the theater. Young Person says, "That was a great movie...but I do not understand one thing." ==Which Is The Best Opening Shot?== ----- [[Image:SBTDSChooseTSB1a.jpg]] ;Option "[[Storyboard 1a |A]]" - The Young Person with the Old Person in the Background :To start the movie, you can show the Young Person with the Old Person in the backgroud watching the movie poster. (This shows a wide angle lens which means the Old Person will appear smaller than the Young Person because the Old Person is further away from the camera.) ----- [[Image:SBTDSChooseTSB1b.jpg]] ;Option "[[Storyboarding answer b |B]]" - The Poster :To start the movie, you can show just the poster. When you show the poster, you will play the ''Star Wars'' theme. ---- [[Image:SBTDSChooseTSB1c.jpg]] ;Option "[[Storyboarding answer c |C]]" - The Poster over the shoulders of the Young Person with the Old Person. :To start the movie, you can show the back side of the two people plus the poster. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option "[[Storyboarding answer d |D]]" Young Person with the Old Person :To start the movie, you can show the front side of the two people. ---- [[Image:SBTDSChooseTSB1e.jpg]] ;Option "[[Storyboarding answer e |E]]" The Young Person :To start the movie, you can show the front side of the Young Person. ---- [[Image:SBTDSChooseTSB1f.jpg]] ;Option "[[Storyboarding answer f |F]]" The Young Person Beyond the Old Person Looking at Poster :To start the movie, you can show the front side of the Young Person. ---- ---- ==Now decide!== [[Image:Blanktsb.jpg]] 1. Select either [[Storyboard 1a | A]], [[Storyboarding answer b |B]], [[Storyboarding answer c |C]], or [[Storyboarding answer d |D]], or [[Storyboarding answer e |E]], or [[Storyboarding answer f |F]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- [[Category:WikiU Film School]] 7767 77348 2007-01-16T23:24:06Z Mystictim 626 added welcome and expand {{welcome and expand}} [http://www.cheresources.com/phaseeq.shtml Basics of Phase Equilibria] [http://www.usace.army.mil/publications/design-guides/dg1110-1-2/contents.htm Engineering and Design - Adsorption Design Guide] [www.rpi.edu/dept/chem-eng/Biotech-Environ/Adsorb/adsorb.htm Adsorption] [http://www.limsi.fr/Individu/mpons/pricyc.htm PRINCIPLE OF ADSORPTION CYCLES FOR REFRIGERATION OR HEAT PUMPING] [[Category:Physics]] 7768 70374 2007-01-11T02:13:16Z JWSchmidt 20 [[Category:Chemistry]] == Distillation == *[http://ull.chemistry.uakron.edu/chemsep/distillation/ Distillation theory and practice] *[http://www.cheresources.com/condistzz.shtml Energy Conservation in Distillation] == Cyclones == * [http://www.wsu.edu:8080/~gmhyde/433_web_pages/cyclones/-CycloneOverview.html Cyclone Separators -- An Overview] [[Category:Chemistry]] 7769 36415 2006-10-18T17:57:00Z Neko 1751 redir #REDIRECT [[Topic:Portuguese]] 7770 70765 2007-01-11T21:46:54Z JWSchmidt 20 [[Category:Chemical Engineering]] *[http://www.itsc.com/movies/index.html Fluids Movie Archive] *[http://www.processassociates.com/process/dimen/dn_all.htm Dimensionless Numbers] [[Category:Chemical Engineering]] 7771 70711 2007-01-11T15:23:23Z JWSchmidt 20 [[Category:Education]] ==External links== *[http://fas.org/gamesummit/ Federation of American Scientists report on the National Summit on Educational Games] *[http://www.chicagotribune.com/news/nationworld/chi-0610180123oct18,1,4280487.story?coll=chi-newsnationworld-hed Video games can add zest to learning] news report by Ben Feller; Published October 18, 2006 [[Category:Education]] [[Category:Game Design]] 7772 49209 2006-11-27T05:00:41Z AmiDaniel 3334 Remove [[:Category:Courses]] [[Wikiversity:Practicum]]s are courses within a specialized field of study, the '''subject''', that combine theory and principles with hands on experience. This is the first draft of a boilerplate for a basic practicum for use here. The primary components: == Subject == This section names the subject in its heading and provides a synoptic description and the '''[[w:scope|scope]]''', (context and focus) of the practicum. Our pilot practicum '''subject''' is '''''[[Multilingualism]]'''''. Our scope is the ''context'' of '''translation''' with a ''focus'' on '''language neutrality'''. == Required reading == An organized set of texts, best compiled from existing sources: === Wikipedia === A list of related articles about the subject (most of the time these are maintained by a WikiProject) === Wikibooks === These are topped with the appropriate Bookshelf at Wikibooks and list key readings in an order that supports the practicum === Wikiversity === New or existing Learning materials at Wikiversity. Some may be written as part of the practicum. Example: '''''[[Multilingualism]]''''' == Workbook == See the [[Multilingual worksheet]] as an example. == Labs == Labs are exersises that may require something physical to be done. In our '''multilingualism''' example, the learner has to get sound working and listen to audio versions of the language he/she is learning. The next Lab may be to hook up a microphone and create audio versions for a language host group to present to a visiting language group. == Collaborations == A [[w:collaboration|collaboration]] is a learning project that ''applies'' learning materials developed within a '''<tt>host</tt>''' practicum to real problems within a '''<tt>guest</tt>''' practicum, school, division, department, or other [[Learning Group|group]]. In our example, ''we'' '''[[multilingual worksheet|multilingual experts]]''' play a custodial role for the [[Wikiversity the Movie/multi-lingual]] part of [[Wikiversity the Movie]]. Other collaborations might include help for Labs with ''our'' practicum in the role of '''<tt>guest</tt>''' of say [[Wikio|Practicum:Sounds of the Wikiverse]]. ''They'', the '''[[Topic:Audio Engineering|audio experts]]''' help ''us'' do the '''Labs''', assisting us non-technical multilinguals in the production of Audio files for versions of [[Wikiversity the Movie]] in potentially every language on the planet. ''We'' can remain focused not on the details of Audio production, but on ''our'' subject - '''Multilingualism''' while ''they'' can remain focused on ''their'' subject - '''Audio production'''. So what if our practicums merge and spawn a new practicum altogether? '''We all learn and the work gets done!''' ''(See [[Learning to learn a wiki way]]) 04:55, 19 October 2006 (UTC) '' == Resources == These are generally external links to software resources, further reading and other resources needed to conduct parts of the practicum. [[Category:Practicums]] [[Category:Wikiversity]] [[Category:Wikiversity development projects]] 7774 49210 2006-11-27T05:01:09Z AmiDaniel 3334 Recategorize as [[:Category:Content]] This is a ''proposed'' category. Not yet approved. [[Category:Content]] 7778 36478 2006-10-18T23:56:18Z Daveydweeb 2223 File created by [[User:JWSchmidt|]], encoded by [[User:Daveydweeb|]]. == Summary == File created by [[User:JWSchmidt|JWSchmidt]], encoded by [[User:Daveydweeb|Daveydweeb]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7779 46045 2006-11-16T04:44:20Z Robert Elliott 1436 minor additions ==The first course in filmmaking at Wikiversity== Here are the pages in the '''WikiU Film School''' located at [[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking|Course_01_-_Learning_the_Basics_of_Filmmaking]]. ==Purpose== The purpose of this course is to make two motion pictures (one animated and one live action) titled "'''Seduced by the Dark Side!'''" which teaches one of life's important lessons. The course will runs from 2007 through 2008. The animated version will be complete in 2007 and the live action will be completed in 2008. [[Category:Art and Design]] [[Category:Film and Television]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] 7784 70840 2007-01-12T00:45:38Z JWSchmidt 20 [[Category:Web Design]] == Suggestions for Design class resources == * Less on how to make visual effects, and more on how to use them. * Challenge sequences, like the CSS ones. * Information on how to splice compositions, and turn them into web pages. [[Category:Web Design]] 7785 36518 2006-10-19T04:12:26Z Robert Elliott 1436 1e. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1e. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7786 36519 2006-10-19T04:14:49Z Robert Elliott 1436 4ar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4ar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7787 36521 2006-10-19T04:16:31Z Robert Elliott 1436 5ar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 5ar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7788 76316 2007-01-15T03:04:55Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] ==Excellent Decision!== You have decided to start the movie with this frame: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] ---- ---- ==<font color="green">The Script== <font color="green">'''EXTERIOR - The local movie theater - NIGHT''' <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- ---- ;Now Show The Poster :You decided that the first shot is of the poster which also includes the introductory music for the poster. You can hold this shot while the music plays or you can dolly out while the music plays. If you just hold the shot, then decide which is your next shot. ==Next Frame?== [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer ba|A]] :You can then '''dolly out''' to show the poster and the back of the head of the the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer bb|B]] :You can '''cut''' to the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1e.jpg]] ;Option [[Storyboarding answer bc|C]] :You can '''cut''' to the Young Person. ---- [[Image:SBTDSChooseTSB1a.jpg]] ;Option [[Storyboarding answer bd|D]] :You can '''cut''' to a side view the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1f.jpg]] ;Option [[Storyboarding answer be|E]] :You can '''cut''' to a side view the Young Person and the Old Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer ba|A]] or [[Storyboarding answer bb|B]] or [[Storyboarding answer bc|C]] or [[Storyboarding answer bd|D]] or [[Storyboarding answer be|E]]? ---- ---- :If you change your mind, you can go back to [[WikiFilmSchool N4P4 | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7789 36534 2006-10-19T05:01:15Z WiKimik 890 Added Categories [[Category:Engineering]] [[Category:Engineering and Technology]] 7790 36541 2006-10-19T06:22:38Z CQ 1939 Getting this over with... This is '''a''' [[Portal:Community|community portal]] (note lower case) created in conjunction with the [[School:Media Studies|Media Project Institute]] to support a future [[b:Community Studies|Community Studies]] department. It is [[Portal:Community/Mirror|mirror]] of [[w:Portal:Community|a community portal]] at [[w:Wikipedia|Wikipedia]]. These are community portals ''about'' Community Portals such as '''The [[Wikiversity:Community Portal]]''' and The [[w:Wikipedia:Community Portal|Wikipedia:Community Portal]] and a [[metacommunity|myriad]] of other [[w:Community|Community]] [[w:Portal|Portal]]s. 7791 36546 2006-10-19T06:48:14Z CQ 1939 metacommunity mirror See [http://community.wikia.com metacommunity] for now. [[User:CQ|CQ]] 06:48, 19 October 2006 (UTC) 7793 80756 2007-01-24T22:35:48Z Jorge 5529 /* Choosing a Data Structure */ Data structures help you organize and process your data. There are many different ways of implementing them depending on available resources and whims of the [[programmer]], but here are the general ideas behind them: == Choosing a Data Structure == The type of data structure you want to use will often be determined by how quickly you need to be able to do certain things to the data and how often, with compromises sometimes made for hardware or network restrictions. == Linked lists == Think of a linked list as a series of boxes(called [[nodes]]) in a row. Each piece of information (or set of information) is put into one box with a [[pointer]] to the next box. A doubly linked list is one that also has pointers that go back the other way to the previous box. They have head and tail pointers to help you keep track of where the beginning and end are, and usually at least one pointer that moves around the inside of the structure to point at a box to help you keep your place as you look for things. /*needs pictures*/ For example, suppose you wanted to keep the names, addresses, and birthdays of your friends in a linked list. Each node would have one friend's name, address, and birthday in it, plus a pointer to the next in the list. If you want, the list can be sorted as you add friends to it, based on their name, address, or birthday in whatever way you want. If you know that some friends are more important to you and you don't want to go through the whole list to look for them every time, you can add in another variable for each person that can be used to set a sorting priority. == Queues == /*needs pictures*/ == Stacks == /*needs pictures*/ == Trees == [[Image:Binary tree (letters)2.jpg|frame|A Binary Tree]] You can think of a tree structure as a linked list with more than one outgoing pointer per node. This way, it branches out and the ends are called leaves instead of tails. The top node is called the root and the branches, like a real tree, don't merge back together. Thus, the nodes all have one incoming pointer and zero or more outgoing pointers, depending on the type of tree, its location within it, and the set of data that is shaping the tree. === Binary Trees === ==== Traversal techniques ==== Preorder, Inorder, and Postorder. ==== Binary equivalent of a generic tree ==== == Graphs == * Djikstra's algorithm == Hash tables == * [[Pigeonhole Principle]] == Dynamic Allocation == Dynamic allocation asks for memory as it is needed. [[Category: Computer Programming]] 7794 45124 2006-11-13T03:25:47Z Rayc 57 This is what I was talking about This is a very simple idea that can come in handy when trying to sort things into different categories. Suppose you run a hotel and have 40 guests and 40 rooms for them to stay in. Each of them can have their own room. What if you didn't have enough rooms but didn't want to turn anyone away? At least two people will be heading toward the same room number! Consider this classic example: You go to a party and meet a bunch of people. There are n people at the party, which means that there are n-1 other people whose hands you can shake. Everyone shakes at least one person's hand. By the pigeonhole principle, since there are n people and less than n number of people's hands to shake, when categorizing people by the number of hands that have been shaken, there must be at least two people that have shaken the same number of hands. This idea comes in handy in computer science in things like [[hash functions]]. See [http://en.wikipedia.org/wiki/Pigeonhole_principle]wikipedia for more information. [[Category:Computer Programming]] 7795 39074 2006-10-24T05:22:50Z CQ 1939 Expanding... *** HARD HAT AREA *** * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/En Wikiversity:Multilingualism] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/De Wikiversity:mehrsprachgige] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/Es Wikiversidad:plurilingüe] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/Fr Wikiversity:multilingue] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/Ksh Wikkiversität:miehshproochijje] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/Nl Wikiversity:meertalige] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/Pt Wikiversidade:multilingüe] * [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/Ru Wikiversity:межязыковая] *** HARD HAT AREA *** == Learning groups == * [[Topic:Foreign Language Learning]] * [[Topic:Multilingual Studies]] * [[Topic:Translation]] * ... == Learning Materials == *[[Wikiversity:Translator's Handbook]] * ... == Collaborations == * [[Wikiversity:Interlingual Beta Club]] == Resources == [[Category:Interlingual Beta Club]] [[Category:Foreign Language Learning]] [[Category:Multilingual Studies]] [[Category:Wikiversity translations]] 7798 36631 2006-10-19T14:59:53Z JWSchmidt 20 [[Category:Course formats]] In search of '''Wikiversity course formats''' that are well-suited for the wiki user interface. == Background and proposals == In November 2005 the [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". The [[Wikiversity:Original proposal#Evaluation of the old proposal|Board requested]] that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The [[Wikiversity:Approved Wikiversity project proposal|modified Wikiversity project proposal]] that was approved by the Board calls for two major components of Wikiversity:<BR>1) [[Portal:Learning Materials|learning materials]]<BR>and<BR>2) [[Portal:Learning Projects|learning activities]].<BR>The Wikiversity model for e-learning is discussed at [[Portal:Education|the Wikiversity Education Portal]]. If we assume that "exclude online-courses" meant to avoid traditional and conventional online courses, then which formats of learning projects would be acceptable wiki-courses? == Wikiversity:Practicums == I've proposed another namespace (or boilerplate, at least) that can perhaps split up the burgeoning '''Topic:''' namespace and add what I think is a useful structural element to WV. I call it the '''[[Wikiversity:Practicum]]''' boilerplate. It is partially inspired by the ''[[Learning to learn a wiki way]]'' presentation, which I liked so much that I redirected [[Learning Group]] in the main namespace to it. The '''Practicum:''' namespace would be a learning environment for '''[[w:Participatory action research|PAR]]''', based on '''p'''articipation, '''a'''ction, '''r'''esearch, empowerment, community-building, positive social change, public discourse and critical reflection. I think this meshes well with the pedagogy of "real-world" academia. '''[[Practicum:Multilingualism]]''' (broad prime example) &ndash; I was working on the [[Multilingual worksheet]] resource, and serveral others at the same time when I concieved of this. A [[w:Multilingualism|Multilingualism]] practicum would have to integrate Learning Groups, Materials, Schools, Portals, Categories, Templates, Help, Talk and many things at once. It could however produce an Interwiki-international macro-community of certified translators and provide them with tools to expedite the work of translating Wikiversity. '''[[Practicum:Sounds of the Wikiverse]]''' (another broad example) &ndash; I've sortof primed all this up in peripherals to the [[Wikiversity the Movie]] project, (tentative name, [[Wikio]]) combining everything from '''lessons''' like [[Introduction to Portuguese]] and '''groups''' like [[Topic:Basic Blues & Rock|A Wikivervity Garage Band]] through [[Topic:Internet Audio]] building '''cross-school collaborations''' between [[School:Music]], [[School:Journalism]] with ecclectic stubs to [[School:Computer Science]] toward a complex [[w:Holism|holistic form]], which to me is a definative Academic '''[[w:Practicum|Practicum]]'''. Just thinking out loud. Follow the [[w:Breadcrumb (navigation)|breadcrumbs]] I've left and let me know what '''ya'll''' think. [[User:CQ|CQ]] 04:03, 19 October 2006 (UTC) [[Category:Course formats]] 7799 36633 2006-10-19T15:00:07Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 7800 74224 2007-01-12T21:40:50Z JWSchmidt 20 [[Wikiversity:Institute of Construction]] moved to [[Topic:Institute of Construction]]: Wikiversity name conventions WIC - Wikiversity Institute of Construction will be a multi-discipline learning environment aimed at encouraging and preserving skills and expertise critical to actually building or doing things rather than just reading about them, planning or dreaming. It includes all kinds of practical knowledge from modern how-to(s) to ancient crop planning via astronomy or calenders. It is anticipated in the near future the rising availability of free knowledge bases, software tools and cottage manufacturing automation that the free skills gatherered and propagated here will be increasingly vital to vibrant local markets and craftsmen. Proposed. This Institute is not a going concern. It is proposed to help diversify the participation at Wikiversity and shift its focus from purely academic to practical scholarship of all kinds that people find useful in industry, trade, art and culture. Brainstorming places to attract potential participants: *[http://en.wikipedia.org/wiki/Portal:Energy Wikipedia Portal:Energy] *WikiBuilder Project proposed. [[http://meta.wikimedia.org/w/index.php?title=Proposals_for_new_projects&action=edit&section=84]] *Habitat for Humanity[http://en.wikipedia.org/wiki/Habitat_for_Humanity] *Local hardware and builder supply outlets. *[[w:Free Masons]] == Actual research projects in this subject == *[http://en.wikipedia.org/wiki/Building_Technology_Program_%40_MIT Building Technology Program @ MIT] *[http://en.wikipedia.org/wiki/MIT_Design_Advisor MIT Design Advisor] Needed to get started: Much/any of the Do-it-yourself or "non encyclopedic" FDL'ed material related to construction or operation or maintenance of modern infrastructure deleted over the past few years at other Wikimedia projects as "out of scope" of local project. [[Category:Civil Engineering]] [[Category:Learning projects]] 7801 80668 2007-01-24T14:36:36Z 125.22.116.92 [[Category:Engineering]] RAILWAYA TRAFFIC ENGG AIRPORT ENGG 7803 69431 2007-01-10T03:58:50Z JWSchmidt 20 [[Category:Mechanical Engineering]] ''Part of [[Portal:Engineering and Technology|Engineering and Technology]]; [[Topic:Mechanical Engineering|Mechanical Engineering]]; '' Courses: *[[Computer Aided Design Course]] [[Category:Mechanical Engineering]] 7809 45109 2006-11-13T03:17:37Z Rayc 57 cat ''Part of [[Portal:Engineering and Technology|Engineering and Technology]]; [[Topic:Mechanical Engineering|Mechanical Engineering]]; [[Production and Design Engineering]]'' == Course Aim == Understand the basic principles and techniques used in computer aided design and manufacture process. Finishing the course students should have hands-on experience with 3D modeling and design using available CAD/CAE tools. == Course Description == Course develops students' competence and self-confidence as design engineers. Emphasis is on the creative design process. Course covers design stages: *Design *Analysis *Rapid prototyping *Visualization and presentation *Planning and Manufacturing == Lessons == #[[CAD - History, Present and Future]]. #[[CAD Lesson - Principles of CAD and Terminology|Principles of CAD and Terminology]] #[[CAD Lesson - CAD Objects|CAD Objects]] #CAD Software #Practical Lessons <small>''These pages are under construction. Please comment on course structure and other general topics in discussion.''</small> [[Category:Mechanical Engineering]] [[Category:CAD]] 7810 67937 2007-01-08T03:19:24Z JWSchmidt 20 [[Category:Computer Architecture]] In computer engineering, computer architecture is the conceptual design and fundamental operational structure of a computer system. It is a blueprint and functional description of requirements (especially speeds and interconnections) and design implementations for the various parts of a computer — focusing largely on the way by which the central processing unit (CPU) performs internally and accesses addresses in memory. It may also be defined as the science and art of selecting and interconnecting hardware components to create computers that meet functional, performance and cost goals. "Architecture" therefore typically refers to the fixed internal structure of the CPU (i.e. electronic switches to represent logic gates) to perform logical operations, and may also include the built-in interface (i.e. opcodes) by which hardware resources (i.e. CPU, memory, and also motherboard, peripherals) may be used by the software. More specific usages of the term include: The design of a computer's CPU architecture, instruction set, addressing modes, and techniques such as SIMD and MIMD parallelism. More general wider-scale hardware architectures, such as cluster computing and Non-Uniform Memory Access (NUMA) architectures. The set of machine attributes that a programmer should understand to successfully program the computer. Parts of the architecture are the instructions and the width of operands. The system frequency (e.g. 1 GHz) is not part of the architecture. ==Prerequisites== Please list all prerequisites. Hopefully they will all be topics here at Wikiversity. ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. ==Lessons== * [[Computer Architecture]] - The main place for CA material * [[Computer Architecture Lab]] - The CA lab with hands-on work (roll your own microprocessor) ==Discussion== * [[The Limit of ILP]] - Discussion on the David Wall paper ==Enrolled== [[Category:Computer Architecture]] 7811 67746 2007-01-07T23:57:08Z JWSchmidt 20 [[Category:Strategic Studies]] <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''</small> {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "If atomic bombs are to be added as new weapons to the arsenals of a warring world, or to the arsenals of the nations preparing for war, then the time will come when mankind will curse the names of Los Alamos and Hiroshima. The people of this world must unite or they will perish." <br>[[w:Robert Oppenheimer|Robert Oppenheimer]], Father of the Bomb. </div> |} =Summary= Short (100 word or less) brief on the object and utility of the class. =Introduction= This will introduce you to the issue and the questions to be posed in the class. There are many questions and issues we will study in this class. First, we will speak about the basics: what are nuclear weapons, what can they do and who has them. Then we shall talk about them and then write an essay about the matter. Then we will speak of the consequences of nuclear weapons (i.e. what will happen to the people the nuclear weapon harms, what will happen to the enviorment and what will be the long term effects.) And finally, we shall study nuclear strategy, what to do when faced with a choice to use nuclear weapons, what a country does when one is luanched at them and why we do not use them. Then there will be a series of papers to right and at the end of the class we will have a final test. 40 multibple choice, 5 short answer and 1 essay. =Readings= This will delineate the readings that should be done prior to undertaking the exercises in this class. =Lecture= The difference between ''strategies'' and ''tactics'' is the difference between war and battle, between painting and brushstroke. One can paint a fine picture in spite of a few bad strokes; or one can paint a horrible picture with all strokes perfect. '''Nuclear strategy''', involving the most destructive form of warfare, is a strange Manticore of strategy and tactics. One can think of it as painting with a paint roller rather than a brush. Any application of nuclear weapons has enormous consequences. This is one reason why only two such devices have ever been used. They are the perfect “other means” because they are a one-stop method of transforming political will into military strategy. They also illustrate perfectly the fine balance I have tried to describe between threat and use of force. They are so diplomatically potent that the five permanent members of the UN Security Council with vetoes are the five who have nuclear capacity – and the People’s Republic of China was only given a seat (replacing the Republic of China in Taiwan) four years after it went nuclear and proved it had a capable delivery system. Holding a strategic arsenal is effectively the ultimate veto anyhow – it’s really a veto on the future of human existence. In this way, the veto in the Security Council is a much nicer way for a nuclear power to show their discontent about things. This is the place where diplomacy and the threat of force meet in the most pure fashion. During the Cold War, one side all of a sudden began something of an evolution in nuclear strategy. It was the idea of the moral high ground. It made an open statement to the world: “we will not launch a First Strike.” They challenged their adversaries to make the same commitment. “No can do,” they said, “we reserve the right to fire our weapons the moment you rev up your armoured columns.” The slightly more mature among us may remember a song by Sting entitled “I Hope the Russians Love their Children Too,” but it was NATO which reserved the right to use its nuclear weapons whenever the muse took them. Still, we have to remember that nuclear policy is about the balance between credible threat and the actual use of force; the Soviets had enough conventional firepower to overwhelm Europe completely. The only way for NATO to counteract this preponderance of conventional arms was to reserve the right to nuke the communists pre-emptively. The Soviets, for their part, were no more the doves than the Europeans; they knew they had the preponderance of conventional power and would likely have rolled over Europe in the absence of such a nuclear threat. In true Realist policy, there is no right or wrong, only effectiveness and ineffectiveness. Grand Strategy is policy. Nuclear Strategy is as close to Grand Strategy as Military Strategy comes. Discarding all this talk about nuclear war, conventional warfare is still used in the world. In our multi-polar international environment, nuclear weapons do not assure a perfect deterrence. Even though it is possible to flatten a minor adversary with one of the feared NBC weapons (Nuclear, Biological, Chemical), it is considered something of a faux-pas by other major players in the international system. Think of it like intentionally farting at a party. There is a time and place for that kind of thing, and it’s not at the nice parties. No, it has to be a special occasion, when your back is against the wall, or someone else farts first. Until then, you’ve got to take the high road lest everyone else gang up on you to teach you some manners. Here we are with that high road again – the moral high ground. People don’t like attackers, they like defenders. It’s another reason not to go around attacking people, another reason why ganging up and twisting their arm is far more acceptable than beating them senseless by oneself. This makes a good segue for a Liberal analysis of Nuclear Strategy... =Project= Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise)<br> [[/Nuclear Strategy|Nuclear Strategy]] =Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project. [[Category:Strategic Studies]] 7812 78821 2007-01-19T21:46:57Z Mehmetaergun 2258 /* Wikibooks */ add books [[Image:FemaleSign2.png|300px|right]] '''Part of [[:Category:Social Sciences|Social Sciences]]''' ==Introduction and Descripton== '''Welcome to Wikiversity's Department of Women's Studies''' Hello! The Wikiversity Department of Women's Studies has just been founded. If you are knowledgable about any of the topics listed below, or about other Women's Studies topics, your help would be extremely appreciated if you make a contribution. Please do not delete learning projects. Instead, try to add a project if you would like it to be offered or if you would like to offer it. ==Learning Resources== {{Template:Courses}} ===Undergraduate Level - Core Courses=== *[[Introduction_to_Wiki|WIKI 1001]] - Introduction to Wiki '''AND''' *[[Women in Perspective|WMST 2031]] - Women in Perspective '''OR''' *[[International Perspectives on Women|WMST 2033]] - International Perspectives on Women '''AND''' *[[Feminist Theory|WMST 3037]] - Feminist Theory ===Tracks=== '''Please Choose Any Section Below:''' ==== Multiculturalism and Diversity ==== *[[International Perspectives on Women|WMST 2033]] International Perspectives on Women '''OR''' *[[Topics in Women’s Studies: Women of Color|WMST 3070]] Topics in Women’s Studies: Women of Color *[[Gender in Cross-Cultural Perspective|WMST 3021]] Gender in Cross-Cultural Perspective *[[Latinas in the Americas|WMST 3053]] Latinas in the Americas *[[World Literature: African Women Writers|WMST 3047]] World Literature: African Women Writers *[[Topics in Black American Literature: African-American Women Writers|WMST 4077]] Topics in Black American Literature: African-American Women Writers *[[Gays and Lesbians in U.S. History|WMST 3061]] Gays and Lesbians in U.S. History *[[Life Histories of African Women|WMST 3084]] Life Histories of African Women *[[Race, Class and Gender|WMST 2004]] Race, Class and Gender *[[Women in World Religions|WMST 2005]] Women in World Religions *[[Psychology of Lesbian Culture|PSYC 4049]] Psychology of Lesbian Culture *[[Sociology of Race, Class and Gender|SOCI 2043]] Sociology of Race, Class and Gender === Suggested tracks === ==== Nature; Science ==== '''Suggested courses for this track:''' *Reproductive Technologies and the Future of Motherhood *Biology of Women *Economic Issues of Gender *Women’s Health *Perspectives on Rape and Sexual Assault *Women, Gender and Science *Women, Society and Radiation *The American Woman in Sport *Special Topics: Women and Law *Sex Differences: Psychological Perspectives *Gender Identity in Transition *Special Topics: Psychology of Women *Issues in Domestic Violence *Women and Crime ==== Arts and Humanities ==== '''Suggested courses for this track:''' *Women in Art *Identity and Culture: Gender and Media in Global Perspective *Women and Gender in Film *Honors Seminar in Literature: Emily Dickinson *Honors Seminar in Literature: Austen and the Brontes *Film and Literature: Austen/Shelley/Hollywood *Special Topics: Literature of Women *Women Writers *Voices of Medieval Women *Topics in British Literature: Virginia Woolf *Topics in World Literature: African-American Writers *Topics in World Literature: Black Women Writers *Topics in British Literature: Unfortunate Women *Women in 20th Century U.S. History *Comparative History of the Modern Family: 1750-Present *Historical Themes: Women in Ancient Greece *Historical Themes: Modern European Women *Historical Themes: African-American Women in History *Women in Western Music *Feminist Philosophy *Philosophical Topics: Simone de Beauvoir *Hispanic Popular Cultures: Mexican Cultural Symbols: La Malinche, La Virgen de Guadalupe and La Llorona *Special Topics: Latin American Women Writers ==== Interdisciplinary ==== '''Suggested courses for this track:''' *Themes and Issues in Women’s Studies *Women’s Culture and Creativity *Women’s Words, Women’s Lives *Women, Work and Family *Women and Medicine *Women and Sexuality *Women and Aging *Topics in Women’s Studies: Gender, Development and Globalization *Topics in Women’s Studies: Women, the Environment and Health *Seminar in Women’s Studies *Directed Readings for Honors in Women’s Studies *Directed Readings for Women’s Studies *Internship in Women’s Studies *Honors Thesis ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better). * [[User:Mehmetaergun|mehmetaergun]] 16:32, 19 October 2006 (UTC) ===Books=== ===Wikis=== *[[w:Women's studies|Women's Studies]] *[[w:First-wave feminism|First-wave feminism]] *[[w:Second-wave feminism|Second-wave feminism]] *[[w:Third-wave feminism|Third-wave feminism]] *[[w:Feminist studies|Feminist studies]] *[[w:Feminism|Feminism]] *[[w:Men's studies|Men's studies]] *[[w:Radical feminism|Radical feminism]] *[[w:Psychoanalytic feminism|Psychoanalytic feminism]] *[[w:Anarcha-feminism|Anarcha-feminism]] *[[w:New feminism|New feminism]] *[[w:Domestic violence|Domestic violence]] *[[w:Equal pay for women|Equal pay for women]] *[[w:Equal Rights Amendment|Equal Rights Amendment]] *[[w:Feminist history in the United States|Feminist history in the United States]] *[[w:Feminist history in the United Kingdom|Feminist history in the United Kingdom]] *[[w:Feminism in Poland|Feminist history in Poland]] *[[w:Feminist history in Latin America|Feminist history in Latin America]] *[[w:Feminist theology|Feminist theology]] *[[w:Gender studies|Gender studies]] *[[w:Gender-neutral language|Gender-neutral language]] *[[w:History of feminism|History of feminism]] *[[w:Islamic feminism|Islamic feminism]] *[[w:Lesbian feminism|Lesbian feminism]] *'''[[w:List of feminism topics|List of feminism topics]]''' *'''[[w:List of notable feminists|List of notable feminists]]''' *[[w:Role of women in Judaism|Role of women in Judaism]] *[[w:Suffragettes|Suffragettes]] *[[w:Women's cinema|Women's cinema]] *[[w:Women's Environment & Development Organization|Women's Environment & Development Organization]] *[[w:Women's music|Women's music]] *[[w:Sex/gender distinction|Sex/gender distinction]] ===Wikibooks=== *[[b:Feminism|Feminism]] (see the [[b:Feminism/Contents|contents]]) *[[b:Introduction to Sociology/Gender|Introduction to the Sociology of Gender]] *[[b:Literary Criticism/Contents/Feminist Literary Criticism|Feminist Literary Criticism]] ==External resources== *[http://bailiwick.lib.uiowa.edu/wstudies/ Women's Studies Resources at the University of Iowa] - This site, in continuous operation since 1996, features the following annotated links pages: Activism, Art, Communication and Media, Development - WID, Feminist Theory, General or Mixed Indexes & Searches, History, Literature, Music and Sports. Not connected to the U. Iowa Women's Studies Department. *[http://research.umbc.edu/~korenman/wmst/wmst-l_index.html Women's Studies Email List (WMST-L)] - WMST-L is an international electronic forum for people involved in Women's Studies as teachers, researchers, librarians, and/or program administrators. It offers a rapid and cost-free way for participants to ask questions and exchange information about the academic side of Women's Studies: current research, teaching strategies, useful texts and films, online resources, innovative courses, building Women's Studies majors, minors, and graduate programs, and other academic issues. WMST-L also welcomes announcements about relevant conferences, calls for papers, job opportunities, publications, and the like. *[http://research.umbc.edu/~korenman/wmst/wmsttoc.html WMST-L's online collection of files] related to Women's Studies. *[http://research.umbc.edu/~korenman/wmst/links.html Women's Studies/Women's Issues Resource Sites] - A frequently-updated, annotated, selective set of more than 700 links to sites offering resources and information about women's studies and/or women's issues. Includes 16 topical subsections, such as Activism, Arts and Humanities, Health, Cyberculture and Internet Information, Science and Technology, Sexuality and Sexual Orientation, Women of Color, and more. *[http://research.umbc.edu/~korenman/wmst/programs.html Women's Studies Programs Worldwide] - Approximately 700 listings in the US and around the world. Annotations identify programs offering graduate degrees or certificates. Frequently updated. *[http://research.umbc.edu/~korenman/wmst/forums.html Gender-Related Electronic Forums] - A frequently-updated listing and description of more than 600 e-mail lists that focus on women- or gender-related issues. Includes 16 topical subsections, such as Activism, Arts and Humanities, Business, Health, Motherhood, Religion and Spirituality, Science and Technology, Sports and Recreation, Sexuality and Sexual Orientation, Women of Color, and more. *[http://www.umbc.edu/cwit/ Center for Women and Information Technology] - ABCNews.com has called this site "the best resource on women and technology on the Web." The site offers information, news, resources, and initiatives that address women's use of information technology [IT] and their under-representation in the IT workforce. Includes a very large collection of [http://www.umbc.edu/cwit/syllabi.html web-based women- and gender-related syllabi] and information about [http://www.umbc.edu/cwit/financial_aid.html financial aid for women] including women not in IT. *[http://linuxchix.org/ Linux Chix] - LinuxChix is a community for women who like Linux, and for women and men who want to support women in computing. *[http://women.debian.org/ Debian Women], founded in May 2004, seeks to balance and diversify the [[w:Debian|Debian]] Project (a major [[w:Linux|Linux]] distribution) by actively engaging with interested women and encouraging them to become more involved with Debian. *[http://ubuntu-women.org/ Ubuntu Women] is a team functioning under [[w:Ubuntu|Ubuntu]] (a major [[w:Linux|Linux]] distribution) to provide a platform and encouragement for women to contribute to Ubuntu-Linux, a Debian based free and open-source GNU/Linux software. [[Category:Women's_Studies]] 7814 76327 2007-01-15T03:07:25Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JPatrickBedell|JPatrickBedell]] using [[Wikiversity:Rollback|rollback]] <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''</small> {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "…The Ruler may bring misfortune on his army… By employing the officers of his army without discrimination, through ignorance of the military principle of adaptation to circumstances. This shakes the confidence of the soldiers." <br><br>[[w:Sunzi|Sunzi]], ''[http://www.gutenberg.net/etext/132 The Art of War]''<br> Chinese strategist (544-496 BCE) </div> |} =Summary= Strategy is the means by which objectives are pursued and obtained over time. This class will enable learners to apply strategic thinking to their lives, through understanding strategy in history. =Introduction= This will introduce you to the issue and the questions to be posed in the class. =Readings= This will delineate the readings that should be done prior to undertaking the exercises in this class. =Lecture= Military strategy is very comparable to any other form of planning. It is geared to governing a very large group of individuals towards a very incredible goal in a highly capricious environment under astounding constraints of space and time. That any military operations succeed at all is a testament to humanity’s skill at the art of strategic planning. Military organizations have therefore got a great deal of the strategic planning process down to a science. This science begins in administration and continues from there. Any organization charged with a goal to accomplish must go through a process of strategic planning. The problem is, not many groups fully understand how to formulate a strategic plan that is at the same time parsimonious and flexible. Most organizations attempt to perform strategic planning in the wrong order. Many see risk analyses as the first step to be followed, some people simply break down tasks by looking at the deadlines and performing first those that must be finished earliest. A cogent and regular system of decision making is not often employed. Some of the best policy-makers, however, look to the objective for their inspiration while planning. This is the optimum mode of strategic planning, and is successful more often than not. It does not, however, start at the very beginning of the strategic planning process. Strategic planning begins with organization. Before anything else, or at least in tandem with the formulation of an objective, roles and responsibilities must be given to those who will work in the execution of operations that will eventually end in the attainment of an objective. Strategic planning, therefore, begins with simple administration. “The Army,” after all, “marches on its stomach.” Without adequate administration in place, logistics will not flow. When logistics do not flow, the army cannot function. What’s more, to extend the culinary metaphor, “too many cooks spoil the broth.” Overlapping responsibility not only begets a lack of parsimony, but it can create confusion at the level of command. The first step to strategic planning, therefore, is to make certain the organization charged with accomplishing a task is administrated effectively. The second stage is planning. The intent of this Class is to give a very brief discussion of certain aspects of military administration in their ideal forms, and then discuss strategic planning from a very high level of conceptualization. Basic ideas about administration are rooted in the concept of chain of command, which delimit roles and responsibilities. The roots of strategic planning are to be found in the identification of an objective, and the processes used in planning how to attain it. ==Administration== {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "By method and discipline are to be understood the marshalling of the army in its proper subdivisions, the graduations of rank among the officers, the maintenance of roads by which supplies may reach the army, and the control of military expenditure." <br><br>[[w:Sunzi|Sunzi]], ''[http://www.gutenberg.net/etext/132 The Art of War]''<br> Chinese strategist (544-496 BCE) </div> |} For those who have not read Sun Tzu’s military classic, the quote given above may seem mundane and unspectacular. Sun Tzu’s mastery of war did not, however, come from crafty plans and perfect stratagems. Though he understood the nature of deception and manoeuvre, one of his greatest successes was knowing how to manage an army. One of the most important aspects of army management is the chain of command. Understanding of the chain of command is essential to the functioning of any large organization. Without adequate definition, rank structures can blur, and lines that separate areas of responsibility can be crossed. Such a situation creates waste, and is to be avoided. Firm but flexible definition of roles and levels of command eliminates overlap and creates efficiency. The modern concept of military strategy has four basic classifications that are useful for understanding this concept in any organizational context. They are Grand Strategy, Strategy, Operations, and Tactics. These four basic ideas are at the root of the usefulness of military rank structure. They also assist in dividing responsibility between levels of the chain of command so that there is no overlap. These terms will be defined further in the next section. The successes of the Roman Legion, for example, were to a great extent based upon its superb organizational structure. The capabilities of humans are only as good as the work environment into which they are put. It was the Legion’s administration that made the Legionnaire so much more capable than the Gallic tribesman. His work environment was well structured to utilizing him in the best way possible. Marches were measured, each man carried an equal sized pack, the art of encastramentation (constructing camps) was perfected, each man had a grain mill and adequate supplies of food. The Legion was thus a policy tool with exceptional utility to policy makers. When a Senator wanted to know how long it would take an army to get to its destination, he would measure it in marches, thus he knew how many days it would walk, how much food was needed, as well as how much pay and salt to take for the troops. Furthermore, the army had astounding battlefield flexibility. It was organized into four ranks of specialists, (Velites, Hastati, Principes, Triarii), as well as being divided into ten cohorts of three maniples each plus auxilia. Every section was an army in and of itself which could be used flexibly because of the adequate training of each commander at every level of command. Firm definition of the chain of command is thus not a process which ossifies an organization into inaction, but a process of liberation through accurate definition. Workers function better when they have been given a margin of manoeuvre that is well defined. A private, for example, who relies on his sergeant to tell him when he can breathe is a useless private (with a useless sergeant, for that matter). Granted, this is an overstatement of fact, but a private who is told “you man that machine gun and cover this field of fire” is a useful private who frees his sergeant to do work in other areas. When the sergeant has to stay at the foxhole to tell the private what to shoot at, both of the troops are rendered less useful. The chain of command assists in avoiding this kind of overlap. == The Four Levels of Strategic Planning== {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "The control of a large force is the same principle as the control of a few men: it is merely a question of dividing up their numbers." <br><br>[[w:Sunzi|Sunzi]], ''[http://www.gutenberg.net/etext/132 The Art of War]''<br> Chinese strategist (544-496 BCE) </div> |} The Levels of Strategic Planning: the Levels of Strategic Planning provide for a starting point from which to organize a decision-making matrix. The four levels correspond also to ranks of military command and general areas of interest in the planning of a military operation. These levels of analysis are useful as they specify exact areas of responsibility for Command, Control, Communication, and Intelligence (henceforth C3I) far more than do the simple terms “operational” and “policy.” Planning at the highest levels is the most general and ethereal; the lowest levels are all the more specific and concrete. '''Grand Strategy''' Political direction. As Clausewitz so accurately observed, “war is politics carried out by other means.” The Grand Strategic decision-making process includes the decision to go to war, the drafting of Rules of Engagement, and the decision on the GOALS to be achieved by a military operation. The ruling government is at this level in military strategy. It plans wars. '''Strategy''' High-level military planning. This work primarily involves LOGISTICS. The goals set are of lesser scope than those of Grand Strategy, which is concerned with the whole war. Strategy is concerned with dividing the war into theatres, supplying forces in these theatres, and harmonizing the Operational objectives in-theatre to the general battle-plan. Once the army has been given its objectives by the state, the Generals decide how best to achieve these aims. Generals plan campaigns. '''Operations (Grand Tactics)''' In-theatre manoeuvre and attainment of limited objectives planned by the General Staff. This work involves MANAGEMENT of forces which are attempting to make headway towards Tactical goals which must be harmonized with the Strategic and in-theatre goals. Field/senior officers (Colonels, Lt. Colonels, to a degree Majors) are charged with utilizing supplies provided at the Strategic level to achieve their limited goals. These officers plan battles. '''Tactics''' Short-term, easily identifiable objectives. With simple goals set by the Operational level of command, the tactical goals are all bite-sized parts and parcels of the higher level game plan. This level is primarily concerned with IMPLEMENTATION, and the personnel employed here, though not necessarily long-term planners, are technically proficient and capable. Junior officers and senior Non-Comissioned Officers manage combat. Securing and defending geographic points, persons, or denying the same to the enemy are easily identifiable tactical goals. This level takes objectives within a battle. ==The Objective== {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "Thus it is that in war the victorious strategist only seeks battle after the victory has been won, whereas he who is destined to defeat first fights and afterwards looks for victory.." <br><br>[[w:Sunzi|Sunzi]], ''[http://www.gutenberg.net/etext/132 The Art of War]''<br> Chinese strategist (544-496 BCE) </div> |} In all strategic decision making, the objective must be held above all other considerations. By this it is meant that the plan is secondary to the objective. Plans are thus made to reflect the objective first, and other considerations second. Sun Tzu makes a very astute commentary about this aspect of planning. He says “He wins his battles by making no mistakes. Making no mistakes is what establishes the certainty of victory, for it means conquering an enemy that is already defeated.” This simple phrase accentuates the importance of planning in the attainment of strategic goals. Objectives are not attained in the heat of the moment with all your units working twenty hours a day, seven days a week. While this is proof of a dedicated team and expert unit leaders, it is not a good reflection on the strategic planning process. Sometimes such rushes are unavoidable, but better weather a rush while one is leisurely approaching an accurate deadline than while rushing to complete another project. Planning is how you defeat the problem or attain the objective before actually beginning work. Sun Tzu would say, “What the ancients called a clever fighter is one who not only wins, but excels in winning with ease. Hence his victories bring him neither reputation for wisdom nor credit for courage.” Assurance of victory in this sense is accurate budgetary, time, and manpower assessments. Deadlines are set with the knowledge of the capabilities of the organization, just as the logistical constraints of the Legion were known because of its firm administration. Measurement and estimation is at the heart of achievement. In order for plans to succeed, they must be made early and accurate. In order to do this, a great range of expertise is required. This is why planning is necessarily an iterative process. Planning considerations must incorporate the need for change. Since expertise is required, that expertise must be used in a parsimonious fashion. ...(place-holding text) =Project= Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise)<br> [[/What is Strategy|What is Strategy]] =Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project. [[Category:Strategic Studies]] 7815 36693 2006-10-19T17:07:07Z Mehmetaergun 2258 [[Category:Social Sciences]] 7829 79389 2007-01-21T02:33:46Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} A course by The [[Topic:Women%27s_Studies|Women's Studies Department]] {{Template:Disclosures|Feminism}} [[Category:Women's Studies]] 7833 69324 2007-01-10T01:41:17Z JWSchmidt 20 [[Category:Operating Systems]] == Basic x86 boot loader == Here we are going to write a simple bootsector for an x86 machine to start with hands on experence in operating system design. The bootsector must follow a few rules. It must be written in assembly, be exactly 512 bytes long, and end with the bootloader signature of 55AA. We are also going to load it into memory at 7C00. '''Assembly code for infinite loop bootloader''' <pre> [BITS 16] [ORG 0x7C00] main: jmp $ times 510-($-$$) db 0 dw 0xAA55</pre> *[BITS 16] Tells NASM to compile in 16 bit mode (Note to self: see about rewritting file to use 32 bits.) *[ORG 0x7C00] The code will be loaded at address 7C00 in memory *main: main function of program *jmp $ jumps to start of funtion creating an infinite loop *times 510-($-$$) db 0 Fills 510 bytes with zeros *dw 0xAA55 word (remaining 2 bytes) with bootloader signature, would not be recognized as bootable disk without this. [[Category:Operating Systems]] 7837 36758 2006-10-19T21:40:55Z Robert Elliott 1436 1f. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1f. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7838 36759 2006-10-19T21:42:01Z Robert Elliott 1436 1f2. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1f2. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7839 36760 2006-10-19T21:42:31Z Robert Elliott 1436 1f3. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1f3. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7840 37099 2006-10-20T16:44:30Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first two frames are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ==Next Frame?== [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer aaa|A]] :You can '''dolly''' dolly back (out) to show the back side of the Young Person and the Old Person while the theme of ''Star Wars'' plays. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer aab|B]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1e.jpg]] ;Option [[Storyboarding answer aac|C]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aaa|A]] or [[Storyboarding answer aab|B]] or [[Storyboarding answer aac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboard 1a | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- 7841 76242 2007-01-15T02:53:03Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] __NOTOC__ __NOEDITSECTION__ ==Move in progress== This page will be moved and reformatted at [[Reference:SBTDS:Storyboard Frames]] ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] <math>\Leftrightarrow</math> [[Lesson 4 Storyboard Frames]] ---- ---- =Here are possible storyboard fames= ;All the Thumbnails :These are the current thumbnail storyboards for this movie '''''Seduced by the Dark Side!'''''. These are the storyboards drawn for [[Lesson:Thumbnail_Storyboard | Lesson #4]] of Course #1 of the WikiU Film School. ;Creating a storyboard :To create your thumbnail storyboards for '''''Seduced by the Dark Side!''''', print out the [[Lesson:The_Raw_Script |unformatted script]] and select the thumbnail storyboards that you think fit the action and mood of the scene. If you prefer, you can draw your own thumbnail storyboard. A wonderful program for drawing your own thumbnail storyboards is the [http://www.ambientdesign.com/artragedown.html free] version of [http://www.ambientdesign.com/artrage.html ArtRage2]. ==Thumbnail storyboard frames filmed from inside the line== <div style="float:right;width:50%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > =Draw a line between the actors= ;The Floor Plan! :Look at the floor plan for this movie. Then draw a line between the two people in the story. Unless they move or unless you move the camera while crossing the line, never jump across this line. Rule: You must never cut from a shot on one side of the line to a different shot on the other side of the line. <center> The wall with the poster, the old person and the young person<br> [[Image:CrossingLine.jpg]] Be careful when you cross the line between the the Young Person and the Old Person. </center> ;How This Works :Above is one possible floor plan for the movie '''''Seduced by the Dark Side!'''''. When you are filming, you can go anywhere you want. :However, when you are editing, you must never cut from a camera shot in the pink area to a camera shot in the green area. If you do, there will be a sudden confusion in the mind of the audience. <center>§</center> </div> </div> · #1001 → [[Image:SBTDSChooseTSB1a.jpg]] ↔ The Young Person with the Old Person behind and the Poster · #1002 → [[Image:SBTDSChooseTSB1f.jpg]] ↔ The Old Person with the Young Person behind and the Poster. · #1003 → [[Image:SBTDSChooseTSB1f3.jpg]] ↔ The Young Person turns to face the Older Person. · #1004 → [[Image:SBTDSChooseTSB1f2.jpg]] ↔ The Young Person talks to the Older Person. · #1005 → [[Image:SBTDSChooseTSB1d.jpg]] ↔ Just the Young Person and the Old Person. · #1006 → [[Image:SBTDSChooseTSB1da.jpg]] ↔ The Young Person talks as they both look straight ahead. · #1007 → [[Image:SBTDSChooseTSB3a.jpg]] ↔ The Young Person turns and talks to the Old Person. · #1008 → [[Image:SBTDSChooseTSB5a.jpg]] ↔ The Young Person turns and talks to the Old Person who is looking at the Young Person. · #1009 → [[Image:SBTDSChooseTSB4a.jpg]] → The Old Person talks to the Young Person. · #1010 → [[Image:Reptsb5r.jpg]] ↔ The Young Person talks (telephoto). · #1011 → [[Image:SBTDSChooseTSB5b.jpg]] → The Old Person turns to the Young Person. · #1012 → [[Image:REPtsb4ar.jpg]] → [[Image:REPtsb4r.jpg]] → The Old Person thinks and then replies (wide-angle shot) · #1013 → [[Image:SBTDSChooseTSB5bra.jpg]] → [[Image:SBTDSChooseTSB4b.jpg]] → The Old Person thinks and then replies (telephoto shot). · #1014 → [[Image:REPtsb9ar.jpg]] → [[Image:REPtsb9r.jpg]] → The Old Person thinks and then replies (over-the-shoulder shot) · #1015 → [[Image:SBTDSChooseTSB1e.jpg]] → Just the Young Person. · #1016 → [[Image:SBTDSChooseTSB5c.jpg]] → The Young Person talks. · #1017 → [[Image:Reptsb10.jpg]] → The Young Person thinks. · #1018 → [[Image:Reptsb11Right.jpg]] → The Young Person turns and talks to the Old Person. · #1019 → [[Image:REPtsb12left.jpg]] → The Old Person smiles. · #1020 → [[Image:REPtsb12lefttalk.jpg]] → The Old Person talks. · #1021 → [[Image:SBTDSChooseTSB1b.jpg]] → A close up of the Poster ==Thumbnail storyboard frames outside the line== · #2001 → [[Image:SBTDSChooseTSB1c.jpg]] → A close up of the Poster from beyond the Young Person and the Old Person · #2002 → [[Image:SBTDSbacktwoposter.jpg]] → A shot of the Poster from far beyond the Young Person and the Old Person · #2003 → [[Image:REPtsb2.jpg]] → A shot of the Poster from far beyond the Young Person. · #2004 → [[Image:Reptsb3.jpg ]] → The Young Person turns to the Old Person (Wide Angle - Over the Shoulder) · #2005 → [[Image:Reptsb5.jpg]] → The Young Person turns to the Old Person (telephoto - Over the Shoulder) · #2006 → [[Image:Reptsb10.jpg]] → The Young Person thinks. · #2007 → [[Image:Reptsb11Left.jpg]] → The Young Person talks. · #2008 → [[Image:Reptsb8.jpg]] → The Young Person talks. · #2009 → [[Image:Reptsb5.jpg]] → The Young Person talks (telephoto). · #2010 → [[Image:REPtsb4a.jpg]] → [[Image:REPtsb4.jpg]] → A wide angle shot which is why the Old Person in the Distance looks distorted. · #2011 → [[Image:SBTDSChooseTSB5brar.jpg]] → [[Image:SBTDSChooseTSB4br.jpg]] → The Old Person thinks and replies (telephoto shot). · #2012 → [[Image:REPtsb9a.jpg]] → [[Image:REPtsb9.jpg]] → The Old Person thinks and then replies (over-the-shoulder shot). · #2013 → [[Image:Reptsb6.jpg]] → [[Image:Reptsb7.jpg]] The Old Person thinks and then talks to the Young Person. · #2014 → [[Image:REPtsb12right.jpg]] → The Old Person Smiles. · #2015 → [[Image:REPtsb12righttalk.jpg]] → The Old Person talks to the Young Person (telephoto shot) · #2016 → [[Image:SBTDSChooseTSB4ar.jpg]] → The Old Person has turn to the Young Person and is talking. · #2017 → [[Image:SBTDSChooseTSB5ar.jpg]] → The Old Person has turn to the Young Person and the Young Person is talking. ==Ending Shots== · #8001 → [[Image:REPtsb1.jpg]] → A distant shot of the whole scene. · #8002 → [[Image:Reptsb14A.jpg]] → Ending Shot of the Young Person and the Old Person walking. · #8003 → [[Image:Reptsb14b.jpg]] → Ending Shot of the Young Person and the Old Person walking and then composited into the Matte Painting. ==Ambiguous== · #0001 → [[Image:Reptsb11.jpg]] → The Young Person is looking directly into the camera. · #0002 → [[Image:Reptsb12.jpg]] → The Old Person is looking directly into the camera. ==A Blank Frame== · #9001 → [[Image:Blanktsb.jpg]] → A blank thumbnail storyboard frame. · #9002 → [[Image:SBTDSblack.jpg]] → A black thumbnail storyboard frame. ==By [[User:Ugoglen|Ugoglen]] · #3001 → [[Image:Thumbnail storyboard SBTDS Ugoglen 1.jpg|200px]] · #3002 → [[Image:Thumbnail storyboard SBTDS Ugoglen 2.jpg|200px]] · #3003 → [[Image:Thumbnail storyboard SBTDS Ugoglen 3.jpg|200px]] · #3004 → [[Image:Thumbnail storyboard SBTDS Ugoglen 4.jpg|200px]] · #3005 → [[Image:Thumbnail storyboard SBTDS Ugoglen 5.jpg|200px]] · #3006 → [[Image:Thumbnail storyboard SBTDS Ugoglen 6.jpg|200px]] · #3007 → [[Image:Thumbnail storyboard SBTDS Ugoglen 7.jpg|200px]] · #3008 → [[Image:Thumbnail storyboard SBTDS Ugoglen 8.jpg|200px]] · #3009 → [[Image:Thumbnail storyboard SBTDS Ugoglen 9.jpg|200px]] · #3010 → [[Image:Thumbnail storyboard SBTDS Ugoglen 10.jpg|200px]] · #3011 → [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|200px]] · #3012 → [[Image:Thumbnail storyboard SBTDS Ugoglen 12.jpg|200px]] ---- ---- ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Lesson:The_Raw_Script |unformatted script]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[WikiFilmSchool_N1P1 |original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* The [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. ---- ---- (aka [[All Storyboard Frames]]) [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 7842 45111 2006-11-13T03:18:27Z Rayc 57 cat ''Part of: *''[[Portal:Engineering and Technology|Engineering and Technology]]'' *''[[Topic:Mechanical Engineering|Mechanical Engineering]]; [[Production and Design Engineering]]'' *''[[Computer Aided Design Course]]'' == History == The beginnings of CAD can be traced to year 1957, when Dr. Patrick J. Hanratty developed PRONTO, the first commercial numerical-control programming system. In 1960, Ivan Sutherland MIT's Lincoln Laboratory created SKETCHPAD, which demonstrated the basic principles and feasibility of computer technical drawing. === 2D Time === The first CAD systems served as mere replacements of drawing boards. The design engineer still worked in 2D to create technical drawing consisting from 2D wireframe primitives (line, arc, B spline ...). Productivity of design increased, but many argue that only marginally due to overhead – design engineers had to learn how to use computers and CAD. Nevertheless modifications and revisions were easier, and over time CAD software and hardware became cheaper and affordable for mid size companies. CAD programs grew in functionality and user friendliness. === 3D Time === 3D wireframe features were developed in the beginning of the sixties, and in 1969 MAGI released Syntha Vision, first commercially available [http://en.wikipedia.org/wiki/Solid_modeling solid modeler] program. [http://en.wikipedia.org/wiki/Solid_geometry Solid] modeling further enhanced the 3D capabilities of CAD systems. [http://en.wikipedia.org/wiki/Nurbs NURBS], mathematical representation of freeform surfaces, appeared in 1989 -- first on Silicon Graphics workstations. In 1993 CAS Berlin developed an interactive NURBS modeler for PCs, called NöRBS. === Parametric Design === In 1989 T-FLEX and later Pro/ENGINEER introduced CADs based on parametric engines. Parametric modeling means that the model is defined by parameters. A change of dimension values also changes the geometry of model, and vice versa. Parametric engines also work with geometrical constraints (for example “this must be parallel with that and in the middle of ...”). MCAD systems introduced the concept of constraints that enable you to define relations between parts in assembly. Designers started to use a bottom-up approach when parts are created first and then assembled together. Modeling is more intuitive, precise and later analysis, especially kinematics easier. == Present == CAD/CAE/CAM systems are now widely accepted and used throughout the industry. These systems moved from costly workstations based mainly on UNIX to off-the-shelf PCs. 3D modeling has become a norm, and it can be found even in applications for the wider public, like 3D buildings modeling in Google Maps, house furnishing (IMSI Floorplan), or garden planning. Advanced analysis methods like FEM, flow simulations are an ubiquitous part of the design process. CAM systems are used for simulation and optimization of manufacturing, and NC code is created and loaded to NC machines. == Future == The past of CAD has been full of unmet expectations. This continues. Some anticipate 3D modelling without flat screens or mouse pointers -- a fully immersive 3D environment where modelling tools include special gloves and goggles. In the future, designing will be closer to sculpting than painting. Up to now, 3D goggles cause nausea, immersive technologies are expensive and complex, and most designers prefer using a keyboard, stylus, and mouse. While some of these optimistic predictions may come true, the more likely course is that the future changes will evolve in ways we do not see now. Still, some trends seem more likely to succeed and be widely adopted than others... The following speculations are separated into strong probability of adoption, medium, and weak. === CAD format standardization based on XML (strong) === CAD formats will follow development in Office applications, where [http://en.wikipedia.org/wiki/Xml XML] based [http://en.wikipedia.org/wiki/OpenDocument ODF (Open Document Format)] format is becomming standard. Similar standardization efforts for 3D and CAD related formats are represented by [http://en.wikipedia.org/wiki/X3D X3D]. Companies and developers will start to implement X3D import/export as default way for data exchange. This will enhance interoperability between CAD and related applications like CAE, CAM. 3D models created in CAD could be immediately presented in web browsers that will be able to display 3D models (and to zoom, rotate ...). === Full virtual prototypes (strong) === Increasingly 3D models are defined with physical properties, especially material and optical. Developers of industrial CAD will increasingly integrate 3D modeling with analysis tools like FEM, kinematics or flow simulations. Gap between 3D model and real objects will further narrow, 3D models will look realistically and what is even more important, they will behave as in reality. Virtual prototypes are reality in high tech environments, today. In future this principle will spread even to low end 3D applications, and will become more precise on high end ones. In some cases prototyping and tests will be skipped altogether. === CAD specialization (strong) === CAD systems will continue in the trend of specialization. There are general purpose CADs, that can be enhanced for specific purpose and specialized CADs build upon generic engines like [http://en.wikipedia.org/wiki/Open_CASCADE Open CASCADE]. Examples of specialized CADs goes from [http://en.wikipedia.org/wiki/ORCAD OrCAD], used by electronic design engineers, [http://en.wikipedia.org/wiki/Nemetschek Allplan] for architects or [http://www.artcam.com/ ArtCAM] for jewelry design. In the future we will see more task oriented and highly specialized CADs. However general purpose CADs will not disappear, they will have more functions (integrated analysis, kinematics and simulations), yet they will be easier to use. === Real time ray tracing (strong) === Real time ray tracing is resource intensive process. For example one second of high resolution movie scene takes one day and three thousands computers. New hardware especially GPU with parallelized 3D model processing, and software based on new algorithms can increase the speed by more than two orders of magnitude. This will bring high definition, more realistic scenes to CAD, CAE and visualization programs running on affordable computers. === Development of open source CAD (medium) === Many commercial and proprietary programs have their strong open source alternatives. There is Windows and Linux, MS Office and OpenOffice, Oracle and Firebird and so on. But there is no viable strong open source competitor to commercial CAD systems like AutoCAD or SolidWorks. Yes, there are some open source CADs like BRL-CAD, but there are not widely adopted and used in industry. In future there will appear strong open source CAD. It will be based on some engine, probably Open CASCADE. Other probable scenario is that CAD company will start open source project to boost its more profitable products based on same engine (for example CAM or CAE). === Small scale and rapid manufacturing (medium) === Development of hardware and software for both [http://en.wikipedia.org/wiki/Rapid_prototyping rapid prototyping] and [http://en.wikipedia.org/wiki/Rapid_manufacturing rapid manufacturing] will change manufacturing, marketing and business processes. Improvements of hardware like [http://en.wikipedia.org/wiki/3d_printer 3D printers], [http://en.wikipedia.org/wiki/Selective_laser_sintering laser] and metal sintering will enable to produce complex parts efectively even in small series and from various materials like plastics, textile, ceramics or metal. Products will be bought in the form of license, 3D model will be downloaded from Internet and manufactured on hardware connected to computer in local store or even at home. Time needed for delivering product to market will be further decreased. === Dynamic Physical Rendering (weak) === [http://www.intel.com/research/dpr.htm DPR - Dynamic Physical Rendering] is collaborative research project between Carnegie Mellon University and Intel. This project will evolve into new representation of 3D models. Instead of 2D representations of 3D objects there will be real 3D models build in bottom-up manner. Many versatile little building blocks will form larger objects like car model according to computer program. This concept is also known as [http://en.wikipedia.org/wiki/Claytronics Claytronics]. === CAD based on genetic programming (weak) === [http://en.wikipedia.org/wiki/Genetic_Programming Genetic programming] (GP) is machine learning technique that uses an evolutionary algorithm to optimize a population of designs according to a fitness landscape determined by a design ability to perform a given computational task. GP has been successfully used for development computer programs, electronic circuits and antennas. GP technique will be used for design of complex products which consists of many parts, but limited in number of types. CAD packages will incorporate GP methods to ease, improve and speed up design of hydraulics and [http://en.wikipedia.org/wiki/Fluidics fluid control systems] or [http://en.wikipedia.org/wiki/MEMS MEMS]. Later will come new manufacturing processes similar to protein creation in [http://en.wikipedia.org/wiki/Ribosome ribosome], where 3D protein complex structures are based on only 20 building blocks (amino acids). Computer program will serve like DNA, manufacturing hardware will serve as ribosome and one machine will be able to manufacture wide range of different products. == More to Explore == *[http://mbinfo.mbdesign.net/CAD-History.htm i-MB: The History of CAD] *[http://en.wikipedia.org/wiki/Computer-aided_design#History Wikipedia: CAD History] *[http://en.wikipedia.org/wiki/Ray_Processing_Unit Wikipedia: Ray Processing Unit for Realtime Ray Tracing] *[http://en.wikipedia.org/wiki/Genetic_Programming Wikipedia: Genetic Programming] *[http://en.wikipedia.org/wiki/Rapid_prototyping Wikipedia: Rapid prototyping] ---- *''[[Computer Aided Design Course]]'' **[[CAD Lesson - Principles of CAD and Terminology|Next lesson]] [[Category:CAD]] 7843 70090 2007-01-10T21:49:08Z JWSchmidt 20 [[Category:Portal]] This list originated at the [[b:Wikiversity:participants|Wikiversity:participants]] page of Wikibooks. A new list has been started here at the English language Wikiversity website ([[Wikiversity:participants|new participants list]]). Maybe this portal can become a user-friendly guide to Wikiversity participants. ==Imported from Wikibooks== People interested in building and discussing the [[Wikiversity]]: You can also add yourself to the list of project supporters at the official proposal page on [http://meta.wikimedia.org/wiki/Proposals_for_new_projects#Wikiversity the Meta-wiki]. * [[JeanaMarie19]] * [[:fr:Utilisateur:Yug|Yug]], faculty of History, France. * [[Tom Garwood]] What a wonderful idea * [[User:4lex|4lex]] * [[User:Alan Armstrong|Alan Armstrong]] * [[User:Andrewa|Andrewa]] * [[User:anonymusjones]] : School of Theology ; School of Phillosphy ; School of Science ; School of Buisness ; * [[User:aosci|aosci]] * [[User:Atrivedi|Amish Trivedi]] --[[User talk:Atrivedi|Talk Page]] * [[User:Bobwinmill|Bobwinmill]] 22:56, 14 September 2005 (UTC) * [[User:Boneheadmx|Boneheadmx]]: Student of Sociology and Political Economy. American focus. * [[User:Boredindenton]] : Guiena Pig * [[User:Brady.k|Kyle Brady]] * [[User:catpad|Catpad]] * [[User:Chrismo|Chrismo]] * [[User:Dashmon|Dashmon]] * [[User:Dokkalfr|Alexandre Gravem]] * [[User:DougHolton|DougHolton]] * [[wikipedia:User:Draicone|Draicone]] * [[User:Jamesbooker|James Booker]] * [[User:Jansegers|Jansegers]] * --[[User:Javier Carro|Javier Carro]] * [[User:Jon the Geek|Jon the Geek]] * [[User:kiawin|Lau Sian Lerk]] Impressed and Inspired. [http://blog.kiawin.com/ myblog] * [[User:Koepke|Koepke]] : Computer Science; Technological History (American POV) * [[User:Lobster|Ed Jason]] * [[User:Maveric149|mav]] * [[User:Mavromatis|Mavromatis]] V A perfect idea! * [[User:maxwildcat|maximillian wildcat]] * [[User:Merrheim|Merrheim]] 18:44, 5 March 2006 (UTC) : Computer Science * [[User:mirwin]] ....the nominated underboard troll. Now participating as [[user:Lazyquasar]] * [[User:mmason|mmason]] * [[User:OMouse|OMouse]] * [[User:Paladine|Paladine]] * [[User:Paulgiron|Paulgiron]] * [[User:PbS|PbS]] 18:45, 22 Aug 2004 (UTC) * [[User:Peaceful|George Roberts]] * [[User:publunch|Peter Bennett]] * --[[User:R Hole Jr|R Hole Jr]] 17:27, 16 Dec 2004 (UTC) * [[User:Schoeberl|Schoeberl]]: Will start a technical computer course * [[User:Sj|Sj]] (spam filter is preventing saving the whole page) * [[User:Stripypants|Stripypants]]: Instructor of Political Science, esp. Public Behavior. * [[User:Subatai baadur|Subatai baadur]] New but willing, self-styled fanatic in history and geography * [[User:SuperPhly|Cody Bailey]] * [[User:TakuyaMurata|Taku]] 02:18, 24 February 2006 (UTC); math, computer science * [[User:Tex|Tex]] * [[User:TimMartin|Tim Martin]] * [[User:TKrajcar|Tim Krajcar]] * [[User:WoWo|WoWo]] Dare to think different! * [[User:Zach Alexander|Zach Alexander]] I will be posting my ideas on my [[User_talk:Zach Alexander|talk page]] * --[[User_talk:Jimmy|Jimmy]] * [http://www.ocf.berkeley.edu/~mshlimov/log/ Mark Shlimovich] * Tom Traina - JD Candidate, Western New England School of Law *[[user:abc123|Tim McNamara]] *[[User:Agari]] *[[User:Alessio Curto|Alessio Curto]] 22:10, 20 March 2006 _ audio engineering *[[User:Alex beta|Alex beta]] *[[User:Atheistx|Atheistx]] : Lower-Division Student intent to suppliment traditional college learning. *[[User:Bellatrouble|Bellatrouble]] *[[User:Canaen|Canaen]] 03:36, 22 September 2005 (UTC) *[[User:Chlewey|Chlewey]] 01:37, 28 October 2005 (UTC) *[[User:ContentmentCoach]] *[[User:Cormaggio|Cormaggio]] 10:01, 6 November 2005 (UTC) - oops, didn't see this page till now *[[User:CWilson|CWilson]] 04:10, 15 March 2006 (UTC) *[[User:danjohnson88|danjohnson88]]I'm very interested in Computer Science, and the C++ aspect(hopefully some java) *[[User:danthemanpirates|danthemanpirates]] Computer science is awsome *[[User:dbingram|dbingram]] *[[User:Dionyziz|Dionyziz]] 10:20, 15 October 2005 (UTC) *[[User:Dragontamer| Percival Ross Tiglao]] Awesome idea. I'll be a student :) *[[user:edwin chweya]] school of engineering *[[User:Ermeyers]] from [[Wikia:Perl]] starting [[Wikia:Perl:University]] *[[User:Fephisto|Fephisto]] math *[[User:Freeshot|Freeshot]] Computer Science and Economics *[[User:Gandalfxviv|Gandalf]] 02:31, 24 February 2006 (UTC) *[[User:hlm|Hugh Mayfield]] I think this is a tremendous idea. Interested in Computer Science. *[[User:Inquiring_Mind|Inquiring_Mind]] *--[[User:Javariel|Gabe Sechan]] 20:15, September 7, 2005 (UTC) *[[User:Jechasteen|Jon Chasteen]] School of Music *[[User:JWSchmidt|John Schmidt]] *[[User:Karmafist|Karmafist]] 01:53, 7 October 2005 (UTC) *[[User:Kfitton|Kfitton]] School of History - Instructor, School of Education - Willing to volunteer as department head *[[User:Kils]] Oceanography - I will be posting my ideas on [[user:kils/virtual_university]] *[[User:Kronski|Kronski]] *[[User:Kuang Eleven|Kuang Eleven]] *[[User:KyrreKA|KyrreKA]] 16:08, 6 June 2006 (UTC) Mathematics and Philosophy; lover of all things anarchoepistemic. *[[User:Loktai|Michael Wray]] - A willing student for almost any class, I'm a ravenous scholar. Now where do I sign up? *[[User:Makiaea|Makiaea]] *[[User:Master Thief Garrett|Master Thief Garrett]] *[[User:McClade|McClade]] - Keen to help out with development, particularly e-learning and unified login as discussed on proposal page. Let me know how I can help. *[[User:mfinney|mfinney]]14:25, 7 December 2005 - I have a curriculum and student guide I am working on in Wikibooks that ''I am willing to pilot'' for the new university... I could offer certs through my organization... it is a firefighter cert but it's a start! *[[User:nbx909|nbx909]] great idea! I'm hoping that you offer courses in the summer. I also hoping for a forensic class. *[[User:Nyarlathotep|Nyarlathotep]] *[[User:PaulPen]] School of Tourism and Hotel Management *[[User:Politic0220|Politic0220]] School of Economics, Student at UCF *[[User:ransomw|ransomw]]: math *[[User:Scud43|Scud43]] *[[User:Soulaegis|SoulAegis]] School of Computer Science *[[User:Teemu|Teemu]] *[[User:Uk.woo|Woo]] 14:16, 27 November 2005 (UTC) - Athough I'm new to the WikiWorld, I'd be interested in building The WikiVersity School of Library & Information Science *[[User:Veeraganesh|Veeraganesh]] *[[User:Wutasumi|Wutasumi]] *[[User:Ђорђе Д. Божовић|George D. Bozovic]] [[it:Wikiscuola:Lista degli interessati]] *[[User:Roadrunner|Roadrunner]] *[[User:WiKimik|WiKimik]] [[Category:Wikiversity participants]] [[Category:Pages moved from Wikibooks]] [[Category:Portal]] 7844 36937 2006-10-20T00:49:06Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 7845 37146 2006-10-20T22:42:10Z 67.180.235.208 /* Lecture series */ {{nav3|Wikiversity|Wikiversity:School of Mathematics|School:Mathematics/Undergraduate/Pure Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Introduction to Set Theory</h2><br /> <h3>An [[School:Mathematics/Courses by level|introductory course]] [[School:Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to the subject of set theory. We will cover the following: Set-theoretical paradoxes and means of avoiding them. Sets, relations, functions, order and well-order. Proof by transfinite induction and definitions by transfinite recursion. Cardinal and ordinal numbers and their arithmetic. Construction of the real numbers. Axiom of choice and its consequences. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * knowledge of basic [[School:Mathematics/Undergraduate/Foundations_of_Pure_Mathematics|Pure Mathematics]] * knowledge of [[School_of_Mathematics:Introduction_to_Proofs|formal proofs]] == Course outline == This is an approximate depiction of the course: * Propositional Logic * Axiomatic Approach * Unions and Intersections * Algebra of Sets * Ordered Pairs * Relations * Functions * Ordering Relations * Cardinal Arithmetic * Partial, Linear Orderings * Well Orderings * Comparison Theorem for Well Orderings * Isomorphisms * Transfinite Recursion Theorem * Replacement Axioms * Epsilon-Images * Ordinals * Ordinal Numbers * Ordinal Arithmetic == Lecture series == *[[School:Mathematics/Undergraduate/Introduction_to_Set_Theory:Lecture 1|Lecture 1]] Propositional Logic *[[School:Mathematics/Undergraduate/Introduction_to_Set_Theory:Lecture 2|Lecture 2]] ''not available yet'' == Assignments == ''not available yet'' == Examinations == ''not available yet'' == Recommended student evaluation scheme == ''not available yet'' [[Category:School of Mathematics]] 7846 76300 2007-01-15T03:03:22Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] ==Excellent Decision!== Now the first three frames are <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] ==<font color="maroon">Special Note:== You have cross the line!!! When you dollied out, you crossed the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (away from the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ==Next Frame?== You have a choice of how you can show the poster. [[Image:REPtsb2.jpg]] ;Option [[Storyboarding answer aaaa|A]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''Pedestal down''' to the Young Person. ---- [[Image:SBTDSbacktwoposter.jpg]] ;Option [[Storyboarding answer aaab|B]] :You can '''dolly''' dolly back (out) to show the back side of the Young Person and the Old Person while the theme of ''Star Wars'' plays. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer aaac|C]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person. ---- [[Image:SBTDSChooseTSB1a.jpg]] ;Option [[Storyboarding answer aaad|D]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' back to the opening shot. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aaaa|A]] or [[Storyboarding answer aaab|B]] or [[Storyboarding answer aaac|C]] or [[Storyboarding answer aaad|D]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aa | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7847 37226 2006-10-21T00:30:22Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first four frames are <math>\Rightarrow</math> Fae In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ==Next Frame?== You have a choice of how you can show the poster. [[Image:Reptsb3.jpg]] ;Option [[Storyboarding answer aaaaa|A]] : With his back to the camera, the Young Person says, "That was a great movie...". Then the Young Person turns toward the Old Person and says, "but I do not understand one thing." ---- [[Image:SBTDSChooseTSB1f2.jpg]] ;Option [[Storyboarding answer aaaab|B]] :The Young Person says, "That was a great movie...". Then '''cut''' to the Young Person turns to the Old Person and says, "but I do not understand one thing." ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aaaaa|A]] or [[Storyboarding answer aaaab|B]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7848 37224 2006-10-21T00:29:43Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" ==Next Frame?== You want to see the Old Person as the Old Person speaks. [[Image:REPtsb4.jpg]] ;Option [[Storyboarding_answer_aaaaaa|A]] : The Old Person says, "What's that?" ---- [[Image:REPtsb9.jpg]] ;Option [[Storyboarding answer aaaaab|B]] :The Old Person says, "What's that?" ---- [[Image:REPtsb12righttalk.jpg]] ;Option [[Storyboarding answer aaaaac|C]] :The Old Person says, "What's that?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaa|A]] or [[Storyboarding answer aaaaab|B]] or [[Storyboarding answer aaaaac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7852 36982 2006-10-20T05:06:40Z Robert Elliott 1436 b11Left. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == b11Left. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7853 36983 2006-10-20T05:07:16Z Robert Elliott 1436 b11Right. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == b11Right. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL}} 7854 36984 2006-10-20T05:07:58Z Robert Elliott 1436 b12Left. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == b12Left. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7855 36986 2006-10-20T05:09:30Z Robert Elliott 1436 b12lefttalk. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == b12lefttalk. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7856 36987 2006-10-20T05:10:17Z Robert Elliott 1436 b12Right. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == b12Right. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7857 36988 2006-10-20T05:10:52Z Robert Elliott 1436 b12RightTalk. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == b12RightTalk. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7863 77343 2007-01-16T23:20:06Z JWSchmidt 20 [[Category:Education]] <center><big>Welcome to the '''Center for Wiki Science'''</big>, part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]].</center> The Center for Wiki Science is devoted to the development of user-friendly learning resources for study of Wiki Science. '''Wiki science''' is the study of how the phenomenon of [[w:Wiki|wikis]] work and grow in general. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... ==News== * October 20, 2006 - Division founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Introduction to Wiki Science]] * [[Wikipedia, A Wiki]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. Get to work creating learning activities! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Resources== Know any good resources for scholars of this topic? Add them here! * [[b:Wiki Science|Wiki Science]] * [http://meta.wikipedia.org/wiki/Wikipedia_sociology Wikipedia sociology] at the Meta Wikipedia * [http://instiki.org/show/HelpUsersUnderstandWiki Help Users Understand Wiki] * [http://communitywiki.org/ CommunityWiki] members work aggresively towards understanding, developing, and promoting wiki. * [http://meta.wikimedia.org/wiki/Wiki_Research_Bibliography Wiki Research Bibliography] a Bibliography of scientific publications and sources about wikis in general and Wikipedia in particular. ==Affiliates== * ... [[Category:{{PAGENAME}}| ]] [[Category:Education]] 7864 43433 2006-11-06T22:47:29Z Cormaggio 8 add logo at the right {| cellpadding="3" cellspacing="1" style="align:center; margin:5px; border:3px solid; border-color:#EFEFEF; text-size: small;" | style="padding: 5px" |[[Image:Wiki.png|60px]] |[[Wikiversity:Main Page|Wikiversity]] | |[[Wikiversity:Guided tour|Tour]] | |[[Wikiversity:Introduction|Introduction]] | |[[Wikiversity:Welcome, newcomers|Welcome]] | |[[Wikiversity:What is Wikiversity?|What is Wikiversity?]] | |[[Wikiversity:Wikiversity project proposal|Blueprint]] | |[[Wikiversity:Learning|Learning]] |[[Image:Wiki.png|60px]] |} 7866 37223 2006-10-21T00:29:04Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ==Next Frame?== You want to see the Young Person as the Young Person speaks. [[Image:Reptsb3.jpg]] ;Option [[Storyboarding_answer_aaaaaaa|A]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:Reptsb5.jpg]] ;Option [[Storyboarding answer aaaaaab|B]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:Reptsb8.jpg]] ;Option [[Storyboarding answer aaaaaac|C]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaa|A]] or [[Storyboarding answer aaaaaab|B]] or [[Storyboarding answer aaaaaac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7869 76283 2007-01-15T02:57:38Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. ==Next Frame?== You want to see the Old Person think. [[Image:REPtsb9a.jpg]] ;Option [[Storyboarding_answer_aaaaaaaa|A]] : The old person thinks for a while. ---- [[Image:REPtsb4a.jpg]] ;Option [[Storyboarding answer aaaaaaab|B]] : The old person thinks for a while. ---- [[Image:REPtsb12righta.jpg]] ;Option [[Storyboarding answer aaaaaaac|C]] : The old person thinks for a while. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaaa|A]] or [[Storyboarding answer aaaaaaab|B]] or [[Storyboarding answer aaaaaaac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7870 37105 2006-10-20T16:57:35Z Robert Elliott 1436 4a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7871 37106 2006-10-20T16:58:11Z Robert Elliott 1436 9a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 9a. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7872 37107 2006-10-20T16:59:23Z Robert Elliott 1436 11LeftUp. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 11LeftUp. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7873 37108 2006-10-20T17:00:24Z Robert Elliott 1436 12RightA. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 12RightA. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7875 37221 2006-10-21T00:27:51Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb9a.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. <font color="green">(7) '''Old Person''': "What computer do you have at home?" ==Next Frame?== The Old Person says, "What computer do you have at home?" [[Image:REPtsb9.jpg]] ;Option [[Storyboarding_answer_aaaaaaaaa|A]] : The Old Person says, "What computer do you have at home?" ---- [[Image:REPtsb4.jpg]] ;Option [[Storyboarding answer aaaaaaaab|B]] : The Old Person says, "What computer do you have at home?" ---- [[Image:REPtsb12righttalk.jpg]] ;Option [[Storyboarding answer aaaaaaaac|C]] : The Old Person says, "What computer do you have at home?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaaaa|A]] or [[Storyboarding answer aaaaaaaab|B]] or [[Storyboarding answer aaaaaaaac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7876 37220 2006-10-21T00:27:18Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb9a.jpg]] <math>\Rightarrow</math> [[Image:REPtsb9.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. <font color="green">(7) '''Old Person''': "What computer do you have at home?" <font color="green">(8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ==Next Frame?== The Old Person says, "What computer do you have at home?" [[Image:Reptsb5.jpg]] ;Option [[Storyboarding_answer_aaaaaaaaaa|A]] : The Young Person eagerly says, "A Macintosh!" ---- [[Image:Reptsb11Leftu.jpg]] ;Option [[Storyboarding answer aaaaaaaaab|B]] : The Young Person eagerly says, "A Macintosh!" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaaaaa|A]] or [[Storyboarding answer aaaaaaaaab|B]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7884 77456 2007-01-17T01:10:23Z JWSchmidt 20 re-order Welcome to Wikiversity's School of [[w:Popular_psychology|Popular Psychology]]. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===Subjects=== *[[Topic:Body_Langauge|Body Langauge]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] 7886 37219 2006-10-21T00:26:41Z Robert Elliott 1436 minor additions ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb9a.jpg]] <math>\Rightarrow</math> [[Image:REPtsb9.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb5.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. <font color="green">(7) '''Old Person''': "What computer do you have at home?" <font color="green">(8) '''Young Person''' ''(eagerly)'': "A Macintosh!" <font color="green">(9) '''Old Person''': "But what computer does your father use at work?" ==Next Frame?== The Old Person says, "But what computer does your father use at work?" [[Image:REPtsb12righttalk.jpg]] ;Option [[Storyboarding_answer_aaaaaaaaaaa|A]] : The Old Person says, "But what computer does your father use at work?" ---- [[Image:REPtsb9.jpg]] ;Option [[Storyboarding answer aaaaaaaaaab|B]] : The Old Person says, "But what computer does your father use at work?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaaaaaa|A]] or [[Storyboarding answer aaaaaaaaaab|B]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7887 76050 2007-01-14T23:20:52Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ fix link to [[Body Langauge essay questions]] ==Department description== This is a Wikiversity content development project for learning resources related to body language. [[w:Body_langauge|Body langauge]] is a form of [[w:Paralanguage|paralanguage]]; that is to say - a method of communicating that precludes the use of verbal language. [[w:Body_langauge|Body langauge]] uses physical gestures The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. #[[Body Langauge essay questions|Relative Position]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. [[Category:Psychology]] Select a descriptive name for each learning project. 7888 76047 2007-01-14T23:20:02Z JWSchmidt 20 [[Topic:Body Langauge essay questions]] moved to [[Body Langauge essay questions]]: Wikiversity name conventions ====Relitive Position==== ---- When studying body language, we learn that our position and its relativity to others around you; can indicate a number social preferences. For instance, when talking ‘one on one’ with someone, the position of your legs and their direction in relation to the person you're speaking to can suggest whether you wish to continue conversation. When in a group situation, the very same set of observations (position of the legs), can suggest which person you most desire to interact with. What else is there to learn or observe, which other parts of the body can we collect this type of information from? [[Category:Psychology]] 7889 76832 2007-01-16T00:37:56Z JWSchmidt 20 from [[Topic:Introduction to Programming]] Since this is an introductory course, we won't be dealing with any one programming language in particular. Examples will be in pseudocode, modelled partly on the scripting language perl. If that last sentence made no sense to you, you're in the right place! == Why should we create computer programs? == What is it that makes computer programming useful or pointless? What are the goals, common problems, and solutions related with computer programming? If we're just coding to code: We're probably not making programs as useful as we could be doing. Code with a purpose. This is how: ===Basic goals of computer programming=== When you are planning to create a computer program you should thoroughly consider these aspects of the program you intend to make: * Utility: Ensure your program effectively fulfills the need it is addressing. * Usability: Ensure that people can easily use your program without a major time investment. * Maintainability: Ensure that it is easy to understand, fix, and improve your program without a major time investment. ===Common problems=== These are very common mistakes programmers make, which you should avoid: * Utility ** Your program does not do a job any better than an alternative program. At best, you're "re-inventing the wheel", wasting time. ** Your program does not work how it is supposed to work. * Usability ** Your program is too complicated or too simple to be useful to most people. Only a small minority of people want to play <u>20,000 questions</u> when they're using a program. Just because you like to hack the details doesn't mean the average user of your program does. * Maintainability ** Other people, or yourself at a later time can't easily understand the programming behind your program. This means your project won't grow and become better as much as it's capable of. ===Solutions=== * Utility and Usability ** Survey the field to look for programs something like what you intend to make. Determine what you like and don't like about those programs. Figure out ways to improve those programs. ** Find source code for similar programs to what you want to make if at all possible. Unfortunately, there is also a lot of inferior quality code floating around. Don't be one of those people. Only release quality programs. ** Thoroughly plan what you want your program to do before you start working on it. ** Aim towards the maximum functionality your program can achieve while maintaining minimal complexity. Think of the iPod, match-stick, door-knob, and TV. People love things which are simple, useful, and cool. ** If possible: Talk to people who might use your program to get an idea of what they'd like to see in the program you intend to make. * Maintainability ** Make it easy for someone to look at your program's source code and understand what's going on. ** Use comments when you're doing complicated things in your program. ** Don't make very large routines or lines of code. ** Use simple, easy-to-understand names for variables. ** Look at a variety of source code, and especially source code meant to be used as an example of proper programming form. Recognise the structure they're using to make things simple. Its definitely there. ===Make programming easy for you and everybody else=== Computers and computer programs are intended to make our lives easier, not more complicated. Remember this. Programmers have figured out a very good way of doing things which is what the idea of a wiki was likely based upon: '''[http://en.wikipedia.org/wiki/Open_source_software Open-source software]'''. Open-source software is software which has the programming behind it freely available for anybody to look at, modify, improve, and implement into their own software. Just like wiki, this is a phenomenally useful way of doing things. To make programming easier for all coders: * Release open-source software * Take advantage of open-source software to create more open-source software. == What is a program? == A program is a set of instructions that tell a computer how to do a task. When a computer follows the instructions in a program, we say it '''executes''' the program. You can think of it like a recipe that tells you how to make a peanut butter sandwich. In this model, you are the computer, making a sandwich is the task, and the recipe is the program that tells you how to execute the task. * '''Activity:''' Come up with a set of instructions to tell someone how to make a peanut butter sandwich. Don't leave any steps out, or put them in the wrong order. Was that easy? Did you remember all the steps? Maybe you forgot to tell me to use a knife to spread the peanut butter. Now I've got peanut butter all over my hands! Of course, you say, a person wouldn't be that dumb. But a computer ''is'' that dumb. A computer will only do what you tell it to do. This might make programming frustrating at first, but it's relieving in a way: if you do everything right, you know exactly what the computer is going to do, because you told it. Of course, computers don't understand recipes written on paper. Computers are machines, and at the most basic level, they run on 1's and 0's. If you really wanted to tell a computer directly what to do, you'd have to talk to it in '''binary''', giving it coded sets of 1's and 0's that tell it what instructions to execute. This is much too difficult. In practice, we use a '''programming language.''' == What is a programming language? == A '''programming language''' is a way for a person to write a program without writing directly in binary. Programming languages are meant to be read by a person, so a computer must either '''compile''' or '''interpret''' them before they can be executed. There are a couple different levels of programming languages. At the most basic level is '''assembly''' language. This language is just a direct translation of the binary instructions the computer executes. Every kind of computer has its own assembly language. Here's how to add two numbers in MIPS assembly: LUI R1, #1 LUI R2, #2 DADD R3, R1, R2 This just did the calculation ''1 + 2 = 3''. Most people don't program in assembly, because it can be complicated, it takes a long time to write, and it only works on one kind of computer. Instead, they use a high-level language. '''High-level languages''' look more like English with mathematical operations thrown in. These languages require more translation before the computer will understand them, but they are much easier to write in. Here's what the same thing might look like in a high-level language: x := 1 + 2; The process of translating a program from high-level language to assembly to machine instructions is called either '''compiling''' or '''interpreting''', depending on what language you are using. Some languages, including C, C++, and Pascal, require a separate program called a '''compiler''', which translates the program and stores the machine instructions in a file called a '''binary'''. When you want to run the program, you execute the binary, and the computer follows the instructions. Other languages, like Perl, BASIC, and Python, don't create a binary. These interpreted or scripting languages use a separate program called an '''interpreter''', which translates the program each time it is run. These programming languages are often easier to write in, but run slower, since the instructions must be interpreted each time the program is executed. A few languages, like Java and C#, are '''semi-interpreted''' languages. They are compiled once, but not into a binary. Instead, the compiled program uses an extra-fast interpreter, sometimes called a [[Virtual Machine]], to execute the program. Don't feel that interpreted languages are ''inferior'' because they are ''too slow'' compared with more traditional compiled languages. Because of their dynamic nature, interpreted languages can be substantially more flexible, easier to learn, and faster to develop code in - sometimes you can have your program weeks sooner for the small price of being a fraction of a second slower; especially when you are using current fast computers. In other cases (like applications using a database, or network access) a majority of your application's time is spent waiting to access data or the network, and using a "faster" compiled language will not make much difference. It would be nice to have "one language to rule them all" but we don't. == How is a program organized? == Coming soon: Structured programming, Object-Oriented programming. To learn more about structuring program statements, try out the [[Algorithm Challenges]]! == What are the basic concepts of programming? == Coming soon: variables, functions, operations, control structures. [[Category:Computer Programming]] 7890 37241 2006-10-21T00:57:32Z Robert Elliott 1436 minor correction ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb9a.jpg]] <math>\Rightarrow</math> [[Image:REPtsb9.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb5.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb12righttalk.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. <font color="green">(7) '''Old Person''': "What computer do you have at home?" <font color="green">(8) '''Young Person''' ''(eagerly)'': "A Macintosh!" <font color="green">(9) '''Old Person''': "But what computer does your father use at work?" <font color="green">(10) The young person thinks for a moment. ==Next Frame?== The young person thinks for a moment. [[Image:Reptsb10.jpg]] ;Option [[Storyboard_aaaaaaaaaaaa|A]] : The young person thinks for a moment. ---- ==Now Decide! → By now, the rest of the storyboard is defined.== [[Image:Blanktsb.jpg]] * Select either option [[Storyboard_aaaaaaaaaaaa|A]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7891 75604 2007-01-14T05:44:12Z Historybuff 5228 Moved to subcat - HTML isn't really a language, but it's not computer programming either [[Category: Programming Languages]] 7892 37242 2006-10-21T01:00:53Z Robert Elliott 1436 minor correction ;Lesson #004 - Creating the Thumbnail Storyboards : [[Storyboard_aaaaaaaaaaaa|One Possible Storyboard]] ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] <math>\Leftrightarrow</math> [[WikiFilmSchool_N4P4 | Page 4]] - Step by Step - Thumbnail Storyboarding of ''Seduced by the Dark Side!'' <math>\Leftrightarrow</math> <font color="green"> [[Storyboard_aaaaaaaaaaaa|One possible storyboard]] ---- ---- =The Thumbnail Storyboards for "Seduced by the Dark Side"= EXTERIOR - The local movie theater - NIGHT <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] (1) The Young Person and Old Person stand looking at the movie poster outside the theater. <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] (2) '''Young Person''': "That was a great movie..." <math>\Rightarrow</math> Dolly Left <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] (4) '''Old Person''': "What's that?" <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb9a.jpg]] (6) The old person thinks for a while. <math>\Rightarrow</math> [[Image:REPtsb9.jpg]] (7) '''Old Person''': "What computer do you have at home?" <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb5.jpg]] (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb12righttalk.jpg]] (9) '''Old Person''': "But what computer does your father use at work?" <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb10.jpg]] (10) The young person thinks for a moment. [[Image:Reptsb11Left.jpg]] (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb12right.jpg]] (12) The Old Person smiles. <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb14A.jpg]] <math>\Rightarrow</math> zoom out <math>\Rightarrow</math> [[Image:Reptsb14b.jpg]] (13) Old Person and the Young Person walk toward home together. (14) Fade to Black. :::The End ---- =Want to Try Again?= To start over, [[WikiFilmSchool_N4P4 | go back to the beginning.]] 7893 39478 2006-10-25T08:44:22Z 85.31.137.11 /* Line breaks and horizontal rules */ These are some of the simplest HTML tags to learn. ===Bold, italics, underline and strikeout=== To make text bold, we use the <code><nowiki><b></nowiki></code> tag, like this: <nowiki>Normal text - <b>Bold text!</b></nowiki> Which would display like this: :Normal text - <b>Bold text!</b> Italics are much the same, but using the <code><nowiki><i></nowiki></code> tag instead, like this: <nowiki><i>This text is in italics</i></nowiki> :<i>This text is in italics</i> Now try the same thing with the <code><nowiki><u></nowiki></code> and <code><nowiki><s></nowiki></code> tags, which are <u>underline</u> and <s>strikeout</s> respectively. ===Line breaks and horizontal rules=== Browsers ignore single line breaks, so the following: This is HTML Would still render as: :This is HTML However, if you use a '''line break''', you can force a new line to occur whenever you want. Take the following code: <nowiki>This is <br /></nowiki> HTML Which would render as: This is <br /> HTML Another (less common) formatting tag is the '''horizontal rule''', which will produce a line accross the page. A horizontal rule is as simple as this: <nowiki><hr /></nowiki> Which produces the following: <hr /> You can also alter the size of the line, like this: <nowiki><hr width="70%" /></nowiki> Which will make a smaller line: <hr width="70%" /> Note how the line is still on the left? This can be fixed using the <code><nowiki><center></nowiki></code> tag, which aligns things to the centre of the page. <nowiki><center><hr width="70%" /></center></nowiki> This makes a nice, central line: <center><hr width="70%" /></center> You can also use the <code><nowiki><center></nowiki></code> tag around text. This works well for poetry, as in the following example, which combines a few tags we've learned: <nowiki><center><i></nowiki> Twinkle, twinkle, little star,<nowiki><br /></nowiki> How I wonder what you are!<nowiki><br /></nowiki> Up above the world so high,<nowiki><br /></nowiki> Like a diamond in the sky.<nowiki><br /></nowiki> Twinkle, twinkle, little star,<nowiki><br /></nowiki> How I wonder what you are!<nowiki><br /></nowiki> <nowiki></i></center></nowiki> Which would render like this: <center><i> Twinkle, twinkle, little star,<br /> How I wonder what you are!<br /> Up above the world so high,<br /> Like a diamond in the sky.<br /> Twinkle, twinkle, little star,<br /> How I wonder what you are!<br /> </i></center> {{HTMLfooter|Introduction to HTML|Fonts and colours in HTML}} 7894 37209 2006-10-21T00:05:46Z Aviness 2268 {{nav2|School:Mathematics/Undergraduate/Pure Mathematics|School:Mathematics/Undergraduate/Introduction_to_Set_Theory}} == Introduction == We will start the course by introducing Propositional Logic. Even though, this is a set theory class, not a logic course, most of notations from the logic courses can be used in set theory. Furthermore, logic is important in various proofs we will encounter in this course. == Notations == Here are the notations and what they mean: {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! Symbols ! Meaning |- | <tt><math>\land</math></tt> | and (conjunction) |- | <tt><math>\lor</math></tt> | or (nonexclusive disjunction) |- | <tt><math>\lnot</math></tt> | not (negation) |- | <tt><math>\to</math></tt> | if then |- | <tt><math>\leftrightarrow</math></tt> | if and only if |- |} == Truth Table == Truth tables are used to analyze formulae of propositional logic. === Example === Truth table for <math>p \to (q \to p)</math> {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! <math>p \,\!</math> ! <math>q \,\!</math> ! <math>q \to p</math> ! <math>p \to (q \to p)</math> |- | T | T | T | T |- | T | F | T | T |- | F | T | F | T |- | F | F | T | T |- |} == Tautology == === Definition === A formula <math>\theta \,\!</math> of propositional logic is a <b>tautology</b> if only T's occur in the <math>\theta \,\!</math> column of the truth table. === Examples === Truth table for <math>(p \to \lnot p) \to \lnot p = \theta</math> {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! <math>p \,\!</math> ! <math>\lnot p</math> ! <math>p \to \lnot p</math> ! <math>\theta \,\!</math> |- | T | F | F | T |- | F | T | T | T |- |} Truth table for <math>(p \to (q \leftrightarrow \lnot q)) \to \lnot p = \theta</math> {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! <math>p \,\!</math> ! <math>q \,\!</math> ! <math>\lnot q</math> ! <math>q \leftrightarrow \lnot q</math> ! <math>p \to (q \leftrightarrow \lnot q)</math> ! <math>\lnot p</math> ! <math>\theta \,\!</math> |- | T | T | F | F | F | F | T |- | T | F | T | F | F | F | T |- | F | T | F | F | T | T | T |- | F | F | T | F | T | T | T |- |} Truth table for <math>(\lnot p \vee q) \to (p \to q) = \theta</math> {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! <math>p \,\!</math> ! <math>q \,\!</math> ! <math>\lnot p</math> ! <math>\lnot p \vee q</math> ! <math>p \to q</math> ! <math>\theta \,\!</math> |- | T | T | F | T | T | T |- | T | F | F | F | F | T |- | F | T | T | T | T | T |- | F | F | T | T | T | T |- |} == Tautological Equivalence == === Definition === The proposition formulas <math>\varphi \,\!</math> and <math>\theta \,\!</math> are <b>tautologically equivalent </b> if <math>\varphi \leftrightarrow \theta</math> is a tautology. === Examples === <b>Contraposition</b>: <math>p \to q = \theta</math> is tautologically equivalent to <math>\lnot q \to \lnot p = \varphi</math>. {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! <math>p \,\!</math> ! <math>q \,\!</math> ! <math>\lnot q</math> ! <math>\lnot p</math> ! <math>\theta \,\!</math> ! <math>\varphi \,\!</math> ! <math>\theta \leftrightarrow \varphi</math> |- | T | T | F | F | T | T | T |- | T | F | T | F | F | F | T |- | F | T | F | T | T | T | T |- | F | F | T | T | T | T | T |- |} <b>de Morgan's Law I</b>: <math>\lnot (p \lor q) = \theta</math> is tautologically equivalent to <math>\lnot p \land \lnot q = \varphi</math>. {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! <math>p \,\!</math> ! <math>q \,\!</math> ! <math>\lnot p</math> ! <math>\lnot q</math> ! <math>p \lor q</math> ! <math>\theta \,\!</math> ! <math>\varphi \,\!</math> ! <math>\theta \leftrightarrow \varphi</math> |- | T | T | F | F | T | F | F | T |- | T | F | F | T | T | F | F | T |- | F | T | T | F | T | F | F | T |- | F | F | T | T | F | T | T | T |- |} <b>de Morgan's Law II</b>: <math>\lnot (p \land q) = \theta</math> is tautologically equivalent to <math>\lnot p \lor \lnot q = \varphi</math>. <i>Truth table for Assignment #1</i> [[Category:School of Mathematics]] [[Category:Mathematics]] [[Category:Pages needing cleanup after Import]] 7895 37510 2006-10-22T01:42:17Z Robert Elliott 1436 minor correction ==Excellent Decision!== Now the first three frames are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB3a.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB4a.jpg]] ==<font color="maroon">Special Note:== You did '''NOT''' cross the line!!! You did not dolly out and so you did '''NOT''' cross the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (between the actors and the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ==Next Frame?== [[Image:SBTDSChooseTSB1f2.jpg]] ;Option [[Storyboarding answer aaba|A]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:SBTDSChooseTSB3a.jpg]] ;Option [[Storyboarding answer aabb|B]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:Reptsb11Right.jpg]] ;Option [[Storyboarding answer aabc|C]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aaba|A]] or [[Storyboarding answer aabb|B]] or [[Storyboarding answer aabc|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aa | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- 7896 51783 2006-12-05T12:59:02Z MichaelBillington 1599 /* Changing font appearance */ typo HTML has a very flexible tag, the <code><nowiki><font></nowiki></code> tag. This article will show you the many ways it can be used. Keep in mind however, that this tag is 'deprecated', so when you feel like you know enough about HTML, move on to CSS styleshhets for formatting, and forget you ever learned about this tag. ===Changing font colours=== The colours of the text can be changed like this: <nowiki><font color="#FF0000">Red text</font></nowiki> Which makes red text: :<font color="#FF0000">Red text</font> You may be thinking "what on Earth is that #FF0000 stuff?". That is a colour code, in [[w:hexadecimal|hexadecimal]]. It allows you to specify a whole range of colours to use. You may want to read [[w:web colors|web colors]] if you plan to use them, but here we will use a simplified method. You can instead name the colour you want to use, by using a '''constant'''. The above example can be simplified like this: <nowiki><font color="red">Red text</font></nowiki> :<font color="red">Red text</font> Isn't that much easier? There are 16 colour constants you can use, outlined in the following table: <!-- Table adapted from Wikipedia's article [[Web-safe colors]] --> {| class="wikitable" !Colour !Hexadecimal !Colour !Hexadecimal !Colour !Hexadecimal !Colour !Hexadecimal |- |aqua |style="background:#00ffff; color:#000000; font-family:monospace;"|#00ffff |black |style="background:#000000; color:#ffffff; font-family:monospace;"|#000000 |blue |style="background:#0000ff; color:#ffffff; font-family:monospace;"|#0000ff |fuchsia |style="background:#ff00ff; color:#000000; font-family:monospace;"|#ff00ff |- |gray |style="background:#808080; color:#ffffff; font-family:monospace;"|#808080 |green |style="background:#008000; color:#ffffff; font-family:monospace;"|#008000 |lime |style="background:#00ff00; color:#000000; font-family:monospace;"|#00ff00 |maroon |style="background:#800000; color:#ffffff; font-family:monospace;"|#800000 |- |navy |style="background:#000080; color:#ffffff; font-family:monospace;"|#000080 |olive |style="background:#808000; color:#ffffff; font-family:monospace;"|#808000 |purple |style="background:#800080; color:#ffffff; font-family:monospace;"|#800080 |red |style="background:#ff0000; color:#ffffff; font-family:monospace;"|#ff0000 |- |silver |style="background:#c0c0c0; color:#000000; font-family:monospace;"|#c0c0c0 |teal |style="background:#008080; color:#ffffff; font-family:monospace;"|#008080 |white |style="background:#ffffff; color:#000000; font-family:monospace;"|#ffffff |yellow |style="background:#ffff00; color:#000000; font-family:monospace;"|#ffff00 |} For a much larger selection of colors (139 in total), see the '''[[Named Colors]]''' table. Here is a tiny sample: {|cellspacing="1" cellpadding="5" style="border:1px solid #aaa; padding:4px;text-align:center;font-size:70%;" |- |style="background-color:IndianRed"|IndianRed |style="background-color:Salmon"|Salmon |- |style="background-color:SteelBlue"|SteelBlue |style="background-color:NavajoWhite"|NavajoWhite |- |style="background-color:Green"|Green |style="background-color:Tomato"|Tomato |- |style="background-color:Gainsboro"|Gainsboro |style="background-color:Linen"|Linen |} <!-- Todo: add example of all the colours in the same place --> ===Changing font size=== The <code><nowiki><font></nowiki></code> tag also allows you to change the font size. For an idea of the full range of sizes you can use, read this example: <nowiki><font size=1>Font size 1</font><br /></nowiki> <nowiki><font size=2>Font size 2</font><br /></nowiki> <nowiki><font size=3>Font size 3</font><br /></nowiki> <nowiki><font size=4>Font size 4</font><br /></nowiki> <nowiki><font size=5>Font size 5</font><br /></nowiki> <nowiki><font size=6>Font size 6</font><br /></nowiki> <nowiki><font size=7>Font size 7</font><br /></nowiki> This shows you the 7 font sizes: <font size=1>Font size 1</font><br /> <font size=2>Font size 2</font><br /> <font size=3>Font size 3</font><br /> <font size=4>Font size 4</font><br /> <font size=5>Font size 5</font><br /> <font size=6>Font size 6</font><br /> <font size=7>Font size 7</font><br /> So as you can see, the font can go from very small to very big. You may also want to check out the <code><nowiki><big></nowiki></code> tag for making large text, and the <code><nowiki><small></nowiki></code> tag for making small text: <nowiki><small>Small text,</small> Normal text, <big>Oversized text</big></nowiki> Produces: :<small>Small text,</small> Normal text, <big>Oversized text</big> ===Changing font appearance=== You can chage the font that text is written in using the <code>face</code> attribute, as in this example: <nowiki><font face="Courier new">Courier new</font><br /></nowiki> <nowiki><font face="Verdana">Verdana</font><br /></nowiki> <nowiki><font face="Arial">Arial</font><br /></nowiki> Gives us this: <font face="Courier new">Courier new</font><br /> <font face="Verdana">Verdana</font><br /> <font face="Arial">Arial</font><br /> You should wherever possible use common fonts that can be found in all operating systems, otherwise many people will not be able to use your website. Also note that excessively fancy fonts can be hard to read. To avoid these problems, it is widely supported to use the following generic styles which are designed to render using the most apppropriate available font, or a users preference. The three most supported types of font are: <nowiki><font face="sans-serif">Sans Serif</font><br /></nowiki> <nowiki><font face="serif">Serif</font><br /></nowiki> <nowiki><font face="monospace">Monospace</font><br /></nowiki> Less common but also available are: <nowiki><font face="fantasy">Fantasy</font><br /></nowiki> <nowiki><font face="cursive">Cursive</font><br /></nowiki> In your browser these are shown as: <br /><font face="sans-serif">Sans Serif</font> (This is a smooth font designed for on screen) <br /><font face="serif">Serif</font> (This is not smooth and looks best on paper) <br /><font face="monospace">Monospace</font> (This is a fixed-width font designed for computer code) <br /><font face="fantasy">Fantasy</font> (This is a happy font used for less serious pages) <br /><font face="cursive">Cursive</font> (This is a handwriting font again just for more interest) {{HTMLfooter|Basic formatting in HTML|Lists in HTML}} 7900 37258 2006-10-21T02:52:34Z MichaelBillington 1599 usage and cleaning up the markup a bit <noinclude> This template is for the bottom of pages in [[:Category:HTML]] to aid in navigation between them. ===Usage=== <code><nowiki>{{HTMLfooter|Previous page|Next page}}</nowiki></code> It will only link to a page that exists, so if ''there is no'' next page, set that parameter to "(none)" or something, and it wont put a link there. ---- </noinclude><br clear=all> {| class="toccolours" align="center" style="text-align: center; font-size: 90%;" width="100%" |- | style="background: #ccccff; font-size: 110%;" | '''[[Topic:HTML|Learning HTML]]''' |- | {{#ifexist:{{{1}}}|'''Previous:''' [[{{{1}}}]]|'''Previous:''' (none)}} &mdash; {{#ifexist:{{{2}}}|'''Next:''' [[{{{2}}}]]| '''Next:''' (none)}} |} [[Category:HTML]] 7901 61945 2006-12-21T20:37:50Z 68.46.245.11 fix to be like wikipedia so it works in parser functions |<noinclude> ---- See [[w:en:Template:!/doc|Documentation on the English Wikipedia]] for why this template exists. </noinclude> 7902 69358 2007-01-10T02:30:44Z JWSchmidt 20 [[Category:Introduction to Psychology]] {{merge|Introduction to Psychology}} *[[Questions and comments]] We will be studying out of the book '''Introduction to Psychology''' in Wikibooks, I have tailored this book to work with the lesson plan but if it changes, as wikis tend to do, please make note in the questions and comments page and if the changes are positive I will change the lesson plans. ===Part One=== *[[b:Introduction_to_Psychology:chpt1|Chapter one: Definition and History]] This chapter covers the definition of psychology, a brief history, different perspectives, and many different fields of psychology *[[School:Psychology/Psy 1001/Key words for chapter one|Key words for chapter one]] *[[School:Psychology/Psy 1001/Questions one: Definition and History|Questions one: Definition and History]] ===Part Two=== *[[b:Introduction_to_Psychology:chpt2|Chapter 2: Research Methods]] *[[School:Psychology/Psy_1001/Key_words_for_chapter_two|Key words for chapter two]] ===Part Three=== *[[b:Introduction_to_Psychology/chpt3|Chapter 3: Biological foundations]] *[[School:Psychology/Psy_1001/Key_words_for_chapter_three|Key words for chapter three]] ===Part Four=== *[[Lecture four: Developmental Psychology (briefly)]] ===Part Five=== *[[Lecture five: Sensation and Perception]] ===Part Six=== *[[Lecture six: Consciousness]] *[[Lecture seven: Learning]] *[[Lecture eight: Retention and Forgetting]] *[[Lecture nine: Cognitive Processes]] *[[Lecture ten: Motivation and Emotion]] *[[Lecture eleven: Psychological Testing and Individual Differences]] *[[Lecture twelve: Personality Principles]] *[[Lecture thirteen: Abnormal Personality Patterns]] *[[Lecture fourteen: Therapies]] *[[Lecture fifteen: Social Psychology]] [[Category:Introduction to Psychology]] 7904 77428 2007-01-17T00:54:37Z JWSchmidt 20 [[School:Strategic Studies/Strategic Simulations/]] moved to [[Topic:Strategic Studies/Strategic Simulations/]]: Wikiversity name conventions <small>Part of [[School:Strategic Studies|Strategic Studies]]</small> =Introduction= The Strategic Simulations page contains a number of games, each one with a particular learning objective. =The Simulations= ===Complete=== *[[School:Strategic_Studies/Strategic_Simulations/Mercantilism_%28Strategic_Simulation%29|Mercantilism]]: A simulation of proxy competition between Superpowers through economics. :*[[/Cold War (Strategic Simulation)|Cold War]]: A Mercantilism variant with combat, for the illustration of proxy war in the Cold War Era. ===Incomplete (help the author complete them!)=== *[[Games_in_Development/Liberal_Diplomacy|Liberal Diplomacy (variant of Diplomacy)]]: What would Diplomacy be like if Liberal IR theorists had invented it? =Links to Other Simulations= It is recommended that these links only contain games that are available free and online. This means that the link should include rules, illustrations of pieces, and boards. If it is a computer game, it should at least be shareware, if not freeware. ===Diplomacy=== Diplomacy is a strategic game that has stood the test of time. It is not only popular amongst gamers, but is used as a project in Strategic Studies classes at some institutions. Play is available online. *[http://www.diplomacy-archive.com/ Diplomacy Archive] - Contains lots of information on how to play, variants, rules, maps. *[[w:Diplomacy (board game)|Diplomacy (board game)]] - Wikipedia link. ===Dune=== Not to be scoffed as a piece of fan paraphernalia, Dune includes a strong Diplomatic component. *[http://www.sorvan.com/games/dune/ Dune] - This site includes all rules and published variants. *[[w:Dune_(board_game)|Dune (board game)]] - Wikipedia link. =Active Contributors= *[[User:dnjkirk|dnjkirk]] =Rule and Strategic Game Development Resources= *[http://jbdgames.blogspot.com/ The Journal of Boardgame Design] - an intelligent look at game development from a long-time game afficionado. *[http://mdoyle.blogspot.com/ Mike Doyle's Art Play] - a look at artistic design in games and their pieces [[Category:Strategic Studies]] 7905 75528 2007-01-14T03:02:26Z JWSchmidt 20 [[Category:Philosophy of religion]] Welcome to the '''Philosophy of Religion Department''', part of the [[School:Philosophy|School of Philosophy]]. ==Department description== [[Wikipedia:Philosophy of religion|Philosophy of Religion]] is the rational study of the meaning and justification ( or rebuttal) of fundamental religious claims, particularly about the nature and existence of God (or gods, or the divine). ==Department news== * October 20th, 2006 - Department founded! ==Degree plans== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Streams== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * * Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! === Introductory Materials === * [[The Ontological Argument]] * [[The Problem of Evil]] * [[Pascal's Wager]] * [[The Design Argument]] ==See also== ==External links== [[Category:Philosophy of religion]] 7906 75506 2007-01-14T02:46:19Z JWSchmidt 20 [[Category:Psychology]] <[[School:Psychology/Psy_1001|Psy 1001]] ===Definition and Purpose=== Psychology is the scientific study of behavior and cognitive processes. The purpose of psychology is to describe thinking and behavior and look at the relationships between them and try to explain the causes for them. When a psychologis describes behavior or thought he does so to '''understand, predict, modify, or improve.''' #'''Understanding and Prediction:''' Occur when psychologist anticipates events, either in a natural situation or a contrived one #'''Modification and Improvement:''' Occurs when the psychologist manipulates the situation and observes an expected result ===Areas of Study=== *Humans and [[w:Animal_psychology|Animals]]: Psychology being the study of behavior and cognitive processes also includes studying animals. Most of the time animals are studied if it is unethical, the study would take to long, or cost prohibitive to study humans. *[[w:innate_idea|Hereditary]] and [[w:Environmental psychology|Environmental]]: Studying the influence of the environment, what the people learn from thier sorroundings, and hereditary, what people know when they are born. *[[w:Consciousness|Conscious]] and [[w:Unconscious mind|Unconscious]]: Behavior is often the product of a conscious choice. Some behaviors, however, may result from motives that are below a level of awareness. Many theorists refer to these motives as ''unconscious''. Both conscious and unconscious motives may lead to responses, and psychology therefore studies them both. Frued was a pioneer of this field. *Normal and [[w:Abnormal Psychology|Abnormal]]: Normal psychology studies normal behavior and cognition. Abnormal studies poeple with mental-illnesses, though it is hard to define what constitutes a mental-illness. *[[w:Developmental Psychology|Age Range]]: Because behavior depends on hereditary charactaristicsas well as things learned throughout life psychologists are interested in with individuals from conception until death. *[[w:theoretical psychology|Theory]] or [[w:Applied Psychology|Applied]]: Theoretical is learning more about psychology, and applied is the use of psychology to fix a certain problem. ===History=== The usual date selected for the begining of psychology is 1879, when Wilhelm Wundt (1832-1920) Started a formal psychology research laboratory at the University of Leipzig, Germany. Psychology has been around since antiquity, some say that the Kama Sutra speaks of psychology. Other studies preceded psychology that are either concerned with the same subject, just go about a different method of solving thier problem, or contributed to the method of solving the problem. These include '''philosophy, the natural sciences, and medicine.''' *Philosophy: Wanted to solve the same hypotheses but didn't use the same method as psychology *The Sciences: Physics, chemistry, biology, and phisiology were all important contributers to the methods that are used by psychologists. Chemistry offers new drugs to treat behavioral problems, while the biological theory of evolution gave strong support for [[w:comparative psychology|comparative psychology]]. Biology also offers much information on genetics, heredity, and physiological structures and processes which have been used by psychologists in considering the effects of these factors on behavior and thought processes. *Medicine: In the 1800s people who exibited behavioral problems where thought to be possesed by the devil. In the early 1880s, medical interest brought the treatment for physical illnesses that were thought to cause abnormal patterns of behavior or thingking. By the late 1880s the abnormal patterns were classified as mental illnesses, and treatment changed accordingly. This led to the development of what is now called psychiatry, and had important effects on psychology. ===The Early Development of Psychology=== Early psychology was a period of systems of psychology. They were attempts to explain all behavior by using a single set of principles. Although none continues to be of major importance, all contributed significantly to modern psychology. *[[w:Structuralism#Structuralism_in_psychology_.2819th_century.29|Structuralism]] *[[w:Functionalism_%28psychology%29|Functionalism]] *[[w:behaviorism|Behaviorism]] *[[w:Gestalt_Psychology|Gestalt Psychology]] *[[w:Psychodynamic_psychology|Psychodynamic Psychology]] ===Current Outlooks in Psychology=== Attempts to explain all behavior by reference to only one systematic position have been abondened. The modern trend is to limit areas of study to particular aspects of behavior. These areas are called specialties and can be grouped into several broad approaches to the study of behavior. ====Different perspectives==== Many psychologists take an eclectic position. *[[w:psychodynamic|Psychodynamic]]: Emphasizes unconscious drives and the resolution of conflicts. *[[w:Behaviorist|Behavioral]]: Emphases the acquisition and alteration of observable responses. *[[w:Self-actualization|Humanistic]]: Achieve or maximize human potential, also called self-actualization. *[[w:Biological_psychology|Biological]]: Based on physiological explanations of behavior. Close to [[w:Neuroscience|neuroscience]]. *[[w:Evolutionary_psychology|Evolutionary]]: Is based on genes, evolution and natural selection. Some more recent perspectives are: *[[w:Cognitive_psychology|Cognitive]]: This examines internal mental processes such as problem solving, memory, and language. *Sociocultural: Compares idfferent ethnic or cultural groups. ====Fields of Psychology==== The hundreds of specialties in psychology are usually grouped into one of the following fields. =====Applied Psychology===== *[[w:clinical_psychology|Clinical]] and [[w:counseling_psychology|Counseling]] Psychology: Over half of all psychologists work in this field. Clinical psychologists are more likely to treat or conduct research into the causes of abnormal behaviors, while counseling psychologists more often work with mild social or emotional problems. Typically people seeking the help of a counselor are not classified as abnormal or mentally ill. *[[w:Educational_psychology|Educational]] and [[w:School_psychology|School]] Psychology: Educational psychologists are concerned with the use of psycholgy to increase the effectiveness of the learning esperience, including facilities, curricula, teaching techniques, and student problems. A school psychologist assess, counsel or guide students who have emotional or academic problems. *[[w:industrial_psychology|Industrial/Organizational Psychology]]Industrial and organizational psychology (also known as I/O psychology, work psychology, occupational psychology, or personnel psychology) is the study of the behavior of people in the workplace. Industrial and organizational psychology applies psychological knowledge and methods to aid workers and organizations. I/O psychologists who work for an organization are most likely to work in the HR (human resources) department. *[[w:Consumer_psychology|Consumer Psychology]]:Consumer behaviour is the study of how people buy, what they buy, when they buy and why they buy. *[[w:Engineering_psychology|Engineering Psychology]]: See link *[[w:Forensic_psychology|Forensic Psychology]]: Forensic psychology is the application of psychological priniciples and knowledge to various legal activities involving child custody disputes, child abuse of an emotional, physical and sexual nature, assessing one's personal capacity to manage one's affairs, matters of competency to stand trial, criminal responsibility & personal injury and advising judges in matters relating to sentencing regarding various mitigants and the actuarial assessment of future risk. *[[w:Sport_psychology|Sport Psychology]]: Sport psychology is a specialization within psychology that seeks to understand psychological/mental factors that affect performance in sports, physical activity and exercise and apply these to enhance individual and team performance. *[[w:Environmental_psychology|Environmental Psychology]]: Environmental psychology is an interdisciplinary field focused on the interplay between humans and their surroundings. Areas of study include pollution effects, recycling efforts, and the study of stress generated by different physical settings. =====Scientific Investigations in Psychology===== Certian areas in psychology use scientific investigations primarily to explore fundamental questions of behavior or cognition. The ''experimental psychologists'' may study processes such as sensation, perception, learning, motivation, and memory, as well as the neurological or biological bases of these processes. Experimental studies are usually cunducted using the special approaches of the scientific method. Both human and animal subjects have been used in the wide variety of problems that have been investigated. Many studies look at the principles of behavior, without regard to practical application. *[[w:Cognitive_psychology|Cognitive Psychology]]: Cognitive psychology is the school of psychology that examines internal mental processes such as problem solving, memory, and language. *[[w:Developmental_psychology|Developmental psychology]]: Developmental psychology, also known as Human Development, is the scientific study of progressive psychological changes that occur in human beings as they age. Originally concerned with infants and children, and later other periods of great change such as adolescence and aging, it now encompasses the entire life span. This field examines change across a broad range of topics including motor skills and other psycho-physiological processes, problem solving abilities, conceptual understanding, acquisition of language, moral understanding, and identity formation. *[[w:social_psychology|Social Psychology]]: Social psychology is the study of how individuals perceive, influence, and relate to others. According to Gordon Allport's classic definition, social psychology is an attempt to understand and explain how the thought, feeling, and behavior of individuals is influenced by the actual, imagined, or implied presence of others. By imagined or implied presence, Allport suggests that the effects of social influence are felt even when there are no other people about. [[Lecture_two:_Methodology_and_Statistics]] <[[School:Psychology/Psy_1001|Psy 1001]] [[Category:Psychology]] 7907 77425 2007-01-17T00:53:04Z JWSchmidt 20 [[School:Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]] moved to [[Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]]: Wikiversity name <small>Part of [[School:Strategic Studies|The School of Strategic Studies]]>[[Project:Strategic Simulations|Strategic Simulations Project]]</small> =Object= The two large groups are considered “Superpowers” and are competing against each other for victory. The Superpowers win by having the most “satellites” on their side throughout the game. Being voted for by Satellites gives them points. The individual players play for points that are sold or given to them by superpowers. =Pieces= No pieces are really required for this game, a piece of paper or blackboard would suffice. However, for those who like pieces, the following are necessary: * Resource Cards or Tokens (Sporks, Cheese, and Pants) * Point Cards (1, 3, 5, 7, 10 point increments) * Scorecards * A Board is not necessary, but a simple ledger can be drawn of all the Satellites, their names, and their products. For those who feel a board is essential, one can be drawn. =Teams= Two teams of multiple players are formed. These two teams are called the SUPERPOWERS, and should have an equal number of players on each. All other players play for themselves. These are called the SATELLITES. Alternatively, in especially huge games, Satellites can comprise two players. Teams choose names for themselves for ease in identification. ===Choosing Teams=== In the ideal game, a class size of 10 is supposed. The two Superpowers, in this case, would each have two players, and there would be six Satellites. More or less players should be assigned by dividing the group by five. Two groups become Superpowers, and the rest become Satellites. Alternatively, consult this chart for a more even distribution: <table border=1> <CAPTION><EM>Number of players per Superpower/number of Satellites</EM></CAPTION> <TR><TH>Number of Players <TD>'''5''' <TD>6 <TD>7 <TD>8 <TD>9 <TD>'''10''' <TD>11 <TD>12 <TD>13 <TD>14 <TD>'''15''' <TD>16 <TD>17 <TD>18 <TD>19 <TD>'''20''' <TD>21 <TD>22 <TD>23 <TD>24 <TD>'''25''' <TR><TH>Players per Superpower <TD>'''1''' <TD>1 <TD>1 <TD>2 <TD>2 <TD>'''2''' <TD>2 <TD>2 <TD>3 <TD>3 <TD>'''3''' <TD>3 <TD>3 <TD>4 <TD>4 <TD>'''4''' <TD>4 <TD>4 <TD>5 <TD>5 <TD>'''5''' <TR><TH>Number of Satellites <TD>'''3''' <TD>4 <TD>5 <TD>4 <TD>5 <TD>'''6''' <TD>7 <TD>6 <TD>7 <TD>8 <TD>'''9''' <TD>10 <TD>11 <TD>10 <TD>11 <TD>'''12''' <TD>13 <TD>14 <TD>13 <TD>14 <TD>'''15'''</TABLE> (bolded numbers represent the most even games) The Purpose behind having more players on a Superpower team is that the Superpowers require more negotiators in the bargaining round to talk to all the satellites. Note that in most even games, the number of negotiators on any one superpower team should not be over half of the number of satellites. =Game Mechanic= Satellites produce any of three basic types of resource. Those resources are CHEESE, SPORKS, and PANTS. Each Satellite produces two different kinds of resources. These are assigned to each player before play begins. Superpowers only produce points cards. Points cards come in one of five varieties: 1 point, 3 points, 5 points, 7 points, and 10 points. They do this by buying resources from Satellites, and converting them into points. Superpowers each begin with 20 dollars. =How to Play= There are three parts to each turn.<p> 1) '''Primary Resource Phase''' ::a) Bargaining Round ::b) Trading Round 2) '''Secondary Resource Phase''' ::a) Bargaining Round ::b) Trading Round 3) '''Voting Phase''' ===Primary Resource Phase=== In the Primary Resource Phase, give each Satellite player a Spork, Pants, or Cheese as determined by their production. What a Satellite produces is set from the start of the game and never changes. For five minutes, there is a Bargaining Round, during which the Superpowers may discuss with the Satellites about how much money they will offer for each of the Satellites’ products. Once five minutes is up, the Trading Round begins, and deals are made (or broken) with all players around the table, openly and visibly. Any agreement you make does not have to be honoured. However, when a transaction is finished, there is no going back. Satellites can horde resources if they wish. Money may only change hands during the Trading Round. ====Bargaining Round==== How this period works is simple. For five minutes, the Superpowers go around to negotiate with Satellites. Satellites can negotiate with each other, and they can even make deals with one another. Anyone can talk to anyone. At this period of the game, it’s important for the Superpowers to understand what kind of strategy they intend to follow. Will they give each member of their team a certain amount of cash and allow them to bargain autonomously? Will they try to find the best deals independently and then try to frustrate the negotiations of the other superpower? Will they try to carve out a region, or spread themselves wide? Will they negotiate with everyone, or just a few? Satellites also have to make strategic decisions. Will they cooperate or compete with other Satellites? Will they try to form a trading bloc and control the supply of their resources? Will a Satellite buy up the resources of other Satellites to create scarcity? All these decisions must be made in the short negotiating time allotted. The negotiating time can be extended if the group is large, or if the game is to be played out over many days. Five minutes is not an absolute value. ====Trading Round==== The procedure for making deals during the Trading Round is quite straightforward. It is most useful if the players can all sit at one table, preferably with the Superpowers at each end and the Satellites at the sides. Each Satellite in turn makes one offer and one offer only for each of their resources. If they have resources left over from last round, they may make offers for those, too. The formula for making an offer is “resource, price, buyer.” For example, “I offer one Cheese at two dollars to Superpower A.” Offers may be made in any way, so a Satellite can say “I offer one Cheese and one Spork at five dollars to Satellite C.” The buyer may then accept or reject the offer. Since offers are made after negotiation, it is normal that Satellites will honour the bargains made beforehand – but they don’t have to. A person who, during the Bargaining Round agreed to sell one Spork to Superpower A does not have to do so. Maybe Superpower B came around after Superpower A and made a better offer. Perhaps other Satellites convinced the Satellite to join a trading bloc and horde resources. If a deal is rejected, that resource (or those resources) will not be sold this turn. If the Satellite has another resource that has not yet been offered, the Satellite may offer that resource, but no resource may be offered twice in the same Trading Round. A Satellite may refuse to sell anything if the Satellite so wishes, and pass to the next Satellite. ===Secondary Resource Phase=== In the Secondary Resource Phase, Superpowers trade their resources for points cards as follows: One resource: one point card Two different resources: three point card Two of a kind: five point card Three different resources: seven point card Three of a kind: ten point card For every point a Superpower produces, they get two dollars at the start of the next turn. The Secondary Resource Phase is then just like the first, only in the Bargaining Round, Superpowers offer to sell (or give!) their points cards to the Satellites. In the Trading Round, there is one difference: the points values on the cards being sold are not revealed. The Superpower simply says “I offer one card at the price of one dollar to Satellite A.” Whether the Satellite got a 10-point card or a 1-point card is known only to the Superpower and the Satellite. Remember, Satellites can ONLY win through accumulation of points, dollars don’t matter to them at all in the endgame. At the end of the Phase, just like the first, the deals are done and finalized. Superpowers are allowed to keep points cards that don’t sell (or that they don’t want to sell). ==Voting Phase== In the Voting Phase, Satellites MUST vote for which Superpower they prefer. There can be no neutrals or abstainers. The criteria for picking the favoured Superpower can be as intelligent as choosing whose economic strategy fits best with one’s own, or a simple as who has the best shoes. Each in turn must declare the Superpower that they like best. Record the number of votes each Superpower gets each turn on a score sheet. In the early phases of the game it allows the Superpowers to see who is in whose good books, and alter their strategies accordingly. In a large class, Neutrals could be allowed to spice up game play. =Endgame= At the end of the game, the Satellite with the most points is declared winner of the Satellites. The Superpower with more votes is the winner of the Superpowers. In order to have a singular winner, add up the final points of all the Satellites. Divide this number by the number of Satellites. Divide this number by the number of turns played in the game. This number is the relative “value” of a vote throughout the game. Therefore, for each Superpower, multiply the number of votes by the “value” of the votes, and compare their scores to the scores of the Satellites. The player(s) with the highest points total is (are) the overall winner(s). [[Category:Strategic Studies]] 7908 77422 2007-01-17T00:51:59Z JWSchmidt 20 [[School:Strategic Studies/Universal Operational Simulation]] moved to [[Strategic Studies/Universal Operational Simulation]]: Wikiversity name <small>Part of [[School:Strategic Studies|Strategic Studies]]</small> =Introduction= The Operational Simulations page contains a number of games, as well as the proposed Universal Operational Simulation, and the discussion on theory and how its rules should be developed. =The Universal Operational Simulation= *[[/Universal Operational Simulation/]]: A discussion of the fundamental primciples that should be observed in the Operational Simulation. :*[[/Universal Operational Simulation/Rules/|Universal Operational Simulation: Rules]]: The raw rules of the Operational Simulation. =Other User-Developed Simulations= *... =Links to Other Extant Simulations= *... =Active Contributors= *[[User:dnjkirk|dnjkirk]] =Rule and Strategic Game Development Resources= *[http://jbdgames.blogspot.com/ The Journal of Boardgame Design] - an intelligent look at game development from a long-time game afficionado. *[http://mdoyle.blogspot.com/ Mike Doyle's Art Play] - a look at artistic design in games and their pieces [[Category:Strategic Studies]] 7909 77416 2007-01-17T00:50:00Z JWSchmidt 20 [[Category:Strategic Studies]] <small>Part of [[School:Strategic Studies|Strategic Studies]]</small> =Introduction= The Tactical Simulations page contains a number of games, as well as the proposed Universal Tactical Simulation, and the discussion on theory and how its rules should be developed. =The Universal Tactical Simulation= *[[/Universal Tactical Simulation/]]: A discussion of the fundamental principles that should be observed in the Tactical Simulation. :*[[/Universal Tactical Simulation/Rules/|Universal Tactical Simulation: Rules]]: The raw rules of the Tactical Simulation. =Other User-Developed Simulations= *[[/Landsknecht/]] - A simple tactical wargame that can be played (of all places) on a chessboard. Introduces ideas of morale, frontage, flanking, and set-piece battle in the early Renaissance/Late Middle Ages. *... =Links to Other Extant Simulations= *... =Active Contributors= *[[User:dnjkirk|dnjkirk]] =Rule and Strategic Game Development Resources= *[http://jbdgames.blogspot.com/ The Journal of Boardgame Design] - an intelligent look at game development from a long-time game afficionado. *[http://mdoyle.blogspot.com/ Mike Doyle's Art Play] - a look at artistic design in games and their pieces [[Category:Strategic Studies]] 7911 37311 2006-10-21T09:10:20Z Dream mind 2099 Self created == Summary == Self created == Licensing == {{GFDL}} 7914 37351 2006-10-21T11:13:58Z Robert Elliott 1436 minor additions ==Excellent Decision!== You have decided to start the movie with this frame: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] ---- ---- ==<font color="green">The Script== <font color="green">'''EXTERIOR - The local movie theater - NIGHT''' ---- ---- ;Now Show The Poster :You decided that the first shot is of the poster which also includes the introductory music for the poster. You can hold this shot while the music plays or you can dolly in while the music plays. If you just hold the shot, then decide which is your next shot. ==Next Frame?== [[Image:SBTDSChooseTSB1b.jpg]] ;Option [[Storyboarding answer ca|A]] :You can then '''dolly in''' to show the poster. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer cb|B]] :You can '''cut''' to the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1e.jpg]] ;Option [[Storyboarding answer cc|C]] :You can '''cut''' to the Young Person. ---- [[Image:SBTDSChooseTSB1a.jpg]] ;Option [[Storyboarding answer cd|D]] :You can '''cut''' to a side view the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1f.jpg]] ;Option [[Storyboarding answer ce|E]] :You can '''cut''' to a side view the Young Person and the Old Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer ca|A]] or [[Storyboarding answer cb|B]] or [[Storyboarding answer cc|C]] or [[Storyboarding answer cd|D]] or [[Storyboarding answer ce|E]]? ---- ---- :If you change your mind, you can go back to [[WikiFilmSchool N4P4 | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7915 37348 2006-10-21T11:10:42Z Robert Elliott 1436 minor additions ==Excellent Decision!== You have decided to start the movie with this frame: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] ---- ---- ==<font color="green">The Script== <font color="green">'''EXTERIOR - The local movie theater - NIGHT''' <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- ---- ;Now Show The Poster :Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.) ==Next Frame?== [[Image:SBTDSChooseTSB1b.jpg]] ;Option [[Storyboarding answer da|A]] :You can then '''cut''' to the poster. ---- [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer db|B]] :You can '''cut''' to the poster over the shoulder of the Young Person and the Old Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer da|A]] or [[Storyboarding answer db|B]] ---- ---- :If you change your mind, you can go back to [[WikiFilmSchool N4P4 | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7916 37349 2006-10-21T11:11:25Z Robert Elliott 1436 minor additions ==Excellent Decision!== You have decided to start the movie with this frame: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1e.jpg]] ---- ---- ==<font color="green">The Script== <font color="green">'''EXTERIOR - The local movie theater - NIGHT''' <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- ---- ;Now Show The Poster :Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.) ==Next Frame?== [[Image:SBTDSChooseTSB1b.jpg]] ;Option [[Storyboarding answer ea|A]] :You can then '''cut''' to the poster. ---- [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer eb|B]] :You can '''cut''' to the poster over the shoulder of the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer eb|c]] :You can '''dolly out''' to the Young Person and the Old Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer ea|A]] or [[Storyboarding answer eb|B]] or [[Storyboarding answer ec|C]] ---- ---- :If you change your mind, you can go back to [[WikiFilmSchool N4P4 | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7917 37355 2006-10-21T11:16:12Z Dnjkirk 1833 [[Strategic Simulation - Mercantilism]] moved to [[School:Strategic Studies/Mercantilism (Strategic Simulation)]]: Better in a directory #REDIRECT [[School:Strategic Studies/Mercantilism (Strategic Simulation)]] 7918 67819 2007-01-08T01:38:18Z MichaelBillington 1599 fix double redirect #REDIRECT [[School:Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]] 7919 37358 2006-10-21T11:17:25Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== You have decided to start the movie with this frame: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1f.jpg]] ---- ---- ==<font color="green">The Script== <font color="green">'''EXTERIOR - The local movie theater - NIGHT''' <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- ---- ;Now Show The Poster :Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.) ==Next Frame?== [[Image:SBTDSChooseTSB1b.jpg]] ;Option [[Storyboarding answer fa|A]] :You can then '''cut''' to the poster. ---- [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer fb|B]] :You can '''cut''' to the poster over the shoulder of the Young Person and the Old Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer fa|A]] or [[Storyboarding answer fb|B]] ---- ---- :If you change your mind, you can go back to [[WikiFilmSchool N4P4 | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7920 37360 2006-10-21T11:29:52Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first three frames are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1e.jpg]] <math>\Rightarrow</math> Dolly To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB3a.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB4a.jpg]] ==<font color="maroon">Special Note:== You did '''NOT''' cross the line!!! You did not dolly out and so you did '''NOT''' cross the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (between the actors and the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ==Next Frame?== [[Image:SBTDSChooseTSB1f3.jpg]] ;Option [[Storyboarding answer aaba|A]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:SBTDSChooseTSB3a.jpg]] ;Option [[Storyboarding answer aabb|B]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:Reptsb11Right.jpg]] ;Option [[Storyboarding answer aac|C]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aaba|A]] or [[Storyboarding answer aabb|B]] or [[Storyboarding answer aabc|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aa | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- 7921 37361 2006-10-21T11:35:44Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first two frames are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1f.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ==Next Frame?== [[Image:SBTDSChooseTSB1c.jpg]] ;Option [[Storyboarding answer faa|A]] :You can '''dolly''' dolly back (out) to show the back side of the Young Person and the Old Person while the theme of ''Star Wars'' plays. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer fab|B]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1e.jpg]] ;Option [[Storyboarding answer fac|C]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer faa|A]] or [[Storyboarding answer fab|B]] or [[Storyboarding answer fac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboard 1f | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- 7923 37364 2006-10-21T11:39:02Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first three frames are <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1f.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] ==<font color="maroon">Special Note:== You have cross the line!!! When you dollied out, you crossed the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (away from the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ==Next Frame?== You have a choice of how you can show the poster. [[Image:REPtsb2.jpg]] ;Option [[Storyboarding answer aaaa|A]] :You can '''dolly''' dolly back (out) to show the back side of the Young Person and the Old Person while the theme of ''Star Wars'' plays. ---- [[Image:REPtsb1.jpg]] ;Option [[Storyboarding answer aaab|B]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person and the Old Person. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer aaac|C]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a front view of the Young Person. ---- [[Image:SBTDSChooseTSB1a.jpg]] ;Option [[Storyboarding answer aaad|D]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' back to the opening shot. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer faaa|A]] or [[Storyboarding answer faab|B]] or [[Storyboarding answer faac|C]] or [[Storyboarding answer aaad|D]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer fa | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7924 75456 2007-01-14T01:12:30Z JWSchmidt 20 [[Category:Strategic Studies]] <small>Part of [[School:Strategic Studies|The School of Strategic Studies]]>[[Project:Universal Operational Simulation|Universal Operational Simulation Project]]</small> [[Category:Strategic Studies]] 7925 47421 2006-11-22T00:01:21Z Rayc 57 cat [[Image:GameOfGo.jpg|thumb|right|200px|[[w:Go (board game)|Go]], the abstract strategy game.]] ==School description== Thank you for your interest and please join in '''[[Wikiversity:Adding content|editing]]''' the Game Design pages! Potential students can look forward to a community of like-minded game afficionados developing, critiquing, playtesting, and sharing their game designs. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain '''[[Portal:Learning Projects|projects]]''' for developing '''[[Portal:Learning Materials|learning resources]]'''. =Departments & Affiliated Schools= Please collaborate with us on our few Learning Projects to hone your game design skills... *[[Topic:Board Game Design|'''Department of Board Game Design''']] - (not just for board games, but any form of non-computer game) *[[School:Computer_Simulation_and_Game_Design|'''School of Computer Game Design''']] - (joint with School of Computer Game Design) *[[Topic:Board Game Studies|'''Department of Board Game Studies''']] - (joint with the Schools of [[School:Anthropology|'''Anthropology''']], [[School:Economics|'''Economics''']], [[School:History|'''History''']], [[School:Mathematics|'''Mathematics''']], and [[School:Strategic Studies|'''Strategic Studies''']]) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[user:dnjkirk]] ==School news== * '''Date founded''' - 21/10/2006 * '''[[Wikiversity:Userboxes|Userbox]] added!''' - 22/10/2006 {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire school is still under construction. Helping out in the construction is encouraged.'' |} [[Category:Game Design|!]] [[Category:Schools]] 7926 60388 2006-12-18T18:43:30Z Erkan Yilmaz 1642 /* Introduction */ typo {{Template:Dice}} <small>Part of [[School:Game_Design|The Game Design School]]</small> =Introduction= Welcome to the Department of Board Game Design! Here we seek to create a collaborative learning environment for those interested in Game Design as a potential career path (or just a hobby)! =Parts of the Project= This project is divided into numerous areas of interest. *[[Game Creation Guidelines]] - An open document that will comprise a set of guidelines for the development of your own board game. *[[Pillars of Game Development]] - Those ideas considered important - if not essential - to designing a great game. *[[Game Mechanics]] - This part of the project is an attempt to organize and categorize the many types of game mechanics into an easily searchable reference. Hierarchical and subject-driven searches should be supported. *[[Board Game Design Templates]] - An effort to standardize basic [[Game Critique]], [[Playtest Report]], and [[Ruleset formats]]. *[[Game Critiques]] - A space for the critique and analysis of existing games, and a place for comments that will improve the community's understanding of game mechanics and design as a whole. *[[Games in Development]] - Where students post games or rules and seek critiques, advice, and playtesting. *[[Games Archive]] - Once past their playtesting, games can be left here for the enjoyment of the community at large. =Active Courses= *[[A_Hands-On_Introduction_to_Game_Design_and_Production_Processes|A Hands-On Introduction to Game Design and Production Processes]] - Through computer game development *... =Online Reading Material= ===Wikimedia Articles=== *[[w:Game|Game]] *[[w:Category:History_of_board_games|Histories of Games]] *[[w:Board_game|Board Game]] ===Online Texts and Rulesets=== *http://www.tradgames.org.uk/ Traditional Games *http://www.gamecabinet.com/index.html The Game Cabinet *http://www.gamesmuseum.uwaterloo.ca/ University of Waterloo Games Museum *http://jducoeur.org/game-hist/ Medieval and Renaissance Board Games *http://www.chessvariants.com/index.html The Chess Variant Page *http://www.thebiggamehunter.com/ The Big Game Hunter ===Web Commentaries and Articles=== *[http://www.boardgamesstudies.org/ Board Game Studies Journal] - the academic side of Board Games. *[http://jbdgames.blogspot.com/ The Journal of Boardgame Design] - an intelligent look at game development from a long-time game afficionado. *[http://mdoyle.blogspot.com/ Mike Doyle's Art Play] - a look at artistic design in games and their pieces. *[http://www.bgdf.com/tiki/tiki-custom_home.php Board Game Design Forum] - a community of game designers. *[http://beach.silcom.com/~tomjolly/design.htm How do I publish my game?] - Tom Jolly, of Jolly Games, answers the eternal question. *[http://www.thegamesjournal.com/ The Games Journal] - no longer being published regularly, but still a treasure trove of knowledge. *[http://www.ludism.org/ The Centre for Ludic Synergy] - A philosophical look at the game as a human activity. =Offline Reading Material= ===Non-Fiction=== *Berne, Eric, M.D.. ''Games People Play''. Ballantine, 1996. ISBN 0-34-541003-3 *Carse, James P.. ''Finite and Infinite Games: A Vision of Life as Play and Possibility''. Ballantine, 1987. ISBN 0-34-534184-8 *Huizinga, Johan. ''Homo Ludens: A Study of the Play Element in Culture''. Beacon Press, 1971 (orig. pub. 1955). ISBN 0-80-704681-7 *Laver, Michael. ''Playing Politics''. Oxford University Press, 1997. ISBN 0-19-285321-X *Tinsman, Brian. ''The Game Inventor's Guidebook''. Krause Publications. ISBN 0-87349-552-7 *Levy, Richard C. and Ronald O. Weingartner. ''The Toy and Game Inventor's Handbook''. Alpha. ISBN 1-59257-062-3 *Orbanes, Philip E. ''The Game Makers: The Story of Parker Brothers, From Tiddledy Winks to Trivial Pursuit''. HBS Press, 2004. ISBN 1-59139-269-1 *Beasley, John D. ''The Mathematics of Games''. Oxford University Press, 1989. *Ellington, Henry; Addinall, Eric; and Percival, Fred. ''A Handbook of Game Design''. Nichols Publishing Co., 1982. ISBN 0-89397-134-0 *Schuessler, Nick, and Jackson, Steve. ''Game Design, Volume One: Theory and Practice''. Steve Jackson Games. *Zocchi, Lou. ''How to $ell Your Game Design''. Gamescience. Catalog # GS 10404 ===Fiction=== *Banks, Iain M. ''The Player of Games''. Harper Collins, 1997. ISBN 0-06-105356-2 *Bayley, Barrington J. ''The Grand Wheel''. Wilside Press, 2005. ISBN 1-59-224120-4 *Dick, Philip K. ''The Game-Players of Titan''. Ace, 1963. ISBN 0-44-106251-2 *Hesse, Hermann. ''The Glass Bead Game'' (aka ''Magister Ludi''). Vintage Classics. ISBN 0-09-928362-X ===Commentaries and Articles=== *This *That *... [[Category:Game Design]] [[Category:Board Game Design|!]] 7927 76025 2007-01-14T23:06:08Z JWSchmidt 20 /* Active Members */ [[Category:Board Game Design]] [[Image:Puffspieler.jpg|thumb|right|150px|[[w:Backgammon (board game)|Backgammon]], an ancient gambling game.]] <small>Part of [[School:Game_Design|The Game Design School]] and the Schools of [[School:History|History]], [[School:Mathematics|Mathematics]], [[School:Economics|Economics]], [[School:Strategic Studies|Strategic Studies]] and [[School:Anthropology|Anthropology]]</small> =Introduction= Board Game Studies is an interdisciplinary discipline that involves the history and reconstruction of games, the analysis of their impact and effect upon society, and the investigation of the development and mechanics of games to the modern day. This Project is a collaboration of like-minded individuals from areas as diverse as mathematics and history, to create an open body of knowledge regarding the history, mechanics, and development of games. This project is divided into papers and commentaries from each of its component disciplines that contribute to a broader knowledge of games in general. While individuals are encouraged to contribute articles of very specific and specialized nature, they are equally encouraged to write from the perspective of a neophyte in their disciplne. That is to say, if you know maths very well and you've got an idea for an article on probabilities in Mah-Jongg, you should try to write it as though your intended audience was an archaeologist or historian without a strong mathematics background. =Areas of Inquiry= ===[[School:Anthropology|Anthropology]]=== *... ===[[School:Archaeology|Archaeology]]=== *... ===[[School:Economics|Economics and Game Theory]]=== *'''[[School:Economics/Game Theory|Game Theory]]''': The study of human decision making. :*'''[[School:Economics/Game Theory/Games|Games of Game Theory]]''': A Catalog of games used in Game theory and analyses of their use and strategies. ===[[School:History|History]]=== *[[Games of Ancient Rome|Games of Ancient Rome]] *... ===[[School:Mathematics|Mathematics and Probability]]=== *... ===[[School:Strategic Studies|Strategic Studies]]=== *'''[[School:Strategic Studies/Universal Tactical Simulation|The Universal Tactical Simulation]]''': This project aims to develop a workable set of basic rules, that can be applied to any era of history or configuration of forces, for simulation of combat at a tactical (battlefield) level. The rules will, hopefully, be playable by students and have some degree of pedagogical utility. The project takes the human as the basic unit of analysis and attempts, as best as possible, to measure and predict a human's response to the difficulties experienced in combat. This may be accomplished by the use and analysis of smaller games specifically designed to fight single battles in history. *'''[[School:Strategic Studies/Universal Operational Simulation|Universal Operational Simulation]]''': Drawing from the experience of the Tactical Simulation, this project aims to make a hex-based operational simulation for the purposes of instruction. Like the Tactical Simulation, it will be useful to develop individual games with specific wars and/or eras as their subject, and then extrapolate common themes into a universal "base" of rules from which any other era or war may be extracted. *'''[[School:Strategic Studies/Strategic Simulations|Strategic Simulations]]''': This project attempts to create a set of workable rules for strategic level simulations. These games should be useful to higher-level students as a pedagogical tool and should be playable by large numbers of players. Each simulation is built to illustrate a certain angle of the study of strategy. When enough data and content is gathered, we may attempt to combine the individual simulations into a grand unified simulation of strategic level decision making. =Active Members= *[[User:dnjkirk|dnjkirk]] [[Category:Board Game Design]] 7929 47739 2006-11-22T17:24:58Z Rayc 57 Reverted edits by [[Special:Contributions/Grand Am|Grand Am]] ([[User_talk:Grand Am|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] ==Not A Good Decision!== You have cut from one side of the imaginary line between the two actors to the other side of this line. <math>\Rightarrow</math>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Longrightarrow</math> Cut To <math>\Longrightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> BAD!!!! ---- [[Image:CrossingLine.jpg]] Currently, the line is between the two actors. You can cross it only with the camera rolling. Cutting is not good. ---- ;Think about this and… :[[Storyboarding answer aaa |go back and try again]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- 7930 37416 2006-10-21T16:45:32Z Robert Elliott 1436 minor correction ==Not A Good Decision!== You have cut from one side of the imaginary line between the two actors to the other side of this line. <math>\Rightarrow</math>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Longrightarrow</math> Cut To <math>\Longrightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> BAD!!!! ---- [[Image:CrossingLine.jpg]] Currently, the line is between the two actors. You can cross it only with the camera rolling. Cutting is not good. ---- Also, there is another problem. Very soon, the Young Person will turn to talk to the Old Person so the Young Person's face will point away from the camera. So now is not a good time to cut to the right side of the Young Person. ---- ;Think about this and… :[[Storyboarding answer aaa |go back and try again]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- 7932 75854 2007-01-14T19:16:10Z JWSchmidt 20 [[Category:Engineering and Technology]] Welcome to the Wikiversity '''Department of Automation Engineering'''. ==Department description== This is a content development project where participants create, organize and develop learning resources for automation engineering. Automation engineering is the study how to build self-operating machines and how to develop self-operating systems. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. [[Category:Engineering and Technology]] 7933 37402 2006-10-21T16:01:01Z Dnjkirk 1833 [[Category: Users by school participation]] 7934 37403 2006-10-21T16:17:00Z Dnjkirk 1833 {{UsersSpeak|ja|Japanese|以下の利用者は'''日本語'''を話します}} [[Category:Users by language|ja]] 7935 37430 2006-10-21T16:55:31Z Dnjkirk 1833 {{userboxtop|Japanese Language}} {{UsersSpeak|ja|Japanese|以下の利用者は'''日本語'''を話します}} {{User ja}} {{User ja-3}} {{User ja-2}} {{User ja-1}} {{userboxbottom}} List of users who can contribute with an '''intermediate level''' of '''Japanese'''. *[[:Category:User ja-N|ja-N]] <nowiki>{{User ja}}</nowiki> : User whose mother tongue is Japanese. *[[:Category:User ja-3|ja-3]] <nowiki>{{User ja-3}}</nowiki> : User can contribute with an advanced level of Japanese. *[[:Category:User ja-2|ja-2]] <nowiki>{{User ja-2}}</nowiki> : User can contribute with an intermediate level of Japaneses. *[[:Category:User ja-1|ja-1]] <nowiki>{{User ja-1}}</nowiki> : User can contribute with a basic level of Japanese. [[Category:User ja|*2]] 7936 40486 2006-10-28T05:41:15Z Dnjkirk 1833 List of users who can contribute with a '''basic level''' of '''Japanese'''. {{User ja-1}} [[Category:User ja|*1]] 7937 37408 2006-10-21T16:27:26Z Dnjkirk 1833 <div style="float:left;border:solid #77E0E8 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#D0F8FF" | style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt" | '''ja-2''' | style="font-size:9pt;padding:4pt;line-height:1.25em"|この利用者は'''[[:Category:User ja-2|ある程度]]'''の'''[[:Category:User ja|日本語]]'''を話すことができます。[[Category:User ja-2|{{PAGENAME}}]]</td> </tr></table></div> 7938 37409 2006-10-21T16:31:24Z Robert Elliott 1436 BackToPoster. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == BackToPoster. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7939 37410 2006-10-21T16:31:55Z Dnjkirk 1833 <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#F0F8FF" | style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt" | '''ja-1''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | この利用者は'''[[:Category:User ja-1|少しだけ]][[:Category:User ja|日本語]]'''を話すことができます。[[Category:User ja-1|{{PAGENAME}}]]</td> </tr></table></div> 7940 37411 2006-10-21T16:34:44Z Robert Elliott 1436 Crossing The Line - For Lesson 4 of WikiU Film School == Summary == Crossing The Line - For Lesson 4 of WikiU Film School == Licensing == {{GFDL-self}} 7941 37415 2006-10-21T16:44:39Z Dnjkirk 1833 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#c5fcdc"><tr> <td style="width:45px;height:45px;background:#6ef7a7;text-align:center;font-size:14pt">'''ja'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">この利用者は'''[[:Category:User ja-N|日本語]]'''を'''母語'''としています。[[Category:User ja-N|{{PAGENAME}}]]</td> </tr></table></div> 7942 37428 2006-10-21T16:54:37Z Dnjkirk 1833 {{userboxtop|Japanese Language}} {{UsersSpeak|ja|Japanese|以下の利用者は'''日本語'''を話します}} {{User ja}} {{User ja-3}} {{User ja-2}} {{User ja-1}} {{userboxbottom}} List of users whose mother tongue is '''Japanese'''. *[[:Category:User ja-N|ja-N]] <nowiki>{{User ja}}</nowiki> : User whose mother tongue is Japanese. *[[:Category:User ja-3|ja-3]] <nowiki>{{User ja-3}}</nowiki> : User can contribute with an advanced level of Japanese. *[[:Category:User ja-2|ja-2]] <nowiki>{{User ja-2}}</nowiki> : User can contribute with an intermediate level of Japaneses. *[[:Category:User ja-1|ja-1]] <nowiki>{{User ja-1}}</nowiki> : User can contribute with a basic level of Japanese. [[Category:User ja|*3]] [[Category:User ja|*N]] 7943 37425 2006-10-21T16:51:02Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first four frames are <math>\Rightarrow</math> Fae In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Dolly Out Further <math>\Rightarrow</math> [[Image:SBTDSbacktwoposter.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ==Next Frame?== You have a choice of how you can show the poster. [[Image:Reptsb3.jpg]] ;Option [[Storyboarding answer aaaaa|A]] : With his back to the camera, the Young Person says, "That was a great movie...". Then the Young Person turns toward the Old Person and says, "but I do not understand one thing." ---- [[Image:SBTDSChooseTSB1f2.jpg]] ;Option [[Storyboarding answer aaaab|B]] :The Young Person says, "That was a great movie...". Then '''cut''' to the Young Person turns to the Old Person and says, "but I do not understand one thing." ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aaaaa|A]] or [[Storyboarding answer aaaab|B]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7944 37432 2006-10-21T16:57:00Z Robert Elliott 1436 minor correction ==Not A Good Decision!== You have cut from one side of the imaginary line between the two actors to the other side of this line. <math>\Rightarrow</math>[[Image:SBTDSbacktwoposter.jpg]] <math>\Longrightarrow</math> Cut To <math>\Longrightarrow</math> [[Image:SBTDSChooseTSB1f2.jpg]] <math>\Rightarrow</math> BAD!!!! ---- [[Image:CrossingLine.jpg]] Currently, the line is between the two actors. You can cross it only with the camera rolling. Cutting is not good. ---- Also, there is another problem. Very soon, the Young Person will turn to talk to the Old Person so the Young Person's face will point away from the camera. So now is not a good time to cut to the right side of the Young Person. ---- ;Think about this and… :[[Storyboarding answer aaab |go back and try again]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- 7945 37433 2006-10-21T17:04:23Z Robert Elliott 1436 Rough Draft fix ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb8.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. ==Next Frame?== You want to see the Old Person think. [[Image:REPtsb9a.jpg]] ;Option [[Storyboarding_answer_aaaaaaaa|A]] : The old person thinks for a while. ---- [[Image:REPtsb4a.jpg]] ;Option [[Storyboarding answer aaaaaaab|B]] : The old person thinks for a while. ---- [[Image:REPtsb12righta.jpg]] ;Option [[Storyboarding answer aaaaaaac|C]] : The old person thinks for a while. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaaa|A]] or [[Storyboarding answer aaaaaaab|B]] or [[Storyboarding answer aaaaaaac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7946 37435 2006-10-21T17:06:00Z Robert Elliott 1436 minor correction fix ==Excellent Decision!== Now the first four shots are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> Dolly Left <math>\Rightarrow</math> [[Image:Reptsb3.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:Reptsb5.jpg]] <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. ==Next Frame?== You want to see the Old Person think. [[Image:REPtsb9a.jpg]] ;Option [[Storyboarding_answer_aaaaaaaa|A]] : The old person thinks for a while. ---- [[Image:REPtsb4a.jpg]] ;Option [[Storyboarding answer aaaaaaab|B]] : The old person thinks for a while. ---- [[Image:REPtsb12righta.jpg]] ;Option [[Storyboarding answer aaaaaaac|C]] : The old person thinks for a while. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding_answer_aaaaaaaa|A]] or [[Storyboarding answer aaaaaaab|B]] or [[Storyboarding answer aaaaaaac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aaaaaa | the previous page]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7947 80351 2007-01-23T16:05:07Z 194.80.21.10 /* Introduction */ <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> =Introduction= Game design and testing are both [[w:iteration|'''iterative processes''']]. Three basic concepts form the fundamental pillars upon which iterative design is founded: Design (or Refining), Testing, and Analysis. The philosophy that underlies iterative design is that the lessons learned from one testing cycle feed directly into improvements in the refining phase of the next development iteration.<p> A variation on the theme of the run-of-the-mill iterative method is the [[/Spiral Model of Game Development/|'''Spiral Model''']] ([[w:Spiral model|'''Wikipedia link here''']]) of design. The Spiral Model starts from brass tacks, [[w:prototyping|prototyping]] and evaluating only the essential core of a product. Once a successful [[w:prototype|'''prototype''']] is developed, it is thrown away and the scope of the product is expanded, prototyped, and tested again. In the realm of game testing, this might be especially useful with games that are highly abstract and mechanic-driven. Prototyping the central mechanic (especially if it is uncommon or new) allows you to test the fundamentals of the game before adding on bells and whistles. This might also be useful in simulations. Being, by nature, complex, simulations can be made comprehensible (and far more tight) by starting with the essentials and adding on realism in successive design iterations.<p> This simple iterative design process can be interpreted in many more ways. For example, another style of iterative design is the Design-Prototype-Test model. In game design, you will find that prototyping is an essential component of testing. Playing a game without a good prototype makes it difficult to get the feel for the pieces and flow of play. Prototyping is thus an integral part of testing in the process detailed here.<p> Some design philosophies encourage the rigorous examination of “usability” throughout the entire design process. This is called [http://www.sitepoint.com/article/planning-uncertain-future '''Pervasive Usability''']. While we wish to introduce a rigourous design methodology here for board game design, Pervasive Usability is more suited to things that are made for use, not things that are designed for entertainment. Besides, which game developer has the time or money to assemble a focus group in the early stages of design? =The Process= The process given below is arranged in a novel fashion. Since game design cannot start at the "refinement" stage, the start of the process (design) is marked by an alpha. While a great deal of the design phase is repeated in the refinement phase, there are important things (such as getting the idea in the first place) that are typically not repeated. The omega is production, when the game leaves your hands and is finally produced. The numbered phases of this process are the iterative portion. '''α. [[/Design/]]''' :'''1. [[/Refinement/]]''' :'''2. [[/Testing/]]''' :'''3. [[/Analysis/]]''' '''Ω. [[/Production/]]''' =Links= *[http://www.usabilityfirst.com/glossary/ Usability First] - a glossary of design-related terms *[http://www.sloperama.com/advice.html Game Biz Advice] - lessons on game-making (primarily computer games) [[Category:Game Design]] 7948 60463 2006-12-18T22:26:46Z Erkan Yilmaz 1642 /* Introduction */ in the below chapter it is also written small {{Dice}} <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> =Introduction= This will be a page for the discussion of organization and experimentation with game mechanics. =Game Mechanics= (This list has unceremoniously been lifted from [http://www.boardgamegeek.com/browser.php?itemtype=game&sortby=mechanic BoardGameGeek])<br> Acting<br> Action Point Allowance System <br> Area Enclosure<br> Area Movement <br> Area-Impulse <br> Auction/Bidding<br> Betting/Wagering <br> Campaign/Battle Card Driven <br> Card Drafting<br> Chit-Pull System <br> Co-operative Play <br> Commodity Speculation<br> Crayon Rail System <br> Dice Rolling <br> Hand Management<br> Hex-and-Counter <br> Line Drawing <br> Memory<br> Modular Board <br> Paper-and-Pencil <br> Partnerships<br> Pattern Building <br> Pattern Recognition <br> Pick-up and Deliver<br> Point to Point Movement <br> Rock-Paper-Scissors <br> Role Playing<br> Roll and Move <br> Secret Unit Deployment <br> Set Collection<br> Simulation <br> Simultaneous Action <br> Selection <br> Singing<br> Stock Holding <br> Storytelling <br> Tile Placement<br> Trading <br> Trick-taking <br> Variable Phase Order<br> Variable Player Powers <br> Voting<br> =Proposed Taxonomy/Hierarchy= A place to discuss how mechanics can be ordered and organized. [[Category:Game Design]] 7949 47431 2006-11-22T00:06:40Z Rayc 57 {{main welcome|Dnjkirk}} <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> [[Category:Game Design]] 7950 75145 2007-01-13T05:37:21Z Mirwin 47 /* Analysis of new game concepts and development activities. */ <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> __TOC__ ==introduction== With this page we want to help improve games ([[Games_in_Development|in development]] and [[Games_Archive|existing ones]], because everything can be improved).<br> Please take into consideration, that this page is not to insult, offend, ... people involved in game creation (see also: [[Wikiversity:Policies|Wikiversity policies]], [[w:Help:Contents/Policies_and_guidelines|Wikipedia policies and guidelines]]). People work in their free time to create content for the general public, so please honor this by helping: provide feedback, which helps.<br> This also needs to be taken into consideration for the other side (if there is something like another side - because we all work for improving the quality). So, any valuable feedback is welcome. <br> So, let's use our precious time for working together.<br> ==rules== Actually from the wiki community you know already, that there are few rules, because we do not want to establish borders. But please take following into consideration:<br> ===expectations=== There are different reasons, why someone has another view than other persons.<br> But all depend on one thing, (s)he expected something else (see [[w:Anomaly_in_software|anomaly in software]]).<br> :'''to game creators:'''<br> :*So, if people are willing to invest their time in giving feedback, help them also right from the beginning by providing them as much information as possible, e.g. a readme.txt, user manual, or just some few lines.<br> :*Imagine: wouldn't you like to get fast feedback too, when you have a problem? Well this counts certainly also here. Let's not lose people who are interested. :*Also keep in mind, there can be reviewed anything (not only the prototype). :'''to reviewers''': :*Please note: there are no stupid questions. Everything can help improve the game. Imagine, if you have a problem, probably many more will have the same problem. :*Try also to give as much accurate information as possible. E.g. sometimes problems are not reproducible on other machines. Help us to handle your problem faster. Every unclear information needs a feedback by someone again. What is obvious for you, can not be for others. :*If you are missing information, please ask the author. :*You can use testing [[Topic:Software_testing/design_technique|techniques]] to be more efficient: if you have not much info, please use [[Topic:Software_testing/design_technique#non-systematic_techniques|non-systematic techniques]]. ===type of feedback=== A criticism, review, feedback,... can be categorized in: * positive: e.g. great game, I like especially this... * negative: e.g. well, I like the game, but this... or: * constructive: an assessment with modification requests, e.g. the other game I know has it implemented like this... * destructive: e.g. this game just crashed or depreciatory (please let's not give such) comments ::Well, desctructive can also be constructive, since it helps improving the quality :-) In other words, try to provide feedback in an emotional range of neutral to positive. Negative feedback is useful and most appreciated but best received and acted upon by human developers when included in overall comments that sum to a positive experience for the developer who must receive and then be self motivated act upon the feedback to improve the design. ===tools=== Tools should be used wherever they are effective, because they help us.<br> But before we use [[Topic:Software_testing/test_tools|tools]] (like e.g. [[w:Bugtracker|bug tracking system]]) at the beginning of the project, which also demand the time to learn, please start to write your feedback here. What counts is the idea, later we can decide, how to establish, apply more tools. ==analysis of existing games== ==Analysis of new game concepts and development activities.== * Please consider providing input or feedback to the cisLunarFreighter[http://en.wikiversity.org/wiki/CisLunarFreighter] project. It is current forming at the conceptual level. Preliminary major requirements. [http://en.wikiversity.org/wiki/CisLunarFreighter_Detailed_Requirements_Analysis] [[User:Mirwin|Mirwin]] 05:28, 13 January 2007 (UTC) ==comments that will improve the community's understanding of game mechanics and design as a whole== [[Category:Game Design]] 7951 61343 2006-12-19T17:28:43Z Dnjkirk 1833 Prior to this phoneme, an "a" is appropriate. <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> =Introduction= The essential training of a game designer comes in the form of actually making, testing, and playing their own games. This is the place to post your own games, request critiques, and playtest. Please place your game pages in the /subdirectories/ of this folder! =Games in Development= *[[School:Strategic_Studies/Universal_Tactical_Simulation/Landsknecht|Landsknecht]] - a tactical simulation being built for [[School:Strategic_Studies|Strategic Studies]] *<b>cisLunarFreighter</b> A game development project being data mined for Wikiversity learning trail [[A Hands-On Introduction to Game Design and Production Processes]]. We are now considering setting up a class in game production methods using only open source methods and materials with both open source and proprietary tools. Obviously a large challenge is defining process flows efficiently. If there is any interest be sure to drop by and let us know. Thanks! [[User:Mirwin|Mirwin]] 04:25, 6 November 2006 (UTC) =Game Variants in Development= *[[/Liberal Diplomacy/]] =Help with Mechanics and Rules Needed= *... =Collaborations with Other Schools= ===[[School:Economics|School of Economics]]=== *'''[[School:Economics/Game Theory|Game Theory]]''': The study of human decision making. :*'''[[School:Economics/Game Theory/Games|Games of Game Theory]]''': A catalog of games used in game theory and analyses of their use and strategies. ===[[School:Strategic_Studies|School of Strategic Studies]]=== *'''[[School:Strategic Studies/Universal Tactical Simulation|The Universal Tactical Simulation]]''': This project aims to develop a workable set of basic rules, that can be applied to any era of history or configuration of forces, for simulation of combat at a tactical (battlefield) level. The rules will, hopefully, be playable by students and have some degree of pedagogical utility. The project takes the human as the basic unit of analysis and attempts, as best as possible, to measure and predict a human's response to the difficulties experienced in combat. This may be accomplished by the use and analysis of smaller games specifically designed to fight single battles in history. *'''[[School:Strategic Studies/Universal Operational Simulation|Universal Operational Simulation]]''': Drawing from the experience of the Tactical Simulation, this project aims to make a hex-based operational simulation for the purposes of instruction. Like the Tactical Simulation, it will be useful to develop individual games with specific wars and/or eras as their subject, and then extrapolate common themes into a universal "base" of rules from which any other era or war may be extracted. *'''[[School:Strategic Studies/Strategic Simulations|Strategic Simulations]]''': This project attempts to create a set of workable rules for strategic level simulations. These games should be useful to higher-level students as a pedagogical tool and should be playable by large numbers of players. Each simulation is built to illustrate a certain angle of the study of strategy. When enough data and content is gathered, we may attempt to combine the individual simulations into a grand unified simulation of strategic level decision making. ==[[Topic:Software_testing|Topic:Software testing]]== The goal is to give the participants of this course a practical view on testing. We wish to encourage a critical mindset. [[Topic:Software_testing/laboratory_course#other_collaborations|Here]] you can find some collaborations. [[Category:Game Design]] 7952 68364 2007-01-08T22:04:42Z JWSchmidt 20 [[Category:Game Design]] {{main welcome|Dnjkirk}} <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> [[Category:Game Design]] 7953 76329 2007-01-15T03:07:36Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] Ventricular tachycardia is a condition in which the heart rhythm is excessively fast. Ventricular tachycardia can prevent the heart from circulating sufficient blood to oxygenate the body. {{stub}} [[Category:Emergency Medicine]] [[Category:Cardiology]] 7954 65441 2007-01-02T11:30:24Z MichaelBillington 1599 replaced unlicenced image with one from the commons [[Image:EKG VF.jpg|Right|200px|thumbnail|On an ECG ventricular fibrilation looks like this]] Ventricular fibrillation is a condition in which the heart rhythm is irregular due to sporadic electrical impulses. Ventricular fibrillation can prevent the heart from circulating sufficient blood to oxygenate the body. {{stub}} [[Category:Emergency Medicine]] 7955 79358 2007-01-21T02:12:34Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} A condition in which all heart activity has ceased. ==External links== *[[w:Asystole|Asystole]] - article at Wikipedia {{stub}} [[Category:Emergency Medicine]] 7956 50287 2006-11-30T16:50:10Z Slip313 3595 A condition in which an electrical rhythm remains in the heart but the heart fails to pump. Pulseless eletrical activity (PEA) is also known by its older term electromechanical dissociation. PEA generally occurs secondary to several cardiopulmonary emergencys, such as pulmonary emboli with subsequent hypoxia, acute myocardial infarction (AMI), Congestive heart failure (CHF) exaperation, or trauma to the heart and/ or plural space resulting in rupture of the heart or fluid build up around the heart (cardiac tamponade). {{stub}} [[Category:Emergency Medicine]] 7958 80695 2007-01-24T17:05:11Z 71.195.77.120 A condition in which the lung collapses due to air entering the pleural space through an open wound. This can result in respiratory insufficiency unless corrected, usually by the placement of a chest tube. If the wound acts as a "one-way valve" by allowing air to enter the pleural space but not leave, the pneumothorax is converted to the feared tension pneumothorax. This is characterized by increasing intrathoracic pressure that eventually compresses the heart and great vessels, causing hypotension followed rapidly by death. {{stub}} [[Category:Emergency Medicine]] 7959 37472 2006-10-21T20:14:43Z Derek Holden 2323 A condition in which the lung collapses due to air entering the plural space when no open wound exists on an open wound has become sealed. Air pressure will build up in a tension pneumothorax putting pressure on the good-lung and the heart. {{stub}} [[Category:Emergency Medicine]] 7960 37473 2006-10-21T20:21:00Z Derek Holden 2323 A condition in which blood fills the chest cavity. Can cause complications similar to a [[tension pneumothorax]]. {{stub}} [[Category:Emergency Medicine]] 7961 37474 2006-10-21T20:22:16Z Derek Holden 2323 A condition in which both blood and air fill the chest cavity. Can cause complications similar to a [[tension pneumothorax]]. {{stub}} [[Category:Emergency Medicine]] 7962 51349 2006-12-04T13:19:52Z Anthonyh 3800 Shock is defined as an inability of the heart to pump enough blood to the systemic circulation such that vital organs of the body are not perfused. This is due to insufficient pumping of the heart. Can be the result of a heart attack or [[congestive heart failure]] (CHF). {{stub}} [[Category:Emergency Medicine]] 7963 37494 2006-10-21T23:41:31Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first two frames are <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] ==<font color="maroon">Special Note:== You have cross the line!!! When you dollied out, you crossed the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (away from the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. ==Next Frame?== You have a choice of how you can show the poster. [[Image:REPtsb2.jpg]] ;Option [[Storyboarding answer baa|A]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''Pedestal down''' to the Young Person. ---- [[Image:SBTDSbacktwoposter.jpg]] ;Option [[Storyboarding answer bab|B]] :You can '''dolly''' dolly back (out) to show the back side of the Young Person and the Old Person while the theme of ''Star Wars'' plays. ---- [[Image:SBTDSChooseTSB1f.jpg]] ;Option [[Storyboarding answer bac|C]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' to a side view of the Young Person. ---- [[Image:SBTDSChooseTSB1d.jpg]] ;Option [[Storyboarding answer bad|D]] :After holding for three seconds while the theme of ''Star Wars'' play, you can '''cut''' front view of the Old Person and the Young Person. ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer baa|A]] or [[Storyboarding answer bab|B]] or [[Storyboarding answer bac|C]] or [[Storyboarding answer bad|D]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aa | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- [[Category:WikiU Film School]] 7964 37495 2006-10-21T23:45:04Z Robert Elliott 1436 Rough Draft ==Not A Good Decision!== You have cut from one side of the imaginary line between the two actors to the other side of this line. <math>\Rightarrow</math>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Longrightarrow</math> Cut To <math>\Longrightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> BAD!!!! ---- [[Image:CrossingLine.jpg]] Currently, the line is between the two actors. You can cross it only with the camera rolling. Cutting is not good. ---- ;Think about this and… :[[Storyboarding answer ba |go back and try again]]. ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* To start over, [[WikiFilmSchool_N4P4 | go back to the beginning]]. ---- ---- 7965 37496 2006-10-21T23:51:11Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first three frames are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB3a.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB4a.jpg]] ==<font color="maroon">Special Note:== You did '''NOT''' cross the line!!! You did not dolly out and so you did '''NOT''' cross the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (between the actors and the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ==Next Frame?== [[Image:SBTDSChooseTSB1f3.jpg]] ;Option [[Storyboarding answer bba|A]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:SBTDSChooseTSB3a.jpg]] ;Option [[Storyboarding answer bbb|B]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- [[Image:Reptsb11Right.jpg]] ;Option [[Storyboarding answer bc|C]] : The Young Person says, "How can anyone be seduced by the Dark Side?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer bba|A]] or [[Storyboarding answer bbb|B]] or [[Storyboarding answer bbc|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer b | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- 7967 37516 2006-10-22T01:59:21Z Robert Elliott 1436 Rough Draft ==Excellent Decision!== Now the first three frames are: <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB3a.jpg]] <math>\Rightarrow</math> [[Image:SBTDSChooseTSB4a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1f2.jpg]] ==<font color="maroon">Special Note:== You did '''NOT''' cross the line!!! You did not dolly out and so you did '''NOT''' cross the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (between the actors and the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie. ==<font color="green">The Script== <font color="green">EXTERIOR - The local movie theater - NIGHT <font color="green">(1) The Young Person and Old Person stand looking at the movie poster outside the theater. <font color="green">(2) '''Young Person''': "That was a great movie..." <font color="green">(3) '''Young Person''' ''(contined)'': "but I do not understand one thing." <font color="green">(4) '''Old Person''': "What's that?" <font color="green">(5) '''Young Person''': "How can anyone be seduced by the Dark Side?" <font color="green">(6) The old person thinks for a while. <font color="green">(7) '''Old Person''': "What computer do you have at home?" ==Next Frame?== [[Image:REPtsb4a.jpg]] <math>\Rightarrow</math> [[Image:REPtsb4.jpg]] ;Option [[Storyboarding answer aabaa|A]] : The old person thinks for a while and says, "What computer do you have at home?" ---- [[Image:REPtsb9.jpg]] <math>\Rightarrow</math> [[Image:REPtsb9a.jpg]] ;Option [[Storyboarding answer aabab|B]] : The old person thinks for a while and says, "What computer do you have at home?" ---- [[Image:Reptsb6.jpg]] <math>\Rightarrow</math> [[Image:Reptsb7.jpg]] ;Option [[Storyboarding answer aabac|C]] : The old person thinks for a while and says, "What computer do you have at home?" ---- ==Now Decide!== [[Image:Blanktsb.jpg]] * Select either option [[Storyboarding answer aabaa|A]] or [[Storyboarding answer aabab|B]] or [[Storyboarding answer aabac|C]] ---- ---- :If you change your mind, you can go back to [[Storyboarding answer aab | the previous page]] ---- ---- ;Reference Material * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard]] frames. :* The [[Lesson:The_Raw_Script |unformatted script]]. ::* The [[WikiFilmSchool_N1P1 |original story]]. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ---- ---- 7968 67407 2007-01-06T22:30:26Z JWSchmidt 20 add image [[Image:Modern 3T MRI.JPG|thumb|right]] Welcome to the Wikiversity '''Department of Radiology''', part of the [[School:Medicine|School of Medicine]]. The Department of Radiology is a Wikiversity content development project. Wikiversity editors with an interest in radiology can use this page to plan, organize and develop learning resources for learning about radiology. All actual learning resources should go in the main [[Wikiversity:Namespaces|namespace]] (use page names with no prefix). ==Introduction== Diagnostic Radiology is the use of modalities such as MRI, CT, ultrasound, plain films, nuclear medicine techniques to image the human body to diagnose disease or to follow the progress of disease already being treated. MRI uses radiowaves and magnetic fields for excellent soft tissue detail. It is used heavily in Neuroradiology and Musculoskeletal imaging. CT and xrays both use high frequency low wavelenght xrays. Bony detail is excellent though soft tissue detail is limited. Ultrasound uses sound waves. Nuclear medicine uses radioactive tracers and partciles and dpeicts many physiologic processes. A separate branch, interventional radiology, uses diagnostic techniques such as fluoroscopy, CT, ultrasound, and in the future, MRI, to guide the placement of needles, catheters and wires inside the human body for both diagnostic and therapeutic purposes. In the future, many newer techiniques, such an functional MRI, interventional MRI, MRI/PET fusion, and molecular and genetic imaging will become routine. Interventional procedures in the future will eventually minimize the use of xrays, which have potential effects to damage DNA, and rely more heavily on other techniques which will not use ioninzing radiation. Such techniques will include interventional MRI and MRI fluroscopy. Radiologists will also be able to use small molecular probes in the future to diagnose specific genetic abnormalities, both for diagnostic purposes so treatment can be tailored individually, and for individually tailored gene therapy. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. [[Category:Medicine]] 7969 37518 2006-10-22T02:13:00Z JWSchmidt 20 I (John Schmidt) made this image for the [[Podcasting]] page using images from Commons: *[[:Image:First Web Server.jpg]] *[[:Image:ISight.jpg]] *[[:Image:Dynamic-microphone-senn.jpg]] *[[:Image:IPod 4G.jpg]] and [[:Image:Wikiuser.png]]. == Summary == I (John Schmidt) made this image for the [[Podcasting]] page using images from Commons: *[[:Image:First Web Server.jpg]] *[[:Image:ISight.jpg]] *[[:Image:Dynamic-microphone-senn.jpg]] *[[:Image:IPod 4G.jpg]] and [[:Image:Wikiuser.png]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7970 37521 2006-10-22T02:21:07Z Robert Elliott 1436 4aReversed. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4aReversed. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7971 37522 2006-10-22T02:21:30Z Robert Elliott 1436 4Reversed. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4Reversed. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7972 37527 2006-10-22T03:02:14Z Robert Elliott 1436 4br. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 4br. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7973 37528 2006-10-22T03:02:27Z Robert Elliott 1436 5bra. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 5bra. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7974 37529 2006-10-22T03:04:08Z Robert Elliott 1436 5brar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 5brar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 7977 64163 2006-12-28T08:50:25Z Robert Elliott 1436 Minor Correction #REDIRECT [[LessonPage:Thumbnail storyboard examples]] ;<font color="gray">WikiU Film School </font>- Lesson #004 - The Thumbnail Storyboards *1. [[Lesson:Thumbnail_Storyboard | <font color="gray">Thumbnail Storyboarding • </font>'''Lesson summary''']] with links to require reading. *2. [[WikiFilmSchool_N4P1 | <font color="gray">Thumbnail Storyboarding • </font> '''What are thumbnail storyboards?''']] / What software do I need? *3. [[WikiFilmSchool_N4P2 | <font color="gray">Thumbnail Storyboarding • </font> '''How to draw thumbnails storyboards.''']] *4. [[Storyboard_Examples | <font color="gray">Thumbnail Storyboarding • </font>'''Examples''']]. <math>\Longleftarrow</math> <font color="green"> '''''You are here!''''' :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side |Storyboard Outline]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]]<math>\Leftrightarrow</math> <font color="green"> [[Storyboard_Examples | Thumbnail Storyboard Examples]] ---- ---- ==Example Thumbnail Storyboards== The major challenge is finding the best way to start the movie. There is no correct answer. So I will show you some examples: ---- ---- . ===1. Start with a wide-angle shot…=== . <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:REPtsb1.jpg]] <math>\Rightarrow</math> Dolly In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <math>\Rightarrow</math> [[Storyboard Example 1| '''''CLICK HERE TO SEE MORE.''''']] (1) · In this [[Storyboard Example 1| EXAMPLE (1)]], the scene starts with a simple wide angle shot showing the entire movie set. Two people are viewing a movie poster in front of a theater. The camera quickly dollies in and we see that the poster is for '''''Star Wars'''''. The Star Wars' theme plays for three seconds. Then the camera moves down to watch the back of the Younger Person who beings to speak… ---- ---- ===2. Start with a side shot…=== · <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> [[Storyboard Example 2| '''''CLICK HERE TO SEE MORE.''''']] (2) · In this [[Storyboard Example 2| EXAMPLE (2)]], the scene starts with a simple wide angle shot from the side of two people looking at a movie poster on the wall. We hear the sounds outside a movie theater at night. Then the camera cuts to the poster which is '''''Star Wars'''''. The camera moves back past the heads of the two people. The Young Person begins to speak… ---- ---- ===3. Start with a close-up shot of the young person….=== · <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1e.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <<math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1f.jpg]] <math>\Rightarrow</math> [[Storyboard Example 3| '''''CLICK HERE TO SEE MORE.''''']] (3) · In this [[Storyboard Example 3| EXAMPLE (3)]], the scene starts with a close-up shot of the Young Person who is obviously interested in something he sees. Then the camera cuts to movie poster for '''''Star Wars''''' and the musical theme plays for three seconds. Then the camera cuts to a side view of the Young Person and perhaps someone standing next to the Young Person. The Young Person begins to speak… ---- ---- ===4. Start with a close-up shot of the movie poster…=== · <math>\Rightarrow</math> Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math>[[Image:SBTDSChooseTSB1e.jpg]] <math>\Rightarrow</math> Dolly To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <math>\Rightarrow</math> [[Storyboard Example 4| '''''CLICK HERE TO SEE MORE.''''']] (4) · In this [[Storyboard Example 4| EXAMPLE (4)]], the scene starts with a close-up shot of the movie poster and then cuts to the Young Person. The camera slowly dollies out to show both the Younger Person and the Older Person. The Younger Person begins to speak… ---- ---- ===Experimental:=== <small>There is a new section which is under construction where you can select storyboard frames as you create the storyboard. To see this, go to [[WikiFilmSchool_N4P4 | Step by Step - Thumbnail Storyboarding of '''''Seduced by the Dark Side!''''']] to try it. For your first time through, select only the option '''''A'''''. </small> ---- ---- ==Questions?== Contact the teacher. [[User:Robert Elliott|Robert Elliott]] September 2006 ---- ---- {{Homework04}} ---- ---- ---- ---- ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[Original Story for Seduced by the Dark Side | original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 7978 65677 2007-01-03T04:31:33Z Robert Elliott 1436 minor changes <center> {{Film School:Table of Contents:Thumbnail Storyboard Examples}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="<!--width: 60%; -->background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"| <center>[[Image:SBTDS OpeningShotFront.jpg]]</center> ==This is an example Thumbnail Storyboard== ;Start with a close-up shot :In this example, we start with a side view. In this view we see the two people looking at something on the wall. Then we look at what they are looking at which is the movie poster. :From this storyboard, it is not clear if we should use a wide angle close-up short (above) or a telephoto close-up shot. (below) <center>[[Image:SBTDS Close Up Telelphoto.jpg]]</center> | style="width: 370px; background-color: #ffffdd; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" | ==Thumbnail Storyboard Example #3== =The Thumbnail Storyboards for "Seduced by the Dark Side"= EXTERIOR - The local movie theater - NIGHT <center>Fade In<br>[[Image:SBTDSChooseTSB1e.jpg]]<br>Cut To<br>[[Image:SBTDSChooseTSB1b.jpg]]</center> (1) The Young Person and Old Person stand looking at the movie poster outside the theater. * I want to show the picture of the young person looking up above the camera at something very intently. I want very soft music to play which gives a dreamy quality to the scene. After 5 seconds I want to cut to the poster as viewed by the young person (that means a POV shot). As soon as I cut to the poster, I want very strong music of the "Star Wars" theme. ---- <center>Cut To<br>[[Image:SBTDSChooseTSB1f.jpg]]</center> (2) '''Young Person''': "That was a great movie..." * Unlike storyboard [[Storyboard Example 1|Example 1]] and [[Storyboard Example 2|Example 2]], I want to get in close to the actors and the poster. I want to stay inside the green area on the floor plan. I want to always be between the poster and the actors. ---- <center>[[Image:SBTDSChooseTSB1f2.jpg]]</center> (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ---- <center>Cut To<br>[[Image:REPtsb4r.jpg]]</center> (4) '''Old Person''': "What's that?" ---- <center>Cut To<br>[[Image:SBTDSChooseTSB1f2.jpg]]</center> (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ---- <center>Cut To<br>[[Image:REPtsb9ar.jpg]]</center> (6) The old person thinks for a while. ---- <center>[[Image:REPtsb9r.jpg]]</center> (7) '''Old Person''': "What computer do you have at home?" ---- <center>Cut To<br>[[Image:Reptsb5r.jpg]]</center> (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----- <center>Cut To<br>[[Image:REPtsb12lefttalk.jpg]]</center> (9) '''Old Person''': "But what computer does your father use at work?" ---- <center>Cut To<br>[[Image:Reptsb10.jpg]]</center> (10) The young person thinks for a moment. ---- <center>[[Image:Reptsb11Right.jpg]]</center> (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ---- <center>Cut To<br>[[Image:REPtsb12left.jpg]]</center> (12) The Old Person smiles. ---- <center>Cut To<br>[[Image:Reptsb14A.jpg]]<br>Zoom out<br>[[Image:Reptsb14b.jpg]]</center> (13) Old Person and the Young Person walk toward home together. ---- (14) Fade to Black. ---- <center> The End </center> |- | ==Point Of Reference:== This scene was filmed '''inside the line'''. (Between the Poster and the Actors = In the green area). <center>[[Image:CrossingLine.jpg]]<br> The Floor Plan for the Movie</center> |- | |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|right|200px]] ==The Next Page [[Image:Crystal Clear action loopnone.png|32px]]== :*Look at the other examples by going to the index at the top of this page. :*Or continue this lesson at [[LessonPage:What software for thumbnail storyboards?|What software for thumbnail storyboards?]] to learn how to get started storyboarding. {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 7979 37547 2006-10-22T04:25:47Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 7980 68350 2007-01-08T21:55:36Z JWSchmidt 20 [[Category:Game Design]] <small>Part of [[Board_Game_Design|Board Game Design]]>[[Game_Creation_Guidelines|Game Creation Guidelines]] See also [[Game_Creation_Guidelines/Spiral_Model_of_Game_Development|Spiral Model of Game Development]]</small> =The Idea= Many of us have had an idea for a game. Very few of us have completed one. Is it that having ideas is easy, and finishing games is hard? Actually, you'd be surprised sometimes at how hard having that initial inspiration is. This segment is about how to get your idea, and if you already have an idea, what you should do with it. ===Inspiration=== Inspiration can come from anywhere. Some find that they are inspired when in a certain emotional state, or perhaps when they just wake up. Some meditate, some just watch TV. One thing is certain about inspiration, however: it seems to go together with interest. The things that interest us also inspitre us. For example, perhaps you're head over heels about the [[w:Burgess shale|'''Burgess Shale''']], or you totally dig [[School:Strategic Studies|'''Military Strategy''']], or you desperately love [[w:cookie|'''cookies''']]. You can bet dollars to doughnuts you've got a treasure trove of game ideas right there. Not only will your interest provide you with the energy to do research and keep interested, but it is the fuel you need to complete the first step of developing your idea: writing it down. ===Journal=== Like a writer, a game developer is someone who survives from her inspiration and creative ability. Let's face it, even the most creative of us have our droughts and blocks. So, why not create a repository of the ideas you had when you were really inspired for those periods when inspiration is lacking? A journal is an efficient way to solve this problem. It need not even be a book or pad of paper, you can keep your ideas anywhere you'll remember them. The key is that you write out the idea as completely as you can while it is still fresh in your mind. Use words that are evocative to you, so that when you read it again you can try to capture the same feeling you had when you wrote it. You don't necessarily have to be gramatically correct or even write full sentences... the important thing is that you write down words or phrases that will jog your own memory when read a second or third or fifteenth time. An entry can be as simple as "theme, fish, coral, shrimp, polyps" and evoke an old idea that could turn into something like [http://www.boardgamegeek.com/game/12962 '''Reef Encounter''']. ===Perspiration=== Any idea can be worked and reworked many times. If you leave adequate space in your journal, or transfer the idea over to its own page, you will still have the opportunity for inspiration to strike and allow you to expand the idea. Remember though that inspiration is only a small part of the process. Writing about your idea, expanding your idea, explaining your idea, all these things get the juices flowing again. So, even if you have no inspiration whatsoever, go back to your idea and look it over, then try to explain it in a more lucid manner. You'd be surprised at how effectively a little grunt work can put you back on track to developing your killer idea. =Developing the Idea= Development of an idea can take many forms. You may be able to put hours and hours into developing new mechanics for your great theme, or you may want to try combining other ideas you've got stored in your journal to create a more interesting whole. [[Category:Game Design]] 7981 68361 2007-01-08T22:03:25Z JWSchmidt 20 [[Category:Game Design]] <small>Part of [[Board_Game_Design|Board Game Design]]>[[Game_Creation_Guidelines|Game Creation Guidelines]]</small> =Refinement= This is the first of the iterated steps and, as the name implies, involves a bit of planning, pruning, tuning, and clarification of your initial idea so that you have a playable ruleset. If you don't have a full ruleset, hopefully you have at least a basic outline of your mechanic, or a further elucidation of your theme - something you can start to test or expand into a bigger and better game. ===The First Refinement=== When you make your first refinement, emphasis will be on making something that is at least testable. Your initial idea may be nothing but the thoughts "pirates, pork sausage, bidding mechanism," but you need to develop your objectives, perhaps your board, and start to hash out your rules. Every person has a different way to manage her project. Your design style may not be the same as anyone else's design style, and the degree of time you want to spend refining your game before you first playtest it may be very small or very large. For example, as soon as you have the idea for your pork sausage pirate bidding game, you crack open a few of the board games in your house, steal a deck of cards, call some friends over and start making it up as you go along. This is clearly a very hands-on and ad-hoc approach to the design of your game. You may, however, want to develop a full and tight ruleset founded on the laws of probability and the eternal principles of the universe. In which case, you might cloister yourself for ten years on a mountaintop with nothing but a velvet painting of a crying pirate, a lifetime supply of pork sausage, and some spare change. This is a far more theoretical and hands-off method of refinement, and that is perfectly fine if that is the kind of person you are. Game design isn't a science. You still do what fits with your personal style. ===Subsequent Refinement=== This involves going back to the rules, looking them over, and applying the knowledge you gained in playtesting and evaluation. This can amount to a total redesign of parts or all of the game. Through evaluation you should know where and how the game should change, and the next phase of development and testing will tell you how those changes worked. Subtle tweaking over multiple testing sessions will end in a polished game, and (re)development is where your "lessons learned" are put back into the game design. [[Category:Game Design]] 7982 68353 2007-01-08T21:58:40Z JWSchmidt 20 [[Category:Game Design]] {{main welcome|Dnjkirk}} <small>Part of [[Topic:Board_Game_Design|Board Game Design]]>[[Game_Creation_Guidelines|Game Creation Guidelines]]</small> =Playtesting= Playtesting means playing in order to make a game better. There are a few ways to do playtesting, but in order to test a game, you need to develop some form of prototype game first. ===Prototyping=== ===Solo Testing=== ===Blind Testing=== [[Category:Game Design]] 7983 68359 2007-01-08T22:02:58Z JWSchmidt 20 [[Category:Game Design]] {{main welcome|Dnjkirk}} <small>Part of [[Project:Board_Game_Design|Board Game Design]]>[[Game_Creation_Guidelines|Game Creation Guidelines]]</small> [[Category:Game Design]] 7984 68352 2007-01-08T21:58:14Z JWSchmidt 20 [[Category:Game Design]] <small>Part of [[Topic:Board_Game_Design|Board Game Design]]>[[Game_Creation_Guidelines|Game Creation Guidelines]]</small> =Getting Your Foot in the Door= Like any creative venture, the game market is a catch-22: you won't be published unless you're already published. Here are some ways to break into that closed cycle of publication. ===Games Design Competitions=== Many of these are held yearly and are excellent ways to get noticed - and if you're not noticed, you'll at least get some feedback! *[http://www.hippodice.de/ '''Hippodice'''](link in German) - [http://www.hippodice.de/download/rules_faqs_english2007.pdf '''English Competition Rules here'''] *[http://boardgames.about.com/ '''games.about.com'''] - [http://boardgames.about.com/b/a/246314.htm 2006 Game Competition Website] *[http://www.ludotheque.com/rubrique.php3?id_rubrique=12 '''Ludothèque de Boulogne-Billancourt'''] (link in French) - [http://www.ludotheque.com/article.php3?id_article=34 2006 '''Competition'''] (includes English rules) *[http://www.studiogiochi.com/eventi/archimede/index.html '''Premio Archimede'''] - [http://www.studiogiochi.com/eventi/archimede/2006/eng/index.html '''2006 contest details'''] *[http://www.luccacomicsandgames.com/06/xhtml/eng/default.asp '''Lucca Comics and Games'''] - [http://www.luccacomicsandgames.com/05/games/giocoinedito/bando/Bando_2006_eng.pdf '''Competition rules in English'''] [[Category:Game Design]] 7985 39906 2006-10-26T05:41:50Z Dream mind 2099 Gears are toothed wheels which are used to transmit motion or power to other gears or toothed parts by meshing without any slip.When two gears are meshed together the smaller gear is called a pinion and the bigger one is called a gear irrespective of which is driving the other. When pinion is the driver, it results in step down drive in which the output speed decreases and the torque increases. On the other hand, when the gear is the driver, it results in step up drive in which the output speed increases and the torque decreases ==History== <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding:0.2em 0.4em;">Types</h2> {|background-color:#cef2e0 |'''Spur gears''' Spur gears are the simplest of all the gears.They have their tooth parallel to the axis. They are used for transmitting power between two parallel shafts.They also have high efficiency and high precision rating.So,they are used for high speed and high load applications An example of spur gear aplication would be its usage in a gear box of a motorcycle | [[Image:Spurgear.jpg|80px|thumb|''Spur gears'']] |- |'''Helical gears''' Helical gears are used for parallel shaft drives.Their tooth are inclined to the axis and hence for the same width, their teeth are longer than spur gears and have higher load carrying capacity.Their [[contact ratio]] is higher than that of spur gears and also operate smoother and quieter them.Their precision rating is good. Helical gears also are used in automative gear boxes | [[Image:Helicalgear.jpg|80px|thumb|''Helical gears'']] |- |'''Herringbone or Double helical gears''' These gears are also used for transmitting power between two parallel shafts.They have two opposing tooth layer on the circumference.These opposing tooths enables these type of gears to nullify more axial loads.Their load capacity is very high but manufacturing difficulty makes them more costly. These gears are used in cement mills and crushers. | [[Image:Herringbone.jpg|thumb|80px|''herringbone gears'']] |- |'''Internal gears''' Internal gears have their tooth engraved in the inner periphery.These gears also are used in transmitting power beween parallel shafts. Internal gears are used in planetary gear drives of automative transmission reduction,gear boxes of cement mills,step up drives of windmills etc. | [[Image:internalgear.jpg|thumb|80px|''An internal gear'']] |- |'''Rack and pinion''' Rack is a linear gear.The gear which meshes with it is called a pinion.The tooth can be of either helical or spur type.These type of gears are used in converting circular motion to linear and vice versa. Carrige movement in lathes is produced by using rack and pinion | [[Image:Rackandpinion.jpg|thumb|80px|''Rack and pinion'']] |- |'''Straight bevel gears''' These gears are used for transmitting power between intersecting shafts at different angles of which most commons are that in right angles. Straight bevel gears are used in a final drive with a differential | [[Image:Straightbevelgears.jpg|thumb|80px|''Straight bevel gears'']] |- |'''Spiral bevel gears''' |} <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding:0.2em 0.4em;">Gear tooth system</h2> Its very necessary to study gear tooth system when designing a gear.A gear tooth system is defined by its unique tooth proportions,[[pressure angle|pressure angles]] etc. ===Law of gearing=== Before we take a look at the actual gearing systems let us see what is the fundamental law that governs the gearing system.The law of gearing states that the angular velocity ratio of all gears of a meshed gear system must remain constant i.e if <math>\omega\ _1</math> and <math>\omega\ _2</math> are the angular velocities and <math>D_1</math> and <math>D_2</math> are the diameters of two gears meshed together then <math>{\omega _1\over \omega _2}={D_1\over D_2}</math> ===Gear profiles=== Gear profiles should satisfy the law of gearing. The profiles best suited for this law are: #[[Involute]] #[[Cyloidal]] #Circular arc or [[Novikov]] ===Gear Nomenclature=== Various nomenclatures related to a gear are sown in the figure [[image:gearnomenclature.jpg|thumb|550px|left|''Gear nomenclature'']] ;Let us consider a spur gear and define the following terms- :'''Pitch circle''':It is defined as the circle having radius as the mean of the maximum radius(to the tip of the gear teeth) to the radius of the base of a gear teeth. :'''Addendum''':It is the distance between the top of a gear teeth and the pitch circle. :'''Dedendum''':It is defined as the distance between the pitch circle and the root of a teeth. :'''Flank''':It is the face of a gear teeth which comes in contact with the teeth of another gear.So,a flank is an important part of a gear. :'''Fillet''':Fillets in the root regiion are of less important since they don't actually come in contact with other gear tooth. :'''Circular pitch''':Circular pitch is the sum of width of a teeth and a space betweent the tooth of a gear.Circular pitch is an important parameter as it indicates the size of the tooth of a gear.If <math>P_c</math>is the circular pitch,Z is the number of teeth on a gear and D is the pitch diameter then,<math>P_c={\pi D\over Z}</math> So the size of a teeth is given by <math>m={D\over Z}</math> where m is the unit of size called module.And hence for two meshed gears we must have the same size of tooth,then we can have the following relations, <math>m={D_1\over Z_1}={D_2\over Z_2}={P_c\over \pi}</math>---(1) In case of a rack the diameter and the number of tooth tend to infinity but still the module remain finite. :'''Cuircular thickness or tooth thickness''': It is the thickness of the tooth measured on the pitch circle.It should be noted that this thickness is measured as the arc along the pitch circle and should not be taken as the displacement :'''Diametrical Pitch''': It is defined as the number of tooth per inch of the diameter of the pitch circle of a gear.It is incicated by the letter P.Therefore, <math>P={Z\over D}</math>---(2) So using equation (1) and (2), we can have <math>P_c P= \pi</math> {{Mestubs}} 7986 37564 2006-10-22T05:38:21Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 7987 37572 2006-10-22T06:04:20Z Dream mind 2099 /* Summary */ == Summary == Self modified == Licensing == {{GFDL}} 7988 37573 2006-10-22T06:06:05Z Dnjkirk 1833 Game studies icon == Summary == Game studies icon == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7989 37578 2006-10-22T06:13:55Z Dnjkirk 1833 <div style="float:left;border:solid #F35B01 1px;margin:1px;"> {| cellspacing="0" style="width: 238px; background: #ffcc00;" |[[Image:Gamestuds.jpg]] | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user contributes to the [[School:Game Design|School of Game Design]]. |}</div> <includeonly> [[Category:Contributors to the School of Game Design|{{PAGENAME}}]] </includeonly> 7990 44803 2006-11-11T19:39:58Z Rayc 57 <includeonly> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > Instructions: Edit the Q1= and Q2= to your choice {{ABCD | Question = Question goes here | Atext = A text goes here | Btext = B text goes here | Ctext = C text goes here | Dtext = D text goes here }} :{{#switch:{{{Q1}}}|A={{Template:Sampletest/A}}|B={{Template:Sampletest/B}}|C={{Template:Sampletest/C}}|D={{Template:Sampletest/D}} }} {{ABCD | Question = Question goes here | Atext = A text goes here | Btext = B text goes here | Ctext = C text goes here | Dtext = D text goes here }} :{{#switch:{{{Q2}}}|A={{Template:Sampletest/A2}}|B={{Template:Sampletest/B2}}|C={{Template:Sampletest/C2}}|D={{Template:Sampletest/D2}} }} '''Question 3''': this is an essay question. Create a subheader named <nowiki>==Question three==</nowiki> and answer it by editing below. :You have {{#expr:31-((({{CURRENTMONTH}}-11)*31)+({{CURRENTDAY}}-2))}} more days to finish this test, which was started on 11/2 </div> </includeonly> <noinclude> ==Usage== :{{Sampletest :| Q1=D :| Q2=B :}} Which makes: {{Sampletest | Q1=D |Q2=B }} ==Answer Key== Teachers, edit these subpages after the time has run out. Remember to click on the history tab of the page with the template to make sure answers were not changes after the answers were given. Answers for question 1: [[Template:Sampletest/A]] [[Template:Sampletest/B]] [[Template:Sampletest/C]] [[Template:Sampletest/D]] Answers for question 2: [[Template:Sampletest/A2]] [[Template:Sampletest/B2]] [[Template:Sampletest/C2]] [[Template:Sampletest/D2]] </noinclude> 7991 42300 2006-11-02T01:18:24Z Rayc 57 {{Sampletest |Q1 = D |Q2 = B }} <!-- <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> Test </div> <div class="NavContent" style="text-align:left"> {{User:Rayc/Hidden}} </div> </div> <div class="NavEnd">&nbsp;</div> <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> Test </div> <div class="NavContent" style="text-align:left"> {{User:Rayc/Hidden}} </div> </div> <div class="NavEnd">&nbsp;</div> --> 7992 37590 2006-10-22T06:55:15Z Dnjkirk 1833 [[Category: Users by school participation]] 7993 37594 2006-10-22T07:19:29Z Dnjkirk 1833 Illustration of the Game of Go (I took the picture) == Summary == Illustration of the Game of Go (I took the picture) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 7994 50203 2006-11-30T07:01:32Z CQ 1939 /* Collaborations */ [[Wikiversity:Schools]] '''[[Wikiversity]] [[Topic:Multilingual Studies|Institute for Multilingual Studies]]''' A shared resource: *[[School:Language and Literature|School of Language and Literature]] *[[School:Linguistics|School of Linguistics]] *[[School:Media Studies|School of Media Studies]] *[[School:Computer Science|School of Computer Science]] ---- ==Division news== * '''22 October 2006''' - Division founded! * ... == Multilingualism Practicum == The Multilingualism Practicum began as a [[Multilingual worksheet]] which was simply a listing of popular languages and some rudimentary aspects of [[Topic:translation|translation]]. As the page and its associated discussion grew, it became clear that the multilingual aspects of Wikiversity are very complex and could benefit from a holistic approach to the topic. [[Topic:Multilingual Studies|Multilingual Studies]] was formed to host a [[Wikiversity:Practicum|Practicum]] to organize a set of learning paths that span several schools and disciplines rooted in [[Topic:Foreign Language Learning|Foreign Language Learning]], but designed to lead learners to a broad array of other fields of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]. == Collaborations == The [[Wikiversity:practicum|practicum]] includes many interdisciplinary studies across a broad spectrum. The '''[[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]]''' was proposed to propogate the practicum's ideas and manage several '''[[Wikiversity:Schools|inter-school collaborations]]:''' === Language and Literature === '''[[School:Language and Literature|Language and Literature]]''' - Find translations of some well-known literary works and present them on special pages for comparative study. Suggested samples: *... === Linguistics === '''[[School:Linguistics|Linguistics]]''' - Study the mechanics of language comparing similarities and differences. Study and work on organizing [[:Category:Languages and Language families]]. === Media Studies === '''[[School:Media Studies|Media Studies]]''' - Work on [[Wikiversity the Movie/multi-lingual|multilingual versions]] of '''''[[Wikiversity the Movie]]'''''. Develop [[Topic:Audio Engineering|audio]] and other [[Portal:media|media]] to aid in '''[[Topic:Foreign Language Learning|Foreign Language Learning]]'''. === Computer Science === '''[[School:Computer Science|Computer Science]]''' - Get into '''[[Topic:Computational linguistics|Computational linguistics]]''' to learn about [[Wikipedia:machine translation|machine translation]], [[Wikipedia:Computer-assisted translation|Computer-assisted translation]] and other computer applications that help with [[Topic:translation|translation]], [[Topic:Foreign Language Learning|Foreign Language Learning]] and in sorting and understanding [[:Category:Languages and Language families|Languages and Language families]]. ==Subdivisions and Departments== ---- <small>Use the [[Template:Subdivision boilerplate]] and <nowiki>[[Topic:</nowiki>''[Name of department]'']] to start a subdivision.</small> ---- *[[Topic:Translation|Translation Department]] *[[Topic:Foreign Language Learning|Center for Foreign Language Learning]] * ===Translation Taskforce=== The {{tl|translators}} template is adaptation of [[m:Category:Translator's Templates]]. As you can see, it is quite scaled down at this time: {{translators}} Planned comparative articles: *[[English to German]] *[[English to Spanish]] *[[English to French]] *[[English to Portugese]] *[[English to Chinese]] *[[English to Japanese]] *... *[[German to English]] *[[Spanish to English]] *[[French to English]] *... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[User:CQ|CQ]] * ... [[Category: Multilingual Studies]] [[Category:Foreign Language Learning]] [[Category:Interlingual Beta Club]] [[Category:Languages and Language families]] [[Category:Practicums]] 7995 79473 2007-01-21T06:49:43Z CQ 1939 /* Learning Groups */ update link [[Topic:Translation|Translation Department]] &bull; <small>[[Topic:Multilingual Studies|Wikiversity Institute for Multilingual Studies]]</small> ==Subdivision news== * '''23 October 2006''' - Subdivision founded! * '''29 November 2006''' - Setting up at [http://beta.wikiversity.org/wiki/Translation beta.wikiversity] * ... == Learning Groups == See [[Topic:Multilingual Studies]] for a more in-depth listing for Learning groups and topics within the larger [[Multilingual worksheet|Multilingulism Practicum]]. This is just a rough outline: [[School:Language and Literature]]: *[[Topic:Foreign Language Learning]] * ... [[School:Linguistics]]: *[[Topic:History of Linguistics|History of Linguistics]] *[[Topic:English Language]] *... [[School:Media Studies]] *[[Wikiversity the Movie]] *[[Wikiversity the Movie/multi-lingual]] *... [[School:Computer Science]] *[[Topic:Computational linguistics]] *[[Computer-assisted translation]] *... == Learning materials == [[Wikiversity:Translator's Handbook]]. * Introduction ''See [[Wikiversity:Essay Contest]]'' * [[Topic:Languages|Languages]] ''Will discuss [[:Category:Languages and Language families]] in detail covering * [[Topic:Linguistics]] * [[Topic:Lexicography]] * [[Topic:Translation|Appendix]] == Multilingualism at Wikiversity == [[Wikiversity:Multilingualism]] will be a centralized local resource for the English version of Wikiversity (en.wikiversity.org) ''about'' other versions of Wikiversity and beta projects. [[Wikiversity translations]]: *[[Main Page|English]] *[[de:Hauptseite]] [http://de.wikiversity.org Hauptseite] *[[es:Portada]] [http://es.wikiversity.org Portada] Links to betas: *... == Wikiversity Translators == {{translators}} [[Category:Wikiversity Translators]] == Wikimedia Service community == The following sections cover translation-related topics and list [[Wikiversity:Service|Translation services]] by and for the Wikimedia-Wikiversity [[Wikiversity:Service community]]. === Meta === [[m:Main Page|Meta]] has a cornucopia of resources for translators! [[m:Multilingualism]]: *[[m:Translators]] *[[m:Translation process]] *[[m:Interlingual coordination]] *[[m:Meta:Conventions for multilingualism]] *[[m:Wikipedia Machine Translation Project]] *... [[m:Category:Multilingualism]] *[[m:Category:Transbabel]] *[[m:Category:Translator's Templates]] *... <small>Note: We have adapted the meta Tranlator's Templates and are working on an adaptation of the [[Transbabel Multilingual Schema]] here at [[Wikiversity:Templates#Translation]] See [[Template:Translators]].</small> === Wikipedia === [[w:Main Page|Wikipedia]] ==== Articles ==== '''[[w:Meaning (linguistics)|Meanings]]:''' [[w:grammar|grammar]], [[w:semantics|semantics]], [[w:syntax|syntax]], [[w:idiom|idiom]], [[w:word|word]], [[w:phrase|phrase]], [[w:sentance|sentance]], [[w:source text|source text]], [[w:source language|source language]], [[w:target language|target language]], ... '''[[w:Language|Language]]:''' [[w:Natural language|Natural language]], [[w:Language family|Language family]], [[w:Linguistic typology|Linguistic typology]], [[w:Writing systems|Writing systems]], [[w:List of languages|List of languages]], [[w:List of official languages|List of official languages]], [[w:List of common phrases in various languages|List of common phrases in various languages]], ... '''[[w:Linguistics|Linguistics]]:''' [[w:Morphology (linguistics)|Morphology]], [[w:Etymology|Etymology]], [[w:Corpus linguistics|Corpus linguistics]], [[w:Text corpus|Text corpus]], [[w:Cognitive linguistics|Cognitive linguistics]], [[w:Computational linguistics|Computational linguistics]], [[w:Machine translation|Machine translation]], [[w:Speech recognition|Speech recognition]], [[w:Language recognition chart|Language recognition chart]], [[w:Part-of-speech tagging|Part-of-speech tagging]], ... '''[[w:Translation|Translation]]:''' [[w:translation dictionary|translation dictionary]], [[w:Translation process|Translation process]], [[w:Translation studies|Translation studies]], [[w:Translation unit|Translation unit]], [[w:Computer-assisted translation|Computer-assisted translation]], [[w:Machine translation|Machine translation]], ... ==== Projects ==== '''[[w:Wikipedia:Wikipedia Embassy|Wikipedia Embassy]]:''' *[[w:Wikipedia:Multilingual coordination|Wikipedia:Multilingual coordination]] *[[w:Wikipedia:Wikipedians]] *[[w:Wikipedia:Interwikimedia link]] *[[w:Wikipedia:Interlanguage links]] *... '''[[w:Wikipedia:WikiProject Linguistics|Wikipedia:WikiProject Linguistics]]:''' *[[w:Wikipedia:WikiProject Languages|WikiProject Languages]] *[[w:Wikipedia:WikiProject Language families|WikiProject Language families]] *[[w:Wikipedia:WikiProject Writing systems|WikiProject Writing systems]] *[[w:Wikipedia:WikiProject Latin alphabet|WikiProject Latin alphabet]] *[[w:Wikipedia:WikiProject Phonetics|WikiProject Phonetics]] *[[w:Wikipedia:WikiProject Constructed languages|WikiProject Constructed languages]] *[[w:Wikipedia:WikiProject Theoretical Linguistics|WikiProject Theoretical Linguistics]] '''[[w:Wikipedia:WikiProject Computer science|Wikipedia:WikiProject Computer science]]''' ==== Languages ==== List of Wikipedias in other languages: #[http://ab.wikipedia.org <span lang="ab-Cyrl">аҧсуа бысжѡа</span> (Abkhazian)] #[http://af.wikipedia.org Afrikaans] #[http://als.wikipedia.org Alemannisch (Alemannic)] #[http://am.wikipedia.org <span lang="am" dir="rtl">አማርኛ</span> (Amharic)] #[http://ar.wikipedia.org <span lang="ar" dir="rtl">‫العربية‬</span> (Arabic)] #[http://an.wikipedia.org Aragonés (Aragonese)] #[http://roa-rup.wikipedia.org Armâneashti (Aromanian)] #[http://as.wikipedia.org <span lang="as">অসমীয়া</span>&nbsp;/ <span lang="as-Latn">Asami</span> (Assamese)] #[http://arc.wikipedia.org <span lang="arc">ܣܘܪܬ</span> (Assyrian Neo-Aramaic)] #[http://ast.wikipedia.org Asturianu (Asturian)] #[http://gn.wikipedia.org Avañe'ẽ (Guarani)] #[http://av.wikipedia.org Авар (Avar)] #[http://ay.wikipedia.org Aymar (Aymara)] #[http://az.wikipedia.org <span lang="az">Azərbaycan dili</span>&nbsp;/ <span lang="az-Arab" dir="rtl">آذربايجان ديلی</span> (Azerbaijani)] #[http://id.wikipedia.org Bahasa Indonesia (Indonesian)] #[http://ms.wikipedia.org Bahasa Melayu (Malay)] #[http://bm.wikipedia.org Bamanankan (Bambara)] #[http://bn.wikipedia.org <span lang="bn">বাংলা</span> (Bengali)] #[http://zh-min-nan.wikipedia.org Bân-lâm-gú (Southern Min)] #[http://jv.wikipedia.org Basa Jawa (Javanese)] #[http://map-bms.wikipedia.org Basa Banyumasan (Banyumasan)] #[http://su.wikipedia.org Basa Sunda (Sundanese)] #[http://ba.wikipedia.org <span lang="ba">Башҡорт</span> (Bashkir)] #[http://be.wikipedia.org <span lang="be">Беларуская</span> (Belarusian)] #[http://bh.wikipedia.org <span lang="bh">भोजपुरी</span> (Bihari)] #[http://mt.wikipedia.org bil-Malti (Maltese)] #[http://bi.wikipedia.org Bislama] #[http://bo.wikipedia.org <span lang="bo">བོད་ཡིག</span>&nbsp;/ <span lang="bo-Latn">Bod skad</span> (Tibetan)] #[http://bs.wikipedia.org Bosanski (Bosnian)] #[http://br.wikipedia.org Brezhoneg (Breton)] #[http://bug.wikipedia.org Basa Ugi (Buginese)] #[http://bg.wikipedia.org <span lang="bg-Cyrl">Български</span> (Bulgarian)] #[http://ca.wikipedia.org Català (Catalan)] #[http://cbk-zam.wikipedia.org Chavacano (Chavacano de Zamboanga)] #[http://cho.wikipedia.org Cahta (Choctaw)] #[http://ch.wikipedia.org Chamorru (Chamorro)] #[http://cv.wikipedia.org <span lang="cv">Чӑваш</span> (Chuvash)] #[http://cs.wikipedia.org Čeština (Czech)] #[http://ny.wikipedia.org chiChewa] #[http://sn.wikipedia.org chiShona (Shona)] #[http://tum.wikipedia.org chiTumbuka (Tumbuka)] #[http://ve.wikipedia.org Chivenda (Venda)] #[http://co.wikipedia.org Corsu (Corsican)] #[http://za.wikipedia.org Cuengh (Zhuang)] #[http://cy.wikipedia.org Cymraeg (Welsh)] #[http://da.wikipedia.org Dansk (Danish)] #[http://pdc.wikipedia.org Deitsch (Pennsylvania German)] #[http://de.wikipedia.org Deutsch (German)] #[http://nv.wikipedia.org Diné bizaad (Navajo)] #[http://dv.wikipedia.org <span lang="dv" dir="rtl">ދިވެހި</span> (Divehi)] #[http://na.wikipedia.org dorerin Naoero (Nauruan)] #[http://dz.wikipedia.org <span lang="dz">ཇོང་ཁ</span> (Dzongkha)] #[http://lad.wikipedia.org Dzhudezmo (Ladino)] #[http://et.wikipedia.org Eesti (Estonian)] #[http://el.wikipedia.org <span lang="el">Ελληνικά</span> (Greek)] #[http://ang.wikipedia.org Englisc (Anglo-Saxon)] #[http://en.wikipedia.org English] #[http://es.wikipedia.org Español (Spanish)] #[http://eo.wikipedia.org Esperanto] #[http://eu.wikipedia.org Euskara (Basque)] #[http://to.wikipedia.org Faka Tonga (Tongan)] #[http://fa.wikipedia.org <span lang="fa" dir="rtl">‫فارسی‬</span> (Persian)] #[http://fo.wikipedia.org Føroyskt (Faroese)] #[http://fr.wikipedia.org Français (French)] #[http://frp.wikipedia.org Franco-provençal (Arpitan)] #[http://fy.wikipedia.org Frysk (West Frisian)] #[http://ff.wikipedia.org Fulfulde (Peul)] #[http://fur.wikipedia.org Furlan (Friulian)] #[http://ga.wikipedia.org Gaeilge (Irish)] #[http://gv.wikipedia.org Gaelg (Manx)] #[http://sm.wikipedia.org Gagana Samoa (Samoan)] #[http://gd.wikipedia.org Gàidhlig (Scots Gaelic)] #[http://gl.wikipedia.org Galego (Galician)] #[http://gu.wikipedia.org <span lang="gu">ગુજરાતી</span> (Gujarati)] #[http://got.wikipedia.org Gutisk (Gothic)] #[http://ko.wikipedia.org <span lang="ko">한국어</span> (Korean)] #[http://ha.wikipedia.org <span lang="ha" dir="rtl">هَوُسَ</span> (Hausa)] #[http://haw.wikipedia.org Hawai`i (Hawaiian)] #[http://hy.wikipedia.org <span lang="hy">Հայերեն</span> (Armenian)] #[http://hi.wikipedia.org <span lang="hi">हिन्दी</span> (Hindi)] #[http://ho.wikipedia.org Hiri Motu] #[http://hr.wikipedia.org Hrvatski (Croatian)] #[http://io.wikipedia.org Ido] #[http://ilo.wikipedia.org Ilokano] #[http://ig.wikipedia.org Igbo] #[http://ia.wikipedia.org Interlingua] #[http://ie.wikipedia.org Interlingue (ex Occidental)] #[http://iu.wikipedia.org <span lang="iu">ᐃᓄᒃᑎᑐᑦ</span> (Inuktitut)] #[http://ik.wikipedia.org Iñupiak (Inupiak)] #[http://os.wikipedia.org <span lang="os">Иронау</span> (Ossetian)] #[http://xh.wikipedia.org isiXhosa (Xhosa)] #[http://zu.wikipedia.org isiZulu (Zulu)] #[http://is.wikipedia.org Íslenska (Icelandic)] #[http://it.wikipedia.org Italiano (Italian)] #[http://he.wikipedia.org <span lang="he" dir="rtl">‫עברית‬</span> (Hebrew)] #[http://mh.wikipedia.org Kajin Majel (Marshallese)] #[http://kl.wikipedia.org Kalaallisut (Greenlandic)] #[http://xal.wikipedia.org <span lang="xal">Хальмг</span> (Kalmyk)] #[http://kn.wikipedia.org <span lang="kn">ಕನ್ನಡ</span> (Kannada)] #[http://kr.wikipedia.org Kanuri] #[http://pam.wikipedia.org Kapampangan] #[http://ka.wikipedia.org <span lang="ka">ქართული</span> (Georgian)] #[http://ks.wikipedia.org <span lang="ks">कश्मीरी</span>&nbsp;/ <span lang="ks-Arab" dir="rtl">كشميري</span> (Kashmiri)] #[http://csb.wikipedia.org Kaszëbsczi (Kashubian)] #[http://kk.wikipedia.org <span lang="kk">Қазақша</span> (Kazakh)] #[http://kw.wikipedia.org Kernewek&nbsp;/ Karnuack (Cornish)] #[http://kg.wikipedia.org Kikongo (Kongo)] #[http://ki.wikipedia.org Kikuyu] #[http://rw.wikipedia.org Kinyarwandi (Rwandi)] #[http://ky.wikipedia.org <span lang="ky-Latn">Kırgızca</span>&nbsp;/ <span lang="ky-Cyrl">Кыргызча</span> (Kyrgyz)] #[http://rn.wikipedia.org Kirundi] #[http://sw.wikipedia.org Kiswahili (Swahili)] #[http://km.wikipedia.org <span lang="km">ភាសាខ្មែរ</span> (Khmer)] #[http://kv.wikipedia.org <span lang="kv">Коми</span> (Komi)] #[http://ht.wikipedia.org Kreyol ayisyen (Haitian)] #[http://kj.wikipedia.org Kuanyama] #[http://ku.wikipedia.org <span lang="ku">Kurdî&nbsp;/ <span lang="ku-Arab" dir="rtl">كوردی</span> (Kurdish)] #[http://ksh.wikipedia.org Ripoarisch (Ripuarian)] #[http://lo.wikipedia.org <span lang="lo">ພາສາລາວ</span> (Laotian)] #[http://la.wikipedia.org Latina (Latin)] #[http://lv.wikipedia.org Latviešu (Latvian)] #[http://lb.wikipedia.org Lëtzebuergesch (Luxembourgish)] #[http://lt.wikipedia.org Lietuvių (Lithuanian)] #[http://lij.wikipedia.org Líguru (Ligurian)] #[http://li.wikipedia.org Limburgs (Limburgish)] #[http://ln.wikipedia.org Lingála] #[http://jbo.wikipedia.org Lojban] #[http://lg.wikipedia.org Luganda] #[http://lmo.wikipedia.org Lumbaart (Lombard)] #[http://hu.wikipedia.org Magyar (Hungarian)] #[http://mk.wikipedia.org <span lang="mk">Македонски</span> (Macedonian)] #[http://mg.wikipedia.org Malagasy] #[http://ml.wikipedia.org <span lang="ml">മലയാളം</span> (Malayalam)] #[http://mi.wikipedia.org Māori] #[http://mr.wikipedia.org <span lang="mr">मराठी</span> (Marathi)] #[http://mo.wikipedia.org <span lang="mo">Молдовеняскэ</span> (Moldovan)] #[http://mn.wikipedia.org <span lang="mn">Монгол</span> (Mongolian)] #[http://mus.wikipedia.org Mvskoke (Creek)] #[http://my.wikipedia.org Myanmasa (Burmese)] #[http://nah.wikipedia.org Nāhuatl] #[http://fj.wikipedia.org Na Vosa Vakaviti (Fijian)] #[http://nl.wikipedia.org Nederlands (Dutch)] #[http://cr.wikipedia.org Nehiyaw (Cree)] #[http://ne.wikipedia.org <span lang="ne">नेपाली</span> (Nepali)] #[http://ja.wikipedia.org <span lang="ja">日本語</span> (Japanese)] #[http://nap.wikipedia.org Nnapulitano (Neapolitan)] #[http://ce.wikipedia.org <span lang="ce">Нохчийн</span> (Chechen)] #[http://nrm.wikipedia.org Nouormand&nbsp;/ Normaund (Norman)] #[http://pih.wikipedia.org Norfuk (Norfolk)] #[http://no.wikipedia.org Norsk bokmål (Norwegian Bokmål)] #[http://nn.wikipedia.org Norsk nynorsk (Norwegian Nynorsk)] #[http://oc.wikipedia.org Occitan] #[http://or.wikipedia.org <span lang="or">ଓଡ଼ିଆ</span> (Oriya)] #[http://om.wikipedia.org Oromifaa (Oromo)] #[http://ng.wikipedia.org Oshiwambo (Ndonga)] #[http://hz.wikipedia.org Otsiherero (Herero)] #[http://pa.wikipedia.org <span lang="pa">ਪਜਾਬੀ</span>&nbsp;/ <span lang="pa">पंजाबी</span>&nbsp;/ <span lang="pa-Arab" dir="rtl">پنجابي</span> (Punjabi)] #[http://pag.wikipedia.org Pangasinan (Pangasinan)] #[http://pi.wikipedia.org <span lang="pi-Latn">Pāli&nbsp;/ <span lang="pi-Deva">पाऴि</span>] #[http://pap.wikipedia.org Papiamentu] #[http://ps.wikipedia.org <span lang="ps" dir="rtl">پښتو</span> (Pashto)] #[http://nds.wikipedia.org Plattdüütsch (Low Saxon)] #[http://pms.wikipedia.org Piemontèis (Piedmontese)] #[http://pl.wikipedia.org Polski (Polish)] #[http://pt.wikipedia.org Português (Portuguese)] #[http://ty.wikipedia.org Reo Mā`ohi (Tahitian)] #[http://ro.wikipedia.org Română (Romanian)] #[http://rm.wikipedia.org Rumantsch (Romansh)] #[http://rmy.wikipedia.org <span lang="rmy">Romani</span>&nbsp;/ <span lang="rmy-Deva">रोमानी</span>] #[http://qu.wikipedia.org Runa Simi (Quechua)] #[http://ru.wikipedia.org Русский (Russian)] #[http://se.wikipedia.org Sámegiella (Northern Sami)] #[http://sg.wikipedia.org Sängö] #[http://sa.wikipedia.org <span lang="sa">संस्कृत</span> (Sanskrit)] #[http://sc.wikipedia.org Sardu (Sardinian)] #[http://sco.wikipedia.org Scots] #[http://st.wikipedia.org seSotho (Southern Sotho)] #[http://tn.wikipedia.org Setswana (Tswana)] #[http://sq.wikipedia.org Shqip (Albanian)] #[http://ru-sib.wikipedia.org Siberian (Сибирской)] #[http://scn.wikipedia.org Sicilianu (Sicilian)] #[http://si.wikipedia.org <span lang="si">සිංහල</span> (Sinhalese)] #[http://simple.wikipedia.org Simple English] #[http://sd.wikipedia.org <span lang="sd">سنڌي</span> (Sindhi)] #[http://ceb.wikipedia.org Sinugboanong Binisaya (Cebuano)] #[http://ss.wikipedia.org SiSwati (Swati)] #[http://sk.wikipedia.org Slovenčina (Slovak)] #[http://sl.wikipedia.org Slovenščina (Slovenian)] #[http://so.wikipedia.org Soomaaliga (Somali)] #[http://sr.wikipedia.org Српски (Serbian)] #[http://sh.wikipedia.org <span lang="sh-Latn">Srpskohrvatski</span>&nbsp;/ <span lang="sh-Cyrl">Српскохрватски</span> (Serbo-Croatian)] #[http://fi.wikipedia.org Suomi (Finnish)] #[http://sv.wikipedia.org Svenska (Swedish)] #[http://tl.wikipedia.org Tagalog] #[http://ta.wikipedia.org <span lang="ta">தமிழ்</span> (Tamil)] #[http://tt.wikipedia.org Tatarça (Tatar)] #[http://te.wikipedia.org <span lang="te">తెలుగు</span> (Telugu)] #[http://tet.wikipedia.org Tetun (Tetum)] #[http://th.wikipedia.org <span lang="th">ไทย</span> (Thai)] #[http://vi.wikipedia.org Tiếng Việt (Vietnamese)] #[http://ti.wikipedia.org <span lang="ti">ትግርኛ</span> (Tigrinya)] #[http://tg.wikipedia.org <span lang="tg">Тоҷикӣ</span> (Tajik)] #[http://tlh.wikipedia.org tlhIngan-Hol (Klingon)] #[http://tpi.wikipedia.org Tok Pisin] #[http://chr.wikipedia.org <span lang="chr">ᏣᎳᎩ</span> (Cherokee)] #[http://chy.wikipedia.org Tsetsêhestâhese (Cheyenne)] #[http://tr.wikipedia.org Türkçe (Turkish)] #[http://tk.wikipedia.org <span lang="tk-Latn">Türkmençe&nbsp;/ <span lang="tk-Arab" dir="rtl">تركمن</span> (Turkmen)] #[http://tw.wikipedia.org Twi] #[http://udm.wikipedia.org <span lang="udm">Удмурт</span> (Udmurt)] #[http://uk.wikipedia.org <span lang="uk">Українська</span> (Ukrainian)] #[http://ur.wikipedia.org <span lang="ur" dir="rtl">اردو</span> (Urdu)] #[http://ug.wikipedia.org <span lang="ug-Arab" dir="rtl">ئۇيغۇرچە</span>&nbsp;/ <span lang="ug-Latn">Uyƣurqə</span> (Uyghur)] #[http://uz.wikipedia.org <span lang="uz-Cyrl">Ўзбек</span>&nbsp;/ <span lang="uz-Latn">Oʻzbekche</span> (Uzbek)] #[http://vec.wikipedia.org Vèneto (Venetian)] #[http://vo.wikipedia.org Volapük] #[http://fiu-vro.wikipedia.org Võro] #[http://wa.wikipedia.org Walon (Waloon)] #[http://vls.wikipedia.org West-Vlaoms (West Flemish)] #[http://war.wikipedia.org Winaray (Waray-Waray)] #[http://wo.wikipedia.org Wollof (Wolof)] #[http://ts.wikipedia.org Xitsonga (Tsonga)] #[http://ii.wikipedia.org <span lang="ii">ꆇꉙ</span> (Sichuan Yi)] #[http://yi.wikipedia.org <span lang="yi" dir="rtl">ייִדיש</span> (Yiddish)] #[http://yo.wikipedia.org Yorùbá] #[http://bat-smg.wikipedia.org Žemaitėška (Samogitian)] #[http://zh.wikipedia.org <span lang="zh">中文</span> (Chinese)]]</span>] #[http://zh-yue.wikipedia.org <span lang="zh-tw">粵語</span> (Cantonese)] === Wiktionary === === Wikibooks === === Other === ''Other: [[wikia]] [[w:Wikia, Inc]]'' ==Active participants== Please show the laguages you have a working knowlege of. * [[User:CQ|CQ]] - [[Topic:English Language|English]] *... ''Join the [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]]'' == Other information == {{WikiversityUsers}} [[Category:Foreign Language Learning]] [[Category:Interlingual Beta Club]] [[Category:Languages and Language families]] [[Category: Multilingual Studies]] 7996 67081 2007-01-05T18:04:54Z CQ 1939 /* External resources */ added section /* Where can we take this? */ and a few [[Topic:Audio Engineering|]] suggestions This page is for material on sound recording - what you need to record sound, and how to get started. Please add ideas or information if you have any knowledge or interest in the area. '''What is Sound Recording?''' Sound Recording essentially means capturing a piece of sound onto a storage media, so as to archive it and review it afterwards. It is not just storing sounds but also maintaining its quality i.e. the playback of the recorded sound must be an exact immitation to the original sound that was recorded. To do this we need the proper equipments, and some essential skills and knowledge. '''What do you record sound ''with'' and what do you record ''into''?''' =Digital Recording= ==Equipment== ===Microphone=== *Condenser or dynamic '''[[w:microphone|microphone]]'''. The microphone article offers a better description of the differences, but for those interested in solely the "what" and not the "how", here is an overview. *Both types convert variations in air pressure or '''[[w:sound|sound]]''' into electrical signals. The dynamic mic is overall less responsive, and the condenser mic is more responsive, picking up sounds clearly. However, this does NOT mean that condenser mic's are superior to dynamic mics. A condenser mic can be irreparably damaged if exposed to incredibly loud sounds. Thus, you should use dynamic mics when recording guitar amps or other loud instruments. *Further more, a mic can be classified as uni- or omni-directional. *A uni-directional microphone will only pick up soundwaves coming from straight in front of it. These are ideal for vocals, drums, and guitar amps when you do not want any background noise. For example, you do not want your vocal microphone to pick up the drums in the background. *An omni-directional microphone will pick up any sound in the room. These are mainly used as overtop microphones for drum sets in order to record the cymbals. The microphone picks up the general sound of the drum set and picks up the cymbals much better than a uni-directional microphone. An overview of which mics to use when recording: *Guitar or any amplifier - Uni-directional Dynamic mic *Drums - Uni-directional dynamic mic *Overhead drumset - Omni-directional condenser *Vocals - Condenser for recording, uni-directional dynamic for live performance (although this is not a live performance article, the reader should be aware that that there is a large risk in breaking the condenser mic when playing live. They are very fragile. A small drop could destroy it) *Acoustic guitars/instruments: Condenser, any directional. *Other instruments. Trumpets, etc: Condenser mic, unless the instrument is overly loud. Unless there is too much background noise, omni is much easier to use and set up(you do not have to point the microphone at the instrument and then deal with issues of inconsistency. More later) *Non-instruments-Same as "other instruments." Although every item is technically an '''[[w:instrument|instrument]]''' by definition. ===Alternative conversions of sound to electrical signal=== *Many amplifiers have 1/4" output jacks. Also, keyboards have similar output jacks or USB outputs. Set-up will be explained later. ===Computer=== *If you use a computer to record and/or edit, you will need two items: a soundcard and recording software ===Soundcard=== *Any sound card will do. Your integrated soundcard will work but not with optimal results. Many companies such as Digitools will sell soundcards that work directly with the programs. ===Converter/Pre-amp=== *Although sounds waves are converted into electrical signals by the microphone, the results will not be good if one simply plugs the microphone into the computer. There are a number of different items that will convert the signal to something your computer can read easier. For example, the pre-amp on a behringer mixing board, the M-box by digidesign, and similar products by other manufacturers. *Note: This is not required, if one simply wishes to record with low-quality on his/her computer. ===Adapters=== *You will find that the microphone output does not match the line-in input on the computer. If you do not own a converter then you must obtain the right adapters: *A 3 hole microphone output )or 1/4" output depending on the microphone) female to a 1/8" male(mono). *If you have a converter the adapters will vary. If you have a USB output, use that. If you have a 1/4" adapter you will need a 1/4" female to 1/8" male adapter (mono or stereo depending on the make). *If you have two outputs, one left and one right, you will need a mixer cable which will mix the two mono channels to one stereo output. ==Computer software== *Windows come with Sound Recorder, but this program has next to no features and can only save in .wav to begin with. *Macs come with a much better program, GarageBand, which in fact is used by many top artists. *Here is a list of software for recording and editing. It is recommended that windows users download freeware before they do any recording: *Goldwave- This is freeware that is very good for the entry-level recorder/audio engineer *Protools- A solid program with plenty of plugins *Cubase- The ferrari of audio-editing, it is expensive but with tons of features *Live- Used for live performances becuase of its real-time rendering. It is still a very solid program *Lamewin: This is not a recording program but a free .mp3 converter found on the Goldwave website under downloads. *Audacity: Free, Open Source software that has a lot of features and is available for Windows, Mac, and Linux. =Analog= ==Required== ===Microphone=== ===ATR (Analog Tape Recorder): Open Reel, Cassette, or other format (Cartridge Tape, once used extensively by broadcasters)=== ==Not required, but recommended== ===Analog effects=== *Compressor- *Expander- =Links= ==Recording sounds== <small>These should probably be separate pages</small> *How to record someone singing *How to record a (non-digital) musical instrument *How to record ambient noise *How to record soft sounds *Issues in recording sounds ==External resources== *[http://www.pcmus.com/AudioTips.htm Tips on sound recording] *[http://www.tape.com/cgi-bin/SoftCart.exe/Bartlett_Articles/live_recording2.html?E+cassette Recording live to a two-track - by Bruce Bartlett] ==Where can we take this?== Now that you've learned a bit about recording sound, Where would you like to go? You may wish to learn, teach, discuss and apply what you can do by going into more depth in Wikiversity's [[Topic:Audio Engineering|Audio Engineering Department]] which is developing the technology needed for producing the soundtrack for [[Wikiversity the Movie]]. Perhaps you are a musician interested in [[Jamming Online]] in a [[w:music genre|music genre]] such as [[Topic:Basic Blues & Rock|Basic Blues & Rock]] with a [[GarageBand]] or the like. Maybe you are a [[School:Linguistics|linguist]] and would like to work on the development of [[commons:Main Page|audio resources for the Wikimedia Commons]] like spoken versions of important texts. The possibilities are endless. You may have a completely novel application for [[advanced sound recording]]. Wouldn't it be great to be on the ground floor of [[Wikiversity:Sonic user interface|Wikiversity's sonic potential]]? Hmmm. Just a thought. [[Category:Audio Engineering]] 7997 37627 2006-10-22T12:09:42Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 7998 37631 2006-10-22T12:16:23Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 7999 68726 2007-01-09T22:08:40Z JWSchmidt 20 [[Category:Education]] A [[learning path]] at [[Wikiversity]] is a customised thing that '''you''' ''find''. Others may walk ahead of and behind you. You may choose to blaze your own trail. The path may fork leaving you with a choice. Your path may merge with another path you may not have been aware of. But that's the beauty of [[w:Wiki|Wiki]]-versity. The [[Wikiversity:Be bold|Be bold]] principle allows us the freedom to go where our hearts and minds lead us. We can follow our interests and even act upon our dreams. Wikiversity is an environment of discovery and adventure. You can follow the crowd or go off on your own. Your learning path is one that you make for yourself, but you never have to be alone. [[Category:Essays]] [[Category:Education]] 8002 50214 2006-11-30T07:39:15Z CQ 1939 /* Essay Contest */ [[Category:Wikiversity Translators]] Placeholder for drafting a [[Template:Translator_Certificate]] awarded to outstanding efforts in translating Wikiversity. <small>'''[[Topic:Multilingual Studies|Institute for Multilingual Studies]]''' - [[Topic:Translation|Translation Department]]</small> == Translation challenges == These are practice exercise articles: #[[Topic:Languages|Languages]] - First Chapter of [[Wikiversity:Translator's Handbook|Translator's Handbook]] #[[Multilingualism]] - Second Chapter == Essay Contest == [[:Category:Essays]] is a new category for main namespace articles used for inspiration and enlightenment. The [[Wikiversity:Interlingual Beta Club]] wishes to kick off an [[Wikiversity:Essay Contest]] to promote the [[multilingual worksheet|Multilingualism Practicum]] conducted on all the [[Wikiversity_translations]] and Betas. Please list your entries here: #[[Learning path]] # The contest is two-fold: #Foster Interlingual Dialog #Recruit and train translators See also: *[[Wikiversity:Translator's Handbook|Translator's Handbook]] *[[Wikiversity translations/Recruiting translators]] *[[Wikiversity translations/Training translators]] *[[Multilingual worksheet]] <!-- active categories follow --> [[Category:Wikiversity Translators]] [[Category:Wikiversity translations]] [[Category:Languages and Language families]] [[Category:Interlingual Beta Club]] 8003 51066 2006-12-03T13:53:13Z Erkan Yilmaz 1642 /* Certification */ typo The [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] is looking for a few good translators and a whole mess of wanna-be translators with open minds and a desire to learn the craft. Our reason for forming is based on a couple of facts: a) Wikiversity needs more translators. b) Wikiversity can train more translators. == About IBC == The Interlingual Beta Club has nothing to do with earning '''B'''s in six languages (Wikiversity doesn't give grades anyway). It has to do with producing and improving Beta versions of Wikiversity and translations. The club is a vehicle for promoting a multi-faceted, interlingual [[Wikiversity:Practicum]] for learning the vocation of language translation &ndash; a marketable commodity in the outside world and a much-needed function within Wikiversity proper. == The Translator's Handbook == The practicum is designed to propagate itself by way of a body of text: *'''''[[Wikiversity:Translator's Handbook|The Translator's Handbook]]''''':''An Interlingual Training Manual'' This text, though starting (here) at the English Wikiversity will not stay here long. It's passage to [[:de:Wikiversity]] and [[:es:Wikiversity]] will take place immediately &ndash; even in its initial rough draft form. Like all Wikimedia Projects, it shall remain a work-in-progress for years to come. It can be thought of as a '''living document'''. == IBC's Roles == The [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] is: * a custodial group for the Translator's Handbook * an association of Wikiversity participants with a passion for Interlingual collaboration and dialog * a learning group dedicated to [[Wikiversity translations]] * a teaching staff dedicated to Training new translators * an academic organization that promotes [[m:Multilingualism|Multilingualism]] throughout the Wikiversity community The IBC may take on other roles as well. == Academic Organization == The Interlingual Beta Club has by design a grassroots organization form characterized as a '''club'''. A campaign that begins at [[Topic:Foreign Language Learning|The Wikiversity Center for Foreign Language Learning]] at '''en.wikiversity.org''' grows quickly into a more formal academic entity that goes by the name '''[[Topic:Translation|Translation Department]].''' === Translation departments === Adopting [[Topic:Foreign Language Learning|Foreign Language Learning]]'s organizational parentage, a complex academic Practicum was drafted upward into the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]. These are forming organically as specialized but interconnected [[Topic:Translation|Translation Department]]s within several [[Wikiversity:schools|schools]]: #[[School:Language and Literature|The School of Language and Literature]] ([[Portal:Humanities|Humanities]]) via a focus on [[Topic:Foreign Language Learning|Foreign Language Learning]] #[[School:Linguistics|The School of Linguistics]] ([[Portal:Social Sciences|Social Sciences]]) via a classification schema built around [[:Category:Languages and Language families|Languages and Language families]] #[[School:Computer Science|The School of Computer Science]] ([[Portal:Engineering and Technology|Engineering and Technology]]) via a collaborative association with [[Object Oriented Software Design|another practicum]] from [[Topic:Applied Computer Science|The Institute for Applied Computer Science]] is organizing learning groups and developing resources: ## [[Topic:Computational linguistics|Computational linguistics]]/[[w:computer-assisted translation|computer-assisted translation]] (Human-machine interfacing) ## [[Topic:Computational linguistics|Computational linguistics]]/[[w:machine translation|machine translation]] (lexicons, glossaries, corpora, automated tasks, etc.) ## [[Topic:Learning Objects|Learning Objects]] (Learning object metadata processing, object modeling, data warehousing, etc) ## Other ACS Topics... #[[School:Media Studies]] ([[Portal:Media]]) via a collaborative association with [[Topic:Internet Audio and Video|yet another practicum]] developed for [[Topic:Media Projects|The Media Project Institute]] centered upon (but not limited to) [[Wikiversity the Movie]] and its [[Wikiversity the Movie/multi-lingual|Mulitilingual aspects]]. Innovative spin-offs are expected. == Code of conduct == The [[Wikiversity:Interlingual Beta Club]] is tasked with instituting a culture of intense collaboration (characteristic of any experimental project - the nature of a beta) while traversing extremes of interest and practice. Participant groups are expected to develop the ability to produce faithful translations of gargantuan bodies of both text and speech. Our motto: ''Participation is everything'' is not so much about the quantitative aspects ([[w:popular culture|popular culture]], the [[w:hive mind|hive mind]], [[w:herd behavior|herd behavior]], etc.) typical of wiki groups, but of the qualitative aspects (academic standards, ethics, worthwhile content, etc.). The personal choice to participate is the focal point of the WV:IBC. For example monolingual English-speaking members are encouraged to venture out of their "comfort zone" to join [[:es:Wikiversity]], [[:de:Wikiversity]] and [[:fr:Accueil|French Wikiversity]]. Our mission is to create comfort, eliminate confusion, resolve inconsistencies and dispel doubt. Our purpose is to innovate. == Consciousness Raising == A shortage of qualified translators seems to always exist. Much of the IBC's social definition and identity will come from its efforts to attract attention to translation projects, recruit translators and trainees, manage projects and collaborations, provide liaisons between versions, schools, departments and learning groups (socially and academically), and other adventures in experiential learning &ndash; Beta-learning. IBC Motto:''Participation is everything.'' === Essay Contest === [[:Category:Essays]] is a new category for main namespace articles used for inspiration and enlightenment. The [[Wikiversity:Interlingual Beta Club]] is kicking off with an [[Wikiversity:Essay Contest]] to promote the [[multilingual worksheet|Multilingualism Practicum]]. This contest is synchronously conducted on all of the [[Wikiversity_translations]] and Betas. The object of the campaign is to ask the question: ''Why is language translation important?'' The name: ''Translator's Handbook'' gives the impression of a lone translator at work parsing a body of text. The idea is to steer the reader (again singular) toward a personal context. You'll notice that the introduction to the book is a placeholder for the contest winner's essay. The goal is to draw out of the Wikiversity community collective and individual ideas that can be embedded at not only the forefront of the book, but into the character of Wikiversity itself. === Certification === The IBC will develop an ongoing symbolic awards program along the lines of Wikipedia's [[w:Wikipedia:Barnstar|Barnstar]]s. Although Wikiversity is not in the business of conveying degrees upon even the most accomplished learners, the intense effort and focus required to faithfully translate a text must be acknowledged. Likewise, efforts to effectively teach the art of translation should also be brought to the community's attention. It stands to reason that the ''real-world'' demand for translators will eventually discover a growing pool of ''qualified'' personnel who have honed their skills at Wikiversity. === Literacy === Because the Translation departments are tied intrinsically to the broad scope of the [[School:Language and Literature]], the prospects for Wikiversity translations could have an impact upon global literacy. It doesn't take a Leap of Faith to believe that the so-called "smaller" languages can benefit from thoughtful and accurate translations of texts that the major language world takes for granted. Furthermore, new arrivals to Wikiversity may discover the effects of spin-offs such as lexicons, glossaries, advanced linguistics tools, multimedia objects and innovative approaches to problem-solving. By a slight stretch of the imaginination, one may even grow to believe that an increase in interlingual dialog can help bring about international understanding and World Peace. We'll pause there. == Resources == Directory: *[[Wikiversity:Interlingual Beta Club]] *[[Wikiversity:Translator's Handbook]] *[[Multilingual worksheet]] *[[Wikiversity translations]] *[[Wikiversity translations/Recruiting translators]] *[[Wikiversity translations/Training translators]] *[[Wikiversity the Movie]] *[[Wikiversity the Movie/multi-lingual]] *[[Topic:Multilingual Studies]] *[[Topic:Foreign Language Learning]] == Participants == Membership is absolutely open: # [[User:CQ|CQ]] # [[User:J.Steinbock|J.Steinbock]] # [[User:Erkan_Yilmaz|Erkan Yilmaz]] # [[User:Daanschr|Daanschr]] <!-- move ''me'' down --> # ...''you''... == More information == <!-- active categories follow --> [[Category:Wikiversity]] [[Category: Wikiversity translations]] [[Category:Languages and Language families]] [[Category:Foreign Language Learning]] [[Category:Interlingual Beta Club]] [[Category:Wikiversity Essay Contests]] [[de:Wikiversity:Interlingual_Beta_Klub]] [[es:Wikiversidad:Interlingual_Beta_Club]] [[fr:Wikiversit%C3%A9:Interlingual_Beta_Club]] 8004 74158 2007-01-12T20:37:51Z JWSchmidt 20 [[Category:Content]] [[:Category:Essays]] is a new category for main namespace articles used for inspiration and enlightenment. The [[Wikiversity:Interlingual Beta Club]] wishes to kick off an Wikiversity's first [[Wikiversity:Essay Contest|Essay Contest]] to promote the [[multilingual worksheet|Multilingualism Practicum]] conducted on all the [[Wikiversity_translations]] and Betas. The contest is two-fold: #Foster Interlingual Dialog #Recruit and train translators See also: *[[Wikiversity:Translator's Handbook|Translator's Handbook]] *[[Wikiversity translations/Recruiting translators]] *[[Wikiversity translations/Training translators]] *[[Multilingual worksheet]] <!-- active categories follow --> [[Category: Wikiversity translations]] [[Category:Interlingual Beta Club]] [[Category:Content]] 8005 39053 2006-10-24T03:08:47Z CQ 1939 [[Wikiversity:Essay Contest]] moved to [[Wikiversity:Essay Contests]]: Plural makes better sense [[:Category:Essays]] is a new category for main namespace articles used for inspiration and enlightenment. == Essay Contests == Essay contests are a great way to call attention to new learning groups, schools or departments. They are commonly used by Schools and Universities to raise consciousness about important issues and to encourage discourse, discussion and dialog among learners and teachers. If your [[Wikiversity:Schools|School]], department or other learning group wants to conduct a contest, please feel free to list it below. === Why is language translation important? === The [[Wikiversity:Interlingual Beta Club]] wishes to kick off an [[Wikiversity:Essay Contest|Essay Contest]] to promote the [[multilingual worksheet|Multilingualism Practicum]] conducted on all the [[Wikiversity_translations]] and Betas. The contest is two-fold: #Foster Interlingual Dialog #Recruit and train translators The winning entry will become the introduction to the [[Wikiversity:Translator's Handbook|Translator's Handbook]]. See also: *[[Wikiversity translations/Recruiting translators]] *[[Wikiversity translations/Training translators]] This contest is to help promote the [[Multilingual worksheet|Practicum]] for [[Topic:Foreign Language Learning|Foreign Language Learning]]. The essay should encourage, inspire, inform and motivate learners of foriegn languages to enter a learning path toward becoming translators at Wikiversity. See [[Wikiversity:Interlingual Beta Club#Essay Contest]] for more information. Announce and post a link to your essay at [[Wikiversity talk:Interlingual Beta Club]]. Good Luck! === New Contest === ''Add details of an Essay Contest idea here'' [[Category:Essays]] [[Category:Wikiversity Essay Contests]] 8006 37675 2006-10-22T14:28:30Z CQ 1939 jadostblia sambixtin - juxtapositional learning '''[[Wikiversity:Schools|Schools]]:''' [[School:Media Studies|Media Studies]] | [[School:Linguistics|Linguistics]] | [[School:Computer Science|Computer Science]] | [[School:Language and Literature|Language and Literature]] '''[[Topic:Multilingual Studies|Institute for Multilingual Studies]]''' :[[Topic:English Language|English Language]] :[[German]] :[[Chinese]] :''[[Topic:Languages|Languages]]'' ::[[Topic:Translation|Translation Department]] :::[[Wikiversity_translations]] :::'''''[[Wikiversity:Translator's Handbook|Translator's Handbook]]''''' ::::[[Wikiversity translations/Recruiting translators]] ::::[[Wikiversity translations/Training translators]] :::::[[Wikiversity:Interlingual Beta Club]] [[:Category:Languages and Language families]] [[:Category: Wikiversity translations]] <!-- active categories follow --> [[Category: Wikiversity translations]] [[Category:Languages and Language families]] === Notes === [[Wikiversity]] using a method similar to [[w:Wikipedia:Multilingual coordination|Wikipedia:Multilingual coordination]]. <small>This worksheet may be used as an outline to help develop a [[learning path]] for Wikiversity participants who want to become '''[[certified translator]]'''(s).</small> 8007 51305 2006-12-04T05:18:26Z CQ 1939 a little bit of work - needs a lot '''''[[Wikiversity:Translator's Handbook|Translator's Handbook]]''''' '''[[Topic:Languages|Language Index]]''' <small>[[Topic:Multilingual Studies|Institute for Multilingual Studies]]</small> '''[[Wikiversity:Schools|Schools]]:''' [[School:Language and Literature|Language and Literature]] | [[School:Linguistics|Linguistics]]<br>''[[:Category:Languages and Language families|Languages and Language families]]'' == Linguistics == [[w:Linguistics|Linguistics]]: *... == Major languages == Classified by number of speakers [[Chinese]] is tops. [[English]] is like 7th but dominates the Internet. *English - [[Topic:English Language|English Language]] *German - [[German]] *Chinese - [[Chinese]] == Interlingual Wikiversity == [[Topic:Translation|Translation Department]] :[[Wikiversity_translations]] ::[[Wikiversity translations/Recruiting translators]] ::[[Wikiversity translations/Training translators]] :::[[Wikiversity:Interlingual Beta Club]] '''''Join!''''' === Notes === [[w:Wikipedia:Multilingual coordination|Wikipedia:Multilingual coordination]]. <small>'''[[Wikiversity:Schools|Schools]]:''' [[School:Media Studies|Media Studies]] | [[School:Linguistics|Linguistics]] | [[School:Computer Science|Computer Science]] | [[School:Language and Literature|Language and Literature]] </small> [[:Category:Languages and Language families]] [[:Category: Wikiversity translations]] <!-- active categories follow --> [[Category: Wikiversity translations]] [[Category:Languages and Language families]] 8009 79470 2007-01-21T06:46:01Z CQ 1939 /* Computer-assisted Translation */ moving to [[Computer-assisted translation]] <center>[[Topic:Multilingual Studies|Institute for Multilingual Studies]] '''[[Wikiversity:Translator's Handbook|Translator's Handbook]]''' [[Wikiversity translations/Training translators|Interlingual Training Manual]] ---- <small>This handbook is part of a [[multilingual worksheet|learning path]] for Wikiversity participants who wish to become '''[[certified translator]]s''' while helping to produce [[Wikiversity_translations]].</small> </center> == Introduction == [[:Category:Essays|Essay]]: Why learn to translate? Winning Essay goes here ---- The [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] would like an enlightening and inspirational introduction to The [[Wikiversity:Translator's Handbook]]. See [[certified translator]] for details. == Translating in groups == Some say translating is an art, some say it is a science. Here at the [[Topic:Translation|Translation Department]], we think it's a matter of [[w:interpretation|interpretation]] (pun intended). For us it's a simple matter of getting the job done. Translating [[Wikiversity]] is a daunting task. No matter how or where you start, you're still at the tip of the iceberg. This version of the handbook is written in the [[Topic:English Language|English Language]]. [[German]] and [[Chinese]] versions are just right over there, but '''[[Topic:Languages|All Languages]]''' need to be taken into account. Impossible? You should never feel alone in this work. In the context of translating, ''participation is everything!'' '''Reading:''' *[[Wikiversity translations/Recruiting translators]] == Learning Families == [[Wikiversity]], using a method similar to, but more efficient than [[w:Wikipedia:Multilingual coordination|Multilingual coordination at Wikipedia]] must come up with its own approach to [[Topic:Foreign Language Learning|Foreign Language Learning]] (and teaching). Here we have a unique opportunity to collaborate between and among Wikiversity versions and Betas, and have a bit of fun doing it. The [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] is made up of native speakers and writers from many languages and backgrounds. The imperative of [[collaboration]] between Schools, Divisions and Departments expedite the process in several ways: #[[School:Media Studies|Media Studies]] can pair with [[School:Computer Science|Computer Science]] to design an audio interface for [[w:Computer assisted translation|Computer assisted translation]] #[[Topic:Audio Engineering|Audio Engineering]] can be used to record well-known public-domain [[w:literary works]] that have already been translated into numerous languages to present comparitive samples of the same texts across languages. #[[School:Linguistics|Linguistic]] elements can be programmed into [[w:Artificial Intellegence|AI components]] to tweak the performance of [[w:machine translation|machine translation]] systems. #[[Wikiversity:Colloquium#Translator's Handbook|Brainstorm!!!]] <small>'''[[Wikiversity:Schools|Schools]]:''' [[School:Media Studies|Media Studies]] | [[School:Linguistics|Linguistics]] | [[School:Computer Science|Computer Science]] | [[School:Language and Literature|Language and Literature]] </small> == Language Families == '''NEXT:''' ''[[Topic:Languages|Languages]]'' '''Explore:''' *[[:Category:Languages and Language families|Languages and Language families]] *[[:Category: Wikiversity translations]] *[[b:Wikibooks:Languages bookshelf|Wikibooks:Languages bookshelf]] == Linguistics == [[School:Linguistics]] - [[Portal:Linguistics]] == Lexicography == Many keywords on the various Wikipedias have links in the left sidebar to other language articles with the same name, but translated to the other language. Tables like this one can be made to tabulate these keywords: {| class=wikitable |- |'''English'''||[[Wikipedia:Lexicon|Lexicon]] |[[Wikipedia:Dictionary|Dictionary]] |[[Wikipedia:Translation|Translation]] |- |'''Deutsch'''||[http://de.wikipedia.org/wiki/Lexikon Lexikon] |[http://de.wikipedia.org/wiki/W%C3%B6rterbuch Wörterbuch] |[http://de.wikipedia.org/wiki/%C3%9Cbersetzung_%28Sprache%29 Übersetzung] |- |'''Español'''||[http://es.wikipedia.org/wiki/L%C3%A9xico Léxico] |[http://es.wikipedia.org/wiki/Diccionario Diccionario] |[http://es.wikipedia.org/wiki/Traducci%C3%B3n Traducción] |- |'''Français'''||[http://fr.wikipedia.org/wiki/Lexique Lexique] |[http://fr.wikipedia.org/wiki/Dictionnaire Dictionnaire] |[http://fr.wikipedia.org/wiki/Traduction Traduction] |- |'''Nederlands'''||[http://nl.wikipedia.org/wiki/Lexicon Lexicon] |[http://nl.wikipedia.org/wiki/Woordenboek Woordenboek] |[http://nl.wikipedia.org/wiki/Vertaling Vertaling] |- |'''Polski'''||[http://pl.wikipedia.org/wiki/Leksykon Leksykon] |[http://pl.wikipedia.org/wiki/S%C5%82ownik Słownik] |[http://pl.wikipedia.org/wiki/T%C5%82umacz Tłumacz] |} Translation Lexicons and Dictionaries: *[http://www.rosettaproject.org/ Rosetta Project] *[[m:Eurodicautom|Eurodicautom]] European Terminology Database *[http://www.logos.it Logos Dictionary] *[http://lookwayup.com/free/dictionary.htm LookWAYup Dictionary] *[http://www.majstro.com Majstro] *[http://www.wordreference.com Word Reference] *[http://www.yourdictionaries.com Your Dictionaries] English version of diccionarios.com This chapter of the Translator's Handbook may someday contain an expansive lexicon. == Machine Translation == [[Wikipedia:Machine translation|Machine translation]] is is a sub-field of '''[[Topic:Computational linguistics|Computational linguistics]]''' that investigates the use of computer software to [[Topic:Translation|translate]] text or speech from one natural language to another. At its basic level, MT performs simple substitution of atomic words in one natural language for words in another. The [[Wikiversity:Schools|Schools]] of [[School:Computer Science|Computer Science]] and [[School:Linguistics|Linguistics]] might someday meet at '''[[Topic:Computational linguistics|Computational linguistics]]''' to develop machine translation software for use at Wikiversity. == Computer-assisted Translation == [[Wikipedia:Computer-assisted translation|Computer-assisted translation]], Computer-aided translation, or CAT is a form of [[Topic:translation|translation]] wherein a human translator translates texts using computer software designed to support and facilitate the translation process. See [[Computer-assisted translation]] The [[Wikiversity:Schools]] of [[School:Computer Science|Computer Science]] and [[School:Linguistics|Linguistics]] might someday meet at '''[[Topic:Computational linguistics|Computational linguistics]]''' to develop '''computer-assisted translation''' software for use at Wikiversity. == Appendix == [[Topic:Translation]] {{InterlingualMainNavEn}} See [[Template talk:InterlingualMainNavEn]] <!-- active categories follow --> [[Category: Wikiversity translations]] [[Category:Languages and Language families]] [[Category:Computational linguistics]] [[Category: Wikiversity translators]] [[Category: Wikiversity Translators]] 8010 37692 2006-10-22T15:32:25Z Veronika 2277 8012 49659 2006-11-28T03:31:17Z Mikemits42 3575 /* Active participants */ <center> {|style="width:100%;margin-top:+.7em;background-color::#aaccff;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO THE</small> D<small>EPARTMENT OF</small><br>T<small>OLKIEN</small> L<small>ANGUAGES</small>,'''</div> <div style="top:+0.2em;font-size: 95%">department of the [[School:Language and Literature|School of Language and Literature]].</div> <div style="width:100%;text-align:center;font-size:80%;">part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]].</div> |} | |style="width:10%;font-size:95%";color:#000"| [[w: Image:Jrrt 1972 pipe.jpg|center|50px|Language and Literature]] |} </center> <BR> ==Department description== The '''Department of Tolkien Languages''' is concerned with the teaching and learning of the [[wikipedia:Languages of Arda | languages]] created by the British Philologist [[wikipedia:J. R. R. Tolkien | J.R.R.Tolkien]]. ==Department news== <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''25th October 2006''' - [[Quenya Lesson 0|Lesson 0]] of the [[Quenya]] Course is now avaible.<BR></div> * '''22nd October 2006''' - Department founded! ==Courses | [[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. *'''[[Quenya| Quenya Course]]''' ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] #Participate in the '''[[Elvish stream]]'''. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:Elistir|'''Elistir''']]<sup>[[User Talk:Elistir|talk]] * [[User:Mikemits42|Mikemits42]] * ==See Also== *[[b:History of Elven writing systems|History of Elven writing systems]] on Wikibooks. [[Category:Language_and_Literature]] [[Category:Foreign Language Learning]] [[Category:Elvish]] 8016 44291 2006-11-10T00:50:47Z Xlbnushk 2491 Changed category from Language Acquistion to Foreign Language Learning, following the name of the division. {{QC-Announce}}A course of the [[Topic:Tolkien Languages|Department of Tolkien Languages]]. ==Unit Summary== * '''Course code: '''ALE-U-QUE1 * '''Suggested Prerequisites: ''' * '''Time investment: ''' * '''Assessment suggestions: ''' * '''Faculty:''' [[Portal:Humanities|Humanities]] * '''School:''' [[School:Language and Literature|Language and Literature]] * '''Department:''' [[Topic:Tolkien Languages|Tolkien Languages]] * '''Stream:''' [[Elvish stream]] * '''Level:''' ==Course Contents and Goals== This course will provide you with a complete knowledge of [[wikipedia:Quenya|Quenya]], the best-known of the languages invented by [[wikipedia:Tolkien|Tolkien]], as it was concepted in the last years of Tolkien's life. This language is more or less the version devised in the [[wikipedia:The Lord of the Rings|Lord of the Rings]] (see the problem of the [[wikipedia:Middle-earth canon|canon]]). The aims of the course are to: :*Learn '''Phonology, Grammar and Syntax of the (last) Quenya''' as we can infer from the Corpus. ::Knowledge of this aspect will also seek to make learners understand how we arrived at this form of Quenya and which "rules" are explicitly provided by Tolkien himself, or have been inferred. :*Provide learners with introductory notions of :**"Non-Ficitional" development of Quenya (from the Qenya of 1915 to the Quenya of 1973) :**"Fictional" development of Quenya (from [[w:Primitive Quendian]]) :**Quenya Corpus ==[[Portal:Learning Materials|Learning materials]]== The following are principal learning devices used in this course, to which every lesson refers. Other materials may be required from time-to-time and their links will be provided in each lesson. <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Textbooks for this course</h2 > {| |This course is structured to follow, as soon as praticable, this learning material, considered the reference textbook of the Course : :*[http://www.phy.duke.edu/~trenk/elvish/downloads/quetin_lambe_eldaiva_env1.2.pdf.gz '''Quetin i lambë eldaiva'''] by Thorsten Renk (version 1.2) — references are made to the English version as ''Q#R'' ::*[http://www.ambar-eldaron.com/telechargement/quenya_thorsten_1_2.pdf French Version] ::*[http://es.geocities.com/valier04/kwe.htm Spanish Version] ::*[http://www.lambion-ardava.de/Downloads/queThkom.pdf German Version] ::*[http://linguistica.sula.ru/modeling/fantast/tolkien/elvish/elvish.htm Russian Version] ::*[http://www.phy.duke.edu/~trenk/elvish/downloads/Quetin_lambe_eldaiva_it_parte1.pdf Italian Version] The reference grammar is: :*[[Wikibooks:Quenya|'''Quenya Wikibook''']] — refered to as ''Q#W'' In addition, the all-porpose :*Helge Fauskanger's [http://www.uib.no/people/hnohf/qcourse.htm '''Quenya Course'''] — references are made to the English version as ''Q#F'' ::*Translations of Fauskanger's Course exist in many languages. They can be found at [http://www.uib.no/people/hnohf/ here]. |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > ==Pre-Course== Before starting the regular lesson, it is required for learners to acquire some concepts that will frequently appear throughout this course along with instructions on how to read and write a Quenya text. Lesson 0 is a must for every learner, while in the ''Advanced Level'' section, materials are present that we suggest learners to read, but are not essential to Quenya acquisition and understanding. Especially, we suggest reading the section on how the concept of '''canon''' can be applied to Tolkien's Legendarium and Languages. :* [[Quenya Lesson 0|'''Lesson 0''']]: ''Sundocarmi'' and ''Lambelë''. :::Theory of ''Sundocarmi'' - Phonology - Phonetics - Stress. <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Pre-Course: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> In addition we suggest learners read (and possibly apprend) the following documents before starting the regular lessons. For any questions, please refer to [[Talk:Quenya Lesson O|Lesson 0 talk]] :*[[w:Middle-earth canon|The concept of literary '''canon''' applied to Middle-earth]] :* Fauskanger's [http://www.uib.no/people/hnohf/intro.rtf Introduction] to Quenya studies (Q#F:Introduction). :::Why study Quenya? - The question of copyright - What is Quenya like? - The sources - A word of warning regarding parts of the corpus - Spelling conventions. </div> </div> ==Lessons== # [[Quenya Lesson 1|'''Lesson 1''']] To be finished... # [[Quenya Lesson 2|'''Lesson 2''']] ===Assignments=== ====Activities==== ==Resources== Additional helpful readings include: *[[b:Quenya|Quenya]] - a Wikibook on Quenya, covering grammar extensively. *[[b:Wikijunior_Languages/Quenya|Wikijunior Quenya]] - a Wikijunior book on Quenya. Resources on the web: * [http://www.uib.no/People/hnohf/ Ardalambion (by Helge Kåre Fauskanger): The Tongues of Arda, Lessons, etc.] **[http://www.uib.no/People/hnohf/qcourse.htm Quenya Course], with downloadable lessons and a study into Tolkien's inspirations and sources **[http://www.uib.no/People/hnohf/wordlists.htm Wordlists] — the best and most up-to-date wordlists available online. **[http://www.uib.no/People/hnohf/elfnam.htm Some modern names in Quenya (''Now We Have All Got Elvish Names'')] *[http://www.elvish.org/gwaith/ Gwaith-i-phethdain] Fellowship of the Wordsmiths. Quenya info also beyond Tolkien *[http://www.elvish.org/VT Vinyar Tengwar] *[http://www.elvish.org/VT/sample.html Download Vinyar Tengwar 43, with Tolkien's Quenya translation of the Lord's Prayer] *[http://www.eldalamberon.com/ Parma Eldalamberon] *[http://groups.yahoo.com/group/lambengolmor/ Lambengolmor-List] Subscribe to recent developments in the study of Tolkien's languages *[http://www.geocities.com/Athens/Parthenon/9902/Quettie.html Quettie] Conversional Quenya by Lisa Star *[http://www.phy.duke.edu/~trenk/elvish/index.html Parma Tyelpelassiva - The book of silver leaves] *[http://www.ellammath.de Ardhon Ellammath] List of Quenya sound files *[http://www.sci.fi/~alboin/finn_que.htm Are High Elves Finno-Ugric?] *[http://www.sci.fi/~alboin/finnquelinks.htm Quenya's relation to Finnish] *[http://www.geocities.com/aikanaro42/dictionary English-Quenya Dictionary] *[http://www.lorem-ipsum.info/_quenya Generator for Quenya typographical filler text] *[http://home.netcom.com/~heensle/lang/elvish/elvish.html very detailed Quenya-English and English-Quenya dictionaries] Also provides grammar *[http://www.montagnedudestin.com/Gnomique.html La Montagne du Destin] French site that contains some information about quenya *[http://enciclopedia.us.es/index.php/Quenya "Quenya"] in ''Enciclopedia Libre en Español'' *[http://www.ambarenya.net/ "Ambarenya.net"] German Quenya Lexicon, including Phrasebook *[http://www.geocities.com/rainalkar Lambe órello óren] Croatian site with Quenya Grammar Summary, texts, and sound files. *[http://elfstina.tolkien.sk/ Lambi eldaron] Slovak site about Quenya and Sindarin *[http://my.netian.com/~sshiskom/file/html/google.htm Google in Quenya (unofficial)] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] '''Tutors''' * [[User:Elistir|Elistir]]<sup>[[User Talk:Elistir|talk]] '''Students''' * [[User:Hillgentleman|Hillgentleman]] 17:13, 22 October 2006 (UTC) I do not know any. I would like to know the lines of the Lay of Leithiens. Am I in the wrong classroom? Should I go to Noldor? [[Category:Quenya|Quenya]][[Category:Tolkien Languages]][[Category:Language_and_Literature|Language and Literature]] - [[Category:Foreign Language Learning|Language Acquisition]] - [[Category:Elvish]] 8021 76889 2007-01-16T03:01:44Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Center for the Study of Learning Objects'''. This is a content development project where participants create, organize and develop learning resources about learning objects. [[Topic:Learning Objects|Learning Objects]] (like all objects) are little packets, in this case, of educational material designed to be easy to produce, package, distribute, find, sort, use, and so on. What they are exactly, and how useful they are seems a bit subjective to me. Many online services purport to be the "ideal" or "complete" repositories for these [[w:learning objects|learning objects]], so we might examine for ourselves what they are all about. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Learning Objects]] == Databases == [[Topic:Databases]] - This needs to be opened, also... == Architecture == #[[Topic:Computer Architecture]] - Oriented toward hardware, but a good read #[[Topic:Concurrency and Real-Time Programming]] - This is more toward the kind of architecture I wanna cover in our design labs later on. #... === Labs === I think we can begin to craft some Wiki-fied learning object that are ripe for pickin'... #[[School:Linguistics|Human]]&mdash;[[Topic:Computational linguistics|Machine]] Sonic user interface [[Wikiversity:Sonic User Interface|(SUI)]] - for use in [[w:Commputer-assisted translation|Commputer-assisted translation]] ''User: [[Topic:Translation|Translation Department]]'' #[[School:Music|Music]]al Instruction Light tree - a set of colored lights (or color graphics) that cues musicians in real-time about their position and approaching changes during practice or performance - ''User: [[School:Music]]'' #[[Bloom clock project]] - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere. #[[Wikiversity the Movie]] - a [[Portal:community|community]]-wide project to produce a promotional DVD that illustrates and describes Wikiversity. #[[Wikiversity:Colloquium#Learning Objects Brainstorm|Learning Objects Brainstorm]] - [[Topic talk:Learning Objects#Brainstorm|Brainstorm]] - ''Users: [[Topic:Learning Objects|Us]]'' # ... === Onward through the Fog === Juicy Future Topics to apply to education systems and Learning object development: #[[Topic:Computational linguistics]] #[[Topic:Scientific Computing]] #[[Topic:Algorithms]] #... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. == Participants == I have no Earthly idea why anyone in their right mind would sign up for this, but here's a place to do so: # [[User:CQ|CQ]] 17:33, 22 October 2006 (UTC) # ... ==See also== *[[Portal:Learning Materials]] [[Category:Computer Science]] [[Category:Education]] 8023 41238 2006-10-30T15:12:15Z Robert Elliott 1436 minor additions ;Lesson #002 - Study the Way Movies are Filmed in Hollywood : [[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process ---- ;The pages of this lesson are… :[[Lesson:Understanding_Filmmaking | Title Page for this lesson]] :[[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process <font color="green"> &rarr; '''''You are here!''''' </font> :[[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' :[[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Understanding_Filmmaking | Lesson #002 - Study the Way Movies are made in Hollywood]]<math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process ---- '''''UNDER CONSTRUCTION''''' =The Process of Single Camera Filmmaking for Narrative Dramas= The following outline intends to give you a brisk walkthrough of what film and television production entails when filming narrative dramas. (That means dramatic scenes with actors and scripted dialog filmed with a single camera and edited non-linearly so time can be lengthened or shorted as needed.) ==Development== Before even pre-production, there is the initial phase where ideas are bounced around. The idea for our movie had been around for many years. Now seems like the ideal time to turn it into a short motion picture. ;Examples of Ideas for a Motion Picture :There are thousands of ideas for short motion picture. Just look around at normal every day things… such as '''''Enriched Wheat Flour'''''. Does anyone know what is in that? Who actually makes the '''enriched''' part? What if Microsoft made those unknown ingrediants, what would people look like who ate it? Do the chemicals in hard water interact with the chemicals in enriched Wheat Flour to create really ugly people? Is this a binary poison? Coffee and donuts, anyone? Think about it!!!! ---- ===The Story=== All movies start with a story. [[WikiFilmSchool_N1P1 | Click here to look at our story.]] In Hollywood, the story might start with just an idea. Or the story might be a book which is turned into a movie. ---- ===The Script=== In Hollywood, the script is the bible for the movie. So before we begin, the story must be turned into a script. For a novel, that means cutting 20 hours of material down to 90 minutes. That is a lot of cutting!!!. The first step is to analyze the story to find the characters, the dialog, the action, and the parenthetical comments. Look at our [[WikiFilmSchool N1P2 |lesson on formatting the script]]] to see how we cut our very short story down to just the basic ingredients for a script. This is not the only way to boil our story down into a script. You try!!! ---- ===Script formatting=== Finally, the script must be formatted before you show it to anyone. To be formatted, the script must be typed in the certain format that everyone quickly understands. In Hollywood, there is a basic format that writers follow for narrative motion pictures. Computer programs such as Final Draft help you create the proper format. Our story is very simple so typing the script is quick and easy using a script formatting program. You can do quickly by [[WikiFilmSchool N1P3 |learning a formatting program]] such as Final Draft and then using this program to [[WikiFilmSchool N1P4 |format our script]]. Good News: Final Draft has a free demo version which is ideal for learning the program and for typing our short script. When itis finished, our script looks great. Look at our [[Media:SBTDS_Script_Ciprian2.pdf | script as formatted by one of our students]]. ---- ===Creating the thumbnail storyboards=== Of all the steps of fimmaking, the most important steps is storyboarding. The simplest storyboard of all is made with thumbnail sketches. The thumbnail storyboarding is where all the important decisions are made for the visual images of the movie. The reason that storyboards are so important is this is where you make the major decisions of this movie. When you have completed this movie, you have a good idea how the movie will be shot. ---- ===Thumbnail Storboarding=== ;The Beginning of the Movie :The script says, "EXTERIOR - The local movie theater - NIGHT. The Young Person and Old Person stand looking at the movie poster outside the theater. Young Person says, "That was a great movie...but I do not understand one thing." ====Possible Opening Shots==== [[Image:SBTDSChooseTSB1a.jpg]] · [[Image:SBTDSChooseTSB1b.jpg]] · [[Image:SBTDSChooseTSB1c.jpg]] · [[Image:SBTDSChooseTSB1d.jpg]] · [[Image:SBTDSChooseTSB1e.jpg]] · [[Image:SBTDSChooseTSB1f.jpg]] ====Select the Opening Frame==== Which frame would you select for the first frame of the movie? You can decide in [[Lesson:Thumbnail_Storyboard | lesson on thumbnail storyboarding]]. When you do the storyboards for our movie, you are making thousands of tiny decisions. That is why this step is so important. ---- ===Creating the music=== Normally, filmmakers don't worry about the music now. However, in our movie, the music will be one of the actors in the movie. It will be our narrator. Since the music is so important to our movie, we begin to create a rough draft of our music so we know how long it will be. This will help us in the filming of our movie. You can see this in the [[Lesson:Creating_the_Temp_Track |lesson to create the temp track]] for our animatic which will be a test movie made from the storyboards. ---- ===Recording the dialog for the animatic=== For our movie, we are going to create an animatic from the storyboards. To do this, we need voices of the characters of our movie. You can see how we do this in the [[Lesson:Animatic_Dialog_Recording| lesson about the dialog recording]]. ---- ===Editing the animatic=== Once you have the storyboards, you can turn the storyboards into a movie using an editing program on your computer. This is called the animatic which is normally done for special scenes. To create an animatic from the storyboards, we need to edit it like a slide show but with the narrative music and the spoken dialog. You can see how this will be done in the [[Lesson:Editing_the_Animatic | lesson on editing the animatic]]. ---- ===3D Human Models, 3D Costumes, and Movie Sets=== Since we are creating an animated version of our movie, we need to select the models that we will use. This is not just the basic figures but also [[Lesson:Cast_and_Costumes-Animation | the cast and costumes]]. ---- ===Lesson 10. Creating 3D Storyboards=== The first step in creating an animated motion picture with 3D figures is to create a [[Lesson:3D_Storyboard | 3D storyboard]]. These storyboards are much fancier that thumbnail storyboards and much more accurate. However, they take ten times the effort. Using a program like DAZ Studio, you can create very useful 3D storyboard artwork. More important, we can also use these illustrations as keyframes in our animation. ===Lighting the movie set=== * [[Lesson:Lighting_the_Set-Animation | Selecting the lighting for the movie set for the animated version]] is rather easy. Creating a light in animation is very fast. The difficulty is deciding how to get the proper look. Light is used as a paintbrush. You create a special look to the movie set by adjusting the lights. ---- ===Animating the digital actors=== * Finally, we do the [[Lesson:Animating_the_movie-Animation | character animation for the animated movie]]. Getting digital figures to appear gorgeous is easy. Getting them to move so they do not look like idiots is hard. If our digital puppets look too real, any fault in the character animation will be magnified. So far, animation software for digital puppets is a total failure. Therefore, this lesson will be more of an exploration of what is possible. ---- ===Editing the animated version=== * A movie created with 3D figures is shot like a live action movie. Then the clips have to be edited just like a live action movie. [[Lesson:Narrative_editing-Animation | Editing the animated movie]] requires an editing program like Final Cut Pro to combine the animation with the dialog, music, and sound effects. ---- ===Plan our sound effects and ambience=== * As we edit the movie, we will also worry about the sounds which are not dialog and music. This is more than just basic sound effects or ambience or Foley sounds. [[Lesson:Sound_design_ambience-Animation | Designing and creating the sounds for the ambience]] means getting all the sound to work together to help tell the story and to set the correct mood. ---- ===Create the Foley sounds=== * One of the most entertaining ways to create sound efects is [[Lesson:Sound_design_Foley-Animation |designing and creating the sounds for the Foley]] which are sound effects that are too numberous to record separate so they are done live while watching the movie. ---- ===Record the music=== * Back at the beginning of the editing process, we create the rough musical score. Now we need to [[Lesson:Musical_scoring-Animation | record the final musical sounds for the movie]]. There are many ways to do th is. Perhaps we can hire a symphony orchestra to record our musical sounds for this movie. ---- ===Create the matte painting=== * For our movie set, we used a simple wall with a sign. To create the actual background for our movie (which is a theater on a far and distant planet), need to fake it with a painting that fits around our movie set for the final shot of the movie. [[Lesson:Matte_painting-Animation | Creating the matte paintings for the movie]] is can be done with paint brushes and oil paints but I think we will be using a 3D modeling program like Vue or Bryce. ---- ===Combine the Matte Painting with the animated scene=== * During the final shot, the audience moves from begining close to the actors to being very far away. Since the matte painting is static, we must do this with a zoom shot. We will need to [[Lesson:Compositing-Animation | composite the actors into the matte painting]] which is done with a program such as Adobe AfterEffects. ---- ==Live Action== Once we have the animated version complete, we will start on the live action version. The animated version will be the planning for the live action version. ===Budgeting=== The animated version was done almost completely inside our computers. Therefore, the expenses were limited to computer hardware and software. Now we have to [[Lesson:Budgeting-Live_Action | budgeting For Live Action]] with real movie sets, a real movie camera, and live actors. ---- ===Financing=== * [[Lesson:Financing_The_Movie-Live_Action | Financing the Live Action]] - Financing the live action version of this movie]] - We have to determine how much money we need and then we have to find it. ---- * [[Lesson:Constructing_the_Set-Live_Action | Constructing the Movie Set]] - Planning and constructing the movie set for a live action shoot]] - We have to build a movie set. ---- * [[Lesson:Lighting_the_Set-Live_Action | Lighting the Movie Set]] - Selecting the lights for the movie set for a live action shoot]] - We have to light the movie set. ---- * [[Lesson:Crew-Live_Action | Hiring the Crew]] - Selecting the crew for a live action shoot]] - We have to find a crew for this movie. ---- * [[Lesson:Cast-Live_Action | Casting the Actors]] - We have to audition and select the cast. ---- * [[Lesson:Filming-Live_Action | Casting the Actors]] - Finally we film the live action version. ---- * [[Lesson:Editing-Live_Action | Edit the movie]] - We have edit either the live action or the animated version of the movie. In both cases, this is done the same way. ---- * [[Lesson:Sound_design_ambience-Live_Action | Designing and creating the sounds for the ambience]] - We have to decide what sounds are needed for the ambiance for this movie. ---- * [[Lesson:Sound_design_Foley-Live_Action |Designing and creating the sounds for the Foley]] - We have to record the Foley sounds for the ambiance for this movie. If you don't know who Jack Foley was, go to this wonderful website [http://www.marblehead.net/Foley/jack.html www.marblehead.net/Foley/jack.html] ---- * [[Lesson:Sound_design_ADR-Live_Action | Re-record the dialog]] - We have to replace the dialog for this movie using ADR. ---- * [[Lesson:Musical_scoring | Recording the musical sounds for the movie]] - We have to create the musical sounds for this movie. ---- * [[Lesson:Matte_painting-Live_Action | Creating the matte paintings for the movie - live action]] - We have to create the matte paintings for the live action movie. ---- * [[Lesson:Compositing-Live_Action | Compositing the matte painting - live action]] - We have to combine the matte paintings for the live action movie with the actual filming of the movie. ---- ===Distribution/Exhibition=== * [[Lesson:Titles | Creating the titles]] - We have to create the titles and credits for both the animated and the movie. ---- * [[Lesson:Movie_elements | Prepare the movie's elements for distribution]] - Creating the titles]] - We have to prepare the movie for distribution. ---- * [[Lesson:Foreign_dub | Creating the foreign dubs]] - We have to create the foreign dubs for this movie. ---- * [[Lesson:Disk_authoring | Authoring the disk]] - We have to create layout and design of the DVD-Video release. ---- * [[Lesson:Publicity_posters | Creating the posters, etc.]] - We have to create the posters, jacket, and slicks for this movie. ---- * [[Lesson:Accounting | Accounting]] - We have to account for the finances of the movie. ---- ===Crewing up=== This movie will be filmed both as 3D animation and as a live action movie. For the live action movie, the film's line producers will design a basic timeline and make initial wish-lists of actors, head crew members (director, director of photography (DP), gaffer, sound, visual effects designer, computer effects designer, editor and musician), locations and equipment as it affects format (b&w or colour film, video or digital video). For the animated version of this movie, we have to locate the models which will be used for the two characters in our movie — the Young Person and the Old Person. We will begin this search in the [[Lesson:Cast_and_Costumes-Animation | lesson in casting and costumes for aniamtion]]. ==Finance== This stage runs concurrently with conceptualization but can only really reflect actual needs after the script breakdown and production design stages have finished. We will have completed the animated version before we begin to work on the financing of the live action version. This will be done in [[Lesson:Financing_The_Movie-Live_Action | the lesson on financing the movie]]. ===Budget=== This tries to take into account all expenses for the entire venture based on results from the script breakdown and production design as well as budgets from similar projects. The line producer (someone familiar with filming in a particular geographical region) usually does the initial budget. You will see this in the [[Lesson:Budgeting-Live_Action |lesson on budgeting]]. ===Investors=== As we approach actual filming of the movie, the live action filming will require investors to commit to the project to carry it through to completion. The art of deal-making rules this stage. Hopefully, we will see that in the [[Lesson:Financing_The_Movie-Live_Action | lesson on financing a movie]]. ===Live Action Motion Pictures=== For live action, the executive producer gives the money to the producer to make the motion picture. The producer hires the director who will control the performance of the actors. The producer hires the cinematographer (director of photography) who will capture the performance of the actors on film or digitally. The producer hires a production manager (or line producer) who then hires all the workers (the crew) for the filming of the motion picture. The producer or the production manager will hire the sound recordist (sound mixer) who will capture the dialog of the actors. The producer and the director select the actors for the motion picture with the assistance of a casting director. Each day on the movie set, the actors and crew turn into reality the planning of the production. '''On the set: Lights, Camera, Action!''' '''Head crew''' <br> Directors and assistant directors, script supervisor and location manager. '''Camera department'''<br> Director of photography, camera operator, camera assistants and focus pullers. '''Lighting/electrical department''' <br> Gaffer, best boy electric and electricians (sparks). '''Grip department''' <br> Key grip, dolly grip, best boy grip, rigging grips and grips. '''Sound department''' <br> Sound mixer, sound assistants and boom. '''Art department''' <br> Art director, prop manager, painters, set dressers, and construction crew. '''Make-up/hair department''' <br> Make up artist, hair designer, special effects make-up designer and assistants. '''Wardrobe/costume department''' <br> Costume designer (not on set), wardrobe manager, and dressers. '''Visual effects department''' <br> Visual effects supervisor and support crew. '''Production department''' <br> Production manager (not on set), production coordinator, and production assistants (PAs). '''Support crew'''<br> Medical, transport, catering, personal assistants, still photography, and behind-the-scenes videographers. ===Animation=== For animation, the procedure is backwards. (To be completed soon...) ==Post Production== After 20 to 60 days of filming, you are finished shooting your motion picture. After all that effort, the only thing you have to show for your work is about 100 reels of film, 60 rolls of audio tape, and a well-worn copy of the script which has been marked up by the script supervisor. That's it! Other than publicity stills and maybe a documentaries and perhaps some effects shots being done at effects houses around town, this is all you get for your 40 million dollars. So now, what do you do? Now you start '''Post Production'''. Now you turn the developed film and audio reels into a motion picture for viewing at a film festival. (Much later, you worry about getting the movie ready for distribution.) Once the dailies are prepared for editing, film editor begins to edit the picture and the dialog. The sound department will get busy creating an infinite number of sound effects and the film composer will create beautiful music for your movie. If any visual effects are needed, they will get done too at special effects houses... along with the titles and credits. Finally, when everyone is happy, the negative will be cut to match the edit of the movie and a print will be made for showing a Sundance. Let's look at these steps individually. ==Dailies/Workprint/Telecine/Capture/Syncing Audio== Each day during production of a feature film shot on motion picture film, dailies are prepared for viewing by the director, the crew and the studio executives. To save money, the same dailies can be used by the editor to edit the movie... or at least they can be created at the same time. Preparing the dailies for editing seems like a trivial task but can be a major headache if not done very carefully. This is just as true for digital video as for film. Some people think that just because they use a digital camcorder, they do not have to process the film dailies. Dailies still have to be captured into the computer so they can be edited. And if you using a separate sound system for recording the dialog, you will still have all the problems of syncing '''audio to picture''' for your digital dailies. For more information on preparing film dailies for editing and the telecine process, see the section on [[Movie Making Manual-Telecine|Telecine]] in the Movie Making Manual. ==Logging== If you film and edit only one scene (or a short), you can easily keep track in your head of all the raw footage. But for a feature film, keeping track of all the different shots is not easy. [http://www.filemaker.com/solutions/customers/stories/20004.html Walter Murch] uses Apple's FileMaker Pro. At Macworld Expo, there is usually at least one lecture on how he uses this database for during the editing process. ==Picture and Dialog Editing== When the movie is edited, the editor must think about more than just the picture and the dialog. The sound effects and the music work together with the pictures and the dialog to tell the story. The sound effects, music, picture and dialog all interact. The editor must figure out how all these elements work together to tell the story. In Hollywood, there are special teams what do the visual effects, music, and sound effects. But if you are just one person doing the edit of low-budget motion picture, you might have to do everything yourself as you edit the movie. ;Narrative Films Only :This manual covers dramatic movies with scripted dialog. Be aware that editing a documentary, corporate video, multimedia or event video is totally different from editing narrative dramas. For more information about the process of film editing for narrative motion pictures and televison drama see the section [[MMM/Post-production/Editing|What is Editing]] in the Movie Making Manual. For narrative feature films, there are two different kinds of scenes - Action sequences and Conversation. When you edit a conversation, there are lots of constraints... special the script which dictates the spoken dialog. Action sequences have few constraints. There are two kinds of music - '''Background''' music and '''Narrative''' music. Background music means very soft music while narrative music is music that gets in your face. At this stage, a temp track is acceptable for background music but for music which tells part of the story, you really need to use something which will be close to the final music. While there are many kinds of sound effects, at this stage you are only worried about the sound effects that help tell a story, not the sound effects which make the scenery seem realistic such as Ambience, Walla and Foley. These can be done when the editing is finished. For now, just worry about the sound effects that help narrate the story. For more instructions on how to edit a dramatic scene with scripted dialog, see the section [[Movie Making Manual-Scene Editing|How To Edit a Dramatic Scene]] in the Movie Making Manual. ==ADR (Automatic Dialog Replacement)== Once you have edited the movie, you might need to replace some of the spoken dialog. For more information on ADR, see the section [[Movie Making Manual-ADR|ADR]] in the Movie Making Manual. ==Sound Effects== Once all the scenes are edited, you begin to add all the little sounds which makes the movie seem real. If a scene does not seem realistic, you have not added enough sound effects such as: ===Ambiance=== The background sounds of the environment. ===Walla=== This is the indistinguishable sounds of people talking in the background. ===Foley=== The footsteps and the rustling of clothing make your scene seem real. which are so numerous that it is faster to record these sound effects live while watching the movie. If you have only a few footsteps, you can do this from sound effects libraries in your editing program. But in general, when you need hundreds of tiny sound effects, it is easier to do them with Foley For more information on Sound for motion pictures, see [[Movie Making Manual-Sound Design|Sound Design]] in the Movie Making Manual. For more information on Foley, see the section [[Movie Making Manual-Foley|Foley]] in the Movie Making Manual. (Note: "Foley" stands for '''Jack Foley''' who pioneered this kind of sound effects creating.) ==Visual Effects== When doing the basic edit, blank frames or storyboard frames are used in place of visual elements. Once the effects shots are finished, they must be inserted into the edit. ===Titles and Credits=== Titles can be done any way that you wish. Determining which people to include in the credits can be complicated. This is a good place to make a lot of people angry. Therefore, you must be very careful to list all the people who deserve credit for making the movie. Sometimes, the unions decide this. Sometimes your contracts with the cast and crew decide this. Doing the credits is not as easy as it looks. ==Film Scoring== Music creates the mood. Once the edit is complete (with a temp score), the temp score must be replace by the final score. For more information on film scoring, see the section [[Movie Making Manual-Music|Music/Film Scoring]] in the Movie Making Manual. ==Breakdown into reels== A motion picture must be in manageable pieces for distribution and projection. In the break between reels, there must be no sound or picture. ==Conform the Negative== Most of the time, it is not possible to edit at the highest possible resolution. In these cases, up until now, editing is off-line. If there is no digital intermediary, you need to conform the negative. ==Prep for Distribution== This should be in the marketing section because it is done '''after''' you have a distributor but '''before''' the distributor accepts delivery of the motion picture and all its elements. Therefore, only after you have sold the movie, do you learn what film formats are required. This is a hidden expense can be rather nasty. If you have not planned ahead, this can cost you a fortune. Read Robert Rodriguez' '''Rebel without a Crew''' which is about the making "El Mariachi" This book should be required reading in all film schools. ==Animated Feature Films== Note that if you are making an animated feature-length motion picture, the procedures above are done in a slightly different order. ==Post Production== (To be combine with above.) On completion of filming (and even while it still continues) the editing team goes to work to start cutting the project together. If you are interested in learning how to do these steps using your personal computer, see the [[Movie Making Manual-Education|Teach Yourself Filmmaking]] section. ===Developing /Dailies/Logging=== Every night during shooting of the motion picture, the film reels and the sound reels are sent to the lab. The film is developed and circle takes printed onto film or telecined onto video tape. Then the audio is synced with the picture to create the dailies. Or to explain it another way: The dailies are created by combining the visual image (from the motion picture camera or from the DV Camcorder) with the audio (the dialog) from the sound recorder. To begin post production, a copy of these dailies are converted into the formatted required by the film editor and logged. On film, this is known as the '''work print'''. The editor never works with the original negative which scratches too easily. For digital films, this is called the off-line edit which is lower resolution than the original images which saves disk space and speeds up playback. For bigger films, logging means that information about every piece of film and every bit of audio must be entered into a huge database which is accessible by the entire post production staff. ===Editing=== Building the scenes to tell a story. Nowadays, non-linear editing using computers has become the norm (Avid, [[Final Cut Pro]], ...) The editor works closely with the sound effects department and the film scoring person to bring the maximum impact to the movie. For action sequence, the scene will be edited based on the visual images, the music and the sound effects. For conversations, the editor must cut to get the best quality dialog... as well as to worry how the music and sound effects will effect the scene. ===ADR=== Editors must re-record dialogue that cannot be salvaged from production in a process called '''looping''', '''[[w:dubbing (filmmaking)|dubbing]]''', or '''ADR'''. ADR stands for either Additional Dialogue Recording, or Automated Dialogue Replacement, depending on whom you ask. But don't ask why the A sometimes stands for Automated, because there's nothing particularly automatic about the process. An actor watches the image repeatedly while listening to the original production track on headphones as a guide. The actor then re-performs each line to match the wording and lip movements. Actors vary in their ability to achieve sync and to recapture the emotional tone of their performance. Marlon Brando, for example, was said to enjoy looping because he didn't like to freeze a performance until he knew its final context. (People have said that he mumbled during his on-camera performances to make the production sound unusable, so that he can make adjustments in looping.) ADR is a necessary evil when production sound is unusable, but directors can also use it to add new character or interpretation to a shot. By altering a few key words or phrases an actor can change the emotional bent on a scene. ===Sound Effects=== The sound effects (including the [[w:foley|Foley]], [[w:walla|Walla]], & Ambiance) make a scene seem '''real'''. Without the addition of sound effects, a scene would feel like it was filmed on a studio sound stage... which it probably was. Sound effects recorded by a sound effects person are rarely used as is. Instead, sound effects are "sweetened" and enhanced. ====Foley==== A sound effects technique for synchronous effects or live effects. Foleying supplies the subtle sounds that production mikes often miss. The rustling of clothing and a squeak of a saddle when a rider mounts his horse give a scene a touch of realism that filmmakers find difficult to provide using other effects methods. Sounds for a steamy sex scene probably come from a foley artist making dispassionate love to his or her own wrist. The good Foley artist must "become" the actor with whom they sync effects or the sounds lack the necessary realism to convince the audience. Most successful Foley artists are audiles; they can look at an object and imagine what type of sound it can be made to produce. The foley crew include the artist or "walker," who makes the sound, and a technician or two to record and mix it. A foley stage often appears as a storage area for the studio's unwanted junk. Metal laundry tubes filled to the brim with metal trays, tin pie plates, empty soda cans, hubcaps, bedpans, knives, forks and broken staple guns. They use these crash tubes for anything from comedy crashes to adding presence (brightness and naturalness) to something as serious as a car crash. ====Walla==== Walla is the indistinguishable mutterings of people in a crowd. It takes a special skill to create a series of intelligible words with no clear meaning. wal ====Ambiance==== Unlike sound for television dramas, a motion picture normally records only the dialog (the spoken words) during production. All the other sounds are created in post production. This gives greater freedom when editing the dialog. Therefore, the natural sounds of the environment need to be added. This is especially true if the scene was recorded on a sound stage at the motion picture studio where the background sounds are never natural or realistic. The sound of the environment is the '''ambiance''' and must be recorded in a real location. Even though ambiance is very soft in the background, a scene will feel flat without it. Ambiance is also sometimes referred to as "room tone." ===Musical Scoring=== The musical score and the musical sound effects create the '''mood''' for each scene. Writing the music for film and TV requires special skills from the composers, musicians and sound engineers; they all need a flair for the dramatic and the ability to envision sound. Even though the actors' voices adds a kind of music to a scene as they speak, adding additional music is often necessary to create the proper mood. It is often the director who tells the film's composer what what moods he wants the audience to feel during the action and the dialog in the motion picture. ===Visual Effects=== Visual effects are any element which was not captured during filming that must be created later. This can be done by computers (CGI) or by matte paintings. When two or more elements must be combined (such as live actor shots with computer generated effects), the images are composited. ====CGI==== CGI stands for Computer Generated Imagery. This term refers to any element created within a computer and encompasses anything from adding digital fog to a scene, to generating a crowd at a stadium, to creating whole characters, completely animated, such as Gollum from the Lord of the Rings films. ====Matte Painting==== Matte Paintings were originally hand-painted scenery on glass which was photographed along with the live action. When using a matte painting which has been painted on clear glass, the matte painting sits in front of the camera while the actors perform on a partial movie set which can be seen through a clear spot on the matte painting. The rest of the movie set is simply the painting. Now Matte Paintings are created with hand painting, paintings using computer software, still image manipulation, and/or 3D models which have been rendered, and then the matte painting is combined with the live action by compositing in post production, rather than during the filming of the movie. ====Titling==== Filmmakers consider designing the opening and closing credits to a film or TV piece as an art and skill in itself. Nowadays people's whole careers can consist only of designing titles for major motion pictures and television series. ====Composting==== When separate visual elements on film are combined, this is called '''opticals'''. With computers and digital images, this is called compositing which is just like combining pictures with Photoshop. ===Conforming the Negative=== Once all the post production is finished and a working edit of the movie is completed and approved, the negative must be cut to match the working edit of the movie. Only after the negative is conformed is the movie is ready for viewing in a theater (usually at a film festival) where the motion picture will be seen by the public (and potential distributors) for the first time. If the motion picture was made with digital images, the movie must be rendered at full resolution (the on-line edit) and transfered to film. If there will be an digital intermediary, the digital version or a digitized version of the conformed negative is color corrected and then rendered onto film. ==Sales & Marketing== ===Distribution=== If the project has distributors on-board from the beginning, this process requires little more than sitting back on the part of the producers and investors, as the distributors practice their trade. However if the producers have not pre-sold the distribution rights, this can entail going to film festivals and/or door-to-door selling to TV, cable stations or video/DVD distributors. ====Delivery==== Once the motion picture has been sold to a distributor, the distributor will spell out exactly the elements that the distributor requires for the distributor to accept the film. Then the filmmaker goes back and prepares all these elements. For very low budget movies, this can cost more than the entire production and includes such odd things as insurance policies for '''errors and omissions''' and a sound track for the motion picture which has been divided into three separate parts - Dialog, Music and Effects. It is the distributor who will create all the foreign language versions of the motion picture and make all the necessary cuts and reedits to the motion picture to get it acceptable for foreign markets. ===Publicity material=== Marketing also requires the design of posters, audio & visual trailers and merchandise. Special staff, like graphic artists and voice-over characters, work to produce these invaluable tools. It is the distributor who creates the DVD-Video disk so the distributor must create the special features and publicity for the DVD-Video disk. Hopefully, the production company has created and saved the necessary items need for the publicity such as '''production stills''' and '''documentaries''' for the DVD-Video disk. ==Getting Started== If all of this sounds exciting, you can get started by reading the section called [[Movie Making Manual-Education|Teach Yourself Filmmaking]]. This section of the Movie Making Manual shows you simple ways to begin learning how you can make your own motion pictures. ==Your Teachers at the Wiki Film School== * [[User:Robert_Elliott]] [[Category:WikiU Film School]] 8024 39825 2006-10-25T22:35:44Z Elistir 2349 {| class="toc" align="left" cellpadding="4" ! style="background:#ccccff" colspan="2" | Announcements for ''[[Quenya|Quenya Course]]'' |- | align="center" | &nbsp;&nbsp; {{Click|image=Nuvola apps klipper.png|link=Quenya|width=40px|height=40px}}<br><small><span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Template:QC-Announce&action=edit Edit] • [http://en.wikiversity.org/w/index.php?title=Template:QC-Announce&action=watch Watch]</span></small> | '''25th October 2006''': [[Quenya Lesson 0|Lesson 0]] has been finished, <br \> and it's now avaible for learners.<br> |} <noinclude>[[Category:Quenya]]</noinclude> 8025 79739 2007-01-21T21:57:55Z 216.167.181.66 /* Transport decision */ [[Image:Star of life3.svg|350px|right]] =Introduction= Please note that the EMR module is incomplete. Currently no units are completed. ==Preface== ==Scope of care== ===Skills practiced=== [[Image:Wypadek zabezpieczenie głowy poszkodowanej.JPG|425px|right]] *Primary and reassessment surveys *Basic airway management *Oxygen therapy *Ventilation support *Circulation support *Automated defibrillation *Cardiopulmonary resuscitation *Spinal immobilization *Vital sign evaluation **Respirations **Pulse **Blood pressure **Skin condition **Pupils **Blood glucose **Pulse oximetry *Splinting *Bandaging *Stretcher Operation ===Tools used=== The typical tools used by an EMR include but are not limited to the following: [[Image:Canule de Goedel 2.jpg|140px|right]] *'''Airway management tools:''' **Oropharyngeal airways (all sizes). **Nasopharyngeal airways (all sizes). **Electric suction, or, V-Vac. **Yankeur suction tubing. **Bulb suction. [[Image:Sac rea 1.jpg|140px|right]] *'''Oxygen therapy tools:''' **Easyseal mask. **Simple face mask. **Non-rebreathing mask (NRB). **Nasal cannulae. **Oxygen tubing. **Compressed, medical grade, oxygen with regulator. [[Image:Ballon ventilation 1.jpg|140px|right]] *'''Ventilation support tools:''' **Bag valve mask (BVM). **Pocket mask. *'''Circulation support tools:''' **Automated external defibrillator (AED). [[Image:Immobilisation plan dur.png|130px|right]] *'''Spinal immobilization tools:''' **Spine board. **C-collar. **Head roll. **Scoop stretcher. [[Image:Sphygmomanometer.jpg|140px|right]] *'''Vital sign evaluation tools:''' **Stethoscope. **Sphygmomanometer. **Pediatric BP cuff. **Adult BP cuff. **Large BP cuff. **Penlight. **SPO2 meter. **Blood glucose meter. [[Image:Defibrillateur 1.jpg|140px|right]] *'''Other tools:''' **Traction splint. **Assorted splints. **Assorted bandages. **Stretcher. ===Body of knowledge=== *Human anatomy **See main unit [[Human anatomy for the EMR]] *Pharmacology **See main unit [[Pharmacology for the EMR]] =Standard protocols= The most important thing for any EMR is the systemic approach. For every scene and every patient one must follow the same protocol. This protocol is designed to insure that all life threatening injuries and illnesses are stabilised with a priority sequence and that none are missed. Failure to follow this protocol could result in the loss of a patient and the revocation of an EMR licence. ===Scene/patient assessment=== Upon arriving on scene ant any call, an EMR will be required to take certain measures prior to approaching the patient(s). Study the [[EMR scene/patient assessment]] module. ===Primary survey=== [[Image:Approaching_patient.jpg|right|250px]] The primary survey is a systemic approach to analyzing the patient in order to rapidly find any life threatening injury or illness. The sequence to be followed is reviewed in the EMR primary survey module and should not be interrupted with the exception of to perform a critical intervention. Study and master the [[EMR primary survey]] module before moving on. [[Image:CPR-oxygen-defibrillator.png|left|95px]] ===Critical interventions=== During the primary survey an EMR may find an immediate life threatening emergency. In these cases the EMR will interrupt the primary survey to perform a critical intervention. Learn what is and is not classified as a critical intervention and how to carry out a critical intervention in the [[EMR critical interventions]] module ===Transport decision=== After the primary survey an EMR must decide whether it is essential to load and go (load the patient into the ambulance immediately and begin transport), or if the EMR can stay on the scene and to stabilise the patient. Study the protocol for the transport decision in the [[EMR Transport decision]] module. ===Patient history=== An EMR must retrieve the same medical history for the patient regardless of the suspected method of injury or illness (MOI). Study the [[EMR patient history]] module. ===Process flow=== =Spinal immobilization= =Measuring vitals= ===Respirations=== ===Pulse=== ===Blood pressure=== ===Skin condition=== ===Pupils=== ===Blood glucose=== ===Pulse oximetry=== =Moving the patient= ==Maintaining spinal immobilization== ===Spine board=== ===Scoop stretcher=== ==Body mechanics== ==When to move a patient== ==Lifts and carries== ==Stretchers== ===Ambulance stretcher=== ===Chair stretcher=== =Identifying and treating illness and injury= ==Medical== ===Respiratory emergencies=== ===Cardiovascular emergencies=== ===Abdominal emergencies=== ===Diabetic emergencies=== ===Anaphylactic emergencies=== ===Drug and poison emergencies=== ===Heat related emergencies=== ===Cold related emergencies=== ==Trauma== ===Shock=== ===Soft tissue injuries=== ===Musculoskeletal injuries=== ===Spine injuries=== ===Head injuries=== {{stub}} [[Category:Emergency Medicine]] [[Category:Emergency medical responder (EMR)]] 8026 45220 2006-11-13T16:28:29Z CQ 1939 /* Departments */ [[Topic:Object-relational databases|]] This is [[Topic:Object-Oriented Programming|Object-Oriented Programming]]. Part of the [[School:Computer Science|School of Computer Science]], [[Topic:Computer Programming|Computer Programming Division]]. ==Subdivision news== * '''22 October 2006''' - OMG! ''Object!'' * 27 October 2006 - expanding... ==Overview== This subdivision will eventually connect to learning materials and groups that deal with or touch the general topic of object-oriented programming. It is a broad topic that many times shares "gray areas" with other computer science topics and is sometimes contrasted with other subdivisions of [[Topic:Computer Programming|Computer Programming]], chiefly [[Topic:Structured Programming|Structured Programming]] and [[Topic:Procedural Programming|Procedural Programming]]. One path we may visit is the [[w:Booch, Grady|Booch]], [[w:James Rumbaugh|Rumbaugh]] and [[w: Jacobson, Ivar|Jacobson]] school of Object Methodology with a study on the [[w:Unified Modeling Language|Unified Modeling Language]]. Many other paths can be explored. Persons interested in this topic are invited to help create useful lessons and learning groups in this subdivision. == Learning materials == Background articles at Wikipedia &ndash; '''[[w:Object-oriented programming|Object-oriented programming]]:''' *[[w:Object-oriented analysis and design|Object-oriented analysis and design]] *[[w:Object modeling language|Object modeling language]] *[[w:Object-modeling technique|Object-modeling technique]] *[[w:Meta-Object Facility|Meta-Object Facility]] *... <small>The articles above do not encompass the whole range of Object-oriented Programming but only one distinct pathway into the topic. There exist many others. Please help to diversify this subdivision.</small> == Learning projects == [[Wikiversity:Learning projects|Learning projects]]: * [[Object Oriented Software Design]]- Some materials have started accumulating over at [[Topic:Software Engineering|Software Engineering]] * [[Topic:MediaWiki|MediaWiki]] - It may be possible to map MediaWiki and even Wikiversity itself using UML * [[Topic:Learning Objects|Learning Objects]] - Like all objects [[w:Learning object|Learning object]]s are little packets, in this case, of educational materials designed to be easy to produce, package, distribute, find, sort, use, and so on. * [[UML]] - this is a proposed local learning resource about the [[w:Unified Modeling Language|Unified Modeling Language]] geared toward Wikiversity use. * ... ==Departments== Subdivisions contain several departments. Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. *[[Topic:Learning Objects|Learning Object Taskforce]] - [[Topic:Applied Computer Science|Applied Computer Science]] [[Wikiversity:Practicum|Practicum]] *[[Topic:Object-relational databases|Object-relational databases]] - A study of [[Topic:Databases|Databases]] tempered toward [[Object Oriented Software Design]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * [[User:CQ|CQ]] &bull; Approaching Object Science from the [[w:Perl Object Environment|Perl Object Environment]], [[w:Unified Modeling Language|Unified Modeling Language]] and [[Topic:Audio Engineering|Audio Engineering]] for developing dynamic, artistic, quazi-scientific [[Topic:Learning Objects|Learning Objects]] for [[School:Music|Music]]. * [[User:Mirwin]] Learning Java and studying object oriented software design. Particularly interested in distributed computer via java applets. Participating at [[w:FreeRails]] to get some practical handson exposure to open source development while studying. * ... [[Category:Computer Programming]] 8028 65306 2007-01-01T21:23:45Z 66.117.229.104 /* Phonetics */ <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">'''LESSON 0: Sundocarmi and Lambelë'''</h2 > {| | The aim of this lesson is to provide learners with a basic knowledge of the root words of Quenya, their modifications and how the language sounds and looks. Furthermore, the studying of the '''lambelë''' allows learners to easily understand the changes that may occur on inflected words. '''→ Go to [[Quenya Lesson 0/es|Exercises]]'''.<br \> → Go to [[Quenya Lesson 1|Lesson 1]].<br \> → Return to [[Quenya]] Course. |style="width:11%;font-size:95%"| [[Image:Nuvola apps kuser.png|center|50px|Reading]] |} </div > </div > ==Theory of ''sundocarmi''== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Any reference in textbooks: </div> In dealing with Elvish Languages, it is essential to understand the concept of '''sundocarmë''' or ''root''. ====Definition==== The best definition has been given by Tolkien himeself in the Qenyaqetsa: <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> :'''''Roots are not words in use at all, but serve as an elucidation of the words grouped together and a connection between them.'''''<sup>(LT1:246)</sup>. </div> Sundocarmi are not actual words, but bases that contain the general meanings, and from which, during the process of evolution of Elvish languages, real words were derived through affixes, suffixes, or modifications. For exemple, the idea of "fine rain" is contained in the sundocarmë '''MIZD-''', from which is derived the word for "fine rain" '''mizdē''' (in Quenya '''mistë'''). ====Structure==== In the very first phase of the [[W:Primitive Quendian|Primitive Quendian]], sundocarmi were probably used as actual words; in that period the Elves could speak only through uninflected words, without any differentiation between parts of the speech. Such a simple language is difficult to imagine for us. Tradition says that the very first word ever said by an Elf was '''el-e!''', a primitive esclamation «look!», referring to a star. Sundocarmi (or proto-words, if they were) usually have the construction vowel-consonant-vowel (both vowels are short), each preceded by a consonant that has been lost: :{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''(C)VCV''' |} like '''DELE-''' ("walk") or '''ABA-''' ("deny"). This model was preferred for those sundocarmi whose meanings are related to ''actions'' (walking, speaking, making, etc..); usually those sundocarmi are said to have verbal meanings <sup>[[Talk:Quenya Lesson 0#Which are the sundocarmi with verbal meaning?|read]]</sup> . For other classes of sundocarmi, various structures crystalised; the most frequent one moves the dismissable [[w:phoneme|phoneme]] from the first to the last one: :{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''CVC(V)''' |} like '''TATA-''' ("two") or '''TUR-''' ("power, control"). So we can affirm that there exists a common basic structure for sundocarmi as well, being: <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> :'''CVCV''' formed by two elements: *the consonantic group C-C called '''sundo''' *the vowel V called '''sundóma''' (or ''steam'' or ''radical vowel'') .</div> There exists also sundocarmi which Tolkien called ''monoconsonantic'' which, as does '''K<sup>W</sup>E-''' ("speak, speaking, language"), contains only one consonant. :{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''CV''' or '''VC''' |} ====Derivation==== After Elves had developped a sensibilty for the different parts of speech, they started to derive sundocarmi from the existing ones. Firstly monoconsonantic sundocarmi were expanded, for exemple '''K<sup>W</sup>E-''' gave '''K<sup>W</sup>ENE-''' and '''K<sup>W</sup>ETE-'''; later modifications in the structure of sundocarmi appeared. A good exemple is '''NAK-''' >> '''NDAK-''' ; '''ÁNAK-''' ; '''NAYKA-''' ; ecc… The most frequent modification (that sometimes are used to derive words) are: *'''Intensification''': prefixing to a sundocarmë its sundóma, usually together with its lengthening either in the first or in the last position. The extended version is called ''intensive form.'' :::''LAK-'' > ''ÁLAK-'' :::''NAR-'' > ''ANÁR-'' *'''A infission''': adding an '''a''' before the sundóma: :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''-i- > -ai-''' |''SLIW- > sl'''ai'''wâ'' |- |'''-u- > -au-''' |''THUS- > th'''au'''sâ'' |} *'''I/Y infission''': putting an '''i/y''' after the sundóma (less frequently used than the previous one): :::''N'''A'''K-'' > ''N'''AY'''KA-'' :::''W'''A'''VA-'' > ''W'''AI'''WA-'' *'''Nasal infission''': adding an '''n''' before the 2nd vowel of the sundo (an '''m''' before ''b, p, n''): :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''n''' infission |''DAT- > DA'''N'''T''- |- |'''m''' infission |''DEM- > di'''m'''bâ'' |} :Here is one exemple of infission where '''ŋ''' has been added before ''w'': :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''ŋ''' infission |''LIW- > li'''ŋ'''wi'' |} *'''''Antoryamë''''': under this noun has been collected by Tolkien various modifications. **''<u>Vowel strengthening</u>'': that is the lengthened of one or all the appearance of the sundóma. :::''mata > mātā'' **''<u>''Ostimi''</u>'': An '''ostimë''' of the 1st consonant of the sundo is charcterised by «the running together of two elements, that could be analysed phonetically (without reference to intention or effect) as separate gestures or movements, into a combination that had and was intended to have a unitar effect and significance.»<sup>(VT#49:9)</sup> Ostimi creates a consonantal diphtong called '''ohlon'''. :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''t > st''' |- |'''s > st''' |- |'''l > gl''' |- |'''r > gr''' |- |'''k > ky''' |- |'''k > k<sup>w</sup>''' |- |} ::The most notable are the nasal ones: :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''b > mb''' |''BAD- > '''MB'''AD''- |- |'''d > nd''' |''DUL- > '''ND'''UL''- |- |'''g > ŋg''' | |- |'''m > mb''' |''BAR- > '''MB'''AR''- |- |'''n > nd''' |''NAT- > '''ND'''AT''- |- |'''ŋ > ŋg''' |''ÑOL- > '''ÑG'''OL''- |- |} ::Similar modification can occur also either in the middle of the words or at the end. When it occurs in the middle, it is also possible to duplicate a consonant or an entire group of elements, in which case it means the repetition of the action carried by the sundocarmë: :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''CVCV > CVCCV''' |''ROKO-'' > ''ROKKO-'' |- |'''CVC > CVCCV''' |''BAT-'' > ''battâ-'' |} *'''''Ómataina''''': a vocalic extension consisting of adding at the end of the sundocarmë its sundóma followed by a consonant, usually '''–n, -c, -t,''' or '''–s'''. :::''LEP- > LEPET-'' *'''Differentiation''': adding at the end of the sundocarmë the vowel '''-u''' :::''KEL- > KELU-'' *'''Variation''': modifying in the sundo some consonants with other similar: :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''t / t<sup>h</sup> / d''' |- |'''s / t<sup>h</sup>''' |- |'''sp / p<sup>h</sup>''' |- |'''k / k<sup>h</sup>''' |- |'''p / t''' |- |'''d > l''' |- |} :Much rarer are variations between vowels ( '''e/a''' , '''a/u'''). <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Theory of sundocarmi: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :* Fauskanger's "[http://www.uib.no/people/hnohf/primelv.htm#Heading10 The Steam and its modifications]" detailed analysis of sundocarmi and their modifications. Reccomanded especially if you are looking to know the attestations of those phenomena. :* Tolkien's own essay about that topic pubblished on VT#39. (Part of '''Quendi & Eldar''' not pubblished in PM.) :*Renk's "[http://www.elvish.org/Tengwestie/articles/Renk/noldintenspref.phtml| Intensifying Prefixes in the Etymologies]" description of the most occuring intensive devices in Elvish languages. </div> </div> ==''Lambelë''== The word '''lambelë''' includes all the aspect related to sounds and their pronunciation, that we usually differentiate in ''phonological'' and ''phonetic'' aspect of language. An explanation of this technical word has been given by Tolkien himself in: <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> :'''''lambelë [is] a general word for what we might call "phonetics", though it includes various aspects that were not purely "phonetic", but considered the effects of design, selecton, predilection (aesthetic preferences). and meaning upon the nature and use of the tengwi''''' ("phonemes").<sup>(VT#39:16)</sup>. </div> The first and most important rules of Quenya is that '''the language should always follow phonetics aesthetic prinicples''': to write a sentence in good Quenya is not only important its grammatical correctness, but she has also to be "good-sounding". This is the reason why many phonological changes occur in Quenya morphology. <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Lambelë: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :*"Noldorin words for Language" VT#39:15-20. </div> </div> ===Phonology=== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Textbooks references: :*'''Q#R:96-97''' → 14.2.1 :*'''[[wikibooks:Quenya/Phonology|Q#W:Phonology]]''' → Vowels, Consonants </div> [[w:Phonology|'''Phonology''']] (Greek phonē = voice/sound and logos = word/speech), is a subfield of linguistics which studies the sound system of a specific language (or languages). Whereas phonetics is about the physical production and perception of the sounds of speech, phonology describes the way sounds function within a given language or across languages. In simpler words, '''''phonology is the collection of rules that defines those phonema that could be used, how they could been modified, their beahviour and how they can be combined.''''' '''Q#R''' gives a concise and good descprition of the major aspects of Quenya phonology, that should be integrated with the contenents of '''Q#W''' for a complete overview of Quenya '''hloni''' and their pronuciation(sounds). However, as phonology has a central position in that language, and most of its structures could be understood only through phonological laws, below are highlighted the principal ones. <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> :'''''TAPTON OHLONI'' (Consonant Clusters)''' :*Clusters may not appear at the begining of a word, apart from: :::'''qu''' (for ''kw''), '''ty, ly, ny, nw''' :*Inside a word the most occuring clusters are: :::'''ld, mb, mp, nc, nd, ng, ngw, nqu, nt, nw, qu''' (for ''kw''),''' ps, ts, x''' (for ''ks''). ::and the ''geminated'' or ''lenghtened'' consonants: :::'''cc, ll, mm, nn, pp, rr, ss, tt''' :*Clusters, apart from case inflection '''-nt''', may not appear at the end of words. In this position the only accepted consonants are: :::'''l, n, r, s, t''' :*The consonant '''d''' never appeares alone. :'''''ÓMATETHAR'' (Vowels)''' :*A vowel cannot be lenghtened before a geminated consonants or before a cluster. :*The only accepted diphthongs are: :::'''ai, au, eu, iu, oi, ui''' </div> Skipping for the moment the section about "Prefixes", let us go directy to '''Q#R:99''': ''Consonant Shifts''. The shifts described here, some of which have already appeared when we talked about antoryamë, occurs not only when we deal with prefixes; they are frequently observed in the grammatical inflections of the language and are peculiarities of Quenya. Learners should try to remember the ones occuring most, and should keep the table in mind whilst studying the grammar. <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Phonology: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :* Fauskanger's [http://www.uib.no/people/hnohf/less-a.rtf Lesson 1]: extensive analysis and argumentation of Quenya Pronuciation. (Q#F:Lesson1) :::The sounds of Quenya. Pronunciation and accentuation. </div> </div> ===Phonetics=== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Textbooks references: :*'''[[wikibooks:Quenya/Phonology|Q#W:Phonology]]''' → Vowels, Consonants </div> [[w:Phonetics|'''Phonetics''']] (from the Greek word φωνή, phone meaning 'sound, voice') is the study of sounds and the voice. It is concerned with the actual properties of speech sounds (phones) as well as those of non-speech sounds, and their production, audition and perception, as opposed to phonology, which is the study of sound systems and abstract sound units (such as phonemes and distinctive features). Phonetics deals with the sounds themselves rather than the contexts in which they are used in languages. For an extensive illustration of Quenya Phonetics, refer to '''Q#W''' or much better to '''Q#F:Lesson1'''. Below is given only the pronunciation (with [[w:X-SAMPA|X-SAMPA]] phonetic notation) of each '''tengwë''' (" [[w:phoneme|phoneme]]"): *'''''ómatengwi''''' or '''''lehta tengwi''''' (vowels): :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''a''' | [a] |- |'''á''' | [a:] |- |'''e''' | [e] |- |'''é''' | [e:] |- |'''i''' | [I] |- |'''í''' | [i:] |- |'''o''' | [o] |- |'''ó''' | [o:] |- |'''u''' | [u] |- |'''ú''' | [u:] |- |} *'''''ohloni''''' (diphthongs): :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''ai''' | [a:j] |- |'''ei''' | [e:j] |- |'''oi''' | [o:j] |- |'''ui''' | [u:j] |- |'''au''' | [au:] |- |'''eu''' | [eu:] |- |'''iu''' | [ju:] |- |} *'''''sarda tengwi''''' or '''''tapta tengwi''''' (consonants): :::{| border="1" cellpadding="5" style="border-collapse:collapse;margin-top:0.5em;border: 1px #666666 solid;" |- |'''b''' | [b] |- |'''c''' | [k] |- |'''d''' | [d] |- |'''f''' | [f] |- |'''g''' | [g] |- |'''gw''' | [gw] |- |'''h''' | [h] at the beggining of words |- | | [x] between two vowels |- | | [x] before '''-ta, -to, tu''' |- | | [x\] before '''-te, -ti''' |- |'''hy''' | [x\] |- |'''hw''' | [B] |- |'''hl''' | * |- |'''hr''' | ** |- |'''l''' | [l] normally |- | | [lj] between an ''-e'' or ''-i'' and a consonant, or after an ''-e'' or ''-i'' at the end of the word. |- |'''ly''' | [lj] |- |'''m''' | [m] |- |'''n''' | [n] when comes from the primitive '''n''' |- | | [N] when comes from the primitive '''ŋ''' (written also '''ñ''') |- |'''ny''' | [nj] |- |'''nw''' | [Nw] |- |'''p''' | [p] |- |'''qu''' | [kw] |- |'''r''' | [r] normally |- | | [R] before a consonant |- |'''ry''' | [rj] |- |'''s''' | [s] normally |- | | [T] among two vowels |- |'''t''' | [t] |- |'''ty''' | [tj] |- |'''v''' | [v] |- |'''y''' | [j] |- |'''w''' | [w] |- |} <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Phonetics: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :* Fauskanger's [http://www.uib.no/people/hnohf/less-a.rtf Lesson 1]: extensive analysis and argumentation of Quenya Pronuciation. (Q#F:Lesson1) :::The sounds of Quenya. Pronunciation and accentuation. </div> </div> ===Stress=== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Textbooks references: :*'''[[wikibooks:Quenya/Phonology#Stress|Q#W:Phonology]]''' → Stress </div> In linguistics, [[w:Stress linguistics|'''stress''']] is the relative emphasis given to certain syllables in a word. Where it falls in Quenya it's well explained on '''Q#W'''. In addition Quenya features what linguistics call [[w:Secondary stress|'''secondary stress''']] in words with more than two syllables; it's placed on the last syllable if both the penultimate and the last are shorts. <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Stress: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :* Fauskanger's [http://www.uib.no/people/hnohf/less-a.rtf Lesson 1]: extensive analisys and argumentation of Quenya Pronuciation. (Q#F:Lesson1) :::The sounds of Quenya. Pronunciation and accentuation. </div> </div> [[Category:Quenya|Quenya]] 8030 79828 2007-01-22T01:48:24Z 24.5.87.4 ==The Basic Economic Problem== <i>"Economics is the study of the division of scarce resources between unlimited needs and wants"<i> Let us explain further. You are the head of your household. There are several things which are needed to keep the household running, e.g. food, electricity, gas and so forth. There are also wants, which may not have to be fulfillled per se, but will be acquired somehow. A store manager has a limited budget to spend on various <i>wants</i>, his resources are <i>scarce</i>. He could spend his money on providing more staff, bringing in more stock from a wholesaler, marketing his product to increase demand through advertising, decorating or improving his store and paying for essential services like water and electricity. Effectively he has unlimited <i>wants</i> but limited means or resources. We say that his resources are <i>scarce</i>. The store manager must <i>economise</i> by choosing to use his resources to satisfy certain wants such as marketing instead of others like stock purchase. As earlier stated, economics is the study of the division of these resouces to best satisfy the unlimited wants. [[Category:Economics]] ==Another Perspective== Think about why you get up in the morning. What motivates you to get out of bed? Eat food? Work? Dance? Make friends? Whatever it is that motivates you...that is what economics tries to study. It generally uses 'money' as the variable for explaining its graphs and theories...but money just happens to be a great tool for accomplishing most of your motivated goals. Economics is the quantitive and eventual qualitative description of every human activity in our world. By studying economics you are analysing rational behavior to a higher degree than the level that we live by in our daily lives. 8033 62492 2006-12-24T02:40:44Z 81.102.185.217 /* Organic Compounds */ '''Properties of Matter''' = Stoichiometry = =Gas Laws= Standard Variables: :<math>\ p </math> is the [[pressure]] (N/m<sup>2</sup>) :<math>\ V </math> is the [[volume]] (L) :<math>\ n </math> is the number of [[mole (unit)|moles]] of gas :<math>\ R </math> is the [[gas constant]] 8.314472 Joules/mol*K :<math>\ T </math> is the [[temperature]] in [[kelvin]] (K) :<math>\ a' </math> is the measure of attraction between the particles :<math>\ b' </math> is the space enclosed in one particle :<math>\ k </math> is Boltzmann's Constant, equal to 1.380650524×10<sup>23</sup> joule/kelvin ==[http://en.wikipedia.org/wiki/Ideal_gas_law Ideal Gas Law] == <math>\ pV = nRT </math> There are 4 gas laws that, when combined, yield the Ideal Gas Law. The Ideal Gas Law assumes that particles have no attractions to each other (they do) and that particles of a mass are infinitely small (they aren't). However, the ideal gas law is accurate for all gases at high temperatures and low pressures. The only times when it becomes highly inaccurate are near the boiling and sublimation points of gases. == Charles' Law == :<math>\frac{V_1}{T_1} = \frac{V_2}{T_2} \qquad \mathrm{or} \qquad \frac {V_2}{V_1} = \frac{T_2}{T_1} \qquad \mathrm{or} \qquad V_1T_2 = V_2T_1</math>. This is used to determine the effects of a change in temperature on the volume of a gas at constant pressure and vice versa. == Boyle's Law == <math>\qquad\qquad {p_1} {V_1} = {p_2} {V_2} </math> This law is used to determine the effects of a change in pressure on the volume of an ideal gas if temperature is constant and vice versa. == Gay- Lussac's Law == :<math>\frac{p_1}{T_1}= \frac {p_2}{T_2}</math> This law is used to calculate the effects of temperature on pressure, and vice versa. Note that there is no known way to increase pressure while keeping volume and number of moles constant besides simply raising the temperature. Additionally, note that if pressure were to suddenly drop, the temperature would also drop. This is the mechanism by which refrigerators operate. == Avogadro's Law == Any two gases with the same volume at the same temperature and pressure contain the same number of particles. At 273.15 K and 101.3 kPa, this works out to approximately 22.4 liters. == van der Waals equation == :<math>\left(p + \frac{a'}{V^2}\right)\left(V-b'\right) = kT</math> The van der Waals equation takes into account the fact that particles of a gas do actually take up space (i.e., at 0 kelvins they would still have a volume) and that particles of a gas are attracted to each other by dipole-dipole forces, London dispersion forces and van der Waals forces. = Periodicity = Elements in a row or column of the [[Periodic Table]] generally have similar [[chemical reactivity]]. = Electron Structure = = Chemical Reactivity = = Organic Vs. Inorganic = == Organic Compounds == Organic compounds always contain carbon-hydrogen bonds, i.e., at least one carbon is bonded to at least one hydrogen. Naming conventions are determined by IUPAC, the International Union of Pure and Applied Chemistry. For more information, see [[Nomenclature]]. == Inorganic Compounds == Inorganic compounds are those which contain no hydrogen-carbon covalent bonds. Two major types exist: Ionic and Network Covalent. Ionic compounds are based on positive ions (cations), normally metal ions, attracted to negative ions (anions) by electromagnetic forces. The vast majority of ionic compounds are solids, although research into liquid ionic compounds looks promising. Ionic compounds are sometimes soluble in water, but not always. Network covalent compounds are those which have molecules that are infinitely repeatable in all directions. Atoms are bonded by shared electrons and are not charged. Examples include diamonds, graphite, and quartz (silicon dioxide). For more info, see ''[http://en.wikiversity.org/wiki/School:Chemistry#Inorganic_chemistry Inorganic Chemistry]'' [[Category:Physics]] 8034 68123 2007-01-08T13:30:30Z JWSchmidt 20 [[Category:Calculus]] {{Main welcome|137.155.212.59}} [[Category:Calculus]] 8035 65675 2007-01-03T04:28:04Z Robert Elliott 1436 Minor Correction <center> {{Film School:Table of Contents:Thumbnail Storyboard Examples}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="<!--width: 60%; -->background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"| <center>[[Image:SBTDS Two shot distant telephoto.jpg]]</center> ==This is an example Thumbnail Storyboard== ;Start with a wide shot :In this example, we start with a wide shot from behind the people.. In this view we see the two people looking at the movie poster on the wall. Then we dolly in to get a better view of the movie poster. | style="width: 370px; background-color: #ffffdd; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" | ==Thumbnail Storyboard Example #1== =The Thumbnail Storyboards for "Seduced by the Dark Side"= EXTERIOR - The local movie theater - NIGHT <center> Fade In<br>[[Image:REPtsb1.jpg]]<br>Dolly In<br>[[Image:SBTDSChooseTSB1c.jpg]] </center> (1) The Young Person and Old Person stand looking at the movie poster outside the theater. * I want to start with an establishing shot which shows two people looking at the poster on the side wall of a local cinema. After two seconds of street sounds, I want to start the "Star Wars" musical theme as the poster becomes larger in the frame as the camera dollies in. <br> I want to stretch this out as much as possible so once the camera is close enough to the poster to start the music for the poster, I want the camera to slow down and move steadily inward at the music plays for a full five seconds. *Note: This is a wide angle shot to give the feeling of being far apart.<br>The camera slowly dollies in. (Example: a 24mm lens in 35mm still camera equivalents) ---- <center>Pedestal Down<br>[[Image:REPtsb2.jpg]]</center> (2) '''Young Person''': "That was a great movie..." * I want the young person to begin talking before the audience even sees the young person's face. ---- <center>Dolly Left<br>[[Image:Reptsb3.jpg]]</center> (3) '''Young Person''' ''(continued)'': "but I do not understand one thing." * After the camera dollies in and it dollies left (trucks left), I want to see the face of the boy as he turns toward the old person (and toward the camera.) ---- <center>Cut To<br>[[Image:REPtsb4.jpg]]</center> (4) '''Old Person''': "What's that?" * I want to use a wide angle shot to emphasize the emotional distance between the two characters. ---- <center>Cut To<br>[[Image:Reptsb5.jpg]]</center> (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" * I still want to use a wide angle shot but not as wide as before. I still want the audience to feel that the two people are emotionally very far apart. ---- <center>Cut To<br>[[Image:Reptsb6.jpg]]</center> (6) The old person thinks for a while. * Now I want to become more emotionally involved with the old person. Therefore, I will begin using a mild telephoto lens. I want to pause for three seconds as "thinking music" plays. This will build tension. ---- <center>[[Image:Reptsb7.jpg]]</center> (7) '''Old Person''': "What computer do you have at home?" * I want to use a mild telephoto (85 mm lens in 35 mm film camera equivalent) ---- <center>Cut To<br>[[Image:Reptsb8.jpg]]</center> (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" * I want to use a mild telephoto (85 mm lens in 35 mm film camera equivalent). Just enough to feel some warmth to the scene but not too much. * For music, I just want a single musical note in the background, possibly angelic voices. ---- <center>Cut To<br>[[Image:REPtsb9.jpg]]</center> (9) '''Old Person''': "But what computer does your father use at work?" *Now I want to use a telephoto lens to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) * Before the man speaks, I want about 2 seconds of music to indicate that he knows what he is doing. ---- <center>Cut To<br>[[Image:Reptsb10.jpg]]</center> (10) The young person thinks for a moment. * I want to use a portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) * I want to stretch this out as long as possible. Therefore, I want five seconds of "Serious Thinking Music" to fill this gap in the dialog. ---- <center>[[Image:Reptsb11.jpg]]</center> (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" * I want to use a portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent) * To emphasize this, once the young person says this, I want a (musical) cord from the "Star Wars" theme. ---- <center>Cut To<br>[[Image:Reptsb12.jpg]]</center> (12) The Old Person smiles. * Now I want to use portrait telephoto lense to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent). Again, I want to stretch this out as long as possible so I want really powerful music here which is very warm and happy. ---- <center>Cut To<br>[[Image:Reptsb14A.jpg]]<br>[[Image:Reptsb14b.jpg]]</center> (13) Old Person and the Young Person walk toward home together. * I want to use a portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent).<br>This is shot full frame of just the old person and the young person. The rest is a matte painting. The dolly out shot will be done simply by compositing this into the matte painting and zooming out. <br>Since the actual movie set is just a blank wall and a movie poster, everything else is a matte painting. Threrefore, I can use a 3D animated matte painting with characters from the Star Wars movie walking around the streets in front of the movie cinema. And of course, I want great music to associate the scene with the space port in Star Wars. ---- (14) Fade to Black. ---- <center> The End </center> |- | ==Point Of Reference:== This scene will be filmed '''outside the line'''. (Away from the poster = In the pink area). Therefore, the camera will never cross the line. <center>[[Image:CrossingLine.jpg]]<br> The Floor Plan for the Movie</center> |- | |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|right|200px]] ==The Next Page [[Image:Crystal Clear action loopnone.png|32px]]== :*Look at the other examples by going to the index at the top of this page. :*Or continue this lesson at [[LessonPage:What software for thumbnail storyboards?|What software for thumbnail storyboards?]] to learn how to get started storyboarding. {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8036 65678 2007-01-03T04:31:46Z Robert Elliott 1436 minor changes <center> {{Film School:Table of Contents:Thumbnail Storyboard Examples}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="<!--width: 60%; -->background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"| <center>[[Image:SBTDS Side shot limited depth of field.jpg]]</center> ==This is an example Thumbnail Storyboard== ;Start with a side view :In this example, we start with a side view. In this view we see the two people looking at something on the wall. Then we look at what they are looking at which is the movie poster. | style="width: 370px; background-color: #ffffdd; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" | ==Thumbnail Storyboard Example #2== =The Thumbnail Storyboards for "Seduced by the Dark Side"= EXTERIOR - The local movie theater - NIGHT <center>Fade In<br>[[Image:SBTDSChooseTSB1a.jpg]]<br>Cut To<br>[[Image:SBTDSChooseTSB1b.jpg]]<br>Dolly Out<br>[[Image:SBTDSChooseTSB1c.jpg]]</center> (1) The Young Person and Old Person stand looking at the movie poster outside the theater. * When the movie starts, I don't want anyone to know what the two people are looking at. I just want street noise (cars on wet pavement, etc.). Then as soon as the scene cuts to the poster, I want the "Star Wars" theme to play very strongly. I want to shock the audience awake. <br> Then I want the camera to slowly dolly out so that we see the heads of the two people. (The camera crosses from inside to outside the line.) ---- <center>Pedestal Down<br>[[Image:REPtsb2.jpg]]</center> (2) '''Young Person''': "That was a great movie..." * Even though the start of this movie is totally different from [[Storyboard Example 1|Example 1]], the rest of the movie is the same as [[Storyboard Example 1|Example 1]]. In this example, I have a different beginning so I can create more of a shock to the audience… from just street noise to the shot (and music) of the poster. ---- <center>Dolly Left <math>\Rightarrow</math> [[Image:Reptsb3.jpg]]</center> (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ---- <center>Cut To<br>[[Image:REPtsb4.jpg]]</center> (4) '''Old Person''': "What's that?" ---- <center>Cut To<br>[[Image:Reptsb3.jpg]]</center> (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----- <center>Cut To<br>[[Image:REPtsb9a.jpg]]</center> (6) The old person thinks for a while. ---- <center>[[Image:REPtsb9.jpg]]</center> (7) '''Old Person''': "What computer do you have at home?" ---- <center>Cut To<br>[[Image:Reptsb5.jpg]]</center> (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ---- <center>Cut To<br>[[Image:REPtsb12righttalk.jpg]]</center> (9) '''Old Person''': "But what computer does your father use at work?" ---- <center>Cut To<br>[[Image:Reptsb10.jpg]]</center> (10) The young person thinks for a moment. ---- <center>[[Image:Reptsb11Left.jpg]]</center> (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ---- <center>Cut To<br>[[Image:REPtsb12right.jpg]]</center> (12) The Old Person smiles. ---- <center>Cut To<br>[[Image:Reptsb14A.jpg]]<br>Zoom out<br>[[Image:Reptsb14b.jpg]]</center> (13) Old Person and the Young Person walk toward home together. ---- (14) Fade to Black. ---- <center> The End </center> |- | ==Point Of Reference:== This scene will be filmed '''outside the line'''. (Away from the poster = In the pink area). Therefore, the camera will never cross the line. <center>[[Image:CrossingLine.jpg]]<br> The Floor Plan for the Movie</center> |- | |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|right|200px]] ==The Next Page [[Image:Crystal Clear action loopnone.png|32px]]== :*Look at the other examples by going to the index at the top of this page. :*Or continue this lesson at [[LessonPage:What software for thumbnail storyboards?|What software for thumbnail storyboards?]] to learn how to get started storyboarding. {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8038 62082 2006-12-22T16:52:23Z 213.249.204.162 A '''modal verb''' (also '''modal''', '''modal auxiliary verb''', '''modal auxiliary''') is a type of auxiliary verb that is used to indicate modality. The use of auxiliary verbs to express modality is characteristic of Germanic languages. When a modal verb is used, the verb it modifies is kicked to the end of the sentence. For example: *Ich muss in den Tierpark gehen (i.e. I must go to the zoo). *Wir können es holen (i.e. We can get it). ==dürfen - to be allowed to - may== <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | dürfen |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gedurft |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | darf | darfst | darf | dürfen | dürft | dürfen |- ! style="height:3em;background:#c0cfe4" | past | durfte | durftest | durfte | durften | durftet | durften |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | dürfte | dürftest | dürfte | dürften | dürftet | dürften |} </center> [[Category:German]] ==können - to be able to - can== <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | können |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gekonnt |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | kann | kannst | kann | können | könnt | können |- ! style="height:3em;background:#c0cfe4" | past | konnte | konntest | konnte | konnten | konntet | konnten |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | könnte | könntest | könnte | könnten | könntet | könnten |} </center> [[Category:German]] ==müssen - to have to - must== <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | müssen |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gemusst |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | muss | musst | muss | müssen | müsst | müssen |- ! style="height:3em;background:#c0cfe4" | past | musste | musstest | musste | mussten | musstet | mussten |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | müsste | müsstest | müsste | müssten | müsstet | müssten |} </center> [[Category:German]] ==sollen - "shall"== <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | sollen |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gesollt |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | soll | soll(e)st | soll | sollen | soll(e)t | sollen |- ! style="height:3em;background:#c0cfe4" | past | sollte | solltest | sollte | sollten | solltet | sollten |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | solle | sollest | solle | sollen | sollet | sollen |} </center> [[Category:German]] ==mögen - "to like"== <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | mögen |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gemocht |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | mag | magst | mag | mögen | mögt | mögen |- ! style="height:3em;background:#c0cfe4" | past | mochte | mochtet | mochte | mochten | mochtet | mochten |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | möge | mögest | möge | mögten | möget | mögten |} </center> [[Category:German]] 8039 80750 2007-01-24T22:19:26Z Jorge 5529 added bibliography [[School:Computer Science]] -> [[Topic:Computer Programming]] -> [[Topic:Databases]] == Course Purpose == 1) The aim is to present the general principles of the database systems with a practical focus, and some implementation assignments. Those assignments may or may not include programming. 2)The course assumes that students have some programming or strong logical reasoning skills in programming languages like c or C++. Some proramming data structures such as (heap files, buffer manager, B+ trees, hash indexes, varoius join methodes) are used in the course == Learning projects == *[[Topic:SQL]] - [[w:Structured Query Language|SQL Wikipedia article]], [[b:SQL|SQL at Wikibooks]] *[[Topic:MySQL]] - The popular Open Source database system ([[w:MySQL|MySQL Wikipedia article]], [[b:MySQL|MySQL at Wikibooks]]) *[[Topic:Object-Oriented Programming]] - includes a discussion of [[w:Object-relational database|Object-relational database]]s *[[Topic:Web Design]] - includes learning materials for building [[dynamic websites]] with database-driven backends *... == Prerequisites == Learners interested in [[Topic:Databases]] should first enroll at [[School:Computer Science]] and [[Topic:Computer Programming|Computer Programming]]. *[[Introduction to Programming]] *... == Lessons == * [[Introduction to Databases]] * [[Data structures]] * [[Database Management Systems]] * [[Introduction to SQL]] * ... == Learning resources == *[[w:Database]] *[[b:Databases]] *[[w:Relational database]] *[[b:Database Design]] * ... === Bibliography === Database Management Systems, second edition by Raghu Ramakrishnan (University of Wisconsin) and Johannes Gerkhe (Cornell University) [http://www.cs.wisc.edu/~dbbook/ Database Management Systems], third edition by by [http://www.cs.wisc.edu/~raghu Raghu Ramakrishnan] and [http://www.cs.cornell.edu/johannes Johannes Gehrke] The Relational Model The Third Manifesto [[Category:Databases]] 8040 75812 2007-01-14T17:18:21Z 218.186.9.4 /* Course Purpose */ == Course Purpose == 1) The aim is to present the general principles of the database systems with a practical focus, and some implementation assignments. Those assignment may or may not include some programming 2)The course assume that students have some programming or strong logical reasoning skills in programming languages like c or C++. Some programing data structures such as (heap files, buffer manager, B+ trees, hash indexes, varoius goin methodes) are used in the course 3) The course concentrates on issues of the design, tuning , and implementation of the databases == The object of Database == *'''Database''' is a collection of information, which describes the activities of one of more related organizations. The performance and productivity of organization depends on their abilities to acquire accurate and up to time data, and manage it. The amount of the data organization is exponentially growing and hard to manage by hand, so the [[wikipedia:Database|database management system]] comes to help. *For example, if the database is about food store The information in database can be characterized as **''Entities'', such as products, salespeople, etc **''Relationships'' between the entities such as products, and salesmen who are selling them. **Database management system, or DBMS is a software that assists people in managing the database information.And well as its performance *The '''basic operations''' over the database systems can be characterized as **''Database Design'': This is the way, the user describes the real world issue in terms of the DBMS system **Data Analysis:How can a user address the problem of analyzing information upon a request by the company, and doing it efficiently. **Concurrency: How can the DBMS handle multiple requests accurately at the same time. == Describing and storing data in the database == *Is the issue of translating the real world structure of the business into the data model. ''Data model'' is a collection of high-level presented data. The database software allows user to define data which will be stored in DBMS. Most of the databases use the [[wikipedia:relational data model|relational data model]]. Semantic data model is a more complicated mind map of the database needed to tolerate given situation. *The semantic data model is also called the [[wikipedia:Entity Relationship model|Entity Relationship model]] == Chapter 1: Relational Model== Data is formatted in '''[[Introduction to Databases#Database tables|tables]]''', where each row represents an entry. For example, in a table of ''salespeople'' each row represents information about each ''particular'' salesperson. This data includes his/her name, age, address, etc. Such a ''single row'' of information is called a '''''record'''''. :The record can be treated as an '''array''' of an information, with its components treated as '''fields'''. '''''Relation''''' is rule which ''relates'' different records of different tables. For example: records exist in a table of salespeople, as well as in a table of products. So it is possible to assign each salesperson as a specialist in each product. Such an assignment can be characterized as a '''relation'''. *A '''[[database query]]''' is a program which presents ''particular'' information from the DBMS upon users request. *A '''[[stored procedure]]''' is a program which performs data maintenance other than a query. == Related materials == [[School:Computer Science]]: *[[Introduction to Databases]] *[[Introduction to SQL]] *[[Topic:Databases]] *[[Topic:Object-relational databases]] *... == Bibliography == Database Management Systems, second edition by Raghu Ramakrishnan(University of Wisconsin) and Johannes Gerkhe (Cornell Iniversity) This course is a part of the [[computer science program]]. [[Category:Introductions]] [[Category:Databases]] 8043 75649 2007-01-14T07:14:03Z Historybuff 5228 Moved to subcat Programming language is a set of special purpose language, which is used to instruct machines, to express the semantics of the algorythms, and controlling computerized devices. They were invented to make a generalized approach of making machines easier to use. *In difference of human languages they are: more formal, extremely logical, yet some of their constructs can be easily compared with those one of human languages. *Computer languages can be divided on low-level and [[wikipedia:high level languages|high level languages]]. [[wikipedia:Low level languages|Low level languages]] are closer to [[wikipedia:machine languages|machine languages]]. **Machine languages are the native languages of the computer hardware. They are just the string of electrical signals applied to the electronics inside the computers. Sometimes those signals are transferred to menemonics more understandable by humans. **higher level languages, feature a very logical languages-like interface to their "speakers" (i.e. programmers) They provide ***readible notations ***Machine Independence ***Consistency checks during the detection of errors. However they posess much more formalism, and less flexibility then human ones. Generally speaking, programming languages can be characterized as: Imperative, Object Oriented, Functional, and Logical. == General Syntactic structure == Like programming languages letters form words, but words form '''statements''' not sentences. Programming languages have constructs which can be compared with parts of speech, as of human languages. They are rather '''variables/constants''' and '''functions''' over them. *The syntax of the languages tells how the program statements are built. And the semantic address the meaning of the language. For example: ***Dates can be written as follows: D denotes a digit of a day, M denotes a digit of a month, and Y denotes a digit of a year. The American Format is MM/DD/YYYY, while the European Format is DD/MM/YYYY. In the American Format 07/17/2006 is July 17, 2006. ***Let's study the different syntaxes of adding two integers: They can be ****A + B ****(+ A B) **** AB+ ****ADD A to B The semantics (meaning) are the same. However the different notations with different syntaxes are used. **** Value1 OP VALUE2 is called an infix notation **** OP VALUE1 VALUE2 is a prefix notation, where the operand stays first then Value 1 and Value 2 are listed. **** VALUE1 VALUE2 Postfix Notation, which first list values and then states what to do this them **** Sometimes it is a requirement to change the operand by a word. The semantics of this structure can be represented by a tree. + / \ a b The tree represents the placement of the operands and the operator, while the syntax is the order in which we traverse the tree. Following the tree structure in a normal fasion, the most obvious representation would be "(+ ((A) (B)))," or (by getting rid of useless parens), "+ A B." The reason for so many different syntaxes becomes apparent when abstracting to the linguistic terms of Verb, Subject, Object, and article/particle. Human languages exist using almost every possible gramatical structure: A + B (SVO: Arabic, Chinese or English), A B + (SOV: Chinese or Japanese), + A B (VSO: Arabic). I don't, however, have an example for a human or computer OSV, OVS, or VOS language. This problem can be treated in more details studying [[wikibooks:langugage structure vs machine architecture|langugage structure with regard of machine architecture]] == Imperative programming == The basic units of the imperative programming are actions. The actions make the values of the variables change as the program runs. Unlike computations, actions can occur. For example, lets look on assignment. x: = 3 + 4 the symbol ":=" is called an assignment. It appears between the variable x, and the "3+4" expression. ITs accosiated the x with the value of 7 wich is 3+4 and the older value of x is no longer valid. === static programs === === flow control === == Object Oriented Programming == == Functional Programming == == Logic Programming == == Bibliography == Programming Languages, concepts and constructs by Ravi Sethi 1996 [[Category:Computer Science Courses]] [[Category:Computer Programming]] [[Category: Programming Languages]] [[Category: Programming Languages]] 8044 37995 2006-10-23T04:21:23Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 8050 75820 2007-01-14T17:35:35Z Mystictim 626 added welcome and expand template {{Welcome and expand}} Gossip and rumurs will often describe someones behavior. They aren't acceptable to psychologists because psychologists because they require more reliable measures and accurate reports, thier methods are established to meet those requirements. This lecture describes those methods and the statistics used to report, analyze and interperet this data. ==Methods== ===Experimental Method=== Considered the most disciplined method. Using this method, an experimentor manipulates a varianle to be studied, chooses the response to be measured, and controls exraneous influences that might inappropriately affect the results of the experiment. A variable is a characteristic of anything that can have two or more values. [[Category:Psychology]] 8052 70134 2007-01-10T23:14:29Z JWSchmidt 20 [[Category:Computer Science]] ''This course is still very much in the rough!'' ==Summary== This course belongs to the track [[Topic:Numerical Algorithms|Numerical Algorithms]] in the [[Topic:Scientific Computing|Department of Scientific Computing]] in the [[School:Computer Science|School of Computer Science]]. In this course, students will learn how to solve problems of the type <math>f(x)=0\,\;</math> numerically. Convergence rates, termination criteria and implementation details are discussed. ==Introduction== * ''Why do we want to solve <math>f(x)=0\,\;</math>?'' * ''Why do we want to solve it numerically?'' * ''Formal definition of the problem.'' * ''Maybe a bit of history?'' ==Binomial Search== * ''Derivation'' * ''The Algorithm'' * ''Convergence'' ==Secant Method== * ''Derivation'' * ''The Algorithm'' * ''Convergence'' * ''Iterative form'' ==Iterative Methods== * <math>x_{n+1} = F(x_n)\,\;</math> * ''Convergence rates'' ==Newton's Method== * ''Derivation'' * ''The Algorithm'' * ''Convergence'' ==Halley's Method== * ''Derivation'' * ''The Algorithm'' * ''Convergence'' * ''Generalization'' [[Category:Computer Science]] 8053 38040 2006-10-23T08:13:34Z Pedro.Gonnet 1809 [[Root Finding]] moved to [[Root Finding in one Dimension]]: There will eventually be a course on Root finding in many Dimensions #REDIRECT [[Root Finding in one Dimension]] 8054 79400 2007-01-21T02:38:50Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} ''This course is still very much in the rough!'' ==Summary== This course belongs to the track [[Topic:Numerical Algorithms|Numerical Algorithms]] in the [[Topic:Scientific Computing|Department of Scientific Computing]] in the [[School:Computer Science|School of Computer Science]]. In this course, students will learn how to solve non-linear problems of the type <math>\mathbf f(\mathbf x)=0</math> numerically. The least=squares solution of the overdetermined problem is also discussed. ==Introduction== * ''Formulation of the problem'' ==Gradient Descent Methods== ==Gauss-Newton== ==Newton for a Non-Linear System of Equations== ==Newton for an Overdetermined Non-Linear System of Equations== [[Category:Computer Science]] 8055 65676 2007-01-03T04:31:22Z Robert Elliott 1436 minor changes <center> {{Film School:Table of Contents:Thumbnail Storyboard Examples}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="<!--width: 60%; -->background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"| <center>[[Image:StarWarsPosterPainting.jpg]]</center> ==This is an example Thumbnail Storyboard== ;Start with a close-up of the poster :In this example, we start with a side view. In this view we see the two people looking at something on the wall. Then we look at what they are looking at which is the movie poster. :In FrameFrge 3D Studio, I represent the poster by creating a window and putting a wall behind it. This looks like this. (below) <center>[[Image:SBTDS OpeningShotPoster.jpg]]</center> | style="width: 370px; background-color: #ffffdd; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" | ==Thumbnail Storyboard Example #4== ==Thumbnail storyboard for ''Seduced by the Dark Side!''== EXTERIOR - The local movie theater - NIGHT <center>Fade In<br>[[Image:SBTDSChooseTSB1b.jpg]]<br>Cut To<br>[[Image:SBTDSChooseTSB1e.jpg]] <br>Dolly To<br>[[Image:SBTDSChooseTSB1d.jpg]]</center> (1) The Young Person and Old Person stand looking at the movie poster outside the theater. * I want to get the attention of the audience so I immediately show the poster. Then I quickly cut to the young person and dolly out to see the old person as well. All this time, the Star War's theme is playing. By starting with the poster, I can have much longer Star War's music. Then the music cuts to total silence and there is an awkward pause with just street noise. ---- <center>[[Image:SBTDSChooseTSB1da.jpg]]</center> (2) '''Young Person''': "That was a great movie..." * I want the movie to start very slowly. Therefore, the two actors will just stand there barely moving while the camera is static. ---- <center>[[Image:SBTDSChooseTSB3a.jpg]]</center> (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ---- <center>[[Image:SBTDSChooseTSB4a.jpg]]</center> (4) '''Old Person''': "What's that?" ---- <center>Cut To<br>[[Image:SBTDSChooseTSB1f2.jpg]]</center> (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" * Once the young person says this, I want a cord from the Star Wars music to play faintly in the background while the man thinks. ---- <center>Cut To <br>[[Image:REPtsb9ar.jpg]]</center> (6) The old person thinks for a while. ---- <center>[[Image:REPtsb9r.jpg]] </center> (7) '''Old Person''': "What computer do you have at home?" ---- <center>Cut To<br>[[Image:Reptsb5r.jpg]] </center> (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----- <center>Cut To<br>[[Image:REPtsb12lefttalk.jpg]]</center> (9) '''Old Person''': "But what computer does your father use at work?" ---- <center>Cut To<br>[[Image:Reptsb10.jpg]]</center> (10) The young person thinks for a moment. ---- <center>[[Image:Reptsb11Right.jpg]]</center> (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ---- <center>Cut To<br>[[Image:REPtsb12left.jpg]]</center> (12) The Old Person smiles. ---- <center>Cut To<br>[[Image:Reptsb14A.jpg]]<br>Zoom out<br>[[Image:Reptsb14b.jpg]]</center> (13) Old Person and the Young Person walk toward home together. ---- (14) Fade to Black. ---- <center> The End </center> |- | ==Point Of Reference:== This scene will be filmed '''Inside the line'''. (Next to the poster = In the green area). Therefore, the camera will never cross the line. <center>[[Image:CrossingLine.jpg]]<br> The Floor Plan for the Movie</center> |- | |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|right|200px]] ==The Next Page [[Image:Crystal Clear action loopnone.png|32px]]== :*Look at the other examples by going to the index at the top of this page. :*Or continue this lesson at [[LessonPage:What software for thumbnail storyboards?|What software for thumbnail storyboards?]] to learn how to get started storyboarding. {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8056 38061 2006-10-23T10:53:42Z Sajo 1936 /* Goals */ ==Content summary== The course will deal with basic coastal engineering concepts such as water waves, their propagation and transformation, statistical representation of the sea state, tides and currents, sediment transport and beach dynamics, coastal structures, wave interaction with structures, environmental issues near coastal zones. ==Goals== To help the reader to appreciate coastal engineering methods with a firm understanding of the underlying theoretical principles. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 8057 38057 2006-10-23T10:45:11Z Robert Elliott 1436 1da. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 1da. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 8058 38064 2006-10-23T11:02:18Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 8059 38065 2006-10-23T11:05:01Z Dream mind 2099 Self modified == Summary == Self modified == Licensing == {{GFDL}} 8060 38067 2006-10-23T11:08:41Z Robert Elliott 1436 9ar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 9ar. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 8061 38068 2006-10-23T11:09:18Z Robert Elliott 1436 9r. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 9r. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 8062 38074 2006-10-23T11:35:20Z Robert Elliott 1436 black. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == black. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 8063 38076 2006-10-23T11:36:23Z Robert Elliott 1436 5r. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Summary == 5r. A thumbnail storyboard for Lesson 4 of the WikiU Film School == Licensing == {{GFDL-self}} 8064 38081 2006-10-23T11:48:51Z Dream mind 2099 <div class="boilerplate metadata" id="stub"><table cellpadding="0" cellspacing="0" style="background-color: transparent;"><tr><td>[[Image:Spannerlogo.jpg|32px| ]]</td><td>''This [[Mechanical engineering]] related article is a stub. You can help wikiversity by expanding it.</td ></tr ></table ></div >[[Category:mechanical engineering stubs]] 8066 38114 2006-10-23T13:07:49Z Hillgentleman 530 What's so magical about them? Who knows? They're a type of wiki formatting that remains elusive to the new user. Magic words include: *<pre>__NOTOC__</pre> - no table of contents __NOTOC__ ==no table of contents== ==again== ===once more=== *<pre>__FORCETOC__</pre> - must have table of contents __forcetoc__ ==must have table of contents== ==capitalisation is optional== ===once again=== __NOEDITSECTION__ -NO EDIT SECTION ==See:== *[http://meta.wikimedia.org/wiki/Help:Magic_words]meta.wikipedia for more info. 8067 39953 2006-10-26T12:13:16Z Dipanjay 2488 8068 68363 2007-01-08T22:04:16Z JWSchmidt 20 [[Category:Game Design]] =Introduction= These are a set of rules in development for a variant of [[w:Diplomacy (board game)|Diplomacy]] that is slightly less in the [[w:Realism (international relations)|Realist]] camp of [[w:International relations theory|International Relations]] and more firmly entrenched in the [[w:Liberal_international_relations_theory|Liberal]] school of thought. By way of introduction - and as a chance for a pithy commentary about the ongoing state of disagreement between these two philosophies - I'd just like to say that Diplomacy, at its very core, is zero-sum and cutthroat. The game is about winning, and winning means being the girl (or guy) with the most resource centres at the end of the game. This means that, while you might slow your expansion, cooperate with others, or engage in fruitful intelligence sharing, you have no intention of long-term partnership; on the contrary, partnership in Diplomacy (the game) is strictly for the purposes of short-term gain. Self-interest still overrides the impulse to cooperate long-term. It is thus an excellent example of the Realist school of International Relations. Painfully, however, the game does not take economics into account. To be more precise, the kind of economics the game takes into account are [[w:Protectionism|protectionist economics]], meaning the international economy can effectively be factored out of game-play altogether without much loss of realism (no capital R!). It is precisely this factor that is the cause for a loss of the interest in medium to long-term cooperation, and precisely this factor that I wish to remedy with the creation of a more Liberal-friendly Diplomacy. =The Phases of Development= This game development is being used as an example of the Spiral Method of game development. It's also an exploration of the Spiral Method, as I've never tried the idea before in a reasonably rigourous context. Below are listed the phases of development for those who are following this game for the purposes of studying the Spiral Method. *Phase 1: [[/Idea/|The Initial Idea]] - where did this hare-brained scheme come from in the first place? *Phase 2: [[/Essentials/|The Essentials]] - the first phase of the Spiral Method is the development and testing of the first fundamental principles of your project. *Phase 3: [[/Board/|The Board]] - Once the basics are ironed out, start adding bits incrementally! *Phase 4: ... =The Game= If all you really wanted to know about was the rules for the variant, look no further! They will appear here when they are done! [[Category:Game Design]] 8069 38130 2006-10-23T13:51:54Z Dnjkirk 1833 [[Game Board Design Templates]] moved to [[Board Game Design Templates]]: oops, funny grammar #REDIRECT [[Board Game Design Templates]] 8070 38144 2006-10-23T15:05:11Z Rayc 57 [[Category:Political Science]] 8071 68349 2007-01-08T21:54:54Z JWSchmidt 20 [[Category:Game Design]] [[Image:Spiralmodel.jpg|thumb|right|300px|The Spiral Model as applied to game development.]] =Introduction= The Spiral Model of Game Development is the extraction of the Spiral Model proper for use in Game Development. This part of the Game Design Project looks at exploration of the Spiral Method as a means to game development, and asks the question: when should I employ Spiral Method in developing my games? =The Spiral Model= The Spiral Model is an iterative development method. Iteration means the steps are performed over and over again. This means the project is conceived, designed, prototyped, tested, and the test results are put into the next iteration of the same steps. The Spiral Model is thus an evolutionary process. The design process starts in the centre of the spiral with an idea. It proceeds outward clockwise through each of the five phases of design. Every return of the spiral to the "define" position starts a new iteration. Each iteration produces a deliverable or prototype, and each prototype is closer and closer to the final production model in complexity and degree of completion. The process begins when you have an idea for a game. First, you: #define - define the new idea, make an outline, and hash out the basics of your design. #design - get down to work writing the rules for the core mechanic, make the basics workable. #prototype - build a working model, start to get the look and feel of the physical features of the game. #playtest - you can do a solo playtest, an internal playtest, or a blind playtest. #feedback - gather, collate, and synthesize your feedback. #redefine - go back to the drawing board with what you learned and change your outline... A major theme of the Spiral Model in software development and defence appropriations is [[w:Risk management|Risk Management]]. The risks of game development, however, are few. The main risk to be avoided is wasting your time on a flawed design. The Spiral Model forces you to produce an early proof of concept, and if you've got a strong theme and weak mechanic, it will show readily. In this way, the Risk Management is subsumed by definition: if, after testing, the prototype was found to be unworkable, you don't have to go any further, but you can back pocket what was useful and hopefully use it again someday. =Commentary= Be bold and tell us what you think about the Spiral Model! =Exploration of the Spiral Model= A place for articles, songs, poems, diagrams, and games about and created by the Spiral Model. *[[Games_in_Development/Liberal_Diplomacy|Liberal Diplomacy]] - [[User:dnjkirk|dnjkirk]] experiments with the Spiral Model to produce a [[w:Diplomacy (board game)|Diplomacy]] variant! *... [[Category:Game Design]] 8072 38190 2006-10-23T16:21:33Z CQ 1939 New category for [[Wikiversity:Essay Contest]] This category is for new and archived Essay Contests. See [[Wikiversity:Essay Contest]] for details on how to list and conduct a new contest. [[Category:Essays]] 8073 38199 2006-10-23T16:38:27Z CQ 1939 New category for [[Wikiversity:Interlingual Beta Club]] Project Page: [[Wikiversity:Interlingual Beta Club]] [[Category:Wikiversity]] 8074 38213 2006-10-23T17:24:51Z CQ 1939 Added [[Category:Languages and Language families]] Main Article: [[Topic:Multilingual Studies]] [[Category:Foreign Language Learning]] [[Category:Interlingual Beta Club]] [[Category:Languages and Language families]] 8075 47428 2006-11-22T00:05:49Z Rayc 57 cat <small>Part of [[Topic:Board_Game_Design|Board Game Design]]</small> =Introduction= These are considered to be the essentials of board game design. =The Pillars= *[[/Parsimony/]] - a game should be no more complex than it has to be *[[/Excitement/]] - there should be some inherent interest and excitement throughout the game *[[/Theme-Mechanic Balance/]] - the mechanic and theme should work together harmoniously *[[/Perfect Potential/]] - at the start, any player should be able to win the game *[[/Simplicity/]] - while the concept can be complex, the language of the rules should be very simple and straightforward *[[/Replayability/]] - players should not experience the same game twice *[[/Beauty/]] - a finished game should have a good look and feel *[[/Player Control/]] - chance should only be used where it adds to the game *... [[Category:Game Design]] 8076 38229 2006-10-23T18:06:04Z CQ 1939 #REDIRECT [[Wikiversity:Interlingual Beta Club]] #REDIRECT [[Wikiversity:Interlingual Beta Club]] 8077 47429 2006-11-22T00:06:05Z Rayc 57 cat {{welcome and expand|Dnjkirk}} <small>Part of [[Board_Game_Design|Board Game Design]]>[[Pillars_of_Game_Development|Pillars of Game Development]]</small> =Parsimony in Game Development= Parsimony is the concept of doing only what is necessary to achieve the desired effect. Through the process of playtesting, refining, and tightening your game design, you hopefully achieve parsimony that makes it easier to understand and enjoy the central theme and mechanics of your game. [[Category:Game Design]] 8078 68354 2007-01-08T21:59:25Z JWSchmidt 20 [[Category:Game Design]] The idea for this concept was originally floated by me after a particularly rousing game of Diplomacy at the conclusion of a graduate level [[School:Strategic Studies|Strategic Studies]] course. The basic concept is that Armies and Navies in Diplomacy should not be thought to represent concrete military forces, but instead, the capacity of a nation to undertake national policy. They could be thought of as a fundamental representation of GNP. While this can express itself as military force, it does not have to do so. Certainly, during the late nineteenth centry, the bulk of a nation's money was spent on the military, and this is in part due to the necessity for militaries, the fact that the social safety net (and other major areas of modern national expenditure) was as of yet not fully developed, and that the revenue base of most economies depended on strong economic chokepoints (tariffs and the like) rather than the difficult to administer income tax we have today. Additionally, while the nations of Europe had very strong regular military forces, a large bulk of their force was formed up of conscripts. This meant that the standing army was but a partial expression of their full military force, and the active military could be expanded and contracted as needed (though WWI proved that contraction is sometimes harder than expansion). This is all a gross simplification, but one can see where this idea is going (and games of this nature are gross simplifications in any case). Those little stars on the Diplomacy board are no longer fighting men per se, but an expression of the nation's power to put people in uniforms on the march. Soldiers can even be trained and ready for battle, and the nation not have enough financial, fuel, material, etc. resources to put them into action. The little stars on the board are therefore also expressions of the nation's ability to invest in infrastructure, foster industrial growth, and prime the proverbial [[w:Keynesian_economics|Keynesian Pump]]. How, then, do we represent economies in a [[Pillars_of_Game_Development/Parsimony|parsimonious]] way on the board such that gameplay is not negatively impacted and we achieve our ends of Liberal Diplomacy? Well, that's what this Spiral Model experience is all about, but I am going to start out with some unpolished ideas: *Pieces as an expression of capacity to make policy - I think we discussed this enough above *Trade - Both international and intranational trade should be part of this game. Trade creates a win-win situation that makes it useful to cooperate. I intend for trade to only occur between production centres, which means that a major rule of diplomacy will be broken: one centre, one unit. I want trade to be delicate, something that requires continued dedication to cooperation. I want it to walk the fine balance of being annoying to create and maintain, but with just an adequate payoff to compensate. If possible, I want to refine a way to make trade ''possibly'' more beneficial to one player than another. Trade also gives us the grand opportunity of outside interference in perfectly peaceful trade. Shipping lines can be raided, rail lines cut. You know, the general havoc that ensues when armies are set to marching. *Hinterland - It makes sense that, since one centre may have the ability to produce and support more than one unit, there should be a limitation to expansion. It may also be useful if this limit to expansion also put a check on cooperation, making this still a competitive variant. I think that the use of hinterland (you know, those empty spaces on your Diplomacy board - the ones you thought were only good for moving through?) would do both. Only playtesting will tell, but the concept of needing one "territory" of hinterland for every unit over one you produce in a single centre does a couple things. Not only does it put a check on maximum expansion of individual centres, but it gives particularly strong centres Achilles' Heels: enemy occupation of a hinterland hinders that centre's production. So, we have a general concept, an idea that creates an advantage to cooperation, and something that makes cooperation at the same time more troublesome and potentially dangerous. We should move on to [[Games_in_Development/Liberal_Diplomacy/Essentials|the next phase of development]] before the idea has time to cool down! [[Category:Game Design]] 8079 68365 2007-01-08T22:05:16Z JWSchmidt 20 [[Category:Game Design]] The next step! So, it's clear what the three concepts are that I want to add. What has to be decided now is how I'm going to make the first prototype of the game. The Spiral Method demands numerous prototypes and repeated testing, so I need to decide on what the kernel of this game is and test that first. Luckily, doing a variant on such a well-established (and venerable) game, the basic rules are firmly established and have been playtested over decades. However, given the changes I want to make, I am going to have to decide whether I want to take all of the game or just some of it for the basis of this variant.<p> '''Movement''': So far as I am concerned, the elegant movement and orders system of Diplomacy is what sets it apart from other strategy games. These simple instructions should form the solid core of my bare essentials. So, I want to include the basic orders Move, Stand, Support, and Convoy in this first prototype. For those unfamiliar with these rules, they are available from the owners [http://www.wizards.com/avalonhill/rules/diplomacy.pdf here].<p> '''Orders''': Diplomacy's system of giving orders on slips of paper and resolving movement simultaneously is essential to the operation of this game.<p> '''Turns''': The seasons of Spring and Fall give a great deal of tension to the game, as waiting for one's builds is something that gets players chomping at the bit for Fall to come around. Spring and Fall seasons are a good part of the game to maintain, and the year can start at 1890.<p> '''Builds''': Where I may begin to deviate from the game is that - though I believe in building being somehow connected to centres - I don't know how to resolve my "stronger centres" problem. I want to keep builds in the Fall season, but I realize that some players may have more than one build per centre in that turn, and that may create problems.<p> So, where does that leave us? Well, we can briefly sum up the kernel of rules I want to port over from Diplomacy proper. They are: <center><div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:60%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Rules</h2 > Stuff! </div> </center> [[Category:Game Design]] 8081 57313 2006-12-15T19:56:49Z 195.82.216.56 /* Levels and Sublevels */ ==Atomic theory== Atom is a small part of element, that take part in chemical reactions. made up of three subatomic structures, that called protons , neutrons, electrons. Subatomic structures. __________________________________ Particle. Charge. Mass. Proton +1 1 *u Neutron 0 1 *u Electron -1 1 / 1836*u Nucleons , are in the center of atom, consist of protons and neutrons and electrons are found on the orbits, that are running around the nucleons. ==Atomic weight, and atomic model== How is atomic model built ? Structure of the atom. 23 ________________ Atomic mass (or weight ). Na _______________ Sodium. 11 _________________ Atomic number. *'''Atomic mass''' is equal to the number of '''protons''' and '''neutrons''' in the nucleus. *'''Atomic number''' is the number of '''protons''' in the nucleus. *The number of neutrons equals the difference between the atomic mass and the atomic number. *Electrons are found in the orbits around the nucleus. ==Isotopes== The same element can exist in different forms, each form having the same atomic number, but different atomic weights. These forms are called '''isotopes'''. Isotopes that cannot decay during a defined period are called '''stable''' isotopes. And isotopes that can decay during a defined period are called '''unstable''' (or ''radioactive'') isotopes. For example : 1 2 3 1H 1H 1H Portion. Deuterium. Tritium. Tritium is an unstable isotope of hydrogen. ==Bohrs model== Electrons are considered to move around the nucleus in fixed shells (orbits), at various '''energy levels'''. These levels may be designated '''K L M N''' ........ or '''1 2 3 4''' ........... . The first level can only contain 2 electrons. The second level can hold 8 electrons. When the electrons are excited, then they can transfer between the shells. As we move away from the nucleus, the energy levels increase. ==Excited state of atom== The configuration of electrons occupying the least amount of space (Bohrs model) is called the '''ground state'''. But when electrons are excited (by getting electricity, heat ), they jump to a higher level. This condition of the atom is called the '''excited state'''. But when the electrons jump to the ground state, they give off energy. The amount of energy absorbed or released during these electron jumps is called the '''principal quantum number''' and is designated '''n ''' . ==Levels and Sublevels== Some energy levels contain '''sublevels'''. There are known as '''S P D F'''. The number of sublevels depends on the number of levels. ==Orbital== *The regions of shells, that can hold electrons, are called orbitals. *Orbital can hold only two electrons. They are spinning opposite ways.They are called orbital pairs. Each Sublevel has orbitals. *The shape of orbital depends of sublevel. ==Valence== *Electrons, that can enter to the reaction are only at the last level. *These electrons are called, valence electrons. The maximum number of valence electrons is 8. The Valence determinate, how many electrons,does the atom can to borrow or to lend. All parts of atoms except last orbit are called kernel. *The electron dot formula, represents the valence electrons. Examples: . . . N . The dotted formula of the nitrogen. . ==Ionization energy== Ionization energy, is amount of energy, that needed to move valence electrons from one atom, to another atom. Ionization energy depends from the number of valence electrons. And if the energy level is more, then the ionization energy is less. If the shell have valence more then 3, then electrons transfer by sharing (covalent bonds). ==see also== [[Radioactivity]] [[Category:Chemistry]] 8083 66837 2007-01-04T06:51:15Z Guillom 48 [[Radioactivity on wheels]] moved to [[Radioactivity]]: rv ==Radioactivity== The nuclei of some atoms are spontaneously disintegrate from one form of isotope to another. until they reach stable form. These atoms emitparticles (alpha, beta, gamma) which are different in charge, size, penetrating power and ionization energy. ==Half life of the isotope== The half - life of isotope is the time, needed to decay the isotope so that half of it's mass is remaining. Here is an example. Lets say we have 50 grams of the radioactive isotope Carbon 14, which has a half-life of 5,730 years. After 5,730 years, 25 grams will remain. After another 5,730 years have passed only 12.5 grams remain and so on, until the parent isotope has completely decayed into a daughter isotope, in which either it will decay into another isotope, or remain the same, depending if it is stable or radioactive. ==Types of decay== There are three types of radioactive decay, these include Alpha, Beta, & Gamma Radiation Alpha and Beta decay are released in particles, while Gamma radiation is released in rays. Gamma radiation is much stronger than the other two types, as an alpha particle can be stopped by a thin piece of paper, and a beta particle can be stopped by a sheet of aluminum foil, gamma can penetrate both with ease. The most efficient way to stop gamma rays, are through the element lead (You may have wondered why you wear a lead bib or covering when you get a dental X-Ray). [[Image:Alfa_beta_gamma_radiation.png|300px|thumb|Alpha particles are completely stopped by a sheet of paper, beta particles by an aluminum plate. Gamma rays however, can only be reduced by much more substantial obstacles, such as a very thick piece of lead.]] Here are some common radiation emitters: * Alpha Americium-241 Radon * Beta Strontium-90 * Gamma Uranium-238 ==Example of alpha decay== *226 222 4 *88 Ra 86 Rn 2He ==See also== *[[Atomic Structure]] *[[Age of the Earth]] - practical application of radioactive decay [[category:chemistry]] 8085 64940 2006-12-31T15:20:06Z 172.189.40.90 /* Valence electrons */ ==Chemical Bonding== The force, that holds two or more atoms together, called chemical bond.The process, by which bonds are formed, called chemical bonding. When bond formed chemical reaction takes place. The result of reaction, is the formation of two or more substances. ==Valence electrons== *The highest principal of an atom, in which there is least of electrons, called the valence shell. *The electrons on the '''valence shell''', are called '''valence electrons'''. *The combination of electrons, where all orbital are occupied, called stable octet. The group of gases, that cannot react with other elements, called noble gases. They cannot react with other elements, because they have stable octet. But if the number of electrons, is more then 3, then electrons are transferring covalently (by sharing of shells). ==Ionic bonding== Ionic (or electrovalent) bonding is the process, by which electrons can transfer between valence shells of atoms. The atom, that loose or gain one or more electrons, is called Ion. *A cation is positively charged ion. (formed by losing one or more electrons from a neutral atom). *An anion is a negatively charged ion. (formed when a neutral atom gains one or more electrons). *The amount of energy, that is needed to remove the most loosely bound electron from a neutral atom in the gas phase, is called the '''First Ionization Energy.''' The amount of energy needed to remove the second electron, is called the '''Second Ionization Energy'''. *The removal of a third electron, is called the '''Third Ionization Energy'''. ==Covalent bonding== The ionic bond takes place, when the difference between electronegativities is 1.7, or greater. In other cases ''electrons bonds by sharing'', on the valence shells. The force, that holds two atoms together in this case, is called covalent bond. The ''process, by which electrons are sharing'' is called '''covalent bonding'''. *The substances, that are held by covalent bonds, are molecular substances. *Substances, that are held by ionic bonds, are ionic substances. The group of atom held together, by covalent bonds, called molecule. ==Diatomic molecules== *are molecules that consist of two atoms, shared covalently. Such us CL2, H2 (1e), F2, O2, S2 (2e), etc. *Covalent bonding may be presented in three ways: **1. Nonpolar. The difference between electronegativities equal 0. **2. Polar. The difference between electronegativities not equal 0. **3. Coordinate. When two or more electrons shared to contribute each other. ==Ionic substances== * 1. Have a high melting point. * 2. Good conductors of heat and electricity. ==Molecular substances== * 1. They are soft. * 2. They are poor conductors of heat and electricity. * 3. They have a law melting point. Examples: H2O, NH3, C6H12O6. ==Network solids== *1. They are hard. *2. Poor conductors of heat and electricity. *3. Good insulators. *4. Very high melting point. Examples: diamond, graphite, SiC, SiO2. (They have 4 valence electrons). ==See Also== [[Category:Chemistry]] 8086 80878 2007-01-25T05:00:08Z AndyDK 5346 The operational amplifier, often referred to informally as an op amp, is a circuit that provides extremely high-gain amplification of the difference in voltage between two inputs. One input is known as the '''inverting''' input and the other is known as the '''non-inverting''' input. There is only a single output. The input impedance of the inverting and non-inverting inputs is extremely high. The output impedance of the op amp is very low. Modern op amps are integrated circuits. The standard symbol for an op amp is shown below: [[Image:OpAmp.png|Symbol for an Op Amp]] Not shown in this symbol are connections for the power supplies. Omitting them from schematic drawings is customary, although in practice they must be connected. Op amps are available with bipolar or unipolar power supplies. == Simplified Behaviour == The simplest model describing the behaviour of an op amp relates its output <math>V_{o}</math> to a multiple <math>A</math> of the difference between the voltage <math>v^+</math> at its non-inverting input and the voltage <math>v^-</math> at its inverting input: <math>V_{o} = A \left( v^+ - v^- \right) </math>. Manufacturing processes make it difficult to obtain a specied value of the multiple <math>A</math>, and this multiplier is, in fact, not a constant but a function of frequency. However, for low frequencies <math>A</math> is very large. This leads to some interesting consequences, as we shall see. ===Inverting Amplifier=== In this section we analyze a circuit with the configuration shown below: [[Image:InvertingOpAmpAmplifer.png]] We analyze it twice, first using the expression <math>V_{o} = A \left( v^+ - v^- \right) </math>, an expression that we regard as modelling a so-called non-ideal op amp. Once we have done this and understand how this op amp configuration behaves, we will analyze the circuit again using a simpler approach, using so-called ideal op amps. ====Non-ideal Op Amps==== We can develop two equations relating the output voltage <math>v_o</math> to the input voltage <math>v_i</math>. The first of these can be found by using superposition: <math> v^+ = \frac{R_2}{R_1 + R_2} v_i + \frac{R_1}{R_1 + R_2} v_o. </math> The second is the equation describing the basic behaviour of the op amp: <math> v_o = A \left( v^+ - v^- \right). </math> Noting that <math>v^-=0</math> and solving the second of these equations for <math>v^+</math> gives <math>v^+ = \frac{v_o}{A}.</math> Now we can substitute this into the first of our two equations: <math> \frac{v_o}{A} = \frac{R_2}{R_1 + R_2} v_i + \frac{R_1}{R_1 + R_2} v_o . </math> Subtracting <math>\frac{R_1}{R_1 + R_2} v_o</math> from both sides and factoring out <math>v_o</math> on the left hand side yields <math> \left( \frac{1}{A} - \frac{R_1}{R_1 + R_2} \right) v_o = \frac{R_2}{R_1 + R_2} v_i . </math> Dividing boths sides by <math>\frac{1}{A} - \frac{R_1}{R_1 + R_2}</math> and by <math>v_i</math> yields the gain <math> G = \frac{v_o}{v_i} = \frac{\frac{R_2}{R_1 + R_2}}{\frac{1}{A} - \frac{R_1}{R_1 + R_2}} </math> This can be rewritten more simply if both numerator and denominator are multiplied by <math>R_1 + R_2</math>: <math> G = \frac{R_2}{\frac{R_1 + R_2}{A} - R_1}. </math> Now if <math>A</math> is very large, the first term in the denominator can be neglected and the gain is <math> G = \frac{v_o}{v_i} \approx -\frac{R_2}{R_1}. </math> This shows that the amplification constant <math>A</math> of the op amp vanishes from the overall expression for the gain because it is very large. The gain of the circuit is instead determined solely by the external components. This means that the high variability of <math>A</math> in manufacture does not affect the behaviour of the circuit in which the op amp is embedded. As long as <math>A</math> is sufficiently large, the approximation is reasonable. The configuration we have analyzed here is that of an inverting amplifer. It is inverting because of the negative sign. The magnitude of the gain is determined by the ratio of <math>R_1/R_2</math> and can be either greater than or less than one. ==== Ideal Op Amps ==== Analysis of circuits with op amps in them can be simplified by assuming two idealizations of an op amp's behaviour: # <math>A = \infty </math> # The currents entering the inverting and non-inverting terminals of the op amp are zero. A consequence of the first of these idealizations is that the voltages at both input terminals must be equal: <math>v^+ - v^- = \frac{v_o}{A} = 0</math> In the circuit analyzed above, this means that <math>v^+ = 0\,\text{V}</math> because <math>v^-</math> is grounded. Of course, in reality <math>v^+</math> and <math>v^-</math> cannot be ''precisely'' equal, for if they were, the output of the amplifier would be zero. However, because <math>A</math> is very large, the difference is very small and we assume it can be neglected. Using the idealized behaviour lets us calculate the current flowing through <math>R_1</math> from left to right very simply as <math>I_{R_1} = \frac{v_i}{R_1}.</math> The second of the two idealizations means that all this current flows through <math>R_2</math>. None of it can flow into the inverting terminal of the op amp. Consequently, <math> \begin{align} v_o &= 0\,\text{V} - I_{R_2} R_2 \\ &= -I_{R_1} R_2 \\ &= - \frac{v_i}{R_1} R_2 \\ \frac{v_o}{v_i} &= -\frac{R_2}{R_1}, \end{align} </math> as before. We achieve the same fesult, but using the idealized model of an op amp permits us to do so with substantially less analysis. In general, assuming that an op amp behaves in this ideal manner makes it easy to get a rough idea of how a circuit will behave. Later on we will see that the dependence of <math>A</math> on frequency will require us to investigate the behaviour of our circuit more carefully when the inputs contain higher frequencies. ===Non-inverting Amplifer=== Consider next this circuit: [[Image:NonInvertingOpAmpAmpliferMod.png]] Using the idealized op amp assumptions, we see that <math>v^- = v^+ = v_i.</math> This means that current flowing from right to left through <math>R_1</math> is <math> I_{R_1} = \frac{v_i}{R_1} </math> and all of this current must also flow from right to left through <math>R_2</math> since the op amp takes in no current at its input terminals. So we can find <math> \begin{align} v_o &= v_- + I_{R_2} R_2\\ &= v_i + \frac{v_i}{R_1} R_2 \\ &= \left( 1 + \frac{R_2}{R_1} \right) v_i \\ G &= \frac{v_o}{v_i} = 1 + \frac{R_2}{R_1}. \end{align} </math> In this configuration the gain is positive and at least as great as one. This configuration provides a non-inverting amplifier. ===Voltage Follower (Current Buffer)=== The op amp in this configuration: [[Image:VoltageFollowerMod1.png]] is identical to the non-inverting amplifier configuration if we pick <math>R_1 = \infty</math> and <math>R_2=0</math>. The output, therefore, is <math>v_o = v_i.</math> Because the ideal op amp draws no current from the source <math>v_i</math> and because it has very low output impedance, this circuit provides a replica of the input without loading the circuit that provides the input voltage. Many sensors, such as some microphones, have a high output impedance. Drawing current from them would result in a reduction of the voltage sensed by the amplifier. This circuit prevents that, leading to the alternate name ''current buffer'' for this circuit. ==Output Impedance== Up to this point we have tacitly treated the output impedance of an op amp as zero. The output impedance of a typical op amp, such as the [[LM741]], is around 75 &Omega;. A more suitable model of an op amp treats it as a voltage-controlled voltage source with an output resistance <math>R_o</math>. Such a model looks like this: [[Image:OpAmpModel.png]] To calculate the output impedance of a circuit such as the inverting amplifier configuration, suppress the input voltage, apply a test voltage to the ouput, and calculate the output current. Taking the ratio of test voltage divided by output current gives the output resistance. The circuit arrangement is shown in the figure below. [[Image:AmplifierOutputImpedanceMod1.png]] Since negligible current enters the op amp at its inverting terminal, we can calculate the current flowing from right to left through <math>R_1</math> as <math> i_{R_1} = \frac{v_{test}}{R_1+R_2}. </math> We can also calculate the current flowing from right to left through <math>R_o</math> as <math> \begin{align} i_{R_o} &= \frac{v_{test} - A \left( v^+ - v^- \right)}{R_o} \\ &= \frac{v_{test} - A v^+}{R_o}. \end{align} </math> Adding these two currents together gives <math> \begin{align} i_{test} &=\frac{v_{test}}{R_1+R_2} + \frac{v_{test} - A v^+}{R_o}. \end{align} </math> The quantity <math>v^+</math> is given by <math>v^+=i_{R_1} R_1</math>, so <math> \begin{align} i_{test} &=\frac{v_{test}}{R_1+R_2} + \frac{v_{test} - A i_{R_1} R_1}{R_o} \\ &=\frac{v_{test}}{R_1+R_2} + \frac{v_{test} - A \frac{v_{test}}{R_1+R_2} R_1}{R_o} \\ &= \left( \frac{1}{R_1+R_2} + \frac{1}{R_0} - A \frac{R_1}{R_0\left(R_1+R_2\right)} \right) v_{test} \\ R_{out} &= \frac{v_{test}}{i_{test}} = \frac{1}{\frac{1}{R_1+R_2} + \frac{1}{R_0} - A \frac{R_1}{R_0\left(R_1+R_2\right)}}. \end{align} </math> For sufficiently large values of <math>A</math> the third term in the denominator dominates the first two, forcing <math>R_{out}</math> to become much smaller than <math>R_o</math>, the output resistance of the op amp itself. Notice that the same analysis applies to the non-inverting configuration because, when the input voltages are suppressed, it is indistinguishable from the inverting amplifier just analyzed. This analysis shows that one of the great benefits of using op amps with large gain is that they make it possible to build circuits with very small output impedance. This means that when connected as a source to other circuit elements, there is a negligible signal loss at the next stage's input. ==Practical Usage== ===Zero / Nonzero Crossing Detector=== ===Differentiator / Integrator=== ===Comparator=== The amplification of the operational amplifier depends purely upon the ratio of a feedback resistor to the input resistor. And now, let us assume that the feedback resistor is missing, and the input is connected directly to the op amp IC without and input resistors. [[Image:OpAmpComparator.JPG|The circuit of a comparator]] If the input resistor is missing, the gain loop is open. In another word we can say that the Feedback Resistance is infinitely high, and the gain of the operational amplifier is infinitely high. However, what does determine the sign (+/-) of the gain. This is the difference between negative and positive inputs. In non-inverting amplifier circuit the inverting input is grounded (through resistors), and the input goes to positive. In the inverting amplifier circuit, the non-inverting input is grounded, and the input goes to the inverting input. In both cases the voltage on the non-in-use input is close to ZERO. Therefore the incoming signal is absolute. In comparator, a reference voltage is supplied to the positive input, and the negative input measures the input voltage. The reference voltage is obtained by a simple voltage divider. So, if the input voltage will be less then reference voltage, the output will bi “infinitely negative” And if the input voltage will be higher then reference voltage, the output voltage will be “infinitely positive”. However, as in any amplifier, the highest value of the output is dictated by the power voltage. So the word “infinite” should be changed by “maximal” or “as high as power voltage”. SO If (input_voltage > reference voltage) Output Voltage = NEGATIVE If (input_voltage < reference voltage) Output voltage = POSITIVE. For the further analysis, let us consider the output of the op amp just as a voltage source. Along with a power source circuit, and the LED (Light Emitting Diode) they form a circuit which highs up in case when a current flows through the circuit. [[Image:COmparatorHIGH.JPG|when the output of comparator is HIGH]] When the comparator output is high, the output circuit is similar to that one, on the LEFT drawing. “battaries” are coupled so, that their net voltage is 0, and if we assume that the voltage in the circuit is 0, the LED will NOT light. [[Image:COmparatorLow.JPG|when the output comparator is LOW]] When the comparator input is low, we can assume the circuit on the RIGHT figure. IT has voltage of 18 Volts, so the LED will LIGHT UP. ==== Conclusion ==== Led lights up when the voltage on the negative input is more then the voltage on the point between two resistors. R1 and R2. In our case it was…6.6.V When we switched the resistors it became…. 2.5 V ===Bargraph Voltmeter=== ===Analog /Digital Converter=== ===As a component of 555 timer=== ==Pin Configuration== For a standard 8-pin, 741 type Operational Amplifier (IC), the following pin configuration has to be implemented for its operation to be successful: {| border="1" cellpadding="4" cellspacing="0" |- ! Pin || Useage |- ! 1 || Offset Null |- ! 2 || Inverted Input |- ! 3 || Non-Inverted Input |- ! 4 || -V Supply |- ! 5 || No use |- ! 6 || Output |- ! 7 || +V Supply |- ! 8 || No use |} ==Historical notice== This amplifier is called operational because of its original intent to use in Analog Computers for performing mathematical operations. Now, only computer peripherals have analog interfaces, and all computer internals are digital. So the best way to use the op amp is in analog circuits. [[Category:Electronic engineering| ]] 8088 75666 2007-01-14T07:32:12Z Historybuff 5228 This course is a hands-on introduction into computer architecture. The main target is to build a simple, pipelined microporcessor and run it in an FPGA. This course is associated with a ''real'' course at the [[w:Vienna_University_of_Technology|Vienna University of Technology]]. [[User:Schoeberl|Martin Schoeberl]] == The Challenge == Have you ever thought to build your own [[w:Microprocessor|microprocessor]]? In this course you will design and develop your own, very individual microprocessor and implement it in an [[w:FPGA|FPGA]]. === The Rules === There are only two rules for your design: # The processor has to be pipelined # The processor has to run in an FPGA Everything else is up to you. Be creative! === Additional Pages === #[[/FPGA Hello World Example/]] #[[/HOWTO/]] #[[/WS2006 | Winter 2006]] == Assignments == Several assignments will help you to get started for the processor design. We will start on a two-weekly basis and loosen it up at the end when the main activity is designing your own processor. The weighting of the assignments (points) will be decided after the beta test. As a first action add a template for your project and your name at the [[Computer_Architecture_Lab/WS2006 | Student page]]. === Instruction Set I === Find three different microprocessors and write a short summary (3 pages) about the instruction sets. Compare those three architectures. Hint: describe simpler (older) architectures as found in processors for [[w:Embedded System|embedded systems]]. === Instruction Set II === Define an [[w:Instruction Set|instruction set]] for your processor. Define the encoding of the instructions and develop a simple [[w:Assembler|assembler]]. Hint: You don't have to go fancy with macros or several file linking with your assembler. Use a simple single file assembler and let the [[w:C_preprocessor|C preprocessor]] do the work. The command line options for the [[w:GNU_C|GNU C compiler]] are: gcc -x c -E -C -P infile.asm > outfile.asm === High Level Simulation (optional) === Write a simulator that interprets the instructions of your processor. Write a few example programs to verify that your instruction set is complete. If you are sure that your [[w:instruction set|ISA]] is well designed and you want to jump right into the implementation you can skip this step. === FPGA Design Flow === To get started using an FPGA start with following small projects: '''A simple blinking LED''' The [[/FPGA Hello World Example/]] describes the FPGA design flow with Quartus. '''UART output''' A [[w:UART | UART]] will enable you to communicate between a PC and your processor. Therefore, this is our first ''real'' VHDL example. For this experiments connect a serial cable between the FPGA board and the serial port on your PC. Start a terminal program (Hyperterm) with baud rate 115000 and no handshake. Extend the blinking LED example with a UART and write 0 and 1 to the serial line when the LED is off and on. The VHDL code for a UART is available here: [http://www.opencores.org/cvsweb.cgi/~checkout~/jop/vhdl/scio/sc_uart.vhd sc_uart.vhd] and [http://www.opencores.org/cvsweb.cgi/~checkout~/jop/vhdl/scio/fifo.vhd fifo.vhd]. The UART is connected via the [http://www.opencores.org/projects.cgi/web/simpcon/overview SimpCon] interface. With the slow output of characters (two per second) you can just write the data to the UART transmit register (offset 1). Extend the example by writing repeated numbers 0-9 as fast as the baud rate allows. In this case you have to extend your [[w:state machine | state machine]] to poll the UART status register (at offset 0) to check if the transmit buffer is free. '''UART input''' Implement a state machine that receives characters from the UART. Switch the LED on and off with two different commands received on the serial line. '''ModelSim UART print out''' There is a faster simulation version of the UART available that prints the output to the ModelSim concole: [http://www.opencores.org/cvsweb.cgi/~checkout~/jop/vhdl/simulation/sim_uart.vhd sim_uart.vhd] Having mastered this UART examples gives you a great tool to debug your processor design. The UART output will probably be the only way to communicate with your processor. For further tips see [[/HOWTO/]]. === Community Support === You can earn additional points by providing support to the lab group. Examples are: * Tools e.g., VHDL/.mif ROM generation * Common design files (VHDL code) * Documentation: ** for the DSPIO board (pin information) ** Design flow tips == Your Processor == Now you should be prepared to do the '''real thing''' - your processor. # ALU design # Instruction decoding # Memory and IO interface # ... # A final presentation === Documentation === * Instruction set architecture ** Register ** Instructions ** Addressing modes ** Special instructions * Pipeline stages * Assembler syntax * Exmple program Either in a PDF file or (preferably) within Wikiversity. === Demonstration === Run simple programs on an FPGA boards. Some examples are: * Blink a LED * Write ''Hello World'' to the console (serial line) * Read a text line from the serial line and write it out reverse ordered Further tests: * Add two numbers bigger than your register size * Multiplication * Bubble sort * .... == Hardware == To implement your processor you can use any decent [[w:FPGA|FPGA]] board. A serial interface ([[w:UART|UART]]) will help for debugging. If you need more memory than the few KB on-chip the board should contain memory chips connected to the FPGA. I suggest using a board with [[w:SRAM|SRAMs]] as they are easy to connect to the proceeor. Direct supported are following boards: * [http://www.jopdesign.com/cyclone/index.jsp Cycore] * [http://www.xilinx.com/products/spartan3/boards/SP3kitSS.pdf Spartan-3 Starter Kit] Direct support means that I can help with those boards as I have them around. The students at UT Vienna can borrow the following board from our department: [http://www.soc.tuwien.ac.at/courses/projects/dspio/ dspio] == Software == We use only freely available software during this course. A description what is needed can be found in [http://www.jopdesign.com/doc/build.pdf build.pdf]. == Students == Add yourself to this list for this semester. It is strongly suggested for the students from UT Vienna. However, feel free to join this course from all over the world. [[Computer_Architecture_Lab/WS2006 | Winter 2006]] The former student page: [[Computer_Architecture_Lab/Summer2006 | Summer 2006]] == References == * [[w:Category:Computer_architecture|CA at Wikipedia]] * [http://www.opencores.org/browse.cgi/filter/category_microprocessor Microprocessors at opencores.org] == TO DO == a short list of open issues: * nothing open at the moment [[Category:Computer Architecture]] [[Category:Learning activities]] [[Category:Computer Science Courses]] 8089 68493 2007-01-09T01:18:22Z Mystictim 626 added category learning activities When one starts to use a new language or environment the first program written is usually the famous 'Hello World' example. What is the 'Hello World' program in hardware, in an FPGA? The smallest project that produces dynamic output is a blinking LED. We will show the steps for a blinking LED example using Altera's Quartus and the Cyclone board Cycore. == Design Flow == All your design files (VHDL files) make up a ''project'' in Quartus. A Quartus II project is defined in Quartus II with just three files: <tt>projectname.qpf</tt>, <tt>projectname.qsf</tt>, and <tt>projectname.cdf</tt> (Close your Quartus II project before editing the files). === Create a New Project === Start Quartus II and create a new project with: # '''File -- New Project Wizzard...''' # Select a project directory and select a project name. The project name is usually the name of the top-level design entity. In our case <tt>hello_world</tt> # In the next dialog box the VHDL source files can be added to the project. As we have no VHDL files at the moment we will skip this step # We have to select the target device. Choose family '''Cyclone''' and depending on your board either select <tt>EP1C6Q240C8</tt> or <tt>EP1C12Q240C8</tt> as device # We leave the EDA tools settings blank # Press '''Finish''' at the summary window ===Device and Pin Options=== At the default setting the unused pins drive ground. However, some power pins from the EP1C12 are user pins in the EP1C6. The Cycore PCB can be used for both devices and therefore provides power on those pins. Driving them with ground (in the EP1C6) results in a short circuit between the ground driving pins and power. As the default settings in Quartus II for a device are '''dangerous''' we specify more details for our target device: # '''Assignments -- Device''' to open the device properties # Press the button '''Device & Pin Options...''' # ''Important!'' At the tab '''Unused Pins''' select '''As input tri-stated'''. # If you intend to configure a dspio board via the USB download utility (<tt>USBRunner</tt>) select '''.rbf''' at the tab '''Programming Files'''. In addition you have to uncheck '''Generate compressed bitstreams''' at the tab '''Configuration'''. # The '''LVCMOS''', selected in tab '''Voltage''', is the ''better'' IO standard to interface e.g. SRAM devices # Close the dialog box and the next with '''OK''' ===The Hello World VHDL Example=== Add a VHDL file to the project with '''File -- New...''' and select '''VHDL File'''. Enter the following code and save the file with filename <tt>hello_world</tt>. <pre> -- -- hello_world.vhd -- -- The 'Hello World' example for FPGA programming. -- -- Author: Martin Schoeberl (martin@jopdesign.com) -- -- 2006-08-04 created -- library ieee; use ieee.std_logic_1164.all; use ieee.numeric_std.all; entity hello_world is port ( clk : in std_logic; led : out std_logic ); end hello_world; architecture rtl of hello_world is constant CLK_FREQ : integer := 20000000; constant BLINK_FREQ : integer := 1; constant CNT_MAX : integer := CLK_FREQ/BLINK_FREQ/2-1; signal cnt : unsigned(24 downto 0); signal blink : std_logic; begin process(clk) begin if rising_edge(clk) then if cnt=CNT_MAX then cnt <= (others => '0'); blink <= not blink; else cnt <= cnt + 1; end if; end if; end process; led <= blink; end rtl; </pre> The not yet famous VHDL 'Hello World' example ===Compiling and Pin Assignment=== The analysis, synthesize, map, and place & route processes are all started with '''Processing -- Start Compilation'''. The compiler did not know that our PCB is already done, so the compiler assigned any pin numbers for the inputs and outputs. It Full Compilation failes you may try to manually correct the toplevel entity. However, the pin numbers are fixed for the board. We have to assign the pin numbers for our two ports <tt>clk</tt> and <tt>led</tt>. Open the pin assignment window with '''Assignments -- Pins'''. Our two ports are already listed in the '''All Pins''' window. Double click the field under '''Location''' and select the pin number. Enter following assignments: clk PIN_152 led PIN_166 With the correct pin assignment restart the compilation with '''Processing -- Start Compilation''' (or use the ''play'' button) and check the correct assignment in the compilation report under '''Fitter -- Pin-Out-File'''. The <tt>clk</tt> pin should be located at 152 and <tt>led</tt> at 166; all unused pins should be listed as <tt>RESERVED_INPUT</tt>. ===FPGA Configuration=== Downloading your hardware project into the FPGA is called configuration. There are several ways an FPGA can be configured. Here we describe configuration via JTAG. ====ByteBlaster==== This section describes configuration via ByteBlasterMV connected to the printer port. # Connect your ByteBlasterMV to the printer port of the PC # Connect the other end to the JTAF header on the FPGA board. The red wire should point to pin 1 (written on the PCB) # Start the programmer with '''Tools -- Programmer''' # Press the button '''Auto Detect''' and the programmer window should list two devices: an EPM2064A/7064AE and an EP1C6 or EP1C12 # Double click for the filename of the EP1C6/12 device and select <tt>hello_world.sof</tt>. Leave the file blank for the EPM2064A/7064AE device # Select the checkbox under Program/Configure for the EP1C6/12 and press the '''Start''' button to configure the FPGA '''The LED should now blink!''' ====USBRunner==== The dspio board can (also) be configured via the USB connection. In that case a short cable connects the JTAG header from the Cycore board with the JTAG header of the dspio board. The command line tool <tt>USBRunner</tt> needs a raw binary file (<tt>hello_world.rbf</tt>) for the FPGA configuration. We already told Quartus to generate this file. But the raw binary file can also be generated manually in the following manner using Quartus (we don't need to do this any more): # Start the Convert Programming Files Generator using '''File -- Convert Programming Files''' # At '''Programming File Type''' select Raw Binary File (.rbf) # At '''File Name''' change the name to the name of your project (in example <tt>hello_world.rbf</tt>) # At '''Input files to convert''' click on SOF Data. Now the Add File button changes and you can select the .sof file of your project (<tt>hello_world.sof</tt>). # Press the '''Generate''' button to generate the file. Now you can download your project using the [http://www.soc.tuwien.ac.at/courses/projects/dspio/usb.zip USBRunner]. Open a command line box, select the path of your project and type '''USBRunner hello_world.rbf''' and press enter. '''The LED should now blink!''' ==Further Information== ===Tips=== * The VHDL source files and the project files do not have to be in the same directory. Keeping them in separate directories is a better organization and simplifies reuse * Use relative paths wherever possible to enable project sharing * In general choose the entity name as filename. However, with different files (and names) for different versions of an entity a project can be easily ''configured'' just with different Quartus II projects ===Quartus File Types=== The most important file types used by Quartus: ;.qpf: Quartus II Project File. Contains almost no information. ;.qsf: Quartus II Settings File defines the project. VHDL files that make up your project are listed. Constraints such as pin assignments and timing constraints set here. ;.cdf: Chain Description File. This file stores device name, device order, and programming file name information for the programmer. ;.tcl: Tool Command Language. Can be used in Quartus to automate parts of the design flow (e.g. pin assignment). ;.sof: SRAM Output File. Configuration for Altera devices. Used by the Quartus programmer or by <tt>quartus_pgm</tt>. Can be converted to various (or too many) different format. Some are listed below. ;.rbf: Raw Binary File. Configuration for Altera devices. Used by the USB download utility (<tt>USBRunner</tt>) to configure the dspio board via the USB connection. ===Links=== * [https://www.altera.com/support/software/download/altera_design/quartus_we/dnl-quartus_we.jsp Quarts II Web Edition] - VHDL synthesis, place and route for Altera FPGAs * [https://www.altera.com/support/software/download/programming/jam/dnl-byte_code_player.jsp Jam STAPL Byte-Code Player] - FPGA configuration in batch mode (<tt>jbi32.exe</tt>) * [http://www.jopdesign.com/cyclone/cyc.pdf Cycore Schematic] - The board used in this example * [http://www.soc.tuwien.ac.at/courses/projects/dspio/ DSPIO board] -- The home of the dspio extension (schematic and USBrunner) * [http://www.jopdesign.com/cyclone/hello_world.pdf hello_world.pdf] -- This document as .pdf [[Category:Computer Architecture]] [[Category:Learning activities]] 8090 68060 2007-01-08T05:24:40Z JWSchmidt 20 [[Category:Computer Architecture]] A collection of some tips for your microprocessor design == VHDL Links == [http://www.eda.org/comp.lang.vhdl/FAQ1.html VHDL FAQ] == Pin Definition == For the dspio board the pins assignment is available as CVS: [http://www.opencores.org/cvsweb.cgi/~checkout~/jop/pins/cycore.csv cycore.csv] When looking for pin assignments of the dspio board which are not included in the above file, [http://www.trenz-electronic.de/down/jop/te0180-00.pdf this] file helps interpreting the [http://www.soc.tuwien.ac.at/courses/projects/dspio/dspio.pdf schematic]. == Memory == You will probably need some memory for your processor. The simplest way to start is using the small on-chip memory blocks in the FPGA. You can instantiate the vendor specific components (e.g. <tt>altsyncram</tt>. However, to get a vendor independent design it is also possible to use plain VHDL. '''Note:''' In actual FPGAs you cannot use memories in an asynchronous mode. At the minimum the address, data input and write enable are registered. === ROM === A [[w:ROM|ROM]] can be described by a simple VHDL case statement: <pre> -- -- rom.vhd -- -- generic VHDL version of ROM -- -- DONT edit this file! -- it is automatically generated -- library ieee; use ieee.std_logic_1164.all; entity rom is generic (width : integer; addr_width : integer); -- for compatibility port ( clk : in std_logic; address : in std_logic_vector(9 downto 0); q : out std_logic_vector(7 downto 0) ); end rom; architecture rtl of rom is signal areg : std_logic_vector(9 downto 0); signal data : std_logic_vector(7 downto 0); begin process(clk) begin if rising_edge(clk) then areg <= address; end if; end process; q <= data; process(areg) begin case areg is when "0000000000" => data <= "10000000"; when "0000000001" => data <= "10000000"; when "0000000010" => data <= "11000000"; when "0000000011" => data <= "10000000"; when "0000000100" => data <= "00011011"; when "0000000101" => data <= "11000001"; .... when "1111011011" => data <= "10000000"; when "1111011100" => data <= "10000000"; when "1111011101" => data <= "10000000"; when "1111011110" => data <= "10000000"; when others => data <= "00000000"; end case; end process; end rtl; </pre> Write a small program to generate this VHDL file from your assembler output or even let your assembler write the output as VHDL (see as exmple [http://www.opencores.org/cvsweb.cgi/~checkout~/jop/java/tools/src/com/jopdesign/tools/Jopa.java Jopa.java]). Another tool to generate a ROM VHDL file (romgen.cpp) is available in [http://home.freeuk.net/fpgaarcade/pacman/pacman_003.zip pacman_003.zip]. === RAM === Even dual ported memories can now (with careful VHDL coding) be instantiated from plain VHDL as the following example shows: <pre> -- -- sdpram.vhd -- -- Simple dual port ram with read and write port -- and independent clocks -- -- When using different clocks following warning is generated: -- Functionality differs from the original design. -- Read during write at the same address is undefined. -- -- Author: Martin Schoeberl (mschoebe@mail.tuwien.ac.at) -- -- 2006-08-03 adapted from simulation only version -- library ieee; use ieee.std_logic_1164.all; use ieee.numeric_std.all; entity sdpram is generic (width : integer := 32; addr_width : integer := 7); port ( wrclk : in std_logic; data : in std_logic_vector(width-1 downto 0); wraddress : in std_logic_vector(addr_width-1 downto 0); wren : in std_logic; rdclk : in std_logic; rdaddress : in std_logic_vector(addr_width-1 downto 0); dout : out std_logic_vector(width-1 downto 0) ); end sdpram ; architecture rtl of sdpram is signal reg_dout : std_logic_vector(width-1 downto 0); subtype word is std_logic_vector(width-1 downto 0); constant nwords : integer := 2 ** addr_width; type ram_type is array(0 to nwords-1) of word; signal ram : ram_type; begin process (wrclk) begin if rising_edge(wrclk) then if wren='1' then ram(to_integer(unsigned(wraddress))) <= data; end if; end if; end process; process (rdclk) begin if rising_edge(rdclk) then reg_dout <= ram(to_integer(unsigned(rdaddress))); dout <= reg_dout; end if; end process; end rtl; </pre> Use a single clock connected to <tt>wrclk</tt> and <tt>rdclk</tt> for your design === External Memory === For the 32 bit 1 MB SRAM on the FPGA board you can use the SimpCom compatible memory interface ([http://www.opencores.org/cvsweb.cgi/~checkout~/jop/vhdl/memory/sc_sram32.vhd sc_sram32.vhd]) that is provided with [[w:JOP|JOP]]. === Xilinx Enabled RAM === ==== General ==== This RAM implementation enables you to use the XILINX Block RAMs within your design. It is based on the code from the XILINX XST Manual. For small RAMs (e.g. address bus width = 3) distributed RAM is used since for such small memories it needs less logic cells. The code was synthesised using ISE Webpack 8.2i03 and tested on a Micromodule from Trenz Elektronik (carring a XC3S1000-4). The testroutine fills the RAM using a serial port and reads back the RAM contents. It is not included in the Wiki since it only works with additional hardware (serial port). Additionally the code was synthesised using QuartusII 6.0sp1 WebPack and tested on the LAB hardware. ==== Implementation Summary ==== {| border=1 cellspacing=0 cellpadding=5 ! !Single Port RAM !Dual Port RAM with one Write Port !Dual Port RAM with two Write Ports |- |Behavioural Simulation |OK |OK |OK |- |Synthesis (XC3S1000) |OK |OK |OK |- |Synthesis (EP1C12) |1 warning |TBD |TBD |- | Timing Simulation (XC3S1000) |OK |OK |OK |- |Timing Simulation (EP1C12) |TBD |TBD |TBD |- | Test (XC3S1000) |OK |TBD |TBD |- |Test (EP1C12) |OK |TBD |TBD |- |} TBD...to be done ==== Code ==== ===== Single Port RAM ===== <pre> ------------------------------------------------------------------------- -- -- Filename: sp_ram.vhd -- ========= -- -- Short Description: -- ================== -- Single port ram. -- -- Description: -- ============ -- Implementation of a single port ram. -- Based on the ram code described in the Xilinx XST Manual. -- -- The memory uses low active control signals. The following -- combinations are possible: -- -- nwr | ncs | Description -- ---------------------------- -- 0 | 0 | Write access -- 1 | 0 | Read access -- X | 1 | Inactive -- -- The address and data bus width can be specified using -- the generic map. The default is eight bit data bus and -- eight bit address bus. -- -- Verification: -- ============= -- Simulated using ISE Webpack 8.2.03i running on Ubuntu Linux 6.10. -- Synthesized using ISE Webpack 8.2.03i running on Ubuntu Linux 6.10. -- Tested on a XC3S1000-4 -- ------------------------------------------------------------------------- library ieee; use ieee.std_logic_1164.all; use ieee.numeric_std.all; entity sp_ram is generic ( DATA_WIDTH : integer := 8; ADDR_WIDTH : integer := 8 ); port ( clk : in std_logic; addr : in std_logic_vector(ADDR_WIDTH - 1 downto 0); data_w : in std_logic_vector(DATA_WIDTH - 1 downto 0); data_r : out std_logic_vector(DATA_WIDTH - 1 downto 0); nwr : in std_logic; ncs : in std_logic ); end sp_ram; architecture beh of sp_ram is subtype ram_entry is std_logic_vector(DATA_WIDTH - 1 downto 0); type ram_type is array(0 to (2 ** ADDR_WIDTH) - 1) of ram_entry; signal ram : ram_type; begin process(clk) begin if rising_edge(clk) then if ncs = '0' then if nwr = '0' then ram(to_integer(unsigned(addr))) <= data_w; else data_r <= ram(to_integer(unsigned(addr))); end if; end if; end if; end process; end beh; </pre> ===== Dual Port RAM with one Write Port ===== <pre> ------------------------------------------------------------------------- -- -- Filename: dp_ram_1w.vhd -- ========= -- -- Short Description: -- ================== -- Dual port ram with only one writing port. -- -- Description: -- ============ -- Implementation of a dual port ram with only one writing port. -- Based on the ram code described in the Xilinx XST Manual. -- -- Both ports are using the same clock! -- The memory uses low active control signals. The following -- combinations are possible: -- -- Port 1: -- nwr1 | nsc1 | Description -- ---------------------------- -- 0 | 0 | Write access -- 1 | 0 | Read access -- X | 1 | Inactive -- -- Port 2: -- nsc2 | Description -- --------------------- -- 0 | Read access -- 1 | Inactive -- -- The address and data bus width can be specified using -- the generic map. The default is eight bit data bus and -- eight bit address bus. -- -- Verification: -- ============= -- Simulated using ISE Webpack 8.2.03i running on Ubuntu Linux 6.10. -- Synthesized using ISE Webpack 8.2.03i running on Ubuntu Linux 6.10. -- ------------------------------------------------------------------------- library ieee; use ieee.std_logic_1164.all; use ieee.numeric_std.all; entity dp_ram_1w is generic ( DATA_WIDTH : integer := 8; ADDR_WIDTH : integer := 8 ); port ( clk : in std_logic; addr1 : in std_logic_vector(ADDR_WIDTH - 1 downto 0); data_w1 : in std_logic_vector(DATA_WIDTH - 1 downto 0); data_r1 : out std_logic_vector(DATA_WIDTH - 1 downto 0); nwr1 : in std_logic; ncs1 : in std_logic; addr2 : in std_logic_vector(ADDR_WIDTH - 1 downto 0); data_r2 : out std_logic_vector(DATA_WIDTH - 1 downto 0); ncs2 : in std_logic ); end dp_ram_1w; architecture beh of dp_ram_1w is subtype ram_entry is std_logic_vector(DATA_WIDTH - 1 downto 0); type ram_type is array(0 to (2 ** ADDR_WIDTH) - 1) of ram_entry; signal ram : ram_type; begin process(clk) begin if rising_edge(clk) then if ncs1 = '0' then if nwr1 = '0' then ram(to_integer(unsigned(addr1))) <= data_w1; else data_r1 <= ram(to_integer(unsigned(addr1))); end if; end if; end if; end process; process(clk) begin if rising_edge(clk) then if ncs2 = '0' then data_r2 <= ram(to_integer(unsigned(addr2))); end if; end if; end process; end beh; </pre> ===== Dual Port RAM with two Write Ports ===== <pre> ------------------------------------------------------------------------- -- -- Filename: dp_ram.vhd -- ========= -- -- Short Description: -- ================== -- Dual port ram with two writing ports. -- -- Description: -- ============ -- Implementation of a dual port ram with two writing ports. -- Based on the ram code described in the Xilinx XST Manual. -- -- Both ports are using the same clock! -- The memory uses low active control signals. The following -- combinations are possible: -- -- nwrx | nscx | Description -- ---------------------------- -- 0 | 0 | Write access -- 1 | 0 | Read access -- X | 1 | Inactive -- -- The address and data bus width can be specified using -- the generic map. The default is eight bit data bus and -- eight bit address bus. -- -- Verification: -- ============= -- Simulated using ISE Webpack 8.2.03i running on Ubuntu Linux 6.10. -- Synthesized using ISE Webpack 8.2.03i running on Ubuntu Linux 6.10. -- ------------------------------------------------------------------------- library ieee; use ieee.std_logic_1164.all; use ieee.numeric_std.all; entity dp_ram is generic ( DATA_WIDTH : integer := 8; ADDR_WIDTH : integer := 8 ); port ( clk : in std_logic; addr1 : in std_logic_vector(ADDR_WIDTH - 1 downto 0); data_w1 : in std_logic_vector(DATA_WIDTH - 1 downto 0); data_r1 : out std_logic_vector(DATA_WIDTH - 1 downto 0); nwr1 : in std_logic; ncs1 : in std_logic; addr2 : in std_logic_vector(ADDR_WIDTH - 1 downto 0); data_w2 : in std_logic_vector(DATA_WIDTH - 1 downto 0); data_r2 : out std_logic_vector(DATA_WIDTH - 1 downto 0); nwr2 : in std_logic; ncs2 : in std_logic ); end dp_ram; architecture beh of dp_ram is subtype ram_entry is std_logic_vector(DATA_WIDTH - 1 downto 0); type ram_type is array(0 to (2 ** ADDR_WIDTH) - 1) of ram_entry; shared variable ram : ram_type; begin process(clk) begin if rising_edge(clk) then if ncs1 = '0' then if nwr1 = '0' then ram(to_integer(unsigned(addr1))) := data_w1; else data_r1 <= ram(to_integer(unsigned(addr1))); end if; end if; end if; end process; process(clk) begin if rising_edge(clk) then if ncs2 = '0' then if nwr2 = '0' then ram(to_integer(unsigned(addr2))) := data_w2; else data_r2 <= ram(to_integer(unsigned(addr2))); end if; end if; end if; end process; end beh; </pre> ==== RAM Timing ==== Coming soon! == Automation == When your processor build process gets more complex a more batch oriented build process will come handy. [[w:make | make]] will be your friend. Following listing shows how to use Quartus II from within a Makefile: <pre> # # Quartus build process # called by jopser, jopusb,... # qsyn: echo $(QBT) echo "building $(QBT)" -rm -r quartus/$(QBT)/db -rm quartus/$(QBT)/jop.sof -rm jbc/$(QBT).jbc -rm rbf/$(QBT).rbf quartus_map quartus/$(QBT)/jop quartus_fit quartus/$(QBT)/jop quartus_asm quartus/$(QBT)/jop quartus_tan quartus/$(QBT)/jop </pre> The example is taken from the [http://www.opencores.org/cvsweb.cgi/~checkout~/jop/Makefile Makefile] for JOP. == JOP as an Example == If you want to see a Java processor ([[w:JOP|JOP]]) running on the board follow the instructions in [http://www.jopdesign.com/doc/build.pdf build.pdf]. The processor is open-source and you can ''borrow'' some ideas from it. == Latex2wiki == For the ones who prefer Latex over wiki-code for documentation, this tool might be interesting: [http://rsf.sourceforge.net/wiki/index.php/Latex2wiki Latex2wiki]. [[Category:Computer Architecture]] 8091 67953 2007-01-08T03:41:57Z JWSchmidt 20 [[Category: Computer Architecture]] Project page for the course in summer 2006. Students, please add your group/project here under a main heading. If the content gets too large you can move it to a sub-page. See the example section below. What goes to your project page? *Short project description *Draft version and final paper *Source == The Conditional Microprocessor 2.0 == [[User:Cpitter|Christof Pitter]] [[User:Emp|Heinz Deinhart]] Our summary about three desgins is located [[Wikiversity:Computer_Architecture_Lab/Summer2006/PitterDeinhart/ThreeDesigns|here]]. Information about our Work on TCMP2.0 can be found [[Wikiversity:Computer_Architecture_Lab/Summer2006/PitterDeinhart/TCMP2.0|here]]. == VRIPU - Very Reduced Instructions Processing Unit == Project members: [[User:andreasc|Andreas Czink]], [[User:...|Michael Pokorny]], [[User:stefan.resch|Stefan Resch]] [[Wikiversity:Computer_Architecture_Lab/Summer2006/cpr/Z80_ATM8_PIC16F627|Instruction Set Summary for Z80, ATMega8, and PIC16F627]] Click [[Wikiversity:Computer_Architecture_Lab/Summer2006/CzinkPokornyResch/VRIPU|here]] to visit our project page. [[Category: Computer Architecture]] 8092 68011 2007-01-08T04:28:16Z JWSchmidt 20 [[Category:Computer Architecture]] This is the project page for VRIPU (Very Reduced Instructions Processing Unit) microprocessor. =Short description= The goal of the VRIPU project is to design a pipelined RISC microprocessor which will only have a few instructions (about twenty). =VRIPU Datasheet= The datasheet for VRIPU can be found [http://stud3.tuwien.ac.at/~e0427547/calu/datasheet/Documentation.pdf here]. [[Category:Computer Architecture]] 8093 68061 2007-01-08T05:25:07Z JWSchmidt 20 [[Category:Computer Architecture]] = The Concept = The design is based on a 16bit load/store architecture. All instructions need two bytes space. A rather unusal (but already existing in some chips) idea is, that every opcode can be flagged as conditional. == Memory == Instruction and data memory are separated. Instruction are read from ROM data can be read and written to the RAM. Since all instructions consist of 2 bytes the ROM can adress 128 kilobytes. The instruction pointer counts words. Constants can be loaded from ROM using the LDI* opcodes (see below). Since RAM can be accessed byte per byte it can store only 64 kilobytes of data. == Registers == There are 16 general purpose registers. Their size is 16 bits and they are called ax, bx, cx, .. px. Additionally there exists the 1 bit sized conditional flag (CF). = Instruction Set = == Instruction Set Description == === Conditionals === A conditional bit is added to each instruction. If this bit is 1, then the instruction is considered conditional and is only executed if conditional flag is set. The conditional flag can be modified by CMP* or by calling clear conditional flag (CCF). Those can be conditional instructions, too. === Load & Store === ''MS: you will need an indierct load and store (LD (ax), ST (AX)). Without'' ''those instructions you will be VERY limited. Then you will think again'' ''about a register size which is less than the address size - one of the big'' ''issues in the 8086..80286 (the segementation was a real pain) ;-)'' The heart of our load/store architecture are these two commands. Actually one could argue that they are 32 commands, because they have the register number hardcoded into the opcode. LD loads a word from RAM into a register ST stores a word from a register into the RAM LDIL,LDIH loads an immediate byte from ROM into a register === Comparison === All comparison instructions set the conditional flag as a result. CMPEQ tests if two registers are equal CMPNE tests if two registers are not equal CMPGT tests if register 1 > register 2 CMPLT tests if register 1 < register 2 CMPEZ tests if register is equal to zero CMPNZ tests if register is not equal to zero === Branching === JMP loads a registers value into the instruction pointer === ALU operations === ADD adds registers 1 to register 2 ADDI adds immediate value to register SUB subtracts registers 1 to register 2 SUBI subtracts immediate value from register AND bitwise locigally ands register 1 to register 2 OR bitwise locigally ors register 1 to register 2 XOR bitwise locigally xors register 1 to register 2 SHL shifts the register specified bits left SHR shifts the register specified bits right NOT bitwise logically nots register === Others === CCF clears the conditional flag NOP null operation, justs waits a cycle == Instruction Set Encoding == c .. conditional flag (CF) i .. immediate value s .. source register number d .. destination register number m .. memory pointer register number j .. jump pointer register number ALUOPS c1aaaaaa ssssdddd LDIL c000iiii iiiidddd LDIH c001iiii iiiidddd LD c0100000 mmmmdddd ST c0100001 mmmmdddd JMP c0100010 ____jjjj CCF c0100110 ________ NOP c0100111 ________ optional and reserved for future use: LOOP c0101iii iiiiiiii LDX c011iiii mmmmdddd ==== ALU ops ==== operations that do not modify CF: 0xxxxx 000000 ADD 000001 SUB 000010 AND 000011 OR 000100 XOR 000101 NOT 000110 SHL 000111 SHR 001000 ASR operations that do modify CF: 1xxxxx 100000 CMPEQ 100001 CMPNE 100010 CMPGT 100011 CMPLT 100100 CMPEZ (d = dont care) 100101 CMPNZ (d = dont care) = The Assembler and Simulator = The assembler/simulator package can be downloaded from http://www.nix.at/sw/tcmp/ Note that only versions >= 0.1 only support TCMP2.0 while versions 0.0.* only support TCMP1. == Line Layout == The assembler layout is similar to nasm, its lines consist of up to three parts: label: instruction operands ; comment All three components are optional. Operands are separated by a ','. The main difference is that there is an optional '?' that can be written directly before the instruction. That marks the instruction to be a conditional one. == Mnemonics == The mnemonics are lower case variants of the instructions. There are some macro like mnemonics that will expand to several instructions when used: jump reg,label ; this will jmp to label using reg for address generation === Example Program === ; this program just loops down from then ; when finished it will loop forever ldil bx,1 ldil ax,10 loop: sub bx,ax cmpnz ax ?jmp ex,loop ; loop if ax > 0, use ex for address forever: jmp ex,forever = Pipeline Architecture = Note: This section is a work in progress. The TCMP2.0 pipeline will consist of 4 stages: * Instruction fetch * Instruction decode and register fetch * Execute and memory access * Write back This picture gives - while not beeing complete yet - a graphical overview of the design: [[Image:tcmp2-pipeline.png]] State of this design at version 1.1 is: Most instruction datapaths should be done. What is left is the exact design of the jump and conditional flag operations. Detailed description of pipeline stages and register contents will follow soon.. [[Category:Computer Architecture]] 8094 67954 2007-01-08T03:43:21Z JWSchmidt 20 [[Category: Computer Architecture]] = DREI MIKROPROC. ARCHITEKTUREN: = == 1. SPEAR (www.ecs.tuwien.ac.at/spear) == === Quellen: === http://www.ecs.tuwien.ac.at/spear/downloads/papers/Handbook.pdf SPEAR bedeutet Scaleabel Processor for Embedded Applications in Real-Time Environments. Wurde auf TU Wien E182-2 mit besonderen Augenmerk auf Anpassbarkeit und Echtzeitfähigkeit entwickelt. === Blockschaltbild: === [INSERT spear-blockschalt.png] === Speicher: === Bis zu 128KB addressierbar. Im Prozessorkern selber 4KB Befehls- und Datenspeicher. Maschinenbefehle und Daten sind immer 16 Bit breit, Speicher wird Wortweise angesprochen. === Register: === Es gibt 32 Register auf die alle Befehle zugreifen koennen, 6 davon haben spezielle Aufgaben (3x Framepointer, 2x Unterprogramme, 1x Trap/ISR === Pipeline: === Der SPEAR hat eine 3-stufige Pipeline. === Befehlssatz: === Es gibt 80 Befehle, einige davon sind bedingte Befehle. Alle sind 16 Bit breit. Mit diesen kann man z.b. ein Register mit einem anderen oder einer Konstante vergleichen (CMP_EQ). Abhaengig vom ergebnis kann man dann z.b. ein bedingtes move verwenden (MOV_CT bzw. MOV_CF .. Contition True/False). Es gibt 2 load Befehle: LDL: 000nnnnnnnnrrrrr LDH: 001nnnnnnnnrrrrr Es gibt 29 Befehle die mit 2 Registern oder einem Register und einer 5Bit Konstante arbeiten, z.b.: MOV_CT: 100011rrrrrRRRRR (contitional move) ADDI_CT: 100100nnnnnrrrrr (Contitional add) Weitere 7 Befehle arbeiten mit einer 4Bit Konstante und einem Register, z.b.: BCLR r1,n4: 1010001nnnnRRRRR (clears n4-th bit in r1) Weitere 32 Befehle operieren nur auf einem Register, z.b.: NOT: 10110000000rrrrr NOT_CT: 10111100000rrrrr (conditional not) Dazu gibt es noch 3 Jump Befehle, die ein 10Bit Offset verwenden, z.b.: JMPI_CT: 111010aaaaaaaaaa (continal relative jump) Schliesslich gibt es noch 3 Befehle um den Program Counter aus einem bestimmten register neu zu setzen (return from subroutine). z.b.: RTSX: 1011111101011101 (register 29 -> program counter) Zuletzt sind noch NOP(No Operation) und IllOp(Illegal Opcode) zu erwähnen: NOP: 1111111000000000 IllOp: 1111111111111111 == 2. ATMEL ATMEGA16 == === Quellen: === http://www.ecs.tuwien.ac.at/lehre/Microcontroller/Docs/ATmega16/ATmega16.pdf http://www.ecs.tuwien.ac.at/lehre/Microcontroller/Docs/ATmega16/AVR_Instruction_Set.pdf http://www.circuitcellar.com/avr2006/devices.html === Blockschaltbild: === [INSERT atmega16-blockschalt.png] === Speicher: === Der ATmega16 hat 16KB flash, 512B EEPROM, 1KB SRAM. === Register: === 32 8Bit breite General Purpose Working Registers, wobei 6 davon als 3 16Bit registern (X,Y,Z) verwendet werden koennen. Diese koennen z.b. zur Addressierung benutzt werden. Dazu gibt es noch ein Status Register und einen Stack Pointer. === Pipeline: === Die Pipeline hat nur einen einzigen Schritt. === Befehlssatz: === Der ATMEGA16 hat 131 Befehle, die meisten davon kann er in einem einzigen Clock-Cycle verarbeiten. Die meisten Befehle sind 16 Bit breit. Nur JMP und CALL sind 32 Bit breit, und brauchen daher einen Clock-Cycle mehr: JMP: 1001010kkkkk110k kkkkkkkkkkkkkkkk (jumps to any address in 4M words program memory) CALL: 1001010kkkkk111k kkkkkkkkkkkkkkkk Die normale, 16 Bit breiten Instructionen sehen z.b. so aus: IN: 10110AAdddddAAAA (loads data from io space A into register d) OUT: 10111AArrrrrAAAA INC: 1001010ddddd0011 (increments register d) Was auffällt ist, dass die einzelnen Bits etwas verstreut angeordnet sind. '''TODO FIXME:''' warum ist das so? == 3. Intel 8051 Microcontroller == === Quellen: === http://www.goblack.de/desy/mc8051chip/ http://www.win.tue.nl/~aeb/comp/8051/instruction-set.pdf#search=%22Instruction%20Set%208051%22 Der Befehlssatz ist stark auf die Lösung von Steuerungsaufgaben zugeschnitten, doch neben speziellen Befehlen zur Einzelbitverarbeitung stehen auch Befehle zur Multiplikation und Division zur Verfügung. === Blockschaltbild: === [INSERT 8051.png] === Speicher: === 384 Bytes internes RAM. 256 Bytes davon beherrbergen die Registerbänke und den Stack. Weiters ist der 128 Bytes umfassende SFR-Speicherbereich darin enthalten. Darin befinden sich die Prozessorregister und die Steuerregister für die Tore, die Interruptlogik, die Timer und die D/A und A/D-Wandler. Der Programmspeicher kann maximal 65535 Speicherzellen = 64kByte umfassen. === Die Prozessorregister der 8051 CPU: === Die Prozessorregister gehören schaltungstechnisch zu der CPU, jedoch liegen sie bei der 8051 CPU im Adreßraum des RAM-Speichers, der sich auf dem Chip befindet. Dadurch ergibt sich die besondere Möglichkeit, die Register einmal über die zugehörigen Sonderbefehle zu erreichen, aber auch über Adressen des internen Speicherraumes. Die Register sind 8-Bit lang, Ausnahme der DPTR und der nur indirekt zugängliche PC, beide sind 16-Bit lang. * A Der Akkumulator (SFR) * B Das Hilfsregister bei Multiplikation und Division (SFR) * R0-R7 Die Speicher der Registerbänke 0-3 (unterer interner RAM) * PSW Das ProgramStatusWord (SFR) * SP Der Stackpointer (SFR) * DPTR Der 16 Bit Datenpointer, bestehend aus DPL und DPH (SFR) Im ProgramStatusWord der 8051-Controller befinden sich folgende flags: * C Das CarryFlag (Übertrag), z.B.: C=1, bei Übertrag von Bit 7 nach Bit'8' * AC Das AuxilliaryCarry (HilfsÜbertragsflag), z.B.: AC=1, bei Übertrag von Bit 3 nach Bit 4 * F0 Freies Flag für Benutzer * RS1 Registerbank_Selekt_Bit 1 zum Umschalten der aktiven Registerbank * RS0 Registerbank_Selekt_Bit 0 zum Umschalten der aktiven Registerbank * OV Das OverflowFlag, z.B.: OV=1, bei ungleiche Überträge von 7-'8' und 6-7 * F1 Freies Flag für Benutzer * P Das ParityFlag, z.B.: P=1, wenn Anzahl der 1 Bits in A gerade === Befehle des 8051: === ==== 1. Transportbefehle ==== * Register <-> Registerbefehle, z.B. mov R0, A * Register <-> Speicher, z.B. mov @R0, A * Register <-> Ein-/Ausgabe, z.B. mov SBUF, R3 * Speicher <-> Ein-/Ausgabe, z.B. mov @R0, P0 * Bit <-> Bit, z.B. mov C, P3.4 ==== 2. Arithmetische und logische Befehle ==== * Addition, Subtraktion, Inkrement und Dekrement, z.B. addc A,40H * Multiplikation, Division, z.B. mul AB * Logische Funktionen, z.B. orl A,B ==== 3. Sprungbefehle ==== * Unbedingte Sprünge, z.B. ajmp addr11 * Bedingte Sprünge, z.B. jnz * Unbedingte Unterprogrammaufrufe, z.B. acall addr11 * Beendigung von Unterprogrammen, z.B. ret === Die 5 Adressierungsarten des 8051: === Die Adressierungsarten werden an dem Befehl mov (move - bewege nach) erläutert, der bei der Intel-Assemblermnemonik in folgender Weise benutzt wird, mov Ziel, Quelle * Registeradressierung: z.B. mov A, R3 (Register wird in den Accu geladen) * Direkte Adressierung: z.B. mov 40h, #77h (Die Konstante 70h wird auf den internen Speicherplatz 40h geschrieben) * Registerindirekte Adressierung: z.B. mov A, @R0 (Der Inhalt auf den R0 zeigt, wird in den Accu gebracht) * Die unmittelbare Adressierung: z.B. mov A, #77h (Konstante wird direkt in den Accu geschrieben) * Adressierung über Basis- plus Indexregister: z.B. movc A, A+@DPTR (Für Zugriff auf Programmspeicher. Indexregister = Accumulator, Basisregister kann PC oder DPTR sein) [[Category: Computer Architecture]] 8095 68012 2007-01-08T04:28:37Z JWSchmidt 20 [[Category:Computer Architecture]] === Instruction Set Summary for Z80, PIC16F627, and ATMega8 === We compare the following three systems: *Zilog Z80 *Microchip Technology PIC16F627 *Atmel ATMega8 While Z80 is a microprocessor, PIC16F627 and ATMega8 are microcontrollers. Let us compare the instuction sets of our 3 CPUs which are in the chips. As an excample we want to calculate c = a + b + 3, where a, b and c are registers and 3 is a constant value (an immediate). *Z80: ADDI A, 3 ; 3 + register LD A, C ; a + b -> c ADD C, B *PIC16F627 MOVF 0x30, 0 ; 3 + register ADDLW 3 MOVWF 0x30 MOVF 0x30, 0 ; a + b -> c ADDWF 0x31, 0 MOVWF 0x32 *ATMega8 SUBI 0x30, -3 ; 3 + register MOV 0x30, 0x32 ; a + b -> c ADD 0x32, 0x31 As one can see, Z80 and ATMega8 CPUs, who are using the registers directly, need less instructions compared to PIC16F627 to execute the same task. This means that the instructions of Z80 ab ATMega8 are more complex and because of this fact these two CPUs have more instructions in their instruction set. The PIC16F627 has a smaller instruction sets compared to Z80 and ATmega8, but often needs more instructions for the same operations. While the microcontrollers have a Havard architecture, the Z80 has a von Neumann. === Memory === The Z80, as every microprocessor, only has its internal registers which can be accessed directly or indirectly. The two microcontrollers also have internal RAM for data, while they use FLASH memory to store the program code. While the PIC16F627 separates its memory in four banks which are selected with two bits in the status register, the ATMega8 has only one address space, however the SRAM can only be accessed through indirect addressing. Both access the program memory through a program counter. Comparing the Stack there is also a difference between the microcontrollers. Usually the stack pointer of the ATMega8 is set to point to the end of the SRAM. Whenever a PUSH instruction is executed the stack pointer is decremented. The PIC16F627 has an extra eight-level stack which is organized as a loop, on overflow it is overwritten without affecting any flag. === Dataflow === Z80 with its Havard architecture only has one bus for Data and Program, while the microcontrollers, following the von Neumann architecture, have two seperate busses one for Program and one for Data. === Registers === The ATMega8 has 32 general purpose registers and 64 special registers, which are used for counters, external pins, etc.. As already mentioned the PIC16F627 organizes its registers in four banks with 224 bytes for general purpose. The Z80 can use its 6 general purpose registers either as six eight-bit or three 16-bit registers. All together it has got 26 registers. === Pipelining === ATMega8 and PIC16F627 utilize a two-stages, fetch and execute, pipelining mechanism, whereas the Z80 does not have any pipelining capabilities at all. In 2001, the eZ80 was introduced, which is an enhanced version of the Z80, using also a two-stages pipelining mechanism. === Execution times === Most of the ATMega8's and PIC16F627's instructions need one clock cycle to execute, only instructions affecting the program counter take longer. Additionally ATMega8 has instructions which simply need more time due to higher complexity. The Z80's execution times vary due to no pipelining, from 1 to 6 cycles. [[Category:Computer Architecture]] 8096 80893 2007-01-25T07:45:41Z JMosser 2466 /* MatPRO */ Project page for the course in winter 2006. Students, please add your group/project here under a main heading. If the content gets too large you can move it to a sub-page. See the examples at [[Computer_Architecture_Lab/Summer2006 | Summer 2006]]. What goes to your project page? *A project title *Short project description *Draft version and final paper *Source see also: [[Computer_Architecture_Lab/Summer2006 | Summer 2006]] == RISE (Rarest Instruction Set Ever) == [[User:ChangeMe|Urban Stadler]] [[User:ChangeMe|Harald Trinkl]] [[User:ChangeMe|Jakob Lechner]] [[User:CWalter|Christian Walter]] Our discussion about three processor architectures can be found [[Computer_Architecture_Lab/Winter2006/LechnerWalterStadlerTrinkl/ThreeMicroDiscussion|here]]. We have choosen to evaluate the following processors with respect to their intstruction set * 8Bit Xilinx Microblaze embeddedable processor suitable for FPGA synthesis. See http://www.xilinx.com/picoblaze for more detail. * The 64Bit Alpha 21x64 RISC CPU. * AVR ATMega. See http://www.atmel.com/products/AVR. Our discussion [[Computer_Architecture_Lab/Winter2006/LechnerWalterStadlerTrinkl/Workplace|workplace]] where whe are working on our draft for our CPU. == MatPRO == [[User:ChangeMe|Marcus Jeitler]] [[User:JMosser|Josef Mosser]] [[User:ChangeMe|Hermann Frühwirth]] [[User:ChangeMe|Stephan Ramberger]] === What's ''MatPRO''? === MatPRO is a pipelined CoProzessor that handels 4x4 Matrix-Operations like addition or multiplication. It's equipped with a SimpCom-Interface to ensure an easy transport connection to existing SoC-Solutions. * [[Computer_Architecture_Lab/Winter2006/JeitMossFrühRamb/ISA|current Development of ISA and Assembler]] * [[Computer_Architecture_Lab/Winter2006/JeitMossFrühRamb/Files|current source files]] === Discussion about three processor architectures === Our discussion about three processor architectures is done. Stop by to see what´s it [[Computer_Architecture_Lab/Winter2006/JeitMossFrühRamb/ThreeMicroDiscussion| about]]! == SISP (Spartanic Instruction Set Processor) == [[User:ChangeMe|Thomas Polzer]], [[User:ChangeMe|Philipp Jahn]], [[User:ChangeMe|Thomas Flanitzer]] ==== Architecture Review ==== We have chosen the following three architectures: * Intel 8bit micro processor platform (Representative: '''8088''') * Atmel Atmega 8bit micro controller family (Representative: '''Atmega128''') * Motorola 68k family (Representative: '''68008''') Our discussion about those three processor can be found [[Computer_Architecture_Lab/Winter2006/PolzerJahn/ThreeMicroDiscussion|here]]. ==== Instruction Set and Processor details ==== Details about our planned processor as well as the instruction set definition can be viewed [[Computer_Architecture_Lab/Winter2006/PolzerJahn/Design|here]]. ==== Tools ==== The following tools have been developed for our processor: *[[Computer_Architecture_Lab/Winter2006/PolzerJahn/Assembler|Assembler]] *[[Computer_Architecture_Lab/Winter2006/PolzerJahn/Simulator|Instruction simulator]] *[[Computer_Architecture_Lab/Winter2006/PolzerJahn/Bin2iniram|VHDL code generator]] ==== Samples ==== Sample assembler files can be found [[Computer_Architecture_Lab/Winter2006/PolzerJahn/AssemblerFiles|here]]. == iMISC (invertable Minimized Instruction Set Computer) == [[User:ChangeMe|Michael Pöttschacher]] [[User:MRosenblattl|Maximilian Rosenblattl]] [[User:AWolf|Andreas Wolf]] We have choosen to compare the following architectures by their instruction sets * [[Computer_Architecture_Lab/Winter2006/PoettschacherRosenblattlWolf/ThreeMicroDiscussion#Atmel_AVR|Atmel AVR architecture]] * [[Computer_Architecture_Lab/Winter2006/PoettschacherRosenblattlWolf/ThreeMicroDiscussion#DEC_Alpha|64Bit DEC Alpha architecture]] * [[Computer_Architecture_Lab/Winter2006/PoettschacherRosenblattlWolf/ThreeMicroDiscussion#Infineon_TriCore|Infineon TriCore architecture]] See Details [[Computer_Architecture_Lab/Winter2006/PoettschacherRosenblattlWolf/ThreeMicroDiscussion|here]]. Details about [[Computer_Architecture_Lab/Winter2006/PoettschacherRosenblattlWolf/iMISC|iMISC]] == marca - McAdam's RISC Computer Architecture == [[User:ChangeMe|Roland Kammerer]] [[User:jeuneS2|Wolfgang Puffitsch]] [[User:ChangeMe|Kenan Bilic]] For our comparison of three microprocessors go [[Computer_Architecture_Lab/Winter2006/KammPuffBili/ThreeMicroDiscussion|here]]. * [[Computer_Architecture_Lab/Winter2006/KammPuffBili/ThreeMicroDiscussion#SPEAR| SPEAR]] * [[Computer_Architecture_Lab/Winter2006/KammPuffBili/ThreeMicroDiscussion#Alpha_21264.2FEV6| Alpha 21264/EV6]] * [[Computer_Architecture_Lab/Winter2006/KammPuffBili/ThreeMicroDiscussion#ATmega_16| ATmega 16]] Our Instruction Set can be found [http://stud4.tuwien.ac.at/~e0125944/ca/isa.pdf here]. The details of our implementation, with an example program, are presented in [http://stud4.tuwien.ac.at/~e0125944/ca/implementation.pdf this] document. The VHDL sources, the assembler and the documentation are available [http://stud4.tuwien.ac.at/~e0125944/ca/marca.tar.gz here]. Reversing a line works fine in hardware, feel free to try out other programs. == NORISK == [[User:ChangeMe|Oliver Hoeftberger]] [[User:ChangeMe|Simon Pirker]] [[User:ChangeMe|Bernhard Weirich]] [[User:ChangeMe|Yilin Huang]] Our [[Computer_Architecture_Lab/Winter2006/HoeftPirkWeir/InstructionSetI| three examples]] of RISC ISA are the following: *[[Computer_Architecture_Lab/Winter2006/HoeftPirkWeir/InstructionSetI#ARM|ARM]] *[[Computer_Architecture_Lab/Winter2006/HoeftPirkWeir/InstructionSetI#PowerPC 405|PowerPC 405]] *[[Computer_Architecture_Lab/Winter2006/HoeftPirkWeir/InstructionSetI#PICmicro|PICmicro]] You might be interested in the our [[Wikiversity:Computer_Architecture_Lab/Winter2006/HoeftPirkWeirHuang/InstructionSetII| NORISK Processor Design]]. The VHDL codes, Assembler and Instruction Set Simulator are here. ==Group 6== Ljatifi & Arfan [[Wikiversity:Computer_Architecture_Lab/WS2006/Group6/ISA| The examples]] [http://stud3.tuwien.ac.at/~e0248591/SIMPLE_Microprocessor.pdf Here] is our instruction set. [[Category:Computer Architecture]] 8097 79317 2007-01-21T00:57:36Z Yilin 2449 /* Key Features */ == ARM == 32-bit RISC Prozessor, der sich vor allem durch gute Energieeffizienz auszeichnet, weswegen er in einer Vielzahl von Embedded Systems seinen Einsatz findet. === Instruction Set === Im normalen Modus ist eine Instruktion 32-bit lang, es gibt aber auch den Thumb Modus der einen reduzierten 16-bit Befehlssatz aufweist. Es wird hier nur auf den 32-bit Basisbefehlssatz eingegangen. === Register === Es gibt 15 General-Purpose Register, von denen 2 als Stack bzw. Rückkehradressen genützt werden. Zur effizienteren Interrupt-Behandlung sind diese 2 Register für jeden Prozessormodus ein Mal vorhanden. ==== Bedingte Ausführung ==== Jede Instruction beinhaltet 4 Bit, die eine Ausführung abhängig vom "Program Status Register" erlauben. ==== Branches ==== Relative Sprünge um bis zu 32MB als auch absolute Sprünge zu einer Adresse in einem Register sind möglich. Es gibt auch jeweils eine Version bei der der aktualle PC ins Rückkehradressenregister geladen wird. ==== Datenmanipulation ==== Unterstützte Operationen sind logisches UND, (exklusives) ODER, Subtraktion (mit Carry), Addition (mit Carry), Invertierung. Ein Eingangswert kommt aus dem Shifter, der geshiftete oder rotierte 8-bit immediate Werte oder Registerwerte zur Verfügung stellt. Die Anzahl der geshifteten Bits ist entweder ein direkter 5-bit Wert oder ein Registerwert. Der 2. Eingangswert (sofern vorhanden) ist immer ein Register. Das Ergebnis wird in einem Register abgelegt, für UND, exklusives ODER, Subtraktion und Addition gibt es eine Version, die nur das PSR dem Ergebnis entsprechend anpasst. Weiters gibt es Multiply und Multiply-Accumulate Befehle, mit Varianten die 32-bit, 64-bit vorzeichenlose, 64-bit vorzeichenbehaftete Ergebnisse liefern. ==== Speicherzugriff ==== Die Adressierung erfolgt durch ein Basisregister und einen Offset. Der Offset kann ein direkter 12-bit Wert, ein Register oder ein geshiftetes Register sein. Weiters kann das Basisregister nach Zugriff durch den Wert von Basisregister+Offset ersetzt werden, um einfach über Speicherblöcke iterieren zu können. Es gibt außerdem Befehle die mehrere Worte auf einmal in beliebige Register laden/speichern. ==== Andere Befehle ==== Der Befehl SWP erlaubt Laden und Speichern eines Wertes im Speicher innerhalb einer Instruktion, wodurch Prozesse leichter synchronisiert werden können. Der Software Interrupt Befehl dient dem Zugriff von User Mode Programmen auf Priviledged Code. Ein Breakpoint Befehl ist ebenfalls vorhanden. ==PowerPC 405== PowerPC 405 is a 32-bit implementation of the ''PowerPC embedded-environment architecutre'' providing up to 400 MHz and 608 DMIPS performance. ===Key Features=== *32-bit architecture *Thirty-two 32-bit general purpose registers (GPRs), r0~r31 *A number of 32-bit special purpose registers (SPRs) **Most are accessed only by privileged software **A few are accessed by all software *Flexible memory management *Enhanced debug capabilities *64-bit time base *3 timers: programmable interval timer, fixed interval timer, and watchdogtimer *5-stage pipeline with single-cycle execution of most instructions, including loads and stores *Support for unaligned loads and unaligned stores to cache arrays, main memory and on-chip memory *Minimized interrupt latency *Integrated instruction-cache and data-cache: **16 KB each, 2-way set associative **8 words (32 bytes) per cacheline *Support for both big-endian and little-endian addressing *4 GB of flat (non-segmented) address space *Dual-level interrupt ===Important Registers=== ====General Purpose Registers ==== 32 GPRs (r0~r31) are the source and destination of all integer operations and are the source for address operands for all load/store operations. They also provide access to SPRs. ====Floating Point Registers==== FPRs here refer to ''FPRs and Floating-Point Status and Control Register (FPSCR)''. 32 FPRs (FPR0 - FPR31) are the source and destination operands of all floating-point operations and can contain 32-bit and 64-bit signed and unsigned integer values, as well as single and double-precision floating-point values. They also provide access to the FPSCR. The FPSCR captures status and exceptions resulting from floating-point operations, and the FPSCR also provides control bits for enabling specific exception types, as well as for selecting one of the four rounding modes. Access to the FPSCR is through the FPRs. Embedded microprocessors are frequently implemented <u>without</u> direct hardware support for the PPC floating-point instruction set, or only provide an interface to attach floating-point hardware. Many applications have <u>little</u> or <u>no need</u> for floating-point arithmetic, and software emulation of PPC floating-point instruction execution is usually more than adequate. The chip area and power savings of not implementing floating-point in hardware can be critical. ====Special Purpose Registers==== SPRs give status and control of resources within the processor core. * Instruction Address Register (IAR): known to programmers as the program counter or instruction pointer. * Link Register (LR): holds the address to return to at the end of a function call. * Fixed-Point Exception Register (XER): contains carry and overflow information from integer arithmetic operations, as well as carry input to certain integer arithmetic operations and the number of bytes to transfer during load and store string instructions, lswx and stswx. * Count Register (CTR): holds a loop counter that is decremented on certain branch operations. * Condition Register (CR): contains 8 fields, where each field is 4 bits. When an instruction's Rc bit (bit 31) is 1: **In integer operations, the CR field 0 is set to reflect the result of operation result: Equal, Greater Than, Less Than, and Summary Overflow. **In floating-point operations, the CR field 1 is set to reflect the state of the exception status bits in the FPSCR. :Any CR field can be the target of an integer or floating-point comparison instruction. The CR field 0 is also set to reflect the result of a conditional store instruction (stwcx or stdcx). Certain instructions can manipulate the CR. * Processor Version Register (PVR): a 32-bit read-only register that identifies the version and revision level of the processor. ===Instruction Set=== The POWER architecture has over two hundred defined instructions. Most instructions execute in a single cycle and typically perform a single operation (such as loading storage to a register, or storing a register to memory). Similar to most of the other 32-bit RISC ISAs, all PPC instructions are four bytes long and are word aligned. Bits 0:5 contain the primary opcode. Some instruction forms define an extended opcode field for specifying additional instructions. ====Four Primary Formats==== *Register-register :{|border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;" |-align="center" | style="width:60px;background:#E6E6FA" |Op<sup>6<sup> | style="width:50px" |Rd<sup>5<sup> | style="width:50px" |Rs1<sup>5<sup> | style="width:50px" |Rs2<sup>5<sup> | style="width:110px;background:#E6E6FA" |Opx<sup>11<sup> |} *Register-immediate :{|border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;" |-align="center" | style="width:60px;background:#E6E6FA" |Op<sup>6<sup> | style="width:50px" |Rd<sup>5<sup> | style="width:50px" |Rs1<sup>5<sup> | style="width:169px;background:#F5DEB3" |Const<sup>16<sup> |} *Branch :{|border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;" |-align="center" | style="width:60px;background:#E6E6FA" |Op<sup>6<sup> | style="width:50px;background:#E6E6FA" |Opx<sup>5<sup> | style="width:50px" |Rs1<sup>5<sup> | style="width:133px;background:#F5DEB3" |Const<sup>14<sup> | style="width:20px;background:#E6E6FA" |Opx<sup>2<sup> |} *Jump/call :{|border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;" |-align="center" | style="width:60px;background:#E6E6FA" |Op<sup>6<sup> | style="width:252px;background:#F5DEB3" |Const<sup>24<sup> | style="width:20px;background:#E6E6FA" |Opx<sup>2<sup> |} ====Instruction Examples==== =====Integer arithmetic instructions===== *add, add carrying - addc, add extended - adde, add immediate carrying - addic, add to minus one extended - addme *devide word - divw, devide word unsigned -divwu *multiply low immediate - mulli, multiply high word - mulhw, multiply cross halfword to word unsigned - mulchwu *subtract from - subf, subtract from extended - subfe, subtract from zero extended *negate - neg =====Logical, rotate, and shift instructions===== *and, or, nor, xor, equivalent - eqv, and with complement - andc *count leading zeros doubleword - cntlzd, extend sign halfword - extsh *rotate left doubleword then clear - rldc, rotate left word then and with mask - rlwnm *shift right doubleword - srd, shift right word immediate - srwi =====Floating-point and FPSCR manipulation instructions===== *FP move - fmr, FP negate - fneg, FP compare ordered - fcmpo, FP select - fsel *move to CR from FPSCR - mcrfs, move to FPSCR bit 1 - mtfsb1 =====Branch instructions===== *branch - b *branch conditional - bc *branch conditional to count register - bcctr *branch conditional to link register - bclr ===Uniqueness=== *Link Register: PPC puts the return address into the ''link register'' instead of one of the GPRs. It makes the return jump faster since the hardware need not go through the register read pipeline stage for return jumps. *Counter Register: It is used in for loops of a fixed number of times, therefore the the branch hardware can quickly determine if a branch is likely to take place. *Register 0: ''r0'' is not hardwired to the value 0. Although it can not be used as a base register, however in base+index addressing it can be used as the index. *''Load multiple'' and ''store multiple'' save or restore up to 32 registers in a single instruction. *CBTLZ counts leading zeros. *''Logical shifted immediate'' instructions shift the 16-bit immediate to the left 16 bits before performing AND, OR, or XOR. *Etc. ===References=== A developer's guide to the POWER architecture, 03/2004 [http://www-128.ibm.com/developerworks/linux/library/l-powarch/]<br> IBM Product Overview - PowerPC 405 CPU Core, 09/2006 [http://www-306.ibm.com/chips/techlib/techlib.nsf/techdocs/3D7489A3704570C0872571DD0065934E]<br> PowerPC Processor Reference Guide, 09/2003 [http://www.xilinx.com/bvdocs/userguides/ppc_ref_guide.pdf]<br> CA:QA, 2nd Edition, J. Jennessy & D. Patterson ==PICmicro== Is a family of microcontrollers made by Microchip Technology with a reduced instruction set (RISC). It is also known as simply PIC microcontrollers. ===Features=== * 80 memory ram positions, implemented as 8 bit registers. 12 special purpose registers and 68 general purpose registers. * 11 bit instruction address * 8 bit literals * 8/16 bit Modified Harvard Architecture * Flash and ROM Memory options * I/O Ports * 8/16 bit Timers * Several sleep modes * A/D converters * Serial peripherals * Voltage comparators * Internal EEPROM Memory * Motor control * USB, Ethernet, CAN, LIN, ... controller support ===PICmicro MID-RANGE MCU FAMILY=== Each midrange instruction is a 14-bit word divided into an OPCODE which specifies the instruction type and one or more operands which further specify the operation of the instruction. There are three basic categories: * Byte-oriented operations * Bit-oriented operations * Literal-oriented operations All instructions are executed in one single instruction cycle, unless a conditional test is true or the program counter is changed as a result of an instruction.In these cases, the execution takes two instruction cycles with the second cycle executed as an NOP. Thus, for an oscillator frequency of 4 MHz, the normal instruction execution time is 1ms. If a conditional test is true or the program counter is changed as a result of an instruction, the instruction execution time is 2 ms. ====General instruction format==== The possible formats for the instructions are listet in the figure. [[Image:computer arch_pic.jpg]] the opcode portion of the instruction word varies from 3-bits to 6-bits of information. This is what allows the midrange instruction set to have 35 instructions. ====Register manipulation==== instruction set allows read and write of all file registers, including special function registers. If an instruction writes to the STATUS register, the Z, C, DC and OV bits may be set or cleared as a result of the instruction and overwrite the original data bits written. All bit manipulation instructions will first read the entire register, operate on the selected bit and then write the result back (read-modify-write (R-M-W)) the specified register. ====Supported instructions==== There are several groups of instrucions. Those can be divided into: * Copy value from/to file register or literal to/from w Example: ''Mnemonic'': movf fr, d ''Description'': Move file register ''Function'': fr => d * Logic / arithmetic instructions with a file register and w Example: oprwf fr,d ''Mnemonic'': logic / arithmetic operation with a file register and W ''Description'': ''Function'': fr opr W => d * Logic / arithmetic instructions with a literal and w Example: ''Mnemonic'': oprlw k ''Description'': logic / arimetic operation with a literal and W ''Function'': k opr W => W * One operand logic / arithmetic instructions Example: ''Mnemonic'': clrw ''Description'': Clear accumulator W ''Function'': 0 => W * Branch, Skip and Call instructions Example: ''Mnemonic'': goto addr ''Description'': branch to addr ''Function'': addr => PC(0:10) * Buit-in macros for commonly used logic / arithmetic operations Example: ''Mnemonic'': addcf fr, d ''Description'': Add carry to fr ''Function'': btfsc 3,0 incf f,d ====References==== [http://www.dcc.unicamp.br/~celio/mc404/pic/pic_instructionset_summary.html PIC instruction set summary] [http://en.wikipedia.org/wiki/PIC_microcontroller PIC microcontrollers on Wikipedia] [http://www.microchip.com/ Microchip- PIC manufacturer] [[Category:Computer Architecture]] 8098 68014 2007-01-08T04:29:38Z JWSchmidt 20 [[Category:Computer Architecture]] = Discussion = == NIOS II ([http://www.altera.com Altera]) == === Literature === [http://www.altera.com/literature/lit-nio2.jsp Nios II Handbooks] === Introduction === The Nios II processor family was created by Altera and consists of 3 main cores: * '''Nios II/e - "economy" core''' *: designed to achieve the smallest possible core size *: 32-bit RISC processor * '''Nios II/s - "standard" core''' *: designed for small size while maintaining performance *: 32-bit RISC processor + Instructions Cache, Branch Prediction, Hardware Multiply, Hardware Divide * '''Nios II/f - "fast" core''' *: designed for fast performance *: 32-bit RISC processor + Instructions Cache, Branch Prediction, Hardware Multiply, Hardware Divide, Barrel Shifter, Data Cache, Dynamic Branch Prediction Each core offers further configuration options in order to fine-tune the processor for its field of application. === System Basics === [[Image:niosII_processor_core_block_diagram.JPG|right|thumb|Nios II processor core block diagram]] The Nios II processor is a general-purpose RISC processor core, providing: * Full 32-bit instruction set, data path, and address space * 32 external interrupt sources * Single-instruction 32 x 32 multiply and divide producing a 32-bit result * Dedicated instructions for computing 64-bit and 128-bit products of multiplication * Floating-point instructions for single-precision floating-point operations * Access to a variety of on-chip peripherals, and interfaces to off-chip memories and peripherals * Instruction set architecture compatible across all Nios II processor systems * Performance up to 250 DMIPS @ 200 MHz === Instruction Set === The Nios II instruction set can be categorized by type of operation performed: * '''Data Transfer Instructions''' *: 32-bit word, half-word or byte access to/from memory or peripherals *: 16 instructions * '''Arithmetic & Logical Instructions''' *: logical instructions support and, or, xor and nor operations *: arithmetic instructions support addition, subtraction, multiplication and division operations *: 21 instructions * '''Move Instructions''' *: copy the value of a register or an immediate value to another register *: 5 instructions * '''Comparison Instructions''' *: instructions perform all the equality and relational operators of the C programming language *: 20 instructions * '''Shift & Rotate Instructions''' *: 9 instructions * '''Program Control Instructions''' *: unconditional jump and call instructions *: conditional-branch instructions *: 15 instructions * '''Other Control Instructions''' *: 12 instructions * '''Custom Instructions''' *: depends on the custom functionality added to the Nios II ALU * '''No-Operation Instruction''' *: 1 instruction * '''Potential Unimplemented Instruction''' *: some cores don´t support all instructions in hardware -> processor generates an exception *: mul, muli, mulxss, mulxsu, mulxuu, div, divu *: 7 instructions === Registers === The Nios II architecture supports a flat register file, consisting of thirty two 32-bit general-purpose integer registers, and six 32-bit control registers. The architecture supports supervisor and user modes that allow system code to protect the control registers from errant applications. Moreover the architecture allows for the future addition of floating point registers. === Pipelining === Among other features pipelining depends on the main core architecture. Nios II/e doesn´t support pipelining while Nios II/s and Nios II/f use a 5-stage respectivley 6-stage pipline which has an enormous effect on the instruction performance. Without pipelining the supported instructions need at least 6 cycles to complete while on the pipelined cores most of them will need only one cycle. Instructions that flush the pipeline (''trap'', ''break'', ''flushp'',...) need 4 cycles to complete. On the 6-stage pipeline ''jmp'', ''ret'', ''callr'' need one cycle, ''call'' even two cycles less than on the 5-stage pipeline. Nios II/f core pipeline stages: Fetch (F), Decode (D), Execute (E), Memory (M), Align (A), Writeback (W) Nios II/s core pipeline stages: Fetch (F), Decode (D), Execute (E), Memory (M), Writeback (W) In contrast to the "standard" core the "fast" core has a 2-bit branch history table which is used for dynamic branch prediction. == SPARC V8 == === Literature === [http://www.sparc.com/standards/V8.pdf SPARC V8 Specification] === Overview === The SPARC-Architecture is an Instruction Set Architecture (ISA) that derives from a reduced instruction set computer (RISC) lineage. Its principal data-types are 32-bit Integers and 32-, 64-, 128-bit IEEE Standard 754 floating-points. The SPARC is a big-endian architecture. === SPARC System Components === The SPARC-Architecture allows different types of I/O's, MMU's and cache system sub-architectures. It is assumed, that all those components are are optimal defined by the requirements of the system, that has to be realised. In most cases, those different elements are invisible to the application programs. === SPARC Features === * linear, 32-bit address space * Few and simple instruction formats * Few addressing modes * Triadic register addresses * A large "windowed" register file * seperate floating-point registers * optional Coprocessor === Registers === There are 3 different types of registers: general-purpose integer registers, floating-point registers and special registers. The '''general-purpose integer registers''' are located in the Integer Unit (IU). The IU may contain from 40 to 520 general-purpose integer registers. This corresponds to 8 global registers and a circular stack of 2 to 32 sets of 16 registers, also known as register windows. The FPU has 32 32-bit '''floating-point registers'''. As described in the Overview, the SPARC is also capable of using 64- and 128-bit floating-point values. Therefore 2 32-bit floating-point registers are used to store double-precision floating-point values (64 bit) and 4 registers are used to store quad-precision floating-point values. The '''special registers''' are implemented in the optional Coprocessor. It is up to the designer of the Coprocessor to define the number of registers, but nominally some number of 32-bit registers. === Instructions === The Instruction-set can be divided into 6 classes of Instructions: 1) Load/Store operations 2) Arithmetic/logical/shift (Integer Arithmetic) operations 3) Control transfer operations 4) Read/write control register operations 5) Floating-point operations 6) Coprocessor operations There exist 72 basic instruction operations. All of them are encoded in 3 major 32-bit wide instruction formats. The load/store instructions address a linear, 2^32-byte address space. The '''Load/Store instructions''' are the only ones that access memory. Those instructions use 2 integer-registers or one integer-register and a signed 13-bit immediate to calculate the 32-bit, byte-aligned memory address. 8-, 16-, 32- and 64-bit accesses are supported. '''Integer Arithmetic Instructions''' are generally triadic-register-address instructions. Those operations use two source operands (2 registers or 1 register and a signed 13-bit immediate) and write the result either in a register or discard it (write to register 0). The '''Control Transfer Instructions''' manipulate the next program counter (nPC). Again, those Instructions can be divided into 5 types: Conditional Branch, Call and Link, Jump and Link, Return from Trap, Trap '''Read/Write Control Register Instructions''' are used to write or read the program-visible state and status registers. The '''Floating-point Instructions''' are, like the Integer Arithmetic Instructions, generally triadic-register-address instructions. Only the floating-point convert and floating-point compare – instructions are 2 register-address instructions. '''Coprocessor Operate Instructions''' are executed by the attached Coprocessor, if one is attached. Those instructions are interpreted by the Coprocessor, only 5 bits of the instruction-code are defined by specification. (Those 5 bits mark the instruction-code as a coprocessor instruction) == MicroBlaze ([http://www.xilinx.com/ Xilinx])== === Literature === [http://www.xilinx.com/ise/embedded/mb_ref_guide.pdf MicroBlaze Processor Reference Guide] === Overview === The Xilinx microblaze is a 32-bit (soft) processor. It implements a 32-bit Harvard RISC architecture. The basic architecture consists of 32 general-purpose registers, an Arithmetic Logic Unit (ALU), a shift unit, and two levels of interrupt. It has an optional floating poit unit. The instruction and the data cache can also be integrated in the design optionally. [[Image:Microblaze_blockdiagram.jpg]] === Registers === MicroBlaze has an orthogonal instruction set architecture (any instruction can use data of any type via any addressing mode). It has thirty-two 32-bit general purpose registers and up to seven 32-bit special purpose registers, depending on configured options. ==== Special Purpose Registers ==== The '''Program Counter''' is the 32-bit address of the execution instruction. It can only be read. The '''Machine Status Register''' contains control and status bits for the processor. It includes information about (only some are mentioned): Exception In Progress, Arithmetic Carry, Division by Zero, Break in Progress, Interrupt Enable, Buslock Enable The '''Exception Address Register''' stores the full load/store address that caused the exception. The '''Exception Status Register''' contains status bits for the processor e.g. the Exception Cause. The '''Floating Point Status Register''' contains status bits for the floating point unit. === Instructions === All MicroBlaze instructions are 32 bits and are defined as either Type A or Type B. Type A instructions have up to two source register operands and one destination register operand. Type B instructions have one source register and a 16-bit immediate operand (which can be extended to 32 bits by preceding the Type B instruction with an IMM instruction). Immediate operands are data words that are loaded immediatly form the memory. Type B instructions have a single destination register operand. Instructions are provided in the following functional categories: arithmetic, logical, branch, load/store, and special. Some important instructions: <table border="1"> <tr> <td> '''add''' rD, rA, rB</td><td> Arithmetic Add </td> </tr> <tr> <td> '''and''' rD, rA, rB</td><td> Logical And </td> </tr> <tr> <td> '''beq''' rA, rB</td><td> Branch if Equal </td> </tr> <tr> <td> '''sw''' rD, rA, rB</td><td> Stores the contents of register rD, into the word aligned memory location that results from adding the contents of registers rA and rB. </td> </tr> <tr> <td> '''lw''' rD, rA, rB </td><td> Loads a word (32 bits) from the word aligned memory location that results from adding the contents of registers rA and rB. The data is placed in register rD. </td> </tr> </table> === Pipelining === MicroBlaze instruction execution is pipelined. The pipeline is divided into five stages: Fetch (IF), Decode (OF), Execute (EX), Access Memory (MEM), and Writeback (WB). For most instructions, each stage takes one clock cycle to complete. Consequently, it takes five clock cycles for a specific instruction to complete, and one instruction is completed on every cycle. A few instructions require multiple clock cycles in the execute stage to complete. This is achieved by stalling the pipeline. === Memory architecture === MicroBlaze is implemented with a Harvard memory architecture, i.e. instruction and data accesses are done in separate address spaces. Each address space has a 32 bit range (i.e. handles up to 4 GByte of instructions and data memory respectively). The instruction and data memory ranges can be made to overlap by mapping them both to the same physical memory. The latter is useful e.g. for software debugging. Both instruction and data interfaces of MicroBlaze are 32 bit wide and use big endian, itreversed format. MicroBlaze supports word, halfword, and byte accesses to data memory. Data accesses must be aligned (i.e. word accesses must be on word boundaries, halfword on halfword bounders), unless the processor is configured to support unaligned exceptions. All instruction accesses must be word aligned. MicroBlaze does not separate between data accesses to I/O and memory (i.e. it uses memory mapped I/O). [[Category:Computer Architecture]] 8099 67962 2007-01-08T03:46:09Z JWSchmidt 20 [[Category: Computer Architecture]] ==SPEAR== 16-Bit Load/Store-Architektur mit 32 Integer-Registern und einer dreistufigen Pipeline, die jeweils bis zu 128 kB Code- und Datenspeicher unterstützt. Arithmetische Befehle wie Addition und Subtraktion haben zwei Operanden, Shift/Rotate-Operationen verschieben den Operanden um jeweils 1 Bit. Speicherzugriffe ohne Offset sind mit jedem Register möglich, Speicherzugriffe mit konstantem Offset sind mit den Registern r26-r28 möglich. ===Besonderheiten=== *Eine Reihe von Befehlen gibt es auch als konditionales Befehle, die in Abhängigkeit von einem "condition flag" ausgeführt werden. Der Hintergedanke dabei ist, die möglichen Ausführungspfade zu verringern bzw. idealerweise mit einem einzigen auszukommen und so die Ausführungszeit konstant zu halten. *''Jeder'' Befehl benötigt genau einen Zyklus, was natürlich die Analysierbarkeit in Sachen "worst case execution time" erleichtert. *Es sind zwei (anstatt wie üblich nur einem) Register für Rücksprungadressen vorgesehen, sowie eines für die Rücksprungadressen von Interrupts. *Die Register r26 bis r28 unterstützen Speicherzugriffe mit konstantem Offset und sind daher für Stack- bzw. Framepointer prädestiniert. *Nur 16-Bit Speicherzugriffe werden unterstützt ("char" ist anstatt der üblichen 8 also 16 Bit weit). *Zur Erweiterung der Funktionalität des Prozessors können Hardware-Module in den Speicher gemappt werden (z.B. zur Implementation von Multiplikation und Division). ===Branches=== Für bedingte Sprünge wird zuerst die Bedingung getestet und das condition flag entsprechend gesetzt, und danch der Sprung in Abhängigkeit von diesem Flag (Bedingung wahr oder falsch) ausgeführt. Diese Vorgehensweise hat den Vorteil, weniger Opcodes für bedingte Befehle zu verbrauchen, allerdings werden 32- oder 64-Bit Vergleiche komplizierter (mann benötigt für jedes Register zwei Vergleichs- und zwei Sprungbefehle, anstatt einem Vergleichs- und zwei Sprungbefehlen). ==Alpha 21264/EV6== 64-Bit Load/Store-Architektur mit 32 Integer- und 32 Floating-Point-Registern. Die Bezeichnung als "RISC"-Architektur ist etwas irreführend, da eine relativ große Anzahl von Befehlen implementiert sind. Arithmetische Befehle wie Addition und Subtraktion haben drei Operanden, Speicherzugriffe mit konstantem Offset werden mit jedem (Integer-)Register unterstützt. Die Architektur nützt - neben einer 7-stufigen Pipeline - weitere fortgeschrittene Techniken wie die parallele Abarbeitung von bis zu vier Befehlen, Caching und Out-of-Order Execution. ===Besonderheiten=== *teilweise sind stark spezialisierte Befehle wie "cttz" (count trailing zeros) teil des Befehlssatzes, die Divisions-Operation (und eine Reihe weiterer Operationen) wird jedoch vom Assembler in entsprechende Befehlssequenzen übersetzt, da der Prozessor die Operation nicht in Hardware implementiert. *Speicherzugriffe können prinzipiell nur "aligned" i.e. an 64-Bit Grenzen erfolgen; "unaligned" Zugriffe werden - wenn entsprechend deklariert - vom Assembler entsprechend umgesetzt, oder aber - wenn sie eben nicht als solche deklariert wurden - sie führen zu Laufzeitfehlern. *Die Architektur lesitet sich den "Luxus" eines eigenen Registers für die Konstante Null (r31). ===Branches=== Bei bedingten Sprüngen wird die Sprungbedingung in den Sprungbefehl kodiert, was in kompaktem Code und - da keine Flags geschrieben werden müssen - besserer Parallelisierbarkeit resultiert. Andererseits bringt das aber einen in Hardware vergleichsweise komplexen Befehl mit sich bringt. Subtraktion (bei größer/kleiner/gleich-Vergleichen), Auswertung der Flags und Laden des Sprungziels sind hier ein einziger Befehl. ==ATmega 16== Hierbei handelt es sich um eine 8-Bit "RISC"-Architektur mit 32 General-Purpose-Registern. Das Instruction-Set besteht aus 131 Befehlen wovon die meisten in einem Zyklus durchgeführt werden können. In der mir vorliegenden Version kann der CPU mit bis zu 16 MHz getacktet werden. Er besitzt 16K Byte Flashspeicher, 512 Byte EEPROM und 1K Byte SRAM. Arithmentische und Logische Anweisungen haben entweder einen oder zwei Operanden. Klassische Befehle wie "ADD", "SUB", "AND" und dergleichen haben zwei, während "NEG" nur ein Register als Argument annimmt. Die Pipeline ist beim ATmega 16 nur einstufig. ===Besonderheiten=== *Alle 32 Register sind direkt mit der ALU verbunden, wodurch eine Anweisung die auf zwei verschiedene Register zugreift, in einem Zyklus ausgeführt werden kann. *Der Chip besitzt einen eigenen on-board Multiplikator, der die Berechnung in 2 Zyklen durchführen kann. *Es gibt 6 Register, die als drei von einander getrennte 16-Bit Register angesprochen werden köennen (X,Y,Z). Sie dienen zum indirekten adressieren des Datenspeichers. *Mehrere Modi um Strom zu sparen. Bei "Power-Down" werden die Register gespeichert und der Oszillator eingefrohren. Bei "Power-Save" läuft der asynchrone Timer weiter. Insgesamt kann der ATmega 16 mit sechs Stromsparmodi aufwarten. *Konditionale Befehle die in Abhängigkeit von verschiedenen Flags ausgeführt werden (Zero, Carry, Halfcarry, Negative, T, Overflow). ===Branches=== Das Instruction-Set des ATmega 16 unterstützt bedingte Sprünge durch eine Vielzahl an Befehlen. Stellvertretend sei hier "BRCC" genannt, der den Sprung durchführt, wenn das Carry-Flage nicht gesetzt ist (Branch if Carry Cleared). Des Weiteren gibt es noch Befehle die auf das Zero-, Carry-, Halfcarry-, Negative-, T- beziehungswiese das Overflowflag Rücksicht nehmen. [[Category: Computer Architecture]] 8100 68015 2007-01-08T04:30:03Z JWSchmidt 20 [[Category:Computer Architecture]] = Three microprocessor architectures: = == 1. Xilinx PicoBlaze (www.xilinx.com/picoblaze) == Xilinx Picoblaze is an 8-bit RISC microcontroller core optimized for the Spartan- and Virtex-FPGAs. PicoBlaze is delivered as free source level VHDL and can be used royalty-free. It was designed for low power consumption and low resource usage. === References === * PicoBlaze 8-bit Microcontroller Reference Design for FPGAs and CPLDs: http://www.xilinx.com/bvdocs/ipcenter/data_sheet/picoblaze_productbrief.pdf * XAPP213: PicoBlaze™ 8-Bit Microcontroller for Virtex-E™ and Spartan-II/IIE™ Devices: http://www.xilinx.com/bvdocs/appnotes/xapp213.pdf === Memory === 1K of instruction loaded during FPGA configuration and 64-byte internal RAM === I/O === 256 input and 256 outport ports where each is 8-bit width. The individual output ports are addressed with the 8-bit address value. Data can be transferred from registers to ports or vice versa. === Registers === The processor support 16 general-purpose 8-bit registers. === Pipeline === The processor has no pipelining. === Interrupts === The interrupt vector is located at address 0xFF. When an interrupt occurs and interrupts are enabled the PC is set to this address. An interrupt pushes the program counter and the values of the Carry and Zero flags on the stack. They are restored by the RETURNI instruction. === Instruction set === The instruction set is grouped into the Program Control Group, Logical Group, Arithemtic Group, Shift and Rotate Group, Input/Output Group and Interrupt Group. In total the processor supports 59 instructions counting all variants, i.e. JUMP and JUMPZ are counted as different instructions. All instructions execute in 2 clock cycles and are of 16bit width. A list of all instructions is given below: ==== Programm control group ==== The programm control group includes instructions for branching (JUMP), calling subroutines (CALL) and returning from subroutines(RETURN) and interrupts(RETURNI). All instructions support an optional argument like Z(zero), NZ(not zero), C(carry) and NC(no carry) which make the instructions conditional. An example of the JUMP instruction is given below. The JUMP instruction is conditional an can be skipped if either the CARRY or ZERO flag is set. The address space is fixed to 256 locations making the PC 8-bits wide. <center> JUMP instruction {| border=1 cellspacing=0 cellpadding=5 | 15 | 14 | 13 | 12 | 11 | 10 | 9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | 0 |- | 1 | 0 | 0 | C | C0 | C1 | 0 | 1 | a | a | a | a | a | a | a | a |} Bit 12 ... 0 = UNCONDITIONAL, 1 = CONDITIONAL Bit 11:10 ( 00 = If Zero, 01 = If not Zero, 10 = If Carry, 11 = If not carry ) </center> ==== Logical Group ==== The logical group includes boolean functions like AND(0001), OR(0010) and XOR(0011). In addtion a LOAD instruction is available which loads a register either with a constant or the value from another register. The instruction code is somewhat strange because the four bits which identify the instruction are either bit 12:15 or bit 0:3. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:0 |- | Code | sX (Destination Register) | KK (Constant ) |} AND, OR, XOR and LOAD using constant as source. </center> <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 |- | 1100 | sX (Destination Register) | sY (Source Register) |} AND, OR, XOR and LOAD using other register are source. </center> ==== Arithmetic Group ==== This group includes the arithmetic functions ADD(0100) and SUB(0110). Both instructions supports registers and constants. In addtion two variants ADDCY(0101) and SUBCY(0111) supporting the carry bit are available. The coding is the same as for the instruction of the logical group and is therefore not repeated here. ==== Shift and Rotate Group ==== The shift and rotate group includes four logical shift instructions SR0(110), SR1(111), SL0(110) and SL1(111). The shift either to the right (R) or to the left(L) where the value shifted in is either 0 or 1. In addition a Rotate Right RR(100) and Rotate Left (RL) instruction is available. Furthermore one arithmetic variant SLA(000) and SRA(000) and a special instruction SLX(100) and SRX(100) is present. The purpose of the SRX and SLX instruction is doubtful to the author because it shifts either to the right or to the left but uses the highest bit as shift value. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:3 | Bit 2:0 |- | 1101 | sX (Destination Register) | 00000(Left), 00001(Right) | XXX |} Left/Right Shift and Rotate instructions </center> ==== Input and Output Group ==== The INPUT(1010 for constant, 1011 for register) transfers data values from the external interface to the PicoBlaze core. The port address is in the range from 0 to 255. The address is either a constant or specified in a register. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:0 |- | 1010 | sX (Destination Register) | PP (Port ID) |} Input instruction using constant as source </center> <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 | Bit 3:0 |- | 1011 | sX (Destination Register) | sY (Source Register holding Port ID) | 0000 |} Input instruction using register as source </center> The OUTPUT(1110) instruction has the same conding but the destination register is now the source register for the value written to the port. == 2. Atmel ATMega8 (http://www.atmel.com) == === References === * The ATMega8 is a 8-bit Microcontroller http://www.atmel.com/dyn/products/product_card.asp?part_id=2004 === Memory === The ATMega8 has 8K Bytes of In-System Self-Programmable Flash, 512 Bytes EEPROM and 1K Byte Internal SRAM === I/O === The microcontroller has 23 programmable IO pins which can be used for various functions. These include for example a UART interface, a master/slave SPI interface, ADC converters and a 2 wire interface (I²C). It also does have external interrupt sources. === Registers === The microcontroller supports 32 x 8 general purpose working registers. Six of the 32 registers can be used as three 16-bit indirect address register pointers for Data Space addressing === Pipeline === The processor is single level pipelined, meaning that one instruction is beeing executed while another one is beeing fetched from the programm memory. === Instruction set === The instruction lenght varies from 16 to 32 Bit although most instructions are 16 Bit wide. It consists of 130 instructions which are grouped into the following sections: Arithmetic and logic instructions, Branch instructions, Data transfer instructions, Bit and Bit-test instructions and MCU control instructions. Most instructions are executed in a single cycle but it can take up to 5 cycles for certain instructions to execute. An example is given for each group. ==== Arithmetic and Logic instructions ==== The MUL instruction performs an unsigned multiplication with register Rd and register Rr. The 16 Bit output is saved to R1 (Highbyte) and R0 (Lowbyte); <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 | Bit 3:0 |- | 1001 | 11rd | dddd | rrrr |} </center> ==== Branch instructions ==== The RJMP instruction executes a relative jump to an address within PC - 2k + 1 and PC + 2k. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 | Bit 3:0 |- | 1100 | kkkk | kkkk | kkkk |} </center> ==== Data transfer instructions ==== The MOV instruction copies the content of one register into another. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 | Bit 3:0 |- | 0010 | 11rd | dddd | rrrr |} </center> ==== Bit and Bit-test instructions ==== The SBI instruction sets s specifed bit in an I/O register. The instruction operates on the lower 32 I/O registers addresses 0-31. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 | Bit 3:0 |- | 1001 | 1010 | AAAA | Abbb |} </center> ==== MCU control instructions ==== This instruction sets the device into sleep mode for one cycle. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:12 | Bit 11:8 | Bit 7:4 | Bit 3:0 |- | 1001 | 0101 | 1000 | 1000 |} </center> == 3. Alpha 21x64 == The Alpha architecture is a 64 bit architecture, where all operations are performed on 64 bit wide registers. As all typical RISC processors Alpha constitutes a Load/Store architecture, i.e. data is loaded from memory into registers, then an operation is executed on these registers and finally results are written back on memory. Alpha processors were superscalar from the beginning. === References === * Alpha Architecture Handbook: http://www.phys.ufl.edu/~prescott/linux/alpha/dec3000-docs/alpha-arch-hdbk.ps.gz<br /> * Wikipedia acrticle: http://en.wikipedia.org/wiki/DEC_Alpha === Memory === First Alpha processors had 8K instruction cache and 8K data cache. Later models (e.g. the EV6 versions) had 64K for I-cache and D-cache, respectively. === I/O === The EV4 processor had 290 I/O pins, the EV6 models had 389 pins and the latest Alpha processors that were shipped (EV7) came up with 1443 pins. === Registers === Each Alpha processor has 32 Integer registers and 32 registers for floating point operations. === Pipeline === The first Alpha processor (EV4) already contained two pipelines: one for integer instructions (7 stages) and one for floating point instructions (10 stages). === Instruction Set === The Alpha ISA is a 3-address archictecture, i.e. most operations have two source registers and one destination registers. All Alpha instructions are 32 bit wide. There are four different instruction formats. All formats start with a 6 Bit long opcode. Because the register set counts 32 registers (either integer or floating point registers), registers can be addressed with five Bits. ==== Load and store Instructions ==== Memory access Instructions contain two registers (Ra and Rb) and a memory displacement. The displacement ist added to the second register (Rb) and the sum forms the memory address that is accessed with the operation. E.g.: ldq Ra, disp(Rb)<br /> Meaning: Load data from memory addess Rb+disp and store it into register Ra. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 31:26 | Bit 25:21 | Bit 20:16 | Bit 15:0 |- | Opcode | Ra | Rb | Displacement |} </center> ==== Conditional Branch Instructions ==== Branch instructions are needed to jump to a specified instruction of the program. The instruction tests the data contained in register Ra and modifies the program counter with the given displacement. E.g.: beq Ra, label<br /> Meaning: If Ra equals zero then goto the instruction that the label points on. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 31:26 | Bit 25:21 | Bit 20:0 |- | Opcode | Ra | Displacement |} </center> ==== Operate Instructions ==== This group of instructions is basically formed by arithmetic and byte manipulation operations. Two source registers and one destination register can be specified. One source register can bit replaced by an eight bit immediate number that is directly encoded within the instruction word. E.g.: addq Ra, Rb/immediate, Rc<br /> Meaning: Add value of Ra and Rb (or immediate value) and write result into register Rc. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 31:26 | Bit 25:21 | Bit 20:16 | Bit 15:5 | Bit 4:0 |- | Opcode | Ra | Rb | Function | Rc |} </center> ==== PALCode instructions ==== The abbreviation PAL stand for Priviledged Architecture Library. This instruction format used to specify extended processor functions. The 26 bit wide PALCode function field specifies the operation that should be executed. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 31:26 | Bit 25:0 |- | Opcode | PALCode Function |} </center> [[Category:Computer Architecture]] 8101 75721 2007-01-14T13:01:59Z 213.129.231.173 /* Installing the port (Developers) */ = RISE = == Design decisions == We have choose to do a RISC processor featuring a typical load/store architecture. The only powerful instructions are the load (LD) and store instructions (ST) where we focused on a single-cycle implementation. Some parts of the instructions has been inspired by the ARM architecture which has similar load/store operations. All operations can be conditional. We have chosen to use only general purpose registers where we have given the register R13 to R15 special meanings. Please not that all registers share the same location with the exception of the register R15'. <center> {| border=1 cellspacing=0 cellpadding=5 |colspan=2| User Mode |colspan=2| Interrupt Mode |- | R0 | 16 Bit Zero Register | R0 | 16 Bit Zero Register |- | R1 | 16 Bit General Purpose Register | R1 | 16 Bit General Purpose Register |- | R2 | 16 Bit General Purpose Register | R2 | 16 Bit General Purpose Register |- | R3 | 16 Bit General Purpose Register | R3 | 16 Bit General Purpose Register |- | R4 | 16 Bit General Purpose Register | R4 | 16 Bit General Purpose Register |- | R5 | 16 Bit General Purpose Register | R5 | 16 Bit General Purpose Register |- | R6 | 16 Bit General Purpose Register | R6 | 16 Bit General Purpose Register |- | R7 | 16 Bit General Purpose Register | R7 | 16 Bit General Purpose Register |- | R8 | 16 Bit General Purpose Register | R8 | 16 Bit General Purpose Register |- | R9 | 16 Bit General Purpose Register | R9 | 16 Bit General Purpose Register |- | R10 | 16 Bit General Purpose Register | R10 | 16 Bit General Purpose Register |- | R11 | 16 Bit General Purpose Register | R11 | 16 Bit General Purpose Register |- | R12 | 16 Bit General Purpose Register | R12 | 16 Bit General Purpose Register |- | R13 | 16 Bit Link Register (Special - See Notes) | R13 | 16 Bit Link Register (Special - See Notes) |- | R14 | 16 Bit Program Counter (Special - See Notes) | R14 | 16 Bit Program Counter (Special - See Notes) |- | R15 | Status Register | R15 | Status Register |- |colspan=2| |R15' |Backup Status Register |} Register file of RISE processor </center> '''Notes''': The Link Register R13 is updated with the value of the program counter PC + 2 if the Jump Subroutine instruction is executed. This effectively places the return address in the link register.<br> '''Notes SR''': The Status Register is special because is contains a lot of flags. The lower byte is used to store conditionals and the high byte is used for interrupt handling (Not implemented): <center> {| border=1 cellspacing=0 cellpadding=5 | Bit15 | Bit14:12 | Bit11:8 | Bit 7:4 | Bit 3 | Bit 2 | Bit 1 | Bit 0 |- | Disable Interrupts | Interrupt Priority Mask | - | - | Overflow | Negative | Carry | Zero |} Status Register </center> == Pipeline stages == * Instruction fetch: Fetches instructions from program memory. * Instruction decode and Register fetch * Execution * Memory Access * Write back Instruction decode and Argument fetch stages could probably be combined in one single stage. == Interrupt Handling (Feature) == The processor supports eight external interrupt sources INT0 to INT7. If an external interrupt pin is high the value of the interrupt source is compared with the priority level in the status register. If it is greater than or equal to the level and the global Disable Interrupt bit in the status registers is cleared an interrupt is generated. <p> Interrupt are only handled at the end of the currently executing instruction. If an interrupt is handled the return address is placed in the link register (LR) and the current value of the status register (SR) is copied into the backup status register (R15'). In the next step the processor loads the address stored at ''0x0000 + 2*IRQ_NR'' into its program counter. In addition the interrupt disable flag in the status register (Bit 15) is set which disables any further interrupts. <pre> IRQ_HANDLE: st sr, [sp] add sp, #1 st r1, [sp] add sp, #1 /* do something here touching only r1*/ sub sp, #1 ld r1, [sp] sub sp, #1 ld sr, [sp] /* Restore status register from stack. */ ldm pc, lr /* Return from ISR with mode switch (copies backup SR (R15') to SR */ </pre> == Instruction set == === The conditional flags === Almost all instructions support the usage of conditonals. Conditionals specify if the instruction should be executed depending on the current value of the status registers. The following conditionals are supported: * 000b: Uncoditional: * 001b: NZ ( Not Equal != 0 ) * 010b: Z ( Equal = 0) * 011b: C ( Carry ) * 100b: N ( Negative < 0) * 101b: O ( Overflow ) * 110b: Z, N (Zero or Negative) === Open Questions === These Questions are open and must be worked out: * What about interrupt support in the feature. If an interrupt occurs it must be possible to save the processor status register and the other registers on something like a stack without corrupting the other registers. === Load Instructions === ==== Load Immediate ==== The load immediate instruction loads a 8-Bit constant into the destination register. Depending upon the value of lhb (Load High Byte) the value is either stored in the high or low byte of the register. If the low byte is accessed the high byte is set to zero. Otherwise loading of small constants, which is very frequent, couldn't be done in one instruction. If the high byte is written the low byte remains unchanged. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:13 | Bit 12 | Bit 11:8 | Bit 7:0 |- | 100 (Opcode) | lhb (Load High Byte) | rX (Destination Register) | imm8 (Immediate 8-Bit value) |} Format of Load Immediate instruction </center> '''Semantics''': If lhb(Load High Byte) is zero the value is stored in the low byte of rX. If lhb is set the value is stored in the high byte of rX. This functions does not affect the status register. For example to load ANY 16-Bit constant the following assembler code is sufficient: <pre> ld rX, #LO8(IMM16) ; Load low byte of IMM16 into rX. ldhb rX, #HI8(IMM16) ; Load high byte of IMM16 into rX. </pre> '''Syntax''': ''ld rX, #IMM8'' to load an 8-Bit immediate into rX. '' ldhb rX, #IMM8'' to load an 8-Bit immediate into the high byte of rX. ==== Load Indirect with Displacement ==== The Load Indirect with Displacement instruction, abbr. ''ld rX, rZ[rY]'' adds the value of rZ to the value of the register rY. The resulting address is then used to fetch the operand from memory with the result beeing stored in rX. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:13 | Bit 12:10 | Bit 9:8 | Bit 7:4 | Bit 3:0 |- | 101 (Opcode) | cond (Conditional flags) | rZ (See Notes) | rX (Destination register) | rY (Base Address Register) |} Format of Load Indirect with Displacement </center> '''Notes''': Only the lower 2bits of rZ are encoded in the instruction. On instruction decode the value is constructed by using the value rZ prefixed by 00b. That is valid registers value for rZ are r0:r3 = 00XX.<br> '''Semantics''': The value of rZ is added to the value of rY. The resulting address is then used to fetch an operand from memory and the result is stored in rX. Depending upon cond the function is either conditional or not.<br> '''Syntax''': ''ld{COND} rX, rZ[rY]'' ==== Load Indirect with Displacement and Mode Switch ==== The Load Indirect with Displacement and Mode Switch instruction works equally to the Load Indirect with Displacement instruction. But additionally this instruction copies the backup SR (R15') into the real SR. This is needed i.e. when leaving an interrupt service routine. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:13 | Bit 12:10 | Bit 9:8 | Bit 7:4 | Bit 3:0 |- | 110 (Opcode) | cond (Conditional flags) | rZ (See Notes) | rX (Destination register) | rY (Base Address Register) |} Format of Load Indirect with Displacement and Mode Switch </center> '''Syntax''': ''ldm{COND} rX, rZ[rY]'' ==== Load Indirect {with Mode Switch} ==== This Load Indirect function, abbr. ''ld{m} rX, [rY]'' is implemented by the Load Indirect with Displacement function by using r0 as displacement register. This functionallity is implemented into the assembler which generates a instruction for ''ld{m} rX, r0[rY]''. ==== Load Register Register ==== The Load Register with Register instruction, abbr. ''ld rX, rY'' stores the value of rY in rX. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:11 | Bit 10:8 | Bit 7:4 | Bit 3:0 |- | 00001 (Opcode) | cond (Conditional flags) | rX (Destination register) | rY (Source register) |} Format of Load Register with Register </center> '''Semantics''': The value of rY is copied into rX. Depending upon cond the instruction is either conditional or not.<br> '''Syntax''': ''ld{COND} rX, rY'' '''Note''': Please note that the instruction format is the same as for the general instructions but because it is a load instruction is has been placed here. === Store instructions === ==== Store Indirect ==== This Store Indirect function, abbr. ''st rX, [rY]'' is implemented by the Store Indirect with Displacement function by using r0 as displacement register. This functionallity is implemented into the assembler which generates a instruction for ''st rX, r0[rY]''. ==== Store Indirect with Displacement ==== The Store Indirect with Displacement instruction, abbr. ''st rX, rZ[rY]'' adds the value of rZ to the value of the register rZ. The resulting address is then used to store the value of rX. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:13 | Bit 12:10 | Bit 9:8 | Bit 7:4 | Bit 3:0 |- | 111 (Opcode) | cond (Conditional flags) | rZ (See Notes) | rX (Source register) | rY (Base Address Register) |} Format of Store Indirect with Displacement </center> '''Notes''': Only the lower 2bits of rZ are encoded in the instruction. On instruction decode the value is constructed by using the value rZ prefixed by 10b. That is valid registers value for rZ are r11:r8 = 10XX.<br> '''Semantics''': The value of rZ is added to the value of rY. The resulting address is then used to store the value of rX to. Depending upon cond the function is either conditional or not.<br> '''Syntax''': ''st{COND} rX, rZ[rY]'' === Other instructions === All other instructions are of the format shown below. <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:11 | Bit 10:8 | Bit 7:4 | Bit 3:0 |- | 0xxxx (Opcode) | cond (Conditional flags) | rX (Destination register) | rY (Source register) |} General instruction for Register-Register Operation </center> or <center> {| border=1 cellspacing=0 cellpadding=5 | Bit 15:11 | Bit 10:8 | Bit 7:4 | Bit 3:0 |- | 0xxxx (Opcode) | cond (Conditional flags) | rX (Destination register) | imm4 (4 Bit Immediate) |} General instruction for Register-Immediate Operation </center> ==== Arithmetic ==== All arithmetic instructions work on 16-bit signed values. <center> {| border=1 cellspacing=0 cellpadding=5 | Assembler Syntax | Opcode | Description |- | ADD{COND} rX, rY | 00010 | Add value of rY to rX, and store result in rX. |- | ADD{{COND} rX, #imm4 | 00011 | Add unsigned 4-Bit value to rX. |- | SUB{COND} rX, rY | 00100 | Substract value of rY from rX and store result in rX. |- | SUB{COND} rX, #imm4 | 00101 | Substract unsigned 4-Bit value from in rX. |- | NEG{COND} rX, rY | 00110 | Build two's complement of rY and store result in rX. |- | ARS{COND} rX, rY | 00111 | Arithmetically shift right by value of rY. |- | ALS{COND} rX, rY | 01000 | Arithmetically shift left by value of rY. |} Arithmetic Instructions </center> '''Notes:''' Arithmetic left shift instruction seems to be redundant since the produced result doesn't differ from a logical left shift. Though we think a arithmetic left shift make sense because a logical left shift wouldn't update the overflow bit in the status register. ==== Logical ==== <center> {| border=1 cellspacing=0 cellpadding=5 | Assembler Syntax | Opcode | Description |- | AND{COND} rX, rY | 01001 | Logically and value of rY with rX and store result in rX. |- | NOT{COND} rX, rY | 01010 | Negate the value of rY and store result in rX. |- | EOR{COND} rX, rY | 01011 | Logically exclusive or of rY with rX and store result in rX. |- | LS{COND} rX, rY | 01100 | Shift value of rX left by rY bits. |- | RS{COND} rX, rY | 01101 | Shift value of rX right by rY bits. |} Logical Instructions </center> ==== Program Control ==== <center> {| border=1 cellspacing=0 cellpadding=5 | Assembler Syntax | Opcode | Description |- | JMP{COND} [rX] | 01110 | Jump to subroutine starting at the address provided in register rX. Return address is stored in link register. |} Subroutine instructions </center> ==== Other ==== <center> {| border=1 cellspacing=0 cellpadding=5 | Assembler Syntax | Opcode | Description |- | TST{COND} rX | 01111 | Test value of register rX. |- | NOP | 00000 | Nop instruction |} Other Instructions </center> = Tool Chain = We have ported the GNU [http://www.gnu.org/software/binutils/ binutils] which include assembler, linker and other tools for our processor. You can get download our patch from [http://stud4.tuwien.ac.at/~e0225458/files/patch-rise-1.5.gz here (patch-rise-1.5.gz) ]. In addition some assembler source are available [http://stud4.tuwien.ac.at/~e0225458/files/asm my here]. == Installing the port (Users) == Download binutils 2.17 and unpack it into a directory. Switch to this directory and apply our patch and build the toolchain. <pre> $ tar -jxf binutils-2.17.tar.bz2 $ cd binutils-2.17 $ patch -p1 < ../patch-rise-1.3 ... $ ./configure --prefix=/opt/gcc-rise --target=rise $ make && make install </pre> == Installing the port (Developers) == The port uses [http://sourceware.org/cgen/ CGEN] as a framework for building the assembler, disassembler. Non CGEN specific parts include BFD/ELF support and Autoconf/Automake stuff but changeing them is rarely necessary. First download cgen and unpack it into a directory. Then copy the subdirectory 'cgen' into the binutils directory. Finally configure must be called with --enable-cgen-main to support updating the processor description. <pre> $ tar -jxf ../sources/cgen-20061014.tar.bz2 $ cp -Rpf src/cgen binutils-2.17 $ ./configure --prefix=/opt/gcc-rise --target=rise --enable-cgen-maint $ make && make install </pre> Now build the toolchain to test if everything worked out okay. == Adding new opcodes == In this example we are going to add a new opcode for loading an immediate value into a register to the processor. Open the file 'cpu/rise.cpu' in an editor and add the following piece of code at the end: <pre> (dni ldid "Load Indirect with Displacement" () "ld${cond1} $dr,$dr2[$sr]" (+ OPC_3_LD_IN_DISP cond1 dr2 dr sr ) (nop) () ) </pre> The second line is the assembler syntax and the third list is the actual encoding of the instruction. cond1, $dr, %dr2 and $sr are defined as operands in rise.cpu. OPC_3 is defined as an enum type. If you have finished updating the CPU file change to the opcode directory and call 'make stamp-rise'. This calls CGEN and rebuilds the input source files for the GNU assembler. <pre> $ make stamp-rise ... Generating rise desc.h ... Generating rise desc.c ... Generating rise-opc.h ... Generating rise-opc.c ... Generating rise-ibld.in ... Generating rise-asm.in ... Generating rise-dis.in ... Generating rise-opinst.c ... touch stamp-rise make[1]: Leaving directory `binutils-2.17/opcodes' $ </pre> Now switch to the top-level directory and rebuild the tools. You can test the new tools without installing them by calling 'gas/as-new' and 'binutils/objdump'. == Common problems == * Changes in the BFD (e.g. archures.c) subdirectory require calling 'make headers' within this directory. * If you get an error like ''.././opcodes/cgen.sh: line 96: guile: command not found'' during ''make stamp-rise'' you have to install guile. == Using it == You can test the port with the following assembler source code. <pre> .text ld r5,addrlo(stack) ldhb r5,addrhi(stack) /* an absolute call. */ ld r2,addrlo(func1) ldhb r2,addrhi(func1) ld pc, r2 /* a PC relative call. */ ld r2, #( ( 1f - func2 ) & 0xFF ) ldhb r2, #( ( ( 1f - func2 ) >> 8 ) & 0xFF ) /* store return address in link register */ ld lr, #(1f + 0x02) 1: ld pc, r2[pc] nop func1: ld pc, lr func2: ld pc, lr </pre> The source file must then be compiled by the assembler rise-as and liked with rise-ld to resolve the symbols. This is done with the following steps: <pre> $ rise-as simple.s -o simple.o $ rise-ld simple.o -o simple </pre> The result can then be disassembling again by calling rise-objdump. <pre> $ ./binutils/objdump -d demo.o demo.o: file format elf32-rise Disassembly of section .text: 00000000 <func1-0x12>: 0: 85 00 ld R5,#0x0 2: 8d 00 ldhb R5,#0x0 4: 80 12 ld R0,#0x12 6: 88 00 ldhb R0,#0x0 8: 10 38 ld R7,R0 a: 80 fa ld R0,#0xfa c: 88 ff ldhb R0,#0xff e: a1 c7 ld R7,R0[R7] ... 00000012 <func1>: 12: 10 3e ld R7,R6 00000014 <func2>: 14: 10 3e ld R7,R6 $ </pre> Another demo program for testing the compiler: <pre> .text /* an absolute call. */ ld r2,addrlo(func1) ldhb r2,addrhi(func1) jmp r2 nop nop /* a PC relative call. */ ld r2, #( ( func2 - 1f ) & 0xFF ) ldhb r2, #( ( ( func2 - 1f ) >> 8 ) & 0xFF ) /* store return address in link register */ ld lr, #(1f + 0x02) 1: ld pc, r2[pc] nop /* arithmetic test block */ func1: /* add r1 with Immediate 0x03 */ add r1,#03 ars r2,r1 neg r3,r2 /* add if r3 negative */ addn r3,r2 ars r4,r3 /* sub if r4 not zero */ subnz r4,#01 neg r4,r4 sub r2,r4 ld pc, lr /* logical test block */ func2: and r1,r2 /* not if overflow */ noto r2,r1 ld r3,#03 tst r2 /* right shift if zero or negative */ rszn r2,r3 eor r3,r2 ld r4,#64 tst r3 eorz r3,r4 ld r5,#01 ls r3,r5 ld pc, lr </pre> == Port Details == The following files have been modified for this port to work: === BFD specific parts === A BFD ELF backend is required for storing object files on the disc. In additions it handles all the low levels stuff like relocations, ... * bfd/aclocal.m4, bfd/configure, bfd/doc/Makefile.in, bfd/Makefile.in, bfd/po/Makefile.in, bfd/config.h, bfd/targmatch.h, bfd/elf32-target.h: Autogenerated * bfd/configure.in: Add support for or --target=rise. * bfd/config.bfd: Add target vector * bfd/cpu-rise.c: CPU architecture and name * bfd/elf32-rise.c: ELF specific stuff for the architecture. * bfd/targets.c: Architecture vector. * bfd/Makefile.am: Add sources and dependencies for compilation. * bfd/reloc.c: Add support for relocations (Used by high/low bytes of 16-bit addresses). * bfd/archures.c: Architecture declaration * bfd/bfd.h bfd/bfd-in2.h bfd/bfd-in3.h bfd/bfdver.h: autogenerated by calling ''make headers'' in BFD. * include/elf/common.h * include/elf/rise.h === CGEN/CPU specific parts === This defines the types of instructions and how they are encoded. * opcodes/aclocal.m4, opcodes/configure, opcodes/configure.in, opcodes/Makefile.in, opcodes/po/Makefile.in: Autogenerated * opcodes/Makefile.am: Add support for our target. * opcodes/disassemble.c: Call disassemble function for our target. * '''cpu/rise.cpu''': CPU description - Most important file. Add new instructions here. * '''cpu/rise.opc''': Special handling/parsing for opcodes. * include/dis-asm.h: Prototype for disassemble function. * opcodes/rise-asm.c opcodes/rise-desc.c opcodes/rise-desc.h opcodes/rise-dis.c opcodes/rise-ibld.c opcodes/rise-opc.c opcodes/rise-opc.h opcodes/rise-opinst.c: Auto generated by CGEN from rise.cpu and rise.opc for our CPU. === GNU assembler specific parts === * gas/aclocal.m4, gas/configure: Autogenerated * gas/configure.in: Add support for or --target=rise. * gas/configure.tgt: Add the cpu and the generic target. Define the endianness and the BFD format. * gas/Makefile.am: Add sources. * * gas/config/tc-rise.c: Special assembler handling for our target and CGEN setup. * gas/config/tc-rise.h: Defines for our target. === GNU ld === * ld/aclocal.m4, ld/Makefile.in * ld/configure.tgt * ld/Makefile.am * ld/emulparams/riseelf.sh: Generates a linker script for our target. === Other parts === * binutils/readelf.c: Support for disassembling ELF objects for our target. * bootstrap.sh * config.sub, configure [[Category:Computer Architecture]] 8102 67963 2007-01-08T03:46:37Z JWSchmidt 20 [[Category: Computer Architecture]] = Comparing Atmel AVR, Alpha and Infineon TriCore Architecture = == Atmel AVR == AVR stands for „Advanced Virtual RISC“. <br> The AVR is a 8-bit RISC architecture which was designed by the 2 norwegian students Alf-Egil Bogen and Vegard Wollan. <br> It is generally used in microcontrollers. === Details === The AVR uses a Harvard architecture with separate memories and buses for program and data. <br> It implements a single level pipelining. Most operations are performed in a single clock cylce. Like other RISC architectures, the AVR offers 32 8-bit general purpose working registers (R0 – R31) with single cycle access time. <br> This allows single-cycle ALU operations. In a typical ALU operation, two operands are output from the Register File, <br> the operation is executed, and the result is stored back in the Register File – in one clock cycle. Six of the general purpose working registers can be used as three 16-bit indirect address register pointers for Data Space addressing <br> The AVR offers conditional and unconditional jump and call instructions, with which the whole address space can be addressed directly. === Instruction set === The AVR’s instruction set is register-register type. It can be divided into 5 categories. *ARITHMETIC AND LOGIC INSTRUCTIONS *BRANCH INSTRUCTIONS *DATA TRANSFER INSTRUCTIONS *BIT AND BIT-TEST INSTRUCTIONS *MCU CONTROL INSTRUCTIONS Giving a total of 130 instructions. The AVR uses two-address format, so the result of the operation performed overwrites one of the operands. <br> Most AVR instructions have a single 16-bit word format and most of them are executed in a single clock cycle. ==== General Purpose Register File ==== The Register File is optimized for the AVR Enhanced RISC instruction set. <br> To achieve the required performance and flexibility, the following input/output schemes are supported by the Register File: *One 8-bit output operand and one 8-bit result input. *Two 8-bit output operands and one 8-bit result input. *Two 8-bit output operands and one 16-bit result input. *One 16-bit output operand and one 16-bit result input. Most of the instructions operating on the Register File have direct access to all registers. == DEC Alpha == DEC Alpha is a 64-Bit RISC load-store von Neumann architecture, used in PCs, Workstations and Servers until further development was cancelled in 2003. In contrast to the others, the Alpha architecture is not designed for microcontrollers, so it has no integrated peripherals (e.g. like timers/counters). === Details === Like other non-embedded microprocessors, Alpha is a von Neumann architecture without separation of data and program bus. It has 29 general-purpose integer registers (R0-R28), 31 general-purpose floating-point registers (F0-F31), one data frame pointer register (R29) one stack pointer register (R30) and two special registers (R31 and F31) reading always as integer and floating-point zero. All registers and busses are 64 bit wide, allowing to address up to 16 exabyte of memory. The floating-point registers follow the [http://en.wikipedia.org/wiki/IEEE_floating-point_standard IEEE 754-1985] format for single and double precision. A feature of the Alpha architecture is the lack of a program status register. All instructions operate on registers only, allowing instruction parallelisation without the bottleneck of a single flag register. Together with 7-13 pipeline steps (version-dependent) and the ability of [http://en.wikipedia.org/wiki/Out-of-order_execution out-of-order execution] in version EV6 and above, Alpha was one of the fastest systems available until further development was cancelled. Implementations of Alpha stared with version EV4 (developed by [http://en.wikipedia.org/wiki/Digital_Equipment_Corporation Digital Equipment Corp]) in 1992 running at 192 MHz and ended with Version EV7z (developed by [http://en.wikipedia.org/wiki/Hewlett-Packard HP]) in 2002 running at up to 1300 MHz. For details, see http://en.wikipedia.org/wiki/DEC_Alpha and [http://ftp.digital.com/pub/Digital/info/semiconductor/literature/alphaahb.pdf The Alpha Architecture Handbook] === Instruction Set === Every instruction is 32 Bits wide and exist in four flavours, described below: {| border="1" cellpadding="2" |+ Instruction Format |- !Flavour !! 31 ... 26 !! 25 ... 21 !! 20 ... 16 !! 15 ... 5 !! 4 ... 0 |- |PALcodes || Opcode | colspan="4" align="left" | Number |- |Branches || Opcode || Ra | colspan="3" align="left" |Displacement |- |Memory Access || Opcode || Ra || Rb | colspan="4" align="left" |Displacement |- |Operations || Opcode || Ra || Rb || Function || Rc |} ==== PALcodes ==== The Priviledged Architecture Library (PAL) is an operating-system-dependent set of subroutines, callable by software or hardware. ==== Branches ==== Depending on the value of the register Ra, a branch is executed according to the displacement parameter. ==== Memory Access ==== One of the registers Ra or Rb is the base address of the memory accessed, possibly extendend by the Displacement. The other register is either loaded with the value of the memory address or stored to the memory address. ==== Operations ==== Alpha uses three-address format, so the three registers Ra, Rb and Rc are accessed. All registers used have to be either integer registers or floating-point registers. == Infineon TriCore == The Infineon TriCore architecture is very complex and has a huge feature set, which includes * 32-bit architecture * RISC with DSP instructions * Little-endian byte ordering * 4-GByte virtual or physical data, program, and input/output address spaces * Full-featured memory management system * Memory protection * 16-/32-bit instructions for reduced code size * Fast automatic context switching between two tasks * Multiply-accumulate unit * Saturating integer arithmetic * Bit handling * Byte and bit addressing * Packed data operations * Zero-overhead loop * Low interrupt latency * Flexible interrupt prioritization scheme * Flexible power management Currently, there exist two versions of the TriCore architecture, we will deal with version 1.3, which is also used in the current microcontrollers like the TC1796. All TriCore microcontrollers have large on-chip memory blocks of RAM, ROM, DRAM, OTP, FLASH of different types. === Details === The architecture is mainly a harvard architecture, although the busses are not strictly separated and have bridges for flexible data exchange (with performance penalty). As example we looked at the TC1796, the biggest and most powerful microcontroller of the TriCore family. The CPU has a 64 bit wide bus to the program memory interface (PMI) which has 48 kb of scratch pad ram and 16 kb of instruction cache which runs with full cpu speed (up to 150 MHz). Both memories are optionally parity protected. Over the program local memory bus the PMI is connected to the program memory unit as well as to the data memory unit and the external bus unit. The program local memory bus also runs at full cpu speed and is 64 bit wide. The program memory unit hast 64 bit wide access to the 2 MB program flash as well as to the 128 KB data flash, 8 KB boot ROM and 8 KB test ROM. All flash ROMs are ECC protected using 8 ECC bits for each block of 64 bits of data, enabling correction of one bit error and detection of two bit errors per block. Two 64 bit wide buses connect the CPU with the data memory interface (DMI) which has 56 KB of local data RAM and 8 KB of dual ported ram which is connected to the second master channel of the onboard DMA controller. Both memories are optionally parity protected. Via the data local memory bus, the DMI can access the data memory unit which has 64 KB of SRAM and 16 KB of Stand-by RAM. Also, both are optionally parity protected. Internal peripherals are connected to the system peripherals bus and can be accessed either by the CPU slave interface or the data local memory bus over the LFI-Bridge. Both, the interface and the bridge can be master of the bus as well as the first master channel of the onboard DMA controller. The second master channel of the DMA controller is connected to the remote peripheral bus which connects additional onboard peripherals and the dual ported ram of the DMI. The system peripheral bus and the remote peripheral bus run with the system clock, which runs at the same speed or at a fraction of the CPU speed. The maximum speed is 75 MHz. For details, see http://www.infineon.com/cgi-bin/ifx/portal/ep/programView.do?channelId=-64423&programId=33110&programPage=%2Fep%2Fprogram%2Fdocument.jsp&pageTypeId=17099 === Instruction set === The instruction set splits up into eight categories * Branch * Arithmetic (Integer, DSP and SIMD Packed Arithmetic) * Load/Store * Comparison * System * Bit Manipulation * 16-Bit Subset * Address Arithmetic and Address Comparison with a total of more than 150 instructions. Most instructions are 32 bit wide, some are 16 bit. Most instructions have two or three operands. === CPU internals === The CPU has 16 32 bit data registers and 16 32 bit address registers as well as three status and program counter registers. All registers are also refered to be the context of the running task and can be saved to and loaded from the local data ram for context switching. There exist shadow registers to enable fast context switching. Most instructions are executed within one CPU cycle, some within 2 or 3 cycles. Branches are executed within 1, 2 or 3 cycles, depending on the branch prediction. ==== Pipelines ==== Instructions are fetched by the instruction fetch unit which directs the instruction to the appropriate pipeline. The three pipelines are: * Integer pipeline * Load/store pipeline * Loop pipeline The integer and the load/store pipeline have four stages (fetch, decode, execute and write-back), the loop pipeline has two stages (decode and write-back). All pipelines work in parallel, enabling three instructions to be executed within one clock cycle. [[Category: Computer Architecture]] 8103 81021 2007-01-25T22:09:17Z E0325330 5672 /* Features */ = iMISC - invertable Minimized Instruction Set Computer = The basic idea is to design a microprocessor that is able to perform all mandatory operations while reducing the usually rather rich RISC instruction set to a minimum. == Features == *CPU Architecture: RISC *Memory Architecture: Harvard *Number of Opcodes: 14 *Number of Commands: 21 *Pipeline Stages: 4 + Writeback *Branch Delay: 1 Cycle *Command execution: 1 Tick *Data Width: 16 bit *Registers: 32 16-bit Registers (29 for general purpose) *Addressable object size: 16-bit word *Ram address width: 16 bit *Ram size: up to 128 kb *Rom address width: 16 bit *Rom size: up to 128 kb Specifications on Target (Altera Cyclone EP1C12Q240C8): *Logic Cells: about 1100 (with UART, depending on ROM size) *Total Memory Bits: 8704 + Rom *f_max: about 84 MHz (with most optimizations, depending on ROM size) == Design Decisions == To minimize the instruction set we decided to use only three bits for the opcode, limiting them to eight different opcodes. To keep the overall design simple, we have chosen to implement a load/store harvard architecture. Currently, the design specifies a 16 bit cpu with 16 bit address space and 32 16 bit registers, 29 of them are general purpose. Another simplification is the lack of a program status word which normally holds some flags like the carry flag or an overflow flag. Also, there is no dedicated stack pointer. Jumps are performed by writing to the program counter which is a special register. === Registers === The registers are numbered consecutively with a leading R character. The first register is R00. The three special registers are: * R29 ... Zero register (ZERO) * R30 ... Instruction Pointer (IP) * R31 ... Previous Instruction Pointer (PIP) They have the mnemonics ZERO, IP and PIP. === Instruction Set === For the given design, the following instructions are mandatory: * MV ... copys the value of one register to another register * LD ... loads a value from the given address to the given register * ST ... stores a value from a given register to the given address * AND, OR, NAND or NOR ... performs a logical (N)AND/(N)OR operation on the two given registers and store the value to a given register * ADD or SUB ... adds/subtracts the value of the second register to/from the first register * LSL ... performs a left shift on a register * LSR ... performs a right shift on a register also, some form of conditional operation is needed, like * SKIP ... skips next operation Although this are just 7 different instructions, we need some more instructions by several reasons. First, we use a harvard architecture, thus we want to seperate access to the program memory (FLASH) from access to the data memory (SRAM). To simplify the load/store instructions, we limit them to the data memory, thus we need some way to get constants into a register as the data memory is not initialized. Therefore, we also need an instruction as * LDI ... loads a constant to a given register. Another design decision is that we want to fit every instruction into 16 bit. As three bit are taken by the opcode, 13 bits are left for the parameters. We use 32 registers, thus we need 5 bits per register. This limits the number of parameters to 2, if both parameters of an instruction are register numbers. So instruction like NAND write the result to one of the given source registers. Additionally the LDI instructions cant load a 16 bit constant, so we decided to limit the size of the constant parameter to 8 bit and added a high byte/low byte flag. This leaves only 4 bits left for the register number, so constants can only be loaded into the lower 16 registers. To speed up execution, the AND, OR and NOR instructions are a good idea, although they could be done by software using NAND operations. === Memory-mapped I/O === We implemented access to peripherals as the LED or the UART memory-mapped in the address range from 0x0200 to 0x0203, with the following special addresses: * 0x0200: The LED. If the bit 0 of this word is set, the LED goes on, otherwise, it goes off. A read has no effect. * 0x0201: UART read. If a byte is received by the UART hardware, it is read at this address in the low byte, with the high byte set to 0x01. If no byte is available, this is always read as 0x0000. A write has no effect. * 0x0202: UART write. If the UART write queue is not full, the lower byte of the word written here is transmitted. A read has no effect. * 0x0203: UART status. Bit 0 signals the possiblity to write to the UART, bit 1 signals if a byte is ready to be received. === invertability === Finally, and not just to do something different than other designs, we enabled to invert instructions. This just means that by setting the inverted flag (by the SINV instruction), an opposite operation to the next instructions is performed, if possible. This enables to reduce the number of opcodes and enables further optimization within the pipeline. For example, the opposite operation of the LD instruction is the ST instruction. If the inverted flag is not set, only LD is possible, therefore no write back interferance within the pipeline is possible. If the iverted flag is set by the SINV instruction, all following LD instructions become ST instructions, therefore only write back operations may be possible. == Instruction Set of the iMISC architecture == {| border="0" cellpadding="2" |+Instruction Set |- ! Normal !! Inverted !! Bitfield !! Description |- | iNOP || iNOP || 0000&nbsp;000000000000 || Incontrovertible NOP |- | SKIP || NOP || 0001&nbsp;000000000000 || Skips the next Instruction or is ignored when inverted |- | LDI || LDI || 001H/L&nbsp;CCCCCCCC&nbsp;RdRdRdRd || Loads C into the High/Low byte of Rd. Only the lower 16 Registers can be addressed by this. |- | LD || ST || 0100&nbsp;0&nbsp;RsRsRsRsRs&nbsp;0&nbsp;RdRdRdRdRd || Loads the contents of the address given in Rs into Rd. When inverted, Rd is stored to the address given in Rs |- | MV || MV || 0110&nbsp;0&nbsp;RsRsRsRsRs0&nbsp;RdRdRdRdRd || Moves Rs to Rd |- | LSL || LSR || 1000&nbsp;0&nbsp;RsRsRsRsRs&nbsp;0&nbsp;RdRdRdRdRd || Performs a logical left or right shift of Rs bits on Rd |- | CMP || CMP || 1001&nbsp;0&nbsp;RsRsRsRsRs&nbsp;0&nbsp;RdRdRdRdRd || Compares Rs and Rd. Rs < Rd leads to Rd := -1, Rs = Rd to Rd := 0 and Rs > Rd to Rd := 1 |- | NAND || AND || 1010&nbsp;0&nbsp;RsRsRsRsRs&nbsp;0&nbsp;RdRdRdRdRd || Performs a logical NAND or AND of Rs and Rd and stores the result in Rd |- | NOR || OR || 1011&nbsp;0&nbsp;RsRsRsRsRs&nbsp;0&nbsp;RdRdRdRdRd || Performs a logical NAND or AND of Rs and Rd and stores the result in Rd |- | ADD || SUB || 1100&nbsp;0&nbsp;RsRsRsRsRs&nbsp;0&nbsp;RdRdRdRdRd || Adds the value in Rs to Rd or subtracts Rs from Rd |- | ADD (C) || SUB (C) || 1101&nbsp;CCCCCCC&nbsp;RdRdRdRdRd || Adds C to Rd or subtracts C from Rd |- | SINV || SINV || 1110&nbsp;0&nbsp;RsRsRsRsRs&nbsp;000000 || Sets the invert flag when Rs is nonzero, cleares it otherwise |- | SINV (C) || SINV (C) || 1111&nbsp;00000000000&nbsp;C || Sets the invert flag to the value of C |} As the mnemonics are used as the following: * 0 ... one bit with value zero * 1 ... one bit with value one * C ... one bit of constant * Rs ... one bit of the number of the source register * Rd ... one bit of the number of the destination register * H/L ... one bit signaling if high or low byte, H is equivalent to 1 and L to 0 === Diagram === The following Diagram shows the actual architecture: [http://stud3.tuwien.ac.at/~e0325330/files/CALU/imisc_architecture.gif imisc_architecture.gif] == Assembler == The Assembler is the basic instrument to feed the iMISC architecture with machinecode. It is able to output text, binary or vhdl rom code. Also, it performs basic checks on the code. When using a C-Precompiler, assembler code becomes more readable as the iMISC-Assembler was not made to make code looking nice... === Language === The assembler language is mostly comparable to the structure of the binary code, although there are some differences. Mainly, the assembler uses what it gets from the input file and converts it to the binary codeword which is written to the output. As the semantic of a codeword depends on the state of the InvertedFlag, it does not depend which of its representations is used. The basic syntax of an assembler command is as follows: <pre> CMD SRC, DST </pre> Here, CMD is the command name, SRC is the source may be a register or constant, depending on the command and DST is the destination and therefore again a register. Constants may be in decimal or hexadecimal format (either with leading 0x or h). The registers are named R00 to R31. The use of the special registers may be restricted depending on their meaning. R29 (ZERO) and R31 (PIP) must not be the destination register. R30, the instruction pointer register, may only be written through a move command where the source register is R00. Labels can be placed at the begin of a line and are delimited by a colon. They can be treated like constants (they are converted to 16-bit-addresses). The commands are as follows: {| border="0" cellpadding="2" |+Commands |- ! Normal !! Inverted !! SRC !! DST !! Description |- | iNOP || iNOP || none || none || Incontrovertible NOP |- | SKIP || NOP || none || none || Skips the next Instruction or is ignored when inverted flag is set |- | LDI || LDI || 8-bit-Constant || Register (R00-R15) || Loads C into the Low byte of Rd. Only the lower 16 Registers can be addressed by this. |- | LDI HIGH || LDI HIGH || (8-bit-Constant) || Register (R00-R15) || Loads C into the High byte of Rd. Only the lower 16 Registers can be addressed by this. |- | LD || ST || Register || Register || Loads the contents of the address given in SRC into DST. When inverted, SRC is stored to the address given in DST |- | MV || MV || Register || Register || Moves Rs to Rd |- | LSL || LSR || Register || Register || Performs a logical left or right shift on DEST by the number of bits given in SRC |- | CMP || CMP || Register || Register || Compares SRC and DEST similar to strcmp. DEST := -1 iff SRC<DEST or 0 iff SRC=DEST or 1 iff SRC>DEST |- | NAND || AND || Register || Register || Performs a logical NAND or AND of SRC and DST and stores the result in DST |- | NOR || OR || Register || Register|| Performs a logical NAND or AND of SRC and DST and stores the result in DST |- | ADD || SUB || Register || Register || Adds the value in SRC to DST or subtracts SRC from DST |- | ADD || SUB || 7-Bit-Constant || Register || Adds a 7-bit-Constant to DST or subtracts the constant from DST |- | SINV || SINV || Register || none || Sets the invert flag when SRC is nonzero, cleares it otherwise |- | SINV || SINV || 1-Bit-Constant || none || Sets the invert flag to the value of the constant |} === File Structure === A very basic assembler file may look like that: <pre> final: LDI HIGH(final), R00 LDI LOW(final), R00 MV R00,R30 </pre> This is a simple endless loop which should be placed at the end of every assembler file to prevent the processor to execute unwanted code. As usual, semicolon can be used for comments. When using a C-Precompiler, some defines may be useful: <pre> ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ; Convenience defines #define ZERO r29 #define JMP MV R00,R30 final: LDI HIGH(final), R00 LDI LOW(final), R00 JMP </pre> === Usage === <pre> $ ./as-iMISC.exe --help iMISC assembler, reads from stdin, writes to stdout switches: -t --text ... create human readable assembler output from input -b --binary ... create binary text from input -v --vhdl ... create VHDL output from input (default) To run the C preprocessor before assembling (recommended): gcc -x c -E -C -P <infile> | ./as-iMISC <switch> </pre> == Files == All files related to this project are available at [http://stud4.tuwien.ac.at/~e0325880/iMISC/ http://stud4.tuwien.ac.at/~e0325880/iMISC/]. As there are: * [http://stud4.tuwien.ac.at/~e0325880/iMISC/as-iMISC.src.zip assembler] [[Category:Computer Architecture]] 8104 80291 2007-01-23T08:00:02Z 80.108.4.196 /* SISP - Processor details & instruction set */ =SISP - Processor details & instruction set= == Basic data == *16bit RISC CPU *16 internal registers *von Neumann architecture *16bit address bus *32bit external data bus *two instruction widths (16 bit, 32bit) *External memory: 128 kB *Connection to a PC: standard serial interface (RS-232) *Number format: little endian *Signed arithmetic (two's complement) == Instruction set == '''Note''': Instructions which take up 32 bit have an opcode higher than or equal to 0x20. * Basic operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Operation !Opcode !Description |- |NOP | |0x00 |No operation |- |MOV rA, rB |rA <- rB |0x01 |Copy the contents of one register to another. |- |} * Logical operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Operation !Opcode !Description |- |AND rA, rB |rA <- rA AND rB |0x02 |And conjunction of two registers |- |OR rA, rB |rA <- rA OR rB |0x03 |Or conjunction of two registers |- |NOT rA |rA <- NOT rA |0x04 |Logically inverts the contents of a register |- |XOR rA, rB |rA <- rA XOR rB |0x05 |Xor conjunction of two registers |- |} * Arithmetic operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Operation !Opcode !Description |- |ADD rA, rB |rA <- rA + rB |0x06 |Sum of two registers |- |ADC rA, rB |rA <- rA + rB |0x13 |Sum of two registers (uses carry) |- |SUB rA, rB |rA <- rA - rB |0x07 |Difference of two registers |- |SBB rA, rB |rA <- rA + rB |0x14 |Difference of two registers (uses carry) |- |INC rA |rA <- rA + 1 |0x08 |Increments the contents of a register |- |DEC rA |rA <- rA - 1 |0x09 |Decrements the contents of a register |- |NEG rA |rA <- -rA |0x15 |Negates the contents of a register |- |} * Shift operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Operation !Opcode !Description |- |SHL rA |rA <- rA << 1 |0x0A |Shift left. Shifts the contents of a register to left by one bit, the right most bit is set to zero, the left most bit is stored in the carry flag |- |SHR rA |rA <- rA >> 1 |0x0B |Shift right. Shifts the contents of a register to right by one bit, the left most bit is set to zero, the right most bit is stored in the carry flag |- |ASL rA |rA <- rA << 1 |0x16 |Arithmetic shift left. Shifts the contents of a register to left by one bit, preserves sign, the left most bit is stored in the carry flag |- |ASR rA |rA <- rA >> 1 |0x17 |Arithmetic shift right. Shifts the contents of a register to right by one bit, preserves sign, the right most bit is stored in the carry flag |- |ROL rA |rA <- rA << 1 |0x0C |Rotate left through carry. Rotates the contents of a register to left by one bit, the right most bit is set to the value of carry, the left most bit is stored in the carry flag |- |ROR rA |rA <- rA >> 1 |0x0D |Rotate right through carry. Rotates the contents of a register to right by one bit, the left most bit is set to the value of the carry, the right most bit is stored in the carry flag |- |} * Compare operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Operation !Opcode !Description |- |CMP rA, rB | |0x0E |Compares the contents of two registers |- |} * Input/output operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Operation !Opcode !Description |- |LDC rA, <IMM> |rA <- IMM |0x20 |Loads a constant value into a register |- |LD rA, rB |rA <- MEM(rB) |0x0F |Loads a value using indirect addressing from the memory to a register |- |ST rA, rB |MEM(rB) <- rA |0x10 |Stores the contents of a register into the memory using indirect addressing |- |INP rA, PORT |rA <- PORT |0x11 |Reads a value from an I/O Port |- |OUTP rA, PORT |PORT <- rA |0x12 |Writes a value to an I/O Port |- |LDIP rA |rA <- IP + 1 |0x19 |Loads the address of the next instruction into the register. |- |} * Jump operations: {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Instruction !Opcode !Description |- |JMP <ADDR> |0x21 |Unconditional jump (target defined by second instruction word) |- |JMPR rA |0x18 |Unconditional jump (target defined by the contents of rA) |- |JZ <ADDR> |0x22 |Jump if zero. The instruction pointer is set to the defiend address, if the zero flag is set. Otherwise the execution continues with the next instruction. |- |JNZ <ADDR> |0x23 |Jump if not zero. The instruction pointer is set to the defiend address, if the zero flag is not set. Otherwise the execution continues with the next instruction. |- |JL <ADDR> |0x24 |Jump if lesser. The instruction pointer is set to the defiend address, if the lesser flag is set. Otherwise the execution continues with the next instruction. |- |JNL <ADDR> |0x25 |Jump if not lesser. The instruction pointer is set to the defiend address, if the lesser flag is not set. Otherwise the execution continues with the next instruction. |- |JG <ADDR> |0x26 |Jump if greater. The instruction pointer is set to the defiend address, if the greater flag is set. Otherwise the execution continues with the next instruction. |- |JNG <ADDR> |0x27 |Jump if not greater. The instruction pointer is set to the defiend address, if the greater flag is not set. Otherwise the execution continues with the next instruction. |- |} == Flags == {| {{Prettytable} border=1 cellspacing=0 cellpadding=5} !Name !Changed by !Default !Description |- |Zero |AND, OR, NOT, XOR, ADD, SUB, INC, DEC, CMP |0 |If the result of an ALU operation is zero, this flag is set to 1. If the result is not zero the flag is set to 0. |- |Lesser |CMP |0 |This flag is set to 1 if the contents of the first register is lesser than the contents of the second one, otherwise it is set to 0. |- |Greater |CMP |0 |This flag is set to 1 if the contents of the first register is greater than the contents of the second one, otherwise it is set to 0. |- |Carry |ADD, SUB, INC, DEC, SHL, SHR, ROL, ROR |0 |This flag is set, if a operation creates an overflow or underflow. |} == Instruction format == *Standard Instruction 8-bit Opcode, two 4-bit register numbers {| {{Prettytable}} border=1 cellspacing=0 cellpadding=5 style="table-layout:fixed"} !Bits | colspan="2" width=120|0-7 | colspan="1" width=60|8-11 | colspan="1" width=60|12-15 |- !Content | colspan="2" |OPCODE |(REG1) |(REG2 / PORT) |} *Extended instruction 8-bit Opcode, 4-bit register number (optional), 16 bit immediate value {| {{Prettytable}} border=1 cellspacing=0 cellpadding=5 style="table-layout:fixed"} !Bits | colspan="2" width=120|0-7 | colspan="1" width=60|8-11 | colspan="1" width=60|12-15 | colspan="4" width=240|16-31 |- !Content | colspan="2" |OPCODE |(REG) |Reserved | colspan="4" |IMM |} [[Category:Computer Architecture]] == Pipeline == SIPS uses a four stage pipeline: *fetch *decode *execute *write back [http://stud4.tuwien.ac.at/~e0325871/pipeline.pdf This file] contains a detailed graphical description of each stage. [[Category: Computer Architecture]] 8105 67966 2007-01-08T03:48:01Z JWSchmidt 20 [[Category: Computer Architecture]] == Abstract == This document was written for the lecture LU Computer Architecture at the Vienna University of Technology. The aim of this document is to compare three different processor architectures regarding their instruction set and their design. We have chosen the following three architectures: * Intel 8bit micro processor platform (Representative: '''8088''') * Atmel Atmega 8bit micro controller family (Representative: '''Atmega128''') * Motorola 68k family (Representative: '''68008''') == Comparison of the design == === 8088, 68008 === Those two processors are based on the von Neumann architecture. This architecture uses a common program and data memory. The advantage is that fewer pins are needed on the package with the disadvantage of the so called von Neumann bottleneck. The problem is that there can be a conflict while accessing the memory. This happens if the processor wants to access the data memory while loading an instruction. Further on both processors are members of the CISC family. Their philosophy is to support multiple versions of each instruction. Each version uses different operands (registers, intermediates or memory). This results in a big dispersion of the instructions execution time. === Atmega128 === This processor is based on the Harvard architecture. The advantage of this architecture is that there are dedicated program and data memories. Because of this the bottleneck of the von Neumann architecture is avoided. The Atmega128 is member of the RISC processor family. This family is also known as load/store architecture. The base idea of it is that there are only a few versions of each instruction. Normally the instructions can only applied on registers. Additional there is a load and a store instruction to read and write the register values to the memory. Because of this architecture the spreading of the instructions execution time is smaller than the one of CISC processors. Further on each instruction has a very short execution time (normally one clock cycle). But there are much more instructions needed to produce the same result as a CISC processor. A RISC processor normally has a lot of data registers. They are needed because of the instruction's operand limitations. == Instruction set analysis == === 8088 === The Intel 8088 is based on the 8086 as a low-cost-chip, like Celeron today. The prefetch queue was reduced to 4 instead of 6 bytes. It was introduced 1979 and used in the original IBM PC. The length of an instruction is between one and four bytes long. The first byte contains the operation code and flags. The following bytes contain the operands (register, memory address (different addressing schemes)). The instructions are sorted to the following groups: * Arithmetic * Logic * String manipulation * Control (Comparison and jumps) * Processor control (e.g. clearing the flags) For further details take a look at [http://home.comcast.net/~fbui/intel.html home.comcast.net/~fbui/intel.html] === Atmega128 === The length of an instruction is 16 or 32 bit. The first 16 bit contain the opcode and the operands. If a memory location is used literally then the second 16 bits are used as well. The instructions are sorted to the following groups: * Arithmetic * Logic & Bit manipulation * Transfer * Control (Comparison and jumps) For further details take a look at the [http://www.atmel.com/dyn/resources/prod_documents/doc2467.pdf Atmel Homepage] === 68008 === The 68008 belongs to the 68k family of Motorola. It is narrowed to the 68000 with a smaller address-bus and data-bus. See the details in the summary-table. The instructions are divided into operations and address modes. Almost all address modes are available for almost all instructions. The minimal instruction size is 16bit. A lot of instructions need extra words to be appended for addresses, address-mode bits, etc. So an instruction consist of at least one word, but some have as many as 11 words. The first word is called "simple effective address operation word" which specifies the length of the instruction, the effective addressing mode, and the operation to be performed. The other words are called "brief and full extension words" which are specifying the instruction and operands. * SINGLE EFFECTIVE ADDRESS OPERATION WORD (ONE WORD, SPECIFIES OPERATION AND MODES) * SPECIAL OPERAND SPECIFIERS (IF ANY, ONE OR TWO WORDS) * IMMEDIATE OPERAND OR SOURCE EFFECTIVE ADDRESS EXTENSION (IF ANY, ONE TO SIX WORDS) * DESTINATION EFFECTIVE ADDRESS EXTENSION (IF ANY, ONE TO SIX WORDS) The 68008 provides 14 different address modes and instructions are sorted to the following groups: * Arithmetic * Logic & Bit manipulation * Multiprocessing control * Flow of control For further details take a look at the [http://www.freescale.com/files/archives/doc/ref_manual/M68000PRM.pdf Freescale Homepage] == Summary == {| {{Prettytable}} ! !8088 !ATmega128 !68008 |- |Architecture |CISC |RISC |CISC |- |Memory architecture |von Neumann |Harvard |von Neumann |- |Internal data bus width |16 |8 |32 |- |External data bus width |8 |8 |8 |- |# of data registers |4 (AX, BX, CX, DX) |32 (r0-r31)<br> Six of them can be combined to three 16bit registers (X, Y, Z) |8 (D0 - D7) |- |# of other registers |4 16bit segment registers (CS, DS, SS, ES)<br> 16bit stack pointer (SP)<br> 16bit instruction pointer (IP)<br> 2 16bit index registers (SI, DI)<br> 16bit base pointer register (BP) |66 device registers<br> (mainly used to configure or access hardware resources) |7 address register (A0-A6)<br> 2 32bit stack pointers (A7+ A7')<br> 32bit program counter (PC) |- |# Flags |9 |7 |7 |- |Instruction length |1, 2, 3 or 4 byte |2 or 4 byte |1 - 11 word |- |# instructions |90 |100 |54 |- |# instruction variations |188 |133 |86 |- |Minimum execution time |2 |1 |? |- |Maximum execution time |190 |4 |? |- |Mean instruction execution time (Not average execution time!)<br> <math>\frac{\sum_{Instructions}Cycles/Instruction}{Number\ of\ the\ processor's\ instructions}</math> |21.8 |1.6 |? |- |Pipeline |4 byte prefetch queue (fetch, decode) |single level (fetch, decode) |single level (fetch, decode) |- |Address bus width |20 |16 |20 (DIP version)<br> 22 (PLCC version) |- |Package |DIP40<br> QFP56 |TQFG64<br> QFN/MFL64 |DIP48<br> PLCC52 |- |Interrupts |256 (38 reserved) interrupt vectors including:<br> 1 non maskable external interrupt<br> 1 maskable external interrupt<br> |35 interrupt vectors including:<br> 8 external interrupts<br> 1 external reset interrupt<br> 26 interrupts to handle non processor hardware<br> (like timer or ADC) |4 external interrupts (DIP version)<br> 8 external interrupts (PLCC version) |- |Other features (non processor features) | |Multiple timers<br> On chip memory (RAM, EEPROM, FLASH)<br> SPI<br> USART<br> ADC<br> 7x 8-Bit I/O | |} [[Category:Papers]] [[Category: Computer Architecture]] 8106 38899 2006-10-23T23:18:02Z SB Johnny 61 '''Note''': this section was ust imported from wikibooks. All pages of this project should appear at the same name, but without the "Wikiversity:" at the beginning. Main page is now [[Computer Architecture Lab]]. If more pages exist and need to be imported, leave a note on my talk page on wikibooks. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 23:18, 23 October 2006 (UTC) This page should be removed as soon as the templates are corrected on the wikibooks side. 8107 80958 2007-01-25T15:12:33Z JWSchmidt 20 [[Category:High School]] [[Category:Online learning resources]] [[Category:High School]] 8109 38929 2006-10-24T00:16:35Z Rayc 57 testing concept, sorry for the mess This will be A's answer 8111 38937 2006-10-24T00:23:04Z Rayc 57 This will be D's answer 8112 38938 2006-10-24T00:23:07Z Rayc 57 This will be C's answer 8113 38939 2006-10-24T00:23:26Z Rayc 57 This will be B's answer 8115 40904 2006-10-29T19:57:59Z Rayc 57 The human anatomy for the EMR has not yet been started. Study the [[Anatomical Terminology]] module which does not exceed the scope of the EMR. {{stub}} [[Category:Anatomy]] 8116 40022 2006-10-26T16:28:48Z 142.110.227.110 /* Motor response */ ==C-spine control== ==Level of consciousness== The patient's level of consciousness must be analysed using the Glasgow coma scale. To asses the patient using the Glasgow coma scale, the EMR must assess three elements of the patients response to stimuli (how the patient responds with his/her eyes, how the patient responds verbally, and how the patient responds physically with his/her motor functions). The total of the points scored on each will give the patients score. A score of 15 is the highest possible score, while a 3 is the lowest possible score. =====Eye response===== *4 points: Eyes open spontaneously. *3 points: Eyes open to the sound of speech. *2 points: Eyes only open as a response to pain. *1 point: Patient does not open eyes at all. =====Verbal response===== *5 points: Alert and oriented. The patient is aware of Person (who he/she is, name, age), Place (where he/she is and why), Time (what day or month it is), and Event (what happened which required the EMR to attend). *4 points: Confused. The patient is coherent but not entirely aware of person, place, time, and event. *3 points: Inappropriate speech. The patient uses rrandom or exclamatory articulated speech, but no conversational exchange. *2 points: Inappropriate sounds. The patient grunts, groans, moans, or makes other sounds without using any actual words. *1 point: None. The patient does not make any noises with the exception of noises made by a partial airway obstruction (i.e. snoring, wheezing, and gurgling). =====Motor response===== *6 points: Obeys commands. The patient obeys commands for movement (i.e. squeezes fingers on command, moves feet on command). *5 points: Localizes to pain. The patient makes purposeful movement to reduce pain. *4 points: Withdrawal fro pain. Patient pulls away from painful stimuli. *3 points: Abnormal flexing. Decorticate response *2 points: Abnormal extension. Decerebrate response *1 point: No motor response. ==Airway== ==Breathing== ==Circulation== [[Image:Carotidian_pulse.png|right|120px]] Check the patients rate, rhythm and quality of circulation by palpating both the distal and carotidian pulse at the same time. Palpate for fifteen seconds and then multiply the number of beats by four to determine rate (beats per minute). Note the rhythm of the pulse, is it normal or "offbeat"? Note the quality of the pulse, is it strong and bounding, is it weak and thready, or is it some other variation? ==Head== *'''Ask''' the patient if they have any pain in their head. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling **Spinal fluid coming from the eyes, ears, or nose. *'''Feel''' for: **Tenderness **Instability **Crepitation ==Neck== *'''Ask''' the patient if they have any pain in their neck. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling **Jugular vein distention *'''Feel''' for: **Tricia deviation **Tenderness **Instability **Crepitation ==Chest== *'''Ask''' the patient if they have any pain in their chest. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling **Equal and bilateral chest rise and fall **Paradoxical motion **Subcutaneous emphysema *'''Listen''' with a stethoscope for: **equal chest sounds **clear chest sounds *'''Feel''' for: **Tenderness **Instability **Crepitation ==Abdomen== *'''Ask''' the patient if they have any pain in their abdomen. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling *'''Feel''' for: **Tenderness **Rigidity ==Pelvis== *'''Ask''' the patient if they have any pain in their neck. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling **Incontinence **Defecation **Priapism *'''Feel''' for: **Tenderness **Instability **Crepitation ==Lower extremities== *'''Ask''' the patient if they have any pain in their legs or feet. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling *'''Feel''' for: **Tenderness **Instability **Crepitation **Equal pedal pulses **Equal motor function (conscious patient only) ==Deadly bleed check== At this point it is imperative to check under the patient for deadly bleeding by placing a clean gloved hand under the patient at every elevated space and then checking the glove for blood. ==Upper extremities== *'''Ask''' the patient if they have any pain in their arms or hands. *'''Look''' for: **Deformities **Contusions **Abrasions **Penetrations **Burns **Lacerations **Swelling *'''Feel''' for: **Tenderness **Instability **Crepitation **Equal distal pulses **Equal motor function (conscious patient only) {{stub}} [[Category:Emergency medical responder (EMR)]] [[Category:EMR primary survey]] 8117 70953 2007-01-12T03:21:10Z JWSchmidt 20 use most specific ===Load and go=== Under the following circumstances a patient must always be a load and go: *Altered level of consciousness. *Any compromise to the airway. *Any compromise to the Breathing. *Any compromise to the circulation. *Deadly bleeding. *Change in skin colour, temperature, or condition. *Spinal immobilization has been taken. *Pelvic fracture. *Femur fracture. *Internal bleeding. If an EMR determines the patient to be a load and go, the following protocol must be followed. '''Note''' ''the patient history can usually be taken at the same time as the patient is being packaged.'' #Patient history. #Package patient. #Begin transport. #Check vitals (recheck vitals every five minutes or if a change in the patients condition occurs). #Perform a reassessment survey. #Begin treatment. ===Stay and stabilize=== If none of the above conditions exist, an EMR may choose to stay and stabilize the patient before transport. If an EMR determines the patient to be a stay and stabilize, the following protocol must be followed. #Patient history. #Check vitals (recheck vitals every five minutes or if a change in the patients condition occurs). #Perform a reassessment survey. #Begin treatment. #Package patient. #Begin transport. {{stub}} [[Category:EMR Transport decision]] 8118 67817 2007-01-08T01:37:28Z MichaelBillington 1599 fix double redirect #REDIRECT [[School:Strategic Studies/Strategic Simulations/]] 8119 38988 2006-10-24T01:36:25Z Dnjkirk 1833 [[/Strategic Simulations/]] moved to [[School:Strategic Studies/Strategic Simulations]]: arrgh #REDIRECT [[School:Strategic Studies/Strategic Simulations/]] 8120 67820 2007-01-08T01:38:56Z MichaelBillington 1599 fix redirect #REDIRECT [[School:Strategic Studies/Universal Operational Simulation]] 8121 38985 2006-10-24T01:35:01Z Dnjkirk 1833 [[Wikiversity:Universal Tactical Simulation]] moved to [[School:Strategic Studies/Universal Tactical Simulation]]: not wikipedia #REDIRECT [[School:Strategic Studies/Universal Tactical Simulation]] 8122 38987 2006-10-24T01:35:50Z Dnjkirk 1833 [[School:Strategic Studies/Universal Operational Simulation/]] moved to [[School:Strategic Studies/Universal Operational Simulation]]: arrgh #REDIRECT [[School:Strategic Studies/Universal Operational Simulation]] 8123 67816 2007-01-08T01:37:21Z MichaelBillington 1599 fix again, that makes it a triple redirect :) #REDIRECT [[School:Strategic Studies/Strategic Simulations/]] 8124 38991 2006-10-24T01:37:32Z Dfrauzel 2393 Copied from Wikipedia/Tin_can_telephone: http://agcomwww.tamu.edu/images/market2.jpg public access edu site == Summary == Copied from Wikipedia/Tin_can_telephone: http://agcomwww.tamu.edu/images/market2.jpg public access edu site == Licensing == {{Unknown license}} 8125 38997 2006-10-24T01:42:12Z Dnjkirk 1833 [[Wikiversity:Strategic Simulations/Mercantilism (Strategic Simulation)]] moved to [[School:Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]]: triple arrgh #REDIRECT [[School:Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]] 8126 77418 2007-01-17T00:50:54Z JWSchmidt 20 [[School:Strategic Studies/Universal Tactical Simulation/Landsknecht]] moved to [[Strategic Studies/Universal Tactical Simulation/Landsknecht]]: Wikiversity name [[Image:Landsknecht models.JPG|thumb|Right|300px|The Swiss Black Legion mercenaries under fire from Spanish Tercio Arquebusiers and under threat of charge from heavy cavalry.]] =Description= A wargame, played on a chessboard or other checkered surface, with either miniatures or just bits of paper or cardboard. Loosely simulates combat during the late Middle Ages and early Renaissance in Europe. It is a very simple game that introduces very basic military concepts such as formation, drill, enfilade, defilade, and battlefield manoeuver. =Object= To defeat, rout, or annihilate the opposing force. =Setup= The field of battle is an 8x8 checkerboard the same as those used in the game of Chess. Setup varies depending on scenario. There are three different basic types of unit: *Infantry: solid in defence *Cavalry: fierce in attack *Ranged: long-ranged attack Every unit is representative of a standardized Late Medieval German unit of heavily-armoured trained militia or mercenaries. Units can be represented on the board in any number of ways, from bits of paper to painted figurines. Ideas will be given along with this document. For example, printable flag pages (such as [[/Reichsturmfahne|'''this one for the Holy Roman Empire''']]) can be made to add colour to your board and help identify friendly pieces: [[Image:Reichsturmfahnesmall.jpg|thumb|Right|600px|Print it out, cut it out, then fold it in half and glue!]] The size of each square is approximately 25x25 yards, making the battlefield 200 yards long and wide. The people in each unit, for ease of play, are represented by "gleven" which were an arbitrary number and composition of troops that was the basis for the makeup and command structure of German mediaeval armies. A "Gleve" is a 'levy' in English. Some gleven were 2 horsemen, some were up to 10 footsoldiers, but this game uses the term to denote 20 troops, meaning the average square fits up to 20 gleven of troops organized in two units of 10 gleven each. A typical group of German infantry would contain 2 Rotten (platoons) of 10 men in each gleve. Each square can accommodate two of any type of unit, the maximum size of each unit being 200 people. This is based on the idea that each unit is 25 files across and 8 ranks deep. This is the standard for regular one-arms dressing, meaning every man is exactly one arms length from the other in any direction. Open order is possible so skermishers may be created. Open order cuts the number of gleven per square in half as the order is two arm lengths from each man. Close-order or shoulder dressing packs men shoulder-to-shoulder, and this may be done for shield walls, pike hedges and nifty formations like the Spartan Phalanx or the Roman Testudo. This doubles the number of gleven in a square. The only exception to this rule is that only one cavalry unit of 25 files with 8 ranks may fit into one square, not two such units. Cavalry can never be in any less than standard order, and cavalry skermishers can open their order as above. The changing of order could be done such that a small number of men are holding a long front, or it can be used in skermishing. No unit in close order can charge. No unit in open order can set against charge. open order allows instant facing and direction changes without any penalty, skermishers can turn about as much as they want and change facing however they wish. Horse archers must ride in skermish order. At setup, players may decide on the order (closed, open, regular) in which their troops occupy the board. =Movement= Generals will roll a die at the beginning of each round with the higher roller deciding who will move first in that round. The one who moves first may move all or none of their units to the maximum of their allowable movement each round, followed by the second mover. Units are not moved in alternation. A troop of soldiers have a number of choices of movement which can be broken down into TURNS, FORMS, and MARCHES. *A TURN is where a unit turns 90 degrees or 180 degrees in place. The frontage of the unit on the battlefield does not change, but the facing does. *A FORM is where the unit makes a change of facing AND frontage. The entire unit remains in the same square, and can change their frontage to the right or left 90 degrees. *A MARCH is where the unit moves by marching forward or charging. A MARCH may be undertaken after a TURN, but not after a FORM. ===Marches=== There are two types of MARCH: a standard march and a charge. Each unit has different numbers of squares it may travel doing either. *Infantry: :*March-1 square :*Charge-2 squares *Cavalry: :*March-2 squares :*Charge-6 squares *Ranged: :*March-1 square :*Charge-2 squares (but ranged troops do not gain an attack bonus for charging into combat) ===Turns and Forms=== Whenever a unit TURNS and then proceeds to MARCH in column of eights, the unit is considered to end their round by turning to advance or retire. For example, the unit may go back to facing their previous front or rear, but never will they face in column of eights at the end of the turn. A unit may TURN or FORM 90 degrees, or TURN 180 degrees, but TURNing or FORMing cannot be done in increments of 45 degrees. In order to give the units more freedom of movement, the incline (a 45 degree turn) may be used such that the unit may move directly forward, or to the forward left or right. The unit facing is returned once again to the way in which it began the round. =Combat= A unit's combat effectiveness is determined by its Facing, Depth ===Frontage, Flank, Rear=== [[Image:Unitillustration.jpg|thumb|right|120px|Unit frontage.]] The unit's frontage is defined as the front three squares of the 8 that surround it. Its flank is the side two squares on either side, and its rear is the back one square. There is some overlap of flank and rear, and it is described with the help of the picture to the right. The overlap of the flank and rear is resolved by the direction from which the attacker enters the adjacent square. If the attacking unit enters the adjacent square from the border that is coloured yellow, that attack will be considered a flank. If the attacker enters from the border that is coloured red, that attack will be considered an attack on the rear. A unit may attack to the three squares of its frontage. Combat happens in a square to the front of the attacker. Base-to-base combat requires that the squares the units occupy must be adjacent. ===Depth and Dice for Attack=== The strength of a combat unit is determined by its depth in ranks. Each rank which can fight is worth 1 die in combat. For a unit composed of one gleven, there is only one rank. Two gleven is two ranks, three gleven is three ranks, and after this it doesn't matter because the maximum number of ranks that can enter combat is three. If, for example, two units of Infantry are in pitched combat, they will each roll one die per rank in combat to a maximum of three. If there are 4 gleven in one unit and three in the other, in combat they will both roll three dice respectively. The total amount of pips that show on the dice rolled by each side are added up. This is the strength of the unit in attack, and for every four pips, one gleve of enemy Infantry is considered to have become casualties. For every remainder of two or three pips, a gleve is given a "step loss" - that is half their number is composed of casualties. Place a step loss counter on the unit. Any less than two pips of remainder is discarded. ===Modifiers to Combat=== Different bonuses are given to the attacker and defender in certain circumstances. Follow these guidelines for awarding extra combat dice to the units who outmanoever others: +1 die Defender (Infantry only) did not move this turn and was charged by Infantry (order: "set against charge"). +2 dice Defender (Infantry only) did not move this turn and was charged by Cavalry (order: "prepare to receive cavalry"). +1 die Attacker charges a foe that moved last turn (Cavalry gain a +2 dice bonus). +1 die Attacker attacks foe on the flank. In this case, the Defender may not roll more than 1 combat die. +2 dice Attacker attacks foe in the rear. Defender may not roll any combat dice. ===Running Combat=== Combat is run simultaneously, so all casualties are removed after all the combat has been done, not before. The attacker must use one "move" in order to attack. This means that the attacker must enter a square adjacent the target and then still have one move left to enter combat. Archers have a range of up to 6 squares. They roll 1 combat die for every two gleven of archers that fire, and then compare this result to the range table: <table border=1> <CAPTION><EM>Range chart for Archers</EM></CAPTION> <TR><TH>Range<TD>1<TD>2<TD>3<TD>4<TD>5<TD>6 <TR><TH>Pips per gleve of damage<TD>7<TD>5<TD>4<TD>5<TD>7<TD>9 </TABLE> This suggests that at close range, archers are particularly ineffective due to the need for direct fire, and in their range "sweet spot" they are far more effective, as all ranks can concentrate fire on the target. Effectiveness then decreases again due to a lack of accuracy. To read the table, simply note that when a band of archers rolls a total number of pips ''N'', at range 1, the total amount of damage done to the enemy is N/7, rounded down to a minimum of 0. At range 2, the total amount of damage done to the enemy is N/4, and so on. Cavalry, once they attack an Infantry or Archer unit, MUST force their opponent back into retiring or else they are considered 'bogged'. This means the cavalry are caught up in the mass of troops and cannot manoever. A cavalry unit caught in such a way is subject to a penalty of -1 combat dice to a minimum of 1 die. Archers cannot charge or set against charge in the way Infantry can, but they can fight base-to-base like Infantry. All German Archers had to have armour and swords as well as bows. =Morale= Morale is one of the major determinants of battlefield loss or victory. Each full unit of men, mainly due to the cohesion of forces working in close quarters, is affected by one morale value. Every unit represented as one mass on the board will need a morale die to represent its morale level. All regular units begin at morale 5. All rabble and irregular units begin at morale 3. Specially religious or elite units may begin above four due to their fanaticism or contempt of death. Morale checks are required when a unit is attacked and ends up losing out in combat, when a unit retires due to stress, when attacked by weapons that cause ''fear'', and when a unit is being rallied by its commander. <table border=1> <CAPTION><EM>Phases of Morale</EM></CAPTION> <TR><TH>Level<TD>Description <TR><TH>'''1: Panicked'''<TD>A unit which is panicking must be in open order. If it is not, it must be moved into open order. The troops of this unit still surviving will attempt as best as possible to get off the board, avoiding every unit in their way if possible. This unit is now impossible to rally, and is simply going to disappear off the board at a full run. <TR><TH>2: Routed<TD>A unit in rout will form open order and retreat toward the closest map edge. This unit still has basic cohesion, and will not utterly disintegrate. If there is a friendly unit nearby, the routing unit may use one quarter of its allotted movement to move towards this unit. The routing unit can be saved by a successful rally. <TR><TH>3: Shaken<TD>A shaken unit is one that has been beaten back in combat. The shaken unit will move one quarter (round up) of its movement backward without changing facing. The enemy unit also maintains its contact with the enemy by matching this move forward. The enemy unit may make a morale check to improve its morale. <TR><TH>4: Normal<TD>A unit with normal morale is in good fighting trim. It will function with no penalties, and can be in any formation allowed to the unit type. <TR><TH>5: Spirited<TD>A spirited group of troops has made a positive attack, and has gained some degree of impetuosity therefrom. Spirited troops gain bonuses to attack and perform generally with more tenacity on the battlefield than other units. <TR><TH>6: Frenzied<TD>Frenzied troops will not be affected by fatigue. They will gain a large bonus to attack. They will chase down any unit which they have caused to rout until it flees the field, then will attack the closest enemy unit. Frenzied units will charge wherever they go until reigned in by their commanders. Morale checks no longer apply. </TABLE> ===Morale Improvement=== Units which succeed against opponents have a chance to improve their morale by passing a leadership test. Any unit facing a unit that falls to “shaken” status may make a command check to gain morale. In addition, command checks can be made (as per the rally rules) in stationary and unengaged units to raise their morale back to “normal.” Highly skilled commanders may be able to rile their troops up in this way so much that they can become “spirited” or even “frenzied.” ===Making a Morale Check=== Morale is rolled against the unit’s combined morale rating. Typically, morale for any unit is 7, though veteran troops normally have 8 or 9, and rabble can have 5 or 6. The check is made with two dice. If the result is equal to or lower than the unit’s morale rating, then the check has been passed. In the event of the roll being higher than the rating, the check has been failed. ===Modifiers to Morale=== Modifiers to Morale include if the target unit is: *Attacked from the rear –1 *At half strength or less –1 *Attacked by a frenzied unit –1 *At quarter strength or less –2 *Successfully charged –1 *Backed against an obstacle (wall or river, etc.) -2 *Attacked by double the amount of men in their own unit –1 *Not under the effects of a commander –2 *Green troops, engaging the foe for the first time –1 *Fatigued –1 *Pushing back a foe +1 *Forcing a foe to rout +1 *Reloading ranged weapons –2 ===Effects of Morale=== <table border=1> <CAPTION><EM>Effects of Morale</EM></CAPTION> <TR><TH>Level<TD>Description <TR><TH>'''1: Panicked'''<TD>Unit is in disorder and will not rally. Troops must be placed in open order, no base of any one troop touching the base of the other. The troops of this unit will, each individually or in groups, attempt to retreat off the board, and cannot be rallied. They will attack all enemy units as individuals if there is no choice, but would prefer to run off without any interruption. <TD>*Attack -3 *Defence -3 <TR><TH>2: Routed<TD>Unit is in skirmish order and will retreat en masse to the closest map edge. If they contact an enemy unit, they will attempt to get away as soon as possible. A routing unit must avoid contact with all enemy units. One quarter of the unit’s movement (round up) may be used each turn to move directly toward a friendly unit.<TD>*Attack -2 *Defence -2 <TR><TH>3: Shaken<TD>Shaken units will “withdraw” from the attacker. Rules for withdrawal are covered above.<TD>*Attack -1 *Defence +1 <TR><TH>4: Normal<TD>The unit is in good fighting order and will proceed without positive or negative morale modifiers.<TD>*Attack +0 *Defence +0 <TR><TH>5: Spirited<TD>The unit will function more cohesively on the battlefield.<TD>*Attack +1 *Defence +0 <TR><TH>6: Frenzied<TD>Frenzied units always attack and are unaffected by further morale checks until brought back down to a lower morale by a command check. A frenzied unit can charge anywhere on the field without fear of fatigue, and will attack the closest enemy unit always. Frenzied units cannot hold close order formation, and must be formed in skirmish.<TD>*Attack +2 *Defence -1 </TABLE> =Advanced Unit Types= Other types of troops exist than the basic three above. ===Sword and Pike Infantry=== Infantry comes in both sword and pike varieties, but is considered for the sake of a simple game to be the same thing. In the case of making a differentiation between sword and pike infantry, the following is taken into consideration: *sword is a more versatile melee weapon than pike. *pike sets against charge where sword cannot. *swordsmen may carry shields. *pikemen will engage before swords, and more of them can attack the enemy, especially in a closed order formation. *swordsmen work best in skermish and in shield walls, there is no middle ground. Therefore, to compensate for these problems, apply the following rules of thumb: *It is considered only the first three ranks of a sword unit may fight if the unit is in regular order. If in close order, only the first rank alone may enter combat. If in skermish order, the swords may attack with all three ranks. *Pikes may always attack with three ranks in any formation. *Pikes can never skermish. You may if wished, but it is suicide. *pikes may set against charge. *Swordmen may use shield wall if they are so trained. *Every sword gleve gets a shield save when threatened with annihilation. A roll of 1-2 on a d6 reduces the damage to a half-loss only. A half-gleve may be saved completely from harmby a roll of 1-2. *When a sword unit attacks pike, roll the attacks. Generally, a pike unit will have more dice to bear on a sword unit as it can pack more densely. If the pike attack is higher than the sword attack, apply the damage immediately to the swords, and roll sword morale. If the number of gleven in a sword unit changes enough to change the amount of attack dice it has, roll again for damage against the pikes, otherwise run the first combat as usual. *If swords can hold against pikes for one turn, they gain a bonus of being able to attack with four ranks. The shield save is also changed: a roll of 1 saves the gleve, 2-3 the gleve is only cut in half. *Sword skermishers that have passed the first assault of the pikes may infiltrate the pike ranks, doing one full free attack and causing the pikes to withdraw automatically. ===Arquebus=== The Arquebus is a ranged firelock weapon with an effective range of about 40-50 yards. Though the ball from an Arquebus can continue for a much greater distance than this, the vagaries of air pressure (that also plague slicing golf balls) make the weapon highly inaccurate. In Arquebus troops, only the front rank may fire. This lends them to use in close order, from which a maximum of two gleven may bring their fire to bear. An Arquebus takes a full turn to reload, and an Arquebus unit cannot perform any other action while reloading. Arquebus do damage per gleven based on the following table: <table border=1> <CAPTION><EM>Range chart for Archers</EM></CAPTION> <TR><TH>Range<TD>1<TD>2<TD>3 <TR><TH>Dice rolled per gleve<TD>1<TD>1<TD>1/4 </TABLE> This table implies that arquebus units side-by-side may concentrate fire to be effective at long range. Arquebus, when attacked, if they are in good order and facing the attacker, may fire prior to entering combat. This damage is resolved before the enemy attacker makes an attack. In all cases when a unit is fired upon by Arquebus, they must make a morale check, because Arquebus cause ''fear''. ===Swiss Pikemen=== Swiss Pikemen are so exquisitely trained that they can turn without effort, and face the direction of the enemy - even when it isn't their turn. In this way, Swiss pikes never have to turn, they can move in any direction the player wishes. When receiving attacks from different directions, Swiss troops suffer no derogatory morale, and if they are attacked from more than one different direction, they can form square such that all sides of their unit are counted as "front." Forming square occurs at any time, and the Swiss player can even do it when attacked in the opponent's round. If this is the case, the Swiss unit may only move half rate in the next turn. Swiss Pike units are formed of 40 gleven and fill a full board square, and should be represented by a Cavalry-size box. ===Spanish Tercio=== Spanish Tercio are a blend of Pike and Arquebus that is particularly effective. Represented on the board by a band of Arquebus with a unit of Pike behind, they may choose, at any time, to switch positions at the cost of only one movement point. If the Tercio player saves a movement point at the end of his turn, the Tercio may do this at will during the opponent's turn. =Scenarios= Make some! [[Category:Strategic Studies]] 8129 39028 2006-10-24T02:03:45Z Dnjkirk 1833 <small>In collaboration with [[School:Game Design|The School of Game Design]] and [[Board Game Studies]]</small> =Introduction= Game theory is the analysis of decision-making through the use of "models." =[[/Games|The "Games"]]= *Prisoner's Dilemma *Stag Hunt *Chicken *... 8130 79367 2007-01-21T02:21:05Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} <small>In collaboration with [[School:Game Design|The School of Game Design]] and [[Board Game Studies]]</small> =Introduction= These are the games used in Game Theory =The Games= From [[w:List_of_games_in_game_theory|'''Wikipedia: List of games in game theory''']]. {| class="wikitable" |- !Game !Players !Strategies per player !Number of [[w:pure strategy|pure strategy]] [[w:Nash equilibria|Nash equilibria]] ![[w:Sequential game|Sequential]] ![[w:Perfect information|Perfect information]] ![[w:Constant sum|Constant sum]] (e.g. [[w:Zero sum|Zero sum]]) |- |[[/Payoff matrix#Battle of the sexes|Battle of the sexes]] |2 |2 |2 |No |No |No |- |[[Centipede Game|Centipede game]] |2 |variable |1 |Yes |Yes |No |- |[[/Payoff matrix#Game of chicken|Chicken]] (aka hawk-dove) |2 |2 |2 |No |No |No |- |[[Coordination game]] |[[w:N-player game|''N'']] |variable |>2 |No |No |No |- |[[Cournot game]] |2 |infinite<ref name="infinite">There may be finite depending on how goods are divisible.</ref> |1 |No |No |Yes |- |[[/Payoff matrix#Deadlock|Deadlock]] |2 |2 |1 |No |No |No |- |[[Dictator game]] |2 |infinite<ref name="infinite" /> |1 |N/A<ref name="Dictator">Since the dictator game only involves one player actually choosing a strategy (the other does nothing), it cannot really be classified as sequential or perfect information.</ref> |N/A<ref name="Dictator" /> |Yes |- |[[Diner's dilemma]] |[[w:N-player game|''N'']] |2 |1 |No |No |No |- |[[Dollar auction]] |2 |2 |0 |Yes |Yes |No |- |[[El Farol bar problem|El Farol bar]] |[[w:N-player game|''N'']] |2 |variable |No |No |No |- |[[Guess 2/3 of the average]] |[[w:N-player game|''N'']] |infinite |1 |No |No |Yes |- |[[Kuhn poker]] |2 |12 & 4 |0 |Yes |No |Yes |- |[[/Payoff matrix#Matching Pennies|Matching pennies]] aka [[Parity game]] |2 |2 |0 |No |No |Yes |- |[[Minority Game]] |[[w:N-player game|''N'']] |2 |variable |No |No |No |- |[[Nash bargaining game]] |2 |infinite<ref name="infinite" /> |infinite<ref name="infinite" /> |No |No |Yes |- |[[Pirate game]] |[[w:N-player game|''N'']] |infinite<ref name="infinite" /> |infinite<ref name="infinite" /> |Yes |Yes |Yes |- |[[/Payoff matrix#Prisoner's Dilemma|Prisoner's dilemma]] |2 |2 |1 |No |No |No |- |[[Rock, Paper, Scissors]] |2 |3 |0 |No |No |Yes |- |[[Signaling games|Signaling game]] |[[w:N-player game|''N'']] |variable |variable |Yes |No |No |- |[[/Payoff matrix#Stag Hunt|Stag hunt]] |2 |2 |2 |No |No |No |- |[[Trust game]] |2 |infinite |1 |Yes |Yes |No |- |[[Ultimatum game]] |2 |infinite<ref name="infinite" /> |infinite<ref name="infinite" /> |Yes |Yes |Yes |} 8131 64610 2006-12-29T17:47:18Z EricPrice 4683 /* Certification */ [[Image:Schema_di_una_LAN.png|400px|right|Conceptual illustration of a network]] '''Networking''', in the context of [[School:Computer_Science|Computer Science]], is the practice of connecting multiple computer systems in such a way that they may '''share resources'''. These computer systems may be in the same room or across the world (or even on the surface of Mars). They may be personal computers or they could be printers, phones, or clever gadgets. The resources they share may be files, services, or simply the use of an appliance (such as a printer... or a toaster). The topics covered in this course are designed to introduce the basic concepts of modern networking, with only a small emphasis on historical networking where necessary. The participant may start with only a rudimentary understanding of the subject, and by completion feel confident in pursuing a more specific curriculum, perhaps even basic certification. The material can be completed in a very short time, making it ideal as preparatory reading or as a presentation to interested candidate students. ([[Networking Intro/About this course|About this course]]) == What you will learn == Networking is such a diverse topic that covering ''everything'' in a single course would be impossible. The topics herein will expose you to many fundamental concepts in the field, with realistic examples. The goal, however, is not to memorize protocols rote or prepare you for hands-on experience; instead, you should be able to visualize and describe, in your own terms, these fundamental concepts so that you demonstrate a level of comfort that will buoy you throughout your study and practice of this notoriously complex discipline. * [[Networking Intro/Definition_Network|Definition]] [[Image:100%.png]] - What is a network? * [[Networking Intro/Definition_WWW|Application]] [[Image:25%.png]] - What is the Internet and the world wide web? * [[Networking Intro/Overview|Overview]] [[Image:00%.png]] - How networks work * [[Networking Intro/Personal_practice|Personal practice]] [[Image:00%.png]] - How to build your own network * [[Networking Intro/Business_practice|Business practice]] [[Image:00%.png]] - How to build a SMB network * [[Networking Intro/Career|Career]] [[Image:00%.png]] - How to become a network engineer Each topic includes an outline, suggested activities and links to useful resources. They are constructed for self-study, but should be adaptable to a group environment. [[Category:Networking]] [[Category:Networking Intro]] 8132 40131 2006-10-26T23:12:19Z Dfrauzel 2393 Removing links - automatically generated now by categorization There are a lot of resources out there for teaching yourself basic networking / network administration. Many of them are expensive. Others are poorly organized or incomplete (or worse, incorrect). The purpose of this course is to give you a solid foundation to build upon, not to boggle you with the intricacies of the OSI model or prepare you (only) for a certification exam. Contributions to the course are welcome, and in the Wikipedia spirit you should '''be bold'''. As a recommendation, though, please consider opening a new course if the contribution is sufficiently in-depth or technical. =Structure= The structure used for each topic in this course is: * Outline * Discussion * Activities * Resources The structure and style borrows heavily from the excellent example at [[Web Design]]. It is the goal of this course to exemplify both '''education''' and '''innovation''', and a standard course format is not required. This is entirely a work in progress - you might even say, an experiment. =Group use= Ideally the material here would be suitable for self-study and group use without modification. Perhaps an additional section at the end of each topic should be added, suggesting additional activities for a group that don't diminish the value of self-study, but encourage communication (utterly essential for this discipline) and foster creative (viral?) learning. [[Category:Networking]] [[Category:Networking Intro]] 8133 39034 2006-10-24T02:15:47Z Dfrauzel 2393 [[Category:Computer Science]] 8135 39054 2006-10-24T03:08:47Z CQ 1939 [[Wikiversity:Essay Contest]] moved to [[Wikiversity:Essay Contests]]: Plural makes better sense #REDIRECT [[Wikiversity:Essay Contests]] 8137 78419 2007-01-19T02:00:00Z 128.237.241.22 /* Overview */ =Overview= The physics curriculum here is meant to reflect what is necessary to earn a Bachelors of Science in Physics. =Course List= This is a list of common topics covered in a physics major, as the courses become available they will be replaced with links, ==General Physics Courses== *Newtonian Mechanics *Special Relativity *Classical Mechanics *Electricity and Magnetism *Statistical Mechanics *Modern Physics *Quantum Mechanics *Electromagnetic Fields ==Mathematics Courses== *Calculus *Vector Calculus *Linear Algebra *Differential Equations *Fourier Series *Differential Geometry ==Astronomy== *General Relativity ==Applied Physics== *Solid State Physics *Continuum Mechanics [[Category:Physics]] 8139 39076 2006-10-24T06:04:43Z CQ 1939 http://upload.wikimedia.org/wikipedia/commons/thumb/9/97/Crystal_128_fonts.png/33px-Crystal_128_fonts.png http://upload.wikimedia.org/wikipedia/commons/thumb/9/97/Crystal_128_fonts.png/33px-Crystal_128_fonts.png 8140 75530 2007-01-14T03:03:33Z JWSchmidt 20 [[Category:Philosophy of religion]] <small>Part of [[School:Philosophy|Philosophy]]>[[Topic:Philosophy of Religion|Philosophy of Religion]]</small> [[Image:Stpetersbasilicaholyspiritwindow.jpg|thumb|right|Cathedra Petri in St. Peter's Basilica, Rome]] ==Overview== The ontological argument proposes that gods existance can be proved ''a priori'', that is, by intuition and reason alone. It was first put forward by [[w:Anselm of Canterbury|Anselm of Canterbury]] in the [[w:Proslogion|Proslogium]]. The argument works by examining the concept of God, and arguing that it implies the actual existence of God; that is, if we can conceive of God, then God exists — it is thus self-contradictory to state that God does not exist. This is obviously a controversial position, and the ontological argument has a long history of detractors and defenders. The argument's different versions arise mainly from using different concepts of God as the starting point. For example, Anselm starts with the notion of God as a being than which no greater can be conceived, while Descartes starts with the notion of God as being maximally perfect (as having all perfections). == Suggested Reading == * '''St Anselm, "The Ontological Argument" From Proslogium.''' #{{cite book | last = Anselm | first = St | editor = Burr, David | title = Anselm On God's Existence | origyear = 1996 | url = http://www.history.vt.edu/Burr/Anselm.html }} #{{cite book | last = Anselm | first = St | editor = Feinberg, Joel | title = Reason and Responsibility | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0534543510 }} #{{cite book | last = Anselm | first = St | editor = Deane, Sidney N | title = St. Anselm's Basic Writings | origyear = 1962 | publisher = Open Court Publishing Co. | id = ISBN: 0875481094 }} # {{cite book | last = Anselm | first = St | editor = Charlesworth, M. | title = St. Anselm's Proslogion | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0268016976 }} #{{cite book | last = Anselm | first = St | editor = Davies, Brian | title = Anselm of Canterbury: The Major Works | origyear = 1998 | publisher = Oxford University Press | id = ISBN: 0192825259 }} * '''William L. Rowe, "The Ontological Argument."''' #{{cite book | last = Rowe | first = William L. | editor = Feinberg, Joel | title = Reason and Responsibility | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0534543510 }} * '''Gaunilo of Marmoutiers, "On Behalf of the Fool."''' #{{cite book | last = Gaunilo of Marmoutiers | first = | editor = Burr, David | title = Gaunilo: How Someone Writing On Behalf of the Fool Might Reply to all This | origyear = 1996 | url = http://www.history.vt.edu/Burr/Anselm.html }} #{{cite book | last = Gaunilo of Marmoutiers | first = | editor = Feinberg, Joel | title = Reason and Responsibility | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0534543510 }} #{{cite book | last = Gaunilo of Marmoutiers | first = | editor = Davies, Brian | title = Anselm of Canterbury: The Major Works | origyear = 1998 | publisher = Oxford University Press | id = ISBN: 0192825259 }} #{{cite book | last = Gaunilo of Marmoutiers | first = | editor = Deane, Sidney N | title = St. Anselm's Basic Writings | origyear = 1962 | publisher = Open Court Publishing Co. | id = ISBN: 0875481094 }} == Enyclopedia Articles == *[http://www.iep.utm.edu/o/ont-arg.htm The Ontological Argument] from [[http://www.iep.utm.edu/ The Internet Encyclopedia of Philosophy]] article by Kenneth Einar Himma *[http://plato.stanford.edu/entries/ontological-arguments/ Ontological Arguments] from the [[http://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]] *[[w:Ontological argument|Ontological Argument]] from [[http://en.wikipedia.org/wiki/Main_Page Wikipedia]] == Lecture Notes == *[http://ocw.mit.edu/NR/rdonlyres/Linguistics-and-Philosophy/24-00Fall-2005/BABECD0F-64B9-4ADF-9DE4-338FC3067478/0/ontarg05.pdf Existence of God: Ontological Argument] by Sally Haslanger. Part of [http://ocw.mit.edu/OcwWeb/Linguistics-and-Philosophy/24-00Fall-2005/CourseHome/index.htm 24.00 Problems of Philosophy, Fall 2005] == References == *Wikipedia contributors, "Ontological argument," Wikipedia, The Free Encyclopedia, [[w:The ontological argument|The ontological argument]] (accessed October 29, 2006). [[Category:Philosophy of religion]] 8141 39083 2006-10-24T06:33:31Z CQ 1939 [[m:Template:Image_translators]] [[Image:Crystal 128 fonts.png|33px|none|Translation]] <noinclude>[[Category:Template|{{PAGENAME}}]]</noinclude> 8142 39084 2006-10-24T06:38:09Z CQ 1939 [[m:Template:Translator eng-deu]] <div style="float:left;border:solid #708090 1px;margin:1px"> {| cellpadding="1" cellspacing="0" style="width:238px;background-color:#dcdcdc" |- | style="width:45px;height:45px;background-color:#fff;text-align:center;font-size:14pt" | {{Image translators}} | style="font-size:8pt;padding:4pt;line-height:1.25em" | This Translator translates from<br />'''[[:Category:Translators eng-deu|English to German]]'''. |} </div><includeonly>{{#if:{{{skipcat|}}}|| [[Category:Translators eng-deu|{{{1|{{PAGENAME}}}}}]] }}</includeonly> 8143 39085 2006-10-24T06:42:24Z CQ 1939 [[m:Template:Translator deu-eng]] <div style="float:left;border:solid #708090 1px;margin:1px"> {| cellpadding="1" cellspacing="0" style="width:238px;background-color:#dcdcdc" |- | style="width:45px;height:45px;background-color:#fff;text-align:center;font-size:14pt" | {{Image translators}} | style="font-size:8pt;padding:4pt;line-height:1.25em" | This Translator translates from<br />'''[[:Category:Translators deu-eng|German to English]]'''. |} </div><includeonly>{{#if:{{{skipcat|}}}|| [[Category:Translators deu-eng|{{{1|{{PAGENAME}}}}}]] }}</includeonly> 8144 39086 2006-10-24T06:45:38Z CQ 1939 [[m:Template:Translator spa-eng]] <div style="float:left;border:solid #708090 1px;margin:1px"> {| cellpadding="1" cellspacing="0" style="width:238px;background-color:#dcdcdc" |- | style="width:45px;height:45px;background-color:#fff;text-align:center;font-size:14pt" | {{Image translators}} | style="font-size:8pt;padding:4pt;line-height:1.25em" | This Translator translates from<br />'''[[:Category:Translators spa-eng|Spanish to English]]'''. |} </div><includeonly>{{#if:{{{skipcat|}}}|| [[Category:Translators spa-eng|{{{1|{{PAGENAME}}}}}]] }}</includeonly> 8145 39087 2006-10-24T06:48:58Z CQ 1939 [[m:Template:Translator eng-spa]] <div style="float:left;border:solid #708090 1px;margin:1px"> {| cellpadding="1" cellspacing="0" style="width:238px;background-color:#dcdcdc" |- | style="width:45px;height:45px;background-color:#fff;text-align:center;font-size:14pt" | {{Image translators}} | style="font-size:8pt;padding:4pt;line-height:1.25em" | This Translator translates from<br />'''[[:Category:Translators eng-spa|English to Spanish]]'''. |} </div><includeonly>{{#if:{{{skipcat|}}}|| [[Category:Translators eng-spa|{{{1|{{PAGENAME}}}}}]] }}</includeonly> 8146 39088 2006-10-24T06:58:03Z CQ 1939 New template [[Category:Translators deu-spa]] <div style="float:left;border:solid #708090 1px;margin:1px"> {| cellpadding="1" cellspacing="0" style="width:238px;background-color:#dcdcdc" |- | style="width:45px;height:45px;background-color:#fff;text-align:center;font-size:14pt" | {{Image translators}} | style="font-size:8pt;padding:4pt;line-height:1.25em" | This Translator translates from<br />'''[[:Category:Translators deu-spa|German to Spanish]]'''. |} </div><includeonly>{{#if:{{{skipcat|}}}|| [[Category:Translators deu-spa|{{{1|{{PAGENAME}}}}}]] }}</includeonly> 8147 39089 2006-10-24T07:04:57Z CQ 1939 New template [[Category:Translators spa-deu]] <div style="float:left;border:solid #708090 1px;margin:1px"> {| cellpadding="1" cellspacing="0" style="width:238px;background-color:#dcdcdc" |- | style="width:45px;height:45px;background-color:#fff;text-align:center;font-size:14pt" | {{Image translators}} | style="font-size:8pt;padding:4pt;line-height:1.25em" | This Translator translates from<br />'''[[:Category:Translators spa-deu|Spanish to German]]'''. |} </div><includeonly>{{#if:{{{skipcat|}}}|| [[Category:Translators spa-deu|{{{1|{{PAGENAME}}}}}]] }}</includeonly> 8148 39093 2006-10-24T07:41:41Z CQ 1939 New category for [[Wikiversity:Interlingual Beta Club]] [[Topic:Translation|Translation Department]] Use <nowiki>{{Translator spa-deu}}</nowiki> {{Translator spa-deu|skipcat=yes}} [[Category:Wikiversity translators]] [[Category:Multilingual Studies]] 8149 45082 2006-11-13T02:58:55Z Rayc 57 cat == '''Dal or Lentil Curry''' == This is a traditional Indian dish normally served as a rice topping. Though recipes vary across India the common ingredient is lentil or dal.A variety of lentils are available(check out your local Indian store)and each have a unique taste.Experimentation is a good thing and a combination of two or more lentil types may be used.Lentils are high in fats and in combination with rice(polysaccharides)are not exactly waist friendly so moderation is advised. == Recipe == Ingredients 100 gm lentil (Thoor,Moong etc), 1 small onion coarsely chopped(red preferrable), 1 medium tomato coarsely chopped, 2 to 3 cloves of whole garlic, 2 to 3 kashmiri red chilies (Sabut mirch), 1/2 tsp mustard seeds, 1/4 tsp turmeric powder (Haldi powder), 1/2 tsp chili powder, 1/2 tsp salt, vegetable cooking oil, 10 to 12 curry leaves , 1 tsp finely chopped coriander leaves, Asofoetida powder. Begin by placing the dal in the pressure cooker or cooking vessel along with the turmeric,1/2 tsp oil and 3 to 4 cups of water depending on whether you want a thick or thin consistency.Cook the dal for 30 minutes in the vessel and for 6 to 7 whistles if using a cooker(each cooker strangely enough have different cooking times).Once the dal is cooked (semi solid to the touch)remove and keep aside.In a pan on medium heat fry in 2 tsps of oil the garlic and onion.Fry till the onion is translucent then add the chopped tomato.After 3 minutes add the chilli powder and salt fry till the fat separates or the consistency is that of mashed potatoes.Add the cooked dal and bring to a boil,remove and keep aside.For tempering place 1/2 tsp oil in a shallow pan and heat till smoking.Add the mustard seeds,curry leaves,chilies and a pinch of asofoetida.The oil should be hot enough to pop the mustard seeds.Remove within 20 seconds and add the contents to the dal.Garnish with the coriander and serve. A good combination is dal,rice and pappadums! --Roshan Elias [[Category:Cooking]] 8150 76261 2007-01-15T02:54:52Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Leighblackall|Leighblackall]] using [[Wikiversity:Rollback|rollback]] [[Image:Networked_learning.jpg|frame|400px|right|A slide from Leigh Blackall's presentation, [http://flickr.com/photos/leighblackall/sets/1402220/ Networked Learning].]] This topic will assist you in developing online communication and Internet learning skills. It is based on the principles of [http://en.wikipedia.org/wiki/Networked_learning networked learning] where individuals establish an online identity and formulate relationships with other people and information to communicate and develop knowledge. '''This topic is used in:''' * [[Teaching and Learning Online]] If you are interested in obtaining a certificate or formal recognition from an educational institution for your networked learning skills, see the learning support and accreditation section of this entry. =Learning support and certification= Formal learning support and certification services for this topic is offered by: Informal learning support for this topic is offered by: '''[[User:Leighblackall|Leigh Blackall]]''' * Lecturer at Otago Polytechnic, New Zealand. * email: leighblackallATgmailDOTcom * skype: Leigh_Blackall (be sure to introduce yourself when making skype contact so I know it is about NL) * face to face: We run regular Networked Learning workshops at the Otago Polytechnic. We are working on facilities to enable people to join these sessions online. '''[[User:Chrismo|Chris Harvey]]''' *[http://chris.superuser.com.au Chris Harvey] Blog/Wiki * Ekiga:sip:gnuchris@ekiga.net * email:gnuchrisATgmailDOTcom * Freenode IRC username: chrismo '''[[User:Cormaggio|Cormac Lawler]]''' *PhD student in the University of Manchester - subject: Wikiversity in the context of the provision of education. Also interested in the use of media in learning - both formal and informal. *Skype/irc username: cormaggio *Email: cormaggio (at) gmail (dot) com *[http://cormaggio.org/ blog] If you are able to assist people in the developing skills in networked learning, please add your contact details. =Content= Following is a range of processes for communicating online and accessing a wide variety of information. Familiarise yourself with these processes, experiment, find and make contact with people and information relating to your areas of interest. If you feel confident in assisting people in the development of networked learning skills, please add your contact details below. ==Instant Communication== Instant communication, text messaging, Online chat, live video and audio conferencing is increasingly impacting our learning and living in an always-connected, always-on world with multiple ways to communicate with one another at any given time. Knowing how best to communicate with someone at any given time is the challenge, most people try the fast-and-light stuff first - IRC, Jabber or SMS - then bring out the heavy guns like email. The advantage of instant communication is that it is instant, you can learn here and learn now. '''Uses for Instant Communication''' * Facilitate real-time Learning * Personal discussion '''More information about Instant Communication''' * [[Wikiversity:Chat| Wikiversity Chat]] * [http://superuser.com.au/documents/messenger_on_windows/ Instant Messaging using Libre Software] ==eMail Lists== eMail list, news list, eGroup, but probably most accurately called an electronic mailing list. Electronic mailing lists are a special usage of email that allows for widespread exchange of information to a list of email addresses. Lists can be set for private or public viewing, announcement only or for anyone to post, or so that reading is open to the public but posting is open to members only. Today, mailing lists are most often used for collaboration on various projects and as a way of exchanging information. Free web-based services offering an easy way to run and maintain such lists have been around since the mid 1990's and remain a popular and effective tool for online group communications. Currently the most popular free web-based services are [http://groups.yahoo.com Yahoo Groups], [http://groups.msn.com MSN Groups], and [http://groups.google.com/ Google Groups]. '''Uses for eMail lists''' * Make announcements and distribute information to a group of people with similar interests. * Stimulate topical discussions. * Socialisation tool for a class or new group. * A learning resource when used with a broader community of practice or industry. '''More information about eMail lists''' * http://en.wikipedia.org/wiki/Email_list * http://blendedlearning.wikispaces.com/Setting+up+free+email+groups+for+class * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html ==Blogging== A blog (or web-log) is a website in which items are posted on a regular basis and displayed with the newest at the top. Like other media, blogs often focus on a particular subject, such as food, politics, or local news. Some blogs function as online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. Since its appearance in 1995, blogging has emerged as a popular means of communication, affecting public opinion and mass media around the world. http://en.wikipedia.org/wiki/Blog March 2006 There are web based services that offer weblogging for free such as the popular [http://blogger.com Blogger], and free blogging software to install on servers such as [http://wordpress.org/download WordPress]. '''Uses for blogs''' * Record, process and reflect on what you learn. * Teachers can use blogs to record and process what they teach. For example, a teacher can blog a course - specifying what homework students are required to carry out, including links to Internet resources, and recording day-by-day what is taught. * Practitioners blog their work and research to share information and make connections with others working in the field. * Flexibility for learners - students can catch-up if they miss a class. * Blog as a course plan. * A summary of a course that prospective students or new teachers can refer to. * Students can refer to each other's blog and support each other's learning. * Other faculty can refer to course blogs of their colleagues and improve team teaching. * Topical and subject focused blogs can be an engaging learning resource. '''How to blog''' * [http://screencasting.blogspot.com/2005/05/blogger-screencast.html Blogger screencast]. Audio, text and screen grabs on setting up a blog with blogger. * [http://screencasting.blogspot.com/2006/04/adding-pictures-to-blogger.html Adding pictures to blogger]. A video demonstrating how to insert images into a blog post. * [http://blip.tv/file/63096 Making Hyperlinks]. A video demonstrating how to make hyperlinks. '''More information about blogs''' * http://en.wikipedia.org/wiki/Blog * http://blendedlearning.wikispaces.com/Weblogs+in+Education * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html * http://static.hcrhs.k12.nj.us/gems/edtech/WebLoggingFinal.mov ==Wikis== A wiki is a type of website that allows anyone visiting the site to add, remove, or otherwise edit all content quickly and easily, often without the need for registration. Most wikis also offer a discussion forum for each page being developed. This ease of interaction and operation makes a wiki an effective tool for collaborative writing. http://en.wikipedia.org/wiki/Wiki March 2006 The best examples of successful wiki developments are [http://wikipedia.org Wikipedia], [http://wikiversity.org Wikiversity], and the [http://en.wikibooks.org/wiki/South_African_Curriculum South African Curriculum] There are free web based services that offer wiki authoring such as [http://wikispaces.com Wikispaces] and [http://pbwiki.com PBWiki], and then there is free wiki software for servers such as [http://www.mediawiki.org/wiki/Download MediaWiki]. The key to the success of a wiki is in having an active participant base, which is why it is often better to work into existing wiki communities rather than setting up new ones. '''Uses for wikis''' * Collaborative learning resource development. * Subject related discussion. * Easy to maintain currency of online resources. * Relatively easy way to build a website. * This website is a wiki. '''More information about wikis''' * http://en.wikipedia.org/wiki/Wiki * http://en.wikibooks.org/wiki/Wikiversity * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html * http://mobiled.uiah.fi/ ==RSS webfeeds== Web feeds are a form of syndication in which a section of a website is made available for other sites to use. Commonly a regularly updated website will make a feed available so other people can display an updating list of content from it (for example one's latest forum postings, etc.). This originated with news and web-log (blog) sites but is increasingly used to syndicate any information. Web feeds are very useful to people who obtain media and information from a number of online sources as they help the reader to bring all that information into one place (called a news reader) instead of having to manually go to each website to obtain the information. There are many web services that offer enhancements to web feed generation such as [http://www.feedburner.com Feedburner], and news readers such as [http://bloglines.com Bloglines] that enable you to subscribe to a number of feeds, and there is free newsreader software to install on desktop computers such as [http://www.feedreader.com FeedReader]. '''Uses for web feeds''' * Students can subscribe to a teacher's website and receive updated content to their personal web spaces (blog, start page, news reader). * Teachers can subscribe to their student's personal web spaces and have student's work arrive centrally. * Students can subscribe to each other's feeds enabling them to share resources and perspectives. * Teachers and students can subscribe to other experts in the field, broadening their field of reference, building a personalised reading list, and bringing it back to their teaching and learning contexts. * Librarians can subscribe to feeds relevant to topics taught by the school faculties, and filter information and offer quality assured resources to teaching staff. * Professional development units can subscribe to feeds related to teacher training and filter information and build PD resources for their staff. '''More information about web feeds''' * http://blendedlearning.wikispaces.com/Learning+with+a+News+Reader * http://networkedlearning.wikispaces.com/knowledge+sharing * http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html * [http://superuser.com.au/documents/webbrowse_webfeed/ Practical introduction to Web browsing and Web feeds] ==Podcasting== Podcasting is the distribution of media files, such as audio and videos, over the Internet using a type of web feed. Listeners subscribe to the podcast's web feed for automated download to mobile devices and personal computers. The benefit of a podcast web feed over a standard web feed is that once the user subscribes the feed their podcast reader will automatically download any new media that is offered by the distributer. Generating a podcast involves creating the media, usually an audio file using a free audio recorder and editor like [http://audacity.sourceforge.net Audacity], then uploading that file to a server such as the free and unlimited media storage space [http://ourmedia.org Our Media], announcing the file in a blog such as the popular and free [http://blogger.com Blogger], and enhancing that blog's web feed into a podcast using a free service such as [http://feedburner.com Feedburner]. To subscribe to a podcast and have media automatically downloaded to a portable device or personal computer you must use "podcatching" software such as the free [http://mypodder.org MyPodder]. '''Uses for podcasting''' * Teachers record lectures and distribute the audio for listening to on portable digital audio players. * Students subscribe to a range of lectures they might otherwise not have been able to attend * Students record their own audio and make it available in a podcast for their peers and/or teacher's assessment * Students create a podcast for the subject they are studying '''More information about Podcasting''' * [http://www.superuser.com.au/documents/podcast_on_windows/ Guide to podcasting using Free Libre Software for windows users] * http://en.wikipedia.org/wiki/Podcasting * http://www.netsquared.org/blog/britt-bravo/7-ways-nonprofits-can-use-podcasts * http://www.podcastingnews.com/articles/Make_Podcast_Blogger.html * http://epnweb.org/ ==Finding and reusing learning resources== With so many great resources already out there on the net, why re-invent the wheel. WHatever your subject, whatever your need, chances are there is someone else in the world that has already produced it, and made it available for free and open reuse. When sourcing such content, be careful to check the copyright statement for all items before you attempt to use it. [http://creativecommons.org Creative Commons.org] has made this usually painful process quite simple. Yahoo.com indexed over 80 million CC items loaded to the Internet in 2005. Major universities and learning organisation are lisencing their content and resources Creative Commons. These initiatives are generally called open courseware initiatives, and we are free to use and even modify some of the content that is made available this way. The most significant projects include Wikipedia and Wikiversity, where people are collaborating to produce free and open resources which use [http://gnu.org/licenses GNU licences]. GNU Licenses are based on 4 freedoms or rights. #use the work for any purpose #study its mechanisms, to be able to modify and adapt it to their own needs #make and distribute copies, in whole or in part #enhance and/or extend the work and share the result similarly. '''Uses for Free and Open Courseware''' * Cost effective way to build learning resources (all the content in these workshops are taken from CC lisences) * Marketing of programmes and courses * Social acess and equity to learning resources * Simplies copy right and Intellectual Property concerns * A wider range of inputs to a resource development '''More information about Free and Open Courseware''' * http://creativecommons.org * http://del.icio.us/leighblackall/OpenCourseWare * http://opencontent.org/ocwfinder/ * http://blendedlearning.wikispaces.com/Sourcing+Content+to+Teach+and+Learn+With * http://community.flexiblelearning.net.au/TechnologiesforLearning/content/article_6885.htm ==Tagging== Social bookmarking and tagging occurs on web based services where shared lists of user-created Internet bookmarks are displayed. Social bookmarking sites generally organize their content using tags and are an increasingly popular way to locate, classify, rank, and share Internet resources through the practice of tagging, and inferences drawn from grouping and use of such tags. The concept of shared online bookmarking dates to the mid 1990s. An early generation of social bookmarking companies launched in the late 1990s failed as the dot-com bubble burst. The concepts of social bookmarking and tagging took root with the launch of a web site called del.icio.us in approximately 2003. http://en.wikipedia.org/wiki/Social_bookmarking March 2006 '''Uses for Tagging''' * Teacher bookmarks websites and online resources for access away from PC * Students subscribe to teacher's bookmark web feed as a reading list * Students collaborate in bookmarking resources for their subject * Searching * Combining resources to create a unique resource '''More information about Tagging''' * http://del.icio.us/leighblackall * http://weblog.infoworld.com/udell/gems/delicious.html * http://screencasting.blogspot.com/2005/08/tagging-for-collaboration.html * http://www.flickr.com/photos/leighblackall/tags/tekotago/ * http://youtube.com/results?tag=tekotago ==Creating digital images, video and audio== There's no doubt that images, video and audio can be an excellent way to communicate more complicated things to learners. In this workshop we'll use a range of recording devices and free and simple software to record and edit our own videos. You'll be surprised at how easy it can be. Participants are urged to bring along any digital image recording devise they may already own, as well as the cables it came with to plug into a computer. '''About digital video''' Getting video into a digital format and deliverable over the Internet has become a very simple process compared to 6 years ago. Effective video can be recorded on most digital cameras, directly to a format that is suitable for the Internet. Video tape cameras have become significantly cheaper, and editing software has become more freely available and stable on modern computers. '''Uses for digital video''' * Demonstrating technical skills * Representing scenarios * Assessing student skills * Material profiling '''More information about digital video''' * http://current.tv/studio/survivalguide/ * http://teachandlearnonline.blogspot.com/2005/07/digital-video-and-documentary-making.html ==Audio and video blogging== A vlog or video blog is a blog (short for weblog) which uses video as the primary content; the video is linked to within a videoblog post and usually accompanied by supporting text, image, and additional metadata to provide context. '''Uses for Vlogging''' * Demonstrative videos for distribution to students and workplace learners * Screencast demonstrations for staff training in the use of software * Students recording tasks and blogging the video for assessment * Learner generated content '''More information about Vlogging''' * [http://superuser.com.au/wiki/index.php/Videoblog_lesson Vlog lesson using Free Libre Software] * http://freevlog.org/ * http://groups.yahoo.com/group/videoblogging/ ==Using free and open source software== Using free and open source software is an effective way to save money, maintain flexibility, consider new economic models, and develop more sustainable software skills and capacity. '''Open Office''' A free alternative to Microsoft Office, [http://openoffice.org Open Office] can not only be a great way for students to obtain affordable (free!) office software, but also a remarkably easy way for you to create PDFs and Flash movies! '''GNU Image Manipulation Program''' [http://gimp.org GIMP] is a powerful image editing program. '''Open Clip Art''' [http://www.openclipart.org/ Open Clip Art Library] Over 10000 clips + Over 600 artists. High quality and attractive clipart. =Projects= [[Category:Education]] 8151 70826 2007-01-12T00:33:53Z JWSchmidt 20 [[Category:Media]] :;<font color="maroon"> Installing GIMP for Macintosh or Windows ::I have trouble understanding all the information on the [http://www.gimp.org GIMP ORG] website. But this is what I think is happening: :;<font color="maroon"> GIMP is free but only if… ::The GIMP "'''source code'''" is free. This is '''Unix C''' code. This is '''not''' Max OS code or Windows code. The GIMP "source code" does '''NOT''' run directly on the Macintosh or Windows PC. It needs to be translated first. ::To run the "free" GIMP on the Macintosh, you need to do two things: :::1. You need to install the '''X11 operating system''' (which is no problem). On the Macintosh, [[w:X_Window_System | X Windows System]] installs very easily from the disks which come [http://www.apple.com/macosx/features/x11/ free with all the newer Macintosh computers]. (I am sure there must be something similar for Windows.) No problem. :::2. You need to use UNIX commands to '''load and compile''' GIMP and, at the same time, you need to use UNIX commands to '''allocate''' space inside your computer to run GIMP. Or to put this another way, you have to type a lot of Unix gibberish into the TERMINAL window of your computer. ::The GIMP ORG gives you all of these commands but does <font color="green">'''not''' </font>explain what you are doing. [[w:GIMP | Wikipedia's GIMP page]] is no help! If you make a typo and you do not understand what you are doing, you can easily end up erasing your computer's hard drive or worse. ::If you erase your hard drive, you just reload everything that you have backed up before you started loading GIMP. <font color="green">(You did backup, didn't you?) </font> However, if you accidently cause something to go wrong inside Mac OS X, you will not know it until later when you do not have a complete backup of all your disk drives. Then you have lost all your work. :::;<font color="green">Note to Windows users… :::::<font color="green">Look at the [http://gimp-win.sourceforge.net/faq.html Source Forge's FAQ section for GIMP] which does not inspire much confidence. :;<font color="maroon"> The NOT free alternative: :::Therefore, other companies (not GIMP ORG) offer special versions of GIMP for the Macintosh and for Windows however these special versions are '''NOT''' free. :::What surprises me the most is the instructions for these expensive versions are just as confusing as the instructions which come with the free version. Supposedly, these companies make it easy for consumers (you and me) who are not nerds to load GIMP... but their instructions on how to do this can only be read by nerds. Go figure!!! :;<font color="maroon"> Conclusion ::Therefore, unless you find a way to explain all of this to the average filmmaker who is NOT a Unix geek, then GIMP goes in the trash! [[Category:Media]] 8152 39109 2006-10-24T08:47:34Z Franz Kies 2208 8153 39117 2006-10-24T09:04:02Z CQ 1939 New category for [[Wikiversity:Interlingual Beta Club]] [[Topic:Translation|Translation Department]] {{Translators}} [[Category:Wikiversity translations]] [[Category:Interlingual Beta Club]] [[Category:Foreign Language Learning]] 8154 77247 2007-01-16T20:23:13Z JWSchmidt 20 [[Category:Project Management]] {{welcome and expand}} [[Category:Project Management]] 8155 39157 2006-10-24T10:57:51Z CQ 1939 beautifying... {|style="border:1px solid #aaa; background-color:goldenrod; padding:4px;" border="1" cellspacing="0" cellpadding="2" class="wikitable" style="white-space:wrap;text-align:center;font-size:70%;" |- |style="background-color:mistyrose"| {{Image translators}} | colspan=2 style="background-color:gainsboro"| '''[[:Category:Wikiversity translators|Wikiversity translators]]'''<br />[[Topic:Translation|Translation Dept.]] - [[Topic:Multilingual Studies|Multilingual Studies]] |- |style="background-color:aliceblue"|[[Topic:German Language|German]] <br />{{tl|deu}} |[[:Category:Translators deu-eng|German-English]] <br />{{tl|Translator deu-eng}} |[[:Category:Translators deu-spa|German-Spanish]] <br />{{tl|Translator deu-spa}} |- |style="background-color:aliceblue"|[[Topic:English Language|English]] <br />{{tl|eng}} |[[:Category:Translators eng-deu|English-German]] <br />{{tl|Translator eng-deu}} |[[:Category:Translators eng-spa|English-Spanish]] <br />{{tl|Translator eng-spa}} |- |style="background-color:aliceblue"|[[Topic:Spanish Language|Spanish]] <br />{{tl|spa}} |[[:Category:Translators spa-deu|Spanish-German]] <br />{{tl|Translator spa-deu}} |[[:Category:Translators spa-eng|Spanish-English]] <br />{{tl|Translator spa-eng}} |} 8156 50193 2006-11-30T05:49:18Z CQ 1939 top matter fix [[Wikiversity translations]] Translator's template: {{tl|translator spa-eng}} {{translator spa-eng|skipcat=yes}} [[Category:Wikiversity translators]] [[Category:Multilingual Studies]] [[Category:Spanish Language Division]] 8157 45948 2006-11-16T00:22:34Z Sebmol 14 template update == Summary == A slide from Leigh Blackall's presentation, [http://flickr.com/photos/leighblackall/sets/72157594330522178/ Teaching is dead - long live learning]. == Licensing == {{Cc-by-2.5}} 8158 80941 2007-01-25T14:45:02Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Film School:Current Message}} <center><small>[[Film school:site map|site map]]</small></center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} {{Lessons in Film Scoring - Mad Max - Table - Float Left}} <center><br><br>[[Image:Crystal Clear app kfm home.png|50px]]<big> Course #2<br>Film scoring intro<br>for non-musicians</big></center> |- | style="width: 60%; background-color: Ivory; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | ==Film Scoring Lessons For Filmmakers== [[Image:Crystal Clear app knotify.png|100px|right]] ;For filmmakers (and not musicians) :Here is a series of lessons in film scoring for filmmakers or anyone who wants to create music for motion pictures but is not a musician. ;Option 1 - Apple's GarageBand :This course is based on Apple's '''GarageBand'''. :If you use GarageBand for film scoring, I also highly recommend using Apple's '''Jam Pack:Symphony Orchestra''' which is both easy to use and produces fantastic sounds for film scores. [[Media:My Masterpiece 2 - GarageBand example.ogg|Click here]] to listen to a short sample created by a non-talented filmmaker. ;Option 2 - Notation's Protégé :A <font color="OrangeRed">'''free'''</font> alternative is VirtuosoWorks' [http://www.notionmusic.com/products/software.cfm Notation '''Protégé''' demo] which works for 30 days. [[Media:My Masterpiece 1 - Notation Protégé sample file.ogg|Click here]] to listen to a short sample created by a non-talented filmmaker. Note: you must know musical notation or be very eager to learn musical notation to use Notation Protégé. <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#fffff0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Mad Max:Theory of Film Scoring|Theory of Film Scoring]].</big> |} . </center> | style="width: 40%; background-color: lavender; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center><br>[[Image:Boy at piano with iMac and girl.jpg|260px]]</center> ==Ideal student for this course== *The ideal student for these lessons is a 5-year-old kid who likes to watch movies and bang on the piano to make music for the movie. *This course uses a lot of software so it helps to be a bit of a computer nerd. Fortunately, most kids are! |} {| cellpadding="15" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: bottom; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|96px|right]] ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} ---- ---- (aka. [[Film Scoring Introduction]]) ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8159 81010 2007-01-25T20:56:36Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big>Understanding the purpose and use of narrative music.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kmid.png|100px|right]] ==What is narrative music?== :The term '''Narrative Music''' means '''"music which tells a story"''' so before we begin, you must understand what is narrative music and how it differs from other kinds of music such as background music and songs. ---- ===Narrative music is the most important music=== :In this course on film scoring for filmmakers, we mostly worry about '''Narrative Music''' because it is more than just music. It is the narrator. ;''' Just another actor ''' :Narrative music is like another '''actor''' in the movie. Narrative music is like an '''announcer''' for the movie. Narrative music tells the audience what mood they should feel. Without narrative music, the audience might not know how to feel. The audience needs someone to guide them. ---- ===How long is narrative music?=== :Narrative music has an average length of 3 seconds but each theme can be as short as one second or as long as ten seconds. Often narrative music will be linked together to make a single, long piece of music with many different moods, one mood after another. :However, be aware that for all of your homework assignments in in the course on film scoring are all three (3) to five (5) seconds long. Keep it simple! ---- ===Narrative music vs. dialog (Dialog always wins)=== :Narrative music is usually very loud therefore narrative music can never be used when there is dialog. In motion pictures, dialog is always the most important thing. Therefore, never have narrative music when there is dialog because you will not hear the dialog. ;A Confict!!! :Do you see the conflict? :By now, you should be thinking, "When there is dialog, I need narrative music to explain the moods to the audience. But when there is dialog, there is no place to put narrative music." :This seems to be a major conflict. "I need music but I have not place to put it." :So how do you add the necessary music if there is no room? That is the question!!!! ;Dialog is the winner :By the way, when there is dialog and narrative music together, only one wins. The winner is the dialog. The looser (the musical sound track) will be turned down by the movie's mixer at the last stage of movie post-production. Therefore, you must find a way to add narrative music while not stepping on the dialog. How can that be? | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app katuberling.png]]</center> ==Why is this significant?== <font color="green">'''Bottom line: '''</font> If a movie needs narrative music and you are not a musical, use musical sound effects to create the narrative music you need for your movies. You do '''not''' have to be a musician to create a great musical score. Just create the correct moods. That can be done with musical sound effects. |- | style="width: 50%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Thomasharrisbooks.JPG|right|50px]] ==Trivia: The exception to the rule== Above, you learned that you must never have narrative music when you have dialog because narrative music will drown out the dialog. Naturally, there is an exception to this rule. *What if you '''don't want''' the audience to hear the dialog? What if you want the audience to fight to hear the words of the actor? What then? ==''Silence of the Lambs''== Watch ''Silence of the Lambs''. Listen to when Dr. Hannibal Lecter is saying very bad things. The dialog by itself is very simple. But by adding narrative music on top of the dialog, the audience cannot hear the dialog clearly. The audience must strain to hear the words while they listen (subconciously) to the mood spoken by the narrative music. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action configure.png|right|128px]] ==How to make room for narrative music?== ;The solution -- (<font color="purple">You are going to learn a great secret of extreme value!</font>) :If narrative music is so important, how do you fit it into the scene? Since narrative music is never supposed to be on top of dialog, where do you put it? Narrative music is so loud, it would drown out the dialog so it must go before or after each sentence or phrase. So how do you find space between actor's dialog for narrative music? ;The answer (<font color="purple">Pay attention!!! This is very, very, very important!</font>) :You make room. You physically cut the dialog apart in the motion picture to leave a gap for the narrative music. During post-production, it is too late to ask the actors to pause in the middle of their dialog. Therefore, you must add the gaps as you edit the film. You change the timing of the dialog with your film editing program. ;Working with the film's editor :How do you convince the editor of the motion picture to create the necesary gaps for your music between the lines of dialog of the actors? This is not easy! ;The perfect solution : You must learn film editing as well as film scoring so you can become '''both''' the film's editor and the film's composer. Then you have completed control. Then you can create the music and add the gaps in the dialog at the same time! :This way, you wll always have the correct length of the music and the pauses between the dialog. This is the best way to get a perfect edit of a dramatic scene. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <!--[[Image:Crystal Clear app quicktime.png|right|96px]]--> ==The kinds of music== There are three kinds of music in a motion picture. * '''Narrative music''' This is music which helps tell the story. Narrative music acts like an actor in the story or a narrator of the story. Narrative music works in three ways: · Creates a specific mood When you need the audience to be frightened, it is narrative music which tells the audience to be afraid. · Announces a character or an object Narrative music is used to explain who are the good guys and who are the bad guys and who is in love. · Explains an action A tiny melody called a motif is played for certain actions in the movie. When the audience hears a motif, the audience remembers the tune. Then the next time the audience hears the motif, it remembers the previous action. ---- * '''Background Music''' This is music which plays softly in the background. It must be so soft and so thin that people can talk over it and still be clearly heard. Therefore, background mostly creates general moods, not the ever changing mood that narrative music creates. ---- * '''Songs''' (pre-recorded music). A song creates a single mood throughout the entire song. This is the ideal music for a Montage or an action scene which has only one mood and no dialog. That is because a montage or a scene without dialog (usually an action scene) usually has only one mood that the director wants to convey. It is a perfect match. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:Crystal Clear app bell.png]]</center> ==What is Musical Sound Effects?== :Musical sound effects is extremely short and simple. Musical sound effects are usually narrative music because it helps tell the story. It is mood music in a tiny package that has a meaning. Musical sound effects can be created by anything with a pitch. :Often, a musical sound effects is very simple. Often, just a single note played expressively can explain to the audience some very important fact. In that way, the musical note narrates the story. Therefore, it is narrative music. | style="width: 60%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Harp2 ganson.svg|right|128px]] ==Why use the sounds of a symphony orchestra?== :There are three reasons why you use the sounds of a symphony orchestra. * The sounds is organic. The sounds of a symphony orchestra sound natural. Unlike the sound of a Radio Shack synthesizer, the sounds of a symphony orchestra seem real. * John Williams, Danny Elfman, and Hans Zimmer use a symphony orchestra. There movies make lots of money. If you use a symphony orchestra, you make more money. If a film distributor hears your music and thinks you spent a hundred thousand dollars for music from a real symphony orchestra, the distributor will give you more money. * Western audiences like the sound of classical music in motion pictures. Western audiences like many kinds of music but since you can only make musical sound effects, you make it sound like classical music by using the sounds of a symphony orchestra. Even if you play just one note, if you play it with a symphony orchestra, the audience thinks it comes from a classical piece of music, even if it was written by P.D.Q Bach. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the software that you can use to create film acores for non-musicians. :* Page 3: [[Mad Max's - Computer Set Up for Film Scoring | What computer software do I need?]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8160 75278 2007-01-13T17:30:08Z Robert Elliott 1436 Minor Correction __NOTOC__ <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Really fun examples of movies with and without film acoring</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | = [[Mad Max's - Examples of Narrative Music | Two real world examples of Narrative Music]]= :Look at these two wonderful examples. One movie has music; the other movie needs music. These two movies are suprisingly similar. Both movie require music to explain the characters and to explain te actions in the movie. Think about what you have learned about narrative music as you watch these two movies. ==The short movie called [http://video.google.com/videoplay?docid=5058529870025933880 '''''George Lucas In Love''''']== :This is a fun movie. You will really enjoy watching this movie. (If not, you are in the wrong class!) Click [http://video.google.com/videoplay?docid=5058529870025933880 HERE] to download this short movie from Google and take a look. (On a dial up connection, this takes about two hours.) ===The music of [http://video.google.com/videoplay?docid=5058529870025933880 '''''George Lucas In Love''''']=== :Watch the movie and listen to the music. Almost all of the music narrates the story therefore, this music is narrative music. :* '''Typing music''' (Traveling music) [[Image:Crystal Clear app knotify.png|30px]] :: This music introduces the movie, not just the fact that George Lucas is busy typing but the fact that this movie will be entertaining. This is like the opening paragraph of a book. It grabs the imagination of the audience and draws them into the story. :: This is narrative music. It is hard to tell because the sound effects of the typewriter and the paper being crumpled up are clearly over this music so you might think it is background music. However, this music is much stronger than background music. You can tell this because this music must be turned down to hear George's roommate begin his dialog. Narrative music, unlike background music, is too strong to be played when actors are talking. ---- :* '''Arron's Introduction''' (Darth Vader) [[Image:Crystal Clear app knotify.png|30px]] :: Here is a theme which sound very much like '''''Darth Vader's Theme'''''. This music creates both a mood and introduces the character. In five seconds, everyone knows clearly who Arron is and what the audience should feel about Arron. This music gives Arron the audience's full attention. ---- :* '''Arron's Script''' [[Image:Crystal Clear app knotify.png|30px]] :: In two seconds, we learn that Arron's script is powerful, almost magical. ---- :* '''Background music''' for Chibaka and Hal. [[Image:Crystal Clear app knotify.png|30px]] :: The music for the night club and the Dark Side ---- :* '''No Music''' - Professor :: There is no music for the professor. Notice how awkward the silence is after all that great music. ---- :* '''Mariam's Love Theme''' [[Image:Crystal Clear app knotify.png|30px]] :: The love theme starts when Miriam says, "Your George Lucas, right?" ---- :* '''Good Advise Music''' - "Write what you know." [[Image:Crystal Clear app knotify.png|30px]] ::Note that this music is turned down when Miriam says, "Just like bulls-eyeing Warmrats". ---- :* '''"You are my inspiration."''' [[Image:Crystal Clear app knotify.png|30px]] :: This is background music since it plays whey they are talking. ---- :* '''Credits''' [[Image:Crystal Clear app knotify.png|30px]] ::This is much more powerful than normal background music for credits. This is a statement that the movie had a message and that you have just learned that message. Note that the credit music is turned down for the dialog about Howard the Duck. As you can see, it is the music which really tells the story. All of the mood for this movie comes from the music. |} {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==The short movie called [http://www.youtube.com/watch?v=Wyju0llyWXI '''''The Spy Story''''']== Next, you need to watch a movie called "The Spy Story" which is surprisingly similar to '''''George Lucas In Love''''' in terms of music. This movie needs the same kind of music as '''''George Lucas In Love'''''. Click [http://www.youtube.com/watch?v=Wyju0llyWXI HERE] to download this movie from YouTube. '''''The Spy Story''''' is a student film created at the Community College of Southern Nevada in North Las Vegas which is a wonderful opportunity for a narrative film score. This script was written by the instructor, John Marsh. The script is used by students who do not want to write their own script. ;''The Spy Story'' Info on YouTube. ::"Micky and Scott, of '''Vid 2 class''', collaborated to shoot "The Spy" story as part of their class project assignment. This is one scene of their film, shot on a very overcast day on campus in North Las Vegas. All-Digital!! All-the-time!!! info: 702 651-2616." ---- ==='''Step 1''' - "Who are those guys?"=== ;Explain who these people are. : The first step is to decide who are the characters in the movie. And what is the story all about? : None of this is explained in the movie. The actions are not clear about what is good and what is evil. The dialog explains very little. It is totally unclear who are the "good guys" and who are the "bad guys". Only the music can explain who these people are and what they are feeling. ; The Characters :* The lady spy ::Who is this person? Is she good or bad? Is she worried or calm? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app kedit.png|40px]] :* The man spy ::Who is this person? Is she good or bad? Is she worried or calm? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app kedit.png|40px]] :* The woman with the newspaper ::Who is this person? Is she good or bad? Is she German or French? Is she serious or comical? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app kedit.png|50px]] :* The woman with the umbrulla ::Who is this person? Is she good or bad? Is she German or French? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app kedit.png|50px]] As the film's composer, you get to decide who is who! It is you that defines this movie. ---- ==='''Step 2''' - "What music is needed?"=== ;Here is the music needed for '''''The Spy Story''''' :* '''Traveling Music''' :: Just like with '''''George Lucas In Love''''', the traveling music sets the tone of the movie and tells the audience that this is a fun (or a scary, or a farcical) movie. ;* '''The Characters''' - Starting with the first close up shot of the actors, you need to define who these characters are. You must give each of them a theme just like Arron has a theme in '''''George Lucas In Love'''''. :* '''Silence''' - Emphasize the Dialog with silence. When the dialog starts, you can turn off all music. In fact, the music can [[w:Music_terminology|crescendo]] just before the dialog begins to draw the audiences attention to the dialog. :* '''Passing the Note''' :* '''Fumbling with his pocket''' :* '''The Exit''' :* '''The Chase''' :* '''The Attack''' :All of these need to be defined. The scipt and the images are not clear. Only your music can explain what is happening. :As an example, should the audience feel fear or joy when the attack occurs? You decide. Your music plants the idea in the mind of the audience so you can do anything you want and the audience will follow. With the correct music, the audience can feel either happy, sad, terror, etc. ---- ===You are the storyteller=== :Now do you see how narrative music can tell a story? As the film's composer, it is you, not the director, who tells the story. You are in complete control. [[Special:Emailuser/Robert_Elliott |Tell me what you would do!]] [[Image:Crystal Clear app kedit.png|50px]] |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the software that you can use to create film acores for non-musicians. :* Page 7: [[Lesson:Mad Max:Introduction:Exam | Your final exam in film scoring introduction]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} <!-- Opening music narrative faint enough not to drown out typing and paper effects. turned down when room mate speaks. benji Into to Aaron 5 seconds of dark vader Two seconds about his book. background music for Chubaka and hal in his fast car Chuck and Hall The music for the night club and the dark side No music for professor to seem dull. Miriam is background music as they talk over. (starts at ³Your George Lukus right?²) Stronger when they are talking but still im background. (AND WAS TURNED DOWN.) Writing what he knows theme. fade out for just like bullsyeing wamprats. You are my inspiration is background as they talk. Credits must be stopped for howard. Redone to make straight forward. No --> ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8161 61217 2006-12-19T08:27:39Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Lesson 1}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big>The sound of fear!</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Part 1<nowiki>: </nowiki>Create a musical sound effect for "Fear".= * We are going to start very easy. Your first assignment is '''''"Fear"'''''. Fear is one of the most basic musical themes in horror movies. If you plan to write film score (or if you are budding film director or film producer) for your first motion picture ('''which often is a horror film'''), you need to learn how to create the emotion of '''fear'''. Also, fear is the easiest mood to create with music. ==Your First Assignment== Your first assignment is to have fun. Create 3 to 10 seconds of a musical sound effect for '''fear'''. You can do whatever you wish… or you can follow the instructions below. ===Step 1. Create a musical sound effect=== ;How do you create the sound of "FEAR"? : Listen to the different violin trills in GarageBand with Jam Pack:Symphony Orchestra (or whatever software you use.) Just a single note (a single press of the key when you have selected a violin trill software instrument) gives you an entire violin trill which is ideal for the explaining to the audience that they should feel the emotion of '''''"Fear"'''''. ;Adjust the volume :When you create a sound with a single musical note (in this case, a violin trill), something seems wrong. The volume is either on or off. That is not right. :Fortunately, you can go back and adjust the volume of the note over time. This is makes the note expressive. It makes the note come alive. ===Step 2. Export your music=== ;Save your work :Export your music (your single note played expressively to create the mood of '''''"Fear"'''''.) ===Step 3. Upload your music=== ;Send me your sound effect :If you know how, upload and store your musical sound file to Wikiversity. Put your name, the sound of fear, and "Mad Max's class" in the description. Email me with the files name so I can look at it. Note: Wikiversity can only accept OGG files which is a new, free format for music sound similar to MP3 but free from royalties. If you do not have this capability, just send your audio file to me and I will convert it and upload it. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Part 2 - Create other moods= Once you have finished creating the sound of fear, you should also try creating the sound of: ===The Sound Of Danger=== * Danger :Once you have created the sound of fear, the next sound you should create is the sound of danger. :You can create the sound of danger in two ways. ::1. You can make a sound like fear but very low pitch. ::2. You can use a very short melody with very dark sounding instruments. This is much more difficult so start with just the sound of fear made with very angry sounding musical instruments. ===The Sound Of Joy=== * Joy (Happy, magic fairies) ::Joy is very different from fear and danger. Joy cannot be created with a single note as with the sound of fear. For this, you want four or five notes that repeat over and over again very quickly, very lightly. Bells are great for this. To help you, there is a complete lesson for creating the [[Lesson: Creating the musical sound of joy| the sound of joy]]. * sad * busy * disgust * humor * waiting / boredom * anger |} {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | =More advanced Techniques= In the exercise above, you used on only one track. Now try creating the sound of fear with multiple tracks. ===Option 1 · Rich and thick sound=== One way to enhance music is to add a second voice which enhances your first voice. That is, you can try adding a second track and create a sound which enhances the sound on the first track. As an example, try adding a second trill note which follows the first trill note but pick a second note which sounds really awful. That is, pick to pitches which have conflicting harmonies. ===Option 2 · Add a new sound === Another way to enhance music is add a second melody, on if the sound is short, add a totally different sound which conflicts and interacts with your original sound. That is you can add a second multiple tracks which have additional sounds. A good example is to listen to the sound effects of the Orchestra Kit and add one at the beginning or the end of your musical cue for "Fear". ===Option 3 · Add a melodic rhythm=== Another way to enhance music is to add rhythm created with musical notes (rather than with drums). ===Option 4 · Add drums=== Drums should never be used anywhere near dialog. Drums and dialog have the same frequencies and so can be very confusing to an audience. When possible, never use drums. However in some cases where no one is talking and only screaming in terror, drums will not distract the audience who is also screaming in terror. ===Option 5 · Add a sound effect=== Programs like GarageBand allow you to mix music with ordinary sound files. Pick a fearful sound effect and combine it with your violin trill. Perhaps the sound of fingernails on a chalk board will make your violin more disgusting. |} {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #fff0f0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Please submit your "Sound of Fear"== :I am very curious what you can do to create the sound of fear. Show me what you have done!!! To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: white; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Go to the next lesson.== :* [[Mad Max's - Student's Narrative Music | Narrative music created by Mad Max's students.]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8162 81017 2007-01-25T22:03:23Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>The musical instruments and professional musicians that live inside your computer.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==What computer software do I need?== ;A Symphony Orchestra Filmmakers need a program which is easy to use yet a complete symphony orchestra. Apple's GarageBand with Jam Pack:Symphony Orchestra is both easy to use and a terrific sounding symphony orchestra. :Therefore, this course is designed around GarageBand with Jam Pack:Symphony Orchestra. However, there are other interesting alternatives for you to concider. ---- ---- ===Part 1 -- Music Programs=== ;[http://www.apple.com/garageband GarageBand] -- from Apple Computer, Inc. :Apple Computer, Inc. created the first professional-quality music program which is easy to use for beginners who want to create their own music. GarageBand is free with all new Macintosh computers. This is good because GarageBand needs a really powerful computer. Highly recommended. ;or<nowiki>:</nowiki> ;[http://www.notionmusic.com/products/software.cfm Protégé demo] -- from Notation :Notation has a fully working demo (30 days) for its low end notation program which offers sounds from the London Symphony Orchestra which is ideal for learning film scoring and creating film scores if you know musical notation. Highly recommended. ;or possibly<nowiki>:</nowiki> ;[http://http://www.m-audio.com/products/en_us/Session-main.html Session] -- From Avid's M-Tools :A program similar to GarageBand for Windows XP is avaialble from M-Audio. According to M-Audio, Session will not run without an M-Audio Fast Track USB audio interface. Your instructor has not tested this program. ;or possibly<nowiki>:</nowiki> ;[http://www.microsoft-watch.com/content/business_applications/microsoft_readies_monaco_competitor_to_apples_garageband.html Unknown Program] code name "Monoco" -- From Microsoft :A program similar to GarageBand for Windows Vista might become avaialble from Microsoft next year. Your instructor has not tested this program. ;<font color="orangered">but absolutely never<nowiki>:</nowiki></font> ;'''Logic''' Pro and Logic Express [[Image:Crystal Clear action stop.png|16px]] :Under no circumstance do I recommend Logic to filmmakers. I have tested this progeram and it is not suitable for anyone but a professional musician. Hopelessly confusing, extremely buggy and not designed for film scoring. Do not buy the current version. ---- ===Part 2 -- Symphony orchestra sounds=== In addition to GarageBand, you need to be able to create the sounds of a symphonic orchestra inside your computer. GarageBand comes with some great sounding software instruments (that is instruments inside your computer). But these are not enough for filmmakers. Filmmakers need the sounds of a symphony orchestra. * Apple's Jam Pack: Symphony Orchestra ::This is an add-on package from Apple which contains many of the sounds of an orchestra. [http://www.apple.com/ilife/garageband/jampacks/orchestra.html Jam Pack<nowiki>:</nowiki>Symphony Orchestra] works with GarageBand. Note<nowiki>:</nowiki> this package has many features. ::The only feature of Jam Pack<nowiki>:</nowiki>Symphony Orchestra that we use is the '''software instruments'''. We do '''not''' use loops at Mad Max's. Loops are for documentary filmmakers and people who video events such as weddings, funerals and football games; not for narrative filmmakers. ;or<nowiki>:</nowiki> * MOTU Symphonic Instrument :: This is an alternative package for Jam Pack: Symphony Orchestra from the Mark of the Unicorn. [http://www.motu.com/products/software/msi MOTU's Symphonic Instrument] is a stand alone package and operates with or without MOTU's Digital Performer or GarageBand. However, it can be loaded just like Jam Pack<nowiki>:</nowiki>Symphony Orchestra into GarageBand. (Your instructor has not tested these products yet.) ---- ===Part 3 -- Music software alternatives=== ;Totally different alternatives are: '''[http://www.tascamgiga.com Tascam's GigaStudio]''' * This is a highly recommended product for Windows for musicians. (Your instructor has not tested this product.) '''[http://www.finalemusic.com/finale Finale]''' (Only the full version has natural-sounding instruments.) * This unique program is for musicians who read and write sheet music. ---- ---- ;<font color="purple">Never Recommended</font> :Because the Mad Max Film Scoring Course is designed for '''non-musicians''', I recommend that you do '''NOT''', under any circumstance, use Apple's '''Logic Express''' or '''Logic Pro'''. These programs are for professional musicians. (Your instructor has tested this products and was not, I repeat, '''not''' happy.) ---- ---- ==Install the Software== :As soon as you have installed the software, you are ready to begin. GarageBand come installed on all new computers or it comes as part of iLife. Use Apple's Software Update to update GarageBand to the current version. :GarageBand requires very little learning. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:Harp2 ganson.svg|200px]]</center> == Why "software instruments"?== Until two years ago, there was no way for you to create the sounds of a symphony orchestra. Until two years ago, the sounds created by a computer were close to dreadful. ==Music by Radio Shack; Ugh!== Until two years ago, the typical low budget filmmaker purchased a keyboard synthesizer from Radio Shack for under $200 US and used that to create a musical score. Ugh!!!! No matter how hard you try, you cannot get a synthesizer to sound like a real symphony orchestra. And even with the best musician, it is almost impossible to get a good sounding musical score from a cheap keyboard synthesizer. Therefore, your motion picture was branded as cheap. ==Today== But all of a sudden, you now can have a realistic sounding symphony orchestra inside your computer thanks to "Software Instruments". Even better, you can create wonderful sounding musical scores with little or now musical talent. Wow! ==Organic sounds feel good!== There is a trick to scoring a motion picture by non-musicians. Anything created by a symphony orchestra sounds good. Even bad music created by a symphony orchestra sounds good. When people hear you do weird things (such as creating musical sound effects using musical instruments from the symphony orchestra), the audience thinks that you know what you are doing. They think you are a genius. They think you meant it to sound that way. As long as you use sounds which seem organic (real and natural), your music will be considered professional. That is why you need software instruments!!!! ==Tricks of the trade== And of course, there are a few tricks of the trade to make your music sound better. That is what you will learn in these lessons. |- | style="width: 40%; background-color: #ffd0d0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:GarageBand Musical Typing.jpg|260px]] ==What? No Midi Keyboard?== One advantage of GarageBand is there is no need for a Midi keyboard to create music on the Macintosh computer. The GarageBand program allows you to use your computer's keyboard. Since the computer's keyboard is not velocity sensitive, you will need to go back and adjust the velocity for each note. However, this is not as bad as it might seem since the Mad Max Course in Film Scoring is for non-musicians who will have to do this anyway because they play so badly. However, if you wish, you can add a Midi keyboard to your computer system. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #eeeeff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app kmid.png|right]] ==Another option - Record real live musicians== Create an audio recording studio inside your computer ;What if you don't have a fancy computer? :The purpose of this class is to make organic sounds which create a mood. Therefore, if all else fails, you can use your computer to record actual sound effects which have a musical tone to them. Or even record live music which can be used as a sound effect. ;Live sounds work too! :As an example, simply record the sound of fingernails on a blackboard, the sound of a very low note on a piano, the sound of someone making a sqeaking sound on a violin. Then you combine all these sounds elements to create a wonderful musical sound effect. ;"Is there are musician in the house?" :Or simply record someone playing musical instruments as they watch the movie. Using any musical instrument and a real, live musician, you can create both a film score and terrific musical sound effects. Rather than play the musical instrument in the normal way, try to play a musical instrument as you would to impress 5-year-old kids at a birthday party by using lots of exageration. ;Hardware/Software Required :To record audio directly into your computer, you need a computer with a microphone and a device which connects the two. :For computer software, you can use a very simple audio program (perhaps Audacity; I have not tested this yet.) Or you can use a full DAW (Digital Audio Workstation) software package such as ProTools Lite or MOTU's Digital Performer or even GarageBand. The fancier programs can be much easier to use (with the exception of Apple's Logic which is NOT recommended at this time) but if you get an easy to use program that is simple, you can do some fantastic things. ;Lots of effort :Recording and processing real music and musical sound effects requires a huge amount of effort to create a musical score. Yet, this method has some great advantages. Using software instruments in GarageBand takes only a few minutes to obtain musical sound effects but GarageBand still has its limitations. Recording actual sounds gives you more freedom… once you have built your recording studio (to keep the noise down) and mastered the art of audio recording. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains how to use GarageBand. :* Page 4: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8163 75281 2007-01-13T17:36:20Z Robert Elliott 1436 Minor Correction Orphan __NOTOC__ <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app kedit.png|right]] ; [[Topic:Music in Film]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental A: [[Mad Max's - Examples of Narrative Music | Examples of Narrative Music]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#b0ffff" style="border: 1px #cccccc solid;" |Supplemental B: [[Mad Max's - Movie Scoring Projects | A simple movie for scoring]] |} |} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Tell me! How would you score this movie?</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:StarWarsPosterPainting.jpg|100px]]<br> The movie poster prop for the movie<br>"Seduced by the Dark Side!"</center><br><br> ---- ---- ==A movie that needs music== :On the right is the storyboard for a tiny motion picture. This movie needs music. Look at it and tell me what music is needed. Email me with your answer. ===What do you think?=== [[Image:Crystal Clear app kedit.png|center|100px]] ;(#1) A smiling face music :When the movie starts, we see the face of a young person. As the camera moves closer, the young person smiles. What should the audience feel? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#2) The Star Wars poster music :Then we see what the young person is watching. It is a poster for the movie, Star Wars. What should the audience feel? What kind of music will create that mood? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#3) Older person thinking music :When the older person is thinking, what kind of music should there be? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#4) The Macintosh music :When the young person eagerly says, "Macintosh", what music should there be? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#5) Young person thinking music :When the young person is thinking, what music should play? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#6) The Macintosh music :When the young person exclaims, "Seduced by the dark side!", what music should there be? How should the audience feel? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#7) Older person smiles music :When the older person smiles, should we still hear the music from before or should there be new music? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- [[Image:Crystal Clear app kedit.png|center|100px]] ;(#8) Walking home music :What music should we hear when the younger person and the older person walk home together? [[Special:Emailuser/Robert_Elliott |Tell me!]] [[Image:Crystal Clear app xfmail.png|30px]] ---- ---- <center><font size=6> [http://www.frameforge3d.com/ FrameForge 3D Studio<br><br>is great fun!]<br><br>[[Image:FrameForgeSBTDS3.jpg|px]]</font></center> ;Highly Recommended :The images in this storyboard to the right were created quickly and easily using the '''free''' demo version of FrameForge 3D Studio. This is a wonderful program that all filmmakers should immediately download. Your instructor highly recommends this program. ;Free Demo Version :When you requrest to download the demo version, just for the fun of it, list your middle name as "WikiU". [[User:Robert Elliott|Robert Elliott]] 16:09, 7 December 2006 (UTC) | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center><big><font color="green">The storyboard for</font><br>"Seduced by the Dark Side!"</big></center> <center> EXTERIOR - The local movie theater - NIGHT ---- (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- [[Image:FrameForgeSBTDS1a.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br> Slowly dolly in.<br> [[Image:FrameForgeSBTDS1b.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br> A smile begins to form on the young person's face. ---- <!--[[Image:FrameForgeSBTDS1c.jpg|200px]] ← -->[[Image:StarWarsPosterPainting.jpg|150px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br> Cut to the poster and dolly in slowly. ---- ---- (2) '''Young Person''': "That was a great movie..." ----<br> [[Image:FrameForgeSBTDS2.jpg|200px]]<br><br> Cut to a side view.<br><br> ---- ---- (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ----<br> [[Image:FrameForgeSBTDS3.jpg|200px]]<br><br> The young person's head turns to the older person.<br><br> ---- ---- (4) '''Old Person''': "What's that?" ----<br> [[Image:FrameForgeSBTDS4.jpg|200px]]<br><br> Wide angle shot to show emotional distance between the two characters.<br><br> ---- ---- (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----<br> [[Image:FrameForgeSBTDS5.jpg|200px]]<br><br> ---- ---- (6) The old person thinks for a while. '''Old Person''': "Humm!" ----<br> [[Image:FrameForgeSBTDS6.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br>Thinking very slowly.<br><br><center> ---- ---- (7a) '''Old Person''': "What computer do you..." ----<br> [[Image:FrameForgeSBTDS7.jpg|200px]]<br><br> ---- ---- (7b) '''Old Person'''(off camera): "... have at home?" ----<br> [[Image:FrameForgeSBTDS8a.jpg|200px]]<br><br>Cut in mid sentence to see the young person's anticipation.<br><br> ---- ---- (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----<br> [[Image:FrameForgeSBTDS8b.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br>The young person's face lights up with excitement.<br><br> ---- ---- (9) '''Old Person''': "But what computer does your father use at work?" ----<br> [[Image:FrameForgeSBTDS9.jpg|200px]]<br><br> ---- ---- (10) The young person thinks for a moment. '''Young Person''': "Humm!" ----<br> [[Image:FrameForgeSBTDS10.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br> ---- ---- (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ----<br> [[Image:FrameForgeSBTDS11.jpg|200px]]<br><br> ---- ---- (12) The Old Person smiles. '''Old Person''': "Ahh!" ----<br> [[Image:FrameForgeSBTDS12a.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br> [[Image:FrameForgeSBTDS12b.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br>The face lights with a knowing smile.<br><br> ---- ---- (13) Old Person and the Young Person walk toward home together. ----<br> [[Image:FrameForgeSBTDS13a.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br>Lock the camera for a matte painting.<br><br> [[Image:FrameForgeSBTDS13b.jpg|200px]] [[Image:Crystal Clear app knotify.png|30px]] <br><br>The camera remains locked. When the matte painting is added, the shot will look like a scene out of Star Wars at Port Isley.<br><br> ---- ---- (14) Fade to Black. ----<br> The End</center> |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Now you begin learing and practicing the three basic methods of creating film scores for filmmakers who are not musicians. :* Lesson 1: [[Lesson:Mad Max:Creating the sound of fear | Creating the sound of fear]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8166 50322 2006-11-30T22:02:41Z CQ 1939 [[Category:Wikiversity translations]] [[Category:Wikiversity translators]] [[Wikiversity translations]] Translator's template: {{tl|translator deu-eng}} {{translator deu-eng|skipcat=yes}} [[Category:Wikiversity translations]] [[Category:Wikiversity Translators]] 8167 39202 2006-10-24T15:06:56Z CQ 1939 Bah. Humbug... or is it Hamburg... ******* IBC ******* '''[[German to English]]''' NO SPEKKIN de DEURTCH !!! == Compare == <small>[[Topic:German Language|German]] [[w:Source text|Source text]] &ndash; (from the German language [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] page, section #6):</small> ==== 6 ==== Ich denk, man sollte beide Formen zulassen und durch eine Markierung kennzeichnen, ob es sich bei dem jeweiligen Projekt um originäre wissenschaftliche Arbeit oder um ein Sekundärwissenschaftliches Thema handelt. Mir schwebt da so etwas in der Art der "This is a Stub"-Hinweise in der englischen Wikipedia vor. Vielleicht lässt sich aus eine Art Projektbeschreibungsseite neben dem eigentlichen Projekttext einrichten, auf der dann das Projekt ausführlich beschrieben werden kann (Ähnlich wie die User-Seiten) Fragen<BR> a) Ist es ja oder nein möglich, im Rahmen der Wikiversity Originalforschung zu betreiben?<BR> b) Inzwischen wimmelt es von verschiedenen Seiten, auf denen über Ziel und Funktion der Wikiversity nachgedacht wird. Wäre es nicht möglich, einen einzigen Raum dafür auszuweisen, mit Frank Schulenburg als Moderator (denn er hat schließlich die Wikiversity ins Leben gerufen). ---- <small>[[w:Machine translation]] to [[Topic:English Language|English]] with further edits by --[[User:Smithgrrl|Smithgrrl]] 06:22, 27 September 2006 (UTC)): <small> ---- ==== 6 ==== I think, one should let both forms appear and indicate by some kind of diacritical mark, whether the particular project is referring to a primary scientific or secondary scientific source. It occurs to me that we might do something similar to the "this is a Stub"reference in the English Wikipedia. Perhaps some kind of similar hypertext can be furnished so as to give a description of the project next to the actual project text, and that way the project can be described in detail (similarly to the way the User pages work). Ask<BR> a) Is it possible or not to operate in the context of the Wikiversity original research rubric?<BR> b) In the meantime there is speculation from different sides, as to how the actual goal and function of the Wikiversity should be thought out. Wouldn't it be possible to set up a single space for this [discussion] with Frank Schulenberg as moderator (since he's the person who brought wikiversity to life in the first place)? '''[[Wikiversity translations|prev]] &bull; [[Topic:Translation|next]]''' [[Category:Translators deu-eng]] 8169 78095 2007-01-18T03:21:25Z 71.122.250.144 /* 6 */ Correcting types and errors of diction '''[[Wikiversity translations/De to En archive|German to English]]''' == Compare == <small>[[Topic:German Language|German]] [[w:Source text|Source text]] &ndash; (from the German language [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] page, section #6):</small> ==== 6 ==== Ich denk, man sollte beide Formen zulassen und durch eine Markierung kennzeichnen, ob es sich bei dem jeweiligen Projekt um originäre wissenschaftliche Arbeit oder um ein Sekundärwissenschaftliches Thema handelt. Mir schwebt da so etwas in der Art der "This is a Stub"-Hinweise in der englischen Wikipedia vor. Vielleicht lässt sich aus eine Art Projektbeschreibungsseite neben dem eigentlichen Projekttext einrichten, auf der dann das Projekt ausführlich beschrieben werden kann (Ähnlich wie die User-Seiten) Fragen<BR> a) Ist es ja oder nein möglich, im Rahmen der Wikiversity Originalforschung zu betreiben?<BR> b) Inzwischen wimmelt es von verschiedenen Seiten, auf denen über Ziel und Funktion der Wikiversity nachgedacht wird. Wäre es nicht möglich, einen einzigen Raum dafür auszuweisen, mit Frank Schulenburg als Moderator (denn er hat schließlich die Wikiversity ins Leben gerufen). ---- <small>[[w:Machine translation]] to [[Topic:English Language|English]] with further edits by --[[User:Smithgrrl|Smithgrrl]] 06:22, 27 September 2006 (UTC)): <small> ---- ==== 6 ==== I think one should let both forms appear and indicate by some kind of diacritical mark whether the particular project is referring to a primary scientific or secondary scientific source. We might do something similar to the "this is a Stub"reference in the English Wikipedia. Perhaps some kind of similar hypertext can be furnished so as to give a description of the project next to the actual project text. That way the project can be described in detail (similar to the way the User pages work). Ask<BR> a) Is it possible to operate in the context of the Wikiversity original research rubric?<BR> b) In the mean time, there is speculation from different sides as to how the actual goal and function of the Wikiversity should be thought out. Wouldn't it be possible to set up a single space for this [discussion] with Frank Schulenberg as moderator (since he's the person who brought wikiversity to life in the first place)? '''[[Wikiversity translations|prev]] &bull; [[Topic:Translation|next]]''' [[Category:Translators deu-eng]] 8170 52075 2006-12-06T13:15:32Z Robert Elliott 1436 minor formatting change __NOTOC__ <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | ; [[Topic:Music in Film]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki>[[Image:Crystal Clear app knotify.png|right|200px]] :Lesson #01: Creating the sound of "Fear" ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Mad Max's Course in Film Scoring for Motion Pictures|Introduction - The Secret of Motion Pictures]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max's - What is Narrative Music? | What is narrative music?]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Computer Set Up for Film Scoring | What computer software do I need?]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: [[Mad Max's - Assignments in Film Scoring | List of moods and actions for you to work on]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: [[Mad Max's - Student's Narrative Music | Narrative music created by Mad Max's students]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental A: [[Mad Max's - Examples of Narrative Music | Examples of Narrative Music]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental B: [[Mad Max's - Movie Scoring Projects | A simple movie for scoring]] |} |} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <big>The music of students</big> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | = [[Mad Max's - Student's Narrative Music | Narrative music created by Mad Max's students.]]= * Upload your musical example and create a link here. If you are proud of your work, tell us a little about your goals in film scoring. ==Fear== * Example of Fear by [[User:Robert Elliott|Robert Elliott]]. Here is a screen shot of how I created this sound file. Note how I adjusted the volume to shape the sound. [[Image:Fear screen shot.jpg]] My musical sound effect for fear is stored at [[Media:Sound Of Fear.ogg]]. If you have MPlayer, you can download and listen to it. see the volume envelope (in green) in the picture above. Making musical sound effects is both simple and easy. Can you do better? [[User:Robert Elliott|Robert Elliott]] 04:22, 27 October 2006 (UTC) | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Something Exciting Goes Here!= |} {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #e0e0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | =Your musical sound effect for "Fear" goes here!= |} {{Mad Max End of Lesson and TOC}} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8171 62741 2006-12-25T08:29:26Z Jorgenelson 2415 As a way to begin, educational leadership is about... "The wicked leader is he who the people despise. The good leader is he who the people revere. The great leader is he who the people say,'We did it ourselves.' " -Laozi "Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each." – Plato "Great minds discuss ideas. Average minds discuss events. Small minds discuss people." - Eleanor Roosevelt [[User:Jorgenelson|Jorge Nelson]] 08:22, 25 December 2006 (UTC) ==See also== *[[Facilitating Online]] [[Category:Education]] 8173 39217 2006-10-24T15:42:12Z Derek Holden 2323 If the patient has an altered level of consciousness and cannot provide sufficient information, ask family members present, bystanders, or any other reliable means at your disposal. First use the acronym S.A.M.P.L.E. *'''S'''ymptoms. ''Determine the patients chief complaint and any other obvious symptoms'' *'''A'''llergies. ''Determine if the patient has any allergies.'' *'''M'''edication. ''Determine if the patient has taken any drugs or has any prescriptions for drugs.'' *'''P'''ast, pertinent medical history. ''Determine if the patient has a history of similar injuries or illnesses, as well as if the patient has any chronic disorders (i.e. epilepsy, diabetes, COPD, asthma).'' *'''L'''ast oral intake. ''Determine what the patient has ingested over the past 24hrs’’ *'''E'''vents leading up the injury or illness. ‘’Determine what the patient was doing when the injury or illness occurred.'' Second use O.P.Q.R.R.R.S.T. to describe the pain or discomfort from the chief complaint. *'''O'''nset. ''Determine what was happening when the pain or discomfort started.'' *'''P'''rovokes. ''Determine what makes the pain or discomfort more severe.'' *'''Q'''uality. ''Ask the patient to describe the pain or discomfort.'' *'''R'''egion. ''Determine where the pain or discomfort is located in the patients body.'' *'''R'''adiates. ''Determine if the pain or discomfort radiates to any other part of the body.'' *'''R'''elief. ''Determine if anything the patient does, has done, or is doing helps to reduce the pain or discomfort.'' *'''S'''everity. ''Determine the severity of the pain or discomfort.'' *'''T'''ime. ''Determine when the pain or discomfort started.'' {{stub}} [[Category:Emergency medical responder (EMR)]] [[Category:EMR patient history]] 8175 39257 2006-10-24T17:04:39Z Robert Elliott 1436 Screen Shot for Mad Max Course in Film Scoring - GarageBand creating a trill sound for the emotion of "Fear". == Summary == Screen Shot for Mad Max Course in Film Scoring - GarageBand creating a trill sound for the emotion of "Fear". == Licensing == {{GFDL-self}} 8176 40013 2006-10-26T15:59:56Z 142.110.227.110 Both the scene and patient assessment must be done before approaching the patient. The purpose of this assessment is to gather as much information about the scene and patient(s) as possible and insure the EMR’s safety. =Scene assessment= #'''Time.''' Upon arriving on scene an EMR must first note the time of arrival. This will prove vital in assessing the patients progression. #'''Body substance isolation (BSI).''' An EMR must determine what BSI will be required and apply it, prior to exiting the ambulance. #'''Hazards.''' Determine what hazards are present on the scene before approaching the scene. If the scene is outside and visible from the ambulance, asses prior to exiting the ambulance. #'''Number of patients.''' Note the number of patients. #'''Method of injury or illness (MOI).''' Try to determine the MOI before becoming engrossed in a single patient. This will help to understand what is wrong with the patient. #'''Bystanders.''' Take note of any bystanders and try to determine their demeanor. Could they provide important information? Could they become violent? Have they already started first aid? #'''Call for backup.''' After performing all of the above, the EMR should now know what backup is required if any. Police for crowd control? Fire fighters for vehicle extraction? More ambulances? =Patient assessment= #'''Skin condition.''' As an EMR approaches a patient, the EMR should note the skin condition. This is a strong and immediate indicator of the patients condition. #'''Patient positioning.''' Note the position of the patient. Is the patient sitting up comfortably? Is the patient hunched over as if struggling to breath? Is the patient lying in an unnatural position? #'''Level of distress.''' Determine how the patient is handling the situation. Is the patient calm? Does the patient seem panicked? #'''Tracking.''' Is the patient tracking the EMR? Does the patient seem aware of his/her surrounding. #'''Angulated fractures.''' Note if the patient has any unnatural angulations, which would indicate a fracture. #'''Pooling of fluids.''' Is there any blood or other fluids pooling around the patient? {{stub}} [[Category:Emergency medical responder (EMR)]] [[Category:EMR scene/patient assessment]] 8178 41892 2006-10-31T19:30:50Z Dfrauzel 2393 /* Resources */ ~~~~ =What is a network?= [[Image:Tin_can_telephone.jpg|frame|right|A simple network]] The concept of a network is pretty simple. A couple computers have some cable strung between them, and send data back and forth using electrical signaling on the cable. More or less the same as telephones do or, in a very rough sense, like two kids speaking into tin cans connected by a string. But how does the data actually get from computer A to computer B? How does computer A find the physical location of computer B on the network? If they communicate with electrical signaling, so the data is traveling "at the speed of light", why does it take so long to send a big file across the network? Gaining a scientific understanding of the answers to these questions may take years, but we shall endeavor to crack them open at the surface, and explore the definition of ''network'' in a way that makes as much sense as two kids speaking into tin cans connected by a string. =Discussion= Consider the tin can phone analogy. There are three questions about this primitive network that will help us explore the modern equivalent: #What is it? #How does it work? #Why would you use it? Notice that ''When was it invented?'' and ''Who invented it?'' aren't on the list. Invariably you will encounter such trivia as you study the protocols and technologies involved in networking. While such details may (or may not) help you pass an exam, chances are you'll never need to recall the name of [http://en.wikipedia.org/wiki/George_Stibitz George Stibitz] to troubleshoot a down T1 line; and while your peers may be impressed when you recall the exact date of [http://tools.ietf.org/html/rfc1 RFC 1], the CTO probably isn't - not as much as by your ability to elegantly describe [http://en.wikipedia.org/wiki/Address_Resolution_Protocol ARP] to a frustrated junior technician. There are so many details (and so much corresponding trivia) in the field of Networking that it's easy to miss the forest for the trees. It is likewise often the mistake of even a seasoned engineer to get mired in the details of a problem, and its lengthy analysis. There is an important parallel between the stumped seasoned engineer and the frustrated junior technician: both are defeated by what they don't know, and enlightened by what they do know. You probably already know how the tin can telephone works. This doesn't require an intimate understanding of the physics of sound or material science. There are only a couple of things that can go wrong with it, and they're easy to fix. While it is by no means as simple or foolproof to implement a large-scale switched or routed network, these three basic tenets of networking remain constant: ==What is it?== If you want to design and build a network, you need to know what parts to specify and buy, and how to set them up. If you want to troubleshoot the same network, you need to know what parts are involved, and what can go wrong with them. In the tin can network, there are only two parts: the tin cans (which may or may not be identical), and the string. There are three places where something might go wrong: #Tin can A. #The segment of string between the tin cans. #Tin can B. ''Thought exercise: Should the operators of the tin cans themselves be considered possible points of failure?'' By understanding what components were used to build the network, and what can go wrong with those individual parts, you will have a much better idea for what ''could'' go wrong with those parts, or how they could be misused, and how to prepare for possible failures or even redesign the network in such a way that these shortcomings are mitigated. ==How does it work?== This is the technical part of Networking where students tend to feel most uncomfortable. Fortunately, a scientific understanding of all a network's parts is rarely required to design or operate one, and many problems can even be solved simply on the basis of common symptoms. Unfortunately, even ''with'' a scientific level of understanding, networks can be complex enough - because there can be hundreds or thousands of parts involved - that difficult problems hinge on an engineer's ability to ''apply'' that knowledge in a practiced, objective way which will produce results to a series of questions, that ultimately produce a clear and reliable solution. Some technicians are and always will be under the impression that collecting answers to common problems is the measure of your growth as an engineer. This practice of memorization and regurgitation is both dangerous and fruitless. Too often, this is due to the job pressure most technicians face to "fix it yesterday", which promotes scrambling for some documented solution on Google (ironic considering Google's very own Feeling Lucky feature), rather than carefully dissecting the problem and, if necessary, researching the underlying technology so as to better understand how it works. ''Thought exercise: Technical certifications like the CCNA often place a heavy emphasis on the How of some product or technology. This can easily lead to an obsession with details and memorization, but since most tests are administered by software - and in multiple-choice format - it is difficult to design an exam which accurately measures competency. How might the exam and certification process evolve to overcome this problem?'' ==Why would you use it?== Easily overlooked is the Why of the network. What is its purpose? More importantly, what ''business functions'' does it serve? When part (or all!) of the network goes down, how are those business functions affected, whose work will be most hindered, how valuable is that work to the business, and what natural workarounds exist? Going back to the tin can telephone as an example, the purpose of the network might be described in a business document like so: #Jake can contact Anne on very short notice, without calling her house. #Easy to work together on homework, no need to clean the room! #It's cool. This document is already fairly valuable just as the start of a disaster recovery plan. Seeing the reasons for the network makes it easy to understand the impact of a minor or major outage, and plan ahead. ''Thought exercise: Is it the job of management or IT to write such a document?'' Larger networks will exist in multiple parts, or ''segments''. The office network might serve the purposes of file server access and network printing. The DSL line connecting the office to the Internet could be considered a separate segment, with separate purposes. There might be a T1 line connecting a branch office to the main office - which could be critical for day to day business, or may be just a convenience. ==Conclusion== So what is a network? It will take some time to get familiar with the exact What and How of the answer. The Why, however, is easy to express: sharing resources. One thing above all that should be clear from this discussion is that there is a difference between ''knowing networks'' and ''knowing a network''. Testing and hiring are usually based on the former, but job responsibilities depend mostly on the latter. The What and Why of a network tend to be specific, while the How is ubiquitous. The How and What are technical, the Why is strategic: as a network technician, it is your calling to be both technical and strategic. And most important: the Why always precludes the What and How. Anyone can learn the technical details required to master the How of Networking, given enough time and discipline. It can certainly be discouraging - and not only at the beginning of your career - to be faced with what seems like an overwhelming amount of what you ''don't'' know. But all networks and the technologies that made them possible are ultimately based on simple business and human needs. So long as you don't lose track of ''why'' all of these protocols, parts and practices exist, you'll find that understanding ''how'' they work isn't that much more complicated than two tin cans connected with a length of string. =Activities= These exercises are designed to get you to think and do some research. There are ''suggested answers'' included, but these too are designed to encourage reflection or group discussion, not as the only possible solutions to the problems. ==Buy a network== You're working as an intern with a small IT consulting business. The lead technician has been giving you easy jobs with detailed instructions to help you learn the ropes, in exchange for a very lean paycheck. A local record shop is using your business to set up its computers and install a network. Your lead wants to show you how easy it is to buy and build a simple network, and he's sent you an e-mail with these instructions: Hey, These guys don't need anything fancy. The owner is actually pretty hip to HTML and wants to run the web server right there in the store, and give the employees Internet access right there at the front counter. They picked up some used computers from a surplus sale at the high school. These things don't have network cards. We need three network cards, three pieces of cable, and a switch. I already have the Internet router and the cables for that. I think this would be a neat opportunity for you to see how easy it is to buy the parts for a network and build it. Don't bother with the local Circuit City, their prices are crazy and they only carry premium parts. You can try eBay or, my personal favorite, NewEgg.com. For the network cards, the spec you're looking for is a VERY BASIC 10/100Mbps speed Ethernet NIC (network interface card), not a 1000Mbps speed (gigabit). Any brand will work, though I prefer 3Com and Intel when I can find them for $25 or less. For the cable, we need what's called Category 5e (Cat5e), blue or green (depending on what's in stock), 20 or 25 feet each. Should be $5 or less each. For the switch, I'd prefer a NetGear 10/100 (not Gigabit), with 4-5 ports. Again, nothing fancy - price should be about $25. On NewEgg, I know you can find all of these parts in their Networking store, under the Wired Networking category I think. Write me back with a shopping list, and I'll make the purchase. Thanks, Gary Director of Technology Io Networking Inc. ===Suggested answer=== This is more an exercise in using an Internet browser and shopper savvy than any technical skill as a network engineer - but that's the point, network engineers make relentless use of the Internet to do research, stay abreast of current events, and even buy equipment. (A bigger company might use [http://www.cdw.com CDW] or have a direct relationship with the vendor.) Here are three links on NewEgg to a NIC, a cable, and a switch that would fit the bill: * [http://www.newegg.com/Product/Product.asp?Item=N82E16833122109 NetGear FA311 10/100 NIC] * [http://www.newegg.com/Product/Product.asp?Item=N82E16812105307 Generic blue 25' Cat5E cable] * [http://www.newegg.com/Product/Product.asp?Item=N82E16833122029 NetGear FS605 10/100 switch] ''Custodial note: These links are bound to expire. Faculty and reviewers, and even students, are encouraged to keep these links fresh!'' ==The speed of light== While still working for the same IT consulting business, you make a number of visits to the record shop. On one visit, an employee (a self-admitted luddite) asks you the question, "If computers talk to each other using electricity, and electricity travels at the speed of light, why does it take so long for web pages to load on this computer?" How might you answer the question? ===Suggested answer=== As a practical exercise, there are many considerations to be borne, here. First, consider that in this actual situation (which you must inevitably encounter as a field technician) you may not know the answer right then and there. This is the first part of the problem: how to maintain your professional image (especially with a business customer) without making something up on the spot. There is certainly no perfect answer to this problem, but common sense social ettiquette should serve as your guide. It's okay to say you don't know. It's even better to say that, your own technical curiosity piqued, you can find out, since you'll be back tomorrow anyhow. Next comes the problem of answering the technical question itself. And in the case of this particular question, there are ''a lot'' of factors involved. Just a few of them are: *Electricity does not travel at exactly the speed of light ''through copper'' - there is a propagation delay. *The capacity of the data link is finite - hence, bandwidth. *Other completely unrelated factors affect your ''perception'' of this process: for instance, a very slow CPU (or even a fast CPU when significant overtasked) may delay the final ''rendering'' of the web page and its graphics, even if the data for the page is received very fast. (Furthermore, the CPU is often used by the NIC to process and receive data packets, hence a burdened CPU contributes to latency.) *In the case of the Internet, there are many intermediate systems between source and destination. Any and all of these are subject to and will compound all of the factors above. Finally is the problem of condensing this massive amount of scientific reasoning into a concise explanation that any luddite should be able to follow. And to come full circle, courtesy matters: assume you are speaking to someone intelligent, even if not necessarily a peer in your own field. To wit, here's an example: Well, there's a lot that goes on between the time your computer asks for the web page and gets it. Some of it is happening amazingly fast, but other things slow down the whole process. It's actually a lot like taking the freeway across the country. In some places there are lots of lanes and no traffic, so you can make pretty good time. In other places... not so good. As some technical trivia, electricity only travels at about 65% to 70% the speed of light through copper cabling - you need the vacuum of space itself to go at full speed. But the real killer, I think, is these old computers you guys got from that surplus sale. They're so slow it takes them a while just to draw a web page. And here are a few Wikipedia links with technical information you might use to research this topic for yourself: *[http://en.wikipedia.org/wiki/Velocity_of_propagation Velocity of Propagation] *[http://en.wikipedia.org/wiki/Latency_%28engineering%29 Latency] (also [http://en.wikipedia.org/wiki/Lag lag]) *[http://en.wikipedia.org/wiki/Comparison_of_latency_and_bandwidth Comparison of latency and bandwidth] ==The network is down!== On a particularly busy day, you're called upon to assist a one-man shop with a small emergency. The details you've been given from your lead are: *He has a very basic network in his own home office: two computers, DSL, and a new printer with its own network card so the computers can use it over the network. *Everything was working fine last night. Then there was a power outage. Now the computers can't print to the printer, though the printer is still completely operational on its own. *The customer needs to print checks today using QuickBooks on the main computer, as soon absolutely possible. You are tasked with visiting the customer's home office and providing a solution. Although this is only a hypothetical example and you can't troubleshoot the problem interactively, what would you try first? ===Suggested answer=== You may have recognized that the first two activities were examples of What and How. This is the Why exercise. ''Why does the customer need the printer?'' To print checks. And for that, it doesn't need to be networked - the best thing to try first is to skip lengthy troubleshooting and simply connect the printer to the computer directly (via USB), then get the checks printed. The network connection can be diagnosed afterward, or at a later date. Anything else that focuses on the solution rather than the problem is also a good answer. Can he copy the files to a floppy or CD and print them from somewhere else? Does he have an old spare printer lying around? Could you borrow a printer from your office and use it at the customer location? And so on. The point is that, to the customer, all that matters is getting the checks printed. Not analyzing exactly what went wrong or getting everything working perfectly. =Resources= As this introduction highlights, it isn't crucial to dive right into technical research right away. Better to gain an appreciation for the art first, and then the science. [http://en.wikipedia.org Wikipedia] is an excellent resource for the latter. Here's a list of other resources focusing more on introductory and high-level explanations of networking and networks: ==Websites== [http://compnetworking.about.com/od/basicnetworkingconcepts/ Basic Networking Concepts on About.com] ==Books== [http://www.amazon.com/How-Networks-Work-7th/dp/0789732327 How Networks Work] ''Custodial note: Please help expand this list.'' [[Category:Networking]] [[Category:Networking Intro]] 8179 77729 2007-01-17T14:44:33Z Mystictim 626 added welcome and expand {{welcome and expand}}speciality concerned with diseases of ear nose throat and head and neck. categories: ear nose throat head and neck [[Category:Medicine]] 8180 77243 2007-01-16T20:18:23Z JWSchmidt 20 [[Category:Political Science]][[Category:Philosophy]] Welcome to the Wikiversity '''Center for Political Theory'''. ==Department description== The Center for Political Theory is a content development project where participants create, organize, and develop learning resources for political theory. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. '''EUROPEAN POLITICAL PHILOSOPHERS'''<BR> *SOCRATES *ARISTOTLE *PLATO *MACHIVELLI *THOMAS HOBBES * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Political Science]][[Category:Philosophy]] 8182 79474 2007-01-21T06:53:20Z CQ 1939 [[Category:Multilingual Studies]] {{placeholder}} [[Topic:Multilingual Studies|Multilingual Studies]]. '''[[w:Computer-assisted translation|Computer-assisted translation]]''' is a broad and imprecise term covering a range of tools: {| border="1" cellpadding="1" cellspacing="0" |- style="background: #ececec" ! | Tool ! Notes |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.foreigndesk.net/ ForeignDesk] | [[HTML]], [[C (programming language)|C]] Source Files, Java Source Code,<BR>Microsoft Help File Sources (HPJ, HHC, HHK, CNT), Trados, Windows, Open Source |- ! style="text-align:left;" bgcolor="#ececec" | [http://okapi.sourceforge.net/ Okapi Framework] | PO, Windows RC, TMX, Wordfast, Trados, Java Properties, Regular-expression-based text, Illustrator, INX, ResX, Table-type files, [[XML]], Windows ([[Microsoft .NET|.NET]]), [[LGPL]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://omegatplus.sf.net OmegaT+] | [[HTML]], [[DocBook]], Plain Text, [[PO]], JavaHelp, Java Resource Bundles, [[OpenOffice.org]], [[StarOffice]], [[Multiplatform]] ([[Topic:Java|Java]]), Open Source |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.omegat.org/omegat/omegat.html OmegaT] | [[HTML]], [[DocBook]], Plain Text, [[PO]], JavaHelp, Java Resource Bundles, [[OpenOffice.org]], [[StarOffice]], [[Multiplatform]] ([[Topic:Java]]), Open Source |- ! style="text-align:left;" bgcolor="#ececec" | [http://transolution.python-hosting.com/ Transolution] | [[HTML]], [[StarOffice]]/[[Openoffice.org]],<BR>XLIFF, DOCBOOK, [[Multiplatform]] ([[Topic:Python|Python]]), [[GNU General Public License|GPL]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.aidtranssoft.com/ AidTransStudio] | [[OpenOffice.org]], MS Word Xml, Windows ([[Microsoft .NET|.NET]]), Basic: Free [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.cafetran.republika.pl/ Cafetran] | [[HTML]], [[XML]], [[OpenOffice.org]], [[AbiWord]], [[Kword]], MS Word, [[Multiplatform]] ([[Topic:Java|Java]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.atril.com/ Déjà Vu (DVX)] | [[XML]], Plain Text, [[OpenOffice.org]], Adobe FrameMaker, Adobe PageMaker, ASP, Interleaf/Quicksilver, InDesign, Help Content, [[SGML]], MS Access, MS Excel, MS PowerPoint, MS Word, QuarkXPress, RTF, Resource files, [[C (programming language)|C]]/[[C++]]/Java source files, Java Properties, [[JavaScript]], VBScript, [[GNU]] [[gettext]], Windows, 490 [[Euro]] (Expensive) [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.heartsome.net Heartsome Translation Suite] | [[HTML]]/[[XHTML]], [[XML]], Plain Text, [[OpenOffice.org]], [[StarOffice]], [[AbiWord]], PO/POT ([[GNU]] [[Gettext]]), [[Scalable Vector Graphics|SVG]], Adobe FrameMaker (MIF), Adobe InDesign, [[DocBook]], [[DITA]], Java Properties, [[JavaScript]], [[Rich Text Format|RTF]], Tagged RTF, Trados TTX, MS Office 2003 XML, ResX (Windows .NET Resources), RC (Windows C/C++ Resources), MS Office 2007 (beta), [[Multiplatform]] ([[Topic:Java|Java]] See [http://www.heartsome.net/EN/purchase.html price list] [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.terminotix.com/ LogiTerm] |??? |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.memoqtm.com MemoQ] | [[HTML]], plain text,<BR>MS Word (plus RTF and other Word documents), Excel, PowerPoint, Trados TTX, proprietary bilingual format, Windows, 4Free: Freeware Translator Pro: 390 Euro LSP 5: 1490 Euro [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.metatexis.com/ MetaTexis] | [[HTML]], [[XML]], Resource files<BR>MS Word (all kinds of text files that can be imported by MS Word), MS Excel, MS PowerPoint, Adobe FrameMaker, Adobe PageMaker, QuarkXPress, Windows Lite: 29 Euro, Pro: 79 Euro, .NET/Office: 109 Euro [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.cimos.com MLTS] | ??? |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.multicorpora.ca MultiCorpora MultiTrans] | ??? |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.multiling.com/fortis.htm MultiLing Fortis Translation Suite] | ??? |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.translate.com/technology/tools/index.html Rainbow] | [[HTML]], [[XHTML]], Scripts,<BR>Photoshop, etc. Windows ([[Microsoft .NET|.NET]]) Freeware [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.translationzone.com/component.asp?ID=245 SDLX] | ??? |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.star-group.net/deu/home.html STAR Transit] | Text ANSI / ASCII / Unicode for Windows, Text for Apple Macintosh, Corel WordPerfect, HTML, XML (ASP.NET, ASP, JSP, XSL), SGML, SVG (Scalable Vector Graphics), MS Word for Windows, MS Excel, MS PowerPoint, RTF y RTF for WinHelp, RC, QuarkXPress, Adobe FrameMaker, Adobe PageMaker, Interleaf /Quicksilver, Adobe InDesign, XGate para QuarkXPress, AutoCAD, Windows [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.trados.com/ Trados Translators Workbench] | When it is installed, it automatically adds a template to MS word. To use in Excel, PowerPoint, one should use TagEditor installed with workbench |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.ilsp.gr/traid/traiddownload.asp Tr-aid] | ??? |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.wordfast.net/ Wordfast] |MS Word, Microsoft Office Word macro, 180 Euro [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://www.wordfisher.com/ WordFisher] | MS Word - WordBasic\Ms Office Word macro - Free Licence |- ! style="text-align:left;" bgcolor="#ececec" | [http://similis.fr Similis] | [[HTML]], PDF,<BR>Word, Trados Windows 295 Euro (monoposte) [[Proprietary]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://open-language-tools.dev.java.net/ Open Language Tools] | HTML/XHTML, XML, DocBook SGML, ASCII, StarOffice/OpenOffice/ODF, .po (gettext), .properties, .java (ResourceBundle), .msg/.tmsg (catgets), [[Multiplatform]] [[Topic:Java|Java]], [[w:CDDL]] |- ! style="text-align:left;" bgcolor="#ececec" | [http://poedit.org/ POedit software] | [[Multiplatform]] Free |} ==See also== *[[Wikiversity:Translator's Handbook]] *[[Machine translation]] *... [[Category:Multilingual Studies]] 8183 43116 2006-11-05T11:06:42Z Guillom 48 #REDIRECT [[Named Colors]] #REDIRECT [[Named Colors]] 8184 43117 2006-11-05T11:07:08Z Guillom 48 #REDIRECT [[Named Colors]] #REDIRECT [[Named Colors]] 8185 80667 2007-01-24T14:33:16Z 209.214.228.51 /* More information */ Added W3C references Here is a table that shows all the '''named colors''' recognized by modern browsers and X11 systems. The name is printed in both black and white to help you decide which font color to choose. {| |- style="background:AliceBlue " |style="color:black"|AliceBlue |style="color:white"|AliceBlue |- style="background:AntiqueWhite" |style="color:black"|AntiqueWhite |style="color:white"|AntiqueWhite |- style="background:Aqua" |style="color:black"|Aqua |style="color:white"|Aqua |- style="background:Aquamarine" |style="color:black"|Aquamarine |style="color:white"|Aquamarine |- style="background:Azure" |style="color:black"|Azure |style="color:white"|Azure |- style="background:Beige" |style="color:black"|Beige |style="color:white"|Beige |- style="background:Bisque" |style="color:black"|Bisque |style="color:white"|Bisque |- style="background:Black" |style="color:black"|Black |style="color:white"|Black |- style="background:BlanchedAlmond" |style="color:black"|BlanchedAlmond |style="color:white"|BlanchedAlmond |- style="background:Blue" |style="color:black"|Blue |style="color:white"|Blue |- style="background:BlueViolet" |style="color:black"|BlueViolet |style="color:white"|BlueViolet |- style="background:Brown" |style="color:black"|Brown |style="color:white"|Brown |- style="background:BurlyWood" |style="color:black"|BurlyWood |style="color:white"|BurlyWood |- style="background:CadetBlue" |style="color:black"|CadetBlue |style="color:white"|CadetBlue |- style="background:Chartreuse" |style="color:black"|Chartreuse |style="color:white"|Chartreuse |- style="background:Chocolate" |style="color:black"|Chocolate |style="color:white"|Chocolate |- style="background:Coral" |style="color:black"|Coral |style="color:white"|Coral |- style="background:CornflowerBlue" |style="color:black"|CornflowerBlue |style="color:white"|CornflowerBlue |- style="background:Cornsilk" |style="color:black"|Cornsilk |style="color:white"|Cornsilk |- style="background:Crimson" |style="color:black"|Crimson |style="color:white"|Crimson |- style="background:Cyan" |style="color:black"|Cyan |style="color:white"|Cyan |- style="background:DarkBlue" |style="color:black"|DarkBlue |style="color:white"|DarkBlue |- style="background:DarkCyan" |style="color:black"|DarkCyan |style="color:white"|DarkCyan |- style="background:DarkGoldenrod" |style="color:black"|DarkGoldenrod |style="color:white"|DarkGoldenrod |- style="background:DarkGray" |style="color:black"|DarkGray |style="color:white"|DarkGray |- style="background:DarkGreen" |style="color:black"|DarkGreen |style="color:white"|DarkGreen |- style="background:DarkKhaki" |style="color:black"|DarkKhaki |style="color:white"|DarkKhaki |- style="background:DarkMagenta" |style="color:black"|DarkMagenta |style="color:white"|DarkMagenta |- style="background:DarkOliveGreen" |style="color:black"|DarkOliveGreen |style="color:white"|DarkOliveGreen |- style="background:DarkOrange" |style="color:black"|DarkOrange |style="color:white"|DarkOrange |- style="background:DarkOrchid" |style="color:black"|DarkOrchid |style="color:white"|DarkOrchid |- style="background:DarkRed" |style="color:black"|DarkRed |style="color:white"|DarkRed |- style="background:DarkSalmon" |style="color:black"|DarkSalmon |style="color:white"|DarkSalmon |- style="background:DarkSeaGreen" |style="color:black"|DarkSeaGreen |style="color:white"|DarkSeaGreen |- style="background:DarkSlateBlue" |style="color:black"|DarkSlateBlue |style="color:white"|DarkSlateBlue |- style="background:DarkSlateGray" |style="color:black"|DarkSlateGray |style="color:white"|DarkSlateGray |- style="background:DarkTurquoise" |style="color:black"|DarkTurquoise |style="color:white"|DarkTurquoise |- style="background:DarkViolet" |style="color:black"|DarkViolet |style="color:white"|DarkViolet |- style="background:DeepPink" |style="color:black"|DeepPink |style="color:white"|DeepPink |- style="background:DeepSkyBlue" |style="color:black"|DeepSkyBlue |style="color:white"|DeepSkyBlue |- style="background:DimGray " |style="color:black"|DimGray |style="color:white"|DimGray |- style="background:DodgerBlue" |style="color:black"|DodgerBlue |style="color:white"|DodgerBlue |- style="background:FireBrick" |style="color:black"|FireBrick |style="color:white"|FireBrick |- style="background:FloralWhite" |style="color:black"|FloralWhite |style="color:white"|FloralWhite |- style="background:ForestGreen" |style="color:black"|ForestGreen |style="color:white"|ForestGreen |- style="background:Fuchsia" |style="color:black"|Fuchsia |style="color:white"|Fuchsia |- style="background:Gainsboro" |style="color:black"|Gainsboro |style="color:white"|Gainsboro |- style="background:GhostWhite" |style="color:black"|GhostWhite |style="color:white"|GhostWhite |- style="background:Gold" |style="color:black"|Gold |style="color:white"|Gold |- style="background:Goldenrod" |style="color:black"|Goldenrod |style="color:white"|Goldenrod |- style="background:Gray" |style="color:black"|Gray |style="color:white"|Gray |- style="background:Green" |style="color:black"|Green |style="color:white"|Green |- style="background:GreenYellow" |style="color:black"|GreenYellow |style="color:white"|GreenYellow |- style="background:Honeydew" |style="color:black"|Honeydew |style="color:white"|Honeydew |- style="background:HotPink" |style="color:black"|HotPink |style="color:white"|HotPink |- style="background:IndianRed" |style="color:black"|IndianRed |style="color:white"|IndianRed |- style="background:Indigo" |style="color:black"|Indigo |style="color:white"|Indigo |- style="background:Ivory" |style="color:black"|Ivory |style="color:white"|Ivory |- style="background:Khaki" |style="color:black"|Khaki |style="color:white"|Khaki |- style="background:Lavender" |style="color:black"|Lavender |style="color:white"|Lavender |- style="background:LavenderBlush" |style="color:black"|LavenderBlush |style="color:white"|LavenderBlush |- style="background:LawnGreen" |style="color:black"|LawnGreen |style="color:white"|LawnGreen |- style="background:LemonChiffon" |style="color:black"|LemonChiffon |style="color:white"|LemonChiffon |- style="background:LightBlue" |style="color:black"|LightBlue |style="color:white"|LightBlue |- style="background:LightCoral" |style="color:black"|LightCoral |style="color:white"|LightCoral |- style="background:LightCyan" |style="color:black"|LightCyan |style="color:white"|LightCyan |- style="background:LightGoldenrodYellow" |style="color:black"|LightGoldenrodYellow |style="color:white"|LightGoldenrodYellow |- style="background:LightGreen" |style="color:black"|LightGreen |style="color:white"|LightGreen |- style="background:LightGrey" |style="color:black"|LightGrey |style="color:white"|LightGrey |- style="background:LightPink" |style="color:black"|LightPink |style="color:white"|LightPink |- style="background:LightSalmon" |style="color:black"|LightSalmon |style="color:white"|LightSalmon |- style="background:LightSeaGreen" |style="color:black"|LightSeaGreen |style="color:white"|LightSeaGreen |- style="background:LightSkyBlue" |style="color:black"|LightSkyBlue |style="color:white"|LightSkyBlue |- style="background:LightSlateGray" |style="color:black"|LightSlateGray |style="color:white"|LightSlateGray |- style="background:LightSteelBlue" |style="color:black"|LightSteelBlue |style="color:white"|LightSteelBlue |- style="background:LightYellow" |style="color:black"|LightYellow |style="color:white"|LightYellow |- style="background:Lime" |style="color:black"|Lime |style="color:white"|Lime |- style="background:LimeGreen" |style="color:black"|LimeGreen |style="color:white"|LimeGreen |- style="background:Linen" |style="color:black"|Linen |style="color:white"|Linen |- style="background:Magenta " |style="color:black"|Magenta |style="color:white"|Magenta |- style="background:Maroon" |style="color:black"|Maroon |style="color:white"|Maroon |- style="background:MediumAquamarine" |style="color:black"|MediumAquamarine |style="color:white"|MediumAquamarine |- style="background:MediumBlue" |style="color:black"|MediumBlue |style="color:white"|MediumBlue |- style="background:MediumOrchid" |style="color:black"|MediumOrchid |style="color:white"|MediumOrchid |- style="background:MediumPurple" |style="color:black"|MediumPurple |style="color:white"|MediumPurple |- style="background:MediumSeaGreen" |style="color:black"|MediumSeaGreen |style="color:white"|MediumSeaGreen |- style="background:MediumSlateBlue" |style="color:black"|MediumSlateBlue |style="color:white"|MediumSlateBlue |- style="background:MediumSpringGreen" |style="color:black"|MediumSpringGreen |style="color:white"|MediumSpringGreen |- style="background:MediumTurquoise" |style="color:black"|MediumTurquoise |style="color:white"|MediumTurquoise |- style="background:MediumVioletRed " |style="color:black"|MediumVioletRed |style="color:white"|MediumVioletRed |- style="background:MidnightBlue " |style="color:black"|MidnightBlue |style="color:white"|MidnightBlue |- style="background:MistyRose" |style="color:black"|MistyRose |style="color:white"|MistyRose |- style="background:Moccasin" |style="color:black"|Moccasin |style="color:white"|Moccasin |- style="background:NavajoWhite" |style="color:black"|NavajoWhite |style="color:white"|NavajoWhite |- style="background:Navy" |style="color:black"|Navy |style="color:white"|Navy |- style="background:OldLace" |style="color:black"|OldLace |style="color:white"|OldLace |- style="background:Olive" |style="color:black"|Olive |style="color:white"|Olive |- style="background:OliveDrab" |style="color:black"|OliveDrab |style="color:white"|OliveDrab |- style="background:Orange" |style="color:black"|Orange |style="color:white"|Orange |- style="background:OrangeRed" |style="color:black"|OrangeRed |style="color:white"|OrangeRed |- style="background:Orchid" |style="color:black"|Orchid |style="color:white"|Orchid |- style="background:PaleGoldenrod" |style="color:black"|PaleGoldenrod |style="color:white"|PaleGoldenrod |- style="background:PaleGreen" |style="color:black"|PaleGreen |style="color:white"|PaleGreen |- style="background:PaleTurquoise" |style="color:black"|PaleTurquoise |style="color:white"|PaleTurquoise |- style="background:PaleVioletRed" |style="color:black"|PaleVioletRed |style="color:white"|PaleVioletRed |- style="background:PapayaWhip" |style="color:black"|PapayaWhip |style="color:white"|PapayaWhip |- style="background:PeachPuff" |style="color:black"|PeachPuff |style="color:white"|PeachPuff |- style="background:Peru" |style="color:black"|Peru |style="color:white"|Peru |- style="background:Pink" |style="color:black"|Pink |style="color:white"|Pink |- style="background:Plum" |style="color:black"|Plum |style="color:white"|Plum |- style="background:PowderBlue" |style="color:black"|PowderBlue |style="color:white"|PowderBlue |- style="background:Purple" |style="color:black"|Purple |style="color:white"|Purple |- style="background:Red" |style="color:black"|Red |style="color:white"|Red |- style="background:RosyBrown" |style="color:black"|RosyBrown |style="color:white"|RosyBrown |- style="background:RoyalBlue" |style="color:black"|RoyalBlue |style="color:white"|RoyalBlue |- style="background:SaddleBrown" |style="color:black"|SaddleBrown |style="color:white"|SaddleBrown |- style="background:Salmon" |style="color:black"|Salmon |style="color:white"|Salmon |- style="background:SandyBrown" |style="color:black"|SandyBrown |style="color:white"|SandyBrown |- style="background:SeaGreen" |style="color:black"|SeaGreen |style="color:white"|SeaGreen |- style="background:Seashell" |style="color:black"|Seashell |style="color:white"|Seashell |- style="background:Sienna" |style="color:black"|Sienna |style="color:white"|Sienna |- style="background:Silver" |style="color:black"|Silver |style="color:white"|Silver |- style="background:SkyBlue" |style="color:black"|SkyBlue |style="color:white"|SkyBlue |- style="background:SlateBlue" |style="color:black"|SlateBlue |style="color:white"|SlateBlue |- style="background:SlateGray" |style="color:black"|SlateGray |style="color:white"|SlateGray |- style="background:Snow" |style="color:black"|Snow |style="color:white"|Snow |- style="background:SpringGreen" |style="color:black"|SpringGreen |style="color:white"|SpringGreen |- style="background:SteelBlue" |style="color:black"|SteelBlue |style="color:white"|SteelBlue |- style="background:Tan" |style="color:black"|Tan |style="color:white"|Tan |- style="background:Teal" |style="color:black"|Teal |style="color:white"|Teal |- style="background:Thistle" |style="color:black"|Thistle |style="color:white"|Thistle |- style="background:Tomato" |style="color:black"|Tomato |style="color:white"|Tomato |- style="background:Turquoise" |style="color:black"|Turquoise |style="color:white"|Turquoise |- style="background:Violet" |style="color:black"|Violet |style="color:white"|Violet |- style="background:Wheat" |style="color:black"|Wheat |style="color:white"|Wheat |- style="background:White" |style="color:black"|White |style="color:white"|White |- style="background:WhiteSmoke" |style="color:black"|WhiteSmoke |style="color:white"|WhiteSmoke |- style="background:Yellow" |style="color:black"|Yellow |style="color:white"|Yellow |- style="background:YellowGreen" |style="color:black"|YellowGreen |style="color:white"|YellowGreen |} == More information == The table above was generated by a simple [[Topic:Perl|Perl]] script called '''<tt>colors.pl</tt>'''. See [[Fun with Named Colors and Perl]]. See Also: * http://www.w3.org/TR/REC-html40/types.html#h-6.5 * http://www.w3.org/TR/css3-color/#svg-color * http://en.wikipedia.org/wiki/Web_colors Problems, questions, ideas, comments? ''[[Talk:Named Colors|Let us know!]]'' [[Category:Web Design]] 8186 79560 2007-01-21T16:05:24Z CQ 1939 This is an empty category These are step-by-step HOWTO lessons. [[Category:Content]] 8187 77641 2007-01-17T05:54:49Z JWSchmidt 20 [[Category:Wikiversity]] [[:Category:Wikiversity Translators]] are people. :''[[:Category:Wikiversity translators]] are [[machine translation tools]] and [[example]]s.'' You should learn the difference forthwith. [[Category:Wikiversity]] 8188 75509 2007-01-14T02:48:25Z Historybuff 5228 Category Perl is in Category Computer Programming, so this is on two nodes of the tree The Wikitable at [[Named Colors]] was generated by a simple [[Topic:Perl|Perl]] program we can call <tt>colors.pl</tt>. If you have Perl installed, you should be able to run this basic script while learning a bit of Perl. == The list == First we want to populate the list of &ndash; [[Named Colors]]; @Colors = ("AliceBlue".."YellowGreen"); We begin with a plain text file that lists all 139 '''Named Colors''', each on its own line with no spaces: AliceBlue AntiqueWhite Aqua Aquamarine Azure Beige Bisque Black BlanchedAlmond Blue BlueViolet Brown BurlyWood CadetBlue Chartreuse Chocolate Coral CornflowerBlue Cornsilk Crimson Cyan DarkBlue DarkCyan DarkGoldenrod DarkGray DarkGreen DarkKhaki DarkMagenta DarkOliveGreen DarkOrange DarkOrchid DarkRed DarkSalmon DarkSeaGreen DarkSlateBlue DarkSlateGray DarkTurquoise DarkViolet DeepPink DeepSkyBlue DimGray DodgerBlue FireBrick FloralWhite ForestGreen Fuchsia Gainsboro GhostWhite Gold Goldenrod Gray Green GreenYellow Honeydew HotPink IndianRed Indigo Ivory Khaki Lavender LavenderBlush LawnGreen LemonChiffon LightBlue LightCoral LightCyan LightGoldenrodYellow LightGreen LightGrey LightPink LightSalmon LightSeaGreen LightSkyBlue LightSlateGray LightSteelBlue LightYellow Lime LimeGreen Linen Magenta Maroon MediumAquamarine MediumBlue MediumOrchid MediumPurple MediumSeaGreen MediumSlateBlue MediumSpringGreen MediumTurquoise MediumVioletRed MidnightBlue MistyRose Moccasin NavajoWhite Navy OldLace Olive OliveDrab Orange OrangeRed Orchid PaleGoldenrod PaleGreen PaleTurquoise PaleVioletRed PapayaWhip PeachPuff Peru Pink Plum PowderBlue Purple Red RosyBrown RoyalBlue SaddleBrown Salmon SandyBrown SeaGreen Seashell Sienna Silver SkyBlue SlateBlue SlateGray Snow SpringGreen SteelBlue Tan Teal Thistle Tomato Turquoise Violet Wheat White WhiteSmoke Yellow YellowGreen If you want to play with these colors, copy the list and save it in your '''working directory''' as '''<tt>NamedColors.txt</tt>''' == The script == Now, in that same directory, make a new file called <tt>colors.pl</tt> or whatever you like. Start with the usual opening line: #!/usr/bin/perl -w The '''-w''' switch tells your compiler to '''w'''arn you of errors in your syntax. # colors.pl - a simple script for handling named colors. It's nice to add the script's filename and a brief description of what it does. === Slurping in the list === Many perl coders refer to poulating an array (@ArrayName) from an external file as the process of "slurping". Perl has built in functions, '''open''' and '''close''' that give your scripts access to files on your local machine. open (COLORS, "NamedColors.txt") or die; @Colors=<COLORS>; close COLORS; We '''open''' (read-only) the bare list of NamedColors and slurp it into an array, <tt>@Colors</tt>. We do this via a '''filehandle''' called &lt;COLORS&gt;. Then we '''close''' the unaltered file. === Iterating the list === Now we use a '''foreach''' loop statement to break each <tt>$color</tt> out of <tt>@Colors</tt> and wrap it in [[m:wiki syntax|wiki syntax]] for tables, stuffing each color into a new array, <tt>@NamedColors</tt>: foreach $color (@Colors) { chomp$color; @NamedColors=("@NamedColors", "\n|- style=\"background:$color\"", "\n|style=\"color:black\"|$color", "\n|style=\"color:white\"|$color") } Notice that the '''"'''s (double quotes) for the style attributes in the wiki syntax must be escaped with '''\'''s (backslashes). The '''chomp''' function removes the ''newline'' characters from each item in the list, which were included in NamedColors.txt to make it more readable. The <tt>colors.pl</tt> script produces wiki table syntax ''foreach'' color appending <tt>@NamedColors</tt> with: |- style="background:AliceBlue" |style="color:black"|AliceBlue |style="color:white"|AliceBlue === Printing the table === When the loop has iterated the whole list, we now use a new file handle COLORTABLE to hold and '''print''' the newly composed table rows and cells: open (COLORTABLE, ">ColorTable.txt") or die; print {COLORTABLE} "@NamedColors"; close COLORTABLE; The '''open''' statement this time is write-enabled (>). The colors.pl script has now created a new file in your working directory &ndash; <tt>ColorTable.txt</tt> You can add a little confirmation message at the end: print "\n A file: ColorTable.txt has been written to your working directory\n"; === Running the script === To run the script make sure you have <tt>NamedColors.txt</tt> in your current working directory - the same directory from which you run <tt>colors.pl</tt>. In a '''terminal''', you type: <tt>perl colors.pl</tt> Now you can open ColorTable.txt and enclose it with <tt>{|</tt> and <tt>|}</tt>. Once you get the hang of it, you can make all sorts of nifty tools for manipulating colors with wiki syntax and perl scripts. == More information == This lesson assumes that you have Perl up and running on your local machine and that you know something about working from a command line or terminal and editing with a text editor. The above script is very basic. If you need more background on [[Topic:Perl|Perl]], feel free to ask questions at [[Topic talk:Perl]]. For ideas on how to alter the script to do other things with [[Named Colors]], you may find or post some on [[Talk:Fun with Named Colors and Perl]]. [[Category:Perl]] 8195 62743 2006-12-25T09:14:52Z Danielle Ralph 4550 /* Interested Students */ :''Part of the Department of [[Topic:European History|European History]]'' ==Introduction== Ireland's history is rich, and richly recorded in song. The purpose of this project is to provide a listing of songs (and, if possible, a way to obtain them legally, for free), corresponding to various elements of Irish history, complete with commentary and background. The goal is to develope a greater knowledge and understanding of Irish history through the memorable and enjoyable medium of music (particularly Celtic music). ==Tasks== * Create outline of Irish History * Find and add songs relevant to as many aspects of Irish history as possible ====Questions==== (Please discuss on the [[Talk:History of Ireland through Song|talk page]]). * Should we include Scotland, as well, and have a course on the two together, or separately? * Should there be an option to include songs in Gaelic (or even other languages) for ambitious students? ==Participants== ====Coordinator==== * [[User:Jade Knight|The Jade Knight]] ====Contributors==== * [[User:Jade Knight|The Jade Knight]] * [[User:Cormaggio|Cormaggio]] ====Interested Students==== * [[User:Danielle_Ralph|Danielle Ralph]] ==Songs== *"Black and Tans" composed by Dominic Behan. (Full version by StoneRing available [http://www.thestonering.com/media%20kit/01.Black%20and%20Tans%20-%20StoneRing.mp3 here].) *"Bold Fenian Men" written by Peadar Kearney. (2 minute excerpt of the Kellee Brad version available [http://audio.cdbaby.com/mp3lofi/b/r/bradley-11.mp3 here]. Lyrics and midi available [http://www.contemplator.com/ireland/fenian.html here].) *"[[w:The Wind That Shakes the Barley (song)|The Wind That Shakes the Barley]]", composed by Robert Dwyer Joyce. *"Arthur McBride" - [http://www.chivalry.com/cantaria/lyrics/arthur-mcbride.html lyrics and mp3] *[[w:The Sash|"The sash my father wore"]] - [http://sniff.numachi.com/pages/tiSASHFTHR;ttSASHFTHR.html MIDI & notation] * ... [[Category:History]] [[Category:Learning projects]] 8196 39402 2006-10-25T02:25:39Z Michaelnelson 310 [[Web Design/Testing Website performance Plan]] moved to [[Web Design/Website Performance Test Plan]]: More meaningful title #REDIRECT [[Web Design/Website Performance Test Plan]] 8207 39467 2006-10-25T08:16:04Z Dream mind 2099 Mechanical Engineering related topics 8208 45512 2006-11-14T05:18:46Z Rayc 57 cat <[[School:Psychology/Psy_1001|Psy 1001]] [[1.01]] You tell your friend that you are studying psychology. He replies "I'll have to watch what I say, you psychologists are always analyzing peoples personality problems. What is wrong with your friend's statement? [[1.02]] What is the purpose of psychology? [[1.03]] A psychologist shows a picture of a frog and tells the subject to think of a color. The subject thinks of green. Is this an example of prediction or manipulation? [[1.04]] What are the major reasons for studying animals? [[1.05]] Describe a study in which it would be difficult to have human subjects. [[1.06]] How does hereditary affect a person? [[1.07]] List the areas of study. [[1.08]] Is the year 1879 when researchers first started studying subjects behavior and cognition? [[1.09]] List the systematic systems that developed after structuralism. [[1.10]] What trend developed in psychology as the importance of systems diminished? [[1.11]] What is the difference between clinical and counseling psychology? [[1.12]] What is the difference between a psychiatrist and a psychologist? "Hint, it is in the training and degree that they recieve" [[1.13]] What is the difference between applied psychology and theoretical psychology? [[1.14]] What are the major concerns of developmental psychologists? [[1.15]] A group of parents is unhappy with the education that thier children are recieving at school. They decide to hire a psychologist. What type of psychologist would they hire? [[1.16]] Describe social psychology. Also, the first person to do this, will you answer these questions in the link and also create a link for any of the terms where they appear in lecture 1? Thankyou <[[School:Psychology/Psy_1001|Psy 1001]] [[Category:Psychology]] 8209 77447 2007-01-17T01:03:58Z JWSchmidt 20 [[School:Psychology/Psy 2085]] moved to [[Social Psychology]]: Wikiversity page name conventions [[wikibooks:Social_Psychology]] [[Category:Psychology]] 8210 45511 2006-11-14T05:18:15Z Rayc 57 cat <[[School:Psychology/Psy_1001|Psy 1001]] This is a question and comment page. Leave any questions or comments on anything that has to do with psychology or this class. Just click '''edit''' at the top and and then sign your name leave your comment. Any discussion related to psychology is appropriate and since this page is FDL'ed may easily be ported into appropriate lessons or other places in the Wikiversity Engineering databases. <[[School:Psychology/Psy_1001|Psy 1001]] [[Category:Psychology]] 8214 39844 2006-10-26T00:03:09Z Rayc 57 {{QC-Announce}} [[Category:Language and Literature]] 8217 39575 2006-10-25T14:39:58Z Dnjkirk 1833 A picture of the Tabla drum A picture of the Tabla drum 8218 39576 2006-10-25T14:43:23Z Dnjkirk 1833 The Bayan drum of the Tabla set. == Summary == The Bayan drum of the Tabla set. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8220 39579 2006-10-25T14:50:29Z Dnjkirk 1833 The set of Tabla and Bayan together. The set of Tabla and Bayan together. 8221 80324 2007-01-23T13:48:36Z Dnjkirk 1833 /* Diagrams for ease in learning */ =Introduction= Welcome to the Tabla pages. Somebody who knows more than I do about the Tabla can write this intro. =The Tabla= [[Image:Tabladrum.JPG|thumb|right|200px|The Tabla.]][[Image:Bayan.JPG|thumb|right|200px|The Bayan.]][[Image:Tablaset.JPG|thumb|right|200px|So happy together!]] The Tabla is actually a set of two drums, the Tabla and the Bayan (or Dugga). The Bayan is placed on the left under the left hand, and the Tabla goes under the right hand. The drums should touch each other, and this point between the drums should be on your body's centreline. Sit in half-lotus position. While this may be uncomfortable at first, the player will find that this position actually keeps the back straighter than plain crossed legs. It means you can play longer and with less back pain... though your foot may fall asleep.<p> Each drum sits on a cloth ring to keep it stable. The Bayan should be more or less flat, with its head parallel to the ground. The Tabla should be tilted slightly forward, so it is easier for your hand to rest while playing. =Diagrams for ease in learning= I've put together a couple diagrams of the drum heads to better show where given notes are placed. PLEASE: if you know Devnagari, correct these charts! <table border=1> <CAPTION><EM>The two diagrams</EM></CAPTION> <TR><TH>The Dayan (Tabla)<TD><center>[[Image:Dayan.jpg]]</center><TD>The outside rim of the head is woven rawhide, called the Gajara. The black spot in the middle of the drum is called the Syahi. The syahi is a ball of hide glue, ink, and weight that is pressed onto the drum to improve its resonance. <TR><TH>The Bayan (Dugga)<TD>[[Image:bayan.jpg]]<TD>On the outer edge of the head but inside the Gajira is another ring of rawhide called the Chat. This improves the tensile strength of the threading. The skin itself is called a Maidan. The narrow bit of Maidan showing between the Dugga's offset Syahi and the edge of the drum is the Luv. </TABLE> And here are some hand placement diagrams for the specific hand positions. <table border=1> <CAPTION><EM>Bayan hand positions</EM></CAPTION> <TR><TH>Name<TD>Hand position<TD>Devnagari Script<TD>Singhalese Script<TD>Description <TR><TH>Ge<TD>[[Image:TablaGe.jpg]]<TD><font size=24><center>ग</center></font><TD><font size=24><center>ग</center></font><TD>Strike the Luv soundly with tips of both the middle and ring fingers. The heel of the hand should come off the drum to allow resonation, and the fingers should be clawed back towards the palm in a single fluid motion after coming off the strike. <TR><TH>Ge-Ge<TD>[[Image:TablaGeGe.jpg]]<TD><font size=24><center>ग</center></font><TD><font size=24><center>ग</center></font><TD>When doing many Ge strikes in succession, they alternate between the basic above and the index finger strike, done the same as above only with the index finger alone. <TR><TH>Kat/Ki/Ke<TD>[[Image:TablaKat.jpg]]<TD><font size=24><center>क</center></font><TD><font size=24><center>ක</center></font><TD>Slap the hand down onto the drum. This should not resonate. The palm should cover the Syahi. </TABLE> <table border=1> <CAPTION><EM>Dayan hand positions</EM></CAPTION> <TR><TH>Name<TD>Hand position<TD>Devnagari Script<TD>Singhalese Script<TD>Description <TR><TH>Ti (The)<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>ती(ट)</center></font><TD><font size=24><center>ති(ට)</center></font><TD>later! <TR><TH>Te (Ri)<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>ट(र)</center></font><TD><font size=24><center>ත(රි)</center></font><TD>later! <TR><TH>Na (Ta)<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>ना/ता</center></font><TD><font size=24><center>නා(තා)</center></font><TD>later! <TR><TH>Tin<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>तीं</center></font><TD><font size=24><center>තිං</center></font><TD>later! <TR><TH>Tat<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>ता</center></font><TD><font size=24><center>තාත්</center></font><TD>later! <TR><TH>Thun<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>तूं</center></font><TD>later!<TD>later! <TR><TH>D<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>?</center></font><TD>later!<TD>later! <TR><TH>N<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>न</center></font><TD>later!<TD>later! <TR><TH>Dhe<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>धे</center></font><TD>later!<TD>later! <TR><TH>R<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>?</center></font><TD>later!<TD>later! </TABLE> <table border=1> <CAPTION><EM>Combined hand positions</EM></CAPTION> <TR><TH>Name<TD>Bayan<TD>Dayan<TD>Devnagari Script<TD>Singhalese Script<TD>Description <TR><TH>Dha<TD>[[Image:TablaGe.jpg]]<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>धा</center></font><TD><font size=24><center>ධ</center></font><TD>later! <TR><TH>Dhin<TD>[[Image:TablaGe.jpg]]<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>धिं</center></font><TD><font size=24><center>ධිං</center></font><TD>later! <TR><TH>Dhi<TD>[[Image:TablaGe.jpg]]<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>धि</center></font><TD><font size=24><center>ධි</center></font><TD>later! <TR><TH>Dhit<TD>[[Image:TablaGe.jpg]]<TD>[[Image:Dayan.jpg]]<TD><font size=24><center>?</center></font><TD><font size=24><center>ධත්</center></font><TD>later! </TABLE> [[Category:Music]] 8222 79999 2007-01-22T15:31:49Z 128.130.60.129 /* Syntax */ = The SISP Assembler = The Assembler for the SIS Processor was written in Python and is using the SPARK framework by John Aycock. The assembling is done in 4 stages: # Lexical analysis (scanning): Checks if the input format is valid and breaks the input stream into a list of tokens # Syntax analysis (parsing): Checks if the list of tokens has valid syntax accoring to a grammar # Preprocessing: Finds the addresses of labels and replaces targets # Code generation: Generates bytecode == Usage == To assemble the file test.asm, use the following command: python sispasm.py < test.asm > test.bin '''Note''': The assembler does not support comments or macros. If you use either of them (in C-style), use gcc with the command gcc -x c -E -P test.asm > test.asm.ao before invoking the assembler. From Version 0.4 a simple shell script is included in the archive which does both steps consecutively. == Syntax == The parser stage uses the following grammar to verify a valid syntax: program ::= program instruction program ::= program label program ::= program command instruction ::= OP instruction ::= OP REG instruction ::= OP REG SEP REG instruction ::= OP REG SEP NUM instruction ::= OP NUM instruction ::= OP TGT label ::= LBL command ::= CMD command ::= CMD NUM The assembler is case insensitive. There are three types of input: Instructions, Labels and commands. === Instructions === :OP [REG [, REG | IMM]] Instructions represent the commands that get executed in our processor. An instruction may have zero, one or two operands separated by a comma. Operand one acts both as source and destination register. The second operand can be another source register or an immediate value. For a list of available instructions please refer to the [[Computer_Architecture_Lab/Winter2006/PolzerJahn/Design|instruction set]]. Some example instructions: ADD r1, r2 LDC r2, text LD r1, r1 INP r4, 2 AND r4, r5 JZ loop === Labels === :LABELNAME: Labels can be used at any point of the program to name an address. They can then be used in Instructions (eg. JMP, LDI) instead of hard coding the addresses/values. In the preprocessing stage of the assembler every occurence of a label gets replaced by its assigned address. Label names can consist of letters, numbers and underlines but have to start with a letter or underline. Some Examples: TEXTLENGTH: MAIN_LOOP: ELSE_2: === Commands === :.COMMANDNAME [PARAM] There are currently three commands which get processed by the assembler: * .WORD <VALUE> Inserts a 16-bit value at the position of this command. Values can be written in decimal or hexadecimal number format. * .DWORD <VALUE> Inserts a 32-bit value at the position of this command. Values can be written in decimal or hexadecimal number format. * .END Marks the end of the program. No commands or instructions after this command will get processed. Some examples for how you might use commands: // The string "SISP!!" text: .word 0x53 .word 0x49 .word 0x53 .word 0x50 .word 0x21 .word 0x21 .word 0x0A .word 0x0D === Registers === SISP provides 16 registers, 16 Bits wide. They are named R[0-15]. When our stack macros are used, R15 is reserved for the stack pointer. == Download == You can download the current version of our assembler as archive [http://stud4.tuwien.ac.at/~e0300286/sispasm-0.7.tar.gz here]. == Version history == 0.7: 18-01-2007 * Fixed a bug which caused commands having no effect 0.6: 13-01-2007 * Fixed an error in the grammar that caused very long execution times * Made script independent from callers cwd * Made assembler case insensitive * Allowed underline character in labels * Added instructions (JMPR, LDIP) 0.5: 14-12-2006 * Fixed enumeration error 0.4: 2-11-2006 * Added operations ADC, SBB, NEG, ASL, ASR * Changed JE, JNE to JZ, JNZ * Added simple shell script for assembling * Removed minor bugs 0.3: 27-10-2006 * labels can now be used as constants in LDC * changed operation numbers * added io operation type * added check for multiple label occurance 0.2: 26-10-2006 * added support for hexadecimal and octal numbers * added instruction format in optype description (makes the assembler more general and flexible) 0.1: initial version [[Category:Computer Architecture]] 8223 68741 2007-01-09T23:16:55Z JWSchmidt 20 [[Category:Media]] {{main welcome}} [[Category:Media]] 8224 76834 2007-01-16T00:40:33Z JWSchmidt 20 [[Topic:Introduction to Programming Logic/Key Terms]] moved to [[Introduction to Programming Logic/Key Terms]]: Wikiversity name conventions <dl> <dt>Arguments</dt> <dd>Data or variables that are being sent to another block of code</dd> <dt>Code Block</dt> <dd>A section of code that can usually be pointed to by [[Topic:Introduction to Programming Logic/Key Terms#Procedure Call|called]] from another section <dt>Comments</dt> <dd>Lines that are ignored by the compiler or interpreter that allow the programmer to explain code that may otherwise be confusing</dd> <dt>Documentation</dt> <dd>See [[Topic:Introduction to Programming Logic/Key Terms#Comments|comments]]</dd> <dt>Logic</dt> <dd>A system of binary decisions that lead to specific code blocks to be executed.</dd> <dt>Procedural</dt> <dd>A way of organizing code so that related tasks are completed together thus allowing code to be re-used, or '''called''' from other code areas.</dd> <dt>Procedure Call</dt> <dd>Where one block of code is executed within another. This technique can be used as a way to prevent redundancy and optimize code execution</dd> <dt>Pseudocode</dt> <dd>A way of describing an algorithm using programming conventions in plain English rather than code.</dd> </dl> [[Category:Computer Programming]] 8226 59623 2006-12-18T03:53:53Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 8227 78827 2007-01-19T22:42:14Z 152.97.217.126 /* How does the Lithuanian population consider the influence of Europe on their country? */ [[Image:European flag.svg|120px|right||Flag of the European Union]] [[Image:Flag of Lithuania.svg|120px|]] == Introduction == Hello and Welcome on this site which aims to provide you with information about the Lithuanian view of Europe. The creators of this website are from Eichstätt, Bavaria. We are interested in how the Lithuanian people consider their chances and risks for the future, under the Influence of the EU. We would like to invite everyone to join in the discussion. So just give a statement and help us to improve this page. == How does the Lithuanian population consider the influence of Europe on their country? == [[Image:EU27_Candidates.png|280px|right|Map of EU member states, 2007 admissions and candidate countries]] In 1994 Lithuania became the first of the Baltic States to apply for NATO membership. On March 29, 2004, it became a full and equal NATO member and on May 1, 2004, Lithuania joined the European Union. How has this influenced the Lithuanian people's way of life? == Our current team == *[[User:Christos.i|Christos]] *[[User:Mirjam|Mirjam]] *[[User:Sabrina_Hepp|Sabrina]] *[[User:Susi|Susi]] [[Category:Politics of the European Union]] 8288 80922 2007-01-25T13:07:59Z JMosser 2466 /* Assembler */ == Introduction == MatPRO is a pipelined CoProzessor that handels 4x4 Matrix-Operations like addition or multiplication. It's equipped with a SimpCom-Interface to ensure an easy transport connection to existing SoC-Solutions. == key data == *16 bit Coprocessor for handling Matrix-Arithmetics *Dimension of Matrix is 4x4 *basic datatype is 16 bit signed Integer *3 Matrix-Registers *16 general purpose 16 bit Registers *SIMD (Single Instruction Multiple Data) - Architecture == Instruction formats == To keep things simple, our instructions are all codeable in 16 bit. Besides this, all OP-Codes are 4 bit coded. We distinguish between 5 different Instruction formats: * 3 Opperand - Instructions {| {{Prettytable}} width="400px" } ! width="50" | Bits | width="50" align="center" | 15-12 | width="50" align="center" | 11-8 | width="50" align="center" | 7-4 | width="50" align="center" | 3-0 |- !Content | align="center" | OPCODE | align="center" | DESTREG | align="center" | SRCREG1 | align="center" | SRCREG2 |} * 2 Opperand - Instructions {| {{Prettytable}} width="400px" } ! width="50" | Bits | width="50" align="center" | 15-12 | width="50" align="center" | 11-8 | width="50" align="center" | 7-4 | width="50" align="center" | 3-0 |- !Content | align="center" | OPCODE | align="center" | DESTREG | align="center" | SRCREG | align="center" | 0000 |} * 1 Opperand - Instructions {| {{Prettytable}} width="400px" } ! width="50" | Bits | width="50" align="center" | 15-12 | width="150" align="center" | 11-0 |- !Content | align="center" | OPCODE | align="center" | Address |} * Load/Store Word - Instructions {| {{Prettytable}} width="400px" } ! width="50" | Bits | width="50" align="center" | 15-12 | width="50" align="center" | 11-8 | width="100" align="center" | 7-0 |- !Content | align="center" | OPCODE | align="center" | DSTREG | align="center" | Address |} * Load/Store Matrix - Instructions {| {{Prettytable}} width="400px" } ! width="50" | Bits | width="50" align="center" | 15-12 | width="50" align="center" | 11-10 | width="100" align="center" | 9-0 |- !Content | align="center" | OPCODE | align="center" | DSTREG | align="center" | Address |} * Conditional - Instructions {| {{Prettytable}} width="400px" } ! width="50" | Bits | width="50" align="center" | 15-12 | width="50" align="center" | 11-8 | width="100" align="center" | 7-0 |- !Content | align="center" | OPCODE | align="center" | DSTREG | align="center" | Address |} == Instructions == At the moment, we plan to implement 14 different instructions: {| {{Prettytable}} width="500"} ! align="left" width="70" | Instruction ! align="left" width="70" | OPCode ! align="left" | Description |- | nop | 0000 | does nothing |- | jmp | 0001 | set the PC to desired value |- | brz | 0010 | branche if zero: if the sourceregister is zero --> go on, else, jump to address |- | sub | 0011 | subtracts one 16 bit integer from the other and stores the result in the destinationregister |- | loadm | 0100 | loads a Matrix from the Memory at a given Addressstartpoint and stores it in the destinationregister |- | loadw | 0101 | loads a 16 bit Integer from the Memory at a given Address and stores it in the destinationregister |- | storem | 0110 | stores a Matrix from the Sourceregister to the Memory at the given Address |- | storew | 0111 | stores a 16 bit Integer from the Sourceregister to the Memory at the given Address |- | mulm | 1000 | multiplies 2 Matrix and stores the result in the destinationregister |- | addm | 1001 | adds 2 Matrix and stores the result in the destinationregister |- | subm | 1010 | subtracs 1 Matrix from the other and stores the result in the destinationregister |- | | 1011 | still free |- | | 1100 | still free |- | | 1101 | still free |- | mulw | 1110 | multiplies a Matrix with a Scalar and stores the result in the destinationregister |- | | 1111 | still free |} == Special purpose of OPCode == Since we are using 4 bit to code the desired register, only 16 Registers are possible to address. As mentioned at the beginning, we are using 32 registers (16 Matrix-Registers and 16 "normal" registers). So how do we know which register is meant to be read? Here comes the OPCode into play. If you analyze the OPCode, you will notice, that the first 2 bits of it decide what to do: *00xx: those are operations that don't to anything with a Matrix *01xx: those are load or store instructions *10xx: the sourceregisters are the Matrix-Registers *11xx: The first sourceregister is a Matrix and the second sourceregister is a 16 bit value == Assembler == {| {{Prettytable}} width="500"} ! align="left" width="100" | Assembler ! align="left" width="400" | Operation |- | nop | nothing |- | jmp addr | PC <- addr12 |- | brz i0,imm8 | true: PC <- PC+1; false: PC <- imm8 |- | sub i2,i0,01 | i3 <- i0-i1 |- | loadm m0,addr10 | m0 <- (addr10) |- | loadw i0,addr8 | i0 <- (addr8) |- | storem m0,addr10 | (addr10) <- m0 |- | storew i0,addr8 | (addr8) <- i0 |- | mulm m2,m0,m1 | m2 <- m0*m1 |- | addm m2,m0,m1 | m2 <- m0+m1 |- | subm m2,m0,m1 | m2 <- m0-m1 |- | mulw m1,m0,i0 | m1 <- m0*i0 |} '''Legend:''' m0,m1,...,mF ... Matrix-Registers i0,i1,...,iF ... 16 bit Integer - Registers addr8 ... 8 bit Address addr10 ... 10 bit Address addr12 ... 12 bit Address imm8 ... 8 bit signed immediate '''Assembler:''' [http://stud3.tuwien.ac.at/~e0126655/MatPRO/Assembler.zip Assembler.zip] == Block Diagramm == The matrix processor (MatPro) is designed as a coprocessor an communicates with the main processor (JOP in this case) with the SimpCon Interface. The memory is separated into a data cache and a instruction cache to keep the memory access simple. The data cache is double buffered to allow a more efficient data transfer beween the processors. The main processor writes all data and instuctions in the caches and sets RUN, then MatPro starts it's program and sets READY when the program execution is done. [[Image:jop.jpg]] ==MatPro Schematic== [[Category: Computer Architecture]] 8289 80974 2007-01-25T17:49:15Z 131.94.123.21 /* P-type semiconductors */ [[wikipedia:Semiconductors|Semiconductors]] are materials which conduct electricity only in one direction, as a result of their chemical properties. In the [[wikipedia:chemical elements|chemical elements]] which comprized the semiconductors the gap between non-conducting and conducting band is less then of insulators, but much bigger then of conductors. That's why in their pure state their conductivity is relatively low. The examples of those elements are [[wikipedia:Silicon|Silicon]], [[wikipedia:Germanium|Germanium]], and some other elements with valence of 4. *The conductivity of those elements can be drastically increased by adding some impurities to them. This process is called [[wikipedia:doping|doping]]. The results of this process are [[wikipedia:n-type semiconductors|n-type]] and [[wikipedia:p-type semiconductors|p-type]] semiconductors ==N-type semiconductors== In order to increase the number of conductance band, or "free" electroncs in the pure silicon (or any element of valence 4), a penta-valent atoms, such as arsenic (As), phosphorus (p), bismuth(Bi), and antimony (Sb) are added. Each pentavalent atom forms covalent bonds with 4-valent atom, and 5th electron remains free. So the atom of the penta-valent element is called a [[wikipedia:donor atom|donor atom]]. The electrical conductivity of pure Germanium or Silicon can be drastically increased by the addition of imputrity material in the ratio of 1 atom per 10 million atoms of germanium. The escaping of the electron from the atoms leaves a bound positive charge which cannot move. Recombination does not take place because of the shielding effect of the remaining electrons. Current flow through N type material is due primarily to the donated free electrons, so that they are called the majority current carriers. The holes are termed as the minority current carriers, since the current flow in the valence energy band is very small. ==P-type semiconductors== To increse the number of "holes" in a pure silicon or another 4-valvent element, a ''trivalent'' imputity is added. Covalent bond is forment and one "hole is expected to receive an electron. The atom of a tri-valent material is called an [[wikipedia:acceptor atom|acceptor atom]]. =the Diode= Both in n-type and p-type materials the number of protons and electrons are equal, so the materials by themselves are electrically neutral. But the piece of silicon (ar nay 4 valent element) can be doped so that on one side it is p type, and on other it is n type. P region has many free holes, and n region has many free electrons. But after a while when an energy is applied the electrons and holes start to drift between the regions, and some electric field forms. To get over it we need some potential. The barier potential of a pn junction is approximately 0.7 v for Silicon, and 0.3 v for Germanium. == Biasing the diode == To make a diode work, we need to apply voltage to it. To bias a diode we need a DC voltage. === Forward Bias === Is a condition which lets the current through the pn junction. In this case, +voltage is applied to the P region of the diode, and -voltage is applied to the N region of the diode. Because the similar charges repell the negative side pushed free electrons so, that they are found in abundance on the N region. Such a flow of free electroncs is called an electron current ==== V-I characteristics of the forward bias ==== === Reverse Bias === Is an arrangement which does not allow the flow of electrons through the diode. It happens when -Voltage is applied to P, +Voltage is applied to N. ==== Reverse Current ==== ==== Breakover current ==== ==Voltage and Current characteristics of a Diode== [[Image:wikipedia:Rectifier_vi_curve.GIF]] ==School== [[School:Electronic Engineering]] [[category:electronics]] 8290 39873 2006-10-26T03:17:39Z 69.157.20.186 Redirecting to [[wikipedia:Caesar cipher]] #REDIRECT [[wikipedia:Caesar cipher]] 8294 42792 2006-11-04T05:09:09Z Mirwin 47 /* Hello dolly */ fix typo Welcome to [[Mad Max's Information Theory of Motion Pictures]] from [[Mad Max's Course in Film Scoring for Motion Pictures]] which is part of the [[Topic:Music in Film]]. ==Information Theory for Motion Pictures== Here are many of the rules of information for motion pictures. ==What is Information?== Information is sights and sounds. Sounds are dialog, music and sound effects. Each of these requires the brain to analyze and appreciate. ===The Human Brain=== The brain can receive and appreciate more than one (1) sight and one (1) sound at a time. The processing power of the brain is tremendous. A typical motion picture from Hollywood today has almost 100 tracks of audio which are mixed down to (combined into) 5 audio tracks. When you have all this sound and a constantly moving picture, that is a lot of information for the audience to absorb. ;1. Persistence of Vision :Because of persistence of vision, the human mind can combine multiple pictures. Even though only one picture flickers in front of the viewer at one time, the mind combines the images into something new and original. ;This works in two ways. ::A. Multiple frames of a slightly varying images creates the '''illusion of motion'''. ::B. Shots of different images creates an effect where two totally different shots seem to become part of the same scene or same action. Viewed separately, two images might not have anything in comon. But together, they tell a story. ;2. Separation of Sounds :The brain is able to separate, distinguish, and follow sounds from many sources at the same time. These sounds must be distinguished by a separate frequency, direction, and tone but as long as you can keep them separate, you can listen to more and more sounds at the same time. ===Motion Pictures are Information=== Motion pictures are the most efficient way to convey the most information in the least amount of time. By accident and by plan, the techniques used to make motion pictures also create the '''most efficient''' form of communication possible. No other form of communcation is able to control the mind of the audience as well. ===Multimedia lacks information=== In contrast, multimedia is at the other end of the scale. Multimedia is the '''least efficient''' way to communicate information since in Multimedia, you are only presented one element at a time; just one picture and simple audio. The advantage of multimedia is it is much easier to produce than a motion picture since multimedia only has to produce about 1/10 the content as a motion picture. ===Music equals Mood=== Music for motion pictures creates the mood for motion pictures. You need to explain the mood of a motion picture to the audience. In most cases, the dialog and action is not enough. You need to be aware that the music for motion pictures includes the actor's voice which contains a melody line. To listen to the dialog without the melody, read the script in a mono-tone voice. Stage trained actors have a 3 octive voice. Modern film actors do not use this wide a tonal range. ==When boredom sets in== Too little information, the audience gets bored. Too much information and the audience tunes out… and becomes bored. ==Information Theory for a Symphony== A symphony is just like a motion picture except there is no picture. The same theories apply. A symphony is designed to convey as much musical information as possible. There are multiple instruments playing at differnt pitches and directions and many different melodies (main , counter, supporting, etc.) in a symphony. ===When theories clash=== (1) A symphony is designed to convey the most information possible that a person can absorb at one time… and (2) A motion picture is designed to convey the most information possible that a person can absorb at one time… Therefore, you '''cannot''' simply combine the two. That would be too much information. If you want to use a symphony to enhance a motion picture, you must remove things from the symphony so the combination of the symphony score and the motion picture are perfect. ==Thin Music== ;Background Music :This means that background music for motion pictures must be extremely thin and simple. If someone is talking, you must still clearly hear the words of the dialog over the background music. ;Narrative Music :This means that Narrative Music (which is so thick that it will drown out dialog) still must be less than the sounds of a symphony because if it is, the symphony will prevent people from gaining some of the information from the rest of the movie. ==Drowning the audience with sound== The theory of information works in another way. If you have a bad picture, you can hide the picture with sound. That is, you can overload the audience with sound information so the audience is unable to analyze the picture. Therefore audience becomes too busy processing the sound information to worry about the quality of the image… at least for a little while. ==The Theory of the MTV generation== It takes the average person about 3 to 5 seconds to analyze and absorb all the information in a picture. But it takes the MTV audience only 1.5 seconds. ==Interesting pictures become boring== Therefore, if you leave an interesting picture on the screen for more than 5 seconds (or more than 1.5 seconds for kids) and you do not provide any additional information, the audience will become bored. Their minds are no longer busy. ==Talking books== Talking books do not have music or sound effects because the audience is expected to be working when they listen to the talking book. If a talking book had all the sound effects and musical tracks of a motion picture, people would not be able to work while they listened. This is because the brain would be fully occupied by the talking book with film score and sound effects. ==Talking books For children== Children are not expected to work while they listen to talking books. Therefore, talking books can be a complete motion picture without the visual images. Picture books can be used to accompany the talking book. If produced like a motion picture, a talking book for children can be almost as effective as a full motion picture. ==Car accidents and cell phone usage== Many people believe that using a cell phone limits a person's ability to operate a vehicle. Since we know that the human brain can do many thing simultaniously, then using a cell phone while driving reflexively is possible without any problem. But once the driving situation or the conversation begin to require additional concentration, either the driving or the conversation will be impared. ==3D images from 2D pictures== Persistance of vision also can create 3D images from movies of 2D images. The human brain can look at different views of an object and turn the 2D image into a 3D image inside the human brain. All that is necessary is to move the camera by the distance between the eyes of a human. The movement of the different elements in the picture will be different. Distant objects move sideways at a different rate of speed that close objects when the camera dollies right or left. This difference in the speed of movement of the objects in the scene allow the brain to construct a 3D image. Therefore if you want the audience to see 3D, dolly during the shot right or left by 6 inches during 3 seconds. That will create a 3D image inside the head of the viewer. Note: If you create a 3D image in the mind of the audience by this method, you also draw the audiences attention away from the main figure in the shot… which may or may not be a good thing. Converting a 2D image into a 3D image requires a lot of brain power. ==Hello dolly== Creating the effect of a 3D image is easier during a dolly right or dolly left. A dolly-in shot requires much more movement to achieve the same effect. A zoom in shot does not create this effect since zoom in only magnifies an image. The camera does not move past objects to magnify some object more than other. Similarly, a crane shot is not as effective as a dolly right or dolly left shot but then a crane shot presents a totally new view which is also interesting. ==Musical Themes== Musical themes are tiny melodies. In addition to listening to musical notes, the human mind can associate themes with emotions. Themes in music can be associate to a person, object, or an action. Later, that musical theme can be used to evoke the mood associated with that person, object, or action. ==Size matters== If the size of an object begins to increase, the audience feels it is important. If the size of an object decreases, the audience feels the object is of smaller value. When you use a zoom in shot, everything in the frame becomes larger. If you use a dolly-in shot, only a specific element (which is usually the actor) becomes more signicant than everything else in the picture. ==To be continued…== ---- ---- [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 8296 65312 2007-01-01T21:28:50Z 66.117.229.104 /* Class of verbs */ <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">'''LESSON 1: Verbs in Present Tense, Plural Formation, Articles'''</h2 > {| | This lesson follows exactly '''Q#R:Lesson1'''. It gives learners the key for its understanding, additional information, and lectures notes. Do not forget to do the exercises before starting lesson 2. At the end of this lesson learners will be able to form the (nominative and accusative) plural of nouns and to conjugate verbs in the Present (Continuative form), Imperative and Infinitive. '''→ Go to [[Quenya Lesson 1/es|Exercises]]'''.<br \> → Go to [[Quenya Lesson 2|Lesson 2]].<br \> ← Go to [[Quenya Lesson 0|Lesson 0]].<br \> → Return to [[Quenya]] Course. |style="width:11%;font-size:95%"| [[Image:Nuvola apps kuser.png|center|50px|Reading]] |} </div > </div > ==Article== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Textbooks references: :*'''Q#R:17''' → 1.2.2 :*'''[[wikibooks:Quenya/Article|Q#W:Article]]''' </div> In Quenya there exists only the definite and invariable (both for the singular and the plural) [[w:Article (grammar)|article]] '''i'''. It expresses the concept of [[w:Definiteness|'''definiteness''']] distinguishing entities which are specific and identifiable in a given context, from entities which are not. The lack of the indefinite article is called ''zero article'' in linguistics. :::'''parma''' "book, a book" :::'''i parma''' "the book" :::'''parmar''' "books (all)" :::'''i parmar''' "the books (some/many)" It should be remembered that the article is ''never'' used before [[w:Proper name|proper names]] ('''Anar''' "sun" and '''Isil''' "moon" in Quenya are considered as such). For further restrictions in its usage, and special meanings of the article, see [[wikibooks:Quenya/Article|Q#W section]] on this subject. <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Going in-depth''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :* Fauskanger's [http://www.uib.no/people/hnohf/less-a.rtf Lesson 2]: 3rd section "the Article" </div> </div> ==Plural== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Textbooks references: :*'''Q#R:16-17''' → 1.2.1 :*'''[[wikibooks:Quenya/Nouns#Plural|Q#W:Plural]]''' → Plural </div> A Quenya noun has four [[w:grammatical number|grammatical numbers]]: '''singular, dual, plural, partitive plural'''. As most usual languages, the singular is the "default" form, and the others are obtained by inflecting the singular form. ====Formation==== In this lesson we will find out how to form plurals, and study their usage. Some notes are provided to complete the information provided in Q#R. Because of the attestation of the plural of '''mallë''', beeing '''maller''', words ending in '''-lë''' are usually considered to belong to the first group of nouns (those forming the plural in '''-r'''). The following is a table to help memorizing the formation rules: :{| border="2" cellpadding="5" style="margin: 1em 1em 1em 0; line-height: 1.2em; border-collapse: collapse; background: #f9f9f9; border: 1px #aaa solid;" |- !class !description !plural |- !I |nouns ending in ''-a, -o, -i, -u, -ië, -lë'' | add '''-r''' |- !II |nouns ending in ''-ë'' | replace with '''-i''' |- !III |nouns ending in consonants | add '''-i''' |- |} ====Stem variations and Irregular stems==== For a large number of nouns, however, the formation of the plural is not such an automatic process: for example, the plural of '''rusco''' is not '''**ruscor''' but '''rusqui'''. This is a consequence of the evolution from [[w:Primitive quendian|Primitive Quendian]]. The ending part of a nominative singular noun had been modifyed following '''lambelë''' (see [[Quenya Lesson 0| Lesson 0]]) preferences, but this modifications didn't happen to the inflected forms of the nouns, because in these the phoneme(s) modifyed was not final. The most common changes involve: :*loss of gemined consonants (eg: '''falas''' pl. '''falassi''') :*contraction of the stem (eg: '''soron''' pl. '''sorni''') :*final ''-m'' assimilated to an ''-n'' (eg: '''talan''' pl. '''talami''') :*final ''-c'' assimilated to a ''-t'' (eg: '''oryat''' pl. '''oryaci''') For a comprehensive list of those stem variations, please consult [[b:Quenya/Stem-forms|'''Q#W:Stem forms''']]. However, there are other stem variations which occur when nouns are declined. These modifications could have been a consequence of the development of an ending vowel lately in the evolution process ([[b:Quenya/I-stems|'''I-stems''']] and [[b:Quenya/U-stems|'''U-stems''']] nouns). Nouns affected by stem variations include many monosyllabic words formed only by one consonant and one vowel (usually long) ([[b:Quenya/2-letter_words|'''2 letter words''']]), and those nouns whose stems are really irregular ([[b:Quenya/Exceptional_stems|'''Exceptional stems''']]). While translating texts or declining nouns (not only in plural, as we will see in the future) those modifications must be remembered. For this reason a careful reading of the aforementioned chapter in Q#W is highly recommended. ====Usage==== To help understanding the most supported hypothesis on the usage of the Plural in Quenya, we quote from '''Letters''':178: <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> :«'''''The Eldarin languages distinguish in form and use between a "partitive" or "particular" plural, and the "general" or "total" plural.'''''» </div> Tolkien gave an example with Sindarin words ('''yrch''' and '''orchoth'''), but the same concept can be applyed to Quenya Plural and Partitive Plural; even if it seems that while the old Primitive Quendian plural in '''-î''' identify the "particular plural" in Sindarin, in Quenya it carries out the function of the General one. Distincton among these two plural varieties will be analysed in-depth later. For the moment learners need only know that: :*''If not precedeed by the definite article, a plural noun has absolute meaning. It expresses the category formed by all the objects, animals, people, etc... the singular nuon is part of.'' This concept may be difficult to understand. The following example might help: :::'''cirya''' → one ship. :::'''ciryar''' → all the ships that exist or have existed, the entire category formed by all the ships. :::'''i ciryar''' → many/some ships, more than three, but not all the existing ones. <br style="clear:both" /> <div style="clear: both; width: 90%; margin-left: auto; margin-right: auto" class="NavFrame"> <div class="NavHead" style="background:#ccccff;">'''Plural: Advanced Level''' </div> <div class="NavContent" style="font-size: 8pt" align=left> :* On plural form: Fauskanger's [http://www.uib.no/people/hnohf/less-a.rtf Lesson 2]: 1st and 2nd section "Noun" and "Plural form" (Q#F:Lesson1) :* On plural usage: Fauskanger's [http://www.uib.no/people/hnohf/qappend.rtf Appendices to Quenya Course]: first section "What is the function of the Partitive Plural?" (Q#F:Appendices) :* On Stems variation: Fauskanger's [http://www.uib.no/people/hnohf/qappend.rtf Appendices to Quenya Course]: fifth section "Stem Variation" (Q#F:Appendices) </div> </div> ==Class of verbs== <div style="padding: 0 0.5em; margin: 1em 0 0.25em 0.25em; border: 1px solid black; color: inherit; background-color: #ffe3e3; text-align: left;"> Textbooks references: :*'''Q#R:17''' → 1.2.3 :*'''[[b:Quenya/Verbs|Q#W:Verbs]]''' </div> Quenya verbs are usually divided by scholars in 3 main classes, in order to study or develop reconstructions of their conjugations: :{| border="2" cellpadding="5" style="margin: 1em 1em 1em 0; line-height: 1.2em; border-collapse: collapse; background: #f9f9f9; border: 1px #aaa solid;" |- !class !name !description |- !I !basic/primitive |end in a consonant |- !II !A-stems |end in '''-a''' (usually ''-ya, -ta'' |- !III !U-stems |end in '''-u''' |- |} As ''U-stems'' verbs are very few, they are often considered a sort of "limited group of irregular verbs", for this reason we will, accordingly with Q#R, examine their conjugation later. To note that when talking about verbs, is called '''stem vowel''' the vowel which froms part of the primitive root of the verb (being usually the sundóma of the sundocarmë from which the verb is derived). ==Present (Continuative form)== ==Pronomial verb endings== ==The verb "to be"== ==Infinitive== ==Imperative== [[Category:Quenya]] 8297 39983 2006-10-26T15:04:31Z Robert Elliott 1436 1. Musical sound effect created by Robert Elliott for the Mad Max Course in Film Scoring. == Summary == 1. Musical sound effect created by Robert Elliott for the Mad Max Course in Film Scoring. == Licensing == {{GFDL-self}} 8298 42264 2006-11-01T23:56:00Z CQ 1939 Expanding... The [[Humane Quality]] is a [[component part]] of the [[Human Psyche]] (the [[Soul]]) that gives us a [[platform]] for [[Virtue]]. It can be thought of as a [[social singularity]] shared within a context of [[Mercy]]. The [[Collective Theology]] that has distilled itself into a [[colloidal constant]] provides a definition of both [[w:Quality|Quality]], in terms of the [[w:Human Condition|Human Condition]], and [[w:Quantity|Quantity]], in terms of the <tt>[[member_count]]</tt> for the [[Household of Faith]]. ([[w:Faith|Faith]]: the substance of things hoped for &ndash; the [[evidence]] of things not seen) ==Perspectives== From a [[Theology|Theological perspective]], topics dealing with Humane aspects of [[Humanity]], give us reason to ponder that which is [[Beyond Reason]] or [[out-of-scope]] for those who adhere to [[strict logical guidelines]]. Kicking a [[w:dog|dog]], for example is considered a cruel and inhuman act. (exhibiting an in-''humane quality''). Mistreating a slave (though presumably, none exist today, at least in the so-called [[Free World]]]) is an even greater form of [[w:Malfeasance|Malfeasance]]. For most qualified [[human]]s, such an act is imponderable, reprehensible, ''Beyond Logic'' and essentially an aspect of [[Humane Quality#Defying Reason|Defying Reason]]. == Defying Reason == Computer systems that do not accomodate the [[Humane Quality]] are in violation of a simple, time-honored rule: *''That which serves is not greater than that which it serves.'' [[Topic:User Interface]]s <small>[[Topic:User Interfaces]]</small> that are too cryptic for [[normal user]]s are not worthy to be called '''User Interfaces'''. Even from an [[Topic:Atheism|Atheistic]] point-of-view, Kicking a dog or mistreating a slave, as a [[Topic:Logic|matter-of-logic]], is generally construed as a misdeed that could lead to an [[Ethics|Ethical Dilimma]]. In terms of a study of the [[:Category:Humanities|Humanities]], [[Category:Dialog|Dialog]] and [[Category:Public Discourse|Public Discourse]] are the only ways of bringing to [[light]], the problems manifest when a few "bad apples" concede to failure to exhibit the [[Humane Quality]] in their daily activities, online and off. This [[:Category:Essays|essay]] is presented as an appeal to [[Special:Listusers|all]]. [[Category:Humanities]] [[Category:Dialog]] [[Category:Public Discourse]] [[Category:Essays]] 8302 67926 2007-01-08T03:10:01Z JWSchmidt 20 [[Category:Chemical Engineering]] Material balances: Fundamentals; Batch and flow processes, Steady-flow and unsteady processes, material balance calculations for single-unit and multiple-unit processes, material balance for reactive and non-reactive systems, processes with recycle and/or bypass with or without purge, material balance for combustion reactions, unsteady-state and transient processes. Energy balances: Introduction to energy balances, energy balances on closed and open systems - the steady-flow energy equation, mechanical energy balances, tables of thermodynamic data. Energy balances on nonreactive processes - state properties and hypothetical process paths employed for their estimation, energy balances for phase change operations, heat of mixing and heat of solution - energy balance for mixing and dissolution processes. Energy balances on reactive processes - heats of reaction, measurement and calculation of heats of reaction - Hess's Law, formation reactions and Heats of Formation, Heats of Combustion, Energy balances for combustion reactions - adiabatic reaction temperature, theoretical flame temperature. Combined material and energy balances including some typical industrial problems. Unsteady state material and energy balances. [[Category:Chemical Engineering]] 8303 43382 2006-11-06T15:50:55Z JWSchmidt 20 closing comments === {{Custodian|Draicone}} === <div style="border:1px solid #8888AA;background-color:white;padding:7px;">The period for comments on this nomination starts at 01:04 October 26, 2006 and ends at 01:04 October 31, 2006. </div> ====From [[Wikiversity:Probationary custodians]]==== *Statement by candidate {{User|Draicone}} I would like to help out in a greater capacity at Wikiversity. I am a well known vandal fighter on the engilsh wikipedia - my user page there is [[wikipedia:User:Draicone]]. I have clearance for user of both VandalProof and VandalSniper, am assisting in the development of a vandal fighting tool for Wikimedia projects and would like to help co-ordinate efforts at vandal fighting here. I am familiar with sysop tools, especially after managing the now defunct MWT wiki as a bureaucrat, and have over 2500 edits on the engilsh wikipedia. I am familiar with policy establishment there, participate in the wikipedia-l and wikien-l mailing lists, have set up wikiprojects and proposed reforms. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 12:39, 13 September 2006 (UTC) :I suppose I should clarify my involvement at Wikiversity. As some of you may have noticed, I'm a professional php developer and would like to establish a decent php learning system on Wikiversity, among other things; and I would like to help assist with establishment of foundations for Wikiversity, such as proposing guidelines, creating boilerplates, simplifying policy for new users and working on schools (naturally, school of computer science comes to mind). I personally feel Wikiversity has great potential, and with the help of a dedicated community, can achieve a well deserved place in a person's course university education. I feel I should be granted sysop/custodian privelages as I am familiar with the nature of sysop actions and can devote time to handling everything from representation issues to janitorial tasks (some en:wp users are familiar with my spending an hour staring a lupin's anti-vandal tool, spellchecking articles with AWB, developing MWT and adding my opinion to the wikipedia-l and wikien-l mailing lists all at once). --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 11:38, 14 September 2006 (UTC) ''To the candidate: Please indicate who you will accept for your mentorship'' * I will accept any custodian, however I would prefer JWSchmidt, as I have met him previously. I will mentor Draicone. --[[User:JWSchmidt|JWSchmidt]] 01:11, 26 September 2006 (UTC) *I am more than happy to be mentored by JWSchmidt. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 21:28, 26 September 2006 (UTC) **{{custodian|Draicone}} was made a probationary custodian on 26 September 2006; mentor = JWSchmidt. *'''Mentor''': {{Custodian|JWSchmidt}} **'''Evaluation''' *** I nominate [[User:Draicone|Draicone]] for full custodianship. [[User:Draicone|Draicone]] has been a [[Wikiversity:Probationary custodians|probationary custodian]] since September 26, 2006. [[User:Draicone|Draicone]] has helped transfer of Wikiversity content from Wikibooks to Wikiversity ([http://en.wikiversity.org/w/index.php?title=Special:Log&type=&user=Draicone&page=&limit=500&offset=0 see]), protect Wikiversity from vandalism and delete pages that were not needed. His efforts for Wikiversity have been facilitated by [[User:Draicone|Draicone]]'s participation at IRC freenode #wikiversity-en, [[Wikiversity:Colloquium]] and [[Wikiversity:Import]]. After having served the community during the probationary period, [[User:Draicone|Draicone]] should be confirmed by the Wikiversity community as a custodian. --[[User:JWSchmidt|JWSchmidt]] 19:20, 26 October 2006 (UTC) ==== Community discussion ==== *'''Support''' -- I mostly see his approach on IRC, where he's always looking for solutions to problems that need solutions. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 12:26, 27 October 2006 (UTC) *'''Support''' - Draicone's been doing great work on Wikiversity. [[User:Cormaggio|Cormaggio]] 15:56, 27 October 2006 (UTC) *'''Support''' - Makes good use of the tools. --[[User:HappyCamper|HappyCamper]] 23:23, 27 October 2006 (UTC) [[Category:Nominations for full custodianship|Draicone]] ==Closing comments== [[User:Draicone|Draicone]] was made a probationary custodian on 26 September 2006 and nominated for full custodianship on October 26. The custodianship of Draicone was open for community discussion from October 26 to October 31. All community comments supported full custodianship for Draicone. --[[User:JWSchmidt|JWSchmidt]] 15:50, 6 November 2006 (UTC) 8304 45486 2006-11-14T04:57:15Z Rayc 57 cat This page is intended to start as notes from various physical textbooks and sources listed below augmented by notes and links to resources around the net as well as Wikipedia, Wikibooks and other places within Wikiversity. It is an experimental attempt to master chaos and attract interesting participation from others interested but ignorant (as I am) of the subject matter. As sections become complete enough and different enough from other sources the material may be migrated to proper wikibooks and/or lesson plans as/if appropriate and links substituted under goals as in lesson plan. Perhaps this will evolve a useful learning trail for self and others. Notes added here much be at minimum paraphrased (put in own personal wording) or factual so as to avoid copyright infringement and establish our copyleft rights. Diagrams, tables, pictures, etc. must all be uniquely owned and submitted or rights established as per Wikimedia Foundation projects standard procedures. Very helpful to be logged in so an audit trail is automatically maintained and others can seek clarification or provide notification of correction of percieved errors. Applcable local links: * http://en.wikiversity.org/wiki/Topic:Condensed_Matter_Physics Notes <b>Bullet History</b> * Crystals: When crystals are grown from constant conditions (saturated fluid, constant temperature, et.) they grow by adding identical blocks. This was known and supported in the 18th century by the fact that crystalline faces all provide the same integral index numbers. This could be accounted for only by periodic arrays of identical building blocks. This was conclusively demonstrated via x-ray diffraction as described below. * X-Ray Diffraction: "Interference Effects with Rontgen Rays" in 1912 provided a basis to launch Solid State Physics (which is now a subset of the larger field of <b>Condensed Matter Physics</b> In the first half of the paper <b>Laue</b> presented a theory that x-rays could be diffracted by periodic arrays of atoms. In the second half of the paper <b>Friedrick</b> and <b>Knipping</b> presented the first experimental data and analysis results using x-rays shined through crystals to support the diffraction theory. * Condensed Matter: Armed with x-ray diffraction and proven theory of periodic arrays of atoms in at least some solid matter, (ionic crystals), intensive studies of condensed matter has now expanded to amorphous (non crystalline) solids, liquids, and glasses. ^2 p.3. * Nanotech: Nanotech requirements for knowledge of behavior of molecular machinery, feedstocks, and surrounding matter will obviously be driving this field. Add links to computational tools and interesting nanotech science liberally to help update the material to be useful to modern students of science and technology. :Query: Can an AWACs style molecular machine be developed that can communicate with other molecular machines/computers in assembly environment? Perhaps miniturize the conceptual and implementation approach of U.S. DODs battlesphere to provide QC/QA or construction management for macroscopic projects nanotech has under construction? Unit Cells Reference ^1 has a good treatment of unit cells in Metals. Reference ^2 has a generic treatment of general crystalline unit cells in preparation of general mathematical treatment of generic methods. ^References 1. Engineering Materials and Their Applications, Flinn and Trojan, ISBN 0-395-29645-5, LOCCCN 80-82840. 2. Introduction to Solid State Physics, Kittel, ISBN 0-471-87474-4, LOCCCN 75-25963 [[Category:Physics]] 8305 42332 2006-11-02T03:05:36Z Robert Elliott 1436 minor additions ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[WikiFilmSchool floor plan for course 1| One possible floor plan for the movie '''''Seduced by the Dark Side!''''']]. ---- ---- =Draw The Line= ;Before You Start Drawing Storyboards, Look At This Floor Plan! :Look at the floor plan for this movie. Then draw a line between the two people in the story. Unless they move or unless you move the camera while crossing the line, never jump across this line. Rule: You must never cut from a shot on one side of the line to a different shot on the other side of the line. <center> The wall with the poster, the old person and the young person<br> [[Image:CrossingLine.jpg]] Be careful when you cross the line between the the Young Person and the Old Person. </center> ;How This Works :Above is one possible floor plan for the movie '''''Seduced by the Dark Side!'''''. When you are filming, you can go anywhere you want. :However, when you are editing, you must never cut from a camera shot in the pink area to a camera shot in the green area. If you do, there will be a sudden confusion in the mind of the audience. <center>§</center> ---- ---- ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Lesson:The_Raw_Script |unformatted script]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[WikiFilmSchool_N1P1 |original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* The [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8306 40119 2006-10-26T22:56:39Z Dfrauzel 2393 [[Category:Networking]] 8307 40123 2006-10-26T22:58:44Z Dfrauzel 2393 Redirecting to [[Topic:Networking Intro]] #REDIRECT [[Topic:Networking_Intro]] 8309 45487 2006-11-14T04:57:48Z Rayc 57 cat Reference texts: "Thermal Physics", Charles Kittel and Herber Kroemer, cp80 W.H. Freeman and Company, ISBN 0-7167-1088-9 Fundamental entities in thermodyanics or thermal physics: entropy :Measures the number of quauntum states accessible to a <b>closed system</b>. The logical assumption is made that a system state is either accessible or not accessible. The system is assumed to have equal probability of being in any accessible state. Given g accessible states the entropy is defined as: <b>sigma=log g</b> ::Thus entropy is a function of system energy U, system components or particles N, and the volume V of the system ..... because these three parameters effect g, the number of accessible system states. <b>sigma=log(g(U,N,V))</b> by definition. Logs are used for math convenience. Two systems brought into contact can transfer energy back and forth thus increasing the number of possible states accessible to new total system. (g1g2) > (g1 + g2) by asumption and later empirical proof. This is key to 2nd law thermodynamics and law of of entropy always increases. Energy does not flow in ways to decrease the number of possible states accessible to the <b>closed</b> system or the entropy always increases. :Consider a cooling solution, entropy is decreasing as rock salt solution crystallizes for the solid salt crystal .... but it is not a closed system. Heat is transferring to ambient environment. Total entropy sigma(salt)+sigma(rest of universe)=sigma(universe total) of the perceived universe must be rising or there would be no energy flow. ::This is a fundamental assumption defining energy flow and no credible evidence contradicting it has ever been reliably and reproducibly observed and reported. temperature Boltzmann Constant chemical potential Gibbs factor distribution functions closed system - A system enclosed by a control surface across which nothing relevant to the defined system crosses. [[Category:Physics]] 8315 75542 2007-01-14T03:12:27Z JWSchmidt 20 [[Category:Music]] The trumpet is a brass instrument that is played by means of an action using valves. The vast majority of the valves are piston valves, but there are a few older instruments that were of the rotary type. The playing method is rather simple. You would form a vibration with your lips into the mouthpiece to produce a simple note, this note can then be extended towards the next simple note by extending the length of the tubing. This is accomplished with the valves or by changing the vibrations of your lips. Each valve has an approximate note value to it. The first one is a 1 value valve, which would allow you to play one note lower than the simple note. The second would be a ⅓ valve, this would give you a half note lower than the simple note, and finally, the third valve (three valves are the most common) would give you a 1½ value, this would give you a note and a half lower than the simple note. A simple series of combinations of these valves is what allows you to play a range. Thus for a Bь trumpet: #v0(no valves) = simple note (let's say C) #v2 = B #v1 = Bь #v1 + v2 = A (you can use #3 for this, but it'll be a bit off) #v2 + v3 = Aь #v1 + v3 = G (and G would usually be the next simple note, but you can see how the process works) #v1 + v2 + v3 = Gь You can add on various mutes to modify the sound for use in Jazz music and the like. [[Image:http://en.wikiversity.org/w/index.php?title=Image:DSCN9914.JPG&oldid=61388]] [[Category:Music]] 8316 45499 2006-11-14T05:07:30Z Rayc 57 cat There are a great variety of other instruments that have been made that are no longer around. Here are some examples: *Racket: a double-reed instrument that sends the sound through a series of waves to deepen the sound *Basset Horn: a single reed instrument that was often bent in a variety of shapes then sent through a soundbox *Saxhorns: Adolphe Sax developed both the woodwind saxophones, and an odd variety of brass instruments called "Saxhorns" *Wagner Tuba: a tuba-like instrument that is played and built like a horn *Ocarina: This is a little-known instrument that has the sound flow through the entirety of its body *Erhu: a bowed instrument which has the bow resting between two strings *Theremin: an odd instrument that is played by moving ones hands around *Valve trombone: apparently these instruments exist, but I've never seen one *Natural horn: an older version of the horn which uses a series of tubing extensions which attach at the mouthpiece hole There are a great many others, but this is a start. [[Category:Music]] 8320 40165 2006-10-27T02:48:03Z Dante 2511 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''[[w:Língua portuguesa|pt]]'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Este usuário fala o '''[[:Categoria:Usuário pt|português]]''' como '''[[:Categoria:Usuário pt-M|seu idioma natural]]'''.</td> </tr></table></div> 8321 40166 2006-10-27T02:49:41Z Dante 2511 <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">''' [[w:Latim|la-1]] '''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Hic usuarius '''[[:Categoria:Usuário la-1|simplice]]''' '''[[:Categoria:Usuário la|latinitate]]''' contribuere potis est.</td> </tr></table></div> 8322 50108 2006-11-29T21:16:42Z 130.232.29.17 {{nav2|Wikiversity|Wikiversity:School of Chemistry#Branches of Chemistry}} Polymers can be divided into natural polymers such as DNA, proteins and cellulose, and technical polymers such as polyethylene and teflon. Technical polymers are for example used in plastics, fibers, elastomers, composites, coatings, adhesives and films. Polymers are large molecules made up of repeating units. Their large size give the molecules very special properties. [[Introduction to Polymer Chemistry]] [[Polymer Properties]] [[Polymer Synthesis]] [[Polymer Modification]] [[Polymer Characterisation]] [[Category:Chemistry]] [[Category:Polymer chemistry|!]] 8323 79386 2007-01-21T02:31:14Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} {{nav2|Wikiversity|Polymer chemistry}} [[Differential Scanning Calorimetry]] [[Infrared Spectroscopy]] [[Size Exclusion Chromatography]] etc [[Category:Polymer chemistry]] 8324 59296 2006-12-17T21:11:48Z Remi0o 3985 {{main_welcome}} {{nav2|Wikiversity|Polymer chemistry}} [[Polymer Mixers]] [[Electron Beam]] [[Category:Polymer chemistry]] [http://en.wikipedia.org/wiki/Polymer_science Polymer Science] ::Polymer science or macromolecular science is the subfield of materials science concerned with polymers. It is highly related to chemistry, especially organic chemistry. This science is subdivided into polymer physics and macromolecular chemistry. [http://en.wikipedia.org/wiki/Polymer Polymer] ::Polymer is a term used to describe large molecules consisting of repeating structural units, or monomers, connected by covalent chemical bonds. The term is derived from the Greek words: polys meaning many, and meros meaning parts [1]. A key feature that distinguishes polymers from other molecules is the repetition of many identical, similar, or complementary molecular subunits in these chains. These subunits, the monomers, are small molecules of low to moderate molecular weight, and are linked to each other during a chemical reaction called polymerization. 8325 50105 2006-11-29T21:11:55Z 130.232.29.17 {{nav2|Wikiversity|Polymer Modification}} Electron Beam generators are used to modify surface and bulk properties of polymer films by grafting or crosslinking, but also for initiating polymerisation and curing. [[Image:Ebsmall2.jpg|caption EB]] The Energy Sciences International Electron Beam at the [http://www.abo.fi/fak/tkf/tpk/ Laboratory of Polymer Technology at Åbo Akademi University] ==Principle== Electrons are generated with a wolfram (tungsten) filament in vacuum. The electrons are accelerated in in an electric field towards a window allowing them to escape from the vacuum chamber. Samples underneath the beam are subjected to to the electrons, which are creating cascades of new, lower energy electrons, when colliding in the material. The penetration depth is a function of material density and acceleration voltage. Electron beam instruments are often classified as high energy (5.0 - 10.0 MeV), medium energy (0.5 - 5.0 MeV), and low energy accelerators (0.1 - 0.5 MeV). The depicted instrument above can accelerate electrons up to 0.175 MeV. ==Doses== The energy absorption in a material is expressed in the SI-unit Gray (Gy) which amounts to 1J (Joule) of energy absorbed in 1 kg of matter. The dose rate is expressed as Gy/s. ==Penetration Depth== ==Application Example== --[[User:Cwikman|Kalle]] 05:59, 27 October 2006 (UTC) [[Category:Electronic engineering]] [[Category:Chemistry]] 8326 40192 2006-10-27T05:48:34Z Cwikman 2516 8327 40202 2006-10-27T06:12:54Z Cwikman 2516 Energy Sciences International EB in our laboratory, Photo: Cwikman. == Summary == Energy Sciences International EB in our laboratory, Photo: Cwikman. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8328 46501 2006-11-18T17:51:48Z Rayc 57 cat Physical chemistry is a domain in physical science which overlaps with chemical science. Many branches of thought and ideas that were developed by physicists over the centuries have been applied to chemistry and that created new branches of knowledge. Actually there was no difference that this something is chemistry or physics as the knowledge developed; it's just as somebody needing a type of a knowledge and investigating it and finding out something new for example when we tried to understand the way heat is transfered and how much work we can extract from it; it gave rise to the branch of knowledge called thermodynamics and some time later somebody realized that the thermodynamics is universal phenomenon and that it can be applied to chemical systems. So when physics students are taught merely thermodynamics chemistry students are taught chemical thermodynamics which comes under physical chemistry. The study of rates of reactions also come under physical chemistry and is called chemical kinetics as opposed to kinetics in physics which is about the motion of objects.But the big boost to physical chemistry came in the 20th century when the scope of study went inside the atom and we needed to explain the things that are happening on that scale; now physicist would contest that this is not the realm of chemistry but that of physics. Well in reality this is a field which both the sciences share. As the atomic theory evolved with the introduction of quantum mechanics - which is the single most influential scientific branch of the 20th century. [[Category:Chemistry]] 8333 70371 2007-01-11T02:11:21Z JWSchmidt 20 [[Category:Strategic Studies]] =What is a Seminar?= A seminar style of learning involves students studying facets of an issue and teaching the other students. There is not considered to be a definitive body of knowledge on a seminar subject. On the contrary, the job of the students in a seminar is to collect references, do their own independent study, and bring that knowledge back into the seminar. This page will therefore be in a constant state of flux and addition as new students come in with their own study interests and flesh out the page more and more. Students with interest in given topics but without the resources or background to study those topics should request assistance below. People who can contribute to the discussion in any way should. Debate is encouraged. Occasionally, projects may be put up on this page to encourage students to debate given issues. Current events are always welcome in a seminar. =Pages the Seminar Should Develop= Please place the topics in which you have interest here. You and others can then flesh out the references for the topics and we can deepen the knowledge base of all seminar participants. *... =An Introduction to Tradecraft= Put some intro material here please! ===Articles on Tradecraft=== *[[/Moscow Rules|The Moscow Rules]] - The seminal guideline on conducting human intelligence gathering. *... [[Category:Strategic Studies]] [[Category:Seminar]] 8334 75803 2007-01-14T17:02:42Z Dnjkirk 1833 /* The Moscow Rules */ =Introduction= Whether fiction or fact, the Moscow Rules are often referenced and seldom printed. Said to have been developed by CIA for making sure their operatives were not sent like lambs to the slaughter to tough spots like Moscow, the Moscow Rules are an incredibly profound set of pragmatic guidelies for effective tradecraft. They are exceptionally difficult to find online in their entirety. Here, all 40 of the Moscow Rules are preserved. This page provides an opportunity to seminar students to elaborate upon and give examples of the rules in operation. =The Moscow Rules= Please use this '''[[/Moscow Rule template|Template]]''' for commentaries! #Assume nothing. '''[[/Moscow Rule 1|Commentary]]''' #Technology will always let you down. '''[[/Moscow Rule 2|Commentary]]''' #Murphy is right. '''[[/Moscow Rule 3|Commentary]]''' #Never go against your gut. '''[[/Moscow Rule 4|Commentary]]''' #Always listen to your gut; it is your operational antennae. '''[[/Moscow Rule 5|Commentary]]''' #Everyone is potentially under opposition control. '''[[/Moscow Rule 6|Commentary]]''' #Don’t look back; you are never completely alone. Use your gut. '''[[/Moscow Rule 7|Commentary]]''' #Go with the flow; use the terrain. '''[[/Moscow Rule 8|Commentary]]''' #Take the natural break of traffic. '''[[/Moscow Rule 9|Commentary]]''' #Maintain a natural pace. '''[[/Moscow Rule 10|Commentary]]''' #Establish a distinctive and dynamic profile and pattern. '''[[/Moscow Rule 11|Commentary]]''' #Stay consistent over time. '''[[/Moscow Rule 12|Commentary]]''' #Vary your pattern and stay within your profile. '''[[/Moscow Rule 13|Commentary]]''' #Be non threatening: keep them relaxed; mesmerize! '''[[/Moscow Rule 14|Commentary]]''' #Lull them into a sense of complacency. '''[[/Moscow Rule 15|Commentary]]''' #Know the opposition and their terrain intimately. '''[[/Moscow Rule 16|Commentary]]''' #Build in opportunity but use it sparingly. '''[[/Moscow Rule 17|Commentary]]''' #Don’t harass the opposition. '''[[/Moscow Rule 18|Commentary]]''' #Make sure they can anticipate your destination. '''[[/Moscow Rule 19|Commentary]]''' #Pick the time and place for action. '''[[/Moscow Rule 20|Commentary]]''' #Any operation can be aborted; if it feels wrong, then it is wrong. '''[[/Moscow Rule 21|Commentary]]''' #Keep your options open. '''[[/Moscow Rule 22|Commentary]]''' #If your gut says to act, overwhelm their senses. '''[[/Moscow Rule 23|Commentary]]''' #Use misdirection, illusion, and deception. [[/Moscow Rule 24|'''Commentary''']] #Hide small operative motions in larger non threatening motions. [[/Moscow Rule 25|'''Commentary''']] #Float like a butterfly; sting like bee. [[/Moscow Rule 26|'''Commentary''']] #When free, In Obscura, immediately change direction and leave the area. [[/Moscow Rule 27|'''Commentary''']] #Break your trail and blend into the local scene. [[/Moscow Rule 28|'''Commentary''']] #Execute a surveillance detection run designed to draw them out over time. [[/Moscow Rule 29|'''Commentary''']] #Once is an accident; twice is a coincidence; three times is an enemy action. [[/Moscow Rule 30|'''Commentary''']] #Avoid static lookouts; stay away from chokepoints where they can reacquire you. [[/Moscow Rule 31|'''Commentary''']] #Select a meeting site so you can overlook the scene. [[/Moscow Rule 32|'''Commentary''']] #Keep any asset separated from you by time and distance until it is time. [[/Moscow Rule 33|'''Commentary''']] #If the asset has surveillance, then the operation has gone bad. [[/Moscow Rule 34|'''Commentary''']] #Only approach the site when you are sure it is clean. [[/Moscow Rule 35|'''Commentary''']] #After the meeting or act is done, “close the loop” at a logical cover destination. [[/Moscow Rule 36|'''Commentary''']] #Be aware of surveillance’s time tolerance so they aren’t forced to raise an alert. [[/Moscow Rule 37|'''Commentary''']] #If an alert is issued, they must pay a price and so must you. [[/Moscow Rule 38|'''Commentary''']] #Let them believe they lost you; act innocent. [[/Moscow Rule 39|'''Commentary''']] #There is no limit to a human being’s ability to rationalize the truth.[[/Moscow Rule 40|'''Commentary''']] =References= *[[w:The Moscow Rules|The Moscow Rules]] on Wikipedia *Whidden. Glenn H. ''A Guidebook For Beginning Sweepers''. Technical Services Agency.—lists 17 "Moscow Rules" as canonical. *[http://packetstormsecurity.org/apoc2k/cue/tscmrule.q An explanation of Whidden's "Rules"]—listing and explaining the 17 rules in Whidden's book. Attributes the existence of them solely to Whidden. *[http://www.shns.com/shns/g_index2.cfm?action=detail&pk=BREWER-07-28-05 Scripps Howard News Service]—lists a total of 10 "Moscow Rules" as being canonical according to the [[w:International Spy Museum|International Spy Museum]]. [[Category:Strategic Studies]] 8335 40337 2006-10-27T15:05:40Z Dnjkirk 1833 <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">[[Seminar_in_Tradecraft_and_HumInt/Moscow_Rules|Moscow Rule]] number 3: Murphy was right.</h2 > This rule refers to [[w:Murphy's Law|Murphy's Law]]: Anything that can go wrong, will go wrong. </div> <div style="display:block;width:99%;float:left"> <div style="width:49%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Examples</h2 > * Put examples here! * ... </div > </div > <div style="width:49%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Student Commentary on This Rule</h2> * List links to commentary here! * ... </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Links and Offsite Content on this Topic</h2 > Put links here! </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Strategic Studies|*]] 8336 80897 2007-01-25T08:56:06Z Pdub21980 5782 /* Introduction. */ <small>Part of [[School:Philosophy|Philosophy]]>[[Topic:Philosophy of Religion|Philosophy of Religion]]</small> [[Image:Folio 108r - Hell.jpg|thumb|right|Les Très Riches Heures du duc de Berry]] ''Either God wants to abolish evil, and cannot; or he can, but does not want to. ... If he wants to, but cannot, he is impotent. If he can, but does not want to, he is wicked. ... If, as they say, God can abolish evil, and God really wants to do it, why is there evil in the world?"'' (Epicurus, as quoted in 2000 Years of Disbelief) ==Suggested Reading== * '''Dostoevsky, Fyodor "Rebellion" From The Brothers Karamazov.''' #{{cite book | last = Dostoevsky | first = Fyodor | editor = Feinberg, Joel | title = Reason and Responsibility | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0534543510 }} * '''Johnson, B. C. "God and the Problem of Evil."''' #{{cite book | last = Johnson | first = B.C. | editor = Feinberg, Joel | title = Reason and Responsibility | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0534543510 }} * '''Swinburne, Richard. "God and the Problem of Evil."''' #{{cite book | last = Swinburne | first = Richard | editor = Feinberg, Joel | title = Reason and Responsibility | origyear = 1965 | publisher = Oxford University Press | id = ISBN: 0534543510 }} == Encyclopedia Entries == *[http://plato.stanford.edu/entries/evil/ The Problem of Evil] from the [http://plato.stanford.edu/ Stanford Encyclopedia of Philosophy] *[[w:Problem of evil|Problem of evil]] from [http://en.wikipedia.org/wiki/Main_Page Wikipedia] == Lecture Notes == *[http://ocw.mit.edu/NR/rdonlyres/Linguistics-and-Philosophy/24-00Fall-2005/ACA1AE9E-8F98-4237-A9EA-24E2B8D71D65/0/evilbcj05.pdf Problem of Evil I] by Sally Haslanger. Part of [http://ocw.mit.edu/OcwWeb/Linguistics-and-Philosophy/24-00Fall-2005/CourseHome/index.htm 24.00 Problems of Philosophy, Fall 2005] == MSC Philosophy == [[http://phil373.wikispaces.com/ZakKellaway+ Back to my page]]<br> <br>[[http://introwiki.wikispaces.com/Arguments+for+God+ Back to Arguments for God]]<br><br> == The Problem of Evil == <br> == Reading questions. == 1. How do concepts change over time?<br>2. What was the Ancient concept of Evil, and what is it’s modern counterpart?<br> 3. Why does the existence of Evil deny the existence of God?<br><br> == Terms. == [http://en.wikipedia.org/wiki/Hellenes Hellenes] is a term for either ancient or modern Greeks (used in this fashion to note that at the time the nation/national identity of Greece did not exist)<br><br>B.C.E Before Common Era - [http://en.wikipedia.org/wiki/B.C.E. http://en.wikipedia.org/wiki/B.C.E.]<br><br> == Introduction. == The problem of evil is not a simple topic, nor is it free from the fetters of religious interpretation and influence. For our purpose we shall begin with the simple aspect of a definition, and look at how it’s concept has evolved, but before we do that we must note that all aspects of ancient philosophy that we have access to today has been translated and interpreted in some cases many times before it reaches us. All philosophical thought is based on the search for reasons why and how the world works. These reasons for things are based on observation and reason filtered through the observers experiences, thus these reasons and ideas develop or evolve based upon the experience or knowledge of those interpreting them. For example concepts such as [http://en.wikipedia.org/wiki/Metaphysics Metaphysics] and [http://en.wikipedia.org/wiki/Epistomology Epistomology] existed in ancient times but they were not termed as such because there were no terms for them as we know them today. So if we were to talk to an ancient philosopher about their work on &quot;metaphysics,&quot; for example, they would have no idea or frame of reference for what we're talking about because that term doesn't exist to them.<br><br> == Evil and Good. == We must first ask the question, “What is evil?” Most modern dictionaries define [http://en.wikipedia.org/wiki/Evil#Philosophy_and_ethics Evil] as morally bad or wrong, wicked, depraved, causing pain harm or trouble. As such it is heavily bound in ethics, to the ancient Hellenes, however Evil was disorder/chaos, anything that disrupted the structure of their lives. One extreme example of this is that in Sparta it was illegal to get sick. The Hellenes equated order and structure with goodness, as it helped their lives function and protected them, on the same token disorder, chaos and anything that disrupted that was bad and thus Evil. With the conception of [http://en.wikipedia.org/wiki/Socrates Socratic Ethics] and[http://en.wikipedia.org/wiki/Plato Platonic Forms] (around 400 B.C.E.) these concepts gained a more moralistic tinge to them that has stuck with them ever since, as can be seen in the difference between Hellenistic and Modern definition of the word, simple disorder versus a lack of morality. I reference these ancient philosophers because they had a profound influence on the formation of church doctrines at and around the formation of the Christian church for whom &quot;The Problem of Evil&quot; is an issue. The Christian philosopher Augustine worked much of Plato's works into church doctrine, about 1000 years later Thomas Aquinas brought the works of Aristotle into Christian doctrine. These works vastly influenced the formation and early life of the Christian church.<br> <br> == The Problem of Evil. == The problem of evil is that an omnipotent, omnipresent, benevolent [http://en.wikipedia.org/wiki/God God] (these features are commonly associated with “God” in monotheistic religions such as Christianity, Judaism and their derivatives) can not exist in the same world with “real evil.” For example one common argument is that “…God knew about the Holocaust and could have prevented it, but didn’t…” The logical solution to this problem is to weaken one of the premises, such as saying that the murder of thousands isn’t evil or that God doesn’t care about humans. Either way a weakening of one of the premises negatively effects the stability of monotheistic religions and that in a nut shell is the problem of evil.<br><br> == Conclusion. == What conclusions can we draw from this? Are our beliefs about God incorrect or do we just not have all the pieces of the puzzle. It is my opinion that given time and experience we shall come up with information or a new perspective on this issue and it’s concept will once again change, such is the evolution of the human experience, human intellect and human spirituality.<br><br> == Test Yourself. Choose the best option. == 1. To the ancient Hellenes what was evil?<br> a) Something Wicked<br>b) Disorder<br>c) The French<br>d) None of the above<br><br>2. What is the Problem of Evil?<br>a) A lack of concern for ones fellows.<br>b) Moral depravity in society.<br>c) An omnipotent, omnipresent, benevolent God can not exist in the same world with “real evil.”<br> d) Bad Cheese<br><br>3. To the ancient Hellenes what was good?<br>a) Order<br>b) Faith<br>c) Both a and d<br>d) Structure<br><br>4. Why is the problem of evil important?<br>a) Because it calls into question long standing beliefs about the nature of god?<br> b) It is the supreme conflict of the spiritual universe.<br>c) All of the above.<br>d) It isn't.<br><br>5. Put Aristotle Socrates and Plato into the correct order chronologically.<br>a) Who are these Guys<br>b) Plato, Socrates, Aristotle<br>c) Aristotle, Socrates Plato<br>d) Socrates, Plato, Aristotle<br> <br>6. Why is it important to look at things in the terms and environment in which they were created?<br>a) Because we may have a different frame of reference for things today than was present at their inception.<br>b) It is unimportant because concepts do not change over time.<br>c) So we do not get confused with poorly translated texts.<br>d) None of the Above.<br><br>7. Which ancient Philosopher listed below most influenced Augustine?<br>a) Aristotle<br>b) Plato<br> c) Socrates<br>d) Thomas Acquinas<br><br>8. Which ancient Philosopher listed below most influenced Acquinas?<br>a) Aristotle<br>b) Augustine<br>c) Plato<br>d) Socrates<br><br>9. About how long after Augustine was it before Acquinas?<br> a) 18 hours<br>b) 7 light years<br>c) 1000 years<br>d) 6 months<br><br>10. Who were the Hellenes?<br>a) The French<br>b) Christians<br>c) Philosophers<br> d) Ancient Greeks<br><br> [[http://introwiki.wikispaces.com/Answer+Key+%28The+Problem+of+Evil%29+ Answer Key]]<br><br> == Important People. == [http://en.wikipedia.org/wiki/Socrates Socrates] - Athens 469-399 B.C.E<br><br>[http://en.wikipedia.org/wiki/Plato Plato] - Athens 427-347 B.C.E<br> <br>[http://en.wikipedia.org/wiki/Aristotle Aristotle] - Athens 384-322 B.C.E<br><br>[http://en.wikipedia.org/wiki/Augustine_of_Hippo Augustine] - Tagaste 354-430 C.E<br><br>[http://en.wikipedia.org/wiki/Thomas_Aquinas Thomas Aquinas] - Italy 1225-1274 C.E<br><br><br> <br> == For Additional Information check out. == The Wikipedia entrys for [http://en.wikipedia.org/wiki/Evil Evil], [http://en.wikipedia.org/wiki/God God] and the aforementioned philosophers.<br>Also take a look at the section on [/Presocratics+and+Socrates Presocratics and Socratics] if you haven't already.<br><br> == My Works Sited can be found [[http://introwiki.wikispaces.com/Problem+of+Evil+Works+Sited+ here]]. == The entirety of the Mesa State College Intorduction to Philosophy page including the origional of this Document (From MSC Philosophy down) may be viewed [http://introwiki.wikispaces.com/ here]. <br><br>[[http://introwiki.wikispaces.com/Arguments+for+God+ Back to Arguments for God]]<br> [[Category:Philosophy of religion]] 8337 40342 2006-10-27T15:08:08Z Dnjkirk 1833 <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">[[Seminar_in_Tradecraft_and_HumInt/Moscow_Rules|Moscow Rule]] number N: RULE.</h2 > Explanation. </div> <div style="display:block;width:99%;float:left"> <div style="width:49%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Examples</h2 > * Put examples here! * ... </div > </div > <div style="width:49%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Student Commentary on This Rule</h2> * List links to commentary here! * ... </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Links and Offsite Content on this Topic</h2 > Put links here! </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Strategic Studies|*]] 8339 42387 2006-11-02T06:53:40Z Rayc 57 what this really needs is.... [[Image:MindMapGuidlines.JPG|right|400px]] Learn how to Mind Map right here at Wikiversity! ==Content summary== So what's up? Well, this Wikiversity page is all about [[Mind Mapping: Lesson 3|what]] Mind Mapping is, what to [[Mind Mapping: Lesson 1|use]] it for and [[Mind Mapping: Lesson 2|how]] to do it yourself. And it even tells you how to [[Mind Mapping: Lesson 2|teach]] it to others. To start out however, you will see [[Mind Mapping: Lesson 1|why]] you would be needing Mind Mapping at all and what problems it might solve for you, and of course which it won't. Don't worry about these problems however yet. The only necesary skills that you will need to solve them are basic reading, writing and drawing. And since you are reading this text, I'm quite sure that you already master at least one of them! For who is all this intended? Since Mind Mapping is being used in business, education, arts, daily life, etc. it would probably benefit most of us out there. So make it a bit more concrete, there will be several discussion groups in every lesson, one for each of the aforementioned categories and possibly more. So if you are especially interested in applications for business for example, you can read the discussion and experience sharing pages on business and just skim through the rest. ==Goals== Now what will you get from all this? Well, the goals of this learning experience on Mind Mapping are for you * to be able to Mind Map, * to get introduced to and develop a firm understanding of the Mind Mapping technique ''and'' to be able to explain it to others, * to know what Mind Maps can be used for ''and'' to be able to apply it in other areas, * to get convinced of its usefulness ''and'' to be able to convince someone else of the technique, * to be able to pass the quizes at the end of each lesson. ==Learning materials== How will you learn all this? Well, this learning experience on Mind Mapping will let you share your personal experiences with other Wikiversity participants. You'll be able to read other people's difficulties and tell future readers about your own. You'll be asked to give your opinion and ideas about several subjects. And above all, this wouldn't be a wiki if you couldn't alter the course itself! Furthermore, you can download * a presentation (with speaker notes included) for a course on Mind Mapping and the accompanying mind map with the presentation overview, * a sheet with 10 ways to explain to someone what a Mind Map is, * a Mind Map overview of this learning experience, * etc. ===Lessons=== So where do you start? Well, if you're not yet convinced of Mind Mapping, or you'd like to know how to convince someone else of it's usefulness, start out with [[Mind Mapping: Lesson 1|lesson 1]] on the ''why'' of Mind Mapping. If you'd rather go directly to the ''how'' of Mind Mapping, then skip forward to [[Mind Mapping: Lesson 2|lesson 2]]. If you're interested in a deeper understanding of Mind Mapping and really want to know ''what'' it is exactly, then read [[Mind Mapping: Lesson 3|lesson 3]]. And finally, if you're looking for specialized applications in business, studying, arts, science, etc. then definitly read [[Mind Mapping: Lesson 4|lesson 4]]. You'll be surprised to see how and where some people use Mind Maps. And no learning is complete without a summary, so you can find it in [[Mind Mapping: Lesson 5|lesson 5]]. * Lesson 1: [[Mind Mapping: Lesson 1|"Do I have a problem then?"]] * Lesson 2: [[Mind Mapping: Lesson 2|"OK, now you made me want to solve it!"]] * Lesson 3: [[Mind Mapping: Lesson 3|"But what am I doing here, exactly?"]] * Lesson 4: [[Mind Mapping: Lesson 4|"Even more problems?"]] * Lesson 5: [[Mind Mapping: Lesson 5|"What did you just say?"]] ===Assignments=== What can you expect to be doing? Well, you'll be making your own mind maps, that's for sure! But besides that, you'll also have the following activities and readings available to you during this learning experience. ====Activities==== * Discussion groups: read what others experienced, felt or had an opinion about and what kind of ideas they had. * ====Readings==== Yes, you learn by reading too! Here are some of the articles and websites referred to during the lessons. * '''Wikipedia's article''' on [[Wikipedia:Mind Mapping|Mind Mapping]] * etc. ==References== Additional helpful readings include: * The Ultimate Book of Mind Maps, Tony Buzan, ISBN 0-00-721291-7. It covers the basis of mind mapping in a book that at least you can say is colorful. * A interesting [http://www.innovationtools.com/survey/ survey] of the uses of Mind Mapping in business. You get to see how mind mapping software and mind maps in general are used in real life. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 8340 40366 2006-10-27T16:06:13Z Panglossa 2539 {| cellspacing="0" cellpadding="0" style="clear:right; margin-bottom: .5em; float: right; padding: .5em 0 .8em 1.4em; background: none; width: {{{1|auto}}};" | __TOC__ |}<noinclude>[[Category:TOC templates|{{PAGENAME}}]]</noinclude> 8344 74307 2007-01-12T22:41:40Z Historybuff 5228 Moved to subcat Category for [[Topic:Perl]]. [[Category: Programming Languages]] 8345 67864 2007-01-08T02:16:25Z 68.109.175.242 [[Category:Business Process Management]] ==School Description== Thank you for your interest! The goal of this school is to outline to any organization the opportunity they have to improve their return on investment through the application of Business Process Management and Automation techniques within their infrastructure. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. This school is being monitored. ==School-Level Projects== Please collaborate with us on a few of our Learning Projects : '''Theoretical''' *[[BPMA Working Definition - Business Process Management and Automation|BPMA Working Definition - Defining Business Process Management and Automation]] *[[BPMA Working Definition - Project Management|BPMA Working Definition - Defining Project Management]] *[[BPMA Working Definition - Information Technology|BPMA Working Definition - Defining Information Technology]] '''Applied''' *[[Business Process Management and Automation in Project Management|Business Process Management and Automation in Project Management]] *[[Business Process Management and Automation in Information Technology|Business Process Management and Automation in Information Technology]] '''Literature Review''' ==Active Participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[user:jcoickle]] *[[user : venkatakrishnan]] ==School News== * '''Date founded''' - 27/10/2006 [[Category:Business Process Management]] 8346 49217 2006-11-27T05:05:53Z AmiDaniel 3334 Let's try [[:Category:Accounting]] ... it's got to belong to someone .. no clue To improve the return on investment for all activities undertaken within any organization is a fundamental concern to everyone involved. This means that every entity must look beyond meeting the expectations of the current task at hand. They must also be looking forward to what value to the activity will bring to the organization as a whole. Doing so ensures not only the success of the organization and project, but also increases the likelihood of receiving funding and support for future endeavors. To this end Project Managers, and in larger organizations the Project Management Office, have become integral parts to many initiatives. The leadership skills, industry specific experience and knowledge, and understanding of effective project management these entities bring have enabled projects to successfully come in on time, on budget, and as outlined. But now the question arises : How does an organization improve upon the activities of the Project Manager and the Project Management Office? The answer lies within the field of Business Process Management and Automation. More specifically, these organizations need to undertake activities to optimize their existing business processes surrounding their project management methodology, and adapt these processes to new organizational needs. The goal of this document is to outline to any organization the opportunity they have to improve their return on investment from projects through the application of Business Process Management and Automation techniques within their project management environment. Through the analysis of the PMI : Project Management Body of Knowledge, steps will be outlined in detail on how organizations can improve not only individual projects, but overall organizational performance as well. [[Category:Accounting]] 8347 40410 2006-10-27T18:39:14Z Jcoickle 2541 {{userboxtop|Affiliations}}{{User BPMA}}{{userboxbottom}} =Project Description= To improve the return on investment for all activities undertaken within any organization is a fundamental concern to everyone involved. This means that every entity must look beyond meeting the expectations of the current task at hand. They must also be looking forward to what value to the activity will bring to the organization as a whole. Doing so ensures not only the success of the organization and project, but also increases the likelihood of receiving funding and support for future endeavors. To this end Project Managers, and in larger organizations the Project Management Office, have become integral parts to many initiatives. The leadership skills, industry specific experience and knowledge, and understanding of effective project management these entities bring have enabled projects to successfully come in on time, on budget, and as outlined. But now the question arises : How does an organization improve upon the activities of the Project Manager and the Project Management Office? The answer lies within the field of Business Process Management and Automation. More specifically, these organizations need to undertake activities to optimize their existing business processes surrounding their project management methodology, and adapt these processes to new organizational needs. The goal of this project is to outline to any organization the opportunity they have to improve their return on investment from projects through the application of Business Process Management and Automation techniques within their project management environment. Through the analysis of the PMI : Project Management Body of Knowledge, steps will be outlined in detail on how organizations can improve not only individual projects, but overall organizational performance as well. =Project Topics= '''Background Information'''<br> ->Business Process Mangagement Automation<br> ->Project Management<br> '''Business Process Management and Automation in Project Management'''<br> ->Project Lifecycle<br> ->Scope Creep<br> ->Resource Allocation and Tracking<br> ->...<br> =Suggested Reading / Bibliography= '''A Guide to the Project Management Body of Knowledge Third Edition.''' Project Management Institute (PMI) (2004). Newton Square, Pennsylvania : Project Management Institute Inc.''' '''The Canadian Government’s Style of Enterprise Business Architecture, ID Number: G00128065.''' R. Scott Bittler and Greg Kreizman (2005). Stamford, Connecticut : Gartner Research Publications. =Contributors= *[[user:jcoickle]] 8348 40393 2006-10-27T18:06:32Z Dnjkirk 1833 Illustration of unit frontage in Landsknecht == Summary == Illustration of unit frontage in Landsknecht == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8349 40448 2006-10-27T20:06:12Z Jcoickle 2541 <div style="float: left; border:solid black 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: white;" |[[Image:BPMA_ICO.PNG]] | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | Part of the School of [[School:Business Process Management and Automation|Business Process Management and Automation]]. |}</div> <includeonly> [[Category:Business Process Management and Automation|{{PAGENAME}}]] </includeonly> 8351 40447 2006-10-27T20:04:45Z Jcoickle 2541 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8352 80350 2007-01-23T16:02:20Z JWSchmidt 20 /* Divisions and Departments */ CisLunarFreighter <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources. ---- == Divisions and Departments == Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions. * [[School:Game Design|Game Design]] ---- *[[Video games for education]] *[[CisLunarFreighter]] ---- ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ---- ==School news== * '''October 27, 2006''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Game Design]] 8353 40476 2006-10-28T04:26:05Z Dnjkirk 1833 A set of Holy Roman Empire war flags for decoration of units on the battlefield. == Summary == A set of Holy Roman Empire war flags for decoration of units on the battlefield. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8354 40477 2006-10-28T04:29:37Z Dnjkirk 1833 8355 40480 2006-10-28T04:33:47Z Dnjkirk 1833 [[Image:Reichsturmfahne.jpg]] 8356 40481 2006-10-28T04:44:20Z Dnjkirk 1833 The dreaded black legion under pressure from Spanish Tercio and heavy cavalry The dreaded black legion under pressure from Spanish Tercio and heavy cavalry 8358 46365 2006-11-17T22:40:18Z Rayc 57 cat ''' Human Resource Management''' also known as HRM and previously known as Personnel [[Category:Management]] 8359 80733 2007-01-24T21:22:39Z 203.212.196.16 /* "Do I have a problem then?" */ This first lesson on [[Mind Mapping]] is about the '''why''': why should you learn to Mind Map in the first place? But before you jumpstart into reading this entire lesson, let me remind you that you learn best by doing. And what better way to start then to ask you a little question: <center><div style="background-color:#BBBBFF; padding:10px; border:1px solid black; width:300px"> <big>'''"Why did you come to this wikipage?"'''</big> ---- '''Learning activity:''' Go to the '''[[Mind Mapping: Lesson 1: Why Answers Page|Answers Page]]''' now to read what others said. Then edit the page to share your own answer and come back here. </div></center> =="Do I have a problem then?"== People have many problems in their lives, and so do you probably. Mind Mapping is technique that could solve at least some minor problems for you. To get a feeling of the kinds of problems that it ''can'' solve, let's have a look at what some Mind Mapping users said about the kind of problems that it solved for them. <center><div style="background-color:#BBBBFF; padding:10px; border:1px solid black; width:600px"> <big>'''Do you have a problem then?'''</big> ---- * ''"I was faced with huge amounts of information that I couldn't seem to organize nicely. I had trouble memorizing it all and from time to time, I simply forgot some important tasks that I had to do."'' * ''"When organizing projects for my club, I always felt a little bit lost in all the to-do's. It seemed like an endless list of chores without me ever getting a grasp on the whole of the project."'' * ''"In class, I got bored quickly with copying what the teacher wrote on the blackboard. I felt that I didn't really learn or understand it that way."'' * ''"When studying for an exam, I made summaries of 5 to 6 pages which in the end I couldn't really structure well. Big summaries just didn't give me the overview that I needed, only the details."'' * ''"Whenever I had to speak in front of a group of people, I felt stressed. Partly because on one side I wanted to write everything down that I wanted to say and secondly I wanted to have the freedom to elaborate on some subjects beyond what I had written down."'' ---- <small>Editor remark: The first thing when i open this page comes to my mind is what will be next? So all i can do is wait till some signal that will drive me to get ahead another step</small> </div></center> [[Image: Thirst for information.JPG|thumb|Information overload]] [[Category:Mind Mapping]] 8360 41246 2006-10-30T15:27:30Z مترجم05 2616 الطرق التي تجعل التعليم أكثرإهتماما للأطفال 8361 40542 2006-10-28T12:28:21Z Chaos 170 {| cellspacing="0" cellpadding="0" class="{{{class|}}}" style="background-color: {{{bgColor|transparent}}}; width: {{{width|100%}}}"<noinclude> {{Template:Col-begin/doc}} [[Category:Wikipedia special effects templates|{{PAGENAME}}]] </noinclude> 8362 40543 2006-10-28T12:29:23Z Chaos 170 <p></p> | width="{{{width|}}}" align="{{{align|left}}}" valign="{{{valign|top}}}" style="padding-left:{{{gap|}}};"|<noinclude>{{Col-begin/doc}}</noinclude> 8363 40544 2006-10-28T12:30:27Z Chaos 170 <p></p> |}<noinclude>{{Col-begin/doc}}</noinclude> 8364 40545 2006-10-28T12:31:13Z Chaos 170 ---- <includeonly>:''This template documentation is [[Wikipedia:Template doc page pattern|transcluded]] from [[Template:Col-begin/doc]]'' [<span class="plainlinks">[{{fullurl:Template:Col-begin/doc|action=edit}} edit]</span>]</includeonly> <!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> This [[Wikipedia:Template|template]] is a [[Wikipedia:Avoid self-references|self-reference]] and so is part of the Wikipedia project rather than the encyclopaedic content. ==Usage== A border of 2px corresponds to 5%. Therefore, with a 2px border<br/> — like on Wikipedia:Tutorial (Wrap-up and more info)— the width needs<br/> to be 95% for the table to fit within the screen. Since it's<br/> possible that some tables might not have a border,<br/> correction on the individual page could be made after<br/> substitution. Another way do a two column table is like this:<br/> {| | <pre> {{col-begin|width=95%}} |- | Left column | Right column |} </pre> |} {{col-begin}} {{col-1-of-3}} {{tl|Col-begin}} {{tl|Col-1-of-2}} Column 1 here {{tl|Col-2-of-2}} Column 2 here {{tl|Col-end}} {{col-2-of-3}} {{tl|Col-begin}} {{tl|Col-1-of-3}} Column 1 here {{tl|Col-2-of-3}} Column 2 here {{tl|Col-3-of-3}} Column 3 here {{tl|Col-end}} {{col-3-of-3}} {{tl|Col-begin}} {{tl|Col-1-of-4}} Column 1 here {{tl|Col-2-of-4}} Column 2 here {{tl|Col-3-of-4}} Column 3 here {{tl|Col-4-of-4}} Column 4 here {{tl|Col-end}} {{col-end}} {{col-begin}} {{col-1-of-3}} &#123;{[[Template:Col-begin|Col-begin]]|width=}} {{tl|Col-1-of-5}} Column 1 here {{tl|Col-2-of-5}} Column 2 here {{tl|Col-3-of-5}} Column 3 here {{tl|Col-4-of-5}} Column 4 here {{tl|Col-5-of-5}} Column 5 here {{tl|Col-end}} {{col-2-of-3}} &#123;{[[Template:Col-begin|Col-begin]]|bgColor=transparent}} {{tl|Col-1-of-6}} Column 1 here {{tl|Col-2-of-6}} Column 2 here {{tl|Col-3-of-6}} Column 3 here {{tl|Col-4-of-6}} Column 4 here {{tl|Col-5-of-6}} Column 5 here {{tl|Col-6-of-6}} Column 6 here {{tl|Col-end}} {{col-3-of-3}} &#123;{[[Template:Col-begin|Col-begin]]|class=references-small}} {{tl|Col-break}} Column 1 here {{tl|Col-break}} Column 2 here {{tl|Col-break}} Column 3 here {{tl|Col-break}} Column 4 here {{tl|Col-break}} Column 5 here {{tl|Col-break}} Column 6 here {{tl|Col-end}} {{col-end}} {{col-begin}} {{col-1-of-3}} {{tl|Top}} Column 1 here {{tl|Mid}} Column 2 here {{tl|Bottom}} {{col-2-of-3}} &#123;{[[Template:Columns|Columns]]|num=3}} Column 1 here {{tl|Column}} Column 2 here {{tl|Column}} Column 3 here {{tl|Columns-end}} {{col-3-of-3}} {{tl|MultiCol}} Column 1 here {{tl|ColBreak}} Column 2 here {{tl|ColBreak}} Column 3 here {{tl|ColBreak}} Column 4 here {{tl|EndMultiCol}} {{col-end}} ==See also== * {{tl|Col-begin}} ({{tl|Col-start}}), {{tl|Col-begin-small}} * {{tl|Col-2}} ({{tl|Col-1-of-2}}, {{tl|Col-2-of-2}}) * {{tl|Col-3}} ({{tl|Col-1-of-3}}, {{tl|Col-2-of-3}}, {{tl|Col-3-of-3}}) * {{tl|Col-4}} ({{tl|Col-1-of-4}}, {{tl|Col-2-of-4}}, {{tl|Col-3-of-4}}, {{tl|Col-4-of-4}}) * {{tl|Col-5}} ({{tl|Col-1-of-5}}, {{tl|Col-2-of-5}}, {{tl|Col-3-of-5}}, {{tl|Col-4-of-5}}, {{tl|Col-5-of-5}}) * {{tl|Col-6}} ({{tl|Col-1-of-6}}, {{tl|Col-2-of-6}}, {{tl|Col-3-of-6}}, {{tl|Col-4-of-6}}, {{tl|Col-5-of-6}}, {{tl|Col-6-of-6}}) * {{tl|Col-break}} * {{tl|Col-end}} ({{tl|End}}) * {{tl|Top}}, {{tl|Mid}}, {{tl|Bottom}} * {{tl|Columns}}, {{tl|Column}}, {{tl|Columns-end}} ([[Template talk:Columns]]) * {{tl|MultiCol}}, {{tl|ColBreak}}, {{tl|EndMultiCol}} * [[Wikipedia talk:Manual of Style/Archive 35#Columns in articles]] ==External links== * [http://www.htmlcodetutorial.com/_MULTICOL.html MULTICOL HTML tag] <includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[Category:Wikipedia special effects templates|{{PAGENAME}}]] <!-- ADD INTERWIKIS BELOW THIS LINE --> </includeonly> 8365 53499 2006-12-10T15:46:51Z JWSchmidt 20 categorize ==Intro== Lots of things can make the lesson more fun.Things like games, songs, quizzes, puzzles, projects where students make something fun ... although a lot of it can also depend on the teacher's personality.This is an extremely powerful tool. When children are having fun or if they find something amusing, they will do whatever it is again and again and again. It's amazing. Not only will they want you to do it again then, but the next time you see them, they'll ask you, "Do that thing again." (Problem is you have to remember what it was.) In do this and love it. It's one way to learn about morphemes. Tell them you want an elephant-pencil. "An elephant-pencil? No, no a monkey-pencil! No, no. A ROCKET-pencil." "A pocket-pencil? What's that?" Children will jump in and start talking! As a teacher or at any profession, you can get very bored with the same thing every day. Games and new activities will bring some new life to your classes but you might think about some new things for yourself. Further education as a teacher may bring some new horizons. Beyond new horizons, designing lessons plans this can be a key point for game/activity selection and/or creation, as well as presentation. If the students find something amusing they will want to do it over and over again. ==Useful Tools== * Funny words: Don't be afraid to make up words or combine words to make non-sense. Children it might bring you a lot of new ideas. * Build up! Be Positive! Teach hard! The first thing to make class more interesting for students is to be interested & enthusiastic about what you want to do during the lesson. Switch around with a range of activities, like watching a video one week, & then listening to a song next week, followed by newspapers or magazines, & then conduct a role play, etc... . I think its best to use tasks that the students will find relavant as well, so that they want to learn, rather than something irrelavant. * Also build on teacher-student relations. Get to know your students, & let them get to know about you too, this way not only will they feel more comfortable around you, but you'll feel alot more comfortable teaching them as well. Lastly, when assigning them tasks, make sure that they are easy enough to successfully complete, but not too easy that they will think it is a waste of time. * Comic strips A useful way to grab childrens attention is by comics. Children like colourful cartoons, and if a message of learning is concealed inside the cartoon the child will take it in better than they would in a boring black and white book. [[Category:Early Learning]] [[Category:Learning theory]] 8367 40552 2006-10-28T13:06:17Z Roelvermeulen 2538 "In your thirst for knowledge, be sure not to drown in all the information." (Anthony J. D'Angelo, The College Blue Book) == Summary == "In your thirst for knowledge, be sure not to drown in all the information." (Anthony J. D'Angelo, The College Blue Book) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8369 40574 2006-10-28T14:40:42Z Martin Kozák 2566 established [[Category:Users by language|cs users]] 8370 67939 2007-01-08T03:19:53Z JWSchmidt 20 [[Category:Computer Architecture]] == Introduction == == Instruction Set Architectures == == Pipelining == pipelining is basically a type of process in which every thing is organised like a production line. == Memory Hierarchies (Caches) == == Instruction Level Parallelism == == See also == [[w:Computer architecture|Compter architecture]] at Wikipedia. [[Category:Computer Architecture]] 8371 40593 2006-10-28T16:11:33Z Vreemdekikker 2569 8375 76020 2007-01-14T23:02:50Z Historybuff 5228 :''Proudly part of the [[School:Computer_Science|School of Computer Science]].'' An information system is a system, automated or manual, that comprises people, machines, and/or methods organized to collect, [[Data processing|process]], transmit, and disseminate [[data]] that represent [[user information]]. ==Introduction== See also [http://en.wikipedia.org/wiki/Information_system] on Wikipedia ==Basic concepts== [[Category:Computer Science]] 8376 40661 2006-10-28T20:55:00Z Robert Elliott 1436 1. Shot from "The Spy Story" for the Mad Max Film Scoring Course == Summary == 1. Shot from "The Spy Story" for the Mad Max Film Scoring Course == Licensing == {{Unknown license}} 8377 64397 2006-12-28T23:00:49Z SlakaJ 4665 corrected a typo The '''Nicene Creed''', '''Niceno-Constantinopolitan Creed''' or '''Icon/Symbol of the Faith''', is the most widespread [[Christianity|Christian]] statement of faith. Since its original formulation it continues to be used in the [[Introduction to Roman Catholicism|Roman Catholic]], Syrian Orthodox (Jacobite) [[Eastern Orthodox Church|Eastern Orthodox]], [[Oriental Orthodoxy|Oriental Orthodox]], [[Assyrian Church of the East|Assyrian]], [[Anglican Communion|Anglican]], [[Lutheranism|Lutheran]], and most other [[Protestant]] Churches. This Page is devoted to the theological, as opposed historical, signicance and interpretation. Note that the Nicene Creed is not the same as the [[Apostles' Creed]] ==History== THe Creed was originally created at the First Council of Nicaea in 325. The version created there ended after the words "We believe in the Holy Spirit". THe remainder was added at the First Council of Constantinople, in 381. In 431 the Council of Ephesus reaffirmed this version and decreed that "it is unlawful for any man to bring forward, or to write, or to compose a different (ἑτέραν) Faith as a rival to that established by the holy Fathers assembled with the Holy Ghost in Nicæa." The purpose of a creed is to act as a yardstick of correct belief. A creed is an epitome, not a full definition, of what is required for orthodoxy. It was hoped that by memorizing this summary of the faith, lay people without extensive theological training would still be able to recognize deviations from orthodox doctrines based on the Bible as interpreted in Christian Tradition. ==Text== The Nicene Creed We believe in one God, the Father, the Almighty, maker of heaven and earth, of all that is, seen and unseen. We believe in one Lord, Jesus Christ, the only Son of God, eternally begotten of the Father, God from God, Light from Light, true God from true God, begotten, not made, of one Being with the Father. Through him all things were made. For us men and for our salvation, he came down from heaven: by the power of the Holy Spirit he was born of the Virgin Mary, and became man. For our sake he was crucified under Pontius Pilate; he suffered died and was buried. On the third day he rose again in fulfillment of the Scriptures; he ascended into heaven and is seated at the right hand of the Father. He will come again in glory to judge the living and the dead, and his kingdom will have no end. We believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son. With the Father and the Son he is worshipped and glorified. He has spoken through the Prophets. We believe in one holy catholic and apostolic Church. We acknowledge one baptism for the forgiveness of sins. We look for the resurrection of the dead, and the life of the world to come. Amen. ==External links== * [http://www.vatican.va/archive/ENG0015/__P13.HTM Official Text] * [http://en.wikipedia.org/wiki/Nicene_Creed Wikipedia article] [[Category:Theology]] 8378 40667 2006-10-28T21:11:33Z Andrew massyn 2578 catag South African law is a mixture primarily of [[Roman]], [[Roman Dutch]], [[English]] and [[Statute]] laws. The Court system is governed by English procedure. The Courts are in order of precidence: *The Constitutional Court. *The Appellate Division. *The High Courts. *Magistrate's Courts *Various specialised courts, for example Courts of Admiralty, Labour Courts, Water Courts and the like. [[Category:Law]] 8379 44712 2006-11-11T13:08:24Z Andrew massyn 2578 /* Course content */ minor modifications ==Welcome== Welcome to "Cession in South African Law" I hope you find the content useful. This course is aimed at University Students doing an postgraduate LLB. It is a 1/2 course. ==Principle works cited== #The Main reference is: '''Susan Scott: Cession for Students. Juta & Co 1997'''. The course outline will loosely follow her work, and the intention is to cover the following aspects. #Case law from the South African Law Reports. ==Course content== The course content will be broken into various chapters or lessons and will cover the following: #[[Cession in South African Law: An introduction to cession - 2.]] - #*A brief overview of cession #*Background history and the need for cession. #*The problem with cession. #[[Cession in South African Law: Classification of cession - 3.]] - #*The Definition of cession. #*Various agreements distinguished. #[[Cession in South African Law: The claim or object of cession - 4.]] #*Description of the claim. #*Transferrability of claims. #*Future and contingent claims. #*''Delictus Personae''. #*Agreements prohibiting the transfer of claims. #Validity requirements - #*Formalities in cession agreements. #*The doctrine of all effort. #*The ''causa''. #Notice to the Debtor - #''Locus standi'' - #Remedies and defences - #Cessions in securitatem debiti - #The distinction between cessions and pledges - #Drafting and drawing. #[[Cession in South African Law: Case law]] #Index. Practical examples and questions will also be given. This is not a substitution for a university course and university exemptions are not given. It is an adjunct to study and may provide a simplified outline of what is covered in any university course on the subject. Best wishes. [[Category:South African Law]] [[Category:Law]] [[Category:humanities]] 8381 74065 2007-01-12T17:34:27Z Mystictim 626 added [[Category:Learning activities]] ==An Informal Definition== Find the limit as x approaches 10 for the following statements by finding their values at 9, 9.9, 9.99, 10.01, 10.1, and 11. What values do they surround? #<math>x^2</math> #<math>1/x</math> #<math>x^3+4x+15</math> #<math>(10-x)/(10-x)</math> ==Basic Theorems for Limit Operations== #Find the limit of f(x)+g(x) and f(x)/g(x) as x approaches 10 with the following functions #*<math>f(x) =x^2,\,\ g(x) =\sin x</math> #*<math>f(x) =x^3-4x^2+13,\,\ g(x) =\log(x)</math> [[Category:Calculus]]|[[Category:Learning activities]] 8386 40723 2006-10-29T02:38:39Z JWSchmidt 20 start template <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> This Wikiversity main [[Wikiversity:Namespaces|namespace]] discussion page is for discussion of a course that is in progress. If you are not enrolled in the course, please do not edit the contents of the [[{{{1}}}]] page. You <big>'''ARE'''</big> invited to make comments on this discussion page or copy the contents of the [[{{{1}}}]] page to a new page where all Wikiversity participants can edit that new copy.</div> <noinclude>Use this template to protect main [[Wikiversity:Namespaces|namespace]] pages that you have created.<BR>'''Note''': Place this template on the discussion page of a course; you must include a pagename in the template call. Use the template this way: '''<nowiki>{{Protected course|pagename}}</nowiki>''' and replace "pagename" with the name of the page for the course. See [[Wikiversity:Page protection templates]] for details on when and how to use this template. [[Category:Protected course template|*]]</noinclude> 8387 40730 2006-10-29T02:59:20Z JWSchmidt 20 [[Category:Protect template]] [[Category:Protect template]] 8390 75783 2007-01-14T16:44:25Z Dnjkirk 1833 /* Introduction */ morr spepling [[Image:Che1.jpg|thumb|right|171px|Ernesto "Che" Guevarra]] <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''</small> {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "In the process we lost sight of one of the cardinal maxims of guerrilla war: the guerrilla wins if he does not lose. The conventional army loses if it does not win." <br>[[w:Henry Kissinger|Henry Kissinger]], Diplomat. </div> |} =Summary= An introduction to the nature, history, capacities and limitations of Guerilla warfare as a tool of state or non-state policy in proxy conflicts, civil wars, and conventional (inter-state) wars. =Introduction= {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div>"The enemy advances, we retreat. The enemy camps, we harass. The enemy tires, we attack. The enemy retreats, we pursue." <br>[[w:Mao Zedong|Mao Zedong]], Chinese General and Head of State.</div> |} "Guerrilla" comes from the Spanish diminuitive of the word "war," thus implying a meaning of "war in miniature." It is a strategy of avoiding pitched battles and engaging the enemy in such a way that he is forced to commit an asymmetric force to counter guerrilla attacks. This course covers the basics of guerrilla and invites discussion about what constitutes guerrilla warfare, how and when it is effective, and its relationship to radical ideology. =Readings= ===Required Readings=== *Wikipedia: [[w:Guerilla_warfare|Guerrilla]] *Wikipedia: [[w:Peninsular War|Peninsular War]] ===Optional Readings=== Please read one book from the following before the class lecture: *Lawrence, T.E. ''Seven Pillars of Wisdom''. Harmondsworth: Penguin Books, 1963 (originally published 1926). ISBN 0-9546418-0-9 *Guevarra, Che. [http://www.che-lives.com/home/modules.php?name=Content&pa=showpage&pid=4 ''Guerrilla Wafare'']. *Marighella, Carlos. [http://www.baader-meinhof.com/students/resources/print/minimanual/manualtext.html Minimanual of the Urban Guerrilla]. *... Please read two articles from the following list by different authors, minimum, before beginning this class lecture: *Clark, Major Jackie K. [http://www.globalsecurity.org/military/library/report/1988/CJK.htm "Che Guevara: Fundamentals of Guerrilla Warfare"]. 1988. *Mao Zedong. [http://www.etext.org/Politics/MIM/classics/mao/sw1/mswv1_12.html "Problems of Strategy in China's Revolutionary War"]. December, 1936. *Mao Zedong. [http://www.etext.org/Politics/MIM/classics/mao/sw2/mswv2_08.html "Problems of Strategy in Guerrilla War Against Japan"]. May 1938. *... =Lecture= {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "If the Tiger does not stop fighting the Elephant, the Elephant will die of exhaustion." <br>[[w:Ho Chi Minh|Ho Chi Minh]], Leader of the Viet Cong. </div> |} Guerrilla has been used for a lot longer than we often give it credit. It was key to British victory in the war of 1812, it sapped Napoleon of strength during the Peninsular War (where the term was coined), and has been a tool of proxy conflicts for almost two centuries. =Project= The guerrilla project is a series of suggestions for learning activities in order to answer a few basic questions about the course and gain confidence with the material.<br> [[/Guerrilla|Guerrilla Project]] =Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project. [[Category:Strategic Studies]] 8391 68561 2007-01-09T04:09:36Z JWSchmidt 20 [[Category:Strategic Studies]] <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''</small> {| cellspacing=3 |- valign="top" |- halign="center" |width="100%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "The superpowers often behave like two heavily armed blind men feeling their way around a room, each believing himself in mortal peril from the other, whom he assumes to have perfect vision." <br>[[w:Henry Kissinger|Henry Kissinger]], Diplomat. </div> |} =Summary= An introduction to the causes and effects of the bipolar struggle between the USSR and the USA. =Introduction= This will introduce you to the issue and the questions to be posed in the class. =Readings= ===Required Readings=== *Wikipedia: [[w:Cold war|Cold War]] ===Optional Readings=== Please read two articles from the following list by different authors, minimum, before beginning this class lecture: =Lecture= =Project= Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise)<br> [[/Cold War|Cold War Project]] =Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project. [[Category:Strategic Studies]] 8393 40779 2006-10-29T11:04:22Z 196.209.251.3 Asking How to Hey all Does anybody know how to switch off the data execution prevention feature in Windows XP? 8394 68067 2007-01-08T05:27:42Z JWSchmidt 20 [[Category:Computer Architecture]] == SISP Instruction Simulator == The simulator for the SIS Processor is written in C++. It uses the ncurses library for its user interface. Make sure you have the ncurses and ncurses development package installed. == Build instructions == It can be build using the GNU toolchain: 1. Download and unpack the archive to a directory on your machine. 2. Run configure in that directory. 3. Run make. 4. Run make install. The simulator is now ready to use. == Usage == To simulate a program simply run: sisp_simul inputfile The input file must contain a SISP program in binary format. To create such a file use our assembler. == Download == You can download the current version of the simulator [http://stud3.tuwien.ac.at/~e0325077/sisp_simul_0.0.2.tar.bz2 here]. == Version History == v0.0.1 First public release v0.0.2 Correction in the disassemble routine of the ld and st instruction Corrected wrong execution behavior of the st instruction == Open Issues == * The instructions INP and OUTP are currently not supported. * When changing the terminal dimensions while the program is running the layout will become wrong. [[Category:Computer Architecture]] 8395 59622 2006-12-18T03:53:05Z J.Steinbock 2353 Unknown License Computer Aided Design scheme (gif) == Licensing == {{Unknown license}} 8396 76255 2007-01-15T02:54:13Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Mystictim|Mystictim]] using [[Wikiversity:Rollback|rollback]] ''Part of: *''[[Portal:Engineering and Technology|Engineering and Technology]]'' *''[[Topic:Mechanical Engineering|Mechanical Engineering]]; [[Production and Design Engineering]]'' *''[[Computer Aided Design Course]]'' == Introduction == Computer aided design is a complex process. There are many specialized tools that can speed up your design, minimize errors and improve your results. In this lesson we will: * familiarize with terms used in CAD industry * get general idea about design process stages * learn about available software tools and their general purpose == Terminology == Frequently used CAD/CAE/CAM terms on Wikipedia: *[http://en.wikipedia.org/wiki/Computer-aided_design CAD] (MCAD - mechanical, ECAD -electronic and electrical, AEC - Architecture, engineering and construction ...) *[http://en.wikipedia.org/wiki/Computer-aided_engineering CAE], [http://en.wikipedia.org/wiki/CAx CAx] *[http://en.wikipedia.org/wiki/Computer-aided_manufacturing CAM] *[http://en.wikipedia.org/wiki/Product_Lifecycle_Management PLM] Follow the links to get acquainted with terms and abbreviations used in the CAD/CAE/CAM industry. == Design process == [[Image:CAD_Lesson_Principles_CAD_Scheme.gif|framed|none|Scheme of Design Process (gif)]] [[Image:CAD_Lesson_Principles_CAD_Scheme.svg|thumb|none|Scheme of Design Process (svg)]] On the charts (gif and svg versions) you can see the generalized design, validation and manufacturing process. Each stage requires specific knowledge and skills, and often requires the use of specific software. ==== Need or Idea ==== Usually the design process starts with a defined need. The need can be defined by market research, by the requirements of a larger body of work (for example airplane part). Sometimes, but more rarely than you may think, the design process is begun with a new idea or invention. At any rate, a needs analysis should precede any decision to undertake a project. This includes defining the need in a highly detailed way, in writing. This is similar to the requirements specification process in software engineering. ==== Research ==== Professionals tend to research available solutions before beginning their work. There is no need to "reinvent the wheel". You should study existing solutions and concepts, evaluating their weaknesses and strengths. Your research should also cover available parts that you can use as a part of your design. It is obvious, that Internet and search engines like Google are very helpful for this task. There are also many libraries of standardized parts which you can import into your project. ==== Concept ==== Based on your research, start with a high level concept. You should specify the main principles and major parts. For example you can consider Diesel or Stirling engines for stationary electric generators. ==== Draft ==== You can choose to create a draft by pen and paper. Some prefer to use simple vector graphics programs, others even simple CAD (for example SmartSketch), yet others prefer to start directly in their main CAD system. ==== Model Design ==== 2D and 3D modeling in CAD. The designer creates a model with details, and this is the key part of the design process, and often the most time consuming. This will be described in greater detail in further lessons. ==== Part Libraries ==== Standard parts, or parts created by other team members, can be used in your model (you don't have to reinvent the wheel). Files representing a part can be downloaded from the Internet, or local networks. They are also distributed on CD ROMs or together with CAD as and extension (library). By putting these predefined parts into your project, you ensure that they are correct and save a lot of time and effort. When working on a large project, this becomes a requirement to ensure the parts operate together, swap out equivalent parts, and coordinate distributed teams' work. This was, a standard part can be inserted into the project by one team member, and used by all. ==== Assembly modeling ==== Parts are assembled into a machine or mechanism. Parts are put together using mating conditions such as alignment of the axis of two holes. More about how to do this in further lessons. ==== Analysis ==== Specialized programs (CAE -- Computer Aided Engineering) aid you in analysis of 3D model robustness and performance. Many software tools are used for this task. Most notably FEM (Finite Element Method) and Kinematics. Some CAD programs include these tools built in. ==== Engineering Drawings ==== From your 3D models, you generate a set of engineering drawings for manufacturing. These drawings are then distributed to the departments and individuals responsible for producing that work. ==== Tool Design ==== You can use CAM software to simulate, optimize and prepare manufacturing. Generated NC (Numeric Control) code is then executed by manufacturing machines like lathes or milling cutters. ==== Planning ==== Critical Path Method, Gannt chart and other methods and tools are used by project managers to plan and optimize manufacturing. Project management and ERP systems are used. ==== Presentation ==== You should create photo realistic images and/or animations to present your design. This allows you to get customer feedback even before the product is actually manufactured. You can also consider using [http://en.wikipedia.org/wiki/Rapid_prototyping rapid prototyping] techniques to present a physical 3D model. Major CAD/CAE/CAM software companies develop and sell tools that cover the whole cycle. These complex software tools support change management, teamwork, versioning and resource planning. == Tasks to do == # Play the role of an engineer who has to select an appropriate software package for manufacturing. # Select a manufacturer of a specific consumer product. Choose a company that you know, or find one on the Internet (preferably one with well-described products and manufacturing processes). # Find at least two (2) appropriate CAD/CAE/CAM packages suitable for your selected manufacturer. These software tools should support all the major design process stages (modeling, analysis, tool design, and presentation). Tools for teamwork, project management and planning is a plus. # Compare and contrast your selected tools in terms of functionality, their added value, and price. (Use a weighted evaluation methodology to determine which included CAD/CAM/CAE software functions are most valuable/appropriate to your chosen manufacturer.) == Outcomes == Your focused research of CAD/CAE/CAM industry gives you an overview about available tools and their producers. You have also become familiar with industry lingo and terminology. After successfully accomplishing this task you will be able to initialize the CAD/CAE/CAM software selection process for a specific industry. == Learning Assignment == Write a Paper (approxiamately 2 pages) with: # Description of one of your chosen manufacturers. # Discuss the manufacturer's business critical needs and requirements. # Compare and contrast at least two software tools that meet these needs and requirements. # Provide a weighted evaluation of your selected software tools (their major functions and features). Hint: Use tables. You will need: * [http://en.wikipedia.org/wiki/Word_processor Word processor] like [http://www.openoffice.org/ OpenOffice] Writer * Internet access and browser ---- *''[[Computer Aided Design Course]]'' **[[CAD - History, Present and Future|Previous lesson]] **[[CAD Lesson - CAD Objects|Next lesson]] [[Category:CAD]] [[Category:Learning activities]] 8397 59620 2006-12-18T03:52:49Z J.Steinbock 2353 Unknown License Computer Aided Design scheme (svg) == Licensing == {{Unknown license}} 8400 45947 2006-11-16T00:22:17Z Sebmol 14 template update == Summary == Spiral model as applied to game design - original adaptation == Licensing == {{Cc-by-2.5}} 8401 69208 2007-01-10T01:22:25Z JWSchmidt 20 [[Category:Education]] The title comes from a zen [http://en.wikipedia.org/wiki/Koans koan]. The respected buddhist 18th century monk [http://en.wikipedia.org/wiki/Hakuin_Ekaku Hakuin] would walk into a village and catch the attention of prospective students by raising his hand aloft and saying 'Who can hear the sound of one hand clapping?'. To catch the attention of students with a single thing, and then from there, the student may explore the different understandings we have made throughout history. A useful exercise which monks put themselves through on their search for enlightenment is single-pointed meditation. When they look at a chair, for example, they think of the materials and how they were brought there; the manufacturing of the materials; the original maning of the base materials; the processes that materials undergo industrially; the history of these processess; or starting from a completely different angle, the use of a chair in society; the meaning of thrones, toilets, the evolution of the chair; or again, the sound of the word associated with the object; and so on. We can use this thinking exercise to present all human knowledge relative to a single thing. A good example is a lighter. To hold up a lighter and explain how it works, or what it means to us humans. Honestly, pick up a lighter, take a look at it, use it, and let your mind pursue all the directions of knowledge it is capable of. Imagine a site where you can follow the different explanations, which might involve experiments, so that an eager student can pursue lines of thinking into the vast knowledge base that is human. Once they get lost, they can always return to the thing in their hands. An example video can be found here: [http://www.youtube.com/watch?v=ORf0iUCcHYE explain this]. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:fidocancan|fidocancan]] * ... [[Category:Education]] 8404 41003 2006-10-29T22:14:23Z Roelvermeulen 2538 /* Lessons */ Learn how to use storytelling effectively in every area of your life! ==Content summary== Storytelling? Yes, this Wikiversity page is about incorporating stories in different areas of life. You will be shown several techniques on how to best use storytelling, on where to use it and of course also when and when not. To start out however, you need to know why stories might be of any use to you at all and what kind of things they will improve - and which they don't. This learning experience is not especially about writing fairy tales neither is it exclusively about how to best tell stories out loud, although both will be part of it. It will be about storytelling in general, applied to many, many areas. If you're only interested in learning about for example it's use in business, you can skip those areas that are of no interest to you. Thanks to the different Learning Groups, you can learn what you decide to learn, and nothing more. The only necessary skills you will be needing during this learning experience are reading, a little bit of writing, lots of common sense and - most importantly - the ability to put yourself in someone else's shoes, i.e. empathy. You don't need any formal writing or literary education or experience. ==Goals== What will all this bring you, you ask? Well, the goals for this learning experience are for you * to be able to write stories (duh!), * to get introduced to and develop a firm understanding of the technique of storytelling ''and'' be able to explain it to others, * to know when storytelling can be used ''and'' to be able to apply it to new areas, * to get convinced of it's power and usefulness ''and'' to be able to convince someone else to learn it, * to be able to pass the quizes at the end of each lesson. ==Learning Materials== How will you go learning about all of this? Primarily by writing stories yourself, that is. "Write, don't just listen!", is how you will learn. Don't worry however about spending an eternity on writing stories. You won't be writing books in this course, only short stories or layouts for stories. Most stories will be written by writing no more than 20 lines of text. For some, even 10 or less will suffice. You will be able to share your stories with other people from around the world who also participated in this learning experience so that you can learn from their insights, mistakes and comments that they leave behind. '''Be bold''' and share your own ideas with the rest to make this the best reference on storytelling on the net! ===Lessons=== So how to start? First, you should know about why you should learn this, if you want to at all. If [[Storytelling: Lesson 1|lesson 1]] does not convince you, stop reading because you this learning experience cannot solve problems that you don't have. Once you see which problems you have, and once you want to solve them using storytelling, go to [[Storytelling: Lesson 2|lesson 2]]. To really get you to use storytelling in your own life, jump in on [[Storytelling: Lesson 3|lesson 3]]. Now that you got a good understanding of it all, [[Storytelling: Lesson 4|lesson 4]] will tell you the bigger picture of it all. Where does it fit in? And to follow the old adagio "Tell them what you are going to say; say it; then say what you just said", you should get a nice overview of everything in [[Storytelling: Lesson 5|lesson 5]]. * Lesson 1: [[Storytelling: Lesson 1|"Why storytelling? At all?"]] * Lesson 2: [[Storytelling: Lesson 2|"I see! Now show me!"]] * Lesson 3: [[Storytelling: Lesson 3|"What is it that I am doing here, exactly?"]] * Lesson 4: [[Storytelling: Lesson 4|"What else can I use it for?"]] * Lesson 5: [[Storytelling: Lesson 5|"What did you just say?"]] ===Assignments=== What can you expect to be doing? For one, writing stories. Not just your typical fairy tales (although you can if you want to), but more a layout of the components of a story. Besides that, you can take part in the following activities or readings. ====Activities==== * Write your story, share it within a learning group, give comment on other stories and read about what others say about yours. * Share experiences of where you have noticed the power of storytelling. * etc. ====Readings==== What else can you read about storytelling? Take a look at these: * '''Wikipedia article:''' [[Wikipedia: Storytelling|Storytelling]] ==References== Additional helpful readings include: * Beyond Bullet Points, Cliff Atkinson, ISBN 0-7356-2052-0 on how to use the storytelling structure on PowerPoint presentations. You can also visit his website at http://www.sociablemedia.com. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 8406 41931 2006-10-31T22:06:58Z JRasmussen 2609 /* Current Learning Projects */ == Welcome to the '''Department of Discordian Studies''' == This is my first experiment in creating a place to learn about Discordianism. While not a mainstream religion in the 'educational' sense I believe that by further examining Discordian texts in an open environment will generate some great ideas and philosophical concepts that go against the grain. This Section was created on Aftermath 10, Year of Our Lady of Discord 3172 ===Current Learning Projects=== *[[SDS00003|Lesson 5: So you want to fight Cabbages? (An introduction into Discordianism)]] *[[SDS00001|Lesson 23: Please do not use this document as toilet tissue (Numerology and fnords)]] *[[SDS00002|Lesson 10: Erisian Ideals and The Mission of Wiki|A look at the Correlation of common Virtues)]] ===Texts and Hypertexts=== The Discordian texts have all rites reserved, With their intellectual content protected by their Copyleft Clause on Subsection 537 of the Granville, OH State Charter ''3rd Revision''. These Books, especially the Principia Discordia have been put on the internet since it's creation but so much is lost from not seeing the actual Texts. It is my hope to have scanned pages of all books in each lesson where they are required. Bellow are a few online copies that will allow you to get the most out of these well known Discordian books. And if you decide to write your own Discordian texts, let me know so I can add it to the list of holy scripture, you are a Pope after all. <center> ====Major Books of Discord==== {| border= cellspacing=0 cellpadding=5 | '''''Principia Discordia''''' | '''''Apocrypha Discordia''''' | '''''Ek-sen-trik-kuh Discordia''''' |- | [[image:Principayellow.jpg|Principia Discordia‎]] | [[image:Apocrypha2.gif|Apocrypha Discordia]] | [[image:Edcover.gif|Ek-sen-trik-kuh Discordia]] |- | '''[[http://www.ohmyeris.com/resources/pd1sted.pdf| Principia Discordia ''1st Edition'']]''' | '''[[http://www.ohmyeris.com/resources/Apocrypha+Discordia.pdf| Apocrypha Discordia]]''' | '''Ek-sen-trik-kuh Discordia''' |- |'''[[w:Principia Discordia|Principia Discordia]]''' - Wikipedia |'''[[w:Apocrypha Discordia|Apocrypha Discordia]]''' - Wikipedia |'''[[w:Discordian Works#Ek-sen-trik-kuh Discordia: The Tales of Shamlicht|Ek-sen-trik-kuh Discordia]]''' - Wikipedia |} </center> ====Minor Books of Discord==== *[http://ohmyeris.com/resources/The+Book+of+Eris.pdf| The Book Of Eris] *[http://www.ohmyeris.com/resources/Metaclysmia+Discordia.pdf| Metaclysmia Discordia] *[http://www.ohmyeris.com/resources/Summa+Discordia.pdf| Summa Discordia] *[http://www.ohmyeris.com/resources/The+Zenarchists+Cookbook.pdf| Book 5] *[http://www.ohmyeris.com/resources/baloney.pdf|The Wise Book of Baloney] *[http://www.ohmyeris.com/resources/pocketchaos.pdf|A Pocket Full of Chaos] *[http://www.ohmyeris.com/resources/Devia.pdf| Devia Discordia] ===Dept. of Discordian Studies Research & Relaxation Dept.=== *Current Research **Accumulation of lost or rare Discordian Texts. **Anti-Greyface Propoganda ==See also== *[[Topic:New Age Religions|Division of New Age Religions]] ==External resources== *[[w:Discordianism|Discordianism]] - Wikipedia article [[Category:Discordianism]] 8407 70357 2007-01-11T01:49:31Z JWSchmidt 20 [[Category:Religious Studies]] ===00001.1=== ;For this lesson I'm planning to use the text contained at ;the website http://www.ology.org/principia/body.html ;(This Hyperlink has been kopylefted.) ;The text I will be referencing is roughly 1/5th of the ;way down the document. I'll do my best to learn to write ;while I'm working on this lesson. The Great Idol Mozfox ;has endowed me with the ability to correct my spelling with ;inept ease. I Invite All Discordians and Interested parties ;to please edit away. It's only ideas. ;By now you should have been able to find the tiny text ;for The Law of Fives in the Principa Discordia. It's ;fourteen lines long, Has Five Different Fonts Are used. ;Alright I'll make it easy for you, and for the purposes of ;class Discussion. [[Image:PD00016.gif]] ;The page contests that the number five is to be found everywhere. ;Some numbers are pretty easy you just have to start using some ;creative math. Let me do some example math problems for you. ===00001.2=== Fourteen(14) :1+4=5 :easy Twenty-Six(26) :There are Ten Characters in the written number Twenty-six :2+6=8=A | 6/2=3=B | A-B=5 :medium Five Hundred Thirty-Seven(537) :The answer is best explained on the Ek-sen-trik-kuh Discordia, :The link can be found here for further reading. :http://discordia.loveshade.org/ek-sen-trik-kuh/537.html :Advanced Here is the Important part of the Chapter "The Holy Number 537" for our sake. ;"The Holy Number 537 ;as researched by ;Reverend Loveshade ;with a little help from ;Princess Unicornia and Untroubled Teen ;From the non-existent Ek-sen-trik-kuh Discordia, ;unborn child of an orgy with Principia Discordia & Apocrypha Discordia ;and the 537 Bonobo Illuminated Apes of Nowhen ;(Unlike some of the Ek-sen-trik Discordian stuff, all of this is actually true. ;The only part that might be a lie is the implied claim that The Founders ;don’t know the true meaning of 537. Some suspect they do.) ;The number symbolizing the Ek-sen-triks CluborGuild (and the ;Discordian Division of the Ek-sen-triks CluborGuild) has been ;537 from the beginning. In fact, the number was used by some ;of the members before the beginning. This was before Earth ;Chapter One of the ECG was even formed, back when most of ;the original members were still in high school. But while the ;number is highly recognized (the times 537 a.m. and p.m., and ;5.37 hrs. are considered Holy Minutes), the actual origin of this ;number is shrouded in mystery. ;It is, of course, a very Discordian number 5 + 3 + 7 = 15, which ;is three fives. And 5 x 3 x 7 = 105, which is very fiveish. And ;the number contains a 5 (5), a 3 (5 - 2) and a 7 (5 + 2). And ;the Discordian year has 5 seasons of 73 days, which means ;the middle day of each of the 5 seasons is day 37. But ;strangely enough, the founders of the ECG were completely ;unaware of Discordianism until over a decade after the group’s ;founding." ===00001.3=== This Numberology is an intricate part of being a discordian. If your not a math intensive person, don't work, the math leaves for Florida on Holidays and Special Occasion. Florida and/or the bar that is. [[Category:Religious Studies]] 8408 59618 2006-12-18T03:52:25Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 8409 40858 2006-10-29T17:21:52Z JRasmussen 2609 For use in Lesson [[SDS00001]] == Summary == For use in Lesson [[SDS00001]] == Licensing == {{GFDL}} 8410 80307 2007-01-23T10:21:48Z 128.130.60.129 /* add32 */ == Sort algorithm == [http://stud3.tuwien.ac.at/~e0325077/sort.asm This file] contains a simple sort algorithm. == Simple Blink == [http://stud4.tuwien.ac.at/~e0325871/blink.asm This file] contains a implementation of a blinking led. == Text out == [http://stud4.tuwien.ac.at/~e0325871/textout.asm This code] writes the following string "HELLO WORLD! SISP!!" to the serial interface. == Text convert == [http://stud4.tuwien.ac.at/~e0325871/textconvert.asm This file] contains a implementation to read a text line from the serial line and write it out reverse ordered. == Character sort == [http://stud4.tuwien.ac.at/~e0325871/char_sorter.asm This file] reads a text line from the serial line and write it out sorted by characters. [[Category: Computer Architecture]] 8412 61651 2006-12-20T12:58:05Z 75.132.22.142 /* 14th Century, the "New Art" in France */ ==Elements== ==Middle Ages== The 1000-year period of European History between the years of 450 and 1540 is called [[wikipedia:Middle Ages|Middle Ages]] the begining of this era was witnesed as a dark age, by many Europeans, by its migrations, wars,, and uphevals. The later middle ages are known by cultural growth. An lot of romanesquae churches, and monasteries were established between (1000 and 1150),, later on a lot of gothic cathedrals were established (1150-1450). As the caathedrals dominated the mediaval landscape and mind, most important musicials worked in churches. BOy received musical educatons in churches and cathedrals, and women were not allowed to sing. Most of medieval music was vocal, however some instruments were invented were in use. However after 1100 instruments were used in church. [[wikipedia:Organ|Organ]] was very prominent. It was very primitive to operate. ===Gregorian Chant=== This is an official music which consists of melody set for sacred texts in Latin, and is sung without an accompaniment (a cappella) This chant sets the special atmosphere for prayers. Gregorian chants convey the clam, the voice of the church. The free-flowing give Gregorian chants very impresonative characters. Gregorian chant is named after Pope Gregory I. He is known for reorganizing liturgy during his period from 590 to 604. Many melodies in Gregorian Chant were created in years of 600 to 1300. The composers of Gregorian chant can be compared to the sculptors who decorated early medieval chruches. They remain completely unknown. ===Church Modes=== G.c. results from the many scales used. THese scales are called, church modes. THese modes consist of 7 different notes, and 8 tones which duplicate higher and lower octaves. THey were the basic scales during the Middle Age music both for sacred and secular purposed. A lot of western country music follows these patters. Examples are "What Shall we do with drunken Sailor?" A perfect example of Gregorian Chant, is a well known Aleluia. ===Secular Music in Middle Ages=== In spite of Gregorian Chant dominaton, secular music was popular too. Most of the secular music were composed by [[wikipedia:troubadours|troubadours]] between the 12th and 13th centuries. Over 1650 troubadour melodies are kept till now. They do not have a rhythm, yet they do have regular meter and definite beat. That's their difference from Gregorian Chant which has no meter at all. During the middle ages wandering minstrels (orjongleurs) perfomed music and acrobatic tricks in castels, taverns, and town squares. They were lucky enough to work in steady service and ability. ===The development of Polyphony=== For centuries the musc was mostly monophonic with a single melody line. But the years of 700 to 900 were revolutionary to music. Monks at monasteries started to add second melody line to the melodies. The second line of melody duplicated the melody of the first, with a few tone difference. The music of this kind is also known as [[wikipedia:Organum|Organum]]. By the 1100 the second line was allowed to become more independent, it was never restricted by note-against-note style. The chant on the bottom was sung in very long notes, and the melody were on top in shorter notes. After 1150 the school of Noter Dame introduces the measured rhythm with definite time value and clearly defined meter. Beat notation had to be introduced. ===14th Century, the "New Art" in France=== In the year of 1337-1453 Europe suffered bubonic plague which destroyed one-fourth of European population. As a consequence, both the feudal system and church were weakened. It is not surprising that secular music became stronger in this period of time. Composers wrote music which was absolutely independant of Gregorian Chants. The works of that time were the drinking songs and pices which comprised the bird calls, sound of nature, sound of hunting. Music notation was evolved, and composers were able to spcify the rhythmic pattern. The beats could be subdivided into two as well as three, Syncopation, rarely used earlier, was becoming a practice. Changes both in music and in the art during this time were so profound, that theorists call them the "New Art" or arts nova. [[wikipedia:Guillame de Machant|Guillame de Machant]] is the most prominent figure of this period. ==Renaissance== The 15th and 16th centuries in Europe are known as "rebirth" or "Renaissance" of human creativity. This periord is known for exploration by Christophor Columbus (1492), Vasco da Gama (1498), Ferdinand Magellan(1519-1522). It was the age of remarkable curiosity, and cretivity. Leonardo da Vinci (1452-1519) was a painter, sculptor, architect, engineer, scientist and musician as well. During the Renaissance the humanism, the dominant intellectual movement was focused on human life and accomplishment.Being activated by pagan cultures and languages of ancient Romans and Greeks, humanist were concernted by the issue of life, rather then afterlife activities. It was accepted to picture the beauty of nude human body. The catholic church was less powerful in Renaissance then in middle ages, and no longer in monopolized learning. Aristocrats and the upper middle class were considered as education status symbol, and were hired to teach children.The invention of printing with movable type (about 145) accelerated the learning, a lot of 40,000 editions were printed in Europe. As in other forms of arts the horizons of music were greatly expanded. Printing widened the circulation of music, and a lot of scores were spreaded, as a consequence the umber of composers and performers increased. The idea of "universal man" implied that everyone should be educated in music. Church choirs grew in size. Polyphonic church music was usually sung by multiple soloists, and performed by entire mail choirs. Kings and dukes competed for finest composers, every court had a number of musicians. Women functioned as virtuoso singers during Late Renaissance *Town musicians played both for civic procession and religious services. *Since humanistic interests in languages and vocal music existed, vocal music was more important. Renaissance composers wrote music to exhance the measure of the text, unlike mediaval composers. The term word paintings was much in use, which is the musical representaton of word specifics. ===Characteristics of the Music in Renaissance=== [[Image:ReinassanceImitation.jpg|thumb|200px|The music of early reinassance]] The most prominent way which distinguishes the Renaissance music from medieval is a '''much smoother sound''', '''more homogeneous''', '''and less contrast''' The sound is changed as a result of a compositional technique. The new [[wikipedia:polyphony|polyphony]] style replaced the highly contrasting lines of mediaval [[wikipedia:polyphony|polyphony]]. *Imitation, is a polyphony form, in which the musical phrase is represented by all musical lines, one after another. As line enters, previous ones continue, without any overlapping. This strictest kind of imitation is "round" where all the voices sing exactly the same thing in turn. Only the first few notes are sung by entering voice, then the shole group continues. ===the texture=== The texture of the Renaissance music was chiefly polyphonic. Typical choral pieces had four to five parts. *The bass register is used for the first time, expanding the pitch range for more the four octaves. Bass line lead to a good harmony, so the term of chords became more popular. Composers bacame chord oriented, yet thought of some melodic lines. *The rhythm of Renaissance music is a more gentle flow then a sharply defined beat. Melodic line is rhythmically independant. It is possible for one singer to start in the middle of the piece. Reinasance music is both for pleasure and challange. But pitche patters are easy to sing. The melody moves in a scale with a few leaps. ===Sacred music in Renaissance=== ====Motet==== is a polyphonic choral work set to sacred Latin text. ====Reniassance mass==== Also known as [[wikipedia:lithurgical music|lithurgical music]], is a polyphonic choral composition, which comprized five sections: *Kyrie *Gloria *Credo *Sanctus *Agnus Dei Palestrina's music was very widely used in mass music. ===Secular Songs=== ===The Mid-Renaissance=== The unifying the full use of imitation was established. Composers experimented by drawing musical materials from a single source. The source melody usually appeared in tenro voice, but ohter voices often derived from it as well. *The most versatile and gifted composer of this period was [[wikipedia:Josquin Desprez|Josquin Desprez]] (1440-1521) He composed music in three major genres of Renaissance, which are:Masses, Motets, and secular songs. He brought the imitation to the new heights of clarify and flexibility. The examples are [[wikipedia:Pange Lingua Mass|Pange Lingua Mass]], and Pange Lingua Geoli, which is a plainchant hymn. === Late Renaissance === The sixteenth century is known for remarkable achievements, the balance beauty and exquisete sound of the imitative polyphony was fully explored by all European composers. In addition, the music became more and more homogeneous. There was fewer contrasts between the lines. One technical change of the reinassance is the sound of the last chord by the end of the sections. The Renaissance composers thought of full chord by the end of piece. The chord was supposed to be tonic, fifth and octave. The distinction between fifth, full, and root chords are apparently heard. ==Classics and Barroque== ==Romanticism== ==National Music Traditions== ===French Impressionism=== French Impressionism (in music) is credited to French composer Claude Debussy, although Mahler had used some impressionistic idioms in some of his later music before. The main other composer in this movement was Maurice Ravel, although his view on music is often considered to be more 'neo-classical'. Impressionism in music is characterised by excessive use of ninth chords and a turn toward ancient church music (e.g. church modes, gregorian chants, etc.)for an almost archaic 'mood'. Overall, Impressionism was meant to, as Debussy said: 'Be supple enough to adapt itself to the lyrical effusions of the soul and the fantasy in dreams'. Basically, although Debussy and the Impressionist composers rejected Romanticism, they were essentially still composing under a romantic idiom. Romanticism is macabre, passionate and active, but still tries to connect music as much as possible with the real world (e.g. Tone Poems, Program music, etc.). Impressionism is quiet, floating and passive, but both still share the same basic goal, they simply express the human soul in different ways. Another strong influence on Impressionism is non-western music Gamelan ensembles. Use of pentatonic scales, chromatic scales and the 'whole-tone scale' are fond throughout the harmony and melody of French Impressionism. ===German Expressionism=== '''Arnold Schoenberg (also spelled 'Schönberg')''' German Expressionism was characterised by extremely wide melodic leaps and the expirimentation with the extreme registers of musical instruments. One of the main composers in this field was Arnold Schoenberg. Schoenberg was born in the city of Vienna on 1874. Even before his atonal days, Schoenberg's harmonies were very advanced, extending chromatisism to its limit in a Post-Wagnerian manner. His gigantic song-cycle 'Gurrelieder' (sometimes spelt 'Gurre-Lieder') shows considerable Wagnerian influence in its harmonies, sometimes stretching chromatisism past its tonal limits into a 'pre-atonal feel' (note: Schoenberg did not use atonality [the twelve-tone system] untill after the First World War. The phrase 'pre-atonal feel' merely states that the same 'feel' comes from some passages from 'Gurrelieder'). The String Sextet 'Verklärte Nacht' (translated as 'Transfigured Night') is another example. '''The twelve-tone System (Serialism)/Atonality''' The twelve-tone system is a method of atonal* composition developed by Schoenberg. The basic underlying rule of this system is in the use of a 'tone row'. The tone row is a collection of tones sounded in a mixed order. Variations of a tone-row often use techniques like transposition, retrograde, inverstion, augmentation and diminishment. The strive in atonality is to create a music that has no principal tone. Each tone in the chromatic scale is treated equally. This is similar in idea to the Impressionistic idiom of "free[ing] it [i.e. music] from barren traditions that stifle it" (Claude Debussy) (i.e. dissolving the major-minor system that had dominated music since the baroque-era). It would be wronge, however, to treat atonality and Impressionism as the same genre because their role in 'the emancipation of dissonance'. '''The Second Viennese School (Schoenberg, Berg & Webern)''' ===Italian School=== ===Russian School=== ==Modernism== ==Jazz and Rock== ==Bibliography== Music An Appreciation, by Roger Kamien. The Enjoyment of Music (Ninth Edition), by Joseph Machlis & Kristine Forney [[Category:Music]] 8413 40882 2006-10-29T18:59:07Z JBogdan 533 making redirect #REDIRECT [[Topic:Roman Catholic Studies]] 8414 52656 2006-12-07T18:28:14Z JWSchmidt 20 Closing comments === {{User|Rayc}} === My name is Rayc, and I'm applying to become a Custodian. I don't have any other sysop experience, but I have been around here long enough to have participated in the discussion that established the mentorship program. (I think my comment was 'what if we had mentors, like Jedi.') I've been working on establishing test functionality in Wikiversity and can foresee when access to restricted code might come in handy. I also like dull repetitious work, like stub storing, which is a good deal of custodian's work. I just ask everyone to keep an eye on my spelling, since I'm known to make the weirdest mistakes. I hope you'll support my custodianship--[[User:Rayc|Rayc]] 19:37, 29 October 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept as [[Wikiversity:List of custodian mentors|your mentor]]'' *I would be glad to be mentor Rayc. --[[User:JWSchmidt|JWSchmidt]] 03:31, 30 October 2006 (UTC) :I accept JWSchmidt as my mentor.--[[User:Rayc|Rayc]] 00:16, 2 November 2006 (UTC) {{User|Rayc}} has been made a temporary custodian [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=rights&user=Sebmol&page=] [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 07:50, 2 November 2006 (UTC) ;Nomination *I nominate [[User:Rayc|Rayc]] for full custodianship. [[User:Rayc|Rayc]] has been a [[Wikiversity:Probationary custodians|probationary custodian]] since November 2, 2006. [[User:Rayc|Rayc]] has done some page imports, helped revert vandalism using the rollback tool and has deleted pages created by vandals ([http://en.wikiversity.org/w/index.php?title=Special:Log&user=Rayc see]). In addition, [[User:Rayc|Rayc]] has performed other community services such as helping deal with the backlog of uncategorized pages. [[User:Rayc|Rayc]]'s efforts for Wikiversity have been facilitated by participation at IRC freenode #wikiversity-en and [[Wikiversity:Colloquium]]. After having served the community during the probationary period, [[User:Rayc|Rayc]] should be confirmed by the Wikiversity community as a full custodian. --[[User:JWSchmidt|JWSchmidt]] 20:58, 1 December 2006 (UTC) ;Comments * I fully support Rayc in becoming a full custodian.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:50, 4 December 2006 (UTC) * Rayc is a great boon to this project. Support! --[[User:HappyCamper|HappyCamper]] 13:25, 4 December 2006 (UTC) * Full support - great contributor. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 14:00, 6 December 2006 (UTC) * Support. [[User:Guillom|guillom]] 14:14, 6 December 2006 (UTC) ==Closing comments== All community comments supported full custodianship for [[User:Rayc]] after a one month probationary period ending December 2, 2006. The 5 day period for comments on this nomination ended on December 7, 2006, at 07:48 UTC. Rayc became a community-approved custodian on 7 December 2006. --[[User:JWSchmidt|JWSchmidt]] 18:28, 7 December 2006 (UTC) [[Category:Nominations for full custodianship]] 8415 40900 2006-10-29T19:47:58Z JWSchmidt 20 [[Category:New Age Religions]] [[Category:New Age Religions]] 8416 40903 2006-10-29T19:54:06Z Rayc 57 [[Category:Media]] 8419 78916 2007-01-20T02:27:58Z 218.101.88.175 /* Welcome! */ ==Welcome!== :Welcome to "Introduction to Calculus!" I will be your professor for this course. You may call me "Prof. Picasso." Feel free to change my name. Please? :Many people think calculus is hard. This is a matter of opinion. I think it is not very dificult; then again, I probably wouldn't be writing this if I didn't really like the topic. However, this course should be easy to understand by both people who find it easy and people who find it hard. '''If you have any questions, just write them at the top of the discussion page, and someone should quickly add the information.''' Hopefully, with this, the course will not be too difficult to understand. :This course consists of many lessons. They include this one, the next one on limits, and the third one on using derivatives. == Why is Calculus necessary? == '''How fast can you run?''' It seems a simple question but lets think: <math>speed = distance traveled / time taken</math> So if you have run 100 metres in 10 seconds then your speed was 10 metres per second. Simple. But that assumes you were running at the same speed all the time. Maybe you started off slowly then speeded up and then slowed down slightly at the end. Its likely that your speed wasn't constant so all we are calculating is your average speed over the whole distance. The really interesting question is: '''How fast am I going now?''' Good question. If we are very good at measuring we might be able to find out that you traveled 11 metres in one second. But that's still only your average speed over 1 second. You might actually be slowing down: so your speed when we started to measure was actually slightly faster than 11 metres per second. You see the problem. By using the formula above we cannot actually tell you how fast you are going now, we can only give you an average. That's where calculus comes in. Using calculus, we can tell exactly how fast something is traveling right now. '''How steep is this slope?''' Again the equation that comes to mind is: <math>gradient = vertical height gained / horizontal distance traveled</math> This is great if the slope is the same all the way up. If you are climbing a mountain or driving up a hill in the real world then you run into the same problem. We can make an average measurement but the formula can't tell us exactly how steep the slope is right here. ==Finding the speed of a falling rock from the distance== Gravity is a very important feature of our humanly world. It also provides a very good basis for an introduction to the first section of calculus. Say that, for whatever reason, my friend has dropped a rock over a cliff. The rock takes ten seconds to reach the lake below, at which point it makes a very large plop. Now, I wonder; how fast was the rock traveling when it hit the water? Well, I know a few things about physics. I know that on the surface of the Earth, a rock will fall <math>16t^2</math> feet in t seconds. I also know that the average speed over an interval of time equals: :<math>\frac{Total \,\ distance \,\ traveled \,\ in \,\ the \,\ interval}{Length \,\ of \,\ interval \,\ of \,\ time}</math>. From this, you can say that at <math>t</math> seconds, the distance the rock will have traveled will be <math>16t^2</math> feet, and that at <math>t_1</math> seconds, the distance the rock will have traveled will be <math>16t_1^2</math>. Next, we say that the length of the interval of time between <math>t</math> and <math>t_1</math> will be <math>t_1-t</math>, and that the total distance traveled during this interval will be <math>16t_1^2-16t^2</math>. Make sense? Now, for the grand finale. Let's use our equation for average speed, our distance traveled in an interval, and the length of the interval to create an average speed equation for any point during the rock's fall. The expression for this is: :<math>\frac{16t_1^2-16t^2}{t_1-t}</math> ;Try-This-Yourself (TTYS) 1 :TTYS 1 will show up a lot during this part of this lesson. This is so you can follow what we are doing, by doing it yourself. First step; create the average speed formula of a rocket in which the rocket, t seconds after blast off, will be <math>4t^3</math> feet off the ground. Use the interval of time between X and Y (Or <math>t</math> and <math>t_1</math>; it really doesn't matter what variables you use; the people who write calculus textbooks prefer the <math>t_1</math> format.) ==Finding the distance traveled by a car from the speed== [[Category:Calculus]] 8423 80778 2007-01-24T23:53:41Z Cormaggio 8 /* Answers */ re-formatting This page is the answer sheet to the following question, posed in [[Mind Mapping: Lesson 1|Lesson 1]] of [[Mind Mapping]]. ==Why did you come to the Mind Mapping page at Wikiversity?== What triggered your interest? What is it that makes you read all this? Is this a random visit? Did you read about it on another webpage? Did you come from another Wikiversity page? Or maybe directly from Google? Why are you here? Read what others have said and share your own respons with future readers. ==Answers== '''''Add your own answer here by clicking on the EDIT button to the right of this section's title.''''' * "I came here because I am the creator of this page and I wanted to put the first answer myself." --[[User:Roelvermeulen|Roelvermeulen]] 21:38, 29 October 2006 (UTC) * I'm intrested in learning how to use wiki's for learning. I've heard of mind maps and would be interested in finding out more. At the end of this learning experience I'd hope to be able to apply mind mapping techneques to learning with a wiki. [[User:Mystictim|Mystictim]] 17:50, 16 December 2006 (UTC) * I used the random page function. *I am an undergraduate & I need to order & place contents systematically for easy reading without any loss of memory * Mind-mapping has been useful to some extent for me in the past (I've used [http://freemind.sourceforge.net/wiki/index.php/Main_Page Freemind]), but I still need to find better ways of using and managing information. That's why I came here - as well as to see what kind of page this would be about mind-mapping! [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 23:52, 24 January 2007 (UTC) ==Returning== You can return to [[Mind Mapping: Lesson 1|Lesson 1]] of the [[Mind Mapping]] learning experience by repeatedly hitting your browser's BACK button, or by clicking on the [[Mind Mapping: Lesson 1|Lesson 1]] link. [[Category:Mind Mapping]] 8424 76305 2007-01-15T03:03:58Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:CQ|CQ]] using [[Wikiversity:Rollback|rollback]] == Introduction == GNU/Linux, Mozilla, Open Office, and other pieces of Free and Open Source software (FOSS) are quickly, and often silently, making their way into the world's schools and its students' lives. The governments, citizens, and students of Norway, Denmark, Germany and funding and working with the [http://www.skolelinux.no Skolelinux] project bringing GNU/Linux based computer operating systems into middle and high schools. The [http://www.edubuntu.org/ edUbuntu] project is pursuing similar goals in South Africa and elsewhere. Local governments and ministries of education in Spain have produced a long list of FOSS platforms that includes [http://www.linex.org/ LinEx], [http://www.guadalinex.org/ Guadalinex], [http://www.tecnocampus.com/catix/ Catix], [http://www.lliurex.net/LliureX LliureX], and others. Meanwhile, the [http://www.laptop.org One Laptop Per Child] initiative has gained international attention and recognition for its insistence on a free and open source software platform in its drive to bring cheap computers to children of the world. For reasons of cost, flexibility, adaptability, performance, coordinated deployment and decentralized support, Free Software in schools makes economic sense. However, for many of those in the forefront of the movement to increase the involvement and impact of FOSS in education, the primary motivations are not pragmatic or economic but philosophical. At its core, Free Software is not primarily about price but about ''freedom''. In particular, it is about the freedoms to use software for any purpose, modify software to fix problems and to share software in both modified and unmodified forms. In this way, free software embraces a model of openness, collaboration and coordinated learning that resembles the product and processes of education when it is most successful. The developers and advocates of the each of the FOSS in education projects mentioned above do not believe that a web browser is ''just'' a web browser. Instead, they believe that it is a product of and a representative of a particular process defined in terms of a number of legal and philosophical constraints. They believe that part of free software's potential for education lies in the fact that free software introduces students to a set of freedoms that hold the potential to improve the learning process in profound ways. The success of FOSS in education, in these terms, is only possible if students are able to connect the products&mdash;the software on their computers&mdash;to the process and ideas that created them. What follows is a curriculum that attempts to make this connection and to introduce students to the concepts and the practice of Free and Open Source software. == Applicability == <div style="float:right; background-color:#fe9; width:20em; border:1px solid #999; padding:2px 2px 2px 4px; margin:2px; "> === Free Software/Open Source === The Free and Open Source Software movements are parallel movements with a complex relationship and history whose explanation is outside the scope of this curriculum. When discussing software, licenses, and development communities, the terms are usually synonymous. When discussing the motivation, philosophy, and politics behind the the production of this software, the terms vary wildly. As to the nature of the distinction, an inadequate but useful distinction can be drawn: Free Software is a social movement; Open Source is a development methodology. From my own position, "Free Software" seems like the better match. As a result, I err on the side of overusing the term Free Software. </div> This curriculum is an experiment prompted by the [[w:One Laptop Per Child|OLPC]] project (i.e., the "One Hundred Dollar Laptop Project" spearheaded by Nicholas Negroponte of the [[w:MIT Media Lab|MIT Media Lab]]). The principles of free and open source software are of utmost importance to the OLPC project. This curriculum offers a proposal for one way that these principles of software freedom and and more general commitment to openness can be communicated to the users of the laptop. While this curriculum has been designed to be used with the OLPC laptop, it could easily be applied outside of that project and without access to the laptop. While the curriculum becomes most meaningful in contexts where students are using free and open source software daily, it can also be deployed, with few modifications, in a diversity of settings. The curriculum assumes and requires access to a computer but does not assume prior experience in programming or computer sciences. It is designed primary for students in 8th-10th grade. This curriculum is most well suited to the environments where students are already familiar with free/open source software products&mdash;even if they are not familiar with the fact their software products are free software. It aims to connect the philosophy and productive practice behind free software to the larger questions raised around the ownership of ideas and expression&mdash;and by extension, intellectual property more generally. It seeks to become meaningful by grounding these concepts in the software that students already use on a daily basis. == Overview == This is a challenging, interdisciplinary, activist curriculum. It introduces difficult concepts of computation, information, ownership, communication, the impact of technological decisions, and freedom movements. Its fundamental goal is to connect the processes and philosophies that have helped create students' software to the software itself and to do it in such a way that students understand the role and impact that ''they'' can play in defining their own information environment. === Sections === This curriculum introduces a number of complex issues. Each one could, potentially, be given it's own curriculum. The aim of this curriculum is not to impart mastery of any one area but to give students an a set of tools&mdash;both technological and analogical&mdash;which they can use in their own explorations. Issues in this curriculum are tackled in the following sections which attempt to alternate between more technical and more theoretical topics: * [[Software Freedom/Information]]: A section that explores the nature of information goods and the idea of ownership of these goods; * [[Software Freedom/Computation]]: An introduction to computation and computer programming; * [[Software Freedom/Collaboration]]: An exploration of collaboration and its impact and costs; * [[Software Freedom/Context]]: A more targeted exploration of computation and programming thatfocuses on the computer in relation to the student and, in specific, the software on the students desktop; * [[Software Freedom/Communication]]: A look at technologies of communication and the way that technological rules define the terms on which we communicate with each other; * [[Software Freedom/FOSS]]: A free and open source software and attempts to tie the concepts introduced before together into a synthetic whole. === Activities === * [[Software Freedom/Information Goods Activity]]: An activity that asks students to explore and compare material and information goods and touches on many of the core issues of information ownership that form the backbone for this curriculum. * [[Software Freedom/Controlling Communication Activity]]: An activity in which students design, implement, share, and discuss a communications technology that defines the terms on which others can communicate. ==See also== *'''[[Free Software Foundation]]''' *[[GNU General Public License]] *[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]] *[[Linux Documentation Project]] *... [[Category:Free Software]] 8425 70387 2007-01-11T02:23:16Z JWSchmidt 20 [[Category:Free Software]] The goal of this section is prompt students to consider the nature of information and the nature of software as an information good. The goal is also to help students realize that there is a fundamental difference between informational and material goods&mdash;namely, the the former can reproduced at zero marginal cost. It will also introduce the concepts of "ownership" and control of information and prompt students to reflect on these ideas. = Explorations and Activities = This section may be well served by the [[Software Freedom/Information Goods Activity]]. Alternatively, the following activies or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises. == Exploration: ''Discovering Immateriality'' == This is a discussion that prompts students to suggest, compare and contrast the production of a single good that is material with information goods that are purely immaterial. Possible material goods include a widget, sweater, or vegetable. Possible immaterial goods might include a song, a melody, or a rumor. Students should feel free to suggest possible goods. Students should discuss or write the process necessary to create that both types of good. Students should then be prompted to describe what happens when they give a copy of their creation to a friend. They should then be asked to reflect on this everyday action. Questions raised might include: * How does the process of reproduction differ between the types of goods? * How do things change with the second, third, forth, or one millionth copy? Students should be asked to brainstorm and discuss a variety of related issues to the immaterial nature of their immaterial good and the way it was copied. Important issues might include: * How do information goods differ from other types of goods? * In what ways do the unique qualities of information make it more difficult to control? * Is a book information or material? What about a CD? (Be sure to make a distinction between the book/CD itself and what it contains.) * What else can students do that exhibit the costless reproducibility of information? == Exploration: ''Information Ownership and Transgression'' == :''An exploration or discussion around the idea of "transgressions" of ownership in material and immaterial goods. If students are familiar with MP3, DIVX, software piracy, etc., these may each provide useful examples to seed a discussion. A good way to enter this discussion may be to bring up these examples. Keys questions for discussion might include: * How does the definition of "stealing" differ in the context of an MP3 and a CD or record? * How does this connect to software? What is software piracy? How do students feel about it? * In what ways is information "owned"? How do students feel about this? Is it good or bad? Perhaps a debate of some sort would be an appropriate activity at this stage. * Why are libraries legal? Why don't entirely digital libraries exist? = Key Concepts = Students could walk away from this section with: * An understanding of information as an immaterial good and the impact of this on the cost of reproduction and distribution. * Knowledge of the problems, real and potential, economic and otherwise, introduced by valuable goods that can be reproduced at zero-marginal cost. * Some steps toward thinking about the ethical implication of regulating information production. == Additional Readings == The following readings help frame the questions addressed in this section although all, with the possible exception of Stallman's, may be inappropriate or necessary for students unless they express interest in this concept and want to read more. * Eben Moglen's [http://emoglen.law.columbia.edu/publications/dcm.html dotCommunist Manifesto] * Richard M. Stallman's [http://www.gnu.org/philosophy/right-to-read.html The Right to Read] * John Perry Barlow's [http://www.wired.com/wired/archive/2.03/economy.ideas.html Economy of Ideas] * Lawrence Lessig's [http://www.free-culture.cc/ Free Culture] [[Category:Free Software]] 8426 70388 2007-01-11T02:23:43Z JWSchmidt 20 [[Category:Free Software]] The goal of this activity is have students produce, on their own, one primarily material and one primarily non-material product and to compare the nature of the good produced and to gain a deeper understanding of the nature of information goods. == Key Concepts == This activity aims to create an intriguing opening to the [[Software Freedom|Software and Freedom Curriculum]] and to introduce and frame the concepts the [[Software Freedom/Information|section on information goods]]. It aims to help students find their own answers to a number of important questions that might include: * What is an information good? How is different than a material good? * What are the ways that information can be controlled? How is this control different or similar to ownership? == Prerequisites == This activity is is designed to use and build upon work assigned to the students for other purposes and potentially in other classes. In general terms, the required material includes: * Two assignments from the students' normal schoolwork. * Permission and collaboration from the teachers assigning the assignments above (if applicable). The two assignments should be different and should be chosen so that one falls into each of the following rough categories: # An assignment whose fulfillment involves or centers around primarily material or physical product. The project could be in any number of subjects. The essential criteria is the product fulfilling the assignment must not be easily or effectively copyable by students. Examples might include: ## An assignment to create a collage out of magazines around a theme or in response to readings in an history, English, or art class. ## An assignment to create a model or poster for a science class. ## A sculpture, drawing, painting, or other physical art project. # An assignment whose fulfillment involves or centers around a primarily non-material or information product. As in the first example, the subject does not matter but the work ''must'' be easily copied and of the kind that students could easily collaborate together upon, divide work around. It should be the type of assignment that in an academic environment students could cheat on. Examples might include: ## A traditional style math assignment formed of a list of problems and solutions. ## A foreign language worksheet that ask for translations of words, sentences, etc. ## A science or humanities assignment of any type that asks for "answers" to questions where there are correct answer. Teachers will need to have one assignment of each type coordinated in advance. Both assignments should be brief (i.e., not assigned for more than several days) and the assignments should be coordinated so that they are assigned on the same day, due on the same day, and assigned according to the instructions below. == The Activity == [[Category:Free Software]] 8428 78270 2007-01-18T17:23:32Z Chrismo 3128 /* Texts */ Welcome to the Learning Program about the Desktop environment on Linux. ==Content summary== This Program will provide an easy overview to using the Linux Desktop and explore the potential and implications of using Gnu/Linux systems in education. It assumed that people are new to running a Linux system and are using the GNOME desktop (a seperate resource for KDE can be developed if it is thought that it is needed). We will aim to cover basic subjects like: * customizing a desktop installation, * connecting to the World Wide Web, * using Internet Relay Chat (IRC) to ask questions and find out more about your particular Linux distribution. The aim of this course is also to generate open dialogue about using Linux systems in educational settings, to discuss openly the benefits and pitfalls, and to provide a gateway to helpful resources that may be of assistance to educators or students who wish to promote the use of Linux on the desktop amongst their peers or organization. ==Goals== When you finish this course, you will be able to: *Use and configure the GNOME Desktop; *Get your Linux system online; *Know where to go for additional help using online tools like discussion forums, wikis, and IRC. ==[[Portal:Learning Materials|Learning materials]]== ===Texts=== * [http://www.gnome.org/learn/users-guide/2.10/index.html GNOME Desktop User Guide] * [[Wikibooks:Using GNOME|Using GNOME Wikibook]] ===Videos=== [http://ubuntuclips.org/ Ubuntuclips.org] Video howtos for human beings. Short video clips that highlight Ubuntu's features and demonstrate how to complete common tasks using Ubuntu. All videos are available for download for ubuntu, mac, windows and you can watch them on youtube. ===Lessons=== * Lesson 1: [[Welcome to your Linux Desktop]] **[[Welcome To Your Linux Desktop: Completion Requirements]] * Lesson 2: [[The GNOME Desktop - First Impressions]] * Lesson 3: [[Spreadsheets and Documents]]: Bread and butter applications <!-- * add more--> ====Activities==== *Activity 1. *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * --[[User:AdamG|AdamG]] 23:29, 29 October 2006 (UTC) <!--Remove me if I haven't been active in a couple months...--> * [[User:BrentSimpson]] * [[User:Chrismo|Chrismo]] 12:47, 18 December 2006 (UTC) [[Category:Linux|!]] [[Category:Information Technology]] [[Category:Learning projects]] 8430 70384 2007-01-11T02:22:00Z JWSchmidt 20 [[Category:Free Software]] The goal of this section is to introduce students to the idea of software and hardware and to the basic concepts and practice of computation and programming. = Explorations and Activities = The following activities or explorations might help students explore and discover key concepts in this section. Each is framed in terms of the key questions it raises. Large parts of this process can be skipped or augmented if the students already have a programming background through other means. == Exploration: ''What Are Computers?'' == ''An introductory activity or discussion that asks students to define and discuss computers.'' Students should be asked to discuss their preconceptions (and misconceptions) of computers as as group. Discussion might be prompted with questions including any of the following: * What do computers do? What do they not do? * What ''can'' computers do? What ''can't'' they do? * How are computes similar to and different from other types of machines? * How are computers similar to or different from calculators? Ideally, this discussion should lead students to identify computers with information processing. It should lead them to think critically about the role of computers as information storage, processing, and control machines. == Activity: ''First Steps In Programming'' == ''An activity that walks students through the use of a simple programming tool.'' Rather than writing yet another ''Introduction to Programming'' curriculum, this set of activities will be best served by borrowing from and using another curriculum. Ideal programming environments and curriculum should be simple, short, an accessible. Many students without programming experience will be best suited by a visual programming tool. The ultimate goal is to introduce students to the concepts and practice of computation and programming and not the concepts of source code, object code, or the mechanics of writing in a particular language. Ideal choices of languages and environments might include any of the following: * [http://www.squeak.org/ Squeak] * [http://llk.media.mit.edu/projects/scratch/ Scratch] * [http://education.mit.edu/starlogo/ StarLogo] In addition the process of teaching the students the first steps of writing a computer program, students should be asked to present and compare their projects to the class. Discussion on these programs should be encouraged and students should be prompted to connect their work to the practice of programming and computers more generally -- as discussed in the exploration above. = Key Concepts = Students should be able to connect work in this section to their previous explorations of information. Additionally, they should walk away from this section with: * The ability to write a simple program in a programming language like [http://www.squeak.org/ Squeak], [http://llk.media.mit.edu/projects/scratch/ Scratch] or [http://education.mit.edu/starlogo/ StarLogo]. * Some introductory skill or familiarity at using the tools and methods of computation and programming. * Knowledge and awareness by each student that they have reprogrammed their computer to do something that it could not do before or without their intervention. In other words, knowledge of the computer as a computing machine and their own ability to become the director of that machine. [[Category:Free Software]] 8431 70382 2007-01-11T02:21:15Z JWSchmidt 20 [[Category:Free Software]] ''The goal of this section is to introduce students to the idea of collaboration and its alternatives.'' Clearly, students will have collaborated in the past. This section aims to get them to think explicitly about the choice to collaborate or to work alone and the impact that this choice might have on process and product of their activities. It aims to get students to think of collaborative and non-collaborative creative production more generally and to understand the benefits and difficulties that each introduces. = Explorations and Activities = The following activies or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises. == Activity: ''Collaborative and Non-Collaborative Work'' == ''An activity where students are given, or asked to create, a set of tasks that they believe could be done better by individuals and by groups.'' These tasks can, but need not, involve the computer and may involve other projects that the students are working on as part of their studies. The students should also be asked to come up with metrics by which the group and individual progress can be measured. Upon finishing their projects they will evaluate their projects and process and discuss what they've learned. Important questions might include: * What was difficult about working alone? In a group? What was easy or beneficial in each? * In what situations and for what types of tasks is collaboration better than individual work? * How were decisions taken in the groups? How could this have been improved. == Activity: ''Control and Collaboration'' == ''An activity where students are asked to work in groups to accomplish tasks but are asked to do so under different decision-making systems (e.g., democratic, hierarchical, dictatorial).'' Students in groups with leaders are each asked to choose a leader and run an experiment. They are then asked to present, compare, and discuss their "findings." Important questions raised might include: * What are the ways that decision-making and control affect the collaborative process? * Did the decision-making system have any effect on the quality or time in which the group finished their work? * Which groups had more fun or felt more motivated? Which groups were more productive? Did some people feel more invested in the product or proccess than others? Why? The goal with this questions is to prompt students to notice and to think critically about collaboration ''as a choice'' and about decision-making systems and control structures in the context of collaboration. = Key Concepts = Students could walk away from this section with: * An understanding of the way in which collaboration can increase both the quality and quantity of goods and ideas produced and can allow groups of individuals to produce more than any single person would be capable of. * Examples of places where collaboration does not work well and ways in which collaboration can be hindered, stunted, or blocked. * Knowledge that changes to the control and decision-making structure under which a collaborative project or enterprise is executed can effect the nature of the project's ultimate product and the motivations of the collaborators throughout. = Additional Readings = * "Why Write ... Together: A Research Update" by Lisa Ede and Andrea Lunsford in ''Rhetoric Review'' (1986) 5.1 pp. 71-81. * "Do 1 and 1 Make 2?" by Collette Daiute in ''Written Communication'' (1986) pp. 382-408 * "Successful Collaboration: When Two Pens are Better Than One" by Leonard Felder in ''Writer'' (1983) v96 pp. 20-221 [[Category:Free Software]] 8432 47813 2006-11-22T20:19:00Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] ==Basic Cardiac Anatomy Level 1: Blood Flow into and out of the Heart== From an anatomical point of view the human heart is composed of four compartments or chambers. An easy way to remember the compartments of the heart is to imagine the heart composed of two apartments like a duplex. There are two halves to the heart separated by a septum (wall). Each compartment is composed of an atrium (the entrance) and a ventricle (living room). When visitors (blood) arrives at either of the two apartments, it enters the atrium through the doors (valves), then moves through to the living room (ventricle) once again through doors (valves). Blood arrives at the heart through the veins and leaves via the arteries. For example, when blood returns to the heart after travelling around the entire body, it enters through either the superior or the inferior vena cava. When the blood returns to the left atrium after being oxygenated in the lungs, it does so through the pulmonary veins. The larger of the two chambers is the left side, because of the greater distance the blood has to travel once expulsed from the heart, the entire body in the left ventricle and the lungs in the right ventricle, the left [[w:myocardium|myocardium]] is a lot more developed than the right side. Roughly speaking, blood circulates in two ways around the body. One way is the systemic circulation and the other is the pulmonary circulation. The total circulation follows a figure of eight pattern (8) with the heart in the centre between the two loops. The lungs are supplied by the uppermost loop (Pulmonary)and the rest of the body is supplied by through the lower loop (Systemic). The blood leaves the heart through the aorta (through the aortic valve) and travels to the upper and lower portions of the body. Blood returns to right atrium via either the inferior or superior vena cava. From the right atrium, the blood empties into the right heart ventricle through the opening of the tri-cuspid valve; the blood leaves the right ventricle through the pulmonary valve and travels through the pulmonary arteries to the left and right lungs where it is oxygenated. After oxygenation, the blood returns to the left atrium through the pulmonary veins and it passes through the bi-cuspid (or mitral) valve to the left ventricle. This process is repeated, about 60 times per minute, once for each beat of the heart. ==Basic Cardiac Anatomy Level 2: Circulation== [[Image:Cardiology1.GIF|right]] *1 Left pulmonary vein *2 Right pulmonary vein *3 Left atrium *4 Mitral valve *5 Left ventricle *6 Aortic valve *7 Aorta Ascendens *8 Aortic bow *9 Aorta Descendens *10 Vena Cava Inferior *11 Vena Cava Superior *12 Right atrium *13 Tricuspid valve *14 Right ventricle *15 Pulmonalis valve *16 Truncus pulmonalis *17 Right pulmonary artery *18 Left pulmonary artery *19 Interventricular septum *20 Interatrial septum Note: The major sidebranches of the aorta (around the aortic bow) have not been shown. Many important vessels (arteries supplying the head, neck, and upper limbs) originate in the aortic bow. We have learned that the heart consists of two atria (singular atrium) and two ventricula (in English, ventricles or the singular, ventricle.)and that blood circulates around the body in two distinct ways. We will now follow the route blood takes when it travels through the heart, beginning with the blood from the lungs. *1. Blood is oxygenated in the lungs. Waste materials (Carbon dioxide, CO<sub>2<sub>) are released and Oxygen, O<sub>2<sub> is absorbed by the RBCs (Red Blood Cells). *2. The oxygenated blood now travels through the pulmonary veins (venae pulmonales) to the left atrium. *3. During the diastolic phase (Diastole: relaxation of the heart), the blood enters the left ventricle through the mitral valve. *4. During the systolic phase, (Systole: Contraction of the heart), the heart muscle contracts and the blood is pushed into the aorta ascendens (ascending aorta) through the aortic valve. *5. From the aortic bow and the aorta descendens (descending aorta), the blood is spread to smaller arteries which supply every part of the body with fresh oxygenated blood. *6. Blood passes through capillaries (hair vessels) where gas exchange between the tissues and the RBCs takes place. The RBCs release oxygen into the tissues and absorb carbon dioxide which will be released again in the lungs. *7. The blood leaves the capillaries and flows back into veins. *8. The veins combine in the vena cava superior (upper body, above the heart) or vena cava inferior (lower body, under the heart). *9. The vena cava superior and inferior both end in the right atrium. *10. During diastole, the blood enters the right ventricle through the tricuspid valve. *11. During systole, the blood is pushed into the main pulmonary artery (truncus pulmonalis) through the pulmonalis valve. *12. Via the lung arteries, the blood reaches the lung capillaries where gas exchange between air and RBCs takes place. *13. Back to step 1. ==Basic Cardiac Anatomy level 3: Blood Supply of the heart== [[Image:Cardiology2b.GIF|right]] *MB = Main Branch *LRAD = Left Ramus Anterior Descendens *Cx = Circumflex artery *RCA = Right Coronary Artery *RDP = Ramus Descendens Posterior Note: Only the most basic arteries comprising the coronary arterial system are shown here. There are many small branches to each of these arteries; this is only a basic description of the coronary system. The heart is always working and therefore, needs a continuous uninterrupted supply of fresh oxygenated blood. A system of vessels surrounding the heart, known as the coronary arteries (or simply the coronaries) supply the heart with all the blood it needs. The coronary arteries originate from the aorta ascendens just above the aortic valve. There are two coronaries, one of which splits into two separate coronaries just after its origin; in fact, we could also say that we have three coronaries. *On the right side, the right coronary artery, runs through the line known as sulcus coronarius (which lies approximately above the border between the right atrium and ventricle) all the way until the back of the heart where it ends in the long interventricular line. Its latter half is known as the Ramus Descendens Posterior. A few centimeters after its origin in the aorta ascendens, the right coronary has a small sidebranch known as the sinus node artery, this supplies the sinus node with blood, and after that, another small branch supplies the front side of the right ventricle with blood. *The left side of the heart, is more muscular since it needs to push the blood with greater force into the aorta ascendens than the right ventricle needs to push blood into the truncus pulmonalis. This is because the left side of the heart needs to supply every part of the body with blood, from the brain to the fingers and toes. [[Category:Pages moved from Wikibooks]] 8435 67781 2007-01-08T01:10:54Z JWSchmidt 20 [[Category:Cardiology]] ==Basic Cardiac Anatomy Level 1: Blood Flow into and out of the Heart== From an anatomical point of view the human heart is composed of four compartments or chambers. An easy way to remember the compartments of the heart is to imagine the heart composed of two apartments like a duplex. There are two halves to the heart separated by a septum (wall). Each compartment is composed of an atrium (the entrance) and a ventricle (living room). When visitors (blood) arrives at either of the two apartments, it enters the atrium through the doors (valves), then moves through to the living room (ventricle) once again through doors (valves). Blood arrives at the heart through the veins and leaves via the arteries. For example, when blood returns to the heart after travelling around the entire body, it enters through either the superior or the inferior vena cava. When the blood returns to the left atrium after being oxygenated in the lungs, it does so through the pulmonary veins. The larger of the two chambers is the left side, because of the greater distance the blood has to travel once expulsed from the heart, the entire body in the left ventricle and the lungs in the right ventricle, the left [[w:myocardium|myocardium]] is a lot more developed than the right side. Roughly speaking, blood circulates in two ways around the body. One way is the systemic circulation and the other is the pulmonary circulation. The total circulation follows a figure of eight pattern (8) with the heart in the centre between the two loops. The lungs are supplied by the uppermost loop (Pulmonary)and the rest of the body is supplied by through the lower loop (Systemic). The blood leaves the heart through the aorta (through the aortic valve) and travels to the upper and lower portions of the body. Blood returns to right atrium via either the inferior or superior vena cava. From the right atrium, the blood empties into the right heart ventricle through the opening of the tri-cuspid valve; the blood leaves the right ventricle through the pulmonary valve and travels through the pulmonary arteries to the left and right lungs where it is oxygenated. After oxygenation, the blood returns to the left atrium through the pulmonary veins and it passes through the bi-cuspid (or mitral) valve to the left ventricle. This process is repeated, about 60 times per minute, once for each beat of the heart. ==Basic Cardiac Anatomy Level 2: Circulation== [[Image:Cardiology1.GIF|right]] *1 Left pulmonary vein *2 Right pulmonary vein *3 Left atrium *4 Mitral valve *5 Left ventricle *6 Aortic valve *7 Aorta Ascendens *8 Aortic bow *9 Aorta Descendens *10 Vena Cava Inferior *11 Vena Cava Superior *12 Right atrium *13 Tricuspid valve *14 Right ventricle *15 Pulmonalis valve *16 Truncus pulmonalis *17 Right pulmonary artery *18 Left pulmonary artery *19 Interventricular septum *20 Interatrial septum Note: The major sidebranches of the aorta (around the aortic bow) have not been shown. Many important vessels (arteries supplying the head, neck, and upper limbs) originate in the aortic bow. We have learned that the heart consists of two atria (singular atrium) and two ventricula (in English, ventricles or the singular, ventricle.)and that blood circulates around the body in two distinct ways. We will now follow the route blood takes when it travels through the heart, beginning with the blood from the lungs. *1. Blood is oxygenated in the lungs. Waste materials (Carbon dioxide, CO<sub>2<sub>) are released and Oxygen, O<sub>2<sub> is absorbed by the RBCs (Red Blood Cells). *2. The oxygenated blood now travels through the pulmonary veins (venae pulmonales) to the left atrium. *3. During the diastolic phase (Diastole: relaxation of the heart), the blood enters the left ventricle through the mitral valve. *4. During the systolic phase, (Systole: Contraction of the heart), the heart muscle contracts and the blood is pushed into the aorta ascendens (ascending aorta) through the aortic valve. *5. From the aortic bow and the aorta descendens (descending aorta), the blood is spread to smaller arteries which supply every part of the body with fresh oxygenated blood. *6. Blood passes through capillaries (hair vessels) where gas exchange between the tissues and the RBCs takes place. The RBCs release oxygen into the tissues and absorb carbon dioxide which will be released again in the lungs. *7. The blood leaves the capillaries and flows back into veins. *8. The veins combine in the vena cava superior (upper body, above the heart) or vena cava inferior (lower body, under the heart). *9. The vena cava superior and inferior both end in the right atrium. *10. During diastole, the blood enters the right ventricle through the tricuspid valve. *11. During systole, the blood is pushed into the main pulmonary artery (truncus pulmonalis) through the pulmonalis valve. *12. Via the lung arteries, the blood reaches the lung capillaries where gas exchange between air and RBCs takes place. *13. Back to step 1. ==Basic Cardiac Anatomy level 3: Blood Supply of the heart== [[Image:Cardiology2b.GIF|right]] *MB = Main Branch *LRAD = Left Ramus Anterior Descendens *Cx = Circumflex artery *RCA = Right Coronary Artery *RDP = Ramus Descendens Posterior Note: Only the most basic arteries comprising the coronary arterial system are shown here. There are many small branches to each of these arteries; this is only a basic description of the coronary system. The heart is always working and therefore, needs a continuous uninterrupted supply of fresh oxygenated blood. A system of vessels surrounding the heart, known as the coronary arteries (or simply the coronaries) supply the heart with all the blood it needs. The coronary arteries originate from the aorta ascendens just above the aortic valve. There are two coronaries, one of which splits into two separate coronaries just after its origin; in fact, we could also say that we have three coronaries. *On the right side, the right coronary artery, runs through the line known as sulcus coronarius (which lies approximately above the border between the right atrium and ventricle) all the way until the back of the heart where it ends in the long interventricular line. Its latter half is known as the Ramus Descendens Posterior. A few centimeters after its origin in the aorta ascendens, the right coronary has a small sidebranch known as the sinus node artery, this supplies the sinus node with blood, and after that, another small branch supplies the front side of the right ventricle with blood. *The left side of the heart, is more muscular since it needs to push the blood with greater force into the aorta ascendens than the right ventricle needs to push blood into the truncus pulmonalis. This is because the left side of the heart needs to supply every part of the body with blood, from the brain to the fingers and toes. [[Category:Pages moved from Wikibooks]] [[Category:Human anatomy]] [[Category:Cardiology]] 8436 61342 2006-12-19T17:07:00Z Salgat 2745 Fixed the caption for the diode protecting Ipod picture(was running off the page) Diodes are the basic building blocks for most semiconductor devices. They are part of the bipolar family of devices. Diodes consist of two semiconductor materials, one doped with a deficiency of electrons called p-type material, and the other side is doped with an extra abundancy of electrons called n-type material. A process known as doping the material is what makes some parts of the diode p-type and the other parts n-type. While growing the semiconductor crystal, a small amount of arsenic or phosporous can be mixed in with the process and dope the material. To change the type of material from p to n type, one can add some n-type chemicals to swamp out the p-type materials already in the 'substrate'. When you get done with the making of a diode, you have two types of material in direct contact with one another - this is called an abrupt pn-junction. The p-side is called the anode and collects the electrons emitted from the cathode, the n-side. Consider the following circuit drawing. [[Image:Diode-Diagram-1.png]] Benjamin Franklin was an early experimenter with electrical devices and setup the convention for current flow. All electrical engineers around the world use his convention for current flow and it states that current flows from the positive terminal of the battery through the circuit returning back to the negative terminal. The fact is that electrons flow the '''opposite''' way. Concern is not over the direction of the electron's flow(which only makes up half of the particles participating in electricity), but the direction of the charge. Current flows in the diode from the P terminal to the N terminal, NOT the other way around (even though electrons flow the opposite way). In this circuit, the diode is '''reverse''' biased, i.e. '''OFF''' and it does not conduct ... unless the voltage across the battery is so high that the diode breaks down in the reverse mode. Zener diodes are built to break down at a controlled voltage in the reverse mode; diodes are built to stand-off voltage, the simplest usually is good for 50V, the 1N4001 diode is an example. The 1N4002 is good for 100V; 1N4003 200V; 1N4004 400V; 1N4005 600V; 1N4006 600V; 1N4007 1000V. When the diode or the battery is hooked up in the opposite connection (with the anode side connected to the plus terminal of the battery and the cathode side connected to the negative side of the battery), current will flow through both the diode and the resistor equally and return back to the battery. The voltage drop across the diode is generally quoted at 0.5 to 0.75V, but that number depends upon the current though the diode and the temperature of the diode. For our purposes of discussion at this point, 0.6V is good starting point and the value of current is now a function of the battery voltage, Vbatt, and the resistor value, R. math I = (Vbatt - 0.6)/R The resistor is used to limit the current in the diode. The 1N4001 for example should be limited to carry no more than 1 Ampere of current. At this high current value, the 1N4001 will exhibit about 1.1 V drop (not 0.6V). Diodes are extremely useful devices since they allow current to flow in one direction but not the other. [[Image:Diode_protecting_iPod.png]] In this example, an expensive electronic device is protected from inadvertantly plugging its batteries in backwards. The current<br> can only flow through the diode when the battery is hooked up with the proper polarity. In practice, this diode would have an unacceptably high voltage drop for a portable application, but MOSFETs with high-current low-rdson can be used to perform this function since the MOSFET also inherently has a diode built into its back-gate which can be used to start up the circuit ... once running, the circuit can enhance the gate of the MOSFET and reduce its forward drop to a small fraction of the voltage that would run across a diode. Enough for now ... there is much to learn about diodes ... [[Category:Electronic engineering]] 8437 41122 2006-10-30T02:46:05Z Ptbennett 2635 Circuit drawing of a diode - reverse biased. == Summary == Circuit drawing of a diode - reverse biased. == Licensing == {{GFDL}} 8438 41127 2006-10-30T03:04:42Z Ptbennett 2635 Illustration showing usefulness of a diode to protect reverse battery. == Summary == Illustration showing usefulness of a diode to protect reverse battery. == Licensing == {{GFDL}} 8439 70383 2007-01-11T02:21:35Z JWSchmidt 20 [[Category:Free Software]] ''The goal of this section is to encourage students to think of computation as a tool that has built their computer system and that, now that is demystified and -- to some extent -- brought under student's control, has demystified their system more generally.'' = Explorations and Activities = The following activies or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises. == Exploration: ''What is Software?'' == ''A project or discussion that prompts students to discuss "software" and its role on their computer.'' Questions might include: * What is software? What is hardware? How do the two differ? * What is an Operating System? What are applications? * Is the software that runs on their computer fundamentally different than the software they wrote in Squeak in [[Software Freedom/Computation]]? Why or why not? == Exploration: ''Extending Software'' == ''An activity where students are shown how to script, build upon, or change an element or set of elements of their operating system and its applications. Students should be allowed some time to work on this then should present their modifications of their system to class.'' Ideally, the students should be able to transfer and share their changes with other students. One intriguing possibility is to create a space fo iterative development where students can improve on each others projects and ideas and work together to combine creations with important synthetic possibilities. At some point (perhaps in a different activity), the instructor should explain and demonstrate the way that ''all'' software in a computer can be changed via this method -- although access to change somethings can be turned off. The details (e.g., source code, binary code, compilation, obfuscation, etc.) need not be dealt with explicitly. Students should be encouraged to discuss the limits of what they can and cannot change about their system. = Key Concepts = Students could walk away from this section with: * Hands on experience changing something about their computer that, normally, they would assume as static. * The ability to imagine themselves taking a design role in their operating system and in taking over some important piece of development. * Reflection, on some level, of the fact that they have transcended their role as the "consumer" of software. [[Category:Free Software]] 8440 41331 2006-10-30T20:31:10Z Sj 2660 Redirecting to [[Communication]] #redirect [[Communication]] 8441 76254 2007-01-15T02:54:06Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] ''The goal of this final section is to connect each of the above situations to the computer software on the students desktop and to philosophy and practice of the free and open source software movement that has brought the students' software into being.'' = Explorations and Activities = Any use of this section should include an explicit period of discussion and reflections that connects the concepts and ideas introduced in this section to each of the areas that have been covered before. The following activities or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises. == Exploration: ''Defining Free Software and Open Source'' == ''A selection of readings from the Free/Open Source Software movement and enough background context into the alternative (i.e., proprietary) systems that predate it.'' This is the only section in this curriculum that will be largely based on readings but the emphasis on definitions and background is essential. There are a number of appropriate readings that could be used to define free software and to help seed discussion. A few of the very best include: * [http://www.gnu.org/philosophy/free-sw.html What is Free Software], [http://www.gnu.org/philosophy/shouldbefree.html Why Software Should Be Free] and/or [http://www.gnu.org/philosophy/why-free.html Why Software Should Not Have Owners] by Richard Stallman * Selections from [http://www.gnu.org/gnu/manifesto.html The GNU Manifesto] by Richard Stallman * Selections from [http://www.catb.org/~esr/writings/cathedral-bazaar/ The Cathedral and the Bazaar] by Eric S. Raymond. * The [http://www.opensource.org/docs/definition.php Open Source Definition] and/or the [http://www.debian.org/social_contract Debian Free Software Guidelines] This should, of course, be accompanied with an opportunity to discuss and compare these ideas and readings and to connect them, explicitly or implicitly, with the projects done earlier in the curriculum. Students might discuss a number of open questions raised by this definition of free software: * Do these requirements make collaboration easier or more difficult? What are the potential problems and benefits? * In what ways does the software on the students desktop reflect the values above? In which ways might they not? * In what ways can students use the freedom in their software to transcend their role as producers. == Activity: ''Extending a Free Software Platform'' == ''An activity that involves walking students through the process of finding the source code for any application of their system and introduces them to the possibilities of making this type of change.'' Students should be demonstrated and walked through the process of a number of key Free and Open Source software issues including. This may be moved through quickly or, in more technically oriented settings, the teacher an students can spend more time on this. Explorations include: * A HOWTO on submitting a bug that they find int their project. * If applicable, a walk through of helping to submit or fix a translation in a piece of software on their computer. * If the students' technical capacity is high enough, it would be good to demonstrate the method through which students would "fix" a a piece of software on their computer by downloading, examining, modifying, and then rebuilding a piece of software. The process should also involve showing students how to submit their fix "upstream" so that the full community of users could benefit. = Key Concepts = The key concepts in this section are the idea that this machine was created by a massively collaborative community of individuals who agreed that, due to the nature of software as an information good, required a base set of freedoms: * That each piece of software could be run for any purpose. * That all users should be able to make copies to give to their friends. * That all users should be able to make modifications of their software. * That all modified copies could be redistributed. Students should walk away from this final section with: * A basic understanding of free and open source software is. * An understanding of what this means in regards to them and the software on their computer. * An idea of how they would take advantage of the freedom free software gives them in terms of their own software (e.g., copying, modification). * An idea on how free software fit into the larger questions of information and information ownership, the impact of modifiability on communications technologies and mediums, and general issues of computation an expandability and modifiability of software. [[Category:Free Software]] 8442 70385 2007-01-11T02:22:25Z JWSchmidt 20 [[Category:Free Software]] ''In this activity, students design, implement, share, and discuss a communications technology that defines the terms on which others can communicate.'' = Key Concepts = This two part activity is designed to be used and to build upon the concepts from the [[Software Freedom/Communication]]. In particular, it aims to help frame questions including: * How can the medium for communication limit, increase, or otherwise effect a message? * How can students manipulate a communication medium to change the terms of communication? * How is the way that communication mediums are designed more broadly reflective of the types of designs decisions that students can make while writing software? What are the possible repercussions of this type of design decision? = Materials = For ''Part I'', you will need: * Pencils and papers for each student. Colors pencils are optional but might be fun. * A set of relatively complex pictures or photographs; one set of 3-4 photographs for each pair of students. For ''Part II'', you will will need: * Access to computers for each student in the class. * Access to a modified version of the [http://developer.imendio.com/wiki/Gossip Gossip] IM client with support for user-specified filtering. * A pre-configured chat channel set as the default on each of the chat channels. = Activity = The activity is divided into two parts. ''Part I'' is non-technical and can be done without computers. ''Part II'' requires access to computers and to a specially modified instant messaging client which is available as free/open source software. Both issues attempt to drive at the same core concepts. == Part One == The teacher should explain to the students that, for the duration of the experiment, students can communicate in any way they desire ''except'' by showing each other the drawing. That may translate into gestures, faces, works, etc. They should be encouraged to be creative. Students should split into groups of two. In each dyad, one student should be given a photograph. Sitting across a table from each other, the student with the photograph should describe the photograph to the second student. The second student should do their best to replicate the drawing on a piece of paper according to the first student's description. After the students have finished their drawings, the student who drew should be given another photograph and the process should be repeated with the roles repeated. Things should proceed identically except that the medium of communication should be changed. This process should be repeated several times. The medium may include: * Over the telephone as part of homework. * Over IM or chat within the computer lab. * Face-to-face but using only gestures (i.e., no speech or words) * Only through written words. * Using written words and a pictures. Student should reassemble in class and compare drawings within in each medium and between different mediums. Discussion should proceed from these drawings on the nature of the communication medium and, ultimately, the nature of the quality of the final product produced with each medium. == Part Two == Students should be given a modified version of the ''Gossip'' instant messaging client on their computers and then asked to join a chat channel with every other student in the class or lab. Students should familiarize themselves with the chat client but should already be at least somewhat familiar with the mechanics of messaging and chat. Students will then be introduced to the concept of filtering. Students will see how to block message by keyword and by user, how to delay messages by keyword, user, or message frequency from a particular users, and how to alter messages ''en route'' in a variety of simple ways including keyword expansion and emoticon or image interpolation. Students will then be asked to create their own set of filters that makes the chat channel different: either more entertaining, more efficient or more difficult. They will then be asked to explain their filter to the rest of the class over the chat channel. Students will reconvene in the class and will again briefly present their filter. They will compare their in-class explanation to the explanation they made in the chat channel. The initial presentations will have, of course, been mediated by the filters that the student wrote. Students should reflect as as group on a number of questions: * Did students receive messages correctly through the filter? Did they receive it ''completely''? What did they miss? * Were individuals understandings inhibited or changed by the filters they wrote? = Discussion = Discussion should happen after both ''Part I'' and ''Part II'' but should culminate in a larger discussion at the end of both activities. In both sections, discussion should be framed and led so that students focus on key concepts in this theme. Important questions may include: * How is the process of changing medium similar and different from the process of adding or removing filters to an IM conversation? * Were some media or filters easier to communicate over than others? * Where there certain topics or concepts that were easier to communicate in some media or with some filters but more difficult to communicate with others? * How could students help make things easier or more difficult to understand by manipulating filters or changing media? Also, students should be asked to reflect on the effect of their filters with questions that might include: * What sort of effect did the work with the filters have on communication more generally? * Was communication more fun? More difficult? * What sorts of communication would their filters make easier or more difficult? * How are the filters similar to communication technology design more generally? Students should also be encouraged to connect the processes in the manipulation of media to the idea of censorship -- ideally if they have covered this in other work before and it does not need to be introduced again. They should ask: * How is the manipulation of media similar or different from censorship? * What is the relationship between censorship and communication technology design more generally? [[Category:Free Software]] 8444 77236 2007-01-16T20:06:34Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Department of Pharmacology'''. ==Department description== The Department of Pharmacology is a content development project where participants create, organize, and develop learning resources for pharmacology. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Pharmacology]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 8446 41174 2006-10-30T07:02:32Z Cwikman 2516 Carl-Johan Wikman Carl-Johan Wikman 8447 46605 2006-11-19T03:12:29Z JWSchmidt 20 [[Category:Human physiology]] Before learning about the various modes of contraception, it would be wise to review some basal science material on the [[anatomy and physiology of reproduction]]. *Historical methods: periodic abstinence Following ovulation, the ovum can be fertilized within an 24 hour timespan. Sperm has been shown to be capable of 3-5 day survival in utero, in some instances even up to 7 days. The theoretical fertile timeframe thus streches from 5 days before ovulation until the day after. Statistically, ovulation occurs most commonly at day 14 of the menstruational cycle, but there is considerable variety in the day of ovulation from cycle to cycle. At ovulation, the formation of a corpus luteum causes an increase in progesterone production. Among its many physiological effects, progesteron causes an approx. 0,5 centigrade increase in basal body temperature following ovulation. Also, LH gives an increase in oestrogen production, causing softening and upward rising of the uterus. These changes in basal body temperature and uterine consistency have been utilized as an indicator in family planning to foresee when a woman is fertile. ==Female methods== ===Oral contraceptives=== ===Copper Intrauterine Device (IUD)=== ===Hormonal Intrauterine Device (IUD)=== ===Diaphragm=== The diaphragm was first introduced in 1882. Modern diaphragms are dome-shaped latex rubber devices covering the cervix, thus acting as a mechanical barrier to sperm, preventing their entry into the uterus. It is generally recommended that the use of a diaphragm is supplemented with a spermicide, and used correctly this combination has an efficiacy of 92-96%. It is yet unknown whether the use of diaphragms without spermicides is comparably effective. Several sizes and types of diaphragms exist, differing in the design of the rim of the device. The selection of diaphragm is made during vaginal examination, where the cervix is assesed and the appropriate size of the diaphragm determined. Practically, this is done by measuring the distance from the posterior fornix to the symphysis, and finding a diaphragm of comparable diameter. A correctly fitted diaphragm should cover the cervix and sit tightly against the posterior part of the symphysis. The device should not be felt by the client while in situ. Fitting of the diaphragm must be taught gradually, focusing first on locating the cervix, then on fitting and removing the device, and finally on applying the spermicidal. About half an hour should be reserved for this purpose. Spermicidal gel is applied on both sides of the diaphhragm, and if intercourse does not take place within 3 hours, additional gel should be added. Following intercourse, the diaphragm should be left in for about 6 hours, but not more than a total of 24 hours to avoid the development of toxic shock syndrome. Proper hygiene is cruicial; the diaphragm must be washed thoroughly with mild soap and water. Significant changes in body weight might necessitate a change in the size of the diaphragm. Also, a routine control every 6 month is recommended to ensure proper fitting. The diaphragm should be replaced annualy. Diaphragms may increase the risk of urinary tract infections and provides no protection against STDs. Toxic shock syndrome is a feared complication if a diaphragm is carried for more than 30 hours. ===Cervical cap=== Cervical caps are rubber devices that act as mechanical barriers for sperm, capping the cervix, being held in place by suction. Cervical caps are not as commonly used as diaphragm, apparently mainly because of greater difficulties with fitting. With correct use, an efficiacy of 92-96% is obtained used with the addition of a spermicide. The cap is introduced while sqeezing it between the three first fingers. Thumb pressure is then released, and proper placement over the cervix is verified. Removal is accomplished by inserting a finger under the rim, thus removing the suction. Usage guidelines and complications of use are identical to those mentioned in the section on diaphragms. ===Sponge=== Sponges are made from polyurethane covered in a spermicide. They are inserted into the vagina 15 minutes prior to intercourse, and must be left in situ for 6 hours after intercourse has occured. Protection can be left in situ for up to 12 hours, and several intercourses can take place without the need of changing the sponge. ===Female condom=== ==Male methods== ===Condom=== Efficiacy of condoms are reported differently ranging from 98 to 95% when used properly and consistently. The obvious benefit from the use of condoms is protection against STDs, including HIV, and the absence of systemic effects. ===Vasectomy=== [[Category:Human physiology]] 8448 67772 2007-01-08T00:51:31Z JWSchmidt 20 See also =Gametogenesis= =The male reproductive system= *Anatomy *Spermatogenesis *Reproduction =The female reproductive system= *Anatomy *Menstruational cycle *Fertilization *Menoapuse ==See also== *[[Contraception]] [[Category:Human physiology]] [[Category:Human anatomy]] 8454 41208 2006-10-30T14:03:41Z Juan 2651 found <onlyinclude> <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#C5FCDC" | style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt" | '''[[w:en:Czech language|cs]]''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Tomuto uživateli je '''[[:Category:User cs|čeština]] [[:Category:User cs-N|mateřským jazykem]]'''.<includeonly>[[Category:User cs-N|{{PAGENAME}}]]</includeonly>[[Category:User cs|{{PAGENAME}}]] |}</div> </onlyinclude> 8455 41209 2006-10-30T14:04:11Z Juan 2651 found [[Category:User cs]] 8456 41211 2006-10-30T14:05:32Z Juan 2651 found <div style="float: left; border: solid #77E0E8 1px; margin: 1px;"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''it-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Questo utente può contribuire con un '''[[:Category:User it|Italiano]]''' di livello '''[[:Category:User it-2|intermedio]]'''.[[Category:User it-2|{{PAGENAME}}]]</td> </tr></table></div> 8457 41212 2006-10-30T14:05:55Z Juan 2651 found [[Category:User it]] 8458 41222 2006-10-30T14:15:47Z Juan 2651 typo [[Category:Users by language|i ]] 8459 41214 2006-10-30T14:09:17Z Juan 2651 found <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''ru-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Этот участник владеет '''[[:Category:User ru|русским языком]]''' на '''[[:Category:User ru-1|начальном уровне]]'''. [[Category:User ru-1|{{PAGENAME}}]]</td> </tr></table></div> 8460 41215 2006-10-30T14:09:36Z Juan 2651 found [[Category:User ru]] 8461 41221 2006-10-30T14:15:28Z Juan 2651 typo [[Category:Users by language|r ]] 8462 41223 2006-10-30T14:17:32Z TuHeinz 2652 == Licensing == {{GFDL-self}} 8463 45148 2006-11-13T03:40:10Z Rayc 57 cat ==Linguistic== Treating the field of study as a language, and applying all the linguistic rules and patterns. Used in: studying languages, computer programming. *Branches: Classic Language approach; Methalanguage approach. *Examples: Linguistinc approach in Programming Languages ==Mathematicals/Physical/Geometrical== Treating the field of research in terms of mathematical calculations, formulas, theorems, of physics, geometry, etc *Used in: Any physical/mathematical science. Analyzing stand-alone physical system *Can also be used in studying mechanical systems, since they parts in motion are geometrically analyzed. ==Schematic== Treating the object of research as a circuit of components. Their interaction, interfacing, and working together Used in analyzing electric circuits, pneumatic circuits, water pipe flow, heating/ventilation/air conditioning. As well as many composite (not standalone) systems, where it’s a must to know the interaction of components. *Subdivisions: **Physical circuits,are the structures which EXIST as circuits. ***Electric/Pneumatic circuits, ***transportation networks, ***computer networks, etc. **Virtual circuits is more logico-analytical approach. ***Flow charts, ***Graphs, ***Work plans, ***state diagrams, ***finite automata, etc. Ideal for analyzing system that doesn’t move itself, yet has some moving particles in it. (i.e. electrons is the circuits, gas/liquid in pneumatic/hydraulic system, transit vehicles in transportation network) Can be described as [[wikipedia:General Circuit Theory|General Circuit Theory]] ==Conceptual== Consists just of learning, memorizing and sometime analyzing the concepts Used in learning history, geography, literature, arts, music…. legal studies, philosophy, and ethics require some logical analysis. ==Structural approach== can be used wither along with above listed approaches, and separately. It treats what is doen, as a structure. Examples are (Multiple-voice Musical Composition, Multiple layer technical drawing and graphics. Multilayer circuit, as found in microprocessors and IC chips. ==Executive approach== To be simple: given the instruction, the worker performs it. However, some logical decisions may be required. Used in: Construction, driving cars/trains, playing musical pieces by notes, etc. ==Ad hoc, or Practical== Used in learning and analyzing things completely by practice. Without any theoretical principle behing. Involoves looking on “How other do it” then just by imprerical. Later on logical conclusions can be made. [[Category:Education]] 8464 41256 2006-10-30T15:56:31Z JWSchmidt 20 subcat [[Category:Law]] [[Category:Research]] [[Category:General science]] 8465 41257 2006-10-30T15:56:49Z JWSchmidt 20 [[Category:Science]] [[Category:Science]] 8466 49193 2006-11-27T04:53:06Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Category:Content]] 8468 70854 2007-01-12T00:59:50Z JWSchmidt 20 add image Welcome to the "'''What is science?'''" learning project. Participants in this project explore science and the relationship of science to other aspects of human life. ==General features of science== [[Image:Palais de la decouverte dispositifs 3 jnl.jpg|thumb|right|300px]] Science is concerned with knowledge that can be objectively verified. Objective verification of knowledge is a social process by which observations and ideas are explained in sufficient detail so that others can verify them. Science depends on careful observation of the world, often aided by contrived experiments and mathematical models that artificially simplify the behavior of complex systems. The results from many special purpose experiments and models can then be combined in order to understand the full complexity of real world phenomena<ref>"[http://www.ceptualinstitute.com/genre/weaver/weaver-1947b.htm Science and complexity]" by Warren Weaver in [[w:American Scientist|American Scientist]] (1948) Volume 36, page 536.</ref>. Thus, science depends on information received by the senses, but subjective experience is constantly tempered by skepticism and systematic doubt. Scientists continually look for new ways to test what we think we know and understand. Scientific ideas are always tentative and are often modified and updated as needed when new observations become possible and new ways are found to combine old observations and ideas<ref name="Bridgman1956">"[http://www.pubmedcentral.gov/pagerender.fcgi?tool=pmcentrez&pageindex=1&artid=528282 Science and broad points of view]" by P. W. Bridgman in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (1956) Volume 42, pages 315-325.</ref>. Arguments from authority carry no weight in science. Repeated, independent verification of scientific results by means of multiple methods is the basis upon which scientific objectivity is built. New sciences arise when new phenomena are discovered or new methods for scientific investigation become available. Some fields of study exist as protosciences with their investigators hoping to observe certain types of phenomena. For example, astrobiologists<ref>"[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=33369 Searching for an alien haven in the heavens]" by Bridget C. Coughlin in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (2001) Volume 98, page 796.</ref> have not observed life in other star systems, but are attempting to find evidence to support the idea that life might exist beyond Earth and outside of the Solar System. It is not unusual for scientists to make predictions and then spend many years attempting to verify those predictions. As long as scientific methods are used and unverifiable claims are not made, such protoscience can exist as an important part of how scientific knowledge is extended to new domains. In some cases, entire existing academic disciplines attempt to adopt scientific methods and make a transition towards greater scientific objectivity for that field<ref name="Henrickson2002">"[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=128599 Foundations of “new” social science: Institutional legitimacy from philosophy, complexity science, postmodernism, and agent-based modeling]" by Leslie Henrickson and Bill McKelvey in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (2002) Volume 99, pages 7288-7295.</ref>. In contrast, pseudoscience is characterized by attempts to champion unverified claims as scientific without bothering to follow the scientific method. ===Exercises and discussion=== *In addition to the "quantum revolution"<ref name="Bridgman1956" />, what are some examples of "scientific revolutions" which resulted in major changes in scientific understanding? *What are some currently active protosciences? ([[Topic:Exobiology|Exobiology]] - searching for data) *Discuss this [[w:List of pseudosciences and pseudoscientific concepts|list of pseudosciences]]. [[Category:General science]] ==References== <references/> 8471 41287 2006-10-30T17:06:44Z NickSentowski 1770 [[Topic:Introduction to Programming Logic\Key Terms]] moved to [[Topic:Introduction to Programming Logic/Key Terms]] #REDIRECT [[Topic:Introduction to Programming Logic/Key Terms]] 8472 41291 2006-10-30T17:24:02Z JRasmussen 2609 /* Licensing */ == Summary == The Cover of the Apocrypha Discordia == Licensing == {{GFDL}} 8473 41292 2006-10-30T17:25:07Z JRasmussen 2609 Cover of the Principa Discordia == Summary == Cover of the Principa Discordia == Licensing == {{GFDL}} 8474 41299 2006-10-30T17:34:21Z JRasmussen 2609 Cover of Eh-Sen-Trik-Huha Discordia Cover of Eh-Sen-Trik-Huha Discordia 8475 41303 2006-10-30T19:03:18Z JRasmussen 2609 == Licensing == {{GFDL}} 8476 44732 2006-11-11T13:52:32Z Andrew massyn 2578 /* See Also */ link ==An introduction to Cession== The main point of cession is the transfer of [[personal rights]] (claims) as opposed to [[real rights]]. In simplified terms cession is the transfer from one creditor to another of an '''obligation''' from a debtor. When real rights are transferred, transfer takes place by delivery. Personal rights have no corpus and cannot therefore be delivered. Accordingly the method of transfer of personal rights is by cession. Cession therefore encompasses two concepts. # First the creation of a '''means of transfer''' of personal rights; and # The''' method''' of transfer. ===Whose who in the zoo=== The principle parties to any cession agreement are the '''Cedent''' and the '''Cessionary.''' The debtor is '''not''' a party to the cession agreement, The debtor merely performs his obligations. It is obviously important to notify the debtor of any cession agreement when the obligation falls due, because otherwise he will execute performance to the wrong party. *The Cedent is the original owner of the right or claim. *The Cessionary is the new ower of the right or claim. *The debtor is the person obliged to perform. In practise it is important to distinguish between the parties because a cession agreement is usually entered into as a result of an obligation between the cedent and the cessionary. (i.e. the cedent is usually a debtor of the cessionary) '''Do not confuse the obligations of the cedent and the obligations of the principle debtor.''' On cession, the ''vinculum juris'' is extinguished between the cedent and the debtor and the ''vinculum juris'' is passed to the cessionary. It is useful to put the parties to a cession agreement in a diagramatic scheme as follows. At the moment of cession: ::::The Cedent ↔ (transfers his right to) ↔ Cessionary ::::↑(obligation to Cedent) ::::Debtor On conclusion of the cession agreement, ::::Debtor ↔ (must perform the obligation to) Cessionary. Note: On conclusion of the cession agreement, the Cedent falls out of the picture, and the ''vinculum juris'' is between the Debtor and the Cessionary. Thus in terms of ''locus standi'', the Cessionary has full ''locus standi'' and any defences against the Cedent which the Debtor had are also available against the Cessionary. (in practise the courts require the cession agreement to be mentioned in the particulars of claim, to show or prove the ''locus standi'' of the Cessionary). ==The Need for Cession== There is a commercial need to transfer obligations. #For example: #*Donald owes me R100.00 #*I can sell my debt to Sue for R80.00. If Sue recovers, she makes a profit and I am happy because I have R80.00 without the hassle of having to importune or to bring action against Donald. #For example: #*Donald owes me R100.00 #*I owe Sue R100.00. #*I can cede my claim to Sue. #For example: #*Donald owes me R100.00 #*I want to borrow R100.00 from Sue. #*I cede my debt as security to Sue for due performance of my own obligation. (This is a cession in securitatem debiti, of which more anon). ==The Problem with cession== The theoretical problem with cession is that it straddles two branches of law, and does not easily fit into either. This has led to conceptual confusion when interpreting cession agreements. In Roman Law: ''Stipulatio alteri nemo potest''; i.e. it is not possible to transfer an obligation. But it happened! So all the jurists then had to explain it, hence the three theories of cession. #'''First theory: Rooted in Law of property.''' ##A claim is an asset in an estate. ##Assets can be transferred. ##Therefore claims can be transferred and creditors are substituted as a consequence of the transfer of the asset. #'''Second theory: Rooted in Law of obligations.''' ##A claim is a right in consequence of an obligation. The basic principal of the law of obligations is that a debtor can only discharge his obligation by payment to the creditor. ##The substitution of creditors does not affect the right itself. ##Therefore claims can be transferred and creditors are substituted as a consequence of transfer of the right. #'''Third theory: The dual nature''' i.e. both in the law of obligations and the law of property. #*The claim is transferred via the law of property. #*The creditor is substituted on performance of an additional act governed by the law of obligations. ==See Also== *[[Cession in South African Law]] *[[Cession in South African Law: Classification of cession]] *[[Cession in South African Law: The claim or object of cession - 4.]] *[[Cession in South African Law: Case law]] [[Category:South African Law]] 8477 41323 2006-10-30T20:16:24Z Sj 2660 Redirecting to [[Software Freedom]] #redirect [[Software Freedom]] 8478 44733 2006-11-11T13:53:39Z Andrew massyn 2578 /* See Also */ link ==The definition of cession== ::::'''Cedent''' ↔ (transfers his right to) ↔ '''Cessionary''' ::::↑(obligation to Cedent) ::::'''Debtor''' The Principles of Cession were clearly defined in '''JOHNSON v INCORPORATED GENERAL INSURANCE LTD 1983 (1) SA 318 (A),''' which stated that: Cession in our modern law can be seen as: #An '''act of transfer''' (''oordragshandeling'') #To enable the transfer of the right to claim (''translatio juris'') to take place #Accomplished by means of an '''agreement of transfer''' (''ordragsoorenkoms'') #Between the cedent and the cessionary #Arising out of a '''justa causa''' #From which the intention of the cedent to transfer the right to claim ('''''animus transferendi''''') appears or can be inferred #From which the intention of the cessionary to become the holder of the right ('''''animus acquirendi''''') appears or can be inferred. #The ''justa causa'' can be an '''obligatory agreement''' (''verbintenisskeppende oorenkoms'') arising from for example: #*A contract of sale; #*A contract of exchange; #*A contract of donation; #*An agreement settlement; or even #*A payment. #The cessionary can cede his right to someone else. #If the cessionary cedes his right to the previous cessionary, we have a '''re-cession'''. #If the parties wish to '''resile''' from the cession agreement; #* and their intention is to undo the agreement of transfer, #*the '''dissolution agreement''' has the effect of a re-cession which results in the #*''translatio'' of the right to claim. ==Various agreements distinguished== From the above, it will be seen that there are several agreements incorporated into any cession agreement. # The obligatory agreement # The trasfer agreement # The agreement extinguishing obligations # The dissolution agreement. These agreements will be examined in more detail below. ===The obligatory agreement=== The obligatory agreement is the agreement between the '''debtor''' and the '''cedent'''. This is the obligation which will be transferred to the cessionary when a cession is effected. It is in fact the ''causa'' of the cession agreement. The obligatory agreement may arise from a number of causes, for example: *'''a sale''' *'''a loan agreemet''' *'''an undertaking''' to perform in future. *'''a lease''' etc. Thus in schematic form, the obligatory agreement between the debtor and the cedent becomes the ''causa'' for the cession agreement between the cedent and the cessionary. ::::'''Cedent''' (the obligatory agreement = the '''causa''' between ) '''Cessionary''' ::::↑(obligatory agreement) ::::'''Debtor''' A series of propositions will be developed in the following discussions. #Relating to the obligatory agreement, let us assume that Donald the debtor owes Cedric the cedent R100.00. The reason for his debt is the sale of goods by Cedric to Donald with payment to be made at the end of the month. ===The transfer agreement=== The transfer agreement is the agreement between the '''cedent''' and the '''cessionary''' to transfer the obligation of the debtor from the cedent to the cessionary. It is not necessary for the transfer agreement to be in writing, but it is advisable See '''BOTHA v FICK 1995 (2) SA 720 (A)''' where it was held that ''"mere consensus is sufficient to effect a cession"'' The essential elements of the transfer agreement are: #An '''intention''' by the cedent to '''pass transfer''' of the debtor's obligation to the cessionary. #An '''intention''' by the cessionary to '''accept transfer''' of the debtor's obligation from the cedent. # A '''causa''' for the transfer. i.e. the obligation of the debtor. On completion of the transfer agreement, the claim passes perminently to the cessionary. From that point onwards, the cession cannot be revoked unilaterally by either the cedent or the cessionary. In schematic form the transfer agreement is between: ::::'''Cedent''' (the transfer agreement)↔ '''Cessionary''' ::::↑(obligatory agreement) ::::'''Debtor''' To continue with the proposition. #Donald the debtor owes Cedric the Cedent R100.00 #Cedric wishes to sell his claim to Susan the cessionary for R90.00. #Susan wishes to purchase the claim from Cedric for R90.00. The Cedent and cessionary have two choices in drafting the cession. :They can incorporate the sale of the debtors obligation and cession of the right to claim into one agreement. #* '''Sale and cession:''' Cedric hereby sells and transfers (cedes) to Susan his claim against Donald in the sum of R100.00 for the sum of R90.00. Alternatively they can seperate the two agreements out. #*'''Sale''' *Cedric sells his claim of R100.00 against Donald to Susan for the sum of R90.00 #*'''Cession''' On payment of the sum of R90.00 by Susan to Cedric, Cedric will cede (transfer) his right title and interest in his claim against Donald to Susan. Once the cession is effected, the cedent falls out of the picture, and the ''vinculum juris'' is between the debtor and the cessionary. ===Agreement extinguishing obligations=== If one analyses it carefully one will see that there are in fact two agreements extinguishing obligations. #The first is the agreement extinguishing the obligation between the cedent and the cessionary. This is the actual cession or transfer of the cedent's claim against the debtor. in our example, it is the transfer of the claim for R100.00 owed by Donald from Cedric to Susan. #The second is the agreement extinguishing the obligation (if any) between the cessionary and the cedent. In our example it is the payment by Susan the cessionary of R90.00 to Cedric the cedent. [there may however not be an obligation here, if the reason for cession was a donation]. #The discharge of his obligation by the debtor to the cessionary is not strictly a part of the cession agreement, as the cession agreement is only between the cedent and the cessionary. But it is an inevitable consequence of the transfer of the claim and the causa of the cession agreement in the first place. It is therefore mentioned here. === Resolutive agreement or Dissolution agreement=== The Resolutive agreement refers to an agreement between the cedent and cessionary where they agree to re-cede the object of the cession for some or other reason. It may be for example that the cedent has borrowed money from the cessionary and ceded a claim due to him as security for the loan. You will recall that on transfer, the claim (or object of cession) becomes an asset in the estate of the cessionary. Once the cedent's debt has been repaid to the cessionary, the cessionary would be unjustly enriched if she retained the cedent's [former] claim as she would have received both the money from the cedent and the claim. It is in circumstances such as this that a resolutive agreement comes into play. See for example '''LIEF V DETMANN 1964 (2) SA 525 (A)''' where it was stated that *"The only way in which a right of action can be furnished as security for a debt is by way of cession. i.e. by a transaction which in our law results in the cedent being divested of his rights and those rights vesting in the cessionary. Where the cession is made in security for a debt, it does not in my opinion signify that the cedent retains any right in the subject matter of the cession; his continued interest flows from the agreement either express or implied with the cessionary that the right of action will be ceded back to him on the discharge of his debt." ===See Also=== *[[Cession in South African Law - 1.]] *[[Cession in South African Law: An introduction to cession - 2.]] *[[Cession in South African Law: The claim or object of cession - 4.]] *[[Cession in South African Law: Case law]] [[Category:South African Law]] 8479 75970 2007-01-14T22:28:34Z Historybuff 5228 moved to subcat ''see [[Software Freedom]]'' Software freedom is one of many aspects of software and [[Topic:Computer Science|computer science]] that impact modern society. See for instance [[Communication#Communication in software]]. [[Category:Software]] 8480 80199 2007-01-23T01:22:49Z CQ 1939 /* Additional Readings/Links */ added section /* Related activities */ and link to [[Topic:VoIP|VoIP activity group]] ''The goal of this section is to prompt students to think about how the mediums of communication limit the nature of what students can and cannot communicate to each other.'' = Comunication in software = A second goal is to prompt students to think about the way that communication technology (and software in particular) is playing an increasingly important role in providing the mediums of communication and to ask students to ponder the impact of technological decisions on communication.'' == Explorations and Activities == This section may be well served by the [[Software Freedom/Controlling Communication Activity]]. Alternatively, the following related activities or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises. === Activity: ''Designing Communication'' === ''An activity or discussion around an actual communications technology that has been intentionally designed to prevent a certain type of use.'' Some good examples include Digital Rights Management technologies that prevent copying or types of copying. Questions to raise in discussion might include: * Was the design of the system fair or unfair? Why? * Whose interests were being served by the design in question? Whose interests were not being served? * If students could redesign the system, how would they do so? This might also involve an experiment that prompts the users to modify an existing communication program on their computer (e.g., through the creation of "filters"). This might be as simple as an email filter that hid, redirected, or changed incoming messages. It might also be a filter for the IM client that made a superficial or meaningful change. It could be something more complex as well. Students would then be asked to share their projects with each other and reflect on issues that each one raised: * What is the purpose of the filter? What is the effect? Are these different? * Would these systems make it easier or more difficult for people to communicate with you? * How might these filters affect the way you understand messages? * In what ways might your understanding of a message be different than the intention? Is this a problem? Why or why not? * Would you use this filter? Why or why not? === Exploration: ''Communication Control and Censorship'' === ''An activity that prompts students to compare any previous background or reading they have done in the area of censorship with the idea of network filtering or more "innocent" changes to communication technology that alter the terms on which students communicate.'' == Key Concepts == Student could walk away from this section with: * An understanding of the way that medium can effect messages being communicated. * Knowledge of the power of communication technology (and computer software in particular) to control and limit the spread and the message of information. * A feeling for the way the interests of individuals and organizations -- for better or for worse -- can be reflected in the technologies and have a meaningful effect on what is and is not communicated and how. * An understanding of the student's role in relation to this technology and a feeling that they are not completely passive observers. == Additional Readings == * Lawrence Lessig's [http://www.code-is-law.org Code is Law: And Other Laws of Cyberspace] * Richard Sclove's [http://www.powells.com/biblio?PID=2475&cgi=product&isbn=089862861X Democracy and Technology] == Related activities == *[[Topic:VoIP|VoIP activity group]] - [[Wikiversity:Interactive learning resources|Interactive learning resource]] for hands-on experience with [[w:Voice over Internet Protocol|Voice over Internet Protocol]] systems *... [[Category:Communication]] [[Category:Learning activities]] 8482 48351 2006-11-24T20:21:53Z Rayc 57 created second hidden profile to hid the answer, fixed purge buttom <div style="float: right; margin-left: 10px">__TOC__</div> Flashcards for Java Keywords. Initial definitions from the Wikipedia[http://en.wikipedia.org/wiki/Java_keywords] as pointed to in Lesson 2 of the Wikiversity introductory Java course. Please do not change them without a clear understanding that there is an error present. Consider discussing the error with others either here or at Wikipedia prior to changing the definitions here on the master flashcard file. Forking and tailoring is encouraged if you wish to personalize the definitions. If you prefer to study a glossary style presentation see the definitions at Wikipedia for Java Key Words.[[http://en.wikipedia.org/wiki/Java_keywords]] Another set of Java Flashcards is available that provides the keyword and challenges you to think of the conceptual definition before checking the answer. [[More Java Keyword Flashcards]] Read the definitions and then decide the appropriate Java Keyword. Click <b>Expand</b> for the Java keyword for the concept defined to appear. <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {{#switch:{{#expr:({{#time:s}}/60*53 round 0)}} |1= :Used in a class declaration to specify that a class is not to be instantiated, but rather extended by other classes. Used in a method declaration to declare a method without providing the implementation. An abstract class can have abstract methods that are not implemented in the abstract class, but in [[w:Subclass (computer science)|subclasses]]. All methods declared in an <code>interface</code> are implicitly <code>abstract</code>. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Abstract class|abstract]] </div> <div class="NavEnd">&nbsp;</div> </div> |2=:A keyword used to make the assumed value of a condition explicit. If the condition is not true, an {{Javadoc:SE|java/lang|AssertionError}} is thrown. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Assertion (computing)|assert]] (as of J2SE 1.4) </div> <div class="NavEnd">&nbsp;</div> </div> |3=:Refers to an expression or [[w:variable#Computer Programming|variable]] that can have only a true or false value. Java provides the <code>boolean</code> type and the literal values <code>true</code> and <code>false</code>. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Boolean datatype#Java|boolean]] </div> <div class="NavEnd">&nbsp;</div> </div> |4= :Used to resume program execution at the statement immediately following the current enclosing block or statement. If followed by a label, the program resumes execution at the statement immediately following the enclosing labeled statement or block. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Switch statement#Java|break]] </div> <div class="NavEnd">&nbsp;</div> </div> |5= :An 8-[[w:bit]] integer. A keyword used to [[w:Declaration (computer science)|declare]] an expression, method return value, or variable of type byte. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:byte]] </div> <div class="NavEnd">&nbsp;</div> </div> |6= :Defines a group of statements to execute if the specified value matches the value defined by the enclosing <code>switch</code> statement. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Switch statement#Java|case]] </div> <div class="NavEnd">&nbsp;</div> </div> |7= :Defines an [[w:exception handler]]&mdash;a group of statements that are executed if an exception is thrown in the block defined by a preceding <code>try</code> keyword. The code is executed only if the class of the thrown exception is assignment compatible with the exception class declared by the <code>catch</code> clause. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Exception handling#Java|catch]] </div> <div class="NavEnd">&nbsp;</div> </div> |8= :A 16-bit [[w:Unicode]] character. A Java keyword used to declare an expression, method return value, or variable of type character. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Character (computing)|char]] </div> <div class="NavEnd">&nbsp;</div> </div> |9= :A type that defines the implementation of a particular kind of object. A class definition defines [[w:Object (computer science)|instance]] and class fields, [[w:Method (computer science)|methods]], and [[w:inner class]]es as well as specifying the [[w:Interface (computer science)|interfaces]] the class implements and the immediate [[w:Superclass (computer science)|superclass]] of the class. If the superclass is not explicitly specified, the superclass is implicitly {{Javadoc:SE|java/lang|Object}}. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Class (computer science)#Java|class]] </div> <div class="NavEnd">&nbsp;</div> </div> |10= :This keyword is '''not used''' by current versions of the Java programming language. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Variable#Constant|const]] (reserved without use) </div> <div class="NavEnd">&nbsp;</div> </div> |11= :Used to resume program execution at the end of the current loop body. If followed by a label, <code>continue</code> resumes execution at the end of the enclosing labeled loop body. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:continue (Java)|continue]] </div> <div class="NavEnd">&nbsp;</div> </div> |12= :Defines a group of statements to begin executing if the value defined by the enclosing <code>switch</code> statement does not match any value specified by a <code>case</code> keyword in the <code>switch</code> statement. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Switch statement#Java|default]] </div> <div class="NavEnd">&nbsp;</div> </div> |13= :Used to declare a loop that will [[w:Iteration|iterate]] a block of statements. The loop's exit condition is specified with the <code>while</code> keyword. The loop will execute once before evaluating the exit condition. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:do while loop#Java|do]] </div> <div class="NavEnd">&nbsp;</div> </div> |14= :A 64-bit [[w:Floating Point|floating point value]]. A Java keyword used to declare an expression, method return value, or variable of type double-precision floating point number. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Double precision|double]] </div> <div class="NavEnd">&nbsp;</div> </div> |15= :Used to define a statement or block of statements that are executed in the case that the test condition specified by the <code>if</code> keyword evaluates to false. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Conditional statement|else]] </div> <div class="NavEnd">&nbsp;</div> </div> |16= :A Java keyword used to declare an [[w:enumerated type]]. Enumerations extend the base class {{Javadoc:SE|java/lang|Enum}}. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Enumerated type|enum]] (as of J2SE 5.0) </div> <div class="NavEnd">&nbsp;</div> </div> |17= :Used in a class declaration to specify the superclass; used in an interface declaration to specify one or more superinterfaces. Class X extends class Y to add functionality, either by adding fields or methods to class Y, or by overriding methods of class Y. An interface Z extends one or more interfaces by adding methods. Class X is said to be a subclass of class Y; Interface Z is said to be a subinterface of the interfaces it extends. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Inheritance (object-oriented programming)#Java|extends]] </div> <div class="NavEnd">&nbsp;</div> </div> |18= :Define an entity once that cannot be changed nor derived from later. More specifically: a final class cannot be subclassed, a final method cannot be overridden, and a final variable can occur at most once as a left-hand expression. All methods in a final class are implicitly <code>final</code>. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:final (Java)|final]] </div> <div class="NavEnd">&nbsp;</div> </div> |19= :Used to define a block of statements for a block defined previously by the <code>try</code> keyword. The <code>finally</code> block is executed after execution exits the <code>try</code> block and any associated <code>catch</code> clauses regardless of whether an exception was thrown or caught. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Exception handling#Java|finally]] </div> <div class="NavEnd">&nbsp;</div> </div> |20= :A 32-bit floating point value. A Java keyword used to declare an expression, method return value, or variable of type single-precision floating point number. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Floating point|float]] </div> <div class="NavEnd">&nbsp;</div> </div> |21= :Used to define a loop that reiterates statements. The <code>for</code> loop specifies the statements to be executed, exit condition, and initialization variables for the loop. The exit condition is evaluated before the first iteration of the loop. Since J2SE 5.0, a form of the <code>for</code> loop specifies an {{Javadoc:SE|java/lang|Iterable}} object where each iteration of the loop processes one of its contained elements. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:for loop#Java|for]] </div> <div class="NavEnd">&nbsp;</div> </div> |22= :This keyword is '''not used''' by current versions of the Java programming language. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:goto]] (reserved without use) </div> <div class="NavEnd">&nbsp;</div> </div> |23= :Used to conduct a conditional test and execute a block of statements if the test evaluates to true. If an optional block is defined with the <code>else</code> keyword, then the <code>else</code> block is executed if the test evaluates to false. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Conditional statement|if]] </div> <div class="NavEnd">&nbsp;</div> </div> |24= :Included in a class declaration to specify one or more [[w:Interface (Java)|interfaces]] that are implemented by the current class. A class inherits the types and abstract methods declared by the interfaces. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;implements </div> <div class="NavEnd">&nbsp;</div> </div> |25= :Used at the beginning of a [[w:source file]] to specify classes or entire [[w:Java package]]s to be referred to later without including their package names in the reference. Since J2SE 5.0, <code>import</code> statements can import <code>static</code> members of a class. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;import </div> <div class="NavEnd">&nbsp;</div> </div> |26= :A [[w:operator (programming)|binary operator]] that takes an object reference as its first operand and a class or interface as its second operand and produces a boolean result. The <code>instanceof</code> operator evaluates to true if and only if the runtime type of the object is assignment compatible with the class or interface. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;instanceof </div> <div class="NavEnd">&nbsp;</div> </div> |27= :A 32-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type integer. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Integer (computer science)|int]] </div> <div class="NavEnd">&nbsp;</div> </div> |28= :Used to declare a special type of class that only contains abstract methods, constant (<code>static final</code>) fields and <code>static</code> interfaces. It can later be implemented by classes that declare the interface with the <code>implements</code> keyword. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Interface (Java)|interface]] </div> <div class="NavEnd">&nbsp;</div> </div> |29= :A 64-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type long integer. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:long integer|long]] </div> <div class="NavEnd">&nbsp;</div> </div> |30= :Used in method declarations to specify that the method is not implemented in the same Java source file, but rather in another language. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:native code|native]] </div> <div class="NavEnd">&nbsp;</div> </div> |31= :A keyword used to create an instance of a class or array. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Object lifetime#Java|new]] </div> <div class="NavEnd">&nbsp;</div> </div> |32= :A group of types. Packages are declared with the <code>package</code> keyword. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Java package|package]] </div> <div class="NavEnd">&nbsp;</div> </div> |33= :An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by other elements of its class. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:private (Java)|private]] </div> <div class="NavEnd">&nbsp;</div> </div> |34= :An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by elements residing in its class, subclasses, or classes in the same package. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;protected </div> <div class="NavEnd">&nbsp;</div> </div> |35= :An access modifier used in a class, method or field declaration. It signifies that the class, method or variable can be accessed by elements residing in other classes or packages. All members declared in an <code>interface</code> are implicitly <code>public</code>. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;public </div> <div class="NavEnd">&nbsp;</div> </div> |36= :Used to finish the execution of a method. It can be followed by a value required by the method definition that is returned to the caller. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Method (computer science)|return]] </div> <div class="NavEnd">&nbsp;</div> </div> |37= :A 16-bit integer value. Used to declare an expression, method return value, or variable of type short integer. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:short integer|short]] </div> <div class="NavEnd">&nbsp;</div> </div> |38= :Used to declare a field, method or inner class as a class field. Classes maintain one copy of class fields regardless of how many instances exist of that class. <code>static</code> also is used to define a method as a class method. Class methods are [[w:Name binding|bound]] to the class instead of to a specific instance, and can only operate on class fields. (Classes and interfaces declared as <code>static</code> members of another class or interface are actually top-level classes and are ''not'' inner classes.) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;static </div> <div class="NavEnd">&nbsp;</div> </div> |39= :A Java keyword used to restrict the precision and rounding of floating point calculations to ensure portability. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:strictfp]] (as of J2SE 1.2) </div> <div class="NavEnd">&nbsp;</div> </div> |40= :Used to access members of a class inherited by the class in which it appears. Allows a subclass to access [[w:Method overriding (programming)|overridden]] methods and hidden members of its superclass. The <code>super</code> keyword is also used to forward a call from a constructor to a constructor in the superclass. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Inheritance (object-oriented programming)#Java|super]] </div> <div class="NavEnd">&nbsp;</div> </div> |41= :Used to evaluate a variable that can later be matched with a value specified by the <code>case</code> keyword in order to execute a group of statements. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Switch statement#Java|switch]] </div> <div class="NavEnd">&nbsp;</div> </div> |42= :Used in the declaration of an instance method or code block to acquire the [[w:mutex]] lock for an object while the current [[w:thread (computer science)|thread]] executes the code. Guarantees that at most one thread at a time operating on the same object executes that code. The mutex lock is automatically released when execution exits the synchronized code. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Mutual exclusion|synchronized]] </div> <div class="NavEnd">&nbsp;</div> </div> |43= :Used to represent an instance of the class in which it appears. <code>this</code> can be used to access class members and as a reference to the current instance. The <code>this</code> keyword is also used to forward a call from one constructor in a class to another constructor in the same class. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:this (Java)|this]] </div> <div class="NavEnd">&nbsp;</div> </div> |44= :Causes the declared exception instance to be thrown. This causes execution to continue with the first enclosing exception handler declared by the <code>catch</code> keyword to handle an assignment compatible exception type. If no such exception handler is found in the current method, then the method returns and the process is repeated in the calling method. If no exception handler is found in any method call on the stack, then the exception is passed to the thread's uncaught exception handler. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Exception handling#Java|throw]] </div> <div class="NavEnd">&nbsp;</div> </div> |45= :Used in method declarations to specify which exceptions are not handled within the method but rather passed to the next higher level of the program. All uncaught exceptions in a method that are not instances of <code>RuntimeException</code> must be declared using the <code>throws</code> keyword. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Exception handling#Java|throws]] </div> <div class="NavEnd">&nbsp;</div> </div> |46= :Declares that an instance field is not part of the default [[w:Serialization|serialized]] form of an object. When an object is serialized, only the values of its non-transient instance fields are included in the default serial representation. When an object is deserialized, transient fields are initialized only to their default value. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Transient#In Computer Science|transient]] </div> <div class="NavEnd">&nbsp;</div> </div> |47= :Defines a block of statements that have exception handling. If an exception is thrown inside the <code>try</code> block, an optional <code>catch</code> block can handle declared exception types. Also, an optional <code>finally</code> block can be declared that will be executed when execution exits the <code>try</code> block and <code>catch</code> clauses, regardless of whether an exception is thrown or not. A <code>try</code> block must have at least one <code>catch</code> clause or a <code>finally</code> block. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Exception handling#Java|try]] </div> <div class="NavEnd">&nbsp;</div> </div> |48= :Used in method declarations to specify that the method does not return any value. <code>void</code> can also be used as a nonfunctional statement. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:void return type|void]] </div> <div class="NavEnd">&nbsp;</div> </div> |49= :Used in field declarations to specify that the variable is modified [[w:asynchronous]]ly by concurrently running threads. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;volatile </div> <div class="NavEnd">&nbsp;</div> </div> |50= :Used to declare a loop that iterates a block of statements. The loop's exit condition is specified as part of the while statement. If <code>while</code> appears before the body of the loop, the exit condition is evaluated before the first iteration. If <code>while</code> appears after the loop body then the <code>do</code> keyword designates the beginning of the loop body which is executed once before evaluating the exit condition. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:do while loop#Java|while]] </div> <div class="NavEnd">&nbsp;</div> </div> |51= :A boolean literal value. A [[w:Reserved word]] for a [[w:literal]] value. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Truth value|false]] </div> <div class="NavEnd">&nbsp;</div> </div> |52= :A reference literal value. A [[w:Reserved word]] for a [[w:literal]] value. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:null (computer)|null]] </div> <div class="NavEnd">&nbsp;</div> </div> |53= :A boolean literal value. A [[w:Reserved word]] for a [[w:literal]] value. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Truth value|true]] </div> <div class="NavEnd">&nbsp;</div> </div> }} </div> <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> {{#expr:({{#time:s}}/60*53 round 0)}} </div> <div class="NavEnd">&nbsp;</div> </div> [http://en.wikiversity.org/w/index.php?title=Flashcards_for_Java_keywords&action=purge Get new card] [[Category:Java]] 8483 41348 2006-10-30T20:42:25Z Sj 2660 Redirecting to [[Wikiversity:Be bold]] #redirect [[Wikiversity:Be bold]] 8486 edit=sysop:move=sysop 41572 2006-10-31T00:18:46Z JWSchmidt 20 link to original location at Wikibooks '''NOTE''': ''This page is an historical archive of a page that [[b:Wikiversity:About|originally existed at Wikibooks]]. Do not edit this page. You can make comments on the [[Talk:About|discussion page]].'' ---- <div style="background-color: #ccffcc; padding: 0 10px; border: 1px solid #ffad80"> Go to '''[[Meta:Talk:Wikiversity/Modified project proposal]]''' to help make the [[m:Talk:Wikiversity#Current status|Wikiversity proposal modifications]] that were requested by the Board. <small>Note: You need to create an account at Meta (separate from your Wikibooks account) or edit anonymously to edit pages at Meta.</small> </div> ---- Note: This is a proposed about page. Any information on it is subject to change. ''Please see the [[Talk:About|talk page]] for discussion on the content of this page.'' '''Wikiversity''' is a collection of [[w:open content|open content]] learning processes that are being collaboratively developed on this website. This site is a [[w:wiki|wiki]], meaning that anyone, including you, can edit any local material [[Wikibooks:module|module]] right now by clicking on the ''edit this page'' link that appears in every Wikiversity module. All of the site's content is covered by the [[GNU Free Documentation License]]. Contributions remain under the [[w:copyright|copyrights]] of their creators, while the [[w:copyleft|copyleft]] licensing ensures that the content will always remain freely distributable and reproducible. See [[Wikibooks:Copyrights]] for more information. == Target Audience == The primary audience of Wikiversity are students. This differs from other open content learning centers such as [http://ocw.mit.edu/index.html MIT Open Courseware], whose primary audience are fellow instructors. The difference is in the type and focus of material in a course. At one of those websites, the focus is on syllabi and schedules. Wikiversity's focus is on putting out enough material to actually explain course concepts to the student. Educators are welcome to use this material under the GFDL, but facilitating this is not the project's primary goal. ==Goals== The main goal of Wikiversity is not just to impart knowledge but to facilitate learning. The collaborative model of the wiki will be applied to an e-learning framework. This differs significantly from a classic university model, although it does acknowledge the growing acceptance of a social theory of learning in pedagogical and academic practice. Wikiversity will not prohibit research, though it need not necessarily be a part of every course. In the technical training aspects of its work, its goal is not to discover new things, but to teach things which are already known to new people. At a higher level of education, there will probably have to be some scope for students to do their own research, whether a survey of the literature or of primary research, though this will have to be monitored carefully, and will be dependent on the type of course offered. Wikiversity does not yet certify student's mastery. We currently have no way of assuring who is doing the work for a course. We have no way of ensuring that every course that would be required for a degree has enough teachers to even attempt it. We attempt to teach the same material many accredited schools do, and to teach the material as well (or better!). But we are not yet an accredited university. There is no guarantee that we will attempt to gain accreditation in the future. It is an open question with diverse opinions within the current community of participants whether accreditation and the ability to award recognized credentials will be useful or effective in the performance of our mission to facilitate free learning. It is already clear that Wikiversity will be a radically different kind of learning platform/environment/resource and its identity and scope will be continually shaped by its students and its practitioners. Our goal, therefore, is to teach the material to whomever wants to learn it, to the best of our ability and theirs. We set out the materials needed to learn, and set up a framework for collaborative learning and teaching. It is the task of the self selected participants to work towards actual mastery of desired skills sufficient and necessary to pursue personal goals. == Differences between Wikibooks and Wikiversity == Wikibooks and Wikiversity have a lot of overlap. This section discusses the differences between them, and how to determine which you should publish at. The major difference between the two is the difference between a participatory learning process and a book. A collaborative interactive process combines multiple methods of learning, to increase the chance of a student learning. These methods can include but are not limited to- wikiforums, lectures, homework, collaborative projects, discussions, student journals, etc. A book can be one part of a course. If all you want to do is write a long discourse on the subject matter, that is a book, and belongs on wikibooks. If you wish to do that and provide other methods of learning - that is a learning process. The book should *still* go on wikibooks, but the rest of the material and the framework for using the wikibook belongs on Wikiversity. The other major difference is length. On Wikibooks, a how-to on a video game is acceptable material- the walkthrough of GTA:SA is fairly popular. That works as a book. It does not work as a course- there just isn't enough material in any one game to run a course. :A rule of thumb is that if you wouldn't spend a few weeks learning it in school, possibly it isn't long enough for some participants preferences. :Another rule of thumb is that anything someone wants to learn belongs somewhere on a university grid. The challenge becomes how to develop, deliver, and regulate the material appropriately given the diversity of the current and future participants and the divergent cultures and legal environments within which they reside and interact. == Acceptable content == Since the phrase ''learning process'' is somewhat open to interpretation, this section of the document exists to help clarify which types of content are acceptable for this site, and which types are not. As a general rule, any subject of sufficient length and difficulty to be taught as a course, rather than a book or encyclopedia entry, and anything else is not, but this section is further sub-divided into ''inclusions'' and ''exclusions''. ''Inclusions'' explicitly lists types of content which are acceptable, and ''Exclusions'' lists types which are unacceptable. Many of these exclusions exist purely for the reason that there are more appropriate Wikimedia sites on which to host this type of content. === Inclusions === ; Levels of learning resources So far, there has been some debate about whether there should be a cutoff point for courses, ie no courses below junior high school level. Others feel that Wikiversity should be open to all levels of learning, ie including resources for young children. In this regard, the name "Wikiversity" is problematic, since it indicates an institution of 'higher education' ('third level', 'university'), with the possibility of including secondary/high school level resources (This was the reason behind [[m:Talk:Wikiversity#Wikiversity_.3D.3E_Wikisophia|renaming the project to Wikisophia]].) This debate should probably regard both issues together, and if needs be could be moved to a page such as [[Wikiversity:Project identity]]. ; How-to courses Any course that teaches you how to do something, provided the subject matter is sufficient for a course and not a book or article. This would be equivalent to something you'd learn in a trade school, or a course you might find in a junior college. Examples are courses in typing, computer use, etc. Further examples would include trades, activities, or crafts learned from process leads, craftsmen, parents, cronies or new processes inspired by nature or divined somehow. === What Wikiversity is not === ; Any content unrelated to our project Wikiversity is not a place for users to publish content unrelated to our main objective, which is to develop open-content learning processes which can be delivered or prepared for via self study over the public internet. In particular, Wikibooks may not be used as a personal homepage or online file storage. Users who want to use the wiki technology for other collaborative efforts should use other wiki hosting services such as [[Wikiversity Policy:List of other wiki non-affiliated resources]], or install their own wiki software. For more information on how to set up the [http://www.mediawiki.org MediaWiki] software, please read our book on [[Wiki Science]]. Wikiversity is not a vehicle for advertising and self-promotion. We don't need courses or modules on items just because a contributor is associated with them. Please note Wikiversity does not endorse any business and it does not set up affiliate programs. ; Books Books are the realm of Wikibooks. If you want to write a book on a topic, please put it there, even if it is a book purpose-written for the course you are teaching. The purpose of Wikiversity is to create a learning process or environment. Orphan books will be hard for internet users to find and add to the inevitable complexity that a complete online self study university requires. Therefore orphan books, will be transwikied (moved) to wikibooks. Please help keep Wikiversity easy and pleasant to use by locating the book to Wikibooks and linking to it from an appropriate draft course sheet with an appropriate current status summary. We hope this will be more efficient in the use of all participants time. ; Primary research Wikiversity might not be the place to publish primary research, such as proposing new theories and solutions, original ideas (other than ideas for online wiki learning), defining new terms, coining words, etc - although some research may be conducted as part of a course like sociology, for example. The best thing to do, however, if you have done primary research on a topic, is to publish your results in normal peer-reviewed journals, or elsewhere on the web. The [[wikicities:c:academia|Academic Publishing Wiki]] has a system for publishing peer-reviewed articles in a wiki environment. Regardless of other schools' approach to protecting the intellectual property rights of their participants, in the near future the [[Wikiversity:School of Engineering]] will be undertaking efforts to allow groups of participants to effectively form virtual organizations and commercial startups to develop valuable technologies for the benefit of themselves as well as humanity as per SOP and specific R&D grants, consortium, and project charters and agreements. Participants in this critical policy discussion are desired and welcome. Feel free to start your research, a course requiring similar material or discussion, initiate the applicable policy pages, or take other initiative percieved by yourself as useful to advancing the status of this critical policy. ; Proposals or prototypes of new Wikimedia projects Wikiversity is not the place to develop new Wikimedia Foundation sponsored projects. This is the purpose of our sister project [[m:|Meta-Wiki]], a centralized wiki for the coordination of all Wikimedia projects. ; Dictionary definitions Although a dictionary is educational, it is not a course. The needs of a general-purpose dictionary is better served at our sister project, [[wikt:Main Page|Wiktionary]]. Obviously courses can define needed terms to help students understand the material. It is our current draft policy that the definitions used should go beyond what a good general dictionary provides for that word. Please consider the learning potential of assisting our projects and participants synergistally by developing a course glossary which uses Wiktionary (and other online resources) by linking to them appropriately. Often this will allow better in depth treatment with a concise definition locally and an expanded version with additional applicable specialized and general background at Wiktionary or elsewhere on the internet. If the list of terms grows large enough to be considered a book itself we can consider how to best refactor it into a local shortlist with a link to the full wealth of material in a reference book on Wikibooks. An illustrative example might be lists of technical science terms, constants, equations, units, conversion factors, etc. Chemical Rubber Company puts out reference works commonly refered to as CRCs. When the initial course glossaries grow too long and too technical for adequate treatment at the Wiktionary, our committment to free education will require us to consider how best to collect, validate, verify, cross check, update, maintain and deliver this type of information for free to Wikiversity participants on demand. ; Encyclopedia articles Wikiversity is a resource for courses, and not individual encyclopedia-formatted articles, which our sister project [[w:Main Page|Wikipedia]] addresses. However, Wikipedia is not for tailored course notes or overly specific or technical information. Therefore, when using Wikipedia articles as a starting point for lecture or course notes be sure to copy the starting version to Wikiversity prior to tailoring the content for local course delivery. Obviously the initial draft should have a pointer to the original source URL to meet GPL attribution requirements. ; News articles Wikiversity is not the place to publish news articles, which is covered by our sister-project [[:wikinews:|Wikinews]]. However, in view of the low standards for casual dismissal of self investigative efforts, the School of Journalism may find it necessary to establish its own Wikiversity Herald or Electronic Crier to provide a damper or negative feedback to the inevitable local corruption influencing power brokers within our self governing student body. If you have applicable news of local interest deemed unworthy of publishing by the defensive over zealous editors at Wikinews please consider launching our local campus broadcasting (one to everyone interested) system. [[Category:History of Wikiversity]] [[Category:Page moved from Wikibooks]] 8487 67881 2007-01-08T02:30:34Z JWSchmidt 20 duplicate? See [[m:Talk:Wikiversity#Updated_proposal]] for other talk related to this page. '''See also''':[[Talk:About]] (duplicate of this page?) ==Project identity== A few points: *Firstly, "The main goal of Wikiversity is to teach" - is horrible. Surely we are about promoting learning, not just providing information? *Second, why are we forbidding research? It doesn't seem possible in a learner-centred environment, especially if we are providing courses on sociology, chemistry, or anything to a reasonably high level? Or maybe we aren't doing this? And yes, I realise we don't want to just allow ourselves to become a repository for the work of Professor Fruitcake and his band of merry students, but surely there is a need for some form of publishing research and peer-review? *Following on from this idea, is it not necessary to provide some forum of debate wherein learners can exchange ideas/problems? Does this not obviate a project similar to all other Wikimedia projects where users have pages (again forbidden) and there is some sort of communal meeting ground, ie. Water Cooler, Helpdesk, etc.? This is a fundamental aspect of learning and motivating people to participate - one of the holy grails of e-learning. *And finally on the subject of cutoff point - I realise the idea of cutting off courses at high school level is probably a practical one - I realise that my points here are potentially huge and extremely complicated. But isn't that what we're supposed to be providing, eventually? It seems that for now we're just going to build a repository of books ie Wikibooks and then write up a few questions and get students to go figure - doesn't seem so inspiring to me. I realise I could have gone and edited all this but I feel they're too big issues to just boldly change. So I'd like feedback on what people see as the identity of this project, or more like its potential identity, bearing in mind it will not remain on Wikibooks for ever :-) All the best. [[User:Cormaggio|Cormaggio]] 17:33, 18 August 2005 (UTC) :'''Teaching vs. learning'''. Education is still dominated by the factory metaphor: an endless stream of students comes down the line, empty bottles ready to be filled with knowledge using the most efficient knowledge injection technology. The students are viewed as passive empty containers to be filled by the fountain of information flowing from the instructor. I agree that it is a horrible image. :An alternative educational philosophy starts with each person as a curious individual confronting the wonders of the world. For each individual student there is a theoretical optimal way to promote the process by which the student can learn about the world. Educational institutions can be judged according to how effectively they provide the assistance that each student needs to find their intellectual path in life. Clearly, such optimization of learning requires feedback between learners and teachers. At the very least, a teacher needs to learn about the student in order to know what the student needs. :In the factory model of education, teaching can be one-size-fits-all. The Receptacles (students) that happen to be a good match to the Dispenser (teacher, educational institution, course of study, instructional methods) will be filled efficiently. The Receptacles that are incompatible with the Dispenser are knocked off the factory line and into the trash bin of society. :Can a Wiki University escape from the factory model of education? I'd like to find out. Towards this goal, I suggest that a good first rule for Wikiversity might be: Wikiversity does not have to do anything in the same way as conventional universities. We have the chance to designate the needs of learners as a central concern of the entire Wikiversity system. To accomplish this, we need innovative methods for allowing the educational process to be informed by student needs. Wikiversity should be constructed from the ground up using anything we can think of that will allow students to make known their learning needs and anything that will allow the Wikiversity community to facilitate learning and discovery. :This does not mean putting students "in control"; often students have no idea what is best for their learning needs, they just do not have the needed experience with options and knowing what works and what fails in education. There has to be a facilitated process of communication between members of the university community that allows institutional and personal knowledge to guide the learning process according to student needs. Of course, there has to be flexibility and wiggle room for experimentation and innovation. :'''Research'''. It is probably the case that university education should be centered on research. The university community has to be involved in exploration of the unknown. How to ask questions and explore the unknown is a major part of the subject matter of university level education. People who want a "university" without research should start a wikitechnicaltraininginstitute. A university community must be engaged in peer-reviewed publication. Wikiversity can make use of conventional informal wiki "peer review" of wiki webpage content and [http://academia.wikicities.com formal peer-reviewed wiki publication]. Some forms of modern research can be very expensive and will probably require innovative cooperative interactions between Wikiversity and bricks-and-mortar research institutes. Some of the better research institutions are already developing online "community outreach" programs that allow for open access to the research infrastructure. Wikiversity could tap into this growing opportunity for access to research facilities and expertise. The wikiversity educational model will eventually infect and transform some segments of existing traditional universities. --[[User:JWSchmidt|JWSurf]] 04:26, 19 August 2005 (UTC) ::Thank you ever so much for that thoughtful and eminently quotable piece, JW. I absolutely agree that it's just too soon to start cutting off aspects of what is a potentially ground-breaking initiative. Just on a further identity issue, and this has been discussed on the [[m:Talk:Wikiversity]] page as well as mailing lists, but what about generalising it further and naming it something like Wiki-learning (or Wikisophia as Erik and Angela suggested)? This would include the (arguably) more passing information-driven aspect of high-school courses, and also the research-driven work of potential higher education courses. But, yes, I completely agree that we need to look at the broader picture of what is possible as well as what is practical for now. [[User:Cormaggio|Cormaggio]] 11:37, 19 August 2005 (UTC) :::'''Name and Scope'''. In my view, early education depends on human contact; basically, children must be allowed to hear, see and do and you need a person there to see how things are going and help out. I'm not enthusiastic about the utility of online learning for young childrn. At some point, each person (with a healthy brain) can attain the ability to start learning from sources such as textbooks. Such a person has learned how to learn and has become self-motivated and can be responsible for thier own learning. At that point, online learning resources can be effectively utilized. Some high-school students reach this developmental stage, but not all. I would not exclude high-school students from participating in Wikiversity (how could you?). Anyone loking for answers will be attracted to Wikiversity. I confess that I have no talent for naming things. "Wikiversity" seems fine to me. It is hard for me to generate much concern about names. I suspect people will use whatever name they want and the project should probably adopt the name that the community comes to use. I once heard about a new university where they did not put in sidewalks. After a year, they paved the paths that people had worn in the ground. Has someone expressed a coherent objection to "wikiversity"? --[[User:JWSchmidt|JWSurf]] 15:45, 19 August 2005 (UTC) ::::Yes, see [[m:Talk:Wikiversity#Wikiversity_.3D.3E_Wikisophia]] and a number of threads on the foundation-l list in May starting with [http://mail.wikimedia.org/pipermail/foundation-l/2005-May/003129.html this post from Erik Moeller]. [[User:Cormaggio|Cormaggio]] 10:35, 20 August 2005 (UTC) ::::'''Traditional Universities''' "the name Wikiversity is problematic in that it ties the project very strongly to the idea of traditional universities" ([[m:Talk:Wikiversity#Wikiversity_.3D.3E_Wikisophia|source]]) ::::It is hard for me to picture a "wikiversity" as anything traditional. I guess it is true that there are some people who would reflexively try to model wikiversity after "traditional universities". That reflex can be easily quelled; just state that it is the mission of wikiversity to be innovative and do what is best to promote education, not replicate in silico the limitations inherent in traditional universities. Was there a debate like this when wikipedia .... wikibooks and wikinews were named? "the name wikibooks is problematic in that it ties the project very strongly to the idea of traditional books." --[[User:JWSchmidt|JWSurf]] 14:01, 20 August 2005 (UTC) ::::'''Too Cute'''. "The trend of squeezing things into obscure neologisms strikes me as too cute for a serious project." ([http://mail.wikimedia.org/pipermail/foundation-l/2005-May/003132.html source]) ::::"We can never forgive Abner Doubleday for inventing the word 'baseball'. The trend of squeezing two perfectly good words into a new word strikes me as too cute for something as serious as a national passtime, er, national sport. Couldn't he come up with something better? Er, some other name? 'Doubleday' is a silly name, too." -Al Spalding (1907). :Ok, I'll hit the points one by one here. :'''Teaching vs learning'''- I think that the way I meant the term teach and the way you mean the term learn are identical. If you want to rephrase it as facilitate learning or sometthing similar, go ahead. As someone who has worked as a tutor and TA, I tend to mean teach as "do whatever is necessary to help people learn the material". :'''Research'''- I'll stick to my guns here and say that wikiversity's job is not to host new research. I think its a case here of people getting too caught up in the name "versity". If you're writing a paper, it ought to get peer reviewed either through a normal journal or through existing wikis. If its already gone through peer review and been generally accepted, its no longer research and thus acceptable (provided you turn it into a course or part of a course). A note from our discussion on meta- I would not consider redoing a sociology experiment or the like to be research unless it covered entirely new ground. If its a run comprised of existing knowledge, its not research but an experiment. :'''Exchange of ideas'''- Yes, I agree that a forum for exchange of ideas and thoughts are necessary. I don't think anything on the about page ruled it out. Perhaps it didn't talk about it, blame the fact that I did a quick rip-off of the wikibooks about for that. :'''Just wikibook problems '''- No, I don't think our goal is just to provide a few questions and answers for wikibooks. I think I stated it best in the differences between this and wikibooks part ::"The major difference between the two is the difference between a course and a book. A course combines multiple methods of learning, to increase the chance of a student learning. These methods can include but are not limited to- wikiforums, lectures, homework, collaborative projects, discussions, student journals, etc. A book can be one part of a course" :The reason for the cutoff point is that below some point, students are not very capable of self-learning. At that point, any attempt to put courses on the web is not really aimed at the students, but at educators. Which while useful, isn't really our goal IMHO. Of course, this leaves a lot of ground open, and should not be intended to mean only things you learn in school are acceptable courses. --[[User:Javariel|Gabe Sechan]] 17:58, August 19, 2005 (UTC) ::I am not certain I have found the current draft goals or mission statements. I am confident that at least delivery of free self and mutual study processes to participants via internet or grid browser will be part of it or implied. Just as practicing engineers will be assisted by case studies and sample projects FDL'ed for the pedagogical purpose of illustration by example ... so too will kindergartner instructors and home schooling parents as well as any participants stranded in isolated pockets such as Gilligan's Island or Mission to Mars (or far beyond) probably be interested in FDL'ed lesson plans that can be easily and quickly cut and pasted into something useful for their instructional efforts. Are we to teach or enable self study for everybody except teachers and parents? BTW I think many here are placing way to much emphasis on the term "course". The Mars Society has a fully functional open source simulation of a Mars Colony that I fully have good intentions of eventually adding to or modifying when it is appropriate to start enabling my own cluster of space colonists or micro entrepreneur associates with access to fun educational materials. There is an open source flight simulator that my brother is currently using to help himself learn to fly. Both as part of ground school and for touch and go in <b>various aircraft</b> ... that is correct, the physics of the simulation and the feel of his custom built game rig is good that he is training his reflexes for survival escape modes <b>before</b> he gets in the aircraft and becomes a hazard to himself, his flight instructor and anyone on the ground nearby. If we restrict Wikiversity to our own crystal clear vision of what it should be with no room for innovation or learning applicable to real life then we risk alienating the technical modern computer savvy internet users that we wish to attract as self study particpants. Speaking specifically regarding small children. Why should we restrict ourselves from developing useful video, sound, interactive clips? Clearly there have been no limits placed on commercial and advocacy groups in there efforts to profit, addict, brainwash kids in the U.S. Anyone really think that semi random groups of parents can produce worse results than some of the potentially damaging material delivered for profit or personal agenda? Perhaps a review board with some teeth will be appropriate to eliminate hazardous or inappropriate material or restrict it according to various cultural or geographical requirements (yes, filtering or censoring). The discussion I have seen to date all seems to converge towards building appropriate general tools and allowing responsible agencies (sovereigns, parents, etc.) specify to the adults running the individual accessing browser determine what the local machine should deliver to specific local consumers. Just my quarter's worth. I'll be around. [[User:Lazyquasar|Lazyquasar]] 23:50, 27 November 2005 (UTC) *First of all, on teaching - I couldn't put it any better than JWSchmidt's eloquent expression of the differences between teacher-centred and learner-centred education (see above). I don't think it's just a case of semantics, and I fear that, even if you think we mean the same thing, the difference will become apparent during the actual process. *I also think that your take on research is quite misguided. I think that you see research as some form of end product, whereas I see it (and I think JW agrees) as part of the process. However, I do agree that research is difficult terrain - we couldn't, for example, endorse research that someone did that was deeply unethical, and how we negotiate this is tricky, or will be at least. *The issue of creating a platform for exchange just seemed to necessitate allowing for some form of personal space, where users could upload their photos, list their interests, thoughts - ie. just like on any of our projects. The present wording forbids the use of wikiversity for hosting personal websites - ok, this could get unwieldy but so can any wikimedia user page. *It seems I misunderstood the cutoff point - I thought we were saying no courses ''above'' high school level, wheras it seems we're saying no courses ''below''. Sorry about that. *But basically, I appreciate this discussion we're having and hope it does some good for the project. These are fundamental points and ones many members of the wider community will be interested in. Do you think we should advertise this a bit more - get a few more opinions? I also appreciate that you just recently wrote this page, Gabe, and as such it seems to reflect your view of the wikiversity. Can you maybe point me to previous discussions of these points so that I could look at their background? Thanks. [[User:Cormaggio|Cormaggio]] 10:35, 20 August 2005 (UTC) **On teaching vs learning- I think you and JW had some bad teachers. I was a TA and tutor, and the good ones do whatever is needed to pound the data into my head, and thats why you see some distinction. But as I said- I'm not dead set on that wording. Please go ahead and change it, I believe that I meant it in the way that you mean learning. **The wikimedia software does have user pages for things like photos and interests. People are able to use that. I'd be nervous of allowing full home pages- it seems like it would be way too much work for the admins. THats the main reason we end up having scope talks in the first place- the more thats allowed, the more work it is to aintain stuff. **Definitely we want college in here. In fact, I don't plan on doing anything below it at this time. I'd even say jr high would work. There's just a nebulous cutoff somewhere below. **I think advertising this more widely is a good idea, the more opinions the better. Mind doing ti for me? I'm in the middle of moving, so I'm typing this on a webTV system that reboots every 10 minutes- hard to surf or type good replies. The issues that aused e to write ti were from a mix of sources- metawiki's wikiversity page, talk pages here for various wikiversity pages and course pages mainly. --[[User:Javariel|Gabe Sechan]] 22:50, August 21, 2005 (UTC) ::Thanks Gabe. I'm trying to understand your sentence about me, JW and bad teachers - is it that you think we'd make bad teachers? If so, why? But basically, yes, the point is that there are different teaching styles and we should accommodate for that. I've made quite substantial changes to the '''Goals''' section to reflect the general substance of this conversation - please take a look. i think the only thing we substantially disagree on is research, which I've changed in the goals section but which remains in the research section. I basically think that it's just too early in Wikiversity's identity phase to block out something which I believe to be fundamental to e-learning. I'll try to advertise this a bit more - set up a Wikiversity sub page on Meta - but I'm also really tied for time at the moment. Anyone reading this, even if you haven't been involved yet, is welcome to try to implement this community involvement process that this project so badly needs. (See below) Thanks. [[User:Cormaggio|Cormaggio]] 09:18, 22 August 2005 (UTC) :::No, not at all. Not having seen you in action I can't say you're good, but you definitely have the passion for it. I said that if you think there's a major difference between how I meant teach and you meant learn, you've had some bad experiences with teachers. A good one does whatever is necessary to teach the student, he doesn't just try to follow the same formula as JW's text said.--[[User:Javariel|Gabe Sechan]] 10:05, August 22, 2005 (UTC) Two short comments The first is about the cutoff. I just do not see why we would put a cut off with a minimum age required, and definitily would not recommand it. We had several times on wikipedia some interactions with teachers from kids about 8-10, and these teachers are already using teaching supports to prepare their lectures. These are usually more illustrated, but definitly courses with guidelines over a few weeks. These courses could very well fit here. What I would not want to see if such teachers rejected from the place just because of a rule set up at the beginning of a project, by university teachers who do not considers needs for teaching materials for younger. The low level cutoff will just happen naturally. There is another reason : I wish we work on illiteracy, including teaching materials for adults. There are few of these materials in some little developped countries and I think these materials should have the opportunity to be hosted here. If they are rejected, I think they will reappear on wikibooks and upset editors from wikibooks. These materials belong here. So what are your arguments for putting a minimum age limit ? Second, about research. I totally disagree that any type of university system should be centered around research. THis is how some students end up with brains loaded with useless stuff and do not learn to have a real useful job and end up unemployed as employers do not even see how to make a good use of all these freshly graduated people. Do not get me wrong : research is important, and in some areas, absolutely mandatory. But one of the wrong things we can see in university, is thousands of young being taught research stuff while it will never be what they will be asked to do in real life. This is not helping at all. This said, I think research should be part of wikiversity; if only in one sense : I think it should be possible for publish research papers, such as students to publish their PhD thesis, which in many countries end up on a shelf on a microfilm, hence useless. The thesis can be used as references for teaching courses. [[User:Anthere|Anthere]] :I agree about the cut off point - I don't think there should be one. My initial objection was to cutting off higher courses, which i couldn't see us doing, especially if we're going to be a "wikiversity". But there is so much potential here and I think this broad scope of all education is what prompted Angela and Erik to propose Wikisophia, which I'm personally not so keen on (if not Wikiversity, then I prefer Wiki-learning for now). I think that really any courses that have a teacher should be encouraged, and those literacy programs would be fantastic. :And on research, I don't think that this project should be strictly "centred" on research, but rather that research has to have a place, especially in some fields. I take your point on being practical and "real world-focused", but essentially, I think it should be down to the person/people facilitating each course to decide what are the appropriate learning outcomes and teaching methods for their course. This way we are flexible to adapt - I just didn't want to cut off all this potential. Thanks Anthere. [[User:Cormaggio|Cormaggio]] 16:31, 26 August 2005 (UTC) == The role of research in a university == :"I think that you see research as some form of end product, whereas I see it (and I think JW agrees) as part of the process." (see above) :The role of research in a university is a source of endless debate. "Research" can be placed in the more general category of "scholarly activity". The members of a university community should be engaged in scholarly activities. There are many activities that are scholarly, for example, creating a textbook. This is why it is perfectly sensible for wikiversity to exist at wikibooks. If someone did an analysis, I think they would find that most textbooks are produced by members of a university who in making a textbook and in so doing, performing their obligatory duty to take part in scholarly activity. The term "research" actually gets used in two different ways. There is "original research" in which investigators try to discover something new about the world. There is also "literature research", which is fundamental to many forms of scholarly activity, including textbook writing. A wikiversity is going to have to utilize resources such as textbooks and these resources will depend on "literature research"....going into the "literature" (I'll accept a broad definition of "literature") in order to learn what others have accomplished in the past. A key reason why research is central to a university is that the students get to exist within a community where the members are actively engaged in the process of doing research. This is how students learn to do research. This is how the cultural heritage of research is passed from generation to generation. :I can think of two alternatives to institutions of higher education where research is central to the community. First would be some kind of technical training institute where the students do not need to learn to think, only how to put patches on flat tires. There are such institutions that pass themselves off as institutions of higher education, but it is a scam. Second, you could have an indoctrination center where students are forced to learn some corpus of propaganda and original thought is actively suppressed. Some political and religious institutions shun free enquiry and adopt the strategy of indoctrination. Again, I find it distasteful to call these "institutions of higher learning", but they do exist. --[[User:JWSchmidt|JWSurf]] 16:55, 20 August 2005 (UTC) ::Once again, I'm in pretty much total accord - it's much clearer now you outline what it would be like ''without'' research. (Surely the wikitechnicaltraininginstitute is virtually provided for in the "How to.." manuals in progress here on Wikibooks?) But more pertinently, are you proposing that "original research" as you delineate it would be outside the remit but that "literature research" would be allowed? As far as I'm concerned, research is '''always''' an original endeavour (and in my opinion subjective, though many will find that distasteful) and it simply cannot be prohibited from a learning environment, especially a higher institution. [[User:Cormaggio|Cormaggio]] 20:17, 20 August 2005 (UTC) :::'''Original research- bring it on'''I agree that the distinction between "original research" and "literature research" is blurry and mainly a matter of emphasis. Hopefully anyone doing "literature research" is being just as creative as anyone else and making discoveries and creating new knowledge from old. That's why universities recognize activities such as textbook writing as being a valuable scholarly activity as is dicovering a cure for some disease. In no way would I try to exclude any form of scholarly research from wikiversity. With respect to "original research" such as that conducted in expensive research laboratories (example: human genome project) or in the field (example:space exploration) there is no reason why wikiversity could not host a wiki "virtual research space" that would hold information about every research project that exists in the world. I predict that, eventually, some researchers are going to open up their research activities to the world and put everything they do into wiki format. Wikiversity could strive to become a "host" for such virtual labs. --[[User:JWSchmidt|JWSurf]] 12:52, 21 August 2005 (UTC) ::::Right on. [[User:Cormaggio|Cormaggio]] 17:32, 21 August 2005 (UTC) ::::Here's my problem with research and wikiversity. Its not that research is a bad thing. It isn't. And its not that people using wikiversity shouldn't do research. Its a matter of scope and difficulty. ::::Scope- there's a fundamental limit on what you can do on a project. There's limiting factors- money, time, manhours, etc. On wikiversity, the main roadblocks are manhours and expertise. Manhours are simple- we only hve so many contributors, and so many admins. The more data coming in, the harder it is to handle it all, organize it all, proofread it all, etc. The wider your scope is, the harder it is to do this, because everyone has their specialty. Wikiversity is already incredibly broad, for upper level meterial it will be difficult to find people to do this. There's a reason we don't have one giant webpage called wikifacts with an encyclopedia, dictionary, books, courses, etc. Its too difficult to do. By paring it down, you enable the amount of work to be reasonable. You also increase the amount of work done in a single area rather than 1 person in each of their pet research projects, creating a more comprehensive program of study, This gives the illusion of completeness, and will draw additional contributors because there is something concrete to contribute to. Then when we have more contributors, we can broaden the scope or crete a new project, depending on what we think is best. ::::Secondly, expertise. First off, writing a textbook is not research. Its scholaarly, its valuable, but not research. Research is investigation to uncover new facts. If you're doing original research, you have a major expertise issue. If, for example, you're doing research on string theory- you can count the number of people in the world who understand the theory to the detail needed on your hands. Its not possible for us to peer review it, because we just aren't qualified. The chance we have 2 or 3 others capable of following it are abysmally low. In addition it just doesn't give itself well to being wiki-ized (it gives itself well to being openly available, but not to being wide sored collaborated on). Joe Schmoe shouldn't be commenting on it, becuse he isn't capable of it. Those half dozen people who are qualified to help all know each other, they don't need a wiki to collaborate. ::::I just don't see us having the manpower or the expertise to do original research well. I think another poject down the line for it would probably be more in line. I don't have a lot of hope for that either, but I think its more likely to work. Its always better to underpromise and overdeliver than the other way around. If we have too wide a scope, we will not be able to focus sufficiently to succeed. Doing original research seperately gives both the courses of wikiversity and any eventul wikiresearch a better chance of success. --[[User:Javriel|Gabe Sechan]] 09:55, 22 August 2005 (UTC) ==Let's do this== Sj, in his [[m:User:Sj/Platform#9|board election manifesto]], commented on the stagnant enthusiasm that is the proposed projects page on Meta. I propose we really get this project moving at [[m:Proposals_for_new_projects#Wikiversity|Wikiversity's entry]] on that page and start to invite people who have expressed an interest in the past to save this gem from inertia. There really is enthusiasm but it's just so complex that nobody will really take it on. So, are you ready for the wikiversity challenge? [[User:Cormaggio|Cormaggio]] 20:17, 20 August 2005 (UTC) :Indeed. I'd like to see more names on that list, and an overall show of support. Not here, nono, but on meta where it's more directly noticeable. We want to look as vibrant and excited to get going as possible--which I hope we already are. I'm afraid I won't be teaching any classes myself until the start of 2007, but I'll certainly find time to assist with the administrative and organisational side of things. I'm hoping we can get a nice balance of seasoned admins to balance out the contributor-only users as it's going to be a big undertaking to both transwiki and upkeep all the data. :I'd like so many "comments" they have to use a subpage for the proposal. If you want to get noticed as a potential sponsored project, display so much enthusiasm that the discussion becomes annoyingly unmanageable! Heck, maybe they'll give us en.wikiversity.org just to shut us up. :) [[User:Garrett|Garrett]]^{[[User talk:Garrett|Talk]]} 13:03, 21 August 2005 (UTC) :'''wikiversity challenge'''. Just a guess, but probably what is needed is someone who can make a major and sustained commitment of time and effort towards consensus building and jumping through all the existing hoops ([http://meta.wikimedia.org/wiki/New_project_policy#Discussion discussion], [http://meta.wikimedia.org/wiki/New_project_policy#Interest_poll poll], etc.) that must be jumped through in order to get the wikiversity project a name space ("[http://meta.wikimedia.org/wiki/Proposals_for_new_projects take the responsibility to realize it unto your shoulders]"). Probably what the board really wants to see is an infrastructure in place that will ensure that the project will not be stillborn. So someone probably has to sign-on as "wikiversity chief development officer" and do a bunch of what I would call "administrative grunt work". As much as I like and trust the distributed wiki way to get things done, that is what has been going on for the past 2 years of wikiversity "development" and it has not impressed (favorably) the folks who are in control of setting up domain names for new projects. Personally, I have never understood the Wikimedia Foundation. I look at their [http://meta.wikimedia.org/wiki/Proposals_for_new_projects Proposals for new projects] page and the first thing I see there is "Wikimedia's goal is the spread and promotion of knowledge." To me, in looking for ways to promote that goal, a wikiversity is a no-brainer. When I see things like "[http://meta.wikimedia.org/wiki/Proposals_for_new_projects#How_to_propose_a_new_project Some veteran users are suggesting that it will be a year or two before any other project idea will be accepted as a new separate project, if ever.]" my enthusiasm for making a major commitment to wikiversity plummets. When people at wikibooks actively try to eliminate wikiversity, I feel like other people in the wikimedia community "just do not get it" and that creating wikiversity is going to be an uphill battle against people who are working against wikiversity. [http://meta.wikimedia.org/wiki/Talk:Wikiversity#Wikiversity_.22Relaunch.22 Roberth] seems to actually understand the process for new project proposals, which is a plus. One thing I fear is that discussion of wikiversity is very widely distributed and nobody has that organized so people are going in many different directions. It seems like [http://meta.wikimedia.org/wiki/Talk:Wikiversity#Updated_proposal this] should be the central nexus for discussion with all other related discussions pointing there and [http://meta.wikimedia.org/wiki/Talk:Wikiversity#Updated_proposal that page] pointing to all the other relevant pages. I know that '''Cormaggio''' has already made some effort to get discussions organized. Maybe we need a page to list "outreach" efforts that can or have already been made to get the word out about the new project proposal. Maybe we need some message that can be "broadcast" about "now is the time to launch wikipedia, please help". --[[User:JWSchmidt|JWSurf]] 13:40, 21 August 2005 (UTC) ::To be fair, I don't think the votes for deletion here at Wikibooks reflects anything more than a pruning of projects needed to be monitored, and, if we're going to be setting up some of the platforms that we list above, then I agree. I don't think therefore it represents an ''opposition'' to Wikiversity in principle, just in its current operation here. What's vital here however is that we start to get an active group together to form a solid foundation, define a suitable space for it to exist in (ie. domain) and put pressure on the developers to start it up. And I don't know, but it just may be a long time before this comes to fruition, so i wouldn't just throw in the towel if getting it up and running soon is a concern. But there's no reason we shouldn't keep momentum toward that end, and that's what I'm trying to galvanise here. Thanks for both your input, it's encouraging, and yes, I agree we should move back to meta to try to bring it together more. Create new pages or at least sub-pages of [[m:Wikiversity]]. And if you want to draft that message, please do - I'll do my bit but am hectically busy with dissertation at the minute. [[User:Cormaggio|Cormaggio]] 17:31, 21 August 2005 (UTC) There is no opposition on principle from the board. Quite the opposite. You are perfectly correct that the only way this project will ever be created will be after someone takes the lead of the creation and actually make the effort of 1) making a nice proposal page, 2) propose it for vote and 3) lead the vote. But *someone* (or a group) has to do the job... and the fact the job gets done is the best proof there is strong motivation from a core group of editors. Do not expect the board to do it... it is not our job and frankly it would be a bad idea. Even if Wikiversity was one of the board member pet project, I would recommand against leading the creation, as it could lead to accusation of favorism. A year ago, we created a new project at a moment where we thought there was enough consensus and thought it was slowed down because of us. The accusations of "authority abuse from the board" which resulted from this creation garantee today that IF you want wikiversity to exist, then you have to wet the shirt yourself. All I can say is that the whole board is supporting the idea as far as I know. When we can trust there are enough supporters, then creation of a new wiki is a matter of hours if not minutes. Power is in YOUR hands. If things do not get done, the responsability is not on the Foundation. We are not a top down organisation ;-) [[user:Anthere]] PS : I will go next week at the next FLOSS meeting, and will try to present Wikiversity. My thoughts after digging for a week in the archives is that the project is not yet very well explained to outsiders :-) :Anthere- Robert Horning has already set up such a page at http://meta.wikimedia.org/wiki/Wikiversity and in fact voting has started up today. On that page is the nexessary translations, as well as a list of courses already started. He also sent an email to the meta list last month describing his intentions and timeline. If there's anything we missed doing, please let us know and it will get done.--[[User:Javariel|Gabe Sechan]] 00:06, 16 September 2005 (UTC) ::Hello. I am aware of Robert move on meta. I have been following the issue quite closely since wikiversity here has been proposed for deletion. In the past few days, I looked with interest whether the vote would be really started, and was glad it was all in time and as appropriate. Thanks Robert for this. Let me tell you what I think is very probably missing in the current meta page. I strongly wish that Wikiversity is not limited to University (or tertiary education), and according to what I read here, I feel that most of you would agree with this; However, this is not reflected on the meta page... and as Erik pointed out, the name could bring the confusion. Another thing bringing confusion is the way information is currently organised in schools of various topics (sciences, social sciences etc...) which totally reflect a university organisation. Still, as a mom of 2, far from being at university, I can perceive MANY ways in which teachers could use wikiversity (even if a 8 years old is very unlikely to follow a course online), and as an adult, I can perceive MANY things that could be taught online, totally out of regular university frame. A couple of example 1) a course focused on bring help to injured people 2) a course such as the one followed by all pregnant women in developped countries before giving birth or 3) a course on how to use excel (or any software). These three make sense on wikiversity to my opinion. Students would benefit from the frame and the interaction with other students and teacher. Still, none of this is described anywhere and when I look at the meta proposal, I do not imagine this. I only wonder where the "giving birth without pain" could fit in the current proposal. Since I can't get a vision... I am not sure everyone will get it. And am not sure people will vote in full knowledge of what they could be voting for. By I hesitated to change the page as it is already translated in several languages. I wonder if we could not add a couple of "visions" examples to the proposal. Do you see what I mean ? [[User:83.113.192.17|83.113.192.17]] 04:32, 16 September 2005 (UTC) == Re: Cutoff point - College, High School, and Junior High courses == (moved from content page) "Any material roughly equivalent to a college, high school, or junior high school course or a significant part of such a course. While even earlier courses would also be acceptable, you eventually hit the level where you're no longer targeting students, but educators. This is the cutoff." :This is nonsensical. What point in defining a "cutoff" for the "School of Education". Every teacher's college in the modern universe to have a stock of FDL materials prepared to assist current and future home, public and private educators <b>except</b> Wikiversity and other backwards faculty development facilities? Since this will probably be a long debate let us skip the local talk page and go directly to a policy discussion at the [[Wikiversity:School of Education:Wikiversity Content Policy:Content Cutoff]]. :Should our local educators refuse to take up this debate then we can shift to the Engineering Department. Lead engineers and planners often find some rudimentary education is required to successful complete and manage large complex projects and programs. Please remove this note when permanent policy is approved and published by the responsible Wikiversity Board, Voting Faculty, or Policy Body. [[User:Lazyquasar|Lazyquasar]] 23:15, 27 November 2005 (UTC) ::There is no "Wikiversity Board" etc (or, alternatively, consider yourself on it!) I've tried to clarify this debate on the content page and I've also suggested [[Wikiversity:Project identity]] as a page to start this discussion if it does take off. Issues I see are: Wikiversity's name, the type of materials it hosts (ie resources or courses), the cutoff point for materials, and whether it should host original research. Oh, and where it should be hosted, of course. I'm also unsure if this debate would be more productively held on Meta or Wikibooks. [[User:Cormaggio|Cormaggio]] 11:12, 3 December 2005 (UTC) == Teaching & Research: It CAN be done! == There is nothing in the concept of Wiki that is antithetical to either teaching OR research. In fact, Wikiversity offers the most promising framework for ''all'' of the functions of academia, and it can do it ''better'' than traditional academia! You just have to structure it right! After all, the most important function of a university is a system of '''accreditation''', for students (earning degrees), for professors (whose teaching credentials are assured by the institution), and for researchers (whose research is also accredited by the institution, and accreditation is what Wiki does best! We just have to get away from the idea of Wikiversity accumulating vast sums of money from students and government grants, and then dispensing them on teaching and research, as in the old-fashioned "brick and mortar" academy. Thats the centralized Soviet concept of academia. We need the self-organizing distributed self-accreditizing concept that is the core principle behind Wiki. First, in teaching, cut out the middle man, and have students pay directly to professors of their choice that they find listed in Wikiversity, which provides the framework where professors can "hang their shingle" and advertise their availability, as in this [[Wikimedia:Shingle|example professor's shingle]]. The professors in turn accredit each other by forming voluntary associations under various "departments", and they appoint a ''dean'' from amongst themselves to vouch for all the professors in the department, as in this [[Boudewijnse|example dean's page]]. The professors in a department check each others' credentials, and judge each other during disputes. Each professor in turn accredits and validates the students that they teach, watching out for cheats and charletans among the students. And clusters of departments can associate into mega-departments or instititues, again based on their mutual reputations. Finally, Wikiversity as a whole validates all the departments and institutes under its tent, using the same kind of self-validation seen throughout Wiki. If a scandal occurs, then very quickly, students, professors, deans, and Wikiversity itself, will rapidly distance themselves from the offender, so the system polices itself. And research can be funded in exactly the same distributed self-accreditizing manner. Interesting research is posted on Wikiversity, as in this [[Research Shingle|example research shingle]], where interested funding agencies or even private individuals can pick and choose the research they find most interesting, then they send funds direct to the researchers themselves, again cutting out the middle-man and the need for middle-bureaucrats to make big financial allocations. Instead of one giant government bureaucracy allocating millions of dollars by way of requests for proposals, complex reviews, and panels of experts, the funds can trickle in $10 or $20 at a time, but from ''millions'' of small private doners who think the research is worth funding. Not only can Wikiversity perform the same functions as academia, it can do it much much better! :Right now we need to address the [[m:Talk:Wikiversity#Current status|request for modifications]] to the Wikiversity proposal. --[[User:JWSchmidt|JWSurf]] 20:23, 13 December 2005 (UTC) == Worldwide Vancouver University == Worldwide Vancouver University http://www.WorldwideUniversity.edu would be glad to collaborate in the Wikiversity concept. 00:13, 13 January 2006</small> == Proposal: How to accredit students == Students of Wikiversity could be accredited if they could take exams or have term papers marked in a formal setting. I propose a way this could be done. Markers, exam composers and exam supervisors from universities around the world could be allowed to register (after applying or interviewing) with the Wikimedia Foundation. Students with a Wikibooks user account ready to be evaluated would enter some identifying information into a secure form and be given a private access code from Wikimedia. The code, combined with a full name, would grant a graduate school or potential employer full or partial read-only access to the graduate's permanent record. The uploading of exam papers by authors would also be highly secure; current papers would, of course, not be published. Although term papers could be e-mailed to their markers, exams would probably have to be taken in a formal setting at a bricks-and-mortar university. The markers would be given access to a highly secure form where they could enter marks into student permanent records. When one student had met the requirements to graduate, Wikimedia would provide them with a printable diploma, certificate or degree. The certificate would be prominently displayed on the permanent record for easy verification by employers. If the electronic security measures were strong enough, the one question remaining would be who would pay the markers and authors for their time, and the universities to rent their exam rooms, if they are not willing to provide these services pro bono; they could be paid for by the student (which would probably still be less than traditional tuition), the student's local government, and/or Wikimedia donors. I would welcome some feedback. Would this enable accreditation of Wikiversity by professional organizations? Are there additional issues that might arise in the developing world? [[User:70.24.193.71|70.24.193.71]] 16:18, 10 February 2006 (UTC) :Accreditation is not where we should be going - it is impractical, and would actually hold us back. In any case, the board rejected "credentials" in their last decision - see [[m:Wikiversity/Modified project proposal]] - I think this logically extends to accreditation. -- [[User:Cormaggio|Cormaggio]] 22:41, 21 March 2006 (UTC) :: A far better approach IMHO is for the wikiversity to stay clear of accredation issues and simply allow already existant academic institutions to continue as things go along. If a particular institution establishes a bona fide examination for a particular course that people can enroll for (at a reasonable registration fee) then a note to that effect can be included. It would be great if real universities etc ... are prepared to between themselves offer examinations for courses but its highly unlikely that anything of the sort will ever occur. ==Too long== This page has begun issuing warnings that it is too long for some browsers. Accordingly I am initiating breaking it up into multiple pages. Unfortunately I am confused about whether and where this project is still active. I hope the Wikimedia Board manages to publish some minutes regarding its scheduled 13 November Meeting where Wikiversity was an agenda item soon. A pointer placed here if the minutes online would be appreciated. [[User:Lazyquasar|Lazyquasar]] 00:09, 28 November 2005 (UTC) Link to original page before beginning segmentation. [[Wikiversity:draft policy discussion:Should research be allowed, integral or prohibited on Wikiversity assets?]] :Please do not break up this page - if needs be, you can archive, but it is inactive at present, so it can stay the way it is. [[User:Cormaggio|Cormaggio]] 22:36, 21 March 2006 (UTC) [[Category:History of Wikiversity]] 8490 45508 2006-11-14T05:15:40Z Rayc 57 cat ==Bones and joints of the pelvis== ==Pelvic diaphragm== The pelvic diaphragm is the muscular sheet covering the '' pelvic outlet''. It consists of the multi-functional muscle '''levator ani''' and the less important '''coccygeal muscle'''. Acting together, the muscles of the pelvic diaphragm raise the pelvic floor and contributes in generating intra-abdominal pressure. This causes pressure on abdominal viscera, and is thus important for vomiting, urination and defecation. Also, increased abdominal pressure is used in coughing and forced expiration. Directly, levator ani is cruicial to the voluntary suppression of defecation and urination, as both the rectum and the urethra pass through the muscle. Additionally, it provides support for the uterus in women. Weakness of the levator ani can cause problems such as incontinence and prolapse of the rectum or uterus of women, and exercises of the pelvic diaphragm is a recognized treatment option in managing urinary incontinence (particulary in [[stress incontinence]]) in women. '''Levator ani''' (S4) The muscle is symmetrical with two attachments anteriomedially and posteriorly, and has three parts: *M. pubococcygeus : Stretches between the symphysis pubis and the coccygeus, touching the borders of uterus and rectum. Pubococcygeus constitutes the main body of the levator ani. *M. puborectalis: An U-shaped muscular sling that passes posteriorly to the anorectal junction, causing an anterior pull on the rectum. This creates a sharp anorectal angle (perineal flexure), which is important for maintaining fecal continence. Thus, during defecation, straightening of the flexure by relaxation of the puborectal muscle must occur. *M. iliococcygeus is the lowest lying part of the levator ani, and it covers the posterior part of the pelvic outlet, stretching from the obturator fascia to the mid-portion of the coccygeus. This part is often small and not very important. *'''M. coccyceus''' (S4/S5) Forms a small part of the posterior pelvic diaphragm, and stretches for the ischial spine to the inferior medial sacrum. ==Nerves and vasculature of the pelvis== [[Category:Anatomy]] 8491 64547 2006-12-29T09:49:25Z Tomta1 4697 OMG... {| id="toc" class="toccolours plainlinks" summary="Contents" | |- ! {{MediaWiki:Toc}}: |align=center| [{{fullurl:{{FULLPAGENAME}}}} Top] |align=center| [{{fullurl:{{FULLPAGENAME}}|from=1}} 1] [{{fullurl:{{FULLPAGENAME}}|from=2}} 2] [{{fullurl:{{FULLPAGENAME}}|from=3}} 3] [{{fullurl:{{FULLPAGENAME}}|from=4}} 4] [{{fullurl:{{FULLPAGENAME}}|from=5}} 5] [{{fullurl:{{FULLPAGENAME}}|from=6}} 6] [{{fullurl:{{FULLPAGENAME}}|from=7}} 7] [{{fullurl:{{FULLPAGENAME}}|from=8}} 8] [{{fullurl:{{FULLPAGENAME}}|from=9}} 9] |}<noinclude>[[Category:TOC templates|{{PAGENAME}}]]</noinclude> 8492 45073 2006-11-13T02:54:35Z Rayc 57 cat The idea of an academic ecosystem is a metaphor for a vision of academia which more healthy and productive than the current one. Rather than thinking of the university in terms of a factory producing students, the concept of an academic ecosystem would have multiple institutions each playing a very well defined role. Advantages of the academic ecosystem + Student directed learning + No gatekeepers [[User:Roadrunner|Roadrunner]] 08:06, 31 October 2006 (UTC) [[Category:Education]] 8493 41651 2006-10-31T08:15:03Z Roadrunner 63 Redirecting to [[School:Physics/Bachelor of Science]] #REDIRECT[[School:Physics/Bachelor_of_Science]] 8495 78140 2007-01-18T06:26:06Z Mu301 3705 refs This is the home page for Boom, the optimistically named one dimensional astrophysical code used for calculation of type II iron core collapse supernova. This code was used for my doctoral dissertation. The irony (haa iron) is that Boom doesn't go boom, and figuring out why is a topic of intense research in the professional research community. I thought that the name Boom was better than the old name of Collapse, which in turn is much better than Fizzle which is what the code actually does. Much of the motivation for releasing this code is to encourage the formation of the field of [[AmateurAstrophysics]]. Also if you need a supernova code for any reason, this is the place to get it. Boom has been run on many different UNIX based machines. Right now the prefered platform is Linux using the intel compiler. The newest version will run on Intel 9.1. If you have some basic coding experience, there are some [[BoomCodeProjects|projects]] that you can do. The documentation for some of this is available in [[BoomCodeDissertation]] It is released under the terms of the GNU Public License. Boom is available either by a tar file and by subversion. To get the code via subversion svn co https://www.gnacademy.org/svn/boom To install subversion see http://subversion.tigris.org/ . Documentation for subversion is at http://svnbook.red-bean.com/ You can also view the [http://www.gnacademy.org/cgi-bin/viewcvs/viewcvs.cgi/?root=boom source code online]. Once you have downloaded it, you can look at the [[BoomCodeQuickStart|quick start]]. Boom is intended to be the first in a series of professional astrophysical programs released to the general public. In addition to the programs themselves, this site will include commentary and physics explanations in plain English intended to bridge the gap between professional astronomers, amateur astronomers, and the general public. In addition by publishing code in an open source license and forum, it is hoped that we can end the problem of abandonware in the professional astronomical community. [[User:Roadrunner|Roadrunner]] 08:29, 31 October 2006 (UTC) == Papers and dissertations using Boom and its predecessors == [http://adsabs.harvard.edu/cgi-bin/nph-bib_query?bibcode=2002AAS...200.1406A Feedback Effects of the Magnetorotational Instability on Core Collapse Supernovae] [http://adsabs.harvard.edu/cgi-bin/nph-bib_query?bibcode=2001AAS...199.9403A The Magneto-Rotational Instability and Core-Collapse Supernova Explosions] [http://adsabs.harvard.edu/cgi-bin/nph-bib_query?bibcode=1987ApJ...318..744M The effect of neutrino transport on the collapse of iron stellar cores] == References == *[http://www.sciam.com/article.cfm?articleID=000160CC-A71B-150E-A26183414B7F0000&ref=sciam How to Blow Up a Star] Models of supernovae have failed to reproduce these explosions--until recently [[Category:Astronomy]] [[Category:Physics]] [[Category:Research]] [[Category:Pages needing cleanup after Import]] [[Category:BoomCode]] 8496 45097 2006-11-13T03:09:57Z Rayc 57 cat Here are some projects. These require varying amounts of experience. Some are quick projects which can be done with limited coding experience. Others are doctoral dissertation level projects. There's also a bunch of project in between. See also the list of [[BoomCodeAntiProjects]]. * Sort this list by level of difficulty * Run a model with general relativity turned on. Take one of the tau3 models, change keygr=0 to keygr=1 and report what happens. Just run the model, I have no idea what happens. * Get this code working with gfortran * Get rid of the places where Newton's method is incorrectly used. Newton's method should not be used where you have numerical derivatives. In these situations, bisection should be used. * Make the mshultz artificial viscosity work with adaptive meshing. The problem is that mshultz requires information about the previous timestep density and that information isn't there. * Make plotr work with adaptive meshing * Redo artificial visocity to reduce "ringing" behind the shock. * Develop more test code. We have two test models Sedov and shutter. These are not enough to verify the correctness of the code. * Add automated testing. * Make it work with Beowulf. It already has MPI code in it. * Maintain/fix runboom.mpp * Figure out why the anti-neutrino only system has spikes in it. * Compare GR model run with previous papers. If it's the same which I think it will be, it's probably not publishable. If it is different, then it becomes interesting. * Develop a self-consistent convective model with general relativity * Make the thing work with GNU autotools. * Develop better graphical backends. I'm going to be including some plotting code used with lick mongo. * Develop some sort of comprehesive use frontend. Maybe with tk * Figure out why channels appear in the neutrino code * Add check in eos table code to insure that functions are monotonic. If they aren't, they could mess up bisection code. * Update eos with that of Swesty and Timmes (2000) * Add a silicon reaction net model - VERY IMPORTANT * Add a rotational model. Contact (joe@gnacademy.org) if you want to help with this. * Add a magnetic model. Contact shizuka@astro.as.utexas.edu if you are interested in this. [[Category:BoomCode]] 8497 76885 2007-01-16T02:49:57Z Historybuff 5228 Here is a list of professional astrophysics code copied from the astrophysics source code library which hasn't been updated in a while. accretion disks DUSTY: Radiation transport in a dusty environment Ivezic, Z., Nenkova, M., & Elitzur, M. http://ascl.net/dusty.html XSTAR: A program for calculating conditions and spectra of photoionized gases Kallman, T. http://ascl.net/xstar.html astrochemistry CSENV: A code for the chemistry of CircumStellar ENVelopes Mamon, G. A. http://ascl.net/csenv.html astrometry StarFinder: A code for stellar field analysis Diolaiti, E. et al. http://ascl.net/starfinder.html astronomical data bases: miscellaneous CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html atomic data CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html atomic processes CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html PopRatio: A program to calculate atomic level populations in astrophysical plasmas Silva, A. I. & Viegas, S. M. http://ascl.net/popratio.html black hole physics BHSKY: Visual distortions near a black hole Nemiroff, R. J. http://ascl.net/bhsky.html circumstellar matter CSENV: A code for the chemistry of CircumStellar ENVelopes Mamon, G. A. http://ascl.net/csenv.html cosmic microwave background COSMICS: Cosmological initial conditions and microwave anisotropy codes Bertschinger, E. http://ascl.net/cosmics.html RADPACK: A RADical compression analysis PACKage for fitting to the CMB Knox, L. http://ascl.net/radpack.html CMBFAST: A microwave anisotropy code Seljak, U. & Zaldarriaga, M. http://ascl.net/cmbfast.html Icosahedron: The Icosahedron Package for Pixelizing the Sphere Tegmark, M. http://ascl.net/icosahedron.html cosmology: theory COSMICS: Cosmological initial conditions and microwave anisotropy codes Bertschinger, E. http://ascl.net/cosmics.html ANGSIZ: A general and practical method for calculating cosmological distances Helbig, P., Kayser, R., & Schramm, T. http://ascl.net/angsiz.html PMcode: Particle-Mesh code for cosmological simulations Klypin, A. & Holtzman, J. http://ascl.net/pmcode.html RADPACK: A RADical compression analysis PACKage for fitting to the CMB Knox, L. http://ascl.net/radpack.html CMBFAST: A microwave anisotropy code Seljak, U. & Zaldarriaga, M. http://ascl.net/cmbfast.html cosmology: large-scale structure of universe MLAPM: Simulating Structure Formation from Collisionless Matter Knebe, A., Green, A. & Binney, J. http://ascl.net/mlapm.html dark matter COSMICS: Cosmological initial conditions and microwave anisotropy codes Bertschinger, E. http://ascl.net/cosmics.html PMcode: Particle-Mesh code for cosmological simulations Klypin, A. & Holtzman, J. http://ascl.net/pmcode.html MLAPM: Simulating Structure Formation from Collisionless Matter Knebe, A., Green, A. & Binney, J. http://ascl.net/mlapm.html CMBFAST: A microwave anisotropy code Seljak, U. & Zaldarriaga, M. http://ascl.net/cmbfast.html distance scale ANGSIZ: A general and practical method for calculating cosmological distances Helbig, P., Kayser, R., & Schramm, T. http://ascl.net/angsiz.html SLOPES: least-squares linear regression lines for bivariate datasets Feigelson, E. http://ascl.net/slopes.html elementary particles COSMICS: Cosmological initial conditions and microwave anisotropy codes Bertschinger, E. http://ascl.net/cosmics.html galaxies: elliptical FASTELL: Fast calculation of a family of elliptical mass gravitational lens models Barkana, R. http://ascl.net/fastell.html galaxies: formation MLAPM: Simulating Structure Formation from Collisionless Matter Knebe, A., Green, A. & Binney, J. http://ascl.net/mlapm.html SPH_1D: Hierarchical gravity/SPH treecode for simulations of interacting galaxies Olson, K. http://ascl.net/sph_1d.html galaxies: halos MLAPM: Simulating Structure Formation from Collisionless Matter Knebe, A., Green, A. & Binney, J. http://ascl.net/mlapm.html galaxies: individual FASTELL: Fast calculation of a family of elliptical mass gravitational lens models Barkana, R. http://ascl.net/fastell.html galaxies: interactions SPH_1D: Hierarchical gravity/SPH treecode for simulations of interacting galaxies Olson, K. http://ascl.net/sph_1d.html galaxies: structure FASTELL: Fast calculation of a family of elliptical mass gravitational lens models Barkana, R. http://ascl.net/fastell.html Galaxy: stellar content BSGMODEL: The Bahcall-Soneira Galaxy Model Bahcall, J. N. http://ascl.net/bsgmodel.html Galaxy: structure BSGMODEL: The Bahcall-Soneira Galaxy Model Bahcall, J. N. http://ascl.net/bsgmodel.html EXTINCT: A Computerized Model of Large-Scale Visual Interstellar Extinction Hakkila, J., Myers, J. M., Stidman, B. J., Hartmann, D. H. http://ascl.net/extinct.html gamma-rays: bursts WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html MILLISEARCH: A Search for Millilensing in BATSE GRB Data Nemiroff, Robert J. http://ascl.net/millisearch.html BLOCK: A Bayesian block method to analyze structure in photon counting data Scargle, J. D. http://ascl.net/block.html gamma-rays: observations WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html gravitation NBODY2: A Direct N-Body Integration Code Aarseth, S. http://ascl.net/nbody2.html COSMICS: Cosmological initial conditions and microwave anisotropy codes Bertschinger, E. http://ascl.net/cosmics.html GADGET: A code for cosmological simulations of structure formation Springel, V. & Yoshida, N. http://ascl.net/gadget.html gravitational lensing FASTELL: Fast calculation of a family of elliptical mass gravitational lens models Barkana, R. http://ascl.net/fastell.html ANGSIZ: A general and practical method for calculating cosmological distances Helbig, P., Kayser, R., & Schramm, T. http://ascl.net/angsiz.html MILLISEARCH: A Search for Millilensing in BATSE GRB Data Nemiroff, Robert J. http://ascl.net/millisearch.html BHSKY: Visual distortions near a black hole Nemiroff, R. J. http://ascl.net/bhsky.html LENSKY: Galactic Microlensing Probability Nemiroff, R. J. http://ascl.net/lensky.html hydrodynamics GADGET: A code for cosmological simulations of structure formation Springel, V. & Yoshida, N. http://ascl.net/gadget.html instrumentation: adaptive optics StarFinder: A code for stellar field analysis Diolaiti, E. et al. http://ascl.net/starfinder.html instrumentation: detectors XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html CONSKY: Sky CCD Integration Simulation Nemiroff, R. J. & Rafert, J. B. http://ascl.net/consky.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html instrumentation: interferometric AIPS: Astronomical Image Processing System AIPS Team http://ascl.net/aips.html instrumentation: photometers IRAF: Image Reduction and Analysis Facility IRAF Team http://ascl.net/iraf.html instrumentation: spectrographs XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html IRAF: Image Reduction and Analysis Facility IRAF Team http://ascl.net/iraf.html RVSAO: Digital redshifts and radial velocities Kurtz, M. J. & Mink, D. J. http://ascl.net/rvsao.html ISM: abundances CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html ISM: atoms CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html ISM: dust DDSCAT: The Discrete Dipole approximation for Scattering and absorption of light by irregular particles Draine, B. T. & Flatau, Piotr J. http://ascl.net/ddscat.html EXTINCT: A Computerized Model of Large-Scale Visual Interstellar Extinction Hakkila, J., Myers, J. M., Stidman, B. J., Hartmann, D. H. http://ascl.net/extinct.html DUSTY: Radiation transport in a dusty environment Ivezic, Z., Nenkova, M., & Elitzur, M. http://ascl.net/dusty.html ISM: extinction DDSCAT: The Discrete Dipole approximation for Scattering and absorption of light by irregular particles Draine, B. T. & Flatau, Piotr J. http://ascl.net/ddscat.html EXTINCT: A Computerized Model of Large-Scale Visual Interstellar Extinction Hakkila, J., Myers, J. M., Stidman, B. J., Hartmann, D. H. http://ascl.net/extinct.html DUSTY: Radiation transport in a dusty environment Ivezic, Z., Nenkova, M., & Elitzur, M. http://ascl.net/dusty.html ISM: molecules RATRAN: Radiative transfer and molecular excitation in one and two dimensions Hogerheijde, Michiel & van der Tak, Floris http://ascl.net/ratran.html CSENV: A code for the chemistry of CircumStellar ENVelopes Mamon, G. A. http://ascl.net/csenv.html large-scale structure of the universe COSMICS: Cosmological initial conditions and microwave anisotropy codes Bertschinger, E. http://ascl.net/cosmics.html PMcode: Particle-Mesh code for cosmological simulations Klypin, A. & Holtzman, J. http://ascl.net/pmcode.html CMBFAST: A microwave anisotropy code Seljak, U. & Zaldarriaga, M. http://ascl.net/cmbfast.html line: formation XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html RATRAN: Radiative transfer and molecular excitation in one and two dimensions Hogerheijde, Michiel & van der Tak, Floris http://ascl.net/ratran.html XSTAR: A program for calculating conditions and spectra of photoionized gases Kallman, T. http://ascl.net/xstar.html PopRatio: A program to calculate atomic level populations in astrophysical plasmas Silva, A. I. & Viegas, S. M. http://ascl.net/popratio.html line: identification XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html methods: data analysis AIPS: Astronomical Image Processing System AIPS Team http://ascl.net/aips.html ISIS: A method for optimal image subtraction Alard, C. & Lupton, R. http://ascl.net/isis.html XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html StarFinder: A code for stellar field analysis Diolaiti, E. et al. http://ascl.net/starfinder.html SLOPES: least-squares linear regression lines for bivariate datasets Feigelson, E. http://ascl.net/slopes.html FTOOLS: A general package of software to manipulate FITS files FTOOLS Team http://ascl.net/ftools.html IRAF: Image Reduction and Analysis Facility IRAF Team http://ascl.net/iraf.html RVSAO: Digital redshifts and radial velocities Kurtz, M. J. & Mink, D. J. http://ascl.net/rvsao.html MILLISEARCH: A Search for Millilensing in BATSE GRB Data Nemiroff, Robert J. http://ascl.net/millisearch.html BLOCK: A Bayesian block method to analyze structure in photon counting data Scargle, J. D. http://ascl.net/block.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html Icosahedron: The Icosahedron Package for Pixelizing the Sphere Tegmark, M. http://ascl.net/icosahedron.html SAOimage: A utility for displaying astronomical images in the X11 window environment VanHilst, M. & Mink, D. http://ascl.net/saoimage.html methods: N-body simulations NBODY2: A Direct N-Body Integration Code Aarseth, S. http://ascl.net/nbody2.html GADGET: A code for cosmological simulations of structure formation Springel, V. & Yoshida, N. http://ascl.net/gadget.html methods: numerical RATRAN: Radiative transfer and molecular excitation in one and two dimensions Hogerheijde, Michiel & van der Tak, Floris http://ascl.net/ratran.html SPH_1D: Hierarchical gravity/SPH treecode for simulations of interacting galaxies Olson, K. http://ascl.net/sph_1d.html BLOCK: A Bayesian block method to analyze structure in photon counting data Scargle, J. D. http://ascl.net/block.html methods: statistical ISIS: A method for optimal image subtraction Alard, C. & Lupton, R. http://ascl.net/isis.html SLOPES: least-squares linear regression lines for bivariate datasets Feigelson, E. http://ascl.net/slopes.html RADPACK: A RADical compression analysis PACKage for fitting to the CMB Knox, L. http://ascl.net/radpack.html BLOCK: A Bayesian block method to analyze structure in photon counting data Scargle, J. D. http://ascl.net/block.html plasmas XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html XSTAR: A program for calculating conditions and spectra of photoionized gases Kallman, T. http://ascl.net/xstar.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html PopRatio: A program to calculate atomic level populations in astrophysical plasmas Silva, A. I. & Viegas, S. M. http://ascl.net/popratio.html radiation mechanisms: non-thermal XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html radiation mechanisms: thermal XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html XSTAR: A program for calculating conditions and spectra of photoionized gases Kallman, T. http://ascl.net/xstar.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html radiative transfer DDSCAT: The Discrete Dipole approximation for Scattering and absorption of light by irregular particles Draine, B. T. & Flatau, Piotr J. http://ascl.net/ddscat.html CLOUDY: Numerical simulation of plasmas and their spectra Ferland, G. et al. http://ascl.net/cloudy.html RATRAN: Radiative transfer and molecular excitation in one and two dimensions Hogerheijde, Michiel & van der Tak, Floris http://ascl.net/ratran.html DUSTY: Radiation transport in a dusty environment Ivezic, Z., Nenkova, M., & Elitzur, M. http://ascl.net/dusty.html radio continuum: general AIPS: Astronomical Image Processing System AIPS Team http://ascl.net/aips.html radio lines: general AIPS: Astronomical Image Processing System AIPS Team http://ascl.net/aips.html relativity BHSKY: Visual distortions near a black hole Nemiroff, R. J. http://ascl.net/bhsky.html scattering DDSCAT: The Discrete Dipole approximation for Scattering and absorption of light by irregular particles Draine, B. T. & Flatau, Piotr J. http://ascl.net/ddscat.html stars: abundances SPECTRUM: A stellar spectral synthesis program Gray, R. O. http://ascl.net/spectrum.html stars: atmospheres CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html SPECTRUM: A stellar spectral synthesis program Gray, R. O. http://ascl.net/spectrum.html stars: circumstellar matter DUSTY: Radiation transport in a dusty environment Ivezic, Z., Nenkova, M., & Elitzur, M. http://ascl.net/dusty.html stars: fundamental parameters SPECTRUM: A stellar spectral synthesis program Gray, R. O. http://ascl.net/spectrum.html stars: general CONSKY: Sky CCD Integration Simulation Nemiroff, R. J. & Rafert, J. B. http://ascl.net/consky.html stars: imaging StarFinder: A code for stellar field analysis Diolaiti, E. et al. http://ascl.net/starfinder.html stars: individual SPECTRUM: A stellar spectral synthesis program Gray, R. O. http://ascl.net/spectrum.html stars: pre-main-sequence DUSTY: Radiation transport in a dusty environment Ivezic, Z., Nenkova, M., & Elitzur, M. http://ascl.net/dusty.html stars: supernovae BOOM: Iron-core collapse supernova simulation [[BoomCode]] stars: variables CONSKY: Sky CCD Integration Simulation Nemiroff, R. J. & Rafert, J. B. http://ascl.net/consky.html Sun: atmosphere CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html Sun: gamma-rays WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html surveys CONSKY: Sky CCD Integration Simulation Nemiroff, R. J. & Rafert, J. B. http://ascl.net/consky.html techniques: image processing ISIS: A method for optimal image subtraction Alard, C. & Lupton, R. http://ascl.net/isis.html StarFinder: A code for stellar field analysis Diolaiti, E. et al. http://ascl.net/starfinder.html FTOOLS: A general package of software to manipulate FITS files FTOOLS Team http://ascl.net/ftools.html techniques: interferometric AIPS: Astronomical Image Processing System AIPS Team http://ascl.net/aips.html techniques: photometric StarFinder: A code for stellar field analysis Diolaiti, E. et al. http://ascl.net/starfinder.html IRAF: Image Reduction and Analysis Facility IRAF Team http://ascl.net/iraf.html CONSKY: Sky CCD Integration Simulation Nemiroff, R. J. & Rafert, J. B. http://ascl.net/consky.html SAOimage: A utility for displaying astronomical images in the X11 window environment VanHilst, M. & Mink, D. http://ascl.net/saoimage.html techniques: radial velocities RVSAO: Digital redshifts and radial velocities Kurtz, M. J. & Mink, D. J. http://ascl.net/rvsao.html techniques: radar astronomy AIPS: Astronomical Image Processing System AIPS Team http://ascl.net/aips.html techniques: spectroscopic XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html SPECTRUM: A stellar spectral synthesis program Gray, R. O. http://ascl.net/spectrum.html IRAF: Image Reduction and Analysis Facility IRAF Team http://ascl.net/iraf.html RVSAO: Digital redshifts and radial velocities Kurtz, M. J. & Mink, D. J. http://ascl.net/rvsao.html WINGSPAN: A WINdows Gamma-ray SPectral Analysis program Preece, R. D., Briggs, M. S., Mallozzi R. S., & Brock, M. N. http://ascl.net/wingspan.html telescopes CONSKY: Sky CCD Integration Simulation Nemiroff, R. J. & Rafert, J. B. http://ascl.net/consky.html ultraviolet: general CHIANTI: A database for astrophysical emission line spectroscopy CHIANTI Consortium http://ascl.net/chianti.html IRAF: Image Reduction and Analysis Facility IRAF Team http://ascl.net/iraf.html SAOimage: A utility for displaying astronomical images in the X11 window environment VanHilst, M. & Mink, D. http://ascl.net/saoimage.html X-rays: general XSPEC: An X-ray spectral fitting package Arnaud, K., Shafer, R., Haberl, F. & Tennant, A. http://ascl.net/xspec.html FTOOLS: A general package of software to manipulate FITS files FTOOLS Team http://ascl.net/ftools.html XSTAR: A program for calculating conditions and spectra of photoionized gases Kallman, T. http://ascl.net/xstar.html X-rays: stars XSTAR: A program for calculating conditions and spectra of photoionized gases Kallman, T. http://ascl.net/xstar.html [[Category: Astronomy]] [[Category: Software]] 8498 45098 2006-11-13T03:10:14Z Rayc 57 cat To compile and run [[BoomCode]], you will first need to install a Fortran 95 compiler. The Intel Fortran Compiler works nicely on linux. * cd boom * make * cd bin * ./runboom tau3 1 5 This will run a non-convective model with all six neutrino species out to one second. It will take about ten hours on a AMD 2000. There are a whole other bunch of models in the datainp directory. If you get this far, start adding information to these web pages and we can talk. [[User:Roadrunner|Roadrunner]] 09:02, 31 October 2006 (UTC) [[Category:BoomCode]] 8501 41701 2006-10-31T12:04:00Z Sebmol 14 [[Image:Symbol OK.png|13px]] 8502 41702 2006-10-31T12:05:05Z Sebmol 14 [[Image:Yes_check.svg|15px| ]] {{{1|'''Done'''}}} 8503 41710 2006-10-31T12:09:09Z Guillom 48 removed unnecessary cat [[Image:X mark.svg|15px| ]] {{{1|'''Not done'''}}} 8507 75767 2007-01-14T16:27:53Z Mystictim 626 added [[Category:Learning activities]] <small>part of '''[[School:Strategic Studies|Strategic Studies]]'''>[[Introduction to Strategic Studies]]>'''[[Introduction to Strategic Studies/Guerrilla|'''Guerrilla''']]</small> =The Project= Apply your knowledge of Guerrilla Warfare to one, some, or all of the problems below. =How Do I Use this Project to Learn?= The purpose of a project is to reinforce the knowledge you have gained from personal study by ''doing'' something that applies that knowledge. You may do one of the suggested activities in this project, you may do them all. ''You can even add your own activity and do it''. It is entirely up to you. You may choose to do one now, and do one later so that you can see to what degree your knowledge on this subject has deepened. You are free to choose how you approach the deepening of your understanding. Every project has a question or set of questions to answer. Through doing an activity (or activities), you give yourself the ability to answer these questions from your own experiences. When you feel it is time, please create a page that is a /sub-page/ of this page and write your thoughts from the experience you gained. You can link the sub-page through the "Active Participants" section below. Good luck, and happy learning! =Questions= For each of the questions below, make a hypothesis now about the answer, write it down, and then test it through one or more of the activities. #When is Guerrilla most effective? #How is Guerrilla most effectively opposed by a conventional military force? #In what environment does Guerrilla not work effectively? #What is the link between Guerrilla and radical ideology? Is there a link? #Is Guerrilla wholly the realm of revolutionary warfare, or can Guerrilla techniques be used on the offence? Can they be used by state actors? =Activities= *Assist the [[Board Game Design]] group with a game that encompasses Guerrilla. Play it. Make improvements that better implement the role of Guerrilla in the game. Examine the questions above in light of what you have accomplished. *Investigate the coverage of Guerrilla topics on Wikipedia and the rest of the Wikimedia Foundation. Follow the links online and read offline texts to check on facts and help footnote the articles. Alternatively, you could research what you find to be an error, or a topic that should be covered much more deeply, and expand or edit the article accordingly. *Research and write a short story that explores the concept of Guerrilla in some way. Perhaps approach one or many of the questions above in the story, and think of how these questions might logically affect the storyline. =Active Participants= *[[User:dnjkirk]] - no project yet selected *... Remember to post your findings or links to your work in this section, and make suggestions for improvements to the [[Introduction_to_Strategic_Studies|Course]] based on your work! [[Category:Strategic Studies]][[Category:Learning activities]] 8508 59617 2006-12-18T03:51:35Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 8509 41752 2006-10-31T16:12:51Z Piotrus 571 red #REDIRECT [[Wikiversity:Introduction]] 8510 41753 2006-10-31T16:13:08Z Piotrus 571 red #REDIRECT [[Wikiversity:Introduction]] 8513 75818 2007-01-14T17:34:39Z Mystictim 626 added welecome and expand catogory {{welcome and expand}} Teaching the abc's can be simple. Using books, flashcards and a good phonics curriculum can help. Make it fun! Kids love learning and will enjoy learning when all the senses are involved. You can teach a letter a day and then look for things that start with that letter. For example, the letter A. Eat apples for lunch, cut out pictures of ants, anteaters, alligators, or airplanes. But most of enjoy the learning process! Here are two links to some great alphabet printables. <nowiki>kidscrafts.suite101</nowiki> a "dot com", /article.cfm/pilgrim_boy_alphabet_flashcards</nowiki> Pilgrim Boy Alphabet Flashcards and article.cfm/pilgrim_girl_abc_cards Pilgrim Girl ABC Cards] [[Category:Preschool]] 8514 76035 2007-01-14T23:15:26Z Historybuff 5228 ==Number systems and codes== ===Decimal, BInary, Octal and Hexadecimal systems=== ===Arithmetics of non-decimal numbers=== ====Addition==== ====Subtraction==== ====Multiplication==== ====Division==== ===Binary Codes=== ==[[wikipedia:Logic gates|Logic gates]] and [[wikipedia:Digital Circuits|Digital Circuits]]== ===And Gate=== Please refer to WIKIPEDIA article about [[wikipedia:And_gate|And_gate]] ===Or Gate=== Please refer to WIKIPEDIA article about [[wikipedia:OR_gate|OR_gate]] ===Nand Gate=== Please refer to WIKIPEDIA article on [[wikipedia:NAND_gate|NAND_gate]] ===Xor Gate=== ===Boolean Algebra=== Please refer to WIKIPEDIA article on [[wikipedia:Boolean_algebra|Boolean_algebra]] ==Combinational Logic Design ans principles== ===Switching Algebra=== ===Combinational circuit analysis=== ===Programmed minimization methodes=== ===Documentation standards=== ====Block Diagrams==== ====Circuit Timing==== ===Decoders=== ===Encoders=== ===Multiplexers=== ===Comparators=== ===Adders, Subtracters, ALU=== ===COmbinational Logic with Programmable Logic Arrays=== ==Sequential Logic== ===Latcher and Flip Flops=== ====S-R Latch==== ====D Filp Flop==== ====Edje Triggered Flip-Flop==== ====Master-Slave combinations==== ===CLocked Synchronous State Machines=== ===Feedback Sequential Circuits=== ==Memory== ==Bibliography== DIGITAL DESIGN practices and principles, second edition, by John. F. Wakerly [[Category: Computer Science]] 8592 68064 2007-01-08T05:26:29Z JWSchmidt 20 [[Category:Computer Architecture]] = General = *16 16-bit registers *flags: Z, C, V, N **Z: all bits of the last result are zero **C: 17^th bit of the last result **N: 16^th bit of the last result **V: overflow, after sub/cmp it is <math>r1:15 \oplus r2:15 \oplus N \oplus C</math>, the latter two according to the result **I: allow interrupts **P: parity of the last result *any register as return address *Some parts come from the Alpha architecture. "ldpgm" had to be there, because those were painfully missing from the SPEAR Architecture. The handling of branches is inspired by the Intel x86. *separate registers for interrupt vectors - read and written through "ldvec" / "stvec" The processor uses a Harvard architecture; although it has not prevailed in mainstream-architectures, it is still used in embedded processors such as the Atmel AVR. The separation of code- and data-memory is not flexible enough for mainstream systems, but with small embedded processors the program code tends to be fixed anyway. A Harvard architecture enables the processor to make use of more memory (which is an issue when the adress space is limited to 64k), and the program code can be read from a ROM directly. A transient failure thus cannot destroy the program by overwriting its code section. = Instruction Set = <center> {| border=1 cellspacing=0 cellpadding=5 | add r1, r2, r3 | 0000 | r1 + r2 → r3 |- | sub r1, r2, r3 | 0001 | r1 - r2 → r3 |- | addc r1, r2, r3 | 0010 | r1 + r2 + C → r3 |- | subb r1, r2, r3 | 0011 | r1 - r2 - C → r3 |- | and r1, r2, r3 | 0100 | r1 \wedge r2 → r3 |- | or r1, r2, r3 | 0101 | r1 \vee r2 → r3 |- | xor r1, r2, r3 | 0110 | r1 \oplus r2 → r3 |- | mul r1, r2, r3 | 0111 | r1 * r2 → r3 |- | div r1, r2, r3 | 1000 | r1 \div r2 → r3 |- | udiv r1, r2, r3 | 1001 | r1 \div r2 → r3, \textnormal{unsigned} |- | ldil n8, r1 | 1010 | (r1 \wedge \texttt{0xff00}) \vee n8 → r1, -128 \leq n8 \leq 255 |- | ldih n8, r1 | 1011 | (r1 \wedge \texttt{0x00ff}) \vee (n8 \shl 8) → r1, -128 \leq n8 \leq 255 |- | ldib n8, r1 | 1100 | n8 → r1, -128 \leq n8 \leq 127 |- | mov r1, r2 | 11010000 | r1 → r2 |- | mod r1, r2 | 11010001 | r1\ \textnormal{mod}\ r2 → r1 |- | umod r1, r2 | 11010010 | r1\ \textnormal{mod}\ r2 → r1, \textnormal{unsigned} |- | not r1, r2 | 11010011 | \lnot r1 → r2 |- | neg r1, r2 | 11010100 | -r1 → r2 |- | cmp r1, r2 | 11010101 | r1 - r2, \textnormal{sets flags} |- | addi r1, n4 | 11010110 | r1 + n4 → r1, -8 \leq n4 \leq 7 |- | cmpi r1, n4 | 11010111 | r1 - n4, \textnormal{sets flags}, -8 \leq n4 \leq 7 |- | shl r1, r2 | 11011000 | r1 \shl r2 → r1 |- | shr r1, r2 | 11011001 | r1 \shr r2 → r1 |- | sar r1, r2 | 11011010 | r1 \sar r2 → r1 |- | rolc r1, r2 | 11011011 | (r1 \shl r2) \vee (C \shl (r2-1)) \vee (r1 \shr (16-r2-1)) |- | rorc r1, r2 | 11011100 | (r1 \shr r2) \vee (C \shl (16-r2)) \vee (r1 \shl (16-r2-1)) |- | bset r1, n4 | 11011101 | r1 \vee (1 \shl n4) → r1, 0 \leq n4 \leq 15 |- | bclr r1, n4 | 11011110 | r1 \wedge \lnot (1 \shl n4) → r1, 0 \leq n4 \leq 15 |- | btest r1, n4 | 11011111 | (r1 \shr n4) \wedge 1 → Z, 0 \leq n4 \leq 15 |- | store r1, r2 | 11100001 | r1 \rightarrow [r2] \at [r2+1] |- | loadl r1, r2 | 11100010 | (r2 \wedge \texttt{0xff00}) \vee [r1] → r2 |- | loadh r1, r2 | 11100011 | (r2 \wedge \texttt{0x00ff}) \vee ([r1] \shl 8) → r2 |- | loadb r1, r2 | 11100100 | [r1] → r2, \textnormal{signed} |- | storel r1, r2 | 11100101 | (r1 \wedge \texttt{0x00ff}) → [r2] |- | storeh r1, r2 | 11100110 | (r1 \shr 8) → [r2] |- | ldpgm r1, r2 | 11100111 | [r1] \at [r1+1] → r2, \textnormal{load from program memory} |- | call r1, r2 | 11101000 | r1 \rightarrow pc, pc → r2 |- | br n8 | 11110000 | pc + n8 → pc, -128 \leq n8 \leq 127 |- | brz n8 | 11110001 | Z = 1 \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brnz n8 | 11110010 | Z = 0 \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brle n8 | 11110011 | \leq / (Z = 1) \vee (N \not = V) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brlt n8 | 11110100 | < / (Z = 0) \wedge (N \not = V) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brge n8 | 11110101 | \geq / (Z = 1) \vee (N = V) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brgt n8 | 11110110 | > / (Z = 0) \wedge (N = V) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brule n8 | 11110111 | \leq / (Z = 1) \vee (C = 1) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brult n8 | 11111000 | < / (Z = 0) \wedge (C = 1) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | bruge n8 | 11111001 | \geq / (Z = 1) \vee (C = 0) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | brugt n8 | 11111010 | > / (Z = 0) \wedge (C = 0) \Rightarrow pc + n8 → pc, -128 \leq n8 \leq 127 |- | sext r1, r2 | 11111011 | (r1 \shl 8) \sar 8 → r2 |- | ldvec n4, r1 | 11111100 | \textnormal{interrupt vector}\ n4 → r1, 0 \leq n4 \leq 15 |- | stvec r1, n4 | 11111101 | r1 → \textnormal{interrupt vector}\ n4, 0 \leq n4 \leq 15 |- | jmp r1 | 111111100000 | r1 → pc |- | jmpz r1 | 111111100001 | Z = 1 \Rightarrow r1 → pc |- | jmpnz r1 | 111111100010 | Z = 0 \Rightarrow r1 → pc |- | jmple r1 | 111111100011 | \leq / (Z = 1) \vee (N \not = V) \Rightarrow r1 → pc |- | jmplt r1 | 111111100100 | < / (Z = 0) \wedge (N \not = V) \Rightarrow r1 → pc |- | jmpge r1 | 111111100101 | \geq / (Z = 1) \vee (N = V) \Rightarrow r1 → pc |- | jmpgt r1 | 111111100110 | > / (Z = 0) \wedge (N = V) \Rightarrow r1 → pc |- | jmpule r1 | 111111100111 | \leq / (Z = 1) \vee (C = 1) \Rightarrow r1 → pc |- | jmpult r1 | 111111101000 | < / (Z = 0) \wedge (C = 1) \Rightarrow r1 → pc |- | jmpuge r1 | 111111101001 | \geq / (Z = 1) \vee (C = 0) \Rightarrow r1 → pc |- | jmpugt r1 | 111111101010 | > / (Z = 0) \wedge (C = 0) \Rightarrow r1 → pc |- | intr n4 | 111111101011 | \textnormal{interrupt vector}\ n4 → pc, pc → ira, 0 \leq n4 \leq 15 |- | getira r1 | 111111101100 | ira → r1 |- | setira r1 | 111111101101 | r1 → ira |- | getfl r1 | 111111101110 | flags → r1 |- | setfl r1 | 111111101111 | r1 → flags |- | reti | 1111111111110000 | ira → pc |- | nop | 1111111111110001 | \textnormal{do nothing} |- | sei | 1111111111110010 | 1 → I |- | cli | 1111111111110011 | 0 → I |- | error | 1111111111111111 | \textnormal{invalid operation} |} Instruction Set of marca processor </center> == NOTES == *Modulo does not follow the patterns for "div" and "udiv", because the was not enough room for two more 3-operand operations. The assembler accepts the mnemonic with 3 registers as operands and substitute it with the according "mov" and "mod" instructions. *Interrupts are nice, but not necessary roght from the beginning. Thus the related instructions will not be implemented until the rest of the processor is reasonably working. = Pipelining = We are considering a 4-stage pipeline: *instruction fetch *instruction decode *execution/memory access *write back This scheme is similar to the one used in the MIPS architecture, only execution and write back stage are drwan together. For our architecture does not support indexed adressing, it does not need the ALU's result and can work in parallel, having the advantage of reducing the possible hazards. [[Category:Computer Architecture]] 8593 62866 2006-12-25T19:49:56Z 71.235.243.125 /* Pre-university level course area */ <!----------------------------Header-----------------------> <center><big>'''Welcome to the School of {{PAGENAME}}!'''</big></center> <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center>'''[[Portal:Science|FACULTY OF SCIENCES]]'''</center> <center>'''[[Portal:Physical Sciences|F<small>ACULTY OF</small> P<small>HYSICAL</SMALL> S<small>CIENCES</small>]] · [[Portal:Life Sciences|F<small>ACULTY OF</small> L<small>IFE</SMALL> S<small>CIENCES</small>]] · [[Portal:Engineering and Technology|F<small>ACULTY OF</small> E<small>NGINEERING AND </SMALL> T<small>ECHNOLOGY</small>]] · [[Portal:Mathematics|F<small>ACULTY OF</small> M<small>ATHEMATICS</SMALL>]]'''</center> [[School:Biology|Biology]] · [[School:Chemistry|Chemistry]] · [[School:Electronics|Electronics]] · [[School:Geology|Geology]] · [[School:Mathematics|Mathematics]]· [[School:Physics and Astronomy|Physics and Astronomy]] · </div> <!-----------------------------end of header----------------> {{nav|Wikiversity:Schools#Major Wikiversity Schools}} {|align=right |align=right|__TOC__ |- |[[image:spacetime_curvature.png|thumb|250px|Two-dimensional visualization of space-time distortion. The presence of matter changes the geometry of spacetime, this (curved) geometry being interpreted as gravity.]] |} A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "Topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in that [[Wikiversity:Namespaces|namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. Please coordinate changes with the departments. *[[Topic:Astronomy|Department of Astronomy]] *[[Topic:Marine Physics|Department of Marine Physics]] *[[Topic:Condensed Matter Physics|Department of Condensed Matter Physics]] *[[Topic:Particle Physics|Department of Particle Physics]] *[[Topic:Theoretical Physics|Department of Theoretical Physics]] *[[Topic:Biological Physics|Department of Biological Physics]] This page was imported from [[b:Wikiversity:School of Physics and Astronomy|Wikibooks]]. ==People== [[User:Roadrunner]] - Please contact me if you have any questions on physics and astronomy. I am currently trying to create a degree plan [[Wikiversity:Bachelor of Science in Physics]] that will be an open architecture degree which replicates the Course 8 experience at the [[Massachusetts Institute of Technology]] ==Courses== Courses are grouped by level of difficulty roughly related to an academic year at degree level. Normally you should not study a subject at a higher level until you have completed, or are at least familiar, with the previous level. Click a link to go to a course. ===Pre-university level course area=== *[[Topic:High School Physics|High School Physics]] *[[Topic:Calculus|Calculus]] [[Image:Meissner_Crop.jpg|thumb|150px|right|A [[Superconductivity|Superconductor]] demonstrating the [[Meissner Effect]].]] ===Level 1=== *[[Topic:Classical Mechanics]] *[[Topic:Thermodynamics]] *[[Topic:Electricity and Magnetism]] *[[Topic:Atomic Structure and Electromagnetic Radiation]] ===Level 2=== *[[Topic:Advanced Classical Mechanics]] *[[Topic:Mathematics for Physicists]] *[[Topic:Quantum Mechanics]] *[[Topic:Electromagnetism]] *[[Topic:Introduction to Astrophysics]] *[[Topic:Statistics for Science]] *[[Topic:Nuclear Physics]] *[[Topic:Solid State Physics]] *[[Topic:Special Relativity]] ===Level 3=== *[[Study guide:Statistical mechanics|Topic:Statistical Thermodynamics]] *[[Topic:Particle Physics]] *[[Topic:Fluid Dynamics]] *[[Topic:Cosmology]] *[[Topic:Stellar Evolution]] *[[Topic:Statistical Mechanics]] *[[Topic:Fourier Analysis]] *[[Topic:Geophysics]] ===Postgraduate & Research=== *[[Topic:Quantum Electrodynamics]] *[[Topic:General Relativity]] *[[Topic:Thought-Experimental Principles of Relativity]] *[[Topic:Quantum Optics]] *[[Topic:Continuum Mechanics]] *[[Topic:Continuum Field Theory]] *[[Topic:Plasma Physics]] *[[Topic:History of Physics]] *[[Topic:String Theory]] ===Courses in Other Schools=== *[[Topic:Linear Algebra]] *[[Topic:Topology]] *[[Topic:Abstract Algebra]] *[[Topic:Differential Geometry]] ===Graduate Examinations=== *[[Topic:GRE Physics Subject Test]] ==Books== As with all [[Wikiversity:Main Page|Wikiversity]] disciplines the courses here are supported by the texts at [[b:Wikibooks:Main Page|Wikibooks]] specifically of interest are the books on the [[b:Wikibooks:Physics_bookshelf|Physics bookshelf]] . The books below are represenattive of what is available. ===Texts=== *[[b:Physics with transforms - new invention]] *[[b:Special relativity]] *[[b:General relativity]] *[[b:Guide to Physics for You]] *[[b:Classical mechanics]] *[[b:Modern Physics]] *[[b:Physics with Calculus]] *[[b:GCSE Science/Electricity]] *[[b:A-level Physics]] ===Study guides=== *[[b:Physics Study Guide]] [[Category:Pages moved from Wikibooks]] [[Category:{{PAGENAME}}]] [[Category:Astronomy]] [[Category:Wikiversity schools]] [[Category:Physics]] 8595 44230 2006-11-09T21:19:08Z Mo Anabre 2690 Welcome to Group Theory! ==Department description== ==Department news== ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== ==Recommended Reading Material== == See also == *[[w: Group Theory]] *[[b:Abstract algebra/Groups|Groups]] at Wikibooks. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 8597 42328 2006-11-02T02:53:05Z Robert Elliott 1436 Rough Draft =The Story= ==The original story for the movie<br> <font color="brown">''Seduced by the Dark Side!''== An very old and wise person and a young person (about 12 years old) are outside a movie theater. They have just seen the movie, ''Star Wars'' and are going home. They now stand in front of the theater, looking at the poster of the movie on the wall outside the theater. The younger person says, "That was a great movie... but I don't understand one thing." The older person says, "Hum, what's that?". The younger person says, "I don't understand how anyone can be 'seduced by the dark side'". The elderly person thinks for a while and then answers, "What computer do you use at home?" The young person immediately responds eagerly, "A Macintosh." Then the elderly person slowly says, "But what computer does your father use at work?" The young person thinks for a while and then smiles in amazement, exclaiming loudly, "Seduced by the Dark Side!!!" The old person smiles knowingly at the young person. The young person is very happy knowing he has just learned a very important lesson. Now the two have formed a bond that will last a lifetime. They begin walking slowly home together. The End. ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 8598 76258 2007-01-15T02:54:31Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Storyboard Outline for Seduced by the Dark Side |The Storyboard Outline]] ---- ---- ==The Outline for the Storyboards== ==="Seduced by the Dark Side"=== [[Image:Blanktsb.jpg|frame|A Blank Thumbnail Storyboard<br>Create your own storyboard with 160 by 90 pixel thumbnail storyboards.]] ---- ---- Decide what frames you think are needed to tell this story. :* Reference materials: <font color="black"> the [[Lesson:Thumbnail_Storyboard |Thumbnail Storyboard Lessons]] · the [[Original Story for Seduced by the Dark Side | Original Story]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. ---- ---- ---- ---- ===#1=== EXTERIOR - The local movie theater - NIGHT (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ;<font color="green">How do you want to start the movie? :<font color="green">Your Answer: (Show all the frames.) ---- ===#2=== (2) '''Young Person''': "That was a great movie..." ;<font color="green">How do you want the young person to appear? :<font color="green">Your Answer: ---- ===#3=== (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ;<font color="green">How do you want the young person to appear? :<font color="green">Your Answer: ---- ===#4=== (4) '''Old Person''': "What's that?" ;<font color="green">How do you want the old person to appear? :<font color="green">Your Answer: ---- ===#5=== (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ;<font color="green">How do you want the young person to appear? :<font color="green">Your Answer: ---- ===#6=== (6) The old person thinks for a while. '''Old Person''': "Humm." ;<font color="green">How do you want the old person to appear? :<font color="green">Your Answer: ---- ===#7=== (7) '''Old Person''': "What computer do you have at home?" ;<font color="green">How do you want the old person to appear? :<font color="green">Your Answer: ---- ===#8=== (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ;<font color="green">How do you want the young person to appear? :<font color="green">Your Answer: ---- ===#9=== (9) '''Old Person''': "But what computer does your father use at work?" ;<font color="green">How do you want the old person to appear? :<font color="green">Your Answer: ---- ===#10=== (10) The young person thinks for a moment. '''Young Person''': "Humm." ;<font color="green">How do you want the young person to appear? :<font color="green">Your Answer: ---- ===#11=== (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ;<font color="green">How do you want the young person to appear? :<font color="green">Your Answer: ---- ===#12=== (12) The Old Person smiles. '''Old Person''': "Ahh." ;<font color="green">How do you want the old person to appear? :<font color="green">Your Answer: ---- ===#13=== (13) Old Person and the Young Person walk toward home together. ;<font color="green">How do you want the movie to end? :<font color="green">Your Answer: (Show all the frames.) ---- (14) Fade to Black. :::The End [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8600 80929 2007-01-25T13:35:03Z JWSchmidt 20 [[Category:Women's Studies]] <font=4>'''The Psychology of Lesbian Culture'''</font> ==Preface to Syllabus== ==Lecture I - Overview== ==Resources== ==References== <references/> ==Wikiversity Links== ==Wikipedia Links== ==See Also== [[Category:Psychology]] [[Category:Women's Studies]] 8602 79808 2007-01-22T01:09:07Z Elatanatari 2826 Welcome to the wonderful world of Fashion Design. Fashion design is the [[w:applied art|applied art]] dedicated to the [[w:design|design]] of [[w:clothing|clothing]] and lifestyle [[w:accessories|accessories]] created within the cultural and social influences of a specific time. Skills useful for a career in fashion design include: [[Drawing]], [[Sewing]], and [[Weaving]]. [[/stream|Fashion Design Stream]] == '''Apparel Design Methods''' == _Flat Pattern Design _Draping _Drafting [[Category:Fashion Design]] 8605 79403 2007-01-21T02:43:18Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} '''Reinforcement learning''' == What is Reinforcement Learning == "Reinforcement learning (RL) is learning from interaction with an environment, from the consequences of action, rather than from explicit teaching." -- Rich Sutton == Evaluative Feedback (Chapter 2) == === Softmax Action Selection === Softmax action selection is the way to maintain exploration and exploitation balance. The softmax policy will choose action ''a'' on period ''t'' with probablity: <math>\frac{\exp(\frac{Q_t(a)}{\tau})}{\sum_{b=1}^n \exp(\frac{Q_t(b)}{\tau})}</math> == Reinforcement Learning Problems (Sutton and Barto Chapter 3) == == Dynamic Programming (Sutton and Barto Chapter 4) == == Monte Carlo Methods (Sutton and Barto Chaper 5) == == Temporal-Difference Learning (Sutton and Barto Chapter 6) == == Eligibility Traces (Sutton and Barto Chapter 7) == == Related Terms == * Machine Learning * Adaptive Dynamic Programming * Markov Decision Process == References == * Sutton and Barto, Reinforcement Learning, an introduction, MIT Press 1998 (online version at http://www.cs.ualberta.ca/%7Esutton/book/ebook/the-book.html [[Category:Computer Science]] 8609 68063 2007-01-08T05:26:02Z JWSchmidt 20 [[Category:Computer Architecture]] == Instruction Set == {| border="1" cellpadding="2" cellspacing="0" |- !Instruction !Fixed Opcode !Variable Opcode !Semantics !Affected flags |- |3 operands |0 instructions unused || |- |Add |0000 |ddddrrrraaaa |D = R + A |CZON |- |Adc |0001 |ddddrrrraaaa |D = R + A + c |CZON |- |Sub |0010 |ddddrrrraaaa |D = R - A |CZON |- |Sbc |0011 |ddddrrrraaaa |D = R - A - c |CZON |- |CMPI |0100 |rrrriiiiiiii |R - I |CZON |- |And |0101 |ddddrrrraaaa |D = R & A | |- |Or |0110 |ddddrrrraaaa |D = R or A |- |Xor |0111 |ddddrrrraaaa |D = R ^ A | |- |LDB0 |1000 |rrrriiiiiiii |R[0] = I; R[1] = 0; R[2] = 0; R[3] = 0; |- |LDB1 |1001 |rrrriiiiiiii |R[1] = I; R[2] = 0; R[3] = 0; |- |LDB2 |1010 |rrrriiiiiiii |R[2] = I; R[3] = 0; |- |LDB3 |1011 |rrrriiiiiiii |R[3] = I; |- |RJMP |1100 |iiiiiiiiiiii |PC = I |- |BRNE |11010 |iiiiiiiiiii |- |BREQ |11011 |iiiiiiiiiii |- |BRCC |11100 |iiiiiiiiiii |- |BRCS |11101 |iiiiiiiiiii |- | |- |2 operands |0 instructions unused |- |ADDI |11110000 |rrrriiii |R = R + I |CZON |- |ADCI |11110001 |rrrriiii |R = R + I + c |CZON |- |SUBI |11110010 |rrrriiii |R = R - I |CZON |- |SBCI |11110011 |rrrriiii |R = R - I - c |CZON |- |CMP |11110100 |rrrrcccc |R - C |CZON |- |LSR |11110101 |rrrrssss |R >>= S |C |- |LSL |11110110 |rrrrssss |R <<= S |C |- |ASR |11110111 |rrrrssss |R >>>= S | |- |ROR |11111000 |rrrrssss |R = R ROR S |C |- |ROL |11111001 |rrrrssss |R = R ROL S |- |MOV |11111010 |ddddssss |D = S |- |LD |11111011 |ddddaaaa |D = [A] |- |ST |11111100 |ddddaaaa |[A] = D |- |LSRI |11111101 |rrrriiii |R = R >> i |- |LSLI |11111110 |rrrriiii |R = R << i |- | |- |1 operand |9 instructions unused |- |JMP |111111110000 |rrrr |PC = R |- |CALL |111111110001 |rrrr |PC => [SP]; SP--; PC = R |- |PUSH |111111110010 |rrrr |R => [SP]; SP-- |- |POP |111111110011 |rrrr |SP++; [SP] => R; |- |NEG |111111110100 |rrrr |R = -R |- |COM |111111110101 |rrrr |R = ¬R |- |PAR |111111110110 |rrrr |C = 1s in R |- | |- |0 operands |3 instructions unused |- |RET |1111111111110000 | |SP++; [SP] => PC |- |RETI |1111111111110001 | | |- |CLI |1111111111110010 | |Interrupt flag = 0 |- |SEI |1111111111110011 | |Interrupt flag = 1 |- |SKIPCC |1111111111110100 | | |- |SKIPCS |1111111111110101 | | |- |SKIPNE |1111111111110110 | | |- |SKIPEQ |1111111111110111 | | |- |SKIPNO |1111111111111000 | | |- |SKIPOV |1111111111111001 | | |- |SKIPNOTNEG |1111111111111010 | | |- |SKIPNEG |1111111111111011 | | |- | |1111111111111100 | | |- | |1111111111111101 | | |- | |1111111111111110 | | |- |NOP |1111111111111111 | | |- |} [[Category:Computer Architecture]] 8611 46331 2006-11-17T20:49:44Z Rayc 57 cat The role of the immune system is to protect our body from any foreign matters that might cause any damage or homeostatis imbalance. The success of the immune system depends on its ability to discriminate between foreign(non self) and host(self) cells. When an organism is threatened by microorganisms, viruses, or cancer cells, the immune system acts to provide protection. Normally the immune system does not mount a response against self. This lack of an immune response is called tolerance. [[Category:Immunology]] 8612 68790 2007-01-10T00:26:12Z JWSchmidt 20 [[Category:Oncology]] {{main welcome}} [[Category:Oncology]] 8614 68722 2007-01-09T22:02:33Z JWSchmidt 20 [[Category:Psychology]] Define these terms [[w:Abnormality_%28behavior%29|abnormal behavior]] [[w:Applied_psychology|applied psychology]] [[w:behavior|behavior]] [[w:behaviorism|behaviorism]] [[w:Clinical_psychology|clinical psychology]] [[w:Cognitive_psychology|cognitive psychology]] [[w:Consumer_psychology|consumer psychology]] [[w:counseling psychology|counseling psychology]] [[w:Developmental_psychology|developmental psychology]] [[w:Educational_psychology|educational psychology]] [[w:environment|environment]] [[w:Environmental_psychology|environmental psychology]] [[w:Experimental_psychology|experimental psychology]] [[w:Forensic_psychology|forensic psychology]] [[w:Functionalism_%28psychology%29|functionalism]] [[w:Gestalt_Psychology|gestalt psychology]] [[w:heredity|heredity]] [[w:Industrial/Organizational_Psychology|industrial/organizational psychology]] [[w:introspection|introspection]] [[w:Psychiatry|psychiatry]] [[w:psychoanalysis|psychoanalysis]] [[psychoanalyst]] [[w:Psychodynamic_psychology|psychodynamic psychology]] [[w:psychology|psychology]] [[sociocultural perspective]] [[w:Sport_psychology|sport and excercise psychology]] [[w:Structuralism#Structuralism_in_psychology_.2819th_century.29|structuralism]] [[system of pyschology]] [[w:Theory#Science|theory]] [[w:unconscious|unconscious]] [[Category:Psychology]] 8615 42136 2006-11-01T15:30:25Z JWSchmidt 20 link to [[Template:Nothanks-sd]] {{db-meta|<!--{{{1}}} blank, use {{{reason}}} to fix url glitch-->|reason=This item is unquestionably a copyright infringement taken from {{{1|{{{url}}}}}}, with no assertion of permission. |notes=Also, verify if the submitter of this page has been [[Template:nothanks-sd|notified]] about our [[Wikipedia:Copyright FAQ|copyright policy]].<br />''<small>Maintenance use only: <nowiki>{{subst:</nowiki>[[Template:nothanks-sd|nothanks-sd]]<nowiki>|pg=</nowiki>{{FULLPAGENAME}}<nowiki>|url=</nowiki>{{{1|{{{url}}}}}}<nowiki>}} ~~~~</nowiki></small>''&nbsp;}} <includeonly>[[Category:Possible copyright violations]]</includeonly> <noinclude>This template places the page in [[:Category:Possible copyright violations]]. *'''Usage:''' <code><nowiki>{{db-copyvio|url=sourceurl}}</nowiki></code>, where sourceurl is the full url of the page from which the content was taken, including "http://". For example: ** <code><nowiki>{{db-copyvio|url=http://en.wikipedia.org/wiki/Template:Db-copyvio}}</nowiki></code> Consider adding '''<nowiki>{{subst:</nowiki>[[Template:Nothanks-sd|nothanks]]<nowiki> | PageName}} ~~~~</nowiki>''' to the contributor's User:Talk page. [[Category:Copyright templates]]</noinclude> 8616 42130 2006-11-01T15:11:25Z JWSchmidt 20 [[Category:Deletion templates]] <div name="Deletion notice" class="notice" id="delete" style="margin:0 5%; padding:.5em; background:{{{bgcolor|#FEE}}}; border:1px solid #999; text-align:left; font-size:95%;">'''This page may meet Wikiversity’s [[Wikiversity:Deletion policy|criteria for deletion]]. The given reason is: <i id="delete-reason">{{{1}}} {{{reason|}}}</i>''' {{#ifeq:{{{self}}} |yes |If this page does not meet the criteria deletion, please remove this notice.<br /> |If this page does not meet the criteria for deletion, or you intend to fix it, please remove this notice, but '''do not remove this notice from pages that you have created yourself.''' If you created this page and you disagree with this page’s proposed speedy deletion, please explain why on {{#ifeq:{{NAMESPACE}} |{{TALKSPACE}} |this talk page |[[{{TALKPAGENAME}}|its talk page]] }}, after adding: :<tt><nowiki>{{hangon}}</nowiki></tt> to the top of the article. This will alert administrators to your intention, and may permit you the time to write your explanation. }} <span class="plainlinks">''[[Wikipedia:Administrators|Administrators]], remember to check [[Special:Whatlinkshere/{{SUBJECTPAGENAME}}|what links here]], the [{{fullurl:{{SUBJECTPAGENAME}}|action=history}} page history] ([{{fullurl:{{SUBJECTPAGENAME}}|diff=0}} last edit]), the [{{fullurl:Special:Log|page={{SUBJECTPAGENAMEE}}}} page log], and [[Wikiversity:Deletion policy]] before [{{fullurl:{{SUBJECTPAGENAME}}|action=delete}} deletion][[Template:Db-reason|.]] {{{notes|}}}''</span> </div><noinclude> [[Category:Deletion templates|M{{PAGENAME}}]] [[Category:Templates using ParserFunctions|{{PAGENAME}}]] [[nl:Sjabloon:Nuweg, want]] [[ru:Шаблон:Deletebecause]] [[tw:Template:Db-meta]] </noinclude> 8617 70381 2007-01-11T02:19:57Z JWSchmidt 20 [[Category:Psychology]] The sociocultural perspective maintains that behavior and mental processes are shaped not only by prior learning experiences (the behavioral perspective) or intrapsychic forces (for instance, the unconscious) but also by the social or cultural context. [[Category:Psychology]] 8618 68736 2007-01-09T23:07:40Z JWSchmidt 20 [[Category:Engineering]] {{main welcome}} Macro-engineering:there are entries for "macro-engineering", "macro-project", "macro-planning" in the Wikipedia. A 2006 book published by Springer, MACRO-ENGINEERING: A CHALLENGE FOR THE FUTURE, by Viorel Badescu, R.B. Cathcart and R.D. Schuiling, 316 pages offers the best current outline of this topic. [[Category:Engineering]] 8619 70407 2007-01-11T02:39:37Z JWSchmidt 20 [[Category:Psychology]] A particular set of principles of psychology used to organize, interpret, and attemps to understand all of behavior. This needs to be linked to a wikipedia or wiktionary topic, I couldn't find one. Please look for a topic or start one of your own. [[Category:Psychology]] 8620 42109 2006-11-01T14:21:45Z JWSchmidt 20 more notes ==[[{{{1|{{{pg}}}}}}]]== Hello, and [[Wikiversity:Welcome, newcomers|welcome to Wikiversity]]! We welcome and appreciate your contributions, such as [[{{{1|{{{pg}}}}}}]], but we regretfully cannot accept [[Wikiversity:Copyrights|copyrighted]] text or images borrowed from either web sites or printed material. This article appears to be a direct copy from {{{2|{{{url}}}}}}. As a copyright violation, [[{{{1|{{{pg}}}}}}]] appears to qualify for [[Wikiversity:Deletion policy|deletion]]. [[{{{1|{{{pg}}}}}}]] has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source. If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the [[GNU Free Documentation License|GFDL]], you can comment to that effect on [[Talk:{{{1|{{{pg}}}}}}]]. If the article has already been deleted, but you have a proper release, you can reenter the content at [[{{{1|{{{pg}}}}}}]], '''after''' describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. <!-- Inserted via Template:Nothanks-sd --><noinclude> [[Category:User warning templates|{{PAGENAME}}]] ==Usage== <nowiki>{{subst:Nothanks-sd|pg=PAGENAME|url=SOURCEURL}}~~~~</nowiki> *PAGENAME should be the name of the page where the copyright violation has occured. It will be used in links, so it should be the full page title. *SOURCEURL should be the full URL of the source from which the content was taken. It will be used in an external link, so it should be the full URL, including "http://". ===Note=== This template automatically creates a section heading that is a link to the name of the page that might be a copyright violation. Remember to sign if you use this template on someone's user talk page. {{TestTemplatesNotice}}</noinclude> 8621 76310 2007-01-15T03:04:21Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{welcome and expand|ArrowStomper}} A therapist trained at a special institute in the techniques develop by Frued. [[Category:Psychology]] 8624 42106 2006-11-01T13:40:45Z JWSchmidt 20 [[Category:Science]] [[Category:Science]] 8625 67828 2007-01-08T01:48:01Z JWSchmidt 20 [[Category:Wiki]] Don't you just love a [[Wiki 101|blue link]]? This page was created as an example for [[Wiki 101]]. If someone creates [[red link]] please delete that page but not this one. Thanks! [[Category:Wiki]] 8633 42131 2006-11-01T15:11:56Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 8634 42132 2006-11-01T15:12:19Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 8635 42135 2006-11-01T15:27:17Z JWSchmidt 20 subcat [[Category:Templates]] 8637 42142 2006-11-01T15:55:27Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 8638 42145 2006-11-01T16:00:58Z JWSchmidt 20 start template <noinclude><!-- DO NOT EDIT THIS PAGE. IT IS A TEMPLATE. YOUR COMMENT WILL NOT BE NOTICED HERE AND WILL LIKELY BE REMOVED. INSTEAD, PLEASE PLACE {{hangon}} ON THE PAGE YOU'D LIKE TO SAVE FROM SPEEDY DELETION, AND LEAVE A COMMENT ON THE TALK PAGE EXPLAINING WHY YOU THINK THE PAGE SHOULDN'T BE DELETED. YOU CAN ALSO USE {{hangon|Your reasoning here}} IN LIEU OF USING THE TALK PAGE IF YOUR EXPLANATION IS SHORT AND CONCISE ENOUGH. --></noinclude><div name="Deletion notice" class="notice" id="delete-hangon" style="margin:0 5%; padding:.5em; background:{{{bgcolor|#EEF}}}; border:1px solid #999; text-align:left; font-size:95%;">'''The deletion of this page is contested.''' {{#if:{{{1|}}}| <br /> <big>'''Reason:''' {{{1}}}</big> <br /> |The person placing this notice intends to dispute the speedy deletion of this article on [[{{TALKSPACE}}:{{PAGENAME}}|its talk page]], and requests that this page not be deleted in the meantime.}} Note that this request is not binding, and the page may still be deleted if it is considered that the page unquestionably meets the deletion criteria, or if the {{#if:{{{1|}}}|given explanation is unacceptable|promised explanation is not provided very soon}}. </div><includeonly>{{{category|[[Category:Contested candidates for deletion]]}}}[[Category:Candidates for deletion]]</includeonly> 8639 42147 2006-11-01T16:05:59Z JWSchmidt 20 [[Category:Wikiversity administration]] [[Category:Wikiversity administration]] 8640 42148 2006-11-01T16:06:13Z JWSchmidt 20 [[Category:Wikiversity administration]] [[Category:Wikiversity administration]] 8641 69379 2007-01-10T03:04:04Z JWSchmidt 20 [[Category:Introduction to Psychology]] Define these terms [[w:Abnormality_%28behavior%29|abnormal behavior]] [[w:Applied_psychology|applied psychology]] [[w:behavior|behavior]] [[w:behaviorism|behaviorism]] [[w:Clinical_psychology|clinical psychology]] [[w:Cognitive_psychology|cognitive psychology]] [[w:Consumer_psychology|consumer psychology]] [[w:counseling psychology|counseling psychology]] [[w:Developmental_psychology|developmental psychology]] [[w:Educational_psychology|educational psychology]] [[w:environment|environment]] [[w:Environmental_psychology|environmental psychology]] [[w:Experimental_psychology|experimental psychology]] [[w:Forensic_psychology|forensic psychology]] [[w:Functionalism_%28psychology%29|functionalism]] [[w:Gestalt_Psychology|gestalt psychology]] [[w:heredity|heredity]] [[w:Industrial/Organizational_Psychology|industrial/organizational psychology]] [[w:introspection|introspection]] [[w:Psychiatry|psychiatry]] [[w:psychoanalysis|psychoanalysis]] [[psychoanalyst]] [[w:Psychodynamic_psychology|psychodynamic psychology]] [[w:psychology|psychology]] [[sociocultural perspective]] [[w:Sport_psychology|sport and excercise psychology]] [[w:Structuralism#Structuralism_in_psychology_.2819th_century.29|structuralism]] [[system of pyschology]] [[w:Theory#Science|theory]] [[w:unconscious|unconscious]] [[Category:Introduction to Psychology]] 8642 75412 2007-01-13T23:09:33Z JWSchmidt 20 fix link Possible copyright violations as detected by [[User:Wherebot|Wherebot]]. You can remove items from this list when you have determined if they are actual copyright violations. *[http://en.wikiversity.org/w/index.php?title=User%3AJWSchmidt%2FSemantic_prosthetic&diff=42146&oldid=27218 Semantic prosthetic]. Reported at 15:34, 1 November 2006 (UTC) **A fake example of what this will look like, including templates that can be used. test 8643 75766 2007-01-14T16:23:11Z Mystictim 626 added [[Category:Learning activities]] <[[School:Psychology/Psy_1001|Psy 1001]] {{ABCD | Question = '''Q 1.1'''-What is the common definition of psychology? | Atext = The study of behavior | Aanswer = '''Incorrect''' It is the study of behavior but also of cognitive processes. It also must be done in a scientific manner. | Btext = The scientific study of Human emotion | Banswer = '''Incorrect''' This is much too specific and excludes many of the things that psychology deals with. | Ctext = The scientific study of behavior and coginitive processes. | Canswer = '''Correct!''' | Dtext = unused | Danswer = Answer for D goes here }} {{ABCD | Question = '''Q 1.2'''-A psychologist using an early system of psychology studys peoples expresions, movements, how much they sweat, and other things, what system do you believe this psychologist is using? | Atext = Functionalism | Aanswer = '''Incorrect''' Functionalism studies the motives of behavior. | Btext = Behaviorism | Banswer = '''Correct!''' | Ctext = Gestalt psychology | Canswer = Gestalt psychology concentrates on not fragmenting behavior into seperate groups because all behavior affects other behavior. | Dtext = Structuralism | Danswer = Structuralists ask for [[wikt:introspective|introspective]] reports from normal adults. }} [[1.01]] You tell your friend that you are studying psychology. He replies "I'll have to watch what I say, you psychologists are always analyzing peoples personality problems. What is wrong with your friend's statement? [[1.02]] What is the purpose of psychology? [[1.03]] A psychologist shows a picture of a frog and tells the subject to think of a color. The subject thinks of green. Is this an example of prediction or manipulation? [[1.04]] What are the major reasons for studying animals? [[1.05]] Describe a study in which it would be difficult to have human subjects. [[1.06]] How does hereditary affect a person? [[1.07]] List the areas of study. [[1.08]] Is the year 1879 when researchers first started studying subjects behavior and cognition? [[1.09]] List the systematic systems that developed after structuralism. [[1.10]] What trend developed in psychology as the importance of systems diminished? [[1.11]] What is the difference between clinical and counseling psychology? [[1.12]] What is the difference between a psychiatrist and a psychologist? "Hint, it is in the training and degree that they recieve" [[1.13]] What is the difference between applied psychology and theoretical psychology? [[1.14]] What are the major concerns of developmental psychologists? [[1.15]] A group of parents is unhappy with the education that thier children are recieving at school. They decide to hire a psychologist. What type of psychologist would they hire? [[1.16]] Describe social psychology. Also, the first person to do this, will you answer these questions in the link and also create a link for any of the terms where they appear in lecture 1? Thankyou <[[School:Psychology/Psy_1001|Psy 1001]] [[Category:Introduction to Psychology]]|[[Category:Learning activities]] 8646 80113 2007-01-22T20:38:33Z CQ 1939 /* Portal header */ expanding into a portals worksheet <big>[[Portal:Portals|Portal Directory]]</big> '''Wikiversity portals and their descriptions''' ''See [http://en.wikiversity.org/w/index.php?title=Special%3APrefixindex&from=&namespace=102 All_pages (Portal namespace)]'' ==Top-level portals== '''[[Wikiversity:Browse|Browse]]:''' *[[Portal:Engineering and Technology|Engineering and Technology]] *[[Portal:Fine Arts|Fine Arts]] *[[Portal:Humanities|Humanities]] *[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] *[[Portal:Life Sciences|Life Sciences]] *[[Portal:Physical Sciences|Physical Sciences]] *[[Portal:Mathematics|Mathematics]] *[[Portal:Social Sciences|Social Sciences]] *[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] ==Templates== {{tl|Portal_Header}}: {{Portal_Header}} ==Categories== *[[:Category:Categories with portals]] *[[:Category:Wikiversity portals]] *[[:Category:Portals under construction]] *[[:Category:Portal]] *... [[Category:Portal]] 8647 77327 2007-01-16T23:07:31Z JWSchmidt 20 [[Category:Wikiversity]] This is a placeholder for an anticipated flat alphabetical listing of all wikiversity topics and their one-line descriptions. In the mean time see [http://en.wikiversity.org/w/index.php?title=Special%3APrefixindex&from=&namespace=104 All_pages (Topic namespace)]. ==See also== *[[Wikiversity:Topics]] [[Category:Wikiversity]] 8649 79363 2007-01-21T02:19:09Z CQ 1939 /* Streams */ added link to new resource [[Homework help]] ==Department description== The goal of the Center for Primary and Secondary Streams is to develop materials and streams that anyone can use to teach or learn a complete primary and secondary education. ==Department news== * '''Date founded''' - Center founded 1 November 2006 (UTC) ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. '''Early Learning Essentials''' * [[Essential Preschool Part I|P1-CKP01: Essential Preschool I]] * [[Essential Preschool Part II|P2-CKP02: Essential Preschool II]] * [[Essential Kindergarten|J0-CKK01: Essential Kindergarten]] '''Grade School Essentials''' * [[Essential 1st Grade|J1-CKG01: Essential 1st Grade]] * [[Essential 2nd Grade|J2-CKG02: Essential 2nd Grade]] * [[Essential 3rd Grade|J3-CKG03: Essential 3rd Grade]] * [[Essential 4th Grade|J4-CKG04: Essential 4th Grade]] * [[Essential 5th Grade|J5-CKG05: Essential 5th Grade]] * [[Essential 6th Grade|M1-CKG06: Essential 6th Grade]] * [[Essential 7th Grade|M2-CKG07: Essential 7th Grade]] * [[Essential 8th Grade|M3-CKG08: Essential 8th Grade]] '''High School Essentials''' * [[Essential 9th Grade|S1-CKG09: Essential 9th Grade]] * [[Essential 10th Grade|S2-CKG10: Essential 10th Grade]] * [[Essential 11th Grade|S3-CKG11: Essential 11th Grade]] * [[Essential 12th Grade|S4-CKG12: Essential 12th Grade]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] * [[Core Knowledge and cultural literacy (US)]] * [[Homework help]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:TDReid|Trevor]] 17:50, 1 November 2006 (UTC) [[Category:{{PAGENAME}}| ]] 8652 79365 2007-01-21T02:20:06Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} Considered by many as the most beautiful branch of mathematics, Number Theory is the study of the properties of numbers, especially integers and natural numbers. ==See also== *[[Topic:Number Theory]] [[Category:Number Theory]] 8653 80950 2007-01-25T14:59:35Z JWSchmidt 20 [[Category:High School]] ==Organization of the stream== '''Lower school:''' The first eleven units in this stream comprise a U.S. grammar school, or combined elementary and middle school, curriculum. This includes a prepatory sequence as might be encountered for pre-school and/or kindergarten. '''Upper school:''' The final four units in this stream comprise a U.S. high school curriculum. ==Units in {{PAGENAME}}== '''Early Learning Essentials''' * [[Essential Preschool Part I|P1-CKP01: Essential Preschool I]] * [[Essential Preschool Part II|P2-CKP02: Essential Preschool II]] * [[Essential Kindergarten|J0-CKK01: Essential Kindergarten]] '''Grade School Essentials''' * [[Essential 1st Grade|J1-CKG01: Essential 1st Grade]] * [[Essential 2nd Grade|J2-CKG02: Essential 2nd Grade]] * [[Essential 3rd Grade|J3-CKG03: Essential 3rd Grade]] * [[Essential 4th Grade|J4-CKG04: Essential 4th Grade]] * [[Essential 5th Grade|J5-CKG05: Essential 5th Grade]] * [[Essential 6th Grade|M1-CKG06: Essential 6th Grade]] * [[Essential 7th Grade|M2-CKG07: Essential 7th Grade]] * [[Essential 8th Grade|M3-CKG08: Essential 8th Grade]] '''High School Essentials''' * [[Essential 9th Grade|S1-CKG09: Essential 9th Grade]] * [[Essential 10th Grade|S2-CKG10: Essential 10th Grade]] * [[Essential 11th Grade|S3-CKG11: Essential 11th Grade]] * [[Essential 12th Grade|S4-CKG12: Essential 12th Grade]] [[Category:Education]] [[Category:High School]] 8656 79436 2007-01-21T04:06:12Z CQ 1939 /* Learning groups */ See [[:Category:Page creation templates]] for ideas on how to create whole pages from templates called "boilerplates" Welcome to the [[Wikiversity:Templates|Template Taskforce]]! This is part of the [[MediaWiki Project]] This is (will be) a guide to creating, perfecting, deploying and documenting [http://en.wikiversity.org/w/index.php?title=Special%3APrefixindex&from=&namespace=10 templates] used at [[Wikiversity]]. ==Prerequisites== Please take the [[Wikiversity:Guided tour]] if you haven't already. Recommended: *[[Introduction to Wiki]] *[[Wiki 101]] *... See also [[Topic:MediaWiki]] and join the [[MediaWiki Project]] if you wish. ==Immediate needs== Many Wikiversity templates have been imported from sisterprojects and either don't work well here at wikiversity or are in need of documentation such as intended use, variation, substitution procedures, etc. We will focus on these, first, beginning with a listing of policy-related and other critical templates. See [http://en.wikiversity.org/w/index.php?title=Special%3APrefixindex&from=&namespace=10 templates] for the complete list. If you see some that need work, please list them here including a brief summary of what kind of attention is needed: *[[Template:Policy]] - lacks [[Template talk:Policy|discussion]] (testing 1.2.3) *A basic set of page navigation templates such as those used at the bottom of [[w:Music genre]] and [[w:History of Europe]]. *... ==Learning groups== '''''Important:''' See [[:Category:Page creation templates]] for ideas on how to create whole pages from templates called "boilerplates". *[[Wiki]] *[[Wikiversity:Custodians]] *[[Topic:MediaWiki]] *[[Wikiversity:Welcome templates]] *... ==Learning projects== We will learn some fundementals by creating some new templates. Please list needed needed templates here: *[[Template:TemplateTaskforce]] - Place {{tl|TemplateTaskforce}} on the '''<tt>Template_talk</tt>''' page associated with a template that you feel needs attention. *[[Template:Wiki101]] came from and goes along with lesson [[Wiki 101]] *[[Template:User oops]] is a fun template to look at and study. It's used as an example at [[Wiki 101]]. *'''''[[Category talk:Award templates|Barnstorm]]''''' ''([[Wikipedia:Wikipedia:Barntars|Barnstar]] [[Wikipedia:Brainstorm|Brainstorm]])'' - This is where we discuss [[:Category:award templates|award templates]] for Wikiversity. *...'''''edit me''' to add an interesting template''... ==Getting Started== Make sure you have read through [[Wiki 101]], paying particular attention to the '''Templates''' section. That section deals with small templates that are added to pages as reusable infoboxes, navigational aids and such. Our textbook is the [[m:Help:Template|Help:Template]] section of the [[m:MediaWiki|MediaWiki Handbook]] at [[m:Main Page|Meta]]. Please sign up below and introduce yourself at [[Wikiversity talk:Templates]]. ==Participants== *[[User:CQ|CQ]] *... [[Category:Templates]] 8657 42365 2006-11-02T05:22:16Z CQ 1939 checking... {| class="messagebox" |- |This [[Help:template|template]] has come to the attention of the [[Wikiversity:Templates|TemplateTaskforce]].<br> Please comment below or assist in improving and documenting [[Template:{{PAGENAME}}]]. |} 8660 76066 2007-01-14T23:31:52Z J.Steinbock 2353 Header ===Presently, the links under the "Navigation" section are incomplete.=== {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''[[Spanish/Home|<font color=white>Spanish Language Course</font>]]'''</big></big></big> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080" | <big><big>'''<font color=white>Navigation</font>'''</big></big> |} |} |} {{Spanish Header}} {| width=100% align=center style= "text-align:center;background:#4169E1" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080" | <big><big>'''<font color=#000080>INTRODUCTION IMAGE (HIDDEN TEXT)</font>'''</big></big> |} |} <br> <br> [[Image:Globe nuvola modified blue 2.png|500px]] {| width=100% align=center style= "text-align:center;background:#4169E1" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080" | <big><big>'''<font color=#000080>INTRODUCTION IMAGE (HIDDEN TEXT)</font>'''</big></big> |} |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''[[Spanish/Home|<font color=white>Proceed to Course</font>]]'''</big></big></big> |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 8661 70452 2007-01-11T05:02:55Z JWSchmidt 20 [[Category:Electronic engineering]] ==Introduction== Information has a variety of meanings, from everyday talks to High Tech settings. Generally, the concept of information is closely relavant to issues of [[wikipedia:communications|communications]], [[wikipedia:control|control]], data, [[wikipedia:instruction|instruction]], knowledge, meanining, [[wikipedia:pattern|pattern]], [[wikipedia:perception|perception]], and [[wikipedia:representation|representation]]. ===Voice, Video, and Data=== *'''Voice''' is practically the sound, that comes from our mouths and carried by sound waves. Sound waves can't carry it too far, so with a help of a microphone voice singals are converted to their electical equivalents, then carried by the electric wires. When the electric signal reaches destination, it it converted back to audio signal by a speaker. *'''Video''' is a motion picture which is a quickly-changing image.. It works the same principle as an audio transmission, yet with a different information. Video camera converts the image to an electrical signal. The electrical signal travels the electric wires, and reaches the destination. There it is converted back to visual by a TV. ==Elements of the communication systems== *For humans, '''signal''' is a piece of meaningful information, yet the electrical/electronic definition of signal would be *A signal is a physical, and time-dependant energy used to convey information through the transmission line. *'''Source''' is the originator of message, also known as Transmitting End *Transmitting equipment *Receiving End *Receiving equipment ===Signals Carry=== *Message - the information itself *Meta data - the information the electronic transmitting media can require, which is **messages' order **message's length **coding techniques Signaling is a process of exchanging information on matter of the connection establishment, and managing telecom networks. *Signals can be analog and digital. ===Block Diagram Approach=== ===Fundamental Laws=== ===Social Aspects=== ==Signals: Analog and Digital== ===Analogue Signals=== By definition, an analogue signal is a signal which is continuous in both time and amplitude. Sine and Cosine functions may be considered as basis of analogue signals with the variable parameters of [[wikipedia:Amplitude|Amplitude]], [[wikipedia:Frequency|Frequency]], and [[Phase]]. ===Discrete Time Signals=== ===Digital signals=== ===Gain Loss and Decibels=== ==Analog Transmission== ===Baseband vs Bandpass=== ===Modulation=== ====Amplitude Modulation==== ====Frequency Modulation==== ====Bandwidth==== ====Analog to Digital Transmission==== ====Filtering and Spectral Analysis==== ====Signals and channels==== ==Digital transmission== ===Digital Data and Transmission=== ====Baud Rate==== ===Techniques of Transmission=== ===Encoding=== ===Modems=== ===Digital to Analog modulation=== ===Multiplexing=== ===Mechanics of Digital Transission=== ===Transmission Media=== ==Networks== ===Topologies=== ===Physical Layout=== ===Layers=== ====Physical And Logical==== ====Archtecture and Characteristics==== ====Network Management==== ==Bibliography and Credits== *[[wikipedia:New_York_City_College_of_Technology|NYC Collete of Technology]], Introduction to Telecommunication course notes by professor D.K.Mynbaev, PhD *ASA Institute course notes to the Intro to Telecom course by Eleonora Beniaminova. [[Category:Electronic engineering]] 8662 77395 2007-01-17T00:18:39Z Mystictim 626 added welcome and expand {{welcome and expand|Dfrauzel}} =What is the Internet and the world wide web?= [[Image:WWW.jpg|frame|right|A network of networks]] Frame the question in the context of previous discussion (What is a network?). This article is a re-iteration of many of those concepts, applied to the practical example of the Internet, to support and reinforce the What How Why principles. =Discussion= Main body. Introduce here. ==What is it?== ==How does it work?== ==Why would you use it?== ==Conclusion== =Activities= One or two brief exercises. =Resources= Useful at an introductory level. [[Category:Networking]] [[Category:Networking Intro]] 8663 70764 2007-01-11T21:46:04Z JWSchmidt 20 [[Category:Education]] Selecting a university that fits you can be a difficult decision. Fortunately, there are resources out there which can help you out. * The College Blue Book - comprehensive listing of all North American universities, and the programs which are offered. [[Category:Education]] 8666 80469 2007-01-23T23:23:58Z 65.35.18.126 finished sentence {{welcome and expand|CQ}} This resource is here to answer the questions: *What is [[Ethics]]? *Who studies [[Ethics]]? *... ==What is Ethics?== [[w:Ethics|Ethics]] is the study of morality. ==Who studies [[Ethics]]?== {{Topic}} [[Category:Dialog]] [[Category:Public Discourse]] 8667 42268 2006-11-02T00:08:26Z CQ 1939 New template for [[Wikiversity:Templates]] Is there going to be a [[Topic:{{PAGENAME}}]]? Is knowlege about '''{{PAGENAME}}''' covered somewhere at [[Wikiversity]]? 8668 42288 2006-11-02T01:04:48Z Rayc 57 You chose A for question 2, ?. To change your answer, click the edit tab and edit Q2= 8669 42290 2006-11-02T01:05:12Z Rayc 57 You chose B for question 2, ?. To change your answer, click the edit tab and edit Q2= 8670 42291 2006-11-02T01:05:33Z Rayc 57 You chose C for question 2, ?. To change your answer, click the edit tab and edit Q2= 8671 42292 2006-11-02T01:06:03Z Rayc 57 You chose D for question 2, ?. To change your answer, click the edit tab and edit Q2= 8672 77325 2007-01-16T23:04:50Z JWSchmidt 20 #REDIRECT [[Wikiversity:Topics]] #REDIRECT [[Wikiversity:Topics]] 8673 42296 2006-11-02T01:12:21Z CQ 1939 New template for [[Wikiversity:Templates]] ---- <small>Note: ''See '''[[Wikiversity:Naming conventions]]''' for more information. You may also want to look over [[Introduction to Wiki]] and [[Wiki 101]] if you are uncomfortable creating and editing pages.''</small> ---- 8675 42301 2006-11-02T01:19:16Z CQ 1939 #REDIRECT [[Topic:Topic]] QUESTION: Are cross-namespace redirects OK here? #REDIRECT [[Topic:Topic]] 8679 42310 2006-11-02T01:38:51Z CQ 1939 opening [[:Category:dialog|]]... in the *meta* sense This Category is for [[:Category:Essays|Essays]] and other learning materials that encourage and facilitate [[:Category:Public Discourse|Public Discourse]]. [[Category:Public Discourse]] 8680 42314 2006-11-02T01:41:41Z CQ 1939 opening [[:Category:dialog|]]... in the *meta* sense [[Topic:Public Discourse|Public Discourse]] is an important part of a study in the [[School:Humanities|Humanities]]. [[Category:Humanities]] 8681 77600 2007-01-17T05:38:03Z JWSchmidt 20 [[Category:Media]] This is a stub for the catagory of Filmmaking. [[Category:Media]] 8682 77635 2007-01-17T05:52:31Z JWSchmidt 20 [[Category:Media]] This is a stub for the Thumbnail Storyboard Lessons of WikiU Film School Course #1. [[Category:Media]] 8683 77250 2007-01-16T20:27:51Z JWSchmidt 20 [[Category:Public Discourse]] Welcome to the Wikiversity '''Institute for Public Discourse'''. ==Department description== The Institute for Public Discourse is a content development project where participants create, organize, and develop learning resources for public discourse. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Public Discourse]] 8688 42338 2006-11-02T03:26:18Z CQ 1939 #REDIRECT [[School:Language and Literature]] #REDIRECT [[School:Language and Literature]] 8691 42360 2006-11-02T04:52:07Z CQ 1939 #REDIRECT [[Topic:Object-Oriented Programming]] #REDIRECT [[Topic:Object-Oriented Programming]] 8692 53397 2006-12-10T10:25:20Z Robert Elliott 1436 minor correction __NOTOC__ <center><h2>The Story</h2> <small>This is the story that we will turn into a motion picture.</small> <h3><font color="brown">''"Seduced by the Dark Side!"''</h3></center> An older and very wise person and a young person (about 12 years old) are outside a movie theater. They have just seen the movie, ''Star Wars'' and are going home. They now stand in front of the theater, looking at the poster of the movie on the wall outside the theater. The younger person says, "That was a great movie... but I don't understand one thing." The older person says, "Hum, what's that?". The young person says, "I don't understand how anyone can be 'seduced by the dark side'". The older person thinks for a while and then answers, "What computer do you use at home?" The young person immediately responds eagerly, "A Macintosh." Then the older person slowly says, "But what computer does your father use at work?" The young person thinks for a while and then smiles in amazement, exclaiming loudly, "Seduced by the Dark Side!" The older person smiles knowingly at the young person. The young person is very happy knowing he has just learned a very important lesson. Now the two have formed a bond that will last a lifetime. They begin walking slowly home together. <center><h6>The End</h6> [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 8694 42384 2006-11-02T06:48:39Z CQ 1939 /* You can help */ <small>For immediate help with templates, see [[m:Help:Template|Help:Template]] at [[m:Main Page|Meta]].</small> '''[[Wikiversity:Templates|Templates]]''' at Wikiversity have a variety of purposes: #'''Messaging:''' [[Wikiversity:Custodians|Custodians]], [[Special:Listusers|Administrators]], [[Special:Listusers|Users]] and the [[General Public]] need little signs along the way. #'''Replication:''' Things that need to appear the same on many pages while linking them together often contain compact navigational aids or [[Wikiversity:infoboxes|infoboxes]] #'''Learning:''' Large [[learning projects]] can link many related [[learning materials]] together into [[learning resources]]. #'''Fun:''' [[Wikiversity:Userboxes|Userboxes]] have long been a tradition with Wikimedians, Wikipedians, Wiktionarians and such. Wikiversitans should be no different. #...[http://en.wikiversity.org/w/index.php?title=Help:Template&action=edit many other uses]... ''See [[Template talk:Policy]] for [[:Category:Dialog|BloozClooz]].'' ==You can help== Please '''<tt>[[Help:]]</tt>''' the [[Wikiversity:Templates|Template Taskforce]] develop this Help page and participate in [[Wikiversity talk:Templates#Template:Policy|Template Policy discussions]]. '''''[[Learning to learn a wiki way|Learn by doing!]]''''' {{Wiki101}} == Help namespace == To see what's in the '''Help:''' namespace, click '''[[Special:Specialpages|Special pages]]''' to your left. Scroll down to '''[[Special:Prefixindex|Prefix index]]''' and click that. Then, where it says '''Namespace:''', click the drop-down box, select '''Help''' then hit '''Go'''. You will then see a page &ndash; '''All pages (Help namespace)''' which gives you an alphabetized list something like [[Help:Category|Category]] through [[Help: WordToWiki|]]. These are your basic '''<tt>Help:</tt> pages at Wikiversity. [[Category:Help]] 8695 46696 2006-11-19T17:12:47Z Robert Elliott 1436 minor additions <center><big><font color="green">The Unformatted Movie Script</font><br>"Seduced by the Dark Side!"</big></center> EXTERIOR - The local movie theater - NIGHT (1) The Young Person and Old Person stand looking at the movie poster outside the theater. (2) '''Young Person''': "That was a great movie..." (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." (4) '''Old Person''': "What's that?" (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" (6) The old person thinks for a while. '''Old Person''': "Humm!" (7) '''Old Person''': "What computer do you have at home?" (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" (9) '''Old Person''': "But what computer does your father use at work?" (10) The young person thinks for a moment. '''Young Person''': "Humm!" (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" (12) The Old Person smiles. '''Old Person''': "Ahh!" (13) Old Person and the Young Person walk toward home together. (14) Fade to Black. :::The End <center>[[Template:Scriptoutline|.]]</center> ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8696 69434 2007-01-10T04:02:01Z JWSchmidt 20 [[Category:Strategic Studies]] == What it is == According to brittanica.com, propoganda is the "manipulation of information to influence public opinion." It says what you want it to say, usually making you look good and your opponent bad. Wikipedia has a very good article on propaganda. [http://en.wikipedia.org/wiki/Propaganda Read it.] == Creating your own == Once you have an idea of what professionals are creating, you can try making some of your own for an organization you are involved with, a cause you want to fight for, or just for fun. === Finding the Audience === To create propoganda, you must first have a target audience. You must understand this audience and be able to predict their reaction to relevant ideas and combinations of ideas. The material you have to work with doesn't need to be truthful, just convincing. If it doesn't matter who in particular you need to convince, just numbers, as in a political campaign, you may wish to target a group that you feel may be the easiest to convince. === Generating Ideas === If you read the wikipedia page, you will have a good collection of techniques to try out. Certainly not all will be necessary for your project, and you do not want to overload your piece with too many ideas, but it is a good idea to consider all of them to see what will be the most effective for your target. === Layout === === Production and Distribution === Where you place your materials can be vital to the success of your campaign. Make sure your materials are placed where they can reach your target but (if need be) not be in the way of something or someone that will remove it before the target is reached. === Reality Check === Once you come up with an idea and means of distribution, do a reality check. Questions to ask yourself include: * Will this really convince anyone of anything? * Will it offend anyone? * Does it matter if it offends that group? === Sample Case === Some groups like to tape fliers up in bathroom stalls. Everyone that enters the stall will see the flyer and may be your captive audience for at least a few seconds as they evaluate the flyer to see if it is worth looking at further. Since you have such little time to get them interested, many bathroom fliers have a large picture or large bold text, are colorful, or in some way draws their attention in. It is not a good idea to include large blocks of text in these because most people are not going to sit in the bathroom for an extended period of time just to read a flyer. They will either ignore it or take it with them to read later, which reduces the effectiveness of the flyer since it reaches fewer people. == Projects == * Poster * Flyer * Handbill * Banner * Flag * etc. == References == http://www.answers.com/propaganda http://en.wikipedia.org/wiki/Propaganda [[Category:Strategic Studies]] 8697 42389 2006-11-02T06:54:42Z Rayc 57 again, this isn't where it will got, but it's the closet I could find [[Category:Education]] 8700 69928 2007-01-10T16:09:21Z CQ 1939 /* Learning materials */ added [[Apache MySQL PHP on Mac OS X]] [[School:Computer Science]] -> [[Topic:Computer Programming]] -> [[Topic:Databases]] -> [[Topic:MySQL]] == What is MySQL?== [[Topic:MySQL|MySQL]] is a multithreaded, multi-user, [[Topic:SQL|SQL]] [[Topic:Databases|Database Management System]]. It is often accessed and managed through PHP-driven [[w:content management system|content management system]]s. ''('''[[Topic:MediaWiki|MediaWiki]]''', the wiki engine for [[Wikiversity]] is an example of a system that uses '''MySQL'''.)'' The open source MySQL is owned and sponsored by a single for-profit firm, the Swedish company MySQL AB, which holds the copyright to most of the codebase. Both the MySQL server software itself and the client libraries are distributed under a dual-licensing format. ''(MediaWiki deploys MySQL under the [[GNU General Public License]])''. ==Prerequisites== Learners interested in [[Topic:MySQL|MySQL]] may wish to enroll at [[Topic:Databases|Databases]] and [[Topic:Web Design|Web Design]]. #[[Introduction to Databases]] #[[Database Management Systems]] #[[Introduction to SQL]] #[[Introduction to PHP]] [[Topic:Object-relational databases|Object-relational databases]] and [[Topic:MediaWiki|MediaWiki]] are advanced related topics under develpment. You might want to take a peek. ==Learning materials== Wikiversity lessons: *[[Web Design/Dynamic Websites/Creating Database Tables]] *[[Web Design/Dynamic Websites/PHP Challenges]] *[[MediaWiki Engine]] *[[Apache MySQL PHP on Mac OS X]] *[[phpMyAdmin]] (Someone please write me) *''more please'' Other: *[[w:MySQL|MySQL]] (Wikipedia) *[[b:MySQL|MySQL]] (Wikibooks) *... ==Resources== *[http://www.mysql.com/products/database/ MySQL database website] *[http://www.planetmysql.org Planet MySQL] - an aggregation of MySQL-related blogs *[http://forge.mysql.com MySQL Forge] *[http://mysqluc.com MySQL Users Conference] *[http://www.nongnu.org/mysql-sr-lib/ MySQL General Purpose Stored Routines Library] *[http://www.db4free.net MySQL 5.1 testing environment] Documentation: *[http://dev.mysql.com/doc/mysql/en/index.html MySQL Manual] *[http://dev.mysql.com/doc/mysql/en/roadmap.html MySQL Roadmap] *[http://blog.eukhost.com/category/mysql-web-hosting/ MySQL blog Articles] *[http://www.odditysoftware.com/page-webcontentdata.htm Download MySQL Databases] *[http://hashmysql.org/index.php?title=Main_Page #mysql channel] documentation wiki *[http://sql-info.de/mysql/gotchas.html MySQL Gotchas] description of many features in MySQL, which work as advertised, but not as those used to other databases may expect Other: *[http://www.mysqlperformanceblog.com Blog by Peter Zaitsev/Vadim Tkachenko on MySQL Performance Optimization] *[http://www.databasejournal.com/features/mysql/ Database Journal articles on MySQL] *[http://sqlzoo.net/ A Gentle Introduction to SQL] By Andrew Cumming - School of Computing, Napier University, Edinburgh, UK. 1999-2005 <small>(Available in [[Albanian]], [[German]], [[Spanish]], [[Chinese]], [[French]], [[Italian]] and [[Portuguese]])</small> *[http://www.phpmyadmin.net/home_page/ phpMyAdmin] - Effective MySQL Management (Open source, browser-based, php5 support, supports MySQL 4.1 and MySQL 5.0) *'' more please'' [[Category:Databases]] 8702 45156 2006-11-13T03:44:10Z Rayc 57 cat = Living on Your Own 101 = Not everyone takes Home Ec in high school. Even those that do don't always learn or remember everything that might come in handy someday. This is for all those guys(or girls) that end up with loads of pink shirts or want to eat something other than ramen or hot pockets. == food == === nutrition === * pyramid === buying groceries === * fresh vs. frozen * ready to eat vs. cooking * saving money with sales and coupons * etc. === cooking === * microwave vs. stove vs. oven vs. grill vs. etc. === preservation === The colder it is, the longer it will last, but it won't last forever. == medicine == If you're not feeling well, chances are, you're not in the mood to hit the books. Check out [http://www.webmd.com/ webmd.com] to see if your symptoms are a sign of something you should see a doctor about soon, even if they seem like no big deal. == sewing == Most people have better things to do than make all their own clothing. It's sometimes easier to get a free tshirt in college than to sew a button back on a shirt. Still, interviews, fancy dates, and other formal events will work their way into your life one way or another. It's good to be prepared to fix a button if you have a last minute date or interview to go to. It also looks better than staples or a blob of glue. * fixing buttons * basic stitches == household equipment == == housecleaning == If it's supposed to kill stuff, don't sniff it. === laundry === Laundry is easier to do if it is sorted as you take it off and throw it into piles (or baskets). Many people sort clothing based on color and durability but it's also useful to take how much you care about the item into consideration. * dry clean only(optional) - why did you even buy this? You have to either wash it by hand or take it to someone else that will clean it for you. Do you care that much about your clothing to have to go out of your way to do this? * delicates(optional) - this is the pile for things you don't want to get mangled by the machine. This includes includes bras, lingerie, and other things made of lace or thin, mangleable materials. These items are handwash only or can be washed inside a mesh cloth baggie. * "darks" - clothing that has been dyed deep/dark colors will usually bleed and stain lighter clothing. * "lights" - anything you don't want to turn funny shades of pink or grey. * don't care(optional) - Depending on the amount of light vs. dark clothing you have, you may wish to make a "don't care" pile. Things that are light that you don't care about can be stained or bleached, depending on which load(dark or light) has extra space at laundry time. Technically, if you don't care about any of your clothing, or if you wear nothing but one color and no "special" clothing, it can all go into one pile. Just be careful with the bleach. === floors === === kitchen === === bathroom === == hygiene == [[Category:Home Economics]] 8704 57839 2006-12-16T19:43:51Z Hillgentleman 530 /* References */ Welcome to the Topic of Discrete Mathematics. Discrete mathematics is very important for studying computer science. Discrete Mathematics is a broad subject encompassing several formal systems for dealing with discrete quantities. If you are studying Discrete Mathematics as part of a related field, you may wish to follow one of the links below to a streamlined set of core topics that you need. A complete list of Discrete Mathematics topics is given below. ==Core Topics for Related Studies== * [[Topic:Introductory Discrete Mathematics for Computer Science]] * [[Topic:Discrete Mathematics for Computer Science]] ==Complete List of Subjects== * [[Topic:Algorithmics]] * [[Collections]] * [[topic:Combinatorics]] * [[topic:Complexity]] * [[topic:Computability]] * [[topic:Counting]] * [[topic:Digital geometry]] * [[topic:Digital topology]] * [[Functions]] * [[topic:Graph theory]] * [[topic:Information theory]] * [[topic:Linear algebra]] * [[topic:Logic]] * [[topic:Markov chains]] * [[topic:Number theory]] * [[Partially Ordered Sets]] * [[topic:Probability]] * [[Proofs]] * [[Relations]] * [[topic:Set theory]] [[Category:Mathematics]] Until lessons are completed, you may wish to visit wikipedia for more info. There's a lot there - you may wish to start up another pot of coffee. == References == *[[w:Discrete mathematics]] 8705 70411 2007-01-11T02:44:17Z JWSchmidt 20 [[Category:Cryptography]] Substitutions are quite simple. As the name implies, they substitute one thing for another to encrypt plaintext into ciphertext. The key is the arrangement of the characters (if we're dealing with an alphabet substitution) that tells us what is exchanged for what. Consider the alphabet and a rotation cipher of 2 positions. abcdefghijklmnopqrstuvwxyz becomes cdefghijklmnopqrstuvwxyzab To encrypt, replace all letters in your plain text with the corresponding letter below it, as given in the box above. For example, using this method, marie huynh wrote this becomes octkg jwapj ytqvg vjku To decrypt, simply replace these letters with the corresponding ones above. [[Category:Cryptography]] 8708 69421 2007-01-10T03:48:58Z JWSchmidt 20 [[Category:Medicine]] {{main welcome}} '''PreClinical Medicine''' This page is created to help all the preclinical studets with their work [[Category:Medicine]] 8711 42458 2006-11-02T15:46:07Z Philipp 2743 <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#F0F8FF" | style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt" | '''ca-1''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Aquest usuari pot contribuir amb un nivell '''[[:Category:User ca-1|bàsic]]''' de '''[[:Category:User ca|català]]'''. [[Category:User ca|{{PAGENAME}}]] [[Category:User ca-1|{{PAGENAME}}]] |} </div> 8712 42460 2006-11-02T15:48:13Z JWSchmidt 20 Image from [http://marsoweb.nas.nasa.gov/landingsites/mer2003/topsites/final/EosOutflow/maps/EosOutflow_small.jpg NASA] {{PD}} Image from [http://marsoweb.nas.nasa.gov/landingsites/mer2003/topsites/final/EosOutflow/maps/EosOutflow_small.jpg NASA] {{PD}} 8714 69872 2007-01-10T14:39:17Z Mystictim 626 added welcome and expand template {{Welcome and expand|TDReid}} Essential Preschool Part I ==Content summary== *--- ==Goals== *--- ==Study Schedule== *1st daily recitation - 5 minutes *Listening and expressing - 10 minutes *Numbers - 15 minutes *Storytime - 15 minutes *Reading readiness - 15 minutes *Rest and recharge - 15 minutes *Music - 20 minutes *Guided play - 20 minutes *Free play - at least 30 minutes *2nd daily recitation - 5 minutes ==[[Portal:Learning Materials|Learning materials]]== * ... ===Texts=== * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Education]] 8715 45151 2006-11-13T03:42:03Z Rayc 57 cat The Globewide Network Academy is a 501(c)3 Texas non-profit which runs a website http://www.gnacademy.org/. I'd like to move as much of the content of that site over to wikiversity since there is a small but active community here, while the GNA community has dispersed over the years. The things that can be moved over are: * wiki contents on distance learning - a lot of howto's * the GNA database - this could be used as the platform for a wikidata project * the C++ textbook * lot's of other things - all of the contents on http://www.gnacademy.org/ is open source and people are welcome to use it for whatever they want. Other things that gnacademy can provide are * we have a 501(c)3 non-profit already set up, and we can use it to adminster grants or help other people set up non-profit corporations * we have a linux server which is available for people doing academic things * we have MOO's set up * also most importantly, we have a lot of experience with the pitfalls of trying to set up an online university. A few things: ** the most important thing is community ** accreditation is a lot easier than you might think ** you must keep the technology infrastructure open source ** you must keep that open source technology infrastructure funded ** bazaar markets are good since they avoid the bureaucratic structures that lead to fratricidal conflict ** survival is most important. we started before the dot-com boom and bust before most people hadn't heard of the web much less wiki. Because we didn't have a cash-burn, we outlived pretty much everyone else in this space. ** just do it This is part of my general personal project of creating an [[academic ecosystem]]. [[User:Roadrunner|Roadrunner]] 20:01, 2 November 2006 (UTC) [[Category: Education]] 8716 68563 2007-01-09T04:11:04Z JWSchmidt 20 [[Category:Research]] This is an introduction to doing research, particularly original research. Please feel free to edit this guide, to add methods, methodologies that you use, or to add questions, requests or comments on the [[Talk:Introduction to research|talk page]]. ==Starting research== You will most likely start doing research because you have a particular interest in a particular field. You might want to find out more about, for example, the links between poverty and crime; how to provide for multiculturalism in the classroom; or what the extent and effects of pollution in your area are. To find out more about this interest of yours, you must identify a "path" that you will take in order to undertake this research. You will most likely not know what this path is, but you might have some idea of where to start - eg. from your theoretical/disciplinary standpoint, or from something that you have read that has made you think, even if you disagree with it. You may find, in thinking about your area further, that there is something which is not working, or which is unknown, or perhaps which is hypothesised, but that needs to be tested. This is the ''context'' for your research - your research problem. The next thing that you need to do is to turn that problem into a ''question'' - which you will use to address this problem. ==Research question== Your research question (or questions) should be your tool(s) for addressing the issue that you have identified as being of interest to you. The way you ask the question is vital to determining what ''kind'' of research you will conduct. For example, if you are interested in the second example above - multiculturalism in the classroom - you could ask a number of questions about this, all of which will guide you in a specific direction. Examples of questions to address this context/problem might include: *"Why are some schools managing to integrate students from different backgrounds better than others?" *"How are teachers in [X] coping with the increasing numbers of students from [X]?" *"What could I do to improve the intercultural awareness of the students within my class?" Each of these questions has a particular slant (possibly even a philosophy), both in what it is targeting and how it is phrased. They will also inevitably spawn a number of other questions, or sub-questions. They also may need to be refined, or clarified (such as, in the second question, by asking "''What measures'' are teachers taking to cope with ...?". This is a continual process that you will have to think about constantly throughout your research - possibly even after your data collection and analysis. Things to bear in mind in forming questions to ask is to be realistic in what you can answer (with the time/resources you have available), and also in how many questions you are answering (better to have one or two well-focussed questions, than five vague ones). ==Literature review== Research cannot exist in a vacuum. In order to be scientific and rigorous, your research must itself be based within the context of "the literature" (ie books, journals, newspaper articles). Literature here can be taken broadly - it is perfectly valid, for example, to cite television programs as contributing to the context of your area of inquiry. Your research should show that you have read around both your subject and the methodologies that you have chosen - your questions, methodologies and methods will also largely be shaped or influenced by what you have read. ==Methodologies and methods== There are a wide array of research methodologies and methods, and, while there are some distinctions amongst these, there can also be significant overlap or multiple methods/methodologies used in a single research design. Research '''methodologies''' can take the form of experiment, case study, and/or survey, can be either, or a mixture of, qualitative (based on words and meanings) or quantitative (based on statistics and their meanings), and can incorporate a variety '''methods''' to generate data (eg. observations, questionnaires), as well as varieties of ways of analysing this data. The following are some common ways of designing a methodology that answers your research question(s), and methods of generating data. ==Methodologies== *'''Experiment''': An experiment-based methodology is where, simply speaking, a stimulus is applied (eg. a new system of teaching science to primary school students) and its response is measured (eg. by analysing exam results). Such a methodology is most often linked with a quantitative (ie statistical) approach, but this is not necessarily the case. To maximise the validity of such studies, there is usually some element of controlling of/for variables (such as by having a group of students who are taught differently to normal, and another group who are taught the same as normal). It can be linked with methods such as observation, interview etc. *'''Survey''': A survey is a study of a phenomenon over/within a geographic region. This could involve, say, a survey of the crime rates of every major city in a certain country (where "major city" needs to be defined), or a survey of a sample of bloggers' political motivations (where this sample needs to be defined). *'''Case study''': A case study, as the name implies, is a study of a specific "case", or group of "cases" - a "case" being an individual person, an organisation, a school etc. Some research will focus on one single case and attempt to generate "rich" data (ie revealing as much complexity as possible); and some research will focus on a number of cases, either which are significantly different from one another, or which are similar, or which are clustered or spread in a geographic/socio-political spread. Focussing on a number of cases can approach a survey design (or mini-survey) - or sometimes large-scale surveys can be used in order to identify specific cases which might be of interest to the researcher. Overall, research design is a complicated, and personal, thing. There is no research which is implemented from another design "off-the-shelf". Of course your research will probably echo much research done before - and this is a good thing - but, in order to be individual, interesting and useful, it needs to be continually grounded in the research questions that you have outlined - as well as appropriate to the subject/context/environment/population that you are studying. In order to address a complex question (and all research questions are complex), you will need to identify what methodologies and methods - or, more likely, ''combinations'' of methodologies and methods - are most likely to address your particular question to your satisfaction. ===Methodological issues=== *'''Sampling''' - Are the people you have chosen to participate in your research (or who have themselves chosen to participate in your research), representative of the population? In other words, if you can draw conclusions from your particular study, will it be useful or applicable to other people? Does it matter to you if your sample is unrepresentative? *'''Ethics''' - Are you potentially harming someone through your research? A central maxim of human-subject research (ie that involving people) is ''"do no harm"''. *'''Validity''' - How might your design be flawed, or your conclusions wrong? * ==Methods== Some examples of research methods: *'''Questionnaires''': Sometimes a questionnaire can contain a number of questions with a number of options to choose from (ie where you have to "tick a box, or number of boxes"). Other questionnaires may be questions with space in which to write more free-form or detailed answers. Some questionnaires will have a mixture of both types of questions. Both types of questions can have their strengths and weaknesses. *'''Observations''': Observation is paying close attention to an environment, its context, and its social dynamics. It can be systematic (where the researcher will be recording, for example, how many times a person scratches their head), or more free-form where the researcher watches everything and records as much detail as they can or that they feel is appropriate. This latter type is a form of "participant observation", and which is often associated with anthropological or ethnographic research. *'''Interviews''': Interviews can be between one person and another, or in a group setting. They can be "structured" (where the interviewer will ask a predetermined set of questions), "semi-structured" (where the interviewer will ask a number of questions based on an outline of topics to be covered), or "unstructured" (where the interviewer will ask questions based on whatever emerges during the interview itself - or, often, will not seem to ask questions, but rather facilitate or participate in a conversation). **'''Eliciting''': Eliciting is a way of getting people to talk about something, based on a prompt, such as a photograph, or piece of music. For example, in research done with young children, an interview might be intimidating, but a photograph (for example) gives the child or children something to talk about, while giving the researcher an opportunity to observe reactions to the photograph. * ===Activity=== ''Return to the '''Research questions''' section above, and try to see what methodologies and methods you would use to address each of them. Why do you think your selection of methodologies and methods works better than other possible options? What potential issues do you see arising from your choices?'' ==Analysis== Once you have collected your data (eg. filled-in questionnaires, interviews recorded and transcribed), you must now do something with it! What good is your data to anyone else if it is not interpreted (except, of course, other researchers)? ==Writing== Writing up your research into a report, paper, essay or thesis.. [[Category:Introductions]] [[Category:Research]] 8718 70127 2007-01-10T23:01:39Z JWSchmidt 20 [[Category:German]] Endings in German regular verbs are: Simple Present for ich -e for du -st for er/sie/es -t for wir -en for ihr -t for sie/Sie -en fragen (to ask) ich frage du fragst er/sie/es fragt wir fragen ihr fragt sie/Sie fragen If the stem (the infinitive minus -en) of a verb ends in -d or -t, the endings -st and -t become respectively -est and -et arbeiten (to work) ich arbeite du arbeitest es/sie/es arbeitet wir arbeiten ihr arbeitet sie/Sie arbeiten [[Category:German]] 8724 70455 2007-01-11T05:09:20Z JWSchmidt 20 [[Category:Multilingual Studies]] The [[Transbabel Multilingual Schema]] was developed at [[m:Main Page|META]] by a host of [[Topic:MediaWiki|MediaWiki]] Developers, Wikipedia Administrators, [[Wikimedia]] Staff and a '''universe of users''' from all walks of life. The [[schema]] is time-honored, user-friendly, well-developed and accepted world-wide in the sphere of Wikimedia and its sister projects. Wikiversity is next in line to benefit from this system. == Multilingualism at Wikiversity== We have adapted the meta Tranlator's Templates and are working on an adaptation of the [[Transbabel Multilingual Schema]] here at [[Wikiversity:Templates#Translation]] See [[Template:Translators]] and below for more background and some direction. As with all Wikimedia projects, this one will be consensus-driven, open to all, and flexible to a fault. We would like to extend a hearty invitation especially to those who are learning [[English as a second language]] and let them know that we are interested in establishing [[Interlingual dialog]]. We see this as an opportunity to build community across language barriers as a multilingual academic [[w:discourse community]]. Transbabel at Meta has shown us the way! == The Art of Translation == {{Translators}} == Meta resources == [[m:Main Page|Meta]] has a cornucopia of resources for translators! [[m:Multilingualism]]: *[[m:Translators]] *[[m:Translation process]] *[[m:Interlingual coordination]] *[[m:Meta:Conventions for multilingualism]] *... [[m:Category:Multilingualism]] *[[m:Category:Transbabel]] *[[m:Category:Translator's Templates]] *... == Basic English == [http://simple.wikipedia.org Simple English Wikipedia] What about [[Wikiversity:Simple|Simple English Wikiversity]]? [[Talk:Transbabel Multilingual Schema|Let's talk!]] [[Category:Multilingual Studies]] 8725 77346 2007-01-16T23:23:00Z Mystictim 626 added welcome and expand {{welcome and expand}} ==Purpose of the {{PAGENAME}}== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== * Course code: Unit name ... ==Participants== (moved from Wikibooks) ====Interested students==== ==== Interested teachers ==== [[Category:Mandarin Chinese]] [[Category:Foreign Language Learning]] 8727 44316 2006-11-10T01:01:08Z Xlbnushk 2491 [[Category:Foreign Language Learning]] 8730 67226 2007-01-06T01:56:31Z Indeed123 2588 Added refrence '''Calculus II''' is the second course involving calculus, after [[Introduction to Calculus]]. Because of this, you are expected to know derivatives inside and out, and also know basic integrals. In this course, we will cover series, calculus in more than one variable, and vectors. Because you should know basic calculus, we'll just start where you left off. ==Lessons== *[[More ways to use the derivative]] *[[Partial derivatives; using partial derivaties]] *[[Applying definite integrals]] *[[Integrals of solids and planes]] *[[Sequences and series]] *[[Taylor's series]] *[[Moments]] *[[Complex numbers]] *[[Models]] *[[Vectors]] *[[Vector derivatives]] *[[Integrals of a line]] *[[Important throms of the vector]] ==Other related topics== ==External resources/Refrences== K. Stein, Sherman. Calculus and Analytic Geometry. 2nd ed. New York: Mc-Graw Hill Book Company, 1973. [[Category:Calculus]] 8731 42529 2006-11-03T00:22:55Z Danaman5 2596 created, will add resources as they are available Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== This department is concerned with the interdisciplinary study of the languages and civilizations of East Asia. For the purposes of the department, this is defined as the languages and civilizations of China, Japan, and Korea (both North and South). ==Department news== * '''November 2nd, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project boilerplate}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Interdisciplinary Studies| ]] 8732 76018 2007-01-14T23:02:12Z JWSchmidt 20 [[Topic:Chemical Engineering]] <center><h3>'''Welcome to the Division of {{PAGENAME}}!'''</h3></center> <center>''Part of [[Portal:Engineering and Technology|Engineering and Technology]] and the [[School:Engineering|School of Engineering]] <P>Related: [[School:Chemistry|School of Chemistry]], [[Topic:Chemical Engineering|Division of Chemical Engineering]], [[School:Medicine|School of Medicine]], [[School:Biology|School of Biology]]''</center></P> [[w:Biomedical engineering|Biomedical engineering]] ('''BME''') is the application of engineering principles and techniques to the medical field. It combines the mechanical and mathematical expertise of engineering with the medical expertise of physicians to help improve patient health care and the quality of life of healthy individuals. As a relatively new discipline, much of the work in biomedical engineering consists of research and development, covering an array of fields: [[bioinformatics]], medical imaging, [[image processing]], physiological signal processing, [[biomechanics]], [[biomaterials]] and [[bioengineering]], systems analysis, [[3-D modeling]], ''etc.'' Examples of concrete applications of biomedical engineering are the development and manufacture of biocompatible [[prosthesis|prostheses]], [[medical device]]s, diagnostic devices and imaging equipment such as [[MRI]]s and [[EEG]]s, and pharmaceutical [[medication|drugs]]. __TOC__ ==Disciplines within Biomedical Engineering== ===Clinical engineering=== Clinical engineering is a branch of biomedical engineering for professionals responsible for the management of medical equipment in a hospital. The tasks of a clinical engineer are typically the acquisition and management of medical device inventory, supervising biomedical engineering technicians (BMETs), ensuring that safety and regulatory issues are taken into consideration and serving as a technological consultant for any issues in a hospital where medical devices are concerned. Clinical engineers work closely with the IT department and medical physicists. A typical biomedical engineering department does the corrective and preventive maintenance on the medical devices used by the hospital, except for those covered by a warantee or maintenance agreement with an external company. All newly acquired equipment is also fully tested. That is, every line of software is executed, or every possible setting is exercised and verified. Most devices are intentionally simplified in some way to make the testing process less expensive, yet accurate. Many biomedical devices need to be sterilized. This creates a unique set of problems, since most sterilization techniques can cause damage to machinery and materials. Most medical devices are either inherently safe, or have added devices and systems so that they can sense their failure and shut down into an unusable, thus very safe state. A typical, basic requirement is that no single failure should cause the therapy to become unsafe at any point during its life-cycle. See safety engineering for a discussion of the procedures used to design safe systems. ===Medical devices=== A medical device is intended for use in: * the diagnosis of disease or other conditions, or * in the cure, mitigation, treatment, or prevention of disease, * intended to affect the structure or any function of the body of man or other animals, and which does not achieve any of its primary intended purposes through chemical action and which is not dependent upon being metabolized for the achievement of any of its primary intended purposes. Some examples include pacemakers, infusion pumps, the heart-lung machine, dialysis machines, artificial organs, implants, artificial limbs, corrective lenses, cochlear implants, ocular prosthetics, facial prosthetics, somato prosthetics, and dental implants. Medical devices can be regulated and classified (in the US) as shown below: #Class I devices present minimal potential for harm to the user and are often simpler in design than Class II or Class III devices. Devices in this category include tongue depressors, bedpans, elastic bandages, examination gloves, and hand-held surgical instruments and other similar types of common equipment. #Class II devices are subject to special controls in addition to the general controls of Class I devices. Special controls may include special labeling requirements, mandatory performance standards, and postmarket surveillance. Devices in this class are typically non-invasive and include x-ray machines, PACS, powered wheelchairs, infusion pumps, and surgical drapes. #Class III devices require premarket approval, a scientific review to ensure the device's safety and effectiveness, in addition to the general controls of Class I. Examples include replacement heart valves, silicone gel-filled breast implants, implanted cerebellar stimulators, implantable pacemaker pulse generators and endosseous (intra-bone) implants. ===Medical Imaging=== Imaging technologies are often essential to medical diagnosis, and are typically the most complex equipment found in a hospital including: * Fluoroscopy * Magnetic resonance imaging (MRI) * Nuclear Medicine * Positron Emission Tomography (PET) PET scansPET-CT scans * Projection Radiography such as X-rays and CT scans * Tomography * Ultrasound * Electron Microscopy ===Tissue engineering=== One of the goals of tissue engineering is to create artificial organs for patients that need organ transplants. Biomedical engineers are currently researching methods of creating such organs. In one case bladders have been grown in lab and transplanted successfully into patients[1]. Bioartificial organs, which utilize both synthetic and biological components, are also a focus area in research, such as with hepatic assist devices that utilize liver cells within an artificial bioreactor construct[2]. == Regulatory Issues == Regulatory issues are never far from the mind of a biomedical engineer. To satisfy safety regulations, most biomedical systems must have documentation to show that they were managed, designed, built, tested, delivered, and used according to a planned, approved process. This is thought to increase the quality and safety of diagnostics and therapies by reducing the likelihood that needed steps can be accidentally omitted again. In the United States, biomedical engineers may operate under two different regulatory frameworks. Clinical devices and technologies are generally governed by the Food and Drug Administration (FDA) in a similar fashion to pharmaceuticals. Biomedical engineers may also develop devices and technologies for consumer use, such as physical therapy devices, which may be governed by the Consumer Product Safety Commission. See US FDA 510(k) documentation process for the US government registry of biomedical devices. Other countries typically have their own mechanisms for regulation. In Europe, for example, the actual decision about whether a device is suitable is made by the prescribing doctor, and the regulations are to assure that the device operates as expected. Thus in Europe, the governments license certifying agencies, which are for-profit. Technical committees of leading engineers write recommendations which incorporate public comments and are adopted as regulations by the European Union. These recommendations vary by the type of device, and specify tests for safety and efficacy. Once a prototype has passed the tests at a certification lab, and that model is being constructed under the control of a certified quality system, the device is entitled to bear a CE mark, indicating that the device is believed to be safe and reliable when used as directed. The different regulatory arrangements sometimes result in technologies being developed first for either the U.S. or in Europe depending on the more favorable form of regulation. Most safety-certification systems give equivalent results when applied diligently. Frequently, once one such system is satisfied, satisfying the other requires only paperwork. == Training == Biomedical engineers combine sound knowledge of engineering and biological science, and therefore tend to have a bachelors of science and advanced degrees from major universities, who are now improving their biomedical engineering curriculum because interest in the field is increasing. Many colleges of engineering now have a biomedical engineering program or department from the undergraduate to the doctoral level. Traditionally, biomedical engineering has been an interdisciplinary field to specialize in after completing an undergraduate degree in a more traditional discipline of engineering or science, the reason for this being the requirement for biomedical engineers to be equally knowledgable in engineering and the biological sciences. However, undergraduate programs of study combining these two fields of knowledge are becoming more widespread. As such, many students also pursue an undergraduate degree in biomedical engineering as a foundation for a continuing education in medical school. Though the number of biomedical engineers is currently low (under 10,000), the number is expected to rise as modern medicine improves. Currently, according to U.S. News & World Report, the program at Johns Hopkins University is ranked first among American universities in the category of bioengineering/biomedical engineering. At the undergraduate level, an increasing number of programs are also becoming recognized by ABET as accredited bioengineering/biomedical engineering programs in the United States. Duke University, ranked second in the U.S. by U.S. News, was the first program accredited by the Engineering Council for Profession Development (now ABET) in September of 1972. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ... == Research Projects == ... [[Category:Biomedical Engineering|!]] [[Category:Engineering]] [[Category:Medicine]] 8733 42533 2006-11-03T00:45:07Z 84.64.55.30 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Electronegativity is the term used to describe the ability of a nucleus of an atom in being able to attract electrons from other atoms towards it. The trend within the periodic table is that as you go across the groups from one to seven, (not eight or zero, as these are inert elements), the electronegativity of the elements increases. Also, as you descend the periods, the electronegativity decreases. Therefore, due to this trend, Fluorine is the most electronegative element. This trend is apparent as you can work out the electronegativity of a given element by knowing the amount of inner electrons that cause shielding from the nucleus and the total amount of electrons. For example, with Fluorine, it has a total of nine electrons and two of those cause shielding from the nucleus. Therefore, it's overall electronegativity is notated as 7+. Clearly, this can also be defined by the number of outer electrons an element has and the group it is in (as Fluorine has seven outer electrons and is a member of group seven). Though this method of working out electronegativity would imply that all elements of the same group have the same electronegativity, size is a determining factor. This is because with smaller sized atoms, there are fewer electrons shielding potential bonds from the nucleus. Therefore, electrons from other atoms are more easily attracted. Whereas, with larger atoms, there are many more electrons shielding the nucleus, making it more difficult to attract other electrons and therefore less electronegative. This electronegativity plays a part in polar molecules. This occurs within covalent compounds where the given compound might show properties of an ionic compound. An example of a polar compound would be HF. This is because Fluorine is more electronegative than Hydrogen and therefore pulls the electrons in the covalent bond closer towards it. This means that the Fluorine atom is slightly negative, while the Hydrogen atom is slightly positive. Positive and negative charges are what occurs in ionic bonding when, generally, metals either lose or gain electrons (thus making them positive or negative). Therefore, though the charges in HF are not as significant as you would find when an atom becomes an ion, the slight charge creates some ionic properties. However, this does not happen with all covalent compounds. For example, in F₂, there is no polarisation because each atom present is equally electronegative. Also in BF₃, there is no polarisation as, even though Fluorine is more electronegative than Boron, each of the three Fluorine atoms is equally pulling the electrons towards them, meaning that the distribution is not uneven. [[Category:Chemistry]] 8734 52139 2006-12-06T15:13:41Z Xiaden 3805 /* Examples */ There are three kinds of lists in HTML: *ordered lists *unordered lists *definition lists ==Ordered and unordered lists== ===Overview=== Ordered and unordered lists are both lists of items. The only difference is that items are marked with numbers in ordered lists and bullets in unordered lists. *To create an '''ordered list''', use the <code><nowiki><ol>...</ol></nowiki></code> tags. *To create an '''unordered list''', use the <code><nowiki><ul>...</ul></nowiki></code> tags. *To create an '''item''' in a list, use the <code><nowiki><li>...</li></nowiki></code> tags between a set of list tags. Lists can be placed inside one another. This is called "nesting". Ordered lists can be nested inside unordered lists and vice versa. The only limit to nesting is the physical space available on a page; each nested list is indented more and leaves less space for its items than its parent. ===Examples=== ====Ordered list==== The code for an ordered list: <nowiki><ol></nowiki> <nowiki><li>Item 1</li></nowiki> <nowiki><li>Item 2</li></nowiki> <nowiki><li>Item 3</li></nowiki> <nowiki></ol></nowiki> The output of the above code: #Item 1 #Item 2 #Item 3 ====Unordered list==== The code for an unordered list: <nowiki><ul></nowiki> <nowiki><li>Item 1</li></nowiki> <nowiki><li>Item 2</li></nowiki> <nowiki><li>Item 3</li></nowiki> <nowiki></ul></nowiki> The output of the above code: *Item 1 *Item 2 *Item 3 ====Nested list==== The code for a mixed nested list: <nowiki><ol></nowiki> <nowiki><li>Item 1</nowiki> <nowiki><ul></nowiki> <nowiki><li>Item 1.1</li></nowiki> <nowiki><li>Item 1.2</nowiki> <nowiki><ul></nowiki> <nowiki><li>Item 1.2.1</li></nowiki> <nowiki><li>Item 1.2.2</li></nowiki> <nowiki><li>Item 1.2.3</li></nowiki> <nowiki></ul></nowiki> <nowiki></li></nowiki> <nowiki></ul></nowiki> <nowiki></li></nowiki> <nowiki><li>Item 2</li></nowiki> <nowiki><li>Item 3</nowiki> <nowiki><ul></nowiki> <nowiki><li>Item 3.1</li></nowiki> <nowiki><li>Item 3.2</li></nowiki> <nowiki></ul></nowiki> <nowiki></li></nowiki> <nowiki></ol></nowiki> The output of the above code: <ol> <li>Item 1 <ul> <li>Item 1.1</li> <li>Item 1.2 <ul> <li>Item 1.2.1</li> <li>Item 1.2.2</li> <li>Item 1.2.3</li> </ul> </li> </ul> </li> <li>Item 2</li> <li>Item 3 <ul> <li>Item 3.1</li> <li>Item 3.2</li> </ul></li> </ol> ==Definition lists== ===Overview=== *To create an '''definition list''', use the <code><nowiki><dl>...</dl></nowiki></code> tags. *To create a '''term''' on the list, use the <code><nowiki><dt>...</dt></nowiki></code> tags. *To create a '''definition''' in a list, use the <code><nowiki><dd>...</dd></nowiki></code> tags between a set of list tags. ===Examples=== <nowiki><dl></nowiki> <nowiki><dt>Term 1</dt><dd>Definition of the first term</dd></nowiki> <nowiki><dt>Term 2</dt><dd>Definition of the second term</dd></nowiki> <nowiki><dt>Term 3</dt><dd>Definition of the third term</dd></nowiki> <nowiki></dl></nowiki> <dl> <dt>Term 1</dt><dd>Definition of the first term</dd> <dt>Term 2</dt><dd>Definition of the second term</dd> <dt>Term 3</dt><dd>Definition of the third term</dd> </dl> {{HTMLfooter|Fonts and colours in HTML|Tables in HTML}} 8735 48515 2006-11-25T20:03:07Z Rayc 57 cat {| cellspacing="3" |- valign="top" |width="100%" class="MainPageBG" style="border: 1px solid #66AA00; color: #000; background-color: #F5FBEA"| <div style="padding: .4em .9em .9em"> [[Image:Euklid2.jpg|thumb|right|100px|Euclid, the developer of Euclidean Geometry]] Welcome to the '''Euclidean Geometry Learning Project''', part of the [[School:Mathematics|School of Mathematics]]. The purposes of this learning project are to facilitate the study and further understanding of Euclidean Geometry, and to assist students currently studying it in class. See below for more information about the learning project. ''From Wikipedia:'' :Euclidean geometry is a mathematical well-known system attributed to the Greek mathematician Euclid of Alexandria. Euclid's text ''Elements'' was the first systematic discussion of geometry. It has been one of the most influential books in history, as much for its method as for its mathematical content. The method consists of assuming a small set of intuitively appealing axioms, and then proving many other propositions (theorems) from those axioms. Although many of Euclid's results had been stated by earlier Greek mathematicians, Euclid was the first to show how these propositions could be fitted together into a comprehensive deductive and logical system. ''[[w:Euclidean geometry|More]]...'' '''We are looking for new members! If you're interested in joining, please put your name in the "Members" section and [[User talk:Messedrocker|let MessedRocker know]].''' </div> |} ==Scholars== ''In this learning project, all participants are scholars, whether they are beginners or experts. Everyone on the project will be working towards the common goals of learning from others, and teaching others.'' * [[User:Messedrocker|Messedrocker]] ==Current tasks== * Develop lessons with which to teach geometry * Teach each other * Improve the [[b:Geometry|Geometry Wikibook]] * Develop the [[Standard postulate and theorem naming proposal]] ==Discussion== Discussion should, at the moment, take place at the [[Topic talk:Euclidean Geometry|talk page]]. [[Category:Geometry]] 8743 42568 2006-11-03T08:03:57Z Robert Elliott 1436 Added Category Information The formatted script from Lesson 1 of the WikiU Film School by Mukesh Tiwari. [[Category:WikiU Film School]] [[Category:WikiU Class Assignment 1]] 8744 76752 2007-01-15T22:23:20Z JWSchmidt 20 [[Category:Aviation]] [[User:Vinayaksharma|Vinayaksharma]] 08:03, 3 November 2006 (UTC)Vinayak Sharma. One starts with getting a student pilot certificate first. After which you may apply for a recreational pilots certificate or a private pilots certification. All these are done in a local flying school around you, under the guidelines of the FAA, Federal Aviation Authority. The rules with relation to the certifications are listed in the FAR Part 61. The FAR has other rules and regulations laid down as well, applicable for a student pilot to a airline pilot as well. The Recreational Pilot's does not allow u to make flights more than a radius of 50 nautical miles of the airport u take of from and u CANNOT carry passengers. A private pilot does not have such restrictions on the contrary and CANNOT carry passengers for income. You also need to give a knowledge test which pretty interesting to read and fairly simple. The actual rules and regulations are as follows. == FAR61 == subpart C #REDIRECT [[61.81]]61.81 Applicability. #REDIRECT [[61.81]]61.83 Eligibility requirements for student pilots. #REDIRECT [[61.81]]61.85 Application. #REDIRECT [[61.81]]61.87 Solo requirements for student pilots. #REDIRECT [[61.81]]61.89 General limitations. #REDIRECT [[61.81]]61.93 Solo cross-country flight requirements. #REDIRECT [[61.81]]61.95 Operations in Class B airspace and at airports located within Class B airspace [[Category:Aviation]] 8747 69218 2007-01-10T01:26:04Z JWSchmidt 20 [[Category:Computer Programming]] [[Object Oriented Software Design]] is an abstract practice that relates to [[Topic:Software Engineering|Software Engineering]] or [[Topic:Computer Programming|Computer Programming]]. '''[[Wikiversity:Schools|Schools]]:''' [[School:Engineering|Engineering]] | [[School:Mathematics|Mathematics]] | [[School:Computer Science|Computer Science]] | '''[[Wikiversity:Browse|Browse]]: ''[[Portal:Engineering and Technology|Engineering and Technology]]''''' == Background == Before software can be written, its purpose must be defined and its functionality needs to be described. Many ways of getting to this point have been tried and a few have succeeded. The ways of defining and describing what the software will do and how it will do it are generally done through a process of initial documentation. Two major classes of documentation have been placed into widespread practice by software engineers and the userbase that is to use it: #Requirements &ndash; What the users need for the software to do #Specifications &ndash; How the engineers will get the software to do what it is supposed to do. This documentation is more or less complete before anyone writes any code at all. That practice is called '''Software Design'''. [[Object Oriented Software Design]] is way to think up a software product using a modular design philosophy. Object-oriented means that the software is broken down into parts and pieces that can be thought of as practically indivisible '''objects'''. One way of looking at it is that these parts and pieces are like a "black box" that does something, but nobody knows or cares how. They just know that what it does and why they need it. == Principles == A fundamental principle of an '''object''' is that it is a singular "thing" that serves some kind of clear purpose or a set of purposes. A software object is usually something like a file, script, subroutine, piece of information, or something else that is somewhat complete in itself. As we touched on earlier, Software Design is done before any [[Topic:Computer Programming|Computer Programming]] is begun. [[Topic:Object-oriented Programming|Object-oriented Programming]] is the branch of [[School:Computer Science|Computer Science]] and Software Engineering that uses object orientation. A whole bunch of objects that work together within a '''network''' or '''system''' is usually referred to as a '''package'''. == Concepts == When software users, buyers, sellers and engineers get together to talk about what is needed in a package of software, they many times need a way to talk about how everything works within a complex system of hardware and software. Sometimes non-technical managers or sales people from marketing departments get involved in this planning and forethought process. They know nothing about computer programming at all. They only know about market demand and profit potential. Other times the software engineers and programmers work with people called developers, who know something about computer technology and how to deliver it to the userbase or the general public. All sorts of people in all sorts of roles have to communicate to bring a softeware product from the idea stage to a deliverable product. [[Object Oriented Software Design]] is a popular way to facilitate all of this business. == About this lesson== Contributors, [[User:Mirwin|Mirwin]] and [[User:CQ|CQ]] can take you more deeply into this study if you care to read on. If you know this topic and have something to contribute, You are quite welcome to sign up at the bottom of the page. Anyone can edit this page or contribute anonymously. Anyone can ask a question, post a comment or read in-depth discussion on the [[Talk:Object Oriented Software Design|Talk page]]. ---- '''Where would you like to go from here?''' ---- '''Instructor picks:'''[[Topic:Software Engineering|Software Engineering]] &bull; [[Topic:Object-Oriented Programming|Object-Oriented Programming]] &bull; [[UML|UML - Unified Modeling Language]] '''Other Kinds of [[Topic:Computer Programming|Computer Programming]]''' == Resources == Below are some [[Object Oriented Software Design]] learning materials and more links === Links for tutorials, Ebooks, and other materials available online === Data Structures and Algorithms with Object-Oriented Design Patterns in Java [http://www.brpreiss.com/books/opus5/] An index of object oriented technologies and online reference materials. [http://www.well.com/user/ritchie/oo.html] A Stanford Course Page with useful links. [http://www.stanford.edu/class/cs108/] ===Introductory Articles=== *http://www.developer.com/tech/article.php/3304881 Excellent material! Navigation is hell. Have requested permission to insert index/TOC links here. [[User:Mirwin|Mirwin]] 10:13, 3 November 2006 (UTC) :The articles listed and linked to directly below are written by Matt Weisfeld[[http://www.developer.com/feedback.php/http://www.developer.com/tech/article.php/3304881]] are available to read for free at www.developer.com and are essentially starting points for chapters in a book he has written. Second edition is available at http://books.internet.com/books/0672326116 The book is titled "The Object-Oriented Thought Process". #The Object-Oriented Thought Process[[http://www.developer.com/design/article.php/3304881]] #Moving from Procedural to Object-Oriented Development[[http://www.developer.com/design/article.php/3317571]] #Object Relationships[[http://www.developer.com/design/article.php/3332401]] #Thinking in Objects[[http://www.developer.com/design/article.php/3347291]] #Furthering the Object-Oriented Mindset[[http://www.developer.com/design/article.php/3359871]] #Exploring Encapsulation[[http://www.developer.com/design/article.php/3374921]] #Hiding Data within Object-Oriented Programming[[http://www.developer.com/design/article.php/3387591]] #Protecting Data through Object Oriented Programming[[http://www.developer.com/design/article.php/3453161]] #Putting an Object in a Safe State[[http://www.developer.com/design/article.php/3464311]] #The Components of a Class[[http://www.developer.com/design/article.php/3488176]] #The Evolution of Object-Oriented Languages[[http://www.developer.com/design/article.php/3493761]] #Object Responsibility[[http://www.developer.com/design/article.php/3507221]] #Object Construction[[http://www.developer.com/design/article.php/3516911]] #Inside Constructors[[http://www.developer.com/design/article.php/3520456]] #Encapsulation vs. Inheritance[[http://www.developer.com/design/article.php/3525076]] #Packaging Objects to Preserve #Encapsulation[[http://www.developer.com/design/article.php/3546936]] #Object Signatures[[http://www.developer.com/design/article.php/3554246]] #Object Serialization[[http://www.developer.com/design/article.php/3562036]] #Connecting to a Database with JDBC[[http://www.developer.com/design/article.php/3571661]] #Using More Advanced JDBC Features[[http://www.developer.com/design/article.php/3580161]] #Serializing an Object via a Client/Server #Connection[[http://www.developer.com/design/article.php/3597071]] #Objects and Client/Server Connections[[http://www.developer.com/design/article.php/3604491]] #Primitives and Object Wrappers[[http://www.developer.com/design/article.php/3611496]] #Objects and Collections[[http://www.developer.com/design/article.php/3618826]] #Objects and Collections: Vectors[[http://www.developer.com/design/article.php/3624336]] #Objects and Collections: ArrayLists[[http://www.developer.com/design/article.php/3631061]] #Objects and Interfaces[[http://www.developer.com/design/article.php/3635836]] Sprite Animation Richard G. Baldwin Fun with Java: Sprite Animation, Part 1[[http://www.developer.com/java/article.php/893471]] ==Local Topics== [[w:Design pattern (computer science)|Design Patterns]] - A design pattern is a recurring theme that people have found in software engineering. It is a template from which a new solution may be tailored to fit the current design challenge. :Using design patterns is greatly assisted by an adequate UML ([[w:Unified Modeling Language|Unified Modeling Language]]) diagraming tool. One such is ArgoUML. ::A good exercise for learner here would be to find a design pattern one needs to learn or can use productively somewhere in a real design. Users can then submit some good examples from the detailed design documentation related to the pattern here. These figures can be discussed and improved here at Wikiversity and presented to Wikipedia or Wikibooks. :::A set of design patterns expressed online in UML and English. [http://www.exciton.cs.rice.edu/JavaResources/DesignPatterns/default.htm] See also: *[[Topic:Learning Objects|Learning Objects]] *[[Topic:Object-Oriented Programming|Object-Oriented Programming]] *... ==Participants, Goals, and Proposed Methods== Tell us about yourself and what you intend to do here. * [[User:Mirwin|Mirwin]] 09:56, 3 November 2006 (UTC) I intend to engage in studying, hunting and gathering around the web while learning to do object oriented design in Java using free tools. I will place links to nuggets here and some notes and thoughts regarding design issues and problems. Currently I am working on little space games and jFreeRails for practical design, coding, testing and debugging experience with the fine free automation tools, operating systems and applications now available online. :The java learners or already enabled may be interested in this subtrail [[Practical Object Oriented Game Design in Java]] which the game designers[http://en.wikiversity.org/wiki/A_Hands-On_Introduction_to_Game_Design_and_Production_Processes] have set up for their hackers and software engineers. These trails are supporting the community learning project designing the <b>cisLunarFreighter</b> game. * [[User:CQ|CQ]] 18:56, 3 November 2006 (UTC) Ditto on Mirwin's objectives, but I'm more [[Topic:Perl|Perl]]-oriented than [[Topic:Java|Java]]. I'm also interested in develping a greater understanding of [[UML]] and applying it to modeling and diagramming [[Topic:MediaWiki|MediaWiki]] and perhaps even Wikiversity itself using open source/free UML tools. * ''sign up here!'' [[Category:Computer Programming]] 8748 61858 2006-12-21T15:18:47Z JWSchmidt 20 /* See also */ [[Free online peer reviewed journals]] Welcome to the Wikiversity '''Open Source Science Project'''. ==Project description== The Open Source Science Project is a Wikiversity content development project. The goal of this project is to document existing sources of open content science. The term "[[w:Open source|open source]]" originated in the context of "[[w:Open-source software|open source software]]" The term "open source science" is new and is being used in several different ways. In some cases, "open source science" is used to refer to science-related resources that are available under a [[w:Copyleft|free content license]] ([http://astro.uchicago.edu/cosmus/ example]). The terms [[w:Open access|Open access]] and [[w:Open content|open content]] is also used. Examples of open content science projects are [[w:Science Commons|Science Commons]] and [[w:Public Library of Science|Public Library of Science]]. ==Department news== * '''3 November 2006''' - Project founded! ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Phage project]] - mixing microbiology research and education. *[[BoomCode]] - a professional iron core collapse supernova simulator *[[Astronomy Project]] - participants access public astronomy databases and explore outer space. *[[Human Genetic Uniqueness Project]] - search for genes that account for the genetic differences between humans and our closest relatives. *[[Theory of Everything Project]] - research projects involving public databases for particle physics experiments. ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *[[Topic:Science journalism#Critiques of published articles|Open access article of the day]] *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article''': [[w:Open source movement]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] [[Roadrunner]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... ==See also== *[[Free online peer reviewed journals]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] 8749 42595 2006-11-03T13:55:21Z JWSchmidt 20 [[Category:Science]] [[Category:Science]] 8751 80962 2007-01-25T15:26:17Z JWSchmidt 20 [[Category:High School]] [[Image:Mycobacteriophage Clusters.png|thumb|right|300px|Figure 1. The genetic relationships between 30 mycobacteriophages. Clusters A through F contain phage with similar genomes. From Figure 4 of Hatfull et al, 2006.<ref name="Hatfull2006">"[http://genetics.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pgen.0020092 Exploring the Mycobacteriophage Metaproteome: Phage Genomics as an Educational Platform]" by Graham F. Hatfull, Marisa L. Pedulla, Deborah Jacobs-Sera, Pauline M. Cichon, Amy Foley, Michael E. Ford, Rebecca M. Gonda, Jennifer M. Houtz, Andrew J. Hryckowian, Vanessa A. Kelchner, Swathi Namburi, Kostandin V. Pajcini1, Mark G. Popovich, Donald T. Schleicher1, Brian Z. Simanek1, Alexis L. Smith, Gina M. Zdanowicz, Vanaja Kumar, Craig L. Peebles, William R. Jacobs Jr., Jeffrey G. Lawrence and Roger W. Hendrix in [[w:PLoS Genetics|PLoS Genetics]] (2006) Jun;2(6):e92.</ref>.]] “We need to engage students and make research opportunities broadly available if we are to prepare them for science in the future.” - Graham F. Hatfull<ref>"[http://www.hhmi.org/news/hatfull20060609.html HHMI Professor's Phage-Hunters Strike Pay Dirt]" from [[w:Howard Hughes Medical Institute|Howard Hughes Medical Institute]] News. June 9, 2006.</ref> ---- Welcome to the Wikiversity '''Phage Learning Project''', part of the [[Topic:Open source science|Open Source Science Project]]. ==Project Description== This project allows participants to access phage gene databases and participate in phage genomics research projects. The inspiration for this project was a recently published article reporting phage genome results obtained by high school and college students. A few viruses that infect bacteria have been carefully studied as laboratory model systems, but bacterial virus are very diverse and as a group they have many proteins with unknown functions. Much remains to be discovered about the diversity, evolution and ecological impact of phage. ==Synopsis== [[w:Bacteriophage|Bacteriophages]] are viruses that infect bacterial hosts and are estimated to be the most numerous biological entities in the biosphere. Insights into the genetic diversity of the bacteriophage population and the evolutionary mechanisms that give rise to it can be obtained using comparative [[w:Genome|genomic]] analyses. The genomic analysis of 30 complete mycobacteriophages—viruses that infect [[w:Mycobacterium|mycobacterial]] hosts—reveals them to be genetically diverse and to contain many previously unidentified genes. The high diversity and relatively small genome sizes of these phages provide an ideal platform for introducing high school and undergraduate students to the research laboratory, isolating and naming novel viruses, and determining their genomic sequences. The thrill of discovering new viruses and previously unidentified genes, coupled with ownership of individual phage projects, provides strong motivations for students to engage in and pursue scientific research.<ref name="Hatfull2006" /> ==Online phage genome resources== [[Image:GenBankSearch.png|thumb|right|400px|Figure 2. GenBank database search]] '''[http://www.ncbi.nlm.nih.gov/Genbank GenBank]''' - Search the [[w:GenBank|GenBank]] database for the accession number for one of the phages from the Hatfull article such as phage L5 (number Z18946). Select "Genome" from the drop-down menu and enter '''Z18946''' in the search field (Figure 2). You should be shown:<BR>NC_001335<BR>Mycobacterium phage L5, complete genome dsDNA; linear; Length: 52,297 nt Click on the NC_001335 link and you should reach a page for "Mycobacterium phage L5, complete genome". Near the bottom of that page there is a map of the L5 phage genome. In the map, if you click on the arrow representing the first predicted protein (L5p01) you will go to a page that shows the amino acid sequence for that protein. 1 mhgtrssahw stqpgkfdvl nlrmtfesss ayeipdlrpt dfvpaylaaw nmprhrdyaa 61 knggalhffl ddyrfetaws sperlldrvk qvgaaltpdf slwtnmpkaa qlwnvyrsrw 121 cgaywqsegi eviptacwat pdtfdfcfdg ipmgstvais smgirsskvd qelfryglre 181 lidrtqpqll laygqlrhcd dmdlpevrey ptywdrrrkw vtadgrpgk ===Blast=== [[Image:Genome table.png|thumb|right|310px|Figure 3. Part of the GenBank summary page for "Mycobacterium phage L5, complete genome".]] The [http://www.ncbi.nlm.nih.gov/BLAST/ Basic Local Alignment Search Tool] allows you to search for similarities between sequences. To search for sequence similarities to the Mycobacterium phage L5 genome, click on the "GenBank: Z18946" link in the GenBank summary page for phage L5 (see Figure 3). You should be taken to a new page with sequence information for the L5 phage. Near the top of that page, fond the GenBank identification number, GI:15859. You can use the number (15859) with the BLAST tool to search for other known sequences that are similar to the L5 genomic sequence. [[Image:Nucleotideblast.png|thumb|left|280px|Figure 4. Select nucleotide-nucleotide BLAST.]] In the [http://www.ncbi.nlm.nih.gov/BLAST/ main BLAST page], select "Nucleotide-nucleotide BLAST" from the list of available search tools (Figure 4). On the BLAST search page, type "15859" into the search box and click the "BLAST!" button. You should then see a page that says "Your request has been successfully submitted and put into the Blast Queue." and something like "The results are estimated to be ready in 9 seconds but may be done sooner." Wait the estimated time and then click the "Format!" button. When the BLAST search is done, you should see a graphical summary of sequence similarity results (Figure 5). For the example shown, the mouse cursor was over the sequence with greatest similarity to phage L5, another phage called Che12. If you click on part of the graphical representation of the Che12 sequence, you will move down the page where detailed sequence alignments are shown and it says "3150/3562 (88%)" indicating that for 3562 nucleotides of similar sequences in L5 and Che12 there is 88% sequence identity. Just below the graphical summary there should be a link called, "Distance tree of results". Clicking on that link should show a tree that indicates the types of sequences with similarity to the L5 phage (see Figure 6, below). [[Image:BlastResultPhage.png|thumb|right|400px|Figure 5. BLAST search result.]] In the distance tree, some of the sequence matches are to [[w:Vector DNA|artificial vector sequences]]. Other significant sequence matches are for other viruses (including Che12, D29, FRAT1, Bxz2, see Figure 1, above) and bacteria. For example, the Mycobacterium "MCS" has two short regions of sequence similarity to the L5 phage sequence. These sequence similarities between viruses and bacteria suggest that there have been recent genetic recombinations between bacterial genomes and these phage genomes. Note that most of the viruses in this study were isolated according to their ability to infect Mycobacterium smegmatis mc²155. The only exception was L5 which was isolated after it infected [[w:Mycobacterium tuberculosis|Mycobacterium tuberculosis]]. ==Exercises== *Are there any protein-coding genes of ''Mycobacterium tuberculosis'' that have sequence similarity to proteins of the L5 phage? *Make a list of the non-mycobacterial bacteria that have sequence similarity to known Mycobacterial viruses. Are these bacteria closely related to mycobacteria? [[Image:PhageTree.png|frame|left|Figure 6. Example of a distance tree for sequences with similarity to the L5 phage sequence.]] <br style="clear:both;"/> ==References== <references/> ==External links== *[http://www.pitt.edu/~gfh/ Phage discovery program] - HHMI and Dr. Hatfull [[Category:Open source science]] [[Category:Learning projects]] [[Category:Learning activities]] [[Category:High School]] 8752 42609 2006-11-03T15:33:44Z JWSchmidt 20 #REDIRECT [[Topic:Open source science]] #REDIRECT [[Topic:Open source science]] 8753 42613 2006-11-03T16:10:49Z Robert Elliott 1436 minor additions #REDIRECT[[Lesson 4 Storyboard Frames]] [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8754 42615 2006-11-03T16:22:28Z Robert Elliott 1436 Rough Draft #REDIRECT[[Lesson:The_Raw_Script]] [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 8755 42616 2006-11-03T16:25:59Z Robert Elliott 1436 Rough Draft This is a stub. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 8756 42620 2006-11-03T16:37:15Z Robert Elliott 1436 minor correction #REDIRECT[[Mad_Max's_Course_in_Film_Scoring_for_Motion_Pictures]] [[Category:WikiU Film School]] [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 8757 45945 2006-11-16T00:21:55Z Sebmol 14 template update == Summary == [http://genetics.plosjournals.org/perlserv/?request=slideshow&type=figure&doi=10.1371/journal.pgen.0020092&id=53973 source]; PLoS Genetics [http://www.plos.org/oa/index.html PLoS is open access]] == Licensing == {{Cc-by-2.5}} 8758 42627 2006-11-03T17:05:41Z CQ 1939 #REDIRECT [[Topic:Learning Objects]] #REDIRECT [[Topic:Learning Objects]] 8759 77375 2007-01-17T00:00:16Z Mystictim 626 added [[Category:Learning activities]] <div style="float: right; margin-left: 10px">__TOC__</div> Flashcards for Java Keywords. Initial definitions from the Wikipedia[http://en.wikipedia.org/wiki/Java_keywords] as pointed to in Lesson 2 of the Wikiversity introductory Java course. Please do not change them without a clear understanding that there is an error present. Consider discussing the error with others either here or at Wikipedia prior to changing the definitions here on the master flashcard file. Forking and tailoring is encouraged if you wish to personalize the definitions. If you prefer to study a glossary style presentation see the definitions at Wikipedia for Java Key Words.[[http://en.wikipedia.org/wiki/Java_keywords]] Another set of Java Flashcards is available that provides the definition and challenges you to think of the keyword before checking the answer. put link here How to use. #Consider the keyword and define for yourself how it is used. Consider using scratch paper if it is useful to your retention to write it down. #Click <b>Expand</b> for the Java keyword for the concept defined to appear. #Read the definition and evaluate your answer. #If you have links (found while evaluating your answer or otherwise) to sample code that is illustrative or excellent discussion of the keyword and its concept please provide them to improve our materials incrementally. #For another card, click on the link below <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {{#switch:{{#expr:({{#time:s}}/60*53 round 0)}} |1= ;[[w:Abstract class|abstract]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in a class declaration to specify that a class is not to be instantiated, but rather extended by other classes. Used in a method declaration to declare a method without providing the implementation. An abstract class can have abstract methods that are not implemented in the abstract class, but in [[w:Subclass (computer science)|subclasses]]. All methods declared in an <code>interface</code> are implicitly <code>abstract</code>. </div> <div class="NavEnd">&nbsp;</div> </div> |2= ;[[w:Assertion (computing)|assert]] (as of J2SE 1.4) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A keyword used to make the assumed value of a condition explicit. If the condition is not true, an {{Javadoc:SE|java/lang|AssertionError}} is thrown. :This exception can be used for automated unit testing, debugging, or to support Design by Contract. </div> <div class="NavEnd">&nbsp;</div> </div> |3= ;[[w:Boolean datatype#Java|boolean]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Refers to an expression or [[w:variable#Computer Programming|variable]] that can have only a true or false value. Java provides the <code>boolean</code> type and the literal values <code>true</code> and <code>false</code>. </div> <div class="NavEnd">&nbsp;</div> </div> |4= ;[[w:Switch statement#Java|break]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to resume program execution at the statement immediately following the current enclosing block or statement. If followed by a label, the program resumes execution at the statement immediately following the enclosing labeled statement or block. </div> <div class="NavEnd">&nbsp;</div> </div> ==Keyword 5== ;[[w:byte]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :An 8-[[w:bit]] integer. A keyword used to [[w:Declaration (computer science)|declare]] an expression, method return value, or variable of type byte. </div> <div class="NavEnd">&nbsp;</div> </div> |6= ;[[w:Switch statement#Java|case]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Defines a group of statements to execute if the specified value matches the value defined by the enclosing <code>switch</code> statement. </div> <div class="NavEnd">&nbsp;</div> </div> |7= ;[[w:Exception handling#Java|catch]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Defines an [[w:exception handler]]&mdash;a group of statements that are executed if an exception is thrown in the block defined by a preceding <code>try</code> keyword. The code is executed only if the class of the thrown exception is assignment compatible with the exception class declared by the <code>catch</code> clause. </div> <div class="NavEnd">&nbsp;</div> </div> |8= ;[[w:Character (computing)|char]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A 16-bit [[w:Unicode]] character. A Java keyword used to declare an expression, method return value, or variable of type character. </div> <div class="NavEnd">&nbsp;</div> </div> |9= ;[[w:Class (computer science)#Java|class]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A type that defines the implementation of a particular kind of object. A class definition defines [[w:Object (computer science)|instance]] and class fields, [[w:Method (computer science)|methods]], and [[w:inner class]]es as well as specifying the [[w:Interface (computer science)|interfaces]] the class implements and the immediate [[w:Superclass (computer science)|superclass]] of the class. If the superclass is not explicitly specified, the superclass is implicitly {{Javadoc:SE|java/lang|Object}}. </div> <div class="NavEnd">&nbsp;</div> </div> |10= ;[[w:Variable#Constant|const]] (reserved without use) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :This keyword is '''not used''' by current versions of the Java programming language. </div> <div class="NavEnd">&nbsp;</div> </div> |11= ;[[w:continue (Java)|continue]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to resume program execution at the end of the current loop body. If followed by a label, <code>continue</code> resumes execution at the end of the enclosing labeled loop body. </div> <div class="NavEnd">&nbsp;</div> </div> |12= ;[[w:Switch statement#Java|default]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Defines a group of statements to begin executing if the value defined by the enclosing <code>switch</code> statement does not match any value specified by a <code>case</code> keyword in the <code>switch</code> statement. </div> <div class="NavEnd">&nbsp;</div> </div> |13= ;[[w:do while loop#Java|do]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to declare a loop that will [[w:Iteration|iterate]] a block of statements. The loop's exit condition is specified with the <code>while</code> keyword. The loop will execute once before evaluating the exit condition. </div> <div class="NavEnd">&nbsp;</div> </div> |14= ;[[w:Double precision|double]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A 64-bit [[w:Floating Point|floating point value]]. A Java keyword used to declare an expression, method return value, or variable of type double-precision floating point number. </div> <div class="NavEnd">&nbsp;</div> </div> |15= ;[[w:Conditional statement|else]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to define a statement or block of statements that are executed in the case that the test condition specified by the <code>if</code> keyword evaluates to false. </div> <div class="NavEnd">&nbsp;</div> </div> |16= ;[[w:Enumerated type|enum]] (as of J2SE 5.0) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A Java keyword used to declare an [[w:enumerated type]]. Enumerations extend the base class {{Javadoc:SE|java/lang|Enum}}. </div> <div class="NavEnd">&nbsp;</div> </div> |17= ;[[w:Inheritance (object-oriented programming)#Java|extends]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in a class declaration to specify the superclass; used in an interface declaration to specify one or more superinterfaces. Class X extends class Y to add functionality, either by adding fields or methods to class Y, or by overriding methods of class Y. An interface Z extends one or more interfaces by adding methods. Class X is said to be a subclass of class Y; Interface Z is said to be a subinterface of the interfaces it extends. </div> <div class="NavEnd">&nbsp;</div> </div> |18= ;[[w:final (Java)|final]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Define an entity once that cannot be changed nor derived from later. More specifically: a final class cannot be subclassed, a final method cannot be overridden, and a final variable can occur at most once as a left-hand expression. All methods in a final class are implicitly <code>final</code>. </div> <div class="NavEnd">&nbsp;</div> </div> |19= ;[[w:Exception handling#Java|finally]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to define a block of statements for a block defined previously by the <code>try</code> keyword. The <code>finally</code> block is executed after execution exits the <code>try</code> block and any associated <code>catch</code> clauses regardless of whether an exception was thrown or caught. </div> <div class="NavEnd">&nbsp;</div> </div> |20= ;[[w:Floating point|float]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A 32-bit floating point value. A Java keyword used to declare an expression, method return value, or variable of type single-precision floating point number. </div> <div class="NavEnd">&nbsp;</div> </div> |21= ;[[w:for loop#Java|for]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to define a loop that reiterates statements. The <code>for</code> loop specifies the statements to be executed, exit condition, and initialization variables for the loop. The exit condition is evaluated before the first iteration of the loop. Since J2SE 5.0, a form of the <code>for</code> loop specifies an {{Javadoc:SE|java/lang|Iterable}} object where each iteration of the loop processes one of its contained elements. </div> <div class="NavEnd">&nbsp;</div> </div> |22= ;[[w:goto]] (reserved without use) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :This keyword is '''not used''' by current versions of the Java programming language. </div> <div class="NavEnd">&nbsp;</div> </div> |23= ;[[w:Conditional statement|if]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to conduct a conditional test and execute a block of statements if the test evaluates to true. If an optional block is defined with the <code>else</code> keyword, then the <code>else</code> block is executed if the test evaluates to false. </div> <div class="NavEnd">&nbsp;</div> </div> |24= ;implements <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Included in a class declaration to specify one or more [[w:Interface (Java)|interfaces]] that are implemented by the current class. A class inherits the types and abstract methods declared by the interfaces. </div> <div class="NavEnd">&nbsp;</div> </div> |25= ;import <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used at the beginning of a [[w:source file]] to specify classes or entire [[w:Java package]]s to be referred to later without including their package names in the reference. Since J2SE 5.0, <code>import</code> statements can import <code>static</code> members of a class. </div> <div class="NavEnd">&nbsp;</div> </div> |26= ;instanceof <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A [[w:operator (programming)|binary operator]] that takes an object reference as its first operand and a class or interface as its second operand and produces a boolean result. The <code>instanceof</code> operator evaluates to true if and only if the runtime type of the object is assignment compatible with the class or interface. </div> <div class="NavEnd">&nbsp;</div> </div> |27= ;[[w:Integer (computer science)|int]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A 32-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type integer. </div> <div class="NavEnd">&nbsp;</div> </div> |28= ;[[w:Interface (Java)|interface]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to declare a special type of class that only contains abstract methods, constant (<code>static final</code>) fields and <code>static</code> interfaces. It can later be implemented by classes that declare the interface with the <code>implements</code> keyword. </div> <div class="NavEnd">&nbsp;</div> </div> |29= ;[[w:long integer|long]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A 64-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type long integer. </div> <div class="NavEnd">&nbsp;</div> </div> |30= ;[[w:native code|native]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in method declarations to specify that the method is not implemented in the same Java source file, but rather in another language. </div> <div class="NavEnd">&nbsp;</div> </div> |31= ;[[w:Object lifetime#Java|new]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A keyword used to create an instance of a class or array. </div> <div class="NavEnd">&nbsp;</div> </div> |32= ;[[w:Java package|package]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A group of types. Packages are declared with the <code>package</code> keyword. </div> <div class="NavEnd">&nbsp;</div> </div> |33= ;[[w:private (Java)|private]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by other elements of its class. </div> <div class="NavEnd">&nbsp;</div> </div> |34= ;protected <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by elements residing in its class, subclasses, or classes in the same package. </div> <div class="NavEnd">&nbsp;</div> </div> |35= ;public <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :An access modifier used in a class, method or field declaration. It signifies that the class, method or variable can be accessed by elements residing in other classes or packages. All members declared in an <code>interface</code> are implicitly <code>public</code>. </div> <div class="NavEnd">&nbsp;</div> </div> |36= ;[[w:Method (computer science)|return]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to finish the execution of a method. It can be followed by a value required by the method definition that is returned to the caller. </div> <div class="NavEnd">&nbsp;</div> </div> |37= ;[[w:short integer|short]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A 16-bit integer value. Used to declare an expression, method return value, or variable of type short integer. </div> <div class="NavEnd">&nbsp;</div> </div> |38= ;static <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to declare a field, method or inner class as a class field. Classes maintain one copy of class fields regardless of how many instances exist of that class. <code>static</code> also is used to define a method as a class method. Class methods are [[w:Name binding|bound]] to the class instead of to a specific instance, and can only operate on class fields. (Classes and interfaces declared as <code>static</code> members of another class or interface are actually top-level classes and are ''not'' inner classes.) </div> <div class="NavEnd">&nbsp;</div> </div> |39= ;[[w:strictfp]] (as of J2SE 1.2) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A Java keyword used to restrict the precision and rounding of floating point calculations to ensure portability. </div> <div class="NavEnd">&nbsp;</div> </div> |40= ;[[w:Inheritance (object-oriented programming)#Java|super]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to access members of a class inherited by the class in which it appears. Allows a subclass to access [[w:Method overriding (programming)|overridden]] methods and hidden members of its superclass. The <code>super</code> keyword is also used to forward a call from a constructor to a constructor in the superclass. </div> <div class="NavEnd">&nbsp;</div> </div> |41= ;[[w:Switch statement#Java|switch]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to evaluate a variable that can later be matched with a value specified by the <code>case</code> keyword in order to execute a group of statements. </div> <div class="NavEnd">&nbsp;</div> </div> |42= ;[[w:Mutual exclusion|synchronized]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in the declaration of an instance method or code block to acquire the [[w:mutex]] lock for an object while the current [[w:thread (computer science)|thread]] executes the code. Guarantees that at most one thread at a time operating on the same object executes that code. The mutex lock is automatically released when execution exits the synchronized code. </div> <div class="NavEnd">&nbsp;</div> </div> |43= ;[[w:this (Java)|this]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to represent an instance of the class in which it appears. <code>this</code> can be used to access class members and as a reference to the current instance. The <code>this</code> keyword is also used to forward a call from one constructor in a class to another constructor in the same class. </div> <div class="NavEnd">&nbsp;</div> </div> |44= ;[[w:Exception handling#Java|throw]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Causes the declared exception instance to be thrown. This causes execution to continue with the first enclosing exception handler declared by the <code>catch</code> keyword to handle an assignment compatible exception type. If no such exception handler is found in the current method, then the method returns and the process is repeated in the calling method. If no exception handler is found in any method call on the stack, then the exception is passed to the thread's uncaught exception handler. </div> <div class="NavEnd">&nbsp;</div> </div> |45= ;[[w:Exception handling#Java|throws]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in method declarations to specify which exceptions are not handled within the method but rather passed to the next higher level of the program. All uncaught exceptions in a method that are not instances of <code>RuntimeException</code> must be declared using the <code>throws</code> keyword. </div> <div class="NavEnd">&nbsp;</div> </div> |46= ;[[w:Transient#In Computer Science|transient]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Declares that an instance field is not part of the default [[w:Serialization|serialized]] form of an object. When an object is serialized, only the values of its non-transient instance fields are included in the default serial representation. When an object is deserialized, transient fields are initialized only to their default value. </div> <div class="NavEnd">&nbsp;</div> </div> |47= ;[[w:Exception handling#Java|try]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Defines a block of statements that have exception handling. If an exception is thrown inside the <code>try</code> block, an optional <code>catch</code> block can handle declared exception types. Also, an optional <code>finally</code> block can be declared that will be executed when execution exits the <code>try</code> block and <code>catch</code> clauses, regardless of whether an exception is thrown or not. A <code>try</code> block must have at least one <code>catch</code> clause or a <code>finally</code> block. </div> <div class="NavEnd">&nbsp;</div> </div> |48= ;[[w:void return type|void]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in method declarations to specify that the method does not return any value. <code>void</code> can also be used as a nonfunctional statement. </div> <div class="NavEnd">&nbsp;</div> </div> |49= ;volatile <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used in field declarations to specify that the variable is modified [[w:asynchronous]]ly by concurrently running threads. </div> <div class="NavEnd">&nbsp;</div> </div> |50= ;[[w:do while loop#Java|while]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :Used to declare a loop that iterates a block of statements. The loop's exit condition is specified as part of the while statement. If <code>while</code> appears before the body of the loop, the exit condition is evaluated before the first iteration. If <code>while</code> appears after the loop body then the <code>do</code> keyword designates the beginning of the loop body which is executed once before evaluating the exit condition. </div> <div class="NavEnd">&nbsp;</div> </div> |51= ;[[w:Truth value|false]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A boolean literal value. A [[w:Reserved word]] for a [[w:literal]] value. </div> <div class="NavEnd">&nbsp;</div> </div> |52= ;[[w:null (computer)|null]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A reference literal value. A [[w:Reserved word]] for a [[w:literal]] value. </div> <div class="NavEnd">&nbsp;</div> </div> |53= ;[[w:Truth value|true]] <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> :A boolean literal value. A [[w:Reserved word]] for a [[w:literal]] value. </div> <div class="NavEnd">&nbsp;</div> </div> }} </div> <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Card Number''</div> <div class="NavContent" style="display:none; text-align:left"> {{#expr:({{#time:s}}/60*53 round 0)}} </div> <div class="NavEnd">&nbsp;</div> </div> [http://en.wikiversity.org/w/index.php?title=More_Java_Keyword_Flashcards&action=purge Get new card] [[Category:Java]]|[[Category:Learning activities]] 8760 42644 2006-11-03T17:59:35Z JWSchmidt 20 Screen shot of US government website. {{PD}} Screen shot of US government website. {{PD}} 8764 76454 2007-01-15T12:56:06Z 203.123.182.161 /* Prerequisites */ [[UML]] is an acronym for the [[w:Unified Modeling Language|Unified Modeling Language]]. This resource is an effort to produce a Wikiversity reference card for [[Object Oriented Software Design]]. It is shared initially by learning groups [[Topic:Software Engineering|Software Engineering]] and [[Topic:Object-Oriented Programming|Object-Oriented Programming]], but may find other abstract paths that may help tie [[School:Computer Science|Computer Science]] to [[School:Linguistics|Linguistics]]. ==Prerequisites== Learners of UML do not have to be [[School:Computer Science|Computer Scientists]] but a cursory knowledge of the topic is helpful. Recommended: *[[Introduction to Programming]] *[[Introduction to Databases]] *[[Database Management Systems]] *[[Data structures]] *... == Concepts == The Unified Modeling Language (UML) is a specification language for [[w:object modeling|object modeling]]. It is used to create an abstract model of a complex system, (UML model) in forms that are easier to visualize by Human developers and users of that system. For Wikiversity purposes, we shall appraoach UML from several perspectives: *[[School:Linguistics|Linguistics]] - Seeing UML as a [[w:genre|genre]] and [[w:lexis|lexis]] for a [[w:discourse community|discourse community]] (Wikiversity) that uses and helps develop and apply [[w:software|software]] ([[MediaWiki Project|MediaWiki]]). *[[School:Computer Science|Computer Science]] - Using UML to map complex structures, behaviors, relationships and other concepts into unified models in a holistic way. ''([[Topic:MediaWiki|MediaWiki]], again)'' *.. other perspectives may form === The terminology === '''Terms''' are important. Usually, the [[w:Glossary of Unified Modeling Language terms|Glossary]] appears at the end of the book, but this is a '''set of keywords''' that you might as well have a glance at. UML and the OMG that came up with it thrives on what is affectionately known as '''pedantic verbosity''' and heres a taste: *'''Structure:''' [[w:Actor (UML)|Actor]], [[w:Attribute|Attribute]], [[w:Class (computer science)|Class]], [[w:Component diagram|Component]], [[w:Interface (computer science)|Interface]], [[w:Object (computer science)|Object]], [[w:Package (computer science)|Package]]... *'''Behavior:''' [[w:Activity (UML)|Activity]], [[w:Event (UML)|Event]], [[w:Message (computer science)|Message]], [[w:Method (computer science)|Method]], [[w:Operation (mathematics)|Operation]], [[w:State (computer science)|State]], [[w:use case|Use Case]]... *'''Relationships:''' [[w:Aggregation (object-oriented programming)|Aggregation]], [[w:Association (object-oriented programming)|Association]], [[w:Object composition|Composition]], [[w:Coupling (computer science)|Dependancy]], [[w:Generalization|Generalization]], [[w:Multiplicity|Multiplicity]], [[w:Cardinality|Cardinality]], [[w:Inheritance (computer science)|Inheritance]], [[w:Role|Role]] ... Our own [[UML/Glossary]] is under construction. Consider that an '''assignment''' if you like. ===A local use case=== In terms of [[Topic:Applied Computer Science|Applied Computer Science]], we have actually begun a trek into the "learn by doing" '''model''' that was here at the opening of this [[CVS|version]] of [[Wikiversity translations|Wikiversity]] ([[English]]). This is the hard-to-handle '''Complex''' of a multilingual virtual university with a [[Metacommunity|myriad]] of problems and processes that need, sometimes desparately, to be mapped into a '''unified whole'''. UML was created by the [[Object Oriented Software Design]] [[w:Community|Community]] to handle such monsterous complexities. But before we can ''delve'' into the specifics of our exemplary model, we'll have to look at what the UML is and how it resolves issues. === Some Globals === The '''U''' in UML, represents '''logical unity''' in what we hope is the purest ''predicate'' form &ndash; what we want to ''do'' &mdash; ''unify''. This logical unity must be deeply rooted in '''Meaning''', and that meaning must be ''shared'' to become useful... Subject and Predicate Unions are Universally understood (we hope) to be the Primary '''Objects''' when specifying, classifying, describing and illustrating our complex system from the general to the specific. UML uses some '''conventions''' at a very specific low-level &ndash; '''text''' &mdash; to describe some very general high-level '''Notions''' that the userbase accepts a ''a priori'' or pre-existing. These notions may be known sometimes only intuitively, but manifest expressly as a need for something that does not yet exist::: UML was collaboratively formed for this purpose: ''To find the permanant solution to an Age-old problem... '''any''' problem'' === A few conventions === The boxes, circles, arrows, and stick men we'll get into below are meaningless without their associated text. This text must exist as '''unary objects''' (atomic in nature; succint; precise; unambiguous; whole; ...) ...complete thoughts or '''sentances''' in terms of [[Topic:computational linguistics|computational linguistics]]. Nouns are generally ''capitalized''; Verbs are generally ''itallicized''. '''Objects''' are generally ''bolded''. [[User:CQ|Subjects]] are generally [[School:Humanities|Human]] &ndash; '''''personal'''''. (Please notice the term '''generally''' &mdash; terms are nearly always uncapitalized bold '''text'''. <small>''Note:When you see a paragraph that ends in an '''elipsis''', stay tuned...</small> === A bit of History === The SDL or Specification and Design Language was the precursor to UML. It eveolved believe-it-or-not from a 150-year-old culture that began in the genesis of the telegraph days through the steam age into the telephone, teletype, telecommunications era and keeps on evolving... To pull this into scope, the notion of the '''electronic community''' in a raw and primative state must be ''imagined'' (since they're all deceased we presume). What the telephone and telegraph operators left us was a set of '''primatives''' that allowed us to '''''represent''''' wires, switches, keys, transformers, oscillators, amplifiers, componants, integrators, codes, protocols, networks, banks of switches, facsimilies, ...bars of gold and even human souls as ...'''boxes, circles, arrows, and stick men'''. == Diagramatics and Visualization == UML uses diagrams to describe and visualize systems and models. As of UML 2.0, there are 13 basic diagrams: #Class diagram #Component diagram #Composite structure diagram #Deployment diagram #Object diagram #Package diagram #Activity diagram #State Machine diagram (a.k.a. State Chart) #Use case diagram #Collaboration (UML 1.x) or Communication diagram (UML 2.0) #Interaction overview diagram (UML 2.0) #Sequence diagram #UML Timing Diagram In time, we hope to produce some [[Topic:MediaWiki#Diagrams|interesting diagrams]] here. For now, see the ones listed in [[w:Unified Modeling Language#Diagrams|the Wikipedia article]]. As for our local use case, here you go: [[Image:Schooldivdeptstructure.png|thumb|left|420px|[[Wikiversity:Naming conventions|local use case]]]] '''[[Vector]]:''' [[UML]] -> [[Object Oriented Software Design|next]] -> [[Topic:Object-Oriented Programming|next]] -> [[Topic:Computational linguistics|next]] -> [[School:Computer Science|next]] -> [[School:linguistics|next]] -> [http://beta.wikiversity.org/wiki/Translation next] == UML tools == '''[[w:UML tools|UML tools]]''' (open source or free): *[[w:Acceleo|Acceleo]] [http://www.acceleo.org] – [[w:Eclipse (software)|Eclipse]] and EMF template-based system for source-code generation from UML models. *[[w:ArgoUML|ArgoUML]] [http://argouml.tigris.org/]– a '''[[Topic:Java|Java]]'''-based UML engineering tool. *[[w:ATLAS Transformation Language|ATL]] - a [[w:QVT|QVT]]-tool allowing to transform (among others) UML models into other models, including UML, Java, etc. ATL provides a complete open-source solution. Available from the Eclipse GMT project (Generative Modeling Tools). *[http://bouml.free.fr/ BOUML] – under [[GNU General Public License|GPL]], written in C++/Qt *[[w:Dia|Dia]] – a [[w:GTK+|GTK+]]/[[w:GNOME|GNOME]] diagramming tool that also supports UML (licensed under the [[GNU General Public License|GNU GPL]]) *[http://www.htc.honeywell.com/dome/ DOME] - The DOmain Modeling Environment, written in [[w:Smalltalk|Smalltalk]]. *[[w:Eclipse (computing)|Eclipse]] – with Eclipse Modeling Framework (EMF) and UML 2.0 (meta model without [[w:GUI|GUI]]) projects. *[http://wwwcs.uni-paderborn.de/cs/fujaba/ Fujaba] – UML and Java development platform; Eclipse version available. *[[w:Gaphor|Gaphor]] [http://gaphor.sourceforge.net/] – a [[w:GTK+|GTK+]]/[[w:GNOME|GNOME]] UML 2.0 modeling environment written in '''[[Topic:Python|Python]]'''. *[[w:Jude (UML Tool)|JUDE/Community]] [http://jude.change-vision.com/jude-web/product/community.html] – Object-Oriented Analysis and Design. JUDE/Community. though free to use, does not provide open source. *[http://metauml.sourceforge.net/ MetaUML] – Textual notation for UML. Diagram-rendering based on [[w:MetaPost|MetaPost]], suitable for [[w:LaTeX|LaTeX]] typesetting. *[[w:MonoUML|MonoUML]] – based on the latest [[w:Mono (software)|Mono]], GTK+ and ExpertCoder. *[[w:NetBeans|NetBeans]] – with NetBeans IDE 5.5 Enterprise Pack. *[http://www.gentleware.com/ce.html Poseidon for UML] (Community Edition) – Commercial tool based on ArgoUML. A cost-free version can be used to view, create, and edit models, but the export options are not available without a rent subscription *[[w:StarUML|StarUML]] – a UML/[[w:Model-driven architecture|MDA]] platform for Microsoft Windows, licensed under a modified version of GNU GPL, mostly written in Delphi *[http://taylor.sourceforge.net Taylor] - model-driven architecture on rails (licensed under the GNU [[w:LGPL|LGPL]]) *[[w:Umbrello UML Modeller|Umbrello UML Modeller]] – part of [[w:KDE|KDE]]. *[[w:UML Pad|UML Pad]] – a UML modeller written in C++/wxWidgets (licensed under the GNU GPL) *[[w:UML Pad (PalmOS)|UML Pad]] [http://www.freewarepalm.com/business/umlpad.shtml]– a UML tool for PalmOS *[[w:UMLet|UMLet]] [http://www.umlet.com/] – a Java-based UML tool (licensed under the GNU GPL) * [[w:Visual Paradigm SDE Community Edition|Visual Paradigm SDE Community Edition]] [http://www.visual-paradigm.com/product/sde/] - Visual Paradigm SDE integrates with all leading IDEs (Visual Studio®, Eclipse/WebSphere®, Borland JBuilder®, NetBeans/Sun™ ONE, IntelliJ IDEA™, Oracle JDeveloper, BEA WebLogic Workshop™) See the [[w:List of UML tools|full list]] including proprietary tools at wikipedia. == Object Modeling == See [[Topic:Object-relational databases|Object-relational databases]], [[Topic:Object-Oriented Programming|Object-Oriented Programming]] and [[Object Oriented Software Design]] for now, please. [[Category:Computer Programming]] 8765 77611 2007-01-17T05:42:36Z JWSchmidt 20 [[Category:Content]] This is a stub for all the LESSONS of Wikiversity. [[Category:Content]] 8766 76279 2007-01-15T02:57:16Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] [[UML/Glossary|Glossary of UML terms]] ==About this glossary== This is a "seed" for an expansive Glossary of UML terms. It is based on (but is not an attempt to replicate) the [[w:Glossary of Unified Modeling Language terms|Glossary of Unified Modeling Language terms]] at Wikipedia. ==UML Structure== *[[w:Actor (UML)|Actor]] *[[w:Attribute|Attribute]] *[[w:Class (computer science)|Class]] *[[w:Component diagram|Component]] *[[w:Documentation|Documentation]] *[[w:Interface (computer science)|Interface]] *[[w:Object (computer science)|Object]] *[[w:Package (computer science)|Package]] *[[w:Property (computer science)|Property]] *... ==UML Behavior== *[[w:Activity (UML)|Activity]] *[[w:Event (UML)|Event]] *[[w:Message (computer science)|Message]] *[[w:Method (computer science)|Method]] *[[w:Operation (mathematics)|Operation]] *[[w:State (computer science)|State]] *[[w:State machine|State machine]] *[[w:use case|Use Case]] *... ==UML Relationships== *[[w:Aggregation (object-oriented programming)|Aggregation]] *[[w:Association (object-oriented programming)|Association]] *[[w:Object composition|Composition]] *[[w:Coupling (computer science)|Dependancy]] *[[w:Generalization|Generalization]] *[[w:Multiplicity|Multiplicity]] *[[w:Cardinality|Cardinality]] *[[w:Inheritance (computer science)|Inheritance]] *[[w:Role|Role]] *... ==More information== See also: * [[Object Oriented Software Design]] * [[Topic:Object-Oriented Programming]] * ... [[Category:MediaWiki Project]] 8768 69381 2007-01-10T03:05:15Z JWSchmidt 20 [[School:Psychology/Psy 1001/Key words for chapter two]] moved to [[Introduction to Psychology/Key words for chapter two]]: wikiversity names ===Define these terms.=== ====[[w:Central_tendency|Central tendency]]==== ====[[Class intervel]]==== ====[[Clinical case history]] [[w:Sampling_%28case_studies%29]]==== ====[[Contigency]]==== ====[[Control group]]==== ====[[w:Correlation|Correlation]]==== ====[[wikt:debrief#Transitive_verb|Debriefing]]==== ====[[w:Dependent_variable|Dependent variable]]==== ====[[w:Descriptive_statistics|Descriptive statistics]]==== ====[[w:Hypothesis#Types_of_hypothesis|Directional hypothesis]]==== This page refers to it as a causal relationship. ====[[w:Double-blind|Double blind]]==== ====[[w:Empirical|Empirical]]==== ====[[Experimental group]]==== ====[[Experimental method]]==== ====[[w:Extraneous_variable|Extraneous variable]]==== ====[[w:Frequency_distribution|Frequency distribution]]==== ====[[Frequency polygon]]==== ====[[w:histogram|Histogram]]==== ====[[w:hypothesis|Hypothesis]]==== ====[[w:Independent_variable|Independent variable]]==== ====[[w:Inferential_statistics|Inferential statistics]]==== ====[[w:Informed_consent|Informed consent]]==== ====[[Matched sampling]]==== ====[[w:Arithmetic_mean|Mean]]==== ====[[w:Median|Median]]==== ====[[w:Mode_%28statistics%29|Mode]]==== ====[[w:Naturalistic_observation|Naturalistic observation]]==== ====[[w:Normal distribution|Normal curve]]==== ====[[w:Null_hypothesis|Null hypothesis]]==== [[Category:Introduction to Psychology]] 8769 68128 2007-01-08T13:40:26Z JWSchmidt 20 [[Category:MediaWiki]] [http://www.mediawiki.org/wiki/MediaWiki MediaWiki.org]'s [[Home]] at [[Wikiversity]]. == Getting started == So you want to learn the nuts and bolts of [[Topic:MediaWiki|MediaWiki]]? The best way to start is to just '''[http://sourceforge.net/project/showfiles.php?group_id=34373 download MediaWiki!]''' (... or you may want to just '''[http://www.mediawiki.org/wiki/Manual:Contents RTFM]''' ''([[RTFM|Read The Fine Manual]])''. == MediaWiki roadmap == From [http://mediawiki.org MediaWiki.org]: :''There is currently no official roadmap for MediaWiki development. Since version 1.6, releases are quarterly snapshots of the development trunk, which is kept continuously in a runnable state. - [http://www.mediawiki.org/wiki/MediaWiki_roadmap read more]'' == MediaWiki architecture == {{MediaWikiArchitecture}} ===Learning projects=== *[[Topic:MySQL]] *[[Topic:PHP]] *[[Topic:Databases]] *[[Topic:Apache]] *[[Topic:Web Design]] *... [[Category:MediaWiki]] 8770 75546 2007-01-14T03:25:53Z JWSchmidt 20 [[Category:Wikiversity community projects]] This is the '''Wikiversity Control Panel'''. [[WV:CP]] is a METAOBJECT that grants [[Special:Listusers|users of Wikiversity]] access to Wikiversity's [[dynamic database]]. This UNIT was built collaboratively by members of ... <small>SESSION HEAP: <tt>$Premice="[[discourse community]]"; $Channel_temp="warm"; $Context_switch="up"; [[WV:CP]]</small> [[Category:Wikiversity community projects]] 8771 42940 2006-11-04T14:49:38Z Robert Elliott 1436 minor changes ==Our Current Plans== Here is what will be covered in the first few lessons of this course. ===Step 1. <math>\Rightarrow</math> The Script Formatting · ([[Lesson:Formatting_the_script | Click here to start this lesson.]])=== Every motion picture starts with a story. Even though our story is very short, we still have to cut it down to the bare bones for our movie script. And as we do this, we must type the script into a standard format which all people in Hollywood will feel comfortable with. ===Step 2. <math>\Rightarrow</math> The Storyboard · ([[Lesson:Thumbnail_Storyboard | Click here to start this lesson.]])=== Once the script is ready, we immediately make the movie... on paper. The rough storyboard, which is done with stick-figures in tiny frames no bigger than your thumb, is all of the visual elements of the movie. But this still does not give us the timing for the movie. To do that, we need to make a movie of the storyboard (called an animatic). But that cannot be done until we have the rough music and the recorded dialog for our movie. ===Step 3. <math>\Rightarrow</math> The Rough Music / Temp Score · unfinished=== Our movie will have background music and narrative music. The narrative music will be just like another actor in our movie. Therefore, we need to leave room for the narrative music when we create our animatic. That is why we begin our film scoring early. (In the meantime, ([[Mad Max's Course in Film Scoring for Motion Pictures|to learn the basics of creating music sound effects, click here.]])=== ===Step 4. <math>\Rightarrow</math> The Dialog of the Characters · unfinished=== When we create the animatic (movie of the storyboards), we need the storyboards, the narrative music, and the recorded dialog (voices of the actors). Normally, this can be very rough but we will use this same dialog for the animated movie. ===Step 5. <math>\Rightarrow</math> Edit the Animatic · unfinished=== Once we have the storyboards, the recorded dialog, and the music, we will use an editing program (such as Final Cut Pro) to create the animatic (the movie of the storyboards.) Only then will we know if this movie will be a success. <center>[[Template:PlansWikiU|§]]</center> [[Category:WikiU Film School]] [[Category:Filmmaking]] 8772 68203 2007-01-08T19:02:48Z JWSchmidt 20 [[Category:Databases]] ''Document under develpment by [[Topic:Learning Objects|Learning Objects Taskforce]].'' please stand by [[Category:Databases]] 8774 68131 2007-01-08T13:43:37Z JWSchmidt 20 [[Category:Wikiversity community projects]] Welcome [[Home]], stranger! [[Wikiversity:About|Wikiversity is]] your [[w:Home directory|Home]] away-from [[w:Home|Home]] for '''''[[w:Gratis versus Libre|free]]''''' [[w:Quality|quality]] [[Portal:Education|education online]]. <small>UNIT:CS::[[School:Computer Science|Computer Science]]::PACKAGE:WV|HOME:[[Topic:Learning Objects]]</small> Feeling "at home" is an important part of participation in a community. <small>SESSION HEAP: <tt>$Premise="[[discourse community]]"; $Channel_temp="warm"; $Context_switch="up"; [[WV:CP]]</small> [[Category:Wikiversity community projects]] 8776 68132 2007-01-08T13:44:36Z JWSchmidt 20 [[Category:Wikiversity community projects]] A [[discourse community]] is characterized by [[Talk:Discourse community|open dialog]]... [[Category:Public Discourse]] [[Category:Wikiversity community projects]] 8778 67227 2007-01-06T02:29:45Z Indeed123 2588 Started second partial derivatives section =Introduction to partial derivatives= [[Image:Partial derivative function.png|center]]<br> This is an image of the function <math>z=x\sin(x) + y\cos(y)</math>. Hopefully, after you have gotten this far, you have seen functions and graphs of two variables. If you have not, then they are usually in the form F(x,y) in functions and are graphed like the graph above. Now, I hope you know how to take a normal derivative by now. If you do not, you probably don't belong here. You are hopefully aware that the slope of a tangent line of a point will equal the derivative at that point. Unfortunately for us, this 3D graph doesn't have tangent lines; instead, it has tangent planes! We obviously can't find the derivative in the normal sense at any point, for there are infinite different tangent lines we can use. Partial differentiation is the act of chosing one of these lines, and finding the derivative from it. For example, say we have the point (3,4,-2.191) for our above function. What tangent line should we use? Let's start by using the tangent line that has a constant y value of 4. But how do we even find this derivative? To do this, we will use the graph of a new function with y equal to the constant of 4.<br> [[Image:Hi2.png|center|300 px]]<br> This graph is of the equation <math>y=x\sin (x)+4\cos (4)</math>. Notice that this graph is a slice of our above graph that contains (3,4,-2.191) and is parallel to the y axis. The next step; we need to find what the derivative of this graph is at (3,-2.191), and we will know what one of this functions partial derivatives is! So we find the derivative. TTYS 1- Find the value of the derivative of the above expression at (3,-2.191) Now, hopefully you got that the answer was -2.829. If you didn't, it means either I screwed up or you screwed up. Maybe someone will change the answer if they know it is incorrect? Ah well. However, if you did get -2.829, congratulations! You have taken your first partial derivative. Now for the fun part. Treat y as a constant, but don't define the constant, and leave it as the letter y; treat x as the variable. Now we find the general function that will create the partial derivative as y remains constant anywhere on the graph. Time for real partial derivatives! TTYS 2- I love using these. They mean I can leave out redundant information, such as the way you can find the partial derivative of the function xsin(x)+ysin(y) as you leave y constant. Hmm ha ha. Now, hopefully again, you got the general partial derivative of this function as you leave y constant as xcos(x)+sin(x). If you did, congratulations! You now can basically find the partial derivative of anything if you leave y constant. But what if you leave x constant. TTYS 3- Find the partial derivative of the previous expression, only leaving x constant this time. The answer; cos(y)-ysin(y). Now you have two partial derivatives to choose from; the one where you leave x constant, and the one where you leave y constant. TTYS 4- Find the partial derivatives of xsin(y)+ycos(x). The partial derivatives of the previous expression are, leaving x constant, xcos(y)+cos(x)(Remember to treat x as a constant!) and, leaving y constant, sin(y)-ysin(x). Think you have a handle on this? Now for notation! ;Notation of Partial derivatives :For a function F(x,y), the partial derivative with respect to x (use this wording from now on as opposed to "leaving y constant") can be written as <math>F_x, \,\ \frac{\partial F}{\partial x}, \,\ z_x, \,\ \frac{\partial z} {\partial x}</math> :Likewise, the partial derivative with respect to y can be written as <math>F_y, \,\ \frac{\partial F}{\partial y}, \,\ z_y, \,\ \frac{\partial z} {\partial y}</math><br> Wallah!<br> [[Problems for Partial Derivatives|Problems]] =Second partial derivatives; partial derivatives of more than two variables= The second partial derivative is not that hard to understand; it's just like the regular second derivative of one-variable functions. Suppose<math> \,\ f(x,y) = y \sin(x) +x \cos(y) </math>. Then <math> \,\ F_x = y \cos(x) + \cos(y) </math> To find the second derivative of f(x,y), you only need to take the partial derivative of its partial derivative. So, <math> \frac {\partial F_x}{\partial x} = -y \sin(x)</math> [[Problems for Partial Derivatives|Problems]] =Partial derivative chain rules= [[Problems for Partial Derivatives|Problems]] =Differentials using partial derivatives= [[Problems for Partial Derivatives|Problems]] =Critical points, maximums, and minimums= [[Problems for Partial Derivatives|Problems]] [[Category:Mathematics]] 8781 67792 2007-01-08T01:19:23Z JWSchmidt 20 [[Category:Software applications]] Audacity is [http://audacity.sourceforge.net/ Free, Cross-Platform Sound Editor] for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. == What's it for? == This is a Wikiversity learning resource placed here to help folks with: *[[Creating music with your PC]] *[[Wikio]] (or what ever its name will be) *[[Topic:Audio Engineering]] *[[Topic:Learning Objects]] (The kind that can be heard) *[[Topic:Internet Audio]] *... ==Getting started== '''''[[w:Audacity|Audacity]]''''' article at Wikipedia *[http://audacity.sourceforge.net/ Audacity Home at SourceForge] *[http://audacity.sourceforge.net/download/ Download Audacity] ==Main Menu== [[Image:Audacity-linux-small.jpg|thumb|float|right|[http://audacity.sourceforge.net/ Audacity]]] The main menu of audacity contains: #File - ''New, Open, Close, Save Project, Save Project As, Export... (8 export options), Page Setup, Print, Preferences, Exit'' #Edit - ''Undo, Redo, ... Move Cursor, Snap to...'' #View - ''Zoom In, Zoom Normal, Zoom Out, ... Float Mixer Toolbar, Float Meter Toolbar'' #Project - ''Import Audio, Import Labels, ... Add Label at Playback Selection'' #Generate - ''Silence, Tone, White Noise, ... Plugins 1 .. 32'' #Effect - ''Amplify, BassBoost, ... Reverse, WahWah'' #Analyse - ''Envelope Tracker, ... Peak Monitor'' #Help - ''Online Help, About Audacity'' [[Category:Audio Engineering]] [[Category:Free Software]] [[Category:Software applications]] 8782 42771 2006-11-04T02:04:23Z Indeed123 2588 Got rid of category that didn't work 8784 42779 2006-11-04T02:59:49Z Robert Elliott 1436 Shot 01 - A thumbnail storyboard for Lesson 4 of the WikiU Film School created with the free version of FrameForge 2. == Summary == Shot 01 - A thumbnail storyboard for Lesson 4 of the WikiU Film School created with the free version of FrameForge 2. == Licensing == {{GFDL-self}} 8785 42781 2006-11-04T03:15:09Z CQ 1939 Based on [[Template:Projecttalk]] {| class="messagebox standard-talk" id="talkheader" align="center" style="text-align:center;background-color: #F8FCFF;" |- ! colspan="2" style="border-bottom:1px solid #C0C090; background-color: #F8EABA;" | This is the [[Wikipedia:Talk page|Talk page]] for discussing [[{{FULLPAGENAME}}|{{PAGENAME}}]] ''' |- | colspan="2" style="background-color: #F8FCFF;text-align:left;" | Please join the threads below by beginning your reply with a colon (:) (or colons ::) and sign your comments using four tildes (&#126;&#126;&#126;&#126;). Start a new thread by clicking the '''+''' tab above, supplying a meaningful heading. |- | style="background-color: #F8FCFF;text-align:left;" | This page is used for general discussion of '''{{PAGENAMEE}}'''. For discussion on a particular subpage, please use its talk page |[[Image:Wiki.png|60px|none|Wiki<!---->media Foundation]] |} 8786 42787 2006-11-04T04:46:54Z CQ 1939 [http://collaboration.wikia.com MetaCollab Wiki] logo at [[Wikia]].com Produced by Mark Elliot == Summary == [http://collaboration.wikia.com MetaCollab Wiki] logo at [[Wikia]].com Produced by Mark Elliot == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8790 67788 2007-01-08T01:16:36Z MichaelBillington 1599 fix double redrect #REDIRECT [[Cession in South African Law - 1.]] 8794 42933 2006-11-04T11:09:39Z SB Johnny 61 <includeonly><cite class="book" style="font-style:normal" {{ #if: {{{ref|}}} |{{#ifeq:{{{ref}}}|none||id="{{{ref}}}"}} |{{#if:{{{last|}}} | {{#if:{{{year|}}} | id="Reference-{{{last}}}-{{{year}}}" }} }} }}>{{ #if: {{{author|{{{last|}}}}}} | {{ #if: {{{authorlink|}}} | [[{{{authorlink}}}|{{ #if: {{{last|}}} | {{{last}}}{{ #if: {{{first|}}} | , {{{first}}} }} | {{{author}}} }}]] | {{ #if: {{{last|}}} | {{{last}}}{{ #if: {{{first|}}} | , {{{first}}} }} | {{{author}}} }} }} }}{{ #if: {{{author|{{{last|}}}}}} | {{ #if: {{{coauthors|}}} | ,&#32;{{{coauthors}}} }} }}{{ #if: {{{origdate|}}} | &#32;<nowiki>[</nowiki>{{{origdate}}}] | {{ #if: {{{origyear|}}} | {{ #if: {{{origmonth|}}} | &#32;<nowiki>[</nowiki>{{{origmonth}}} {{{origyear}}}] | &#32;<nowiki>[</nowiki>{{{origyear}}}] }} }} }}{{ #if: {{{date|}}} | &#32;({{{date}}}) | {{ #if: {{{year|}}} | {{ #if: {{{month|}}} | &#32;({{{month}}} {{{year}}}) | &#32;({{{year}}}) }} }} }}{{ #if: {{{author|{{{last|}}}}}} | . }}{{ #if: {{{chapter|}}} | &#32;“{{ #if: {{{chapterurl|}}} | [{{{chapterurl}}} {{{chapter}}}] | {{{chapter}}} }}”,}}{{ #if: {{{editor|}}} | &#32;{{{editor}}} }} ''{{ #if: {{{url|}}} | [{{{url}}} {{{title}}}] | {{{title}}} }}''{{ #if: {{{format|}}} | &#32;({{{format}}}) }}{{ #if: {{{others|}}} | , {{{others}}} }}{{ #if: {{{edition|}}} | , {{{edition}}} }}{{ #if: {{{language|}}} | &#32;(in {{{language}}}) }}{{ #if: {{{publisher|}}} | {{#if: {{{format|}}}{{{others|}}}{{{edition|}}} | ,&#32; | .&#32; }}{{ #if: {{{location|}}} | {{{location}}}:&#32; }}{{{publisher}}} }}{{ #if: {{{pages|}}} | ,&#32;{{{pages}}} }}{{ #if: {{{doi|}}} | . [[Digital object identifier|DOI]]:[http://dx.doi.org/{{{doi}}} {{{doi}}}] }}{{ #if: {{{id|}}} | . {{{id}}} }}{{ #if: {{{accessdate|}}} | . Retrieved on [[{{{accessdate}}}]] | {{ #if: {{{accessyear|}}} | . Retrieved {{ #if: {{{accessmonth|}}} | on [[{{{accessmonth}}} {{{accessyear}}}]] | during [[{{{accessyear}}}]] }} }} }}.{{ #if: {{{quote|}}} | &nbsp;“{{{quote}}}” }}</cite></includeonly><noinclude>{{Cite book/doc}}</noinclude> 8795 42931 2006-11-04T11:08:12Z SBJohnny 436 10 revision(s) from [[:w:Template:Cite book/doc]] <includeonly> :''This template documentation is [[Wikipedia:Template doc page pattern|transcluded]] from [[{{FULLPAGENAME}}/doc]]'' [<span class="plainlinks">[{{fullurl:{{FULLPAGENAMEE}}/doc|action=edit}} edit]</span>]</includeonly> <!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> This template is used to [[WP:CITE|cite sources]] in Wikipedia. It is specifically for books. This template replaces the deprecated {{tl|book reference}}. __NOTOC__ == Usage == All fields '''''must''''' be [[lowercase]]. Copy a blank version to use. Remember that the "|" character must be between each field, the fields must be in lowercase, please delete all the fields that are not being used to clear clutter in the edit window, and ISBN should be in the id field and separated from the number with a space. See also the complete [[#Description of fields|description of fields]]. {| class="wikitable" cellpadding="6" ! colspan="3" | Full version (copy and paste text below and delete parameters you don't need) |- width="50%" valign="top" style="vertical-align:top;" | colspan="3" | :<span style="font-family:Courier; "><nowiki>{{cite book |last= |first= |authorlink= |coauthors= |editor= |others= |title= |origdate= |origyear= |origmonth= |url= |format= |accessdate= |accessyear= |accessmonth= |edition= |date= |year= |month= |publisher= |location= |language= |id= |doi = |pages= |chapter= |chapterurl= |quote = }}</nowiki></span> |- width="50%" valign="top" style="vertical-align:top;" ! colspan="3" | Most commonly used fields (or you can use this and not have to delete as much) |- width="50%" valign="top" style="vertical-align:top;" | colspan="3" | :<span style="font-family:Courier; "><nowiki>{{cite book |last= |first= |authorlink= |coauthors= |title= |year= |publisher= |location= |id= }}</nowiki></span> |- width="50%" valign="top" style="vertical-align:top;" ! Example 1 | style="vertical-align: top;" | <span style="font-family:Courier; "><nowiki>{{cite book |last= Cordell |first= Bruce R. |coauthors= Jeff Grubb, David Yu |title= [[Manual of the Planes]] |publisher= [[Wizards of the Coast]] |year= 2001 |month= September |id= ISBN 0-7869-1850-8 }}</nowiki></span> | style="vertical-align: top;" | {{cite book |last= Cordell |first= Bruce R. |coauthors= Jeff Grubb, David Yu |title= [[Manual of the Planes]] |publisher= [[Wizards of the Coast]] |year= 2001 |month= September |id= ISBN 0-7869-1850-8 }} |- width="50%" valign="top" style="vertical-align:top;" ! Example 2 | style="vertical-align: top;" |<pre> {{cite book | last = Mumford | first = David | authorlink = David Mumford | title = The Red Book of Varieties and Schemes | publisher = [[Springer-Verlag]] | year = 1999 | doi = 10.1007/b62130 | id = ISBN 354063293X }}</pre> | style="vertical-align: top;" | {{cite book | last = Mumford | first = David | authorlink = David Mumford | title = The Red Book of Varieties and Schemes | publisher = [[Springer-Verlag]] | year = 1999 | doi = 10.1007/b62130 | id = ISBN 354063293X }} |- width="50%" valign="top" style="vertical-align:top;" ! Vertical list !! Prerequisites and Brief Instructions | rowspan="2" width="100%" | &nbsp; |- width="50%" valign="top" style="vertical-align:top;" | style="vertical-align:top;padding:1ex;" |<pre> &nbsp; &nbsp; {{cite book | last = | first = | authorlink = | coauthors = | editor = | others = | title = | origdate = | origyear = | origmonth = | url = | format = | accessdate = | accessyear = | accessmonth = | edition = | date = | year = | month = | publisher = | location = | language = | id = | doi = | pages = | chapter = | chapterurl = | quote = }}</pre> | style="vertical-align:top;padding:1ex;" |<pre> Prerequisites* Brief Instructions -------------- ----------------------- &nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(no wikilink) last&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (no wikilink) last last &nbsp; &nbsp; REQUIRED** &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;†preferred (no wikilink) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;alternative to origdate &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;alternative to origdate &nbsp; url url&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;†preferred (no wikilink) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;alternative to accessdate &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;alternative to accessdate &nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;†preferred (no wikilink) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;alternative to date &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;alternative to date &nbsp; publisher &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(no wikilink)&Dagger; chapter &nbsp; &nbsp;</pre> |} {| style="background:none;" |- valign="top" | style="text-align:right;" | &lowast; || The field listed below is a prerequisite for the field to the left. For example '''last''' is a prerequisite to '''first''' meaning '''first''' will NOT be displayed even if it has a value unless '''last''' also has a value. |- valign="top" | style="text-align:right;" | &lowast;&lowast; || Wikilinks '''''must''''' link to an existing article, and cannot be used if '''url''' is used below. |- valign="top" | style="text-align:right;" | † || This is the preferred field with its alternates listed below. |- valign="top" | style="text-align:right;" | &Dagger; || If '''chapterurl''' is provided then '''chapter''' can not have wikilinks. |} == Fields == ===Wikilinks=== Most fields can be wikilinked (ie. ''title'' = <nowiki>[[book article|book title]]</nowiki>), but should generally only be linked to an existing Wikipedia article. Any wikilinked field '''must not''' contain any brackets apart from normal round brackets <code>()</code> &mdash; don't use <code><nowiki><>[]{}</nowiki></code>. ===Description of fields=== ====<small>Syntax (for the technical-minded)</small>==== <div style="font-size: 90%;"> Nested fields either rely on their parent fields, or replace them: *''parent'' **''child'' &mdash; may be used '''with''' ''parent'' (and is ignored if ''parent'' is not used) **OR: ''child2'' &mdash; may be used '''instead''' of ''parent'' (and is ignored if ''parent'' is used) </div> ====Description==== * '''last''': Surname of author. Don't wikilink (use ''authorlink'' instead). ** '''first''': First name(s) of author, including title(s) (eg. ''Firstname Middlename'' or ''Firstname M.'' or ''Dr. Firstname M., Snr.''). Don't wikilink (use ''authorlink'' instead). *** The `last' and `first' fields are poorly named for the case of an author whose surname is usually written first (e.g. as in Chinese). They also have the problem of only communicating which is the surname, not communicating where the surname is usually written. Consider deprecating first,last fields, and reinstating author field, using the notation "Smith, John" or "Hu Ke Jie" as appropriate (i.e. always writing surname first, and using comma or not depending on whether the name is usually written surname last or first). ** '''authorlink''': Title of Wikipedia article about author. Article should already exist. Must not be wikilinked itself. Do not use this on its own, but along with "author" or "first" and "last". ** '''coauthors''': Full name of additional author or authors, surname last, separated by ", " (eg. ''Joe Bloggs, John F. Kennedy, H. R. Dent''). *** Someone please confirm that surname is to go last even for people whose name is usually written surname first. Consider rethinking this field, e.g. using ''Bloggs, Joe and Kennedy, John F. and Dent, H. R. and Hu Ke Jie''. ** OR: '''author''': Full name of author, preferably surname first. * '''editor''': Name of editor/editors. No text is added, so labels such as "(ed.)" have to be supplied by the user. * '''others''': For uses such as "illustrated by Smith" or "trans. Smith". * '''title''': Title of book. '''''This is the only required parameter.''''' Can be wikilinked '''only''' to an existing Wikipedia article. Do not use italics. * '''url''': URL of an online book. Cannot be used if you wikilinked ''title''. ** '''format''': Format, e.g. PDF. HTML implied if not specified. ** '''accessdate''': Full date when item was accessed, in [[ISO 8601]] YYYY-MM-DD format, eg. ''2006-02-17''. '''Required when ''url'' field is used.''' Must not be wikilinked. *** OR: '''accessyear''': Year when item was accessed, and '''accessmonth''': Month when item was accessed. If you also have the day, use ''accessdate'' instead. Must not be wikilinked. * '''edition''': When the book has more than one edition. ''eg:'' "2nd edition". * '''origdate''': Full date of publication of original edition, in [[ISO 8601]] YYYY-MM-DD format, eg. ''2004-06-27''. Must not be wikilinked. ** OR: '''origyear''': Year of publication of original edition, and '''origmonth''': Month of publication of original edition. If you also have the day, use ''date'' instead. Must not be wikilinked. * '''date''': Full date of publication, in [[ISO 8601]] YYYY-MM-DD format, eg. ''2006-02-17''. Must not be wikilinked. ** OR: '''year''': Year of publication, and '''month''': Name of the month of publication. If you also have the day, use ''date'' instead. Must not be wikilinked. * '''publisher''': Publisher should not include corporate designation such is "Ltd" or "Inc". ** '''location''': Place of publication. * '''language''': The language the book is written in, if it is not English. * '''id''': Identifier such as ''<nowiki>ISBN 1-111-22222-9</nowiki>'', ''<nowiki>{{</nowiki>[[:Template:LCC|LCC]]|Z253.U69}}'' or ''<nowiki>{{</nowiki>[[:Template:OCLC|OCLC]]|123456789}}''. Remember, you '''must''' specify the kind of identifier, not just give a number. * '''doi''': [[digital object identifier]]. See also {{tl|doi}} * '''pages''': ''<nowiki>5&ndash;7</nowiki>'': first page and optional last page. This is for listing the pages relevant to the citation, not the total number of pages in the book. * '''chapter''': The chapter of the book, written in full. Punctuation other than quotes should be included in the value passed to the parameter, eg. ''chapter = Meet Dick and Jane.'' produces "Meet Dick and Jane." ahead of ''title''. ** '''chapterurl''': URL of an individual chapter of online book. Should be at the same site as ''url'', if any. * '''quote''': Relevant quote from the book. ==Examples== ;Just a title: :<code><nowiki>* {{cite book | title=Mysterious book }}</nowiki></code> :* {{cite book | title = Mysterious book }} ;Year and title: :<code><nowiki>* {{cite book | title=Mysterious book | year=1901 }}</nowiki></code> :* {{cite book | title = Mysterious book | year = 1901 }} ;Basic usage: :<code><nowiki>* {{cite book | first=Joe | last=Bloggs | authorlink=Joe Bloggs | year=1974 | title=Book of Bloggs }}</nowiki></code> :* {{cite book | first=Joe | last=Bloggs | authorlink=Joe Bloggs | year=1974 | title=Book of Bloggs }} ;Basic usage with url: :<code><nowiki>* {{cite book | last=Bloggs | first=Joe | authorlink=Joe Bloggs | year=1974 | title=Book of Bloggs | edition=1st Edition | url=http://en.wikipedia.org/ | accessdate=2006-02-17 }}</nowiki></code> :* {{cite book | last=Bloggs | first=Joe | authorlink=Joe Bloggs | year=1974 | title=Book of Bloggs | edition=1st Edition | url=http://en.wikipedia.org/ | accessdate=2006-02-17 }} ;Three authors, title with a piped wikilink, edition :<code><nowiki>* {{cite book | last=Bloggs | first=Joe | authorlink=Joe Bloggs | coauthors=John Smith, Jim Smythe | title=[[A Thousand Acres|1000 Acres]] | edition=2nd Edition }}</nowiki></code> :* {{cite book | last=Bloggs | first=Joe | authorlink=Joe Bloggs | coauthors=John Smith, Jim Smythe | title=[[A Thousand Acres|1000 Acres]] | edition=2nd Edition }} ;Date without day, wikilinked title and publisher, id, pages, location :<code><nowiki>* {{cite book | last=Cordell | first=Bruce R. | coauthors=Jeff Grubb, David Noonan | year=2001 | month=September | title=[[Manual of the Planes]] | publisher=[[Wizards of the Coast]] | location=Timbuktu | id=ISBN 0-7869-1850-8 | pages=pp. 134-137 }}</nowiki></code> :* {{cite book | last=Cordell | first=Bruce R. | coauthors=Jeff Grubb, David Noonan | year=2001 | month=September | title=[[Manual of the Planes]] | publisher=[[Wizards of the Coast]] | location=Timbuktu | id=ISBN 0-7869-1850-8 | pages=pp. 134-137 }} ;Date of first edition, other language, illustrator :<code><nowiki>* {{cite book | last=Bloggs | first=Joe | origyear=1463 | year=1974 | title=Book of Bloggs | edition=1st Edition | others=illustrated by Smith | language=German | url=http://en.wikipedia.org/ | accessdate=2006-02-17 }}</nowiki></code> :* {{cite book | last=Bloggs | first=Joe | origyear=1463 | year=1974 | title=Book of Bloggs | edition=1st Edition | others=illustrated by Smith | language=German | url=http://en.wikipedia.org/ | accessdate=2006-02-17 }} ;Using a [[Digital object identifier|DOI]] :<code><nowiki>*{{cite book | last=Mumford | first=David | authorlink=David Mumford | year=1999 | title=The Red Book of Varieties and Schemes: Includes the Michigan Lectures (1974) on Curves and Their Jacobians | edition=2nd ed. | publisher=[[Springer-Verlag]] | doi=10.1007/b62130 | id=ISBN 354063293X }}</nowiki></code> :*{{cite book | last=Mumford | first=David | authorlink=David Mumford | year=1999 | title=The Red Book of Varieties and Schemes: Includes the Michigan Lectures (1974) on Curves and Their Jacobians | edition=2nd ed. | publisher=[[Springer-Verlag]] | doi=10.1007/b62130 | id=ISBN 354063293X }} ==Testing== See [[Template:cite book/regression tests]]. ==Note== Note the extra full-stop when the last author ends with an initial, and there is no date: *{{cite book | last = Invisible | first = M. | title = Mysterious book }} We don't know of a practical solution to this &mdash; unless there is a way to test the characters of a field? ==Citation styles== Established citation styles for coauthors: * [http://www.english.uiuc.edu/cws/wworkshop/writer_resources/citation_styles/mla/mla.htm MLA style]: Last, First and First Last. "If there are more than three authors, you may list only the first author followed by the phrase ''et al''." * [http://www.english.uiuc.edu/cws/wworkshop/writer_resources/citation_styles/apa/apa.htm APA style]: Last, F. & Last, F. * [http://www.liunet.edu/cwis/cwp/library/workshop/citchi.htm Chicago Manual of Style]: Last, First, and First Last. * [http://www.liunet.edu/cwis/cwp/library/workshop/cittur.htm Turabian]: same as Chicago Reference List, above. * [http://www.library.uq.edu.au/training/citation/harvard.html Harvard]: Last, F., Last, F. & Last, F. ==See also== * [[Wikipedia:Cite sources]]: Style guide * [[Wikipedia:Citation templates]]: Related templates * [[Wikipedia:WikiProject Wikicite]] * [[:Category:Citation templates]] <includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[Category:Citation templates|{{PAGENAME}}]] [[Category:Book templates|{{PAGENAME}}]] [[Category:Templates using ParserFunctions|{{PAGENAME}}]] <!-- ADD INTERWIKIS BELOW THIS LINE --> [[cs:Šablona:Citace knihy]] [[el:Πρότυπο:Cite book]] [[es:Plantilla:Ref-libro]] [[eu:Txantiloi:Liburu erreferentzia]] [[ja:Template:Cite book]] [[it:Template:Cita libro]] [[mk:Шаблон:Книга]] [[no:mal:Kilde bok]] [[pl:Szablon:Cytuj książkę]] [[ro:Format:Cite_book]] [[ru:Шаблон:Книга]] [[sk:Šablóna:Cite book]] [[sl:Predloga:Cite book]] [[sv:Mall:Bokref]] [[vi:Tiêu bản:Chú thích sách]] [[zh:Template:Cite book]] [[pms:Template:Cité un lìber]] </includeonly> 8797 45442 2006-11-14T02:04:00Z JWSchmidt 20 another link to the page where this image is used == Summary == I (John Schmidt) made this image for use at [[Wikiversity:Sign your posts on talk pages]]. :Hello John Schmidt how to use this page for ?..... ::This image is currently used at this page: [[Wikiversity:Sign your posts on talk pages]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8798 42951 2006-11-04T16:12:38Z JWSchmidt 20 I (John Schmidt) made this image for use at [[Wikiversity:Sign your posts on talk pages]]. == Summary == I (John Schmidt) made this image for use at [[Wikiversity:Sign your posts on talk pages]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8799 75400 2007-01-13T22:55:50Z JWSchmidt 20 #REDIRECT [[Wikiversity:Signature]] #REDIRECT [[Wikiversity:Signature]] 8800 42955 2006-11-04T16:57:06Z JWSchmidt 20 I (John Schmidt) created this image for [[Help:Edit toolbar]]. == Summary == I (John Schmidt) created this image for [[Help:Edit toolbar]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8801 42996 2006-11-04T23:14:36Z JWSchmidt 20 [[Help:Edit toolbar]] moved to [[Help:Editing toolbar]]: I think this is what it is called a Wikipedia [[Image:Toolbarlinks.png|thumb|right|330px|Edit toolbar buttons for creating a horizontal divider and inserting links to:<BR>*other internal wiki pages<BR>*external webpages<BR>*internal media files.]] ==See also== *[[Wikiversity:Sign your posts on talk pages|Sign your posts]] *[[Wikiversity:Cite sources#Edit toolbar buttons for citations|Edit toolbar buttons for citations]] 8803 42968 2006-11-04T18:39:31Z JWSchmidt 20 Screenshot from a US government website. {{PD}} Screenshot from a US government website. {{PD}} 8804 42969 2006-11-04T18:51:11Z JWSchmidt 20 Screen shot of a US government website. {{PD}} Screen shot of a US government website. {{PD}} 8805 42974 2006-11-04T19:05:55Z JWSchmidt 20 Screenshot of a US government website. {{PD}} Screenshot of a US government website. {{PD}} 8806 42978 2006-11-04T19:23:30Z JWSchmidt 20 Screenshot of a US government website. {{PD}} Screenshot of a US government website. {{PD}} 8808 46915 2006-11-20T03:13:33Z Newman8r 3292 [[Histology 101]] [[Category:Biology]] 8809 67853 2007-01-08T02:09:33Z JWSchmidt 20 [[Category:Biomedical Engineering]] {{main welcome}} [[Category:Biomedical Engineering]] 8810 42997 2006-11-04T23:14:36Z JWSchmidt 20 [[Help:Edit toolbar]] moved to [[Help:Editing toolbar]]: I think this is what it is called a Wikipedia #REDIRECT [[Help:Editing toolbar]] 8814 69420 2007-01-10T03:48:17Z JWSchmidt 20 [[Category:Mathematics]] {{main welcome}} [[Category:Mathematics]] 8815 43026 2006-11-05T04:30:59Z Robert Elliott 1436 3001 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3001 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8816 43027 2006-11-05T04:32:36Z Robert Elliott 1436 3002 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3002 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8817 43028 2006-11-05T04:34:31Z Robert Elliott 1436 3003 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3003 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8818 43029 2006-11-05T04:35:58Z Robert Elliott 1436 3004 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3004 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8819 43031 2006-11-05T04:37:46Z Robert Elliott 1436 3005 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3005 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8820 43033 2006-11-05T04:39:05Z Robert Elliott 1436 3006 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. 3006 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. 8821 43034 2006-11-05T04:40:06Z Robert Elliott 1436 3007 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3007 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8822 43037 2006-11-05T04:44:13Z Robert Elliott 1436 3008 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3008 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8823 43038 2006-11-05T04:45:50Z Robert Elliott 1436 3009 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3009 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8824 43040 2006-11-05T04:48:19Z Robert Elliott 1436 3010 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3010 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8825 43041 2006-11-05T04:49:40Z Robert Elliott 1436 3011 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3011 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8826 43042 2006-11-05T04:51:26Z Robert Elliott 1436 3012 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3012 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8827 43043 2006-11-05T04:52:24Z Robert Elliott 1436 3013 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3013 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8828 43044 2006-11-05T04:53:22Z Robert Elliott 1436 3014 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Summary == 3014 - Shots for Lesson 4 of the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. == Licensing == {{GFDL-self}} 8830 49281 2006-11-27T08:21:23Z AmiDaniel 3334 {{subst:GFDL-presumed|AmiDaniel}} ==Summary== F=ma experiment ==License== {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:AmiDaniel|AmiDaniel]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} [[Category:Presumed GFDL images|{{PAGENAME}}]] 8841 57546 2006-12-16T04:56:03Z 216.243.132.205 DES algorithm uses a key to encrypt/decipher a 64 bit block data. It first divide the data in to 64 bit data and then adds the key to every 64 bit block while encription/deciphering. At the receivers end it asks for key to decript/cipher it. [[Category: Computer Programming]] 8843 76030 2007-01-14T23:10:59Z Historybuff 5228 As the wolrd is getting closer by the revolution of cyber technology ,the threat of misuse of it is also increasing.Initially when there was computing on stand alone computers the threat of computer virus spreading was very low.But now there are so many types of distructive codes just flowing across the cyber world.So if we get connected to the internet we have to be more cautious and with all security measures.<ref>http://www.microsoft.com/athome/security/viruses/intro_viruses_what.mspx</ref> [[Category:Networking]] 8846 43132 2006-11-05T13:14:32Z Dnjkirk 1833 [[Board Game Studies]] moved to [[Topic:Board Game Studies]]: should be a department #REDIRECT [[Topic:Board Game Studies]] 8848 43142 2006-11-05T13:19:55Z Dnjkirk 1833 [[Board Game Design]] moved to [[Topic:Board Game Design]]: should be a department #REDIRECT [[Topic:Board Game Design]] 8849 43159 2006-11-05T14:21:29Z Robert Elliott 1436 This is the first attempt at script formatting for lesson #1 of WikiU Film School by Mirwin [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] == Summary == This is the first attempt at script formatting for lesson #1 of WikiU Film School by Mirwin [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 8850 43160 2006-11-05T14:23:51Z Robert Elliott 1436 This is the storyboarding homework assignment for lesson #4 of WikiU Film School by mukesh [[Category:Thumbnail Storyboard Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] == Summary == This is the storyboarding homework assignment for lesson #4 of WikiU Film School by mukesh [[Category:Thumbnail Storyboard Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 8851 80502 2007-01-24T02:21:19Z Robert Elliott 1436 Minor Additions {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - Script Formatting</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">The formatted scripts from the lesson on [[Lesson:Formatting the script|"Script Formatting"]]</font></big></center> ---- ---- <center>Version: '''The Live-Action Script'''</center> * [[User:CDinAshton|CDinAshton]] has completed this [[Media:SBTDS Script CDinAshton.pdf|assignment]] (pdf). 15 [[WikiU Film School Point System|points]] for being the first to complete this assignment. * [[User:Ciprian|Ciprian]] has completed this [[Media:SBTDS Script Ciprian2.pdf|assignment]] (pdf). <font color="green"> One of the best of the formatted scripts.</font> (15 October 2006) 10 [[WikiU Film School Point System|points]] * [[User:Wvanheemstra|Wvanheemstra]] has completed this [[Media:SBTDS Script Wvanheemstra.pdf|assignment]] (pdf). (16 October 2006) 7 [[WikiU Film School Point System|points]] * [[User:Mkstiwari | Mukesh Tiwari]] has completed this [[Media:Scriptmukesh.pdf|assignment]] (pdf). (3 November 2006) 7 [[WikiU Film School Point System|points]] * [[User:Mirwin | Mirwin]] has completed this [[Media:SeducedbytheDarkSideScript.pdf|assignment]] (pdf). (5 November 2006) 7 [[WikiU Film School Point System|points]] * Noelego has completed this [[Media:Seduced_by_The_Dark_Side_(by_Noelego).pdf|assignment]] (pdf). (6 November 2006) 7 [[WikiU Film School Point System|points]] * Steve Ogden has completed this [[Media:DarkSide1-0.pdf|assignment]] (pdf). (9 November 2006) 7 [[WikiU Film School Point System|points]] * [[User:Graphak|Graphak]] has completed this [[Media:Darkside-graphak1.pdf|assignment]] (pdf). (13 November 2006) - <font color="green"> One of the best of the formatted scripts.</font> 10 [[WikiU Film School Point System|points]] * [[User:Ugoglen | Ugoglen]] has completed this [[Media:Seduced by the Dark Side-ugoglen.pdf|assignment]] (pdf). (14 November 2006) 7 [[WikiU Film School Point System|points]] * [[User:Westt | Westt]] has completed this [[Media:SBTDS SCRIPT WESTT.pdf|assignment]] (pdf). (20 December 2006) 7 [[WikiU Film School Point System|points]] * [[User:Elatanatari|Elatanatari]] has completed this [[Media:Seduced by the Darkside.pdf|assignment]] (pdf). (22 December 2006 2006) 7 [[WikiU Film School Point System|points]] *[[User:Pedromax|Pedromax]] has completed this [[Media:SeducedByTheDarkSidePedromax.pdf|assignment]] (pdf) Very well done. [[WikiU Film School Point System|10 points + 2 bonus points.]] (05 January 2007) *[[User:Fatpenguin|Fat Penguin]] has completed this [[Media:Wikiuniscreenplay.pdf|assignment]] (pdf). [[WikiU Film School Point System|7 points.]] (07 January 2007) *[[User:Mikemaurice|Mike Maurice]] has completed this [[Media:Seduced by the Dark Side - Script Mike Maurice.pdf|assignment]] (pdf). [[WikiU Film School Point System|10 points + 5 for originality.]] (18 January 2007) <font color="green">Note<nowiki>:</nowiki> The instructions in the lessons are only a guide. Here is an excellent example of creative script formatting. Converting the story into a script can be done with a great amount of originality.</font> Great job, Capt. Mike! *[[User:GregFromAustin|Greg From Austin]] has completed this [[Media:Wikiversity Homework 1 GregFromAustin.pdf|assignment]] (pdf). [[WikiU Film School Point System|10 points.]] (23 January 2007) <center><small>Click on the word '''assignment''' to see the actual pdf document.</small></center> ---- ---- <center>Version: '''The Animation Script'''</center> * none currently... |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] [[Category:Homework Assignment]] [[Category:Film School Templates]] 8852 65682 2007-01-03T04:42:28Z Robert Elliott 1436 Minor Correction {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - Thumbnail Storyboarding</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">Thumbnail storyboads from the lesson on [[Lesson:Thumbnail Storyboard | Thumbnail storyboarding]]</font></big></center> * [[User:Mkstiwari | Mukesh Tiwari]] has completed this [[Media:Storybscriptmukesh1.pdf|assignment]] (pdf). (5 November 2006) [[WikiU Film School Point System|15 points]] for being the first to complete this assignment. * [[User:Ugoglen|Ugoglen]] has completed this [[Thumbnail storyboard sheet:SBTDS:Ugoglen|assignment]] (Wiki page). (26 December 2006) <font color="green"> An outstanding thumbnail storyboard.</font> [[WikiU Film School Point System|10 points]] |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Film School Templates]] <!-- {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big>*** <font color="gray">Completed [[Lesson:Thumbnail Storyboard|"Thumbnail Storyboarding"]] Assignments</font> ***</big></center> * [[Media:Storybscriptmukesh1.pdf]]. This is the assignment by [[User:Mkstiwari | Mukesh Tiwari]]. 5 November 2006 * [[Thumbnail storyboard sheet:SBTDS:Ugoglen|Thumbnail storyboard sheet]] by [[User:Ugoglen|Ugoglen]] 26 December, 2006 |} --> 8853 43175 2006-11-05T14:57:26Z Robert Elliott 1436 This is the first attempt at script formatting for lesson #1 of WikiU Film School by Mirwin [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] == Summary == This is the first attempt at script formatting for lesson #1 of WikiU Film School by Mirwin [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 8854 80345 2007-01-23T15:45:56Z Mu301 3705 table of contents =Very ROUGH DRAFT= ==Currently only limited files allowed in Wikiversity== :Currently, Wikiversity has only limited media file support and that support is a bit confusing. ===Images - JPG and PNG=== :Fortunately, the support for images is straight forward. When you upload a file (any file), Wikiversity thinks it is an Image file. ;JPG and PNG Images :You can upload and access image files in the JPEG and the PNG file formats. ---- ;JPEG Example :An example of a JPEG files is "Reptsb5r.jpg" ;Using a JPEG image file :To put a JPEG file in your lessons, you simply write <nowiki> [[Image:face50mmtiny.jpg‎]] </nowiki> :and you will see this [[Image:face50mmtiny.jpg]] ---- ;PNG Example :An example of a PNG files is "Image:Crystal Clear app xfmail.png" ;Using a PNG image file :To put a JPEG file in your lessons, you simply write <nowiki> [[Image:Crystal Clear app xfmail.png]] </nowiki> :and you will see this [[Image:Crystal Clear app xfmail.png]] ;Reducing the size of an image file :To put a smaller JPEG file in your lessons, you simply write <nowiki> [[Image:Crystal Clear app xfmail.png|32px]] </nowiki> :and you will see this [[Image:Crystal Clear app xfmail.png|32px]] ---- ===PDF=== Upload a pdf file exactly like an image file. Unfortunately, wikiversity thinks it is an image file. Change the word "Image" to "Media" to access the file. You cannot view the pdf file directly. It must be viewed by a helper application from your browser. ---- ODT does not work with Wikiversity. ===Sound=== Upload a OGG file exactly like an image file. Unfortunately, wikiversity thinks it is an image file. Change the word "Image" to "Media" to access the file. No other sound files work in Wikiversity, including WAV AIFF, etc. ====To Play OGG files==== Here is info on playing media files *[[w:Wikipedia:Media help]] *[[commons:Commons:Media help]] *[[w:Wikipedia:Media help (Ogg)]] 8855 70823 2007-01-12T00:31:33Z JWSchmidt 20 [[Category:Secondary Research]] Background: There are many individual projects and tasks which will require some computer resources beyond the reach of most individuals on the planet. This project is to establish a portal and a comunity of dedicated Wikivervsity enthusiasts who can develop familarity, skills and expertise suitable in the medium term for setting up distributed virtual supercomputing at Wikiversity. This will allow the participants computers in screen saver mode to support each others projects. Example projects might be high quality rendering or post processing for a large group project or an ambitious mathematical simulation regarding a current topic of big science. Step 1: Establish teams titled wikiversity.org at each worthy looking BOINC project. Teams established *Rosetta@home[[http://boinc.bakerlab.org/rosetta/team_display.php?teamid=4311]] *Einstein@home[[http://einstein.phys.uwm.edu/team_display.php?teamid=7018]] Good candidate projects *Seti@Home *Predictor@Home *Many others here[[http://en.wikiversity.org/wiki/Screensaver_Project]] Step 2: Participants begin joining screensaver computing teams in large numbers and building familarity with environment. :Task 0 Join the Wikiversity Mailing list and help brainstorm this or use the discussion page here. Step 2.1 People volunteer[[http://boinc.berkeley.edu/recruit.php]] for specific development tasks or responsibilities and begin discussing details and expanding proposal. Step 2.2 When sufficient interest has arisen consider a mailing list or sourceforge project style forum to allow software developers to coordinate with seed hardware administrators, contributing philanthropists and client projects at Wikiversity. :Our developers may wish to congregate at sites such as this[[http://boinc-wiki.ath.cx/index.php?title=Main_Page]] for specific discussions in depth of the BOINC technology specifically and simultanously at our own local pages specialized in Wikiversity's needs and capabilities. Step 3a: http://boinc.berkeley.edu/vcsc.php The above link may be different. Last time I checked we needed one offtime computer for a security key to establish a computing project. Also a seed server connected 24/7. Initial development might be handled by a low end server and 24/7 dsl or cable service. :At the above link it is estimated that a $10,000 server can support thousands (single digit) of computing nodes (desktop screensavers) or approximately a couple of bucks per processing node which probably runs 8 to 16 hours/day. It looks like the BOINC team is helping us by solving the general problem for us and all other universities. It will still be a lot of work to setup and administer. We need to get started soon to help attract highly qualified and motivated participants to our science and technology programs. Step3b: Establish first local BOINC project. A good candidate might be an outreach program of some kind aimed at high schools. U.S. has a lot of high schools with a lot of computers sitting idle two thirds of the 24 hours day. Step 4: Begin evaluating Wikiversity infrastructure and setting up teams interested in various aspects, layers or chunks of the problem of a distributed reliable grid to support a virtual university. Perhaps answer is for WMF to buy more servers. Parts of the answer may eventually involve large persistent online distributed datastores such as might be available with <b>OceanStore</b> or <b>gnunet</b>. Step 5: Propose improvement tasks back to WMF for other Wikimedia projects. Step 6: Setup specific operational virtual computer laboratory projects aimed at educational original research.[[http://boinc.berkeley.edu/create_project.php]] Berkeley's Open Infrastructure Network Computing (BOINC) recommends experts allow at least several man months to get an initial development system partially up and running. Obviously it will take a merry band of volunteers partime quite a bit more effort and calendar time is subject to who and how many volunteer to learn and do what. [[Category:Secondary Research]] 8856 76243 2007-01-15T02:53:11Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:AmiDaniel|AmiDaniel]] using [[Wikiversity:Rollback|rollback]] =='''Introduction''' == ---- The purpose of a communication system is to transmit information-bearing signals through a communication channel separating the transmitter from the receiver. Information-bearing signals are also referred to as baseband signals. The term baseband is used to designate the band of frequencies representing the original signal as delivered by a source of information. The proper use of the communication channel requires a shift of the range of baseband frequencies into other frequency ranges suitable for transmission, and a corresponding shift back to the original frequency range after reception. For example, a radio system must operate with frequencies of 30 kHz and upward, whereas the baseband signal usually contains frequencies in the audio frequency range, and so some form of frequency-band shifting must be used for the system to operate satisfactorily. A shift of the range of frequencies in a signal is accomplished by using modulation, which is defined as the process by which some characteristic of a carrier is varied in accordance with a modulating wave (signal). A common form of the carrier is a sinusoidal wave, in which case we speak of a continuous-wave modulation1 process. The baseband signal is referred to as the modulating wave, and the result of the modulation process is referred to as the modulated wave. Modulation is performed at the transmitting end of the communication system. At the receiving end of the system, we usually require the original baseband signal to be restored. This is accomplished by using a process known as demodulation, which is the reverse of the modulation process. </P> [[Image:Example.jpg]] [[Category:Telecommunications]] 8858 43210 2006-11-05T17:47:54Z CQ 1939 From http://audacity.sourceforge.net/ From http://audacity.sourceforge.net/ 8862 43228 2006-11-05T18:17:45Z Dnjkirk 1833 diagram of the dayan (tabla) head == Summary == diagram of the dayan (tabla) head == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8863 43230 2006-11-05T18:19:04Z Dnjkirk 1833 the bayan diagram == Summary == the bayan diagram == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8864 67748 2007-01-08T00:00:21Z JWSchmidt 20 [[Category:Game Design]] ==Introduction== This section provides a learning trail oriented towards general game production using open source tools and desktop techniques. There are large overlap between the production processes used in 3D computer modeling to create sets, models, animation, and sound tracks for short clips and preliminary post production on clips or dailies and the traditional film industry. In the older methods of film making dailies are used later in post production film making. A large advantage of computer animation in this way is the ability to return to preproduction and reuse components. This learning trail focuses initially on using the available open source components and tools which are fairly mature. Developers working on open source tools wishing to interact with their potential users and customers are very welcome for their expertise and to assist with maturing their offerings quickly to the benefit of us as well as the entire open source gaming and animation community. Initial tools in ongoing study and materials production: [[Open Source Tools for Possible Use in cisLunarFreighter]] Please add others there as they are used within the project. ==Important Ground Rules on this Trail== #Do not use or upload others' work without prior permission and agreement to the terms of the upload submittal form (GNU FDL, etc.). If you wish to retain full distribution and modding rights then you can email your work to others privately. Be considerate and upfront by pointing out to them the materials are provided on a proprietary basis for their personal use only. The email rerouting system at Wikiversity apparently does not allow attachments so some prior coordination is necessary and useful. Large animation and modeling files can clog slow bandwidth access so please ask before sending large (i.e. graphics and large specification) files. #This trail involves both generic and specific techniques so work can be performed in a variety of desktop tools as desired. Our initial focus is on open source tools as they are generally freely available to everyone. Detailed discussion involving how to integrate data between less prominent tools and proprietary tools can get quite involved and will need appropriate refactoring as necessary to improve our learning trails for everyone, novice to expert. #Offensive material substantially outside the community norm will be removed immediately. Even a satirist should be able to find something which can avoid offending most reasonable people. Wikiversity is a fun learning environment, not a place for inflammatory homework. Which community norm you ask? Ours, here. #Skip around to what interests you, where you wish to learn, and where you can help others. Drop out when you need to and come back when you feel like it. The community will still be here when you get back if everyone pitches in and has fun while they are here. ==Getting Started== You will need a project idea from which you should at minimum sketch or have some storyboards and generate some simple scripts. This will be needed soon to have your actors and sound effects created to assist you with inspiration, timing, and detailed animation. Meanwhile .... we would love to have you work on any portion of [[CisLunarFreighter]] which catches your interest. Some of the models necessary to create a spaceport firestation and some scenes for stills or animation involving landing emergencies, drills, inspections, etc. are now available at [[Blender for Game Graphics and Animation]]. If you plan to design software or talk extensively with the software designers then this online short course[http://odl-skopje.etf.ukim.edu.mk/uml-help/] not affiliated with Wikiversity may be of use to you in learning [[UML]] ([[w:Unified Modeling Language]]). Sketches may be scanned and loaded as jpegs or system models may be created using a free/open source UML editors such as [[w:ArgoUML]]. We can help initiate the game and software design processes with some simple modeling tasks for anticipated sets and scenes while we learn our modeling and animation tools. The screenshot below shows the beginning development process of crude models of pieces of a spacecraft we require. :Initially I will focus on gameplay and a little later add some educational value. [[User:Mirwin|Mirwin]] 01:08, 7 November 2006 (UTC) : ... This learning trail will now focus on how to use Boolean Functions and other tools within Art of Illusion to quickly rough out simple models and sets quickly. This will help us soon with storyboards and gathering interest of new potential developers and participants. [[Image:AoiApolloY109ScreenShot.jpg|thumb|left|500px|Expanding thumbnail screenshot]] How did we get this far? Just starting and proceeding? When you first saw the image above of the joint of the rocket engine nozzle and the command service module of a spacecraft did you envision a gameplay scenario of damaged actuators which must be fixed for an animation clip showing an exposion and a fellow player drifting into the void along with his tools and pieces of debris. Does the game give us the ability to recover our buddy or the body? Are the tools critical to our player character's survival? Step 1. We need some idea of what our models and clips are needed for and whether we can get started on generic pieces that can help us flesh out the project fast while contributing to our ever expanding set of reusable components and tools. ==cisLunarFreighter== [[CisLunarFreighter]] will be an enhanced first person flyer game with educational aspects to encourage our users to have fun polishing their math skills while interacting with their buddies in a MUD environment we will develop and establish to host the game and serve its applets. The initial spacecraft will be loosely modeled on work performed for the SDIO for SSTO and VTOL spacecraft. Background is available in a printable/viewable form [http://www.spacefuture.com/archive/single_stage_to_orbit_vertical_takeoff_and_landing_concept_technology_challenges.shtml here] Notice the excellent figures ... almost storyboard quality! Just no story yet. These will help us by provide a starting point for our solids modeling grounded in science. Now it is relatively easy to recognize some pieces of our lunarFreighter beginning to emerge. Notice how placement of the camera affects your interpretation of what the pieces are or might become after you have seen some of the figures and science explained in the engineering report. Did you notice we started at the top and the pieces almost ready look suspiciously like an Apollo Command module, shell of a service module, and the CSM's (Command Service Module) engine nozzle? These were created with only the Boolean Solids methods and the Lathing operation. Lathing is creating a solid by rotating some defined piece of its geometry through space. Onward. ==Operations or Mission Scenarios, UML Case Studies, Story Shorts for Animation Clips or Sound Clips== Our lunar freighter pilot oversees loading and feuling at his local spaceport and organizes his bill of laden to schedule his ports of call on the moon. He takes off, dodging birds, aircraft, satellite, asteroids etc. It is possible to blast through an asteroid but frown upon for space spations. The FSA (Federal Space Administration, post NASA) frown upon capricious carnage and has been known to lift licenses. The player lands, unloads, reloads heads to next port. Mission is complete when the freighter has returned to a Terran Spaceport and been handed to the mechanics with notes for rapid turnaround to next mission. A splashscreen for games is an introductory clip which sets the atmosphere to play the game. It is precisely the same as a film short, commerical, etc. See ---->>>> link here If we had our detailed splashscreen script done it would assist us with our modeling. Many modern games have graphics totally different in their splashscreen than the game to compress the development cycle. In my view, this is often unprofessional and sometimes damages the game playing experience. Special care is required to not promise something you cannot deliver inside the game. Particularly if the splashscreen is used, as it often is, in stores to sell the product. You get home and find expectation are not met. An easy way to avoid this problem is to use the actual models and rendering tools used creating the game to create the splashscreen. Fortunately the storyboards can be useful in analyzing the cases used in UML (Unified Modeling Language) analysis and design for the program development. (When it is ready, link to the scripts, case studies, and operational scenarios of <b>cisLunarFreighter</b> in a convenient pdf file uploaded to the wikiversity server; for example [[Image:Explosion on the Artemis with test files.pdf]]. Sun's free open source Open Office 2.0 productivity suite contains a word processor which was used to create the previous pdf file. Others are encouraged to provide links to open source materials here at wikiversity or elsewhere as good examples. Keep in mind the attribution requirements and licensing requirements if you cut and past into your own work. Additional Learning Trails for Scripting and Case Scenario Design Studies *[[Developing Scripts and Case Studies for cisLunarFreighter]] ==So how do we continue creating useful models for this cisLunarFreighter game?== Many questions are relevant: * What pieces or individual models are required for game animation clips or stills? * What textures are needed? * Do we need a series of sprite shots to allow easy user/program control of the animation? * Is the solid modid to be used direct in program or only flat 2D graphics planes? * What format should files be delivered in to the animation? * Do we have a naming and indexing convention to help archive the files so we can reuse them in the future? * Are there licensing issues with objects customer want me to start from? * Who controls the publishing rights on the object I create? * What level of realism is required on what pieces? For example do we ever open cargo bay doors in space? How is the cargo secured and how does it look? * Do we need some cargo models * Do we need a forklift model at the Spaceport? If so, can I reuse my own forklift model or is it too complex? * It is in an old 3DSmax file. Can I import or tranform it somehow cost effectively or is it better to just model another specifically correct forklist for this project? * Can we scale later or it is important to build all models and set to correct scale right now from the start? If so .... first we must find a set designer and finish storyboards!!!!!! Think about these a bit and then you can review my (and hopefully others) answers and discussions ----->>>>> put file link here when available ==Useful Graphics Techniques== Add your favorite technique to [[Specific Graphics Techniques in Game Production]] for the benefit of other, it is currently a very sparse index. ==Other Applicable Process Wikiversity Courses== These will be helpful perequisites or for post study in producing animation. Need the entire finished product if working by yourself or merely most of the skills if you have some help in a team or company environment. * Screen Writing and Script Production [[http://en.wikiversity.org/wiki/Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking]] * Storyboarding [[http://en.wikiversity.org/wiki/Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking]] A trivial example: We are a little off course! or Pirates have towed us Where![http://www.nasa.gov/images/content/161972main_pia08329-earth-browse.jpg] * Soundtrack Scores and Creation [[http://en.wikiversity.org/wiki/Mad_Max%27s_Course_in_Film_Scoring_for_Motion_Pictures]] * Background and Foreground music creation [[http://en.wikiversity.org/wiki/Creating_music_with_your_PC#Activities]] * Foley Sound Effects * Licensing options and considerations. * Grid computing --> Got to get that entire project done last time and shipped! Helps if prior tasks are quick and trouble free. * Project management and budgeting * Marketing and Sales -->> Unless it is stricly a hobby you may wish to sell your products and/or services! ==Applicable Free/Open Source Tools and Resources== Editor's Note: After this has developed a bit move to its own page and link. [[User:Mirwin|Mirwin]] 01:39, 6 November 2006 (UTC) [[Open Source Tools for Possible Use in cisLunarFreighter]] ==Open Source Stuff Needing Evaluation for our Purposes== MUD Client Server :http://developer.berlios.de/projects/quizmaster/ A development team[[http://www.ggzgamingzone.org/index.php]] already developing open source servers, clients, artwork, audio and interfaces for games. [[User:Mirwin|Mirwin]] 04:45, 8 November 2006 (UTC) ==Some Model Examples Now Available== I was reading some of the Art of Illusion Manual from the start. It is extremely well written and does an excellent shop of explain a simple yet powerful and effective user interface for screen and object manipulation onscreen while modeling components or doing set design for stills or animation. While playing with the interface to learn its use I made some more progress on my first homework models for cisLunarFreighter. [[Image:CisLunarFreighterSpriteModels1.jpg|thumb|left|300px|Sprite models]] Boolean modeling was used to create the above with little knowledge of the rest of Art of Illusion's capabilities. Good explanations of Boolean Modeling is available in the Manual and a detailed introductory tutorial [http://www.artofillusion.org/docs/booleantut/booleantutorial] on Boolean modeling functions and techniques is available at www.artofillusion.org. Notice the engine components and flame? Those will look lovely flying away in an explosion! We must remember to mention to the scriptwriters and storyboarders that survivable explosion are possible and necessary to plots requiring flight of crippled ships to nearest spaceport. If you look the model set over carefully you will find defects for various purposes in various components. Do not worry. Our model set will improve as we work with it but now we have something to plug into concurrent desktop production activities. As of now I have about ten pages of scribble sketches probably unreadable to others. Using these models I can create some storyboard stills from preliminary sets created while learning the features of Art of Illusion. I am cheating a bit as I spent several years working as a producer with 3DSMax on my desk and already have been through concurrent design cycles with animation. Hopefully others with experience will show up to polish some of their skill too. Finally, if you do not like or pick up modeling well, do not despair! You can cut and paste with GIMP (or equivalent) and some of our first rendered stills (such as the screen shot above hint hint 8/ ) and avoid modeling by getting good at something else within your production team .... like storyboarding or scripting! I go now to work through some of the Art of Illusion's web site's allegedly (how would I know yet?) excellent detailed tutorials. This will hopefully improve my modeling quickly so I can finish the spacecraft components and maybe start on a spaceSuit. I hope you have an idea for a product or project or components of somebody else's project that you would like to work on soon. This stuff is much more fun and effective working within a project team context with congenial and knowledgeable colleagues. [[User:Mirwin|Mirwin]] 04:10, 6 November 2006 (UTC) ==Let's Review== It is becoming apparent now that as we bounce between film classes to gather traditional skills and discuss their needs with our game designers that the graphics techniques and even formats for game design have identical chunks of process and confusingly similar chunks as well as totally diffent needs and methods. We need to know something of what the customer (game designer or film maker) intend to do to compete his product to identify what graphics components we need, how they should be produced, how intermediate subproducts or components should be produced and achived (Clearly a backup of product is made before shipping to customer but what about all the intermediate necessities to create the product? Do we save it all or redo intermediates if changes are required?). So, without further ado here is what I told myself as the Entrepreneur who agreed to produce cisLunarFreight for an open source game mud being being developed. [[Image:CisLunarFreighterInitialBigIdea.jpg|thumb|left|300px|CisLunarFreighter initial big idea]] Scanned sketch of the big idea for a starting point of cisLunarFreighter. It will be embedded in a MUD based completely on open source Java software, graphics and ideas for the game modding communities to play at and with. We make our money by providing extra services and a couple of advertising screens if traffic gets high. Obviously not in the middle of game play! Only setup and extra browsing. Basically we expect our clients to be modding pieces of all our games constantly, most of them in open source fashion so we do want to save capability to modify game graphics in the future. Both to maintain constant increments of change to maintain interest in the site and to be able to integrate new open source excellence back into our main default products and servers. "What?" We ask the businessman in confusion, seeing and recognizing only scribbles. "I do not know. You guys are the graphics experts. I am busy setting up the business details, the server, java framework, and doing the programming for cisLunarFreighter as well as considering mods for open source java games that look potentially popular with our clients." says the business in exasperation. "Let's just try something and find out what works!" "Ah," we respond. "Can you give us any ideas for what you intend at all?" we ask in desperation? "Yes!" As the sketch above shows; and the operational scenario or mission cases above show; we want first person flyers/operators and strategic god like overview director/operaters. <b>cisLunarFreighter</b> will incorporate features from the classics <b>Asteroids</b>, <b>xPilot</b> and <b>Lunar Lander</b>. So we need sprites for our critical models we operate from an overview or isometric top down view and masks for first person views inside cockpits. "I hope this helps. See the samples and play the games a bit and get started modeling right away! Your models are the second step in my timeline after we get the server setup. I need them and the graphics so the java programmers know what software components to integrate and develop!" [[Image:PilotViewHeloExperimental.jpg|thumb|left|300px|Cockpit mask and isometric views of a hyster model/sprite]] The pilot's view of the cockpit above can be used for a foreground mask that the program parades game objects through for the cisLunarFreighter pilot to avoid or blast as appropriate. We (Java developers) must find or create a java viewer that will do this and get prototype code working so we know what shape and angle the graphic may be shot from and used successfully. A few years ago in other languages far away and different only rectangular transparent sections could be supported with the skills available. This led to the unfortunate demise of a potentially profitable product line. The MUD entrepreneur does not wish to repeat this debacle. ==Sprite== Sprites are small recognizable graphics that are periodicaly updated to animate a screen object. A little spacesuited figure running across a lunar terrain might be animated by using 12 sequential images looped as the software translates (as in add add a delta vector to a position vector either 2D or 3D translated to a 2D screen) the figure by a convenient reference point ... say heads or toes. In this case let's say toes so we can add easily add kicked up dust or objects like rocks or tools when we collide with them. This is to animate a straight line. A figure that is controlled by the player such as a cisLunarFreighter spaceship (think good looking asteroid ship or lunar lunar lander) must have a set of little graphics to animate each different point of the compass or director of movement and each type of movement. The permutations quickly grow beyond the possible so specific player actions to animate must be chose carefully for non interaction with other elements and few commands. The good news is that the graphics for an array of isometric sprite elements can be programmed and generated as a sequence of images by Art of Illusion. The bad news is that every format translation and intermediate data product necessary to get the graphics element to the Java software must be performed on each sprite element. Anyone with open source tools to help automate this conversion process please link to the tools or tutorials or insert comments on how to use the tools here or nearby. By analyzing the scribbled big idea of the customer we can start to make some progress while waiting for final (or draft) storyboards and player case scenarios to stimulate the Java programmers into telling us the final data formats and requirements. Exercise for a Java programmer -- Design a small set of preliminary MVC patterned classes for a cisLunarFreighterViewer, cisLunarSpaceModel and playerGUI/command listener and tell us the precise file/format specifications for the graphical content you require to animate the view of the freighter and system during the TerranLander, Lunar Lander, xPilot, and Asteroids phase of play. Ask for 3D isometric data that will look good on standard backgrounds for this play phase ..... Black space with dense starfield ala NASA photographs. Planet Earth fuzzy weather fading to clear landfall, zooming to spaceport then landing pad; and Luna crisp landfall zooming to spaceport pad. The animators will want to know about any color limitations they must account for in their work processes as interim data products move around. :My preliminary tendency is jpg for background (since wikiversity can use jpg in lesson plans already and sets of jpg for the sprites indexed in sets of eight compass headings chosen to look good. Unless others feel different I propose eight rather than twelve unless the new distortion routines in recent Java release indicates specific higher number for good results. Basically we rotate the shipsprite and at specific angles jump to appropriate image update to give a smooth appearance. We test this thoroughly while defining a semi automated delivery process for the collections of sprite images to make efficient use of manpower available. Everyone will spend as much or more time learning than finally doing the boring details and that is what we are about here at Wikiversity. [[User:Mirwin|Mirwin]] 23:06, 6 November 2006 (UTC) ::Potential problem: jpg does not support transparency maybe a newer format is better? If so please tell us which ones to evaluate! Thanks [[User:Mirwin|Mirwin]] 23:06, 6 November 2006 (UTC) ==Can We Start Modeling and Animating Yet?== Yes, notice the customer has sophisticated 3D graphics from one product not named (working name Virtual Airport) and another cockpit process referenced as being fed on the moon (see the little stick guy on lunar buggy at top deliving the cargo from the lunar spaceport out and around moon? Maybe we can sell some advertising to UPS and put their logo on the lunar delivery trucks and spacecraft? Maybe FedEx? Talk to marketing and advertising sales guys ... back to real work. Object list: flight controllable objects (local lunar jumper, lunarFreighter); ground controllable objects (lunarDeliveryVan, Hyster); passive relocatable objects (cargo,tool chests,spacecraft engine parts); dangerous objects (birds, rocks, debris, pirates, aliens, patrols. Draft Sets/models useful/needed for draft storyboarding *Lunar SpacePort *Terran Spaceport *lunarFreighter cockpit *maintenanceShop *tarmac service vehicles, lunar vehicles *spacecraft (lunarFreighter, lunarJumper) What is an object? To the java programmer it is the instantiation of a class. The class is a specification of how to build the object. So he may have one pilotController class that takes the player or AI commands and control any spacecraft object instantiated. In Art of Illusion and object is similar because it the program was designed for and implemented in Java using object orientated methods. What does this mean? If we can get useable graphics to the Java programmers to get one flight controllable object successfully instantiated and playing bugfree the Java programmers can give us some standards on how they want the data delivered for all the rest and all new "flight controllable objects". Then we can shoot the sprite sets off of the models and deliver them so the game starts to look like a game. Stimulating interest from players who can give us feedback and extend our work indefinately on this open source product! What is a model? Formal and personal definations abound. In this case I think of a model as a set of objects that are grouped together to accomplish a specific purpose. Consider the engine model in the screenshot (insert link to 2nd shot here). It is not yet comlete because I cannot yet render the engine either at rest, firing, or exploding. What is a set? A set has all the elements necessary to create a specific shot. The storyboard is an initial idea on what a set will require but it is not complete. We now have enough information to draft a couple of generic sets and models to allow us to easily use Art of Illusion for initial storyboard coordination. The idea is to go back and forth between the set designers, the script writers, the big idea guy and all others iteratively as efficiently as possible until everyone has a good idea of what they are needing to get done. Exercises involve creating 3D Models and Sets. Participants are encouraged to download and use each others FDL'ed/GPL'ed models, sets, stills, storyboards (still of a draft scene marked up by hand; or cut and pasted modified; and scanned back in as a jpeg to be used for reference or even textures). For now email each other and/or the project lead for source files. Hopefully soon someone will show up competent to establish and help maintain a sourceforge site for us. Otherwise we can post files once I get cisLunarFreighter's MUD server up and running. An exercise/production task completed http://en.wikiversity.org/wiki/Image:LunarRoverTestShot2.jpg by [[User:Mirwin|Mirwin]] 04:18, 7 November 2006 (UTC) Summary reminds you can have the model as a starting point or to use in your own project. The model needs to be grouped and simplied for background use and some handles and control mechanisms added for detailed closeup animation. There is no texturing or materials work done yet. Remember there are good tutorials on those subjects at ArtofIllusion.org I just have not got to them yet. <b>Way EXTRA Credit</b> Identify a useable route from 3DSMax set, model, or object files to useable files for Art of Illusion (and other tools others are using). At this time we have no way to reuse the extensive files the customer has agreed to open source to us for use in modding the open source applets our open source mud server will be delivering to the community when cisLunarFreighter is complete. <b>WAY WAY EXTRA CREDIT</b>Find and mention an object oriented Java based mud server that can be evaluated, used and/or modified to meet our community's needs. :Evaluate http://developer.berlios.de/projects/quizmaster/ Might be good for Wikiversity but might also be starting point for java mud server and client. [[User:Mirwin|Mirwin]] 22:45, 6 November 2006 (UTC) ==Is This Project Too Ambitious?== No. First, I have put a fair amount of thought into it and there is a lot of open source stuff around that can assist me/us in completing it. Second, We will learn a lot even if we/I never complete the project. Third, as higher quality tools, models, methods, processes, etc. become available it becomes easier for beginers or cross training experts to join us and assist. For example, I am a well experienced project manager, one time entrepreneur, and out of date computer consultant now studying Java and object oriented design. While learning Art of Illusion I will occasionally complete a useful task. Occasionally I will do something else useful to the project. As projects start to look interesting they start to accelerate. ==Roles We Need Filled== Keep in mind that with volunteers people must often come and go to meet other responsibilities. Please accept or assist with any empty role that interests you for however long you can volunteer and do what you can while you are here. You can always return when you have time and interest! Roles we need filled when someone interested shows up: <b>Consultant</b> to the <b>Server Administrator</b> -- Initially either Windows XP or linux, whichever we can get working with my verizon dsl soonest, later open source, I like Fedora Core at the moment but I am open to anything someone can help me get up and keep up. Nothing fancy initially just a Tomcat applet server. Later whatever environment we need for the open source MUD we develop to serve out <b>cisLunarFreighter</b> to our community and admiring public. <b>Java Systems Integrator/Analyst</b> -- We need an applet server compatible with a MUD server and client. Hopefully all in Java as one language is enough to learn at a time. We get fancy later if performance demands it. * [[User:Mirwin|Mirwin]] 23:55, 6 November 2006 (UTC) I am doing some of this now. <b>Software Engineers/hackers</b> - Much/all of the Java code will need to be integrated, designed, fixed, debugged, supported, etc. <b>SourceForge Project Administrators</b> - Responsible for setup and management of source files, documentation, and mailing lists at SourceForge. <b>Lead Animator</b> - Coordination person for all animation related issues to help the information get around timely. <b>Lead Modeler</b> - Coordination point for all modeling issues to help the information get around timely. <b>Game Designers</b> <b>Animators</b> <b>Modelers</b> * [[User:Mirwin|Mirwin]] 23:55, 6 November 2006 (UTC) I have been doing some of this. <b>Business Managers and Entrepreneurs</b> * [[User:Mirwin|Mirwin]] 23:55, 6 November 2006 (UTC) I will be setting up a MUD service oriented business. I have some ideas I will share on profitable value propositions and some I will keep proprietary. Keep in mind anyone can use our products here to setup and operate a business. Eventually I may start a related MUD Server Entrepreneurs class if there is any interest. My primary contribution back to the community, if anyone is interested, will include getting these classes going and the cisLunarFreighter game which I will be working on tirelessly until it is completed. I encourage to work on your own project and submit examples of open source materials to the rest of the classes here for discussion if you do not like mine ... or even if you do!. </b>Web Scouts or Hunter Gathers</b> * [[User:Mirwin|Mirwin]] 23:55, 6 November 2006 (UTC) I have been scouting for open source java components. <b>Players</b> To tell us what they like and want. <b>Beta Testers</b> Game is not ready for testing yet but some of the Java components and production task tools certainly are. <b>Distribution Packagers</b> <b>Script Writers</b> <b>Directors/clip integrators</b> <b>Foley Audio Specialists</b> <b>Voice Performers</b> <b>Audio Engineers</b> Can you help a Voice Performer setup an adequate sound system to perform a script into remotely? <b>Others as they arrive</b> ... Some may have been curious why we need these various roles filled. I hope my somewhat rambling getting started process has started to show newcomers to game development activities (including modeling and animation) why we need to work with others on these projects to get anything meaningful (besides or perhaps including self study) done. If you still have doubts the introductory film makers courses are pretty good at demonstrating this. insert link here This type of production is a large effort with many diverse skillset required to make progress. I go now to finish another excellent pre-existing tutorial at the official www.ArtofIllusion.org website before modeling a lunar delivery van. Leave a message at my talk page if you have any questions or answers. Thanks! [[User:Mirwin|Mirwin]] 23:55, 6 November 2006 (UTC) ==Detailed Game Design== I have set up another learning trail for the programming detail the hackers and game designers will need to get into. Some of course will also be here frequently helping us with modeling and animation requirements and implementation. Those java tools have to be debugged by somebody! That is us! And them! Together. [[Practical Object Oriented Game Design in Java]] [[Category:Game Design]] 8866 43248 2006-11-05T18:53:47Z Dnjkirk 1833 <span class="Unicode">{{{1}}}</span><noinclude> [[Category:MSIE font fix templates |Unicode]] [[de:Vorlage:Unicode]] [[hr:Predložak:Unicode]] [[it:Template:Unicode]] [[mk:Шаблон:Уникод]] [[nl:Sjabloon:Unicode]] [[pl:Szablon:Unicode]] [[ru:Шаблон:Unicode]] [[vi:Tiêu bản:Unicode]] [[zh:Template:Unicode]] </noinclude> 8867 71299 2007-01-12T04:26:24Z Roadrunner 63 Welcome to the QuantLib Institute at Wikiversity. Add your name to [[QuantLib/Developer pool]] Items are currently being moved over from http://wiki.quantlib.org/ <math> \frac{\partial V}{\partial t} = -\frac{1}{2}\sigma^2 S^2 \frac{\partial^2 V}{\partial S^2} - rS \frac{\partial V}{\partial S} + rV </math> ** A free/open-source library for quantitative finance The !Quantlib project is aimed at providing a comprehensive software framework for quantitative finance. !QuantLib is a [[http://www.gnu.org/philosophy/free-sw.html|free]] [[http://www.opensource.org/][open-source]] library for modeling, trading, and risk management in real-life. !QuantLib is written in C++ with a clean object model, and is then exported to different languages such as Python, Ruby, and Scheme. An initial Excel add-in is also available. There are ports to the .NET framework in C# (http://www.quantlib.net" and http://www.capetools.net/). Bindings to other languages (including Java), and porting to ddd, Matlab/Octave, S-PLUS/[[http://dirk.eddelbuettel.com/code/rquantlib.html][R]], [[http://www.nielses.dk/quantlib/mma/][Mathematica]], COM/CORBA/SOAP architectures, FpML, are under consideration. See the [[QuantlibExtensions][extensions]] page for details. Appreciated by quantitative analysts and developers, it is intended for academics and practitioners alike, eventually promoting a stronger interaction between them. !QuantLib offers tools that are useful both for practical implementation and for advanced modeling, with features such as market conventions, yield curve models, solvers, PDEs, Monte Carlo (low-discrepancy included), exotic options, VAR, and so on. Finance is an area where well-written open-source projects could make a tremendous difference: * any financial institution needs a solid, time-effective, operative implementation of cutting edge pricing models and hedging tools. However, to get there, one is currently forced to re-invent the wheel every time. Even standard decade-old models, such as Black-Scholes, still lack a public robust implementation. As a consequences many good quants are wasting their time writing C++ classes which have been already written thousands of times. * By designing and building these tools in the open, !QuantLib will both encourage peer review of the tools themselves, and demonstrate how this ought to be done for scientific and commercial software. Dan Gezelter's [[http://www.openscience.org/talks/bnl/index.html][talk<]] at the first Open Source/Open Science conference discussed how the scientific tradition of peer review fits well with the philosophy of the Open Source movement. Open standards are the only fair way for science and technology to evolve. * The library could be exploited across different research and regulatory institutions, banks, software companies, and so on. Being a free/open-source project, quants contributing to the library would not need to start from scratch every time. * Students could master a library that is actually used in the real world and contribute to it in a meaningful way. This would potentially place them in a privileged position on the job market. * Researchers would have a framework at hand, which vastly reduces the amount of low-level work necessary to build models, so to be able to focus on more complex and interesting problems. * Financial firms could exploit !QuantLib as base code and/or benchmark, while being able to engage in creating more innovative solutions that would make them more competitive on the market. * Regulatory institutions may have a tool for standard pricing and risk management practices. The QuantLib [[http://www.quantlib.org/license.shtml|license]] is a modified BSD license suitable for use in both free software and proprietary applications, imposing no constraints at all on the use of the library. A few companies have committed significant resources to the development of this library, notably [[w:StatPro Italia]], a leading risk-management consulting firm in Italy, where the QuantLib project was born and the [[w:Globewide Network Academy]], a non-profit organization whose goal is to promote open source and distance education and scholarship. Help deciding the development road-map and start contributing to the library: the [[QuantLib/Projects|projects]] page gives a summary of the work in progress. [[http://www.quantlib.org/Documentation|Documentation]] is also available. Feedback and questions concerning this site and project can be directed to the [[http://lists.sourceforge.net/lists/listinfo/quantlib-users|QuantLib-users]] mailing list.</p> * [[QuantLib/Projects|Projects]] [[Category: Pages needing cleanup after Import]] [[Category: Economics]] 8868 76240 2007-01-15T02:52:54Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] This page is regarding projects dealing with [[QuantLib]] Here are some projects for newbies. If you are interested in any of these e-mail the quantlib-dev list * [[QuantLib/VtkIntegration]] * Implement a new pricing engine - Global derivatives.com has equations for many derivatives which are not implemented. * Add some unit tests - Some classes that need some more unit tests are the time series classes, and the stochastic volatility classes * Profile the code to see where bottlenecks are * Create new volatility model classes * Finish up the GARCH model * Look at finite difference engine and make the time grid more consistent with the rest of the numerical methods * Annotate code - Go through the code and add notes and annotation using doxygen format * Add a section in quantlib wiki on careers and quant interviewing * Help with getting RSWIG to pass the SWIG conformance tests * Write some need RSWIG-Quantlib scripts * Always could use better documentation (books, tutorials, etc.) * Come up with a business plan for paid QuantLib support * Comp up with standard contract clauses or bureaucratic strategies to get commerical quantlib users to move code back to the main source tree | Project | Coding Skill | Financial Skill | Project Time | | [[Add Unit Tests]] | Low | Low | Low | |Quantlib could use some ore unit tests in test-suite. Examples include restructuring the unit tests for American options to compare all of them with a set of known results|||| | [[Add Instruments]] | Low | High | Low | |Look at the ql/Instruments directory to see if we have a good list of instruments|||| | [[Add Example Code]] | Low | Medium | Low | |Could always use more examples |||| | [[Tracing Code]] | Medium | Low | Medium | | Add tracing code to quantlib |||| | [[ConvertibleBonds]] | Medium | Medium | Medium | | Add support for convertible bonds |||| [[Category:Economics]] 8873 43305 2006-11-06T00:39:37Z Mirwin 47 This is a screenshot of a spacecraft model in development for an open source game after using AOI for a few hours using the Boolean Solids methods. Notice the Command module and adapters in the lower left screen and the expander bell of the rocket motor == Summary == This is a screenshot of a spacecraft model in development for an open source game after using AOI for a few hours using the Boolean Solids methods. Notice the Command module and adapters in the lower left screen and the expander bell of the rocket motor under the service module. This file was created to introduce solids modeling techniques in Art of Illusion learning trail Modeling and Animation With Art of Illusion at the Wikiversity multimedia schools and institutes. It was created and released by Michael R. Irwin aka mirwin@wikiversity using a Windows XP screenshot pasted into GIMP then exported as a jpg file. [[User:Mirwin|Mirwin]] 00:39, 6 November 2006 (UTC) == Licensing == {{GFDL}} 8874 77452 2007-01-17T01:05:54Z JWSchmidt 20 [[Category:Psychology]] This is a list of jargon for psyghology. There is a short statement about what the term is and possibly a link to wipedia or wiktionary. ====[[w:Action_potential|Action Potential]]==== : A signal passing through a neuron is considered an action potential. ====[[w:Afferent nerve|Afferent]]==== : In the nervous system, afferent neurons--otherwise known as sensory or receptor neurons--carry nerve impulses from receptors or sense organs toward the central nervous system. ====All-or-none principle==== : Theory that once a signal is started that it will always travel the length of a neuron at a fixed intensity, not getting stronger or weaker. ====[[w:amygdala|Amygdala]]==== : The part of the limbic with a primary role in the processing and memory of emotional reactions. ====[[w:Autonomic_Nervous_System|Autonomic nervous system]]==== : The part of the [[peripheral nervous system]] that controls the function of many glands and [[w:smooth muscle|smooth-muscle organs]]. : It is divided into the [[sympathetic]] and [[parasympathetic systems]]. ====[[w:Axon|Axon]]==== : The single long fiber extending from the cell body of a neuron; carries the signal to the [[synapse]] ====[[w:Saltatory_conduction|Saltatory conduction]]==== ====Cell body==== : See [[soma]] ====[[w:Central_nervous_system|Central nervous system (CNS)]]==== : The brain and the spinal cord. ====[[w:Cerebellum|Cerebellum]]==== : Region of the brain that plays an important role in the integration of sensory perception and motor output. ====[[w:cerebrum|Cerebrum]]==== : The cerebrum deals with language and communication, movement, olfaction (smelling), memory formation, and emotion. ====[[w:Computed tomography|Computed tomography]]==== : A medical imaging method employing tomography where digital geometry processing is used to generate a three-dimensional image of the internals of an object from a large series of two-dimensional X-ray images taken around a single axis of rotation. : Helps reveal structural abnormalities. ====[[w:Corpus callosum|Corpus callosum]]==== : The corpus callosum connects the left and right cerebral hemispheres. : Most (but certainly not all) communication between regions in different halves of the brain are carried over the corpus callosum. ====[[w:Cerebral_cortex|Cortex]]==== : The outer layer of the cerebral hemispheres; controls complex cognitive processes. ====Cortical lobes==== : Four arbitirarily deignated divisions of the cortex. ====[[w:Dendrite|Dendrite]]==== : The recieving portion of a neuron ====[[w:Depolarization|Depolarization]]==== : A process that the nueron goes through after the passage of an action potential. : Depolarization is when a cell is moving farther away from 0mV while hyperpolarization is when the cell is moving closer to 0mV. ====[[w:Efferent nerve|Efferent]]==== : In the nervous system, efferent nerves – otherwise known as motor or effector neurons – carry nerve impulses away from the central nervous system to effectors such as muscles or glands. ====[[w:Graded_potential|Grade potential]]==== ====[[w:neurotransmitter|Neurotransmitter]]==== : Neurotransmitters are used to relay, amplify and modulate electrical signals between a neuron and another cell. : Amino acids are an example of a neurotransmitter. ====[[w:Nueron|Neuron]]==== : The basic unit of the nervous system. It is composed of a [[soma]], [[School:Psychology/Psy_1001/Key_words_for_chapter_three#Dendrite|dendrite]], and [[axon]]. ====[[w:Nodes_of_ranvier|Nodes of Ranvier]]==== : Nodes of Ranvier are regularly spaced gaps in the myelin sheath around an axon or nerve fiber. ====[[w:Organelles|Organelle]]==== : An organelle is a discrete structure of a cell having specialized functions. ====[[w:Refractory_period#Refractory_period_in_biology|Refractory phase]]==== : After the ''action potential'' the refractory phase marks a period where the neuron is less excitable. ====[[w:Chemical synapse|Synapse]]==== : Synapses, or chemical synapses, are specialized junctions through which cells of the nervous system signal to one another and to non-neuronal cells such as muscles or glands. ===[[w:Synaptic_vesicle|Synaptic vesicle]]=== In a neuron, synaptic vesicles, also called neurotransmitter vesicles, store the various neurotransmitters that are released during calcium-regulated exocytosis at the presynaptic terminal into the synaptic cleft of a synapse. [[Category:Psychology]] 8877 43338 2006-11-06T03:51:16Z Mirwin 47 Better set and presentation of models. Progress! These models will be used for animation, background stills, forground masks, and sprite graphics for an open source game project <b>cisLunarFreighter</b> being data mined for examples in the Wikiversity c == Summary == Better set and presentation of models. Progress! These models will be used for animation, background stills, forground masks, and sprite graphics for an open source game project <b>cisLunarFreighter</b> being data mined for examples in the Wikiversity class [Modeling and Animation Clips using Art of Illusion]. Actually better models will probably be recreated but these are good enough to get started storyboarding and blocking out draft sets. Created and submitted by Michael R. Irwin. Art of Illusion files will soon be available online so Art of Illusion may be used to modify/use the models and sets for homework. If you need them before they are available email me and I will send them to you. [[User:Mirwin|Mirwin]] 03:51, 6 November 2006 (UTC) == Licensing == {{GFDL}} 8879 43350 2006-11-06T06:24:21Z Draicone 1128 [[School of Mathematics:Course Catalog]] moved to [[School:Mathematics/Course Catalog]]: Move to correct location #REDIRECT [[School:Mathematics/Course Catalog]] 8883 43374 2006-11-06T13:53:23Z Robert Elliott 1436 Rough Draft #REDIRECT[[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking]] [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 8887 43410 2006-11-06T20:39:57Z Mirwin 47 An example mask for certain types of graphics for first person views in games. The still is from the view of the pilot's eye as he flies a helicopter over an airport set. It was created by 3DSMax from a 3D model of the airport set. == Summary == An example mask for certain types of graphics for first person views in games. The still is from the view of the pilot's eye as he flies a helicopter over an airport set. It was created by 3DSMax from a 3D model of the airport set. == Licensing == {{GFDL-self}} 8888 43418 2006-11-06T21:32:37Z Mirwin 47 Some scanned scribbles about initial big ideas we are going to formally analzye, develop, and animate. Pre story board. == Summary == Some scanned scribbles about initial big ideas we are going to formally analzye, develop, and animate. Pre story board. == Licensing == {{GFDL-self}} 8890 67235 2007-01-06T03:03:32Z 150.101.77.66 /* Introduction */ ''Part of: *''[[Portal:Engineering and Technology|Engineering and Technology]]'' *''[[Topic:Mechanical Engineering|Mechanical Engineering]]; [[Production and Design Engineering]]'' *''[[Computer Aided Design Course]]'' == Introduction == A three dimentional (3D) computer model, for example a gear box, consists of many objects. These objects are of several types, for example solid and surface types. We will look at 3D model types and briefly discuss when to use them. == Workplane == Also called reference plane or coordinate-system The workplane acts as a reference from which the model data is calculated. == Point == A point represents a position in the 3D workspace and so is defined by x,y,z coordinates. Points are usually used as reference to snap other objects onto. == Wireframe objects == Examples are lines, circles, arcs or curves in 2D or 3D space. Wireframe objects are defined by control points and equation. For example circle has center a,b (control point), radius r and equation defining set of all x,y circle points. Implicit function: :<math> x^2 + y^2 = r^2 </math>. Parametric equation can be written using the trigonometric functions sine and cosine: :''x'' = ''a'' + ''r''&nbsp;cos(t) :''y'' = ''b'' + ''r''&nbsp;sin(t), where t is parametric variable. CAD systems use parametric versions of equation. Some wireframe objects like [http://en.wikipedia.org/wiki/Bezier_curve Beziér] [http://en.wikipedia.org/wiki/B%C3%A9zier_spline spline] cannot be defined by control points and simple function only. These objects are defined by many control points, vectors in control vertices that define shape and set of x,y is is calculated by algorithms (instead of simple equations). Commonly used wireframe objects are: *[http://en.wikipedia.org/wiki/Line_%28mathematics%29 Line] *[http://en.wikipedia.org/wiki/Arc_%28geometry%29 Arc] *[http://en.wikipedia.org/wiki/Circle Circle] (full arc) *[http://en.wikipedia.org/wiki/Ellipse Ellipse] *Polyline - set of connected lines and arcs *[http://en.wikipedia.org/wiki/Rectangle Rectangle] (special case of polygon) *[http://en.wikipedia.org/wiki/Regular_polygon Regular polygons] *[http://en.wikipedia.org/wiki/Polygon Polygon] *[http://en.wikipedia.org/wiki/Bezier_curve Bézier curve] (special case of B-spline) *[http://en.wikipedia.org/wiki/B%C3%A9zier_spline B-spline] (special case of NURBS) *NURBS - [http://en.wikipedia.org/wiki/Nonuniform_rational_B-spline Nonuniform rational B-spline] == Surfaces == You can understand surface as a part the the outer shape of an object or as an idealized sheet metal with zero thickness. Surface can be represented in several ways, but the most common is as a Parametric surface. Types of [http://en.wikipedia.org/wiki/Computer_representation_of_surfaces surfaces]: * Regular (or canonical) surfaces include surfaces of revolution such as cylinders, cones, spheres, and tori, and ruled surfaces (linear in one direction) such as surfaces of extrusion. * Surface mesh * [http://en.wikipedia.org/wiki/Facet Facet] surface * [http://en.wikipedia.org/wiki/Voxel Voxel] surface * [http://en.wikipedia.org/wiki/Freeform_surface Freeform surfaces] (usually NURBS) allow more complex shapes to be represented via freeform surface modeling. == Solid objects == A solid represents a complete physical body, usually part that can be manufactured from one piece of material. Most CADs use method called [http://en.wikipedia.org/wiki/Boundary_representation Boundary Representation (abbrev B-rep or BREP) ], to represent solid in computer. The object is represented by connected surfaces formig a closed solid volume. Surface elements create boundary between solid and non-solid. Solid objects have a volume and other physical and optical properties (mass, density, opacity ...). Solids can be constructed from primitives or by sweeping base 2D shape along a path. Complex shapes are constructed by boolean operations as [http://en.wikipedia.org/wiki/Union_(set_theory) union], subtraction or [http://en.wikipedia.org/wiki/Intersection_(set_theory) intersection] of two or more solids. Sets of predefined solid primitives differ in various CADs. Commonly used are: * [http://en.wikipedia.org/wiki/Cuboid Box, Cuboid] * Wedge * [http://en.wikipedia.org/wiki/Cylinder_(geometry) Cylinder] * [http://en.wikipedia.org/wiki/Cone_(geometry) Cone] * [http://en.wikipedia.org/wiki/Sphere Sphere] * [http://en.wikipedia.org/wiki/Torus Torus] Sweeping. Imagine that you want to model bent pipe. You can create it so, that you will draw two centric circles that will form the donut shape. Donut is the profile. Then you will draw and axis of the pipe. Axis can be straight line, arc or any other curve. Then you will sweep donut along the defining path (pipe axis). Extrusions or rotation are special cases of swepping. You can create solid box from 2D rectangle by extrusion along Z axis, or you can draw 2D circle and rotate it by 180 degrees to create sphere. You can use boolean operations to create more complex solid objects. Subtraction is similar to drilling. Draw a box and a cylinder inside it. By subtracting cylinder from the box you will get a box with a hole. Union is similar to welding. == Feature == Many modern CADs use features. Features are for example a hole or slot applied to solid object. Often feattures are used with parametric geometry contraints. For example hole must be in the center of disk. Featrues are applied to base solid one by one. == When to use wireframe, surface or solid objects == Wireframe objects are typically used for drawing construction lines and basic 2D shapes from which you will create solid objects by sweeping. Solid modelling should be used for models that consist from relatively regular shapes. Engines, gear boxes and machinery like lathe are typical examples. Parts are usually put together by assembly modelling. Making changes is usually fast, espetially when features and paramtric modelling is used. Surface modelling is used for models wit non-prismatic features, mainly freeform, doubly curved surfaces. Airplane body and bodies of consumer goods like electric razor are typical examples. Making changes is usually more difficult and time consuming than with solid modelling. == Tasks to do == Learn about CAD math background. Learn more about parametric equations. Use examples and on-line demos: * [http://www.efunda.com/webM/plotting/plotpars3DLive.cfm Engineering fundamentals - Parametric Surface] * [http://tutorial.math.lamar.edu/AllBrowsers/2415/ParametricSurfaces.asp Paul's Online Math Notes] * [http://cs.jsu.edu/mcis/faculty/leathrum/Mathlets/parasurf.html Tom Leathrum's mathlets for Math Explorations] == Achievements == You have an basic understanding of CAD objects. You also have an idea, how these objects are represented in computer. You also know some math behind. == Deliveries == Parametric equations for some simple 3D surface (cylinder, sphere, ellipsoid). You will need: * Internet access and browser (with enabled Java applets) ---- *''[[Computer Aided Design Course]]'' **[[CAD Lesson - Principles of CAD and Terminology|Previous lesson]] **Next lesson [[Category:CAD]] 8891 52878 2006-12-08T12:28:57Z Leighblackall 2414 /* Online communication skills */ [[Image:Two_phones.jpg|thumb|320px|right|Chat Room - A photo by [http://flickr.com/photos/iboy_daniel/77412822/ iBoy Daniel]]] Facilitation is a rare and valuable skill to have. It is a service that is often used at conferences, debates, workshops and tutorials, or simply where groups of people need someone to help negotiate meaning and understanding, and to keep everyone engaged and on task. Good facilitation depends very much on good communication skills. Good online facilitation depends very much on good online communication skills. '''This topic is used in:''' * [[Teaching and Learning Online]] =Learning support and certification= Learning support and certification services are offered for this topic by: * [http://en.wikipedia.org/wiki/Otago_Polytechnic Otago Polytechnic], New Zealand. Contact Bronwyn Hegarty: bronwynh[AT]tekotago[DOT]ac[DOT]nz =Content= ==Communicating online== [[Image:Second_life_meeting.jpg|thumb|400px|right|Meeting with Grad Students in Second Life - a photo by [http://flickr.com/photos/pathfinderlinden/157712296/ Pathfinder Linden] ''Pathfinder Linden spoke at a weekly meeting held by grad students who are using Second Life as part of their academic research. My discussion focused on the importance of research ethics in virtual worlds. Fantastic group of folks, and they have an excellent wiki with more information about their work: [http://www.simteach.com/wiki/index.php?title=Second_Life_Grad_Student_Colony http://www.simteach.com/wiki/index.php?title=Second_Life_Grad_Student_Colony]'']] It is commonly held that there are two main ways to communicate online. Asynchronous and synchronous. It is in the platform for communication where there is great variety in online communication. * [[w:E-mail|email]] * [[w:Email list|lists]] * [[w:Discussion board|discussion boards]] * [[w:Blogging|web-logging]] * [[w:Feedback comment system|commenting]] * [[w:Collaborative editing|collaborative editing]] * [[w:Short Message Service|SMS]] are all different platforms that can be commonly referred to as examples of asynchronous (not at the same time) online communications. * [[w:Telephone|telephones]] * [[w:Web conference|web conference]] * [[w:Instant messaging|instant messaging]] * [[w:Virtual world|Virtual worlds]] are a range of platforms for synchronous (at the same time) online communications. '''Asynchronous and synchronous''' are common ways to categorise types of online communication into those that generally happen independent of real time, and those that are dependent on real time. For example, a phone conversation is very much dependent on real time for communication between two or more people to be successful, where as an email exchange can be delayed for long periods of time. A '''platform''' is a way to identify different online environments or tools for communication. The different platforms often appear very similar to an inexperienced user, but they can convey information and communication in very different ways with varying levels of success depending on who is using what platform and in many cases, how well the communication is being facilitated. Facilitation in an online platform can be critical to the success of a communicative objective. For many and especially for the inexperienced, the absence of visual cues such as facial expression and body language, and auditory cues such as tone and pitch, can create difficulties in sending and receiving messages. In these instances an experienced online facilitator is necessary to assist in clarifying misunderstandings, encourage participation and help people move forward in their discussions. But the same can just as easily be said for face to face communication where subtle and not so subtle forms of prejudice and discrimination can easily affect constructive dialogs. Facilitating online just requires a sensitivity and awareness to a different, possibly unfamiliar set of potential communication problems. ==Advantages & disadvantages of online communication== {| class="wikitable" |+ !<b>Advantages</b> !! <b>Disadvantages</b> |- |width="50%"|<b>Flexibility</b>: accessible 24x7, any place as long as you have an internet connection || <b>Text-based</b>: Predominantly relies on inputting text which can be challenging for those who don’t like to write or have poor keyboard skills, but with the advance of broadband connectivity and voice and video conference technology — this will be less of an issue. |- |<b>Levelling</b>: reserved people who usually don’t speak up can say as much as they like while “loud” people are just another voice and can’t interrupt || <b>No physical cues</b>: without facial expressions and gestures or the ability to retract immediately there’s a big risk of misunderstanding | |- |<b>Documented</b>: unlike verbal conversation, online discussion is lasting and can be revisited || <b>Information overload</b>: a large volume of messages can be overwhelming and hard to follow, even stress-inducing | |- |<b>Encourages reflection</b>: participants don’t have to contribute until they’ve thought about the issue and feel ready || <b>Threads</b>: logical sequence of discussion is often broken by users not sticking to the topic (thread) | |- |<b>Relevance</b>: provides a place for real life examples and experience to be exchanged|| <b>Time lag</b>: even if you log on daily, 24 hours can seem like a long time if your waiting for a reply; and then the discussion could have moved on and left you behind | |- |<b>Choice</b>: a quick question or comment, or a long reflective account are equally possible|| <b>Inefficient</b>: it’s takes longer than verbal conversation and so it’s hard to reply to all the points in a message, easily leaving questions unanswered | |- | <b>Community</b>: over time can develop into a supportive, stimulating community which participants come to regard as the high point of their course || <b>Isolation</b>: some learners prefer to learn on their own and don't participate in the discussions | |- |<b>Limitless</b>: you can never predict where the discussion will go; the unexpected often results in increased incidental learning|| <b>Directionless</b>: participants used to having a teacher or instructor telling them what to do can find it a leaderless environment (and that’s where tutors come in!) |} ==Role of the online facilitator== [[Image:Facilitation.jpg|thumb|400px|right|Follow the Leader - Landscape - A photo by [http://flickr.com/photos/matthew/230164158/ Strife]]] [http://freenode.net/catalysts.shtml Catalysts] Some advice from [[Wikipedia:Rob Levin|Rob Levin]] ==Establish a user profile== '''Find out and think about who the group is that you are offering facilitation for'''. Start by jotting down an estimate of who they are. For example: learners in the National Certificate in First Line Management (Level 4) have the following profile: * adults, aged approximately 20-45 * many will have worked for the same organisation all their working life * some will belong to minorities within their workplace based on gender and/or ethnicity, for example... * many will possess considerable experience and knowledge that needs most to be formalised rather than learned from scratch * they will possess varying levels of technical competence * they will hold various expectations about their roles as learners and facilitators’ roles as “teachers” depending on their past learning experiences, and * some will find it challenging to collaborate across organisations and then apply their learning to their own context. From this profile, how might you go about anticipating types of online communication that might occur in this group? What platforms might be most suitable, what skills does the group have that may help determine the platforms, will synchronous and/or asynchronous communications be needed, what technical difficulties can you anticipate? ==Responsibilities in practice== [[Image:Skill_set.gif|frame|right|Skills set diagram.]] '''Introducing yourself''' to all participants at the start of the course * Prepare a brief self-introduction and photograph for the “Your tutor/s” section of course website. * Provide your contact details (email, phone if applicable, availability etc.) * Where possible, send an informal introductory email to the group before the course begins, inviting participants to introduce themselves in a fun way. * Respond to any student messages of self-introduction. Establishing and maintaining '''academic relationships''' with individual participants * Know who is participating in the course (as far as names allow). * Receive course evaluation feedback indicating positive relationship building. Acting as '''first point of contact''' for course-related inquiries * Make it known that all course inquiries are welcome. * Respond to and pass on course-related inquiries within at least 24 hours (during the week) or on the Monday morning following a weekend inquiry. * Acknowledge an inquiry even if you can’t answer it immediately or have passed it on. '''Familiarising yourself''' with course content and online expectations * Are conversant with the course materials and approach before the course starts. * Skim through course activities and content before the course starts, noting all Discussion Board activities. '''Responding to student messages''' in a timely manner * Respond to student messages and queries within a 24 hour time frame (during the week) or on Monday morning (weekend requests). * Notify participants if replies will be delayed within the timeframe above, or specify down-times (holidays, etc.) '''Tracking participant progress''' and contacting those who may be behind or having difficulty * Check who is absent from the Discussion Board on a fortnightly basis. * Email participants who have not contributed for some time with encouragement. * Notify the Academic Coordinator of participants who remain out of contact for one month or more. Contributing to and '''modeling good practice''' in online discussion forums * Initiate new discussion threads as required * Monitor Discussion Board postings, responding as necessary, with clarifications, additional points and positive feedback * Monitor postings to ensure standards of netiquette and appropriateness of online behaviour is observed * Emailing learners privately to point out lapses in standards of netiquette etc. * Provide social space where necessary for non course related discussions * Request assistance if required. '''Providing feedback''' and sharing knowledge and expertise * Use feedback to encourage discussion between participants. * Are proactive in clarifying any misconceptions, inaccuracies or ill-judged contributions. * Share advice and tips of a technical or study-related nature to support participants. Conduct '''face-to-face''' workshops * Prepare workshops and communicate times and requirements to participants. * Facilitate and carry out evaluation tasks at workshops. '''Liaison''' with related groups and stakeholders * Communicate with Academic Coordinator as required. * Communicate with Library & Learning Services as required. * Communicate with eLearning & Web Support as required. ''' Act on course-related feedback''' * Pass on common queries and suggestions from participants to your manager. * Make changes to the way the course is structured and facilitated as necessary. == Online communication skills== You might agree with these two features of online communication: * it contributes to the information overload we suffer today, and * reading on-screen is tedious, slower and more tiring than paper. We find ourselves scanning online text, trying to pick up the information we need, quickly. For this reason online text needs to be concise: short sentences, short paragraphs with breathing space in between to make it easier on the eyes and brain. We’re aiming for economy in language, but with your personality shining through. Think “spoken text”, conversational in style. Without facial expressions and gestures your words convey your personality and attitude through tone, known as your “online presence”. Do you come across positive, warm and interested? Or dry, humourless and detached? The way you approach online communication can result in a highly value-added experience for other participants. Following are some initial tips for communicating online. * Simple things like always finding something positive in a message or revealing that you have learned a new thing or two can be hugely encouraging and motivating to the person you are responding to – especially when online learning is a new experience. * Taking the time to paraphrase and quote exerts from prior messages can be an important for demonstrating your understanding and indicating what exactly you are refering to. It is also useful to others who may be entering the discussion late in that it helps them to quickly catch up. * [http://en.wikipedia.org/wiki/Hyperlink#How_hyperlinks_work_in_HTML Hyperlinking] to relevant content or examples of a difficult concept are ways to help keep your message short and concise, but still offering further reading to those who wish to understand more of what you are trying to communicate. The use of hypertext or links is generally more useful to the more experienced online communicators. * Going that little bit further by gently passing on a technical tip such as how to create hyperlinks, can help to build confidence and willingness to communicate online. Please feel free to ad your own tips to this list, or discuss initial tips for communicating online in the discussion page. ==Working "out of synch"== The aim for your online communication is clarity. A good habit is to use the “Preview” feature on the Discussion Board to both proofread and check your messages for possible ambiguity. Try to read your messages objectively. If a participant asks a specific question, they’ll be expecting a clear cut reply. Frustration breeds fast (and is infectious) when someone waits 24 hours for a reply only to find it vague or off-topic. You need to anticipate the possible ways your messages could be interpreted. Think about your way of questioning too. Are you posing a question to provoke thinking – a rhetorical question – or with the expectation of an answer? Make sure that’s clear in the way you pose the question. ==Online etiquette== ''You are modelling the way you’d like participants to communicate with each other. And since spelling and grammar are not completely dead yet, show that you value them too and set the standard. Good manners and a positive tone online - known as “netiquette” - are essential if you’re going to help build a supportive learning community. So, how is netiquette demonstrated with words alone?'' * Use a greeting and a sign off e.g. “Hello everyone”, “Morning all”, “Cheers”, “Till next”, “All the best with...” * Acknowledge what participants have contributed * Thank a contributor for a suggestion or tip * Refer back to and link ideas in participants’ messages (i.e. being inclusive, like making sure no one is left out at a party) * “Sound” positive and encouraging, (avoid being cynical, sarcastic or negative) * Make requests or suggestions politely rather than giving orders * Give gentle reminders * Avoid using ALL UPPER CASE (the equivalent of shouting online) and copious exclamation or question marks e.g. ????????????, !!!!!!!!!!!!!!!!!!! * Weave in current events of interest, but remember not everybody lives for the rugby. Should a participant communicate in an inappropriate way (by being provocative, confrontational or derogatory etc.) take up the matter with them individually by email. Such messages can be deleted from the Discussion Board using the “Remove” button at the right when reading the message. ==Time management== '''Why is time management an issue online?''' As we’ve highlighted already, online discussion can be hard to follow with lots of concurrent threads and directions. And because it’s all about interaction between people, it’s quite simply hard to contain. Some participants too, might need some extra help getting started and it’s through the discussion that they often turn for help. All these factors can make for a time-consuming, but valuable part of online learning. ==Asynchronicity demands flexibility== An asynchronous course is always on, 24 x 7, and there’s no telling when participants will contribute or be logging on in the hope of a response – from colleagues and tutors alike. The time management challenge then is to control the time you put in, but also be flexible with it so that you’re in step with the pace of the discussion and the volume of messages. An online tutor might decide, for example, to spend 15 minutes in the morning and then slightly longer in the evening so that both ends of the day are covered. Asynchronicity offers flexibility for both participants and tutors, and also the possibility for tutors to be really quite responsive without having to be online all day long. ==How much is enough?== OK, so now we’ve painted a picture of you as a Super Tutor who knows no bounds. But of course there have to be limits, particularly given the potential for online discussion to spiral away beyond expectation. The need for your facilitation usually changes over the period of a single discussion, and over the course. Often your input is needed most at the beginning to get things rolling and encourage participation by all group members. Whether a discussion is assessable or not will also influence participation, and therefore your input. Online discussion pioneer, Gilly Salmon, from the UK Open University developed a five-stage model that you can use to visualise the online tutoring/facilitation task (which she refers to as "e-moderating") and how it changes over time. [http://www.atimod.com/e-tivities/5stage.shtml Examine the model in detail now]. See how both moderation and technical input is greatest at the beginning, and then tapers off as the discussion and the group get established? Your aim should be to achieve the process in the model; investing more time at the beginning – without creating dependence – and then gradually stepping back as participants take charge. Even in the latter stages however, you still have a monitoring role and need to be “present” in case you’re needed. ==What should I prioritize?== Busy people must prioritize. If you find yourself under considerable time pressure at some point, use these ascending levels to make your time count: Level 1 – deal first with any participants who are struggling or whose progress depends on a question being answered. No one should be left dangling in cyberspace (support focus). Level 2 – attend then to commenting briefly and encouragingly to demonstrate your presence, making sure to address any major misconceptions or misunderstandings. Spread yourself across the different threads which can be likened to different discussion groups in a classroom (moderating focus). Level 3 – take it further; make connections between different messages and/or threads, converse with contributors, foster social interaction (interaction focus). Setting expectations Hand in hand with prioritising goes setting expectations – a much under-utilised time management technique. You can manage time pressure to some extent by giving people realistic expectations about how often you’ll be online and what your turnaround time will be. If you know for example that your schedule will only ever allow you to be online after 7pm on any day, then communicate this. Participants’ expectations will be more realistic and they can choose to work around this if they wish. This obviously applies too if you are going to be offline for several days. Another time to set expectations is at the beginning of the course. It’s likely that frequent, laboriously detailed messages will be difficult to sustain. Start out as you mean to continue and aim for frequency over volume (acknowledging however, the need discussed in the five-stage model to invest more effort at the beginning of the course). =Further reading= *[http://www.amazon.com/Practical-Tips-Teaching-Online-Groups/dp/189185934X 147 Practical Tips for Teaching Online Groups : Essentials of Web-Based Education] *[http://www.learningcircuits.org/2002/oct2002/elearn.html Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators] by Ed Hootstein - An article in Learning Circuits. *[http://www.beewebhead.net/Evo05/extra.htm Extra Readings] - Links compiled by Barbara Dieu, Graham Stanley and Aaron Campbell for the [http://www.geocities.com/ehansonsmi/evo2005/blogs.html|Tesol EVONLINE 2005 session on Weblogging] =Projects= [[Category:Education]] 8892 76710 2007-01-15T21:52:31Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of Ethology'''. ==Department description== The Department of Ethology is a Wikiversity content development project where participants create, organize and develop learning resources for ethology. Ethology is the study of animal behavior in natural environment, as opposed to behaviorism, which studies behavior in the lab. Ethology's tools are minute-by-minute observation and analysis of behavior, usually on adaptative grounds. Behaviorism is focused on the design of controlled and repetitive experiments, usually to study hard-wired innate behaviors. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Biology]] 8895 68179 2007-01-08T17:37:27Z JWSchmidt 20 [[Category:Game Design]] A Script is an outline for a story intended to be shot into an animation clip, short or film movie. There is an introduction to film script formatting [http://en.wikiversity.org/wiki/Lesson:_Formatting_the_Script] which is entirely applicable to animated shorts embedded in games. The same series of lessons covers storyboarding a bit later.[http://en.wikiversity.org/wiki/Lesson:Thumbnail_Storyboard] We start with a story and then analyze and format it to make it easy to communicate with others in our production process. At the moment the only production process noticed interacting with this learning trail is the game [[cisLunarFreighter]] but we expect a few others to show up soon. ==Links to collaborative drafts (using our familar mediawiki tool) of story shorts which the community is actively creating.== * ... ==Final stories in frozen download PDF format.== * ... Notice that when we wish to finalize a story we can publish it in a PDF on the Wikiversity server for readonly access while leaving the orginal to continue to evolve. This will eventually allow us to assign tracking numbers ... once we have set up a tracking system ... so people can easily communite via file pointers and tags. Authors will good final stories can also use the PDF format to publish using the Creative Commons license. Scripts can be analyzed and mutated within the Wikimedia software but there are better tools for putting final scripts into industry standard formats. Proprietary Tools :Final Draft - Specialized editing tool to ease and enforce typesetting in film industry standard format. Someone could check it out for usefulness in game short and splash scripts. insert link here to homepage Open Source Tools :OpenOffice - Strictly a word processor with PDF print capability. All formatting is manual. ==Menus and Gameplay Scenarios== A good idea of the form the final menus and gameplay will take is needed to initiate game design and programming activities. An excellent way to start prototyping a game is to layout the menus and playscreens in graphics so that the artists and programmers can start working off of common concepts and exchanging useful information. [[Image:CisLunarFreighter_draft_menu_sketch1.jpg|thumb|left|100px|Expanding thumbnail screenshot]] [[Image:Key_cisLunarFreight_main_menu_sketch1.jpg|thumb|left|100px|Expanding thumbnail screenshot]] [[Image:CisLunarFreighter_opening_menu_draft1.jpg|thumb|left|200px|Expanding thumbnail screenshot]] The graphic above is designed to provide easy access to raw material for electronic cut and paste storyboarding opportunity as well as roll over graphics for buttons and preliminary sprites for prototyping and testing. [[User:Mirwin|Mirwin]] 08:46, 11 November 2006 (UTC) [[Category:Game Design]] 8896 43475 2006-11-07T00:50:54Z JWSchmidt 20 Screenshot showing one of the image licensing options. == Summary == Screenshot showing one of the image licensing options. == Licensing == {{GFDL}} 8899 49204 2006-11-27T04:57:28Z AmiDaniel 3334 Recategorize as [[:Category:Content]] This category is used for pages that are to give introduction to areas of study, normally having in the title "Introduction to" foo. [[Category:Content]] 8900 43543 2006-11-07T04:12:51Z Mirwin 47 /* Summary */ == Summary == A test shot of a prototype lunar rover modeled with mostly Boolean techniques. A few others tossed in as necessary to finish the preliminary model. Bench seat was extruded from a closed curve which was then made into a tube to provide thickness at edge. If you wish to tweak this model to improve it or use it in one of your Art of Illusion scenes email me and ask for \cisLunarFreighter\models\lunarRover.aoi. The project will have a web site within a few months but for now we must depend on email rather than documentation. Make it clear in the email you wish to have the file under a GNU FDL license so I remember to say you can and reference the Wikiversity project. Thanks for your interest! [[User:Mirwin|Mirwin]] 04:12, 7 November 2006 (UTC) == Licensing == {{GFDL-self}} 8901 43545 2006-11-07T04:17:03Z Robert Elliott 1436 minor correction == Summary == This is the completed homework assignment of script formatting for lesson #1 of WikiU Film School by Noelego [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Homework Assignment]] == Licensing == {{GFDL}} 8902 43551 2006-11-07T04:25:23Z Robert Elliott 1436 Rough Draft Here is where all the Homework Assignments are categorized. 8903 43556 2006-11-07T05:24:28Z Mirwin 47 A short story for a transition clip inside the game cisLunarFreighter Two test graphic objects. One if jpg of the inside of the National Guard hanger with several service vehicles around. We have access to models of these if we can get them into obj for == Summary == A short story for a transition clip inside the game cisLunarFreighter Two test graphic objects. One if jpg of the inside of the National Guard hanger with several service vehicles around. We have access to models of these if we can get them into obj format for Art of Illusion. Second graphic object imported into Open Office is an avi clip with sound track of a barge approaching a dock at a port warehouse. [[User:Mirwin|Mirwin]] 05:24, 7 November 2006 (UTC)http://en.wikiversity.org/wiki/Image:LunarRoverTestShot2.jpg == Licensing == {{GFDL-self}} 8904 67749 2007-01-08T00:01:34Z JWSchmidt 20 [[Category:Game Design]] This learning trail is part of a community project to develop an original open source educational game while learning how to design and software engineer games in conjunction with 3D Graphics specialists, players, and audio performer and specialists. We are using a massively concurrent approach which will stabilize toward individual water falls for each major release. To study, hack and/or software engineer here effectively please begin learning or reviewing Java as necessary at the Introduction to Java course put link here to existing course when find again. Beginners may find it beneficial to go talk to the game designers and find out what they need concurrently with studying Java. [[User:Mirwin|Mirwin]] 07:35, 7 November 2006 (UTC) ===Drafting a Release Plan=== As appropriate per community developed plan. Develop and release to developer and the hardy incremental tested builds. Use the developed/stable branch method. We will have many loose ends all the way through this effort so I proposed we do concurrent development with a waterfall approach leading to each planned stable release. In .1 we would like to have the java based mud tool selected or actively under development with some kind of applet delivery and execution framework in place. In .2 we should be getting close to alpha testing on our dedicated java MUD server even if we have to simply hardcode the damn thing specifically. This will be easier if we can find someone's existing product to embrace or project to join and assist them with. In .3 we should have some prototype level artwork running and a couple of playable applets running standalone In .4 A mainstream open source game should be communicating with our cisLunarFreighter game as part of the overall world model the MUD delivers to its clients. I suggest a communication link between FreeRails (jFreeRails as in java) and cisLunarFreighter in the form of a SpacePort mod for jFreeRails (Which we can use with jFreeRails even if the community their does not like our proposed mod, is open source great or what?). While we are modding we can look over their bookkeeping modules and see if they will work for our MUD clients, if they can be improved or if we will have to do our own persistent bookkeeping for the clients. .5 some polished artwork looking good on top of robust code. I am a little vague on what capabilities we should have to get to further fractions. *Certainly map, facility and spacecraft editors *I understand good security must be designed in to protect the community from maverick modders who simply cannot enjoy a good thing fairly * ... 1.0 Excellent art on very robust code and a solid development process with testing servers and deployed operational servers. 2.0 We get some serious notice from gaming magazines. 3.0 We have won some awards for merit. In between the above 30 major releases we will obviously have to be meeting upgrade requirements to keep stuff running in the face of library and component updates completely out of our control. We need to run on majority of standard JVMs out there that are complying with standards. ===Getting Started=== I am using the Beans IDE which imported and compiled the existing jFreeRail release quite nicely using the bundled Ant script. There is a project here at Wikiversity to enable Java applets from the pages served by the mediawiki software.[http://en.wikiversity.org/wiki/Interactive_labs_%28Java_applet%29] This is probably applicable to our learning requirements as we research how the java games MUD environment should work. There is a list of roles we need filled at the parent learning trail[http://en.wikiversity.org/wiki/A_Hands-On_Introduction_to_Game_Design_and_Production_Processes#Detailed_Game_Design] which includes SourceForge Adminstrators. CisLunarFreighter soon to be at Sourceforge also needs a founder. I am not familar with SourceForge but I will do it in a few months if nobody else does) and Package Distributors. We may wish to evaluate JOGL or VRML or some other object oriented technologies and game engines (ODE? physics?) because our initial core modeler and animator is object oriented and written in .... Java! We might get some large component for free in our MUD if we do a good search and analysis of what is already available. We need to develop a course to teach our game designer and artist and player how to make an effective bug report. We need a automated regression testing and test and deployment plan that uses modern automate tool like ANT effectively to keep our workloads on our volunteers reasonable. ==Case Studies== What is a case study and a case diagram? Similarities and differences. Is one used to support the other? The script writers and game designers have started posting stories [http://en.wikiversity.org/wiki/A_Hands-On_Introduction_to_Game_Design_and_Production_Processes#Operations_or_Mission_Scenarios.2C_UML_Case_Studies.2C_Story_Shorts_for_Animation_Clips_or_Sound_Clips ] and scripts related to the community learning project <b>cisLunarFreighter</b>. Perhaps these may be data mined to discern how the GUI user interface should work and what/how the user will be interacting with the game and MUD which support it. Case Studies and Diagrams might be needed for the following: game player MUD administrator software developers software maintainers artwork developers sound effect developers Also need operational scenarios describing the production processes of modifying and submitting data components for integration and publishing. Maybe data flow diagrams would be useful for documenting process even though developing and documenting the development process is not exactly part of the object oriented design we will not get far on the learning project without it. [[User:Mirwin|Mirwin]] 15:25, 7 November 2006 (UTC) ==Design Issues== Where is the boundary between the game and the MUD client? Considering Java applet's do we even need a MUD server? Is the MUD server really just a universe model in the Model View Controller pattern with extremely good multiuser support? Some game applets are realtime while others are not how will the universe model handle updates between the two? Will a mission approach work ... comprehensive updates at time of mission completaion and game shutdown? How to handle weekly weekend warrior beer guzzling parties vs. everyday after homework for an hour? [[Category:Game Design]] 8905 43574 2006-11-07T07:43:38Z Leighblackall 2414 8906 77596 2007-01-17T05:36:16Z Historybuff 5228 /* For Loop */ Add content for '''for''' loop =Intro= Control flow blocks are basically blocks of code that control the way data flows, or else which statements are executed when. This can be useful if you only want certain areas of your code to be executed under a given condition. There are two major types of decision structures: '''conditionals''' and '''loops'''. Code contained in an conditional block may or may not be executed; the decision is made at runtime based on a given condition. Code contained in loops are repeated; how many times is also decided at runtime. =The <code>boolean</code> Primitive= Java has a specific kind of variable for determining whether is something is true or false, called a <code>boolean</code>. A <code>boolean</code> type can be defined with a boolean literal (<code>true</code> or <code>false</code>), or by evaluating an expression with a boolean operator. =Boolean Operators= These can be used to check if something is true or false. Most take numeric variables (<code>byte</code>, <code>short</code>, <code>int</code>, <code>long</code>, <code>float</code>, or <code>double</code>) and evaluate to a <code>boolean</code>. Note that booleans '''are''' variables. Here is a list of all boolean operators: {| border=1 cellspacing=0 cellpadding=5 | '''Symbol''' | '''Desc.''' | '''Syntax''' | '''Example''' |- | < | Less than | [variable] < [variable] | if(i1 < i2) |- | > | Greater than | [variable] > [variable] | if(i1 > i2) |- | != | Not equal | [v] != [v] | if(i1 != i2) |- | == | Equal | [v] == [v] | if(i1 == i2) |- | <= and >= | Less than or equal/Greater than or equal | [v] >= or <= [v] | if(i1 >= i2) (or other way) |- | <nowiki>||</nowiki> | Or | <nowiki>boolean || boolean</nowiki> | <nowiki>if(i1 == 5 || i1 > 8)</nowiki> |- | && | And | b && b | while(i1<0 && i2>5) |- | ! | Not | !Boolean | if(!b1) |- |} </center> As you can see above, ''and'', ''or'', and ''not'' are the only operators that work on booleans. These, essentially, create new booleans. For example, if you said: <pre> boolean b1 = false; boolean b2 = true; boolean b3 = b1 || b2; boolean b4 = b1 && b2; </pre> In this example, b3 would be true (because one of b1 and b2 are true) and b4 would be false (because both b1 and b2 are not true). Finally, you can do: <pre> int i1=5; int i2=5; int i3=7; int i4=3; boolean b1 = i1 < i2; //i1 is not less than i2 (both are 5), so b1 is false boolean b2 = i1 == i2 && i3 > i2; //b2 is true because i1 is equal to i2, and i3 is greater than i2 boolean b3 = i4 < i3 && i1 > i3; //b3 is false - i4 is less than i3, but i1 is NOT greater than i3 boolean b4 = i4 < i3 || i1 > i3; //b4 is true because i4 < i3. Only one is needed because it is an || boolean b5 = (i4 < i3 && i3 < i2) || i3 > i1; //See below for info on parentheses boolean b6 = !true; //This is false because !true is false, and !false is true. </pre> Expressions within parenthesis are always evaluated first, from inside to outside. Ample use of parentheses can greatly clarify your intent. For example, consider the following code: <pre> boolean a = true; boolean b = true; boolean c = false; boolean result = a || b && c; </pre> What value is stored in <code>result</code>? If the ''or'' is evaluated first, then the result is <code>false</code>, because the code would evalute to <pre> a || b && c true || true && false true && false false </pre> If the ''and'' is evaluated first, though, the result is <code>true</code>: <pre> a || b && c true || true && false true || false true </pre> There are rules governing which operators are evaluated first. You could remember that logical ''and'' has a higher '''precedence''' than logical ''or'' (that is, ''and'' is evaluated first), you could [http://java.sun.com/docs/books/tutorial/java/nutsandbolts/operators.html look it up], or you could just use parentheses! Then you don't have to bother memorizing operator precedence, or waste time checking a table. Besides, what if you wanted the ''or'' evaluated first? You're sunk... or you could add parentheses to ensure that the ''or'' is first: <pre> boolean result = (a || b) && c; </pre> This will force the ''or'' to evaluate first, and be sure that anyone reading your code will know what you mean. You will learn below how these boolean operators can be used inside control flow blocks. =If/Else= You have seen this statement used in the previous section: <pre>if (ourShip.speed<10) ourShip.mainThrustPulse(2);</pre> "ourShip.speed<10" is a boolean. '''If''' it is true, '''then''' it will do what comes after. Note that ourShip.speed and "10" are not booleans. The < makes a boolean if the speed is lest than 10. If you did the following: <pre>if (true) ourShip.mainThrustPulse(2)</pre> Guess what - it would automatically go to the preceding statement. Note that this can only be used for one statement. If you want to execute multiple statement for a given condition you can do: <pre>if(CONDITION) {//THEN... DO SOMETHING; DO SOMETHING2; }</pre> Everything within { and } is executed if CONDITION is true. Now, suppose you want multiple if statements. You could just put 2 in a row, but if the first one makes the second impossbile, then you can do: <pre>if(CONDITION) { DO SOMETHING; } else if(ANOTHER CONDITION) { DO SOMETHING ELSE; }</pre> Now, if you want to say "If the first statement is false, then do..." You could do: <pre>else if(!CONDITION) { DO SOMETHING; }</pre> But a better way is: <pre> else { DO SOMETHING; }</pre> Back to our ship. Lets make a if/else block that does: "If the ship's speed is less than 10, fire 2 pulses. If it is less than 15, fire one. Otherwise, lower the speed by firing backwards (-1)" <pre> if (ourShip.speed < 10) { ourShip.mainThrustPulse(2); } else if(ourShip.speed < 15) { ourShip.mainThrustPulse(1); } else { ourShip.mainThrustPulse(-1);//Slow down }</pre> Exercise: Design an if/else block that checks if int i1 is equal to i2. If it is, print "Equal" and if not, print "Not equal". Note: Use System.out.println("TEXT HERE"); to print to command line. Also, note that to check if an int is equal to another in a boolean, use ==: if(INT1 == INT2) Answer: <pre> int i1 = *INTVALUE*; int i2 = *INTVALUE*; if(i1 == i2) { System.out.println("Equal"); } else { System.out.println("Not equal"); } </pre> Some examples of the usage of else/if: <pre> public class Examples { public static void main (String[] args) { int i1 = 7; //1. Check if an integer is equal to 1 if(i1 == 1){ System.out.println("Step 1 - Equal"); } else System.out.println("Step 1 - Not Equal"); //2. Check if an integer is equal to 6 then 7 if(i1==6){ System.out.println("Step 2 - Equal #1"); } else if(i1==7){ System.out.println("Step 2 - Equal #2"); } else System.out.println("Step 2 - Not Equal"); } } </pre> If you compile this, the result should be: Step 1 - Not Equal Step 2 - Equal #2 Note that any code for the "Ship" cannot be executed because that class does not exist and neither does the value "speed". You can make it a class, though, when you learn about Classes and Objects. =Switch= Switch and case are the integer equivalent of if/else statements. They are simple to understand. As usual, the syntax: <pre> switch(SOME_INT) { case X: doSomething; break; case Y: doSomething2; break; default: doSomething3; break; } </pre> X and Y are numbers. doSomething 1, 2, and 3 are all statements. When SOME_INT is equal to X or Y, doSomething or doSomething2 is executed. Default means that if SOME_INT is not equal to either X or Y, do doSomething3. Note that you can have more or less cases. Here is the equivalent in if/else statements <pre> if(SOME_INT == X) {doSomething;} else if(SOME_INT == Y) {doSomething2;} else {doSomething3} </pre> Read "break" for more info on the break statements. If you did not have it in this program, after it executed doSomething, it would also execute doSomething2 and doSomething3 till it runs into a break statement. Usually, you do not want this to happen. However, sometimes you might. =While Loops= Loops will execute a block of code '''while''' a given condition is true. Basically, that block of code is executed until the condition is false. The condition is checked after the block of code is executed each time, and also before it is executed the first time. The basic syntax: <pre> while(CONDITION) { DO SOMETHING; } </pre> So, you can guess that: <pre> while(true) { DO SOMETHING; } </pre> will execute DO SOMETHING forever. The statment within the ( and ) is like that of an if/else statement. Exercise 1: Design a while block that executes the if/else if/else code for the ship in the If/Else Statements section forever. Exercise 2: Change the above so that it stops after 10 times. You will need to know the < operator: using the if statment, "if(SOMETHING < SOMETHING2) {...}" is valid. Basically, if s is less than s2 the next part will execute. You should use int variables for this exercise. Answer to exercise 2: <pre> int times=0; while(times < 10) { //Put if/else code here... times++;//Equivalent of times = times + 1; } </pre> =For Loop= A '''for''' loop is a neat package for executing some statements a set number of times over a certain variable. The syntax is fairly simple. First, there is the initialization, next is the loop end test, and finally is the increment step. This is written as follows: <pre> for (int i = 0; i < someNum; i++) { // do something } </pre> In this example, we declare an integer (int) named i and initialize it to 0 in the initialization step. In the loop end test, we check to see that the value of i is strictly less then whatever the value of someNum is. Finally, the increment step says i++, which is a shorthand for i=i+1, or add 1 to i. {{1lvlnav|[[Topic:Java|Java]]|[[Basic Java Language]]|[[Java Objects and Classes]]}} [[Category:Java]] 8907 67956 2007-01-08T03:44:20Z JWSchmidt 20 [[Category: Computer Architecture]] {{main welcome}} [[Wikiversity:Computer Architecture Lab/WS2006/Group6/ISA]] [[Category: Computer Architecture]] 8908 43659 2006-11-07T13:18:54Z Robert Elliott 1436 Over The Shoulder Shot using a 7 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Summary == Over The Shoulder Shot using a 7 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8909 43666 2006-11-07T13:21:35Z Robert Elliott 1436 Rough Draft Here is a list of the illustrations used for the WikiU Film School. [[User:Robert Elliott|Robert Elliott]] [[Category:WikiU Film School]] [[Category:Filmmaking]] 8910 43668 2006-11-07T13:23:43Z Robert Elliott 1436 Over The Shoulder Shot using a 14 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Summary == Over The Shoulder Shot using a 14 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8911 43670 2006-11-07T13:24:24Z Robert Elliott 1436 Over The Shoulder Shot using a 40 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Summary == Over The Shoulder Shot using a 40 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8912 43672 2006-11-07T13:24:52Z Robert Elliott 1436 Over The Shoulder Shot using a 74 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] Over The Shoulder Shot using a 74 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] 8913 43673 2006-11-07T13:25:51Z Robert Elliott 1436 Movie Set view of the Over The Shoulder Shot using a 14 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Summary == Movie Set view of the Over The Shoulder Shot using a 14 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8914 43674 2006-11-07T13:26:04Z Robert Elliott 1436 Movie Set view of the Over The Shoulder Shot using a 74 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Summary == Movie Set view of the Over The Shoulder Shot using a 74 degree field of view lens in FrameForge 3D Studio 2 Demo Version [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8915 69391 2007-01-10T03:16:25Z JWSchmidt 20 [[Category:Media]] =This page will be replaced soon.= ;Lesson : [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #008: All about Lenses]] ;Pages of this Lesson * <font color="gray">Lenses • </font>[[Lesson:All_about_lenses | Introduction to '''All about lenses''']]. * <font color="gray">Lenses • </font>[[Lesson:Lens Focal Length| Learning how focal length creates mood]]. <font color="green"> &rarr; '''''You are here!!!!''''' * <font color="gray">Lenses • </font>[[Lesson:Over The Shoulder Focal Length| Focal length for over the shoulder shots]]. <font color="green"> &rarr; '''''this will be the new page''''' * <font color="gray">Lenses • </font>[[Lesson:Lens Depth Of Field| Learning how depth of field focuses attention]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using FrameForge 3D Studio 2]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using DAZ Studio]]. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Animatic_Dialog_Recording | WikiU Film School - Lesson #008: All about Lenses]] ---- ---- =Over the Shoulder Shot= Here are the differences created by the selection of the focal length when filming an over-the-shoulder shot. ==Focal Length Creates A Mood== :When you select a focal length, you also select a mood. This page shows you examples of an over the shoulder shot. As you can see striking differences between the shots. ===Can you see a difference?=== :Below are all medium shots of the boy. The difference is the angle of view of the lens. Can you feel any difference? ---- ===Cold and Distant=== :[[Image:OTS74degreeFrameForge.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''wide angle lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a great program for learning about the emotions created using different lenses. ---- ===Neutral (no distortion)=== :[[Image:OTS40degreeFrameForge.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''neutral lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a fun program for learning about the emotions created using different lenses. ---- ===Close and Friendly=== :[[Image:OTS14degreeFrameForge.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''telephoto lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is an easy program for learning about the emotions created using different lenses. ---- ===Close and Friendly=== :[[Image:OTS7degreeFrameForge.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''strong telephoto lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a well written program for learning about the emotions created using different lenses. ---- <center><h3>Which feels warm and which feels cool?</h3> Looking at these shots, decide which feels warm, close, cold, or distant. . </center> ---- ---- ===How these are filmed=== These shots are '''not''' filmed the same. If they were, they would be even more exagerated. Instead the actors are moved '''further''' apart for the telephoto shot. ---- [[Image:OTSBlueprint74degreeFrameForge.jpg]] <math>\Leftarrow</math> The actors were moved '''together''' for this shot. [[Image:OTS74degreeFrameForge.jpg]] <center><h3>Look how close the actors are!!!!</h3> Even with the actors almost toe to toe, the two actors look very far apart.<br> In this shot, the actors look emotionally distant from each other. .</center> ---- ---- [[Image:OTSBlueprint14degreeFrameForge.jpg]] <math>\Leftarrow</math> The actors were moved '''apart''' for this shot. [[Image:OTS14degreeFrameForge.jpg]] <center><h3>Look how far the actors are apart!!!!</h3> The actors would have to yell to hear each other (but of course, you don't have the actors yell.)<br> In this shot, the actors feel close together emotionally. '''Remember that filmmaking is all about creating the correct illusion.''' .</center> ---- ---- <center> All field of view angles are measured horizontally (not diagonally as with SLR still cameras.)<br> Wide angle is 74 degrees, normal is 40 degrees, telephoto is 14 degrees and strong telephoto is 7 degrees. If you had a 35mm film SLR cameras,<br>the wide angle lens would be 24mm,<br>the normal would be 50mm,<br> the telephoto would be 135mm<br>and the strong telephoto would be 300mm. </center> ---- ---- [[Category:Media]] 8918 67957 2007-01-08T03:44:44Z JWSchmidt 20 [[Category: Computer Architecture]] =Intel 8085= ==Memory== Program, data and stack memories occupy the same memory space. The total addressable memory size is 64 KB. ===Program memory=== program can be located anywhere in memory. Jump, branch and call instructions use 16-bit addresses, i.e. they can be used to jump/branch anywhere within 64 KB. All jump/branch instructions use absolute addressing ===Data memory=== The processor always uses 16-bit addresses so that data can be placed anywhere. ===Stack memory=== is limited only by the size of memory. Stack grows downward. ==Interrupts== The processor has 5 interrupts – INTR, RST5.5 ,RST6.5 RST7.5 and Trap. ==I/O ports== 256 Input ports, 256 Output ports ==Registers== ===Accumulator=== or A register is an 8-bit register used for arithmetic, logic, I/O and load/store operations. ===Flag=== 8-bit register containing 5 1-bit flags: <ul> <li>Sign ,Zero, Parity , Carry set , or borrow during subtraction/comparison. </li> <ul> ===General registers=== 8-bit B and 8-bit C registers,8-bit D and 8-bit E registers,8-bit H and 8-bit L registers ===Stack pointer=== is a 16 bit register. This register is always incremented/decremented by 2. ===Program counter=== is a 16-bit register. ==Instruction Set== Data moving instructions,Arithmetic - add, subtract, increment and decrement,Logic - AND, OR, XOR and rotate,Control transfer - conditional, unconditional, call subroutine, return from subroutine and restarts,Input/Output instructions,Other - setting/clearing flag bits, enabling/disabling interrupts, stack operations, etc. ==Addressing modes== Register references the data in a register or in a register pair.<br> <b>Register indirect </b>- instruction specifies register pair containing address, where the data is located.<br> <b>Direct</b> <b>Immediate </b>- 8 or 16-bit data. =R8000= ==Architectural Features of the R8000== The R8000 is a 64bit RISC microprocessor with strong emphasis on floating point performance, that is spcifically designed for supercomputing applications. It implements the MIPS IV instruction set architecture (ISA). The MIPS R8000 processor is designed to deliver extremely high floating point performance. The R8000 key features include: <ul> <li>Multi-component chip set consisting of an integer unit (IU), floating-point unit (FPU), tag RAMS, and 2 MB of data streaming cache</li> <li>Four-way superscalar architecture, six operations per clock cycle</li> <li>True 64-bit microprocessor with 64-bit integer and floating-point operations, registers, and virtual addresses</li> <li>3.3-volt technology</li> <li>16 KB of instruction cache (I-cache) in IU, 16 KB of dual-ported data cache (D-cache) in IU, 1K entries of branch prediction cache</li> <li>Memory Management Unit (MMU) in IU contains a 384-entry, dual-ported, three-way set associative Translation Lookaside Buffer (TLB)</li> <li>ANSI/IEEE-754 standard floating-point coprocessor with imprecise interrupts</li> <li>32 doubleword (64-bit) general-purpose registers in IU and 32 floating-point registers in FPU</li> <li>128-bit data bus and a separate 40-bit address bus that can access up to 1TB of physical memory</li> <li>Upward compatibility with earlier 32-bit and 64-bit MIPS microprocessors </li> </ul> <table border="2"> <tr> <th>Feature</th> <th>R8000</th> </tr> <tr> <td>ISA</td> <td>MIPS IV</td> </tr> <tr> <td>Frequency</td> <td>90 Mhz</td> </tr> <tr> <td>Peak MFLOPS</td> <td>360</td> </tr> <tr> <td>Total Number of Instructions per cycle</td> <td>4</td> </tr> <tr> <td>Number of Integer Instructions per cycle</td> <td>2</td> </tr> <tr> <td>Number of Floating Point Instructions per cycle</td> <td>2</td> </tr> <tr> <td>Number of Multiply-Add Instructions per cycle.</td> <td>2</td> </tr> <tr> <td>Number of Load/Store Instructions per cycle</td> <td>2</td> </tr> <tr> <td>Out-of-order Instruction execution</td> <td>No</td> </tr> </table> ==Instruction set== Instructions are fetched from an on-chip 16-Kbytes instruction cache (Instruction Cache). Four instructions (128 bits) are fetched per cycle.There are three categories of new instructions: fused multiply-add, register+register addressing mode, and conditional moves.The fused multiply-add instructions - three input operands and performs a multiplication followed by an addition with no intermediate rounding. The register+register addressing mode is supported for floating-point loads and stores to enhance the performance of array accesses with arbitrary strides.Integer and memory instructions get their operands from a 13 port register file (Integer Register File).<br> The R8000 processor includes the following functional units, Integer and memory instructions: <ul> <li>2X load/store </li> <li>2X ALU </li> <li>1X shifter </li> <li>1X integer multiply/divide </li> <li>2X FPU </li> </ul> The FPU implements the following operations: <ul> <li>MADD (1 cycle latency Multiply-Add; ex: a = a + b * c) </li> <li>Divide</li> <li>Square Root </li> <li>Reciprocal (i.e. 1/x) </li> <li>Reciprocal Square Root </li> </ul> ==Memory== The characteristics of the R8000 memory subsystem - number of ports, sizes and algorithms of the caches, tag RAM, and buffering schemes - complement the high-performance computational capabilities of the R8000 and ensure that memory bandwidth demands from the floating-point and integer units are met. ==Pipeline== <table width="60%"> <tr> <td>F</td> <td>D</td> <td>A</td> <td>E</td> <td>W</td> </tr> <tr> <td>Intruction fetch aligment precode bench prediction</td> <td>decode scoreboard register file read</td> <td>generate load/store adress</td> <td>ALU data cache TLB lookup branch resolution exception detection</td> <td>regfile write</td> </tr> </table> The Fetch stage - accesses the instruction cache and the branch prediction cache (to be explained later). The Decode stage - makes dispatch decisions based on register scoreboarding and resource reservations, and also reads the register file. The Address stage - computes the effective addresses of loads and stores. The Execute stage - evaluates the ALU operation, accesses the data cache and TLB, resolves branches and handles all exceptions. Finally, the Writeback stage - updates the register file. ===EXTERNAL CACHE PIPELINE=== There are five stages in the external cache pipeline. Addresses are sent from the R8000 to the tag ram in the first stage. The tags are looked up and hit/miss information is encoded in the second stage. The third stage is used for chip crossing from the tag ram to the data rams. The SSRAM is accessed internally within the chip in the forth stage. Finally data is sent back to the R8000 and R8010 in the fifth stage. * * * I wandted here to add a picture, but I couldn't register. I also couldn't add a external Picture. <br>img src="stud3.tuwien.ac.at/~e0248591/r8000.PNG" *** =AMD Athlon64= It is designed by Advanced Micro Devices (AMD), who have since renamed it AMD64. The AMD64 architecture is a simple yet powerful 64-bit, backward-compatible extension of the industry-standard (legacy) x86 architecture. ==Architecture: Pipeline== Pipeline-Stages <ul> <li>20 -. 31 Stages</li> <li>Fetch-Execute <ul><li>it last 20 (31) tacts</li></ul></li> <li>Pipeline hard to fill</li> </ul> <br> <ul> <li>TC Nxt = trace cache next instruction pointer</li> <li>TC Fectch = trace cache fetch</li> <li>Rename = register renaming</li> <li>Que = micro-op queuing</li> <li>Sch = micro-op scheduling</li> <li>Disp = dispatch</li> <li>RF = register file</li> <li>Ex = execute</li> <li>Flgs = flags</li> <li>BrCk = branch check</li> </ul> ==Instruktions-Set== IA-32 (x86) Instruktions-set <ul> <li>32-Bit instructions; 32-Bit Adresses</li> <li>Variable instruction lenght: 1-16 Bytes</li> <li>no Load-Store architecture <ul><li>operand may be on memory</li><li>instructions can change the memory</li></ul> </li> <li>2 Adress-instructions <ul><li>target is also the source ADD EAX, [1234]</li></ul> </li> <li>branch instructions <ul><li>check statusbits in Flag-Register</li></ul> </li> <li>different levels <ul><li>Level 0: operating system</li><li>Level 3: User-Programm</li></ul> </li> </ul> ==Instructions== x86-Instructions <ul> <li>Data transfer instructions (MOV)</li> <li>binary arithmetic (ADD, SUB)</li> <li>logical instructions (AND, OR)</li> <li>shift and rotate (ROR, SAR)</li> <li>bit and byte instructions (BTS, SETE)</li> <li>control transfer instructions (JMP, LOOP, CALL)</li> <li>string instructions (MOVS, SCAS)</li> <li>flag control instructions (STD, STI)</li> <li>segment register instructions (LDS)</li> <li>miscellaneous instructions (LEA, NOP, CPUID)</li> </ul> ==Instructions format== Complicated and complex size <ul> <li>1-Byte Opcodes<ul><li>originally 1-Byte Opcodes</li></ul></li> <li>Prefixes possible<ul><li>Other words width or iteration</li></ul></li> <li>Instructions decoding is difficult </li> <li>ModR/M, SIB, Displacement, Immediate:<ul><li>Operands addressing</li><li>24 Adress types </li><li>Offset = Base + Index*Scale + Displacement</li></ul></li> </ul> ==Register== ExX-Register <ul> <li>Mixture General-Purpose and Special-Purpose Register</li> <li>EAX: Accumulator</li> <li>EBX: Base-Register</li> <li>ECX: Count-Register <ul><li>Special: Loops</li></ul> </li> <li>EDX: Data-Register <ul><li>Special: multiplication / division </li></ul> </li> </ul> Furthermore <ul> <li>EBP: Base-Pointer <ul><li>points out at the Stacks start </li></ul> </li> <li>ESI, EDI: Source- und Destination-Register</li> <li>ESP: Stack-Pointer</li> <li>EFLAGS: Flags</li> </ul> ==Adressing mode== <b>Addressing: </b>the choise of an instruction operands <br> – where are the operands stored <br> '''Immediate addressing''':</b> MOV EAX, 1234<br> – specifying the data direct instead of adress <br> <b>Direct addressing: </b>MOV EAX, [1234] <br> – detail of (32-Bit) memory address <br> <b>Register-Adressing: </b>MOV EAX, EBX <br> – Register contain operand <br> <b>Register-indirect adressing: </b>MOV EAX, [EBX]<br> – Register contain the adress of operands<br> – Pointer<br> <b>Indexed addressing: </b>MOV EAX, table[EBX]<br> – Basicadress + Offset Register<br> <b>Indexed Register- </b>indirect addressing with displacement<br> – IA-32 speciality: MOV EAX, table[EBX*4 + 1] [[Category: Computer Architecture]] 8920 75514 2007-01-14T02:53:45Z Historybuff 5228 Moved to subcat [[Image:Tux.svg|float|right|60px]] [[Linux Server Administration]] is a [[Learning project]] for studying the use of the [[w:Linux|Linux]] [[Topic:Operating Systems|operating system]] as an all purpose server. ==What is Linux?== '''[[Operating Systems/GNU/Linux|Linux]]''', or GNU/Linux, refers to any Unix-like computer operating system which uses the Linux kernel. It is one of the most prominent examples of open source development and free software as well as user generated software; its underlying source code is available for anyone to use, modify, and redistribute freely. ''See the [[w:Linux|Linux]] article at Wikipedia for much more information'' ==Choosing a distribution== [[Image:Wikimedia-servers-2006-05-09.svg|thumb|right|200px|The [[m:Wikimedia servers|Wikimedia server farm]]]] [[w:Linux distribution|Linux distribution]]s are available in a very wide variety. Choosing only one is a difficult task. Popular examples that have been around for a while are [[w:Red Hat Enterprise Linux|Red Hat]], [[w:Debian|Debian]], [[w:Slackware|Slackware]] and [[w:Mandriva Linux|Mandrake]] (now called Mandriva Linux). Others like [[w:Knoppix|Knoppix]], [[w:Ubuntu (Linux distribution)|Ubuntu]] and [[w:SUSE Linux|SUSE]] are also popular choices, but there are many, many others. ''See the [[w:Comparison of Linux distributions|Comparison of Linux distributions]] at Wikipedia for an exhaustive list'' NOTE: Wikiversity runs from [[m:Wikimedia servers|Wikimedia servers]] using several distributions including Red Hat, Ubuntu and the [[w:Fedora core|Fedora core]]. [[Category:Operating Systems]] 8922 43741 2006-11-07T18:00:54Z Dnjkirk 1833 8923 43742 2006-11-07T18:01:59Z Dnjkirk 1833 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8924 43744 2006-11-07T18:06:08Z Dnjkirk 1833 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8927 44622 2006-11-11T03:10:36Z JWSchmidt 20 /* Texts */ add two Welcome to the Wikiversity '''Molecular Evolution Project'''. ==Content summary== Participants in this project explore the molecular evolution of DNA, RNA and proteins. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Molecular evolution/Intermediate filament proteins]] - explore the evolution of this family of [[w:Cytoskeleton|cytoskeletal]] proteins * ... ===Texts=== *[http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=sef.TOC Sequence - Evolution - Function]; subtitle: "Computational Approaches in Comparative Genomics" by Eugene V. Koonin and Michael Y. Galperin (2002) ISBN 1-4020-7274-0 *[http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=genomes.chapter.8671 How Genomes Evolve], Chapter 15 in ''Genomes'', Third Edition by T. A. Brown, May 2006. *"[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1586193 Rooting the tree of life by transition analyses]" by Thomas Cavalier-Smith in ''Biology Direct'' (2006) 1: 19. *[http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=eurekah.chapter.66387 Origins and Evolution of the Actin Cytoskeleton] by Francisco Rivero and Fatima Cvrcková. * ... ====Activities==== *Select a protein of interest and explore which living organisms have a gene for that type of protein. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *[[w:Molecular evolution]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:JWSchmidt]]... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 8928 43757 2006-11-07T19:29:38Z JWSchmidt 20 [[Category:Molecular biology]] [[Category:Molecular biology]] 8929 78837 2007-01-19T22:55:30Z Balloonguy 338 recategorized [[Image:Itsukushima torii angle.jpg|200px|thumb|right|The Itsukushima shrine gate is a famous landmark.]] Welcome to the '''Japanese language course'''. This page is mainly for the coordination of course development. If you're looking for actual courses, go to the [[Japanese stream]] page. ==Stream Pages== *[[Japanese stream]] == To do list == *Complete [[Topic:Japanese/Requests|requests]] *Create a comprehensive course map. *Continue development of beginner level projects. == Materials Found == *[[Topic:Japanese/Materials]] **[[Topic:Japanese/Materials/Wikibooks|Items found at Wikibooks]] **[[Topic:Japanese/Materials/Wikiversity|Items found at Wikiversity]] **[[Topic:Japanese/Materials/Wiktionary|Items found at Wiktionary]] **[[Topic:Japanese/Materials/Wikipedia‎|Items found at Wikipedia]] == Contributors == *See the [[Topic:Japanese/Contributors|Contributors]] page. == Participants == *See the [[Topic:Japanese/Participants|Participants]] page. ==Department News== *7 November 2006 Department created [[Category:Japanese Meta]] 8931 68789 2007-01-10T00:24:53Z JWSchmidt 20 /* Start here */ Add what you learn to this page [[Image:KeratinF9.png|thumb|right|400px|Cultured mouse cells stained to show keratin filaments.]] Welcome to the Wikiversity learning project for exploration of the molecular evolution of intermediate filament proteins. The [[w:Intermediate filaments|intermediate filament proteins]] are a major family of [[w:Cytoskeleton|cytoskeletal]] proteins. Most [[w:Eukaryote|eukaryotic]] organisms have genes that code for intermediate filament proteins<ref name=Lodish2000>[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=Intermediate+filament+AND+mcb%5Bbook%5D+AND+106956%5Buid%5D&rid=mcb.section.5543 Intermediate Filaments], in Chapter 19 of ''Molecular Cell Biology'' Fourth Edition by Harvey Lodish, Arnold Berk, Lawrence Zipursky, Paul Matsudaira, David Baltimore and James Darnell (2000) ISBN 0-7167-3706-X.</ref>. As more [[w:Genome|genomes]] are sequenced, an increasing complete understanding of the evolution of protein families becomes possible. Are intermediate filament proteins related to any proteins of [[w:Prokaryote|prokayotic]] organisms? At what points during the evolution of eukaryotes did the various subtypes of intermediate filament proteins arise? What new biological functions and specializations were facilitated by the evolution of the members of this multigene family? ==Start here== Explore the [http://www.ncbi.nlm.nih.gov/Structure/cdd/cdd.shtml Conserved Domain Database] online resources from the [[w:United States National Library of Medicine|National Library of Medicine]]<ref name=MarchlerBauer2005>"[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=15608175 CDD: a Conserved Domain Database for protein classification]" by Aron Marchler-Bauer, et al in [[w:Nucleic Acids Research|Nucleic Acids Research]] (2005) January 1; 33(Database Issue): D192–D196.</ref>. A [http://www.ncbi.nlm.nih.gov/Structure/cdtree/cdtree.shtml Conserved Domain relatedness tree] exploring tool is available for Windows. ===Your turn=== Add what you learn to this page. ==Keratins== [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=gene&cmd=Retrieve&dopt=full_report&list_uids=3875 Keratin 18] is one of the major keratin proteins of human epithelial cells. There are two major families of keratins, type I and type II. Keratin 18 is type I and often forms intermediate filaments by combining with a type II partner, [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=gene&cmd=Retrieve&dopt=full_report&list_uids=3856 keratin 8]. Keratin filaments containing keratins 8 and 18 are found in the earliest epithelial cells of mammalian embryos <ref name=Bhattacharya2005>"[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1260016 Comparison of the gene expression profile of undifferentiated human embryonic stem cell lines and differentiating embryoid bodies]" by Bhaskar Bhattacharya, Jingli Cai, Youngquan Luo, Takumi Miura, Josef Mejido, Sandii N. Brimble, Xianmin Zeng, Thomas C. Schulz, Mahendra S. Rao and Raj K. Puri in ''[[w:BioMed Central|BMC]] Developmental Biology'' (2005) 5: 22.</ref>. The functional role of early embryo keratin 8 has been investigated in transgenic mice lacking keratin 8 <ref name=Jaquemar>"[http://www.jcb.org/cgi/content/full/161/4/749 Keratin 8 protection of placental barrier function]" by Daniel Jaquemar, Sergey Kupriyanov, Miriam Wankell1, Jacqueline Avis, Kurt Benirschke, Hélène Baribault and Robert G. Oshima in ''Journal of Cell Biology'', Volume 161, pages 749-756.</ref>. Mice lacking keratin 8 have disrupted placental barrier function. ==Lamins== Lamins are intermediate filament family proteins found in the nuclei of metazoans. It has been suggested that during mitosis lamin B forms a matrix for assembly of microtubules<ref name=Tsai2006>"[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Abstract&list_uids=16543417 A Mitotic Lamin B Matrix Induced by RanGTP Required for Spindle Assembly]" by Ming-Ying Tsai, Shusheng Wang, Jill M. Heidinger, Dale K. Shumaker, Stephen A. Adam, Robert D. Goldman and Yixian Zheng in [[w:Science (journal)|Science]] (2006) Volume 311, pages 1887 - 1893.</ref>. ==References== <references/> ==See also== *[[Evolution of the Cytoskeleton]] [[Category:Molecular evolution]] 8933 43794 2006-11-07T21:12:27Z 72.36.50.3 Redirecting to [[Topic:HTML]] #REDIRECT [[Topic:HTML]] 8936 43912 2006-11-08T10:52:05Z Guillom 48 {{main welcome}} {{main welcome}} 8937 43874 2006-11-08T04:52:22Z Jhawthorn 2898 [[Category:Computer Science]] 8938 44421 2006-11-10T13:01:11Z Robert Elliott 1436 minor additions ;Lesson : [[Lesson:3D_Storyboard | WikiU Film School - Lesson #0010: Animated 3D Storyboards]] ;The pages of this lesson are… * [[Lesson:3D_Storyboard | Introduction to FrameForge 3D Studio 2 Demo]] * [[Movie Set in FrameForge | Building our movie set inside FrameForge]] <font color="green"> &rarr; '''''You are here!''''' </font> ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:3D_Storyboard | WikiU Film School - Lesson #00010: 3D Storyboards]] <math>\Leftrightarrow</math> <font color="green"> [[Movie Set in FrameForge | Building our movie set inside FrameForge]] ---- ---- ==How to build a wall which has four posters using FrameForge 3D Studio.== ;First load FrameForge 3D Studio :Once you have loaded [http://www.frameforge3d.com/ FrameForge 3D Studio 2] (or the [http://www.frameforge3d.com/download.php demo version] of FrameForge 3D Studio 2), you need to create a wall with four posters using '''Room Builder'''. :To do this, we will actually create '''two''' walls, one of which has four windows in it. ===Create the first wall=== :[[Image:Buildwall1.jpg]] ;Use the Single Wall tool :In the upper left hand corner is the wall tool. Select this tool. ;Draw the Wall :Start by creating a wall which is 40 feet long and 10 feet high using the wall tool. ;Adjust the dimensions using the dialog boxes :If you draw it too long or two short, you can always change the size using the dialog boxes at the bottom of the screen. ---- ===Create a second wall=== :[[Image:BuildWall2.jpg]] ;Select the "Single Wall" tool :The "Single Wall" tool will still be selected. ;Create a new wall :Create a new wall which is the same size (or slightly smaller) behind the first wall. ;Adjust using the dialog boxes :If you wish, you can adjust the length of this second wall using the dialog boxes at the bottom of the screen. ---- ===Select the window tool=== :[[Image:BuildWall4.jpg]] ;Select the "Window" tool :Select the "Window" tool at the top of the screen. ;What? No bars? :The window tool looks like a real window with a complete window frame but actually this tool simply creates a rectangular hole in a wall. Nothing more! (This is all we need.) ---- ===Create the first window=== :[[Image:BuildWall3.jpg]] ;Create a window :In the first wall, draw a window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: * This window starts 4 feet from the end of the first wall. (Notice in the example above, I typed a 5 instead of a 4. Later I found my mistake so I simply clicked on the window with the selection tool (upper left in the window) and change the dialog box at the bottom of the screen.) * This window is 2 feet wide * This window is 3 feet high * This window is 4 feet off the ground. ;Note :The widows that we create will become the space where the posters will appear. ---- ===Create the second window=== :[[Image:BuildWall5.jpg]] ;Create a window :In the first wall, draw a window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: In the first wall, draw a second window. Then adjust the window so the dimensions of the window are: * The second window starts 14 feet from the end of the first wall. * The second window is 2 feet wide * The second window is 3 feet high * The second window is 4 feet off the ground. When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.) ---- ===Create the third window=== [[Image:BuildWall6.jpg]] ;Create a window :In the first wall, draw the third window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: * The second window starts 24 feet from the end of the first wall. * The second window is 2 feet wide * The second window is 3 feet high * The second window is 4 feet off the ground. ;Note :When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.) ---- ===Create the fourth window=== :[[Image:BuildWall7.jpg]] ;Create a window :In the first wall, draw the fourth window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: * The second window starts 34 feet from the end of the first wall. * The second window is 2 feet wide * The second window is 3 feet high * The second window is 4 feet off the ground. ;Note :When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.) ;Build the movie set :Build the room by clicking on the "Build Room" button on the lower right hand corner of the screen. ---- ===Select the Second Wall=== [[Image:BuildWall8.jpg]] ;Look at the windows :When you look at the windows at the top of the page, you see just a faint outline. That is because both walls are the same color. They need to be different colors. ;Blue posters :We are going to paint the second wall blue so it looks like posters. ;Select the second wall To paint the second wall, we first need to select it. ---- ===Color all of the second wall blue=== :[[Image:BuildWall9.jpg]] ;The Green Room :In the Green Room, you can change many things including the color of the selected object. To do this, you must select "Colors, Textures & State". ;Select ALL of the second wall :Rather than trying to figure out which face of the second wall needs color, we will simply paint all of the second wall. Therefore, you first need to go under "Part Name:" and select "--For all Parts--" rather than just "front wall" or "back wall". ;Select a color :By clicking on the color chip marked "Color:", you can change the color of the selected item (which is the all of the wall). Change the color to some strong color. I like dark blue. ;Click "OK" :Click on the button at the bottom right of the screen to accept the changes to the scene. ---- ===Move the second wall=== :[[Image:BuildWall10.jpg]] ;Move the wall The posters will look better if the two walls are almost in the same position. So drag the second wall forward until the two walls overlap by all but one or two inches. :[[Image:BuildWall11.jpg]] ;The posters will appear :Now you can clearly see the windows which look like blue posters (well, sort of…). You are seeing the blue wall though the holes in the plain wall. This is good enough! ---- ===In the menu, select "Edit Set Parameters"=== :[[Image:BuildWall13.jpg]] ;Find the page with the set controls. :The set controls are on a page called "Green Room". You access this page by using the menu item of "Edit Set Preferences" in the "Sets" menu. ---- ===Set all the parameters for the movie set=== :[[Image:BuildWall12.jpg]] ;The set name :A good name for the movie set is "Theater Movie Set". ;The time of day :Since the time of day is night, set the background sky to "Night". ---- ===Add the actors=== [[Image:BuildWall14.jpg]] ;Old Person and Young Person :You need to add the actors to the movie set and then rotate the actors to whatever position you like. ;Adding an actor :To add the actors, simply look through the pictorial list of the available figures and select one. Then drag its picture to the movie set. (If the movie set is not visible in the main window in the center of the screen, double click on the picture of the movie set in the upper left corner of the screen.) ;Rotate the actors :Select an actor and use the "Spin" control to rotate the actor to face where you want the actor to face. ;Magnify :Move the camera nearer to the actors. Then magnify the blueprint view so that you can easily see the camera, the actors, and the wall. This way you can easily grab the actors and grab the camera and move them where you want. ;Adjust the actor :If you want to adjust the actor, double click on the actor to see many of the controls for the actor. ;Begin :Now you are ready to begin storyboarding. [[Category:WikiU Film School]] [[Category:Filmmaking]] 8939 43882 2006-11-08T05:52:38Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8940 43883 2006-11-08T05:56:57Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8941 43885 2006-11-08T05:59:17Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8942 43886 2006-11-08T06:00:45Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8944 43888 2006-11-08T06:03:14Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8945 43889 2006-11-08T06:04:43Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8946 43891 2006-11-08T06:06:03Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8947 43892 2006-11-08T06:08:07Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8948 43893 2006-11-08T06:10:17Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8949 43894 2006-11-08T06:12:27Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8950 43895 2006-11-08T06:13:22Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8951 43896 2006-11-08T06:20:04Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8952 43897 2006-11-08T06:22:19Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8953 43898 2006-11-08T06:24:47Z Robert Elliott 1436 Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Summary == Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 8955 67597 2007-01-07T18:16:10Z JWSchmidt 20 [[Category:Theoretical Physics]] <center>'''School of [[School:Physics and Astronomy|Physics and Astronomy]]'''</center> <center>'''Department of Theoretical Physics'''</center> '''Courses''' that are currently being offered in Theoretical Physics Department at wikiversity: *[[101 Classical Mechanics]] *[[102 Electromagnetism]] *[[103 Vibrations and Waves]] *[[201 Particle Physics]] *[[202 Physics of Solids]] *[[202 Quantum Physics]] *[[203 Statistical Physics]] *[[204 Advanced Classical Mechanics]] *[[205 Advanced Electromagnetism]] *[[301 Introduction to Special Relativity]] *[[302 Relativity]] *[[401 String Theory for Undergraduates]] *[[403 Exploring Black Holes: General Relativity]] ----- '''Study Groups:''' *[[Topic:Quantum Field Theory]] *[[Topic:Statistical Mechanics]] [[Category:Theoretical Physics]] 8956 43905 2006-11-08T09:04:43Z Jhawthorn 2898 <div class="noprint" style="clear: right; border: solid #aaa 1px; margin: 0 0 1em 1em; font-size: 90%; background: #f9f9f9; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;"> <div style="float: left;">[[Image:{{{image}}}|50px|none|{{{project}}}]]</div> <div style="margin-left: 60px;">{{{text}}} <div style="margin-left: 10px;">'''''[[{{{project}}}:{{{link}}}|{{{link}}}]]'''''</div> </div> </div> 8957 43910 2006-11-08T09:14:22Z Jhawthorn 2898 {{Sisterproject |project=Wikipedia |image=Wikipedia.png |text=[[Wikipedia:Main Page|Wikipedia]] has an article about: |link={{{1|{{PAGENAME}}}}} }} 8958 74029 2007-01-12T16:19:42Z Historybuff 5228 Started intro -- needs improvement and proofreading ==Introduction== The kernel is the name given to the program that does most of the housekeeping tasks for the operating system. It is usually responsible for booting, initilizing the various devices to a known state and making the computer ready for general operation. Modern kernels abstract hardware knowledge from ordinary user programs through an API. ==Monolithic Kernel== [[Image:Kernel-monolithic.png|frame|right|Graphical overview of a Monolithic kernel]] ===Design=== {{wikipedia|Monolithic kernel}} Monolithic Kernels function with all of the kernel and device drivers inside one address space running in kernel mode. The principle advantage to this approach is efficiency (especially on x86 architectures where a task switch is a particularly expensive operation). Unfortunately, monolithic kernels suffer the risk of the entire system crashing due to a bug in a device driver. ====Pros==== *Speed *Simplicity of design ====Cons==== *Potential stability issues *Can become huge - Linux 2.6 has 7.0 million lines of code *Potentially difficult to maintain ===Examples=== *Traditional Unix kernels (includes BSDs and Solaris) *Linux *MS-DOS, Windows 9x *Mac OS versions below 8.6 ==Microkernel== [[Image:Kernel-microkernel.png|frame|right|Graphical overview of a microkernel]] ===Design=== {{wikipedia|Microkernel}} A Microkernel tries to run runs most of it's services and device drivers in userspace. This can result in an increase in stability and possibly security on machines with an Memory Management Unit. ====Pros==== *Stability *Security *Potentially more responsive (though often not in practice) *Benefits for SMP machines ====Cons==== *Additional context switches are usually required *Slow Inter Process Communication can result in poor performance ===Examples=== *AmigaOS *Amoeba *Mach *Minix *L4 *QNX ==Hybrid kernel== [[Image:Kernel-hybrid.png|frame|right|Graphical overview of a hybrid kernel]] ===Design=== {{wikipedia|Hybrid kernel}} A hybrid kernel combines the concepts of both monolithic kernels and microkernels. It is generally implemented by having a monolithic kernel with a more microkernel like design. When properly implemented it is hoped that this will result in the performance benefits of a monolithic kernel, with the stability of a Microkernel ===Examples=== *NT kernel (also used in 2000, XP, and vista) *Darwin (Mac OS X's kernel) *DragonFly BSD *BeOS *Plan 9 [[Category:Computer Science]] [[Category:Computer Programming]] [[Category:Operating Systems]] 8962 75707 2007-01-14T09:25:12Z Historybuff 5228 Added Courses category == MS 70-536 Microsoft .NET Framework 2.0 - Application Development Foundation - using mono == This course will help students study for the [http://www.microsoft.com/learning/exams/70-536.asp MS 70-536] exam using mono as the CLR implementation. The course will make extensive use of the mono documentation and it is to be hoped that during the process of developing this course contributions will be made to the mono documentation. The course materials will be developed on mono and then tested on the .NET framework. Comments will be added where there are incompatibilties. ===[[MS 70-536.1| Part 1. ]] Developing applications that use types and collections === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem System] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Collections System.Collections] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Collections.Generic System.Collections.Generic] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Collections.Specialized System.Collections.Specialized] * System - Common Interfaces * System - Event Support ===[[MS 70-536.2| Part 2. ]] Implementing service processes, threading, and application domains in a .NET Framework application === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.ServiceProcess System.ServiceProcess] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Threading System.Threading] ===[[MS 70-536.3| Part 3. ]] Embedding configuration, diagnostic, management, and installation features into a .NET Framework application === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Configuration System.Configuration] * Mscorcfg.msc * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Diagnostics System.Diagnostics] ===[[MS 70-536.4| Part 4. ]]Implementing serialization and input/output functionality in a .NET Framework application === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Runtime.Serialization System.Runtime.Serialization] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Xml.Serialization System.Xml.Serialization] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Runtime.Serilaization.Formatters System.Runtime.Serilaization.Formatters] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.IO System.IO] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.IO.Compression System.IO.Compression] ===[[MS 70-536.5| Part 5. ]]Improving the security of the .NET Framework applications by using the .NET Framework 2.0 security features === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security System.Security] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security.AccessControl System.Security.AccessControl] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security.Authentication System.Security.Authentication] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security.Cryptography System.Security.Cryptography] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security.Permission System.Security.Permission] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security.Policy System.Security.Policy] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Security.Principal System.Security.Principal] ===[[MS 70-536.6| Part 6. ]]Implementing interoperability, reflection, and mailing functionality in a .NET Framework application === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Runtime.InteropServices System.Runtime.InteropServices] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Reflection System.Reflection] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Net.Mail System.Net.Mail] ===[[MS 70-536.7| Part 7. ]]Implementing globalization, drawing, and text manipulation functionality in a .NET Framework application === * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Globalization System.Globalization] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Drawing System.Drawing] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Text System.Text] * [http://www.go-mono.com/docs/index.aspx?link=N%3aSystem.Text.RegularExpressions System.Text.RegularExpressions] [[Category: Computer Science Courses]] 8963 75662 2007-01-14T07:27:50Z Historybuff 5228 __NOTOC__ == Part 1. Developing applications that use types and collections == === 1.1 Manage data in a .NET Framework application by using the .NET Framework 2.0 system types. === Data types are separated into value types and reference types. Value types are either stack-allocated or allocated inline in a structure. Reference types are heap-allocated. Both reference and value types are derived from the ultimate base class System.Object. In cases where a value type needs to act like an object, a wrapper that makes the value type look like a reference object is allocated on the heap, and the value type's value is copied into it. The wrapper is marked so that the system knows that it contains a value type. This process is known as boxing, and the reverse process is known as unboxing. Boxing and unboxing allow any type to be treated as an object. In .Net and mono (nearly) everything is a Type. The key to finding out about types is the [http://www.go-mono.com/docs/index.aspx?tlink=8@ecma%3a121%23Type%2f System.Type] class. This class can be used to investigate a type. The quickest way to get hold of a type in c# is to use the typeof operator. This operator returns a System.Type object. using System; namespace OpenEd.Ms70536.Part1.Section1 { public class TypeQuery { public static void Main () { // Getting an instance of Type in c#. Console.WriteLine (typeof (Type).FullName); // Getting an instance is more complicated using the CTS. Console.WriteLine (Type.GetType ("System.Type").FullName); } } } ==== 1.1.1 Value types ==== We can investigate types using System>Type and some reflection. using System; ==== 1.1.2 Reference types ==== ==== 1.1.3 Attributes ==== ==== 1.1.4 Generic types ==== ==== 1.1.5 Exception classes ==== ''See'': [http://www.go-mono.com/docs/index.aspx?link=T%3aSystem.Exception System.Exception] All exceptions derive from the System.Exception class. This class has [http://www.go-mono.com/docs/index.aspx?link=T%3aSystem.Exception%2fC three constructors] to throw a new exception either the first or second constructor can be used. To throw a nested exception the third constructor is used. Each of the constructors is illustrated below. using System; public class ThrowSimpleException { public static void Main () { throw new Exception(); } } using System; public class ThrowExceptionWithMessage { public static void Main () { throw new Exception ("Exception with message was thrown."); } } using System; public class ThrowNestedException { public static void Main () { Exception innerException = new Exception ("Inner exception message."); throw new Exception ("Outer exception message.", innerException); } } In practice exceptions that are thrown should derive from System.Exception. It is bad practice to throw System.Exception directly. ==== 1.1.6 Boxing and UnBoxing ==== ==== 1.1.7 TypeForwardedToAttribute Class ==== === 1.2 Manage a group of associated data in a .NET Framework application by using collections. === Managing groups of data as a unit where each data item can be accessed is a common operation. The [http://www.go-mono.com/docs/index.aspx?tlink=8@N%3aSystem.Collections System.Collections] namespace provides several different types for managing collections. The collections are related to one another by the fact that they implement IEnumrable and ICollection (Check this). The three interfaces IList, ICollection and IDictionary are structured in the following way: <table border="0" cellpadding="2" cellspacing="0" width="100%"> <tr> <td width="50%"> <pre> ICollection : IEnumerable IList : ICollection, IEnumerable IDictionary : ICollection, IEnumerable </pre> </td> <td> <pre> O-- IEnumerable ^ | O-- ICollection ^ | |--------|--------| | | O-- IDictionary O-- IList </pre> </td> </tr> </table> The main classes of System.Collections are as follows: <table border="0" cellpadding="2" cellspacing="0" width="100%"> <tr> <td width="50%"> <pre> ArrayList : IList BitArray : ICollection HashTable : IDictionary Queue : ICollection SortedList : IDictionary Stack : ICollection </pre> </td> <td> <pre> ICollection - BitArray, Queue, Stack IList - ArrayList IDictionary - HashTable, SortedList </pre> </td> </tr> </table> ===== ArrayList class ===== ArrayList implements a variable-size IList that uses an array of objects to store the elements. A ArrayList has a ArrayList.Capacity, which is the allocated length of the internal array. The total number of elements contained by a list is its ArrayList.Count. As elements are added to a list, its capacity is automatically increased as required by reallocating the internal array. ===== Collection interfaces ===== * ICollection interface and IList interface <pre> public interface ICollection { int Count { get; } bool IsSynchronized { get; } object SyncRoot { get; } void CopyTo (Array array, int index); } public interface IList { bool IsFixedSize { get; } bool IsReadOnly { get; } object this [ int index ] { get; set; } // TODO: Add methods. } </pre> * IComparer interface and IEqualityComparer interface * IDictionary interface and IDictionaryEnumerator interface * IEnumerable interface and IEnumerator interface <pre> public interface IEnumerable { IEnumerator GetEnumerator (); } public interface IEnumerator { Object Current { get; } bool MoveNext (); void Reset (); } </pre> ===== Iterators ===== ===== Hashtable class ===== A Hashtable represents a dictionary with a constant lookup time that contains entries of associated keys and values. The type of each entry in a Hashtable is DictionaryEntry. A statement that exposes each element in the collection is required to iterate over this type. ===== CollectionBase class and ReadOnlyCollectionBase class ===== ===== DictionaryBase class and DictionaryEntry class ===== ===== Comparer class ===== ===== Queue class ===== ===== SortedList class ===== ===== BitArray class ===== The [http://www.go-mono.com/docs/index.aspx?tlink=8@ecma%3a140%23BitArray%2f System.Collections.BitArray] implements a collection of boolean values. There are a number of different constructors for a BitArray. The BitArray( ) creates ... The methods of a BitArray allow a bitwise operation to be performed on the BitArray. <pre> using System; using System.Collections; namespace OpenEd.Ms70536.Part1.Section2 { public class BitArrayExample { public static void Main () { BitArray bitArray = new BitArray (new byte [] {byte.Parse ("25")}); Console.WriteLine ("bitArray.Count: {0}", bitArray.Count); for (int i = 0; i < bitArray.Count; i++) Console.WriteLine ("bitArray [{0}]: {1}", i, bitArray [i]); } } } </pre> Compiling and running this example gives the following output: <pre> ~/work/70-536/70-536.1/70-536.1.2> gmcs bitarrayfrombyte.cs ~/work/70-536/70-536.1/70-536.1.2> mono bitarrayfrombyte.exe bitArray.Count: 8 bitArray [0]: True bitArray [1]: False bitArray [2]: False bitArray [3]: True bitArray [4]: True bitArray [5]: False bitArray [6]: False bitArray [7]: False </pre> ===== Stack class ===== The stack is a collection supporting only the push, pop, and peek operations. The push method puts an object onto the end of the stack. The peek method returns the most recent object placed on the stack. The pop method removes the most recent object placed on the stack and returns it. === 1.3 Improve type safety and application performance in a .NET Framework application by using generic collections === There is often a need to have a collection only store objects of a given type. For example an ArrayList might be used to store only strings. <pre> ArrayList stringArray = new ArrayList (); stringArray.Add ("String 1."); stringArray.Add ("String 2."); stringArray.Add ("String 3."); </pre> However this is not type safe as at any point in the lifetime of the stringArray object an object that is not a string can added. There is also the convenience of having to cast down the items retreived from the stringArray. <pre> string string2 = (string) stringArray [1]; </pre> In earlier versions of c# the only way to have type safe collections was either to wrap an existing collection or derive from an existing collection. <pre> public class StringArray { private ArrayList stringArray; public StringArray () {} } </pre> ===== Collection.Generic interfaces ===== * Generic IComparable interface (Refer System Namespace) * Generic ICollection interface and Generic IList interface * Generic IComparer interface and Generic IEqualityComparer interface * Generic IDictionary interface * Generic IEnumerable interface and Generic IEnumerator interface * IHashCodeProvider interface ===== Generic Dictionary ===== * Generic Dictionary class and Generic Dictionary.Enumerator structure * Generic Dictionary.KeyCollection class and Dictionary.KeyCollection.Enumerator structure * Generic Dictionary.ValueCollection class and Dictionary.ValueCollection.Enumerator structure ===== Generic Comparer class and Generic EqualityComparer class ===== ===== Generic KeyValuePair structure ===== ===== Generic List class, Generic List.Enumerator structure, and Generic SortedList class ===== ===== Generic Queue class and Generic Queue.Enumerator structure ===== ===== Generic SortedDictionary class ===== ===== Generic LinkedList ===== * Generic LinkedList class * Generic LinkedList.Enumerator structure * Generic LinkedListNode class ===== Generic Stack class and Generic Stack.Enumerator structure ===== === 1.4 Manage data in a .NET Framework application by using specialized collections. === ===== Specialized String classes ===== * StringCollection class * StringDictionary class * StringEnumerator class ===== Specialized Dictionary ===== * HybridDictionary class * IOrderedDictionary interface and OrderedDictionary class * ListDictionary class ===== Named collections ===== * NameObjectCollectionBase class * NameObjectCollectionBase.KeysCollection class * NameValueCollection class ===== CollectionsUtil ===== ===== BitVector32 structure and BitVector32.Section structure ===== === 1.5 Implement .NET Framework interfaces to cause components to comply with standard contracts. === ===== IComparable interface ===== ===== IDisposable interface ===== ===== IConvertible interface ===== ===== ICloneable interface ===== ===== IEquatable interface ===== ===== IFormattable interface ===== === 1.6 Control interactions between .NET Framework application components by using events and delegates. === ===== Delegate class ===== A delegate is similar to a typed function pointer. ''The ThermoStat class'' using System.Threading; namespace OpenEd.Ms70536.Part1.Section6 { public delegate void ThermostatChangedEventHandler(ThermostatState newState); public class Thermostat { private ThermostatState state = ThermostatState.Open; public ThermostatChangedEventHandler ThermostatChanged; public void MonitorTemperature() { while (true) { Thread.Sleep(2000); FlipState(); if (ThermostatChanged != null) { ThermostatChanged(state); } } } private void FlipState() { if (state == ThermostatState.Open) { state = ThermostatState.Closed; } else { state = ThermostatState.Open; } } } } A delegate allows the act of calling a method to be delegated to someone else. <pre> public delegate void TemperatureChangedEventHandler(double temperature); public class ClientServer { public static void Main () { Server server = new Server (); WriteMessage (server.GetMessage ()); // TODO: poll servers here. } public void WriteMessage (string message) { Console.WriteLine (message); } } public class EventHandlingClient { public static void Main () { Server server = new Server (); MessageReceived += new MessageReceivedEventHandler (WriteMessage); // TODO: loop waiting for servers here. } } </pre> ===== Delegate class - test driven ===== In this section we'll explore delegates using unit tests. The first question we'll look at is when are delgates created? A delegate is created when an method is added to the invocation list. The delegate is distroyed when there are no more methods in the invocation list. using NUnit.Framework; namespace OpenEd.Ms70536.Part1.Section6 { [TestFixture] public class ThermostatTests { [Test] public void AddingHandlerCreatesDelegate () { Thermostat thermostat = new Thermostat (); Assert.IsNull (thermostat.ThermostatChanged); thermostat.ThermostatChanged += new ThermostatChangedEventHandler (OnThermostatChanged); Assert.IsNotNull (thermostat.ThermostatChanged); thermostat.ThermostatChanged -= new ThermostatChangedEventHandler (OnThermostatChanged); Assert.IsNull (thermostat.ThermostatChanged); } public void OnThermostatChanged(ThermostatState newState) { } } } ===== EventArgs class ===== The EventArgs class is a base class for use in the pattern described in the next section. To pass arguments sub classes are derived from the EventArgs class. <pre> public class ThermostatChangedEventArgs : EventArgs { private ThermostatState newState; public ThermostatChangedEventArgs (ThermostatState newState) { this.newState = newState; } public ThermostatState NewState { get { return newState; } } } </pre> ===== EventHandler delegates ===== The EventHanlder is part of a pattern for handling events that is aimed at reducing the proliferation of different delegates. In this pattern there is one delegate, the EventHandler delegate. <pre> public delegate void EventHandler (object sender, EventArgs e) </pre> [[Category: Computer Science Courses]] 8968 66691 2007-01-03T17:50:38Z CQ 1939 updating... Paducah2020 is an urban engineering project for building [[wikipedia:social capital|social capital]] in the US city of [[Wikipedia:Paducah, Kentucky|Paducah]]. The project is designed to return [[School:Economics|economic situation]]s back to a more normal, natural and sustainable state. The [[Home]] [[School:Construction|systemology]] is a merit-based system of incentives that help direct resources toward a Solar-Lunar-Earth model of physical advantage. The [[School:Law|governance model]] is the consensus-driven [[Wikipedia:Commonwealth|Commonwealth]]. The [[Topic:MediaWiki/Codebase|codebase]] [[Topic:Computer Programming|language]] is [[School:Computer Science|Assembly]]. ---- <small>[[wikia:Kentucky:Paducah2020|Paducah2020]] is a research project conducted by members of [[wikia:Collaboration|MetaCollab]] and participants in [[Wikiversity]]. ([[Wikipedia:Free_will|Project agent]] &ndash; [[User:CQ]].</small> ---- == Modeling and Mapping == The initial goals of the project: #To collect and augment [[Topic:Cartography|maps of various types]] #To discover the progression of the [[Wikipedia:built environment|built environment]] #To collect data about the [[Wikipedia:natural environment|natural environment]] #To compile localized open-content [[School:Education|edcational resources]] #To augment existing plans emphasising [[Wikipedia:sustainability|sustainability]] #To hieghten the state of readiness for [[Wikipedia:New Madrid Seismic Zone|geophysical disaster]] #To foster a deeper [[wikipedia:sense of community|sense of community]] [[Category:Economics]] [[Category:Research]] 8969 49485 2006-11-27T20:58:44Z JWSchmidt 20 [[Category:Blender 3D]] We can use some expertise here so please edit extra boldly. ==Getting Started With Blender== There is a whole set of books[[http://en.wikibooks.org/wiki/Blender]] under development at Wikibooks. The authors probably welcome questions or clarification regarding specific issues that may cause us problem. There is also a [[Blender]] portal started here at Wikiversity which at the moment merely points to pretty good tutorial at Wikibooks. According to Wikpedia the software may be downloaded from the site maintained by the Blender Foundation [[http://www.blender.org/cms/Home.2.0.html]]. ==Newbie evaluation of Blender versus Art of Illusion== The user interface for Blender is extraordinarily complex and, at the start, non intuitive. Blender has been embraced widely by amateur and commercial developers and has added extraordinary capability since going open source. It imports and exports in a wide variety of file formats including the old 3ds from 3DStudio which is accessible by export from the newer versions of 3DSMax. It is free to download and has extensive tutorials online as well as extensive documentation for sell. If you want a highly capable free open source environment for commericial grade work Blender may be an excellent option for you. If you wish to dabble a bit or create some 3D sets or models for quick rending and cut and past to storyboards or do some quick 3D blocking of sets, camera and light layout with rendered output again for storyboards then Art of Illusion may be a much easier free open source product to down load and use. ==Images of Models Available under Free License== For testing purposes in developing this learning trail a set of models used in a virtual airport product will be released under both the GFDL and the Creative Commons 2.5 here by the producer [[User:Mirwin|Mirwin]] 20:13, 8 November 2006 (UTC) [[Image:FrontViewVAPFirestationModels.jpg|thumb|left|500px|Expanding thumbnail screenshot]] This is a jpg from the front view of the firstation bay to show the models. These were created in 3DSMax, exported to 3ds file format then imported into blender. At this time I am a novice with Blender but the saved blend file is of a size to indicate the model reconstruction information was successfully imported. If someone knowledgeable with Blender and its use can help us sort this import/export reuse out. I, mirwin, have a substantial set of additonal models which will be released to this learning trail under both the GFDL and the CC2.5 to help new participants get started. These sets and models including aircraft, ground service vehicles, national guard unit vehicles, warehouses, and miscellanous models and sets created by a team of six professionals over a period of about 5 man years. [[User:Mirwin|Mirwin]] 20:13, 8 November 2006 (UTC) ==Acquiring Firestation bay models== Wikversity is not setup to handle blend or zip files yet, if ever. If someone wants the associated blend files to play with email [[user:mirwin]] and I will send the 5MB file to you. Once our cisLunarFreighter class learning project is setup at sourceforge we can place zips of the .blend files and other art, code, design specification and documention there. [[Category:Blender 3D]] 8970 43973 2006-11-08T21:03:51Z Mirwin 47 /* Summary */ == Summary == This is a front perspective view of the VAP (virtual airport) Firestation Bay models exported from 3DSMax to 3ds file format and imported into Blender for release to learning trails at Wikiversity. [[User:Mirwin|Mirwin]] 20:26, 8 November 2006 (UTC) At the moment our learning project cisLunarFreighter has no sourceforge account due to lack of a knowledgeable administrator or consultant capable of setting it up properly. For now to get the released models in a *.blend file; cut and paste this into an email message to me. I will send you the aproximately 5MB file via email. [[User:Mirwin|Mirwin]] 21:03, 8 November 2006 (UTC) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 8978 78861 2007-01-19T23:24:38Z Balloonguy 338 /* Assignments */ ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** [[Computing in Japanese]] * '''Time investment:''' 1 month * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Humanities|Humanities]] * '''[[Wikiversity:Schools|School]]:''' [[School:Language and Literature|Language and Literature]] * '''Department:''' [[Topic:Japanese|Japanese]] * '''Stream''' [[Japanese stream]] * '''Level:''' Beginner ==Content summary== This learning project will provide an introduction to the Japanese language. ==Goals== This learning project offers learning activities to enable you to: *Understand some basic elements of the Japanese Language *Learn the pronunciation of Japanese *Understand the various writing systems *Learn the syllabaries of Japanese ==[[Portal:Learning Materials|Learning materials]]== {{JapaneseChar}} ===Lessons=== * Lesson 1: [[Introduction to Japanese Language]] * Lesson 2: [[Pronunciation of Japanese]] * Lesson 3: [[Introduction to the Japanese Writing System]] * Lesson 4: [[Kana]] * Lesson 5: [[Hiragana]] * Lesson 6: [[Katakana]] * Lesson 7: [[Kanji]] ===Assignments=== *Improve: **[[b:Japanese/Introduction/About|Japanese/Introduction/About]] ==References== Additional helpful readings include: *[[w:Japanese language|Wikipedia article on the Japanese language]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Balloonguy|Balloonguy]] [[Category:Japanese]] 8979 44327 2006-11-10T01:13:56Z Xlbnushk 2491 Changed redirect to topic instead of introduction. #REDIRECT [[Topic:Japanese]] 8980 45944 2006-11-16T00:21:38Z Sebmol 14 template update == Summary == Original photo by [a href="http://www.flickr.com/people/peterme/ Peterme]. Our earlier attempts to use the Internet for learning were limited by our common understanding of what, where and how learning takes place. Most of us imagined the classroom and everything that goes on within it, and looked for tools that could help us replicate that online. We found the LMS. The LMS took away our fears of Internet anarchy, and promised educational control - or managed learning. Few recognised the oxymoron. Then we focus on content, spending huge amounts on developing content. sharable learning objects, all meta data tagged and copyright managed. We got what we wanted, no one could (or would) use our stuff! == Licensing == {{Cc-by-2.5}} 8983 78109 2007-01-18T04:01:56Z Mirwin 47 /* Testing */ This page is to collect and organize information regarding the Wikiveristy learning project <b>CisLunarFreighter</b>. ==Background== CisLunarFreighter is a game being produced by participants at Wikiversity to get direct hands on experience with developing computer games. It used open source tools to the extent possible but is not restricted to them. Participants using licensed materials, tools and proprietary file formats bring a great deal to the experience as this guarantees all the normal headaches encountered in commercial productions with translation and licencing problems. [[Image:CisLunarFreighter_opening_menu_draft1.jpg|thumb|left|300px|Expanding thumbnail screenshot]] More imagery available for cut and paste storyboarding or code prototyping. http://upload.wikimedia.org/wikiversity/en/4/4c/UFO.JPG ==Goals== The primary goal is for the participants to have fun performing production tasks and learn. If the schedule and uniformity of the project suffers a bit this also is educational for the participants. * Java based MUD * Java based client/server applets for cisLunarFreight as well as a standalone application. * An interface to other games with compatible communication format, setup and/or MUD co residency. Learning trails producing materials and/or participants: * http://en.wikiversity.org/wiki/A_Hands-On_Introduction_to_Game_Design_and_Production_Processes * http://en.wikiversity.org/wiki/Blender ==Project plan== In work in small pieces around Wikiversity learning trails. Perhaps a couple of entrepreneurs or other project leader types will tackle a draft schedule or work breakdown structure soon. ==Software Development Plan== We plan to use free open source tools to the greatest extent possible to produce data and software that is free redistributable and fully modifiable by anyone who wishes to do so. A former game producer has quite a bit of existing proprietary graphics models which we have now confirmed may be at least partially translated into open source blender files. It remains to be seen the accuracy and usefulness of the translation process. At this time we intend to develop in java with a deployment plan built around an adequate performance MUD server (even if must use different language) and java clients and game servers. Obviously this plan needs a great deal of research, thinking and augmentation before it can be considered a useable draft. [[Open Source Tools for Possible Use in cisLunarFreighter]] ==Potential Java Pieces Needing Evaluation== Editor's note: Move this section to an introduction to initial evaluation and results they grow. [[User:Mirwin|Mirwin]] 20:00, 9 November 2006 (UTC) We may be able to use these as components or examples to learn applicable technique in Java environment: * https://gazelle.dev.java.net/ -- Fundamentally an animation tool. Plays .avi and .mov animation files under JMF (Java Media Framework libary from SUN) Also, of possible interest to graphics artists or perhaps even programming with SVG. Will it work with older .avi and .mov file???? A lot of older graphics laying around if we can convince people to free them once they are finished with traditional commercial life cycle. ::Download links are broke, could be vaporware. * http://www.xinehq.de/ * http://www.mplayerhq.hu/design7/screen.html This seems like overkill for a small project but if we could add borders consistent with a view screen and our GUI appearance (providing appropriate credits in our credits file obviously) could we use this to keep our coding requirements down? Trading bulk for development effort ... or is there a good player in a Sun Library somewhere we can just call? Can we find out from reading mplayers code? ==Game Application Requirements== An overview of major requirements: What do we and the users want from a/the game? 1. Entertainment -- should be fun.<br> 2. Social -- Interaction with other people via * chat -- most mud environments allow this * email -- useful or not? * game consequences -- makes the game more interesting 3. Educational - Exposure to some science, engineering, and operations concepts * Math practice * Reading around the web * Use of open source tools for modding * Software design and coding techniques [[CisLunarFreighter Detailed Requirements Analysis]] ==Hardware requirements== The game client and server should run on any adequate performance desktop. It is not intended as a primary focus to meet the needs of the emerging handheld computing and communications markets. ==Free Materials Distribution== Has begun on an adhoc basis. Longterm we intend to setup a sourceForge project to backup and distribute at least the stable releases of the open source materials on demand 24/7. ==Configuration management== This needs some study and work defining useful methods. Many of our learners and participants have little or no experience with automated configuration management and tracking tools such as subversion, Ant or others. ==Testing== This will have to be done by the developers until we get enough of a game up and running to attract alpha and beta player/testers. We might get some help from other Wikiversity participants at: http://en.wikiversity.org/wiki/Topic:Software_testing/laboratory_course#other_collaborations. ==Brainstorming== In progress, please join in somewhere. [http://en.wikiversity.org/wiki/Developing_Scripts_and_Case_Studies_for_cisLunarFreighter#Menus_and_Gameplay_Scenarios] ==Game Design== Preliminaries are In progress, please join in somewhere. An overview of major requirements: What do we and the users want from the game? 1. Entertainment -- should be fun. 2. Social -- Interaction with other people via * chat -- most mud environments allow this * email -- useful or not? * game consequences -- makes the game more interesting 3. Educational - Exposure to some science, engineering, and operations concepts * Math practice * Reading around the web * Use of open source tools for modding * Software design and coding techniques [[CisLunarFreighter Detailed Requirements Analysis]] ==Scripts for Splashscreen and Phase Transitions== In progress, please join in somewhere along the learning trails. Add links to your stories and scripts below to solicit review from dropins or regulars. Stories and scripts may be in industry standard format or informal. Either place them in wikimedia files or pdfs published through the wikimedia server: * ... ==Storyboards for Case Studies or Play Scenarios== Please provide on Wikiversity or in PDFs or open source Word processor format. Draft [[CisLunarFreighter UML Case Diagrams]] * ... Participants willing to coordinate, consult and/or kibitz reqarding questions: * [[User:Mirwin|Mirwin]] 05:07, 9 November 2006 (UTC) [[Category:Game Design]][[Category:Learning projects]] 8984 70398 2007-01-11T02:29:32Z JWSchmidt 20 [[Category:Game Design]] ==Capturing a Screen Shot== ===Screen Capture on Linux=== ===Screen Grabbing on Macs=== Macs come with an inbuilt program called '''Grab''', which you can use to take screenshots of the whole screen or a portion of a screen. Further information needs to be presented here for Mac and Linux - some info on using Windows XP follows. ===Windows XP=== Some details on capturing a screen shot in Windows XP [http://www.computing.net/howto/simple/printscreen/ here]. The technique explained at the link above also works extremely well with GIMP 2.* and is better for us since we can currently upload jpg files to Wikiversity .... but not bmp files? GIMP also allows import of BMP files so you can use the above technique and email the file to someone else (like me) with GIMP installed willing to convert it for you. In XP Take your screen save by pushing the Prt Scrn button then in GIMP open a new file, choose the size of your screen; then use Edit, Paste into New. The image appears scaled within the new file frame. Save the file as a jpeg by clicking the little button at bottem of the Save As dialog and selecting jpeg from among all the available formats. Click Save and then when the dialog informs you it must export first to flatten the layer stack tell it Ok. It processes the file and saves under the name and path you provided. Notice any of these can be used later for texture and sprite creation if we can find an import file format compatible with Art of Illusion, I hope you are reading the Art of Illusion manual and/or tutorials on your own in the background as you proceed along this trial! Editor's note: Screen capture file format conversion needs to be doublechecked in GIMP procedure above. It was a bit tricky and I wrote it from memory. Erase this note when it is confirmed the revised procedure works well for GIMP novices. Thanks! [[User:Mirwin|Mirwin]] 04:10, 6 November 2006 (UTC) ==Use of Parallax and tiles in Sidescroller== This image [http://www.hq.nasa.gov/alsj/a15/AS15-85-11398HR.jpg] is a good candidate for editing in Adobe Photoshop or the GIMP to create a sidescroller tileset. With proper editing following proper lines (roughly horizontal not too obviously repeating) we should be able to simulate being in a vehicle traveling slowly along a line of ridges. Two or three planes are established and the tiles in the planes farthest into the screen from the viewer move at a proportional distance to the illusion of depth one wishes to create. What makes this a good candidate is the two roughly horizontal planes which will allow us to: Mirror the image; splice it to itself (either edge will match its mirror image). Copies of this are then edited to provide horizontal masses with transparent space above for other moving ridgelines. This can be done off of the photograph(s) for preliminary prototyping and storyboarding and the photograph (NASA free use to the entire public) used for texture and color creation for 3d models of landscape. Then the rendered images are delivered in the format specified (into which the early tileset has been converted) and the tileset task/process is complete. [[Category:Game Design]] 8985 49223 2006-11-27T05:10:23Z AmiDaniel 3334 +stub +[[:Category:Early Learning]] == Honesty == Honesty means that you can be trusted. In wikiversity you should not destroy or disrupt another person's work. You should understand what is the right thing to do in all situations. You are truthful. == Integrity == Integrity is related to honesty. Common examples are "things you do when others are not watching." If you are of strong integrity you may help others and submit content. Do not steal from other websites. Conclusion: Be a good person {{stub}} [[Category:Early Learning]] 8987 70843 2007-01-12T00:49:43Z JWSchmidt 20 /* Web Host */ [[Apache MySQL PHP on Mac OS X]] == Introduction == After you have a website on your computer, it can not be seen by anyone. It first needs to be put on the internet, or world wide web. Here we will explain this process. == Web Host == ===Personal web server=== *[[Apache MySQL PHP on Mac OS X]] - use your Mac as a web server. ===Hosts=== First, you will need a host. They store your data and give it to viewers. Here is a list of [free hosts]. These are ad-free and good for beginners. == FTP == FTP is file transfer protocol. Usually a program can submit files to a webhost. == Control Panel == Some hosts allow you to control your site from your web browser. == Testing == After the site is online, enter in the web address and see how well it does. Then you should find out how it works on other browsers, connections, and computers. [[Category:Web Design]] 8988 69881 2007-01-10T14:55:11Z Mystictim 626 added welcome and expand template {{Welcome and expand|Kirby145}} ==Half life== The half lie of any object will never reach zero. This can be found in a sample 1/2 of 2. Continously multiplying answers by 1/2 will result in a smaller answer never equal to zero. ==See also== radioactive decay carbon 14 [[Category:Particle Physics]] 8991 68476 2007-01-09T00:54:21Z Mystictim 626 adding category Learning activities *<math>\lim_{x \to \infty} \left [ \cos{\left ( \frac 1 x \right )} \right ]^{x^3 \log{(1 + {{1}\over{x}})}}</math> *<math>\lim_{x \to \infty} \frac{1}{x}</math> in <math>\mathbb{R}^+</math> :Answer: does not exist. *<math>\lim_{n \to \infty} \frac{{\left (n+1 \right )}^\alpha - n^\alpha}{n^{\alpha-1}}</math> :Answer: <math>\alpha</math> *<math>\lim_{x \to \infty} \sqrt{x} \log {\left ( 1 + e^x \right )} - x \sqrt{x} </math> :Answer: 0 *<math>\lim_{x \to \infty} \sqrt{x} \log {\left ( 1 + e^x \right )} - x \sqrt{x-1} </math> :Answer: <math>-\infty</math> *<math>\lim_{x \to \infty} \frac{\sqrt[x]{x+\sin{x}} \left (2+\sin{x} \right )^x}{x!}</math> *<math>\lim_{x \to \infty} \frac{\sqrt{x^3+x}-x \sqrt{x}}{x+6 \sin{x}}</math> [[Category:Calculus]] [[Category:Learning activities]] 8993 44120 2006-11-09T11:22:18Z Jni 2951 Redirecting to [[Wikiversity:Support staff]] #redirect [[Wikiversity:Support staff]] 8994 69836 2007-01-10T12:57:53Z Mystictim 626 This is intended to be a learning project about '''free content''', what "free" and "unfree" content is, and what kinds of free content there is (ie what licences are used). This could a central node for all Wikimedia contributors who want to 1) find out more about free content, and 2) help others with licencing issues, and 3) discuss the various benefits and limitations of free content licences. However, as this page is only just beginning, please add ''any'' information, comments and questions, which we could eventually refactor into some useful learning material. ==Major issues== ===What is "free" content?=== Free content is content (ie books, music, images, etc.) which can be used freely, under one or a combination of free licences. Examples of this are any of Wikimedia projects' content - amongst which is this project, Wikiversity. For a breakdown of what licences are available, and what they mean, see below. ===What is "unfree" content?=== In contrast to free content, "unfree" content (or content under '''copyright'''), is released under heavy restriction of use. This means (amongst other things) that the content cannot be reproduced in other formats, publications etc., except by permission of the author and/or publisher, or except under certain specific legal clauses, such as that of "fair" or "educational" use (though this varies between countries and contexts). *[[w:Open Rights Group|UK Open Rights Group]] ===What licences are there?=== *[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]: *[http://creativecommons.org/licenses/by/2.5/legalcode Creative Commons BY]: *[http://www.openbsd.org/policy.html OpenBSD & The Berkeley Copyright]: *..etc ===What are the differences between different licences?=== [[Image:BD-propagande_colour_en.jpg|thumb|700px|left|A cartoon about the GFDL and Creative Commons - do you agree with this point of view?]] <br clear="all"> [Intro needed] *What licences do you think work best in specific contexts? *What would you prefer to use? ==Questions== Are you confused about any aspect of free content? Please ask any question(s) you have about this subject here. * ... ==Participants== If you are interested in free content (whether you are knowledgeable, or want to find out more), please sign your name here, and state what your interest, experience is. * [[User:Cormaggio|Cormaggio]] - I still feel like I'm very much learning, and do not understand fully the ins and outs of different licences. I'd love for someone to guide us/me through these complexities :-) * [[User:Shojo|luke]] - learning too, and in a practical sort of way ~) Glad to help in any way, if I can. ==Resources== *[[b:Open_Source|Open Source textbook (on Wikibooks)]] *[[w:Copyleft|Copyleft article (on Wikipedia)]] *[[Wikiversity:GNU Free Documentation License|Text of the GNU Free Documentation License]] *[http://creativecommons.org/licenses/by/2.5/legalcode Creative Commons BY 2.5 (full licence)] ===Free tools=== *[http://www.sun.com/software/opensource/java/ Java] ==See also== *[[Free online peer reviewed journals]] ==External links== *[http://freecontentdefinition.org/Definition Definition of free content] *[http://www.opensource.org/index.php Open Source Initiative (OSI)] *[http://www.eff.org/ Electronic Freedom Foundation] *[http://creativecommons.org/ Creative Commons] *[http://www.gnu.org/licenses/ GNU licences] *[http://www.openrightsgroup.org/ Open Rights Group (UK)] [[Category:Wikiversity culture]] 8995 50695 2006-12-01T21:08:45Z Guillom 48 Reverted edits by [[Special:Contributions/137.150.100.82|137.150.100.82]] ([[User_talk:137.150.100.82|Talk]]) to last version by [[User:CQ|CQ]] using [[Wikiversity:Rollback|rollback]] A '''geographic information system''' (GIS) is a system for creating, storing, analyzing and managing spatial data and associated attributes. In the strictest sense, it is a [[computer system]] capable of integrating, storing, editing, analyzing, sharing, and displaying [[geographically reference|geographically-referenced]] information. In a more generic sense, GIS is a tool that allows users to create interactive queries (user created searches), analyze the spatial information, and edit data. '''[[Geographic Information Science |Geographic information science]]''' is the science underlying the applications and systems, taught as a degree programme by several universities. Geographic information system technology can be used for [[science|scientific investigation]]s, [[resource management]], [[asset management]], [[Environmental Impact Assessment]], [[Urban planning]], [[cartography]], and route planning. For example, a GIS might allow emergency planners to easily calculate emergency response times in the event of a [[natural disaster]], or a GIS might be used to find [[wetland]]s that need protection from [[pollution]]. ==History of development== 35,000 years ago, on the walls of caves near [[Lascaux]], [[France]], [[Cro-Magnon]] hunters drew pictures of the animals they hunted. Associated with the animal drawings are track lines and tallies thought to depict migration routes. While simplistic in comparison to modern technologies, these early records mimic the two-element structure of modern geographic information systems, an image associated with [[attribute]] information. Possibly the earliest use of the geographic method, in [[1854]] [[John Snow (physician)|John Snow]] depicted a [[cholera]] outbreak in London using points to represent the locations of individual cases. His study of the distribution of cholera led to the source of the disease, a contaminated water pump within the heart of the outbreak. [[Image:Snow-cholera-map.jpg|thumb|right|300px|Original map by Dr. John Snow showing the clusters of cholera cases in the London epidemic of 1854]]While the basic elements of [[topology]] and theme existed previously in [[cartography]], the John Snow map was unique, using cartographic methods to depict clusters of a geographically dependent phenomena for the first time. The early [[20th century]] saw the development of "photo lithography" where maps were separated into layers. Computer hardware development spurred by [[nuclear weapon]] research would lead to general purpose computer "mapping" applications by the early [[1960s]]. The year 1964 saw the development of the world's first true operational GIS in [[Ottawa, Ontario]] by the federal [[Department of Energy, Mines, and Resources (Canada)|Department of Energy, Mines, and Resources]]. Developed by [[Roger Tomlinson]], it was called "[[Canadian Geographic Information Systems]]" (CGIS) and was used to store, analyse, and manipulate data collected for the Canada Land Inventory (CLI)—an initiative to determine the land capability for rural Canada by mapping information about soils, agriculture, recreation, wildlife, waterfowl, forestry, and land use at a scale of 1:250,000. A rating classification factor was also added to permit analysis. CGIS was the world's first "system" and was an improvement over "mapping" applications as it provided capabilities for overlay, measurement, and [[digitizing]]/scanning. It supported a national coordinate system that spanned the continent, coded lines as "arcs" having a true embedded topology, and it stored the attribute and locational information in separate files. As a result of this, Tomlinson has become known as the "father of GIS." CGIS lasted into the [[1990s]] and built the largest digital land resource database in Canada. It was developed as a mainframe based system in support of federal and provincial resource planning and management. Its strength was continent-wide analysis of complex data sets. The CGIS was never available in a commercial form. Its initial development and success stimulated various commercial mapping applications being sold by vendors such as [[ESRI]], [[MapInfo]], [[Intergraph]] and [[CARIS]] to successfully incorporate many of the CGIS features, combining the first generation approach to separation of spatial and attribute information with a second generation approach to organizing attribute data into database structures. The [[1980s]] and [[1990s]] industry growth were spurred on by the growing use of GIS on [[Unix]] workstations and the [[personal computer]]. By the end of the [[20th century]], the rapid growth in various systems had been consolidated and standardized on relatively few platforms and users were beginning to export the concept of viewing GIS data over the Internet, requiring data format and transfer standards. More recently, there is a growing flavor of free, opensource GIS packages such as [[GRASS GIS]] and [[Quantum GIS]] which run on a range of operating systems and can be customised to perform specific tasks . ==Techniques used in GIS== ===Data Creation=== Modern GIS technologies use digital information, for which various digitized data creation methods are used. The most common method of data creation is digitization, where a hardcopy map or survey plan is transferred into a digital medium through the use of a [[computer-aided drafting]] (CAD) program, and georeferencing capabilities. ===Relating information from different sources=== If you could relate information about the rainfall of your [[state]] to aerial photographs of your [[county]], you might be able to tell which wetlands dry up at certain times of the year. A GIS, which can use information from many different sources in many different forms, can help with such analyses. The primary requirement for the source data consists of knowing the locations for the variables. Location may be annotated by x,y, and z coordinates of [[longitude]], [[latitude]], and [[elevation (geography)|elevation]], or by other [[geocode]] systems like [[ZIP Code]]s or by highway [[mile marker]]s. Any variable that can be located spatially can be fed into a GIS. Several computer [[database]]s that can be directly entered into a GIS are being produced by government agencies and non-government organizations{{fact}}. Different kinds of data in map form can be entered into a GIS. A GIS can also convert existing digital information, which may not yet be in map form, into forms it can recognize and use. For example, digital [[satellite images]] generated through [[remote sensing]] can be analyzed to produce a map-like [[layer]] of digital information about vegetative covers. Another fairly developed resource for naming GIS objects is the [[Getty Thesaurus of Geographic Names]] ([[GTGN]]), which is a structured vocabulary containing around 1,000,000 names and other information about places[http://gis.ednet.ns.ca/gis_uses_in_US.htm]. Likewise, [[census]] or hydrologic tabular data can be converted to map-like form, serving as layers of thematic information in a GIS. ===Data representation=== GIS data represents real world objects (roads, land use, elevation) with digital [[data]]. Real world objects can be divided into two abstractions: discrete objects (a house) and continuous fields (rain fall amount or elevation). There are two broad methods used to store data in a GIS for both abstractions: Raster and Vector. [[Image:geabios3d.jpg|framed|right|300px|Digital Elevation Model (DEM) + Map (image) + Vector data]] [[Bit array|Raster]] data type consists of rows and columns of cells where in each cell is stored a single value. Most often, raster data are images ([[Raster graphics|raster]] images), but besides just color, the value recorded for each cell may be a discrete value, such as land use, a continuous value, such as rainfall, or a [[null]] value if no data is available. While a raster cell stores a single value, it can be extended by using raster bands to represent RGB (red, green, blue) colors, colormaps (a mapping between a thematic code and RGB value), or an extended attribute table with one row for each unique cell value. The resolution of the raster dataset is its cell width in ground units. For example, in a [[LIDAR]] raster image, each cell may be a pixel that represents an area of 3 meters by 3 meters. Usually cells represent square areas of the ground, but other shapes can also be used. [[Vector graphics|Vector]] data type uses geometries such as points, lines (series of point coordinates), or polygons, also called areas (shapes bounded by lines), to represent objects. Examples include property boundaries for a housing subdivision represented as polygons and well locations represented as points. Vector features can be made to respect spatial integrity through the application of topology rules such as 'polygons must not overlap'. Vector data can also be used to represent continuously varying phenomena. [[Contour line]]s and [[triangulated irregular network]]s (TIN) are used to represent [[elevation]] or other continuously changing values. TINs record values at point locations, which are connected by lines to form an irregular mesh of triangles. The face of the triangles represent the terrain surface. There are advantages and disadvantages to using a raster or vector data model to represent reality. Raster datasets record a value for all points in the area covered which may require more storage space than representing data in a vector format that can store data only where needed. Raster data also allows easy implementation of overlay operations, which are more difficult with vector data. Vector data can be displayed as [[vector graphics]] used on traditional maps, whereas raster data will appear as an [[image]] that may have a blocky appearance for object boundaries. Additional non-spatial data can also be stored besides the spatial data represented by the coordinates of a vector geometry or the position of a raster cell. In vector data, the additional data are attributes of the object. For example, a forest inventory polygon may also have an identifier value and information about tree species. In raster data the cell value can store attribute information, but it can also be used as an identifier that can relate to [[record (computer science)|records]] in another table. ===Data capture=== Data capture—entering information into the system—consumes much of the time of GIS practitioners. There are a variety of methods used to enter data into a GIS where it is stored in a digital format. Existing data printed on paper or [[PET film (biaxially oriented)|PET film]] maps can be [[digitizer|digitized]] or scanned to produce digital data. A digitizer produces vector data as an operator traces points, lines, and polygon boundaries from a map. [[Image scanner|Scanning]] a map results in raster data that could be further processed to produce vector data. [[Surveying|Survey]] data can be directly entered into a GIS from digital data collection systems on survey instruments. Positions from a [[Global Positioning System]] (GPS), another survey tool, can also be directly entered into a GIS. [[Remote sensing|Remotely sensed]] data also plays an important role in data collection and consist of sensors attached to a platform. Sensors include [[camera]]s, digital scanners and [[LIDAR]], while platforms usually consist of aircraft and [[satellite]]s. The majority of digital data currently comes from photo interpretation of [[Aerial photography|aerial photographs]]. [[Soft copy workstation]]s are used to digitize features directly from [[Stereoscopy|stereo pairs]] of digital photographs. These systems allow data to be captured in 2 and 3 dimensions, with elevations measured directly from a stereo pair using principles of [[photogrammetry]]. Currently, analog aerial photos are scanned before being entered into a soft copy system, but as high quality digital cameras become cheaper this step will be skipped. Satellite remote sensing provides another important source of spatial data. Here satellites use different sensor packages to passively measure the reflectance from parts of the [[electromagnetic spectrum]] or radio waves that were sent out from an active sensor such as [[radar]]. Remote sensing collects raster data that can be further processed to identify objects and classes of interest, such as land cover. When data is captured, the user should consider if the data should be captured with either a relative accuracy or absolute accuracy, since this could not only influence how information will be interpreted but also the cost of data capture. In addition to collecting and entering spatial data, attribute data is also entered into a GIS. For vector data, this includes additional information about the objects represented in the system. After entering data into a GIS, it usually requires editing, to remove errors, or further processing. For vector data it must be made "topologically correct" before it can be used for some advanced analysis. For example, in a road network, lines must connect with nodes at an intersection. Errors such as undershoots and overshoots must also be removed. For scanned maps, blemishes on the source map may need to be removed from the resulting raster. For example, a fleck of dirt might connect two lines that should not be connected. ===Raster to Vector Translation=== '''Data''' restructuring can be performed by a GIS to convert data into different formats. For example, a GIS may be used to convert a satellite image map to a vector structure by generating lines around all cells with the same classification, while determining the cell spatial relationships, such as adjacency or inclusion. More advanced data processing can occur with [[image processing]], a technique developed in the late 1960s by [[NASA]] and the private sector to provide [[contrast enhancement]], false colour rendering and a variety of other techniques including use of two dimensional [[Fourier transforms]]. Since digital data are collected and stored in various ways, the two data sources may not be entirely compatible. So a GIS must be able to convert [[geographic data]] from one structure to another. ===Projections, coordinate systems and registration=== A property ownership [[map]] and a soils map might show data at different scales. Map information in a GIS must be manipulated so that it registers, or fits, with information gathered from other maps. Before the digital data can be analyzed, they may have to undergo other manipulations—projection and coordinate conversions, for example—that integrate them into a GIS. The earth can be represented by various models, each of which may provide a different set of coordinates (e.g., latitude, longitude, elevation) for any given point on the earth's surface. The simplest model is to assume the earth is a perfect sphere. As more measurements of the earth have accumulated, the models of the earth have become more sophisticated and more accurate. In fact, there are models that apply to different areas of the earth to provide increased accuracy (e.g., North American Datum, 1983 - NAD83 - works well in North America, but not in Europe). See [[Datum]] for more information. ''Projection'' is a fundamental component of [[map making]]. A [[map projection|projection]] is a mathematical means of transferring information from a model of the Earth, which represents a three-dimensional curved surface, to a two-dimensional medium—paper or a computer screen. Different projections are used for different types of maps because each projection particularly suits certain uses. For example, a projection that accurately represents the shapes of the continents will distort their relative sizes. See [[Map projection]] for more information. Since much of the information in a GIS comes from existing maps, a GIS uses the processing power of the computer to transform digital information, gathered from sources with different projections and/or different coordinate systems, to a common projection and coordinate system. <!-- TODO: move to data manipulation and Relating information. --> ===Spatial analysis with GIS=== ====Data modeling==== It is difficult to relate wetlands maps to rainfall amounts recorded at different points such as airports, television stations, and high schools. A GIS, however, can be used to depict two- and three-dimensional characteristics of the Earth's surface, subsurface, and atmosphere from information points. For example, a GIS can quickly generate a map with [[isopleth]] lines that indicate differing amounts of rainfall. Such a map can be thought of as a rainfall contour map. Many sophisticated methods can estimate the characteristics of surfaces from a limited number of point measurements. A two-dimensional contour map created from the surface modeling of rainfall point measurements may be overlaid and analyzed with any other map in a GIS covering the same area. Additionally, from a series of three-dimensional points, or digital elevation model, isopleth lines representing elevation contours can be generated, along with slope analysis, shaded relief, and other elevation products. Watersheds can be easily defined for any given reach, by computing all of the areas contiguous and uphill from any given point of interest. Similarly, an expected thalweg of where surface water would want to travel in intermittent and permanent streams can be computed from elevation data in the GIS. ====Topological modeling==== In the past years, were there any gas stations or factories operating next to the swamp? Any within two miles and uphill from the swamp? A GIS can recognize and analyze the spatial relationships that exist within digitally stored spatial data. These topological relationships allow complex spatial modelling and analysis to be performed. Topological relationships between geometric entities traditionally include adjacency (what adjoins what), containment (what encloses what), and proximity (how close something is to something else). ====Networks==== If all the factories near a wetland were accidentally to release chemicals into the river at the same time, how long would it take for a damaging amount of pollutant to enter the wetland reserve? A GIS can simulate the routing of materials along a linear network. Values such as slope, speed limit, or pipe diameter can be incorporated into network modelling in order to represent the flow of the phenomenon more accurately. Network modelling is commonly employed in [[transportation planning]], [[hydrology]] modelling, and [[infrastructure]] modelling. == Cartography == Wikiversity has a forming [[Learning project]] in [[Topic:Cartography|Cartography]] waiting for your [[Topic talk:Cartography|contributions]]. The term '''[[Wikipedia:Cartography|cartographic modeling]]''' was (probably) coined by Dana Tomlin in his PhD dissertation and later in his book which has the term in the title. C.m. refers to a process where several thematic layers of the same area are produced, processed, and analyzed. Tomlin used raster layers, but the overlay method (see below) can be used more generally. Operations on map layers can be combined into algorithms, and eventually into simulation or optimization models. See also [http://community.wikia.com/wiki/Community_map Community mapping] at [[Wikia]]. ====Map overlay==== The combination of two separate spatial datasets (points, lines or polygons) to create a new output vector dataset. These overlays are similar to mathematical [[Venn diagram]] overlays. A [[union (set theory)|union]] overlay combines the geographic features and attribute tables of both inputs into a single new output. An [[intersection (set theory)|intersect]] overlay defines the area where both inputs overlap and retains a set of attribute fields for each. A [[symmetric difference]] overlay defines an output area that includes the total area of both inputs except for the overlapping area. Data extraction is a GIS process similar to vector overlay, though it can be used in either vector or raster data analysis. Rather than combining the properties and features of both datasets, data extraction involves using a "clip" or "mask" to extract the features of one dataset that fall within the spatial extent of another dataset. In raster data analysis, the overlay of datasets is accomplished through a process known as "local operation on multiple rasters" or "map algebra," through a function that combines the values of each raster's [[matrix (mathematics)|matrix]]. This function may weigh some inputs more than others through use of an "index model" that reflects the influence of various factors upon a geographic phenomenon. ====Automated Cartography==== Digital cartography and GIS both encode spatial relationships in structured formal representations. GIS is used in digital cartography modeling as (semi)automated process of making maps, so called Automated Cartography. In practice, it can be a subset of a GIS, within which it is equivalent to the stage of visualization, since in most cases not all of the GIS functionality is used. Cartographic products can be either in a digital or in a hardcopy format. Powerful analysis techniques with different data representation can produce high-quality maps within short time period. The main problem in Automated Cartography is to use a single set of data to produce multiple products at a variety of scales, a technique known as [[Generalization#Generalization_of_geo-spatial_data|Generalization]]. {{sect-stub}} ====Geostatistics==== See the main [[Geostatistics]] article. Using [[Geostatistics]] to predict fields from points. Point pattern analysis. A way of looking at the statistical properties of spatial data. What makes it unique from other kinds of [[statistics]] is the use of [[graph theory]] and [[Matrix (mathematics)|matrix algebra]] to reduce the number of parameters in the data being analyzed. This is necessary because it is actually the second-order properties of the GIS data that need analyzing. When we measure any phenomena, our observation methods dictate the accuracy of any subsequent analysis. Whether our study is concerned with the nature of traffic patterns in an urban core, or with the analysis of weather patterns over the Pacific, there will always contain a variable or a degree of precision which escapes our measurement; this is determined directly by the scale and distribution of our data collection, or survey methods. In order to apply statistical relevance to spatial analysis, an 'average' must be determined so that points, or gradients, outside of any immediate measurement may be included as to their predicted behavior. Limitations in statistics and data collection mean that it is impossible to directly measure a continuum without the inferential methods of analysis, of which, several forms of interpolation are used in order to predict the behavior of particles and locations not directly measured. [[Image:Dem.jpg|thumb|right|300px|Hillshade model derived from a Digital Elevation Model (DEM) of the Valestra area in the northern Apennines (Italy)]][[Interpolation]] is the process by which a surface is created, usually a raster dataset, through the input of data collected at a number of sample points. There are several forms of interpolation, each which treats the data differently, depending on the properties of the dataset. In comparing interpolation methods, the first consideration should be whether or not the source data will change (exact or approximate). Next is whether the method is subjective, a human interpretation, or objective. Then there is the nature of transitions between points, are they abrupt or gradual. Finally there is whether a method is global, it uses the entire dataset to form the model, or local, an algorithm is repeated for a small section of terrain. [[Digital Elevation Model]]s (DEM), [[Digital terrain model]]s (DTM)<!--NOTE: MERGE OF FORMER TWO HAS BEEN SUGGESTED!-->, [[triangulated irregular network]]s (TIN), Edge finding algorithms, Theissen Polygons, [[Fourier analysis]], [[Weighted moving average]]s, Inverse Distance Weighted, Moving averages<!--SAME LINK AS [[weighted moving average]]-->, [[Kriging]], [[Spline (mathematics)|Spline]], Trend surface analysis. Regionalized variable theory Spatial Autocorrelation Principle: Data collected at any position will have a greater similarity to, or influence on, those locations within its immediate vicinity. {{sect-stub}} ====Geocoding==== Geocoding is calculating spatial locations (X,Y coordinates) from street addresses. A reference theme is required to [[Geocoding|geocode]] individual addresses, such as a road centerline file with address ranges. The individual address locations are interpolated, or estimated, by examining address ranges along a road segment. These are usually provided in the form of a table or database. The GIS will then place a dot approximately where that address belongs along the segment of centerline. For example, an address point of 500 will be at the midpoint of a line segment that starts with address 1 and ends with address 1000. Geocoding can also be applied against actual parcel data, typically from municipal tax maps. In this case, the result of the geocoding will be an actually positioned space as opposed to an interpolated point. It should be noted that there are several (potentially dangerous) caveats that are often overlooked when using interpolation. See the full entry for [[Geocoding]] for more information. Various algorithms are used to help with address matching when the spellings of addresses differ. Address information that a particular entity or organization has data on, such as the post office, may not entirely match the reference theme. There could be variations in street name spelling, community name, etc. Consequently, the user generally has the ability to make matching criteria more stringent, or to relax those parameters so that more addresses will be mapped. Care must be taken to review the results so as not to erroneously map addresses incorrectly due to overzealous matching parameters. ====Reverse geocoding==== Reverse geocoding is the process of returning an estimated street address number as it relates to a given coordinate. For example, a user can click on a road centerline theme (thus providing a coordinate) and have information returned that reflects the estimated house number. This house number is interpolated from a range assigned to that road segment. If the user clicks at the midpoint of a segment that starts with address 1 and ends with 100, the returned value will be somewhere near 50. Note that reverse geocoding does not return actual addresses, only estimates of what should be there based on the predetermined range. ===Data output and cartography=== [[Cartography]] is the design and production of maps, or visual representations of spatial data. The vast majority of modern cartography is done with the help of computers, usually using a GIS. Most GIS software gives the user substantial control over the appearance of the data. Cartographic work serves two major functions: First, it produces graphics on the screen or on paper that convey the results of analysis to the people who make decisions about resources. Wall maps and other graphics can be generated, allowing the viewer to visualize and thereby understand the results of analyses or simulations of potential events. [[Web Map Server]]s facilitate distribution of generated maps via the [[web technology]]. Second, other database information can be generated for further analysis or use. A list of all addresses within 1 mile of a toxic spill for instance. ===Graphic display techniques=== Traditional maps are abstractions of the real world, a sampling of important elements portrayed on a sheet of paper with symbols to represent physical objects. People who use maps must interpret these symbols. [[Topographic map]]s show the shape of land surface with [[contour line]]s; the actual shape of the land can be seen only in the mind's eye. Today, graphic display techniques such as [[shading]] based on [[altitude]] in a GIS can make relationships among map elements visible, heightening one's ability to extract and analyze information. For example, two types of data were combined in a GIS to produce a perspective view of a portion of [[San Mateo County]], [[California]]. *The [[digital elevation model]], consisting of surface elevations recorded on a 30-meter horizontal grid, shows high elevations as white and low elevation as black. *The accompanying [[Landsat]] Thematic Mapper image shows a false-color infrared image looking down at the same area in 30-meter pixels, or picture elements, for the same coordinate points, pixel by pixel, as the elevation information. A GIS was used to register and combine the two images to [[render]] the three-dimensional [[perspective view]] looking down the [[San Andreas Fault]], using the Thematic Mapper image pixels, but shaded using the elevation of the [[landform]]s. The GIS display depends on the viewing point of the [[observer]] and time of day of the display, to properly render the shadows created by the sun's rays at that latitude, longitude, and time of day. ===Spatial ETL=== [[Spatial ETL]] tools provide the data processing functionality of traditional [[Extract, transform, load|Extract, Transform, Load]] (ETL) software, but with a primary focus on the ability to manage spatial data. They provide GIS users with the ability to translate data between different standards and proprietary formats, whilst geometrically transforming the data en-route. ==GIS software== See the [[List of GIS software]]. GIS software is the main method through which geographic data is accessed, transferred, transformed, overlaid, processed and displayed. Various software form integral components of this interface to GIS data. There are numerous commercial, open source and even shareware products that fill these roles. Commercial software is mostly used in industry with [[ESRI]] being the leader, while government and military departments often use custom software, open source products, such as [[GRASS]], or more specialized products. The public and small organizations generally use free GIS readers, rapidly expanding online resources or shareware. === Background === Originally up to the late 1990's, when GIS data was mostly based on large computers and used to maintain internal records, software was a [[stand-alone]] product. However with increased access to the internet and networks and demand for distributed geographic data grew, GIS software gradually changed its entire outlook to the delivery of data over a network. GIS software is now usually marketed as combination of various interoperable applications and [[Application programming interface|API]]'s. === Data Creation === GIS Processing software is used for the task preparing data for use within a GIS. This is transforms the raw or legacy geographic data into a format usable by GIS products. For example an aerial photograph may need to be stretched (orthorectified) so that its pixels align with longitude and latitude gradations (or what ever grid is needed). This can be distinguished from the transformations done within GIS analysis software by the fact that these changes are permanent, more complex and time consuming. This a specialized high-end type of software is generally used by person skilled in [[photogrammetry]] and / or GIS processing aspects of computer science. In addition, [[AutoCAD]], normally used for [[Engineering drawing|draughts]] of engineering projects, can be configured for the editing of vector maps, and has some products that have migrating towards GIS use. It is especially useful as it has strong support for [[digitization]]. Raw geographic data can be edited in many standard database and spreadsheet applications and in some cases a text editor may be used as long as care is taken to properly format data. Examples are [[OrthoEngine]] and [[ArcEditor]]. === Management and Analysis === GIS Analysis software takes GIS data and overlays or otherwise combines it so that the data can be visually analysed. It can output a detailed map, image or movie used to communicate an idea or concept with respect to a region of interest. This is usually used by persons who are trained in cartography, geography or a GIS professional as this type of application is complex and takes some time to master. The software performs transformation on raster and vector data sometimes of differing datums, grid system, or reference system, into one coherent image. It can also analyse changes over time within a region. This software is central to the professional analysis and presentaton of GIS data. Examples are [[ArcMap]] (formerly [[ArcInfo]]), [[XMap]] and [[GRASS]]. === Statistical === GIS Statistical software uses standard database queries to retrieve data and analyse data for decision making. For example, it can be used to determine how many persons of an income of greater than 60,000 live in a given street block. The data is sometimes referenced with postal/zip codes and street locations rather than with geodetic data. This is used by computer scientists and statisticians with CS skills, with an objective of characterizing an area for marketing or governing decisions. Standard [[Database management system|DBMS]] can be used or specialized GIS statistical software. These are many times setup on servers so that they can be queried with web-browsers. Examples are [[MySQL]] or [[ArcSDE]]. === Readers === This is free software that is distributed to allow the public to freely read and view GIS data, either on CD-ROM, downloaded or provided online through dedicated servers. It is easy to use and emphesizes global coverage, visible light raster data and accessible vector data. [[Google Earth]], [[ArcReader]] and [[Geopdf|GeoPDF]] are examples. === Web API === This is the evolution of the scripts that were common with most early GIS systems. An application programming interface is a set of subroutines (organized as object oriented programming) designed to perform a specific task. GIS API's are designed to manage GIS data for its delivery to a web browser client from a GIS server. They are accessed with commonly used scripting language such as VBA or javascript. They are used to build a server system for the delivery of GIS that is to made available over an intranet or publicly over the internet. === Mobile Transfer === While not strictly a GIS application, there are applications that take GIS data and format and transfer that data in a scaled down, limitation-aware manner to [[PDA]] and [[GPS]] Receiver devices so they can be used for field applications. ===Open Source GIS Software=== Most requirements that can be set for a GIS can be satisfied with free or [[open-source software]]. Recently an international foundation ([http://www.osgeo.org OSGEO]) was started to support and build the highest-quality open source geospatial software. With the broad use of non-proprietary and open data formats such as the Shape File format for vector data and the Geotiff format for raster data, as well as the adoption of Open Geospatial Consortium (OGC) protocols such as Web Mapping Service (WMS) and Web Feature Service (WFS), development of open source software continues to evolve, especially for web and [[web service]] oriented applications. Well-known open source GIS software includes [[GRASS GIS]], [[Quantum GIS]], [[MapServer]], [[GDAL|GDAL/OGR]], [[PostGIS]], [[uDig]], [[OpenJUMP]], [[gvSIG]], etc. ==The future of GIS== [[Image:GeaBiosOpenLaszloSatelliteMappingApplication2.PNG|thumb|right|400px|[[GeaBios]] - tiny [[Web Map Service|WMS]]/[[Web Feature Service|WFS]] client ([[Adobe Flash|Flash]]/[[DHTML]])]] Many disciplines can benefit from GIS technology. An active GIS market has resulted in lower costs and continual improvements in the hardware and software components of GIS. These developments will, in turn, result in a much wider use of the technology throughout science, government, [[business]], and [[industry]], with applications including [[real estate]], [[public health]], [[crime mapping]], [[national defense]], [[sustainable development]], [[natural resources]], transportation and logistics. GIS is also diverging into [[Location Based Services]] (LBS). LBS allows GPS enabled mobile devices to display their location in relation to fixed assets (nearest restaurant, gas station, fire hydrant), mobile assets (friends, children, police car) or to relay their position back to a central server for display or other processing. These services continue to develop with the increased integration of GPS functionality with increasingly powerful mobile electronics (Cell phones, PDA's, Laptops). ===OGC standards=== [[Open Geospatial Consortium]] (OGC) in short is an international industry consortium of 333 companies, government agencies and universities participating in a consensus process to develop publicly available geoprocessing specifications. Open interfaces and protocols defined by OpenGIS Specifications support interoperable solutions that "geo-enable" the Web, wireless and location-based services, and mainstream IT, and empower technology developers to make complex spatial information and services accessible and useful with all kinds of applications. ''Compliant Products'', that is, software products that comply to OGC's OpenGIS® Specifications. When a product has been tested and certified as compliant through the OGC Testing Program, the product is automatically registered as "compliant" on this site. ''Implementing Products'', that is, software products that implement OpenGIS Specifications but have not yet passed a compliance test. (Compliance tests are not available for all specifications.) Developers can register their products as implementing draft or approved specifications. (OGC reserves the right to review and verify each entry.) {{sect-stub}} ===Web mapping=== [[Google Maps]] is different from other [[web map server]]s (like [[MapQuest]], [[Yahoo! Maps]], or [http://www.randmcnally.com/ Rand McNally]) because Google Maps exposes an [[Application programming interface|API]] that enables users to associate attributes with interactive maps. This is in effect a GIS. However Google Maps is largely "point" oriented and other than using different point markers, you have to click on the markers to get the metadata. ===Global change and [[climate]] history program=== Maps have traditionally been used to explore the Earth and to exploit its resources. GIS technology, as an expansion of cartographic science, has enhanced the efficiency and analytic power of traditional mapping. Now, as the scientific community recognizes the environmental consequences of human activity, GIS technology is becoming an essential tool in the effort to understand the process of global change. Various map and satellite information sources can combine in modes that simulate the interactions of complex natural systems. Through a function known as visualization, a GIS can be used to produce images - not just maps, but drawings, animations, and other cartographic products. These images allow researchers to view their subjects in ways that literally never have been seen before. The images often are equally helpful in conveying the technical concepts of GIS study-subjects to non-scientists. ===Adding the dimension of time=== The condition of the Earth's surface, atmosphere, and subsurface can be examined by feeding satellite data into a GIS. GIS technology gives researchers the ability to examine the variations in Earth processes over days, months, and years. As an example, the changes in vegetation vigor through a growing season can be animated to determine when drought was most extensive in a particular region. The resulting graphic, known as a normalized vegetation index, represents a rough measure of plant health. Working with two variables over time would then allow researchers to detect regional differences in the lag between a decline in rainfall and its effect on vegetation. GIS technology and the availability of digital data on regional and global scales enable such analyses. The satellite sensor output used to generate a vegetation graphic is produced by the [[Advanced Very High Resolution Radiometer]] (AVHRR). This sensor system detects the amounts of energy reflected from the Earth's surface across various bands of the spectrum for surface areas of about 1 square kilometer. The satellite sensor produces images of a particular location on the Earth twice a day. AVHRR is only one of many sensor systems used for Earth surface analysis. More sensors will follow, generating ever greater amounts of data. GIS and related technology will help greatly in the management and analysis of these large volumes of data, allowing for better understanding of terrestrial processes and better management of human activities to maintain world economic vitality and environmental quality. In addition to the integration of time in environmental studies, GIS is also being explored for its ability to track and model the progress of humans throughout their daily routines. A concrete example of progress in this area is the recent release of time-specific population data by the [[US Census]]. In this data set, the populations of cities are shown for daytime and evening hours highlighting the pattern of concentration and dispersion generated by North American commuting patterns. The manipulation and generation of data required to produce this data would not have been possible without GIS. == Learning projects== *[[Paducah2020]] - an urban engineering project which includes a '''pilot project''' to map the [[w:Tennessee Valley Divide|Tennessee Valley Divide]] from its lowest elevations in [[w:Paducah, Kentucky|Paducah]] USA to its crest in the [[w:Blue Ridge Mountains|Blue Ridge Mountains]] of [[w:Virginia|Virginia]]. The divide passes through eight US States and divides hundereds of [[w:watershed|watershed areas]] that drain thousands of square miles. *[[Topic:Cartography]] - proposed [[Wikiversity:Learning projects|learning project]] *[[Topic:Geoinformatics]] - [[School:Computer Science]] *... ==See also== Wikipedia articles: *[[w:Cartography|Cartography]] *[[w:Digital raster graphic|Digital raster graphic]] *[[w:Geodesy|Geodesy]] *[[w:Geoinformatics|Geoinformatics]] *[[w:Geographic Information Science|Geographic Information Science]] *[[w:Geoinformation|Geoinformation]] *[[w:Geomatics|Geomatics]] *[[w:Geo (marketing)|Geo]] *[[w:List of GIS software|List of GIS software]] *[[w:Comparison of GIS software|Comparison of GIS software]] *[[w:Open GIS Consortium|Open GIS Consortium]] *[[w:Remote sensing|Remote sensing]] *[[w:Virtual globe|Virtual globe]] *[[w:Topologically Integrated Geographic Encoding and Referencing|Topologically Integrated Geographic Encoding and Referencing]] (TIGER), an US standard for GIS data ==Textbooks== *Berry, J.K. (1993) ''Beyond Mapping: Concepts, Algorithms and Issues in GIS''. Fort Collins, CO: GIS World Books. *Bolstad, P. (2005) ''GIS Fundamentals: A first text on Geographic Information Systems, Second Edition''. White Bear Lake, MN: Eider Press, 543 pp. *Burrough, P.A. and McDonnell, R.A. (1998) ''Principles of geographical information systems''. Oxford University Press, Oxford, 327 pp. [http://www.oup.co.uk/best.textbooks/geography/burrough/] *Chang, K.S. (2005) ''Introduction to Geographic Information System, 3rd Edition''. McGraw Hill. *Heywood, I., Cornelius, S., and Carver, S. (2006) ''An Introduction to Geographical Information Systems''. Prentice Hall. 3rd edition. *Longley, P.A., [[Michael Frank Goodchild|Goodchild, M.F.]], Maguire, D.J. and Rhind, D.W. (2005) ''Geographic Information Systems and Science''. Chichester: Wiley. 2nd edition.[http://www.wiley.com/go/longley/] *Thurston, J., Poiker, T.K. and J. Patrick Moore. (2003) ''Integrated Geospatial Technologies: A Guide to GPS, GIS, and Data Logging''. Hoboken, New Jersey: Wiley. [http://www.wiley.com/WileyCDA/WileyTitle/productCd-0471244090.html] *Wise, S. (2002) ''GIS Basics''. London: Taylor & Francis. *Worboys, Michael, and Matt Duckham. (2004) ''GIS: a computing perspective''. Boca Raton: CRC Press. [http://worboys.duckham.org] *Wheatley, David and Gillings, Mark (2002) ''Spatial Technology and Archaeology. The Archaeological Application of GIS''. London, New York, Taylor & Francis. ==External links== <!-- Please keep this list alphabetized. Thanks! --> *[http://www.fgdc.gov/ Federal Geographic Data Committee] — United States federal government standards agency *[http://www.nga.mil/ National Geospatial-Intelligence Agency] *[http://www.opengis.org/ Open Geospatial Consortium] *[http://www.usgs.gov/ USGS] - U.S. Geological Survey {{Geography navigation}} [[Category:Geography]] [[Category:Geographic Information Systems|*]] [[bg:Географска информационна система]] [[cs:Geografický informační systém]] [[da:GIS]] [[de:Geoinformationssystem]] [[et:Geoinfosüsteem]] [[el:Γεωγραφικά Συστήματα Πληροφοριών]] [[es:Sistema de Información Geográfica]] [[fa:سیستم اطلاعات جغرافیایی]] [[fr:Système d'information géographique]] [[hr:Geografski informacijski sustav]] [[id:Sistem Informasi Geografis]] [[it:Sistema informativo geografico]] [[he:מערכת מידע גאוגרפית]] [[lt:Geografinė informacinė sistema]] [[hu:Földrajzi információs rendszer]] [[nl:Geografisch informatiesysteem]] [[ja:地理情報システム]] [[no:GIS]] [[nn:GIS]] [[pl:System Informacji Geograficznej]] [[pt:Sistema de informação geográfica]] [[ro:GIS]] [[ru:Геоинформационная система]] [[sl:Geografski informacijski sistem]] [[fi:Paikkatietojärjestelmät]] [[sv:GIS]] [[th:ระบบสารสนเทศภูมิศาสตร์]] [[vi:Hệ thống Thông tin Địa lý]] [[uk:Геоінформаційна система]] [[zh:地理信息系统]] 8996 70459 2007-01-11T05:13:59Z JWSchmidt 20 [[Category:Computer Architecture]] This page is a forum for student discussion on the Limit of ILP. == Paper == Base the discussion on following paper (till page 35): [http://www.hpl.hp.com/techreports/Compaq-DEC/WRL-93-6.html Limits of instruction-level parallelism] by David Wall, Nov 1993 == Discussion == You can sign your discussion [[User:Schoeberl|Schoeberl]] 12:50, 9 November 2006 (UTC) === What is the maximum ILP seen? Under which assumptions? === The maximal quoted parallelism in the paper is 1000 which considered highly numerical programs and a machine with unlimited parallelism and an omniscent scheduler. In the study performed by the author the highest seen is 500 for swm256 in the perfect model with unlimited window and cycle size[WRL-93-6-1, p27]. In realistic model this value drops to around 50 as peek performance and 10 for the mean[WRL-93-6-1, p27]. [[User:CWalter|CWalter]] === What is the ''most'' important technique for ILP? === Or in other words: What feature would really hurt ILP when implemented not very well? Jump prediction and specially return prediction has a great impact with a mean of 10 for parallelism. It is also easy to implement (at least in the author's opinion). Branch prediction is also very promising yielding a gain of four with only a small 4-Bit table. === What is the difference between window size and cycle width? === The ''windows size'' is the set of instructions which is examined for simultaneous exection. The ''cycle width'' limits the number of instructions which can be scheduled, i.e. executed. Therefore if the window size is 2k we look at 2048 instructions. Assume we have found 111 instructions which can be parallelized a cycle width of 64 would limit actual parallelism to 64. [[User:CWalter|CWalter]] === Did loop unrolling help? === Isn't ILP the dynamic version of loop unrolling in hardware? Loop unrolling is not the best technique. Looking at the results shown in WRL-93-6 we see that only a few programs performed better [WRL-93-6 , p24]. In some cases loop unrolling did also hurt parallelism. In fact a good branch prediction could replace loop unrolling. The only case where loop unrolling will perform better is when the compiler nows the exact bounds because in this case it could generate the perfect code. Another problem with loop unrolling is that registers are limited and depeding upon the selected depth some registers might have to be saved before entering the loop. This would undo some performance gains.[[User:CWalter|CWalter]] === What is available today? === The paper was written 1993, 13 years from now. How far did we get with ILP today? === Are there limits in the paper? === === How does ILP affect determinism and asynchronous event performance? === If multiple instructions are issued does the processor need to finish all these instructions before handling an external interrupts? And if not what where is the flow interrupted? Does this mean that a processor with an average parallelism of 10 and a cycle time of 10ns has the same interrupt performance as a processor with a parallelism of 1 (none) and a cycle time of 100ns? [[User:CWalter|CWalter]] [[Category:Computer Architecture]] 8997 76858 2007-01-16T01:06:18Z JWSchmidt 20 [[Category:Jewish Studies]] ==Welcome to the Department of Jewish Mysticism-Kabbalah== ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Jewish Studies]] 9003 68150 2007-01-08T14:58:48Z JWSchmidt 20 [[Category:Demography]] Welcome to the School of Demography!<br>Towards a scientfic study of populations ==Operational Units== *[[Topic:Demographic Instruction|Division of Demographic Education (DiviDE)]] *[[Topic:Demographic Research|Population Institute (Pop-I)]] ==Courses/[[Portal:Learning Projects|Projects]]== Learning projects currently being offered in the School of Demography: * [[Theory and Methods of Demography|Introduction to Demography]] ==Planned Courses/Projects== *Techniques of Demographic Analysis *Statistical Analysis of Demographic Data using Statistical Software Packages (SPSS) ==Tasks== * Locate and integrate webresources/ wikibooks into the department. [[Category:Demography]] 9004 68151 2007-01-08T14:59:10Z JWSchmidt 20 [[Category:Demography]] '''Theory and Methods of Demography''' ==Course Outline== ===Nature of Demography=== *What is Demography? *What does a Demographer do? *Sources of Demographic Data *An Overview of the Demographic Methodology ===Theories of Population Change=== *Malthusian Theory *Other theories *Demographic Transition **Western Experience **Experience of the Developing Countries ===Population Composition=== *Sex and Age Structure *Marital Status *Family Strucure and Life Cycle *Household Structure *Labor Force ===Mortality=== ===Fertility=== ===Nuptiality=== ===Migration=== ===Urbanization=== [[User:Rcmallari1|Rcmallari1]] 18:53, 9 November 2006 (UTC) ==Course Content== Lesson 1: '''[[What is Demography?]]''' [[Category:Demography]] 9006 70853 2007-01-12T00:55:36Z JWSchmidt 20 [[Category:Demography]] Demography literally translated from the Greek term means ''a description of people''. On the other hand, the United Nations (UN) Demographic Dictionary describes demography as ''the scientific study of human populations primarily with respect to size, their, structure and their development.'' Demography therefore is concerned with the current size and characteristics of human populations, how they were attained, and how they are changing. Changes in the characteristics of human populations is governed by the three main Population Processes: '''Fertility, Mortality and Migration'''. In turn, when these processes act, there are corresponding Population Outcomes which include changes in Population Size, Age and Sex Structure, and Spatial Organization. While these main processes are the primary concern of demographers, it proves invaluable should these things not be detached from their relationships with other disiplines. As such, demography draws and contributes to the other fields of sciences ranging from Health and Medicine and Teletraffic to the social sciences such as Sociology, Anthropology and Political Science. = What do Demographers do? = Demography includes the study of human populations by statistical methods. Demographers basically deal with the measurements of the number of people in each region of the country: * '''being born''' (hatch) * '''living''' (match) * '''dying''' (dispatch!) Demographers also have to measure * health * fertility * marriage rates * contraception * ageing rate * mortality rate Finally demographers measure '''migrations''': * internal migration = urbanization (or rural-urban migration) * external migration ( --> immigration and emigration --> ). Data from statistical censuses are the basic ''inputs'', but have to be augmented with input from questionnaires and surveys. The trends are extrapolated (projected forwards). The practical purpose is that the ''output'' forms the basis for the prediction of number of customers for public and private services and products. = Further Reading = [http://en.wikipedia.org/wiki/Demography Wikipedia entry on Demography] [[Category:Demography]] 9007 76589 2007-01-15T20:01:16Z JWSchmidt 20 Subdivisions and Departments ==The Division of Demographic Education== The Division of the Demographic Education is the instruction arm of the [[School:Demography|School of Demography]]. It aims to provide an understanding of basic demographic concepts and practices. Furthermore its goal to raise awareness and discussion on special topics related to demography such as Reproductive Health, AIDS, Population Health and the Environment among others. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * .. ===Course Offerings=== * [[Theory and Methods of Demography|Introduction to Demography]] [[Category:Demography]] 9008 69413 2007-01-10T03:43:21Z JWSchmidt 20 [[Category:Demography]] ==The Population Institute== The Population Institute is the research arm of the School of Demography. It aims to become a resource center for demographic data and analysis. The Population Institute is foreseen to become counterpart of the Division of Demographic Education such that it becomes the venue the application of knowledge learned from the DDE by conducting Research Projects in demographic themes. ===Data Set Archive=== Place data sets (censuses/survey) for use of researchers here. *... ===Ongoing Research Projects=== *[[Start a project here]] [[Category:Demography]] 9009 79000 2007-01-20T09:58:48Z 85.210.34.6 /* Department description */ Welcome to the Wikiversity '''Center for Computer Game Design'''. ==Department description== Center for Computer Game Design is a Wikiversity content development project where participants create, organize and develop learning resources for Computer Game Design. The Center for Computer Game Design develops locally organized Learning Projects. They are set up to provide a focus for initial learning activities involved with production tasks required for successful completion of a computer game production. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[CisLunarFreighter]] Applicable Learning Trails that are being activated: *... * insert links to film courses here * insert links section from [http://en.wikiversity.org/wiki/A_Hands-On_Introduction_to_Game_Design_and_Production_Processes] here Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Computer Programming]] 9010 68154 2007-01-08T15:00:57Z JWSchmidt 20 [[Category:Demography]] ==The Division for Demographic Education== DiviDE is the instructional arm of the School of Demography that aims to provide understanding of basic demographic concepts and methods. It also endeavors to raise awareness and discussion of population related topics such as Reproductive Health, HIV/AIDS awareness, Population and the Environment etc. ==Course offerings== * [[topic:Theory and Methods of Demography|Introduction to Demography]] [[Category:Demography]] 9011 70852 2007-01-12T00:55:14Z JWSchmidt 20 [[Category:Demography]] '''Theory and Methods of Demography''' ==Course Outline== ===Nature of Demography=== *What is Demography? *Sources of Demographic Data *An Overview of the Demographic Methodology ===Theories of Population Change=== *Malthusian Theory *Other theories *Demographic Transition **Western Experience **Experience of the Developing Countries ===Population Composition=== *Sex and Age Structure *Marital Status *Family Strucure and Life Cycle *Household Structure *Labor Force ===Mortality=== ===Fertility=== ===Nuptiality=== ===Migration=== ===Urbanization=== [[User:Rcmallari1|Rcmallari1]] 18:53, 9 November 2006 (UTC) ==Course Content== Lesson 1: '''[[What is Demography?]]''' [[Category:Demography]] 9012 68153 2007-01-08T15:00:41Z JWSchmidt 20 [[Category:Demography]] ==Population Institute== While the DiviDE is the instructional arm of the School, the Population Institute is concerned with the application of the concepts and methods acquired, by conducting research, analysis, and exchange of demographic information. ===Data Set Archive=== *[[Post Your DataSets here]] ===Ongoing Research=== *[[Topic:Ongoing Demo Research|Start a Research Group here]] ===Research Outputs=== *[[Topic:Demographic Research Output|Place your findings here]] [[Category:Demography]] 9014 45943 2006-11-16T00:21:19Z Sebmol 14 template update == Summary == A photo by [http://flickr.com/photos/iboy_daniel/77412822/ iBoy Daniel] == Licensing == {{Cc-by-2.5}} 9017 45942 2006-11-16T00:20:58Z Sebmol 14 template update == Summary == Meeting with Grad Students in Second Life - a photo by [http://flickr.com/photos/pathfinderlinden/157712296/ Pathfinder Linden] ''I spoke at a weekly meeting held by grad students who are using Second Life as part of their academic research. My discussion focused on the importance of research ethics in virtual worlds. Fantastic group of folks, and they have an excellent wiki with more information about their work: www.simteach.com/wiki/index.php?title=Second_Life_Grad_St... '' == Licensing == {{Cc-by-2.5}} 9018 44244 2006-11-09T22:23:57Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 9019 44257 2006-11-09T23:28:32Z Master.signal 2932 fractions of a square model == Summary == fractions of a square model == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9038 77781 2007-01-17T16:58:42Z Kealakekua 5466 Greetings are very important to know in Japan. It is something even Japanese people don't truly master, and yet it is a huge and important subject. This short lesson will go over the easier and more useful forms of address and greetings. Literal meanings are given in brackets. ===Saying Hello!=== Saying hello takes many different forms, depending on the time of day. The Japanese have no one word for hello, they instead have three major greetings based on morning, afternoon, and evening. ;Good Morning! :"おはようございます" "Ohayou-gozaimasu!" or simply "Ohayou!" (it is early) ;Good Afternoon! :"こんにちは" "Konnichiwa!" (this day) ;Good Evening! :"こんばんは" "Konbanwa!" (this night) Now that wasn't too painful, was it? There's one more thing you should know how to say along these lines, and that's good night, used before someone goes to bed. ;Good Night :"おやすみなさい" "Oyasuminasai" or just "おやすみ" "Oyasumi!" (Take a rest!) Use "Ohayou" from waking to about 12:00, "Konnichiwa" until dusk, "Konbanwa" throughout the evening, and "Oyasumi" only before bed or sleeping. ===Saying Goodbye!=== Goodbye is done in two ways. Say "Sayonara" for goodbyes that are more formal or more permanent. A simple informal "bye bye" is fine for friends. Occasionally you will hear friends use "Ja ne," which is tough to translate. Literally, it would probably be more akin to "well, all right then," but it is employed in the same way as we would say bye bye. ===Please and Thank you=== Please has multiple ways of manifesting itself, as does Thank you, but keep in mind the two simple forms of these terms until the Honourifics section. Please is said as "Kudasai" or "Onegaishimasu." Thank you is "Arigatou." Further expansion on this subject of thanks and requests will be dealt with in the Honourifics section as the giving and receiving of gifts is an important part of Japanese culture, and the language thereof is both more slightly complex and very flowery. It tends to be very nice though, and one begins to enjoy hearing exchanges of go-aisatsu (greetings). [[Category:Japanese]] 9040 75270 2007-01-13T17:23:10Z Balloonguy 338 added see also =How to Pronounce Japanese Words Written in Roma-ji (Roman Letters)= The Japanese alphabet is divided up into rows of syllables which end with one of five vowel sounds, with a few exceptions. The order of the Japanese alphabet is almost like a grid with vowels forming columns and consonant forming rows. <table border=1> <CAPTION><EM>Japanese Sounds (The 50 Sounds)</EM></CAPTION> <TR><TH>Vowels<TD>A<TD>I<TD>U<TD>E<TD>O <TR><TH>K (G)<TD>KA (GA)<TD>KI (GI)<TD>KU (GU)<TD>KE (GE)<TD>KO (GO) <TR><TH>S (Z)<TD>SA (ZA)<TD>SHI (JI)<TD>SU (ZU)<TD>SE (ZE)<TD>SO (ZO) <TR><TH>T (D)<TD>TA (DA)<TD>CHI (ZHI)<TD>TSU (DZU)<TD>TE (DE)<TD>TO (DO) <TR><TH>N<TD>NA<TD>NI<TD>NU<TD>NE<TD>NO <TR><TH>H (B, P)<TD>HA (BA) (PA)<TD>HI (BI) (PI)<TD>FU (BU) (PU)<TD>HE (BE) (PE)<TD>HO (BO) (PO) <TR><TH>R<TD>RA<TD>RI<TD>RU<TD>RE<TD>RO <TR><TH>Y<TD>YA<TD> <TD>YU<TD> <TD>YO <TR><TH>M<TD>MA<TD>MI<TD>MU<TD>ME<TD>MO <TR><TH>W<TD>WA<TD> <TD> <TD> <TD>(W)O <TR><TH>N - no vowel<TD>N </TABLE> The sounds in brackets () you see above are the modified sounds of each syllable. In Japanese proper, these changes in sound would be denoted by the same character only with diacritic ("ten-ten") marks beside them. The sound that is produced is the voiced version of the original unvoiced character. ===Vowels=== Are pronounced as they would be in an ideal world. *A: sounds like "a" as in f'''a'''ther *I: sounds like "ea" as it '''ea'''t *U: sounds like "u" in English f'''oo'''d *E: sounds like "eh" for we Canadians, but for others say "e" as in carp'''e''' diem *O: sounds like "ough" as in d'''ough''' ===Consonants=== Should all be pronounced as in English with four exceptions: G, F, R, N. G and F are not very important as their sound does not vary very noticibly between the two languages, but the G sound is made almost like "ng" depending on the age of the speaker and, in certain cases, dialect. Nowadays, it is beginning to sound more like our gutturatter g, but the older folks may still say "ng", which was also taught in many Japanese grammar classes. The F sound is spoken as if it were a combination of both H+F. Remember that it is part of the Ha-gyo (the line of sounds starting with H), so a similarity to H is only sensible. R is trilled once and once only making it sound deceptively like a "D" to untrained listeners. It may also give off the effect of an "L" sound when sung by modern J-pop vocalists. N is another sound that is not much different between us, but in Japan, I was told to close my mouth when saying N. It takes on more of a sound like "M," but is still recognizable if not by sound by place. There are times when N becomes an M as well. More on that later. ===Permutations and Combinations=== Japanese sounds are mathematically (as the section name implies) changed according to simple rules of pronunciation and grammar. First I will cover the change of N to M as discussed in the previous paragraph: '''N-M''': When an N appears before the consonant B, P or M in a word, it will be pronounced as M. This course will be giving the actual Japanese spellings of words and you will have to remember this for future reference. '''Double letters''': Pronounce any doubled letters as if there is a break between them. Thus Kata (form) is kah-tah, and Katta (bought) is Kat-tah. Pronounce both consonants. In vowels, this can extend the length of a vowel, such as in the word "-oki" (a place to put things) versus "ookii" (big). All vowels must be pronounced (which will shift the stress in the word) to make the word clear. '''Combinations''': This cannot be seen in Roma-ji, but is noticeable in Japanese lettering proper. Sometimes the letters Ya, Yu, and Yo are put with other letters containing the vowel "I." The Ya, Yu, and Yo are in a smaller form than the modified letter, and appear second in reading order. This melds the two together as one. Examples: *Ki (spirit) +yo =Kyo (today) *Ni (2) +yo =Nyo (urine) *Shi (4) +yu =Shyu-or just shu (week) Note also that words which combine the letters o+u in that order (such as Ohayou in the next section) are simply pronounced as if they were a long o sound. Other combined vowels will be pronounced with as much separation as possible. If it says ai, it means "ah-ee" not "ay." ===The Ghostly "U"=== "U" is sometimes silent at the end of words in Japanese. Most words that end in u are pronounced this way. Thus "Gozaimasu" will be pronounced "Gozaimass". ==See Also== *[[w:Japanese phonology|Japanese phonology]] [[Category:Japanese]] 9042 70122 2007-01-10T22:56:08Z JWSchmidt 20 [[Category:Oncology]] This site was started during the ASTRO 2006 Conference in Philadelphia to facilitate sharing of information by residents for the ABR Clinical Board Exams. Topics are arranged by clinical disease site, as defined on the ABR website. Please feel free to edit, add, or modify any topic. Highlighted text reflects topics tested during exams dating back to 1999. == Clinical Topics == ==='''PEDIATRICS'''=== ====Retinoblastoma ==== ====Wilms tumor ==== ====Neuroblastoma ==== ====Rhabdomyosarcoma and other soft tissue sarcomas ==== ====Lymphomas ==== ====Leukemias ==== ====Histocytosis X ==== ====Ewing ’s sarcoma and other bone tumors ==== ====Pediatric solid tumors ==== ====Soft-tissue sarcoma ==== ====Germ cell tumor ==== ====Hepatic tumor ==== ====Osteosarcoma ==== ====Hodgkin's disease ==== ==='''Pediatric CNS Tumors'''=== Medullooblastoma Astrocytoma (glioma) low grade Astrocytoma, high grade Brain stem glioma Ependymoma Pineal/Germ cell Craniopharyngioma Optic tract Other ==='''Gastrointestinal (GI) Tract'''=== Esophagus Stomach Small bowel Colon/rectum Anus Pancreas Biliary tract Liver Other ==='''Gynecology'''=== Cervix Endometrium/uterus Ovaries & fallopian tubes Vagina Vulva Other ==='''Genitourinary (GU) Tract'''=== ====Prostate ==== Bladder Testes/seminoma Testes/nonseminoma Kidneys Ureter Urethra Penis Other ==='''Lymphomas & Leukemias'''=== Hodgkin disease Non-Hodgkin lymphoma Leukemia Multiple myeloma/plasmacytoma Total body irradiation Total skin irradiation Radioimmunotherapy Other ==='''Head, Neck and Skin'''=== Larynx Oral cavity Oropharynx Hypopharynx Nasopharynx Salivary glands Orbits Temporal bone Skin Thyroid gland Other ==='''Lung/Mediastinum'''=== Non-small cell cancer Small cell cancer Superior sulcus tumor Thymomas and/or other mediastinum tumors Other ==='''Breast'''=== Early-stage breast cancer Locally advanced breast cancer Inflammatory breast cancer Carcinoma in situ, ductal and lobular Locally recurrent breast cancer Metastatic breast cancer Other ==='''Bone & Soft Tissue'''=== Osteosarcoma and/or chondrosarcoma Ewing ’s sarcoma Other bone tumors Soft tissue sarcomas Desmoid tumor Kaposi’s sarcoma Other ==='''Central Nervous System ( CNS)'''=== Astrocytoma, low grade Astrocytoma, high grade Medulloblastoma Brainstem glioma Ependymoma Pineal Brain Lymphoma Meningioma Pituitary Spinal cord Craniopharyngioma Arteriovenous malformation (AVM) Optic tract Oligodendroglioma Other ==='''Palliation'''=== Skeletal metastases Brain metastases Cord compression Vena cava syndrome Hemostases Relief of obstruction Other ==='''Biostatistics'''=== Study design Definitions of statistical terms General interpretation & analysis Survival curves Specificity/sensitivity Tests of significance Phase III studies (randomized) Retrospective trials/historical controls Phase I & II studies (nonrandomized case control studies) Multiple trials/metaanalysis Lab tests/x-ray studies Other ==='''Miscellaneous'''=== Ethics Intravascular brachytherapy Questions that do not relate to specific anatomical sites as listed above Other applications of irradiation [[Category:Oncology]] 9043 80322 2007-01-23T13:42:00Z Dnjkirk 1833 /* Particles and Sentence Structure */ =Particles and Sentence Structure= The particle is an element in Japanese language which is foreign to the ideas of many an English speaker. A particle is a pseudo-word which has no meaning, but a function in maintaining order in a sentence. Particles are invariably one syllable. Particles tie directly into the concept of sentence structure, as they are used to mark where certain parts of the sentence lie in relation to others. The は particle denotes subject, the を particle denotes an object, etc. Japanese sentence structure is Subject, Object, Verb. That's all you should really worry about in Japanese, as the rest of the sentence can be in horrible repair, but as long as the Subject is first, Verb last with the Object somewhere in the middle, and so far as an introductory course is concerned, YOU'RE SPEAKING JAPANESE!! The particles are as follows: *wa（は） - subject marker (note that when は is used as a particle it is pronouced "wa" not "ha") *ga（が） - object marker; usually animate, also means "but" *(w)o（を） - direct object (usually inanimate) (note when を is used as a particle it is pronouned "o" not "wo") *mo（も） - "also" (substitutes for wa, ga, or wo) *no（の） - possessive (could substitute "'s") *na（な） - marks an adjective that, typically, is derived from a foreign language *de（で） - "by means of", "in"/"at" for actions, "and" (not used often) *ni（に） - denotes place, "in"/"at" for existence *to（と） - "and", object of "say" or "think" *ya（や） - "and" for a list *(h)e（へ） - destination "to," interchangeable with に (note when へ is used as a particle it is pronounced "e" not "he" *ka（か） - question mark (polite), sometimes used as "or" ==Explanation== Read [[b:Japanese/Grammar/Basic Particles|Basic Particles]] and [[b:Japanese/Grammar/More Particles|More Particles]] on how to use these particles. ==Assignment== *Learn all the particles ==See also== *[[w:Japanese particles]] {{1lvlnav|[[Beginner Japanese]]|Japanese Existence and Copula|}} [[Category:Japanese]] 9045 68417 2007-01-08T23:01:19Z Balloonguy 338 clean up ([[Project:AWB|AWB]]) '''Pronouns in Japanese''' are mathematically laid out and easily comprehensible. They are made in relation to relative location in general. The base prefixes for relative location used in Japanese pronouns are: *Ko- here (closer to me than you) *So- there (closer to you then me) *A- over there (far from both of us) In order to actually make pronouns you will need a root word to tack this onto. They are as follows: ==Location== is based on the root "-ko". If we wish to say the Japanese word for "here" we would say "koko". "There" is "soko", and "over there" is "asoko". The "asoko" word is the only real exception to the regular combination of the pronoun bits I know there to be in the construction of pronouns. In colloquial Japanese, you can also say "kochi," "sochi," and "achi." ==Things== have the root "-re" or "-no". Thus, "this" is "kore", "that" is "sore", and "that over there" is "are". These words are used as subjects in a sentence only. The words "kono", "sono" and "ano" which mean the same respectively, are used as adjectives. The difference can be characterized by reading the following: *This is a dog. (use as subject) *This dog is brown. (use as adjective for subject) ==People== are "-itsu", thus koitsu, soitsu and aitsu mean "this person", "that person", and "that person over there." These are not terms used in polite speech, but it is useful to see that the ko- so- a- structure carries over. Other forms of first, second and third person reference exist, and they are listed below: <table border=1> <CAPTION><EM>Japanese Pronouns</EM></CAPTION> <TR><TH>me or I<TD>Watashi (standard) Watakushi (humble) Boku (young boys and some men only) Atashi (women and girls only) Atakushi (women and girls only, but extra humble) Ore (reserved for men to use in friendly circumstances) Jibun ("myself", usually reserved for military use) Ware Ware ("us", very military) <TR><TH>you<TD>Anata (standard) Anta (less formal, how a wife addresses her husband) Kimi (how you might address a chil or close friend) <TR><TH>he/she<TD>Kare/Kanojo </TABLE> Plurals: In order to pluralize either "I" or "you", affix the suffix "-tachi". Saying "Watashi-tachi" means "we", "Anata-tachi" means "you guys". The words for "he" and "she" can be pluralized by adding "-ra". "Karera" is "those guys", "kanojora" is "those girls." Kanojora is virtually never heard, but most Japanese people I asked said it would work. [[Category:Japanese]] 9047 44564 2006-11-10T20:38:38Z Xlbnushk 2491 =Godan Verbs= Japanese Verbs are very easy to put together, especially the Godan ones. Remember the order of vowels from the Pronunciation guide? Just to refresh your memory, they go A, I, U, E, O. There are 5 sounds obviously, and it is this number that the conjugation gets its name from. "Go" means "5," and "dan" means "stage." Japanese verbs have a different style of conjugation completely than our verbs. They conjugate to express not only time, but certain feelings we would express using more words. Godan verbs are ALL verbs that do not end with "-iru" or "-eru", and are not "suru" or "kuru." All verbs ending with the letters -iru and -eru are ichidan verbs (one stage), and "kuru" and "suru" are the only two irregular verbs in Japanese. The conjugation follows this pattern: *A negative form *I infinitive form *U dictionary form *E conditional form *O "let's" or "volitional" form In order to show you how this works, let's select one godan verb: Iku, which means "to go" and follow it through a full five conjugations. Conjugation deals only with changing the vowel at the end of the original dictionary form verb, and sometimes adding a suffix. The Dictionary form is so called because this is the way you will find a verb in the dictionary, it will always end with "u" in this form without exception. ===Negative=== Iku, when changed to negative, must first take the vowel with which this form is associated as its last vowel. Since the negative form is associated with A, Iku drops the "u" from its dictionary form past and becomes "Ika". In a case where you have a word like Au, (to meet) you will note that this would turn into "aa-nai" in the negative under these rules. For such silliness an escape is provided. the "a" you add on in the end becomes "wa" thus, "Awa-nai". Remebering that the raw verb of Iku begins in the dictionary form (u-form) is tantamount to remembering that you do not add the vowel in conjugation, you replace it. Iku becomes Ika. The next step is to add the negative suffix to the word Ika. This suffix is "nai." The negative form of Iku is Ikanai: "not go." ===Infinitive=== Infinitive form is the form onto which you may add either other verbs, other levels of honour, or both. It is also the base form from which the standard "desu-masu" Japanese is spoken. This is the kind of Japanese this course will teach you. The ininitive form is almost a stand-alone form. You can speak using only what is provided in this conjugation almost without need for others in very basic Japanese. In order to change the dictionary form to infinitive form, we drop the "u" and add "i", making our "Iku" become "Iki". Onto the new-made "Iki" we affix "-masu" as a suffix, making the complete word Ikimasu: "go". As I said, this form is pretty stand-alone, and onto the positive for this form, you may add another suffix to make it negative. Change the "-masu" to "-masen" and you have your negative: Ikimasen, meaning "not go". ===Dictionary=== As said previously, dictionary form is the standardized form for finding verbs in dictionaries. This is the form that has all verbs, regardless of conjugation schemes, with a "u" at the end invariably. ===Imperative/Conditional=== The E form is used in giving commands, suggestions, or making hypothetical statements. There is occasionally no suffix to this form. To change Iku to the imperative, drop the "u" and add "e." The imperative form of "Iku" is "Ike." DO NOT SAY IKE TO ANYBODY, it's a cussin' word. When you add the suffix "-ba" to this form, it becomes a true conditional. "Ikeba" could variously be translated to "why don't you go?" or "what if you went?" You might also hear the phrase "ikeba wakaru." Wakaru is dictionary form of the verb to know or understand. This phrase therefore means "IF (you) went, (you'd) understand." ===Volitional=== The O form is the one that is confusing to most English speakers. It is the "let's" form. If I were to change Iku to the volitional form, I drop the "u" and add "ou." The suffix in this case is not easy to notice, as it is a "u." This simply extends the o sound. Iku becomes Ikou: "let's go." The word Ikimasu may also be conjugated in this form, simply converting the "-masu" ending to a "-mashou," making the whole word "Ikimashou." =Practice= Conjugate these verbs in all five forms: * Arau (to wash) * Au (to meet) * Gambaru (to do well) * Iku (to go) * Iu (to say) * Kaku (to write/draw/paint) * Kau (to buy) * Kiku (to hear) * Kudaru (to go down/descend) * Kuu (to eat -> informal) * Mawaru (to turn) * Naru (to become) * Noboru (to climb) * Nomu (to drink) * Noru (to board/enter/mount) * Odoru (to dance) * Okoru (to get mad) * Omou (to think) * Saboru (to skip, ie. class) * Satoru (to enter 'satori') * Shinu (to die) * Tanomu (to request) * Tatsu (to stand) * Tobu (to fly) * Toru (to take) * Uru (to sell) * Wakaru (to understand) * Yaku (to burn/roast) [[Category:Japanese]] 9050 44563 2006-11-10T20:38:20Z Xlbnushk 2491 =Ichidan Verbs= Ichidan Verbs are verbs that end with the letters -iru and -eru only. This includes the verb "Iru" (to be in a place) itself. We will use the verb Taberu (to eat) to illustrate the different forms of conjugation for an Ichidan verb. Ichidan is so named due to the fact that it has only one phase. Not many letters are changed, the ending is simply dropped and a suffix is tacked on. Negative: Drop the "-ru" ending and add "-nai." Thus Taberu becomes Tabenai: "not eat." Infinitive: Drop the "-ru" ending and add "-masu." Taberu becomes Tabemasu: "eat". This verb form may be modified just like in Godan form to Tabemasen and Tabemashou. Dictionary: Keep the verb the same. Imperative/Conditional: Drop the "-ru" and add "-ro." Taberu becomes Tabero "eat!!" For conditional, change "-ru" to "-reba." Taberu becomes Tabereba - "what if you ate?" Volitional: Drop the "-ru" and add "-you". Taberu becomes Tabeyou: "let's eat." It's very easy once you have seen the godan conjugation form. [[Category:Japanese]] 9051 44562 2006-11-10T20:37:55Z Xlbnushk 2491 There are two irregular verbs in total in the Japanese language. They mean "to come" (Kuru) and "to do" (Suru). Since their Conjugation is irregular, I will simply print it below. * Negative: konai, shinai (can't come, can't do) * Infinitive: kimasu, shimasu (come, do) * Dictionary: kuru, suru (to come, to do) * Imperative/Conditional: koi, shiro [seyo] (come here! do it!) kureba, sureba (what if you came? what if you did it?) * Volitional: koyou, shiyou (let's come -never used, let's do it) Copula are the words that mean "to be" in Japanese. The copula in Japanese are used far more than we would use "is" in English, however. There are two copula, Desu and Da, both meaning the same thing and the only difference in them being their use in honourable language, i.e., Da is less formal than Desu. They are effectively the same word. If I was speaking to a friend, I would say "ore no heso da." (it's my bellybutton) When speaking of my bellybutton to a superior officer in the military I would say "Kanchou! Jibun no heso desu!" (Captain! It is my belly button!). I suppose in this way one could say that da means "it's" and desu means "it is" in simple conversation. Da and Desu may also be used in conversation after a verb for no apparent reason. Generally this is for the purpose of politeness and carries no meaning. I could say also "hashittemasu no desu" (it is that I am running) or just "hashittemasu'n'da" [friendly level of conversation]. Their conjugations are slightly irregular and should be noted as irregular. * Negative: Dewa Nai, Dewa Arimasen (Isn't) * Conjunctive: n/a * Dictionary: Da, Desu (to be) * Imperative: n/a * Volitional: Darou, Deshou (isn't it?) The last form of copula, the "isn't it?" should be used basically as that phrase is used in English, though there are more advanced uses. It does not agree with the classification of "let's be." That would just be silly. [[Category:Japanese]] 9052 68418 2007-01-08T23:02:21Z Balloonguy 338 clean up Typos: chinese → Chinese, ([[Project:AWB|AWB]]) =Numbers and Characters= The Japanese number system developed away from the Hebrew, and thus had no place-holder in the form of a 0 to make it any more simple to a western mind. Things are counted without need of the zero due to the use of their words for factors of 10. 1 ichi 2 ni 3 san 4 yon (shi) 5 go 6 roku 7 nana (hichi) 8 hachi 9 kyu 10 ju 11 ju-ichi 12 ju-ni 21 ni-ju-ichi 35 san-ju-go 78 nana-ju-hachi 100 hyaku 1,000 sen 10,000 man 100,000 ju-man 1,000,000 hyaku-man 10,000,000 sen-man 100,000,000 oku Numbers are easy enough, but there is a system of "counters" used in Japanese which boggle the minds of westerners. Cantonese has them too, but we only use counters for things we find necessary to apply them to, mostly groups of things. "Three prides of Lions", "five pairs of pants". The Japanese use counters for everything! ===The Universal Counter=== A useful counter is in existence, though, and it can be used for pretty much everything except people and other living things. The downside to this "universal counter" is that it is irregular and must be memorized! 1 hitotsu 2 futatsu 3 mittsu 4 yotsu 5 itsutsu 6 mutsu 7 nanatsu 8 yatsu 9 kokonotsu 10 toutsu ===People=== People are semi-irregular counters. One person is Hitori, two people are Futari, then begins a more regular sequence: sannin (3), yonin (4), gonin (5), etc. ===Others=== Other counters are rather regular and are simply applied as suffixes to the normal Chinese-decended numbers at the top of the page. These are: *Mai: (flat things) shirts, paper, monetary bills *Tou: (large animals) from St. Bernard up (cows, etc.) *Zen: pairs of chopsticks and ricebowls only *Satsu: books only *Dai: (machines) a blender, a T.V., a car *Wa: slightly irregular, for birds only: 1wa, 2wa, sanba, 4wa, 5wa, roppa, 7wa, 8wa, 9wa, juppa *Hon: irregular, for long, slender objects such as pens, batons and swords: ippon roppon nihon nanahon sanbon hachihon yohon kyuhon gohon juppon *Hiki: (small animals) follows the same consonant-changing scheme as above, ippiki, nihiki, etc. [[Category:Japanese]] 9053 44500 2006-11-10T17:19:06Z HappyCamper 193 [[Japanese Numbers]] moved to [[Japanese numbers]]: fix capitalization #REDIRECT [[Japanese numbers]] 9054 74120 2007-01-12T19:57:41Z JWSchmidt 20 [[Category:Community discussions]] Please do not edit this page. Continue old discussion at [[Wikiversity:Colloquium]]. ---- = 1-7 October, 2006 = == Copied from [[Talk:Wikiversity/Modified project proposal]] == Wikiversity needs to also release the power of the computer to engage the learning potential of its users. Wikiversity can do this be creating a virtual private instructor, ever able to guide the student with multimedia content focused on helping the student take the next right step. To do this it will be necessary for a student's progress be retained in memory and utilized to optomize the time the student spends by finding that next most important step. That is what an actual private instructor would do, and a virtual instructor would be limited without curriculum and guidance based on progress. ([http://en.wikiversity.org/w/index.php?title=Talk:Wikiversity/Modified_project_proposal&diff=prev&oldid=30620 source]) :There is a programmer or possiblyt a team who is interested in these kinds of bots or personal assistants at Wikipedia. His/their bot reviews your accounts most recent edits and then provides a list of topics of possible particular interest to you that you may wish to read or edit. If you wish to get in contact with them I think there is a URL to the bot on my <b>mirwin</b> user talk page at Wikipedia. [[User:70.110.38.247|70.110.38.247]] 03:41, 5 October 2006 (UTC) ::I think it's called [[w:User:SuggestBot|User:SuggestBot]]--[[User:Rayc|Rayc]] 03:47, 5 October 2006 (UTC) == What's this thing you call "light"? == instead of answers we all know already, talking about the "bipolar" constituition of the luminosity:mass and energy,or the quantun theory, i suggest a new discussion about this old subject, from both scientiic and philosophic poits of view. :Well, "light" is certainly a rich topic of educational material - and I encourage you (and anyone else who is interested) to explore your interests from a variety of socio-historical, scientific, philosophical, and/or interdisciplinary angles. But we will also obviously need to develop materials based on what we "already know" - we will need to work through these fields from absolute introduction to science all the way to a method of inquiry that constitutes original research. [[User:Cormaggio|Cormaggio]] 10:19, 3 October 2006 (UTC) ::I'm not sure if scientists know what light really is. On a very deep level, it is still quite a fascinating thing. That reminds me, I should write [[Philosophies of science]] somewhere. --[[User:HappyCamper|HappyCamper]] 04:46, 5 October 2006 (UTC) :::I believe it is noted that light is NOT matter. However it is something else. We know it is produced by stars and other things, but we do not know exacly what it is. See: laser --[[User:Kirby145|Kirby145]] 07:19, 9 November 2006 (UTC) == Good educational content/communities == Hi all - I've been away for some time now (practically since Wikiversity started), but I'm now 'back to business' as far as Wikiversity is concerned. However, in my absence, I've almost entirely missed out on what we've been doing here since being set up. I've no idea where all the good content is that has been in development (apart from a page on [[Media literacy]], which I've been watching since it began). But this made me think that we need, in general, a collection of links to good content in one page - akin to the featured articles on Wikipedia. This would help newcomers see what kind of material they could aspire to creating, or at least give some indication as to what Wikiversity is about. This obviously applies to learning projects/communities as well as content. Perhaps, though, it is still very early to have developed content that we are proud of, and can display to others who are interested in this project's mission and vision. But if good content and/or learning communities exist, we should make it/them more easily visible (ie from the main page). And, I don't know - maybe a page like this already exists, but, like I said, I've been away for a while... :-) [[User:Cormaggio|Cormaggio]] 13:54, 3 October 2006 (UTC) :We have [[Wikiversity:Featured]], but it has never been developed. Maybe each of the [[Wikiversity:Major portals|major portals]] should have its own featured content and start by identifying one item to feature. We also have a [[Wikiversity:Frequently visited pages|content improvement project]] that identifies frequently visited pages and calls for their improvement. --[[User:JWSchmidt|JWSchmidt]] 19:38, 3 October 2006 (UTC) ::Ok, thanks. And slightly expanding on my point/question, I was thinking we should not only guide people to good educational material in a specific ''area'', but also give examples of specific ''types'' of material, eg. quizzes, interactive "games", activities such as "fill-the gap", essays, research projects etc. Maybe some of this is still a bit off in the future, but it is definitely something we should be aspiring to do - not simply recreating a text-heavy Wikibooks/Wikipedia-type format (if you get my meaning). [[User:Cormaggio|Cormaggio]] 11:05, 4 October 2006 (UTC) :::[[School:Music]] seems to be rather healthy. --[[User:HappyCamper|HappyCamper]] 04:43, 5 October 2006 (UTC) ::::I've set up [[Wikiversity:Examples]], hopefully to complement [[Wikiversity:Featured]], though maybe you will think they should be merged. Please discuss further here or on its [[Wikiversity talk:Examples|talk page]]. Thanks. [[User:Cormaggio|Cormaggio]] 21:39, 5 October 2006 (UTC) == Useful project or are we used as a hosting service? == Did you all see the 'orphaned' page [[UIUC PHIL 270]]? Could this become a useful lesson or is WV used as a hosting service by these learners? Any idea how to decide that? If it is useful it needs to be added to a [[Learning project|project]] or a [[School:Philosophy|department]]... [[User:Awolf002|Awolf002]] 19:14, 6 October 2006 (UTC) :It's absolutely relevant to Wikiversity, I think - though possibly needs modification (such as the reference to the professor in question). Still, this raises the larger issue I was going to bring up - whether/how we are going to facilitate the development of mini-communities within Wikiversity. This, after all, was always my own vision of a practical way of allowing people to develop learning materials different from other people's material, and set within a specific pedagogy, for example. Still, this then begs the question of how "autonomous" these learning communities are - they will obviously need to conform to general policy, but are they free to do whatever they want to do beyond that? My tentative answer is "yes". However, I'm not sure if I've explained myself well enough - so let's continue this diuscussion. [[User:Cormaggio|Cormaggio]] 19:41, 6 October 2006 (UTC) ::Wikiversity needs an addition to [[Wikiversity:Scholarly ethics|policy]] for how to deal with homework. Yes, Wikiversity supports collaborative learning, but some instructors expect their students to do their own homework. Wikiversity cannot be a place that supports cheating. Students have to be discouraged from posting the answers to homework assignments that they are expected not to share. Some students run online systems for homework sharing in which they copy the work of others and submit it to their teachers as if it was their own work. Wikiversity can have no role in supporting such forms of dishonesty. I think we need a policy that says anything posted to Wikiversity that looks like a list of homework assignments for a course needs to be validated as being acceptable to the instructor for the course. This particullar course might be [http://www.courses.uiuc.edu/cis/archive/catalog/2003Fall/courses/PHIL270.html Philosophy of Science] at University of Illinois at Urbana-Champaign. It should not be too difficult to find the [http://patrick.maher1.net/ instructor] for this course and find out if they mind students working collaboratively at Wikiversity. If the instructor is open to collaborative studying for the course, then we can welcome the students with open arms. --[[User:JWSchmidt|JWSchmidt]] 21:20, 6 October 2006 (UTC) (After edit conflict) I agree with your sentiment that we are here to bolster the creation of "learning communities"! So, the content of the page in question is clearly a good starting point. However, I was concerned that it seems to be "hidden away" from the rest of WV. We need to make sure that each of these communities is open for new people to join in, and do not form "secret corners" in the WV server space. Maybe, this needs to spelled out somewhere and we should find a mechanism to "tag" such orphaned pages, so other learners can help in "sorting" them into a curriculum or learning project. What do you people think? [[User:Awolf002|Awolf002]] 21:23, 6 October 2006 (UTC) :To JWSchmidt: It's interesting you bring this up, especially as it is this very reason that the UK Government today has announced that coursework (eg. essays written at home) are to be abandoned in favour of exams, in order to disallow "cheating", specifically downloading material from the internet and passing it off as their own. But I'm still not sure how students creating or developing a space on Wikiversity would constitute cheating (even without the knowledge of their teacher/lecturer). :To Awolf002: Orpaned pages are "tagged" at [[Special:Deadendpages]] (there are quite a lot of them) - but the point you make is right - that we need to promote the awareness of different groups working within different systems/methods so as (hopefully) to enrich our understanding of a subject, or simply to promote diversity. I would suggest that all such communities are linked from either a School or a Portal (whichever is the most appropriate, or whichever exists). [[User:Cormaggio|Cormaggio]] 22:50, 6 October 2006 (UTC) :I already orphaned some of the pages in [[History of Quebec and Canada/Study Guide]], and put them under the history department. In this case, it look like a Canadian high school teacher or student is doing it. A bigger problem I see is how will we piggon hole people to work on other people's stuff? I mean, how can we get other people to work on [[UIUC PHIL 270]], when they will never take that class? At least, change the name. Also, we have [[Topic:Film production]], [[Wikiversity the Movie]], [[3DTheater.org]], [[Collaborative play writing]], which seems to be doing close to the same thing.--[[User:Rayc|Rayc]] 23:23, 6 October 2006 (UTC) ::Well, surely, we should be encouraging people to work on "other people's stuff" - this is a wiki; but we can also provide for different communities working in different ways. Wikiversity will be different to Wikipedia - there will be many types of material on the one subject, as opposed to the one definitive account. It's the only way to encourage people to contribute on their own terms - it's not a case of "pigeon-holing" anyone - it's the exact opposite, I think. [[User:Cormaggio|Cormaggio]] 00:22, 7 October 2006 (UTC) ::"I'm still not sure how students creating or developing a space on Wikiversity would constitute cheating" <-- First, I doubt if there is a problem in this specific case. These look like discussion questions and I suspect that the instructor would welcome any effort by the students to explore these discussion questions in a collaborative learning environment like Wikiversity. However, some schools have strict policies about each student doing their own work. We do not want Wikiversity to show up in news reports as a website where students go to cheat on their school work. In situations where students have been told to do their own work, one student posting an answer online so that another student can copy the answer and submit it as their own work is cheating. Another potential problem is that some schools claim ownership of all their course materials. Some schools publish course notes in book format and, potentially, a school could claim ownership of their course notes including sets of homework problems - they could object to having problem sets copied to Wikiversity. I'd rather check with the instructor than just cross my fingers and hope that everything is okay. Also, this is a good opportunity for outreach. Anything we do to build contacts with educators can be good for Wikiversity in the long-term. We do not want to alienate educators in the real world by not paying attention to their interests. If we reach out and explain WIkiversity when we have a chance to do so then more and more educators will become familiar with wiki and some will start making contributions to Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 01:03, 7 October 2006 (UTC) :::On another note, I'm concerned with textbook questions. I'm hesitant to provide any help regarding course materials, unless it can be shown that posting questions are okay here... --[[User:HappyCamper|HappyCamper]] 11:01, 7 October 2006 (UTC) :::I take John's ultimately "optimistic" word of caution above, and agree that we should respect that we have a responsibility in understanding the various contexts in which people will come to Wikiversity - but I don't think we need to get tied up in knots over the answering of a question. Having said that, however, I don't think we should be about ''giving'' answers anyway - but rather be more of guides or facilitators in helping co-construct people's learning. Wikiversity is not intended to be a compendium of answers, or a place where an easy answer may be obtained, but rather is a space for learning through questioning ourselves and others about what a given problem is and how best to solve it. It's often a good pedagogical approach to being asked a question, to firstly return the question, and ask: "well, what do ''you'' think?" and have people talk out their confusion - if directed well, it can sometimes lead to a surprising flash of light... [[User:Cormaggio|Cormaggio]] 22:55, 7 October 2006 (UTC) ::::Please keep an eye on [[Talk:UIUC PHIL 270]]. Perhaps the poster will return with the instructor. (Who can tell?) [[User:CQ|CQ]] 00:47, 19 October 2006 (UTC) ::Many forms of knowledge are bested verified as understood with specific data reached as a result of specific procedures. If asked what the maximum safe heat transfer is in a nuclear reactor component or the torque developed by an electric motor component at a specific field strength or wave form few superiors would be impressed by paraphrasing the question and asking what they think. I agree with John that we should specify a <b>no cheating</b> policy and ask students to verify fuzzy activities with their instructors. The same policy can point out that Wikiversity actively seeks to contact specific instructors whose materials are being routed through our site. I am willing to spend a few hours a months contacting instructors via email. I can outline a policy and procedure to precede a list of people willing to contact instructors if there is any further interest in pursuing this in a published non threatening (most cheaters will move on once they see active discouragement and coordination with instructors) manner. In other words I would rather warn cheaters and implement procedures that encourage them to move on than to catch them or participate in entrapping them. [[User:Mirwin|Mirwin]] 04:25, 25 October 2006 (UTC) :::Maybe contacting instructors of "real world" courses that are mentioned in Wikiversity should be a routine part of [[Wikiversity:Wikiversity outreach|Wikiversity outreach]]. ::::Excellent condensation. A welcome side effect might be that soon the instructors will be watching for problems while participating a bit. [[User:71.161.12.125|71.161.12.125]] 09:45, 26 October 2006 (UTC) :::I think [[User:Mirwin|Mirwin]] has provided something that embodies a solution to several problems: :* What ''<tt>level</tt>'' of '''<tt>autonomy</tt>''' shall [[:Category:learning communities|learning communities]] enjoy while using the Wikiversity website? :* How can we establish and maintain a '''working relationship''' with <font color="Green">...specific instructors whose materials are being routed through our site.</font> :* In what manner will <font color="Blue">Wikiversity actively seek to contact</font> leaders of other institutions that may desire some level of control while their students may be building recognizable counterparts to their course materials. (The instructors should surely be aware that their materials can easily find their way here.) :::I think Mirwin has essentially commited to a social contract with WV to help develop a policy and procedure that can be propogated to our external academic environment (The "real-world" schools). I thus, follow up by offering to match his effort. I explicity now support all that he has set forth. :::As for the autonomy of learning communities, i think a definition is in order. In the context further upthread, the isolated example &ndash; [[UIUC PHIL 270]] well represents <font color="Tomato">the various contexts in which people will come to Wikiversity</font> and should be a good place to start the process. It is not outside of reason, that '''we''' &ndash; Wikiversity participants that live near [[w:Champaign, Illinois]], might even arrange a face-to-face conference on that campus. For this enterprise, I cheerfully volunteer. (My GF lives up that way). :::I thus recommend that we advertize (via those emails and other publications mentioned above) a statement something like: {|class="messagebox" |- |'''Wikiversity is''' here to provide an independant open platform for education through a Free Global Internet. |- |'''Wikiversity is not''' interested in catching cheaters nor participating in entrapping them for disciplinary purposes. At the same time, Wikiversity shall not become a repository for materials intended to allow illicit publication of that which can be construed as resources for cheaters. Cheating is explicitly discouraged throughout this website. |- |[[Template:Warning to Cheaters]] | [[Template:CollegeNotice]] | [[Template:CollegiateAward]] |} :::The above Templates can be placed politly on pages: *[[Template:Warning to Cheaters]]: A demerit issued as a mild warning on orphaned articles *[[Template:CollegeNotice]]: A tactful notification to students, reminding them that they should inform their intructor when posting references to his or her materials here. *[[Template:CollegiateAward]]: A merit issued as an award for student groups that exhibit [[Honest Efforts]] toward the creation of high-quality materials written responsibly in their own words that are of value to the larger Wikiversity Community. This merit can increase in value if those students strive to establish a working relationship between the institution that they attend, its faculty and Wikiversity. :::A fourth template &ndash; [[Template:ParticipatingCollege]] {|class="messagebox" |- |<nowiki>{{PAGENAME}}</nowiki> is a learning resource provided by students of <nowiki>{{CollegeName|ID}}</nowiki> for learning about <nowiki>{{SomeSubject|ID}}</nowiki> |} :::I hope this is helpful. '''E Pluribus Unix!''' [[User:CQ|CQ]] 17:14, 26 October 2006 (UTC) ::::A guide to Wikiversity participation for students and teachers from classes in the bricks-and-mortar world should probably be provided at [[Wikiversity:Learning goals]] and [[Wikiversity:Wikiversity teachers]]. --[[User:JWSchmidt|JWSchmidt]] 18:30, 26 October 2006 (UTC) ===More information about the course=== Hello everyone, I'm the principal poster for the [[UIUC PHIL 270]] entry. I would have responded earlier had I read your concerns before now. I'll provide a summary of what we've been doing and let you continue on your discussion in light of these facts. First off, the relevant course is Philosophy of Science at the University of Illinois at Urbana Champaign instructed by Professor P. Maher. I requested permission from Prof. Maher to use wikiversity - not least because I don't want to jeopardize my grade in the class - and he is happy provided we understand that he doesn't guarantee the answers are correct. Class structure: in addition to a paper, we have three exams, each consists of 12-14 questions taken verbatim off 3 respective question sheets that we go through one by one in class. On this wikiversity page, you see the answers to the second set of questions. Thus, if you take good notes and have a good memory, you can do well in the exams. We're just using wikiversity as a way of making sure we have comparable notes from class, and hence not cheating, just being sensible by studying for the exams. As I see it there are two main problems with this (from the students perspective): 1. the openness of wikiversity creates the opportunity for the free-rider problem (a problem we haven't encountered yet perhaps because only a select number of people in the class are aware of it since we're just experimenting) and 2. people from outside the class can edit the material (i.e. it matters what the prof. says in class since that's what we're examined on, so any debate about the answers given isn't necessarily useful). However, I think broadly, wikiversity has been a useful tool in the context that we're using it. It seems to me that it's enhancing our learning which is what wikiversity is for. In this particular case I'm not sure if we needed to get the prof's approval, since we can share our notes outside of this environment, I just wanted to make sure. It seems to me that prof's shouldn't have to approve of wikiversity since it's the students responsibility to study as they wish and in accordance with the relevant rules and regulations in place. Perhaps pages should be removed if the professor expressly condemns the use of wikiversity for his or her class. Also I'm not sure if I see the issue relating to very autonomous pages such as this - surely wikiversity is just catering for a demand. If you have any other questions/concerns then I'll try and respond to them. (Please don't remove this page before Monday because we have an exam!) [[User:Darvo|Darvo]] 01:57, 29 October 2006 (UTC) :Thanks for keeping us informed about [[UIUC PHIL 270]]. It might be wise to have a short note at the top of the [[UIUC PHIL 270]] page asking "outsiders" to leave their comments about the topic of the course on the [[Talk:UIUC PHIL 270]] page (only), for the reasons you explain, above on this page. --[[User:JWSchmidt|JWSchmidt]] 02:07, 29 October 2006 (UTC) == Wikia, Wales, Universities == [http://arstechnica.com/news.ars/post/20061005-7914.html Wikia launches semi-private university wikis]<BR>--[[User:JWSchmidt|JWSchmidt]] 01:22, 7 October 2006 (UTC) :Thanks for this John - here's a link to the central [http://students.wikia.com/wiki/Main_Page students wikia]. [[User:Cormaggio|Cormaggio]] 10:58, 7 October 2006 (UTC) == Self-help Courses == Is this an appropriate place to put self-help courses such as "Time Management" or "Positive Thinking?" I know this isn't exactly a copy of a university course, but would it still be acceptable here at Wikiversity? --[[User:Qwerty|Qwerty]] 23:09, 7 October 2006 (UTC) :It depends what sort of content you'd be putting on them. However, go ahead and start [[School:Self help]] if you want, all actions are reversible and if there's strong objection to it we can always delete it later. I don't see much of a problem with such a course, all that I can foresee is questions about the integrity of the content. Otherwise, its a good idea, although we really need people to work on our current schools first. --[[User:Draicone|<b>Draicone</b>]] [[User_talk:Draicone|^{<span style="color: #FF9933;">(talk)</span>}]] 23:48, 7 October 2006 (UTC) :It doesn't have to be a "university" course. We have high school classes, and hope to have other things outside of the secondary school system format. Anything that can be presented as a class or used in a class is (or should be) allowed.--[[User:Rayc|Rayc]] 00:38, 8 October 2006 (UTC) ::It does not need to be a "course". In my view a flamefest or lovefest chit chat can be educational and even cleaned up for alternate publishing. In engineering circles "war stories" from the water cooler are well known as ongoing educational activities. So if twenty people eventually share "time" management techniques that work for them and this encourages another forty people to chip in yes or no then clearly some learning is taking place and GPL'ed material results that can be data mined for alternate presentation or interaction formats. So .... <b>YES!</b> ... please add your learning experience and see if you can help it evolve into a useful experience for others here at Wikiversity or useful material for use elsewhere. My first professional boss liked his employees to maintain a daily check list and a task completed list. He reviewed these with the employees in once a month staff meetings and annual evaluations. It did seem to encourage good time managment and goal oriented task completion. [[User:Mirwin|Mirwin]] 04:37, 25 October 2006 (UTC) ::: If it turns out that such topics are not entirely acceptable at the Wikiversity, you might be interested in other wiki that discuss time management and positive thinking: [[wikibooks:Playful Organizing]], [[wikibooks:Positive thinking]], http://wiki.43folders.com/ , http://ludism.org/mentat/ , http://upliftacademy.org/wiki/ . --[[User:70.189.77.59|70.189.77.59]] 04:00, 26 October 2006 (UTC) = 8-14 October, 2006 = == First impressions == I discovered the Wikiversity project just a few days ago. I'd like to offer some newbie first impressions and recommendations in the hope they might be useful. I've been in private discussion with JWSchmidt and it feels right now to go public with them. I want to start by saying how very, very impressive are the overall goals set for the Wikiversity. However I don't find the form and current status of the Wikiversity is clear at first glance. First impressions are very important. Although all the desired information may be present somewhere on the site, if it's presentation is cluttered or appears to be self-contradictory this can be very discouraging, even offputting. I acknowledge this is a very young project still very much in the formative stage. Nevertheless it's far enough down the road, IMHO, to merit shaping its initial presentation to virgin visitors such as myself. Why is this important? Because to succeed the Wikiversity needs to attract dedicated volunteers. I'm the not only person to be confused by this project. See Jmabel's posting at http://en.wikipedia.org/wiki/Talk:Wikiversity where he/she says, "The article really doesn't give much of a clue what this is... is so vague as to be vacuous." Definitely not a good first impression. Let me explain in more detail. This project appears to have originated in Wikibooks, morphed over to the Wikipedia and then launched its own Wikiversity site. Along the way it's left many artifacts (clutter) behind. For instance: http://en.wikipedia.org/wiki/Talk:Wikiversity http://en.wikipedia.org/wiki/Wikiversity http://en.wikibooks.org/wiki/Wikiversity http://www.wikiversity.org/ http://meta.wikimedia.org/wiki/Wikiversity http://collaboration.wikia.com/wiki/Wikiversity It would be helpful if some of these pages were closed completely, replaced with pointers only to the Wikiversity main page. And those left in place given text that more clearly identifies the Wikiversity as in the process of formation. "For current status, visit the Wikiversity Main Page." The current main Wikiversity page was sufficiently unclear I went looking for further details and ended up at http://en.wikipedia.org/wiki/Talk:Wikiversity where the project was as clear as mud. In fact, it felt so ill-defined and because that was all I could find I wrote a lengthy vision statement of my own as to what form a Wikiversity could take. This statement then became the basis of a dialogue with JWSchmidt. So, my first recommendations: 1. Prepare a prominent "Welcome to new visitors" orienting statement on the main page. If this idea is welcome I'd be willing to draft some specific recommendations.<br> 2. Close some of the redundant pages on Wikibooks and Wikipedia and/or make them primarily pointers to the Wikiversity main page. Essentially provide a minimal statement that will likely remain true for some time to come and point the user to the main page for current clarifying details. Again, if this idea is welcome I'd be willing to draft some specifics. I'd appreciate some feedback on both these recommendations. It became obvious in my dialogues with JWSchmidt this project has been going on for some time and that it already has a definite shape (not obvious from what I'd seen until I wrote to him). It's also become obvious there are two schools of thought about its form. One approach appears to be towards independent study. I gather from John's discussion this is the mainstream the Wikiversity is taking. However, I detect a different approach. I found seeds towards this alternative in the Colloquium at http://en.wikiversity.org/wiki/Wikiversity:Colloquium#Useful_project_or_are_we_used_as_a_hosting_service.3F Which leads to my third recommendation. Again I solicit comment and feedback. 3. That the Wikiversity evolve a structure that supports two kinds of students — those that are mature and quite comfortable in directing their own education independently; and those who seek a structured environment with clarity of roles, procedures and expectations. IMHO this shouldn't be an either/or. The Wikiversity will be stronger if it can embrace both types of students. Nothing I've seen so far precludes adopting both, each in its own corner of the Wikiversity. For more of my thoughts along this line I would direct you to http://en.wikipedia.org/wiki/Talk:Wikiversity#Clarifying_the_Wikiversity_proposal. If these ideas are useful I would welcome further discussion, perhaps by closing the discussion at http://en.wikipedia.org/wiki/Talk:Wikiversity and bringing its content over here to the Colloquium. I can be reached privately at morley at morleychalmers dot com. ''<small>Unsigned comment by [[User:Morley|Morley]] @ 17:18 (UTC), 9 October 2006</small>'' :I generally agree with the above. [[User:Jade Knight|The Jade Knight]] 17:52, 9 October 2006 (UTC) :Thanks Morley, and it's always good to get a newcomer's perspective (in fact, I was just today thinking of writing a page [[Wikiversity:Think of the newcomer]], which I might get around to sometime..) :One of my main aims right now is to make Wikiversity understandable to the newcomer. What do people do when they come here by chance or through some mention in the media? Browse a subject of their interest? (Can they find it?) What do they do if/when they find that there's nothing much of substance there? Or something that they find to be ok, but reflecting someone else's educational style? More likely than not, they will walk away. This is, of course, possible in Wikipedia too, but at least Wikipedia has a very well-defined project mission. Wikiversity's is much more broad, and it is up to us, the participants to shape and define that mission and to explain it to anyone who comes to us looking around to see what this thing called Wikiversity is. :But I'd just like to say a word to Morley - the pages scattered around the Wikisphere are not all obsolete - nor should they be necessarily moved here. The [[w:Wikiversity|Wikipedia article on Wikiversity]] that you cite, for example, is an article ''about'' Wikiversity, just like its article about [[w:Wikibooks|Wikibooks]], [[w:Wikisource|Wikisource]] etc. Wikipedia's article about Wikiversity needs to be improved, for sure, and its talk page could be clarified - but this does not really reflect the state of ''this'' project, ''now''. As for other pages, those on Wikibooks may eventually be deleted (though that is up to Wikibooks' participants), and those on Meta should (I think) be kept for historical purposes. :Your final proposal for different types of students is spot on and another area we need to be clear on - for ourselves and others - and to facilitate their learning in any way we can. Some of this will be relatively static materials that people can use for their own self-study or a teacher can use in class - and another will be to design active learning projects/communities on the subject in question. We should aim to have a page that explains all of this with just a few links off it to help an interested newcomer - possibly [[Wikiversity:What is Wikiversity?]]? I look forward to feedback myself - this is really something which needs work at the moment. [[User:Cormaggio|Cormaggio]] 18:15, 9 October 2006 (UTC) :'''P.S.''' I've moved Morley's comments from [[w:Talk:Wikiversity]] to '''[[User:Morley/Clarifying the Wikiversity proposal]]'''. [[User:Cormaggio|Cormaggio]] 11:22, 10 October 2006 (UTC) ::When I first came here, I had trouble finding the subjects of my interest; the Language and Literature School was not listed on the main ("Browse") portal, and the History School wasn't listed in either the Humanities OR the Social Sciences Portals! I've since corrected these specific problems, but Wikiversity is very confusing for newcomers. ::One of the big issues is the structure: It's hardly transparent for the newcomer, and takes a little getting used to. I also came expecting to find courses, and it was weird getting used to the idea of "learning projects" (which some people are asserting should replace courses entirely). I think it would be best of Wikiversity offered both "courses" and all sorts of other projects—courses may be a good way to attract visitors, and the projects may be a good way to keep them coming, contributing, and learning. Had I come, learned that courses were discouraged here, and not found any courses at all (such as [[Hitler's Germany]]), I probably would have left Wikiversity again and not come back for several more months. I may not be the only one who feels this way, either. [[User:Jade Knight|The Jade Knight]] 18:27, 9 October 2006 (UTC) ::The above comments are heartening to hear. I'll take them to mean encouragement to proceed with proposals to consolidate and revise. I'll probably upload some stuff tomorrow, 10 Oct 2006. ::I'm sufficiently such a new user I'm unclear how to add comments to this posting in a more elegant way than I'm currently using — manual brute force. I'm particularly unclear how signatures are added automatically and how one nests new comments. Are there pointers on this? Morley Chalmers 9 October 2006. :::Yes. You use the ":" to nest comments. So, just prefix your message with one more ":" than the message you're responding to. For the signature, just add <nowiki>~~~~</nowiki> at the end. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 21:13, 9 October 2006 (UTC) :::Sounds like there are two issues at hand: {{ABCD | Question = How do we get users to the pages that they would like to work on? | Atext = Educate them through the Guided Tour and the Welcome template | Aanswer = The tour isn't finished, and the welcome template scares people away, IMHO | Btext = Give examples through things like "Featured projects" | Banswer = The best way, IMHO, giving people a goal to aim for | Ctext = Design around the 3-click rule | Canswer = Allows people to get anywhere on the site with three clicks. Might not be managable with this Portal->school->division->topic->lesson structure | Dtext = Expect them to find it themselves using current layout | Danswer = Seems to be working, but It's still confusing }} {{ABCD | Question = What do we ask them to do when they get there? | Atext = Have them read the page to learn information | Aanswer = Good with independent learners, but not so good for those who like hands on. Though, this would be the least to scare people away who don't want to do work, but do want to learn | Btext = Have them help build the text and resourse lists | Banswer = Good for hands on learners, but might scare away people who just come here to read. | Ctext = Have them partisipate in projects or "classes" | Canswer = IRC classes, essays, discussion, I've seen them all. Though this scares away people who don't want to come in half way through a class | Dtext = All of the above | Danswer = This is what we are presently doing. But when new users join up, they don't know what they are to do, which is the problem in the first place. }} Sorry for the odd format, I'm testing if these things can be used in normal conversation.--[[User:Rayc|Rayc]] 23:29, 9 October 2006 (UTC) :How creative! Nice one, Ray - I think we could use this idea (ie format) on introductory pages :-) [[User:Cormaggio|Cormaggio]] 11:22, 10 October 2006 (UTC) ::Very nice! I am lifting the sample html now for later reuse. Thanks Rayc! [[User:Mirwin|Mirwin]] 09:59, 26 October 2006 (UTC) ---- "shaping its initial presentation to virgin visitors such as myself" <-- I agree that this should be a high priority. Part of the problem is that the main page was designed by people who were interested in the shapes of buttons and selecting background colors and who actively argued against helping "virgin visitors". In my opinion, we should go back and make major changes to the main page. A prominent "Welcome to new visitors" orienting statement on the main page would be great and it needs to be built upon input from new visitors. "third recommendation. ….. That the Wikiversity evolve a structure that supports two kinds of students — those that are mature and quite comfortable in directing their own education independently; and those who seek a structured environment with clarity of roles, procedures and expectations." <-- Based on our previous exchanges, I wonder if "those who seek a structured environment", is a reference to the traditional educational structure that has grown up around bricks-and-mortar educational institutions. In my opinion, wiki technology is not best suited to traditional educational structures and that is why the Wikimedia Foundation Board of Trustees refused to approve the Wikiversity project until a different type of educational structure was proposed for this project. No matter what kind of structures Wikiversity can '''eventally''' support, here at the start of the project we need participants who can help create Wikiversity's educational content by editing wiki pages. Towards that goal, I think we can, "run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work." We need to discover the best ways to use wiki technology to grow and support learning communities.<BR>--[[User:JWSchmidt|JWSchmidt]] 04:54, 10 October 2006 (UTC) :I just want to raise a point here. People who have followed the development of the Wikiversity proposal ([[m:Wikiversity/Modified project proposal|on Meta]]) will remember the board's rejection of the first proposal put forward, with the words '''"exclude online courses"'''. This is what John refers to here. But, John, I do not think that this recommendation was to find new ways of working with the wiki medium to facilitate learning. On the contrary, I genuinely think that the board was nervous (at that time) about creating a space for active learning - and preferred Wikiversity to be a repository of learning materials which could be used by other people (ie teachers). This mail from Anthere [http://mail.wikimedia.org/pipermail/foundation-l/2005-November/004857.html] might clarify. However, since then, we have sculpted a proposal which supports elements of traditional pedagogy, as well as opening up an experimental avenue for what Wikiversity means in the context of providing for an educational space. I think we need, as I point out below, to be inclusive of ''all'' methods - traditional and experimental - and genuinely see what works, instead of being 'fixated by the new'. [[User:Cormaggio|Cormaggio]] 12:00, 10 October 2006 (UTC) :I suppose I need to add a PS here - that I think we also need to be realistic, and conscious of what we are - we are a wiki and we can never forget that. This brings challenges and opportunities (ie we are not WebCT - is this a good/bad thing?) - and it's up to us to define and respond to this context. [[User:Cormaggio|Cormaggio]] 12:12, 10 October 2006 (UTC) ---- '''Reading tea leaves''': in an organization devoted to the idea of open collaboration and collective wisdom, it is too bad that the most important decisions are made behind closed doors with only cryptic directives emerging from the Oracle. I'm not sure how others interpret the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's request]] that the Wikiversity community "clarify [the] concept of e-learning" in the Wikiversity project proposal. In my view, the original project proposal was dominated by the community's inability to think outside of the box of traditional bricks-and-mortar educational institutions. The Board had to step in and tell the community that it (the Board) would not approve a Wikiversity project based on a traditional courses/degrees/accreditation model for an online education-oriented Wikimedia project. I suspect that decision was based on the Board's experience with wiki technology and wiki communities and recognition that wiki technology and conventional educational structures are like oil and water. The non-controversial part of the Wikiversity project has always been "a repository of learning materials", but I think it is true that if that was all of the project then Wikiversity could have stayed as a subsection of Wikibooks. However, Jimbo made the decision that Wikiversity would be a separate project. Why? "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively" ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Wikiversity_.2826:35.29 source]). The Wikiversity community has now been given the task of figuring out how to do this and our progress will be evaluated early next year to decide if Wikiversity will then become a real project or continue in beta development. If Wikiversity participants, ignore the approved Wikiversity project proposal, and instead adhere to a conventional e-learning model and use Wikiversity resources to work towards things like conventional courses, degrees and accreditation (all explicitly ruled out by the Board) I would not be surprised if the Board just decides next year to cancel the whole project. "I think we need, as I point out below, to be inclusive of all methods - traditional and experimental - and genuinely see what works, instead of being 'fixated by the new'." <-- I'm not sure what 'fixated by the new' is supposed to mean. Does it mean that Wikiversity is 'fixated by the new' and that is bad? We are exploring how to use a new technology, wiki technology, so in that sense we '''are''' all about "the new". I think the Board has made it clear that Wikimedia is not going to have a project that tries to compete with conventional educational institutions that are using wikis to support conventional educational systems. In developing learning resources Wikiversity should be "inclusive of all methods"; it is explicitly stated in the project proposal that Wikiversity is a place for learning materials that can be used in conventional classrooms outside of Wikiversity. However, I suspect that the Board will only have a negative reaction to attempts to run conventional courses '''inside''' Wikiversity. Having said that, I suspect it is also true that the Board is willing to let Wikiversity have some slack and let Wikiversity use a Darwinian system to test what works. As far as I know, the Wikiversity community has never turned away anyone or blocked the use of any approach to online learning, even traditional courses. Am I wrong?<BR>[[User:JWSchmidt|JWSchmidt]] 14:53, 10 October 2006 (UTC) :I didn't mean to suggest (with the phrase "fixated by the new") that we ''don't'' look for "new" ways of providing an educational space - but simply that we need to be open to ''all'' methods and let this Darwinian system evolve. On a "meta" level, this is about ''learning'' about what works in a wiki through our experiences of building this new environment. It may be that we come up with whole new ways of learning, or it may simply be that we have to tone down our view of how experimental we want to be. For now we are experimenting. But let's do this with open minds, and not have to speculate about what the board may or may not have meant in their, yes, cryptic comments of last year (which were never clarified, despite requests). Overall, of course, I agree with you in your conception and delineation of Wikiversity - I suppose I'm just trying to be provocative about where we're going - as well as clarifying where we've come from. [[User:Cormaggio|Cormaggio]] 18:15, 10 October 2006 (UTC) ---- "How do we get users to the pages that they would like to work on?"<BR>What do we ask them to do when they get there?<BR>I agree that it is important to keep these two tracks in mind. Eventually, Wikiversity portals should quickly guide new visitors to Wikiversity main namespace educational content. Right now, when there is very little actual main namespace content, our portals mostly guide participants to the Wikiversity content development projects in the "School:" and "Topic:" namespaces. This is fine since we need to welcome new participants who recognize that there is very little real content and much work to be done creating content. We need learning projects that can allow participants to learn about topics while they participate in the creation of Wikiversity content.--[[User:JWSchmidt|JWSchmidt]] 05:06, 10 October 2006 (UTC) :And in the meantime, let's try not to be so confusing for everyone who's new. I say we try everything we can; even a "traditional" course in the wiki environment is fairly experimental. Let's have learning resources, such as lectures, notes, study guides, quizzes, puzzles, everything. Let's have research projects, discussion forums, planned courses with educated instructors, self-teaching lessons, everything! And then let's take a really good look at what ''works''; not just what teaches people most effectively, but what most people are interested in—what draws them to Wikiversity (not one or the other, but both, and anything else that may be relevant). This may sound a little like Educational Darwinism, but I think it's the best way we can see what we can do with Wikiveristy. [[User:Jade Knight|The Jade Knight]] 05:10, 10 October 2006 (UTC) ::Yes, you've got it bang on - this is what we've been trying to promote for a long long time. We need to investigate what works, pedagogically, in creating a space for learning in a wiki environment. We absolutely encourage the building of "traditional" courses (whatever you personally perceive them to be) - as well as back-up materials for teachers (ie lesson plans) who want to use them in their "traditional" classrooms. But, without actually finding out what works, we can never be fully sure if we are actually useful or not - and hopefully, through encouraging feedback from Wikiversity participants and users, this will apply to even our "traditional" materials. [[User:Cormaggio|Cormaggio]] 11:22, 10 October 2006 (UTC) Maybe I'm just stubborn, but the conclusion I draw is what I started with: Try everything, whatever you want, and don't insist on any method being particularly good or bad until experience has shown it to be one way or the other consistently in context. Eventually, effective models will arise automatically, so long as there is some variation to begin with. [[User:Jade Knight|The Jade Knight]] 02:27, 11 October 2006 (UTC) :I think one of the major problems with our premise is that people do not really want to publish their personal scribbles that turn into outlines and finally into coherent study notes. I am going to propose a learning project somewhere in engineering for participants to setup (and document that setup) of their own Wikimedia software on their own computer (either portable or internet accessible). The learning desktop I would like to create for myself is one where I can track my personal notes, thoughts, ideas, designs, homework, work, etc. in my own space and then click/point or use another computer to turn to appropriate locations on the net and within Wikiversity, Wikibooks, or Wikipedia. Obviously one can do this online at wikia if one defines a group Wikia's owners will setup a private space for. Perhaps Jimbo will get rich when he defines the lowest possible denominator as your personal private space. I personally do not like to help create further conflicts for the Board so I will be using my own computer. Besides I have some potentially proprietary research/study/design to get done and prefer my own assets and security. Does anyone else think this would be useful for other people or agree that the initial material formation problem results from a general shyness about leaving mere bullets, questions, or stray thoughts behind to be cleaned up and laughed at or copied and patented in a hit and miss manner by randomly arriving stangers? [[User:Mirwin|Mirwin]] 05:01, 25 October 2006 (UTC) ::I think all Wikiversity participants should be encouraged to use their user page and subpages of their user page to document their interests, learning goals, learning activities, frustrations, etc. There is a fundamental "catch-22" for wikis. An existing dynamic community with significant content attracts additional participants. Many people are not willing to "invest" time and effort in a wiki before the wiki has a significant amount of content. The Wikiversity main page was created by people who are familiar with wikis and targets mostly other people who are already wiki editors. It should be modified to be more helpful for people who are new to wiki and wiki editing; we need to help such people join the Wikiversity community. New participants should be invited to describe their learning goals and then they could be guided by the community towards constructive ways to participate. --[[User:JWSchmidt|JWSchmidt]] 02:15, 26 October 2006 (UTC) ::I think it would be cool to have a program that interacts with Wikiversity, enabling you to add notes to articles, etc., that would be contained only on your computer (and that only you could see), that could assist in learning in an integrated way like that. [[User:Jade Knight|The Jade Knight]] 07:50, 26 October 2006 (UTC) :::Good idea. I think it would be great if our wiki software had a [[User:JWSchmidt/Semantic prosthetic#Pulling our ladders up behind us|built-in point-and-click system]] for getting feedback about the usefulness of wiki webpages. Such a "feedback" system could also be used for "note taking". Does anyone know how [http://gplv3.fsf.org/comments/gplv3-draft-2.html this webpage] color-codes the parts of the document that have gotten many comments? --[[User:JWSchmidt|JWSchmidt]] 14:58, 26 October 2006 (UTC) == Wikiversity namespace cleanup == I've just been going through the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=4 Wikiversity namespace] and there's a whole lot of cleaning up to do. There are pages which clearly should be in the Main namespace (ie educational content), some of which are redirect pages. In the case of redirect pages, we need to find out what links to these pages, change the links to the new page and delete the obsolete redirect. In the case of content, which was moved from eg. Wikibooks and has kept its Wikiversity: prefix, the page should be moved to the appropriate namespace (ie "Wikiversity:School of Foo" goes to "School:Foo"), and then follow the same procedure as above. There is also quite a lot of material in the Wikiversity namespace that I personally think could be merged (for example, why do we have [[Wikiversity:News]] and [[Wikiversity:Announcements]]?) Anyone looking to bump up their edit count could get stuck in ;-) - and please either list the obsolete pages to be deleted at [[Wikiversity:Requests for Deletion]] or mark with the {{tl|delete}} template. [[User:Cormaggio|Cormaggio]] 17:45, 9 October 2006 (UTC) :At first, a bot could be programmed that deletes all redirects within the Wikiversity namespace that point to pages in other namespaces. After that, we can look at what's left and delete manually what's superfluous. I also support the idea that we keep the Wikiversity namespace somewhat clean and easy to grasp so it's easy to find the important pages. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 23:37, 9 October 2006 (UTC) ::I still find the namespaces unintuitive, sort of like a cloud... --[[User:HappyCamper|HappyCamper]] 03:15, 10 October 2006 (UTC) :::Right - but at least the Wikiversity namespace is fairly straightforward - including issues that relate directly to the functioning of Wikiversity, such as policies, introductions etc. But thanks for the feedback - do you have any suggestions? Or should we develop [[Wikiversity:Namespaces]]? [[User:Cormaggio|Cormaggio]] 10:58, 11 October 2006 (UTC) : Hi Cormac, back online! News *incorporates* announcements, so I guess it is okay. Announcements are short, news is rather, well, news-ish. --[[User:WiseWoman|WiseWoman]] 21:25, 12 October 2006 (UTC) == Orphan Works == Do we have a place to list oprhan works (ie, random projects which do not appear to have a Department/School)? I just found another: [[Insurance and Annuities]]. What should we do with stuff like this? [[User:Jade Knight|The Jade Knight]] 04:25, 10 October 2006 (UTC) :Appears to be a subsiduary of [[Topic:Finance|finance department]] of the business school. [http://en.wikiversity.org/w/index.php?title=Special:Whatlinkshere&target=Insurance_and_Annuities] Needs a cleanup though, as it isn't too useful in its current form. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 01:07, 14 October 2006 (UTC) ::We should have a page to report these, I think. [[User:Jade Knight|The Jade Knight]] 01:35, 14 October 2006 (UTC) :::See [[Special:Lonelypages]], where all those are listed. [[User:Awolf002|Awolf002]] 14:51, 14 October 2006 (UTC) == Editing edit page == Already see this becoming a problem, the main edit page does not have a list of other characters and short cuts such as 'sign post'. I had to find my tilde (~) key on a new keyboard after coming over from Wikipedia [[User:RichMac|RichMac]] 07:10, 10 October 2006 (UTC) :Done. Thanks for the hint. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 08:19, 10 October 2006 (UTC) == About recording interviews == I had an idea for creating content in the learning project of computational linguistics. I want to make interviews to someone who has something to say. In Wikimedia we had some interesting people for doing so. It shouldn't be a problem, but i would like to make the interviews in audio format and upload it to Commons. I think that is more attractive for some learners than just reading it. I tried it recording a conversation in Skype with audacity but it didn't work. Some suggestion? --[[User:Javier Carro|Javier Carro]] 16:03, 11 October 2006 (UTC) :One of the tricks I found while trying to convert midis to .wav format was that you could plug your audio output into your microphone input. However, this only works if you don't have to here what the other person is saying. There is some helpful hints at [[Podcasting]], an I know that wikinews had tried something like this before.--[[User:Rayc|Rayc]] 16:13, 11 October 2006 (UTC) ::I found something [http://www.skypejournal.com/blog/archives/2005/02/call_recording.php here]. Thank you anyway :OD--[[User:Javier Carro|Javier Carro]] 16:55, 11 October 2006 (UTC) :::Thanks for this link, Javier - did you have any success? (With what if so?) [[User:Cormaggio|Cormaggio]] 12:34, 12 October 2006 (UTC) ::::I installed [http://www.powergramo.com/ Powergramo]. It is free download, they say that you can record as long as you want and the audio file is automatically created in .ogg. So it seems great for us. I have recorded a conversation an it works quite well and easy. --[[User:Javier Carro|Javier Carro]] 20:44, 13 October 2006 (UTC) == BOB's legal level == Take any random textbook that assigns questions with short answers. Sometimes, for even questions or odd questions, the answers will be given in the '''B'''ack '''o'''f the '''b'''ook. My quesiton is, how much do we have to change the questions and answers to avoid copyright of the book? If we have a book giving the answer to 1+1 is 2, they can't claim copyright on that since it's a known fact. However, if the problem is more complicated, like say "Find the total electrical field 5 meters away from a hollow sphere of radius 3 meters containing a surface charge of 4 C/cm", the book could possibly claim copyright over the question. Is it enough to just use a bunch of books on the same topic noting that no book's problems were used in total, or does one have to alter the wording/numbers/answers? As a corollary, how does a teacher/tutor/prof use material on wikiversity legally without having to put: “Question 2-4, 8 and 12 are from wikiversity” on there assignments. Complying with GDLF basically would give the student the exact website to look for the answers on, which sort of defeats the purpose. --[[User:Rayc|Rayc]] 16:09, 11 October 2006 (UTC) :I think these are relevant questions, but I unfortunately don't know the answer. We could try emailing Lawrence Lessig and see if he'd give us a response… I'm really thinking that Wikiversity is going to have to explore some legal (copyright) options that are not 100% the same as the rest of Wikimedia. Another issue: what if some people want to work together on a research paper at Wikiversity? If the paper is necessarily licensed GDLF, it will be impossible to get it published in a prestigious journal; regardless of the quality of the paper, virtually no prestigious journal will accept the terms of GDLF for their own publication. However, this is something that could be looked into. [[User:Jade Knight|The Jade Knight]] 16:45, 11 October 2006 (UTC) ::We may have to look into a system like what they employ at Commons, where you can specify your licence - choosing between eg GFDL, CC-BY-SA, or a combination of free licences. In response to the first question, though, I don't know - but you could try asking more widely (ie on IRC wikimedia channel, or perhaps Wikibooks discussion spaces) to see if others have come up with any solutions of their own. On a wider level, educating people about free content seems like a very practical thing Wikiversity could do - there really doesn't seem to be anywhere that has all relevant info in one place - so maybe we could carve out a very useful niche there - possibly develop a learning community on the subject... [[User:Cormaggio|Cormaggio]] 12:43, 12 October 2006 (UTC) :::I think specific questions are pretty obviously copyrighted. Tiny errors are routinely introduced in individual problems so publishers can prove in court their copyright was violated by lifting problems or material wholesale from their published materials. Why not encourage class participants to create their own problems for each other to solve and thus create unique known solutions that known to be copylefted by Wikiversity? Granted this is of little utility other than self training for the first three or four participants. Once hit ten pariticipant, each contributing one problem or correction to one problem and solution we should be getting close to critical mass. [[User:Mirwin|Mirwin]] 05:12, 25 October 2006 (UTC) == Defining the Wikiversity == I'm working on a New Visitor introduction to the Wikiversity and as such need to define the objectives. There appear to be two schools of thought as reflected below. One emphasizes this is a place for learning materials, the other as a place to do the learning, which suggests interaction with teachers and other students as well as providing learning materials. Quite frankly I personally lean towards the latter as more inclusive. But in my research I frequently keep stumbling upon the more narrow focus on providing learn materials (presumably to be used offline and away from the Wikiversity). For instance at http://meta.wikimedia.org/wiki/Talk:Wikiversity Korg asks for guidance on what slogan to use and notes all of the following in use. # "Free learning materials and activities" (Wikipedia, Wikisource) # "Free content learning materials" (Wikispecies) # "Free learning tools" (Wiktionary, Wikinews, Wikibooks) # "The limitless learning center" (Wikiquote) Meanwhile over at http://meta.wikimedia.org/wiki/Wikiversity there's an excellent statement of goals for the Wikiversity, among them this statement: :An electronic institution of learning Personally I like that one the best. Question: What's the general view? [[User:Morley|Morley]] 20:51, 11 October 2006 (UTC) :Further down at http://meta.wikimedia.org/wiki/Wikiversity there's this fairly definitive statement which perhaps will settle the issue. ::E-learning. A framework within which members of the community can actually take courses online. :There's also a link to this page http://en.wikibooks.org/wiki/Wikiversity:About which offers yet another take on Wikiversity goals and objectives. They're everywhere! Very much in need of tidying up. [[User:Morley|Morley]] 21:42, 11 October 2006 (UTC) *My advice is to start at [[Wikiversity:Wikiversity project proposal|Wikiversity project proposal]]. Some of the older ideas discussed at the meta-wiki and Wikibooks were [[Wikiversity:Original proposal|explicitly ruled out]] by the Wikimedia Foundation Board of Trustees. --[[User:JWSchmidt|JWSchmidt]] 22:53, 11 October 2006 (UTC) *I tend toward your interpretation, Morley. I see this as an online learning institution, which includes materials. I also see it as an avenue for research. [[User:Jade Knight|The Jade Knight]] 23:16, 11 October 2006 (UTC) '''General note''': there is a lot about Wikiversity on Meta, Wikibooks and (less so) on Wikipedia that doesn't reflect the approved scope of Wikiversity. For example, [[m:Wikiversity]] (which you quote above) is an '''old''' proposal and which was '''rejected''' (though that does not imply that everything on the page is prohibited). The definitive (starting point) reference to Wikiversity should be, as John points out, the [[Wikiversity:Wikiversity project proposal|approved Wikiversity proposal]]. [[User:Cormaggio|Cormaggio]] 12:27, 12 October 2006 (UTC) ==Does TeX work in Wikiversity?== <math> A \otimes B </math> <math> A \boxtimes B </math> Why does ''otimes'' work but ''boxtimes'' not? --[[User:Hillgentleman|Hillgentleman]] 09:22, 12 October 2006 (UTC) == remaining wikibooks material == There are a number of wikiversity pages on wikibooks that have not been categorized (and therefore have not been imported): [http://en.wikibooks.org/w/index.php?title=Special:Uncategorizedpages&limit=250&offset=750 listed here] Please '''don't''' categorise them (so we don't lose track of them again), but rather add one of the following two templates: *[[b:Template:wv-req]] - use this to mark the pages for import, this puts them in [[b:Category:Wikiversity pages to be imported]] (custodians: please watch this category) *[[b:Template:wv-delete]] - use this for stubs or for materials that have been replaced on wikiversity by better materials. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:09, 12 October 2006 (UTC) == Questions == Will the Wikiversity have structured courses? If yes, what structure(s) are proposed? If not, why not? Are courses desirable or unnecessary? What's to be the role of teachers at the Wikiversity? Can anyone teach at the Wikiversity? Does the fact that someone is teaching give them some (any) say about the material being taught? Once someone begins teaching can they "lock" the material being taught so it doesn't get revised in the midst of teaching? Does the fact that someone is teaching one or more people give them status as a "teacher"? If so, what are the privileges and limitations on that status? Will there be a status of "student" at the Wikiversity? Or is everyone (those who teach and those who learn) lumped into a single status without further definition? What's the arguments for and against defining roles within the Wikiversity? What's the upside and downside to defining roles within the Wikiversity? Will the Wikiversity facilitate group learning, in the sense of a class of defined participants and defined facilitators (instructors, teaching assistants, etc) with a set duration? Will the Wikiversity facilitate online lectures, class discussions, seminars and conferences with instructors? Will there be benchmarks to learning, in the sense of assessments, testing of how well a student has mastered the material being learned? [[User:Morley|morley]] 16:08, 13 October 2006 (UTC) :Wikiversity currently ''has'' structured courses, though some people feel they are undesireable. It will, under no circumstances, be ''limited'' to structured courses, however. I certainly don't think we should do away with them, however. :Teaching has no status at Wikiversity, and anyone who knows much about anything can teach here. Their role really depends on the project in question. I think that someone organizing/teaching a particular project/course should get particular say in the material of that course, though I think it would be nice if Departments had a review process whereby they could evaluate the course and determine if it needs to be changed. I think it would be frustrating to teachers to have people coming in and entirely transforming the project they're trying to create. I'm guessing that I may be a minority opinion on this matter, however. :Everyone here is a student if they are learning anything, and that should be everything. For the most part, I don't think there's any need to distinguish, except for on a class-by-class level, except that I do feel that, when it comes to establishing consensus on issues in a particular Department (such as whether or not a History course, for example, uses proper historiography), only those who have shown evidence of particular knowledge in the subject area should be considered/allowed to vote (thus departments should have some sort of way of ''systematically'' differentiating between users). :I think that "group learning" as you describe it will be one of the many ways people will learn at Wikiversity, but certainly not the only way. I think it should attempt to facilitate all of these different ways of learning. :Benchmarks to learning are not required, but it can be very helpful to students to have a way to assess their progress. [[User:Jade Knight|The Jade Knight]] 16:53, 13 October 2006 (UTC) ::"structured courses" <-- there are many possible kinds of courses. I doubt if anyone is going to turn away Wikiversity participants who build courses with formats that work well with the wiki user interface. As a Wikimedia Foundation project, Wikiversity has some limitations. Online courses that require things like student fees or teacher certification are going to have problems here. "teachers at the Wikiversity" <-- Wikiversity has participants. You can function as a teacher at Wikiversity by editing the website and adding useful learning resources. As a wiki, social interactions are important within the Wikiversity community. You can function as a teacher by helping other Wikiversity participants reach their learning goals. "lock the material" <-- I think Wikiversity should experiment with [[Wikiversity:Page protection templates|ways to protect educational content]] from further editing. Protecting high quality content is something that Wikipedia has been slowly building towards and Wikiversity should join in the search for good ways to do that. "status as a teacher..... privileges?" <-- I think Wikiversity should explore ways of [[Wikiversity:Review board|supporting the participation of people who have expert knowledge]]. In a wiki community, special status does not mean privileges, it means added responsibilities, more intense scrutiny of your actions and extra tasks to perform in service of the community. '''review processes''': It is important for learners to have ways of knowing that they can trust their learning environment. The Wikiversity community will develop ways to assure a high quality learning environment. The basic method is that if you see something that needs to be improved you talk about it and edit the wiki pages so as to make it better. Wikipedia has been slowly working towards increasingly formal systems for peer review of content. Wikiversity will need a sophisticated system of peer review, particularly for [[Wikiversity:Original research|original research]]. [[User:JWSchmidt|JWSchmidt]] 21:29, 13 October 2006 (UTC) = 15-21 October = == Motto and Slogan Contest: Round 4 == '''Please list your support for one motto and one slogan here: [[Wikiversity:Motto contest]].''' Following the lead of the Wikiversity [[m:Wikiversity/logo|logo contest]], '''round 4 starts with a blank slate''' (with no support listed). Hence, hopefully, previous participants and anyone interested will select options in this round. Also following the lead of the logo contest, similar alternatives remain grouped. Alternates in each group having support from at least four people are included in this round. Please share comments on the contest page as you wish. --[[User:Reswik|Reswik]] 21:27, 15 October 2006 (UTC) :'''Notice: Due to feedback from several motto contest participants, tomorrow I likely will suspend round 4 of the motto contest''' and return to round 3 for discussion of how to proceed. Please pardon the convoluted text in the following. Here is what I plan to do: The general issue of what is the purpose of the motto contest may be resolved by the following that I plan to implement and propose as a process modification for review for 2 weeks starting tomorrow, re-initiating (and stepping back to) round 3: To deal with different purposes being served currently by the motto contest, a helpful approach seems (to me) to be to subdivide (or fork) the motto contest in this way: 1. a broad motto contest: keep all of the motto contest suggestions and re-define this contest (more broadly in the way it is partly functioning now through the kinds of alternatives that people are proposing) as seeking a motto which expresses the mission of wikiversity (possibly in an inspiring way); and, 2. a short description contest (the intended original purpose of the contest): select a subset of the motto contest options which briefly describe wikiversity in a way similar to other short wikimedia descriptions that go with wikimedia project logos. We would then have 3 contests: the motto contest (with a broad purpose of an inspiring motto proper); a short description contest (the original motto contest purpose but with fewer alternatives carried over); the slogan contest (for the main page subtitle). These would be created as a modification to the final stage 3 of this process (which has the very low bar of including options with two people supporting an option in stage 2). I'll suggest a two week review period (inviting continuing listing of support for alternatives in stage 3) before moving onto stage 4 again (perhaps also preserving the votes and format already made in stage 4). Comments? --[[User:Reswik|Reswik]] 22:57, 18 October 2006 (UTC) ::When did we get to stage 3? I vote in stage two and now all of a suddon, four! The 3 slogen mottos are all gone. :( --[[User:Rayc|Rayc]] 00:15, 19 October 2006 (UTC) :::Round 3 started 9/23 and Round 4 started on 10/15. Initially, any option that had four supporters made it from round 3 to round 4. The change to the contest suggested above was not implemented. An inclusive and simpler revision was made, based on [[Wikiversity_talk:Motto_contest#Discussion_of_Round_4_contest_revision|discussion]] points on the motto constest talk page. --[[User:Reswik|Reswik]] 10:58, 19 October 2006 (UTC) == Spanish-language Wikiversity is live == Please help developing this project if you can write in Spanish: [[:es:Portada]]. [[User:Guillom|guillom]] 10:51, 16 October 2006 (UTC) :Can someone with Spanish language skills make sure that there is a page at es.wikiversity about this project: [[Sugar in the times of cholera]]? Also, it would be nice if [http://es.wikipedia.org/wiki/Portada this page] linked to es.wikiversity.org. --[[User:JWSchmidt|JWSchmidt]] 02:50, 17 October 2006 (UTC) ::It links now [http://es.wikipedia.org/w/index.php?title=Plantilla%3APortada%3AProyectos&diff=5164648&oldid=3893329]. [[User:Guillom|guillom]] 12:05, 17 October 2006 (UTC) :::I have a '''''[[Wikiversity talk:Request custodian action#Wikiversity:Practicums|Big Idea]]''''' that may help. [[User:CQ|CQ]] 04:15, 19 October 2006 (UTC) ::::Lookie! -> [[Wikiversity:Practicum]] [[User:CQ|CQ]] 05:16, 19 October 2006 (UTC) == Criminology Course == Do we have a plan for a course in criminology or forensic science? [[User:Forensicgeek|Forensicgeek]] 10:35, 18 October 2006 (UTC) == Cheating and other malfeasance == What if highschool and college students want to abuse Wikiversity as a cheating aid. See my post [[Wikiversity talk:Request custodian action#UIUC PHIL 270|here]]. [[User:CQ|CQ]] 04:10, 19 October 2006 (UTC)‎ == Where Wikiversity sits == As well as defining what Wikiversity is and how it works, which has been discussed recently, I would also like to raise ideas and awareness of where Wikiversity sits in the context of the changing notions of learning. In this regard, I've just found a very interesting article by Stephen Downes (a well-known author on eLearning etc), called [http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1 "eLearning 2.0"], of which I've just selected a snippet of thought-provocation: :''"What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created?"'' I'd encourage everyone to read it (it's not very long) and see if you can use the ideas to try to facilitate the kind of learning that Downes describes. Any comments on the article would be interesting too - here, on any of the pages related to education within Wikiversity (eg [[Wikiversity:Learning]] or [[Portal:Education]]), or anywhere you feel appropriate, really. Or, you could add here - or anywhere - some more links or references to articles/books etc which you have found thought-provoking or useful on the subject. Thanks. [[User:Cormaggio|Cormaggio]] 17:36, 19 October 2006 (UTC) :What great timing! I was reading wikiversity "instead" of doing what I was suppose to be doing, which was finding an article on learning styles and constructivism. It's a good read. Apparently learning communities already exist. What would be the logical conclusion would be to somehow move a learning community to wikiversity, instead of creating them raw here. :Also: <blockquote>“Educators began to notice something different happening when they began to use tools like wikis and blogs in the classroom a couple of years ago. All of a sudden, instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide. Imagine the astonishment, for example, when, after writing a review of a circus she had viewed, a Grade 5 student received a response from one of the performers”</blockquote> :We should contact the educator's blogging network, see if they want to use wikis as well.--[[User:Rayc|Rayc]] 20:52, 19 October 2006 (UTC) :::Learning communities - with 3,530,000 hits on Google for "learning community", I should think they exist! I think learning communities may well move en-masse to Wikiversity, but really, a learning Community is a ground-up kind of development. We will absolutely be building learning communities based on the people who themselves choose to come here and participate on some level in some areas - as well as (in my eyes) building a grander, more general learning community, about ''how Wikiversity can facilitate learning''. (Also, I wrote my first Masters dissertation on "Wikipedia as a learning community" if you're interested, which you can find from my [[w:User:Cormaggio|Wikipedia user page]].) On general outreach - yes, there are many groups who would be great to get involved in Wikiversity - this is something ''anyone'' can do who's connected to a network of people you think might be interested. Ideas can be stored and developed at [[Wikiversity:Wikiversity outreach]]. [[User:Cormaggio|Cormaggio]] 22:17, 19 October 2006 (UTC) == Introducing newcomers to the Wikiversity == I'm currently working on improving the new visitor's introduction to the Wikiversity — what it's all about, how to get involved, that sort of thing. I'm proposing the following text on http://en.wikiversity.org/wiki/Wikiversity:Welcome%2C_newcomers ===Proposed text=== The Wikiversity is for learning, where you'll find a learning materials ready for downloading and courses ready to take. Anyone can participate, no cost, no advertising, no credentials required, no degrees awarded — just learning. Anyone can upload new teaching materials or revise the ones already here. The Wikiversity is following the traditions of the Wikipedia. Anyone can take a course. Anyone can teach a course. No entrance requirements. No fees. No certificate at the end. In the context of the Wikiversity, a course is an undertaking of a student to follow through a set of materials under the guidance of someone willing to teach. ===Additional Thoughts=== Here are my current thoughts of what would fill out the balance of the page. What am I leaving out that should be here? Would appreciate your thoughts. ====Learning materials==== What types of learning materials will be found here. Licensing of content. How it's protected, how freely it can be used. Fairly mature example links to explore, to give the new user a feeling for what to expect. How to download and use this material. How to give back by editing, adding. Whether and how to fork to take a set of materials in a radically different direction. How these materials are currently being protected from vandalism. How to determine the provenance of these learning materials. ::The provenance of the learning materials is provided by the submittal forms. When the submittal form is found to be incorrect or incomplete the material is promptly deleted. [[User:Mirwin|Mirwin]] 05:30, 25 October 2006 (UTC) ====Online courses==== An overview of how some current Wikiversity online courses are being conducted, with example links. Discussion of how the examples cited are structured. Discussion of our openness to other directions than these particular examples. Discussion of the policy of openness (no credentials, no degrees) and the benefits of having this policy. Languages currently supported. How to navigate the Wikiversity. How to edit what you see. Long range goals of the Wikiversity. The history of the Wikiversity, how it came to be, its association with Wikipedia, Wikibooks, etc. Before I start editing the current newcomer page I'd appreciate getting feedback on the above. I would particularly appreciate specific examples of good learning materials and ongoing courses to cite. [[User:Morley|morley]] 21:23, 19 October 2006 (UTC) :Make sure and check out [[Wikiversity:Learning]], [[Wikiversity:Examples]], and [[Wikiversity:Featured]], as well as everything else. I'd also prefer it if you'd say something like "''currently'' does not issue certificates, etc.''" [[User:Jade Knight|The Jade Knight]] 03:33, 20 October 2006 (UTC) ::My suggestion for all of this is to make a coherent set of pages, each of which has a specific purpose in explaining what Wikiversity is/does, ''and'' which all link together coherently. A lot of this information exists but it is pretty haphazardly spread for the newcomer who doesn't know that there is a certain page which explains what they are interested in. So, what I want to do is to: 1) delinetae all these pages, and 2) create a template for the top of pages within this structure so that peopel can simply click through a set of pages or jump from one to another in the order they choose. I'm wondering, though, if this structure should be broken down into subsections - kinda like Template:Introduction, Template:Pedagogy, Template:Content - or whether we just need the first one (?). [[User:Cormaggio|Cormaggio]] 11:31, 20 October 2006 (UTC) ::I've made a start at [[Template:Introduction]] and added it to the main introductory pages. [[User:Cormaggio|Cormaggio]] 12:21, 20 October 2006 (UTC) :::Excellent feedback. I'll begin editing the newcomers page in the next day or two and begin following all the above and other recommendations for assembling a set of examples for newcomers with links for further exploration. [[User:Morley|morley]] 14:26, 20 October 2006 (UTC) ===What's going on?!?=== This is **most** discouraging. Certainly not a skilful way to bring new volunteers into the fold. Over the past several weeks I've been attempting to engage an improvement to how the Wikiversity introduces itself to new users. As a new user myself I was particularly struck by the lack of clarity to statements of purpose. Indeed I encountered outright controversy, very muddy waters indeed. In that light I attempted to engage discussion towards a redefinition of how the Wikiversity describes itself to new comers. I proposed a change in copy from the present "all over the map" vague introduction to one that makes explicit what the Wikiversity includes and what it does not. This discussion has been posted to the Wikiversity mailing list at <wikiversity-l@wikimedia.org> and on the Colloquium. With some supportive and no negatives, I then proceeded to add the new copy to [[Wikiversity:Welcome,_newcomers]]. Two days later I find my proposed new copy has been removed, replaced by the original. I am **not** an old hand at Wikimedia, which is exactly the point. I'm as good a guinea pig for assembling a functional newcomer section as you are likely to find, at least in the short term. I've attempted to be a responsible participant in a co-operative collaborative enterprise. Yanking my edit after prior consultation is not encouragement to collaborative participation. What's going on? What do I not get?[[User:Morley|morley]] 18:36, 22 October 2006 (UTC) :Please don't take things, ''too'' personally, and by no means allow yourself to be discouraged! I and many, perhaps even most others have had the exact experience and a similar reaction to it. You were doing exacly what Wikiversity participants are ''encouraged'' to do! You were being bold ([[Wikiversity:Be bold]]) and taking initiative. Good for you! :I haven't reviewed your edits. I'm just looking at what I've read here. I'm not on the Mailing list and I haven't yet read the talk pages to the pages you mentioned. If things were reverted or deleted, there may be a good reason. I'm not even going to look just yet. Consider what ever happened to be feedback. Here's an example of constructive critisism: ::''It appeares to me that you may not yet know how to make basic links to other Wikiversity pages from ''within'' Wikiversity. The link you posted just above did not work, so I fixed it. That's what we do &ndash; or are supposed to do &mdash; '''[[w:Collaboration]] 101'''.'' :''Now back to those hurt feelings:'' [[User:Morley|Morley]], Sometimes the seasoned ones have run so far ahead that they forgot about their experiences as newcomers. They may have just been in a hurry or rush to make things fit. I really doubt if anyone was delibreratly undermining your efforts. There is a lot going on here at the same time. People slip up &ndash; ''[[w:Humanity]] 101'' :It's that way all over, both on the Internet, inside of Wikiversity/Wikipedia/etc... and it's that way in the face-to-face world, also. I hope you get over this emotion (maybe justified; maybe not...) and just dive back in. Your edits are most likely preserved in the History of the pages you edited and can be reviewed at any time. Don't fret! Stay with us! :) [[User:CQ|CQ]] 00:13, 23 October 2006 (UTC) ::Oh dear. I edited the version you added, Morley - by replacing your introduction with the old one, while adding in one of your sentences. I did this because the original introduction had specific links to other pages (like [[Wikiversity:Learning projects]]) - making it easier to go to those pages if you are interested in what those words/ideas mean. I kept the rest of what you added - even though I think this too needs to be edited and made more informative. I felt that, if someone clicked on that page, they would still leave confused - even though that's exactly what you're trying to address (and I commend you for it). Morley, I really didn't want to hurt your feelings or de-motivate you - I was just being bold myself and doing what I'm used to doing - editing wiki pages, taking the best of everyone's contributions, and trying to make the page as useful as possible. I hope you'll also continue to work on it - and you can add comments on the [[Wikiversity talk:Welcome, newcomers|talk page]] - it's on my [[m:Help:Watching pages|watchlist]], so I'll see whenever it's edited. Once again, though, my sincere apologies to you if this is how it's made you feel. [[User:Cormaggio|Cormaggio]] 12:48, 23 October 2006 (UTC) ==Contributors for Pharmacogenomics Wiki wanted== Hi, I am fully not sure if here is the right place for looking for contributors or helpers for http://www.wiki.pcg-portal.com. If it is wrong, please displace this post to the right section in the wikipediversity. Fact is, that it would be great, if my team and me could find here some guys who could help us in the english version of the mentioned wiki link http://wikien.pcg-portal.com/index.php/Main_Page. Helpers have the possibility, to become admins at this wiki then. This project is supported by a german university and two german companies and several Professors. In principle we need someone, who is familiar in dealing with the wiki software itself and optimising the general structure und the administration, It is not necessary, that you bring in specific knowledge for the topic PCG. If somebody is now interested, please don not hesitate to contact me. Contact possibility can be found on the page itself. Thnaks a lot for your help, and again sorry for the topic here if it should be on the wrong place ... Waiting anxious for answers, regards [[User:MoritzE|MoritzE]] 11:57, 1 October 2006 (UTC) :Yep, this probably is the right place. I was just commenting on how there were probably other wiki-based learning communitees out their. You might want to drop in on the [[:de:Hauptseite|German Wikiversity]] as well if the wiki is in German.--[[User:Rayc|Rayc]] 23:56, 20 October 2006 (UTC) == Organization Dewey == Using the Dewey organization might make Wikiversity integrate better into existing knowledge organzations. Making it more easily used by more people. :Library of Congress is generally considered a superior, if more complex system. Either way, Wikiversity almost certainly wont use either. However, an ambitious individual could certainly create a [[Portal:Dewey Decimal]] or something similar, and create a Dewey-based catalog of Wikiversity materials. You could even [[Wikiversity:Be bold|Be bold]] and do this yourself! [[User:Jade Knight|The Jade Knight]] 22:35, 20 October 2006 (UTC) ::We probably need metadata and an advanced search field somewhere prominant on the Main Page. Something like: "I need to find material on 1) The Reformation and the splitting of the christian church, 2) for use in a class of 16 year olds, 3) studying for their [[w:General_Certificate_of_Secondary_Education|GCSE]] exams in the UK". Ultimately, I would hope that people will be able to find their materials of choice to this level of precision (providing these materials exist and someone has entered the metadata) - as well as being able to browse aimlessly, of course. [[User:Cormaggio|Cormaggio]] 23:51, 20 October 2006 (UTC) :::Metadata of this sort could prove very useful. Are you suggesting that we also come up with Dewey Decimal numbers for all pages and include them in the metadata, and turn this into a Wiki-brary, as well as a Wiki-versity? [[User:Jade Knight|The Jade Knight]] 01:06, 21 October 2006 (UTC) ::::I looked at [[m:learning object metadata]] a while back, even creating a page at ...er... meta (of all places). I thought maybe we could use the IEEE spec to come up with a MediaWiki-friendly implementation. I have no Earthly idea how Dewey Organization fits into the "standard" LOM spec, but it I'm sure those eggheads got it in there through the terseness of it all. ::::I intuit it's worthy of further dialog. As for that "[[m:Talk:Learning object metadata|short statement about how a learning object metadata might be fit into the wiki user environment]]" that [[User:JWSchmidt|JWSurf]] suggested, I shall begin something of the sort within the [[School:Computer Science|Computer Science]] arena [[Topic:Learning Objects|here]].[[User:CQ|CQ]] 16:20, 22 October 2006 (UTC) :::::[[w:Dewey Decimal Classification|Dewey Decimal Classification]] divides everything into groups divisible by 10. I don't know how that integrates into computer stuff. [[User:Jade Knight|The Jade Knight]] 05:20, 23 October 2006 (UTC) ::One can start by asking everybody to list the Library of congress code with every reference text cited.--[[User:Hillgentleman|Hillgentleman]] 06:35, 23 October 2006 (UTC) = 22-28 October = == Journals == There was some discussion about somehow getting access to acedemic journals on the main mailing list: [http://mail.wikipedia.org/pipermail/wikipedia-l/2006-October/045490.html] My question, is it legal if one has access to a journal to download an article and give it to someone else? That would be a great service that wikiversity could provide, request an article and have someone else fullfill it. We could even have a request an article topic, and pick one we know would be helpfull to the reader.. if stuff like that was legal. Also, Does anyone know where to go in all of mediawiki to get definate answers to legal questions? I feel that this project will need a hot link to that as we get off the ground, since questions like the keep croping up.--[[User:Rayc|Rayc]] 06:46, 22 October 2006 (UTC) ::::The current Director of the Wikimedia Foundation is also the Foundation's former lawyer. For a specific legal question I suggest you ask on the Foundation Mailing list or send him an email direct. [[User:Mirwin|Mirwin]] 05:35, 25 October 2006 (UTC) :*from http://www.jstor.org/about/terms.html : ''The Content is intended for the personal, noncommercial use of Authorized Users of the JSTOR archive.'' -- "Personal use" is the issue. :*[[:meta:Category:Legal]];[[:meta:Legal department]] ?-[[User:Hillgentleman|Hillgentleman]] 07:01, 22 October 2006 (UTC) In the USA there are [http://www.usg.edu/legal/copyright/ rules about making copies of journal articles for edcational purposes] and there is similar information available for other countries (example: [http://www.library.uq.edu.au/copyright/vbcopying.html Australia]). In the USA, the basic idea is that if someone claims the right to protect the economic value of something they own the copyright for (such as a published document), then other people cannot make and distribute copies of that document in a way that will diminish the worth of the document to the owner. Having stated that basic idea, it must also be said that by tradition, educators and researchers in educational institutions have generally been given some slack. For example, copies of journal articles or book chapters are often made for use in classes or for study and discussion by research groups. The reason for this kind of exception to copying and distribution restrictions is that copyright has always been intentended to promote public welfare through the promotion of science and discovery of new knowledge and everyone recognizes the value of not preventing copyrighted materials from being used in education and research. As long as an educational institution has good control over the copies they make and they can restrict the copies they make to being used by a small and defined group of their students, then there is no problem. If Wikiversity started a "service" in which participants could provide copies of articles to other wiki users then Wikiversity would have to pass tests; tests showing that we are an educational institution, that Wikiversity uses a method to mark copyrighted documents as copyrighted, that Wikiversity limits the distribution of such copies to defined groups of students for a specific purpose. I do not see how it would be possible for Wikiversity to meet these requirements. --[[User:JWSchmidt|JWSchmidt]] 16:53, 22 October 2006 (UTC) :One of users on the mailing list suggested that we buy an institutional license and limit it's use to users with a particular edit level. However, that wouldn't fullfill all of the requirement. Oddly enough, [http://scholar.google.com/ Google Scholar] seems to hit loads of propriatory journal articles that for one reason or another are free to access by the general public. Though, they must claim ignorance of this ([http://scholar.google.com/intl/en/scholar/publishers.html#faq11]). --[[User:Rayc|Rayc]] 19:22, 22 October 2006 (UTC) ::My experience with google scholar is that it lists the abstract or first page of many journal articles and books then you have to pay to see the rest. --[[User:JWSchmidt|JWSchmidt]] 19:46, 22 October 2006 (UTC) :*There are ways to get around this difficulty, e.g. ''interlibrary loan'', using the ''local university library'' and ''private communication''. Reading the original paper is good, but it is usually not absolutely necessary immediately.--[[User:Hillgentleman|Hillgentleman]] 04:15, 23 October 2006 (UTC) I just thought I'd also remind everyone of our page [[Free online peer reviewed journals]] - which also has a link to an open access journal directory (though I've no idea of just how comprehensive it is). There *is* good and free info out there - the better we can get at accessing and processing this information, the better resource we can continue to build. [[User:Cormaggio|Cormaggio]] 20:58, 23 October 2006 (UTC) == Translator's Handbook == '''[[Wikiversity:Essay Contest|Essay Contest]]!''' The [[Wikiversity:Interlingual Beta Club|Interlingual Beta Club]] is looking for an insprirational and enlightening Introduction for their new '''''[[Wikiversity:Translator's Handbook|Translator's Handbook]]'''''. The whole deal is based on a couple of facts: a) Wikiversity needs more translators. 2) Wikiversity can train more translators. (The Beta Club has nothing to do with earning '''B'''s. It has to do with producing and improving Beta versions of WV! :I have been pathetically monolingual since I was in the first grade. I've been challenged to learn a different language for years, but I must admit, it's intimidating as all getout. I've been on this quest for a while,but since I joined V:, it all seems a bit more plausible now. I started with a little "[[multilingual worksheet]]" approaching the task (of translating the Pen Pal Wiki) with a "holistic" strategy hoping for some university-styled guidance. It has escalated into an all-out offensive against isolation and the feeling of utter helplessness culminating in this attempt to employ some interlingual dialog. [[User:CQ|CQ]] 15:30, 22 October 2006 (UTC) == Essay Contests == I've refactored the [[Wikiversity:Essay Contest]] page (mentioned in previous post) and created a new category, [[:Category:Wikiversity Essay Contests]] to accomodate other essay contests. I think these will help encourage participation in schools, departments and learning groups. Is this OK with everyone? [[User:CQ|CQ]] 16:22, 23 October 2006 (UTC) == Personalized Google searching == I've come across a new Google service (introduced today) which may have some utility for the Wikiversity. Not sure exactly how, but that's my gut intuition. It's called Personalized Google Searches. It lets you search Google in the conventional way but lets you restrict that search to your specific list of domains. You can set up a search for climate change or American politics but restrict results to sites you know will have merit, at least for you. In other words, keep the crazies out. Google gets paid for this service by requiring the results page present its AdSense ads. However non profits, government and educational institutions can choose not to display any ads at all. Google offers http://www.realclimate.org/ as an example. I learned about it from this article on Arstechnia where you'll find more links and a discussion: http://arstechnica.com/news.ars/post/20061024-8065.html. I created my own Wikiversity search engine here: http://google.com/coop/cse?cx=013166422010123807311%3Auedzdrwl3m4. It turned out to be remarkably easy, although untested as yet. One possible use for this at the Wikiversity. Let users put up a search engine for each major subject, linking them to Wikiversity course materials or online learning programs. The existence of such search engines (and free availability to the public) will encourage traffic to come to the Wikiversity, becoming involved. I suspect this tool might be applicable in the same way at the Wikipedia. Of course, the downside and possible abuses need to be considered. But interesting and possibly useful. [[User:Morley|morley]] 20:34, 24 October 2006 (UTC) == Big issues == Hi all - I've made a start on a page (in my user space - for now at least) on [[User:Cormaggio/Issues for Wikiversity|major issues]] (as I see them) that I think we need to deal with as a community. It would be nice if people could feel free to add to it - hopefully to prompt further discussion about who we are and where we are going (either on that page or here in the Colloquium). It might be a little opaque for now - please also feel free to add questions to the talk page. [[User:Cormaggio|Cormaggio]] 12:57, 25 October 2006 (UTC) == Wikimedia conflicts == Many of the pages that get stuck here on Wikiversity either seem to be aiming to be identical to a Wikibook, or a Wikipedia article. In several cases, individuals have started working on things where something on Wikibooks or Wikipedia already has covered the exact same territory. Perhaps we should have a nice template that says something like "This article looks like an encyclopedia article. Wikiversity is [blah blah blah]." Or "[[b:Wikibooks|Wikibooks]] has material covering this subject which should be referred to in the developing of this project", etc. What do you think? I foresee this becoming a regular issue here at Wikiversity. [[User:Jade Knight|The Jade Knight]] 08:15, 26 October 2006 (UTC) :This is very true. Wikiversity was set up to be specifically different to other Wikimedia projects - though it is meant to ''complement'' them - and vice versa. One thing Wikiversity could do is to develop material which then prompts people to work on a book on Wikibooks or article on Wikipedia as part of their learning activity. Conversely, other projects could develop projects within Wikiversity which help develop people's critical faculties, research skills etc in order to improve contributions there - and this is something that I really hope we will start working on as a wider community (ie Wikimedia). I don't think we should be too hardline here (at this stage at least) about deciding that something is too encyclopedic or book-like for Wikiversity - however, we certainly do need to start looking for and developing material which is inherently different from the other projects - to continue to define our project's identity. [[User:Cormaggio|Cormaggio]] 11:57, 26 October 2006 (UTC) ::Wikiversity has a few [[Wikiversity:Welcome templates|Welcome templates]] that are intended to help guide participants towards constructive editing. It would probably be useful to have additional welcome templates such as one that mentions the goal of not duplicating efforts at other projects. --[[User:JWSchmidt|JWSchmidt]] 14:51, 26 October 2006 (UTC) == numbered lists == Numbered lists are not currently working. Would someone be able to set these up or let me know what needs to be done to enable them. Thanks [[User:RichMac|RichMac]] 07:18, 27 October 2006 (UTC) #I think they work. #This is an example. #Is there something else that needs to be done? [[User:Jade Knight|The Jade Knight]] 07:24, 27 October 2006 (UTC) #They don't work #Over here [[The Ontological Argument]] #What am I doing wrong? [[User:RichMac|RichMac]] 14:58, 27 October 2006 (UTC) ::Had spaces between number signs, fixed now. [[User:RichMac|RichMac]] 15:14, 27 October 2006 (UTC) == References to higher authority == The issue of credentials and authority keeps coming up. Inevitably keeps coming up. Therefore I am proposing a comprehensive statement on these topics specifically aimed at orienting newcomers. Before I poke a stick into a hornets nest, I'm asking for feedback here. Please say whether you like what follows or not and why. Definitely post your positives (so we'll know whether we're on the right track), as well as your negatives and revisions. Let's put together something that won't embarrass before posting to the newcomers page — where it can then be further edited as much as anyone likes. There are pointers to other pages within the text. I'd appreciate someone to supply links to the relevant live pages. ===Credentials, diplomas & provenance=== The Wikiversity follows in the traditions of the Wikipedia, in other words collaborative creation and editing without reference to higher authority. [[What does that mean in practice?]] {The following appears on a separate page, available by clicking the above link.} * Will I earn a diploma at the Wikiversity? :No, that's one thing we don't do. This is about the learning itself, by itself. You cannot earn credentials here. But you can learn here and then earn your credentials elsewhere. * Are there exams at the Wikiversity? :Some course leaders may post some questionnaires so you can assess your learning progress. Course leaders may also give personal feedback on their observations of your progress. But there's no passing grade, no way to achieve status by your participation here. * Who gets to decide what gets posted here? :You do. Go ahead and post, no permission required. This project has no set-in-stone identification of authorship. Anything can be posted by anyone and then revised by anyone at any time. Each version is preserved. You can easily step back and compare one version to any other, see who performed the edits and communicate with those editors. :If you're an expert (or, better, "have proven expertise"), you need to prove that through your actions here, and be prepared to work with others in collaboration – just as they must likewise be prepared to work with you. This encouraging of equal participation is a positive factor in building a healthy community of learning, for the sake of learning. * How is "inappropriate" material kept off the site? :It isn't (except for Bombmaking 101 and similar). It's '''you''' who decides what's appropriate. There's no higher bureaucracy "authorizing" publication. (Copyrighted material is immediately removed, on discovery). :There are indeed senior custodians who debate what's an abuse and take corrective measures. These individuals earn whatever status they have by their past actions. That's the limit of their power and of any hierarchy at the Wikiversity. * What if someone wrecks a perfectly good course? :It's you who decides (at least in your eyes). Use the History tab at the top of the page and find the older version you like. Go ahead and use that version. Or better yet, integrate what you liked about the older version into the current version. You can also "fork" a course into two equivalent and equal versions covering the same subject but in different styles. Nothing at the Wikiversity is "definitive". * How can I determine whether the material here is any good? :By trying it out. It's your judgement call. If you can make it better, go ahead and edit. Note that every page has a Discussion area where you can post your observations and questions. You can review the History of a page, see who wrote which version and enter into dialogue with these individuals. Together we can, and will, make the material here stronger and stronger. * Who's authorized to teach? :You are, no credentials required. Yes, you can set yourself up as a teacher of anything, with or without any prior experience in the subject. If your students like the process, good, they'll probably continue working with you. If not, they'll likely wander away. You'll find all kinds of individuals teaching here, retired professional academics, currently active ones, people from industry and the self-taught with no formal qualifications at all. Ask course leaders for their backgrounds, or not. * If I teach, will I get paid, can I charge my students? :No, not through the Wikiversity. You can ask for donations if you like, but offsite and independently. We frown on fees as against the spirit of the Wikiversity. But we can't control such a practice, do not have the resources to police it. If we discover you're '''requiring''' payment for an online course conducted within the Wikiversity website or using the Wikiversity site itself to solicit donations we most likely will take action against you. The Wikiversity is free to all. * Can I download materials here and use them in my own offsite classes? Can I revise the materials? Must I make attribution to the Wikiversity? :Yes, yes and no. Download and use. [[Check here for how our learning materials are protected]] {Page reference to come} And definitely revise. Better yet, post your revisions back to the Wikiversity. Also post your experiences using the materials to the page's Discussion area. Give back and make the Wikiversity better. Finally, attributions to the Wikiversity are welcome but not required. * Who pays for the Wikiversity? :You do, by donations. [[Here's how you can make a donation]] {link to come} (entirely voluntary). Notice there's no advertising on the Wikiversity. We're non-commercial, entirely run by volunteers, operating costs covered by donations, from people like you. The Wikiversity is a facility for learning. [[User:Morley|morley]] 20:30, 27 October 2006 (UTC) :Problems: :*''Will I earn a diploma at the Wikiversity?'' - I'm against any language which doesn't include some sort of tentative marker, such as "yet". It's being discussed [[Wikiversity:Creation of Free Online University|elsewhere]], and many of us would like to see Wikiversity eventually reach that point. :*''Who gets to decide what gets posted here?'' - This doesn't mention the importance of consensus building, peer review, and (this has not yet been thoroughly explored/established by the community as) deference in project management. Either make it simpler, or more complex, but don't ignore community here. :*''How is "inappropriate" material kept off the site?'' - I don't know that the community has explicitly forbidden bombmaking 101. Until we have explicit (and accepted) guidelines on what is and is not appropriate on Wikiversity, we should '''not''' be telling newcomers what is and is not appropriate to post. :*''What if someone wrecks a perfectly good course?'' - It is '''not''' the newcomer who decides this, but consensus, giving preference to those who have established contribution records and show expertise in the field in question. Remember that "you" in this case is the new user. Also, some people object to general usage of the word "course" for "learning project". :*''How can I determine whether the material here is any good?'' - I really think Wikiversity could use some sort of review procedure. Nothing is formalized right now, but I'd like to work towards it, so newcomers could be directed by Departments to "better" materials if they just want to learn, or be guided to materials that need work if they're here to help. :*''Who's authorized to teach?'' - This makes it sound like Wikiversity intends to be a breeding ground for people who have no idea about subjects to teach it to those who know less about it. I think this needs to be reworded to include something about the concept of peer-review and internal quality checks. We don't require credentials here, but we do require meritous contributions. :*''If I teach, will I get paid, can I charge my students?'' - Don't include the donations thing here at all; people are likely to confuse it to mean they can ask for donations ''at Wikiversity''. And who's this "we" you speak of? Be specific. Then again, I don't really think there's a need to spell out what will happen if someone violates this, anyways. :*''Can I download materials here and use them in my own offsite classes? Can I revise the materials? Must I make attribution to the Wikiversity?'' - Attribution isn't required? I wasn't aware of that. :*''Who pays for the Wikiversity?'' - Again, be careful of your usage of "you". It's better to say "users like you" than "you". :Well, that's my input. You really need to be careful to not claim as policy things which aren't established policy at all. That's the biggest issue I see with the list. [[User:Jade Knight|The Jade Knight]] 00:01, 28 October 2006 (UTC) ::''(except for Bombmaking 101 and similar).'' ::Eh... why not? Who knows, we might just discover a new nitro-gel or something :) I'm sure detectives are routinely trained in the modus operandi of criminals. ::I agree with Jade Knight over this one. Wikimedia is mostly structured based on general consensus, not personal opinion. The GFDL requires source attribution. Don't make promises you can't keep. [[User:Jafet|Jafet]] 06:25, 6 November 2006 (UTC) ----- *The issue about ''authorities'' (or ''experts'') is the same issue as the question ''how can I trust the content in wikiversity''. In this context, an ''authority'' is one who knows something well enough and who has the trust of the public. These people serve the public by accelerating the learning process. *The question ''how can I tell a genuine expert from a fake one'' has a general answer: ''by questioning, and by striving to understand the material yourself.'' --[[User:Hillgentleman|Hillgentleman]] 14:01, 28 October 2006 (UTC) :If you pretend to be an expert, you may eventually be found out by a real expert. EOF. [[User:Jafet|Jafet]] 06:25, 6 November 2006 (UTC) ==Some Ideas from New User== Hi all ... I,ve just taken a look at Wikiversity project in last few days .. as I have read somewhere Wikiversity is intended to create new creative educational methods using wiki technique ... I find that is really great but through browsing what we have currently in wikiversity ..I felt that this aim is beyond the Mediawiki capabilities ... The problem is that mediawiki is Text-oriented wikisoftware ... and by this way we won't make big difference from wikibooks or wikipedia . We need some new developed wikisoftware that enable everybody from creating new kinds of files : slideshows , flash files for educational explaination , maybe some Interface for Webdesign or even Programming Interface enable anybody to combile online C++ or basic source code .. That would be real revolution in wiki world .. I don't know if that is possible since i,m not professional in programming .. but I think the real task here should be making real and serious contact between wikiversity contributers and Mediawiki developers in order to make New Novel Wiki Software . I liked to share these Idea's with you and I really like to hear your opinions about them . Regards --[[User:Chaos|Chaos]] 09:48, 28 October 2006 (UTC) *-->[[MediaWiki Project]]?--[[User:Hillgentleman|Hillgentleman]] 13:53, 28 October 2006 (UTC) **During the community discussions leading up to the start of Wikiversity many people expressed concerns about the need to extend the MediaWiki software in order to support an education-oriented project. The Wikimedia Foundation projects are now "in competition" with other projects such as [http://www.digitaluniverse.net/portal/home digitalunivers], projects that are going to be using multimedia, not just plain wiki pages. I have been thinking about the idea of making a proposal to the Wikimedia Foundation for a dedicated server that could be used for Wikiversity experiments with types of media that are not supported by the MediaWiki software. For example, it might be useful to have [[podcasting]] of some Wikiversity learning materials and Jimmy Wales has recently [[:w:Wikipedia:WikiProject WikipediaWeekly/Episode3#Contents|expressed interest]] in the idea of using podcasting to help Wikimedia projects. Right now, Wikimedia projects can only use OGG video files. --[[User:JWSchmidt|JWSchmidt]] 17:28, 28 October 2006 (UTC) ***We should open up a dev wishlist or something--[[User:Rayc|Rayc]] 18:57, 28 October 2006 (UTC) ****Seconded. [[User:Jade Knight|The Jade Knight]] 19:29, 28 October 2006 (UTC) *****I would make it, but it would quickly get losted if I didn't put it in the right place.--[[User:Rayc|Rayc]] 20:28, 29 October 2006 (UTC) :::::When Wikipedia was evolving quickly the developers used to come to the general mailing list to discuss issues regarding requirements and software capabilities with general users. Eventually when the traffic got too high a developer's list was established for highly technical discussions. Hard core developers monitored both lists. This is a proven model which will probably only work if the developers have a dedicated experimental server to try things out on as JW intends to propose. Links to the lists can obviously be advertised to potential developers frequenting the computer science pages once the development server and second mailing lists are available. [[User:Mirwin|Mirwin]] 19:25, 30 October 2006 (UTC) :::Flash Card snippets of html or embedded java that work on the Wikimedia default (and others hopefully) settings would be nice for pages like this: http://en.wikiversity.org/wiki/Flashcards_for_Java_keywords. Notice that the index heading is a bit visually clunky as it bounces you around. ::::Code for a single button/link for a <b>Random Java Flashcard</b> out of the indexed list would be nice. ::::Soon another page of flashcards will be available which inverts the term and concept. Mixing and matching from a multiple set of pages would be nice for larger sets of information. Fortunately Java has only a little over 50 keywords so there are only about a 100 cards in this total set. If we start adding design patterns or useful objects the numbers could get quite high if reviewers are not determined to keep them limited to most useful and generic. [[User:Mirwin|Mirwin]] 03:32, 31 October 2006 (UTC) '''Update''': I've set up [[Wikiversity:Technical needs]] which could act as the aforementioned "developer wishlist". [[User:Cormaggio|Cormaggio]] 20:18, 11 November 2006 (UTC) ==Help== Hi I have just entered my first effort and I think I have the map wrong. *I created a [Category:South African Law] *Then created a [[Topic:Cession in South African Law]] where I put the first chapter. (I think I should have put this in another page called Cession: Chapter one?) *I linked it to [Category: Law] where it came up *I linked it to [Category: South African Law] where it did not come up. Can someone please look at it and fix if necessary. Many thanks [[User:Andrew massyn|Andrew massyn]] 21:56, 28 October 2006 (UTC) :It's there. Looks like you did fine. [[User:Jade Knight|The Jade Knight]] 01:36, 29 October 2006 (UTC) = 30-31 October = ==Index== Hi. I want to create an index page. Assume I wanted to link the word [[sillybugger]] and found it came up on four different pages I had created, how would I link them? In a paper index you say '''Sillybugger''': pages 6, 21, 27 and 104. On a paperless thing I dont know what the convention is. An ideas? [[User:Andrew massyn|Andrew massyn]] 21:01, 30 October 2006 (UTC) :I'm not sure I understand your question. You can create manual links by using the [[ ]] syntax described at [[m:Help:Links]]. If you want to know on what pages a word appears, use Google. If you want to see what pages are listed in a category, take a look at the category page or use the [http://en.wikiversity.org/w/query.php Query tool]. If none of these solve what you're asking for, please try to rephrase your question so we can find a solution. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 21:50, 30 October 2006 (UTC) ::I think Andrew's question might instead be about creating a link to a pagename which is occupied by four different pages(?). If so, Andrew, this is impossible. Making a link either makes a link to an existing page (blue link) or to a new page (red link) - clicking a red link allows you to create that new page. Or, have I misunderstood? [[User:Cormaggio|Cormaggio]] 08:04, 31 October 2006 (UTC) :No, I understand the concept of linking, it is a question of indexing. In textbooks, the index at the back usually shows a word and shows where that word is cited in the text book. *Thus the word '''contract''' may appear in a textbook on pages 21,27 and 104 and be shown in an index. *In a paperless format, each article page is a page. Assume I had created 105 article pages for a particular topic, The [[Topic: Cession in South African Law]]. The word '''contract''' appears in four of those pages. perhaps pages [[Cession in South African Law: An introduction to cession]], [Cession in South African Law: The definition of Cession], etc. I now want to create an index to show where the word '''contract''' appears in those 105 pages. How do I do it? Hope that clarifies. [[User:Andrew massyn|Andrew massyn]] 20:03, 31 October 2006 (UTC) :Hmm... google searchs I think are sight wide, though there might be a way of telling google to search only your topic: heirarchy. You could then include the google search link in the index page. Otherwise, you can create a page and link individually to each article, although this would be highly ineffient and the users would probably just use a google search anyways.--[[User:Rayc|Rayc]] 06:29, 1 November 2006 (UTC) == Added Boom Code == I've added information about [[BoomCode]], the astrophysics type II supernova code which I used for my doctoral dissertation. I'm trying to get as much information about astrophysical source code on the wiki so to encourage professional astrophysicists to visit wikiversity. I'm also in thte process of turning my user page into a virtual office. [[User:Roadrunner|Roadrunner]] 08:42, 31 October 2006 (UTC) :Is this for coders to create a background algorythm a la Seti@home, or someway of searching a massive database manually via a computer based amerature astronomy?--[[User:Rayc|Rayc]] 06:33, 1 November 2006 (UTC) :: [[BoomCode]] is a professional type II supernova simulator. There are several peer reviewed papers on it, and I used it to do my doctoral dissertation. I'm releasing it under GPL and using wikiversity as a development hub for it, in the hopes of getting more professional astrophysicists on board, and to make some links with the wider community. :: This is not for the faint of heart, but there are quick start instructions that will allow someone with basic system administration experience to run the code. In any event, it is useful for letting people know what real scientific code looks like. :: [[User:Roadrunner|Roadrunner]] 16:12, 2 November 2006 (UTC) [[Category:Community discussions]] 9055 44549 2006-11-10T19:51:22Z Andrew massyn 2578 minor Courses to be covered will be *[[Cession in South African Law]] *[[South African Law of Agency]] *[[South African Law of Persons]] [[Category:South African Law]] [[Category:Law]] [[Category:Humanities]] 9056 44540 2006-11-10T19:38:08Z Andrew massyn 2578 [[Cession in South African Law: An introduction to cession]] moved to [[Cession in South African Law: An introduction to cession - 2.]]: nmbering lessons #REDIRECT [[Cession in South African Law: An introduction to cession - 2.]] 9057 44542 2006-11-10T19:40:02Z Andrew massyn 2578 [[Cession in South African Law]] moved to [[Cession in South African Law - 1.]]: numbering lessons #REDIRECT [[Cession in South African Law - 1.]] 9059 44546 2006-11-10T19:41:45Z Andrew massyn 2578 [[Cession in South African Law: Classification of cession]] moved to [[Cession in South African Law: Classification of cession - 3.]]: numbering lessons #REDIRECT [[Cession in South African Law: Classification of cession - 3.]] 9071 80915 2007-01-25T11:44:46Z Mirwin 47 /* Homework Questions */ fix a typo {{nav2|Wikiversity|Wikiversity:School of Mathematics}} ''See also [[Wikiversity:Help desk]]'' <big><center>'''Welcome to the School of Mathematics Help Desk!'''</big></center> This is the place to ask any questions you have about mathematics, mathematics homework, or anything else math related. ''Note: You can use [[Help:Formula|TeX mathematics markup]] to make formulae easier to read'' ==Homework Questions== How can N dots be placed on the surface of a sphere, equally distanced or evenly spaced ? What kind of math is needed for this kind of problems ? :What does ''evenly spaced'' mean? The simplest example - put them all on the equator. Are you talking about the [[w:Platonic solids]]? What is a complex plane? *It is the set of [[complex numbers]] represented as a plane (''plane'' in the usual sense).--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] :Expanding a bit. A complex number has two components which are different types of numbers. A common representation is a real number plus an imaginary number (a real number multiplied by the square root of minus one or <b>i</b>). The set of complex numbers x + y(i) represented as a plane can be plotted two dimensionally by treating the x as an x coordinate and the y(i) as a y-coordinate. [[User:Mirwin|Mirwin]] 11:41, 25 January 2007 (UTC) == Petroleum Tank Measuring == How do you know how many gallons are in a petroleum tank that is horizontal ? What is the math equation. Note, I am not a math wizard so please use examples that a lay person can understand. : What shape is the tank? Also, do you have any more details about the tank (for example, do you know the height of the petroleum as measured from the bottom of the tank)? [[User:Deltinu|Deltinu]] 05:04, 19 January 2007 (UTC) == Interested in Brushing Up, Where Do I Start == I'm interested in brushing up on my math and have "Calculus by Discovery" on loan from a friend. I'm looking for something here that would complement that. I found the Intro to Calculus page very confusing. My question is where do I start, and is there someone to whom I can pose questions or talk to to make sure I'm understanding everything correctly. Also, on an only tangentially related note, has there been any discussion of a mathematics-through-application course? One that would pose (word) problems and then explain the math in them. I ask because I'm 27 and it took until now for numbers to mean more to me than simply a grade on a report card. [[Category:Mathematics]] 9073 75835 2007-01-14T18:20:37Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ [[Introduction to Arabic]] Welcome to the '''Arabic Department''' at Wikiversity, part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. == Introduction to Arabic == The Arabic language (اللغة العربية al-luġah al-ʿarabiyyah), or simply Arabic (عربي ʿarabī), is the largest member of the Semitic branch of the Afro-Asiatic language family (classification: South Central Semitic) and is closely related to Hebrew and Aramaic. It is spoken throughout the Arab world and is widely studied and known throughout the Islamic world. Classical Arabic has been a literary language since at least the 6th century and is the liturgical language of Islam. Because of its liturgical role, Arabic has lent many words to other Islamic languages, akin to the role Latin has in Western European languages. During the Middle Ages Arabic was also a major vehicle of culture, especially in science, mathematics and philosophy, with the result that many European languages have also borrowed numerous words from it. The Arabic script is written from right to left. If you are interested in the Arabic Department, sign up at the [[Arabic stream]] ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Arabic]] - ''An Introduction to Arabic'' * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ====Streams==== *[[Arabic stream|Arabic]] ====Current==== Courses currently being offered by the Arabic Department: * ... Other projects: * ... ====Planned==== * ... ====Tasks==== #Incorporate [[b:Arabic|Wikibooks materials]] into the Arabic Department. #Start an Arabic project/course. == Language References == ==== Vocabulary ==== *See the lists at the [[b:Arabic#Part_2:_Phrases_and_Vocabulary|Arabic]] on Wikibooks. ==== Verb conjugation ==== [[b:Arabic/Basics_of_Conjugation|Basics of Conjugation]] == Typing Arabic == == Department news == * '''November 10, 2006''' - Department founded! [[Category:Arabic]] 9076 69394 2007-01-10T03:19:07Z JWSchmidt 20 [[Category:Media]] ;Lesson : [[Lesson:All_about_lenses| WikiU Film School - Lesson #008: All about Lenses]] ;Pages of this Lesson * <font color="gray">Lenses • </font>[[Lesson:All_about_lenses | Introduction to '''All about lenses''']]. * <font color="gray">Lenses • </font>[[Lesson:Lens Focal Length| Learning how focal length creates mood]]. * <font color="gray">Lenses • </font>[[Lesson:Over The Shoulder Focal Length| Focal length for over the shoulder shots]]. <font color="green"> &rarr; '''''You are here!!!!''''' * <font color="gray">Lenses • </font>[[Lesson:Lens Depth Of Field| Learning how depth of field focuses attention]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using FrameForge 3D Studio 2]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using DAZ Studio]]. ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:All_about_lenses | WikiU Film School - Lesson #008: All about Lenses]] <math>\Leftrightarrow</math> <font color="green"> [[Lesson:Over The Shoulder Focal Length| Focal length for over the shoulder shots]] ---- ---- =Over the Shoulder Shot= Here are the differences created by the selection of the focal length when filming an over-the-shoulder shot. ==Focal Length Creates A Mood== :When you select a focal length, you also select a mood. This page shows you examples of an over the shoulder shot. As you can see striking differences between the shots. ===Can you see a difference?=== :Below are all medium shots of the boy. The difference is the angle of view of the lens. Can you feel any difference? ---- ===Strongly Cold and Distant=== :[[Image:Ots14mm.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''strong wide angle lens'''. <small>20mm in 35mm still equivalents</small> :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a great program for learning about the emotions created using different lenses. ---- ===Cold and Distant=== :[[Image:Ots16mm.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''moderate wide angle lens'''. <small>24mm in 35mm still equivalents</small> :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a great program for learning about the emotions created using different lenses. ---- ===Slightly Cold and Distant=== :[[Image:Ots24mm.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''slight wide angle lens'''. <small>35mm in 35mm still equivalents</small> :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a great program for learning about the emotions created using different lenses. ---- ===Neutral (no distortion)=== :[[Image:Ots33.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''neutral lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a fun program for learning about the emotions created using different lenses. ---- ===Slightly Close and Friendly=== :[[Image:Ots57.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''slightly telephoto lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is an easy program for learning about the emotions created using different lenses. ---- ===Warm=== :[[Image:Ots90mm.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''telephoto lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is an easy program for learning about the emotions created using different lenses. ---- ===Warmer=== :[[Image:Ots133mm.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''Portrait lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a well written program for learning about the emotions created using different lenses. ---- ===Close and Friendly=== :[[Image:Ots200.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''strong telephoto lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a well written program for learning about the emotions created using different lenses. ---- ===Very Close and Friendly=== :[[Image:Ots340.jpg]] <math>\Leftarrow</math> This over-the-shoulder shot was filmed with a '''very strong telephoto lens'''. :*This screen shot was created using the free demo version of [http://www.frameforge3d.com/ FrameForge 3D Studio 2] which is a well written program for learning about the emotions created using different lenses. ---- <center><h3>Which feels warm and which feels cool?</h3> Looking at these shots, decide which feels warm, close, cold, or distant. . </center> ---- ---- ===How these are filmed=== These shots are '''not''' filmed the same. If they were, they would be even more exagerated. Instead the actors are moved '''further''' apart for the telephoto shot. ---- [[Image:OTSBlueprint74degreeFrameForge.jpg]] <math>\Leftarrow</math> The actors were moved '''together''' for this shot. [[Image:OTS74degreeFrameForge.jpg]] <center><h3>Look how close the actors are!!!!</h3> Even with the actors almost toe to toe, the two actors look very far apart.<br> In this shot, the actors look emotionally distant from each other. .</center> ---- ---- [[Image:OTSBlueprint14degreeFrameForge.jpg]] <math>\Leftarrow</math> The actors were moved '''apart''' for this shot. [[Image:OTS14degreeFrameForge.jpg]] <center><h3>Look how far the actors are apart</h3> The actors would have to yell to hear each other (but of course, you don't have the actors yell.)<br> In this shot, the actors feel close together emotionally. '''Remember that filmmaking is all about creating the correct illusion.''' .</center> ---- [[Image:Ots200movieset.jpg]] <math>\Leftarrow</math> The actors were moved '''very far apart''' for this shot. [[Image:Ots200.jpg]] <center><h3>Now look how far the actors are apart!!!!</h3> The actors would have to scream at hear each other (but of course, you don't have the actors speak over a normal speaking voice.)<br> In this shot, the actors feel close together emotionally. '''Remember that filmmaking is all about creating the correct illusion.''' .</center> ---- ---- ---- <center> All field of view angles are measured horizontally (not diagonally as with SLR still cameras.)<br> Wide angle is 74 degrees, normal is 40 degrees, telephoto is 14 degrees and strong telephoto is 7 degrees. If you had a 35mm film SLR cameras,<br>the strong wide angle lens would be 20mm,<br>the wide angle lens would be 24mm,<br>the slightly wide angle lens would be 35mm,<br>the normal would be 50mm,<br> the slight telephoto would be 85mm,<br> the telephoto would be 135mm,<br> the strong telephoto would be 200mm,<br>and the very strong telephoto would be 300mm. </center> ---- ---- [[Category:Media]] 9077 68122 2007-01-08T13:29:40Z JWSchmidt 20 [[Category:Latin]] In Latin, not only is word order used to indicate what role a noun plays in a sentence or clause, but also what is called a ''declension'' and ''case.'' A case tells the speaker or reader what the noun does or is doing, and the declension of the noun decides how the case will look. In Latin, there are five declensions, and seven cases to use. This lesson will (hopefully someday) show all of them. ==Grammatical Cases and Declensions== Many languages use different cases to show the relation of the word in a sentence. In Latin, the nouns, adjective and pronouns change their form depending on how they are used in a sentence. This form change is called a ''case.'' Although Old English also had this feature, it has mostly been lost during the transition into Modern English. However, a few English pronouns still exhibit this feature (i.e., "I"↔"My"↔"Mine"↔"Me" are all first-person singular pronouns). A lot of languages change the ending of a word based on what case it is in. Latin, German, Russian, Finnish, Hungarian, and Greek are good examples of this. The word's meaning changes as its ending is modified to conform with its case's ending. For example, ''puella'' means ‘girl’, while ''puellae'' means “the girl's” or “of the girl”. Sometimes in Latin, endings of different cases coincide, forcing one to interpret the meaning based on the context of the word. There are seven cases that are used in the Latin language: Nominative, Genitive, Dative, Accusative, Ablative, Vocative, and Locative. The last two, Vocative and Locative, are relatively rare compared to the other five, and the Locative case is actually only used with a few select words. The case is the most important part of the noun (besides its actual meaning). Cases define ''exactly'' how the noun is used in the sentence. Here are the cases and their uses: {| class="wikitable" | align="center"|'''Case''' || align="center"|'''Use''' |- | Nominative || Normally expresses the '''subject''' of a clause<br>Can sometimes be used to show the '''predicate complement''' |- | Genitive || Shows '''possession'''; usually translated with the preposition “for” or the suffix “-'s” |- | Dative || Used with the '''indirect object''' in the sentence; translated with “to” or “for” |- | Accusative || Normally denotes the '''direct object'''<br>Can be used in '''prepositional phrases''' with prepositions other than “ab,” “cum,” “de,” “ex,” “in,” “pro,” “sine,” and “sub” |- | Ablative || Shows the '''object''' of the prepositions “ab,” “cum,” “de,” “ex,” “in,” “pro,” “sine,” and “sub”<br> Can also be used in special phrases without prepositions |- | Vocative || Noun of '''direct address'''; used when calling someone or something directly |- | Locative || Expresses '''location''', but only used with certain words |} Several languages, such as Latin, encorporate declensions into their grammar. Latin has five of them, all of which will need to be learned in order to become proficient in the language. Fortunately, the last two declensions aren't very common, and you will probably not need to know them for everyday use. Declensions will be covered in detail in the following sections. [[Category:Latin]] 9078 44628 2006-11-11T03:29:28Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9079 44632 2006-11-11T03:33:36Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9080 44633 2006-11-11T03:34:43Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9081 44634 2006-11-11T03:34:47Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9082 44635 2006-11-11T03:35:18Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9083 44636 2006-11-11T03:35:20Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9084 44637 2006-11-11T03:35:38Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9085 44638 2006-11-11T03:36:31Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9086 44639 2006-11-11T03:36:52Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9087 44640 2006-11-11T03:37:02Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9088 44641 2006-11-11T03:37:18Z Robert Elliott 1436 Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9089 44651 2006-11-11T04:07:22Z Robert Elliott 1436 Illustration of the floor plan for a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Summary == Illustration of the floor plan for a possible field of view for an over the shoulder shot for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version. [[Category:WikiU Film School Illustrations]] [[Category:All about lenses]] == Licensing == {{GFDL-self}} 9090 44660 2006-11-11T04:36:47Z Robert Elliott 1436 This is the homework assignment of script formatting for lesson #1 of WikiU Film School by Steve Ogden [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Homework Assignment]] == Summary == This is the homework assignment of script formatting for lesson #1 of WikiU Film School by Steve Ogden [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Homework Assignment]] == Licensing == {{GFDL}} 9091 45940 2006-11-16T00:20:00Z Sebmol 14 template update == Summary == This graphics background for cisLunarFreighter's opening menu was created using GIMP and public domain space protographs available online from NASA and GPL'ed animation images. Images were cropped, scaled, rotated, and pasted together to create the 640X480 graphic for use in prototyping applets. No animation is easily available at this time for the Freighter itself, since a model is not yet available, so it is not shown at the top as proposed in the associated sketch. [[User:Mirwin|Mirwin]] 07:31, 11 November 2006 (UTC) == Licensing == {{Cc-by-sa-2.5}} 9092 44671 2006-11-11T08:18:06Z Mirwin 47 This is a sketch used to design an initial main menu graphics background useful for storyboarindg and prototyping [[cisLunarFreigther]]. If printed on a color printer this graphic could be cutup for pieces for use in more detailed script storyboards for == Summary == This is a sketch used to design an initial main menu graphics background useful for storyboarindg and prototyping [[cisLunarFreigther]]. If printed on a color printer this graphic could be cutup for pieces for use in more detailed script storyboards for splashscreens for beginnings, transitions, and end of game. Cutup magazine pictures work well as well but are not as pretty for initial software sprites. There is a key scanned as well. It is file keyCisLunarFreighter_draft_menu_sketch1.jpg and was loaded after this one. [[User:Mirwin|Mirwin]] 08:18, 11 November 2006 (UTC) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9093 44673 2006-11-11T08:24:12Z Mirwin 47 Scanned handwritten key or legend for a sketch of an initial main menu prototyping mockup created with public domain NASA photographs and GPL'ed stills from 3D animation models (hyster) available to and from the [[cisLunarFreighter]] learning project at W == Summary == Scanned handwritten key or legend for a sketch of an initial main menu prototyping mockup created with public domain NASA photographs and GPL'ed stills from 3D animation models (hyster) available to and from the [[cisLunarFreighter]] learning project at Wikiversity. [[User:Mirwin|Mirwin]] 08:24, 11 November 2006 (UTC) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9094 44675 2006-11-11T08:38:21Z Mirwin 47 An example is need for people to copy. An example is needed showing how to rotate an image so it is right side up.[http://en.wikiversity.org/wiki/Developing_Scripts_and_Case_Studies_for_cisLunarFreighter] [[User:Mirwin|Mirwin]] 08:38, 11 November 2006 (UTC) 9095 67599 2007-01-07T18:17:06Z JWSchmidt 20 [[Category:Theoretical Physics]] [[image:Physical-Pendulum-Labeled-Diagram.png|right|thumb|A physical pendulum]] '''Classical Mechanics''' is the study of large-scale physical phenomena. We will study the laws of motion formulated by [[w:Isaac Newton|Sir Isaac Newton]] and expand on them to discuss space and time, particle dynamics, work and potential energy, momentum, rigid bodies and rotational dynamics, as well as introducing concepts in Special Relativity and Quantum Mechanics. ==Lectures== # [[Introduction (101 Classical Mechanics)|Introduction]] # [[Units of Measurement (101 Classical Mechanics)|Units of Measurement]] # [[Vectors (101 Classical Mechanics)|Vectors]] # [[Position Velocity Speed and Acceleration (101 Classical Mechanics)|Position, Velocity, Speed and Acceleration]] ==Course materials== ===Books=== * {{cite book |author=[[w:Richard Feynman|Feynman, Richard]], [[w:Robert B. Leighton (physicist)|Robert Leighton]], Matthew Sands |title=The Feynman Lectures on Physics, Vol I |publisher=Addison-Wesley |location=Reading, Massachusetts |year=1963 |id=ISBN 0-201-02116-1}} * {{cite book |author=[[w:Daniel Kleppner|Kleppner, Daniel]], [[w:Robert J. Kolenkow|Robert J. Kolenkow]] |title=An Introduction to Mechanics |year=1973 |publisher=McGraw-Hill |location=New York |id=ISBN 07-035048-5 |pages=546 pp}} ===Wikibooks=== * [[b:Physics with Calculus|Physics with Calculus]] * [[b:Classical Mechanics|Classical Mechanics]] * [[b:Introduction to Theoretical Physics|Introduction to Theoretical Physics]] ==See also== * [[w:Classical Mechanics|Classical Mechanics]] ==External links== * [http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall1999/CourseHome/index.htm 8.01 Classical Mechanics] at [http://ocw.mit.edu/OcwWeb/index.htm MIT OpenCourseWare]<br>Taught by [[w:Walter Lewin|Prof. Walter Lewin]] [[Category:Theoretical Physics]] {{stub}} 9096 68144 2007-01-08T14:00:11Z JWSchmidt 20 [[Category:Deaf studies]] == Department: Deaf Studies == The Deaf Studies Department brings together all the elements of Deaf culture. The Department is in need of contributors in the areas of oral traditions of the deaf community, structure of ASL, sociology of deafness and deaf people, disability studies, teaching ASL, ASL poetry, history of deafness and deaf people, and ASL. ==See also== *[[:Category:Languages and Language families]] [[Category:Deaf studies]] 9097 66953 2007-01-05T00:09:08Z JWSchmidt 20 [[Category:Computer Science]] <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but so far very little [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> [[Category:Stub pages|*]] Commercial an Non-Commercial Workflow Management Systems [http://www.webandflo.com Web and Flo] Workflow Software [http://www.mhave.com/technology_products.html mhave] [http://www.smartdraw.com SmartDraw] Workflow Diagram Editor Only [[Category:Computer Science]] 9098 44729 2006-11-11T13:33:36Z Laserenite 3011 Welcome to [[ESL in the Primary School Classroom]] which is part of the [[Topic:ESL]]. ==Content summary== Participants teach English as a Second Language in a classroom or tutoring environment to primary school aged students with a primary language other than English. ===Lessons=== * Introduction <math>\Leftarrow</math> <font color="green"> '''''You are here!''''' * [[Primary ESL - Lesson Plan Template | Lesson Plan Template]] * Lesson 1: [[Primary ESL - The first class: Greetings | The first class: Greetings - Activities to get students to learn and practice a simple greeting dialogue.]] * Lesson 2: [[Primary ESL - The colors | The colors - Students learn and practice the colors]] * Lesson 3: [[Primary ESL - Interviewing and Introducing Someone | Interviewing and Introducing Someone - Introduces the format of the interview, requires students to manipulate language, create full sentences, and speak in English in front of the class.]] * Lesson 4: [[Primary ESL - Classroom words | Classroom words - Introducing and practicing useful classroom words.]] * Lesson 5: [[Primary ESL - The Numbers | The Numbers - Activities for students to learn and practice the numbers.]] * Lesson 6: [[Primary ESL - The Alphabet | The Alphabet - Activities for students to learn and practice the alphabet in English.]] Note: These 'lessons' may be carried out over more than one session in the classroom. ==Introduction== ;Teaching Without Training :Native English speakers often find themselves in the situation of being responsible to teach English as a Second Language with little or no training in teaching. These materials are intended to help ESL teachers in primary school classrooms. ;A Place to Start :This is not a comprehensive teacher training course, and the lessons plans are not definite or set in stone. They are intended only to give a starting point and a few ideas to help you design your own lesson plans. ;Rich Resources :The Internet is AMAZINGLY rich in resources for the ESL teacher, so much so that it can be somewhat overwhelming. On the other hand, it is great for idea-generating: when you are developing a lesson plan, google ESL and your topic, and you'll have lots of ideas to work with. ;Learning Curve :To me two of the most important things in teaching are preparation and flexibility: you need to be prepared, and you need to be flexible enough to forget everything you've prepared. ==Ideal Students== ;For ESL teachers in primary classrooms or ESL tutors :These lessons are for teachers and tutors of 8-12 year old ESL learners. ;Teaching your native language :This course is especially for Native English speakers who are teaching in a primary level classroom with little or no formal teacher training. ===Texts=== * [[b:TeachersToolbox]] - Teaching methods. * [[b:Guide_to_First_Year_Teaching]] - Guide to First Year Teaching. * [[b:Teaching_Assistant_in_France_Survival_Guide]] - Teaching Assistant in France Survival Guide. ===Assignments=== ====Activities==== ==== Required Readings==== ==References== Additional helpful readings include: * ... ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Suggested Prerequisites:''' You speak English and want to teach it. * '''Time investment:''' The more timeyou put in, the more your students get out of it. * '''Assessment suggestions:''' Don't worry, your students will let you know what works and what doesn't! * '''[[Wikiversity:Major portals|Portal]]:''' "[[Portal:Foreign Languages | Foreign Languages]]" is the portal for now, but should it go in teaching instead? * '''[[Wikiversity:Schools|School]]:''' Foreign Languages * '''Departments:''' English as a Second Language * '''Stream''': "English as a Second Language" * '''Level:''': Primary School ---- ---- ===To Contact Your Instructor=== * Your instructor for now for Primary Schoool ESL is [[User:Laserenite|Lena "Laserenite"]] ---- ---- [[Category:Foreign Language]] 9099 46654 2006-11-19T09:25:39Z Andrew massyn 2578 case law This is an index of the cases cited. --- #'''Botha v Fick 1995 (2) SA 720 (A)''' #*"mere consensus is sufficient to effect a cession" #**[[Cession in South African Law: Classification of cession - 3.]] #'''FNB v Lynn 1996 (2) SA 339 (A).''' #*Future and contingent claims. #**[[Cession in South African Law: The claim or object of cession - 4.]] #'''Johnson v Incorporated General Insurance Ltd.1983 (1) SA 318 (A),''' #*The definition of cession. #**[[Cession in South African Law: Classification of cession - 3.]] #'''Lief V Detmann1964 (2) SA 525 (A)''' #*Resolutive or dissolution agreement. #**[[Cession in South African Law: Classification of cession - 3.]] #'''Sasfin v Beukes 1989 (1) SA 1 (A) @ 31.''' #* Personal Claims; ''Delictus Personae'' #**[[Cession in South African Law: The claim or object of cession - 4.]] #'''Trust Bank of South Africa Ltd. v Standard Bank of South Africa Ltd. 1963 (3) SA 166''' #*Rights in personam #**[[Cession in South African Law: The claim or object of cession - 4.]] ====See Also==== *[[Cession in South African Law - 1.]] *[[Cession in South African Law: An introduction to cession - 2.]] *[[Cession in South African Law: Classification of cession - 3.]] *[[Cession in South African Law: The claim or object of cession - 4.]] [[Category:South African Law]] 9100 69423 2007-01-10T03:51:14Z JWSchmidt 20 [[Category:Foreign Language]] {{welcome and expand|Laserenite}} '''LESSON PLAN''' LANGUAGE ELEMENT / VOCAB / PHONOLOGY / CULTURAL THEME: PREREQUISITES: DIFFICULT SOUNDS: MATERIALS: ---- REVIEW OF PREREQUISITES: PRIMARY ACTIVITY: PASSIVE/NON-VERBAL UNDERSTANDING: ACTIVE/VERBAL UNDERSTANDING: EXTENSION / GAME / COMMUNICATION ACTIVITY: WRITTEN COPY: WRITTEN EVALUATION ACTIVITY: NOTES/EVALUTION: [[Category:Foreign Language]] 9101 48590 2006-11-26T06:12:33Z Andrew massyn 2578 /* Future and conditional claims */ minor ==The claim== As stated in '''Trust Bank of South Africa Ltd. v Standard Bank of South Africa Ltd. 1963 (3) SA 166 @ 189''' ''The rule of our law is that all rights'' '''in personam ''''', subject to certain exceptions based principally on the personal nature of the rights, not here relevant, can freely be ceded...'' The claim refers to the claim by the cedent against the debtor. It is the obligation to the cedent by the debtor and the object of the cession between the cedent and the cessionary. Thus schematically, ::::The Cedent (transfers his claim or "object of cession") ↔ Cessionary ::::↑(obligation to Cedent = the claim ) ::::Debtor ==Description of the claim== From the above, it is apparrent that the claim '''must''' be capable of transfer. In brief: #Claims must be legal. #Claims cannot be too personal. #Claims must be identifiable. #For transferrability of the claim, the claim cannot be limited by a ''pactum de non cedendo''. ===Legality of claims=== It is trite that an illegal contract is unenforcable, and an unenforcable contract cannot be ceded. *Thus if Donald the debtor promised to pay Cedric the cedent from the proceeds of the bank that he has just robbed; that claim is unenforcable. This means that: ::Cedric could not sue Donald. ::Cedric could not transfer his claim to Susan the Cessionary. *Claims which are contra bonos mores but legal are capable of transfer. An example would be the cession of Donald's pay-packet. ===Personal claims (''Delictus personae'')=== Certain obligations are of such a personal nature, that they cannot be transferred. If the transfer of the obligation will result in a substantially different obligation on the debtor, then the general principle that a person may dispose of his rights, is restricted. See '''Sasfin v Beukes 1989 (1) SA 1 (A) @ 31.''' :Example might be: *A usufruct granted to a specific person entitling that person to live on a specific property. ::Note that in general terms a legacy itself is capable of cession. *Certian obligations flowing from a marriage contract. *The obligation to perform specific employment. E.g. the obligation of Donald the accountant to perform an audit of Cedric's books, cannot be ceded. Remember that the claim is a '''personal right''' and a vindicatory claim is a real right. Accordingly a vindicatory claim is not transferrable by cession, but is transferrable in the normal course by a deed or agreement of transfer. ===Identifiability of claims=== Although this might seem trite, in practise, it often happens that claims are so widely identified, that they become meaningless. From a drafting point of view, it is therefore important to state precicely what is being transferred. In this discussion we shall look at various problems with identifying claims, and in particular #The specificity principle. #Future and contingent claims. ====Specificity principle==== For an obligation to be identified, three aspects must be incorporated. *The identity of the debtor (person obliged to perform). *The identity of the creditor (claimant) *The nature of the obligation. The first two aspects need little or no explanation save to say that the cedent must have an interest or right to the claim. A cedent cannot cede a third parties claim unless he has an interest in it. =====The nature of the obligation===== It often happens that the nature of the obligation is too widely identified, and as a result the cession agreement will be void for vagueness. '''Coopers & Leybrand v Bryant 1995 (3) SA 761 (A)''' is a good example of a very wide cession. *The respondent (byrant the cedent) sued the appellants(the debtor), a firm of chartered accountants and auditors, in a Circuit Court for damages arising from an alleged breach by the appellants of a verbal agreement between them. The appellant, in a special plea to the respondent's particulars of claim, contended that the respondent's claim was subject to the terms of a deed of cession ('the deed') concluded between him and Standard Bank ('the bank'). Consequently he had divested himself of ''locus standi'' to institute the action in question. Respondent averred that, upon a proper construction thereof, the deed covered only his business debts. *The cession agreement contained the following clause: "''I / we the undersigned, hereby pledge, cede, assign and transfer ...my/ our / the companies right title and interest in all book debts and other debts and claims of whatsoever nature, present and future due to and to become due to me / us / the company and all rights of action arising thereunder.''" The crisp fact to be decided was whether the cedent had locus standi. However, the court did not address this question, but looked rather at the cession agreement and the object of cession. The court found that Bryant had intended to cede his business debts to Standard Bank, but not his personal debts. :The court found that the matter was essentially one of interpretation: according to the 'golden rule' language had to be given its grammatical and ordinary meaning unless it resulted in some absurdity, or some repugnancy, or inconsistency with the rest of the document. (At 767D/E-F paraphrased.) :Further, that the ordinary grammatical meaning of 'book debt' was a debt owed to a tradesman as recorded in his account books, but that a particular word or phrase should never be interpreted in isolation. (At 767F/G-G and H/I.) :The purpose of the cession was to provide the bank as cessionary with continuing security for allowing the respondent as cedent banking facilities. (At 768E/F-F.) :The expression 'book debts' unquestionably referred to the respondent's trading debts, and that expressions such as 'trading', 'records', 'accounts', 'books' and 'in the name of the firm in which I may be trading' were obviously intended to refer to the respondent's business. (At 768G-H.) :There was nothing in the deed to indicate that the parties intended to provide security to the bank for the respondent's personal affairs (ie for his private account). (At 768H-H/I.) :The respondent's claim against the appellants was clearly a personal one which was unrelated to his trading debts, and that the terms of the deed were accordingly not wide enough to include the said claim. (At 766A-A/B and B.) The case has been trenchantly critisised by Professor Susan Scott<ref>Cession for Students 1997 Juta & Co. p.21 </ref> (and correctly so) who pointed out that the purpose of the cession was to secure the bank overdraft. The deed of cession explicitly covered personal and business debts, and the courts finding of only business debts is just plain wrong. Prof Scott goes on to state that: ''If the courts were to place sufficient emphasis on the principle of specificity, to the description of the object of cession, lawyers will pay more attention to the drafting of cession documents and avoid costly litigation. Furthermore if the courts were to address the whole issue of locus standiin the case of security cessions properly, there will be no need for this type of interpretation in deeds of cession.'' ===Future and conditional claims=== Future claims distinguished from contingent claims. #A '''future claim''' is a ''spes''. In other words there is merely an expectation of a claim in the future. There is no juristic fact from which it could arise./ i.e there is no existing obligation on which to base the claim: #A '''continditional claim''' or '''contingent claim'''is a claim in which there is an existing obligation, but it is not enforcable at the present time. *'''future claim''' #*Blondie wants to sell her car because Blondie needs money. #*Blondie enters into negotiations to sell the car to Donald. #*Donald hasn’t seen the car, and has merely expressed an interest in purchasing the car. #*Blondie urgently needs money: Blondie cedes the claim to Susan the Cessionary. #*Oh dear! There is no cession, because all that Blondie has is a spes that Donald will buy the car. *'''conditional claim''' #*''Future event'': #**Blondie sells the car. #**Donald says that he will pay if he wins the lottery. (if he inherits) (if he gets married). [subject to a future event.] #**Blondie urgently needs money and cedes her claim to Susan. -Susan is also a bit dim. This is a valid claim. #*''Time clause'' #**Blondie does sell the car. #**Donald says he will pay in three months time. #**Blondie urgently needs money and cedes her claim to Susan the Cessionary. #*Installments #**Blondie sells the car. #**Donald says he will pay in five installments. #*Blondie urgently needs money and cedes her claim to Susan. '''FNB v Lynn 1996 (2) SA 339 (A).''' is an example of a conditional claim. #*Natal Earth Works (Cedent) ceded its debts in securitatem debiti to FNB (Cessionary). #*They later obtained a contract with the Gov of Qua-Qua (debtor). Qua-Qua was due to pay them when a final certificate of approval had been issued. #*Then they went insolvent before the final certificate had been issued. #*The Liquidators (Lynn) then said that the Cessionary (FNB) was not a secured creditor because the money due by Qua-Qua (debtor) was not due before NEW (Cedent) went insolvent. FNB who was a secured creditor appealed. #*The Court found that FNB (cessionary) was entitled to be treated as a secured creditor. There were various minority judgments. On various points. Oliver JA: The claim is a contingent or conditional right [ conditional on the certificate being issued]. Future rights can be ceded and transferred in anticipendo. This is the basis for ceding book debts (including future debts), ceding future rights, and factoring of future rights. Van Der Hever JA: This is a conditional right not a future right. NEW (Cedent) acquired a personal right to performance against QU- QUA (Debtor). The personal right was delayed [ pending the certificate]. The personal right was transferred [by the deed of cession in securitatem debiti]. '''PG Bison Ltd & others v Master of the High Court & another''' Supreme Court of Appeal.(judgment delivered 29 November 1999 ) is another clear case of a conditional calim. *Pats Planks CC (the cedent) ceded its book debts to PG Bison the cessionary. ] *It was common cause that the cedent's attorney inserted the following additional clause ("the additional clause") into the deed of cession prior to its execution by the corporation: "This cession will not be implemented unless the account is overdue by 30 days and 7 days notice of the intention to implement this cession has been given." *It was also common cause that at the date of the cedent’s liquidation the account was indeed overdue by thirty days, but the seven days notice had not been given. *The court found that the outcome of the appeal depends mainly upon the interpretation of the additional clause, read in context. The first step in construing the additional clause is to determine the ordinary grammatical meaning of the words in order to ascertain the common intention of the parties. *The court found further that "There can be no doubt in my opinion that the rights were duly transferred to the appellants (cessionaries) and remained vested in them" and that that the appellants( cessionaries) [can] only take steps to recover the debts directly once they have terminated the corporation’s mandate by giving notice in terms of the additional clause. ====Transfer of Contingent Claims==== #The legality of contingent claims. #*Cession of future contingent claims is not contra bonos mores, although it has been argued that such cessions limit a persons economic activities, and that they could lead to a clash of security intrerests. #Specificity principle. #*The future claim must be determinable regarding: #**The identity of the cedent. #**The identity of the debtor #**The cause of the claim. This is to enable the cedent to determine what he is transferring and the cessionary to determine what he is getting. The following are not acceptable. #Any future claim against Donald of R1000.00 where the future claim against Donald is not R1000.00. [Donalds future claims may be R5000.00 and R3000.00] #50% of any future claim I have against Donald. [sum is not determinable]. #My future claims against Donald to the maximum of R50 000.00. (the cessionary doesn’t know which claim has a maximum of R50 000.00). The following is acceptable. #50% of each of my (Specified) future claims against Donald. #50% of my (specified) future claim against Donald. Construction. #The difficulty with ceding a future claim is that of delivery. De Wet & Van Wyk argue that a future claim cannot be ceded because transfer of a non existent thing is impossible. Prof Scott argues that there is a distinction between *A future claim and *A corporeal thing not yet in existence. **A future claim can be transferred, because there is a method of doing so. i.e the cession agreement, which would include the transfer agreement. **A corporeal thing not yet in existence cannot be transferred. Materialisation When does the claim pass? When the future event happens, is it for a brief instant an obligation in the hands of the cedent, or has it already passed to the cessionary. There is no uniformity of views and needs to be determined still. Priority #Where more than one cession of the same future right takes place, the future rights to claim will take place in the same order as they appear. ====See Also==== *[[Cession in South African Law - 1.]] *[[Cession in South African Law: An introduction to cession - 2.]] *[[Cession in South African Law: Classification of cession - 3.]] *[[Cession in South African Law: Case law]] [[Category:South African Law]] 9102 80997 2007-01-25T20:30:25Z Robert Elliott 1436 minor formatting corrections Welcome to [[ESL for Primary School]] which is part of the [[Topic:ESL]]. ==Lessons in ESL for Primary School== * [[ESL in the Primary School Classroom|Introduction]] * Lesson 1: [[Primary ESL - The first class: Greetings | The first class: Greetings - Activities to get students to learn and practice a simple greeting dialogue.]] <math>\Leftarrow</math> <font color="green"> '''''You are here!'''''</font> * Lesson 2: [[Primary ESL - The colors | The colors - Students learn and practice the colors]] * Lesson 3: [[Primary ESL - Interviewing and Introducing Someone | Interviewing and Introducing Someone - Introduces the format of the interview, requires students to manipulate language, create full sentences, and speak in English in front of the class.]] * Lesson 4: [[Primary ESL - Classroom words | Classroom words - Introducing and practicing useful classroom words.]] * Lesson 5: [[Primary ESL - The Numbers | The Numbers - Activities for students to learn and practice the numbers.]] * Lesson 6: [[Primary ESL - The Alphabet | The Alphabet - Activities for students to learn and practice the alphabet in English.]] ==Lesson 1: [[Primary ESL - The first class: Greetings | The first class: Greetings - Activities to get students to learn and practice a simple greeting dialogue.]]== ===Lesson=== Students: 30 ESL learners, 8-10 years old. Students have zero, one, or two years of English. ===Warm-up game=== Issue commands to the class. Use this activity at the beginning of every class to establish a habit. In the beginning, use gestures along with the commands. As students get to know the commands, stop using the gestures, and add more commands. This is very useful to repeat vocabulary from previous lessons, practice pronunciation, test previous knowledge, and introduce topics. You can adopt this activity in many ways to your purposes. I like to start with "Stand up" - "Sit down" - "Stand up" - "Sit down" - "Stand up" - "Sit down" very quickly to get them interested and paying attention, and they love it. Other good commands are "Turn around", "Clap", "Jump", "Shake". A very useful command is "Repeat". Students repeat "Repeat", then whatever you say after. It's great for pronunciation, and you can use it throughout the lesson to get them to repeat something. (This way it's clear when you want them to repeat something and when you want them to do something, because they always repeat "Repeat" first, and you can say "Stop" after.) Try combining commands to make it more difficult ("Turn around and shake" is a lot of fun), or making new combinations to get them to think (from "Show me your hands", try moving on to "Show me something red"). With enough gestures and minimal translation, they can pick up almost anything. Later in the year you can evolve the activity into Simon Says. For the first class, limit the warm-up game to several easy commands, with gestures. Also use the "Repeat" command to get them to practice "Hello" and other easy vocab. I like to have them repeat nonsense combinations of "hello", "hi", and "goodbye" to relax them, to practice pronunciation, and to get them used to hearing themselves speak English. ===Introduce yourself=== *Here, you can quickly introduce yourself and your country quickly in their language, if you speak it. To the class: "Hello, my name is [_____]." "What is your name?" To students individually: 1)Hello. 2)"Hello, my name is [_____]." "What is your name?" 3) "Hello, my name is [_____]." "What is your name?" "Nice to meet you" (With handshake) 4) "Hello, my name is [_____]." "What is your name?" "Nice to meet you" (With handshake) Goodbye ===Dialogue game=== Have the students stand in 2 lines facing each other so that each student has a partner. Write the first two lines of the dialogue on the board, and tell one half of the class they are A, and the other half that they are B. Tell them that when you say "CHANGE" they will each move one person to the right, and one person will move to the other end of the line (you may have to say this in their language, if you can). Start with the first 2 lines, then add 2 lines at a time. Halfway through switch A and B. A: Hello! B: Hi, how are you? A: Fine thank you, and you? B: I’m fine. A: I’m ______. What is your name? B: Nice to meet you. My name is ______. A: Nice to meet you too. B: Where are you from? A: I’m from Canada. Where are you from? B: I’m from France. A: Goodbye! B: See you later! (Make this dialogue easier as needed, this is a fairly difficult one. Sometimes you might only do Hello, Hello. Goodbye, Goodbye. More likely is Hello, Hello. What is your name? My name is ____. Goodbye, Goodbye.) Introduce a small stuffed animal (I use a beaver with a Canadian flag on his belly, his name is "Chucky"). Have the students repeat the animal's name and the kind of animal he is (Chucky the beaver). Then use the stuffed animal to continue the dialogue. You can play it by ear when to introduce the animal. For shy classes, or if they have a lot of difficulty with English, introduce him very early, even with "hello". ===Continue dialogue=== 5) "Hello, my name is [Nisarg]." "What is your name?" "Nice to meet you" (With handshake) I’m from [Canada]. Where are you from? Goodbye ===Ball circle game=== Get the Ss into a circle (or Ss can stay in their seat) and then throw a ball around. "I'm John. What's your name?" To make it more difficult, add more balls. If you don't have space in the classroom to make a cirle, or if students get too excited, try the modified version, which works very well too: ===Modified ball circle game=== Go through the dialogue with one student using the stuffed animal. Tell the student to pick another student and act out the dialogue with them. Each student takes a turn speaking 'for' the stuffed animal, and gets to choose someone to do the activity with. This works very well because students pay attention, and shy students are glad to speak through the stuffed animal. ===Extension=== Finally, get two students at a time to present the dialogue in front of the class. One student talks through the stuffed animal. ===Written copy / Evaluation=== Have the dialogue written out, preferably with a picture of the stuffed animal. Leave out several words that the Ss have to fill in. (See [[Meet Chucky]]) For the older classes you can use this as a test. ---- ---- ==Go to the next lesson. == * Lesson 2: [[Primary ESL - The colors | The colors - Students learn and practice the colors]] ---- ---- ==To contact Your Instructor== * Your primary instructor for foreign language instruction is [[User:Laserenite|Laserenite]] but Lena seems to have left the building. ---- ---- . [[Category:Foreign Language]] 9103 44788 2006-11-11T18:27:30Z Rayc 57 Wikiversity is an educational wiki running on MediaWiki software - which has its benefits and drawbacks. This page is to brainstorm and discuss various technical needs that we may have - as individuals or as a community. Hopefully, we will be able to discuss these needs with MediaWiki developer team - to identify what we really need in order to function better, and what's possible in both the short and long term. ==Ideas== *Search facility - needing improvement *Metadata - could address search issues *Login - (opt-in) differential login for learners and facilitators (?) *Course structuring *File importing and exporting to/from wiki syntax *Slideshow creation *Media support - eg. embedding video/audio playback within a page * ... ==See also== *[[MediaWiki Project]] [[Category: MediaWiki Project]] 9104 44893 2006-11-12T01:03:47Z Digitalme 39 Redirecting to [[School:Computer Science]] #REDIRECT [[School:Computer Science]] 9106 68451 2007-01-09T00:17:09Z JWSchmidt 20 [[Category:Wiki journals]] == Publishing in preprint databases == Increasingly online preprints databases are supplementing or replacing peer reviewed journals as sources for research. The major preprints databases are: * http://www.ssrn.com - Social Science Research Network * http://econpapers.repec.org - Working papers in economics * http://www.arxiv.org - Physics and astronomy preprints archive == Publishing in traditional journals == == Publishing in wiki media == The [http://meta.wikimedia.org/w/index.php?title=Wikiversity&oldid=229612 original Wikiversity proposal] of 2005 proposed that Wikiversity should, "test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results (within a policy framework developed by the community)". *"..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Wikiversity_.2826:35.29 source]) ---- In order to support publishing of [[Wikiversity:Original research|original research]], Wikiversity can make use of systems for [[Wikiversity:Peer review|formal peer review]]. ==Academic Publishing Wiki== One system for formal peer review has been developed at another wiki. The [http://academia.wikia.com Academic Publishing Wiki] allows for original research to be published in wiki format. Published work is collected into "wiki journals" that each have a limited scope of subject matter. Each journal and topic area needs a community of participants who can perform peer review. ===List of wiki journals=== *[[Anthropology Magazine]] - An interdisciplinary forum for teaching and learning cultural critique *<b>Education in the Sciences</b>, currently at Wiki Academic Publishing, [[http://academia.wikia.com/wiki/Education_in_the_Sciences]]. *<b>Interpretations in the Physical and Computational Sciences</b>, currently at Wiki Academic Publishing, [[http://academia.wikia.com/wiki/Interpretations_in_the_Physical_and_Computational_Sciences]] *[[Journal of History and Classics]] - the study of history both ancient and not-so-ancient. *[[Language Journal]] - Philosophy and Science of Language. *[[Medical Journal]] - currently incorporating the [[SAHRI|Journal of South Asian Health]] *[[Philosophy Journal]] *[[Journal of Sociology and Social Theory]] - Sociology and broader concepts of social theory *[[Wiki Journal]] - The study of wikis and wiki phenomena. *[[Journal of Computer Science and Software Engineering]] *[[Portal:Wiki Scholar|Wiki Scholar]] - being planned [[Category:Research]] [[Category:Wiki journals]] 9107 53191 2006-12-09T14:27:50Z JWSchmidt 20 /* External links */ link to policy discussions '''Wiki Journal''' is an online journal in wiki format. It is for articles about wiki phenomena such as articles exploring the challenges and rewards of working in a wiki environment. The Wiki Journal also accepts review articles. These can be formal peer-reviewed articles or less formal reviews of existing wikis and wiki projects that are more like editorials. The Wiki Journal encourages all authors and reviewers to register a wiki user account and associate their work with their real name. The Wiki Journal has an article that describes the system for peer-reviewed wiki format publishing that has been developed at the Academic Publishing Wiki. See: [http://academia.wikia.com/wiki/Flexibility_in_wiki_publishing:_author_desires%2C_peer_review_and_citation Flexibility in wiki publishing: author desires, peer review and citation]. ==External links== *[http://academia.wikia.com/wiki/Wiki_Journal Wiki Journal] - main page *Participate in multi-language discussion of research and publishing policy for all of Wikiversity at [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En the Wikiversity Beta site]. [[Category:Wiki journals]] 9108 44780 2006-11-11T17:27:19Z JWSchmidt 20 [[Category:Research]] [[Category:Research]] 9111 68724 2007-01-09T22:05:26Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but so far very little [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> [[Category:Stub pages|*]] ==Speed lathe== It is the simplest of all lathes. Speed lathes are used for *a)wood working *b)centering *c)Polishing *d)spinning [[Category:Practical Arts and Sciences]] 9113 75144 2007-01-13T05:35:52Z Mirwin 47 add some ideas An overview of major requirements: What do we and the users want from a/the game? 1. Entertainment -- should be fun. *Hands on ship control against fairly realistic g fields is fun *Dodging debris and asteroids is fun *Blasting asteroids to mine for valuable ore or artifacts is fun *Working together as a team to accomplish some giant task is fun. *Communicating with online buddies 2. Social -- Interaction with other people via * chat -- most mud environments allow this * email -- useful or not? * game consequences -- makes the game more interesting ::Loads delivered begin to pile up or generate demand for missions. Player or others may undertake new missions. 3. Educational - Exposure to some science, engineering, and operations concepts ::Links to applicable background reading of various levels ::Internal math and reading requirements * Math practice - Examples :: Loading of feul and cargo mass vs. destination decisions in math assistance screen demonstrating use of spreadsheets in load balancing calculations with easy reference and reading showing sample problem solutions to control the center of mass. Java applet with sliders to allow easy selection for within specification loading. :: MalFunction might occasionally require mission abort or manual calculations. :: Misfortune (hijacked to Saturn by pirates) might require decisions about how much cargo to abandon or redistribute manually as feul. * Reading around the web * Use of open source tools for modding * Software design and coding techniques [[Category:Game Design]] 4. Reinforcement of Societal Norms *Aliens and Pirates are best avoided but blasting is ok for self defense. Self defense applies only if your ship has taken demonstrable damage from the other side of the battle. *Mistakes blasting other freighters results poor reputation, Space Patrol pursuit, and eventual game session loss or incarceration, ship lockdown. *Responding successfuly to distress signals can improve standing with police. *Mistakenly blasting a Space Patrol ship is not survivable since escalting levels of Space Patrol show up to capture or blast miscreants. 9114 44849 2006-11-11T23:03:36Z Darvo 2583 == Licensing == {{GFDL}} 9115 44861 2006-11-11T23:24:11Z Darvo 2583 [[UIUC PHIL 270]] moved to [[UIUC PHIL 270: Philosophy of Science]]: More descriptive #REDIRECT [[UIUC PHIL 270: Philosophy of Science]] 9117 67932 2007-01-08T03:14:44Z JWSchmidt 20 [[Category:Game Design]] Use Cases for [[CisLunarFreighter]] learning project. A standard form of use cases have a title, preconditions, steps, postconditions, who benefits. ==MUD operator== Install the central seed client necessary to coordinate applet activity Preconditions: * Seed must work at x level, distribution developed, and tested incrementally so crashes of operator's environment are rare. # Find or develop Java MUD server and client classes adequate for initial login and security requirements. # Install and test on project developers servers and machines # Test it with jFreeRail and CisLunarFreighter applets # Package the releases for easy install and publish at SourceForge # Begin modding and importing new applets after rigorous code walkthroughs and testing. Postconditions: * Feedback * Bug reports. Actors who benefit. Players, Developers, Modders, Mud Operators ==Player== Download, play, feedback. Pre Conditions: PreAlpha is ready for incremental testing # Hear about game environment and decide to try it out # Download from Sourceforce and install # Beginner's orientation or interface is intuitive # Begin playing/learning # Provide suggestions for gameplay enhancement and bug reports. Post Conditions: Learned all possible from game or bored with gameplay or community. Feeback processed into environment Bugs fixed or resolved somehow. Benefits: Players, Developers, Modders, Mud Operators ==Modder== Preconditions: * Specifications available * Tools are available (Hence, reliance on free^2 tools and components) * Source and intermediate data products (3D models) are available # Downloads and plays / looks over # Decides to tweak # Discusses intentions with developers # Implements and tests # Submits for developer evaluation Postconditions: * Incorporation into baseline product * Published as tested mod Benefits: Players, Developers, Modders, Mud Operators [[Category:Game Design]] 9122 44896 2006-11-12T02:40:19Z MichaelBillington 1599 [[Ricetoppings]] moved to [[Rice toppings]]: better title #REDIRECT [[Rice toppings]] 9124 69313 2007-01-10T01:34:44Z JWSchmidt 20 [[Category:Game Design]] * JVM - The Java Virtual Machine platform runs on most desktop or better hardware, making it ideal for widespread distribution of our applets. * Beans IDE - This is a very sophisticated and so far robust integrated development environment. It works well with ANT. I have successfully compiled and tested ImageJ and jFreerails using the build xml files that came with them. * GIMP - Graphics Image Manipulation Program is useful for a wide variety of graphics image tasks including creating tilesets and sprites, translating file formats, and creating background and foreground stills and masks. * ImageJ - Written in Java this is an image processor focused on Scientific processing. It may also be useful for lifting techniques for graphics programming using the Java standard library. * Inkscape - An open source illustration program. * Audacity - An open source sound processing tool. * ArgoUML - An open source UML editor. I have seen it alleged that this does not yet implement the full UML specification. Anybody who can illuminate us please do so here. * Blender3D - A 3D modeling and animation suite with additional capabilities to support game programming. It has been confirmed that blender will import 3ds files. Exporting from a now out dated version of 3DSMax to 3ds and imported into Blender3D has been accomplished successfully. * Art of Illusion - An easy to learn powerful 3D modeling and animation environment. There are few import/export paths for this program but it is written in Java with an extensible object oriented framework. Probably worth reading the code for graphical programming techniques and possibly classes. * Ant - A build and test automation tool. Has worked well so far with Beans and jFreeRails and ImageJ. Well worth someone learning to package our distribution effectively. * OpenOffice - A productivity desktop suite. Contains word processor which will create and export a pdf file. Useful for storyboarding. One file contains all pictures and text. Start a use matrix: ;Function :Tool/Resource ;Scriptwriting :OpenOffice ;StoryBoarding :GIMP :Inkscape ;PDF File Creation :OpenOffice ;Modeling :Art of Illusion :Blender ;Sound Clip/Track Editing :Audacity ;Still Editing Creation :GIMP [[Category:Game Design]] 9134 56991 2006-12-15T02:35:23Z Sir James Paul 3232 Replacing page with 'ORPHAN see [[Template:Course1Location]]' ORPHAN see [[Template:Course1Location]] 9135 46672 2006-11-19T15:38:30Z Robert Elliott 1436 minor correction |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Narrative Film Production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts|Fine Arts Portal]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] [[Category:WikiU Film School]] 9136 75747 2007-01-14T15:33:52Z JayJ 5307 /* Information systems */ Information hiding is a process of embeding it in a digital media, and retrieving it back. The major requirements of the process are to be imperceptible, robust, and secure. The major criterias for data hiding are: The most important, and the most misunderstood topic of this course is the security. It is formed by: *[[wikipedia:Fidelity|Fidelity]] - how is the data degraded due to embedding *[[wikipedia:Robustness|Robustness]] - how is the data protected from flows and manipulations. *[[wikipedia:Payload|Payload]] - the amount of information that can be reliably embedded. Information hiding methodes are different, on basis of the *Nature - (audtio, video, image, text, software, etc) *Robustness, where robust is highly immune, and fragile, meand low-immune. *Synchronous/Asynchronous communications. And upon the type of threat (attacks) which are malicious (intential) and non-malicious (not intentional) ===What to hide=== The things we are supposed to hide are: *Media *Software *Hardware Design and Implementation details ===Why do we hide?=== *Protection from malicious use. examples(copyright, watermarking) *We want to conseal the existence of information from everyone. examples(encryption, stenography) *To avoid the ugly Meta data, data bridgeing, etc. ==The areas of the course== *General Information Theory *Signal processing and transforms *Game, and Coding theory *Cryptography, and Protocols *Detection and estimation ==Information Theory== The most important aspect of the security plans is the understanding of the properties and behavours of the information to be protected. Information has also identity, by which is can be validated, authenticated and addressed. It stays combined with values until and '''unauthorized change'''. The information ientity combined with vales is called [[wikipedia:Information Integrity|Information Integrity]].'''Priritization''' is the process of evaluating the degree of protection for various items of importance. HOwever practically nothing is fully guarded. In order to be feasible the plan must have a scope. Security plan has three important parts: **'''Protecting information's core'''. SInce the information is at the core of the model, we coat it iwht a protective covering called [[wikipedia:cryptography]]. Cryptography is tightly couples with an information and follows its ways. Authenticaions are required through the so-caled [[wikipedia:Digital SIgnature|Digital Signatures]]. ***The information os too vast, and cannot be narrowedsufficiently to take single set of preventive measures. ***However different measures can be applied to different pieces of information, making it more manageable. The best model is with outer layers. ***Information can be replicated cost-efectives, while the entire system cannot. So, data defence requires backup processes ***INformation has mathematical properties and support counter-measures. **Strengthening the resources (systems and networks) is the issue, addressed to minimizing the risk that the data will be destroyed, stolen, or altered both "at home" or via network. **Authentication of thoses who can access the information ==Cryptographic methode layers== is a second layers of the enctyption model. Cryptography disguises informations to be read by attacker, even is wrongly obtained. Its methods are extremely complex and need great deal fo time to be analysed and broken. Cryptography methods are varied, because once the attackers came up with some method of breaking information - this method should be invalidated. Those methods are improving from time to time, and bocoming more complex. General cryptography elements are: *Plain text, which is user-generated message. *[[wikipedia:Ciphertext|Ciphertext]], which is a disguised plain text, the result of cryptography. *cryptographic algorythm, which is used to encrypt the plain text *encryption key, is a secret which is shered between two or more trusted parties. ==Authentication and verification layer== it determines, whether the presented information about the accossor is real. Authentication techniques usually take advantage of the folloving FOUR factors. *Posessing factor - something the user have to issue to the system isn order to get access to the information. *Biometric factor - some user's identity that unique (face, fingerprint, DNA) *Knowledge fact (something that user may know, in difference of someone's else) *Intergrity Factor - something that allows user to authenticalte factor. ==OS Hardening Layer== ==Information System Architecture and design layer== ==Web service protection layer== ==8 Ps of security layer== ==Security Planning== =Cryptographic Principles and Methodes= ===Data to Information=== information seats at core of model ===Abstractions=== ===Data Abstraction=== ===Metadata=== ==Information systems== The most important phases of the information system life cycle are: *Input, when information is acquired from users. *Process, when the information is percepted by the system, and the *Output, when the processed information is displayed back to users. **Feedback, is a phase that lies on a path from the output back to process. TOgether with the Process and Output is forms a loop. This loop improves continiously, and is the subject of our course. ===Access Methodes=== ===Information Movement=== ===Information Management=== ===Mathematical Principles of Cryptography=== The information must be treated the same, on the binary level. The type of information (whether it is in bits, float, doubles) doesn't have any meaning. The information has binding in order to be cryptographed, the binding can be removed only using some cryptographical procedure. All the methods of number theory must be applied to the binding. On tadays dates, the encryption, carried on the character level is not capable of generating a code with significant countermeasure. ===Symmetrical Key Cryptography=== What does this type of cryptography works *Plain mesage text, should be coded as a anatural language *a [[wikipedia:ciphertext|ciphertext]] which is obtained by converting a plain text using an encryption methode. *[[wikipedia:Encryption Algorythm|Encryption Algorythm]], ]], executed by software in order to carry out the cryptographic strategy *[[wikipedia:Decryption Algorythms|Decryption Algorythm]] is a software that makes a recyprocal function of the encryption anlorythm. *Both of these processes use the secret key, which does not have any relation with written text. Chaining is a process of linking the procedures ==Bibliography== Information hiding and watermarking Intruduction to basic concepts and techniques. by: Nasir Memon, [[wikipedia:Polytechnic Unversity|Polytechnic University]]. [[Category:Information Technology]] 9138 76446 2007-01-15T12:29:02Z Robert Elliott 1436 Minor Correction __NOTOC__ __NOEDITSECTION__ <center><small>[[Film school:site map|site map]]</small></center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} <center><br>[[Image:Crystal Clear app kfm home.png|50px]]<big> Course #3<br>Script Writing for<br>High School Drama Departments</big></center> |- | style="width: 50%; background-color: #ffffe8; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:Crystal Clear app camera.png]]</center> ==Welcome to the "Filmmaking for High School Drama Departments"== This is a course in [[Topic:Film production|Narrative Film Production]] which shows how drama departments can create short motion pictures as part of a drama class. Currently, we have only one lesson. But eventually, there will be more. And with each lesson, you will participate in the making of a movie based on your own story. | style="width: 50%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; <!--height: 10px;-->" | ===Script Writing=== [[Image:Crystal Clear app kate.png|100px|right]] The first step is the most important step. That is writing a script which a high school drama department will turn into a motion picture. But not just any script. Your script must be both a movie and a play. And it must be completed using the resources of a high school drama department. Not easy! This lesson is ready for you to begin. <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#fffff0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Script writing for highschool drama departments | The First Step - Writing a script]].</big> |} </center> *Currently we have only one lesson but this is the most important step. We need you to create stories for movie scripts for high school drama departments. |} {| cellpadding="20" cellspacing="5" style="width: 98%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 55%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kuser.png|right|128px]] ===The Situation=== :It has been 15 years since digital video came to personal computers. Yet, in all that time, not a single high school drama department in the USA has created their own motion picture, not even a short one. :High school drama departments put on outstanding plays each year by extremely talented students. But because it is a play and not a motion picture, few people get to see the production. :Some schools video tape their school plays. But these are documentaries, '''not''' motion pictures. None of the high schools in the USA use the techniques and methods used by Hollywood to film their plays. :The main reason is they don't know how. I want to change that. You can help! ===Money is no object=== :The odd thing is that school productions typically loose from $5,000 to $30,000 each year on school plays. Money is not the issue. The expenses of the costumes, the lighting, the movie sets all add up. Yes, High school musicals make money but plays loose lots of money. :Most high school productions have only about 6 performance. Then it is finished and gone. Months and months of effort, for what? ===Motion Picture Profits=== :By making a motion picture, schools can begin to show a profit for their school productions. Once a motion picture is on a DVD-Video disk, sales of the disk can go on for decades. Once schools begin to make feature length motion pictures and make huge profits, everyone will want to do it. :The challenge is educating drama teachers on how to get started. They need an example. They need to see how. ===The Transition=== :Schools cannot immediately switch to making motion pictures. They must make the transition as gently as possible. Therefore, for our production, we will: :* 1. Make a very short movie; only one to nine minutes long. :* 2. Create something which is very familiar to drama departments, such as a play within a movie. :In the example script, the scene is short so that the rehearsal and set construction can be done in a semester and the filming of the motion picture can be done in a week. This is basically the same amount of time as to produce a school play. | style="width: 45%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Nuvola apps edu miscellaneous.png|right|96px]] ===Introduction=== ;<font color="maroon">''"Let's make a movie!"'' :Kids want to make motion pictures. To help high schools and junior high schools get started, we must create an entertaining example of how filmmaking can be done successfully by school drama departments. ===The Story and Script=== :For your first assignment, we need a stort story which can be turned into a script for a short motion picture to be produced by a high school or junior high school drama department. In the first lesson, we show you an example story and ask that you think of your own story. For the second lesson, you must format your story with a script formatting program such as [https://www.finaldraft.com/products/final-draft/download-demo.php Final Draft demo version]. ==Cost== ;Lessons are free :All of the lessons in this series will be '''free''' but you will need a computer and occasionally some software which is not always free. :For the first set of lessons (Script writing, script formatting, and storyboarding), all of the necessary software is free for both the Macintosh and Windows computers. ==Required Hardware== ;Macintosh, Windows and Linux :Most of the FREE software for filmmaking works on both the Macintosh and the Windows computers. Linux users might need to find alternative software which usually is free. :Some lessons require a graphic tablet such as a Wacom tablet connected to your computer. ==Required Software== ;Free when possible :Most of the free software is a demo version which is partially working or totally working. In any case, it is good enough to complete your assignments. ==Final Draft== :As an example, look at [http://www.finaldraft.com Final Draft] which is a available in a working [http://www.finaldraft.com/support/updates-downloads/final-draft-7.php demo version]. By formatting your story with this program, you will learn a useful skill that all script writers need. |} {| cellpadding="10" cellspacing="5" style="width: 98%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Nuvola apps ksig.png|right]] ==Your first lesson== :Your first lesson is [[Lesson:Script writing for highschool drama departments | The First Step - Writing a script]] for a high school or junior high school drama department. ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Script Writing Question - Wikiversity|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:The High School Drama Department's First Motion Picture]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] 9139 76456 2007-01-15T13:06:35Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Film School - Drama Departments - Script Writing TOC}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Script writing for drama departments</big></center> |} <center> {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:50%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Introduction and Prologue'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> <center><br>A Sample Story<br>for a Jr. High School Drama Department ---- ---- <big>"The School Play"</big><br>by [[User:Robert_Elliott|Robert Elliott]]</center>The audience in the junior high school auditorium is sitting in their chairs waiting for the performance of the new school play. In the audience are three young students, Richard, Jane, and Robert. The lights dim and the audience quiets down as the conductor (played by Jane) begins to conduct a dreadful school orchestra playing a short and dark piece of music from Giuseppe Verdi. ;Prologue (in front of the curtain) The audience applauds as a boy about 12 years old named Alfraido (played by Robert) enters from right side of the stage, walking to the center of the stage in front of the curtain. His costume consists of a cape, huge boots, a plumbed hat, a very ruffly white shirt, and a huge sword on a black belt worn over his shoulder. When the audience stops clapping, the boy begins to speak. "I am the evil villain, Alfraido." The audience reacts with "boo" and hissing and stomps their feet which is appropriate for a melodrama. Then the curtain in the middle of the stage parts briefly as a girl enters. She is Esmeralda who is played by Jane wearing a beautiful damsel costume. The audience applauds. Esmeralda is slowly but dramatically plucking the pedals off of a flower; first one lovingly, then one angrily, as if she is thinking, "he loves me, he loves me not." We see that Esmeralda acts more like an awkward Tom Boy than a refined young lady. The crowd applauds for her and when everyone is quiet, Esmeralda sings a musical scale (up and down one octave in the cord of C, slightly off key) and then goes back to madly plucking her flower. Esmeralda sings, "La la la la la la la." Alfraido continues to explain the situation to the audience, "And I love the beautiful maiden, Esmeralda." The audience sighs at this romantic news. When they are finished, Esmeralda sings her scale again (one pitch higher, again off key) and begins to speak in a very melodramatic voice. "La la la la la la la. I am so beautiful, all the boys want to kiss me. But I only love the gorgeous Rodriego." Immediately, from left stage comes a swashbuckling soldier who walks to the center of the stage next to Esmeralda in front of the curtain which still remains closed. (Rodriego is played by Richard.) Rodriego faces the audience and announces, "I am the gorgeous, Rodriego." The audience cheers and then Rodriego continues, "I am so gorgeous that all the beautiful young girls are in love with me." The audience applauds as the three actors exit to the stage wings. After a short musical interlude by this particularly wheeze orchestra, the curtain finally opens. </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:50%; vertical-align:top; border:1px solid #5050b0; background-color:Lavender;" | <div style="border-bottom:1px solid #5050b0; background-color:#c0c0fa; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Your Assignment'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app starthere.png|right|96px]] ===Script writing for drama departments=== [[Course:Basic Filmmaking for High School Drama Departments | This course]] shows how junior high school and high school drama departments can make their own motion pictures. This is the first lesson of the course. *In this first lesson, your assignment is to write a story that schools can film. After your script has been accepted, your next lesson shows you how to format your story into a script using the free demo version of Final Draft. <center>[[Image:Storyboard School Play 1.jpg|200px]]</center> ===The story requirements=== ;Your goal for the story :Your goal is to create a story which is both a play and a motion picture that can be filmed by a high school drama department or a junior high school department for their first short motion picture. See the story on the left as an example. ===The rules=== :Here are the rules that you must follow. * Filming must be done on a the school's stage using the normal stage and/or auditorium lighting and equipment. (The audience is optional.) * The set on the stage must be a traditional stage set with stage flats, stage props, stage curtains, etc. This provides a controlled environment. * The acting requirements of the students must be simple. As an example, a melodramatic acting style is easiest for junior high school students. * The story must be 1 to 9 minutes long. The shorter the story is, the more likely it will be turned into a motion pictures. There is nothing wrong with one minute motion picture. * No special equipment must be required. Example: no green screen or other non-stage items. (Matte paintings are allowed since they are done in post production. With a matte painting, you build only part of the movie set where the actors are and the rest of the movie set will be "painted" in with a matte painting during post production.) </div> |} </center> <center> {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:50%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Act I'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> ;Act I - Haggar's Cave Alfraido turns to the audience and explains, "Here is the cave where Haagar, the witch, lives." Alfraido then shouts to the cave, "Come out, old witch, for I need your help." As the orchestra plays a few dreadful cords, the old witch hobbles to the center of the stage. Haagar is a humpbacked old crone who is played by Jane. She looks up at Alfraido and speaks in a raspy voice, "And what do you want?" Alfraido boldly announces in a good melodramatic style, "I want a love potion so that Esmeralda will love only me." The witch smiles an evil smile, "No problem!" And Alfraido continues, "And I want a poison..." The audience boos and hisses and when the audience is finished, Alfraido continues, "to kill that gorgeous Rodriego." The audience reacts even more violently with more boos and hisses and stamping of the feet. Again, the witch looks up and says in her horrible voice, "No problem! Now pay me in gold." The witch begins to cackle like a mad woman and exits into her cave. The curtain falls and there is yet another short but highly dramatic musical interlude from a Verdi opera. <br><br><br> <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.0em 0.5em 0.0em 0.5em; font-size:110%; font-weight:bold;">'''Storyboards'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> <br> <center>[[Image:Storyboard School Play 2.jpg|180px]] [[Image:Storyboard School Play 3.jpg|180px]]</center><br> <center>[[Image:Storyboard School Play 4.jpg|180px]] [[Image:Storyboard School Play 5.jpg|180px]]</center><br><br> These storyboards were created with [http://www.frameforge3d.com FrameForge 3D Studio] demo version which you can download immediately and begin learning all about camera lenses and storyboarding. This is a wonderful program that everyone should try!! Highly recommended by your instructor. </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:50%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk; margin-left: auto; margin-right: auto;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Act II'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> ;Act II - Village Festival The curtain rises and we see Esmirelda, Alfraido, and Rodriego at a festival with all the town folk in alpine costumes. The audience applauds and the orchestra begins to play clog dance music and the town folk dance a extremely brief dance in wooden shoes. It ends with an alpine yodel. When the short dance is over, Alfraido goes to the front of the stage and announces, "Ah ha! Now we must drink a toast to the queen." The town folk agree heartily, "A toast to the Queen." Alfraido, Esmeralda and Richard echo this, "To the Queen!" as they grab glasses from Alfraido's page who is about 6 years old. The ugly little page turns his head to the audience and grins an evil grin for no apparent reason. When they finish drinking, Esmeralda begins to shout with great enthusiasm, "Oh, this is great stuff." Quickly, she becomes even more animated and wild, "I love this stuff." Finally, she announces most strenuously, "I want more!" Esmeralda immediately dies while still standing up, being held up to two of the town's people. She has a horribly twisted expression on her face and her eyes are rolled up to the sky and with her goblet still held on high. The orchestra plays a funeral dirge while the towns people provide the heavenly chorus. When this is finished, the audience applauds at the beautiful music and Esmeralda takes a bow then goes back to pretending to be dead. When the clapping stops, all of a sudden, Rodriego lets out a sound of inner surprise, "Oh". All the towns people immediately look at Rodriego. (Their heads all turn as one with a squeaking sound.) The towns people sing "Is he dying? Is he dying? Is he dying?" Again, with even more surprise, Rodriego exclaims very loudly, "Oh!" The towns people again sing "Is he dying? Is he dying? Is he dying?" slightly higher pitch. Finally, Rodriego jerks to attention and smiles weirdly, saying, "Ohhhhhh. I think I am in love!" The orchestra plays romantic music while the town folk sing the cords. Alfraido slowly turns to the audience and says, "Ops!" The orchesta begins a frantic toon and both the town folk and the audience cheer. The curtain drops. Audience continues to cheer. Finally, the curtain rises and everyone takes a bow while the orchestra plays another operatic tune as best it can. The credits of the motion picture are shows over a view of the theater with the actors still bowing and the audience still wildly applauding and cheering. Finally we see an insert shot of a close up of Rodriego lovingly kissing the hand of someone wearing Alfraido's shirt. Rodriego looks directly at the camera and says warmly with a tear in his eyes, "I always like a happy ending." The curtain closes and the orchestra plays another Verdi tune while the final credits roll. <center>The End</center> </div> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kgoldrunner.png|right|128px]] ===Background Information=== ;The High School Drama Department :The purpose of a high school drama department is to put on plays. This will not change. A drama department cannot easily switch from making plays to making motion pictures. Therefore, your motion picture must contain a play. But your movie must not be a documentary; it must be a motion picture. ;A break from the past :In the past, all high school dramas have been filmed like documentaries or as a TV studio production. We need to go beyond this. We must create a real motion picture and not a documentary or a TV studio production. It must be filmed motion picture style. (See "Disk #2 - "24 Unedited Scenes" from the [http://www.starmovieshop.com Star Movie Shop] to see how scenes are broken down into a series of shots and then filmed in Hollywood.) | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear action info.png|right|96px]] ==Special Instructions== ;Any subject within reason :You can create any story you wish that can be filmed at a local high school. Naturally, you are limited to a story that parents will approve of. ;In front of a live audience :To make the acting easier for the students and the instructor, you should consider creating a story which can be filmed in front of a live audience. That is, you get all your wide angle shot from the live performance and you get the close up shots and all of the audio from filming later in a controlled environment. By having a live performance, it forces the actors to memorize their lines and to explore their roles. By doing all the close up shots later, the actors can prefect their performances. :To help you understand what is possible, we have a sample story on this page for you to look at. |} <center> <!--{| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#f0f0f0" | --> <!--{| cellpadding="30" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #f0f0f0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">Completed "Script Writing" Assignments</font></big></center> * ''none yet!.'' |}--> {{Film School:Script Writing Course:Completed Assignments}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Nuvola apps ksig.png|right]] ==Submit your story== ;Write a story :Send me your story. Once we have discussed your story, it will be posted here and you can begin Lesson 2. <!--[[Image:Crystal Clear action forward.png|24px]]--> ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] 9140 75465 2007-01-14T01:23:08Z JWSchmidt 20 [[Category:Education]] == HOW TO MAKE STUDYING AMUSING == '''Introduction''' Fact № 1 We all know that ''children like playing''. Fact № 2 We also know that they like studying interesting things and, moreover, they like using the knowledge they have gained. Or in other words, ''children like active learning''. Why, then, most of the students eventually lose their interest in school? Because, we teachers, eventually forget these two facts. '''Knowledge for the real life''' Nobody likes studying something that is useless. Children are not an exception. It does not matter whether you are a teacher in Maths, English or Computer Skills you should motivate your pupils that they are studying something very important for their lives and also you have to show them how exactly they could use the new knowledge. '''Children and school nowadays''' Children nowadays communicate less and less with each other. Most of them spare their time in front of the computers surfing in the Internet. Undoubtedly, there is a lot of useful information there. Children nowadays are much more informed on different topics then ever. Sometimes, pupils even know more on particular topics than their teachers. Is it possible to make pupils interested in school then? Yes, ''teachers can make pupils interested in school by using interesting and useful topics shown'' ''in an amusing way''. One possible method that fulfills these acquirements is the Web Quest. ---- ''''''What is a Web Quest?'''''' The inventor of the Web Quest is Bernie Dodge. He defined his new learning method as an “inquiry-oriented activity in which some or all of the information that learners interact with comes from recourses on the Internet.” In other words, it is a didactic concept within which explorative activities with the Internet are planned by the teacher and he/she transforms from teacher into guider guider of the learning process. ''The aim is the autonomous acquisition and presentation of kn''owledge. ''' '''A good Web Quest has the following structure:'''''' • '''Introduction''' – it aims to motivate the pupils about the topic in a visually interesting and thrilling way. • '''Task''' – explanation what they have to do in every lesson. • '''Process''' – detailed step-by-step instructions how to do their tasks. • '''Recourses''' – all internet addresses used in the Web Quest. • '''Evaluation''' – pupils use it for self-evaluation and then the teacher evaluates them using the same evaluation criteria. • '''Conclusion''' – concludes the result of the successfully finished work. What the pupils know now and how they could use it in their lives. • '''Teacher Page''' – information about the teacher who has designed the Web Quest and about the Web Quest itself. '''What skills does a pupil need to develop in order to work with a Web Quest?''' Working on a particular Web Quest means that a pupil has to: • follow strictly their teacher’s instructions • work with particular internet addresses • find particular information • work on this information with a partner • find the answers on particular questions by themselves or in a team • make a final project (in a group) • self-evaluation. ---- '''Example''' [[Category:Education]] 9142 48547 2006-11-25T21:58:09Z Vaikunda Raja 977 Welcome to the Wikiversity '''Department of Ayyavazhi Studies''', part of the [[School:Theology|School of Theology]] and the [[Topic:Religious Studies|Division of Religious Studies]]. [[w:Ayyavazhi|Ayyavazhi]] is a monistic religion, originated in South India in the mid 19th century. Though Ayyavazhi has not as yet received official recognition as an independent religion from the Indian government, its underlying theame forms it as an autonomous religion though related to [[w:Hinduism|Hinduism]] to an extend. The ideas and philosophy of the religion are based on the teachings of [[w:Ayya Vaikundar|Ayya Vaikundar]] who was a God incarnate as per the religious texts [[w:Akilattirattu Ammanai|Akilathirattu Ammanai]] and [[w:Arul Nool|Arul Nool]]. ==Learning Projects== ===Undergraduate=== ====Elective==== *[[Ayyavazhi_Studies/Learning_Projects/Undergraduate/Elective/Introduction_to_Ayyavazhi|Introduction to Ayyavazhi]] - This course provides an introduction to contemporary Ayyavazhi beliefs and practices. *[[Ayyavazhi_Studies/Learning_Projects/Undergraduate/Elective/History_of_Ayyavazhi|History of Ayyavazhi]] *[[Ayyavazhi_Studies/Learning_Projects/Undergraduate/Elective/Sociology_of_Ayyavazhi|Sociology of Ayyavazhi]] ==Department News== '''November 12, 2006''' * Department of Ayyavazhi Studies founded on [[Wikiversity]]. [[Category:Department of Ayyavazhi Studies]] 9146 75769 2007-01-14T16:31:23Z JWSchmidt 20 Learning Projects Welcome to the Wikiversity '''Department of Advertising'''. ==Department description== The Wikiversity Department of Advertising is a content development project where Wikiversity participants plan, create and organize learning resources. Advertising can be strictly defined as a message: * from an''' identified''' sponsor * distributed using '''mass media''' * '''paid''' by the identified sponsor, and differentiated from non-advertising content * has a '''persuasive''' intent, whether direct or indirect The most prevalent mass media today include newspaper, magazine, out-of-home (OOH), radio, television, and digital (internet, mobile phone) Other marketing activities and media channels sometimes fall under the advertising category and these services are often provided by advertising agencies, but strictly speaking, they are marketing communications: * Public relations (events, press releases) * Guerilla advertising * Sponsorships, especially of events * Direct Mail * Product Placement These are not strictly advertising because they do not meet one of the criteria, especially when the marketing cannot be distinguished from non-advertising content. For example, product placement in a film or television show is mass communicated, paid for, and identified (e.g. an actor clearly drinks a Pepsi), but there is no real way for a viewer to determine whether Pepsi paid for this, or if the placement was strictly the choice of the movie or TV writers. Press releases have the same problem of distinction. However, most commercials are obviously commercials, and viewers can distinguish paid, branded commercials from regular programming. However, as you will see, there is a modern trend toward intentionally blurring these lines. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Advertising]] *[[What is Advertising?]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Pages moved from Wikibooks]] [[Category:Advertising]] 9147 45021 2006-11-12T23:34:45Z JWSchmidt 20 [[Wikiversity:Media201]] moved to [[Topic:Advertising]]: change from Wikibooks name to Wikiversity name #REDIRECT [[Topic:Advertising]] 9148 45023 2006-11-12T23:38:54Z JWSchmidt 20 [[Category:Wikiversity School of Media Studies]] [[Category:Wikiversity School of Media Studies]] 9151 77597 2007-01-17T05:36:20Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] Cooking category [[Category:Practical Arts and Sciences]] 9152 75959 2007-01-14T22:01:23Z Historybuff 5228 added cat Category lists software programs that are free to download, pages describing how to use them, and where to download them. Note that the software in this category may still be proprietary. Software that is open source should also go under the Open Source Software. Note that some "free" software is free to download but requires a payment to fully be activated, and others allow for a free trial period. Also see: [[w:Portal:Free software|Portal:Free software]] [[Category:Media]][[Category:Software]] 9153 75605 2007-01-14T05:45:11Z Historybuff 5228 remove extra cat for now Java programing pages [[Category:Programming Languages]] 9154 80361 2007-01-23T16:45:44Z Mu301 3705 cat [[Category:Astronomy]] [[Category:Software]] 9155 45103 2006-11-13T03:13:24Z Rayc 57 cat [[Category:Foreign Language Learning]] 9156 45110 2006-11-13T03:18:08Z Rayc 57 cat Computer Aided Design Category [[Category:Mechanical Engineering]] 9157 45114 2006-11-13T03:20:03Z Rayc 57 cat Microelectronic engineering pages [[Category:Electrical Engineering]] 9158 74303 2007-01-12T22:38:36Z Historybuff 5228 Moved to subcat [[Category: Programming Languages]] 9160 49182 2006-11-27T04:43:51Z JWSchmidt 20 subcategorize Pages relevant to [[Topic:Scientific Computing|Scientific Computing]] in the [[School:Computer Science|School of Computer Science]]. [[Category:Computer Science]] [[Category:Science]] 9161 77617 2007-01-17T05:46:20Z JWSchmidt 20 [[Category:Computer Science]] Pages relevant to the Track [[Topic:Numerical Algorithms|Numerical Algorithms]] of the [[Topic:Scientific Computing|Deptartment of Scientific Computing]] of the [[School:Computer Science|School of Computer Science]]. [[Category:Computer Science]] 9162 48522 2006-11-25T20:07:36Z Rayc 57 cat == Headline text == '''Introduction to Trigonometry''' This is currently a work in progress. I will be making many changes in the upcoming days. [[Lesson 1:Basics of Angles]] [[Lesson 2:Trigonometric Functions]] [[Lesson 3:Trigonometric Identities]] [[Lesson 4:Graphs of Trigonometric Functions]] [[Category:Pure Math]] 9163 48784 2006-11-26T18:06:33Z Hillgentleman 530 /* [[m:Help:Namespace#List of namespaces|Wikimedia]] says... */ '''Proposals for new namespaces''' can be listed on this page. ==Proposals== <font color="green"> '''Please only list new namespaces that you will actually use. ''' </font>(No theory; just practical names) ---- ---- ===Low-end names in the namespace=== *Here are namespaces which are useful to me. (In some cases, I am already using them.) ;"Course" :I need a namespace for full '''courses''', each of which is a '''series''' of multi-page lessons, etc. If a potential student is interested in learning what I teach, they need to know that a page identified as a "Course" is '''not''' a lesson but rather the starting page of a series of lessons aimed at a single goal. (I see names such as "Stream" and "Project" but the word "Course" is much closer to what I offer.) :I am currently working on three unrelated courses. Eventually, I will write one new course each year (30 lessons for each course) consisting of about 1000 pages of which I will write about 200 of the pages. ;"Lesson" :This is the '''first''' page of a lesson. If the lesson is short, this can be the entire lesson. If the lesson has many steps, it can be the introductory page. ;"LessonPage" :This is '''all''' lesson pages '''other than''' the first lesson page. I need to be able to find these and identify these quickly since these pages often have the most need for changes. :Like most instructors that I have seen at Wikiveristy, I develop lessons on line. I do not have any tools for developing lessons off line. Therefore, I am continually searching through (and working on) all the lessons I am currently writing… and that is a lot of pages. I never complete one page before I start the next. Rather I work on all the pages at the same time… hence my need to be able to identify them in my mind. I believe I current have about 200 of these pages and I am continually working on all of them. Because of my writing style, I will continue to polish all my pages even after they are finished. :Perhaps another name would be better but I cannot think of it. "AdditionalLessonPages" is too long and "Pages" is not clear. ;"Reference" :I need an identifier for pages which have information vital to a lesson but are not part of a lesson. (The names could be "ReferencePage" but that seems a bit too long.) Reference fits a wide varity of purposes. Normally, a reference page is only a single page. ;"Review" :This is a new namespace that I am thinking about. As part of my lessons, I continally recommend programs (almost always FREE programs for the Macintosh, Windows and occasionally Linux) which students must use to complete the lesson. However, it would be nice to have a page where I (and other uses of the computer program) explain and review the program. For this, "Reference" might be sufficient but it might also be misleading since it is only opinions. The word "Reference" is not what people associate with a product review. "ProductReview" is a much clearer name but possibly too long. I will recommend about 100 programs in the basic filmmaking course. Therefore, it would be nice for people to know WHY I recommend that they use these programs. Reviews will solve that problem. ;"Homework" :I need a namespace for completed assignments. The name could be "Homework" or "CompletedHomework" or "Assignments" or "CompletedAssignments". Establishing a namespace might not be enough because most of the assignments I have received so far are PDF files which have no easy marking system (as these are all called "image" inside Wiki.) I have not found a good solution for combining these two file storage systems. ::::* [[User:Robert Elliott|Robert Elliott]] 16:15, 13 November 2006 (UTC) ====Discuss low end names proposal==== "I need a namespace for full courses ..... a "Course" is not a lesson but rather the starting page of a series of lessons" <-- Just create a page for each course in the "Topic:" namespace. There is no need for a new namespace for courses. --[[User:JWSchmidt|JWSchmidt]] 16:47, 13 November 2006 (UTC) Lessons are main namespace content. There is no need for a "Lesson:" namespace. "LessonPage ..... I need to be able to find these and identify these quickly since these pages often have the most need for changes" <-- put all related lessons in the same category, that will allow you to find them. You can also create navigation aids in the form of lists of hypertext links or navigation boxes. See [[w:Wikipedia:Navigational templates]]. --[[User:JWSchmidt|JWSchmidt]] 16:55, 13 November 2006 (UTC) "Reference", "Review", "Homework" <-- These all sound like main namespace content. There is no need to create new namespaces for different kinds of main namespace content. Just give each page a good name and include them in appropriate categories. --[[User:JWSchmidt|JWSchmidt]] 17:00, 13 November 2006 (UTC) ==Reply by [[User:Robert Elliott|Robert Elliott]]== :You are asking me to do more work than is necessary. Putting all my low-end pages in the main namespace does not provide me with the tools and the structure that I need. Instead, you are asking me to do all the work manually rather than use the Wiki software which will do it all automatically for me. :Asking me to do more work is OK… if I am doing on a few pages or a few lessons. But asking me to continually create and maintain navigation templates for hundreds of page because you do not want to change 10 lines of code is not reasonable. :The Wiki software has tremendous power if you apply it correctly. [[User:Robert Elliott|Robert Elliott]] 17:22, 13 November 2006 (UTC) *Thousands of people have developed and used this software over the past five years and developed solutions the organizational problems you have described. As far as I know, all Wikimedia Foundation sister projects use categories to keep track of related pages. Categories provide a flexible system that allows wiki users to organize content as needed. Any change to the namespace structure of Wikiversity needs to be performed by a developer. I doubt if any developer would ever start down the path of replacing the category system with your proposed new use for the namespaces system. If you need help organizing the pages you create, try placing a request for help at the [[Wikiversity:Colloquium|Colloquium]]. There are some wiki participants who love to do that kind of work. --[[User:JWSchmidt|JWSchmidt]] 17:57, 13 November 2006 (UTC) ;Note :The software we are using for Wikiversity is NOT the software that is used for WikiBooks. This is a highly modified version which is still incomplete. :Also, I am not requesting any programming changes (in the request above). I am only asking that the data file which controls the searches in Wikiversity be expanded. When you click on "My Contributions", you get a search engine with a fixed number of options (a fixed number of namespaces that you can search on). These options are controlled by a data file which currently has 22 entries. Simply adding lines to this data file does not require any programming. [[User:Robert Elliott|Robert Elliott]] 00:56, 14 November 2006 (UTC) ==Thoughts from Cormaggio== First of all, I think I should say that I've always been reluctant to create more namespaces - we already have more than any other project, as far as I know. I think our system is already confusing as it is - and we need to be sure that we are working off solid principles before we create further complexities in the system we're using and developing. This conversation throws into relief for me the limitations of the system we are dealing with (ie the MediaWiki software). And no solution I have seen seems to fit the real problems that Robert is experiencing. The namespaces proposed seem clumsy and don't seem to me to help the situation of making course-pages more easily findable (but if you think they can, please spell this out for me). Categories and navigational templates are what have worked best for other projects, though, admittedly, the other projects (apart from Wikibooks) do not have the same type of "page-dependency" (for want of a better phrase) as we do. Perhaps, there is another way? This seems like something that is of key importance to developing a solid bank of resources on Wikiversity - so it deserves our deep attention. (Btw, It has also been requested by the KDE community for the development of their training materials to have a system of overlaying a web of pages with a structure of learning trails, which the learner follows to carry out a specific task, amassing the skills that are of interest to ''them''.) All this just makes me think that it might be an idea to have a chat (or some form of discussion) with the Wikimedia developers, to see if something like this is possible - along with our other [[Wikiversity:Technical needs|technical needs]] and [[User:Cormaggio/Issues for Wikiversity|issues]]. Obviously, we need to create structures that are easy to track both for the navigator, and the contributor. I can't see any of these namespaces working any better than the structure we have in place at the moment (though, as I've said, please spell it out for me if you disagree). This is of prime importance - so we must take it seriously. [[User:Cormaggio|Cormaggio]] 21:17, 13 November 2006 (UTC) ;Point of clarification by [[User:Robert Elliott|Robert Elliott]] :When I talk about '''Low-End Namespaces''', I am refering to the area of Wikiversity which currently has NO namespaces. This is called the '''main''' namespace but really it is a void without any structure at all. Currently, all lesson pages, course pages, homework pages, etc. are given NO namespace name at all. There is absolutely NO structure for these pages in the current system. :The changes I am requesting is simply adding a few lines to the data file that controls searches in Wiki. There is no actual programming changes needed to add a namespace called "Lesson". Only one line is added to the data file which simply says "Lesson". Same with "Course" and "Homework". There is no programming to do this. [[User:Robert Elliott|Robert Elliott]] 00:43, 14 November 2006 (UTC) ::Just to clarify my own perspective - it's not any programming that I'm objecting to - it's having namespaces that could clutter the organisation of content, rather than help people find and add content. (Also note that I'm not saying that this is the case with your proposed namespaces - it's just that I don't currently see what good they would do.) [[User:Cormaggio|Cormaggio]] 00:52, 14 November 2006 (UTC) :::The developers are not going to create new namespaces for everyone who will not learn how to use categories and other existing organizational tools. At Wikipedia, the [[w:Music genre|Music genre]] page uses a "navigation template" at the bottom of the page ([[w:Template:Music genres]]). There are 45 subcategories in [[w:Category:Music genres]] and a couple hundred pages. By following the links in the "navigation box" produced by that template you can visit pages such as [[w:List of blues genres|List of blues genres]] which has its own navigation box that is generated by [[w:Template:Blues]]. Another example of a Wikipedia category with many subcategories and pages is [[w:Category:History of Europe]]. The Wikipedia page for [[w:History of Europe|History of Europe]] has several "navigation boxes" at the bottom to help guide people to particular articles. It is not hard to organize hundreds of related main namespace pages by making use of categories, lists of pages and "navigation templates". We could have a community project to do so for something like [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking]]. --[[User:JWSchmidt|JWSchmidt]] 00:54, 14 November 2006 (UTC) :Robert Elliott, If ''searching within wikiversity'' is your concern, then please use google.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 10:00, 21 November 2006 (UTC) ===Support=== * Course: Agree. There should be a namespace that denotes the level of organization that is a set of learning objectives aimed at accomplishing a certain strategic learning objective. This may mean it is a university-style class (History of Pants), or a part of a DIY section (Using a Lathe), etc. In the School of Strategic Studies, this would be the numbered courses that could then be arranged in a course calendar. This would make Wikiversity more modular: if a stream (curriculum) designer wanted to put together a curriculum with some overlap with another, (e.g. Peace Studies and International Relations) they could simply choose applicable courses from the course calendar, knowing that they were groups of small learning objectives geared to teaching a student about the topic that is the subject of the course. * Department: We should include Department and not Topic. Topic doesn't fit into the proposed school organization, it has to be forced to fit there. * Class/Lesson: Agree. A limited learning objective that is the atom of a course. Again, a general catalog of these would allow for the modular construction of more curricula from a good core of classes. Diversity of approach in organization actually hinders the development of this site. There should be built-in standardization to a degree, so that curriculum developers can find what they need if it exists, and not have to look through disparate forms of categorization in order to find what they seek.--[[User:Dnjkirk|Dnjkirk]] 16:52, 14 November 2006 (UTC) ===Oppose=== I don't see how adding namespaces can benefit Wikiversity. In fact, I think we have too many already. '''Portal:''', '''School:''' and '''Topic:''' even seem extranious to me, but I've become accustomed to them as I shall the new ones if there is a consensus. As for the [[School:Film|Film School]] my feeling is that [[Wikiversity:naming conventions|naming conventions]] were not adhered to, thus causing some problems. Mr. Elliot has a definate style and that is great, but I intuit that <s>he</s> ..'''[[MediaWiki Project|we]]'''.. could solve the above problems with navigational templates and categories. Furthermore he should, in my opinion, simplify the titles of the pages. As JW said, there are people here who thrive on this sort of work. I'm one of them. '''Category:''' and '''Template:''' are powerful tools because of their added ''functionality''. If it's a matter of navigation between and among related pages, [[Wikiversity:Templates|Templates]] and [[Special:Categories|Categories]] can be of great value if applied correctly. For instance [[:Category:Courses]] contains only three pages. What's up with that? I've suggested the [[Wikiversity:Templates|Template Taskforce]] as a learning project for getting the most out of [[m:Help:Template|MediaWiki templates]]. It could be part of the [[MediaWiki Project]] and [[Topic:MediaWiki]] which really look into the nuts and bolts of MediaWiki. Shouldn't we look more deeply at the '''[[Topic:MediaWiki/Engine|engine]]''' that powers Wikiversity? Isn't there some [[m:Help:Advanced templates|''existing'' functionality]] we're not exploiting? Do we not have a [[Infrastructure Project|working relationship]] with the developers? Let's step back and look at this, please. [[User:CQ|CQ]] 19:35, 14 November 2006 (UTC) '''Oppose'''. The idea of splitting main namespace content into subsets to be placed in new namespaces has never been justified in terms of how it would provide any benefits over the current namespace system. The way to facilitate human interactions with related main namespace pages is by making use of portals, categories and templates. The "Topic:" namespace is a good place for Wikiversity content development projects because "topic" is a general term and the current naming conventions allow for Wikiversity participants to refer to the pages in the "Topic:" namespace as divisions, departments, programs, centers, projects, courses or with any other label selected by those who collaborate to develop learning resources for a particular topic area. There is no generally agreed upon meaning for terms such as "department" and "course" and it would just lead to confusion and argument if there were new namespaces called "Department:" or "Course:". --[[User:JWSchmidt|JWSchmidt]] 21:25, 14 November 2006 (UTC) '''Oppose:''' *Every suggested use of the new namespaces can be done by using categories and templates. For example, references and homeworks can be put in their appropriate categories. *'''Topic:''' is a good namespace - it flexibly allows many possible paths of learning, complementing the more traditional '''school:'''. The namespaces suggested above (''''lesson:, course:, reference:''', etc) are not flexible.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 10:00, 21 November 2006 (UTC) ==How to expand the main namespace== In case you wonder where the namespaces are stored, below is a typical file which comes with the wiki software that defines the namespaces. ===[[m:Help:Namespace#List of namespaces|Wikimedia]] says...=== The names are set in files such as those listed in [[m:Locales for the Wikimedia projects]], with default [[m:Language.php]]: <pre> /* private */ $wgNamespaceNamesEn = array( NS_MEDIA => 'Media', NS_SPECIAL => 'Special', NS_MAIN => '', NS_TALK => 'Talk', NS_USER => 'User', NS_USER_TALK => 'User_talk', NS_WIKIPEDIA => $wgMetaNamespace, NS_WIKIPEDIA_TALK => $wgMetaNamespace . '_talk', NS_IMAGE => 'Image', NS_IMAGE_TALK => 'Image_talk', NS_MEDIAWIKI => 'MediaWiki', NS_MEDIAWIKI_TALK => 'MediaWiki_talk', NS_TEMPLATE => 'Template', NS_TEMPLATE_TALK => 'Template_talk', NS_HELP => 'Help', NS_HELP_TALK => 'Help_talk', NS_CATEGORY => 'Category', NS_CATEGORY_TALK => 'Category_talk' );</pre> As you can see, this is a very simple data file that can be expanded immediately to include a better structure for Wikiversity. The advanage of adding structure to the low end (main namespace) is to allow easy searching in "my contributions". My list of contributions for the '''main namespace''' has long passed 500 so it would be nice to be able to find changes to courses, lessons, lesson pages, reference pages, homework, and reviews easily and quickly. [[User:Robert Elliott|Robert Elliott]] 20:25, 18 November 2006 (UTC) *Have you tried searching with google? For example, [http://www.google.com/search?hl=en&lr=&safe=off&as_qdr=all&q=Robert+Elliott++November+site%3Awikiversity.org&btnG=Search Robert Elliott November site:wikiversity.org] gives 42 results now.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 18:06, 26 November 2006 (UTC) ==New proposal== * [[Category:Namespace]] 9164 45200 2006-11-13T13:41:31Z JWSchmidt 20 subcat [[Category:Wikiversity]] 9165 75995 2007-01-14T22:50:30Z Historybuff 5228 The [[Topic:MediaWiki|MediaWiki]] [[Topic:MediaWiki/Engine|engine]] is a complex application that builds user-editable pages from a [[Topic:MediaWiki/Codebase|codebase]] residing on a [[w:web server|web server]]. This subpage will eventually provide diagrams and descriptions of the [[w:Wiki software|MediaWiki engine]]. ==What is PHP?== [[Topic:PHP|PHP]] is a high level, dynamic, server side scripting language. It is superior to raw [[Topic:HTML|HTML]] as it does away with static content and is far more efficient. It has become popular in recent years as it is open source (free), while alternatives such as ASP are not. MediaWiki makes extensive use of PHP to generate dynamic content. [[w:Server-side]] scripting is capable of user [[w:authentication|authentication]], maintaining resilient [[w:client-server|client-server]] relationships via dynamic [[w:web page|web page]]s through a [[Topic:Databases|relational database]] interface characterized as a [[w:content management system|content management system]]. PHP scripts access an extensive [[Topic:SQL|SQL]] (Structured Query Language) database to track and log the history of pages, who is editing what, links to other pages, page sections and subsections, and a host of other dynamic content objects. To fully understand the MediaWiki engine requires a working knowlege of PHP and SQL databases. The MediaWiki codebase revolves around a [[w:relational database management system|relational database management system]] written primarily for [[Topic:MySQL|MySQL]]. [http://en.wikiversity.org/w/index.php?title=Topic:MediaWiki/Engine&action=submit This page] and all other MediaWiki pages begin and are modified through a master page named '''index.php'''. A useful exersize is to click '''View''' -> '''Page Source''' while you have an editor open. Look for this code: <form id="editform" name="editform" method="post" action="/w/index.php? title=Topic:MediaWiki/Engine&amp;action=submit" enctype="multipart/form-data"> That form tag is essentially the core of the MediaWiki Engine. === PHP Learning materials === [[Topic:PHP]] is the main Learning project: *[[Introduction to PHP]] <- start here *[[25 Essential PHP Functions]] *... ==What is MySQL?== [[Topic:MySQL|MySQL]] is a multithreaded, multi-user, [[Topic:SQL|SQL]] [[Topic:Databases|Database Management System]]. It is often accessed and managed through PHP-driven content management systems like MediaWiki. The open source MySQL is owned and sponsored by a single for-profit firm, the Swedish company MySQL AB, which holds the copyright to most of the codebase. Both the MySQL server software itself and the client libraries are distributed under a dual-licensing format. MediaWiki deploys MySQL under the [[GNU General Public License]]. === MySQL Learning materials === [[Topic:MySQL]] is the main learning project: *[[Introduction to MySQL]] *[[w:MySQL|MySQL at Wikipedia]] *[[b:MySQL|MySQL at Wikibooks]] *... ''See also [[Topic:Databases|Databases]] and [[Topic:Object-relational databases|Object-relational databases]]'' [[Category:MediaWiki]] [[Category:Computer Science Courses]] 9166 45216 2006-11-13T16:03:58Z JWSchmidt 20 I (John Schmidt) made this image for [[Wikiversity Reports]]. == Summary == I (John Schmidt) made this image for [[Wikiversity Reports]]. == Licensing == {{GFDL-self}} 9167 76090 2007-01-15T00:46:39Z Cormaggio 8 + cat [[Image:Wikiversity ReoprtsWebsite.png|thumb|right|300px|The original Wikiversity Reports webpage.]] Welcome to the '''Wikiversity Reports''' learning project. The Wikiversity Reports [[Podcasting|podcast]] is a way to learn about podcasting while producing podcasts that are useful to the Wikiversity community. ==History of Wikiversity Reports== From September to November 2006 the podcast media files and the [[w:Web feed|Web feed]] for Wikiversity Reports were hosted at a 60 day trial [[w:.Mac|.Mac]] account. Starting in November, the Wikiversity Reports episodes are available for download from the [http://www.archive.org Internet Archive]. Some episodes have been converted to [[w:Wikipedia:Media help (Ogg)|Ogg]] files. The Wikiversity Reports podcasts are of several types. Some of the podcasts are periodical reports on the status of the Wikiversity project. Other reports are tutorials or "how tos" that explain features of the Wiki user interface. Other Wikiversity Reports podcasts describe some specific educational content of Wikiversity. ==List of existing Wikiversity Reports episodes== ===Monthly reports on the Wikiversity project=== [[Image:FiveWikiversityDomains.png|thumb|right|400px|Launch of the French language Wikiversity.]] Month 1. [http://www.archive.org/details/WikiversityReports1 report #1] <-- podcast format requires [[w:QuickTime|QuickTime]] -|- Ogg Video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play.) Month 2. [http://www.archive.org/details/Wikiversity_Reports_2 report #2] in podcast format requires [[w:QuickTime|QuickTime]]. Traffic statistics, launch of the Spanish language Wikiversity website. Months 3 & 4. [http://www.archive.org/download/Wikiversity_Reports_3/WikiversityReports3.mov report #3] .mov [[Screencasting|screencast]] format; can be viewed with QuickTime or [[w:VLC media player|VLC Player]]. Ogg Video format --> [[Media:WikiversityReports3.ogg|Report #3.ogg]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play). Topics: frequently visited Wikiversity pages ([http://hemlock.knams.wikimedia.org/~leon/stats/wikicharts/index.php?lang=en&wiki=enwikiversity&ns=all&limit=100&month=11%2F2006&mode=view see]), French language Wikiversity website, logo update, OurMedia and Internet Archive. Month 5. [[#Plans for new webcasts|see below for plans]] {{RSS2|Wikiversity_Reports/rss}} Copy [http://en.wikiversity.org/w/index.php?title=Wikiversity_Reports/rss&action=raw&ctype=application/rss+xml this link] and paste it into your aggregator (e.g. [http://juicereceiver.sourceforge.net/ Juice Receiver], [http://bloglines.com Bloglines]) to stay up to date with Wikiversity reports. ===Special short reports=== *Special [[Wikiversity shorts|short reports]]. *Reports on [[Wikiversity:Frequently visited pages|frequently visited Wikiversity pages]]. **[http://www.archive.org/details/Wikiversity_Reports_Computer_Science_Program QuickTime format] <-- podcast -|- page --> [[Computer science program]]. *Report on content development projects. [http://www.archive.org/details/Wikiversity_Reports_WikiProjects School and Topic namespaces]. *A report on the [http://www.archive.org/details/Wikiversity_Reports_2006_Nobel_Prize_Reviews 2006 Nobel Prizes] (see also [[RNA interference]], [[Eukaryotic transcription]]) ===Tutorials=== *[[Screencasting]] - For new wiki users: [http://www.archive.org/details/Wikiversity_Reports_Editing_Tutorial A short introduction to wiki editing] (requires QuickTime of VLC player). **This screencast was made using [http://www.apple.com/downloads/macosx/video/displayeater.html Display Eater] to capture screen images. **[[Media:Editing tutorial-large.ogg|Editing tutorial]] <-- an OGG video format version of this screencast (does not require QuickTime, [[w:Wikipedia:Media help (Ogg)|Help]] with OGG video file play). ==Plans for new webcasts== *Report for the 5th months (mid-December to mid-January) of the Wikiversity project. **Logo contest update **Statistics- Alexa page rank ***Traffic to various Wikiversity domains (English, German, French, Spanish) ***Update on research and other policy discussions **most active Wikiversity pages ** .. *Tutorial about categories, portals, and navigation templates. == Plans for a new syndication feed == *The [http://www.ourmedia.org/ OurMedia] website. - [http://www.ourmedia.org/node/268406 First trial upload]. I'm still trying to figure out its system for syndication feeds; they seem to indicate that [http://fireant.tv/directory FireAnt] will allow people to subscribe to media files uploaded at ourmedia. The [http://www.ourmedia.org/node/268535 Wikiversity Reports Blog] has a conventional RSS feed. *It might be best if the Wikimedia Foundation has a server devoted to experiments in multimedia formats such as podcasting. ([[m:Toolserver|example of special purpose servers]]) ==Participants== *[[User:JWSchmidt]] ==See also== *[[Podcasting]] *[[Wikiversity Reports/test]] *[[Wikiversity Reports/rss]] - example of how to set up an rss feed *[[Wikiversity:Reports]] - written reports on the project ==External links== *[http://www.teachingforthefuture.com/2006/11/episode-42-wikiversity-reports.html Podcast about Wikiversity Reports] by Dave LaMorte - Teaching for the Future. *[http://www.bitshuffle.org/wikicast/Main_Page WikiCast] *[http://en.wikipedia.org/wiki/Wikipedia:WikiProject_WikipediaWeekly Wikipedia Weekly] [[Category:Webcasting]] [[Category:Wikiversity reports]] 9168 75987 2007-01-14T22:45:34Z Historybuff 5228 [[School:Computer Science]]: *[[Topic:Databases]] *[[Topic:Object-Oriented Programming]] ==What is an object-relational database?== An [[w:object-relational database|object-relational database]] (ORD) or object-relational database management system (ORDBMS) is a relational database management system that allows developers to integrate the database with their own custom data types and methods. The term object-relational database is sometimes used to describe external software products running over traditional DBMSs to provide similar features; these systems are more correctly referred to as object-relational mapping systems. This department is intially focused upon hands-on mapping of the [[Topic:MediaWiki/Engine|MediaWiki engine]] from an [[Object Oriented Software Design]] perspective using [[UML]], the [[w:Unified Modeling Language|Unified Modeling Language]]. [[Category:Databases]] 9169 68348 2007-01-08T21:53:56Z JWSchmidt 20 [[Category:Wikiversity]] [[GNU General Public License]]: *[[w:GNU General Public License|GPL article at Wikipedia]] *[http://www.gnu.org/licenses/gpl.html GPL official website] at the [[Free Software Foundation]] ==See also== * [[Wikiversity:GNU_Free_Documentation_License]] * ... [[Category:Wikiversity]] 9170 68326 2007-01-08T21:28:15Z JWSchmidt 20 [[Category: Free Software]] The [[Free Software Foundation]] (FSF) is the principal organizational sponsor of the GNU Project, maintainers of the GNU/Linux codebase, custodians of the [[GNU General Public License]], the [[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]] and other licenses. FSF also created and compiled the [http://directory.fsf.org/ FSF/UNESCO Free Software Directory]. ===Contact info=== [http://www.gnu.org/ Free Software Foundation] Contact info: *Postal: Free Software Foundation, Inc., 51 Franklin Street, 5th Floor, Boston, MA 02110-1301 USA *Email: '''gnu@gnu.org''' *Voice: +1-617-542-5942 *Fax: +1-617-542-2652. From [http://www.gnu.org/home.html#ContactInfo GNU.org]: :''Please send broken links and other web page suggestions to [http://www.gnu.org/people/webmeisters.html The GNU Webmasters] at '''webmasters@gnu.org''', Thank you.'' ==See also== *[[w:Free Software Foundation|Free Software Foundation]] (Wikipedia) *... [[Category: Free Software]] 9171 77244 2007-01-16T20:20:07Z JWSchmidt 20 format as development project {{topic}} ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Databases]] 9172 45253 2006-11-13T18:20:02Z CQ 1939 [[Introduction to SQL Server]] moved to [[Topic:Microsoft SQL Server]]: Aligning with [[Topic:SQL]] (generic) per [[Wikiversity:Naming conventions]] #REDIRECT [[Topic:Microsoft SQL Server]] 9174 68468 2007-01-09T00:42:41Z JWSchmidt 20 [[Category:Structured Query Language]] [[School:Computer Science]] -> [[Topic:Databases]] -> [[Topic:SQL]] ==What is SQL?== SQL is an acronym for [[w:Structured Query Language|Structured Query Language]] used for managing '''[[Topic:databases|databases]]'''. This unit introduces '''[[Topic:SQL|SQL]]''' concepts in terms of structure, client/server relationships, access control, language elements (syntax and semantics) and other common aspects. SQL was adopted as a standard by ANSI (American National Standards Institute) in 1986 and ISO (International Organization for Standardization) in 1987. This lesson is designed as a prerequisite for product-specific courses that cover the three principle client/server products: * [[Topic:Microsoft SQL Server|Microsoft SQL Server]] * [[Topic:MySQL|MySQL]] * [[Topic:PostgreSQL|PostgreSQL]] Learners interested in [[Topic:SQL|SQL]] should participate at [[Topic:Databases]] and might also consider [[Topic:Object-relational databases]]. ==Language basics== ''under construction - instructors needed'' ==Resources== [http://sqlzoo.net/ A Gentle Introduction to SQL] By Andrew Cumming - School of Computing, Napier University, Edinburgh, UK. 1999-2005 <small>(Available in [[Albanian]], [[German]], [[Spanish]], [[Chinese]], [[French]], [[Italian]] and [[Portuguese]])</small> [[Category:Structured Query Language]] 9176 45266 2006-11-13T19:07:55Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboard == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9177 74061 2007-01-12T17:20:37Z Mystictim 626 added [[Category:Learning activities]] [[School:Computer Science]] -> [[Topic:Computer Programming]] -> [[Topic:Databases]] -> [[Introduction to Databases]] == What is a database?== A '''database''' is a collection of pieces of [[w:information|information]] usually refered to as records. These records are best thought of as rows of tabulated data contained in discrete cells that can be added, modified and retrieved by a computer in a systematic way. Accessing a discrete cell or a group of cells is usually done through some type of '''[[w:query|query]]''' that calls either a row, column or other construct from a larger [[w:Table (database)|database table]]. The computer program used to manage and query a database is known as a '''[[w:database management system|database management system]]''' (DBMS). The properties and design of database systems are included in the study of [[School:Computer Science|Computer Science]]. At Wikiversity, we have courses that correspond to three principle DBMS forms: *[[Topic:Microsoft SQL Server|Microsoft SQL Server]] *[[Topic:MySQL|MySQL]] *[[Topic:PostgreSQL|PostgreSQL]] *... Others may be added over the course of time, but to really get into this, you may consider downloading and installing the DBMS of your choice to your local machine. (I use and recommend MySQL because it's free and fairly easy to understand). Later on we'll focus on [[Topic:SQL|SQL]], learning that language to do labs. [[Topic:MediaWiki|MediaWiki]], the software that runs Wikiversity, uses the MySQL database within its core to generate the pages you see and to track page histories, [[Special:Recentchanges|recent changes]], [[Special:Whatlinkshere/Introduction_to_Databases|what links here]] and many other useful functions. This database also helps authenticate and log the Wikiversity userbase, keeping track of user contributions, watchlists and many other items. == Database tables == A '''database table''' can exist in a number of forms from a simple [[w:flat file database]] (not more than a [[w:spreadsheet|spreadsheet]]) to full-featured [[Topic:SQL|SQL]] databases, [[w:Relational database|Relational database]]s or [[Topic:object-relational databases|object-relational databases]]. These tables consist of '''rows''' of cells called '''fields'''. The fields are generally positioned in '''columns''' with a top row of column '''headers'''. The rows may also contain a column of special fields at the left called a '''row headers'''. This field is often called a '''[[w:primary key|primary key]]''' and acts as a sort of "handle" for the whole row. Sometimes rows and columns can "trade places" to form what is called a '''pivot table'''. '''Table definitions''' are usually provided by a '''[[w:schema]]''' which preformats the information to be contained within a particular field. For example, one column may consist of fields conforming to a date format such as '''dd/mm/yyyy''' for ''day/month/year'' data. Another common example is to require field data that conforms to a monetary value - $0,000.00 for [[w:US Dollar|US Dollar]]s or €0.000.00 for [[w:Euro|Euro]]s. Learning about [[w:data type|data type]]s and [[w:Data structure|structures]] are of primary importance when configuring database management systems and the '''[[w:schema|schema]]s''' used in designing and manipulating them. ==Data structures== '''[[w:Data structure|Data structure]]s''' can be thought of as ways to make sure the correct data goes in its appropriate place within the '''database schema'''. Nearly all databases, no matter how sophisticated, are designed and understood in terms of '''structure'''. Rows within a table, for example, should all contain the same number of fields, but the number of rows in the table can grow and shrink as needed. The rows can be ordered alphabetically, numerically or in some other way, allowing the insertion of new rows while maintaining the order. A column should also contain the same data type all the way down, for instance the '''name''' fields would be structured according to a uniform '''method''' as in ''Last name, First name M.I'' or '''name: '''''Firstname Middleinitial Lastname'' or similar. The database programmer may wish to disallow '''null''' values in some fields while allowing them in others. At any rate, '''[[data structures]]''' provide a framework for building large stores of information that can be readily stored and retrieved by the [[Database Management Systems|DBMS]]. The way in which data enters, is modified or presented by the [[Topic:Databases|database engine]] is through a '''[[database query]]''', '''[[stored procedure]]''' and/or a '''[[method]]'''. ''See [[Data structures]] for more in-depth study.'' ==Labs== These Labs progress from a simple text-based example to a complex study of the [[Wikiversity]] application of [[Topic:MediaWiki|MediaWiki]], [[Topic:MySQL|MySQL]], and [[Topic:PHP|PHP]]. Learners are asked to participate in other topics for the more advanced labs. ===Our first database=== Our first database is a [[w:Flat file database|Flat file database]] we shall call '''''Favorites'''''. Most folks are familiar with the ''Favorites'' folder or bookmarks file in their browser. Our flat file database is simply a list of [[w:URL|URL]]s with a '''face''' string and a '''rank''' variable. First, open your favorite [[w:List of text editors|text editor]]. (Microsoft Windows users can use [[w:Notepad|Notepad]]. Linux users can use [[w:Gedit|Gedit]] or similar.). Type <tt>Favorites database</tt> on the first line and hit '''enter''' twice to create a blank line and position your cursor at our top '''row''' which will be our header row. Now on the new line type: | RANK || URL || FACE This creates a header row for what can be called a pipe-delimited table. This table schema is compatible with [[m:Help:table|MediaWiki table syntax]]. Hit '''enter''' to start a new line. Type <tt>|-</tt> and hit '''enter''' again. Now type: | # || url || face You should now see: <pre> |- | # || url || face </pre> Now copy and paste these two lines several times below the first two. Save the new document as '''<tt>favorites.txt</tt>'''. You now have a framework for filling your first text-based database which you can convert to a subpage of your Wikiversity userpage if you like. (provided your favorite sites conform to [[Wikiversity:Policy]] i.e. relevant, decent, etc.). Next, use your [[w:Web browser|Web browser]] ''(a [[w:Tabbed document interface|tabbed browser]] is recommended)'' to open a few of your frequently-visited sites. Now copy and paste the url from the address bar of each tab replacing the text <tt>url</tt> in each row. Then copy and paste or type the preferred text that best identifies the site to replace <tt>face</tt>. Repeat these for a number of your favorite sites. You can replace the '''<tt>#</tt>''' character to rank your selections. You should now have something like: <pre> | RANK || URL || FACE |- | 1 || http://wikiversity.org || Wikiversity |- | 2 || http://google.com || Google |- | 3 || http://www.gnu.org || Free Software Foundation |- | # || url || face </pre> To convert this to a wikitable add: <pre> {| class=wikitable style="text-align:center" |- bgcolor="Gainsboro" ...your table data... |} </pre> The resulting table will look like this: {| class=wikitable style="text-align:center" |- bgcolor="Gainsboro" | RANK || URL || FACE |- | 1 || http://wikiversity.org || Wikiversity |- | 2 || http://google.com || Google |- | 3 || http://www.gnu.org || Free Software Foundation |- | # || url || face |} Simply copy and paste the contents of '''<tt>favorites.txt</tt>''' to your Wikiversity userpage or a subpage to bookmark other sites. For more on Wikitables, see [[Wiki 101]]. ===Structured Queries=== [[Topic:SQL|SQL]] query ''under construction - instructors needed'' ==Database Management Systems== Up:[[Topic:Databases]] | Next: [[Database Management Systems]] Database engines: *[[Topic:Microsoft SQL Server]] *[[Topic:MySQL]] *[[Topic:PostgreSQL]] * ... [[Category:Databases]]|[[Category:Learning activities]] 9179 67836 2007-01-08T01:56:02Z JWSchmidt 20 [[Category:Management]] [[Image:Txt-sms.jpg|thumb|400px|right|Writing txt/sms - A photo by [http://flickr.com/photos/fun3/281521385/ fun3MD]]] =Introduction= This unit is used in: * [[First Line Management]] * [[International Tourism]] =Learning support, assessment and certification= The following learning institutions offer learning support, assessment services, and accreditation for courses using this unit: * [http://en.wikipedia.org/wiki/Otago_Polytechnic Otago Polytechnic] in [http://en.wikipedia.org/wiki/Dunedin Dunedin, New Zealand] offers both face to face and online support in this programme in the [http://www.otagopolytechnic.ac.nz/index.cfm?goto=75e46a86-b2cd-462d-9b95-dec9bbef9f81 School of Business Travel and Tourism], through the (New Zealand) National Certificate in [[First Line Management]]. =Content= Study up on the following 3 areas ==Applying punctuation, spelling & grammar== In really simple terms, '''sentences''' need to: * Sound right (the correct use of punctuation, tenses and words) * Look right (use of correct spelling, words and punctuation) * Be right (the right length, contain clear messages and use correct grammar) * Be understandable (the reader understands the content and messages within) '''Grammar''' is a favourite of few people, but let's take a fresh look at how it can be useful to us. Every language has its own ways of making words behave or work well together and that set of relationships is called the grammar of that language. Correct grammar therefore, is the use of words that obey the usage standards of a language. [http://en.wikipedia.org/wiki/Grammar More information...] Written '''punctuation''' indicates stops, pauses and new beginnings. It keeps points distinct from one another. It creates clarity. It alerts the reader to when one sentence starts and finishes or whether we're asking a question or making a statement. Some simple rules for punctuation are: Begin a sentence with a capital letter and a full stop to finish it. * Use a comma to mark a pause or to give one part of a sentence equal weight with another sentence. * Begin a statement sentence with a capital letter and finish it with a full stop. * Begin a question sentence with a capital letter and finish it a question mark (?). * Begin a command sentence with a capital letter and end it with a full stop or an exclamation mark (!). Begin an exclamation sentence with a capital letter and finish it with an exclamation mark (!). '''Colons''' (:) introduce a word, phrase, a sentence and a list. It gives emphasis to whatever is being introduced, because readers must stop and pay attention. '''Semicolons''' (;) can be used as a connector between two sentences and as a supercomma. Supercommas shows lists and their relationship clearly: i.e. the company has subsidiaries in four cities: Mosgiel, Dunedin; Belfast, Christchurch; Panmure, Auckland; Upper Hutt, Wellington. '''Commas''' (,) tell the reader when to pause. They are used between items in a series. '''Dash''' (-) is used to connect groups of words to other groups. It separates the words in the middle of a sentence from the rest of the sentence, or it leads to material at the end of a sentence. Use dashes sparingly for the occasion when extra emphasis is needed. '''Apostrophe''' (') is used to form contractions, which are two words collapsed into one i.e. cannot > can't; we are > we're. The apostrophe tells the reader a letter or two have been omitted from a word and replaces the missing letter. Apostrophes also are used to mark the possessive. For example, Sue's word processor; the accountant's spreadsheet; the supervisor's rosters. When the noun is both plural and possessive i.e. there may be more than one Sue, one accountant and one supervisor - the apostrophe comes after, not before, the s: Sues', accountants', supervisors'. Apostrophes can also make a possessive of a singular noun that already ends in s. This is done by adding 's to the word; however, you can also remove the second s, ending up with the s'. The apostrophe is also used to make letters and numerals plural i.e. I received C's and D's for that assessment; I got six 5's and seven 8's for that test. '''Quotation Marks''' (" ") come at the beginning and end of a person's exact words i.e. "I walked the dog". Quotations usually start with a capital letter. A comma usually separates the quotation from the words that tell who is speaking. '''Parentheses''' (brackets) are used to enclose additional information not essential to the meaning of a sentence. They also are used to add facts, such as a name or number. '''Hyphens''' ( - ) are used to show a word has been split between two lines of text and to make two words into a single adjective before a noun. Source: Punctuation Made Simple. ==Effective writing styles and methods== An essential requirement for every manager or supervisor is to have effective business writing skills. It is important for everyone to develop and have their own writing style and not someone else’s. Having one’s own style develops confidence and may take some time to perfect. It takes constant practise. A good writing style incorporates the use of simple direct language and considers the needs of the recipient. It uses a format that is appealing, readable and facilitates the readers’ understanding. Additionally, it is error free and presents a positive professional image of the writer and the organisation. ==Monitor effectiveness of business writing== What are the indicators of effective communications? Effectiveness is dependent upon the communication being presented through the appropriate channel (format) and presented in a way that assists the recipient's comprehension and understanding. * How do we know whether our business writing is effective? * How do we know if our messages are understood by the recipient? * How do we know if the format and style we use, is appropriate for the purpose? * How do we know if the tone, sentence construction, grammar and spelling is alright? =Projects= [[Category:Management]] 9184 62061 2006-12-22T14:39:45Z 203.199.205.25 /* Interested participants */ Welcome to the Wikiversity '''Department of Typography'''. ==Goals== The Department of Typography is a content development project. Wikiversity participants with an interest in typography can collaborate here to develop learning resources related to typography. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project boilerplate}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. Here is a list of pages related to typography. Please pitch in! ==Typographic materials== (Please add here) *[[Typography]] *[[Typefaces]] **[[Typeface design]] *[[Use of typefaces]] **[[Typefaces for children]] **[[Typefaces for screen]] **[[Typefaces for newspapers]] *[[Typographic software]] **[[Font Lab]] * ... ==History of typeface design== *[[Roman Caps]] *[[Gutenberg and movable type]] *... ==Interested participants== (Please list yourself here) *[[User:Talvikki|Talvikki]] 23:55, 13 November 2006 (UTC) *[[User:Cormaggio|Cormaggio]] 23:57, 13 November 2006 (UTC) :-)arunikas2003@rediffmail.com [[Category:Typography]] 9190 45327 2006-11-13T23:15:56Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9191 45328 2006-11-13T23:17:39Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9192 45329 2006-11-13T23:19:40Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9193 45330 2006-11-13T23:20:01Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9194 45331 2006-11-13T23:20:16Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9195 45332 2006-11-13T23:20:37Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9196 45333 2006-11-13T23:20:51Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9197 45334 2006-11-13T23:21:17Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9198 45335 2006-11-13T23:21:45Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9199 45336 2006-11-13T23:22:37Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9200 45337 2006-11-13T23:22:54Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9201 45338 2006-11-13T23:23:08Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9202 45339 2006-11-13T23:23:25Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] 9203 45340 2006-11-13T23:24:36Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9204 45341 2006-11-13T23:24:52Z Robert Elliott 1436 This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Wi == Summary == This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] == Licensing == {{GFDL-self}} 9205 76257 2007-01-15T02:54:18Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] __NOTOC__ __NOEDITSECTION__ ==Under Construction This Month== <center> {{Basic filmmaking:Table of contents:Creating the 3D storyboards}} </center> ==A Sample 3D Storyboard from FrameForge 3D Studio== :Here is the 3D storyboard by Mukesh Tiwari. First you see the shots that Mukesh Tiwari picked from the library of thumbnail storyboards. Then you see the same shot done with FrameForge 3D Studio - demo version which is free. I think you will agree that the 3D images look fantastic, specially when compared with the thumbnail storyboards. What make is more exciting is FrameForge 3D Studio is fun to use. Free and fun; a great combination! ==Major Problem== :There is a problem. Between Shot (1) and Shot (2), the camera jumps across the line drawn between the actors. This is a "no, no!" It disorients the audience. :This problem needs to be fixed. See two alternative shots. The first solves the problem of crossing the line but the shot does not look good. The second alternative shot solves both problems; it does not jump across the line and it looks OK. __NOTOC__ <div style="float:center;width:100%"> <div style="background-color:#ffffee; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>Thumbnail Storyboard</h3> <h4>by Mukesh Tiwari</h4></center> ===(1)=== <center>[[Image:REPtsb1.jpg]] → [[Image:MT1a.jpg]] <h5>Looking at poster</h5> <h5>dolly in</h5> [[Image:SBTDSChooseTSB1c.jpg]] → [[Image:MT1b.jpg]] <h5>Young Person:"That was a great movie..."</h5></center> ---- ===(2)=== <center><h5>cut to</h5> [[Image:SBTDSChooseTSB1a.jpg]] → [[Image:MT2.jpg]] <h5>Young Person (continued): "but I do not understand one thing."</h5></center> <center> Alternative #1 {| border=1 cellspacing=0 cellpadding=10 width="350px" | bgcolor="#ffffff" | <center> Error! The image above crosses the line.<br><br>[[Image:ReplacementMT2.jpg]]<br> Here is one possible replacement <br>but the face of the actor is not seen. </center> |} Alternative #2 {| border=1 cellspacing=0 cellpadding=6 width="500px" | bgcolor="#ffffff" | <center> <br>A better solution<br><br>[[Image:Replacement3aMT2.jpg]] → [[Image:Replacement3bMT2.jpg]]<br></center> This fixes the problem by having a shot so the face of the actor can be seen yet the camera cut does not cross the line between the two actors.<br><br> |} <h5>Young Person (continued): "but I do not understand one thing."</h5></center> </center> ---- ===(3)=== <center><h5>Cut to the Old Person looking towards the camera </h5> [[Image:REPtsb4.jpg]] → [[Image:MT3.jpg]] <h5>Old Person: What's that?</h5></center> ---- ===(4)=== <center><h5>Cut to</h5> [[Image:Reptsb5.jpg]] → [[Image:MT4.jpg]] <h5>Young Person:"How can anyone be seduced by the Dark Side?"</h5></center> ---- ===(5)=== <center><h5>cut to</h5> [[Image:REPtsb9a.jpg]] → [[Image:MT5a.jpg]] <h5>The old person thinks for a while </h5> [[Image:REPtsb9.jpg]] → [[Image:MT5b.jpg]] <h5>Old Person: "What computer do you have at home?"</h5></center> ---- ===(6)=== <center> [[Image:Reptsb5.jpg]] → [[Image:MT6.jpg]] <h5>Young Person (eagerly): "A Macintosh!" </h5></center> ---- ===(7)=== <center> [[Image:REPtsb12righttalk.jpg]] → [[Image:MT7.jpg]] <h5>Old Person::"But what computer does your father use at work?" </h5></center> ---- ===(8)=== <center> [[Image:Reptsb10.jpg]] → [[Image:MT8a.jpg]] <h5>The young person thinks for a moment.</h5> [[Image:Reptsb11.jpg]] → [[Image:MT8b.jpg]] <h5>Young Person (amazed and excited): "Seduced by the Dark Side!"</h5></center> ---- ===(9)=== <center> [[Image:REPtsb12right.jpg]] → [[Image:MT9.jpg]] <h5>The Old Person smiles. </h5></center> ---- ===(10)=== <center> [[Image:Reptsb14A.jpg]] → [[Image:MT10a.jpg]] <h5>Old Person and the Young Person walk toward home together.</h5> [[Image:Reptsb14b.jpg]] → [[Image:MT10b.jpg]] <h5> The End</h5></center> </div> </div> ---- ---- ==FrameForge 3D Studio - Demo Version== ;Important to all filmmakers :The most important thing to understand about this lesson is you can download and begin using the demo version of FrameForge 3D Studio immediately. All of the figures and the movie sets contruction tools are built in. You can place characters into the scene and immediately look at them through different lenses. For a filmmaker, this is amazing. And since the demo version is free (for 20 uses), it is fantastic! It is rare that I can find a program that I can really recommend so highly. [[User:Robert Elliott|Robert Elliott]] ---- ---- {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==The Next Page== :Look at the two examples of creating a 3D storyboard in FrameForge 3D Studio. * [[LessonPage:Sample 3D Storyboard FrameForge 2 | Page 4 - Sample 3D Storyboard from FrameForge]] ==Contact Your Instructor== * Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 9206 64157 2006-12-28T08:34:48Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ ==Under Construction This Month== <center> {{Basic filmmaking:Table of contents:Creating the 3D storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffee; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Constructing the Movie Set in FrameForge 3D Studio |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #fffff8; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| ==How to build a wall which has four posters using FrameForge 3D Studio.== ;First load FrameForge 3D Studio :Once you have loaded [http://www.frameforge3d.com/ FrameForge 3D Studio 2] (or the [http://www.frameforge3d.com/download.php demo version] of FrameForge 3D Studio 2), you need to create a wall with four posters using '''Room Builder'''. :To do this, we will actually create '''two''' walls, one of which has four windows in it. ===Create the first wall=== :[[Image:Buildwall1.jpg|600px]]<br><small>Control click to see full size</small> ;Use the Single Wall tool :In the upper left hand corner is the wall tool. Select this tool. ;Draw the Wall :Start by creating a wall which is 40 feet long and 10 feet high using the wall tool. ;Adjust the dimensions using the dialog boxes :If you draw it too long or two short, you can always change the size using the dialog boxes at the bottom of the screen. ---- ===Create a second wall=== :[[Image:BuildWall2.jpg|600px]] ;Select the "Single Wall" tool :The "Single Wall" tool will still be selected. ;Create a new wall :Create a new wall which is the same size (or slightly smaller) behind the first wall. ;Adjust using the dialog boxes :If you wish, you can adjust the length of this second wall using the dialog boxes at the bottom of the screen. ---- ===Select the window tool=== :[[Image:BuildWall4.jpg]] ;Select the "Window" tool :Select the "Window" tool at the top of the screen. ;What? No bars? :The window tool looks like a real window with a complete window frame but actually this tool simply creates a rectangular hole in a wall. Nothing more! (This is all we need.) ---- ===Create the first window=== :[[Image:BuildWall3.jpg|600px]] · <small>Control click to see full size</small> ;Create a window :In the first wall, draw a window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: * This window starts 4 feet from the end of the first wall. (Notice in the example above, I typed a 5 instead of a 4. Later I found my mistake so I simply clicked on the window with the selection tool (upper left in the window) and change the dialog box at the bottom of the screen.) * This window is 2 feet wide * This window is 3 feet high * This window is 4 feet off the ground. ;Note :The widows that we create will become the space where the posters will appear. ---- ===Create the second window=== :[[Image:BuildWall5.jpg|600px]] ;Create a window :In the first wall, draw a window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: In the first wall, draw a second window. Then adjust the window so the dimensions of the window are: * The second window starts 14 feet from the end of the first wall. * The second window is 2 feet wide * The second window is 3 feet high * The second window is 4 feet off the ground. When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.) ---- ===Create the third window=== [[Image:BuildWall6.jpg|600px]] ;Create a window :In the first wall, draw the third window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: * The second window starts 24 feet from the end of the first wall. * The second window is 2 feet wide * The second window is 3 feet high * The second window is 4 feet off the ground. ;Note :When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.) ---- ===Create the fourth window=== :[[Image:BuildWall7.jpg|600px]] ;Create a window :In the first wall, draw the fourth window. ;Adjust the window The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are: * The second window starts 34 feet from the end of the first wall. * The second window is 2 feet wide * The second window is 3 feet high * The second window is 4 feet off the ground. ;Note :When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.) ;Build the movie set :Build the room by clicking on the "Build Room" button on the lower right hand corner of the screen. ---- ===Select the Second Wall=== <center>[[Image:BuildWall8.jpg|432px]]</center> ;Look at the windows :When you look at the windows at the top of the page, you see just a faint outline. That is because both walls are the same color. They need to be different colors. ;Blue posters :We are going to paint the second wall blue so it looks like posters. ;Select the second wall To paint the second wall, we first need to select it. ---- ===Color all of the second wall blue=== :[[Image:BuildWall9.jpg|600px]] ;The Green Room :In the Green Room, you can change many things including the color of the selected object. To do this, you must select "Colors, Textures & State". ;Select ALL of the second wall :Rather than trying to figure out which face of the second wall needs color, we will simply paint all of the second wall. Therefore, you first need to go under "Part Name:" and select "--For all Parts--" rather than just "front wall" or "back wall". ;Select a color :By clicking on the color chip marked "Color:", you can change the color of the selected item (which is the all of the wall). Change the color to some strong color. I like dark blue. ;Click "OK" :Click on the button at the bottom right of the screen to accept the changes to the scene. ---- ===Move the second wall=== :[[Image:BuildWall10.jpg]] ;Move the wall The posters will look better if the two walls are almost in the same position. So drag the second wall forward until the two walls overlap by all but one or two inches. :[[Image:BuildWall11.jpg]] ;The posters will appear :Now you can clearly see the windows which look like blue posters (well, sort of…). You are seeing the blue wall though the holes in the plain wall. This is good enough! ---- ===In the menu, select "Edit Set Parameters"=== :[[Image:BuildWall13.jpg]] ;Find the page with the set controls. :The set controls are on a page called "Green Room". You access this page by using the menu item of "Edit Set Preferences" in the "Sets" menu. ---- ===Set all the parameters for the movie set=== :[[Image:BuildWall12.jpg|600px]] ;The set name :A good name for the movie set is "Theater Movie Set". ;The time of day :Since the time of day is night, set the background sky to "Night". ---- ===Add the actors=== [[Image:BuildWall14.jpg|432px]] ;Old Person and Young Person :You need to add the actors to the movie set and then rotate the actors to whatever position you like. ;Adding an actor :To add the actors, simply look through the pictorial list of the available figures and select one. Then drag its picture to the movie set. (If the movie set is not visible in the main window in the center of the screen, double click on the picture of the movie set in the upper left corner of the screen.) ;Rotate the actors :Select an actor and use the "Spin" control to rotate the actor to face where you want the actor to face. ;Magnify :Move the camera nearer to the actors. Then magnify the blueprint view so that you can easily see the camera, the actors, and the wall. This way you can easily grab the actors and grab the camera and move them where you want. ;Adjust the actor :If you want to adjust the actor, double click on the actor to see many of the controls for the actor. ;Begin :Now you are ready to begin storyboarding. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: LemonChiffon; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :Look at the two examples of creating a 3D storyboard in FrameForge 3D Studio. * [[LessonPage:Sample 3D Storyboard FrameForge | Page 3 - Sample 3D Storyboard from FrameForge]] * [[LessonPage:Sample 3D Storyboard FrameForge 2 | Page 4 - Sample 3D Storyboard from FrameForge]] ==Contact Your Instructor== * Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 9207 45354 2006-11-13T23:52:52Z CQ 1939 [[Intro to Database]] moved to [[Database Management Systems]]: Differentiating from [[Introduction to Databases]] and aligning as an intermediate study for [[Topic:Databases]] ([[School:Computer Science]]) #REDIRECT [[Database Management Systems]] 9209 70838 2007-01-12T00:43:31Z JWSchmidt 20 [[Category:Web Design]] Note: Work in progress PHP.net has a [http://www.php.net/manual/en/language.functions.php reference on PHP functions], but it's a little complicated for your average beginner. == Example PHP file with function == Try testing the following PHP file: <pre> <?php // // A simple function that prints a welcome message // function welcome() { print("<h2>Hi there. Welcome to PHP functions</h2>"); print("<p>Here we'll learn a little about functions</p>"); } welcome(); welcome(); welcome(); ?> </pre> Can you explain why it does what it does? == Example 2: a function with an argument == A small modification: <pre> <?php // // A simple function that prints a welcome message // function welcome($username) { print("<h2>Hi there $username. Welcome to PHP functions</h2>"); print("<p>Here we'll learn a little about functions</p>"); } welcome("Michael"); welcome("Izaak"); welcome("Brigitte"); ?> </pre> Can you explain what's happening this time? == Example 3: Something more useful == So far we've done simple PHP templating using include files. But we can replace this with functions to, and give ourselves some extra power while we're at it! Try the following: <pre> <?php // // A simple function that prints the code that's at the // beginning of every page on my site. // function printHeader() { ?> <html> <head> <title>Home page of my site</title> </head> <body> <h1> My website </h1> <div id="main"> <?php } printHeader(); print("<p> The content of my page would go here</p>"); // printFooter(); // woops, we don't have this function yet! ?> </pre> Again, test out this page and then see if you can explain what it's doing! Here's the challenge: # See if you can modify your printHeader() function so that you can say: printHeader("Page 2"); - and the text "Page 2" will be displayed in the title tags (look back to a previous example!) # Try creating and using your own printFooter() function. Of course, we'd remove these functions into an include-file so that we can reuse them on other pages! [[Category:Web Design]] 9210 45941 2006-11-16T00:20:42Z Sebmol 14 template update == Summary == writing a txt/sms - a photo by [http://flickr.com/photos/fun3/281521385/ fun3MD] == Licensing == {{Cc-by-2.5}} 9211 76775 2007-01-15T22:37:43Z JWSchmidt 20 [[Category:Geography]][[Category:Computer Science]] [[School:Computer Science]] -> [[Topic:Applied Computer Science]] -> [[Topic:Geoinformatics]] == What is Geoinformatics?== Geoinformatics is a science which develops and uses information science infrastructure to address the problems of geosciences and related branches of engineering. The three main tasks of geoinformatics are: * development and management of [[Topic:databases|databases]] of [[w:geodata|geodata]], [[w:georeference|georeference]]s and other GIS objects * analysis and modeling of '''geodata''' * development and integration of computer tools and software for the first two tasks. [[w:Geoinformatics|Geoinformatics]] as a branch of [[School:Computer Science|Computer Science]] that deals with the development and use of [[Geospatial Information Systems (GIS)]]. ==Prerequisites== Please list prerequisites here ==Learning projects== *[[Topic:Object-relational databases]] (ORDs) - Includes a lab that will use object-relational [[Database Management Systems]] (ORDBMS) to collect, store and organize '''geodata'''. *[[Topic:Cartography]] - map-making and related activities ranging from simple hand-drawn maps to sophisticated computerized GIS data models. ==Learning materials== * [[Geospatial Information Systems (GIS)]] * ... ==Resources== External links: *[[w:Topologically Integrated Geographic Encoding and Referencing|Topologically Integrated Geographic Encoding and Referencing]] (TIGER) * [http://www.census.gov/geo/www/tiger/ U.S. Census Bureau TIGER web page] * [http://tiger.census.gov/cgi-bin/mapsurfer Tiger Map Server Browser] *[http://www.fgdc.gov/ Federal Geographic Data Committee] — United States federal government standards agency *[http://www.nga.mil/ National Geospatial-Intelligence Agency] *[http://www.opengis.org/ Open Geospatial Consortium] *[http://www.usgs.gov/ USGS] - U.S. Geological Survey * ... [[Category:Geography]][[Category:Computer Science]] 9213 76368 2007-01-15T05:56:34Z JWSchmidt 20 content development project Welcome to the Wikiversity '''Center for Cartography'''. The Center for Cartography is a Wikiversity content development project where participants create, organize and develop learning resources for map-making and related activities ranging from simple hand-drawn maps to sophisticated computerized GIS data models. ==Related studies== ''Part of [[Portal:Engineering and Technology|Engineering and Technology]]'' Relates to: *[[Topic:Mechanical Engineering|Mechanical Engineering]] *[[Production and Design Engineering]] *[[Computer science program|Computer Science]] *[[Topic:Civil Engineering|Civil Engineering]] *''others'' ==Learning materials== * [[WikiMap]] ''([[Wikipedia:WikiMapia|WikiMapia]])'' * [[Geospatial Information Systems (GIS)]] * [[CAD Lesson - Principles of CAD and Terminology]] * ... ==Related learning projects== * [[Topic:Geoinformatics|Geoinformatics]] ([[School:Computer Science|Computer Science]]) * [[Computer Aided Design Course]] * ... ==Resources== *[[w:Topologically Integrated Geographic Encoding and Referencing|Topologically Integrated Geographic Encoding and Referencing]] (TIGER) * [http://www.census.gov/geo/www/tiger/ U.S. Census Bureau TIGER web page] * [http://tiger.census.gov/cgi-bin/mapsurfer Tiger Map Server Browser] * ... [[Category:Cartography]] 9214 45472 2006-11-14T04:12:32Z Robert Elliott 1436 minor changes {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[LessonPage:Sample 3D Storyboard FrameForge | Sample 3D Storyboard - FrameForge]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:3D_Storyboard | Introduction to 3D Storyboarding]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ;Lesson : [[Lesson:3D_Storyboard | WikiU Film School - Lesson #0010: Animated 3D Storyboards]] ;The pages of this lesson are… * [[Lesson:3D_Storyboard | Introduction to FrameForge 3D Studio 2 Demo]] * [[LessonPage:Building our movie set inside FrameForge | Building our movie set inside FrameForge]] * [[LessonPage:Creating Frames with FrameForge | Creating the frames of the storyboard with FrameForge]] <font color="green"> &rarr; '''''You are here!''''' </font> * [[LessonPage:Sample 3D Storyboard FrameForge | Sample 3D Storyboard Created with FrameForge]] <font color="green"> &rarr; '''''You are here!''''' </font> * [[REtest1]] * [[REtest2]] ---- ---- ==2D Storyboard to 3D Storyboard== ;Storyboarding with FrameForge 3D Studio 2 :We are going to use the demo version of FrameForge 3D Studio 2 to create the 3D storyboards for our movie. ==Shot #1== The 2D Storyboard starts with this image… <center>[[Image:REPtsb1.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT1a.jpg]]</center> <center>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT1b.jpg]]</center> <center>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT1c.jpg]]</center> ---- ---- ==Shot #2== The next shot is… <center>[[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT2.jpg]]</center> ---- ---- ==Shot #3== The next shot is… <center>[[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT3.jpg]]</center> ---- ---- ==Shot #4== The next shot is… <center>[[Image:Reptsb5.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT4.jpg]]</center> ---- ---- ==Shot #5== The next shot is… <center>[[Image:REPtsb9a.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT5a.jpg]]</center> <center>[[Image:REPtsb9.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT5b.jpg]]</center> ---- ---- ==Shot #6== The next shot is… <center>[[Image:Reptsb5.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT6.jpg]]</center> ---- ---- ==Shot #7== The next shot is… <center>[[Image:REPtsb12righttalk.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT7.jpg]]</center> ---- ---- ==Shot #8== The next shot is… <center>[[Image:Reptsb10.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT8a.jpg]]</center> <center>[[Image:Reptsb11.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT8b.jpg]]</center> ---- ---- ==Shot #9== The next shot is… <center>[[Image:REPtsb12right.jpg]] <math>\Rightarrow</math> Using FrameForge 3D Studio, this becomes <math>\Rightarrow</math> [[Image:MT9.jpg]]</center> ---- ---- ==Shot #10== The next shot is… <center>[[Image:Reptsb14A.jpg]] <math>\Rightarrow</math> Using FrameForge 3D Studio, this becomes <math>\Rightarrow</math> [[Image:MT10a.jpg]]</center> <center>[[Image:Reptsb14b.jpg]] <math>\Rightarrow</math> Using FrameForge 3D Studio, this becomes <math>\Rightarrow</math> [[Image:MT10b.jpg]]</center> [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 9215 45465 2006-11-14T03:25:30Z Robert Elliott 1436 test {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[LessonPage:Sample 3D Storyboard FrameForge | Sample 3D Storyboard - FrameForge]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:3D_Storyboard | Introduction to 3D Storyboarding]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ;Lesson : [[Lesson:3D_Storyboard | WikiU Film School - Lesson #0010: Animated 3D Storyboards]] ;The pages of this lesson are… * [[Lesson:3D_Storyboard | Introduction to FrameForge 3D Studio 2 Demo]] * [[LessonPage:Building our movie set inside FrameForge | Building our movie set inside FrameForge]] * [[LessonPage:Sample 3D Storyboard FrameForge | Sample 3D Storyboard Created with FrameForge]] <font color="green"> &rarr; '''''You are here!''''' </font> * [[REtest1]] * [[REtest2]] ---- ---- ==2D Storyboard to 3D Storyboard== <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>Thumbnail Storyboard</h3> <h4>by Mukesh Tiwari</h4></center> ===(1)=== <center>[[Image:MT1a.jpg]] <h5>Looking at poster</h5> <h5>dolly in</h5> [[Image:MT1b.jpg]] <h5>dolly in</h5> [[Image:MT1c.jpg]] <h5>Boy:"That was a great movie..."</h5></center> ---- ===(2)=== <center><h5>cut to</h5> [[Image:MT2.jpg]] <h5>Boy (continued): "but I do not understand one thing."</h5></center> ---- ===(3)=== <center><h5>Cut to the Old Person looking towards the camera </h5> [[Image:MT3.jpg]] <h5>Old Person: What's that?</h5></center> ---- ===(4)=== <center><h5>Cut to</h5> [[Image:MT4.jpg]] <h5>Boy:"How can anyone be seduced by the Dark Side?"</h5></center> ---- ===(5)=== <center><h5>cut to</h5> [[Image:MT5a.jpg]] <h5>The old person thinks for a while </h5> [[Image:MT5b.jpg]] <h5>Old Person: "What computer do you have at home?"</h5></center> ---- ===(6)=== <center> [[Image:MT6.jpg]] <h5>Boy (eagerly): "A Macintosh!" </h5></center> ---- ===(7)=== <center> [[Image:MT7.jpg]] <h5>Old Person::"But what computer does your father use at work?" </h5></center> ---- ===(8)=== <center> [[Image:MT8a.jpg]] <h5>The boy thinks for a moment.</h5> [[Image:MT8b.jpg]] <h5>Boy (amazed and excited): "Seduced by the Dark Side!"</h5></center> ---- ===(9)=== <center> [[Image:MT9.jpg]] <h5>The Old Person smiles. </h5></center> ---- ===(10)=== <center> [[Image:MT10a.jpg]] <h5>Old Person and the Young Person walk toward home together.</h5> [[Image:MT10b.jpg]] <h5> The End</h5></center> </div> </div> ;Storyboarding with FrameForge 3D Studio 2 :We are going to use the demo version of FrameForge 3D Studio 2 to create the 3D storyboards for our movie. ==Shot #1== The 2D Storyboard starts with this image… [[Image:REPtsb1.jpg]] and [[Image:SBTDSChooseTSB1c.jpg]] Here is how we can convert that to 3D images… [[Image:MT1a.jpg]] and [[Image:MT1b.jpg]] and [[Image:MT1c.jpg]] ---- ---- ==Shot #2== The next shot is… [[Image:SBTDSChooseTSB1a.jpg]] which can be made into this… [[Image:MT2.jpg]] ---- ---- ==Shot #3== The next shot is… [[Image:REPtsb4.jpg]] which can be made into this… [[Image:MT3.jpg]] ---- ---- ==Shot #4== The next shot is… [[Image:Reptsb5.jpg]] which can be made into this… [[Image:MT4.jpg]] ---- ---- ==Shot #5== The next shot is… [[Image:REPtsb9a.jpg]] and [[Image:REPtsb9.jpg]] which can be made into this… [[Image:MT5a.jpg]] and [[Image:MT5b.jpg]] ---- ---- ==Shot #6== The next shot is… [[Image:Reptsb5.jpg]] which can be made into this… [[Image:MT6.jpg]] ---- ---- ==Shot #7== The next shot is… [[Image:REPtsb12righttalk.jpg]] which can be made into this… [[Image:MT7.jpg]] ---- ---- ==Shot #8== The next shot is… [[Image:Reptsb10.jpg]] and [[Image:Reptsb11.jpg]] which can be made into this… [[Image:MT8a.jpg]] and [[Image:MT8b.jpg]] ---- ---- ==Shot #9== The next shot is… [[Image:REPtsb12right.jpg]] which can be made into this… [[Image:MT9.jpg]] ---- ---- ==Shot #10== The next shot is… [[Image:Reptsb14A.jpg]] and [[Image:Reptsb14b.jpg]] which can be made into this… [[Image:MT10a.jpg]] and [[Image:MT10b.jpg]] [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 9216 45559 2006-11-14T11:21:51Z Robert Elliott 1436 minor correction {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[LessonPage:Creating Frames with FrameForge | Creating the frames with FrameForge]] |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:3D_Storyboard | Introduction to 3D Storyboarding]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Film production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ;Lesson : [[Lesson:3D_Storyboard | WikiU Film School - Lesson #0010: Creating 3D Storyboards]] ;The pages of this lesson are… * [[Lesson:3D_Storyboard | Introduction to FrameForge 3D Studio 2 Demo]] * [[LessonPage:Building our movie set inside FrameForge | Building our movie set inside FrameForge]] * [[LessonPage:Creating Frames with FrameForge | Creating the frames of the storyboard with FrameForge]] <font color="green"> &rarr; '''''You are here!''''' </font> * [[LessonPage:Sample 3D Storyboard FrameForge | Sample 3D Storyboard Created with FrameForge]] ---- ---- ==2D Storyboard to 3D Storyboard== ;Storyboarding with FrameForge 3D Studio 2 :We are going to use the demo version of FrameForge 3D Studio 2 to create the 3D storyboards for our movie. ==Shot #1== The 2D Storyboard starts with this image… <center>[[Image:REPtsb1.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT1a.jpg]]</center> <center>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT1b.jpg]]</center> <center>[[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT1c.jpg]]</center> ---- ---- ==Shot #2== The next shot is… <center>[[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT2.jpg]]</center> ---- ---- ==Shot #3== The next shot is… <center>[[Image:REPtsb4.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT3.jpg]]</center> ---- ---- ==Shot #4== The next shot is… <center>[[Image:Reptsb5.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT4.jpg]]</center> ---- ---- ==Shot #5== The next shot is… <center>[[Image:REPtsb9a.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT5a.jpg]]</center> <center>[[Image:REPtsb9.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT5b.jpg]]</center> ---- ---- ==Shot #6== The next shot is… <center>[[Image:Reptsb5.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT6.jpg]]</center> ---- ---- ==Shot #7== The next shot is… <center>[[Image:REPtsb12righttalk.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT7.jpg]]</center> ---- ---- ==Shot #8== The next shot is… <center>[[Image:Reptsb10.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT8a.jpg]]</center> <center>[[Image:Reptsb11.jpg]] <math>\Rightarrow</math> Using [http://www.frameforge3d.com FrameForge 3D Studio], this becomes <math>\Rightarrow</math> [[Image:MT8b.jpg]]</center> ---- ---- ==Shot #9== The next shot is… <center>[[Image:REPtsb12right.jpg]] <math>\Rightarrow</math> Using FrameForge 3D Studio, this becomes <math>\Rightarrow</math> [[Image:MT9.jpg]]</center> ---- ---- ==Shot #10== The next shot is… <center>[[Image:Reptsb14A.jpg]] <math>\Rightarrow</math> Using FrameForge 3D Studio, this becomes <math>\Rightarrow</math> [[Image:MT10a.jpg]]</center> <center>[[Image:Reptsb14b.jpg]] <math>\Rightarrow</math> Using FrameForge 3D Studio, this becomes <math>\Rightarrow</math> [[Image:MT10b.jpg]]</center> [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 9217 74283 2007-01-12T22:20:18Z Historybuff 5228 Moved to subcat PHP programing [[Category:Programming Languages]] 9218 45513 2006-11-14T05:20:30Z Robert Elliott 1436 Script for "Seduced by the Dark Side!" formatted by Graphak for Lesson 1 of the WikiU Film School == Summary == Script for "Seduced by the Dark Side!" formatted by Graphak for Lesson 1 of the WikiU Film School == Licensing == {{GFDL}} 9220 45527 2006-11-14T07:20:54Z CQ 1939 #REDIRECT [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking]] #REDIRECT [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking]] 9221 45533 2006-11-14T09:03:13Z CQ 1939 /* Resources */ added some Resources and categories [[School:Computer Science]] -> [[Topic:Applied Computer Science]] This is part of the [[School:Engineering|School of Engineering]], and the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] developing as a [[Wikiversity:practicum|practicum]] for learning within a [[computer science program]]. ==Synopsis== Computer Science can be an intimidating field of study. This practicum seeks to meet learners where they are with an array of interesting topics and lessons that can bring them to where they wish to go with computing in general. Everyone that uses and edits [[Wikiversity]] is involved in [[Topic:Applied Computer Science|Applied Computer Science]] whether they are aware of it or not. Below is a growing catalog of learning groups, materials, lessons and resources selected as tracks for expanding computing knowledge while participating in worthwhile practical projects. ==Learning groups and projects== The [[School:Computer Science|School of Computer Science]] is the '''host''' of this practicum. These are only a few of the learning groups there: *[[Topic:Computer Programming]] (major CS division) *[[Topic:HTML]] (recommended for "newbies") *[[Topic:Graphic design with computers]] (developing...) *[[Topic:Operating Systems]] (developing...) *... Many of these Computer Science learning groups need participants and contributors. As you follow your own CS track, feel free to contribute what you can to topics and lessons that appeal to you. {{Wiki101}} ===Collaborations=== *[[Topic:Web Design|Web Design]], [[Topic:Geoinformatics|Geoinformatics]] and [[Topic:Cartography|Cartography]] learning groups collaborate to produce attractive interactive maps to use in [[Topic:MediaWiki|MediaWiki]]-based '''[[Geospatial Information Systems (GIS)]]'''. *[[School:Linguistics|Schools of Linguistics]], [[School:Language and Literature|Language and Literature]], [[School:Media Studies|Media Studies]], [[School:Music|Music]], [[School:Film|Film]], [[School:Engineering|Engineering]] and [[School:Computer Science|Computer Science]] are all getting together to produce '''''[[Wikiversity the Movie]]'''''. (Awesome project!) *[[School:Linguistics|Schools of Linguistics]], [[School:Language and Literature|Language and Literature]], [[School:Engineering|Engineering]] and [[School:Computer Science|Computer Science]] join forces to assist in the '''[[Topic:Translation|Translation]]''' of '''''[[Wikiversity translations|Wikiversity in many languages]]''''' using a combination of [[Topic:Computational linguistics|Computational linguistics]] ([[:Category:Wikiversity translators|machine translators]]) and [[Topic: Foreign Language Learning| Foreign Language Learning]] ([[:Category:Wikiversity Translators|human translators]]). ''[[Topic:Multilingual Studies|group]] - [[Wikiversity:Translator's Handbook|handbook]]'' *...''more collaborations please... ==Learning materials== *... ==Lessons== *... ==Resources== [[Computer science program]]s: *[http://www.franklin.edu/en_us/www.franklin.edu/Degree+Programs/Undergraduate+Majors/Computer+Science/Computer+Science+Bachelor%2527s+Degree+Requirements.html Franklin CS degree program] Example 1 of a typical Computer Science degree program *[http://www.winona.edu/coursecatalog/cs.asp Winona CS degree program] Example 2 of a typical Computer Science degree program [[Wikiversity the Movie]]: *[http://www.albany.edu/faculty/gz580/histdocfilms/ documentary filmmaking] Dept. of History, University at Albany *... [[Wikiversity translations]]: *[http://www.web-a-dex.com/translate.htm Web-a-dex universal translator] Free Online Language Translator *... Other external resources: *... [[Category:Computer Science]] [[Category:Wikiversity]] [[Category:Practicums]] 9222 46368 2006-11-17T22:42:38Z Rayc 57 cat Business Research is very critical in understanding the issues involved in running of business. The key steps are: 1. Scoping of the study 2. Framework design 3. Collection of information - Primary and Secondary sources 4. Analysis of collected information 5. Synthesis and inference The most time consuming aspect of Business Research is data collection. Technology has played an important role in cutting the efforts as well as cost involved in doing data collection. With exponential growth in information available through internet, secondary research has taken new dimensions. Geographic and language boundaries are also getting eliminated. [[Category:Research]] 9224 45544 2006-11-14T10:44:26Z Robert Elliott 1436 A sample screen shot from FrameForge 3D Studio demo version for WikiU Film School. == Summary == A sample screen shot from FrameForge 3D Studio demo version for WikiU Film School. == Licensing == {{GFDL-self}} 9225 45545 2006-11-14T10:45:23Z Robert Elliott 1436 A sample screen shot from FrameForge 3D Studio demo version for WikiU Film School. == Summary == A sample screen shot from FrameForge 3D Studio demo version for WikiU Film School. == Licensing == {{GFDL-self}} 9229 76909 2007-01-16T03:39:11Z JWSchmidt 20 #REDIRECT [[Topic:Materials Science and Engineering]] #REDIRECT [[Topic:Materials Science and Engineering]] 9231 45592 2006-11-14T16:20:41Z Robert Elliott 1436 Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version. == Summary == Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version. == Licensing == {{GFDL-self}} 9233 45610 2006-11-14T18:02:25Z Cormaggio 8 [[Wikiversity:Freelance academics]] moved to [[Freelance academics]]: Doesn't need to be in Wikiversity namespace #REDIRECT [[Freelance academics]] 9235 80982 2007-01-25T19:20:28Z Cormaggio 8 add link to [[Portal:Research/Researchers]] (to set up now) Welcome to Wikiversity's research portal! This is intended to be a quick link out to resources about what research is, how to do research, what kinds of research there are, as well as research activities within Wikiversity. You can find all research-related pages from [[:Category:Research]] - but hopefully on this page you are just one or two clicks away from where you want to be! If you are interested in research - of any description - or simply want to find who else is doing research on Wikiversity, please see the [[/Researchers|researchers]] page - and please feel free to add yourself and your interests.. Please also note: Wikiversity is still very young - we would appreciate your input in all aspects of our work - developing resources, as well as our [[Wikiversity:Research|research guidelines]]. Even this page itself is under heavy construction - please bear with us - or, preferably, pitch in.. ==Research within Wikiversity== ===What kinds of research material/activity will I find in Wikiversity?=== Please read - and help develop our [[Wikiversity:Research|research guidelines]] on our [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En multilingual coordination Wikiversity]. See also: *[[Wikiversity:Research Ethics]] *[[Wikiversity:Original research]] *[[Wikiversity:Secondary research]] *[[Wikiversity:Review board]] *[[Wikiversity:Research collaboration]] ===What research activities are underway in Wikiversity?=== *[[Bloom clock project]] *[[Learning to learn a wiki way]] *[[Freelance academics]] *[[Action research]] See also: *[[Screensaver Project]] *[[BoomCode]] ==Featured Content== *[[Learning to learn a wiki way]] - Using wikis as tools for learning is a new and evolving social practice. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a wiki can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. ==Research resources== *[[Introduction to research]] *[[Ethnography]] *[[Bibliography and Research Methods]] ==See also== *[[Topic:Open source science]] [[Category:Research]] [[Category:Portal|Research]] 9236 45619 2006-11-14T18:52:53Z Robert Elliott 1436 Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version. This pictures shows how it was done. == Summary == Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version. This pictures shows how it was done. == Licensing == {{GFDL-self}} 9237 45620 2006-11-14T18:59:39Z Robert Elliott 1436 Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version. This pictures shows how it was done. == Summary == Rough painting of poster which will be a prop for the movie set of "Seduced by the Dark Side!" for WikiU Film School. Created by Robert Elliott in ArtRage2 Free Demo version. This pictures shows how it was done. == Licensing == {{GFDL-self}} 9240 80792 2007-01-25T00:39:13Z BotheredByBees 1340 /* Core Units */ updated transfer content completion status '''Qualification name''': ICA40305 Certificate IV in Information Technology (Websites) - Design stream [[Image:Timeplan CertIV Web.svg|500px|right|thumb|A sample plan (work in progress) for learning and demonstrating the Cert IV Web course]]"This role involves '''designing and constructing''' web pages and creating the look and feel of the site. The design role's objective is to create, '''in consultation with the client''', the flow or 'story' of the website and how information will be displayed. From a technical perspective, designers will make use of '''graphical knowledge''', knowledge of specific technologies and various platforms, creative flair and ability to put down an image, layout and design skills, technical knowledge of hardware, software and specific web languages." <ref>[http://www.bathurst-tafe.nsw.edu.au/%7Epeter/ica05/qualification.php?icanum=ICA40305 ICA05 - Deconstructed] Accessed on 15th November 2006</ref> There are '''21 core units''' for the Design stream of the Cert IV Websites qualification and '''4 electives'''. For more detailed information about this qualification you can either find the qualification in the official [http://www.ntis.gov.au/?/trainingpackage/ICA05/qualification/ICA40305/rules ICA05 Training Package PDF] (note: it is huge) or browse the conveniently accessible [http://ica05.bluemountains.net/qualification.php?icanum=ICA40305 Certificate IV in Information Technology (Websites) page] provided by Bathurst TAFE's [http://ica05.bluemountains.net/ ICA05 - Deconstructed]. Currently only a few units have been fleshed out as examples for feedback. Eventually, as the units are filled out, we can move each to its own page. == Core Units == The following 21 core units is made up of the 12 common core units (common to both the Website Design stream and the Website Administration stream), and the 9 core units for the Website Design stream. Note: the small box after each unit indicates the completion status of the unit description. * [[ICAB4135A Create a simple mark-up language document to specification]] [[Image:75%.png]] * [[ICAB4171A Develop cascading style sheets]] [[Image:00%.png]] (not started) * [[ICAS4201A Transfer content to a website using commercial packages]] [[Image:75%.png]] * [[BSBCMN304A Contribute to personal skill development and learning]] [[Image:00%.png]] (not started) * [[CUSADM08A Address copyright requirements]] [[Image:00%.png]] (not started) * [[ICAD3218A Create user documentation]] [[Image:00%.png]] (not started) (Note: Although this unit is not listed as a core unit, it is a prerequisite for one of the core units.) * [[ICAA4041A Determine and confirm client business expectations and needs]] [[Image:00%.png]] (not started) * [[ICAB4225A Automate processes]] [[Image:50%.png]] * [[ICAD4043A Develop and present a feasibility report]] [[Image:00%.png]] (not started) * [[ICAD4217A Create technical documentation]] [[Image:00%.png]] (not started) * [[ICAI4189A Ensure website content meets technical protocols and standards]] [[Image:00%.png]] (not started) * [[ICAT4221A Locate equipment, system and software faults]] [[Image:00%.png]] (not started) * [[ICAU4205A Select and employ software and hardware tools]] [[Image:00%.png]] (not started) * [[ICAW4214A Maintain ethical conduct]] [[Image:00%.png]] (not started) * [[PSPPM402B Manage simple projects]] [[Image:00%.png]] (not started) * [[CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product]] [[Image:00%.png]] (not started) * [[ICAA4142A Design a website to meet technical requirements]] [[Image:00%.png]] (not started) * [[ICAA4233A Determine and apply appropriate development methodologies]] [[Image:00%.png]] (not started) * [[ICAB4137A Produce basic client side script for dynamic web pages]] [[Image:25%.png]] * [[ICAD4198A Develop guidelines for up-loading information to a website]] [[Image:00%.png]] (not started) * [[ICAT4183A Confirm accessibility of website for people with special needs]] [[Image:00%.png]] (not started) * [[ICAU4207A Apply web authoring tool to convert client data for websites]] [[Image:00%.png]] (not started) == Electives for the Website Design stream == TBD: Notes about electives, especially from the admin stream. == Prerequisite units == TBD: Notes about prereq units * BSBCMN106A Follow workplace safety procedures * ICAD2012A Design organisational documents using computing packages * [[ICAU1128A Operate a personal computer]] * ICAU2005A Operate computer hardware * ICAU2006A Operate computing packages * ICAU2013A Integrate commercial computing packages * ICAU2231A Use computer operating system * ICAW2001A Work effectively in an IT environment * ICAW2002A Communicate in the workplace == References == <references /> [[Category:Web Design]] 9241 45642 2006-11-14T20:01:46Z Michaelnelson 310 [[Web Design/Cert IV Websites (au)]] moved to [[Web Design/Cert IV Websites Australia]]: Don't want %28 %29 in URL #REDIRECT [[Web Design/Cert IV Websites Australia]] 9243 67785 2007-01-08T01:15:09Z MichaelBillington 1599 fix double redirect #REDIRECT [[Cert IV Websites Qualification in Australia]] 9247 45694 2006-11-14T22:57:05Z Robert Elliott 1436 This is the completed homework assignment of script formatting for lesson #1 of WikiU Film School by [[User:ugoglen]] [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Homework Assignment]] This is the completed homework assignment of script formatting for lesson #1 of WikiU Film School by [[User:ugoglen]] [[Category:Script Formatting Lesson]] [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Homework Assignment]] 9248 74268 2007-01-12T22:08:11Z JWSchmidt 20 [[Category:Education]] Of course, Wikiversity is an open source university (which doesn't grant degrees). There are others: *[http://ocw.mit.edu/index.html MIT Open Courseware] *[http://openlearn.open.ac.uk Open Learn] :Here's a related [http://news.bbc.co.uk/2/hi/uk_news/education/6071230.stm BBC article] Please edit this page to add others. [[Category:Education]] 9251 77334 2007-01-16T23:11:49Z Mystictim 626 added welcome and expand {{welcome and expand}} The probability that a continuous-time Markov chain will be in state j at time t often converges to a limiting value which is independent of the intial state. We call this value Pj where Pj is equal to: <math> \frac{(\lambda_0)(\lambda_1)(\lambda_2)\cdot\cdot\cdot(\lambda_{n-1})}{(\mu_1)(\mu_2)\cdot\cdot\cdot(\mu_n)(1+\sum_{n=1}^\infty \frac{(\lambda_0)(\lambda_1)(\lambda_2)\cdot\cdot\cdot(\lambda_{n-1})}{(\mu_1)(\mu_2)\cdot\cdot\cdot(\mu_n)})},</math> For a limiting probability to exist, it is necessary that <math>\sum_{k=1}^\infty \frac{(\lambda_0)(\lambda_1)(\lambda_2)\cdot\cdot\cdot(\lambda_{n-1})}{(\mu_1)(\mu_2)\cdot\cdot\cdot(\mu_n)}< \infty,</math> This condition may be shown to be sufficient. We can determine the limiting probabilities for a birth and death process using these equations and equating the rate at which the process leaves a state with the rate at which it enters the state. [[Category:Mathematics]] 9252 80972 2007-01-25T17:25:52Z Robert Elliott 1436 Minor details __NOTOC__ __NOEDITSECTION__ <center><small>[[Film school:site map|site map]]</small></center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffc0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} <center><br><br><big>[[Image:Crystal Clear app kfm home.png|50px]] Narrative Film Production</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #efffef; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | [[Image:Nuvola apps package edutainment.png|right]] ===Anyone can learn to be a filmmaker=== ;Filmmaking is easy :Filmmaking is not rocket science. Everything about filmmaking is very easy to learn. Anyone can do it if they wish. ;The challenge :The challenge of filmmaking is it requires learning a huge number of skills. If you want to be an independent filmmaker or film editor, you must learn the equivalent of 30 different careers. It takes a huge amount of knowledge to know all aspects filmmaking to create a motion picture. ;Can you do it? :Most budding filmmakers are eager to learn a little. But they rarely learn enough to be successful. :Are you willing to spend the time and effort to become successful? |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps aktion.png|right|96px]] <center><big>Courses in Narrative Film Production</big></center> ===Filmmaking=== ;[[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking | Course #01]] - A basic course in filmmaking * [[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking |Learning the Basics of Filmmaking]] - For serious high school students who want to learn the basics of technology of filmmaking. There will be over 30 lessons when completed. This course will help you prepare for film school. :Your instructor is [[Special:Emailuser/Robert_Elliott|Instructor:Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:Green; color:red" | . | style="background:Green; color:white" | <big>Look Here: </big> | style="background:Green; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking |Course Description]]</big> |} </center> <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Formatting_the_script | First lesson: Formatting the movie script]]</big> |} </center> . ---- ---- [[Image:Nuvola apps knotify.png|right|96px]] ===Film Scoring=== ;[[Mad Max's Course in Film Scoring for Motion Pictures|Course #02]] - Film scoring for filmmakers (non-musicians) *[[Mad Max's Course in Film Scoring for Motion Pictures|Film scoring introduction for filmmakers]] - Lessons for filmmakers who are not musicians yet want to learn to make music for motion pictures. This class shows you that music is used to create the proper mood in a motion pictures. Therefore, simple musical sound effects is often all you need. And with programs like GarageBand with Jam Pack:Symphony Orchestra, this is easy. :Your instructor is [[Special:Emailuser/Robert_Elliott|Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Mad Max's Course in Film Scoring for Motion Pictures|Course: Film scoring for filmmakers]]</big> |} </center> . ---- ---- [[Image:Nuvola apps ksig.png|right|96px]] ===Script Writing=== ;[[Course:Basic Filmmaking for High School Drama Departments | Course #03]] - Filmmaking for high school drama departments</font> * [[Course:Basic Filmmaking for High School Drama Departments | Creating a short motion picture by a high school drama department]] - When finished, this course will take you through all the steps of filming a short motion picture by a high school drama department for worldwide distribution. For now, we just discuss script writing. Your instructor is [[Special:Emailuser/Robert_Elliott|Instructor:Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Course:Basic Filmmaking for High School Drama Departments | Course: Script writing for drama departments]]</big> |} </center> . ---- ---- [[Image:Crystal Clear action editcut.png|right|96px]] ===Film Editing - Motion picture style=== ;[[Course:Fundamentals of narrative film editing | Course #04]] - Hands-on editing of feature films and television dramas</font> * [[Course:Fundamentals of narrative film editing | The fundamentals of narrative film editing]] - Of all the post production skills, the best known and least understood is the editing of scripted dialog from dramatic scenes (conversations.) Your instructor is [[Special:Emailuser/Robert_Elliott|Instructor:Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Course:Fundamentals of narrative film editing | Course: Film editing for dramatic scenes]]</big> |} </center> . | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center><big>Software Reviews</big></center> <center>[[Image:Crystal Clear app package.png]]</center> ==Free Filmmaking Software== *[[Review:ArtRage2 Free |ArtRage2 Free]] [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] *[[Review:FrameForge 3D Studio 2 Demo Version|FrameForge 3D Studio Demo]] [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] *[[Review:Notation Protégé demo|Notation's Protégé demo]] [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] *[[Review:DAZ Studio | DAZ Studio]] [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] *[[Review:Victoria | Victoria (until 2007)]] [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] *[[Review:Audacity|Audacity]] [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] *[[Review:Finale NotePad|Finale NotePad]] [[Image:Star*.svg|16px]] ---- <center>[[Image:Crystal Clear device cdrom mount.png]]</center> ==Commercial Filmmaking Software== *[[Review:Jam Pack: Symphony Orchestra|Jam Pack: Symphony Orchestra]] *[[Review:Poser|Poser]] *[[Review:Disk 2 - "24 Unedited Scenes"|Disk 2 - "24 Unedited Scenes"]] *[[Review:Disk 1 - "Follow Dave?" Editing Workshop|Disk 1 - "Follow Dave?" Editing Workshop CD]] *[[Review:Disk 9 - "Hearing Voices" Editing Workshop|Disk 9 - "Hearing Voices" Editing Workshop DVD-Video]] *[[Review:"Fireworks Display" Editing Workshop|"Fireworks Display" Editing Workshop DVD-Video]] *[[Review:MOTU Symphonic Instrument|MOTU Symphonic Instrument]] |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Exquisite-mplayer.png|right]] ==Department description - What is Narrative Film Production?== ;Narrative Film Production (Single Camera filming) *'''Narrative Film Production''' means: # dramatic scenes with scripted dialog # using professional actors # who memorize their lines and # is filmed with independent camera (not synced, recorded or switched together) # and edited so that time speeds up or slows down (non-linear editing.) *'''Narrative Film Production''' refers to the wide ranging technologies using standard motion picture procedures (single camera; sync sound; non-linear editing) shot with film or digital video cameras and the dialog is recorded using a separate audio tape recorder with a microphone. *'''Narrative Film Production''' is the procedure for filming developed by the motion picture industry in the 1930s after the invention of talking pictures. While this method has many variation over the years, it remains the basic workflow used for the last 70 years in the motion picture and television industry for narrative feature films and episodic television dramatic production. *'''Narrative Film Production''' is also the same technology used to make narrative TV commercials. If you learn to make narrative motion pictures, you can make narrative television commercials and vise versa. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear action stop.png|right|96px]] ==It is not…== '''Narrative film production''' is <font color="black">'''not'''</font> to be confused with <font color="black">'''Television Studio Production'''</font> which uses multiple synced cameras and live switching between cameras. This is linear editing, often done in real time. <font color="black">'''Television studio production'''</font> is the standard method for recording non-narrative television shows from ''The Tonight Show'' to Julia Child's ''The French Chef''. <font color="black">'''Television studio production'''</font> is also the standard method of filming a Sitcom or video taping theater dramas and school plays. Even though these are narrative productions, the editing never slows down or speeds up time. <font color="black">'''Television studio production'''</font> is a totally different technology from narrative film production because television studio production is based on linear editing while motion picture style editing is a non-linear editing process. (The cutting and pasting of film was non-linear long before computers were invented.) Our lessons do '''not''' discuss television studio production. The courses listed you see here cover only the 30 steps of '''Narrative Film Production'''. |} <center> <br>{{Homework01}} <br>{{Storyboard Pop Quiz Answers}} <br>{{Homework04}} </center> {| cellpadding="15" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: bottom; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|96px|right]] {{Contact your instructor: Filmmaking}} |} [[Category:Media]] [[Category:{{PAGENAME}}| ]] [[Category:Narrative Film Editing]] [[Category:Filmmaking]] [[Category:Filmmaking in the Drama Department]] [[Category:Mad Max Film Scoring]] 9253 45778 2006-11-15T08:03:59Z Darvo 2583 Image of Philosopher Karl Popper. == Summary == Image of Philosopher Karl Popper. == Licensing == {{GFDL}} 9254 45783 2006-11-15T08:29:49Z Darvo 2583 == Licensing == {{GFDL}} 9255 65470 2007-01-02T13:26:34Z MichaelBillington 1599 changed tag == Licensing == {{Unknown license user text|year=2007|month=January|day=2}} 9256 46023 2006-11-16T03:20:55Z Robert Elliott 1436 minor changes [[Image:StarWarsPosterPainting.jpg|frame|<center>This is a movie poster prop for the <br>movie set of "Seduced by the Dark Side!" <br>created with the <font color="maroon">free</font>''' [http://www.ambientdesign.com/artragedown.html ArtRage 2]''' demo.</center><br><br>This artwork was created by placing real posters from Star Wars in a tracing layer which can be enlarged and centered as needed. Then I use the very natural painting tools of ArtRage2 with a Wacom tablet to trace pieces of the original artwork to make a poster of my own design. Because ArtRage2 feels so natural and organic, this poster was fun to create even though I am not an artist.<br><br> I highly recommend this program and you can download it immediately for either the Macintosh or Windows PC. Best of all, this working demo version is FREE!<br><br><center>Try it today!</center>]] <div style="float:left;width:60%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > ==Lessons starting in 2006 from Course #1== : The purpose of this course is to make two motion pictures (one animated and one live action) titled "'''Seduced by the Dark Side!'''" which teaches one of life's important lessons. : The course will runs from 2007 through 2008. The animated version will be complete in 2007 and the live action will be completed in 2008. : Here is what will be covered in the first few lessons of this course. ===Step 1 • Formatting the Script · ([[Lesson:Formatting_the_script | Click here to start this lesson.]])=== :<math>\;</math>Every motion picture starts with a story. Even though our story is very short, we still have to cut it down to the bare bones for our movie script. And as we do this, we must type the script into a standard format which all people in Hollywood will feel comfortable with. ===Step 2 • Thumbnail Storyboards · ([[Lesson:Thumbnail_Storyboard | Click here to start this lesson.]])=== :Once the script is ready, we immediately make the movie... on paper. The rough storyboard, which is done with stick-figures in tiny frames no bigger than your thumb, is all of the visual elements of the movie. But this still does not give us the timing for the movie. To do that, we need to make a movie of the storyboard (called an animatic). But that cannot be done until we have the rough music and the recorded dialog for our movie. ===Step 3 • The Rough Music / The Temp Score · unfinished=== :Our movie will have background music and narrative music. The narrative music will be just like another actor in our movie. Therefore, we need to leave room for the narrative music when we create our animatic. That is why we begin our film scoring early. (In the meantime, ([[Mad Max's Course in Film Scoring for Motion Pictures|to learn the basics of creating music sound effects, click here.]])=== ===Step 4 • Recording the Dialog for the Animatic · ([[Lesson:Animatic_Dialog_Recording | Click here to start this lesson.]])=== :When we create the animatic (movie of the storyboards), we need the storyboards, the narrative music, and the recorded dialog (voices of the actors). This can be rough since we will record the dialog for the animated movie using professional actors. ===Step 5 • Edit the Animatic · unfinished=== :Once we have the storyboards, the recorded dialog, and the music, we will use an editing program (such as Final Cut Pro) to create the animatic (the movie of the storyboards.) Only then will we know if this movie will be a success. ===Step 6 • 3D Storyboards · FrameForge ([[Lesson:3D_Storyboard |Click here to start this lesson.]])=== :For our animatic, it would be nice to have high quality images from a 3D storyboard program. Therefore, we will offer this lesson for people who want to gain skill with this very interesting program. ===Step 7 • 3D Storyboards · DAZ Studio (optional)=== :Another option for 3D storyboards is DAZ Studio. ===Step 8 • How do they do this in Hollywood? · (Lesson #002-unfinished)=== :An optional tour of movie sets in Hollywood to see how scenes are broken down into a series of shots and then filmed. (Not free.) ===Step 9 • Decisions about the making of our movie=== :As we progress through the making of our motion picture, we make decisions and record them in this chapter. . [[Category:WikiU Film School]] [[Category:Filmmaking]] </div> </div> 9260 45849 2006-11-15T18:16:32Z JWSchmidt 20 I (John Schmidt) made this image for [[Wikiversity Reports]]. == Summary == I (John Schmidt) made this image for [[Wikiversity Reports]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9261 68559 2007-01-09T04:07:12Z JWSchmidt 20 [[Category:Databases]] [[School:Computer Science|Computer Science]] -> [[Topic:Databases|Databases]] -> [[Topic:SQL|SQL]] -> [[Topic:MySQL|MySQL]] -> [[Introduction to MySQL]] ==What is MySQL?== [[Topic:MySQL|MySQL]] is a multithreaded, multi-user, [[Topic:SQL|SQL]] [[Topic:Databases|Database Management System]]. It is often accessed and managed through PHP-driven content management systems. ''Example:[[Topic:MediaWiki|MediaWiki]]'' The open source MySQL is owned and sponsored by a single for-profit firm, the Swedish company MySQL AB, which holds the copyright to most of the codebase. Both the MySQL server software itself and the client libraries are distributed under a dual-licensing format. MediaWiki deploys MySQL under the [[GNU General Public License]]. == Prerequisites == *[[Introduction to Databases]] *... == Learning materials == [[Topic:MySQL]] is the main learning project: *[[Introduction to MySQL]] *[[w:MySQL|MySQL at Wikipedia]] *[[b:MySQL|MySQL at Wikibooks]] *... ''See also [[Topic:Databases|Databases]], [[Web Design/Dynamic websites]] and [[Topic:Object-relational databases|Object-relational databases]]'' [[Category:Databases]] 9262 69992 2007-01-10T19:23:53Z JWSchmidt 20 [[Category:Calculus]] A Vector is an object that contains both magnitude and direction. An example of a Vecotr is a Force. Forces have both magnitude in direction A Scalar only has magnitude. [[Category:Calculus]] 9264 45869 2006-11-15T19:55:47Z CQ 1939 placeholder for future guide to [[Wikiversity:Templates]] This is a placeholder for a future guide to [[Wikiversity:Templates]]. For now, please use [[m:Help:Template|Help:Template]] at [[m:Main Page|Meta]]. 9265 45886 2006-11-15T20:46:55Z CQ 1939 See [[Topic:MediaWiki]] {| border="1" cellpadding="6" cellspacing=0 |+ '''[[Topic:MediaWiki|MediaWiki General Architecture]]''' ! User Layer | align=center|[[m:Wikipedians|Web Clients]] |- !Network Layer | align=center|[[m:Apache config|Apache Webserver]] |- ! Logic Layer | {| border="1" align=center width="100%" cellpadding="2" cellspacing=0 | align=center|[[m:MediaWiki code layout|MediaWiki's PHP scripts]] |- | align=center|[[m:PHP config|PHP]] |} |- ! Data Layer | {| border="1" align=center width="100%" cellpadding="2" cellspacing=0 |[[m:MediaWiki file usage|File System]] |[[m:Database layout|MySQL Database]] |[[m:memcached|Caching System]] |} |} 9266 48685 2006-11-26T14:29:42Z Daanschr 3150 /* Review */ '''Death, Desire and Loss in Western Culture''' is a book written by Jonathan Dollimore in 1998. It describes important aspects of the western culture. Homosexuality is a central topic. An important question that could be asked is why Ted Haggart is against gay marriage, while he visited a gay escort in secret for three years and what does it tell us about the relationship between death, desire and loss in western culture? Issues that are being treated based on the chapters of this book are: ==I) The Ancient World== How did the urge to escape desire, a prominent aspect of christianity and buddhism, came into being and how did the ancient Greeks, ancient Romans and ancient Egyptians influence this? ==II) Mutability, Melancholy and Quest: The Renaissance== The renaissance witnessed a great variety of death obsessions inspired by Ecclesiastes, a book of the Bible. These death obsessions remained vivid especially in poetry, but also in the degeneration theory. In Hamlet, William Shakespeare let his main character say: 'Desire is death.' A wide variety of death obsessions are being described by Shakespeare in the play Measure for Measure. ==III) Social Death== So-called postmodernists are being critized by Dollimore for their theory that the western culture denies death. This chapter also handles the degeneration theory. The idea that society can be destroyed by degenerates, decadents from within and outside of it. The idea of becoming over-civilized is being treated: supposedly realizing that civilization will definitely be gone in the future. ==IV) Modernity and Philosophy: The Authenticity of Nothingness== Philosophers starting with Hegel tried to end the distinction between the eternal (God) and the finite (human). ==V) The Desire not to be: Late Metaphysics and Psychoanalysis== The philosophy of Schopenhauer and the theory of the death drive of Sigmund Freud make death as an absolute feature of live. The idea that there is no escape from death in common daily life. ==VI) Renouncing Death== The advocates of practise want to abolish the significance of death. Revolution in Shakespeare meant being confronted by the destruction of life and society by time. The meaning of the word revolution changed into collectively improving society for the good. Ancient philosophers and religion were discarded because the 'desire as death' mentality would result into not ending suffering for the non-privileged. ==VII) The Aesthetics of Energy== Nietzsche opposed the 'desire as death' mentality, but he didn't like practise as well. Nietzsche advocates having joy in destruction, having joy in dominating others. The morale of christians and other moralists would result into a slave morality, where the weak are protected by enslaving the succesful. Georges Bataille saw an enormous squandering of energy. He wrote that all people are continuously tempted to abandon work. For him, western culture is build upon labour, prohibition and utility which means trying to subdue energy. D. H. Lawrence was afraid for the loss of energy in the individual, succumbed by the machine-like operation of the state. He denounced socialism, because socialists fight fascism by becoming even bigger fascists then the fascists themselves. He was afraid that the western culture would become like Africa. ==VIII) Death and the Homoerotic== Thomas Mann saw an enormous tendency in humans to divert desires into something usefull for society. Thomas Mann was bisexual, who was curious why he was a most respectful citizen in society and still had homosexual desires which were regarded as outcast, comparable with Ted Haggart. For Dollimore, homosexual desire is very important for this reason. Poems written by Cavafy, a homosexual who lived in circa 1900 convinced Dollimore that desire is not death and is not impossible. Michel Foucault was a homosexual who wanted to destroy everything that made him into the outcast of society for his sexual desires, especially humanism. According to him, humanists identify people and he didn't wanted to be identified as anything. ==Review== My view on this book is that Dollimore doesn't choose between the ideologies portrayed. He only describes them. Allthough he denounces religion and writers who call themselves postmodernists. I don't know if i presented this book fairly, so i hope that others want to help me understand this book and want to help me understand what it is to be human. And also, i want to have a discussion on the factual accuracy of this book. What i dislike about philosophy is the lack of verifiable information, so it would be good to have this course within the context of history instead of philosophy.--[[User:Daanschr|Daanschr]] 22:10, 15 November 2006 (UTC) The description Dollimore gives of Nietzsche and Foucault are not complete. I think he misses the main point of both writers. Still, i am impressed by this book despite my scepsis. I think that many other books on the writers he describes needs to be read in order to come to a better view.--[[User:Daanschr|Daanschr]] 14:29, 26 November 2006 (UTC) ==Participants== *[[User:Daanschr|Daanschr]] [[Category:Philosophy]] [[Category:History]] [[Category:Debates]] 9268 49638 2006-11-28T03:10:50Z Robert Elliott 1436 [[Template:Information]] moved to [[Template:Upload Information]]: The current name is not accurate. It is too general. Adding a word such as Upload or Image will help clarify the use of this file. {| summary="A standardized table providing complete information about the file, including description of what it shows and how it was made, copyright status and source." class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | {{{Description}}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | {{{Source}}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{{Date}}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | {{{Author}}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | {{{Permission}}} {{#switch: {{{other_versions|}}} | = | - = | none = | #default = <tr><td style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; font-weight: bold">Other versions</td><td> {{{other_versions}}}</td></tr>}} |}<noinclude> ==Brief syntax description == For usage full description of the the template see [[commons:Commons:First steps/Quality and description]]. <pre><nowiki> {{Information |Description= |Source= |Date= |Author= |Permission= |other_versions= (optional variable, can be left out) }} </nowiki></pre> ''e.g. the source code of the description of [[:Image:Anders-Celsius-Head.jpg]]:'' <pre><nowiki> {{Information |Description = {{en|Part of an oil painting of Anders Celsius. Painting by Olof Arenius (1701 - 1766). The original painting is placed in the astronomical observatory of Uppsala University.}} {{de|Teil eines Ölgemälde von Anders Celsius, das von Olof Arenius (1701-1766) gemalt wurde. Das Originalgemälde befindet sich im astronomischen Observatorium der Universität Uppsala.}} {{nds|Deel vun en Schilleraats, dat Anders Celsius wiest. Maalt vun Olof Arenius (1701-1766). Dat Original hangt in’t astronoomsche Observatorium bi de Universität Uppsala.}} |Source = Astronomical observatory of Uppsala University * http://www.astro.uu.se/history/Celsius_eng.html * http://www.astro.uu.se/history/images/celsius3.jpg |Date = between 1701 - 1766 |Author = Olof Arenius |Permission = Copyright expired as artist died more than 70 years ago |other_versions = [[:Image:Anders-Celsius.jpeg]] (full image) }} </nowiki></pre> [[Category:Infobox templates]]</noinclude> 9269 68290 2007-01-08T20:32:30Z JWSchmidt 20 [[Category:Languages and Language families]] <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but so far very little [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> [[Category:Stub pages|*]] Communicating effectively [[Category:Languages and Language families]] 9270 46071 2006-11-16T07:47:50Z Guillom 48 copyedit {{Wikiversity organization}} The tags listed on this page should be used to indicate the kind of license under which media files uploaded to Wikiversity are published. In general, media files published under a free license should be uploaded to [[commons:|Wikimedia Commons]]. Files may be published under multiple licenses. __NOTOC__ {| style="border: solid #EE0000 3px; border-width: small; background-color: #FFC1C1;" |- || [[Image:Commons-logo.svg|50px|left|Wikimedia Commons]]<div style="padding-left:50px;"><big>'''Please note'''</big><br />It is strongly recommended that you upload free content to '''[[commons:|Wikimedia Commons]]'''. Files hosted at Commons are accessible by ''all'' Wikimedia projects. An introduction to Commons can be found at [[commons:Commons:Welcome|Commons:Welcome]].</div> |} <br clear="all" style="clear: both" /> == Public domain == {| width="100%" class="prettytable" |- | width='25%' | '''{{tl|PD}}'''<br />Public domain | width='75%' | {{PD}} |} == Free licenses == === Creative Commons === {| width="100%" class="prettytable" |- | width='25%' | '''{{tl|cc-by-sa-2.5}}''' <br /> [[w:Creative Commons|Creative Commons]] - Attribution-ShareAlike 2.5 | width='75%' | {{cc-by-sa-2.5}} |- |'''{{tl|cc-by-2.5}}'''<br /> [[w:Creative Commons|Creative Commons]] - Attribution 2.5 |{{cc-by-2.5}} |} === Free Software Foundation === {| width="100%" class="prettytable" |- | width='25%' | '''{{tl|GFDL}}''' <br /> [[w:Wikipedia:GNU Free Documentation License|GNU Free Documentation License]] | width='75%' | {{GFDL}} |- |'''{{tl|GFDL-self}}'''<br /> [[w:Wikipedia:GNU Free Documentation License|GNU Free Documentation License]] by creator |{{GFDL-self}} |} === Dual-licensing === {| width="100%" class="prettytable" |- | width='25%' | '''{{tl|Self-GFDL-Cc-by-sa-2.5}}''' <br /> [[w:Wikipedia:GNU Free Documentation License|GNU Free Documentation License]] and [[w:Creative Commons|Creative Commons]] Attribution-ShareAlike 2.5 | width='75%' | {{Self-GFDL-Cc-by-sa-2.5}} |} == Limited rights == == Copyrighted == [[Category:Document copyright tags|!{{PAGENAME}}]] 9271 76487 2007-01-15T16:14:12Z Balloonguy 338 split page to [[Hiragana]] and [[Katakana]] #REDIRECT[[Kana]] 9272 45992 2006-11-16T01:25:28Z Sebmol 14 recat [[Category:Documents by copyright status|{{PAGENAME}}]] 9273 46006 2006-11-16T01:47:03Z SB Johnny 61 Redirecting to [[Template:Welcome and expand]] #REDIRECT [[Template:Welcome_and_expand]] 9277 47370 2006-11-21T18:16:53Z Xlbnushk 2491 {| cellpadding="5px" style="background-color: whitesmoke; border: darkgray solid 1px; float: right; margin: 0 0 10px 10px;" |- | colspan="2" align="center" bgcolor="#99ccff" | '''{{PAGENAME}}''' |- | align="right" bgcolor="#ccff99" | Course: || [[Japanese stream|Japanese]] |- | align="right" bgcolor="#ccff99" | Division: || [[Topic:Foreign Language Learning|Foreign Language]] |- | align="right" bgcolor="#ccff99" | School: || [[School:Language and Literature|Language and Literature]] |- | align="right" bgcolor="#ccff99" | Faculty: || [[Portal:Humanities|Humanities]] |} <noinclude>[[Category:Templates]]</noinclude> 9279 75964 2007-01-14T22:14:32Z Historybuff 5228 add Category:Operating Systems (really, this time) =UNIX= In this section you will learn how to use and administrate UNIX based system. ==Administration== *UNIX system administration ==Networking== *UNIX networking ==Security== *UNIX security [[Category:Operating Systems]] 9280 77176 2007-01-16T18:59:35Z JWSchmidt 20 format sections Welcome to the Wikiversity '''Center for Microsoft Windows'''. ==Department description== The Center for Microsoft Windows is a content development project where participants create, organize, and develop learning resources about Microsoft Windows. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Microsoft Windows]] *[[Windows system administration]] *[[Windows networking]] *[[Windows Security]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Operating Systems]] 9284 46093 2006-11-16T09:36:03Z Sebmol 14 {{Unknown license user text|year={{<includeonly>subst:</includeonly>LOCALYEAR}}|month={{<includeonly>subst:</includeonly>LOCALMONTHNAME}}|day={{<includeonly>subst:</includeonly>LOCALDAY}}}}<noinclude> '''This template must be substed.''' [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 9285 65465 2007-01-02T13:15:27Z MichaelBillington 1599 We don't really have enough images to make per-day categories populated, so one big cat should work for now {| class="license3" | [[Image:Question copyright.svg|55px]] | [[Media:{{PAGENAME}}|This file]] is lacking sufficient and accurate information about its '''source''', '''creator''', and '''license'''. If such information is not provided soon, the file will be '''deleted'''. Please do not use this file in Wikiversity content until proper documentation has been provided. '''The user who uploaded this file has been notified that it will be deleted within two weeks if appropriate documentation is not provided.''' This image has been tagged since {{{day}}} {{{month}}} {{{year}}} <small>'''''Note:''' This notice can be safely removed if license information has been provided.''</small> |}<noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude><includeonly> [[Category:Unlicensed files (uploaders notified)|{{PAGENAME}}]] </includeonly> 9286 46086 2006-11-16T09:09:56Z Sebmol 14 Redirecting to [[Template:Unknown license user]] #REDIRECT [[Template:Unknown license user]] 9287 46089 2006-11-16T09:32:10Z Sebmol 14 +cat Thank you for uploading [[:Image:{{{1}}}]]. Unfortunately, the file is missing important information about its source and license. Please provide the necessary information as soon as possible so the file does not have to be deleted. You can find out what licenses are available at [[Wikiversity:License tags]]. Please also add important information about the file by using {{tl|information}}: {| cellpadding="8" cellspacing="0" class="backgroundcolor2 bordercolor1" border="1" style="border-collapse: collapse" |<pre> {{Information |Description= |Source= |Author= |Date= |Permission= |other_versions= }} </pre> | * Description: What do you see here? * Source: Use a statement such as “Own work.” or similar, if you created that file yourself. Otherwise please supply a URL, catalog number, book source, or any other kind of reference. * Author: Author(s) of the file. If you don’t know any individual, use the name of the institution(s) which released it. In case of self-made work, put your real name and your linked username in parentheses. * Date: Date of creation (or date of release), preferably in [[w:ISO 8601|ISO 8601]] format, such as “2006-01-15” for 15 January 2006. * Permission - Supply a short quote of the permission the copyright owner of the file gave you. In case of a general permission (e. g. US Public Domain or free content licenses) supply a short link to that legal disclaimer or an according hint. * other_versions - if there are other version of this file within Wikiversity (for example a black and white version of a color image) use this field to link to these versions with a wiki link. |} If you uploaded this file by mistake or do not want it shared on Wikiversity anymore, please tag it with {{tl|delete}} for deletion. ~~<includeonly></includeonly>~~<noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 9288 46102 2006-11-16T09:45:13Z Sebmol 14 &#123;{[[Wikiversity:Templates|subst]]<tt>:</tt>[[Template:{{{1}}}|{{{1}}}]]}}<noinclude>[[Category:Internal link templates|Tls]]</noinclude> 9289 77593 2007-01-17T05:33:23Z JWSchmidt 20 [[Category:Engineering]] Railways [[Category:Engineering]] 9290 46131 2006-11-16T13:54:14Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 9293 74220 2007-01-12T21:37:11Z JWSchmidt 20 [[Category:Help]] ==Intro== The most essential element of all wiki projects is the ability to edit a page. All pages, excluding [[protected pages]] give you the ability to modify them. This can be used for anything from a simple spelling change to a complete re-write. ==How to== First, you need to read the whole page, make sure what you are saying hasn’t already been stated. Then, once your sure, click the "edit" button, found on the top of the page, next to the "history" button or at the top of a section. Then find the area that you found the error in, and correct the error. Then you need to enter a 1-9 word summary of what you did, as an example, if I was fixing a spelling mistake I might type "Typo" or "Spelling error". Then, if the edit applies to only a word or 2, click "This is a minor edit", and if you are especially interested in that page click "watch this page". To make sure you didn’t make any mistakes, click the "show preview" button to check for errors, or click the "show changes" button to check what your modifications are. Finally, when you are sure of your edit, click "Save Page" [[Category:Help]] 9294 75751 2007-01-14T15:40:54Z Robert Elliott 1436 Minor Additions <center> {| border="0" cellpadding="4" cellspacing="2" style="background:#ffffe0" | [[Image:Transparent film reel and film.png|100px]] | {| border="1" cellpadding="4" cellspacing="2" style="background:aqua" ! style="background:yellow" colspan="20" | Table of Contents |- ! style="background:#e0ffff" | [[#Simple Example 1|Simple<br>Example<br>1]] ! style="background:#e0ffff" | [[#Simple Example 2|2]] ! style="background:#e0ffff" | [[#Simple Example 3|3]] ! style="background:#e0ffff" | [[#Simple Example 4|4]] ! style="background:#e0ffff" | [[#Simple Example 5|5]] ! style="background:#e0ffff" | [[#Simple Example 6|6]] ! style="background:#e0ffff" | [[#Simple Example 7|7]] ! style="background:#e0ffff" | [[#Practical Example 1|Practical<br>Example<br>1]] ! style="background:#e0ffff" | [[#Practical Example 2|2]] ! style="background:#e0ffff" | [[#Practical Example 3|3]] ! style="background:#e0ffff" | [[#Practical Example 4|4]] ! style="background:#e0ffff" | [[#Practical Example 5|5]] ! style="background:#e0ffff" | [[#Practical Example 6|6]] ! style="background:#e0ffff" | [[#Practical Example 7|7]] ! style="background:#e0ffff" | [[#Practical Example 8|8]] ! style="background:#e0ffff" | [[#Practical Example 9|9]] ! style="background:#e0ffff" | [[#Practical Example 10|10]] ! style="background:#e0ffff" | [[#Practical Example 11|11]] ! style="background:#e0ffff" | [[#Practical Example 12|12]] ! style="background:#e0ffff" | [[#Other Sources|Other<br>sources]] |} | [[Image:Film reel and film.jpg|100px|]] |} </center> __NOTOC__ ===Simple Example 1=== <pre><center> {| border=1 cellspacing=0 cellpadding=5 | This | is |- | a | '''table''' |} </center></pre> <center> {| border=1 cellspacing=0 cellpadding=5 | This | is |- | a | '''table''' |} </center> . ---- ---- ===Simple Example 2=== <pre> <center> {| border=1 cellspacing=0 cellpadding=5|| style="width:200px" | bgcolor="#ccff99" | This | bgcolor="#ececec" | is |- | bgcolor="#99ccff" | a | bgcolor="red" | <font color="green"><center>'''table'''</center></font> |} </center> </pre> <center> {| border=1 cellspacing=0 cellpadding=5|| style="width:200px" | bgcolor="#ccff99" | This | bgcolor="#ececec" | is |- | bgcolor="#99ccff" | a | bgcolor="red" | <font color="green"><center>'''table'''</center></font> |} </center> . ---- ---- ===Simple Example 3=== <pre> <center> {| bgcolor="whitesmoke" style="border: darkgray solid 1px; text-align: center;" |- style="color: black;" | bgcolor="red" |TOP LEFT | bgcolor="yellow" |TOP RIGHT |- style="color: white;" | bgcolor="green" |BOTTOM LEFT | bgcolor="blue" |BOTTOM RIGHT |} </center> </pre> <center> {| bgcolor="whitesmoke" style="border: darkgray solid 1px; text-align: center;" |- style="color: black;" | bgcolor="red" |TOP LEFT | bgcolor="yellow" |TOP RIGHT |- style="color: white;" | bgcolor="green" |BOTTOM LEFT | bgcolor="blue" |BOTTOM RIGHT |} </center> . ---- ---- ===Simple Example 4=== <pre> <center> {| border="5" cellspacing="5" cellpadding="2" width="300" | style="text-align: right;" | This is right! |- | style="text-align: center;" | This is center. |- | style="text-align: left;" | This is left. |- | style="text-align: justify;" | This is justified text and then more text and then more text and then even more text but always text, text, and text. As you can see, it is perfectly justified but are you justified in using justified text. |} </center> </pre> <center> {| border="5" cellspacing="5" cellpadding="2" width="300" | style="text-align: right;" | This is right! |- | style="text-align: center;" | This is center. |- | style="text-align: left;" | This is left. |- | style="text-align: justify;" | This is justified text and then more text and then more text and then even more text but always text, text, and text. As you can see, it is perfectly justified but are you justified in using justified text. |} </center> . ---- ---- ===Simple Example 5=== <pre> <div align="left"> text </div> <div align="center"> text </div> <div align="right"> text </div> </pre> <div align="left"> text </div> <div align="center"> text </div> <div align="right"> text </div> . ---- ---- ===Simple Example 6=== {| border="0" cellpadding="0" cellspacing="16" | {| border="1" cellpadding="4" cellspacing="0" | The quick |rowspan="2"| brown<br>fox<br>jumped |- | over the |- |colspan="2"| slow lazy dog. |} | <pre><nowiki> {| border="1" cellpadding="4" cellspacing="0" | The quick |rowspan="2"| brown<br>fox<br>jumped |- | over the |- |colspan="2"| slow lazy dog. |} </nowiki></pre> |} . ---- ---- ===Simple Example 7=== {| border="0" cellpadding="0" cellspacing="16" | {| border="1" cellpadding="4" cellspacing="0" | The quick |rowspan="4"| brown<br>fox<br>jumped |- | over |- | the |- | slow |- |colspan="2"| and lazy dog. |} | <pre><nowiki> {| border="1" cellpadding="4" cellspacing="0" | The quick |rowspan="4"| brown<br>fox<br>jumped |- | over |- | the |- | slow |- |colspan="2"| and lazy dog. |} </nowiki></pre> |} . ---- ---- ===Practical Example 1=== A useful location finder for all Wikiversity pages. <pre> <center> {| style="float: center; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | '''Introduction''' |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Narrative Film Production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} </center> </pre> <center> {| style="float: center; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | '''Introduction''' |- | bgcolor="#ccff99" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] |- | bgcolor="#ccff99" | Course: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Basic Filmmaking]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Narrative Film Production|Narrative Film Production]] |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Film and Television |Film and Television]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | [[Portal:Fine Arts]] |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Art and Design|Art and Design]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Humanities|Humanities]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} </center> . ---- ---- ===Practical Example 2=== Table of contents <pre> <nowiki>__NOTOC__</nowiki> <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | ; [[Topic:Music in Film]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki>[[Image:Crystal Clear app knotify.png|right|200px]] :[[Lesson:Mad Max:Creating the sound of fear|Lesson #01: Creating the sound of "Fear"]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Lesson:Mad Max:Creating the sound of fear|Introduction - The Secret of Motion Pictures]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max's - What is Narrative Music? | What is narrative music?]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Computer Set Up for Film Scoring | What computer software do I need?]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: [[Mad Max's - Assignments in Film Scoring | List of moods and actions for you to work on]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: [[Mad Max's - Student's Narrative Music | Narrative music created by Mad Max's students]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental A: [[Mad Max's - Examples of Narrative Music | Examples of Narrative Music]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental B: [[Mad Max's - Movie Scoring Projects | A simple movie for scoring]] |} |} </center> </pre> <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | ; [[Topic:Music in Film]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki>[[Image:Crystal Clear app knotify.png|right|200px]] :[[Lesson:Mad Max:Creating the sound of fear|Lesson #01: Creating the sound of "Fear"]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Lesson:Mad Max:Creating the sound of fear|Introduction - The Secret of Motion Pictures]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max's - What is Narrative Music? | What is narrative music?]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Computer Set Up for Film Scoring | What computer software do I need?]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: [[Mad Max's - Assignments in Film Scoring | List of moods and actions for you to work on]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: [[Mad Max's - Student's Narrative Music | Narrative music created by Mad Max's students]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental A: [[Mad Max's - Examples of Narrative Music | Examples of Narrative Music]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental B: [[Mad Max's - Movie Scoring Projects | A simple movie for scoring]] |} |} </center> . ---- ---- ===Practical Example 3=== <pre><center> {| border=1 cellspacing=0 cellpadding=10 | colspan="2" align="center" bgcolor="#ccfffe" | This lesson should take '''only 15 minutes''' to draw the thumbnail storyboards with pencil and paper. <!--If you spend more than this, you are trying too hard.--> |- | bgcolor="#ffff99" | <center><big> Problem </big></center> | bgcolor="#ffffdd" | It takes too long to get the thumbnail drawings into the computer. |- | bgcolor="#99ffff" | <center><big> Solution #1</big></center> | bgcolor="#eeffff" | Mail me your pencil and paper storyboard sketches. |- | bgcolor="#99ffff" | <center><big> Solution #2</big></center> | bgcolor="#eeffff" | Tell me the numbers of the [[Lesson 4 Storyboard Frames|Thumbnail Examples]] which match your storyboards. |} </center> </pre> <center> {| border=1 cellspacing=0 cellpadding=10 | colspan="2" align="center" bgcolor="#ccfffe" | This lesson should take '''only 15 minutes''' to draw the thumbnail storyboards with pencil and paper. <!--If you spend more than this, you are trying too hard.--> |- | bgcolor="#ffff99" | <center><big> Problem </big></center> | bgcolor="#ffffdd" | It takes too long to get the thumbnail drawings into the computer. |- | bgcolor="#99ffff" | <center><big> Solution #1</big></center> | bgcolor="#eeffff" | Mail me your pencil and paper storyboard sketches. |- | bgcolor="#99ffff" | <center><big> Solution #2</big></center> | bgcolor="#eeffff" | Tell me the numbers of the [[Lesson 4 Storyboard Frames|Thumbnail Examples]] which match your storyboards. |} </center> . ---- ---- ===Practical Example 4=== This is a template in a table. <pre> <center> {{Homework01}} </center> </pre> <center> {{Homework01}} </center> . ---- ---- ===Practical Example 5=== This is a film strip. <pre> {| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | {| cellpadding="0" cellspacing="0" style="width: 100%; height: 4px; background-color: inherit" |} {| cellpadding="0" cellspacing="0" style="width: 600px; height: 10px; background-color: inherit" {{Film strip holes artwork table}} |} {| cellpadding="0" cellspacing="0" style="width: 100%; height: 4px; background-color: inherit" |} {| cellpadding="0" cellspacing="1" style="width: 100%; height: 80px; background-color: inherit" | style="background-color: #ffffe0; border: 1px solid #777777; width: 20%; height: 20px;" |<center>1031</center> | style="background-color: white; border: 1px solid #777777; width: 60%;" | | style="background-color: #ffffe0; border: 1px solid #777777; width: 20%;" |<center>1075</center> |} {| cellpadding="0" cellspacing="0" style="width: 600px; height: 4px; background-color: inherit" |} {| cellpadding="0" cellspacing="0" style="width: 600px; height: 10px; background-color: inherit" {{Film strip holes artwork table}} |} {| cellpadding="0" cellspacing="0" style="width: 100%; height: 4px; background-color: inherit" |} |} </pre> {| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | {| cellpadding="0" cellspacing="0" style="width: 100%; height: 4px; background-color: inherit" |} {| cellpadding="0" cellspacing="0" style="width: 600px; height: 10px; background-color: inherit" {{Film strip holes artwork table}} |} {| cellpadding="0" cellspacing="0" style="width: 100%; height: 4px; background-color: inherit" |} {| cellpadding="0" cellspacing="1" style="width: 100%; height: 80px; background-color: inherit" | style="background-color: #ffffe0; border: 1px solid #777777; width: 20%; height: 20px;" |<center>1031</center> | style="background-color: white; border: 1px solid #777777; width: 60%;" | | style="background-color: #ffffe0; border: 1px solid #777777; width: 20%;" |<center>1075</center> |} {| cellpadding="0" cellspacing="0" style="width: 600px; height: 4px; background-color: inherit" |} {| cellpadding="0" cellspacing="0" style="width: 600px; height: 10px; background-color: inherit" {{Film strip holes artwork table}} |} {| cellpadding="0" cellspacing="0" style="width: 100%; height: 4px; background-color: inherit" |} |} ===Practical Example 6=== This is an empty table. <pre> <center> {| border=1 cellspacing=0 cellpadding=10 width="90%" style="border: orangered solid 4px; text-align: center;" | style="width: 40%; background-color: #ffffe0; border: 4px solid blue;"| Text |} </center> </pre> <center> {| border=1 cellspacing=0 cellpadding=10 width="90%" style="border: orangered solid 4px; text-align: center;" | style="width: 40%; background-color: #ffffe0; border: 4px solid blue;"| Text |} </center> ---- --- . ===Practical Example 7=== This is a useful table. <pre> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} </pre> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|32px]] |} ---- --- . ===Practical Example 8=== This is tables within a table. <pre>{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Left== | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear app windows users.png|right|128px]] ==Right== |} </pre> {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Left== | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear app windows users.png|right|128px]] ==Right== |} . ---- ---- ===Practical Example 9=== A simple framework <pre> {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Title |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | == Left == | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Right == |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #e0e0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Full== |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: white; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Full 2== |} </pre> {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Title |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | == Left == | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Right == |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #e0e0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Full== |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: white; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Full 2== |} . ---- ---- ===Practical Example 10=== A simple framework working example __NOTOC__ <center> {{Mad Max Header and TOC for Lesson 1}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Title |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | {{origscript}} | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==More Details== |} <center> {{Storyboard Pop Quiz Answers}} {{Mad Max End of Lesson and TOC}} </center> ---- ---- . ===Practical Example 11=== <pre> <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] Text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text. </div> </div> </pre> <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] Text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text. </div> </div> Picture is 150px rather than 50px. <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|150px|Please help]] Text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text. </div> </div> <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > Text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text. </div> </div> ---- ---- ===Practical Example 12=== <pre> <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#fffff0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Formatting_the_script | First lesson: Formatting the movie script]].</big> |} </center> </pre> <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#fffff0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Formatting_the_script | First lesson: Formatting the movie script]].</big> |} </center> . ---- ---- =Other Wiki Sources of Information about Tables= ===Other Sources=== * [[w:Table (HTML)]] * [[m:Help:Table]] * [[w:User:Dcljr/Tables]] * [[w:Table_%28HTML%29]] http://en.wikipedia.org/wiki/User:Dcljr/Tables 9295 68020 2007-01-08T04:32:19Z JWSchmidt 20 [[Category:Networking]] ==Introduction== Computer network is a collection of nodes, where the computing stations (resources) reside. The nodes communicate to each other via [[wikipedia:communication network|communication network]]. Transmission, and switching accomplishes the course of communications. ===Network Types=== Networks can be classified by switching methods, topology, functions and representation. ====[[wikipedia:Circuit switching|Circuit Switching]]==== is good for long continuous and time-constrained communications. *Before the data transmission began, station to station (end-to-end) physical path must be established. All channels in the path are used simultaneously ruding the transmission. The entire path must be used for communication, until the release of the circuit. *The best way to memorize operation, consists of three phases: **Circuit Establishment (Resources are allocated) **Data Transfering (Resource are used) **Circuit Termination (Resources are deallocated) ====Message Switching==== A message is a logical unit of information that one station sends to another. It does not need a path to be established. Instead, the message travels over existing channels. It hops (travels) through the network in a node-to-node manner, in store-and-forward fashion, until it reaches its destination. ====Packet Switching==== Transmits data in a bursty nature. Small users get fast service in presence of large users. Messages are decomposed into packets. Packets are the smaller units of data. *Many packets of the same message can be transmitted at the same time. In other words, the message is cut is small pieces which are transmitted simultaneously, yet by different channels. *The message needs to be reassembled after arriving at the destination. ====Datagram Packet Switching==== *Data packets are treated independently of each other. *Each packet can travel according to the route it found on the network. *Sequential order is not required to take place. *The connection operation consists only of data transfer phase. ====Virtual Circuit packet switching==== Virtual circuit is a logical connection, which is established prior to the start of communications. Logical connection is a route, over which all packets travel between the stations. Packets are delivered along the circuits in sequential order. *Connection-Oriented Operation: **Connection Established **Data Transferred **Connection Terminated ===Protocol Concepts=== [[Image:FileTransferExample.JPG|thumb|200px|File Transfer Example]] Consider a simple example of file transfer, which happens almost every day with us. How does it happen: *Source either activates direct data communication path, or informs the network about desired destination. *Source system must be sure that the destination system is ready to receive data. *File transfer application of the source system must be sure that the file management program on the destination system is ready to receive files. Conversion must be performed if two systems are incompatible. ====Protocols==== Protocol is a set of rules that governs the exchange of the information. Id deals with *syntax, which is the format, coding, signals magnituded *Semantics, which takes care of the implementation of control information and error handling. *Timing the sequence in which everything occurs. Anything, capable of transmitting and receiving information is called an entity. A system is a physically distinct collection of entities. Protocols are responsible for: *Delivering user data *Fragmentation and reassambly *Encapsulation *Connection Control, which consists of **Establishment of the connection **Data transfer **Connection Termination *Controling the data flow between two protocol entities *Error Control *Sequencing, which is maintaining the proper order of Protocol data Unit Delivery *Addressing, which is a proper manner of naming and referencing protocol entities. *Multiplexing, allowing single connection to multiple users *Expedited data delivery, security, which comes under a frame of Transmision Service. ====Layered Approach==== Entity implements the functions of a given layer, and the protocols for communicating with peer entities. An entity communicates with entities on *Its layer *on layers above, or below it, acting as an interface The entity on the layers N communicated with the entities on lower layers, by invokations of N-1 primitives. Primitives: *'''Request''': used to invoke requested service, passing parameters for full specification *In order to show that a procedure has been invoked by a peer service, '''indication''' migh be useful. *Response is issued to complete or acknowledge some procedure, invoked by an indication to user. *Confirmation, used by a service provider to complete or acknowledge some procedure. [[Image:Multilayer.JPG]] ===OSI MOdel=== Suggested reading: [[wikipedia:OSI model|OSI model]] ===TCP/IP protocol architecture=== Suggested Reading, from WIKIPedia: *[[wikipedia:Internet protocol suite|Internet protocol suite]] ==Data Link: Issues and Requirements== Data link control is respoinsible of data communications between tow transmitting-receving station, connected directly. The most important aspects of the Data Link COntrol are *Frame synchronization **'''character oriented''', where the '''character''' is the basic unit (atom) of information. **'''bit oriented''', where the "atom" of information is a '''bit'''. *Line Configuration, is a criteria that differs the way of data links. [[Image:FrameSynchSimple.JPG]] **Topology (point to point, multipont) **Duplexity **Simplex, one connection at a time, in one directeion over a single line **Half Duplex, One connection at time, during the talk. **Full duplex 2 way connection during the talk. *Line discipline **contention **polling **selection ===Bit Oriented Data Link Protocols=== To study *[[wikipedia:High-Level Data Link Control|High Level Data Link COntrol]] (HDLC) - ISO * [[wikipedia:LAPB|LAPB]] - ITU-T (for [[wikipedia:x.25|x.25]]) * [[wikipedia:Point-to-Point Protocol|Point-to-Point Protocol]] used on the internet to connect '''home users to ISPs''', as well as '''router to router'''. While working, it relies on: [[Image:PPPstateDiagram.JPG|thumb|200px|state diagram of PPP in action]] **[[wikipedia:Line Control protocol|Line Control protocol]] for '''establish'''ing connection **In order to check the validity of a password, PPP uses either [[wikipedia:Password authentication protocol|PAP]] or [[wikipedia:Challenge-handshake authentication protocol|CHAP]]. It comes between '''Establish''', ''and'' '''Authenticate''' states. **[[wikipedia:Network Control Protocol|Network Control Protocol]] for negotiating network layer option. Comes between '''Network''' and '''Open''' states. **And for providing IP service over the established connection, [[wikipedia:Internet Protocol Control Protocol|IPCP]] is in use. It comes between the states of '''Authenticate''' and '''Network'''. Just for reference *Advanced Communications Control Procedures (ADCCP) *Synchronous data Link COntrol *[[wikipedia:Link Access Procedures, D channel|Link Access Procedures, D channel]]LAPD - ITU-T (for ISDN) *Link Access Procedure for Frame-mode Bearer Sercies (LAPF) *Logic Link COntrol(LLC) - IEEE 802.2 ==Network Layer== This layer and its protocols are responsible for the terminal to terminal data packet delivery. One of its main design issues are: ===Subnet to host interface=== {| class="wikitable" |- !Connection Type !Methode Description !Diagram |- |Virtual Circuit service |Network layer excercises flow and error control over the established circuit. Network tries its best to deliver packets in sequence. |[[Image:VirtualCircuitServiceNWK.JPG|thumb|200px]] |- |Datagram Service |Network layer accepts packets from users, and tries to deliver them as isolated units. Packets may arrive not in sequence, and not in full order. |[[Image:VirtualCircuitServiceNWK.JPG|thumb|200px]] |- |Internal Operation. Internal virtual circuit operation. Virtual Circuit Switching. |A virtual circuit determines a route between two terminals in a network. Then all the packets follow the same way. |[[Image:VirtualCircuit878.jpg|thumb|200px]] |- |Datagram Switching (Internal datagram Operation) |Each packet is treated independently, and finds its own route through the network. |[[Image:InternaldatagramOperation.jpg|thumb|200px]] |} ===External vs. Internal operation=== In case of external.internal virtual circuit, whenever the user requests VC, a dedicated route is set through the network. All packets will follow it. *External Virtual Circuit with internal datagrams. **Different packets of the same message may follow different routes through the network. **The original sequence and the integrity of message is achieved by resassemlby of packets at the destication node. *External/Internal datagram, features independent treatment of each packet. General COmparison {| class="wikitable" |- !Ext/Int !Virtual circuits !Datagrams |- |Internal Operations |MInimizes per-packet overhead *routing decisions are made only on at-call set ups *Sequenced Delivery |Robust with respect to the outages of links and nodes. | |- |External Operation |End-to-End sequencing with flow control. |No call set-up.No need to hold packets in case of an error packet. |} ===Packet Routing=== ===Congestion management=== ===X.25 Standard=== The protocol specifies three level interface between [[wikipedia:Data Terminal Equipment|Data Terminal Equipment]] and [[wikipedia:Data Control Equipment|Data Control Equipment]] *From TOP to BOTTOM, the levels of the interface are: ==='''Packet Levels'''=== enables subscribers of the network to set up logical connections to the subscribers. These logical connections, form a pre-planed routes and are called, [[wikipedia:Virtutal circuits|Virtutal circuits]] THis level relies on [[wikipedia:Packet Layer Protocol|Packet Layer Protocol]] *Virtual Circuit Service of X.25 *Dynamically established Virtual Call. *Network Assigned, permanet virtual circuit. *Packet types {|class="wikitable" name="X.25 packet types" |- !Packet Type !DCE -> DTE !DTE -> DCE !Service !VC !PVC |- |Call setup and Cleaning |Incoming Call |Call Request | |X | |- | |Call Connected |Call Accepted | |X | |- | |Clear Indication |Clear Request | |X | |- | |Clear Confirmation |Clear Confirmation | |X | |- |Data and Interrupt |Data |Data | |X |X |- | |Interrupt |Interrupt | |X |X |- | |Interrupt Confirmation |Interrupt Confirmation | |X |X |- |Flow COntrol and Reset |RR |RR | |X |X |- | |RNR |RNR | |X |X |- | | |REJ | |X |X |- | |Reset Indication |Reset Request | |X |X |- | |Reset Confirmation |Reset Confirmation | |X |X |- |Restart |Restart Indication |Restart Request | |X |X |- |Restart |Restart Confirmation |Restart Confirmation | |X |X |- |Diagnostic |Diagnostic | | |X |X |- |Registration |Registration Confirmation |Registration Request | |X |X |} ====Single Link Procedure==== (SLP), relies on [[wikipedia:LAPB|LAPB]] protocol. It features the following frame format: *[[wikipedia:LAPB|LAPB]] frame *sequence number on per-link basis ====[[Multilink Procedure]]==== *Multilink procedure allows multiline DTE-DCE connections. *Each link is governed by [[wikipedia:SLP|SLP]] [[wikipedia:LAPB|LAPB]] *MLP frame format **Multilink '''Control Field''' (MLC) (2 octets) ***12 bit sequence number accross al links is needed, to reorder frames sent, which may arrive in different order. ***Restination reorders the packets according to MLP sequence numbers ***The X.25 packet. ===Physical Level=== deals with the physical interface between the linkthat attaches computer to the network, and the computer. *[[wikipedia:X.21|X.21]] *X.21 bis, similar to EIA-232-D ===X25 details=== ====Error control and recovery==== *Reset packet: THis operation requires to reinitialize a virtual circuit *Restart packet: This operation requires to reset all active virtual circuits. ====Multiplexing==== *DTE is allowed to establish up to 4095 [[wikipedia:Virtual Circuit|Virtual Circuits]] simultaneously. *each packet contains a 12bit Virtual Circuit number. (0 is reserved for "restart" and diagnostic packets. ====Flow Control==== *Sliding Window protocol with default size of 2 (max is 7 or 127) ====Acknowledgements==== They may have either local or end to end significance. *when D=0, the acknowledgement is made between DTE and the network. *when D=1, the acknowledgement is made from Remote DTE ==[[wikipedia:Frame Relay|Frame Relay Networks]]== *This technology is designed to provide lower delays, and higher throughput, in comparison with traditional switching networks. *F.R. originated as a part of ISDN standardization, yet can be provided for bothISDN and non-ISDN networks. *In x.25 the control packets are carried on the same channel, and the same virtual circuit as the data packet. In fact in-band signaling takes place there. Simply speaking control and data packets travel in series, not in parallel. Multiplexing and switching takes place at level 3, whicle both layers 2 and 3 include flow control. *Frame Relay provides separate channels/virtual circuits for data and control packets. In other words, data and control packets travel in parallel ways. ===FrameRelay protocol architecture=== Consider two separate planes of operations, COntrol (C) plane and user (U) plane. *C plane is responsible for establishment and termination of logical connections. *U plane is responsible to the transfer of user data between the subscribers. *Multiplesing, and logical connection switching takes place at level 2 (instead of 3) leaving level 3 for processing. *Flow control is not end to end. No the hop to hop. ===Call Control=== Call controls signalling is carried on a separate logical connection. Thus the state table maintenance is not required for intermediate nodes. *It used LAPD (Q.921) protocol, for relizable data link control *Q.931/Q.933 control signalling mesages are exchanged atop of Q.921 protocol. ====Frame relay call control functions==== *Exchange of a Q.931/Q.933 message over a logical connection dedicated call - '''establishes and release''' a frame relay connection. *Sending the SETUP message, either side can request '''the establishment'''. The side which sends setup message may chose DLCI option by choosing the usused value. Otherwise the accepting side will assign DLCI with the conenct message. Other side can answer with *CONNECT message to confirm the connection, or the *RELEASE COMPLETE message to refus the connection. After the connection is established, data transfer can proceed. Clearing a connection is accomplished by the exchange of DISCONNECT, RELEASE, and RELEASE COMPLETE messages. ====Q.931/Q.933 repertoire==== {|class="wikitable" name="X.25 packet types" |- !Call establishment messages !Call clearing messages !Miscalleneous messages |- | *Alerting *call proceeding *connect *connect acknowledgement *progress *setup | *Disconnect *Release *Release complete | *Status *Status enquiry |} ===User data Transer=== User plane provides LAP-F protocol for data transfer (Link Access Procedure for Frame Mode bearer Services) It is defined in Q.922. Only the code function which are used in frame relay are defined here: *delimiting, alignment, and transparancy *multiplexing/demultiplexing, using hte address field *inspecting the frame for integral number of oxtets **prior to zero bit insertion **after zero bit extraction Core functions of theLAPF constitue a subwayler in a data link layer. They provide bare data transfer service without any flow and error control. Besides this, the user can chose end-to-end function. Network can relay the frames with the following properties *Small probability of frame loss. *Preservation of the order of frame. ===Network Function=== ===ITU-T Recommendations=== ===Q.921/Q.922=== ==Routing protocols== Computer communication protocols can be divided on *nonroutable *routed *routing protocols Routing protocls in turn can be divided on by methode on *[[wikipedia:distance vector routing|distance vector routing]] *[[wikipedia:link state routing|link state routing]] ===Network address translation=== (NAT) is a very important issue of routing. NAT can use either one-to one mapping or one to many mapping. NAT has several advantages. *It conserves public [[wikipedia:IP address|IP addresses]] *NAT hides internal IP scheme from the outside world *allows easy renumbering of IP address translation. For example: when a user decides to change a provider, along with external IP Addresses, NAT will presedve all the internal IP addresses with the internal to external translation. However NAT has following disadvantages *Delay comes froma NAT router to perform address translation. *End to end IP traceablity is lost due to IP translation *It is hard to find the originator of the message. ====Static NAT==== This kind of translation is ONE TO ONE. The configuration is simple, because a NAT Routes will be a default gateway for all clients ====Dynamic NAT==== *Group-to-Group mapping, where a group of valid of outside IP addresses is mapped toa group of private IP addresses. *Network administrator doesnt care of specific one-to one mapping. *Any private IP address will be automatically translate to any IP address. ==Recomended reading== [[wikipedia:X.25|X.25]] protocol, wikipedia article ==Bibliography== <references/>Computer communications, lecture notes. By Chaim Ziegler, PhD. [[wikipedia:Brooklyn COllege|Brooklyn COllege]]. *CCNA guide to CISCO Networking, by Kelly Caudle, and Kelly Cannon. THOMSON. [[Category:Networking]] 9300 46212 2006-11-17T00:59:48Z Heltec 3202 Page started. ==Intro== On a controversial page, editing can get harsh. Often members will engage in "edit-wars" were two people repetitively edit a detail back and forth. This gets harsher until it may go as far as vandalism. This has a negative effect on the Wikiversity community, and can result in a ban. There are about 2 things you can do when you think you are caught in a dispute like that, report it to arbitration, or just handle it yourself. ==How to handle== Now, when someone starts one of these, you have to be careful to stay neutral, and not get angry. First: go on to the topics "talk" page and try to discuss it with the offender, and if that doesn’t work, see if you can compromise. and if none of the above work, bring it to Wikiversity staff. They are skilled in solving disputes. But the key thing through all this is to "Stay cool" or just dint get angry. 9302 75459 2007-01-14T01:16:36Z JWSchmidt 20 [[Category:Wikiversity culture]] ==Volunteers== Wikiversity is written by, edited by, and staffed by volunteers. Anyone is capable to edit a page, but some people in particular devote a portion of their time to editing and maintaining Wikiversity, these members are volunteers. Wikiversity owes its existence to these volunteers, and thanks the most vigilant by giving them [[Wikiversity:Custodianship|custodianship]], or sysop privileges. ==Can I?== Anyone can volunteer to help out Wikiversity. just click the register button to join up and start helping out. [[Category:Wikiversity culture]] 9303 75375 2007-01-13T22:39:09Z JWSchmidt 20 [[Category:Research]] ==Research== As Wikiversity is a volunteer written project, It is important to make sure you do research correctly, and legally. You may get information from other Wikimedia projects, such as the Wikipedia, or from other places. ==list of resources== This is a list of sites that provide information. Use your own judgement, and remember to cite all sources. * [http://en.wikipedia.org/wiki/Main_Page Wikipedia] ** ''Feel free to add more.'' [[Category:Research]] 9305 70783 2007-01-11T22:13:12Z JWSchmidt 20 [[Category:Electronic engineering]] {{main_welcome}} ((incoming wires)/(outgoing wires))(incoming power)=outgoing power per outgoing wire {{stub}} [[Category:Electronic engineering]] 9307 77308 2007-01-16T21:41:22Z Mystictim 626 added [[Category:Learning activities]] __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Making the Movie Props}} </center> ==Creating the props for our movie== ====Making the Star Wars poster==== [[Image:StarWarsPosterPainting.jpg|frame|<center>This is a movie poster prop for the <br>movie set of "Seduced by the Dark Side!" <br>created with the <font color="maroon">free</font>''' [http://www.ambientdesign.com/artragedown.html ArtRage 2]''' demo. </center><br><br>This artwork was created by placing real posters from Star Wars in a tracing layer which can be enlarged and centered as needed.<br><br>Then I use the very natural painting tools of ArtRage2 with a Wacom tablet to trace pieces of the original artwork to make a poster of my own design.<br><br>Because ArtRage2 feels so natural and organic, this poster was fun to create even though I am not an artist.<br><br>I highly recommend this program and you can download it immediately for either the Macintosh or Windows PC. Best of all, this working demo version is free.<br><br><center>Use it today!<br>[http://www.ambientdesign.com/artragedown.html FREE!] </center>]] We need a poster for our movie set. It must be very simple. It should look good when reduced to only 285 pixels wide (like the example to the left.) This is an ideal project to do with ArtRage2. <center>[[Image:ArtRageStarWar2.jpg]]<br> Screen shot of the free version of ArtRage2.<br>Here, I am working on the Star Wars poster in the template layer.</center> ===Step 1 · Download ArtRage 2 (Free demo version)=== ;<font color="green">Highly Recommended</font> !!! :[http://www.artrage.com/artrage.html ArtRage 2] is a fun painting program simulating simple artist tools. '''Ambient Design''' is a New Zealand based company founded by Andy Bearsley and Matt Fox-Wilson who came from MetaCreations Corp. They offer a [http://www.artrage.com/artragedown.html free version] of ArtRage 2 which has only some of the features of the full version. Still, the free version is more than enough to do this project. :ArtRage2 is one of those programs which needs no instructions to begin using. Almost everything is self explanatory. ::;Note 1 :::ArtRage 2 requires a graphic tablet since a mouse is not a good painting tool. I tried using a mouse and could not do it. You must have an artist's tablet attached to your computer to get the benefit of pressure sensitivity. ===Step 2 · Download Star Wars Posters from Internet=== :There are a lot of Star Wars movie posters on the internet. Since you are only using it as a template, it does not have to be very large. I used the file named "StarWarsMoviePoster1977.jpg". ===Step 3 · Create a new page in ArtRage2=== :Create a blank drawing (a blank canvas) in ArtRage2 which is the correct size for a poster. If possible, make this as small as you can. For a movie prop, it must NOT have much fine detail. If you create the poster at 285 by 425, then when it is blown up, it will have clear details. ===Step 4 · Import the template=== :Put the Star Wars poster from the Internet into the tracing layer. :The great thing about ArtRage2 is you can move the artwork all around the tracing layer and enlarge it as much as you want. To create the sample drawing to the left, I used the same original poster as a template but you will see that I took different parts of it at different magnifications. This is amazingly easy in ArtRage2 (specially when you compare this feature to other painting programs.) :For my sample drawing (seen left), I use the images of the to actors at one magnification and the words "Star Wars" at another magnification. ===Step 5 · Create the poster=== :The free version of ArtRage2 has a limited about of brushes and tools but these are more than enough to create wonderful artwork. ===Step 6 · Save your work=== :Save your work and then export the artwork as a JPEG file. You can upload the JPEG file to Wikiversity or email it to me. ---- ==Your Teachers at the Wiki Film School== * [[User:Robert_Elliott|Instructor: Robert Elliott]]. To email me, [[Special:Emailuser/Robert_Elliott | Click Here]]. ---- ---- [[Category:Media]]|[[Category:Learning activities]] 9309 69392 2007-01-10T03:17:43Z JWSchmidt 20 [[Category:Media]] ==Creating a marketing campaign to attract distributors== We are making an animated version of our movie in 2007 and a live action version in 2008. One of the major decisions is deciding what actors are needed to make our project marketable. My initial reaction is to hire: * '''Sue Scott''' of '''''Prairie Home Companion''''' for the voice in the animated movie ::The best voice over person in the USA is Sue Scott. And with her recent fame in the motion picture of ''Prairie Home Companion'', Sue Scott is the ideal person for our movie. ::We have begun negotiations with the agent for Sue Scott. This discussion will be posted on the Sue Scott page. * '''Erin Brockivich''' for the live action motion picture. ::The ideal actress for the very wise person (aka Old Person) is Julia Roberts. With Julia Roberts attached to our movie, we should not have any problem getting a distributor. ::The problem with Julia Roberts is she is SAG which means our production would have to be SAG and SAG will not allow us to create an editing workshop of our film dailies. This greatly limits us to non-SAG actors. ::Therefore, we need someone famous and Erin Brockovich is the ideal person to stand in for Julia Roberts. ::The only problem is I don't know how to contact Erin Brockovich. Any ideas? ==Your Teachers at the Wiki Film School== * [[User:Robert_Elliott|Instructor: Robert Elliott]]. To email me, [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Media]] 9310 76238 2007-01-15T02:52:45Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] ==Hiring Sue Scott== Sue Scott is the best (and best known) voice over person in the USA. So naturally, we want her voice for the animated version of our movie. Finding how to contact Sue Scott is easy. You just go to [ttp://www.prairiehomevoices.com/sue_scott%20demo.html The Tim Russell and Sue Scott demo page] and listen to Sue Scott's voice. On this same page, you notice a sign saying: <center> {| border=1 cellspacing=0 cellpadding=5 | To Book or Audition: | To hire Sue Scott contact Amy Oppegaard of Wehmann Models and Talent, Inc. in Minneapolis at 612.333.6393. |} </center> So we contacted Amy Oppegaard and she said, <center> {| border=1 cellspacing=0 cellpadding=5 | Hi Robert-<br><br> :Thanks for contacting Wehmann. How can I help you with your film? What kind of information do you need? <br><br> Thank you. Amy |} So I responded, <center> {| border=1 cellspacing=0 cellpadding=5 | Date : Thu, 16 Nov 2006 10:03:21 -0800 Subject : Amy Oppegaard - Wikiversity Film School (Animated voices - SueScott) Amy Oppegaard, The Wikiversity Film School is a free film school for high school kids (and older) to see how a short motion picture is created. We give people at home and in school the opportunity to work on a real motion picture. This motion picture is called "Seduced by the Dark Side!" which talks about the Macintosh computer and an unnamed brand of computer. Everything put on the Wikiveristy Film School web pages is released under an Open Source license so that people everywhere are able to work on this project. We are making BOTH an animated version and a live action version. The animated version will be created in 2007. The movie is about 45 seconds long and has about 12 lines. For the animated version, we need two voices ("Young Person" and "Old Person"). We will know more (the gender and age) when we select the computer models for the motion picture in about four months. We are not a SAG signator. Currently, I prefer that Sue Scott do her own recording as I have no travel budget. It would be nice to have a documentary made of the recording session to show everyone. The recording session will be done in mid 2007 once we have a full animatic (movie of our storyboards) to show Sue Scott/Tim Russell. I will email you the script (pdf file) in a few days. (It is being updated next week.) Do you have a head shot photo of Sue Scott that can be distributed on the Wikiversity website under an open source license? Robert Elliott Robert Elliott Purser Wikiversity Instructor Wikiversity Film School |} [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] 9311 67873 2007-01-08T02:21:35Z JWSchmidt 20 [[Category:Electronic engineering]] Baseband modulation and demodulation techniques are fundamental to communication systems. [[Category:Electronic engineering]] 9314 49357 2006-11-27T16:26:53Z JWSchmidt 20 /* See also */ [[Introduction to Wikiversity scholarship]] This page outlines what you should know about '''uploading files''' for use at Wikiversity. [[Wiki]] technology originated as a tool for collaborative editing of text. The [[w:MediaWiki|MediaWiki]] software used at Wikiversity allows all participants to upload media files and links to those files can be added to Wikiversity pages, thus allowing the incorporation of images, sounds and other media. All media files that support the educational mission of Wikiversity are welcome, but there are important restrictions on the use of media files. If you do not pay attention to these restrictions then it is likely that files you upload to Wikiversity will be deleted. This page describes the types of media files that can be uploaded to Wikiversity and explains how to upload files at [[Special:Upload]]. Please note that '''most digital media files you might find on the Internet are copyrighted and not appropriate for uploading to Wikiversity'''. If you did not create the media file or are unable or unwilling to verify its copyright status, '''do not upload the media file'''. For hints on how to find images appropriate for uploading, see the [[w:Wikipedia:finding images tutorial|finding images tutorial]]. [[Image:Special upload form.png|thumb|right|400px|'''Figure 1'''. The media file upload form at [[Special:Upload]]. See [[#How to upload media files|below]] for details on how to use this form.]] == Checklist for media file uploading == Below this brief checklist to follow when you upload a media file to Wikiversity using the [[Special:Upload]] page. '''If you do not know the copyright status of a media file or if you do not know that it is available under a "free" license, then do not upload the file'''. Additional details are in other sections, below, on this page. #'''Licensing'''. The contents of the Wikiversity website are licensed under the [[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]. Media files that are uploaded to Wikiversity must be compatible with the [[w:Copyleft|copyleft]] nature of Wikiversity. You must explain the licensing of each uploaded file: ##use the "Licensing" drop-down menu to indicate a license for each file uploaded at [[Special:Upload]] ##explain which license applies to the newly uploaded media file in the "Summary" field at [[Special:Upload]]. If you are familiar with templates, you can use one of the templates at [[:Category:Document copyright tags]]; see [[Wikiversity:License tags]] and [[m:Help:Template|Help:Template]] for additional information about templates. These templates can be used: ###[[Template:GFDL]] ####'''example''': add '''<nowiki>{{GFDL}}</nowiki>''' to the "Summary" field at [[Special:Upload]] in order to indicate that a media file is licensed under the [[Wikiversity:GNU Free Documentation License|GFDL]]. Also be sure to describe the ''source'' of the media file. ###[[Template:GFDL-self]] ####'''example''': add '''<nowiki>{{GFDL-self}}</nowiki>''' to the "Summary" field at [[Special:Upload]] in order to indicate that you made a media file and you have decided to license it under the [[Wikiversity:GNU Free Documentation License|GFDL]]. ###[[Template:Self-GFDL-Cc-by-sa-2.5]] ###[[Template:Wikiversity-screenshot]] ###[[Template:Cc-by-sa-2.5]] ###[[Template:PD]] #'''Source'''. In the "Summary" field at [[Special:Upload]], explain where the media file came from, such as: scanning a paper document, or provide the [[w:URL|URL]], or a name/alias and method of contacting the person who created the media file. ##'''copyright status'''. If someone other than you created the media file that you want to upload, be sure that you provide information about the [[#Copyright status|copyright status]] of the file. ==Licenses== Before you upload a media file, make sure that either: *You own the rights to the media file (usually meaning that you created the image yourself). *You can prove that the copyright holder has licensed the media file under a [[w:free license|free license]] that is compatible with the [[Wikiversity:GNU Free Documentation License|GFDL]]. *You can prove that the media file is in the [[Wikipedia:public domain|public domain]]. *You believe, and state, a [[Wikipedia:Fair use|fair use rationale]] for your use of the media file. ==Copyright status== Always note the media file's copyright status and provide specific details about its origin. Use the '''Summary''' field on the [[Special:Upload]] page to provide this information. The recommended media file summary contains some or all of the following:<br><br> '''Description:''' The subject of the media file <br> '''Source:''' The copyright holder of the media file or URL of the web page the media file came from <br> '''Date:''' Date the media file was created. The more exact, the better <br> '''Location:''' Where the media file was created. The more exact the better <br> '''Author:''' The media file creator, especially if different from the copyright holder <br> '''Permission:''' Who or what law or policy gives permission to post on Wikipedia with the selected media file license A convenient way to add this information is to copy this text: <nowiki>{{</nowiki>Information |Description= |Source= |Date= |Author= |Permission= |other_versions= <nowiki>}}</nowiki> into the "Summary" field at [[Special:Upload]] and then add your information after each "=" sign. ===User-created media files=== Wikipedia encourages users to upload their own images, but all user-created media files must be released under a [[#Free licenses|free license]] (such as the [[GFDL]] and/or an acceptable [[w:Creative Commons Licenses|Creative Commons license]]) or be released into the [[Wikipedia:public domain|public domain]] (no license). If you are licensing your own media file, it is often good practice to multi-license your media file under both GFDL and a compatible Creative Commons license. ===Free licenses=== For a list of possible licenses which are considered "free enough" for Wikimedia projects, see [[w:Wikipedia:Image copyright tags]]. Licenses which restrict the use of the media to non-profit or educational purposes only (i.e. noncommercial use only), or are given permission to ''only'' appear on Wikiversity, are ''not'' free enough and media files licensed in a non-free fashion will be deleted after you upload them (so do not bother to upload such media files). Sources of free images can be found at [[w:Wikipedia:Free image resources|Free image resources]]. In short, Wikiversity media files should be as "free" as Wikiversity's text content &mdash; both to keep Wikiversity's own legal status secure as well as to allow for as much re-use of Wikiversity content as possible. ===Public domain=== Under United States copyright law, all images '''published''' ''before'' January 1, 1923 in the United States are now in the [[w:Wikipedia:public domain|public domain]], but this does not apply to images that were created ''prior'' to 1923 and '''published''' in 1923 or later. The year 1923 has [[w:Sonny Bono Copyright Term Extension Act|special significance]] and this date will not roll forward before 2019. ===Fair use considerations=== Some usage of copyrighted materials without permission of the copyright holder can qualify as [[fair use]] in the United States (but not in most other jurisdictions). For details as to fair use, or to ask questions about a specific instance, please see the page at [[w:Wikipedia:Fair use]]. Improper claims of fair use constitute [[copyright infringement]] and are illegal. See also: *[[meta:Avoid copyright paranoia|Avoid copyright paranoia]]. == Deleting media files == Before deleting media files, try to contact (through their talk page) the user who uploaded the image, telling them of your concerns. You may be able to resolve the issue at this point. == Media file titles and file names == Descriptive file names are useful. A map of Africa could be called "Africa.png", but quite likely more maps of Africa will be useful in Wikipedia, so it is good to be more specific, e.g. "Africa political map.yourinitials.png", or "Africa political map with red borders.png". == Media file formats == See: [[w:Wikipedia:Media help|Wikipedia:Media help]] for a general introduction to media file use in WikiMedia projects. *Drawings, icons, political maps, flags and other such images are preferably uploaded in [[w:Scalable Vector Graphics|SVG]] format as vector images. Images with large, simple, and continuous blocks of color which are not available as SVG should be in [[w:PNG|PNG]] format. *Drawings, icons, political maps, flags and other such images ''[[w:fair use|claimed as fair use]]'' should be in PNG format. *Photos and images with photo-like color depth should be in [[w:PNG|PNG]] format. *Inline animations should be in animated [[w:GIF|GIF]] format. *Video should be in [[w:Ogg|ogg]]/[[w:Theora|Theora]] format. See [[w:Wikipedia:Media help (Ogg)]]. *Screenshots should be in [[w:PNG|PNG]] or [[w:PNG|PNG]] format, depending on the photorealism/color depth of the subject. Occasionally a [[w:PDF|PDF]] file is uploaded. Source documents should be uploaded to [[w:Wikisource|Wikisource]] instead. See also: [[w:Wikipedia:Preparing images for upload|Wikipedia:Preparing images for upload]] == Size == ===Uploaded file size=== Uploaded files must be smaller than 20 [[w:megabyte|megabytes]]. The MediaWiki software Wikiversity uses can resize images automatically, so it is rarely necessary to resize images yourself. ==Free and open-source software== These [[w:free software|free]] and [[w:open source|open source]] software packages have been recommended by Wikipedians for use in image and media manipulation: *The [[w:GIMP|GIMP]] [http://www.gimp.org/] &mdash; Raster image editor. ([[w:Linux|Linux]], [[w:Microsoft Windows|Windows]], [[w:Mac OS X|Mac OS X]]) *[[w:Inkscape|Inkscape]] [http://www.inkscape.org/] &mdash; [[w:Scalable Vector Graphics|SVG]] vector image editor. ([[w:Linux|Linux]], [[w:Microsoft Windows|Windows]], [[w:Mac OS X|Mac OS X]]) *[[w:ImageMagick|ImageMagick]] [http://www.imagemagick.org/] &mdash; Image conversion and transformation suite. ([[w:Linux|Linux]], [[w:Microsoft Windows|Windows]], [[w:Mac OS X|Mac OS X]]) *[[w:GraphicsMagick|GraphicsMagick]] [http://www.graphicsmagick.org/] &mdash; A clone of ImageMagick emphasizing consistency of the programming API and end-user command-line options. ([[w:Linux|Linux]], [[w:Microsoft Windows|Windows]], [[w:Mac OS X|Mac OS X]]) *[[w:Audacity:Audacity]] [http://audacity.sourceforge.net/] &mdash; General purpose sound editor. ([[w:Linux|Linux]], [[w:Microsoft Windows|Windows]], [[w:Mac OS X|Mac OS X]]) ==How to upload media files== [[Image:License dorpdown menu.png|thumb|right|400px|'''Figure 2'''. The drop-down menu for licenses at [[Special:Upload]]. See '''Figure 1''', above, for a view of the other fields in the media file upload form.]] You can upload a media file by using the ''Upload file'' link in the toolbox, which is a link to [[Special:Upload]]. On most browsers, you will see a "Browse..." button, which will bring up your operating system's standard file open dialog. Choosing a file will fill the name of that file into the "Destination filename" field next to the button. You can edit the content of the "Destination filename" field and provide a [[#Media file titles and file names|descriptive name]] for the file. If [[w:JavaScript|JavaScript]] is not enabled in your user preferences then the destination field is left blank and you must add a file name. You must also affirm that you are not violating any copyrights by uploading the file. The easiest way to do this is to use [[Template:information]] in the "Summary" field [[#Copyright status|as described above]] and select a license from the drop-down menu. Alternatively, add a license template in the "Summary" field, [[#Checklist for media file uploading|as described above]]. Press the "Upload" button to finish the upload. This may take some time if you have a slow Internet connection. '''Note''': that as with wiki pages, others may edit or delete your uploads if they think it serves the Wikiversity project, and you may be blocked from uploading if you abuse the system. '''Note''': When overwriting an image file with a new version, you must refresh your browser's [[w:Web cache|cache]] to see the new image. '''Note''': Only [[Help:Logging in|logged in]] users can upload files. Once a file is uploaded, other pages can include or link to the file. Uploaded files are given the "Image:" prefix by the system, even if they are not images, and each one has an [[w:Wikipedia:Image description page|image description page]] that can be edited to provide additional information about the media file after it is uploaded. ===Find previously uploaded images=== *To view or search images previously uploaded directly to English Wikipedia, go to the [[Special:Imagelist|list of uploaded images]]. * Uploads and deletions are logged on the [[Special:Log/upload|upload log]]. == Multiproject upload == Please consider uploading language-neutral content to the [[commons:Main Page|Wikimedia Commons]]. It is not possible to use a media file uploaded to one Wikimedia project in another project without re-uploading it. If you want to use the same media file in more than one project, you can upload it to [[commons:Main Page|Wikimedia Commons]] and it would become immediately accessible from all Wikimedia projects. Note that Commons only accepts free media (public domain or licensed under a [[w:free license|free license]]). If the media file is [[w:fair use|fair use]], you can't upload it to Commons. For more information see: [[meta:Sharing images across projects]]. ==Text files== Please do not upload plain text (.txt), Microsoft Word (.doc), or text files in other formats. Instead, please [[Help:Starting a new page|start a new page]] and input the text using standard wiki formatting. See also: [[m:MediaWiki file usage]] - Technical storage information ==See also== *[[Help:Media Files]] *[[Free content]] *[[Introduction to Wikiversity scholarship]] == External links == *[[Commons:Commons:How to use Commons multimedia|How to use Commons multimedia]] *[[w:Wikipedia:Picture tutorial|Picture tutorial]] *[[w:Wikipedia:Graphics tutorials|Graphics tutorials]] *[[w:Wikipedia:Public domain image resources|Public domain image resources]] *[[w:Wikipedia:Media|Media]] *[[w:Wikipedia:Finding images tutorial|Tutorial on finding images]] *[[w:Wikipedia:How to create graphs for Wikipedia articles|How to create graphs]] [[Category:Wikiversity documents]] 9315 46310 2006-11-17T18:05:10Z JWSchmidt 20 I (John Schmidt) made this image for [[Wikiversity:Uploading files]]. {{Wikiversity-screenshot}} I (John Schmidt) made this image for [[Wikiversity:Uploading files]]. {{Wikiversity-screenshot}} 9316 46312 2006-11-17T18:09:06Z JWSchmidt 20 I (John Schmidt) made this image for [[Wikiversity:Uploading files]]. {{Wikiversity-screenshot}} I (John Schmidt) made this image for [[Wikiversity:Uploading files]]. {{Wikiversity-screenshot}} 9318 46324 2006-11-17T20:32:11Z Michaelnelson 310 {{Information |Description=Title for "What is a Markup Langugae anyway?" |Source=Created in GIMP |Date= |Author=Michael Nelson |Permission= |other_versions= }} == Summary == {{Information |Description=Title for "What is a Markup Langugae anyway?" |Source=Created in GIMP |Date= |Author=Michael Nelson |Permission= |other_versions= }} == Licensing == {{CC-BY-SA-2.5}} 9319 47362 2006-11-21T18:12:22Z Xlbnushk 2491 added one more link <noinclude>== Usage == <nowiki>{{1lvlnav|project|previous lesson|next lesson}}</nowiki> *'''1lvlnav''' calls the template *'''project''' specifies the name of the project *'''previous lesson''' specifies the name of the previous lesson *'''next lesson''' specifies the name of the next lesson ''You must include project/lesson links yourself!'' == Example == <nowiki>{{1lvlnav|StarCraft [[Mapmaking]]|[[StarEdit]]|[[X-tra Editor]]}}</nowiki> The above code produces: {{1lvlnav|StarCraft [[Mapmaking]]|[[StarEdit]]|[[X-tra Editor]]}} == Template ==</noinclude> {| style="background-color: whitesmoke; border: darkgray solid 1px; text-align: center;" width="100%" |- style="background-color:#99ccff;" ||'''Project:''' {{{1}}} |- ||'''Previous:''' {{{2}}} &mdash; {{PAGENAME}} &mdash; '''Next:''' {{{3}}} |} <noinclude>[[Category:Templates]]</noinclude> 9322 61239 2006-12-19T10:41:09Z 24.6.49.91 [[Category:Business]] 9335 77717 2007-01-17T14:02:54Z Mystictim 626 added stub template {{Stub}}The October Revolution was the completion of the Feburary Revoltion (1917) when the Provisionary goverment under Aleksander Kerinsky was overthrown by the Bolsheviks led by V.I. Lenin. [[Category:History of Russia]] 9339 67831 2007-01-08T01:51:16Z JWSchmidt 20 /* See also*/ The Bolshevik Revolution is a combination of several events that led up to the October Revolution (1917). It is nessicary to look at how the Bolsheviks were able to gain control and then rule for - years before falling in 1991. ==The Founders of the Bolshevik Revolution== ==1905 Revolution== ==February Revolution== ==October Revolution== ==Post-Revolution Bolshevks== ==See also== *[[Russian Revolution]] [[Category:History]] 9340 53202 2006-12-09T15:51:16Z Robert Elliott 1436 minor correction =Portal:Filmmaking:Wikiversity= <center><h3>Filmmaking Courses at Wikiversity</h3></center> ;<big>Course #01 - [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|Basic Filmmaking]]</big> - <font color="gray">All the steps of making a short motion picture</font> :1. Start this '''[[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|course]]''' with the lesson for '''[[Lesson:Formatting_the_script | script formatting]]''' using the '''<font color="purple">free</font>''' demo version of Final Draft. ::We have a very simple story and it must be formatted into a movie script. Learn how! Short and easy. Your first step at learning filmmaking. <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | Start Here: | style="background:red; color:red" | . | style="background:#ffffdd; color:#ffffdd" | . | style="background:#ffffdd; color:red" | → <!--<math>\Rightarrow</math>--> | style="background:#ffffdd; color:#ffffdd" | . | style="background:#fffffa; border: 2px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | [[Lesson:Formatting_the_script | Lesson #01: The Script Formatting Lesson]]. |} </center> . ---- ;<big>Course #02 - [[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring]]</big> - <font color="gray">An introduction to film scoring for non-musicians</font> :1. The first lesson is to '''[[Lesson:Mad Max:Creating the sound of fear|create the sound of "Fear!"]]''' with GarageBand and Jam Pack:Symphony Orchestra, etc. ::The basic film score music is musical sound effects using the instruments of the symphony orchestra. If you have the right software, this is extremely easy. ---- ;<big>Course #03 - [[Course:Basic Filmmaking for High School Drama Departments|Script Writing]]</big> - <font color="gray"> Filmmaking for high school drama departments</font> :1. The first lesson is to '''[[Lesson:Script writing for highschool drama departments |script writing]]''' assignment for high school drama classes. ::We need extremely short stories for junior high schools and high schools to turn into motion pictures. Must be a play that can be filmed like a movie. ---- ;<big>Course #04 - [[Course:Fundamentals of narrative film editing|Film Editing]]</big> - <font color="gray"> Fundamentals of narrative film editing</font> :1. The first lesson is '''[[Lesson:Narrative dialog editing:Quick overview |an overview of a narrative film editing workshop]]''' which shows the basics of how a conversation with scripted dialog is edited for motion pictures and television dramas. ::The only way to learn film editing is to edit scenes from real motion pictures and television dramas. It is better to start with conversations than action scenes. ---- {| border=0 cellspacing=0 cellpadding=5 style="background-color: inherit" | [[Image:Crystal Clear action filefind.png|48px]] | Filmmaking software reviews and recommendations<nowiki>:</nowiki> <font color="green">Free</font> → [[Review:ArtRage2 Free | ArtRage2 Free]] · [[Review:FrameForge 3D Studio 2 Demo Version|FrameForge 3D Studio 2 Demo Version]] · [[Review:DAZ Studio | DAZ Studio]] · [[Review:Victoria | Victoria]] · [[Review:Audacity|Audacity]] · [[Review:Finale NotePad|Finale NotePad]] → <font color="green">Not Free</font> → [[Review:Jam Pack: Symphony Orchestra|Jam Pack: Symphony Orchestra]] · [[Review:Poser|Poser]] · [[Review:Disk 2 - "24 Unedited Scenes"|Disk 2 - "24 Unedited Scenes"]] · [[Review:Disk 1 - "Follow Dave?" Editing Workshop|Disk 1 - "Follow Dave?" Editing Workshop CD]] · [[Review:Disk 9 - "Hearing Voices" Editing Workshop|Disk 9 - "Hearing Voices" Editing Workshop DVD-Video]] · [[Review:"Fireworks Display" Editing Workshop|"Fireworks Display" Editing Workshop DVD-Video]] · [[Review:MOTU Symphonic Instrument|MOTU Symphonic Instrument]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] [[Category:Filmmaking in the Drama Department]] 9341 52229 2006-12-06T17:09:29Z Sudhir mishra 3846 /* List of Mottos */ These are the instructions and results of round 4 for the [[Wikiversity:Motto_contest|motto and slogan contests]]: ==Round 4== '''Please list your name below in support of only ''one'' motto group and only ''one'' slogan group.''' In round 4, partly following the lead of the Wikiversity [[m:Wikiversity/logo|logo contest]], similar mottos and slogans remain grouped together. Also following the lead of the logo contest, '''this selection round started with a blank slate'''. For round 4, in both contests, alternates from both the motto and slogan contests having support from at least four people are included. The winning motto and winning slogan will be the options with strong majority support. A Round 5 may be needed to select amongst group alternates or resolve approximate ties. Please share comments in the comment section below that help explain the meaning and intent of mottos and slogans. ---- ===List of Mottos=== The motto contest fulfills two purposes as discussed in the goals section above. As noted, this contest now includes all options receiving support of four or more persons from both the motto and slogan contests. Please select one option: ====Motto: "Set learning free" group==== * a. Because knowledge should be free. * b. Set Learning Free. * c. Knowledge is free. (Note: This variation, and similar ones, emerged in discussion points.) *'''Support:''' # I support the "knowledge is free" option suggested above. [[User:Jade Knight|The Jade Knight]] 23:07, 15 October 2006 (UTC) # I'm all for the "Knowledge is free" option :) --[[User:Pedro.Gonnet|Pedro.Gonnet]] 09:18, 16 October 2006 (UTC) # [[User:Mathboy965|Mathboy965]] 16:40, 16 October 2006 (UTC) # Support "Because knowledge should be free". --[[User:Cloud668|Cloud668]] 18:58, 26 October 2006 (UTC) # Support for 'knowledge is free' [[User:TDReid|Trevor Reid]] 20:56, 7 November 2006 (UTC) # Definitely "Because knowledge should be free" --[[User:Harriska2|Harriska2]] 9:48, 08 November 2006 PST # I Support the "knowledge is free" option. [[User:Prasoon.agarwal|Prasoon]] 09:33, 17 November 2006 (UTC) # I suport "Knowledge is free" [[User:Heltec|Heltec]] ====Motto: "Opening minds..." group ==== * a. Opening minds through open learning. * b. Open learning to open minds. (Note: This variation, and similar ones, emerged in discussion points.) *'''Support:''' # [[User:Hardern|Hardern]] 16:02, 20 October 2006 (UTC) # Support the "Open learning to open minds" option. [[User:Prasoon.agarwal|Prasoon]] 09:34, 17 November 2006 (UTC) ====Motto: "Open/free learning community" group==== * a. Open learning community / An open learning community * b. Free learning community / A free learning community *'''Support:''' # [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:26, 16 October 2006 (UTC) # Preferably '''a''' (to go along with the "opening minds.." slogan) - though possibly without the indefinite article, ie "Open learning community". [[User:Cormaggio|Cormaggio]] 18:50, 16 October 2006 (UTC) # [[User:Alarob|Alarob]] 21:01, 18 October 2006 (UTC) (who hasn't created a user page yet) # 'Open' describes this project best. [[User:Awolf002|Awolf002]] 00:46, 22 October 2006 (UTC) # Wikiversity spirit. [[User:Guillom|guillom]] 10:07, 24 October 2006 (UTC) # I like '''a''' also. --[[User:Smithgrrl|Smithgrrl]] 02:15, 30 October 2006 (UTC) # '''a.''' [[User:Matteo|Matteo]] 01:46, 31 October 2006 (UTC) # Without anything more inspiring, I would support'''a.''' But I would reorder the words into ''Community for Open Learning'', with the emphasis on ''Community''.--[[User:Hillgentleman|Hillgentleman]] 05:58, 15 November 2006 (UTC) # a. or b. -- [[User:Reswik|Reswik]] 18:01, 17 November 2006 (UTC) # a. or b. as well (got motto and slogan confused)--[[User:Rayc|Rayc]] 21:05, 17 November 2006 (UTC) ====Motto: "three principles" group==== * a. Learn. Teach. ''Know''. * b. Read. Learn. Share. *'''Support:''' # The 'Learn. Teach. ''Know.'' ' option has the best 'feel' for a motto to me. - [[User:Talonhawk|Talonhawk]] 04:50, 16 October 2006 (UTC) # The "Learn. Teach. Discover" option, then. [[User:Jade Knight|The Jade Knight]] 21:41, 16 October 2006 (UTC) # <s>I. Like. It. [[User:Rayc|Rayc]] 06:25, 31 October 2006 (UTC)</s> I think I got motto and slogan confused. ====Motto: "open/free education/learning" group==== * a. Open education / Free education. * b. Open learning / Free learning. *'''Support:''' # --[[User:Alexscho|Alexscho]] 20:51, 18 October 2006 (UTC) ====Motto: "world wide wisdom" group==== * World Wide Wisdom *'''Support:''' # [[User:Sblisesivdin|SBL]] 20:17, 19 October 2006 (UTC) # anon. on 11 November 2006 # [[User:Coz|Aidan]] 17:03, 17 November 2006 (UTC) ====Motto: "learn and teach"==== * Where teachers learn and learners teach. *'''Support:''' # [[User:Soahc 0|Soahc 0]] 21:47, 19 October 2006 (UTC) # See my [[Wikiversity:Motto_contest#Comments:_.22learn_and_teach.22 section|comments]] below [[User:Deltinu|Deltinu]] 06:00, 5 November 2006 (UTC) ---- ===List of Slogans=== This can be ''a short sentence or phrase'' - for listing at top of main page with "Welcome to Wikiversity". As noted above, by the end of round three, the initial alternates below received support from at least four people in either the motto or the slogan contest. Please list your support under one option group: ====Slogan: "set learning free" group==== * a. Because knowledge should be free. * b. Set Learning Free. * c. Knowledge is free. (Note: This variation, and similar ones, emerged in discussion points.) *'''Support:''' # I support the "knowledge is free" option suggested above. [[User:Jade Knight|The Jade Knight]] 23:07, 15 October 2006 (UTC) # I'm all for the "Knowledge is free" option :) --[[User:Pedro.Gonnet|Pedro.Gonnet]] 09:18, 16 October 2006 (UTC) # [[User:Mathboy965|Mathboy965]] 16:40, 16 October 2006 (UTC) # Still the most pithy way to put it (b or c). But maybe not a good motto so use it as the slogan, please. [[User:Awolf002|Awolf002]] 00:44, 22 October 2006 (UTC) # Changed vote to "Knowledge is free." [[User:Talonhawk|Talonhawk]] 22:39, 26 October 2006 (UTC) # Support: "Because knowledge should be free" [[User:Think outside the box|Think outside the box]] 12:37, 31 October 2006 (UTC) # Support: "Knowledge is free." [[User:TDReid|Trevor Reid]] 21:02, 1 November 2006 (UTC) # Definitely "Because knowledge should be free" --[[User:Harriska2|Harriska2]] 9:48, 08 November 2006 PST # Supportting "Set Learning Free." [[User:Prasoon.agarwal|Prasoon]] 09:36, 17 November 2006 (UTC) # b. 'set learning/knowledge free' --[[User:Coz|Aidan]] 17:06, 17 November 2006 (UTC) ====Slogan: "opening minds..." group ==== * a. Opening minds through open learning. * b. Open learning to open minds. (Note: This variation, and similar ones, emerged in discussion points.) *'''Support:''' # --[[User:Smithgrrl|Smithgrrl]] 05:59, 16 October 2006 (UTC) # [[User:Cormaggio|Cormaggio]] 18:48, 16 October 2006 (UTC) # --[[User:Alexscho|Alexscho]] 20:53, 18 October 2006 (UTC) # --[[User:CaseInPoint|CaseInPoint]] 13:03, 23 October 2006 (UTC) # -- [[User:Matteo|Matteo]] 01:47, 31 October 2006 (UTC) # -- [[User:Reswik|Reswik]] 18:01, 17 November 2006 (UTC) ====Slogan: "open/free learning community" group==== * a. Open learning community / An open learning community / Community for Open Learning * b. Free learning community / A free learning community *'''Support:''' #Plainly. Opening minds or not, let the events speak for themselves. [[User:Hillgentleman|Hillgentleman]] # Support for "Community for Open Learning" [[User:Prasoon.agarwal|Prasoon]] 09:38, 17 November 2006 (UTC) ====Slogan: "three principles" group==== * a. Learn. Teach. ''Know''. * b. Read. Learn. Share. *'''Support:''' # I. Like. It. [[User:Rayc|Rayc]] 21:05, 17 November 2006 (UTC) # ====Slogan: "open/free education/learning" group==== * a. Open education / Free education. * b. Open learning / Free learning. *'''Support:''' # ... ====Slogan: "world wide wisdom" group==== * World Wide Wisdom *'''Support:''' # [[User:SDiwanji|SDiwanji]] 11:34, 8 November 2006 (UTC) ====Slogan: "learn and teach"==== * Where teachers learn and learners teach. *'''Support:''' # See my [[Wikiversity:Motto_contest#Comments:_.22learn_and_teach.22 section|comments]] below [[User:Deltinu|Deltinu]] 06:01, 5 November 2006 (UTC) ---- ===Comments=== The comments sections for mottos and slogans have been combined for this stage: ====Comments:"set learning free" group==== * Because knowledge should be free. :* This one would be better if 'because' was dropped, 'because ' seems like we have to justify Wikiversity, "Knowledge should be free" is more powerful. [[User:CharlieCLC|CharlieCLC]] :* Why even make it conditional? "Knowledge ''is'' free" is even more powerful. [[User:Pedro.Gonnet|Pedro.Gonnet]] 09:33, 10 October 2006 (UTC) :* Why not borrow from Shakespeare? "Thought is free" (The Tempest) --[[User:Lord Pheasant|Lord Pheasant]] 03:05, 14 October 2006 (UTC) :*It doesn't light my desire to learn.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) :*The use of "Because" is very pertinent - it is a bit of a direct lashing out at the publishing companies and the idea that you NEED to pay for knowledge. Many people without the knowledge or understanding of the principles behind wikimedia, GNU, etc might be surprised that there is alternative. The word "Because" brings that to light. --[[User:Harriska2|Harriska2]] 9:48, 08 November 2006 PST :*I think the "Because" is awful - this slogan proposes that we have at the top of our front page: "'''Welcome to Wikiversity - because knowledge should be free'''". This doesn't even make sense as a sentence. I agree with Harriska2 that we are making a case for the freedom of knowledge, but I think we should make that case implicitly, rather than have to shout it out. Wikipedia doesn't have to cry out "because knowledge should be free" - it just says it implicitly. [[User:Cormaggio|Cormaggio]] 18:21, 9 November 2006 (UTC) :*In that case, use because somewhere else such as a slogan. I agree that it sounds terrible: "Welcome to Wikiversity - because knowledge is free"--[[User:Harriska2|Harriska2]] 11:24, 08 November 2006 PST :*I'd also make the point that this phrase is '''entirely inappropriate''' for a motto. The motto is meant to be a short description of the project on the front pages of other sister projects. It should be just that - a ''description'' of the project. About half of the currently proposed mottos are completely unusable - they don't describe what the project ''is'' or ''does''. [[User:Cormaggio|Cormaggio]] 23:52, 11 November 2006 (UTC) Also, just to clarify, I was talking firstly about this is as a ''slogan'' - which goes at the top of the front page of Wikiversity. Mottos are what go on the front pages of ''other projects'', like Wikipedia. In my view, to repeat, this proposal is a bad idea for a slogan - but far worse as a motto. [[User:Cormaggio|Cormaggio]] 08:11, 16 November 2006 (UTC) :* ... * Set Learning Free :*Pithy and to the point. Although I like the "Three Nouns" approach, too, cleary we must have the word ''Free'' in the motto! [[User:Awolf002|Awolf002]] 00:00, 25 September 2006 (UTC) :*I like the context free is used in , meaning available and accessible. [[User:CharlieCLC|CharlieCLC]] :*It doesn't motivate me.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) :* ... * Knowledge Is Free :* ... * Free learning tools :*used on Wikibooks main page with Wikiversity logo -- selected by ? :*It doesn't light a fire in my heart.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) * Free learning materials and activities :*used on Wikipedia with Wikiversity logo -- selected by ? :*It doesn't sound like a Motto. A [[:w:motto|motto]] is a set of words you keep for youself, and keep yourself going. Would you work hard for the ''Free Learning Communuty'', or for ''Truth, Beauty,Wisdom''? -[[User:Hillgentleman|Hillgentleman]] 09:17, 16 October 2006 (UTC) *''Another alternative:'' How about a wordplay? "'''Priceless knowledge, at no price!'''" [[Bhaswar]] *Suggested by [[User:Ngober|Ngober]]: "Learning Together Freely" and "Freedom to Learn" or "Priceless Knowledge" and "Free Knowledge for Freedom of Thought" *Suggested by anon. on 11/10/06: Learning across Boundaries. ====Comments: "opening minds..." group==== * Opening minds through open learning :*See my comment about "openness" under "an open learning community" in the motto comment section. [[User:Reswik|Reswik]] 15:57, 12 September 2006 (UTC) ::*Also: Perhaps including "free" in a variant of the above is a better fit for the Wikiversity context? -- [[User:Reswik|Reswik]] 13:17, 16 October 2006 (UTC). As in: ::*Opening minds through free learning '''I''' like the parallel "open" idea, catchy! But I don't think we're taking full advantage of the versatility of the word "open". An adjective - verb parallel might sink it better... *''Opening school to open minds'' would be my preference. Other alternatives *''Open school, open minds'' *''Open learning to open minds'' *''Open teaching to open minds'' *etc. -- [[User:CaseInPoint|CaseInPoint]] 23:51, 18 October 2006 (UTC) ====Comments: "open/free learning community" group==== * An open learning community :*I switched my vote from "free learning community" to this for various reasons, including: 1) the appeal of the rich connotations of openness in the context of learning, in spite of my agreeing with the "free" side of debate in the politics of open source vs. free software; 2) the resonance with the slogan with most support below (so far) which uses "open."; 3) this offers our to-be-extensive project an opportunity to contribute (in discussions and on possible page(s) of explanation somewhere) to re-interpreting the implications of open, openness, and opening (in various senses such as development, awakening and liberation) in relation to the meaning of freedom in the free culture movement. [[User:Reswik|Reswik]] 17:28, 12 September 2006 (UTC) :*It doesn't light my desire to learn.-[[User:Hillgentleman|Hillgentleman]] 09:22, 16 October 2006 (UTC) * Free learning community :*It doesn't sound like a Motto. A motto is a set of words you keep for youself. ''Free learning community'' sounds more like a three-letter advertisement and is more suitable to be a SLOGAN.-[[User:Hillgentleman|Hillgentleman]] 09:12, 16 October 2006 (UTC) :*Reswik, I would rather place the emphasis on ''learning'', e.g. ''Community for Open Learning''.--[[User:Hillgentleman|Hillgentleman]] 07:58, 18 October 2006 (UTC) ::*On reflection, for the motto contest, I prefer the open/free learning/education options -- simpler. --[[User:Reswik|Reswik]] 14:13, 19 October 2006 (UTC) :* It certainly is simple, straight forward, and accurate. If nothing else better comes up, why not stick with simplisty? -- [[User:Zanimum|Zanimum]] 16:41, 29 September 2006 (UTC) :*Yes, plainly. Opening minds or not, let the events speak for themselves.--[[User:Hillgentleman|Hillgentleman]] :*... ====Comments"three principles" group==== * General comments on this group: :*While examples given in this group do not (seem to me to) fit fully the purpose of the motto as stated in the [[Wikiversity:Motto_contest#Goals|goals of the contest]], some variant of this group could possibly serve the descriptive purpose of the motto in a motto-name-logo context. -- [[User:Reswik|Reswik]] 18:15, 16 October 2006 (UTC) :*None motivates me.--[[User:Hillgentleman|Hillgentleman]] 07:41, 18 October 2006 (UTC) :*Works better as a slogan then a motto--[[User:Rayc|Rayc]] 21:06, 17 November 2006 (UTC) * Learn. Teach. Know. :* I know the whole 'let's pretend we're an old European university by having a Latin motto' is pretty daft, but just in case anyone's interested, the Latin of the above could be '' 'cognosco. perdoceo. scio.' ''. --[[User:Sam|Sam]] 23:36, 12 September 2006 (UTC) :*It doesn't light my desire to learn.--[[User:Hillgentleman|Hillgentleman]] 09:21, 16 October 2006 (UTC) * Read. Learn. Share. :*... * Learn. Teach. ''Discover''. -- option suggested by [[User:Scribe|Scribe]] on 15 October 2006. :*IT doesn't light a fire in my heart.--[[User:Hillgentleman|Hillgentleman]] 09:19, 16 October 2006 (UTC) ====Comments: "open/free education/learning" group==== * Open education / Free education. * Open learning / Free learning. :*It doesn't light my desire to learn.-[[User:Hillgentleman|Hillgentleman]] 09:23, 16 October 2006 (UTC) *Alternates (options suggested by [[User:Reswik|Reswik]], based on various options above): :*Free learning :*Open learning :*Free education :*It doesn't motivate me.--[[User:Hillgentleman|Hillgentleman]] 09:26, 16 October 2006 (UTC) :* ... ====Comments: "world wide wisdom" group==== * World Wide Wisdom :* In Latin, it may be like this: "sapientis ubi gentium" or "sapiens ubi gentium" which means mostly "wisdom where in the world". [[User:Sblisesivdin|Sblisesivdin]] 16:25, 7 October 2006 (UTC) :*It doesn't light my desire to learn. A [[:w:motto|motto]] is a set of words you keep for youself, and keep yourself going. Would you work hard for ''world wide wisdom'' or for ''Truth, Beauty,Wisdom''?--[[User:Hillgentleman|Hillgentleman]] 09:20, 16 October 2006 (UTC) :*I think this supports the overall goal of this venture, by expressing that knowledge should be freely available for anyone wishing to pursue it.--[[User:Jclayburn|Jclayburn]] 06:41, 17 October 2006 (UTC) ====Comments: "learn and teach"==== * Where teachers learn, and learners teach. :*I suggest we adopt the "Teach. Learn. Discover" motto here. I figure no one will go for "Learn. It's good for you", eh? [[User:Jade Knight|The Jade Knight]] 23:14, 15 October 2006 (UTC) :*Personally, I think it's good. It gives this message: Where do you go to share knowledge? Wikiversity. Where do you go to gain knowledge? Wikiversity. [[User:Soahc 0|Soahc 0]] 21:51, 19 October 2006 (UTC) :*The versions of this phrase above ([[Wikiversity:Motto contest#Motto: .22learn and teach.22| Motto]], [[Wikiversity:Motto contest#Slogan: .22learn and teach.22|Slogan]]) do not include the comma ("Where teachers learn <u>''','''</u> and learners teach"). I think that the motto sounds better with the comma [[User:Deltinu|Deltinu]] 05:50, 5 November 2006 (UTC) '''Note:''' A discussion string about [[Wikiversity_talk:Motto_contest#Discussion_of_Round_4_contest_revision|revising round 4]] of the contest has been moved to the talk page. 9342 52478 2006-12-07T04:57:19Z Sa.vakilian 3892 /* Shi'a school */ ==Introduction== ==Learning Projects and Learning Materials== ===Prerequisite=== *[[Arabic Language Studies]] - *[[Logic Studies]] ===Undergraduate=== *[[Quranic Studies]] - *[[Sharia Studies]] - *[[Islamic theology Studies]] - *[[Islamic Spiritual Studies]] - *[[History of Islam]] - ====Elective==== *[[Introduction to Islam]] - This course provides an historical introduction to Islamic beliefs and practices. ==See also== ==External links== *[http://en.wikipedia.org/wiki/Islamic_studies Islamic studies in Wikipedia] ===Shi'a school=== *[http://www.balagh.net/english/index.htm The Center for Islamic Studies and Researches] *[http://www.qabas.net/ Institute of Mesbah yazdi] *[http://www.hadith.ac.ir/default.aspx?culture=en-US Hadith Sciences College] ===Sunni school=== *[http://www.alazhar.org/english/about/alazharuniv.htm Al-Azhar University] ===Orientalist school=== [[Category:Religion]] [[Category:Islam]] 9343 46486 2006-11-18T14:41:17Z JWSchmidt 20 [[Category:Religion]] [[Category:Religion]] 9344 49188 2006-11-27T04:51:45Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Category:Content]] 9345 70019 2007-01-10T20:23:18Z JWSchmidt 20 [[Category:Calculus]] It would be better if you solve the quiz in your usename space, e.g. '''User:Your Username/Introduction to Calculus'''. After solving the quiz post the link to this quiz's talk page. If you can pass this quiz, you are ready to take this course #Express <math>\tan(\theta) \,\ </math> in terms of <math>\sin(\theta) \,\ </math> #If <math>\csc(\theta)=1/x, \,\ </math> then what does <math>x \,\ </math> equal? #Prove <math>\tan^2(\theta)+1=\sec^2(\theta) \,\ </math>using <math> \,\ \sin^2(\theta)+ cos^2 (\theta)=1</math> #<math>\cos(A+B)=\cos(A)\cos(B)-\sin(A)\sin(B) \,\ </math> #* Find the double angle idenities for the cosine function using the above rule. #* Find the half angle idenities from the double angle idenities. #* Find the value of <math> \,\ \cos^2(\theta)</math> without exponents using the above rules #* (Challenge) Find the value of <math> \,\ \cos^3(\theta)</math> without exponents [[Category:Quizzes]][[Category:Calculus]] 9347 46503 2006-11-18T17:55:04Z Rayc 57 cat Pages related to Polymer chemistry [[Category:Chemistry]] 9348 46511 2006-11-18T18:03:24Z Rayc 57 cat [[Category:Physics]] 9349 46516 2006-11-18T18:06:32Z Rayc 57 cat Pages related to Organic Chemistry [[Category:Chemistry]] 9350 47843 2006-11-22T20:26:28Z AmiDaniel 3334 Change cat from [[:Category:Page moved from Wikibooks]] to [[:Category:Pages moved from Wikibooks]] {{nav2|Wikiversity|Wikiversity:School of Chemistry}} This page is designed for students and others wishing to review their Organometallic Chemistry. Below is a series of complexes and reactions relevant to Organometallic Chemistry. Feel free to add to grow this site. * [[/Acetylene Metathesis/]] * [[/Acyclic Diene Metathesis/]] (ADMET) * [[/Agostic Interaction/]] * [[/Alkene Complexes/]] * [[/Alkene Metathesis/]] * [[/Alkyne Metathesis/]] * [[/Alkylidenes/]] * [[/Alkylidynes/]] * [[/Alkyls/]] * [[/Allyl Complexes/]] * [[/Alkyne Complexes/]] * [[/Alpha Elimination and Abstraction/]] * [[/Beta-Hydride Elimination/]] * [[/Carbonyl Complexes/]] * [[/Cone Angles/]] * [[/Cyclopentadienyl (Cp) Complexes/]] * [[/Coordination Number and Coordination Chemistry Definitions/]] * [[/Dötz Reaction/]] * [[/Deinsertion Reactions/]] * [[/Delta Elimination/]] * [[/Dihydrogen Complexes/]] * [[/Electron Counting and the 18 electron rule/]] * [[/Epsilon Elimination/]] * [[/Fluxional Processes/]] * [[/Fischer Carbene Complexes/]] * [[/Gamma Elimination/]] * [[/Homoleptic Complexes/]] * [[/Hydride Complexes/]] * [[/Hydroamination/]] * [[/Hydrosilation/]] * [[/Hydrozirconation/]] * [[/Imido Complexes/]] * [[/Insertion Reactions/]] * [[/Metallacyles/]] * [[/Monsanto Acetic Acid Process/]] * [[/Multinuclear NMR/]] * [[/Olefin Complexes/]] * [[/Olefin Metathesis/]] * [[/Olefin Polymerization/]] * [[/Organometallics Defined/]] * [[/Oxo complexes/]] * [[/Oxidative Addition/]] * [[/Phosphine Complexes/]] * [[/Principle of Microscopic Reversibility/]] * [[/Reductive Elimination/]] * [[/Ring-Opening Metathesis Polymerization/]] (ROMP) * [[/Sigma Bond Metathesis/]] * [[/Substitution Reactions/]] * [[/Wacker Process/]] * And many others to come that are not yet listed... [[Category:Chemistry]] [[Category:Pages moved from Wikibooks]] 9351 69328 2007-01-10T01:44:55Z JWSchmidt 20 [[Category:Chemistry]] {{main_welcome}} Alkene (or Olefin) complexes are metal complexes bound to a metal species. Unlike typical ligands that form sigma bonds, alkene complexes are also bound by a pi back-bond. The first olefin complex and organometallic complex discovered was Zeise's salt (K[PtCl₃(C₂H₄)]·H₂O) in 1827. '''Bonding''' '''Stability''' tetrasubstituted < trisubstituted < trans-disubstituted < cis-disubstituted < monosubstituted < ethylene. '''Synthesis of Alkene Complexes''' '''Reactions of Alkene Complexes''' [[Category:Chemistry]] 9353 46566 2006-11-19T00:38:14Z Heltec 3202 Redirecting to [[Wikiversity scholarship]] #REDIRECT [[Wikiversity_scholarship]] 9354 46568 2006-11-19T00:53:41Z Heltec 3202 {{Information |Description= The logo for the not usefull template |Source= made by me |Date= Nov. 18 2006 |Author= [[user:heltec|Heltec]] |Permission= self-made, free use }} == Summary == {{Information |Description= The logo for the not usefull template |Source= made by me |Date= Nov. 18 2006 |Author= [[user:heltec|Heltec]] |Permission= self-made, free use }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9355 46569 2006-11-19T00:59:24Z Heltec 3202 Template made <center class="metadata"> <table style="width: 60%; background:#FFFFFF; border: 1px solid #aaa;"><tr> <td style="width: 70px;">[[Image:Notusefull-logo.gif|logo]]</td> <td>This page is considered a Do-it-yourself guide under the [[Wikiversity:What_Wikiversity_is_not|Wikiversity Project.]] You can assist Wikiversity by fixing it.</small></td> </tr></table> </center> 9356 70021 2007-01-10T20:23:46Z JWSchmidt 20 [[Category:Calculus]] If you can pass this quiz, you are ready to take this course #Evaluate <math>\tan(\theta) \,\ </math> in terms of <math>\sin(\theta) \,\ </math> #:<math>\tan(\theta)=\sin(\theta)/\sqrt(1-(\sin^2(\theta)) \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} #If <math>\csc(\theta)=1/x, \,\ </math> then what does <math>x \,\ </math> equal? #:<math>x=\sin(\theta) \,\ </math> where <math>x = [-1, 1] \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} #Prove <math>\tan^2(\theta)+1=\sec^2(\theta) \,\ </math>using <math> \,\ \sin^2(\theta)+ \cos^2 (\theta)=1</math> #:<math>\sin^2(\theta)+ cos^2(\theta)=1 \,\ </math> #:divide both sides by <math>\cos^2(\theta)=>\sin^2(\theta)/cos^2(\theta)+1=1/cos^2(\theta) \,\ </math> #:<math>=>\tan^2(\theta)+1=sec^2(\theta) \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} #<math>\cos(A+B)=\cos(A)\cos(B)-\sin(A)\sin(B) \,\ </math> #* Find the double angle idenities for the cosine function using the above rule. #*:replace <math>B \,\ </math> by <math>A=>\cos(A+A)=\cos(A)\cos(A)-\sin(A)\sin(A) \,\ </math> #*:<math>=>\cos(2A)=\cos^2(A)-\sin^2(A) \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} #* Find the half angle idenities from the double angle idenities. #*:<math>=>\cos(2A)=\cos^2(A)-\sin^2(A) \,\ </math> #*:replace <math>A \,\ </math> by <math>A/2=>\cos(A)=2\cos^2(A/2)-1 \,\ </math> using <math>\sin^2(A)+ \cos^2(A)=1 \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} #* Find the value of <math> \,\ \cos^2(\theta)</math> without exponents using the above rules #*:<math>=>\cos(2\theta)=2\cos^2(\theta)-1 \,\ </math> #*:<math>=>\cos^2(\theta)=(1+\cos(2\theta))/2 \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} #* (Challenge) Find the value of <math> \,\ \cos^3(\theta)</math> without exponents #*:<math>\cos(3\theta)=cos(\theta+2\theta) \,\ </math> #*:<math>=>\cos(3\theta)=cos(\theta)\cos(2\theta)-sin(\theta)\sin(2\theta) \,\ </math> #*:<math>=>\cos(3\theta)=cos(\theta)(2\cos^2(\theta)-1)-sin(\theta)(2\sin(\theta)\cos(\theta)) \,\ </math> using <math>\cos(2\theta)=2\cos^2(\theta)-1 \,\ </math> and <math>\sin(2\theta)=2\sin(\theta)\cos(\theta) \,\ </math> #*:<math>=>\cos(3\theta)=cos(\theta)((2\cos^2(\theta)-1)-2sin^2(\theta)) \,\ </math> #*:<math>=>\cos(3\theta)=cos(\theta)(4\cos^2(\theta)-3) \,\ </math> using <math> \,\ \sin^2(\theta)+ \cos^2(\theta)=1</math> #*:<math>=>4\cos^3(\theta)=cos(3\theta)+3cos(\theta) \,\ </math> #*:<math>=>\cos^3(\theta)=(cos(3\theta)+3cos(\theta))/4 \,\ </math> #:[[User:Shyam| <font color="black">'''Shyam'''</font>]] ^{([[User talk:Shyam|<font color="orange">'''T'''</font>]]/[[Special:Contributions/Shyam|<font color="red">'''C'''</font>]])} 19:42, 18 November 2006 (UTC) [[Category:Quizzes]] [[Category:Calculus]] 9357 75411 2007-01-13T23:06:13Z JWSchmidt 20 [[Category:Community discussions]] ==Surveys== This is a list of current Wikiversity community surveys. Each survey is best discussed on its talk page. If you make your own, feel free to add it. ====Current Serveys==== *[[Wikiversity:Motto_contest|Wikiversity Motto Contest]] ([[Wikiversity_talk:Motto_contest|Talk]]) *[http://meta.wikimedia.org/wiki/Wikiversity/logo Logo Contest]* ([http://meta.wikimedia.org/wiki/Talk:Wikiversity/logo Talk]) ( * = Survey held on Meta ) [[Category:Community discussions]] 9358 74145 2007-01-12T20:30:42Z JWSchmidt 20 See also: [[Wikiversity:Review board]] ==Wikiversity Department Directory== This is a list of the departments in wikiversity. For more information on each, click on its name. *[http://meta.wikimedia.org/wiki/Developer Developer] *[http://meta.wikimedia.org/wiki/Stewards Steward] *[http://meta.wikimedia.org/wiki/Bureaucrat Bureaucrat] *[[Wikiversity:Custodianship|Custodian (sysop)]] *[[Wikiversity:List_of_custodian_mentors|Probationary Sysop]] *[[Wikiversity:List_of_Member_moderation|Member moderation organizations]] ==See also== *[[Wikiversity:Review board]] [[Category:Wikiversity administration]] 9362 46607 2006-11-19T03:14:27Z JWSchmidt 20 [[Category:Physiology]] [[Category:Physiology]] 9363 63062 2006-12-27T11:22:23Z Robert Elliott 1436 minor changes {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} {{Lessons in Basic Filmmaking - Table - Float Left}} <center><br><br><br><big>[[Image:Crystal Clear app kfm home.png|50px]] List of filmmaking lessons</big></center> |} {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Page: | style="border: 1px #cccccc solid;" | [[List of lessons in the WikiU Film School Course 1|List of lessons]] {{Course1Location}} |} =List of Lesson in WikiU Film School Course <nowiki>#</nowiki>01 - Basic filmmaking at Wikiversity= <center> {{Basic filmmaking:Table of contents:Formatting the script}} {{Homework01}} </center> 2 {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" |[[Image:Crystal Clear app xine.png|right|filmmaking]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #002: Understanding Filmmaking - Study the Way Movies are Filmed in Hollywood ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Understanding Filmmaking | Page 1 - Introduction ]] |} :{| cellpadding="4" cellspacing="0" width="450px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze Film Dailies | Page 2 - Watching how real scenes are broken down and filmed in Hollywood.]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze George Lucas in Love| Page 3 - Analyzing the movie ''George Lucas in Love'']] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Narrative Filmmaking Process| Page 4 - The Basic Filmmaking Process]] |} |} 3 4 <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" |[[Image:Crystal Clear app kfm home.png|right|Homework]] {{Homework04}} |} </center> 5 6 {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" |[[Image:Crystal Clear app musicstore.png|right|audio]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #006: Recording the dialog for the animatic. ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Animatic_Dialog_Recording | Page 1 - Introduction]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Software | Page 2 - The software ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Hardware | Page 3 - The hardware]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Room| Page 4 - The room ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Procedure| Page 5 - The recording session procedure]] |} |} 7 8 9 10 {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app Community Help.png|right|3D Figures]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #010: 3D Storyboarding ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:3D_Storyboard | Page 1 - Introduction to FrameForge 3D Studio 2 Demo]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Building our movie set inside FrameForge | Page 2 - Building our movie set inside FrameForge]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Sample 3D Storyboard FrameForge | Page 3 - Sample 3D Storyboard from FrameForge]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Sample 3D Storyboard FrameForge 2 | Page 4 - Sample 3D Storyboard from FrameForge]] |} |} 11 {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app kcoloredit.png|right|Painting]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #011: Making the Movie Props - The Star Wars Poster ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" | [[Lesson:Making the Props | Drawing the Star Wars Poster]] |} |} 12 13 14 15 16 :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side | Storyboard Worksheet]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · the [[Reference:SBTDS:Unformatted Script Outline|Script Outline]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. |} =Old List of Lesson in WikiU Film School Course <nowiki>#</nowiki>01 - Basic filmmaking at Wikiversity= <center><small>→Click here for [[#WikiU Film School Activities|shortcut to lessons]]←</small></center> ---- ---- ===Lesson 1. Formatting the Script=== [[Image:mmmdevheader.png|Development]] ↔ [[Image:Fdhomebanner.jpg|This lesson uses the free version of Final Draft]] <font color="green">WikiU Film School →</font> [[Lesson:Formatting_the_script | Lesson #001 - Formatting the Script]] :This is the first lesson of the [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]]. You are given a very simple story for a short movie (60 seconds) called ''Seduced by the Dark Side!''. Your first step is to format this script. People in Hollywood expect a movie script in a specific format. If you cannot format your script properly, you will be ignored. Being ignored in Hollywood is not good! *Also, this lesson is an introduction to the script typing and formatting program called '''[http://www.finaldraft.com/products/final-draft/ Final Draft]'''. This program is available in a '''FREE''' demo version which is fully working for short scripts... including saving and printing (with watermarks) short scripts. This program comes with a tutorial to show you all the features of Final Draft. Download the [http://www.finaldraft.com/products/final-draft/download-demo.php free demo] version and take a look. ;The pages of this lesson… :[[Lesson:Formatting_the_script | Title Page]] - About this lesson & a brief look at our immediate plans and goals <font color="green"> &rarr; '''''Start Here'' </font> to begin the <font color="brown"> WikiU Film School'''</font>. :[[WikiFilmSchool_N1P1 | Page 1]] - The story for ''Seduced by the Dark Side!'' :[[WikiFilmSchool_N1P2 | Page 2]] - Analyze the story for ''Seduced by the Dark Side!'' :[[WikiFilmSchool_N1P3 | Page 3]] - Learning Final Draft :[[WikiFilmSchool_N1P4 | Page 4]] - Typing the script ---- ---- <center> {| border=1 cellspacing=0 cellpadding=30 | bgcolor="#ffffee" | {{Homework01}} |} </center> ---- ===Lesson 2. Study the Way Movies are Filmed in Hollywood=== [[Image:mmmdevheader.png|Development]] <font color="green">WikiU Film School →</font> [[Lesson:Understanding_Film_Dailies | Lesson #002- Understanding how movies are made]] <font color="green"> &rarr; '''''Under Construction''''' </font> :This Lesson can be described as '''"Watching Movies"''' and Lesson #3 can be described as '''"Making Decisions"'''. :In this lesson, we watch movies (edited and unedited) to study the filmmaking process and to get ideas. Watching movies is a tough job... but someone has to do it. It might as well be you!!!! ;The pages of this lesson… :[[Lesson:Understanding_Filmmaking | Title Page - Very short introduction]] :[[WikiFilmSchool_N2P1 | Page 1]] - The Basic Filmmaking Process :[[WikiFilmSchool_N2P2 | Page 2]] - Analyzing the movie ''George Lucas in Love'' :[[WikiFilmSchool_N2P3 | Page 3]] - Watching how real scenes are broken down and filmed in Hollywood. ---- ===Lesson 3. Decide How the Movie will be Made ↔ Script Breakdown=== [[Image:mmmdevheader.png|Development]] <font color="green">WikiU Film School →</font> [[Lesson:Planning_the_Movie | Lesson #003: Planning the Movie]] <font color="green"> &rarr; '''''Under Construction''''' </font> :To plan a movie, you need to decide how the movie will be filmed and such mundane tasks as the aspect ratio, the frame size and the lenses. ;The pages of this lesson… * [[Lesson:Planning_the_Movie | Title Page]] - About this lesson * [[WikiFilmSchool_N3P1 | Page 1]] - Overall &rarr; '''''Start here!''''' * [[WikiFilmSchool_N3P2 | Page 2]] - Filming * [[WikiFilmSchool_N3P3 | Page 3]] - Animation * [[WikiFilmSchool_N3P4 | Page 4]] - Aspect Ratio & Frame Size ---- ===Lesson 4. The Most Important Step - Drawing the thumbnail storyboards=== <!--[[Image:mmmpreheader.png|Pre-production]][[Image:ArtRageStarWar2.jpg|frame|<center>Screen shot of the free version of ArtRage2</center>]]--> <!--<center>[[Image:ArtRage_2_SB_1.jpg|Sample Storyboard at 16 by 9 Aspect Ratio]]<br>"Wow! Storyboarding is fun with the free [http://www.ambientdesign.com/artragedown.html ArtRage 2]."</center>--> <font color="green">WikiU Film School →</font> [[Lesson:Thumbnail_Storyboard | Lesson #004: Creating the Thumbnail Storyboards]] :The most important steps is storyboarding. And the simplest storyboards of all is thumbnail storyboards. You make all the important decisions for the movie when you create the thumbnail storyboards so this is the most challenging lesson of our course. ;Lesson #004 - The Thumbnail Storyboards *Page 1. [[Lesson:Thumbnail_Storyboard | '''Lesson summary''']] with links to require reading. *Page 2. [[LessonPage:What are thumbnail storyboards? | What are thumbnail storyboards?]] *Page 3. [[LessonPage:Thumbnail storyboard examples| Example storyboards for our movie]]. *Page 4. [[LessonPage:What software for thumbnail storyboards? | What software do I need for thumbnail storyboards?]]. *Page 5. [[LessonPage:Storyboarding Pre-Visualization | Pre-Visualization for thumbnail storyboards]]. *Page 6. [[LessonPage:Storyboarding with ArtRage2 | How to draw thumbnail storyboards with ArtRage 2]]. *Page 7. [[LessonPage:Storyboarding with Photoshop | How to draw thumbnail storyboards with Photoshop]]. *Page 8. [[LessonPage:Using the storyboard library | Using the library of storyboard frames]]. :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side | Storyboard Outline]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. ---- ---- <!--<center>[[Image:REPtsb1.jpg]] → [[Image:REPtsb2.jpg]] → [[Image:Reptsb3.jpg]]<br><br>The young boy turns to the old man and begins to speak.<br>'''Young Boy:''' "You can even create thumbnail storyboards with Photoshop."</center>--> <!--;It is easy!!!! :Look at the three sample frames above. Can you draw pictures better than this? Of course, you can! Therefore, you can become a storyboard artist for doing thumbnail sketches. This is the first '''and most important''' step in visualizing a motion picture.--> <center> {| border=1 cellspacing=0 cellpadding=10 | colspan="2" align="center" bgcolor="#ccfffe" | This lesson should take '''only 15 minutes''' to draw the thumbnail storyboards with pencil and paper. <!--If you spend more than this, you are trying too hard.--> |- | bgcolor="#ffff99" | <center><big> Problem </big></center> | bgcolor="#ffffdd" | It takes too long to get the thumbnail drawings into the computer. |- | bgcolor="#99ffff" | <center><big> Solution #1</big></center> | bgcolor="#eeffff" | Mail me your pencil and paper storyboard sketches. |- | bgcolor="#99ffff" | <center><big> Solution #2</big></center> | bgcolor="#eeffff" | Tell me the numbers of the [[Lesson 4 Storyboard Frames|Thumbnail Examples]] which match your storyboards. |} </center> ---- ---- '''Special Note:''' The first ten students who complete a good set of totally original thumbnail storyboards will received a '''<font color="maroon">free </font>''' copy of the '''"Follow Dave?" Editing Workshop''' CD from the [http://www.starmovieshop.com Star Movie Shop] which hopefully works on both the Macintosh and Windows. The '''"Follow Dave?" Editing Workshop''' CD is a good introduction to film editing for narrative motion pictures with scripted dialog. <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="100%" | bgcolor="#ffffee" | {{Homework04}} |} </center> ---- ===Lesson 5. Creating the Temp Score=== [[Image:mmmpreheader.png|Pre-production]] <font color="green">WikiU Film School → </font>[[Lesson:Creating_the_Temp_Track | Creating the music (rough)]] <font color="green"> &rarr; '''''Under Construction''''' </font> :To calculate the timing for this movie, you must first create the narrative music for this motion picture. ;The pages of this lesson… * [[Lesson:Creating_the_Temp_Track | Lesson #005: Music - Creating the temp track]] - This is a simple introduction to film scoring. * [[WikiFilmSchool_N5P1 | Page 1]] - What is Narrative Film Music * [[WikiFilmSchool_N5P2 | Page 2]] - What tools to we need for film scoring * [[WikiFilmSchool_N5P3 | Page 3]] - Creating a film score for ''Seduced by the Dark Side!'' ---- ===Lesson 6. Recording the Dialog=== [[Image:mmmpreheader.png|Pre-production]] <font color="green">WikiU Film School → </font> [[Lesson:Animatic_Dialog_Recording | Recording the dialog for the animatic]] <font color="green"> &rarr; '''''Under Construction''''' </font> :We are going to create an animatic from the 3D storyboards. This is a movie created from the still artwork. To do this, we need voices of the characters in the animatic. This is only very rough, not necessarily the voices needed for production. ;The pages of this lesson… * [[Lesson:Animatic_Dialog_Recording | The Title Page]] * [[WikiFilmSchool_N6P1 | Page 1]] - The Software * [[WikiFilmSchool_N6P2 | Page 2]] - The Hardware * [[WikiFilmSchool_N6P3 | Page 3]] - The Room * [[WikiFilmSchool_N6P4 | Page 4]] - Self Recording ---- ===Lesson 7. Editing the Animatic=== [[Image:mmmpreheader.png|Pre-production]] <font color="green">WikiU Film School → </font> [[Lesson:Editing_the_Animatic | Editing the animatic]] <font color="green"> &rarr; '''''Under Construction''''' </font> :To create an animatic from the 3D storyboards, we need to edit it like a slide show. ;The pages of this lesson… * [[Lesson:Editing_the_Animatic | The title page]] * [[WikiFilmSchool_N7P1 | Page 1]] - Editing For Audio ----- ===Lesson 8. The Camera Lens creates the Mood - All about Camera Lenses=== [[Image:mmmdevheader.png|Development]] <center> {| border=0 cellspacing=0 cellpadding=0 || style="width:600px" |+ The computer model Victoria photographed with three different lenses<br> using the amazing [http://www.daz3d.com DAZ Studio] full version<br> which you can download absolutely <font color="purple">free</font><br><br> (Warning to parents: the optional FREE Victoria model comes without clothing and a very well-defined female body.) | align="center"| [[Image:Face24mmtiny.jpg]] | align="center"| [[Image:face50mmtiny.jpg]] | align="center"| [[Image:Face200mm.jpg|200 mm face]] |- | align="center"| 24 mm<br>Mood is cold and distant | align="center"| 50 mm<br>No distortion is <font color="purple">boring | align="center"| 200 mm <br>Mood is warm and close |- | | bgcolor="#eeffff" align="center" | Can you see the difference? | |} . </center> <font color="green">WikiU Film School → </font> [[Lesson:All_about_lenses | All about Lenses]] <font color="green"> &rarr; '''''Under Construction''''' </font> :Using a program like DAZ Studio which is free, you can learn how the selection of the lens for a shot will effect the mood of the shot. ;The pages of this lesson… * <font color="gray">Lenses • </font>[[Lesson:All_about_lenses | Introduction to '''All about lenses''']]. * <font color="gray">Lenses • </font>[[Lesson:Lens Focal Length| Learning how focal length creates mood]]. * <font color="gray">Lenses • </font>[[Lesson:Lens Depth Of Field| Learning how depth of field focuses attention]]. * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using FrameForge 3D Studio 2]] * <font color="gray">Lenses • </font>[[Lesson:Lenses with FrameForge|Learning about lenses using DAZ Studio]] Look at the three pictures to the right above. Can you see the difference? More importantly, can you '''feel''' the difference between the two outer images? The first image is filmed with a 24 mm lens (a very wide angle lens which makes things look cold but bold), the second is filmed with a 50 mm lens which has no distortion, and the third was filmed with a 200 mm lens (a strong telephoto lens used for dramatic portraits which makes things seem warm and close.) Note: The focal lengths of the lenses are based on 35 mm still camera lenses. ---- ===Lesson 9. 3D Human Models, 3D Costumes, and Movie Set for the Animated Version of Our Movie=== [[Image:mmmpreheader.png|Pre-production]] <font color="green">WikiU Film School → </font> [[Lesson:Cast_and_Costumes-Animation | Selecting the models for the animated version]] <font color="green"> &rarr; '''''Under Construction''''' </font> :We have to select the models for the animated version of this movie. ;The pages of this Lesson… * [[Lesson:Cast_and_Costumes-Animation | Title Page]] * [[WikiFilmSchool_N9P1 | Page 1]] - DAZ 3D figures * [[WikiFilmSchool_N9P2 | Page 2]] - Poser Figures * [[WikiFilmSchool_N9P3 | Page 3]] - Koshini and Friends ---- ===Lesson 10. Creating 3D Storyboards=== [[Image:mmmpreheader.png|Pre-production]] <font color="green">WikiU Film School → </font> [[Lesson:3D_Storyboard | Creating a 3D Storyboard]] <font color="green"> &rarr; '''''Under Construction''''' </font> :Using FrameForce 3D Studio 2 demo version, you can create very useful 3D storyboard artwork. ;The pages of this lesson are… * [[Lesson:3D_Storyboard | Introduction to FrameForge 3D Studio 2 Demo]] * [[LessonPage:Building our movie set inside FrameForge | Building our movie set inside FrameForge]] * [[LessonPage:Creating Frames with FrameForge | Creating the frames of the storyboard with FrameForge]] * [[LessonPage:Sample 3D Storyboard FrameForge | Sample 3D Storyboard Created with FrameForge]] ---- ===Lesson 11. Movie Props - The Star Wars Poster=== [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Making the Props | Making the props - The Star Wars poster]] - The movie set has a poster from Star Wars. We will not use a real Star Wars poster for two reasons. One is the problem with rights. The other problem is a detailed posters will be too hard to view. We need a very simple poster that looks like a Star Wars poster but is not. ;The pages of this Lesson… * [[Lesson:Making the Props | Introduction and assignment]] ---- ===Lesson 12. Marketing campaign to potential distributors=== [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Marketing to distributors | Creating the marketing campaign to potential distributors]] - As early as this seems, we need to start worrying how we will find the right distributor. To do this, we must plan ahead. This is an informational lesson with no assignment other than giving me suggestions. ;The pages of this Lesson… * [[Lesson:Marketing to distributors | Introduction]] * [[LessonPage:Hiring Sue Scott | Desperately seeking Sue Scott]] ---- [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Lighting_the_Set-Animation | Selecting the lighting for the movie set for the animated version]] - We have to light the movie set inside the computer. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmprodheader.png|Production]] * [[Lesson:Animating_the_movie-Animation | Character animation for the animated movie]] - We have to animate the characters for the animated version of the movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmprodheader.png|Production]] * [[Lesson:Narrative_editing-Animation | Editing the animated movie]] - We have edit the animated version of the movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Sound_design_ambience-Animation | Designing and creating the sounds for the ambiance]] - We have to decide what sounds are needed for the ambiance for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Sound_design_Foley-Animation |Designing and creating the sounds for the Foley]] - We have to record the Foley sounds for the ambiance for this animated movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Musical_scoring-Animation | Recording the musical sounds for the movie]] - We have to create the musical sounds for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Matte_painting-Animation | Creating the matte paintings for the movie - live action]] - We have to create the matte paintings for the live action movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Compositing-Animation | Compositing the matte painting - live action]] - We have to combine the matte paintings for the live action movie with the actual filming of the movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- ===Live Action=== [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Budgeting-Live_Action | Budgeting For Live Action]] - Breaking down the script into actual live action expenses. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Financing_The_Movie-Live_Action | Financing the Live Action]] - Financing the live action version of this movie]] - We have to determine how much money we need and then we have to find it. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Constructing_the_Set-Live_Action | Constructing the Movie Set]] - Planning and constructing the movie set for a live action shoot]] - We have to build a movie set. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Lighting_the_Set-Live_Action | Lighting the Movie Set]] - Selecting the lights for the movie set for a live action shoot]] - We have to light the movie set. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpreheader.png|Pre-production]] * [[Lesson:Crew-Live_Action | Hiring the Crew]] - Selecting the crew for a live action shoot]] - We have to find a crew for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmprodheader.png|Production]] * [[Lesson:Cast-Live_Action | Casting the Actors]] - We have to audition and select the cast. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmprodheader.png|Production]] * [[Lesson:Filming-Live_Action | Casting the Actors]] - Finally we film the live action version. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmprodheader.png|Production]] * [[Lesson:Editing-Live_Action | Edit the movie]] - We have edit either the live action or the animated version of the movie. In both cases, this is done the same way. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Sound_design_ambience-Live_Action | Designing and creating the sounds for the ambiance]] - We have to decide what sounds are needed for the ambiance for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Sound_design_Foley-Live_Action |Designing and creating the sounds for the Foley]] - We have to record the Foley sounds for the ambiance for this movie. :*If you don't know who Jack Foley was, go to this wonderful website at [http://www.marblehead.net/Foley/jack.html www.marblehead.net/Foley/jack.html] ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Sound_design_ADR-Live_Action | Re-record the dialog]] - We have to replace the dialog for this movie using ADR. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Musical_scoring | Recording the musical sounds for the movie]] - We have to create the musical sounds for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Matte_painting-Live_Action | Creating the matte paintings for the movie - live action]] - We have to create the matte paintings for the live action movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmmpostheader.png|Post-production]] * [[Lesson:Compositing-Live_Action | Compositing the matte painting - live action]] - We have to combine the matte paintings for the live action movie with the actual filming of the movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- ===Distribution/Exhibition=== [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Titles | Creating the titles]] - We have to create the titles and credits for both the animated and the movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Movie_elements | Prepare the movie's elements for distribution]] - Creating the titles]] - We have to prepare the movie for distribution. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Foreign_dub | Creating the foreign dubs]] - We have to create the foreign dubs for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Disk_authoring | Authoring the disk]] - We have to create layout and design of the DVD-Video release. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Publicity_posters | Creating the posters, etc.]] - We have to create the posters, jacket, and slicks for this movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- [[Image:mmms&eheader.png|Sales and Exhibition]] * [[Lesson:Accounting | Accounting]] - We have to account for the finances of the movie. <font color="green"> &rarr; '''''Next Year''''' </font> ---- ---- =Reference materials= ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames|thumbnail storyboard frames]]. A copy of all the thumbnail storyboard fremes. * The [[Storyboard Outline for Seduced by the Dark Side |storyboard worksheet]]. The is the worksheet for doing the storyboard. * The [[Original Story for Seduced by the Dark Side | original story of "Seduced by the Dark Side!"]]. The original story that is the basis of our movie. * The [[Reference:SBTDS:Unformatted Script Outline|A short and simple outline of the script]]. This is a trimmed down version of the worksheet. * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. The is the best formatted script (pdf). * A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. ---- ---- =WikiU Film School Activities= *Our First Annual Meeting will be at [http://www.apple.com/downloads/dashboard/status/macworldexpo2007countdown.html Macworld Expo], January 2007. =Your Teachers at the Wiki Film School= * [[User:Robert_Elliott|Instructor: Robert Elliott]]. To email me, [[Special:Emailuser/Robert_Elliott | Click Here]]. ---- ---- =Short Cut to Lessons= <center> {| border=1 cellspacing=0 cellpadding=30 | bgcolor="#ffffee" | {{Filmmaking_Portal}} |} </center> ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 9370 74244 2007-01-12T21:52:17Z JWSchmidt 20 [[Category:Wikiversity culture]] {{welcome and expand}} [[Category:Wikiversity culture]] 9373 75488 2007-01-14T02:31:59Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} <center><br><br><br><big>[[Image:Crystal Clear app kfm home.png|50px]] Narrative Film Production</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>Courses in Narrative Film Production</big></center> ===Filmmaking=== ;[[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking | Course #01]] - A basic course in filmmaking * [[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking |Learning the Basics of Filmmaking]] - For serious high school students who want to learn the basics of technology of filmmaking. There will be over 30 lessons when completed. This course will help you prepare for film school. Your instructor is [[Special:Emailuser/Robert_Elliott|Instructor:Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Formatting_the_script | First lesson: Formatting the movie script]]</big> |} </center> . ---- ---- ===Film Scoring=== ;[[Mad Max's Course in Film Scoring for Motion Pictures|Course #02]] - Film scoring for non-musicians *[[Mad Max's Course in Film Scoring for Motion Pictures]] - Lessons for non-musicians who want to learn to make music for motion pictures. The class shows you that music for movie must create the proper mood. Therefore, just musical sound effects is often all that is needed. And with programs like GarageBand with Jam Pack:Symphony Orchestra, this is easy. [[Special:Emailuser/Robert_Elliott|Mad Max]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Mad Max's Course in Film Scoring for Motion Pictures|Course: Overview of film scoring]]</big> |} </center> . ---- ---- ===Script Writing=== ;[[Course:Basic Filmmaking for High School Drama Departments | Course #03]] - Filmmaking for high school drama departments</font> * [[Course:Basic Filmmaking for High School Drama Departments | Creating a short motion picture by a high school drama department]] - When finished, this course will take you through all the steps of filming a short motion picture by a high school drama department for worldwide distribution. For now, we just discuss script writing. Your instructor is [[Special:Emailuser/Robert_Elliott|Instructor:Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Course:Basic Filmmaking for High School Drama Departments | Course: Script writing for drama departments]]</big> |} </center> . ---- ---- ===Film Editing - Motion picture style=== ;[[Course:Fundamentals of narrative film editing | Course #04]] - Hands-on editing of feature films and television dramas</font> * [[Course:Fundamentals of narrative film editing | The fundamentals of narrative film editing]] - Of all the post production skills, the best known and least understood is the editing of scripted dialog from dramatic scenes (conversations.) Your instructor is [[Special:Emailuser/Robert_Elliott|Instructor:Robert Elliott]]. [[Image:Crystal Clear app xfmail.png|32px]] <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#ffffe0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Course:Fundamentals of narrative film editing | Course: Film editing for dramatic scenes]]</big> |} </center> . ---- ---- <center><big>[[A Hands-On Introduction to Game Design and Production Processes|Narrative filmmaking in Game Design]]</big></center> ;[[A Hands-On Introduction to Game Design and Production Processes|Course #05]] - A Hands-On Introduction to Game Design and Production Processes * [[A Hands-On Introduction to Game Design and Production Processes]] - Has several related lessons and includes 3D Animation using Art of Illusion. Will cover Visual Effects/Matte Painting/3D Animation. ---- ---- <center><big><font color="purple">Your Course Goes Here</big></center> ;Course #06 *... If you wish to offer your own '''COURSE''' in Narrative Film Production, list it here. This is only for NARRATIVE filmmaking (dramatic scenes with scripted dialog and professional actors filmed with a single camera.) If you need assistance, contact [[User:Robert Elliott|Robert Elliott]]) . | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center><big>Software Reviews</big></center> <center>[[Image:Crystal Clear app package.png]]</center> ==Free Software for Filmmaking== *[[Review:ArtRage2 Free |ArtRage2 Free]] - 5 Stars [[Image:Star*.svg|16px]] *[[Review:FrameForge 3D Studio 2 Demo Version|FrameForge 3D Studio demo]] - 5 Stars [[Image:Star*.svg|16px]] *[[Review:Notation Protégé demo|Notation's Protégé demo]] - 4 Stars [[Image:Star*.svg|16px]] *[[Review:DAZ Studio | DAZ Studio]] - 4 Stars [[Image:Star*.svg|16px]] *[[Review:Victoria | Victoria]] - 3 Stars [[Image:Star*.svg|16px]] *[[Review:Audacity|Audacity]] - 3 Stars [[Image:Star*.svg|16px]] *[[Review:Finale NotePad|Finale NotePad]] - 1 Stars [[Image:Star*.svg|16px]] ---- <center>[[Image:Crystal Clear device cdrom mount.png]]</center> ==Not Free Software for Filmmaking== *[[Review:Jam Pack: Symphony Orchestra|Jam Pack: Symphony Orchestra]] *[[Review:Poser|Poser]] *[[Review:Disk 2 - "24 Unedited Scenes"|Disk 2 - "24 Unedited Scenes"]] *[[Review:Disk 1 - "Follow Dave?" Editing Workshop|Disk 1 - "Follow Dave?" Editing Workshop CD]] *[[Review:Disk 9 - "Hearing Voices" Editing Workshop|Disk 9 - "Hearing Voices" Editing Workshop DVD-Video]] *[[Review:"Fireworks Display" Editing Workshop|"Fireworks Display" Editing Workshop DVD-Video]] *[[Review:MOTU Symphonic Instrument|MOTU Symphonic Instrument]] |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Department description - What is Narrative Film Production?== ;Narrative Film Production (Single Camera filming) *'''Narrative Film Production''' means: # dramatic scenes with scripted dialog # using professional actors # who memorize their lines and # is filmed with independent camera (not synced, recorded or switched together) # and edited so that time speeds up or slows down (non-linear editing.) *'''Narrative Film Production''' refers to the wide ranging technologies using standard motion picture procedures (single camera; sync sound; non-linear editing) shot with film or digital video cameras and the dialog is recorded using a separate audio tape recorder with a microphone. *'''Narrative Film Production''' is the procedure for filming developed by the motion picture industry in the 1930s after the invention of talking pictures. While this method has many variation over the years, it remains the basic workflow used for the last 70 years in the motion picture and television industry for narrative feature films and episodic television dramatic production. *'''Narrative Film Production''' is also the same technology used to make narrative TV commercials. If you learn to make narrative motion pictures, you can make narrative television commercials and vise versa. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear action stop.png|right|96px]] ==It is not…== '''Narrative film production''' is <font color="black">'''not'''</font> to be confused with <font color="black">'''Television Studio Production'''</font> which uses multiple synced cameras and live switching between cameras. This is linear editing, often done in real time. <font color="black">'''Television studio production'''</font> is the standard method for recording non-narrative television shows from ''The Tonight Show'' to Julia Child's ''The French Chef''. <font color="black">'''Television studio production'''</font> is also the standard method of filming a Sitcom or video taping theater dramas and school plays. Even though these are narrative productions, the editing never slows down or speeds up time. <font color="black">'''Television studio production'''</font> is a totally different technology from narrative film production because television studio production is based on linear editing while motion picture style editing is a non-linear editing process. (The cutting and pasting of film was non-linear long before computers were invented.) Our lessons do '''not''' discuss television studio production. The courses listed you see here cover only the 30 steps of '''Narrative Film Production'''. |} <center> {{Homework01}} {{Storyboard Pop Quiz Answers}} {{Homework04}} </center> [[Category:Media]] [[Category:{{PAGENAME}}| ]] 9375 65286 2007-01-01T19:53:16Z Robert Elliott 1436 minor changes __NOTOC__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>What are thumbnail storyboards?</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Thumbnail Storyboards== ;Definition * '''Storyboards''' show what the movie will look like. * '''Thumbnail''' storyboards are the first sketches of the storyboards, usually no bigger than your thumbnail. Most thumbnail storyboards are just tiny stick figure drawings. That is all you needed to explain your shots to me and our jolly crew. <center>[[Image:SBTDSChooseTSB1d.jpg]]</center> ;You say, "What is the big deal?" :Storyboards are important for two reasons. :;Make Decisions ::When you draw the storyboards, you make all the visual decisions for your movie. This is the step where the movie begins to have life. Once the storyboards are complete, any skilled filmmaker can visualize how the final movie will appear. :;Continuity ::Storyboard are more than just pretty pictures. Anyone can make a good looking shot. ::The storyboards explain the continuity of the shots. Do all the shots '''work together'''? The storyboards are the first (and best) test of the continuity of the shots. ;Tremendously powerful :All this comes from just those tiny sketches. It is amazing how something this simple can be so vital to the making of movie. ---- <center>[[Image:Reptsb6.jpg]] → [[Image:Reptsb7.jpg]]<br><br>Thumbnails are very simple storyboard. Just enough to explain the shot.<br>Can you see what is happening?</center> ---- ==How to draw thumbnail storyboard== ;A. Position of the heads :In simplest terms, a thumbnail storyboard is just the location of the heads of the people in the scene. If you can clearly show the position, size, and expression of each person's head, most everything else is clear. ;B. Body optional :The bodies of the actors can also be drawn but this step is not required. By drawing the body, you help show how each actor relates to the others in the scene, however, drawing the head usually already shows this information. ;C. Camera angle :This shows how you will frame the shot. This is what makes the shot visual appealing. ;D. The Lens is the Thing :The relationship of the characters in a storyboard frame is '''not''' about acting but about the lens that will used to film the scene. Draw the thumbnail storyboard to show the relationship between the actors and you will also explain what lens is needed to capture this image. (More about lenses in Lesson 8.) <center>[[Image:Thumbnail storyboard SBTDS Ugoglen 3.jpg|160px]]</center> ==Recommended Frame Size== :Thumbnail storyboards are very simple. Therefore, the smallest possible frame size is the ideal size. I find that 160 by 90 pixels is a good size for thumbnail storyboards for motion pictures that will be released in the 16 by 9 aspect ratio. These numbers are easy to remember since, obviously, a frame which is 160 by 90 pixels has a 16-by-9 aspect ratio. ;Note :If you are using a program like ArtRage where texture is important, a frame size of 160 by 90 pixels is too small and awkward. I use a frame size of 640 by 360 pixels and later reduce the completed image to 160 by 90 pixels. ==More Advanced Storyboards== :Thumbnail storyboards are only the first step. This is not the final step. :More accurate storyboards are needed for the camera person. These are the 3D storyboards. :Larger storyboards are needed for the animatic (a movie of the storyboards). Beautiful storyboards are needed for the investors. :For the animated version, storyboards that become the keyframes of the animated version of the movie. :Fortunately, for now, all we need is rough sketches which is thumbnail storyboards. ==The Vocabulary of Storyboards== :When you create a storyboard, even a simple thumbnail storyboard, you are using the visual vocabulary of motion pictures. That means if you put two people in a shot, then you have created a '''"Two Shot"'''. And if your shot is a wide angle shot at the beginning of a movie, you are creating '''an establishing shot'''. * Start by looking at the required reading page from [http://www.mediacollege.com/video/shots/ Medial College on the various shots in a movie.] This only takes a few moments to scan. ==Camera and actor's movements== :When possible, include information such as camera moves and the angle of each shot in the drawings that you do. :If you need to show how the camera moves in a shot, you can simply draw '''two''' storyboards which show the beginning and the ending position of the camera and actors in the shot. Or you can draw an arrow in the storyboard frame to explain where the camera is moving during the shot. :Don't forget to draw the camera angle. If the camera is pointing up, draw the heads smaller than normal. If the camera is pointing down at the actor, make the heads larger. :Also, the eyes of the actor's can explain the position of the camera and the position of the other actors in the scene. ==Lens Distortion== :Learn to draw the distortion of a lens. Use only wide angle and telephoto lenses, never a neutral (50mm) lens. Here is why: ===1. Wide Angle Lens=== * A wide angle lens creates the feeling of distance and cold. ===2. Telephoto Lens=== * A telephoto lens creates the feeling of warmth and close together. ===3. A Neutral Lens=== * A neutral lens has no distortion so everything appears as if viewed by the human eye. Without distortion, visual information is missing. The pictures are neither warm nor cold, close or distant. This lack of information makes the picture boring. ==How Many Drawings are Enough?== :Look at the [[Lesson:The_Raw_Script |unformatted script]] for '''''Seduced by the Dark Side!'''''. Each line is numbered. Therefore, you probably need at least one picture for each numbered line. If you have a special camera move or a special effect, you can create more than one picture. (Or you can use the [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards.) ---- ---- | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center> <h3>Thumbnail Storyboard</h3> <big>by Mukesh Tiwari</big> 3D frames by Robert Elliott </center> (1) <center>[[Image:MT1a.jpg]] Looking at poster dolly in [[Image:MT1b.jpg]] dolly in [[Image:MT1c.jpg]] Young Person:<br>"That was a great movie..." </center> ---- (2) <center>cut to [[Image:MT2.jpg]] Young Person (continued):<br>"but I do not understand one thing." </center> ---- (3) <center> Cut to the Old Person looking towards the camera [[Image:MT3.jpg]] Old Person: What's that? </center> ---- (4) <center> Cut to [[Image:MT4.jpg]] Young Person:<br>"How can anyone be seduced by the Dark Side?" </center> ---- (5) <center> cut to [[Image:MT5a.jpg]] The old person thinks for a while. [[Image:MT5b.jpg]] Old Person:<br>"What computer do you have at home?" </center> ---- (6) <center> [[Image:MT6.jpg]] The Young Person (eagerly):<br>"A Macintosh!" </center> ---- (7) <center> [[Image:MT7.jpg]] Old Person:<br>"But what computer does your father use at work?" </center> ---- (8) <center> [[Image:MT8a.jpg]] The young person thinks for a moment. [[Image:MT8b.jpg]] Young Person (amazed and excited):<br>"Seduced by the Dark Side!" </center> ---- (9) <center> [[Image:MT9.jpg]] The old person smiles. </center> ---- (10) <center> [[Image:MT10a.jpg]] Old Person and the Young Person<br>walk toward home together. [[Image:MT10b.jpg]] The End </center> |} <center> {{Film School:Storyboarding:Reference Materials}} {{Homework04}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :Continue this lesson at [[LessonPage:Thumbnail storyboard examples|Thumbnail storyboard examples]] [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9376 65386 2007-01-02T04:02:19Z Robert Elliott 1436 Minor Correction __NOTOC__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Five example storyboards for our movie.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | ==Example Thumbnail Storyboards== :The major challenge is finding the best way to start the movie. There is no correct answer. :Therefore, I will show you some interesting examples: | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Empty Space == This space is empty. |} <!-- 1 --> {| cellpadding="10" cellspacing="2" style="width: 99%; background-color: red; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| ===Example 1. Start with a wide-angle shot…=== Fade In <math>\Rightarrow</math> [[Image:REPtsb1.jpg]] <math>\Rightarrow</math> Dolly In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <math>\Rightarrow</math> Pedestal Down <math>\Rightarrow</math> [[Image:REPtsb2.jpg]] <center>[[Image:Nuvola apps noatun.png|32px]] [[Storyboard Example 1| '''''CLICK HERE TO SEE MORE.''''']] (Example 1) [[Image:Nuvola apps noatun.png|32px]] </center> In this [[Storyboard Example 1| EXAMPLE (1)]], the scene starts with a simple wide angle shot showing the entire movie set. Two people are viewing a movie poster in front of a theater. The camera quickly dollies in and we see that the poster is for '''''Star Wars'''''. The Star Wars' theme plays for three seconds. Then the camera moves down to watch the back of the Younger Person who beings to speak… |} <!-- 2 --> {| cellpadding="10" cellspacing="2" style="width: 99%; background-color: green; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 2px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ===Example 2. Start with a side shot…=== Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1a.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Dolly Out <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1c.jpg]] <center>[[Image:Nuvola apps noatun.png|32px]] [[Storyboard Example 2| '''''CLICK HERE TO SEE MORE.''''']] (Example 2) [[Image:Nuvola apps noatun.png|32px]] </center> In this [[Storyboard Example 2| EXAMPLE (2)]], the scene starts with a simple wide angle shot from the side of two people looking at a movie poster on the wall. We hear the sounds outside a movie theater at night. Then the camera cuts to the poster which is '''''Star Wars'''''. The camera moves back past the heads of the two people. The Young Person begins to speak… |} <!-- 3 --> {| cellpadding="10" cellspacing="2" style="width: 99%; background-color: blue; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ===Example 3. Start with a close-up shot of the young person….=== Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1e.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <<math>\Rightarrow</math> Cut To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1f.jpg]] <center>[[Image:Nuvola apps noatun.png|32px]] [[Storyboard Example 3| '''''CLICK HERE TO SEE MORE.''''']] (Example 3) [[Image:Nuvola apps noatun.png|32px]]</center> In this [[Storyboard Example 3| EXAMPLE (3)]], the scene starts with a close-up shot of the Young Person who is obviously interested in something he sees. Then the camera cuts to movie poster for '''''Star Wars''''' and the musical theme plays for three seconds. Then the camera cuts to a side view of the Young Person and perhaps someone standing next to the Young Person. The Young Person begins to speak… |} <!-- 4 --> {| cellpadding="10" cellspacing="2" style="width: 99%; background-color: yellow; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ===Example 4. Start with a close-up shot of the movie poster…=== Fade In <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1b.jpg]] <math>\Rightarrow</math> Cut To <math>\Rightarrow</math>[[Image:SBTDSChooseTSB1e.jpg]] <math>\Rightarrow</math> Dolly To <math>\Rightarrow</math> [[Image:SBTDSChooseTSB1d.jpg]] <center>[[Image:Nuvola apps noatun.png|32px]] [[Storyboard Example 4| '''''CLICK HERE TO SEE MORE.''''']] (Example 4) [[Image:Nuvola apps noatun.png|32px]]</center> In this [[Storyboard Example 4| EXAMPLE (4)]], the scene starts with a close-up shot of the movie poster and then cuts to the Young Person. The camera slowly dollies out to show both the Younger Person and the Older Person. The Younger Person begins to speak… |} <!-- 5 --> {| cellpadding="10" cellspacing="2" style="width: 99%; background-color: orangered; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ===Example 5. Start with a close-up shot of the movie poster…=== Fade In <math>\Rightarrow</math> [[Image:Thumbnail storyboard SBTDS Ugoglen 1.jpg|160px]] <math>\Rightarrow</math> Dolly To <math>\Rightarrow</math>[[Image:Thumbnail storyboard SBTDS Ugoglen 2.jpg|160px]] <math>\Rightarrow</math> <math>\Rightarrow</math> [[Image:Thumbnail storyboard SBTDS Ugoglen 3.jpg|160px]] <center>[[Image:Nuvola apps noatun.png|32px]][[Film School:Thumbnail storyboard:SBTDS:Ugoglen| '''''CLICK HERE TO SEE MORE.''''']] (Example 5) [[Image:Nuvola apps noatun.png|32px]]</center> In this [[Film School:Thumbnail storyboard:SBTDS:Ugoglen| EXAMPLE (5)]], the scene starts with a close-up shot of the movie poster and then the camera slowly dollies out to show both the Younger Person and the Older Person. The Younger Person begins to speak… |} ---- ---- <center> {{Film School:Storyboarding:Reference Materials}}<br> {{Homework04}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :Continue this lesson at [[LessonPage:What software for thumbnail storyboards?|What software for thumbnail storyboards?]] [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9377 77350 2007-01-16T23:28:01Z Mystictim 626 added welcome and expand {{welcome and expand}} Mathematical molecular biology explores quantitative and formal logical mechanisms of molecular biology. It addresses the following aspects of molecular biology, with applications in major biomedical progresses and challenges, such as cancer, diabetis, and aging. 1. Time scale analysis 2. Space scale analysis 3. Uncertainty at bio-molecular level 4. Self organization 5. Energy landscaping 6. Soft material dynamics == Headline text == and challenges, such as cancer, diabetis, and aging. [[Category:Molecular biology]] 9378 77353 2007-01-16T23:29:35Z Mystictim 626 changed template to welcome and expand {{welcome and expand}} == Mathematical Finance == Mathematical Finance is the study on the quantitative behavior of financial products. The main topics include: * '''1. Asset pricing''' * '''2. Structure of derivatives''' * '''3. Strategies of hedging''' * '''4. Time scale anaylsis''' * '''5. Space scale analysis''' * '''6. Assessment of arbitrage opportunities''' * '''7. Risk management'''. == See also == [[Fundamentals of stochastic differential equations]] [[Category:Finance]] 9379 46724 2006-11-19T19:18:42Z J.Steinbock 2353 English Title <div style="margin-bottom: 6px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px; -moz-border-radius: 8px; background: #CFDBC5; padding: 3px;"><h3 style="-moz-border-radius: 8px; background: #597368; text-align: center; padding: 3px; margin-bottom: -2px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px;"><span style="color: #F0FFF0; letter-spacing: 0.3em;">Introduction</span></h3><div style="padding: 5px; text-align: center; font-family: arial, sans-serif;" class="plainlinks"> The '''School of Spanish''' is a course that stresses oral communication, reading comprehension, and writing while continuing to introduce new vocabularly and grammar structures. </div></div> 9380 46723 2006-11-19T19:17:12Z J.Steinbock 2353 Resource One <div style="margin-bottom: 6px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px; -moz-border-radius: 8px; background: #CFDBC5; padding: 3px;"><h3 style="-moz-border-radius: 8px; background: #597368; text-align: center; padding: 3px; margin-bottom: -2px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px;"><span style="color: #F0FFF0; letter-spacing: 0.3em;">Resources</span></h3><div style="padding: 5px; text-align: left; font-family: arial, sans-serif;" class="plainlinks"> To be modified 9381 46725 2006-11-19T19:22:01Z J.Steinbock 2353 Resource Two <div style="width: 250px; margin-left: 2px; margin-bottom: 6px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px; -moz-border-radius: 8px; background: #CFDBC5; padding: 3px;"><h3 style="-moz-border-radius: 8px; background: #597368; text-align: center; padding: 3px; margin-bottom: -2px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px;"><span style="color: #F0FFF0; letter-spacing: 0.3em;"> Alternate Resources</span></h3><div style="padding: 5px; text-align: left; font-family: arial, sans-serif;" class="plainlinks"> To be modified </div></div> 9382 46726 2006-11-19T19:23:54Z J.Steinbock 2353 Students <div style="width: 250px; margin-left: 2px; margin-bottom: 6px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px; -moz-border-radius: 8px; background: #CFDBC5; padding: 3px;"><h3 style="-moz-border-radius: 8px; background: #597368; text-align: center; padding: 3px; margin-bottom: -2px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px;"><span style="color: #F0FFF0; letter-spacing: 0.3em;">Students</span></h3><div style="padding: 5px; text-align: left; font-family: arial, sans-serif;" class="plainlinks"> To be modified </div></div> 9383 46727 2006-11-19T19:29:54Z J.Steinbock 2353 Heading {| style="width: 100%; margin-top: 3px; text-align: center; -moz-border-radius: 8px; margin-bottom: 3px; border-left: #003300 solid 1px; border-top: #003300 solid 1px; border-right: #003300 solid 2px; border-bottom: #003300 solid 2px; background: #CFDBC5;" | <big>The School of Spanish</big> |} 9384 46731 2006-11-19T19:45:57Z J.Steinbock 2353 Close {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#87CEEB;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | <big><big>'''<font face= color="white">[[Spanish|Home]]</font> '''<font face= color="white">[[Spanish/Verbs/A|A]]</font> <font face= color="white">[[Spanish/Verbs/B|B]]</font> <font face= color="white">[[Spanish/Verbs/C|C]]</font> <font face= color="white">[[Spanish/Verbs/D|D]]</font> <font face= color="white">[[Spanish/Verbs/E|E]]</font> <font face= color="white">[[Spanish/Verbs/F|F]]</font> <font face= color="white">[[Spanish/Verbs/G|G]]</font> <font face= color="white">[[Spanish/Verbs/H|H]]</font> <font face= color="white">[[Spanish/Verbs/I|I]]</font> <font face= color="white">[[Spanish/Verbs/J|J]]</font> <font face= color="white">[[Spanish/Verbs/K|K]]</font> <font face= color="white">[[Spanish/Verbs/L|L]]</font> <font face= color="white">[[Spanish/Verbs/M|M]]</font> <font face= color="white">[[Spanish/Verbs/N|N]]</font> <font face= color="white">[[Spanish/Verbs/O|O]]</font> <font face= color="white">[[Spanish/Verbs/P|P]]</font> <font face= color="white">[[Spanish/Verbs/Q|Q]]</font> <font face= color="white">[[Spanish/Verbs/R|R]]</font> <font face= color="white">[[Spanish/Verbs/S|S]]</font> <font face= color="white">[[Spanish/Verbs/T|T]]</font> <font face= color="white">[[Spanish/Verbs/U|U]]</font> <font face= color="white">[[Spanish/Verbs/V|V]]</font> <font face= color="white">[[Spanish/Verbs/W|W]]</font> <font face= color="white">[[Spanish/Verbs/X|X]]</font> <font face= color="white">[[Spanish/Verbs/Y|Y]]</font> <font face= color="white">[[Spanish/Verbs/Z|Z]]</font>'''</big></big> |} |} <big><font face= color="white">Use the letters above to locate the desired verb and its traditional English translation.</font></big> |} 9385 70396 2007-01-11T02:28:12Z JWSchmidt 20 [[Category:Spanish]] {{Spanish/Verbs}} [[Category:Spanish]] 9388 80480 2007-01-24T00:23:44Z Hackerjack 5728 {| class="wikitable" |- ! User !! Date of Joining !! Purpose !! Level |- | [[User:J.Steinbock|J.Steinbock]] || 19 November 2006 || Instructor || Spanish I and II |- | [[User:Ryan.riverside|Ryan.riverside]] || 4 January 2007 || Student || Spanish II |- | [[User:Chuckt006|Chuckt006]] || 21 November 2006 || Student || Spanish I |- | [[User:rcbernstein|Rcbernstein]] || 21 November 2006 || Student || Spanish I |- | [[User:Caecilius|Caecilius]] || 22 November 2006 || Student || Spanish I |- | [[User:tjacn2000|tjacn2000]] || 24 November 2006 || Student || Spanish I |- | [[User:Mondomunchies|Mondomunchies]] || 28 November 2006 || Student || Spanish I and II |- | [[User:Keithmxgb|Keithmxgb]] || 29 November 2006 || Studnt || Spanish I |- | [[User:RedDog61|RedDog61]] || 29 November 2006 || Studnt || Spanish I |- | [[User:Elatanatari|Elatanatari]] || 2 December 2006 || Student || Spanish I |- | [[User:JHoltzman|JHoltzman]] || 10 December 2006 || Student || Spanish I |-|- | [[User:nuker|Nuker]] || 13 december 2006 || Student || Spanish I |- | [[User:ecotype|Ecotype]] || 15 December 2006 || Student || Spanish I |- | [[User:LOC85|LOC85]] || 18 December 2006 || Student || Spanish I |- | [[User:leprechaunbean|leprechaunbean]] || 18 December 2006 || Student || Spanish I and II |- | [[User:Jountui|Jountui]] || 2 December 2006 || Student || Spanish I |- | [[User:El_charangista|El_charangista]] || 23 December 2006 || Student || Spanish I |- | [[User:hilla6tight|hilla6tight]] || 26 December 2006 || Student || Spanish I |- | [[User:vineethr007|Vineeth]] || 29 December 2006 || Student || Spanish I and II |- | [[User:roller|Roller]] || 1 January 2007 || Student || Spanish II |- | [[User:Rockandroar|Rockandroar]] || 5 January 2007 || Student || Spanish I |- | [[User:tonydyer|tonydyer]] || 07 January 2007 || Student || Spanish I and II |- | [[User:UnraisedArc|UnraisedArc]] || 07 January 2007 || Student || Spanish I |- | [[User:Mikeylito|Mikeylito]] || 12 January 2007 || Student || Spanish I |- | [[User:Zeeshan|Zeeshan]] || 13 January 2007 || Student || Spanish I and II |- | [[User:Zac Stewart|Zac Stewart]] || 14 January 2007 || Student || Spanish II |- | [[User:Sensorymoments|Sensorymoments]] || 17 January 2007 || Student || Spanish II |- | [[User:erusse_estelinya|erusse_estelinya]] || 22 January 2007 || Student || Spanish II |- | [[User:HackerJack|HackerJack]] || 24 January 2007 || Student || Spanish I |- 9392 76291 2007-01-15T03:01:06Z J.Steinbock 2353 [[Category:Spanish Language Division]] and [[Category:Spanish]] {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>[[Spanish|Spanish Language Course]]</font>'''</big></big></big> |} |} {{Spanish Header}} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Curriculum</font> |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish One</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Curriculum |- | <font face= color="white">Spanish One is a comprehensive course which introduces Spanish to its participants. This course stresses the building of basic vocabularly, grammar structures, reading, and writing.<br><br> This class is presently seeking students.</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish Two</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Curriculum |- | <font face= color="white">Spanish Two continues to introduce the Spanish language to students with commitment to learn this language. After completing the course, students should be able to communicate without the need to think extensively. This is the precursor to more advanced classes for fluent speakers.<br><br>This class is presently seeking students.</font> |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 9393 80025 2007-01-22T16:53:09Z Student Galaxy 3488 problem with the bording, I'm sorting it now ==Barnstars== On Wikiversity, users who make great contributions are rewarded with barnstars. These originated on wikipedia, but soon became the universal reward for wikimedia. ===The Barnstars=== These are the barnstars currently formatted and used on Wikiversity. If you make one, please format it as the next number in the sequence and add it here. {| class="wikitable" !Image!!What to type!!Description |- |[[Image:Barnstar.png|Plain Barnstar]] |<nowiki>{{subst:Barnstar 1 | Reason for award ~~~~}}</nowiki> |'''The plain Barnstar''' This barnstar, first introduced on Wikipedia, is given as a general award for great contributors to wikiversity |- |[[Image:Learningcycle.png|100px]] |<nowiki>{{subst:Barnstar 2 | Reason for award ~~~~}}</nowiki> |'''The Learning Cycle Barnstar''' This barnstar is used for people who contribute greatly to the learning environment of wikiversity. |- |[[Image:Barnstar_Speedy.png]] |<nowiki>{{subst:Barnstar 3 | Reason for award ~~~~}}</nowiki> |'''The Shooting Barnstar''' This barnstar is used for people who have recently made one or more huge improvements to wikiversity. |- |[[Image:Thegraphicsbarnstar.png]] |<nowiki>{{subst:Barnstar 4 | Reason for award ~~~~}}</nowiki> |'''The Graphics Barnstar''' This barnstar is used for people who have made many quality graphics for Wikiversity. |- |[[Image:Spain barnstar.png]] |<nowiki>{{subst:Barnstar 5 | Reason for award ~~~~}}</nowiki> |'''The Spanish Barnstar''' This barnstar is used for people who have made many quality contributions to the Spanish area of Wikiversity. |- |[[Image:Templatebarnstar.png]] |<nowiki>{{subst:Barnstar 6 | Reason for award ~~~~}}</nowiki> |'''The Template Barnstar''' This barnstar is used for people who have made many quality templates for wikiversity. |- |[[Image:Silverbarnstar.png‎]] ||<nowiki>{{subst:Barnstar 7| Reason for award ~~~~}}</nowiki> |'''The silver Barnstar''' This barnstar is for special Wikiversity users who have made thousands of fine edits for wikiversity. |- |[[Image:Antivandalbarnstar.png‎]] ||<nowiki>{{subst:Barnstar 8| Reason for award ~~~~}}</nowiki> |'''The anti vandal barnstar''' This barnstar is for wikiversity users who revert a lot of vandalism on Wikiversity, and help prevent it at a large scale.|- |- |[[Image:Goldbarnstar.png‎]] ||<nowiki>{{subst:Barnstar 9| Reason for award ~~~~}}</nowiki> |'''The golden barnstar''' This barnstar is for the finest of all wikiversity users, who have made the most edits, reverted vandalism, created many articles, and so on.|- |- |[[Image:Atomicbarnstar.png]] ||<nowiki>{{subst:Barnstar 10| Reason for award ~~~~}}</nowiki> |'''The atomic barnstar''' This barnstar is for users who have made excellent contributions to the Wikiversity school of science.|- |- |[[Image:Barnstar-camera.png‎]] ||<nowiki>{{subst:Barnstar 10| Reason for award ~~~~}}</nowiki> |'''The image barnstar''' This barnstar is for wikiversity users who have uploaded a tirelessly a lot of quality images to brighten wikiversity. |- |[[Image:Wikiversity Defender Barnstar.png]] ||<nowiki>{{subst:Barnstar 11| Reason for award ~~~~}}</nowiki> |'''Defender of the wiki barnstar''' This barnstar is for wikiversity users who have bravely defended the wiki against spam, heavy multiple vandalism, and acts of take over and violation. |- == More == More Barnstars can be found at: [http://commons.wikimedia.org/wiki/Category:Barnstars The Wikimedia Commons] If you upload one, please post it here. [[Category:Wikiversity]] [[Category:Award templates]] 9394 76052 2007-01-14T23:22:05Z J.Steinbock 2353 add link {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>[[Spanish/Spanish One|Spanish One]]</font>'''</big></big></big> |} |} {{Spanish 1 Header}} {| width=100% align=center style= "text-align:center;background:#4169E1" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish One Resources</font> |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Culture</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5" | colspan=3 style= "text-align:center;background:#000080; color:white"|Resources |- | <font face= color="white">[http://espndeportes.espn.go.com ESPN Deportes]</font> | <font face= color="white">[http://www.univision.com/portal.jhtml Univision]</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Dictionary</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5" | colspan=3 style= "text-align:center;background:#000080; color:white"|Resources |- | <font face= color="white">[http://www.wordreference.com Spanish Dictionary]</font> |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 9395 76292 2007-01-15T03:01:38Z J.Steinbock 2353 <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Spanish Language Division</h2 > [[Image:Globe of letters.svg|right|88px|Languages]] Welcome to the Spanish Language Division of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. This division coordinates and focuses studies on the Spanish language which relate to the language itself. Fluency in the Spanish language is nearly assured if the students work at the expected rate and give their best effort. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses and [[Portal:Learning Projects|Projects]]</h2 > [[Image:Nuvola apps kmessedwords.png|right|44px|]] * [[Spanish/Spanish One| Spanish I]] :Spanish I is a comprehensive course which introduces Spanish to its participants. This course stresses the building of basic vocabularly, grammar structures, reading, and writing. This class is presently seeking students. * [[Spanish/Spanish Two| Spanish II]] :Spanish II continues to introduce the Spanish language to students with commitment to learn this language. After completing the course, students should be able to communicate without the need to think extensively. This is the precursor to more advanced classes for fluent speakers. This class is presently seeking students.<div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> </div> </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Task List</h2 > [[Image:Nuvola apps korganizer todo.png|right|44px|]] {{Topic:Spanish/to do}} </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Resources</h2 > [[Image:Nuvola_apps_bookcase.png|right|44px|]] The Spanish classes presently offered are operated through the use of various Wikimedia materials. A list of the materials may be viewed below: '''Wikipedia''' * [http://es.wikipedia.org/Portada Spanish Wikipedia] '''Wikibooks''' * [http://en.wikibooks.org/wiki/Spanish Spanish Wikibook] '''Wiktionary''' * [http://es.wiktionary.org/wiki/Portada Spanish Wiktionary] </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Division News</h2 > [[Image:Nuvola apps knewsticker.png|right|50px|]] * [[Topic:Spanish/News Archives|Archives]] '''November 20, 2006''' * A [[Template:Spanish|template]] is developed for all Spanish-related projects. * The [[Spanish|Spanish I]] class is presently seeking [[Spanish/Students|students]]. * The [[Spanish|Spanish II]] class is presently seeking [[Spanish/Students|students]]. </div > __NOEDITSECTION__ __NOTOC__ [[Category:Foreign Language Learning]] [[Category:Language and Literature]] [[Category:Multilingual Studies]] [[Category:Spanish Language Division]] 9400 46833 2006-11-19T22:24:43Z JWSchmidt 20 I (John Schmidt) made this image using two public domain images as starting material. {{PD}} I (John Schmidt) made this image using two public domain images as starting material. {{PD}} 9402 46839 2006-11-19T22:50:37Z Heltec 3202 Barnstar, free use by anyone, anywere. == Summary == Barnstar, free use by anyone, anywere. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9403 48088 2006-11-23T07:07:46Z Heltec 3202 color {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#ffffff}}};" |rowspan="2" valign="middle" | [[Image:Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Plain Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | {{{1}}} |}<noinclude> [[Category:Award templates|Plain Barnstar]] [[eu:Txantiloi:Izar arrunta]]</noinclude> 9405 47141 2006-11-20T23:55:36Z J.Steinbock 2353 Category {{userbox|#0000CD|#ADD8E6|[[Image:Nuvola Spain flag.svg|40px]]|This user is a member of the '''[[Topic:Spanish|Spanish Language Division]]'''.}} <noinclude>[[Category:Spanish Language Division]]</noinclude> 9406 46855 2006-11-19T23:30:13Z Heltec 3202 Spanish barnstar, free use. == Summary == Spanish barnstar, free use. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9407 46865 2006-11-19T23:56:10Z Heltec 3202 Graphics barnstar, free use. == Summary == Graphics barnstar, free use. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9408 47076 2006-11-20T20:44:02Z J.Steinbock 2353 Licensing == Licensing == {{Information |Description= This is a screenshot of the [[Topic:Spanish|Spanish Language Division]]. The purpose of this screenshot is to depict what the topic page should appear under a resolution of '''1440 x 900'''. A resolution other than this could alter your perception of the topic page. |Source=Self-made screenshot |Date=19 November 2006 |Author=[[User:J.Steinbock|J.Steinbock]] |Permission=GFDL |other_versions=None }} 9413 73979 2007-01-12T14:31:15Z Mystictim 626 added [[Category:Learning activities]] Creating the information architecture for a site sounds like a science (and some people do study it as a science!) but for our purpose as Web Designers we just want to learn how to '''structure the information on a website''' to maximise the target users ability to '''find what they want'''. Before working on these challenges, you will want to read through a bit of theory with WebDesignFromScratch's [http://www.webdesignfromscratch.com/information_architecture.cfm Information Architecture 101] and [http://www.webdesignfromscratch.com/ia_models.cfm Information Architecture models] (and if you have time, the other great resources on WebDesignFromScratch's [http://www.webdesignfromscratch.com/ia.cfm Information Architecture section].) A great way to get started practicing IA is to use WebDesignFromScratch's [http://webdesignfromscratch.com/web_design_process.cfm Web Design Process] with these challenges, as it's a very "down-to-earth" no-nonsense process. You can alternatively use the more formal process outline by Adobe's [http://www.adobe.com/education/webtech/CS2/unit_planning1/ia_print.htm Information Design], [http://www.adobe.com/education/webtech/CS2/unit_planning2/sd_print.htm Site Design] and [http://www.adobe.com/education/webtech/CS2/unit_planning2/pd_print_id.htm Page Design] tutorials. Using whichever tool you choose, for each challenge you will need to carry out the following tasks: # Identify (or clarify) the '''business goals of the website'''. # Identify and clarify the '''target audience'''. You may choose to create one or two [http://webdesignfromscratch.com/about-personas.cfm personas] for your primary target audiences. # Identify the [http://webdesignfromscratch.com/users_goals.cfm user's goals] for the website (what the ''user needs to be able to do''). These will relate to the business goals. # For each of the user goals and/or site goals, brainstorm the '''content requirements''' with the client (or your facilitator) and other team members. For the purpose of these challenges you should end up with a list of 15-20 content items. # Using Card-sorting technique or otherwise, '''group your information requirements''' into related topics that will help you target audience achieve their goals when using the website. # '''Create labels for your groups''' that are clear, consistent and intuitive to your target audience. # '''Document your site heirarchy''' using a sitemap. # Create a '''prototype navigation system''' (on paper!) based on the information architecture. # '''Test your website navigation system''' with others, using your target audience (and any personas or scenarios that you created), and adjust your information architecture as needed. Each challenge will provide different bits of information, you'll need to work together to brainstorm the rest! == Challenge 1: MobileAir == MobileAir is a new startup company that is launching it's mobile services in 6 months time. MobileAir is intending to save money by providing most of their services for clients on their website. MobileAir is particularly targetting young mobile users (15-30yrs, as that's where the money is). Example sites for inspiration or ideas: * [http://virginmobile.com.au Virgin Mobile] == Challenge 2: Mountains Retirement Village == Target Audience: # Wealthy people of 30-40 year age bracket, in the [city of your choice] area who have elderly parents that will benefit from the services of Mountains Retirement Villages # Tech-savvy people in the 50-60 year age bracket who are planning their own retirement. [[Category:Web Design]] [[Category:Learning activities]] 9414 50178 2006-11-30T03:29:16Z Robert Elliott 1436 minor additions ---- ---- ;Current Location :[[Wikiversity:Main Page | Wikiversity (English)]] <math>\Leftrightarrow</math> [[Portal:Humanities | Humanities]] <math>\Leftrightarrow</math> [[School:Art and Design|Art and Design]] <math>\Leftrightarrow</math> [[Portal:Fine Arts|Fine Arts]] <math>\Leftrightarrow</math> [[Topic:Film and Television |Film and Television]] <math>\Leftrightarrow</math> [[Topic:Film production|Narrative Film Production]] <math>\Leftrightarrow</math> [[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01 - Learning the Basics of Filmmaking]] <math>\Leftrightarrow</math> [[Lesson:Thumbnail_Storyboard | Lesson #004: Thumbnail Storyboards]] <math>\Leftrightarrow</math> [[Lesson 4 Storyboard Frames]] ---- ---- =Library of Storyboard Frames= ;Use these for reference :These are the current thumbnail storyboards for this movie '''''Seduced by the Dark Side!'''''. These are the storyboards drawn for [[Lesson:Thumbnail_Storyboard | Lesson #4]] of Course #1 of the WikiU Film School. ;Creating a storyboard using this library :To create your thumbnail storyboards for '''''Seduced by the Dark Side!''''', print out the [[Lesson:The_Raw_Script |unformatted script]]. Then you can select the thumbnail storyboards which you think will fit your idea of the action and mood of the scene. If you prefer, you can draw your own thumbnail storyboard. Most of these frames show here were drawn with Adobe Photoshop 4 (full version; Not Elements) which is ten years old and Adobe Photoshop 5.5 (full version; Not Elements). Another option is using [http://www.ambientdesign.com/artragedown.html ArtRage 2 Free]. This is a [http://www.ambientdesign.com/artrage.html fun painting program] from [http://www.ambientdesign.com Ambient Designs]. ==Thumbnail storyboard frames filmed from inside the line== <!-- <div style="float:right;width:50%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > =Draw a line between the actors= ;The Floor Plan! :Look at the floor plan for this movie. Then draw a line between the two people in the story. Unless they move or unless you move the camera while crossing the line, never jump across this line. Rule: You must never cut from a shot on one side of the line to a different shot on the other side of the line. <center> The wall with the poster, the old person and the young person<br> [[Image:CrossingLine.jpg]] Be careful when you cross the line between the the Young Person and the Old Person. </center> ;How This Works :Above is one possible floor plan for the movie '''''Seduced by the Dark Side!'''''. When you are filming, you can go anywhere you want. :However, when you are editing, you must never cut from a camera shot in the pink area to a camera shot in the green area. If you do, there will be a sudden confusion in the mind of the audience. <center>§</center> </div> </div> --> {| cellspacing=0 cellpadding=10 || style="width:900px; border: 4px #00ff00 solid;" | style="border: 1px #dddddd solid;" valign="top" | #1001<br>[[Image:SBTDSChooseTSB1a.jpg]]<br>The Young Person with the Old Person behind and the Poster | style="border: 1px #dddddd solid;" valign="top" | #1002<br>[[Image:SBTDSChooseTSB1f.jpg]]<br>The Old Person with the Young Person behind and the Poster. | style="border: 1px #dddddd solid;" valign="top" | #1003<br>[[Image:SBTDSChooseTSB1f3.jpg]]<br>The Young Person turns to face the Older Person. | style="border: 1px #dddddd solid;" valign="top" | #1004<br>[[Image:SBTDSChooseTSB1f2.jpg]]<br>The Young Person talks to the Older Person. | style="border: 1px #dddddd solid;" valign="top" | #1005<br>[[Image:SBTDSChooseTSB1d.jpg]]<br>Just the Young Person and the Old Person. |- | style="border: 1px #dddddd solid;" valign="top" | #1006<br>[[Image:SBTDSChooseTSB1da.jpg]]<br>The Young Person talks as they both look straight ahead. | style="border: 1px #dddddd solid;" valign="top" | #1007<br>[[Image:SBTDSChooseTSB3a.jpg]]<br>The Young Person turns and talks to the Old Person. | style="border: 1px #dddddd solid;" valign="top" | #1008<br>[[Image:SBTDSChooseTSB5a.jpg]]<br>The Young Person turns and talks to the Old Person who is looking at the Young Person. | style="border: 1px #dddddd solid;" valign="top" |#1009<br>[[Image:SBTDSChooseTSB4a.jpg]]<br>The Old Person talks to the Young Person. | style="border: 1px #dddddd solid;" valign="top" |#1010<br>[[Image:Reptsb5r.jpg]]<br>The Young Person talks (telephoto). |- | style="border: 1px #dddddd solid;" valign="top" | #1011<br>[[Image:SBTDSChooseTSB5b.jpg]]<br>The Old Person turns to the Young Person. | style="border: 1px #dddddd solid;" valign="top" | #1012a<br>[[Image:REPtsb4ar.jpg]]<br>The Old Person thinks and... | style="border: 1px #dddddd solid;" valign="top" | #1012b<br>[[Image:REPtsb4r.jpg]]<br>then replies (wide-angle shot). | style="border: 1px #dddddd solid;" valign="top" | #1013a<br>[[Image:SBTDSChooseTSB5bra.jpg]]<br>The Old Person thinks and... | style="border: 1px #dddddd solid;" valign="top" | #1013b<br>[[Image:SBTDSChooseTSB4b.jpg]]<br>then replies (telephoto shot). |- | style="border: 1px #dddddd solid;" valign="top" | #1014a<br>[[Image:REPtsb9ar.jpg]]<br>The Old Person thinks and... | style="border: 1px #dddddd solid;" valign="top" | #1014a<br>[[Image:REPtsb9r.jpg]]<br>then replies (over-the-shoulder shot). | style="border: 1px #dddddd solid;" valign="top" | #1015<br>[[Image:SBTDSChooseTSB1e.jpg]]<br>Just the Young Person. | style="border: 1px #dddddd solid;" valign="top" | #1016<br>[[Image:SBTDSChooseTSB5c.jpg]]<br>The Young Person talks. | style="border: 1px #dddddd solid;" valign="top" | #1017<br>[[Image:Reptsb10.jpg]]<br>The Young Person thinks. |- | style="border: 1px #dddddd solid;" valign="top" | #1018<br>[[Image:Reptsb11Right.jpg]]<br>The Young Person turns and talks to the Old Person. | style="border: 1px #dddddd solid;" valign="top" | #1019<br>[[Image:REPtsb12left.jpg]]<br>The Old Person smiles. | style="border: 1px #dddddd solid;" valign="top" | #1020<br>[[Image:REPtsb12lefttalk.jpg]]<br>The Old Person talks. | style="border: 1px #dddddd solid;" valign="top" | #1021<br>[[Image:SBTDSChooseTSB1b.jpg]]<br>A close up of the Poster | |} ==Thumbnail storyboard frames outside the line== {| cellspacing=0 cellpadding=10 || style="width:900px; border: 4px pink solid;" | valign="top" | #2001<br>[[Image:SBTDSChooseTSB1c.jpg]]<br>A close up of the Poster from beyond the Young Person and the Old Person. | valign="top" | #2002<br>[[Image:SBTDSbacktwoposter.jpg]]<br>A shot of the Poster from far beyond the Young Person and the Old Person. | valign="top" | #2003<br>[[Image:REPtsb2.jpg]]<br>A shot of the Poster from far beyond the Young Person. | valign="top" | #2004<br>[[Image:Reptsb3.jpg ]]<br>The Young Person turns to the Old Person (Wide Angle - Over the Shoulder). | valign="top" | #2005<br>[[Image:Reptsb5.jpg]]<br>The Young Person turns to the Old Person (telephoto - Over the Shoulder). |- |} · #2006 → [[Image:Reptsb10.jpg]] → The Young Person thinks. · #2007 → [[Image:Reptsb11Left.jpg]] → The Young Person talks. · #2008 → [[Image:Reptsb8.jpg]] → The Young Person talks. · #2009 → [[Image:Reptsb5.jpg]] → The Young Person talks (telephoto). · #2010 → [[Image:REPtsb4a.jpg]] → [[Image:REPtsb4.jpg]] → A wide angle shot which is why the Old Person in the Distance looks distorted. · #2011 → [[Image:SBTDSChooseTSB5brar.jpg]] → [[Image:SBTDSChooseTSB4br.jpg]] → The Old Person thinks and replies (telephoto shot). · #2012 → [[Image:REPtsb9a.jpg]] → [[Image:REPtsb9.jpg]] → The Old Person thinks and then replies (over-the-shoulder shot). · #2013 → [[Image:Reptsb6.jpg]] → [[Image:Reptsb7.jpg]] The Old Person thinks and then talks to the Young Person. · #2014 → [[Image:REPtsb12right.jpg]] → The Old Person Smiles. · #2015 → [[Image:REPtsb12righttalk.jpg]] → The Old Person talks to the Young Person (telephoto shot) · #2016 → [[Image:SBTDSChooseTSB4ar.jpg]] → The Old Person has turn to the Young Person and is talking. · #2017 → [[Image:SBTDSChooseTSB5ar.jpg]] → The Old Person has turn to the Young Person and the Young Person is talking. ==Ending Shots== · #8001 → [[Image:REPtsb1.jpg]] → A distant shot of the whole scene. · #8002 → [[Image:Reptsb14A.jpg]] → Ending Shot of the Young Person and the Old Person walking. · #8003 → [[Image:Reptsb14b.jpg]] → Ending Shot of the Young Person and the Old Person walking and then composited into the Matte Painting. ==Ambiguous== · #0001 → [[Image:Reptsb11.jpg]] → The Young Person is looking directly into the camera. · #0002 → [[Image:Reptsb12.jpg]] → The Old Person is looking directly into the camera. ==A Blank Frame== · #9001 → [[Image:Blanktsb.jpg]] → A blank thumbnail storyboard frame. · #9002 → [[Image:SBTDSblack.jpg]] → A black thumbnail storyboard frame. ---- ---- {| cellspacing=0 cellpadding=10 || style="width:300px; border: 4px #00ff00 solid;" | style="border: 1px #dddddd solid;" valign="top" | #1001<br>[[Image:SBTDSChooseTSB1a.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1002<br>[[Image:SBTDSChooseTSB1f.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1003<br>[[Image:SBTDSChooseTSB1f3.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1004<br>[[Image:SBTDSChooseTSB1f2.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1005<br>[[Image:SBTDSChooseTSB1d.jpg|80px]] |- | style="border: 1px #dddddd solid;" valign="top" | #1006<br>[[Image:SBTDSChooseTSB1da.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1007<br>[[Image:SBTDSChooseTSB3a.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1008<br>[[Image:SBTDSChooseTSB5a.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" |#1009<br>[[Image:SBTDSChooseTSB4a.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" |#1010<br>[[Image:Reptsb5r.jpg|80px]] |- | style="border: 1px #dddddd solid;" valign="top" | #1011<br>[[Image:SBTDSChooseTSB5b.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1012a<br>[[Image:REPtsb4ar.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1012b<br>[[Image:REPtsb4r.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1013a<br>[[Image:SBTDSChooseTSB5bra.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1013b<br>[[Image:SBTDSChooseTSB4b.jpg|80px]] |- | style="border: 1px #dddddd solid;" valign="top" | #1014a<br>[[Image:REPtsb9ar.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1014a<br>[[Image:REPtsb9r.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1015<br>[[Image:SBTDSChooseTSB1e.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1016<br>[[Image:SBTDSChooseTSB5c.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1017<br>[[Image:Reptsb10.jpg|80px]] |- | style="border: 1px #dddddd solid;" valign="top" | #1018<br>[[Image:Reptsb11Right.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1019<br>[[Image:REPtsb12left.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1020<br>[[Image:REPtsb12lefttalk.jpg|80px]] | style="border: 1px #dddddd solid;" valign="top" | #1021<br>[[Image:SBTDSChooseTSB1b.jpg|80px]] | |} ---- ---- ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Lesson:The_Raw_Script |unformatted script]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[WikiFilmSchool_N1P1 |original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* The [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. :::::* [[Reference:SBTDS:Storyboard Frames|All of the storyboard frames in a table]]. This will help you plan your shots. ---- ---- (aka [[All Storyboard Frames]]) [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9415 76867 2007-01-16T01:56:12Z JWSchmidt 20 [[Category:Medicine]] [[Aseptic Culture Technique]] [[Cell and Tissue Stains]] [[Microscope Operation]] [[Category:Medicine]] 9418 76302 2007-01-15T03:03:48Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] __NOTOC__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Tools for storyboarding.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] ===OPTION 1 - <font color="maroon">Paper and Pencil=== :Obviously, '''paper and pencil''' are the best possible tools for thumbnail storyboarding. :The only problem is how do you show your sketches to the other members of our jolly crew who live all around the world. *If you use pencil and paper, you have to scan your pictures into a computer… and that can take more time than drawing the pictures on a computer to start with. ---- ===OPTION 2 - <font color="maroon">Adobe Photoshop=== [[Image:Reptsb5.jpg|frame|A thumbnail storyboard frame created quickly using Adobe Photoshop 5.5]] :Adobe '''Photoshop''' is ideal for storyboarding because it is fast… once you become familiar with the program. Photoshop has round and square marquee tools for making selections which can be '''filled''' and '''stroked''' to create heads, eyes, and bodies. :All you need is Photoshop 4 or better to make wonderful storyboards. An old antique computer is perfect for this. (Though Photoshop is not free, you can use an old version which is almost free. I use version 5.5 on a laptop made 10 years ago.) ---- ===OPTION 3 - <font color="maroon">ArtRage </font>(Free demo version)=== ;<font color="green">Highly Recommended</font> !!! :[[Image:ArtRage 2 SB 1.jpg|frame|A very simple storyboard frame created using the free version of ArtRage.]] :[http://www.artrage.com/artrage.html ArtRage 2] is a fun painting program simulating simple artist tools. '''Ambient Design''' is a New Zealand based company founded by Andy Bearsley and Matt Fox-Wilson who came from MetaCreations Corp. They offer a [http://www.artrage.com/artragedown.html free version] of ArtRage 2 which has only some of the features of the full version. Still, the free version is more than enough to do this project. ;Note 1:ArtRage 2 requires a graphic tablet since a mouse is not a good painting tool. I tried using a mouse and could not do it. You must have an artist's tablet attached to your computer to get the benefit of pressure sensitivity. ---- ===OPTION 4 - <font color="maroon">Camera=== :Some film directors prefer to get real actors and have them walk through the script. As the actor move into position, the director photographs them. This way the director can use the actual lenses in the actual location. ---- ===OPTION 5 - <font color="maroon">FrameForge 3D Studio 2</font> - (Free demo version)=== :Good news! I have just discovered this wonderful program called "FrameForge". :[http://www.frameforge3d.com/ FrameForge 3D Studio 2] is a fun program which you can being using almost immediately. Download the free [http://www.frameforge3d.com/download.php demo version] and try it. I think you will like it!!! :For more info, look at the article on the right. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center> <h3>FrameForge 3D Studio 2</h3> <h4>The <font color="purple">Free </font>Demo Version</h4> [[Image:Shot 3011.jpg]] <h5>The young person looks at the movie poster.</h5></center> ==A wonderful opportunity== ;FrameForge 3D Studio 2 [http://www.frameforge3d.com/ FrameForge] is a great 3D storyboarding program. It is designed for professional storyboard artists to create lens accurate images for real motion pictures. Best of all, this program is well designed and well written. This is rare! ;The Advantage of FrameForge FrameForge has a unique advantage. The program teaches you about lenses. FreameForge 3D Studio is an excellent program for people who do not understand the impact of lenses. Unless you are an expert with SLR fixed-focus cameras, I strongly suggest that you start with the <font color="orangered">free </font>demo version of FreameForge 3D Studio to experiment with the way camera lenses work. After you know this, then you can begin creating thumbnail storyboards with pencil and paper. ;The Free Demo Version You can download a free demo version of FrameForge. This free version has limitations but the demo program works well enough for completing the storyboards for our movie while learning a tremendous amount about camera lenses. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Other Software== ;Not Recommended :[http://www.sketchup.com/ Sketch Up] has a [http://www.sketchup.com/index.php?title=Download+Page free demo version of SketchUp 5] which is fully working for 8 hours... which is enough time for you to experiment with the program creating storyboards. The program is absolutely fascinating but too awkward for storyboarding. I will continue to test this. There has to be some use in filmmaking for this wonderful program. ;Not Recommended :[http://www.eazydraw.com/ EazyDraw] has a free version. I could not change the page size in the free version so I could not make small storyboards. ;Not Recommended :[http://www.gimp.org GIMP] is the GNU Image Manipulation Program. It is a freely distributed piece of software for such tasks as photo retouching, image composition and image authoring. It works on many operating systems, in many languages. The GIMP ORG provides the free source code which then must be compiled in X11. This is not for the average filmmaker. (For more detail, see [[WikiU Film School - Problems installing GIMP]].) ;Not Recommended :[http://www.gimp.org/macintosh/ GIMP for the Macintosh] is available from different vendors but it is not free. I still cannot determine how easy it is to install. (For more detail, see [[WikiU Film School - Problems installing GIMP]].) ;Not Recommended :[http://www.gimp.org/windows/ GIMP for the Window] is available from different vendors but it is not free. I still cannot determine how easy it is to install. (For more detail, see [[WikiU Film School - Problems installing GIMP]].) ;Not Recommended :[http://www.openoffice.org/ Open Office 2] has a [http://www.openoffice.org/product/index.html draw] module which is designed for full size pages. It has no paint features for drawing expressions on the actor's faces. Therefore, creating small thumbnail storyboards is difficult. | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Untested== ;I have not tried this product :[http://www.powerproduction.com/artist.html Storyboard Artist] by Power Products provides professional level features that are easy to learn and access. Creates print boards and QuickTime animatics. Also useful for prototyping games and other visual projects. ;I have not tried this product :[http://www.powerproduction.com/quick.html Storyboard Quick] by Power Products comes complete with pre-drawn image libraries which includes rotating characters; both specific and generic locations plus everyday props. ;I have not tried this product :[http://www.powerproduction.com/studioben.html Storyboard Artist Studio] by Power Products contains all of the features of StoryBoard Artist with additional features such as a sketch mode which turns all your frames into a sketch-like look so no matter what you use in a frame, the printed page looks like you sketched it. |} <center> {{Template:Film School:Thumbnail Storyboarding:Completed Assignments}} {{Template:Film School:Storyboarding:Reference Materials}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page explains why FrameForge 3D Studio is an ideal learning tool. :* [[LessonPage:Storyboarding Pre-Visualization | Previsualization with tools such as FrameForge 3D Studio and DAZ Studio]] [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9419 70716 2007-01-11T15:32:49Z JWSchmidt 20 [[Category:Wikiversity culture]] Wikiversity strongly depends on the Etiquette of our members to remain functional and friendly, please follow these guidelines to keep the community friendly. == Etiquette on Wikiversity == * Always assume good faith. * Don’t bite the newcomers. * Be polite to everyone. * Don't ignore other peoples questions, if you dont know the answer, admit it. * Be civil. * Apologize if you do another person a wrong. * Forgive and forget. * See your own biases and control them. * Help solve disagreements between others. * Remember [[Wikiversity:What Wikiversity is not|what Wikiversity is not]]. [[Category:Wikiversity culture]] 9420 46925 2006-11-20T03:52:45Z Heltec 3202 Redirect #REDIRECT [[Wikiversity:Surveys]] 9421 46927 2006-11-20T03:54:17Z Heltec 3202 Redirect #REDIRECT [[Wikiversity:Etiquette]] 9422 76588 2007-01-15T19:57:10Z JWSchmidt 20 [[Category:Film and Television]] {{welcome and expand}} [[Category:Film and Television]] 9426 65471 2007-01-02T13:37:28Z Robert Elliott 1436 minor changes __NOTOC__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Visualizing the scene</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] ==Seeing what the scene will look like== ;Before you start storyboarding :Before you can start storyboarding, you must visualize (see in your mind) what the movie set will look like. After you have storyboarded a dozen scenes, you can do this entirely in your mind. But when you get started, you need help. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> ==Real, live bodies== ;The simplest way to previsiualize :The most common way for a director to previsualize is to set up a few chairs to represent all the furnature in the movie and then ask a few production assistants to stand in for the actors. Then the director walks around the room with an eye piece which allows her to see the scene as the camera lens will see the scene. This is the most simple and direct way to visualize what the scene will look like. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==The best previsualizing tool== ;FrameForge 3D Studio :An easy to use visualization tool is FrameForge 3D Studio which offers a free demo version which you can download immediately and begin using. Later, we will use this program to | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Other useful tools== ;Other visualization tools :DAZ Studio, Poser, Vue and Bryce can also be used for previsualization. |} <center> {{Film School:Storyboarding:Reference Materials}} {{Film School:Script Formatting:Completed Assignments}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :Go to [[LessonPage:Storyboarding with ArtRage2 | How to draw thumbnail storyboards with ArtRage 2]]. [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} <center> {{Film School:Storyboarding:Reference Materials}} {{Homework04}} </center> [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9427 46957 2006-11-20T08:25:30Z Michaelnelson 310 I created the image myself using OpenOffice Draw. == Summary == I created the image myself using OpenOffice Draw. == Licensing == {{CC-BY-SA-2.5}} 9428 46958 2006-11-20T08:26:12Z Michaelnelson 310 I created the image myself using OpenOffice Draw. == Summary == I created the image myself using OpenOffice Draw. == Licensing == {{CC-BY-SA-2.5}} 9429 67796 2007-01-08T01:25:53Z MichaelBillington 1599 fix double redir #REDIRECT [[Introductory algorithm challenges]] 9430 46964 2006-11-20T09:30:30Z Michaelnelson 310 {{Information |Description=Intro flowchart to add colour to Algorithm Challenges |Source=Created with Inkscape |Date=2005-11-20 |Author=Michael Nelson |Permission=CC-BY-SA |other_versions= }} == Summary == {{Information |Description=Intro flowchart to add colour to Algorithm Challenges |Source=Created with Inkscape |Date=2005-11-20 |Author=Michael Nelson |Permission=CC-BY-SA |other_versions= }} == Licensing == {{CC-BY-SA-2.5}} 9435 61334 2006-12-19T16:38:32Z 206.105.64.63 The C language provides arrays to store a series of elements of one data type. It also has pointers. Though pointers have been removed out of some modern languages such as Java, it still remains a topic of interest.(One of the most dreaded topics for Beginners.) == Introduction to Arrays == Let us start with an analogy. Suppose that you have a cupboard in you house. You would like to keep books on each shelf of the cupboard. It would be nice to keep Books related to one subject on one rack, books of abother subject on another rack. A rack is an array. A rack is used to store books of the same subject. Similarly, ''an array can store data of the same type.'' e.g. Array of 5 integers, array of 10 floating point nos., array of characters. {| border=2 cellspacing=1 cellpadding=5 | 1 | 2 | 3 | 4 | 5 |} An array of 5 Numbers The syntax for declaring an array is : <pre> data_type array_name[size]; </pre> '''int x[5];''' // Array of 5 integers<br> '''float y[6];''' // Array of 6 floating point numbers<br> '''char string[10];''' //Character array of length 10<br> The starting element of the array is called 0th element.<br> The next element is 1st element.<br> ...<br> The last element is (n-1)th element, where n is the size of the array.<br> == Array Initialisation == Suppose we have an array 'x'.<br> 0th element of x is denoted by x[0]<br> 1st element of x is denoted by x[1]<br> ... (n-1)th element of x is denoted by x[n-1]<br> When we declare an array, the array is initially empty. The array does not contain any values. We can initialise thisarray as follows - <pre> int x[5] = {5,7,2,3,8}; </pre> [[Image:Array.jpg]] <br> == More Array Initialisation== Let us see a small code snippet that prints the number of days per month. <pre> #include<stdio.h> #define MONTHS 12 void main(){ int days[MONTHS] = {31,28,31,30,31,30,31,31,30,31,30,31}; int i; for(i=0;i<MONTHS;i++) { printf(" Month %d has %d days. \n",i+1,days[i]); } } The output looks like this: Month 1 has 31 days. Month 2 has 28 days. Month 3 has 31 days. Month 4 has 30 days. Month 5 has 31 days. Month 6 has 30 days. Month 7 has 31 days. Month 8 has 31 days. Month 9 has 30 days. Month 10 has 31 days. Month 11 has 30 days. Month 12 has 31 days. </pre> It is better to leave it to the compiler to count the elements of the array. So lacking faith in our ability to count correctly, we let the computer give us the size of array. <pre> #include<stdio.h> void main(){ int days[]={31,28,31,30,31,30,31,31,30,31,30,31}; //Use empty brackets int i; for(i=0; i< sizeof days / sizeof (int);i++) { printf(" Month %d has %d days. \n",i+1,days[i]); } } </pre> == Assigning Array Values == We can assign values to array members by using array index. <pre> int x[5]; for(int i=0;i<5;i++) { x[i] = i+1; } </pre> Thus the array x will contain the elements 1,2,3,4,5. == Funtions and Arrays == === Passing Arrays to a Function=== Suppose we want to write a function that returns the sum of elements of the array. You will know how to pass an entire array to a function. <pre> #include<stdio.h> #include<conio.h> int sum(int a[]); void main(){ int marbles [] = {5,6,2,3,7}; int ans; clrscr(); ans = sum(marbles); printf("The total number of marbles : %d",ans); getch(); } int sum(int arr[]) { int i,s=0; for(i=0; i<5 ; i++) { s = s + arr[i]; } return s; } </pre> Note that we have passed the marbles array to the function. While passing an array to a function, we only write the name of the array.<br> '''ans = sum(marbles);'''<br> When defining the function we write - <br> '''int sum(int arr[])'''<br> Since ''marbles'' has been passed to the function, arr will refer to the marbles array inside the function. ==How Arrays are stored in Memory ?== When we declare an array<br> ''int arr[size]''<br> space is reserved in the memory of the computer for the array. The elements of the array are stored in these memory locations. The important thing about arrays is that '''Array elements are always stored in consecutive memory locations.'''We can verify this fact by printing the memory addresses of the elements. (Just like every person has a street address, every location in the memory has a memory address, usually a number, by which it can be uniquely identified.) <pre> #include<stdio.h> #include<conio.h> void main(){ int a[]={1,2,3,4,5,6,7,8,9,10}; int i; clrscr(); //Print the Addresses for(i=0;i<10;i++) { printf("\nAddress of a[%d] : %x",i,&a[i]); } getch(); } /*OUTPUT Address of a[0] : ffe2 Address of a[1] : ffe4 Address of a[2] : ffe6 Address of a[3] : ffe8 Address of a[4] : ffea Address of a[5] : ffec Address of a[6] : ffee Address of a[7] : fff0 Address of a[8] : fff2 Address of a[9] : fff4 */ </pre> As we can see, the elements are stored as ffe2, ffe4, ffe6,... But one might wonder they are not consecutive. The reason is very simple. The size of int data type in C is 2 Bytes. So array element ocuupy 2 bytes i.e.2 memory locations(Each memory location occupies 1 byte). So, a[0] will be stored at ffe2, ffe3, a[1] will be stored at ffe4, ffe5, a[2] will be stored at ffe6, ffe7 and so on.. In place of int, if we use a float array, since each float occupies 4 bytes, a[0] will be stored at ffe2,ffe3,ffe4,ffE5, a[1] will be stored at ffe6,ffe7,ffe8,ffe9 and so on.. [[Category:C computer language]] 9436 46992 2006-11-20T16:51:41Z Robert Elliott 1436 Rough Draft <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" | bgcolor="#ffffee" | {{Scriptoutline}} |} </center> [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:3D Storyboarding Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] 9437 65483 2007-01-02T14:45:41Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Creating thumbnail storyboards with Photoshop 4 or 5</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] == Inexpensive Photoshop== ;Using old versions of Photoshop :Starting with version 4, Photoshop is a very powerful program which is good for creating high quality thumbnail storyboards. :If you have a computer which will run old versions, you can find new copies of old programs on eBay. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Layers is the key== ;One of the more useful features of Photoshop :If you create individual pieces of artwork in Photoshop on separate layers, it is much faster to refine your images. |} <center> {{Template:Film School:Thumbnail Storyboarding:Completed Assignments}} {{Template:Film School:Storyboarding:Reference Materials}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :Go to [[LessonPage:Using the storyboard library | Using the library of storyboard frames]] if you want to just send a list of the storyboard frames that you wish to use for this movie. Probably the fastest way to do storboarding. [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9438 65688 2007-01-03T05:08:02Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Creating a storyboard by using the storyboard library</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Film school thumbnail storyboarding library.jpg|right|300px]] ==The Storyboard Library== To use these storyboards, simple write down the numbers of the frames you like. :As new frames are used at this site, they are added to the library of [[Lesson 4 Storyboard Frames|Storyboard Frames]] so all you have to do is print out either the [[Storyboard Outline for Seduced by the Dark Side | Storyboard Worksheet]] or [[Reference:SBTDS:Unformatted Script Outline|Script Outline]] and look at the library of [[Lesson 4 Storyboard Frames|Storyboard Frames]] and write the number of the storyboard on the worksheet. The library page will eventually be moved to [[Reference:SBTDS:Storyboard Frames]]. |} <center> {{Template:Film School:Thumbnail Storyboarding:Completed Assignments}} {{Template:Film School:Storyboarding:Reference Materials}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==End of Lesson== :Now create your storyboard. Then go to the [[Lesson:3D Storyboard|Lesson for creating 3D storyboards]] [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9439 65478 2007-01-02T14:29:14Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Using ArtRage 2 to draw thumbnail storyboards</big></center> |- | style="width: 60%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="4" | ==Storyboarding with ArtRage2 Free== <center>[[Image:ArtRageFree2o11.jpg]]</center> <center><big>A simple but challenging program</big></center> ;Simply wonderful :ArtRage Free is a wonderful program. The free version is absolutely free, fully working, and extremely easy to use. I highly recommend that you download this program. ;Simple :It takes only 2 seconds to understand how to paint using this program since it one of the easiest programs to learn. ;Fun :While the free version does not have as many features as the full version, it is great fun to use. That is because it simulates real artist tools. ;Skill required :Yet, the program is challenging. When you want to draw thumbnail storyboards, it can take you a long time to figure out how to get your storyboards to look good… or even just acceptable. Specially if you are not a skilled artist. ;The tutorial :To help you get started specially if you are not a skilled artist, I have created this tutorial to help get you started. ---- ---- <center>[[Image:ArtRage2NewColor.jpg|400px]]</center> ;NEW :Start by creating a NEW page. When the dialog box comes up, select a frame size of 640 by 360 pixels. Because of the way that ArtRage2 works, it is easier to draw on a large page than a small page. ;Night time background :Then select a background color for the storyboard frame. Our movie takes place at night so, to give a night feel to the storyboards, I want a slightly blue background. ---- ---- <center>[[Image:ArtRage2Chalk100.jpg]]</center> ;The set of tools :Here is the pallet for the art tools of ArtRage 2. When you get the free version, some of the tools are disabled. The disabled tools are usually the more advanced tools. All of the basic tools work in the free version. ;Chalk :To begin, I select the chalk tool and set it as large as possible which is 100%. Note: This size of the piece of chalk stays fixed while I draw. When I set the chalk tool to 100%, it stays at 100% the entire time that I use the tool. When I press down harder on my pen tablet, the amount of chalk added increases but the diameter of the chalk always remains the same. . ---- ---- <center>[[Image:ArtRage2SkinColor.jpg]] Using the color picker, I select a color for the face of the character. </center> ;Color Picker :The color picker is simple. You select the basic shade on the left and then adjust the brightness in the tiny verticle bar on the right. The shade that you pick appears in the lower right corner of the tool. . ---- ---- <center>[[Image:ArtRage2StartFace.jpg|400px]]</center> ;Begin drawing :I begin to draw the face by adding chalk for the face. I use circular motion to increase the face until the blob of chalk reaches the correct size. . ---- ---- <center>[[Image:ArtRage2EndFace.jpg|400px]]</center> ;Create the face :Quickly, I get a nice round face. The size of the face depends on how I think the shot should be composed. . ---- ---- <center>[[Image:ArtRage2ColorBlackOrange.jpg]] Next I select black.</center> . ---- ---- <center>[[Image:ArtRage2FaceOutline.jpg|400px]] Then I go all around the face to get an outline.</center> . ---- ---- <center>[[Image:ArtRage2ColorWhite.jpg]]</center> Next, I create the eyes so to get white, I click in the white part of the bar at the right. . ---- ---- <center>[[Image:ArtRage2Caryon20.jpg]] I use the crayon which is set to 20% wide.</center> . ---- ---- <center>[[Image:ArtRage2FaceEyesWhite.jpg|400px]] I paint the eyes white.</center> . ---- ---- <center>[[Image:ArtRage2Pen28.jpg]]</center> ;Black detail :Then I select the felt tip brush which is about 30% in size and draw the eyes and the body. . ---- ---- <center>[[Image:ArtRage2ColorBlackOrange.jpg]] I switch to black.</center> . ---- ---- <center>[[Image:ArtRage2EyesWhiteFinished.jpg|400px]] And I paint the center of the eyes.</center> . ---- ---- <center>[[Image:ArtRage2FigureWOHair.jpg|400px]] Then I draw the body. Now everything is done but the hair.</center> . ---- ---- <center>[[Image:ArtRage2ColorBrown.jpg]] Then I select brown.</center> . ---- ---- <center>[[Image:ArtRage2Caryon20.jpg]] I use the crayon which is set to 20% wide.</center> . ---- ---- <center>[[Image:ArtRage2FigureFinished.jpg|400px]] Finally the figure is finished.</center> . ---- ---- <center>[[Image:ArtRage2Save.jpg|400px]]</center> ;SAVE and EXPORT :I must save the painting. Also I must export the painting as a JPEG files. This is not automatic with ArtRage 2. | style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center><big><font color="green">The Unformatted Movie Script</font><br>"Seduced by the Dark Side!"</big></center> <center> EXTERIOR - The local movie theater - NIGHT ---- (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- The "Dancing Fairies" music begins to play.<br><br> [[Image:ArtRage2SBTDS1a.jpg]]<br> Slowly dolly in as music builds.<br><br><br> [[Image:ArtRage2SBTDS1b160.jpg]]<br> A smile begins to form on the young persons face.<br><br><br> [[Image:ArtRage2SBTDS1c160.jpg]]<br> Cut to the poster and dolly in slowly.<br><br>The "Dancing Fairies" music morphs into the Star Wars theme.<br><br> ---- ---- (2) '''Young Person''': "That was a great movie..." ----<br> [[Image:ArtRage2SBTDS2160.jpg]]<br> Cut to a side view as the Star Wars music begins to fade to street noise.<br><br> ---- ---- (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ----<br> [[Image:ArtRage2SBTDS3160.jpg]]<br> The young person;s head turns to the older person.<br><br><br> ---- ---- (4) '''Old Person''': "What's that?" ----<br> [[Image:ArtRage2SBTDS4160.jpg]]<br> Wide angle shot to show emotional distance between the two characters.<br><br><br> ---- ---- (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----<br> [[Image:ArtRage2SBTDS5160.jpg]]<br> Immediately a dark cord plays.<br><br><br> ---- ---- (6) The old person thinks for a while. '''Old Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS6160.jpg]]<br>Thinking very slowly.<br><br></center>Music: The music starts with "thinking music" and then morphs into to "fairie music". Finally, the music comes to a sharp halt.<br><br><center> ---- ---- (7a) '''Old Person''': "What computer do you..." ----<br> [[Image:ArtRage2SBTDS7160.jpg]]<br><br><br><br> ---- ---- (7b) '''Old Person'''(off camera): "... have at home?" ----<br> [[Image:ArtRage2SBTDS8a160.jpg]]<br><br>Cut in mid sentence to see the young person's anticipation.<br><br> ---- ---- (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----<br> [[Image:ArtRage2SBTDS8b160.jpg]]<br><br>The young person's face lights up with excitement.<br><br> ---- ---- (9) '''Old Person''': "But what computer does your father use at work?" ----<br> [[Image:ArtRage2SBTDS9160.jpg]]<br><br>Military music for thoughts of father.<br><br> ---- ---- (10) The young person thinks for a moment. '''Young Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS10160.jpg]]<br><br></center>Music: The music starts as thinking music and shifts to fairy music and then ends with the Star Wars theme.<center><br><br> ---- ---- (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ----<br> [[Image:ArtRage2SBTDS11160.jpg]]<br><br>Full Star Wars theme<br><br> ---- ---- (12) The Old Person smiles. '''Old Person''': "Ahh!" ----<br> [[Image:ArtRage2SBTDS12a160.jpg]]<br><br> [[Image:ArtRage2SBTDS12b160.jpg]]<br><br>The face lights with a knowing smile as the fairy music starts again.<br><br> ---- ---- (13) Old Person and the Young Person walk toward home together. ----<br> [[Image:ArtRage2SBTDS13a160.jpg]]<br><br>Lock the camera for a matte painting.<br><br> [[Image:ArtRage2SBTDS13b160.jpg]]<br><br>The camera remains locked. When the matte painting is added, the shot will look like this:<br><br> ---- ---- (14) Fade to Black. ----<br> :::The End</center> |- | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | ==Using a mouse?== <center>Using my wireless mouse instead of my Wacom table, my storyboard artwork looks like this. [[Image:ArtRage2UsingMouse.jpg|160px]] The image quality is not too bad but it sure feels uncomfortable when drawing.</center> </center> |- | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <center>[[Image:Crystal Clear action reload.png]]</center> ==The Secret Tool of ArtRage 2== ;Undo :One tool not mentioned enough in ArtRage2 is the Undo command. Keep your fingers ready to undo at all times. There is even multiple levels of undo. This command will rescue you more times than you can imaging. Try it. |- | style="width: 40%; background-color: Yellow; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <center>[[Image:Nuvola apps bell.png]]</center> ==It is free!== ;Download today :Download ArtRage 2 Free today. Try it. If you really like it, try doing the lesson where you must draw the poster for Star Wars. ArtRage is the ideal tool for this. And the poster is a wonderful excuse for you to relaz and draw for an hour or two. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: White; border: 1px solid White; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center>[[Image:ArtRage2SBTDS1a.jpg|400px]]</center> | style="width: 40%; background-color: pink; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | ==The Finished Drawing== ;Size Reduction :Finally, I use another program to reduce the size to 160 by 90 pixels. In my case, I took the JPEG picture which I exported from ArtRage 2 Free and imported it into iPhoto. Inside iPhoto, I simply exported the picture with the image size of 160 by 90 pixels in the JPEG format. This gives me a very simple thumbnail storyboard frame which takes very little memory on the WikiU Film School website. ;Talent helps :As you can see, I don't have much artistic talent. But I have enough to show you how I want to film my movie. Also, more importantly, this rough storyboard shows me if my series of shots will work together. Look at the final thumbnail storyboard to the right. |} <center> {{Film School:Storyboarding:Reference Materials}} {{Homework04}} </center> . {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :Go to [[LessonPage:Storyboarding with Photoshop | How to draw thumbnail storyboards with Photoshop]] if you use Photoshop. [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 9440 47037 2006-11-20T19:36:37Z Robert Elliott 1436 /* Summary */ corr == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The tool picker in ArtRage2 selecting the crayon tool at 20 percent |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[LessonPage:Storyboarding with ArtRage2|Used with the WikiU Film School Lesson on how to draw thumbnail storyboards with ArtRage2 free version.]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9441 68209 2007-01-08T19:10:38Z JWSchmidt 20 [[Category:Economics]] First of all, a clear distinction must be made between supply and actual sales, on the one hand, as well as between demand and actual purchases, on the other hand. Supply is the intention to sell a given quantity of a good, given its price. Demand is the desire to buy a given quantity of a good, given its price. A market is the event that buyers and sellers of a certain good meet together to trade. A good, in its most general definition, is everything that can be traded. Others prefer to distinguish the goods between ''material'' goods (apples, cars...), on the one hand, and services (health care assistance, music concerts...) on the other hand. Here, material goods and services are collectively referred to as goods. For a given price, say one dollar, the demand (i.e. the amount of good the consumers want to buy at that price) may exceed the supply (i.e. the amount of good the producers want to sell at that price). If the exchange would occur at such a price, the consumer desires (plans) would not be wholly realised. On the other hand, the price of a good could be such that the supply of it exceeds the demand for it. In this case, the producers intentions (plans) could not be entirely realised. Actually, it is easy to understand that for many prices the supply and the demand of a good do not match, so that the plans of producers and consumers are inconsistent between them and cannot be realised. In fact, a market is said to be in ''equilibrium'' at a given price only if the demand for a good at that price equals its supply (at the same price). The price is therefore called 'equilibrium price'. 'General equilibrium' is the term used in economics to indicate that the markets of all goods are in equilibrium. Microeconomics primarily focuses on individual choices: why, at a given price, a person demands a certain amount of a good? Why the producers (i.e. the people involved in the production of a good) are willing to sell, at that price, a (possibly different) quantity? What is the aggregate (=market) demand and supply of a good at a given price? What would be the situation at a different price? More importantly, what happens on the market when consumers and producers meet? Is there an equilibrium price for that good? If it exists, can it be reached? Are the many different markets linked in some way? Is there a general equilibrium, that is a set of prices such that all the markets are in equilibrium? Even though the primary focus of microeconomics is on individual behaviour, its ultimate aim is to provide a simplifyied mathematical representation (=a model) of the working of a market economy. The scientific interest in the working of a market economy comes from our everyday experience: so many distant events are (or, at least, seem to be) cohordinated amongst them to provide us what we need. How many people has worked to give us all the goods we consumed in the last two weeks? Adam Smith suggested that the market is the cohordinating mechanism in the backstage, working as an ''invisible hand''. Roughly speaking, a ''market economy'' is a state of the world such that the individuals may freely trade goods between them. For example, in a market economy a person can freely decide to sell her/his labour services to an employer but cannot be obliged to work against her/his will. Thus, the existence of a full-fledged market economy requires laws and institutions (for example, slavery is banned, theft is punished, property rights are protected etc...). Along with the ''positive'' study about the working of a market economy, a crucial ''normative'' question is whether its outcome (be it a general equilibrium or not) is the best attainable result for the society. [[Category:Economics]] 9442 47040 2006-11-20T19:40:33Z Robert Elliott 1436 /* Summary */ correction {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The paint tool picker in ArtRage2 selecing a Chalk with 100% width. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9445 47038 2006-11-20T19:38:14Z Robert Elliott 1436 /* Summary */ correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The color picker in ArtRage2 selecing very dark orange (black). |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[LessonPage:Storyboarding with ArtRage2|Used with the WikiU Film School Lesson on how to draw thumbnail storyboards with ArtRage2 free version.]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9446 47042 2006-11-20T19:41:56Z Robert Elliott 1436 /* Summary */ correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The color picker in ArtRage2 selecting brown for the hair. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9447 47043 2006-11-20T19:42:31Z Robert Elliott 1436 /* Summary */ correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The color picker in ArtRage2 selecting white. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9448 47021 2006-11-20T19:00:13Z Michaelnelson 310 [[Algorithm Challenges]] moved to [[Introductory algorithm challenges]]: In case others create more advanced algorithm changes later #REDIRECT [[Introductory algorithm challenges]] 9449 47044 2006-11-20T19:42:48Z Robert Elliott 1436 /* Summary */ correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A thumbnail storyboard showing the basic face color in chalk. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9450 47045 2006-11-20T19:43:14Z Robert Elliott 1436 /* Summary */ correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The completion of one eye ball and the start of the next. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9451 47046 2006-11-20T19:46:17Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The outline of the face has been added to the picture. |- ! style="background: #cc == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The outline of the face has been added to the picture. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9452 47066 2006-11-20T19:58:10Z Robert Elliott 1436 /* Summary */ correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The completed figure for the firsht thumbnail storyboard. Drawn on the Macintosh using a Walcom Graphire USB tablet. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9453 47050 2006-11-20T19:48:49Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The figure is finished except for the hair. |- ! style="background: #ccf; text-ali == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The figure is finished except for the hair. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9454 47051 2006-11-20T19:50:50Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A new page has been selected and now the background color is selected. |- ! style= == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A new page has been selected and now the background color is selected. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9455 47053 2006-11-20T19:51:52Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The paint tool picker in ArtRage2 selecing a felt pen with 28% width. |- ! style=" == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The paint tool picker in ArtRage2 selecing a felt pen with 28% width. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9456 47055 2006-11-20T19:52:48Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The save menu in ArtRage2. |- ! style="background: #ccf; text-align: right; vertic == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The save menu in ArtRage2. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9457 47057 2006-11-20T19:54:04Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The color tool picker in ArtRage2 selecting skin color. |- ! style="background: #c == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The color tool picker in ArtRage2 selecting skin color. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9458 49898 2006-11-28T23:42:37Z Mystictim 626 /* Division news */ update Welcome to the Division of Continental Philosophy part of the [[School:Philosophy | School of Philosophy]]. Please feel free to join in and help to grow this department. Continental philosophy is a term used in philosophy to designate one of two major contemporary "traditions" of current Western philosophy. It is so named to distinguish it from analytic philosophy, because, at the time when this, so-called, "Schism between Analytic and Continental Philosophy" first occurred (in the mid-twentieth century), continental philosophy was the dominant style of philosophy in continental Europe, while analytical philosophy was the predominant style in the English-speaking world and in Scandinavia. Continental philosophy is generally agreed to include phenomenology, existentialism, hermeneutics, structuralism, post-structuralism and post-modernism, deconstruction, French feminism, critical theory such as that of the Frankfurt School, psychoanalysis, the works of Friedrich Nietzsche and Søren Kierkegaard, and most branches of Marxism and Marxist philosophy (though there also exists a self-described Analytical Marxism). ==Division news== * '''26th November 2006''' - [[Michel Foucault reading group]] learning project established * '''23rd November 2006''' - [[Topic:Post-structuralism | Post-structuralism Department]] established * '''22nd November 2006''' - [[Nietzsche Name Game]] learning resource added * '''22nd November 2006''' - [[Topic:Nietzsche | Nietzsche Department]] established * '''20th November 2006''' - Division founded! ==Departments== Departments have been initial arranged around the following subject areas. * [[Topic:Nietzsche | Nietzsche]] - "I regard profound problems as I do a cold bath - quick in, quick out." * [[Topic:Psychoanalysis | Psychoanalysis]] * [[Topic:Phenomenology | Phenomenology]] * [[Topic:Existentialism | Existentialism]] * Marxism and [[Topic:Marxist Philosophy | Marxist Philosophy]] * [[Topic:Critical Theory | Critical Theory]] * [[Topic:Structuralism | Structuralism]] * [[Topic:Post-structuralism | Post-structuralism]] * [[Topic:French feminism | French feminism]] * [[Topic:Queer Theory | Queer Theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[en:User:executivezen|executivezen]] * [[User:Mystictim|Mystictim]] 00:27, 21 November 2006 (UTC) [[Category:{{PAGENAME}}| ]] 9459 47060 2006-11-20T19:55:17Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The start of the drawing of a face using the chalk tool. |- ! style="background: # == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The start of the drawing of a face using the chalk tool. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9460 47064 2006-11-20T19:57:10Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A completed frame drawn in ArtRage2 using a mouse rather than a pen tablet. |- ! s == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A completed frame drawn in ArtRage2 using a mouse rather than a pen tablet. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9461 47069 2006-11-20T20:10:21Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | ArtRage About Screen for the free version. |- ! style="background: #ccf; text-alig == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | ArtRage About Screen for the free version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9463 47091 2006-11-20T21:21:23Z J.Steinbock 2353 Template fix {| class="messagebox standard-talk" id="talkheader" align="center" style="background-color: #FFFFFF;" |- ! colspan="2" style="border-bottom:1px solid #C0C090; background-color: #F8EABA;text-align:center;" | {{#ifeq:{{NAMESPACE}}|User talk| This is [[{{SUBJECTPAGENAME}}|{{PAGENAME}}]]'s [[Help:Talk page|talk page]], where you can send messages and comments to {{PAGENAME}}. | This is the [[Help:Talk page|talk page]] for discussing improvements to the [[:{{SUBJECTPAGENAME}}]] page. }} |- | style="background-color: #FFFFFF;" | *'''[[Wikiversity:Sign your posts on talk pages|Please sign and date your posts]]''' using four tildes (<code><nowiki>~~~~</nowiki></code>). * New discussion topics go at the bottom of the page; <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title={{TALKPAGENAMEE}}&action=edit&section=new click here to start a new topic]</span>. *'''New to Wikiversity?''' [[Wikiversity:Introduction|Welcome]]! {{#if: {{SUBJECTSPACE}}||*This is '''not''' a forum for general discussion about the article's subject.}} | style="background-color: #FFFFFF; width: 35%;" | <div style="border: 1px solid #C0C090; background-color: #F8EABA; margin-left: 20px; margin-bottom: 0px; margin-right: 3px; "> <center>'''Talk page guidelines'''</center> <span style="font-size:smaller"> *[[Wikiversity:Civility|Be polite]] *[[Wikiversity:Assume Good Faith|Assume good faith]] *[[Wikiversity:Please do not bite the newcomers|Don't bite the newcomers]]! </span> |}</div> 9464 47140 2006-11-20T23:54:51Z J.Steinbock 2353 Category {| class="messagebox standard-talk" |- | [[Image:Nuvola Spain flag.svg|65px]] |align="center"|'''[[:{{SUBJECTPAGENAME}}]]''' is part of the '''[[Topic:Spanish|Spanish Language Division]]''', a project which aims to coordinate work for and expand coverage of Spanish projects and related subjects on Wikiversity. If you would like to participate, you can edit the subject matter attached to this page, or visit the [[Topic:Spanish|project page]], where you can [[Topic:Spanish/Contributors|join the project]] and/or contribute to the [[Topic_talk:Spanish|discussion]]. |} <noinclude>[[Category:Spanish Language Division]]</noinclude> 9465 80681 2007-01-24T16:18:14Z Fturnertl 5754 added my name fturnertl to list of contributors Please add you name to the list in alphabetical order. {| class="wikitable" |- ! User !! Date of Joining !! Purpose |- | [[User:J.Steinbock|J.Steinbock]] || 19 November 2006 || Instructor and Contributor |- | [[User:Elchavode35|Elchavode35]] || 18 December 2006 || Contributor |- | [[User:Sensorymoments|Sensorymoments]] || 17 January 2007 || Contributor |- | [[User:Fturnertl|Fturnertl]] || 24 January 2007 || Contributor |} [[Category:Spanish Language Division]] 9466 47142 2006-11-20T23:56:00Z J.Steinbock 2353 Category The following is an archives for the [[Topic:Spanish|Spanish Language Division]]. ==== November 19, 2006 ==== * The Spanish Language Division was founded and formatted. * The [[Spanish|Spanish I]] and [[Spanish|Spanish II]] classes were founded. * The [[Spanish|Spanish I]] class is presently seeking [[Spanish/Students|students]]. * The [[Spanish|Spanish II]] class is presently seeking [[Spanish/Students|students]]. * A [[Template:Userbox_es|userbox]] for the Spanish Language Division was developed. * [[User:Heltec|Heltec]] has developed a Spanish barnstar. This is further discussed on the [[Topic_talk:Spanish|discussion page]]. [[Category:Spanish Language Division]] 9467 47094 2006-11-20T21:31:28Z Michael Ignatius 2005 I hold that their are three levels of belief in the Roman Catholic Church. The most deeply held of these are the '''Fundamental Beliefs'''. After that there are the Core Beliefs and the Dogmatic Beliefs of the Roman Catholic Church. == Beliefs == The Fundemental beliefs of Roman Catholic Church is be illistrated in the Niciene Creed. === Nature of God === The Catholic Church acknowlegdes that there is only one God(monotheistism). It acknowledges that God is one, eternal, all-powerful (Omnipotent), all-knowing (Omniscient), all-good (Omnibenevolent), and present everywhere simultaneously (Omnipresent). God exists as distinct from and prior to his creation (that is, everything which is not God, and which depends directly on him for existence) and yet is still present intimately in his creation. In the [[First Vatican Council]] the Church taught that, while by the natural light of human reason God can be known in his works as origin and end of all created things,<ref>{{bibleverse||Romans|1:20}}</ref> God has also chosen to reveal himself and his will supernaturally in the ways indicated in the Letter to the {{bibleverse||Hebrews|1:1-2}}. Catholicism is also Trinitarian. It believes that, while God is one in nature, essence, and being, this one God exists in three divine persons, each identical with the one essence, whose only distinctions are in their relations to one another: the God the Father's relationship to the Son, the Son's relationship to the Father, and the relations of both to the Holy Spirit, constitute the one God as a Trinity. A Catholic is baptized in the name (singular) of the Father and of the Son and of the Holy Spirit — not three gods, but one God subsisting in three Persons. While sharing in the one divine essence, the Father, Son, and Holy Spirit are distinct, not simply three "masks" or manifestations of one Person. The faith of the Church and of the individual Christian is based on a relationship with these three Persons of the one God. The Catholic Church believes that God has revealed himself to humanity as Father to his only-begotten Son, who is in an eternal relationship with the Father: "No one knows the Son except the Father, just as no one knows the Father except the Son and those to whom the Son chooses to reveal Him."<ref>{{bibleverse||Matthew|11:27}}</ref> Catholics believe that God the Son, the [[Divine Logos]], the second of the three Persons of God, became [[incarnation|incarnate]] as [[Jesus Christ]], a human being, born of the [[Blessed Virgin Mary|Virgin Mary]]. He remained truly divine and was at the same time truly human. In what he said, and by how he lived, he taught all people how to live, and revealed God as Love, the giver of unmerited favours or Graces. After Jesus' [[crucifixion]] and [[resurrection]], his followers, foremost among them the [[Twelve Apostles|Apostles]], spread more and more extensively their faith with a vigour that they attributed to the presence of the Holy Spirit, the third of the three Persons of God, sent upon them by Jesus. The Church's [[catechesis]] makes use of the [[Nicene Creed]] and the [[Apostles' Creed]], convenient summaries of the main points of Catholic belief. The ''[[Catechism of the Catholic Church]]'' gives a "systematic presentation of the faith" and a "complete exposition of Catholic doctrine".<ref>John Paul II, Apostolic Letter [http://www.usccb.org/catechism/text/laetamurmagnopere.htm ''Laetamur Magnopere'']</ref> The ''Compendium of the Catechism of the Catholic Church'', first published in 2005 and in English in 2006, is a much more concise version of the Catechism, in question and answer form. In addition to all of the main points of [[orthodox]] [[trinitarian]] Christianity, Catholics place particular importance on the Church as an institution founded by Christ and kept from doctrinal error by the presence and guidance of the Holy Spirit, and as the font of salvation for humanity. The seven [[sacraments]], of which the most important is the [[Eucharist]], are of prime importance in obtaining salvation. [[Category:Theology]] 9482 80590 2007-01-24T12:01:52Z Ronsnyderjr 5745 The '''Spanish Language Division''' coordinates and focuses studies on the Spanish language which relate to the language itself. Fluency in the Spanish language is nearly assured if the students work at the expected rate and give their best effort. :''The main article of this category is the [[Topic:Spanish|Spanish Language Division]].'' [[Category:Foreign Language Learning]] [[Category:Languages and Language families]] [[Category:Multilingual Studies]] 9483 47136 2006-11-20T23:52:19Z Heltec 3202 {{Information |Description= Possible Custodian Symbol? |Source= Made |Date= Nov. 20 2006 |Author= ~~~ |Permission= Free Use |other_versions= none }} == Summary == {{Information |Description= Possible Custodian Symbol? |Source= Made |Date= Nov. 20 2006 |Author= <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> |Permission= Free Use |other_versions= none }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9485 77643 2007-01-17T05:55:45Z JWSchmidt 20 [[Category:Media]] 3D storyboarding lesson (Stub) [[Category:Media]] 9486 47171 2006-11-21T00:32:58Z Rayc 57 cat Pages about Aerospace Engineering [[Category:Engineering]] 9487 47175 2006-11-21T00:39:25Z Mystictim 626 [[Category:Philosophy | ]] 9488 47182 2006-11-21T00:42:44Z Rayc 57 cat Pages relating to Biomedical Engineering [[Category:Engineering]] 9489 47189 2006-11-21T00:57:24Z Rayc 57 Pages related to Construction Engineering [[Category:Engineering]] 9490 47191 2006-11-21T00:59:47Z Rayc 57 cat Pages relating to Industrial Engineering [[Category:Engineering]] 9491 47194 2006-11-21T01:04:27Z Rayc 57 cat Pages for Materials Engineering [[Category:Engineering]] 9493 47202 2006-11-21T01:36:00Z JWSchmidt 20 start page {{Proposed policy}} The Wikiversity policy for '''Academic freedom''' states that Wikiversity participants in the roles of teacher, student and researcher have freedom to pursue knowledge wherever it may lead, including beyond the traditional Wikimedia Foundation [[m:Neutral point of view|Neutral point of view]] (NPOV) policy. When Wikiversity participants edit outside of the confines of NPOV policy, they assume the responsibility to openly [[Wikiversity:Disclosures|disclose]] and discuss their personal biases and potential conflicts of interest and must explicitly affirm that they accept the restrictions imposed by the Wikiversity policy for [[Wikiversity:Scholarly ethics|Scholarly ethics]]. Wikiversity participants who do not wish to assume the additional responsibilities imposed by the [[Wikiversity:Disclosures]] and [[Wikiversity:Scholarly ethics]] policies must edit according to the restrictions imposed by the Wikimedia Foundation [[m:Neutral point of view|NPOV]] policy. In practice, this means that '''by default''' the editing of Wikiversity pages will be governed by the Wikimedia Foundation [[m:Neutral point of view|NPOV]] policy. Specific Wikiversity pages can be exempted from NPOV by prominently [[Wikiversity:Disclosures|displaying]] a statement that describes the point of view (or points of view) that '''are''' intended to be explored without an attempt to explore and discuss all significant points of view. Individuals wishing to participate in scholarly exploration of a topic from the limited perspective of a single point of view and free of NPOV policy restrictions, must declare their personal commitment to the [[Wikiversity:Scholarly ethics|Scholarly ethics]] policy. ==External links== *[[w:Academic freedom|Academic freedom]] article at Wikipedia. [[Category:Wikiversity policy]] 9494 47206 2006-11-21T02:02:24Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The eyes of the face are now painted white. |- ! style="background: #ccf; text-ali == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The eyes of the face are now painted white. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of ArtRage2 while drawing a stickfigure person for a thumbnail storyboard |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9495 47207 2006-11-21T02:11:24Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard 1a for Seduced by the Dark Side motion picture drawn in ArtRage |- ! st == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard 1a for Seduced by the Dark Side motion picture drawn in ArtRage |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in ArtRage2 on the Macintosh computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9497 47216 2006-11-21T02:52:46Z Heltec 3202 Custodian possibilty? free use. == Summary == Custodian possibilty? free use. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9498 47217 2006-11-21T02:53:47Z Heltec 3202 Possible custodian symbol? free use. == Summary == Possible custodian symbol? free use. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9500 47237 2006-11-21T04:15:31Z J.Steinbock 2353 Revert {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 9502 47245 2006-11-21T04:27:07Z J.Steinbock 2353 Indent '''Spanish Language Division''' * Attract and establish a [[Topic:Spanish/Contributors|list of contributors]]. :'''Partially complete.''' A [[Topic:Spanish/Contributors|list of contributors]] has been established. '''Spanish I''' * Attract students. :* Organize class. '''Spanish II''' * Attract students. :* Organize class. 9504 47243 2006-11-21T04:23:48Z J.Steinbock 2353 Close Tables {| class="messagebox standard-talk" |- | [[Image:Admin mop.PNG|48px|Maintained]] |align="center"|The following users are active in maintaining and improving this article. If you have questions regarding [[{{SITENAME}}:Verifiability|verification]] and [[{{SITENAME}}:Reliable sources|sources]], they may be able to help:<br>{{{1}}} |} 9527 47282 2006-11-21T08:41:02Z Javier Carro 199 [[General introduction]] moved to [[Topic:Aerospace Engineering/General introduction]]: disambiguating Aerospace Engineering deals specially with aircrafts, and all types of machines which can fly. It also covers theory of aerodynamics. This also deals with huge spacecrafts, space structures, satellites, and all aspects related to space. 9529 66715 2007-01-03T18:59:14Z 90.240.28.23 ==Department description== This department sets out to explore the texts of Friedrich Wilhelm Nietzsche and the effects they have had on 20th and 21st Century Philosophy. From Wikipedia: [[w:Friedrich Nietzsche | Friedrich Wilhelm Nietzsche]] (October 15, 1844 – August 25, 1900) ([[w:IPA chart for English | IPA]]: [ˈfʁiːtʁɪç ˈniːtʃə]), a German-born philologist and philosopher, produced critiques of religion, morality, contemporary culture, and philosophy. These works centered on what he viewed as fundamental questions regarding the life-affirming and life-denying qualities of different attitudes and beliefs. Nietzsche's works feature unique, free-form stylization – combined with a wide philosophical breadth – through the use of analyses, etymologies, punning, parables, paradoxes, aphorisms, and contradictions, employed to demonstrate the inadequacies of normative modes of thought. Nietzsche's contemporaries largely overlooked him during his short yet productive working life, which ended with a mental collapse in 1889. But he received recognition during the first half of the 20th century in German, French, and British intellectual circles, gaining notoriety when the Nazi Party appropriated him as a forerunner. By the second half of the 20th century he had become regarded as a highly significant and influential figure in modern philosophy. ==Department news== * '''Date founded''' - Department founded 12:35, 21 November 2006 (UTC)! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]]. Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. *[[Nietzsche Name Game]] - Help us find out if Nietzsche is peachy or is Nietzsche a teacher. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Mystictim|Mystictim]] 12:32, 22 November 2006 (UTC) *[[User:Daanschr|Daanschr]] 16:16, 30 November 2006 (UTC) *[[User:Thomfilm|Thomfilm]] 18:58, 3 January 2007 (UTC) [[Category:{{PAGENAME}}| ]] [[Category:Continental Philosophy]] 9530 47317 2006-11-21T13:39:25Z Daanschr 3150 [[Topic:Nietzshe]] moved to [[Topic:Nietzsche]]: The famous German philosopher Nietzsche is probably meant. #REDIRECT [[Topic:Nietzsche]] 9531 69027 2007-01-10T01:12:09Z JWSchmidt 20 [[Category:Computer Science]] {{main welcome}} ==Binary== ==Hexadecimal== [[Category:Computer Science]] 9532 47335 2006-11-21T17:10:17Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9533 47337 2006-11-21T17:11:05Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9534 47338 2006-11-21T17:12:02Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9535 47339 2006-11-21T17:12:20Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9536 47340 2006-11-21T17:12:41Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9537 62476 2006-12-24T01:04:01Z Robert Elliott 1436 correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 9538 47344 2006-11-21T17:25:24Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9539 78838 2007-01-19T22:55:56Z Balloonguy 338 recategorized #'''[[User:Xlbnushk|Xlbnushk]]''' -- I've lived in Japan for half a dozen years. I'll be glad to contribute some content if somebody could come up with a general outline... #'''[[User:Electroswoosh|Electroswoosh]]''' -- I'm earning a degree in Japanese as we speak. Though I'm busy with college and can't contribute as much as I'd like, I'll do what I can. #'''[[User:Balloonguy|Balloonguy]]''' -- Only know kana and some grammer but want to get department running so I can learn #'''[[User:Hiroki|Hiroki]]''' -- I added some Kanji to your proposed course. I believe studying Japanese in Japanese is a key to success. #'''[[User:Limetom|Limetom]]''' -- I too am currently earning a Japanese degree. I'll contribute where I can. [[Category:Japanese Meta]] 9540 78844 2007-01-19T22:59:52Z Balloonguy 338 recategorized #'''[[User:kinain|kinain]]''' -- complete beginner, but would love to learn japanese 15, January, 2006 #'''[[User:arcticfox|arcticfox]]''' Know very little numbers and grammar, and some random vocab. 18 January, 2006 #'''[[User:GiroMech|GiroMech]]''' -- I am also pretty much an entire beginner. I'm familiar with a few hiragana, but that's about it. #'''[[User:Acunvpurple|Acunvpurple]]''' -- I don't know a whole lot of Japanese, but I would love to learn. #'''[[User:astaire510|astaire510]]''' -- Trying to learn Japanese on my own, but I'm sure it would go much smoother with some help. #'''[[User:amthomas|amthomas]]''' -- Learning Japanese slowly but surely. Took 2 intro courses at Uni, am now living in rural Japan teaching English & studying Japanese in my spare time. Have loads of resources/textbooks, and can help point people in the right direction on self-teaching methods, but I am still a beginner at the language and can't really teach anything in the traditional sense of the word. #'''[[User:Lust|Lust]]''' -- Im a beginner, and I would like to learn the language completely. I can recognize about 30 total kana, and about 4 kanji. I know basic sentence structure too. #'''[[User:Agari|Agari]]''' -- Would definitely like to learn the Japanese language, I know a bit, but not enough to have a simple conversation with a Japanese-speaker. #'''[[User:all_one|all_one]]''' -- I can have kindergarten-level conversations in Japanese, but am hungry to learn more! 5-5-06 #'''[[User:Kuranes|Kuranes]]''' -- A friend and I are planning to attempt to learn Japanese over the summer, and I'm sure this would help greatly. 22, May, 2006 #'''Unknown User''' -- I'M A COMPLETE BEGINNER DONT EVEN KNOW THE 123'S OF THE JAPANESE LANGUAGE, BUT WILL LOVE TO LEARN. I'M A QUICK LEARNER, AM A NATIVE SPEAKER IN THE SPANISH LANGUAGE, KNOW ENLGISH & ITALIAN VERY WELL. #'''[[User:Karmakat|Karmakat]] 04:54, 25 June 2006 (UTC)''' -- Beginner, but anxious to learn! #'''[[User:Greyhatguitarist|Greyhatguitarist]]''' -- complete beginner, want to learn. #'''[[User:DakeDesu|DakeDesu]] 16:14, 02 August 2006 (MST)''' -- tried learning in the past, but had no peers to gauge my abilities against. #'''[[User:Darkstar|Darkstar]] (08 August 2006)''' -- I've 1 year of university experience but I want to keep learning to not forget everything. I could help editing some basic stuff. #'''[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC)''' -- Know kana and some kanji. I also know very basic grammer. #'''[[User:Fogarty|Fogarty]] 19:31, 17 September 2006''' -- I know some Japanese, mostly from studying on my own, including kanji and grammar, and have spent five years in Japan. #'''[[User:roytales|roytales]] 17:18, 30 September 2006''' -- Intrested party in Japanese courses. Have some knowlage of the language and am currently learning on my own. #'''[[User:Misheru|Misheru]] 5 October 2006''' -- Just started learning Japanese, so still at a beginners level. I know the Hiragana and Katakana, not more then 10 Kanji and the very basics of grammar and vocabulary, but still got a lot to learn. #'''[[User:瀬人様|瀬人様]] 15:14 21 September 2006''' -- I already speak Japanese in quite a high level, but since I studied it on my own I somewhat missed parts of the basis. Furthermore, I still want to learn the older Japanese (so I could read original Japanese poems by Basho, Sora and the like) and more volcabulary and grammar. My e-mail is seto1@walla.co.il. #'''[[User:chris9687|chris9687]]''' -- I only have beginners Japanese, but i'd love to improve it through this course. #'''[[User:Elnole|Elnole]] 01:31, 10 November 2006 (UTC)''' -- I've learn japanese by myself so far, i know 200 kanjis, i can't speak it and barely grasp newspapers. #'''[[User:Hiroki|Hiroki]]''' -- Currently studying for Japanese Language knowledge test level 2 for next year. 現在私は「日本語能力試験2級」の勉強をしています。来年受けるつもりです。 #'''[[User:Gross|Gross]]''' -- I have an intermediate level Japanese but I think I need to learn from basic, just to review myself. #'''[[User:Tigerboyce|Tigerboyce]]''' -- I am just starting and learning at school too [[Category:Japanese Meta]] 9541 47359 2006-11-21T17:58:17Z Cormaggio 8 [[School:Education/Instructional Technology]] moved to [[Instructional Technology]]: Doesn't need to be a subpage of school #REDIRECT [[Instructional Technology]] 9542 76027 2007-01-14T23:08:36Z Historybuff 5228 should probably be a subcat, but can't see an appropriate one This is a workspace for developing content about the use of technology in education - in both formal and informal settings, and from infant to adult learners. Since this is only beginning, please add your suggested topics or learning materials here, so that we can build up a solid bank of quality resources for use by educators and learners across a variety of contexts. ==Learning materials== *[[Technology in the classroom]] *[[Networked learning]] *[[Instructional Technology]] ==Learning projects== [[Category:Education]] [[Category:Computer Science]] 9543 78030 2007-01-17T23:05:20Z Scepia 5482 /* What are the various technologies that can be used? */ sp at end Technology can be used in many ways in the classroom. There are also many types of technologies - encompassing computers (and general and/or specialised software), internet-enabled activities, video, audio, etc. ==What are the various technologies that can be used?== *Video - use videos to discuss a television programme in class; make your own video about your subject; get learners to make their own videos. See [[Educational Videos]] *Audio - create listening activities for a language lesson; record your own radio programme in a [[Podcasting|podcast]]. *Computer games *Blogs - blogs can be used to share ideas between a linked community of learners, as well as the wider world. *[[Wiki|Wikis]] - use wikis to collaborate, brainstorm and refine ideas. Wikiversity is a wiki! See [[Learning to learn a wiki way]] ==What can technologies enable us to do?== *Technologies can help to engage learners through different kinds of stimuli - as well as in allowing learners to get actively involved in their own learning. The provision of different stimuli can be especially beneficial for younger learners, but these points, particularly that of "active involvement", can apply to any learner in any context. *Technology can help make the material more interesting if it helps learners to relate the material to their everyday lives (eg. through discussing global events as presented on television). *Through the use, analysis and possibly ''creation'' of media (ie writing in a blog, producing a video), we are facilitating learners to become more [[Media literacy|media literate]]. ==How can I integrate technologies into my class?== We are hoping to build a comprehensive web of pages that will be of help to teachers with this very question. We are still in process of developing these materials, but, for now, see [[Topic:Education and Technology]] and its links. ==What are the limitations of technologies?== Perhaps we can make a separate page here detailing the particular challenges that specific technologies bring, and what strategies educators have used to deal with these...? Perhaps at [[Challenges to using technology in the classroom]] (?) ==External links== *[http://www.youtube.com/watch?v=qZ8VAef8QM4&mode=related&search= "Telling the new story"] - nice video of a (modest) teacher who uses technologies in her grade one classroom. *[http://coe.sdsu.edu/eet/ Encyclopedia of Educational Technology] *[http://www.wtvi.com/TEKS/ Integrating technology in the classroom] - resources and links *[http://www.4teachers.org/ 4Teachers] - site for teachers using technology in the classroom *[http://www.glencoe.com/sec/teachingtoday/tiparchive.phtml/3 Teaching with technology tips] ==Further reading== * Alan Januszewski (2001) ''Educational Technology: The Development of a Concept.'' Libraries Unlimited. ISBN: 1-56308-749-9 * K L Kumar (1997) ''Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers.'' New Delhi: New Age International. ISBN: 81-224-0833-8 [[Category:Education]] 9544 75500 2007-01-14T02:38:41Z Historybuff 5228 Moved to subcat :''This lesson is part of the course on [[Topic:Visual Basic|Visual Basic]]. Previous lesson: [[Variables and Types in VB6]]. Next lesson: [[Functions and Subroutines in VB6]].'' This lesson will cover the most fundamental elements of every Visual Basic program--control structures and logical expressions. Before reading any further, please review the lesson on [[Control structures]] from the [[Introduction to Computer Science]], as you will need to understand what is meant by control structures in order to get anything out of this lesson. Please also ensure that you have read and understood [[Introduction to VB6]] and [[Variables and Types in VB6]] before proceeding. ==Overview== Up until now, you have learned how to develop VB6 applications that store values, perform mathematical computations on these values, and display the results of these computations--all of which is swell and dandy, but no more useful than your average calculator. What if you want, for instance, to determine if a number is odd, to find the [[w:Factorial|factorial]] of a number, or to generate the [[w:en:Fibonacci series|Fibonacci Series]]? None of these tasks can be done through simple arithmetic, but rather they require something known as ''control structures''. Control structures in Visual Basic take two primary forms: if-statements and loops. With an if-statement, you can evaluate an expression, and perform one task if that expression is True and perform another if it's False. This allows your program to respond differently to different values and inputs, which allows for far more advanced calculations and a far wider range of possible behaviors. Loops, on the other hand, allow you to repeat the same task a given number of times, making it possible to go far beyond basic arithmetic to achieve goals such as calculating the Fibonacci series. ==Logical Expressions and Operators== Before we can proceed to learning about if-statements, we must first learn about logical expressions in Visual Basic. In [[Variables and Types in VB6]] you learned about a type of variable called a ''Boolean'', which has only two possible values: True and False. A Boolean value can be defined explicitly using <code>bl = True</code>, but this usage of Booleans is rare and not particularly useful. The more common application of a Boolean is in evaluating a '''logical expression''', any expression which can be evaluated as either True or False. A typical logical expression in Visual Basic takes the following form: <code><Boolean> = P <Operator> Q<code>. P and Q can be either constants, variables, or logical expressions themselves. The <Operator> is a '''logical or comparative operator''', anything that performs a comparison between P and Q and returns a Boolean value. Here's an example of a logical expression in Visual Basic: <pre> Public Sub Main() Dim B As Boolean Dim P As Integer, Q As Integer P = 5 Q = 7 B = (P = Q) MsgBox B End Sub </pre> In this example, we used the logical operator of '''equality''', denoted by the "=" sign. This operator returns True if P is equal to Q and False if it does not. In this example, B is False because P (5) does not equal Q (7). The parentheses, though not needed, are placed around <code>P = Q</code> to make clear that this is a logical expression, rather than some form of assignment. Now, let's take a look at a few other logical operators in Visual Basic. Please note that these are not anywhere near all of the comparison and logical operators available in Visual Basic, but they are the ones you'll use most frequently. ===Comparison Operators=== The following operators are all comparison operators, meaning that they compare one expression to another and return a Boolean. They are all ''overloaded'', meaning that their left-hand and right-hand expressions can be of (almost) any type. ====Equality "="==== As you saw in the example above, the equality operator is denoted by an equals sign ("="). This operator can be quite confusing because it is both an ''assignment operator'' and a ''logical operator''. The distinction between whether it is acting as a logical or an assignment operator is made solely upon context--if a line begins with a variable, followed by an equals sign, followed by an expression, then the equals sign is treated as an assignment operator, meaning that the value of the following expression is written to the variable. If it is found anywhere else in a program, then it is treated as a logical operator. *'''Syntax''': P '''=''' Q *'''Returns''': ''True'' if P is equal to Q, and ''False'' if it is not. ====Inequality "<>"==== This operator is synonymous with: <code>(P = Q) = False</code>. In this format, <code>(P = Q)</code> is the left hand expression, and <code>False</code> is the right hand expression, which is evaluated for equality. If <code>(P = Q)</code> is True, then (True = False) is false, but if <code>(P = Q)</code> is True, then (True = True) is True. *'''Syntax''': P '''<>''' Q *'''Returns''': ''True'' if P is not equal to Q, and ''False'' if P is equal to Q. ====Greater Than ">"==== *'''Syntax''': P '''>''' Q *'''Returns''': ''True'' if P is greater Q, and ''False'' if P is less than or equal to Q. ====Less Than "<"==== *'''Syntax''': P '''<''' Q *'''Returns''': ''True'' if P is less than Q, and ''False'' if P is greater than or equal to Q. ====Greater Than Or Equal To ">="==== *'''Syntax''': P '''>''' Q *'''Returns''': ''True'' if P is greater than or equal to Q, and ''False'' if P is less than Q. ====Less Than Or Equal To "<="==== *'''Syntax''': P '''<''' Q *'''Returns''': ''True'' if P is less than or equal to Q, and ''False'' if P is greater than Q. ===Logical Operators=== The following operators are logical operators that can take ''only Boolean values'' as arguments; this means that both P and Q can each be only true or false. Keep in mind that the evaluation of every logical expression returns a Boolean, thus P and Q can also be logical expressions. While this lesson will not go into this in depth, all of these operators can also be used as ''bitwise'' operators, in which case they do not require that the expressions be Boolean, nor do they truly return Boolean. For the time being, please only use them as logical operators, as it will save you many headaches. ====Negation "Not"==== This operator does not take the standard form of <code>P <operator> Q</code>. Instead it is a ''single-argument'' operator, that takes only one Boolean expression. The negation operator ("Not") quite simply returns the opposite of the given Boolean expression--it is synonymous with <code>(P = False)</code>. *'''Syntax''': ''Not'' P. * '''Returns''': {| cellpadding="2" style="float: center; width: 25%; background: #e3e3e3; margin-left: 1em; border-spacing: 1px;" ! P !! Not P |- bgcolor="#FFFFFF" align="center" | True | False |- bgcolor="#FFFFFF" align="center" | False | True |} ====Conjunction "And"==== The Conjunction operator ("And") takes two or more Boolean expressions and returns true iff both expressions are True. *'''Syntax''': P ''And'' Q * '''Returns''': {| cellpadding="2" style="float: center; width: 25%; background: #e3e3e3; margin-left: 1em; border-spacing: 1px;" ! P !! Q !! P And Q |- bgcolor="#FFFFFF" align="center" | True | True | True |- bgcolor="#FFFFFF" align="center" | True | False | False |- bgcolor="#FFFFFF" align="center" | False | True | False |- bgcolor="#FFFFFF" align="center" | False | False | False |} ====Disjunction "Or"==== The Disjunction operator ("Or") takes two or more Boolean expressions and returns true if any of them is True. *'''Syntax''': P ''Or'' Q * '''Returns''': {| cellpadding="2" style="float: center; width: 25%; background: #e3e3e3; margin-left: 1em; border-spacing: 1px;" ! P !! Q !! P Or Q |- bgcolor="#FFFFFF" align="center" | True | True | True |- bgcolor="#FFFFFF" align="center" | True | False | True |- bgcolor="#FFFFFF" align="center" | False | True | True |- bgcolor="#FFFFFF" align="center" | False | False | False |} ====Exclusive Disjunction "Xor"==== The Exclusive Disjunction, also known as "exclusive or", operator ("Xor") takes two Boolean arguments and returns true if one, and only one, of them is True. *'''Syntax''': P ''Xor'' Q * '''Returns''': {| cellpadding="2" style="float: center; width: 25%; background: #e3e3e3; margin-left: 1em; border-spacing: 1px;" ! P !! Q !! P Xor Q |- bgcolor="#FFFFFF" align="center" | True | True | False |- bgcolor="#FFFFFF" align="center" | True | False | True |- bgcolor="#FFFFFF" align="center" | False | True | True |- bgcolor="#FFFFFF" align="center" | False | False | False |} ==If-Statements== As you learned about in [[Control structures#IF THEN Statement|Control structures]], the If-Then statement is the most simplistic and widely used form of flow control. In short, an If-Statement evaluates a logical expression, performs one task if that expression is True, and does either nothing or performs a seperate task if it is False. And so how do we write one in Visual Basic? If-Statements in both VB6 and BASIC fall under three categories: the simple If-Then statement, the If-Then-Else statement, and the If-Then-ElseIf statement. If-statements may be nested inside of any other control block, including inside of other If-Statements. Nesting will be covered in depth later. ===The If-Then Statement=== VB6 uses the same simplistic and easily comprehendible syntax for If-Then Statements as BASIC. The If-Then Statement can be written two ways: <pre> If <Expression> Then <Line of code to execute> --OR-- If <Expression> Then <Multiple lines of code to execute> End If </pre> The <Expression> parameter can be any Boolean value or logical expression. If the code you want to execute when <Expression> is True can fit on one line, then you can write the entire If-Then statement on one line with no enclosing "End If". ===The If-Then-Else Statement=== But now what if you want certain code to be executed when the expression you are evaluating is true and certain code to be executed when the expression is false? You could of course write: <pre> If a Then MsgBox "A is True!" If Not a Then MsgBox "A is False!" </pre> But instead of having to write that every time, VB6 provides an additional "Else" clause for your If-Statements. The usage is very simple: <pre> If <Expression> Then <Code to execute if True> Else <Code to execute if False> End If </pre> ===One Step Further: ElseIf=== Okay, so now that you can perform two different actions depending upon a variable's state, but what if that's just not enough? That's why VB6 also has an ElseIf statement, which has the following syntax: <pre> If <Expression1> Then <Code to execute if Expression1 is True> ElseIf <Expression2> <Code to execute if Expression1 is False and Expression2 is True> ElseIf <Expression3> <Code to execute if Expression1 and Expression2 are False, but Expression3 is True> Else <Code to execute if neither Expression1, Expression2 nor Expression3 is True> End If </pre> You can use as many Else-If statements as you want, though you may have no more than one Else statement for every If statement. ===Examples=== So now that we know everything we need to know to begin using If-Statements in our code, let's look at some examples. <pre> Public Sub Main() Dim S1 As String, S2 As String S1 = "Foo" S2 = "BAR" Dim X As Integer X = 0 If X < 5 Then Debug.Print "X is less than 5" If X > 3 Then Debug.Print "X is greater than 3." Else X = 3 Debug.Print "The value of X was changed from 0 to 3" End If If S1 = "FOO" Then If S2 <> "BAR" Then Debug.Print "S2 is not BAR." ElseIf (X > 0 And X <= 3) And (S2 = "BAR") Then Debug.Print "X is greater than 0 and less than or equal to 3, and S2 = 'BAR'." ElseIf X = 3 Then Debug.Print "X is 3 and S2 is not BAR." Else End End If End If End Sub </pre> == Loops == Now let's return to our original problem of generating the Fibonacci series. Its formula is relatively simple: #Let x = 1, let y = 0. #Print x. #Let x = y + x #Let y = x - y #Repeat from 2. This pseudo code will print out: 1, 1, 2, 3, 5, 8, 13, 21, ... as expected. But now how do we tell a Visual Basic program how to do this? The answer lies in using '''loops'''. Loops provide the ability to repeatedly execute the same block of code, and to each time change values such that each run through the loop produces different results. Visual Basic provides four main kinds of loops: the classic Do-Loop, the Do-Until Loop, the Do-While Loop, and the For-Next Loop. ===Do-Loops=== The most basic form of loop in Visual Basic is the Do-Loop. Its construct is very simple: <pre> Do <Code to execute> Loop </pre> This, quite simply, executes the block of code, and when it reaches <code>Loop</code>, returns to the beginning of the Do Loop and executes the same block of code again. The same block of code will be repeatedly executed until it is told to stop executing. So let's try to apply this to our problem of generating the Fibonacci series: <pre> Dim X As Integer Dim Y As Integer Do Debug.Print X X = Y + X Y = X - Y Loop </pre> And, believe it or not, this code works! Well, sorta. If you try to run this code, it will indeed generate the Fibonacci series; however, it will continually generate and print out the next number infinitely--or, in this case, until it reaches an overflow error. This is known as the problem of the infinite do-loop, one that ''all'' programmers will experience, and some quite frequently. ====Exit Do==== So we clearly need some way to escape from the Do-Loop. You could, of course, simply End the program once you have calculated enough values, but what if you still need to perform tasks after you're done calculating? The answer is to use the <code>Exit Do</code> statement. Whenever your program reaches an Exit Do statement within a loop, it will exit the current loop. So, let's try a somewhat different approach to the Fibonacci problem. We decide that we want to calculate only eight values of the Fibonacci series, so we'll keep a counter and increment it each time throughout the loop. Then, once the counter reaches eight, we'll exit the loop. <pre> Public Sub Main() Dim X As Integer Dim Y As Integer Dim cnt As Integer 'Our counter. cnt = 1 Do Debug.Print X X = Y + X Y = X - Y If cnt >= 8 Then Exit Do Else cnt = cnt + 1 End If Loop End Sub </pre> And now we're talking! This program successfully computes and prints out the first eight values of the Fibonacci series. ===Do Until=== As an alternative approach to nesting an If-Statement inside the loop, and invoking <code>Exit Do</code> once we're done looping, Visual Basic provides a <code>Do Until</code> statement. Its syntax is the following: <pre> Do Until <Expression> <Code to execute> Loop </pre> <Expression> can be any legal logical expression that we wish to evaluate to determine whether or not to exit the loop. Each time the program reaches <code>Loop</code> it will evaluate this expression. If the expression is True, it will exit the loop for us, but otherwise it will continue looping.. So let's try rewriting our Fibonacci program to use a Do-Until loop instead of Exit Do. <pre> Public Sub Main() Dim X As Integer Dim Y As Integer Dim cnt As Integer 'Our counter. cnt = 1 Do Until cnt >= 8 Debug.Print X X = Y + X Y = X - Y cnt = cnt + 1 Loop End Sub </pre> Here we've replaced the hideous <code>If cnt >= 8 Then ... Else: Exit Do</code> with a very simple <code>Until cnt >= 8</code>. We must, however, still be sure to increment our counter every time through the loop, or else the Until expression will never be True, resulting in an infinite Do Loop. ===Do While=== In the place of <code>Do Until</code>, you can also use <code>Do While</code>. Its syntax is the following: <pre> Do While <Expression> <Code to execute> Loop </pre> <Expression> can be any legal logical expression that we wish to evaluate to determine whether or not to exit the loop. Each time the program reaches <code>Loop</code> it will verify that this expression is True, and if it is False, it will exit the loop for us. Thus, instead of exiting when an expression is True, it now exits only once this expression is false. Let's try rewriting our Fibonacci program to use a Do-While loop instead of a Do-Until loop. <pre> Public Sub Main() Dim X As Integer Dim Y As Integer Dim cnt As Integer 'Our counter. cnt = 1 Do While cnt < 8 Debug.Print X X = Y + X Y = X - Y cnt = cnt + 1 Loop End Sub </pre> ===For-Next Loops=== In situations where you merely want to run the loop a predefined number of times, it can become quite tiresome to have to create and manage a counter for each loop, which is why we also have something called a For-Next Loop. This kind of loop allows you to specify a counter, to tell it to count from one number to another each time through the loop, and to exit once the counter has reached its upper limit. The syntax is as follow: <pre> Dim I As Integer For I = <Integer> To <Integer> <Code to execute> Next I </pre> We used the variable name "I" above, as it is the most common name used for For-Loops; however, you can use any variable name you want, so long as the variable is of the type Integer. Now, let's improve our Fibonacci program even further: <pre> Public Sub Main() Dim X As Integer Dim Y As Integer Dim cnt As Integer 'Our counter. For cnt = 1 To 8 Debug.Print X X = Y + X Y = X - Y Loop End Sub </pre> In the example above, we first dimensioned cnt as an Integer, and then, in the declaration of the For-Next loop, set its value to 1. Each time through the loop, the value of cnt was incremented by 1 until it reached 8, at which point the loop was executed. ====Exit For==== As with Do Loops, there is a statement that can be used to exit a For-Next loop, and it is called <code>Exit For</code>. Simply invoke this statement anywhere within a For-Next loop and the current loop will be exited. ====Step==== By default, the variable used in the declaration of the For-Next loop is incremented by 1 each time through the loop; however, if you want to increment this value by a different amount each time through the loop, you can simply append <code>Step <Integer></code> to the end of the For-Next loop declaration. If, for instance, we wanted to print out every even number counting backward from 20 to 0, we could do this using the following code: <pre> Dim I As Integer For I = 20 To 0 Step -2 Debug.Print I Next I </pre> == Assorted Examples == The following programs are all examples that make use of many of the topics covered here. Please read through them and try to make sense of how they work. You are free to use any code present in this lesson, in part or in whole, for whatever purpose you want. ===Better Fibonacci=== This program takes the Fibonacci example used throughout this lesson, and modifies it slightly by adding a star next to each odd number in the series. <pre> Public Sub Main() Dim X As Integer Dim Y As Integer Dim strOut As String 'This will store the strings we output. Dim cnt As Integer 'Our counter. For cnt = 1 To 8 strOut = Trim(CStr(c)) + ". " + Trim(CStr(X)) 'We will cover the modulus operator later. 'In short, this appends an asterisk to the string if 'the value of X is odd. If (X Mod 2) > 0 Then strOut = strOut + " *" Debug.Print strOut X = Y + X Y = X - Y Loop End Sub </pre> ===Factorial Calculator=== This program makes use of two nested For-Next loops to print out the factorial of every number from 0 to 10. <pre> Public Sub Main() Dim I As Integer, J As Integer, Val As Long For I = 0 To 10 Val = 1 If I > 0 Then For J = 1 To I Val = Val * J Next J End If Debug.Print Trim(CStr(I)) + "! = " + Trim(CStr(Val)) Next I End Sub </pre> {{VBfooter|Variables and Types in VB6|Functions and Subroutines in VB6}} [[Category:Visual Basic]] 9545 47392 2006-11-21T23:38:21Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9546 47394 2006-11-21T23:39:12Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9547 47395 2006-11-21T23:39:39Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9548 47396 2006-11-21T23:40:05Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9549 47397 2006-11-21T23:40:24Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9550 47398 2006-11-21T23:41:00Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9551 47399 2006-11-21T23:41:18Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9552 47401 2006-11-21T23:41:52Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 9553 47402 2006-11-21T23:42:15Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9554 47403 2006-11-21T23:43:32Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9555 47404 2006-11-21T23:44:09Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9556 47405 2006-11-21T23:44:33Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9557 47406 2006-11-21T23:44:53Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9558 47407 2006-11-21T23:45:44Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9559 47409 2006-11-21T23:46:04Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9560 47410 2006-11-21T23:46:29Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9561 47412 2006-11-21T23:46:47Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9563 47418 2006-11-21T23:56:09Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail Storyboard for Seduced by the Dark Side motion picture by Robert Elliott |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using ArtRage 2 Free |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[LessonPage:Storyboarding with ArtRage2| draw thumbnail storyboards]] with ArtRage2 free version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9564 49187 2006-11-27T04:50:12Z AmiDaniel 3334 Recategorize as [[:Category:Content]] [[Category:Content]] 9566 47426 2006-11-22T00:04:43Z Rayc 57 cat Pages about Board Game Design [[Category:Game Design]] 9569 67834 2007-01-08T01:53:39Z JWSchmidt 20 [[Category:Finance]] The Time Value of Money Some Future Value Definitions • Future Value (FV): The amount an investment is worth after one or more periods. • Simple Interest: Interest earned only on the original principal amount invested. More Future Value Definitions • Compound Interest: Interest earned on both the initial principal and the interest reinvested from prior periods. • Compounding: The process of accumulating interest on an investment over time to earn more interest. ==See also== *[[Topic:Finance]] [[Category:Finance]] 9571 68178 2007-01-08T17:36:02Z JWSchmidt 20 [[Category:Education]] ==Unit Descriptor== This unit specifies the competency required to design and develop resources to support learning. '''Competency Field''' Learning Design '''Application of the Unit''' Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner. In the TAA04 Training and Assessment Training Package, learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support. Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment. Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources and text books, and may be self-paced or instructor-led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed using this unit. The complexity of the resource will vary depending on its focus, type, audience and technological medium. Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect. Where a learning resource product is built around an electronic medium, other critical skills, knowledge and outcomes are required. These are addressed through separate units of competency, ''TAADES503A Research and design e-learning resources'' and ''TAADES504A Develop and evaluate e-learning resources''. Co-learning and co-assessment is suggested where competency across all media is required. Design and development are combined in this unit. In some circumstances the design phase and content development are separated, especially in a large project. However, it is important that competency reflects the whole process. Depending on the complexity of the resource, extensive consultation and working with others may be required. This unit can provide a specific application for undertaking the generic unit ''TAATAS503A Manage contracted work''. The competency specified in this unit is typically required by trainers/facilitators, instructional designers, assessors and consultants. ==Learning Outcomes== {| border="1" ! ELEMENT !! PERFORMANCE CRITERIA |-valign="top" | 1 Research and interpret the learning resource requirements || # The brief, focus and type of learning resource is clarified with the client # The likely target audience/s, their learning needs and the learning environment for the resource are researched # The characteristics of the learners/end users of the learning resource are identified # Existing information which may be relevant is gathered, collated and analysed # Ethical and legal considerations are identified and acted upon # A development work plan is written and documented |-valign="top" | 2 Design the learning resource and plan the content || # A range of design options is generated using a variety of principles and techniques # Time is taken to reflect on the designs, identifying the implications of each # The diversity of learners/end users and their learning styles are researched and embedded into the design specifications # An outline or prototype for the learning resource is developed and confirmed with the client # The content specifications of the learning product are analysed and the proposed content is mapped out # The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial restraints # Relevant personnel are identified to support the development phase, if needed |-valign="top" | 3 Develop the learning resource content || # Content and content specification is developed in accordance with the agreed design # Modifications are made to the design and/or content, where necessary, to address changes in project parameters # Mechanisms for reviewing work in progress are established # Text is clear, concise, grammatically correct and appropriate for the intended audience/s # Visuals are relevant, instructive and appropriate for the intended audience/s # The resource is formatted using an appropriate style guide |-valign="top" | 4 Review learning resource prior to implementation || # Content of the resource is checked to ensure the accuracy and relevance of information against content specifications # Text, format and visual design are checked for clarity and focus # An external review is conducted using appropriate methods, and feedback is incorporated where relevant # Final draft us reviews against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client |-valign="top" | 5 Evaluate the design and development process || # The design and development process is reviewed against appropriate evaluation criteria # Time is taken to reflect and identify areas for improvement # Identified improvements are documented for future projects |-valign="top" |} ==Key Competencies== {| border="1" ! Key Competency !! Examples of Application !! Performance Level |- | How can information be collected, analysed and organised? ||researching needs of target audience, determining relevant information and establishing a structure for the resource || align="center" | 3 |- | How are ideas and information communicated within this competency? ||seeking feedback from others, discussing ideas for resources with colleagues and discussing resource specifications with client || align="center" | 3 |- | How are activities planned and organised? ||determining timeframe for resource development and establishing review/feedback mechanisms || align="center" | 3 |- | How are problem solving skills applied? ||discussing ideas for resource with colleagues and seeking guidance and advice from others || align="center" | 2 |- | How are mathematical ideas and techniques used? ||ensuring resource meets end user needs and dealing with technological problems || align="center" | 2 |- | How is use of technology applied? ||working within budgetary requirements || align="center" | 1 |- | How is team work used within this competency? ||using a range of computer programs and researching using the Internet || align="center" | 3 |- |} ==Range Statement== The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria. '''The brief of the learning resource may include:''' * a client proposal * identified gap in the learning product market * a tender * an organisational need '''Focus of the learning resource may include:''' * a whole Training Package * a Training Package qualification/qualifications * a traineeship/apprenticeship * an accredited course * individual competency standards/modules/subjects * a non-accredited course * a learning program * a learning resource to support the introduction/ implementation of new technology/equipment '''Type of learning resource may include:''' * Training Package noted support materials, such as: * learner/user guides * trainer/facilitator guides * training guides * example training programs * specific case studies * professional development materials * assessment materials * other published, commercially available support materials for Training Packages/courses * organisational learning resources * competency standards as a learning resource * videos * CDs and audio tapes * references and texts * manuals * record/log books * learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program * learning resources produced in languages other than English as appropriate to target group learners and workplace '''The learning resource is:''''''''''' ''designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner '''Likely target audience/s and learning environment must include:''' * who the learning resource is for * what the learning resource is designed to do * how the learning resource will be used * where the learning resource will be used * possible mediums to be used '''Research may include:''''''''''' '' * interviews * focus groups * informal discussions * literature reviews * Internet research * evaluations of existing products * questionnaires * workshops '''Characteristics of the learners/end users may include:''''''''''' '' * level of prior experience/knowledge of content area * skill/competency profile * range and response to previous learning experiences * level of education * socio-economic background, age, gender * current work * work culture * cultural and ethnic background * disability or learning support needs * preferred learning styles * motivation for learning * English language, literacy and numeracy needs '''Existing information may include:''' * industry/end user needs * industry best practice and culture * existing learning resources and learning materials * relevant Training Packages/competency standards * relevant courses, curriculums, modules * workplace procedures, documentation, and requirements * industry coverage * roles and responsibilities of groups and individuals * information from industry experts and advisers '''Ethical and legal considerations may include:''' * contract preparation * meeting contractual requirements * intellectual property * regulatory requirements including occupational health and safety (OHS) * organisational requirements * equity issues and needs * potential legal consequences of false, misleading or incorrect information '''Development work plan may include:''''''''''' '' * timelines and milestones to be achieved * scheduled meetings and focus groups * consultative processes * handover requirements * equipment, learning resources and learning materials needed * industry information/practices * budget * identification of risks/risk management strategies * organisation/industrial politics * access to experts/advisers '''Design options may include:''''''''''' '' * use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information) * use and extent of text-based information and graphical information * level of depth of text-based information and sophistication of language * level of completeness in addressing the focus * options for presenting text-based information e.g. straight text, question and answer, case studies * visual design * sequencing of material * sources of further information/further reading * style guides * visual look * instructional design, for example: - presenting material in a logical order and sequence - opportunities for collaborative learning between learners - navigation tools - presenting material in order of increasing difficulty - opportunities for review of material and repetition - the need for learner activity and interactivity - inclusion of a variety of approaches and techniques for presenting information and - activities and for encouraging participation by learning - structure of the information - ensuring learning is embedded in a realistic and relevant context - techniques to engage the learner in learning * creative thinking, for example: - brainstorming - mind mapping - scenario setting - lateral thinking * visual/graphic design, for example: - format - composition - balance - typography - images/graphics - charts/diagrams * research and evaluation, for example: - of other learning resources - up-to-date research on learning '''Reflect may include:''''''''''' '' * asking key questions * discussing details with others, for example: * colleagues * team members * other learning product developers/instructional designers * the client * supervisor/manager * standing back from work * setting specified times for reflection * reviewing personal skills '''Learning styles may include:''''''''''' '' * theoretical * pragmatic * active * reflective * kinaesthetic * auditory * visual '''Outline or prototype may include:''''''''''' '' * mock-up * framework * model * format specifications '''Content specifications may include:''''''''''' '' * requirements of relevant Training Packages, competency standards/benchmarks * OHS requirements * work practices and procedures * culture and ethics of the learner/end user environment * organisational requirements * copyright/intellectual property agreements/ acknowledgements '''Relevant personnel may include:''''''''''' '' * subject matter/technical experts * industry experts * colleagues * learners or users * industry stakeholders * specialist consultants, e.g. language, literacy and numeracy specialists '''Mechanisms may include:''' * verbal or written communication with relevant personnel * verbal or written communication with content experts * project updates * internal/external reviews of drafts '''Style guide may include:''''''''''' '' * fonts - types and sizes * line spacing * white space * icons * use of visuals - icons, photographs, pictures, diagrams * signposting * logos * ANTA Style Guide * client style guide '''Methods may include:''' * evaluation by experts * pilot * focus groups * questionnaires * checklists * workshops * telephone interviews '''Evaluation criteria may include:''' * meeting the brief * satisfaction of the client * timeliness * cost * design issues/modifications required ==Evidence Guide== The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package. '''Overview of Assessment''''''''''' ''To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources. The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible. Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work. '''''''' '''''Evidence Requirements''' '''Required knowledge includes: ''' * sound knowledge of the vocational education and training system, including: - relevant terminology - training and assessment processes - Training Packages and competency standards - the Australian Quality Training Framework (AQTF) requirements - the Australian Qualifications Framework (AQF) * instructional design, for example: - planning, analysis, development, synthesis, evaluation - presenting material in a logical order and sequence - opportunities for collaborative learning between learners - navigation tools - presenting material in order of increasing difficulty - opportunities for review of material and repetition - the need for learner activity and interactivity - inclusion of a variety of approaches and techniques for presenting information and - activities and for encouraging participation by learning - structure of the information - ensure learning is embedded in a realistic and relevant context - techniques to engage the learner in learning * visual design principles/techniques, for example: - format - composition - balance - typography - images/graphics - charts/diagrams * research and evaluation techniques, including: - interviews - focus groups - workshops - questionnaires - literature reviews - web research - pilot processes * a general knowledge of the main branches of learning theory, for example: - behavioural learning theory - information processing theory - cognitive learning theory - andragogy - vocational education and training pedagogy * learning principles, including: - adults are autonomous and self-directed - adults have life experience to draw on - adults are goal-oriented - adults need relevance - adults are practical - adults need to be shown respect * cultural awareness * a range of learning approaches and styles of learning resources * different learning styles, including: - activist - reflector - theorist - pragmatist - kinaesthetic - auditory - visual * language, literacy and numeracy (LLN) issues, for example: - principles and definitions - how to work out the LLN level of likely users, and LLN requirements of the resource * relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: - copyright and privacy laws relating to electronic technology - security of information - plagiarism - competency standards - licensing - industry/workplace requirements - duty of care under common law - anti-discrimination including equal opportunity, racial vilification and disability - discrimination - workplace relations - industrial awards/enterprise agreements * relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource - OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner '''Required skills and attributes include:''' * review and analysis skills to: - identify areas for improvement - recognise personal limitations * communication and interpersonal skills to: - collaborate with a range of people - seek feedback from others - be open to feedback and suggestions - maintain a network - listen - negotiate * computer/technical skills, for example: - using a range of software programs - using a range of office equipment * literacy/writing skills, including: - writing from the learner's perspective - writing for different audiences - using plain English and correct grammar - pitching writing to the appropriate level - using an appropriate style - having an eye for detail * time management skills, including keeping to appropriate timelines * analytical skills to: - identify critical learning points - structure and weight the contents appropriately - determine appropriateness of feedback * ability to develop a range of learning activities * research skills to: - find content and relevant information - interview relevant people - solve problems - ask questions '''Products that could be used as evidence include:''' * learning resources developed * letters to relevant personnel seeking comments and feedback * evaluation forms * minutes of meetings * drafts of resources * feedback received from others '''Processes that could be used as evidence include:''' * how research was undertaken and why * how consultative process was set up * how industry or end user requirements were established * how resource was evaluated and reviewed * what methods were used to evaluate the process used for resource development and why * ways in which personal skills and efficiency were developed and monitored and why * how personal workload was managed '''Resource implications for assessment include:''' * research for content of resources * access to experts for review and consultation '''The collection of quality evidence requires that:''' * assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies * a range of appropriate assessment methods/evidence gathering techniques is used to determine competency * evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided * the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice * assessment meets the rules of evidence * a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated '''Specific evidence requirements must include:''' * a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or * evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit * evidence of transferable application to the development of other learning resources * designed under the guidelines for Training Package support materials * print-based '''Integrated assessment means that:''' this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: * Design and develop learning programs * Design and develop learning strategies * Coordinate and facilitate distance-based learning * Manage contracted work [[Category:Education]] 9572 47499 2006-11-22T05:28:33Z Ryulong 2510 [[Control Structures and Logical Operators in VB6]] moved to [[Control Structures and Logical Expressions in VB6]]: On behalf of [[en:User:Ami Daniel]] #REDIRECT [[Control Structures and Logical Expressions in VB6]] 9576 67799 2007-01-08T01:28:23Z JWSchmidt 20 [[Category:Baha'i Studies]] [[Image:Wilmette how side.jpg|199px|thumb|Symbols of many religions on the pillar of the [[wikipedia:Bahá'í House of Worship |Bahá'í House of Worship]] in Wilmette, Illinois]] According to Bahá'í teachings, religious history is seen as an evolving educational process for mankind, through God's messengers, which are termed [[wikipedia:Manifestation_of_God|Manifestations of God]]. [[wikibooks:Bah%C3%A1%27%C3%AD_Faith/Baha%27u%27llah|Bahá'u'lláh]] is seen as the most recent, pivotal, but not final of these individuals. He claimed to be the expected redeemer and teacher prophesied in [[wikipedia:Christianity|Christianity]], [[wikipedia:Islam|Islam]], [[wikipedia:Hinduism|Hinduism]], [[wikipedia:Buddhism|Buddhism]], and other religions, and that his mission was to establish a firm basis for unity throughout the world, and inaugurate an age of peace and justice, which Bahá'ís expect will inevitably arise.<ref name="esslemont">{{cite book |author= Esslemont, J.E. |year= 1980 |title= Bahá'u'lláh and the New Era |edition= 5th ed. |publisher=Bahá'í Publishing Trust |location=Wilmette, Illinois, USA |id= ISBN 0877431604 |url= http://reference.bahai.org/en/t/je/BNE/}}</ref> ==Department News== '''November 22, 2006''' *Department of Bahá'í Studies founded on wikiversity. *Learning projects added: ''Compilations'', ''Prophecy'', and ''Current Events'' ==Courses== ==Learning Projects== *[[Baha%27i_Studies/Learning_Projects/Compilations|Compilations]] *[[Baha%27i_Studies/Learning_Projects/Prophecy|Prophecy]] *[[Baha%27i_Studies/Learning_Projects/Current_Events|Current Events]] ==Learning Resources== *[http://www.bahai.org/ The International Website of the Bahá'í Faith] *[http://www.bahai.us/ The Official Website of the Bahá'ís of the United States] *[[wikibooks:Bah%C3%A1%27%C3%AD_Faith|The Bahá'í Faith - wikibook]] *[http://www.bahairesearch.com/language.aspx Search Writings of the Bahá'í Faith and other World Religions] *[http://www.bahai-education.org/ocean/ World Religions Free Research Library] *[http://www.bci.org/prophecy-fulfilled/ Prophecy Fulfilled Webpage] [[Category:Baha'i Studies]] 9578 77614 2007-01-17T05:43:55Z JWSchmidt 20 [[Category:Media]] These are the page of the Narrative Film Production [[Category:Media]] 9582 47590 2006-11-22T09:41:28Z MichaelBillington 1599 spiffy new template to aid in navigation <noinclude> This template is for the bottom of pages in [[:Category:Visual Basic]] to aid in navigation between them. ===Usage=== <code><nowiki>{{VBfooter|Previous page|Next page}}</nowiki></code> It will only link to a page that exists, so if ''there is no'' next page, set that parameter to "(none)" or something, and it wont put a link there. ---- </noinclude><br clear=all> {| class="toccolours" align="center" style="text-align: center; font-size: 90%;" width="100%" |- | style="background: #ccccff; font-size: 110%;" | '''[[Topic:Visual Basic|Learning Visual Basic]]''' |- | {{#ifexist:{{{1}}}|'''Previous:''' [[{{{1}}}]]|'''Previous:''' (none)}} &mdash; {{#ifexist:{{{2}}}|'''Next:''' [[{{{2}}}]]| '''Next:''' (none)}} |} [[Category:Visual Basic]] 9583 50563 2006-12-01T09:29:26Z AmiDaniel 3334 Rather than delete, let's turn this into a redirect. The page history must be preserved for [[w:GFDL]] reasons #REDIRECT [[Wikiversity:Learning projects]] 9585 53285 2006-12-09T21:25:14Z Gerritda 3972 /* Resources */ ==Learning Project Summary== While this lesson takes a light hearted look at the variation in the pronunciation of Friedrich Nietzsche's surname it raises issues of identity, meaning, knowledge and the nature of the author. * '''Suggested Prerequisites:''' ** A sense of humor ** An opinion * '''Time investment:''' **"I regard profound problems as I do a cold bath - quick in, quick out." ==Learning Activity== Explore the resources and feel free to add new ones. Ask friends, family and random strangers how they pronounce Nietzsche. Start a debate about the possibility of providing a definitive pronunciation for Nietzsche's surname. Undertake one of the assessment activities. ==Resources== * [http://www.youtube.com/watch?v=653s-FBXpTA Bruces' Philosophers Song at YouTube] * [http://www.answers.com/topic/friedrich-nietzsche Friedrich Nietzsche at www.answers.com] * [[w:Friedrich Nietzsche | Friedrich Nietzsche at Wikipedia]] ==Assessment== * Submit a recording of your chosen pronunciation. * Mark up your chosen pronunciation using the [[w:IPA | International Phonetic Alphabet]]. * Compose an appropriate limerick. * Pen an aphorism that explores the pronunciation. * Submit any questions and answers this activity has provoked. * Comment on the assignments that have been submitted to the site. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Mystictim|Mystictim]] 14:34, 22 November 2006 (UTC) * [[User:Executivezen|Executivezen]] 21:23, 22 November 2006 (UTC) ==Submitted Assessments== Please submit any material relevant to the assessments in this area. They will be revalued by peer assessment. So expect comments from other people and feel free to comment on everything on this page. I suggest that rather than using the discussion page you add comments directly to any submission using : to indent them. [[Category:Philosophy]] [[Category:Continental Philosophy]] 9586 47654 2006-11-22T14:26:43Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 9587 47656 2006-11-22T14:28:00Z JWSchmidt 20 [[Category:Graphic design]] [[Category:Graphic design]] 9590 47680 2006-11-22T16:57:54Z Rayc 57 New page: Pages containing course pages that teach through on wiki debates. Debates should be scholarly, as opposed to about wikiversity [[Category:Community discussions]] Pages containing course pages that teach through on wiki debates. Debates should be scholarly, as opposed to about wikiversity [[Category:Community discussions]] 9595 47708 2006-11-22T17:10:41Z Rayc 57 cat Category for Information Technology [[Category:Engineering and Technology]] 9604 76304 2007-01-15T03:03:53Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] A goal of this learning project is to create compilations of passages from religious texts. ==Qualities of a True Seeker== ===Introduction=== There are writings in the Baha'i Faith about qualties of a true seeker. A goal is to search writings of many religions to create a compilation of quotes that can assist in the search of Truth. ===Compilation=== [[Baha%27i_Studies/Learning_Projects/Compilations/Qualities_of_a_True_Seeker|Qualities of a True Seeker]] [[Category:Baha'i Studies]] 9605 69991 2007-01-10T19:23:17Z JWSchmidt 20 [[Category:Baha'i Studies]] ==Baha'i Writings== ==== <font color="#0088BB">The Step of Search</font> ==== But, O my brother, when a true seeker determineth to take the step of search in the path leading to the knowledge of the Ancient of Days, he must, before all else, cleanse and purify his heart, which is the seat of the revelation of the inner mysteries of God, from the obscuring dust of all acquired knowledge, and the allusions of the embodiments of satanic fancy. He must purge his breast, which is the sanctuary of the abiding love of the Beloved, of every defilement, and sanctify his soul from all that pertaineth to water and clay, from all shadowy and ephemeral attachments. He must so cleanse his heart that no remnant of either love or hate may linger therein, lest that love blindly incline him to error, or that hate repel him away from the truth. Even as thou dost witness in this day how most of the people, because of such love and hate, are bereft of the immortal Face, have strayed far from the Embodiments of the divine mysteries, and, shepherdless, are roaming through the wilderness of oblivion and error. That seeker must at all times put his trust in God, must renounce the peoples of the earth, detach himself from the world of dust, and cleave unto Him Who is the Lord of Lords. He must never seek to exalt himself above any one, must wash away from the tablet of his heart every trace of pride and vainglory, must cling unto patience and resignation, observe silence, and refrain from idle talk. For the tongue is a smouldering fire, and excess of speech a deadly poison. Material fire consumeth the body, whereas the fire of the tongue devoureth both heart and soul. The force of the former lasteth but for a time, whilst the effects of the latter endure a century. That seeker should also regard backbiting as grievous error, and keep himself aloof from its dominion, inasmuch as backbiting quencheth the light of the heart, and extinguisheth the life of the soul. He should be content with little, and be freed from all inordinate desire. He should treasure the companionship of those that have renounced the world, and regard avoidance of boastful and worldly people a precious benefit. At the dawn of every day he should commune with God, and with all his soul persevere in the quest of his Beloved. He should consume every wayward thought with the flame of His loving mention, and, with the swiftness of lightning, pass by all else save Him. He should succour the dispossessed, and never withhold his favour from the destitute. He should show kindness to animals, how much more unto his fellow-man, to him who is endowed with the power of utterance. He should not hesitate to offer up his life for his Beloved, nor allow the censure of the people to turn him away from the Truth. He should not wish for others that which he doth not wish for himself, nor promise that which he doth not fulfil. With all his heart should the seeker avoid fellowship with evil doers, and pray for the remission of their sins. He should forgive the sinful, and never despise his low estate, for none knoweth what his own end shall be. How often hath a sinner, at the hour of death, attained to the essence of faith, and, quaffing the immortal draught, hath taken his flight unto the celestial Concourse. And how often hath a devout believer, at the hour of his soul's ascension, been so changed as to fall into the nethermost fire. Our purpose in revealing these convincing and weighty utterances is to impress upon the seeker that he should regard all else beside God as transient, and count all things save Him, Who is the Object of all adoration, as utter nothingness. These are among the attributes of the exalted, and constitute the hall-mark of the spiritually-minded. They have already been mentioned in connection with the requirements of the wayfarers that tread the Path of Positive Knowledge. When the detached wayfarer and sincere seeker hath fulfilled these essential conditions, then and only then can he be called a true seeker. Whensoever he hath fulfilled the conditions implied in the verse: "Whoso maketh efforts for Us,"[1] he shall enjoy the blessing conferred by the words: "In Our ways shall We assuredly guide him."[2] Baha'u'llah, ''Kitab-i-Iqan'' ==== <font color="#0088BB">No Desire Save Union with His Beloved</font> ==== The true seeker hunteth naught but the object of his quest, and the lover hath no desire save union with his beloved. Nor shall the seeker reach his goal unless he sacrifice all things. That is, whatever he hath seen, and heard, and understood, all must he set at naught, that he may enter the realm of the spirit, which is the City of God. Labor is needed, if we are to seek Him; ardor is needed, if we are to drink of the honey of reunion with Him; and if we taste of this cup, we shall cast away the world. On this journey the traveler abideth in every land and dwelleth in every region. In every face, he seeketh the beauty of the Friend; in every country he looketh for the Beloved. He joineth every company, and seeketh fellowship with every soul, that haply in some mind he may uncover the secret of the Friend, or in some face he may behold the beauty of the Loved One. And if, by the help of God, he findeth on this journey a trace of the traceless Friend, and inhaleth the fragrance of the long-lost Joseph from the heavenly messenger, [1] he shall straightway step into THE VALLEY OF LOVE and be dissolved in the fire of love. In this city the heaven of ecstasy is upraised and the world-illuming sun of yearning shineth, and the fire of love is ablaze; and when the fire of love is ablaze, it burneth to ashes the harvest of reason. [1 Refer to the story of Joesph in the Qur'an and the Old Testament.] Baha'u'llah, ''The Seven Valleys'' ==== <font color="#0088BB">Attachments to the Material</font> ==== On the morning of the third day, a Canon of the Anglican Church met him at breakfast. The conversation turned on the reluctance of the rich to part with their possessions, Abdu'l-Baha, quoting the saying of Jesus, "How hardly shall they that have riches enter into the Kingdom of Heaven." He remarked that only when the true seeker finds that attachments to the material are keeping him from his spiritual heritage, will he gladly enter the way of renunciation. Then will the rich man joyfully share his worldly possessions with the needy. Abdu'l-Baha contrasted the unpretentious hospitality before him with the costly banquets of the wealthy, who too often sit at their feasts forgetting the hungry multitudes. He urged his hearers to spread the light in their own homes so that finally it would illuminate the whole community. 'Abdu'l-Baha, '''Abdu'l-Baha in London'' [[Category:Baha'i Studies]] 9607 67801 2007-01-08T01:29:08Z JWSchmidt 20 [[Category:Baha'i Studies]] ==Introduction== Baha'is believe that Baha'u'llah is the Promised One of all religions. A goal of this learning project is to compile information that assists in determining the truth of this claim ==Prophecies== *[[Baha%27i_Studies/Learning_Projects/Prophecy/Old_Testament|Prophecy of the Old Testament]] *[[Baha%27i_Studies/Learning_Projects/Prophecy/New_Testament|Prophecy of the New Testament]] *[[Baha%27i_Studies/Learning_Projects/Prophecy/Hinduism|Prophecy of Hinduism]] *[[Baha%27i_Studies/Learning_Projects/Prophecy/Buddhism|Prophecy of Buddhism]] *[[Baha%27i_Studies/Learning_Projects/Prophecy/Zoroastrianism|Prophecy of Zoroastrianism]] *[[Baha%27i_Studies/Learning_Projects/Prophecy/Islam|Prophecy of Islam]] *[[Baha%27i_Studies/Learning_Projects/Prophecy/Babism|Prophecy of Babism]] ==Research Tools== *[http://www.bahairesearch.com/language.aspx Search Writings of the Bahá'í Faith and other World Religions] *[http://www.bahai-education.org/ocean/ World Religions Free Research Library] *[http://www.bci.org/prophecy-fulfilled/ The Prophecy Fulfilled Webpage] *[http://www.urantia.us/ Messengers of God] [[Category:Baha'i Studies]] 9608 67804 2007-01-08T01:31:42Z JWSchmidt 20 [[Category:Baha'i Studies]] ==Introduction== Baha'is believe that there are dual processes currently operating in the world. There are dual processes of destruction and construction. A goal of this learning project is to compile news articles to determine the truth that there are "simultaneous processes of rise and of fall, of integration and of disintegration, of order and chaos, with their continuous and reciprocal reactions on each other, are but aspects of a greater Plan, one and indivisible, whose Source is God, whose author is Baha'u'llah, the theater of whose operations is the entire planet, and whose ultimate objectives are the unity of the human race and the peace of all mankind."<ref name="adj">{{cite book |author= Effendi, Shoghi |year= 1990 |title= The Advent of Divine Justice |edition= first pocket-size edition. |publisher=US Bahá’í Publishing Trust |url= http://reference.bahai.org/en/t/se/ADJ/}}</ref> ==Subjects== *[[Baha%27i_Studies/Learning_Projects/Current_Events/Science|Science]] [[Category:Baha'i Studies]] 9609 67797 2007-01-08T01:27:27Z JWSchmidt 20 [[Category:Science]] ==Subjects== ===Human Health=== [http://www.nytimes.com/2006/07/30/health/30age.html?ex=1164344400&en=fb6bd3083a03061d&ei=5070 So Big and Healthy Grandpa Wouldn’t Even Know You],New York Times, July 30, 2006 <p> </p> ''Relevant passage from the Universal House of Justice'' <p> </p> What is Bahá'u'lláh's purpose for the human race? For what ends did He submit to the appalling cruelties and indignities heaped upon Him? What does He mean by 'a new race of men'? What are the profound changes which He will bring about? <p> </p> The Universal House of Justice in Wellspring of Guidance, pp. 114-15 [[Category:Science]][[Category:Religion]] 9612 47922 2006-11-22T20:42:14Z CQ 1939 [[Wikipedia:WikiMapia|]] This is a new thing. Please refer to [[Wikipedia:WikiMapia|WikiMapia]] for now. 9613 47983 2006-11-22T21:14:06Z AmiDaniel 3334 Recategorize as [[:Category:Pages moved from another project]] This category contains pages moved from Meta using [[Special:Import]] [[Category:Pages moved from another project]] 9614 47986 2006-11-22T21:14:57Z AmiDaniel 3334 create This category lists all pages that have been moved to Wikiversity using [[Special:Import]]. [[Category:Wikiversity]] 9615 68366 2007-01-08T22:11:27Z JWSchmidt 20 [[Category:Media]] Media Educators have developed a set of '''Key Concepts''' through which new students can be introduced to the subject. These are often remembered through the acronym MIGRAINE: '''M''' - [[Media Language]]<BR> '''I''' - [[Institutions]]<BR> '''G''' - [[Genre]]<BR> '''R''' - [[Representation]]<BR> '''A''' - [[Audience]]<BR> '''I''' - [[Ideologies and Values]]<BR> '''N''' - [[Narrative]]<BR> '''E''' - Completes the handy acronym!<BR> These should be seen as a starting point for the study of the Media and not an exhaustive model of Media Studies. [[Category:Media]] 9616 68758 2007-01-09T23:37:08Z JWSchmidt 20 [[Category:Media]] {{welcome and expand|St.J}} The techniques used by Media Producers in Media Texts to communicate with the Audience.<br> e.g. Camera Angle, Framing, Camera Movement, Sound; Music and Dialogue etc [[Category:Media]] 9617 70752 2007-01-11T20:51:01Z Mystictim 626 {{welcome and expand}} Media Educators refer to the organisations that control or influence the Media as Institutions.<br> Traditionally this includes Production Companies and Regulators.<br> However as the domocratization of the Media continues individuals may be thought of as extremely influencial through internet sites such as YouTube and Wikipedia. [[Category:Media]] 9618 68368 2007-01-08T22:11:47Z JWSchmidt 20 [[Category:Media]] Genre is currently a contentious Key Concept. Traditionally Media Theorists have studied the way different Media texts fall into different categories (or Genres) such as Horror, Soap Opera or Broadsheet Newspaper.<br> However as media producers blur the boundaries between different genre the study of the concept itself becomes more problematic.<br> At an introductory level it is still useful to look at the [[Generic Conventions]] of a text to see how it fits into the media world. [[Category:Media]] 9619 68369 2007-01-08T22:12:05Z JWSchmidt 20 [[Category:Media]] Generic Conventions are the features shown by texts that allow them to be put into a specific genre.<br> For example almost all Westerns use the Iconography of cowboy hats, six shooters, horses and spurs to place them in their genre. Similarly Situation Comedies will often have canned laughter, a few specific and long-running characters and locations and will several catch-phrases. Generic conventions are very useful to producers and audiences alike.<br> Producers can attract a specific target audience by making it very explicit what gere the text falls into.<br> Audiences can easily identify a genre of text and choose to consume it or not. [[Category:Media]] 9620 70767 2007-01-11T21:49:24Z JWSchmidt 20 [[Category:Geography]] This is a special [[learning project]] about the [[Wikipedia:United States of America|United States of America]]. {{WikiversityActivities}} ==What is the USA?== The short, safe answer: A Country ''&bull;<small>[[Talk:USA]]</small>&bull;'' [[Category:Geography]] 9621 49320 2006-11-27T12:55:28Z Guillom 48 {{Copyright by Wikimedia}} == Summary == Wikiversity Possible custodian, free use. == Licensing == {{Copyright by Wikimedia}} 9624 49321 2006-11-27T12:55:36Z Guillom 48 {{Copyright by Wikimedia}} == Summary == Possible custodian symbol? free use. == Licensing == {{Copyright by Wikimedia}} 9625 49249 2006-11-27T05:49:22Z Hillgentleman 530 __NOTOC__ [[Image:Root-system-B2.png|right|250px]] <center>''[[Portal:Mathematics]]>[[School:Mathematics]]>[[Topic:Higher Algebra]]>[[Topic:Representation Theory]]''</center> <hr/> ==Department description== '''Representation theory''' is the study of symmetries. We study ways to represent abstract algebraic structures (groups, algebras, Lie algebras, etc) as linear transformations (e.g. matrices). Representation theory serves, and is enriched by, Algebra, Analysis, Geometry, Category Theory, Combinatorics, Number Theory and Theoretical Physics (where it is called ''group theory''). ==Department news== * ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Topic:linear representations of finite groups]] *[[Topic:Lie groups and Lie algebras]] *[[Topic:Complex semi-simple Lie algebras]] *[[Topic:Virasoro algebra]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *http://www.ams.org/online_bks/online_subject.html ==Recommended Reading Material== *J.-P. Serre: ''Linear Representations of Finite Groups'' *J.-P. Serre: ''Complex Semi-simple Lie Algebras'' *Fulton and Harris *Knapp ===Wikipedia=== *[[w:Representation theory]] *[[w:Category:Representation theory]] *[[w:Lie groups]] *[[w:Lie algebras]] *[[w:Category:Lie groups]] *[[w:Category:Lie algebras]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Representation Theory| ]] 9629 48044 2006-11-23T01:34:07Z AmiDaniel 3334 And again, gahhh {| class="messagebox" style="text-align:left;" |style="width:40px;"| [[Image:Symbol opinion vote.svg|40px]] |style="padding-left:.5em;"| <!-- old usage (deprecated, being switched) --> This {{NAMESPACE}}, [[:{{NAMESPACE}}:{{PAGENAME}}]], has been deprecated. Please use [[:{{{1}}}]] instead. |}<includeonly><noinclude>[[Category:Deprecated pages|{{{PAGENAME}}}]]</noinclude></includeonly> <noinclude> '''Usage:''' This template is used to mark project pages, categories, and templates that have been deprecated. '''Syntax:''' <nowiki>{{subst:deprecated|<New page to use>}}</nowiki> [[Category:Templates]] </noinclude> 9630 67766 2007-01-08T00:47:35Z JWSchmidt 20 caps This [[learning project]] is about [[School:Electronics|electronic amplifiers]] such as those used with an electric [[guitar]]. ==Principles== An amplifier uses a small weak electronic signal and a [[power supply]] to produce a larger strong signal. This task can be done the new way using solid-state devices usually called transistors or an older way using electron tubes, also called valves. Amplification can also be done in an even older way mechanically using a horn of some type as in the [[Wikipedia:Victrola|Victrola]] and similar devices. The principles of amplification are ancient as in the medical stethescope and who knows how far back? :'''''Wikipedia:''' An electronic amplifier is a device for increasing the power of a signal.'' ==Types and kinds== All amplification methods have common aspects most of which are expressed as ratios: *Gain - the ratio between input and output energy *Signal to Noise - Generally, the ratio between harmonic content that is desireable to that which is undesirable *Efficiency - An amalgamation of factors used to measure energy that is used productively or dissipated as heat or other incidental loss *Frequency response - A measure of an amplifier's ability to respond to various types of periodic change. *...several others Electronic amplification can happen over a wide band of frequencies and physical conditions ranging from audible sound to electromagnetic radiation. The design parameters and objectives of an amplifier circuit are methodically built to a variety of types and kinds. For this discussion, we shall begin with an elementary examination of the [[Wikipedia:Audio Amplifier|Audio Amplifier]]. ::'''Point to ponder:''' Can visible and invisible light be amplified? Some might argue that anything that can be modulated, can be amplified. <small>[[Wikipedia:Optical amplifier|spoil]]</small> ==Sound transducers== A sonic signal enters and exits an amplifier by means of a sound transducer. Input devices such as microphones, magnetic pickups and piezo-electric devices faithfully translate sound, mechanical vibration or other type of audible energy into variable electrical energy that can enter the '''input stage''' or circuit. Output devices for converting amplified electrical energy back into sound are most commonly called loudspeakers. ==[[Wikipedia:Vacuum_tube|Electron tubes]]== The first electronic amplifiers used evacuated glass tubes containing four basic types of conducting members: #filament - also called heaters, these innermost elements usually composed of tungsten, emmited energy in the form of heat producing the orange glow seen from behind a vintage [[Wikipedia:guitar amplifier]]. #cathode - this [[Wikipedia:electrode|electrode]] connected directly or through a [[Wikipedia:resister|resister]] to the negative side of a DC Power source supplies a stream of [[Wikipedia:electrons]] knocked off of it by the heat from the filament toward an outermost electrode called the... #plate - this electrode is connected to the positive side of the power supply through a resistive or inductive load componant used to develop the amplified power of the tube (valve). #grid - One or more screen-like elements are placed between the cathode and plate and present to the tube an input signal that represents a varying [[Wikipedia:voltage|voltage]] that is ''biased'' somewhere between the negative potential of the cathode and the positive postential of the plate. The [[Wikipedia:kinetic energy|kinetic energy]] allowed to flow between the cathode and the plate varies indirectly but at the same rate as the potential energy on the grid. To understand the operation of an amplifier tube, one should thing in terms of ''voltage with repect to ground''. In most classic tube designes, the negative side of the power supply was connected with the chassis of the aparatus which was in turn connected (for best results) to [[Wikipedia:Earth ground|Earth ground]]. Earth ground is nearly always at a 0-volt potential, unless of course a lightning strike or other anomoly is nearby. ''under construction'' [[Category:Music]] [[Category:Electrical Engineering]] 9631 65135 2007-01-01T04:15:41Z Robert Elliott 1436 Redirect to newer reference table #REDIRECT [[Template:Film School:Storyboarding:Reference Materials]] ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Storyboard Outline for Seduced by the Dark Side |storyboard worksheet]]. Print this worksheet and answer the questions by drawing tiny sketches. ::* The [[Original Story for Seduced by the Dark Side | original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Reference:SBTDS:Unformatted Script Outline|A short outline of the script]]. ::::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. :::::* A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 9632 49529 2006-11-28T00:00:13Z AmiDaniel 3334 /* Form modules */ tid bit more... :''This lesson is part of the course on [[Topic:Visual Basic|Visual Basic]]. Previous lesson: [[Functions and Subroutines in VB6]]. Next lesson: [[Event-Driven Design in VB6]].'' This lesson will cover basic [[w:GUI|Graphical User Interface]] methods in Visual Basic. Before proceeding with this lesson, please ensure that you have read and understood all of the lessons from [[Topic:Visual Basic]] up until this point, with particular emphasis on [[Control Structures and Logical Expressions in VB6]] and [[Functions and Subroutines in VB6]]. ==Overview== At this point, you're probably saying to yourself, "I thought this was supposed to be '''''Visual''''' Basic!" Indeed, Visual Basic is very much so an interface-oriented language, far moreso than other languages, and designing even complex graphical user interfaces (or GUIs) is quite simple. In contrast to tradional, command-line interfaces, almost all user interfaces in Visual Basic are constructed using the [[w:WIMP (computing)|WIMP]], or "windows, icon, menu, pointer," GUI style. This means that Visual Basic programs interact with users almost exclusively using graphical elements, such as windows, buttons, toolbars, etc., with very few console-based applications (in fact, creating a console-based VB application is quite difficult, requiring advanced API techniques, which will be covered much later). While in previous lessons, we've made use of <code>Debug.Print</code>, which is not a WIMP element, it's important to note that the debugging, or intermediate, window is only visible in design mode, and not during typical program execution. In this lesson, we'll introduce and expand upon three basic methods of creating WIMP interfaces in Visual Basic: using the MsgBox function (which you've seen before), the InputBox function, and forms and controls. ==MsgBox revisited== Up until now, we've blindly used this magical MsgBox function to display text without really understanding what it was, how it worked, or what could be done with it. Now that we have a bit more understanding of functions, subroutines, and control structures, let's take a somewhat closer look at it. MsgBox is a actually a function, like many of the functions we've used and created before, provided by the standard VB runtime. Its function declaration is the following: <pre> Public Function MsgBox( _ ByVal prompt As String, _ Optional ByVal buttons As Integer = vbOKOnly, _ Optional ByVal title As String = Nothing _ Optional ByVal helpfile As String = Nothing _ Optional ByVal context As Integer = Nothing _ ) As Integer </pre> Having read [[Functions and Subroutines in VB6]], you should now be able to recognize a few useful attributes of the MsgBox function. For one, MsgBox has a return type--Integer, which implies that we can not only display data in a MsgBox, but also get information back. The information we are able to retrieve from calling the MsgBox function is a numerical expression equating to a ''constant'' value that describes which button on the MsgBox was clicked. Legal return values for the MsgBox function are: <code>vbOK, vbCancel, vbAbort, vbRetry, vbIgnore, vbYes, and vbNo</code>. Furthermore, we can specify which buttons and styles we want displayed on our message boxes using the "buttons" argument. If, for instance, we want to display a msgBox with the buttons "Abort," "Retry," and "Ignore," we can use the construct: <code>MsgBox "Test", vbAbortRetryIgnore</code>. If we further want to display this message box with a "Question" icon, we can use this construct: <code>MsgBox "Test", vbAbortRetryIgnore + vbQuestion</code>. There are many possible values for the button argument, and you can find a full list in the [http://msdn2.microsoft.com/en-us/library/aa445082(VS.60).aspx MSDN library]. With the title argument, we can also change the text we want to display in the caption of the message box by passing any legal String. The "helpfile" and "context" arguments will be explained later on in the course when we cover contextual help in VB6. ===MsgBox examples=== Now let's took a look at a simple example that makes use of MsgBox. <pre> Public Sub Main() If MsgBox("Click a button.", vbOKCancel, "MsgBox Test") = vbOK Then MsgBox "You clicked OK!", vbOKOnly, "MsgBox Test" Else MsgBox "You clicked Cancel!", vbOKOnly, "MsgBox Test" End If End Sub </pre> And voila! We have a program that's capable of responding to user input! Now what if we to give the user three different options? We could do this: <pre> Public Sub Main() If MsgBox("Click a button.", vbYesNoCancel, "MsgBox Test") = vbYes Then MsgBox "You clicked Yes!", vbOKOnly, "MsgBox Test" ElseIf MsgBox("Click a button.", vbYesNoCancel, "MsgBox Test") = vbNo Then MsgBox "You clicked No!", vbOKOnly, "MsgBox Test" Else MsgBox "You clicked Cancel!", vbOKOnly, "MsgBox Test" End If End Sub </pre> However, you may notice one major probelm with this code: it displays two message boxes instead of just one, which is what we expected. This is because each time you call MsgBox, a new message box is created. To respond to three different return types for one MsgBox, it's best to store the value in a variable and then perform tests on that variable. For example: <pre> Public Sub Main() Dim ret As Integer ret = MsgBox("Click a button.", vbYesNoCancel, "MsgBox Test") If ret = vbYes Then MsgBox "You clicked Yes!", vbOKOnly, "MsgBox Test" ElseIf ret = vbNo Then MsgBox "You clicked No!", vbOKOnly, "MsgBox Test" Else MsgBox "You clicked Cancel!", vbOKOnly, "MsgBox Test" End If End Sub </pre> ==InputBox== Now let's take a quick look at a function similar to MsgBox that allows the user to provide a much, much wider array of valid inputs, namely the InputBox function. This function is provided by the standard VB6 runtime, and its declaration is as follows: <pre> Public Function InputBox( _ prompt As String, _ Optional title As String = Empty, _ Optional default As String = "", _ Optional xpos As Single = Empty, _ Optional ypos As Single = Empty, _ Optional helpfile As String = Empty, _ Optional context As Integer = 0 _ ) As String </pre> This function displays an InputBox, or a single dialog requesting a single line of ASCII input from the user, with the given <code>prompt</code>, <code>title</code>, default text (specified by <code>default</code>), and other argument values (which we won't get into in depth) and returns the String that the user provided the dialog. Let's take a look at a simple example: <pre> Public Sub Main() Dim YourName As String YourName = InputBox("Please enter your name.", "InputBox demo") If Len(YourName) > 0 Then MsgBox "Your name is " + YourName Else MsgBox "You hit cancel or entered an empty string." End If End Sub </pre> This simple little program prompts the user for his or her name and then displays it in a MsgBox. If the user selected cancel the string returned will be an empty string (<code>""</code>). This very simple function now allows your program to behave in an ''infinite'' number of ways, as the InputBox dialog can except an infinite number of various inputs. ==Forms and controls== In [[Introduction to VB6]], you gained some basic knowledge of forms and controls. In this section, we'll attempt to expand upon that knowledge by discussing basic ''control-based'' GUI design, looking at some common controls, and introducing the properties of controls. ===Forms=== In Visual Basic, the Form is the primary component of every GUI application. A '''form''' is a unique kind of control, known as a '''top-level container''', a control that can contain within it any number of controls but that cannot itself be contained by other containers. Forms can come in many shapes and sizes (we'll learn about modifying the appearance of forms a bit later), but typically they are solid gray boxes with a surrounding frame, a caption bar, and a variety of clip controls (a context menu, a close button, a minimize button, etc.) Forms can be created quite easily by starting a new project and selecting "Add Form..." from the project menu. If you specify this form as your project's start-up object (from Project / Properties), when you run this code, your form will appear, and the program will end when the form is closed. ====Properties of forms==== Like all controls, forms have a variety of properties associated with them. Some of these properties can be set at runtime (which we'll cover later) or by modifying them in the ''Properties Window''. To access the Properties Window, simply select the Form (in design mode, of course), and you should see the properties for the form appear in the right-most docking-window directly beneath the Project Explorer. From here, you can change almost every property of your form. The most important property of a form is its '''Name'''. This property can be set only at design, and should appear as the first item in the properties list. You can set this to anything you want; however, it is common convention that all form names begin with a form identifier, such as "Form" or "frm". By default, the first form in a project is named "Form1," the second "Form2," etc. Choosing a clear, descriptive name for your forms is very important because everytime you call methods on or change the properties of a form from runtime, you will use the form's name as an identifier. Another important property of a form is its ''Caption''. This property specifies what text will be displayed in the form's caption bar. You can change it by selecting "Caption" from the properties list, and then specifying any single line of text you would like. You can adjust the width and height of your forms by either explicitly specifying the property in the Properties Window or by simply resizing the form in design mode. There are many other physical properties of forms that we won't get into here, but please, feel free to play around with them. ====Form modules==== So far, every VB6 application we've dealt with has been executed from a ''Basic module'' (or .bas file), by creating a project, adding a new module, and adding to that module a <code>Public Sub Main()</code>. In traditional BASIC, ''all'' programs were constructed this way; however, with the advent of Visual Basic a new kind of module, known as a form module, was introduced. A '''form module''' is a unique kind of module that contains code that is owned by one, and only one, form. Every form has one, and only one, form module associated with it, and form modules contain all of the code that can be directly invoked by the form or by controls contained by the form in response to an action by the user. The code in these modules can only be accessed once the form is constructed, and form modules typically contain primarily only ''Private'' subroutines and functions, though they may also contain Public helper routines to allow accessibility to components of the form to other modules. To access a form's code module, simply select the form in the Project Exlporer, righ-click, and select "View Code." This will open up an empty editor window like we're used to seeing with Basic modules--the only difference is what we can put in a form module. The most common starting point for a form is <code>Private Sub Form_Load()</code>. This routine is called immediately after the form is created and drawn, but before the form has begun waiting for user input. To start, let's try rewriting an example you've seen before to use <code>Form_Load()</code> instead of <code>Main()</code>: <pre> Private Sub Form_Load() MsgBox "Hello, world!" End Sub </pre> Immediately after this form is loaded, a MsgBox will be displayed with the text "Hello, world!". It is important to note that every form can have a <code>Private Sub Form_Load()</code> and that, unlike with Sub Main, the Form_Load routine can be accessed only by the form module (due to its ''Private'' access). =====The "Me" identifier===== Now let's say we want to access the properties and methods of our form from within our form module. We could use something like <code>Form1.Caption = "Hello, world!"</code>, but this is ''very'' bad practice, as you'll understand fully once we begin dealing with ActiveX controls and control arrays (much later on!). Instead, Visual Basic provides an identifier known as the "Me" ientifier, which is simialr to "this" in languages such as C and Java. It allows us, basically, to access ourselves--that is, the form module it's used in. For example: <pre> Private Sub Form_Load() Me.Caption = "Hello, world!" End Sub </pre> This will change the Form's caption to "Hello, world!" after the form is loaded, regardless of what property we specified at design-time. ==A simple GUI program== {{VBfooter|Functions and Subroutines in VB6|Event-Driven Design in VB6}} 9633 48084 2006-11-23T06:55:52Z Heltec 3202 made {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#ffffff}}};" |rowspan="2" valign="middle" | [[Image:Learningcycle.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Learning Cycle Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | {{{1}}} |}<noinclude> [[Category:Award templates|Plain Barnstar]] [[eu:Txantiloi:Izar arrunta]]</noinclude> 9634 48086 2006-11-23T07:00:57Z Heltec 3202 made {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#ffffff}}};" |rowspan="2" valign="middle" | [[Image:Barnstar_Speedy.png]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The shooting barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | {{{1}}} |}<noinclude> [[Category:Award templates|Shooting barnstar]] [[eu:Txantiloi:Izar arrunta]]</noinclude> 9635 48087 2006-11-23T07:04:53Z Heltec 3202 Made {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#ffffff}}};" |rowspan="2" valign="middle" | [[Image:Thegraphicsbarnstar.png]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Graphics barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | {{{1}}} |}<noinclude> [[Category:Award templates|Graphics Barnstar]] [[eu:Txantiloi:Izar arrunta]]</noinclude> 9636 48089 2006-11-23T07:09:19Z Heltec 3202 Made {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#ffffff}}};" |rowspan="2" valign="middle" | [[Image:Spain barnstar.png]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Spanish barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | {{{1}}} |}<noinclude> [[Category:Award templates|Spanish Barnstar]] [[eu:Txantiloi:Izar arrunta]]</noinclude> 9637 48096 2006-11-23T07:33:23Z Heltec 3202 Barnstar for templates, free use. == Summary == Barnstar for templates, free use. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9638 48097 2006-11-23T07:35:58Z Heltec 3202 Made {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#E0EFFF}}};" |rowspan="2" valign="middle" | [[image:Templatebarnstar.png]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Template Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | {{{1}}} |}<noinclude> [[Category:Award templates|Plain Barnstar]] [[eu:Txantiloi:Izar arrunta]]</noinclude> 9643 48111 2006-11-23T10:38:44Z Cormaggio 8 This is a crap picture of me, but it's the least crap of what I've got. I'll upload a better one as soon as I can find it. ~~~~ == Summary == This is a crap picture of me, but it's the least crap of what I've got. I'll upload a better one as soon as I can find it. [[User:Cormaggio|Cormaggio]] 10:38, 23 November 2006 (UTC) == Licensing == {{CC-BY-SA-2.5}} 9645 79561 2007-01-21T16:08:18Z JWSchmidt 20 from [[Portal:Mathematicsnew]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} learning projects|}} {{{{FULLPAGENAME}}/{{PAGENAME}} learning projects}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] [[Category:Wikiversity portals|{{PAGENAME}}]] 9646 48131 2006-11-23T12:18:21Z Hillgentleman 530 [[Topic:Pure Math]] moved to [[Topic:Pure Mathematics]]: standard name #REDIRECT [[Topic:Pure Mathematics]] 9649 77463 2007-01-17T01:26:39Z JWSchmidt 20 [[Category:Schools]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! ==List of Courses== * [[Existentialism]] * [[Zen]] * [[Taoism]] ==Basic Info== * [[w:Existentialism|Existentialism]] * [[w:Zen|Zen]] * [[w:Taoism|Taoism]] [[Category:Mental Freedom|*]] [[Category:Schools]] 9650 68213 2007-01-08T19:13:27Z JWSchmidt 20 [[School:Economics/Ec 1002]] moved to [[Principles of Economics]]: Wikiversity name conventions The key principle to understanding economics is that it is the study of resources and resource distribution rather then the study of goods or money. From this basic rule the many layers follow. [[Category:Economics]] 9651 67238 2007-01-06T03:23:44Z Robert Elliott 1436 Minor Additions __NOTOC__ <center> {{Basic filmmaking:Table of contents:Formatting the script}} </center> {| cellpadding="30" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear action fileprint.png|right|128px]] =Typing The Script for ''"Seduced by the Dark Side!"''= :Here are step by step instructions for typing this script with Final Draft. [[WikiU Film School Point System|10 points]]<br> ==The Basic Script== # Begin Final Draft - Demo Version. # Type the Location ## "'''E'''" for Exterior (tab) ## "'''The Local Movie Theater'''" (tab)<font color="green"> (Notice how Final Draft converts this to upper case automatically.) ## "'''N'''" for night (tab) # Type the first Action #* "'''The Young Person and Old Person stand looking at the movie poster outside the theater.'''" (tab, tab) # Type the Character #* "'''Young Person'''" (return)<font color="green"> (Notice how Final Draft converts this to upper case automatically.) # Type the Dialog <font color="brown"> *** Look at the bottom of the page for a better way to type this dialog. [[Image:Crystal Clear app keditbookmarks.png|16px]]</font> #* "'''That was a great movie... but I do not understand one thing.'''" (return tab) # Type the Character #* "'''Old Person'''" (return) # Type the Dialog #* "'''What's that?'''" (return tab) # Type the Character #* "'''Young Person'''" (return)<font color="green"> (Notice how Final Draft already has '''"YOUNG PERSON"''' in faint type. All you have to do is hit return.) # Type the Dialog #* "'''How can anyone be seduced by the Dark Side?'''" (return tab) # Type the Action #*"'''The old person thinks for a while.'''" (tab) # Type the Character #* "'''Old Person'''" (return)<font color="green"> (Notice how Final Draft already has '''"OLD PERSON"''' in faint type. All you have to do is hit return.) # Type the Dialog #* "'''What computer do you have at home?'''" (return tab) # Type the Character #* "'''Young Person'''" (tab) <font color='green'>(Notice how Final Draft already has '''"YOUNG PERSON"''' in faint type. All you have to do is hit tab and the parenthetical is ready for typing.) # Type the Parenthetical #* "'''eagerly'''" (return) # Type the Dialog #* "'''A Macintosh!'''" (return tab) # Type the Character #* "'''Old Person'''" (return) <font color='green'>(Notice how Final Draft already has '''"OLD PERSON"''' in faint type. All you have to do is hit return.) # Type the Dialog #* "'''And what computer does your father use at work?'''" (return) # Type the Action #* "'''The young person thinks for a moment.'''" (tab tab) # Type the Character #* "'''Young Person'''" (tab) <font color='green'>(Notice how Final Draft already has '''"YOUNG PERSON"''' in faint type. All you have to do is hit tab and the parenthetical is ready for typing.) # Type the Parenthetical #* "'''amazed and excited'''" (return) # Type the Dialog #* "'''Seduced by the Dark Side!'''" (return) # Type the Action #* "'''The Old Person smiles and they both walk toward home.'''" (return return) # Type the Transition. ## Select Transition ## Select '''Fade to Black''' (return) ==Save your work== :Save the file to your hard drive. [[Image:Crystal Clear action fonts.png|right]] ==The Title Page== :In the '''Document''' Menu of Final Draft, click on the menu item called '''Title…''' :Replace the text that is marked in brackets with whatever you feel is appropriate. Here is an example: ;Type the title information # Replace the words "'''(Name of Project)'''" with <font color='green'>'''Seduced by the Dark Side'''</font>. # Replace the words "'''(Name of First Writer)'''" with your name (or your sign in name on Wikiversity.) # Replace the words "'''(Based on, If Any)'''" with <font color='green'>'''Based on a story by WikiU Film School'''</font>. # Replace the words "'''(Names of Subsequent Writers, in Order of Work Performed)'''" with your name (or your sign in name on Wikiversity.) # Replace the words "'''(Current Writer, date)'''" with your name (or your sign in name on Wikiversity) and today's date. ;Type the company information :If you have a company, put that name and address here. Otherwise, type this… # Replace the words "'''(Name (of company, if applicable))'''" with <font color='green'>'''WikiU Film School'''</font>. # Replace the words "'''Address'''" with <font color='green'>'''www.wikiversity.com'''</font>. # Replace the words "'''Phone'''" with your User Name. ---- ==Save again!!!== Again, SAVE your work!!! ---- ==Print (save) as a PDF== Print your script as a PDF document to your hard drive. Under the File Menu, you will see "'''Save As PDF…'''". Normally, this prints both the title page and the script at the same time in the same document (unless you changed the preferences.) Email a copy of the script to your instructor. [[User:Robert Elliott|Robert Elliott]] |} ==Extra Credit== :The steps above are very simple. If you want to try something more complex, one spot in the script needs to be expanded. <center> {| border=" 1" cellpadding="20" cellspacing="5" style="width: 98%; background-color: #ffffaa; margin-left: auto; margin-right: auto" | | bgcolor="#ffffdd"| <center>[[WikiU Film School Point System|2 points]]<br>[[Image:Crystal Clear app keditbookmarks.png]]<br><big>Extra Credit!</big></center><br> Here is something extra you can do for practice. Adding this extra line also helps the readabilty of the script. | bgcolor="#ffffee"| ;Old Way :Rather than simply type "'''That was a great movie... but I don't understand one thing'''", you can add an action in the middle of the dialog. ---- ;New Way :# After you have typed "'''That was a great movie...'''" (return)<br> :# Type the Action :#* Type "'''The Young Person pauses and looks at the Old Person.'''" (tab tab) :# Type the Character :#*Type "'''Y'''" for Young Person (tab) <font color='green'>(Notice how Final Draft already has "OLD PERSON" in faint type. All you have to do is type "Y" and "YOUNG PERSON" appears.) </font> Tab and the word "'''CONT'D'''" appears automatically. :# Type "'''but I don't understand one thing.'''" (return tab) Continue typing… |}</center> ==More Extra Credit<nowiki>:</nowiki> The script for the animated version== :The animated script is slightly different from the live-action script. Extra vocalizations need to be added if the movie will be animated. This is easy to do… but it is also easy to forget. You have to pay extra attention to a script for animation. <center> {| border=1 cellspacing=4 cellpadding=25 style="width: 98%; background-color: #ccffff; margin-left: auto; margin-right: auto" | | bgcolor="#ddffff"| <center>[[WikiU Film School Point System|2 points]]<br>[[Image:Crystal Clear app Community Help.png]]<br><big>Animation Script!</big></center> The animated version is different from the live action motion picture script. *Please add these extra lines to the script for the animated version. * Also add the words "Animated version" on the title page information. | bgcolor="#eeffff"| ;Extra Lines of Dialog :For the script of the animated version, we need all of the vocal sound effects included. # When the old person thinks for a while, you need to add:<br><center> '''Old Person''': "Hummm"</center> # When the young person thinks for a while, you need to add:<br><center> '''Young Person''': "Hummm"</center> # When the old person smiles for a while, you need to add:<br><center> '''Old Person''': "Ahhh"</center> |} </center> . <center> {{Homework01}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:SBTDSChooseTSB5a.jpg|right]] ==Go to the next lesson== The next lesson is to [[Lesson:Thumbnail_Storyboard | create the thumbnail storyboard]] [[Image:Crystal Clear app gimp.png|32px]]. <br><br> <center> {| cellpadding="3" cellspacing="0" | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Image:Crystal Clear action apply.png|24px]] Before you start, please take this [[LessonPage:Thumbnail Storyboard Pop Quiz|pop quiz!]] [[Image:Crystal Clear app clock.png|24px]]</big> |} </center> <br> ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 9652 62015 2006-12-22T00:16:43Z Robert Elliott 1436 minor changes __NOTOC__ <center> {{Basic filmmaking:Table of contents:Formatting the script}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app amor.png|96px|right]] ==Final Draft== To type and format the movie script for ''Seduced by the Dark Side'', we will use a computer program called "Final Draft". This program has a [https://www.finaldraft.com/products/final-draft/download-demo.php FREE demo] version. To help learn the program, it comes with a tutorial. The tutorial is designed for advanced users so, for now, only glance at it. Also, there are dozens of sample templates included within the program, including standard screenplay formatting, stage play formatting and the formats of many of today’s most popular television shows, all of which will speed up the learning process. This is a fully professional program yet it is easy to use. You are working with the real thing. Enjoy! | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action playlist.png|96px|right]] ==Just like a word processor== Final Draft is a word processor designed for writing movies, television and stage plays. It combines word processing with screenplay formatting, allowing a writer to focus on what is being written instead of how it appears on the page. If you have ever used a standard word processor, most of the editing functions, from selecting text to changing fonts and text alignment, will be familiar to you. |} {| cellpadding="1" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: White; border: 1px solid Yellow; height: 1px;" colspan="4" | Final Draft is [http://www.finaldraft.com/company/testimonials.php?show=all recommended] by the following people: |- | style="width: 25%; background-color: #ffffff; border: 0px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | * [[w:J.J. Abrams|J.J. Abrams]] * [[w:Milo Addica|Milo Addica]] * [[w:Tim Allen|Tim Allen]] * [[w:Robert Altman|Robert Altman]] * [[w:Darren Aronofsky|Darren Aronofsky]] * [[w:Paul Attanasio|Paul Attanasio]] * [[w:John Badham|John Badham]] * [[w:Alan Ball|Alan Ball]] * [[w:Fred Barron|Fred Barron]] * [[w:Michael Bay|Michael Bay]] * [[w:Stuart Beattie|Stuart Beattie]] * [[w:Harold Becker|Harold Becker]] * [[w:Steven Bochco|Steven Bochco]] * [[w:James L. Brooks|James L. Brooks]] * [[w:William Broyles, Jr.|William Broyles, Jr.]] * [[w:James Cameron|James Cameron]] * [[w:Stephen J. Cannell|Stephen J. Cannell]] * [[w:Rob Cohen|Rob Cohen]] | style="width: 25%; background-color: #fffff; border: 0px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | * [[w:Sofia Coppola|Sofia Coppola]] * [[w:John Cusack|John Cusack]] * [[w:Pen Densham|Pen Densham]] * [[w:Steven E. deSouza|Steven E. deSouza]] * [[w:Andy Dick|Andy Dick]] * [[w:Richard Donner|Richard Donner]] * [[w:Lauren Donner|Lauren Donner]] * [[w:John Fasano|John Fasano]] * [[w:Jon Favreau|Jon Favreau]] * [[w:Bruce Feirstein|Bruce Feirstein]] * [[w:Chris Gerolmo|Chris Gerolmo]] * [[w:Terry Gilliam|Terry Gilliam]] * [[w:David Goyer|David Goyer]] * [[w:Tom Hanks|Tom Hanks]] * [[w:Amy Heckerling|Amy Heckerling]] * [[w:Todd Holland|Todd Holland]] * [[w:Peter Iliff|Peter Iliff]] * [[w:Terry Jones|Terry Jones]] | style="width: 25%; background-color: #ffffff; border: 0px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | * [[w:Lawrence Kasdan|Lawrence Kasdan]] * [[w:James Keach|James Keach]] * [[w:Simon Kinberg|Simon Kinberg]] * [[w:Brian Koppelman|Brian Koppelman]] * [[w:Tim Kring|Tim Kring]] * [[w:Steph Lady|Steph Lady]] * [[w:Jon Lovitz|Jon Lovitz]] * [[w:James Mangold|James Mangold]] * [[w:Paul Mazursky|Paul Mazursky]] * [[w:Christopher McQuarrie|Christopher McQuarrie]] * [[w:Nancy Meyers|Nancy Meyers]] * [[w:Anthony Minghella|Anthony Minghella]] * [[w:Matthew Modine|Matthew Modine]] * [[w:Dan Myrick|Dan Myrick]] * [[w:Mace Neufeld|Mace Neufeld]] * [[w:George Nolfi|George Nolfi]] * [[w:Marc Norman|Marc Norman]] | style="width: 25%; background-color: #ffffff; border: 0px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | * [[w:Edward Norton|Edward Norton]] * [[w:Sydney Pollack|Sydney Pollack]] * [[w:Mark Romanek|Mark Romanek]] * [[w:Jan Sardi|Jan Sardi]] * [[w:Alan Shapiro|Alan Shapiro]] * [[w:Ben Stiller|Ben Stiller]] * [[w:Oliver Stone|Oliver Stone]] * [[w:Julie Taymor|Julie Taymor]] * [[w:Jay Tobias|Jay Tobias]] * [[w:Bonnie Turner|Bonnie Turner]] * [[w:Jim Uhls|Jim Uhls]] * [[w:Gore Verbinski|Gore Verbinski]] * [[w:Randall Wallace|Randall Wallace]] * [[w:Audrey Wells|Audrey Wells]] * [[w:David Williamson|David Williamson]] * [[w:Kevin Williamson|Kevin Williamson]] * [[w:John Woo|John Woo]] * [[w:J.D. Zeik|J.D. Zeik]] |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action edit.png|96px|right]] ==Getting started with Final Draft== Therefore, it is a good idea for you to become familiar with this product… specially since they have a '''free''' demo version which can be used with this lesson to format the movie script for ''Seduced by the Dark Side''. ==Your assignment for this lesson== ;Step 1 :1. Download the [https://www.finaldraft.com/products/final-draft/download-demo.php Final Draft Demo]. This is free and is available in either the Macintosh or Windows format. Final Draft comes with the '''Final Draft 7 Users Guide''' in the program's folder. ;Step 2 :2. Learn to use Final Draft. Once you begin typing a script, you will see how the program works. At first, remembering the differences between '''TAB''' and '''RETURN''' is difficult. Learning to navigate just takes practice. When you make an error, simply undo. It is that easy! | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action spellcheck.png|96px|right]] ===Try either "Tab" or "Return"=== Look at page 39 of the '''Final Draft 7 Users Guide''' to see the different elements of Final Draft. * In Final Draft, try hitting '''TAB''' and '''RETURN''' to see where you go. * If you do not go where you want, select '''Change Element To...''' under the '''Format menu'''. Basically, that is all there is to the program. Obviously, there are many other useful features in Final Draft but they are not necessary for this lesson. When you are ready to learn more, go through the '''Final Draft 7 Users Guide''' to see all the other features of the program. |} <center> {{Homework01}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app ktouch.png|right]] ==Go to the next page?== Now you are ready to type the script. Try it without going to [[LessonPage:Type the script| Page 4 - Type the script for ''Seduced by the Dark Side''.]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 9653 64221 2006-12-28T17:06:47Z Robert Elliott 1436 minor changes __NOTOC__ <center> {{Basic filmmaking:Table of contents:Formatting the script}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" | [[Image:Nuvola apps kfm home.png|right]] ==1. What is the Location?== :Obviously, the story takes place outside a theater. That is easy!!! :We do not actually say which theater. In actuality, we will use a 3D matte painting to turn our humble movie set into a theater on another galaxy far, far away. :For now, we just write down: ;Scene Introduction (INTERIOR vs. EXTERIOR)? :Exterior which is abbreviated '''EXT'''. ;The Location? :Simply say '''Movie Theater''' for the location. ;The Time? :The time will be '''Night''' since the most movie end at night. However, we will probably film at dusk so we have better lighting. [[Image:Nuvola apps kdmconfig.png|right]] ==2. Who are the characters in this story?== :There are only two speaking roles in our movie. Extra people such as people in the background are never listed in a movie script. :The old and wise person will be simply called '''OLD PERSON'''. :The young person will be called '''YOUNG PERSON'''. We don't want to limit our choice to one gender. [[Image:Nuvola apps edu languages.png|right]] ==3. What is the dialog for this story?== We need to write down just the words that are spoken. This is the meat of the script. ;The young person says: :That was a great movie... but I don't understand one thing. ;The older person says: :Hum, what's that? ;The younger person says: :I don't understand how anyone can be ''seduced by the dark side''. ;The older person says: :What computer do you use at home? ;The younger person says: :A Macintosh. ;The older person says: :And what computer does your father use at work? ;The younger person says: :Seduced by the Dark Side!!! [[Image:Nuvola apps kaboodle.png|right]] ==4. What are the actions in this story?== The actions is what goes on in the story which is not dialog. For a movie script, this must be very short. Notice how much of the story is eliminated and not included in the actions. At the beginning of the scene, all you need to say is ;Action: :An old and wise person and a young person stand in front of a movie poster. ;Action: :They begin to walk away. [[Image:Nuvola apps randr.png|right]] ==5. What is the ending transition for this story?== At the end of the scene, all you need to say is: ;Transition: :Fade Out ---- ---- <center>[[Image:Nuvola apps bell.png]]</center> =Done!= That is all the information you need to type the script. Right? Maybe not! For the animated version, we need more. See the note to the right. | style="width: 40%; background-color: #fff0f0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:Nuvola apps kpdf.png]]</center> =Analyze the Story= Here is the information you will need to type the script: * The location * The time of day (Day, Night) * The names of the characters * The dialog * The action * The parenthetical descriptions for the dialog * The transitions Re-read the story. As you read the story, write down this information so you will be ready to type the script. Then check with the answers on the left. |- | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:StarWarsPosterPainting.jpg|72px|right]] {{origscript}} |- | style="width: 40%; background-color: #ffffaa; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center> <font color="purple"><h1>"Warning, Will Robinson!"</h1></font> <h4>Did we forget something?</h4> [[Image:Reptsb10.jpg]] <h5>Young Person: <font color="purple">"Hummmm!</font></h5> </center> In the script for the animated version, we also need to include any vocal sound effects. If a person says, "Hummmm" or "Ahhhh", we need to include that in the animated script. When recording the dialog for the animated script, you must be very specific. :1. When the young person thinks, do we need a <font color="purple">'''"Humm"''' </font>sound? :2. When the old person thinks, do we need a <font color="purple">'''"Humm"'''</font> sound? :3. And when the Old Person smiles, do we need a <font color="purple">'''"Ahhh"'''</font> sound? <center>The answer is "yes" for the movie script<br> for the '''animated''' version of our movie.</center> |} <center> {{Homework01}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app ktouch.png|right]] ==The Next Page== :Continue this lesson on [[LessonPage:Learn Final Draft | Page 3]] - Learn Final Draft ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] 9657 64243 2006-12-28T19:48:59Z Mystictim 626 ==Department description== Welcome to the Department of Post-structuralism part of the [[School:Philosophy | School of Philosophy]]. This is the department to explore all things Post-structural. To get you started here is the introduction to the Wikipedia article on the subject. Post-structuralism is a broad historical description of intellectual developments in Continental Philosophy and Critical Theory originating in France in the 1960s. The prefix "post" refers to the fact that many contributors such as Jacques Derrida, Michel Foucault, and Julia Kristeva were highly critical of structuralism. In direct contrast to structuralism's claims of culturally independent meaning, post-structuralists typically view culture as integral to meaning. Post-structuralism is difficult to define or to sum up. There are two main reasons for this. Firstly, by its very nature, post-structuralism rejects definitions that claim to have discovered 'truths' or facts about the world [1] Secondly, very few people have willingly taken the label 'post-structuralist'. Rather, they have been labeled so by others. This means that no-one has ever felt compelled to construct a 'manifesto' of post-structuralism. [2] Thus its exact nature and whether it can be considered a single philosophical movement is debated. ==Department news== * '''Date founded''' - 23 November 2006 ==Learning Projects== Wikiversity has adopted the [[Wikiversity:Learning | learning by doing]] model of education. Lessons should center on learning activities for Wikiversity participants. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. To create a learning project simply follow the advice at [[Wikiversity:Naming conventions#Learning Projects | naming conventions]] and decide on a descriptive name for each learning project. Then us it to make a link and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]]. Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Michel Foucault reading group]] ==Active participants== Active participants * [[User:Mystictim|Mystictim]] 23:49, 23 November 2006 (UTC) * [[User:Executivezen|Executivezen]] 21:51, 16 December 2006 (UTC) [[Category:Philosophy]] [[Category:Continental Philosophy | Continental Philosophy]] ==Reading List== {{:Poststructuralism}} 9658 51411 2006-12-04T16:22:04Z Executivezen 1491 /* Active participants */ ==Goals== This project aims to gather an interested group of individuals who will read and discuss texts by Michel Foucault. ==Background== From the Wikipedia article [[w:Michel Foucault | Michel Foucault]] (IPA pronunciation: [miʃel fuko]; English-speakers' pronunciation varies) (October 15, 1926 – June 25, 1984) was a French philosopher. He held a chair at the Collège de France, which he gave the title "The History of Systems of Thought." His writings have had an enormous impact: Foucault's influence extends across the humanities and social sciences and into applied and professional areas of study. Foucault is known for his critical studies of various social institutions, most notably psychiatry, medicine, parameters of educational timeframes, and the prison system, and also for his work on the history of sexuality. His work concerning power and the relation between power and knowledge, as well as his ideas concerning "discourse" in relation to the history of Western thought, have been widely discussed and applied. His work is often described as postmodernist or post-structuralist by commentators and critics; during the 1960s, however, he was more often associated with the structuralist movement. Although he was initially happy with this description, he later emphasized his distance from the structuralist approach, and he always unequivocally rejected the 'post-structuralist' and 'postmodernist' labels. ==Learning Project Summary== Each month a text will be chosen and the group will read it and then post comments and questions to this Learning Group. ==Suggested Texts== '''December 2006''' The Archeology of Knowledge ==Learning Activities== * Read the [http://foucault.info/documents/archaeologyOfKnowledge/foucault.archaeologyOfKnowledge.00_intro.html Introduction] to The Archeology of Knowledge * Post questions, comments and responses to the [[Talk:Michel Foucault reading group]] * Read [http://www.marxists.org/reference/subject/philosophy/works/fr/foucault.htm The Unities of Discourse] Chapter 1 of part 2 of The Archeology of Knowledge * Post questions, comments and responses to the [[Talk:Michel Foucault reading group]] ==Texts== Copied from Wikipedia article [[w:Michel Foucault | Michel Foucault]] {| border="1" cellpadding="2" cellspacing="0" align="center" ! style="background:silver" | Year ! style="background:silver" | Original French ! style="background:silver" | English Translation |- | 1954 | ''Maladie mentale et personnalité'' (Paris: PUF, 1954) re-edited as ''Maladie mentale et psychologie'' (1995) | ''Mental Illness and Psychology'' trans. by A. M. Sheridan-Smith, (New York: Harper and Row, 1976) |- | 1961 | ''Histoire de la folie à l'âge classique - Folie et déraison'' (Paris: Plon, 1961) | ''Madness and Civilization: A History of Insanity in the Age of Reason'' trans. by R. Howard, (London: Tavistock, 1965) - this is a greatly abridged version |- | 1963 | ''Naissance de la clinique - une archéologie du regard médical'' (Paris: PUF, 1963) | ''The Birth of the Clinic: An Archaeology of Medical Perception'' |- | 1963 | ''Raymond Roussel'' (Paris: Gallimard, 1963) | ''Death and the Labyrinth: the World of Raymond Roussel'' |- | 1966 | ''Les mots et les choses - une archéologie des sciences humaines'' (Paris : Gallimard, 1966) | ''The Order of Things: An Archaeology of the Human Sciences'' |- | 1969 | ''L'archéologie du savoir'' (Paris : Gallimard, 1969) | ''Archaeology of Knowledge'') (first three chapters available [http://www.marxists.org/reference/subject/philosophy/works/fr/foucault.htm here]) |- | 1971 | ''L'ordre du discours'' (Paris : Gallimard, 1971) | 'The Discourse in Language'; translation appears as an appendix to the ''Archaeology of Knowledge'' |- | 1975 | ''Surveiller et punir'' (Paris : Gallimard, 1975) | ''Discipline and Punish: The Birth of the Prison'' |- | 1976-84 | ''Histoire de la sexualité'' *''Vol I: La Volonté de savoir'' (Paris: Gallimard, 1976) *''Vol II: L'Usage des plaisirs'' (Paris: Gallimard, 1984) *''Vol III: Le Souci de soi'' (Paris: Gallimard, 1984) | ''The History of Sexuality'' *''Vol I: The Will to Knowledge'' *''Vol II: The Use of Pleasure'' *''Vol III: The Care of the Self'' |- |} ==References== ===Wikipedia articles=== *[[w:Michel Foucault | Michel Foucault]] *[[w:Madness and Civilization | Madness and Civilization]] *[[w:The Order of Things | The Order of Things]] *[[w:The Archaeology of Knowledge | The Archaeology of Knowledge]] *[[w:Discipline and Punish | Discipline and Punish]] *[[w:The History of Sexuality | The History of Sexuality]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Mystictim|Mystictim]] 00:58, 24 November 2006 (UTC) * [[User:Executivezen|Executivezen]] 16:21 4 November 2006 (UTC) [[Category:Continental Philosophy]] 9661 67802 2007-01-08T01:29:38Z JWSchmidt 20 [[Category:Baha'i Studies]] <b>Prophecy of the Old Testament</b> ==== <font color="#0088BB">Ancestors</font> ==== * Isaiah 37:31 Once more a remnant of the house of '''Judah''' will take root below and bear fruit above. * Isaiah 11:10 In that day the Root of '''Jesse''' will stand as a banner for the peoples; the nations will rally to him, and his place of rest will be glorious. * Isaiah 11:1 A shoot will come up from the stump of '''Jesse'''; from his roots a Branch will bear fruit. * Isaiah 16:5 In love a throne will be established; in faithfulness a man will sit on it--one from the house of '''David'''--one who in judging seeks justice and speeds the cause of righteousness. ==== <font color="#0088BB">When He will come</font> ==== * Daniel 9:25-26a (NKJV) (25) "Know therefore and understand, that from the going forth of the command to restore and build Jerusalem until Messiah the Prince, there shall be seven weeks <font color="#cc0000">*</font> and sixty-two weeks; the street shall be built again, and the wall, even in troublesome times. (26a) "And after the sixty-two weeks Messiah shall be cut off, but not for Himself; and the people of the prince who is to come shall destroy the city and the sanctuary. <font color="#cc0000"><nowiki>*</nowiki></font> The Hebrew says a "seven", not a "week". A "seven" could be a period of seven days or seven weeks, months, or here, seven years. ==== <font color="#0088BB">Where He will come</font> ==== * Micah 5:2 But you, Bethlehem Ephrathah, though you are small among the clans of Judah, out of you will come for me one who will be ruler over Israel, whose origins are from of old, from ancient times. * Isaiah 9:1 Nevertheless, there will be no more gloom for those who were in distress. In the past he humbled the land of Zebulun and the land of Naphtali, but in the future he will honor Galilee of the Gentiles, by the way of the sea, along the Jordan. ==== <font color="#0088BB">Nature</font> ==== * Isaiah 9:6-7 (NIV) (6) For to us a child is born, to us a son is given, and the government will be on his shoulders. (''New American Bible: upon his shoulder dominion rests'') And he will be called Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace. * Proverbs 30:4 (NKJV) : Who has ascended into heaven, or descended? : Who has gathered the wind in His fists? : Who has bound the waters in a garment? : Who has established all the ends of the earth? : What is His name, and what is His Son's name, if you know? ==== <font color="#0088BB">Personality</font> ==== * Isaiah 11:2-5 (2) The Spirit of the LORD will rest on him&mdash;the Spirit of wisdom and of understanding, the Spirit of counsel and of power, the Spirit of knowledge and of the fear of the LORD&mdash;(3) and he will delight in the fear of the LORD. He will not judge by what he sees with his eyes, or decide by what he hears with his ears; (4) but with righteousness he will judge the needy, with justice he will give decisions for the poor of the earth. He will strike the earth with the rod of his mouth; with the breath of his lips he will slay the wicked. (5) Righteousness will be his belt and faithfulness the sash around his waist. * Isaiah 16:5 In love a throne will be established; in faithfulness a man will sit on it--one from the house of David--one who in judging seeks justice and speeds the cause of righteousness. ==== <font color="#0088BB">Activities </font> ==== * * Isaiah 11:4 but with righteousness he will judge the needy, with justice he will give decisions for the poor of the earth. He will strike the earth with the rod of his mouth; with the breath of his lips he will slay the wicked. ==== <font color="#0088BB">Authority</font> ==== * Deuteronomy 18:18 I will raise up for them a prophet like you ''(like Moses)'' from among their brothers; I will put my words in his mouth, and he will tell them everything I command him. ==== <font color="#0088BB">Miracles</font> ==== * Isaiah 29:18 In that day the deaf will hear the words of the scroll, and out of gloom and darkness the eyes of the blind will see. * Isaiah 35:5-6a (5) Then will the eyes of the blind be opened and the ears of the deaf unstopped. (6a) Then will the lame leap like a deer, and the mute tongue shout for joy. ==== <font color="#0088BB">How He will come</font> ==== * Isaiah 11:10 In that day the Root of Jesse will stand as a banner for the peoples; the nations will rally to him, and his place of rest will be glorious. * Isaiah 49:7 This is what the LORD says-- the Redeemer and Holy One of Israel-- to him who was despised and abhorred by the nation, to the servant of rulers: "Kings will see you and rise up, princes will see and bow down, because of the LORD, who is faithful, the Holy One of Israel, who has chosen you." ==== <font color="#0088BB">Reaction to His arrival</font> ==== * Isaiah 53:3 He was despised and rejected by men, a man of sorrows, and familiar with suffering. Like one from whom men hide their faces he was despised, and we esteemed him not. * Psalm 69:4 Those who hate me without reason outnumber the hairs of my head; many are my enemies without cause, those who seek to destroy me. I am forced to restore what I did not steal. * Zechariah 12:10 They will look on me, the one they have pierced, and they will mourn for him as one mourns for an only child, and grieve bitterly for him as one grieves for a firstborn son. ==== <font color="#0088BB">Acceptance</font> ==== * Zechariah 2:10-11 (10) "Shout and be glad, O Daughter of Zion. For I am coming, and I will live among you," declares the LORD. (11) "Many nations will be joined with the LORD in that day and will become my people. I will live among you and you will know that the LORD Almighty has sent me to you. ==== <font color="#0088BB">Rejection</font> ==== * Isaiah 53:3 He was despised and rejected by men, a man of sorrows, and familiar with suffering. Like one from whom men hide their faces he was despised, and we esteemed him not. * Psalm 69:4 Those who hate me without reason outnumber the hairs of my head; many are my enemies without cause, those who seek to destroy me. I am forced to restore what I did not steal. * Psalms 69:8 I am a stranger to my brothers, an alien to my own mother's sons ==== <font color="#0088BB">Results</font> ==== * Isaiah 61:1-2 (1) The Spirit of the Sovereign LORD is on me, because the LORD has anointed me to preach good news to the poor. He has sent me to bind up the brokenhearted, to proclaim freedom for the captives and release from darkness for the prisoners, (2) to proclaim the year of the LORD's favor and the day of vengeance of our God, to comfort all who mourn, * Isaiah 49:6 he ''(the Lord)'' says: "It is too small a thing for you to be my servant to restore the tribes of Jacob and bring back those of Israel I have kept. I will also make you a light for the Gentiles, that you may bring my salvation to the ends of the earth." * Isaiah 42:1 "Here is my servant, whom I uphold, my chosen one in whom I delight; I will put my Spirit on him and he will bring justice to the nations ''(Gentiles)''. [[Category:Baha'i Studies]] 9662 67807 2007-01-08T01:32:53Z JWSchmidt 20 [[Category:Baha'i Studies]] <b> Prophecy of the New Testament </b> ==== <font color="#0088BB">Coming on Clouds</font> ==== * Matthew 24:29-31 Immediately after the tribulation of those days the sun will be darkened, and the moon will not give its light, and the stars will fall from heaven, and the powers of heaven will be shaken; then will appear the sign of the Son of man in heaven, and then all the tribes of the earth will mourn, and they will see the Son of man coming on the clouds of heaven with power and great glory; and he will send out his angels with a loud trumpet call, and they will gather his elect from the four winds, from one end of heaven to the other ==== <font color="#0088BB">Another Comforter</font> ==== * John 14 If ye love me, keep my commandments. And I will pray the Father, and he shall give you another Comforter... he shall teach you all things ==== <font color="#0088BB">A New Name</font> ==== * Revelations 3 Him that overcometh... I will write upon him the name of my God, and the name of the... new Jerusalem... and I will write upon him my new name [[Category:Baha'i Studies]] 9663 67812 2007-01-08T01:34:15Z JWSchmidt 20 [[Category:Baha'i Studies]] <b> Prophecy in Islam </b> ==== <font color="#0088BB">Succeeding Messengers</font> ==== * Qur'an 2 (The Cow) And we gave Moses the Book, and after him sent succeeding Messengers: and We gave Jesus...the clear signs... and whensoever there came to you a Messenger with that your souls had not desire for, did you become arrogant, and some cry lies to, and some slay. ==== <font color="#0088BB">Fill the Earth with Equity</font> ==== * Hadith of Abu Dawud The Apostle of Allah said, 'Were there remaining but one day of the duration of all time, God would send forth a man from the people of my house, who will fill the earth with equity as it has been filled with oppression ==== <font color="#0088BB">Day of Severance</font> ==== * Qur'an 77 By those sent forth one after the other... Verily that which ye are promised is about to happen. So when the stars are blotted out, And when the sky is rent asunder... when the Messengers have a time set: For what Day is this being arranged? For the Day of Severance ==== <font color="#0088BB">A Sign of the Hour [of Judgment]</font> ==== * Qur'an 43:61 And [Jesus] shall be a Sign of the Hour [of Judgment]; therefore have no doubt about it, but follow Me: this is a straight way ==== <font color="#0088BB">Bring Succor to Humanity</font> ==== * Nahjul Balagha, Khutba 141, 187 The Imam who will create a world state will make the ruling nations pay for their crimes against society. He will bring succor to humanity. He will take out the hidden wealth from the breast of the earth and will distribute it equitably amongst the needy deserving. He will teach you simple living and high thinking. He will make you understand that virtue is a state of character which is always a mean between the two extremes, and which is based upon equity and justice. He will revive the teaching of the Holy Qur'an and the traditions of the Holy Prophet after the world has ignored them as dead letters.... He will protect and defend himself with resources of science and supreme knowledge. His control over these resources will be complete. He will know how supreme they are and how carefully they will have to be used. His mind will be free from desires of bringing harm and injury to humanity. Such a knowledge to him will be like the property which was wrongly possessed by others and for which he was waiting for the permission to repossess and use. He, in the beginning, will be like a poor stranger unknown and uncared for, and Islam then will be in the hopeless and helpless plight of an exhausted camel who has laid down its head and is wagging its tail. With such a start he will establish an empire of God in this world. He will be the final demonstration and proof of God's merciful wish to acquaint man with the right ways of life. [[Category:Baha'i Studies]] 9664 67808 2007-01-08T01:33:10Z JWSchmidt 20 [[Category:Baha'i Studies]] <b>Prophecy of the Hinduism</b> ==== <font color="#0088BB">For the Sake of Establishing Righteousness</font> ==== * Bhagavad Gita- fourth discourse Whenever there is decay of righteousness... and there is exaltation of unrighteousness, then I Myself come forth... for the destruction of evil-doers, for the sake of firmly establishing righteousness, I am born from age to age [[Category:Baha'i Studies]] 9665 67809 2007-01-08T01:33:36Z JWSchmidt 20 [[Category:Baha'i Studies]] <b>Prophecy of the Buddhism</b> ==== <font color="#0088BB">Another Buddha will Arise</font> ==== * ''The Gospel of Buddha'' I am not the first Buddha who came upon earth, nor shall I be the last. In due time another Buddha will arise in the world, a Holy One... He will reveal to you the same eternal truths which I have taught you... He will proclaim a religious life, wholly perfect and pure; such as I now proclaim ==== <font color="#0088BB">There will be Maitreya</font> ==== * ''Anagata-vamsa'' ...the venerable Sariputta questioned the Lord about the future Conqueror, The Hero that shall follow you, The Buddha--of what sort will he be? I want to hear of him in full. Let the Visioned One describe him. When he heard the elder's speech the Lord spoke thus, I will tell you, Sariputta; listen to my speech. In this auspicious aeon Three leaders there have been: Kakusandha, Konagamana, and the leader Kassapa too. I am now the perfect Buddha; and there will be Maitreya too before this same auspicious aeon runs to the end of its years. ==== <font color="#0088BB">An Exalted One named Metteya</font> ==== * ''Digha Nikaya iii.76, Chakkavatti Sihanada Suttanta'' In those days, brethren, there will arise in the world an Exalted One named Metteya. He will be an Arahant, Fully Awakened, abounding in wisdom and goodness, happy, with knowledge of the worlds, unsurpassed as a guide to mortals willing to be led, a teacher for gods and men, an Exalted One, a Buddha, even as I am now... The Law, lovely in its origin, lovely in its progress, lovely in its consummation, will he proclaim, both in the spirit and in the letter; the higher life will he make known, in all its fullness and in all its purity, even as I do now. He will be accompanied by a congregation of some thousands of brethren, even as I am now accompanied by a congregation of some hundreds of brethren. ==== <font color="#0088BB">A Man Whose Virtue Excels Everyone</font> ==== * ''Sutra of the Great Accomplishment of the Maitreya'' Listen attentively with one heart. A man whose spirit shines brightly, a man whose mind is completely unified, a man whose virtue excels everyone--such a man will truly appear in this world. When he preaches precious laws, all the people will totally be satisfied as if the thirsty drink sweet drops of rain from heaven. And each and every one will attain the path of liberation from struggles. [[Category:Baha'i Studies]] 9666 67811 2007-01-08T01:33:56Z JWSchmidt 20 [[Category:Baha'i Studies]] <b>Prophecy of Zoroastrianism</b> ==== <font color="#0088BB">Time and Lineage</font> ==== * ''Dinkird'' When a thousand two hundred and some years have passed from the inception of the religion of the Arabian and the overthrow of the kingdom of Iran and the degradation of the followers of My religion, a descendant of the Iranian kings will be raised up as a Prophet ==== <font color="#0088BB">World-Renovator</font> ==== * ''Avesta, Farvardin Yast 13.129'' He shall be the victorious Benefactor (Saoshyant) by name and World-renovator [Astavat-ereta] by name. He is Benefactor because he will benefit the entire physical world; he is World-renovator because he will establish the physical living existence indestructible. He will oppose the evil of the progeny of the biped and withstand the enmity produced by the faithful [[Category:Baha'i Studies]] 9667 67815 2007-01-08T01:35:42Z JWSchmidt 20 [[Category:Baha'i Studies]] <b> Prophecy of Babism </b> ==== <font color="#0088BB">Baha'u'llah</font> ==== * ''Tablet to the Shah'' Well is it with him who fixeth his gaze upon the Order of Baha'u'llah, and rendereth thanks unto his Lord. For he will assuredly be made manifest. God hath indeed irrevocably ordained it... ==See also== *[[w:Bábism|Bábism]] - Wikipedia article [[Category:Baha'i Studies]] 9671 77592 2007-01-17T05:32:50Z JWSchmidt 20 [[Category:Templates]] [[Image:Barnstar.png|float|right]] '''[[Wikipedia:Wikipedia:Barnstars|Barnstars]]''' originated at Wikipedia as awards for outstanding service to the effort to build, improve and perfect Wikipedia and its editing community. Wikiversity inherits many traits, properties and attributes from its older sisters, so the Barnstar [[Wikipedia:meme|meme]] has found its way here. ''Join the [[Category talk:Award templates|Barnstorm]]'' See: [[Wikiversity:Barnstars]]. [[Category:Templates]] 9673 48348 2006-11-24T20:02:37Z Rayc 57 {{#switch:{{#expr:({{#time:s}}/60*4 round 0)}} |1= :Used in a class declaration to specify that a class is not to be instantiated, but rather extended by other classes. Used in a method declaration to declare a method without providing the implementation. An abstract class can have abstract methods that are not implemented in the abstract class, but in [[w:Subclass (computer science)|subclasses]]. All methods declared in an <code>interface</code> are implicitly <code>abstract</code>. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Abstract class|abstract]] </div> <div class="NavEnd">&nbsp;</div> </div> |2=:A keyword used to make the assumed value of a condition explicit. If the condition is not true, an {{Javadoc:SE|java/lang|AssertionError}} is thrown. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Assertion (computing)|assert]] (as of J2SE 1.4) </div> <div class="NavEnd">&nbsp;</div> </div> |3=:Refers to an expression or [[w:variable#Computer Programming|variable]] that can have only a true or false value. Java provides the <code>boolean</code> type and the literal values <code>true</code> and <code>false</code>. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Boolean datatype#Java|boolean]] </div> <div class="NavEnd">&nbsp;</div> </div> |4=:Used to resume program execution at the statement immediately following the current enclosing block or statement. If followed by a label, the program resumes execution at the statement immediately following the enclosing labeled statement or block. <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> ;[[w:Switch statement#Java|break]] </div> <div class="NavEnd">&nbsp;</div> </div> }} {{#expr:({{#time:s}}/60*4 round 0)}} [http://en.wikiversity.org/w/index.php?title=Test_and_Quiz/Sandbox/Flashcards&action=purge new card] 9674 48360 2006-11-24T21:22:00Z Robert Elliott 1436 minor changes __NOTOC__ <div style="float:center;width:100%"> <div style="background-color:#FFF3F9; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>Thumbnail Storyboard</h3> <h4>by Mukesh Tiwari</h4></center> ===(1)=== <center>[[Image:MT1a.jpg]] <h5>Looking at poster</h5> <h5>dolly in</h5> [[Image:MT1b.jpg]] <h5>dolly in</h5> [[Image:MT1c.jpg]] <h5>Boy:"That was a great movie..."</h5></center> ---- ===(2)=== <center><h5>cut to</h5> [[Image:MT2.jpg]] <h5>Boy (continued): "but I do not understand one thing."</h5></center> ---- ===(3)=== <center><h5>Cut to the Old Person looking towards the camera </h5> [[Image:MT3.jpg]] <h5>Old Person: What's that?</h5></center> ---- ===(4)=== <center><h5>Cut to</h5> [[Image:MT4.jpg]] <h5>Boy:"How can anyone be seduced by the Dark Side?"</h5></center> ---- ===(5)=== <center><h5>cut to</h5> [[Image:MT5a.jpg]] <h5>The old person thinks for a while </h5> [[Image:MT5b.jpg]] <h5>Old Person: "What computer do you have at home?"</h5></center> ---- ===(6)=== <center> [[Image:MT6.jpg]] <h5>Boy (eagerly): "A Macintosh!" </h5></center> ---- ===(7)=== <center> [[Image:MT7.jpg]] <h5>Old Person::"But what computer does your father use at work?" </h5></center> ---- ===(8)=== <center> [[Image:MT8a.jpg]] <h5>The boy thinks for a moment.</h5> [[Image:MT8b.jpg]] <h5>Boy (amazed and excited): "Seduced by the Dark Side!"</h5></center> ---- ===(9)=== <center> [[Image:MT9.jpg]] <h5>The Old Person smiles. </h5></center> ---- ===(10)=== <center> [[Image:MT10a.jpg]] <h5>Old Person and the Young Person walk toward home together.</h5> [[Image:MT10b.jpg]] <h5> The End</h5></center> </div> </div> 9675 48361 2006-11-24T21:22:53Z Robert Elliott 1436 minor changes __NOTOC__ <div style="float:right;width:100%"> <div style="background-color:#f7f8ff; text-align:left; padding:15px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>Thumbnail Storyboard</h3> <h4>by Mukesh Tiwari</h4></center> ===(1)=== <center>[[Image:REPtsb1.jpg]] <h5>Looking at poster</h5> <h5>dolly in</h5> [[Image:SBTDSChooseTSB1c.jpg]] <h5>Boy:"That was a great movie..."</h5></center> ---- ===(2)=== <center><h5>cut to</h5> [[Image:SBTDSChooseTSB1a.jpg]] <h5>Boy (continued): "but I do not understand one thing."</h5></center> ---- ===(3)=== <center><h5>Cut to the Old Person looking towards the camera </h5> [[Image:REPtsb4.jpg]] <h5>Old Person: What's that?</h5></center> ---- ===(4)=== <center><h5>Cut to</h5> [[Image:Reptsb5.jpg]] <h5>Boy:"How can anyone be seduced by the Dark Side?"</h5></center> ---- ===(5)=== <center><h5>cut to</h5> [[Image:REPtsb9a.jpg]] <h5>The old person thinks for a while </h5> [[Image:REPtsb9.jpg]] <h5>Old Person: "What computer do you have at home?"</h5></center> ---- ===(6)=== <center>[[Image:Reptsb5.jpg]] <h5>Boy (eagerly): "A Macintosh!" </h5></center> ---- ===(7)=== <center>[[Image:REPtsb12righttalk.jpg]] <h5>Old Person::"But what computer does your father use at work?" </h5></center> ---- ===(8)=== <center>[[Image:Reptsb10.jpg]] <h5>The boy thinks for a moment.</h5> [[Image:Reptsb11.jpg]] <h5>Boy (amazed and excited): "Seduced by the Dark Side!"</h5></center> ---- ===(9)=== <center>[[Image:REPtsb12right.jpg]] <h5>The Old Person smiles. </h5></center> ---- ===(10)=== <center>[[Image:Reptsb14A.jpg]] <h5>Old Person and the Young Person walk toward home together.</h5> [[Image:Reptsb14b.jpg]] <h5> The End</h5></center> </div> </div> 9676 75376 2007-01-13T22:40:21Z JWSchmidt 20 [[Category:Wikiversity culture]] ==The #1 Way to Resolve a dispute== Don’t get into one. It is sometimes unavoidable, but most of the time you can avoid one by assuming good faith and being neutral when writing. But always remember: '''Do not have revert or edit wars.''' ==Resolving disputes== If you get into a dispute, there are many things you can do. #'''End it:''' In almost all cases, a dispute can be ended with "Well, we both have different viewpoints, bye" #'''Discuss:''' Go to the involved party’s user talk page and try to solve it. Sometimes your "opponent" will be more reasonable then you thought. #'''Get help:''' There are many member groups dedicated to solving disputes. Go to [[Wikiversity:Mediation|them]] for help. #'''Final Step:''' If all above fails, go to a sysop for help. They will act as Arbitration. [[Category:Wikiversity culture]] 9677 48378 2006-11-24T23:09:47Z AmiDaniel 3334 Gawd .. stab me with a stick #REDIRECT [[:Category:Candidates for speedy deletion]] 9679 48382 2006-11-24T23:13:13Z Heltec 3202 Redir #REDIRECT [[Wikiversity:Resolving_disputes]] 9680 48397 2006-11-25T00:24:30Z Elatanatari 2826 Redirecting to [[Topic:Arabic]] #REDIRECT [[Topic:Arabic]] 9682 48406 2006-11-25T01:04:05Z Robert Elliott 1436 Rough Draft __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #006: Recording the dialog for the animatic. ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Animatic_Dialog_Recording | Page 1 - Introduction]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Software | Page 2 - The software ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Hardware | Page 3 - The hardware]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Room| Page 4 - The room ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Procedure| Page 5 - The recording session procedure]] |} |} ==The Software== Any recording software will do. Later when doing ADR and live recording of musicians in sync with your movie, you will need special recording software which will play a movie clip at the same time it is recording audio. But for now, iMovie is good enough since it plays a movie while your record your music. If you do not have iMovie or a similar program, you can always use Audacity which is free but does not play a movie while you say your dialog. (This means ADR in the dark.) [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Dialog Recording Lesson]] 9683 48407 2006-11-25T01:04:41Z Robert Elliott 1436 Rough Draft __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #006: Recording the dialog for the animatic. ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Animatic_Dialog_Recording | Page 1 - Introduction]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Software | Page 2 - The software ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Hardware | Page 3 - The hardware]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Room| Page 4 - The room ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Procedure| Page 5 - The recording session procedure]] |} |} ==The Hardware== You need a microphone and an audio mixer or audio interface of some kind for your computer. ;Microphone :For this project, the microphone can be anything which works. For other projects, the microphone must be a professional microphone with an XLR connector. ;Interface :There are three ways you can connect a microphone to a computer. # A mixer board connected to the audio (analog) input for your computer. # A USB pre-amp # A FireWire pre-amp [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Dialog Recording Lesson]] 9684 48408 2006-11-25T01:05:10Z Robert Elliott 1436 Rough Draft __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #006: Recording the dialog for the animatic. ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[Lesson:Animatic_Dialog_Recording | Page 1 - Introduction]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Software | Page 2 - The software ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Hardware | Page 3 - The hardware]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Room| Page 4 - The room ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Procedure| Page 5 - The recording session procedure]] |} |} ---- ---- ==The Room== For this lesson, any room will do. Later, you will need a room which is quiet. That is not as easy as it sounds. [[Category:Dialog Recording Lesson]] 9685 56990 2006-12-15T02:35:00Z Sir James Paul 3232 __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #006: Recording the dialog for the animatic. ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Animatic_Dialog_Recording | Page 1 - Introduction]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Software | Page 2 - The software ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Hardware | Page 3 - The hardware]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Room| Page 4 - The room ]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Procedure| Page 5 - The recording session procedure]] |} |} ==Self Recording Procedure== <div style="float:right;width:400px"> <div style="background-color:#f7f8ff; text-align:left; padding:15px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center><big>The Dialog<br>for the<br>'''Young Person'''</big></center> (2) '''Young Person''': "That was a great movie..." (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" (10) (The young person thinks for a moment.) '''Young Person''' "Hummm" (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ---- <center><big>The Dialog<br>for the<br>'''Old Person'''</big></center> (4) '''Old Person''': "What's that?" (6) (The old person thinks for a while.) '''Old Person''': "Hummm" (7) '''Old Person''': "What computer do you have at home?" (9) '''Old Person''': "But what computer does your father use at work?" (12) (The Old Person smiles.) '''Old Person''': "Ahhh!" <center>The End</center> </div> </div> For this lesson, you need to be the recording engineer. If you are recording your own voice, you must: # Practice reading one line at a time to get the proper (natural) interpretation. # Record one line of the dialog. Often, you will record this line about 5 times trying slighly different interpretations # Select the best reading of the dialog. # Save as an AIFF or WAV file # When you are satisfied that the recordings are good, email me and send me the files. ==Guide to Actors== We want a natural speaking voice, not a stage voice. Also, remember one piece of advice. Currently, the accepted acting style is to say your lines with confidence. That is, no matter what happens in the script, always have confidence in your voice. ==Script Changes== Note that we must include all the minor vocalizations not included in the regular script. ---- ---- [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:Dialog Recording Lesson]] 9686 49984 2006-11-29T12:10:01Z Robert Elliott 1436 minor changes __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #002: Understanding Filmmaking - Study the Way Movies are Filmed in Hollywood ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Understanding Filmmaking | Page 1 - Introduction ]] |} :{| cellpadding="4" cellspacing="0" width="500px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze Film Dailies | Page 2 - Watching how dramatic scenes are broken down and filmed in Hollywood.]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze George Lucas in Love| Page 3 - Analyzing the movie ''George Lucas in Love'']] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Narrative Filmmaking Process| Page 4 - The Basic Filmmaking Process]] |} |} ==How to learn filmmaking== :There is only want way to learn filmmaking. You must watch films being made by professional filmmakers. There is no substitute. :If you are serious about learning filmmaking, I highly recommend that you purchase the DVD disk containing order "Disk #2 - 24 Unedited Scenes" from the [http://www.starmovieshop.com Star Movie Shop] (requires QuickTime). ==Possible ways of getting started learning the craft of filmmaking== There are many excellent ways to learn about filmmaking. However, each has some drawbacks: * Make your own motion picture - one to five years for your first feature film. :When you make your own motion pictures, you learn a tremendous amount about everything in filmmaking. An example is [http://www.rppfilms.com/index.php Renegade Possum Productions]. One of their movies has shots from original Star Wars recreated by amateurs. It is interesting to compare the performances of the actors in the real movie vs. an amateur motion picture. The problem with creating your own motion pictures is you do not see the correct way to make a movie. * Work on student films - a few days to a few weeks... without pay. :If you go to Hollywood, just read the "Free Help Wanted" advertisements in the [http://www.backstage.com Backstage West/DramaLogue Magazine]. This weekly newspaper/magazine is one of the three most important publications in Hollywood. Don't move to Los Angeles without reading it for one year before you go. Working on student films for the major film schools in LA is a great way to learn what filmmaking is all about. The only problem with working on student films is you do not see the correct way to make a movie. * Become a PA (production assistant) - One to two months with almost no pay. :As a production assistant, you get to work on real motion pictures. The only limitation with being a production assistant is you don't actually see that much. You are often too busy to see what you need to see. * Go to film school - less than $100,000... but not by much. :There is no substitute for film school. But you can prepare for film school at home. That way you do not waste the $60,000 to $100,000 that film school will cost. * Tour movie sets - great fun! :Visiting a movie set through one of the tours at Warner Bros (Hollywood) or Eiga Mura (Kyoto Japan) will teach you a lot. The taping of TV Sitcoms is also extremely interesting and free. Even watching the filming of a game show in Hollywood is educational. But traveling to Hollywood or Kyoto can be expensive. See below for more information on current tours of the studios. ==The <font color="green">best shortcut </font>to understanding filmmaking - Film Dailies - Only takes a few hours== :There is a shortcut. It is so obvious, most people miss it. And it costs a lot less than any of the methods above. :The inexpensive and educational alternative is to watch '''film dailies''' from real television dramas and motion pictures. Watching the film dailies from television dramas is best since filming of a TV dramatic series is always more efficient. The crew of a television series in its 5 year of production will always be more efficient that a film crew for a motion picture which has never worked together. ===Sources of Film Dailies=== * 1. In Hollywood, you can buy film dailies at second hand video stores and at estate sales for people who work in the motion picture industry. * 2. Outside of Hollywood, you can buy them on eBay. Currently there is a limited selection. * 3. <font color="purple">'''Recommended: '''</font>You can order "Disk #2 - 24 Unedited Scenes" from the [http://www.starmovieshop.com Star Movie Shop]. About half of the scenes on this DVD-Data disk are interesting therefore it is worth a cost of $8 US plus shipping ($2.40 US to ship anywhere in India or all 50 states in USA; $5.20 US to ship to many countries outside of India or USA.) ::Note #1: Because these film dailies are digitize and have time code on every frame, they are easy for practicing film editing. The only problem with the film dailies on "Disk #2 - 24 Unedited Scenes" from the [http://www.starmovieshop.com Star Movie Shop] is they are half size (320 by 240 pixels) QuickTime movies at 24 fps which cannot be edited by DV editing programs. ::Note #2: You must be a film student or film instructor to purchase this disk. (Fortunately, completion of one of the lessons in this course (such as "Formatting the script" or "Storyboarding the script" qualifies you as a film student.) ---- ---- ==Learning from Film Dailies== :Each set of film dailies is very different. Therefore, I will describe what you will learn from Disk #2 from the [http://www.starmovieshop.com Star Movie Shop]. This is a huge number of scenes so the scenes are only at half screen resolution but this is good enough to watch and learn from. ;Overview Movies :Overview movies are included for each scene on Disk #2 - "24 Unedited Scenes" from the [http://www.starmovieshop.com Star Movie Shop]. :Most film dailies that you buy do NOT have an accompaning overview movie. Disk #2 does. An overview movie is all the film dailies cut apart into individual pieces of dialog and reassembled into chronological order. This way, you see each of the lines of dialog in the actual order that you will edit them. Not only is this very useful, but it turns otherwise boring film dailies into something, which at times, can be very amusing and always educational. It also helps you follow the story since dailies rarely come with the movie script. ;Long and short Some of the scenes are extremely short and a few are extremely long. Because these are all scenes from actual productions, most of the scenes are interesting, long or short. It is not the length which is important. * Well prepared ::The first thing you see is all of the scenes are very well prepared. While you are only given the '''Circle Takes''' (which are the takes that the director feels are the best), you will see that it only takes a few takes for the scene to be perfect. * Memorized before filming ::The bigest shock to amateur actors is that in professional productions, the actors have completely memorized their lines '''before''' they even begin to rehearse. Amateur actors (and beginning filmmakers) often feel that the actors are only give the lines that they need for the current scene and memorize just those lines for the shot. ::This is not the way it happens. An actor cannot get into a roll or even memorize the blocking until the actor has the script memorized perfectly. Then the actor has the freedom not to have to worry about the dialog but rather to concentrate on the performance. ::*As an example, try acting out any of the scenes Disk #2 - "24 Unedited Scenes" from the [http://www.starmovieshop.com Star Movie Shop]. you will never be as good as the actors in these scenes until you actually get into character. You cannot get into character if you are still worried about the dialog. ::The dialog must be memorized before you start. * Master shots first ::In many of the examples, you see that the master shot is filmed first. This gives the actors the opportunity to get into their roles. * Skilled actors first ::Always film the most skilled actors first. When you have "John Boy" on the movie set, he will always have his shots first because he is the freshest. Notice in the scene where the now much older "John Boy" is keeping his journal, he almost always gives his best performance on the first take. ::Then look at the scene with John Boy's mother and sister. The mother is a very experience actress so she goes first. This gives the daughter time to practice her lines. She has them memorized by when she it talking to her mother, she begins to find the tone and rhythm of the dialog which she cannot find when she is just memorizing her lines at home the night before the shoot. * Scene '''"The Assignment"''' ::The longest and most complicated is called "The Assignment" where "the Smoking Man" is given his first assignment which is to kill President Kennedy. In one of the shots, one of the actors makes a mistake and stops and corrects himself. The wording of the dialog is designed to give a hypnotic rhythm. You quickly realize how complicated the wording is when the actors switches to the correct dialog. They both seem correct but only the correct one has the proper rhythm. This is amazingly difficult. * Scene '''"Out for a Walk" ::Since this is one of the more humorous scenes, it is probably the most popular scene on the disk. The captain of the Babylon 5 space station has gone out for a walk OUTSIDE and the chief of security is trying to keep that information from the head of operations. ::One of the most interesting things to see in this scene is the different deliveries of her lines by the head of operations. While some actors try to continually refine their performance aiming for a single goal of perfection, she tries a totally different delivery for each take. ::This scene also shows how effects shots are done. The scene ends with the head of operations looking out the window of the Babylon 5 space station. You see the movie set with glass in the widows and without glass in the windows. The actual performance is done without glass (and, of course, without the exterior of the space station) which will be composited into a matte painting from a 3D model of the space station. The shot with the glass and the framework for the glass is only for reference for the computer modelers. * Scene '''"Doctor, Doctor!"''' ::The one thing which quickly becomes obvious is the lack of all sound except the dialog. This scene takes place in a large hospital. When the doctor enters the room, the audience expects to hear all the sounds of a hospital. In less than three seconds, the audience must get a picture in their mind of the corridor and rooms of the hospital. None of this is shown visually. It all must come from sound... and none of that sound comes from the filming on the movie set. Even the squeeky shoes that the audience will hear in the final edit of this scene is not done on the movie set. ::As with all 24 scenes on this disk, almost none of the scenes have much emotion. All of that must come from the musical score. This is one reason why film dailies can seem very boring. There is no music to create the moods for the scene. To be continued shortly... ---- ---- ==Hollywood Studio Tours== While the [http://www.UniversalStudios.com Universal Studio Tour] is more entertainment than actual examples of filming, you can pick up tickets to filming as you leave Universal Studio Tour area. Most are for Sitcoms which are filmed totally different from a motion picture. Yet they are very educational and entertaining to watch. At one time, the best tour in Hollywood (and the most expensive) was at Warner Bros. Their website is does not work well but you can try it at [http://www2.warnerbros.com/vipstudiotour/ Warner Bros.] If you have been on this tour recently, please tell us. NBC Studio has a ticket office which gives out free ticket. However, these are mostly for sitcoms. If anyone has been to the filmings in LA, please give us a list of where you go to get tickets and what is available currently. ==Japan== Don't overlook the studio tours in other lands. [http://www.eigamura30.com/english/index.html Eiga Mura], the Toei Studio Movie theme park in the northwest part of Kyoto is great fun. Years ago, you could actually see post production if you waited and watched very carefully in one of the distant buildings. If anyone has gone visited this movie village recently, please describe what you saw. Here is an [http://www.kcif.or.jp/en/newsletter/lik/archives/0506/06_2005.htm article] on this movie village in 2005. Many of the movie are filmed in plain sight of the crowds of tourists. Great fun! ==India== Movies made in India, specially in Madras (Chennai) are filmed in a totally different way. Therefore, it is interesting to see how they do it. Unfortunately, the MGR Film City in Chennai is now closed and there are no tours of the state run film school still at that location (side entrance). [http://www.ramojifilmcity.com/html/film_index.html Ramoji Film City] in Hyderabad (part of the Telgu film industry) has a tour but you do not get to watch actual filming. It is a very weird tour. I do not know about Bollywood (Mumbai/Bombay). If anyone knows of tours to the film studios in India, please tell us. ==England== I believe that [http://en.wikipedia.org/wiki/Pinewood_Studios Pinewood Studios] has a studio tour. Anyone been there? Please tell us more. [[Category:Narrative Film Production]] [[Category:WikiU Film School]] [[Category:Filmmaking]] 9689 69396 2007-01-10T03:21:05Z JWSchmidt 20 [[Category:Media]] __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #002: Understanding Filmmaking - Study the Way Movies are Filmed in Hollywood ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Understanding Filmmaking | Page 1 - Introduction ]] |} :{| cellpadding="4" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze Film Dailies | Page 2 - Watching how dramatic scenes are broken down and filmed in Hollywood.]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze George Lucas in Love| Page 3 - Analyzing the movie ''George Lucas in Love'']] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Narrative Filmmaking Process| Page 4 - The Basic Filmmaking Process]] |} |} ==A short movie similar to our short movie== ;''Understanding Moods'' :We need to look at a real world example of a motion picture which is similar to what we will be filming. That movie is ''George Lucas In Love'. We need to understand why this movie is such a success while other similar movies are failures. The secret is the music. It is the music which creates the '''mood''' for ''George Lucas In Love''. ===Google search for Deborah Lurie and ''George Lucas In Love''=== Who is '''Deborah Lurie''' and why is she so important? * Start by going to [http://www.imdb.com/name/nm0527091/ www.imdb.com] for a list of the credits for the music composer '''Deborah Lurie'''. Notice that her first full credit as a film composer is for '''''George Lucas In Love'''''. * Skim through the article at [http://www.theforce.net/jedicouncil/interview/glil.asp www.theforce.net] about ''George Lucas In Love''. Look for the part about the film score. * And most importantly, notice that Wikipedia does '''not even mention Deborah Lurie''' at ''[[w:George_Lucas_in_Love | George Lucas In Love]]''. Amazing!!!! * Then download and watch the short movie called ''George Lucas in Love'' which can be found at Google. * Finally turn down the sound and watch this movie without music. It is Deborah Lurie's music which makes this movie a success. And it is the music for our movie which will make our movie a success. ==Music For Our Movie== Our movie needs the same moods as ''George Lucas In Love''. The only way we can do that is by having music which is just as powerful as Deborah Lurie's score for ''George Lucas In Love''. We begin work on the music in [[Lesson:Creating_the_Temp_Track | Lesson 8 - Creating the Temp Track]]. For now, we will just try to figure out how Deborah did this for ''George Lucas In Love''. ==List of all the music in ''George Lucas In Love''== When you watch the movie, you will see: * The movie starts with ''traveling music''. This music shows that George is busy. This music does something else even more important. It tells us, that this will be a good movie. If you hear good music at the beginning, you know there will lots of different moods clearly expressed (in music, of course) in the movie. Note that this traveling music at the beginning of ''George Lucas In Love'' is '''Narrative Music''' and not '''Background Music'''. It certainly sounds like background music because it is soft and gentle. But you can tell it is "in your face" narrative music when it is too strong for any dialog. As soon as the dialog starts, the traveling music is turned down. To be continued… [[Category:Media]] 9691 76514 2007-01-15T17:04:43Z Robert Elliott 1436 roll back __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #002: Understanding Filmmaking - Study the Way Movies are Filmed in Hollywood ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Understanding Filmmaking | Page 1 - Introduction ]] |} :{| cellpadding="4" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze Film Dailies | Page 2 - Watching how dramatic scenes are broken down and filmed in Hollywood.]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze George Lucas in Love| Page 3 - Analyzing the movie ''George Lucas in Love'']] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[LessonPage:Narrative Filmmaking Process| Page 4 - The Basic Filmmaking Process]] |} |} ---- '''''UNDER CONSTRUCTION''''' =The Process of Single Camera Filmmaking for Narrative Dramas= The following outline intends to give you a brisk walkthrough of what film and television production entails when filming narrative dramas. ==Development== Before even pre-production, there is the initial phase where ideas are bounced around. The idea for this script had been around for many years. ===The Story=== All movies start with a story. [[WikiFilmSchool_N1P1 | Click here to look at our story.]] In Hollywood, the story might start with just an idea which is pitched to someone with money. Or the story might be a book which is then suggested for turning into a movie. ===The Script=== The story must be turned into a script. For a novel, that means cutting 20 hours of material down to 90 minutes. That is a lot of cutting!!!. The first step is to analyze the story to find the characters, the dialog, the action, and the parenthetical comments. We do this on [[WikiFilmSchool N1P2 | page 2 of lesson 1]]. ===The Script Formatting=== The script is not ready for viewing until it is formatted. It must be typed correctly so everyone quickly understands what is needed. Our story is very simple so typing it into a script takes little time using a script formatting program. You can do this on [[WikiFilmSchool N1P4 | page 4 of lesson 1]]. ===Production Design=== The art director, production designer and/or producers decide on the overall feel of the production. This has a huge effect on the script breakdown. All their decisions will be note in [[Lesson:Planning_the_Movie|Lesson 3]]. ===Script Breakdown=== The Production Designer and the producers dissect the script to identify how many of everything they need; ie actors, locations, visual and computer effects, props & costumes. This is also part of [[Lesson:Planning_the_Movie|Lesson 3]]. ===Crewing up=== The producers design a basic timeline and make initial wish-lists of actors, head crew members (director, director of photography (DP), gaffer, sound, visual effects designer, computer effects designer, editor and musician), locations and equipment as it affects format (b&w or colour film, video or digital video). We will be making both a live action and an animated version of this movie. For the animated version, we have to locate the models which will be used for the two characters in our movie — the Young Person and the Old Person. We will begin this search in [[Lesson:Cast_and_Costumes-Animation | Lesson 9]]. ==Finance== This stage runs concurrently with conceptualization but can only really reflect actual needs after the script breakdown and production design stages have finished. We will have completed the animated version before we begin to work on the financing of the live action version. This will be done in [[Lesson:Financing_The_Movie-Live_Action | Lesson #017]]. ===Budget=== This tries to take into account all expenses for the entire venture based on results from the script breakdown and production design as well as budgets from similar projects. The line producer (someone familiar with filming in a particular geographical region) usually does the initial budget. ===Investors=== At this stage the project requires a second level of investors to commit to the project to carry it through to completion. The art of deal-making rules this stage. A good producer can raise millions based on how well they understand the distribution and exhibition controls in the industry. Small productions rely on friends and family money or funding from the local dentist. ===Market analysis=== The producers and distributors clearly define the market at this stage. ==Pre-production== Once the line producer completes the initial script breakdown, supplying the budget and schedule for the production, the initial meetings take place with the people involved and all the producers make all the 'final' decisions for the production. The line producer prepares the final budget and schedule during pre-production. Sometimes the 1st assistant director prepares the schedule with the line producer. ===First meetings=== The producers and crew heads meet to determine if they feel comfortable working together. As each has very different styles of working this meeting stage can make or break the production. Also the director usually meets with the major actors, determining if (s)he feels the actors need rehearsal time, or training (athletic, martial arts, military, medical, etc.) to play their roles. ===Locations=== The production team (in coordination with the art department) secures locations for the shoot. They determine time-frames and iron out all potential problems (seasonal traffic, weather, etc.) If the production shoots on a sound stage, the set design and construction begins. ===Props & special effects=== The special effects team and the art department determine what they need to build, buy or borrow (miniature models, multiple vehicles for stunts and explosions, effects make-up, aged props and building, set dressings, etc.). ==Production== ===Live Action Motion Pictures=== For live action, the executive producer gives the money to the producer to make the motion picture. The producer hires the director who will control the performance of the actors. The producer hires the cinematographer (director of photography) who will capture the performance of the actors on film or digitally. The producer hires a production manager (or line producer) who then hires all the workers (the crew) for the filming of the motion picture. The producer or the production manager will hire the sound recordist (sound mixer) who will capture the dialog of the actors. The producer and the director select the actors for the motion picture with the assistance of a casting director. Each day on the movie set, the actors and crew turn into reality the planning of the production. '''On the set: Lights, Camera, Action!''' '''Head crew''' <br> Directors and assistant directors, script supervisor and location manager. '''Camera department'''<br> Director of photography, camera operator, camera assistants and focus pullers. '''Lighting/electrical department''' <br> Gaffer, best boy electric and electricians (sparks). '''Grip department''' <br> Key grip, dolly grip, best boy grip, rigging grips and grips. '''Sound department''' <br> Sound mixer, sound assistants and boom. '''Art department''' <br> Art director, prop manager, painters, set dressers, and construction crew. '''Make-up/hair department''' <br> Make up artist, hair designer, special effects make-up designer and assistants. '''Wardrobe/costume department''' <br> Costume designer (not on set), wardrobe manager, and dressers. '''Visual effects department''' <br> Visual effects supervisor and support crew. '''Production department''' <br> Production manager (not on set), production coordinator, and production assistants (PAs). '''Support crew'''<br> Medical, transport, catering, personal assistants, still photography, and behind-the-scenes videographers. ===Animation=== For animation, the procedure is backwards. (To be completed soon...) ==Post Production== After 20 to 60 days of filming, you are finished shooting your motion picture. After all that effort, the only thing you have to show for your work is about 100 reels of film, 60 rolls of audio tape, and a well-worn copy of the script which has been marked up by the script supervisor. That's it! Other than publicity stills and maybe a documentaries and perhaps some effects shots being done at effects houses around town, this is all you get for your 40 million dollars. So now, what do you do? Now you start '''Post Production'''. Now you turn the developed film and audio reels into a motion picture for viewing at a film festival. (Much later, you worry about getting the movie ready for distribution.) Once the dailies are prepared for editing, film editor begins to edit the picture and the dialog. The sound department will get busy creating an infinite number of sound effects and the film composer will create beautiful music for your movie. If any visual effects are needed, they will get done too at special effects houses... along with the titles and credits. Finally, when everyone is happy, the negative will be cut to match the edit of the movie and a print will be made for showing a Sundance. Let's look at these steps individually. ==Dailies/Workprint/Telecine/Capture/Syncing Audio== Each day during production of a feature film shot on motion picture film, dailies are prepared for viewing by the director, the crew and the studio executives. To save money, the same dailies can be used by the editor to edit the movie... or at least they can be created at the same time. Preparing the dailies for editing seems like a trivial task but can be a major headache if not done very carefully. This is just as true for digital video as for film. Some people think that just because they use a digital camcorder, they do not have to process the film dailies. Dailies still have to be captured into the computer so they can be edited. And if you using a separate sound system for recording the dialog, you will still have all the problems of syncing '''audio to picture''' for your digital dailies. For more information on preparing film dailies for editing and the telecine process, see the section on [[Movie Making Manual-Telecine|Telecine]] in the Movie Making Manual. ==Logging== If you film and edit only one scene (or a short), you can easily keep track in your head of all the raw footage. But for a feature film, keeping track of all the different shots is not easy. [http://www.filemaker.com/solutions/customers/stories/20004.html Walter Murch] uses Apple's FileMaker Pro. At Macworld Expo, there is usually at least one lecture on how he uses this database for during the editing process. ==Picture and Dialog Editing== When the movie is edited, the editor must think about more than just the picture and the dialog. The sound effects and the music work together with the pictures and the dialog to tell the story. The sound effects, music, picture and dialog all interact. The editor must figure out how all these elements work together to tell the story. In Hollywood, there are special teams what do the visual effects, music, and sound effects. But if you are just one person doing the edit of low-budget motion picture, you might have to do everything yourself as you edit the movie. ;Narrative Films Only :This manual covers dramatic movies with scripted dialog. Be aware that editing a documentary, corporate video, multimedia or event video is totally different from editing narrative dramas. For more information about the process of film editing for narrative motion pictures and televison drama see the section [[MMM/Post-production/Editing|What is Editing]] in the Movie Making Manual. For narrative feature films, there are two different kinds of scenes - Action sequences and Conversation. When you edit a conversation, there are lots of constraints... special the script which dictates the spoken dialog. Action sequences have few constraints. There are two kinds of music - '''Background''' music and '''Narrative''' music. Background music means very soft music while narrative music is music that gets in your face. At this stage, a temp track is acceptable for background music but for music which tells part of the story, you really need to use something which will be close to the final music. While there are many kinds of sound effects, at this stage you are only worried about the sound effects that help tell a story, not the sound effects which make the scenery seem realistic such as Ambience, Walla and Foley. These can be done when the editing is finished. For now, just worry about the sound effects that help narrate the story. For more instructions on how to edit a dramatic scene with scripted dialog, see the section [[Movie Making Manual-Scene Editing|How To Edit a Dramatic Scene]] in the Movie Making Manual. ==ADR (Automatic Dialog Replacement)== Once you have edited the movie, you might need to replace some of the spoken dialog. For more information on ADR, see the section [[Movie Making Manual-ADR|ADR]] in the Movie Making Manual. ==Sound Effects== Once all the scenes are edited, you begin to add all the little sounds which makes the movie seem real. If a scene does not seem realistic, you have not added enough sound effects such as: ===Ambience=== The background sounds of the environment. ===Walla=== This is the indistinguishable sounds of people talking in the background. ===Foley=== The footsteps and the rustling of clothing make your scene seem real. which are so numerous that it is faster to record these sound effects live while watching the movie. If you have only a few footsteps, you can do this from sound effects libraries in your editing program. But in general, when you need hundreds of tiny sound effects, it is easier to do them with Foley For more information on Sound for motion pictures, see [[Movie Making Manual-Sound Design|Sound Design]] in the Movie Making Manual. For more information on Foley, see the section [[Movie Making Manual-Foley|Foley]] in the Movie Making Manual. (Note: "Foley" stands for '''Jack Foley''' who pioneered this kind of sound effects creating.) ==Visual Effects== When doing the basic edit, blank frames or storyboard frames are used in place of visual elements. Once the effects shots are finished, they must be inserted into the edit. ===Titles and Credits=== Titles can be done any way that you wish. Determining which people to include in the credits can be complicated. This is a good place to make a lot of people angry. Therefore, you must be very careful to list all the people who deserve credit for making the movie. Sometimes, the unions decide this. Sometimes your contracts with the cast and crew decide this. Doing the credits is not as easy as it looks. ==Film Scoring== Music creates the mood. Once the edit is complete (with a temp score), the temp score must be replace by the final score. For more information on film scoring, see the section [[Movie Making Manual-Music|Music/Film Scoring]] in the Movie Making Manual. ==Breakdown into reels== A motion picture must be in manageable pieces for distribution and projection. In the break between reels, there must be no sound or picture. ==Conform the Negative== Most of the time, it is not possible to edit at the highest possible resolution. In these cases, up until now, editing is off-line. If there is no digital intermediary, you need to conform the negative. ==Prep for Distribution== This should be in the marketing section because it is done '''after''' you have a distributor but '''before''' the distributor accepts delivery of the motion picture and all its elements. Therefore, only after you have sold the movie, do you learn what film formats are required. This is a hidden expense can be rather nasty. If you have not planned ahead, this can cost you a fortune. Read Robert Rodriguez' '''Rebel without a Crew''' which is about the making "El Mariachi" This book should be required reading in all film schools. ==Animated Feature Films== Note that if you are making an animated feature-length motion picture, the procedures above are done in a slightly different order. ==Post Production== (To be combine with above.) On completion of filming (and even while it still continues) the editing team goes to work to start cutting the project together. If you are interested in learning how to do these steps using your personal computer, see the [[Movie Making Manual-Education|Teach Yourself Filmmaking]] section. ===Developing /Dailies/Logging=== Every night during shooting of the motion picture, the film reels and the sound reels are sent to the lab. The film is developed and circle takes printed onto film or telecined onto video tape. Then the audio is synced with the picture to create the dailies. Or to explain it another way: The dailies are created by combining the visual image (from the motion picture camera or from the DV Camcorder) with the audio (the dialog) from the sound recorder. To begin post production, a copy of these dailies are converted into the formatted required by the film editor and logged. On film, this is known as the '''work print'''. The editor never works with the original negative which scratches too easily. For digital films, this is called the off-line edit which is lower resolution than the original images which saves disk space and speeds up playback. For bigger films, logging means that information about every piece of film and every bit of audio must be entered into a huge database which is accessible by the entire post production staff. ===Editing=== Building the scenes to tell a story. Nowadays, non-linear editing using computers has become the norm (Avid, [[Final Cut Pro]], ...) The editor works closely with the sound effects department and the film scoring person to bring the maximum impact to the movie. For action sequence, the scene will be edited based on the visual images, the music and the sound effects. For conversations, the editor must cut to get the best quality dialog... as well as to worry how the music and sound effects will effect the scene. ===ADR=== Editors must re-record dialogue that cannot be salvaged from production in a process called '''looping''', '''[[w:dubbing (filmmaking)|dubbing]]''', or '''ADR'''. ADR stands for either Additional Dialogue Recording, or Automated Dialogue Replacement, depending on whom you ask. But don't ask why the A sometimes stands for Automated, because there's nothing particularly automatic about the process. An actor watches the image repeatedly while listening to the original production track on headphones as a guide. The actor then re-performs each line to match the wording and lip movements. Actors vary in their ability to achieve sync and to recapture the emotional tone of their performance. Marlon Brando, for example, was said to enjoy looping because he didn't like to freeze a performance until he knew its final context. (People have said that he mumbled during his on-camera performances to make the production sound unusable, so that he can make adjustments in looping.) ADR is a necessary evil when production sound is unusable, but directors can also use it to add new character or interpretation to a shot. By altering a few key words or phrases an actor can change the emotional bent on a scene. ===Sound Effects=== The sound effects (including the [[w:foley|Foley]], [[w:walla|Walla]], & Ambiance) make a scene seem '''real'''. Without the addition of sound effects, a scene would feel like it was filmed on a studio sound stage... which it probably was. Sound effects recorded by a sound effects person are rarely used as is. Instead, sound effects are "sweetened" and enhanced. ====Foley==== A sound effects technique for synchronous effects or live effects. Foleying supplies the subtle sounds that production mikes often miss. The rustling of clothing and a squeak of a saddle when a rider mounts his horse give a scene a touch of realism that filmmakers find difficult to provide using other effects methods. Sounds for a steamy sex scene probably come from a foley artist making dispassionate love to his or her own wrist. The good Foley artist must "become" the actor with whom they sync effects or the sounds lack the necessary realism to convince the audience. Most successful Foley artists are audiles; they can look at an object and imagine what type of sound it can be made to produce. The foley crew include the artist or "walker," who makes the sound, and a technician or two to record and mix it. A foley stage often appears as a storage area for the studio's unwanted junk. Metal laundry tubes filled to the brim with metal trays, tin pie plates, empty soda cans, hubcaps, bedpans, knives, forks and broken staple guns. They use these crash tubes for anything from comedy crashes to adding presence (brightness and naturalness) to something as serious as a car crash. ====Walla==== Walla is the indistinguishable mutterings of people in a crowd. It takes a special skill to create a series of intelligible words with no clear meaning. wal ====Ambiance==== Unlike sound for television dramas, a motion picture normally records only the dialog (the spoken words) during production. All the other sounds are created in post production. This gives greater freedom when editing the dialog. Therefore, the natural sounds of the environment need to be added. This is especially true if the scene was recorded on a sound stage at the motion picture studio where the background sounds are never natural or realistic. The sound of the environment is the '''ambiance''' and must be recorded in a real location. Even though ambiance is very soft in the background, a scene will feel flat without it. Ambiance is also sometimes referred to as "room tone." ===Musical Scoring=== The musical score and the musical sound effects create the '''mood''' for each scene. Writing the music for film and TV requires special skills from the composers, musicians and sound engineers; they all need a flair for the dramatic and the ability to envision sound. Even though the actors' voices adds a kind of music to a scene as they speak, adding additional music is often necessary to create the proper mood. It is often the director who tells the film's composer what what moods he wants the audience to feel during the action and the dialog in the motion picture. ===Visual Effects=== Visual effects are any element which was not captured during filming that must be created later. This can be done by computers (CGI) or by matte paintings. When two or more elements must be combined (such as live actor shots with computer generated effects), the images are composited. ====CGI==== CGI stands for Computer Generated Imagery. This term refers to any element created within a computer and encompasses anything from adding digital fog to a scene, to generating a crowd at a stadium, to creating whole characters, completely animated, such as Gollum from the Lord of the Rings films. ====Matte Painting==== Matte Paintings were originally hand-painted scenery on glass which was photographed along with the live action. When using a matte painting which has been painted on clear glass, the matte painting sits in front of the camera while the actors perform on a partial movie set which can be seen through a clear spot on the matte painting. The rest of the movie set is simply the painting. Now Matte Paintings are created with hand painting, paintings using computer software, still image manipulation, and/or 3D models which have been rendered, and then the matte painting is combined with the live action by compositing in post production, rather than during the filming of the movie. ====Titling==== Filmmakers consider designing the opening and closing credits to a film or TV piece as an art and skill in itself. Nowadays people's whole careers can consist only of designing titles for major motion pictures and television series. ====Composting==== When separate visual elements on film are combined, this is called '''opticals'''. With computers and digital images, this is called compositing which is just like combining pictures with Photoshop. ===Conforming the Negative=== Once all the post production is finished and a working edit of the movie is completed and approved, the negative must be cut to match the working edit of the movie. Only after the negative is conformed is the movie is ready for viewing in a theater (usually at a film festival) where the motion picture will be seen by the public (and potential distributors) for the first time. If the motion picture was made with digital images, the movie must be rendered at full resolution (the on-line edit) and transfered to film. If there will be an digital intermediary, the digital version or a digitized version of the conformed negative is color corrected and then rendered onto film. ==Sales & Marketing== ===Distribution=== If the project has distributors on-board from the beginning, this process requires little more than sitting back on the part of the producers and investors, as the distributors practice their trade. However if the producers have not pre-sold the distribution rights, this can entail going to film festivals and/or door-to-door selling to TV, cable stations or video/DVD distributors. ====Delivery==== Once the motion picture has been sold to a distributor, the distributor will spell out exactly the elements that the distributor requires for the distributor to accept the film. Then the filmmaker goes back and prepares all these elements. For very low budget movies, this can cost more than the entire production and includes such odd things as insurance policies for '''errors and omissions''' and a sound track for the motion picture which has been divided into three separate parts - Dialog, Music and Effects. It is the distributor who will create all the foreign language versions of the motion picture and make all the necessary cuts and reedits to the motion picture to get it acceptable for foreign markets. ===Publicity material=== Marketing also requires the design of posters, audio & visual trailers and merchandise. Special staff, like graphic artists and voice-over characters, work to produce these invaluable tools. It is the distributor who creates the DVD-Video disk so the distributor must create the special features and publicity for the DVD-Video disk. Hopefully, the production company has created and saved the necessary items need for the publicity such as '''production stills''' and '''documentaries''' for the DVD-Video disk. ==Getting Started== If all of this sounds exciting, you can get started by reading the section called [[Movie Making Manual-Education|Teach Yourself Filmmaking]]. This section of the Movie Making Manual shows you simple ways to begin learning how you can make your own motion pictures. [[Category:MMM:developing movies|Basic Basics]] [[Category:MMM:pre-production|Basic Basics]] [[Category:MMM:production|Basic Basics]] [[Category:MMM:intro|Basic Basics]] 9693 49181 2006-11-27T04:39:22Z Hillgentleman 530 [[image:Espace de Calabi-Yau.PNG|right|250px]] <!----------------------------Header-----------------------> <center><big>'''Welcome to the Division of Mathematical Physics!'''</big></center> <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> · [[School:Mathematics|Mathematics]]· [[School:Physics and Astronomy|Physics and Astronomy]] · </div> <!-----------------------------end of header----------------> '''Mathematical physics''', strictly speaking, is the branch of Mathematics with applications to Theoretical Physics; or in other words, the branch of [[Topic:Theoretical Physics|Theoretical Physics]] with rigorous mathematical definitions. Sometimes the term is also loosely used to mean those branches of Theoretical Physics with substantial mathematical content. (See, for example, [[w:Mathematical physics]].) ==Division news== *04:38, 27 November 2006 (UTC) ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. Study Groups: *[[Topic:Integrable Systems]] *[[Topic:Quantum Field Theory]] *[[Topic:Statistical Mechanics]] *[[Topic:String Theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:Mathematical Physics| ]] 9696 edit=sysop:move=sysop 48559 2006-11-25T22:49:11Z Digitalme 39 template {{User:Digitalme/Salt}} 9697 65218 2007-01-01T16:07:30Z Robert Elliott 1436 ORPHAN =ORPHAN= :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffffbb" style="border: 1px #cccccc solid;" |[[Storyboard Example 1|Thumbnail Storyboard Example #001]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffffbb" style="border: 1px #cccccc solid;" |[[Storyboard Example 2|Thumbnail Storyboard Example #002]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffffbb" style="border: 1px #cccccc solid;" |[[Storyboard Example 3|Thumbnail Storyboard Example #003]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffffbb" style="border: 1px #cccccc solid;" |[[Storyboard Example 4|Thumbnail Storyboard Example #004]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Homework:Thumbnail Storyboard:Mukesh Tiwari|Thumbnail Storyboard by Mukesh Tiwari]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Homework:Thumbnail Storyboard:Robert Elliott|Thumbnail Storyboard by Robert Elliott]] |} 9698 48494 2006-11-25T16:27:10Z Robert Elliott 1436 Rough Draft __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Thumbnail_Storyboard | Lesson <nowiki>#</nowiki>04: Thumbnail Storyboards]] ;Lesson Page<nowiki>:</nowiki> :[[LessonPage:Thumbnail storyboard examples | Thumbnail storyboard examples]] ;Examples<nowiki>:</nowiki> {{List of Thumbnail Storyboard Examples}} :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side | Storyboard Worksheet]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · the [[Reference:SBTDS:Unformatted Script Outline|Script Outline]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. |} ==Thumbnail storyboard for ''Seduced by the Dark Side!''== EXTERIOR - The local movie theater - NIGHT ---- (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- The "Dancing Fairies" music begins to play.<br><br> [[Image:ArtRage2SBTDS1a.jpg]]<br> Slowly dolly in as music builds.<br><br><br> [[Image:ArtRage2SBTDS1b160.jpg]]<br> A smile begins to form on the young persons face.<br><br><br> [[Image:ArtRage2SBTDS1c160.jpg]]<br> Cut to the poster and dolly in slowly.<br><br>The "Dancing Fairies" music morphs into the Star Wars theme.<br><br> ---- ---- (2) '''Young Person''': "That was a great movie..." ----<br> [[Image:ArtRage2SBTDS2160.jpg]]<br> Cut to a side view as the Star Wars music begins to fade to street noise.<br><br> ---- ---- (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ----<br> [[Image:ArtRage2SBTDS3160.jpg]]<br> The young person;s head turns to the older person.<br><br><br> ---- ---- (4) '''Old Person''': "What's that?" ----<br> [[Image:ArtRage2SBTDS4160.jpg]]<br> Wide angle shot to show emotional distance between the two characters.<br><br><br> ---- ---- (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----<br> [[Image:ArtRage2SBTDS5160.jpg]]<br> Immediately a dark cord plays.<br><br><br> ---- ---- (6) The old person thinks for a while. '''Old Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS6160.jpg]]<br>Thinking very slowly.<br><br></center>Music: The music starts with "thinking music" and then morphs into to "fairie music". Finally, the music comes to a sharp halt.<br><br> ---- ---- (7a) '''Old Person''': "What computer do you..." ----<br> [[Image:ArtRage2SBTDS7160.jpg]]<br><br><br><br> ---- ---- (7b) '''Old Person'''(off camera): "... have at home?" ----<br> [[Image:ArtRage2SBTDS8a160.jpg]]<br><br>Cut in mid sentence to see the young person's anticipation.<br><br> ---- ---- (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----<br> [[Image:ArtRage2SBTDS8b160.jpg]]<br><br>The young person's face lights up with excitement.<br><br> ---- ---- (9) '''Old Person''': "But what computer does your father use at work?" ----<br> [[Image:ArtRage2SBTDS9160.jpg]]<br><br>Military music for thoughts of father.<br><br> ---- ---- (10) The young person thinks for a moment. '''Young Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS10160.jpg]]<br><br></center>Music: The music starts as thinking music and shifts to fairy music and then ends with the Star Wars theme.<br><br> ---- ---- (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ----<br> [[Image:ArtRage2SBTDS11160.jpg]]<br><br>Full Star Wars theme<br><br> ---- ---- (12) The Old Person smiles. '''Old Person''': "Ahh!" ----<br> [[Image:ArtRage2SBTDS12a160.jpg]]<br><br> [[Image:ArtRage2SBTDS12b160.jpg]]<br><br>The face lights with a knowing smile as the fairy music starts again.<br><br> ---- ---- (13) Old Person and the Young Person walk toward home together. ----<br> [[Image:ArtRage2SBTDS13a160.jpg]]<br><br>Lock the camera for a matte painting.<br><br> [[Image:ArtRage2SBTDS13b160.jpg]]<br><br>The camera remains locked. When the matte painting is added, the shot will look like this:<br><br> ---- ---- (14) Fade to Black. ----<br> :::The End</center> ---- =Back to Thumbnail Storyboarding= Click to go back to the [[Lesson:Thumbnail Storyboard|Thumbnail Storyboarding Lesson]]. ---- ---- 9699 48496 2006-11-25T16:35:45Z Robert Elliott 1436 minor changes __NOTOC__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Thumbnail_Storyboard | Lesson <nowiki>#</nowiki>04: Thumbnail Storyboards]] ;Lesson Page<nowiki>:</nowiki> :[[LessonPage:Thumbnail storyboard examples | Thumbnail storyboard examples]] ;Examples<nowiki>:</nowiki> {{List of Thumbnail Storyboard Examples}} :* Reference materials: <font color="black"> the [[Storyboard Outline for Seduced by the Dark Side | Storyboard Worksheet]] • the [[Original Story for Seduced by the Dark Side | Original Story]] · the [[Reference:SBTDS:Unformatted Script Outline|Script Outline]] · all the [[Lesson 4 Storyboard Frames|Storyboard Frames]] · the [[Media:SBTDS Script Ciprian2.pdf|Formatted Script]] · a [[WikiFilmSchool floor plan for course 1|Floor Plan]]. |} UNDER CONSTRUCTION TODAY ==Thumbnail storyboard for ''Seduced by the Dark Side!''== <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>Thumbnail Storyboard</h3> <h4>by Mukesh Tiwari</h4></center> ===(1)=== <center>[[Image:REPtsb1.jpg]] <h5>Looking at poster</h5> <h5>dolly in</h5> [[Image:SBTDSChooseTSB1c.jpg]] <h5>Boy:"That was a great movie..."</h5></center> ---- ===(2)=== <center><h5>cut to</h5> [[Image:SBTDSChooseTSB1a.jpg]] <h5>Boy (continued): "but I do not understand one thing."</h5></center> ---- ===(3)=== <center><h5>Cut to the Old Person looking towards the camera </h5> [[Image:REPtsb4.jpg]] <h5>Old Person: What's that?</h5></center> ---- ===(4)=== <center><h5>Cut to</h5> [[Image:Reptsb5.jpg]] <h5>Boy:"How can anyone be seduced by the Dark Side?"</h5></center> ---- ===(5)=== <center><h5>cut to</h5> [[Image:REPtsb9a.jpg]] <h5>The old person thinks for a while </h5> [[Image:REPtsb9.jpg]] <h5>Old Person: "What computer do you have at home?"</h5></center> ---- ===(6)=== <center>[[Image:Reptsb5.jpg]] <h5>Boy (eagerly): "A Macintosh!" </h5></center> ---- ===(7)=== <center>[[Image:REPtsb12righttalk.jpg]] <h5>Old Person::"But what computer does your father use at work?" </h5></center> ---- ===(8)=== <center>[[Image:Reptsb10.jpg]] <h5>The boy thinks for a moment.</h5> [[Image:Reptsb11.jpg]] <h5>Boy (amazed and excited): "Seduced by the Dark Side!"</h5></center> ---- ===(9)=== <center>[[Image:REPtsb12right.jpg]] <h5>The Old Person smiles. </h5></center> ---- ===(10)=== <center>[[Image:Reptsb14A.jpg]] <h5>Old Person and the Young Person walk toward home together.</h5> [[Image:Reptsb14b.jpg]] <h5> The End</h5></center> </div> </div> <div style="float:right;width:300px"> <div style="background-color:#FFF3F9; text-align:left; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > <center> <h3>Thumbnail Storyboard</h3> <big>by Mukesh Tiwari</big> 3D frames by Robert Elliott </center> (1) <center>[[Image:MT1a.jpg]] Looking at poster dolly in [[Image:MT1b.jpg]] dolly in [[Image:MT1c.jpg]] Young Person:<br>"That was a great movie..." </center> ---- (2) <center>cut to [[Image:MT2.jpg]] Young Person (continued):<br>"but I do not understand one thing." </center> ---- (3) <center> Cut to the Old Person looking towards the camera [[Image:MT3.jpg]] Old Person: What's that? </center> ---- (4) <center> Cut to [[Image:MT4.jpg]] Young Person:<br>"How can anyone be seduced by the Dark Side?" </center> ---- (5) <center> cut to [[Image:MT5a.jpg]] The old person thinks for a while. [[Image:MT5b.jpg]] Old Person:<br>"What computer do you have at home?" </center> ---- (6) <center> [[Image:MT6.jpg]] The Young Person (eagerly):<br>"A Macintosh!" </center> ---- (7) <center> [[Image:MT7.jpg]] Old Person:<br>"But what computer does your father use at work?" </center> ---- (8) <center> [[Image:MT8a.jpg]] The young person thinks for a moment. [[Image:MT8b.jpg]] Young Person (amazed and excited):<br>"Seduced by the Dark Side!" </center> ---- (9) <center> [[Image:MT9.jpg]] The old person smiles. </center> ---- (10) <center> [[Image:MT10a.jpg]] Old Person and the Young Person<br>walk toward home together. [[Image:MT10b.jpg]] The End </center> </div> </div> ==Thumbnail storyboard for ''Seduced by the Dark Side!''== EXTERIOR - The local movie theater - NIGHT ---- (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- The "Dancing Fairies" music begins to play.<br><br> [[Image:ArtRage2SBTDS1a.jpg]]<br> Slowly dolly in as music builds.<br><br><br> [[Image:ArtRage2SBTDS1b160.jpg]]<br> A smile begins to form on the young persons face.<br><br><br> [[Image:ArtRage2SBTDS1c160.jpg]]<br> Cut to the poster and dolly in slowly.<br><br>The "Dancing Fairies" music morphs into the Star Wars theme.<br><br> ---- ---- (2) '''Young Person''': "That was a great movie..." ----<br> [[Image:ArtRage2SBTDS2160.jpg]]<br> Cut to a side view as the Star Wars music begins to fade to street noise.<br><br> ---- ---- (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ----<br> [[Image:ArtRage2SBTDS3160.jpg]]<br> The young person;s head turns to the older person.<br><br><br> ---- ---- (4) '''Old Person''': "What's that?" ----<br> [[Image:ArtRage2SBTDS4160.jpg]]<br> Wide angle shot to show emotional distance between the two characters.<br><br><br> ---- ---- (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----<br> [[Image:ArtRage2SBTDS5160.jpg]]<br> Immediately a dark cord plays.<br><br><br> ---- ---- (6) The old person thinks for a while. '''Old Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS6160.jpg]]<br>Thinking very slowly.<br><br></center>Music: The music starts with "thinking music" and then morphs into to "fairie music". Finally, the music comes to a sharp halt.<br><br> ---- ---- (7a) '''Old Person''': "What computer do you..." ----<br> [[Image:ArtRage2SBTDS7160.jpg]]<br><br><br><br> ---- ---- (7b) '''Old Person'''(off camera): "... have at home?" ----<br> [[Image:ArtRage2SBTDS8a160.jpg]]<br><br>Cut in mid sentence to see the young person's anticipation.<br><br> ---- ---- (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----<br> [[Image:ArtRage2SBTDS8b160.jpg]]<br><br>The young person's face lights up with excitement.<br><br> ---- ---- (9) '''Old Person''': "But what computer does your father use at work?" ----<br> [[Image:ArtRage2SBTDS9160.jpg]]<br><br>Military music for thoughts of father.<br><br> ---- ---- (10) The young person thinks for a moment. '''Young Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS10160.jpg]]<br><br></center>Music: The music starts as thinking music and shifts to fairy music and then ends with the Star Wars theme.<br><br> ---- ---- (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ----<br> [[Image:ArtRage2SBTDS11160.jpg]]<br><br>Full Star Wars theme<br><br> ---- ---- (12) The Old Person smiles. '''Old Person''': "Ahh!" ----<br> [[Image:ArtRage2SBTDS12a160.jpg]]<br><br> [[Image:ArtRage2SBTDS12b160.jpg]]<br><br>The face lights with a knowing smile as the fairy music starts again.<br><br> ---- ---- (13) Old Person and the Young Person walk toward home together. ----<br> [[Image:ArtRage2SBTDS13a160.jpg]]<br><br>Lock the camera for a matte painting.<br><br> [[Image:ArtRage2SBTDS13b160.jpg]]<br><br>The camera remains locked. When the matte painting is added, the shot will look like this:<br><br> ---- ---- (14) Fade to Black. ----<br> :::The End</center> =Back to Thumbnail Storyboarding= Click to go back to the [[Lesson:Thumbnail Storyboard|Thumbnail Storyboarding Lesson]]. ---- ---- 9702 48508 2006-11-25T19:55:27Z Rayc 57 new help desk cat [[Category:Community discussions]] 9703 48516 2006-11-25T20:03:32Z Rayc 57 cat [[Category:Mathematics]] 9704 48518 2006-11-25T20:04:48Z Rayc 57 cat [[Category:Pure Math]] 9705 48519 2006-11-25T20:05:14Z Rayc 57 cat [[Category:Pure Math]] 9706 48521 2006-11-25T20:06:46Z Rayc 57 [[Category:Pure Math]] 9707 48523 2006-11-25T20:07:58Z Rayc 57 cat [[Category:Pure Math]] 9708 48525 2006-11-25T20:08:54Z Rayc 57 cat [[Category:Mathematics]] 9709 48530 2006-11-25T20:21:40Z Rayc 57 Redirecting to [[Category:Free Software]] #REDIRECT [[Category:Free Software]] 9710 48542 2006-11-25T21:51:03Z Elatanatari 2826 Redirecting to [[Topic:French]] #REDIRECT [[Topic:French]] 9711 67114 2007-01-05T20:57:30Z 18.55.7.49 <!----------------------------Header-----------------------> <center><big>'''Welcome to the Department of Materials Science and Engineering!'''</big></center> {{Template:Portal_Header}} <!-----------------------------end of header----------------> <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000">'''W<small>ELCOME TO</small> D<small>EPARTMENT OF</small><br>M<small>ATERIALS SCIENCE AND</small> E<small>NGINEERING</small>,'''</div> <div style="top:+0.2em;font-size: 95%">part of the Faculty for [[Portal:Engineering_and_Technology|Engineering and Technology]].</div> <div style="width:100%;text-align:center;font-size:80%;"></div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Chemical_Engineering|Chemical Engineering]] *[[Topic:Mechanical_Engineering|Mechanical Engineering]] |style="width:22%;font-size:95%";color:#000"| *[[Portal:Engineering_Discussions|Engineering Discussions]] *[[Topic:Engineering|Engineering]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Materials Science and Engineering</h2 > [[Image:BlankMap-World_gray.svg|right|200px|Languages]] Hi and welcome to the Wikiversity School of Materials Science and Engineering. A hope is to create a resource that can help individuals learn and apply principles of Materials Science. This site can serve as a forum to ask questions, discuss ideas, read notes, and participate in courses. Wikiversity's Department of Materials Science and Engineering is part of the Faculty of [[Portal:Engineering_and_Technology|Engineering and Technology]]. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School news and current events</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. *<small> '''18 December 2006:'''</small> New home page of the department of materials science:<br> <br /> <br /> <br /> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">School history</h2 > [[Image:P literature.png|right|60px|History]] The Department of Materials Science and Engineering is a developing school. There is an attempt to form a framework on this page to assist in the organization of content. There is currently an introductory text to the field of [[Wikibooks:Introduction_to_Materials_Science|Materials Science and Engineering]] being developed at wikibooks. </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected biography</h2 > [[Image:Thomas_Young_(scientist).jpg|thumbnail|right|125px|'''Thomas Young''', English scientist]] '''Thomas Young''' (*June 14, 1773 – †May 10, 1829) was an English scientist, researcher, physician and polymath. He is sometimes considered to be "the last person to know everything": that is, he was familiar with virtually all the contemporary Western academic knowledge at that point in history. Clearly this can never be verified, and other claimants to this title are Gottfried Leibniz, Leonardo da Vinci, Samuel Taylor Coleridge, Johann Wolfgang Goethe and Francis Bacon, among others. Young also wrote about various subjects to contemporary editions of the Encyclopedia Britannica. His learning was so prodigious in scope and breadth that he was popularly known as "Phenomenon Young." :'''[[:w:Thomas_Young_%28scientist%29|read more...]]''' </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Quote</h2 > [[Image:Nuvola apps edu languages.png|right|44px|Quotation]] "It is by no means an idle game if we become practiced in analysing long-held commonplace concepts and showing the circumstances on which their justification and usefulness depend..."<br> — ''Albert Einstein'' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Related schools</h2 > {| style="width:100%;border:solid 0px #FFFFFF;background-color:transparent;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:50%;align:center;" | <div align="center">[[Image:BernoullisLawDerivationDiagram.png|100px|Chemical Engineering]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:Koeln_Hohenzollernbruecke.jpg|100px|Engineering]]</div> |- ! style="text-align:center;width:33%"|'''[[Topic:Chemical_Engineering|Chemical Engineering]]''' ! style="text-align:center;width:33%"|'''[[Topic:Engineering|Engineering]]''' |- | style="width:50%;align:center;" | <div align="center">[[Image:Nuvola apps kuser.png|55px|Humanities]]</div> | style="width:50%;align:center;" | <div align="center">[[Image:4-Stroke-Engine.gif|50px|Engineering]]</div> |- ! style="text-align:center;width:33%"|'''[[Portal:Engineering_Discussions|Engineering Discussions]]''' ! style="text-align:center;width:33%"|'''[[Topic:Mechanical_Engineering|Mechanical Engineering]]''' |} </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Deptartments and Core Subjects</h2 > [[Image:Nuvola apps ksig.png|right|50px|Writing]] <br /> <br /> {| align="center" |style="font-size:95%;color:#000"| :'''Departments''' |style="font-size:95%;color:#000"| :'''Core Subjects''' |} {| align="center" |style="font-size:85%;color:#000"| #[[Materials_Science_and_Engineering/polymers | Polymers]] #[[Materials_Science_and_Engineering/semiconductors | Semiconductors]] #[[Materials_Science_and_Engineering/magnetic_materials | Magnetic Materials]] #[[Materials_Science_and_Engineering/photonic_materials | Photonic Materials]] #[[Materials_Science_and_Engineering/biological_materials | Biological Materials]] |style="font-size:85%;color:#000"| #[[Materials_Science_and_Engineering/Fundamentals_of_Materials_Science | Fundamentals of Materials Science]] #[[Materials_Science_and_Engineering/Materials_at_Equilibrium| Materials at Equilibrium]] #[[Materials_Science_and_Engineering/Microstructural_Evolution_in_Materials | Microstructural Evolution in Materials]] #[[Materials_Science_and_Engineering/Electronic_Optical_and_Magnetic_Properties_of_Materials | Electronic, Optical, and Magnetic Properties of Materials]] #[[Materials_Science_and_Engineering/Mechanical_Properties_of_Materials | Mechanical Properties of Materials]] #[[Materials_Science_and_Engineering/Materials_Processing | Materials Processing]] |style="font-size:85%;color:#000"| |} *[[School:Materials_Science_and_Engineering/Catalogue|List of resources, projects, and courses offered]] </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Electives</h2 > [[Image:Nuvola apps kfind.png|right|70px|Did you know?]] * [[Materials_Science_and_Engineering/Mathematical_Methods_for_Materials_Science | Mathematical Methods for Materials Science]] * [[Materials_Science_and_Engineering/Materials_for_Biomedical_Applications | Materials for Biomedical Applications]] * [[Materials_Science_and_Engineering/Polymer_Engineering | Polymer Engineering]] * [[Materials_Science_and_Engineering/Ceramics_Processing | Ceramics Processing]] * [[Materials_Science_and_Engineering/Introduction_to_Ceramics | Introduction to Ceramics]] * [[Materials_Science_and_Engineering/Diffraction_and_Structure | Diffraction and Structure]] * [[Materials_Science_and_Engineering/Symmetry_Structure_and_Tensor_Properties_of_Materials | Symmetry, Structure, and Tensor Properties of Materials]] * [[Materials_Science_and_Engineering/Economic_and_Environmental_Issues_in_Materials_Selection | Economic and Environmental Issues in Materials Selection]] * [[Materials_Science_and_Engineering/Physical_Metallurgy | Physical Metallurgy]] * [[Materials_Science_and_Engineering/Electrical_Optical_and_Magnetic_Materials_and_Devices | Electrical, Optical, and Magnetic Materials and Devices]] * [[Materials_Science_and_Engineering/Nanoscale_Materials | Nanoscale Materials]] * [[Materials_Science_and_Engineering/Phage_Display_and_Materials_Science | Phage Display and Materials Science]] * [[Materials_Science_and_Engineering/Cancer_Treatment_and_Materials_Science | Cancer Treatment and Materials Science]] </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Textbooks from [[b:|Wikibooks]]</h2 > {| |style="width:30%;font-size:95%;color:#000"| *[[b:Wikibooks:Physics bookshelf|Textbooks Related to Physics]] *[[b:Wikibooks:Engineering bookshelf|Textbooks about Engineering]] |style="width:35%;font-size:95%;color:#000"| *[[b:Wikibooks:Science_bookshelf|Textbooks Related to Natural Sciences]] *[[Wikibooks:Introduction_to_Materials_Science|Introduction to Materials Science]] |style="width:25%;font-size:95%"| *[[Wikibooks:Nanotechnology|Nanotechnology]] |style="width:11%;font-size:95%"| [[Image:Nuvola apps bookcase.png|center|50px|Reading]] |} </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia of Materials Science and Engineering</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Materials Science|Materials Science on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Materials Science|Materials Science on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Materials Science|Materials Science on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Materials Science|Materials Science on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Materials Science|Materials Science on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Materials Science|Materials Science on Wiktionary]]''' |- |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Materials Science and Engineering|*]] 9714 48553 2006-11-25T22:38:57Z Elatanatari 2826 Redirecting to [[Topic:Arabic]] #REDIRECT [[Topic:Arabic]] 9715 80537 2007-01-24T05:16:00Z 201.3.47.180 /* Playing the game */ [[Image:Soccer ball.svg|right|50px|soccer]] '''Football''' is also known as '''association football''' or '''soccer'''. :The game of football was invented in the late 19th century in Great Britain. Ever since, it has spread around the world and is now officialy its most popular sport, and has evolved into a major part of daily life. ;Lesson 1, learning how to play the game. :Football is a very simple sport. To learn football, you need to be predominantly fit. ;Requirements<nowiki>:</nowiki> * Need good endurance and stamina for running. * Need good strong leg muscles. * Need good awareness and confidence. == Getting started == :The game of football looks very simple. You kick a ball around. In reality, its not as simple as you think. There are two teams, each with 11 players. The positions are... ;Goalkeeper :The goalkeeper stands in the goal, and is allowed to use his hands to catch the ball. The ball is shot at the goal by the other team's forward when they get the chance. If it goes past him and enters the goal, a goal is conceded. Goalkeepers can dive for the ball, grab it, or kick it. Learn how to be a goalkeeper more in this article. [[Goalkeeping]] ;Defender :Defenders are often placed near the goal, as they are on the pitch, they can move around anyway, but should stop the other teams forwards from approaching the goal by tackling them. They can then run for the goal with the ball, or pass it with their foot to another player. ;Mid-fielders :Mid-fielders stay midfield, for a mixture of attack and defense. They often shoot at the goal and score, but can defend and keep the ball in one teams hands. ;Forwards :Designed to score, the forwards attempt to score into the other players net which the goalkeeper attempts to catch. If the opponent misses and the forward scores, they score a goal. Any player, though, even a goalkeeper, is allowed to score a goal. == Learning to play the game == The game is played on a large field, which has two goals equally apart and positioned. On each half is a team. There is also the sidelines, which go around the perimeter pitch. If the ball goes out of the line on the sides of the pitch, the opposing team that did not knock it out gets a throw in. If it happens on the goal-lines (the line next to the goal), it changes. If the team that defends that side got it out, the opponents get a corner kick where the kick it from a corner. If the team that was attacking that side gets it out, the defenders get a goal kick, where they can kick from the goal. ;1. Getting started :To start playing soccer, you should train for a few weeks before playing. Start by getting a ball and start trying to run with it. This is called dribbling, you use your feet to move the ball as you move. To stop the ball, place your foot on the top. Use whatever foot you feel comfortable with to dribble it. A simple way to dribble it is tap it lightly and jog slowly keeping yourself aware. Keep doing this for a while to start learning, to properly kick a ball. ;2. Passing :Passing is the art of kicking a ball so you give it to another player on your team. You pass a ball by tapping it lightly with the inside of your foot and it should go in the aimed direction. Keep practicing in speed and accuracy for a while. Try doing this with a partner to make it more efficient. ;3. Shooting :To shoot a ball, you kick it full force. When you kick it full force, it should speed on the ground in one direction. Do this for a while. Then learn how to evaluate it with your foot. Elevate it by shoving your foot under it while you kick. To maintain a ball's height, when you elevate it, place your knee slightly downwards as you kick it, and its height will be stunted. ;4. Heading a ball. :Football players can use their heads to play football. To either pass or shoot at the goal, if a ball comes at your face, you should tap it in the appropriate direction with your head, this is heading a ball. Use it only to shoot when right next to a goal. Use it to pass anywhere else on the field. ;5. Tackling. :To get the ball off the opposing team you can intercept passes, but another and more difficult way, is tackling. You tackle a player when they are dribbling the ball, by kicking it out of their dribble. It is not that easy, as they can revert direction and keep the ball out of your way. Be careful when tackling as if you hit the player, it will be classed as a foul, which then may result in a yellow or red card. Yellow is a warning, red sends you off. If a foul is committed in the box around the goal of your team. It is classed as a penalty, where the other team get a free shot right up at the goal. You can slide tackle other players, by sliding onto the ground with your foot forwards to get the ball off them. ;6. Assisting A lot of players in football don't score goals. But they, assist other players to score goals. By getting to the appropiate position, passing it, then they can shoot it in at a perfect point. This is often used when one player is obstructed by too many opposing defenders. == Playing the game == After spending a few weeks learning these basic skills, get into a game. Use a large area of land, set up some goal posts, and get 11 players on each team or 5. 11 is recommended. Use different colored strips for each team. Each team also needs one captain, which is normally the most experienced and skilled player, a player of any position can be the captain Each team has a formation, where they should be mostly positioned when playing - they are free to move around, though. All players of one team except the goalkeeper should be in the other players half when a player of their team scores, or else it won't count. The ref should kick off by a some kind of a draw, like a coin toss. He will then place the ball in the middle and let the team which has kick off get the first move. The game should go on for 90 minutes. When it gets to 45 minutes. It becomes half time, and the players can rest for 15 minutes which doesn't count onto the game time, for the second half of the game for another 45 minutes. At 90 minutes, which ever teams scored the most goals win. If it's the same number it goes into a draw. [[Category:Sports]] 9716 48557 2006-11-25T22:45:29Z Digitalme 39 [[New page name]] moved to [[Football (soccer)]]: correct page namae #REDIRECT [[Football (soccer)]] 9717 48592 2006-11-26T06:25:30Z AmiDaniel 3334 New proofreading template <!-- start Template:Proofread --><div class="messagebox cleanup metadata">'''This resource is either new or has recently undergone a major rewrite, and it may require [[Wikiversity:Requests for proofreading|proofreading]].''' <br /><span style="font-size: 90%">It may contain occassional typographical and/or grammatical errors. Please remove this tag once proofreading is complete. This tag has been in place since {{<includeonly>subst:</includeonly>CURRENTMONTHNAME}}, {{<includeonly>subst:</includeonly>CURRENTYEAR}}.</span></div> <includeonly>[[Category:Pages in need of proofreading]]</includeonly><!-- end Template:Proofread --><noinclude> This template should be used to request that a page be proofread following either creation or a major rewrite. Once you have added this tag, consider listing the article at [[Wikiversity:Requests for proofreading]]. Please be sure to subst: this template! [[Category:Templates]] </noinclude> 9718 77625 2007-01-17T05:48:48Z JWSchmidt 20 [[Category:Wikiversity maintenance]] This category lists pages that have been tagged for proofreading using {{tl|Proofread}}. Once you are finished proofreading these pages, please remove that tag, which will also remove the page from this category. ==See Also== [[Wikiversity:Requests for proofreading]] [[Category:Wikiversity maintenance]] 9719 64553 2006-12-29T09:58:32Z Tomta1 4697 OMG... <div class="boilerplate metadata plainlinks" style="background-color: #CCFFCC; border: 1px solid #5A8261; margin: 0.5em; padding: 0.5em;"> {| style="padding: 0 0 0 0; background: transparent;" | width=60px | [[Image:Crystal 128 clock.png|left|50px]] |'''This {{#if:{{NAMESPACE}}|{{NAMESPACE}} page|page}} or section is currently in the middle of an expansion or major revamping.'''<br/>However, you ''are'' welcome to assist in its construction by editing it as well. Please view the [{{fullurl:{{FULLPAGENAME}}|action=history}} edit history] should you wish to contact the person who placed this template. If this page has not been edited in a while please remove this template. |} </div> <includeonly>[[Category:Pages actively undergoing construction]]</includeonly> <noinclude> Articles tagged with this template are automatically added to the category [[:Category:Pages actively undergoing construction]] '''Note:''' This template was copied in part from [[w:Template:Underconstruction]]. Please view its <span class="plainlinks">[http://en.wikipedia.org{{localurl:Template:Underconstruction|action=history}} page history]</span> for a list of contributors. [[Category:Templates|Underconstruction]] </noinclude> 9720 77624 2007-01-17T05:48:25Z JWSchmidt 20 [[Category:Wikiversity maintenance]] This category lists pages that have been tagged with {{tl|Underconstruction}}. [[Category:Wikiversity maintenance]] 9721 79667 2007-01-21T19:17:12Z JWSchmidt 20 /* See also */ [[Wikiversity:Peer review]] {{shortcut|[[WV:PROOF]]}} This page coordinates efforts to proofread new pages and pages which have recently undergone a major rewrite. If you stumble across a page that could use proofreading, or if you finish creating/rewriting a page, you are strongly encouraged to list it here. Pages should not be listed here or tagged with proofreading templates until the content of the page is fully (or almost fully) complete; i.e., until they are in the "rough draft" phase. ==How to list a page for proofreading== First of all, tag the page with {{tl|proofread}}. this will place the page in the category, [[:Category:Pages in need of proofreading]]. Then, list the page in the [[#New requests|New requests]] section using the following format: <pre> === PAGENAME === * '''Page:''' [[PAGENAME]] * '''Requested by:''' ~~~~ * '''Status:''' Not yet proofread. * '''Comments:''' Any comments that may help proofreaders. </pre> Once the page has been thoroughly proofread and all grammatical, typographical, and stylistic mistakes removed, the request will be moved to the [[#Completed requests|Completed requests]] section and the {{tl|proofread}} tag removed. Proofreaders may also leave a note on the page's talk page about which version was finally found to be without further need of proofreading. == New requests == Please add new requests to the bottom of this section, and be sure to follow the above-specified format! === Example Page === * '''Page:''' [[Example Page]] * '''Requested by:''' [[User:AmiDaniel|AmiDaniel]] 23:53, 26 November 2006 (UTC) * '''Status:''' Not yet proofread. * '''Comments:''' This is just an example of how to file a request. === School of Biology: Genetics === * '''Page:''' [[Topic: Genetics]] * '''Requested by:''' --[[User:TheVividDream|TheVividDream]] 02:35, 17 December 2006 (UTC) * '''Status:''' Not yet proofread. * '''Comments:''' Please help proofread all new pages under the ''topics'' subheader: Gene Regulation in Prokaryotes, Gene Regulation in Eukaryotes, Genetics of Cancer, Drosophila Sex Determination, and Genetic Control in Drosophila Patterning. Thanks a ton! === Computing in Japanese === * '''Page:''' [[Computing in Japanese]] * '''Requested by:''' [[User:Balloonguy|Balloonguy]] 00:38, 9 January 2007 (UTC) * '''Status:''' Not yet proofread. * '''Comments:''' Also check the test. == Completed requests == === Control Structures and Logical Expressions in VB6 === * '''Page:''' [[Control Structures and Logical Expressions in VB6]] * '''Requested by:''' [[User:AmiDaniel|AmiDaniel]] 00:03, 27 November 2006 (UTC) * '''Status:''' proofread by <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> and [[user:HappyCamper|HappyCamper]] * '''Comments:''' Brand new page; it may have many typos and nuiances I haven't noticed. Any help proofreading would be appreciated. == Participants == If you plan to be an active participant in proofreading new pages, please sign your name here. # [[User:AmiDaniel|AmiDaniel]] 23:53, 26 November 2006 (UTC) # [[User:HappyCamper|HappyCamper]] 23:57, 26 November 2006 (UTC) # [[User:J.Steinbock|J.Steinbock]] 00:46, 27 November 2006 (UTC) # <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> 00:54, 27 November 2006 (UTC) == See also == *[[:Category:Pages in need of proofreading]] *[[Wikiversity:Peer review]] 9727 48637 2006-11-26T11:54:30Z Student Galaxy 3488 I created this picture to improve wikipedia ~~~~ == Summary == I created this picture to improve wikipedia [[User:Student Galaxy|Student Galaxy]] 11:54, 26 November 2006 (UTC) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9733 80205 2007-01-23T01:58:44Z JWSchmidt 20 /* Carl Sagan*/ [[Image:UFO.JPG|right|thumb|This is a computer-created picture of a UFO.]] This is the UFO Research Project for Wikiversity. Anyone is welcome to add to this page, both good and bad views about UFO's. The main purpose of this page is: Do UFO's and life in outer space really exist? Or is it our imadgination, or are people just making it up to try and be big and make fame? == Outline == Aliens and UFO's have supposedly been sighted around the world by many people, but its strange that no one has ever actually gained proof that they exist. They say the governments of the nations hide the proof, bribe people to stay quiet, and silence the media. Is this true, or is it just a cover up to why there is no evidence. The best place, that such a thing can be debated on, is Wikiversity, where everyone can share their views and points. == What exactly is a UFO? == A UFO, means unidentified flying object, and doesn't always relate to aliens. This term can mean anything, which fits under that name. However, the majority of people use the term UFO, as alien spaceships. This page covers both on aliens, and alien spaceships. Many UFO'S are seen throughout the world everyday, mostly in rural areas. But just as they've seen them, doesn't prove that aliens are real. As it could have been anything, from a balloon to an airplane. [[Image:Rtufo.jpg|right|thumb|140px|An alleged picture of a Ufo. Hoax or genuine?]] == Life in outer space == The idea of life in outer space is a lot more likely than the exsistence of UFO'S and extremely advanced lifeforms as not all outerspace life forms will have the technology to create spaceships and such things. Life in outerspace may be nothing of what we think it to be. As life is life, and it could be from tiny bacteria invisible to the eye, or to fish swimming in the sea. The question of life in outerspace is very likely, but sadly, has never been proved. == Have your say == If you would like to comment about UFO's and life outer space on Wikiversity, please do so on here, not the talk page. As the talk page is for how we can improve the article. If you would like to ever report a UFO sighting on Wikiversity, which could improve our research and evidence on UFO's please post it on this page. [[UFO and alien sightings]] :I wonder if it a serious error to place so much emphasis on UFOs. If there are visitors to Earth from other stars then the best evidence for that might take forms other than UFOs. I have similar doubts about placing emphasis on searches for radio signals from extraterrestrial civilizations. We need to "think outside of the box". --[[User:JWSchmidt|JWSchmidt]] 18:07, 3 December 2006 (UTC) :I think they are our ancestors, more commonly our cousins,and they will not at one point harm us like they do in some films. But mainly help us with our society and what is wrong with it. By countless research, I found out that many people believe they will come by the year 2012. And will not appear their true physical self, but as human forms. Think of the great Nostradamus, many visions he has had that came true, as might this one. So my conclusion is that by the year 2012, we will all discover neighbors in our vast galaxy. Thank You for reading, Mr.E 4:02, 8 January 2007 ==Past research on UFOs== *[[w:Ufo#Research|Wikipedia]] ===Carl Sagan=== Astronomer [[w:Carl Sagan|Carl Sagan]] was very interested in the idea that there might be life on other planets of our planetary system or in other planetary systems of distant stars. As a scientist, Sagan advocated a skeptical approach towards investigation of reported UFO sightings. There are many reasons unrelated to alien life that can explain why people might report having seen a UFO. Sagan viewed claims about space aliens as extraordinary claims that require extraordinary evidence to support them. Sagan thought that scientists should investigate UFO claims rather than ignore the subject. The United States Air Force conducted investigations into UFO sightings, a program that came to be known as "Project Blue Book". Sagan participated in a review of [[w:Project Blue Book|Project Blue Book]]. The review committee concluded that Project Blue Book was not a scientific study and advocated future scientific research into UFO-related reports. The most famous research into UFO phenomena was conducted by the [[w:Condon Committee|Condon Committee]] and concluded that there was no solid evidence linking UFO reports to alien life. Sagan helped arrange for an open scientific debate about the methods and conclusions of Condon Committee. Sagan frequently wrote about UFOs and included discussion of the possibility of alien life in his television program, ''Cosmos''. In his book, [[w:The Demon-Haunted World|The Demon-Haunted World]], Sagan explored the idea there are similarities between many modern UFO reports and reports of contact with spirits and witched in earlier times. Maybe reports of "alien abductions" tell us more about human psychology than extraterrestrial life. == Uncyclopedia as an example of trans-human influence == Uncyclopedia has been suggested to be the product of time-travelling trans-human extra-terrestrials <ref>http://uncyclopedia.org/wiki/HowTo:Make_People_Believe_Absurdities</ref> <ref>http://uncyclopedia.org/wiki/Reverse_parking_championship</ref> <ref>http://uncyclopedia.org/wiki/Water_powered_bus</ref>. If we apply [[w:Occam's razor|Occam's razor]], it seems most likely that anything at Uncyclopedia is the result of silly college students....all "perfectly normal" human activity. ==Current researchers in the field== Most research takes place under the widely-adopted term "SETI", [[w:Search for Extra-Terrestrial Intelligence|Search for Extra-Terrestrial Intelligence]]. *[[w:Jill Tarter|Jill Tarter]] ===Your turn=== Join [[w:SETI@home|SETI@home]] and describe your experience with that project below. ==References== {{reflist}} [[Category:Conspiracy]] [[Category:Extraterrestrial life]] [[Category:Research]] 9736 48696 2006-11-26T14:40:27Z Billcr 573 New page: {{subst:Template:Learning project boilerplate}} Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 9737 68704 2007-01-09T21:50:17Z JWSchmidt 20 [[Category:Java]] File Input/Output is similar to the System.out and System.in that you already have begun using. The only difference is that you read from a file. =Files= Files are another type of variable. You can make a file like this: <pre>File f = new File("test.txt")</pre> This does not return an exception if the file doesn't exist. To check if it does: <pre>f.exists()</pre> This will return a boolean. To check if it is a file or directory: <pre>f.isFile() f.isDirectory() </pre> For a full list of methods you can use, go to http://java.sun.com/j2se/1.4.2/docs/api/java/io/File.html =File Output= To write to a file, you can use a FileWriter or a FileOutputStream. ==FileWriter== This class writes strings or char[] to a file. To create one: <pre> FileWriter fw = new FileWriter("test.txt");//Create a filewriter writing to test.txt FileWriter fw = new FileWriter("test.txt", true);//Do not delete contents of file - append </pre> It is as simple to write. After you create a FileWriter just use: <pre> String s = "Testing" //INITIALIZE FileWriter fw fw.write(s); </pre> FileWriter can also write in other formats. Using char[]: <pre> Char[] charAr=s.toCharArray();//A method in class String fw.write(charAr); </pre> Of course, you should only use this when you already have a character array. ==FileOutputStream== =File Input= [[Category:Java]] 9738 78091 2007-01-18T03:05:30Z MetaBohemian 5057 clarified intro; +sects on API, RuntimeEx; changed example to postpone intro to RuntimeExceptions All Java errors are handled as exceptions. Exceptions extend the base class, Exception. You might have seen the try and catch block used. This is a way to "catch" exceptions - essentially, correct them. Life isn't perfect. Much as we'd like to think otherwise, sometimes we encounter ''exceptional behavior''. Things like missing files, badly formatted data to be parsed, and operations on <code>null</code> things are just a few of the many exceptions you may meet in your programming career. When these things happen, the JVM throws a temper tantrum, or (more technically) throws an '''exception'''. If a method ''might'' throw an exception, it has to declare that exception in its header. (Note that just because a method declares an exception doesn't mean that it will throw it; just that it might.) If you use a risky method, you have to tell the compiler what to do in case something bad happens. This is called '''catching''' the exception. =Try and Catch= Try and catch blocks are really simple. The basic syntax follows. For this example, we'll try to read a file that doesn't exist. (The details of file I/O comes [[Java File IO|later]] in this tutorial; the important part is just that this code is risky: if the file "myfile.txt" doesn't exist, the <code>FileReader</code> constructor throws a <code>FileNotFoundException</code>.) <pre> System.out.println("Ready? Go!"); try { System.out.println("I think I can..."); FileReader reader = new FileReader("myfile.txt"); System.out.println("I knew I could!"); } catch(FileNotFoundException ex) { System.out.println("File not found."); } System.out.println("All done."); </pre> Whenever a method of some class could throw an exception, you should use the try/catch block. The compiler tries to run the code in the <code>try</code> block. If any statement in the block throws an exception, the JVM jumps to the appropriate <code>catch</code> block; that is, the <code>catch</code> block that names the thrown exception. If no code in the <code>try</code> block throws an exception, the <code>catch</code> block is skipped. Consider the code above. If the named file exists, the <code>try</code> blocks runs to completion, and the <code>catch</code> block is skipped. The output is <pre> Ready? Go! I think I can... I knew I could! All done. </pre> If the file does not exist, however, the <code>try</code> block halts at the <code>FileReader</code> constructor, and the <code>catch</code> block is run: <pre> Ready? Go! I think I can... File not found. All done. </pre> '''Exercise 1''': Make a program that asks for an integer in a JOptionPane Input Message (you can use JOptionPane.showInputDialog(null, "TEXTHERE");). Then, it formats it into an integer and prints the number one above it. If the integer is not valid, it says "Bad Integer." Name your class StrToInt. Answer: <pre> public class StrToInt { public static void main(String args[]) { try { String s=JOptionPane.showInputDialog(null, "Enter a number"); int i1 = Integer.parseInt(s); System.out.println(i1+1); } catch(NumberFormatException nfe) { System.out.println("Bad Number"); } } } </pre> = Exceptions in the API = Cool, but how do you know if an exception could throw an exception? The hard way is when the compiler complains that you didn't properly handle the method. The easy way involves the API documentation. The standard API documentation on the Java site begins a method's documentation with its header: the access level, return type, method name, parameters, miscellaneous modifiers, and the declared exceptions. For example, the <code>readLine</code> method in class <code>java.io.BufferedReader</code> throws <code>IOException</code>. Its header looks like this: <pre> public String readLine() throws IOException </pre> = <code>RuntimeException</code>s = -- Add text here -- = Try/Catch/Finally Blocks = This is a continuation of try/catch blocks. The finally statement is always executed. It is the place where you can tidy things up, rather then duplicating code. But, you should be aware when it is executed in the flow of control. First of all, here is where you put it: <pre> try { ... } catch(SomeException se) { ... } finally{ ... } </pre> Now, when it executes: it occurs before the catch statement (if the catch statement happens) or after the try statement. Essentially it happens here and here: <pre> try { ... FINALLY CODE EXECUTED } catch(Exception e) { FINALLY CODE EXECUTED ... } </pre> Simple, eh? <br><br><hr> {{1lvlnav|[[Topic:Java|Java]]|[[Java Objects and Classes]]|[[Important Java Classes]]}} [[Category:Java]]|[[Category:Learning activities]] 9739 75805 2007-01-14T17:07:19Z Mystictim 626 added [[Category:Learning activities]] =Classes= Classes are the core of Java. Everything is done within classes. You already know how to create a class: <pre> public class NAME { } </pre> You can also have multiple classes in a single file: <pre> public class NAME {} class otherClass {} </pre> otherClass can be run by <code>java otherClass</code> just like normal. You can use these classes in objects... ==Fields== Fields are variables declared in the class itself - not in any method. For example, the following is a field: <pre> class SomeClass { int field;//This was not declared inside any method } </pre> Fields have many purposes, as they are global variables. They can be accessed from outside the class in objects (see Objects). ==Methods== You have used one method in each of your programs - main(String[] args). Methods basically contain statements that help finish a purpose. You cannot put all types of statements outside of a method. Methods have a 'parameter'. That is the area between ( and ). Also, they have a return type. For example, a return type of int means that somewhere in the method it returns an Integer (you will understand this as you create and see methods). Methods are also like blocks - they have a { and }. Everything within that is executed when you "call" the method. Lets examine main again: <code>public static void main(String args[])</code> It has a return type of void - it does not return anything Its parameter is a String array. That String array is what you type after the class. For example, you type: <code>java Class something</code> "something" is stored in the String array. You will learn more about arrays later. Lastly, just like variables, every method has a identifier and access control (public, private, etc.). Example - <code>protected String getAString()</code> Now, lets get into return types. The following returns an int: <code>public int returnsInt()</code> But what does that mean? Well, it means that it must have a return statement within it, and inside the return statement it must have an integer. An example: <pre> public int returnsInt() { return 5; } </pre> You don't have to put it at the end, as I said. Would the following work: <pre> public void returnsNothing() { return; } </pre> The answer, actually, is yes. "return;" means to #1 return nothing #2 terminate the method. All return statements terminate the method. However, do not insert code after the return statement unless if it has a possibility of not going there (i.e., you use a control flow block like "if"). This is useful: <pre> public void returnsNothing(int someNumb) { if(someNumb == 5) { return; } someNumb = 1; } </pre> No else method is needed, though it IS better to use one. This was just to spark some cases where you could use it. Now, lets call a method. Its very simple: <code>returnNothing(5);</code> would be a valid statement. In fact, <code>returnNothing(ANY_INT)</code> is valid. Note that how you call a method and how you create a method are similar. Methods are useful to breakup code (more in Fundamentals End). Methods can call each other. As I said earlier, main is a method. So why, when you say <code>java</code>, does main somehow get started up. The answer is that when you type java, it actually is calling main! More on parameters... they are useful when you want another method to have a variable, but don't want to use a field, or else you are using objects and don't want to set a field. You declare a variable inside the method's parameter (see the examples). ==Constructor== The constructor of a class is a method that must be called for an object to be initialized. See Object for more information... This method is different - its syntax is changed. Because it cannot return anything, it has no return statement. Also, the method name is the same as the class name. Here is an example: <pre> class ConstructorTest { public ConstructorTest() { //doSomething } } </pre> However, it CAN have parameters: <code>public ConstructorTest(String example)</code> Parameters can be used to say what you want a field to be. Example: <pre> class ConstructorTest { String example; public ConstructorTest(String ex) { example = ex; } } </pre> ==Exercises== 1. Make a class with a field - String message, set to "Message" in the class. The main method should call a method called performOp. The performOp method should set the string to "Message2". Name the class Operation. 2. Edit the above class so that the main method sends a string to the performOp method. Answer to #1. <pre> public class Operation { String message="Message"; public static void main(String[] args) { performOp(); } private static void performOp() { message="Message2"; } } </pre> Changes from #1 to #2 (Answer to #2) <pre> performOp(); ---> performOp("SomeString") private void performOp() ---> private void performOp(String someString) message = "Message2" ---> message = someString; </pre> You may be wondering, if you did not have the "static" part, why your program did not compile. It is because "main" can only run static methods (except for constructors, which in a way are actually static). "static" makes a method OR field be the same even through objects (See Objects). You will get a better understanding of this. =Objects= Objects are basically prints of classes that can be changed - or else, instances of classes. ==Creating Objects== First you must declare and object, like this: <pre> SomeClass SomeObject;//SomeClass is the class, SomeObject is the object </pre> Now, you must initialize it, like this: <pre> SomeObject = new SomeClass(); </pre> This will call the class's '''constructor''', which you have already learned. For the 2nd class you created, we can make a constructor and remove the main: <pre> public class Operation { String message="Message"; public Operation(String mess) { performOp(mess); } private void performOp(String message) { mess; } } </pre> Now, we can create an object to use the constructor: <pre> Operation op; op=new Operation("STRINGHERE"); </pre> We can also do it all on one line: <pre> Operation op=new Operation("STRINGHERE"); </pre> This is just like "int i=100", except that we are calling the constructor rather than using a primitive type. ==Using Fields and Methods== You can also easily use methods/fields in a class. The syntax is: <pre> [object].[method/field]; </pre> Note: On methods, you still need the parameter. Now, lets make a String and use the toCharArray method... <pre> String test="T-e+s-t*i2n1g" Char[] testToChar; testToChar=test.toCharArray(); </pre> Or else, using the Operation class, we can pretend everything is public (meaning it can be accessed from outside the class). <pre> Operation op=new Operation("OPERATION"); op.performOp("OPERATION2"); op.message = "OPERATION3"; </pre> Each of these do the same thing except with a different string. ==Using Classes in One File== If you create multiple classes in one file, you can make objects of them similarly. Make exercises... <br><br> =Final Exercise= Make a class called Ship that has all the methods we have shown. Suppose each pulse will increase the speed by times*3/2 Answer: <pre> public class Ship { public int speed;//Must be public - its accessed from outside the class public Ship() { speed=0;//You are going at speed of 0 at the dock } public mainThrustPulse(int times)//Again, must be public { speed += times*3/2;//Using shorthand form of speed = speed + ...; } } </pre><br><br><hr> {{1lvlnav|[[Topic:Java|Java]]|[[Java Decision Structures]]|[[Java Error Handling]]}} [[Category:Java]]|[[Category:Learning activities]] 9740 48711 2006-11-26T15:15:08Z Student Galaxy 3488 I have gained this computer produced photo which has no restrictions at all ~~~~ == Summary == I have gained this computer produced photo which has no restrictions at all [[User:Student Galaxy|Student Galaxy]] 15:15, 26 November 2006 (UTC) == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9741 62578 2006-12-24T14:15:57Z JWSchmidt 20 expand Welcome to the Wikiversity '''Digestive System''' learning project. ==Learning Project Summary== This page links to Wikiversity learning resources that are related to the important biological function of digestion. The goal of this project is to provide a complete learning path from the most basic introduction to digestion through increasingly sophisticated treatments of the topic. The most basic learning resources concern what you might tell a young child who first asks about what happens to eaten food. The most advanced learning resources concern on-going research into digestive system function. ==Short description of the digestive system== Young children often express curiosity about the human digestive system. Young children can be introduced to the major body parts of the digestive system and their functions. Very young children can learn about the role of muscles and bones that allow people to consume food. They can be introduced to the concept that the body has internal organs for absorbing nutrients from food and that this is vital for the body's health. The digestive system starts at the mouth and the role of saliva in digestion of carbohydrates is one of the first laboratory demonstrations in many introductory biology classes. Even young children can demonstrate for themselves that saliva starts to break down the starch of a cracker into sugars. When introducing students to the digestive functions of the human stomach, the key chemical concept of acidity can be introduced. How does the stomach use a powerful acid to digest food without digesting itself? Older students can learn about the digestive functions of the pancreas and the liver and the general concept of multiple digestive enzymes and other molecules produced by organs of the digestive system which help to break down food molecules. The nutrient absorbing function of the intestines can be related to the roles of vitamins and minerals in human health. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 9742 76943 2007-01-16T05:01:08Z CQ 1939 /* Comments */ my vote ==={{User|JWSchmidt}}=== :''Candidate for Bureaucratship'' One of Wikiversity's finest. [[User:Cormaggio|Cormaggio]] 17:05, 19 August 2006 (UTC) ---- I am willing to take on the responsibility of Wikiversity bureaucratship on two conditions:<BR> 1) There is 5 day period for community discussion of candidates for bureaucratship<BR> 2) The current [[Wikiversity:Custodianship|process]] for evaluating new custodians is modified to include a 5 day period for community discussion of users who are newly nominated for custodianship.<BR> I support the rest of the current suggested policy on custodianship. In particular, I support the idea of a mentoring system for "temporary custodians". In general, custodianship should be no big deal. However, I think that the policy needs to be firm and clear that a mentor of a "temporary custodian" has the power, at any time during the trial period, to ask the [[m:Stewards|Stewards]] to terminate the custodianship of a "temporary custodian" that the mentor is advising. I will put more information about myself on [[User:JWSchmidt|my user page]]. --[[User:JWSchmidt|JWSchmidt]] 17:42, 19 August 2006 (UTC) ====Questions and requests==== 1) tell us more about your philosophies behind bureaucrats on this site? --[[User talk:JWSchmidt#Question|HappyCamper]] 03:36, 9 December 2006 (UTC) :I like the idea that tasks performed by wiki [[w:Category:Wikipedia functionaries|functionaries]] should be clearly defined by policy ([[Wikiversity:Custodianship]], [[Wikiversity:Bureaucratship]]) and totally [[w:Open society|open]] and transparent. The community should be provided with simple methods to correct any problems that might arise in how functionaries act (example: [[Wikiversity:Custodianship#Problems with Custodians]]). :I favor the idea that being a functionary should not be a big deal. It should be easy for Wikiversity participants to become custodians. We can always use more custodians who can help make sure that the wiki has a quick response to block persistent vandals. I also like the idea of having many custodians because then the work load does not fall too heavily on any individuals. I'm not sure it is healthy to have wiki participants who spend a large fraction of their wikitime doing custodian work. I think Wiki functionaries should spend most of their wikitime making good wiki edits and directly contributing to the goals of the wiki. It should also be easy for the community to demote any functionary that has lost the trust of the community. :It is not clear how many bureaucrats are needed in a wiki. Some wikis get by with one or two, other wikis have 5 or 6, some have quite a few more than that. The total number needed is at least in part determined by how many are required to make sure that bureaucrat actions are carried out in a timely fashion. I think it is reasonable to expect bureaucrats to take wiki-breaks and not be "on call" 100% of the time. I suspect this is why quite a few wikis have 5 or 6 bureaucrats, so one is always available to act when needed by the community. :I also think it is good practice for community discussions of functionary candidates to include a question and answer section. It would also be useful to have a system for producing a short summary of the editing history of each candidate.<br>--[[User:JWSchmidt|JWSchmidt]] 05:47, 9 December 2006 (UTC) ====Comments==== :'''Support''' -- An obvious choice, JWSchmidt has been active fromj the beginning in reinventing "sysopship" for wikiversity. He has a clear view of the wikiversity mission, and will make wise choices of who should get the keys to the toolshed. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 12:31, 27 October 2006 (UTC) :'''Support''' -- One of the pinnacle contributors here. I support this nomination. [[User:RichMac|RichMac]] 01:14, 1 November 2006 (UTC) :'''Support''', though the policy stuff will probably come along later. Well, if your half the bureaucrats on the site, and Cormaggio is on break, I guess you could set up any rule you want about when you promote them!--[[User:Rayc|Rayc]] 06:46, 2 November 2006 (UTC) ::Oooh - being a bureaucrat isn't at all about setting up any old rule you want - that would be terrible. Anyway, I have every confidence that John would use the faith that people entrust him with wisely and fairly. [[User:Cormaggio|Cormaggio]] 14:04, 9 November 2006 (UTC) :'''Support''' -- knows about administration. Good guy. [[User:HappyCamper|HappyCamper]] 03:44, 8 November 2006 (UTC) :'''Support''' -- will make a great bureaucrat. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> :'''Support'''--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 08:29, 20 November 2006 (UTC) ::'''Note''': this is discussion about bureaucratship. I am a [[Wikiversity:Support staff|custodian]]. --[[User:JWSchmidt|JWSchmidt]] 02:38, 18 November 2006 (UTC) :'''Strong Support''' from me as well -- now, seeing as this thing's been going on since August, can we please close it? :D [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 23:09, 7 December 2006 (UTC) ::There really is no hurry. I think a higher priority is for the community to draft [[Wikiversity:Bureaucratship]]. Can the community really do a good job of selecting bureaucrats when we have not decided what bureaucrats will be called upon to do? --[[User:JWSchmidt|JWSchmidt]] 23:27, 7 December 2006 (UTC) :I support him to because he seems to have the best insight on what's going on. {{unsigned|68.92.216.98}} :'''Strong support''' He is kind and is trustworthy. He will do a great job.--[[User:Sir James Paul|Sir James Paul]] 18:04, 19 December 2006 (UTC) :'''Strong support''' Per above (and a great mentor too!) :-) -- [[User:J.Steinbock|J.Steinbock]] 18:07, 19 December 2006 (UTC) :'''Support''' This user is marvellous, and has made many great edits improving the wikiversity, and has done well against vandalism I would say. [[User:Student Galaxy|Student Galaxy]] 21:05, 28 December 2006 (UTC) :'''Full support''' per RichMac, he is definitely 'One of the pinnacle contributors here'. Level-headed and helpful (not to mention very reasonable) --[[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 11:17, 30 December 2006 (UTC) :'''Support'''--[[User:Remi0o|Remi0o]] 09:30, 31 December 2006 (UTC) :'''Support'''--[[User:Sir James Paul|Sir James Paul]] 04:16, 5 January 2007 (UTC) :'''Strong support'''-- I concur with all of the above. --[[User:Kkawohl|Kkawohl]] :'''Full support''' - JWSchmidt (a.k.a. JWSurf) was instrumental in getting Wikiversity up and running. He has been activly involved in a continuous process of moving the project forward since it was just an idea on wikibooks and meta. He understands and is commited to what it takes in establishing and maintaining WV as a vital educational resource for the long haul. [[User:CQ|CQ]] 05:01, 16 January 2007 (UTC) 9743 48728 2006-11-26T16:13:05Z Sebmol 14 /* {{User|Robert Horning}} */ ==={{User|Robert Horning}}=== :''Candidate for Bureaucratship'' Has been instrumental in moving Wikiversity through the Wikimedia hoops. [[User:Cormaggio|Cormaggio]] 17:05, 19 August 2006 (UTC) :I accept this nomination on the condition that I be formally voted in by the members of the Wikiversity community. With 194 registered users and 9 administrators (after less than one week, no less), I don't see the need for an emergency Bureaucrat at the moment. We will need a few bureaucrats to help with the single log-in feature for Wikimedia projects that appears to be coming, as there may be a need to help rename some accounts. That shouldn't be too much of a problem, however, and I don't anticipate that taking too much time. :In addtion, I believe that the 5 day discussion period is slightly small and from experience with other small Wikimedia projects like Wikibooks and Wikisource, we may want to have even more time to discuss the merits of people becoming a custodian or bureaucrat. Still, this is an honor to be nominated. When I got involved with the Wikiversity VfD (on Wikibooks) a little more than a year ago, I had no idea I would be doing what I'm doing today. --[[User:Robert Horning|Robert Horning]] 23:04, 19 August 2006 (UTC) ::{{pro}} Robert has been exemplary at wikibooks and in pushing policy formation uphill for all new Wikimedia Foundation projects with quietly expressed skill and grace. Based upon my observations over a year and a half exclusive cabals are much less likely to form in any group where he participates. [[User:Mirwin|Mirwin]] 04:58, 21 August 2006 (UTC) :::Mirwin, Can you provide links to examples of those policy issues?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 08:33, 20 November 2006 (UTC) ::{{contra}} User has not been active since just after august nomination. [[User:RichMac|RichMac]] 01:10, 1 November 2006 (UTC) ::{{contra}} I've got to agree with RichMac. Give me some edits to change my mind! If he would get back here and start work on that IRC algebra course, it could become be the most successful part of wikiversity. --[[User:Rayc|Rayc]] 06:43, 2 November 2006 (UTC) ::{{pro}} This sort of inactivity does not hurt the Wiki. If anything, we need someone familiar with Wikiversity's beginnings. I don't expect super-wikiactivity, but rather consistency in acting and carrying out community norms. Robert has that ability. Full support. --[[User:HappyCamper|HappyCamper]] 03:48, 8 November 2006 (UTC) ; Result : As no consensus has been reached, I've archived this candidacy. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 16:13, 26 November 2006 (UTC) 9760 68715 2007-01-09T21:56:36Z JWSchmidt 20 [[Category:Java]] This topic will guide through the most used functions of the String class. You need to know basic Java to understand this =Functions= One very useful function is the substring(int, int) method (or substring(int)). This method will return a string starting at the first integer and ending at the second (within that String). For Example:<br> <code> String test="something";<br> String test2=test.substring(5, 9); </code><br> In this case, test2 would be thing. <hr> Another is equals(String). If you want to check if a string is "Hello", then:<br> <code> boolean b=test.equals("Hello");<br> if(b==true)//equal to if(b)<br> System.out.println(Equal);<br> </code><br> <hr> Another is replaceAll(String, String). It replaces all instances of the string you enter in the entire string with the second string. You want to replace all instances of to with ot:<br> <code> String s="tototooiergaeiortotototereoigtototo"<br> s.replaceAll("to", "ot")<br> </code><br> Add more useful functions... [[Category:Java]] 9761 79822 2007-01-22T01:43:26Z Mirwin 47 /* Using the API Documentation */ phrasing == Introduction == It's a fact. As a general rule, '''programmers are lazy'''. At least, it seems that way, considering how often we talk thinking about the future and reusing code. Why do we care so much? Suppose for a moment that you're making a calculator program. You need to be able calculate exponents, square roots, and trig functions. Sure, it's possible to write your own function to find a square root, but do you know the algorithm? What about a calendar? You'd need some sort of <code>Date</code> class that holds a specific instant in time, and maybe another to format that date in a way that humans understand. Wouldn't it be nice if all these things were done for you? If there was some great library of standard classes you could just import into your programs and use as if you wrote them yourself? Dream no more. The answer is... the '''Java API'''. What does API stand for? "Application Programming Interface." What does that mean? It doesn't matter. What does matter is that there are lots and lots and lots of classes in there that you can use. Oh, and it ships with your compiler. That's right -- if you can write text to the command line with <code>System.out</code>, you can use the API. And guess what? If you write text to the command line with <code>System.out</code>, you're already using the API. == Benefits of Using the Java API == You might be wondering why you should bother using code that someone else wrote. Isn't it all about writing the code yourself? Put simply, no. Here's why. === It Saves You Time === You could go online, find an algorithm for calculating a square root, and translate the math into Java code. Or you could use the API's <code>Math</code> class to do it for you. === It Saves You Effort === Suppose you want to read data out of a file. Do you know how to do that? (I'll give you a hint -- it involves <code>native</code> methods and other programming languages.) ...I didn't think so. Using the API's <code>java.io</code> package is much simpler. === It Provides a Standard === If your personal calendar program uses your <code>Date</code> class to mark points in time, but your friend's todo list program uses his <code>Time</code> class, you would have to write some sort of translator class to be let the programs talk to each other. That's no fun. If you both use <code>java.util.Date</code>, no translator would be necessary. == Organization of the API == '''The Java API''' is the collective term for all the classes that you can use. It's broken down into '''packages''', groups of related classes. Package names are lowercase by convention and separated by periods. The <code>java.io</code> package, for example, is the Java standard package containing classes relating to [[Java File IO|file I/O]]. <code>java.util</code> contains various utility classes; <code>java.util.concurrent</code> provides utility classes for concurrent ([[Multi Threading|multi-threaded]]) programming. == The <code>import</code> Statement == To use classes in the API, use the <code>import</code> statement. At the beginning of your source code file, even before your class definition (the <code>public class MyClass {</code> line), add a line with the <code>import</code> keyword, the '''fully-qualified classname''' of the class you want to use, and a semicolon. A class's '''fully-qualified classname''' is simply the name of the class prefixed with the name of its package and a period. For example, the fully-qualified classname of the <code>Date</code> class in package <code>java.util</code> is <code>java.util.Date</code>. To import that class, use the statement <pre> import java.util.Date; </pre> You can import as many classes as you want, with one exception: you can't create a naming conflict. That is, you can't import two classes with the same (non-fully-qualified) classname (like <code>java.awt.List</code> and <code>java.util.List</code>), or a class whose (non-fully-qualified) classname is the same as the name of one of your classes. To import all the classes from a package, replace the classname with the asterisk wildcard: <pre> import java.util.*; </pre> Note that importing a "superpackage" does '''not''' also import its "subpackages"; that is, to import all classes from the packages <code>java.util</code>, <code>java.util.concurrent</code>, <code>java.util.concurrent.atomic</code>, <code>java.util.concurrent.locks</code>, <code>java.util.jar</code>, and <code>java.util.logging</code>, you must specifically import each of them: <pre> import java.util.*; import java.util.concurrent.*; import java.util.concurrent.atomic.*; import java.util.concurrent.locks.*; import java.util.jar.*; import java.util.logging.*; </pre> If you only use the first line, only the classes directly in that package will be imported (like <code>java.util.Date</code>), but no classes in any "subpackages" (like <code>java.util.concurrent.locks.LockSupport</code>). == <code>java.lang</code> is Special == The package <code>java.lang</code> is special. It contains fundamental classes that tie directly into the Java language. It contains some of the most commonly-used classes. For this reason, '''the <code>java.lang</code> package is imported into every Java file whether you put in <code>import java.lang.*;</code> or not.''' == Using the API Documentation == It's all very well for me to tell you the most commonly used classes, what they do, and how to use them. But there are thousands of classes in the API, and there's no way I could tell you about all of them. For this reason, the same people that made the API also created the API documentation, found [http://java.sun.com/javase/6/docs/api/ here]. == Important Classes == === <code>java.lang.String</code> === A '''string''' is a generic programming term for a variable that holds text. In Java, the <code>java.lang.String</code> class does the trick. For more information, see the [[java lang String|java.lang.String]] page. === <code>java.lang.Math</code> === True to its name, <code>java.lang.Math</code> contains functions for doing math. It uses '''static''' methods, which is a topic too advanced for this lesson. For now, just trust that the special syntax we give you works. For more information, and the special syntax for using static methods, see the [[java lang Math|java.lang.Math]] page. <br><br><hr> {{1lvlnav|[[Topic:Java|Java]]|[[Java Error Handling]]|[[Java Programming Tips]]}} [[Category:Java]] 9762 68713 2007-01-09T21:55:37Z JWSchmidt 20 [[Category:Java]] '''Note''': All functions in class Math are static, meaning you do not have to create an instance of it. =Functions= Math.abs - Use this with an integer, float, long, or double. It returns the '''absolute value''' of what you ask.<br> <code>Example: "Math.abs(-39)" will return 39</code> <br> <hr> Math.random - No parameter. It returns a double from 0 - 1.<br> <code>Example: "(int)(Math.random()*100) will return a integer from 0 - 100"</code><br> Add more particularly useful..<br> Go to http://java.sun.com/j2se/1.4.2/docs/api/java/lang/Math.html for more. [[Category:Java]] 9763 48819 2006-11-26T19:02:12Z Cremisis13 3507 Redirecting to [[Football (soccer)]] #REDIRECT [[Football (soccer)]] 9764 48820 2006-11-26T19:02:33Z Cremisis13 3507 Redirecting to [[Football (soccer)]] #REDIRECT [[Football (soccer)]] 9765 48823 2006-11-26T19:03:06Z Cremisis13 3507 Redirecting to [[Football (soccer)]] #REDIRECT [[Football (soccer)]] 9766 48825 2006-11-26T19:04:07Z Cremisis13 3507 Redirecting to [[Topic:Java]] #REDIRECT [[Topic:Java]] 9767 48826 2006-11-26T19:04:32Z Cremisis13 3507 Redirecting to [[Topic:Java]] #REDIRECT [[Topic:Java]] 9768 48827 2006-11-26T19:05:55Z Cremisis13 3507 Redirecting to [[Topic:Computer Programming]] #Redirect [[Topic:Computer_Programming]] 9769 67823 2007-01-08T01:40:40Z MichaelBillington 1599 fix #Redirect [[Topic:Hobbies#Sports related]] 9770 68372 2007-01-08T22:14:57Z JWSchmidt 20 [[Category: Sports]] This page is a sub link from the [[Football (soccer)]] page. It teaches the user how to play football as the goal keeper, as it requires unique skills to the ones of the other players. == aim of the goalkeeper == The aim of the goalkeeper, is to stop the ball, which can be shot at by any player of the opposition team, from entering the goal. The goalkeeper is allowed to use any way possible to stop it. Goalkeepers need good agility, awareness and strength. They do not have an effect on the offside rules. But can still be penalised. Also by a rare chance, they could even score. == Goalkeeping techniques == 1. Grab The Goalkeeper can grab or snatch the ball if it comes near. They often do it if the ball is not evalated and not very fast. It is a basic move 2. Dive The diving technique is recommended for high shooting fast balls. The goalkeeper dives in the appropiate direction upwards in order to push the ball outwards. It is for very advanced keepers often enough. 3. The boot. If an unguarded ball comes towards the goalkeeper, or a ball at a very low speed. They can boot it upwards away from the goal towards the other half of the pictch == Goal kicking and movement == If a shot of the ball from the other team misses the goal in their shoot. Its a goakick, the goal keeper gets a kick with the ball freely, and must pass it to the other team members by either foot, or by throwing it. Note, the goalkeeper cannot pick the ball up outside of their box. If they do that, it causes a free kick. [[Category: Sports]] 9773 48840 2006-11-26T19:25:27Z Elatanatari 2826 Redirecting to [[Topic:Arabic]] #REDIRECT [[Topic:Arabic]] 9774 68716 2007-01-09T21:57:07Z JWSchmidt 20 [[Category:Java]] Inheritance sounds complicated, but really it is rather simple. In this lesson you will learn how to extend classes and why this is useful ==Usefulness== Inheritance is useful when you do not want to rewrite a whole chunk of code. You will get used to the Java hierarchy, of where the more general is on the top. ==Extending== Subclasses and super classes are made from extending. Let's pretend we have 2 classes - WaterVehicle and Ship. Which is more general? Or else, which '''is''' a type of the other. The answer is a ship is a type of water vehicle. The class WaterVehicle could have some methods that the class Ship could use. Instead of copying and pasting, you could '''extend''' it. When you extend another class, you gain all of its methods in that class. For example, if WaterVehicle had an int called speed, you would not have to re-declare it when writing Ship. It would be automatically there. To extend a class, simply type: <pre> class UseExtend extends OtherClass </pre> In this case, UseExtend would become a subclass of OtherClass, and OtherClass a super class of UseExtend. Here is an example of a simple program that writes integers: <pre> public class WritesIntegers { int writeMe; public WritesIntegers(int write) { writeMe=write; } public void writeTheInteger() { System.out.println(writeMe+""); } } </pre> Here is a class which writes integers AND strings. Instead of rewriting... <pre> public class WritesStringsAndIntegers extends WritesIntegers { String printMe; public WritesStringsAndIntegers(int write, String print) { super(write); printMe=print; } public void printTheString() { System.out.println(printMe); } } </pre> Notice that you do not need to declare int write. Also note the <code>super(write)</code>. Essentially, this calls the super classes (in this case, WritesIntegers) constructor. The parameter, and int, is the same as the super classes. If you made an object of this class, you could call both printTheString and writeTheInt. However, you can only extend one class. You will learn about interfaces in this lesson before learning about implementing... ==More...== You can, of course, extend your own classes in the same way. As long as they are in the same directory, just follow the regular way. You will get all the methods and variables from that class into your class. You '''could''' also use objects, so you need to decide which one is right for your code. <br><br><hr> You are ready to move on! [[Java Error Handling II]].<br> [[Topic:Java|Back to Java Main Page]] [[Category:Java]] 9775 79692 2007-01-21T20:02:44Z Historybuff 5228 /* Finally - Making Exceptions! */ =Finally - Generating Exceptions!= All exceptions are classes. To get you started, I will show you some code: <pre> class AnotherException extends Exception { AnotherException(String S) { super(S); } public void printStackTrace() { super.printStackTrace(); } } </pre> Notice the utter simplicity. This is the first part of making exceptions. In the constructor, it calls its super class, Exception. In printStackTrace it also calls the super class. The method printStackTrace() will print the error message. Again, note the simplicity! =The second, harder part= What is the use of creating an exception class by itself? It isn't used anywhere... yet! We will make a class and method that '''throws''' this exception. We will name the class Use_Exceptions. The class will ask for an int through a window. It will convert the integer to a string and use the try/catch method to do the NumberFormatException. Then, it will throw this exception if the integer is negative. Again, some code: <pre> public class Use_Exceptions { public throwExc(String toInt) throws AnotherException { int myInt=0; try{ myInt = Integer.parseInt(toInt) } catch(NumberFormatException nfe) { System.exit(0);//Exit the program } if(int myInt < 0) { throw new AnotherException("Bad Integer - Negative"); } } } </pre> The "new" creates a new AnotherException. "throw" throws it - executes the exception. Let's make something that uses this: <pre> Use_Exceptions prog=new Use_Exceptions(); try{ Use_Exceptions.throwsExc(-25); } catch(AnotherException ae) { ae.printStackTrace(); } </pre> Just like the normal try/catch block! [[Category:Java]] 9776 68710 2007-01-09T21:53:12Z JWSchmidt 20 [[Category:Java]] {{welcome and expand}} More on classes, interfaces [[Category:Java]] 9777 70408 2007-01-11T02:40:16Z JWSchmidt 20 [[Category:Java]] {{welcome and expand}} JFrame, JPanel, paintComponenet, paint, graphics, color [[Category:Java]] 9779 50873 2006-12-02T15:05:52Z JWSchmidt 20 [[Category:Java]] {{welcome and expand|70.254.189.104}} How to create an applet, applet vs. application, ==See also== *[[Interactive labs (Java applet)]] [[Category:Java]] 9780 68859 2007-01-10T00:38:50Z JWSchmidt 20 [[Category:Java]] {{Main welcome}} [[Category:Java]] 9783 77595 2007-01-17T05:35:11Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] This is the page for articles on conspiracy. Which is put together by views which may be fictional or factual by the people. The articles must contain a balanced point of view and must have a valid point that its meaning is uncertain. [[Category:Interdisciplinary Studies]] 9788 68714 2007-01-09T21:56:10Z JWSchmidt 20 [[Category:Java]] =When to use methods= Only use methods when you have a reason to break-up code. You should only use them when the part you are putting into the method has no connection to any other part (or is called at a separate time from it). Methods should finish off a function by themselves. However, long methods can be broken down into shorter methods. They should still, however, follow the steps: no connection, etc. Essentially, methods should not be used for every statement. You should '''not''', however, put a huge 1000 line program into the main method... common sense. =About Arrays= Arrays should be used for variables that have something to do with each other. Basically, arrays are a list of variables, and arrays are a variable themselves. Here is how to make an array <pre> [class][] [variable-name]; //Or... int[] myInts; </pre> To specify the length of an array: <pre> myInts=new int[LENGTH]; //Put into one statement int[] myInts = new int[LENGTH]; </pre> LENGTH = array size. It is simply how many items are in the array. You need to initialize each part of the array. To "access" the members of the array: <pre> myInts[2]==5; int temp = myInts[3]; </pre> '''Note''': Do NOT use arrays when the members have nothing to do with each other. This causes messy code! =Basic Tips for Improving Code= ==Tabbing== Tabbing is necessary to understand your code more easily. For example, the following is very hard to understand because of many reasons, one being tabs: <pre> public class MessyCoding extends Coding {public static void main(String args[] ){System.out.println ("This is messy coding. Don't do this");System.exit(0);}} </pre> In much better format: <pre> public class CleanCoding extends Coding { public static void main(String args[]) { System.out.println("This is clean coding. DO THIS!!"); System.exit(0); } } </pre> Notice that you actually can understand the code! Every single new block that has { and } should have contents that have an extra tab. Example: <pre> public class CleanCoding extends Coding { public static void main(String args[]) { try{ try{ ...; } ...; } ...; } ...; } </pre> ==When to press Enter== To make your code look good, you should insert one empty line between methods: <pre> public void method1() { } public void method2() { } </pre> You should make a new line after every statement/declaration. If a statement is too long, you can break it down. ==Good Comments== Good comments can help make your code look neat. They should tell what you are doing OVERALL, not what you are doing on each line. For example, you can comment an if statement if it is kind of complex, but not every statement has to be commented: <pre> if(i1 == i2 && i1 == i3)//Check if i1 is equal to i2 and i3 { System.out.println("Yes");//Print Yes to the command line i1++;//Add 1 to i1 } </pre> This is an example of a '''bad''' use. People who don't know Java should NOT be looking at your code! <br><br><hr> {{1lvlnav|[[Topic:Java|Java]]|[[Important Java Classes]]|[[Java/Fundamental Exercises|Fundamental Exercises]]}} [[Category:Java]] 9789 75934 2007-01-14T21:15:20Z JWSchmidt 20 [[Category:Physics]] <center><big>''Welcome to the Wikiversity''</big></center> <center><big>'''Department of Biological Physics'''</big></center> <center>''Part of the [[School:Physics|School of Physics]]''</center> ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Physics]] [[Category:Biology]] 9790 48968 2006-11-26T23:13:29Z Cremisis13 3507 Redirecting to [[Java Error Handling]] #Redirect [[Java Error Handling]] 9791 68047 2007-01-08T05:11:41Z JWSchmidt 20 [[Category:Java]] {{main_welcome}} [[Category:Java]] 9793 48986 2006-11-26T23:32:30Z Elatanatari 2826 Redirecting to [[Topic:French]] #REDIRECT [[Topic:French]] 9794 49069 2006-11-27T01:19:29Z JWSchmidt 20 Welcome and expand {{Welcome and expand|203.113.67.100}} 9796 49035 2006-11-27T00:34:56Z AmiDaniel 3334 Create shortcut #REDIRECT [[Wikiversity:Requests for proofreading]] 9799 68705 2007-01-09T21:51:06Z JWSchmidt 20 [[Category:Java]] {{main_welcome}} Advanced Java Swing [[Category:Java]] 9800 68718 2007-01-09T21:58:15Z JWSchmidt 20 [[Category:Java]] {{Main welcome}} Java Programs Deployment [[Category:Java]] 9801 75802 2007-01-14T17:01:56Z Mystictim 626 added [[Category:Learning activities]] =A Full WaterVehicle, Ship, etc.= This exercise comprises of a base class WaterVehicle. It will also have a class Ship, a class Boat, a class WaterAirplane, and a class Submarine.<br><br> WaterVehicle Methods: updateSpeed(int) will update the speed to a valid speed - higher than minSpeed and lower than maxSpeed You can choose what to use. Note: Ship, Boat, and WaterAirplane should extend WaterVehicle. When you are done, you can create a main class to run your program. For example, the main class could create an instance of WaterAirplane and try using the methods. =Submit Exercises= If you have any ideas for exercises that are related to what beginners learned in the fundamentals section, feel free to put them here. Note: It will look nice if you put them before this and make their name with a title1 (1 equal sign). <br><br><hr> You are ready to move on! [[Java/Inheritance|Inheritance]]. Note that it is not complete...<br> [[Topic:Java|Back to Java Main Page]] [[Category:Java]]|[[Category:Learning activities]] 9803 80954 2007-01-25T15:07:50Z JWSchmidt 20 [[Category:High School]] Course #2 of the Wikiversity Film School [[Category:Media]] [[Category:High School]] 9804 49121 2006-11-27T02:50:04Z Digitalme 39 [[RE1Test]] moved to [[User:Robert Elliott/RE1Test]]: Userfy #REDIRECT [[User:Robert Elliott/RE1Test]] 9805 68701 2007-01-09T21:48:26Z JWSchmidt 20 [[Category:Java]] {{main_welcome}} inter exercieses [[Category:Java]] 9806 49157 2006-11-27T03:53:12Z AmiDaniel 3334 [[Hobbies]] moved to [[Topic:Hobbies]]: This seems to fit in better in the Topic namespace. #REDIRECT [[Topic:Hobbies]] 9807 49160 2006-11-27T03:56:53Z AmiDaniel 3334 create [[Category:Wikiversity]] 9808 49202 2006-11-27T04:56:45Z AmiDaniel 3334 Recategorize as [[:Category:Content]] This category lists pages on Wikiversity that have to do with [[w:Hobbies]]. [[Category:Content]] 9809 49176 2006-11-27T04:17:54Z Hillgentleman 530 New page: [[Category:Mathematics]] [[Category:Physics]] [[Category:Mathematics]] [[Category:Physics]] 9810 49185 2006-11-27T04:48:37Z AmiDaniel 3334 This category is the supercategory for all categories containing actual education content. No pages should be in this category--only subcategories. This category is the supercategory for all categories containing actual education content. No pages should be in this category--only subcategories. [[Category:Categories]] 9812 53312 2006-12-09T23:23:20Z Hillgentleman 530 The '''Virasoro algebra''', denoted ''Vir'', is an infinite-dimensional [[Lie algebra]], defined as [[central extension]] of the complexification of the Lie algebra of vector fields on the circle. One may think of it as a ''deformed'' version of the Lie algebra for the group of orientation-preserving diffeomorphisms of the circle. The representation theory of Virasoro algebra is rich, and has diverse applications in Mathematics and Physics. ==Formal Definition== ''Vir'' is the Lie algebra over the field of complex numbers with the following generators: *<math>d_n </math> ,with ''n'' running through every integer, *<math>c </math> with the following relations: *<math>[d_n , c] = 0 </math>, *<math>[d_m , d_n] = (m-n) d_{m+n} + \delta_{m+n} \frac{m^3 - m}{12} c </math>, with ''m'' and ''n'' each running through every integer where <math>\delta_{m+n}</math> is 1 when <math> m+n=0 </math> and is zero otherwise. ==Representation Theory== *Oscillator representations *[[Verma modules of the Virasoro algebra|Verma modules]] *[[Unitary representations of the Virasoro algebra|Unitary representations]] *[[Topic:Boson-Fermion correspondence]] *[[Topic:Schur polynomials]] *[[Kac determinant formula]] *[[Sugawara construction]] *[[Coset construction]] *[[Weyl-Kac character formula]] ==Applications== *[[Topic:KP hierarchy]] ==See Also == *[[Topic:Affine Lie algebras]] ==Reference== *'''Kac, V. G. and Raina, A. K.'''-- <<Highest Weight Representations of Infinite Dimensional Lie Algebras>>, ISBN 9971-50-396-4 [[Category:Representation Theory]] [[Category:Mathematical Physics]] 9813 49215 2006-11-27T05:04:30Z Hillgentleman 530 [[w:Representation theory]] [[Category:Mathematics]] 9814 49228 2006-11-27T05:14:58Z AmiDaniel 3334 Create subcat of engineering and tech [[Category:Engineering and Technology]] 9815 49259 2006-11-27T07:37:33Z Rayc 57 {{dr|cross namespace redirect}} #REDIRECT [[Wikiversity:Multiple points of view]] 9818 49248 2006-11-27T05:46:55Z Hillgentleman 530 [[Topic:Representation theory]] moved to [[Topic:Representation Theory]]: Capitalise the Subject #REDIRECT [[Topic:Representation Theory]] 9820 69320 2007-01-10T01:38:17Z JWSchmidt 20 [[Category:Management]] {{Main welcome}} [[Category:Management]] 9822 49278 2006-11-27T08:17:38Z AmiDaniel 3334 Clean up for Wikiversity {| align=center border=0 cellpadding=4 cellspacing=4 style="border: 1px solid #CC9; background-color: #F1F1DE" | rowspan="4" | [[Image:Heckert GNU white.svg|70px|center|]] | '''GFDL presumed.''' |- | [[User:{{{1}}}|{{{1}}}]] believes in good faith that this image has been created by the uploader who, by uploading it to Wikiversity, has released it under the [[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]].<br> <small>i.e. Permission is granted to copy, distribute and/or modify this document under the terms of the '''[[w:Wikipedia:Text of the GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Subject to [[Wikipedia:general disclaimer|disclaimers]].</small> |- |'''To the uploader''': Please clarify the copyright status of this image. If you indeed wished it to be released under the GFDL please replace {&#123;[[template:GFDL-presumed|GFDL-presumed]]}} with {&#123;[[template:GFDL-self|GFDL-self]]}} by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} editing the image description page]. Alternatively, you can select from other copyright templates listed at [[:Category:Document copyright tags]] |- |See [[:Category:Presumed GFDL images]] for more information about these images. |} <includeonly>[[Category:Presumed GFDL images|{{PAGENAME}}]]</includeonly> <noinclude> '''Note''': This template was transwikied from enwiki. For a history of contributions prior to this template's creation on Wikiversity, see its [http://en.wikipedia.org/w/index.php?title=Template:GFDL-presumed&action=history page history] on the English language Wikipedia. [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 9823 49279 2006-11-27T08:19:35Z AmiDaniel 3334 create This category lists pages that have been tagged with {{tl|GFDL-presumed}}, meaning that a contributor in good faith believes the orginal uploader of this media intended to release it under the GFDL license. [[Category:Documents by copyright status]] [[Category:GFDL documents]] 9827 79369 2007-01-21T02:21:46Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} Before going to Equity markets, let us first define the Markets. Market is any place where a buyer and seller meets. Hence Equity Market, as the name suggests, is a place where buying and selling of Equity takes place. This takes us to the next question.. what is Equity? In a nutshell, equity is the value of an item that exceeds the debt on that item. For example if the value of your house is $150,000 and you have a mortgage of $85,000, you have $65,000 in equity in your house ($150,000 - $85,000 = $65,000). [[Category:Finance]] Simply said equity = a positive and a liability = a negative value. 9828 49397 2006-11-27T18:02:29Z Robert Elliott 1436 minor correction __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app kcoloredit.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Free Software for Filmmaking ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffff00" style="border: 1px #ff0000 solid;" |<big>[http://www.ambientdesign.com/artrage.html ArtRage 2 Free] from Ambient Designs</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==ArtRage 2 Free== :This is a fun program! And the free version is fully working (but not as powerful and the full version.) This is not a demo program. This is the real thing! :Since you will occasionally need a painting program while you are making your motion pictures, immediately download this and play with it. You will enjoy it and it will be useful. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * For thumbnail storyboards * For creating the movie prop poster |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9830 49389 2006-11-27T17:53:24Z Robert Elliott 1436 minor additions __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear action easymoblog.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Free Software for Filmmaking ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffff00" style="border: 1px #ff0000 solid;" |<big>[http://www.frameforge3d.com FrameForge 3D Studio 2 demo version]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==FrameForge 3D Studio - demo version== :This is an amazingly educational program! The demo version can only be used 20 times and has other limitations. However, that is enough for you to learn a tremendous amount about cinematography. A wonderful opportunity. :Anyone interested in filmmaking should immediately download this program. Easy to use but very powerful. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * For 3D storyboards |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9831 49398 2006-11-27T18:05:46Z Robert Elliott 1436 minor additions __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app Community Help.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Free Software for Filmmaking ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffffbb" style="border: 1px #ffff00 solid;" |<big>[http://www.daz3d.com/ DAZ Studio version 1]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==DAZ Studio== :This is an interesting and challenging program. This first version of the program is fully working. Since it is free and will occasionally be useful, download and look at this program. It takes a lot of time but you should find it interesting. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * For 3D storyboards * Movie poster creation * Animation |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9832 49392 2006-11-27T17:56:07Z Robert Elliott 1436 minor additions __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app Community Help.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Free Software for Filmmaking ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffff00" style="border: 1px #ff0000 solid;" |<big>[http://www.daz3d.com/shop.php?op=itemdetails&item=1098 Victoria 3.0] from DAZ 3D</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Victoria 3.0== :This is a computer model which is useful for DAZ Studio. It is free until the end of 2006. :*Note to parents: This is a totally naked, highly-detailed woman. Clothing is extra and not free. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * For 3D storyboards * For creating the movie prop poster |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9833 49395 2006-11-27T17:59:35Z Robert Elliott 1436 minor additions __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app musicstore.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Free Software for Filmmaking ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffff00" style="border: 1px #ff0000 solid;" |<big>[http://audacity.sourceforge.net/about Audacity]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Audacity== :This is a simple sound editing program. You need this to convert sound files to the format used at Wikiversity which is the OGG file format. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * For dialog recording * For film scoring |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9836 59612 2006-12-18T03:46:41Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 9837 74114 2007-01-12T19:48:55Z JWSchmidt 20 [[Category:Nominations for full custodianship]] ==={{User|guillom}}=== <div class="plainlinks"> Hello. I am proposing the Wikiversity community to serve it as a custodian. I am there since its beginning as a separated project, and I find the Wikiversity concept really awesome. I have not been very present last weeks because of my involvement on the [[wikipedia:fr:User:guillom|French-language Wikipédia]] (where I am a sysop), on [http://beta.wikiversity.org/wiki/User:Guillom Wikiversity Beta] (ditto) and on [[meta:User:Guillom|meta-wiki]]. I am also a member of the [http://www.wikimedia.fr French chapter], whose projets are occupying me a lot. Several times I had to face vandal behavior on Wikiversity and I could not do anything but reverting. Although I cannot promise I will make an intensive use of custodian tools, I can promise I will not abuse them. Thanks for your comments. [[User:Guillom|guillom]] 11:56, 27 September 2006 (UTC) </div> ;Custodians offering mentorship: * -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:11, 27 September 2006 (UTC) :I would be glad to be mentored by sebastian. [[User:Guillom|guillom]] 13:09, 27 September 2006 (UTC) ::Done. :-) [[User:Cormaggio|Cormaggio]] 19:40, 28 September 2006 (UTC) * '''Comment''' - I strongly support guillom's nomination and feel he will serve us well in the capacity of a custodian. If he has become a probationary custodian, should this section be moved? --[[User:59.167.220.224|59.167.220.224]] 03:34, 29 September 2006 (UTC) **Thanks for the reminder. --[[User:JWSchmidt|JWSchmidt]] 03:53, 29 September 2006 (UTC) *{{custodian|Guillom}} was made a probationary custodian on 28 September 2006; mentor = sebmol. ==== Nomination ==== <div style="border:1px solid #8888AA;background-color:white;padding:7px;">The period for comments on this nomination starts on November 27, 2006, at 2:40 pm UTC and ends on December 2, 2006, at 2:40 pm UTC. </div> ; Mentor : {{Custodian|sebmol}} ; Evaluation : I have mentored guillom and have been very satisfied with his performance. He has been active blocking vandalism, deleting nonsense and contributing to discussion in a professional and courteous manner. His attitude and approach exemplifies what I expect from a Wikiversity custodian. ; Comments *'''support'''. Guillom has served the Wikiversity community at both en.wikiversity.org and beta.wikiversity.org and makes use of IRC tools to coordinate vandalism patrol. Proven quality service to the community. --[[User:JWSchmidt|JWSchmidt]] 14:48, 27 November 2006 (UTC) * I like how guillom carries out custodial work around here. --[[User:HappyCamper|HappyCamper]] 23:58, 30 November 2006 (UTC) * '''Support''' <insert comment here> [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 09:43, 5 December 2006 (UTC) *'''Support''' - very speedy response to cleaning up a spill in [[Special:Recentchanges|Aisle 7]] just a few hours ago, we need more janitors like this. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 09:47, 5 December 2006 (UTC) [[Category:Nominations for full custodianship]] 9838 49355 2006-11-27T16:18:44Z JWSchmidt 20 #REDIRECT [[Wikiversity:GNU Free Documentation License]] #REDIRECT [[Wikiversity:GNU Free Documentation License]] 9839 70133 2007-01-10T23:09:34Z JWSchmidt 20 [[Category:Media]] __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app kcmmidi.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Free Software for Filmmaking ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffff00" style="border: 1px #ff0000 solid;" |<big>[http://www.finalemusic.com Finale NotePad]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Finale NotePad== :I will test this program shortly. It is totally free and simple to use so it should be very useful. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film scoring |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Media]] 9841 49411 2006-11-27T18:23:56Z Robert Elliott 1436 minor additions __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app kcmmidi.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://www.apple.com/ilife/garageband/jampacks/orchestra.html Jam Pack:Symphony Orchestra]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Apple's Jam Pack:Sympony Orchestra== :GarageBand comes free with each new Macintosh computer but Jam Pack:Sympony Orchestra is '''not''' free. When combined together, they produce fantastic musical sound effects. Ideal for people with no musical ability. The cost of GarageBand and Jam Pack:Symphony Orchestra is less than for [[Review:MOTU Symphonic Instrument|MOTU Symphonic Instrument]] but MOTU Symphonic Instrument has a boy's chorus. I will be testing this soon, I hope. The only other alternative that I know of is Tascam's GigaStudio 3.0 - Orchestra. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film scoring ==Other Uses== * See [[Mad Max's Course in Film Scoring for Motion Pictures|Mad Max's Course in Film Scoring for Motion Pictures]] |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9843 49399 2006-11-27T18:07:41Z Robert Elliott 1436 minor additions __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app Community Help.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://http://www.e-frontier.com Poser] by eFrontier</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Poser== :Poser is an interesting alternative to DAZ Studio for the posing, photographing, and animation of digital puppets. Poser 7 has just been announced. :Through Poser 6, the animation capabilities of Poser have been awkward. That makes Poser a useful tool for still artwork but not practical for animation. Hopefully, this will all be solved with version 7. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Animation * 3D Storyboarding |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9845 49400 2006-11-27T18:11:15Z Robert Elliott 1436 minor correction __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear device dvd mount 2.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://http://www.starmovieshop.com Disk #2 - "24 Unedited Scenes" DVD-Data]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Disk #2 - "24 Unedited Scenes"== :This is behind-the-scenes look at filming 24 different scenes. Only about 12 of the 24 scenes are interesting. Still this is the cheapest way to tour the movie sets of Hollywood. The price (not listed on their website) is $8 US plus shipping. (You must be a film student to purchase this disk. Fortunately, if you have completed an assignment here, you qualify for 30 days.) :If you have never worked in Hollywood, you should purchase this disk to gain an understanding of what goes on during the filming of a scene. Highly recommended to young filmmakers and actors. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film editing * Introduction to filmmaking |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9846 49403 2006-11-27T18:16:14Z Robert Elliott 1436 Rough Draft __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear device cdrom unmount.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://http://www.starmovieshop.com "Follow Dave?" Editing Workshop CD-ROM]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =="Follow Dave?" Editing Workshop CD-ROM== :This is behind-the-scenes look at filming and editing of one scene. Includes a 10 minute movie which explains how to edit dialog. The price (not listed on their website) is $8 US plus shipping. (You must be a film student to purchase this disk. Fortunately, if you have completed an assignment here, you qualify for 30 days.) :This disk is one of the few required disks for the film editing project. I have not seen anything else which is as good. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film editing * Introduction to filmmaking |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9847 49408 2006-11-27T18:20:35Z Robert Elliott 1436 Rough Draft __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear device dvd unmount.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://http://www.starmovieshop.com "Hearing Voices" Editing Workshop DVD-Video]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =="Hearing Voices" Editing Workshop DVD-Video== :This is behind-the-scenes look at filming and editing of one scene. A brief introduction to "L-Cuts". DVD-Video. The price (not listed on their website) is $8 US plus shipping. (You must be a film student to purchase this disk. Fortunately, if you have completed an assignment here, you qualify for 30 days.) :This disk is one of the few required disks for the film editing project. I have not seen anything else which is as good. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film editing * Introduction to filmmaking |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9848 49410 2006-11-27T18:23:06Z Robert Elliott 1436 Rough Draft __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear device dvd unmount.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://http://www.starmovieshop.com "Hearing Voices" Editing Workshop DVD-Video]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =="Hearing Voices" Editing Workshop DVD-Video== :This is behind-the-scenes look at filming and editing of one scene. An extremely look at "L-Cuts". DVD-Video. The price (not listed on their website) is $8 US plus shipping. (You must be a film student to purchase this disk. Fortunately, if you have completed an assignment here, you qualify for 30 days.) :Even though this disk is rather boring, it is a good disk for advanced film editors. Not required but recommended. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film editing * Introduction to filmmaking |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9849 75703 2007-01-14T08:53:38Z Historybuff 5228 {{Navigation:Topic:Software_testing}} Please keep in mind, that so far this is a translation of the [[:de:Kurs:Software-Test|German course]]. So, until now the talk pages are not translated. <categorytree style="float:right; clear:right; margin-left:1ex; border:1px solid gray; padding:0.7ex; background-color:white;">Kurs:[[Kurs:Software-Test/Glossar|Software]]-Test</categorytree> <div id="toc" class="floatright" style="width:30%;"> <div style="background-color:#CBD7F9;border:1px solid #AAAAAA;text-align:center">'''goal'''</div> ''In this course you will learn the topic testing from practical point of view and theory. Everything can be tested - not only software.'' <div style="background-color:#CBD7F9;border:1px solid #AAAAAA;text-align:center">'''target audience'''</div> ''Everybody - quality concerns anybody/-thing.''<div style="background-color:#CBD7F9;border:1px solid #AAAAAA;text-align:center">'''study group'''</div> ''Who wants to learn together? The [[Topic:Software_testing/meeting_place|meeting place]] is already prepared.'' </div> __TOC__ ==What is the motivation of the tutors?== What do the tutors really want now with this? To answer this, one main goal of each tutor will be presented. :''This course shall introduce interested people into the topic testing. The goal is, that at the end of this course the participant can apply testing to anything (and not only to software).'' -- tutor [[User:Erkan_Yilmaz|Erkan Yilmaz]] :''Testing saves in the end a lot of time and money. I want to show, that testing is a very creative task and that the search of problems can make fun.'' -- tutor [[:de:Benutzer:ManWing2|ManWing2]] ==Why is this course so valuable for you?== E.g. in comparison to a book: it is '''practical'''. You will do most of the things together with the tutors. So, you will not be all alone behind your monitor and probably think: "Yes, I understood the topic" - but actually you did not understand it 100%. We will do together [[Topic:Software_testing/laboratory_course|online-sessions]], where you can ask questions directly and also get feedback immediately. Also we will [[Topic:Software_testing/laboratory_course#other_collaborations|collaborate with others]] to apply what we have learned. Because most of the things, which a tester needs, can't be learned from books - you have to apply it also on your own. And together in the team we can share/use the experience of each other. ==What kind of premises do you need?== Actually not so much, because it is our task, to present you the needed information, so that you can apply it. But you are required to '''have interest''' and most of all: '''a critical mindset'''. Because in testing you have to question everything (also this course). Nothing is really carved out of stone - everything can be out of date already tomorrow. We appreciate every feedback you give us - really - please contact the tutors [[Topic:Software_testing/meeting_place#tutors|here]]. ==So, what now?== At first the basic topics (theory) will be presented and existing literature will be referenced. The main intention always is to give practical examples and exercises, so that the benefit and the coherences of test activities will be clear. Everything you need you will find in the [[Topic:Software_testing/introduction|introduction]] of the course. [[de:Kurs:Software-Test]] [[Category:Computer Programming|Computer Programming]] [[Category:Computer Science Courses|Computer Science Courses]] 9852 51543 2006-12-04T21:26:49Z 85.180.76.79 adding results page <div id="VorlageIndexKursSoftwaretest" style="text-align:center; background-color:#FFFFFF; border:solid 1px #AAAAAA; font-size:95%; margin-bottom:1em;"> <!-- main category --> <div style="color:#AAAAAA; padding:6px; margin-bottom:-10px;"> {{#ifeq: {{{1|{{PAGENAME}}}}} | Topic:Software_testing | <span style="{{Style:Nav WV H}}">}}[[Topic:Software_testing|main&nbsp;page]]</span>&nbsp;|&nbsp; {{#ifeq: {{{1|{{PAGENAME}}}}} | Kurs | <span style="{{Style:Nav WV H}} border-bottom:none; ">}}[[Topic:Software_testing/introduction|software&nbsp;testing]]</span>&nbsp;|&nbsp; {{#ifeq: {{{1|{{PAGENAME}}}}} | meeting place | <span style="{{Style:Nav WV H}}">}}[[Topic:Software_testing/meeting_place|meeting&nbsp;place]]</span> </div> <!-- the topic itself--> {{#ifeq: {{{1|}}} | Kurs | <div style="{{Style:Nav WV H}} margin:8px; margin-top:0; border-bottom:solid 1px #8FAACC;;"> [[Topic:Software_testing/introduction|intro]] · [[Topic:Software_testing/history_of_testing|history&nbsp;of&nbsp;testing]] · [[Topic:Software_testing/design_technique|design&nbsp;techniques]] · [[Topic:Software_testing/laboratory_course|laboratory&nbsp;course]] · [[Topic:Software_testing/test_tools|test&nbsp;tools]] · [[Topic:Software_testing/glossary|glossary]] · [[Topic:Software_testing/literature|literature]] · [[Topic:Software_testing/results|results]] </div>}} </div><noinclude> ---- This template is based on [http://de.wikiversity.org/wiki/:Vorlage:Navigation Wikiversity]. It is intended for the basic navigation of the topic [[Topic:Software_testing]]. == examples for usage == <nowiki>{{Navigation:Topic:Software_testing|Topic:Software_testing}}</nowiki> {{Navigation:Topic:Software_testing|Topic:Software_testing}} ---- <nowiki>{{Navigation:Topic:Software_testing|Kurs}}</nowiki> {{Navigation:Topic:Software_testing|Kurs}} ---- <nowiki>{{Navigation:Topic:Software_testing|meeting place}}</nowiki> {{Navigation:Topic:Software_testing|meeting place}} [[Category:Index-Vorlage]] </noinclude> 9853 77300 2007-01-16T21:39:22Z JWSchmidt 20 [[Topic:Software testing/introduction]] moved to [[Software testing/introduction]]: learning resources go in the main namespace {{Navigation:Topic:Software_testing|Kurs}} __TOC__ ==content of course== '''intro:''' ''you are here at the moment''<br> '''history of testing:''' ''time phases in testing, some test philosophies, what can testers expect?, theory''<br> '''design techniques:''' ''as it says :-)''<br> '''laboratory course:''' ''exercises for doing alone, online-sessions with tutors, other collaborations''<br> '''test tools''' <br> '''glossary''' <br> '''literature''' <br> '''results:''' ''results that we observe during the course (already one result available)''<br> From now on if you are not familiar with the mentioned terms, please '''have a look in the [[Topic:Software_testing/glossary|glossary]]'''. If you do not find it there, [[Topic:Software_testing/meeting_place#tutors|tell us]] please. ==principles in testing== Here we talk about some general principles, with which you should be familiar with. ===There is no software without [[Topic:Software_testing/glossary|anomalies]]=== Think about it - do you know from your circle of friends someone, who never made an error? Humans make mistakes and, because of this, amongst other things, the goal of testing is to show the anomalies in software. If no anomaly was found, so - utterly - something was overlooked. ===but you can't test everything=== With infinite time you can test completely. But for those amongst you, who do not have time en masse, the following principle is important: risk and priorities are nuts and bolts. ===because of this: start testing as soon as possible (ASAP)=== The earlier an anomaly is found, the more time there is, to analyze it and if required to treat it accordingly. ==warming-up== ''Please see also the [[Topic_talk:Software_testing/introduction#story:_princess_and_the_frogs|discussion]] about this story. (This italic sentence is just to eliminate problems about the story and perhaps the selection of another one).''<br> Here you will read a story like in fairy tales. The intention of this is - like told at the beginning - to show that testing should be seen as something general, what you can apply to anything. Besides this, a discussion should be started with this story, because there is no "one" solution for the story. This means there can be many ways to solve the puzzle. So: fasten your seat belts! and let's start: '''Once upon a time...''' The princess went along a swamp in the late morning. Then suddenly a frog jumped out of the water. The princess thought: "What a nice surprise." She assumed that the frog will jump away when she comes near it. But...<br> the frog did not jump away - in fact while she was going to the frog, the frog also approached her. And then the frog spoke to her: "I am a prince from far far away. A witch bewitched me and now I have to be a frog until a princess will kiss me." But, while the frog was speaking, another frog jumped out of the water - and believe it or not, this frog also told, it was a bewitched prince. And then another frog appeared and so on. Suddenly there were frogs everywhere. The princess who had never seen mystical creatures, couldn't bare this and blacked out. When she awoke again, it was already noon and she saw all the frogs - hundreds of them. When they noticed, the princess was awake, everybody began to speak. There were so much voices that the princess could not bare this and she shouted: "Quiet! I can't rescue you all. Imagine the slime I would have on my mouth. Please tell me, who is the best of you, so I can rescue only him. I mean I also can only marry one guy. But I have 4 pretty sisters, so I could kiss 5 frogs at best." Of course all the frogs began shouting: "Me. Me. Me...." Now the princess was in a bad situation, how should she filter out the best frogs (aeh - I mean princes)? How could she test, if the frog would not lie? Imagine the situation of any frog: it would lie through its teeth to be human again. (And imagine the other frogs just wanting to get a kiss from the pretty princess.) Can be assumed that the dynamical approach to kiss all frogs would not be chosen by the princess? What would you advise the princess, how to test for the best frogs? Hint for you: there are already [http://www.skilledtester.de/component/option,com_joomlaboard/Itemid,52/func,view/id,85/catid,19/ existing comments] to this story (if you do not like one comment, read the next one, there are always new ideas in each posting). Please add your thoughts, ideas [[Topic_talk:Software_testing/introduction#feedback_by_participants_of_the_course|here]]. [[de:Kurs:Software-Test/Einleitung]] [[Category:Computer Science|Computer Science Courses]] 9854 75695 2007-01-14T08:47:08Z Historybuff 5228 {{Navigation:Topic:Software_testing}} __TOC__ ==tutors== ''The tutors organize the course and help also on non-professional questions.'' *[[User:Erkan_Yilmaz|Erkan Yilmaz]] : please always use [[Special:Emailuser/Erkan_Yilmaz|email]] *[http://de.wikiversity.org/wiki/Benutzer:Exxu Exxu] (German course) *[http://de.wikiversity.org/wiki/Benutzer:ManWing2 ManWing2] (German course) ==study group== ===Yes, I want to participate=== ''If you want to learn with others, please subscribe here.''<br> [http://de.wikiversity.org/wiki/Kurs:Software-Test/Lerngruppe#Lerngruppe Here] you can find the German study group. ===questions=== ''any questions?'' [[de:Kurs:Software-Test/Lerngruppe]] [[Category:Computer Science Courses|Computer Science Courses]] 9855 77295 2007-01-16T21:38:55Z JWSchmidt 20 [[Topic:Software testing/history of testing]] moved to [[Software testing/history of testing]]: learning resources go in the main namespace {{Navigation:Topic:Software_testing|Kurs}} __TOC__ ==time phases in testing== ===phases in history of mankind=== Since beginning of time definitely there were tests - here you see one classification from the last century. :-)<br> This (there are of course more) classification originates in 1988 by [[Topic:Software_testing/literature|D. Gelperin und W.C. Hetzel]]. They classified for software testing the following phases and goals: * Until '''1956''' it was the debugging oriented period, where testing was often associated to debugging: there was no clear difference between testing and debugging. * From '''1957-1978''' there was the demonstration oriented period where debugging and testing was distinguished now - in this period it was shown, that software satisfies the requirements. * The time between '''1979-1982''' is announced as the destruction oriented period, where the goal was to find errors. * '''1983-1987''' is classified as the evaluation oriented period: intention here is that during the software lifecycle a product evaluation is provided and measuring quality. * From '''1988''' on it was seen as prevention oriented period where tests were to demonstrate that software satisfies its specification, to detect faults and to prevent faults. More about these phases can be read in the freely available postscript document by [[Topic:Software_testing/literature|G. T. Laycock]]. ===phases in software development models=== One possibility for classification can be: testing right from beginning or not ab initio (analog to 0 and 1 in PCs). Because many seem not capable of this pattern, in theory the classification is done with test levels: * [http://en.wikipedia.org/wiki/Component_testing component testing] (also called [http://en.wikipedia.org/wiki/Unit_testing unit testing]) * [http://en.wikipedia.org/wiki/Integration_testing integration testing] * [http://en.wikipedia.org/wiki/System_testing system testing] * [http://en.wikipedia.org/wiki/Acceptance_testing acceptance testing] ==some test philosophies== ''info: at the moment not all test philosophies are listed'' ===(only) our customers/users should test=== Well, some people think: Yeah, right! the customers/users will complain already, if something does not work. There is no need that we test (at all) (that much). Let's not argue yet, if people with this approach are behind the times.<br> But there are also completely other test directions. ===[http://en.wikipedia.org/wiki/Test_Driven_Development Test Driven Development] (TDD)=== This is primary a design process. Before [http://en.wikipedia.org/wiki/Sourcecode source code] is implemented, reflections are done how to prevent that the source code gets "bad". This is done in this way: before creating source code, [http://en.wikipedia.org/wiki/Unit_test unit tests] are created and ''after'' this - or in an iterative process - the system is created. Whereas minimalistic claim is, that the source code does only fulfill the tests. Therefore there is a "natural" end to program creation: not when the developer has finished all features, but when all claims to software by unit tests are fulfilled. Here you have some survey results (February 2006) about TDD usage: [http://www.methodsandtools.com/dynpoll/oldpoll.php?UnitTest Methods & Tools survey: How is unit testing performed at your location?]<br> (''Please consider, that surveys do not necessarily represent reality (see also:'' [http://en.wikipedia.org/wiki/Statistical_survey|statistical survey])) ====[http://en.wikipedia.org/wiki/Extreme_Programming Extreme Programming] (XP)==== XP exists since [http://www.extremeprogramming.org/Kent.html 1996], cofounder: [http://de.wikipedia.org/wiki/Kent_Beck Kent Beck], [http://en.wikipedia.org/wiki/Ron_Jeffries Ron Jeffries] Extreme programming is one of the [http://en.wikipedia.org/wiki/Agile_software_development agile methods]. It comprises of a set of methods in software development, to which also the TDD approach belongs to. In contrast to agile methods there are [http://en.wikipedia.org/wiki/Agile_software_development#History heavyweight, bureaucratic methods]: e.g. [http://en.wikipedia.org/wiki/V-Model|V-Modell] or [http://en.wikipedia.org/wiki/IBM_Rational_Unified_Process|Rational Unified Process (RUP)]. <br> With XP following improvements are intended in a software project: *communication: developers communicate with customers and other developers *simplicity: when designing source code *courage: the system is delivered as early as possible to the customer, so that requested changes can be implemented *feedback: software is tested right from the first day One thought during this is: the unit tests serve as specification. Also a [http://en.wikipedia.org/wiki/Continuous_integration continuous integration] for all unit tests is required - they must run at any time without errors, before continuing with development. For this [http://en.wikipedia.org/wiki/List_of_unit_testing_frameworks test frameworks] (e.g. [http://en.wikipedia.org/wiki/JUnit JUnit]) are used. Another aid is [http://en.wikipedia.org/wiki/Pair_programming pair programming]: For this the old wisdom is used, that four eyes see more than just two. While one developer writes the source code, the other is thinking with. After a role change the tasks for both change. Though at first view here is spend double human resources, some figures show, that the extra costs are only 30%, but the quality of the created source code improves a lot. The team pairs are regularly mixed again in certain project phases. With this there is an useful side effect: not only one developer knows a certain source code, there is at least one more developer available for contacting, if modifications have to be done. ===[http://en.wikipedia.org/wiki/Behaviour_driven_development Behaviour Driven Development] (BDD)=== cofounder: [http://blog.daveastels.com/articles/2005/07/05/a-new-look-at-test-driven-development Dave Astels], [http://behaviour-driven.org/BehaviourDrivenDevelopment Dan North] BDD is under technical viewpoint the same like TDD.<br> But BDD devotes to following aspect: because TDD uses test centered vocabulary (e.g. test cases, test suite, test ...) this can lead to: thinking mostly of testing - but TDD ist however a design process. BDD tries to improve this by a common vocabulary. Because language influences the way of thinking ([http://en.wikipedia.org/wiki/Sapir%E2%80%93Whorf_hypothesis Sapir–Whorf hypothesis]). If you use for example always terms like ''test'', people tend perhaps to think only about [http://en.wikipedia.org/wiki/Software_verification verification]. But when you speak of behaviour or interactions, it is not important to prove that e.g. the source code is correct; the focus lies then on: What should my source code actually do? Because of this BDD concentrates on specification. The focus is not anymore on the structure of source code (e.g. for this class Y I need also one test class Test_Y), the focus lies on the behaviour of the source code. It should be created a specification which shows the behaviour precise, unambiguous and in executable form. Actually you do not write tests anymore, you write specifications. ==what can testers expect?== ===anything - no kidding=== I guess you all heard of [http://en.wikipedia.org/wiki/Murphy%27s_law Murphy's law] already?<br> ''"If there's more than one way to do a job, and one of those ways will result in disaster, then somebody will do it that way."'' Think about it: didn't you have yourself a really bad day once? How should software feel, which is captured day after day in a PC? :-) Perhaps some senior semester remember also the film [http://en.wikipedia.org/wiki/Tron_%28film%29 Tron]? ===a standard does not automatically lead to less anomalies=== ''translation to be continued - [http://de.wikiversity.org/wiki/Kurs:Software-Test/Geschichte_des_Testens#Ein_Standard_f.C3.BChrt_nicht_automatisch_zu_weniger_Anomalien here] the German version'' ==theory== To you: this chapter is in the phase of becoming. At the moment there is also worked on other chapters.<br> So: do you have a quetsion about it? Please ask one of the tutors [[Topic:Software_testing/meeting_place#tutors|here]].<br> Don't lose heart! we tutors do not bite - well, only sometimes :-) [[de:Kurs:Software-Test/Geschichte_des_Testens]] [[Category:Computer Science Courses|Computer Science Courses]] 9856 49736 2006-11-28T09:43:05Z Hillgentleman 530 revert mistake position:relative; bottom:0px; background-color:#F1F5FC; border:solid 1px #8FAACC; border-bottom:none; padding:3px 5px 4px 5px; <noinclude>{{CSS-template}}</noinclude> 9857 69322 2007-01-10T01:40:08Z JWSchmidt 20 [[Category:Management]] Operations Management can include anything from room setup of chairs and tables of venues and events to IT and A/V equipment setup. [[Category:Management]] 9858 49453 2006-11-27T19:53:22Z Robert Elliott 1436 Rough Draft __NOTOC__ {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear app kcmmidi.png|right]] ==Filmmaking Software Review== ;[[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :Software for Filmmaking <font color="purple">(not free)</font> ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #0000ff solid;" |<big>[http://www.motu.com/products/software/msi MOTU Symphonic Instrument ]</big> |} |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==MOTU Symphonic Instrument== :MOTU Symphonic Instrument is an alternative to GarageBand with Jam Pack:Sympony Orchestra. :I hope to test this soon. | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | == Uses at WikiU Film School== * Film scoring ==Other Uses== * See [[Mad Max's Course in Film Scoring for Motion Pictures|Mad Max's Course in Film Scoring for Motion Pictures]] |} ==Contact Your Instructor== * Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking in the Drama Department]] [[Category:Filmmaking Software]] 9859 49467 2006-11-27T20:21:55Z Erkan Yilmaz 1642 partly english {{this template|is a CSS-template. Areas with this template will have following appearance:<br><small>(Hinweis: Die Vorschau-Funktion funktioniert nicht, wenn die jeweilige Vorlage in sich selbst eingebunden ist.)</small>}} <div style="{{<includeonly>{{{1|{{FULLPAGENAME}}}}}</includeonly>}}">Dies ist ein Text, der mit dieser CSS-Vorlage gestylt wurde.</div><noinclude> ---- ''Falls es zu dieser Vorlage etwas zu erklären gibt, gehört eine Erklärung hierhin.'' </noinclude> 9860 68592 2007-01-09T12:07:49Z Mystictim 626 added Learning activities The term '''atom''' comes from the negating prefix '''''a-''''' and the root word, '''''tomos''''' ancient Greek for a '''cut''' or '''slice'''. ''(compare [[Wiktionary:Tomography|Tomography]])'' &mdash; that is, not divisable into parts. Today we know that atoms can indeed be divided ([[Wikipedia:Cyclotron|though not easily]]) into ''sub''atomic parts, but the term has allowed a logical entry into the cosmos of the physical universe since ancient times. In [[Basic atomic physics]], we will introduce theoretical (atomic) physics to the reader who is "not conversant with the mathematical apparatus of theoretical physics [http://www.gutenberg.org/catalog/world/readfile?fk_files=12465&pageno=3]" but keenly interested and determined to learn the topic. ''See the [[School:Physics|School of Physics]] for this article's placement within the curriculum.'' ==Introduction== Early thinkers, such as [[Wikipedia:Democritus|Democritus]], [[Wikipedia:Ptolomy|Ptolomy]] and [[Wikipedia:Euclid|Euclid]] and a host of other giants upon whose shoulders stood contemporaries such as [[Wikipedia:Rene Descartes|Descartes]], [[Wikipedia:Issac Newton|Newton]] and [[Wikipedia:Albert Einstein|Einstein]] believed that the World was ''comprehensible''. Had they not believed this, they might have abandoned their studies to simply accept superstition and malformed faith, returning to a life of nescient practice. It's a good thing for [[School:Physics|us]] that they described at least a starting point for conceptual physical [[Wikipedia:unity|unity]] to the tiniest, most fundemental things they could think of. Atomic physics is a subject about [[Wiktionary:power|power]]s, [[Wiktionary:object|object]]s, [[Wiktionary:force|force]]s, [[Wiktionary:motion|motion]] and [[Wiktionary:change|change]]. It is a quintessential study of [[Wikipedia:reality|reality]] that ''can be'' both sensed and concieved ''if'' a consice, succint, accurate, flexible, and dynamic language is shared among its proponents. Learning this language, the [[Mathematics of Theoretical Physics]] perhaps ''should be'' the primary goal of the physics student. As Einstien did in his book, ''[http://www.gutenberg.org/etext/5001 Relativity : the Special and General Theory]'', this course will advance the learner (and some teachers) in a "step-motherly" fashion so that "readers unfamiliar with physics may not feel like the wanderer who was unable to see the forest for the trees." ==Belief and reality== [[Image:Mug and Torus morph.gif|thumb|right|Mathematical apparatus: How powerful is math?]] Imagine a young [[Wikipedia:Pythagoras|Pythagoras]] sitting cross-legged on a Samian beach with his new [[Wikipedia:lyre|lyre]]. With the index finger of one hand he gently touches the midpoint of a string, while carefully plucking it with the thumbnail of his other hand. Does this have anything to do with atomic physics? The English '''[[School:Chemistry|chemist]]''', [[Wikipedia:John Newlands|John Newlands]] might have thought so. :'''''Think:''''' ''The term '''[[Wiktionary:octave|octave]]''' is used in both Music and Physics. ''See [[Wikipedia:Periodic table|Periodic table]], [[Wikipedia:Electron shell|Electron shell]], [[Wikipedia:Musical acoustics|Musical acoustics]]'' ::Why was Newlands, who noticed in 1865 that the elements of similar type recurred at intervals of eight, ridiculed by his contemporaries for his "law of octaves"? :::<small>''Hint: see [[Wikipedia:Pathological science|Pathological science]]''</small> [[Category:Physics]] [[Category:Learning activities]] 9861 68753 2007-01-09T23:32:30Z JWSchmidt 20 #REDIRECT [[Mathematics of theoretical physics]] #REDIRECT [[Mathematics of theoretical physics]] 9862 77354 2007-01-16T23:31:45Z Mystictim 626 added welcome and expand template {{welcome and expand}} workbook for [[Mathematics of Theoretical Physics]] [http://en.wikiversity.org/w/index.php?title=Wikiversity:Requested_articles&action=edit request me] [[Category:Physics]] 9863 75527 2007-01-14T03:01:39Z Historybuff 5228 [[Category:Software applications]] 9865 49491 2006-11-27T21:43:57Z Erkan Yilmaz 1642 first creation <includeonly>{{Navigation:{{#if:{{NAMESPACE}}|{{NAMESPACE}}:}}{{BASEPAGENAME}}{{{1|}}}}}</includeonly><noinclude>{{Diese Vorlage|dient zum Einbinden einer Navigation.}} '''Verwendung:''' <code><nowiki>{{subst:Navigation}}</nowiki></code> '''Quellcode:''' <pre>{{Navigation:{{#if:{{NAMESPACE}}|{{NAMESPACE}}:}}{{BASEPAGENAME}}{{{1|}}}}}</pre></noinclude> 9867 68744 2007-01-09T23:27:26Z JWSchmidt 20 [[Category:Materials Science and Engineering]] ==Topics== *[[Materials_Science_and_Engineering/magnetic_materials/giant_magneto-resistive_tunnelling_effect |Giant Magneto-Resistive Tunnelling Effect]] ==Questions== *[[Materials_Science_and_Engineering/magnetic_materials/saturation_magnetization_near_curie_temperature | Saturation Magnetization Near Curie Temperature, Tc]] [[Category:Materials Science and Engineering]] 9869 68288 2007-01-08T20:29:30Z JWSchmidt 20 caps '''Relay''' is an electrical switch. It opens and closes under control of electric curent applied. The switch is operated by an electromagnet to open or close sets of contacts. When a current flows through the coil, the generated magnetic field attracts an armature, mechanically linked to a moving contact. The movement either makes or breaks a connection with a fixed contact. *When the current to the coil is switched off, the armature is returned by a force approximately half as strong as the magnetic force to its relaxed position. Usually it is done by spring, or by gravity. ==Relay Contacts== The contacts are either Normally Open (NO), Normally Closed (NC), or change-over (CO) contacts. *Normally-open contacts connect the circuit when the relay is activated; and disconnect when the relays is deactivated. *Normally-closed contacts disconnect the circuit when the relay is activated; the circuit is connected when the relay is inactive. *Change-over contacts control two circuits: one normally-open contact and one normally-closed contact with a common terminal. Simply speaking they just switch in-between circuts. Most relays are manufactured to operate quickly. In order to reduce noise in a low voltage application, and to reduce arcing in high voltage or high current application. *Suggested reading [[wikipedia:Relay|Relays]] ==Relay circuit applications== ===Logic Gates=== ====AND GATE==== In the AND gate circuit, both relays, in series with their own switch buttons are placed (in parallel) independently from each other, yet connected to the same source. The lamp (output) circuit is also connected to the same source. However, the lamp is connected in series with NORMALY OPEN contact of relay A, then in series with NORMALY open contacts of relay B. So the lamp will light up only if … both contacts will be closed. And it will happen only if both relays be activated. ====OR GATE==== In the OR gate circuit, both relays, in series with their own switch buttons are placed (in parallel) independently from each other, yet connected to the same source. The lamp (output) circuit is also connected to the same source. However, the lamp is connected in series with NORMALY OPEN contact of relay A, parallel to the contactsof relay A the normally open contact of relay B is placed. So the lamp will light up only if either contact of relay A or the contact of relay B will be closed. And it will happen if any one of relays be activated. ====NAND gate==== In the NAND gate circuit, both relays, in series with their own switch buttons are placed (in parallel) independently from each other, yet connected to the same source. The lamp (output) circuit is also connected to the same source. However, the lamp is connected in series with NORMALY CLOSE contact of relay A, parallel to the contacts of relay A the normally closed contact of relay B is placed. So the lamp will light up only if either contact of relay A or the contact of relay B will be closed. And it will happen if either NONE or just ONE of relays be activated. But not the both, when both normally closed contacts will be open. ====NOR GATE==== In the NOR gate circuit, both relays, in series with their own switch buttons are placed (in parallel) independently from each other, yet connected to the same source. The lamp (output) circuit is also connected to the same source. However, the lamp is connected in series with NORMALY CLOSED contact of relay A, then in series with NORMALY closed contacts of relay B. So the lamp will light up only if … both contacts will be closed. And it will happen only if NONE of the relays be activated. If some of the relays be activated, it will open the normally closed contacts which comprise the serial circuit with a LAMP (output) so the entire circuit will be open, and the lamp will not light up. ====XOR Gate==== In the XOR gate circuit, both relays, in series with their own switch buttons are placed (in parallel) independently from each other, yet connected to the same source. The lamp (output) circuit is also connected to the same source. The contact arrangement is more complex if compared with previous ones. XOR gate outputs 1 if either one of the inputs is one, but NOT THE BOTH. So, speaking in other words, XOR’s output is 0 if both inputs are the same. XOR’s output is 1 if the inputs are different. In our circuit it is achieved by the below-described structure, in series with a lamp. Two parallel chains of contacts, where in a first chain Normally Open contact (of relay A) in series with normally closed (relay B) in a second chain, Normally Closed contact (of Relay A) in in series with Normally open. (relay B) So, if relay A is activated its contact in upper chain will be closed and its contact in lower chain will be open. And if relay B is not activated its contact in upper chain is closed and in lower is open. It provides a normal conductivity for a lamp to light up. If relay B is activated, its normally open contact in a second chain will be closed, and normally closed contacts of relay A will be closed (relay A is not acticated) and the circuit will work. If both relays will be activated, the chains will look like this “closed-open” “open-closed” Neither one providews conductivity and the lamp will not light up. ==Varying pull-in and drop-out time of relays== ===Slow to energize (pull in) and slow to de-energize (drop out)=== A capacitor, placed in parallel with relay, acts as a conductor when a voltage is supplier to it. With a passage of time, it becomes charged, and when a voltage on its plates build up as high as relay activation voltage – the relay will pull in. Deenergizing the circuit, the some charge will be still left in the capacitor. When it will discharge through the resistance of the relay coil, and a voltage across its plates will drop below the relay drop-out voltage, the relay will drop out. ===Fast to energize, and slow to de-energize=== Parallel to relay there is an RC (resistor-capacitor) chain. When the circuit is energized, the voltage across relay coil is a power voltage. Since relay coil is connected directly to the power source (yet parallel with an RC chain) the voltage across it is the same as a power voltage. However, the voltage in RC chain varies (across Capacitor vs. across resistor) When the circuit is de-energized, the capacitor discharges through the resistance of a resistor sin series with the resistance of a coil. It takes time for a voltage to drop from a power voltage to the drop put voltage of the relay. ===Fast to energize=== When a power is suddenly connected to the coil of relay, the current is built up in the coil. The votage in the coil is a Delta I / Delta t … Delta t (change of time) is small, so the big voltage may arise, destroying the relay. So, we need to couple a resistor with relay. In our circuit, the resistor is placed across the normally closed contacts of relay. When the relay is activated they open, “replacing a conductor by a resistor” and all the induction current will be dissipated through this resistor. ===Inductor spike suppressor=== When a relay coil is re-energized a fast change of current may produce a voltage spike across the coil. This voltage can damage the rest of components in a circuit. So in order to suppress it, semiconductor diode is place across the relay. So, that it will conduct current in direction of a spike, preventing the circuit from damages. The spike current will be dissipated through the resistance of diode in non-conducting direction. [[Category:Electronic engineering]] 9870 68709 2007-01-09T21:52:37Z JWSchmidt 20 [[Category:Java]] {{welcome and expand}} Security in Java... [[Category:Java]] 9871 68717 2007-01-09T21:57:30Z JWSchmidt 20 [[Category:Java]] {{main_welcome}} Networking in Java [[Category:Java]] 9872 77649 2007-01-17T06:17:17Z Historybuff 5228 /* Creating a new Thread */ Clarified =Threads - What they are= Basically, threads are a flow of execution. All programs use threads, and you have already constructed a progam that uses a single thread. However, multi threading is more complex. In this section, you will learn why and when to use threads, and, of course, how. The threading concept is pretty easy to understand, and so it should not take too long. =Creating a new Thread= If you create a thread, you need to have 2 classes where one is using the other. To take advantage of threads, the two classes must be able to run at exactly the same time. This simultaneous execution is called concurrency. For example, you have a networked server application with multiple clients. If you use the Input.getUTF() method, the server has to wait until the client has sent data and the method returns. However, no other client can be serviced, even if other clients have sent data, while your program is waiting for the method to return. Now that you know when to use threads, lets get on with it. There are two ways to make a class use a thread: implementing Runnable or extending Thread. Examples: <pre> class useThread extends Thread class useThread implements Runnable </pre> The rest is the same for both. You will need a method called run. This could run forever. It has not parameters and a return type of void. This is where you put the code that you want to run simultaneously. Note that you only need to create one thread when using 2 tasks! The main thread that is automatically created will continue to run when the other thread is running. To start a thread (ie, get the thread going), use the start() method. Example: <pre> public class UseSomeThread { public static void main(String args[]) { ThisThread prog = new ThisThread(); prog.start(); while(true) { System.out.println("Main Thread") } } } class ThisThread implements Runnable //or extends Thread { public void run() { while(true) { System.out.println("This Thread"); } } } </pre> It will print This Thread and Main Thread at the same time. The console should look something like this: <pre> This Thread Main Thread This Thread Main Thread Main Thread This Thread This Thread Main Thread This Thread ... </pre> It won't be exactly even. Now, you know how to multi thread! =Uses in Networking= The next section covers networking with multi threading. In this place you will learn the uses. When creating a chat program, you might want threads - the main thread is the server and the other threads are the client connections. For Example: <pre> class Connection implements Runnable { DataOutputStream out; DataInputStream in; Socket sock; //In contructor, make in, out, and sock with in as sock's input stream and out as sock's output public void run() { try{ in.readUTF(); out.writeUTF("Hello"); } catch ... etc. } } </pre> There are many other programs that will require more than one thread. [[Category:Java]] 9873 68702 2007-01-09T21:48:59Z JWSchmidt 20 [[Category:Java]] {{main_welcome}} This will be about multi threading and networking together [[Category:Java]] 9877 49575 2006-11-28T02:32:00Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 9878 49576 2006-11-28T02:33:30Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 9879 49577 2006-11-28T02:33:47Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 9880 49578 2006-11-28T02:34:07Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 9881 67488 2007-01-07T03:36:33Z JWSchmidt 20 as requested at [http://en.wikiversity.org/w/index.php?title=User_talk%3AJWSchmidt&diff=67480&oldid=67354] #REDIRECT [[Historical Introduction to Philosophy/General Introduction]] 9882 49580 2006-11-28T02:35:00Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9883 49581 2006-11-28T02:35:46Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9884 49582 2006-11-28T02:36:20Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9885 49583 2006-11-28T02:36:41Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9886 49585 2006-11-28T02:37:06Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9887 49586 2006-11-28T02:37:28Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9888 49590 2006-11-28T02:38:18Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9889 49591 2006-11-28T02:38:36Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9890 49593 2006-11-28T02:38:54Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9891 49594 2006-11-28T02:39:15Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9892 49595 2006-11-28T02:39:27Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9893 49596 2006-11-28T02:39:46Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9894 49597 2006-11-28T02:40:16Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9895 49598 2006-11-28T02:40:32Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Ro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio for the 3D storyboard of [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9896 69891 2007-01-10T15:04:52Z Mystictim 626 added catogory learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Personal Identity|Back]] [[Historical_Introduction_to_Philosophy/Libertarianism|Forward]] == <strong>Determinism and the Problem of Free Will</strong> == <br> ===FREE WILL: KEY TERMS AND THEORIES=== <br>Determinism is a philosophical position which holds that every event is determined by natural laws. In this view, nothing can happen without an unbroken chain of causes that can be traced all the way back to the beginning of time and space. The opposite of determinism is sometimes called ''indeterminism''. It is important to understand that ''free will'' is not necessarily the opposite of determinism. In fact, some people believe free will and determinism are wholly compatible. This belief is called [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Compatibilism compatibilism].<br>Free will is the ability to make something happen without the influence of the environment or heredity. The opposite of free will is ''hard determinism'', the belief that all our choices are caused. [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Libertarianism Libertarianism] is the belief that free will is true, and that there is no way for free will and determinism to both be true.<br> <br>Additional Reading: * [http://www.ucl.ac.uk/%7Euctytho/dfwTerminology.html Determinism and Freedom Philosophy -- Its Terminology] <br> ===INTRODUCTION=== <br>It is popular to believe we have free will. Many people believe they can hold other people (and themselves) personally accountable for their actions. Without free will, this would be impossible; we can not be held responsible for actions we did not cause. Though free will may seem attractive, there are some problems with the idea. We may ask ourselves:<br> * Are some of our choices caused by other people or the environment? All of them? * Is it possible that free will is an illusion?<br /> <br /> Hard determinists say free will is an illusion. Why would they make such a statement? As you will discover in this historical view of determinism and free will, people have long disputed the possibility of free will. The nature of philosophy is to provide reasons for beliefs. Therefore, we will focus on the reasons our philosophical ancestors gave for their beliefs about free will and determinism.<br> The first to consider physical determinism were Leucippus and Democritus, the first to theorize the existence of atoms. They reasoned that everything that happened in the world was due to the interaction of atoms. This theory was unpopular at the time, but it picked up popularity later on. Philosophers have pondered the implications of determinism in many contexts. We will consider Western thought on determinism in logic, theology, ethics, and physics. Then we observe determinism in Eastern thought, and contemporary issues involving brain science.<br><br>Additional Reading:<br> * [http://www.galilean-library.org/int13.html Free Will and Determinism] <br> ===FREE WILL FROM THE PERSPECTIVE OF WESTERN HISTORY=== <br> ====<u>Logic</u>==== [[Image:Logic.GIF]]<br> The Stoics thought that determinism was supported by logic. The logic they saw behind determinism was the true/false nature of statements about the future. For example, either Jane will jump off a cliff tomorrow, or she will not. In this view, there is no “maybe”. We can claim either scenario to be true, but only one will turn out to be true. The same is true for all future events; they will happen or they will not, no matter what we believe. As a result, all future events are determined(1).<br>Diodorus Cronus, one of the Stoics, argued the following: Whenever something happens, it was going to happen before it actually happened. Therefore, nothing is going to happen except what actually ends up happening. This means no person can choose to do anything because once they have done something, that was what they were going to do, and there was no “maybe” as to whether or not they were going to do it(2).<br>Cronus’ conclusion brought about “the idle argument,&quot; which concludes that men should always be idle rather than bothering to prepare for the future; after all, events in the future will happen in the way they will happen despite our efforts to prepare for them or our attempts to prevent them. Another Stoic, Chrysippus, suggested that this “idle argument” did not take into consideration the interdependence of events. For instance, it may be true that John’s straw hut will survive a hurricane tomorrow, but it may also be true that John’s straw hut will only survive the hurricane tomorrow if he installs a steel netting around his hut. Thus, it can not be said that John’s hut will survive the hurricane whether he prepares for it or not(1).<br>Aristotle was critical of the Stoic’s position on logical determinism. He was not inclined to think that all possible events are true or false before they occur. In particular, he thought that events depending on the intentional decisions of humans were neither true nor false before they occurred. In this view, events resulting from intentional human decisions may or may not occur, depending on the free choice of the human(1).<br> <br>Additional Reading:<br> * [http://en.wikipedia.org/wiki/Problem_of_the_futures_contingents Problem of the future's contingents] <br> ====<u>Theology</u>==== [[Image:Theology.GIF]]<br> Some philosophers and [http://en.wikipedia.org/wiki/Theology theologians] have reasoned that God exists, and that God truly knows everything that is going to happen in the future. If God knows what we will do in the future, then we can not choose to do anything other than what God knows we will do. If we can not choose to do anything differently than what God knows we will do, we can not choose freely (this is referred to as the Principle of Alternate Possibilities). On some elaborations of these basic [http://en.wikipedia.org/wiki/Premise_%28argument%29 premises], some have concluded that determinism is true(6).<br> Many Stoics believed that the world is in the only state it could possibly be in; how could God, being perfectly good, make anything but a good world? The Stoics considered God or Zeus to be the origin of the state of the world, and because no one can change God’s will to be less good, no one can change the state of the world. Therefore, enlightened people should seek to find their determined place in the world and embrace it(1).<br>St. Augustine believed that God existed and knew everything, including every action we will take in the future. From this belief, he reasoned that it would be impossible to act in a way that God did not foresee. However, St. Augustine did not believe this was a problem for free will. That is, he did not believe that our actions are determined by what God knows we will do; rather, God knows what we will freely choose to do. In defense of this belief, Augustine compared God’s foreknowledge to our memory of the past. We remember what we did a few seconds ago, but our knowledge of that does not imply that what we did was inevitable. In the same way, God’s ability to “remember the future” does not imply any inevitability of our future actions(1).<br>St. Anselm believed that people have free will in that their will has the power to do what it ought to do, or what it was designed to do, for the ''sake'' of doing what it ought to do. Drawing on Aristotle’s teleology, St. Anselm believed that everything has a purpose. The purpose of the will is to be just and judge the morality of things. Justice is doing what one ought to do. In judging the morality of things, the will judges whether things are in accordance with their purpose, or if they are otherwise. Freedom for Anselm is the power of the will to do what it ought to do for the sake of doing what it ought to do, rather than for the sake of bribery or for the sake of obeying authority. Interestingly, Anselm held that freedom of the will is not freedom to choose to do what something was not designed to do; he believed free will could exist without the choice of going for or against one’s purpose. In other words, Anselm argued that the will is free because it can choose between what it ought to choose for the sake of choosing what it ought to choose, or for the sake of something else.<br><br>Additional Reading:<br> * [http://plato.stanford.edu/entries/free-will-foreknowledge/ Foreknowledge and Free Will] <br> ====<u>Ethics</u>==== [[Image:Ethics.GIF]]<br> Socrates’ view was that when people become aware of good, they become incapable of choosing to think or act in a bad way(3). Plato agreed with this, and believed that knowing good makes it impossible to choose bad(1). To illustrate, if a noble soldier thought he could save his comrades by jumping on a grenade, he could do so. If he did not think he could save anyone, or bring about any good greater than his own life by jumping on the grenade, he would be incapable of jumping on it. This view suggests that people’s choices are determined by their knowledge of good and evil.<br>Aristotle did not adopt the views of Socrates and Plato on ethical determinism. In his view, people’s minds are influenced by reason and desire/appetites. One can rationally determine an action to be bad, but desire to perform the action. The person has the ability to choose between these conflicting influences, and is thus free to choose good or bad behavior. John Locke illustrated this view with the scenario of a drunkard: He is aware that his excessive drinking behavior is bad for him, but he chooses to act on his desire to drink(1).<br><br>Additional Reading:<br> * [http://classics.mit.edu/Aristotle/nicomachaen.7.vii.html Nicomachean Ethics, Book VII] <br> ====<u>Physics</u>==== [[Image:Physics.GIF]]<br> Nowadays, when people argue for determinism, they often make reference to laws of physics. These laws were not recognized until their formation in the seventeenth and eighteenth century. Once these laws were established, people began seeing the universe in terms of physical laws that could be stated precisely. Early adopters of physical determinism began substituting physical laws for supernatural forces in their arguments for the inevitability of human actions.<br>The Epicureans (philosophers who followed the ideas of Epicurus starting in late 4th century BCE) believed the most basic, fundamental unit of matter to be the atom. They reasoned that the soul, which causes human actions, was entirely made up of atoms (because it was able to rouse the body to action quickly, the soul could not have been made up of larger particles which take a longer time to accelerate). These atoms, they believed, moved according to their speed, direction, and shape, and did not change direction unless bumped by other atoms. That meant the soul could not make its own decisions. This became a problem for them, so they reasoned that atoms were able to change direction without a cause.<br>Thomas Hobbes was a materialist. He rejected the idea that there was an immaterial soul or any other external forces controlling our behavior. He thought all our actions were the result of particles moving around in our brains, and that those particles obey the same physical laws that all other matter obeys. The only kind of “freedom” Hobbes recognized was the freedom of matter to move in its natural way without some outside force holding it back. For example, a rock that breaks free from the top of a mountain is free to tumble down to the base as it naturally will, unless someone catches it, a bear eats it, or some other external force acts on it, preventing it from reaching the base of the mountain.<br>However, Hobbes did not reject free will (see [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Compatibilism Compatibilism]). His theory, that we act freely when nothing restrains us, was adopted by many philosophers after him. To this day many philosophers believe Hobbes’ idea resolves the problem of free will.<br><br> Additional Reading:<br> * [http://plato.stanford.edu/entries/ancient-soul/#5.1 Epicurus' Theory of Soul] <br> ===FREE WILL FROM THE PERSPECTIVE OF EASTERN HISTORY=== [[Image:Interdependence.GIF]]<br> The concept of determinism appeared in the East in the Buddhist doctrine of Dependent Origination. This is Buddha’s theory of the cause of all things. The theory posits that all action in the universe is dependent upon a complex of causes, none of which can be removed without also removing the action. No effect exists independently of multiple causes. These causes are not random, nor are they necessarily predetermined; they result from a complex of other causes. In Buddha’s words, “Because of this, that becomes; because of that, something else becomes…”(5)<br> In Hindu philosophy, there are several conceptions of free will. The beliefs of the Samkhya, a school of thought in Hindu philosophy, fall under hard determinism, while those of Advaita Vedenta, another Hindu school, fall under libertarianism. Free will is necessary for the [http://en.wikipedia.org/wiki/Karma_in_hinduism/ Karma doctrine] of the Vedenta; by exercising free will, we determine our soul's fate in future lives.<br><br>Additional Reading:<br> * [http://en.wikipedia.org/wiki/Buddhist_philosophy Buddhist Philosophy] * [http://en.wikipedia.org/wiki/Advaita_Vedanta Advaita Vedanta] <br> ===CONTEMPORARY PROBLEMS=== Most scientists who study the brain believe we make decisions with our brains. This belief is supported by repeated studies demonstrating activity in certain areas of the human brain as it caries out certain thoughts or activities (including decisions), and careful studies revealing the necessity of specific brain regions for initiation of thoughts and behaviors. The brain is physical, subject to the same physical laws as the rest of the universe. This suggests physical determinism of our thoughts and actions.<br>Recent studies have revealed that the brain may begin initiating behaviors before we are consciously aware of it. This suggests that we may not be aware of our brains’ conscious decisions; we “realize” them after our brains decide what to do. This may suggest that our brains’ decisions are guided by physical laws rather than our consciences(4).<br><br>Additional Reading:<br> * [http://en.wikipedia.org/wiki/Free_will#Neuroscience_and_free_will Neuroscience and free will] <br> ===QUESTIONS FOR REVIEW=== # What is the opposite of determinism? Why is it not defined as free will? # Why did the Stoics believe determinism was a logical truth? # On what theological premise did the Stoics conclude the impossibility of free will? # What is the idle argument? How did Chrysippus deal with it while maintaining determinism? # How did Augustine use analysis of past events to support his belief that God's foreknowledge of the future does not imply determinism? # What did Anselm mean when he referred to the &quot;freedom&quot; of the will? # Why did Socrates and Plato believe our moral judgments are determined? # What &quot;inner conflict&quot; did Aristotle and Locke refer to in support of free will? # Why did the Epicurean's belief about the nature of the soul create a problem for free will? How did they attempt to resolve this problem? # How did Hobbes attempt to reconcile physical determinism with free will? Is his idea plausible? # How might modern-day neuroscience challenge free will?<br><br><br> === <strong>REFERENCES</strong> === # Encyclopedia of Philosophy, 2nd ed., vol. 3, editor in chief: Donald M. Borchert, copyright 2006 Thomson Gale # [http://plato.stanford.edu/entries/dialectical-school/ http://plato.stanford.edu/entries/dialectical-school/] # The Longman Standard History of Philosophy. Copyright 2006. Kolak, Danial and Garrett Thomson. # Scientific American Mind ('''April 2005).''' Neuroscience and the Law. By Michael S. Gazzaniga and Megan S. Steven. # Historical Dictionary of Buddhism. Charles S. Prebish. The Scarecrow Press, Inc. Metuchen, N.J., &amp; London. 1993 Page 217, entry on PRATITYA-SAMUTPADA. # [http://plato.stanford.edu/entries/free-will-foreknowledge/ http://plato.stanford.edu/entries/free-will-foreknowledge/] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Personal Identity|Back]] [[Historical_Introduction_to_Philosophy/Libertarianism|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9897 68376 2007-01-08T22:22:32Z JWSchmidt 20 [[Category:Philosophy]] [http://phil373.wikispaces.com/MaryCordova MaryCordova] I have decided to make myself the custodian of this page. You may of course contact the individual authors of each section but if you are not able to reach them please feel free to contact me. Welcome! You have reached an experimental introduction to philosophy course construction wiki. This course is being designed by the Fall 2006 History of Philosophy I students at Mesa State College. This site is in need of a little more work. Please bear with us! [[Historical Introduction to Philosophy/Consequentialism|Back]] [[Historical_Introduction_to_Philosophy/Philosophical Method|Forward]] '''An Excellent Resource for the Beginning Philosopher (also my resource for this page): An Invitation to Philosophy: Issues and Options, By: Stanley M. Honer, Thomas C. Hunt, Dennis L. Okholm, John L. Safford''' === Introduction: What is Philosophy? === [[Image:Philquiz.jpg]] Used by Permission of Chris Cassatt. Thank you from the Mesa State Philosophy Students. Well, what is philosophy? This is a question best answered by what it is not. Philosophy gave birth to all the other disciplines and so what is not now covered by physics, biology, grammar, mathematics, etc is what is left for philosophy. To the ancient Greeks philosophy was the love (philo) of wisdom (sophia). This is essentially true today. The philosophy of today gives one an avenue to enquire about life's BIG questions. If this is not the pursuit and love of wisdom, then what is? Philosophy started with a man called Thales, yes Thales, not Socrates. Thales, and all philosophers after him but up to Socrates, were called the Pre-Socaratics. These Pre-socratics were mainly interested in the physical world. It is Socrates that revolutionized philosophy by taking examination off of the physical world and applying it to mankind itself. Plato, Socrates's pupil, sought to give an objective basis for for Socratic Ethics and developed comprehensive Epistemological and Metaphysical theories. Aristotle, Plato's pupil, was more empirical (requiring of evidence) than his predecessor. Because of this Aristotle developed Science. He sought to give a physical base for the world rather than the Metaphysical one that Plato had constructed. It is from this trinity; Socrates, Plato, and Aristotle, that the entire foundation for Philosophy is set. Every philosopher since has used the work of these men as a starting point. It is in the ideas of these men that we see the seeds of the topics which have become central to philosophy as we know it. '''Educational Task:''' Philosophy is something that you "do", not simply study. In light of this, completion of the following exercise is recommended: For this chapter, as well as the following ones, try to see if you can explain what you have learned to someone else. Try not to engage somebody who is an idiot, you will get nowhere. Be sure to explain what you have learned but allow them to form their own thoughts about the ideas you are expressing. If they have an opposing view point this is so much the better for you. If you have learned well and are able to convey this in a way that they also understand then true discussion can then begin. Viola, you are philosophizing! These next two sections will give you a more in depth analysis of philosophy, its early players, and its methods. [[Historical_Introduction_to_Philosophy/Philosophical Method|Philosophical Method]] - Mondragon [[Historical_Introduction_to_Philosophy/Presocratics and Socrates|Presocratics and Socrates]] - Robinson === Philosophy of Religion === http://members.aol.com/lshauser/phlcomix.html http://members.aol.com/lshauser/copyrite.html '''Questions to Think About:''' Are faith and reason compatible? How do we know that God exists and what is his nature? Why would God allow evil? Does the presence of evil show that there is no God? '''Educational Task:''' Don't forget the assignment given to you in the introduction. The further along you go the more important and helpful the practice will become. [[Historical_Introduction_to_Philosophy/Faith and Reason|Faith and Reason]] - Hartline and Kellaway [[Historical_Introduction_to_Philosophy/Arguments for God|Arguments for God]] - Hartline [[Historical_Introduction_to_Philosophy/The Problem of Evil|The Problem of Evil]] - Kellaway === Epistemology === http://members.aol.com/lshauser/phlcomix.html http://members.aol.com/lshauser/copyrite.html '''Questions to Think About:''' Epistemology: the study of knowledge. What do we know, what can we know, how do we know it? When we 'learn' are we 'remembering' what we already know or, do we actually 'learn' new things? What is 'truth'? Are there such things that are true for everybody all the time (objectivity) or does it change from culture to culture, person to person, situation to situation (relativism) etc? What happens when we say that there is no way to know if we know anything? '''Educational Task:''' Once again, practice, practice, practice. This is truly the best way, not only to see if you are learning, but to actually expand what you have learned. [[Historical_Introduction_to_Philosophy/Epistemology|Epistemology]] - Rogers [[Historical_Introduction_to_Philosophy/Truth, Objectivity, and Relativism|Truth, Objectivity, and Relativism]] - Labriola [[Historical_Introduction_to_Philosophy/The Challenge of Skepticism|The Challenge of Skepticism]] - Keine-Deters === The Philosophy of Mind === http://members.aol.com/lshauser/phlcomix.html http://members.aol.com/lshauser/copyrite.html '''Questions to Think About:''' [[Historical_Introduction_to_Philosophy/The Mind-Body Problem|The Mind-Body Problem]] - Nelp [[Historical_Introduction_to_Philosophy/Theories of Mind|Theories of Mind]] - Aquinto [[Historical_Introduction_to_Philosophy/Personal Identity|Personal Identity]] - McCahan === Free-will and Determinism === [[Image:Example.jpg]]If I could will it, there would be a cartoon here. It seems determined not to be. http://members.aol.com/lshauser/phlcomix.html http://members.aol.com/lshauser/copyrite.html '''Questions to Think About:''' Are our decisions caused by external factors? If so how can we say that we have free-will? Are we predestined, fated to our future? [[Historical_Introduction_to_Philosophy/Determinism and the Problem of Free-Will|Determinism and the Problem of Free-Will]] - Schmurr [[Historical_Introduction_to_Philosophy/Libertarianism|Libertarianism]] - Stone [[Historical_Introduction_to_Philosophy/Compatibilism|Compatibilism]] - Peirsall === Ethics === http://members.aol.com/lshauser/phlcomix.html http://members.aol.com/lshauser/copyrite.html '''Questions to Think About:''' [[Historical_Introduction_to_Philosophy/Ethics|Ethics]] - Gallet [[Historical_Introduction_to_Philosophy/Formalism and Deontological Ethics|Formalism and Deontological Ethics]] - Aylsworth [[Historical_Introduction_to_Philosophy/Consequentialism|Consequentialism]] - Pfeffer [[Historical_Introduction_to_Philosophy/Consequentialism|Back]] [[Historical_Introduction_to_Philosophy/Philosophical Method|Forward]] [[Category:Philosophy]] 9898 80852 2007-01-25T02:12:39Z 65.101.251.99 [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Philosophical Method|Back]] [[Historical_Introduction_to_Philosophy/Faith and Reason|Forward]] <br> [[Category:Philosophy]] '''Thales 624-545 B.C.E.''' Thales was born in Miletus (the NY harbor of its day) had the opportunity to participate in society and was encouraged to. His main interests were natural philosophy, mathematics, and astronomy. He wrote “On Nature” and with his use and understanding of physics, he was able to measure the Egyptian pyramids by using a stick, ratio and the geometrical shape of a triangle. He studied weather and was able to make money after predicting an early harvest by renting all of the areas olive oil presses. His name is included in most of the lists of the seven sages of Greece. One of his finest accomplishments was to redirect a river for King Croesus’s army to cross. Another was his prediction of a solar eclipse in 585 B.C.E. He was in search of the arche or first principle of the universe. His conclusion was all is water. From water we come to water we go. His idea was that the world rests on water and has a soul or spirit. That, motion is life he concluded that magnets could move iron-creating motion therefore giving life the world. '''Anaximander 610-540 B.C.E.''' Anaximander was possibly a student of Thales and showed great interest in geometry, astronomy and philosophy. Anaximander was the first to write prose specifically for Philosophy. He invented the sundial giving the Greeks a way to measure time. He was also the first Greek to give us a map of the world. His main argument was that all is the “boundless” and has no specific qualities, therefore, creating opposites. Water is wet, fire is dry, and water puts out fire. It is eternal because it gives rise to opposites. Devine because it is deathless and indestructible. He believed that the world is surrounded by concentric circles made up of the earth in the center then water, air, fire. Thus using the idea of four elements, two pairs, and opposites, all things happen through time mixing together creating change and cycles. Conflict leads to resolution and the unbounded is cyclical and continuous. Keeping the Earth up because of the balance, it creates. He argued that the Earth was the center of the cosmos and has no reason to move. '''Anaximenes 545 B.C.E.''' Guess what? Anaximenes too was a student of the philosopher before him. He believed that all is air, and it has no limits and never dies. His empirical research led him to believe that what is alive breaths and has a soul. He felt that this must also be true of the cosmos. Arguing that what happens to the smallest creature must also happen on a greater level. Condensation of air creates water to snow then ice. Like Thales Anaximenes believed that, the earth rested on something and his something was Air. '''Xenophones 570 B.C.E.''' Xenophanes a traveler and roaming poet was born in Colophon not far from the city of Miletus. Many historians believe that he was the teacher of Parmenides. Xenophanes was interested in poetry, religion, and natural philosophy. He was the first to try to discredit the gods. His main argument was that humans project their thoughts and actions onto the gods. That is that humans believe that the gods look like them, and that every society describes the gods differently according to how the people look. He believed that humans have knowledge from experience, or perception is different for each human. '''Pythagoras 570-497 B.C.E.''' Was the leader of a popular religious cult named after him. He and his followers called the Pythagorean Brotherhood lived a regimented life in Croton Italy. They shared material possessions similar to the idea of a commune. He believed in reincarnation and the transmigration of the soul. The soul is immortal and humans can reunite with the divine, if they perfect and purify themselves. That incarnation is punishment for bad things humans do. In order to be worthy of the divine we must think act and live correctly to end the cycle of rebirth. His main argument is that the world is a place of order, and that order comes from numbers. He studied math and furthered the study of geometry. He developed a system of harmonics using a 2:1 ratio. For the Pythagorean Brotherhood the sacred number was 10 that the sum of 4+3+2+1 is 10. The Brotherhood believed that math and numbers are the ultimate stuff of the universe. The main problem with the Pythagoras’ argument is that there is no square root of two. '''Heraclitus 540-480 B.C.E.''' Heraclitus was born in Ephesus near Colophon not far from mellitus to an aristocratic family. He shunned his duties preferring the study of philosophy to politics. His main argument was that the cosmos or universe is ruled by order, or logos. He is known for his riddles like the way up is the way down think of the path to a mountaintop. He felt that Nature has order and we should live life according to the order of the universe. Again, Heraclitus studied the philosophers before him and built upon their ideas. Like the philosophers before him, he believed that the “all” led to one thing and that thing is change or flux. He once said that one cannot step in the same river twice. ''' Parmenides of Elea 515-445 B.C.E.''' Parmenides was born in Elea, Italy and was most likely a student of Xenophanes. Like many of the philosophers before him was interested in finding the “one”. He was the first rationalist. For many students of philosophy his argument is extremely difficult to understand. His main argument was that: What is, is and What is not, is not. Therefore, if we say nothing exists, we are in fact acknowledging something because nothing is in fact something. We (people) cannot think outside the box, because there is no box. He believed that two ideas cannot be true at the same time. For him the “one” is the mysterious X stuff, that is, appearance is not actuality. He believed that knowledge comes from reason not perception. If something is different, it cannot be the same, if we have change then nothing can be the same for it is dynamic. Therefore, all is an illusion. There is no beginning and no end. The world is eternal, whole, unique, immovable, indivisible, and homogenous. The mysterious X stuff is “Being”. '''Zeno of Elea 490-430 B.C.E.''' Zeno was born in Elea in 490 B.C.E. and was a student of Parmenides. He is famous for his paradox of the turtle and Achilles and using it to defend his teacher Parmenides. Imagine Achilles and a turtle are in a race, the turtle gets a head start. For Achilles to catch up to the turtle he must travel half the distance of his intended goal. The turtle is still moving, so again he must travel half the distance. As you can see he will never catch the turtle, therefore motion is an illusion. '''Empedocles xxx-440 B.C.E.''' Empedocles seems to have tried to merge the ideas of Parmenides with those of Pythagoras. He asked what accounts for change, and concluded that the four elements are the cause. For change to occur there must be forces to move elements, and those forces are love and strife. Empedocles gives up the idea the “One”. Let us use cake an example of change. In order to have cake we must have the correct proportions of cake elements. The universe must have both love and strife to move the elements. Again, using the cake example, we love to eat cake, but cake is unhealthy and full of calories, so if we want to continue to be healthy we will not indulge in the cake. Love attracts unlike elements, strife attracts like elements. This fight between love and strife is and kablam we move to something new. '''Anaxagoras 500-428 B.C.E.''' Anaxagoras was born in the city of Clazomnae in Ionia. He used Parminedes’ idea of the mysterious x stuff, and my have been writing an answer to Empedocles’ idea of change. He agreed with the idea of the four elements and believed that any kind of stuff we have has always been there. Using cake as another example if we have cake we have cake stuff. One of his main arguments was that substances do not change, they do not just suddenly come into being but they are uncreated and indestructible. In fact, he thought that there are an infinite number of elements. For things to be created there must by the correct ratio of elements demonstrating the Pythagorean influence. Another of his ides was that there is no smallest only smaller. He was disliked and put on trail for saying that the sun was not a god. ''' Lucippus dates widely disputed, and Democritus 470-360 B.C.E.''' These two are known as the atomists and the great void and atoms are the only things that exist. They concluded that the “divine” equals immortality, and power. In addition, that nothing happens randomly, but everything happens from necessity. Democritus was a professional student and wrote more than fifty books. Fourth century christens destroyed his work. Think of the earth a circle, if the circle is full then stuff cannot move around. If we have space, we have room for movement. Think of the mind as the circle if atoms bounce around this leads to thought. ''' The Sophists''' Were not interested in facts, in fact they were interested in making money by teaching citizens to win argument by any means. Mostly by making the opposing persons argument weak. Some of the most famous sophists are Protagoras 490-420 B.C.E. Famous for his quote “a man is the measure of all things.” Gorgias 483-375 B.C.E. Antipone and Thrasymacus who show up later in Plato’s Republic. '''Socrates 469-399B.C.E.''' Socrates was born in 469 to a middle class family in the city of Attica. During the Peloponnesian War, he served as an infantryman and was recognized for his courage. He did not record his ideas and much of what we know of him comes from the writings of his student Plato. Socrates became famous for strolling around the agora (marketplace) and questioning citizens about ideas such as “What is justice”, or “What is knowledge” and challenging the person by questioning every answer he/she gave in response. This great philosopher was put on trial for “corrupting the youth” and “questioning the gods” he was found guilty on these trumped up charges. He had the choice of being exiled or drinking Hemlock, a poison that would kill him. Remaining true to his beliefs, he drank the hemlock. Socrates said, “The unexamined life is not worth living.” He believed that knowledge is virtue and humans never intentionally do wrong. In addition, that ignorance is evil and in order to be moral, humans must educate themselves. He believed that the only thing he really knew was that he knew nothing. In addition, that being true to yourself was the most important thing a man could do. His method of questioning frustrated most anyone he encountered. This “method” would lead men to reevaluate their answers and truly examine their beliefs. Basically, these people suffered from buyer’s remorse. They bought into false beliefs and came to regret their choices after being questioned by Socrates. He is still a great influence for many people. '''Quiz''' Based on the book Landscape of Wisdom by Christopher Biffle. 1. Imagine you are standing and looking forward, now imagine you are Thales seeing many things unified by “one”. You say to the person standing next to you that all (or many) is_. a. Fire. b. Earth. c. Air. d. Water. 2. Next, you are Hericlitus talking to your neighbor and you say “I believe all is .” a. Crap. b. Cake. c. Change. d. Carbon. 3. Lucky you! Now you are the great philosopher Parmenides on the subway talking to the person sitting next to you and he/she asks you what you “the many” or “all” is, and you reply_. a. Who is Mary Cordova? b. Have you seen Donnie Darko? c. Marketing. d. Illusion. 4. Following your exhilarating subway adventure you are dressed in a pinstriped suit and Italian shoes, no you are not a layer, but close you are a sophist. You start collecting money from those around you and offer to teach them. a. how to do the Macarena. b. to hail a taxi. c. truth is not important, winning arguments is what counts. d. How to get a table at Rao’s. After your subway ride you are transformed into the philosopher Socrates walking down fifth avenue, you start asking the people passing by___. a. for the time. b. to forget about the one, and ask “what is holy?” c. how you got here in the first place? d. for the directions to the Guggenheim. Answers d c d c b Work Cited Landscape of Wisdom, Christopher Biffle The Story of Philosophy, Brian Magee Get a Grip on Philosophy, Neil Turnbell Looking at Philosophy, David Palmer Longmans Standard History of Philosophy Philosophy 101, Sparkcharts Great Ideas of Philosophy, The Teaching Company Dr. Daniel Robinson 9899 68380 2007-01-08T22:24:23Z JWSchmidt 20 [[Category:Philosophy]] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/General Introduction|Back]] [[Historical_Introduction_to_Philosophy/Presocratics and Socrates|Forward]] <br>'''The Philosophical Method'''<br><hr> &quot;Those who are eager to learn because they wonder at things are lovers of wisdom.&quot;<br>- Alexander of Aphrodisias<br> <hr><br>1. Doubting and Questioning<br> <br>Philosophy begins with wonder, but goes further than that. It is an attempt to formulate, understand, and answer ''fundamental'' questions in life.<br>Socrates is famous for his Skeptisicm. He would approach popular people who were considered wise, and ask them to justify their beliefs. They would provide him with various attempts at justification, but Socrates would not accept their words without further probing for reasonable justification.<br>In ''Metaphysics'', Aristotle described how wonder fit into the philosophical method: “For it is owing to their wonder that men both now begin and at first began to philosophize; they wondered originally at the obvious difficulties, then advanced little by little and stated difficulties about the greater matters, e.g. about the phenomena of the moon and those of the sun and of the stars, and about the genesis of the universe” (''Metaphysics'', Book I).<br>Philosophers clarify their questions and claims to remove ambiguity. As part of the great conversation of philosophy, a question must be understood in terms people can agree on.<br>To pose a proper philosophical question, one must be able to make distinctions between conceptual questions and those that can be answered with empirical evidence.<br> <br><hr> &quot;Somehow it fills my head with ideas, only I don't know exactly what they are.&quot;<br>- Alice in Wonderland<br><hr> <br>2. Reading Philosophy<br><br>In order to participate in the great conversation of philosophy, and to apply the philosophical method in a meaningful way, one must become familiar with the conversation. Reading philosophy is often a challenge, but it has the intrinsicly motivating factor of revealing thoughts on things that matter. In approaching primary sources in philosophy, a method can help one to extract meaning from the words:<br>Read and re-read the material.<br>Analyze the works, seperating them by their distinguishing features and essential elements.<br> Criticize the works, applying reason to your evaluation of the authors' arguments.<br><br>3. Argument<br><br>Argument is essential to philosophical inquiry. Logic is the study of correct argumentation. Aristotle is generally credited as being the first to formalize logic. He devised ways to analyze and evaluate arguments. His main work was in what is called syllogistic logic, in which the primary constituents of arguments are terms, which are judged to be better or worse depending on the way in which they are arranged. His works ''On Sophistical Refutations'' and ''Prior Analytics'' address this.<br><br>4. Definition<br> <br>The method of definition involves seeking out the meanings of words, and figuring out how meanings can be identified. Socrates and Plato brought a new method into philosophy with a search for definitions. By seeking to clarify the meaning behind grand words like &quot;holy&quot; and &quot;just&quot; (in Plato's ''Euthyphro'' and ''Republic'', respectively,) they introduced a new way of investinging the fundamental questions in life. [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/General Introduction|Back]] [[Historical_Introduction_to_Philosophy/Presocratics and Socrates|Forward]] [[Category:Philosophy]] 9900 69893 2007-01-10T15:07:41Z Mystictim 626 added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Presocratics and Socrates|Back]] [[Historical_Introduction_to_Philosophy/Arguments for God|Forward]] <br> What are Faith and Reason? [http://en.wikipedia.org/wiki/Faith Faith] is the belief in the truth of something that may not necessarily be provable by [http://en.wikipedia.org/wiki/Empiricism empirical] or [http://en.wikipedia.org/wiki/Rational rational] means. [http://en.wikipedia.org/wiki/Reason Reason] is the faculty of the mind through which we can [http://en.wikipedia.org/wiki/Logic logically] come to rational conclusions.<br> == Introduction== Faith and reason are both sources of authority upon which beliefs can rest. Reason fundamentally is understood as the principles used for inquiring subjects from a methodological standpoint,whether it be moral, intellectual, or religious. Once demonstrated, a proposition or claim is ordinarily understood to be justified or authoratative<br> Faith can be described as a stance, or position that a particular claim (that at least not presently) involves a position toward some claim that is not capable of demonstration by invoking reason. As such, it is believed to involve a belief system that implies, or makes, either an implicit or explicit commitment on the part of the believer. This basis for a persons faith usually is understood to come from the authority of revelation. This revelation is either through some kind of direct infusion, or indirectly, such as the testimony of another source, or individual.<br> <br> The basic impulse or incentive for this problem of faith and reason seems to come from the fact that the the applied revelation or revelations on which most by on which most religions are based are interpreted in very sacred pronouncements steeped in canonical writings, or in an established oral tradition, and the backed by a &quot;divine&quot; authority. These writings ,stemming from oral traditions are often presented, narrative, parable,and sometimes discourse. This has for some reason has given them in turn, some measure of immunity from reasonable or rational critique and evaluation.<br> == The Classical Period == During the Classical Period, Greek Religions, as opposed to Judaism, primarily speculated not only on the human world, but also on their surrounding cosmos.<br> <br> Both Plato and Aristotle expressed a principle of existence in which intellectual organization in religous thinking could metaphysically function as to halt the regression of explanation. Plato expressed this in his explanation of the Forms, in particular, the Form of the Good. The Form of the Good is where in which all things gain their intelligilbility. In turn Aristotle rejected the Plato's ideas of the Forms, expressing that Good was not able to account for various good things, he in turn, appealed instead to the &quot;unmoving&quot; mover,or one who invoked motion, as an unchangeable cosmic entity<br> <br> Both of the early Greek philosophers developed different versions of theology by showing how religious beliefs can emerge from rational, or reasonable reflections. An early form of religious apologetics demonstrating the existence of the Gods can be found in Plato's Laws, while in Aristotle's Physics, arguments were given to demonstrate the existence of an unmoved mover as a timeless self-thinker from the evidence of the existence of motion in the world.<br> <br> Other schools of thought such as the Stoics and the Epicureans derived some of their theology based thought from the world of physics and cosmology, but differed in their views of the relationship between faith and reason. The Stoics for instance, held a cosmological view, with a view with an eternal cycle, where necessity governs this cyclic process,and is identified with Divine reason(logos)with this, God maintains order in the universe, but without a explicit purpose. We as humans, are only a microcosms, with our souls being only emanations of the soul of the universe. The Epicureans on the other hand were very steeped in skepticism, they took a materialistic point of view, and were very anti-dogmatic. They saw no relationship between the evils in the human life and a divine guidance from the universe, and at death, all human perceptions would cease. By this time in history we began to move into the rise of Christianity(an emergence from Judaisim)and although the early Christians held on to a great amount of the compatibility between faith and reason, their beliefs and practices were quite different from what the Greeks and Judaism had practiced for many years. Early Christian Philosophers beginning with the Christian Apologists, began to express more and more the less important role that reason should and could play in the religious world. Tertullian began to express the ideas that had been laid down by St. Paul in 1 Corinthians proclaiming that religious faith is both "against and and above reason" he goes on to claim in his De Praescriptione Haereticorum " when we believe, we desire to believe nothing further" he goes on to claim that Greek philosophy is unnecessary to defend the faith, and began to try to show in a rational(reason)way that what is found in faith. Though St. Augustine felt strongly about the efforts and ideas of the platonists, and their ideas in the causes of things and methods of obtaining knowledge, and also on the cause of the organized universe as well. He will go on to state later that although on does not have to be a Christian to have a conception of God, one will only be able to grasp this type of knowledge by being Christian without having to revert back to philosophy. This pattern of a beginning of the separation from an equality of reason to faith continued, and St. Anselm would go on to state that one must "love God to have knowledge of him". With St. Thomas Aquinas, reason begins to take more and more of a "in the shadows" role to faith, though it is still expressed that reason has a role, it is ultimately faith that that enables the knowledge of God, Aquinas held that our faith in eternal salvation shows that we have theological truths that exceed human reason. He also claimed that one could attain truths about religious claims without faith, but those claims will be incomplete, because of the lack of faith. Though we have only scratched the surface here with the relationship between faith and reason, I hope that this brief overview will encourage you to research the topic further, and expand your knowledge on the subject. Now for your assignment(s); Some things to ponder and write about; Are Faith and Reason mutually exclusive? Theology and Philosophy, are they only autonomous exercises? OR, is there a unifying factor, something that could unite; Philosophy, Theology, Faith, and Reason. For your final, consider the development of the ideas of faith and reason, compare and contrast the ideas from the early Greek philosophers to the Christian philosophers through Aquinas. [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Presocratics and Socrates|Back]] [[Historical_Introduction_to_Philosophy/Arguments for God|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9901 69888 2007-01-10T15:03:51Z Mystictim 626 added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Faith and Reason |Back]] [[Historical_Introduction_to_Philosophy/The Problem of Evil|Forward]] If we are going to argue that something exists, such as &quot;God&quot; , it would make sense in the logical form to first define what God is. Naturally, depending on who you ask, you could acquire more that one definition.The debate concerning the existence of God raises many philosophical issues, one basic problem is that we have no universally accepted definition of God. Many of the definitions of God existence are so non-specific that it is certain that something exists that meets the definition, but in a striking difference, many are self-contradicting. So for the sake of argument, I will provide the dictionary based definition just to provide a basis from which to begin.<br> <br> God: 1. The Supreme Being, creator and master of all. 2. Any being considered as divine. 3. An Idol. 4. A person or thing made the object of supreme devotion.<br> <br> While pursuing the answer to the questions, Does God exist? or, Can we prove that God exists? It might help to clear some confusion by answering some common questions that are sometimes ask when debating these arguments.<br> <br> First, there is the question of if something does ''exist'' or not. In answering this question, it could be understood that something can ''exist'' and us not know it. In other words, a thing can exist whether we know it or not.<br> <br> Second, there is the question of if we ''know'' that it exist. To be affirmative in answering this question, we must presuppose that the first question is answered affirmatively ( we can say something does exist without knowing it, but we cannot know it exists until we know it exists)<br> <br> Third, we have to ask the question if there is a ''reason'' for our knowledge? We may not be able to convince others of this knowledge, that we may feel we know,even by using ''reason'', God's existence in many Christian enviroments is viewed as being like that.<br> <br> Fourth, &quot;If this ''reason'' does exists, can this ''reason'' amount to a proof?. In many cases, what we believe and the reasons for believing it, can be based in probabilities, not the existence of proof. An example of this may be (as poor as an example it is) be in the case of O.J. Simpson. It is a pretty well believed idea that his actions were what lead to the unfortunate demise of his ex-wife and her boyfriend, based in the use of ''reason'' ,BUT, we do not really ''know", we were not there when it happened, there was no &quot;eye-witness account&quot;and even if there was, how would you know that they were being truthful? they could have disliked Mr. Simpson and would have said they saw him do it whether he did or not. To observe things from this ideas requires a great willingness to avoid bias, and not be driven to decision based on your emotional thought, or what you ''believe'' to be true. '''(Note: this <em>in no way</em> is a support of innocence, or of O.J. Simpson in any way by the writer, it is merely used as an example.)'''<br> <br> Finally, if a proof does exists, is it based in a scientific proof, (i.e. measurement, observation, etc.) sound or valid proofs can exist in philosophy, but these proof s are not necessarily ''scientific'' proofs.<br> <br> <br> In the course of asking to present arguments for the existence of God, one must presuppose that in return, for the sake of objectivity, there will be a need to present arguments to also argue against the existence of God. In this course we will present the arguments for both. There are many different arguments both for the existence of God, as well as the arguments against the existence of God. Now, there are many different arguments for the existence of God, and most of them seem to follow the same logical structure. This structure is the basic structure of a deductive argument. First, there is an major premise (P1) or a general principle. Next, a minor premise(P2) will state infomation particular to our experience that comes under that principle. Finally, the (C) conclusion will follow from applying the general principle to the particular case. Although in these arguments the conclusion states that God does exist,but the premises of the different arguments are different. The arguments are like roads, from different starting points, all leading to reach the same goal, God.<br> <br> Due to the overwhelming number of these arguments we will limit this study to many of the most substantial. These arguments will be based and described in the following context.<br> Metaphysical Arguments. (For the existence)<br> 1. Cosmological> 2.Ontological<br> 3.Pantheistic<br> <br> Emperical Arguments. (For the existence)<br> 1. Teleological<br> 3. Moral<br> 4. Trancendental<br> <br> Emperical Arguments. (Against the existence)<br> 1.The problem of evil.<br> 2. Argument from Inconsistent Revelations<br> 3. Argument from Poor Design<br> 4. Argument from Non Belief<br> <br> Deductive Arguments (Against the existence)<br> 1. The Omnipotence Paradox<br> 2.Argument from free-will<br> 3. Transcendental argument for non-existence<br> 4. Theological Non-Cognition<br> <br> Inductive Arguments. (Against the existence)<br> 1 Athiest- Existentialist<br> <br> <br> <br> <br> Let us first look at the Metaphysical arguments. Metaphysics(Metaphysical) by definition is the branch of philosophy that investigates questions concerning the nature of reality and that moves beyond scientific inquiry to exploring questions about self, God, free will, and the origins of the universe. Named after a book by Aristotle for the study of questions left over after the study of this world, &quot;physica&quot; or nature.<br> <br> The Cosmological Argument- The Cosmological Argument is an argument that uses reason(logos)to make an inference of alleged facts about the world(cosmos)to imply a existence of a unique or "Supreme Being", particulary, God. The Ontological Argument- This argument attempts to support God's existence from a source based other than the mere observation or existence of the world. Basically, these basis come from a priori, analytical premises that reach a conclusion that God exists. The Panthestic Argument- This view broadly defines God's existence by making the claim, God is everything, and everything is God. It bases that everything purports a certian unity, and that unity is all inclusive and in some sense "divine.' and exists from only one "Being"(God.) Now we will cover Emperical arguments fore the existence of God. The word "emprical" by textbook definition is "that which can be proven or disproved by sensory experience. Teleological Argument- Teleological, from the Greek word "telos" meaning "purpose" or "goal". There are a few classical versions of the design argument. One is those of St. Thomas Aquinas and his "five ways". The fifth argument is the argument from design, the other four are first-cause arguments. The argument starts with a major premise; there must be a designer, The minor premise is the existence of design throughout the universe. The conclusion is that there must be a "universal designer". The moral Argument for God's existence- Moral arguments for the existence of God may be defined as a group of arguments in the history of western philosophical theology that possess ideas of the character of moral thought. They tend to cite facts that are evident to the human experience, and theyu will argue that such facts are the best explained by the hypothesis that there is a God with the attributes prescribed to him by tradition. Transcedental Argument- This argument attempts to prove that the Christian God is the precondition of all human experience and knowledge, by trying to demonstrate the impossibility of the contrary. Robert Lewis Dabney attempts to explain the impossibility of the contrary stating, "A truth is not necessary, because we negatively are not able to conceive the actual existence of the opposite thereof;but a truth is necessary when we positively are able to apprehend that the negation thereof includes an inevitable contradiction. It is not that that we can see how the opposite comes to be true, but it is that the opposite can not possibly be true(Systematic Theology). Assignments: Read [http://www.newadvent.org/summa/1002.htm Thomas Aquinas' ''Five Ways''] Define how the concept of ''faith'' relates to the ideas of the Christian philosophers and how the use it to affirm their arguments for the existence of God. To the best of your ability, write a 3-5 page paper outlining the development of the idea of God from the Greeks to the early Christians, and how the arguments for his existence developed and changed ove the centuries. Bonus Question: Based on your current knowledge concerning arguments for and against the existence of God, develop your own argument for God's existence; Then develop an argument against it. Good Luck! [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Faith and Reason |Back]] [[Historical_Introduction_to_Philosophy/Problem of Evil|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9902 68761 2007-01-09T23:39:45Z Mystictim 626 Added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Arguments for God|Back]] [[Historical_Introduction_to_Philosophy/Epistemology|Forward]] <br> === The Problem of Evil === <br> ==== Reading questions. ==== 1. How do concepts change over time?<br> 2. What was the Ancient concept of Evil, and what is it’s modern counterpart?<br> 3. Why does the existance of Evil deny the existance of God?<br> <br> ==== Terms. ==== [http://en.wikipedia.org/wiki/Hellenes Hellenes] is a term for either ancient or modern Greeks (used in this fassion to note that at the time the nation/national identity of Greece did not exist)<br> <br> B.C.E Before Common Era - [http://en.wikipedia.org/wiki/B.C.E http://en.wikipedia.org/wiki/B.C.E].<br> <br> ==== Introduction. ==== The problem of evil is not a simple topic, nor is it free from the fetters of religious interpretation and influence. For our purpose we shall begin with the simple aspect of a definition and look at how it’s concept has evolved, but before we do that we must note that all aspects of ancient philosophy that we have acess to today have been translated and interpreted, in some cases, many times before it reaches us. All philosophical thought is based on the search for reasons why and how the world works. These reasons for things are based on observation and then filtered through the observers expierences, thus these reasons develop and evolve based upon the expierence or knowlage of those interpreting them. For example concepts such as [http://en.wikipedia.org/wiki/Metaphysics Metaphysics] and [http://en.wikipedia.org/wiki/Epistomology Epistomology] existed in ancient times but they were not termed as such because there were no terms for them as we know them today. So if we were to talk to an ancient philosopher about their work on &quot;metaphysics,&quot; for example, they would have no idea or frame of reference for what we're talking about because that term doesn't exist to them.<br> <br> ==== Evil and Good. ==== We must first ask the question, “What is evil?” Most modern dictionaries define [http://en.wikipedia.org/wiki/Evil#Philosophy_and_ethics Evil] as morraly bad or wrong, wicked, depraved, causing pain harm or trouble. As such it is heavily bound in ethics, to the ancient Hellenes, however Evil was disorder/chaos, anything that disrupted the structure of their lives. One extreme example of this is that in Sparta it was illegal to get sick. The Hellenes equated order and structure with goodness, as it helped their lives function and protected them, on the same token disorder, chaos and anything that disrupted that was bad and thus Evil. With the conception of [http://en.wikipedia.org/wiki/Socrates Socratic Ethics] and[http://en.wikipedia.org/wiki/Plato Platonic Forms] (around 400 B.C.E.) these concepts gained a more moralistic tinge to them that has stuck with them ever since, as can be seen in the difference between Hellenistic and Modern definition of the word, simple disorder versus a lack of morality. I reference these ancient philosophers because they had a profound influence on the formatoin of church doctrines at and around the formation of the Christian church for whome &quot;The Problem of Evil&quot; is an issue. The Christian philosopher Augustine worked much of Plato's works into church doctrine, about 1000 years later Thomas Aquinas brought the works of Aristotle into Christian doctrine. These works vastly influenced the formation and early life of the Christian church.<br> <br> ==== The Problem of Evil. ==== The problem of evil is that an omnipotent, omniprescent, benevolent [http://en.wikipedia.org/wiki/God God] (these features are commonly associated with “God” in monotheistic religions such as Christianity, Judiasm and their derivitives) can not exist in the same world with “real evil.” For example one common argument is that “…God knew about the Holocaust and could have prevented it, but didn’t…” The logical solution to this probem is to weaken one of the premices, such as saying that the murder of thousands isn’t evil or that God doesn’t care about humans. Either way a weakining of one of the premices negitavely effects the stability of monotheistic religons and that in a nut shell is the problem of evil.<br> <br> ==== Conclusion. ==== What conclusions can we draw from this? Are our beliefs about God incorrect or do we just not have all the pieces of the puzzle. It is my oppinion that given time and expierence we shall come up with information or a new perspective on this issue and it’s concept will once again change, such is the evolution of the human expierence, human intelect and human spirituality.<br> <br> ==== Test Yourself. Choose the best option. ==== 1. To the ancient Hellenes what was evil?<br> a) Something Wicked<br>b) Disorder<br>c) The French<br>d) None of the above<br><br>2. What is the Problem of Evil?<br>a) A lack of concern for ones fellows.<br>b) Moral depravity in society.<br>c) An omnipotent, omniprescent, benevolent God can not exist in the same world with “real evil.”<br> d) Bad Cheese<br><br>3. To the ancient Hellenes wat was good?<br>a) Order<br>b) Faith<br>c) Both a and d<br>d) Structure<br><br>4. Why is the problem of evil important?<br>a) Because it calls into question long standing beliefs about the nature of god?<br> b) It is the suprime conflict of the spititual universe.<br>c) All of the above.<br>d) It isn't.<br><br>5. Put Aristotle Socrates and Plato into the correct order chronologically.<br>a) Who are these Guys<br>b) Plato, Socrates, Aristotle<br>c) Aristotle, Socrates Plato<br>d) Socrates, Plato, Aristotle<br> <br>6. Why is it important to look at things in the terms and environment in which they were created?<br>a) Because we may have a different frame of reference for thingstoday than was present at their inception.<br>b) It is unimportant because concepts do not change over time.<br>c) So we do not get confused with poorly translated texts.<br>d) None of the Above.<br><br>7. Which ancient Philosopher listed below most influenced Augustine?<br>a) Aristotle<br>b) Plato<br> c) Socrates<br>d) Thomas Acquinas<br><br>8. Which ancient Philosopher listed below most influenced Acquinas?<br>a) Aristotle<br>b) Augustine<br>c) Plato<br>d) Socrates<br><br>9. About how long after Augustine was it before Acquinas?<br> a) 18 hours<br>b) 7 light years<br>c) 1000 years<br>d) 6 months<br><br>10. Who were the Hellenes?<br>a) The French<br>b) Christians<br>c) Philosophers<br> d) Ancient Greeks<br><br> [[Historical_Introduction_to_Philosophy/Answer+Key+(The+Problem+of+Evil)|Answer Key]]<br> <br> ==== Important People. ==== [http://en.wikipedia.org/wiki/Socrates Socrates] - Athens 469-399 B.C.E<br><br>[http://en.wikipedia.org/wiki/Plato Plato] - Athens 427-347 B.C.E<br> <br>[http://en.wikipedia.org/wiki/Aristotle Aristotle] - Athens 384-322 B.C.E<br><br>[http://en.wikipedia.org/wiki/Augustine_of_Hippo Augustine] - Tagaste 354-430 C.E<br><br>[http://en.wikipedia.org/wiki/Thomas_Aquinas Thomas Aquinas] - Italy 1225-1274 C.E<br><br><br> <br> <br> ==== For Additional Information check out. ==== The Wikipedia entrys for [http://en.wikipedia.org/wiki/Evil Evil], [http://en.wikipedia.org/wiki/God God] and the aforementioned philosophers.<br> Also take a look at the section on [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Presocratics+and+Socrates Presocratics and Socratics] if you haven't already.<br> <br> ==== My Works Sited can be found [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Problem+of+Evil+Works+Sited here]. ==== <br> [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Arguments for God|Back]] [[Historical_Introduction_to_Philosophy/Epistemology|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9903 68751 2007-01-09T23:31:09Z Mystictim 626 Added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/The Problem of Evil|Back]] [[Historical_Introduction_to_Philosophy/Truth, Objectivity, and Relativism|Forward]] '''Epistemology Introduction: ''' The Greek word episteme is the root of Epistemology. This philosophical term is commonly associated to the inquiry of truth and knowledge. Greek philosophers seeded the study and from this cultivation of thought stem the growth of many sciences. The meaning of the word has three distinctions. First, epistemology can be the quest for true and scientific knowledge as opposed to opinion or belief. Secondly, reality is an organized body of thought. Lastly, sometimes referred to as the “first philosophy” is the understanding of the divine. Restated epistemology has three focuses, a practical application, an applied science, and theological.<br> As stated the roots are in the Greek language. Therefore, a better understanding of the fertility that the subject began requires a brief historical account of the conditions in which Greek philosophers lived. The first groups of philosophers are referred to as the Pre-Socratics. They include the Milesians, Ionians, Eleatics, Atomists, and Sophists. Important to this historical analysis is how the categorical grouping changes from geographical to ideological. The change is overlain by the conditions in society enabling Athens to become the center of reflection, instruction, wisdom, and government.<br> The first philosophers were residents of prosperous cities, the fact they traveled allows for speculation that they were well off enough to do so. Apart from trying to improve methods in farming and other occupations these men were in economic positions that afforded time for reflective thought. This reflection about nature produced conceptual questions laying the foundations for philosophy in a non-empirical study of existence, knowledge, and value. Important to their conclusions about nature is the fact they were based upon non-scientific methods of observation. However speculation of these men’s lives is based on few primary documents written by the philosophers themselves, but more on secondary sources, oral traditions, and the known historical events.<br> '''Historical Background:''' The peninsula of Greece or Hellas is located on the Aegean Sea. Ecologically the climate is very favorable for human habitation. Agriculture became widespread and early civilizations flourished. The three civilizations of the Bronze Age were the Minoan, Cycladic, and Helladic. These civilizations became the first high civilizations on the European continent; they developed great palaces and writing known as Linear A and B. On the Island of Crete, the Mycenaean’s rose to supremacy and consequently the Aegean people are referred to as such. The significance of the Mycenaean culture was their likeness to the Homeric hero’s as similarities in armor, weapons, and imagery was found at Knossos Palace. The 1600-1450 B.C. community, evidenced by grave artifacts traded between Greece, Crete, and Troy. However upon invasion and various natural disasters the Mycenaeans plummeted into a dark age around 1450 B.C. This led to population shift to the Ionian Isles (215 Britannia). This collapse of civilization is still not completely explained. However the decline, as evidenced in Egyptian records, was compounded by drought, climate change, harvest failure, epidemic and civil unrest.<br> The Dorians, a nomadic people, invade around the end of the Dark Ages 900 B.C. One of the first Greek historians, Thucydides, writes about the Trojan Wars in the 5thc. Thus written history is from a 400 year gap of compilation of oral traditions, claiming that the Dorian invasion was the wars between Troy and Sparta, resulting in are turn of the Hercules descendants. The Dorians were traditional enemies of the Ionians. (For further reading Britannia Macropedia) During the Archaic period (900B.C.) tensions created by war, economies, and religion influenced society. Trade expanded, the first Olympic Games began in 776 B.C., and gathering communities or Synoikismos develop in geographically secured regions atop alluvial plains surrounded by impassable mountains. Thucydides speculated that sanctuaries to the Gods became monumentalizes as early as the 8th century.<br> In any case by 6th century, cultural figures such as Lycurgus, author of the Spartan constitution, and Solon of Athens demonstrates a society that moved beyond subsistence and was ordered enough for viable trade and economic stratification. The diversity of economics gave rise to tyrants as well during the 6th century. Thus the first laws attempting to structure society were Draconian Laws of 621B.C. These laws were harsh and savagery. By 594 B.C., the laws were replaced by Solon, the poet and statesman; his Laws were more forgiving society and allowed the liberty of self expression. Paramount to the birth of western philosophy was the conditions of the times. The cultivation of epistemology as we will see was a process of civilizations boom and bust cycles. During those times of economic stability, conditions were prosperous enough to develop thought.<br> '''The Foundational Philosophers:''' Miletus, a Greek colonial port city, is home to Thales (624-545 B.C.). He is recognized as the first philosopher since the written and oral records of western philosophy can be traced to him. A summary of Thales contribution to philosophy suggested that all things are full of the Gods, but that by some nature or principle all things come into being. He evidences this by the magnet because it moves iron it must possess a soul. The arche or prime mover for Thales was water because the “seeds of everything have a moist nature.” Aristotle frames this in Metaphysics, “the first philosophers…of the nature of matter were the only principles of all things; that of which all things consist…the element and the principle of things, and therefore they think nothing is either generated or destroyed” (Metaphysics 983, 5-10) Although his argument is based on observation of the natural world, Thales plants the seed that develops into the quest for knowledge, scientific and divine. The concept that everything comes from an arche and thus returns to an arche is monism or belief in one substance.<br> Next was Anaximander (610-540 B.C.) writes On Nature, of which only a few parts survive. “they give justice and reparation to one another for their injustice in accordance with the arrangement of things.” 19 Collectively his contribution was the universe originated from the aperion or the boundless. Therefore the arche, or ultimate underlying substance, must be something other than the four elements of earth, fire, water, and air as if anyone was limitless it would destroy the other. Anaximander is laying the foundation for theology and the quest to identify the divine.<br> Interestingly enough the next of the philosophers, the Ionian, Pythagoras was not even a mathematician. Rather he focuses on a doctrine of metempsychosis or belief that the soul is immortal. He believed the ordering of the natural world was in accordance with mathematic relationships and harmony. His teaching promoted a strict way of life including a strict vegetarian diet since his ideology incorporated that each human and animal soul is reborn. His successor Heraclitus agreed with the Milesians on the cyclic nature of stuff, but claimed the arche was fire and that the flux in nature allowed the contraries of hot and cold to change each element into each other. This applies to ideas as well for instance without strife there is no justice or without war there is no king. “on must realize that war is shared and “Conflict is Justice, and that all things come to pass (and are ordained?) in accordance with conflict.”(Longman) This harmony of conflict sustains the world under a law of process and opposition. Logos, or proportion as used in the common language of the Greeks, was the standard for all things. However, he also uses it in a more technical term in which logos is an underlying organizational principle of the universe…this principle, though is hidden and perceptible only to the intelligence.”(Peters) Therefore, Heraclitus is particularly important to the establishment of logos as a foundation in Stoicism, Christianity and epistemology because only through the journey to knowledge is the divine revealed.<br> The Eleatic, Parmenides, 5th century physician, conceptualized the on or being is neither changeable nor divisible and cannot be created or destroyed. Further, he alludes to the dualistic nature of the cosmos in his Opinions. In this discussion he states the difference between that which is and that which cannot be as me on, or nonbeing. In epistemology it is only the being that can be named or identified. Therefore, there can be only one original being and everything else is illusory. Thus, everything is actual or perceived, likewise either true or false. His conclusions about being are highly contested by Plato.<br> Anaxagoras (500-428 B.C.), a Milesian, moves, during the consolidation of intellectuals and power, to Athens. He concluded that nothing can come into being or perished. All things are ultimate realities of the four elements, taking the shape of the dominant element and creation was a mixture of elements stirred by nous, or father of all substances. Everything is as it is perceived, no fissure between appearances and reality. Most importantly he believes the mind does not mix with things because it is too fine, this separation constructs a foundation for mind and body dualism.<br> Empedocles rejects monism. He claims rather forces love and strife coupled with the four elements is the motivation for existence. There exist divine gods that are immortal and powerful but they do not influence being.<br><br> In conclusion, these pre-Socratic philosophers deposit the origin of uncertainty that develop into the study of epistemology. The pre-Socratics believed all things to be made of matter; in that only through reason of sense perceptions can knowledge be found. Heraclitus fostered this hypothesis, but subsequent philosophers moved towards a concept that everything was in flux.<br> '''The Germination of Epistemology''': The next set of contemporaries’ impact the world of inquiry. They develop styles of writing and rhetoric that challenge the beliefs and authorities in civil society. Democritus, the Atomist wrote over fifty works that were destroyed by Christians in the 4th century A.D. Democritus expanded the Parmendian concept of the atomon, or an indestructible, indivisible material of one true substance into a complex mixture of atoms that collide and adhere to each. Democritus and Leucippus hypothesized that there exists either a void of non-being or spatially full of being. In other words, nothing happens randomly rather it is structure by three differences in atoms and their attraction to each other. This is shape being rhythm, order being contact, and mode being position. These constructs are known by senses. Size and shape of the perceptible world is only perceived by senses and are thus named out of convention, or nomos. This concept of nomos gives foundation to the Sophists’ argument between convention and nature. Sophia meaning wisdom was what the Sophist sought. Chrysippus believed the four virtues; temperance, courage, justice, and wisdom were naturally occurring and not a convention. Virtue or arête was the means by which happiness was to be found. Protagoras, the most famous of the Sophist stressed while keeping the appearance of virtue, one may use four types of speech (wishing, asking, answering, and commanding) in the power of persuasion. Unfortunately, this approach was misconstrued as a means for financial gain and helped to discredit the moral objective of the Sophist. Protagoras states, “man is the measure of all things” by this he analyzes everything humans perceive makes the only reality like Plato's cave, in accordance with sense perception and convention. The Sophist contribution was to engage the question of justice, or dike, diakaiosyne, in an ethical or moral debate. Hence, the Sophist may be considered the first to raise the epistemological question how much of what we think we know about nature is objective and how much is human convention. The greatest influence on Plato will be Socrates. Wisdom is the cardinal virtue. In practice the Socratic Method is based on conceptualizing that understanding your knowledge is limited. This understanding creates the ground for an endless search for knowledge and in turn brings people to self realization. In the(Phaedo 96b), Socrates distinctions two types of knowledge, opinions and truths. In this quest for knowledge, Justice, is the underlying faculty for all subsequent exploration. Plato in his quest for justice inadvertently structures the path to truth and knowledge. His main goal was ethics, but from this search develops epistemology. Plato’s first argument in epistemology is made between true belief and knowledge. “You argue that a man cannot inquire either about that which he knows, or about that which he does not know; for if he knows, he has no need t inquire; and if not, he cannot; for he does not know the very subject about which he is to inquire.”(Meno 80e)<br> Plato uses a theory of recollection (anamnesis) to build on Pythagorean theory of rebirth. He poses knowledge is innate in “then it must, surely have been before we began to see and hear and use the other senses that w got knowledge of the equal itself, of what it is, if we were going to refer to the equals from our sense-perceptions.”(Phaedo 75b-76) Furthermore, he argues that not everything is known through the senses, “Well, but we ourselves are part body and part soul…then soul is more similar than body to the invisible, whereas body is more similar to that which is seen.” (Phaedo 79b) Another discussion between the opinion and truth, “so wouldn’t we be right to describe the difference between their mental states by saying that while this person has knowledge, the other one has beliefs?”(Republic 476d)<br> In the discussion of the cave, he explains “The point is that once you become acclimatized, you’ll see infinitely better than the others there; your experience of genuine right, morality, and goodness will enable you to identify every one of the images and recognize what it is an image of.” Moral leadership is discussed here. For Plato, justice and civic morality was his goal. To explain he uses the Diagram of the Line. What grounds Plato’s forms is ethics by the eide this was a reality beyond human sensibility that was beyond the flux of the cosmos. In the Timaeus he constructs that the world had a creator “In virtue of this reasoning when he framed the universe, he fashioned reason within soul and soul within body, to the end that the work he accomplished might be by nature as excellent and perfect as possible…that this world came to be, by the god’s providence, in very truth a living creature with soul and reason.” (Timaeus 30B-C) “The soul, then, as being immortal, and having been born again many times, and having seen all things that exist, whether in this world or in the world below, has knowledge of them all; and it is no wonder that she should be able to call to remembrance all that she ever knew about virtue and about everything” (Meno 81c) Soul is the bridge between the two realms of being and becoming. Below diagrams the connections to civil society as Plato tries to create in the Republic.<br> * Soul-faculties * Polis-classes * Ethics-values Three faculties the Tripartite: * Leaders-wisdom-rational * Warriors-courage-spiritual * Artisans-self discipline-appetitive Together they make justice or utilitarianism as the goal to maximize happiness. Consequently, the foundations to feudalism are diagramed in The Great Chain which represents a moral order. Plato’s dialectic style of writing differs from rhetoric, as the approach is to enlighten, rather than persuasive. For him the end product or telos is the structuring of an ethical city of virtue, Plato conceived a hierarchal structure in which the nous or intellect was the supreme reality or form. The above arguments of how we come to know what we know are the historical birth to epistemology. '''The Branching of Epistemology:''' Aristotle was a student of Plato for twenty years. He became the teacher of Alexander the Great, whose conquest introduces many new ideologies in Greece. Aristotle establishes his school the Lyceum in Athens where the focus in on biological studies. In that he becomes the father of categorical logic, in which science classifies stuff into taxonomies. This process requires rigorous and disciplined study to place things where they belong.<br> Therefore, Aristotle disregards Plato’s Forms for Essences. His observation of natural things suggest that they perform the function and have the potential to change and thus only by intellect can one distinguish between reality and things of convention or belief. Consequently, he concludes that something’s are self evident. He observes through language man reflects the world in terms of subjects and predicates. The problem is self-awareness by accident or indispensable and key to understanding. For Aristotle reason was the way to self- knowledge, movement was caused by a first principle and thus our capacity to actuate. Aristotle bridges the gap between potentiality and actuality through nature.<br> As with other sciences he treats knowledge as an organized body of thought in which it is has its own taxonomy. In Metaphysics 1025b-1026a, he first divides Episteme into three groups. The first two are praktike, or action, as in how we make a choice, poietike or techne, meaning an applied science, or practical application of skill. The last, theoretike is again divided into three categories, mathematike, physike, and theologike. These will inquire on the divine, nature, and mathematical sciences. Consequently, it is Aristotle that broadens the branches of epistemology.<br> '''Change in direction of Epistemology:''' Following the death of Alexander the Great, society is thrust into a power vacuum. Three philosophies, Epicureanism, Stoicism, and Skepticism try to cope with the civil despair. Their individual goals are similar to the above philosophers in that happiness is the ultimate goal. Although virtue is still the foundation for hedonism, or hedon the Greek word meaning pleasure, the conceptualization was a misinterpretation of the philosophy and later will cause persecution and perversion of the term. Consequently, individual happiness takes precedent over community, western civilization to reverts to rampant superstition, chaos and religious fundamentalism. '''Conclusion:''' Epistemology grew out of a social concern relative to the environment and conflict surrounding communities, although Greece was at its high culture, structure within society allowed the liberty of thought. The root of epistemology is in the minutest aspects of our very existence. The very genesis of how reality is constructed, has given rise to conventions for expressing our origin and the forms in which we give name to. Thus sprouts a critical reflection regarding the source and essence of the body superimposing with our natural surroundings. This process of potentiality to actuality births the metaphysical root of epistemology.<br> Clearly the Pre-Socratics planted these questions, but it was Plato, schooled by Socrates civic virtue, that turns his quest to establish a moral society into a theological concept. Since Plato’s epistemology evolved from the exploration of the apparent, imagined, and the recalled. Thus the character of awareness and how we acquire knowledge say without experience, prior, as opposed through the senses, posterior, expands the subject of epistemology. In turn, his student, Aristotle, lays the foundations for epistemology as a model discipline that will incorporate the practical application of science and the work ethic required for thought to be based in the real as opposed to the belief. Altogether, the goal of early philosophy was to seek a virtuous society that could live harmoniously for the ultimate tranquility of each individual within a community. '''Questions:''' # Why is the historical setting important to the development of epistemology? # What contribution does Heraclitus make to epistemology? # Why is sense perception a controversial subject relative to the concepts of epistemology? # How does Parmenides poem influence the division with in the question of knowledge? # How do Plato’s Diagram of the Line and The Allegory of the Cave demonstrate the difference between opinion and truth? # What bridges the two realms of being and becoming as described in the above scenarios? # How is the arche interpreted by the Pre-Socratics, Sophist, and Plato? '''Greek Vocabulary:''' (Familiarize with these terms as used then.) Aisthesis, Anamnesis, Apeiron, Arche, Arete, Doxa, Eide, Episteme, Logos, Nous, Praktike, Psyche, Rhoe, Skepsis, Sophia, Techne, Telos, Theoretike '''Sources:''' The Longman Standard History of Philosophy Daniel Kolak, Garrett Thomson, Pearson Longman Education Inc., New York, 2006 Greek Philosophical Terms A Historical Lexicon F.E. Peters New York University Press, New York, 1967 The Cambridge Dictionary of Philosophy Robert Audi General Editor, Cambridge University Press, New York, 1995 Encyclopedia of Philosophy 2nd Edition Volume 3 Donald M. Borchert Editor in Chief, Macmillan Reference, Thompson Corp. USA, 2006 Britannica Knowledge in Depth 15th Edition, Volume 20 Philip Goetz, Editor in Chief, Chicago, 1991 '''Links''' [http://etext.library.adelaide.edu.au/mirror/classics.mit.edu/Plato/phaedo.html http://etext.library.adelaide.edu.au/mirror/classics.mit.edu/Plato/phaedo.html] [http://etext.library.adelaide.edu.au/mirror/classics.mit.edu/Aristotle/metaphysics.html http://etext.library.adelaide.edu.au/mirror/classics.mit.edu/Aristotle/metaphysics.html] [http://etext.library.adelaide.edu.au/mirror/classics.mit.edu/Plato/meno.html http://etext.library.adelaide.edu.au/mirror/classics.mit.edu/Plato/meno.html] [http://classics.mit.edu/Plato/republic.html http://classics.mit.edu/Plato/republic.html http://classics.mit.edu/Plato/republic.html http://classics.mit.edu/Plato/republic.html] [http://www.perseus.tufts.edu/cgi-bin/resolveform http://www.perseus.tufts.edu/cgi-bin/resolveform] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/The Problem of Evil|Back]] [[Historical_Introduction_to_Philosophy/Truth, Objectivity, and Relativism|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9904 68383 2007-01-08T22:25:52Z JWSchmidt 20 [[Category:Philosophy]] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Epistemology|Back]] [[Historical_Introduction_to_Philosophy/The Challenge of Skepticism|Forward]] Before we begin, it is prudent to go over the basic course proceedures. The information provided is intended to give a basic outline of the main philosophical positions on the topic and give the student an idea of what to expect from and take out of the reading. Each philosopher will have a link to a website that will provide background information on their lives and summaries of their philosophical positions that should provide more help in understanding their works. The reading questions should be reviewed before reading the selection in order to help guide your focus, because most of these works are not easy to get through. As another note, some on the full text wesites for the readings are not the best translations, so purchasing a copy of the texts is often times inexpensive, and always reccomended. And of course, most importantly, have fun! ='''Knowledge and Truth'''= Before discussing the philosophical debate on truth, it is first important to briefly review the two general distinctions between types of knowledge. These distinctions are concerned with how knowledge comes to be known--either independently of experience, or based on experience. These distinctions are purely epistemological, and are “a priori” and “a posteriori” knowledge, respectively. '''A Priori Knowledge''' From Latin meaning literally “from what comes before”, a priori knowledge is characterized by its independent relationship from experience, which includes, but is not limited to, innate knowledge. This type of knowledge is arrived at through thought and reason alone. Common examples include: All bachelors are unmarried men. All triangles have three sides. In both of these statements, you need not refer to any particular experiences to determine whether you know the statements are true--they are true by virtue of their meaning, an assessment that was arrived at through reason. A priori knowledge is philosophically linked to analytic thought mostly through the works of Kant, and later Quine. Analytic propositions are true by their meaning alone and do not rely on any fact about the world. The concept of necessary truth is also linked to a priori knowledge because the negation of a priori statements produce a contradiction again, on the basis of their meaning alone, not on anything in the world that could change and allow for mutually exclusive statements to exist simultaneously. A priori knowledge, for the sake of simplification, is therefore always true or false. '''A Posteriori Knowledge''' From Latin meaning literally “from what comes after”, a posteriori knowledge is characterized by its dependence on both reason and experience. Common examples include: That bachelor is tall. That triangle is red. The truth of falsity of these statements cannot be determined without observing the actual, real-world state of the bachelor and the triangle. Of course, one must use reason to understand the correspondence of the meaning of bachelor and triangle to the things observed, but the essential meaning of the statements is not contingent upon this relationship. Like a priori is linked to analytic thought, a posteriori is linked to synthetic thought, in which truth is characterized by its meaning and by the state of relevant facts about the world. Contingent truth is therefore also linked to a posteriori knowledge because the truth of the statement is contingent upon what is also true about the world as it is, but not how it must be, therefore allowing statements to be both true and false depending not upon their meaning, but upon the state of the world. These concepts will be revisited in discussions about that kinds of things can be true based on our ability to know them. For further reading on the distinctions, relevance, and examples of a priori and a posteriori knowledge, refer to the link [http://www.iep.utm.edu/a/apriori.htm here]. =='''What is truth?'''== Epistemological concerns with truth are extensive to say the least. Generally, they can be characterized by their interrogation of what it means to know something is true, what sorts of things can be true, and what truth is. These questions are generally addressed by seeking the answer to one in order to explain the other. There are several theories that set out to determine what truth is by answering what sorts of things can be true and what knowing this truth means. The majority of these theories have enjoyed more extensive development in the twentieth century, but the Correspondence Theory of Truth attributes its development in the thoughts of Plato and Aristotle and both addresses and responds to key ideas about truth: justification and belief. [http://www.philosophypages.com/hy/2d.htm Socrates], largely in response to the empty wisdom the Sophists espoused, positioned wisdom, first and foremost, as the awareness of your own ignorance. By avoiding the unethical characterizations of knowledge of the self-serving Sophists, Socrates was able to connect his lack of and subsequent search for knowledge to virtue, the most important of all being arete (excellence). He believed that knowledge was innate, and by questioning in a form that would become famously known as the Socratic dialogues. He was also very careful to seperate knowledge from true belief, because truth requires some sort of justification for the belief. Wow! Your first reading assignment! Before begining, it may be useful to read over some [http://www.philosophypages.com/sy.htm tips] on reading and understanding philosophical texts. And now we begin. Please read Plato's [http://classics.mit.edu/Plato/meno.html Meno], in which Socrates examines the nature of virtue, with these questions in mind: 1. What is the relationship between knowledge and virtue? 2. What is the difference between knowledge and true opinion? Please prepare short (1 paragraph) responses to the questions with quotations from the text to support your answers. [http://www.philosophypages.com/hy/2h.htm#line Plato] believed that knowledge was innate, making the search for such a matter of recollection of the knowledge your soul had when it was floating in the realm of the forms. This recall was triggered by the process of questioning similar to the Socratic method developed by his mentor. Like Socrates found knowledge of goodness necessary for virtue, Plato placed the Good as the highest form and the form in which all other forms participated in in varying degrees. Wisdom , then, was the recollection of the knowledge of Good in order to participate more in the form of Good. Please read Plato's [http://classics.mit.edu/Plato/republic.html Republic] with these questions in mind: 1. Why does Plato believe there are three distinct parts of the soul? 2. What does the Allegory of the Cave reveal about Plato's views on knowledge? What then can we infer about his views on the nature of truth? Please prepare short (1 paragraph) responses to the questions with quotations from the text to support your answers. [http://www.philosophypages.com/ph/aris.htm Aristotle], being more scientifically inclined in his investigations of the nature of things, finds the highest good of human existence to act in our nature as rational beings and, well, be rational. He describes wisdom, therefore, as being able to rationalize about things in the world both in regards to practical actions and in finding happiness through virtue. Oh, you will have more reading. Just wait. =='''Correspondence Theory of Truth'''== This theory explains truth by its relationship to the way the world is, stating that truth is determined by its correspondence to a fact that exists in the world. This theory is commonly associated with the positions of classical philosophy, but it is most famously established in Aristotle’s Metaphysics where he defines truth as “To say of what is that it is not, or of what is not that it is, is false, while to say of what is that it is, and of what is not that it is not, is true”. This quote does not specifically establish the importance of the relationship between truth and the world, it does lay the foundations for the importance of relationships of what is. In his work Categories, Aristotle begins to flesh out the things that make statements true. Reading Assignment: Please read Aristotle’s [http://classics.mit.edu/Aristotle/categories.html Categories] with these questions in mind: 1. What support for the basic tenants of Correspondence Theory can you find in Categories? 2. Why is the definition of the word ‘is’ important to Aristotle? =='''Is that a fact?'''== Yes, the term fact has snuck its way into our discussion, and of course, it cannot be denied a grand entrance. A fact, insofar as The Correspondence Theory allows, facts can be mind-dependent or mind-independent entities (a priori or a posteriori knowledge). This becomes a problem because of the relationship between a proposition and a fact. “Mexico is south of the United States” is a proposition. And it is a fact. But it cannot be both without being circular and therefore fallacious, leading critics or Correspondence Theory to complain that facts are whatever true propositions must correspond to in order to be true. =='''Coherence Theories'''== Moving the justification of truth away from its specific relationship to the world, the Coherence Theories of Truth are characterized by their justification of a true proposition because of its relationship to other propositions. This theory evokes a more common-sense style approach to how we determine what is true--the process of determining truth is a recursive reference to what we already hold to be true in order to ascertain whether this new proposition is true, or more specifically, whether or not it coheres with our established beliefs. =='''What about belief?'''== Belief, roughly, is our attitude towards what we regard to be true or false. Linking what it is to be true with belief can, however, be quite problematic, because it allows for me to believe something and you to not believe something, which violates the law of non-contradiction, which always holds more philosophical weight than theories that violate it. The idea of belief, and the distinction of beliefs from knowledge will be further discussed with regard to Objective Knowledge. =='''Of Justification'''== Epistemological justifications for Coherence Theories suggest that we essentially cannot know if a proposition corresponds with the world because we cannot know what is beyond our own beliefs, but we can adequately ascertain whether or not something is consistent with our beliefs. There are of course several criticism to Coherence Theories of Justification, the principle one being that it does not necessarily follow that because a proposition cannot be known to correspond to reality that it does not correspond with reality. =='''The Problem of Justified True Belief'''== Truth and knowledge are intricately related because you must have knowledge of something to determine truth, and something must be true in order for it to be knowledge. Enter Justified True Belief, a traditional philosophical position on knowledge and truth that goes something like this: In order to know something, one must first believe that a proposition is true, because if you don't believe something you do not have knowledge of it. Secondly, this belief must be true, because you wouldn't believe it if it wasn't, and for reasons of a third element: justification. Justification is of course, a condition to ensure that belief is not just a matter of luck, but there are reasons for this belief. Philosophy diverges on what kinds of reasons fulfill this condition, but in general the belief should rationally follow from reliable evidence. This effectively sets up a conditional triumverite in order to determine knowledge that reflexively relies on and determines truth. Of course, this is perhaps too simplisitc to be useful. There are cases where justification does not ensure that belief is because of luck, known specifically as the [http://www.jimpryor.net/teaching/courses/epist/notes/gettier.html Gettier Problem]. There's more. =='''Later Positions on Truth.'''== [http://www.philosophypages.com/ph/augu.htm Augustine of Hippo] enters God into the picture when it comes to defining truth, although not without reference to the methods of early philosophers. Here is a helpful outline provided by [http://en.wikipedia.org/wiki/Truth Wikipedia] that explains Augustine's view of truth. And that's all the reading you have to do. For now. 1. '''Truth Exists''':-It is self-defeating to deny the existence of truth. If someone claims that “Truth does not exist”, then we can counter by asking if the claim is True or False. If the claim is False, then Truth Exists, and if the claim is True, then Truth Exists. 2. '''Truth is Unchangeable''':- It is impossible for truth to change. What is true today always has been and always will be true. All true propositions are immutable truths. Pragmatic views of truth that imply that what is true today may be false tomorrow are untrue. If truth changes, then pragmatism will be untrue tomorrow, if indeed it could ever be true. 3. '''Truth is Eternal''':- By extension of its Unchangeable nature, Truth must be Eternal. Even if every created thing ceases to exist, Truth will continue to exist. But suppose someone asks, “What if truth itself should someday perish?” Then the truth that “Truth has perished” would still exist eternally. Any denial of the eternity of truth turns out to be an affirmation of its eternity. 4. '''Truth is Spiritual''':- The existence of truth presupposes the existence of minds. Without a mind, truth could not exist. The object of knowledge is a meaningful thought which resides in one or more minds. a. Truth is Not a function of Matter:- The existence of truth is incompatible with any materialistic view of man. Materialists believe that all thinking and reasoning is merely the result of the motion of particles in the brain. But one set of relative physical motions are not truer than another set. Therefore, if there is no mind, there can be no truth; and if there is no truth, materialism cannot be true. Truth cannot be a function of the position of material objects because if a thought was the result of some physical motion in the brain, no two persons could have the same thought. A physical motion is a fleeting event different from every other motion. Two persons could not have the same random motion, nor could one person have the same random motion twice. b. Truth is Not a function of Time:-If thoughts were the result of physical motions in the brain, memory and communication would be impossible. We are able to recall the past because we have minds and not because of the motion of particles in our brains. Thus, if one is able to think the same thought twice, truth must be independent of time. c. Truth is Not a function of Space:- Truth is independent of Space as well. Not only does truth defy time and matter; it defies space as well. For communication to be possible between two or more people, the identical truth must be in two or more minds at the same time. If, in opposition, anyone wished to deny that an immaterial idea can exist in two different minds at the same time, his denial must be conceived to exist in his own mind only; and since it has not registered in any other mind, it does not occur to us to refute it! 5. '''Truth is Superior to the human mind''':-By its very nature, truth cannot be subjective and individualistic. Truth is immutable, but the human mind is changeable. Even though beliefs vary from one person to another, truth itself cannot change. Moreover, the human mind does not stand in judgment of truth; rather truth judges our reason. While we sometimes judge other human minds (as when we say, for example, that someone’s mind is not as keen as it should be), we do not judge truth. If truth and the human mind were equal, truth could not be eternal and immutable since the human mind is finite, mutable, and subject to error. Therefore, truth must transcend human reason; truth must be superior to any individual human mind as well as to the sum total of human minds. From this it follows that there must be a mind higher than the human mind in which truth resides. 6. '''Truth is God''':-We have seen that Truth exists, is unchangeable, eternal, spiritual, and is superior to the human mind. But only God possesses these attributes. If we substitute the word “God” for the word “Truth” in the list of attributes, we see that: God Exists- God is Unchangeable- God is Eternal- God is Spiritual- God is not a function of Space, Time or Matter- God is Superior to the human mind- These attributes apply equally to Truth and God, and only to Truth and God. Truth and God are identical. Truth and God are convertible. Truth is God. God is Truth. No created thing possesses the attributes of Truth or God. There can be no True propositions about created entities, including numbers, geometric patterns or so called “laws” of science because they are all dependent on Space, Time or Matter. The only true propositions are about God. In other words, Knowing Truth is Knowing God. Truth is Knowledge of God. =='''Knowledge and Objectivity'''== The relationship between knowledge and objectivity is essentially defined by our perception. In the most basic sense, knowledge is objective if it exists independent of the perceivers perception of it. This statement is simple enough, but it implies within it complicated determinations about our abilities to perceive objects. If something were to be objective, it must exist independent of our awareness of it, whereas something is subjective if it relies on our perception in order to be, like colors only exist the way they do because they are seen. Subjective knowledge, then, refers only to knowledge of one’s own state, because that is the only knowledge that relies on our perception in order to be. The state of someone else, for instance, does not rely on our perceiving it, but in their own perception of it, and that perception alone. This affords subjective knowledge special epistemological status because it is the only form of immediate knowledge. =='''The Case for Objectivity'''== Plato, of course, believes that there is an objective reality, found in his theory of the Forms. These Forms are therefore the highest forms of knowledge because they exist in the most "real" way possible. Aristotle, to be difficult, believes in what Plato what consider a subjective reality. He still believes in an idea of the Forms as essences of things and that these are the most objective reality, but rejects the idea that we can know anything (perfectly and objectively) that we don't know by experience, and we cannot experience the essences. Now what are these Forms, you ask? Well, read: Plato's [http://www.wsu.edu/%7Edee/GREECE/ALLEGORY.HTM The Divided Line and Allegory of the Cave] (yes, you have read this before, but now look at the idea of the Forms) A helpful site can be found [http://foxborough.k12.ma.us/pc/PCdescription.html here]. Aristotle's Metaphysics at evans-experientialism.freewebspace.com/aristotle01.htm You know what you are looking at in these readings (foundations for objectivity), and it is a lot of reading. No questions for this section. =='''Relativism'''== Everyone has heard the phrase, "It's all relative" mumbled in a dismissive tone, and as far as most philosophical positions go, they are just as annoyed with things being "relative" as you are. Because "everything is relative" it is hard to even characterize the general posisiton on relativism except for a few general tennants: 1. Views or opinions (this inculdes moral and ethical positions) are relative to a certain perspective, and 2. There is no privlidged (or correct) perspective. Relativism lends itself easily to criticism, because following its very own logic, the view that relativism is wrong is as valid of a viewpoint as the view that relativism is correct. This fruitless recursivity is perhaps what is most problematic about relativism because it does not encourage, in a real and meaningful way, the pursuit of knowledge because all possible knowledges are the same (including contradictory knowledges) and therefore there is no objective form of knowledge. Relativism emerged with the Sophists, most famously with Protagoras, who was acknowledged by Plato in his dialogue, Protagoras at evans-experientialism.freewebspace.com/plato_protagoras03.htm. Please read the selection and identify the characteristics of relativism you see atributed to Protagoras's arugments. As philosophy progressed, relativistic thought persisted, although it did not begin to emerge as a powerful position until the 20th century. But that is another class. Until then, here is an interesting [http://www.geocities.com/relativist_religion/ site] with rather compelling arguments for relativistic thought. Are you convinced? Please compose a short (2 page) essay arguing for or against all or some of the arguments for relativism. And it's over. Congratulations. Works Referenced: [http://www.iep.utm.edu/ Internet Encyclopedia of Philosophy] [http://www.philosophypages.com/index.htm The Philosophy Pages] [http://plato.stanford.edu/ Standford Enyclopedia of Philosophy] [http://www.geocities.com/relativist_religion/ The Relativist] [http://en.wikipedia.org/wiki/Truth Wikipedia] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Epistemology|Back]] [[Historical_Introduction_to_Philosophy/The Challenge of Skepticism|Forward]] [[Category:Philosophy]] 9905 68760 2007-01-09T23:38:42Z Mystictim 626 Added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Truth, Objectivity, and Relativism|Back]] [[Historical_Introduction_to_Philosophy/The Mind-Body Problem|Forward]] == "You can't handle the truth..." == From understanding what can be said about truth and about how we come to that truth, we can then begin to construct what those opposed the views on truth have to say: Enter, Skeptics. No philosopher, or cognizant human being for that matter can escape the questions of skepticism. How do we know what we know is true? How can we justify what we claim to know? Can we really have knowledge of anything at all or are we simply being deceived by imperfect human attributes? These are all issues that everyone must be able to reckon with in order to hold his or her ground against the attacks on what we, as humans, claim to know. Whether we take sides with a skeptic school of thought or we offer a rebuttal, the questions of skepticism cannot simply be ignored as if they weren't there. == What is Skepticism? == The word "skeptic" comes from the Greek ''"skepsis"'' which means inquiry. Most skeptics believe that by continuously questioning our knowledge, the source thereof and what is held as "truth," we can greatly reduce the risk of being deceived and therefore left further from actual Truth than if we had not taken to a specific "truth." To adhere and completely agree with one of these "truths" is to assume a great deal about Truth and the criterion by which it is judged. To establish this criterion is to once again suppose and assume, without certainty; this eventually falls back to circular reasoning because to decide the criterion of Truth, there must be a criterion on establishing a criterion and Truth to that criterion ... a definition of a definition of a definition ... and so on. The questioning of knowledge have undoubtedly been present as long as man has laid claim to it. So-called "truths" about the world in which we live have been brought into question since they were asserted, which is why philosophy is very much alive today -- if everyone had already agreed on claimed "fundamental truths," there would no longer be a need for much of what makes up philosophy; we would already have the answers. This is a point that many skeptics lean on: if these "truths" were actually true, philosophers through the ages would not continue to disagree just by the very nature of what it means for something to be true.(((As asserted in the previous section--place link here))) Keeping in mind the presupposition that man has almost always questioned the knowledge he lays claim to, the first actual record of a formalized stance in skeptic thought came from the ancient Greeks. == Baklava with that? == ''A. Skeptical Foundations in Ancient Greece'' We can infer that the basis of Greek skeptics came from the fact that Socrates was undeniably, if not sickenly so, humble about his knowledge. It was Socrates who said all he could know was the knowledge of his own ignorance but to have skepticism hinge on one flighty remark from Socrates would be a bit of a stretch, so let's keep digging. Plato also had his opinion on Truth, claiming that the only true reality is that of the mind. Another important figure in philosophy making a bold statement about certainty and yet, the Skeptic movement still hasn't caught on in Athens, at least that we're aware of. Next came Gorgias (c.483 - c.376 B.C.E.), a Greek philosopher who we know very little about. Although Gorgias' work survives only in sparse fragments and citations, scholars have deduced that his claims about knowledge are as follows: 1. Nothing exists. 2. Even if things did exist, it could not be known. 3. Even if it could be known, it could not be communicated. Despite the fact that Gorgias made record of these ideas before anyone else, it was really the Pyrrhonians whose school of thought is considered to be the primary building foundation on which all other skeptic thought has been forced to build. '' B. Pyrrhonian Skepticism '' Started by Pyrrho of Elis (c. 367 - c.275 B.C.E.), the Skeptic movement started concurrently with that of the Stoics, Epicureans and the "negative dogmatists," the Academic Skeptics during the decades following the collapse of Alexander the Great's empire. While all four of the schools of thought aimed to bring tranquility and happiness in a time of struggles, it was the Pyrrhonian Skeptics who took a very different path than that of the others. '''''C. "Why are these guys so special?"''''' ''Skeptic relations to the Stoics'' The Pyrrhonian Skeptics are obviously a different breed, but why did they think the way they did? To put this in perspective, the viewpoint of their most antithetical rival school, the Stoics must be at least partially understood. The Stoics believed that our knowledge comes from the acceptance of our perceptions as representatives of external facts. Certainty comes directly through cognitive impressions -- that which is generally accepted as commonplace knowledge. It is from these general claims that we can gain general conceptions to which we can reason about. Knowledge then becomes the culmination of all the rational conceptions we have made. These conceptions must then be inter-supportive and mutually dependent on one another, providing sound and stable knowledge. They believed that everything that wasn't knowledge was opinion. The criterion of Truth for the Stoics was essentially reasoned commonplace knowledge and relied heavily on both intuition and experiential evidence. Skepticism rejects that we can have certainty based on commonplace knowledge because it does not rule out deception by our senses or interactions as a factor. Just because hundreds of people believe the same thing, doesn't mean they're right -- take a look at Michael Bolton fans if you don't agree. Pyrrho's philosophy reacted against the Stoics, who believed we can know nearly anything as long as the criterion by which we judge becomes commonly assented to because of the gaping flaw of mass deception, but the Pyrrhonians also reacted against the Academic Skeptics who said we can know absolutely nothing for certain --a contradiction within itself. So what kind of doctrine did they follow? Pyrrhonian Skepticism states that in order to seek tranquility and a quietude of mind, we must disengage ourselves from things of which we cannot be sure. We must then suspend judgments on claims until they have been thoroughly scrutinized -- essentially any claim whatsoever except "that which is immediately evident," such that we exist or that we sit, stand and talk. While this method seems to make life stagnant, Pyrrhonians felt that suspending judgment would eliminate the mental anguish caused by any "knowledge" that could be doubted in the slightest. Where certainty is not, doubt is present and doubt is that which disquiets the mind. Applying this method to experiences, if a claim was brought into question, even if no visible flaw could be seen, a Pyrrhonian might simply say that the claim appears to be so, but alas, he cannot, with certainty, say either for or against the claim. i.e., If someone were to say that the sky was blue, a Pyrrhonian would probably say that it just appears to be blue, but he couldn't be sure. Although we attribute this school of thought to Pyrrho, it was actually his student Timon and later follower Sextus Empiricus (c.175 - c.225 B.C.E.) who actually recorded these ideas; most notably in Sextus Empiricus' work, "The Outlines of Pyrrhonism." '''''Reading Assignment #1''''' Read the following excerpts from Sextus Empiricus' "Outlines of Pyrrhonism": CHAPTER VI. -- OF THE PRINCIPLES OF SCEPTICISM The originating cause of Scepticism is, we say, the hope of attaining quietude. Men of talent, who were perturbed by the contradictions in things and in doubt as to which of the alternatives they ought to accept, were led on to inquire what is true in things and what false, hoping by the settlement of this question to attain quietude. The main basic principle of the Sceptic system is that of opposing to every proposition an equal proposition; for we believe that as a consequence of this we end by ceasing to dogmatize. CHAPTER VII. -- DOES THE SCEPTIC DOGMATIZE? When we say that the Sceptic refrains from dogmatizing we do not use the term "dogma," as some do, in the broader sense of "approval of a thing" for the Sceptic gives assent to the feelings which are the necessary results of sense-impressions, and he would not, for example, say when feeling hot or cold "I believe that I am not hot or cold"); but we say that "he does not dogmatize" using "dogma" in the sense, which some give it, of "assent to one of the non-evident objects of scientific inquiry"; for the Pyrrhonean philosopher assents to nothing that is non-evident. Moreover, even in the act of enunciating the Sceptic formulae concerning things non-evident -- such as the formula "No more (one thing than another)," or the formula "I determine nothing," or any of the others which we shall presently mention he does not dogmatize. For whereas the dogmatizer posits the things about which he is said to be dogmatizing as really existent, the Sceptic does not posit these formulae in any absolute sense; for he conceives that, just as the formula "All things are false" asserts the falsity of itself as well as of everything else, as does the formula "Nothing is true," so also the formula "No more" asserts that itself, like all the rest, is "No more (this than that)," and thus cancels itself along with the rest. And of the other formulae we say the same. If then, while the dogmatizer posits the matter of his dogma as substantial truth, the Sceptic enunciates his formulae so that they are virtually cancelled by themselves, he should not be said to dogmatize in his enunciation of them. And, most important of all, in his enunciation of these formulae he states what appears to himself and announces his own impression in an undogmatic way, without making any positive assertion regarding the external realities. '''Questions:''' 1. How does Sextus defend skepticism against those who would doubt its credibility? 2. How does following skeptic thought intend to help one attain "quietude"? == "We're moving in another direction, we'll be back in a few hundred years." == '''''A. Skeptics Lay Low''''' After the ancient Greeks, skepticism stays as stable as skepticism can be for a couple hundred years until Saint Augustine (354 - 430 C.E.) throws another element into the equation of knowledge -- How does God fit in to all of this? With the addition of this new cog in the machine, the distinction between the types of skepticism becomes more important. ''I. Types of Skepticism'' Partial skepticism is a school of doubt that is simply restricted to specific fields of belief and thus knowledge. Contrarily, total skepticism has no such limits. Expanding on this is moderate and total skepticism which states that there is no absolute certainty in the underlying beliefs present in subjects such as mathematics or logic, whereas radical and total skepticism states that there aren't even such things as justifiable beliefs that can exist. It is with this distinction in mind that we can begin to analyze the slight nods to skepticism that those following the Greeks make. == '''''Now Where Was I? Oh yes, God.''''' == ''A. Saint Augustine and Skepticism'' Most would consider Augustine to be, at best, a partial skeptic in the sense that be believed neither revelation nor revelation alone could give us certain knowledge. His doubts of what we can be certain of is limited to those claims on which reason and revelation, or divinely inspired knowledge, coincide. Augustine believed that we use reason as a God-given tool to understand that which God has revealed to us via divine means, only then, by using both reason and revelation can we have certain knowledge. He wasn't saying that revelation or reason we insufficient in and of themselves, but that certainty is derived from utilizing both. Although Augustine is never consider a skeptic in the traditional sense, with his ties being loosely based, it is possible to see the influence of the ancient Greeks on his philosophy. Of course, despite these albeit weak ties, Augustine does bring a new element into accepting knowledge as certain. He links knowledge to a direct relation to God and implies that it is the concept "grace" which allows us, by faith, to accept what we believe God to have imparted to us. Where the Pyrrhonians stopped in suspending judgment, Augustine goes to fill this gap by agreeing that while he cannot be certain of a great many things, he can be certain in God and therefore bridges this metaphysical gap between uncertainty and certainty -- if nothing else, he can be sure of God who, he believes, is the wellspring of all things certain. Let's review: we cannot have knowledge of everything based on reason and same came be said of that based on revelation. What we can have certain knowledge of is of the claims to which both are applied and understood through God, in whom all things can be certain. ''B. Another Christian Skeptic ... Well, Sort of.'' 800 years after Augustine, another Christian by the name of Thomas Aquinas (1225 - 1274 C.E.) came along to build on what Augustine had said. Aquinas agrees with many of the same principles that Augustine established but began to flesh out different types of knowledge into rational, revealed and a combination thereof. He does, however, suggest that the certainty we can come to through reason cannot be arrived at through strict revelation (even though both come from God). While not doubting the fact that we can have knowledge entirely, he does doubt where that knowledge comes from and the ways it can be reliable and certain. While both Augustine and Aquinas are, at the very best, partial skeptics, it is important to understand their viewpoints as they determine the direction of the next phase of skeptical philosophy -- the "modern age." == A Dream Within A Dream Within A Dream... == ''A. The Greatest Mind in Modern Skepticism'' René Descartes (1596 - 1650 C.E.) was a jack-of-all-trades in the world of philosophy. The topics on which he wrote include law, mathematics, science, ethics, psychology, metaphysics, religion and epistemology among others. In his twenties, he began to travel Europe in search of knowledge that he felt could only be gained through introspection or through worldly interaction. He desired to experience everything. His extensive travels allowed him to see many new and unique things, some of which cause him to doubt assumptions he had held since his childhood. These doubts eventually festered and multiplied until he felt that he ought to "demolish everything and start again, right from the foundations." ''Reading Assignment #2'' Read Descartes' ''Meditations I'' found at [http://www.wright.edu/cola/descartes/meditation1.html] ''Reading Questions'' 1. What did Descartes assert in this argument? 2. Why did he feel he was justified in these claims? 3. Do you agree with Descartes? Why or why not? ''B. What Descartes Believed'' From this point in his life onward, Descartes applied what can be called his "method of doubt" [http://plato.stanford.edu/entries/descartes-epistemology/#2.2] to anything he could potentially hold as valuable. If he could, in any way, doubt the certainty of any claim, he would reject it; weighing heavily on the idea that since his senses had deceived him in the past, they should never again be trusted. Even what we consider obvious notions, like the warmth of a fire, he said, could not be considered true because there was no way to prove that the experience was not a dream. As outlandish as this might appear to most of us, this dream argument [http://plato.stanford.edu/entries/descartes-epistemology/#3.1] proves to be extremely influential in modern philosophy-- especially with empiricists. In his work "Meditations," [http://www.wright.edu/cola/descartes/mede.html] Descartes to skepticism in the direction of Augustine by bringing in the certainty of God. ''"If there is an omnipotent God, he could presumably cause me to go wrong every time I count two and three; if, on the other hand, there is no God, then I owe my origins not to a powerful and intelligent creator, but to some random series of imperfect cause, and in this case there is even less reason to suppose that my basic intuition about mathematics are reliable."'' Descartes as paraphrased by Dr. John Cottingham Following this argument, Descartes brings an odd player into the game - an imaginary demon that could quite possibly be deceiving him at every turn so that he might falter. Descartes reasoned that although this demon may be able to deceive him in all other aspects of life, the fact that he was thinking about this fact was enough reason to consider his own existence as self-evident -- hence the famous statement: "Cogito ergo sum," or, "I think, therefore I am." In spite of this initial heavy, almost extreme skeptic stance, Descartes proceeded to reconstruct the rest of "reality" based on the confirmation of his own existence. From the idea that "he is," Descartes surmised that the idea of a supremely perfect being is too great an idea to have originated from anywhere but that supremely perfect being -- God. ''Reading Assignment #3'' Read Descartes' argument for God found here: [http://www.wright.edu/cola/descartes/meditation2.html] ''Reading Questions'' 1. What are the logical steps Descartes uses to arrive at the existence of God? 2. Do you feel that this is an adequate argument? Why or why not? After he believed he had logically proven the existence of God, Descartes gives an argument to the effect that the external world exists because God is a perfect being and would not intentionally deceive us because of His nature. He also acknowledges that since he can be sure of himself and he is aware enough to know that perceptions affect him without his willing them to, the external world must also exist, because if these perceptions were simply generated from himself, Descartes would be able to control them rather than be subjected to them. Following the existence of the world, he comes up with a criterion for Truth that echoes back to Pyrrho. Descartes said that although we are imperfect beings, we have the ability to suspend judgment on that which is not "clear and distinct." In addition to this ability, rational intellect was a gift from God, a perfect being whose gift, although present in a broken, imperfect world, still has the ability to function with a degree of reliability (because we already know that God would not intentionally deceive us). Despite the fact that Descartes' arguments rely on a Christian perspective, or at least in the existence of God, the logic and reasoning that got him to the point of "successfully" existing, as well as breaking himself (and the rest of the world for that matter,) down and rebuilding it with carefully constructed arguments, still holds bearing on skeptics and general epistemologists alike. ''Wrap-Up Questions'' Thinking of what you've read, why is it that the skeptic question just can't be ignored? Why don't we just dismiss their arguments as shortsighted cop-outs? Use textual examples from the reading assignments or outside sources to back your response. Think critically and think of the big picture, not just whether or not you agree. Your response should be a minimum of two pages double-spaced in order to somewhat accurately respond. Compare your answer against the readings as well as arguments found on the Stanford Encyclopedia of Philosophy. == What Now? == ''Where Descartes Left Us and Further Readings'' Philosophers that follow from and build on the works of Descartes include John Locke, who brought up questions like "How does man know," David Hume who was the prominent remover of God in the realm of skepticism, Baruch Spinoza who took the mind/body debate that Descartes worked on a few steps further, and George Berkeley who argued that nothing exists unless it is perceived, amongst others. While Descartes and Augustine left some large shoes to fill, the problem that skepticism will not just simply disappear is a hurdle that every philosopher in the history of the world will have to deal with. '''Some further readings on these subjects are as follows:''' John Locke's "Essay Concerning Human Understanding" [http://oregonstate.edu/instruct/phl302/texts/locke/locke1/Essay_contents.html] George Berkeley's "Treatise Concerning the Principles of Human Knowledge" [http://www.gutenberg.org/etext/4723] Baruch Spinoza's "Ethics" David Hume's "Essays and Treatises" [http://www.etext.leeds.ac.uk/hume/ehu/ehupbsb.htm] == Works Referenced == Audi, Robert. "Cambridge Dictionary of Philosophy" 2nd Edition, Cambridge University Press 1995, 99 Augustine. "Confessions" Translated by Garry Wills, Penguin 2001 Frost, S.E. Jr. "Basic Teachings of the Great Philosophers" Anchor 1989 Kolack, Daniel, Thomson, Garrett. "The Longman Standard of Philosophy" Pearson Education 2006 Standford Encyclopedia of Philosophy "http://plato.stanford.edu/" [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Truth, Objectivity, and Relativism|Back]] [[Historical_Introduction_to_Philosophy/The Mind-Body Problem|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9906 67693 2007-01-07T21:39:53Z JWSchmidt 20 [[Category:Philosophy of Mind]] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/The Challenge of Skepticism|Back]] [[Historical_Introduction_to_Philosophy/Theories of Mind|Forward]] == Introduction to the Mind Body problem == <br>The relationship between the mind and the body and what makes the self have been debated for millennia and are as complex as ever. The seemingly obvious nature of who one is becomes very unsure under close inspection, and we tend to ignore the problems of personal identity and the mind-body relationship even though the answers obviously involve profound consequences. Many great philosophers including Plato, Aristotle, and Descartes have written explicitly about this subject, and others like the pre-socratics have written about philosophies that could easily apply to them. To introduce the mind-body and personal identity problems, the general questions will be posed and some highlights from the various sides of the debate will be scrutinized.<br><br>So how would you answer someone if they asked who exactly you were? To answer this, it might be useful to ask yourself what you aren’t. Is a person still the same if he looses a toe or an arm? Is a heart transplant patient the same person before the surgery as after? What if someone loses half his brain? These things occur and yet we treat people after such events as though they were the same as before. If we are more than the continuation of the same body, which is the extreme view usually rejected after asking the previous questions, then what more are we?<br><br>What does it mean to have a mind? If we just say it is being conscious we would have to admit that many animals also have minds. So is it to be conscious of one’s own consciousness? What about when we are in deep sleep and unconscious, do we still have a mind? Does it arise from the sheer complexity that only the human brain and possibly some other higher animals’ brains achieve, or is it something non-physical that transcends brain tissue?<br><br>These questions are just the tip of the iceberg, and the answers are endless. Though this certainly isn’t the first discussion ever written about the nature of the self, the dialogue in Alcibiades I asks and attempts to answer some fundamental questions and is a good starting place.<br><br> From the [http://www.gutenberg.org/wiki/Main_Page Gutenburg Project], you can find the book [[Alcibiades]]. It is known as a spurious writing because it cannot be known for sure whether Plato wrote it (unlike the famous Socratic dialogues like the Euthyphro, Meno, and Crito which surely were written by Plato). It is accredited to him, however, for its similar style and substance and so should serve as a good introduction to the ideas concerning the mind and body from some of the very beginnings of philosophy. In it, Socrates argues that the body does not make a person but that it is only a tool used by the person. This means that the mind, which he equates with the soul, is not a physical entity. You can find some [[questions]] to consider after reading this dialogue.<br><br>With the idea that the soul is separate from the body, as clearly argued above, we could move on to reading the Phaedo, a dialogue almost certainly written by Plato concerning the last conversation Socrates had with his friends and followers before his death. In it, Socrates argues that the soul is separate from the body in three different ways. He did this to show his friends that though he was about to die, he was actually better off as a soul without a body able to understand truths without hindrance, without the confusion that sense perception brings about. Here you can find the [[Phaedo]]. Try picking out the different arguments for the existence of souls separate from the body and write them out in simplified form. Can you find anything wrong with them? Some [[questions and considerations]] can be found after you read the Phaedo.<br> <br>For a different perspective, you can read Aristotle’s work, [[On the Soul]]. On this site, you can find the text under the heading “texts.” Read book II. Whereas, Plato argued that the body was not really part of a person but just a tool used by the soul (which would then have to be separate from the body), Aristotle argues that the two are inseparable. He thought the body, the physical stuff, was potentially a person, but it was only when that material took the shape of a human, the actuality of a human, that a person existed. The soul is the actuality of the body, and so the two are inextricable. To put it more clearly, he said, “we should not ask whether the soul and body are one, any more than whether the wax and the impression are one.” After you read it, you can go over these [[questions on Book II]].<br><br>What if there isn’t anything but the material world, no special forms arising from the actuality of a body and certainly not some form of a person completely apart from the body? Though this sounds especially modern and something a chemist or physicist would believe, this view was held by philosophers before either Plato or Aristotle. They were called the Atomists, including Luecippus and Democritus who are best known for forming and advocating these theories. They held that the universe was made solely of void and being. Being is made of very small, indivisible particles that have no macroscopic qualities like color; it is only in the aggregation of these particles that those qualities emerge. So what does this mean for the body and soul? It leaves very little room for the existence of an eternal soul, which Plato and Aristotle thought existed. The writings of the first atomists are lost, and so all that we have are other authors quoting or paraphrasing them. If you want to learn more about them, a good site is the Stanford Encyclopedia of Philosophy, which has an article on the atomists.<br><br>One of the reasons, the atomists were mentioned above is because of their influence on a later philosopher, Lucretius. In his book, On the Nature of Things, he details his ideas on life and how it should be lived. He thought that since we were nothing before we were born and didn’t fear that, we shouldn’t fear death where we no longer exist just the same. This stems from the idea that we are merely the conglomeration of particles and will stop existing after those articles break apart. You can read part of his work, [[Book III]], and find [[questions to consider]] afterwards.<br> <br> These philosophical works form the basis of the problem of the mind and body and personal identity. It was from these beginnings that the major schools of thought were formed and later philosophers would react. Plato championed what is called dualism, his idea that the soul and body are separate, while Lucretius and the atomists began the idea of what is called monism, their idea that the soul and body are one. Augustine sided with Plato and dualism which became church doctrine to this day. After the scientific revolution, more and more people began to believe the mind and body were just matter just as Lucretius had believed. These debates still continue and philosophers are always adding their insights into the mix, but with the foundation of knowing these works inside and out, you should be well prepared to tackle the others. <br><br>Author Micah Nelp, at least so far [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/The Challenge of Skepticism|Back]] [[Historical_Introduction_to_Philosophy/Theories of Mind|Forward]] [[Category:Philosophy of Mind]] 9907 68763 2007-01-09T23:43:00Z Mystictim 626 Added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/The Mind-Body Problem|Back]] [[Historical_Introduction_to_Philosophy/Personal Identity|Forward]] == <strong><u>Theories of Mind</u></strong> == <br> Author:[http://phil373.wikispaces.com/ChristopherAquinto Christopher Aquinto]<br> <br> What is the relationship between the mind and the body? Of what type of substance is the mind? Of what type is the body? These are the type of questions that philosophers of the mind ask.<br> ---- The two main schools of thought that deal with the mind-body problem and theories of mind are Monism and Dualism.<br> Monism holds that there is only one type of substance, while Dualism holds that the mind and body are of different substances.<br> ---- <br> === <strong>Monism</strong> === Monism is the view that all of reality is comprised of one type of 'substance'. The roots of the monist perspective can be traced back to Parmenides (515-445 BC). For Parmenides there was only one “thing”, existence, and thus all plurality is false. The three main branches of monism are materialism, idealism, and neutral monism/dual-aspect monism.<br> <br> <br> ==== <strong>Materialism</strong> ==== <br> Materialism has its beginning in the early atomic viewpoints of Leucippus (5th century BC) and Democratis (460 BC), and it has been championed more recently by the likes of Thomas Hobbes (1588-1679 AD) and Pierre Gassendi (1592-1655). Materialism holds that the only thing that truly “exists” is matter and all phenomena are the result of material interactions. All mental phenomena can be reduced to physical interactions. With the modern success of scientific theories such as quantum theory materialism is probably the most popular monist theory.<br> <br> <br> ==== <strong>Dual-aspect Theory and Neutral Monism</strong> ==== Neutral monism is the view that all of reality is of one kind, neither mental nor physical. Baruch Spinoza (1632-1677 AD) held the dual-aspect theory which says that the mental and physical are distinct modes of a single substance, God. Neutral monism is, in a way, an agreement with both materialist monism and idealist monism.<br> <br> <br> ==== <strong>Idealism</strong> ==== Idealism is the view that everything is mental in nature, that is, that everything which exists is mental. One famous idealist was George Berkeley (1685–1753 AD), who claimed that “to be is to be perceived”, thought that both mental and physical phenomena are just perceptions in the mind of God.<br> <br> ---- <br> === Dualism === Dualism is the view that there are two distinct kinds of existence, the mental and the physical.<br> The first truly dualistic theory originated in Plato’s theory of forms.<br> <br> ==== Cartesian Dualism ==== Rene' Descartes (1596-1650 AD) believed that the mind is distinct from the body. In this view the essense of the physical is extension in space. Minds are unextended substancesand thus are distinct from any physical substances. The essence of a mental substance is to think.<br> <br> ==== Parallelism ==== Both Malebranche (1638-1715 AD) and Gottfried Leibniz (1646-1716 AD) both espoused views of parallelism, the view that the physical and mental realms run parallel to each other but that there is no causation between the two. Malebranche's version of parallelism is called occasionalism. This is the view that at each moment God creates the world anew in such a way that it seems as if causation exists. Leibniz's view is called preestablished harmony and it claims that mental and physical phenomena seem to be causaly related because they co-occur in the posible world God actualized (this one) much like two synchronized watches. Because of obvious difficulties parallelism has been mostly abandoned.<br> <br> ==== Other Dualistic Theories ==== There are many other dualistic theories but they are for too complex for the limitations of this course. if you wish to learn about them, visit [http://plato.stanford.edu/entries/dualism/. http://plato.stanford.edu/entries/dualism/.]<br> <br> ---- === Assignments === <br> If you haven't read 'Phaedo' by Plato in the previous section then do so now, it can be found here [http://en.wikiversity.org/wiki/Phaedo]<br> <br> Read Descartes' 'Meditations on First Philosophy' Meditation 2, which can be found here [http://www.wright.edu/cola/descartes/meditation2.html http://www.wright.edu/cola/descartes/meditation2.html]<br> <br> Read Parmenides: Fragments which can be found here [http://philoctetes.free.fr/parmenides.pdf http://philoctetes.free.fr/parmenides.pdf]<br> <br> Read 'A Treatise Concerning Human Knowledge' by George Berkeley, which can be found here [http://www.gutenberg.org/etext/4723 http://www.gutenberg.org/etext/4723]<br> <br> Now, think about what it is about the human condition that makes it so difficult to completely characterize our experiences. This is no easy task...<br> ---- === Works Referenced === <br> Audi, Robert. &quot;Cambridge Dictionary of Philosophy&quot; 2nd Edition, Cambridge University Press 1995, 99<br> <br> Standford Encyclopedia of Philosophy [http://plato.stanford.edu/ http://plato.stanford.edu/]<br> <br> Kolak, David and Thomson Garret. ''The Longman Standard History of Philosophy''. Pearson Education Inc: New York, 2006.<br> [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/The Mind-Body Problem|Back]] [[Historical_Introduction_to_Philosophy/Personal Identity|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9908 68757 2007-01-09T23:36:39Z Mystictim 626 Added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Theories of Mind|Back]] [[Historical_Introduction_to_Philosophy/Determinism and the Problem of Free-Will|Forward]] [http://phil373.wikispaces.com/JohannaMcCahan Johanna McCahan]<br> http://introwiki.wikispaces.com/Personal+Identity <br> '''IMPORTANT: Before you begin--- Please take a moment to write down in a journal or notebook what your perception of personal identity is. How do you see yourself? Keep this in the back of your mind as you go through this page. Think about the things that frustrate you, excite you, confuse you etc. as you go through the information on the page. If you need to, write it down so you don't forget. You will return to it when you have finished this aspect of the course.'''<br> &quot;A human person is most fundamentally a person...just as a bronze statue is most fundamentally a statue, not a piece of bronze. Two separate human persons that exist at the same time are individuated by their bodies. A human person's body at a time distinguishes her from all other separate persons at that time...A human person and the body that constitutes her are a unity, in the same way that a bronze statue and the piece of bronze that constitutes it are a unity...Have a first person relation to my body (i.e. I have the property of being left-handed and of having brown eyes derivative; the non-derivative bearer of these properties is my body. When I attribute to myself such properties, I am thinking of ''myself-as-my-body''. on the other hand, I have the property of being employed or of having asked a question non-derivatively; my body is the derivative bearer of these properties. When I attribute to my body properties that I have non-derivatively, I am thinking of ''my-body-as-myself''.&quot; [http://introwiki.wikispaces.com/Personal%20Identity#quote http://host.uniroma3.it/progetti/kant/field/bakersymp.htm]<br> [[Image:Auguste Rodin - Grubleren 2005-03.jpg|200 px]] [[Image:Locke-John-LOC.jpg|200 px]] <br> '''<em>&quot;The unexamined life is not worth living.&quot;—Socrates</em>'''<br> So…GET GOING WITH A:<br> '''GROUND BREAKING DISCOVERY!!! YOU &amp; WHAT MAKES YOU WHO YOU ARE!'''<br> I''NTRIGUED''? For further inquiry and speculation…read on.<br> <br> '''&gt;&gt;'''Generally when a person poses the question, &quot;what am I?&quot; They are seeking to decipher what specific attributes or qualities set them apart from others. These are the elements that describe how you see or define yourself; how you understand ''your'' individuality. So…who are you? What do you believe and what “clicks” with you? ('''Pssst'''!! That’s the great part of this particular study of philosophy…it will add to your “journey.” My guess is that your studying philosophy as a means to answer a question. That question probably relates to you in some way. Here is where you get to experiment with putting words to that. It’s wild, it can be circular, confusing and frustrating, '''BUT''' regardless of what you decide when you have finished you will have discovered some new element to yourself (perhaps an element that links to an aspect of your personal identity??) all based on how you react and come to understand the material that is sketched out below. '''REMEMBER''': none of this is set in stone and widely open to interpretation. This is largely due to the fact that all this information is just a glimpse into the identities of those that came before you and tried to articulate what it is that makes a person who they are… Therefore: '''ENJOY''' and happy hunting…<br> <br /> One of the components of the mind-body problem is the part that encompasses one's understanding of personal identity. This is particularly important because it deals with the ''personal'' aspect of a person. Addressing this problem seeks to ask and answer the kinds of questions that motivate people down different paths to uncover things like what they are, who they are, when they began, and what will happen when they die.<br> <br> It seems important to establish a concept of what all defines the concept of personal identity and the different aspects that the question of personal identity addresses. Personal identity is such a fluid concept that to give a precise definition of what it is would only serve to limit the discussion of personal identity. Therefore the first part of this study will seek to establish the ''concept'' of personal identity and what it is understood to mean in the context of today (or at least more recent understandings of it) and will then move into how earlier philosophical study went about looking at and questioning what comprised personal identity.<br> <br> Here are some important ideas to look for/keep in mind while going through this process of uncovering what personal identity may be and how it affects you, can relate to you, and how it makes you react…<br> * Understanding the Concept of Personal Identity in relation to: Personal Identity discussed in relation to time<br> Personal Identity discussed in relation to consciousness<br> Personal Identity discussed in relation to language<br> Early Discussions of Personal Identity<br> <br> Surprisingly there is a distinction made between personal identity and identity.<br> '''So…What is a person?''' In brief to get us started:<br> &gt;&gt;&quot;Many philosophers define 'person' as something that has certain mental features.&quot;<br> <br> '''Locke''' was a key figure, one of the forerunner’s in this discussion on personal identity. To him, &quot;a person is a thinking intelligent being that has reason and reflection, and can consider itself as itself the same thinking thing, in different times and places” (1975). On to identity then…<br> <br> Identity is usually discussed qualitatively and quantitatively and though in some discussions it contains many of the same ideas and discussions relating to personal identity; identity itself is a much more general and technical way of positioning something/someone/an idea. Personal Identity on the other hand is usually discussed and understood in terms of &quot;personhood&quot; or what it is to be a person. It seems to be less generic and technical than the discussions usually relating to identity by itself.<br> <br> '''Personal Identity in Relation to Time'''<br> “For every period of time when you exist, short or long, there is a temporal part of you that exists only then. And for any temporal parts of any objects whatsoever, there is a larger object made up of just those parts.”<br> <br> '''&gt;Persistence Question'''--- You over time: Generally when we try to explain or comprehend personal identity in relation to time it is referred to as the '''persistence question''' The relevant questions include: Is it possible to remain <u>always</u> the same person? What changes? What <u>does</u> stay the same? In what way do you relate to yourself now that makes you, ''you''?<br> <br> *The definition of '''persist''' is: to continue steadfastly, remain. To place, to standstill.<br> This suggests that some element that makes a person a person must remain steady and consistent throughout time in order for a person to retain the identity that makes them a person in relation to everything else. There are a variety of ways to talk about this:<br> <br> '''Numerical identity:''' what is '''<em>necessary</em>''' and ''<strong>sufficient</strong>'' for a past or future being to be you (i.e. if something is numerically identical—it is one and the same: <u>one</u> thing rather than <u>two</u>. A past/future person doesn't have to be exactly the same as you are now (in terms of action, thought, opinion etc) to be numerically identical with you, however at the same time, someone who is exactly similar to you may not be numerically identical to you. &quot;As long as I continue to exist at all I necessarily remain numerically the same.&quot; Based on this idea of numerical identity nothing can become something different than what it already is. One thing cannot become two separate things it is just the “logic of identity.”(''Stanford Encyclopedia of Philosophy'')<br> '''Qualitative identity''': they are exactly similar (i.e. identical twins—cannot tell them apart, but they not numerically identical because there is two of them.) Qualitatively a person may change over time- size, shape, appearance. This way of looking at identity is not “guaranteed” in the same way that numerical identity is. Numerically you are ''always'' one regardless of what changes internally.<br> '''~necessary conditions''': x= (is identical to) y only if x y.(i.e. if x has the same body as y)—something specific<br> '''~sufficient conditions''': X=Y if X Y – more open-ended<br> (We will refer back to the idea of necessary and sufficient conditions when we discuss the '''psychological approach''' as well so keep these definitions in mind).<br> <br> -- Memory is one proposition offered as evidence for the ideas consistent with persistence and personal identity over time. Let’s take a look at how this works…--<br> <br> '''&gt;Memory Criterion''': A past/future person is distinguishable as you based on their ability to remember an experience you are having now. According to this line of thought if a person, ‘A’ cannot remember the experience currently being held and has no recollection of past experiences that related specifically to them then they would no longer be distinguishable as person ‘A’. For example, if you were to lapse into a vegetative state, the resulting vegetable wouldn't be you because it wouldn't contain the ability to remember the experience currently being had. (''Stanford Encyclopedia of Philosophy'')<br> '''&gt;&gt;&gt;'''The Memory Criterion is a way of making a distinction between a person and thing: Philosophers tend to assume that every person is a person essentially. Thus, the ability to describe past or future experiences describes the kind of person you are not the thing that you were. As in the vegetable example as a thing you would be distinguishable as a vegetable however there is no relationship between that and the kind of person you were before the vegetative state. The argument seems to be that the person prior to the vegetative state is no longer present.<br> <br> &quot;Whatever is a person at one time must be a person at every other time when he/she exists.&quot; (''Stanford Encyclopedia of Philosophy'') So long as we understand what a person is in relation to a thing and where the person fits. Does this then suggest that if you could transfer the “person” from the body of a human into the body of an animal, but retaining their “personhood” the person could remember past experiences in the body of the human as well as their current experience as a dog that the “person” is still existing simply in a different state?? This seems to be a plausible argument. It also seems to be an argument that could lead to the immortality of the soul. If the soul and the person are synonymous with one another, two different ways of identifying the same thing, and the soul gets “lifted” from the body then as long as it retains its “personhood” through the experiences it has had, then it will continue to exist even outside the body in whatever form it happens to take.<br> <br> In ''Reflections on Philosophy'' Gary Full addresses many of the ideas that we have been discussing thus far. He connects many of the ideas of identity over time with psychological continuity as well. He also provides some examples to help explain the idea of necessary and sufficient conditions in relation to a person’s identity. The example with President Washington is particularly helpful in this endeavor:<br> --Washington the boy and Washington the president were one and the same although dissimilar in many respects (If x is identical to y= 1 person; if not= 2 people).<br> In other words even as one’s personality changes they still may be the same person just dissimilar in many respects from a previous state (as we seen in our example of the development of Washington as a boy to Washington as a man). We main remain in the same body, but our experiences over time change us from what we are, think, feel, believe at one point in time and what we are at a later point in time. This is part of one’s personal identity’s ability to remain the same and yet be in a constant state of flux as well. This again, is also why it is so difficult to concretely nail down a definition or one single understanding of personal identity; hence the reason that one of the most common ways of understanding it is as a process.<br> <br> In an essay on identity by Julian Wolfrey’s a cultural and literary theorist called “I/Dentity” she explains this concept in some detail emphasizing the importance of recognizing how we talk about ourselves, what the “I” we seek to establish refers to and how it is impacted, altered and in the process of constant change based on an individuals relationship to events and experiences. She quotes Richard Dyer in order to help establish some of these claims.<br> <br> ''<strong>--&quot;Every time I enunciate 'I', even in my thought, an identity is assumed, and this identity is itself not simple, but a figure for a complex gathering of personal and impersonal histories, texts, discourses, beliefs, cultural assumptions, and ideological interpellations...it is not an artifact but a process.&quot; &quot;When 'I' is spoken, a focal or suturing point within a discursive, psychic, historical, national, gendered and ideological network constituting an identity is implied in even this apparently simplest of words: how one thinks and feels is at once lived as intensely personal, yet made up of matters that in themselves are not unique to one...crucial to such affirmation is the construction of a sense of oneness with a social grouping.&quot; --</strong>Richard Dyer (1997)''<br> <br> <br> In the reverse Wolfrey also takes note of the Irvin Cemil Schick’s suggestion that though our identity is in constant flux there is also a sense of sameness and stability that is retained. This again refers back to the idea of personal identity in relation to time and the persistence question.<br> ''<strong>--&quot;Though identity is a permanent process of construction and reconstruction, this fluid or mutable nature does not mean that it never enjoys any stability.&quot;--</strong>'' ''Irvin Cemil schick (1999)''<br> <br> Based on some of these things something to keep in mind is the possible connection here between these elements and our ability to develop, use, and understand morals- punishment, commitment, fairness. These will continue to develop over time in relation to the experiences that we have where these things are involved.<br> <br> This is one of the most prominent discussions that appears when someone begins the search to understand personal identity. Despite all the material that this discussion has to offer, as with any theory, there are some problems with it as well…<br> '''2 Problems:'''<br> 1.) ''Identity is transitive; memory continuity is <strong>not</strong>'''''.''' In other word identity is only definable in relation to other things. It is very difficult to discuss identity in relation to itself without relating it to what it is based on what it can and can’t be related to. Memory is not definable based on the same criteria. Memory is only definable based on a persons ability to recollect and that is somewhat self-reflexive. Therefore the difficulty that using memory continuity presents is based on the fact that in some respects you end up comparing apples to oranges rather than apples to apples which is generally preferred.<br> 2.) ''You can only remember your own experiences'''''-''' this one is fairly self-explanatory. The fact that an individual can only remember the way in which they experienced something opens up the can of worms that deal with human fallibility and the uncertainty of memory. As we change our perspective of our memories may change and thus things become altered. This is how myths are developed so does this mean that if we rely on memory as a means of distinguishing our identity that we are relying on a myth to believe we exist? Some would say yes.<br> One example of the problem of the Memory Criterion in action is the logical assumption that--- You didn't exist (weren't the same person sleeping in bed) when you were sleeping because you can't remember anything.<br> Now, that seems rather ridiculous but according to the confines of logical reasoning this is what we potentially end up with when we strictly adhere to the theory of the memory criterion for evidence of existence.<br> <br> '''Psychological approach:''' This approach deals with the need for necessary or sufficient (or both) conditions to exist in order for one to persist over time.<br> --versions of the psychological approach include the bridge between the psychological approach and the somatic where you need both mental and physical continuity in order to survive.<br> <br> Most western people drawn to this approach—They want to believe that identity goes with the brain--this theory assumes that the brain and mind aren't distinct. According to this there is a future being that inherits mental features (personality, belief, memory) from you and a past being whose mental features you've inherited.<br> <br> Gary Full goes into some detail about this in ''Reflections on Philosophy'':<br> “The person I was yesterday and the person I am today are psychologically connected…I have retained most of the beliefs, memories and skills that I had yesterday.”-- He describes this as a high degree of connectedness, whereas, the connectedness that a person experiences with say a younger version of themselves may not be as great because they are further removed from those beliefs, memories and experiences by virtue have having new ones in relation to the events they have been through most recently.<br> <br> Tiger Woods example: This theory implies: “that the person who ends up in Tiger Woods body is identical to me, because he is psychologically continuous-because he is psychologically connected to a high degree with me.”<br> -- Therefore, psychological connectedness is plausible as a necessary condition of personal identity.<br> <br> <br> '''Somatic approach:''' deals with being a part of a future being. Has nothing to do with psychological facts, it is grounded in bodily identity. Another term that has been used to discuss similar principles is the…<br> ''Body Theory:'' The idea is that a person is the same even if they add/lose parts. There are essentially no necessary or sufficient conditions<br> <br> BOTH these views relate to the assumption that our identity comes from something other than itself. It takes something else outside of our identity that enables us to persist. The third view denies this assumption.<br> <br> '''Simple view:''' No sort of continuity is necessary for a person to persist. There are no conditions required in order to explain a person’s persistence. The simple view seems to be concerned with the now and it uses that to explain the past.<br> Mental and physical continuity are evidence for identity, but don't guarantee it, again, they are not required---&quot;a person here, now is identical with a past/future being if and only if they are identical.&quot; What is important is determining the degree to which something is identical with something else.<br> <br> '''<em>&quot;In the constitution of any identity, therefore, there is always an oscillation between determinants that are 'external' or which pre-exist the subject's identity: identity ...comes to be through enactment, through performance, that is through practices that construct it using a host of discursive instruments which might be called 'technologies of identity.'-- Irvin Cemil Schick (1999)</em>'''<br> <br> Ultimately, what it takes for an individual to persist through time is one thing. How we find out if you have is another. Some arguments will use fingerprints as an example to determine whether or not a person has persisted through time, however as we saw with examples and discussions of personhood as being something that is contained within an individual then what happens if, theoretically, a person was lifted from one body with a certain set of fingerprints and that same person was implanted into another body with a different set of fingerprints. There is a new distinction being made here where it is logical then to argue that the person has persisted through time, but they are not persisting in the same body. This throws into question the fingerprint argument. There is also an important mind/body distinction being drawn upon here which relates itself back to ethics and the question of responsibility in relation to the individual and an individual’s actions. What about someone with a split personality? Are there two, three, more people in one body?<br> Puceeti 1973 argues for two different people within the skin of every &quot;normal person&quot; (''Stanford Encyclopedia of Philosophy''). This continues to add to the complexity of the nature of personal identity. If Puceeti is right, how do we reconcile something like that?<br> <br> '''The Language element'''<br> <br> '''<em>&quot;We are born into language, we are born into patriarchal language, into being identified by a patronym, by a paternal proper name...we are subject to names, even if we wish to ignore or disown them.&quot; &quot;What is at stake in this logic of being subject to language is a conception of language as not simply instrumental: language is not simply something that we use. Language governs what we (can) say as much as we govern or use language. Language is not simply an instrument: we are, unavoidably, agents of language. The idea of the 'I' or 'me', in other words, is not unchanging and unchangeable.&quot;</em>'''<br> <br> Language and the way in which we communicate with one another plays a key role in the way we understand one another, the world we inhabit and ourselves in relation to it. Language has long been considered a marker of identity because it is our means of expression. Language is a means of ordering and making sense of things. Language is a structure by which things are established, defined and differentiated. So, how we use language to discuss our conception of personal identity is very applicable because if we are not functioning from the same definitions or structures we are going to come out with different perspectives. This defines us in relation to others, establishes our conception of self, and marks us as unique. People have been trying to establish a standard for language in order to lessen the miscommunications that take place but the nature of language is so much a process consistent with those currently using it that like philosophy or personal identity it is difficult to nail to a definitive concept. It is just important to recognize that how we describe our personal identity with language is in response to a unique element of us as an individual and may not be consistent with those around us. However, rather than throwing out someone else’s description of something, learning to understand the context of the language they are using and the meaning that is associated with that will only further help develop our overall conceptions.<br> <br> &quot;Only persons can be moral agents or rational agents. Persons have many cognitive and practical abilities that beings lacking first-person perspectives lack. Only beings with first-person perspectives can know that they are going to die; only such beings can envisage alternative possibilities for their own futures, or seek self-understanding. Only beings with the first-person perspectives can have ideals or can try to change themselves to conform better to their ideals.&quot; And perspective has a great deal to do with language, based on the manner that we discuss things.<br> <br> '''<em>&quot; 'Identity' is, however, problematic because the one thing which can be said for certain is that no one definition for identity as a conceptual term will suffice:...so often conceived as a thing to be unearthed...&quot; --Denise Riley (2000)--</em><br /> <br /> Metaphysics:''' Metaphysics deals with the material vs. the immaterial. It looks at substances, attributes, events, matter or thoughts and experiences. It is under this approach that the mind/body and to some degree the mind/brain problem/distinction becomes particularly apparent.<br> &gt;&gt;Some general metaphysical views: There are no unique right answers for what it takes to persist---identity is relative to a kind-- &quot;Qua people, perhaps we exist by virtue of some sort of psychological continuity; qua animals we persist by virtue of brute physical continuity” (''Stanford Encyclopedia of Philosophy'').<br> <br> Here are some of the more common metaphysical views that have been discussed in relation to personal identity:<br> <br> &gt;''Swinburne'': ''1984'': He liked the idea of personal identity being consistent with compound things where the things combined included an “immaterial soul and a material body.&quot;<br> &gt;''Hume'': Like Swinburne, there was this idea of combination or compilation a a means of collecting/understanding one’s personal identity. Hume described it as, &quot;A bundle/collection of different perceptions which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement.&quot; -1888<br> &gt;''Paradoxical view'': We don't exist at all-- we're a metaphysical illusion<br> <u>&gt;</u>''Essential vs. accidental/contingent parts__'': These deal with the “what if's” (things had turned out different). i.e. what if you had ended up with a different body would you be a different person or would your person be ''essentially'' the same? Or, what if you had stayed single instead of getting married would you be a different person than you are today? Or what if you had lost your leg in a traffic accident when you were younger? How would you be different? One of the problems that I see with the ''Essential vs. Accidental/contingent parts'' is that if so much of identity is based on the perspective with the what is important here and now then is asking the “what if’s” really relevant to unearthing what makes you who you are today and helping you establish your identity? Granted, in order to sufficiently follow the idea of persistence it may be important to collect and combine the information of the past that added to your identity, but why collected data of what could have been in the past? How will theoretical past experience help to establish your identity other than to affirm what you are based on what you are not?<br> '''Soul Theory:'''<br> Those that ascribe to the soul theory make an association between one’s personal identity and one’s soul. In other words, one’s soul is the well from which a persons identity draws from. The soul is what distinguishes one’s identity and makes them who they are. “Survival of the soul means survival of the person” (Fuller). This connects up with the idea of persistence in relation to identity that we have been discussing. The challenge in associating personal identity and the soul is that neither one has a really tangible element with which to make comparisons. They are both fairly “unstable” or at least unclear ideas-there are no easy boundaries to draw. (But, this should not come as a surprise to you otherwise you would not have read this far!)<br> <br> Way back in the day '''Pythagoras''' was one of the first to discuss the nature of personal identity in relation to the soul. He believed in the transmigration (the ability for a soul that was immortal to be reborn in an animal). This implied that the soul is what defines a persons identity. Thus, the two are one and the same.<br> <br> More recently, Gary Fuller makes it a point to try to clarify the idea of the soul. He breaks it down into two general features that make up the soul.<br> <br> 1. ''Souls must have psychological features''- i.e. beliefs, desires, intentions etc.<br> 2. ''Souls must be nonphysical''. Something that is nonphysical is capable of existing separate from the brain and the body, making it distinct from both, an independent entity.<br> a. Descartes: souls have no spatial features, there are no distinct boundaries that help us to distinguish them. This also means they have no spatial position making it incredibly difficult (ok in literal understanding it pretty much makes it impossible) to locate the soul. The reason this is so controversial is that all of this makes the soul incredibly difficult to comprehend. (Perhaps in the future a way to put it in comprehensible terms is to discuss the soul as being an important or animating aspect of the body, but an aspect of the body that is in fact dependent on the body in order to give it boundaries and spatial positioning.)<br> <br> Fuller also talks about a third feature of the soul that is not as commonly recognized. This idea states that:<br> <br> -''Souls are simple''. By simple he suggests that a soul cannot be divided into parts. One soul will not become two souls. This view becomes controversial because it is incredibly limiting. Often we find that so may of our ideas are split, divided or that there are multiple parts that make us who we are and define the way we think. If a soul is indivisible this takes away from the commonly accepted views that approaches like the psychological approach take and eliminate certain elements of the brain that we have taken for granted. This is a valid concern, but again perhaps there is another way of conceiving of the soul. If personal identity is the kind of thing where we can assume that “the whole (of our identity) is equal to the sum of its parts (all the things that are involved in making up our personal identity as it is in the current moment),” then why can’t we conceive of the soul as something that is more flexible and divisible as well. If it has no boundaries and no spatial positioning isn’t it also possible that it could branch as well?<br> <br> ''<strong>*Again, I must remind you not to simply accept what is being stated here. Whether we are talking what is being re-stated as previously gathered information or speculation of the current author; I encourage you to continue questioning and challenging each and every statement made in order to continuing uncovering defining features of your own personal identity rather than fully accepting any one else’s definition of personal identity since their definition is really just a response to what the are reacting to as their own identity in the first place.</strong>* <strong>For further ideas and explanations relating to the soul...</strong>''[http://introwiki.wikispaces.com/On+the+Soul on the soul],[http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Faith+and+Reason+ faith and reason],[http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Arguments+for+God arguments for God's existence],[http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/FreeWill determinism &amp; free will]<br> <br> '''<em>&quot;Identity...depends upon repetition...and every signifying element must be identifiable as such in order for it to signify- every signifier or 'mark' must be recognizable, repeatable. It never can present itself simply once.&quot;</em>''' ''<strong>--Samuel Weber (1996)<br /> &quot;In order to be cognizable, an element must be recognizable as the same, which in turn presupposes a process of com-parison and repetition. It must be compared with earlier instances of itself in order to be recognizable as a self, as an identity. This process of repetitive comparison, out of which self-sameness emerges and which it therefore must pass through, introduces an element of heterogeneity, of otherness, into the constitution of the same.&quot;--</strong> <strong>Samuel Weber (1996)</strong>''<br> <br> Thus, the repetition of others perspectives and ideas on personal identity is key. Each time it reveals itself through a new person with a new perspective (with a different personal identity) but one that relates to the collective and it is through this repetition that new concepts/ideas are revealed and elements are established. Collectively through comparison and repetition each individual becomes better equipped to complete the puzzle that has presented itself and see the picture as a whole rather than simply one part. Learning and discovery can be fairly circular processes, but each time you cross the same point of the circle you are different because you’ve never been through that point with the experiences you accumulated in the process of getting there.<br> <br> &gt;&gt;I cannot conclude this portion of our search without mentioning '''John Locke''' and the perspectives that he brought to the study of personal identity.&lt;&lt;<br> <br> '''LOCKE''' [http://andromeda.rutgers.edu/%7Ejlynch/Texts/locke227.html http://andromeda.rutgers.edu/~jlynch/Texts/locke227.html]<br> '''John Locke''' was a crucial figure in the development of personal identity. He established some of the first definitions that dealt directly with this concept. Locke related the idea of consciousness to personal identity. For him it was something that was essential to being able to understand oneself. Consciousness was also something that could not be separated from thought. If you can think about yourself then you are in a state of consciousness; if you are in a state of consciousness then you can think about yourself. &quot;What person stands for;- which, I think, is a thinking intelligent being, that has reason and reflection, and consider itself as itself, the same thinking thing, in different times and places…it being impossible for any one to perceive without perceiving that he does perceive. When we see, hear, smell, taste, feel, meditate, or will anything, we know that we do so.” In this sense Locke could be described as being an advocate for the “now.” It is what we are conscious of, in relation to the perceptions we are experiencing now, which we are aware of, that distinguishes us as a person. And, in being distinguished as a person we have in that moment established some aspect of our personal identity.<br> <br> Locke also talked about what happens if for some reason we lose consciousness and in that lose “sight of our past selves.” When this happens and we are no longer able to identify with something that has previously been part of our identity we begin to question the nature of our identity and how stable/constant it is. The fear of chaos creeps in and with that doubt as to who we are. In this moment we are not so much concerned with whether or not we are inhabiting the same body, or space. We are not so concerned with the substance of our identity as we are with whether or not, in this momentary loss of consciousness, we are living the same life that we were previously. Has the continuity of that life been broken up? If so where do we go from here? Locke points out that whether or not something is the same ''substance'' has no bearing on personal identity. &quot;For it is by the consciousness it has of its present thoughts and actions, that it is self to itself now, and so will be the same self, as far as the same consciousness can extend to actions past or to come...the same consciousness uniting those distant actions into the same person, whatever substances contributed to their production.” Locke may have been drawing some on a previous idea laid out by '''Heraclitus''' when he stated, &quot;Men forget where the way leads...And they are at odds with that with which they most constantly associate. And what they meet with every day seems strange to them...We should not act and speak like men asleep.&quot;<br> <br> Based on this idea that substance (i.e. the body) has no direct bearing on a persons identity Locke states: &quot;Thus, the limbs of his body are to every one a part of Himself; he sympathizes and is concerned for them. Cut off a hand, and thereby separate it from that consciousness he had of its heat, cold, and other affections, and it is then no longer a part of that which is himself, any more than the remotest part of matter. Thus, we see the substance whereof personal self consisted at one time may be varied at another, without the change of personal identity; there being no question about the same person, though the limbs which but now were a part of it, be cut off.” Though a person may lose consciousness of the feeling in a hand or other limb they have only lost consciousness of an attachment of themselves rather than having lost consciousness of the actual self. In contrast when he talks about the “separation of the little finger” he acknowledges that if the self and the consciousness associated with that are residing in the little finger and the little finger gets removed from the body…that’s a different story altogether. In that instance the self has been altered.<br> <br> &quot;Self depends on consciousness, not on substance. Self is that conscious thinking thing,--whatever substance made up of--which is sensible or conscious of pleasure and pain, capable of happiness or misery, and so is concerned for itself, as far as that consciousness extends...upon separation of this little finger, should this consciousness go along with the little finger, and leave the rest of the body, it is evident the little finger would be the person, the same person; and self then would have nothing to do with the rest of the body.&quot;<br> <br> '''So...How did we get here anyway???'''<br> <br> The question of personal identity is not something that people just started questioning recently. It has been around probably as long as people have been able to use language to verbalize the questions related to personal identity. They may have just used different words to discuss the same sorts of themes in the past.<br> <br> '''Thales''' was the first philosopher. In order to distinguish the way in which everything was made he developed the concept of the '''arche.''' An '''arche''' is the stuff out of which everything is made. It is the source. For Thales his arche was water. He was looking for the &quot;core&quot; the &quot;essential&quot; element that made things what they were and in the end he decided that water was the most reasonable &quot;essential element.&quot; He stated that &quot;There must be some nature-either one or more than one-from which the other things come into being, it being preserved.&quot;<br> <br> It began with Thales, but this is a pattern that has carried through the history of philosophy. Ever since the beginning of philosophy those that practiced philosophy have been asking questions, searching for answers, trying to unlock the secrets and unknowns prevalent in the world in which they existed. In hard times people have always sought for something they could rely on. If you can't rely on your identity and your sense of self then what are you suppose to fall back on? Whether it was water, air, the idea that the elements were split into a pair or even chaos that was the foundation and source of creation, each of these philosophers had something, one core idea from which the rest of their philosophy took its foundations. There seemed to be a sense that everything had to have an origin; there had to be some sort of fundamental thing.<br> <br> By the time we reach Plato, he very clearly advocates for one core thing to which everything came and towards which everything should strive. For him, it was the Good. Plato established the hierarchy that determined a moral order. How does personal identity relate to this? Well...the idea here is that we identify ourselves in relation to this moral order, in relation to the Good. Comparing and contrasting ourselves to the Good is how we establish/define who we are as an individual. The Good is a Form, something that is boundless and hard to spacially locate, ironic...does that sound like personal identity? The Forms for Plato were the closest things to reality. The Forms established everything else. Everything participated in the Forms, things contained the Forms and that was the way that they were able to exist. The same seems to be true of personal identity. If personal identity is what makes us who we are then anything we do and act on is an act of participating in the truest form of ourself. At least perhaps this is the argument we could make if we are going to try to use Plato's line of reasoning.<br> <br> Aristotle talked about &quot;essences.&quot; For Aristotle essences are what made a person what they were and those were contained within the person or the object. It was a things essence that determined its outcome. However, rather than saying that the development of a person or object was as a result of that person striving to achieve the truest Form of something Aristotle felt that the way in which a persons essence was able to interact with/experience the objective world it was existing in determined how that entity came to be distinguished.<br> <br> There were many others in-between that all seemed to be searching for something (well obviously...why else would they be practicing philosophy?!) By the time we reach the Christian Philosophers (Augustine, Anselm, Aquinas) a great portion of a person's personal identity was associated with the relationship of the soul.<br> <br> We all need a way in which to define and distinguish ourselves from others, from objects, from the experiences we have in the world. We want to ground ourselves in something definitive as a way of establishing a sense of strength, security and order in a world that is full of chaos. It is a need that seems to be inescapable. However, establishing something definitive may not be possible. Well, at least it does not seem possible to establish one thing and determine: that's it! There's nothing more to know or discover. Personal identity is something that like language and philosophy will continue to change and evolve based on the people and the events that interact with it. It is not a stable thing, but it is constant in its instability and it provides us with a wealth of opportunities to continue learning. Each page that you will go through/have gone through in the process of taking this Introduction to Philosophy course is an example of a little piece of one classes attempt to identify their own personal identities in relation to a topic that they were given. They have tried to establish some of the facts (or at least the ideas that have gained some stability and have been most often repeated) but they have also included themselves in their page, interacting with the text and whether it was conscious or not identifying with it (regardless of how much or how little they agreed with the topic). And now, you are in the process of doing the same. Good Luck with your endeavor. It is gauranteed to be bumpy, it is gauranteed to be frustrating, exhausting and overwhelming, but you have no choice but to get something out of it if you are even the least bit open to it. It's everywhere and I encourage you to enjoy finding bits and pieces of it in all the things you do.<br> '''Let's Review!!'''<br> <br> For the journal:<br> 1.) Remember the very first thing you did on this page? Go back to your definition/description of personal identity and how you see yourself. Write down the ways in which that has changed, stayed the same etc. Also be sure to note the things that confused you, frustrated you and excited you about what you read. Anything to add?<br> 2.) Personal identity is an incredibly expansive topic. To start list out the things that struck you as being most important or relevant. Write these down on a separate piece of paper or in a journal.<br> 3.) Watch the one or both of the following movie trailers. Without even seeing the movie can you identify areas where the idea of personal identity may be being addressed? How do you see people attempting to identify themselves? What role to you think control is going to play? How can ''you'' identify with just this little clip from a movie trailer?<br> [[http://video.google.com/videoplay?docid=850157562558903368&q=V+for+Vendetta V for Vendetta]] [[http://video.google.com/videoplay?docid=414923056147040970&q=What+the+Bleep+do+We+Know What the Bleep do We Know?]] <br> For Discussion:<br> This is purely a recommendation. I HIGHLY recommend that you take the things that you discovered in 1,2,3 from above and use them to invite a discussion with someone you are close to. The best way to get anything out of any of the stuff that you have read is to share it with someone and bounce those ideas as well as ones that you have come up with off of them and vice versa. It is also the best way to help you further establish your own concept of personal identity in relation to you.<br> <br> A little more academic:<br> --Write a brief essay on one of the quotes that were highlighted and italicized throughout the text. These quotes did not come directly from philosophers. They came from other literature. Try to include in your essay: a further interpretation of the quote (as much as this is possible), how this is relevant to personal identity (or if you don't think it is, why isn't it), and how personal identity/philosophy relates to other disciplines. (you would be surprised how connected so many of these ideas are...branch out a little and see if you can make those connections).<br> <br> Finally:<br> Try to answer the following questions.<br> 1. What is it to be a person?<br> 2.What is a necessary condition? Give an example.<br> 3. What is a sufficient condition? Give an example.<br> 4.How do necessary and sufficient conditions distinguish between a person and a non-person?<br> 5.What would it take for a chimp, martian, computer to become a person?<br> 6. What are two things that Locke identified that are crucial to the understanding of personal identity?<br> 7.In 1-2 sentences describe the role of persistence (i.e. how does personal identity relate to time).<br> 8.In 1-2 sentences explain the psychological approach, memory criterion, somatic approach, simple view, metaphysical elements, role of language and the soul and their relationship to helping establish a criteria for personal identity.<br> 9.Can identity ever be addressed separately from the influences of gender, class, or sexuality, or independent of space, place or time?<br> &gt;&gt;Keep in Mind&gt;&gt; All of these questions are answerable largely based on trying to establish identity for yourself. For the few that require more direct answers simply referring back to the text should enable you to determine whether or not you have gotten the right answer. Again, this is more for you just so you have a better foundation and can summarize these aspects well enough to use them to distinguish for yourself and others in conversation.<br> <br> Good luck with your further endeavors and...Congratulations!<br> <br> &lt;&lt; If you haven't already check out other pages from this course closely related to the concept of personal identity(well it all is but specifically...) [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/MindBody mind/body], [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Mind theories of the mind]<br> '''References and Helpful Links'''<br> [http://plato.stanford.edu/entries/identity/ http://plato.stanford.edu/entries/identity/]<br> [http://mbdefault.org/8_identity/default.asp http://mbdefault.org/8_identity/default.asp]<br> [http://plato.stanford.edu/entries/locke/supplement.html http://plato.stanford.edu/entries/locke/supplement.html]<br> [http://plato.stanford.edu/entries/identity-personal/ http://plato.stanford.edu/entries/identity-personal/]<br> McHenry, Leemon and Yagisawa, Takashi. ''Reflections on Philosophy: Introductory Essays''. Pearson Education Inc.: New York, 2003.<br> Kolak, David and Thomson Garret. ''The Longman Standard History of Philosophy''. Pearson Education Inc: New York, 2006.<br> <br> Essays:<br> Wolfreys, Julian. ''I/Dentity''.<br> Bennet, Andrew. ''Me''<br> <br> [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Theories of Mind|Back]] [[Historical_Introduction_to_Philosophy/Determinism and the Problem of Free-Will|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9909 69897 2007-01-10T15:18:18Z Mystictim 626 added category learning activitiess [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Determinism and the Problem of Free-Will|Back]] [[Historical_Introduction_to_Philosophy/Compatibilism|Forward]] <u>Libertarianism</u><br><br>Libertarianism is a political philosophy that focuses on the rights of individuals. It is the core belief in libertarianism that individuals have the right to do whatever they want with their person or possessions, as long as they do not infringe upon the same rights of others. Because of this belief, libertarians feel that groups, simply made up of individuals, have no more power than an individual. Therefore, most libertarians would say that there should be as little government as is practically possible. The main goal of libertarianism is to help individuals assume control of their lives.<br><br>Many people feel that the first libertarians were the founding fathers of the United States of America, namely Thomas Jefferson and the anti-federalists, although influences can be traced all the way back to the Epicureans, who believed that the basis of society was a social contract in which all individuals acted not according to justice, but rather in order to advance the happiness of society. [http://www.serendipity.li/jsmill/jsmill.htm John Stuart Mill] and [http://www.self-gov.org/celebrities/adam-smith.html Adam Smith] are considered to be extremely influential in the development of libertarianism. The most notable modern libertarians include [http://www.aynrand.org/site/PageServer?pagename=education_campus_libertarians Ayn Rand], whose philosophy of [http://aynrand.org/site/PageServer?pagename=objectivism_intro objectivism] contains core libertarian beliefs, and [http://www.iep.utm.edu/n/nozick.htm Robert Nozick], who in his book ''Anarchy, State, and Utopia'' claims that libertarianism is the “framework for utopia” and that it is “inspiring as well as right.”<br> <br>Libertarianism should not be confused with liberalism. They were considered the same in the early to mid nineteenth-century, both sharing the same beliefs such as limiting state power and the benefits of a free market. But around the 1870s liberals were gradually moving toward the belief that the government was necessary in guaranteeing social justice. Liberalism developed into a philosophy which wants an increase in government power, taxes, and regulation. Libertarians feel this philosophy is very close to socialism and therefore do not agree with it. Libertarians believe that collecting taxes is another form of robbery.<br><br>These are the basics of libertarianism, now lets go in depth.<br><br>As stated above, libertarianism is often tied to liberalism. This is the true origin of libertarian thought, as then the beliefs of liberals were very much the same as today’s libertarians. The origins of libertarianism stretch back into the Renaissance with the humanist scholars of that time. Galileo and Erasmus were among the main humanists who began this type of thought about human rights. Galileo, who was tried on suspicion of heresy, was made to recant his scientific ideas which challenged Church doctrine. This whole event is seen as a crucial part in the development of human rights issues. Erasmus, in his ''De Libero Arbitrio Diatribe Sive Collatio'', challenges the Church’s ideas of free will, addressing human rights.<br><br>With the Reformation and Enlightenment came further expansion on these topics. [http://oregonstate.edu/instruct/phl302/philosophers/hobbes.html Thomas Hobbes] was one of the chief contributors to liberal thought with his book [http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-c.html#CHAPTERXIV Leviathan] . In the book, Hobbes illustrates that in a state of nature, man has access to everything in his world. But, because of the issue of scarcity, a man is in a state of perpetual war with other men. He believed, as the Epicureans did, that men do not wish there to be war, and therefore have created a social contract, in which they can do and have what they want as long as they do not harm others. Law to Hobbes was simply an enforcement of this contract. This sounds like what we often think of as libertarianism.<br> <br>It is hard to read of Hobbes without also coming in contact with [http://plato.stanford.edu/entries/locke/ John Locke]. Locke too believed in the social contract, but expanded on Hobbes’ ideas of governing such a society. He believed that in order for peoples’ rights to be assured, the government much be approved by the governed. He believed every man had a natural right to “life, liberty, and property,” and that a government should work to insure those rights. Replace property with pursuit of happiness and low and behold you have the preamble to the [http://archives.gov/national-archives-experience/charters/declaration_transcript.html United States Constitution].<br><br>Locke played an integral part in the evolution of libertarianism. As shown above he greatly influenced Thomas Jefferson, Alexander Hamilton, James Madison, as well as other founding fathers of America. Jefferson, who was the main author of the ''Declaration of Independence'', retells the philosophies of Hobbes and Locke almost verbatim, and when looking at his career one can see that he was a staunch advocate for libertarian thought. Hamilton too, although often seen as Jefferson’s nemesis, shared some of the same liberal beliefs. Madison, who is often referred to as the “father of the constitution,” along with Jefferson and Hamilton, is responsible for the inclusion of these thoughts on liberty into what are thought to be America’s guiding principles.<br><br>John Stuart Mill, who carried on the tradition of liberal (or libertarian) thought, wrote in his essay ''On Liberty'' about the struggle between authority and liberty. A crucial point he makes which may put libertarian beliefs into question is his idea of &quot;the tyranny of the majority.&quot; If the social contract theory remains in tact, and it is the peoples' job to create the contract while it is the government's job to enforce it, what is to be said if the prevailing opinion is one which an individual feels is immoral or simply does not agree with? Mill, then, is forced to develop a list of the very basic liberties an individual has. Let us see if any of them sound familiar.<br> <br>1. The freedom to think as one wishes, and to feel as one does. This includes the freedom to opinion, and includes the freedom to publish opinions known as the freedom of speech.<br>2. The freedom to pursue tastes and pursuits, even if they are deemed &quot;immoral,&quot; as long as they do not cause harm.<br>3. The &quot;freedom to unite&quot; or meet with others, often known as the freedom of assembly.<br><br>These were the basic human rights, and to explain how the only way these liberties could be questioned, he is quoted as saying, &quot;That the only purpose for which power can be rightfully exercised over any member of a civilised community, against his will, is to prevent harm to others.&quot;<br> <br>Around the time Mill published his essay, the divide between what we think of as liberals and libertarians began. Those now considered to lean more towards the liberal side began showing an interest in more government power, most notably in the realm of economics.<br><br>The twentieth-century saw the further development of libertarian thought. It was being taught in various schools in the United States during the 60's and was greatly elaborated upon by Robert Nozick, a Harvard philosopher who many consider to be the greatest contributor to libertarian philosophy in recent times. In his book ''Anarchy, State, and Utopia'', Nozick describes in detail the core libertarian beliefs and the problems in attaining a libertarian society, and the framework for such a &quot;utopia.&quot; This is perhaps the most eclectic handbook on the principles of libertarianism out there. In it, he outlines the beliefs of John Locke and in essence, those of John Stuart Mill. Among the issues Nozick delves into in depth is that of the unique individual. In a libertarian society, or a &quot;utopia&quot; as he puts it, everyone has different interests ranging from their spiritual or intellectual drives to where they wish to live. Therefore, there is no society which will be completely &quot;ideal&quot; for everyone living in it. In Part III or the &quot;Utopia&quot; section of his book, however, he gives a list of &quot;filters&quot; and other ways to get around this. Obviously, there will be problems which arise when looking over his explanation of this &quot;Utopia.&quot; But, it is apparent that criticism of libertarian thought is not a new thing.<br> <br>Libertarianism is still a recognized political philosophy which maintains a place in our current system. Research after the 2004 Presidential election showed that 2% of American voters actually claimed themselves libertarians, while 16% said they hold libertarian views. This implies then, that people with libertarian views are increasingly becoming the swing votes in elections. Current libertarians who are active and have plans to run in future elections include T. Lee Horne, III who will be running for governor of Louisiana in 2007, and both [http://www.kubby.com/ Steve Kubby] and [http://phillies2008.org/ George Phillies] will be running for President in 2008 on libertarian tickets.<br><br><u>'''References'''</u><br><br>Nozick, Robert. ''Anarchy, State, and Utopia''. USA: Basic Books, 1974.<br> <br>Kolak, Daniel, and Garrett Thomson. ''The Longman Standard History of Philosophy''. New York: Pearson Education, Inc., 2006.<br><br>Raymond, Eric. &quot;The Libertarianism FAQ.&quot; ''Eric's Homepage''. 17 November 2005. 30 November 2006 &lt;[http://raymond,%20eric.%20%22the%20libertarianism%20faq.%22%20eric%27s%20homepage.%2017%20november%202005.%2030%20november%202006%20%3chttp://catb.org/esr/faqs/libertarianism.html%3E. http://catb.org/esr/faqs/libertarianism.html]&gt;.<br><br>''Libertarianism.com''. Advocates for Self-Government. 11 Dec 2006 &lt;[http://www.libertarianism.com/&gt;. http://www.libertarianism.com/&gt;.]<br> <br>Wikipedia Contributors, &quot;History of Libertarianism.&quot; ''Wikipedia''. 2006. Wikipedia, the Free Encyclopedia. 11 Dec 2006 &lt;[http://en.wikipedia.org/wiki/History_of_Libertarianism%3E. http://en.wikipedia.org/wiki/History_of_Libertarianism&gt;.]<br><br>'''<u>Study Questions</u><br /> <br /> 1. Go to the website listed above entitled &quot;libertarianism.com.&quot; Compare and contrast the ideas put forth by the Advocates for Self-Government with the historical figures of libertarianism. Have they changed or remained the same?<br /> <br /> 2. Click on the link to Robert Nozick's page on the Internet Encyclopedia of Philosophy. Explain Nosick's views on the state and what powers they should be able to exercise.<br /> <br /> 3. Explain Nozick's view on self-ownership and who or what may have led to the development of his ideas. How does this relate to his notion of slavery which is further explained in his book?<br /> <br /> 4. First click on the &quot;objectivism link,&quot; read the explanation of this philosophy. Then click on &quot;Ayn Rand&quot; and read. With your knowledge of libertarianism, why might Ayn Rand feel the way she does about libertarians and the philosophy in general?<br /> <br /> 5. Click on the link to the &quot;United States Constitution.&quot; Reading through the introductory paragraphs, does it seem that the United States has tried to secure the individual rights it declared it would in the beginning? How have the libertarian visions of the &quot;founding fathers&quot; of the United States changed ?<br /> <br /> 6. Go again to &quot;libertarianism.com.&quot; Scroll down to the heading &quot;Libertarian Positions on the Issues&quot; and click. Pick one of the issues and explain how it directly relates to libertarian views and how it contributes to the libertarian cause.<br /> <br /> 7. Click on the links to both Steve Kubby and George Phillies' websites. Explain some of the issues both candidates are concerned about. What are these men doing in their presidential campaigns to further libertarian ideals and ensure a larger libertarian vote in the next election?<br /> <br /> Essay:<br /> Give a brief history of the development of libertariansim, paying close attention to the core beliefs of libertarians and the similarities and differences among the contributors to this philosophy. If the society these thinkers wished for were to one day become reality, given your knowledge of libertarianism, what challenges might such a society face and how might those challenges be overcome?''' [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Determinism and the Problem of Free-Will|Back]] [[Historical_Introduction_to_Philosophy/Compatibilism|Forward]] [[Category:Philosophy]] [[Category:Learning activities]] 9910 69894 2007-01-10T15:08:39Z Mystictim 626 [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Libertarianism|Back]] [[Historical_Introduction_to_Philosophy/Ethics|Forward]] ---- ---- Welcome to the world of [http://en.wikipedia.org/wiki/Compatibilism compatibilism]! A world in which philosophers try to reconcile the notion of [http://www.ucl.ac.uk/%7Euctytho/dfwIntroIndex.htm determinism] and [http://en.wikipedia.org/wiki/Free_will free-will]. Throughout the philosophical ages, and especially in our age, [http://www.allaboutphilosophy.org/materialism.htm materialistic philosophy] is presupposed by many contemporary philosophers, and determinism naturally follows from this [http://dictionary.reference.com/browse/presuppose presupposition]. If our entire being is nothing more than a conglomeration of atoms crashing into another, as the materialistic philsopher [http://dictionary.reference.com/browse/assumption assumes], then our will, motives, desires, and behaviors are nothing more than the product of those atoms randomly colliding producing consciousness, thoughts, motives, desires, and eventually actions. How, exactly, do atoms do this? This assumption is impossible to prove, however, we can provide scientific and logical evidence for our philosophical theories and make an inductive inference, which, unfortunately, will only get us to some sort of probability, not the hard core palatable certainty that causes your minds to salivate.<br> <br>It seems to me that this question of how atoms just so happened to come together throughout time, producing conscious living matter that has the ability to do philosophy, needs to be answered affirmatively before we can even begin to truely spectulate about what is ultimately causing our behaviors, especially moral behaviors. Granted, atoms, chemicals, and neurons may very well correlate with consciousness, thoughts, etc., but most educated people realize that [http://stanford.edu/group/hopes/rltdsci/kickout/ko1_correlation.html correlation does not prove nor imply causation]. Please keep in mind, that it is not necessary to have a complete historical account of how our being came into existence, but it would provide some very good clues that may help us answer this question. Whether or not God created us, we evolved from the primordial soup, or some combination of the two is another debate, but, as we will see, theories of origins do have implications. Therefore, I am afraid that we cannot currently call upon science or the historians to answer our metaphysical questions, but we must open the door to the philosophers of the past and present. (Wait, maybe science does have an answer. Please see 'Contemporary Problems' in [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/FreeWill Determinism and the Problem of Free-will]article, but watch out for tricky philosophical words, e.g., believe, probably, and suggests. For more information on tricky philosophical words, study logic and a philosophical dictionary!)<br><br>I [http://dictionary.reference.com/browse/belief believe] this understanding of metaphyscial positions, e.g., materialism or dualism, and their relation to determinism and free will is essential to comprehending the complexity and inter-relatedness of philosophical problems, i.e., how they hinge upon various assumptions and interact with other philosophical problems,e.g., the mind/body problem and theories of origins. It appears to be a logical neccessity to have a complete and coherent belief system. It is also important to understand that most compatibilists that we will mention assume determinism is true, and in a sense, they try to demonstrate that free will has no problem, because free will is an illusion, or misperceived. They then attempt to solve the problem of free will by playing word games, i.e., they create definitions of words in an attempt to dissolve the problem. Keep in mind that the compatibilists that we are going to study accept a type of determinism that is essentially saying that all human thoughts and actions are determined or caused by the human will. This may be very different from what the &quot;hard&quot; determinist means by determinism. Are the compatibilists successful in solving this dilemma by manipulating words? They may be able to convince or deceive themselves, but can they convince or deceive you?<br><br> Before we begin I will assume and expect that you have taken the course on [http://wikiversity.org/wiki/Historical_Introduction_to_Philosophy/FreeWill Determinism and the Problem of Free-will] and [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Libertarianism Libertarianism] in the Historical Introduction to Philosophy course. Therefore, I will not define, nor explain concepts within those domains, assuming that you are well aware of those concepts and the major issues.<br> * We will first begin our study with the Stoic philosophers. [http://www.iep.utm.edu/e/epictetu.htm Epictetus] (55-135 A.D.), in his work <em>Encheiridion</em>, said, &quot;Some things are under our control, while others are not under our control.&quot; (1) Some things are determined, while others are not. This concept presented by Epictetus sets the stage for much of Stoic philosophy, which is to achieve inner peace by not grieving what you cannot control and controlling what you can to serve your happiness. Epictetus also said, &quot;Remember that you are an actor in a play, the character of which is determined by the Playwright... For this is your business, to play admirably the role assigned you; but the selection of that role is Another's.&quot; (1) How can you argue with that? Did you choose your body, the way you look, your upbringing, your parents, your heart beat? So many things in life we did not choose, but were dealt a hand of cards that we must play. How should we play the role we've been given? According to Epictetus, we should play admirably, controlling our &quot;conceptions, choice, desire, aversion, and in a word, everything that is our own doing.&quot; (1) In other words, compatibilism. Somethings were determined, and others are not. Many other Stoics, such as Chrysippus and Posidonius, and the &quot;Megarians,&quot; such as Diodorus Cronus, held the idea of logical determinism, which is that logic alone suggests that humans have no free will. (2) However, their philosophy is not consistent, because the Stoics consistently argue that we should strive for happiness. Why should we strive for something that we cannot alter? If we have no free will, then our happiness or lack thereof isn't up for grabs. We cannot choose to seek happiness, because our state of happiness was fated. Please keep in mind that these philosophers are not arguing for compatibilism, but they cannot seem to live according to the determinism that they preach. We begin to see the seeds of this debate very early in our philosophical past, although the philosophers of that time may have not even been aware of this inconsistency. Many people that we will study will argue for determinism, but they cannot seem to escape free will in one form or another. Sometimes in philosophy I find people will argue for one postion, but live according to another. Their faith is manifested in their actions. If a philosopher truly believes something to be true, it will be manifested in their actions; if not, then maybe they really don't believe in what they preach. * Does Divine Omniscience and predestination preclude free will? Augustine would say, &quot;No.&quot; If God knows everything in advance, then how can people act otherwise? St. Augustine argues that God knows all that is going to happen in advance, but those events don't happen because God foresees them. Hence, by our free will, we may will something to happen, but that does not mean that God caused or determined that event would occur beforehand. I may very well know that my 2 year old son is going to throw his toy in the toliet, but my knowing is not the cause of his throwing. Many problems with the idea of divine omniscience, according to Augustine, seemed to disappear once one understands that God's existence is independent of time. God views the whole of history in the same manner that we do the present, which implies that God's knowledge does not cause things to happen. (2) With Augustine and other Christian philosophers, e.g., Thomas Aquinas, we see a re-interpretation or re-definition of determinism opposed to re-defining free will. If we properly understand divine omniscience, then it will allow for free will to exist without any apparent problems. This is not the case with Jonathan Edwards, a eighteenth-century American theologian, who argues that predestination, divine omniscience, or foreknowledge precludes any form of free will. Augustine couldn't maintain human free will in light of God's power and the concept of predetermination. He maintained that men are only capable of sinning, and only by God's good grace and power does He assist us in doing good. Therefore, our good behavior is caused or determined by God. So, according to Augustine we don't choose good, but God works within us, causing us to do what we are inable to do. (2) Again, we see the manipulation of words and concepts to justify philosophical positions and the inconstistency in one's position.<br /> * Now, we will begin to study modern philosophers, beginning with [http://www.philosophypages.com/ph/hobb.htm Thomas Hobbes's] work, <em>The Leviathan,</em> which was published shortly after his return to London in 1651 (1). Hobbes's determinism is considered by some to be best example of determinism in modern philosophy in which he explains human nature according to the basic presuppositions of science, particulary in the areas of physics (2). Although he was a materialistic philosopher and an advocate of determinism, he was the first person, as far as I can tell, to insist that determinism is compatible with human liberty (2). He defined liberty as the absence of external restraint or impediment, saying that liberty is the &quot;absence of all the impediments to action that are not contained in the nature and intrinisical quality of the agent,&quot; concluding that any unimpeded moving thing can be free (2). Hobbes considers it ridiculous to speak of an agent's act of will as 'free', which would be the same as saying that an agent is able to perform an action if he wills due to something uncaused, implying that an agent's unimpeded will caused an action. Hobbes maintained that acts of the will are caused by some type of desire, which are caused by psychological processes of brain matter (2). Hobbes said that nothing &quot;taketh a beginning from itself.&quot; (2). He's simply saying that whatever happens within human thoughts or behaviors is caused or determined by material particles. Although Hobbes believed that acts of the will are caused by desires, he still insisted that people are responsible for their actions (2). * Next we will turn to [http://www.iep.utm.edu/l/locke.htm John Locke's] work, <em>An Essay Concerning Human Understanding</em>, which he published shortly after an inconclusive discussion he had with friends concerning morality and religion in 1671 (1). Locke believed that the mind and body were distinct from another and described both as substances. He believed that volutary actions were caused or determined by the operations of the mind. Therefore, he thought it was misleading to label &quot;freedom of the will&quot; (2). He defined liberty or freedom as &quot;a power in any agent to do or forbear any particular action, according to this determination or that of the mind, whereby either of them is preferred to the other&quot; and as &quot;being able to act or not to act, according as we shall choose or will.&quot; (2). So, he's saying that one is actingly freely as long as one is acting in accordance with the preferences of their mind, will, or choice, which he believed is causally determined. According to Locke, an act is causally determined by the mind, and the mind, in the determination of its volitions is causally determined by the satisfaction or unsatisfaction of doing a certain action. He thought that by trying to show how concepts such as &quot;voluntary,&quot; &quot;free,&quot; etc. are properly defined and understood the problem of free will would disappear, reconciling determinism and free will (2). * Now we will turn to [http://www.iep.utm.edu/h/humelife.htm David Hume] (1711-1776) on freedom and necessity. Hume thought that all men believed that men are free and that all their actions are causally determined, and that the whole debate was due to confusion in the meaning of words (2). Hume defined freedom as being able to act according to the determination's of one's own will/motives, suggesting that one's actions are caused. Therefore, one's actions are not free if they are caused by by something other than the determination of one's own will (2). According to Hume's view, people are still responsible for their actions, because responsibility depends on the causation of actions by motives. [http://www.iep.utm.edu/m/milljs.htm John Stuart Mill] defended a theory that was nearly identical to Hume's. [http://www.philosophypages.com/ph/kant.htm Immanuel Kant] also had an interesting perspective on this issue, but it is difficult to verify if he was a compatibilist, because he did try to make freedom consistent with determinism, but he seems to be thinking more along the lines of an [http://www.ucl.ac.uk/%7Euctytho/dfwVariousKant.htm incompatibilist].<br /> * [http://plato.stanford.edu/entries/james/ William James] (1842-1910) distinguished between &quot;hard&quot; and &quot;soft&quot; determinism. By &quot;soft&quot; determinism he meant all the theories like Hobbes, Hume, and Mill, who affirm determinism is true, and then by contorted definitions, preserve notions of liberty, and responsibililty. &quot;Hard&quot; determinism is the belief that no man can help being what he is and doing what he does and that moral distinctions are therefore irrational and should never be applied to men (2). More will be said about James when we read and discuss his essay, <em>The Dilemma of Determinism</em>. === Works Cited === <br>(1) Kolak, Daniel, and Garrett Thomson. <u>The Longman Standard History of Philosophy</u>. New York: Pearson Education, Inc., 2006.<br>(2) &quot;Determinism.&quot; <u>Encyclopedia of Philosophy</u>. 2nd. ed. vol. 3. 2006.<br><br>== Assignments == <br>1. Please read ''Compatibilism'' from the Routledge Encyclopedia of Philosophy at [http://www.rep.routledge.com/article/V014SECT1 http://www.rep.routledge.com/article/V014SECT1] and answer the following.<br>a) According to the compatibilist, do we even have free will or is it an illusion?<br>b) What &quot;trick&quot; do the compatibilists use to reconcile free will and determinism?<br>c) How do the compatibilists interpret or define &quot;free&quot; or &quot;freedom&quot;?<br> d) According to the compatibilists, what are things that limit our options? Please provide 3 examples and a brief explanation for each to support your examples.<br>e) Please explain how self-conscious thought is related to being morally responsible, or how it's not.<br>f) If we were not self-conscious, would we even be aware of such things as right or wrong? Why then are we aware of such things as right/wrong, good/evil?<br><br>2. Read ''David Hume: Our Freedom Reconciled with Determinism'' at [http://www.ucl.ac.uk/%7Euctytho/dfwCompatHume.htm http://www.ucl.ac.uk/~uctytho/dfwCompatHume.htm]<br>and answer the following questions.<br>a) Why is there such a focus on the particulars of definitions?<br> b) Why does Hume make the assumption that all men have agreed that the dispute between the doctrine of liberty and necessity is merely verbal?<br>c) How does Hume define &quot;liberty&quot;?<br>d) What would cause Hume to give up on this whole controversy?<br>e) Define &quot;cause&quot;.<br>f) Why does Hume say that the doctrines of necessity and liberty are essential for morality?<br>g) Is a person morally responsible for their actions if their actions did not proceed from a cause? If their actions did proceed from a cause? What causes a person's motives, desires, and thoughts? Please keep in mind that correlation does not imply nor prove causation.<br><br> 3. Please read ''The Dilemma of Determinism'' by William James found at [http://csunx2.bsc.edu/bmyers/WJ1.htm http://csunx2.bsc.edu/bmyers/WJ1.htm] and answer the following questions.<br>a) What is James setting out to prove?<br>b) What are James's two suppositions on which he is basing his arguments? Do you agree or disagree with them?<br>c) Why does James wish to keep the word &quot;chance&quot; and get rid of the word &quot;freedom&quot;?<br> d) Differentiate between determinism and indeterminism, according to James in this article.<br>e) Can we call on science to provide an answer to this dilemma, why or why not?<br>f) Are your choices real or an illusion?<br>g) What are the two horns of the dilemma of determinism and how does James escape these horns? Does he succeed in your opinion?<br><br>4. Please read ''Compatibilism'' from the Stanford Encyclopedia of Philosophy found at [http://plato.stanford.edu/entries/compatibilism http://plato.stanford.edu/entries/compatibilism] and answer the following questions.<br> a) Please write a 3-5 page paper concerning Classical Compatibilism. Demonstrate a clear understanding of Compatibilist's understanding of freedom and the conditional analysis, including a brief summary of the lasting influence of each. Double space, title, 12 pt. font, 1 in. margins.<br>b) Please write a 3-5 page paper concerning the major influences of Contemporary Compatibilism and whether or not you think the comtemporary compatibilists are truly solving the problems of Classical Compatibilism or just creating new ones? Double space, title, 12 pt. font, 1 in. margins.<br><br>*Please post all completed assignments on this page's &quot;discussion&quot; tab located at the top of this page. Please place all assignments in a folder that you created titled &quot;Compatibilism&quot;. This course is designed so that you can work at your own pace. All I ask is that you send all assignments in at once after they are completed. Please use the discussion room to contact me for any questions, concerns, or comments you may have with this course.<br><br>== Resources == <br>The Stanford Enclyclopedia of Philosophy<br> [http://plato.stanford.edu http://plato.stanford.edu]<br><br>Internet Encyclopedia of Philosophy<br>[http://www.iep.utm.edu http://www.iep.utm.edu]<br><br>Episteme Links<br>[http://www.epistemelinks.com http://www.epistemelinks.com]<br><br>Meta-Encyclopedia of Philosophy<br>[http://www.ditext.com/encyc/frame.html http://www.ditext.com/encyc/frame.html] This page was created by Shannon Piersall Fall 2006. [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Libertarianism|Back]] [[Historical_Introduction_to_Philosophy/Ethics|Forward]] [[Category:Philosophy]] [[Category:Learning activities |{{PAGENAME}}]] 9911 68379 2007-01-08T22:23:59Z JWSchmidt 20 [[Category:Philosophy]] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Compatibilism|Back]] [[Historical_Introduction_to_Philosophy/Formalism and Deontological Ethics|Forward]] <h2>'''General Introduction to Ethics'''</h2><br> <u>'''Concepts:'''</u><br> <br> Ethics in terms of philosophy, is often referred to as morality. It is the right or wrong of any action taken, took, or will take place. We use its' codes to lay judgement on standards we prepose to follow. Ethics is often broken down into three main catergories:<br> <br> * <u>Metaethics</u>:is the study of origin of ethical concepts. “Meta” means after or beyond, and conversely the idea implies that if one were to view metaethics they would encompass a whole concept of ethics. Metaethical issues give rise to such questions as; ‘where do rights come from?’ and ‘what kind of beings have rights?’ <br> * <u>Normative ethics</u>: are the principles established that guide or regulate human conduct. They are often what society considers the norm. It is the litmus test of proper behavior that society sets as their standard. The golden rule is a classic example of normative ethics. &quot;Act onto others as you would have them do to you.&quot;<ul> ** <u>Virtue Theories:</u> place most emphasis on developing good habits of character. ** <u>Duty Theories:</u> place most emphasis on principles of obligation. Some times known as &quot;Deontologicalists.&quot; ** <u>Consequentialist Theories:</u> place most emphasis the outcome of the action. If it is more favorable than not, it is moral. Also known as &quot;Consequentialists.&quot; </li> </ul> <br> * <u>Applied ethics:</u> the study of <em>specific</em> problems or issues with application of Normative ethics and/or Metaethics. Sometimes the applied ethics may be about political or social questions, but they always involves some moral aspect. <br> <br> <br> [[Image:Plato-raphael.jpg]]'''<u>PLATO</u>''' [[Image:Francesco Hayez 001.jpg|466px]] '''<u>ARISTOTLE</u>'''<br> <br> <u>'''Background:'''</u><br> <br> Many positions of ethics in history were based on western philosophy. Plato and Aristotle played a crucial role in its' development. Plato thought people were more likely to be good than bad. He believed that people did not understand for the most part that they did wrong and that there wrong came from error, not intent.<br> <br> &quot;Plato also suggested four virtues: wisdom, courage, justice and temperance; Aristotle agreed but added others, like generosity, truthfulness, friendliness and prudence.&quot;(1) However, Aristotle expanded from Plato's work and said in his Nicomachean Ethics &quot;that goodness is in the actor, not the action; that is, an act is virtuous because of the manner in which a person has chosen it.&quot; (2). The idea was important because it showed that we could chose to be good. That gives rise to be able to question how shall we live? And a possible answer could be by being good, instead of by doing good.The outcome of such a notion was the begining of building an ethical system.<br> <br> Aristotle and Plato never continued on to develope normative ethics. Tales, and epics thereafter became away of displaying virtue, duty and consequence became a way to practically display such normal behavior. Values like justice and/or loyalty were displayed by their illustration and use. In many of the stories depicted by homer the gods made mistakes and this portrayed how ethics should be lived by.<br> <br> '''<u>Suggested Readings</u><br /> <br /> <em>Nicomachean Ethics</em>''' - [http://en.wikipedia.org/wiki/Nicomachean_Ethics http://en.wikipedia.org/wiki/Nicomachean_Ethics]<br> '''Virtue'''- [http://en.wikipedia.org/wiki/Virtue http://en.wikipedia.org/wiki/Virtue]<br> '''Cardinal Virtues-''' [http://en.wikipedia.org/wiki/Cardinal_virtues http://en.wikipedia.org/wiki/Cardinal_virtues]<br> '''Meno-''' [http://en.wikipedia.org/wiki/Meno_%28Plato%29 http://en.wikipedia.org/wiki/Meno_%28Plato%29]<br> <br> ''<strong>Literarture</strong>''<br> '''Boethius' <em>Consolation of Philosophy</em><br /> Dantes' Inferno<br /> Goethes' Faust'''<br> .<br> '''<u>Related Links and Refrences</u>'''<br> <br> (1) [http://www.galilean-library.org/int11.html http://www.galilean-library.org/int11.html] (Good overview on Intro to Ethics)<br> (2) [http://www.iep.utm.edu/e/ethics.htm http://www.iep.utm.edu/e/ethics.htm] (More in-depth break down on Ethics)<br> [http://en.wikipedia.org/wiki/Ethics http://en.wikipedia.org/wiki/Ethics] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Compatibilism|Back]] [[Historical_Introduction_to_Philosophy/Formalism and Deontological Ethics|Forward]] [[Category:Philosophy]] 9913 68378 2007-01-08T22:23:31Z JWSchmidt 20 [[Category:Philosophy]] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Formalism and Deontological Ethics|Back]] [[Historical_Introduction_to_Philosophy/General Introduction|Forward]] Consequentialism is a moral theory and the belief that what ultimately matters is the morality of producing the right kinds of overall consequences. &quot;Overall consequences&quot; of an action mean the action itself and everything the action brings about. Thus, from a consequentialist's view, the morally right action is would be the action that produces good consequenses. It is the results of the action that are looked at, not necessarily the means to produce the action. It is nearly impossible for anyone to come up a standard, universal definition of consequentialism, but by looking at its roots it is possible to create a clear picture of this moral theory. The majority of consequentialist theories focus on maximizing good states, while other theories follow the stance that agents should try to produce good consequences, even if they might not produce the best possible results. With regards to philosophers, some notable consequntialists are: [Jeremy Bentham][http://www.example.com link title], Henry Sedgwick, Peter Singer, and John Stewart Mill. We will later discuss many of these thinkers. Although there are several different forms of consequentialism, we will discuss the most prevalent in this course.<br /> <br /> G.E.M. Anscombe coined the term &quot;consequentialism&quot; in 1958 in her essay &quot;Moral Modern Philolsophy.&quot; This theory's roots are in utilitarinaism and since the 1960's, many writers have used the term &quot;consequentialism&quot; instead of &quot;utilitarianism&quot; for the view that the extnet of the rightness of an action depends on the value of it's consequences. Due to this distinction, utilitarianism is now used to describe different forms of consequentialism. Threrefore, let's dicuss some of the many forms of consequentialism.<br /> <br /> <br /> <strong>Types of Consequentialism</strong><br /> <em>Plain Consequentialism- At any given moment, of all the things that a person could do, the morally right action is the one with the best overall consequences.</em> So, if we were to decide that the good is happiness, the right action would be the action that caused the most happiness, more so than would have been caused by any other alternative action. A good example of this would be the ratioanlity of setting speed limits, which takes into account accuratley balancing many considerations.<br /> <br /> <em>Reasonable Consequentialism- An action would be morally right if and only if it has the best reasonably expected consequences.</em>This says that for any of my actions to be right, I should first come to a conclusion that is reasonable about the consequences.<br /> <br /> <em>Dual Consequentialism- The word &quot;right&quot; is ambiguous in that it has a moral sense and an objective sense; the action with the best consequences is the objectively right action and any action with the best reasonably expected consequences is the morally right action.<br /> <br /> Double Consequentialsim- Again, the word &quot;right&quot; is ambiguous in that it has a moral sense and an objective sense; the action with the best consequences is the objectively right action and any action that can be reasonably estimated to be objectively right is the morally right action.</em>The diference between dual consequentialism and double consequentialism is the idea of a morally right action. Whereas Dual Consequentialism discusses any action with the best reasonably expected consequences, Double Consequentialism talks about the morally right action that is estimated to be <em>objectively</em> right.<br /> <br /> <em>Rule Consequentialism- An action is morally right if and only if and only if it doesn't violate the set of rules of behavior that is generally accepted in the commuinty as creating the best consequences- which is at least as good as any competing set of rules or no rules.</em> With this theory, an action is not judged as being right or wrong by it's own consequences; it is right or wrong depending on if it violates the collective rules that would carry the best consequences.<br /> <br /> <em>Agent-neutral Consequentialism- Ignores the specific values a stste of affairs has on the agent. Therefore, when evaluating what action I should take, my own personal goals don't count more than anyone else's goals.</em><br /> <br /> <em>Agent- focused Consequentialism- Focus is on the needs of the agent; being more concerned with the immediate welfare of myself, my family and freinds, than with the general welfare.</em> Both of the agent-centered approaches focus on the interests of an agent as an individual and as having membership in different groups, thus aknowledging the tension from trying to balance everyone's interests. Personal interests or motivations reflect how agents may act for an ends disconnected to their own drives and interests.<br /> <br /> <em>Hedonistic Consequentialism- A good action is one that results in an increase in pleasure, and that the best action is one in which creates the most pleasure possible. In this case, the term &quot;happiness&quot; refers to the maximization of pleasure and the minimimization of pain. This form of consequentialism emphasizes the collective happiness; the happiness of everyone and the not happiness of a particular person.</em><br /> <br /> <strong>What is a Consequence?</strong><br /> As was mentioned above, in consequentialism the consequences of an action include everything the action brings about, which includes the action itself. The consequences of an action include 1) everything the action causes and 2) the action itself. In most theories of consequentialism, the focus is on the moral quality of actions, and intentional actions are the actions that can be morally right or wrong. In this context, intentional actions are things that we do deliberately. Therefore, it could be understood that most consequences of most actions are not actual outcomes, but merely probabilities of outcomes.In many cases, the very concept of a consequence varies. Some writers may even include the performance of an action into the consequence and that performing an act is one of the consequences of the end result. On the same note, some claim that rather moral rightness depending on acutal consequences, it depends on foreseen/foreseeable, intended, or likely consequences. So, if a bad consequence is foreseeable and a person still performs the action to produe the bad consequence, then that person is morally wrong. Objective consequentialism is the name given to moral theories that focus on actual or fairly likely consequences. Adversely, subjective consequentialism focuses on intentional or anticipated consequences.<br /> <br /> <strong>Consequentialists</strong><br /> Jeremy Bentham (1748-1832) is best known as an early advocate of utilitarianism- the roots of conseqentialism. Not only did Bentham propose numerous political and legal reforms, he also pronounced a moral principle on which the reforms would be based. He argued that the best action or policy is one that would cause the &quot;greatest happiness of the greatest number.&quot; Soon, Bentham primarily focused on what he called &quot;the greatest happiness principle&quot;, which is commonly refered to as the principle of utility.<em>Bentham's principal of utility- an act is right if and only if it tends to maximize the net overbalancing sum total of pleasure over pain for all parties concerned.</em> There are a few allowable interpretations of Bentham's principle and it can be understood in two definite ways: the first being a guide for decision to decide what action to take, and the second being a guide for the evaluation of an action- your's or someone else's. Also, if the principle is used as a guide for decision-making, it provokes the objection that there is not a large enough time frame to consider all of the consequences before acting. Also, some interpretations examine other things besides acts, such as rules or attitudes and others annote the usage of the word &quot;right&quot; and instead use the words &quot;obligation&quot; or &quot;duty&quot;.<br /> John Stuart Mill ( 1806-1873) was a student of Bentham and also an advoacate of Utilitarianism. Mill' s interpretation of &quot;the greatest happiness principle&quot; is hedonistic in nature; it states that there is a heirarchy of pleasures, which means that the persual of specific kinds of pleasure is of higher value than the persual of other pleasures. Whereas Bentham treats every form of happiness as being equal, Mill contends that moral and intellectual pleasures are preferable to the ones that are more physical forms of pleasue. Mill also claims that &quot;happiness&quot; is of more value than &quot;contentment&quot;.<br /> Henry Sidgwick (1838-1900) was an English philosopher as well as a Utilitarian who held views that were along the same lines of Bentham and Mill. The position that Sidgwick adopted was one that can be described as ethical hedonism; the illustration of goodness in any action is that it produces the greatest amount of pleasure possible.This hedonism is not limited to the self, but extends to the pleasure of others, with would make the principle universalistic.<br /> Peter Singer (1946- ) is a more modern utilitarian thinker and has turned his ideas about universalization into a form of utilitariansim. Singer argues &quot;on the strength of my thought that my own interests cannot count for more than the interests of others.&quot; Singer also advocates the principle that it is morally required to abondon a small pleasure to alleviate someone else's considerable pain.<br /> <strong>Criticisms of Consequentialism</strong><br /> Consequentialism has been heavily criticized in the past. One of the major arguments, made by G.E.M. Anscombe, against it is that the moral theories of consequentialism hold agents accountable for unintended consequences of their actions, which in turn, questions the moral character of the agents involved. Bernard Williams Another major argument is that consequntialism estranges the agent because they are left to put too much distance between themselves and their own commitments and duties.<!-- [http://www.iep.utm.edu] [http://plato.stanford.edu] [http://en.wikipedia.org.wiki.Consequentialism] [http://www.example.com link title] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Formalism and Deontological Ethics|Back]] [[Historical_Introduction_to_Philosophy/General Introduction|Forward]] [[Category:Philosophy]] 9914 49639 2006-11-28T03:10:50Z Robert Elliott 1436 [[Template:Information]] moved to [[Template:Upload Information]]: The current name is not accurate. It is too general. Adding a word such as Upload or Image will help clarify the use of this file. #REDIRECT [[Template:Upload Information]] 9916 75800 2007-01-14T17:00:40Z Mystictim 626 added welcome and expand {{Welcome and expand}} Welcome to Java Help. If you are requesting help, please create a new topic in = and =. We will try to answer help of all kinds. If you know the answer to a problem, reply! When answering a problem, post in here in the same topic. Create a sub topic with == and == called Answer. (Any ideas about posting replies and questions feel free to change). [[Category:Java]] 9917 49679 2006-11-28T06:17:00Z Alpha3 879 {{Information |Description=FMST 321 Essay #1 |Source=Own Work |Date=2006-11-28 |Author=Alpha3 |Permission= |other_versions= }} == Summary == {{Information |Description=FMST 321 Essay #1 |Source=Own Work |Date=2006-11-28 |Author=Alpha3 |Permission= |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9918 70016 2007-01-10T20:20:20Z JWSchmidt 20 [[Category:Economics]] This is the page for discussion of research integrating QuantLib with Vtk == VTK First Example == The VTK source code comes with a multitude of examples, including a tutorial in the scripting language of your choice (currently supported are Tcl, Python and Java). They are located in the Examples directory that can be downloaded with the source code distribution. Assuming you are interested in something a little bit more elaborate, you can download here a very simple example that uses Tkinter to produce the viewer shown below: [[Image:VtkHead.jpg|Sample of Example output]] Below is the entire source code used to produce this output. In my opinion, the main contribution of the script in terms of learning to use VTK is the organization of the code and the integration with Tkinter (which can take a little while to figure out). Other than that, it is quite easy to see that the actual VTK code is very thin. You can test the code yourself by using the input surface provided here [[Media:QuantLib/VtkSurf.vtk|VTK Head surface]]. <code><pre> import Tkinter import vtk from vtk.tk.vtkTkRenderWindowInteractor import \ vtkTkRenderWindowInteractor class Application: def __init__(self,root, w=600,h=600): self.root = root # VTK setup self.ren = vtk.vtkRenderer() self.renWin = vtk.vtkRenderWindow() self.renWin.AddRenderer(self.ren) # setup main actor self.SetupActor() # initialize GUI self.InitializeGUI(w,h) # initialize the interactor iren = self.renderWidget.GetRenderWindow().GetInteractor() self.ren.SetBackground( .5, .5, .5) self.ren.ResetCamera() iren.Initialize() self.renWin.Render() iren.Start() def InitializeGUI(self,w,h): self.top = Tkinter.Toplevel(self.root) # make sure exit happens gracefully def quit(obj=self.root) : obj.quit() self.top.protocol("WM_DELETE_WINDOW", quit) self.frmDisplay = Tkinter.Frame(self.top) self.frmRender = Tkinter.Frame(self.frmDisplay) for f in (self.frmDisplay,self.frmRender): f.pack(padx=3,pady=3, side="top", anchor="n", fill="both", expand="false") rwi = vtkTkRenderWindowInteractor(self.frmRender, rw=self.renWin, width=w,height=h) rwi.pack() rwi.Render() self.renderWidget = rwi self.root.update() self.SetupMenubar() def SetupMenubar(self): self.menu = Tkinter.Menu(self.top) # File menu mnFile = Tkinter.Menu(self.menu, tearoff=0) def SaveCapture(): w2i = vtk.vtkWindowToImageFilter() writer = vtk.vtkTIFFWriter() w2i.SetInput( self.renWin) writer.SetInputConnection( w2i.GetOutputPort() ) writer.SetFileName( 'snapshot.tif' ) self.renWin.Render() writer.Write() mnFile.add_command(label="Save TIF", command = SaveCapture) mnFile.add_command(label="Exit",command=self.top.quit) self.menu.add_cascade(label="File", menu = mnFile) # set application menu self.top.config(menu=self.menu) def SetupActor(self): mapper = vtk.vtkPolyDataMapper() # load input surface reader = vtk.vtkPolyDataReader() reader.SetFileName( 'surf.vtk') reader.Update() mapper.SetInput( reader.GetOutput() ) self.actor = vtk.vtkActor() self.actor.SetMapper(mapper) self.ren.AddActor( self.actor ) ##################3 root = Tkinter.Tk() root.withdraw() app = Application(root,700,700) root.mainloop() </pre></code> === Building VTK with Python support === When downloading the Windows binaries for VTK, for example, the only scripting language that is automatically supported is Tcl (the same happens under MacOS, to the best of my knowledge). To enable Python support, you have to enable the appropriate settings when building VTK with cmake. Namely, you have to enable VTK_WRAP_PYTHON. This also means you will have to build shared libraries, but the cmake process will kindly guide you through it. Once built, you can learn more on how to actually use VTK through Python reading the VTK/Wrapping/Python/README.txt. [[Category:Economics]] 9919 77287 2007-01-16T21:37:34Z JWSchmidt 20 [[Topic:Software testing/design technique]] moved to [[Software testing/design technique]]: learning material go in the main namespace {{Navigation:Topic:Software_testing|Kurs}} __TOC__ One possible classification (another one could be black box, white box, grey box: see [[Topic:Software_testing/design_technique#systematic_techniques|here]]) of the design techniques could be: static and dynamic techniques.<br> The static techniques also test software (like the dynamic ones), but the software is not executed during this. Goal of both types it is amongst others to find anomalies (more goals you can read [[Topic:Software_testing/history_of_testing#phases_in_history_of_mankind|here]]). We could also phrase it like this: software interacts/reacts while dynamic testing - but for the static techniques software just lies like a skeleton before us and we can dissect it like a pathologist.<br> Examples to some of the techniques you can find in: [[Topic:Software_testing/literature|''Standard for Software Component Testing'']] from BCS SIGIST. ==[http://en.wikipedia.org/wiki/Static_testing static design techniques]== ===manual=== For the following design techniques the ability of humans to analyze and think is of primary importance. For this there are used different kind of [http://en.wikipedia.org/wiki/Review reviews]: :*informal review :*[http://en.wikipedia.org/wiki/Software_walkthrough walkthrough] :*technical review :*[http://en.wikipedia.org/wiki/Software_inspection inspection] :*[http://en.wikipedia.org/wiki/Management_review management review] :*[http://en.wikipedia.org/wiki/Audit audit] ===with tools=== Tools for static analysis need the testobject to have a formal structure/syntax (so testobject can also be something else than source code). Then the tools search for certain ''patterns''. Tools can be:<br> [http://en.wikipedia.org/wiki/Compiler Compiler]: they check if e.g. for the syntax of the used programming language or they calculate [http://en.wikipedia.org/wiki/Software_metric metrics]<br> analyzer: e.g. this can be also "just" a program for spell checking<br> tools for modeling: they create first a model of e.g. the specification or the source code - so other tools can start<br> also other open source and commercial tools ''(please see [[Topic_talk:Software_testing/design_technique|discussion]])'' ==dynamic design techniques== In complement to static techniques the testobject is being executed for testing. ===systematic techniques=== An overview about black box, white box and grey box you can find in the article [[Topic:Software_testing/results#English_Wikipedia:_few_articles_on_design_techniques_from_category_white_box_testing|here]]. ====[http://en.wikipedia.org/wiki/Black_box_testing black box]==== :*[http://en.wikipedia.org/wiki/Equivalence_partitioning equivalence partitioning]<br> :*[http://de.wikipedia.org/wiki/Klassifikationsbaum-Methode classification tree method]<br> :*[http://en.wikipedia.org/wiki/Boundary_value_analysis boundary value analysis]<br> :*domain analysis testing<br> :*[http://en.wikipedia.org/wiki/Decision_table decision table testing]<br> :*[http://en.wikipedia.org/wiki/State_transition_table state transition test]<br> :*[http://en.wikipedia.org/wiki/Use_case uses case] test<br> :*[http://en.wikipedia.org/wiki/Business_process process] cycle test<br> :*[http://en.wikipedia.org/wiki/Pairwise_testing pairwise testing] ([http://en.wikipedia.org/wiki/Orthogonal_Array orthogonal arrays], [http://en.wikipedia.org/wiki/All-pairs_testing Allpairs algorithm])<br> :*data cycle test<br> :*elementary comparison test<br> :*semantic test<br> :*syntax test<br> :*random test<br> :*[http://en.wikipedia.org/wiki/Smoketest#Smoke_testing_in_software_development smoke test]<br> ====[http://en.wikipedia.org/wiki/White_box_testing white box]==== white box design techniques can be grouped into [http://en.wikipedia.org/wiki/Control_flow control flow ] based or data flow based. '''control flow based''' <br> :*[http://en.wikipedia.org/wiki/Statement_Coverage statement coverage] :*[http://en.wikipedia.org/wiki/Condition_Coverage branch coverage] :*decision condition coverage :*[http://de.wikipedia.org/wiki/Bedingungs%C3%BCberdeckungstest#C3a_-_Einfachbedingungs.C3.BCberdeckungstest simple condition coverage] :*[http://de.wikipedia.org/wiki/Bedingungs%C3%BCberdeckungstest#C3c_-_minimaler_Mehrfachbedingungs.C3.BCberdeckungstest modified condition decision coverage'' or ''minimal multicondition coverage''] :*[http://de.wikipedia.org/wiki/Bedingungs%C3%BCberdeckungstest#C3b_-_Mehrfachbedingungs.C3.BCberdeckungstest multiple condition coverage] :*[http://de.wikipedia.org/wiki/Pfad%C3%BCberdeckungstest path coverage] (''todo: explaining advantages of control flow graphs and CSD'') '''data flow based'''<br> Data flow based techniques build on and extend control flow based techniques. Data is saved in variables and these variables have a defined lifecycle:<br> ::undeclared/undefined ('''u'''): variable has no value and no memory ::declared ('''d'''): variable has no defined value, but there is already memory assigned ::initialized ('''i'''): assign a value to the variable<br> ::referrenced ('''r'''): use/read of the value of the variable<br> Then there can be many dataflow anomalies: e.g. dr, id, ii. This shall be explained with one part of the source code of the algorithm [http://de.wikiversity.org/wiki/Kurs:Algorithmen_und_Datenstrukturen/Kapitel_2/BubbleSort#Herleitung BubbleSort]: <pre> 4. temp, swaps : INTEGER; .. 13. IF ~(a[i] <= a[i+1]) THEN 14a. temp := a[i]; 14b. a[i] := a[i+1]; 14c. a[i+1] := temp; 15. INC(swaps); 16. END </pre> Let's say the source code has now anomalies (line 14a - 14c): <pre> 4. temp, swaps : INTEGER; .. 13. IF ~(a[i] <= a[i+1]) THEN 14a. (* line 14a is now deleted *) 14b. a[i+1] := temp; (* dr-anomaly: variable temp from line 4 was not yet defined, *) (* but it is used. *) 14c. a[i+1] := a[i]; (* ii-anomaly: there are now two a[i+1] (line 14b + 14c) *) (* this should make you wonder. *) 15. INC(swaps); 16. END </pre> ====grey box==== Here the advantages of black box and white box techniques are combined to design better tests.<br> ''(TODO: examples)'' ====tools for dynamic analysis==== :*test execution tools ::*GUI-capture and playback: Actions on the screen are recorded in a test script. These type of tools have disadvantages like more effort when reusing due to editing of the script. ::*data driven: The advantage here is: the same recorded test (which is saved in a test script - like above) can be repeated with different input data (which the user adds e.g. over Excel). ::*keyword-driven/actionword-driven: difference to data-driven: each line of input data has now its own keyword, which tells what to do with the input-data. Imagine it like this: the keyword is something like a function, which tells what to do. ::*interaction-driven: If something has changed on the testscripts itself, the maintenance effort decreases, because other testscripts, which work with this test script get changed automatically. The scripts/modules can be taken by drag and drop from the database. :*comparator/comparison tools :*dynamic analysis tools :*coverage tools :*test frameworks :*debugger :*and other ===non-systematic techniques=== :*[http://en.wikipedia.org/wiki/Ad_hoc_testing ad-hoc]/[http://en.wikipedia.org/wiki/Exploratory_testing explorative] testing :*intuitive :*[http://de.wikipedia.org/wiki/Black-Box-Test#Schwachstellen-orientiertes_Testen weak point testing] [[de:Kurs:Software-Test/Test-Techniken]] [[Category:Computer Science Courses|Computer Science Courses]] 9920 70401 2007-01-11T02:32:13Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} [[Category:Sports]] 9921 77304 2007-01-16T21:40:33Z JWSchmidt 20 [[Topic:Software testing/laboratory course]] moved to [[Software testing/laboratory course]]: learning resources go in the main namespace {{Navigation:Topic:Software_testing|Kurs}} With these exercises you can deepen your learned knowledge so far<br> (if not, please tell us [[Topic:Software_testing/meeting_place#tutors|here]], what we can improve - there is always something to improve). __TOC__ ==exercises for doing alone== ''here you can learn in your own speed'', e.g. :*examples which you can work through :*videos/tutorials for watching :**e.g. usage of test tools ===introduction into white box design techniques=== ====graphic display of algorithms in a source code==== In the following tutorial you will see, how the appropriate graph to a source code looks like.<br> In detail: with the tool [http://www.jgrasp.org/ jGRASP] there is created for the Java source code [http://de.wikiversity.org/wiki/Kurs:Algorithmen_und_Datenstrukturen/Kapitel_2/MergeSort/Java MergeSort.java] from the wikiversity course [http://de.wikiversity.org/wiki/Kurs:Algorithmen_und_Datenstrukturen algorithms and data structures (Algorithmen und Datenstrukturen)] the CSD (Control Structure Diagram).<br> reason of this tutorial: to show you, how fast such a graph can be created. It should show you, that there is nothing complicated behind this - with a tool this is done automatically and easy.<br> Here you can see the [http://www.skilledtester.de/wikiversity/02_White_Box_Kontrollflussgraph/wikipedia_WhiteBox_start04.swf ''Shockwave-Tutorial <- German version (I will create an English version soon) and still under review''] (condition: Shockwave-Player). ==online-sessions with [[Topic:Software_testing/meeting_place#tutors|tutors]]== ''is still under creation'' goal: together we will test example applications, about 30-50 minutes team-sessions advantages: :*you can ask immediately :*and you can get immediate feedback on your approach participants and tutors agree on a date (especially over different countries/timezones needed) At the beginning: :*only with telephone (e.g. skype) :*we will use an application which everybody has on his/her PC (e.g. notepad) and which everybody knows (at the beginning this is helpful - later we will also do new applications, so learning new terrain - we all are researchers). Later - if there are problems with communciation, editing - we can add boards, remote access,... example session: moderator : in notepad, go to print menu: File>print the dialogue "Print" appears. what do you see? participant: possibilities for the settings for printing moderator : please describe more in detail participant: different buttons, different printer, input fields, pictures, .... and then we will test the different objects/functions, e.g. with design technique equivalence partitioning if the method is not applied correct, the participant can get immediate feedback to increase her/his knowledge ==other collaborations== Besides learning in this course here, please also try to apply your knowledge elsewhere. You will learn or did learn already, how to test. So, here some places, to be active: *everywhere or perhaps: *Wikiversity [[School:Game_Design|Game Design]], e.g. **[[Game_Creation_Guidelines/Testing|Game Creation Guidelines/Testing]] **[[Games_in_Development/Liberal_Diplomacy|Games in Development/Liberal Diplomacy]] **[[A_Hands-On_Introduction_to_Game_Design_and_Production_Processes|A Hands-On Introduction to Game Design and Production Processes]] **[[Game_Critiques|game critiques]] *[[Web_Design/Website_Performance_Test_Plan|Wikiversity: Website Performance Test Plan]] *[http://academia.wikia.com/wiki/Journal_of_Computer_Science_and_Software_Engineering academia.wikia.com: Journal of Computer Science and Software Engineering] *[[Wikipedia#Projects_for_collaboration_between_Wikiversity_and_Wikipedia|Wikipedia]] [[de:Kurs:Software-Test/%C3%9Cbungen]] [[Category:Computer Science Courses|Computer Science Courses]] 9922 75699 2007-01-14T08:50:33Z Historybuff 5228 {{Navigation:Topic:Software_testing|Kurs}} Here there will be presented test tools (also with a video tutorial). __TOC__ ==special attention== Following test tools will be made available for public usage for the participants. Tutor [[User:Erkan_Yilmaz|Erkan Yilmaz]] shows their importance in the daily testing, their usage and also common mistakes. * [http://en.wikipedia.org/wiki/Bugtracker bug tracking system]: used for recording of anomalies (e.g. [http://en.wikipedia.org/wiki/Wikipedia:Bug_report here] some info on the bug tracking system of MediaWiki, e.g. Wikipedia) * [http://en.wikipedia.org/wiki/Issue_tracking_system trouble ticket system]: to communicate with customers * [http://en.wikipedia.org/wiki/Revision_control version control]: so that you can restore old versions (of source code, documents of any kind like user manuals, requirements, ...) ==documentation of source code== Following tools are a very simple way to summarize comments (examples for comments for programming languages you can find [http://en.wikipedia.org/wiki/Comment_%28computer_programming%29#Examples here]) out of source code:<br> *[http://www.stack.nl/~dimitri/doxygen/index.html Doxygen]: can be used for C++, C, Java, Objective-C, Python, IDL (Corba and Microsoft flavors) and to a certain extent als for PHP, C#, and D. [http://www.stack.nl/~dimitri/doxygen/results.html examples] and [http://www.stack.nl/~dimitri/doxygen/projects.html projects], which use it. *[http://java.sun.com/j2se/javadoc/ Javadoc] with [http://www.idevelopment.info/data/Programming/java/javadoc/JavadocClassExample/SUB_Class_Example.shtml example] *[http://www.phpdoc.org/ PhpDocumentor] (also called: phpdoc or phpdocu) with [http://www.professionelle-softwareentwicklung-mit-php5.de/erste_auflage/tools.code-documentation.phpdocumentor.html example] *[http://www.xs4all.nl/~rfsber/Robo/robodoc.html ROBODoc] for e.g. C, C++, Fortran, Perl, shell scripts, Assembler, DCL, DB/C, Tcl/Tk, Forth, Lisp, COBOL, Occam, Basic, HTML, Clarion. And here [http://www.xs4all.nl/~rfsber/Robo/example.html examples] *[http://ndoc.sourceforge.net/ NDoc] for .Net projects with [http://www.sitepoint.com/article/dot-net-xml-documentation-ndoc/2 example] and [http://www.codeassets.com/doc_tools.htm here] more tools ==other tools== ''more tools will be added over time, see also [[Topic_talk:Software_testing/test_tools|discussion]] (at the moment go to [http://de.wikiversity.org/wiki/Kurs_Diskussion:Software-Test/Testhilfsmittel German discussion])'' [[de:Kurs:Software-Test/Testhilfsmittel]] [[Category:Computer Science Courses|Computer Science Courses]] 9923 77291 2007-01-16T21:38:19Z JWSchmidt 20 [[Topic:Software testing/glossary]] moved to [[Software testing/glossary]]: learning resources go in the main namespace {{Navigation:Topic:Software_testing|Kurs}} ===Anomaly=== :In software testing an anomaly is everything that differs from expectation. This expectation can result from a document or also from a persons notion or experiences. Also an anomaly can be a feature or an usability problem, because the testobject may be correct regarding the specification - but it can be improved. Another possibility for an anomaly is that a tester executed the testcase wrong and therefore the expected result is also wrong. <br> :see [[w:Anomaly_in_software|here]] for more info. :(see IEEE 1044-1993: ''Standard Classification for Software Anomalies.'', page 1, The Institute of Electrical and Electronics Engineers, Inc., New York, USA, 1994, ISBN 1-55937-383-0) ===Software=== :Is more than just [http://en.wikipedia.org/wiki/Sourcecode source code]. There belongs also: programs, procedures and documentation, and data for the concerning processing on a computer system. We (the tutors of this course) count also any testware. :(see IEEE 610-1990: ''The collection of comuter programs, procedures and data, together with possibly associated documentation necessary to understand, install and use it.'') ===Testware=== :Including any kind of products, which is helpful for testing. Especially persons from the testing field produce these: :test plans, test cases, test reports, anomaly reports, input files/scripts for test tools, ... :They all should be reusable and therefore managed by configuration management. [[de:Kurs:Software-Test/Glossar]] [[Category:Computer Science Courses|Computer Science Courses]] 9924 49696 2006-11-28T08:05:23Z Erkan Yilmaz 1642 creation + template {{Navigation:Topic:Software_testing|Kurs}} 9925 77064 2007-01-16T15:17:54Z Historybuff 5228 typo {{Navigation:Topic:Software_testing|Kurs}} On this page you find [[Topic:Software_testing/literature#Literature|literature]], which is mentioned in the course. Also there are external [[Topic:Software_testing/literature#external_links|links]], which deal with topics in software testing. ==Literature== ===B=== *BCS SIGIST - British Computer Society Specialist Interest Group in Software Testing: ''Standard for Software Component Testing'', [http://www.testingstandards.co.uk/BS7925_3_4.zip], Working Draft 3.4, 27. April 2001. <small>([[Topic:Software_testing/design_technique|design techniques]])</small> ===G=== * D. Gelperin, B. Hetzel: ''The Growth of Software Testing.'' CACM, Vol. 31, No. 6, 1988, ISSN 0001-0782. <small>([[Topic:Software_testing/history_of_testing#phases_in_history_of_mankind|time phases in testing]])</small> ===I=== *IEEE Std 610.12-1990: ''IEEE Standard Glossary of Software Engineering Terminology'', (Revision and redesignation of IEEE Std. 729-1983), February 15, 1991, Institute of Electrical & Electronics Engineers and the American National Standards Institute. *IEEE 1044-1993: ''Standard Classification for Software Anomalies.'', The Institute of Electrical and Electronics Engineers, Inc., New York, USA, 1994, ISBN 1-55937-383-0. <small>(here: page 1: anomalies)</small> ===L=== * G. T. Laycock: ''The Theory and Practice of Specification Based Software Testing.'' PhD Thesis, Dept of Computer Science, Sheffield University, UK, 1993, [http://www.mcs.le.ac.uk/people/gtl1/thesis.ps.gz freely available postscript version]. <small>([[Topic:Software_testing/history_of_testing#phases_in_history_of_mankind|time phases in testing]])</small> ==external links== * [http://opensourcetesting.org/ opensourcetesting.org] - a large collection of open source test tools and an active forum. [[de:Kurs:Software-Test/Weiterf%C3%BChrende_Links]] [[Category:Computer Science Courses|Computer Science Courses]] 9933 64170 2006-12-28T09:11:09Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ ==Under Construction This Month== <center> {{Basic filmmaking:Table of contents:Creating the 3D storyboards}} </center> {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffee" | <center><big><font color="green">The Unformatted Movie Script</font><br>"Seduced by the Dark Side!"</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center> EXTERIOR - The local movie theater - NIGHT ---- (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- The "Dancing Fairies" music begins to play.<br><br> [[Image:ArtRage2SBTDS1a.jpg]] → [[Image:FrameForgeSBTDS1a.jpg|200px]]<br><br> Slowly dolly in as music builds.<br><br><br> [[Image:ArtRage2SBTDS1b160.jpg]] → [[Image:FrameForgeSBTDS1b.jpg|200px]]<br><br> A smile begins to form on the young persons face.<br><br><br> [[Image:ArtRage2SBTDS1c160.jpg]] → [[Image:FrameForgeSBTDS1c.jpg|200px]]<br><br> Cut to the poster and dolly in slowly.<br><br>The "Dancing Fairies" music morphs into the Star Wars theme.<br><br> ---- ---- (2) '''Young Person''': "That was a great movie..." ----<br> [[Image:ArtRage2SBTDS2160.jpg]] → [[Image:FrameForgeSBTDS2.jpg|200px]]<br><br> Cut to a side view as the Star Wars music begins to fade to street noise.<br><br> ---- ---- (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ----<br> [[Image:ArtRage2SBTDS3160.jpg]] → [[Image:FrameForgeSBTDS3.jpg|200px]]<br><br> The young person;s head turns to the older person.<br><br> ---- ---- (4) '''Old Person''': "What's that?" ----<br> [[Image:ArtRage2SBTDS4160.jpg]] → [[Image:FrameForgeSBTDS4.jpg|200px]]<br><br> Wide angle shot to show emotional distance between the two characters.<br><br> ---- ---- (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----<br> [[Image:ArtRage2SBTDS5160.jpg]] → [[Image:FrameForgeSBTDS5.jpg|200px]]<br><br> Immediately a dark cord plays.<br><br> ---- ---- (6) The old person thinks for a while. '''Old Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS6160.jpg]] → [[Image:FrameForgeSBTDS6.jpg|200px]]<br><br>Thinking very slowly.<br><br>Music: The music starts with "thinking music" and then morphs into to "fairie music". Finally, the music comes to a sharp halt.<br><br><center> ---- ---- (7a) '''Old Person''': "What computer do you..." ----<br> [[Image:ArtRage2SBTDS7160.jpg]] → [[Image:FrameForgeSBTDS7.jpg|200px]]<br><br> ---- ---- (7b) '''Old Person'''(off camera): "... have at home?" ----<br> [[Image:ArtRage2SBTDS8a160.jpg]] → [[Image:FrameForgeSBTDS8a.jpg|200px]]<br><br>Cut in mid sentence to see the young person's anticipation.<br><br> ---- ---- (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----<br> [[Image:ArtRage2SBTDS8b160.jpg]] → [[Image:FrameForgeSBTDS8b.jpg|200px]]<br><br>The young person's face lights up with excitement.<br><br> ---- ---- (9) '''Old Person''': "But what computer does your father use at work?" ----<br> [[Image:ArtRage2SBTDS9160.jpg]] → [[Image:FrameForgeSBTDS9.jpg|200px]]<br><br>Military music for thoughts of father.<br><br> ---- ---- (10) The young person thinks for a moment. '''Young Person''': "Humm!" ----<br> [[Image:ArtRage2SBTDS10160.jpg]] → [[Image:FrameForgeSBTDS10.jpg|200px]]<br><br></center>Music: The music starts as thinking music and shifts to fairy music and then ends with the Star Wars theme.<center><br><br> ---- ---- (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ----<br> [[Image:ArtRage2SBTDS11160.jpg]] → [[Image:FrameForgeSBTDS11.jpg|200px]]<br><br>Full Star Wars theme begins to play.<br><br> ---- ---- (12) The Old Person smiles. '''Old Person''': "Ahh!" ----<br> [[Image:ArtRage2SBTDS12a160.jpg]] → [[Image:FrameForgeSBTDS12a.jpg|200px]]<br><br> [[Image:ArtRage2SBTDS12b160.jpg]] → [[Image:FrameForgeSBTDS12b.jpg|200px]]<br><br>The face lights with a knowing smile as the fairy music starts again.<br><br> ---- ---- (13) Old Person and the Young Person walk toward home together. ----<br> [[Image:ArtRage2SBTDS13a160.jpg]] → [[Image:FrameForgeSBTDS13a.jpg|200px]]<br><br>Lock the camera for a matte painting.<br><br> [[Image:ArtRage2SBTDS13b160.jpg]] → [[Image:FrameForgeSBTDS13b.jpg|200px]]<br><br>The camera remains locked. When the matte painting is added, the shot will look like this:<br><br> ---- ---- (14) Fade to Black. ----<br> :::The End</center> . | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center> EXTERIOR - The local movie theater - NIGHT ---- (1) The Young Person and Old Person stand looking at the movie poster outside the theater. ---- The "Dancing Fairies" music begins to play.<br><br> [[Image:FrameForgeSBTDS1a.jpg|200px]]<br><br> Slowly dolly in as music builds.<br><br><br> [[Image:FrameForgeSBTDS1b.jpg|200px]]<br><br> A smile begins to form on the young persons face.<br><br><br> [[Image:FrameForgeSBTDS1c.jpg|200px]]<br><br> Cut to the poster and dolly in slowly.<br><br>The "Dancing Fairies" music morphs into the Star Wars theme.<br><br> ---- ---- (2) '''Young Person''': "That was a great movie..." ----<br> [[Image:FrameForgeSBTDS2.jpg|200px]]<br><br> Cut to a side view as the Star Wars music begins to fade to street noise.<br><br> ---- ---- (3) '''Young Person''' ''(contined)'': "but I do not understand one thing." ----<br> [[Image:FrameForgeSBTDS3.jpg|200px]]<br><br> The young person;s head turns to the older person.<br><br> ---- ---- (4) '''Old Person''': "What's that?" ----<br> [[Image:FrameForgeSBTDS4.jpg|200px]]<br><br> Wide angle shot to show emotional distance between the two characters.<br><br> ---- ---- (5) '''Young Person''': "How can anyone be seduced by the Dark Side?" ----<br> [[Image:FrameForgeSBTDS5.jpg|200px]]<br><br> Immediately a dark cord plays.<br><br> ---- ---- (6) The old person thinks for a while. '''Old Person''': "Humm!" ----<br> [[Image:FrameForgeSBTDS6.jpg|200px]]<br><br>Thinking very slowly.<br><br>Music: The music starts with "thinking music" and then morphs into to "fairie music". Finally, the music comes to a sharp halt.<br><br><center> ---- ---- (7a) '''Old Person''': "What computer do you..." ----<br> [[Image:FrameForgeSBTDS7.jpg|200px]]<br><br> ---- ---- (7b) '''Old Person'''(off camera): "... have at home?" ----<br> [[Image:FrameForgeSBTDS8a.jpg|200px]]<br><br>Cut in mid sentence to see the young person's anticipation.<br><br> ---- ---- (8) '''Young Person''' ''(eagerly)'': "A Macintosh!" ----<br> [[Image:FrameForgeSBTDS8b.jpg|200px]]<br><br>The young person's face lights up with excitement.<br><br> ---- ---- (9) '''Old Person''': "But what computer does your father use at work?" ----<br> [[Image:FrameForgeSBTDS9.jpg|200px]]<br><br>Military music for thoughts of father.<br><br> ---- ---- (10) The young person thinks for a moment. '''Young Person''': "Humm!" ----<br> [[Image:FrameForgeSBTDS10.jpg|200px]]<br><br></center>Music: The music starts as thinking music and shifts to fairy music and then ends with the Star Wars theme.<center><br><br> ---- ---- (11) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" ----<br> [[Image:FrameForgeSBTDS11.jpg|200px]]<br><br>Full Star Wars theme begins to play.<br><br> ---- ---- (12) The Old Person smiles. '''Old Person''': "Ahh!" ----<br> [[Image:FrameForgeSBTDS12a.jpg|200px]]<br><br> [[Image:FrameForgeSBTDS12b.jpg|200px]]<br><br>The face lights with a knowing smile as the fairy music starts again.<br><br> ---- ---- (13) Old Person and the Young Person walk toward home together. ----<br> [[Image:FrameForgeSBTDS13a.jpg|200px]]<br><br>Lock the camera for a matte painting.<br><br> [[Image:FrameForgeSBTDS13b.jpg|200px]]<br><br>The camera remains locked. When the matte painting is added, the shot will look like this:<br><br> ---- ---- (14) Fade to Black. ----<br> :::The End</center> . |} |} ---- ---- ==Why Thuumbnai Storyboard== :Since the 3D storyboards look so good, why bother making thumbnail storyboards which look so ugly? Thumbnail storyboards are quick and dirty so see if the scene will work. 3D storyboards explain to everyone how the scene will be shot. Each has its own purpose. Each is important. ==FrameForge 3D Studio - Demo Version== ;Important to all filmmakers :The most important thing to understand about this lesson is you can download and begin using the demo version of FrameForge 3D Studio immediately. All of the figures and the movie sets contruction tools are built in. You can place characters into the scene and immediately look at them through different lenses. For a filmmaker, this is amazing. And since the demo version is free (for 20 uses), it is fantastic! It is rare that I can find a program that I can really recommend so highly. [[User:Robert Elliott|Robert Elliott]] ---- ---- {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | ==Your Next Step== :Take your thumbnail storyboard and turn it into a 3D storyboard with FrameForge 3D Studio. ==Contact Your Instructor== * Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffff; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Your Next Step== [[Image:Repcolor.jpg|right|150px]] :Take your thumbnail storyboard and turn it into a 3D storyboard with FrameForge 3D Studio. ==Contact Your Instructor== * Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. | style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{Short list of filmmaking lesson}} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:3D Storyboarding Lesson]] 9934 49753 2006-11-28T11:15:20Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="background: #ccf; text == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9935 49757 2006-11-28T11:48:02Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="backgrou == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9937 49812 2006-11-28T15:49:43Z Ian Kennedy 858 /* Summary */ == A million dollar view == Source: Ian Kennedy. Licensing: GFDL 9940 68746 2007-01-09T23:28:26Z JWSchmidt 20 [[Category:Materials Science and Engineering]] [[Image:GMR.svg|thumb|275px|right|Founding results of Fert ''et al.'']] The magneto-resistance effect (MR effect) describes the change in the electrical resistance of a material due to the application of a magnetic field. The giant magneto-resistance effect was discovered in 1988. Several other magneto-resistive effects have been discovered, and they are classified under XMR effects or XMR technology. Research advances related to electron spin, tunneling effects, and production of ultra-thin layers have made possible the design of electrical devices based on quantum mechanical effects of the electron. ===References=== *Science Week Materials Science: On Magnetoresistive Tunnel Junctions [http://scienceweek.com/2005/sc050107-2.htm] *New Magneto Coupler on magnetic GMR-technology [http://www.yet2.com/app/list/techpak?id=26114&sid=350&abc=0&page=details] [[Category:Materials Science and Engineering]] 9942 49833 2006-11-28T17:09:47Z Exmachina 3438 The Cross of Blades == Summary == The Cross of Blades == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9943 49842 2006-11-28T17:34:35Z Digitalme 39 Tagged main welcome {{main welcome}} Accounting Ph.D 9944 49862 2006-11-28T19:30:49Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand|66.244.223.234}} [[Category:Plant Sciences]] 9947 76846 2007-01-16T00:55:24Z JWSchmidt 20 [[Category:Language]] Welcome to the Wikiversity '''Center for Learning Italian'''. ==Introduction== The Center for Learning Italian is a Wikiversity content development project where participants create, organize and develop learning resources for Italian. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Italian]] - How to introduce oneself in Italian: The most common and informal way of greeting in Italian is Ciao! That can be used at any occasion. e.g: Ciao! Mi chiamo Signor Khan (Hi!, I am Mr. Khan) Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Language]] 9948 68745 2007-01-09T23:28:01Z JWSchmidt 20 [[Category:Materials Science and Engineering]] [[Image:GMR.svg|thumb|275px|right|Founding results of Fert ''et al.'']] The development of devices that sense and store information is driven by the demand for more capable computers. The utilization of the phenomenon of giant magneto-resistance (GMR) has led to the creation of more sensitive sensors that read bits coded on magnetized regions of disks. An understanding of GMR has led to a large increase in information storage capacity. The phenomenon of GMR has also been of interest to physicists. The magneto-resistance effect (MR effect) describes the change in the electrical resistance of a material due to the application of a magnetic field. Research advances related to electron spin, tunneling effects, and production of ultra-thin layers have made possible the design of electrical devices based on quantum mechanical effects of the electron. The giant magneto-resistance effect is dependent on spin properties of electrons. Several other magneto-resistive effects have been discovered, and they are classified under XMR effects or XMR technology. An example of a structure where the giant magneto-resistive effect is observed consists of a layer of copper, a normal metal, between layers of cobalt, a ferromagnetic material. When the magnetic moments of the ferromagnetic layers are parallel, there is less resistance to the flow of current. In current devices, the direction of magnetization of one layer is typically fixed in one direction, while the other is determined by an external field. The difference of resistance between parallel and anti-parallel configurations is 10-15% in current devices. [[Image:Spin-valve GMR.svg|thumb|250px|left|Spin-valve GMR]] The effect of GMR is similar to phenomenon of polarization. In a polarization experiment, light cannot pass through if two polarizers are perpendicular to one another. Similarly, one magnetic layer may allow electrons of one type of spin to pass, and, if the second structure is aligned in the same direction, current can easily pass through. If the second layer is misaligned, neither spin channel can pass through the structure easily, and the electrical resistance is high. Early studies in which GMR was first observed may have been published in 1987. The patent of the effect is owned by Peter Grunberg, who led a team at the Julich Research Centre and observed the effect in trilayers of Fe/Cr/Fe. The effect was simultaneously and independently observed in multilayers of Fe/Cr. Three types of GMR are multilayer, granular, and spin-valve GMR. The effect was first observed in multilayer configurations and the effect in granular GMR is not as large as multilayer GMR. Spin-valve GMR is the most useful industrially, and the magnetic recording industry is researching structures that are very sensitive to magnetic fields. IBM and Seagate develop high density disk and tape playback heads. Additional applications include avionic compasses, swipe-card readers, wheel rotation sensors in ABS brakes, and current sensors for use in safety powerbreakers and electricity meters. ===References=== *Giant Magnetoresistive Effect [http://en.wikipedia.org/wiki/Giant_magnetoresistive_effect] *Giant Magnetoresistance [http://www.stoner.leeds.ac.uk/research/gmr.htm] *Science Week Materials Science: On Magnetoresistive Tunnel Junctions [http://scienceweek.com/2005/sc050107-2.htm] *New Magneto Coupler on magnetic GMR-technology [http://www.yet2.com/app/list/techpak?id=26114&sid=350&abc=0&page=details] *Giant Magnetoresistance of (001)Fe/(001)Cr Magnetic Superlattices [http://prola.aps.org/pdf/PRL/v61/i21/p2472_1] [[Category:Materials Science and Engineering]] 9949 75532 2007-01-14T03:05:44Z JWSchmidt 20 [[Category:Mathematics]] The Special Cubic Formula ==Part I: The Special Cubic Formula== This article discusses a way to solve special cubic equations in the form of <math>ax^3+bx^2+cx+d=0</math> where <math>c=\frac{b^2}{3a}</math> If the cubic equation satisfies that condition, then you can use the special cubic formula to find the value of <math>x</math>. <math>x=\frac{-b + (b^{3} - 27 a^{2} d)^{\frac{1}{3}}}{3a}</math> ==Part II: Derivation of the Special Cubic Formula== start with <math>ax^3+bx^2+cx+d=0</math> 1.) subtract <math>d</math> from both sides of the equation and divide both sides by <math>a</math> <math>x^3 + \frac{b}{a} x^2 + \frac{c}{a} x = -\frac{d}{a}</math> 2.) then find the value of <math>k</math> so that <math>x^3 + 3kx^2 + 3k^2 x + k^3 = (x+k)^3</math> there’s a problem with this that puts a limitation on the values of <math>b</math> and <math>c</math> <math>\frac{b}{3a}</math> must equal <math>\sqrt{\frac{c}{3a}}</math> and thus..... <math>c = \frac{b^2}{3a}</math> for the formula to work if this condition is obeyed, then the value of <math>k</math> is <math>\frac{b}{3a}</math> 3.) then add <math>\frac{b}{3a}^3</math> (which is <math>k^3</math>) to both sides of the equation <math>x^3 + \frac{b}{a} x^2 + \frac{c}{a} x + \frac{b^3}{27a^3} = -\frac{d}{a} + \frac{b^3}{27a^3}</math> 4.) factor the left side of the equation <math>\left( x + \frac{b}{3a} \right)^3 = -\frac{d}{a} + \frac{b^3}{27a^3}</math> 5.) rearrange the right side of the equation <math>\left( x + \frac{b}{3a} \right)^3 = \frac{b^3 - 27 a^2 d}{27a^3}</math> 6.) take the cubic root of both sides of the equation <math>\left( x + \frac{b}{3a} \right) = \frac{(b^3 - 27 a^2 d)^{(\frac{1}{3})}}{3a}</math> 7.) subtract \frac{b}{3a} from both sides of the equation <math>x = \frac{(b^3 - 27 a^2 d)^{(\frac{1}{3})}}{3a} - \frac{b}{3a}</math> 8.) simplify the equation <math>x = \frac{-b + (b^3 - 27 a^2 d)^{(\frac{1}{3})}}{3a}</math> ==Part III: Limitations of the Formula== As I stated above, his formula can only be used in special cases where <math>c</math> and <math>b</math> are dependent on each other. The equations that display this are... <math>c = \frac{b^2}{3a}</math> <math>b = \sqrt{3ac}</math> If the cubic equation in question does not obey these equations, then a much longer formula must be used to find the solution. These two equations also restrict the cubic formula to cubic equations that only have one solution. ==Part IV: Examples== '''Example 1:''' <math>3x^3 + 6x^2 + 4x + 9 = 0</math> Step 1:check if the equation obeys the limitations <math>4 = \frac{b^2}{3a} = \frac{6^2}{3 \cdot 3}</math> Step 2: Since the equation obeys the criteria of a special cubic equation, the special cubic formula may be applied <math>x = \frac{-6 + (6^3 - 27 \cdot 3^2 \cdot 9)^{(\frac{1}{3})}}{3 \cdot 3} = \frac{-6 - (1971)^{(\frac{1}{3})}}{9} \approx -2.05978</math> Step 3: Check the answer <math>3(-2.05978)^3 + 6(-2.05978)^2 + 4(-2.05978) + 9 \approx 0</math> '''Example 2:''' <math>3x^3 + 21x^2 + 2x + 3 = 0</math> Step 1:check if the equation obeys the limitations <math>2 \neq \frac{b^2}{3a} = \frac{21^2}{3 \cdot 3}</math> This equation doesn’t obey the limitations, so it is not a special cubic equation. '''Example 3:''' <math>3x^3 - 6x^2 + 4x - 5 = 0</math> Step 1:check if the equation obeys the limitations <math>4 = \frac{b^2}{3a} = \frac{-6^2}{3 \cdot 3}</math> Step 2: Since the equation obeys the criteria of a special cubic equation, the special cubic formula may be applied <math>x = \frac{6 + (-6^3 - 27 \cdot 3^2 \cdot -5)^{(\frac{1}{3})}}{3 \cdot 3} = \frac{6 + (999)^{(\frac{1}{3})}}{9} \approx 1.7774</math> Step 3: Check the answer <math>3(1.7774)^3 - 6(1.7774)^2 + 4(1.7774) - 5 \approx 0</math> [[Category:Mathematics]] 9950 49895 2006-11-28T23:19:18Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="backgrou == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9951 49896 2006-11-28T23:19:28Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="backgrou == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | A storyboard frame created FrameForge 3D Studio |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of FrameForge 3D Studio Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to create [[Lesson:3D Storyboard|3D storyboards]] with FrameForge 3D Studio Demo Version. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 9952 68747 2007-01-09T23:29:04Z JWSchmidt 20 [[Category:Materials Science and Engineering]] ==Part 1== '''Discuss the physical implications of the use of the mean field theory in solving ferromagnetic problems. Where in the dynamical equations for magnetization does this approximation get used? What obvious problem in the solution of such equations does it obviate? When is it appropriate?''' A material placed in a magnetic field can respond a number of different ways. The interaction of the field with the angular momenta of the atomic components is the origin of a response. In a paramagnetic material, there is a small interaction among magnetic moments. Interactions among atomic moments in ferromagnetic materials is so strong that there is magnetic ordering in the absence of applied fields, and this produces very large magnetizations. There is complexity in the response of a ferromagnet to external magnetic fields. The ferromagnet consists of regions, called domains, whose net magnetic moments are in different directions. Mean field theory assumes only nearest neighbor interactions of spins in a ferromagnet exist. Magnetic energy is determined by interaction of spin with the magnetic field that arises from configurations of spins on nearest neighbors. In the mean field approach of Weiss, each configuration of neighbors is replaced by a statistical mechanical average. Each spin is subject to an effective internal magnetic field that is proportional to the overall magnetization of the crystal. The problem is reduced to one that is identical to the model of independent paramagnetic atoms. Each atom is treated as if it were an independent magnetic moment. Instead of using only the external field <math>H</math>, the internal field <math>H_i</math> is added. A total field of <math>(H + H_i)</math> is used in the Brillouin function. The mean field approximation becomes unreliable in the case below. The term <math>E_F</math> is the fermi energy, and <math>B</math> is the band width. <center> <br> <math>U \ge E_F \approx B</math> <br> </center> ==Part 2== '''Show that in the mean field approximation the saturation magnetization just below the Curie temperature has the dominant temperature dependence (<math>T_c - T)^{\frac{1}{2}}</math>. How does this compare with experimental data?''' The total angular momentum of an atom gives rise to a magnetic moment whose <math>z</math> component is expressed below. <center> <br> <math>M_z = -g \mu_B M_s</math> <br> <math>\mu_B = \frac{e \hbar}{2 m_e}</math> <br> </center> Terms above are the Bohr magneton,<math>\mu_B</math>, electron mass, <math>m_e</math>, gyromagnetic ratio, <math>g</math>, and azimuthal quantum number of the total angular momentum. Choose the z-axis to be in the direction of the field. The energy of the atomic moment in the field is expressed below with <math>H</math>, the magnitude of the field.. <center> <br> <math>\mu_m = g M_s \mu_B H</math> <br> </center> The total magnetization is the atomic moment times the number of atoms per unit volume. Find the statistical mechanical average of <math>M_s</math> since the energy and magnetization are proportional to the azimuthal quantum number. <center> <br> <math>\overline{M_s} = \frac{ \sum_s M_s e^{-g M_s \mu_B H / kT}}{\sum_s e^{-g M_s \mu_B H / kT}}</math> <br> </center> Note that an assumption is that the magnetic field does not affect the lattice vibrations. Write the partition function as below. <center> <br> <math>Z = \sum_{M_s = -S}^{M_s = S} e^{-M_s y}</math> <br> <math>Z = \sum_{M_s = -S}^{M_s = S} x^{M_s}</math> <br> <math>y = g \mu_B H / k T</math> <math>x = e^{-y}</math> <br> </center> Sum by using the formula for the sum of a geometric series. <center> <br> <math>z = x^{-s} + x^{-s+1} + x^{-s+2}</math> <br> <math>z = x^{-s} (1 + x + x^2 + ... + x^{2s})</math> <br> <math>Z = \frac{x^{-s} - x^{s+1}}{1-x}</math> <br> <math>Z = \frac{e^{s y} - e^{-(s+1)y}}{1-e^{-y}}</math> <br> <math>Z = \frac{e^{(s+1/2) y} - e^{-(s+1/2)y}}{e^{y/2}-e^{-y/2}}</math> <br> <math>Z = \frac{\sinh [(s + 1/2)y]}{\sinh(y/2)}</math> <br> </center> Find the average <math>\overline{M_s}</math>. Differentiate the equation with respect to <math>y</math>. Divide by <math>Z</math>. <center> <br> <math>\frac{dZ}{dy} = \sum_{M_s = -S}^{M_s = S} M_s e^{-M_s y}</math> <br> <math>\overline{M_s} = \frac{-d\ln Z}{dy}</math> <br> <math>\overline{M_s} = \frac{1}{Z} \sum_{M_s = -S}^{M_s = S} M_s e^{-M_s y}</math> <br> </center> Define a variable <math>z</math>. <center> <br> <math>z = Sy</math> <br> <math>z = \frac{g S \mu_B H}{k T}</math> <br> <math>Z = \frac{\sinh [z(2S + 1) / 2S]}{\sinh(z / 2S)}</math> <br> <math>S \frac{d \ln Z}{dz} = \frac{d \ln Z}{dy}</math> <br> <math>\frac{d \ln Z}{dy} = S [ ( \frac{2 S + 1}{2S} ) \frac{ \cosh [ z (2S+1)/2S]}{\sinh [ z (2S+1)/2S]} - \frac{1}{2S} \frac{ \cosh(z/2S)}{ \sinh(z/2S)} ] </math> <br> <math>S \frac{d \ln Z}{d z} = \overline{M_s}</math> <br> </center> Define Brillouin function <center> <br> <math>B_s = ( \frac{2 S + 1}{2S} ) \coth [ z (2S+1)/2S] - \frac{1}{2S} \coth(z/2S)</math> <br> <math>\overline{M_s} = -S B_s (z)</math> <br> </center> Find the statistical average for the magnetization per atom by taking the average of the magnetic moment and the use the result of the azimuthal quantum number. <center> <br> <math>M_p = n \overline{M_s}</math> <br> <math>M_p = -g \mu_B \overline{m_z}</math> <br> <math>M_p = n S g \mu_B B_s(z)</math> <br> </center> Consider <math>M_f</math> to be the magnetization arising from ferromagnetic interactions. Below is an expression of the internal field at each site. <center> <br> <math>H_i = \gamma M_f</math> <br> </center> Below is the expression of the magnetization arising from ferromagnetic interactions. There is a replacement of <math>x</math>. <center> <br> <math>M_f = n S g \mu_B B_s (x)</math> <br> <math>x = S g \mu_B (H + \gamma M_f) / k T</math> <br> </center> Retain the first three terms in the expansion below and approximate the Brillouin function with an expression below. <center> <br> <math>\coth x = \frac{1}{x} + \frac{x}{3} - \frac{x^3}{45} - ...</math> <br> <math>B_s(x)=\frac{(S+1)}{3S} x - (\frac{1}{2s})^4 [(2s+1)^4 - 1] \frac{x^3}{45}</math> <br> </center> Put this result in the first expression below and use the definition of the Curie temperature. <center> <br> <math>M_f = n S f \mu_B B_s (x)</math> <br> <math>T_c = \frac{n \gamma}{3 k} S (S+1) (g \mu_B)^2</math> <br> <math>M_f = \frac{T_c}{T} (M_f + \frac{H}{\gamma} ) - K ( \frac{T_c}{T} )^3 (M_f + \frac{H}{\gamma} )^3</math> <br> </center> The term <math>K</math> is a constant that can be readily evaluated from he definition of <math>T_c</math>. If the external field is zero, <math>M_f</math> is the spontaneous magnetization <math>M_f^s</math>. Solve for <math>M_f^s</math>. <center> <br> <math>M_f^s = \frac{1}{K} ( \frac{T_c - T}{T} )^{1/2}</math> <br> </center> The experimental agreement is only approximate. ==Part 3== '''Of what interest is this result?''' The mean field theory correctly displays the Currie-Weiss law and the existence of a second-order ferromagnetic to paramagnetic transition ==Response References== *Girifalco, Louis A. ''Statistical Mehanics of Solids'', Oxford University Press, New York, New York, 2000 *Nagaosa, Naoto. ''Quantum Field Theory in Strongly Correlated Electronic Systems (Texts and Monographs in Physics)'', Iwanami Shoten, Publishers, Tokyo, 1998 [[Category:Materials Science and Engineering]] 9956 69426 2007-01-10T03:55:01Z JWSchmidt 20 [[Category:Management]] =Introduction= How do you react when you think of "problems"? Do they mean something’s wrong? Do you see hours of your time disappearing in damage control and the search for a solution? Or are you an enduring optimist: ''problems are early warning signs to issues that need to be addressed''. Perhaps your view is more pragmatic: ''problems simply signify differences between what is actually happening and what needs to happen''. Whichever way you look at problems, you would know from experience that problem solving requires good management. Excellent communication skills, the ability to gather relevant information and properly analyse it, the ability to discern what’s important and what’s not, and ability to actually make decisions, in a timely and appropriate fashion. How does your thinking and practice measure up? This unit is used in: * [[First Line Management]] * [[International Tourism]] =Learning support, assessment and certification= The following learning institutions offer learning support, assessment services, and accreditation for courses using this unit: * [http://en.wikipedia.org/wiki/Otago_Polytechnic Otago Polytechnic] in [http://en.wikipedia.org/wiki/Dunedin Dunedin, New Zealand] offers both face to face and online support in this programme in the [http://www.otagopolytechnic.ac.nz/index.cfm?goto=75e46a86-b2cd-462d-9b95-dec9bbef9f81 School of Business Travel and Tourism], through the (New Zealand) National Certificate in [[First Line Management]]. =Content= ==Define and analyse a problem== ==Evaluate solutions== ==Implement the solution== =Assignment= [[Category:Management]] 9957 67835 2007-01-08T01:55:28Z JWSchmidt 20 [[Category:Management]] [[Image:First line management.jpg|thumb|400px|right|Business Networking Conference, Paris. A photo by [http://flickr.com/photos/adc/25150693/ alexdecarvalho]]] Are you in work and managing staff? If so you are in first line management. You can work to improve your management abilities by studying the units listed below. = Learning support and accreditation = The following formal learning institutions offer learning support for first line management, and may offer assessment and certification based on the units. * [http://en.wikipedia.org/wiki/Otago_Polytechnic Otago Polytechic], '''New Zealand''' offers assessment of prior learning, as well as face to face and online learning support for study of the (New Zealand) National Certificate in First Line Management. =Content= Below is a list of units that have been brought together to cover the skills and knowledge needed for the role of a first line manager. We suggest you go through each unit that is linked from this list, and complete a project from each. The units listed here are based on the New Zealand Qualifications Framework for First Line Management. We expect that these units have much in common with other national qualifications frameworks. If you wish to obtain a New Zealand Certificate in First Line Management you need to complete all of the units up to and including Problem Solving. Then you will need to complete at least two of the remaining units listed after Problem Solving. Otherwise, please use this as an informative guide to improving management in your organisation, and please feel welcome to make edits and improvements or discuss any content presented here. * '''[[Time management]]''' - In Time Management you’ll consider the concept of time, its use, and mis-use in a typical workplace. You’re invited to examine your current time management practices and try a range of effective tips and techniques. * '''[[Business writing skills]]''' - In Business Writing Skills you will examine the principles of English grammar, punctuation and their everyday usage. This module will also uncover all the elements a writer needs to develop and maintain a good writing style. * '''[[Health & safety plan]]''' - Here the Health and Safety in Employment Act 1992 and its 2003 amendment is examined to determine the responsibility for their implementation. You will also explore some ways of implementing health and safety requirements, as well as options to manage workplace emergencies. * '''[[Positive workplace relationships]]''' - In this module you’ll look at strategies to develop productive working relationships with staff and colleagues, and to minimise conflict situations. You’ll also examine employment contracts, social and community responsibilities and ethical behaviours. * '''[[Team building]]''' - In Team Building you’ll explore the principles and processes of team-building and the ways to consolidate and strengthen a team, as well as identifying team membership and leadership roles. * '''[[Managing conflict]]''' - Here you'll explore sources of interpersonal conflict and identify strategies to successfully resolve conflict situations. You'll also look at a model of negotiation as the management tool to get results. * '''[[Problem solving]]''' - In this unit you will look at the way to define, analyse and evaluate problems. You'll also explore the ways to successfully implement solutions, using a problem solving model as the management tool. * '''[[Performance monitoring & planning]]''' - You’ll examine performance management to determine the processes involved, the documentation required and what is needed from managers. You’ll also identify ways of giving feedback and consider some theories of motivation. * '''[[Analyse work content and identify work group needs]]''' - In this unit you’ll look at what factors contribute to the development of ‘work content’. You’ll be introduced to the complexities of competencies, the joys of job analysis and the place of position descriptions. You’ll consider how to use job analysis information to define workplace requirements, and also look at selection criteria - how they are best used and the benefits they bring. * '''[[Organisational principles]]''' - In this module you’ll identify the relationship between organisational principles and design and the achievement of organisational goals, along with different structures and the impact of internal and external factors. You’ll also consider the roles of managers in organisational design. * '''[[Managing workplace operations]]''' - Here you’ll identify the ways to supervise the production of goods, along with the factors that underlie the effective use of physical resources. Then you’ll consider the ways to monitor, measure and report on workplace operations. * '''[[Recruit and select staff]]''' - In this unit, you’ll look at what’s involved in planning for the recruitment and selection of staff. Then, you’ll consider how to recruit staff and the decisions that must be made about organisational requirements and the choice of media. The potential barriers to fair and equitable processes are also considered and you’ll be introduced to the steps involved in selecting staff. * '''[[Prepare and conduct staff selection interviews]]''' - In this unit, you’ll look at what documentation is required for staff selection procedures and you’ll identify the skills needed to advertise for and shortlist candidates for selection interviews. You’ll also consider what’s involved in conducting a selection interview as a first line manager. * '''[[Lead a team to complete routine and complex tasks]]''' - In this unit, you’ll look at what it takes to lead a team to complete routine and complex tasks. You’ll also consider what a manager needs to know and do, before beginning to lead a team’s activities. You’ll investigate teams, team building, team training and team tools. You’ll also look at management and leadership functions and management styles. All in all, you’ll discover what’s needed to successfully lead a team to complete its tasks on time. * '''[[Training & development]]''' - Here you’ll identify the components of training and development, including levels of need and competency. You’ll also examine some ways to establish and organise training and development requirements for individuals and teams, along with assessment options. * '''[[Prepare and implement a team project]]''' - Here you’ll look at what’s involved in scoping and planning a team project. You’ll also consider the ways to implement a project as a member of a project team. Of course, no action is complete without a review of progress, so finally you’ll look at how individual performance can be reviewed. * '''[[Demonstrate knowledge of change management]]''' - In this unit, you’ll identify the causes of change in a business operation and evaluate some models for managing change. You’ll also consider human resistance to change, see its personal impact on people and how it often manifests itself, as stress. You’ll also look at stress management techniques and discover how stress can be managed. [[Category:Management]] 9960 76689 2007-01-15T21:31:27Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of Ecology'''. ==Department description== The Department of Ecology is a Wikiversity content development project where participants create, organize and develop learning resources for ecology. Ecology is the study of all living organisms and their interactions with each other and other nonliving variables. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Biology]] 9961 49958 2006-11-29T03:51:30Z Michaelnelson 310 {{Information |Description=Plan for Cert IV learning over 2 semesters |Source=Created using Inkscape |Date=29/11/2006 |Author=Michael Nelson |Permission=CC-BY-SA-2.5 |other_versions= }} == Summary == {{Information |Description=Plan for Cert IV learning over 2 semesters |Source=Created using Inkscape |Date=29/11/2006 |Author=Michael Nelson |Permission=CC-BY-SA-2.5 |other_versions= }} == Licensing == {{CC-BY-SA-2.5}} 9963 77253 2007-01-16T20:32:18Z JWSchmidt 20 [[Category:Political Science]] Welcome to the Wikiversity '''Institute for Public Policy'''. ==Department description== The Institute for Public Policy is a content development project where participants create, organize, and develop learning resources for Public Policy. Public Policy is a branch of Political Science dealing with administration and the implementation of governmental structures. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Political Science]] 9965 70380 2007-01-11T02:19:09Z JWSchmidt 20 [[Category:Biology]] {{main_welcome}} There are three main groups of human skeletal system. [[Category:Biology]] 9966 49993 2006-11-29T12:48:43Z Hillgentleman 530 New page: [[Category:Physics]] [[Category:Physics]] 9968 49996 2006-11-29T13:18:32Z Guillom 48 redirect to [[Template:Cc-by-sa-2.5]] #REDIRECT [[Template:Cc-by-sa-2.5]] 9969 50012 2006-11-29T15:25:30Z Gheorghe 3633 Output of VTK viewer example application Output of VTK viewer example application 9971 50021 2006-11-29T15:44:47Z JWSchmidt 20 subcategorize [[Category:Education]] 9972 50023 2006-11-29T15:46:50Z Quasar 3309 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 9973 80558 2007-01-24T08:50:19Z Cormaggio 8 /* See also */ add my/our research page Identify and develop ways of supporting participants in becoming actively engaged with Wikiversity. ==What happens when people visit Wikiversity== [[Image:Wikiversityuseraccounts105.png|thumb|right|300px|Wikiversity has averaged 34 new user accounts each day.]] A quick look through the list of Wikiversity user accounts indicates that only about 1 of every 8 user accounts has anything on the user page for that account. Based on results with [http://hemlock.knams.wikimedia.org/~leon/stats/wikicharts/index.php?lang=en&wiki=enwikiversity&ns=all&limit=100&month=11%2F2006&mode=view this tool], Wikiversity has had about 1,000,000 page hits, but there have only been about 40,000 page edits. For those Wikiversity visitors tracked by [http://www.alexa.com/data/details/traffic_details?url=en.wikiversity.org%2Fwiki%2FMain_Page Alexa], the average visitor looks at about 5 Wikiversity pages. What do these numbers mean? Many people who visit Wikiversity probably saw a link to Wikiversity on the main page of another Wikimedia sister project. It would be interesting to know what happens next. Based on results with the page hit tool, maybe as many as 1 in 7 visitors to the main page makes use of the [[Wikiversity:Browse|browse page]]. The major portals that are listed on the main page also get a large amount of page hits. A large number of visitors apparently go from the Wikiversity main page to one of the main portals to a [[Wikiversity:Schools|school page]] and then to a topic page. In most cases they probably verify that there is very little actual educational content for the topic that they are most interested in. The question becomes, do the Wikiversity pages that are seen by most visitors make clear that it is up to those visitors to becoming actively engaged with Wikiversity and take part in a process by which they will help create the content of this wiki? What changes could be made to the Wikiversity main page, the major portals, the school pages and the topic pages that would help to get more WIkiversity visitors to actually edit Wikiversity pages? ==Multiple tracks== There are several different types of visitors to Wikiversity. Some visitors are new to wiki websites, others have visited wiki websites but not edited and other Wikiversity visitors have experience editing. It might be constructive to provide each type of visitor with a special path towards participation in the Wikiversity project. '''Newbie track'''. People who have essentially no understanding of how to participate as an editor of a wiki have special needs. I suspect that these visitors are least likely to stay around Wikiversity reading pages until they finally decide to participate. Wikiversity should have some kind of multimedia presentation that is entertaining and informs wiki newbies about how to participate and what the goals of the project are. The special path for these visitors could be # reach a Wikiversity page # watch a video that explains the project and how to participate<BR>see:[[Wikiversity the Movie]], [[Wikiversity Reports]] [[Wikiversity:Welcome, newcomers]] was designed to be a helpful introductory page for "newbies". Should the [[Main Page]] be more oriented around the needs of "newbies"? See: [[Wikiversity:Main page design changes]]. '''Student track'''. A significant number of students might be interested in joining something like a "study group" for one or more topic area that they are interested in. Students should be encouraged describe their learning goals on their user pages, at topic pages and at pages such as [[Wikiversity:Learning goals]] and [[Wikiversity:Student union]]. For those visitor who just want to find learning resources (without helping to make them), Wikiversity needs to have good [[Wikiversity:Major portals |portal pages]]. Wikiversity could have a ranking system such as the one at Wikibooks for indicating the level of completeness of learning resources. '''Teacher track'''. There have been some great examples of teachers at conventional educational institutions making use of Wikipedia and Wikibooks. Increasingly, there are schools that seek to use online curricula ([http://www.phxhs.k12.az.us/education/school/school.php?sectionid=5539 example]). We need [[Wikiversity:Wikiversity outreach|outreach]] and standing invitations for teachers to make use of Wikiversity resources. Providing a sense of "[[Wikiversity:Review board#Trust|trust]]" in Wikiversity as an institution is important at all levels, but particularly important for teachers who need to have a professional contact. Currently, the [[Main Page]] still links to [[Wikiversity:Wikiversity teachers]], but we also now have [[Wikiversity:School and university projects]] which is linked to from [[w:Wikipedia:School and university projects|Wikipedia:School and university projects]] and [[b:Wikibooks:Guidelines for class projects|Wikibooks:Guidelines for class projects]]. '''Experienced editor track'''. Why should an experienced editor contribute to Wikiversity rather than some other wiki? One approach to allowing experienced wiki editors to find their own answer to this question is to have Wikiversity-based "[[Wikiversity:Service community|service projects]]" that would allow such editors to continue to work on improvement of other Wikimedia Foundation sister projects while making use of special resources available at Wikiversity. Sometimes experiences editors have a short period of time to devote to editing. Wikiversity could have a system for "To-do lists" as exists at [[w:Wikipedia:To-do list|Wikipedia:To-do list]]. Some experienced wiki editors also have expertise in specific academic areas. One way to attract such participants might be to have a new type of Wikiversity "functionary" that allows the community to recognize its experts and call upon them to perform certain special services for the community; see [[Wikiversity:Review board]]. ==See also== *[[Learning to learn a wiki way]] *[[Wikiversity:Main page design changes]] *[[Developing Wikiversity through action research]] [[Category:Wiki and education]] 9974 50030 2006-11-29T16:30:31Z JWSchmidt 20 I (John Schmidt) made this for [[Supporting Wikiversity participants]]. == Summary == I (John Schmidt) made this for [[Supporting Wikiversity participants]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 9975 50035 2006-11-29T17:03:24Z Rayc 57 Simple addition flashcards <div class="multilingual" style="background-color:#f7f8ff; text-align:center; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > : {{#expr:(({{#time:s}}/60*10+.5) round 0)}} :+{{#expr:((({{#time:s}}/60*7+.5)+(({{#time:h}}-12)/24*3+.5)) round 0)}} :---- <div style="clear:both" class="NavFrame"> <div class="NavContent" style="display:none; text-align:center"> :{{#expr:(({{#time:s}}/60*10+.5) round 0)+((({{#time:s}}/60*7+.5)+(({{#time:h}}-12)/24*3+.5)) round 0)}} <div class="NavEnd">&nbsp;</div> </div> :::::::::::::::::::::::::::::::::::[http://en.wikiversity.org/w/index.php?title=Simple_addition_flashcards&action=purge Get new card] </div> [[Category:Mathematics]] 9976 51551 2006-12-04T21:38:02Z Erkan Yilmaz 1642 adding talk page for results <div id="VorlageIndexKursSoftwaretest" style="text-align:center; background-color:#FFCC99; border:solid 1px #AAAAAA; font-size:95%; margin-bottom:1em;"> <!-- main category --> <div style="color:#AAAAAA; padding:6px; margin-bottom:-10px;"> {{#ifeq: {{{1|{{PAGENAME}}}}} | Topic talk:Software_testing | <span style="{{Style:Nav WV H}}">}}[[Topic talk:Software_testing|main&nbsp;page]]</span>&nbsp;|&nbsp; {{#ifeq: {{{1|{{PAGENAME}}}}} | Kurs talk | <span style="{{Style:Nav WV H}} border-bottom:none; ">}}[[Topic talk:Software_testing/introduction|software&nbsp;testing]]</span>&nbsp;|&nbsp; {{#ifeq: {{{1|{{PAGENAME}}}}} | meeting place talk | <span style="{{Style:Nav WV H}}">}}[[Topic talk:Software_testing/meeting_place|meeting&nbsp;place]]</span> </div> <!-- the topic itself--> {{#ifeq: {{{1|}}} | Kurs | <div style="{{Style:Nav WV H}} margin:8px; margin-top:0; border-bottom:solid 1px #8FAACC;;"> [[Topic talk:Software_testing/introduction|intro]] · [[Topic talk:Software_testing/history_of_testing|history&nbsp;of&nbsp;testing]] · [[Topic talk:Software_testing/design_technique|design&nbsp;techniques]] · [[Topic talk:Software_testing/laboratory_course|laboratory&nbsp;course]] · [[Topic talk:Software_testing/test_tools|test&nbsp;tools]] · [[Topic talk:Software_testing/glossary|glossary]] · [[Topic talk:Software_testing/literature|literature]] · [[Topic talk:Software_testing/results|results]]</div>}} </div><noinclude> ---- This template is based on [http://de.wikiversity.org/wiki/:Vorlage:Navigation Wikiversity]. It is intended for the basic navigation of the talk-pages of the topic [[Topic:Software_testing]]. == examples for usage == <nowiki>{{Navigation:Topic:Software_testing_talk|Topic:Software_testing}}</nowiki> {{Navigation:Topic:Software_testing_talk|Topic:Software_testing}} ---- <nowiki>{{Navigation:Topic:Software_testing_talk|Kurs}}</nowiki> {{Navigation:Topic:Software_testing_talk|Kurs}} ---- <nowiki>{{Navigation:Topic:Software_testing_talk|meeting place}}</nowiki> {{Navigation:Topic:Software_testing_talk|meeting place}} [[Category:Index-Vorlage]] </noinclude> 9978 51303 2006-12-04T04:51:35Z Shaharyarrao 3639 '''Also see''' [[Topic:Master of Financial Technical Analysis]]<br> '''Technical Analysis''' abv:TA is study of "''market action''" (''price action'') to forecast future price with charts being used as a primary tool. Technical Analysis is based on three premises # Price discounting is all known information. # Prices move in some Trend. (Reject Random walk theory, Discussed later) # History repeat itself or Future is nothing but known past. '''Price discounting is all known information''' is the most important premises without which understanding of other two premises becomes difficult. price discounting is all known information means that price reflect true state of market. Shift in Demand and supply of a commodity affect price as well as volume then market always tend to move toward a stable state or stable price in other words a statistician would say "data tend to move to a central value" but a technician would rephrase this statement "if prices are rising then demand must exceed supply and fundamentals must be bullish likewise if prices are falling then supply must exceed the demand and market fundamentals must be bearish. this assumption also pertains to [[Efficient Market Theory]] <br>'''Prices move in some Trend''' Consider Price as force and Volume as mass, this premises exactly inherent Newton's first law of motion so more specifically a trend would continue until a reversal comes and change its direction, here trend mean any time span. <br>'''History repeat itself''' Human factor is key factor in previous two premises too but here this assumption "history repeat itself" takes on more into the subject as human are greedy and afraid, they intend to repeat those actions that also worked in their past and don't repeat those actions (mistakes) if they never worked. you may relate this phenomena to "behavioral learning theory" ==About Course== ===How to Add Contents (outline)=== This course is being developed by consulting popular books available on TA, kindly be very specific about course outline, before adding any content or expending outline make sure your purposed content might be subheading of already created outline. Many professional certification on the subject follow standard outline. ===Controversial Topics=== Certainly this course is being developed to get a better understanding of technical Analysis NOT for improving your skills to invest or trade neither this course should claim such a thing. Technical Vs Fundamental analysis OR which indicator is best is NOT the theme of this course. however a fair comparison of topics (off the subject) maybe very much welcomed. ===How to improve=== Feel free to edit or improve this course, currently writing mathematical or algebraic expression is very much need anyone who uses scientific word processor or statistical package may include formulas or charts. ====Research==== Submit:your own created custom indicators, Trading systems, Rule base trading, or your own created strategy or test already explored indicators /systems also do submit system testing results. ====Interactive Charts==== [http://ta-lib.org/ Technical Analysis Library and Software] Open-source library of technical analysis functions. Available for Excel, Java, .NET, Perl, Python and C/C++ ==Role of Technical Analysis== ===Applying TA in Different Markets=== ===Random Walk Theory=== ==Dow Theory== ===Criticism of Dow Theory=== ==Reading Charts== ==Types of Charts== ==Trends== ===Support And Resistance=== ===Drawing The Trendlines=== ==Types of Patterns== ===Reversal Patterns=== ===Continuing Patterns=== ====Triangles==== ====Divergence==== ==Volume and Open Interest== ===Put Call Ratio=== ==Averages versus Oscillators== ===Point and Figure Charting=== ==List of Technical Indicators== ===Alternate Technical Indicators=== ==Japanese Candlesticks== ===Candlestick Patterns=== ==Elliott wave Theory== ==Season and Time Cycle== ===Long Term Charts=== ===Short Term Charts=== ===Filtering Out Cycles=== ===Stock Market Cycle=== ==Trading Systems== ===Basics of Building Trading Systems=== ===Principles of Trading System Design=== ===Measuring and Testing Trading System=== ==Money Management== ===Risk/Reward Ratio=== ===Types OF Orders=== ==Other Schools of Thought== ===Fundamental Analysis=== ===Intermarket Analysis=== ==Resources== ===wiki=== [http://trader.wikia.com/wiki/TraderWiki Trader wiki] ===Software=== [https://humaitrader.dev.java.net/ A Free, Open Source Stock Technical Analysis Platform] [[Category:Business]] [[Category:Investing]] [[Category:Technical Analysis]] 9980 70379 2007-01-11T02:18:24Z JWSchmidt 20 [[Category:Polymer chemistry]] {{nav2|Wikiversity|Polymer Characterisation}} == Introduction == This technique, also known by the name Gel Permeation Chromatography (GPC) is used to determine the molar mass distribution of polymers in solution. A polymer sample in solution is injected on top of a column. A flow of liquid (eluent) takes the sample through the column where the moleculs are separated according to their size in solution. The largest moleculs elute first. The separation principle is an exclusion of large molecules from pores in the matrix of the particles in the column, letting them pass the column in a shorter time. The equipment is in principle a liquid chromatograph, often with the option that samples can be run at elevated temperatures. Polyethylene for example can be run at 140°C in trichlorobenzene. The separation is normally isocratic, using only one eluent. The detector is often a refractive index detector or a light scattering detector, but any LC detector could be used. The advantage of a light scattering detector measuring in a minimum of two angles is that the absolute molar mass can be determined directly. Since the diameter of a polymer molecule in solution is dependent on the solvent, all other detectors have to be calibrated using polymer standards of differing molar mass with narrow distributions. == Separation Principle == == Calibration == === Calibration with monodisperse standards === === Universal calibration === === Light scattering detectors === [[User:Cwikman|Kalle]] 21:39, 29 November 2006 (UTC) [[Category:Polymer chemistry]] 9983 80684 2007-01-24T16:25:16Z Fturnertl 5754 edited several terms for gender/spelling El Salón de Clase Flashcards: for use with spanish one. <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {{#switch:{{#expr:(({{#time:s}}/60*13+.5) round 0)}} |1= el bolígrafo <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> pen [[Image:Symbicortpen.JPG|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |2= el mapa <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> map [[Image:Datumsgrenze MK1888.png|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |3= el lapiz <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> pencil [[Image:Blyant.JPG|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |4= el cuaderno <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> notebook [[Image:Ringbound notebook.jpg|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |5= el libro <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> book [[Image:Books-aj.svg aj ashton 01.svg|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |6= el papel <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> paper [[Image:Paper 450x450.jpg|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |7= la pared <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> wall [[Image:Concrete wall.jpg|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |8= la pizarra <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> chalkboard [[Image:Chalkboard.jpg|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |9= la tiza <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> chalk [[Image:Craie1.jpg|right|thumb]] </div> <div class="NavEnd">&nbsp;</div> </div> |10= el pupitre <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> student desk </div> <div class="NavEnd">&nbsp;</div> </div> |11= la mesa <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> teacher desk </div> <div class="NavEnd">&nbsp;</div> </div> |12= el/la profesor(a) <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> teacher </div> <div class="NavEnd">&nbsp;</div> </div> |13= el/la estudiante <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> student </div> <div class="NavEnd">&nbsp;</div> </div> |14= el lapicero <div style="clear:both" class="NavFrame"> <div class="NavHead" align="{{{alignT|center}}}">''Solution''</div> <div class="NavContent" style="display:none; text-align:left"> mechanical pencil </div> <div class="NavEnd">&nbsp;</div> </div> }} [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_Flashcards&action=purge Get new card] </div> [[Category:Spanish Language Division]] [[Category:Learning activities]] 9989 77594 2007-01-17T05:34:16Z JWSchmidt 20 [[Category:Linguistics]] Category for [[Topic:Computational linguistics|Computational linguistics]] ---- {{translators}} [[Category:Linguistics]] 9990 50192 2006-11-30T05:46:50Z CQ 1939 top matter fix [[Wikiversity translations]] Translator's template: {{tl|translator eng-spa}} {{translator eng-spa|skipcat=yes}} [[Category:Wikiversity translators]] [[Category:Multilingual Studies]] [[Category:Spanish Language Division]] 9991 50190 2006-11-30T05:41:01Z CQ 1939 top matter [[Wikiversity translations]] Translator's template: {{tl|translator eng-deu}} {{translator eng-deu|skipcat=yes}} [[Category:Wikiversity translators]] [[Category:Multilingual Studies]] [[Category:German Language Division]] 9992 50191 2006-11-30T05:43:24Z CQ 1939 top matter [[Wikiversity translations]] Translator's template: {{tl|translator deu-spa}} {{translator deu-spa|skipcat=yes}} [[Category:Wikiversity translators]] [[Category:Multilingual Studies]] [[Category:Spanish Language Division]] [[Category:German Language Division]] 9993 50194 2006-11-30T05:52:02Z CQ 1939 #REDIRECT [[Spanish]] #REDIRECT [[Spanish]] 9994 50195 2006-11-30T05:57:31Z CQ 1939 #REDIRECT [[Topic:Computational linguistics]] (for now) #REDIRECT [[Topic:Computational linguistics]] 9995 77265 2007-01-16T21:09:36Z Mystictim 626 added welcome and expand template {{Welcome and expand}} '''1. DON'T PANIC''' [[Category:Fire and Emergency Management]] 9996 50213 2006-11-30T07:37:31Z Nmpenguin 3660 /* Related Schools & Deparments */ Welcome to the '''Department of Indic History''', part of the [[School:History|School of History]]. The Department of Indic History wishes to provide a comprehensive understanding of the history of the Gangetic Cultures. To this end the Department of Indic History will oversee the development of programs in accordance to the aforementioned mission statement, by ensuring accuracy, volume, and full implementation of all relevant subject matter. ==Courses/[[Portal:Learning Projects|Projects]]== Courses currently being offered by the Department of Idic History: * ... Other projects: * ... ==Planned Courses/Projects== *[[Mughal India]] ==Requested Courses/Projects== ''These are topics that have been requested and are considered '''high priority''' for the Department. Please start or expand these projects if you are familiar with the subject matter!'' *[[Colonial India]] *[[Post-Colonial India]] ==Department news== * '''30 November 2006''' - Department founded! ==Degree plans== *Pending… See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Related Schools & Departments== *[[Topic:European History|Department of European History]] [[Category:History|E]] 9997 77379 2007-01-17T00:04:45Z Mystictim 626 added welcome and expand template {{welcome and expand|CQ}}'''[[Topic:Multilingual Studies]]''' *[[w:Multilingualism]] *[[m:Multilingualism]] *[[Wikiversity:Multilingualism]] *[[Wikiversity the Movie/multi-lingual]] *... [[Category:Wikiversity translations]] 10000 67706 2007-01-07T22:42:06Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ Comparative Politics The Department of Comparative Politics is hereby established to provide comprehensive learning materials and courses to those who wish to develop their knowledge of varying political systems. The first course of the new department will focus on Parliamentary versus the Federal Republic systems of democratic government, using the governments of the United Kingdom, The Republic of India, and the United States of America, representing full Parliamentary, mixed Parliamentary/Federal, Federal Republic systems. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Comparative Politics]] *[[American Government]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. [[Category:Comparative Politics]] 10002 50237 2006-11-30T10:36:20Z CQ 1939 #REDIRECT [[Topic:Computational linguistics]] #REDIRECT [[Topic:Computational linguistics]] 10004 50265 2006-11-30T15:39:55Z JWSchmidt 20 {{Wikiversity-screenshot}} {{Wikiversity-screenshot}} 10005 50289 2006-11-30T17:08:26Z JWSchmidt 20 #REDIRECT [[Wikiversity:Colloquium]] #REDIRECT [[Wikiversity:Colloquium]] 10008 74274 2007-01-12T22:14:35Z JWSchmidt 20 [[Wikiversity:Orientation]] moved to [[Foreign language learning orientation]]: Wikiversity name conventions ''Orientation'' ''for [[Topic:Foreign Language Learning|Foreign Language Learning]]'' == English speakers == Welcome to the English language Wikiversity! This section is in [[:en:English|English]], it is the equivalant to [[:es:Orientation|Orientation]] and [[:de:%C3%9Cbersicht|Übersicht]] [[English as a second language]] *''[[Spanish as a second language]]'' *''[[German as a second language]]'' [[Traducción]] ~ ([[:en:Topic:Translation]]): [[w:en:link]]s in ''italics'' == ''Spanish speakers'' == ''Welcome to the English language Wikiversity!'' *[[Español]] - [[Topic:Spanish]] == deutsche Sprecher == Willkommen bei der englischsprachigen Wikiversity! *[[deutsch]] - [[Topic:German]] [[Category:Foreign Language Learning]] 10009 68289 2007-01-08T20:32:02Z JWSchmidt 20 [[Category:Languages and Language families]] [[Wikiversity:Orientation]] *[[English as a second language]] == Translators == {{translators}} *[[Topic:Multilingual Studies]] *[[English to Spanish]] - [[Spanish to English]] *[[English to German]] - [[German to English]] *[[English to Portugese]] - [[Portugese to English]] *... *... *[[English to Chinese]] - [[Chinese to English]] [[Category:Languages and Language families]] 10010 70124 2007-01-10T22:58:27Z JWSchmidt 20 [[Category:Java]] A new, and for [[User:Schoeberl|my]] opinion hot, topic. To get a University like start let's discuss on a very restricitve real-time Java system: == Safety Critical Java == Safety critical java is a Java specification request ([http://jcp.org/en/jsr/detail?id=302 JSR 302]). The idea is to extend the usage of Java even for safety critical applications. that means the application AND the runtime system have to be certified. To achive this at the runtime system (JVM + library) a very simple and restrictive API should be used. === Overview === * Periodic tasks and sporadic hardware/software events * No priorities, just time (period and deadline) * Three application phases: ** Startup (Initialization) ** Mission ** Shutdown * No garbage collection (should be discussed) * Single scoped memory per thread (another discussion point) * Simple API, simple implementation * Not derived from the RTSJ * Implementable on top of the RTSJ === Criticism === Nokia voted Yes on the proposal but added the following comments: "Regarding JCP practices and relation to Java ME, it isn't clear if this JSR is proposing a new Java ME Configuration or Profile or is some kind of other specification to be used for possible future Configurations or Profiles. Section 2.6 states that this JSR will not assume the presence of a garbage collector, implying that it is a more limited environment than CLDC, the currently smallest Java ME Configuration." Intel voted No on the proposal and added the following comments: "While we support the idea of a Java specification for safety critical systems, we believe that it is generally necessary for JSR to be clear about the kind of specification that will be generated, that is, a library, a configuration, or a profile. Therefore, we do not support approving this JSR in its current state. We would like to see this JSR clarified in this regard and resubmitted." === Proposed API for Safety Critical Real-time Java === The following API is inspired by the Ravenscar profile for ADA and the derived work on Java (see 'missing references to R-ADA, Puschner/Wellings, RJ'). As a like it simple (personal opinion [[User:Schoeberl|Schoeberl]] 22:20, 30 November 2006 (UTC)) here are the two classes that make up the API: ==== RtEvent ==== We use a single class to express all schedulable entities (periodic time-triggered, software event-triggered, and hardware event-triggered). Your real-time application has to extend this class. package safetycritical; public abstract class RtEvent { /** * A periodic real-time event, equivalent to a periodic thread * @param period * @param deadline * @param offset */ public RtEvent(int period, int deadline, int offset) { } public RtEvent(int period, int deadline) { this(period, deadline, 0); } public RtEvent(int period) { this(period, period, 0); } /** * A sporadic event with a minimum interarrival time * @param event * @param minInterval * @param deadline */ public RtEvent(String event, int minInterval, int deadline) { } public RtEvent(String event, int minInterval) { this(event, minInterval, 0); } /** * The logic for the event. run() gets invoked from the * scheduler either periodic, or on a hardware event or * on a software event (fire): * @return true if ready for termination */ abstract protected boolean run(); /** * Gets invoked in the shutdown phase at the same period as * run (instead of run()). Invoked until return true. * @return true if shutdown is finished. */ protected boolean cleanup() { return true; } } ==== RtSystem ==== This static class represents the real-time systems (similar to java.lang.System). Static methods provide the change between the different phases of the application. package safetycritical; public class RtSystem { private RtSystem() { // no RtSystem object } /** * Starts the real-time system (the mission). * All periodic and sporadic RT-events are scheduled. * */ public static void start() { } /** * Stop the real-time system (mission). When the event run() method returns * true the cleanup() methods are invoked until returning true * for a clean shutdown. * */ public static void stop() { } /** * Schedule a software event. * @param event */ public static void fire(String event) { } /** * Schedule a software event. * TODO: decide on which version is better: String or RtEvent * @param re */ public static void fire(RtEvent re) { } /** * Return the elapsed time from system startup in micro seconds. * Wraps around all 4295 seconds. * * @return */ public static int currentTimeMicro() { } } === Examples === A few short examples how to use the proposed API: package safetycritical.examples; import safetycritical.RtEvent; import safetycritical.RtSystem; public class TwoPeriodic { /** * @param args */ public static void main(String[] args) { new RtEvent(1000000) { protected boolean run() { System.out.println("P1"); return true; } }; new MyEvent(); RtSystem.start(); } } class MyEvent extends RtEvent { int counter; public MyEvent() { super(2000000); counter = 0; } protected boolean run() { System.out.println("P2"); ++counter; if (counter==5) { RtSystem.stop(); } return true; } protected boolean cleanup() { System.out.println("cleanup invoked!"); return true; } } package safetycritical.examples; import safetycritical.RtEvent; import safetycritical.RtSystem; public class PeriodicSporadic { /** * @param args */ public static void main(String[] args) { new RtEvent("SWEVENT", 1000000) { protected boolean run() { System.out.println("SW event fired"); return true; } }; new MyPeriodic(); RtSystem.start(); } } class MyPeriodic extends RtEvent { int counter; public MyPeriodic() { super(1000000); counter = 0; } protected boolean run() { System.out.println("P2"); ++counter; if (counter%2==1) { RtSystem.fire("SWEVENT"); } if (counter==10) { RtSystem.stop(); } return true; } protected boolean cleanup() { System.out.println("cleanup invoked!"); return true; } } === Implementation === A prototype of the API is implemented on [[w:JOP|JOP]]. You can play around, without any real-time guarantees, with this API on the simulation of JOP (JopSim). === TODO === Discuss following issues: * Scoped memory * Critical sections (PCP or even interrupt disabling) * Shutdown needs probably a two-phase commit = References = * G. Bollella, J. Gosling, B. Brosgol, P. Dibble, S. Furr, and M. Turnbull. The Real-Time Specification for Java. Java Series. Addison-Wesley, June 2000. * A. J. Wellings. Concurrent and real-time programming in Java. John Wiley and Sons, pub-WILEY:adr, 2004. * A. Burns, B. Dobbing, and G. Romanski. The ravenscar tasking profile for high integrity real-time programs. In Proceedings of the 1998 Ada-Europe International Conference on Reliable Software Technologies, pages 263–275. Springer-Verlag, 1998. * P. Puschner and A. J. Wellings. A profile for high integrity real-time Java programs. In 4th IEEE International Symposium on Object-oriented Real-time distributed Computing (ISORC), 2001. * J. Kwon, A. Wellings, and S. King. Ravenscar-Java: A high integrity profile for real-time Java. In Proceedings of the 2002 joint ACM-ISCOPE conference on Java Grande, pages 131–140. ACM Press, 2002. * C. L. Liu and J.W. Layland. Scheduling algorithms for multiprogramming in a hard-real-time environment. J. ACM, 20(1):46–61, 1973. * M. Schoeberl. Restrictions of Java for embedded real-time systems. In Proceedings of the 7th IEEE International Symposium on Object-Oriented Real-Time Distributed Computing (ISORC 2004), pages 93–100, Vienna, Austria, May 2004. * H. Sondergaard, B. Thomsen, and A. P. Ravn. A ravenscarjava profile implementation. In Proceedings of theWorkshop on Java Technologies for Real-Time and Embedded Systems (JTRES 2006), Paris, France, October 2006. [[Category:Java]] 10013 80705 2007-01-24T17:40:30Z CQ 1939 [[Category:Multilingual Studies]] See: [[Topic:English Language]] [[Category:Language]] [[Category:Multilingual Studies]] 10015 68319 2007-01-08T21:19:27Z JWSchmidt 20 [[Category:Fire and Emergency Management]] Welcome to the pages of information that may save your life. There is a need to start a "Wiki" to bring information together from everyone who can help save a life through education and prevention. There are many people, including experts, who can share their expertise and allow others to share the information to their loved ones. This page is the seed that will grow into a wealth of information that may help save a life through Prevention. With the help from the "Wikicommunity" we can make a difference with our words to help others. I was a Fire Fighter and through my efforts I was trying to work myself out of a job by giving information on Fire and Life Safety to the community that I served. My position was a Public Servant serving the public, not only with Emergency Response, but with education in Prevention. Please join me and contribute to this site with information on Fire and Life Safety Prevention. [[Category:Fire and Emergency Management]] 10017 50385 2006-12-01T00:43:34Z Cremisis13 3507 [[Intermediate Exercises]] moved to [[Java/Intermediate Exercises]]: Belongs in Java/ #REDIRECT [[Java/Intermediate Exercises]] 10019 69403 2007-01-10T03:34:26Z JWSchmidt 20 cat {{Underconstruction}} == School Description == The School of Physical Education is dedicated to supplying the learners with the skills and techniques behind Personal Fitness & Nutrition, Training, Sports & Personal Management. = Departments & Divisions = Departments are devised as a group of lessons meant to teach a wide variety of skills. However, individual sports are seperated by Divisions. * [[Physical Fitness|Department of Physical Fitness]] == Active Participants == * [[User:Exmachina|Ex Machina]] == School News == * December 1, 2006 -- School Founded! [[Category:Sports]] 10029 50472 2006-12-01T07:14:49Z Hillgentleman 530 [[Chinese]] moved to [[Topic:Chinese]]: namespace #REDIRECT [[Topic:Chinese]] 10034 74078 2007-01-12T18:12:56Z CQ 1939 /* Learning projects */ added [[Linux Server Administration]] [[Portal:Engineering_and_Technology]] -> [[School:Computer_Science]] -> [[Topic: Operating Systems]] -> GNU/Linux Confusingly Linux refers to two things: A computer kernel, and more commonly a fully functional operating system, which is not the case. Linux is a 'unix clone' operating system kernel originally created by Linus Torvalds when he was a 21-year-old student of the University of Helsinki, Finland. It was based on a operating system kernel called minix. Linux is developed under the GNU General Public License (GPL). It can be freely downloaded and used by anyone. GNU is a recursive acronym for GNU is Not Unix. ==GNU/Linux== What most people mean by Linux is GNU/Linux. GNU is an actual operating system, it is Linux that runs it, hence the name GNU/Linux. GNU was originally going to use its own kernel called Hurd but was never completed (and still isn't), since there was already a stable version of Linux. Which of course more people got used to Linux and more programs were written specifically for it. GNU/Linux generally refers to any operating system that uses Linux as its kernel. ==Distributions== Distributions are operating systems. You can download them, install them, and use them! Here is a list of the major players in the Linux distro world: * Red Hat - The largest distributor of Linux, most know it for its enterprise versions, which are not free. ** CentOS - Intended to be a free version of the Red Hat Enterprise OS, not suprisingly its not supported by Red Hat. ** Fedora Core - A free open source Red Hat sponsered distro. ** * Debian - Large package database, excellent hardware detection ** Ubuntu - One of the latest and widely used. Immensely popular for its easy install process. *** Kubuntu - Ubuntu running KDE. *** SimplyMEPIS - Based on Ubuntu. ** Knoppix - The best for hardware detection, which makes the whole thing boot slower, still, if you cant get Knoppix installed, then you really must be trying to makes things difficult. * SUSE - Like Red Hat, except intended for desktops. ** openSUSE - Novell sponsered free open source distro. * Gentoo - Designed for enthusiasts and professionals, most of the software is provided as source, instead of in a binary form. * Slackware - The oldest distro that is still maintained. * Damn Small Linux - A Linux distro at only 50mb! See also the [[w:List of Linux distributions|List of Linux distributions]] at [[Wikipedia]] ==Learning projects== *[[Linux Documentation Project]] *[[Linux Server Administration]] *... [[Category:Operating Systems]] 10035 50568 2006-12-01T09:33:31Z Srinivasasha 115 This is a category for Proposed [[Wikiversity:Learning projects|Learning projects]] in wikiversity. [[Category:Learning projects]] 10038 50641 2006-12-01T17:41:18Z Pedro.Gonnet 1809 New page: <includeonly><div class="box about" style="background-color:moccasin; border-left:2px solid lemonchiffon; border-top:2px solid lemonchiffon; border-right:2px solid dimgray; border-bottom:2... <includeonly><div class="box about" style="background-color:moccasin; border-left:2px solid lemonchiffon; border-top:2px solid lemonchiffon; border-right:2px solid dimgray; border-bottom:2px solid dimgray; margin-bottom: 1em;">{{{1}}}</div></includeonly><noinclude> {{infobox|Diese Vorlage bildet die Basis für Informationsboxen. Sie liefert einen farblich gestalteten Rahmen, welcher den als unbenannten Parameter zu übergebenden Text enthält.}} [[Kategorie:Vorlage:Design|Infobox]] [[Kategorie:Vorlage:Projektarbeit|Infobox]] </noinclude> 10039 70829 2007-01-12T00:36:50Z JWSchmidt 20 [[Category:Computer Programming]] ==Overview== In this lesson we will discuss the different aspects of a program, the different form it may take and how it can be compiled such that a computer can understand and execute it. ==Goals== At the end of this lesson, the students will know the difference between an [[w:Algorithm|algorithm]], a [[w:Computer program|computer program]] and a compiled executable. ==Of Humans, Computers and Programs== {{infobox|A program is a collection of instructions that describe a task.}} This rather simple definition can go a long way. Every recipe, for example, is a program. The instruction for assembling your favourite [[w:Ikea|Ikea]] nighttable is a program. When you go to the theater, the actors on stage follow (hopefully) a program. Even for life in general we're constantly asked to "get with the program", whatever it is. Humans are generally pretty flexible when it comes to interpreting programs. When the recipe tells us to slice the tomatoes it doesn't tell us how, or to use a knife. If we don't know that, we're probably better off not cooking in the first place and probably shouldn't be using knives anyway. The limiting factor in the successful execution of programs is usually language and/or detail of the description. If the recipient doesn't speak the language, no amount of hollering will get him or her to correctly preform the task you are describing -- even if that language is English. That's why Ikea likes to print its assembly instructions as pictograms -- the bar for correctly understanding images is much lower that that for correctly understanding Swedish. Similarly, no amount of mastery of the Swedish language will get you around putting the wrong screws in the wrong holes (two wrongs don't make a right here -- there are more screws and holes than you think) if you are not told where they go. Simply printing an image of the finished nighttable won't get anybody anywhere -- which is why there is pretty much one image for each set of screws. Given a set of decent instructions -- in a decent language and at a decent amount of detail -- is still, however, no guarantee that the human in charge of the nighttable won't mess it up anyway. That is so because, however flexible humans are at interpreting programs, they successfully compensate for it with laziness, inattention or plain ineptness. This is why computers were developed. Computers are neither lazy, inattentive nor inept. They are able to perform a set of tasks blazingly fast. The limitation, however, is the same as for any human that can preform a task blazingly fast: they don't think. Therefore, in order for a computer to actually do something ''useful'' blazingly fast, we have to give it very, very detailed instructions. And since most computers don't speak Swedish, we have to give them these detailed instructions in a language they understand. ==Computer Executables== The ''language'' which a computer understands is generally called [[w:Assembly language|assembly language]]. This language consists of a very basic set of operations such as * Read a number from somewhere in memory * Multiply that number with some other number * Write the resulting number somewhere else in memory As you may imagine, writing programs such as a [[w:Web browser|web browser]] or the latest [[w:First person shooter|first-person shooter]] can be a somewhat long and tedious task. This is why programs are rarely written directly in assembly language -- they are usually written in computer programming languages and automatically translated (compiled) to assembly language. ==Computer Programs== What we usually refer to as [[w:Computer program|computer programs]] are higher-level descriptions of what the computer should do ==Algorithms== ==The Path from an Algorithm to an Executable== [[Category:Computer Programming]] 10041 69430 2007-01-10T03:57:29Z JWSchmidt 20 [[Category:Music]] Programming great sounding drums and avoiding pre made sample loops is easier than it seems. in this lesson we will avoid complicated time signatures and stick to the basic 4/4 time signature. For those unfamiliar with time signatures read http://en.wikipedia.org/wiki/Time_signature what we will need single drum hits (samples) depending on the style of music that were making. we at least will need a "kick" a "snare" and a closed and opened "hat" http://freesound.iua.upf.edu/ <-- is a wonderful free resource to get all kinds of neat sounds the next thing we need is a "sequencer" or a program that will allow us to combine the different single drum hits in to a "loop" one very popular program for this purpose is FL studio , and you can download a free demo at http://www.flstudio.com/ .Although the demo version will not allow you to save your work projects , it will allow you to "render" your drum loop to a "wav" file. So now that we've got everything we need here come the big secrets :) The difference between pro sounding loops and drums that you may hear in cheezy midi files is that there is "groove" or live quality to the pro loops , where as the midi file is 100 % quantized and stiff. So the big secret is NEVER to make all your snares and hats 100% quantized .. offsetting notes by a millimeter forward or back will add to the live feel the second very important but often over looked thing in programmed drums is "Ghost notes". Ghost notes are basicly drum hits that are very low in volume and are positioned a bit before and/or a bit after the actual hit. These ghost notes create something of a "flam" that breathes just a little more life in to a programed loop. To clarify a ghost note pretend that "CAPITAL LETTERS" are the actual hits and "lower case" are ghost notes K=KICK S=SNARE |=16th note space Here is a simple pattern K|||sS|||||K||sS||K| So a 32nd note (or a few millimeters)prior to the actual snare hit, put in another snare and lower its volume by 10 db . Do the same for the KICK but put the "ghost kick" a 16th note after the KICK hits I really hope this got across since its extremely difficult to explain with text but is very important. The thing not to forget is that your loops (unless you're making techno/house/dance) will benefit if you add a little bit of swing , say 15-30 % when programming the closed hi hats make sure that you "randomize" the timing of the hats (so that some of the hats are 100% quantized) and some are just a bit late or early..also very important that you vary the loudness(velocity) of the hats DO NOT HAVE THEM hitting at the same volume through the whole loop..Close your eyes , pretend you're hitting a hi hat , and try to remember which notes you "pretend" to hit harder and translate that to your loop(sequencer). its amazing that people that have never player real drums in their life make the correct rythmic accents WORD OF ADVICE , is to listen to something great , maybe your favorite record or favorite loop,,, theres no shame in ripping off someones drum loop , its the only way to really learn ... and don't settle for something that sounds worse than your reference ..theres no reason why your loop should sound worse than a loop sold on samples cds the rythm at least should sound pro, ... because getting a certain sound is a totally different ball game that hopefully we'll cover next time.. first you have to understand what makes a good loop ,..and hopefully this lesson will help you figure that out :) for questions or comments mail me at midiscore@gmail.com www.addasong.com/flint [[Category:Music]] 10048 50819 2006-12-02T10:39:29Z Leighblackall 2414 10049 69210 2007-01-10T01:23:03Z JWSchmidt 20 [[Category:Music]] Oboe d'amore is the alto or mezzosoprano member of the oboe family. A member of the modern oboe family with a soprano/alto range, the range of which sounds from G-sharp below middle C to C-sharp above the treble clef, but is notated a minor third above that. The oboe d'amore was very popular during the Baroque era. Its sound is somewhat gentler than that of the oboe, and its lower notes are dark, full, and rich. The oboe d'amore has almost fallen out of favor today, often being replaced by the oboe and the English horn. The whole family is called the doublereeds and it includes today the following instruments from the smallest to the biggest: musette oboe oboe d'amore english horn or cor anglais baritone oboe or bass oboe heckelphone bassoon or fagott contrabassoon or contrafagott In the baroque time, there were also instruments like oboe da caccia and taille, which are substituted by the english horn in modern performances. In the 18th century, there were also oboes with the same size and the same pitch (A) as the oboe d'amore, but without the pear-shaped bell. These were called just as 'oboe', 'oboe grande' or 'haute-contre'. According to the present knowledge, the oboe d'amore was at the first time used in 1717 by Christoph Graupner in his Cantata Wie wunderbar ist Gottes Güt. The instrument was used by J.S.Bach, G.P.Telemann, the Graun brothers, C.Graupner, G.H.Stölzel, J.M.Böhm, A.Lotti, J.H.Roman and a few others. Possibly the last to write for oboe d'amore in the 18th century was C.D. von Dittersdorf. The oboe d'amore was re-established in the second half of the 19th century and it is used both in presentations of baroque music and in modern compositions. The composers who have used the oboe d'amore after the new rise of the instrument include Debussy, R.Strauss, Ravel, Koechlin, Delius, Henze, Takemitsu and others. Very similar to the oboe. Slightly larger than the oboe, it has a less assertive and more tranquil and serene tone, and is considered the mezzo-soprano or alto of the oboe family. It is a transposing instrument, sounding a minor third lower than it is notated, i.e. in A. The bell is pear-shaped, similar to that of the larger English horn, and it uses a bocal also similar to an English horn but shorter in length than the English horn's bocal. Composition on oboe d'more: J.S.Bach: Concerto A major, BWV1055 Claude Debussy: Gigues from Images Christos Hatzis: Heirmos G.P.Telemann: Cantata 'Der Herr ist König' and 'Die Donnerode' G.P.Telemann: Concerto for Flute, Oboe d'amore and Viola d'amore [[Category:Music]] 10051 77200 2007-01-16T19:11:25Z JWSchmidt 20 [[Category:Engineering]] == Introduction == Mining Engineering is a field that involves many of the other engineering disciplines as applied to extracting and processing minerals from a naturally occurring environment. The need for mineral extraction and production is an essential activity of any technically proficient society. As minerals are produced from within a naturally occurring environment, disturbance of the environment as a result of mineral production is a given. Modern mining engineers must therefore be concerned not only with the production and processing of mineral commodities, but also with the mitigation of damage or changes to an environment as a result of that production and processing. The two primary types of mine are underground mines and open-pit mines. Minerals that exist mostly underground (eg. coal, gold etc.) are generally recovered using the underground mining process. Minerals like iron ore, limestone, manganese ore, etc. are mostly recovered from the surface downwards in opencast mining. Engineering disciplines that are closely related to mining engineering are: * Civil engineering * Environmental engineering * Geotechnical engineering * Hydraulic engineering * Electrical engineering * Structural Engineering Specialized areas of mining engineering involve extraction of minerals from underwater mines, seawater, in-situ retorting of rock, and underground gasification. == Subtopics == == Learning Guide == [[Category:Engineering]] 10052 50883 2006-12-02T15:37:52Z Digitalme 39 [[Pedro.Gonnet/What is a program?]] moved to [[What is a program?]]: Fix #REDIRECT [[What is a program?]] 10054 51017 2006-12-03T11:24:49Z Erkan Yilmaz 1642 correct link to Cafeteria {| class=wikitable |+ [[:en:Wikiversity:Interlingual Beta Club|Interlingual Wikiversity]] main navigation table !Language !Main Page !Welcome page !Colloquium |- |[[English]] |[[:en:Wikiversity:Main Page|Main Page]] |[[:en:Wikiversity:Welcome, newcomers|Welcome]] |[[:en:Wikiversity:Colloquium|Colloquium]] |- |[[Deutsch]] |[[:de:Hauptseite|Hauptseite]] |[[:de:Wikiversity:Willkommen|Willkommen]] |[[:de:Wikiversity:Cafeteria|Cafeteria]] |- |[[Español]] |[[:es:Portada|Portada]] |[[:es:Wikiversidad:Bienvenido|Bienvenido]] |[[:es:Wikiversidad:Claustro Wikiversitario|Claustro Wikiversitario]] |- |[[Français]] |[[:fr:Accueil|Accueil]] |[[:fr:Wikiversité:Bienvenue|Bienvenue]] |[[:fr:Wikiversité:Colloque|Colloque]] |} 10057 51024 2006-12-03T11:29:33Z Erkan Yilmaz 1642 better title {| class=wikitable |+ [[:de:Wikiversity:Interlingual Beta Klub|Interlingual Wikiversity]] main navigation table !Sprache !Hauptseite !Willkommen !Kolloquium |- |[[Deutsch]] |[[:de:Hauptseite|Hauptseite]] |[[:de:Wikiversity:Willkommen|Willkommen]] |[[:de:Wikiversity:Cafeteria|Cafeteria]] |- |[[Español]] |[[:es:Portada|Portada]] |[[:es:Wikiversidad:Bienvenido|Bienvenido]] |[[:es:Wikiversidad:Claustro Wikiversitario|Claustro Wikiversitario]] |- |[[Français]] |[[:fr:Accueil|Accueil]] |[[:fr:Wikiversité:Bienvenue|Bienvenue]] |[[:fr:Wikiversité:Colloque|Colloque]] |- |[[English]] |[[:en:Wikiversity:Main Page|Main Page]] |[[:en:Wikiversity:Welcome, newcomers|Welcome]] |[[:en:Wikiversity:Colloquium|Colloquium]] |} 10058 68786 2007-01-10T00:19:27Z Mystictim 626 added request for learning materials {{Welcome and expand|Vince}} :''Part of the Department of [[Topic:European History|European History]]'' I'm currently in the process of making this class on the Soviet Union, which will be updated regularly. Updates to follow once I get an idea of how long it will take. -- [[User:Vince|Vince]] 17:32, 2 December 2006 (UTC) ==Introduction to History of the USSR== The Soviet Union was established formally in 1922, but this course aims to cover its beginnings as the Russian Soviet Federal Socialist Republic, and to trace the history of the Communist Party in Russia and the USSR. The course also aims to establish a knowledge of the political structure and the general nature of the USSR. Hopefully having taken this the student will feel more confident in his or her understanding of the Soviet Union. [[Category:History]] 10059 50903 2006-12-02T17:33:05Z CQ 1939 #REDIRECT [[Wikiversity:Interlingual Beta Club]] #REDIRECT [[Wikiversity:Interlingual Beta Club]] 10060 67793 2007-01-08T01:22:07Z MichaelBillington 1599 Fix double redirect #REDIRECT [[Introduction to German]] 10061 50905 2006-12-02T17:35:45Z CQ 1939 #REDIRECT [[Spanish]] #REDIRECT [[Spanish]] 10062 67822 2007-01-08T01:39:54Z MichaelBillington 1599 fix redirect #REDIRECT [[Topic:French]] 10063 51020 2006-12-03T11:25:59Z Erkan Yilmaz 1642 correct link to Cafeteria {| class=wikitable |+ [[:es:Wikiversidad:Interlingual Beta Club|Interlingual Wikiversidad]] main navigation table !Lenguaje !Portada !Bienvenido !Claustro Wikiversitario |- |[[Español]] |[[:es:Portada|Portada]] |[[:es:Wikiversidad:Bienvenido|Bienvenido]] |[[:es:Wikiversidad:Claustro Wikiversitario|Claustro Wikiversitario]] |- |[[Français]] |[[:fr:Accueil|Accueil]] |[[:fr:Wikiversité:Bienvenue|Bienvenue]] |[[:fr:Wikiversité:Colloque|Colloque]] |- |[[English]] |[[:en:Wikiversity:Main Page|Main Page]] |[[:en:Wikiversity:Welcome, newcomers|Welcome]] |[[:en:Wikiversity:Colloquium|Colloquium]] |- |[[Deutsch]] |[[:de:Hauptseite|Hauptseite]] |[[:de:Wikiversity:Willkommen|Willkommen]] |[[:de:Wikiversity:Cafeteria|Cafeteria]] |} 10064 51021 2006-12-03T11:26:31Z Erkan Yilmaz 1642 correct link to Cafeteria {| class=wikitable |+ [[:fr:Wikiversité:Interlingual Beta Club|Interlingual Wikiversité]] main navigation table !Langage !Accueil !Bienvenue !Colloque |- |[[Français]] |[[:fr:Accueil|Accueil]] |[[:fr:Wikiversité:Bienvenue|Bienvenue]] |[[:fr:Wikiversité:Colloque|Colloque]] |- |[[English]] |[[:en:Wikiversity:Main Page|Main Page]] |[[:en:Wikiversity:Welcome, newcomers|Welcome]] |[[:en:Wikiversity:Colloquium|Colloquium]] |- |[[Deutsch]] |[[:de:Hauptseite|Hauptseite]] |[[:de:Wikiversity:Willkommen|Willkommen]] |[[:de:Wikiversity:Cafeteria|Cafeteria]] |- |[[Español]] |[[:es:Portada|Portada]] |[[:es:Wikiversidad:Bienvenido|Bienvenido]] |[[:es:Wikiversidad:Claustro Wikiversitario|Claustro Wikiversitario]] |} 10069 76866 2007-01-16T01:41:58Z Chrismo 3128 Added some FOSS examples =Digital information literacy= [[Image:75939047 9cc967a56e.jpg|thumb|320px|right|Digital e~cology by [http://flickr.com/photos/paulk/75939047/ Paul Keller]]] ===Digital information skills=== The need for digital information has grown significantly in the 21st Century as the use of computers has become more common place. However people with computing skills do not necessarily know the most efficient ways to find reliable sources of information. Nor do they always know how to rework digital media and communicate using digital formats. This is all very well, but before we can get started on the skills people need if they are to find and communicate digital, we need to define digital information literacy. ===Definition of Digital Information literacy=== How can we define digital information literacy in a way which suits a broad range of people? Bearing in mind that literacy is also called fluency, here is a definition which has a lot of merit. "Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment." This definition comes from the [http://21cif.imsa.edu/ 21st Century information fluency project website] As well as the definition there is a useful diagram. =Content= ==Scenarios from the Interface== Stories from the "real people". ==Language== There are several terms associated with digital searching. e.g. subscription-based and free networked datasets, networked information - abstracting and indexing services, full-text material and digitised collections, access points, interfaces, search syntaxes * Terms used for digital material e.g. learning objects, resource-based, multimedia etc ==Interfaces, facilities and formats== ===Interfaces=== Some interfaces which are used for accessing digital information - databases, datasets, electronic libraries, Internet, other multimedia - problem-solving so users can navigate sources and understand their scope ===Formats=== There are several different formats used for digital information - text, audio, video, images, blogs, wikis etc. ===Facilities=== Portals, search engines, RSS feeds, subject gateway - catalogue, or directory, of internet resources e.g. OMNI Examples of several subject gateways via the OMNI website plus Internet tutorials on how to find information effectively and Internet detective. Resource Discovery Network (RDN) and web collections and sub-collections e.g. JISC collections ===Digital repositories=== e.g. OSLOR, Aeshare, Australian Flexible framework toolboxes, [http://www.gutenberg.org/ Project Gutenburg], [http://wikimedia.org Wikimedia projects], [http://www.eprints.org/ Eprints], [[w:MIT OpenCourseWare| MIT OpenCourseWare]] ==FOSS (free and open source software)== Examples of software packages for enterprise resource planning systems, integrated library systems, course management systems, management information systems, blogs/cms, Wiki's and institutional repository's. * [[w:Gnu_eprints|GNU Eprints]] for generating an "Open Access" (OA) "Institutional Repository" (IR) * [[w:Evergreen_(software)|Open ils]] - integrated library system, developed by the Georgia Public Library Service * [http://cosl.usu.edu/projects/educommons eduCommons] is an OpenCourseWare management system * [http://wikindx.sourceforge.net/ WIKINDX] - for academic writing * [[w:Mediawiki|Mediawiki]] - Wiki software for educational projects * [[w:Wordpress|Wordpress]] - Blog, CMS for learners * [[w:Moodle|Moodle]] - LMS * [http://www.dspace.org/ Dspace] - digital repository system ===FOSS tools for locating resources=== *[http://guten.sourceforge.net/ Guten] is a tool to browse, retrieve, read and manage electronic books published by Project Gutenberg. *[[w:Firefox|Firefox]] web browser with extensions. ==Free web hosted services== - examples relevant to information literacy e.g. Diigo ( a web-based annotating tool), blogger, google etc. ==Digital tools for searching== search engines, subject directories, gateways etc. * Data sets e.g. Citation Index, databases, data centres ==Examples of online resources== e.g. NZ National library, British library online gallery - world's oldest printed book "Diamond Sutra", wikipedia ==Publishing on the web== digital publications ==Digital Copyright== Options for copyright - creative commons, JISC models, copyright licensing Ltd. This module will need to be linked to search strategies, evaluating and ethics modules. ==References== Blackall, L. (2005). Digital literacy: how it affects teaching practices and networked learning futures _ a proposal for action research. The Knowedge Tree, Edition 07. Breaks, M. & MacLeod, R. (2001). Joining up the academicinformation landscape: the role of the RDN hubs within the Distributed National Electronic Resource. 21st Century information fluency project [[Category:Media literacy]] 10070 50961 2006-12-03T01:34:15Z Elatanatari 2826 New page: {| class="messagebox standard-talk" |- | [[image:Flag of France.svg|65px|francese]] |align="center"|'''[[:{{SUBJECTPAGENAME}}]]''' is part of the '''[[Topic:French|French Language Divisio... {| class="messagebox standard-talk" |- | [[image:Flag of France.svg|65px|francese]] |align="center"|'''[[:{{SUBJECTPAGENAME}}]]''' is part of the '''[[Topic:French|French Language Division]]''', a project which aims to coordinate work for and expand coverage of French projects and related subjects on Wikiversity. If you would like to participate, you can edit the subject matter attached to this page, or visit the [[Topic:French|project page]], where you can [[French stream|join the project]] and/or contribute to the [[Topic_talk:French|discussion]]. |} <noinclude>[[Category:French Language Division]]</noinclude> 10072 67981 2007-01-08T04:01:08Z JWSchmidt 20 categories A convolution between two signals, <math>x(t)</math> and <math>y(t)</math>, is an operation defined as follows: :<math>x(t)*y(t)=\int_{-\infty}^{+\infty} x(\tau)y(t-\tau)d\tau</math> The process of convolution is very useful in the time domain analysis of systems, because we can fully describe a system by its [http://en.wikipedia.org/wiki/Impulse_response impulse response]. Let's consider the following system which operates on an input as <math>O\{\}</math>, having characterized its impulse response by <math>o(t)</math>: [[Image:System.JPG]] :<math>y(t)=O[x(t)]</math> :<math>y(t)=x(t)*o(t)</math> Put into another words, the output of a system in an instant <math>t</math> can be written as a linear combination of past and future instants of the input and its impulse response: :<math>y(t)=\int_{-\infty}^{+\infty} x(\tau)o(t-\tau)d\tau</math> [[Category:Electronic engineering]][[Category:Mathematics]] 10073 50992 2006-12-03T07:01:41Z Ablawande 3761 New page: == Licensing == {{GFDL-self}} == Licensing == {{GFDL-self}} 10074 66753 2007-01-03T21:04:23Z CQ 1939 removed "no useful content" tag A [[metacommunity]] is a [[w:community|community]] of [[b:Community Studies|communities]]. The term '''Community''' has a predicate form &mdash; ''[[Wiktionary:communicate|communicate]]''. ==Communications== Most people understand that [[Topic:Communication|Communication]] is essentially the use of language and common contexts to carry on some sort of conversation. In a community context, this interaction expands to envolve also transaction and the sharing of spaces (both virtual and physical), goods, services, ideas, designs, strategies, and a host of other things, some tangible and some abstract and intangible. A metacommunity, especially one that exists in the virtual world of the Internet, communicates on a new level within "cyberspace". This ''"reality"'' is new in Human experience, but has parallels in the Ancient World since writing began. Seeing communication as a predicate form for [[w:community|community]] is a key concept in understanding what a metacommunity is and what it can become. Later on in this module, we will take a look at examples of metacommunities and try to figure out who and what comprises them, how they are formed and maintained and where they may take Humanity in the future. This module places itself within a university context that exists ''inside of'' an actual metacommunity that takes on the name of its host &ndash; The [[W:Wikimedia Foundation|Wikimedia Foundation]]. ''See the lower left-hand corner of this page.'' ==Virtual communities== From ''[http://www.firstmonday.org/issues/issue8_12/ciffolilli/ Phantom authority, self–selective recruitment and retention of members in virtual communities: The case of Wikipedia]'' by Andrea Ciffolilli: :''Virtual communities are one of the building platforms of the so–called "new economy." Basically, they are associations of people able to meet and interact voluntarily on a network such as the Internet. A virtual community can be considered a potentially extraordinary new social structure in the sense that appears capable of guaranteeing unique outcomes in voluntary association. It cancels spatial distances and allows finding like–minded individuals outside the physical boundary of a circumscribed geographical area without modifying the basic principles governing voluntary association. So far, we have witnessed the outstanding effectiveness of virtual communities, especially in the creation of software; however, several other purposes can be reached by means of these organizations — from political mobilization to the production of several kinds of public or club goods.'' Here, Ciffolilli's reference to public or club goods relates to the body of works comprising [[Wikipedia]]. What we want to do in this module is to extend the discussion to include a wider context that includes all of the Wikimedia Foundation projects, including Wikiversity. In the university context, in contrast to the encyclopedic context, self-referencing is for the most part acceptable. Defining Wikiversity as the research branch of the Wikimedia Metacommunity initiallizes a process of analysis and a course of study from ''within'' the subject of study &ndash; a '''[[w:Virtual community of practice|Virtual community of practice]]'''. Extending the context even further, we can include the aggregation of all of the community entities comprising what can be called the [[w:Open Source|Open Source]] metacommunity including other foundations such as the Apache group, the Perl Foundation and the Mozilla Foundation. We shall examine the shared principles and language of this "potentially extraordinary new social structure" from both subjective and objective vantage points as Wikiversity participants. ==Shared principles== Perhaps the most unique aspect of the open source movement is the adaptation and proliferation of the principle of giving and sharing. Contributors to Wikipedia, for example, understand that their efforts are without monetary compensation. The practice of rendering service in these circumstances is enigmatic to more conventional economic mindsets. The proprietary corporate world is many times at a loss to fathom why people would allow themselves to voluntarily forfeit their "intellectual property rights" to artifacts added to the cumulative content of a public Internet. This may be the core principle that establishes the open source movement as a viable metacommunity. Other principles contribute to the cohesiveness of a growing movement. Another example of a binding principle is the new way of thinking about content and context. In the Wikipedia context, contributors understand that encyclopedic works ''must'' follow the established definition of what an encyclopedia is. Ciffolilli's "Phantom authority" idea suggests that the Wikipedia community is "ruled" by this priciple, thus an ever-increasing quality and quantity of encyclopedic content is added to the cumulative value of the Internet as a whole. The success of Wikipedia proves that money, in fact does NOT make the world go around. The corporate mainstream, conversely, has a growing presence on the Internet. The argument can be made that the "business community" is also a metacommunity, but driven by a different set of principles. The idea that the Internet is itself a platform for a "new economy" has added to both vertical and horizontal dimensions of Human enterprise. Subjectively, Wikiversity takes on a role within the Wikimedia metacommunity context and the larger Internet context as a part of a "new economic form" dedicated to accumulating and presenting knowledge to an Internet public free of charge. This practice is antithetical to the principles of the corporate mainstream paradigm. How these two paradigms will interact is a subject in itself and a forum for an ongoing debate. Let's take a look... ===Lab: Adding value to public goods=== Our definition of the metacommunity asserts that Wikiversity has a ''relationship'' with Wikipedia in that both are members of a larger community, [[Wikimedia]]. This lab's purpose is to demonstrate how Wikiversity can use the university context to augment the encyclpedic context by increasing the value of a public good, namely the Wikipedia article &ndash; ''[[w:Open source vs. closed source|Open source vs. closed source]]''. Furthermore, The Wikimedia '''metacommunity''' can assert its own position, through proof, in the wider debate described in the article, but existant on the larger Internet. From ''within'' the university context, we can take a side on the issue and the basis for our bias is understood. This lab is to allow the Wikiversity participant to practice the principle of '''traversing contexts''' by being able to move to and from the encyclopedic to the universal and back. '''Challenge:''' See and help improve '''''[[w:Open source vs. closed source]]''''': *The neutrality of this article is disputed. *This article is not written in the formal tone expected of an encyclopedia article. *Some information in this article or section has not been verified and may not be reliable. '''Discussion:''' Use the talk page to help formulate Wikiversity's "official position" in the '''[[Talk:Metacommunity#Open source vs. closed source|Open source vs. closed source]]''' debate. ==Shared language== ''under construction'' ([[Special:Whatlinkshere/Metacommunity|you can help]]) {{stub}} [[Category:Wikiversity School of Media Studies]] [[Category:Humanities]] [[Category:Social Sciences]] 10076 55048 2006-12-12T17:49:20Z Robert Elliott 1436 minor additions <center><font color="Midnightblue" face=Comic Sans MS size=2>Lessons in</font><br>[[Image:Crystal Clear app kfm home.png|32px]] → <font color="Midnightblue" face=Comic Sans MS size=4>[[Filmmaking|Basic Filmmaking]]</font> → [[Image:Crystal Clear mimetype video.png|32px]]</center> * [[Lesson:Formatting_the_script | Format the movie script ]] <font color="black" face=Comic Sans MS size=2> → [[Image:Crystal Clear action fileprint.png|32px]] <font color="Magenta">→ Start here to learn filmmaking</font> * Create the storyboard :* [[Lesson:Thumbnail_Storyboard | Create the thumbnail storyboard]] → [[Image:Crystal Clear app gimp.png|32px]] :* [[Lesson:3D_Storyboard | Create the 3D storyboard]] → [[Image:Crystal Clear app Login Manager.png|32px]] * [[Lesson:Animatic_Dialog_Recording | Record the dialog for the animatic]] → [[Image:Crystal Clear app krec.png|32px]] * [[Lesson:Creating_the_Temp_Track |Create the temp track for the animatic]] → [[Image:Crystal Clear app kcmmidi.png|32px]] *[[Lesson:Editing_the_Animatic |Edit the animatic]] → [[Image:Crystal Clear action editcut.png|32px]] * [[Lesson:Making the Props | Draw the movie poster for "Star Wars"]] → [[Image:Crystal Clear app kcoloredit.png|32px]] [[Image:Crystal Clear app kedit.png|32px]] · <font color="midnightblue">'''Informational lessons''': </font>[[Lesson:Understanding Filmmaking | Understanding filmmaking]]· [[Lesson:All_about_lenses | All about lenses]] · [[Lesson:Marketing to distributors | Marketing and publicity]] · [[Lesson:Planning_the_Movie |Plan the movie]]<br> [[Image:Crystal Clear app xmag.png|32px]] · <font color="midnightblue">'''Reference materials''': </font> [[Lesson 4 Storyboard Frames|Thumbnail library]] · [[Storyboard Outline for Seduced by the Dark Side |Storyboard worksheet]] · [[Original Story for Seduced by the Dark Side |Original story]] · [[Reference:SBTDS:Unformatted Script Outline|Script outline]] · [[Media:SBTDS Script Ciprian2.pdf|Script (pdf)]] · [[WikiFilmSchool floor plan for course 1|Floor plan]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] 10078 63170 2006-12-27T18:44:30Z Mu301 3705 /* Please post your UFO sightings under here */ This page is linked to the [[UFO research]] page, is for anyone who wishes to report sightings of UFO'S or alien beings on Wikiversity, which could improve and give evidence to the project. == Please post your UFO sightings under here == When doing this, please state the date, time and location of your observation. It is very helpfull to provide as much information as possible. For instance the sky conditions (clear or cloudy), direction that you were looking (directly overhead, northeast) and any other details that you remember clearly. [[Category:Conspiracy]] 10079 51142 2006-12-03T17:59:14Z JWSchmidt 20 {{Wikiversity-screenshot}} {{Wikiversity-screenshot}} 10080 67824 2007-01-08T01:40:42Z JWSchmidt 20 [[Category:Wikiversity translations]] {{Bilingual}} Simple Affluent examples: *[[German to English]] *[[Spanish to English]] *[[French to English]] *..''next version'' Simple Effluent Examples: *[[English to German]] *[[English to Spanish]] *[[English to French]] *..''next version'' Intermediate Effluent Examples: *[[English to Deutsch]] *[[English to Español]] *[[English to Français]] {{InterlingualMainNavEn}} [[Category:Wikiversity translations]] 10081 76081 2007-01-15T00:36:04Z JWSchmidt 20 [[Category:Practical Human Life]] {{Welcome and expand}} Welcome to the Wikiversity '''Division of Physical Fitness'''. ===Introduction=== The Division of Physical Fitness is a Wikiversity content development project where participants create, organize and develop learning resources about physical fitness. ====News==== ===Mission Statement=== A statement of what we strive to achieve from this course. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. ====[[Topic:Cardiovascular Fitness]]==== This Department will develop learning resources about the fundamentals of ''aerobic'' and ''anaerobic'' exercise. It will consist of information on the process of exercise on a cellular level, and contain a number of activities within the lesson. ====[[Topic:The Anatomy of Fitness]]==== So... what excercises do I need to in order to tone up specific areas? This is referred to as a "Targetted" excercise, and this chapter will cover the human muscular system, and go into detail on the various excercises. ====[[Topic:Personal Training]]==== Now we move onto the Personal Training aspect. Is there anything in particular you'd like to train for? Running a marathon? That requires endurance. Weightlifting? That requires strength. Even dancing? It requires flexibility and agility. This chapter will go into detail on the various ways to train. ====[[Topic:Sports History]]==== ====[[Topic:Sports Training]]==== ===Active Participants=== ===Activities=== ====Fitness Journal==== [[Category:Practical Human Life]] 10083 68727 2007-01-09T22:10:57Z JWSchmidt 20 [[Category:Wikiversity translations]] {{welcome and expand|CQ}} <small>[[Help:empty|empty]] [[Topic:translation|translation]] [[vector]]</small> [[Category:Wikiversity translations]] 10084 67600 2007-01-07T18:19:34Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand}} ==See also== [[Topic:translation|translation]] 10085 51168 2006-12-03T20:53:09Z CQ 1939 [[Help:empty|]] [[Topic:translation|]] [[vector]] [[Help:empty|empty]] [[Topic:translation|translation]] [[vector]] 10087 70717 2007-01-11T15:37:49Z JWSchmidt 20 [[Category:Computer Programming]] {{welcome and expand}} <small>[[Help:empty|empty]] [[vector]]</small> [[Category:Computer Programming]] 10091 76716 2007-01-15T21:58:46Z JWSchmidt 20 format Welcome to the '''Finnish Language Division''' of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Learning Finnish]] ==External Links== [http://www.finnishschool.com/ Finnish School by Phil] [[Category:Language and Literature]] [[Category:Linguistics]] 10096 67786 2007-01-08T01:15:52Z JWSchmidt 20 [[Category:Craft Arts]] This page is full of ideas, artists, and media that interest today's youth and be of use to someone teaching themselves about ceramics or a teacher looking for some new ideas. So browse, learn, borrow ideas, and always let us know about your experience with the materials we provide! =====Lesson Plan Ideas===== [[Lesson Plan for Hard Slab Construction]] [[Self-Portrait Relief Sculpture Lesson Plan]] =====Step-by-Step Processes===== [[Archies Hard Slab]] [[Creating A Relief Sculpture]] =====Cool Practicing Artists===== [[Mosaic Artist]] Ceramics is part of the [[Topic:Craft_Arts|Division of Craft Arts]] in the [[Portal:Fine_Arts|Division of Fine Arts]] [[Category:Craft Arts]] 10097 59609 2006-12-18T03:45:19Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10098 51266 2006-12-04T02:01:37Z Heltec 3202 {{Information |Description= Banner for school of graphics design |Source= Made |Date= Dec, 3, 06 |Author= Heltec |other_versions= None }} == Summary == {{Information |Description= Banner for school of graphics design |Source= Made |Date= Dec, 3, 06 |Author= Heltec |other_versions= None }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 10099 62920 2006-12-26T06:06:35Z Remi0o 3985 /* Programs */ [[Image:Welcometogfxdesign.png]] [[image:Photoshop example.png|thumb|right|A screenshot of photoshop 7.]] Graphics design is a important topic on the internet. It encompasses everything from Editing pictures to Rendering Images. In the modern day internet, it is hard to ever find a page that doesn’t have an image somewhere on it. ==Programs== Instead of most schools use of divisions, we have divided ourselves up into programs you use, as all graphics design is specific to programs. If you are knowledgeable about a program and want to teach it feel free to start it under the ''Topic:'' namespace, but please use [[School:Graphics/topic_boilerplate|Our Boilerplate]]. If you are lost and confused, but still want to teach the program, please ask for help [http://en.wikiversity.org/w/index.php?title=Wikiversity:Colloquium&action=edit&section=new by clicking here]. * [[Topic:Photoshop|Photoshop]] * [[Topic:Illustrator|Illustrator]] * [[Topic:3DSMAX|3D Studio Max]] * [[Topic:Maya|Maya]] * [[Topic:Flash|Flash]] * [[Topic:GIMP|The GIMP]] * [[Topic:Inkscape|Inkscape]] * [[Topic:Scribus|Scribus]] * [[Topic:Blender|Blender 3D]] ==Active participants== These are those who have made huge contributions to our school, this is a list of those who '''are''' active, not a list of those who '''plan to be''' active. * <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ==School news== * '''Sunday, December 10, 2006''' - The [[topic:photoshop|Photoshop]] topic is going pretty well. Looking for someone to fill another program. * '''Sunday, December 3, 2006''' - School Started, Looking for active participants. [[Category:Graphics]] [[Category:Wikiversity schools]] 10100 77605 2007-01-17T05:39:41Z JWSchmidt 20 [[Category:Computer Science]] These are the lessons that pertain to graphics. to add yourself, put " ''<nowiki>[[Category:Graphics|{{PAGENAME}}]]</nowiki>'' " on your page. [[Category:Computer Science]] 10108 53062 2006-12-08T23:21:03Z Heltec 3202 /* Licensing */ Template == Summary == Example of photoshop. (The Correct License Was not available so i based on the wikipedia template ) {{Mac software screenshot}} 10109 75489 2007-01-14T02:32:59Z JWSchmidt 20 [[Category:Technical Analysis]] __NOTOC__ {| style="float: right; border: 1px #cccccc solid;" |- | colspan="2" align="center" bgcolor="#99ccff" | Your Current Location |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | '''Technical Analysis''' |- | bgcolor="#ccff99" | Division: | style="border: 1px #cccccc solid;" | [[Topic:Finance |Finance]] |- | bgcolor="#ccff99" | Portal: | style="border: 1px #cccccc solid;" | Please include |- | bgcolor="#ccff99" | School: | style="border: 1px #cccccc solid;" | [[School:Business]] |- | bgcolor="#ccff99" | Faculty: | style="border: 1px #cccccc solid;" | [[Portal:Professional Schools|Professional Schools]] |- | bgcolor="#ccff99" | University: | style="border: 1px #cccccc solid;" | [[Wikiversity:Main Page | Wikiversity (English)]] |} ---- ---- <center><h3>Courses</h3></center> ---- ---- =List of Courses (11)= Here are eleven courses in technical analysis of financial markets . Eventually, each course will have many different lessons. ---- [[Course:Introduction to Technical Analysis | Course #01]] '''-Introduction to Technical Analysis''' ---- [[Course:Chart Construction | Course #02]] '''-Chart Construction''' ---- [[Course:Trend Analysis | Course#03]] '''-Trend Analysis''' ---- [[Course:Pattern Recognition | Course#04]] '''-Pattern Recognition''' ---- [[Course:Volume Studies | Course#05]] '''-Volume Studies''' ---- [[Course:Momentum Indicators | Course#06]] '''-Momentum Indicators''' ---- [[Course:Cycle Theory | Course#07]] '''-Cycle Theory''' ---- [[Course:Relating Sentiment to Supply/Demand & Contrary Opinion | Course#08]] '''-Relating Sentiment to Supply/Demand & Contrary Opinion''' ---- [[Course:Relative Strength | Course#09]] '''-Relative Strength''' ---- [[Course:Intermarket Analysis | Course#10]] '''-Intermarket Analysis''' ---- [[Course:Technical Analysis & Portfolio Management | Course#11]] '''-Technical Analysis & Portfolio Management''' ---- ---- {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #ffffee; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Technical Analysis Software Reviews |- | style="width: 50%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Free Software for Technical Analysis== *[[Review:iTrade|iTrade]] *[[Review:The Market Analysis System (MAS)|The Market Analysis System (MAS)]] *[[Review:RAPID|RAPID]] *[[Review:AIOTrade|AIOTrade]] *[[Review:Eclipse Trader|Eclipse Trader]] *[[Review:AIStockBot|AIStockBot]] | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | ==Not Free Software for Technical Analysis== *[[Review:Omega Research Trade Station 2000|Omega Research Trade Station 2000]] |} [[Category:Technical Analysis]] 10110 62904 2006-12-26T04:00:15Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Lesson 1}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Getting started with GarageBand</big></center> |- | style="width: 50%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center> [[Image:GarageBand icon.png|200px]]</center> ==Getting Started With GarageBand== GarageBand is very simple yet it produces professional quality sound. Best of all, GarageBand feels comfortable to use. Because GarageBand is so simple, some of the tools are hidden. You have to search a little to find all the tools that you need to create film scores. ==Software Instruments== To get started with GarageBand, we will concentrate on creating sounds made with "software instruments" which are computer programs inside your computer. 1. Start by selecting a new track and select "Software Instruments". Then select "Musical Typing" in the menu and learn how to create musical notes. 2. Then try recording your musical keystrokes by clicking on the record button. 3. Finally, try playing back your music by clicking on the rewind and then the play buttons. | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action stop.png|right|96px]] ==Keep it simple!== When you start with GarageBand, you will quickly want to use all the wonderful features of this program. <font color="orangered">DON'T</font>! ;[[Image:Crystal Clear action editdelete.png|24px]] (1) Apple Loops GarageBand comes with pre-recorded sound files called "Apple Loops". You can access the Apple Loops in the Loop Browser. Apple Loops are wonderful for creating songs and for creating background music for multimedia and event video. But Apple Loops are '''not''' ideal for filmmakers who want to score dramatic productions. For now, don't use Apple Loops. ;[[Image:Crystal Clear action editdelete.png|24px]] (2) Real Instruments GarageBand allows you to record audio using a microphone. Therefore, you can record someone playing musical instruments while watching the movie. Initially, I recommend that you use Software Instruments rather than real instruments recorded with a microphone. ;[[Image:Crystal Clear action editdelete.png|24px]] (3) Most tools for musicians GarageBand works with many of the basic tools of musicians. However, you do not need them to create musical sound effects. You do not need to set the Tempo, the Time Signature, or the Key. You can ignore them for now. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:GarageBand Musical Typing Menu.jpg]]</center> ==Using Musical Typing== ;The most useful feature of GarageBand :GarageBand allows you to use your computer keyboard as a substitute for a MIDI keyboard. Professional musicians would never do this because the computer keyboard is not velocity sensitive. But for filmmakers, the musical keyboard is wonderful. <center>[[Image:GarageBand Musical Typing.jpg|300px]]</center> ;Getting started :To use the musical typing keyboard, just select it from the menu. While it appears on the screen, you can use your Macintosh keyboard as a piano. ;Velocity :Look at the two keys marked Velocity. You can adjust the velocity with these two keys. ;Pitch :Look at the two keys which move you down or up an octave. You will use these keys alot. ;Sustain :The tab key works like the sustain pedal of a piano. This produces interesting sounds. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Velocity vs. Volume== ;Velocity is very much like volume When you increase the velocity, the sound gets louder. When you decrease the velocity, the sound gets softer. Therefore, people assume that velocity and volume are the same. In GarageBand, they are not! In GarageBand, when you increase the velocity, not only does the sound get louder, the sound has a much stronger sound. The best example of this is the software instrument for Guitar. ;Velocity equals "70" Here is a [[Media:Guitar sound velocity 70.ogg|Guitar sound at velocity of 70]]. As you would expect, the sound is faint. ;Velocity equals "100" Here is a [[Media:Guitar sound velocity 100.ogg|Guitar sound at velocity of 100]]. As you would expect, it is faint. ;Velocity equals "127" Here is a [[Media:Guitar sound velocity 127.ogg|Guitar sound at velocity of 127]]. At this velocity, the sound is very different. The sound is not just louder but now the guitar sounds like the string is being rubbed as well as plucked. ---- Note: If you have trouble playing OGG files on your computer, look at the instructions at [[w:Wikipedia:Media help (Ogg)|the Wikipedia help page for OGG files]]. Your instructor uses MPlayer to listen to OGG files. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Adding musical notes== ;The simplest way to add notes :To create music, click on record and record your keystrokes on the musical keyboard. ;The cut and paste way :Since I am a computer person, I like to cut and paste my music. Therefore, I prefer to use the pencil tool to add notes to the timeline. However, there are a few odd things you must understand befor you can do this. You can only draw notes in a region. A region can only be created when recording notes. Therefore, I record one note and then stop recoring notes. Then I use the pencil tool to add the notes I really want. It all seems unnatural to work this way but once you get used to it, there is no problem. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Working with computer programs== ;GarageBand has its quirks When you first begin working with a program like GarageBand, it never seems to work the way you want it to. Even though GarageBand is easy to use, it works in strange ways. The only solution is to learn how the programmers prefer to work. And when you get lost, just ask yourself, what would a computer nerd do in this situation. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have your computer and GarageBand and Jam Pack<nowiki>:</nowiki> Symphony Orchestra and you have learn how to use GarageBand, you are ready for your first assignment. You must create the "Sound of Fear". :* Page 5: [[Mad Max's - Assignments in Film Scoring | List of moods and actions for you to work on.]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10111 79393 2007-01-21T02:36:03Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} =Define topic= =[[Time management]]= =Note taking= =Library seaching= ==using library catalogues== ==How library indexing works== =Internet searching= [[Category:Education]] 10112 67618 2007-01-07T19:37:51Z JWSchmidt 20 [[Category:Assembly language]] HLL = High Level Language Code = Low level instructions PsuedoCode = Intuitive text , one for one with assembly . The 920T CPU is 1000 times easier to program than a PC . ARM 920T has a 32 bit instruction set , but also has a 16 bit "Thumb" set . Thumb has lacks like the leading 4 bits of conditional codes . However "Extended" Thumb is so "complete" it will do easier and faster code than 32 bit ARM . MacroAssemblers are belabored , need manuals . "Forth" HLL is intuitive , max leverage , only takes a few minutes to learn from an asssembly listing . I'll create a Forth G.U.I in time . Forth Primative command [ SEE MyProg ] disassembles the [ MyProg ].... if G.U.I. , you will see a Movie ...icons move about the LCD to show the action . 1) Port Forth to new H/W by creating a partial assembler that uses only the clever instructions . I386 has over 500 ! 2) Next create code frags ( aka "Primatives ") that allow assembly without using Forth assembler ( built in). 3) Use these primatives to create "midlevel" subroutines . Your application calls these MidLevels . Everything is in a dictionary that is searched to link the code . Apps link Midlevel , who link primatives , who link assmbly code . No forward references . No [Vocabs] , No STATE , No STACK . Prim's use a STACK , you cant . Forth has no STACK , uses modern data structures even at low level . Use one level hashing in the Dict' and MRU to build a faster search method . Users dont see a File/folder system , Forth manages all objects . No ObjectOrientedProgramming . All Objects have a header that allows fast search . Thus objects can be linked to the max . 1) Users can script , a 2) "booter" SU can boot/shut down only . 3) owner can do anything with his key . Multi-task : 1 ) prior' 1 device tells kernel what size time slice to give to Prior' 2 . Kernel calcs who gets time from this . 2) Hardware IRQ's are allways disabled . All code is reentrant , but why would you make such a mistake ! Learn better programming ! Thomas Lloyd Scott , worlds best systems programmer Code can easily be unrolled ( nix CALL/RETURN) for speed . [[Category:Assembly language]] 10118 59607 2006-12-18T03:44:47Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10119 76607 2007-01-15T20:18:03Z 199.233.178.253 The Visual Arts encompasses a wide variety of media, geographic locations, moments in history, and cannot be limited to a finite list. Below are some media that are traditionally considered "Visual Art." Feel free to add more! * [[Sculpture]] ** [[Found Object]] ** [[Relief]] ** [[Stone/Ceramic]] * [[Vector Drawing]] * [[Drawing]] * [[Painting]] **[[Oils]] **[[Watercolor]] **[[Acrylics]] **[[Gouache]] **[[Other]] [[Category:Art and Design]] 10121 51379 2006-12-04T15:34:09Z Renee Hobbs 1074 Description=girl with poster Source=own work Author=Renee Hobbs Date=2005-01-30 Permission=owner Description=girl with poster Source=own work Author=Renee Hobbs Date=2005-01-30 Permission=owner 10122 79440 2007-01-21T04:11:15Z Mu301 3705 /* References */ [[Image:Barnard33.jpg|thumb|right|330px]] Astronomers can gain an understanding of objects in the universe by studying them with a telescope. Observational astronomy is the process of collecting and analyzing data to learn about these objects. In this learning project a computer program will be used to view and study images taken with a telescope to learn basic concepts in astronomy. == Introduction == The activities in this learning project are based on the idea of learning by doing. You will learn about astronomy by going through the same process that an astronomer does to analyze data. As you follow the instructions in the activity you should also follow the links to related reading materials. A [[Wikiversity:learning projects|learning project]] is a collection of pages devoted to the Learning of a specific topic or family of topics; and, simultaneously, a group of people that use said pages to collaborate on a learning goal. This page is the start of a series of related activities that will be created here during the first half of 2007. Visit the [[/Planning|planning page]] to see some ideas on how this project might develop, and check back often to see the progress. There aew also new projects to [[/Supernova|observe supernova]] and study [[/Extrasolar planet|extrasolar planets]] which have just started. == Activities == A CCD imaging system is a type of digital camera that is very sensitive to the dim light from distant objects. The CCD camera is attached to a telescope and the images are stored on a computer where they can later be analyzed. Astronomical images are stored in a computer file format called [[w:FITS|FITS]]. These images can be opened and viewed by using computer software that understands this file format. === Browsing the sky === We will start by using a program called the [[w:Aladin Sky Atlas|Aladin Sky Atlas]] to retrieve images taken with a telescope and study them. *Open another window in your web browser by clicking on this link to the [http://aladin.u-strasbg.fr/AladinPreview Aladin previewer] program. *In the text box enter the name of the object that we are interested in studying. Type '''M101''' and then click the '''Plate view''' button. This image shows an area of the sky that includes a [[w:galaxy|galaxy]]. Where did this image come from? Aladin allows you to retrieve images from a number of different sources. This particular image was taken as part of the [[w:Palomar Sky Survey|Palomar Sky Survey]]. The galaxy is the small spiral shape near the upper left. The galaxy is much more distant then the individual bright stars in this view. To get a closer look at the galaxy lets take a look at a more magnified view. *In the Aladin window click on the '''back''' button to return to the search page. Then click on the '''Default image''' button to retrieve a closeup image of M101. A galaxy is composed of [[w:star|stars]] and the brighter parts of the image indicate places within the galaxy where there is a greater concentration of stars, for instance in the [[w:spiral galaxy|spiral arms]]. The common name for this object is the [[w:Pinwheel Galaxy|Pinwheel Galaxy]]. Astronomers also refer to it using a designation in an [[w:astronomical catalog|astronomical catalog]]. The Pinwheel Galaxy is number 101 in a [[w:Messier object|list of objects]] catalogued by astronomer [[w:Charles Messier|Charles Messier]]. *Now use Aladin to retrieve a color image of M101 by clicking on the '''RGB image''' button. The cameras used by astronomers only capture [[w:greyscale|greyscale]] images. To produce a color composite image requires taking seperate exposures through color filters - usually red, green and blue. The three exposures are then combined to produce a final color image. In the color image of M101 you can see that the three seperate exposures are not perfectly lined up which is why there is a purple border around the edge. *Click on the '''New query''' button in Aladin. Just below the search text box there is a list of examples. Retrieve images of some of the other galaxies listed such as the [[w:Triangulum Galaxy|Triangulum Pinwheel]] by clicking on '''M33'''. Take a look at [[b:Astronomy/Types of Galaxies|types of galaxies]] and [[w:Galaxy classification|galaxy classification]] as you look at the images. Try to classify each galaxy. Is it [[w:spiral galaxy|spiral]], [[w:elliptical galaxy|elliptical]], or [[w:Irregular galaxy|another type]]? === Creating color images === *Open another window in your web browser by clicking on this link to the [http://aladin.u-strasbg.fr/ Aladin Sky Atlas home page]. There are three different versions of the Aladin program. The version used in the first activity is the Aladin Previewer. The Previewer is a convenient tool for browsing images but it does not allow for editing the images. For this activity we will need to use the full version of Aladin. *To get started quickly just click on the [http://aladin.u-strasbg.fr/java/nph-aladin.pl Start Aladin applet] link to run Aladin in a browser window. (You can also [http://aladin.u-strasbg.fr/java/nph-aladin.pl?frame=downloading Download Aladin on your machine] and run the program from your desktop.) *Start Aladin and click on the '''Load...''' button. In the '''Server selector''' window click on '''SkyView'''. In the '''Target''' box enter '''M101''' and then choose '''POSS2 Red''' for the '''Survey'''. Click '''Submit'''. The image of M101 will now download and open in the Aladin multiview window. Notice that the image is displayed as a negative, ie. the bright stars appear black and the dark sky appears white. This is an image taken through a red filter. Next we will download a second image taken through a blue filter. *Go back to the '''Server selector''' window and choose '''POSS2 Blue''' for the '''Survey'''. Click '''Submit'''. You can now '''Close''' the '''Server selector''' window. We will now combine these two images to create a color composite. *In the Aladin multiview window click on the icon labeled '''rgb'''. In the '''RGB image generator''' window use the pulldown menu to select the images for each color. For '''Red''' choose the image name that begins '''Skw DSS2 Red'''. For '''Green''' leave it set to '''none'''. For '''Blue''' choose the image name that begins '''Skw DSS2 Blue'''. Click on the '''Create''' button. A third image will now appear in the Aladin multiview window. This type of image is called [[w:False-color|False-color]] because the colors do not exactly match what the human eye would see when looking through a telescope. ==Readings== Background information: * [[w:Observational astronomy]] * [[w:Telescope]] ==References== Additional helpful readings include: *[http://www.spacetelescope.org/projects/fits_liberator/improc.html Image processing introduction] *[http://hubblesite.org/gallery/behind_the_pictures/meaning_of_color/index.shtml Color in Hubble images] *[http://www.astro.ufl.edu/~oliver/ast3722/ast3722.htm Techniques of Observational Astronomy] [[Category:Astronomy]] [[Category:Astronomy Project]] [[Category:Learning activities]] 10123 51607 2006-12-05T01:14:44Z Rayc 57 Redirecting to [[One Laptop Per Teacher]] #REDIRECT [[One_Laptop_Per_Teacher]] 10127 51474 2006-12-04T19:16:53Z Robert Elliott 1436 Rough Draft This is the Mad Max courses in film scoring for non-musicians; namely filmmakers. 10128 77599 2007-01-17T05:37:32Z JWSchmidt 20 [[Category:Media]] In the filmmaking and music departments, there are courses that can all be grouped into a unit called Film Scoring. [[Category:Media]] 10131 68050 2007-01-08T05:14:37Z JWSchmidt 20 [[Category:One Laptop Per Teacher]] This is co-operative research work on a learning project for in-service technological training of teachers. This page contains the 10 page version of the cut-down 6 page version submitted for the real conference, SITE 2007. This is V0.34 --[[User:146.141.15.223|146.141.15.223]] 06:57, 15 December 2006 (UTC)--[[User:Ian Kennedy|Ian Kennedy]] 05:46, 12 December 2006 (UTC) ---- ---- '''One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training''' ---- ---- ''Ian Kennedy PhD PrEng *, Delia Pass Ed.D.**, Roxan Cadir***'' * *University of the Witwatersrand, Johannesburg, South Africa * ** Rutherford County Schools, USA * *** University Eduardo Mondlane, Maputo, Mozambique ---- '''Abstract''' <blockquote>The economy depends on education. A major problem exists with the quality of education in developing countries. The major problem lies in teacher education. ICT can provide an answer in delivering on-site education to teachers, but requires overcoming teacher resistance. One promising medium is the One Laptop Per Child (OLPC) when used by the teacher, and which is here called the ''One Laptop Per Teacher'' (OLPT). This paper proposes structure and content for in-service training of teachers in the use of OLPC, using the OLPT. The operation of the OLPC works with activities being the central concept; this is contrary to the MS Windows approach, where applications are the central concept. This and other differences must be conveyed to tutors, teachers and pupils. A key point with the OLPC is for pupils to build each other up by co-operating and collaborating using the mesh networking facilities built into the OLPC. So too, a key point is for teachers to build each other up by co-operating and collaborating using the Internet. The curriculum for the child is envisaged to be provided from three sources: the international teaching community co-op; the national and cultural norms of the country; the parochial quirks of the local community and environment. So too the curriculum for teaching teachers technology is provided from the same three sources. The paper concludes by pointing out that unless teachers (and their tutors!) become lifelong learners and embrace technology, their pupils will not. So the problem is really one of encouraging tutors of teachers to adapt to and adopt technology. It is recommended that a suitable phased introduction could follow the ARCS model: Attention, Relevance, Confidence, and Satisfaction. Towards this end, Wikiversity was used as the repository to keep the current master copy of material prepared by the community for the course (here called a Learning Project) for in-service teachers.</blockquote> '''Keywords:''' in-service teacher's training, professional development, Learning Project, Learning Group == Introduction == It is 2007. The moment has come in a rural school in Nigeria. The teacher whom the children call Fat Fingers (for she does have very fat fingers) has told the class of 39 they can now open their packages. As each member of the class receives one laptop per child (OLPC), the teacher keeps back the 40th laptop for herself. She experiences the excitement that her children experience as they open the packaging and try to solve the puzzle of how to open the latches to part the screen from the keyboard. But, she also experiences trepidation. Will she cope? Will her fingers manage to operate the keyboard with the smaller-than-usual pitch? Will the children still respect her now that she is no longer the source of all knowledge? What extra knowledge should she possess to help her pupils? Does this mean more work? This paper addresses the problem of introducing teachers to the One Laptop Per Child (OLPC). How can we best prepare tomorrow's teachers to use tomorrow's (2007's) technology? === Learning Projects in Learning Groups in an E-Learning Community=== In the [[Wikiversity | Wikiversity]], ''[[Wikiversity:Learning_projects| Learning Projects]]'' are the equivalent of what traditional universities call "courses" or "units". Learning Projects are relevant to achieving the particular goals of a ''[[Wikiversity:Learning#Learning_groups| Learning Group]]''. A learning project is a means for members of a Learning Group to advance their professional development through systematically following organized learning activities based around a key work-related theme. A learning project is over an extended period, and it is a considered, concerted, conscientious endeavour to master the material. It is composed of a course of closely related endeavours to help the individuals to master the material. A learning project is effectively a themed container for lessons. In scope it is might require about eight hours of work spread over half a year. In our context, a Learning Group is a group of in-service teachers who communicate and collaborate to form a virtual group for the purpose of professional peer education. The goal of joining a Learning Group is to help teachers to achieve their goals and objectives and to help them in [[Wikiversity:Learning|learning]] to live in this world that is changing so rapidly. The Learning Group typically meets on-line every week and the Learning Group provides teachers with an opportunity for mutual support and challenge. It is the reminder that they are not alone in their endeavours to advance professionally. In the lonely night as each teacher studies, with the room lit only by the light of the OLPT screen, each teacher can be comforted by the thought of that self-same light lighting up countless similar rooms. Wikiversity is one example of a [[Wikiversity:Learning_community|Learning Community]]. A learning community is a group of people and hopefuly at least one educator who are motivated by common vision and volition, and who for a period are engaged in the pursuit of acquiring knowledge, abilities, and changing attitudes. A learning community is characterized by active teaching and learning, collaboration, belonging, shared decision making, and a strong sense of democratic participation. According to Wikiversity itself, in the policy proposal document [[Wikiversity:What_Wikiversity_is_not|What_Wikiversity_is_not]], Wikiversity "is a university in the sense of a transnational community of teachers, learners, and researchers ... dedicated to lifelong learning." === In-service learning projects for teachers === In our case, the '''group''' is composed of in-service teachers, and their '''goal''' is to learn how to introduce OLPCs into the class and make the best use of them. (We avoid the use of the word classroom, as the class may be held under "the tree". (See Figure 1.) The in-service teachers are supported by material provided under the learning project [[http://en.wikiversity.org/wiki/Collaborate_and_Create_In-service]], and as part of preparing this paper, the authors have created a framework for the material that will be provided in the learning group collaborative [[http://en.wikiversity.org/wiki/Collaborate_and_Create_In-service]]. The repository has been called "Collaborate and Create In-Service", and this Learning Project [http://en.wikiversity.org/wiki/Learning_project] is located at Wikiversity. This measure provides free hosting, and enables the worldwide community to contribute to the learning project. == Review of Teacher Training Literature == This section dips into history to establish precedents and parallels from which we can learn. === An initial warning === Ehrmann (ca 1991) [http://www.tltgroup.org/resources/Flashlight/AskingRightQuestion.htm] warns us of the importance of asking the right questions. "It takes just as much effort to answer a useless question as a useful one." So we take care to pose a useful question. Our useful question is: How does the introduction of One Laptop Per Child (OLPC) impact on the way we teach teachers? === A good basic approach === Chickering & Ehrmann (1996) [http://www.tltgroup.org/programs/seven.html]speak about higher education. We are interested in developing the teacher as a professional. For the school environment, we paraphrase them. A Good Practice will: #Encourage contacts between children and teachers #Develop reciprocity and cooperation among children #Use active learning techniques #Give prompt feedback #Emphasize time on task #Communicate high expectations #Respect diverse talents and ways of learning. We believe that teaching with the OLPC can follow these practices and that learning with the OLPT should also follow these practices. Ehman ''et al.'' (2002) believe: "Important factors include classroom-based curriculum projects, teacher choice, systematic reflection on practice, reports by teachers of their work to other professionals, and impact by teachers on others in their schools." Surely today these are still valid factors in ensuring the success of in-service training of teachers in technology? The authors Moursund, D and Bielefeldt, T. (1999) ask," Will new teachers be prepared to teach in a digital age?" http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/5a/3c.pdf Most institutions had IT available in K-12 classrooms for student teaching, but IT was not used routinely during field experiences. With the OLPC, this changes things completely, as the OLPC is highly portable. It is designed to be lightweight, small, robust, rugged with a long battery life. Thus it is eminently suitable for field expeditions. By the same token, the OLPT is ideal for the teacher to take home, to school and into the field. For example, the teacher can use it to gather photographs of the neighbourhood of the teacher for inclusion in the local lesson plan. === The vision has come to pass === The major prophet in the field is the visionary Pappert (1993), whose wonderful vision for a OLPC is only coming true and being vindicated as this paper is being written: [Pappert (1993) The Children's Machine: Rethinking School in the Age of the Computer. New York, NY: BasicBooks,] In this book, Papert looked back over a decade during which American schools acquired more than three million computers and assessed the progress and resistance to progress. He was able to give stories about visionary teachers who had used computers to enrich learning which provided a glimpse of their potential, but the school as an institution resisted. The school only regarded Technology as an add-on to a preconceived system of education. His book was particularly critical of the schools' way of isolating the computer in a separate room where computer literacy becomes just another subject, or computer-aided instruction was used as a new technology for teaching the same old curriculum. In his proposed vision, the computer will be as much part of all learning as the pencil and the book were in the past. With the new OLPC, children will now master areas of knowledge that were inaccessible. Self-directed work will allow children to adopt an unprecedented diversity of learning styles and there is now the opportunity for pupils to learn to take charge of their own learning. So too, the OLPT provides a heaven-sent opportunity for teachers to follow their own learning styles and to seize the opportunity to take charge of their own learning. == Further information on the topic of teacher training in technology == Further information on the topic of teacher training in technology is easily accessible from Google's Scholar by feeding it the three keywords. [http://scholar.google.com/scholar?sourceid=Mozilla-search&q=Teacher+Training+Technology] and from ERIC: [[http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=Teacher+Training+Technology&ERICExtSearch_SearchType_0=kw&_pageLabel=ERICSearchResult&newSearch=true&rnd=0&searchtype=basic&sourceid=Mozilla-search]] A key author in the field is Brush (2003) [[http://scholar.google.com/scholar?hl=en&lr=&safe=off&cites=5934926467097115208&oi=qs&q=author:t-brush]], who identified problem areas as being in pre-service and in-service training as well as at teacher's education colleges where the tutors taught without exemplary technological practice. Pre-service practicals by teachers present a good opportunity for intervention, but affect only the fresh intake. == The OLPC == Although pupils might use mainly Microsoft products in the commercial world, we are not a technical training school for commerce. The whole idea is to make an OLPC that "pays nobody no royalties and nobody no profit-margins" to make it affordable. A "WIntel" machine will cost $400, meaning that we would instead have to share one "WIntel" laptop among 4 children. Initially, the OLPC project is aimed at rural communities in less affluent countries. (Each participating country can only participate if they agree to buy a minimum of 1 million OLPCs). Obviously urban shack-dwellers and rural private schools do exist, but as the OLPC project does not concentrate on these, we just mention them in passing. We do realize that there should be benefits of this study to teachers in these circumstances, because teachers there can tap into the same international resources. We assume that we do want to teach teachers how to use the technology e.g., the hardware, the software such as the operating system, the networking and multi-media facilities (possibly with some face-to-face lectures?). We propound therefore the need to develop a generic course. The course will be online and be downloadable or can be put onto an SD card and carried around. We realize in the big picture that material for the child / teacher can be categorized into three segments: what is an unquestionable international common core of knowledge; the national and cultural aspects that are peculiar to each country; the parochial peculiarities of each local community. The curriculum for the child is envisaged to be provided from three associated sources: the co-operative effort of the international teaching community; the national and cultural repositories of the country; the parochial quirks of the local community and local environment. So too, the curriculum for teaching teachers about technology is provided from the same three sources. == Delimitations of this work == This paper prepares the framework for a course, but deliberately stops short of completing this course and steps back so that the community can step in. The benefit of this work is that it lays the foundations for teachers to be taught the technology to enable them to use this technology to teach any subject in any area of learning. This includes: * How to find data on the Web * How to download data * How to communicate with other teachers (e.g. by Voice over IP, E-mail) * How to present data (e.g. using freeware substitute programs for Microsoft Word / Excel / Powerpoint) We have made the following deliberate delimitations in order to limit the ambit of this work: *The material we consider will be material for the training of qualified teachers (i.e. it covers in-service training only). We realize that the number of qualified teachers is different in developed, developing and under-developed countries. * We have concentrated on in-service training of teachers to give our paper focus, but realize that there should be benefits of this study to teachers on campus, because students there can tap into the same international resources. *A obvious corollary in order to make any progress is that we have to make the following assumptions: We assume the target teachers already have acquired the required knowledge about learning theory etc. and that they can actually teach. == Method == This section analyses and catalogues teaching plans with a view towards inclusion in in-service teacher technology training, analyses the wants and needs of in-service teachers, and then proposes the OLPC be populated with learning projects for the in-service teacher to use, and prepares a framework for such training tomorrow's teachers in tomorrow's technology. === An analysis and cataloguing of in-service teacher technology training === A Web search has revealed a wealth of teaching plans that are available (even for teaching the teacher!). So one contribution of the paper is to map out their existence and prepare a meta-analysis of their structure and fields. A key point is that we need to get the teacher actively involved successively through: 1. Using stock lesson plans 2. Learning from this what goes into a lesson plan 3. Modifying someone else's lesson plan 4. Researching, Preparing, Testing and Debugging the teacher's own lesson plan 5. Contributing it to the community. '''An important early lesson plan is a lesson plan in making lesson plans!''' Other lesson plans of importance include: *Teacher's guide to the OLPC (self-study) *Child's guide to the OLPC *Photography *Audio recording *Introduction to wikis [http://en.wikiversity.org/wiki/Introduction_to_Wiki] *Learning to learn a wiki way [http://en.wikiversity.org/wiki/Learning_to_learn_a_wiki_way] *Scholarship [http://en.wikiversity.org/wiki/Wikiversity_scholarship] *Citing sources [http://en.wikiversity.org/wiki/Wikiversity:Cite_sources] *If you have one, give one (lesson plan); If you need one, take two hundred. === Repeatedly using the 80:20 principle to identify the major problem in teacher training === Using the 80:20 principle, we reason that since the majority of teachers are already in the system, and the majority are reluctant, the focus of integrating interventions should be aimed at this target group. As they may be over-worked, fully occupied, part-time workers or disinterested, it necessary to get the interventions out to the in-service teachers. Because of limitations in resources, digital delivery seems to be mandated. === Case study: The problem on-the-ground in Mozambique === This sub-section gives a shocking summary of the extreme numbers and the situation on the ground in a specimen country, Mozambique. It is based on work done by Cadir (2006). Primary education schools have the largest enrolment. Primary school teachers are formally trained after a minimum formal education, completed in specialized centres located in a few main places in the country. After this formal training the teachers are left alone completely at their appointed locations with no further training. Re-training or even a complementary training of the teachers represents a huge financial burden to the ministry of education and is unsustainable for the current state of the economy. The effect of the financial burden can be seen in Figure 1 and Figure 2, which present extreme conditions of classes and classrooms. Classes are dogged by large enrolment numbers, multiple sessions, part-time and inadequately trained teachers, and inadequate classrooms. [[Image:Crowded.jpg]] '''Figure 1:''' Teaching in a crowded, non-conventionally built classroom in Cabo-Delgado province of Mozambique During the turbulent war (which ended in 1992), more than half of the schools were destroyed. Even with substantial efforts by the government to build new schools and provide education to all members of the population, there are still many children studying under very poor conditions or even under a tree as shown in Figure 2. [[Image:UnderTheTree.jpg]] '''Figure 2:''' A teacher teaching his class in Mozambique under the tree (no classroom) Most of the schools lacks on resources like water and electricity. The problem is worse in rural areas, as can be seen in the figure, where the students have to attend classes under a tree. The water supply to the school is considered vital input for the welfare of pupils and teachers. In one of the most populated provinces of Mozambique, viz. Zambezia, the water is supplied only to 13% of the existing schools. The student / teacher ratio reaches stunning values in average of 69 for rural areas and 57 in urban areas. Electricity is of great importance for the efficient resource operation of a school. Often night shift classes reuse existing classrooms and teachers. In Zambezia province, the percentage of schools with a supply of electricity is only 6%, and almost one fifth of those with electricity have a solar panel as the source of electricity. Therefore, any training strategy to be adopted for teachers in rural areas should take these vital factors into account. The automatic assumption that Web access will be available to every child is as flawed as are the assumptions of solid classroom walls, running water and a stable electricity supply. Field research has shown that there are some distance training methods which covers certain parts of the country but these are limited to printed materials, which are delivered to the schools. Once a year a group of examiners go to the schools to evaluate the learning progress. Rarely have other technologies such CDs, radio, or video tapes been used. Since IT and computer education programs have been slowly introduced into teachers training institutions and a project initiated to connect all schools nationwide to the Internet and e-learning programs, there seems to be a promise for providing continuous training for in-service teachers. Widespread deployment of ICT is seen as the only solution to rapidly improve the quality of education and related outcomes. === What teachers want and need today in in-service technology training === It is not enough to simply provide student access to technology in schools. Instead, a quality-learning environment in which these technologies are used must be implemented, and this environment must begin with the teachers. Involving the teacher from the beginning helps the teacher to "buy-in" to the concept. Thus it is important to investigate what teachers ''want'' in technology training, as plans to integrate technology for learning often fail (Cuban, Kirkpatrick, & Peck, 2001)<ref>CUBAN</ref>. Teachers want resources to integrate technology into the classroom that are easy to use and readily accessible. Training should be on-site with continuing support by experts and training must not be complicated or time consuming to develop and implement. These ''wants'' are at odds with the provision of teacher training using pure distance education. To be successful, continuing teacher professional development to integrate technology ''need'' best-practices that will promote teacher self-efficacy and positive attitudes about computers, collaborative learning, and building proficiency in technology through hands-on experience. Empirical studies have demonstrated that employing these activities does encourage technology integration. So many school reform initiatives actively involve teachers in the '''design''', '''cooperative planning''' of student lessons, and provide '''sustained support''' to ensure that the changes become part of teachers’ daily routines. (Cuban, Kirkpatrick, & Peck, 2001)<ref>CUBAN</ref>. These ''needs'' are not at odds with the provision of teacher training using pure distance education. A study by Mills and Tincher (2003) addresses the needs for provision of technology professional development activities which focus on instructional strategies and methods to ''integrate'' technology into student learning rather than on activities to increase ''skills'' in using computer hardware and software applications. We must not train ''operators'', but must train students to be ''users'' of technology. Their study found that integration skills must be embedded in the operations training and demonstrated that the characteristics delineating differences among the teachers were more sharply defined by those who were novice users than those who were facilitators and integrators of classroom technology. The study showed that teachers ''were'' progressing toward expertise in technology integration knowledge and skills (Mills & Tincher, 2003), and concluded that through the establishment of a well-defined set of pedagogical standards and indicators, higher levels of technology integration in classrooms can be identified and achieved. The lesson to us is that clear standards are essential. When teachers know how to use and actually do use technology, the potential for student learning is increased. The author's recommend further research to examine how teachers develop expert teaching practices with technology in ways which encourage the integrating use of technology by students. The time is now just right to start research into how the OLPC becomes integrated by the children into their learning activities. === Proposing One Laptop Per Teacher as a solution === The One Laptop Per Teacher (OLPT) is an OLPC, but is additionally loaded with content for teaching the teacher how to teach with the OLPC. Since it is functionally like the OLPC, it provides an ideal means for the teacher to learn how to teach children to use the OPLC. The OLPT is not an alternative to a whole classroom of OLPCs, but a simultaneously delivered adjunt to them. If the teacher can discover that the OLPT can help the teacher with administration, this might be enough motivation for the teacher to investigate other ways to use the OLPT. As the smallest example, it can be used to record the attendance and grades of the children. In the bigger picture, the OLPT can be used to download fresh HTML, PNG, Audio, MPEG clips and associated driving computer programs via wi-fi to the OLPCs on a daily, weekly, term or annual or on an ''ad hoc'' basis as appropriate. (It is a happy accident that the mesh network that interconnects the OLPCs uses a protocol that is known as an ''ad hoc'' networking protocol.) The OLPC (and by extension the OLPT, is an "eBook" and an "encyclopedia". The OLPT is a "tape-recorder", "music player", "story teller", "camera", "video recorder", "video player", "mirror", "typewriter", "word-processor", "typesetter", "game console", "drawing board", "notebook", "diary", "calendar", "clock", "calculator", "collaborator", "class and mark register", "communicator", "educator". It is obviously not just an attendance register. Lessons, homework, assignments and school newsletters and school reports are downloaded from the OLPT to the OLPCs. In the reverse direction, the OLPCs upload the completed homework and assignments to the OLPT, leading to a virtual paperless administration. Of all the OLPCs, only the OLPTs are likely to have all three USB ports used simultaneously, e.g. flash key-disk, printer, and modem. Physically then, the only requirement to turn an OLPC into an OLPT is to augment its memory with a flash-memory key-disk. The next most important peripheral developed for the OLPT will be the low-cost USB data projector, as the laptop purposely does not have VGA port. In general, the targeted children are from developing countries or part of rural and poor communities. They will not have dial-up or any other Web access from home, but may be lucky to have the ability to download from the Web via the OLPT at school. The OLPC has 1/2 Gigabyte of flash memory and will sometimes be networked to the Web at school, from where downloads can be made. Not all of the 1/2 Gigabyte of flash memory will be available for "user data", because the start-up program, operating and filing system, and programs such as the browser, compression software and the ''ad hoc'' networking software will all need part of the memory budget to make a functional computer. === Syllabus, Content and Learning Material for training tomorrow's teachers in tomorrow's technology === This sub-section prepares a framework for delivering distance education about the OLPC through the medium of the OLPT. This work stops short of providing the entire content, as we believe that this should be accomplished through teacher collaboration as part of the Learning Project. The interventions are envisaged to be delivered in the wrapping of a Learning Project. The framework for [[Wikiversity:Learning_materials|Learning materials]] is made up of the following components: *Study plan *Study guide *Study timetable *Links to Lessons *Assessment (Successful uploading of an original Lesson Plan to Wikiversity) The study plan and study guide will consist of lessons provided to OLPT participants in a usable format depending on location and immediate resources. A timetable for developing and implementing lessons based upon the individual teaching curriculum of teachers who are involved in the project will be outlined in a distance learning format. On-line resources will contain information for the development and dissemination of completed lessons to share with other teachers and for student access (when Internet is available). This on-line resource may be updated to users who do not have Internet access on a timely basis. Professional development websites created for teachers to use as resources for developing technology-rich lessons may be shared among the teaching community. For example, the grade level section posted on The Learning Page disseminates teacher-created lessons using Internet resources that are of a reasonable length for students K-5: Teacher created grade level lessons: http://www.cge.rcs.k12.tn.us/TLP/grade_levels.htm [http://www.cge.rcs.k12.tn.us/TLP/grade_levels.htm] The Collaborate and Create website is a resource for teachers to use to learn to develop lessons based on their specific curriculum using Internet resources as a source of information. The Collaborate and Create website focuses on blended learning by providing a resource for teachers aligned with a hands-on in-service training within our school, but this information may be accessed by teachers for on-line learning and training purposes. Teacher Resource website: http://www.cge.rcs.k12.tn.us/CollaborateCreate.htm [http://www.cge.rcs.k12.tn.us/CollaborateCreate.htm] The Learning Page website is a student resource of themes and lessons developed by teachers in a collaborative process that includes a hands-on in-service and access to the on-line resource website, Collaborate and Create. The teacher-created student lessons are disseminated through e-mail, but has the potential to be developed and maintained as an on-line distance learning resource. Student resource The Learning Page website: http://www.cge.rcs.k12.tn.us/TLP/index.htm [http://www.cge.rcs.k12.tn.us/TLP/index.htm] The Learning Project will contain a framework that includes an outline for developing technology-rich lessons for teachers to access with students online. This project, [[Collaborate and Create]], will be a resource for teachers to learn how to develop and implement computer technology lessons with their students, and will include examples, lessons, and Internet resources. This learning project, Collaborate and Create, is in the developmental stages, beginning with an outline for learning. [[Collaborate and Create In-service]] *Downloadable key references *Annotated Bookmarks ** e.g. Major lesson plan sites, here arbitrarily arranged according to the length of the URL: *** http://lessonplan101.com/[[http://lessonplan101.com/]] *** http://www.lessonplans.org/[[http://www.lessonplans.org/]] NB *** http://www.lessonplanz.com/[[http://www.lessonplanz.com/]] *** http://school.discovery.com/lessonplans/[[http://school.discovery.com/lessonplans/]] *** http://atozteacherstuff.com/Lesson_Plans/[[http://atozteacherstuff.com/Lesson_Plans/]] *** http://www.lessonplanspage.com/index.html[[http://www.lessonplanspage.com/index.html]] *** http://www.cbv.ns.ca/sstudies/english/eng.html[[http://www.cbv.ns.ca/sstudies/english/eng.html ]] *** http://www.teach-nology.com/teachers/lesson_plans/[[http://www.teach-nology.com/teachers/lesson_plans/ ]] *** http://www.getworksheets.com/samples/lessonplans/index.html[[http://www.getworksheets.com/samples/lessonplans/index.html ]] == Conclusion == A revolution in teaching the child requires a revolution in the way teachers learn and that in turn requires a revolution in the way that tutors teach teachers. Involving the teacher from the beginning is a must as it helps the teacher to "buy-in" to the concept. A Web search has revealed a wealth of teaching plans that are available (even for teaching the teacher). One contribution of this paper was that it mapped out the existence of the teaching plans and prepared a meta-analysis of their structure and fields. Specimens of teaching plans and their URLs have been noted. A key point is that we need to get the teacher actively involved successively through a staged process which ends with the teacher contributing to the community. So an important early lesson plan is a lesson plan in making lesson plans. This paper has recommended in the body, other lesson plans of importance. == Recommendations == Further work should be undertaken to populate the OLPT with course material for the teacher to use learn. It is recommended that a suitable phased introduction could follow the ARCS model: Attention, Relevance, Confidence, and Satisfaction. This paper is also a call for participation in populating the framework we have proposed and set up at Wikiversity [http://en.wikiversity.org/wiki/OLPT] Materials put there can be roughly translated from English by Altavista's Babelfish or Google's Translate services, but need polishing by native speakers before use by speakers of other languages. == Acknowledgements == The authors wish to recognise useful early discussions with Mary Metcalfe, Gavin Marchant and Rex Van Olst. Thank you. == References == *Brush T. ''et al.'' (2003) Integrating Technology in a Field-Based Teacher Training Program: The PT3@ASU Project. ''Educational Technology Research and Development,'' '''51'''(1)57-73. [http://pt3.ed.asu.edu/docs/5101-05.pdf] *Cadir, R. A., (2006) An e-learning model for nationwide primary school teachers' continuous training in Mozambique. MSc. Diss., The University of Liverpool. (Submitted). *Chickering, A. & Ehrmann, S.C., (1996) Implementing the Seven Principles: Technology as Lever, ''AAHE Bulletin'', October, 3-6. [http://www.tltgroup.org/programs/seven.html] *Cuban, L., Kirkpatrick, H., & Peck, C. (2001) High access and low use of technologies in high school classrooms: Explaining an apparent paradox. ''American Educational Research Journal,'' '''38'''(4), 813-834. [http://faculty.ed.uiuc.edu/m-osbor/507SE06/cubantech.pdf] *Erhmann, S.C.(ca 1991) Asking the Right Question: What Does Research Tell Us About Technology and Higher Learning? [http://www.tltgroup.org/resources/Flashlight/AskingRightQuestion.htm] *Ehman (''stet''), L., Bonk, C., Keller, J., & Lynch, L. Y. (2002) A model of teacher professional development to support technology integration. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans. [http://www.indiana.edu/~tickit/infocenter/pdf/model.pdf] *Mills, S. C., & Tincher, R. C. (2003) Be the technology: a developmental model for evaluating technology integration. ''Journal of Research on Technology in Education,'' '''35'''(3), 382-410. *{{wikiversity|1}} [[Wikiversity:Main_Page]] http://en.wikiversity.org/wiki/Wikiversity:Main_Page === Possible additional references === *[http://en.wikibooks.org/wiki/TeachersToolbox] *[http://www.pt3.org/] *Self-citations to authors' relevant supporting works e.g.: Pass, D. (2006). Collaborate and Create: Computer Technology Integration in the Elementary Classroom. In T. Reeves & S. Yamashita (Eds.), ''Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006'' 2292-2299. Chesapeake, VA: AACE. === OLPC (and therefore OLPT) Design philosophy references === Activity basis, not Apps [http://wiki.laptop.org/go/OLPC_Human_Interface_Guidelines/Design_Fundamentals] OLPC Human Interface Guidelines/Core Ideas: [http://wiki.laptop.org/go/OLPC_Human_Interface_Guidelines/Core_Ideas] OLPC Human Interface Guidelines/Activities: [http://wiki.laptop.org/go/OLPC_Human_Interface_Guidelines/Activities] Ubuntu: [http://wiki.laptop.org/go/OLPC_Human_Interface_Guidelines/The_Laptop_Experience] Sugar, the core of the OLPC Human Interface: [http://wiki.laptop.org/go/Sugar] == Books == Jamie McKenzie, How Teachers Learn Technology Best. [http://www.fno.org/mar01/howlearn.html] ---- ---- [[Category:Papers]] [[Category:One Laptop Per Teacher]] 10133 77324 2007-01-16T23:03:01Z JWSchmidt 20 format Welcome to the Wikiversity content development project for '''time'''. ==Department description== Participants in content development project create, organize, and develop learning resources about time. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... ===science and time=== Learning resources for exploration of how scientific studies have resulted in altered human concepts of time. *[[Age of the Earth]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Time]] 10134 79121 2007-01-20T17:50:52Z Mystictim 626 added [[Category:Learning activities]] [[Image:Rotating earth (small).gif|frame|right]] This is a learning project for exploration of scientific methods that have been used to measure the age of the Earth. ==Background== [[Image:Galileo-sustermans.jpg|thumb|right|"I do not feel obliged to believe that the same God who has endowed us with senses, reason, and intellect has intended us to forgo their use and by some other means to give us knowledge which we can attain by them." - Galileo Galilei]] Until the [[w:Scientific revolution|Scientific revolution]] there was no way for people to systematically explore the age of the Earth. People in some cultures imagined that the Earth was very old (maybe even infinitely old) and others imagined that it was young, possibly only a few thousand years old. Even after modern science began to develop in Western Europe, exploration of topics such as the age of the Earth was inhibited by cultural momentum. When [[w:Galileo Galilei|Galileo]] was led by his astronomical observations to "radical" ideas such as the Earth moving around the Sun, he was ordered to abandon his heliocentric ideas. This religiously-motivated ban on advocacy of heliocentrism lasted more than 100 years. Ernst Mayr suggested that new discoveries such as recognition by astronomers of the large distance to the stars was important in allowing Europeans to begin to think about both vast space and long durations of time<ref>''[[w:The Growth of Biological Thought|The Growth of Biological Thought]]: Diversity, Evolution and Inheritance'' by [[w:Ernst Mayr|Ernst Mayr]]. Chapters 7 and 10. (1982) Harvard University Press. ISBN 0-674-36446-5</ref>. In response to astronomical observations made using telescopes, some philosophers such as [[w:Immanuel Kant|Immanuel Kant]] (1755, ''[[w:Universal Natural History and Theory of Heaven|Universal Natural History and Theory of Heaven]]'') eventually began to discuss cosmological theories in which the universe might have "infinite extent, both in space and time". ===study project=== Which cultures around the world have favored either short or long ages for the Earth? ==Geology== [[Image:Limestone on shale.jpg|thumb|right|300px|Layers of [[w:Limestone|limestone]] and [[w:Shale|shale]] that date to nearly half a billion years old ([[w:Ordovician|Ordovician]]).]] During the 1700s [[w:Geology#History|geologists]] began to interpret evidence such as sedimentary rock strata as being consistent with vast periods of time during which erosion produced layers of sediments that were compacted into rock. [[w:Georges-Louis Leclerc, Comte de Buffon|Buffon]] thought it likely that the Earth was hundreds of thousands of years old, but such estimates were based on indirect arguments linking observations of recent geological processes to interpretations of observable rock strata. ===study project=== What are the deepest known sedimentary rocks? ==Biology== [[Image:Trilobite1.jpg|thumb|left|[[w:Trilobite|Trilobites]] existed on Earth for several hundred million years.]] Along with careful analysis of sedimentary rock strata came recognition that different types of fossil organisms are found in the various rock strata. [[w:Charles Darwin|Charles Darwin]]'s intuitions about the time required for biological evolution made him comfortable with an interpretation of the geological evidence consistent with Earth being billions of years old. ===study project=== When were the first microscopic fossils recognized? ==Physics== In Darwin's time, physical scientists such as [[w:William Thomson, 1st Baron Kelvin|William Thomson]] performed calculations on physical processes such as the cooling of the Earth and the burning of chemical fuel by the sun. They concluded that the Earth might only be tens of millions of years old. These estimates, based on seemingly irrefutable physical principles deeply troubled Darwin. How could the geological record and a gradual evolution of the great diversity of living organisms be made compatible with such a young age for the Earth? [[w:Marie Curie|Marie Curie]] and her collaborators eventually discovered radioactivity. Radioactivity provides a source of heat for the Earth that was unknown during Darwin's life time. [[w:Nuclear fusion|Nuclear fusion]] was eventually recognized as a natural energy source that could keep the sun burning far longer than any chemical fuel. ===study project=== Assume that the Sun is made of coal. Estimate how much longer the Sun could burn at its current rate of energy release. ==Radiometric dating== [[Image:Radiometricdatingmineral.png|thumb|right|400px|For Uranium-238 the half life is 4.5 billion years]] [[w:Radiometric dating|Radiometric dating]] makes use of the existence of [[w:radioisotope|radioisotopes]]. An example of a useful radioisotope for dating very old rocks is [[w:Uranium-lead dating|uranium]]. [[w:Isotopes of uranium|Uranium-238]] is the most common isotope of uranium, accounting for more than 99% of uranium atoms in rocks on Earth. Uranium-238 nuclei are not stable: uranium-238 has a half life of about 4.5 billion years. Uranium-238 decays to lead-206. There are some minerals such as [[w:Zircon|zircon]] which incorporate uranium but not lead. Most of the lead found in zircon comes from decay of uranium, so a determination of the ratio of uranium to lead allows estimation of the age of zircon-containing rock. This method was used as early as 1907 by [[w:Bertram Boltwood|Bertram Boltwood]], who found that some Earth rocks appeared to be well over a billion years old. ===Nucleosynthesis and the age of the universe=== Since the best estimates of the age of the Earth come from studies using radiometric dating, it is worth asking where radioactive isotopes such as uranium-238 come from. Cosmologists estimate that the universe is about 14 billion years old (see: [[w:Age of the universe|age of the universe]]). About 14 billion years ago, most of the atoms of our universe formed and have remain unchanged as hydrogen and helium atoms. Most heavier atoms such as uranium apparently formed inside stars during the past 14 billion years (see: [[w:Supernova nucleosynthesis|Supernova nucleosynthesis]]). [[w:Nucleosynthesis|Nucleosynthesis]] of uranium inside stars was followed by release of that uranium when [[w:Supernova|stars exploded]]. The Sun is classified as a [[w:Stellar population#Population I stars|third generation star]] because of its relatively large amount of high atomic number atoms. The vast majority of atoms in the universe are hydrogen atoms. Stars such as the Sun fuse hydrogen atoms and produce helium atoms. An estimate of the age of the Sun can be made based on the ratios hydrogen and helium. The large amount of helium in the Sun (about 25%) is consistent with the solar system being several billion years old. ====Study project==== At the current rate of hydrogen --> helium fusion, how long will it take to increase the helium content of the Sun from 25% to 50%? ===Limitations on the use of radiometric dating of Earth rocks=== There are some serious limitations on the use of radiometric dating of Earth rocks as a way to estimate the age of the Earth. There may have been an extended period of time during which the Earth existed without solid minerals and rocks. It is widely assumed that when the Earth was young it was too hot to allow formation of a solid crust. Estimation of the age of the Earth by radiometric dating of Earth rocks relies on the formation of minerals under relatively cool conditions and the persistence of those minerals at cool temperatures until the time they are processed for radiometric dating. An additional problem is that the Earth remains geologically active. Rocks and minerals near the surface of the Earth are at risk of being subjected to [[w:Subduction|subduction]], heating and removal of any once accessible radiometric record of the past. Does it matter if we can precisely date the Earth? One reason to try to find and date the oldest rocks is to compare when they formed to the age of the rocks with the oldest [[w:fossil|fossils]]. ===Radiometric dating of meteorites=== When the [[w:Solar System|solar system]] formed, mineral condensations formed in space millions of years before the Sun ignited. [[w:Meteorite|Meteorites]] have been dated by radiometric methods, providing estimates of how long ago the Earth probably began to form by a process of [[w:Accretion (astrophysics)|accretion]]. ==Reading== *[[w:Age of the Earth|Age of the Earth]] - Wikipedia article (needs more citations to good sources) *''The Age of the Earth'' by [[w:Brent Dalrymple|Brent Dalrymple]]. Stanford University Press 1994. ISBN 0804723311 *''Bursting the Limits of Time'' by Martin J. S. Rudwick. University of Chicago Press 2005. ISBN 0-226-73111-1 ==References== <references/> ==Activities== *Develop [[b:Geology]] ==See also== *[[Topic:Time]] *[[Radioactivity]] ==External links== *[[w:Age of the Earth|Age of the Earth]] - Wikipedia article [[Category:Time]]|[[Category:Learning activities]] 10135 76085 2007-01-15T00:42:25Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ format Welcome to the Wikiversity '''Center for Cardiovascular Fitness'''. ==Introduction== The Center for Cardiovascular Fitness is a Wikiversity content development project where participants create, organize and develop learning resources for cardiovascular fitness. These resources are meant to educate participants in the ways of cardiovascular exercise. That is, any exercise that heavily involves the use of the heart and lungs. Participants will be introduced to the various types of cardiovascular exercise, from the broad to the slim, so to speak. Cardiovascular exercise is '''very''' important to maintaining a healthy lifestyle, but as always, if you don't adhere to a proper nutrional diet it will not be as effective. Students are encouraged to add their names to the rosters and participate in discussions, as well as contribute information. Remember, be '''bold'''! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Cardiovascular Fitness]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Practical Human Life]] 10136 51541 2006-12-04T21:22:09Z JWSchmidt 20 subcategorize [[Category:Science]] 10137 75702 2007-01-14T08:52:26Z Historybuff 5228 {{Navigation:Topic:Software_testing|Kurs}} __TOC__ ==intro== Hello everybody, on this page we will show results that we observed during the course. ==English Wikipedia: few articles on design techniques from category white box testing== As stated in this article: [http://academia.wikia.com/wiki/Journal_of_Computer_Science_and_Software_Engineering:Software_testing:White_box_design_techniques Software testing:White box design techniques], there is need for more white box testing articles in Wikipedia and/or other Wiki projects. Please have a look and try to help. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 21:33, 4 December 2006 (UTC) [[de:Kurs:Software-Test/Ergebnisse]] [[Category:Computer Science Courses|Computer Science Courses]] 10139 51571 2006-12-04T22:54:17Z Heltec 3202 edited again Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description of class. ==Lessons== #List of lessons in order (Introduction -> Basic Lessons -> Advanced Lessons) ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the graphics boilerplate, by doing <nowiki>{{subst:School:Graphics/topic_boilerplate}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}]] [[Category:Graphics]] 10140 75985 2007-01-14T22:42:50Z Historybuff 5228 ==[[Image:Logo-PSwiki.png]] Photoshop== In this class you will learn the basic elements of photoshop. There are many versions used, as this was created by many users. Use the screenshots as a guideline, not as definative. ==Lessons== # [[Lesson:Photoshop_intro|Intro]] # [[lesson:Photoshop_basics|Basics]] # [[lesson:Background_Removal|Background Removal]] ==Department news== * '''Sunday, December 17, 2006''' - Basics lesson finished. * '''Monday, December 4, 2006''' - Department founded! ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Graphics]] [[Category:Adobe Photoshop]] 10141 51580 2006-12-04T23:15:28Z Heltec 3202 updated licence == Summary == Made to resemble the Photoshop logo, used wikiversity logo in making. == Licensing == {{Copyright by Wikimedia}} 10142 51582 2006-12-04T23:17:40Z BrentSimpson 3512 {{Information |Description=Oneroa Beach, Waiheke Island, New Zealand/Aotearoa |Source=http://www.flickr.com/photos/pumicehead/38754295/ |Date= |Author=Brent Simpson |Permission= |other_versions= }} == Summary == {{Information |Description=Oneroa Beach, Waiheke Island, New Zealand/Aotearoa |Source=http://www.flickr.com/photos/pumicehead/38754295/ |Date= |Author=Brent Simpson |Permission= |other_versions= }} == Licensing == {{CC-BY-SA-2.5}} 10143 69397 2007-01-10T03:21:37Z JWSchmidt 20 cat ''[[Topic:Photoshop| ↑ Back to Photoshop]]'' ==Photoshop== Photoshop is a product of adobe, and has become the biggest and one of the most powerful photo editing tools in common use. To take advantage of his course, you will need a copy of it, if you dont you can download the Demo or buy it [http://www.adobe.com/products/photoshop/ '''Here''']. These lessons are in wiki format, so be bold and edit as much as you want, and share your knowledge with us. ==Layers== Photoshop can be used for both rendering and photo editing, but in both cases layers are used largely. They are individual "slices" stacked on top of each other. This is discussed further in the [[Lesson:Photoshop_basics|basics lesson]]. [[Category:Graphics]] 10144 52215 2006-12-06T16:53:11Z Rayc 57 underscorse, not spaces {{#switch:{{#expr:(({{#time:s}}/60*36+.5) round 0)}} |1= [[Image:Dices1-1.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |2= [[Image:Dices1-2.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |3= [[Image:Dices1-3.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |4= [[Image:Dices1-4.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |5= [[Image:Dices1-5.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |6= [[Image:Dices1-6.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |7= [[Image:Dices2-1.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |8= [[Image:Dices2-2.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |9= [[Image:Dices2-3.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |10= [[Image:Dices2-4.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |11= [[Image:Dices2-5.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |12= [[Image:Dices2-6.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |13= [[Image:Dices3-1.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |14= [[Image:Dices3-3.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |15= [[Image:Dices3-4.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |16= [[Image:Dices3-5.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |17= [[Image:Dices3-6.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |18= [[Image:Dices4-1.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |19= [[Image:Dices4-2.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |20= [[Image:Dices4-3.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |21= [[Image:Dices4-4.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |22= [[Image:Dices4-5.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |23= [[Image:Dices4-6.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |24= [[Image:Dices5-1.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |25= [[Image:Dices5-2.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |26= [[Image:Dices5-3.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |27= [[Image:Dices5-4.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |28= [[Image:Dices5-5.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |29= [[Image:Dices5-6.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |30= [[Image:Dices6-1.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |31= [[Image:Dices6-2.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |32= [[Image:Dices6-3.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |33= [[Image:Dices6-4.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |34= [[Image:Dices6-5.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |35= [[Image:Dices6-6.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] |36= [[Image:Dices3-2.png|thumb|[http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Roll again]]] }} <noinclude>[[Category:Templates]]</noinclude> 10145 67340 2007-01-06T15:39:30Z JWSchmidt 20 /* Reading */ [[w:Technological singularity]] Welcome to '''Exploring science through fiction'''. This learning project uses science fiction to introduce and explore topics in physics, biology, computer science and sociology. ==Reading== ''Paths to Otherwhere'' by [[w:James P. Hogan (writer)|James Hogan]] - the [[w:Many-worlds interpretation|Many-worlds interpretation]] and quantum theory. If there are "parallel universes", how would we ever know? [[w:Stephen Baxter|Stephen Baxter]]'s [[w:Manifold Trilogy|Manifold Trilogy]]) - do stellar gamma-ray generating events seriously impact the evolution of biological organisms? [[w:Marvin Minsky|Marvin Minsky]]'s ''The Turing Option'' - artificial intelligence as compared to biological intelligence. Will it ever be possible to "download" a human mind into a man-made computer? ''[[w:Assignment Nor'Dyren|Assignment Nor'Dyren]]'' by [[w:Sydney J. Van Scyoc|Sydney J. Van Scyoc]] - introduction to genetic and social engineering. Would it be possible to use genetic engineering to create an optimal social structure? ''[[w:The Hitchhiker's Guide to the Galaxy|The Hitchhiker's Guide to the Galaxy]]'' by [[w:Douglas Adams|Douglas Adams]]. A common theme of science fiction is speculation about the ultimate effects of technology on human existence. Some authors have imagined that all technological discoveries and changes will be accomplished in the distant future while others have suggested that technological change is a fundamentally exponential process that will culminate in the relatively near future ([[w:Technological singularity|Technological singularity]]). Many such speculations involve a role for [[w:Strong AI|intelligent devices]] that might be able to catalyze technological change at a very rapid pace. Douglas Adams turned such speculations on their head and wrote about computing deices of the future that reveal the ultimate truth of the universe to be an absurdity. Why is it natural for people to imagine that there are fundamental questions about the universe that we should be able to answer using technology? See:[[The Question]]. ''[[w:Greg Egan|Greg Egan]]'s [[w:Oceanic|Oceanic]]'', etc, freely on-line at [http://www.freesfonline.de/authors/Greg_Egan.html]. *Add more... ==Discussions== * .. ==Resources== *[http://www.wsu.edu/~brians/science_fiction/Science_Fiction_Guides.html Paul Brians] - teaching resources *[http://www2.ku.edu/~sfcenter/ Center for the Study of Science Fiction] at the University of Kansas *[http://www.continuinged.ku.edu/is/previews/engl506/syllabus.html Online course] with James Gunn *[http://dc-mrg.english.ucsb.edu/WarnerTeach/E192/ William Warner] - English 192, Science Fiction *[http://www.depauw.edu/sfs/backissues/70/intro70.htm Early history of SF courses] *[http://ntsrv50.oru.edu/pls/portal30//faculty.facf.get_syllabi?syllabi_id_var=19188 Science & The Imagination Syllabus] Honors Course at Oral Roberts University [[Category:Science]] 10157 51734 2006-12-05T09:48:49Z Guillom 48 * [[:Image:Strech.jpg]] * [[:Image:Strech.jpg]] 10158 51747 2006-12-05T10:41:20Z MichaelBillington 1599 fancify with some <noinclude> <noinclude>{| border="0" align="center" rules="all" cellpadding="3px" class="wikitable" !Name of the bot !Contributions !Operator !Functions </noinclude>|- |[[User:{{{1}}}]] |[[Special:Contributions/{{{1}}}|Contribs]] |[[User:{{{2}}}|{{{2}}}]] |{{{3}}} <noinclude>|}</noinclude> 10159 79392 2007-01-21T02:35:08Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} [[Image:Time management.jpg|thumb|400px|right|"Time" of Huntington Beach. A photo by [http://flickr.com/photos/13975275@N00/153993894/ Osamu Uchida]]] About unit topic... This unit is used in: * [[First Line Management]] =Learning support, assessment and certification= =Content= =Projects= 10160 68375 2007-01-08T22:21:13Z JWSchmidt 20 [[Category:Management]] [[Image:Health and safety.jpg|thumb|400px|right|Positive Health Staff. A photo by [http://flickr.com/photos/chsibley/59846956/ SibleyHunter]]] People responsible for developing health and safety plans in a workplace able to: identify responsibilities for the workplace arising out of health and safety legislation; develop a health and safety plan for a specified workplace; report accidents and occurrences of serious harm in a specified workplace; and prepare to manage emergencies in a specified workplace. This unit is used in: * [[First Line Management]] = Learning support and accreditation = The following formal learning institutions offer learning support for this unit, and may offer assessment and certification. * [http://en.wikipedia.org/wiki/Otago_Polytechnic Otago Polytechic], '''New Zealand''' offers assessment of prior learning, as well as face to face and online learning support for study of the (New Zealand) National Certificate in First Line Management. = Content = Read through, contribute to, and comment on the following information relating to health and safety plans. Be sure to do 1 of the listed projects in section 3. == Identify health and safety responsibilities. == Identify responsibilities for the workplace arising out of health and safety legislation. Clauses that address health and safety issues in employment are identified in current legislation. Employee's responsibilities in respect of the employer are outlined with reference to legislative requirements. Employer's responsibilities in respect of the employee are outlined with reference to legislative requirements. Policing of the Health and Safety in Employment Act is explained in terms of who is responsible and what are their roles and responsibilities. Actions required to be taken by employer and employee when a notice is issued by an inspector are identified. == Develop a health and safety plan == Develop a health and safety plan for a specified workplace. Health and safety responsibilities are cited for a specific workplace, with reference to legislative requirements. Health and safety plan developed for the specific workplace meets the legislative requirements. == Report accidents and occurrences == Report accidents and occurrences of serious harm in a specified workplace. one accident and one occurrence of serious harm. Accident register is completed for an accident in the workplace. Accident register is completed for an occurrence of serious harm in the workplace. == Prepare to manage emergencies == Prepare to manage emergencies in a specified workplace. Possible emergencies are identified within a specified workplace. two specific emergency situations, which may include but are not limited to - injury, fire, earthquake. Emergency procedures are described that deal with the specific situations and meet legislative requirements. A specified workplace emergency is analysed and recommendations are made which minimise the likely effects of and/or the likely recurrence of the emergency situation. =Project= [[Category:Management]] 10161 69415 2007-01-10T03:44:22Z JWSchmidt 20 [[Category:Management]] About unit topic... This unit is used in: * [[First Line Management]] =Learning support, assessment and certification= =Content= =Assignment= [[Category:Management]] 10162 70447 2007-01-11T04:58:29Z JWSchmidt 20 [[Category:Management]] {{main_welcome}} About unit topic... This unit is used in: * [[First Line Management]] =Learning support, assessment and certification= =Content= =Assignment= [[Category:Management]] 10163 76313 2007-01-15T03:04:40Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{main_welcome}} About unit topic... This unit is used in: * [[First Line Management]] =Learning support, assessment and certification= =Content= =Assignment= [[Category:Management]] 10164 68029 2007-01-08T04:57:41Z Rayc 57 '''Introduction'''<br> Over the ages, our ancestors have had to think and rethink of the meaning of life. In this search, some came to have some insights about some concepts of life. Though it may be found in some ancient writings, the definition of wisdom has never been mentioned. Rather, only the effects and how to search it will be listed. [[Category:Philosophy]] 10165 68771 2007-01-09T23:56:03Z JWSchmidt 20 [[Category:Media]] {{Welcome and expand|203.199.213.130}} [[Category:Media]] 10166 51790 2006-12-05T14:26:30Z Cameroncb1 3843 Basic symbol for an operational amplifier. == Summary == Basic symbol for an operational amplifier. == Licensing == {{GFDL}} 10167 51791 2006-12-05T14:31:25Z Cameroncb1 3843 Connection of an op-amp to form an inverting amplifer. == Summary == Connection of an op-amp to form an inverting amplifer. == Licensing == {{GFDL}} 10168 51814 2006-12-05T16:06:16Z Student Galaxy 3488 This is the page on Aztec languages. The official ancient language spoken by the Aztec peoples of Central america around 1500. The words for the language are not correctly spelt but spelt the way they are pronounced. This is nessercery as they used an ancient rune type text. Which has been translated, but obviously, not avadible on Wikiversity. Basic Aztec words. -Ock (Yes) -Banto (No) -Gevio (At once) {{stub}} [[Category:Ancient languages of central america]] 10169 62650 2006-12-24T19:41:29Z Student Galaxy 3488 This topic is for the ancient languages of the ancient peoples of central america from around 200-1500 ad. These languages have been translated from the descendants of the native peoples but sadly, the text and ancient runes were lost, so they are now spelt the way they are pronounced. [[Category:language]] 10171 69315 2007-01-10T01:35:34Z JWSchmidt 20 [[Category:Electrical Engineering]] In '''control systems''' , systems are classified into two groups: 1) Open loop systems, 2) Closed loop systems. Open loop systems are systems in which input to the system is not controlled by the present output. In open loop systems, problems are solved by trying to avoiding them in the first place, ie., by good design. [[Category:Electrical Engineering]] 10172 51846 2006-12-05T17:30:13Z Cameroncb1 3843 Non-inverting amplifier based on a single op amp. == Summary == Non-inverting amplifier based on a single op amp. == Licensing == {{GFDL}} 10173 51853 2006-12-05T17:37:57Z Cameroncb1 3843 Non-inverting amplifier using a single op amp. == Summary == Non-inverting amplifier using a single op amp. == Licensing == {{GFDL}} 10174 51857 2006-12-05T17:46:07Z Cameroncb1 3843 Non-inverting op amp amplifier == Summary == Non-inverting op amp amplifier == Licensing == {{GFDL}} 10175 51860 2006-12-05T17:55:39Z Cameroncb1 3843 Op amp voltage follower Op amp voltage follower 10176 51863 2006-12-05T18:10:45Z Cameroncb1 3843 Op amp voltage follower == Summary == Op amp voltage follower == Licensing == {{GFDL}} 10177 51864 2006-12-05T18:24:21Z Cameroncb1 3843 Test circuit for calculating the output impedance of an op amp amplifier. == Summary == Test circuit for calculating the output impedance of an op amp amplifier. == Licensing == {{GFDL}} 10178 51867 2006-12-05T19:18:26Z Cameroncb1 3843 {{Information |Description= Model of an Op Amp with Infinite Input Resistance |Source= Own Work |Date= 5 December 2006 |Author= Charles B. Cameron }} == Summary == {{Information |Description= Model of an Op Amp with Infinite Input Resistance |Source= Own Work |Date= 5 December 2006 |Author= Charles B. Cameron }} == Licensing == {{GFDL}} 10179 51868 2006-12-05T19:27:02Z Cameroncb1 3843 {{Information |Description= Schematic diagram showing how to calculate output impedance in an op amp amplifier |Source=Own work. |Date=5 December 2006 |Author= Charles B. Cameron |Permission=US Public Domain }} == Summary == {{Information |Description= Schematic diagram showing how to calculate output impedance in an op amp amplifier |Source=Own work. |Date=5 December 2006 |Author= Charles B. Cameron |Permission=US Public Domain }} == Licensing == {{GFDL-self}} 10180 67779 2007-01-08T00:59:53Z JWSchmidt 20 see also '''Algebra''', in the elementary sense, is the study of manipulating variables and solving [[equations]] (usually not including [[differential equations]]). '''Algebra''', in the sense which abstracts the essence from elementary algebra, is the study of [[algebraic structures]]. For example, [[linear algebra]], is the study of [[vector spaces]]. [[Group theory]] is the study of [[group]]s. [[Ring theory]] is the study of [[ring]]s and their [[modules]]. [[Algebraic number theory]] is both the theory of [[algebraic number]]s and the algebraic [[theory of numbers]]. [[Representation theory]] is the study of algebraic structures as transformations (usually) of vector spaces. '''Algebra''' is also the name of the algebraic structure of a ring over a[[ field]]. ==See also== *[[Algebra/Proofs]] [[Category:Algebra]] 10181 68043 2007-01-08T05:09:12Z JWSchmidt 20 [[Category:Cytogenetics]] '''Welcome to the Department of Cytogenetics of Wikiversity.''' == Cytogenetics == Now, what does it mean "cytogenetics"? Cytogenetics is a study of structure, function, behavior and pathology of [[chromosomes]]. == Major landmarks in human cytogenetics== W. Waldeyer (1888) - Named chromosomes, T.Boveri (1914) - Chromosome change could cause cancer, Painter (1922) - Humans have 48 chromosomes, Blakeslee and Avery (1937) - Colchicine as metaphase arrester, T.C. Hsu (1952) - Hypotonic saline solution, Tijo and Levan (1956) - Humans have 46 hromosomes, J. Lejeune (1959)-Extra chromosome in Down Syndrome, P. Nowell (1960) - Phytohemagglutinin (PHA) for lymphocyte culture, Moorehead et al (1960) - Blood culture, Caspersson et al (1968) - Q band, Gall and Pardue (1969) - insitu hybridisation using radioactive probes, Sumner et al (1971) - G banding, Dutrillaux and Lejeune (1971) - R band, P. Perry and S. Wolff (1974) - Sister Chromatid Exchange staining, Goodpasture and Bloom (1975) - NOR silver staining, Yunis et al (1979) - High resolution G banding, P. R. Langer et al (1981) - Biotin Labeled probes in insitu hybridisation, Spurbeck et al (1987) - Robotic Harvesting, Ludecke (1989) - Microdissection of chromosomes, Kallioniemi et al. (1991) - comparative genomic hybridisation (CGH), E. Schrock, Thomas Ried (1996) SKY technique, M. Speicher (1996) - Multi color Fluorescence In Sity Hybridisation (M FISH), Chudoba I et al (1999) - Multicolor banding, Nietzel A (2001) - centromere specific M FISH. ---- --[[User:Ssbhaskarbhatt|ssbhaskarbhatt]] 16:49, 6 December 2006 (UTC) [[Category:Cytogenetics]] 10183 68045 2007-01-08T05:10:25Z JWSchmidt 20 [[Category:Cytogenetics]] {{main_welcome}} Chromosomes (chromo= stain; soma=body) are deeply stained thread like or rod like structures found during the cell division. [[Category:Cytogenetics]][[Category:Biology]] 10186 77312 2007-01-16T21:45:54Z JWSchmidt 20 [[Category:Language]] Welcome to the '''Swedish Language Division''' of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. ==Numbers== 1 Ett/En, 2 Två, 3 Tre, 4 Fyra, 5 Fem, 6 Sex, 7 Sju, 8 Åtta, 9 Nio, 10 Tio, 11 Elva, 12 Tolv, 13 Tretton, 14 Fjorton, 15 Femton, 16 Sexton, 17 Sjutton, 18 Arton, 19 Nitton 20 Tjugo, 30 Trettio, 40 Fyrtio, 50 Femtio, 60 Sextio, 70 Sjuttio, 80 Åttio, 90 Nittio, 100 Etthundra, 200 Tvåhundra, 300 Trehundra etc. 1000 Ett tusen, 2000 Tvåtusen, 3000 Tretusen etc. 10000 tiotusen, 100000 Etthundratusen, 1000000 En miljon, 1000000000 En miljard, 1000000000000 En biljon. All figures after nineteen are composed as they are in English, but with no spacing. Thus, thirty-nine (39) translates into trettionio. Four thousand five hundred and thirty-five(4535) translates into Fyratusenfemhundratrettiofem. Note That "en biljon" translates into one thousand billion. ==Pronouns== {| border=1 cellspacing=0 cellpadding=5 | jag | I |- | du | you(one person) |- | han | he |- | hon | she |- | den | it(uter gender) |- | det | it(neuter gender) |- | vi | we |- | ni | you(several persons) |- | de | they |} {{stub}} [[Category:Language]] 10195 51968 2006-12-06T07:19:57Z AmiDaniel 3334 Create anon-welcome template == Welcome == Hello, and [[Wikiversity:Welcome, newcomers|welcome]] to Wikiversity! Thank you for [[Special:Contributions/{{PAGENAME}}|your contributions]]. I hope you like the place and decide to stay. Here are a few good links for newcomers: * [[Wikiversity:How to edit a page|How to edit a page]] * [[Help:Contents|Help pages]] * [[Wikiversity:Tutorial|Tutorial]] * [[Wikiversity:Manual of Style|Manual of Style]] Here are some other hints and tips: * I would recommend that you get a username. You don't have to [[Special:Userlogin|log in]] to read or edit material on Wikiversirty, but creating an account is quick, free and non-intrusive, requires no personal information, and there are many [[Wikiversity:Why create an account?|benefits of having a username]]. (If you edit without a username, your [[w:IP address|IP address]] is used to identify you instead.) * When using talk pages, please [[Wikiversity:Sign your posts on talk pages|sign your name]] at the end of your messages by typing four tildes (~&#126;~~). This will automatically produce your username (or IP address) and the date. If you have any questions, check out [[Wikiversity:Colloquium]], ask me on {{#if:{{{1|}}}|[[user talk:{{{1}}}|my talk page]]|my Talk page}}, or type '''<nowiki> {{helpme}} </nowiki>''' on this talk page and a user will help you as soon as possible. I will answer your questions as far as I can. Again, welcome! Thank you again for contributing to Wikiversity. I hope you enjoy editing here!<noinclude> ---- Note that this template is somewhat modified version of [[w:Template:Welcomeanon]]. A list of contributors can be found in its [http://en.wikipedia.org/w/index.php?title=Template:Welcome-anon&action=history page history]. [[Category:Welcome templates|{{PAGENAME}}]] </noinclude> 10197 51976 2006-12-06T07:26:28Z AmiDaniel 3334 Create helpme template from enwiki <div style="background-color: {{{b-color|#f4f4ff}}}; padding: 1em; margin: 10px; border: 1px silver solid; font-size: 100%; text-align: center" id="helpbox"> '''I am looking for help!{{#if:{{{1|{{{helptext|}}}}}}|<br />'''"'''''{{{1|{{{helptext|}}}}}}'''''"}} *Use <code>{&#123;helpme}}</code> on your talk page and ask your question below *Check the [[Wikiversity:Welcome, newcomers|FAQ]] Note to helpers: once you have offered help, please remove this template. </div><includeonly>[[Category:Users looking for help|{{PAGENAME}}]]</includeonly><noinclude> ---- Automatically categorized into [[:Category:Users looking for help]]. Note that this template was copied in part from [[w:Template:Helpme]]. A full list of contributors can be found in its [http://en.wikipedia.org/w/index.php?title=Template:Helpme&action=history page history]. 10198 77640 2007-01-17T05:54:20Z JWSchmidt 20 [[Category:Wikiversity culture]] This category lists users who have indicated that they need help, by adding the {{tl|helpme}} template to their talk pages. Experienced editors: please offer assistance to these users. [[Category:Wikiversity culture]] 10203 52514 2006-12-07T10:00:13Z Richard2me 3866 Redirecting to [[Topic:Computer programming]] #REDIRECT [[Topic:Computer_programming]] 10207 78006 2007-01-17T20:58:17Z Robert Elliott 1436 orphan __NOTOC__ __NOEDITSECTION__ =You should no longer see this page. Bad page link if you do.= {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps cache.png|right]] ; [[Topic:Music in Film|Wikiversity School of Music]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of fear|Lesson #01: Creating the sound of "Fear"]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Summary: [[Lesson:Mad Max:Creating the sound of fear|Creating moods with individual notes]] |} ;Select One<nowiki>:</nowiki> <center> {| border=1 cellspacing=0 cellpadding=25 | bgcolor="#eeeeee" | :;GarageBand (only) ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="LightCyan" style="border: 1px DarkBlue solid;" |Page 1a: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] |} ::{| cellpadding="2" cellspacing="0" width="430px" | bgcolor="#ffeeff" style="border: 1px DarkBlue solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:GarageBand:Pop Quiz 1| '''Pop Quiz''' - garageBand (only)]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} ::{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="LightCyan" style="border: 1px DarkBlue solid;" |Page 2a: [[Mad Max - Creating the sound of fear with GarageBand | Creating the sound of fear with GarageBand]] - 6 points |} |} </center> ---- <center> {| border=1 cellspacing=0 cellpadding=25 | bgcolor="#eeddff" | :;GarageBand with Symphony Orchestra sounds ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="LightCyan" style="border: 1px DarkBlue solid;" |Page 1b: [[Mad Max - Getting started with Symphony Orchestra Sounds | Getting started with Symphony Orchestra Sounds]] |} ::{| cellpadding="2" cellspacing="0" width="430px" | bgcolor="#ffeeff" style="border: 1px DarkBlue solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:Symphony Sounds:Pop Quiz 1| '''Pop Quiz''' GarageBand with symphony sounds]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} ::{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="LightCyan" style="border: 1px DarkBlue solid;" |Page 2b: [[Mad Max - Creating the sound of fear with Symphony Orchestra | Creating the sound of fear using symphony orchestra sounds]] - 6 points |} |} </center> ---- <center> {| border=1 cellspacing=0 cellpadding=25 | bgcolor="#ffffaa" | :;Notation's Protégé (free demo version) ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="LightCyan" style="border: 1px DarkBlue solid;" |Page 1c: [[Mad Max - Getting started with Protégé | Getting started with Protégé]] |} ::{| cellpadding="2" cellspacing="0" width="430px" | bgcolor="#ffeeff" style="border: 1px DarkBlue solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:Protégé:Pop Quiz 1| '''Pop Quiz''' - Protégé]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} ::{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="LightCyan" style="border: 1px DarkBlue solid;" |Page 2b: [[Mad Max - Creating the sound of fear with Protégé | Creating the sound of fear with Protégé]] - 6 points |} |} </center> ---- ;More Musical Sounds :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] - 6 points |} |} [[Category:Film School Templates]] 10208 77697 2007-01-17T10:30:00Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ This page is being replaced... <center> {{Mad Max:Lesson 1:TOC:GarageBand}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #01 - Creating moods using individual musical notes</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Overview== :There are three ways to create simple film scores for motion pictures using GarageBand. Musical sounds can be either: * individual notes and cords, or * musical rhythm, or * musical melody. ===The first way is the simplest=== :In this lesson, we will start learning film scoring by learning how to create musical sound effects using individual notes or cords. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==Introduction== ;Creating moods with individual notes One of the simplest ways to create moods is with single notes or cords. This works only if the sound is so fantastic, it creates the correct mood. ;The secret<nowiki>:</nowiki> Organic notes You do not need to be a musician if you use very organic sounds such as the sounds of a symphony orchestra. If you use the sounds of a symphony orchestra, people automatically think you have musical talent. ;Good news<nowiki>:</nowiki> Really cheap orchestra The only economical way for a low budget filmmaker to create the sounds of a symphony orchestra is with software instruments that live inside your computer. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px" | ==The grand theory of film scoring== Music creates all of the mood for a motion picture. The visual images and the words of the actors do not tell the audience what to feel. Only the music explains the emotion of the scene. ;Four kinds of music The four kinds of music in a motion picture are: * Narrative music * Background music * Songs * The melody line of the actor's voices. ;Music that tells a story Of the four kinds of music in film scores, music which narates the story is the most important. ;Sources of narrative music for motion pictures *Organic sounds - As typified by the "sound of fear" from this lesson. *Rhythm - As typified by the "sound of joy" which is the next lesson. *Melody - For non-musicians, melody comes from midi files of classical music and broadway music. For non-musicians, this is where all your skills of "cut & paste", simplify, and organize are put to the test. ;Editing for narrative music in a conversation Because the music which narrates the story will drown out any dialog, the editor must add gaps between the dialog. That is, between the sentences or ideas in a motion picture. Since the film's editor and the film's composer must work closely together, it is easier for the composer and the editor to be the same person. That can be you! | style="width: 50%; background-color: OldLace; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==What software is required?== ;First, you need special software. :By using Apple's '''GarageBand''' plus '''Jam Pack:Symphony Orchestra''' (or MOTU's '''Symphonic Instrument''' which I have not tested), you can create fantastic musical sound effects for motion pictures. A single musical sound can be enough to create the mood for the scene. ;Note<nowiki>:</nowiki> There are alternative musical instruments. :If you do not have Jam Pack: Symphony Orchestra, there are other notes which can create the sound of fear. Try all the different software instruments until you find a good one. ;Third, you need to shape the volume of the sound. :Once you have recorded the single note of a violin trill, using the volume track, create points which shape the volume of the sound so it seems like a real violin playing a real violin trill. ;Extra credit<nowiki>:</nowiki> You can add more tracks with additional sounds. :You might enhance this sound with other sounds from Jam Pack: Symphony orchestra. Try some of the percussion sound effects in the orchesta drum kit. ;When you are finished, send the sound file to me :Export your sound and [[Special:Emailuser/Robert_Elliott |send me your finished sound file]]. [[Image:Crystal Clear app xfmail.png|24px]] ;Ogg's the prefered file format for Wikiversity. :I will convert your sound file into an '''ogg''' sound file and upload it to this site for everyone to hear your sound of fear. ;Other fearful sounds :Besides the violin trill, there are other sounds in GarageBand which can produce the sound of fear. [[Special:Emailuser/Robert_Elliott |Again, submit your best sounds to me.]] [[Image:Crystal Clear app xfmail.png|24px]] |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the theory of music in motion pictures. :* Page 1: [[Lesson:Mad Max:Why music in motion pictures | Why is there music in motion pictures!]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10209 55049 2006-12-12T17:53:45Z Robert Elliott 1436 minor changes {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Film scoring lessons== [[Image:Repcolor.jpg|right|150px]] Below are [[Mad Max's Course in Film Scoring for Motion Pictures|Mad Max's Music Lessons]]. To the right are general filmmaking lessons. * 1. [[Lesson:Mad Max:Creating the sound of fear | The Sound of Fear]] [[Image:Crystal Clear app knotify.png|25px]] * 2. [[Lesson:Mad Max:Creating the sound of joy | The Sound of Joy]] [[Image:Crystal Clear app staroffice.png|25px]] * 3. [[Lesson:Mad Max:Creating film scores from midi files| Creating film scores from Midi files]] [[Image:Crystal Clear app kcmmidi.png|30px]] * 4. [[Lesson:Mad Max:Creating a humming score | Creating a humming score]] [[Image:Crystal Clear app kmid.png|25px]] * 5. [[Lesson:Film Scoring Workshop - Movie for Television | Film Scoring Workshop - Movie for Television]] [[Image:Crystal Clear device tv.png|25px]] Supplemental A: [[Mad Max's - Examples of Narrative Music | Examples of Narrative Music]] [[Image:Crystal Clear action find.png|25px]] Supplemental B: [[Mad Max's - Movie Scoring Projects | A fun movie which needs a film score]] [[Image:Crystal Clear app kedit.png|25px]] ==Contact Your Instructor== * Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. <center>Please email me by simply [[Special:Emailuser/Robert_Elliott | clicking here]]. [[Image:Crystal Clear app xfmail.png|30px]]</center> | style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: <!--top-->center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <!--[[Image:Crystal Clear action forward.png|right]]--> {{Short list of filmmaking lesson}} |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10210 52076 2006-12-06T13:17:50Z Ian Kennedy 858 {{Information |Description=Teaching in a crowded non-conventionally built classroom in Cabo-Delgado province of Mozambique |Source=AN E-LEARNING MODEL FOR NATIONWIDE PRIMARY SCHOOL TEACHERS CONTINUOUS TRAINING IN MOZAMBIQUE |Date=December 2006 |Author=Rô == Summary == {{Information |Description=Teaching in a crowded non-conventionally built classroom in Cabo-Delgado province of Mozambique |Source=AN E-LEARNING MODEL FOR NATIONWIDE PRIMARY SCHOOL TEACHERS CONTINUOUS TRAINING IN MOZAMBIQUE |Date=December 2006 |Author=Rôxan Ará Cadir |Permission=Pending |other_versions= }} == Licensing == {{GFDL}} 10212 52481 2006-12-07T05:24:17Z Richard2me 3866 Redirecting to [[Topic:Visual Basic]] #REDIRECT [[Topic:Visual_Basic]] 10213 52090 2006-12-06T13:37:17Z Ian Kennedy 858 == Summary == A teacher teaching his class in Mozambique under the tree (no classroom) {{Information |Description=A teacher teaching his class in Mozambique under the tree (no classroom) |Source=AN E-LEARNING MODEL FOR NATIONWIDE PRIMARY SCHOOL TEACHERS CONTINUOUS TRAINING IN MOZAMBIQUE |Date=December 2006 |Author=Rôxan Ará Cadir |Permission=Pending |other_versions= }} == Licensing == {{GFDL}} 10215 76806 2007-01-15T23:26:43Z JWSchmidt 20 [[Category:Political Science]] ==Course: ''History of International Relations II: 17th-19th centuries''== ==Unit 1== [[Category:Political Science]] 10216 64952 2006-12-31T16:53:23Z Mu301 3705 date format == Summary == {{Information |Description=The Moon. Taken with a handheld digital camera through the viewfinder (4" refractor) of the telescope at Ladd Observatory. |Source=own work |Date=2006-12-06 |Author=[[User:mu301|Michael L. Umbricht]] |Permission= |other_versions= }} == Licensing == {{GFDL-self}} [[Category:Astronomy Images]] 10217 67821 2007-01-08T01:39:21Z JWSchmidt 20 [[Category:Music]] The first thing that anyone must realise when they begin to compose is that there really is only one rule for writing music. That rule is that there are no rules. This is obviously completely confusing and contrary to everything that most of us are ever taught at schools or even at University. So where does a young or inexperienced writer begin. This really does depend on whether they want to write in a style that is pastiche and wanting to sound like second rate [[Mozart]] or [[Tchaikovsky]] etc, or whether they want to be fresh and original and experiment with the very escence of what music is, sound in other words. There is of course another couple of types of composition that are really only now just beginning to be accepted by academics as new and accepted types of composition, they are popular and jazz music with great emphasis on the works of the likes of the [[Beatles]], [[Led Zeppelin]], [[David Bowie]], [[Miles Davis]], [[Louis Armstrong]] et al. The other is that of Film Music which has always held on in some order or another ever since it first began to be written for specific films in the early 20th century. So where does this leave anyone who wants to write music other than very confused. [[Category:Music]] 10218 77407 2007-01-17T00:34:34Z JWSchmidt 20 format <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Schools]] 10219 52148 2006-12-06T15:43:42Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Original artwork created by [[User:Robert Elliott]] |- ! style="background: #ccf; == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Original artwork created by [[User:Robert Elliott]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | [[User:Robert Elliott]] using the free version of ArtRage 2 |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], Mad Max Lessons in Film Scoring |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |} [[Category:Narrative Film Production]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 10220 76568 2007-01-15T19:20:12Z Juan 2651 /* Degree plans */ dont know whats that, so lets cut it Welcome to the '''Department of Pomology''', part of the [[School:Agriculture|School of Agriculture]]. The goal of the Department of Pomology will be to coordinate, organize, and provide material for studies about production and marketing of fruits. It is expected that this Department might be included into Division of Horiculture, such as the Department of Floriculture, Department of Olericulture, [[Topic:Viticulture & Enology|Department of Viticulture and Enology]] and others. ==Participants== *--[[User:Juan|Juan]] 16:11, 6 December 2006 (UTC) - interested in fruit production of tropics and subtropics, especially prickly pear fruit production == Active Projects == Projects currently being offered by the Department of Pomology: * [[Pomology Teaching Tools]] * ... == Active Subjects == Subjects currently being offered by the Department of Pomology: *'''Undergraduate''' ** ... *'''Graduate''' ** ... *'''Post-Graduate''' ** ... *'''No level''' ** [[Botany Ink Drawing]] - how to make botanical drawings ** ... == Active Lessons == Lessons - staying out of subjects - currently being offered by the Department of Pomology: * * ... == Projects/Subjects/Lessons in preparation == * [[Tropical and Subtropical Pomology I]] - contain lessons with the most important fruits of the world (under-graduate level) * [[Tropical and Subtropical Pomology II]] - contain lessons with important fruits to the regional markets (under-graduate level) * [[Tropical and Subtropical Pomology III]] - contain lessons with less important fruits of tropics and subtropics (under-graduate level) * [[Special Tropical and Subtropical Pomology]] - it contains the knoweledge of Tropical and Subtropical Pomology I-III, but going more deeper (there are more projects). On the site of theoretical studying participants can also study practical things by their own or whith a teacher. They are also doing a primary research (=literature survey). (graduate level) * [[Etnobotany of Fruit Crops]] - this subject tryes to cover the fruit crops with a local importance and focuses on their etnobotany. Students are working upon research etnobotanical projects '''(firstly needs to establish wikiversity research policy!)''' according their interests. Openenig a new projects is free and also the working teams. (post-graduate level) * [[Banana Production]] - highly specialized subject on the most consumed fruit of the world. * [[Citriculture]] - highly specialised subject on the most consumed fruit of the subtropics. * ... == Wanted Subjects/Lessons == * ... ==Department news== * '''January 12, 2007''' - first available subject listed under Department of Pomology = [[Botany Ink Drawing]] * '''December 15, 2006''' - [[Pomology Teaching Tools]] project founded. * '''December 6, 2006''' - Department founded! [[Category:Pomology|*]] 10222 77500 2007-01-17T03:10:10Z 75.51.36.237 /* Boooks */ '''Tropical and Subtropical Pomology I''' is a [[subject]] which includes [[lesson]]s covering fruit production and marketing of the most important fruits of tropical and subtropical regions of the world. In total it consists of 12 lessons which are not only focusing fruit production, but also basics to pomology, fruit propagation and harvesting. The lessons are designed on the easier level with projects. It alows unedrgraduate students to study this subject with no difficulty and get in touch with it by working on the project. ==Overwiev== '''Subject name:''' Tropical and Subtropical Pomology I</br> '''Code:''' TaSP1DPSAEW </br> '''University:''' [[Main page|English Wikiversity]]</br> '''School:''' [[School:Agriculture|School of Agriculture]]</br> '''Division:''' </br> '''Department:''' [[Topic:Pomology|Department of Pomology]]</br> '''Language:''' English</br> '''No. of lessons:''' 12</br> '''No. of students:''' not limited</br> '''Status:''' in preparation ==Aim of the subject== The aim of the subject is to give a theoretical overwiev of the main tropical and subtropical fruits processed and solled on the worlds markets. There is also a need to develop study materials and maintain them by adding new stuff. After passing this subject students might have a good teoretical knoweledge upon the fruit production of the main taxa and able to continue on the deeper (graduate level) studying of this subject or move to [[Tropical and Subtropical Pomology II]]. == Subject organisation == This subject consist of 12 lessons. Each lesson is mentioned for one week. Students can start to study whenever they want, but it is highly recomended for them to pass the lessons in the numerical order. When studying a lesson thay can discuss with other sudent and/or the teacher upon the misunderstandings which they have or upon other related points. Each student will also get a Subject work, it mean a topic to write something. This writting excercise will be four all 12 month. On the end participants are tested by a questionar and simple questions prepared by a teacher. ==Sylabus== *lessons: #[[Introduction and data sources (Pomology)|Introduction and data sources]] #[[Fruit and its importance]] #[[Methods of propagations and treatments to fruit crops]] #[[Banana production]] #[[Pineapple production]] #[[Papaya production]] #[[Mango production]] #[[Avocado production]] #[[Citrus production]] #[[Actinidia production]] #[[Date production]] #[[Machinery of the most important tropical and subtropical fruits]] == Related Projects == * ... ==People== Please add in your user name if you are interested in studying this subject. Ones you are in here, teachers can give you study activities. Please add in your user name if you are able to facilitate this subject. Ones written in here, other people will know who can lead them and who can help them. '''NOTE:''' all activities in this subject are '''not compulsory''', they are '''recomended'''. Location is the place where you live. By filling up this box you can help instructor to understand your access to the materials. It helps to the instructor to give a different care to these students. {| class="wikitable" |- ! User !! Date of Joining !! Purpose !! Location !! Thesis Title !! Final Test !! Final Exam !! Subject Finished |- | [[User:Juan|Juan]] ([[User talk:Juan|talk page]]) || 6 December 2006 || Instructor || || || || || |} ==Subject consequence== Students will study with less difficulty if they will have a basic knoweledge of [[Systematic Botany]], [[Morphology of Plants]] and [[Wikipedia Editing]]. They can continue in [[Tropical and Subtropical Pomology II]]. == Community help == If there will be any problems, students might ask and/or discuss them with other students and/or users on the appropriate lesson page or via discussion page of the teachers. ==Sources== ===Internet=== *[[Tropical and Subtropical Pomology]]. - a study material of the English Wikiverzity *[http://en.wikipedia.org/wiki/Category:Horticulture Category:Horiculture of the English Wikipedia] * ... *[http://www.ars-grin.gov/cgi-bin/npgs/html/queries.pl GRIN taxonomy] - taxonomical database of the U.S. Department of Agriculture * ... === Books === * ... === Other === * ... [[Category:Pomology]] 10224 78333 2007-01-18T19:07:03Z Mu301 3705 == Summary == {{Information |Description=Barnard 33 (the Horsehead Nebula) Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI wtih an H alpha filter on 2007-01-03.108 |Source=own work |Date=2007-01-03T02:36Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions= }} [[Category:Astronomy Images]] == Licensing == {{GFDL-self}} 10225 59605 2006-12-18T03:43:32Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10226 52578 2006-12-07T15:12:30Z Juan 2651 typo {{nav|Wikiversity}} [[Image:Fruit Stall in Barcelona Market.jpg|thumb|right|300px|Fruit market.]] ''Part of the [[Topic:Pomology|Department of Pomology]], [[Tropical and Subtropical Pomology I]].'' *'''Last lesson:''' *'''Next lesson:''' [[Fruit and its importance]] This lesson is in preparation --[[User:Juan|Juan]] 18:19, 6 December 2006 (UTC) == What is pomology? == == Organization of the subject == == Needs to finish the subject == == Basic knoweledge upon data sources == == Bibliographic citation == == Discussion Record == === Questions and missunerstandings === === Theme discussion === If you are interested in a theme streaming from this lesson and would like to discuss it with the community add a subparagraph: ==== TITLE ==== [[Category:Tropical and Subtropical Pomology I]] 10227 59603 2006-12-18T03:43:13Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10228 69354 2007-01-10T02:28:07Z JWSchmidt 20 [[Category:Blogs]] ==Welcome== This page is intended to be the collective blog for this project. Rather than write to this page directly it is a composite page of individual's learning blog pages from the project participants. One method of organising your comments or blog postings for easy repositioning is to create comments or blogs/entries as subpages off your User page like [[User:Mystictim/llww]]. You can now include these pages at multiple locations by using an '''include:''' <nowiki> {{User:Mystictim/llww}} </nowiki> :If you want to use an '''include''' for a page in the main name space (learning materials and projects) you must start it with a colon ''':''' :<nowiki> {{:Learning path}} </nowiki> To see how this is done click on the edit tab of this page and look at the list of '''includes''' at the bottom of the page. You can add your blog for this project by adding: :<nowiki> {{User:Myname/my learning to learn a wiki way blog}} </nowiki> Note that the '''include''' doesn't have the page title so this has to be added separately. The advantage of creating multiple subpages for comments and blogs on different subjects is that you can then post entries and comments at various locations on Wikiversity (using appropriate '''include''' for your subpages) and keep track of them by creating a master page using a list of includes in the form: <nowiki> {{User:Mystictim/llww}} </nowiki><br> <nowiki> {{User:Mystictim/blog}} </nowiki><br> <nowiki> {{User:Mystictim/School of education comments}} </nowiki> This will create a master list with all your comments or blog entries in one place. For more on this topic see the Wikipedia help file [[w:Help:Template | Help:Template]] specifically the section on [[w:Help:Template#Composite pages | Composite pages]]. ==Talk:Learning to learn a wiki way== {{Talk:Learning to learn a wiki way}} {{User:Mystictim/llww}} ==Mu301's Learning blog== {{User:Mu301/Learning blog}} [[Category:Blogs]] 10229 52264 2006-12-06T18:30:27Z Juan 2651 founded [[Category:Pomology]] 10234 52328 2006-12-06T20:47:16Z YauKwanKiu 3878 Plan: <math>A_{s_1 s_2}(\lambda) = A_{s_1}(s_2 \cdot \lambda ) A_{s_2}(\lambda)</math> *<math>\mathfrak{g}</math> -----simple Lie algebra *<math>\lambda</math> -----------weight **c -------dominant weight **<math>\lambda </math>-----has [[singular vector]] **<math>\mu : (\lambda, \mu)</math> and <math> (\lambda+c, \mu+c)</math>---- generic *<math>M_\lambda</math>--------Verma module *<math>V</math> -------------finite-dimensional module ** <math>\lambda</math>-weight, **<math>V[\lambda]</math> -weight subspace **<math>v \in V[\lambda - \mu]</math> *<math>\pi</math>-------------dominant weight *<math>V_\pi</math>----------finite-dimensional module *<math>Hom_\mathfrak{g} (M_\lambda \rightarrow M_\mu\otimes V) </math>----space of g-invariant homomorphismata *<math>Hom_\mathfrak{g}(M_{\lambda +c}\rightarrow M_{\mu+c}\otimes V) </math>----space of g-invariant homomorphisma *<math>Hom_\mathfrak{g} (M_\lambda \rightarrow M_\mu \otimes V) \rightarrow Hom_\mathfrak{g}(M_{\lambda +c}\rightarrow M_{\mu+c}\otimes V) </math> [[image:split-and-recombine.jpg|200px]] *For <math>\lambda, \mu</math> generic, <math>Hom_\mathfrak{g}(M_\lambda \rightarrow M_\mu \otimes V) \cong V[\lambda -\mu]</math> *For <math>\lambda+c, \mu+c</math> generic, <math>Hom_\mathfrak{g}(M_{\lambda+c} \rightarrow M_{\mu+c} \otimes V) \cong V[\lambda -\mu]</math> *For <math>\lambda</math> sufficiently large, <math>s_c</math> is an isomorphism. *<math> w =s_1 s_2</math> *<math>A_{s_1}(\lambda )</math> -----------dynamical Weyl operator *<math>A_{s_i}</math>----commutes with <math>s_c</math> <math>A_{s_1 s_2}(\lambda) = A_{s_1}(s_2 \cdot \lambda ) A_{s_2}(\lambda)</math> [[Category:Representation Theory]] 10238 52340 2006-12-06T21:45:27Z Icoxhead 3861 I play dulcimer... This photo was taken by a friend of mine. == Summary == I play dulcimer... This photo was taken by a friend of mine. == Licensing == {{CC-BY-2.5}} 10240 59601 2006-12-18T03:42:40Z J.Steinbock 2353 Unknown License Gabriel Spiro with the Mayor == Licensing == {{Unknown license}} 10242 59600 2006-12-18T03:42:19Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10245 52401 2006-12-07T01:14:54Z Heltec 3202 Replica of the marquee button. Made in PS7. == Summary == Replica of the marquee button. Made in PS7. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 10246 53061 2006-12-08T23:20:26Z Heltec 3202 /* Summary */ template == Summary == Screenshot of a selection in photoshop 7. {{Mac software screenshot}} 10248 77992 2007-01-17T20:25:57Z 206.186.159.208 /* The Tool */ ''[[Topic:Photoshop| ↑ Back to Photoshop]]'' ==Photoshop Basics== In Photoshop there are so many tools its often hard to even begin to learn it. With 37 basic tools and countless other more detailed ones, There are about 3 that are most vital. But before going on, please read the [[Lesson:Photoshop_intro|intro]] first. ''(This is less of a lesson and more of a extended introduction, but covers many necessary points for future lessons)'' ==The Marquee Tool== The Marquee is almost doubtless the most used in photo editing, and is used widely in rendering too. It "targets" a section so most tools will only effect the portion. ===The Tool=== [[image:Scrool-Box.gif|thumb|right|A marquee selection]] First click on the Marquee tool [[Image:Marquee.png]] and scroll over your image or blank canvas (Blank page, recognized by checkerboard background). Click, and drag over the image to select it. This area is now individually effected by any tools. If you press the delete key now, it will only delete that area and if you use the copy or cut tools, only that area will be cut or copied. If you right click on the button you will get a option bar with "rectangular Marquee tool" "Elliptical Marquee tool" and "Single row/column" on it. Each of these makes a different shape of selection. At the top of the screen, you will see the "Feather" option. Enter a number of pixels there and it will soften the edge of your selection, and is extremely useful in photo editing, as almost all photos have some level of blur. In most cases these tools will do everything you need them too, but sometimes you will need the lasso tools. ===The Lasso Tools=== When you get into the higher level photoshoping techniques, you will often need a more detailed selection edge. For this the Lasso Tool is more suited. First, click on the lasso tool [[Image:Lasso.png]] and scroll over your canvas. Then click and hold the mouse, and trace what you wish to select. That area will be selected when you let go of you mouse. In almost all ways other then shape it is identical to the Marquee tool. Variations include the Polygonal lasso tool, which you use by selecting points and the area between then will make up the selection edge, and the magnetic lasso tool, which is a sort of "AI" lasso tool. ===More Advanced Marquee Features=== The marquee tool is capable of making very complicated selections often including 2 or more completely different areas. You can do this with the tools we discussed or you can use other tools used for selection. ====Other Selection tools==== * '''The Magic Wand Tool:''' Found next to the lasso tool, this selects all of one color. At in the menu bar for this tool you will notice a "Tolerance" box. At 0 tolerance it will only select that exact color and at higher numbers it selects a wider range. * '''Select layer transparency:''' This can be accessed by right clicking on any layer. It selects the shape of a layer. ====Advanced use of selection tools==== Most of the selection tools have ways they can be used more widely. This covers some of the more common ones. * '''Adding and subtracting from selections:''' Useing key combonations, you can add and subtract from a selection with any of the selection tools. Simply hold "Shift" to add to a selection or "Alt" to subtract from a selection and over the effected area. * '''Other features:''' Most of the other options are covered in later lesions or earlier in this description. ==The paint bucket tool== This tool is another of the most commonly used tools in both rendering and photo editing. It fills the effected area with a color and is often used to create a background. It is also one of the more straight-forward tools in Photoshop, and is relatively simple to use in most cases. ===The Tool=== Start by clicking the paint bucket icon [[Image:Paint_Bucket.png]]. It will automatically use your current foreground color. Then goto the top of the page and find "tolerance". This works the same way as it does with the magic wand tool. Click where you want to fill with the color and it will automatically fill the selected area with your color. (It will fill like this:<!--Fill Example--> <span style="border: 0px solid;"><font style="background: #008003" color="#008003" size="1">. . a.</font></span><!--Fill Example END-->) It is a very basic, but useful tool. But sometimes you will wand a gradient, for that use the... ===The gradient Tool=== This is the more complicated brother of the paintbucket tool. It works by having one color of fill fade into the other. It has many features, and we will only cover the most common here. ====Basic Gradient==== Right click on the paintbucket button and click on "Gradient Tool". Now, set your background and foreground colors. Click and hold were you want the gradient to begin and move your moues to were you want it to end. Then let go of the mouse button. you should now have a basic gradient. ====More Advanced gradient use==== =====Picked Colors===== [[Image:Gradiant_Screen.png|120px|thumb|right|The gradient Menu ''(Click To Expand)'']] Right click on the picture of a gradient on the top of the screen (Under "Photoshop") and you should get a menu. Click on one of the stoppers on either side of the gradient and pick your color or click one of the options above it. then click ok. =====Gradient type===== You can also change how the gradient acts. Look to the right of the picture off the gradient and you will see 5 or so pictures. These change how the gradient acts. The picture gives a pretty good idea of what it will change. ====Note==== If used correctly, Gradients are much more realistic then the paintbucket. Just don't over do it, as that ruins most pictures. ==The Eraser Tool== Almost everyone knows what an eraser does. It removes a section of a picture. It can be very easy to use if used basically, or very complicated if used to its full potential. ===The Tool=== Start by clicking the eraser tool [[image:eraser.png]]. Then scroll over to the Image and click + drag to remove portions of the image. It can be that simple. ===Complicated Options=== You already have seen how to use the basic eraser. But this tool can do much more then just remove squares. ====Mode==== The mode option sets the eraser to act as a block, a brush, or a pencil. A block acts as a simple square eraser, a brush acts a brush with varying opacity, and a pencil acts as a 1px*1px eraser. =====Brush===== The brush, unlike the other options, requires a little more explanation. Next to "Mode" you will see the "Brush" option. This allows you to set the shape. This is explained further in the [[Lesson:Brush|Brush lesson]]. ====Opacity==== This sets how much it erases off the picture. at 100%, it removes everything it touches, and at 0% it removes nothing. ==Summary== In this lesson you have learned some basic tools. Please return to the [[Topic:Photoshop|Photoshop Department]] for more lessons. [[Category:Graphics]] 10249 67697 2007-01-07T21:46:51Z JWSchmidt 20 links Read [[w:First Alcibiades|the essay]] and then participate at: [[Alcibiades/Questions]]. ==Source of Alcibiades I== * [http://www.gutenberg.org/etext/1676 Gutenburg Project] ==See also== *[[Historical Introduction to Philosophy/The Mind-Body Problem]] *[[w:Alcibiades|Alcibiades]] - article at Wikipedia [[Category:Philosophy of Mind]] 10250 53063 2006-12-08T23:21:39Z Heltec 3202 /* Licensing */ Template == Summary == Screenshot of lasso tool enlarged. (Couldnt make a replica, too detailed) {{Mac software screenshot}} 10252 68120 2007-01-08T13:15:43Z Mystictim 626 Add category Learning activities The argument Socrates uses hinges on the idea that the user is always different from that which he uses. Does that seem sensible to you? Considering the time of Socrates, there were no computers and certainly no knowledge of the complex workings of biochemistry. The self-regulation of a cell through chemical means and the workings of a computer may suggest that it is possible to be both the tool and the ruler of the tool. Does this sort of knowledge have an effect on the conclusions of this dialogue now? With your absolute command of this issue having read this dialogue, do you think you could convince a friend his body really isn’t his and that the real him is only ruling his body? Go ahead and give it a try. [[Category:Philosophy of Mind]] | [[Category:Learning activities]] 10254 77719 2007-01-17T14:06:51Z Mystictim 626 added learning activities Which do you think is more correct, Plato’s idea that the soul and body are separate or Aristotle’s idea that they are unified and why? Taking into account Aristotle’s arguments, does the destruction of the body mean the soul would no longer exist since they are both united? Would you be able to clearly distinguish potentiality and actuality for someone who hasn’t read On the Soul and how according to Aristotle the body is potentially a person and the soul is actually a person? [[Category:Philosophy]]|[[Category:Learning activities]] 10256 78641 2007-01-19T15:25:10Z JWSchmidt 20 add 2 links Please do not edit this page. Continue old discussion at [[Wikiversity:Colloquium]]. *[[Wikiversity:Colloquium/archives/October 2006|October]] | [[Wikiversity:Colloquium/archives/December 2006|December]] ---- = 1-7 November = == Open University == Open source universities are poping up everywhere. Least month it was MIT, now britian has one. See http://news.bbc.co.uk/2/hi/uk_news/education/6071230.stm and http://www.open.ac.uk/. Where did they put that list of free universities?--[[User:Rayc|Rayc]] 06:38, 1 November 2006 (UTC) :The open source community is really changing this world. We are doing it here, one edit at a time :-) --[[User:HappyCamper|HappyCamper]] 22:59, 1 November 2006 (UTC) The Open University has been around for years. It's not open as in open source software but open to everyone - you still have to pay in most cases. [[User:Ian OfNorwich|Ian OfNorwich]] :Bah. Wikiversity is developing a liberation of context that is irreversible: # Question Authority # Ignore the obvious # Make no assumptions # Speak the Truth to Power :That's about it. &bull; [[User:CQ|Q]][[User talk:CQ|^]][[User:CQ/Index|#]][[Special:Contributions/CQ|o]] &bull; ::I don't think this is realistic. The authority of a teacher can't be questioned if the student has too limited information on a subject. Reality often is obvious, ignoring it could get you into trouble. Everybody makes assumptions, it is important to learn what your assumptions are before you can change them. Unfortunately, the context dictates us when speaking the truth is useful or not. Avoiding powerstruggles will probably be impossible, see politics or the edit wars on Wikipedia.--[[User:Daanschr|Daanschr]] 18:35, 28 November 2006 (UTC) Today, i read in my newspaper (a large national newspaper in the Netherlands) that a revolution is taking place at the moment in education. [http://en.wikipedia.org/wiki/Category:Open_Universities Open University] is about to conquer the world with a new kind of learning. The European Union has put millions of euros in a project of interlingual learning at universities. Courses are translated from Dutch to English and from Italian to Turkish etc. Open Universities are founded by regular universities. Maybe it would be an idea to try to join them or to cooperate with them. A problem is that we are very small compared to them.--[[User:Daanschr|Daanschr]] 09:59, 28 November 2006 (UTC) :Hi Daanschr could you provide some links to this story and any background information about it? :The Open University (OU) (a State funded British distance learning institution that can confer ordinary and higher degrees) has recently launched an open courseware indicative called [http://openlearn.open.ac.uk/ OpenLearn]. This is similar to the MIT's [http://ocw.mit.edu/index.html OpenCourseWare] project. I think there is great scope for cooperation between these projects and Wikiversity. However I think these projects are quit different endeavors to that of Wikiversity. In my opinion both courseware projects are primarily marketing tools to promote and strengthen the identity of MIT and the OU. [[User:Mystictim|Mystictim]] 12:00, 28 November 2006 (UTC) ::Hi everybody, cooperation (besides with "outside" institutions) could also be improved in the different wikis, e.g. how many of the articles from English wikipedia are also available in other languages (and vice versa) ?<br> ::I am starting at the moment to translate the German wikiversity course [http://de.wikiversity.org/wiki/Kurs:Software-Test software test] into English [[Topic:Software_testing|here]]. But the problem I see is, that updating the content later in all languages will be some work. Let's see where it will evolve. If there can be cooperation through many languages - or also again some languages will dominate. Hopefully this will help to gather more people for the courses, which also Daanschr above talks about, which was one of my motivations to start the course in English here. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 16:36, 28 November 2006 (UTC) According to the newspaper (''De Volkskrant'' (Tuesday 28-11-2006) page 2), the courses are all free in the future, but you need to pay for exams in order to get a diploma. Not all course material is for free online, but the aim is to make it free and to translate it into several languages. The former chairman of the Open University in the Netherlands, the former Dutch politician Thijs Wöltgens tried to get 12 million euro from the Dutch government to get all the course material for free online. The Dutch government only gave 500,000 euro, and Open University needs to get at least 500 people to study at a regular university for the money. In the Netherlands, the government tries to enlarge the amount of university graduates, because it is good for the economy. A private American organization has given 200,000 dollar (+/- 150,000 euro). People can't graduate on Open University, students can only finish single courses. The reason that graduation is not an option is that face-to-face contact with a teacher is too important for an academic education. I was wrong about the European Union. I read my newspaper to quickly this morning. --[[User:Daanschr|Daanschr]] 18:14, 28 November 2006 (UTC) ===[[#Attribution from other projects]]=== Check out this post for further discussion on this topic [[User:Mystictim|Mystictim]] 11:52, 29 November 2006 (UTC) == Template:Policy == Please note the new addition to [[Template_talk:Policy]]. This is to [[[[Wikiversity_talk:Templates|raise awareness, not suspicion]]. I think it is a wise decision to create a place for a general treatment of [[Wikiversity:Templates]], so I just charged on ahead, in the [[Wikiversity:Be bold|spirit of being bold]]. I know this item ''might be'' of interest to [[Wikiversity:Custodians]], so I bring it up here. These should also note that [[Template messages/Project namespace]] (an explicit link from this template) or a substitute, has yet to be created and/or linked. To unwind, BTW, take a look at [[Humane Quality]] if you like. [[User:CQ|CQ]] 23:15, 1 November 2006 (UTC) ==Email versus User talk== I'm new to wiki software so maybe I'm missing something, but it seems like the way to get in touch with other users is via the "Email this user" button in the toolbox. Trouble is, many users don't seem to have an email address set up to recieve correspondence. This is kind of a problem, since I'm sure many people would like to collaborate on projects, and can't easily. Again, unless there's a different method of communication that I'm not aware of, shouldn't it be mandatory to enter an email address so that this beta can evolve? {{unsigned|Electroswoosh}} :Most commincation is done through the user talk page. I'll start yours. Though you could also subscribe to the wikiversity email list (I don't)--[[User:Rayc|Rayc]] 01:27, 2 November 2006 (UTC) ::I suspect that many Wikiversity participants may not know how to activate the email feature and may not understand the advantages of doing so. We could make a little tutorial about this. --[[User:JWSchmidt|JWSchmidt]] 01:39, 2 November 2006 (UTC) :::I think we should also mention some subtlety involved with the e-mail system. For example, if you mail within Wikiversity, your IP address remains hidden. --[[User:HappyCamper|HappyCamper]] 01:43, 2 November 2006 (UTC) ::::After using [[Wiki 101|wiki software]], email seems a bit ''barbaric'' to me. *hehe* ...Nevertheless, a tutorial including ''"understand the advantages"'' (I don't) is probably in order. [[User:CQ|CQ]] 02:59, 28 November 2006 (UTC) :May not fit in here perfect, but: one story about our German course [http://de.wikiversity.org/wiki/Kurs:Software-Test software test]: We were mostly communicating over discussion pages and user pages, but this was very time-consuming (waiting for the other to answer, ...) for the initial phase of the project. So we agreed to communicate over phone (which we agreed over email). And [http://de.wikiversity.org/wiki/Kurs_Diskussion:Software-Test#Startschuss result] was: we talked for 1,5 hours and could agree on many points. I would imagine that without this, this would have cost more time and nerves. So, it could be also mentioned in the tutorial to consider for initial kick-offs other (better) communication media :-( --[[User:Erkan Yilmaz|Erkan Yilmaz]] 16:49, 28 November 2006 (UTC) == Import www.gnacademy.org == I administer the site www.gnacademy.org, a distance learning site, and would appreciate it if people would help import some of the content of that site into wikiversity. There is a lot of wiki information on distance learning, and a database that would be nice to import into wikidata. [[User:Roadrunner|Roadrunner]] 16:03, 2 November 2006 (UTC) :I know nothing about Twiki. Is there an easy way to convert Twiki page content into MediaWiki format? --[[User:JWSchmidt|JWSchmidt]] 20:13, 2 November 2006 (UTC) == Use of Java Applets == *I used the following links to run a test on my user page but have not tested inside a topic file yet. I see no reason it should not work the same as the link downloads a java applet but I am not a wikimedia developer. I think we should be able to upload java distribution files (both source(GPL)and bytecode distribution files) to use in our learning modules. For an excellent example, if your browser is Java enabled click on this <b>kinematics lesson tool</b>[[http://www.phy.syr.edu/courses/java/Kinematics/]]located at http://www.phy.syr.edu/courses/modsim.html *I think this is ok if proper credit is given because the Java applet downloads and runs in your personal browser. Bandwidth load though .... this has been visited tens of thousands of times since developed in the nineties ..... how the server bandwidth would react to tens of thousands of high schoolers all in the same month is an interesting question. *Obviously the preferred alternative to using others work, even if they encourage it, is to develop or find GPL'ed applets that could be installed and run on the Wikiversity servers and bandwidth. *What do others think of the above to enable working with additional technologies besides the wikimedia in learning modules? Can we currently upload Java applet files and source and link to them for download to interested users? [[User:Mirwin|Mirwin]] 19:07, 3 November 2006 (UTC) :http://en.wikiversity.org/wiki/Motion_-_Kinematics Good place to use a link to above if we can agree on appropriate approach. [[User:Mirwin|Mirwin]] 20:09, 3 November 2006 (UTC) ::There have been some other Wikiversity participants interested in working along these lines; see [[Interactive labs]]. --[[User:JWSchmidt|JWSchmidt]] 21:46, 3 November 2006 (UTC) == Looking for online instruction examples == I'm currently editing the Wikiversity [[Wikiversity:Welcome%2C_newcomers#Proposed_New_Content|Newcomers]] page. I'm looking for recommendations of good examples of active instruction being conducted online at Wikiversity. So far I've found just one (on Hitler's Germany). I'd like more, especially those demonstrating different styles of instruction in a variety of disciplines. It's my intention to use these to form an introductory overview for newcomers. Later I'll do the same for downloadable learning and teaching plans. [[User:Morley|morley]] 02:43, 4 November 2006 (UTC) ==Good Way to Help Wikiversity Grow Predictor@Home et. al.== Hi JW, I have established wikiversity.org projects at einstein@home and rosetta@home. If you have BOINC running on a system and working with http://predictor.scripps.edu/ you could establish a wikiversity team there. I think this might tie in well with your phage learning portal. Certainly we need the advertising we can get if we can get tens or hundreds to sign up and climb over the next few months in the ratings. People actually look at those once a while. I have at seti@home. (aWe also need a team there my acccount is messed up so I cannot reestablish another till I change email addresses I will drop a copy of this note at the collquium there are a lot of projects to cover, eight or ten listed at Berkely, google seti home takes you there) With a team name of wikiversity.org we should certainly get some exposure. Also if you are serious about establishing a wikiversity supercomputing project (great idea! I think I mentioned a couple of times and nobody was interested) in the long term then we need people to start using the software and getting familiar with it. If we have a lot of users some of the free software folks crave useful popular work. No fun to write software nobody uses. [[User:Mirwin|Mirwin]] 05:30, 5 November 2006 (UTC) :Maybe along with free learning journals being added to each school's page, we can add all the @home projects on particular pages. Just to let everyone know, I also created the [[Screensaver Project]] a while back ago to list these projects.--[[User:Rayc|Rayc]] 20:27, 5 November 2006 (UTC) == CC-BY-SA 2.5 == The German Wikiversity uses CC-BY-SA 2.5. Why doesn't it do the English Wikiversity? :Wikiversity started at Wikibooks and the meta-wiki. Those two older wikis use GFDL, so it was natural for Wikiversity to do the same. --[[User:JWSchmidt|JWSchmidt]] 16:17, 5 November 2006 (UTC) ::''Because it was always GFDL…'' ::Does not convince me. Old contents could be nevertheless exceptionally under the GFDL and the new under the CC-By-SA. :::Change is much more likely to happen when there are explicit reasons provided for making a change. What are the advantages of CC-By-SA? --[[User:JWSchmidt|JWSchmidt]] 16:27, 5 November 2006 (UTC) ::::One does not have to print with e.g. the whole license text. Since version 2.5 the Creative Commons licenses thus e.g. permit it the Wiki to call as an author. :FDL is known and tested to be copyleft or "viral". The creative commons allows copyright holders to specify a barrage of different rights and responsibities ranging from traditional copyright to public domain or attribution only. This can be confusing and conflicting. I would view using CC-BY-SA 2.5 as potentially threatening to Wikiversity's fundamental mission. Get human knowledge available online in a free format that can be modified and reused widely and freely. We already have domestic commerical publishing industry on Terra. No need for Wikiversity as a non-profit to duplicate it. [[User:Mirwin|Mirwin]] 17:35, 5 November 2006 (UTC) :I remember Jimbo stating somewhere that if he had to do wikipedia all over again, the first thing he would change is that it would be CC instead of GDFL.--[[User:Rayc|Rayc]] 02:48, 6 November 2006 (UTC) *"not have to print with e.g. the whole license text" <-- The intent of the GFDL is to make documents freely available. Printing out Wikiversity content for educational use without printing a full copy of the license is not a problem unless someone also tried to falsely claim ownership of that content. "wikipedia.....CC instead of GDFL" <-- This kind of hindsight is not very useful. Wikipedia was placed under the GFDL before any CC licenses even existed. --[[User:JWSchmidt|JWSchmidt]] 04:40, 6 November 2006 (UTC) **Yes, I know that. But CC exists now, and wikiversity is just starting up.--[[User:Rayc|Rayc]] 16:09, 6 November 2006 (UTC) ***What are the advantages of using a Creative Commons license? How would using a Creative Commons license impact on existing Wikiversity content that is under the GFDL? --[[User:JWSchmidt|JWSchmidt]] 17:33, 6 November 2006 (UTC) ****Whenever I ask someone on commons about that, they point me to this image -> [http://commons.wikimedia.org/wiki/Image:BD-propagande_colour_en.jpg Image:BD-propagande colour en.jpg] --[[User:Rayc|Rayc]] 00:20, 7 November 2006 (UTC) [[Image:Multilicensed images.png]]<BR>We can dual-license images and other media.--[[User:JWSchmidt|JWSchmidt]] 00:59, 7 November 2006 (UTC) The image question is different... someone teaching a class might want to use a few images without wanting to print out the entire coursework. For that purpose, GFDL is a Very Bad Thing, because having to print 2 pages of licencing for a handout with 4 or 5 images is awkward, to say the least. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:45, 7 November 2006 (UTC) :"Very Bad Thing" <-- The purpose of the GFDL is to make works freely available for people to use. If you simply use some copies of GFDL-licensed material (such as images) in a classroom, who is going to show up at your door and demand that you also print copies of the GFDL?. All of the restrictions in the GFDL are there to prevent people from taking GFDL-licensed material and converting it to a non-free format. Some of the [[w:Fear, uncertainty and doubt|FUD]] that is thrown at the GFDL might be tempered the [http://gplv3.fsf.org/fdl-draft-2006-09-22.html new version of the GFDL].--[[User:JWSchmidt|JWSchmidt]] 15:43, 7 November 2006 (UTC) ::Cute. So why not just "GFDL" instead of "CC by 2.5 and GFDL"? Four bytes instead of 18 bytes not 4 bytes plus 3 pages. I just posted a jpg of a set with many 3d models in a Firestation fire engine bay. I have offered to send the 5MB file to anyone who emails me pending getting our learning project cisLunarFreighter setup on SourceForge (anybody willing to administer it for a while until somebody else shows up feel free, I have enough to learn as is for the moment). Is the CC by 2.5 and or GFDL suitable for these models since the *.blend file is loaded same as a document or should a GPL be used or should we label the models file as "GFDL, CC by 2.5 and GPL as apprpropriate"? It seems to me that a court case will show up eventually acknownledginng the intent is the important issue not the specific standard licence cited. Meanwhile I guess for models and sets in used 3D modeling and animation we will use all three in the final distribution of packaged files. I guess I now know I have to read the blasted licenses again (and again, and again, ...) and reinvestigate the background of the individuals controlling the license content and periodic updates to have a current meaningful opinion. [[User:Mirwin|Mirwin]] 23:56, 8 November 2006 (UTC) :::I'll say it again - we need to build a learning community around free content and licencing. A learning project at [[Free content]] seems to be the most obvious starting point, if anyone's willing to pitch in - or even advertise community-wide.. [[User:Cormaggio|Cormaggio]] 11:57, 9 November 2006 (UTC) = 8-14 November = ==A problem at Wikibooks== Wikibooks will not let me login. It tells me I must have cookies set, which I now do and provides a test screen to add two number when I try to edit anonymously. I cannot get this to work either putting a number in and hitting return, number and the submit button, or spelling the words out (one plus one equal SUBMIT BUTTON). I had cookies off for a while when I was not editing Wikipedia, Wikibooks, or Wikiversity much. I think I tried to login and now the software either on my system or wikimedia server thinks I still have cookies off. I can now log into Wikipedia and Wikiversity just fine. Some Wikibooks administrators may wish to check on this as participants here must be able to insert comments, question and improvements at Wikibooks to have an incentive to use Wikibooks and as part of our overrall premise of incremental improvement of open materials. Anyone else having this problem? Leave information here or at my talk page. Thanks! This is a problem for Wikiversity as well since I am trying to use the Blender books at Wikibooks in my learning trails. [[User:Mirwin|Mirwin]] 23:41, 8 November 2006 (UTC) :I just tried to login to Wikibooks using Internet Explorer and cookie security set to "high" and could not login. I lowered the cookie security level and could then login. What cookie settings are you using?--[[User:JWSchmidt|JWSchmidt]] 00:33, 9 November 2006 (UTC) ::I am using Firefox. The cookies seem to be on or off. You can block specific cookies which I had quite a few but could not see wikibooks.org. I deleted all cookies and all blocks and now I can log in as lazyquasar. I think something is not quite right in the mediawiki code running wikibooks though. The login screen still asks you to type a word and then presents an equation. This comes up in response to putting external links in pages <b>when not logged in</b> but not when use the v specification in the wikimedi link format. No longer a big deal for me now that I can log on again. Unless others are having trouble not worth pursuing further. [[User:71.161.11.216|71.161.11.216]] 04:33, 9 November 2006 (UTC) ==Attribution from other projects== I'm looking at [http://ocw.mit.edu/OcwWeb/index.htm MIT OpenCourseWare] and [http://openlearn.open.ac.uk/ OpenLearn] and they both [http://openlearn.open.ac.uk/mod/resource/view.php?id=15] [http://ocw.mit.edu/OcwWeb/Global/terms-of-use.htm] seem to be operating under the CC License, particulary * to copy, distribute, display, and perform the work * to make derivative works Now that we are almost done transwiki-ing material from wikibooks, could we start moving OpenCourseWare and OpenLearn's stuff into wikiversity? What kind of attribution would be acceptible? Could we make a template and place it at the bottom of the page to fulfill the attribution? Finally, would this be useful to start moving over to the wiki? (Looks like [[School talk:Physics and Astronomy|someone else]] had the idea as well) --[[User:Rayc|Rayc]] 23:16, 9 November 2006 (UTC) :The first thing that strikes me is that both those sites use a ''Non-Commercial'' version of a Creative Commons licence - this is generally rules for exclusion within Wikimedia projects (on the grounds that we explicitly allow our content for commercial use - with attribution), though I'm unsure if we will apply that policy in the same way here. The other thing that strikes me is that, though we open-content projects could all borrow from eachother and, by logical extension, all end up with the same repository of shared material, it might be an idea to keep to our own material, developing it here, with the efforts of our contributors. I'm not saying we exclude everything that doesn't come from within our participant base, but nor do I think we should just dump in everything. IMHO (for now) :-) [[User:Cormaggio|Cormaggio]] 00:11, 10 November 2006 (UTC) ::Sure! Read, cite, derive and link to [http://ocw.mit.edu/OcwWeb/index.htm MIT OpenCourseWare] and [http://openlearn.open.ac.uk/ OpenLearn], but why start [[Wikiversity:Welcome, newcomers#Overarching principles|compromising principles]] now? Nothing in Wikimedia has succeeded [[Wikiversity:Scholarly ethics|honorably]] thus far. Honor their work by proving that you understand it enough to use your own words! [[User:CQ|CQ]] 03:15, 28 November 2006 (UTC) :::I'm not entirely sure what you mean here, so curiosity forces me to probe deeper.. :-) In what way(s) do you think I/we could be compromising principles? Whose work are you thinking we need to honour? How do you see this to be done? [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 18:20, 1 December 2006 (UTC) == Categories and Namespaces == '''[[User:Xlbnushk|Xlbnushk]] 16:05, 10 November 2006 (UTC)''' -- I've got a couple of issues to bring up. 1) How should the categories be organized? Right now I'm working on the Japanese language course, and I'm putting every related article into [[:Category:Japanese]], [[:Category:Foreign Language Learning]], [[:Category:Language and Literature]], and [[:Category:Humanities]], based on the hierarchy of the faculty, school, division, and course. This may become a problem because, for example, [[:Category:Japanese]] now shows up within [[:Category:Humanities]] and that sort of trend could really clutter things up. Would it be better to place articles and categories only within the category of their immediate parents? In other words, [[Topic:Japanese]] would go only into [[:Category:Japanese]], which would go only into [[:Category:Foreign Language Learning]], which would go only into [[:Category:Language and Literature]], which would go only into [[:Category:Humanities]]. (This is, of course, setting aside things that fit into multiple same-level categories.) Since a category page ultimately display subcategories, a course category page could still be accessed from, say, a faculty category page. Now that I think about it, I do believe that this is a much better system and should be the standard. I'm going to implement this system for at least the Japanese course as an example. See the result at [[:Category:Humanities]]. 2) Perhaps namespaces should be reorganized to fit the various levels of articles that we have. Using my previous example, the Japanese language course fits into the [[Topic:Foreign Language Learning|Foreign Language Division]] of the [[School:Language and Literature|School of Language and Literature]] of the [[Portal:Humanities|Faculty of Humanities]]. The "division", "school", and "faculty" attributions have not been properly discussed, and I feel that proper discussion is necessary. As it is now, the [[Topic:Foreign Language|Foreign Language Division]] and the [[Topic:Japanese|Japanese course]] are both topic-level articles. This is confusing. Also, there might be the need for a further breakdown of levels to accomodate the organization of lessons. What if I wanted to create separate beginner, intermediate, and advanced level Japanese courses, or courses with very specific goals? The next level we have below courses is lessons, and this system does not allow for lessons to be grouped except under courses, which is inconvenient for organization. I'm not saying that my idea necessarily should be instituted, but I think other people may have such concerns as well and that we need to revisit the topic and come to a definitive conclusion. The [[Wikiversity talk:Namespaces|namespaces]] page and the [[Wikiversity talk:naming conventions|naming conventions]] pages have handled this to an extent, but they didn't effectively collect user votes. What say you? :So can we define the material as in category (Japanese Reading K4-K5) category (Japanese Reading K9-12) etc.? It seems to me that specific lesson or learning trails have to be interlinked from within the lesson no matter how we preceed with topic names or categories. Regarding the Division, School, etc. debate it is not clear to me yet that all these top level categories are useful beyond giving newcomers confidence to place some material somewhere which they will be able to find again. [[User:Mirwin|Mirwin]] 21:34, 13 November 2006 (UTC) ---- Wikipedia has a well-developed [[w:Wikipedia:Categorization|set of guidelines]] for categories. I think the most useful rule is, "Articles should not usually be in both a category and its subcategory. For example '''Golden Gate Bridge''' is in '''Category:Suspension bridges''', so it should not also be in '''Category:Bridges'''." --[[User:JWSchmidt|JWSchmidt]] 16:31, 10 November 2006 (UTC) '''namespaces'''. The first issue for namespaces is the distinction between main namespace content and "meta content". The main namespace (pages with no prefix) is for pages that are the actual education-oriented content of Wikiversity. The [[Wikiversity:Wikiversity project proposal|Wikiversity project proposal]] identified two major types of learning resource that are central to the project's mission: learning materials and learning projects. Most Wikiversity content that can be thought of as being learning materials or learning projects should be in the main namespace. If there are various organizational levels or categories of learning resources, they can be organized using categories and portals. Portals, as developed at Wikipedia (see [[w:Wikipedia:Portal]]), when combined with categories provide a versatile system for organizing related main namespace pages. I think it would be a mistake to start dividing main namespace content into subsets that would be assigned to new namespaces. Any proposal for doing so needs to explain clearly the reasons why Wikiversity should make new namespaces for main namespace content; in particular, such a proposal needs to explain why new namespaces would be better than using the existing system of portals and categories.<BR> '''meta content'''. Wikiversity pages that are about how Wikiversity functions and how the Wikiversity community can develop educational resources can be thought of as "meta content". I think Wikiversity participants should view pages in the "School:" and "Topic:" namespaces as content development projects. At Wikipedia, all content development projects are simply placed into the "Wikipedia:" namespace. I think the Wikiversity "School:" and "Topic:" namespaces are a useful innovation in providing two new namespaces for content development projects. At Wikipedia there is a pseudo-namespace for content development projects; the names of all of the content development projects start with "Wikpedia:WikiProject" (see [[w:Wikipedia:WikiProject]]. At Wikiversity, pages in the "Topic:" namespace can be called divisions, departments, centers, institutes, etc. Wikiversity "Topic:" pages are content development projects for narrow topic areas that fall within broader subject areas of the Wikiversity schools. Yes, it would be possible to divide up the pages in the "Topic:" namespace and split them into a set of new namespaces, but would that really be less confusing? --[[User:JWSchmidt|JWSchmidt]] 20:33, 10 November 2006 (UTC) '''[[User:Xlbnushk|Xlbnushk]] 21:05, 10 November 2006 (UTC)''' -- I see what you're saying. I've been doing a lot of organizing recently, and I'm actually quite comfortable with the setup. Topic pages can be organized into hierarchies via the use of categories, so I guess there is no absolute necessity for further namespaces. :Additional namespaces might not be necessary, but if anyone can think of how a new namespace would help we should give it serious consideration. It is better to act now while this wiki is still new, small and more flexible....in the future there will be too much momentum to easily change course. --[[User:JWSchmidt|JWSchmidt]] 21:36, 10 November 2006 (UTC) '''[[User:Xlbnushk|Xlbnushk]] 21:42, 10 November 2006 (UTC)''' -- If we're going to have more namespaces, we should have one for each different level. Portals already satisfy the top tier, then schools, then divisions, then topics. It doesn't really matter what they're called, but we could use some variety towards the bottom, something to branch out from topics. If special namespaces are for development pages, then we definitely need more. The only pages not involved in development are going to be specific lesson pages. '''[[User:Xlbnushk|Xlbnushk]] 04:04, 11 November 2006 (UTC)''' -- Again, if special namespaces are the standard for development and coordination pages, then we definitely need more. Special namespaces allow users to see the overall purpose of a page at a glance. They also make it much easier to understand the hierarchy when seeing multiple pages from multiple levels at once. The categorization system allows us to create hierarchies, but it is not more for reference and not optimal for organization. ---- "If we're going to have more namespaces ..... we could use some variety towards the bottom, something to branch out from topics ..... we definitely need more." <-- If we are going to have more namespaces we need a list of names for the new namespaces, descriptions of how the contents of those new namespaces will differ from the contents of other namespaces and reasons '''why''' having the new namespaces will improve Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 06:54, 11 November 2006 (UTC) ---- ;The Purpose of Namepaces :The purpose of namespaces is to identify pages. If a page has a purpose, it should be identified''' clearly'''. Vague names or no names helps no one. [[User:Robert Elliott|Robert Elliott]] 15:03, 11 November 2006 (UTC) ::Yes - for me, every namespace (except for "Main" which is the ''lack of'' a namespace), simply indicates that it is an '''organiser page'''. "This page will guide the reader to useful content in this area". I already wonder whether we have too many - my constant question is: "Is it intuitive for the newcomer to find and/or contribute to content?". If it is felt we need to develop further namespaces, I agree that they need to be clearly justified in terms of their usefulness, and that this should preferably be done sooner rather than later. [[User:Cormaggio|Cormaggio]] 16:02, 11 November 2006 (UTC) :::If we are operating on a structure that is not represented in the namespaces, that in and of itself is a cause for confusion. We need to make a decision on this instead of arguing. Where and how do we propose the change formally and put it to vote? --[[User:Dnjkirk|Dnjkirk]] 11:37, 13 November 2006 (UTC) ::::I started a page where [[Wikiversity:Namespaces/Proposals for new namespaces|proposals for new namespaces]] can be listed and then discussed. --[[User:JWSchmidt|JWSchmidt]] 13:52, 13 November 2006 (UTC) ==Honesty/Integrity== Since more freedom is allowed on wikiversity than wikipedia, I suggest '''honesty and integrity''' as an over-reaching principle because in wikiversity we need to know that we are in companies that we can trust. It may be related to ''civility'' but it is different. We need this line because, in contrast to wikipedia, it is sometimes difficult to tell whether somebody is honest or not. Thus the honour code ('''do not intentionally deceive''') is much more important here. For example, a fake article may appear on wikiversity, which is beyond anybody on wikiversity to point out the mistake. On wikipedia, it would just be deleted, because it cannot be supported. On wikiversity, we might have to keep it until somebody finds out the fault. This would be okay if the fault was a genuine mistake, and often the mistake can be corrected and it would become a contribution to the society. But if it were a hoax, then it would have wasted the time of many readers in the mean time. And I have not heard of wikipedians being banned because of intentionally deceiving. I am not sure if ''Civility'' and ''disclosure'' cover such grounds. --[[User:Hillgentleman|Hillgentleman]] 23:42, 10 November 2006 (UTC) :The essence of what you have written is quite thoughtful, and very far reaching. What you wrote suggests that Wikiversity and Wikipedia differ, so let me try and qualify what that is. In my opinion, a participant on Wikipedia contributes for the purpose of disseminating knowledge, whereas on Wikiversity, it is done for (or supplanted with) the purpose of learning. Someone who contributes to share knowledge feels they are able to do so. Someone who wants to learn realises that they cannot. Wikiversity is a santuary where these two spheres of thought coexist, and in fact are nurtured - this is not quite as apparent on Wikipedia. In some parts of Wikipedia, this may be nonexistent. I might digress and write more on how and where this occurs, but I want to keep this response rather balanced. :I hope we do not adopt too much of the civility or transparency jargon too much - although I think it would be good to build a new framework inspired by their reasonable success. My concern on the former comes from the observation that many editors become very adept at using passive aggressiveness to compensate for their abrasive editing style - this is not necessarily a net benefit to the Wiki. Disclosure is also difficult to define - perhaps "sufficient disclosure" or some other moderated concept should be introduced. I have found that there are many complex situations on the Wiki where disclosure of information is not appropriate, because compromises the well being of particular editors, the Wiki as a whole, or various gradations between the extremes. :I have been of the sort that feels the Wiki cannot possibly preemptively codify for every nuance of sophistication that can occur. What appropriate aim to strive for on Wikiversity, would probably include a wholistic set of principles or ideals. Leading by example might be very appropriate and complementary to honesty and integrity - a tremendous amount of behaviour is learned by observation on Wikis. Well, we'll see if these posts make a splash or not on the colloquium!! --[[User:HappyCamper|HappyCamper]] 04:20, 11 November 2006 (UTC) ::That's a very interesting response, HappyCamper. I'd love to hear your thoughts (held back for now ;-)) about the differences between Wikipedia and Wikiversity (as well as Hillgentleman's). But on the difference you ''do'' outline, I'd like to add my own perspective. You say that Wikipedia is about "disseminating knowledge, whereas on Wikiversity, it is done for (or supplanted with) the purpose of learning". This is true, of course, and I would only add that, while both projects are about ''constructing'' knowledge, however Wikiversity is about this in a very literal, explicit sense. ::I agree that it's going to be very hard to create policy for every social eventuality on-wiki. That's why we need to come up with a simple set of general groundrules about what it means to participate in this space, and let the community decide and interpret how it implements this. Persistant trolls will - well, persist - but it is up to the wider community to set norms or examples, as you say, and to codify this within groundrules for good practice. Honesty and integrity sound like very easily "trollable" concepts, but they are also fundamental, in my mind, to providing for broad education. I'd be very happy if it were to work alongside the other related policies/guidelines (like [[Wikiversity:Disclosures|Disclosures]] and [[Wikiversity:Civility|Civility]]) - hopefully to strengthen our identity - but I just wonder if it will make it any easier to deal with persistant trolls and/or people from radically different worldviews (think, for example, neo-fascists). [[User:Cormaggio|Cormaggio]] 16:28, 11 November 2006 (UTC) :::The Wikiversity community has been called upon to develop a project where participants can move beyond the restrictions of the rule for "[[w:Wikipedia:No original research|No Original Research]]". Original research and academic freedom take us beyond the confines of the traditional [[m:Neutral point of view|Wikimedia Foundation Neutral Point of View policy]] (NPOV). One possible path into this new territory is to establish policies for [[Wikiversity:Scholarly ethics|Scholarly ethics]] and open declaration of all [[Wikiversity:Disclosures|departures from NPOV]]. --[[User:JWSchmidt|JWSchmidt]] 16:38, 11 November 2006 (UTC) ::::Looks like we already have a Scholarly ethics page. Been seeing this a lot recently, people coming up with ideas very similar, yet just enough difference that one can't find it in a search. I would like to restate my pigionhole complaint now. :)--[[User:Rayc|Rayc]] 18:32, 11 November 2006 (UTC) :::Ok, I will bite. What was (or provide a link) your pigionhole complaint? [[User:Mirwin|Mirwin]] 20:30, 12 November 2006 (UTC) ::::"A bigger problem I see is how will we piggon hole people to work on other people's stuff?"- from October. If bob is working on the history of ships and boats in canadian, and joe wants to work on canadian maritime history and doesn't know about bob, how do we get bob and joe to work together?--[[User:Rayc|Rayc]] 21:21, 12 November 2006 (UTC) '''content moved''' to [[#The Use of "Category"|the next section]] <-- if people give some thought to placing pages in categories then it becomes much easier for people to find related pages. --[[User:JWSchmidt|JWSchmidt]] 17:22, 13 November 2006 (UTC) ::In response to Rayc, I think that, while we should be obviously encouraging collaboration (and making it easier for people to see ''how'' and ''where'' they could collaborate), having two pages that are similar is no bad thing - provided that they differ ''enough'' to be kept separate. One of the whole points in Wikiversity is that there will be multiple materials on the same subject - this is one way in which we differ ''substantially'' from Wikipedia. However, that's just a general point - not necessarily addressing Ray's question (to which I don't have an immediate answer). [[User:Cormaggio|Cormaggio]] 01:26, 13 November 2006 (UTC) ---- ::Search and links to related pages and web sites. When enough people show up interested in a subject someone will add links to sparsely connected pages to improve the materials. This is a natural easy contribution for newcomers to make and in the case of pigeonholing above will serve as an introduction between people and other pages. [[User:71.161.5.15|71.161.5.15]] 18:40, 25 November 2006 (UTC) ==The Use of "Category"== *We need to encourage people to help with [[Special:Uncategorizedcategories|Uncategorized categories]] and [[Special:Uncategorizedpages|Uncategorized pages]]. When people create a new page they should put the page into at least one category. --[[User:JWSchmidt|JWSchmidt]] 22:30, 12 November 2006 (UTC) ;The theory of Categories :I have not found a clear explanation of how to use Categories. At first, this seems to be a simple tool but in reality it is the foundation of a compete database structure. We need more information on how to use "Category". (Yes, I realize there is a HELP page for Category but so far, I cannot figure it out.) [[User:Robert Elliott|Robert Elliott]] 16:49, 13 November 2006 (UTC) ::Right now, all Wikiversity has in the way of information about categories is taken from Wikipedia (see [[Help:Category]]). A major page at Wikipedia for learning about categories is [[w:Wikipedia:Categorization]]. Maybe Wikiversity needs a short introductory tutorial about the use of categories. --[[User:JWSchmidt|JWSchmidt]] 17:17, 13 November 2006 (UTC) :::Also, what is done about pages that are subpages of categorized pages, like Topic:Foo/Intro_to_Foo? If Foo is category:foo, when I don't think Intro_to_Foo should be in a category.--[[User:Rayc|Rayc]] 00:34, 14 November 2006 (UTC) ::::Categories are useful for groups of related pages. If there are only two pages about Foo, those two pages can just be linked to each other and it may be that nobody will get confused. It does not hurt to put a subpage into a category; that provides a second way for people to find a page besides having to find the link to it. Also, it does not hurt to plan for the future. A category that starts with one or two pages might come to have many pages in the future. --[[User:JWSchmidt|JWSchmidt]] 02:20, 14 November 2006 (UTC) :::::To extend: "Foo" is a subject (like "Philosophy" - we have both [[School:Philosophy]] and [[Topic:Philosophy]]). [[School:Philosophy]] links to [[Introduction to Philosophy]], which, at the moment, is a single page, but it could very well be a course in itself. There is a [[:Category:Philosophy]], and there is also a [[:Category:Introduction to Philosophy]]. The former category will include ''all'' Wikiversity material related to philosophy, while the latter will include all material within that course (if it becomes a course). However, as is apparent, our system is slightly confused. Topic:Philosophy links to [[Philosophy 1000]] (labelled "Introduction to Philosophy"), but doesn't mention [[Introduction to Philosophy]], which is linked from the school instead! This isn't such a big deal if they're all in [[:Category:Philosophy]] (or a sub-category) - categorisation can work to find ''all'' directly relevant material (and other peripherally-linked material can be listed on a Portal, School, or Topic). However, I think we need to look further into making a course structure apparent in a single organiser page. We also need to make our present namespaces intuitive to understand, which, I think it's fair to say, aren't. ''All'' namespaces need to be justified - for what it's worth, I'm still open to the idea of abolishing all namespaces in favour of having simply Portals and Categories, and then working on a smart system of tracking and/or finding material through metadata, for example... [[User:Cormaggio|Cormaggio]] 11:52, 14 November 2006 (UTC) === a justification for the "School:" and "Topic:" namespaces === "the idea of abolishing all namespaces" <-- I assume that means abolishing only the "School:" and "Topic:" namespaces. Here is a justification for the "School:" and "Topic:" namespaces. When Wikiversity existed as a set of pages at Wikibooks, most of the Wikiversity pages were organized around this page: [[b:Wikiversity:Wikiversity Schools]]. In addition to the many pages for "schools" there were also a few pages such as [[b:Wikiversity:Social Sciences]]. As an example of a "school" page, look at [[b:Wikiversity:School of Biology]]; it was basically a list of more specific '''topic''' areas within the broad subject of biology. As an example of a "topic" page, look at [[b:Wikiversity:Microbiology]]. Like many of the "school" and "topic" pages that had been started at Wikibooks, the "Microbiology" page had little educational content; it was a starting point for content development. So we can ask the question, what should have been done with these "school" and "topic" pages when they were imported to the Wikiversity website? And what about pages such as [[b:Wikiversity:Social Sciences]]? Choice 1) Put all "school" and "topic" pages and pages such as [[b:Wikiversity:Social Sciences]] into the "Portal:" namespace. Choice 2) Put some of the pages such as [[b:Wikiversity:Social Sciences]] into the "Portal:" namespace. Designate most of the "school" and "topic" pages as ''content development projects''. '''content development projects''' vs '''portals'''. A [[w:Wikipedia:Portal|portal]] is a user-friendly page that connects people to wiki content. At Wikipedia, content development projects are called [[w:Wikipedia:WikiProject|WikiProjects]]. Here at the start of the project, Wikiversity has very little actual content and is in need of content development projects. At Wikipedia, the content development projects all exist withing the "Wikipedia:" namespace. At Wikipedia, the names of the content development projects all start with "Wikipedia:WikiProject". For example, look at [[w:Wikipedia:WikiProject Council/Directory/Science]]. Notice that there is a hierarchy of WikiProjects with the "science directory" WikiProject linking to many other WikiProjects that deal with specific science topics such as [[w:Wikipedia:WikiProject Molecular and Cellular Biology]]. '''NOTE''': the WikiProjects do not substitute for portals, so, for example, there is also a [[w:Portal:Molecular and Cellular Biology]]. In the case of Wikiversity, the "School:" and "Topic:" namespaces were created as new namespaces for the "school" and "topic" pages that had been created at Wikibooks. The pages in the "School:" and "Topic:" namespaces can be thought of as Wikiversity content development pages. At Wikipedia there are two types of content development pages, the WikiProject directory pages for major subject areas and the actual WikiProject pages for specific topics. Rather than put these two kinds of content development pages into the "Wikiversity:" namespace, we put them into the "School:" and "Topic:" namespaces. '''Are the "School:" and "Topic:" namespaces confusing'''? The "Wikiversity:" namespace is the "Project:" namespace. In my opinion, the "Wikiversity:" namespace should be for discussions of how Wikiversity functions as a Wikimedia Foundation project. The "Wikiversity:" namespace is the place for pages such as [[Wikiversity:Policies|policy pages]]. Pages for content development projects are not for meta-level discussion about the project, they are places where wiki participants collaborate to develop and manage the actual main namespace content of the project. I think it makes sense to have content development projects outside of the "Project:" namespace. I think most people who are interested in the educational mission of Wikiversity are familiar with the idea of a "school". There should be very little confusion over the idea of participants in a school organizing their collaborations according to specific topics. '''my conclusions'''. Having converted pages such as [[b:Wikiversity:Social Sciences]] into portals and "school" and "topic" pages into content development projects in the "School:" and "Topic:" namespaces, Wikiversity now has a basic system of portals and "WikiProjects". The Wikiversity content development pages are very important pages. I think it is a useful innovation to place these pages in the "School:" and "Topic:" namespaces. The "School:" pages can function like Wikipedia WikiProject directory pages. The "Topic:" pages are where Wikiversity participants who are interested in a topic can come together to collaborate and plan the main namespace pages that will hold the educational content related to that particular topic.<BR>--[[User:JWSchmidt|JWSchmidt]] 15:36, 14 November 2006 (UTC) :Thanks John, it's taken me until your final paragraph there to realise what the School: and Topic: namespaces are good for, and also, crucially, how they differ from eachother. (And also, you're correct in thinking that it was these two namespaces that I was dubious about until now - sorry for leaving that unclear.) However, from what it looks to me, this isn't how these namespaces are being used in practice - does this then mean we need to go through each Portal, School and Topic, and see how they need to be restructured? [[User:Cormaggio|Cormaggio]] 16:47, 14 November 2006 (UTC) ::I have been having discussions about the "School:" and "Topic:" namespaces with various people for the past three months, mainly at [[Wikiversity talk:Naming conventions]] but also on this page, in IRC #wikiversity-en and at [[Wikiversity talk:Namespaces]] and [[Wikiversity:Namespaces/Proposals for new namespaces]]. It seems to be difficult to find people who are willing to say, "Oh, I see, sure, let's use the school and topic namespaces for content development projects". I am ready to do so, but I am reluctant to act without some kind of consensus. I think the most organized way to establish such a consensus would be to make a policy page for content development projects and make it policy for this wiki that content development projects exist as pages in the "School:" and "Topic:" namespaces. --[[User:JWSchmidt|JWSchmidt]] 18:35, 14 November 2006 (UTC) :::Oh, I see, sure, let's use the school and topic namespaces for content development projects! I '''love''' it! (...and to your original beef way up there, I am encouraged to review my contribs to make sure I've categorized stuff properly). :::BTW, Cormaggio, In listing the gamut of '''Philosophy''' morsels, you appear to have ommited the most im'''PORT'''ant one &mdash; '''[[Portal:Philosophy]]''', which according to the prescribed structure is the '''[[Wikiversity:Browse|tip]]''' of the whole [[Wikiversity:Naming conventions|structure]] and ought to link to all of those other things you touched above. ''Yet this portal does'nt yet exist!'' (per 05:59, 28 November 2006 (UTC)) '''What's up with that?''' :::Furthermore, restating JW's discourse, [http://en.wikipedia.org/w/index.php?title=Wikipedia:WikiProject_Wikiportals&action=history subjectively and historically], it is worthy to note that on Wikipedia, the '''Portal:''' namespace was a long time in the making, evolving from obscurity burried in the project namespace as [[Wikipedia:Wikipedia:Wikiportal|Wikipedia:Wikiportal]]s. WikiProjects began very slowly to emerge as groups of [[Wikipedia:Wikipedia:Portal/Directory|Portal maintainers]] with ''[[Wikipedia:Wikipedia talk:WikiProject_Wikiportals|much discussion]]'' about the commitment to such ongoing long-term efforts. At long last the Portal namespace was created with a prominant place for WikiProjects in the [[Wikipedia:Template:Box portal skeleton|portal skeleton]]. Getting this structure in place was a painstaking, collaborative, massive endeaver. :::Here, we have the luxury of a Portal namespace at the outset, but not yet a culture of commitment and continuity. It seems logical to me that '''Schools''' should be responsible for [[Wikipedia:Categorisation|Categorisation]] by [[Wikipedia:Class (philosophy)|class, kind, type, etc.]] in the form of a [[Wikipedia:Library classification|library]], [[Wikipedia:Taxonomic classification|taxonomic]], [[Wikipedia:Statistical classification|statistical]] or some other [[Wikipedia:classification|classification]] [[Wikipedia:classification theorem|theory]] or [[Wikipedia:schema|schema]]. Such a classification of categories is explained at '''[[Wikipedia:Wikipedia:Classification|Wikipedia:Classification]]'''. Using templates to classify categories as I touched on in the discussion [[Wikiversity:Namespaces/Proposals_for_new_namespaces#Oppose|here]] is also described. [[User:CQ|CQ]] 05:59, 28 November 2006 (UTC) == Duplicate file names == Eventually, we will need to deal with the problem of duplicate files names. While this can wait a few years, people should be aware of the problem. The problem is teachers of two different courses are beginning to use the same file names (or attempting to since Wikiversity does not currently allow this.) We need to be able to have a lesson page called <font color="green">'''Lesson: Creating the Storyboard'''</font> in a course in ''' Basic filmmaking''' and a course on '''Filmmaking for drama departments''' and a course on '''How to create TV commercials'''. [[User:Robert Elliott|Robert Elliott]] 16:57, 13 November 2006 (UTC) :There are two solutions to this problem. First, more specific page names can be used such as '''Creating storyboards for films''' and '''Creating storyboards for TV commercials'''. The second solution is to use [[w:Wikipedia:Manual of Style (disambiguation pages)|disambiguation pages]]. I think Wikiversity only has one disambiguation page so far: [[Language]]. --[[User:JWSchmidt|JWSchmidt]] 17:30, 13 November 2006 (UTC) == Code which doesn't work == On one of my personal pages I've tried to include a link to Category:Wikiversity_Essay_Contests using the double bracket convention Category:Wikiversity_Essay_Contests|Wikiversity Essay Contests. Doesn't print there, or here either. Check the code for this item and you'll see what I mean. The page certainly exists. Here's the full URL: [http://en.wikiversity.org/wiki/Category:Wikiversity_Essay_Contests Wikiversity Essay Contests]. What gives? — [[User:Morley|morley]] 22:20, 14 November 2006 (UTC) :It works for me, but the Colloquium does below in it.--[[User:Rayc|Rayc]] 05:06, 15 November 2006 (UTC) ::Make links to category pages like this: [[:Category:Wikiversity Essay Contests]]<BR>or like this: [[:Category:Wikiversity Essay Contests|the Category for pages about Wikiversity Essay Contests]].<BR>--[[User:JWSchmidt|JWSchmidt]] 13:50, 15 November 2006 (UTC) :::Yes, to make a category appear "inline", you need to preface it with a ":" after the opening square brackets like <nowiki>[[:Category:Foo]]</nowiki> - otherwise it will appear with all the other categories at the bottom of the page. [[User:Cormaggio|Cormaggio]] 20:42, 15 November 2006 (UTC) == User Preferences == Is there a documentation page on User Preferences? Haven't found one. For instance, in the Templates Policy section of the Colloquium JWSchmidt mentions the eMail feature. Although I included mine within Preferences, JW seems to imply there's a simple way of making contact with users by eMail from within Wikiversity if that user has set one up. Or am I misreading his remarks? In any case there should be documentation for all the Preferences features and a link towards it from the Newcomers page. — [[User:Morley|morley]] 20:14, 15 November 2006 (UTC) :If the user has set up the email feature, you will see an "Email this user" link in the left-hand sidebar, along with "Special pages" and "Upload file" on their userpage. [[User:Cormaggio|Cormaggio]] 20:48, 15 November 2006 (UTC) == Subpages == I noted that the subpages I created for [[Topic:MediaWiki]]: *[[Topic:MediaWiki/Engine]] *[[Topic:MediaWiki/Codebase]] *[[Topic:MediaWiki/Templates]] *... ...don't link back to [[Topic:MediaWiki]]. Are subpages a no-no for the '''Topic:''' namespace? Should I move them to be subpages for [[MediaWiki Project]] instead? Would this be OK with other participants? I'm attempting to get [[Wikiversity:Templates]] a bit further along, so I thought it reasonable to associate it with the [[MediaWiki Project]]. Or should we move them to main namespace articles: *[[MediaWiki]] *[[MediaWiki engine]] *[[MediaWiki backend]] *[[MediaWiki templates]] *... or as a main article and subpages like: *[[MediaWiki]] *[[MediaWiki/Engine]] *[[MediaWiki/Backend]] *[[MediaWiki/Templates]] Should [[Wiki 101]] be moved to [[MediaWiki]] or [[MediaWiki 101]]? Thoughts? Feedback? Also, what about [[Wikiversity:User subpages]] in the '''User:''' namespace? Do we have an established policy? Where is the comprehensive guide to the use of subpages? [[User:CQ|CQ]] 20:22, 15 November 2006 (UTC) :We should have the subpages feature activated for the "Topic:" namespace. I do not understand why subpages are not active by default. [[Wikipedia:Subpages]] --[[User:JWSchmidt|JWSchmidt]] 04:22, 16 November 2006 (UTC) ::Didn't they ban subpages in wikipeida? Maybe instead of a topic: namespace, we should have a topic tab, a talk tab and a main page tab, where the topic tab could be the same for many pages.--[[User:Rayc|Rayc]] 06:57, 16 November 2006 (UTC) :::At Wikipedia the main namespace pages are supposed to have a "flat" structure with no subpages. Traditionally, encyclopedias have articles with sections. If the article is too large you start converting sections into new articles. Subpages are used in the "Wikipedia:" namespace. In particular, they are useful for WikiProjects. For example, see [[w:Wikipedia:WikiProject WikipediaWeekly/SpecialEpisode1/transcript]]. In my opinion, the "Topic:" namespace should be used for "WikiProjects" (content development projects). --[[User:JWSchmidt|JWSchmidt]] 13:43, 16 November 2006 (UTC) == Motto contest - extending == I think it is a good idea to extend round 4 of the [[Wikiversity:Motto contest|motto and slogan contests]] by another month, at least until December 15. About twenty-five persons have selected mottos or slogans so far in round 4. Rounds 1-3 had over seventy participants. For some sort of quorum, it seems like it would be good to have fifty or more participants in round 4. Comments? [[User:Reswik|Reswik]] 03:26, 16 November 2006 (UTC) :It'd be nice to have more people's votes/comments - there doesn't seem to be any clear favourites in either contest - though perhaps two more weeks would be enough? But can I also take this opportunity to say how vehemently opposed I am to any of the [[Wikiversity:Motto contest#Motto: "Set learning free" group|"Set learning free"]] ''mottos'' that are proposed? The motto, remember, is what will be put beside Wikiversity's logo on the front page of our sister projects. Look at all the other projects' mottos - they give a clear description of what the project is. But all mottos is this group are pure advocacy - of course, all other Wikimedia projects are a type of advocacy too, but they don't need to "sell" themselves on this point. I don't care for any of these as slogans either, but as mottos, they are unhelpful and entirely inappropriate. [[User:Cormaggio|Cormaggio]] 07:51, 16 November 2006 (UTC) :However, on a more positive note, I'll also take the opportunity to thank you, Doug, for all the work and great care you've put in to this contest. [[User:Cormaggio|Cormaggio]] 07:51, 16 November 2006 (UTC) ::Thanks. :) To respond: 1) I think only 5 or 10 more people might participate in the next 2 weeks. So, I think 2 weeks probably won't be enough time to finish this round. I hope that participation picks up at some point in the next few months. More people participating (over a 1 or 2 month long period) will lead to a better sense of what the community prefers. 2) Perhaps we could subset the contest now or in 2 or 4 weeks for those options with more than 3 or 4 supporters. This would give a sense of momentum and simplify things, leaving 2 or 3 options for each contest. 3) I personally agree that the "set learning free" group doesn't work well as a motto (for use with the logo on other wikimedia projects) and, given the current trend, I don't think that group will win out in that category. But, perhaps some yet-to-be-developed version/revision of the "set learning free" group options might make for a rather clear slogan statement. 4) Just as in the logo contest, I do think there will need to be another round, round 5, for refining the finalist motto and slogan. -- [[User:Reswik|Reswik]] 02:45, 17 November 2006 (UTC) = 16 November 2006 = == License issues == Wikiversity takes copyright issues [[Wikiversity:Copyrights|very seriously]]. In an effort to curb upload and distribution of unlicensed copyrighted materials, I'm proposing the following process to handle files lacking license information. # If you find a file without a license and/or attribution, you can tag it with {{tls|ulu}} and notify the user by placing {{tls|ulu notice}} on the user's talk page. # The user will be given a two week deadline to add all missing information. {{tl|ulu notice}} contains an extensive explanation of the steps necessary to do that. # Files who have not had license information added within two weeks after giving notice will be deleted automatically and removed from any page that uses it. I have tested this on [[:Image:AccelSummary.gif]], uploaded by [[User talk:HarveyBrown#Your file|User:HarveyBrown]]. So what do you think? Does this sound doable? [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:46, 16 November 2006 (UTC) :Sounds good to me. [[User:Cormaggio|Cormaggio]] 09:56, 16 November 2006 (UTC) ::To me too. Congrats. [[User:Guillom|guillom]] 09:57, 16 November 2006 (UTC) HarveyBrown here. I don't like it. You haven't given me any way to add the information you want. I uploaded the image (which I created myself) again, choosing the item that means I created it and I'm giving it away, and I've still got the warning. [[User:HarveyBrown|Harvey]] 06:16, 27 November 2006 (UTC) ---- So Wikiversity has a [http://en.wikiversity.org/wiki/Special:Upload form] that people fill in when they upload a file. But we are not satisfied with the results we get with the form. So we end up wanting people to use a "meta-form" ([[Template:Information]]) inside one of the fields of the form. It seems to me that a better solution would be to change the "Special:Upload" form so that it has input fields for all of the required information. Can we change the input fields of the "Special:Upload"? Alternatively, is it possible to have <nowiki>{{</nowiki>Information |Description= |Source= |Date= |Author= |Permission= |other_versions= <nowiki>}}</nowiki> automatically inserted into the "summary" field when the "Special:Upload" page opens? Also, the instructions are cryptic. What does "proper information" mean? If a license must be specified by the uploader, then why not make an input form that requires that a license be specified? It is a silly game to let people upload files without the required information if we are just going to delete the files. --[[User:JWSchmidt|JWSchmidt]] 14:29, 16 November 2006 (UTC) :What I set up mimicks the procedure at most Wikimedia projects. It is indeed silly that it's done this way but it's the best we have at the moment. The form doesn't provide much flexibility. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 17:37, 16 November 2006 (UTC) ::If we could have better, what would it be? --[[User:HappyCamper|HappyCamper]] 20:46, 16 November 2006 (UTC) :::The spanish wikiversity voted to only allow media from the commons. Would that work here? See: [http://babelfish.altavista.com/babelfish/trurl_pagecontent?lp=es_en&trurl=http%3a%2f%2fes.wikiversity.org%2fwiki%2fWikiversidad%3aClaustro_Wikiversitario#Multimedia_s.C3.B3lo_en_Commons] --[[User:Rayc|Rayc]] 23:14, 16 November 2006 (UTC) ::::Ah, it took me a little while before I realised you had a translation of that page. I don't know...what does [[User:sebmol|sebmol]] think? If I recall correctly, I remember German Wikipedia passed some sort of resolution a while ago where everyone had to load their images on commons. What's the experience been since that was implemented? --[[User:HappyCamper|HappyCamper]] 23:23, 16 November 2006 (UTC) :::::That's not entirely accurate. We had a survey where IIRC the overwhelming majority supported promoting uploading of free content to Wikimedia Commons. There are still files uploaded locally which IMO is a good thing because :::::# Disabling local upload is not practical at this moment. Both Spanish and Portugese Wikipedias have received a lot of criticism for disallowing local upload because resources on Commons are not sufficient to deal with the increased number of uploads. This has to do with the severe shortage of sysops Commons is facing as well as a lack of native language contributors who can provide help texts and other assistance in a manner that will successfully reach users from those communities (e.g. educating them about license issues, how Commons works, what they need to know before uploading, etc.). :::::# Commons is not appropriate for all kinds of media. This is especially important for [[w:Fair use|fair use]] of copyrighted material which is not acceptable at Commons (many countries do not recognize fair use as a legal principle) but which traditionally has been accepted on English language comunities. :::::# Project-specific media which will likely never be used outside of that project should not be uploaded to Commons. This includes diagrams of project-internal structures, pictures of project meetings, user pictures for users not active in other projects, etc. :::::Other than those exceptions (and one peculiarity about German copyright law I don't want to go into here), all content is uploaded to Commons. I strongly support this approach because it's both practical (so people on Commons won't hate us and send mean e-mails) and fitting with the goal of Commons as a free media repository and Wikiversity as a free learning community. What do you think? [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 02:53, 17 November 2006 (UTC) ::::::I have to think about it a bit more carefully, because when I read what is written, it does not make sense to me yet. I think what you're saying is that materials which make sense to be shared should be put on Commons. For other things, a local upload might make more sense. I thought it was generally like this for most Wiki projects? Anyway since Wikiversity is new, we can really use this opportunity to streamline the image uploading process, especially for new users. What I think we do need is an "unambiguous" image/media policy which would help users on Wikiversity to act with confidence when handling image copyrights, et cetera. However, this sounds a bit like a zero-tolerance policy, which I don't think would be a healthy approach. Let me get back to this a bit later? --[[User:HappyCamper|HappyCamper]] 17:24, 17 November 2006 (UTC) (Deindent) I'm a bit confused about what the Spanish wikiveristy did then (we should push for a monthly beta report...have we done ours yet?). As a correlary to getting rid of uncopyrighted stuff here, maybe we could set up a hunters and gathers subproject that goes and bugs wikipedia uploaders to put there user created images on commons.--[[User:Rayc|Rayc]] 20:29, 17 November 2006 (UTC) ==Report time?== Are we still wanting reports from the other wikiversities? [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En] I find one of the only useful things on beta is that you get a chance to hear what other wikiversities are up to. Yet no one has done a report since september. Want to submit ours to guilt the other two into doing one? :) --[[User:Rayc|Rayc]] 20:38, 17 November 2006 (UTC) :Anyone who is interested in doing reports about Wikiversity can drop by [[Wikiversity Reports]]. We can make a text version of the report for the project's second month's (so far it only exists as a podcast). There is an outline for a report on the third month of the project. --[[User:JWSchmidt|JWSchmidt]] 22:24, 17 November 2006 (UTC) ==Logo Colour== Please note that somebody has started the vote for the logo colour for wikiversity on [[meta:wikiversity/logo]].--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 08:47, 18 November 2006 (UTC) :Not a vote yet. We are only deciding which candidates to nominate for the voting procedure. However, to all of you reading this, please note that the current general consensus in [[meta:Wikiversity/logo]] is that the logo color has to be changed. --[[User:Asahiko|Asahiko]] 11:46, 18 November 2006 (UTC) ::Was that the consensus of meta users or the consensus of wikischolars? --[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 23:48, 18 November 2006 (UTC) *'''Blue globe and grey pillars'''- A few of us want a logo which keeps the globe blue, whilst changing the colour of the academic pillars to another colour (such as grey), and somehow merging the two, without a sharp break. There has been a few attempts at [[meta:wikiversity/logo]], but none satisfies everybody. Can someone here give it a try?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 02:18, 19 November 2006 (UTC) **I wold be happy to try, but i dont really know what you mean... A grad or something else? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ***For example, it would be good to improve on ''Metallica(No.14)''and ''No. 13'' at the same time. --[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 02:32, 19 November 2006 (UTC) **Ooh, Ill gladly attempt. (were should i post it) [Ill be back in about an hour (dinner)] <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ****You can post it right there with the other candidates.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 02:43, 19 November 2006 (UTC) ** Is the one i posted satisfactory? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ***I think it is better than #13 and #14. Thank you.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 00:10, 20 November 2006 (UTC) Could we have each pillar in the logo represent something?--[[User:Rayc|Rayc]] 21:41, 19 November 2006 (UTC) *In my impression, the academic gowns have blue stripes for science, white for arts, red or yellow for other things. But I am not sure if that is standard. Is that what you have in mind?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 00:10, 20 November 2006 (UTC) == Motto Contest: Round 5 == Round 5 of the ''[[Wikiversity:Motto_contest|motto and slogan contests]]'' has started. '''Please help us select''': *a final motto group *a final slogan group Round 5 of the motto contest has been started now, based on comments in these discussion strings, "[[Wikiversity_talk:Motto_contest#Extending_Round_4|extending round 4]]" (on the Motto contest talk page) and "[[Wikiversity:Colloquium#Motto_contest_-_extending|Motto contest - extending]]" (on the Colloquium). --[[User:Reswik|Reswik]] 08:54, 18 November 2006 (UTC) == Barnstars? == Well, are we going to do barnstars? Or maby something along the lines of a Wikiploma? Just asking. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> :Wikiversity has a [[Wikiversity:Barnstars|barnstar]] that has been awarded to a few users. Pardon my oncological biases, but Wikiploma sounds like some kind of wart or tumor. --[[User:JWSchmidt|JWSchmidt]] 20:34, 19 November 2006 (UTC) ok, thanks. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> :We should have some sort of award for a student who learned something.. not nesseraly a diploma, but a barnstar for learning if you will.--[[User:Rayc|Rayc]] 21:40, 19 November 2006 (UTC) ::[[Image:Dainsyng.gif]] - the dancing happy flower should do the trick. --[[User:HappyCamper|HappyCamper]] 21:44, 19 November 2006 (UTC) Lol, we should put that on the [[wikiversity:barnstars|barnstar]] page. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> :We now have [[:Category:Award templates]]. [[User:CQ|CQ]] 19:08, 29 November 2006 (UTC) == Custodian Symbol? == Well, currently our custodian symbol has Wikipedias logo on it. Maby we sould make another? Or is the Wikipedia one good? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> (PS: Maybe a Contest?)<br> A sad attempt by me: [[Image:Custodian.png]] :Maybe a wrench, or a garbage bag? I know, the colloms could form a garbage can and the world could be the top of a garbage bag--[[User:Rayc|Rayc]] 00:11, 21 November 2006 (UTC) So maybe something like these? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> [[Image:Custodian2.png]] [[Image:Custodian3.png]] :lol, yes that looks good.--[[User:Rayc|Rayc]] 05:21, 21 November 2006 (UTC) :I rather like the mop, maybe we can get something along the lines of the current symbol? [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] Yikes! Those hammer and wrench logos are a bit brutal for my liking. I'd prefer something a little friendlier - the mop is good.. [[User:Cormaggio|Cormaggio]] 10:22, 21 November 2006 (UTC) Lol, very true. The mop '''is''' best. I just don't know how to make a mop on photoshop. anyone else wanna try? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> I think it should involve a scaffold, and stick-figure holding a squeegie :). --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 22:26, 22 November 2006 (UTC) [[Image:Wikiscofold.png]] Lol, squeege's too small, i might need to give him a red squeege. ''Still trying to figure out mop''' <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> [[Image:Cusmop.png]] that what you guys mean? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> == Suggest Renaming [[:Category:Page moved from Wikibooks]] == Well, I've been hunting around for something similar to [[w:WP:CfD]], but have failed to find it, so I've come here. I believe [[:Category:Page moved from Wikibooks]] should be renamed to [[:Category:Pages moved from Wikibooks]] as it seems that, since the category is a collection of page'''s''', the title should be pluralized. There are very few pages in the cat, so updating all pages in the category to point to the new one would not be a difficult task--could even be done by hand, were one so inclined. Thoughts? [[User:AmiDaniel|AmiDaniel]] 07:13, 22 November 2006 (UTC) :Ah, I now see that the category has been forked to my proposed new title and many of the pages in the category updated accordingly. Seems quite odd to fork a category... In any case, I'd still like to propose either redirecting the current category name to the new one or deleting it, and repointing all incoming links to the pluralized form of the category name. [[User:AmiDaniel|AmiDaniel]] 07:16, 22 November 2006 (UTC) :I suspect that most people do not care if it is "page" or "pages". Since you do care, feel free to fix this duplication of categories. --[[User:JWSchmidt|JWSchmidt]] 15:32, 22 November 2006 (UTC) ::Alright, will do. I suppose I should apologize, since after discussing with [[User:Sebmol|Sebmol]] on IRC, I've concluded that I'm quite anal, and, coming from the backgroung of enwiki, quite a process wonk :). I'm not quite used to the lack of convention and structured proccesses on Wikiversity yet, but hopefully in time I'll grow to understand it :D. [[User:AmiDaniel|AmiDaniel]] 20:11, 22 November 2006 (UTC) :::Oh, we love anal process wonks here, too. We're all about people learning a better way so who better than people like you to start with :-P [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 22:19, 22 November 2006 (UTC) ==Capitalisation== There are also a lot of pages with capitalised titles. That make them slightly harder to find, unless I use google.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 22:23, 22 November 2006 (UTC) "''There are also a lot of pages with capitalised titles. That make them slightly harder to find, unless I use google '''Quote from:[[User:Hillgentleman|Hillgentleman]]''' ''" True, maby that should be another maitnance thing? De-caping titles? <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> :Well, I'm not sure about that one. On most wikis, the convention is to capitalize only the first letter of the title and any (in English at least) proper nouns; however, the convention here has seemed to tend more toward the standard title format of capitalizing all words except for articles and pronouns fewer than five letters. I personally find the latter more appealing to the eyes, though it's clear that Wiki search had problems with them--perhaps we could consider using Google search by default on this site? Then again, I have the feeling this wiki is meant more to be browsed than searched, unlike, say Wikipedia. Before we go about moving all pages with non-standard capitalization, I think we should first go about figuring out what the convention should be, what best suits this wiki, and indicate that on [[Wikiversity:Naming conventions]]. In the meantime, and completely off topic, could I perchance get an admin to update [[MediaWiki:Noarticletextanon]] to include relevant links to page logs and policies? :D Perhaps use [[w:MediaWiki:Noarticletextanon]] as a starting point. The default text is really undescriptive and agitating. [[User:AmiDaniel|AmiDaniel]] 00:51, 23 November 2006 (UTC) :I'm not sure if it would be beneficial to codify that at the moment. Everything on Wikiversity is moving concurrently, and in a way, I think it's probably better to let a project like this grow up organically, and then modify it a bit later to conform to various norms. I think the rule of thumb which works best right now is simply to do what makes the most sense for a particular sort of content. --[[User:HappyCamper|HappyCamper]] 05:59, 23 November 2006 (UTC) :*'''Capitalisation:'''--I shall follow the following scheme: ''Subject Headings'' (such as [[Topic:Mathematical Physics]]) should be capitalised, but ''things'' (such as [[Topic:Virasoro algebra]]) should not be.----[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 04:46, 27 November 2006 (UTC) *The problem of Capitalisation is more pronounced for the Categories. It would be better if everybody follow the same convention for capitalisation for categories. I wanted to create a category ''Quantum Mechanics'', but before that I needed to check if the category ''Quantum mechanics'' already existed.---[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 12:47, 29 November 2006 (UTC) ==Portal:Mathematics== Do we need a Portal for mathematical sciences, under which we may have school:mathematics (or pure mathematics), school:statistics, school:applied mathematics, school:financial mathematics, school:actuary (or combinations of the above), etc? The problem right now is that mathematics is often considered part of the faculty of science, whereas applied mathematics is part of the faculty of applied sciences or engineering.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 03:46, 23 November 2006 (UTC) :I think it would be safe to say that we should tend towards what you think would help make the organization and presentation of the material easiest. --[[User:HappyCamper|HappyCamper]] 06:02, 23 November 2006 (UTC) ::Right. Portals, schools and topics can all interlink - it's potentially head-wrecking to try to put something into one department and consider it hence 'excluded' from another one - the whole point of having organiser pages is that they can collate linked subjects together on one page as far as is possible. So, by all means, set up [[Portal:Mathematics]] and include links to the subject areas you mention. In fact, I'm surprised it hasn't been done before. [[User:Cormaggio|Cormaggio]] 11:30, 23 November 2006 (UTC) == Portals for the researcher == It just occurred to me that this might be something interesting for Wikiversity too. Let's say I'm interested in organic chemistry. Then, I make a portal that links to all the relevant sources, academic journals, resources in the field. And then, update as necessary. Sounds good? Or does it sound too much external-linkifying? --[[User:HappyCamper|HappyCamper]] 17:56, 23 November 2006 (UTC) :This sounds fine. I'd say they would be "resource subpages", rather than "portals" - in other words, the chemistry resources would be at (something like) [[School:Chemistry/Resources]] or [[Topic:Organic chemistry/Resources]]. However, this is just semantics how we name these things. But when you say "Wikiversity ''too''", does that mean this has been done elsewhere also? And finally, on external linking, I think we can afford to be a lot more liberal with providing a comprehensive, but ''quality'', list of external links - something which none of the other projects really need to do, but which seems entirely appropriate for Wikiversity. [[User:Cormaggio|Cormaggio]] 18:43, 23 November 2006 (UTC) ::"''Too''" as in "as well", or "complementary"...at least, when I was typing it. This has been done before - I think what I have in mind is essentially something that an academic librarian might maintain. --[[User:HappyCamper|HappyCamper]] 00:54, 24 November 2006 (UTC) :If it is a ''topic'' in the usual sense, with the focus on a few closely related questions, I would rather use a specific '''Topic:''', such as [[Topic:Riemann hypothesis]].--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 03:06, 24 November 2006 (UTC) :What about having one "Research" portal?--[[User:Rayc|Rayc]] 18:33, 24 November 2006 (UTC) ::*What is it for?----[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman]] 00:46, 25 November 2006 (UTC) :::Research?--[[User:Rayc|Rayc]] 01:32, 25 November 2006 (UTC) ::::With what contents?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 01:44, 25 November 2006 (UTC) :::::I'm confused. But I'll wait 2 months and see what happens. --[[User:HappyCamper|HappyCamper]] 04:42, 25 November 2006 (UTC) :I think [[Portal:Research]] is a good idea since I hope research will come to be a significant part of Wikiversity. We have [[:Category:Research]] and every large category can have a portal to provide user-friendly access to the contents of that category. I also like the idea of having pages for each topic area that provide links to useful online "resources in the field". I would put such pages in the main namespace. For example, I have started making pages that link to online resources for biology (examples: [[Molecular evolution/Intermediate filament proteins]], [[Human Genetic Uniqueness Project]]). What we also need now is for anyone who has an interest in research to participate in creating Wikiversity policy and guidelines: see [http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope_of_research/En scope] and [http://beta.wikiversity.org/wiki/Wikiversity_talk:Research_guidelines/En guidelines]. --[[User:JWSchmidt|JWSchmidt]] 01:49, 27 November 2006 (UTC) ::Right now this portal for research contains mostly ''meta'' contents. It serves a similar role to the ''research board'' for a university. And of course it should be here. But is it what Rayc had in mind?---[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 02:17, 27 November 2006 (UTC) :::I thought it do what portals do. Only instead of focusing on [[Portal:Asteroid Surveys|Asteroid Surveys]], we would have one for research (how to research, external research, our research, research into research on wikiversity, etc...)--[[User:Rayc|Rayc]] 01:14, 28 November 2006 (UTC) == Wikiversitys Esperanza? == Its easier to keep something then to make it, so I was thinking that it would be easier to keep the sense of community Wikiversity has then to remake it in the future. So I’m wondering if anyone’s interested in making a "Wikiversity Esperanza"?-----[Anonymous user: 02:07, 25 November 2006 66.17.230.239 (Talk) (→Wikiversitys Esperanza?)] '''Possible names:''' As we don’t want to copy wikipedia, what would it be named? '''Nominations:''' :Well, turnes out that esperanza is... currupt. So i change my vote, to '''no'''. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> 23:29, 24 November 2006 (UTC) Oh hells no. [[User:Messedrocker|Messedrocker]] 23:32, 24 November 2006 (UTC) :I'm with Messedrocker here--hell, no. On Wikipedia, Esperanza began as a "community-uniting" organization, yet it quickly became the safe-haven of the MySpacers, with a ridiculously influential power structure that grants special priveleges to its members and degrades its non-members. It promoted the idea that you could get your way by threatening to leave the project, became a sure-ticket to adminship (which resulted in many completely unqualified, incompetent admins), and accomplished only dividing the project between those who thought Wikipedia was an encyclopedia and those who thought it was some form of social networking. Please, let's avoid making the same mistakes here--my suggestion is that Wikiversity's Esperanza be created directly at /dev/null, to spare us all the effort. [[User:AmiDaniel|AmiDaniel]] 23:56, 24 November 2006 (UTC) ::Esperanza's problem was that it was a group that promoted a strong community on a site that valued individualism. It is a prime example of what a sub-community on a large wiki can become. Esperanza fits better in here, because our focus is not the creation of articles or books, but learning communities. Saying someone is a "mySpacer" is just a cop out as that it doesn't provide a particular fault. That being said, I do see the concept of having a "leader" of a community as harmful (like those that appointed themselves dean of particular schools here). If we get an Esperanza like group here it should focus on helping users build communities, and less on building there own. --[[User:Rayc|Rayc]] 01:23, 25 November 2006 (UTC) :::True, but theres still the problem of the eventual curruption. Unless its officaly run by Burocrats, i guess. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ::::No, Wikiversity doesn't need an Esperanza. --[[User:HappyCamper|HappyCamper]] 04:40, 25 November 2006 (UTC) ::Good, I'm not alone in thinking that way about Esperanza then! I'd also advise against it: the entire wiki is a community already, and the wiki isn't for social networking (not even this one from what I can tell, although I'm new here). --[[User:Kingboyk|Kingboyk]] 20:44, 1 December 2006 (UTC) * No. Wikiversity doesn't need an Esperanza. The reason the English Wikipedia needs one is because at times it feels like a desolate place, due to the wiki's sheer size; Wikiversity doesn't have that problem yet. (And [[:w:en:Wikipedia:Esperanza/Governance|I guess my opinion is worth something]]...) [[User:Titoxd|Tito]][[:w:en:User:Titoxd|<font color="#008000">xd</font>]]^{([[:w:en:User talk:Titoxd|?!?]])} 05:25, 4 December 2006 (UTC) == New Discipline: Futurology ? == I am a sysop on the [http://future.wikia.com/wiki/Main_Page Future Wikia] and as thus I am representing the wikia in asking whether or not I may transport some of the information regarding futurology and predictions to Wikiversity. I've made over a thousand contributions on the Future Wikia and I have had experience as an admin and bureaucrat on the Future Wikia for several months. If it's agreeable to you, I'd also like to apply for admin status on Wikiversity as well. Thank you.--[http://future.wikia.com/wiki/User:Yunzhong_Hou Yunzhong Hou] :It's difficult to answer this question precisely because there is no existing content regarding that topic on Wikiverisity on which to base a response on. The instructions on becoming a custodian be found [[WV:CC|here]]. --[[User:HappyCamper|HappyCamper]] 04:57, 25 November 2006 (UTC) ::Maybe there could be a [[Topic:Futurology]] within [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]], which already has [[Topic:Nanotechnology|Nanotechnology]]. --[[User:JWSchmidt|JWSchmidt]] 02:04, 27 November 2006 (UTC) ::What is futurology? (What questions does one ask? What are the methods in finding answers? Examples?)---[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 02:11, 27 November 2006 (UTC) == Flashcards! == [[Test and Quiz]] now has flashcards for teacher use. Use it to build large databases and test the learners, use them as Spanish vocabulary builders. Use them with [[More Java Keyword Flashcards|Java keywords]]. Even use them to trick people on the Colloquium with simple math, like {{#switch:{{#expr:({{#time:s}}/60*3 round 0)+1}} |1= what is 1+2? |2= what is 2+3? |3= what is 2+2? }} --[[User:Rayc|Rayc]] 08:19, 25 November 2006 (UTC) :Rayc, I don't see it here...I see it in the MediaWiki code though... --[[User:HappyCamper|HappyCamper]] 16:59, 25 November 2006 (UTC) ::Take a close look at the question I pose above. The answer isn't always 3.--[[User:Rayc|Rayc]] 01:15, 28 November 2006 (UTC) [[Category:Community discussions]] 10257 52449 2006-12-07T02:35:27Z MichaelBillington 1599 from [[w:Template:Talkarchive]] {| class="messagebox" |- | [[Image:Vista-file-manager.png|50px|Archive]] || This is an '''[[WV:ARCHIVE|archive]]''' of past discussions. Do not edit the contents of this page. If you wish to start a new discussion or revive an old one, please do so on the [[{{#rel2abs:{{{1|..}}}<noinclude>|Template talk:Talkarchive/Archive 1</noinclude><includeonly>|{{{2|}}}</includeonly>}}|current talk page]].<!-- Template:Talkarchive --> |}<includeonly>__NOEDITSECTION__[[Category:{{TALKSPACE}} archives|{{BASEPAGENAME}}]]</includeonly><noinclude> ---- == See also == * [[Template:Archive]] [[Category:Archival templates|{{PAGENAME}}]] [[Category:General talk header templates|{{PAGENAME}}]] </noinclude> 10258 52450 2006-12-07T02:38:21Z MichaelBillington 1599 another archival template {| class="messagebox" |- | [[Image:Vista-file-manager.png|50px|Archive]] | This page is an '''archive'''. Please do not edit the contents of this page. Direct any additional comments to the [[{{{1|{{TALKSPACE}}:{{BASEPAGENAME}}}}}|current talk page]].<!-- Template:Talkarchive --> |}<includeonly>__NOEDITSECTION__[[Category:{{#if:{{ARTICLESPACE}}|{{ARTICLESPACE}}|(Main)}} archives|{{BASEPAGENAME}}]]</includeonly><noinclude> ---- Note: This template contains [[m:ParserFunctions|ParserFunctions]] which prevent it from working properly when substed. So... don't subst it! == See also == * [[Template:Talkarchive]] [[Category:Archival templates|{{PAGENAME}}]] [[Category:General talk header templates|{{PAGENAME}}]] [[Category:Templates using ParserFunctions|{{PAGENAME}}]] </noinclude> 10260 70354 2007-01-11T01:44:09Z JWSchmidt 20 [[Category:History of Russia]] *Russia: The nation that was under Czarist rule until 1917 and was envolped into the USSR and delcared it self independant in 1991 *Pogom: A goverment policy for or against somthing, most noticibly the Anti-Jewish pogoms in - [[Category:History of Russia]] 10261 70355 2007-01-11T01:44:34Z JWSchmidt 20 [[Category:History of Russia]] *Lemin: *Stalin: *Troskey: *Nicholas II: [[Category:History of Russia]] 10269 52507 2006-12-07T09:15:08Z Richard2me 3866 New page: == Licensing == {{GFDL-self}} == Licensing == {{GFDL-self}} 10270 76912 2007-01-16T03:43:36Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity '''Department of Math for Computer Programming'''. The Department of Math for Computer Programming is a Wikiversity content development project where participants create, organize and develop learning resources for mathematics that is used in computer programming. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Math for computer programming]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Computer Programming]] 10271 59598 2006-12-18T03:41:31Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10272 59597 2006-12-18T03:41:16Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10273 59596 2006-12-18T03:41:02Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10274 59594 2006-12-18T03:40:44Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10275 59593 2006-12-18T03:40:31Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10276 59592 2006-12-18T03:40:18Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10277 59590 2006-12-18T03:40:03Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10278 59589 2006-12-18T03:39:49Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10279 59588 2006-12-18T03:39:36Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10280 59586 2006-12-18T03:37:07Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10281 59585 2006-12-18T03:36:51Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10282 59584 2006-12-18T03:36:39Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10283 59583 2006-12-18T03:36:22Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10284 59582 2006-12-18T03:36:06Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10285 59581 2006-12-18T03:35:45Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10286 59580 2006-12-18T03:35:30Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10287 59579 2006-12-18T03:35:16Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10288 59578 2006-12-18T03:35:04Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10289 59577 2006-12-18T03:34:50Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10291 80026 2007-01-22T16:57:54Z 161.38.223.245 /* Fruits ant their importance */ {{nav|Wikiversity}} ''Part of the [[Topic:Pomology|Department of Pomology]], [[Tropical and Subtropical Pomology I]].'' *'''Last lesson:''' [[Introduction and data sources (Pomology)|Introduction and data sources]] *'''Next lesson:''' [[Methods of propagations and treatments to fruit crops]] This lesson is in preparation --[[User:Juan|Juan]] 18:19, 6 December 2006 (UTC) == What is a fruit? == === What is the fruit and what is the vegetable? === == Fruits and their importance == == Chemical composition == == Economy of the fruit production == == What is pomology? == == Discussion Record == === Questions and missunerstandings === === Theme Discussion === If you are interested in a theme streaming from this lesson and would like to discuss it with the community add a subparagraph: ==== TITLE ==== [[Category:Tropical and Subtropical Pomology I]] 10293 62931 2006-12-26T12:10:39Z Robert Elliott 1436 minor changse __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Lesson 2}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Learn how to create the sound of Joy!</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Lesson Summary - "Tiny bells all in a row"== In this lesson, you learn to create musical sound effects with repeating patterns. That means we use rhythm to create the mood. 1. On one track of GarageBand, select four notes to be played by high pitched bells. Make the notes very short so they entire sequence plays in one second or less. 2. Drag the section so it repeats for four seconds (four times). Now you have sixteen bell sounds in four seconds. 3. With a soft sounding instrument on another track, play the four notes slowly, one per second. Using this a base, you can add addition tracks with other notes. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | ==Where are we?== This lesson is the second of three lessons in film scoring. 1. Creating music with '''individual notes'''. 2. Creating music with '''rhythm'''. 3. Creating music with '''melody'''. These are the tools we will use to create our film scores. Here are some examples: 1. The sound of Fear 2. The sound of Joy 3. The sound of Adventure |} {{Mad Max End of Lesson and TOC}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10294 67789 2007-01-08T01:16:50Z JWSchmidt 20 [[Category:Craft Arts]] '''Lesson Topic - Hard Slab Construction by Amanda B''' ''Essential Question -'' *How do you make a hard slab piece? [http://www.princetonol.com/groups/iad/lessons/middle/ceramic-houses.htm More Vocabulary] ''Powerpoint -'' *Give handout - [http://studentpages.scad.edu/~sreese20/Vocabulary%20Terms.doc Handout] *Give Pictures of examples of Hard Slab Pieces[[Image:Amanda2.jpg|frame|Example of Hard Slab Ceramics By: Judy Jacobs]] [http://www.princetonol.com/groups/iad/lessons/high/images/carolynB-box1.jpg More Hard Slab Pictures] [http://images.google.com/imgres?imgurl=http://www.princetonol.com/groups/iad/lessons/high/images/carolynB-box1.jpg&imgrefurl=http://www.princetonol.com/groups/iad/lessons/high/Marsha-slab.htm&h=273&w=367&sz=11&hl=en&start=1&tbnid=R8eUbQsIt8JsYM:&tbnh=91&tbnw=122&prev=/images%3Fq%3Dstiff%2Bslab%26svnum%3D10%26hl%3Den%26lr%3D%26safe%3Dvss More Hard Slab Pictures] ''Worktime -'' *1. Give a demo of how to make the ceramic piece. (15 minutes) **Supplies – Clay, clay tools *2. Students draw 3 sketches of ideas for their piece. (45 minutes) **Supplies – Paper, pencils *3. Students wedge out clay and cut out shapes for their piece, then let pieces dry a little overnight (while still being covered). (2 days) **Supplies – Clay, clay tools *4. Put together pieces and put finishing touches. (2 days) [[Image:Amanda1.jpg|frame|Example of Hard Slab Ceramics By: Student of Lynnhaven Middle School, Virginia Beach]] ''Evaluation –'' *Participation and meeting deadlines. *Overall piece construction. *Following instructions. <center> {|border=1 cellspacing=0 cellpadding=5 |"Grading Rubric" |Excellent |Average |Poor |- |Participation(40 Points) |Excellent |Average |Poor |- |Visual construction(30 Points) |Excellent |Average |Poor |- |Following Instructions(30 Points) |Excellent |Average |Poor |} </center> Sources - *Experience Clay :By: Maureen MacKey, Published 2003 by Davis Publications Inc. [[Category:Craft Arts]] 10295 75274 2007-01-13T17:26:31Z Robert Elliott 1436 Minor Correction __NOTOC__ <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Learn how to create a humming score.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Humm into the microphone= For this lesson, you use your own voice as a musical instrument to create a scratch track (rough version of the film score for the rough edit of the movie.) 1. Set up GarageBand or any DAW program to record audio in sync with a movie. You will need a microphone connected to your computer and headphones. 2. Purchase any of the disks from the [http://www.starmovieshop.com Star Movie Shop] which have edited scenes for you to create a film score. "Blindman's Bluff" and "Home Wrcker" are probably the two best choices. "Blindman's Bluff Production" has two scenes, one short and one long. "Home Wrecker" has only one short scene. 3. Import the edited scene into GarageBand. 4. Watch the movie and hum into the microphone to create either the melody or the rhythm for your film score. 5. After you finally get a good track (erasing all the bad tries), you add a second track while listening to the first track. It is amazing how a second track enhances the first track. 6. Create more and more tracks, adding layer and layer of music. 7. Stop when it finally begins to sound good! 8. Export the movie with your humming score. Burn this onto a DVD-Video disk and send it to me. Done! From this basic form, you can add tracks with other notes. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Pictures to follow shortly...= |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page demonstrates film scoring on short films. :* Page 6: [[Mad Max's - Examples of Narrative Music | Mad Max's examples of Narrative Music in short films]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10296 75900 2007-01-14T20:26:38Z JWSchmidt 20 [[Topic:Basic Television Analysis]] moved to [[Topic:Television Analysis]]: Wikiversity name conventions Welcome to the Wikiversity '''Department of Television Analysis'''. ==Department description== The Department of Television Analysis is a Wikiversity content development project where participants create, organize and develop learning resources for television analysis. These resources help learners examine television programs using defined methods of content analysis. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Basic Television Analysis]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Media literacy ]] 10297 75181 2007-01-13T07:51:52Z Robert Elliott 1436 Minor Correction ORPHAN? __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max Header and TOC for Melody}} </center> __NOTOC__ <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kmid.png|right]] ; [[Topic:Music in Film]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Lesson: [[Lesson:Mad Max:Creating film scores from midi files|Creating a film score from midi files]] |} |} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Learn how to create a humming score.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Simplify, simpify, simplify!= For this lesson, you use midi files to create a film score. 1. Locate great sounding midi files from classical music (before 1900). 2. Isolate a single phrase, usually one to three seconds long. 3. Isolate a single instrument (or two) from the entire. You want the main melody without much else. 4. Built the music sound effect from these few notes (or cords) by assigning the elements to different instruments of the symphony orchestra which create the emotion you are looking for. This will always be different from the original musical instruments. The goal is to get a professional sound which is simple and pure. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Pictures to follow shortly...= |} {{Mad Max End of Lesson and TOC}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10298 69342 2007-01-10T02:14:33Z JWSchmidt 20 [[Category:Craft Arts]] [[Lesson Plan for hard slab construction]] '''History:''' Discuss hard slab artists, using powerpoint (20 min) '''Demonstration:''' Cut out five rectangular pieces of clay, (base and sides of pot) Explain the steps in drying a piece of clay, then connect a side to the base, showing the “slip and score” process (10 min) '''Supplies needed for demonstration:''' Clay, hard board or table, tools to bevel edges, and cut pieces out, brushes and slip '''Worktime:''' (5 days) ''Day 1''- cut out design for pot or sculpture, let pieces dry a little over night (still being covered, but not completely) ''Day 2''- start connecting semi-dried pieces together to form the shape of your object by beveling the edges, slipping and scoring ''Day 3-5''- finish connecting last pieces, put in kiln to fire, glaze the finished project, then fire again for the last time [[Category:Craft Arts]] 10300 52629 2006-12-07T17:30:55Z Robert Elliott 1436 Rough Draft __NOTOC__ <center> {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app staroffice.png|right]] ; [[Topic:Music in Film]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Lesson: [[Lesson:Film Scoring Workshop - Movie for Television| Film Scoring for a real scene for Television]] |} |} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Apply what you have learned to create your demo reel</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Score a scene= You have learned the three basic ways to create musical sound effects and musical themes for film scoring. Now you need to create an actual film score and then you need to show it to people. 1. Purchase any of the disks from the [http://www.starmovieshop.com Star Movie Shop] which have edited scenes for you to create a film score. "Blindman's Bluff" and "Home Wrcker" are probably the two best choices. "Blindman's Bluff Production" has two scenes, one short and one long. "Home Wrecker" has only one short scene. 2. Import the edited scene into GarageBand. 3. Decide what you want to do. This will take the most time. Listen to a lot of film scores, Broadway scores, and classical music. While you are trying to decide, create a humming score to test your ideas. 4. Use the three methods you have learned to create musical sound effects. 8. Export the movie with finished score. From this basic form, you can add tracks with other notes. =Create your demo reel= When you begin looking for a job creating film scores, even if it is just film scores for student films, you will need to show the film's producer what you can do. For this, you need a demo reel. Create film scores for many of the scenes from the [http://www.starmovieshop.com Star Movie Shop] and use iDVD or DVD Studio Pro to create a demo reel. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Pictures to follow shortly...= |} {{Mad Max End of Lesson and TOC}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10302 67787 2007-01-08T01:16:09Z JWSchmidt 20 [[Category:Craft Arts]] Ceramics: Step-By-Step Hard Slab Construction Ceramics is a common type of art people use in the world today. You can often use a common type of ceramics called Hard Slab Construction. This type of construction is needed if you want to make a piece of work with sharp edges. In order for you to make this type of construction you need certain types of pottery tools. The tools are as following: 1. ''Clay'' 2. ''Rolling Pin'' 3. ''Pottery Knife'' 4. ''Rubber Rib'' 5. ''Slip'' You need the '''clay''' because you have to have it to make the construction. You need the rolling pin so you can get the clay flat and make sure that you get out all of the air bubbles so that your project doesn’t blow up. You need the '''pottery knife''' so you can cut out the clay and make it even on both sides. If you want the sides to be accurate and pretty, put a ruler to the side of the clay, and make sure the edges are straight. You can also use a pottery knife to score the edges. You need a '''rubber rib''' so that you can make the artwork smooth. In order for this to work you need a container of water so that you can dip it into the water to make it wet, and it can smooth out more easy. You need '''slip''' so that when you put it together it doesn’t fall apart(you also need a fresh piece of wet clay to join the two pieces together.) {| |- |[[image:Archie1.JPG|step 1]]||1. Using a rolling pin, role the clay out until flat enough to use. |- |[[image:Archie2.JPG|step 2]]||2. Cut out the clay making all the edges nice and firm |- |[[image:Archie3.JPG|step 3]]||3. Cover up the cut out slabs with a plastic bag making sure that the clay is flat on the board |- |[[image:Archie5.JPG|step 4]]||4. ''Bevel'' each side of the clay so that when you put it together it has perfect edges. |- |[[image:Archie6.JPG|step 5]]||5. Using slip and score put the two pieces of leather hard clay together using a fresh piece of clay. |- |[[image:Archie8.JPG|step 6]]||6. Put a plastic bag over the artwork so that the fresh piece of clay can get leather hard with the rest of the piece, so the piece does not break. |- |[[image:Archie9.JPG|step 7]]||7. This is what your work would look like after it has been glazed and fired. |} ==External links== *[http://www.jhpottery.com/tutorial/slab.html Slab Construction] [[Category:Craft Arts]] 10303 69343 2007-01-10T02:15:06Z JWSchmidt 20 [[Category:Craft Arts]] Lesson plan: 7th grade middle school * Ceramics* *Vocabulary Words… Modeling, slab construction, slip& score. Unit: Nature – Animals and their environment. During this project the creator will LEARN & CREATE… 1. You will CREATE an animal of your choice and the animal’s environment. 2. Also you will LEARN craftsmanship in forming clay. * Materials needed for this cool project: Newspapers Masking Tape Plastic bags Rolling pins Guide stick Clay Slip dishes Modeling tools Texture gadgets Water colors Gloss varnish FINALLY steps or procedures 1. Brain storm for great ideas or think about your favorite animal. 2. Sketch your animal, and the environment (plan what will be in the environment). 3. Use a newspaper to make humps for the body of the animal. 4. Roll out a slab of clay for the body, then drape over newspaper hump. 5. Use the pinch pot method for the head -out of a ball of clay- insert your thumb and thin walls out. Then shape the head of the animal. 6. Imagine the way animals lay and stand. (Make the legs and arms with clay coils) 7. You can use a pencil eraser to form the eye sockets. This will also help you begin forming the nose & cheekbones. 8. Think about other things that makes animals different… wings, tails, ears .etc. *DON’T FORGET TO SLIP & SCORE TO ATTACH CLAY PIECES! 9. The base of the animal comes next although it must be smaller than (9”x12”) slip& score 1st then attach your animal to the base. 10. You can use clay tools to add textures to your animal and to the environment. 11. Next, carve your name gently on the bottom of the base with a pointed stick. 12. Allow your animal to dry, then bisque fire. After you can paint t with watercolors or medium gloss. 13. ENJOY YOUR KNEW PROJECT. ** Resources** http://www.prinetonol.com/group/iad/lessons/7clanima.htm [[Category:Craft Arts]] 10306 59576 2006-12-18T03:34:14Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10307 78094 2007-01-18T03:17:23Z JWSchmidt 20 /* Topics */ format Welcome to the Wikiversity '''Science Journalism Center'''. The Science Journalism Center is a Wikiversity content development project where Wikiversity participants can collaborate to develop learning resources for science journalism. ==Learning projects== Activities for learning about science journalism. ===Critiques of published articles=== Participants read science news articles and critically evaluate them. *open access journal article of the day ====Topics==== *[[w:Somatic cell nuclear transfer|Therapeutic cloning]] **[http://www.chicagotribune.com/news/nationworld/chi-0612070028dec07,1,7299720.story?coll=chi-newsnationworld-hed Australia approves cloning for research] by Rod McGuirk, Canberra’s Associated Press bureau chief *[[RNA World]] - [http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040448 RNA Silencing Sheds Light on the RNA World] by Rachel Jones ====[[Topic:Science Today|Science Today]]==== Create and maintain recent science news content that will be displayed at the [[Portal:Science|Science Portal]]. ===Help at Wikinews=== Help develop articles at [http://en.wikinews.org/wiki/Category:Science_and_technology Wikinews]. ===Create original news articles=== *[http://education.wikia.com/wiki/Wikiversity:_Biomedical_Research_Project Biomedical Research Project]; [http://education.wikia.com/wiki/Flu_pandemic:_The_greatest_enemy_of_all--Infectious_Disease Avian flu] ===Nobel prize coverage=== Develop Wikimedia content related to Nobel Prizes in science. *[[Nobel Prize in Physiology or Medicine]] *[[Nobel Prize in Chemistry]] [[Category:Science journalism]] 10308 52693 2006-12-07T21:11:25Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 10309 52695 2006-12-07T21:19:42Z JWSchmidt 20 [[Category:Journalism]] [[Category:Journalism]] 10315 69424 2007-01-10T03:52:14Z JWSchmidt 20 [[Category:Mathematics]] In [[School:Mathematics|Mathematics]], prime numbers belong to an exclusive world of intellectual conceptions. A prime number is a natural number that has exactly two distinct natural number divisors. == List of first 2000 prime numbers == {| class="wikitable" ! ! ! ! ! ! ! ! ! ! |- |2 |3 |5 |7 |11 |13 |17 |19 |23 |29 |- |31 |37 |41 |43 |47 |53 |59 |61 |67 |71 |- |73 |79 |83 |89 |97 |101 |103 |107 |109 |113 |- |127 |131 |137 |139 |149 |151 |157 |163 |167 |173 |- |179 |181 |191 |193 |197 |199 |211 |223 |227 |229 |- |233 |239 |241 |251 |257 |263 |269 |271 |277 |281 |- |283 |293 |307 |311 |313 |317 |331 |337 |347 |349 |- |353 |359 |367 |373 |379 |383 |389 |397 |401 |409 |- |419 |421 |431 |433 |439 |443 |449 |457 |461 |463 |- |467 |479 |487 |491 |499 |503 |509 |521 |523 |541 |- |547 |557 |563 |569 |571 |577 |587 |593 |599 |601 |- |607 |613 |617 |619 |631 |641 |643 |647 |653 |659 |- |661 |673 |677 |683 |691 |701 |709 |719 |727 |733 |- |739 |743 |751 |757 |761 |769 |773 |787 |797 |809 |- |811 |821 |823 |827 |829 |839 |853 |857 |859 |863 |- |877 |881 |883 |887 |907 |911 |919 |929 |937 |941 |- |947 |953 |967 |971 |977 |983 |991 |997 |1009 |1013 |- |1019 |1021 |1031 |1033 |1039 |1049 |1051 |1061 |1063 |1069 |- |1087 |1091 |1093 |1097 |1103 |1109 |1117 |1123 |1129 |1151 |- |1153 |1163 |1171 |1181 |1187 |1193 |1201 |1213 |1217 |1223 |- |1229 |1231 |1237 |1249 |1259 |1277 |1279 |1283 |1289 |1291 |- |1297 |1301 |1303 |1307 |1319 |1321 |1327 |1361 |1367 |1373 |- |1381 |1399 |1409 |1423 |1427 |1429 |1433 |1439 |1447 |1451 |- |1453 |1459 |1471 |1481 |1483 |1487 |1489 |1493 |1499 |1511 |- |1523 |1531 |1543 |1549 |1553 |1559 |1567 |1571 |1579 |1583 |- |1597 |1601 |1607 |1609 |1613 |1619 |1621 |1627 |1637 |1657 |- |1663 |1667 |1669 |1693 |1697 |1699 |1709 |1721 |1723 |1733 |- |1741 |1747 |1753 |1759 |1777 |1783 |1787 |1789 |1801 |1811 |- |1823 |1831 |1847 |1861 |1867 |1871 |1873 |1877 |1879 |1889 |- |1901 |1907 |1913 |1931 |1933 |1949 |1951 |1973 |1979 |1987 |- |1993 |1997 |1999 |2003 |2011 |2017 |2027 |2029 |2039 |2053 |- |2063 |2069 |2081 |2083 |2087 |2089 |2099 |2111 |2113 |2129 |- |2131 |2137 |2141 |2143 |2153 |2161 |2179 |2203 |2207 |2213 |- |2221 |2237 |2239 |2243 |2251 |2267 |2269 |2273 |2281 |2287 |- |2293 |2297 |2309 |2311 |2333 |2339 |2341 |2347 |2351 |2357 |- |2371 |2377 |2381 |2383 |2389 |2393 |2399 |2411 |2417 |2423 |- |2437 |2441 |2447 |2459 |2467 |2473 |2477 |2503 |2521 |2531 |- |2539 |2543 |2549 |2551 |2557 |2579 |2591 |2593 |2609 |2617 |- |2621 |2633 |2647 |2657 |2659 |2663 |2671 |2677 |2683 |2687 |- |2689 |2693 |2699 |2707 |2711 |2713 |2719 |2729 |2731 |2741 |- |2749 |2753 |2767 |2777 |2789 |2791 |2797 |2801 |2803 |2819 |- |2833 |2837 |2843 |2851 |2857 |5861 |2879 |2887 |2897 |2903 |- |2909 |2917 |2927 |2939 |2953 |2957 |2963 |2969 |2971 |2999 |- |3001 |3011 |3019 |3023 |3037 |3041 |3049 |3061 |3067 |3079 |- |3083 |3089 |3109 |3119 |3121 |3137 |3163 |3167 |3169 |3181 |- |3187 |3191 |3203 |3209 |3217 |3221 |3229 |3251 |3253 |3257 |- |3259 |3271 |3299 |3301 |3307 |3313 |3319 |3323 |3329 |3331 |- |3343 |3347 |3359 |3361 |3371 |3373 |3389 |3391 |3407 |3413 |- |3433 |3449 |3457 |3461 |3463 |3467 |3469 |3491 |3499 |3511 |- |3517 |3527 |3529 |3533 |3539 |3541 |3547 |3557 |3559 |3571 |- |3581 |3583 |3593 |3607 |3613 |3617 |3623 |3631 |3637 |3643 |- |3659 |671 |3673 |3677 |3691 |3697 |3701 |3709 |3719 |3727 |- |3733 |3739 |3761 |3767 |3769 |3779 |3793 |3797 |3803 |3821 |- |3823 |3833 |3847 |3851 |3853 |3863 |3877 |3881 |3889 |3907 |- |3911 |3917 |3919 |3923 |3929 |3931 |3943 |3947 |3967 |3989 |- |4001 |4003 |4007 |4013 |4019 |4021 |4027 |4049 |4051 |4057 |- |4073 |4079 |4091 |4093 |4099 |4111 |4127 |4129 |4133 |4139 |- |4153 |4157 |4159 |4177 |4201 |4211 |4217 |4219 |4229 |4231 |- |4241 |4243 |4253 |4259 |4261 |4271 |4273 |4283 |4289 |4297 |- |4327 |4337 |4339 |4349 |4357 |4363 |4373 |4391 |4397 |4409 |- |4421 |4423 |4441 |4447 |4451 |4457 |4463 |4481 |4483 |4493 |- |4507 |4513 |4517 |4519 |4523 |4547 |4549 |4561 |4567 |4583 |- |4591 |4597 |4603 |4621 |4637 |4639 |4643 |4649 |4651 |4657 |- |4663 |4673 |4679 |4691 |4703 |4721 |4723 |4729 |4733 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|16921 |16927 |16931 |16937 |16943 |16963 |16979 |16981 |16987 |16993 |- |17011 |17021 |17027 |17029 |17033 |17041 |17047 |17053 |17077 |17093 |- |17099 |17107 |17117 |17123 |17137 |17159 |17167 |17183 |17189 |17191 |- |17203 |17207 |17209 |17231 |17239 |17257 |17291 |17293 |17299 |17317 |- |17321 |17327 |17333 |17341 |17351 |17359 |17377 |17383 |17387 |17389 |} [[Category:Mathematics]] 10316 52708 2006-12-07T22:06:28Z James.S 2585 New page: <div style="float: left; border: solid #bbb 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #f6f6f6" | style="width: 45px; height: 45px; background: #fff; text-alig... <div style="float: left; border: solid #bbb 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #f6f6f6" | style="width: 45px; height: 45px; background: #fff; text-align: center; font-size: 14pt; color: #fff" | [[Image:Wikipedia-logo.png|40px]] | style="font-size: 8pt; padding: 4pt; line-height: 1.25em;" | This user has [[:w:User:{{{1|{{PAGENAME}}}}}|a page]] on [[:w:Wikipedia|Wikipedia]]. |} </div> 10317 52711 2006-12-07T22:17:20Z James.S 2585 {|name="userboxes" id="userboxes" style="margin-left: 1em; margin-bottom: 0.5em; width: 248px; border: {{{bordercolor|#99B3FF}}} solid 1px; background-color: {{{backgroundcolor|#FFFFFF}}}; color: {{{textcolor|#000000}}}; float: {{{2|{{{align|right}}}}}}; {{{extra-css|}}}" |<div style="text-align: center; font-size: 120%; font-weight: bold;">{{{1|{{{toptext|[[Wikipedia:Userboxes|Userboxes]]}}}}}}</div> 10319 52718 2006-12-07T23:24:19Z Leighblackall 2414 original photo taken by [http://flickr.com/photos/adc/25150693/ alexdecarvalho] == Summary == original photo taken by [http://flickr.com/photos/adc/25150693/ alexdecarvalho] == Licensing == {{CC-BY-2.5}} 10320 70774 2007-01-11T22:05:28Z JWSchmidt 20 [[Category:Wikiversity policy]] I hope this page will eventually look something like [[Wikiversity:Custodianship]]. We can start by [[Wikiversity talk:Bureaucratship|continuing]] [[Wikiversity:Colloquium#Bureaucrats|this discussion]]. (Archive:[[Wikiversity:Colloquium/archives/December 2006#Bureaucrats]]) [[Category:Wikiversity policy]] 10321 52724 2006-12-07T23:39:42Z Leighblackall 2414 Original photo by [http://flickr.com/photos/13975275@N00/153993894/ Osamu Uchida] == Summary == Original photo by [http://flickr.com/photos/13975275@N00/153993894/ Osamu Uchida] == Licensing == {{CC-BY-2.5}} 10324 59100 2006-12-17T11:58:00Z Cormaggio 8 link Can nonphysical things effect physical things? Lucretius argued they cannot, which means the soul or mind would have to be physical since it can effect the body. Plato argued that we should not fear death because our souls are immortal, and Lucretius argued that we should not dear death because our souls are mortal. Whom do you think made a better argument? Lucretius believed that everything was just small particles interacting and void. If this is true, is there anyway a person could still be the same person after even the smallest change? Like the questions from the beginning of this section, do you think Lucretius would call someone a different person if he lost a toe or had a heart transplant? ==See also== *[[Historical Introduction to Philosophy/The Mind-Body Problem]] [[Category:Philosophy of Mind]] 10325 52753 2006-12-08T01:42:55Z 68.109.175.242 #REDIRECT [[Category:Philosophy of Mind]] #REDIRECT [[Category:Philosophy of Mind]] 10330 79384 2007-01-21T02:29:43Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} ==Additional Information== * [http://www.gutenberg.org/etext/785 Gutenburg Project] [[Category:Philosophy]] 10331 76259 2007-01-15T02:54:39Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Robert Elliott|Robert Elliott]] using [[Wikiversity:Rollback|rollback]] __NOTOC__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Lesson 1}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big><font color="black">Why is there music in motion pictures?</font> |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Transparent film reel and film.png|right|200px]] ==Introduction -- Top Secret== :Here are three secrets. Pay attention! This is the best information you will ever get about motion pictures. ===The three secrets of filmmaking=== ;1. The audio, not the picture, is more important :In motion pictures, 90% of what you see on the screen is <font color="blue">'''sound'''</font>. The picture that you get in your mind does not come from the picture or even the words of the actors. Instead, sound creates an image which completes the picture. :Also, 100% of what you see '''off screen''' comes from sound. The picture only shows a small amount of the surroundings so the only way to show all the surroundings is with sound. ;2. Mood come from one thing. :Almost all of the mood that you feel from watching a motion picture comes from the music, not from the picture nor even the words of the actors. ;3. The source of mood :There are four sources of music in a motion picture: :* The melody line of the actor's voice :* The narrative music :* The background music :* The musical sound effects <center>These different types of music will be explained shortly.</center> |- | style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" | ==The Goal of this Course → <font color="blue">"Creating the Mood"</font>== ;One Major Goal :The goal of this course is to teach non-musicians how to create film scores for motion pictures. :Film scoring is extremely easy… once you know that the major purpose of the film score is to create the correct <font color="blue">'''mood'''</font> for a movie. :<font color="orangered">Therefore, don't try to make good music. Just try to create the correct moods in the scene.</font> ;Ever Changing Mood :Creating music for motion pictures is very challenging because the mood changes very rapidly. Every sentence of the dialog, every raising of an eyebrow often requires a new mood. ;What To Do? :To create a film score, all you have to do is figure out what mood you need and they create that mood '''any way you can!!!''' There are not rules. ;Who is the boss? :The movie's director is usually the boss. The director knows what moods she is trying to get the audience to feel. The director must explain her vision of the motion picture to you, line by line of the script. (This is called a spotting session.) ;Musical Sound Effects :If you are not a musician, you can still create film scores. All you have to do is create musical sound effects that create the proper mood. 5-year-old kids know how to watch a motion picture and pound on a piano keyboard to create the proper mood for a scene. Think like a 5-year-old kid. ;Midi (Beg, borrow, or steal) :And, of course, a wonderful alternative to making musical sound effects is to "borrow" musical cords and musical melodies from MIDI files. If you have lots of computer skills and love to "cut and paste", you can be a film composer by butchering MIDI files. ;The First Step :Later in this lesson, you are asked to create the mood of "Fear". Can you create a musical sound effect for fear? :Or to put this another way, "Can you be like a 5-year-old kids pounding on a piano keyboard (or in this case, a computer keyboard with GarageBand and Jam Pack:Symphony Orchestra) to create FEAR in the hearts and minds of the audience?" | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:Crystal Clear app tutorials.png]]</center> ==Note to professional musicians== In this course, students are taught very specific rules. Students must follow these rules exactly so that no one notices that they are not musicians. Therefore musicians will find these rules very confusing. == Required Readings== [[Mad Max's Information Theory of Motion Pictures|Mad Max's '''Information Theory''' for Motion Pictures]] gives you a hint of why motion pictures are so powerful. ==References== Additional helpful readings include: [[b:Movie Making Manual-Music#Film Scoring Theory|WikiBooks' Movie Making Manual - Film Scoring Theory]] [[b:Movie Making Manual-Scene Editing|Wikibooks' Movie Making Manual - How to edit a Dramatic Scene]] ==Wikiversity Film School== This film scoring course is '''required''' by participants of the [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|Wikiversity's Course on Basic Filmmaking]]. ==Learning materials== One of the easiest programs to use is GarageBand. Here is a Wikiversity [[Introduction to GarageBand|overview of GarageBand]] and Wikipedia's description of [[w:GarageBand|GarageBand]]. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #ffffcc; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear app katuberling.png|right]] ==The Melody Line<br>of the human speaking voice== ;Melody in the dialog :Dialog already has a melody. If you do not believe me, just read a script in a monotone voice to see the huge difference that the melody of the actor brings to the scene. ;Stage Acting :In stage acting, actors are trained to speak with a three octave range or more. That means in a sentence or paragraph, the actor's voice will range a full three octaves. This continually changing pitch of the actor's voice is '''the melody line of the human speaking voice'''. ;Stage actors as film actors :Many stage actors such as James Cagney and Pat O'Brian (see [[w:Angles with Dirty Faces|"Angles with Dirty Faces"]]) speak with a very strong melody line. Therefore, in the movie "Angles with Dirty Faces", there is no need for narrative music since the melody line of the actor's voice provides the necessary mood. ;Modern actors (more realistic actors) :Modern actors do not have a strong melody line in their speaking voice. They are much more monotone. With modern actors, you need more narrative music to create the mood for the scene. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffdd; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right]] ==The Next Page== :The next page explains the most important concept of music -- music which helps you tell the story. :* Page 2: [[Mad Max's - What is Narrative Music? | What is narrative music?]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10332 80967 2007-01-25T16:08:20Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big><font color="black">Why is there music in motion pictures?</font> |- | style="width: 50%; background-color: LightYellow; border: 2px solid blue; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Transparent film reel and film.png|right|100px]] ==<font color="mediumblue">Top Secret</font>== I will tell you three secrets. Pay attention! This is the best information you will ever get about motion pictures. ===<font color="mediumblue">The three secrets of filmmaking</font>=== ;1. Sound, not the picture, is important :In motion pictures, 90% of what you see on the screen is <font color="mediumblue">'''sound'''</font>. The visual image that you get in your mind does not come from the picture or even the words of the actors. Instead, sound creates an image which completes the picture on the screen. :In motion pictures, 100% of what you see '''off screen''' comes from sound. The picture only shows a small amount of the surroundings. The visual image in the mind of the audience of the surrounding area comes from the sound. ;2. Without music, the audience is confused :Without some kind of music, the scene will not have any mood. The picture and the script does not create the mood for the scene. Without music to guide them, the audience will become confused. ;3. Most movies need a narrator. :The audience needs someone to explain the movie to them. A voice-over narration will clarify a movie but a voice over narration will not give the audience the correct emotions that they should feel. Only narrative music can do this. This is music which tells a story. | style="width: 50%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> ==The Melody Line<br>of the human speaking voice== ;Melody in the dialog :Dialog already has a melody. It comes from the pitch of the actor's voice. If you do not believe me, just read a script in a monotone voice to see the huge difference that the melody of the actor brings to the scene. ;Stage Acting :In stage acting, actors are trained to speak with a three octave range or more. This continually changing pitch of the actor's voice is the melody line of the human speaking voice. ;Stage actors as film actors :Many stage actors such as James Cagney and Pat O'Brian (see [[w:Angles with Dirty Faces|"Angles with Dirty Faces"]]) speak with a very strong melody line. Therefore, in the movie "Angles with Dirty Faces", there is no need for narrative music since the melody line of the actor's voice provides the necessary mood. ;Modern actors (more realistic actors) :Modern actors do not have a strong melody line in their speaking voice. They are much more monotone. With modern actors, you need more narrative music. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Nuvola apps knotify.png|right|96px]] ==The Goal of this Course<br><font color="orangered">"Creating the mood."</font>== ;One Major Goal :The goal of this course is to teach non-musicians how to create film scores for their motion pictures. :Film scoring is extremely easy… once you know that the major purpose of the film score is to create the correct <font color="orangered">'''mood'''</font> for a movie. <font color="blue">Don't try to make good music.</font> Just try to create the ever changing moods of the scene. ;Ever Changing Mood :Creating music for motion pictures is very challenging because the mood of the scene changes very rapidly. Every sentence of the dialog, every raising of an eyebrow often needs a new mood. ;What To Do? :As a film composer, all you have to do is figure out what mood you need and then create that mood. And you do this '''any way you can'''. It does not have to be correct or proper music. It just has to get the job done. ;Who is the boss? :The movie's director is usually the boss. The director knows what moods she is trying to get the audience to feel. The director must explain her vision of the motion picture to you, line by line of the script. (This is called a spotting session.) ;Musical Sound Effects :If you are not a musician, you can still create film scores. All you have to do is create musical sound effects that create the proper mood. 5-year-old kids know how to watch a motion picture and pound on a piano keyboard to create the proper mood for a scene. Think like a 5-year-old kid. ;Midi (Beg, borrow, or steal) :And, of course, a wonderful alternative to making musical sound effects is to "borrow" musical cords and musical melodies from MIDI files. If you have lots of computer skills and love to "cut and paste", you can be a film composer by butchering MIDI files. ;Your First Assignment :Once you get finished with all this theory, you are asked to create the mood of "Fear". Can you create a musical sound effect for fear? Can you be like a 5-year-old kids pounding on a piano keyboard (or in this case, a computer keyboard with a program like GarageBand and sounds like Jam Pack:Symphony Orchestra) to create FEAR in the hearts and minds of the audience. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Nuvola apps kview.png|right|96px]] == Required Readings== * [[Mad Max's Information Theory of Motion Pictures|Mad Max's '''Information Theory''' for Motion Pictures]] gives you a hint of why motion pictures are so powerful. ==References== Additional helpful readings include: * [[b:Movie Making Manual-Music#Film Scoring Theory|WikiBooks' Movie Making Manual - Film Scoring Theory]] *[[b:Movie Making Manual-Scene Editing|Wikibooks' Movie Making Manual - How to edit a Dramatic Scene]] ==WikiU Film School== This film scoring course is required by participants of the [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking]] ==[[Portal:Learning Materials|Learning materials]]== One of the easiest programs to use is GarageBand. Here is a simple introduction to GarageBand. *[[Introduction to GarageBand]] - participants start using [[w:GarageBand|GarageBand]] to make music. |- | style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | ==Not for musicians== ;No Musicians Need Apply :This course is for people who are <font color="Maroon"> '''NOT'''</font> musician. This course is for people who are '''<font color="green">free of the knowledge</font>''' of what is '''correct''' and '''incorrect''' when making music. *To create film scores, you must be totally free to do anything which feels right. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the most important concept of music -- music which helps you tell the story. :* Page 2: [[Mad Max's - What is Narrative Music? | What is narrative music?]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10333 75559 2007-01-14T03:39:15Z JWSchmidt 20 [[Category:Linux]] Congratulations! You are now, assuming all has gone ok during your install the proud owner of a Linux machine running the [http://www.gnome.org/ Gnome] desktop. The aim of the Gnome community has been to develop a Linux desktop that should be attractive, use sophisticated visual effects where they are appropriate, perform well with near-instantaneous responses and smooth transitions, and provide a rich range of visual metaphors for use in applications. GNOME is also a development platform that provides an extensive framework for building applications that integrate into the rest of the desktop. GNOME is Free Software and part of the GNU project, dedicated to giving users and developers the ultimate level of control over their desktops, their software, and their data. Find out more about the GNU project and Free Software at http://www.gnu.org. [[Category:Linux]] 10334 77393 2007-01-17T00:17:41Z JWSchmidt 20 #REDIRECT [[Topic:Women's Studies]] #REDIRECT [[Topic:Women's Studies]] 10338 79528 2007-01-21T13:53:22Z JWSchmidt 20 introduction Welcome to the Wikiversity '''Mersenne Primes Learning Project'''. Marin Mersenne's name is widely known because of his interest in prime numbers that are one less than a power of two. Mersenne also did research in the area of the theory of music and musical instruments (see [[w:Marin Mersenne|Wikipedia]]). Participants in this learning project are encouraged to join the distributed computing project that allows the computing power of personal computers to help search for Mersenne prime numbers (see [[#Research Project|Research Project]], below). ==Mersenne prime numbers== In [[School:Mathematics|Mathematics]], Mersenne prime numbers are those [[prime numbers]] which are one less than a power of two. <math>Mn=2^n - 1\,\ </math> if <math>n\,\ </math> is not a prime number then, <math>n\,\ </math> can be written as, <math>n=a.b\,\ </math> <math>Mn=2^n-1=2^{ab}-1=(2^a-1)\cdot \left(1+2^a+2^{2a}+2^{3a}+\dots+2^{(b-1)a}\right)\,\ </math> :This implies, the Mersenne number is not a prime number if n is not prime. == To find Mersenne primes == {| class="wikitable" !<math>n\,\ </math> !<math>Mn\,\ </math> !Prime factors |- |2 |3 |'''First Mersenne prime''' |- |3 |7 |'''Second Mersenne prime''' |- |5 |31 |'''Third Meesenne prime''' |- |7 |127 |'''Forth Mersenne prime''' |- |11 |2047 |23, 89 |- |13 |8191 |'''Fifth Mersenne prime''' |- |17 |131071 |'''Sixth Mersenne prime''' |- |19 |524287 |'''Seventh Mersenne prime''' |- |23 |8388607 |47, 178481 |- |29 |536870911 |233, 1103, 2089 |- |31 |2147483647 |'''Eighth Mersenne prime''' |- |37 |137438953471 |223, 616318177 |- |41 |2199023255551 | |- |43 |8796093022207 | |- |47 |140737488355327 | |- |53 |9007199254740991 | |- |59 |576460752303423487 | |- |61 |2305843009213693951 |'''Ninth Mersenne prime''' |- |67 |147573952589676412927 | |- |71 |2361183241434822606847 | |- |73 |9444732965739290427391 | |- |79 |604462909807314587353087 | |- |83 |9671406556917033397649407 | |- |89 |618970019642690137449562111 |'''Tenth Mersenne prime''' |- |97 |158456325028528675187087900671 | |- |101 |2535301200456458802993406410751 | |- |103 |10141204801825835211973625643007 | |- |107 |162259276829213363391578010288127 | |- |109 |649037107316853453566312041152511 | |- |113 |10384593717069655257060992658440191 | |- |127 |170141183460469231731687303715884105727 |'''Eleventh Mersenne prime''' |} ==Research Project== Join the [[w:Great Internet Mersenne Prime Search|Great Internet Mersenne Prime Search]]. Describe your experience below. ==See also== *[http://mersennewiki.org/index.php/Main_Page Mersenne wiki] [[Category:Mathematics]] 10339 52833 2006-12-08T10:01:40Z Leighblackall 2414 "Follow the Leader" - a photo by [http://flickr.com/photos/matthew/230164158/ strife] == Summary == "Follow the Leader" - a photo by [http://flickr.com/photos/matthew/230164158/ strife] == Licensing == {{CC-BY-2.5}} 10340 70446 2007-01-11T04:57:22Z JWSchmidt 20 [[Category:Education]] About teaching and learning online... =Learning support and certification= Formal learning support services and certification is offered for this course by: * Informal learning support is offered by: '''[[User:Leighblackall|Leigh Blackall]]''' * Lecturer at Otago Polytechnic, New Zealand. * email: leighblackallATgmailDOTcom * skype: Leigh_Blackall =Topics= ==[[Facilitating Online]]== work in progress. Content needs shortening and consolidation into less items ==[[Networked learning]]== work in progress. Needs restructuring ==[[Flexible Learning]]== Needs thought for better content [[Category:Education]] 10342 75290 2007-01-13T17:56:18Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ <center><small>[[Film school:site map|site map]]</small></center> =Rough Layout= {{Template:Film School:Current Message}} {| cellpadding="10" cellspacing="5" style="width: 98%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #FFffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Template:Lessons in Film Edit - Table - Float Left}} {{Courses in Filmmaking - Table - Float Right}} <center><br><br>[[Image:Crystal Clear app kfm home.png|50px]] <big>Fundamentals of<br>narrative film editing</big> |- | style="width: 60%; background-color: #ffffe8; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Here is a course on how to<BR>edit scripted dialog from dramatic scenes== [[Image:Crystal Clear action editcut.png|100px|right]] ;Attention budding film directors and film editors :Here is a series of lessons which gives you hands on experience editing motion pictures and television dramas. This is the real thing! ;A set of disks :Each of the lessons requires the purchase of a disk or two from the Star Movie Shop. There is no other source for unedited scenes from motion pictures and television dramas. ===The list of lessons=== Lesson 1: [[Lesson:Narrative dialog editing:Quick overview |Overview of the filmmaking and film editing process.]]<br> Lesson 2: [[Lesson:Narrative dialog editing:Analyzing film dailies| What are film dailies?]]<br> Lesson 3: [[Lesson:Narrative dialog editing:Understanding "L-Cuts"| What are "L-Cuts"?]]<br> Lesson 4: [[Lesson:Narrative dialog editing:Editing dialog for music|How to edit dialog for music.]]<br> Lesson 5: [[Lesson:Narrative dialog editing:Creating an editing workshop disk|Creating an editing workshop disk from your motion picture.]]<br> . <center> {| cellpadding="3" cellspacing="0" | style="background:red; color:red" | . | style="background:red; color:white" | <big>Start Here: </big> | style="background:red; color:red" | . | style="background:#fffff0; color:red" | → | style="background:#ffffff; border: 3px solid yellow; vertical-align: top; -moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px;" | <big>[[Lesson:Narrative dialog editing:Quick overview| First lesson: Overview of film editing]].</big> |} </center> | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> ==Ideal student for this course== * Budding film director - The best place to learn how to break down a scene for filming is in the editing room. * Budding narrative film editor - The best way to learn film editing is to edit conversations rather than action scenes. * Budding film composer - If you want total control, film composer must also learn film editing. * Film Crew - Sound recorder who wants to become a film editor or film director * Cinematographers - Camera operators who want to understand how filming and editing interact. |} {| cellpadding="20" cellspacing="5" style="width: 98%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app katuberling.png|right|128px]] ==Which practice scenes?== There are many different types of film editing. Documentary, event, multimedia, corporate and motion picture. Each must be taught differently. This course is only for editing motion pictures and television dramas with scripted dialog. That is the most fun! To learn to edit motion pictures, your practice footage must be from real motion pictures and television dramas. Absolutely nothing else will work. ==Where are they?== Currently, the film studios do not sell unedited scenes. There are 40 million consumers with editing programs yet no one at the film studios has noticed. "Highlander Uncut" from the Highlander TV series was the only exception… and it is no longer for sale. ==The only alternative== Today, the only source is the [http://www.starmovieshop.com Star Movie Shop]. This is why I require that you use their disks for these lessons. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Nuvola apps kaboodle.png|right|96px]] ==The Star Movie Shop== The [http://www.starmovieshop.com Star Movie Shop] is the only company which sells unedited scenes from dramatic productions ready for editing with programs such as Final Cut Pro, etc. Currently, this is the only source of film dailies in a digital format ready for editing. ==The selection== The selection of unedited scenes from the Star Movie Shop is limited yet good enough to get you started as a film editor. Very important! Many of their scenes are ideal for your demo reel. To apply for a job as a film editor, you will need a demo reel of scenes that you have edited. You need the best scenes you can get. The scenes from the Star Movie Shop are not bad. |} {| cellpadding="10" cellspacing="5" style="width: 98%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Your first lesson== :Your first lesson is [[Lesson:Narrative dialog editing:Quick overview |An overview of the filmmaking and film editing process.]] ==Contact your instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|32px]] |} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 10343 68542 2007-01-09T03:39:36Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 01 - Quick overview}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #01 - A quick overview of narrative dialog editing</font> |- | style="width: 60%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Kinds of Movies== ;Documentary :This is actually the most common kind of movie. If you plan to make a documentary, do '''not''' use these lessons. A documentary is editing totally backwards from a conversation. We only discuss conversations in these lessons. ;Event Video :Weddings and Funerals are big business for videographers. If you plan to film and edit event video, do '''not''' use these lessons. A wedding is editing totally different from a conversation. We only discuss conversations in these lessons. ;Corporate Video :Corporate video is very important to the video department of all major corporations. They provide training and communication for a company. This is sometimes called "Talking Head" videos. If you plan to film and edit corporate video, do '''not''' use these lessons. Corporate video is editing totally different from a conversation. We only discuss conversations in these lessons. ;Multimedia :Schools are very big in multimedia. This is where you mash together video, audio and still picture into an artistic format If you plan to create and edit multimedia, do '''not''' use these lessons. Multimedia is totally different from a conversation. We only discuss conversations in these lessons. | style="width: 40%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Methods of Film Editing== ;Different kinds of scenes There are many kinds of scenes from monologues to action scenes to conversations. When you first begin to learn editing, you need to start with the most basic and most structured kind of scene. That is a conversation. First of all, conversations are at least 50% of most movies. And conversations must follow a script. In contrast, action scenes can be edited a thousand different ways. But a conversation must have all the words in the correct order. That makes a conversation more challenging and yet easier to edit. ;Different styles Going through books on film editing, you will see many different styles. In this course, we do not do any of that. I start you learning just the basics. That is conversations. When you have mastered conversations, you will be ready for most anything. |- | style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app starthere.png|right|96px]] ==Lesson summary== ;The "Follow Dave?" Editing Workshop CD-ROM :The best and fastest way to learn about "Narrative Dialog Editing for Scripted Dramas" is to look at the "Follow Dave?" Editing Workshop from the [http://www.starmovieshop.com Star Movie Shop]. :The content of the CD-ROM is designed for high school students and first year film students who want to quickly understand the entire process of film editing for motion pictures. ;GNU Open Source :According to the Star Movie Shop, this disk is an [[w:Open source|open source]] disk. All of the data files are distributed as GNU Opens Source Documents. The film dailies were released by the production company as a publicity stunt to promote the first season of "Buffy, the Vampire Slayer" TV series. While the video quality is extremely poor, it is good enough for learning film editing. This is the real thing. ;Take a copy home :If your school has this disk, you should make a copy to take home to study. Otherwise, you should write the Star Movie Shop and ask them to send your school a <font color="orangered">free </font>copy of disk. (To get the free copy, you must mention "Wikiversity" and you must get your teachers permission and your school's correct mailing address.) :There is a lot of content on this disk so it will take you more than an hour to go through it all. ;Both Macintosh and Windows :The contents of this disk should work on any Macintosh or Windows PCs manufactured after 1998. The dailies require QuickTime 3 or later. QuickTime Pro is prefered. ;Watch the educational movie :This disk contains an animated instructional movie. All of the theory of dialog editing is demonstrated in just 11 minutes. This movie is called "Start Here". ;Watch the exception to the rule :Once you understand all the rules of editing dialog, look at the sample edits which violate these rules. They are in the folder called "Watch Me Second". Look the differences between the original edit and the new edit of the scene with a film score. Notice how gaps have been added between the words of the dialog so that music can be added to enhance the mood of the scene. Without a film score, this edits seems rediculous. But with the film score, it seems perfectly natural. Amazing! | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app aim.png|right|96px]] ==The theory of dialog editing== ;The importance of sound :In a conversation, the dialog is the most important element. The spoken words are more important than the picture. ;Only one microphone :In modern filmmaking (developed in the 1930s), normally only one microphone is used to film motion pictures and television dramas so only half of the audio (or less) is good. A single microphone pointed down a the chest of the actor records the best possible sound quality but often this can only be done for one actor at a time. ;Step 1 - Select the best audio :For each sentence, you must select the best take based on the audio quality. Each sentense of paragraph is assembled into a conversation which has a natural rhythm back and forth, back and forth. The picture might not look ideal but the audio will sound like a real conversation even if it comes from many different takes. ;Step 2 - Adjust the picture but not the audio :Once the audio is perfect, lock the audio. Then you adjust the picture by rolling the picture edits forward and backward to find the best visual transistion. ;Step 3 - Add cut away shots :Once the audio and the picture edits are perfect, you can add cut away shots to speed up the movie. ;Step 4 - Add the musical score :All of the mood of a scene is created with music. As you add music, you might want to make more room for the music. Therefore, you go back to step 1 and start all over again. ;Step 5 - Add sound effects :Only the dialog is recorded on the movie set. Almost all other sounds are created in post production. ;Creating L-Cuts :When you follow these steps (edit for sound, lock the sound track and roll the picture edits), you create "L-Cuts". You can create "L-Cuts" other ways but this method is, by far, the easiest way to do it. And this procedure is the easiest to understand. ;Accentuate and emphasize :L-Cuts do more than just create a nice transition point for the picture. L-Cuts can also emphasize one actor over another by showing an actor's anticipation or reaction to the conversation. This is very subtle so you need to study this carefully :This will be discussed in [[Lesson:Narrative dialog editing:Understanding "L-Cuts"|Lesson #3]] of this course using two DVD-Video disks which are specially designed to show how to make L-Cuts. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 10345 77387 2007-01-17T00:14:39Z JWSchmidt 20 format Welcome to the WikiU School of Zoology Zoology is the biological discipline which involves the study of non-human animals. Hopefully in the future, someone will put here a guide on how to best learn about the field of zoology. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] 10346 76251 2007-01-15T02:53:48Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:81.129.255.231|81.129.255.231]] using [[Wikiversity:Rollback|rollback]] ==C Data Types== C language has concept of "data types" which are used to define variables. Data type basically indicate the type of data a variable can hold. When a variable is defined, a memory location will be assigned to the newly defined variable and it will also define the type of data that memory location will hold. C has following data types * int -> Used to hold integers. * float -> Used to store floating point numbers. * double -> Used to store floating point numbers with higher precision. * char -> Used for characters or small integers. In addition to basic data types C also defines certain modifiers to these data types. Modifiers are used to make variable declaration more specific to variable uses. Modifiers available in C language are as given bellow * short * long * signed * unsigned With application of these modifiers basic data types can be flavoured in many ways as given in table below <center> {|border=1 cellspacing=0 cellpadding=0 |''Data Type'' |''Bits'' |''Range Begin'' |''Range End'' |- |char |8 |'''-127''' |'''127''' |- |unsigned char |8 |'''0''' |'''255''' |- |short int |16 |'''-32768''' |'''+32767''' |- |unsigned short |16 |'''0''' |'''65,535''' |- |int |32 |'''-2,147,483,647''' |'''2,147,483,647''' |- |unsigned int |32 |'''0''' |'''4,294,967,295''' |- |long int |32 |'''-2,147,483,647''' |'''2,147,483,647''' |- |signed long int |32 |'''-2,147,483,647''' |'''2,147,483,647''' |- |unsigned long int |32 |'''0''' |'''4,294,967,295''' |- |float |32 |'''1e-38''' |'''1e+38''' |- |double |64 |'''2e-308''' |'''1e+308''' |- |long double |64 |'''2e-308''' |'''1e+308''' |- </center> [[Category:C computer language]] 10348 61279 2006-12-19T13:57:20Z JWSchmidt 20 [[Category:C computer language]] ==C Type Qualifiers== C type qualifiers add extra information variable definition and can be very useful. C provides following two keywords * const: ''const'' qualifier is used to indicate the variable value can not be changed after its initialization. One can also use ''define'' directive to define the constants in program which will basically consume no meomry space. * volatile: ''volatile'' is very special qualifier. It indicates that variable value can be changed without current program's knowledge and so compiler should not be doing any optimization on uses of that variable. [[Category:C computer language]] 10349 69429 2007-01-10T03:56:51Z JWSchmidt 20 [[Category:Chemical Engineering]] A good text covering much of the topic is the [http://controls.engin.umich.edu/wiki Chemical Engineering Process Dynamics and Controls Open Textbook] written by students at the University of Michigan, Ann Arbor. [[Category:Chemical Engineering]] 10350 76686 2007-01-15T21:19:08Z JWSchmidt 20 [[Category:Engineering]] A good text covering much of the topic as it relates to chemical engineering is the [http://controls.engin.umich.edu/wiki Chemical Engineering Process Dynamics and Controls Open Textbook] written by students at the University of Michigan, Ann Arbor. [[Category:Engineering]] 10351 61280 2006-12-19T13:57:52Z JWSchmidt 20 [[Category:C computer language]] ==C Storage Classes== Storage classes are means of conveying compiler your message about a particular variable should be stored or used to optimize your program's performance. C defines following storage types * auto: ''auto'' is default storage class for all local variables. auto storage class indicates that a variable can be stored anywhere (memory or registers) according to compiler's decision. * register: ''register'' storage class can be used to indicate the compiler to store the variable in one of CPU registers, if possible. Defining a variable ''register '' by no way guaruntees that it will be stored in CPU registers. Its just preference specified by programmer. Programmer may want to store his frequently used variables in registers. * static: ''static'' storage class is used for two main purposes as given bellow **For local variables: when a variable is defined as static, its allocated it location in data section of program and if initilization value is not provided, its initialized to 0 by default. As static variable is allocated in data section of program and NOT on stack, its value valid untill program exits and thus a static variable in a function definition can retain value during multiple calls to same function. **For global variables and functions: When a global variable is defined as static or a function is defined as static, its scope is reduced to the C program file/module in which it is defined. Thus even though the its a global variable it can not be accessed from other module. * extern: ''extern'' storage class is used just to indicate that the ''extern variable or function'' which is used in current module is defined in some other module. Apart from this ''extern'' has no special meaning. [[Category:C computer language]] 10352 70410 2007-01-11T02:43:28Z JWSchmidt 20 [[Category:Art]] Sunken Relief [http://en.wikipedia.org/wiki/sunken_relief] Lesson plans This project is most likely made for high school/college students. This project requires creativity, neatness, and hard work. 1. Begin showing the class about sunken relief, you must explain the history show some examples and explain the purpose of them. The Egyptians [http://en.wikipedia.org/wiki/Egyptians] were the main ones to use sunken relief sculptures to tell stories and show the greatness of the pharaoh [http://en.wikipedia.org/wiki/pharaoh]. This should take about 20 to 25 minutes to teach. 2. Now you start showing them how to do it, give them a demo, and let them ask questions. Start by finding a picture you or they like and let them recreate it by redoing it as a sunken relief. Now that they have a picture of their or your choice draw it on paper using coal, draw your image really dark. Now that you have your image drawn on it take a thick sheet of fresh clay and place your paper on it with the image faced down and take some rubbing alcohol [http://en.wikipedia.org/wiki/Rubbing_alcolol] and damp the paper evenly on to the clay. Carefully lift the paper up and your image should clearly show up. Take your sculpting tools and carefully start carving out your image. When done, smooth out your work, make it look neat. 3. The students should now know what to do, and ready to work. On the first two days they should take the time to find an image. On the third day they should recreate the image on paper, fourth day they should copy it on to a sheet of clay. The last day should be used to take time and clean up the project, smooth out and touch it up. [[Category:Art]] 10353 68356 2007-01-08T22:00:48Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ {{Template:Film School:Current Message}} {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#fffbe0" | [[Image:Crystal Clear filesystem services.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #01: A quick overview of narrative dialog editing ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - What is film editing?]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - "Follow Dave?" Editing Workshop CD]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the dailies | Page 2 - Analyze the dailies (Your first assignment)]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Learn Final Cut Pro | Page 3 - Select an editing program ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Edit the Scene| Page 4 - Edit the scene ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the exceptions| Page 5 - Analyse the exceptions ]] |} |} [[Category:Narrative Film Editing]] [[Category:Filmmaking]] 10354 76298 2007-01-15T03:03:05Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] '''Ceramics''' <gallery> image:jessica3.jpg|A Mosaic Art image:jessica1.jpg|A Mosaic Art image:Jessica2.jpg|A Mosaic Art </gallery> '''Ceramics'''- are objects made from clay that permanently retain their shape after they have been heated to specifics temperatures. [http://www.armoredpenguin.com/crossword/Data/best/hobbies/ceramics.01.html Ceramic Vocabulary crossword Puzzle] '''Mosaic art'''- is a form of art made with Colored tiles. The tiles are not all the same size or color. It would be very hard to make a mosaic art piece because you would have to make sure that all the tiles would fit together before you put the grout on. [http://www.pigeontoestudio.com/mosaic.html Slideshow and Collaborations] '''Gus Scott'''- Has been working in the studio in Golden Bay, New Zealand. He was trained in Wellington as a photoengraver and Lithographer. Gus perused the graphic arts through Black and White photography and etching. Attending Auckland Technical Institute (A.T.I.) and later studying art history at Auckland University. He went to London to work into the Art Department of Burnings Advertising. On returning to N.Z., Gus began painting and working part time in the music-business. [http://www.pigeontoestudio.com/gus.html Slideshow of Gus Scott's Art work] '''LOu Moser'''- She was brought up on the outskirts of Vienna in a hotel. During her childhood she became exposed to the art of Waldmüller, Klimt and Hundertwasser. Which later became a source of inspiration in her artistic career. Exploring the ceramic medium, free of institutionalized influences, she developed her own ways of working with the medium, using her own mixtures of clay and glazes often incorporating mosaic elements. LOu lives in Golden Bay with her partner, painter and musician Gus Scott, and their daughter Tallulah at Pigeontoe Studio. [http://www.pigeontoestudio.com/lou.html Slideshow of LOu Moser's Art work] [[Category:Craft Arts]] 10355 69341 2007-01-10T02:13:05Z JWSchmidt 20 [[Category:Craft Arts]] Lesson plans for ceramics-slab construction Lesson plans Unit: ceramics-slab contraction Lesson: personal clay box-personal symbolism-shaped slab boxes Grade level: middle school Lesson objective: · Student learn to search for short ideas for their artwork · Students learn how to personalize their artwork · Student get to use contemporary ceramics art · Student learn how to assemble and finish a lidded box-like figure from slabs of clay between soft and leather hard Materials · Clay · Clay tools · Canvas cloth · Rolling pins · Guide sticks · X-actor knives for cutting lids (only to be used by the teacher) · Acrylics (or tempera and clear acrylic spray) · Brushed (or glazes/under glazes) · Optional: paint markers, puff paint, glitter paints Motivation 1.) Show student examples of contempary ceramic slab construction 2.) Review forming techniques. Demonstrate slab construction 3.) have disposable cameras for the students to use for beginning to the end of the project to show their progress Creating idea list · Start with a list of question for the student. With this you can learn more about the student in gernal for example their hobbies, likes or dislike, family, friends, favored foods and so on. Make them think about personal symbolism. · After this list is fairly long, them need to make a small sketch of their box. Then write a short description about with the box symbolizes to them. Think of the sketch as a visual list · Then use a pro and cons sheet to elaborate good idea and eliminate bad ideas · Then the final step is having the student select a personal symbol that said something about them that the box can symbolize Construction 1.) Make thumbnail sketches of the ideas for box. Select one to use for construction. Make template for base actual size. Decide how deep the box is going to be. Make some template fit sides of box. Make template for lid. 2.) Cut slab for the base of box using the template. Roll out slab of clay for sides of the box. Cut sides. Gently curve the sides to fit the base (try to avoid leaving finger marks and indentations). Use template to cut the lid. (Show student some different options for the examples for their box 3.) Assemble slab. Score and slip where the slabs join. Smooth in a thin coil of clay in seams. Decide how the lid is going to be done. One method is to put slabs on the bottom of the lid to the inside the box. Measure inside the box to insure fit and correct placement of slabs. Here is a another method would be to fuse the lid onto the box, then cut an irregular cut will keep it from sliding. Vocabulary needed: · Modeling: to plan or form after a pattern · Slab Construction: A build term referring to construction placed on a slab as its foundation. · Slip: potter's clay that is thinned and used for coating or decorating ceramics · Score: a slight surface cut (especially a notch that is made to keep a tally) *(also have a short quiz over the vocabulary word so the student are sure to know the words meaning and how they are probably used) [[Category:Craft Arts]] 10356 68495 2007-01-09T01:30:22Z Mystictim 626 Added category learning activities '''Procedure Outline:''' :1: Trace over the contour lines of a photocopied image with a charcoal pencil. :2: Knead and wedge a ball of clay to get rid of all air bubbles, then flatten it out to create a slab around 1” thick :3: Place the newly-traced image face-down on top of the clay slab. Then, using a cotton ball, saturate the back of the paper in rubbing alcohol. Next, burnish the back of the paper with a spoon, making sure that all points of the paper have made direct contact with the clay. Check periodically to make sure the drawing is transferring to the clay. :4: After the image has been transferred, use the assortment of clay tools to gouge out the clay to preferred depths, allowing foreground images to protrude from the work, making it three-dimensional (and thus giving the piece a sense of depth and complexity). To smooth rough edges, dip fingers in water and gently rub onto clay surface. :5: Paint pieces with underglaze. :6: [[w:Bisque_%28pottery%29|Bisque-fire]] the pieces. :7: Paint pieces with underglaze. :8: [[w:Pottery_firing|Fire]] the pieces. [[Category:Craft Arts]] [[Category:Learning activities]] 10357 70713 2007-01-11T15:28:15Z JWSchmidt 20 [[Category:Art and Design]] '''Quick Definition of Vector Graphics:''' Vector Graphics are graphics that the computers render by using mathematical formulas. This allows the image to be scaled up many times without distortion, unlike something like MS Paint which uses raster graphics (graphics made up of small squares). '''Primary Uses''' Vector graphics are primarily used for logos, icons on your computer, and wallpapers due to their scalability. == Software == This will be written specifically for [http://sourceforge.net/projects/inkscape/ Inkscape]. == Assignments == (written for active learners, step by step how to's would cripple creativity) '''Day 1''' Simply play with the software and become familiar with the different tools for 15-20 minutes. Put 5 different shapes on the paper and a curve. Add different color fills to the shapes, and a gradient fill to one. '''Day 2''' Redesign an icon from your desktop: Chose an icon from your desktop, and make a vector drawing of it, or of something else you would like to use as the icon. (for example: headphones for your music player.) Keep the detail low as it will be exported in icon size as a raster graphic. '''Day 3''' Creating A vector from an image: Chose a simple image, like a flower or some object, and create a vector image from it (probably using curves). Don't do color or shadows yet. Primary goal of the day is experience in creating complex shapes with the program you use. '''Day 4''' Add color to the objects you created in day 3's assignment, and use new object with darker colors to replicate shadows. Take note that vector drawings are usually just this, collections of objects with slightly different colors that look like something. '''Day 5''' Practice, practice, practice: Just keep practicing, with enough practice you should be able to start designing things like wallpapers with your vector graphics. [[Category:Art and Design]] 10358 67989 2007-01-08T04:08:11Z JWSchmidt 20 [[Category:Craft Arts]] '''Unit:''' Sculpture '''Lesson:''' Self-Portrait Relief Sculpture '''Grade Level:''' High School '''Overview:''' This project is introduced as a “[http://en.wikipedia.org/wiki/Self-portrait self-portrait]” project in which the students create their own self-image onto a piece of paper. They will then use this “self-portrait” to create a three-dimensional relief sculpture, using the [http://en.wikipedia.org/wiki/Art_medium medium] of clay. '''Allotted Time:''' 2 ½ weeks (on block-scheduling—90 minutes/class period) '''Teacher Materials:''' :Computer (slideshow) :Projector :White Board (or the like, used as projection screen) :Photocopier :Paper :[http://en.wikipedia.org/wiki/Kiln Kiln] '''Student Materials:''' :Paper :Drawing/Painting Supplies ::*Pens ::*Pencils ::*Paint ::*Markers ::*Pastels :Canvas Cloth Surface :[http://en.wikipedia.org/wiki/Clay Clay] :Clay Tools :Rolling Pin :Bowls of Water :[http://en.wikipedia.org/wiki/Ceramic_glaze Glazes]/Underglazes (and/or acrylic paints) '''Day by Day Procedure:''' :'''''Week 1''''': ''Self-Portrait'' ::Day 1 :::''20 Minutes'': Explain the concept of self-portraits, defined by [http://www.m-w.com/ Merriam-Webster Online] as “a portrait of oneself done by oneself,” noting that they can be as literal or figurative as the artist desires. Present a slideshow presentation consisting of many different types of self-portraits, emphasizing the fact that the artist can be as creative as they like in portraying their own image. ::::''Effective Pictorial Examples:'' ::::*[http://www.artlex.com/ArtLex/s/self-portrait.html Chuck Close, ''Study for Self-Portrait'', 1968] ::::::Photo realism ::::*[http://www.artlex.com/ArtLex/s/self-portrait.html Vincent van Gogh, Self-Portrait, 1889] ::::::True-to-life, realistic representation ::::*[http://www.centrepompidou.fr/images/oeuvres/XL/4F45059.jpg Pierre Bonnard, Self-Portrait in the Bathroom Mirror, 1939] ::::::Realistic representation—less detailed and more conceptual ::::*[http://www.artinvest2000.com/picasso_self-portrait.html Picasso, Self-Portrait, 1907] ::::::Simplified self-image in the style of cubism ::::*[http://www.ppowgallery.com/artists/JennyDubnau/liar.html Jenny Dubnau, Self-Portrait as Liar, 2005] ::::::Exaggerated features ::::*[http://www.fredmandell.com/sculpture06.html Fred Mandell, Self-Portrait, 2001] ::::::Non-traditional :::::''Additional picture resources can be found at'': http://www.artlex.com/ArtLex/s/self-portrait.html :::''5 Minutes'': Pass out supplies (paper and drawing/painting materials) :::''5 Minutes'': Answer any questions :::''50 Minutes'': Have students brainstorm and draw a couple of preliminary self-portrait sketches. Walk around the class and observe, answering any questions that may arise while giving suggestions and constructive criticism. :::''10 Minutes'': Clean up and pack up. ::Day 2 :::''10 Minutes'': Review the previous day’s info-session, allowing the floor to be open for questions. :::''5 Minutes'': Pass out drawing/painting supplies :::''65 Minutes'': Student work-time—Walk around the classroom and observe, once again answering questions while giving suggestions and constructive criticism. :::''10 Minutes'': Clean up and pack up. ::Days 3, 4 :::Student work-time. ::Day 5 :::Self-Portraits due. ''Before assigning the next part of the project, make sure to photocopy each of the students’ self-portraits, having both the original and photocopy ready to give back to the students for the following portion.'' :'''''Week 2''''': ''Relief Sculpture'' ::Day 1 :::''20 Minutes'': Give a brief PowerPoint presentation outlining the concept of creating a relief sculpture, which is, as noted by Slobodkin in the book Sculpture: Principles and Practice, simply the objective of “creat[ing] within a materially limited area the illusion of a full-bodied shape.” Once again, use pictures as examples to back up your explanation. ::::''Effective Pictorial Examples'': :::::http://www.bluffton.edu/~sullivanm/quercia/quercia.html :::''10-15 Minutes'': Inform the students that they are to make a relief sculpture from their previously drawn self-portraits. Then, demonstrate the [[Creating A Relief Sculpture|process]] of making a relief sculpture. :::''5 Minutes'': Pass out all Supplies (clay, clay tools, etc.) :::''40 Minutes'': Student work-time—Walk around the classroom and observe, once again answering questions while giving suggestions and constructive criticism. :::''10 Minutes'': Clean up and pack up. ::Days 2, 3 :::Student work-time. ::Days 4, 5 :::Students should be underglazing their pieces and have them ready for [http://en.wikipedia.org/wiki/Bisque bisque firing]. :'''''Week 3''''': ''Finishing Touches'' ::Days 1, 2 :::Students overglaze their pieces, having them ready for [http://en.wikipedia.org/wiki/Pottery_firing firing]. ::Day 3 :::All projects are due. '''Resource:''' :Slobodkin, Louis. Sculpture: Principles and Practice. New York, NY: Dover Publications, Inc., 1949. [[Category:Craft Arts]] 10359 53064 2006-12-08T23:22:28Z Heltec 3202 /* Licensing */ formatting == Licensing == <!-- Fair use tag, based on Template:Image-license-fairuse --> <div class="boilerplate" style="margin: 0.5em auto; width: 80%; clear: both; background-color: #f7f8ff; border: 2px solid #8888aa; padding: 4px; font-size: 85%; min-height: 64px; vertical-align: center" id="imageLicense"> <div style="float: left" id="imageLicenseIcon">[[Image:MacCopyright.png|64px|Copyrighted screenshot from a Macintosh computer]]</div> <div style="text-align: left; margin-left: 68px" id="imageLicenseText"> This is a screenshot of '''[[Wikiversity:Copyrights|copyrighted]] computer software for Mac OS or Mac OS X''', and the '''copyright''' for it is most likely held by the author(s) or the company that created the software. It is believed that the use of a '''limited number''' of '''web-resolution''' screenshots *for '''identification of and critical commentary on the software in question''' *in the '''absence of a free alternative''', *on the [http://en.wikiversity.org English-language Wikiversity], hosted on servers in the United States by the non-profit [http://wikimediafoundation.org Wikimedia Foundation], qualifies as '''[[fair use]]''' under [[United States copyright law]]. '''Any other uses of this image, on Wikipedia or elsewhere, may be [[copyright infringement]].''' See [[Wikipedia:Fair use]] for more information. '''To the uploader''': please add a detailed ''fair use rationale'' for each use, as described on [[Help:Image page]], as well as the '''source''' of the work and copyright information. </div> </div> [[{{{1|Category:Screenshots of Mac software}}}|<noinclude> </noinclude>{{PAGENAME}}]] [[Category:Non-free image copyright tags|{{PAGENAME}}]] [[Category:Computing templates|{{PAGENAME}}]] [[sr:Шаблон:Снимак екрана-Мекинтош софтвер]] [[th:Template:Mac-software-screenshot]] 10360 53060 2006-12-08T23:19:32Z Heltec 3202 [[Template:Mac-software-screenshot]] moved to [[Template:Mac software screenshot]]: Lowercase #REDIRECT [[Template:Mac software screenshot]] 10361 53067 2006-12-08T23:25:21Z Heltec 3202 /* Licensing */ Temp Fix == Summary == Paint Bucket in PS7. {{Mac software screenshot}} 10363 55064 2006-12-12T19:00:35Z Raynigel 3946 /* Active participants */ Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code: Monte Carlo Integration''' * '''[[School:Computer Science|School: Computer Science]]:''' * '''Department: Scientific Computing''' ==Content summary== A brief introduction so Monte Carlo integration and a few optimization techniques. ==Goals== This learning project offers learning activities to Monte Carlo integration. A student should be able to effectively apply Monte Carlo methods to integrate basic functions over set boundaries and apply some level of optimizations to a given problem. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== ===Texts=== [1] <u>Numerical Mathematics and Computing</u> Chapter 12 ===Lessons=== * Lesson 1: ''Introduction to Monte Carlo Integration'' Monte Carlo methods use random samplings to approximate probability distributions. This technique has applications from weather prediction to quantum mechanics. <br> One use for Monte Carlo methods is in the approximation of integrals. This is done by choosing some number of random points over the desired interval and summing the function evaluations at these points. The area of the desired interval is then multiplied by the average function evaluation from the chosen points. (1) <math>\int_a^b{f(x)} \approx </math> <math> (b-a) * \sum_1^N{f(x_{n})}\over{N} </math> This technique can further be implemented in multiple dimensions where the process becomes more useful. A rigorous evaluation of this technique finds the error approximately <math>1\over\sqrt(N)</math> [1] which means <math>O{({1\over\sqrt{n}})}</math> convergence. This is not very useful in the one dimension case above, as better techniques exist, but since the error is not bounded by the number of dimensions evaluated, when many dimensional integrals are evaluated, Monte Carlo methods can become increasingly effective. The following [[w:Matlab|Matlab]] script will approximate a triple integral for a given function and boundary. <pre>%F is the vectorized function to be evaluated %bound is a vector representing the x,y,z bounds to the integrals %N is the number of samples to use in the approximation %e.g. MonteCarlo(inline('x.*y.*z'), [0 1 0 1 0 1], 1000) function est = MonteCarlo(F, bound, N) B = bound; R = rand(3, N); %Set the random samplings to the correct intervals R(1, :) = (B(2)-B(1))*R(1, :)+ B(1); R(2, :) = R(2, :)*(B(4) - B(3)) + B(3); R(3, :) = R(3, :)*(B(6) - B(5)) + B(5); Volume = (B(2)-B(1))*(B(4)-B(3))*(B(6)-B(5)); s = feval(F, R(1,:), R(2,:), R(3,:)); total = sum(s); avgF = total/N; Approx = avgF*Volume; fprintf('Approximation: %f', Approx); </pre> The next step in Monte Carlo integration is to optimize the evaluation to more accurately and quickly determine the integral. There are numerous techniques for improving on (1). The following require some pre-existing knowledge about the function being evaluated: <br> ---- * Lesson 2: ''Control Variates'' This technique breaks the function being evaluated into pieces in which one or more pieces have known integral values or are more easily evaluated than the original function. In this way, the random samplings will be more prevalent with the difficult part of the function and not be wasted on the already known piece. <br> e.g. <br> let :<math>f(x) = e^{-x^2} + sin{(x)}</math> over the interval of 0 to <math>2\pi</math> then, :{|border=0 |<math>\int_0^{2\pi}{f(x)}</math> |<math>=</math> |<math>\int_0^{2\pi}{e^{-x^2}} + \int_0^{2\pi}{sin{(x)}} </math> |- | |<math>=</math> |<math>\int_0^{2\pi}{e^{-x^2}} + 0 </math> |} since sin x is an odd function, its integral is 0 on this interval. By decreasing the variance of the function being integrated, the approximated answer will be more accurate [2]. <br> ---- * Lesson 3: ''Stratified Sampling'' This technique relies on breaking the desired interval into multiple sections and evaluating the Monte Carlo integration on each section individually. In this way, the more important sections, i.e. the intervals where f(x) gives its greatest contribution to the integral, are able to receive more random samplings in approximating their integral values. This will allow the more important sections to contribute more accurately to the final integral. e.g. <br> let <math> f(x) = x^3 </math> over the interval [0,1]<br> One can easily show <math>\int_0^1{x^3} = .25</math>. It can also be seen that <math>\int_{.8}^1{x^3} = .1476</math>. This shows that the interval of x from .8 to 1 makes up almost 60% of the integral value. Clearly this section is more important than when x is between 0 and .8. It logically follows that a more accurate approximation can be made if more of the samplings are chosen between .8 and 1 than the rest of the interval. The Monte Carlo method then becomes the following, given that the interval is broken into m sections: (2) <math>\int_a^b{f(x)} \approx </math> <math> \sum_{i=1}^{m}{Length_i * \sum_{j=1}^{N_i}{f(x_j)}\over{N_i}} </math> where Length_i is the length of the ith section, N_i is the number of random samplings chosen from the ith section. If the interval lengths and number of samples for each length are chosen correctly, this method can dramatically decrease the error in approximating the integral. <br> ---- * Lesson 4: ''Importance Sampling'' The previous technique showed that using a non-uniform distribution of random points can lead to better samplings and more accurate approximations of an integral. Importance sampling is an extension of this technique, but instead of using grids to split the interval, a distribution function is used for choosing the random points. Now when picking the sampling points to evaluate the integral, the points must conform to some distribution function which ideally approximates the desired function. i.e. <br> given a distribution function p(x) which simulates f(x). Pick N random numbers s.t. the density of the points conforms to p(x) [[Image:XSqrDist.jpg|thumb|right|300px|p(x) = x^2 distribution]] e.g. <br> if p(x) is x^2 on the interval [0,1] then more of the sampling points should appear closer to x=1 than x=0. With the non-uniform distribution of random points, the equation approximating the integral must be revisited. Now, given a distribution of random points with a density of p(x), the approximation of the integral becomes: (3) <math>\int_a^b{f(x)} \approx </math><math> (b-a) * \sum_1^N{f(x_{n})\over{p(x_{n})}}\over{N}</math> [2] ===Assignments=== ====Activities==== *Activity 1. Approximate Pi using Monte Carlo integration and Matlab. [''hint: <math>x^2 + y^2 = r^2</math> forms a circle''] *Activity 2. Extend the given matlab code from the introduction to perform integration on an arbitrary number of dimensions, rather than just three. ==References== Additional helpful readings include: [1] Cheney, Ward and Kincaid, David. <u>Numerical Mathematics and Computing</u> Fifth Edition. Belmont: Thomson Learning, 2004 [2] arXiv:hep-ph/0006269. Weinzierl, Stefan <u> Introduction to Monte Carlo Methods</u> ==External Links== [3] [http://www.cs.cmu.edu/~ggordon/MCMC/ggordon.MCMC-tutorial.pdf | Monte Carlo Methods] [4] [http://math.fullerton.edu/mathews/n2003/montecarlo/MonteCarloBib/Links/MonteCarloBib_lnk_1.html | Internet Resources for Monte Carlo Integration] [5] [http://ib.berkeley.edu/labs/slatkin/eriq/classes/guest_lect/mc_lecture_notes.pdf | Monte Carlo Methods and Importance Sampling] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Raynigel|Raynigel]] 19:00, 12 December 2006 (UTC) [[Category:{{PAGENAME}}|{{PAGENAME}}]] 10364 53094 2006-12-09T04:45:18Z Raynigel 3946 {{Information |Description= A plot of x^2 and randomly sampled points on the x axis which have a density similar to x^2 |Source= None |Date= 12/8/2006 |Author= Nigel |Permission= Free to use |other_versions= }} {{Information |Description= A plot of x^2 and randomly sampled points on the x axis which have a density similar to x^2 |Source= None |Date= 12/8/2006 |Author= Nigel |Permission= Free to use |other_versions= }} 10365 59575 2006-12-18T03:31:36Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10366 57139 2006-12-15T12:37:58Z Robert Elliott 1436 minor correction __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="94%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app package settings.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #05: Creating your own editing workshop disk ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Creating an editing workshop disk | Summary - Creating your own editing workshop disk]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze your dailies for an editing workhop | Page 1 - Two example disks from Star Movie Shop ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze your dailies for an editing workhop | Page 2 - Analyze your dailies ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Tour versus workshop for an editing workhop disk | Page 3 - Tour disk vs. editing workshop disk]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing workshop distribution| Page 4 - Distributing your editing workshop disk]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Future of editing workshops| Page 5 - The future of editing workshop disks ]] |} |} [[Category:Narrative Film Editing]] [[Category:Filmmaking]] 10367 53110 2006-12-09T05:48:33Z Robert Elliott 1436 Rough Draft __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 05 - Creating an editing workshop disk}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #05 - How to create your own editing workshop disk</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Lesson summary== ;Publicity for your motion picture :Soon you will be making your own motion pictures and looking for a distributor. You will need to create as much publicity as possible. An editing workshop disk is an inexpensive option. ;When to begin :The design of an editing workshop is different if you are planning the editing workshop before it is filmed versus after it is filmed. ;Filming for multimedia :An editing workshop is classified as multimedia. If you are going to take full advantage of an editing workshop disk, you need to documentary footage 10 seconds before and after each scene and you need to mike the director. ;Analyze your footage and your goals :Each scene requires a totally different emphasis. | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| ==The Basic contents of an editing workshop disk== ;Finding the scene :To create an editing workshop for dialog editing, you need a scene which stands by itself. It must make sence when pulled out of the rest of the movie. ;The overview movie :The overview movie is more than just the dailies cut apart and placed into chronological order. The overview movie is also a tour of the movie set and the most entertaining part of the disk. ;The audio edit :In a conversation, the audio edit is the first step. This can be shown after the fact or the selection process can be shown, either as part of the overview movie or as a separate story. ;Possible picture edits :You must decide if the editing workshop should show multiple possible edits for the picture which emphasizes one actor over another. |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==The Next Page== :The next page explains what to look for in the dailies for this scene. :* [[LessonPage:Analyze your dailies for an editing workhop | Page 1 - Analyze the dailies ]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 10369 67855 2007-01-08T02:11:09Z JWSchmidt 20 [[Category:Biomedical Engineering]] {{main_welcome}} Mechanical engineering in the biology field [[Category:Biomedical Engineering]] 10371 76980 2007-01-16T07:55:01Z Cio 5373 /* This course is for you */ [http://en.wikiversity.org/wiki/Topic:C Back to Main Page]<br> ==This course is for you== If your have never programmed before this course is for you. It is written in a simple and easy to understand language. The C language provides a basis for understanding core programming concepts. If you know how to program in C, you can learn C++, Java, and many other languages. C, in fact, is a subset of the C++ programming language. ==What's included ?== This course will tell you about the fundamentals of C language. Variables<br> Assignment<br> Input and Output<br> Calculation<br> Repetition using for and while loop<br> Conditional statements using 'if'<br> Functions to perform tasks<br> Arrays to store a series of data<br> Structures to define your own data type<br> C programming under Linux<br> ==The language C== [[Image:Ken n dennis.jpg|right|Ken Thompson (left) and Dennis Ritchie (right)|frame]] C is widely used in education, in application programs like text editors, windows based applications, in games like Quake III, in calcuations like finding interest, for sorting, maintaining and organising large amounts of data. C programs are used in engineering applications like plotting of curves, integration and many more things. C has been used in very complex things also, e.g. Operating systems like Microsoft Windows and GNU Linux have also been written partly in C. C was developed by Denis Ritchee in the 1970's, at the AT&T Bell Laboratories in Murray Hill, New Jersey. Developers of UNIX needed a small and compact language to write their UNIX code. Thus, C was written jointly by Ken Thompson, Denis Ritchee. The first book on C which gave an informal specification was written by Denis Ritchee and Brian Kernighan. Brian Kernighan was a computer scientist at AT&T and Bell labs. He is also the author of the famous Hello World program.<br> ==You will Need== To learn C programming, wou will need a computer with an operating system like Microsoft Windows, Linux, UNIX, etc. Also, you will need a C compiler, like Turbo C, or gcc. Here on, I will make use of only Turbo C. So I will show you the step-by-step procedure to install and use Turbo C. You can download it by googling Turbo C, or by clicking here.<br> [http://bdn.borland.com/article/images/20841/tc201.zip Turbo C]<br> After downloading the setup file, open it by double clicking it, and then unzip it, to the default folder C:\TC\. Thats it you are all done. Now the installation is over. ===To write a C program=== First navigate to C:\TC\Bin. Inside the Bin folder you will find the file "TC.exe". Double click it. You will get an editor with a blue screen. You will type all your C programs here. Here is a screen shot of Turbo C .You may see a similar one on your screen.<br><br> [[Image:Turbo-c1.jpg]]<br><br> ==Exercises are good for you== After doing this course you will be familar with the C language, but to be fluent and confident you need to do all the programs yourself, and slowly develop the ability write your own new programs. ==Pointers== One of the very important features of C language is pointers. Pointers is also a hard topics to understand. Most students find it difficult to grasp the concept of pointers at first shot. But in this course, you will find that pointers was not as difficult as you thought. ==Have Fun!== Finally, I would like to tell you, that programming can be a lot of fun. If you have that constant urge to learn, to know more, if you are inquisitive, then learning C is not only a good experience, but also fun. [[Category:C computer language]] 10373 53187 2006-12-09T14:13:09Z Quasar 3309 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 10375 53199 2006-12-09T15:28:57Z Robert Elliott 1436 [[Lesson:Script Writing]] moved to [[Lesson:Script writing for highschool drama departments]]: Conflicts with other script writing lessons #REDIRECT [[Lesson:Script writing for highschool drama departments]] 10376 59574 2006-12-18T03:30:59Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 10377 53218 2006-12-09T16:38:42Z JWSchmidt 20 I (John Schmidt) created this image for [[Age of the Earth]]. == Summary == I (John Schmidt) created this image for [[Age of the Earth]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 10381 65093 2007-01-01T03:10:27Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=20 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps package wordprocessing.png|right|200px]] ; [[Topic:Narrative Film Production|Narrative film production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The basics of filmmaking]] with the list of the lessons. ;Lesson<nowiki>:</nowiki> :Formatting the script ;Pages of this lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="300px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Formatting_the_script | Page 1 - Lesson summary & the story ]] |} :{| cellpadding="3" cellspacing="0" width="300px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze the story | Page 2 - Analyze the story ]] |} :{| cellpadding="3" cellspacing="0" width="300px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Learn Final Draft | Page 3 - Learn Final Draft ]] |} :{| cellpadding="3" cellspacing="0" width="300px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Type the script| Page 4 - Type the script ]] |} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 10388 69330 2007-01-10T01:47:36Z JWSchmidt 20 [[Category:Chemistry]] {{main_welcome}} The number of electrons released from the outer shell electronic configuration of an atom. [[Category:Chemistry]] 10389 75749 2007-01-14T15:38:27Z JWSchmidt 20 Related resources Welcome to the '''Wikiversity Department of Acids and Bases''', part of [[School:Chemistry|The School of Chemistry]]. ==Department description== The Department of Acids and Bases is a Wikiversity content development project where Wikiversity participants can create, organize and develop learning resources for the fundamental topic of acid/base chemistry. The acid and base concepts can be explained by two different ways. 1. Lewis Acids/Base 2. Bronsted Acids/Base Lewis Acids/Bases : Lewis acid is an electrophile, which can accept a pair of electrons from a coordinate covalent bond to fullfill its octet configuartion. The other extreme belongs to the class of lewis base. Eg of lewis acids : BF3, AlCl3 ..etc Eg of lewis bases : NH3 etc.. Bronsted Acids/Bases : In simple terms, this can be defined as the tendancy of an atom to release or to accept a proton (H+). Thus, proton donors are considered as Brosnted acids (eg, HCl, H2SO4 ..) and then the proton acceptors are termed as Bronsted bases (eg, OH-, CH3COO-). In general solution chemistry often the acidity refers to the Bronsted acidity. The further advancements in this concepts leads to more common pKa, pKb, pH etc terms. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Acid-base chemistry]] *[[Fundamentals of chemistry]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==See also== *Related resources for [[Portal:Life Sciences|Biology]]. * ... [[Category:Chemistry]] 10390 53970 2006-12-12T00:52:04Z 134.48.92.180 {{#switch:{{#expr:({{#time:s}}/60*24 round 0)}} |1= {{MultiCol}} {{{Atext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Dtext|}}} {{EndMultiCol}} |2= {{MultiCol}} {{{Atext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Ctext|}}} {{EndMultiCol}} |3= {{MultiCol}} {{{Atext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Dtext|}}} {{EndMultiCol}} |4= {{MultiCol}} {{{Atext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Btext|}}} {{EndMultiCol}} |5= {{MultiCol}} {{{Atext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Ctext|}}} {{EndMultiCol}} |6= {{MultiCol}} {{{Atext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Btext|}}} {{EndMultiCol}} |7= {{MultiCol}} {{{Btext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Dtext|}}} {{EndMultiCol}} |8= {{MultiCol}} {{{Btext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Ctext|}}} {{EndMultiCol}} |9= {{MultiCol}} {{{Btext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Dtext|}}} {{EndMultiCol}} |10= {{MultiCol}} {{{Btext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Atext|}}} {{EndMultiCol}} |11= {{MultiCol}} {{{Btext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Ctext|}}} {{EndMultiCol}} |12= {{MultiCol}} {{{Btext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Atext|}}} {{EndMultiCol}} |13= {{MultiCol}} {{{Ctext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Dtext|}}} {{EndMultiCol}} |14= {{MultiCol}} {{{Ctext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Btext|}}} {{EndMultiCol}} |15= {{MultiCol}} {{{Ctext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Dtext|}}} {{EndMultiCol}} |16= {{MultiCol}} {{{Ctext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Atext|}}} {{EndMultiCol}} |17= {{MultiCol}} {{{Ctext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Btext|}}} {{EndMultiCol}} |18= {{MultiCol}} {{{Ctext|}}} {{ColBreak}} {{{Dtext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Atext|}}} {{EndMultiCol}} |19= {{MultiCol}} {{{Dtext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Ctext|}}} {{EndMultiCol}} |20= {{MultiCol}} {{{Dtext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Btext|}}} {{EndMultiCol}} |21= {{MultiCol}} {{{Dtext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Ctext|}}} {{EndMultiCol}} |22= {{MultiCol}} {{{Dtext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Atext|}}} {{EndMultiCol}} |23= {{MultiCol}} {{{Dtext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Atext|}}} {{ColBreak}} {{{Btext|}}} {{EndMultiCol}} |24= {{MultiCol}} {{{Dtext|}}} {{ColBreak}} {{{Ctext|}}} {{ColBreak}} {{{Btext|}}} {{ColBreak}} {{{Atext|}}} {{EndMultiCol}} }} 10392 75502 2007-01-14T02:40:59Z Historybuff 5228 Moved to subcat Constants are just like variables, except, like the name would suggest they are unable to change while the program is running. ==Syntax== You can ''only'' define a constant with the define() function, of course once it is defined it cannot be changed or deleted. They are defined like this: <?php define('CONSTANT_NAME', 'The Value', true); ?> The first paramater being the name of your constant, second paramater is the value of the constant and the last paramater defines wether it is case insencative. The last paramater is not required, and the defualt is false. The value of constants can only be a string, integer, boolean or a float. Constants are accesed just like variables, e.g: <?php define('CONSTANT', 'Hello'); // Would echo 'Hello' echo CONSTANT; ?> ==Usage== Constants may just seem like glorified variables to some, but they may be useful at points, if only for the fact they are more secure and are global in scope (they can be accessed anywhere in the script). There are a large number of pre-defined constants, that can be viewed here: http://www.php.net/manual/en/reserved.constants.php [[Category:PHP]] [[Category:Articles related to php]] 10393 68377 2007-01-08T22:22:58Z JWSchmidt 20 [[Category:Philosophy]] [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Problem%2Bof%2BEvil Back] 1. b 2. c 3. c 4. a 5. d 6. a 7. b 8. a 9. c 10. d [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Problem%2Bof%2BEvil Back] [[Category:Philosophy]] 10394 77108 2007-01-16T17:38:32Z JWSchmidt 20 [[Category:Genetics]] ==Department description== Short description. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Genetics]] 10395 68395 2007-01-08T22:35:05Z JWSchmidt 20 [[Category:Philosophy]] [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Problem%2Bof%2BEvil Back] "Dictionary of Common Philosophical Terms" by Gregory Pence Copyright 2000 The McGraw-Hill Companies ISBN 0-07-282931-1 "The Longman Standard History of Philosophy" by Kolak and Thompson Copyright 2006 Pearson Education ISBN 0-321-23511-8 "The Elements of Moral Philosophy Fourth Edition" by James Rachels Copyright 2003 The McGraw-Hill Companies ISBN 0-07-119876-8 "Moral Soundings" Edited by Dwight Furrow Copyright 2004 Rowman & Littlefield Publishers ISBN 0-7425-3370-0 Webster's New World Dictionary, College Edition Copyright 1962 Columbia Encyclopedia, Sixth Edition. Copyright 2006 Columbia University Press www.Dictionary.com Unabridged (v 1.0.1) Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006. Wikipedia http://www.wikipedia.org/ [http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Problem%2Bof%2BEvil Back] [[Category:Philosophy]] 10397 53351 2006-12-10T02:05:44Z Robert Elliott 1436 Rough Draft | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | | style="background-color: #e0e0ff; border: 1px solid #777777; width: 4px; height: 20px;" | | style="background-color: white; border: 1px solid inherit; width: 5px;" | 10398 76585 2007-01-15T19:47:47Z JPatrickBedell 5298 <!-- start Template:Proofread --><div class="messagebox cleanup metadata">'''This resource is either new or has recently undergone a major rewrite, and it may require [[Wikiversity:Requests for proofreading|proofreading]].''' <br /><span style="font-size: 90%">It may contain occassional typographical and/or grammatical errors. Please remove this tag once proofreading is complete. This tag has been in place since January, 2007.</span></div> [[Category:Pages in need of proofreading]]<!-- end Template:Proofread --> ==Test== Test your computer to see if it is able to display Japanese text [[Computing in Japanese/Test|here]]. ==Result== If you computer failed the test for text support, read and follow the directions here. If your browser failed the test for ruby annotation support, read and follow the directions [[Computing in Japanese#Configure Browser for Ruby Annotation|here]]. ==Configure Computer for Japanese Text Support== Read [[b:Japanese/Computing in Japanese|Computing in Japanese]] on Wikibooks to learn how to input and display Japanese text. ===Configure Browser for Ruby Annotation=== If you are using a [[w:Mozilla|Mozilla]] browser, you may need to install [http://piro.sakura.ne.jp/xul/_rubysupport this support patch] to view ruby annotation correctly. ==Assesment== This will check to see if you configured your computer correctly. ===Display=== Take the [[Computing in Japanese/Test|test]] again and try again if it does not work. ===Input=== Edit this section and type ''nihongo''. Follow the instructions listed in the guide to make the text change to hiragana. After you have done this change ''nihongo'' to kanji, then and to katakana. Example: にほんご(hiragana)　日本語(kanji)　ニホンゴ(katakana) ==Activities== *Improve [[b:Japanese/Computing in Japanese|Computing in Japanese]] == Questions == Leave any questions on the talk page or [[Talk:Computing in Japanese|here]]. [[Category:Japanese]] [[Category:Computer Science]] 10401 74373 2007-01-13T00:22:54Z Balloonguy 338 linked Read an [[b:Japanese/Introduction/About#About the Japanese language|introduction to the Japanese language]] on Wikibooks to familiarize yourself with the language. == Questions== Leave any questions on the talk page or [[Talk:Introduction to Japanese Language#Questions|here]]. {{1lvlnav|[[Introduction to Japanese]]|Start|[[Pronunciation of Japanese]]}} [[Category:Japanese]] 10403 75272 2007-01-13T17:24:29Z Balloonguy 338 changed guides ==Assignment== Read the [[Japanese Roman Character Pronunciation Guide]], [[b:Japanese: Pronunciation: Mora|an explanation to the mora]] and, [[b:Japanese: Pronunciation: Pitch accent|an explanation of pitch accents in Japanese]]. == Examples == Follow along reading while you listen to the Japanese narration from the beginning of [[w:Natsume Soseki|Natsume Soseki's]] classic novel ''Botchan''. {{audio|Ja-botchan_1-1_1-2.ogg|Listen to the audio}} (OggVorbis, 674KB) :''Oyayuzuri no muteppou de kodomo no toki kara son bakari shite iru. Shougakkou ni iru jibun gakkou no nikai kara tobiorite isshuukan hodo koshi o nukashita koto ga aru. Naze sonna muyami o shita to kiku hito ga aru kamoshirenu. Betsudan fukai riyuu demo nai. Shinchiku no nikai kara kubi o dashite itara, doukyuusei no hitori ga joudan ni, "Ikura ibatte mo, soko kara tobioriru koto wa dekimai. Yowamushi yaai," to hayakashita kara de aru. Kozukai ni obusatte kaette kita toki, oyaji ga ookina me o shite "Nikai gurai kara tobiorite koshi o nukasu yatsu ga aru ka," to itta kara, "Kono tsugi wa nukasazu ni tonde misemasu," to kotaeta.'' :''Shinrui no mono kara seiyousei no naifu o moratte kirei na ha o hi ni kazashite, tomodachi ni misete itara, hitori ga "Hikaru koto wa hikaru ga, kiresou mo nai," to itta. "Kirenu koto ga aru ka, nandemo kitte miseru," to ukeatta. "Sonnara, kimi no yubi o kitte miro," to chuumon shita kara, "Nan da yubi gurai kono toori da," to migi no te no oyayubi no kou o hasu ni kirikonda. Saiwai naifu ga chiisai no to, oyayubi no hone ga katakatta node, imadani oyayubi wa te ni tsuite iru. Shikashi kizuato wa shinu made kienu.'' === Example of Moraic "N" === {{audio|Ja-pronunciation-moraic_n.ogg|listen to the audio}} (OggVorbis, 151 KB) #At the end of a word: #*''dan'' 段 "level" #*''kin'' 金 "gold" #*''fun'' 糞 "dung" #*''zen'' 善 "goodness" #*''hon'' 本 "book" #Directly before a consonant: #*''banzai'' 万歳 "hurrah," "long live (the Emperor)" #*''kingyo'' 金魚 "goldfish" #*''kunrei'' 訓令 "directive" #*''zenchi'' 全知 "omniscience" #*''honten'' 本店 "main office" #Before ''m'', ''b'', ''p'' #*''genmai'' 玄米 "unmilled rice" #*''honbu'' 本部 "headquarters" #*''tenpura'' 天ぷら (battered and fried vegetables or fish) #Before ''a'', ''i'', ''e'', ''y'' #*''zen'aku'' 善悪 "good and evil" #*''ken'i'' 権威 "authority" #*''han'ei'' 反映 "reflection" #*''sen'you'' 専用 "exclusive use" :Note that before ''a'', ''i'', ''e'', and ''y'', moraic n is written ''n''' (with an apostrophe). This is to distinguish it from the regular consonant ''n'', which is pronounced differently and can produce different words. Some examples of cases where this becomes important are: :*''kani'' 蟹 "crab" versus ''kan'i'' 簡易 "simplicity" :*''kinyuu'' 記入 "fill in" versus ''kin'yuu'' 金融 "finances" :*''konyakku'' コニャック "cognac" versus ''kon'yaku'' 婚約 "engagement (to be married)" == Practice== #Pronounce the following words. #*{{audio|Ja-LessonIntroKonPron-practice1.ogg|audio for practice 1}} (OggVorbis, 75 KB) ##''aka'' 赤 "red" ##''iro'' 色 "color" ##''egaku'' 描く "draw (a picture)" ##''utsu'' 打つ "hit", "beat" ##''osameru'' 治める "govern" ##''oya'' 親 "parents" ##''wabi'' 佗び (the Japanese aesthetic of subdued refinement) ##''pari'' パリ "Paris (France)" ##''tomodachi'' 友達 "friend" ##''hana'' 花 "flower" ##''shiji'' 指示 "instruction" ##''hiza'' 膝 "knee" ##''tsumori'' 積もり "intention" #Pronounce the following words with double vowels. #*{{audio|Ja-LessonIntroKonPron-practice2.ogg|audio for practice 2}} (OggVorbis, 125 KB) ##''saa'' さあ "come now" ##''ai'' 愛 "love" ##''au'' 会う "meet" ##''hae'' 蝿 "fly (insect)" ##''ao'' 青 "blue", "green" ##''ii'' いい "good" ##''iu'' 言う "say" ##''ie'' 家 "house" ##''shio'' 塩 "salt" ##''shurui'' 種類 "type", "kind" ##''nuu'' 縫う "sew" ##''ue'' 上 "above" ##''uo'' 魚 "fish" ##''rei'' 例 "example" ##''supein'' スペイン "Spain" ##''urei'' 憂い "grief" ##''deiri'' (''de'' + ''iri'') 出入り "coming and going" ##''deeta'' データ "data" ##''oi'' 甥 "nephew" ##''sou'' そう "that way", "so" ##''omou'' 思う "think" ##''koushi'' (''ko'' + ''ushi'') 子牛 "calf (baby cow)" ##''moeru'' 燃える "burn" ##''hoo'' 頬 "cheek (facial)" #Pronounce the following words with double consonants #*{{audio|Ja-LessonIntroKonPron-practice3_4.ogg|audio for practice 3 and 4}} (OggVorbis, 127 KB) ##''makka'' 真っ赤 "bright red" ##''hissori'' ひっそり "quietly" ##''irasshai'' いらっしゃい "Come in!" ##''settei'' 設定 "settings" ##''dotchi'' どっち "which one" ##''kuttsuku'' くっ付く "get stuck to" ##''kappa'' 合羽 "raincoat" #Drill: Pronounce the following words with compound consonants ##''toukyou'' 東京 "Tokyo" ##''gyouza'' 餃子 "pot-stickers" (Chinese dumplings) ##''gyuunyuu'' 牛乳 "milk (from a cow)" ##''hyou'' 表 "chart" ##''byouin'' 病院 "hospital" ##''denpyou'' 伝票 "voucher" ##''myou'' 妙 "strange" ##''muryou'' 無料 "free (as in beer)" ##''ryuu'' 龍 "dragon" ##''takkyuu'' 卓球 "table tennis" ##''happyou'' 発表 "announcement" #Pronounce the following words with moraic n #*{{audio|Ja-pronunciation-practice5.ogg|audio for practice 5}} (OggVorbis, 91 KB) ##''tenki'' 天気 "weather" ##''renshuu'' 練習 "practice" ##''zangyou'' 残業 "overtime (work)" ##''anshin'' 安心 "relief" ##''sunnari'' すんなり "slender" ##''denpa'' 伝播 "reception (cell phone, etc.)" ##''senbei'' 煎餅 Japanese hard rice cake ##''genmai'' 玄米 "unprocessed rice" ##''sen'' 千 "thousand" ##''hon'' 本 "book" ##''sen'you'' 専用 "exclusive use" ##''hon'ya'' 本屋 "bookstore" ##''san'en'' 三円 "three yen" ##''tan'i'' 単位 "unit", "(course) credit" #Pronounce the following pairs of words #*{{audio|Ja-pronunciation-practice6.ogg|audio for practice 6}} (OggVorbis, 190 KB) ##''yuki'' 雪 "snow" and ''yuuki'' 勇気 "courage" ##''soto'' 外 "outside" and ''souto'' 僧徒 "Buddhist disciple" ##''soto'' 外 "outside" and ''sotou'' 粗糖 "unrefined sugar" ##''soto'' 外 "outside" and ''soutou'' 相当 "suitable" ##''soto'' 外 "outside" and ''sotto'' そっと "softly" ##''sotto'' そっと "softly" and ''sottou'' 卒倒 "fainting" ##''maki'' 巻 "scroll" and ''makki'' 末期 "last period" ##''hako'' 箱 "box" and ''hakkou'' 発行 "publish" ##''issei'' 一斉 "all at once" and ''isei'' 異性 "opposite sex" ##''tani'' 谷 "valley" and ''tan'i'' 単位 "unit", "(course) credit" ##''san'en'' 三円 "three yen" and ''sannen'' 三年 "three years" ##''kinyuu'' 記入 "fill out" and ''kin'yuu'' 金融 "finances" ##''kinen'' 記念 "commemoration" and ''kin'en'' 禁煙 "no smoking" ==Questions== Leave questions [[Talk:Pronunciation of Japanese|here]] {{1lvlnav|[[Introduction to Japanese]]|[[Introduction to Japanese Language]]|[[Introduction to the Japanese Writing System]]}} [[Category:Japanese]] 10404 53369 2006-12-10T04:06:30Z Heltec 3202 /* Licensing */ Mac == Summary == A picture of the Photoshop gradient Screen. == Licensing == {{Mac_software_screenshot}} 10405 77096 2007-01-16T17:22:57Z Historybuff 5228 Not a school, or should be moved to the School: Space <center><big>'''Welcome to the Computer Networks School!'''</big></center> <center>''Part of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Computer networking|Computer networking]]''' is the scientific and engineering discipline concerned with communication between computer systems. Such networks involve at least two devices capable of being networked with at least one usually being a computer. The devices can be separated by a few meters (e.g. via Bluetooth) or thousands of kilometers (e.g. via the Internet). Computer networking is sometimes considered a sub-discipline of telecommunications. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Coredevice|Coredevice]] ==School news== * '''December 14, 2006''' - Page Updated! == Courses == Organize groups of related lessons into sequentially coherent courses: === To be developed === * OSI Model * Physical Mediums * Topologies * Hardware * MAC Addressing * Protocols * IP Addressing * Routing * Common Ports * Firewalls * Security ==Lessons== The OSI Layered Model Application > Presentation > Session > Transport how the information will be txed includes flow control > Network provides the interconnection of different systems > Data Link the actual data tx sent via blocks/frames with sync, flow control and error checking like CRC > Physical has been replaced by the more useful and more relevant [[TCP/IP Protocol Architecture]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' [[Category:Computer Networks| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] 10409 80376 2007-01-23T17:16:07Z JWSchmidt 20 returning contents {{Main welcome|130.83.2.27}} [[Category:Algebra]] 10410 53443 2006-12-10T14:48:38Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 10411 80034 2007-01-22T17:37:39Z Student Galaxy 3488 added a section on, how does an open proxy work? Welcome to Wikiversity. There is a chance that you are blocked from editing Wikiversity through no fault of your own. Please read the following information in order to understand why you are blocked from editing and what to do about it. == What is an open proxy and how does it work? == Generally, a proxy server allows users within a network group to store and forward internet services such as Domain Name System or web page]]s so that the bandwidth used by the group is reduced and controlled. With an "open" proxy, however, any user on the Internet is able to use this forwarding service. By utilizing some open proxies (the so-called "anonymous" open proxies), users can conceal their true IP address from the accessed service, and this is sometimes used to abuse or interrupt that service, potentially violating its terms of service or the law; open proxies are therefore often seen as a problem. However, anonymous open proxies are also used to increase anonymity or security when browsing the web or using other internet services: a user's true IP address can be used to deduce information about that user and to hacker (computer security) into his or her computer. Furthermore, open proxies can be used to circumvent efforts at Internet censorship by governments or organizations. Several web sites exist which provide constantly updated lists of open proxies. :''If you have been blocked as an open proxy, please see [[m:WM:OP/H|Meta:WikiProject on open proxies/Help:blocked]].'' '''Open Proxies''', '''Zombie machines''', and '''Tor exit nodes''' are generally blocked on Wikimedia projects due to abuse by trolls and vandals. This policy has been in place since February 2004, you may read more about it at [[m:WM:NOP|this meta page]]. ==Members== :''Please add your name here if you are interested in helping this project:'' {| class="wikitable" !Username !Custodian {{Wikiversity:Open Proxies/Member|name=J.Steinbock|custodian=Yes}} {{Wikiversity:Open Proxies/Member|name=MichaelBillington|custodian=Yes}} {{Wikiversity:Open Proxies/Member|name=SB_Johnny|custodian=Yes}} {{Wikiversity:Open Proxies/Member|name=Draicone|custodian=Yes}} {{Wikiversity:Open Proxies/Member|name=Deon555|custodian=No}} {{Wikiversity:Open Proxies/Member|name=Student Galaxy|custodian=no}} |} ==Todo list== This list of open proxies was compiled my {{user|MichaelBillington}}. Every one of them needs to be blocked. Please read the section that applies to you: '''Custodians''' can use the 'block' button next to each IP listed, which will fill out the block form (so all you need to do is confirm). Tip: In Firefox, you can open up several tabs at a time by clicking each link with the scroll wheel, then cycle through them using Ctrl+Tab, clicking confirm on each tab, without even moving the mouse. '''Non custodians''' can do talk page posting of {{tl|openproxy}} in order to categorise the addresses blocked into [[:Category:Open proxies blocked on Wikiversity]]. This can be done quickly using the 'inform' buttons, or even faster if you are willing to install some javascript from my monobook.js [http://en.wikiversity.org/w/index.php?title=User:MichaelBillington/monobook.js&oldid=54257]. Please remember to mark all edits as minor so they can be filtered from [[Special:Recentchanges|recent changes]]. In the table below, find a list of IP addresses that still shows red links to the talk pages for IPs. Click on the "inform" button. Mark these edits as minor. {| class="wikitable" !Link !Number of items !Blocked !Template posted !Complete |- |[[/List0]] - from Wikibooks log data || 1072 || 1072 || 1072 {{yes}} |- |[[/List1]] (and below) from Wikipedia's log data dump || 1000 || 1000 || 1000 {{yes}} |- |[[/List2]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List3]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List4]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List5]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List6]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List7]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List8]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List9]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List10]]|| 1000 || 1000 || 1000 {{yes}} |- |[[/List11]]|| 1000 || 1000 || 100 ||bgcolor="gold" |Soon |- |[[/List12]]|| 1000 || 500 || 0 ||bgcolor="gold" |Soon |- |[[/List13]]|| 1000 || 0 || 0 {{no}} |- |[[/List14]]|| 1000 || 0 || 0 {{no}} |- |[[/List15]]|| 529 || 0 || 0 {{no}} |} <small>Progress: 11,500 / 15,529 ('''74%''')</small> ==Alerts== :''If you suspect an IP is an open proxy, list it below for checking'' ==See also== *[[Template:Unblock]] - can be used by blocked editors to request unblocking. [[Category:Wikiversity administration]] 10413 53457 2006-12-10T15:15:08Z MichaelBillington 1599 redirecting #REDIRECT [[Wikiversity:Open Proxies]] 10415 70120 2007-01-10T22:52:58Z JWSchmidt 20 [[Category:Real estate]] This page is a final exam review which was taped by our professor and collaboratively transcribed by the students in Real estate Analysis. We have opened up a spot on Wikiuniversity to temporarily work more efficiently.( this page will be deleted on 12/16) Thank you, If answers were relevant but a little different… I added them in green… 1. Which of the following would be a basic power of government limiting private property or private property rights? (Page 145) Eminent domain= the right of government to acquire private property without the owners consent, for public use, in exchange for just compensation. Condemnation= the legal process of eminent domain. (Chapter 6 Quiz) Which of the following is NOT a basic power of government limiting private property? 1. the power to regulate land use 0% 2. the power to restrict owners from selling land 100% 3. the power to acquire property for the benefit of the public 0% 4. the right to tax property 0% 2. What term would you say, according to the text, best describes how taxes are based on the value of the property? (Page 147) ad valorem taxes 3 Which of the following contribute to real estate cycles as oppose to general business cycles. (Page 178) Vacancy. 4 The mortgage financing, the loan to value ratio, is 75% attributable to the financing. Re is a particular percentage; Rm is a percentage (think about mortgage cap rate), find the blended cap rate result. Ro = m*Rm + (1-m)*Re We’re given 3 of the 4 variables. Solve for what is missing (likely Ro). Remember: Ro = Rate overall (or blended rate) m = percentage of purchase that is mortgage (or loan) as a decimal* Rm = Rate of mortgage (or mortgage rate) (1-m) = percentage of purchase that is equity (written as a decimal*) Re = Rate of equity (or equity rate) *It isn’t mandatory to write as a decimal, but it’s easier and it makes (1-m) technically correct, since the equity portion and mortgage portion sum to 1. 5 An office property that has X# of office units, contract rents =$ per month, vacancy and collection loss =x%, operating expenses =x%. What is the NOI assuming cap x is below the line treatment? (Chapter 9 Quiz) Given the following information, what is the net operating income assuming below-line treatment? Property: 4 office units Contract Rents per unit: $2500 per month Vacancy and collection losses: 15% Operating expenses: 35% CAPEX: 10% PGI = $120,000 ($2500 × 4 units × 12 months) EGI = $102,000 (85% of PGI because V and C is 15%) OE = 35% of EGI = $35,700 NOI = $66,300 CAPX = 10% of EGI = $10,200 (below line = not subtracted in calc. of NOI) 1. $95,000 0% 2. $102,000 0% 3. $48,000 0% 4. $66,300 100% 6 Lenders prefer to collect money in addition to the loan payment itself for things like property taxes, community association fees, and casualty and insurance premiums. The funds paid to the appropriate party by the lender on behalf of the borrower are held in this particular account that lenders have. What is the name of this account? (Page 254) Escrow account. 7 We are given loan interest rate (I), loan balance (PV), amortization term (N). Given this kind of information, calculate the amount of interest due on the first day of the month following the month of loan origination. Standard problem for financial calculator. Unless specified otherwise. FV = 0, because it’s amortizing. Find PMT. 8 Know the type of index interest rate used most often with adjustable rate mortgages. What is the most commonly used interest rate index for ARMS? (Pg 248) With ARM home loans, for example, the most common index rates include U.S. Treasury constant maturity rates (most commonly one year in maturity, although longer maturities are used as well), and a cost-of-funds index for thrift institutions. 9 Given the loan amount=x$, amortization of X years, and loan interest rate of x%, construct the monthly payment factor. Hint; you need to back to annual then monthly. ***Quiz 9 Question2, Loan amount $200,000, Term: 30 years, Interest rate: 7% HP10BII Steps: N:360 (30*12) , I: .58333 (7/12). Pmt: -100, FV: 0 Press PV to find Present Value of the payments = $15030.82 Question asks Payment factor per $1000, so $1000/ $15,030.82 =$6.65 That is a shortcut, I think. This might make more sense… since you solved for PV using $100 payments, divide $100/$15030.82 to get the payment factor per dollar. That gives us 0.00665 per dollar. Multiply by 1000 to get it per thousand. 10 Calculate a monthly payment on interest only loan, given the loan amount, length of time, loan interest rate. (Page 285) For example, assume the borrower and lender agree to a $90,000, seven-year, interest-only loan at 6 percent. The monthly payment is $450.00 (0.06 / 12 X $90,000) 11 what is the lender’s yield if loan amount =x$, amortization term is x years, interest rate x%, monthly loan payment =x$. The lender wants so many discount points (1 -2 points). 8. CH11 Q8 Calculate the lender's yield given the following information: Loan amount: $166,950 Term: 30 years Interest Rate: 8 % Payment: $1,225.00 Discount Points: 2 2 discount points means the lender is keeping 2% of the loan amount, or that the lender is giving out 98% of the amount 98%($166,950)=$163,611. N=360, PV= –163611, PMT=1225, FV=0, find new I (and multiply by 12 to get annual interest rate). Student Response Value Correct Answer Feedback 1. 8.2% 100% 2. 10.1% 0% 3. 6.5% 0% 4. 7.7% 0% 12 Fannie mea and Freddie Mack, which mortgage market do they operate in? (Page 338-339) The secondary market (more specifically they are purchasers of residential mortgages in the secondary market.) 13 All the following reasons make a home equity loan more attractive than consumer credit except? (Concept check 12.12) Three attractions of home equity mortgage loans include: 1. a better interest rate than found with consumer loans 2. Longer term, and 3. Tax deductibility of the interest. -Home equity loans owe their popularity to lower interest rates and longer terms than consumer debt, tax-favored status, and easy availability, not to mention aggressive marketing by lenders (Page 310). 14 the land planning philosophy that incorporates traditional neighborhood design is part of a land planning approach called? (Page 136 under Conflicting Notions of Best Practice) …many U.S. planners of recent decades favored hierarchies built around cul-de-sacs. Many of these same planners favored complete “containment” of nonresidential land uses in designated centers. 15 There is a step in the mortgage lending process that is the primary source that most lenders are looking to be sustained as core area as their business practice, what step is this in the lending process? (Page 336 and chapter 13 quiz) Loan servicing. The primary source of revenue in mortgage banking is the right to service the loans created. Loan servicing includes collecting monthly payment from the borrower and remitting principal and interest payments to the investor. 16 Given a list of sources of revenue for mortgage bankers, and fees they would normally receive, can you identify the fee that they would not receive? All of the following are sources of revenue for mortgage bankers EXCEPT: 1. appraisal fees 100% 2. applications fees 0% 3. loan origination fees 0% 4. loan servicing operations 0% 17 all the flowing occurred with the creation and as a result of the creation of Fannie Mae and Freddie Mack except: (Chapter 13 Quiz) -uniformity of documents -uniformity of procedures -uniformity of loan types -uniformity of standards -uniformity of loan types is the only answer that did not come about due to Fannie Mae and Freddie Mack. (Page 343 Importance of Fannie Mae and Freddie Mac) It is through their common efforts that the uniformity of documents, procedures, and underwriting standards so badly missing up to 1970 has been established. 18 You need to identify in a list of $amount in the billions and trillions that are the approximate market value of commercial property in the U.S. Which of these is it. (Chapter 15 Quiz) The approximate market value of commercial property in the United States is 4.6 trillion. 19 There are characteristics of REITS that restricts or prohibits them from doing some things. Which of these restrictions are very pertinent to REITS distinctive from other forms of ownership? (Chapter 15 Quiz) The restrictive covenants placed on REITS are: -at least 100 investors must own a REIT’s shares -5 or fewer investors must not own more than 50% of the shares -the REIT must distribute at least 90% of its taxable income as a dividend Also stated: Which of the following is not one of the restrictive conditions place on REITs? 1. at least 100 investors must own a REIT's shares 0% 2. five or fewer investors must not own more than 50% of the shares 0% 3. the REIT must distribute at least 90% of its taxable income as a dividend 4. the REIT must be marketed in the public market 100% 20 So many individuals or entities come together with various features. What are they? (Page 389 and Chapter 15 Quiz) (a) Syndicate=two individuals and two investment companies come together for the purpose of pooling equity to buy new properties. A syndicate is not a legal form, rather it is a group of people or legal entities that come together to carry out a particular activity. (b) Commingled fund for investing © C Corporation (d) S corporation (e) REIT (f) limited partnership (g) LL corporation (h) Joint venture This will cover at least three questions so make sure you all know this section Additional definitions: Commingled real estate funds: A collection of investment capitol from various pension funds that are pooled by an investment advisor/fund manager to purchase commercial real estate properties. They are offered by major banks, life insurance companies, investment banks, and real estate advisory firms to pension funds for investment in real estate. Because many pension funds do not have the in-house expertise required for real estate investment, fund managers collect contributions from multiple pension funds and “commingle” them to purchase properties (Page 388). C Corporation: Corporate ownership structure that provides limited liability, but suffers from double taxation and does not enable losses to flow through to investors for current use. It is a legal entity that is separate from the owners who are the shareholders in the corporation (Page 390). S Corporation: Corporate ownership structure that provides limited liability. It is a separate legal entity but it is NOT a separate taxable entity, so, the S corporation pays no income taxes and taxable income and loss flow through taxation to stockholders who become liable for the taxes (Page 391-392). General Partnership: An ownership form characterized by multiple owners, unlimited liability for each equity holder, and flow-through taxation of both taxable income and cash distributions. Taxable income and losses flow through to the individual partners who pay the tax, so, double taxation does not exist. A big disadvantage is that all partners have unlimited liability. General partners are liable for all debts of the partnership, including contractual debts and debts arising from legal actions against the partnership. General partners are also liable for wrongful actions committed by the other partners in the course of the partnership’s business (Page 392). Limited Partnership: A partnership in which one party (the general partner) assumes unlimited liability in exchange for control of all material decision making. The limited partners enjoy liability that is limited to the extent of their equity contributions to the entity. All parties involved benefit from flow through income. It is created and taxed in the same way as a general partnership. It allows some of the partners to limit their personal liability to an amount equal to their total investment in the partnership. It must have at least one general partner and at least one limited partner (Page 392). Limited Liability Company (LLC): A hybrid form of ownership that combines the corporate characteristics of limited liability with the tax characteristics of a partnership (Page 393). Joint Venture: An association of two or more persons or firms in order to carry out a single business project. In real estate, a joint venture is often a business partnership formed between a lender and a developer or investor to develop or purchase specific properties. A joint venture produces a borrower-lender relationship in which a lender receives a portion of the cash flows from operation or sale of the property, as well as scheduled mortgage payments. The lender accomplishes this by acquiring an ownership (equity) interest in the property. Thus, the lender supplies a portion of the required equity capitol in addition to providing the permanent debt financing. The joint venture lender’s total return comes from: a return on the mortgage investment (the debt service) and a return on the equity investment (the lender’s share of the property cash flow). (Page 361). REIT: Real Estate Investment Trusts. A corporation or trust that uses the pooled capitol of many investors to purchase and manage income property and/or mortgage loans. Equity REIT’s invest in and operate commercial properties and mortgage REIT’s manage mortgage loans. 21 Given the information about a REIT you owned or shares that you held, you have a particular set of assumptions to help ascertain the value of what you held. We are given the value of another REIT in the market and are asked, what we should do? (a)Should we buy more of what we have? (b)Sell the holdings we hold (c)Purchase the other holding (d)Indifferent because the price is in equilibrium (e)None of the above. For holdings we would be given (a) holdings per share (b) # shares outstanding of REIT (c) share price of REIT (d) Price income ratio Example from Chapter 15 Quiz: Given the following information regarding a REIT you hold, which of the following is the best investment decision? EPS: $2.50. Shares Outstanding: 1,000,000. Share price: $20.00. Other REIT price/income multiple: 1/8. Options are to: 1. buy more of this REIT 2. sell your holdings of this REIT 3. you are indifferent since the price seems “right” 4. none of the above are true - Correct answer is that you are indifferent.  This is because the multiple should have been listed as 8/1. Our REIT is yielding $20/$2.50 = 8/1 which is why we’re indifferent. 22 Given an entity that is made up of these kinds of persons, either legal or individual, legal persons seen as a tax filer and having a set of laws, or individuals who might be shareholders, owner, proprietary owner, tenancy. What is this form, what are we describing? Limited partnership - It must have at least one general partner and at least one limited partner. The general partner assumes unlimited liability in exchange for control of all material decision making. The limited partners enjoy liability that is limited to the extent of their equity contributions to the entity. General partnership - An ownership form characterized by multiple owners, unlimited liability for each equity holder, and flow-through taxation of both taxable income and cash distributions. Taxable income and losses flow through to the individual partners who pay the tax, so, double taxation does not exist. A big disadvantage is that all partners have unlimited liability. Joint venture - An association of two or more persons or firms in order to carry out a single business project. Sub S Corporation - Corporate ownership structure that provides limited liability. It is a separate legal entity but it is NOT a separate taxable entity, so, the S corporation pays no income taxes and taxable income and loss flow through taxation to stockholders who become liable for the taxes. Chapter C Corporation - Corporate ownership structure that provides limited liability, but suffers from double taxation and does not enable losses to flow through to investors for current use. It is a legal entity that is separate from the owners who are the shareholders in the corporation. Syndicate – Group of persons or legal entities that come together to carry out a particular investment (Ex. two individuals and two investment companies come together for the purpose of pooling equity to buy new properties). Not a legal form. This will cover at least 2-4 questions 23 After projecting estimates of a sales value knowing the rental prices, depreciation rates, you decide that a property has a certain value or worth. If so, what is number called, or the value derived (ANOTHER STUDENT THINKS THIS ONE IS MARKET VALUE… ANYONE WITH A DEFINATE ANSWER, PLEASE LET US KNOW!!!) Investment value is correct because it says: “you decide the property has a certain value” therefore it’s not the market value, which is the value to a “typical” investor (your value might coincidentally match the market value, but investment value is the best answer choice here) Projected value Investment value Market value Probate value - The market value of a property is its most probable selling price, assuming normal sale conditions. It can be viewed as the value that the typical participant would place on the property. -The investment value is the value a particular investor places on a property. It is based on the unique expectations of the individual buyer, not the market in general (Page 190-191). 24 If we have a landlord in a lease situation that allows a provision of $x per square foot that will change the floor plan and perhaps add more electrical work, partitioning, net work capacity to a particular space. What would be the proper or referred to textbook name for this provision (Page 557) Tenant Improvement Allowance= The amount of funding the owner of commercial property must provide towards the cost of refurbishing the space to meet the tenants needs…. It is the amount of money the owner must give to the tenant or pay on the tenant’s behalf, toward the cost of refurbishing the space to meet the needs of the tenants business. 25 we are given a scenario of what to know, the cash you must bring to closing- the required amount of cash due at the closing of a loan. The acquisition price of a property is X$, down payment is X%, financing costs is 2 or 3%. Given these items what’s the total cash you will need at the closing of that loan? 26 the alphabet soup of the operating statement, starting at the top (PGI) and working your way down through VC, MI, EGI, Op ex., cap X, NOI, EDS, tax, CFBT, tax liability, CFAT. 27 What is the before tax equity reversion in the text if GOI less Op ex. is this the definition? NO! Before Tax Equity Reversion  Sale Price-Selling Expenses=Net Sale Proceeds NSP-Remain Mortgage Balance=BTER 28 Leasing options that might be typical of how a commercial owner of investment real estate would handle a firm or individual to represent them for leasing. (Page 332-338) Mortgage broker Mortgage banker Mortgage bankers: they are full service mortgage companies. They process, close, provide funding and sell the loans they originate in the secondary market. They also typically service the loans they have sold (ex. collect monthly payments). They lend funds for home financing but are not financial intermediaries because they do not accept deposits. They combine a small portion of equity with vast amounts of borrowed capitol to originate loans. They sell the loans as rapidly as possible to institutional investors on the secondary market. The mortgage banking process creates 2 valuable financial assets: the loan and the rights to service the loan. The primary source of revenue in mortgage banking is the right to service the loans created. Mortgage broker: specialize in the details of the loan origination. They do not provide funding (or capitol) for the loan, nor do they typically service the loans after selling them. They serve strictly as an intermediary between those who demand mortgage funds (borrowers) and those who supply the funds (lenders or secondary market investors). They do not make the loans; they serve as an intermediary between the borrower (customer) and lender (client). Many mortgage brokers serve as correspondents for large mortgage bankers who desire to do business in an area but do not feel the volume of business justifies the expense of staffing a local office. 29 rights and obligations that are contained in leases and in particular some of the fundamental landlord, tenant laws that govern most leases in most states. Security deposits that might be required and how they are held Prohibiting children under the terms of the leases and a particular project Can you have pets or not Rights to enter premises Rights to enjoyment 30 An owner might be trying to decide whether or not to make improvements to a particular property they own. What is the value added or the value lost should these improvements done under the particular scenario. (Incremental costs and benefits in the book). we are given the current rate per square foot under a particular lease, the anticipated rate per square foot, cost of improvement and number of square feet. 31 If a deed includes the words “does hereby grant, convey, transfer,” which of the following deed elements would be resident holding these words? Acknowledgement section of a deed Consideration section Addendum clause Acceleration clause Words of conveyance – early in the deed will be the words “does hereby grant, bargain, sell, and covey unto…” that serve to assure the grantor intends to convey interest in real property and indicate the type of deed offered by the grantor. In addition: Chapter 18 Quiz: If a deed includes the words, “does hereby grant, bargain, sell, and convey unto…” Which of the following deed elements would these words fall into? 1. Recital of consideration 0% 2. words of conveyance 100% 3. habendum clause 0% 4. acknowledgement 0% 32 what is the highest order of deed that one would prefer in a real estate transaction. What is the name? Bargain and sale deed Claim deed Special warranty deed Limited warranty deed General warranty deed – the highest order deed, the deed you would most prefer. Additional information: (Pages 472-473) -General warranty deed: includes the covenant of seizing, the covenant against encumbrances, and the covenant of quiet enjoyment. It contains the full set of legal promises the grantor can make. Thus, it is considered the highest-quality deed and affords the maximum basis for suit by the grantee in case the title is defective. -Special warranty deed: identical to the general warranty deed, except that it limits the time of the covenant of encumbrances to the grantor’s ownership. That is, the grantor asserts only that he or she has created no undisclosed encumbrances during ownership, but asserts nothing about encumbrances from previous owners. -Deed of bargain and sale: has none of the covenants of a warranty deed. It purports to convey the real property, and appears to imply claim to ownership. It is commonly used by businesses to convey property because, while implying ownership, it commits the business to no additional covenants which are sources of liability. -Quitclaim deed: has none of the covenants of the warranty deed. Its words of conveyance go something like, “I hereby quitclaim…” as opposed to, “I hereby grant or convey…” It is worded to imply no claim to title, only to convey what interest the grantor actually has. Courts regard a quitclaim deed as a questionable conveyance of title. 33 Know the covenants that refer to season, quiet enjoyment and others. (Page 470) Covenant of seizin- a promise that the grantor truly has good title, and that they have the right to covey it. Covenant against encumbrances- a promise that the property is not encumbered with liens, easements, or other such limitations except as noted in the deed. Covenant of quiet enjoyment- a promise that the property will not be claimed by someone with a better claim to title. 34 There are 3 major ways for a legal description of legal property. In the state of Florida, they won’t accept a mailing address or zip code to describe a real property. Compass heading, directions, and linear measures, which of the three is this likely to come from? (Pages 481-484) – metes and bounds approach. Metes and bounds approach – Method of describing real estate in which a mete is a unit of measure (foot, mile) and a bound is a boundary marker. It forms a sequence of directed distances that are the boundaries of the property. Oldest form but still used. In the modern version, metes and bounds is a very precise, compass-directed walk around the boundary of a parcel. The boundary is defined by a point of beginning and a sequence of directed distances that eventually lead back to the point of the beginning. It is the most flexible of descriptions, and is capable of describing even the most irregular of parcels. Government rectangular method – For each region a baseline, running east and west and a principal meridian, running north and south, were established as reference lines. From these lines, a grid system was surveyed involving checks (24 square miles) and townships (6 square miles) and sections (1 square mile). A government rectangular description relies on townships and section numbers as the essential units of identification. Subdivision plat method – (Also known as plat lot and block number). An unambiguous means to provide a description of property that identifies each parcel in a surveyed map of a subdivision. When a platted residential or other subdivision is created, a surveyed map of the subdivision is places in the public records with each parcel identified by a plat lot and block number. It usually shows the location of various elements such as utilities, drainage, storm water retention, and bicycle paths. Concept check 18-20: The oldest form of the three land descriptions is metes and bounds. The most common form is subdivision plat lot and block number. The most common in most states is the government rectangular method. 35 Be able to spot the fundamental difference between the kinds of listing contracts, which is another way of saying agency agreements where brokers are being engaged by owners of property to represent and market their properties in various ways. One of the most restrictive ways on one end of the spectrum was the exclusive right of sale of contract (EROS) that has a very distinguishing characteristic that can be spotted easily. On the other end of the spectrum, there is the open listing agreement, and there is another kind of contract. What are the three kinds, and how are they different. 3 Types of Listing Contracts 1) Open Listing – contract between a property owner and a broker that gives the broker the right to market the property. Distinguishing Characteristic – lack of exclusivity -only the broker who procures a buyer will be owed commission, if owner sells him/herself no broker will be owed a commission 2) Exclusive Agency Listing – type of listing is used infrequently; owner can sell the property and avoid paying a commission, it provides far less protection the broker than the exclusive right of sale listing discussed below -brokers less willing to spend time and effort to market properties listed under this arrangement 3) Exclusive Right of Sale Listing – sellers list their property with one broker and agree to pay that broker a commission if the property is sold w/in a specified time or if not specified, w/in a reasonable time -broker owed a commission if any other brokers or even the owner sell the property during the contract period “Seller gives broker exclusive right to sell….” is included in vast majority of brokerage arrangements due to 1) faster sales 2) brokers need the protection provided by the provision and 3) MLS only accepts exclusive right of sale listings 36 Know the fiduciary duties of an agent (495). Be able to distinguish between exclusive agents, universal agent, and transaction broker. Who is the principal, the service client, the service provider in these agency providers? Disclosure-Be completely honest with principal. Confidentiality-Never betray confidential information about principal, their financial status, or their motivations. Accounting-Keep the principal informed about financial aspects of their assignment. Obedience-Follow the instructions of principal to limits of what is legal. Loyalty-Never subordinate the best interests of principal to the interests of others. Skill and Care-Represent the interests of principal to the best of their ability; represent in same way one would represent self. Exclusive Agency Listing (509)-An agreement between a seller of property and a broker in which the seller agrees to pay a commission to the broker if anyone other than the owner finds a buyer, during the period of the agreement. Owner can still sell their own home without penalty. Exclusive Right of Sale Listing (510)-An agreement between a seller of property and a broker in which the broker is assured of receiving a commission if the broker or anyone else, including the owner, finds a buyer during the period of agreement. Owner can sell home but still owes fee to broker. Universal Agent-One to whom a principal delegates the power to act in all matters that can be delegated in place of the principal. General Agent-One to whom ea principal delegates the power to act within the confines of a business or employment relationship. Special Agent-Person to whom a principal has granted authority to handle a specific business transaction or to perform a specific function. Real estate brokers and salespersons are special agents. Transaction Broker-One who facilitates a real estate transaction but who is not an agent of either buyer or seller. A transaction broker is required to deal honestly and fairly with both parties to exercise skill, care and diligence in carrying out his or her duties. 37 there are remedies that contract provide when a default of a contract occurs. Be familiar with the contractual remedies. There will be 1 or 2 questions on that regard (Page 537) When a party fails to perform (ex: breach of contract, nonperformance, or default), the other party may have one or more remedies. The non-defaulting party may: 1. Rescind the contract 2. Sue for specific performance (ex. require the defaulting party to carry out the contract) 3. Sue for damages. - An additional option for the seller is to retain the buyers deposit as liquidated damages. 38 one of the following is not a common closing costs (Chapter 20 Quiz) Cleaning fee Appraisal fee Lenders fee Origination fee Flood certification 39 The following are legal elements for contracts, which is essential only for contracts on real estate? (Chapter 20 Quiz) -competent parties -offer and acceptance -written form -consideration Additional Information (Page 523): Whatever the form, any contract, whether it be for real estate or for some other purpose, must contain the following elements: 1. Competent parties 2. Legal objective 3. Offer and acceptance 4. Consideration 5. No defects to mutual assent Two additional requirements must be part of any contract for the sale of real estate: 1. Written form 2. Proper description of the property 40 There are ways the law looks at whether something is a fixture or not. There are at least 4 tests mentioned in the text. Know trade fixtures (Page 75) A fixture is defined as an object that was formerly personal property but has been converted into real property. There are 4 rules to determine whether an object has become a fixture: 1. The manner of attachment. The question in this rule is whether the removal of the object results in damage to the property. 2. The character of the article and manner of adaptation. Items that have been custom fitted tend to be regarded as fixtures. Examples include window screens, storm windows, church pews, custom bookshelves, custom draperies, and custom security systems. 3. The intention of the parties. This rule refers not to the private intentions of the parties but to the facts of the situation and the intention that an observer would reasonably conclude from them. Ex: kitchen appliances. If a kitchen range or refrigerator is in a single family home being sold, it normally is expected to remain with the seller. On the other hand, if the appliances are furnishings in a rental apartment they normally would remain with the building. Thus, the rule of intention would treat the appliances as personal property in the single family residence case, and as fixtures in the apartment case. 4. Relation of the parties. For landlord and tenant relationships, special versions of the rule of intention have evolved over time. a. Trade fixtures. Which are items installed by a commercial tenant to conduct business, are always considered personal property of the tenant unless they are abandoned at termination of the lease. So, even if removal of flood display cases and other custom fitted things injure the facility when removed, they are still regarded as property of the tenant. b. Agriculture fixtures. Such as fences, are also considered property of the tenant. Anything installed by the tenant remains personal property. c. Residential tenants also tend to be given the same protection. Any item installed in the residence by the tenant is regarded as the tenant’s personal property, at least until it’s abandoned. 41 The term that describes the tenants transfer of a portion of his/her rights to another party. In a lease context, what is that called? A lease assignment occurs when all of a tenant’s rights and obligations are transferred to another party. A sublease occurs when the original tenant transfers only a subset of his or her rights to another. 42 What is the item when you buy real property that is not depreciable? (Page 583) Principal residences are properties used as taxpayers’ homes and cannot be depreciated for tax purposes. Commercial real estate, on the other hand, may be classified for tax purposes as a dealer, trade or business, or investment property. Real property held for resale by a dealer is not depreciable for tax purposes because such property is viewed as inventory, not a long-term investment. Congress allows depreciation deductions only on assets intended to be held as long term investments rather than those held for immediate resale. 43 if property is residential, it has one life in years that you then under straight-line depreciation can ratably depreciate each year a certain abdicable amount. If it’s a multi family income property, how many years over which can it be depreciated. Answer (27.5yrs) Chapter 22 Quiz: Congressional legislation mandates that residential real property be depreciated over a minimum of how many years? - 27.5 In addition (Page 591): Currently, residential real property (ex. apartments) may be depreciated over no less than 27.5 years. The cost recovery period for nonresidential real property (ex. shopping centers, industrial warehouses, and office buildings) is 39 years. 44 when one wants to calculate depreciable basis, the buyer must separate personal property from real property. What is the term that best describes this process? (Chapter 22 Quiz) Cost Segregation 45 assume a non-residential income property was purchased with a depreciable basis of $X, on January first. What is the annual depreciation allowance for that year if it’s depreciated according to the straight-line method? (Chapter 22 Quiz) - Assume a residential property was purchased with a depreciable basis of $100,000 on January 1st. What is the annual depreciation allowance for that year? = 3,636 46 4 properties have various profits or losses ascribe to each. We want to know the net income the tax payer can claim in the current year if the tax payer owns those 4 properties. Property 1 and 2 have a net profit of $thousand, property 3 has a loss of $thousands, property 4 has net profit of $X. What is the net result? 9. CH22 Q9 Howard owns four properties that have the following profit or loss. How much net income will Howard claim in the current year from the four properties? Property 1 & 2 both have a net profit of $6,000 Property 3 looses $21,000 Property 4 has a net profit of $7,000 1. -2,000 0% 2. 0 100% According to the quiz, this is correct, but (see below)… 3. 2,000 0% 4. 19,000 0% It appears that you can't claim negative income (the –2000 would carryover for next year). But Mr. Monroe apparently was asked about it and said it should have been –2000 (a lot of us put –2000, myself included, and I think we may have influenced him, but I think it’s wrong, 0 is correct). Decide yourself, page 585. 47 there is a term that describes the continual reconfiguration of a built environment t to meet the needs of society. What is this term describing? Development 48 We will be given activities and roles that are engineer related. We must be able to describe which engineers these are describing. Examples are engineers that does onsite sewer lines, water distribution system, design of streets, the configuration or layout of parking? Soils engineer-determines the sufficient specifications to achieve safety and stability for a structure’s foundation Structural engineer-determines the requisite structural skeleton to maintain the building’s integrity Mechanical engineer-provides specifications and design for the HVAC system and other building systems Electrical engineer-designs the power sources and distribution system Civil engineer-designs on-site utility systems, including sewers, water, streets, parking, and site grading. 49 a developer pre-leases a space to target. The space has not been built on but the lease has been agreed upon between landlord and tenant. What would the text describe this activity as? Lease option Floor loan Bundle of rights being conveyed Build to suit arrangement Design build arrangement 50 what is the percentage of GDP for the US generated by real estate? (Page 7) Real estate generates nearly a third of United States gross domestic product (GDP) 51 there is a term used to describe the ability to sell a property quickly yet for fair market value. Is it? (Page 384 and 385) Answer = Liquidity Fast switch Liquidity Transactional flexibility Flip Quick turn 52 All the following have a high degree of uncertainty risk as to their cost except. Can you spot on the spectrum where different property types lie as being high risk versus lower risk? Lowest Risk  Highest Risk: (Page 30) Purchase of new structure Purchase of good existing structure Purchase of older structure Standard Construction Project Subdivision land development, fully permitted Renovation Subdivision land development, not fully permitted Urban redevelopment Lowest Risk  Highest Risk in terms of Cash Flow Uncertainty: (Page 33) Net lease with credit tenant Investment-grade commercial property Single-family rental Industrial Apartments Small Office Land Development, Hotel & Motel, Restaurant Strategies that investors might use to lessen their risk? Ch. 23 (Portfolio management, risk/diversification) Diversification, judicious selection of various investment properties, market knowledge, ample due diligence upon acquisition, avoiding certain risk, etc. This term describes the value of money at a time period in the future? (Pages 48-49) Future Value. Land value on an unimproved property is in say 10 years, given %, how do you calculate a future value for that land? Investing 10k, at the end of 20 years, you’ll have the largest amount of money if the money is compounded at what frequency? (Maximum gain due to the frequency of compounding) Whatever the most frequent compounding choice available is (daily is best) What lien is superior to all others? Chapter 4 Quiz, Question 6 Property tax and assessment liens (a.k.a. government liens) What is a mechanic’s lien? What activities? Page 83 Liens that arise from construction and other improvements to real estate. If a property defaults on a construction contract, it is not realistic to expect the contractor to recover the materials and services used to improve the real estate. Restrictive covenants…where are they found? Deed restrictions…what do they control/prohibit. (Conditions and restrictions, restrictive covenants, deed restrictions, CCR’s) Pages 81-82 Restrictive covenants impose limits on the uses of lands. They can be created when land is conveyed to a new owner by placing a restrictive clause in the deed that conveys the property. They are strictly private; they can only be enforced by those who hold a legal interest in the property. Deed restriction- the owner who created the restriction or that owner’s heirs are the only persons who can enforce the restriction What does a restrictive covenant look like? All of the following are examples of residential subdivision restrictive covenants EXCEPT: 1. No children are allowed to play in the yard 100% 2. No freestanding garage 0% 3. No chain link fences 0% Property located b/t highway and state beach…state wants to build a road…what is that land considered? What kind of easement would that be? Easement in gross  correct Market fundamentals – clinic or hospital – many travel regionally to go there – people that travel there are also family/friends of patients, spending money in the local economy – economic terms, what am I describing? (Page 103) Economic base multiplier. Economic base multiplier, regional revenue multiplier, high profit regional operation, economic star, economic generator…which is correct? Multi-nucleic city model – what is the distinctive characteristic of this model? (Page 117) The motor vehicle, combined with new technologies of production, had released the city from its absolute ties to the central business district. Since the multi nuclei model, continued advances in motor vehicles, along with waves of other technological innovations, have continued to propel urban activity away from the central business district. Some revolutions contributing to the multi nuclei city are: the urban transportation revolution, the production revolution (assembly lines), air conditioning, lighting and new forms of retailing and offices, and advances in data process and communication (which allowed separation of management from the production process for the first time). Industry economies of scale – draw clusters of activities, complementary or not? Know the difference of what is complementary and which is not, given examples. (Stadium, warehouse, high-rise, mall, university, etc.) Warehouse doesn’t draw businesses to complement/ support warehouse users – the others do. Homeowners/Neighborhood/Condo associations – provide services – enhance quality of life. One may build a park, landscape the entrance, hold an annual event, etc. – this might contribute to some rise in property values. What describes the reason for such increase? Coincidence, teamwork, group think, positive externalities…which is appropriate? (Page 131) Positive Externalities=beneficial effects on the property value from exceptional vistas, nearby parks, and recreation facilities, quality neighborhood schools, quality architecture, attractive commercial areas, well kept landscape, etc. Missed very often: (TEXT) What is the goal/primary objective of real estate market research? Be careful, some look correct but are not. Summary of Chapter page 184 states “The goal of the research is to determine a plausible range for critical cash flow parameters for the subject property. For rental property these parameters are projected rental rate growth and vacancy rates. For a subdivision or condo project the critical parameters are sales rates”. Adding to the primary goal/objective of real estate market research: The one common thread I found in Ch7 on pgs. 160, 164, 169, 171 and so on was the mentioning of creating “The Market-Defining Story,” which is the crucial beginning point of the market research process. “This Market-Defining Story” is part of the cycle of market research, which asks the following questions: 1. What is the real estate product under consideration? 2. Who are the customers? 3. Where are the customers? 4. What do the customers care about? 5. Who are the competitors? …and includes the initial collection of data, evaluating results, determining if research is sufficient, if it is, end, if it’s not move to refining the research. Market segmentation – housing – what are the factors that underlie market segmentation as to housing? Can you spot the relevant factors? (i.e., household income, ethnicity of population, # of extended family that live locally, employment status, sex/gender, age of household members…are some of these NOT part of the housing market segmentation?) Factors that DO affect housing market segmentation include: household income, household age, household size, and household lifestyle. NOT included is household unemployment status. Developers, as they’re working on the feasibility of a particular project, might conduct interviews with people acquainted with a similar but different project to the one they intend to develop/construct…what is this called? (Trying to find likes/dislikes) Exit interview, survey research, psychographic inquiry, correspondence campaign…which is best response? (Page 182) Survey research= contact and interview owners of existing units and ask what they like or dislike about their units. From these interviews, the developers were able to identify some design features that enabled them to create a project that was distinctly more successful than others in the area. Appraisal foundation is credited with a particular set of guidelines that have acronyms – what are they? (Pages 191-192) The Uniform Standards of Professional Appraisal Practice (USPAP) is maintained by the Appraisal Foundation and is required and followed by all states and federal regulatory agencies. USPAP imposes both ethical obligations and minimum appraisal standards that must be followed by all professional appraisers. To comply with the USPAP, real estate appraisers must follow this general process: 1) defining the problem, 2) selecting and collecting data, 3) identifying the highest and best use, 4) applying the three valuation approaches, 5) reconciling the indicated values that result from the multiple approaches, and 6) preparing the appraisal report for submission to the client. Know ECOA, what does that pertain to? (Page 264 and Page 347) Because of what Congress perceived to be a long history of both deliberate and unconscious discriminatory practices in home mortgage lending, in 1974 it enacted the Equal Credit Opportunity Act (ECOA). This act prohibits discrimination in lending practices on the basis of race, color, religion, national origin, sex, marital status, age, or because all or part of an applicant’s income derives from a public assistance program. In addition, ECOA regulates what information can be used and what income can be excluded from the process. FIRREA (Page 329) In 1989 Congress enacted the Financial Institutions Reform, Recovery and Enforcement Act (FIRREA). It took major steps to establish depository institution accountability and created long-called-for risk-based capital standards for depository institutions. FIRREA was an effort to “charge” financial institutions for risky behavior through higher net worth requirements. RESPA (Page 265-266 and 538-539) The Real Estate Settlement Procedures Act (RESPA) is a federal law that requires federally chartered or insured lenders to provide buyers and sellers w/ information on all settlement costs. This is required whenever a buyer obtains a new first mortgage loan, when the loan is insured by the FHA or guaranteed by the VA, or when the loan will be sold to one of the federally related secondary mortgage market agencies. The requirements are as follows: 1. Special information booklet 2. Good faith estimate of settlement costs 3. Uniform Settlement Statement (HUD-1 Form) 4. Prohibition against kickbacks There are three basic, often used and later reconciled approaches to arrive @ appraisal valuations for market value of real property. The weighting we give the three approaches varies according to type and market. If you are to spot an activity that isn’t one of the three, which would it be? (P.193) 1) the income approach 2) the sales comparison approach 3) the cost approach -The sales approach is applicable to almost all 1-4 family residential properties and even to some types of income producing properties and this approach is easily understood by both buyers and sellers. -The income approach is the dominant approach when estimating the values of any income producing type of property and assumes a property’s value is determined solely by it expected future cash flows. -The cost approach is necessary when good comparable sales or good income data are absent and involves estimating the cost of the property new and then subtracting depreciation. This is also the clear order of preference for methods of appraisal. Growth management – century commission is tasked with accessing FL growth management and compiles an annual report – who gets this report? (Governor, legislature, citizens, all of the above) (www.centurycommission.com) The Century Commission makes recommendations to the Governor and Legislature regarding how they should address the impacts of population growth. During appraisal process, extensive data is collected. Supporting market valuation – what is collected/analyzed for market valuation? What is relevant, what is not? (Page 196) The appraiser must generally search a variety of sources to obtain the necessary information on the subject and comparable properties. These sources include: public records, multiple listing services, private data services (vendors and insurance companies). End of 70-80 exam questions. Chapter questions from last 6 chapters Chapter 18-24 First step in process of development? 8 distinct steps. (Ch. 24) Page 646 1) Establishing site control 2) Feasibility analysis, refinement, and testing 3) Obtaining permits 4) Design 5) Financing 6) Construction 7) Marketing and leasing 8) Operation Various risks in construction stage of development phase and not land acquisition stage…which risks are associated with each? Page 656 - Risks of construction lending are less in a number of respects than with the land acquisition stage -Construction risks include the ability of the developer to manage and complete the construction process; risks of construction such as weather interruptions, materials shortages, work stoppages, strikes, or construction accidents; and rent-up following construction -Land Acq. Risks - environmental risks, ecological risks, title risks There are environmental concerns that come to the surface during the due diligence period and environment assessments that developers do before they launch a project, it usually comes up when they’re doing their feasibility studies, so if I gave you a list of potential environmental concerns, would you be able to spot an exception that would not be an environmental concern when one is examining the particular environmental risks of a particular project. Page 648 -Environmental Concerns: free of soil problems, ecological complications, seismic concerns, hydrological concerns or anthropological or historical sensitivities; structural concerns, toxicity, wetlands, wildlife habitats, etc. There is a question or two on mezzanine financing. Mezzanine Fin has some distinctive characteristics that are very unique to it as opposed to all other forms of financing. We highlight those in our discussions. What would they be? How is that different? One example is; it may or not take the form of a second mortgage or secondary financing because its focus is really not in the securing of the debt, but more in participating in the benefits like the equity investor or the developer, so to that extent, one of its distinctive then is that it shares one way or another in ownership benefits, not just fixed payments via debt like a mortgage. What are some of the characteristics of mezzanine financing (from ch. 24) Page 657 - sometimes a second mortgage but often not a mortgage; ownership shares in the development entity are pledged to the mezz lenders as security -no foreclosure procedures is necessary to exercise recourse -mezz debt more expensive than construction financing Following the line of logic re; mezzanine financing one of the ways that we would probably test that would be “a form of financing in which ownership shares are pledged as distinguished from the pledging of the real property” under a mortgage. If we said said, “What kind of financing is being described where ownership shares are being pledged to the entity that would be a description of mezzanine financing or mezzanine debt. (Ch 24) There’s a name for an alternative arrangement that involves the combo of an architect and a general contractor on a project. It’s an alternative to the traditional arrangement btwn those parties. That said, according to the text, the best term is: fast track const contract , construct partnership, build to suit arrangement, design to build arrangement (best answer from text). Alternative arrangement where architect and contractor are one (PAGE 659) (Ch 22) Depreciation and depreciable bases is certainly one of the key concepts of the chapter. I gave a number of ?’s earlier about that. Knowing those depreciable terms for the various types of property, would be a key. In order for a property to qualify for the capital gains tax rate, will give answers from a few months to a few years, what would be correct answer? Chapter 22 Quiz, Question 3 In order for a property to qualify for the capital gains tax rate in the year of the sale, it must be held for how long? 12 months If we give you a tax rate for a tax payer. Calculate the amount of tax that is being sheltered, and the following investment situation. We say the tax rate is 25% and one property has a loss, and one property has a gain, would your answer be a positive number, a negative number or would it be “not a description of a tax shelter” 4. CH22 Q4 Calculate the amount of tax being sheltered in the following investment situation. Tax rate: 35% Property 1: $10,000 loss Property 2: $10,000 gain 1. 2,500 0% 2. 3,000 0% 3. 3,500 100% (See below) 4. none, this is not a tax shelter 0% On the property with a 10,000 gain, you would have been taxed $3,500. Because of your 10,000 loss, you have "saved" $3,500. Page: 596. The benefits about Real Estate exchanging, which is referred to and described in internal code and it has a number – you’ll hear “1031 Exchanges” they are referring to that section of IRS code. Complying with the definition of like kind properties, that is two properties of like kind can be exchanged and in a process of doing that the gain is not taxed, the tax is deferred, the basis is tracked from one property into another as you exchange from one to the other, but you temp. avoid and defer the taxed. A property that falls under this code would be a 1031 Asset. 8. CH22 Q8 Which of the following is NOT a requirement of the 1031 exchange? 1. any cash or personal property received in an exchange is fully taxable in the year of the exchange 0% 2. the properties must be like-kind 0% 3. the properties must be trade or business or investment properties 0% 4. the seller must own a personal residence 100% The text also talks about 1 other. Section 1231 Asset. You need to know what kinds of assets are described in the IRS Section 1231. A question might be: “What’s the biggest advantage of a Sec 1231 Asset?” may have something to do with protection from lawsuits, depreciation taken, or the treatment of cost basis, or how losses are deductible against ordinary income. Which one and what are some other benefits of a 1231 asset. Be careful that you’re looking at a question describing exchanging within the setup within the question it says Sec 1231 that it’s a red herring and taking you down the wrong path. The section 1231 Asset does not qualify for exchange. 10. CH22 Q10 What is the biggest advantage of a Section 1231 asset? 1. any losses are fully deductible against ordinary income 100% 2. it is protected from law suits 0% 3. it does not require depreciation 0% 4. it has no original cost basis 0% You’ll need to be able to spot examples of various kinds of income treatment, and identify it as portfolio income, passive income and active income? If we give you wages, consulting fees – is that portfolio income or earned income (which is classified as active income (according to this chapter). What is a passive income example? What is a portfolio example and how is the tax treatment different within those three major types of activities? Active Income - income earned from salaries, wages, commissions, and bonuses Portfolio Income - income from investments in securities or unimproved land and includes interest and dividend income on investments such as stocks and bonds (ex: REITS) Passive Activity Income - include all income generated from rental real estate investments A homeowner, when we think about taxation, really constitutes a fourth category of tax treatment because there are so many tax benefits that are peculiar and unique to those that own a principal residence. Do you know the major differences? i.e.; can you depreciate your ownership of the principal residence? You Can’t – that would be a distinguishing characteristic of something you would not be able to do. Yet – the same property, were you to leave it as your principal residence, can be report differently on your taxes. You can now tell the IRS that the house that you were reporting the mortgage and home equity interest on is now being rented. Now you can depreciate it. You need to be able to spot that 4th category – is it passive, active, portfolio income - or a specific benefit or limitations that is because of the asset and the income derived is due to home ownership or not. Similar to that are categories of property that are used in the income tax law, so we might talk about whether something is a capital asset or not. Is this a personal residence (in the above example) is this a passive activity property or not? Or is it a dealer property. If it’s a dealer property it’s treated differently. If you and I invest in a property and are treated one way by the IRS, or we could sell that property to someone else. If they are a RE professional, depending on how they conduct themselves, they may be excluded from the benefits that we received, because that was an investment for us, but for them it could be part of their biz activity. If so, if they are a dealer than the treatment that they’ll get is ordinary income treatment, in their tax bracket. We might have wound up with lower tax rates and hold the same property because for us it’s investment property, for them it’s dealer property. Know the types of property and the categories or treatment of income are keys to CHAPTER 21 to know. CHAPTER 23 is the one that we’ve done a lot of edits to, because it’s so widely used at both the grad and undergrad. Know a few keys to limited pages you should study that we told you about – like – diversification of risk, how do you manage a portfolio risk, what are some of the specific activities in the selection of assets in a portfolio that you might do to minimize the risk? If we said that this is a diversification strategy and these are the risks, you should be able to pick out one of those items as not being a way to diversify the holdings – it will be fairly obvious. The uncertainty of risk factors if rental rates and occupancy levels in a particular market – like the user market – a question like which of the following is not a demand factor in valuing the risks of rental rates and the occupancies in a user market. Give some choices, the demand for occupant services, changes in the population or the level of the unoccupied space (vacancy level) or the level of office employment. One is NOT a demand factor when you look at the uncertainty of rental rates at occupancy levels – which one would it be. All of the following are might be strategies to mitigate risk except: Avoiding a risky project Insurance and interest rate hedging Variant selection Diversification of portfolio assets PAGE 625 Strategies to avoid risk : Avoiding risky projects, using insurance to transfer risk to others, performing due diligence and diversification Chapter 19 – Brokerage and Listing Contracts: Know the acronyms, anti-discrimination, concerns regarding agencies, who has obligations to whom under the various forms. Knowing the duties of disclosure, loyalty, obedience – which of the arrangements require those various things. Fiduciary relationship, page 495 Chapter 20 – Remedies for the contract might be posed. 2. CH20 Q2 Which of the following is not a remedy available to the non-defaulting party in a real estate contract? 1. they may call the police 100% 2. they may rescind the contract 0% 3. they may sue for damages 0% 4. they may sue for specific purpose 0% We discussed that it will also deal with RESPA, since most contracts deal with it and what they require. What are some of the things that come out of RESPA? Know what is contained in a HUD1 Form? What does it contain and the reason that the government wants consumers to use and be protected by it. This stuff can be found on pgs. 538-539. The RESPA requirements are 1. a special information booklet. 2. a good faith estimate of settlement costs. 3. a uniform settlement statement (HUD-1 form) and 4. Prohibition against kickbacks. The HUD-1 form contains all charges imposed by the lender; charges incurred by the buyer and seller separately and outside the closing are not required to be disclosed 3. CH20 Q3 All of the following are requirements that must be met under the Real Estate Settlement Procedures Act EXCEPT: 1. a special information booklet must be given to very loan applicant 0% 2. a good-faith estimate of settlement costs must be provided 0% 3. an inspection report must be provided 100% 4. a uniform settlement (HUD-1) must be provided 0% Prorations – know – some of the examples as discussed this past Tuesday. Items are clearly prorated with prepaid rent, property taxes, mortgage interest, but there are some that need to be paid in whole – not in part – can you spot the difference? Look at the quizzes. It seems to me that fees are not able to be prorated and must be paid in whole. Insurance, taxes and interest can be broken down to day by day basis, or prorated, while the fees are paid all at once. 6. CH20 Q6 Which of the following will not possibly be prorated at closing? 1. appraisal Fee 100% 2. prepaid rent 0% 3. property tax 0% 4. mortgage interest 0% A contract that had a clause that said “ this contract is dependent on the satisfactory building inspection to be made within 10 days of the final acceptance of this contract” this clause is know as what? Conditional / Performance / Professional Svces / Contract with Contingencies? Chapter 20 Quiz, Question 8 A contract states the following: “the contract is dependent upon a satisfactory building inspection to be made within 10 days of final acceptance of contract.” This is known as what? Contract with contingencies Why do we record things in RE? Example - the recording of a deed or easement? Chapter 20 Quiz, Question 10 What is the purpose of recording in real estate? to inform anyone who may have a potential interest in the property Notices – Public notices, Constructive notice. What are the elements of constructive notice vs. actual notice and how are they different? Page 544. Constructive notice informs anyone who may have a potential interest in the property of both the lender and owner. Page 478 – actual notice What are the number of days in required by RESPA that a lender must provide the borrower with an estimate of the closing costs? RESPA requires lenders to provide borrowers with an estimate of closing costs when the borrower applies for a loan or within 3 business days before signing a contract for sale page: 542 Chapter 20 – First slide – what is the most document in Real Estate? The answer is in the quiz. Page 233 in lecture notes Contract for Sale: The Most Important Document in Real Estate Ch 18 – Quiz question about the landowner that divides parcel and access to the street. Know the answer. Chapter 18 Quiz, Question 1 A landowner divides his land into two parcels. The front parcel faces the street while the back parcel has no access to the street. The grantee of the back parcel claims he can drive across the existing road in the front parcel to access their back parcel. What is this called? Easement by prior use  Is correct according to the quiz. However, page 476 indicates that “easement of necessity” is probably better, since the question states “parcel has no access” but if this debatable question appears again, you must decide which choice you think is best. Statute of frauds has a particular requirement with contract law. What is that requirement? Can you spot it easily? It has to be in writing in order to be enforced. Statute of Frauds - Provision adopted by all states requiring that all deeds, long-term leases and mortgages must be in writing to be enforceable. Derives from the original Statute of Frauds on 1677. In lecture, water rights were discussed. Terms like accretion, reliction, erosion, alluvium – Know definitions.(from Lecture 11/28/06 2nd hour) Accretion: Gradual increase of land due to natural causes Reliction: Gradual receding of water uncovering additional land Erosion: Gradual loss of land due to natural forces Alluvion: Deposit of land as a result of accretion Various ways that a seller can give evidence of title – what are the options that a seller has to offer a buyer evidence of title? Title abstract w/ attorney’s opinion (is a correct answer)/ Recording Statutes / Title Search / Paying for a series of specific inspections? (this is according to the contract terms in the text) 2 ways: 1) Title abstract, together with an attorney’s opinion of title, 2) Title insurance commitment (page 479) There is a part promise contained in deeds and title that says that the property won’t be claimed by someone with a better claim. What is that known as? Covenant of Season / Covenant against Encumbrances / Covenant of Deed / Covenant of Quiet Enjoyment. (is a correct answer) page 470 Prof Monroe wishes us the best on the final, graduation and our careers. [[Category:Real estate]] 10417 68075 2007-01-08T05:33:59Z JWSchmidt 20 [[Category:People]] {{Main welcome|70.130.195.217}} [[Category:People]] 10426 80398 2007-01-23T18:38:22Z Scootavious 5710 /* Some chord sequences in blues */ {{stub}} Blues is a style of music. It is characterised by sentimental lyrics and supporting chords to bring out the characteristic ''blues'' style in music. It is related to Jazz. == Some chord sequences in blues == A typical basic blues chord progression is usually in the style of I IV I IV I V IV I, which is (in C Major) E, A, E, A, E, B, A, E. E being I, F II, etc. This progression can be moved anywhere, for example in D it would be D, G, D, G, D, A, G, D, and so forth. A commonly heard progression after you reach E, would be called a Turnaround, where as you go from IV to V in half steps (A, Bb, B) then return to I. Another common end to blues progressions (but are the backbone of many blues progressions)is at the end of twelve bars, to play a 9th chord one half step above the root note, then down one half step to the root note. [[Category:Music]] 10427 68331 2007-01-08T21:35:28Z JWSchmidt 20 [[Category:Basic Blues & Rock]] Decide to be the leader, and choose whomever you want to work with. Set a meeting time. Don't be afraid to ask for advice of someone more professional. Work up 6 songs and find an open mic or jam session where you can test out your chops. {{stub}} [[Category:Basic Blues & Rock]] 10429 74302 2007-01-12T22:37:50Z Historybuff 5228 Moved to subcat <small>This is a placeholder for [[Portal:Engineering and Technology]] &rarr; [[School:Computer Science]] &rarr; [[Topic:Computer Programming]] &rarr; Topic:C++</small> Welcome to C++. Whether you're not certain which language to pick or you've already decided on C++, you've come to the right place. Arguably, C++ is the most versatile language in common use. It combines speed with expressive power like no other language: it isn't perfect, but it represents the current best compromise between these two, often conflicting, attributes. Why should you should learn C++? A key feature which distinguishes it from the language it grew from is that it is object-oriented. An example can help to demonstrate what that means. If you were writing a program to track the statistics of a racing cyclist, you might make different parts of the program for their age, years of racing, wins, falls, what teams they've raced with and so on. In real life, though, that's not how we think. Instead, we would think of the cyclist as a whole, and the different statistics as being part of him. We could also apply that general "model" of a cyclist, maybe with a few modifications, to any cyclist, and have a complete representation of them. This is the essence of object-orirented programming, and as you understand it more fully, it will allow you to create powerful yet easily understood programs. Instead of relying on data that is scattered throughout a program, you can create a block of code that defines everything you need, and then you reuse that throughout the code. As a further example, think of a motor car. You unlock it with the key, and get in. Then, you turn the ignition, put the car in reverse, release the brake, and press the accelerator. As you drive, you use the steering wheel, the brake, and the accelerator (and maybe the clutch). You don't know or need to know all the specifics of the car to make it work. You just use what you need, and it's simple, too. Object-oriented programming is like that. You can make powerful code, but it's all hidden, and you can interact and reuse that code using the simple controls. Other languages, such as Java, Python, Smalltalk and C#, allow the programmer to write code in this object-orientated way. The key difference between C++ and these languages is that C++ is designed to be compiled into efficient low-level code which can run directly on the processor of a computer. The ability means that C++ differs in many ways from these other languages, and lacks many of the advanced facilities you might be familiar with if you already know one of them. ==Prerequisites== Your enthusiasm. This is meant for a first time user. Every lesson will only depend on what has already been taught in previous lessons. All you need here is your willingness to learn, experiment, have fun with computers. ==Course Description== Please put what we will be covering here. Be enthusiastic, not dry. <!-- Note to future editors: Keep it objective. Don't force your own opinions too much --> ===Pros and Cons of C++=== '''Pros''' * Is extremely popular, and therefore lots of support is available * Has a large base of freely available code available to download * Is very powerful, and can be used to create just about any program, including low-level system programs * There is a compiler for C++ on every major operating system, including several free ones * C++ programs will work on most major operating systems * Compiled to low-level machine code, so it runs faster than similar languages such as Java, Python, and C# in most cases * Is likely to be around in one form or another for a long time '''Cons''' * Has an often difficult learning curve * Is very picky how code is formatted * Does not come with a ready-made "library" of useful code, and so requires a vast amount of effort to create a relatively simple GUI program, for example * Large C++ programs can become extremely complicated, which sometimes means maintainability suffers as compared to other programming languages * Is old-fashioned in its outlook - it is focused on the command line and using files for input and output ==Lessons== * [[Introduction to C++]] * [[Introduction to C++ pt 2]] * [[Switching from C to C++]] * [[Data Types]] * [[Flow Control]] * [[Functions and Methods]] * [[Structs]] * [[Classes]] * [[Polymorphism and Inheritance]] ==Enrolled== Please sign below if you are participating in this topic. Use 4 tildes (~) to sign. [[User:Giawa|Giawa]] 17:51, 5 October 2006 (UTC) (Here to learn, have my code torn apart, try to help teach, everything) --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} -- Complete and total newbie. I'd like to become less ignorant about programming languages, and C++ was recommended as a good place to start for what I want to use languages for. [[User:Evan.wilson|Kwaggle]] 22:08, 20 December 2006 (UTC) C++ is my main proficiency, maybe I can pass some of it on. [[User:Josteinaj|Josteinaj]] 22:55, 21 December 2006 (UTC) Here to learn. I know Java from before (as it is arguably easier, and very portable), but I'd like to learn C/C++ now. It would be great if the guide emphasized compatibility between platforms. Also, I eventually want to learn how to generate sounds, graphics and networking in C++. --[[User:80.230.255.60|80.230.255.60]] 22:00, 28 December 2006 (UTC) [[User:Miles32|Miles32]] 06:45, 7 January 2007 (UTC) Here to learn C++. Im completely new to programming and I heard that c++ was the way to go. [[User:blasterman|Blasterman]] 7 January 2007 -- C++ is my main programming language, so I'd like to sometimes help write the lessons. Never used C before, though. — [[User:Saivorgz|Saivorgz]] 05:34, 12 January 2007 (UTC) -- January 11 2007 -- §wanting to learn c++ since i know java [[User:Ex0du5|ex0du5]] 22:25, 12 January 2007 (UTC) -- Currently enrolled in Computer Engineering, and have taken 3 Java courses. I want to learn C++ as it is more efficient in programming visual and graphic intensive applications. <!-- add your name to signup ABOVE this line --> [[Category: Programming Languages]] 10431 53532 2006-12-10T17:22:46Z JBogdan 533 Created redirect for UFO research page #REDIRECT [[UFO research]] 10432 53533 2006-12-10T17:24:31Z JBogdan 533 another redirect for UFO research--if there are other UFO non-alien topics later use a disambiguation page? #REDIRECT [[UFO research]] 10433 53537 2006-12-10T17:32:27Z JBogdan 533 another redirect for UFO research #REDIRECT [[UFO research]] 10434 53541 2006-12-10T17:34:10Z Student Galaxy 3488 Redirecting to [[UFO research]] #REDIRECT [[UFO research]] 10435 65194 2007-01-01T13:18:23Z Robert Elliott 1436 minor changes {{Film School:Current Message}} __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative film production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The basics of filmmaking]] with the list of the lessons. [[Image:Crystal Clear app package graphics.png|200px|right]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Thumbnail_Storyboard | Creating the thumbnail storyboards]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="1" cellspacing="0" width="340px" | bgcolor="#f8eeff" style="border: 1px #cccccc solid;" |<center>[[Image:Crystal Clear app clock.png|16px]] [[LessonPage:Thumbnail Storyboard Pop Quiz | Pop Quiz - What is the first frame of this movie?]] [[Image:Crystal Clear app clock.png|16px]]</center> |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Thumbnail_Storyboard | Lesson Introduction - Creating the Thumbnail Storyboards]] |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:What are thumbnail storyboards? | What are thumbnail storyboards?]] |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Thumbnail storyboard examples| Example storyboards for our movie]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:What software for thumbnail storyboards? | What software do I need for thumbnail storyboards?]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Storyboarding Pre-Visualization | Pre-Visualization for thumbnail storyboards]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Storyboarding with ArtRage2 | How to draw thumbnail storyboards with ArtRage 2]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Storyboarding with Photoshop | How to draw thumbnail storyboards with Photoshop]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Using the storyboard library | Using the library of storyboard frames]]. |} <center><small>[[Storyboard Outline for Seduced by the Dark Side | The Storyboard Worksheet]] •[[Original Story for Seduced by the Dark Side | The Original Story]] · [[Reference:SBTDS:Unformatted Script Outline|The Script Outline]] · [[Lesson 4 Storyboard Frames|All the Storyboard Frames]] · [[Media:SBTDS Script Ciprian2.pdf|The Formatted Script]] · [[WikiFilmSchool floor plan for course 1|The Floor Plan]]. </small></center> |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Film School Templates]] 10436 62136 2006-12-22T19:30:54Z RobertLutz 226 /* Derivation */ ===The Law in Integral Form=== [[Wikipedia:Karl Friedrich Gauss|Gauss's]] Law in integral form states that the [[Wikipedia:electric flux|electric flux]], <math>\Phi</math>, through any closed surface is proportional to the amount of electric charge circumscribed by that surface. '''Equation 1:''' :<math>\Phi = \oint_S\mathbf{E}\cdot d\mathbf{S} = \frac{q_{in}}{\epsilon_0}</math> where '''E''' is the electric field vector (V/m), d'''S''' is a differential element surface normal vector (m²) belonging to the closed surface ''S'' over which the integral takes place, q_in is the charge circumscribed by the surface ''S'' (C), and <math>\epsilon_0</math> is the [[permittivity of free space]] (C/Vm). Note well the integral: in order to evaluate it properly, first take the [[Wikipedia:dot product|dot product]] of the electric field and differential surface normal vectors, yielding a scalar; then [[Wikipedia:surface integral|integrate over the entire surface]] to determine the electric flux. Note also the assumption that the objects of our analysis are situated in a vacuum. If this is not the case, the permittivity of free space must be replaced with the electric permittivity of the material in question. ===Derivative Form=== The derivative form or the point form of the Gauss Law, can be derived by the application of the [[Gauss Divergence Theorem]].<br> <math>\oint_S\mathbf{E}\cdot d\mathbf{S} = \frac{q_{in}}{\epsilon_0}</math><br> <math>\epsilon_0\oint_S\mathbf{E}\cdot d\mathbf{S} = q_{in}</math><br> <math>\oint_S\epsilon_0\mathbf{E}\cdot d\mathbf{S} = q_{in}</math><br> <math>\oint_S\mathbf{D}\cdot d\mathbf{S} = q_{in}</math><br> By the Gauss Divergence theorem, the closed surface integral may be rewritten as a volume integral.<br> <math>\iiint_V \nabla\cdot \mathbf{D} dV = \iiint_V\rho dV</math><br> Since the integrands are equal, one concludes that:<br> <math>\nabla\cdot\mathbf{D} = \rho</math><br> Where <math>\rho</math> is the charge density distribution inside the enclosed surface S ===An Example=== ===Derivation=== As a challenging exercise in mathematics, let us now undertake to derive Gauss's Law in both integral and derivative forms from [[Coulomb's Law]]. Coulomb's Law states the following: '''Equation 2:''' :<math>\mathbf{F} = \frac{1}{4\pi\epsilon_0}\frac{q_0 q_1}{r^{2}} \mathbf{\hat {r}}</math> where '''F''' is the electrical force on bodies 0 and 1 (N), <math>\epsilon_0</math> is the [[permitivity of free space]] (C/Vm), q₀ and q₁ are the electrical charges on bodies 0 and 1 (C), r is the distance between bodies 0 and 1 (m) and <math>\mathbf{\hat {r}}</math> is a radial unit vector (unitless, but indicative of the force vector's direction). How do we convert units of volts and coulombs into newtons? Let us substitute units for the variables in Equation 2 above: '''Equation 2a:''' :<math>N = \frac{1}{\frac{C}{V m}}\frac{C C}{m^2} = \frac{1}{\frac{1}{V m}}\frac{C}{m^2} = V m\frac{C}{m^2} = \frac{C V}{m}</math> The units on the right cannot be simplified beyond what is shown, so we see that a newton is one coulomb-volt per meter. In other words, a one V/m electric field exerts a force of one newton on a one coulomb charge. So from this and Equation 2 we easily derive an equation for the electric field generated by a point charge q. '''Equation 3''' :<math>\mathbf{E} = \frac{1}{4\pi\epsilon_0}\frac{q}{r^{2}} \mathbf{\hat {r}}</math> Okay, so clearly the electric field is radially symmetric around a point charge, and we see that at any point in space a distance r from the charge q be subjected to an electric field of magnitude E (the direction of the field '''E''' will obviously be different for each location in space). So let us construct an imaginary spherical shell of radius r centered on the charge q. This will allow us to define a quantity called the electric flux <math>\Phi</math>, which is a measure of the electric field strength perpendicular to a closed surface summed over that surface. Ultimately, what we are trying to accomplish is to sum up the individual contributions of each infinitesimal area to the total flux. In the case of a spherical shell and radially symmetric electric field distribution, the flux is easy to calculate, as it is simply the magnitude of the electric field multiplied by the surface area, S: '''Equation 4''' :<math>\Phi = \oint_S\mathbf{E}\cdot d\mathbf{S} = E S = \left(\frac{1}{4\pi\epsilon_0}\frac{q}{r^{2}}\right) \left(4\pi r^{2}\right) = \frac{q}{\epsilon_0}</math> Interesting! The electric flux is a constant for any spherical shell centered on the point charge q! But what about the case where a sphere surrounds, but is not centered on, the point charge q? Or what about non-spherical surfaces? Or other charge distributions, inside or outside our surface? How can we prove that a generalization of Equation 4 to all closed surfaces and charge distributions is possible? ===References=== *[[w:Raymond A. Serway|Serway, Raymond A.]] ''Physics for Scientists and Engineers with Modern Physics, 3rd Ed.'' Saunders. (1990). ISBN 0030313538 [[Category:Electronic engineering]] 10438 80765 2007-01-24T22:58:27Z 172.202.13.167 == Introduction == Gastroenterology is the branch of medicine which deals with study of digestive system and management of its disorders. Sometimes '''Hepatology''' i.e. study of liver and bile system is also discussed under the same topic. Diseases primarily affecting mouth and oro-pharynges are deemed more appropriate for [[School of Dentistry]]. Similarly, most conditions presenting as Acute abdomen as well as disorders affecting Ano-rectal area will be described under [[Division of Surgery and Anesthesiology |Surgery]]. Diseases related to developmental anomalies will be covered in details under [[Pediatrics]]. ICD 10 Disease classification is not strictly followed for ease of discussion. ---- ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *{{Understanding Physiological principles involved in digestion, absorption, secretion and gut motility}} * {{Understanding Presentation, Diagnosis and Management of gastrointestinal diseases}}. *{{Investigative tools and procedures involved in diagnosis and Management}} **{{Gastrointestinal Imaging}} **{{Understanding Endoscopy}} *{{How to approach a patient with Gastrointestinal Diseases}} *{{Clinical case scenario and data interpretation}} *{{Gut and Immune system}} ---- [[Image:Digestivesystem.jpg|right|thumb|250px| Gastro-intestinal tract]] == Gastroenterology == *'''[[Digestive system |Anatomy and Physiology]]'''[http://en.wikipedia.org/wiki/Gastrointestinal_tract] *'''Related Clinical Features''' **''Features suggestive of Upper GI (Gastro-intestinal) Disorder:'' #Dysphagia # Dyspepsia # Nausea and Vomiting #Hematemesis, Melena and Upper GI hemorrhage **''Features suggestive of Lower GI Disorder:'' #Diarrhoea #Constipation #Hematochezia and Lower GI hemorrhage #Lower abdominal Pain *'''Diagnostic Tools''' **Endoscopy **Motility studies **Imaging procedures- Both Noninvesive as well as Interventional **Biochemical Markers **Absorption studies *'''Gastro-intestinal Diseases''' ** ''Diseases affecting Upper GI Tract:'' # Peptic Ulcer Disease #Zollinger Ellison Syndrome #Non-infective Gastro-duodenitis # Esophageal dysmotility and reflux disorders # Tumors ** ''Diseases affecting Lower GI Tract:'' # Inflammatory Bowel Diseases # Malabsorption including Celiac disease # Intestinal ischemia and infarction # Diverticular Diseases # Tumors ** ''Systemic Diseases affecting Gut'' # Granulomatous diseases e.g. sarcoidosis, Lymphoma, TB # Connective Tissue diseases and systemic vasculatides e.g. systemic sclerosis, PAN # Infections e.g. ''C. def'' Colitis, HIV related enteropathies ** ''Functional bowel Diseases'' # Globus #Non-ulcer dyspepsia #Irritable bowel syndrome ** ''Developmental anomalies'' #Meckel's diverticulum #Hirsprung's disease ---- [[Image:hepatobiliary.gif|right|thumb|250px| Biliary Tract]] == '''Hepatology''' == *'''Anatomy and Physiology''' *'''Related Clinical Features''' **Jaundice **Ascites **Asterixis *'''Diagnostic Tools''' **ERCP and MRCP **PTCA **Other Imaging procedures ** Liver Biopsy *'''Diseases of Hepato-biliary system''' **'''Hepatic Diseases''' #Alcoholic Liver Disease #Hepatitis #Chronic Liver Diseases #Cirrhosis and portal hypertension #Veno-occlusive diseases #Tumors **'''Diseases primarily affecting biliary system''' #Gallstones # Acalculus Cholecystitis #Biliary atresia #Sclerosing cholengitis #Pancreatitis- acute and chronic #Tumors Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ---- == Research Topics == == Related Articles == Wikipedia Template:Gastroenterology[http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Gastroenterology] [[Category:Gastroenterology]] [[Category:Medicine]] {{IPA|}} 10439 76828 2007-01-16T00:27:30Z JWSchmidt 20 [[Category:Medicine]] This branch of medicine deals with study and nonsurgical management of diseases or disorders involving internal organs in adults. [[Category:Medicine]] 10444 70399 2007-01-11T02:30:10Z JWSchmidt 20 [[Category:Medicine]] Spinocerebellar degeneration disorder, or spinocerebral ataxia (SCA), causes the cerebellum to atrophy. This results in unsteady and clumsy motion of the body due to a failure of the fine coordination of muscle movements, along with other symptoms. Generally, a sufferer retains full mental capacity while they progressively lose physical control over their body until their death. Over time, a person inflicted with SCA will be unable to walk, write, talk, and even eat. One day, they won't be able to breathe. There is no cure for SCA. [[Category:Medicine]] 10449 53637 2006-12-10T23:37:23Z Kev 3155 [[Topic:Linux]] moved to [[Operating Systems/GNU/Linux]] #REDIRECT [[Operating Systems/GNU/Linux]] 10452 75806 2007-01-14T17:10:12Z Mystictim 626 added stub template {{Stub}} This is my first time on the wikipedia web site. I was poking around and saw this page. I thought my contribution could be sharing an observation as a jazz educator. Over the years I have tried many different approaches to teaching kids to improvise. Blues scales, modes pentatonic scales etc. I have found that the most beneficial bit of information is basic chord structure. By teaching students that chords are built in thirds and by practicing a universal triad (13th chord) in different key signatures, they understand note choices better. Then they plug in the formulas for Major 7th, Dominant 7th, minor 7th etc. This then leaves choosing rhythms and styles. As usual, music and teaching are always a work in progress. What works with one group of kids may need to be modified for the next group. Please share your thoughts. [[Category:Music]] 10456 69329 2007-01-10T01:46:16Z JWSchmidt 20 [[Category:Wikiversity]] Many colleges have an Orientation for new students, so hopefully, this page will serve that function for Wikiversity. I am a new contributor to Wikiversity. I am still learning the system, so I hope you can forgive any of my misunderstandings about the nature of the system. Please feel free to correct them. It was suggested that a Wikiversity Orientation page be created if one feels like doing it. I feel like doing it, so I am going to start it. Please feel free to contribute. If anyone has models of university orientations to go off of, that would be informative and helpful. If you were to post them here or in the discussion, that would be appreciated. I am going off of from what I remember from my college orientation, and what seems appropriate. ==Programs== Wikiversity offers courses in... ==Degree Options== Currently Wikiversity is not accredited by any major accrediting organizations, nor can one attain a degree from Wikiversity. Wikiversity is a young project, so right now contributions are valuable. Each program has specific guidlines for completetion (do they? should they?). ==Research== Wikiversity conducts research in.... Wikiversity's research system is setup like.... ==Statistics== Wikiversity has xxx students. Xxx active students. XXX contributors. XXX programs. XXX funds. With an endowment of XXX. Annually, such improvements/changes are made to the system such as... [[Category:Wikiversity]] 10457 76330 2007-01-15T03:07:41Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] Many colleges have an Orientation for new students, so hopefully, this page will serve that function for Wikiversity. I am a new contributor to Wikiversity. I am still learning the system, so I hope you can forgive any of my misunderstandings about the nature of the system. Please feel free to correct them. It was suggested that a Wikiversity Orientation page be created if one feels like doing it. I feel like doing it, so I am going to start it. Please feel free to contribute. If anyone has models of university orientations to go off of, that would be informative and helpful. If you were to post them here or in the discussion, that would be appreciated. I am going off of from what I remember from my college orientation, and what seems appropriate. ==Programs== Wikiversity offers courses in... ==Degree Options== Currently Wikiversity is not accredited by any major accrediting organizations, nor can one attain a degree from Wikiversity. Wikiversity is a young project, so right now contributions are valuable. Each program has specific guidlines for completetion (do they? should they?). ==Research== Wikiversity conducts research in.... Wikiversity's research system is setup like.... ==Statistics== Wikiversity has xxx students. Xxx active students. XXX contributors. XXX programs. XXX funds. With an endowment of XXX. Annually, such improvements/changes are made to the system such as... [[Category:Wikiversity]] 10460 53720 2006-12-11T08:26:59Z Stephen Atkins 4030 Stephen Atkins, active contributor to the Division of Performing Arts 10461 53725 2006-12-11T09:42:20Z Cormaggio 8 Version of diagram of the "reflective spiral", or "moments of action research", from Carr & Kemmis (1986, p. 186) *Carr, W., Kemmis, S. (1986) Becoming critical. Lewes: Falmer Press == Summary == Version of diagram of the "reflective spiral", or "moments of action research", from Carr & Kemmis (1986, p. 186) *Carr, W., Kemmis, S. (1986) Becoming critical. Lewes: Falmer Press == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 10465 53739 2006-12-11T10:57:54Z Robert Elliott 1436 Conforming to Wikipedia's example page <span title="{{{1}}}" style="border-bottom:1px dotted">{{{2}}}</span> 10466 68499 2007-01-09T01:43:04Z Mystictim 626 added catogorie learning activities Action research is essentially a collaborative activity in which people enter into a progressive cycle of reflecting in/on their own practice (or environment) and changing/improving this practice/environment. Action research is “the study of a social situation with a view to improving the quality of action within it” (Elliott, p. 69). It is a practical research methodology - or rather, it is orientated around practice, with a view to developing theory ''through'' practice. As Carr & Kemmis (1986) put it, action researchers "see the development of theory or understanding as a by-product of the improvement of real situations, rather than application as a by-product of advances in 'pure' theory." (p. 28) To quote action research's instigator Kurt Lewin: "if you want truly to understand something, try to change it". ==Action research - a cycle or spiral?== [[Image:CarrKemmisReflectiveSpiral.jpg|thumb|450px|left|"Reflective spiral", from Carr & Kemmis, p. 186]] The image on the left is from Carr & Kemmis' book, illustrating the "moments of action research", or the "self-reflective spiral". It shows a cycle of action and reflection, broken into phases of planning, acting, observing, and reflecting. Each one of these phases, say Carr & Kemmis, is validated by the previous phase, and looks forward to the next (so, for example, the action phase is validated by the planning phase, and looks forward to the observation). The cycle can begin at any stage, and does not stop after one circuit has been completed, but rather begins another one, hence it is a "spiral", rather than "cycle". The origins of action research lie in the work of [[w:Kurt Lewin|Kurt Lewin]], who worked with organisations in order to see how they could change and improve their practice (see Smith, 2001). It fell in and out of popularity after his work, but since the work of Stenhouse in the UK in the 1970s it has become an increasingly popular methodological perspective. <insert adaptations of Lewin's model> (in Elliott, pp: 70-71) Carr's and Kemmis' spiral is quite similar to the cycle/spiral of experiential learning, which is sometimes merged with the notion of action research, to create one of action learning (Dick, 1997). There are many other variations of the general model of action research, including: participatory action research, emancipatory research, co-operative inquiry, appreciative inquiry, and action science - all of which have distinctive elements, but all of which overlap significantly. (''How these branches differ might be an interesting question for you to ask yourself.'') ==References== *Carr, W., Kemmis, S. (1986) Becoming critical. Lewes: Falmer Press *Dick, B. (1997) Action learning and action research. Available at: [http://www.scu.edu.au/schools/gcm/ar/arp/actlearn.html http://www.scu.edu.au/schools/gcm/ar/arp/actlearn.html] *Elliott, J. (1991) Action research for educational change. Buckingham: Open University Press *Smith, M. K. (2001) 'Kurt Lewin, groups, experiential learning and action research', The Encyclopedia of Informal Education. Available at: [http://www.infed.org/thinkers/et-lewin.htm http://www.infed.org/thinkers/et-lewin.htm] ==Resources and further reading== *[http://www.slais.ubc.ca/resources/research_methods/action.htm Action research resource links from the University of British Columbia] *[http://www.soc.surrey.ac.uk/sru/SRU34.html Undertaking Action Research: Negotiating the Road Ahead (An article from Social Research Update)] ==Activities== *'''Improve this article''' - you can improve this article by editing it (by clicking on the edit button at the top of the page). You can also improve [[w:Action research|Wikipedia's article on action research]], which is currently marked for "cleanup". *Participate in an action research activity, and experience it for yourself. There is such a project underway at [[Learning to learn a wiki way]]. *Think about how you could use action research in your practice. What is your practice? How do you think it could be improved? How could action research be appropriate or inappropriate for your needs, or for the needs of the context (eg. organisation) in which you work? [[Category:Research]] [[Category:Learning activities]] 10468 53745 2006-12-11T11:25:36Z MichaelBillington 1599 creating transclusion demo for one of the help pages <div style="border: 1pt dashed blue; background : grey; padding: 1em 1em;"> This text comes from the page named [[Template:Transclusion demo]]. It has been transcluded into this page. </div> 10470 69817 2007-01-10T09:48:20Z SB Johnny 61 [[Wikiversity:Candidates for Custodianship/MichaelBillington]] moved to [[Wikiversity:Candidates for Custodianship/MichaelBillington (previous discussion)]]: making way for nomination for full custodianship === [[User:MichaelBillington|MichaelBillington]] === * I'm nominating myself for custodianship. I am most active on the English Wikipedia with over 5000 edits, and am interested in enforcing the [[m:WM:OP|prohibition of editing from open proxies]] on the English Wikiversity. (where I've been less active than I'd like, but still here) I am very active on IRC also, where I will be available for helping out other users - I have level 15 access in #wikipedia, as well as level 10 in #wikimedia-au, #wikipedia-in and #wikimedia-social, in additioon to level 30 in #wikiquote-en (though that's only a very small channel). You'll also find me monitoring the recent changes IRC channels for a number of projects - Wikiversity among them. Thanks [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 13:36, 10 December 2006 (UTC) ====Questions for the nominated custodian candidate==== *Dear Michael Billington, *1. What is your vision for wikiversity? **I'd like, most of all to see it expand into something that classes can visit as a source of coursework, whilst keeing the community spirit in tact. Another thing would be the avoidance [[m:instruction creep]] that may tie back new users from joining in. *2. What have you contributed to wikiversity? **I've written the bulk of the pages under [[Topic:HTML]], and I like to think I've helped out [[Topic:Visual Basic]] as well, but [[User:AmiDaniel|AmiDaniel]] seems to have taken care of it more recently. On my todo list I still want to get a few of the dormant projects related to programming and scripting off the ground, and write pages in the (also dormant) mythology topics. I've also made a few navigational templates, and an edit counter as a replacement for Draicone's tool. *3. Why do you think you need the custodianship? **I was talking with SB_Johnny about the abscence of an open proxy project on Wikiversity, and I was informed of the drastic effect on the amount of vandalism after he had embarked on blocking a number of them on Wikibooks. I would like to collaborate with him (and any other interested users) in getting Wikiversity up to speed with the other projects as far as open proxy blocks go. I am also here for a large part of the day, and as mentioned above, I monitor the recent changes channel. (whch should help with making anything I need to do happen quickly) --[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 17:29, 10 December 2006 (UTC) * Is the open proxy project the only custodial task you plan to perform on Wikiversity? --[[User:HappyCamper|HappyCamper]] 03:24, 11 December 2006 (UTC) **For the first few weeks while I catch up with the block logs of other wikis, probably. But there are only so many open proxies that need to be blocked for now (though the number is in the thousands..), and keeping in sync with the metaproject will not occupy all of my time. I do anticipate closing a few of the stale [[WV:RFD|deletion requests]] and keeping the speedy deletion category empty. Any other tasks I'd be happy to help with as well. I spend a lot of time on en.wikipeida clearing backlogs, though it would be nice if they never develop in the first place, something I would also use a mop for if given one. ====Mentoring==== *I'll gladly mentor [[User:MichaelBillington|Michael Billington]], and will collaborate with him on the OP blocking, which I've been working on at en.Wikibooks. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 13:39, 10 December 2006 (UTC) ** '''candidate reply''': Yes, that'd be great ;) [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 00:32, 11 December 2006 (UTC) I have promoted [[User:MichaelBillington]] to temporary custodianship. His mentorship period will last until January 8. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 16:19, 11 December 2006 (UTC) ====Discussion==== *:I'm a bit hesitant about this request myself. There is good reason to do things in a proactive or preventative manner, but you'd need to summarize and justify the motivation to pursue this here instead of relegating it to a link. There are many times in which well thought out technical projects are not supported by the community because those not-in-the-know have not been engaged. A need to prevent editing from open proxies in itself should not be a prerequisite for custodianship. On the other hand, if we've got someone who apparently has expertise that we need and knows what they're doing, why ''not'' give them the green light? I will say this: I'll be 100% supportive of this, but when nominations for full custodianship come up, I'll expect at least a sentence or two addressing other aspects of custodianship. Great to have specialist custodial WikiGnomes, but please do share those other experiences with us during that time. '''Full support'''. --[[User:HappyCamper|HappyCamper]] 16:13, 10 December 2006 (UTC) *:I do have to confess that I have some hesitations about handing Michael the mop. I think he's a great guy and have enjoyed collaborating with him on enwiki and on Wikiversity; however, I think I'd truly like to see him have some experience as an admin on another Wiki. I would note that his recent [[w:Wikipedia:Requests for adminship/MichaelBillington|WP RfA]] failed by majority opposition, and I find some of the concerns raised in that RfA of relevance and concern. I do believe that he would be the first Wikiversity admin who isn't subsequently an admin on another foundation project, and that bothers me given Wikiversity's fragile youthfulness. Nonetheless, I'm inclined to say that with Johnny willing to mentor him, I have no objections at this point, though I might when he comes up for full adminship (err... custodianship, I learn the lingo one of these days =P). [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 16:27, 10 December 2006 (UTC) :::"I find some of the concerns raised in that RfA of relevance and concern" <-- I would rather hear about these concerns than leave them bottled up as a mystery. Can you describe what you are worried about? --[[User:JWSchmidt|JWSchmidt]] 17:24, 10 December 2006 (UTC) ::::I was not aware of that RfA until AmiDaniel's post. People, I cannot overemphasize the importance of evaluating a candidacy's merits based on what is presented here. --[[User:HappyCamper|HappyCamper]] 17:33, 10 December 2006 (UTC) ::::The things I found most concerning were allegations of [http://en.wikipedia.org/w/index.php?title=Wikipedia:Administrators%27_noticeboard/Incidents&oldid=79988260#Disruption_off-wiki_in_regards_to_Rory096.27s_RfA gaming the system] through group think, which bothers me not because I think Mike was involved in elaborate attempt to hijack Wikipedia's processes, but rather because I find it displays his immaturity and inability to recognize that his actions may have more implications than he intended. Basically, I'm just concerned about maturity--as I understand Mike is fairly young, and I'm not sure how committed he is to the project nor how he will be able to hold himself in some serious issues that may come about if he becomes an admin (legal threats, the scrutiny of the community, etc.), but also, as I said above, I'd feel much more comfortable if Mike had experiece as an admin on another project before being given a sysop flag on Wikiversity, as, unlike other projects where administrator kram has all been codified, on Wikiversity pretty much all administrative actions are left to the common sense of the admin, which takes a while to develop. I likely would have supported Mike's RfA on Wikipedia had I seen it in time, and I do highly respect him as a contributor; however, I'm not too confidant that Mike is ready for the sysop bit on Wikiversity, or rather that Wikiversity is ready for Mike to have the sysop bit here. I may well be wrong though; it wouldn't be the first time ;). [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) :::::I assume your post was a post in response to JWSchmidt. I think I'll revisit this after Hillgentleman's questions have been addressed. They're open ended and designed to be opportunities for the candidate to address issues that have been raised here. --[[User:HappyCamper|HappyCamper]] 19:04, 10 December 2006 (UTC) :::::AmiDaniel, the thing that I would definitely like you to know that thread, was that Hoopydink asked a few people if they were willing to be named as being in the channel. Whilst most people said 'no', Draicone and I agreed. I'd linke to think this is a good thing, as I'm always willing to be accountable for my actions (rather than hiding behind 'no public logging') As for experience on other projects, I don't have a sysop bit on any Wikimedia projects, but I do have a 'crat flag on CoderWiki, and an O:line on the Ncdrink IRC network, both of which operate on common sense, with no policies on how an admin must act. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 23:49, 10 December 2006 (UTC) ::Just for the record, I've looked into this and talked to Mike about it. I am not concerned about the issue, and am still happy to mentor him. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 01:26, 11 December 2006 (UTC) :::This was discussed over IRC? --[[User:HappyCamper|HappyCamper]] 03:34, 11 December 2006 (UTC) ::::Partly... it was mostly just going through records at wikipedia, and talking to Mike privately. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 12:49, 11 December 2006 (UTC) ::Also, for the record, I would like to state I'm not an admin on any other project, so he wouldn't be the first.--[[User:Rayc|Rayc]] 05:00, 16 December 2006 (UTC) 10471 79898 2007-01-22T07:08:43Z Sebmol 14 /* Closing comments */ wording === {{Custodian|J.Steinbock}} === * [[User:J.Steinbock|J.Steinbock]]. I would like to nominate myself as a custodian. Although I joined the project in October, I began my work earlier this month on [[Spanish]] related articles. During my time here, I formed the [[Topic:Spanish|Spanish Language Division]] and many templates, such as [[Template:Talkheader|talk header]], [[Template:Maintained|maintained]], [[Template:Spanish|Spanish template]], [[Template:To_do|to do list]], and others. As a custodian, I would perform the basic duties, such as reverting vandalism, preventing vandalism, page deletion, and others. I would also use this status for further contributions to Wikiversity. I plan to stay within this community for quite some time. I am involved with Wikipedia and Wikisource with a few minor edits on Wikispecies. ====Mentoring==== *I would be glad to be mentor [[User:J.Steinbock|J.Steinbock]]. --[[User:JWSchmidt|JWSchmidt]] 18:29, 7 December 2006 (UTC) ** '''candidate reply''': I accept. -- [[User:J.Steinbock|J.Steinbock]] 20:44, 14 December 2006 (UTC) ***[[User:J.Steinbock|J.Steinbock]] was made a probationary custodian on December 16. --[[User:JWSchmidt|JWSchmidt]] 18:10, 16 December 2006 (UTC) *'''Note:''' Well even tho this isnt a voting process, i still '''strongly support''' J.Steinock, as he has singlehandedly broght the spanish program online ''(No offence to any other canidates meant, i just think that he needs the tools.)'' (comment left by [http://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Custodianship&diff=prev&oldid=48895 Heltec]) ---- *'''Mentor''': {{Custodian|JWSchmidt}} **'''Evaluation''' *** I nominate [[User:J.Steinbock|J.Steinbock]] for full custodianship. [[User:J.Steinbock|J.Steinbock]] has been a [[Wikiversity:Probationary custodians|probationary custodian]] since December 16, 2006. [[User:J.Steinbock|J.Steinbock]] has helped with the [[Wikiversity:Open Proxies|open proxies]] project and has deleted pages that were not needed ([http://en.wikiversity.org/w/index.php?title=Special:Log&user=J.Steinbock see]). [[User:J.Steinbock|J.Steinbock]]'s efforts for Wikiversity have been facilitated by participation at [[Wikiversity:Colloquium]] and [[Wikiversity:Requests for Deletion]]. [[User:J.Steinbock|J.Steinbock]] has also shown a willingness to do "grunt work" for the community by doing image license patrol and small page patrol and adding templates to short pages and image pages without license or copyright information. After having served the community during the probationary period, [[User:J.Steinbock|J.Steinbock]] should be confirmed by the Wikiversity community as a full custodian. --[[User:JWSchmidt|JWSchmidt]] 04:49, 16 January 2007 (UTC) ====Questions and Discussion==== Five days of community discussion from 16 January to 21 January. * I don't know J. Steinbock due to my lack of activity on Wikiversity, but his actions as a custodian seem to show dedication to the community, knowledge about copyright and good usage of his temporary broom. [[User:Guillom|guillom]] 13:59, 21 January 2007 (UTC) * '''Support''' - From what I've observed, J. Steinbock is a good choice for full custodianship. He's polite, thoughtful, intelligent, diligent and responsible. [[User:CQ|CQ]] 16:38, 21 January 2007 (UTC) ==Closing comments== All community comments supported full custodianship for [[User:J.Steinbock]] after a one month probationary period ending 16 January. The 5 day period for comments on this nomination ended on 21 January 2007. J.Steinbock became a full custodian on 22 January 2006. [[Category:Nominations for full custodianship]] 10472 76096 2007-01-15T01:01:02Z Robert Elliott 1436 Minor Correction __NOTOC__ __NOEDITSECTION__ <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Color Scheme #1|Color Scheme #01]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Color Scheme #2|Color Scheme #02]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Color Scheme #3|Color Scheme #03]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Color Scheme #4|Color Scheme #04]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Color Scheme #5|Color Scheme #05]]'''</div> ==Color Scheme #1== __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | {{Courses in Filmmaking - Table - Float Right}} {{Lessons in Film Scoring - Mad Max - Table - Float Left}} <center><br><br><br><big>[[Image:Crystal Clear app kfm home.png|50px]] Color Scheme #1<br>This color is #FFFFA0</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] == Left Column is #FFFFE0== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Right Column is Cornsilk== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kuser.png|right|128px]] ==Left is BlanchedAlmond== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Right is Lavender== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |} <center> {{Homework04}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: WhiteSmoke; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page is WhiteSmoke== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- ==Color Scheme #2== __NOTOC__ __NOEDITSECTION__ <center> {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#fffbe0" | [[Image:Crystal Clear filesystem services.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #01: A quick overview of narrative dialog editing ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - "Follow Dave?" Editing Workshop CD]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the dailies | The yellow background color is bgcolor="#fffbe0" ]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Learn Final Cut Pro | This blue bar is bgcolor="#eeeeff" ]] |} |} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #01 - A quick overview of narrative dialog editing #ffffaa</font> |- | style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app starthere.png|right|96px]] ==The color of #fffff0== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fifth simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Sixth title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app aim.png|right|96px]] ==The color of Lavender== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |- | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app aim.png|right|96px]] ==The color of Lavender== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - This background color is LemonChiffon]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- ==Color Scheme #3== __NOTOC__ __NOEDITSECTION__ {| style="vertical-align:top; margin:0em 0em 1em 0em; border:1px solid #cccccc; background-color:#f9f9f9;width:100%" cellpadding="10" |- | The '''Heading Title''' (or "Commons") is style="vertical-align:top; margin:0em 0em 1em 0em; border:1px solid #cccccc; background-color:#f9f9f9;width:100%" cellpadding="10" This pages is adapted from Wikimedia Commons help and maintenance pages. The articles contain guidance and information about reading, authoring, and participating in the Wikipedia community. |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" | style="width:50%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" | <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Left Title is #faecc8'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> === Simple Title level 3 left=== The format for this section is style="width:50%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" and the style for the heading is style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;". Also, the text is in its own div which is style="padding:0.4em 1em 0.3em 1em;" This is additional text as a separate paragraph with no indentation. This continues as text text text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" | <div style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Title on the Right is #d0e5f5'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> === First Level 3 title on right=== This format is style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" The heading format is style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;" Also, the text is in its own div which is style="padding:0.4em 1em 0.3em 1em;" This contains lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. </div> |} ==Color Scheme #4== __NOTOC__ __NOEDITSECTION__ <center> {| style="vertical-align:top; margin:0em 0em 1em 0em; border:1px solid #cccccc; background-color:#fffbe0;width:98%" cellpadding="30" | cellspacing=0 cellpadding=0 style="width:100%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" | <!-- <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Left top Title is #faecc8'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> --> [[Image:Crystal Clear filesystem services.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #04: A quick overview of narrative dialog editing ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - "Follow Dave?" Editing Workshop CD]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents]] |} |} {| style="vertical-align:top; margin:0.5em 0em 0.5em 0em; border:1px solid #aaaaaa; background-color:#FFFFA0;width:98%" cellpadding="10" |- | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] Color Scheme #4: This color is #FFFFA0</big></center> |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" | <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Left top Title is #faecc8'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app starthere.png|right|96px]] === Simple Title level 3 top left=== The format for this section is style="width:50%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" and the style for the heading is style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;". Also, the text is in its own div which is style="padding:0.4em 1em 0.3em 1em;" This is additional text as a separate paragraph with no indentation. This continues as text text text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" | <div style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Title on the Top Right is #d0e5f5'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear action editcut.png|100px|right]] === First Level 3 title on top right=== This format is style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" The heading format is style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;" Also, the text is in its own div which is style="padding:0.4em 1em 0.3em 1em;" This contains lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. </div> |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Left Bottom Title Background is Wheat'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app starthere.png|right|96px]] === Simple Title level 3 bottom left=== The format for this section is Border is Sienna, solid background is Cornsilk, Title background is Wheat. This is additional text as a separate paragraph with no indentation. This continues as text text text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:40%; vertical-align:top; border:1px solid Indigo; background-color:Lavender;" | <div style="border-bottom:1px solid Indigo; background-color:#c0c0fa; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Title on the Bottom Right is #c0c0fa'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear action editcut.png|100px|right]] === First Level 3 title on bottom right=== This format is Background Lavender, boarder is Indigo Top is #c0c0fa This contains lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. === Another Level 3 title === Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. </div> |} <center>{{Homework01}}</center> {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" | <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Left Title is #faecc8'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> <!--{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |--> [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - This background color is #faf6ed, boarder #fad67d]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} </center> ---- ---- ==Color Scheme #5== __NOTOC__ __NOEDITSECTION__ <center> {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#fffbe0" | [[Image:Crystal Clear filesystem services.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #01: A quick overview of narrative dialog editing ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - "Follow Dave?" Editing Workshop CD]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the dailies | The yellow background color is bgcolor="#fffbe0" ]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Learn Final Cut Pro | This blue bar is bgcolor="#eeeeff" ]] |} |} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Color Scheme #1: This color is #FFFFA0</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] == Left Column is #FFFFE0== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Right Column is Cornsilk== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kcmdf.png|right|128px]] ==Left is BlanchedAlmond== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear filesystem socket.png|right|96px]] ==Right is Lavender== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |} <center> <!--{| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#f0f0f0" | --> {| cellpadding="30" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: #f0f0f0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big>*** <font color="gray">Completed "Script Formatting" Assignments by WikiU Film School Students</font> ***</big></center> * [[Media:Storybscriptmukesh1.pdf]]. This is the assignment by [[User:Mkstiwari | Mukesh Tiwari]]. 5 November 2006 |} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - This background color is LemonChiffon]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- [[Category:help| ]] 10474 53817 2006-12-11T17:43:33Z Mu301 3705 [[Topic:Introduction to Astronomy]] moved to [[Introduction to Astronomy]]: This is a learning project and should be in the main namespace. #REDIRECT [[Introduction to Astronomy]] 10476 75848 2007-01-14T19:09:36Z JWSchmidt 20 learning projects {{nav2|School:Physics and Astronomy|Topic:Astronomy}} This is a list of subjects that the [[Topic:Astronomy|Department of Astronomy]] hopes to cover in the future along with related subjects that are helpful in studying astronomy. {{courses}} ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ===Prerequisite knowlege=== *[[Topic:Calculus|Calculus]] *[[Topic:College Algebra|Algebra]] *[[Introduction to physics]] ===Beginners Astronomy=== *[[Introduction to Astronomy]] *[[Solar System and Stellar Astronomy]] **[[Stellar Evolution]] *[[Galactic and Extragalactic Astronomy]] *[[Cosmic Evolution]] ====Outside related material==== *[[Multivariable Calculus]] *[[Introduction to differentiation]] *[[Electricity and Magnetism in Physics]] *[[Basic thermodynamics]] *[[Introduction to Quantum Physics]] ===Medium level Astronomy=== *[[Introduction to Astrophysics]] *[[Practical Astronomy]] ====Related material==== *[[Differential Equations]] *[[Fundamental Physics Laboratory]] *[[Oscillations and Waves]] *[[Classical Mechanics]] *[[Quantum Mechanics]] ===Advanced Astronomy=== *[[Galactic Astronomy]] *[[The Interstellar Medium]] *[[Binary and Variable Stars]] *[[Galaxies Beyond the Milky Way]] *[[Directed Readings in Current Literature]] *[[Stellar Astrophysics]] *[[Radiation in Planetary Atmospheres]] *[[Astronomical Instrumentation and Techniques]] *[[Cosmology]] *[[Clusters of Galaxies]] *[[Astrophysical Dynamics]] *[[Computational Methods]] *[[Astrophysical Hydrodynamics]] ====Related material==== *[[Electromagnetic Theory]] **[[Electromagnetic Waves]] Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Astronomy]] 10480 61627 2006-12-20T10:50:12Z MichaelBillington 1599 Reverted edits by [[Special:Contributions/217.23.232.194|217.23.232.194]] ([[User_talk:217.23.232.194|Talk]]) to last version by [[User:Jlietz|Jlietz]] using [[Wikiversity:Rollback|rollback]] Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== <!--* '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:'''--> * '''[[Wikiversity:Major portals|Portals]]: [[Portal:Learning Projects|Learning Projects]], [[Portal:Engineering and Technology|Engineering and Technology]]''' * '''[[Wikiversity:Schools|School]]: [[School:Computer Science|Computer Science]]''' * '''Department: [[Topic:Scientific Computing|Scientific Computing]]''' <!--* '''Stream''' * '''Level:'''--> ==Content summary== This learning project aims to provide as an introduction to the specialized spline functions known as B (or Basis) splines. B splines have varying applications, including numerical analysis. ==Goals== *Define B Spline *Differentiate types of B Splines *Approximation using B Splines <!-- Concepts to learn include: [[/concepts]] --> <!-- ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... --> ==Lessons== ===Lesson 0: Prerequisite=== B splines derive from [[Splines]], therefore an understanding of [[Splines]] in general is beneficial to completing this lesson. In short, a [[Splines|Spline]] function approximates another function by defining a set of polynomials *<math>S_0(x),\ S_1(x), \ldots,S_n(x)</math> where each of these polynomials defines a specific piece of the resulting [[Splines|Spline]]. <math>S_0(x)</math> might exist on the interval <math>[0,1]</math>, <math>S_1(x)</math> might exist on the interval <math>[1,2]</math>, and so on. The result will be a piecewise approximation to some other exact function. ===Lesson 1: Definition=== A definition of B splines assumes: *an infinite set of knots are defined at points along the x-axis (can be spaced uniformally or not), that is, **<math>\ldots < t_{-2} < t_{-1} < t_0 < t_1 < t_2\ \ldots</math> **<math>\lim_{i\rightarrow \infty} t_{i} = \infty = -\lim_{i\rightarrow \infty} t_{-i}</math> ====Degree 0 (or constant)==== With that in mind, we can now move on to the simplest of B splines, those of degree 0, which are defined as *<math>B_i^0\left ( x \right ) = \begin{cases}1 & t_{i} \le x < t_{i+1}\\0 & -\end{cases}</math> In other words, a degree 0 B spline is equal to 0 at all points except on the interval <math>\left [ t_{i},t_{i+1} \right )</math>. It should now be easy to see that a degree 0 [[Splines|Spline]] can be formed as a weighted linear combination of degree 0 B splines so that, *<math>S = \ldots + b_{i-1}B_{i-1}^0 + b_{i}B_{i}^0 + b_{i+1}B_{i+1}^0 + \ldots</math> *<math>-\infty <= i <= \infty</math> ====Degree 1 (or linear)==== Logically, the next B spline are those of degree 1, defined as *<math>B_i^1\left ( x \right ) = \begin{cases}0 & x \ge t_{i+2}\ or\ x < t_{i}\\\frac{x - t_{i}}{t_{i+1} - t_{i}} & t_{i} \le x < t_{i+1}\\\frac{t_{i+2} - x}{t_{i+2} - t_{i+1}} & t_{i+1} \le x < t_{i+2}\end{cases}</math> This might seem difficult to visualize at first glance, but its actually quite easy. Just like <math>B_{i}^0</math>, it is 0 at quite nearly all points. However, we now have the two intervals, <math>\left [ t_{i},t_{i+1} \right )</math> and <math>\left [ t_{i+1},t_{i+2} \right )</math>, at which <math>B_{i}^1 \ne 0</math>. On the first interval it is easy to see that, substituting <math>t_{i}</math> and <math>t_{i+1}</math> give 0 and 1, respectively. Thus, this function yields an upward sloping line, with a maximum height of 1. Similarly, the second interval yields a downward sloping line, starting from the point that the first interval terminates. Again, similarly to <math>B_{i}^0</math>, it should now be easy to see that a degree 1 [[Splines|Spline]] can be formed as a weighted linear combination of degree 1 B splines so that, *<math>S = \ldots + b_{i-1}B_{i-1}^1 + b_{i}B_{i}^1 + b_{i+1}B_{i+1}^1 + \ldots</math> *<math>-\infty <= i <= \infty</math> ====Degree k (or quadratic and above)==== The higher degree B splines, and actually including <math>B_{i}^1</math>, are defined as *<math>B_{i}^k\left ( x \right ) = \left ( \frac{x - t_{i}}{t_{i+k} - t_{i}} \right ) B_{i}^{k-1}\left ( x \right ) + \left ( \frac{t_{i+k+1} - x}{t_{i+k+1} - t_{i+1}} \right ) B_{i+1}^{k-1}\left ( x \right )</math> ===Lesson 2: Approximation=== We have seen how B splines can be used to construct general [[Splines|Spline]]. Now we will discuss a process for approximating a generic function by using B splines. ====Schoenberg's Approximation==== This specific approximation utilizes <math>B_{i}^2</math> (or quadratic B splines) to approximate a function with <math>S^2</math> (or a quadratic [[Splines|Spline]]). The approximation is defined as *<math>S \left ( x \right ) = \ldots + f \left ( \tau_{i-1} \right ) B_{i-1}^2 + f \left ( \tau_{i} \right ) B_{i}^2 + f \left ( \tau_{i+1} \right ) B_{i+1}^2 + \ldots</math> *<math>-\infty <= i <= \infty</math> *<math>\tau_{i} = \frac{1}{2} \left ( t_{i+1} + t_{i+2} \right )</math>, or the average of the next two knots In real life, we would only approximate the function over a specific interval <math>\left [ a,b \right ]</math>. <!-- ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. --> ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Jlietz|Jlietz]] 18:04, 12 December 2006 (UTC) [[Category:{{PAGENAME}}|{{PAGENAME}}]] 10482 68007 2007-01-08T04:25:16Z JWSchmidt 20 [[Category:Education]] Collaborate and Create: an online resource developed to assist in the in-service of educators seeking to integrate technology into their classroom curriculum. This resource will assist in the development of learning groups organized around real problems of practice that provide access to outside resources and expertise. As a professional development tool, the Collaborate and Create online resource will attempt to provide teachers with ongoing assistance and support during the process of developing and implementing new instructional practices that encourage the use of the computer as a learning tool for higher-order thinking and problem-solving activities. [[Category:Education]] 10483 69293 2007-01-10T01:33:29Z JWSchmidt 20 [[Category:One Laptop Per Teacher]] This is a test page to begin the development on an online course for OLPT ==Learning Project Summary== * '''Header''' * '''Header''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:One Laptop Per Teacher]] 10484 55233 2006-12-13T10:47:08Z Ian Kennedy 858 Formatting, spelling brought up to standard This is a learning group in the developmental stages, Collaborate and Create In-Service, to support OLPT. ==Learning Project Summary== * '''Project code: OLPT''' * '''Suggested Prerequisites: ** Qualified Educator''' * '''Time investment: Varies according to individual needs-a few weeks to several months''' * '''Assessment suggestions: uploading computer technology lessons to the learning project website''' * '''[[Wikiversity:Major portals|Portal]]: [[Portal:Learning_Projects]]''' *'''[[Wikiversity:Schools|School]]: [[School:Education]]''' * '''Department: [[Topic:Education and Technology]]''' * '''Stream''' * '''Level: Computer Technology Teacher Education''' ==Content summary== The Collaborate and Create learning project is an online resource created to assist in the in-service of educators seeking to integrate technology into their classroom curriculum. This resource will assist in the development of learning groups organized around real problems of practice that provide access to outside resources and expertise. ==Goals== This learning project offers learning activities to assist educators in integrating technology sucessfully into the curriculum. Resources may be shared and edited to meet the needs of all educators with a focus on OLPT users. Additional Goals include: Using the WWW for student learning Working together to learn and create Creating an environment to increase student achievement (our common goal) Encourage technology integration with students Organizing information technology through collaboration Create a learning environment that increases student achievement Posted lessons should be aligned with classroom curricula and developed by teachers using Internet websites for student inquiry. These lessons may be linked to The Learning Page©, a collaborative website of themes and student lessons created for students to access. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning Materials]]== [[Wikiversity:Learning_materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should focus on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts/Resources=== * [[Wikibooks:__Textbook Name___]] * [[Image:CreatingTechnoUnits.pdf|thumb|Description]] ===Lessons=== The lessons will be posted as Firefox, Impress or PowerPoint presentations to be viewed before creating the computer technology lessons. * Lesson 1: ... ===Assignments=== Creating technology lessons and organize links for skills practice in Word (.doc), or a compatible open source software Integrating technology into classroom curricula, and incorporate technology that encourages effective learning environments, engaged, authentic learning, using real-world applications that may be multidisciplinary Use problem-based learning that encourages higher-order thinking, encourage active learning environments, and group projects / student collaboration Teacher Roles Facilitator Guide Co-learner / Co-investigator Student Roles Explorer Apprentice Teacher Producer ====Activities==== *Activity 1: Lesson Plans using Skills & Links/Internet use. Create a Word (.doc) or open source document and develop a lesson aligned with your classroom curricula; include technology resources for students to access Search for resources / information on the WWW Organize information for teacher and student use Utilize effective communication (e-mail, web site, sharing ideas) *Activity 2: Web site / Detailed Lessons / Advanced technologies *Activity 3: Building on previous knowledge ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikiversity article:''' [[OLPT]] *etc. ====Self Assessment==== Each activity has a suggested self- and group-assessment. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * Delia Pass, Rutherford County, USA * Ian Kennedy, University of the Witwatersrand, South Africa [[Category:{{PAGENAME}}|{{PAGENAME}}]] 10485 70123 2007-01-10T22:57:37Z JWSchmidt 20 [[Category:Management]] This unit standard is for people who are currently working, or intend to work, in jobs which require recruitment and selection of staff, but do not have responsibility for releasing staff. People credited with this unit standard are able to determine criteria for recruitment and selection, and recruit and select people for jobs. This unit is used in * [[First Line Management]] = Learning support and accreditation = = Content = ==Plan recruitment and selection of staff.== Recruitment and selection plan specifies criteria for position(s), meets organisation objectives, and takes account of market conditions. criteria - competences, attributes. Consideration of internal candidates who meet criteria is based on available data and organisation's planned resource requirements. available data include one or more of - identified competence, career path, previous performance evidence, training and development needs. Identified requirements for external recruitment are within budgetary guidelines, and authorisations are obtained within scheduled timeframe. Position descriptions, person specifications, and selection criteria are developed and are consistent with identified needs. Recruitment and selection plan includes expertise from other persons within or outside organisation, and options for use of external agents are investigated, costed, reported, and justified. Selection criteria avoid partiality or bias and do not artificially exclude applicants otherwise competent to do job. ==Recruit staff.== Recruitment process complies with recruitment and selection plan and with organisational requirements. Choice of recruitment media is based on quality, service, and cost effectiveness relevant to position(s) to be filled, and accessibility to suitably qualified candidates. Barriers to equal employment opportunities in recruitment process are identified and removed. ==Select staff.== Procedures for screening, short listing, preliminary and final interviewing of candidates comply with equal employment opportunity and organisational requirements. procedures may include but are not limited to - interviewing methods and skills, reference assessment and checks, selection tests. Evidence is required for at least two different procedures. Candidates are assessed against agreed specified criteria and selection choice is justified from evidence gathered. evidence gathered may include but is not limited to - applications, CVs, references, previous performance evidence, test results, assessment interview schedules. Evidence is required for at least three sources of evidence. Selection recommendations and identified future potential of selected candidates are communicated to authorised individuals in agreed format and timeframe. Information on selection decisions provided to candidates is accurate and is received by candidates at completion of each stage of selection process. Documentation relating to selection and employment of staff is complete, protects employee's and employer's legal rights, and complies with organisational requirements. employee's and employer's rights - meets statutory requirements, does not compromise legal termination of employment at a later date, consistent with legislation. =Project= [[Category:Management]] 10486 79364 2007-01-21T02:19:18Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} Welcome to the '''Cryptography''' == Resources == *[http://en.wikipedia.org/wiki/History_of_cryptography]Cryptography: A History *[[Introduction to Simple Substitution Cypher]] *[[More Simple Substitution Cyphers]] *[[Other Substitution Cyphers]] *[[Rearrangement Cyphers]] ==Quizes, tests, and exams== ==Other Wikiprojects== [[Category:Applied Mathematics]] 10487 68560 2007-01-09T04:08:43Z JWSchmidt 20 [[Category:Applied Mathematics]] == How To Create A Simple Substitution Cypher == Simple Substitution Cyphers are, as their name suggests, simple. It is achieved by replacing each letter in the English (or any other, for that matter) language with another randomly selected letter. Typically the best way to visuallize this is to write out the entire plaintext alphabet and then place its cyphered version below it: Plaintext: ABCDEFGHIJKLMNOPQRSTUVWXYZ Cyphertext: KDABHTWPZJMLUNXYVOSEQGPRIC The message is then written out using the cypher alphabet in a, you guessed it, simple substitution. So the message: "Welcome to cryptography" becomes "Phlaxuh ex aoiyexwokypi" As you can see, on occasion a letter may actually represent itself, such as J, L, N, and S in this cyphertext. A way to disguise the words so that it is harder for someone to decode is to break the phrase up into preset length blocks so that word length is not a clue. As you will find, when this is not done, word length can be the greatest key to solving the cypher (words like I and A are easy to decode). Typically the blocks are of length 5 characters and dummy or null characters are used to finish the cypher (Q X Y an Z are often used) so that it fills every block of 5. The original message: "Welcome to cryptography...." becomes "Phlax uhexa oiyex wokyp iwxyz" Then we capitalize every letter to make it more difficult. "PHLAX UHEXA OIYEX WOKYP IWXYZ" == How To Solve a Simple Substitution Cypher == There are a few steps you can follow to solve simple substitution cyphers. 1. Look for patterns ----Every instance of a particular letter is the same throughout the message in this cypher, so if you see the letter "A", it will always be "A". Similarly the combination "GFD" will always be "GFD", knowing this can allow you to figure out what "A" and "GFD" represent. 2. Check the sentence structure ----If every letter isn't capitalized or if the cypher is not in preset length groups, you can use its structure to decrypt it. The obvious example of this is the letters "A" and "I" they are the only 1 letter words in the English language. As such, seeing a single letter you can guess that it is either A or I. Additionally the letter A is typically lower-case, whereas I is uppercase which can make decryption even easier. 3. Use letter frequency analysis ----Certain letters, combinations, and words appear more often then others. Just like in the final round of "Wheel of Fortune" in which contestants are given the most common letters: RSTLNE, you can use this to help you identify which letters are which. In order, the most commonly used letters are "ETAOINSHRDLU" so if your cypher contains a lot of "Q"s, Q may represent the letter E. If possible try to use a letter's position in the word to help you decide which letter it is. This can be applied to learger patterns as well. The most common double letters are LL, EE, and SS, some common prefixes are IT, IN, and IS, and some common 3 letter words that repeat themselves in the same message are "The" and "And". 4. Educated Guesswork ----As you begin to decrypt your cipher you may be able to guess what the message is saying. For example if you were faced with "I LI?? ?PPL? PI?" You may be able to guess that the message is "I like Apple Pie". If the message ends with --???? ???? or ?? ???? ???? it could be the author. Try to think of would have written the message. If it is a quote like in the cryptoquotes in many newspapers think about which people are very often quoted, Benjamin Franklin, Winston Churchill and William Shakespeare come to mind. == Some codes for you to rap your mind around == (answers at the end of the page) 1. DS YKR WKRHU GJKW QCE TVHRE KS IKJEY, BK VJU QOY QK AKOOKW PKIE. -AEJFVIDJ SOVJGHDJ 2. Qdyzf Jnozy rf Atz Ngdazui Lzdl -----SOLUTIONS 1. "If you would know the value of money, go and try to borrow some" -Benjamin Franklin 2. Casey Jones by the Grateful Dead [[Category:Applied Mathematics]] 10490 76282 2007-01-15T02:57:33Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Rayc|Rayc]] using [[Wikiversity:Rollback|rollback]] {{Randomorder |Atext= Wrong1 |Btext= Right |Ctext= Wrong3 |Dtext= Wrong4 }} [http://en.wikiversity.org/w/index.php?title=Test_and_Quiz/Sandbox/randomorder&action=purge {{Randomorder |Atext= {{ABCDR | Question = Question goes here | text1 = A text goes here | Answer1 = Answer for A goes here | text2 = B text goes here | Answer2 = Answer for B goes here | text3 = C text goes here | Answer3 = Answer for C goes here | text4 = D text goes here | Answer4 = Answer for D goes here }} |Btext= {{ABCDR | Question = Question goes here | text1 = A text goes here | Answer1 = Answer for A goes here | text2 = B text goes here | Answer2 = Answer for B goes here | text3 = C text goes here | Answer3 = Answer for C goes here | text4 = D text goes here | Answer4 = Answer for D goes here }} |Ctext= {{ABCDR | Question = Question goes here | text1 = A text goes here | Answer1 = Answer for A goes here | text2 = B text goes here | Answer2 = Answer for B goes here | text3 = C text goes here | Answer3 = Answer for C goes here | text4 = D text goes here | Answer4 = Answer for D goes here }} |Dtext= {{ABCDR | Question = Question goes here | text1 = A text goes here | Answer1 = Answer for A goes here | text2 = B text goes here | Answer2 = Answer for B goes here | text3 = C text goes here | Answer3 = Answer for C goes here | text4 = D text goes here | Answer4 = Answer for D goes here }} }} 10491 77378 2007-01-17T00:01:28Z Mystictim 626 changed template to welcome and expand {{welcome and expand}} == Simple Shifts (A->B B->C, A->Z Z->Y) == <nowiki><insert left and right shifts></nowiki> == Number Substitution (A=1 Z=26) == <nowiki><insert number substitutions></nowiki> == Reverse Substitution (A->Z B->Y...Z->A)== <nowiki><insert reverse substitutions></nowiki> [[Category:Applied Mathematics]] 10492 70126 2007-01-10T23:00:12Z JWSchmidt 20 fix typo == Caesar Square Cyphers == == First Letter Rearrangement == == Backward Letter Rearrangement == == Every "N" Letters Rearrangement == [[Category:Applied Mathematics]] 10493 55194 2006-12-13T06:58:34Z Rayc 57 <includeonly> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {| {{#if:{{{Question|}}} | {{{Question}}} }} |} {{Randomorder |Atext={{{text1}}} |Btext={{{text2}}} |Ctext={{{text3}}} |Dtext={{{text4}}} }} {{Randomorder |Atext= <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> </div> <div class="NavContent" style="text-align:left"> '''{{{Answer1}}}''' </div> </div> <div class="NavEnd">&nbsp;</div> |Btext= <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> </div> <div class="NavContent" style="text-align:left"> '''{{{Answer2}}}''' </div> </div> <div class="NavEnd">&nbsp;</div> |Ctext= <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> </div> <div class="NavContent" style="text-align:left"> '''{{{Answer3}}}''' </div> </div> <div class="NavEnd">&nbsp;</div> |Dtext= <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> </div> <div class="NavContent" style="text-align:left"> '''{{{Answer4}}}''' </div> </div> <div class="NavEnd">&nbsp;</div> }} </div> </includeonly> <noinclude> This template create a test question with four choices and answers. The choices will automatically be bolded, but the answers will not be. [http://en.wikiversity.org/w/index.php?title={{FULLPAGENAMEE}}&action=purge Reorder answers] ==Usage== :{{ABCDR :| Question = Question goes here :| text1 = A text goes here :| Answer1 = Answer for A goes here :| text2 = B text goes here :| Answer2 = Answer for B goes here :| text3 = C text goes here :| Answer3 = Answer for C goes here :| text4 = D text goes here :| Answer4 = Answer for D goes here :}} which produces: {{ABCDR | Question = Question goes here | text1 = A text goes here | Answer1 = Answer for A goes here | text2 = B text goes here | Answer2 = Answer for B goes here | text3 = C text goes here | Answer3 = Answer for C goes here | text4 = D text goes here | Answer4 = Answer for D goes here }} [[Category:Templates]] </noinclude> 10494 69340 2007-01-10T02:11:46Z JWSchmidt 20 categories {{main_welcome}} Libertarian political models are based in the belief that individuals are the source of all rights. While groups of individuals (collectives) may pool and/or delegate their rights, they gain no rights that their constituents did not already posses. [[Category:Philosophy]][[Category:Politics]] 10495 54023 2006-12-12T02:55:29Z 70.239.24.141 /* Introduction to Esperanto */ Welcome to the '''Esperanto Department''' at Wikiversity, part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. == Introduction to Esperanto== Esperanto is a constructed language intended to be used for neutral international communication. Esperanto is spoken around the world and has about 2 million speakers. There are 16 basic rules of Esperanto grammar, established by its founder, L.L. Zamenhof: 1. There is no indefinite ARTICLE [English a, an]; there is only a definite article la, alike for all genders, cases and numbers [English the]. Author's note: The use of the article is as in other languages. People for whom use of the article offers difficulties [e.g. speakers of Russian, Chinese, etc.]may at first elect not to use it at all. 2. NOUNS have the ending -o. To form the plural, add the ending -j. There are only two cases: nominative and accusative; the latter can be obtained from the nominative by adding the ending -n. The other cases are expressed with the aid of prepositions (genitive by de [English of], dative by al [English to], ablative by per [English by means of] or other prepositions, according to meaning). 3. ADJECTIVES end in -a. Cases and numbers are as for nouns. The comparative is made with the word pli [English more], the superlative with plej [English most]; for the comparative the conjunction ol [English than] is used. 4. The basic NUMERALS (not declined) are: unu, du, tri, kvar, kvin, ses, sep, ok, naŭ, dek, cent, mil [English one, two, three, four, five, six, seven, eight, nine, ten, hundred, thousand]. Tens and hundreds are formed by simple juxtaposition of the numerals. To show ordinal numbers we add the adjective ending; for multiples, the suffix -obl; for fractions [actually, reciprocals], -on; for collectives, -op; for divisionals, the word [particle] po. Noun and adverb numerals can also be used. 5. Personal PRONOUNS: mi, vi, li, ŝi, ĝi (for an object or animal), si, ni, vi, ili, oni [English I, you, he, she, it, oneself, we, you, they, they-one-people]; the possessive pronouns are formed by addition of the adjective ending. Declension is as for nouns. 6. The VERB does not change for person or number. Forms of the verb: present time takes the ending -as; past time, -is; future time, -os; conditional mood, -us; command mood, -u; infinitive mood, -i. Participles (with adjectival or adverbial meaning): present active, -ant; past active, -int; future active, -ont; present passive, -at; past passive, -it; future passive, -ot. All forms of the passive are formed with the aid of the corresponding form of the verb esti [English to be] and the passive participle of the required verb; the preposition with the passive is de [English by]. 7. ADVERBS end in -e; comparison is as for adjectives. 8. All PREPOSITIONS take the nominative. 9. Every word is read as it is written. 10. The ACCENT always falls on the next-to-last syllable [vowel]. 11. COMPOUND WORDS are formed by simple juxtaposition of words (the main word stands at the end); the grammatical endings are also viewed as independent words. 12. When another NEGATIVE word is present, the word NE [English no, not] is omitted. 13. To show DIRECTION, words take the accusative ending. 14. Every preposition has a definite and permanent meaning, but if we have to use a preposition and the direct meaning doesn't tell us what preposition we should take, then we use the preposition JE, which has no independent meaning. Instead of je the accusative without a preposition may be used. 15. The so-called FOREIGN WORDS, i.e. those taken by the majority of languages from one source, are used in Esperanto without change, taking on only the orthography of this language; but for different words from a single root it is better to use without change only the basic word, and form the rest from this latter according to the rules of Esperanto. 16. The FINAL VOWEL of the noun and the article may be dropped and replaced by an apostrophe [without effect on stress]. == Department news == * '''December 11, 2006''' - Department founded! [[Category:Esperanto]] 10496 54024 2006-12-12T02:59:03Z Leighblackall 2414 [http://flickr.com/photos/chsibley/59846956/ Positive Health Staff by SibleyHunter] == Summary == [http://flickr.com/photos/chsibley/59846956/ Positive Health Staff by SibleyHunter] == Licensing == {{CC-BY-2.5}} 10497 68798 2007-01-10T00:32:50Z JWSchmidt 20 [[Category:Monte Carlo Integration]] {{main_welcome}} * Naive Monte Carlo Integration <br> * Control Variates <br> * Stratified Sampling <br> * Importance Sampling <br> [[Category:Monte Carlo Integration]] 10503 68500 2007-01-09T01:48:26Z Mystictim 626 [[Course Titles and Numbers]] moved to [[Wikiversity:Course Titles and Numbers]]: Moved to the appropriate name space {{Proposed policy|[[WV:NC]]}} =Disclaimer= This is not a formally accepted policy of Wikiversity and is open to discussion. Please edit as necessary the course level section and discuss major changes in the talk section. Thank you, [[User:Gabriel Spiro|Gabriel Spiro]] 05:49, 12 December 2006 (UTC) =Introduction= This policy of the Wikiversity regards how courses will be named and numbered. =Formal Policy= All courses must be titled appropriately and concisely. Numbers must be structured in a logical flow and cannot be duplicated. ==Course Names== Parentheses are excluded *Courses that have one topic must be labeled as concisely as possible. For example, : October Revolution ::(Specifically October 1917 in Russia). The title will be as simple as stated and the Course Number will reflect where (ie. Russia). *Courses that have a broad topic must be labeled as concisely as possible. For example, :Russian History ::(All Russian History). The title will be as simple as stated and the Course Number will reflect where (ie. Russia). *Courses that are broad but limited must be labeled as concisely as possible. For example, :Russian Revolutions (1865-1917) ::(All Russian Revolutions involving the soviets) ==Course Numbers== There are 8 levels of courses offered at Wikiversity *1000 :Entry Level Classes, broad ranges subjects *2000 :Secondary Entry Level Classes, broad ranges subjects *3000 :Specialized Level Classes, more specific subjects *4000 :Specialized Level Classes, more specific subjects *5000 :Specialized In-depth Level Classes, extremely specific subjects *6000 :Specialized In-depth Level Classes, extremely specific subjects *7000 :Special Research Projects, in-depth personal studies *8000 :Special Research Projects, in-depth personal studies [[Category:Wikiversity policy]] 10505 59173 2006-12-17T16:36:26Z Robert Elliott 1436 minor additions __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 01 - Quick overview}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Contents of "Follow Dave?" Editing Workshop CD disk</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:Screen Shot Follow Dave Start Here movie2.jpg]]</center> =="Follow Dave?" Editing Workshop CD== The "Follow Dave?" Editing Workshop disk from the [http://www.starmovieshop.com Star Movie Shop] is the best way to get started learning about film editing for motion pictures and television dramas. ===The "Start Here" movie=== The most important element of the "Follow Dave?" Editing Workshop disk from the [http://www.starmovieshop.com Star Movie Shop] is the "Start Here" movie which explains the entire process of dialog editing for a dramatic scene. This MPEG-1 movie is only 11 minute long so it is very short. The first two minutes are spent looking at one of the master shots of the film dailies so that you understand the story. Then the Start Here movie picks up speed and explains all the steps of editing narrative dialog from scripted dramas: *Editing to get the best dialog *Locking the audio and rolling the picture edits to get the best visual transition *Adding cut away shots (or in this case, it might be called a "cut-in shot".) *Replace dialog (which is rarely done but, in this movie, dialog replacement is the ideal way to improve the dialog in one tiny spot.) *Add music to enhance the mood of the scene. *Add sound effects to explain what is happening off screen. This animated is fun to watch. It has its own film score. Most educational movies just have talking heads. Not this disk! Below, you see the timeline of an editing program. As the clips are selected, you see them placed into the timeline. Later sound effects and music are added. Therefore, this is a very good way to visualize the entire operation of film editing and film scoring. <center>[[Image:Screen Shot Time Line FD.jpg]]</center> ===Six film clip=== As you can see above, this scene (scene 17) has just six film clips. So even though the scene is long, it can be edited easily in just a few hours. Complete written instructions (pdf) are included on the disk. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| <center> [[Image:Screen shot of Follow Dave Storyboard.jpg]]</center> ==Contents== All of the document files on this disk are covered by a GNU Open Source License. There is so much content on this disk, you should take it home and look at it all. *If you school does not have a copy, ask your instructor to write for a free copy. ===History=== The "Follow Dave?" Editing Workshop CD is the first editing workshop created by [http://www.starmovieshops.com Star Movie Shop]. This CD-ROM appears to have been developed about ten years ago so the content works on very old computer. Even though the movie images are only half size, the disk is very educational, specially since none of the other disks from the Star Movie Shop have instructions. ===Pictorial Storyboard=== Print this pdf file before you start. It will help you follow along with the story. ===The "Star Here" movie=== This is an educational animated MPG movie. Because it is aimed at high school students, it seems trivial. But it is all there. ===Sample film score - Long=== The next movie you should look at is in the Watch Me Second folder. This edit shows how gaps can be placed between the dialog and these gaps are then filled with music. Because the music acts like a narrator, you do not notice the huge gaps. This is amazing yet so subtle, you do not notice. ===The Film Dailies=== The original film dailies came from a promotional tape released by the production company as a publicity stunt. The quality is extremely poor so you cannot use this for your demo reel. Also, because the size of the only 320 by 240 pixels, few editing programs can edit these clips. Only Final Cut Pro or Adobe Premiere can edit this. The most improtant thing about this disk is to study the dailies which is the [[LessonPage:Follow Dave:Analyze the dailies | next lesson ]]. ===The editing instructions=== Print this PDF file to see how to edit this scene. ===The scoring instruction=== Print this PDF file to see how to create the film score for this movie. ===The film dailies=== The film dailies are ready for editing with any QuickTime enabled editing program which can edit clips that are 320 by 240 at 24 frames per second. |- | style="width: 40%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page looks at the film dailies on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Analyze the dailies | Page 2 - Analyze the dailies ]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} 10508 54161 2006-12-12T08:15:40Z MichaelBillington 1599 fix category {| style="background-color:#F9F9F9; border:1px solid #A00; padding:5px;" | [[Image:Crystal_128_error.svg|50px]] | This {{ #if: {{{host|}}} | host '''<tt>[http://www.dnsstuff.com/tools/lookup.ch?name={{{host}}}&type=ALL {{{host}}}]</tt>''' |[[w:IP address|IP address]]}} has been blocked because it is believed to be an [[w:open proxy|open proxy]] or [[w:zombie computer|zombie computer]]. To prevent abuse, editing from these proxies is currently [[m:WM:NOP|prohibited]]. If your ISP has misconfigured their proxy, you can try bypassing it by logging into [[w:Wikimedia Foundation|Wikimedia's]] [[w:Https|secure]] gateway at https://secure.wikimedia.org/wikipedia/en/wiki/. For more information about open proxies and what you can do, please see the [[WV:OP|WikiProject on open proxies]]. <div style='text-align: center;'> <span style="font-size:0.9em;" class="plainlinks">([http://www.completewhois.com/cgi-bin/rbl_lookup.cgi?query={{PAGENAMEE}}&display=webtable Multi-RBL lookup] • [http://vcn-proxycheck.homeip.net/?ip={{PAGENAMEE}} VCN proxycheck])</span> </div> |}<includeonly>{{{category|[[Category:Open proxies blocked on Wikiversity|{{{sortkey|{{PAGENAMEE}}}}}]]}}}</includeonly><noinclude> <hr> '''Usage:''' <tt>{&#123;Blocked proxy|host=proxy.example.com (optional)&#125;}</tt> [[Category:User block templates|{{PAGENAME}}]] </noinclude> 10557 77621 2007-01-17T05:47:19Z JWSchmidt 20 [[Category:Wikiversity maintenance]] This category is to categorise open proxies that have been blocked indefinitely on wikiversity. Custodians may add to it by tagging an IP's talk page with {{tl|openproxy}} and blocking the IP. To request that a custodian do this, post on [[WV:OP]]. [[Category:Wikiversity maintenance]] 11261 62837 2006-12-25T15:32:30Z Mu301 3705 nav {{nav2|School:Physics and Astronomy|Topic:Astronomy}} This is the place to ask questions about astronomy. You can also request an astronomy topic that you would like to learn here at Wikiversity. == the moon == What is the phase of the moon today? :Information about the current phase of the moon can be found at the US Naval Observatory webpage: [http://aa.usno.navy.mil/idltemp/current_moon.html What the Moon Looks Like Today]--[[User:Mu301|mikeu]] 10:29, 16 December 2006 (UTC) [[Category:Astronomy]] 11264 54998 2006-12-12T15:36:49Z JWSchmidt 20 instructions to blocked users <div class="messagebox cleanup" style="width:100%; text-align:left;"> <p>[[Image:Wiki.png|left|48px]]<span style="color: #ba0000;">'''Note:'''</span> Please check your <tt>block log</tt> linked below. If there are no blocks listed, or the latest one has already expired, then you have been [[w:Wikipedia:Autoblock|autoblocked]].</p> '''This [[Wikiversity:Blocking policy|blocked user]] is asking that their block be reviewed.''' * [[User:{{PAGENAMEE}}|{{PAGENAMEE}}]] (<span style="font-size:0.9em;" class="plainlinks">[{{fullurl:Special:Log|type=block&page=User:{{PAGENAMEE}}}} block log] • [{{fullurl:Special:Ipblocklist|action=search&ip={{PAGENAMEE}}}} ipblocklist] • [[Special:Contributions/{{PAGENAMEE}}|contribs]] • [{{fullurl:Special:Log|type=newusers&user={{PAGENAMEE}} creation log]}} • [{{fullurl:Special:Ipblocklist|action=unblock&ip={{PAGENAMEE}}}} unblock])</span>''' * <u>Reason for unblocking:</u> <p style="margin-left:2em;">{{{1|<big><span style="color: #ba0000;">'''Please provide a reason as to why you should be unblocked '''</span></big><br>'''How to use this template'''. Edit your user discussion page and add this text: {&#123;unblock&#124;''your reason here''&#125;}.<br /><small>'''Note:''' If your reason contains a URL with a "&#61;" in it you will need add "1&#61;" to the start of your reason.</small>}}}</p> <hr /> <includeonly>{{#ifeq:{{NAMESPACE}}|User talk|{{{category|[[Category:Requests for unblock|{{PAGENAME}}]]}}}|}}</includeonly><noinclude> [[Category:User talk header templates|{{PAGENAME}}]] This template puts pages into [[:Category:Requests for unblock|Category:Requests for unblock]]. </noinclude> 11265 54978 2006-12-12T14:43:32Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 11266 54983 2006-12-12T14:52:54Z JWSchmidt 20 introduction [[Wikiversity:Blocking policy|Blocked]] users who use [[Template:Unblock]] are listed in this category. [[Category:Wikiversity administration]] 11267 79375 2007-01-21T02:24:09Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} See the Wikipedia article for [[w:IP address]]. 11271 55079 2006-12-12T19:46:07Z JWSchmidt 20 {{Wikiversity-screenshot}} {{Wikiversity-screenshot}} 11272 55086 2006-12-12T20:15:08Z Robert Elliott 1436 {{Information |Description=Screen shot of the Picturial Storyboard |Source=Storyboard document of "Follow Dave" Editing Workshop CD data file. |Date=12/12/2006 |Author=Robert Elliott |Permission=The disk is published with an open source GNU document licen == Summary == {{Information |Description=Screen shot of the Picturial Storyboard |Source=Storyboard document of "Follow Dave" Editing Workshop CD data file. |Date=12/12/2006 |Author=Robert Elliott |Permission=The disk is published with an open source GNU document license |other_versions= }} == Licensing == {{GFDL-self}} 11273 57244 2006-12-15T17:45:51Z Juan 2651 /* Common names */ edit {{nav|Wikiversity}} ''Part of the [[Topic:Pomology|Department of Pomology]], [[Tropical and Subtropical Pomology I]].'' *'''Last lesson:''' [[Banana production|Banana production]] *'''Next lesson:''' [[Papaya production]] This lesson is in preparation --[[User:Juan|Juan]] 18:19, 6 December 2006 (UTC) <center><big>'''Pineapple (''Ananas comosus'')'''</big></center> <center>''Bromeliaceae''</center> [[Image:pineapple field.jpg|thumb|right|450 px|A pineapple field in Veracruz, Mexico.]] == Taxonomy == Taxonomicaly pineaple belongs to the family ''Bromeliaceae''. The most important species is ''Ananas comosus''. === Common names === Due to its worldwide distribution, pineapple has several names:´ *'''piña''' - Spanish *'''ananás''' - Portuguese *'''ananas''' - French == Origin and distribution == Pineapple comes from the tropics of South America, from the region which is nowadays covered by Brazil and Paraguay. Wild is not known in this region, but it grows there wilded. The distribution of pineapple is pantropical. It means that it is cultivated worldwide in tropics. == Morphology == The plant is a short herbaceous perennial with 30-80 trough-shaped and pointed leaves 30–100 cm long, surrounding a thick stem. This shape of the plant has to drive water onto the stem. This water might be absorbed by axil. The eary [[w:inflorescence|inflorescences]] has about 100-200 flowers. Flowers are spirally placed and each is supported by bracteas. Each flower consist of 3 calyxes, 3 bluish corollas, 6 fillaments and a carpel with tree parts of stigma. Inflorescense goes to bloom about 3 weeks and it blooms from down to up. Pineapples are autosterile and fruits are developed partenocarpicly. From these inflorescenses aggregate fruits are developed. They weights from 0.3-4 kg. If the plants flowers hits pollens, seeds may develop. == Uses == Uses of ''Ananas comosus'': *'''fruit''' - source of [[w:thiamine|vitamin B₁]] and [[w:bromelin|bromelin]] == Cultivars == ''Ananas comosus'' as one of the most cultivated crop worldwide has several cultivars and other subspecies [[w:taxon|taxa]]. Here they are pomologicaly (by fruit characteristics) sorted into 3 groupes: *'''''Spanish group''''' - is a group which can be recognized by white flesh and leaves with spines on the edge **'''Red Spanish''' **'''Singapur Spanish''' **'''Sugar Loaf''' *'''''Queen group''''' - they can be recognized by yellow and/or goldenyellow flesh and leaves with spines on the border **'''Abacachi''' **'''Cabazoni''' **'''Pernambuca''' **'''Queen''' **'''Victoria''' *'''''Cayenne group''''' - can by recognized by yellow flesh and leaves without spines on the borders **'''Baronne Rothschild''' **'''Cayenne''' ***'''Hilo''' **'''Monte Lirio''' == Environmental conditions == The pineapple use to grow in continental tropical mountains up to 250 m above sea level. It needs short period of draft during the ripening. The avarage varies from 25-30 OC ( OF)during the day and 15-17 OC ( OF) during the night. Especially the night avarage temperature influences the colective blooming, which is later on important for mechanical or semimechanical harvest. Root system not dense, thats why it needs fertaile drainy leaky soils. The optimal pH is 5.5-6.2. == Cultivation == [[Image:Ghana pineapple field.jpg|thumb|right|450 px|A pineapple plantation in Ghana.]] === Propagation === === Plantation maintanance === == Yield == == Post harvest management == == Discussion Record == === Questions and missunerstandings === === Theme Discussion === If you are interested in a theme streaming from this lesson and would like to discuss it with the community add a subparagraph: ==== TITLE ==== [[Category:Tropical and Subtropical Pomology I]] 11274 55092 2006-12-12T20:49:00Z Delia13 3833 PDF format file on how to create technology lessons aligned with student curriculum to be posted on the Collaborate and Create In-service Learning Project website for collaboration with other educators in support of OLPT. PDF format file on how to create technology lessons aligned with student curriculum to be posted on the Collaborate and Create In-service Learning Project website for collaboration with other educators in support of OLPT. 11275 55094 2006-12-12T20:50:33Z Robert Elliott 1436 {{Information |Description=Screen shot of Start Here movie |Source="Follow Dave?" Editing Workshop CD |Date=12/12/06 |Author=Robert Elliott |Permission=This movie is open source via GNL Documentation License. |other_versions= }} == Summary == {{Information |Description=Screen shot of Start Here movie |Source="Follow Dave?" Editing Workshop CD |Date=12/12/06 |Author=Robert Elliott |Permission=This movie is open source via GNL Documentation License. |other_versions= }} == Licensing == {{GFDL-self}} 11276 55106 2006-12-12T21:00:28Z Robert Elliott 1436 {{Information |Description=Screen Shot of Start Here movie |Source="Follow Dave?" Editing Workshop CD |Date=12/12/06 |Author=Robert Elliott |Permission=This disk is open source via GNU Document license |other_versions= }} == Summary == {{Information |Description=Screen Shot of Start Here movie |Source="Follow Dave?" Editing Workshop CD |Date=12/12/06 |Author=Robert Elliott |Permission=This disk is open source via GNU Document license |other_versions= }} == Licensing == {{GFDL-self}} 11277 76306 2007-01-15T03:04:03Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] =Week 2= == The Romanov Family== *Bergamini, John D. ''The Tragic Dynasty: A History of the Romanovs''. Putnam, 1969. *Van der Kiste, John. ''The Romanovs, 1818-1959: Alexander II of Russia and His Family''. Sutton Publishing, 1998. *Lincoln, Bruce. "The Romanovs". *Lincoln, Bruce. "Nicholas I: Emperor and Autocrat of All the Russias". *Massie, Robert K. "Peter The Great". *Massie, Robert K. "Nicholas and Alexandra". *Troyat, Henri "Catherine the Great". *Troyat, Henri "Alexander I". *Radzinsky, Edvard "Alexander II: The Last Great Tsar". *Radzinsky, Edvard "The life and death of Nicholas II". [[Category:History]] 11279 55117 2006-12-12T21:20:40Z Darvo 2583 New page: == Licensing == {{GFDL-self}} == Licensing == {{GFDL-self}} 11280 55123 2006-12-12T21:30:45Z JWSchmidt 20 #REDIRECT [[RNA interference]] #REDIRECT [[RNA interference]] 11285 68078 2007-01-08T05:36:35Z JWSchmidt 20 [[Category:Caribbean]] Description The purpose of this working group is to enhance academic collaboration across disciplines on Caribbean themes, using articulations between empires, nations, and culture as the main threads of reflection. We are interested in examining new scholarship focused on the Caribbean region and exploring the implications of the most provocative reshaping the study of the Caribbean in a way that cuts across both disciplinary boundaries as well as linguistic subregions in the archipelago. [[Category:Caribbean]] 11287 68411 2007-01-08T22:54:57Z JWSchmidt 20 [[Category:Particle Physics]] {{main_welcome}} The Hydorgen atom is comprised, most often in nature, of two sub atomic constituents a Proton with net positive electric charge and an Electron with a net negative electric charge. [[Category:Particle Physics]] 11293 68772 2007-01-09T23:58:27Z Mystictim 626 added category learning activities and cleaned up some of the redundant html <strong>IMPORTANT: Before you begin--- Please take a moment to write down in a journal or notebook what your perception of personal identity is. How do you see yourself? Keep this in the back of your mind as you go through this page. Think about the things that frustrate you, excite you, confuse you etc. as you go through the information on the page. If you need to, write it down so you don't forget. You will return to it when you have finished this aspect of the course.</strong><br /> &quot;A human person is most fundamentally a person...just as a bronze statue is most fundamentally a statue, not a piece of bronze. Two separate human persons that exist at the same time are individuated by their bodies. A human person's body at a time distinguishes her from all other separate persons at that time...A human person and the body that constitutes her are a unity, in the same way that a bronze statue and the piece of bronze that constitutes it are a unity...Have a first person relation to my body (i.e. I have the property of being left-handed and of having brown eyes derivative; the non-derivative bearer of these properties is my body. When I attribute to myself such properties, I am thinking of <em>myself-as-my-body</em>. on the other hand, I have the property of being employed or of having asked a question non-derivatively; my body is the derivative bearer of these properties. When I attribute to my body properties that I have non-derivatively, I am thinking of <em>my-body-as-myself</em>.&quot; <a href="http://introwiki.wikispaces.com/Personal%20Identity#quote" rel="nofollow">http://host.uniroma3.it/progetti/kant/field/bakersymp.htm</a><br /> <a href="http://phil373.wikispaces.com/JohannaMcCahan"><img src="http://i2.ebayimg.com.cn/02/i/07/e9/c8/40_1_sbl.JPG" alt="external image 40_1_sbl.JPG" title="external image 40_1_sbl.JPG" style="height: 112px; width: 110px;" /></a> <a href="http://phil373.wikispaces.com/JohannaMcCahan"><img src="http://www.cooperativeindividualism.org/locke-john.jpg" alt="external image locke-john.jpg" title="external image locke-john.jpg" style="height: 114px; width: 103px;" /></a><br /> <br /> <strong><em>&quot;The unexamined life is not worth living.&quot;—Socrates</em></strong><br /> So…GET GOING WITH A:<br /> <strong>GROUND BREAKING DISCOVERY!!! YOU &amp; WHAT MAKES YOU WHO YOU ARE!</strong><br /> I<em>NTRIGUED</em>? For further inquiry and speculation…read on.<br /> <br /> <strong>&gt;&gt;</strong>Generally when a person poses the question, &quot;what am I?&quot; They are seeking to decipher what specific attributes or qualities set them apart from others. These are the elements that describe how you see or define yourself; how you understand <em>your</em> individuality. So…who are you? What do you believe and what “clicks” with you? (<strong>Pssst</strong>!! That’s the great part of this particular study of philosophy…it will add to your “journey.” My guess is that your studying philosophy as a means to answer a question. That question probably relates to you in some way. Here is where you get to experiment with putting words to that. It’s wild, it can be circular, confusing and frustrating, <strong>BUT</strong> regardless of what you decide when you have finished you will have discovered some new element to yourself (perhaps an element that links to an aspect of your personal identity??) all based on how you react and come to understand the material that is sketched out below. <strong>REMEMBER</strong>: none of this is set in stone and widely open to interpretation. This is largely due to the fact that all this information is just a glimpse into the identities of those that came before you and tried to articulate what it is that makes a person who they are… Therefore: <strong>ENJOY</strong> and happy hunting…<br /> <img src="http://members.aol.com/lshauser/calvns1.jpg" alt="external image calvns1.jpg" title="external image calvns1.jpg" style="height: 143px; width: 209px;" /> <img src="http://members.aol.com/lshauser/calvns2.jpg" alt="external image calvns2.jpg" title="external image calvns2.jpg" style="height: 144px; width: 277px;" /><br /> One of the components of the mind-body problem is the part that encompasses one's understanding of personal identity. This is particularly important because it deals with the <em>personal</em> aspect of a person. Addressing this problem seeks to ask and answer the kinds of questions that motivate people down different paths to uncover things like what they are, who they are, when they began, and what will happen when they die.<br /> <br /> It seems important to establish a concept of what all defines the concept of personal identity and the different aspects that the question of personal identity addresses. Personal identity is such a fluid concept that to give a precise definition of what it is would only serve to limit the discussion of personal identity. Therefore the first part of this study will seek to establish the <em>concept</em> of personal identity and what it is understood to mean in the context of today (or at least more recent understandings of it) and will then move into how earlier philosophical study went about looking at and questioning what comprised personal identity.<br /> <br /> Here are some important ideas to look for/keep in mind while going through this process of uncovering what personal identity may be and how it affects you, can relate to you, and how it makes you react…<br /> <ul class="quotelist"> <li>Understanding the Concept of Personal Identity in relation to:</li> </ul> Personal Identity discussed in relation to time<br /> Personal Identity discussed in relation to consciousness<br /> Personal Identity discussed in relation to language<br /> Early Discussions of Personal Identity<br /> <br /> Surprisingly there is a distinction made between personal identity and identity.<br /> <strong>So…What is a person?</strong> In brief to get us started:<br /> &gt;&gt;&quot;Many philosophers define 'person' as something that has certain mental features.&quot;<br /> <br /> <strong>Locke</strong> was a key figure, one of the forerunner’s in this discussion on personal identity. To him, &quot;a person is a thinking intelligent being that has reason and reflection, and can consider itself as itself the same thinking thing, in different times and places” (1975). On to identity then…<br /> <br /> Identity is usually discussed qualitatively and quantitatively and though in some discussions it contains many of the same ideas and discussions relating to personal identity; identity itself is a much more general and technical way of positioning something/someone/an idea. Personal Identity on the other hand is usually discussed and understood in terms of &quot;personhood&quot; or what it is to be a person. It seems to be less generic and technical than the discussions usually relating to identity by itself.<br /> <br /> <strong>Personal Identity in Relation to Time</strong><br /> “For every period of time when you exist, short or long, there is a temporal part of you that exists only then. And for any temporal parts of any objects whatsoever, there is a larger object made up of just those parts.”<br /> <br /> <strong>&gt;Persistence Question</strong>--- You over time: Generally when we try to explain or comprehend personal identity in relation to time it is referred to as the <strong>persistence question</strong> The relevant questions include: Is it possible to remain <u>always</u> the same person? What changes? What <u>does</u> stay the same? In what way do you relate to yourself now that makes you, <em>you</em>?<br /> <br /> *The definition of <strong>persist</strong> is: to continue steadfastly, remain. To place, to standstill.<br /> This suggests that some element that makes a person a person must remain steady and consistent throughout time in order for a person to retain the identity that makes them a person in relation to everything else. There are a variety of ways to talk about this:<br /> <br /> <strong>Numerical identity:</strong> what is <strong><em>necessary</em></strong> and <em><strong>sufficient</strong></em> for a past or future being to be you (i.e. if something is numerically identical—it is one and the same: <u>one</u> thing rather than <u>two</u>. A past/future person doesn't have to be exactly the same as you are now (in terms of action, thought, opinion etc) to be numerically identical with you, however at the same time, someone who is exactly similar to you may not be numerically identical to you. &quot;As long as I continue to exist at all I necessarily remain numerically the same.&quot; Based on this idea of numerical identity nothing can become something different than what it already is. One thing cannot become two separate things it is just the “logic of identity.”(<em>Stanford Encyclopedia of Philosophy</em>)<br /> <strong>Qualitative identity</strong>: they are exactly similar (i.e. identical twins—cannot tell them apart, but they not numerically identical because there is two of them.) Qualitatively a person may change over time- size, shape, appearance. This way of looking at identity is not “guaranteed” in the same way that numerical identity is. Numerically you are <em>always</em> one regardless of what changes internally.<br /> <strong>~necessary conditions</strong>: x= (is identical to) y only if x y.(i.e. if x has the same body as y)—something specific<br /> <strong>~sufficient conditions</strong>: X=Y if X Y – more open-ended<br /> (We will refer back to the idea of necessary and sufficient conditions when we discuss the <strong>psychological approach</strong> as well so keep these definitions in mind).<br /> <br /> -- Memory is one proposition offered as evidence for the ideas consistent with persistence and personal identity over time. Let’s take a look at how this works…--<br /> <br /> <strong>&gt;Memory Criterion</strong>: A past/future person is distinguishable as you based on their ability to remember an experience you are having now. According to this line of thought if a person, ‘A’ cannot remember the experience currently being held and has no recollection of past experiences that related specifically to them then they would no longer be distinguishable as person ‘A’. For example, if you were to lapse into a vegetative state, the resulting vegetable wouldn't be you because it wouldn't contain the ability to remember the experience currently being had. (<em>Stanford Encyclopedia of Philosophy</em>)<br /> <strong>&gt;&gt;&gt;</strong>The Memory Criterion is a way of making a distinction between a person and thing: Philosophers tend to assume that every person is a person essentially. Thus, the ability to describe past or future experiences describes the kind of person you are not the thing that you were. As in the vegetable example as a thing you would be distinguishable as a vegetable however there is no relationship between that and the kind of person you were before the vegetative state. The argument seems to be that the person prior to the vegetative state is no longer present.<br /> <br /> &quot;Whatever is a person at one time must be a person at every other time when he/she exists.&quot; (<em>Stanford Encyclopedia of Philosophy</em>) So long as we understand what a person is in relation to a thing and where the person fits. Does this then suggest that if you could transfer the “person” from the body of a human into the body of an animal, but retaining their “personhood” the person could remember past experiences in the body of the human as well as their current experience as a dog that the “person” is still existing simply in a different state?? This seems to be a plausible argument. It also seems to be an argument that could lead to the immortality of the soul. If the soul and the person are synonymous with one another, two different ways of identifying the same thing, and the soul gets “lifted” from the body then as long as it retains its “personhood” through the experiences it has had, then it will continue to exist even outside the body in whatever form it happens to take.<br /> <br /> In <em>Reflections on Philosophy</em> Gary Full addresses many of the ideas that we have been discussing thus far. He connects many of the ideas of identity over time with psychological continuity as well. He also provides some examples to help explain the idea of necessary and sufficient conditions in relation to a person’s identity. The example with President Washington is particularly helpful in this endeavor:<br /> --Washington the boy and Washington the president were one and the same although dissimilar in many respects (If x is identical to y= 1 person; if not= 2 people).<br /> In other words even as one’s personality changes they still may be the same person just dissimilar in many respects from a previous state (as we seen in our example of the development of Washington as a boy to Washington as a man). We main remain in the same body, but our experiences over time change us from what we are, think, feel, believe at one point in time and what we are at a later point in time. This is part of one’s personal identity’s ability to remain the same and yet be in a constant state of flux as well. This again, is also why it is so difficult to concretely nail down a definition or one single understanding of personal identity; hence the reason that one of the most common ways of understanding it is as a process.<br /> <br /> In an essay on identity by Julian Wolfrey’s a cultural and literary theorist called “I/Dentity” she explains this concept in some detail emphasizing the importance of recognizing how we talk about ourselves, what the “I” we seek to establish refers to and how it is impacted, altered and in the process of constant change based on an individuals relationship to events and experiences. She quotes Richard Dyer in order to help establish some of these claims.<br /> <br /> <em><strong>--&quot;Every time I enunciate 'I', even in my thought, an identity is assumed, and this identity is itself not simple, but a figure for a complex gathering of personal and impersonal histories, texts, discourses, beliefs, cultural assumptions, and ideological interpellations...it is not an artifact but a process.&quot; &quot;When 'I' is spoken, a focal or suturing point within a discursive, psychic, historical, national, gendered and ideological network constituting an identity is implied in even this apparently simplest of words: how one thinks and feels is at once lived as intensely personal, yet made up of matters that in themselves are not unique to one...crucial to such affirmation is the construction of a sense of oneness with a social grouping.&quot; --</strong>Richard Dyer (1997)</em><br /> <br /> <br /> In the reverse Wolfrey also takes note of the Irvin Cemil Schick’s suggestion that though our identity is in constant flux there is also a sense of sameness and stability that is retained. This again refers back to the idea of personal identity in relation to time and the persistence question.<br /> <em><strong>--&quot;Though identity is a permanent process of construction and reconstruction, this fluid or mutable nature does not mean that it never enjoys any stability.&quot;--</strong></em> <em>Irvin Cemil schick (1999)</em><br /> <br /> Based on some of these things something to keep in mind is the possible connection here between these elements and our ability to develop, use, and understand morals- punishment, commitment, fairness. These will continue to develop over time in relation to the experiences that we have where these things are involved.<br /> <br /> This is one of the most prominent discussions that appears when someone begins the search to understand personal identity. Despite all the material that this discussion has to offer, as with any theory, there are some problems with it as well…<br /> <strong>2 Problems:</strong><br /> 1.) <em>Identity is transitive; memory continuity is <strong>not</strong></em><strong>.</strong> In other word identity is only definable in relation to other things. It is very difficult to discuss identity in relation to itself without relating it to what it is based on what it can and can’t be related to. Memory is not definable based on the same criteria. Memory is only definable based on a persons ability to recollect and that is somewhat self-reflexive. Therefore the difficulty that using memory continuity presents is based on the fact that in some respects you end up comparing apples to oranges rather than apples to apples which is generally preferred.<br /> 2.) <em>You can only remember your own experiences</em><strong>-</strong> this one is fairly self-explanatory. The fact that an individual can only remember the way in which they experienced something opens up the can of worms that deal with human fallibility and the uncertainty of memory. As we change our perspective of our memories may change and thus things become altered. This is how myths are developed so does this mean that if we rely on memory as a means of distinguishing our identity that we are relying on a myth to believe we exist? Some would say yes.<br /> One example of the problem of the Memory Criterion in action is the logical assumption that--- You didn't exist (weren't the same person sleeping in bed) when you were sleeping because you can't remember anything.<br /> Now, that seems rather ridiculous but according to the confines of logical reasoning this is what we potentially end up with when we strictly adhere to the theory of the memory criterion for evidence of existence.<br /> <br /> <strong>Psychological approach:</strong> This approach deals with the need for necessary or sufficient (or both) conditions to exist in order for one to persist over time.<br /> --versions of the psychological approach include the bridge between the psychological approach and the somatic where you need both mental and physical continuity in order to survive.<br /> <br /> Most western people drawn to this approach—They want to believe that identity goes with the brain--this theory assumes that the brain and mind aren't distinct. According to this there is a future being that inherits mental features (personality, belief, memory) from you and a past being whose mental features you've inherited.<br /> <br /> Gary Full goes into some detail about this in <em>Reflections on Philosophy</em>:<br /> “The person I was yesterday and the person I am today are psychologically connected…I have retained most of the beliefs, memories and skills that I had yesterday.”-- He describes this as a high degree of connectedness, whereas, the connectedness that a person experiences with say a younger version of themselves may not be as great because they are further removed from those beliefs, memories and experiences by virtue have having new ones in relation to the events they have been through most recently.<br /> <br /> Tiger Woods example: This theory implies: “that the person who ends up in Tiger Woods body is identical to me, because he is psychologically continuous-because he is psychologically connected to a high degree with me.”<br /> -- Therefore, psychological connectedness is plausible as a necessary condition of personal identity.<br /> <br /> <br /> <strong>Somatic approach:</strong> deals with being a part of a future being. Has nothing to do with psychological facts, it is grounded in bodily identity. Another term that has been used to discuss similar principles is the…<br /> <em>Body Theory:</em> The idea is that a person is the same even if they add/lose parts. There are essentially no necessary or sufficient conditions<br /> <br /> BOTH these views relate to the assumption that our identity comes from something other than itself. It takes something else outside of our identity that enables us to persist. The third view denies this assumption.<br /> <br /> <strong>Simple view:</strong> No sort of continuity is necessary for a person to persist. There are no conditions required in order to explain a person’s persistence. The simple view seems to be concerned with the now and it uses that to explain the past.<br /> Mental and physical continuity are evidence for identity, but don't guarantee it, again, they are not required---&quot;a person here, now is identical with a past/future being if and only if they are identical.&quot; What is important is determining the degree to which something is identical with something else.<br /> <br /> <strong><em>&quot;In the constitution of any identity, therefore, there is always an oscillation between determinants that are 'external' or which pre-exist the subject's identity: identity ...comes to be through enactment, through performance, that is through practices that construct it using a host of discursive instruments which might be called 'technologies of identity.'-- Irvin Cemil Schick (1999)</em></strong><br /> <br /> Ultimately, what it takes for an individual to persist through time is one thing. How we find out if you have is another. Some arguments will use fingerprints as an example to determine whether or not a person has persisted through time, however as we saw with examples and discussions of personhood as being something that is contained within an individual then what happens if, theoretically, a person was lifted from one body with a certain set of fingerprints and that same person was implanted into another body with a different set of fingerprints. There is a new distinction being made here where it is logical then to argue that the person has persisted through time, but they are not persisting in the same body. This throws into question the fingerprint argument. There is also an important mind/body distinction being drawn upon here which relates itself back to ethics and the question of responsibility in relation to the individual and an individual’s actions. What about someone with a split personality? Are there two, three, more people in one body?<br /> Puceeti 1973 argues for two different people within the skin of every &quot;normal person&quot; (<em>Stanford Encyclopedia of Philosophy</em>). This continues to add to the complexity of the nature of personal identity. If Puceeti is right, how do we reconcile something like that?<br /> <br /> <strong>The Language element</strong><br /> <br /> <strong><em>&quot;We are born into language, we are born into patriarchal language, into being identified by a patronym, by a paternal proper name...we are subject to names, even if we wish to ignore or disown them.&quot; &quot;What is at stake in this logic of being subject to language is a conception of language as not simply instrumental: language is not simply something that we use. Language governs what we (can) say as much as we govern or use language. Language is not simply an instrument: we are, unavoidably, agents of language. The idea of the 'I' or 'me', in other words, is not unchanging and unchangeable.&quot;</em></strong><br /> <br /> Language and the way in which we communicate with one another plays a key role in the way we understand one another, the world we inhabit and ourselves in relation to it. Language has long been considered a marker of identity because it is our means of expression. Language is a means of ordering and making sense of things. Language is a structure by which things are established, defined and differentiated. So, how we use language to discuss our conception of personal identity is very applicable because if we are not functioning from the same definitions or structures we are going to come out with different perspectives. This defines us in relation to others, establishes our conception of self, and marks us as unique. People have been trying to establish a standard for language in order to lessen the miscommunications that take place but the nature of language is so much a process consistent with those currently using it that like philosophy or personal identity it is difficult to nail to a definitive concept. It is just important to recognize that how we describe our personal identity with language is in response to a unique element of us as an individual and may not be consistent with those around us. However, rather than throwing out someone else’s description of something, learning to understand the context of the language they are using and the meaning that is associated with that will only further help develop our overall conceptions.<br /> <br /> &quot;Only persons can be moral agents or rational agents. Persons have many cognitive and practical abilities that beings lacking first-person perspectives lack. Only beings with first-person perspectives can know that they are going to die; only such beings can envisage alternative possibilities for their own futures, or seek self-understanding. Only beings with the first-person perspectives can have ideals or can try to change themselves to conform better to their ideals.&quot; And perspective has a great deal to do with language, based on the manner that we discuss things.<br /> <br /> <strong><em>&quot; 'Identity' is, however, problematic because the one thing which can be said for certain is that no one definition for identity as a conceptual term will suffice:...so often conceived as a thing to be unearthed...&quot; --Denise Riley (2000)--</em><br /> <br /> Metaphysics:</strong> Metaphysics deals with the material vs. the immaterial. It looks at substances, attributes, events, matter or thoughts and experiences. It is under this approach that the mind/body and to some degree the mind/brain problem/distinction becomes particularly apparent.<br /> &gt;&gt;Some general metaphysical views: There are no unique right answers for what it takes to persist---identity is relative to a kind-- &quot;Qua people, perhaps we exist by virtue of some sort of psychological continuity; qua animals we persist by virtue of brute physical continuity” (<em>Stanford Encyclopedia of Philosophy</em>).<br /> <br /> Here are some of the more common metaphysical views that have been discussed in relation to personal identity:<br /> <br /> &gt;<em>Swinburne</em>: <em>1984</em>: He liked the idea of personal identity being consistent with compound things where the things combined included an “immaterial soul and a material body.&quot;<br /> &gt;<em>Hume</em>: Like Swinburne, there was this idea of combination or compilation a a means of collecting/understanding one’s personal identity. Hume described it as, &quot;A bundle/collection of different perceptions which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement.&quot; -1888<br /> &gt;<em>Paradoxical view</em>: We don't exist at all-- we're a metaphysical illusion<br /> <u>&gt;</u><em>Essential vs. accidental/contingent parts__</em>: These deal with the “what if's” (things had turned out different). i.e. what if you had ended up with a different body would you be a different person or would your person be <em>essentially</em> the same? Or, what if you had stayed single instead of getting married would you be a different person than you are today? Or what if you had lost your leg in a traffic accident when you were younger? How would you be different? One of the problems that I see with the <em>Essential vs. Accidental/contingent parts</em> is that if so much of identity is based on the perspective with the what is important here and now then is asking the “what if’s” really relevant to unearthing what makes you who you are today and helping you establish your identity? Granted, in order to sufficiently follow the idea of persistence it may be important to collect and combine the information of the past that added to your identity, but why collected data of what could have been in the past? How will theoretical past experience help to establish your identity other than to affirm what you are based on what you are not?<br /> <strong>Soul Theory:</strong><br /> Those that ascribe to the soul theory make an association between one’s personal identity and one’s soul. In other words, one’s soul is the well from which a persons identity draws from. The soul is what distinguishes one’s identity and makes them who they are. “Survival of the soul means survival of the person” (Fuller). This connects up with the idea of persistence in relation to identity that we have been discussing. The challenge in associating personal identity and the soul is that neither one has a really tangible element with which to make comparisons. They are both fairly “unstable” or at least unclear ideas-there are no easy boundaries to draw. (But, this should not come as a surprise to you otherwise you would not have read this far!)<br /> <br /> Way back in the day <strong>Pythagoras</strong> was one of the first to discuss the nature of personal identity in relation to the soul. He believed in the transmigration (the ability for a soul that was immortal to be reborn in an animal). This implied that the soul is what defines a persons identity. Thus, the two are one and the same.<br /> <br /> More recently, Gary Fuller makes it a point to try to clarify the idea of the soul. He breaks it down into two general features that make up the soul.<br /> <br /> 1. <em>Souls must have psychological features</em>- i.e. beliefs, desires, intentions etc.<br /> 2. <em>Souls must be nonphysical</em>. Something that is nonphysical is capable of existing separate from the brain and the body, making it distinct from both, an independent entity.<br /> a. Descartes: souls have no spatial features, there are no distinct boundaries that help us to distinguish them. This also means they have no spatial position making it incredibly difficult (ok in literal understanding it pretty much makes it impossible) to locate the soul. The reason this is so controversial is that all of this makes the soul incredibly difficult to comprehend. (Perhaps in the future a way to put it in comprehensible terms is to discuss the soul as being an important or animating aspect of the body, but an aspect of the body that is in fact dependent on the body in order to give it boundaries and spatial positioning.)<br /> <br /> Fuller also talks about a third feature of the soul that is not as commonly recognized. This idea states that:<br /> <br /> -<em>Souls are simple</em>. By simple he suggests that a soul cannot be divided into parts. One soul will not become two souls. This view becomes controversial because it is incredibly limiting. Often we find that so may of our ideas are split, divided or that there are multiple parts that make us who we are and define the way we think. If a soul is indivisible this takes away from the commonly accepted views that approaches like the psychological approach take and eliminate certain elements of the brain that we have taken for granted. This is a valid concern, but again perhaps there is another way of conceiving of the soul. If personal identity is the kind of thing where we can assume that “the whole (of our identity) is equal to the sum of its parts (all the things that are involved in making up our personal identity as it is in the current moment),” then why can’t we conceive of the soul as something that is more flexible and divisible as well. If it has no boundaries and no spatial positioning isn’t it also possible that it could branch as well?<br /> <br /> <em><strong>*Again, I must remind you not to simply accept what is being stated here. Whether we are talking what is being re-stated as previously gathered information or speculation of the current author; I encourage you to continue questioning and challenging each and every statement made in order to continuing uncovering defining features of your own personal identity rather than fully accepting any one else’s definition of personal identity since their definition is really just a response to what the are reacting to as their own identity in the first place.</strong>* <strong>For further ideas and explanations relating to the soul...</strong></em><a class="wiki_link" href="/On+the+Soul">on the soul</a>,<a class="wiki_link" href="/Faith+and+Reason+">faith and reason</a>,<a class="wiki_link" href="/Arguments+for+God">arguments for God's existence</a>,<a class="wiki_link" href="/FreeWill">determinism &amp; free will</a><br /> <br /> <strong><em>&quot;Identity...depends upon repetition...and every signifying element must be identifiable as such in order for it to signify- every signifier or 'mark' must be recognizable, repeatable. It never can present itself simply once.&quot;</em></strong> <em><strong>--Samuel Weber (1996)<br /> &quot;In order to be cognizable, an element must be recognizable as the same, which in turn presupposes a process of com-parison and repetition. It must be compared with earlier instances of itself in order to be recognizable as a self, as an identity. This process of repetitive comparison, out of which self-sameness emerges and which it therefore must pass through, introduces an element of heterogeneity, of otherness, into the constitution of the same.&quot;--</strong> <strong>Samuel Weber (1996)</strong></em><br /> <br /> Thus, the repetition of others perspectives and ideas on personal identity is key. Each time it reveals itself through a new person with a new perspective (with a different personal identity) but one that relates to the collective and it is through this repetition that new concepts/ideas are revealed and elements are established. Collectively through comparison and repetition each individual becomes better equipped to complete the puzzle that has presented itself and see the picture as a whole rather than simply one part. Learning and discovery can be fairly circular processes, but each time you cross the same point of the circle you are different because you’ve never been through that point with the experiences you accumulated in the process of getting there.<br /> <br /> &gt;&gt;I cannot conclude this portion of our search without mentioning <strong>John Locke</strong> and the perspectives that he brought to the study of personal identity.&lt;&lt;<br /> <br /> <strong>LOCKE</strong> <a class="wiki_link_ext" href="http://andromeda.rutgers.edu/~jlynch/Texts/locke227.html" rel="nofollow">http://andromeda.rutgers.edu/~jlynch/Texts/locke227.html</a><br /> <strong>John Locke</strong> was a crucial figure in the development of personal identity. He established some of the first definitions that dealt directly with this concept. Locke related the idea of consciousness to personal identity. For him it was something that was essential to being able to understand oneself. Consciousness was also something that could not be separated from thought. If you can think about yourself then you are in a state of consciousness; if you are in a state of consciousness then you can think about yourself. &quot;What person stands for;- which, I think, is a thinking intelligent being, that has reason and reflection, and consider itself as itself, the same thinking thing, in different times and places…it being impossible for any one to perceive without perceiving that he does perceive. When we see, hear, smell, taste, feel, meditate, or will anything, we know that we do so.” In this sense Locke could be described as being an advocate for the “now.” It is what we are conscious of, in relation to the perceptions we are experiencing now, which we are aware of, that distinguishes us as a person. And, in being distinguished as a person we have in that moment established some aspect of our personal identity.<br /> <br /> Locke also talked about what happens if for some reason we lose consciousness and in that lose “sight of our past selves.” When this happens and we are no longer able to identify with something that has previously been part of our identity we begin to question the nature of our identity and how stable/constant it is. The fear of chaos creeps in and with that doubt as to who we are. In this moment we are not so much concerned with whether or not we are inhabiting the same body, or space. We are not so concerned with the substance of our identity as we are with whether or not, in this momentary loss of consciousness, we are living the same life that we were previously. Has the continuity of that life been broken up? If so where do we go from here? Locke points out that whether or not something is the same <em>substance</em> has no bearing on personal identity. &quot;For it is by the consciousness it has of its present thoughts and actions, that it is self to itself now, and so will be the same self, as far as the same consciousness can extend to actions past or to come...the same consciousness uniting those distant actions into the same person, whatever substances contributed to their production.” Locke may have been drawing some on a previous idea laid out by <strong>Heraclitus</strong> when he stated, &quot;Men forget where the way leads...And they are at odds with that with which they most constantly associate. And what they meet with every day seems strange to them...We should not act and speak like men asleep.&quot;<br /> <br /> Based on this idea that substance (i.e. the body) has no direct bearing on a persons identity Locke states: &quot;Thus, the limbs of his body are to every one a part of Himself; he sympathizes and is concerned for them. Cut off a hand, and thereby separate it from that consciousness he had of its heat, cold, and other affections, and it is then no longer a part of that which is himself, any more than the remotest part of matter. Thus, we see the substance whereof personal self consisted at one time may be varied at another, without the change of personal identity; there being no question about the same person, though the limbs which but now were a part of it, be cut off.” Though a person may lose consciousness of the feeling in a hand or other limb they have only lost consciousness of an attachment of themselves rather than having lost consciousness of the actual self. In contrast when he talks about the “separation of the little finger” he acknowledges that if the self and the consciousness associated with that are residing in the little finger and the little finger gets removed from the body…that’s a different story altogether. In that instance the self has been altered.<br /> <br /> &quot;Self depends on consciousness, not on substance. Self is that conscious thinking thing,--whatever substance made up of--which is sensible or conscious of pleasure and pain, capable of happiness or misery, and so is concerned for itself, as far as that consciousness extends...upon separation of this little finger, should this consciousness go along with the little finger, and leave the rest of the body, it is evident the little finger would be the person, the same person; and self then would have nothing to do with the rest of the body.&quot;<br /> <br /> <strong>So...How did we get here anyway???</strong><br /> <br /> The question of personal identity is not something that people just started questioning recently. It has been around probably as long as people have been able to use language to verbalize the questions related to personal identity. They may have just used different words to discuss the same sorts of themes in the past.<br /> <br /> <strong>Thales</strong> was the first philosopher. In order to distinguish the way in which everything was made he developed the concept of the <strong>arche.</strong> An <strong>arche</strong> is the stuff out of which everything is made. It is the source. For Thales his arche was water. He was looking for the &quot;core&quot; the &quot;essential&quot; element that made things what they were and in the end he decided that water was the most reasonable &quot;essential element.&quot; He stated that &quot;There must be some nature-either one or more than one-from which the other things come into being, it being preserved.&quot;<br /> <br /> It began with Thales, but this is a pattern that has carried through the history of philosophy. Ever since the beginning of philosophy those that practiced philosophy have been asking questions, searching for answers, trying to unlock the secrets and unknowns prevalent in the world in which they existed. In hard times people have always sought for something they could rely on. If you can't rely on your identity and your sense of self then what are you suppose to fall back on? Whether it was water, air, the idea that the elements were split into a pair or even chaos that was the foundation and source of creation, each of these philosophers had something, one core idea from which the rest of their philosophy took its foundations. There seemed to be a sense that everything had to have an origin; there had to be some sort of fundamental thing.<br /> <br /> By the time we reach Plato, he very clearly advocates for one core thing to which everything came and towards which everything should strive. For him, it was the Good. Plato established the hierarchy that determined a moral order. How does personal identity relate to this? Well...the idea here is that we identify ourselves in relation to this moral order, in relation to the Good. Comparing and contrasting ourselves to the Good is how we establish/define who we are as an individual. The Good is a Form, something that is boundless and hard to spacially locate, ironic...does that sound like personal identity? The Forms for Plato were the closest things to reality. The Forms established everything else. Everything participated in the Forms, things contained the Forms and that was the way that they were able to exist. The same seems to be true of personal identity. If personal identity is what makes us who we are then anything we do and act on is an act of participating in the truest form of ourself. At least perhaps this is the argument we could make if we are going to try to use Plato's line of reasoning.<br /> <br /> Aristotle talked about &quot;essences.&quot; For Aristotle essences are what made a person what they were and those were contained within the person or the object. It was a things essence that determined its outcome. However, rather than saying that the development of a person or object was as a result of that person striving to achieve the truest Form of something Aristotle felt that the way in which a persons essence was able to interact with/experience the objective world it was existing in determined how that entity came to be distinguished.<br /> <br /> There were many others in-between that all seemed to be searching for something (well obviously...why else would they be practicing philosophy?!) By the time we reach the Christian Philosophers (Augustine, Anselm, Aquinas) a great portion of a person's personal identity was associated with the relationship of the soul.<br /> <br /> We all need a way in which to define and distinguish ourselves from others, from objects, from the experiences we have in the world. We want to ground ourselves in something definitive as a way of establishing a sense of strength, security and order in a world that is full of chaos. It is a need that seems to be inescapable. However, establishing something definitive may not be possible. Well, at least it does not seem possible to establish one thing and determine: that's it! There's nothing more to know or discover. Personal identity is something that like language and philosophy will continue to change and evolve based on the people and the events that interact with it. It is not a stable thing, but it is constant in its instability and it provides us with a wealth of opportunities to continue learning. Each page that you will go through/have gone through in the process of taking this Introduction to Philosophy course is an example of a little piece of one classes attempt to identify their own personal identities in relation to a topic that they were given. They have tried to establish some of the facts (or at least the ideas that have gained some stability and have been most often repeated) but they have also included themselves in their page, interacting with the text and whether it was conscious or not identifying with it (regardless of how much or how little they agreed with the topic). And now, you are in the process of doing the same. Good Luck with your endeavor. It is gauranteed to be bumpy, it is gauranteed to be frustrating, exhausting and overwhelming, but you have no choice but to get something out of it if you are even the least bit open to it. It's everywhere and I encourage you to enjoy finding bits and pieces of it in all the things you do.<br /> <strong>Let's Review!!</strong><br /> <br /> For the journal:<br /> 1.) Remember the very first thing you did on this page? Go back to your definition/description of personal identity and how you see yourself. Write down the ways in which that has changed, stayed the same etc. Also be sure to note the things that confused you, frustrated you and excited you about what you read. Anything to add?<br /> 2.) Personal identity is an incredibly expansive topic. To start list out the things that struck you as being most important or relevant. Write these down on a separate piece of paper or in a journal.<br /> 3.) Watch the one or both of the following movie trailers. Without even seeing the movie can you identify areas where the idea of personal identity may be being addressed? How do you see people attempting to identify themselves? What role to you think control is going to play? How can <em>you</em> identify with just this little clip from a movie trailer? [http://video.google.com/googleplayer.swf?docId=9001135667460030609&q=movie+trailers-+v+for+vendetta&hl=en V for Vendeta trailer] or [[http://video.google.com/googleplayer.swf?docId=-4237751840526284618&q=movie+trailers-+what+the+bleep+do+we+know&hl=en What the bleep do we know] For Discussion:<br /> This is purely a recommendation. I HIGHLY recommend that you take the things that you discovered in 1,2,3 from above and use them to invite a discussion with someone you are close to. The best way to get anything out of any of the stuff that you have read is to share it with someone and bounce those ideas as well as ones that you have come up with off of them and vice versa. It is also the best way to help you further establish your own concept of personal identity in relation to you.<br /> <br /> A little more academic:<br /> --Write a brief essay on one of the quotes that were highlighted and italicized throughout the text. These quotes did not come directly from philosophers. They came from other literature. Try to include in your essay: a further interpretation of the quote (as much as this is possible), how this is relevant to personal identity (or if you don't think it is, why isn't it), and how personal identity/philosophy relates to other disciplines. (you would be surprised how connected so many of these ideas are...branch out a little and see if you can make those connections).<br /> <br /> Finally:<br /> Try to answer the following questions.<br /> 1. What is it to be a person?<br /> 2.What is a necessary condition? Give an example.<br /> 3. What is a sufficient condition? Give an example.<br /> 4.How do necessary and sufficient conditions distinguish between a person and a non-person?<br /> 5.What would it take for a chimp, martian, computer to become a person?<br /> 6. What are two things that Locke identified that are crucial to the understanding of personal identity?<br /> 7.In 1-2 sentences describe the role of persistence (i.e. how does personal identity relate to time).<br /> 8.In 1-2 sentences explain the psychological approach, memory criterion, somatic approach, simple view, metaphysical elements, role of language and the soul and their relationship to helping establish a criteria for personal identity.<br /> 9.Can identity ever be addressed separately from the influences of gender, class, or sexuality, or independent of space, place or time?<br /> &gt;&gt;Keep in Mind&gt;&gt; All of these questions are answerable largely based on trying to establish identity for yourself. For the few that require more direct answers simply referring back to the text should enable you to determine whether or not you have gotten the right answer. Again, this is more for you just so you have a better foundation and can summarize these aspects well enough to use them to distinguish for yourself and others in conversation.<br /> <br /> Good luck with your further endeavors and...Congratulations!<br /> <br /> &lt;&lt; If you haven't already check out other pages from this course closely related to the concept of personal identity(well it all is but specifically...) <a class="wiki_link" href="/MindBody">mind/body</a>, <a class="wiki_link" href="/Mind">theories of the mind</a><br /> <strong>References and Helpful Links <img src="http://www.canddvisionaryinc.com/images/logos/764.jpg" alt="external image 764.jpg" title="external image 764.jpg" /></strong><br /> <a class="wiki_link_ext" href="http://plato.stanford.edu/entries/identity/" rel="nofollow">http://plato.stanford.edu/entries/identity/</a><br /> <a class="wiki_link_ext" href="http://mbdefault.org/8_identity/default.asp" rel="nofollow">http://mbdefault.org/8_identity/default.asp</a><br /> <a class="wiki_link_ext" href="http://plato.stanford.edu/entries/locke/supplement.html" rel="nofollow">http://plato.stanford.edu/entries/locke/supplement.html</a><br /> <a class="wiki_link_ext" href="http://plato.stanford.edu/entries/identity-personal/" rel="nofollow">http://plato.stanford.edu/entries/identity-personal/</a><br /> McHenry, Leemon and Yagisawa, Takashi. <em>Reflections on Philosophy: Introductory Essays</em>. Pearson Education Inc.: New York, 2003.<br /> Kolak, David and Thomson Garret. <em>The Longman Standard History of Philosophy</em>. Pearson Education Inc: New York, 2006.<br /> <br /> Essays:<br /> Wolfreys, Julian. <em>I/Dentity</em>.<br /> Bennet, Andrew. <em>Me</em><br /> [[Category:Philosophy]] [[Category:Learning activities]] 11294 59178 2006-12-17T16:59:55Z Robert Elliott 1436 minor correction __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 01 - Quick overview}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Analyze the film dailies from the scene "Follow Dave?"</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kappfinder.png|right|96px]] ==Analyze the dailies== :When you look at the dailies, there are a number of important things you will see. ;Memorized dialog :When you look at the film dalies, you will be struck by the feeling that this scene was very well rehearsed and both actors memorized their lines almost perfectly. :There is a reason for memerizing their line. Once they memorize their lines, the actors can begin to get into the role and perfect their performance. If the actor has not memorized the lines, the actor cannot relax and get into character. :Now look at the dailies from your own movies. Do they compare? Did your actors memorize their lines? ;The camera movement :Notice how the camera moves only a little in this scene but this tiny movement has a huge impact on the look and feel of the scene. :As an example, the opening shot starts as a two shot. Then is changes to an over the shoulder shot. :Another example is when Buffy puts the books on the book cart. With just a slight movement of the canera, the over the shoulder shot turns into a two shot again. Very tricky! Very cool! :Now look at the dailies from your own movies. Do you move the camera as well? (The director for this scene is also a cinematographer so he knows all about moving the camera.) | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app xine.png|right|96px]] ==Your Assignment== This assignment is very easy. * How many takes (individual movie clips) were filmed for this scene? On this disk, there are six "circle takes" for this scene. Circle takes are the takes (the film clips) that the director likes. However, there were more than six takes filmed Some takes were filmed but rejected by the director. I want you to tell me the total number of takes. <center>[[Special:Emailuser/Robert_Elliott | Email me with your answer]]. [[Image:Crystal Clear app xfmail.png|24px]]</center> ==Hint== This is scene 17. On the previous page, you see the scene numbers for each clip. What does the second number mean? It means the take number. So when you see a scene like "17C-6", it means that there have been five other takes before this take. Where are they? In the trash can! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page looks at the editing programs which can edit the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Learn Final Cut Pro | Page 3 - Selecting your editing program.]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} 11295 55181 2006-12-13T05:09:52Z Robert Elliott 1436 Rough Draft __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 01 - Quick overview}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Using Final Cut Pro</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kappfinder.png|right|96px]] ==Final Cut Pro Presets== For this lesson, I will only discuss the presets in Final Cut Pro. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app xine.png|right|96px]] ==Other Editing Programs== Final Cut Pro is not the only editing program which can edit this scene. 1. Adobe Premiere 4.2 When this disk was created, there was no Final Cut Pro. There was only Adobe Premiere 4.2 which seems to be the prefered program for editing this scene. 2. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page looks at the film dailies on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Edit the Scene| Page 4 - Edit the scene ]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} 11296 55189 2006-12-13T06:50:11Z Rayc 57 by request, ABCDE <includeonly> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {| {{#if:{{{Question|}}} | {{{Question}}} }} |} {{MultiCol}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Atext|}}}''' | {{{Atext}}} }} </div> <div class="NavContent" style="text-align:left"> {{#if:{{{Aanswer|}}} | {{{Aanswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Btext|}}}''' | {{{Btext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Banswer|}}} | {{{Banswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Ctext|}}}''' | {{{Ctext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Canswer|}}} | {{{Canswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Dtext|}}}''' | {{{Dtext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Danswer|}}} | {{{Danswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Etext|}}}''' | {{{Etext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Eanswer|}}} | {{{Eanswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{EndMultiCol}} </div> </includeonly> <noinclude> This template create a test question with four choices and answers. The choices will automatically be bolded, by the answers will not be. ==Usage== :{{ABCDE :| Question = Question goes here :| Atext = A text goes here :| Aanswer = Answer for A goes here :| Btext = B text goes here :| Banswer = Answer for B goes here :| Ctext = C text goes here :| Canswer = Answer for C goes here :| Dtext = D text goes here :| Danswer = Answer for D goes here :| Etext = Answer for E goes here :| Eanswer = Answer for E goes here :}} which produces: {{ABCDE | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here | Etext = Answer for E goes here | Eanswer = Answer for E goes here }} [[Category:Templates]] </noinclude> 11297 69028 2007-01-10T01:13:30Z JWSchmidt 20 [[Category:Social Research]] = Nerds & Geeks: An Etiological History and the Psycho-Social Implications = == Why is this research? == The way people construct their own and others social identities affects the way people relate to each other and their reality. By attaining a better understanding of what a nerd is and where the identity/stereotype came from may give some a better understanding of how this identity has shaped the way individuals experience and interact with society. By understanding the roots and implications of one's experience one may have the opportunity to expand and enrich the way they experience their reality. == Questions involved == * What is a nerd? * How did this identity originate? * What are the implications of being labeled a nerd? * What are the implications of labeling oneself a nerd? * What are causal factors involved with labeling oneself a nerd? * What are the psychological processes involved? * '''Gender bias'''. **Are social groups and activities that are perceived as "nerdy" subject to sexual stereotyping about their relevance to women and men? **Is there wide-spread misunderstanding about the relative worth of "nerdy activities" to women and men? **Is there active promotion of myths and misconceptions about the relevance of "nerdy activities" to both sexes? **Do social groups that self-identify as "nerdy" unfairly exclude more women than men? == Methods == It seems thus far in the project the primary research tool for this project will be research of current literature, and the qualitative study of various social facts. If it is deemed useful, then perhaps an ethnographic approach will be embraced as the study progresses. == Things to do == * Conduct an initial literature review * Structure the project * Conduct additional research * Find other collaborators ==Abstract/Introduction/Background== Since the rise of the microcomputer revolution over the last few decades a new genre of identity has been formed in the fabric of our society. This identity is that of "the nerd". Movies such as Revenge of the Nerds, and TV shows such as Family Matters and Saved by the Bell have all used this social identity to model characters and story plots. Researchers such as De Oca have published research on other social identities such as the "The Male Consumer as Loser" and have traced the etiology of this identity to the rise of the Superbowl, Sports Illustrated, and the connected marketing campaigns of alcohol companies. The research of de Oca & Messner (2005) begs the questions, did the media shape the social identities of the individuals who could currently be stereotyped as "the male consumer-loser" or was this social identity a natural evolution brought about by other psycho-social causal factors that the advertising simply utilized to sell a product? To discover definitively what were the causal factors that led to the social perception of the existence of "nerds" is not necessarily the scope of this project. The scope of this project is to definitively discover the possible causal historical correlates coincide with the rise of the "nerd" identity, and what the possible causes and implications of this identity are. == Etiology/History == === History === Nerd, as a stereotypical or archetypal designation, refers to somebody who passionately pursues intellectual or esoteric interests - such as books and video games rather than having a social life, participating in any physical activity, or having friends. The Merriam-Webster definition is an "unstylish, unattractive, or socially inept person; especially : one slavishly devoted to intellectual or academic pursuits" The term "Nerd" goes back at least to 1951, when Newsweek reported the usage as relatively new in Detroit, Michigan. By the 1960s, it took on connotations of bookishness as well as social ineptitude. The word itself first appeared in Dr. Seuss's book If I Ran the Zoo, published in 1950, where it simply names one of Seuss's many comical imaginary animals. (The narrator Gerald McGrew claims that he would collect "a Nerkle, a Nerd, and a Seersucker too" for his imaginary zoo.) Another theory of the word's origin sees it as a variation on Mortimer Snerd, the name of Edgar Bergen's ventriloquist dummy. Yet another theory traces the term to Northern Electric Research and Development, suggesting images of engineers wearing pocket protectors with the acronym N.E.R.D. printed on them. In the 1933 film, Dinner at Eight, Jean Harlow's character replies to her husband's suggestion that she might enjoy mingling with Washington "cabinet members' wives" by saying, "Nerds!... A lot of sour-faced frumps with last year's clothes on, pinning medals on Girl Scouts and pouring tea for the DARs..." [Spelling is from Turner DVD subtitles and not verified by the original script.] (However, this may be an intentional softening of the expletive "Nuts!", which was considered vulgar at the time.) Finally, oral history at Rensselaer Polytechnic Institute in Troy, New York, holds that the word was coined there, spelled as "knurd" ("drunk" spelled backwards), to describe those who studied rather than partied. (This usage predates a similar coinage of "knurd" by author Terry Pratchett.) The term itself was used heavily in the American 1974–1984 television comedy Happy Days which was set in Milwaukee, Wisconsin in the mid-1950s. In the 1940s, the word "weakling" or "wimp" was used before the word "nerd" was used widely. Comic book ads for Charles Atlas weights and workout books were often accompanied by a short comic strip about a skinny "weakling" and his girlfriend at the beach. In the strip, a muscular bully kicks sand on the weakling. His girlfriend leaves him for the bully. The weakling exercises (using Atlas's trademarked "Dynamic Tension" method) until he has bigger muscles than the bully. He then defeats the bully in a fist fight. The girl leaves the bully, and joins the former weakling again as his girlfriend. This simple comic strip may have shaped nerd-versus-bully storylines thereafter. The nature of the strip tapped into men's fears, hormones, and competitive instincts over women. === Popular Culture === Dramatic depictions of good nerds typically reveal them to be good-hearted people who wish harm on no one, but are bullied by their obvious intellectual inferiors. Many nerds in fiction play roles as supporting characters who provide valuable sources of information or useful skills for the heroes. Nerds as lead characters often have a secret identity as a superhero; in these cases, a put-upon person has a wonderful secret (examples include Peter Parker/Spider-Man and Clark Kent/Superman). Nerds in supporting roles often feature as technological geniuses who invent or repair various devices that enable the main characters to move towards a goal. They also serve as socially inept foils to much more charming main characters, and are sometimes depicted as being lovelorn and longing for attractive females who are beyond their status. Nerds are often used for comic relief, for example by overconfidently making advances towards a woman they like but being rebuffed in a rude (but funny) manner. Sometimes they are made to be overconfident to the point of obnoxiousness, to make them seem deserving of their poor treatment. Evil nerds, typically embittered from a lifetime as a social outcast and seeking revenge upon the world, provide a popular archetype for the supervillain, often as a mad scientist. This suggests that these characters represent the subconscious cultural fear that the highly intelligent have the ability to do great harm, and a willingness to do it. This seems to be the modern equivalent of the portrayal of scientists in the science fiction "bug movies" of the 1950s, representing societal fears about the harmful effects that nuclear power might cause.[citation needed]. A more modern example of the evil nerd is enemy computer programmer Boris Grischenko in the James Bond film GoldenEye. Grishenko also embodies the obnoxious aspect in some nerds, with his catchphrase, "Yes! I am invincible!" after having cracked a computer code. The total opposite of a nerd is shown in Jay Ward's "Mr. Know-It-All" cartoon segments. Bullwinkle, aka Mr. Know-It-All, thinks he can do certain things, when he cannot due to his stupidity. In the cartoons, Boris Badenov (or some other evil character) usually beats up Mr. Know-It-All. Meanwhile, the time-traveling duo from this cartoon series — Mister Peabody, a talking dog, and his boy, Sherman — are both nerds; they both sport dark-rimmed glasses, and the dog wears a bow tie. The artist "Weird Al" Yankovic composed a song entitled White and Nerdy. In the song he lists typical characteristics of a nerd. For example, being an avid Star Trek viewer, knowing programming code, playing Dungeons and Dragons, and editing Wikipedia. === Characteristics === Non-nerds often think of nerds as intelligent yet socially awkward people. Nerds generally express an above-normal interest in complex subjects and often function as polymaths. Topics dealing with science, technology, comic books, complex board games (particularly chess, role-playing games, and wargames), classical music, artificial intelligence, video games and science fiction, horror and fantasy literature books, TV shows and movies have all become heavily associated with nerds, as have conventions relating to these various topics. Despite their crucial function as a class within modern society, there has been almost no serious and methodologically-reliable academic research published on geeks/nerds, apart from a handful of studies of their consumption-based fan cultures. Some commentators have noticed similarities between pronounced nerdy behavior and the neurological disorder known as high-functioning Asperger syndrome. The lack of studies of nerds means that we have no basis for proving such a correlation, causal or other relationship between the two types. In the practice of psychology, geeks and nerds can be said to be Myers-Briggs Type Indicator INTP, ENTP or INTJ, and, in various cases, ENTJ. However, due to speculation over the difference of nerds and geeks, the types cannot be sorted into their subsequent classifications. Also, all types have the ability to be nerds, whereas the INTJ, INTP, ENTP, and ENTJ are near definites for being nerds. The INTP is the classic programmer type, INTJ the classic scientist type. However, due to the sterotypical shyness and social ineptitude associated with nerds, the INTP and INTJ are more likely to be classified into that group than their Extroverted counterparts. These two types are the Introverted iNtuitive Thinkers. As Introverts they are stimulated by thoughts and ideas, rather than people and things. They are often quite happy spending hours absorbed in solitary activities. As iNtuitives, they are more inclined toward abstract concepts and subtle connections than in concrete examples or direct experience. As Thinkers, they are more adept in logic and reason than feelings or emotions. This combination makes INT's masters of mathematics, logic, and science, but rather oblivious to social graces. Both INTJs and INTPs tend to be outwardly nerdy and actively rebel against social rules they view as irrational and meaningless. However, INTJs tend to learn to put on a facade of surface conformism to draw less attention to themselves. For example long hair is, not surprisingly, common with INTP men, whereas INTJ men would keep their hair cut low, and dress conservatively. In the works of Riso and Hudson, specifically Understanding the Enneagram revised edition, page 180, point 10, the term "nerd" is used as a primary reference to (and indication of being) Enneagram type 5. === Differences from Geeks === Pundits and observers dispute the relationship of the terms "nerd" and "geek" to one another, as many use the words synonymously. Some view the geek as a less technically skilled nerd. Others view the exact opposite. The lines between geek and nerd are often thin and ill-defined, however a general consensus is that a "geek" is a person who obsesses in one area or another, whereas a "nerd" is a highly intelligent person who is very scholarly and does well in many domains such as math, science, computing, etc. Nerds are more associated with obsessive knowledge. For example a Star Trek nerd (or Trekkie) is someone who could tell you extremely trivial details about Star Trek and may be likely to watch the show on a daily basis or go to Star Trek conventions. A person can be a nerd in almost any subject, but is usually associated with things that most people don't do or things that require an intellect, for example a person who plays a lot of video games could be called a gaming nerd, but it would be inappropriate to call an obsessive chef a cooking nerd because many people cook and it is a daily activity, whereas video games are more of a counterculture. Another difference some people make between nerds and geeks are that geeks are more "bookworms" whose interests are in the fields of academia, such as mathematics and science. Nerds are interested in computers and video gaming, or movies with large fan-bases such as Star Wars. While both are considered highly intelligent, "nerd" has become more of a term of endearment, while "geek" still carries a more negative connotation. Nerds will often refer to themselves as nerds without shame and seek friendship with other nerds. The use of the word "geek" is slowly becoming less and less. The interchangeable use of the terms "geek" and "nerd" is a main cause of the lack of distinction between the two. A good example of this is found in an episode of the television show, Married... with Children. The protagonist, Al Bundy, complains about wearing glasses, saying he will look like a nerd. His friend, Jefferson Darcy, responds, "No, Al, you won't be a nerd. You're too dumb to be a nerd." Some regional differences may exist in the use of the words nerd and geek. Some claim that on the North American west coast the population prefers the term geek to nerd, while the North American east coast prefers the word nerd to geek, (see Ellen Spertus's web page on The Sexiest Geek Alive). == Bibliography == Messner, M.A. & de Oca J.M. (2005) The Male consumer as loser: Beer and liquor ads in mega sports media events. ''Journal of Women in Culture and Society'', 30, 1879–1909. == Possibly Useful Wikipedia Articles== * [[w:Nerd]] * [[w:Steve_Urkel]] * [[w:Revenge_Of_The_Nerds]] * [[w:Geek]] * [[w:Dustin_Diamond#Screech_from_Saved_by_the_Bell]] * [[w:Michael_Messner]] * [[w:Gender_Construction]] * [[w:Misandry]] * [[w:Knurd#Knurd]] * [[w:Discworld_%28world%29]] * [[w:GURPS]] * [[w:Roleplaying]] * [[w:Historical_re-enactment]] * [[w:Sexual_roleplaying]] * [[w:Enneagram#The_Nine_Enneatypes]] * [[w:Social_fact]] == Possibly Informative Material == * http://www.religion-online.org/showarticle.asp?title=1578 * http://www-rcf.usc.edu/~messner/ * http://people.mills.edu/spertus/Geek/ * http://www.journals.uchicago.edu/cgi-bin/resolve?id=doi:10.1086/427523&erFrom=-6095881577244496859Guest * http://www.usc.edu/schools/college/faculty/faculty1003528.html * http://www.ynetnews.com/articles/0,7340,L-3052074,00.html * http://blog.wired.com/tableofmalcontents/2006/12/israeli_army_ha.html [[Category:Social Research]] 11300 55225 2006-12-13T10:16:37Z MichaelBillington 1599 redirecting to categories is not as simple as I thought #REDIRECT [[:Category:Requests for unblock]] 11301 55243 2006-12-13T11:07:29Z MichaelBillington 1599 m <noinclude> {| class="wikitable" !Username !Custodian </noinclude> |- |{{user|{{{name|Example}}}}} {{{{{custodian|No}}}}}<noinclude> |} </noinclude> 11303 55242 2006-12-13T11:04:15Z MichaelBillington 1599 same here <noinclude> {| class="wikitable" |-</noinclude> |bgcolor="palegreen" | Yes<noinclude> |} </noinclude> 11304 55241 2006-12-13T11:01:33Z MichaelBillington 1599 oops <noinclude> {| class="wikitable" |-</noinclude> |bgcolor="salmon" | No<noinclude> |} </noinclude> 11306 65418 2007-01-02T08:00:36Z MichaelBillington 1599 changes <div class="plainlinks">[[Special:Contributions/{{{1|127.0.0.1}}}|{{{1|127.0.0.1}}}]] ([[User talk:{{{1|127.0.0.1}}}|talk]] | [http://en.wikiversity.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} logs] | [http://en.wikiversity.org/w/index.php?title=Special:Blockip&wpBlockAddress={{{1|127.0.0.1}}}&wpBlockExpiry=indefinite&wpBlockOther=indefinite&wpBlockReason=%5B%5Bw:open_proxy%7Copen%20proxy%5D%5D%20or%20%5B%5Bw:Zombie_computer%7Czombie%5D%5D%20(see%20%5B%5BWV:OP%7CWikiProject%20on%20open%20proxies%5D%5D%20for%20information)&autotag=submit block] | [http://en.wikiversity.org/w/index.php?title=User_talk:{{{1|127.0.0.1}}}&action=edit&autotag=proxy inform]) 11307 55288 2006-12-13T11:57:10Z Ian Kennedy 858 /* Goals */ This is a co-operative group in the developmental stages, Research Grant Composition Group (RGCC), dedicated to preparing grants for submission to funding agencies. --[[User:Ian Kennedy|Ian Kennedy]] 11:43, 13 December 2006 (UTC) ==Research Group Summary== * '''Project code:''' RGCG * '''Suggested Prerequisites:''' ** Knowledge of the process of preparing a proposal for research but not of applying for research grants * '''Time investment: a few weeks''' * '''Novelty of approach:''' uploading of proposals-in-the-raw to a public site where they can be co-operatively edited by members of the research team, and exposed to peer-review (with a small "P"), before being submitted to the research fund granting agency. Associated local references: (to be created) * '''[[Research collaboration|Research collaboration]] *'''[[Wikiversity:Schools|School]]: [[School:Engineering]]''' * '''Department: [[Topic:Construction]]''' * '''Stream: [[Research]]''' * '''Level: Research funding application''' ==Content summary== The Research Grant Composition Group is an on-line resource created to assist in the production of quality research grant-applications. This resource will assist in the development of learning groups organized around real problems of research practice by internally showcasing best-practices and providing access to useful outside resources and expertise. ==Goals== This [[Learning Group]] offers learning activities to assist researchers in formulating proposals to be successfully offered to funding / grant foundations / agencies. Resources are shared and edited to meet the needs of all researchers with an initial focus on research in the areas of [[Topic:Construction_Engineering | Construction Engineering]] and [[Topic:Education]]. The first Research Grant Composition Group,the [[Construction Engineering Research Grant Group]] is working on preparing grants in the area of Construction Engineering. Additional Goals include: *Using the Web to learn about best practices *Working together to learn about and create proposals *Creating an environment to increase application success rates (our common goal) *Encouraging international peer review ''before'' application *Using information technology to link funders and applicants for research grants *Creating a learning group that achieves an increased application success rate *Aligning proposals with donor's needs. ==[[Portal:Learning Materials|Learning Materials]]== [[Wikiversity:Learning_materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace, and provide generic guidelines on making a Learning Group. Here we simply make a [[link]] to the name of the steps (steps are [[Learning projects|Learning Projects]] which are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You can also read about the [[Wikiversity:Learning]] model. Steps should focus on learning activities for Wikiversity participants wishing to improve their grant acceptance ratios. This Learning Material in the Learning Projects can be used by multiple projects. For example, the Research Project proposal has many elements in common with Research Grant Application. We will therefore co-operate with other departments and use the same learning resource. * ... ===Texts / Resources=== * [[Wikibooks:__Textbook Name___]] * [[Image:CreatingTechnoUnits.pdf|thumb|Description]] ===Steps ("Lessons") === The Steps will be posted as Firefox, Impress or PowerPoint presentations to be viewed before creating the research grant application. * Steps1: ... ===Assignments=== Creating bookmark files pointing to useful readings on successful grant applications and organize the bookmarks into logical bookmark folders and annotate these. Pointing out the pragmatics of making grant appliations in a real world where the research may be multi-disciplinary, but the funding agency mono-disciplinary Encouraging virtual group research projects / collaboration ====Activities==== *Activity 1: Lesson Plans using Skills & Links/Internet use. Create a Word (.doc) or open source document and develop a grant proposal aligned with your research interests Search for resources / information on the Web. Organize information for grant applicants to use Utilize effective communication (e-mail, web site, sharing ideas) *Activity 2: Web site / Detailed Steps / Advanced technologies *Activity 3: Building on previous knowledge ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikiversity article:''' [[OLPT]] *etc. ====Assessment==== Each activity has a suggested self- and group-assessment. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * Ian Kennedy, University of the Witwatersrand, South Africa [[Category:{{PAGENAME}}|{{PAGENAME}}]] 11308 55268 2006-12-13T11:45:07Z MichaelBillington 1599 same list as from my sandbox, in a convinient place #{{Proxyip|82.103.134.254}} #{{Proxyip|87.127.66.132}} #{{Proxyip|88.84.148.197}} #{{Proxyip|85.25.141.60}} 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#{{Proxyip|125.188.154.8}} #{{Proxyip|125.185.98.56}} #{{Proxyip|125.184.240.9}} #{{Proxyip|125.184.212.35}} #{{Proxyip|125.183.136.155}} #{{Proxyip|125.182.245.15}} #{{Proxyip|125.182.140.131}} #{{Proxyip|125.181.148.166}} #{{Proxyip|125.181.143.143}} #{{Proxyip|125.181.142.60}} #{{Proxyip|125.177.31.204}} #{{Proxyip|125.181.148.166}} #{{Proxyip|125.101.3.24}} #{{Proxyip|192.165.166.4}} 11309 55271 2006-12-13T11:47:35Z MichaelBillington 1599 first of 15 lists #{{Proxyip|10.56.84.186}} #{{Proxyip|12.2.93.135}} #{{Proxyip|12.4.27.18}} #{{Proxyip|12.4.27.117}} #{{Proxyip|12.10.130.114}} #{{Proxyip|12.15.33.2}} #{{Proxyip|12.15.33.4}} #{{Proxyip|12.15.33.6}} #{{Proxyip|12.20.120.98}} #{{Proxyip|12.21.10.234}} #{{Proxyip|12.23.29.170}} #{{Proxyip|12.26.76.73}} #{{Proxyip|12.27.235.66}} #{{Proxyip|12.30.16.126}} #{{Proxyip|12.30.184.130}} #{{Proxyip|12.33.10.162}} #{{Proxyip|12.33.152.129}} #{{Proxyip|12.33.196.66}} #{{Proxyip|12.36.132.138}} #{{Proxyip|12.40.183.244}} 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#{{Proxyip|129.242.19.197}} #{{Proxyip|129.255.210.50}} #{{Proxyip|129.41.250.20}} #{{Proxyip|130.13.143.13}} #{{Proxyip|130.37.198.243}} #{{Proxyip|130.37.198.244}} #{{Proxyip|130.49.221.40}} #{{Proxyip|130.49.221.41}} #{{Proxyip|130.60.48.210}} #{{Proxyip|130.60.48.211}} #{{Proxyip|130.75.87.83}} #{{Proxyip|130.75.87.84}} #{{Proxyip|130.83.160.199}} #{{Proxyip|130.83.160.200}} #{{Proxyip|130.85.24.45}} #{{Proxyip|130.88.203.26}} #{{Proxyip|130.88.203.27}} #{{Proxyip|130.89.160.24}} #{{Proxyip|130.91.10.121}} #{{Proxyip|130.91.181.69}} #{{Proxyip|130.92.70.251}} #{{Proxyip|130.92.70.252}} #{{Proxyip|130.94.59.1}} #{{Proxyip|130.104.72.200}} #{{Proxyip|130.104.72.201}} 11330 68073 2007-01-08T05:30:09Z JWSchmidt 20 [[Category:Research grant collaboration group]] === Constructin Engineering Research Grant Composition Group === A repository for co-operative work, initially focussed on fine tuning of research proposals for funding by appropriate foundations and agencies. --[[User:Ian Kennedy|Ian Kennedy]] 12:13, 13 December 2006 (UTC) Possible Construction Engineering Themes, stated as research questions: *What is the value of a view? ([[Hedonic modelling]] to aid the town planning, property and construction industries) *Why is the construction project late, over-cost and of poor quality? (Reworking, Snag lists, communication, training, communication ...) *Why not the Intelligent Office Building, the Intelligent Factory Building,the Intelligent Hospital Building? (Leads to reduced Life-cycle costs, Green building) *Why are architects not designing for life-cycle costs? (?) ====Possible agency to be approached for funding:==== [[Category:Research grant collaboration group]] 11511 70376 2007-01-11T02:15:03Z JWSchmidt 20 [[Category:Education]] {{Welcome and expand|Aditya Kabir}} [[w:Shahbag|Shahbag]] is a neighborhood in [[:w:Dhaka|Dhaka]], mostly populated by teachers and students, which hosts some of the biggest and finest academic institues in Bangladesh. ==Some of the Institues== *[[w:University of Dhaka|University of Dhaka]] *[[w:Bangladesh University of Engineering and Technology|Bangladesh University of Engineering and Technology]] *[[Bangabandhu Sheikh Mujib Medical University]] *[[w:Dhaka Medical College and Hospital|Dhaka Medical College]] *[[w:Institute of Business Administration, University of Dhaka|Institute of Business Administration]] *[[w:Art Institute Dhaka|Institute of Fine Arts]] *[[Institute of Modern Languages]] [[Category:Education]] 11512 67845 2007-01-08T02:02:06Z JWSchmidt 20 [[Category:Tropical and Subtropical Pomology I]] {{nav|Wikiversity}} ''Part of the [[Topic:Pomology|Department of Pomology]], [[Tropical and Subtropical Pomology I]].'' *'''Last lesson:''' *'''Next lesson:''' [[Pineapple production]] This lesson is in preparation --[[User:Juan|Juan]] 18:19, 6 December 2006 (UTC) <center><big>'''Banana (''Musa spp.'')'''</big></center> <center>''Musaceae''</center> [[Image:Luxor, Banana Island, Banana Tree, Egypt, Oct 2004.jpg|thumb|right|250 px|A banana plant.]] Bananas are fruits beared by Musa ssp. They are the tropical fruits mostly cultivated on the plantations of all tropical regions of the world. But not all bananas are fruits. There are also so called planteins, which are understud as a vegetable. Acording the FAO (Food and Agriculture Organization) rank for fruits, bananas are one of the most consumed fruits with the highest production ................../ year. == Common names == *banana – English *plátano – Spanish *banana – Spanish == Taxonomy == When talking about bananas two genuses of the family Musaceae are important. They are the genus Ensete and the genus Musa. Ensete are plants with the origin in Asia with a secondary distribution in Africa. On the other hand genus Musa comes from Africa and it is widely distributed to Asia and Pacific Ocean. From the taxonomical point of wiev Musa ssp. is diveded into 4 sections. They are namely Eumusa, Callimusa, Rhodochlamys and Australimusa. Section Eumusa contains about 14 edible species including Musa acuminata and M. balbisiana – to taxa, which are used to produce new hybrids and varieties in the banana fruit processing. They are seedles. The second section “Callimusa” is used for ornamental purposes and its fruits are with seeds. The third section “Rhodochlamys” also contain ornamental bananas with seeds, but they are much smaller (up to 3 m of high). Last section “Australimusa” originates in Queensland, Australia and Filipines and it is used for fiber production. In overwiev Musa ssp. contains about 25 species. When talking about species == Morphology == It si a large herb with a suculent juicy stemp called pseudotrunk. === Leaves === === Flowers === === Fruits === Fruits are developed partenocarpicly == Origin == == Production and main producers == == Banana genetics == === Varieties sorted by polyploidy === == Environmental conditions == === Climate === === Soil === == Cultural practices == === Propagation === === Field preparation === [[Category:Tropical and Subtropical Pomology I]] 11515 80946 2007-01-25T14:53:52Z JWSchmidt 20 [[Category:High School]] This is a course in Narrative Filmmaking for high schools and junior high schools. The course introduces the idea that schools can begin to make their own motion pictures rather than school plays. To keep this simple, the course shows how both a school play and a motion picture can be combined. [[Category:Media]] [[Category:High School]] 11523 67601 2007-01-07T18:20:23Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand}} ==See also== *[[Vectors]] - Mathematics [[Category:Theoretical Physics]] 11528 78657 2007-01-19T16:34:43Z CQ 1939 /* [[Portal:Learning Projects|Learning Projects]] */ [[Topic:Ecological Sustainability]] Welcome to the Wikiversity '''Department of Permaculture'''. ==Department description== The Department of Permaculture is a content development project where participants create, organize, and develop learning resources about permaculture. [[w:Permaculture|Permaculture]] is a design system for creating sustainable human environments. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Permaculture]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Related topics: *[[Topic:Ecological Sustainability]] *... ==Resources== *[http://patternliteracy.com/principles.html ETHICS AND PRINCIPLES OF PERMACULTURE] By Toby Hemenway, author of ''Gaia's Garden: A Guide to Home-Scale Permaculture'' [http://patternliteracy.com/index.html] *... [[Category:Ecological Sustainability]] 11531 55602 2006-12-13T22:25:43Z JWSchmidt 20 testing links [[../]] [[..:Talk/]] 11750 76523 2007-01-15T17:14:14Z Balloonguy 338 redirect #REDIRECT [[Introduction to the Japanese Writing System]] 11751 77410 2007-01-17T00:43:29Z Balloonguy 338 clean up Modern Japanese uses three main scripts: *Kanji, characters of Chinese origin, *Hiragana, a syllabary and, *Katakana, also a syllabary To a lesser extent, modern written Japanese also uses the Latin alphabet. Here is an example of a newspaper headline that uses all four scripts (a headline from the ''[[w:Asahi Shimbun|Asahi Shimbun]]'' on 19 April, 2004) (<FONT COLOR="red">kanji red</FONT>, <FONT COLOR="blue">hiragana blue</FONT>, <FONT COLOR="green">katakana green</FONT>, Latin Alphabet and Arabic numerals black): :<FONT COLOR="green">ラドクリフ</FONT>、<FONT COLOR="green">マラソン</FONT><FONT COLOR="red">五輪代表</FONT><FONT COLOR="blue">に</FONT>1<FONT COLOR="red">万</FONT><FONT COLOR="black">m</FONT><FONT COLOR="red">出場</FONT><FONT COLOR="blue">にも</FONT><FONT COLOR="red">含</FONT><FONT COLOR="blue">み</FONT> :''RADOKURIFU, MARASON gorin daihyō ni ichi-man mētoru shutsujō ni mo fukumi'' :"Radcliffe, Olympic marathon contestant, will also appear in the 10,000 m" ==Reading Japanese== A lot of people may think that Japanese is really hard to learn because of the writing, but the writing is not as complicated as you might think at first. Japanese words can be expressed in two ways: in one of the two native Japanese phonetic syllabaries (kana), or in Chinese ideographs (kanji). Kana represent all sounds in the Japanese language. Kanji represent concepts or ideas. ===Kana=== Kana are easy to read and pronounce because they directly map to the sounds of Japanese. There are two ways of writing the kana: *Hiragana *Katakana Hiragana is mostly used for native Japanese words and writing. Katakana is mostly used to write the loan words from other languages and to give emphasis. Learning two ways to write the same sounds is not that strange - In the Latin alphabet, there are also big and small letters, in addition to block and cursive writing. ===Kanji=== Kanji are a different matter. Each ideograph represents a concept rather than a sound, and can be pronounced in different ways depending on its context. The different pronunciations of a particular kanji are called "readings". It may seem daunting at first, but with practice, knowing when to use which pronunciation will eventually become second nature. A Kanji usually has two types of readings: *On'yomi *Kun'yomi On'yomi readings are approximations of the Chinese pronunciations of that particular kanji. Kun'yomi readings are the native Japanese sound(s) associated with that kanji. Let's look again at the example that shows all the four scripts written Japanese uses: (<FONT COLOR="red">kanji red</FONT>, <FONT COLOR="blue">hiragana blue</FONT>, <FONT COLOR="green">katakana green</FONT>, Latin Alphabet and Arabic numerals black): :<FONT COLOR="green">ラドクリフ</FONT>、<FONT COLOR="green">マラソン</FONT><FONT COLOR="red">五輪代表</FONT><FONT COLOR="blue">に</FONT>1<FONT COLOR="red">万</FONT><FONT COLOR="black">m</FONT><FONT COLOR="red">出場</FONT><FONT COLOR="blue">にも</FONT><FONT COLOR="red">含</FONT><FONT COLOR="blue">み</FONT> :''RADOKURIFU, MARASON gorin daihyō ni ichi-man mētoru shutsujō ni mo fukumi'' :"Radcliffe, Olympic marathon contestant, will also appear in the 10,000 m" ===Use of Each=== Hiragana are used to write: *Inflectional endings for adjectives and verbs *Grammatical particles *Japanese words that have no kanji, or where the kanji are difficult to read, or where you do not know the kanji, or where you know the kanji but you think your reader is unlikely to know them *Indications of how to read kanji Katakana are used to write: *Foreign words and names *Commonly used animals, plants or objects whose kanji are uncommonly used, such as "tokage" (lizard), "bara" (rose), "rōsoku" (candle) *Onomatopoeia *Emphasized words, much like italicized words in English text *Technical and scientific words, such as plant, animal, and mineral names Kanji are used for: *Nouns *Stems of adjectives and verbs *Japanese names ==Questions== Leave any questions on the talk page or [[Talk:Introduction to the Japanese Writing System|here]]. ==More Information== *[[w:Japanese writing system|Japanese writing system]] *[[w:Kana|Kana]] *[[w:Kanji|Kanji]] {{1lvlnav|[[Introduction to Japanese]]|[[Pronunciation of Japanese]]|[[Kana]]}} [[Category:Japanese]] 12549 69321 2007-01-10T01:39:10Z JWSchmidt 20 [[Category:Operating Systems]] Windows is an Operating System written by Microsoft. There are many different versions of Windows, based on different versions of the software. The newest version of windows for desktop computers is Windows Vista. 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#{{Proxyip|193.226.113.210}} #{{Proxyip|193.226.113.212}} #{{Proxyip|193.226.12.98}} #{{Proxyip|193.227.131.50}} #{{Proxyip|193.227.17.30}} 12551 79023 2007-01-20T14:40:44Z JWSchmidt 20 link to other portals <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center> '''[[Portal:Humanities|Humanities]] · '''[[Portal:Physical Sciences|Physical Sciences]] · '''[[Portal:Life Sciences|Life Sciences]] · '''[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] · '''[[Portal:Mathematics|Mathematics]] · '''[[Portal:Engineering and Technology|Engineering and Technology]] · '''[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] · '''[[Portal:Social Sciences|Social Sciences]] · '''[[Portal:Education|Education]] · '''[[Portal:Media|Media]] · '''[[Portal:Professions|Professions]] · '''[[Portal:Learning Projects|Learning Projects]] · '''[[Portal:Learning Materials|Learning Materials]] · '''[[:Category:Portal|Other portals]] </center> </div> 12552 59283 2006-12-17T20:29:40Z AmiDaniel 3334 Move tagged by inside the tag <noinclude><div align="center">Usage: <code><nowiki>{{Scope|~~~~}}</nowiki></code>, see also [[:Category:Pages outside the scope of Wikiversity]]</div>. ---- </noinclude> {| class="messagebox" style="border: 2px SteelBlue solid; margin-left: auto; margin-right: auto; width: 80%; text-align; -moz-border-radius: 6px; " | style="padding: 15px" | [[Image:Crystal discussion philosophy.png|50px]] | An editor has expressed concern that this article may not fit into the [[Wikiversity:Scope|scope of Wikiversity]]. Do not use this template unless you have read and understand the [http://meta.wikimedia.org/wiki/Wikiversity/Modified_project_proposal Wikiversity project proposal].<br /> You may wish to: *[[m:Help:Transwiki|Move]] this page to a site where is is more appropriate. *[[Wikiversity:Browse|Find]] a school or topic that this article belongs under. *[[m:Help:Moving a page|Move this page]] into your userspace. If a use cannot be found for this page on Wikiversity, then it may be deleted by a custodian after a period of 5 days. It may be deleted immediately if it meets [[:Category:Candidates for speedy deletion|speedy deletion criteria]]. If the deletion is contested, then please list the page at [[WV:RFD|requests for deletion]] for discussion instead. <div align="center"><small>Tagged by {{{1|[[User:Example|Example]] {{CURRENTTIME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} (UTC)}}}</small></div> |}<includeonly>[[Category:Pages outside the scope of Wikiversity]]</includeonly> 12553 77626 2007-01-17T05:49:06Z JWSchmidt 20 [[Category:Wikiversity maintenance]] This list pages which have been tagged with {{tl|Scope}}, please read the instructions on the template before deleting/detagging any of these articles. [[Category:Wikiversity maintenance]] 12561 77217 2007-01-16T19:43:49Z JWSchmidt 20 [[Category:Chemistry]] Welcome to the Wikiversity '''Department of Organic Chemistry'''. ==Department description== The Department of Organic Chemistry is a content development project where participants create, organize, and develop learning resources for organic chemistry. Organic chemistry is the chemistry of compounds composed mainly of carbon and hydrogen atoms. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Chemistry]] 12562 78591 2007-01-19T09:17:32Z Mehmetaergun 2258 changing picture (thanks for the previous one :) ) <center> {| border=1 cellspacing=0 cellpadding=5 style="text-align:left" | [[Image:Nuvola_apps_emacs.png|50px|50px]] [[School:Agriculture|Agriculture]] | [[Image:Nuvola_apps_kmahjong.png|50px|50px]] [[School:Anthropology|Anthropology]] | [[Image:L-Kuppel-Petersdom.png|50px|50px]] [[School:Architecture|Architecture]] | [[Image:MonaLisa sfumato.jpeg|50px|50px]] [[School:Art and Design|Art and Design]] |- | [[Image:Nuvola_apps_biology.png|50px|50px|50px|50px]] [[School:Biology|Biology]] | [[Image:User_icon.svg|50px|50px]] [[School:Business|Business]] | [[Image:Homere.jpg|50px|50px]] [[School:Classics|Classics]] | [[Image:Nuvola_apps_edu_science.png|50px|50px]] [[School:Chemistry|Chemistry]] |- | [[Image:Nuvola_apps_edu_languages.png|50px|50px]] [[School:Communication|Communications]] | [[Image:My-computer.svg|50px|50px]] [[School:Computer Science|Computer Science]] | [[Image:Basic supply demand.png|50px|50px]] [[School:Economics|Economics]] | [[Image:Nuvola_apps_edu_miscellaneous.png|50px|50px]] [[School:Education|Education]] |- | [[Image:Nuvola_apps_kcmsystem.png|50px|50px]] [[School:Engineering|Engineering]] | [[Image:Nuvola_apps_package_games.png|50px|50px]] [[School:Game Design|Game Design]] | [[Image:Nuvola_apps_browser.png|50px|50px]] [[School:Geography|Geography]] | [[Image:Earth_layers_model.png|50px|50px]] [[School:Geology|Geology]] |- | [[Image:Nuvola_apps_looknfeel.png|50px|50px]] [[School:Graphics|Graphic Design]] | [[Image:Nuvola_apps_kworldclock.png|50px|50px]] [[School:History|History]] | [[Image:Computer-aj aj ashton 01.svg|50px|50px]] [[School:Information_Technology|Information Technology]] | [[Image:Nuvola_apps_knewsticker.png|50px|50px]] [[School:Journalism|Journalism]] |- | [[Image:Books-aj.svg_aj_ashton_01.svg|50px|50px]] [[School:Language and Literature|Language and Literature]] | [[Image:Scale_of_justice_gold.jpg|50px|50px]] [[School:Law|Law]] | [[Image:Globe_of_letters.svg|50px|50px]] [[School:Linguistics|Linguistics]] | [[Image:Nuvola_apps_khelpcenter.png|50px|50px]] [[School:Marine Sciences|Marine Sciences]] |- | [[Image:Flocke.PNG|50px|50px]] [[School:Mathematics|Mathematics]] | [[Image:Nuvola_apps_arts.png|50px|50px]] [[School:Media Studies|Media Studies]] | [[Image:Nuvola_apps_kcmdrkonqi.png|50px|50px]] [[School:Medicine|Medicine]] | [[Image:Musica_clasicismo.png|50px|50px]] [[School:Music|Music]] |- | [[Image:66px-ADDERALL_20_XR.gif|50px|50px]] [[School:Pharmacy|Pharmacy]] | [[Image:Nuvola_philosophy.png|50px|50px]] [[School:Philosophy|Philosophy]] | [[Image:Nuvola_apps_kmoon.png|50px|50px]] [[School:Physics and Astronomy|Physics and Astronomy]] | [[Image:Nuvola_apps_locale.png|50px|50px]] [[School:Political_Science|Political Science]] |- | [[Image:Presa_de_decissions.png|50px|50px]] [[School:Psychology|Psychology]] | [[Image:Nuvola apps kuser.png|50px|50px]] [[School:Sociology|Sociology]] | [[Image:David-Napoleon.png|50px|50px]] [[School:Strategic Studies|Strategic Studies]] | [[Image:91px-Fedorovskaya.jpg|50px|50px]] [[School:Theology|Theology]] |- | [[Image:Nuvola_apps_colors.png|50px|50px]] [[School:Tourism|Tourism]] | [[Image:Obere_Pfarre_Bamberg.jpg|50px|50px]] [[School:Urban Studies and Planning|Urban Studies and Planning]] | [[Image:FemaleSign.png|50px|50px]] [[School:Women's Studies|Women's Studies]] | [[Image:Nuvola_apps_bug.png|50px|50px]] [[School:Zoology|Zoology]] |} </center> 12563 56901 2006-12-14T22:46:03Z Remi0o 3985 New page: <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center> '''[[School:Art and Design|A<small>RT AND </SMALL>D<small>ESIGN</SMALL>]] · '''[[School:... <div style="margin-top:-3px; margin-bottom:0.3em; text-align: center; font-size: 98%;"> <center> '''[[School:Art and Design|A<small>RT AND </SMALL>D<small>ESIGN</SMALL>]] · '''[[School:Biology|B<small>IOLOGY</SMALL>]] · '''[[School:Business|B<small>USINESS</SMALL>]] · '''[[School:Classics|C<small>LASSICS</SMALL>]] · '''[[School:Chemistry|C<small>HEMISTRY</SMALL>]] · '''[[School:Computer Science|C<small>OMPUTER </SMALL>S<small>CIENCE</SMALL>]] · '''[[School:Education|E<SMALL>DUCATION</SMALL>]]</big> · '''[[School:Engineering|E<small>NGINEERING</SMALL>]]</big> · '''[[School:Game Design|G<small>AME </SMALL>D<small>ESIGN</SMALL>]]</big> · '''[[School:Geology|G<small>EOLOGY</SMALL>]]</big> · '''[[School:History|H<small>ISTORY</SMALL>]]</big> · '''[[School:Information_Technology|I<small>NFORMATION </SMALL>T<small>ECHNOLOGY</SMALL>]]</big> · '''[[School:Language and Literature|L<small>ANGUAGE </SMALL>AND L<small>ITERATURE</SMALL>]]</big> · '''[[School:Law|L<small>AW</SMALL>]]</big> · '''[[School:Linguistics|L<small>INGUISTICS</SMALL>]]</big> · '''[[School:Marine Sciences|M<small>ARINE </SMALL>S<small>CIENCES</SMALL>]]</big> · '''[[School:Mathematics|M<small>ATHEMATICS</SMALL>]]</big> · '''[[School:Media Studies|M<small>EDIA </SMALL>S<small>TUDIES</SMALL>]]</big> · '''[[School:Medicine|M<small>EDICINE</SMALL>]] · '''[[School:Music|M<small>USIC</SMALL>]] · '''[[School:Pharmacy|P<small>HARMACY</SMALL>]] · '''[[School:Philosophy|P<small>HILOSOPHY</SMALL>]] · '''[[School:Physics and Astronomy|P<small>HYSICS AND </SMALL>A<small>STRONOMY</SMALL>]] · '''[[School:Psychology|P<small>SYCHOLOGY</SMALL>]] · '''[[School:Sociology|S<small>OCIOLOGY</SMALL>]] · '''[[School:Strategic Studies|S<small>TRATEGIC </SMALL>S<small>TUDIES</SMALL>]] · '''[[School:Theology|T<small>HEOLOGY</SMALL>]] · '''[[School:Women's Studies|W<small>OMEN'S </SMALL>S<small>TUDIES</SMALL>]] </center> </div> 12564 79493 2007-01-21T09:35:25Z Remi0o 3985 <center> {| border=1 cellspacing=0 cellpadding=5 style="text-align:left" | [[Image:Nuvola_apps_kmoon.png|50px|50px]] [[Topic:Astronomy|Astronomy]] | [[Image:Nuvola_apps_edu_science.png|50px|50px]] [[Topic:Chemical Engineering|Chemical Engineering]] | [[Image:Nuvola_apps_konsole.png|50px|50px]] [[Topic:Computer Programming|Computer Programming]] | [[Image:Nuvola_apps_kmessedwords.png|50px|50px]] [[Topic:English Language|English Language]] |- | [[Image:Nuvola_apps_kolf.png|50px|50px]] [[Topic:Entrepreneurship|Entrepreneurship]] | [[Image:Nuvola_apps_kworldclock.png|50px|50px]] [[Topic:European History|European History]] | [[Image:Nuvola_apps_klettres.png|50px|50px]] [[Topic:French|French]] | [[Image:Globe_of_letters.svg|50px|50px]] [[Topic:Language Acquisition|Language Acquisition]] |- | [[Image:Books-aj.svg_aj_ashton_01.svg|50px|50px]] [[Topic:Literary Studies|Literary Studies]] | [[Image:Nuvola_apps_locale.png|50px|50px]] [[Topic:Politics of the European Union|Politics of the European Union]] | [[Image:Flocke.PNG|50px|50px]] [[Topic:Pure Math|Pure Math]] | [[Image:Nuvola_apps_kpaint.png|50px|50px]] [[Topic:Web Design|Web Design]] |} </center> 12565 77547 2007-01-17T04:39:48Z JWSchmidt 20 readability <center> '''[[Wikiversity:Service community|Community service projects]] · '''[[Wikiversity the Movie]] · '''[[Wikiversity:Wiki as a tool for learning|Wiki as a tool for learning]] · '''[[Wikiversity outreach|Outreach]] · '''[[Wikiversity translations|Translate community discussions]] · '''[[War Seminar|War Seminar]] </center> 12568 77238 2007-01-16T20:07:30Z Gabriel Spiro 3887 =Week 1= ==Why== The purpose of this course is to introduce you, the students, to the events that shocked the world. According to Robert Service in his book, Twentieth Century Russia, “No imperial power before the First World War was more reviled in Europe than the Russian Empire” (Page Number --). Russia was a nation that until the creation of [[St. Petersburg]] (later named [[Petrograd]]) by [[Peter the Great]] in -. Why did Russia become such a great power? Why did Russia evolve into the [[Union of Socialistic Soviet Republics]] which rivaled the [[United States]] from [[1945]]-[[1991]]? Russia was behind European nations in most everything from its military, businesses, and people. Russia was a modern day pre-industrial revolution nation found in the mid 17th century. ==What were the influences of the Revolutions== Russia, rose and fell because of the revolutions that occurred in it's nation history. How did these revolutions effect the people it was trying to liberate or help? What substantial difference can be physically evaluated? ==Questions== [[Russian_Revolution/Questions#Week_1 |Week 1 Questions]] [[Category:History]] 12569 70348 2007-01-11T01:38:16Z JWSchmidt 20 [[Category:History]] =Week 2= ==The Romanov Family== ===Introduction=== The '''House of Romanov''' (Рома́нов), was the second and last [[royal|imperial]] [[dynasty]] of [[Russia]], which ruled [[Muscovy]] and the [[Russian Empire]] for five generations from [[1613]] to [[1762]]. From 1762 to [[1917]] Russia was ruled by a line descended from the marriage of a [[Romanov]] grand duchess to the Duke of [[Holstein-Gottorp]], which was normally also called Romanov, but was sometimes formally known as '''Holstein-Gottorp-Romanov.''' <!-- The like situation may be observed with the House of Habsburg, which has become extinct in the mid-18th century and is now represented by a line of the House or Lorraine which inherited the Austrian crown with the Habsburg monicker. --> [[Image:Romanov Flag.svg|thumb|300px|Flag of the Romanov dynasty.]] ==== Origins ==== The Romanov’s earliest common ancestor is [[Andrei Kobyla]], attested as a [[boyar]] in the service of [[Simeon of Russia|Semyon I of Moscow]]. Later generations would be assigned to Kobyla, the most illustrious [[pedigree]]s. At first it was claimed that he came to [[Moscow]] from [[Prussia]] in [[1341]], where his father had been a famous rebel. In the late 17th century, a fictional line of his descent from [[Julius Caesar]] was published, but has since been rejected and disproved.[[Image:Romanovs coa.jpg|thumb|right|[[Coat of arms]] of [[Nikita Romanovich]].]] It's likely that Kobyla's origins were less spectacular. Not only is Kobyla [[Russian language|Russian]] for ''mare'', but his relatives were also nicknamed after [[horse]]s and other house animals, thus suggesting descent from one of the [[Konyushy|royal equerries]]. One of Kobyla's sons, [[Fyodor Koshka|Fyodor]], a boyar in the [[Duma|boyar duma]] of [[Dmitri Donskoi]], was nicknamed Koshka (cat). His descendants took the surname Koshkin, then changed it to Zakharin, which family later split into two branches: Zakharin-Yakovlev and Zakharin-Yuriev. During the reign of [[Ivan the Terrible]], the former family became known as Yakovlev ([[Alexander Herzen]] being the most illustrious of them), whereas grandchildren of Roman Zakharin-Yuriev changed their name to Romanov. ==== Rise to power ==== The Romanovs came to power when [[Anastacia of Russia|Anastasia Zakharyina]] married the young [[Ivan IV of Russia|Ivan IV of Muscovy]] in February 1547. After her husband assumed the title of [[tsar]], she was crowned the very first [[tsaritsa]]. Their marriage was a happy one, but her untimely and mysterious death in 1560 changed Ivan's character for the worse. Suspecting the boyars of having poisoned his beloved, the tsar started [[Oprichnina|the reign of terror]] against them. Among his children by Anastasia, the elder (Ivan) was murdered by the tsar in a quarrel; the younger [[Feodor I of Russia|Fyodor]], a pious and lethargic prince, inherited the throne upon his father's death. Throughout Fyodor's reign, the Russian government was contested between his brother-in-law and his Romanov cousins. Upon the death of childless Fyodor, the 700-year-old line of Moscow [[Rurik Dynasty|Rurikids]] came to an end. After a long struggle, the party of Boris Godunov prevailed over the Romanovs and was elected new tsar. The Romanovs' fortunes again changed drastically with the fall of the Godunov dynasty in 1606. As a former leader of the anti-Godunov party and cousin of the last legitimate tsar, Filaret Romanov was raised him to the dignity of [[patriarch]]. Upon expulsion of [[Poles]] from [[Moscow]] in 1612, the [[Zemsky Sobor|Assembly of the Land]] offered the Russian crown to several [[Rurikid]] and [[Gediminid]] princes, but all of them declined the honour of it. On being offered the Russian crown, Filaret's 16-year-old son [[Mikhail I of Russia|Mikhail Romanov]], then living at the [[Ipatiev Monastery]] of [[Kostroma]], burst into tears of fear and despair. He was finally persuaded to accept the throne by his mother [[Kseniya Ivanovna Shestova]], who blessed him with the holy image of ''[[Our Lady of St. Theodore]]''. Feeling how insecure his throne was, Mikhail attempted to stress his ties with the last Rurikid tsars and sought advice from the Assembly of the Land on every important issue. This strategy proved successful. The early Romanovs were generally loved by the population as in-laws of [[Ivan the Terrible]] and innocent martyrs of Godunov's wrath. ====The era of dynastic crises==== Mikhail was succeeded by his only son [[Aleksey I of Russia|Alexei]], who steered the country quietly through numerous troubles. Upon his death, there was a period of dynastic struggles between his children by his first wife ([[Feodor III of Russia|Feodor III]], [[Sofia of Russia|Sofia Alexeevna]], [[Ivan V of Russia|Ivan V]]) and his son by his second wife, [[Nataliya Kyrillovna Naryshkina]], the future [[Peter I of Russia|Peter the Great]]. New dynastic struggles followed the death of Peter, who had his only son [[Alexius Petrovich|Alexei]] executed and never named another heir. The Romanov male line actually expired in 1730, with the death of [[Peter II of Russia|Peter II]] on the very day of his projected wedding. The last female Romanovs were his aunts, Empresses [[Anna I of Russia|Anna Ioannovna]] (1693-1740) and [[Elizabeth of Russia|Elizabeth Petrovna]] (1709-1762), who reigned successively for most of the period from 1730 to 1762. As neither Anna nor Elizabeth produced a male heir, the succession could devolve either on a [[Brunswick-Lüneburg|Brunswick]] grand-nephew of Anna ([[Ivan VI of Russia]]) or on a [[Holstein]] nephew of Elizabeth ([[Peter III of Russia|Duke Karl Peter Ulrich of Holstein-Gottorp]]), who was also an heir presumptive to the thrones of [[Sweden]]. Elizabeth naturally favoured her own nephew, although he was of petulant character. With the accession of Karl Peter Ulrich as Emperor Peter III in [[1762]] the new reigning dynasty of Holstein-Gottorp, or Oldenburg-Romanov, began. [[Image:Greatimperialcrown.jpg|thumb|250px|left|[[Imperial Crown of Russia]].]] ====The Holstein-Gottorp-Romanov Dynasty==== The Holstein-Gottorps of Russia, however, kept the surname Romanov and sought to emphasise their female-line descent from [[Peter I of Russia|Peter the Great]]. [[Paul I of Russia|Paul I]] was particularly proud to be great-grandson of the illustrious Russian monarch, although his German-born mother, [[Catherine II of Russia|Catherine II]] (of the House of [[Anhalt-Zerbst]]), insinuated in her memoirs that Paul's real father had been her lover [[Serge Saltykov]]. Painfully aware of the hazards resulting from battles of succession, Paul established the [[house law]] of the Romanovs, one of the strictest in Europe, basing the succession to [[agnatic primogeniture]], as well as requiring [[Eastern Orthodox Church|Orthodox faith]] from the monarch and dynasts, as well as from the consort of emperor and from those of first heirs in line. Later, Alexander I, facing prospect of a [[Morganatic marriage|morganatic]] alliance of his brother and heir, added the requirement that consorts of Russian dynasts had to be of equal birth (i.e., born to a royal or [[sovereignty | sovereign]] house). Otherwise their children forfeited all rights to the throne. Paul I was murdered in his palace in Saint Petersburg and Alexander I succeeded him on the throne. He later died without having left a male heir so Nicholas I, a brother of the latter monarch, was surprised to find himself on the throne. His era, like the one of Paul I, was marked by enormous attention to the army. Nonetheless, Russia lost the [[Crimean War]], although it had some brilliant admirals on its side, including [[Pavel Nakhimov]]. Nicholas I fathered four sons, all of whom, he thought, could one day face the challenge of ruling Russia. Trying to prepare all the boys for the future, he provided an excellent education, especially a military one, for all of them. Alexander II became the next Russian emperor. Alexander was an educated, intelligent man, who held that his task was to keep peace in Europe and Russia. However, he believed only a country with a strong army could keep the peace. By paying attention to the army, giving much freedom to Finland, and freeing the serfs in 1861, he gained much support (Finns still dearly remember him). His family life was not so happy- his beloved wife [[Maria Alexandrovna]] had serious problems with her lungs, which led to her death and to the dissolution of the close-knit family. On [[March 13]], [[1881]], Alexander was killed after returning from a military parade. His carriage was struck by a hand-made bomb, luckily sparing the Tsar's life. However, he exited the carriage to examine what had happened, and was struck by a second bomb, this time resulting in his death. His assassin [[Ignacy Hryniewiecki]] was also mortally wounded. Slavic patriotism, cultural revival, and [[Panslavist]] ideas grew in importance in the latter half of this century, drawing the dynasty to look like more Russian. Yet tighter commitment to orthodox faith was required of Romanovs. Several marriages were contracted with princesses from other Slavic monarchies and other orthodox kingdoms, and even a couple of cadet-line princesses were allowed to marry Russian high noblemen - when until 1850s, practically all marriages have been with German princelings. Alexander II was succeeded by his son [[Alexander III of Russia]]. A gigantic and imposing, if somewhat dull man, with great stamina, great lethargy and poor manners, Alexander, fearful of the fate which had befallen his father, strengthened autocratic rule in Russia. Many of the reforms the more liberal Alexander II had pushed through were reversed. Alexander, at his [[Nicholas Alexandrovich|brother]]'s death, not only inherited heirship of the throne, but a betrothed - Scandinavian princess Dagmar ([[Maria Fyodorovna of Denmark]]). Despite contrasting natures and size, the pair got on famously, and produced six children. The eldest, Nicholas, became Tsar upon his father's sudden death (due to kidney disease) at age 49. Unready to inherit the throne, Nicholas himself said, "I am not ready, I do not want it. I am not a Tsar." Though an intelligent and kind-hearted man, lacking any preparation to rule, he continued his father's harsh polices. His Tsarina, the emotionally fragile German princess [[Alexandra Fyodorovna of Hesse]], was also a liability. While the Tsar bustled about on the front lines during [[World War I]], the stubborn, traditionalist Tsarina held sway in court and in government. [[Grand Duke Constantine Pavlovich of Russia|Constantine Pavlovich]] and [[Grand Duke Michael Alexandrovich of Russia|Michael Alexandrovich]], although sometimes counted among Russian monarchs, were not crowned and never reigned. They both married morganatically, as did Alexander II with his second wife. Six crowned representatives of the Holstein-Gottorp-Romanov line include: [[Paul of Russia|Paul]] (1796-1801), [[Alexander I of Russia|Alexander I]] (1801-1826), [[Nicholas I of Russia|Nicholas I]] (1826-56), [[Alexander II of Russia|Alexander II]] (1856-81), [[Alexander III of Russia|Alexander III]] (1881-94), and [[Nicholas II of Russia|Nicholas II]] (1894-1917). ====Downfall==== [[Image:ChurchOn Blood.jpg|thumb|300px|[[Yekaterinburg]]'s "Church on the Blood," built on the spot where the last Tsar and his family were executed.]] All these emperors (except Alexander III) had German-born consorts, a circumstance that cost the Romanovs their popularity during [[World War I]]. Nicholas's wife [[Alexandra of Hesse|Alexandra Fyodorovna]], although devoutly [[Russian Orthodox Church|Orthodox]], was particularly hated by the populace. Alexandra Fyodorovna brought to the Romanov family a mutated [[gene]] of her grandmother, [[Victoria of the United Kingdom|Queen Victoria]], which was responsible for her son's (the long-awaited heir to the throne, [[Tsarevich Alexei of Russia|Alexei]]) [[hemophilia]]. Nicholas and Alexandra had 4 daughters ([[Grand Duchess Olga Nikolaevna of Russia|Olga]], [[Grand Duchess Tatiana Nikolaevna of Russia|Tatiana]], [[Grand Duchess Maria Nikolaevna of Russia|Maria]], and [[Grand Duchess Anastasia Nikolaevna of Russia|Anastasia]]). When the Romanov family celebrated the tercentenary of its rule, in [[1913]], the solemnities were clouded by numerous bad [[omens]]. ''[[Our Lady of St. Theodore]]'', a patron icon of the family, blackened so badly that the image has been hardly visible ever since. [[Grigori Rasputin]] proclaimed that the Romanovs' power wouldn't last for a year after his death, and he was murdered by one of the Romanov Grand Dukes several months before the [[February Revolution]] of [[1917]], which actually dethroned Nicholas II. [[Bolshevik]] authorities murdered the last Romanov monarch, [[Nicholas II of Russia]], and his immediate family in the cellar of the Ipatiev House in [[Yekaterinburg]], Russia, on [[July 17]], [[1918]] (although some unscholarly accounts suggest only Nicholas had been shot). Ironically, the [[Ipatiev House]] has the same name as the [[Ipatiev Monastery]] in [[Kostroma]], where Mikhail Romanov had been offered the Russian crown in [[1613]]. The spot where the [[Ipatiev House]] once stood has recently been commemorated by a magnificent cathedral "on the blood". After years of controversy, Nikolai II and his family were proclaimed saints by the [[Russian Orthodox church]] in [[2000]]. In 1991, the bodies of Nicholas II and his wife, along with three of their five children as well as four of their servants, were exhumed from their graves of over 70 years (although some will always question the authenticity of these bones, despite DNA testing). The fact that two bodies were not present leads many people to believe that two Romanov children escaped the killings. Ever since there has been great debate as to which two children's bodies are missing. A Russian scientist made photographic superimpositions and determined that Maria and Alexei weren't accounted for. Later, an American scientist determined from dental, vertebral, and other remnants that it was Anastasia and Alexei that were missing. A great mystery surrounds Anastasia, and several films have even been made, including a [[1997]] [[Anastasia (1997 film)|full length animated feature]] by [[Twentieth Century Fox]], suggesting that she lived. After the bodies were exhumed in June, 1991, they sat in laboratories for years while Russians fought over where they should be buried, Yekaterinburg or St. Petersburg. A Russian commission eventually chose St. Petersburg and the last known direct Romanovs (as well as several loyal servants who died with them) were interred in a special chapel in the Peter and Paul Cathedral near to the tombs of their ancestors. In September 2006, Empress Marie Fedorovna, the consort of Alexander III, was buried in the Peter and Paul Cathedral beside her husband. Having fled Russia at the time of the Revolution, she had spent her remaining years in exile in her native Denmark, where she was initially buried in Roskilde Cathedral. The transfer of her remains was accompanied by an elaborate set of ceremonies, including at St. Isaac's officiated by the Patriarch. For monarchists, the reburial of the Empress in the former imperial capital so many years after her death further underscored the downfall of the dynasty. ====Contemporary Romanovs==== [[Image:Moscow Kremlin Egg.jpg|thumb|One of the imperial [[Fabergé egg]]s presented by Nicholas II to his wife.]] The Romanov family continues to exist today. [[Grand Duchess]] [[Maria Vladimirovna of Russia]] is seen by many to have the strongest claim to the Russian throne. However, despite the [[History of the Soviet Union (1985-1991)|collapse of the Soviet Union]] and campaigns by her supporters for recognition as the [[Constitutional monarchy|constitutional monarch]], it seems unlikely that she will ever gain the throne. The Russian people have so far evidenced little popular support for the resurrection of a Russian monarchy, even on a constitutional basis. Maria Vladimirovna's father, Vladimir Cyrillovitch, was the last male dynast of the Romanov Family. The basis of which is the contention that all other males descended from Emperor [[Nicholas I of Russia]] married in violation of the [[House law|House Laws]] with the result that their offspring did not possess any inheritance rights to the Russian throne. Under the [[Salic law|Semi-Salic]] succession promulgated by Emperor [[Paul I of Russia]], when the last male Romanov dynast died, the succession would pass to his closest female relative with valid succession rights. Contending that he was the last male Romanov dynast, Vladimir Cyrillovitch declared that his daughter would succeed as his closest female relation. A moral objection to Grand Duke Cyrillovich's clain to the throne is that he was the first Romanov to join the Revolution donning a red armband with the Preobrazhnsky guards. Accordingly, when her father died in [[1992]], Maria succeeded as the [[Titular Emperor of Russia|Head of the Imperial Family of Russia]] on the basis of her assertion that she is now the last male-line descendant of any Russian emperor not to be of a [[Morganatic marriage|morganatic]] marriage. Maria Vladimirovna's claim to the throne is contested. The biggest objection is the assertion that although her father was a dynast, Maria Vladimirovna is not. They argue that the marriage of her parents, Vladimir Cyrillovich and Leonida Bagration-Mukharsky was not one between equals. The Bagration-Mukharskys were decended from the medieval Kings of Georgia, but since Georgia's incorporation into the Russian empire had been regarded as nobility and not royalty in Russia, Maria and her defenders argue that the Bagration-Mukarskys were indeed royal, and that the marriage was between equals, and thus Maria is a dynast. One of her critics is the [[Romanov Family Association]] which claims as members all male-line descendants of Emperor [[Nicholas I of Russia]]. It is unclear how many of the claimed members actually participate in the association's activities. Maria and her late father clearly did not participate but were nevertheless listed as members. Prince [[Nicholas Romanov]] (who styles himself ''His Highness, Prince Nicholas Romanovich, Prince of Russia'') is the president of the association. It is sometimes alleged that Prince Nicholas is the senior genealogical male-line descendant of Nicholas I, but it is difficult to see the basis for this claim since there are living male-line descendants of Emperor [[Alexander II of Russia]]. Prince Nicholas is descended from one of Alexander II's younger brothers. ===Czarist Rule in Russia=== To understand why Czar Nicholas I freed the serfs from serfdom, we must look at Russia in the mid-18th century. ==Questions== [[Russian Revolution/Questions#Week 2|Week 2 Questions]] [[Category:History]] 12570 77328 2007-01-16T23:08:14Z JWSchmidt 20 /* See also */ [[Topic:Topics]] [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. A wikiversity page for a School goes in the "School:" namespace and the names of such pages start with the "School:" prefix". Each Wikiversity school is devoted to studies of several academic topics. School pages link to pages in the "Topic:" namespace. Most pages in the "Topic:" namespace function like an academic department that studies a narrow academic topic. Departments can link to learning materials and educational resources. All learning resources belong in the main namespace (their names do not include any prefix.]] A Wikiversity page in the [[Wikiversity:Namespaces|topic namespace]] helps Wikiversity participants organize learning resources related to a single academic topic area. In contrast, Wikiversity [[Wikiversity:Schools|schools]] are used to help organize several related topic areas. Pages in the "Topic:" namespace can be called "divisions", "departments", "centers", "programs" or any other descriptive term. If you want to create a new Wikiversity department or other Wikiversity content-development project, please read [[Wikiversity:Naming conventions|the naming conventions]]. ==Major Wikiversity Departments== *[[Topic:Astronomy|A<small>STRONOMY</SMALL>]] *[[Topic:Chemical Engineering|C<small>HEMICAL</SMALL> E<small>NGINEERING</SMALL>]] *[[Topic:Computer Programming|C<small>OMPUTER</SMALL> P<small>ROGRAMMING</SMALL>]] *[[Topic:English Language|E<small>NGLISH</SMALL> L<small>ANGUAGE</SMALL>]] *[[Topic:European History|E<small>UROPEAN</SMALL> H<small>ISTORY</SMALL>]] *[[Topic:French|F<small>RENCH</SMALL>]] *[[Topic:Language Acquisition|L<small>ANGUAGE</SMALL> A<small>CQUISITION</SMALL>]] *[[Topic:Literary Studies|L<small>ITERARY</SMALL> S<small>TUDIES</SMALL>]] *[[Topic:Politics of the European Union|P<small>OLITICS OF THE</SMALL> E<small>UROPEAN U<small>NION</SMALL>]] *[[Topic:Pure Math|P<small>URE</SMALL> M<small>ATH</SMALL>]] *[[Topic:Web Design|W<small>EB</SMALL> D<small>ESIGN</SMALL>]] *[[Topic:Rehabilitation Sciences|R<small>EHABILITATION</SMALL> S<small>CIENCES</SMALL>]] ==Templates== There are [[:Category:Page creation templates|templates]] than can be used to quickly start pages in the "Topic:" namespace. Use <nowiki>{{subst:Department boilerplate}}</nowiki> and <nowiki>{{subst:Division boilerplate}}</nowiki>. [[Category:Wikiversity Departments]] At [[Wikiversity]], we have a [[Topic:Topic|Topic]] namespace. Articles in it have the prefix '''<tt>Topic:</tt>'''. This resource is to help gain an understanding of the '''Topic namespace''' and of [[Topic:Topics]] in general. == Topic namespace == To see what's in the '''Topic:''' namespace, click '''[[Special:Specialpages|Special pages]]''' to your left. Scroll down to '''[[Special:Prefixindex|Prefix index]]''' and click that. Then, where it says '''Namespace:''', click the drop-down box and select '''Topic'''. You will then see a page &ndash; '''All pages (Topic namespace)''' which gives you an alphabetized list something like [[Topic:A level|A level]] through [[Topic:XML|XML]]. These are your basic [[Topic:Topics|Topics]] at Wikiversity. == Finding or Creating a Topic == If you are disappointed to find that your favorite Topic isn't covered there, try it with no prefix ([[Topic]]) or as a [[Wikiversity:Schools|School]] ( School:''Topic'') or a [[Portal:Portals|Portal]] (Portal:''Topic''). [[Topic:Topics|Topics]] at Wikiversity are usually pages for other Wikiversity participants who have already organized a [[Learning group]], [[Learning materials]] and [[Learning resources]] around that [[Topic:Topic|Topic]]. If you are an expert, or even have a lot of interest in a topic, you can start an article in the '''<tt>Topic:</tt>''' namespace if you desire to. {{Wiki101}} If you don't want to [[Wikiversity:Introduction|create a page]] yourself, just open the page and type or paste <nowiki>{{Topic}}</nowiki> into it. Someone else will either delete the page or start the new topic. The template renders something like: *{{Topic}} == Classifying topics == See [[Topic:Topics]] and [[Topic talk:Topics]]. Then ''edit me'' or ''[[Topic talk:Topic|discuss '''topic''']].'' ==See also== *[[Topic:Topics]] 12571 70349 2007-01-11T01:38:46Z JWSchmidt 20 [[Category:History]] =Week 3= ==Freeing the Serfs== === Pre-reform Russia === [[Imperial Russia]] was a land of [[peasants]], which made up at least 80% of the population. There were two main categories of peasants, those living on state lands and those living on the land of private landowners. Only the latter were serfs. As well as having obligations to the state, they also were obliged to the landowner, who had great power over their lives. By the mid-nineteenth century, less than half of Russian peasants were serfs. The rural population lived in households (''dvory'', singular ''dvor''), gathered as villages (''derevni'', lit. 'wood', larger villages were called ''selo''), run by a ''[[mir (social)|mir]]'' ('commune', or ''[[obshchina]]'') - isolated, conservative, largely self-sufficient and self-governing units scattered across the land every 10 km (6 miles) or so. There were around 20 million ''dvory'' in Imperial Russia, four in ten numbering from six to ten people. Intensely insular, the ''mir'' assembly, the ''skhod'' (''sel'skii skhod''), appointed an elder (''[[starosta]]'') and a 'clerk' (''pisar'') to deal with any external issues. Land and resources were shared within the ''mir''. The fields were divided among the families as ''nadel'' - a complex of strip plots, distributed according to the quality of the soil. The strips were periodically redistributed (''peredely'') within the ''derevni'' to produce level economic conditions - albeit at the expense of actual efficiency. Despite this the land was not owned by the ''mir''; the land was the legal property of the 100,000 or so land-owners (''[[dvoryanstvo]]'') and the inhabitants, as serfs, were not allowed to leave the property where they were born. The peasants were duty bound to make regular payments in labour and goods, usually working the land half-and-half for themselves and the land-owner. The need for urgent reform was well understood in 19th-century Russia, and various projects of emancipation reforms were prepared by [[Mikhail Speransky]], [[Nikolay Mordvinov]], and [[Pavel Kiselev]]. Their efforts were, however, thwarted by conservative or reactionary nobility. ==== Emancipation Manifesto ==== The liberal politicians who stood behind the 1861 manifesto - [[Nikolay Milyutin]] and [[Yakov Rostovtsev]] - also recognised that their country was one of a few remaining feudal states in [[Europe]]. The pitiful display by Russian forces in the [[Crimean War]] left the government acutely aware of the empire's backwardness. Eager to grow and develop industrially, hence military and political strength, there were a number of economic reforms. As part of this the end of serfdom was considered. It was optimistically hoped that after the abolition the ''mir'' would dissolve into individual peasant land owners and the beginnings of a market economy. [[Alexander II of Russia|Alexander]], unlike his father, was willing to deal with this problem. Moving on from a petition from the [[Lithuania|Lithuanian]] provinces, a committee "for ameliorating the condition of the peasants" was founded and the principles of the abolition considered. The main point at issue was whether the serfs should remain dependent on the landlords, or whether they should be transformed into a class of independent communal proprietors. The land-owners initially pushed for granting the peasants freedom but not any land. The tsar and his advisers, mindful of [[Revolutions of 1848|1848]], were opposed to creating a [[proletariat]] and the instability this could bring. But giving the peasants freedom ''and'' land seemed to leave the existing land-owners without the large and cheap labour-force they needed to maintain their estates. To 'balance' this, the legislation contained three measures to reduce the potential economic self-sufficiency of the peasants. Firstly a transition period of nine years was introduced, during which the peasant was obligated as before to the old land-owner. Additionally large parts of common land were passed to the major land-owners as ''otrezki'', making many forests, roads and rivers only accessible for a fee. The third measure was that the serfs must pay the land-owner for their allocation of land in a series of redemption payments, which in turn, were used to compensate the landowners with bonds. The total sum would be advanced by the government to the land-owner and then the peasants would repay the money, plus interest, to the government over forty-nine years. Redemption payments were finally cancelled in 1907. ==== Implementation ==== Although well planned in the legislation, the reform did not work smoothly. The land-owners and nobility were paid in government bonds and their debts were removed from the money before it was handed over. The bonds soon fell in value, combined with the generally poor management skills of the land-owners under the new conditions there ==== Outcome ==== The legislation neither freed the peasants from excessive external obligation nor greatly reordered their social and economic constraints. The uneven application of the legislation did leave many peasants in [[Congress Poland]] and northern Russia both free and landless (''[[batrak]]s''), while in other areas peasants became the majority land owners in their province(s). ==Questions== [[Russian Revolution/Questions#Week 3|Week 3 Questions]] [[Category:History]] 12572 56946 2006-12-14T23:44:24Z Remi0o 3985 <center> '''[[Astronomy Project|A<small>STRONOMY</small> P<small>ROJECT</small>]] · '''[[Learning to learn a wiki way|L<small>EARNING THE</small> W<small>IKI</small>]] · '''[[Bloom clock project|B<small>LOOM</small> C<small>LOCK</small> P<small>ROJECT</small>]] · '''[[Human Genetic Uniqueness Project|H<small>UMAN</small> G<small>ENETIC</small> U<small>NIQUENESS</small> P<small>ROJECT</small>]] · '''[[Nerd Project|N<small>ERD</small> P<small>ROJECT</small>]] </center> 12573 56924 2006-12-14T23:30:59Z JWSchmidt 20 [[Category:Wikiversity]] This category can contain major Wikiversity "Topic:" namespace pages that are listed at [[Wikiversity:Topics]]. [[Category:Wikiversity]] 12574 60528 2006-12-19T01:34:10Z Gabriel Spiro 3887 =Week 6= (For a more indepth course on the October Revolution, please see- [course coming late January and done late Summer 2007]) ==October Revolution (1917)== {{History_of_Russia}} The '''Russian Revolution of 1917''' was a series of political events in [[Russia]], involving first the overthrow of the system of [[autocracy]], and then the overthrow of the liberal [[Russian Provisional Government|Provisional Government]] ([[Duma]]), resulting in the establishment of the [[Soviet (council)|Soviet]] power under the control of the [[Bolshevik]] party. This eventually led to the establishment of the [[Soviet Union]], which lasted until its [[Dissolution of the Soviet Union|dissolution]] in [[1991]]. The Revolution can be viewed in two distinct phases: * The [[February Revolution]] of 1917, which displaced the autocracy of Tsar [[Nicholas II of Russia]], the last effective [[Tsar]] of Russia, and sought to establish in its place a liberal [[republic]]. * The [[October Revolution]], in which the [[Bolshevik]] party and the workers' [[soviet (council)|Soviet]]s, led by [[Vladimir Lenin]], overthrew the Provisional Government. While many notable historical events occurred in [[Moscow]] and [[St. Petersburg]], there was also a broadly based movement in the rural areas as [[peasant]]s seized and redistributed land. See also "[[Russian history, 1892-1920]]" for the general frame of events. == Causes of the Russian Revolution == 1917 saw two distinct revolutions in Russia: the overthrow of the Tsarist regime and formation of the [[Russian Provisional Government|Provisional Government]] ([[February Revolution]]), and the [[October Revolution]] in which the Bolsheviks overthrew the Provisional Government. The causes of these two revolutions encompass Russia’s political, social, and economic situation. Politically, the people of Russia resented the [[autocracy]] of Tsar Nicholas II and the corrupt and anachronistic elements in his government. Socially, Tsarist Russia stood well behind the rest of Europe in its industry and farming, resulting in few opportunities for fair advancement on the part of peasants and industrial workers. Economically, widespread [[inflation]] and food shortages in Russia contributed to the revolution. Militarily, inadequate supplies, logistics, and weaponry led to heavy losses that the Russians suffered during [[World War I]]; this further weakened Russia’s view of Nicholas II. They viewed him as weak and unfit to rule. Ultimately, a combination of these four, coupled with the development of revolutionary ideas and movements (particularly since the 1905 [[Bloody Sunday (1905)|Bloody Sunday]] Massacre) led to the Russian Revolution. === Economic === The economic causes of the Russian Revolution largely originated in Russia's slightly outdated economy. Russia's agriculture was largely based on independent peasants, who seldom owned modern machinery. Suffering from a naturally cold climate, Russia's growing season was only 4-6 months, compared to 8-9 in most of Western Europe.However, vast territory and population still allowed Russia to be the largest exporter of agricultural products in the world, even supplying North America in the 1900's. === Social === The social causes of the Russian Revolution mainly came from centuries of oppression towards the lower classes by the Tsarist regime and Nicholas's failures in World War I. While rural agrarian peasants had been [[Emancipation of the serfs|emancipated]] from [[serfdom]] in 1861, they still resented paying redemption payments to the state, and demanded communal tender of the land they worked. Increasing peasant disturbances and sometimes full revolts occurred, with the goal of securing ownership of their land. Russia consisted mainly of poor farming peasants, with 1.5% of the population owning 25% of the land.{{cn}} The rapid industrialization of Russia also resulted in urban overcrowding and poor conditions for urban industrial workers (as mentioned above). Between 1890 and 1910, the population of the capital of St Petersburg swelled from 1,033,600 to 1,905,600, with Moscow experiencing similar growth. In one 1904 survey, it was found that an average of sixteen people shared each apartment in St Petersburg, with six people per room. There was also no running water, and piles of human waste were a threat to the health of the workers. World War I then only added to the chaos. Conscription swept up the unwilling in all parts of Russia. The vast demand for factory production of war supplies and workers caused many more labor riots and strikes. Conscription stripped skilled workers from the cities, who had to be replaced with unskilled peasants, and then, when famine began to hit, workers abandoned the cities in droves to look for food. Finally, the soldiers themselves, who suffered from a lack of equipment and protection from the elements were discontent with Russia's poor accounting in the war. === Political === Politically, most areas of Russian society had reason to be dissatisfied with the existing autocratic system. They had no representation in government, and the Tsar remained out of touch with the people's problems. Dissatisfaction with Russian autocracy culminated in the [[Bloody Sunday (1905)|Bloody Sunday]] massacre, in which Russian workers saw their pleas for justice rejected as thousands of unarmed protestors were shot by the Tsar's troops. The response to the massacre crippled the nation with strikes, and Nicholas released his [[October Manifesto]], promising a democratic parliament (the [[Duma#State Duma in Imperial Russia|State Duma]]) to appease the people. However, the Tsar effectively nullified his promises of Democracy with Article 87 of the 1906 [[Russian Constitution of 1906|Fundamental State Laws]], and then subsequently dismissed the first two Dumas when they proved uncooperative. These unfulfilled hopes of democracy fuelled revolutionary ideas and violence targeted at the Tsarist regime. It appears as though Tsar Nicholas II never really considered Russia a constitutional state and invariably held on to his strong inclination towards an Autocratic Russia. : ''"Let it be known to all that I... shall maintain the principle of autocracy just as firmly and unflinchingly as did my unforgettable dead father"'' - Tsar Nicholas II, 1906, in a speech to the Duma. Beside the economic and social problems plaguing the country, the Russian Empire was still recovering from a humiliating defeat at the [[Russo-Japanese War|Russo-Japanese War of 1905]]. One of Nicholas's reasons for going to war in 1914 was his desire to restore the prestige that Russia had lost during that war. Nicholas also wanted to galvanize the diverse people in his empire under a single banner by directing military force at a common enemy, namely Germany and the Central Powers. He believed by doing so he could also distract the people from the ongoing issues of poverty, inequality, and poor working conditions that were sources of discontent.{{fact}} Instead of restoring Russia's political and military standing, [[World War I]] would lead to horrifying military casualties on the Russian side and undermined it further. From the beginning the troops were not adequately supplied with weapons, or were led by incompetent generals and officers. Logistics were also a problem, since Russia's poorly maintained roads and railroads inhibited communication and distribution of supplies. Almost everywhere Russian forces were matched against German forces who had a superior advantage in weaponry, military talent, and logistics. == World War I == Russia's recent history was a litany of military failures. Even before the outbreak of the [[World War I|First World War]], Russia had lost a [[Russo-Japanese War|war with Japan]] in 1904–05. Most of Russia's fleet was sunk by the Japanese in that war. While the Russian army enjoyed some initial successes against Austria-Hungary in 1914, Russia's deficiencies — particularly regarding the equipment of its soldiers and the lack of advanced technology (aeroplanes, telephones, poison gas) became increasingly evident. Russia's first major battle of the war was a disaster. In the 1914 [[Battle of Tannenberg (1914)|Battle of Tannenberg]], over 120,000 Russian troops were killed, wounded, or captured, while Germany suffered only 20,000 casualties. Whatever nationalistic or patriotic support the Russian government had gained in the initial time frame leading up to the war had been lost. In 1915, things took a critical turn for the worse when Germany shifted its focus of attack to the Eastern front. The superior German army - better led, better trained, better supplied - was terrifyingly effective against the ill-equipped Russian forces. By the end of October [[1916]], Russia had lost between 1.6 and 1.8 million soldiers, with an additional two million prisoners of war and one million missing for a total of nearly five million men. These were staggering losses. Mutinies began to occur, and in 1916 reports of fraternizing with the enemy started to circulate. Soldiers went hungry and lacked shoes, munitions, and even weapons. Sometimes entire regiments would be sent to the front without guns, only hoping that before they made contact with the enemy, they would find weapons from soldiers that had been killed in earlier waves. Rampant discontent lowered morale, only to be further undermined by a series of military defeats. In the autumn of [[1915]], Nicholas had taken direct command of the army, personally overseeing Russia's main theater of war and leaving his ambitious though incapable wife Alexandra in charge of the government. Reports of corruption and incompetence in the Imperial government began to emerge, and the growing influence of [[Grigori Rasputin]] in the Imperial family was widely resented. Nicholas was blamed for all these crises, and what little support he had left began to crumble. As this discontent grew, the [[State Duma]] issued a warning to Nicholas in November 1916 stating that disaster would overtake the country unless a constitutional form of government was put in place. In typical fashion, Nicholas ignored them. As a result, Russia's Tsarist regime collapsed a few months later during the February Revolution of [[1917]]. A year later, the Tsar and his family were executed. Ultimately, Nicholas's inept handling of his country and the War destroyed the Tsarist regime and cost him both his rule and his life. == February Revolution == {{main | February Revolution}} [[Image:Nikolaus II. (Russland).jpg|thumb|right|200px|[[Nicholas II of Russia|Nicholas II]], March 1917, shortly after the revolution brought about his abdication.]] The February Revolution was the result of the acute aggravation of the economical and political crisis in Russia. It came about seemingly spontaneously when people of the Russian capital [[Petrograd]] started to rally against the [[World War I|war]] and against the food supply shortages in the city. As the protests grew, various political reformists (both liberal and radical left) started to coordinate their activities. In February the protests in Petrograd turned violent as large numbers of city residents rioted and clashed with police and soldiers, followed by the total strike. Eventually the bulk of the soldiers garrisoned in Petrograd joined the protests, and the uprisen people occupied most of the important places in the city. This had led to the abdication of Tsar [[Nicholas II of Russia|Nicholas II]] in a nearly bloodless transition of power. A new [[Russian Provisional Government, 1917|Provisional Government]] was formed. Between February and October revolutionaries attempted to foment further change, working through the [[Petrograd Soviet]] and other organizations. The driving force behind the provisional government was a young and popular lawyer named [[Alexander Kerensky]]. Kerensky, as minister of war, decided to continue the Russian effort in World War I despite the enormous unpopularity of the war. He appointed new generals and began a new offensive, the [[Kerensky Offensive]], which started well and then turned into yet another defeat. Kerensky's government tried to shame the soldiers into fighting by creating a [[Women's Battalion]], but without success. The failure of his offensive brought about much resentment from the people. == October Revolution == [[Image:Soviet Union, Lenin (55).jpg|200px|thumb|right|[[Vladimir Lenin]], leader of the Bolsheviks]] {{main | October Revolution}} The October Revolution was led by [[Vladimir Lenin]] and was based upon Lenin's writing on the ideas of [[Karl Marx]], a political ideology often known as [[Marxism-Leninism]]. It marked the beginning of the spread of [[communism]] in the twentieth century. It was far less sporadic than the revolution of February and came about as the result of deliberate planning and coordinated activity to that end. Though Lenin was the leader of the Bolshevik Party, it has been argued that, seeing as Lenin wasn't present during the actual take over of the Winter Palace, it was really Trotsky's organization and direction that led the revolution, spurred by the motivation Lenin instigated within his party. The financial and logistical assistance of German intelligence via their key agent, [[Alexander Parvus]] was a key component as well. On [[November 7]], [[1917]], [[Bolshevik]] leader Vladimir Lenin led his leftist revolutionaries in a revolt against the ineffective Provisional Government (Russia was still using the [[Julian Calendar]] at the time, so period references show an [[October 25]] date). The October Revolution ended the phase of the revolution instigated in February, replacing Russia's short-lived provisional government with a [[soviet (council)|Soviet]] one. Although many Bolsheviks supported a [[soviet democracy]], the 'reform from above' model gained definitive power when Lenin died and [[Stalin]] gained control of the USSR. Trotsky and his supporters, as well as a number of other democratically-minded communists, were persecuted and eventually imprisoned or killed. After October 1917, many SR's (members of the [[Socialist-Revolutionary Party]]) and Russian Anarchists opposed the Bolsheviks through the soviets. When this failed, they revolted in a series of events calling for "a third revolution." The most notable instances were the [[Tambov rebellion]], 1919–1921, and the [[Kronstadt rebellion]] in March 1921. These movements, which made a wide range of demands and lacked effective coordination, were eventually crushed during the [[Russian Civil War|Civil War]]. == Civil war == {{main | Russian Civil War}} The Russian Civil War, which broke out in 1918 shortly after the revolution, brought death and suffering to millions of people regardless of their political orientation. The war was fought mainly between the [[Red Army]] ("Reds"), consisting of radical communists and revolutionaries, and the [[White Movement|"Whites"]] - the monarchists, conservatives, liberals and moderate socialists who opposed the drastic restructuring championed by the Bolsheviks. The Whites had backing from nations such as the UK, France, USA and Japan. Also during the Civil War, [[Nestor Makhno]] led a Ukrainian [[anarchist]] movement which generally cooperated with the Bolsheviks. However, a Bolshevik force under [[Mikhail Frunze]] destroyed the [[Makhnovist]] movement, when the Makhnovists refused to merge into the [[Red Army]]. In addition, the so-called "[[Green Army]]" (nationalists and anarchists) played a secondary role in the war, mainly in Ukraine. == The Russian revolution and the world == [[Lenin]] and [[Trotsky]] said that the goal of [[socialism]] in Russia would not be realized without the success of the [[world revolution]]. Indeed, a [[revolutionary wave]] [[Revolutions of 1917-23|lasted until 1923]]. Despite initial hopes for success in the [[German Revolution]], in the short-lived [[Hungarian Soviet Republic]] and others like it, no other [[Marxist]] movement succeeded in keeping power in its hands. This issue is subject to conflicting views on the communist history by various Marxist groups and parties. [[Stalin]] later rejected this idea, stating that [[Socialism in one country|socialism was possible in one country]]. The confusion regarding Stalin's position on the issue stems from the fact that he, after Lenin's death in 1924, successfully used Lenin's argument - the argument that socialism's success needs the workers of other countries in order to happen - to defeat his competitors within the party by accusing them of betraying Lenin and, therefore, the ideals of the October Revolution. == Brief chronology leading to Revolution of 1917 == ''Dates are correct for the [[Julian calendar]], which was used in Russia until [[1918]]. It was twelve days behind the [[Gregorian calendar]] during the 19th century and thirteen days behind it during the 20th century.'' {| class="wikitable" ! Date(s) ! Event(s) |- | [[1855]] | Start of reign of [[Alexander II of Russia|Tsar Alexander II]] |- | [[1861]] | [[Emancipation of the serfs]] |- | [[1866]]-[[1874|74]] | [[The White Terror]] |- | [[1881]] | Alexander II assassinated; succeeded by [[Alexander III of Russia|Alexander III]] |- | [[1883]] | First Russian [[Marxism|Marxist]] group formed |- | [[1894]] | Start of reign of [[Nicholas II of Russia|Nicholas II]] |- | [[1898]] | First Congress of [[Russian Social Democratic Labour Party]] (RSDLP) |- | [[1900]] | Foundation of [[Socialist Revolutionary Party]] (SR) |- | [[1903]] | Second Congress of Russian Social Democratic Labour Party. Beginning of split between [[Bolshevik]]s and [[Menshevik]]s. |- | [[1904]]-[[1905|5]] | [[Russo-Japanese War]]; Russia loses war |- | [[1905]] | [[Russian Revolution of 1905]]. * January - [[Bloody Sunday 1905|Bloody Sunday]] in [[Saint Petersburg|St. Petersburg]]. * June - [[Battleship Potemkin uprising]] at [[Odessa]] on the [[Black Sea]] (see movie ''[[The Battleship Potemkin]]'') * October - general strike, [[St. Petersburg Soviet]] formed; [[October Manifesto]]: Imperial agreement on elections to the State [[Duma]] |- | [[1906]] | First State [[Duma]]. Prime Minister - [[Petr Stolypin]]. Agrarian reforms begin |- | [[1907]] | Second State Duma, February - June |- | [[1907]] | Third State Duma, until [[1912]] |- | [[1911]] | Stolypin assassinated |- | [[1912]] | Fourth State Duma, until 1917. [[Bolshevik]]/[[Menshevik]] split final |- | [[1914]] | [[Germany]] declares war on Russia |- | [[1915]] | Serious defeats, Nicholas II declares himself Commander in Chief. [[Progressive Bloc]] formed. |- | [[1916]] | Food and fuel shortages and high prices |- | [[1917]] | Strikes and riots; troops summoned to Petrograd |} ==== Expanded chronology of Revolution of 1917 ==== {| class="wikitable" width="100%" ! Gregorian Date ! Julian Date ! Event |- | | January | Strikes and unrest in [[Petrograd]] |- | | February | [[February Revolution]] |- | | February 26^th | 50 demonstrators killed in [[Znamenskaya Square]] |- | | February 27^th | * Troops refuse to fire on demonstrators, desertions. Prison, courts, and police stations attacked and looted by angry crowds. * [[Okhranka]] buildings set on fire. Garrison joins revolutionaries. * [[Petrograd]] Soviet formed. |- | | March 1^st | Order No.1 of the Petrograd Soviet |- | | March 2^nd | [[Nicholas II of Russia|Nicholas II]] abdicates. [[Russian Provisional Government, 1917|Provisional Government]] formed under Prime Minister [[Prince Georgy Yevgenyevich Lvov|Prince Lvov]] |- | | April 3^rd | Return of [[Lenin]] to Russia. He publishes his [[Lenin's April Theses|April Theses]]. |- | | April 20^th | [[Pavel Miliukov|Miliukov]]'s note published. Provisional Government falls. |- | | May 5^th | New Provisional Government formed. [[Kerensky]] made minister of war and navy |- | | June 3^rd | First All-Russian Congress of Soviets in Petrograd. Closed on 24^th. |- | | June 16^th | Kerensky orders offensive against Austro-Hungarian forces. Initial success. |- | | July 2^nd | Russian offensive ends. [[Leon Trotsky|Trotsky]] joins Bolsheviks. |- | | July 4^th – 7^th | The "[[July Days]]"; anti-government demonstrations in Petrograd. |- | | July 6^th | German and [[Austria-Hungary|Austro-Hungarian]] counter-attack. Russians retreat in panic, sacking the town of [[Tarnopol]]. Arrest of Bolshevik leaders ordered. |- | | July 7^th | Lvov resigns. Kerensky is new Prime Minister |- | | July 22^nd | Trotsky and Lunacharskii arrested |- | | August 26^th | Second coalition government ends |- | | August 27^th | Right-wing General [[Lavr Kornilov]] is alleged by Kerensky to have attempted a coup. Kornilov arrested and imprisoned. |- | | September 1^st | Russia declared a republic |- | | September 4^th | Trotsky and others freed. Trotsky becomes head of [[Petrograd Soviet]] of Workers' and Soldiers' Deputies. |- | | September 25^th | Third coalition government formed |- | | October 10^th | Bolshevik Central Committee meeting approves armed uprising. |- | | October 11^th | Congress of Soviets of the Northern Region, until October 13^th |- | | October 20^th | First meeting of the [[Military Revolutionary Committee]] of the [[Petrograd Soviet]] |- | | October 25^th | [[October Revolution]] is launched as MRC directs armed workers and soldiers to capture key buildings in Petrograd. [[Winter Palace]] attacked at 9.40pm and captured at 2am. Kerensky flees Petrograd. Opening of the [[2nd All-Russian Congress of Soviets]]. |- | | October 26^th | Second Congress of Soviets: Mensheviks and right SR delegates walk out in protest against the previous day's events. [[Decree on Peace]] and [[Decree on Land]]. Soviet government declared - the [[Council of People's Commissars]] (Bolshevik dominated with Lenin as chairman). |} == Cultural portrayal == The Russian Revolution has been portrayed in several [[film]]s. * ''Arsenal'' ' [http://www.imdb.com/title/tt0019649/ (IMDB profile)]. Written and directed by [[Aleksandr Dovzhenko]]. * ''Konets Sankt-Peterburga'' aka ''The End of St. Petersburg'' [http://www.imdb.com/title/tt0018066/ (IMDB profile)]. * ''Lenin v 1918 godu''' aka '''Lenin in 1918'' [http://www.imdb.com/title/tt0031564/ (IMDB profile)]. Directed by Mikhail Romm and E. Aron (co-director). * [[October: Ten Days That Shook The World]] [http://www.imdb.com/title/tt0018217/ (IMDB profile)]. Directed by [[Sergei M. Eisenstein]] and [[Grigori Aleksandrov]]. Runtimes: Sweden:104 min, USA:95 min. Country: Soviet Union. Black and White. Silent. 1927. * [[Reds]] [http://www.imdb.com/title/tt0082979/ (IMDB profile)]. Directed by [[Warren Beatty]]. It is based on the book [[Ten Days that Shook the World]]. * [[Anastasia (1997 film)|Anastasia]] [http://imdb.com/title/tt0118617/ (IMDB profile)]. Directed by [[Don Bluth]] and [[Gary Goldman]]. * [[Doctor Zhivago (1965 film)|Dr. Zhivago]] == Bibliography == === Participants' accounts === * [[John Reed (journalist)|Reed, John]]. [http://www.marxists.org/archive/reed/1919/10days/10days/index.htm Ten Days that Shook the World]. 1919, 1st Edition, published by BONI & Liveright, Inc. for International Publishers. Transcribed and marked by David Walters for [http://www.marxists.org/archive/reed/works/index.htm John Reed Internet Archive]. Penguin Books; 1st edition. June 1, 1980. ISBN 0-14-018293-4. Retrieved May 14, 2005. * [[Victor Serge|Serge, Victor]]. [http://www.marxists.org/archive/serge/1930/year-one/index.htm Year One of the Russian Revolution]. L'An l de la revolution russe, 1930. Year One of the Russian Revolution, Holt, Reinhart, and Winston. Translation, editor's Introduction, and notes © 1972 by Peter Sedgwick. Reprinted on Victor Serge Internet Archive by permission. ISBN 0-86316-150-2. Retrieved May 14, 2005. * [[Leon Trotsky|Trotsky, Leon]]. [http://www.marxists.org/archive/trotsky/works/1930-hrr/index.htm The History of the Russian Revolution]. Translated by Max Eastman, 1932. Library of Congress Catalog Card Number 8083994. ISBN 0-913460-83-4. Transcribed for the World Wide Web by John Gowland (Australia), Alphanos Pangas (Greece) and David Walters (United States). Pathfinder Press edition. June 1, 1980. ISBN 0-87348-829-6. Retrieved May 14, 2005. === Primary Documents === * Steinberg, Mark D. ''Voices of Revolution, 1917''. In the series “Annals of Communism,” Yale University Press, 2001. On-line publication of these texts in the Russian original: ''Golosa revoliutsii, 1917 g.'' (Yale University Press, 2002): http://www.yale.edu/annals/Steinberg/golosa.htm === References === * Malone, Richard. ''Analysing the Russian Revolution'', : ISBN 0-521-54141-7, Melbourne, Cambridge University Press; 1st edition, 2004 * Figes, Orlando. ''A People's Tragedy: The Russian Revolution 1891-1924'', : ISBN 0-14-024364-X (trade paperback) ISBN 0-670-85916-8 (hardcover) * Fitzpatrick, Sheila. ''The Russian Revolution''. 199 pages. Oxford University Press; 2nd Reissu edition. December 1, 2001. ISBN 0-19-280204-6. * Lincoln, W. Bruce. " Red Victory: A History of the Russian Civil War 1918 to 1921, pp. 163-193. ISBN 0-306-80909-5 New York, Simon and Schuster, 1989. == External links == * [http://www.ditext.com/yarmolinsky/yarframe.html Avrahm Yarmolinsky, ''Road to Revolution: A Century of Russian Radicalism,'' 1956.] * [http://www.marxists.org/history/ussr/index.htm Soviet history archive at www.marxists.org] * [http://libcom.org/library/russian-revolution Russian Revolution archive at www.libcom.org] * [http://www.marxists.org/archive/serge/1930/year-one/index.htm Year One of the Russian Revolution] from the [[Victor Serge]] Internet Archive on [http://www.marxists.org Marxists Internet Archive]. Translation, editor's Introduction, and notes © 1972 by Peter Sedgwick. Retrieved April 5, 2005. {{WWITheatre}} {{Link FA | pt}} [[Category:1917 in Russia|Revolution]] [[Category:History of Russia]] [[Category:Russian Revolution]] [[Category:Nation timelines]] [[Category:Communist revolutions]] ==Questions== [[Russian Revolution/Questions#Week 6|Week 6 Questions]] 12575 76952 2007-01-16T05:19:38Z Gabriel Spiro 3887 /* History of events after Ocotber 1917 */ =Week 7= ==Effects of the Russian Revolutions== ==History of events after Ocotber 1917== The '''Russian Civil War''' was fought from 1917 to 1921. It began immediately after the collapse of the [[Russian Provisional Government|Russian provisional government]] and the [[Bolshevik]] takeover of [[St. Petersburg|Petrograd]], rapidly intensifying after [[Vladimir Lenin|Lenin]]'s dissolution of the [[Russian Constituent Assembly]] and the signing of the [[Treaty of Brest-Litovsk]]. The main hostilities took place between [[Communist]] forces known as the [[Red Army]] and loosely allied anti-Communist forces known as the [[White Army]], and the worst fighting took place from 1918 to 1920. The Communists won after four years of savage fighting, and established the [[Soviet Union]] in 1922. ==Overview== Following the abdication of [[Russia]]n [[Tsar Nicholas II]] and the turbulent [[Russian Revolution of 1917|Russian Revolution]] throughout 1917, a socialist-leaning [[Russian Provisional Government|Provisional Government]] was established. In October [[October Revolution|another revolution]] occurred in which the [[Red Guards (Russia)|Red Guard]], armed groups of workers and deserting soldiers directed by the Bolshevik Party, seized control of [[St. Petersburg]] and began an immediate armed takeover of cities and villages throughout Russia. In January 1918, Lenin had the [[Constituent Assembly]] violently dissolved, proclaiming the Bolsheviks as the new government of Russia. The Bolsheviks decided to immediately make peace with [[Germany]] and the [[Central Powers]], as they had promised the Russian people prior to the Revolution. This decision has also been attributed by historians to Vladimir Lenin's sponsorship by the foreign office of [[Kaiser Wilhelm II]]'s Germany, offered by the latter in hopes that with a revolution, Russia would withdraw from [[World War I]]. A cease fire was immediately announced and peace talks began. As a condition for peace, the proposed treaty by the Central Powers conceded huge portions of the former Russian Empire to [[German Empire|Imperial Germany]] and the [[Ottoman Empire]], greatly upsetting [[nationalist]]s and [[Conservatism|conservative]]s. [[Leon Trotsky]], representing the Bolsheviks, refused at first to sign the treaty while continuing to observe a unilateral cease fire, following the policy of "No fighting, but no peace treaty". In view of this, the Germans began an all out advance on the Eastern Front, encountering no resistance. Signing a formal peace treaty was the only option in the eyes of the Bolsheviks, because the Russian army was demobilized and the newly formed Red Guard were incapable of stopping the advance. They also understood that the impending counterrevolutionary resistance was more dangerous than the concessions of the treaty, which Lenin viewed as temporary in the light of aspirations for a world revolution. The Soviets acceded to a peace treaty and the formal agreement, the [[Treaty of Brest-Litovsk]], was ratified on [[March 6]], 1918. In the wake of the October Revolution, the old Russian army had been demobilized and the volunteer based Red Guard was the Bolsheviks' main military arm. In January, Trotsky headed its reorganization into the "Workers' and Peasants' Red Army," in order to create a more professional fighting force. He instituted a forceful conscription program, frequently resorting to repressive tactics, and used former Tsarist officers as "military specialists". The Bolsheviks banned all non-Bolshevik political activity around the same time, even other [[socialist]] groups, when it became clear that the Bolsheviks could not hold a majority of the seats in any democratically elected governing body outside of St. Petersburg and Moscow. This was particularly visible in the elections to the Constituent Assembly where Bolsheviks constituted a minority of the vote (despite Bolshevik supervision at major urban polling centers). While resistance to the Red Guard began on the very next day after the Bolshevik coup, the Brest-Litovsk treaty and the political ban became a catalyst for the formation of anti-Bolshevik groups both inside and outside Russia, pushing them into action against the new regime. A loose confederation of anti-Bolshevik forces aligned against the Communist government, including [[Republicanism|republican]], conservative, [[reactionary]], pro-[[monarchist]], [[liberal]], non-Bolshevik socialists, and [[democratic]] reformist supporters, voluntarily united only in their opposition to Bolshevik rule. Their military forces became known as the [[White movement]] (sometimes referred to as the "White Army"), and they controlled significant parts of the former Russian empire for most of the war. A Ukrainian nationalist movement known as the [[Green Army]] and an [[anarchist]] movement known as the [[Black Guards|Black Army]] played a much smaller part in the war, sometimes harrying both the Reds and the Whites, and sometimes even each other. The [[Triple Entente|Western Allies]], upset at the withdrawal of Russia from the war effort, also expressed their dismay at the Bolsheviks. [[Winston Churchill]] declared that Bolshevism must be "strangled in its cradle".{{fact}} In addition, there was also a concern - shared by many countries in the [[Central Powers]] as well - that the socialist revolution would spread and so many expressed support for the Whites, occasionally provided troops and supplies. The majority of the fighting ended in 1920 with the defeat of General [[Pyotr Wrangel]] in the [[Crimea]], but a notable resistance in certain areas continued until 1922 (e.g, [[Kronstadt Uprising]], [[Tambov Rebellion]], and the final resistance of the White movement in the [[Russian Far East|Far East]]). The Soviet government held that the Bolshevik movement was an international workers' movement and not specifically Russian; therefore, Soviet [[historiography]] traditionally referred to the conflict as the "Civil War and Military Intervention of 1917-1922". This term also encompassed the [[Polish-Soviet War]], resistance in [[Ukraine]], as well as [[Basmachi Revolt|Basmachi resistance]] and foreign intervention in [[Central Asia]] in its definition. [[Image:Russian civil war West 1918-20.png|left|thumb| {{legend-line|red solid 2px|Frontiers, 1921}} {{legend-line|#ffbb55 solid 2px|Bolshevik control, Nov 1918}} {{legend-line|blue solid 2px|Maximum advances of 'White' forces}}]] ==Geography and Chronology== The war was fought across three main fronts; the eastern, the southern and the north-western. It can also be roughly split into three periods. '''The first period''' lasted from the Revolution until the Armistice. First, in late November of 1917 the new Bolshevik government declared that traditional Cossack lands were now to be run by the state. This provoked a revolt in [[Don River, Russia|Don]] region headed by General [[Kaledin]], where the [[Volunteer Army]] began amassing support. The signing of the [[Treaty of Brest-Litovsk]] also resulted in direct Allied intervention in Russia and the arming of military forces opposed to the Bolshevik government. There were also many German commanders who offered support against the Bolsheviks, fearing a confrontation with them was impending as well. Most of the fighting in this first period was sporadic, involving only small groups amid a fluid and rapidly shifting strategic scene. Among the antagonists were the Czech-Slovaks, known simply as the [[Czech Legion]] or White Czechs (Белочехи, ''Byelochekhi''), the Poles of the [[Polish 5th Rifle Division]] and the pro-Bolshevik [[Latvian riflemen|Red Latvian riflemen]] (Красные латышские стрелки, ''Krasnye Latyshskiye strelki''). Lenin was surprised by the outbreak of civil war and initially underestimated the extent of the forces that rose against his new government. '''The second period''' of the war was the key stage, which lasted from January to November of 1919. At first the White armies' advances from the south (under [[Denikin]]), the east (under [[Aleksandr Vasilevich Kolchak|Kolchak]]) and the northwest (under [[Nikolai Nikolaevich Yudenich|Yudenich]]) were successful, pushing back the new Red Army on all three fronts. But Leon Trotsky reformed the Red Army and pushed back Kolchak's forces (in June) and Denikin's and Yudenich's armies (in October). The fighting power of all the White armies was broken almost simultaneously in mid-November. '''The final period''' of the war was the extended siege of the last White forces in the Crimea. [[Pyotr Nikolayevich Wrangel|Wrangel]] had gathered the remnants of the armies of Denikin, and they had fortified their positions in the Crimea. They held these positions until the Red Army returned from [[Poland]] where they had been fighting the Polish-Soviet war. When the full force of the Red Army was turned on them the Whites were soon overwhelmed, and the remaining troops were evacuated to [[Constantinople]] in November 1920. While historiography generally considers the Russian Civil War to be over after the defeat of Wrangel's troops, organized military resistance continued up until the evacuation of General Diterikhs' troops in [[Vladivostok]] in October of 1922, after which the [[Soviet Union]] declared itself a state. Thereon after, military resistance to the Soviet government was not to resume on a massive scale until the emergence of the [[Russian Liberation Movement]] during [[World War II]]. ==Course of events== The first attempt to seize the power from the Bolsheviks was made by the [[Kerensky-Krasnov uprising]] in October, 1917. It was supported by the [[Junker mutiny]] in Petrograd, but quickly put down by the Red Guards. [[Image:TrotskySlayingtheDragon1918.jpg|left|thumb|250px|1918 Bolshevik propaganda poster depicting Trotsky as [[Saint George]] slaying the reactionary dragon (Trotsky was [[People's Commissar]] of War, and organizer of the Red Army)]] The initial groups that fought against the Communists were local [[Cossack]] armies that had declared their loyalty to the [[Russian Provisional Government, 1917|Provisional Government]]. Prominent among them were [[Aleksei Maksimovich Kaledin|Kaledin]] of the [[Don Cossacks]] and [[Grigory Mikhailovich Semenov|Semenov]] of the [[Siberia]]n Cossacks. In November, General [[Mikhail Vasilevich Alekseev|Alekseev]], the old [[Tsar]]ist Commander-in-Chief, began to organize a [[Volunteer Army]] (Добровольческая Армия, Dobrovolcheskaya Armiya) in [[Novocherkassk]]. He was joined in December by [[Lavr Georgevich Kornilov|Kornilov]]. These forces fought against the Bolshevik army all across the Ukraine. The Cossacks took [[Rostov]] in December 1917. ===1918=== The Treaty of Brest-Litovsk, which pulled Russia out of the war and gave Germany control over vast stretches of western Russia, came as a nasty shock to the Allies. The British and the French had supported Russia on a massive scale with war materials and money. After the treaty, it looked like much of that material would fall into the hands of the Germans. As a result the [[United Kingdom]] and [[France]] sent troops into Russian ports. There were violent confrontations with troops loyal to the Bolsheviks but little bloodshed. {{main|Allied Intervention in the Russian Civil War}} [[Image:WhiteArmyPropagandaPosterTrotsky.jpg|right|thumb|200px|White Army propaganda poster depicting Trotsky as a "Red devil" that attempts to appeal to [[anti-Semitism]]. The text above the picture reads, "Peace and Liberty in [[Sovdepiya]]"]] It was not until the spring of 1918 that the [[Menshevik]]s and [[Socialist-Revolutionary Party]] joined the armed struggle against the Bolsheviks. Initially they had been opposed to war with the Bolsheviks but the treaty of Brest-Litovsk and the establishment of harsh [[dictator]]ial measures changed their position. They could have been a serious threat, as they had some popular support and the authority of their election victory on the Russian Constituent Assembly in 1918; However, they needed an army. An early attempt by the Socialist-Revolutionary Party to recruit Latvian troops in July 1918 was a failure. Fortunately, the [[Czech Legion]] proved to be a more reliable group to aid their "democratic counter-revolution". The Czech Legion had been part of the Russian army and by October 1917 numbered around 30,000 men. Most were ex-[[prisoner of war|prisoners of war]] and deserters from the [[Austro-Hungarian Army]]. Encouraged by [[Tomáš Masaryk]], the legion was renamed the Czecho-Slovak Army Corps and hoped to continue fighting the Germans. An agreement with the new Bolshevik government to pass by sea through [[Vladivostok]] (so they could unite with the [[Czechoslovak legions]] in France) collapsed over an attempt to disarm the Corps. Instead their soldiers disarmed the Bolshevik forces in June 1918 at [[Cheliabinsk]]. Within a month the Czech Legion controlled most of the [[Trans-Siberian Railroad]] from [[Lake Baikal]] to the [[Ural Mountains]] regions. By August they had extended their control even farther, taking over Ekaterinburg on [[July 26]] 1918. The Mensheviks and Socialist-Revolutionaries supported [[peasant]] fighting against Soviet control of food supplies. In May 1918, with the support of the Czech Legion they took Samara and [[Saratov]], establishing the [[Committee of Members of the Constituent Assembly]] (Комуч, Komuch). By July the authority of Komuch extended over much of the area controlled by the Czech Legion. The Komuch implemented a socialist reform program but without the unpopular economic changes the Soviets were pursuing. There were also conservative and nationalist "governments" being formed by the [[Bashkir]]s, the [[Kirghiz]] and the [[Tatars]] (see [[Idel-Ural State]]) as well as a [[Siberian Regional Government]] in [[Omsk]]. In September 1918 all the anti-Soviet governments met in [[Ufa]] and agreed to form a new Russian Provisional Government in Omsk, headed by a Directory of five: three Socialist-Revolutionaries (Avksentiev, Boldyrev and Zenzinov) and two [[Constitutional Democratic Party|Kadet]]s, (V. A. Vinogradov and P. V. Vologodskii). However, the new government quickly came under the influence the new War Minister, [[Rear-Admiral]] [[Aleksandr Vasilevich Kolchak|Kolchak]]. On [[November 18]] a [[coup d'état]] established Kolchak as dictator. The members of the Directory were arrested and Kolchak was proclaimed "Supreme Ruler of Russia". Kolchak was apolitical and not involved in the coup. He proved to be ineffective as both a political and military leader (his training was all in naval warfare). He also did not get along with the leaders of Czech Legion, the strongest military force in the area. To the Soviets the emergence of Admiral Kolchak was a political victory because it confirmed their opponents as anti-democratic reactionaries. Following a reorganization of the People's Army, Kolchak's forces captured [[Perm]] and Ufa in December of 1918. But this was to be the high water-mark for his army. In July two Socialist-Revolutionaries; Blyumkin and Andreyev; assassinated the German ambassador in Moscow, Count [[Wilhelm Mirbach|Mirbach]], in an attempt to provoke the Germans into renewing hostilities. Other Socialist-Revolutionaries attempted to rouse Red Army troops against the regime. The Soviets managed to put down these local uprisings, and Lenin personally apologized to the Germans for the assassination. There were mass arrests of Socialist-Revolutionaries. Following two further terrorist acts on [[August 30]]—the assassination of the Chairman of the Petrograd [[Cheka]], [[Moisei Uritsky|Uritsky]], and the wounding of Lenin—the "[[Red Terror]]" was unleashed in response. [[Menshevik]]s and Socialist-Revolutionaries were expelled from the Soviets and anyone suspected of counter-revolutionary activity could be imprisoned or executed without trial. ===1919=== The stage was now set for the key year of the Civil War. The Bolshevik government was firmly in control of the core of Russia, from Petrograd through Moscow and south to [[Volgograd|Tsaritsyn]] (now Volgograd). Against this government in the east, Admiral Kolchak had a small army and had some control over the Trans-Siberian Railroad. In the south Cossacks armies controlled much of the Don and the Ukraine. In the Caucasus, General [[Denikin]] had established an army. In the newly independent country of [[Estonia]] General [[Nikolai Nikolayevich Yudenich|Yudenich]] was organizing an army. Estonia was overtly hostile to the Bolsheviks and had been fighting with them since November 1918 (see [[Estonian War of Independence]] for details). The French occupied [[Odessa]]. The British occupied [[Murmansk]]. The British and Americans occupied [[Arkhangelsk]] and the [[Japan|Japanese]] occupied [[Vladivostok]]. Trotsky ordered the Bolshevik army to recapture Ukraine first. This they did in a quick campaign in the winter-spring of 1919. The Cossacks had been unable to organize and capitalize on their successes at the end of 1917. Consequently, when the [[Soviet Union|Soviet]] counter-offensive began in January 1919—under the Bolshevik leader [[Vladimir Antonov-Ovseenko|Antonov-Ovseenko]]—the Cossack forces rapidly fell apart. The Red Army captured Kiev on [[February 3]] 1919 and ten days later, with his army in chaos, General Kaledin committed suicide. Rostov was captured in March 1918. The Cossack Volunteer Army was evacuated to the [[Kuban]], where they joined with the [[Kuban Cossacks]] to mount an abortive assault on [[Ekaterinodar]]. General Kornilov was killed in the fighting on [[April 13]], Operational command passed to General Denikin who spent the next few months rebuilding his Cossack army. In October, General Alekseev died of a heart attack and General Denikin was (in theory at least) now the top political leader for the White armies in Southern Russia. With Bolshevik forces seemingly triumphant in Ukraine, the French, having done almost no fighting, withdrew their troops from Odessa on [[April 8]] 1919. While the war was going on in Ukraine, Trotsky sent another army against Kolchak's forces. This army, lead by the capable commander [[Tukhachevsky]], recaptured Ekaterinburg on [[January 27]] 1919 and continued to push along the Trans-Siberian railroad. Both sides had victories and losses, but by the middle of summer the Red army was larger than the White army and was winning back lands it had lost earlier. The British and Americans pulled their troops out of [[Murmansk]] and [[Arkhangelsk]] before the onset of winter, having accomplished little. The Red Army captured [[Omsk]] on [[November 14]] 1919. Admiral Kolchak lost control of his government shortly after this defeat and in fact, the White army in Siberia essentially ceased to exist by December. [[Image:RussianCavalryPoster.jpg|thumb|left|200px|1919 poster, "Mount your horses, workers and peasants! The Red Cavalry is the pledge of victory."]] Even though the United Kingdom withdrew its troops, it continued to give significant military aid (money, weapons, food, ammunition, and some military advisors) to the White armies during 1919, especially to General Yudenich. Without this support the White armies would likely have lost the war much earlier due to lack of weapons and food. In the early summer, the Caucasus Army (now under operational command of General [[Pyotr Wrangel|Wrangel]]) attacked north, trying to relieve the pressure on Kolchak's army or even link up with it. Wrangel's troops managed to capture [[Tsaritsyn]] on [[June 17]] 1919. Trotsky responded to this threat by sending Tukhachevsky with a new army against Wrangel's troops. The Caucasus army of Wrangel, faced with superior numbers, retreated south, leaving Tsaritsyn to the Bolsheviks. Later in the summer, another Cossack force called the Don Army under the command of Cossack General Mamontov and attacked into Ukraine. The Red army, stretched thin by fighting on all fronts, was forced out of Kiev on [[September 2]] 1919. Mamontov's Don Army continued north towards [[Voronezh]] but there they were defeated by Tukhachevsky's army on [[October 24]]. Tukhachevsky's army then turned towards yet another threat, the rebuilt Volunteer Army, and destroyed that army at [[Orel]] in October. The Red Army recaptured Kiev on [[December 17]] and the defeated Cossacks fled back towards the [[Black Sea]]. While the White Armies were being defeated in the south, the center and the east, there was still one more threat to the Bolshevik government. This threat came from General Yudenich who had spent the spring and summer organizing a small army in Estonia, with British support. In October of 1919 he tried to capture Petrograd in a sudden assault with a force of around 20,000 men. The attack was well executed, with night attacks and maneuvers to turn the flanks of the defending Red army. Yudenich also had six British tanks that caused panic whenever they appeared. By [[October 19]] 1919 Yudenich's troops had reached the outskirts of Petrograd. The Bolshevik leadership in Moscow was willing to give up Petrograd, but Trotsky refused to accept the loss and personally went to the city to organize the defenses. Trotsky did everything he could to defend the city including arming the industrial workers and ordering the transfer of military forces up from Moscow. Within a few weeks the Red army defending Petrograd had tripled in size and outnumbered Yudenich three to one. At this point Yudenich gave up his attack and withdrew his army back to Estonia. Upon his return to Estonia, his army was disarmed by order of the Estonian government. The Bolshevik forces that followed Yudenich were beaten back by the Estonian army. Following the [[Treaty of Tartu (Russian–Estonian)|Treaty of Tartu]] most of Yudenich's soldiers then went into exile. These victories by the Bolsheviks over Mamontov's Cossack army at Voronezh, Yudenich at Petrograd, and Kolchak at Omsk—all in a one month period—transformed the war. Quite suddenly the Bolshevik government had triumphed over all its internal enemies; the job that remained now was mopping up. ===1920=== In Siberia, Admiral Kolchak's army had disintegrated. He himself gave up command after the loss of Omsk and designated [[Grigory Mikhailovich Semenov|Semenov]] as the new leader of the White Army in Siberia. Not long after this he was arrested by a dissident faction (which was probaly made up of nationalist [[Bashkirs]]<ref>{{cite book | author=Mawdsley, Evan | title=The Russian Civil War | publisher=Aleen & Unwin inc. | year=1987 | id=ISBN 0-04-947025-6}}</ref>) as he traveled towards [[Irkutsk]] (historian Richard Pipes thinks the French military liaison was involved in this). Kolchak was turned over to the Red army in February 1920 and executed two weeks later (likely on Lenin's order). Fighting in Siberia continued for the next year as armed gangs—essentially bandits—roamed the land. Semenov and his tattered band of Cossacks ultimately retreated into [[China]]. The Czech Legion had no real interest in fighting in the Russian Civil War. They wanted to fight the German army, but with the end of World War I, that desire died. Uninspired by Kolchak (and not, in turn, trusted by him) they spent most of 1919 moving their troops east and having them shipped, boat by boat, back to Europe. They were aided in this effort by American military units, under the command of General [[William S. Graves]], who took control over the eastern end of the Trans-Siberian Railroad. The Czech Legion managed to evacuate all their forces out from Vladivostok (as had been their original plan in 1918). They were gone by April 1920 which is when the American troops also left Siberia. Most of the White Armies were evacuated by British ships during the winter-spring of 1920. General Wrangel was the only holdout; his army remained an organized force in the Crimea throughout the summer of 1920. Then, trying to take advantage of the Red Army defeat in the Polish-Soviet War of 1920, General Wrangel attacked north. This offensive was rapidly halted by the Red Army and his troops were forced to retreat back to the Crimea in November 1920. He was evacuated by the British out of the Crimea on [[November 14]] 1920 amidst horrific scenes of desperation and cruelty. Tens of thousands of Russians tried to escape from the Red army but were unable to find transport on the British ships. The Japanese, who had plans to annex the [[Amur]] region of Eastern Siberia, finally pulled their troops out in October of 1922 as the Bolshevik forces gradually asserted control over all of Siberia. The regions of Kamchatka and Northern Sakhalin remained under Japanese occupation until their treaty with Soviet Union in 1925, when their forces were finally withdrawn. ==Explanations for the Red victory== The Reds held the central, industrial area, which gave them control over railways and the production of amunitions. They also controlled a huge population base from which they could conscript large armies (which they did starting in 1919). The Reds were united in the face of a common enemy, they feared the Tsar’s return, and they made use of the fear of invasion and newfound patriotism in the people. They relied on no one else, which made it easier to coordinate defense. The peasants feared the Tsar’s return and that of the landlords. They were worried that they would lose their land. The core area which the Bolsheviks controlled was the most populous area of Russia and, when the decisive battles took place at the end of 1919, they had more than 3,000,000 men under arms. By the end of the Civil war in 1921 they had 5,000,000 men in their army. More than 75,000 ex-Tsarist officers served in the Red army. Compared to this, the strength of the White armies never exceeded 250,000 men. The core area which the Bolsheviks controlled contained the main industrial regions and almost all of the weapons of the Czarist army. They had the advantage of inner and better lines of communications, in particular railway lines. This allowed soldiers to be transported quickly to battlefields, and sufficient supplies to reach them. These inner lines of communication allowed Trotsky to shift Tukhachevsky and some of his best troops from the east - where they were fighting against Kolchak's army - to the south - where they fought against Wrangel's army at Tsaritsyn; all in the summer of 1919. Leon Trotsky turned out to be an effective leader and organizer; he was also a brilliant speaker. He was appointed as Commissar for War in 1918 after the signing of the Treaty of Brest-Litovsk. From a core of Red Guards, which had been armed by the Provisional Government during the Kornilov Revolt, Trotsky built up the Red Army through conscription. Traveling on his legendary train, he boosted the Red Army's morale. He also re-introduced strict discipline (after a short period of "equality" under Soviet Order No. 1). Deserters were shot, and political commissars, committed Bolsheviks, were placed in the ranks to ensure loyalty. Trotsky was personally responsible for ending the panic in Petrograd and turning back Yudenich's army. However, Trotsky was not usually responsible for the local conduct of the military operations, which remained in the capable hands of energetic men like Tukhachevsky. ==Weaknesses of the Whites== Victory for the Bolsheviks was partially due to the weaknesses of the Whites. The Whites consisted of a coalition of many different diverse groups, all with different ideologies and objectives. Many peasants didn’t support the Whites and tried to maintain neutrality. The peasants were worried that a White victory could restore their land to the former land owners. While some White factions supported radical change and land reform, such as General [[Pyotr Wrangel]]'s land reform, most Whites did not want to get involved in the land question and some were content giving the land back to its original owners, at least until another political solution was decided. Admiral Kolchak was a capable naval officer but was not politically educated and had no prior experience in commanding a land based army. His tensions with certain commanders of the Czech Legion, the strongest and best organized military force in Siberia, caused difficulties. He had also been unable to gain the support of top Allied powers (Britain, France, or the [[United States]]). No Allied government recognized Kolchak's government as legitimate, partly owing to the Allies' uncertainty in the future of Kolchak's government (many socialists sought to replace him). Other reasons for not recognizing Kolchaks government include dislike of the Kolchaks autocratic rule <ref>U.S. General [[William S. Graves]], America's Siberian Adventure (1918-1920) </ref> and fear of a new united Russian empire with colonial interests<ref>Richard Pipes, The Russian Revolution</ref>. The Whites were unable to gain support from three powers that had an interest in the conflict: [[Finland]], Poland, and the [[Baltic countries|Baltic States]]. While the Bolsheviks were quite willing to recognize the independence of these new countries (the Bolsheviks thought that all countries would soon cease to exist as Communism would dissolve national boundaries), the Whites were hesitant in deciding the question outside of the yet to be convened Constituent Assembly. As a result, General Yudenich was unable to get military support from Estonia or Finland for his attack on Petrograd. The Polish government lead by Yusuf Pilsudski, chose instead to ally with the Ukrainian government lead by Symon Petlura, whose territory had been invaded by the whites. The Whites suffered because of their strategic position, which was scattered throughout the country, while the Bolsheviks were centralized. It was difficult too for Whites to communicate, much less coordinate attacks. There were also disputes over politics and military tactics. Some of the White generals (such as [[Grigory Mikhailovich Semenov|Semenov]]) became known for torture, rape and murder of civilians, which gave them many enemies.<ref>U.S. General [[William S. Graves]], America's Siberian Adventure (1918-1920) </ref>. ==Aftermath== At the end of the Civil War, Soviet Russia was exhausted and near ruin. The droughts of 1920 and 1921 and the 1921 famine worsened the disaster. The war had taken an estimated 15 million lives, including at least one million soldiers of the Russian Red Army who died in battle. Fifty thousand Russian Communists were killed by the counter-revolutionary Whites. Millions more were also killed by widespread starvation, epidemics, wholesale massacres by both sides, and even pogroms against Jews in Ukraine and southern Russia. The economic loss to Soviet Russia was 50 billion rubles, or 35 billion in current U.S. [[Dollar]]s. The industrial production value descended to 4-20% of the value of 1913. Another million people, known as the [[White emigres]], fled Russia - many with General Wrangel, some through the Far East, others fled west into the newly independent Baltic countries in order to escape the ravages of the war, the famine, or the rule of either warring faction. These émigrés included a large part of the educated and skilled population. [[War Communism]] saved the Soviet government during the Civil War, but much of the Russian economy ground to a standstill. Private industry and trade was proscribed, and the newly established (and barely stable) state was unable to run the economy on a sufficient scale. It is estimated that the total output of mines and factories in 1921 had fallen to 20 % of the pre-World War level, and many crucial items experienced an even more drastic decline. For example, cotton production fell to 5 %, and iron to 2 % of pre-war levels. The peasants responded to requisitions by refusing to till the land. By 1921, cultivated land had shrunk to 62 % of the pre-war area, and the harvest yield was only about 37 % of normal. The number of horses declined from 35 million in 1916 to 24 million in 1920, and cattle from 58 to 37 million. The exchange rate of the U.S. dollar declined from two [[Russian ruble|rubles]] in 1914 to 1,200 in 1920. Although Russia eventually recovered and even experienced extremely rapid economic growth in the 1930s, the combined effect of World War One and the Civil War left a lasting scar in Russian society, and had permanent effects on the later history of the Soviet Union. Many socialist theorists, particularly those in the [[Trotskyist]] tradition, cite the combined devastation of these two experiences as the basis for [[Stalin's]] rise to power and the reason for the dissolution of the [[workers' state]] established by [[Lenin]] and the original [[Bolsheviks]]. They argue that the [[proletariat]] had been crippled by both massive physical death and the destruction of [[class consciousness]]. What is more, they strongly emphasize the ruinous state that Russian economy was in after years of national conflict. They claim that the ascendency of [[Stalinism]] took root in the shambles of the country's socioeconomic system. ==See also== {{commonscat|Civil war of Russia}} *[[Allied Intervention in the Russian Civil War]] **[[North Russia Campaign]] **[[Polar Bear Expedition]] **[[American Expeditionary Force Siberia]] *[[Latvian Riflemen]] *[[Stalin in the Russian Civil War]] *[[Idel-Ural State]] *[[Nestor Makhno]] *[[Russian Liberation Movement]] *[[Doctor Zhivago (novel)|Doctor Zhivago]] - perhaps the most famous fictional work about the Russian Civil War. *[[Reds]] - a big-budget Hollywood movie also set in the time period ==References== <references /> *T.N. Dupuy, ''The Encyclopedia of Military History'' (many editions) Harper & Row Publishers. *''DK Atlas of World History'', 1999, Dorling Kindersley Publishing. ==External links== *[http://libcom.org/library/russian-revolution Russian Revolution and Civil War archive at libcom.org/library] *[http://www.bbc.co.uk/history/war/wwone/eastern_front_05.shtml "BBC History of the Russian Revolution"] ([[May 4]], [[2004]]) *[http://www.spartacus.schoolnet.co.uk/RUScivilwar.htm "Russian Civil War"] (Spartacus History, downloaded January 3, 2006) *[http://www.onwar.com/aced/data/romeo/russia1918.htm "Russian Civil War 1918-1920"] (On War website, downloaded [[January 4]], 2006) [[Category:Civil wars]] [[Category:History of Russia]] [[Category:Russian Revolution]] [[Category:Wars of Russia]] [[Category:Wars of the Soviet Union]] [[Category:Russian Civil War|*]] {{Link FA|de}} {{Link FA|ro}} ==Questions== [[Russian Revolution/Questions#Week 2|Week 2 Questions]] 12576 70343 2007-01-11T01:35:43Z JWSchmidt 20 [[Category:History]] =Questions= ==Week 1== *Why would I (you the student) study the Russian Revolutions? *What impacts would you say the Revolutions had on Russia? *What do you think you'll learn from this course? *How do you think you'll grow as a person after this course? *What are your goals regarding this course? ==Week 2== *1. Who were the Romanovs? *2. How did they come to power? *3. Why did they rule the way they ruled? ==Week 3== *1. What effected the 1905 revolution? *2. Who were come of the major players in the 1905 revolution? *3. How was this revolution different from other Russian revolutions past? *4. How was this revolution different from other Russian revolutions to come? ==Week 4== *1. What effected the February 1917 revolution? *2. Who were come of the major players in the February 1917 revolution? *3. How was this revolution different from other Russian revolutions past? *4. How was this revolution different from other Russian revolutions to come? *5. How did Lvov react towards these revolutions? *6. How did Kerensky react towards these revolutions? ==Week 5== *1. What effected the February 1917 revolution? *2. Who were come of the major players in the February 1917 revolution? *3. How was this revolution different from other Russian revolutions past? *4. How was this revolution different from other Russian revolutions to come? ==Week 6== [[Category:History]] 12577 70340 2007-01-11T01:34:18Z JWSchmidt 20 [[Category:History]] =Introduction= Hello, my name is Gabriel Spiro. I am a student at [[Montgomery College]] in Germantown, Maryland. =Course Information= Welcome to RU 1050 Russian Revolution! This course's homepage is [[Russian Revolution]] and its supplemental material pages are located on the home page ([[Russian_Revolution#Material|Material]]). Most of our activities will be confined to the Wikiversity and Wikipedia, but other sites that are reputable might be added at a later point. =Instructor Information= Currently there is only one teacher but others may be added. [[user:Gabriel Spiro|Gabriel J. Spiro]] is a student at [[Montgomery College]] at the Germantown Campus. He is a History and Political Science major and has grown in his love of Russian History and specifically Russian Revolutions. If you need to e-mail me please don’t hesitate to do so; Gabriel.RussianRevolution@gmail.com. =Text and Supplementary Readings = All the material necessary for the class will be found somewhere on the Internet and predominately from Wiki sources. ==Textbook== The textbook for this course will be found [[Russian_Revolution#Material|here]] and any other extra sites that are necessary for the completion of this class will be denoted on that week’s page under the Home Work section. ==Supplementary reading(s)== It might be helpful to look at the related Wikipedia pages located [[Russian Revolution/Related Wikipedia Pages|here]]. =Course Descriptions/Objectives= It is my desire that you the students will learn about the Russian Revolution and how each succeeding revolution built up to a calumniating event which many historians said was a mistake. Why did the backward nation of Russia at the beginning of the century become such a powerful superpower at the middle of that century and then dissolve into a minor power by the end of the century. It our goal that you will be able to correctly and specifically outline the causes and reasons for the October Revolution and then be able to move into other higher level Russian classes at a traditional college and have a good foundation to build up. =Course Calendar/Schedule= The calendar of this class starts on – and will end on -. The course lectures have been prepared in a weekly format. To help those of you who are really busy, I have added two weeks to the number of weeks necessary to complete the material so that you the student have a little bit a cushion of time if you start to fall behind. The final will be a research paper that you will write. Because it is impossible to have a real ‘final’, the research paper will done in place of it. Therefore, you have – weeks to complete – weeks worth of material. Homework has no real deadline but it must be completed when you turn in the final. Topics for the final must be submitted a week before the end of the class. =Course Policies= Here are the policies for the course. ==Attendance, lateness== There is no attendance necessary at any one point but lateness will be an issue when it comes to the final and homework. You have to turn everything to myself (Gabriel.RussianRevolution@gmail.com) no later than one week after the class ends. ==Class participation== All registered members of the class must post their answers to the questions for each week on the talk page for each week’s home work page. Unregistered users’ comments will be removed and the grading for the talk about the answers will result in 10% of your grade. ==Missed exams or assignments== If your homework, essays, and final are not received one week after the end of the class, that assignment will be marked as a 0. ==Academic dishonesty== You must reference your sources and any form of plagiarism will result in immediate expulsion from the class. ==Grading== Grading for this class will follow this spreadsheet. {| class="wikitable" ! Points ! Letter Grade |- | 98-100 | A+ |- | 95-97.9 | A |- | 90-94.9 | A- |- | 88-89.9 | B+ |- | 85-87.9 | B |- | 80-84.9 | B- |- | 78-79.9 | C+ |- | 75-77.9 | C |- | 70-74.9 | C- |- | 0-69.9 | F |} =Available Support Services= [[Category:History]] 12578 70345 2007-01-11T01:36:33Z JWSchmidt 20 [[Category:History]] =People= ==Individuals== *[[w:Vladimir Lenin]] *[[w:Joseph Stalin]] ==Groups== *[[w:Bolshevik]] *[[w:Menshevik]] *[[w:White movement]] *[[w:Black Guards]] *[[w:Green Army]] =Places= =Events= ==Revolutions== *[[w:Russian Revolution of 1917]] *[[w:February Revolution]] *[[w:October Revolution]] *[[w:Russian Civil War]] [[Category:History]] 12579 70344 2007-01-11T01:36:05Z JWSchmidt 20 [[Category:History]] =Related Books= ==Books on Specific Revolutions== *10 Days that Shook the World, John Reed *Bolshevik Revolution, Richard Pipes ==Books on Russian History== *20th Century Russia, Robert Service *Lenin, Robert Service [[Category:History]] 12580 76948 2007-01-16T05:16:53Z Gabriel Spiro 3887 /* Week 5 */ {{main_welcome}} =Week 5= ==February Revolution Revolution (1917)== :''For the French revolutions, see [[Revolutions of 1848 in France]]'' The '''February Revolution''' ([[Old Style and New Style dates|N.S.]]: '''March Revolution''') of 1917 in [[Russian Empire|Russia]] was the first stage of the [[Russian Revolution of 1917]]. Its immediate result was the [[abdication]] of [[Tsar]] [[Nicholas II of Russia|Nicholas II]]. The February Revolution saw a transfer of power from the Tsar, with around 1,500 to 2,000 people being killed or badly wounded in the disturbances. The regime that came into being was an alliance between [[liberalism|liberals]] and [[socialism|socialists]] who wanted to instigate political reform, creating a democratically elected [[executive (government)|executive]] and [[Russian Constituent Assembly|constituent assembly]]. === World War I === The 1917 February Revolution occurred largely as a result of [[World War I]] and dissatisfaction with the way that the country was being run by the Tsarina [[Alexandra Fyodorovna of Hesse]] and Tsar Nicholas' ministers, who were acting on the authority of the Tsar while he was away at the Army Headquarters as Commander-in-Chief. (A telegram from [[Rodzienko]] to the Tsar on 26 February 1917, in which he begs for a strong capable minister, illustrates the lack of strong leadership.) The personal assumption of command by the Tsar in itself caused tension as involvement in the World War I was seen to be causing the majority of the problems Russia was experiencing internally, and the personal association of the Tsar with the war further worsened his position. Controversy also surrounded the role of [[Grigori Rasputin]] in the Russian royal family, with speculation arising regarding his relationship with the Tsarina in particular, speculation that resulted in the assassination of Rasputin by members of the extended royal family. Furthermore, Alexandra's German heritage made her an unpopular figurehead for the Romanovs in Petrograd while Nicholas was away at the front. All political parties had supported, in August 1914, Russian participation in World War I, alongside the [[United Kingdom of Great Britain and Ireland|United Kingdom]] and the [[French Third Republic]] allied in the ''[[Triple Entente]]''--apart from the [[Russian Social Democratic Labour Party|Social Democratic Labour Party]] divided between the [[Menshevik]]s and the [[Bolshevik]]s. After a few initial victories, the Tsar's armies were confronted with serious defeats; in particular, in [[East Prussia]]. The [[factory|factories]] were not productive enough, the [[railway]] system insufficient, and poor [[logistics]] overall explained the Russian losses. More than 1,700,000 Russian soldiers were killed, and 5,900,000 injured. [[Mutiny|Mutinies]] sprang up often, general morale was at its lowest and the officers and commanders were at times quite incompetent. Over 140,000 desertions occurred in one year. Some units went to the front line with [[ammunition]] that was incompatible with their weapons. On the home front, [[Famines in Russia and USSR|famine]] was threatening and [[commodity|commodities]] were becoming scarce. The [[Economy of Russia|Russian economy]], which had just seen one of the highest [[economic growth|growth rates]] of Europe, was henceforth blocked from the European market. The [[Duma]], composed of liberal deputies, warned the Tsar Nicholas II and counselled him to form a new sort of constitutional government, which he had dissolved after some short-term attempts following the [[Russian Revolution of 1905|1905 Revolution]]. But the Tsar ignored the Duma's advice. The February Revolution Events February 22, 1917 - Nicholas II leaves Petrograd to visit troops February 23 - International Women’s Day demonstration in Petrograd February 24 - Massive strikes and demonstrations occur throughout the capital February 25 - Unrest continues; Mensheviks meet and set up a “Workers’ Soviet” Nicholas II orders military to stop riots February 26 - Troops fire on demonstrating crowds Mass mutiny begins in local army regiments Firefights break out between troops and police February 27 - More than 80,000 troops mutiny and engage in widespread looting February 28 - Duma and Workers’ Soviet gather separately and begin making decisions about restoring order and establishing a new state March 2 - Nicholas II abdicates the throne; provisional government formed Key People Nicholas II - Last Russian tsar; abdicated as a result of the February Revolution Alexander Kerensky - Member of the provisional government and Petrograd Soviet; wielded significant political power after Nicholas II’s abdication International Women’s Day 1917 With Russia faring poorly in World War I and facing severe food shortages, strikes and public protests happened in the country with increasing frequency during 1916 and early 1917. Violent encounters between protesters and authorities also increased. On February 23, 1917, a large gathering of working-class women convened in the center of Petrograd to mark International Women’s Day. The gathering took the form of a protest demonstration calling for “bread and peace.” While the demonstration began peacefully, the next morning it turned violent as the women were joined by hundreds of thousands of male workers who went on strike and flooded the streets, openly calling for an end to the war and even to the monarchy. Feeding on their outrage with each passing day, the demonstrations became larger and rowdier, and the outnumbered police were unable to control the crowds. Violence and Army Mutiny With news of the unrest, Tsar Nicholas II, who was away visiting his troops on the front, sent a telegram to Petrograd’s military commander on February 25, ordering him to bring an end to the riots by the next day. In their efforts to carry out the tsar’s order, several troops of a local guard regiment fired upon the crowds on February 26. The regiment fell into chaos, as many soldiers felt more empathy for the crowds than for the tsar. The next day, more than 80,000 troops mutinied and joined with the crowds, in many cases directly fighting the police. The Duma and the Petrograd Soviet During this period, two political groups in Russia quickly recognized the significance of what was developing and began to discuss actively how it should be handled. The Duma (the state legislature) was already in active session but was under orders from the tsar to disband. However, the Duma continued to meet in secret and soon came to the conclusion that the unrest in Russia was unlikely to be brought under control as long as Nicholas II remained in power. During the same period, the Petrograd Soviet, an organization of revolutionary-minded workers and soldiers dominated by the Menshevik Party, convened on February 27. They immediately began to call for full-scale revolution and an end to the monarchy altogether. The Tsar’s Abdication Despite the mutinies in the army and government, there was still no consensus that the monarchy should be dismantled entirely; rather, many felt that Nicholas II should abdicate in favor of his thirteen-year-old son, Alexis. If this occurred, a regent would be appointed to rule in the boy’s place until he reached maturity. Therefore, both the Duma and military leaders placed heavy pressure on the tsar to resign. Nicholas II finally gave in on March 2, but to everyone’s surprise he abdicated in favor of his brother Michael rather than his son, whom he believed was too sickly to bear the burden of being tsar, even with a regent in place. However, on the next day Michael also abdicated, leaving Russia with no tsar at all. Responding to this unexpected turn of events, leading Duma members assumed the role of being the country’s provisional government. The provisional government was to serve temporarily, until a Constituent Assembly could be elected later in the year to decide formally on the country’s future government. The Provisional Government and Petrograd Soviet Although the provisional government was quickly recognized by countries around the world as the legitimate governing body of Russia, the Petrograd Soviet held at least as much power and had significantly greater connections with regional authorities in other parts of the country. The Petrograd Soviet was in essence a metropolitan labor union made up of soldiers and factory workers. By the time of Nicholas II’s abdication, it had some 3,000 members and had formed an executive committee to lead it. Dominated by Mensheviks, the group was chaotic in structure and favored far more radical changes than did the provisional government. Though often at odds, the provisional government and the Petrograd Soviet found themselves cooperating out of necessity. With every major decision, the two groups coordinated with each other. One man, an ambitious lawyer named Alexander Kerensky, ended up a member of both groups and acted as a liaison between them. In time he would become the Russian minister of justice, minister of war, and then prime minister of the provisional government. Assessing the February Revolution The February Revolution was largely a spontaneous event. It began in much the same way as had dozens of other mass demonstrations in Russia in previous years and might well have ended in the same manner, if the military had not gotten involved. There was no plan or oversight for the way it happened, and few, if any, dedicated Russian revolutionaries were involved—most, such as Vladimir Lenin, were out of the country. Afterward, many political groups competed for power, but they did so relatively peacefully. The two main groups, the provisional government and the Petrograd Soviet, disagreed completely about the direction that Russia should take, yet they did manage to work with each other. Meanwhile, the various rival political parties also developed cooperative attitudes and worked with one another. The arrival of Lenin in Russia in April 1917, however, immediately changed the situation. === Petrograd's riots === February 1917 gathered all the preconditions for a popular [[uprising]]: harsh winter, lack of [[food]], and general lassitude towards the war. All began with [[Strike action#Categories of strikes|wildcat strike]]s, in the beginning of February, from workers in Petrograd ([[St. Petersburg]] prior to the war). On [[February 22]] (O.S.) the major plant of Petrograd, [[Putilov plant]], announced a strike; the strikers were fired and some shops closed, which caused unrest at other plants. Some [[Demonstration (people)|demonstrations]] were organized to demand [[bread]], which were supported by the industrial working force, which found in them a reason for continuing the strikes. Although some clashes with the Tsar's forces happened, on the first day no one was injured. In the following days, the strikes generalized themselves in all of Petrograd and tension was rising. On [[February 23]] (O.S.; [[March 8]], N.S.), a series of meetings and rallies were held on the occasion of the [[International Women's Day]], which gradually turned into economic and political ones. [[Slogan]]s, which had been until this time quite reserved, became more and more political: "End to the war!", "End to the [[autocracy]]!". This time, clashes with the [[police]] resulted in casualties on both sides. Demonstrators armed themselves by [[looting]] police headquarters. After three days of demonstrations, the Tsar sent a large battalion of soldiers to the city to quell the uprising on [[February 25]] (O.S.). The soldiers resisted the first attempts at [[fraternization]] and killed many demonstrators. However, during the evenings, soldiers progressively [[desertion|deserted]] their officers and joined the revolt instead, permitting it to become more conventionally armed. The Tsar initially refused to believe the reports sent to him by the President of the Duma, stating in a telegram to his wife on 27 February that "Again, that fat-bellied [[Mikhail Rodzyanko|Rodzianko]] has written me a load of nonsense, which I won’t even bother to answer". On 1 March, he decided to take a train to the government capital after hearing that his children, including the [[Tsarevich Alexei Nikolaevich of Russia|Tsarevich Alexei]] had contracted the [[measles]]. However, on route, the royal train was instructed to divert by a group of disloyal troops. When he reached his destination, the Army Chiefs, his remaining ministers (those who had not fled on 29 February under the pretense of a power cut) in unison, suggested that he abdicate. Tsar Nicholas II abdicated the throne on [[March 2]] (O.S.) ([[March 15]], N.S., thirteen days difference), he also abdicated for his son the Tsarevich; and nominated Grand Duke [[Michael Alexandrovich]] to succeed him. However, all of Petrograd's troops had joined the demonstrators; the Grand Duke then refused the crown and the [[Russian Provisional Government|Provisional Government]] took control of Russia, by default. The first elections took place at the [[Petrograd Soviet]] (Workers council), while the provisional government got itself organized: two competing powers were getting organized ("diarchy"). === The Provisional Government and Petrograd's Soviet === The Provisional Government which replaced the Tsar was initially led by a liberal aristocrat, [[Prince Georgy Yevgenyevich Lvov]], a member of the [[Constitutional Democratic party]] (KD). After his government failed, he was succeeded by a [[Social Revolutionary Party|Social Revolutionary]], [[Alexander Kerensky]]. Maintaining Russian involvement in the World War I, Kerensky was unable to deal with the problems Russia faced. Pressure from the right (such as those behind the [[Kornilov Affair]]), from the left (mainly the Bolsheviks) and pressure from the Allies, to continue the war against Germany, put the government under increasing strain. On [[March 1]], [[1917]] the Petrograd Soviet issued Order No. 1, which ordered the military to obey its orders rather than those of the Provisional Government. The conflict between the "diarchy" became obvious. Lenin returned from [[exile]] to Petrograd on April 3, and issued his [[Lenin's April Theses|April's Theses]] the next month, in favour of "revolutionary defeatism", opposed to the "[[imperialist]] war" whose "link to the [[Capital]]" must be demonstrated to the masses, and opposed to the "[[Social-Chauvinism|Social-Chauvinists]]" who supported the war, such as [[Georgi Plekhanov]] the grandfather of Russian socialism. Finally, Lenin announced the necessary creation of a new [[Third International|International]] to replace the defunct [[Second International]], dissolved in 1916 after the 1915 [[Zimmerwald Conference]]. Ultimately, the regime and the Dual Authority formed between the Petrograd Soviet and the Provisional Government instigated by the February Revolution was replaced in the [[October Revolution]]. === See also === *[[Russian Revolution of 1917]] *[[1905 Russian Revolution]] *[[October Revolution]] *[[Revolution]] *[[Russian Empire]] *[[World War I]] *[[Vladimir Lenin]] ===External links=== *Textual **[http://www.totse.com/bbs/Forum14/HTML/006306.html Essay on the February Revolution] **[http://www.marxists.org/archive/trotsky/works/1930-hrr/ch05.htm Leon Trotsky's account] *Interactive **[http://www.activehistory.co.uk/Miscellaneous/free_stuff/yr12_russia/frameset.htm Virtual Trip to Nicholas II's Russia] **[http://www.bbc.co.uk/scotland/education/bitesize/standard/shockwave/history/revolution.swf Flash Animation from BBC] ==Revolts against the provisional goverment of Lvov== The most important revolution to happen during Lvov’s administration was the -. General – led a mutiny of sailors against the government and it was stopped by the [[Bolshevik]], [[Trotsky]]. ==Revolts against the provisional goverment of Alexander Kerensky== ==Questions== [[Russian Revolution/Questions#Week 5|Week 5 Questions]] [[Category:History of Russia]] 12581 70350 2007-01-11T01:39:25Z JWSchmidt 20 [[Category:History]] =Week 4= ==1905 Revolution== The '''[[Russian Empire|Russian]] Revolution of [[1905]]''' was an [[Geography of Russia|empire-wide]] struggle of both anti-government and undirected violence. It was not controlled or managed, and it had no single cause or aim. ===Background=== [[Image:Poster15.jpg|300px|thumb|Soviet propaganda poster portraying the 1905 revolution]] Although unrest had been a regular part of the [[Russian Empire]], serious disturbances had been rare in the decades prior to [[1905]]. Nonetheless, political discontent had been building since the controversial [[1861]] [[emancipation of the serfs]] by [[Alexander II of Russia|Alexander II]]. The emancipation was dangerously incomplete, with years of 'redemption' payments to the [[dvoryanstvo|nobility]], and only limited, technical freedom for the ''narod'' (common people). Rights for the people were still embedded in a range of duties and rules which were rigidly structured by social class. The emancipation was only one part of a range of governmental, legal, social and economic changes began in the [[1860s]] as the country slowly moved from [[feudal]] [[political absolutism|absolutism]] towards market-driven [[capitalism]]. While these reforms had liberalized economic, social and cultural structures, the political system was left virtually unchanged. Attempts at reform were sternly resisted by the monarchy and the bureaucracy. Even agreed-upon development was limited; for example, less than forty provinces had ''[[zemstva]]'' (rural councils), fifty years after the legislation was introduced. The raising of expectations, offset by the limited implementation progress, produced frustration which eventually led to rebellion. The feeling among those who rebelled was that the demand for 'land and liberty' could only be truly met by revolution. Active revolutionaries were drawn almost exclusively from the [[intelligentsia]]. The movement was called ''[[narodnichestvo]]'', ''revolutionary populism''. This was not a singular and unified group, but rather an enormous spectrum of radical splinter groups, each with its own agenda. The revolutionaries' early ideological roots stemmed from the pre-emancipation work of the noble [[Alexander Herzen]] and his synthesis of European [[socialism]] and Slavic peasant [[collectivism]]. Herzen held that Russian society was still pre-industrial, and espoused an idealised view which considered ''narod'' and the ''[[obshchina]]'' (peasant commune) as the base for revolutionary change; as, in his opinion, the country lacked a significant body of industrial [[proletariat]] at the time. Other thinkers argued that the Russian peasantry was an extremely conservative force, loyal to their household, village, or commune, and no one else. These thinkers held that the peasants cared only for their land and were deeply opposed to democracy and western liberalism. Later Russian ideologues gravitated to the idea of a leading revolutionary 'elite' or [[New class]], a concept that was later put into action in [[1917]]. On [[March 1]] ([[Old Style and New Style dates|Old Style]]), [[1881]], Alexander II was assassinated in a bomb-blast by ''[[Narodnaya volya]]'', a splinter of the second ''[[Zemlya i volya]]'' party. He was succeeded by [[Alexander III of Russia|Alexander III]], a deeply conservative man who was heavily influenced by [[Constantin Pobedonostsev]], a devotee of autocratic government. Under Alexander III the Russian police political service (the [[Okhrana]]) acted very effectively to suppress both revolutionaries and proto-democratic movements across the country. The Okhranka scattered the revolutionary groups through imprisonment and exile. Members of revolutionary organisations often emigrated to avoid persecution. It was this emigration into Western Europe that first brought Russian thinkers into contact with [[Marxism]]. The first Russian Marxist group was formed in [[1884]], although it did not reach any significant size until [[1898]]. In sharp contrast to the social stagnation of the [[1880s]] and [[1890s]] were the huge modernising leaps in [[industrialisation]], relative to Russia's relatively low technological level at the time. This growth continued and intensified in the [[1890s]], with the construction of the [[Trans-Siberian railway]] and the reforms brought about by the "Witte system". [[Sergei Witte]], who became Minister of Finance in [[1892]], had been faced with a constant budget deficit. He sought to increase revenues by boosting the economy and attracting foreign investment. In [[1897]] he put the [[Russian ruble|ruble]] on the gold standard. Economic growth was concentrated in a few regions, including [[Moscow]], [[St Petersburg]], [[Ukraine]], and [[Baku]]. Roughly one third of all the capital invested was foreign, and foreign experts and entrepreneurs were vital. [[Nicholas II of Russia|Nicholas II]] came to power in [[1894]]. Like his predecessors, he stubbornly refused to allow any political change. By 1905, revolutionary groups had recovered from the oppressive 1880s. The [[Marxist]] Russian Social-Democratic Labour Party ([[RSDLP]]) was formed in 1898 and then split in [[1903]], forming the [[Mensheviks]] and the [[Bolsheviks]]. Vladimir Ulyanov ([[Lenin]]) published his work [[Lenin#Selected works|''What Is To Be Done?'']] in 1902. The [[Socialist-Revolutionary Party]] (SRs) was founded in [[Kharkov]] in [[1900]], and its 'Combat Organisation' (''Boevaia Organizatsiia'') assassinated many prominent political figures up to 1905 and beyond; this included two [[MVD|Ministers of the Interior]], [[Dmitry Sergeyevich Sipyagin]] in [[1902]] and his successor, the hated [[Vyacheslav von Plehve]], in [[1904]]. These killings drove the government to grant more draconian powers to the police. The [[Russo-Japanese War|war with Japan]] 1904-05, while initially popular, was now feeding discontentment, as military failures and unclear war aims alienated the people. The deep inequality of the emancipation was being re-examined, and the peasants were burning farms all across Russia. The boom of the 1890s had fallen into a slump and workers were expressing their grievances at their abysmal conditions. In 1903 one-third of the Russian army in western Russia had engaged in "repressive action". ===Revolution=== [[Image:BloodySunday1905.jpg|thumb|221px|Protesters fleeing from tsarist soldiers on [[Bloody Sunday (1905)|Bloody Sunday]].]] On {{OldStyleDate|January 22|1905|January 9}}, the day known as "[[Bloody Sunday (1905)|Bloody Sunday]]", there was a protest march in [[St. Petersburg]], led by [[George Gapon|Father Georgi Apollonovich Gapon]], hoping to deliver a petition to the Tsar, urging him to improve workers' conditions and to hold democratic elections to establish a [[constituent assembly]]. The protest was put down by armed force outside the Tsar's [[Winter Palace]] without the Tsar's knowledge as he was not in St. Petersburg at the time. Estimates of the number of deaths vary, but it is generally accepted that around a thousand were killed or injured. This event was the spark to push many groups in Russian society into active protest. Each group had its own aims, and even within similar classes, there was no overall direction. The main protestors were the peasants (economic), the workers (economic and anti-industrialism), [[intelligentsia]] and liberals (civil rights), the armed forces (economic), and minority national groups (political and cultural freedom). ====Peasant unrest==== The economic situation of the peasants was appalling, but without organization, each splinter sought its own objectives. Unrest was spread across the year, reaching peaks in early summer and autumn, culminating in November. Tenant farmers wanted lower rents; hired workers wanted better wages; and land-holders wanted bigger plots of land. The protestors' actions included land-seizures, sometimes followed by violence and burning; looting of the larger estates; and illegal hunting and logging in the forests. In the [[Samara, Russia|Samara]] area peasants formed their own [[Stary Buyan Republic|republic]], illegally logging and distributing land until put down by government troops. The level of animosity displayed had a direct link to the condition of the peasants — the landless of [[Livland]] and [[Kurland]] attacked and burned, while the better-off in the neighbouring [[Grodno]], [[Kovno]] and [[Minsk]] took little destructive action. In total, 3,228 disturbances required military intervention to restore order, and land-holders suffered around 29 million roubles worth of damage. The radical political parties of Russia were quick to intervene in the peasant revolt. There was some attempt to create a council which would organise and coordinate peasant action, leading to the formation of the All-Russian Peasant Union in May. The council was formed by regional delegates, and had close affiliations with the [[Socialist-Revolutionary Party]], but failed to put forwards realistic and coherent demands. After the events of [[1905]], peasant unrest returned in [[1906]] and lasted until [[1908]]. The government concessions were seen as support for the redistribution of land, so there were attacks to force landlords and 'non-peasant' land-holders to flee. Believing a country-wide redistribution was imminent, the peasants took the opportunity to 'pre-empt' the decision-makers. They were strongly suppressed. ====Strikes==== The workers' act of resistance was the strike. There were massive strikes in St. Petersburg immediately after Bloody Sunday; over 400,000 workers were involved by the end of January. The action quickly spread to other industrial centres in [[Poland]], in [[Finland]] and the [[Baltic states|Baltic]] coast. In [[Riga]] 80 protestors were killed on January 13 [[O.S.]], and in [[Warsaw]] a few days later over 100 strikers were shot on the streets. By February there were strikes in the [[Caucasus]] and by April in the [[Urals]] and beyond. In March all higher academic institutions were forcibly closed for the remainder of the year, adding radical students to the striking workers. A strike by railway workers on October 8 <big>[[O.S.]]</small> quickly developed into a general strike in St. Petersburg and Moscow. This prompted the setting up of the short-lived [[St. Petersburg Soviet]] of Workers' Deputies, a largely [[Menshevik]] group, which organized strike action in over 200 factories. By October 13 [[O.S.]], over 2 million workers were on strike and there were almost no active railways. ====Assassinations==== From [[1901]] to [[1911]] [[List of revolutionnaries|revolutionaries]] killed 17 thousand people (9 thousand in 1905-1907).<ref >[http://www.ng.ru/ever/2001-04-29/11_epidemic.html An Epidemic Of Terrorism] Nezavisimaya Gazeta, 29.04.2001 (in Russian)</ref> According to police statistics, from February 1905 to May 1906, the list of killed officials included: * 8 [[Governors-General]], [[Governor]]s and [[Mayor]]s * 5 Vice-Governors and [[guberniya]] [[councillor|council members]] * 21 [[Chief of police|Chiefs of police]] * 8 [[Special Corps of Gendarmes|Gendarme]] [[officer]]s * 4 [[General]]s * 7 [[Military history of Imperial Russia|Army]] [[Officer (armed forces)|officers]] * 846 [[Police officer|Policemen]] of different ranks * 18 [[List of historical secret police organizations#Russia|secret police]] agents * 12 [[Priest]]s * 85 [[Civil service|Civil servants]] * 51 [[Landowner]]s * 54 [[Factory]] [[Factory#Governing the factory|owners]] * 29 [[Ban]]kers and wealthy [[merchant]]s Assassinations were carried out by armed groups of [[Russian Social Democratic Labour Party|RSDLP]], [[Socialist-Revolutionary Party]], [[List of Russian anarchists|anarchists]] and by [[Lone-wolf terrorism|lone-wolf terrorists]]. The 'Combat Organisation' (''Boevaia Organizatsiia'') of the Socialist-Revolutionary Party assassinated many prominent [[politician|political figures]] up to 1905 and beyond; this included two [[Russian Ministry of Internal Affairs|Ministers of the Interior]], [[Dmitry Sipyagin|Dmitry Sergeyevich Sipyagin]] in [[1902]] and his successor, [[Vyacheslav von Plehve]] in [[1904]]. ===Outcome=== The government responded fairly quickly. The Tsar had hoped to resist any major change, and dismissed Minister of the Interior [[Pyotr Dmitrievich Sviatopolk-Mirskii|Pyotr Sviatopolk-Mirskii]] on [[January 18]], [[1905]] [[O.S.]]. Following the assassination of his relative, [[Grand Duke Sergei Alexandrovich of Russia|Grand Duke Sergei Aleksandrovich]] on [[February 4]] [[O.S.]] he agreed to certain concessions. On [[February 18]] [[O.S.]] he published the Bulygin Rescript, which promised the formation of a 'consultative' assembly, religious tolerance, language rights for the Polish minority and a reduction in the peasants' redemption payments. These concessions failed to restore order, and on [[August 6]] [[O.S.]] he agreed to the creation of a consultative [[duma|state duma]]. When the slight powers of the Duma and the limits to the electorate were revealed, unrest redoubled, culminating in a general strike in October. [[Image:Repin 17October.jpg|left|thumb|400px|[[Ilya Repin]], ''17 October 1905'']] On [[October 14]] [[O.S.]], the [[October Manifesto]] was written by Witte and Alexis Obolenskii and presented to the Tsar. It closely followed the demands of the [[Zemstvo]] Congress in September, granting basic [[civil rights]], allowing the formation of political parties, extending the franchise towards [[universal suffrage]], and establishing the Duma as the central legislative body. The Tsar waited and argued for three days, but finally signed the manifesto on {{OldStyleDate|October 30|1905|October 17}}), owing to his desire to avoid a massacre, and a realization that there was insufficient military force available to do otherwise. He regretted signing the document, saying that he felt "sick with shame at this betrayal of the dynasty". When the manifesto was proclaimed there were spontaneous demonstrations of support in all the major cities. The strikes in St Petersburg and elsewhere either officially ended or quickly collapsed. A political amnesty was also offered. The concessions came hand-in-hand with renewed, and brutal, action against the unrest. There was also a backlash from the conservative elements of society, notably in spasmodic anti-Jewish attacks—around five hundred were killed in a single day in [[Odessa]]. The Tsar himself claimed that 90% of revolutionaries were Jews. The uprisings ended in December with a final spasm in Moscow. Between December 5 and 7 [[O.S.]] there was a general strike by the Russian worker class. The government sent in troops on December 7, and a bitter street-by-street fight began. A week later the Semenovskii Regiment was deployed, and used artillery to break-up demonstrations and shell workers' districts. On December 18 [[O.S.]], with around a thousand people dead and parts of the city in ruins, the Bolsheviks surrendered. In the subsequent reprisals the number beaten or killed is unknown. ===Aftermath=== Among the political parties formed, or made legal, was the liberal-intelligentsia [[Constitutional Democratic party]] (the Kadets), the peasant leaders' Labour Group ([[Trudoviks]]), the less liberal Union of October 17 (the [[Octobrist]]s), and the positively reactionary Union of Land-Owners. The electoral laws were promulgated in December 1905—franchise to citizens over 25 years of age, electing through four electoral colleges. The first elections to the Duma took place in March 1906 and were boycotted by the socialists, the SRs and the Bolsheviks. In the First Duma there were 170 Kadets, 90 Trudoviks, 100 non-aligned peasant representatives, 63 nationalists of various hues, and 16 Octobrists. In April 1906 the government issued the [[Russian Constitution of 1906|Fundamental Law]], setting the limits of this new political order. The Tsar was confirmed as absolute leader, with complete control of the executive, foreign policy, church, and the armed forces. The Duma was shifted, becoming a lower chamber below the tsar-appointed State Council. Legislation had to be approved by the Duma, the Council and the Tsar to become law and in "exceptional conditions" the government could bypass the Duma. Also in April, after having negotiated a loan of almost 900 million roubles to repair Russian finances, Sergei Witte resigned. Apparently the Tsar had "lost confidence" in him. Later known as "late Imperial Russia's most outstanding politician", Witte was replaced by [[Ivan Goremykin]], an Imperial lackey. Demanding further liberalization and acting as a platform for "agitators", the First Duma was dissolved by the Tsar in July 1906. Despite the hopes of the Kadets and the fears of the government, there was no widespread popular reaction. However, an assassination attempt on [[Pyotr Stolypin]] led to the establishment of field trials for terrorists, and over the next eight months over a thousand people were hanged—the hangman's noose earning the nickname "Stolypin's necktie". In essence the country was unchanged, political power remained with the tsar, wealth and land with the nobility. The introduction of the Duma and the clamp-down did, however, successfully disrupt the revolutionary groups. Leaders were imprisoned or exiled and the groups were confused and uncertain of whether they should join the Duma or stay outside. The resulting splits and internal divisions kept the radicals disorganized until the stimulus of [[World War I]]. ====Finland==== In the [[Grand Duchy of Finland]] the [[Social Democratic Party of Finland|Social Democrats]] organized the [[general strike]] of 1905 ([[October 30]] – [[November 6]]). First [[Red Guards]] were formed, led by captain [[Johan Kock]]. During the general strike the ''Red Declaration'', written by [[Yrjö Mäkelin]], was given in [[Tampere]], demanding dissolution of the [[Senate of Finland]] and universal suffrage, [[Freedom (political)|political freedoms]], and abolition of censorship. Leader of the constitutionalists, [[Leo Mechelin]] crafted the ''[[November Manifesto]]'', that led to the abolition of the [[Diet of Finland]] of the four [[Estates of the realm|estates]] and to the creation of the modern [[Parliament of Finland]]. It also resulted in a temporary halt to the [[Russification of Finland|russification policy]] started in 1899. On [[July 30]] [[1906]], Russian sailors [[Viapori Rebellion|rose to rebellion]] in the fortress of Viapori (later called [[Suomenlinna]]), Helsinki. The Finnish Red Guards supported rebellion with a general strike, but it was quelled by the [[Baltic Fleet]] in sixty hours. ===References=== <references/> ==The Great War (World War 1)== {{Campaignbox World War I}} {{Campaignbox Russian Front}} The '''Eastern Front''' was a theatre of war during [[World War I]] in [[Central Europe|Central]] and, primarily, [[Eastern Europe]]. The term is in contrast to the [[Western Front (WWI)|Western Front]]. Despite the geographical separation, the events in the two theaters strongly influenced each other. The geography of Eastern Europe in general has played a key role in how both World Wars' Eastern Front conflicts played out. Eastern Europe is, for the most part, physically similar to Western Europe as both belong to the same European plain. The key difference was the level of economic development. While Belgium and Northern France were among the most industrially advanced areas in the world, Eastern Europe was undeveloped in comparison. Furthermore, the length of the front in the East was much longer than in the West. The theatre of war was roughly delimited by the [[Baltic Sea]] in the West and [[Moscow]] in the East, a distance of 1,200 kilometers, and [[Saint Petersburg]] in the North and the [[Black Sea]] in the South, a distance of more than 1,600 kilometers. This had a drastic effect on the nature of the warfare. While World War I on the Western Front developed into [[trench warfare]], the battle lines on the Eastern Front were much more fluid and trenches never truly developed. This was because the greater length of the front ensured that the density of soldiers in the line was lower so the line was easier to break. Once broken, the sparse communication networks made it difficult for the defender to rush reinforcements to the rupture in the line to mount a rapid counteroffensive and seal off a breakthrough. In short, on the Eastern front the side defending did not have the overwhelming advantages it had on the Western front. Because of this, front lines in the East kept on shifting throughout the conflict, and not just near the beginning and end of the fighting, as was the case in the West. In fact the greatest advance of the whole war was made in the East by the German army in the summer of [[1915]]. ===Chronology=== [[Image:Eastern Front, 1914.jpg|thumb|left|The Eastern Front, as it was in 1914]] At the outbreak of the war, [[Czar]] [[Nicholas II of Russia|Nikolay II]] appointed his cousin, [[Grand Duke Nicholas|Grand Duke Nikolay]] as commander in chief. Although not without ability, the Grand Duke had no part in formulating the war plans. This led to disaster. The war in the East began with the Russian Army attempting to invade Germany’s [[East Prussia]]n province and the Austro-Hungarian province of [[Galicia (Central Europe)|Galicia]]. The first effort quickly turned to a disaster following the [[Battle of Tannenberg (1914)|Battle of Tannenberg]] in August [[1914]]. However, the second incursion was completely successful, with the Russians controlling almost all of Galicia by the end of [[1914]]. Under the command of [[Nikolai Ivanov|Nikolay Ivanov]] and [[Aleksei Brusilov|Aleksey Brusilov]], the Russians won the [[Battle of Lemberg (1914)|Battle of Lemberg]] in September and began the [[Siege of Przemysl]], the next fortress on the road towards [[Kraków]] and the Austro-Hungarian border. This early Russian success in 1914 on the Austro-Russian border was a reason for concern to the Central Powers and caused considerable German forces to be transferred to the East to take pressure off the Austrians, leading to the creation of the new German 9th Army. At the end of [[1914]] the main focus of the fighting shifted to Central Poland, west of the river Vistula. The October [[Battle of the Vistula River]] and the November [[Battle of Łódź (1914)|Battle of Łódź]] brought little advancement for the Germans, but at least kept the Russians at a safe distance. The Russian and Austro-Hungarian armies continued to clash in and near the [[Carpathians|Carpathian Mountains]] throughout the winter of 1914–1915. Przemysl fortress managed to hold out deep behind enemy lines throughout this period, with the Russians bypassing it in order to attack the Austro-Hungarian troops further to the west. They made some progress, crossing the Carpathians in February and March [[1915]], but then the Germans sent relief and stopped further Russian advance. In the meantime, Przemysl was almost entirely destroyed and the [[Siege of Przemysl]] ended in a defeat for the Austrians. [[Image:Eastern Front As of 1917.jpg|thumb|The Eastern Front, as of 1917]] Despite these successes, the effectiveness of the [[Russian Army]] at the same time rapidly declined as the underdeveloped Russian arms industry proved unable to meet the demands of the front. Furthermore, as the situation on the Western Front stabilized, the German command decided to make its main effort on the Eastern Front in [[1915]], and accordingly transferred considerable forces there. To eliminate the Russian threat the Central Powers began the campaign season of [[1915]] with a successful [[Gorlice-Tarnow Offensive]] in Galicia in May of [[1915]]. After the [[Second Battle of the Masurian Lakes]], the German and Austro-Hungarian troops in the Eastern Front functioned under a unified command. The offensive soon turned into a general advance and then a strategic retreat by the Russian army. By [[1915|mid-1915]], the Russians had been expelled from Russian Poland and hence pushed hundreds of kilometers away from the borders of the Central Powers, removing any threat of Russian invasion of Germany or Austria-Hungary. At the end of [[1915]] the main part of the front reached a line which in general outline did not change until the Russian collapse in [[1917]]. In [[1916]] the Russians attempted a large counteroffensive under the leadership of General [[Aleksei Brusilov|Aleksey Brusilov]] (the [[Brusilov Offensive]]). The attack, aimed against the part of the front held by Austro-Hungarians, was initially a spectacular success. However, a successful [[counterattack]] by German units halted the Russian assault. Also during [[1916]], Romania entered the war on the side of the Entente, but was [[Romanian Campaign (World War I)|rapidly conquered]] by German-Austrian-Bulgarian-Ottoman forces. [[Image:Terretory given away after Brest-Litovsk.jpg|thumb|left|Terratory lost under the [[Treaty of Brest-Litovsk]]]] By [[1917]], the Russian economy finally neared collapse under the strain of the war effort. While the equipment of the Russian armies actually improved due to the expansion of the war industry, the food shortages in the major urban centres brought about civil unrest which led to the abdication of the Czar and the [[February Revolution]]. The large war casualties also created disaffection and mutinous attitudes in the army, which was fueled by [[Bolshevik]] agitators and the [[Russian Provisional Government]]’s new liberalization policies towards the army (stripping officers of their mandate by giving wide sweeping powers to “soldier committees”, the abolition of the death penalty). The very last offensive undertaken by the Russian Army in the war was the brief and unsuccessful [[Kerensky Offensive]] in July of 1917. In November of 1917, the Communist [[Bolsheviks]] took power under their leader [[Vladimir Lenin]]. Lenin’s new Bolshevik government tried to end to the war but the Germans demanded enormous concessions. Finally, in March, [[1918]], the [[Treaty of Brest-Litovsk]] was signed and the Eastern Front ceased to be a war zone. The Germans were able to transfer some of their divisions to the West, in order to mount an offensive in France in [[1918]]. However, by then the arrival of [[American Expeditionary Force|American units]] in Europe was sufficient to offset the German advantage. Even after the Russian collapse, about a million German soldiers remained tied up in the East until the end of the war, attempting to run a short-lived addition to the [[German Empire]] in Europe. In the end, Germany and Austria would lose all their captured lands, and more, under the [[Treaty of Versailles]]. ===Human cost=== The Russian casualties in the First World War are difficult to estimate, due to poor quality of available statistics. Some official Russian sources list 775,400 battlefield fatalities. More recent Russian estimates give 900,000 battlefield deaths and 400,000 dead from combat wounds, for a total of 1.3 million dead. This is about equal to casualties suffered by France and Austria-Hungary and about one-third less than those suffered by Germany. When Russia withdrew from the war, 3.9 million Russian POWs were in German and Austrian hands. This by far exceeded the total number of prisoners of war (1.3 million) lost by the armies of Britain, France and Germany combined. Only the Austro-Hungarian Army, with 2.2 million POWs, even came close. ===See also=== {{World War I}} ===External links=== *[http://www.flickr.com/photos/65817306@N00/sets/486575/ WWI Eastern Front Foto].[http://www.flickr.com/photos/65817306@N00/sets/1219581/ WWI Eastern Front Part II] {{WWITheatre}} ==Questions== [[Russian Revolution/Questions#Week 4|Week 4 Questions]] [[Category:History]] 12582 70346 2007-01-11T01:37:07Z JWSchmidt 20 [[Category:History]] {{welcome and expand}} [[Category:History]] 12584 56953 2006-12-15T01:45:47Z Gabriel Spiro 3887 New page: {{otheruses}}[[Image:Bolshevik-meeting.jpg|framed|Bolshevik Party Meeting. [[Lenin]] is seen at right.]] '''Bolsheviks''' ({{lang-ru | Большеви́к}} [[international phonetic alph... {{otheruses}}[[Image:Bolshevik-meeting.jpg|framed|Bolshevik Party Meeting. [[Lenin]] is seen at right.]] '''Bolsheviks''' ({{lang-ru | Большеви́к}} [[international phonetic alphabet | IPA]] {{IPA | [bəlʲʂɨˈvʲik]}}, derived from ''bolshinstvo'', "majority") were members of the Bolshevik faction of the [[Marxist]] [[Russian Social-Democratic Labour Party]] (RSDLP) which split apart from the [[Menshevik]] faction<ref>Derived from ''men'shinstvo'' ("minority"). The split occurred at the Second [[Congress of the CPSU | Party Congress]] in 1903.</ref> at the Second [[Congress of the CPSU|Party Congress]] in 1903 and ultimately became the [[Communist Party of the Soviet Union]].<ref>After the split, the Bolshevik party was designated as RSDLP(b) (Russian: РСДРП(б)), where "b" stands for "Bolsheviks". Shortly after seizing power in 1918 the party changed its name to the Russian Communist Party (Bolsheviks) (РКП(б)) and was generally known as the Communist Party after that point, however, it was not until 1952 that the party formally dropped the word "Bolshevik" from its name. (See [[Congress of the CPSU]] article for the timeline of name changes.)</ref> The Bolsheviks are best known for seizing power in [[Russia]] during the [[October Revolution]] phase of the [[Russian Revolution of 1917]], and for founding the [[Soviet Union]], the world's first [[communist state]]. Bolsheviks had an [[extremist]] perspective on [[socialism]] in [[economics]] and "[[proletarian internationalism]]" with regard to [[geopolitics]] and [[national identity]], expressed through their organization of [[professional revolutionaries]] into a [[cadre]] under a strict internal [[hierarchy]] and quasi-[[military discipline]], their radically [[authoritarian]] governining philosophy of [[vanguardism]] and [[one party rule]], and their [[maximalist]] goal of [[world revolution]]. Their mixture of beliefs and practices was often referred to as Bolshevism, and opposed [[Imperial Russia | Russian traditional statehood]] and the [[Russian Orthodox Church]].<ref>[[Leon Trotsky]] frequently used the terms "Bolshevism" and "Bolshevist" after his exile from the Soviet Union to differentiate between what he saw as true [[Leninism]] and the regime within the state and the party which arose under [[Joseph Stalin | Stalin]]. However, "Bolshevism" today is commonly associated with the Stalinist regime which existed in the [[Soviet Union]].</ref> The party was founded by [[Vladimir Lenin]], who also led it in the October Revolution. == Creation of the Bolshevik Party (1903–1916) == === The 1903 Split === At the Second Congress of the RSDLP, held in [[Brussels]] and [[London]] in August 1903, Lenin advocated limiting party membership to a small core of professional revolutionaries, leaving sympathizers outside the party, and instituting a system of centralized control known as the [[democratic centralism | democratic centralist]] model. [[Julius Martov]], until then a close friend and colleague of Lenin's, agreed with him that the core of the party should consist of professional revolutionaries, but argued that party membership should be open to sympathizers, revolutionary workers and other [[fellow traveller]]s. The two had disagreed on the issue as early as March-May 1903, but it wasn't until the Congress that their differences became irreconcilable and split the party <ref>See [[Israel Getzler]]. ''Martov: A Political Biography of a Russian Social Democrat'', Cambridge University Press, 2003 (first edition 1967), ISBN 0-521-52602-7 p.78</ref>. Although at first the disagreement appeared to be minor and inspired by personal conflicts, e.g. Lenin's insistence on dropping less active editorial board members from ''[[Iskra]]'' or Martov's support for the Organizing Committee of the Congress which Lenin opposed, the differences quickly grew and the split became irreparable. === Origins of the Name === The two factions were originally known as "hard" (Lenin's supporters) and "soft" (Martov's supporters). Soon, however, the terminology changed to "Bolsheviks" and "Mensheviks", from the Russian "bolshinstvo" (majority) and "menshinstvo" (minority), based on the fact that Lenin's supporters narrowly defeated Martov's supporters on the question of party membership. Neither Lenin nor Martov had a firm majority throughout the Congress as delegates left or switched sides. At the end, the Congress was evenly split between the two factions. From 1907 on, English language articles sometimes used the term "Maximalist" for "Bolshevik" and "Minimalist" for "Menshevik", which proved confusing since there was also a "Maximalist" faction within the Russian [[Socialist-Revolutionary Party]] in 1904–1906 and then again after 1917.{{fact}} === Beginning of the 1905 Revolution (1903–1905) === The two factions were in a state of flux in 1903–1904 with many members changing sides. The founder of Russian Marxism, [[Georgy Plekhanov]], who was at first allied with [[Lenin]] and the Bolsheviks, parted ways with them by 1904. [[Leon Trotsky]] at first supported the Mensheviks, but left them in September 1904 over their insistence on an alliance with Russian liberals and their opposition to a reconciliation with Lenin and the Bolsheviks. He remained a self-described "non-factional social democrat" until August 1917 when he joined Lenin and the Bolsheviks as their positions converged and he came to believe that Lenin was right on the issue of the party. The lines between the Bolsheviks and the Mensheviks hardened in April 1905 when the Bolsheviks held a Bolsheviks-only meeting in London, which they call the Third Party Congress. The Mensheviks organized a rival conference and the split was thus formalized. The Bolsheviks played a relatively minor role in the 1905 revolution, and were a minority in the [[St. Petersburg Soviet]] of Workers' Deputies led by Trotsky. The less significant Moscow [[Soviet_(council)|Soviet]], however, was dominated by the Bolsheviks. These soviets became the model for the Soviets that were formed in 1917. === Attempts to Re-unite with the Mensheviks (1906–1907) === As the [[Russian Revolution of 1905]] progressed, Bolsheviks, Mensheviks and smaller non-Russian social democratic parties operating with the Russian Empire attempted to reunify at the Fourth (Unification) Congress of the RSDLP held at [[Folkets hus]], [[Norra Bantorget]] in [[Stockholm]], April 1906. With the Mensheviks striking an alliance with the [[Jewish Bund]], the Bolsheviks found themselves in a minority. However, all factions retained their respective factional structure and the Bolsheviks formed the [[Bolshevik Center]], the de-facto governing body of the Bolshevik faction with the RSDLP. At the next, Fifth Congress held in London in May 1907, the Bolsheviks were in the majority, but the two factions continued functioning mostly independently of each other. === Split between Lenin and Bogdanov (1908–1909) === With the defeat of the revolution in mid-1907 and the adoption of a new, highly restrictive election law, the Bolsheviks began debating whether to boycott the new parliament known as the Third [[Duma]]. Lenin and his supporters [[Grigory Zinoviev]] and [[Lev Kamenev]] argued for participating in the Duma while Lenin's deputy philosopher [[Alexander Bogdanov]], [[Anatoly Lunacharsky]], [[Mikhail Pokrovsky]] and other argued that the social democratic faction in the Duma should be recalled. The latter became known as recallists ("otzovists" in Russian). A smaller group within the Bolshevik faction demanded that the RSDLP central committee should give its sometimes unruly Duma faction an ultimatum, demanding complete subordination to all party decisions. This group became known as "ultimatists" and was generally allied with the recallists. With a majority of Bolshevik leaders either supporting Bogdanov or undecided by mid-1908 when the differences became irreconcilable, Lenin concentrated on undermining Bogdanov's reputation as a philosopher. In 1909 he published a scathing book of criticism entitled ''Materialism and Empiriocriticism'' (1909)<ref>First published in Moscow in May 1909 by Zveno Publishers, [http://www.marxists.org/archive/lenin/works/1908/mec/ available online]</ref>, assaulting Bogdanov's position and accusing him of philosophical idealism <ref>See Alan Woods. ''Bolshevism: The Road to Revolution'', Wellred Publications, 1999, ISBN 1-900007-05-3 [http://www.marxist.com/bolshevism/part3-5.html Part Three: The Period of Reaction] available online</ref>. In June 1909, Bogdanov was defeated at a Bolshevik mini-conference in [[Paris]] organized by the editorial board of the Bolshevik magazine "Proletary" and expelled from the Bolshevik faction<ref>English language excerpts from the resolution are quoted in ''A Documentary History of Communism in Russia'', ed. Robert V. Daniels, UPNE, 1993, ISBN 0-87451-616-1 p.33</ref>. === Final Attempt at Party Unity (1910) === With both Bolsheviks and Mensheviks weakened by splits within their ranks and by [[Tsar]]ist repression, they were tempted to try to re-unite the party. In January 1910, Leninists, recallists and various Menshevik factions held a meeting of the party's Central Committee in Paris. Kamenev and Zinoviev were dubious about the idea, but were willing to give it a try under pressure from "conciliator" Bolsheviks like [[Victor Nogin]]. Lenin was adamantly opposed to any re-unification, but was outvoted within the Bolshevik leadership. The meeting reached a tentative agreement and one of its provisions made Trotsky's [[Vienna]]-based ''[[Pravda]]'' a party-financed 'central organ'. Kamenev, Trotsky's brother-in-law, was added to the editorial board from the Bolsheviks, but the unification attempts failed in August 1910 when Kamenev resigned from the board amid mutual recriminations. === Forming a Separate Party (1912) === The factions permanently broke off relations in January 1912 after the Bolsheviks organized a Bolsheviks-only [[Prague Party Conference]] and formally expelled Mensheviks and recallists from the party. As a result, they ceased to be a faction in the RSDLP and instead declared themselves an independent party, which they called RSDLP (Bolshevik). Although the Bolshevik leadership decided to form a separate party, convincing pro-Bolshevik workers within Russia to follow suit proved difficult. When the first meeting of the Fourth Duma was convened in late 1912, only one out of six Bolshevik deputies, [[Matvei Muranov]], (the other one, [[Roman Malinovsky]], was later exposed as a [[Chronology of Soviet secret police agencies | secret police]] agent) voted to break away from the [[Menshevik]] faction within the Duma on [[15 December]] [[1912]].<ref>Robert B. McKean, ''St. Petersburg Between the Revolutions: workers and revolutionaries, June 1907-February 1917'', New Haven, [[Yale University Press]], 1990, pp. 140-1.</ref> The Bolshevik leadership eventually prevailed and the Bolsheviks formed their own Duma faction in September 1913. [[Image:BolshevikCentralCommittee.jpg|framed|Bolsheviks with Lenin in the middle.]] === Political Philosophy === The Bolsheviks believed in organizing the party in a strongly centralized hierarchy that sought to overthrow the [[Tsar]] and achieve power. Although the Bolsheviks were not completely monolithic, they were characterized by a rigid adherence to the leadership of the [[Central Committee of the Communist Party of the Soviet Union | central committee]], based on the notion of [[democratic centralism]]. The Mensheviks favored open party membership and espoused cooperation with the other socialist and some non-socialist groups in Russia. Bolsheviks generally refused to co-operate with [[Liberalism | liberal]] or radical parties (which they labeled "[[bourgeois]]") or even eventually other [[socialist]] organizations, although Lenin sometimes made tactical alliances. [[Image:1919-Trotsky Lenin Kamenev-Party-Congress.jpg|thumb|Left to right: Trotsky, Lenin, and Kamenev]] During the [[World War I | First World War]], the Bolsheviks took an [[internationalist]] stance that emphasized [[solidarity]] between the workers of Russia, [[Germany]], and the rest of the world, and broke with the [[Second International (politics) | Second International]] when its leading parties ended up supporting their own nations in the conflict. == Bolsheviks during the 1917 Revolution == ''See also [[Russian Revolution of 1917]]'' === July Days === In early July, widespread discontent in St. Petersburg led to militant demonstrations calling for the overthrow of the Provisional Government. The Bolshevik leadership initially opposed this as premature, but ended up leading the demonstrations, hoping to prevent any bloodshed. They felt compelled to do this to win the trust of the workers, and also in recognition of the fact that many of the Bolshevik rank and file were already organising and supporting the demonstrations. Troops loyal to the Provisional Government violently suppressed the demonstrations. The ensuing crackdown resulted in the Kerensky government ordering the arrest of the Bolshevik leadership on [[July 19]]. Lenin escaped capture, went into hiding, and wrote ''[[State and Revolution]]'', which outlined his ideas for a socialist government. The repression against the Bolsheviks ceased when the Kerensky government was threatened by a [[Kornilov Affair|rebellion]] led by [[Lavr Georgevich Kornilov|General Kornilov]], and offered arms to those who would defend St. Petersburg against Kornilov. The Bolsheviks enlisted a 25,000 strong [[militia]] to defend St. Petersburg from attack, and reached out to Kornilov's troops, urging them not to attack. The troops stood down and the rebellion fizzled. Kornilov was taken into custody. However, the Bolsheviks did not return their arms, and Kerensky succeeded only in strengthening the Bolshevik position. During this period, a situation of [[dual power]] developed. While the legislature and provisional government were controlled by Kerensky in coalition with the Mensheviks and the Socialist Revolutionary Party, the workers' and soldiers' soviets were increasingly under the control of the Bolsheviks, who now had what amounted to their own private army. === October Revolution === [[Image:Ska 018.jpg|thumb|200px|right|Bukharin, Zinoviev, Kamenev]]The Bolshevik [[Central Committee of the CPSU|Central Committee]] spent September and October of 1917 debating whether they should use parliamentary methods or whether they should seize power by force. With Lenin in hiding in [[Finland]], the parliamentary line — advocated by [[Kamenev]], [[Zinoviev]] and [[Rykov]] against [[Trotsky]] — at first prevailed. The Bolsheviks participated in the quasiparliamentary bodies convened by the Provisional Government, the [[Democratic Conference]] and the smaller, more permanent [[Pre-Parliament]]. Lenin sent numerous letters to the Central Committee and to St. Petersburg party activists urging them to abandon the parliamentary path and overthrow the Provisional Government by means of an [[insurrection]]. The balance of power within the Central Committee shifted in favor of the insurrection in early October, resulting in the Bolshevik delegation withdrawing from the Pre-Parliament on [[October 7]] [[1917]] (Old Style).<ref>See the excerpts from the Central Committee meeting minutes in V. I. Lenin. ''Toward the Seizure of Power: Part One'', International Publishers, 1932 (Kessinger Publishing reprint) ISBN 1-4191-6291-8 p.302</ref> On [[October 10]], the Bolshevik Central Committee decided in favor of an uprising, with only [[Zinoviev]] and [[Kamenev]] voting against it. The latter took the unusual step of making their objections public, which infuriated Lenin, who demanded their [http://www.marx2mao.com/Lenin/LPM17.html expulsion from the party] for breaching [[party discipline]]. The Central Committee also established a smaller [[Politburo]] to prepare for the uprising, although it's not clear whether it was ever functional (Trotsky later claimed that it never met.) This Politburo was dissolved on [[October 25]], [[1917]], once the Bolsheviks had taken power in the [[October Revolution]]. A permanent Politburo was not established until March 1919, during the [[Russian Civil War]], when decisions had to be made quickly and many Central Committee members were away from the new capital, [[Moscow]]. When Kerensky moved against the Bolsheviks on [[October 22]] by ordering the arrest of their [[Military Revolutionary Committee]], banning the Bolshevik newspaper, and cutting off telephone lines to the Bolshevik headquarters in the [[Smolny Institute]], Trotsky urged that the Bolsheviks' decision to overthrow the government be put into action. Lenin concurred, and on [[October 24]], orders were issued for the Bolsheviks' [[Red Guards (Russia)|Red Guards]] to occupy key locations in the city and surround the [[Winter Palace]] where the Provisional government had its headquarters. The uprising was a success, and Bolshevik-led forces were in control of the capital by [[October 26]]. On [[October 25]]-26, 1917, the Second [[All-Russian Congress of Soviets]] met and established a new government called the [[Council of People's Commissars]] or [[Sovnarkom]]. Lenin became the head (Chairman) of the new government, Trotsky became the first [[People's Commissar]] for foreign affairs and other Bolshevik leaders took over other government ministries, which were known as "commissariats" until 1946. == Bolshevik Party after the 1917 Revolution == [[Image:Kustodijew2.jpg|300px|thumb|[[Boris Kustodiev]]: ''The Bolshevik'', 1920]]In March 1918, the [[Congress of the CPSU | Seventh Party Congress]] of the Social Democratic Labor Party (Bolsheviks) met and changed the name of the party to the '''All-Russian Communist Party (Bolsheviks)''' to differentiate it from the Mensheviks and other remaining fractions of the RSDLP. After the name change, the party was increasingly known as the "Communist Party" with the name "Bolshevik" gradually becoming a reference to the party's earlier days. The word "Bolshevik" was retained when the party changed its name to the '''All-Union Communist Party (Bolsheviks)''' at the Fourteenth Party Congress in December 1925 to emphasize the fact that the party included not only Russian but also non-Russian segments within the recently formed [[Soviet Union]]. It was finally dropped from the party's formal name in October 1952 when the Nineteenth Party Congress changed the party's name to the [[Communist Party of the Soviet Union]]. Parallel with the gradual removal of the word "Bolshevik" from the party's name, [[Joseph Stalin]] conducted the [[Great Purge]] in which most leaders of the original Bolshevik Party (including all surviving members of the original Politburo) were expelled, imprisoned or killed. For [[Leon Trotsky]], the only one of the old Bolshevik leaders who survived long enough in foreign exile to found a lasting political and ideological tradition of his own, "Bolshevik" and "Stalinist" came to be totally antithetical terms, tantamount to light and darkness, Good and Evil. [[Trotskyist]]s up to the present still tend to regard "Bolshevik" as a positive term and indeed the highest form of praise. Some of them use the word "Bolshevik" in the names of their parties or factions as well as their newspapers. For his part, Stalin never accepted this [[dichotomy]], and even though he gradually abandoned the name, he and subsequent Soviet leaders always claimed that they continued the work of the Bolsheviks. The term "Bolshevik" was also used interchangeably with the term "Communist" by many anti-Communists who were critical of the Soviet Union throughout its existence. == Derogatory Usage of "Bolshevik" == * During the days of the [[Cold War]] in the [[United Kingdom]], labour union leaders and other leftists were sometimes derisively described as "Bolshie." The usage is roughly equivalent to the term "[[Communist | Red]]" or "[[Pinko]]" in the [[United States]] during the same period. However these days it is often used to describe a difficult or rebellious person e.g:"Timothy, don't be so bolshie!" An alternate spelling is "bolshy". (Collins Mini Dictionary 1998) * In [[Israel]] during the 1950s and the 1960s, opponents of then Prime Minister [[David Ben Gurion]] sometimes accused him of being "a Bolshevik". Although Ben Gurion was a staunch anti-Communist, the idea was that his party [[Mapai]] had a stranglehold on political and social life and no opposition party had a real chance to win an election until the 1970s. * In present-day Israel, the term is used to accuse any politician, of whatever political colouring, of authoriatarian or tyrannical behaviour. During the [[Israel's unilateral disengagement plan | 2005 evacuation]] of the [[Gaza Strip]], PM [[Ariel Sharon]] was frequently called "a bolshevik" by his opponents. :''See also [[Jewish Bolshevism]]'' == References == <div class="references-small"><references/></div> == See also == * [[Group of Democratic Centralism]] * [[Marxism]] * [[List of socialists#Bolsheviks | List of socialists - Bolsheviks]] * [[Soviet Union]] * [[History of the Soviet Union]] * [[Russian Revolution of 1917]], also known as the Bolshevik Revolution. * [[Communist Party of the Soviet Union]] * [[History of the Jews in Russia and Soviet Union]] * [[Yevsektsiya]] * [[Enemy of the people]] * [[Old Bolshevik]] * [[National Bolshevik]] * [[Neo-Bolshevism]] == External links == * [http://www.marxists.org/history/archive/bobrovskaya/twenty-years/ Twenty Years in Underground Russia: Memoirs of a Rank-and-File Bolshevik], by [[Cecilia Bobrovskaya]] * [http://www.marxist.com/bolshevism/ Bolshevism, the Road to Revolution], by [[Alan Woods]] * [http://libcom.org/library/the-bolsheviks-and-workers-control-solidarity-group The Bolsheviks and Workers Control], by [[Maurice Brinton]] * [http://www.pathfinderpress.com Pathfinder Books, Communist bookstore online] * {{Gutenberg | no=17350 | name=The Practice and Theory of Bolshevism}} by [[Bertrand Russell]], November 1920 [[Category:1903 establishments]] [[Category:Communism]] [[Category:Communist Party of the Soviet Union]] [[Category:History of Russia]] [[Category:Political parties of the Russian Revolution]] [[Category:Russian loanwords]] [[Category:Soviet phraseology]] [[ca:Bolxevisme]] [[cy:Plaid Bolsiefic]] [[da:Bolsjevik]] [[de:Bolschewiki]] [[es:Bolchevique]] [[eo:Bolŝeviko]] [[eu:Boltxebike]] [[fr:Bolchevik]] [[he:בולשביקים]] [[id:Bolshevik]] [[it:Bolscevismo]] [[ka:ბოლშევიკი]] [[ko:볼셰비키]] [[lt:Bolševikas]] [[nl:Bolsjewiek]] [[ja:ボリシェヴィキ]] [[no:Bolsjevik]] [[nn:Bolsjevik]] [[pt:Bolchevique]] [[ro:Bolşevic]] [[ru:Большевик]] [[simple:Bolshevik]] [[sk:Boľševik]] [[sl:Boljševiki]] [[fi:Bolševikit]] [[sv:Bolsjevik]] [[tr:Bolşevik]] [[uk:Більшовики]] [[ur:بالشویزم]] [[zh:布尔什维克]] 12589 78054 2007-01-18T00:45:58Z Leighblackall 2414 /* Finance and Tourism */ This course will help you in the consideration of generic subjects which relate to the global tourism industry. It is designed to help those already skilled in the travel and tourism sector to develop management capability for international tourism operations. =Learning Support and Acreditation= =Content= ==Tourism Industry== * '''Introduction to tourism''' # Resources # Presentation # Assessment * '''Social, environmental and economic considerations''' # Resources # Presentation # Assessment * '''Sustainable tourism''' # Resources # Presentation # Assessment ==Tourism Marketing== * '''Market planning''' # Resources # Presentation # Assessment ==Geography== * '''Global''' # teaching and learning support resources # presentation, reading and discussion point # multi-choice test ==Customer Services== # Resources # Presentation # Assessment ==Human Resource Management== * '''Developing staff''' # Resources # Presentation # Assessment * '''Managing staff''' # Resources # Presentation # Assessment ==Destinations== * '''Development''' # Resources # Presentation # Assessment * '''Planning (local)''' # Resources # Presentation # Assessment ==Operations Management== * '''Design''' # Resources # Presentation # Assessment * '''Operations and Information''' # Resources # Presentation # Assessment ==Finance and Tourism== * '''Business''' # Resources # Presentation # Assessment * '''Control''' # Resources # Presentation # Assessment ==Tourism Project== [[Category:Tourism]] 12591 79391 2007-01-21T02:34:31Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} A department based on the various methods and forms of writing with computers, pens, or your voice. ==See also== *[[Writing at wikis]] [[Category:Literary Studies]] 12592 57015 2006-12-15T03:08:37Z Michaelnelson 310 [[Web Design/Qualifications]] moved to [[Web Design Qualifications]]: Moving Web Design resources into main namespace #REDIRECT [[Web Design Qualifications]] 12593 57017 2006-12-15T03:10:38Z Michaelnelson 310 [[Web Design/Qualifications/Cert IV Websites Australia]] moved to [[Cert IV Websites Qualification in Australia]]: Moving Web Design resources into main namespace #REDIRECT [[Cert IV Websites Qualification in Australia]] 12594 57025 2006-12-15T03:24:21Z Michaelnelson 310 [[Web Design Qualifications]] moved to [[Web design qualifications]]: Changed to sentence-case as described on Naming Conventions #REDIRECT [[Web design qualifications]] 12595 57027 2006-12-15T03:26:46Z Michaelnelson 310 [[Web Design/About this course]] moved to [[About the web design learning project]] #REDIRECT [[About the web design learning project]] 12596 57029 2006-12-15T03:29:33Z Michaelnelson 310 [[Web Design/Basic HTML and CSS]] moved to [[Build a basic web page]]: Moving web resources into main namespace #REDIRECT [[Build a basic web page]] 12601 57049 2006-12-15T04:47:29Z Michaelnelson 310 removed extra line break and category <div style="background-color: #CCFFCC; border: 1px solid #5A8261; margin: 0.5em; padding: 0.5em;"> {| style="padding: 0 0 0 0; background: transparent;" | width=60px | [[Image:Crystal 128 clock.png|left|50px]] |'''Activity''': {{{1}}} |- | |{{{2}}} |} </div> <noinclude> This is meant to be used like <nowiki>{{Activity|Activity title|Activity description}}</nowiki> Possibly even an activity with graduated hints: <nowiki> {{Activity |Activity title |Activity description that can go over many lines |Hint for solution that is only displayed when user clicks on a certain link |Further hint that is only displayed when user clicks on a link in the first hint etc }}</nowiki> I've not created a template before, so I'm starting from someone elses and modifying. Need to change the image, and I'd like to add rounded corners and a thicker border, but for now at least we can use it! [[Category:Templates|Activity]] </noinclude> 12602 57051 2006-12-15T04:58:20Z Michaelnelson 310 [[Web Design/What is a Mark-up language anyway]] moved to [[What is HTML]]: Moving into main namespace #REDIRECT [[What is HTML]] 12605 57072 2006-12-15T06:03:19Z Robert Elliott 1436 Rough Draft {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#fffbe0" | [[Image:Crystal Clear action reload.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #03: Understanding "L-Cuts" ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - "Hearing Voices" & "Fireworks Display"]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the dailies | Page 2 - "Hearing Voices" DVD-Video]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Learn Final Cut Pro | Page 3 - "Fireworks Display" DVD-Video ]] |} |} [[Category:Narrative Film Editing]] [[Category:Filmmaking]] 12606 57764 2006-12-16T15:34:38Z Robert Elliott 1436 minor correction __NOTOC__ __NOEDITSECTION__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 03 - Understanding "L-Cuts"}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #01 - A quick overview of narrative dialog editing</font> |- | style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Crystal Clear app starthere.png|right|96px]] ==Lesson summary== ;Two disks :The [http://www.starmovieshop.com Star Movie Shop] offers two disks which demonstrate "L-Cuts". These disks are their "Hearing Voices" DVD-Video disk and their "Fireworks Display" DVD-Video disk. ;"Hearing Voices" :This DVD-Video/Data disk is a simple introduction to the effect created by "L-Cuts". ;"Fireworks Display" :This DVD-Video/Data disk shows you examples of the four different ways that "L-Cuts" can be used to enhance the telling of the story. ;Homework :If you school has these disks, take them home and study them carefully. Many of the effects are only a few frames long. Therefore, you need to take the time to understand what is happening. | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app aim.png|right|96px]] ==The theory of "L-Cuts"== ;Sound vs. Picture :An "L-Cut" is where the audio and the picture are edited at differently. ;Always in sync :The audio remains in sync with the picture but the picture and the audio start at different times. ;Do it the easy way :Creating an "L-Cut" can be extremely difficult. That is why the lessons of the Star Movie Shop show you a very easy procedure for editing a conversation which automatically creates "L-Cuts" without any effort. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells more about L-Cuts. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 12610 59570 2006-12-18T03:26:21Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12611 59569 2006-12-18T03:25:56Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12612 59568 2006-12-18T03:25:44Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12613 59567 2006-12-18T03:25:31Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12614 59566 2006-12-18T03:25:16Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12617 57134 2006-12-15T12:08:53Z Robert Elliott 1436 Rough Draft __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 05 - Creating an editing workshop disk}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #05 - How to create your own editing workshop disk</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | ==Review the dailies== :Each scene will have totally different dailies. Much depends on how the scene was shot; not just the contents of the scene. ;How long are the dailies? :The first question you must ask is how long are the dailies. As an example, | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| ==The Basic contents of an editing workshop disk== ;Finding the scene :To create an editing workshop for dialog editing, you need a scene which stands by itself. one actor over another. |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==The Next Page== :The next page explains your choices for marketing the disk and now that effects the design of the disk. :* [[LessonPage:Tour versus workshop for an editing workhop disk | Page 3 - Tour vs. Workshop ]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 12618 57138 2006-12-15T12:36:45Z Robert Elliott 1436 minor correction __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 05 - Creating an editing workshop disk}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #05 - How to create your own editing workshop disk. Distribution</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | ==Where's the profit?== ;Sales income :Highlander charged about $80 for "Highlander Uncut" CD and about $300 for the raw dailies on BetaSP tape. The disk was aimed totally at consumers with large binder. The tape was sold only to schools. | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| ==Strange Options== ;Fund Raisers The disk can be designed as a fund raiser for schools ;Multi-level marketing The disk can be designed for selling through film students to other film students. 150,000 |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Next Page== :The next page of this lesson is [[LessonPage:Future of editing workshops| Page 5 -The future of editing workshop disks ]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 12619 57137 2006-12-15T12:34:49Z Robert Elliott 1436 Rough Draft __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 05 - Creating an editing workshop disk}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #05 - How to create your own editing workshop disk. The future</font> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | ==Contests, winners, and prizes== ;Contests :The next level of editing workshop disk contains award winning edits of the scene. You can get this from contests. Naturally, a company like Apple or South Pacific Pictures can have better prizes than Steve Balderson. | style="width: 40%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| ==Part of the filmmaking process== ;The disk can bring people into the filmmaking process :By planning ahead, the entire filmmaking process can be brough into the home and the classroom. |} {| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==End of Lesson and Course== :This is the end of this course. ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 12620 57140 2006-12-15T12:44:06Z Robert Elliott 1436 Rough Draft __NOTOC__ =Under Construction This Month= <center> {{Narrative dialog editing:Table of contents:Lesson 04 - Editing dialog for music}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |<center><big><font color="black">Lesson #01 - A quick overview of narrative dialog editing</font> |- | style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Crystal Clear app starthere.png|right|96px]] ==Lesson summary== ;Making room for narrative music :When you have dialog, you have a very special need for music yet you have additional limitations on the music. | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"| [[Image:Crystal Clear app aim.png|right|96px]] ==Background vs. Narrative music== ;Background music :You can put background music anywhere. ;Narrative Music :You can add narrative music almost anywhere... except over dialog. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells more about L-Cuts. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} ---- ---- [[Category:Narrative Dialog Editing]] [[Category:Filmmaking]] 12621 57141 2006-12-15T12:56:29Z Robert Elliott 1436 Rough Draft {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#fffbe0" | [[Image:Crystal Clear app kmid.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Fundamentals of narrative film editing |Course #04: The fundamentals of narrative film editing]] ;Lesson<nowiki>:</nowiki> :Lesson #04: Editing narrative dialog for narrative music ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Editing dialog for music | Summary - "Blindman's Bluff Production"]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Disk Contents | Page 1 - Disk contents ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Creating gaps | Page 2 - Creating the gaps]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Film scoring software | Page 3 - Software for film scoring for non-musicians]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Film scoring procedures| Page 4 - Film scoring procedures]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Your demo reel| Page 5 - Creating a demo reel]] |} |} [[Category:Narrative Film Editing]] [[Category:Filmmaking]] 12622 77613 2007-01-17T05:43:35Z JWSchmidt 20 [[Category:Media]] A course in editing dialog for narrative film production. [[Category:Media]] 12623 60336 2006-12-18T16:32:11Z Lockleong93 4212 /* Performance Requirements */ Welcome to the '''Department of Southeast Asian History''', part of the [[School:History|School of History]]. The Department of Southeast Asian History is established to educate the general public about the History of the Southeast Asian countries. We welcome anyone who is interested in this discipline to join us, either as a student or as a facilitator. Our Department will review the curriculums of similar Departments in other influential universities to offer a more balanced perspective of historical events and issues. The current Department Facilitator is [[User:Lockleong93|Lockleong93]]. In the Department of Southeast Asian History, we subscribe to two important education principles: # '''Depth and breadth''' # '''Responsibility''' Firstly, sound education policies involves a balanced combination of depth and breadth. Secondly, students as mature learners will be given flexibility and choice to select their modules. However, certain requirements for graduation has to be met and students must practise self-responsibility to graduate. ==Modules== Modules currently being offered by the Department of Southeast Asian History: ===General Modules=== *GM0001 [[Archaeology in Southeast Asia]] *GM0002 [[Integration of Southeast Asia]] *GM0003 [[Prehistory of Southeast Asia]] *GM0004 [[Southeast Asia in the Global Context]] *GM0005 [[Southeast Asian Islam in Historical Context]] *GM0006 [[Historiography of Southeast Asia ]] *GM0007 [[Nationalism in Southeast Asia]] *GM0008 [[Women in Southeast Asian Societies]] ===History of Malaysia=== *MA0001 [[From Malaya to Malaysia: A History of Modern Malaysia (1874-1970s)]] ===History of Singapore=== *SG0001 [[Economic History of Singapore, 1965-]] *SG0002 [[International History of Singapore, 1965-]] ===Examination Boards Modules=== *EB0001 [[Singapore Examinations and Assessment Board - GCE Ordinary Level History]] *EB0002 [[Singapore Examinations and Assessment Board - GCE Advanced Level History]] *EB0003 [[Cambridge International Examinations - GCE Ordinary Level History]] *EB0004 [[Cambridge International Examinations - GCE Advanced Level History]] ===Special Interest Modules=== *SI0001 [[History Education in Singapore]] ==Planned Modules== *[[History of Brunei]] *[[History of Indo-China]] *[[History of Malaya]] *[[History of Myanmar]] *[[History of Indonesia & Timor-Leste]] *[[History of Thailand]] ==Requested Modules== ''These are topics that have been requested and are considered '''high priority''' for the Department. Please start or expand these projects if you are familiar with the subject matter!'' * ==Department news== * '''15 December 2006''' - Department founded! ==Degree Structure== To gain a Southeast Degree, there are two sets of requirements and 1 set of procedures. ===Basic Requirements=== To fulfill the basic requirements, students must have taken '''15 modules''', with at least '''3 modules being [[Topic:Southeast_Asian_History#General Modules|General Modules]]''' and another '''8 modules being Major modules'''. A Major refers to the field of Southeast Asian History that a student wants to specialise in (e.g.History of Malaysia). Students must take at least 2 Majors. Students can take any number of Minors (i.e. a field that is not taken as Major). ===Performance Requirements=== Students must choose 15-20 modules in fulfillment of the Degree's requirements. Students who score an average of 80% and above can graduate with '''1st Class Honours'''. Students who score an average of 70% and above can graduate with '''2nd Class Honours'''. Students who score an average of 60% and above can graduate with '''3st Class Honours'''. Students who score an average of 50% and above can graduate with '''Pass'''. ===Eligibility=== To qualify for the Degree, you must make a public request under the [[Topic:Southeast_Asian_History#Department News|Department News]] section, stating your user name and the modules that you wish to be taken for computation. The results of your application will be announced by the Department Facilitator at the same place and your username will then be reflected in the [[Topic:Southeast_Asian_History#Graduates' Hall of Fame|Graduates' Hall of Fame]]. Before the Department Facilitator makes a decision, he or she will first consult the Module Facilitators (for the modules you have chosen to be taken into account in the computation process) regarding your performance in those modules. Please take note that only modules commenced within one year from the date of public request for a Degree will be taken into account in the computation process. ==List of students and contributors== Please list your name here if you are into this community! *[[User:Lockleong93|Lockleong93]] ==Graduates' Hall of Fame== #(Start working for a place here!) ==Related Schools & Departments== *[[School:History|School of History]] *[[Topic:European History|Department of European History]] *[[Topic:Indic History|Department of Indic History]] *[[Topic:Philosophy of History|Department of Philosophy of History]] *[[Topic:A_level|GCE A-Level in History (UK)]] ==Related External Pages== *[http://www.fas.nus.edu.sg/hist/index.htm Department of History (National University of Singapore)] *[http://www.yale.edu/seas Council on Southeast Asia Studies (Yale University)] * [http://www.i3pep.org/archives/2004/11/18/ancient-southeast-asia/ Ancient Southeast Asia] * [http://www.aseanfocus.com/publications/history_of_sea.html A Short History of South East Asia] [[Category:History|E]] 12627 76579 2007-01-15T19:43:10Z Juan 2651 intewiki The '''Pomology Teaching Tools''' is a non-research project based on practical support to the [[Topic:Pomology|Department of Pomology]]. It may also help to the other departments of horiculture. Its attempt is to create study tools for studying pomology, such as pictures, schematic drawings, videos and textbooks. This project should coordinate work on this area and may colaborate with the [[Topic:Education|School of Education]]. == Pictures == The Department of Pomology needs specific pictures for its teaching opperations. The picture is understood here as a photograph. By uplouding pictures you can help other people to make schematic pictures from them. *'''Study this:''' [[Descriptive Pictures]] === Examples === <gallery> Image:Koeh-108.jpg|''Malus domestica'' Image:Ghana pineapple field.jpg|Pineapple plantation in Ghana Image:Perpendicular orange.png|Orange (''Citrus sinensis'') cross section Image:Banana sorting.jpg|Sorting bananas </gallery> === Demand for Pictures === List here pictures, which are wanted. Then specify, what they should include. * '''actinidia fruit''' - cross section * '''pineapple fruit''' - cross section * ... === List of uplouded pictures === See them in the [[Pomology Teaching Tools/Picture Gallery|gallery]]. * * ... == Schematic Pictures == When we want to help you to understand a specific problem or thing we can use schematic pictures. They are undestood here as photographs whith scheems within them. See an example: *'''Study this:''' [[Schematic Pictures]] === Examples === <gallery> Image:Perpendicular orange.png|'''PICTURE:''' Orange cross section Image:orange_cross_section_description.png|'''SCHEMATIC PICTURE:''' Orange cross section </gallery> === Demand for Schematic Pictures === List here schematic pictures, which are wanted. Then specify, what they should include. * * ... === List of uplouded schematic pictures === See them in the [[Pomology Teaching Tools/Schematic Picture Gallery|gallery]]. * * ... === Available sources === If you are storing here a file, where language could be changed when making a Schematic Picture list it here with contact info or websites. It can be used for spending time, that people from other wikiversity mutations dont need to spent to much time on creating up new schematic pictures. * * ... == Drawings == Drowings or paintings are tools which where developed especially to teach something the observer. They are usually black and whitte, but might be also coloured. Drawings should be easy to understand. They might be developed by drawing and/or painting. Advance users can make them from pictures (=photographs). *'''Study this:''' [[Botany Ink Drawing]] * '''See also:''' [[Vector Drawing]] === Example === <gallery> Image:Cleaned-Illustration Malus domestica.jpg|Ilustration of an apple (''Malus domestica'') Image:Koeh-029.jpg|Ilustration of papaya (''Carica papaya'') Image:Musa_cross_section_drawing_002.jpg|A drawing of a banana plant (''Musa'' spp.) Image:Copulation_drawing.jpeg|Copulation </gallery> === Demand for Drawings === List here drawings, which are wanted. Then specify, what they should include. * * ... === List of uplouded drawings === See them in the [[Pomology Teaching Tools/Drawing Gallery|gallery]]. * * ... == Video/Animations == Vidioes and animations are other tools, which can help student to understandt the problem. In pomology we can teach student how two maintain fruit crops, harvest them and post harvest porcesses. Students dont need two go passing half of the Earth to see how it works. === Examples === * ... === Demand for Videos or Animations === List here videos/animations, which are wanted. Then specify, what they should include. * * ... === List of uplouded videos/animations === * * ... == Sounds == It is not expected that Department of Pomology will need some sound for its purposes. This paragraph is here for possible needs in the future. Some participants may feel usefull to hear expresions or articles via audio. For this needs go to the next paragraph. == Pronunciation/grabbed text == We dont expect at this time, that there will be a demand for lessons/projects/subjects to have them in audio. We thinks that there will be a demand for pronunciations of specific words and/or audio text books. === Examples === * ... === Demand for audio pronunciation === List here words or expresions which you need to hear: * * ... === Demand for audio text books === List here official names of text books under Department of Pomology that you want to hear. '''IMPORTANT: only finished text books can be grabbed!'''* * ... === List of uplouded audio pronunciations === * * ... === List of uplouded audio text books === * * ... == Text Books == Text Books are wikiversity full text materials, which are used for studying. It is very difficult to write a good book in a real life. The wikiversity community might help to get easier to obtain free study text books. They should be developed/written by teachers/instructors, but also other people can help. If you would like to help and you are not skilled follow the instruction line for each textbook in the main page discussion. Wikiversity textbooks can be developed by transporting texts from Wikibooks, but also other sources are needed due to the official policy of WikiMedia Foundation. === Completed textbooks === * ... === Textbooks under development === *[[Tropical and Subtropical Pomology (textbook)|Tropical and Subtropical Pomology]] - this full text textbook will cover all fruit production of tropics and subtropics. It will be designed on the Graduate level, that Undergraduate and Graduate students may use it. Also the post-graduate students maight study from that. It will also give a general information to the students of [[Citriculture]] and [[Banana Production]], such as Viticulture on the [[Topic:Viticulture & Enology|Department of Viticulture and Enology]]. * ... [[es:Instrumentos de la Enseñanza de Pomología]] [[Category:Pomology Teaching Tools]] [[Category:Center for Primary and Secondary Streams]] [[Category:Education]] 12628 57208 2006-12-15T15:55:35Z Juan 2651 {{Information |Description= Orange cross section picture with legend. |Source= http://commons.wikimedia.org/wiki/Image:Perpendicular_orange.png |Date= 2006, December 15 |Author= [[w:user:Ekko|Ekko]] (picture author); [[user:Juan|Juan]] (compilation author == Summary == {{Information |Description= Orange cross section picture with legend. |Source= http://commons.wikimedia.org/wiki/Image:Perpendicular_orange.png |Date= 2006, December 15 |Author= [[w:user:Ekko|Ekko]] (picture author); [[user:Juan|Juan]] (compilation author) |Permission= |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 12630 77117 2007-01-16T17:50:14Z Historybuff 5228 Discuss redesign of the main page. ==Proposals== Two proposed (at freenode #wikiversity-en) ideas for the redesign are: *Most visitors to the Wikiversity main page are new to wiki and need help to understand what is going on at Wikiversity. The main page needs to be a resource for these new visitors. [[Supporting Wikiversity participants]] <-- ways to support the different types of people who visit Wikiversity. *It is time to have [[Wikiversity:Featured|featured content]] on the main page with good examples that show what Wikiversity is about. [[Image:Learners and teachers.png|thumb|right|300px]] :Another proposal -- KISS. :There should be two links -- Students Click Here, Teachers Click Here. They can even go to the same page, but I would venture a guess that if we add something like that, our click numbers would go up. :Of course, we have to have something useful on the click-through page ... perhaps a guide for learners and a guide for learning material preperation, respectively. Just a thought. [[User:Historybuff|Historybuff]] 07:54, 16 January 2007 (UTC) ::Right now we have a link for "learners" that goes to [[Wikiversity:Learning goals]] and a link for "teachers" that goes to [[Wikiversity:Wikiversity teachers]]. [[Wikiversity:Wikiversity teachers]] needs to be updated or maybe switched to [[Wikiversity:School and university projects]]. --[[User:JWSchmidt|JWSchmidt]] 13:53, 16 January 2007 (UTC) :I'm not a guru in UI design, so take what I say with a grain of salt. The links are done in the "wiki way", which is what we are all used to. But what about people arriving who aren't wikiwise? :While we might get clicks from Wikipedia and sister projects, we shouldn't assume that everyone understands how a wiki works, or what all those links are. Right now, it's a SEA of links on that page. Even experienced users might be suffer an information overload attack. :If we have to pack so much info on the front page, and we can't twiddle the info, I'd suggest adding some icons (maybe animated) to draw the readers eye to the spot you highlighted. :Also, we should have it say "Students (Learners)", as newcomers might not make that association. :I can now edit the Main Page (ugh), but it was much better when it was locked for me -- since it gave me links to the real content pages. (Also, how do you get those cool screenshots?) [[User:Historybuff|Historybuff]] 17:48, 16 January 2007 (UTC) ==Example== '''What is Wikiversity for?''' * Learning the [[Wikiversity:Wiki_as_a_tool_for_learning|ideal way to learn via wiki]] * Sharing knowledge in a very [[Wikiversity:Readability|easily understandable]] format * [[Wikiversity:Linking|Making links]] to websites, books, wikipedia, and wikibook content related to your topic '''Why is Wikiversity cool?''' * Its [[Wikiversity:GNU_Free_Documentation_License|FREE]] for everyone, and always will be! * Its freely [[Wikiversity:Introduction|editable]] by anyone (There is no limit to the greatness of Wikiversity) '''How can I get involved with Wikiversity?''' * Learn about [[Wikiversity:Browse|various subjects]] * Share your knowledge by [[Wikiversity:Introduction|editing]] * Teach by [[Wikiversity:Example_project|example]], leaving the specifics to wikipedia and wikibooks 12634 75364 2007-01-13T22:26:36Z JWSchmidt 20 [[Category:Wikiversity culture]] ==Basic truths of readability== * People tend to give up when you try to cram 40 specific instructions in their head, but usually do well with 2 or 3 main ideas * We already have Wikipedia, Wikibooks, and various other websites and books which have gone into details. * Its not useful to reinvent the wheel * It ''is'' useful to improve the wheel by surveying the field to figure out how other peoples' interpretation of the wheel can be more useful. * Unless your reader sees why you're right: You're not right * Often, when a person sees a very large wikipedia page, they'll end up reading less than if it was a shorter page ==The ideal format of a wikiversity page== * Simple ** Short (Less than about 6 screen lengths per wiki page) ** Does not go too far into details (Links to details) ** Doesn't require a major time investment to get what you want * Useful ** Fulfills a need or want ** Is an original work * Cool ** Looks good ** Delivers information in a new and interesting way ==How to achieve this== # Check google, wikipedia, wikiversity, and wikibooks for information related to your topic # Skim through the available data, or truly read them if at all possible # Decide what the major themes of the topic are # Plan how to simply, effectively communicate only the important details, and where to link to specific details if the reader desires them [[Category:Wikiversity culture]] 12641 77616 2007-01-17T05:45:05Z JWSchmidt 20 [[Category:Wikiversity maintenance]] This page lists all non-talk pages that are automatically signed by [[User:HagermanBot|HagermanBot]] when an unsigned comment is left. [[Category:Wikiversity maintenance]] 12642 57372 2006-12-15T23:19:35Z Hagerman 4199 created category This page lists all non-talk pages whose subpages are automatically signed by [[User:HagermanBot|HagermanBot]] when an unsigned comment is left. [[Category:Non-talk pages automatically signed by HagermanBot]] 12644 57385 2006-12-15T23:32:55Z Hagerman 4199 The signature button from MediaWiki. Placing here for template use. == Summary == The signature button from MediaWiki. Placing here for template use. == Licensing == {{GFDL}} 12651 68186 2007-01-08T17:43:43Z JWSchmidt 20 [[Category:Molecular biology]] ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Operon|Operon]] * '''Wikipedia article:''' [[wikipedia:lac_operon|The Lac Operon]] * '''Wikipedia article:''' [[wikipedia:L-arabinose_operon|The Arabinose Operon]] * '''Wikipedia article:''' [[wikipedia:Trp_operon|The Tryptophan Operon]] == '''Gene Regulation in Prokaryotes''' == === '''Constitutive vs Adaptive Enzymes''' === Genes for constitutive enzymes are always on and the gene is always produced. Adaptive genes may be either ''inducible'' (generally off; may be turned on) or ''repressible'' (generally on; may be turned off). ==== '''Adaptive Enzymes'''==== '''Inducible Genes''' are generally enzymes necessary for catabolism and are only turned on if substrate is present as the substrate acts an inducer (effector). ''e.g. [[The lac operon]], [[The ara operon]]'' '''Repressible Genes''' are generally enzymes involved in anabolism and are inhibited by feedback (the end product acts as a repressor for the gene) ''e.g. [[trp operon]]'' === '''Operons''' === An '''operon''' is a group of genes that are coregulated. These genes usually have related function and are often cotranscribed as a single mRNA strand. Such an RNA strand is call '''Polycistronic RNA''' = Review, Problems = [[Prokaryotic Gene Expression Review]] [[Category:Molecular biology]] 12653 70777 2007-01-11T22:08:22Z JWSchmidt 20 [[Category:Molecular biology]] =The Lactose Operon = == lac operon structure == In the '''absence of lactose''', the lac repressor binds to the operator and prevents transcription of the operon. In the '''presence of lactose''', the repressor cannot bind to the operator and lac proteins are produced. The gene product of the lac operon digests lactose. It is only present if lactose is present. == lac mutants == Lac proteins are produced constitutively in lacI mutants and laO mutants Lac mutants are distinguished by performing a complementation test[http://en.wikipedia.org/wiki/Complementation_test] by creating a heterozygous mut1/mut2. If both gene mutations are the same functional unit, no functional gene product will be made. The phenotype will remain mutant. If the genes are in different functional units, they will complement to give a wild type phenotype. === ''Types of lac mutants'' === ==== Inducer mutant ==== lacI⁺ is dominant to lacI^-. lacZ and lacY are inducible in lacI⁺/lacI^- heterozygous mutants (lacI acts in cis and trans) lacZ and lac Y are still inducible in lacI⁺lacY^-lacZ^-/lacI^-lacY⁺lacZ⁺ mutants. LacI can act in trans. ==== Operator mutation==== lacO- mutations are cis-dominant. lacZ and lacY are constitutive. ==== I-^d mutation ==== I-^d mutations are dominant to I+. The repressor functions as a tetramer and the mixed wild type and I-^d tetramers are unable to bind DNA. ==== I-^s mutation ==== I-^s (super-repressed) mutations make the lac operon uninducible. The mutant repressor binds DNA but does not respond to inducer. == Positive Control of the lac Operon == === Promotor-operator region === ==== Lactose/Glucose ==== In the presence of glucose, the lac operon cannot be induced by addition of lactose. lac operon is controlled so that cells are prevented from wasting energy metabolizing complex sugars when easily metabolized sugars are present. ==== cAMP-CAP ==== A positively acting protein called Catabolite Activator Protein (CAP) stimulates RNA polymerase binding to the promotor by binding just upstream of the RNA polymerase binding site of the promotor by binding upstream of the RNA polymerase binding site. The repressor binding site overlaps the mRNA start site. CAP uses cAMP as a small effector molecule. cAMP accumulates in cells as they run out of glucose. At high cAMP concentrations, cAMP binds to CAP and enables CAP to bind to the lac promoter. cAMP-CAP is also used for induction in many other sugar metabolizing operons such as arabinose (ara) and galactose (gal). ==External Links== * [http://www.maxanim.com/genetics/Lac%20operon/Lac%20operon.htm Lac Operon] (Flash Animation) [[Category:Molecular biology]] 12654 68482 2007-01-09T00:56:59Z JWSchmidt 20 [[Category:Ancient Greek Language]] == Breathing Marks Explained == Every Greek word that begins with a vowel (α,ε,η,ι,ο,υ, and ω) will have something called a breathing mark. These look like apostrophes and can be either rough or smooth. '''Rough Breathings''' If the breathing is rough then it is an apostrophe curved in the opposite direction (ἑ,ἁ,ἡ, etc...) If a breathing is rough then the word is pronounced as if there were an /h/ in front of it. Thus, the Greek word for 'sleep' ὕπνος will be pronounced as [hupnos]. '''Smooth Breathings''' If the breathing mark is smooth (ἀ,ἐ,ὀ, etc...) then it is shaped exactly like an apostrophe and comes either slightly before the vowel or directly above. Smooth breathing marks simply mean there is no /h/ pronounciation. '''Exception''' These are present only when vowels are the first letter of the word except in the case of the letter rho (ρ). If rho is the first letter of the word then it always has a rough breathing mark. This is why most English derived words such as rhinoceros, rheumatism, and rhododendron have the /rh/ in front. == Accent Marks == You may notice the second mark after the breathing mark in the word ὕπνος. They are imporant for distinguishing the difference between words. There are three different typs of accents in ancient greek. The acute, the circumflex, and the agrave. Ancient Greek was originally a tonal language - this meant that the pitch of a word made a difference to its meaning. The acute accent used to indicate a higher pitch, the agrave a lower pitch, and the circumflex a hidher then immediately lower pitch. later they simply indicated on which syllable the emphasis landed. There are various rules concerning where an accent mark will fall: '''Acute:''' *It can be placed on both long and short vowels on any of the final three syllables. *If the last syllable is long, it can only be placed on the final two syllables. *If the penult is long and the ultima is short, it cannot go on the penult. '''Circumflex:''' *It can only be placed on long vowels. *It can only be placed on the last two syllables. *It can only go on the penult if the ultima is short. '''Agrave''': *Only ever exists when replacing an acute accent on the ultima when another word follows immediately without any intervening punctuation. ''Antepenult''= third last syllable of a word ''Penult'' = second last syllable of a word ''Ultima'' = last syllable of a word '''NB:''' accents on words DO change to obey these rules, eg. ἄνθρωπος becomes ἀνθρώπου when it goes from nominative to genitive, and οἶκος becomes οἴκου when it goes from nominative to genitive. [[Category:Ancient Greek Language]] 12657 59564 2006-12-18T03:24:36Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12658 59563 2006-12-18T03:24:24Z J.Steinbock 2353 Unknown License == Licensing == {{Unknown license}} 12667 68480 2007-01-09T00:56:15Z JWSchmidt 20 [[Category:Ancient Greek Language]] == What is a Definite Article?== The definite article we use in English is the word 'the' and its the only one we have. Ancient Greek has three genders: masculine, feminine, and neuter. The definite article will change accordingly. For those who have some background in Spanish or French this is the same difference between 'la' and 'le' in French and 'el' and 'la' in Spanish. We do not have this distinction in English. Also unlike English, Greek differientiates between plural and singular. For, the comparison this is the 'los' and 'las' of Spanish or the 'les' of French. Unlike most modern languages ancient Greek also has cases, and the definite article reflects this. == Cases == Greek has five cases. The nominative, genitive, dative, accusative, and vocative. Some of you taking this lesson may know what these words mean, but most probably won't. In English we use word order and helping words to understand what ancient Greek conveys with cases. '''Nominative and Accusative''' For, example take the sentence [The dog bites a cat.] In this sentence we understand that the dog is the subject doing the biting, while the cat is the direct object being bitten. In Greek the subject would be in the nominative case and the direct object in the accusative. Because these cases explain to the reader what's happening in the sentence you can have a sentence structure in Greek such as [Cat bites dog.] which actually means that the dog bites the cat. This may be a little confusing, but this is just an introduction and it will make more sense when you see it in the actual Greek. '''Dative''' Words usually take the dative if they are indirect objects. In English we typically use the word 'with' to understand this. So, the sentence [The dog bites a cat with teeth.] would have 'dog' in the nominative since its the subject of the verb, 'cat' would be accusative since its the object, and 'teeth' would be dative. '''Genitive''' The genitive case primarily denotes belonging. We have some examples of the genitive case in English. This is the difference we find between the first person pronouns me and my. The sentence [Achilles' spear is bright] would have 'Achilles' in the genitive and 'spear' in nominative. '''Vocative''' Finally there is the vocative case which is only used when directly speaking to someone. Since ancient Greek is only used in the translation of texts you will rarely find this form. Examples would be in plays where a character addresses another. == The Definite Article Table == {| border="1"' |+ Singular ! !!Masculine !! Feminine!! Neuter |- !Nominative | ὁ|| ἡ || τόν |- !Genitive |τοῦ||τῆς||τοῦ |- !Dative |τῷ||τῇ||τῷ |- !Accusative |τόν||τήν||τόν |- !Vocative |ὦ||ὦ||ὦ |} {| border="1"' |+ Plural ! !!Masculine !! Feminine!! Neuter |- !Nominative | οἱ||αἱ||τά |- !Genitive |τῶν||τῶν||τῶν |- !Dative |τοῖς||ταῖς||τοῖς |- !Accusative |τούς||τᾱς||τά |- !Vocative |ὦ||ὦ||ὦ |} [[Category:Ancient Greek Language]] 12668 68483 2007-01-09T00:57:19Z JWSchmidt 20 [[Category:Ancient Greek Language]] If anyone is following these lessons then feel free to post a summary to the best of your ability what I've described in the first three to act as a review for anyone else. Don't be afraid of making mistakes as they'll likely be caused by my failing to explain something sufficiently, and it will give me the opportunity to do so. On a side note, I've been having problems typing in the Greek font with accent marks and breathings. I've had to go through the laborious task of cutting and pasting from other websites and files. If anyone has advice on a quicker method I would appreciate it. I've deliberately taken very slow steps to break you into the language and have broken up into several lessons what might normally be taught in one chapter in a textbook. I've done this because I know the language can be rough to learn if you have no background in it, and especially if you have no incentive to actually study it besides as a hobby I feel it should be as user friendly as possible. [[Category:Ancient Greek Language]] 12669 68565 2007-01-09T04:12:35Z JWSchmidt 20 [[Category:Ancient Greek Language]] If anyone is following these lessons then feel free to post a summary to the best of your ability what I've described in the first three to act as a review for anyone else. Don't be afraid of making mistakes as they'll likely be caused by my failing to explain something sufficiently, and it will give me the opportunity to do so. On a side note, I've been having problems typing in the Greek font with accent marks and breathings. I've had to go through the laborious task of cutting and pasting from other websites and files. If anyone has advice on a quicker method I would appreciate it. I've deliberately taken very slow steps to break you into the language and have broken up into several lessons what might normally be taught in one chapter in a textbook. I've done this because I know the language can be rough to learn if you have no background in it, and especially if you have no incentive to actually study it besides as a hobby I feel it should be as user friendly as possible. [[Category:Ancient Greek Language]] 12671 59552 2006-12-18T03:04:51Z MichaelBillington 1599 adding licencing info == Licensing == {{pd-art}} :Marking as public domain per being ''almost'' identical to [[w:Image:Kant_2.jpg]], which falls under this licencing. (note I say almost Identical because this one looks like it has gone through a blur filter or some such thing - though I wouldn't consider that that makes it a [[w:derivative work|derivative work]]) [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 03:04, 18 December 2006 (UTC) 12672 64708 2006-12-30T08:59:55Z MichaelBillington 1599 de-tagging, deletion has been contested '''[[w:Game Maker|Game Maker]]''' was written by Mark Overmars, a professor of the University of Utrecht, partly as a teaching aid for his students. It is gaining recognition as a useful teaching tool in primary and secondary schools because of its easy entry and sophisticated scripting language. It is particularly useful for primary students and secondary students as a task which is both challenging and relevant. It is believed that wikiversity can use such software to create non-standard learning environment. ===Official links=== * [http://www.gamemaker.nl/ Game Maker Pages] - official website. * [http://forums.gamemaker.nl/ Game Maker Community] - official forums. * [http://book.gamemaker.nl/ The Game Maker's Apprentice] - official book website. [[Category:Free Software]] [[Category:Game Design]] 12674 68739 2007-01-09T23:10:28Z JWSchmidt 20 [[Category:Music]] {{welcome and expand|Tristan Capacchione}} Wiki - Major Scales Homework Sheet.pdf [[Category:Music]] 12676 57623 2006-12-16T06:12:51Z Tristan Capacchione 4232 Wikiversity Music School: Theory I, Homework 1 Major Scales - Homework Template == Summary == Wikiversity Music School: Theory I, Homework 1 Major Scales - Homework Template == Licensing == {{GFDL}} 12677 68188 2007-01-08T17:45:55Z JWSchmidt 20 categories ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Morphogenesis|Morphogenesis]] == Genes Required for Embryonic Patterning == === Identification of Embryonic Patterning Genes === The genes required for embryonic patterning were identified by Christiane Nüsslein-Volhard and Eric Wieschaus through use of random saturation mutagenesis experiments. Mutations that caused abnormal array of cuticle structures and embryonic lethality were kept for study. The screen below was used to identify second chromosome mutations that effect embryonic patterning. The * marks a chromosome treated with mutagen, it does not necessarily mean a mutation has occurred. If there are no white eyed progeny, this is a lethal mutation. Eggs were collected and cuticle was analyzed for pattern defects. Balancer chromosomes like CyO have multiple inversions and a dominant visible marker. Sy suppressing recombination, they keep linked mutations together and allow mutagenized chromosomes to be followed. CyO is also homozygous lethal and will kill unwanted homozygous flies in the G₂. A chromosome carrying a dominant temperature sensitive (DTS) mutation is also used here to kill unwanted flies in the G₂. It was discovered that two classes of mutations affect embryonic patterning: ''maternal effect'' and ''zygotic letha mutations''. The screen identified 120 genes in the total genome that are zygotically essential for embryonic pattern formation. === How is the pattern established? === ==== Maternal effect genes ==== For maternal effect genes, the genotype of the mother determines the phenotype of the offspring. Maternal genes initiate anterior/posterior pattern. female m/m x +/+ male ---------> all mutant embryos female m/+ x m/+ male ---------> no mutant embryos 35 maternal effect genes were identified that are required for normal embryonic patterning. Maternal effect gene products are transported into egg from germline nurse cells. ==== Bicoid ==== ''Bicoid RNA'' is transcribed in nurse cells of the ovary. Nurse cells dump their contents into the anterior of the oocyte; bicoid RNA sticks at the site where it enters the oocyte. After egg laying, bicoid protein is synthesized, and diffuses to make a gradient in the anterior 70% of the embryo. The bicoid protein is a transcription factor that promotes the transcription of the gap gene ''hunchback'' in the anterior part of the embryo. ==== Posterior Pole Plasm ==== The ''posterior pole plasm'' is a classic example of a localized, maternal cytoplasmic determinant. Transplantation of pole plasm showed that it is sufficient for the formation of functional pole cells. At least two RNAs (oskar and nanos) and two proteins (vasa and staufen) are localized in the pole plasm in polar granules. Like bicoid RNA, nanos RNA is localized through binding of its 3' UTR to a pole of the oocyte (the posterior pole). After fertilization, nanos RNA is translated and the nanos protein forms a gradient that allows abdominal development. Unlike bicoid, nanos proteins act post-transcriptionally. Nanos protein destroys maternal hunchback RNA which would otherwise block abdominal development. [[Category:Genetics]][[Category:Developmental biology]] 12680 70458 2007-01-11T05:12:48Z JWSchmidt 20 [[Category:Molecular biology]] == The Arabinose operon == === Structure of the ara operon === The ara operon contains three structural genes: araB, araA, and araD. These genes code for enzymes used in the catabolism of arabinose. These genes are transcribed from the P_BAD promoter. The regulatory gene, araC is close upstream and transcribed divergently from P_c [[Image:araoperon.jpg]] The regulatory region has RNA polymerase binding sites for both promotors, three binding sites for AraC dimers (araI, araO₁, and araO₂) and a site for cAMP-CAP binding. === Absence of arabinose === When arabinose is absent, AraC protein binds to araI and araO₂. Since these sites are about 200 base pairs apart, the DNA between them is bent into a closed loop by the AraC interaction. AraC thus acts negatively because RNA polymerase is unable to bind to its site in P_BAD [[Image:araminus.jpg]] === Presence of arabinose === When arabinose is present, it binds to AraC and causes a change in conformation. As a result, the AraC complex is broken down and AraC now facilitates RNA polymerase binding to P_BAD. AraC is now acting as a positive regulator. Positive control by cAMP-CAP binding is required for activation of the ara operon, like in the lac operon [[Image:araplus.jpg]] [[Category:Molecular biology]] 12685 70775 2007-01-11T22:06:56Z JWSchmidt 20 [[Category:Molecular biology]] = The Repressible Tryptophan Operon = == trpR == The trp repressor gene, trpR, is not closely linked to the trp operon and trpR protein is always produced. In the presence of tryptophan, trpR repressor protein undergoes a conformational changes and binds to the operator, preventing transcription. [[Image:trpoperon.jpg]] == trpL and Attenuation == The trpL region lies 5' to the genes that encode tryptophan synthetic enzymes. ''Attenuation'' results from premature termination of trp RNA at the attenuator sequence in trpL and requires tryptophan-charged tRNA^Trp. RNA transcribed from the attenuator sequence forms a hairpin. The 162 nucleotide trp leader contains four regions that can base pair with itself and for alternative stem-loop structurs. [[Image:stemloop.jpg]] The leader sequence contains a short open reading frame coding for a 14 amino acid peptide followed by a stop codon. This peptide includes two consecutive trp codons. The production of this peptide is modulated by the availability of charged tRNA^Trp ==== Low Tryptophan ==== [[Image:lowtrp.jpg]] ==== High Tryptophan ==== [[Image:hightrp.jpg]] [[Category:Molecular biology]] 12690 58396 2006-12-17T04:11:11Z TheVividDream 4229 ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Promoter|Promoter]] * '''Wikipedia article:''' [[wikipedia:Methylation#Epigenetics|Methylation]] * '''Wikipedia article:''' [[wikipedia:Imprinting_%28genetics%29|Imprinting]] == Control of Eukaryotic Gene Expression == Control of eukaryotic gene expression is much more complicated than that of prokaryotic gene expression. This provides more oppurtunities for regulation. === Structure of Eukaryotic Gene === [[Image:eukgene.jpg]] === Major Differences from Prokaryotic Genes === - Exons and introns - Signal for polyA addition - More complicated and usually much larger cis regulatory regions surrounding the gene - Promotor is near the start of transcription - Enhacer elements are upstream, downstream, or within genes === Promotor === The promotor is a cis-acting DNA sequence near the beginning of transcription and usually includes TATA homology. It binds to general transcriptional factors: TFIID, a large complex made up of TATA binding protein (TBP) and TBP associated factors (TAFs). === Enhancer === The enhancer is a cis-acting sequence that provides specific activation of nearby promoters and can bind several transcriptional activators or repressors. Distance of the activator/repressor from the promoter region is irrelevant. Enhancers act by looping so that enhancer-bound proteins can interact with promoter-associated proteins. Looping allows multiple enhancers to regulate the expression of a single gene and also allows a single enhancer to regulate more than one promoter or more than one gene, allowing the gene to be independently expressed in response to different stimuli or during differnt times in development. [[Image:enhancer.jpg]] === Transcription Factors === Transcription factors are modular: the DNA binding domains are usually separate from activation or repressed domains. They often act as dimers binding to a palindromic or nearly palindromic site. == Signaling Pathways == [[Image:signalpath.jpg]] Signaling specificity depends on three principles of trascriptional control: (1) activator insufficiency, (2) default repression, and (3) cooperative activation. These interconnected transcriptional control principles place tight restrictions on the expression of target genes, but allow robust expression under appropriate stimulus. ==== Activator Insufficiency ==== Activator insufficiency is the inability of signal-regulated transcription factor alone to strongly activate gene expression. It prevents signaling pathways from activating all of their target genes during each signaling event. ''Activator insufficiency prevents promiscuous activation.'' ==== Default Repression ==== Default repression is mediated by signal-stimulating transcription factors in the absence of signaling and limits target gene expression to cells that both express the appropriate local activators and receive signaling. ==== Cooperative Activation ==== Signal-regualted activators must act cooperatively with tissue-specific or cell-specific local activators to drive high levels of target gene expression. == Epigenetic Regulation == Epigenetic regulations are usually due to chemical modification of DNA bases or protein complexes stably bound to DNA. These changes are heritable and are not due to changes in the DNA sequence itself. === DNA methylathion === In many higher eukaryotes, cytosine is methylated at carbon 5 by DNA methylase enzyme. In mammals, the methylated sequence is usually C*pG. Inactive genes are preferentially methylated. Active genes are ''hypomethylated''. This methylation does not change the nucleotide sequence but can be propogated at DNA replication. Methylated DNA can be detected by two restriction enzymes that recognize CCGG: MspI which is methylation insensitive and HpaII which is methylation sensitive. [[Image:methylation.jpg]] === Imprinting === In mammals a few clustered genes are turned off in the germline of one parent. Once imprinted, a gene stays off throughout embryogenesis and adult life in somatic cells. The imprint is removed early in germline development and then re-established in sex-specific patterns. [[Image:imprinting.jpg]] The individuals with dots in them represent individuals who carried the gene but did not show mutant phenotype. ==== Prader-Willi and Angelman Syndromes ==== 3 imprinted genes control Prader-Willi and Angelman Syndromes: SNRPN. necdin, and Ube3. For females, SNRPN and necdin are off while Ube3 is in. For males, SNRPN and necdin are on while Ube3 is off. Children inheriting a deletion from their father will have no active SNRPN or necdin genes and will show Prader-Willi syndrom. Children inheriting a deletion from their mother will have no active Ube3 gene and will show Angelman syndrome. ==See also== *[[RNA interference]] - 2006 Nobel Prize to Andrew Z. Fire and Craig C. Mello *[[Eukaryotic transcription]] - 2006 Nobel Prize to Roger D. Kornberg ==External links== *[[m:General Biology/Genetics/Gene Regulation|Gene regulation]] book modules at Wikibooks need help. *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=Books&cmd=search&doptcmdl=DocSum&term=Gene+Regulation+AND+mga%5Bbook%5D Modern Genetic Analysis] by Anthony J.F. Griffiths, William M. Gelbart, Jeffrey H. Miller and Richard C. Lewontin (1999) published by W. H. Freeman & Co. [[Category:Genetics]] 12694 75780 2007-01-14T16:42:36Z Mystictim 626 added stub {{Stub}} ==Introduction== This is the first of two discrete math subjects geared for students studying [[Computer science program|Computer Science]] at Wikiversity. This page is tailored to provide you with introductory topics and problems in discrete mathematics and to provide you with the necessary background for [[Analysis of Algorithms]] which is fundamental to any computing practices that require [[Optimization|optimal performance]] in the face of limited resources. ==Course Outline== ===Logic=== * '''Lesson 1.1:''' [[Introduction to boolean logic]] * '''Lesson 1.2:''' [[Using truth tables]] * '''Lesson 1.3:''' [[Logical AND]] * '''Lesson 1.4:''' [[Logical OR]] * '''Lesson 1.5:''' [[Logical XOR]] ===Set Theory=== * '''Lesson 2.1:''' [[Introduction to set theory]] * '''Lesson 2.2:''' [[Intersection]] * '''Lesson 2.3:''' [[Union]] ===Functions=== * '''Lesson 3.1:''' [[Introduction to functions]] ===Counting=== * '''Lesson 4.1:''' [[Introduction to counting]] ===Graphs=== * '''Lesson 5.1:''' [[Introduction to graphs]] ==Problems and Exams== TBA [[Category:School of Mathematics]] 12698 76678 2007-01-15T21:04:27Z JWSchmidt 20 [[Category:Mathematics]][[Category:Computer Science]] Welcome to the '''Discrete Mathematics for Computer Science Center'''. ==Department description== The Center for Discrete Mathematics in Computer Science is a a Wikiversity content development project where participants create, organize and develop learning resources for Discrete Mathematics as used in Computer Science. This is the second course in discrete math for students of Computer Science at Wikiversity. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Complexity]] *[[Proof]] *[[Collections]] *[[Information Theory]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==Problems & Solutions== TBA [[Category:Mathematics]][[Category:Computer Science]] 12699 68779 2007-01-10T00:11:51Z 64.84.58.19 /* Recesive Mutations */ ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Oncogene|Oncogenes]] = Genetics of Cancer = == Dominant Mutations in Oncogenes == Dominant mutations in oncogenes usually disrupt or constitutively activate signaling pathways that inform the cell about its environment. A mutation in an oncogene proten or a large excess of the normal protein makes it insensitive to upstream members of the pathway, which leads to constitutive activation of the pathway and unrestrained proliferation. These mutations are usually not inhereted and arise during somatic growth. Oncogenes can also be activated by insertion of a retrovirus at a nearby chromosome location. == Recessive Mutations == === Tumor Supressor Genes === Tume supressor gene mutations are mutations in signaling pathways or cell cycle progression which regulate cell cycle production. This type of cancer appears to be inherited as a dominant trait even though the original mutant is recessive. [[Image:retinoblast.jpg]] == p53 Mutations == P53 is a tumor supressor gene. P53 functions as a checkpoint to prevent commitment to S phase if there is unrepaired DNA damage. If there is unrepaired damage, p53 activates production of the p21 gene and this prevents the cyclin/cdk complex from initiating S. If the damage remains unrepaired, p53 causes apoptosis in the cell, eliminating potential mutagenic effects. [[Category:Genetics]] [[Category:Cancer]] 12700 76540 2007-01-15T18:10:33Z JWSchmidt 20 #REDIRECT [[Topic:Civil Law]] #REDIRECT [[Topic:Civil Law]] 12702 76539 2007-01-15T18:07:53Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ format Welcome to the '''Department of Civil Law''', within the [[School:Law|School of Law]]. ==Department description== This department provides learning resources that help Wikiversity participants explore the basic notions of Civil Law ==Department news== * '''16th December 2006''' - Department founded * '''16th December 2006''' - The Department of Civil Law has opened the Wikipedia Improvements Learning Project, a project seeking to improve on the current [[w:Civil law (legal system)]] resources on Wikipedia ==[[Portal:Learning Projects|Learning Projects]]== *[[Wikipedia Improvements]] - Adding upon the current [[w:Civil law (legal system)]] resources on Wikipedia See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page.'' Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:mmizzi]] * ... [[Category:{{PAGENAME}}| ]] 12704 79455 2007-01-21T04:38:53Z CQ 1939 /* Activities */ [[Metacommunity]] - Improve "public goods" at [[Wikipedia]] ==Learning Project Summary== * '''CVL 00001''' * '''Time investment: 1hr per week''' * '''Assessment suggestions: sample articles for addition in Wikipedia''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:School of Law|School of Law]]:''' * '''Department: [[Civil Law|Civil Law''' ==Content summary== The aim of this learning project is to collect information to add on the Civil Law sections of Wikipedia ==Goals== This learning project offers learning activities to improve the quality of the Wikipedia Articles relating to Civil Law systems Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ====Activities==== *The history of the German Civil Code *[[Wikipedia]] - Wikiversity/Wikipedia interaction *[[Metacommunity]] - Improve "public goods" at [[Wikipedia]] *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * mmizzi [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Page creation templates]]</noinclude> 12706 57716 2006-12-16T12:39:39Z MichaelBillington 1599 redirect for ease of linking #REDIRECT [[Wikiversity:Copyrights]] 12707 64950 2006-12-31T16:52:08Z Mu301 3705 date format {{Information |Description=The star cluster M11 viewed using the Aladin Sky Atlas software. |Source=own work |Date=2006-12-16 |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions= }} {{Software-screenshot}} [[Category:Astronomy Images]] 12710 68325 2007-01-08T21:24:51Z JWSchmidt 20 [[Category:Music]] Musical form relates to the structure of a given piece, its themes and the relationship between each theme. There are many varieties of form used in music, both popular and classical. ==Verses and Choruses== Most popular music is shaped around verses and choruses. Each verse has different words [and sometimes different melody and harmonies as well] while the chorus [generally] remains constant. Forms include VVCVCVC… [V-verse C-chorus], CVCV… CC, and variations thereof. ==Binary== In binary music, there are just two different themes which appear only once, one after the other like this: '''AB''' ==Ternary== Ternary music has two themes, one of which appears twice, like this: '''ABA''' ==Rondo== A rondo [rondeau] works as bit like the Verse Chorus form of popular music today. It is also called Ritornello. '''ABACADA''' ==Canon== A canon has a repeated melody line which starts at the same pitch, where each entry is delayed by a few notes. A canon must work so that the harmonies match. ==See Also== *[[w:Musical form|Wikpedia: Musical Form]] *[http://cnx.org/content/m11629/latest/ Grasping the Whole Composition cnx.org] [[Category:Music]] 12712 77632 2007-01-17T05:51:25Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] Welcome to Wikiversity school of sports. Here you can learn to play anykind of sport with full detailed training articles. [[Category:Practical Arts and Sciences]] 12714 68403 2007-01-08T22:42:42Z JWSchmidt 20 [[Category:Physics]] {{main_welcome}} Cesium was discovered by two german Scientists who found this element using the Spectroscopic method. This usesful element was also recognized by it's combustion with water. This made it recognized as an Alkaline metal. Cesium's atomic symbol is C. [[Category:Physics]] 12715 57827 2006-12-16T19:37:57Z Hillgentleman 530 [[Discrete Math]] moved to [[Topic:Discrete Mathematics]]: namespace #REDIRECT [[Topic:Discrete Mathematics]] 12717 57834 2006-12-16T19:41:24Z Hillgentleman 530 [[Introductory Discrete Math for Computer Science]] moved to [[Topic:Introductory Discrete Mathematics for Computer Science]]: namespace #REDIRECT [[Topic:Introductory Discrete Mathematics for Computer Science]] 12718 57836 2006-12-16T19:41:49Z Hillgentleman 530 [[Discrete Math for Computer Science]] moved to [[Topic:Discrete Mathematics for Computer Science]]: namespace #REDIRECT [[Topic:Discrete Mathematics for Computer Science]] 12724 79045 2007-01-20T15:11:47Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} [[Category:Portal|Slavistics]] 12726 67752 2007-01-08T00:30:48Z JWSchmidt 20 [[Category:Education]] ==Why is this project needed?== If the Wikiverstiy is to succeed then it will need to develop effective methods of learning. This project will help identify some of these methods. ==What is this project about?== This project will look at the implications for Wikiversity of "About learning" a report from Demos (a rightwing British think tank). This report looks at how English and Welsh secondary school pupils could benefit from learning to learn projects involving teachers working with cognitive scientists to make the most of the latest advances in research and practice. ==Who is this project for?== This project is for anyone who is interested in how to improve learning. ===Active participants=== [[User:Mystictim|Mystictim]] 20:39, 16 December 2006 (UTC) ==When will this project take place?== The initial phase of this project will be conducted during January 2007. =How will this project be conducted?= If you would like to take part in this project please download the document [http://www.demos.co.uk/publications/aboutlearning About learning]. The main strand of this project will be a critical reading of this document. =Resources= ==Related learning projects== [[Learning to learn a wiki way]] ==Websites== ==Documents== [http://www.demos.co.uk/publications/aboutlearning About learning] =Project Outcomes= ==Summary of the About learning report== There are 9 sections to this report. ===The challenge: making students more effective at learning=== Begins with a plea for teachers and cognitive scientists to work together to improve the practice of teaching and learning. Then makes the claim that if the learning skills and attitudes children develop at home are enhanced by their school experience they will tend to succeed were as if this doesn't happen then they will end up paying a personal and social price resulting in disadvantage. Then claims that no formal system exists to help teachers develop and use an explicit, elaborate and expert view of learning. Goes on to say that cognitive and social scientists can provide a framework for this as seen in such publications as [http://www.nap.edu/html/howpeople1/ How people learn: brain, mind, experience and school]. However goes on to say teachers have been exposed to various psychological models of learning and have divergent class room experiences. This has lead to a lack of a common vocabulary to develop and share knowledge about learning with their peers and students. This has lead to a range of teaching methods being used in a rather arbitrary manner. The report then says that time is right for teachers, educationists and cognitive scientists to come together to improve this situation. The report claims this has already begun with a strong emphasis on learning to learn. Finally ends session on a cautionary note in that not all of these schemes for improving learning have a strong evidence base. ===Is it possible to learn how to learn?=== Difficulty with a common sense view of learning and a confusion of terms used to mean the same thing and the same terms used to mean different things in the literature on this subject. Then quotes from of the Teaching and Learning Research Programme’s [http://www.learntolearn.ac.uk/ Learning How to Learn Project] :"learning to learn is not a single entity or skill, but a family of learning practices that enhance one's capacity to learn." ===The evidence for recent developments=== Two types of evidence, scientific research and practice based. "It is when the two kinds of evidence are mutually supportive that the evidence base for a practice is most powerful" Then gives two examples [http://www.qca.org.uk/7659.html Assessment for learning] and [http://kcl.ac.uk/schools/sspp/education/research/cognitive.html Cognitive acceleration] along with a more eclectic approach from Profesor [http://www.guyclaxton.com/ Guy Claxton]. Then lists the 5 Rs developed by Claxton with [http://www.campaign-for-learning.org.uk/ The Campaign for learning] *Remembering - the ability to recall *Resilience - the habit of persisting with difficulty * Resourcefulness - the ability to deploy a variety of learning strategies * Reflection - the disposition to think about one's own learning and about oneself as a developing learner *Reciprocity or sociability - the ability to learn well in the company of others A second Claxton formulation the seven dimensions of learning power from the [http://www.lifelonglearnresearch.co.uk/ Lifelong Learning Foundation] is then given *Changing and learning - a sense that I can change and continue to learn *Critical curiosity - getting below the surface, asking questions *Meaning making - making a bigger picture by fitting information together *Creativity - finding new ways to approach information and situations *Resilience - being able to resist distraction from inside and outside and to tolerate the feelings of learning * Strategic awareness - planning, resourcing and using learning preferences to complete a task *Learning relationships - being able to work alone and in collaboration. Then goes on to warn about commercial schemes that have little scientific or practice evidence to support their claims. Gives example of various learning styles approaches currently very popular. However limited evidence either scientifically or from class room practice to support their claims. Then says that the best practitioners use learning styles to expand the variety of leaning activities and encourage learners to explore a range of approaches to learning that vary from situation to situation and individual to individual. However learning styles often end up being seen as fix innate attributes of learners. This leads tutors to target specific types of learning activities at given individuals limiting their learning strategies. Then points out that as a growing need to personalise learning and learning styles could be a useful tool if there was evidence to show that they are in fact effective. This needs to come from both the scientific community and practice based evidence. ===What we know: the evidence from science=== This section draws mainly on [http://www.nap.edu/html/howpeople1/ How people learn: brain, mind, experience and school] has to say on learner-centred, knowledge-centred, assessment-centred and community-centred learning environments. '''Learner-centred learning environments''' accepts that learners already have a wealth of knowledge, skills, attitudes and beliefs that they bring to any learning situation. They will rely on these as the starting position for any new learning. If the tutor is starting from a very different position then learning will become difficult and ineffective. '''Knowledge-centred environments''' ===What we know: the evidence from professional practice=== ===Independent learners: a priority=== ===Improving the evidence base through development and research=== ===A shared language for learning=== ===A proposal for progress in learning=== [[Category:Education]] 12738 75501 2007-01-14T02:39:47Z JWSchmidt 20 [[Category:Genetics]] = Drosophila Sex Determination = In Drosophila, sex is determined by the X:autosome ratio and is independent of the Y chromosome. XX:AA = female X:AA = male XX:AAA = intersex; these individuals are sexual mosaics; individual cells are either fully female or fully male == Pathway Deduction from Genetics == Phenotype examination of double mutants establish the sex determination pathway: ''dsx'' is epistatic to ''tra'', ''tra-2'', ''Sxl'' ''dsx'' and ''ix'' are indistinguishable in females; ''ix'' is placed downstream because it only effects females. ''tra'' and ''tra-2'' are epistatic to ''Scl'' but not distinguishable from each other === Sex Specific Lethality === ''Sxl'' and upstream genes effect dosage compensation, thus they result in sex-specific lethality instead of transformations. X:autosome ratio is assessed early and then no longer needed. Once ''Sxl'' is activated, it is autoregulated in females, ''da'', ''sis-a'', and ''sis-b'' are only needed for initial signal. == Molecular Analysis of Drosophila Sex Determination == === dsx === ''dsx'' can be alternatively spliced to give 2 RNAs differing at their 3' end (they use different splice acceptor sites. Mutations in the splice acceptor of the female speicfic exon lead to default use of male-specific exons. ''Tra'' and ''tra-2'' thus promote the female specific splice rather than inhibit the male specific splice. === tra === ''tra'' can be alternatively spiced to give sex-nonspecific RNA and female specific RNA Non-specific RNA includes a stop codon and produces no active product. Its splicing is regulated by ''Sxl'' and unaffected by ''tra-2''. ''Sxl'' blocks use of the non-specific acceptor site. ''Sxl'' has no effect on ''tra-2'' transcripts. ''Sxl'' exerts control of somatic sex solely by effects on ''tra''. ''Tra-2'' is only functionally active in the presence of ''tra'' gene product. Active product of ''tra-2'' has homology to RNA-binding domains of splicing factors. === Sxl === Like ''tra-2'' the active product of ''Sxl'' has homology to RNA-binding domains of splicing factors. Early ''Sxl'' expression is from a different promoter which is sensitive to X:A ration. At later times, ''Sxl'' product made from this early promoter can prevent splicing to the male exon and allow the production of female-specific RNA. === sis-a and sis-b === ''Sis-a'' and ''sis-b'' function by counting X chromosomes. ''da'' and ''sis-b'' encode helix-loop-helix proteins which function as heterodimers. ''Da'' is supplied maternally in excess. Dosage of ''sis-b'' determines the amount of helix-loop-helix heterodimer that can bind to ''Sxl'' and activate it. === hairy === ''Hairy'' is another helix-loop-helix protein which, when bound to ''sis-b'' makes an inactive dimer. ''Sxl'' is no longer activated in the presence of ''hairy'' protein. [[Category:Genetics]] 12744 78839 2007-01-19T22:57:22Z Balloonguy 338 recategorized and added item [[Topic:Japanese|Go to department page]] <div class="noprint" style="clear: right; border: solid #aaa 1px; margin: 0 0 1em 1em; font-size: 90%; background: #F1F8F1; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;"> <div style="float: left;"> Find more Japanese materials by searching Wikiversity's sister projects:<br> [[Image:Wiktionary-logo-en.png|25px| ]] [[wiktionary:Special:Search/{{{1|Category:Japanese language}}}|Dictionary definitions]] from Wiktionary<br> [[Image:Wikipedia-logo-en.png|25px| ]] [[wikipedia:Special:Search/{{{1|Category:Japanese language}}}|Articles]] from Wikipedia<br> [[Image:Wikiquote-logo.svg|25px| ]] [[wikiquote:Special:Search/{{{1|Category:Japanese language}}}|Quotations]] from Wikiquote<br> [[Image:Wikisource-logo.svg|25px| ]] [[wikisource:Special:Search/{{{1|Category:Japanese language}}}|Source texts]] from Wikisource<br> [[Image:Commons-logo.svg|25px| ]] [[commons:Special:Search/{{{1|Category:Japanese language}}}|Images and media]] from Commons<br> [[Image:Wikinews-logo.png|25px| ]] [[wikinews:Special:Search/{{{1|Category:Japanese language}}}|News stories]] from Wikinews </div></div> == Materials== *[[Topic:Japanese/Materials/Wikibooks|Items found at Wikibooks]] *[[Topic:Japanese/Materials/Wikiversity|Items found at Wikiversity]] *[[Topic:Japanese/Materials/Wiktionary|Items found at Wiktionary]] *[[Topic:Japanese/Materials/Wikipedia‎|Items found at Wikipedia]] *[[wikiquote:Japanese proverbs]] *[[wikiquote:Japanese tongue twisters]] *[[commons:Image:Hiragana-strokes-s2.png]] -stroke of sa hiragana group *[[commons:Image:Japanese Verbs of Giving.png]] -illustration explaining Japanese verbs of giving and receiving (both from the speaker's point of view and from the listener's point of view) *[[commons:Image:Japanese language extension.PNG]]- map of speakers of Japanese *[[commons:Image:Japanese vowel chart.png]] -IPA vowel chart for Japanese *[[commons:Image:Jappis gor.png]] -picture of Japanese fairy tale written horizontally *[[commons:Image:Jappis ver.png]] -picture of Japanese fairy tale written vertically *[[commons:Image:Nihongo ichiran 01.png]] - The Japanese table, written by Hiragana, Katakana and Romanization of Japanese. *[[commons:Image:Samurai-shodo.svg]] -Calligraphic version of kanji "Samurai" (侍) *[[commons:Category:Japanese pronunciation]] -looks interesting *[[commons:Category:CJK stroke order]] -stroke order for characters 'possible learning activity *[http://web.mit.edu/jpnet/articles/JapaneseLanguage.html The Japanese Language] -- a reprinted Microsoft Encarta article. [[Category:Japanese Meta]] 12745 57960 2006-12-16T23:20:03Z Hillgentleman 530 [[Wikiversity:Statistics 101]] moved to [[Introduction to Statistics]]: namespaces; meaning #REDIRECT [[Introduction to Statistics]] 12747 78840 2007-01-19T22:58:02Z Balloonguy 338 recategorized [[b:Japanese]] -main book ==Syllabus== *[[b:Japanese/Lessons/Basic]] –syllabus *[[b:Japanese/Practical Lessons/Syllabus]] *[[b:Japanese/Practical Lessons]] -in progress ==Introduction== *[[b:Japanese/Grammar Lessons/Chapter 0/Introducing Japanese]] *[[b:Japanese/Introduction/About]] *[[b:Japanese/Lessons/Introduction/Amerika-jin desu ka/Foreign loan words]] *[[b:Japanese language guide]] -a sampling of everything ==Appendix== *[[b:Japanese:Internet Links]] *[[b:Japanese:Software]] *[[b:Japanese/Computing in Japanese]] *[[b:Japanese/JLPT Guide/About JLPT]] *[[b:Japanese:Japanese Tests]] *[[b:Japanese:Background Japan]] -cultural guide *[[b:Japanese/Linguistic Terminology]] -parts of speech in Japanese *[[b:Japanese/Q&A]] -list of questions people have asked about Japanese ==Reading and Writing== *[[b:Japanese: Introduction: Japanese punctuation]] ===Introduction=== *[[b:Japanese: Introduction: Reading Japanese]] *[[b:Japanese:Japanese writing system]] ===Readers=== *[[b:Japanese/Reader/イズムの功過]] *[[b:Japanese/Reader/坊っちゃん]] *[[b:Japanese/Reader/彗星]] *[[b:Japanese/Reader/第三夜]] *[[b:Japanese/Gmail Guide]] ===Vocabulary=== *[[b:Japanese/Vocabulary/Academic Subjects]] *[[b:Japanese/Vocabulary/Adjectives]] *[[b:Japanese/Vocabulary/Astronomy]] *[[b:Japanese/Vocabulary/Biology]] *[[b:Japanese/Vocabulary/Buildings]] *[[b:Japanese/Vocabulary/Business]] *[[b:Japanese/Vocabulary/Chemistry]] *[[b:Japanese/Vocabulary/Country Names]] *[[b:Japanese/Vocabulary Days]] -days of week *[[b:Japanese/Vocabulary/Direction]] -cardinal directions *[[b:Japanese/Vocabulary/Gairaigo]] -foreign words *[[b:Japanese/Vocabulary/Glaciology]] *[[b:Japanese/Vocabulary/Government and Politics]] *[[b:Japanese/Vocabulary/Internet]] *[[b:Japanese/Vocabulary/Language Names]] -also explains how formed *[[b:Japanese/Vocabulary/Law]] *[[b:Japanese/Vocabulary/Mathematics]] *[[b:Japanese/Vocabulary/Music]] *[[b:Japanese/Vocabulary/Nouns]] *[[b:Japanese/Vocabulary/Nouns/Animals]] *[[b:Japanese/Vocabulary/Nouns/Body]] *[[b:Japanese/Vocabulary/Nouns/Clothes]] *[[b:Japanese/Vocabulary/Nouns/Colors]] *[[b:Japanese/Vocabulary/Nouns/Family]] *[[b:Japanese/Vocabulary/Nouns/Food and Drink]] *[[b:Japanese/Vocabulary/Nouns/Food and Drink/Sushi]] *[[b:Japanese/Vocabulary/Nouns/Health]] -includes body parts *[[b:Japanese/Vocabulary/Numbers]] *[[b:Japanese: Lesson: Asking for something]] -includes numbers *[[b:Japanese/Vocabulary/Numbers/Time]] *[[b:Japanese/Vocabulary/Onomatopoeia]] *[[b:Japanese/Vocabulary/Physics]] *[[b:Japanese/Vocabulary/Prefecture Names]] -regions *[[b:Japanese/Vocabulary/Universe]] -astronomical *[[b:Japanese/Vocabulary/Videogame]] -terms i.e. villager, wizard *[[b:Japanese/Vocabulary/Weather]] *[[b:Japanese: Lesson: Vocabulary List 1]] *[[b:Japanese:Lessons:Word list 1]] *[[b:JapaneseVocabulary Days]] ===Kana=== *[[b:Japanese/Kana]] *[[b:Japanese/Kana Chart]] *[[b:Japanese/Lessons/Introduction/Ii tenki desu ne/Special kana rules]] ====Hiragana==== *[[b:Japanese/Lessons/Introduction/Ogenki desu ka/Gojuuon and hiragana]] *[[b:Japanese/Kana/Lessons/Hiragana]] -contains chart *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group n]] =====Lessons without example words===== *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group a]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ha]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ka]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ma]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group na]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ra]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group sa]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ta]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group wa]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ya]] *[[b:Japanese/Grammar Lessons/Chapter 0/Hiragana group ya usage notes]] =====Lessons with example words===== *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 1 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 2 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 3 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 4 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 5 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 6 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 7 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 9 ]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 8]] *[[b:Japanese/Kana/Lessons/Hiragana/Lesson 10]] ====Katakana==== *[[b:Japanese/Kana/Lessons/Katakana]] -contains chart *[[b:Japanese/Kana/Lessons/Katakana/Lesson 1]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 1/Exercises]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 1/Key]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 10]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 11]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 2]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 2/Exercises]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 2/Key]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 3]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 4]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 5]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 6]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 7]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 8]] *[[b:Japanese/Kana/Lessons/Katakana/Lesson 9]] ===Kanji=== *[[b:Japanese/Kanji]] ====Lessons==== *[[b:Japanese/Kanji/Lesson 1]] *[[b:Japanese/Kanji/Lesson 10]] *[[b:Japanese/Kanji/Lesson 11]] *[[b:Japanese/Kanji/Lesson 12]] *[[b:Japanese/Kanji/Lesson 13]] *[[b:Japanese/Kanji/Lesson 14]] *[[b:Japanese/Kanji/Lesson 15]] *[[b:Japanese/Kanji/Lesson 16]] *[[b:Japanese/Kanji/Lesson 2]] *[[b:Japanese/Kanji/Lesson 3]] *[[b:Japanese/Kanji/Lesson 4]] *[[b:Japanese/Kanji/Lesson 5]] *[[b:Japanese/Kanji/Lesson 6]] *[[b:Japanese/Kanji/Lesson 7]] *[[b:Japanese/Kanji/Lesson 8]] *[[b:Japanese/Kanji/Lesson 9]] *[[b:Japanese/Kanji/Numerals]] ====JLPT Kanji==== *[[b:Japanese/JLPT Guide/JLPT 3 Kanji]] *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row A]] *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Ha]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Ka]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Ma]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Na ]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Ra ]] -not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Sa ]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Ta ]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Wa]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 3 Vocabulary/Row Ya ]] –not formatted *[[b:Japanese/JLPT Guide/JLPT 4 Kanji]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row A]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Ha]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Ka]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Ma]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Na]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Ra]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Sa]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Ta]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Wa]] *[[b:Japanese/JLPT Guide/JLPT 4 Vocabulary/Row Ya]] ==Speaking== ===Pronunciation=== *[[b:Japanese/Lessons/Introduction/Konnichiwa/Pronunciation]] *[[b:Japanese: Pronunciation]] *[[b:Japanese: Pronunciation: Consonant doubling & long vowels]] *[[b:Japanese: Pronunciation: Mora]] *[[b:Japanese: Pronunciation: Pitch accent]] *[[b:Japanese:Reading Hiragana]] ====Dialects==== *[[b:Japanese/Hougen]] *[[b:Japanese/Hougen/Kansai]] *[[b:Japanese/Hougen/Kanto]] *[[b:Japanese/Hougen/Kyushu]] *[[b:Japanese/Hougen/Okinawa]] *[[b:Japanese/Hougen/Osaka]] *[[b:Japanese/Hougen/Toyama]] *[[b:Japanese/Hougen/Yokohama]] ===Vocabulary=== *[[b:Japanese/Lessons/Introduction/Ii tenki desu ne/Talking about the weather]] *[[b:Japanese/Lessons/Introduction/Konnichiwa]] *[[b:Japanese/Lessons/Introduction/Konnichiwa/Formal salutations]] *[[b:Japanese/Lessons/Introduction/Konnichiwa/Formality ]] –also contains formality stuff *[[b:Japanese/Lessons/Introduction/Ogenki desu ka/Talking about how you are doing]] *[[b:Japanese/Lessons/Introduction/Ogenki desu ka/Yes and no]] *[[b:Japanese/Vocabulary/Everyday Phrases]] *[[b:Japanese/Vocabulary/Numbers/Time]] *[[b:Japanese/Vocabulary/Phrases and Idioms]] –sentence endings *[[b:Japanese: Lesson: Asking for something]] *[[b:Japanese: Lesson: Giving directions]] *[[b:Japanese: Lesson: Introducing yourself]] *[[b:Japanese: Basic Japanese: Answers: Lesson 1 ]] -answers to above *[[b:Japanese: Lesson: Telling time]] *[[b:Japanese: Lesson: What is that?]] *[[b:Japanese: Basic Japanese: Answers: Lesson 2]] -answer to above *[[b:Japanese: Lesson: Where is it?]] *[[b:Japanese:Calendar ]]–days of week *[[b:Japanese:Elementary Japanese: Lesson 1 ]] –introduce oneself *[[b:Japanese:Elementary Japanese: Lesson 2 ]] - say something is something else *[[b:Japanese:Elementary Japanese: Lesson 3 ]] -how to express date and time *[[b:Japanese:Lesson Greetings]] *[[b:Japanese:Lessons:Chinese numbers ]] –counting *[[b:Japanese:Lessons:Native Japanese counting]] ==Grammar== *[[b:Japanese/Grammar/Introduction]] *[[b:Japanese:Lessons:Word order in Japanese]] ===Adjectives=== *[[b:Japanese/Grammar/Adjectives]] *[[b:Japanese/Lessons/Introduction/Ii tenki desu ne/I-adjectives]] –under construction *[[b:Japanese/Lessons/Introduction/Ogenki desu ka/Na-adjectives]]–contains vocab ===Nouns=== *[[b:Japanese/Grammar/Nouns]] *[[b:Japanese/Lessons/Introduction/Konnichiwa/Noun predicates]] -contains vocab ===Pronouns=== *[[b:Japanese/Grammar/Pronouns]] *[[b:Japanese:Lessons:Personal pronouns]] *[[b:Japanese:Lessons:ko-so-a-do pronouns]] *[[b:Japanese:Random Lessons watashi]] ===Verbs=== *[[b:Japanese/Grammar/Verbs]] *[[b:Japanese/Grammar/Transitivity]] *[[b:Japanese/JLPT Guide/Verb Types]] *[[b:Japanese/Vocabulary/Verbs]] *[[b:Japanese: Lesson: Present tense ]] –verb endings *[[b:Japanese: Lesson: Simultaneous action]] *[[b:Japanese:Lesson Passive Voice]] *[[b:Japanese:Lesson Conditional]] *[[b:Japanese:Lesson Progressive]] *[[b:Japanese:Lesson Progressive:Answers ]] ===Particles=== *[[b:Japanese/Grammar/Basic Particles]] *[[b:Japanese/Grammar/More Particles]] *[[b:Japanese/Lessons/Introduction/Ogenki desu ka/Questions using ka]] *[[b:Japanese: Lesson: Topic marker]] *[[b:Japanese:Lessons:Nounphrase particles]] *[[b:Japanese:Lessons:Other uses of particles]] *[[b:Japanese:Lessons:Sentence ending particles]] *[[b:Japanese:Random Lessons The Ne Particle]] ===Politness=== *[[b:Japanese/Grammar/Politeness]] *[[b:Japanese/Grammar/Honorifics]] *[[b:Japanese/Grammar/お]] *[[b:Japanese:Lessons:Personal suffixes and name usage]] ===Counters=== *[[b:Japanese/Grammar/Counters]] *[[b:Japanese/Vocabulary/Numbers/Days]] -days of month and time *[[b:Japanese: Lesson: Asking for something ]] -contains stuff about counters *[[b:Japanese:Lessons:Popular counting postfixes]] ===Existence=== *[[b:Japanese: Lesson: Existence ]] *[[b:Japanese:Existence and Copula]] ===Unsorted=== *[[b:Japanese:Elementary Japanese: Lesson 9]] -comparison *[[b:Japanese/Grammar/~ほど ]] –comparison, It was ... to the extent that I could/couldn't/did/didn’t. *[[b:Japanese:Lesson Comparisons]] *[[b:Japanese:Lesson Giving and Receiving]] *[[b:Japanese:Lesson Relative Clauses]] *[[b:Japanese:Lessons:Assembling simple sentences]] *[[b:Japanese/Grammar/Giving]] *[[b:Japanese/Grammar/Grammar Assorted ]] -Question Word + V-ても & ～まま *[[b:Japanese/Grammar/Writing ]] -formal writing ～まい *[[b:Japanese/Grammar/Other Basic Words ]] -もし moshi, if & これ, それ, あれ, どれ (Demonstratives adjectives) *[[b:Japanese/Grammar/~あげく（に）]] [[Category:Japanese Meta]] 12748 57966 2006-12-16T23:23:11Z Hillgentleman 530 [[Wikiversity:Statistics 410]] moved to [[Bayesian Statistics]]: namespace and descriptive title #REDIRECT [[Bayesian Statistics]] 12751 76701 2007-01-15T21:40:44Z JWSchmidt 20 [[Category:Engineering]] [http://en.wikipedia.org/wiki/Engineering_management Engineering Management] [[Category:Engineering]] 12752 59539 2006-12-18T02:19:41Z TheVividDream 4229 === Question 1: The Arabinose Operon === ==== Part A ==== Like the products of the ''lac'' operon, the products of the ''ara'' operon degrade a sugar so it can supply energy for the cell. From this knowledge, would you expect the ''ara'' to be repressible or inducible? Explain ==== Part B ==== AraC is required both as an activator and a repressor. Which activity is favored in the presence of arabinose? Explain. ==== Part C ==== When ''araC'' mutants were first anaylzed, people concluded that AraC protein acts as an activator, not a repressor. Explain why they came to this conclusion ==== Part D ==== What effect, if any would be the effect of deleting the ''araO₂'' sites where AraC binds? ==== Part E ==== Explain how the presence of glucose will affect expression of the ''ara'' operon. Be specific! === Question 2: The Lac Operon === ==== Part A ==== For each of the E.coli diploids that follow, indicate whether the strain is inducible, constitutive or negative for β-galactosidase and permease. i^-o⁺z^-y⁺/i^-o^cz⁺y^- i⁺o⁺z⁺y⁺/i^-o^cz⁺y^- ==== Part B ==== Suppose you have isolated a Lac^- mutant and by genetic analysis have found that the cell is z⁺y⁺; you have also found that the mutation, which you call i*, is in the i gene. The diploid i*o⁺z⁺y⁺/i^-o⁺z⁺y⁺ is constructed and found to be Lac^{-^{Is i* dominant or recessive? The diploid i*o⁺z⁺y⁺/i⁺o^cz⁺y⁺ is Lac^{+^{. Suggest a property of the mutant repressor that would explain this phenotype. Explain your answer. Would i*o⁺z⁺y⁺/i⁺o^cz^-y⁺ make β-galactosidase? Explain. [[Category:Genetics]] 13088 68185 2007-01-08T17:42:50Z JWSchmidt 20 [[Category:Genetics]] [[Image:geneticsthumb.jpg|thumb|]] == Lectures and Learning Material == Lesson 1: [[Gene Regulation in Prokaryotes]] Lesson 2: [[Gene Regulation in Eukaryotes]] Lesson 3: [[Genetics of Cancer]] Lesson 4: [[Drosophila Sex Determination]] Lesson 5: [[Genetic Control in Drosophila Patterning]] _{As taught by Prof. Steven Beckendorf @ the University of California Berkeley in the Fall 2006 Semester.} [[Category:Genetics]] 13093 67639 2007-01-07T20:12:51Z JWSchmidt 20 add image [[Image:FluorescentCells.jpg|thumb|right|300px]] == Lectures and Learning Materials == Lesson 1: [[Evolution of the Cytoskeleton]] Lesson 2: [[Actin Structure and Dynamics]] Lesson 3: [[Actin-Binding Proteins]] Lesson 4: [[Regulation of Actin Dynamics in Cells]] Lesson 5: [[Actin and Myosin]] Lesson 6: [[Muscle contraction]] Lesson 7: [[Actin in Cell Adhesion and Migration]] Lesson 8: [[Intermediate Filaments and Septins]] Lesson 9: [[Microtubule Dynamics and Organization]] Lesson 10: [[Microtubule-Binding Proteins and Motors]] Lesson 11: [[Mitosis]] Lesson 12: [[Mitosis and Meiosis]] _{As taught by Prof. Matt Welch @ the University of California Berkeley in the Fall 2006 Semester} ==See also== *[[Topic:Cell Biology|Wikiversity cell biology content development project]] ==External links== *[[b:Cell Biology|Cell Biology Textbook]] at Wikibooks (needs help) [[Category:Cell biology]] 13094 67629 2007-01-07T20:05:59Z JWSchmidt 20 [[Category:Cell biology]] ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Cytoskeleton|The Cytoskeleton]] == The Cytoskeleton == The Cytoskeleton consists of several different systems called filamentous polymers: '''Critical concentration''' ('''C_c'''): If concentration of monomer < C_c, no polymerization occurs. If concentration of monomer > C_c, polymerization occurs. Some cytoskeletal polymers are polar and have structural directionality. Due to this directionality, proteins can be transported along the polymer. === Mutants === FtsZ^(-) mutants fail to undergo cytokinesis or cell division at restrictive temperatures MreB^(-) mutants of normally rod shaped bacteria assume a spherical shape CreS^(-) mutants of normally crescent shaped bacteria assume a rod shape ParM^(-) mutants fail to segregate plasmids between daughter cells ==See also== *[[Molecular evolution/Intermediate filament proteins]] [[Category:Cell biology]] 13097 67631 2007-01-07T20:07:48Z JWSchmidt 20 [[Category:Cell biology]] ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Actin|Actin]] == Actin Structure == Actin is separated into lobes by an ATP-Mg²⁺ binding site called an ATPase fold. G-actin is the monomeric unit of actin. F-actin is the polymeric form which is held by noncovalent interactions and is polar. Adding subfragment-1 of myosin II will distinguish the negatively charged end (pointed end) and the positively charged end (barbed end). Each end of the polymer has different functional properties. == Actin Polymerization == Actin polymerization can be initiated by adding salts. This process is reversible, if the salts are removed, the filament will depolymerize into its monomer form. Actin polymerization can be measured by a wide variety of techniques including lightscattering, a fluorescent tag on the momer, electron microscopy, and centrifugation. The C_c of actin is 0.2 μM and is also the concentration at which steady state is achieved. === The polymerization rate of the two ends is different === C_c (+) end = 0.1 μM C_c (-) end = 0.8 μM If the free actin concentration is < 0.1 μM, both ends shrink. If the free actin concentration is > 0.8 μM, both ends grow. If the free actin concentration is between 0.1 μM and 0.8 μM, the filament will grow at the (+) end and shrink at the (-) end. === Drugs effecting polymerization === ''Phalloidin'' binds to the interface between subunits in the filaments and prevents filament depolymerization ''Cytochalasin'' binds to the (+) end of actin and prevents elongation. The C_c shifts to that of the (-) end. Cytochalasin is membrane permeable. ''Latrunculin'' binds to monomers, prevents disassembly and also causes polymer disassembly. Latrunculin is membrane permable. [[Category:Cell biology]] 13657 67632 2007-01-07T20:08:13Z JWSchmidt 20 [[Category:Cell biology]] ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Arp2/3|The Arp2/3 Complex]] == Actin-Binding Proteins == Assembly of pure actin ''in vitro'' is different from cellular actin. F-actin is depolymerized by dilution in a low salt buffer. === Functions of Actin-Binding Proteins === ==== Monomer Binding Proteins ==== The concentration of G-actin in the cell is about 200 μM (REMEMBER that the C_c of actin is 0.2 μM. Actin is maintainted as a monomer by sequestering proteins such as Thymosin b4 and Profilin. ==== Nucleating Proteins ==== Nucleating proteins promote polymerization and are usually present in areas that undergo dynamic extension/retration. One key nucleating factor in cells is the Arp2/3 Complex which works in conjuction with the nucleation proting factor family of WASPs. The Arp2/3 and WASP nucleating activity form a filament that is capped at the (-) end of the filament. Another family of nucleating factors are formins, which nucleate in a way that leaves both ends of the polymer free to bind new monomers. ==== Capping Proteins ==== Capping proteins stabilize filaments by capping to one end and preventing the addition or loss of new subunits. Examples: - CapZ caps at the (+) end. - Tropomodulin binds at the (-) end. - Tropomyosin binds along the length of the filament. ==== Severing and Depolymerizing Proteins ==== A protein called ADF-cofilin binds to ADP associated monomers and then severing filaments and acclerating depolymerization of ADP actin from the minus ends. ADF-cofilin proteins are regulated in cells by phosphorylatin via LIM kinase. During ameboid motility, cytosol flos from the center of the amoeba and turns into a gel when it reaches the front of the cell. The gel is turned to sol by ''gelsolin'' which severs actin filaments. After being severing, gelsolin remains bound to the (+) end of the filament. Gelsolin is inactive when Ca²⁺ concentrations in the cytoplasm are low ==== Networking and Bundling Proteins ==== Proteins with shorter spacers tend to bundle filaments into parallel arrays. Crosslinking proteins tend to have longer spacers and arrange filaments in networks. Examples of bundling proteins: fascin, villin, fimbrin, α-actinin Examples of crosslinking proteins: spectrin, dystrophin, filamin ===== Cross-linking at the Plasma Membrane ===== In muscle cells, cytoskeleton is linked to the membrane by dystrophin. Dystrophin was discovered as the gene mytated in Duchenne muscular dystrophy. Dystrophin binds to a membrane glycoprotein complex and stabilizes muscle plasma membrane. [[Category:Cell biology]] 13664 67633 2007-01-07T20:08:40Z JWSchmidt 20 [[Category:Cell biology]] == Regulation of Actin Dynamics in Cells == === The Fibroblast === Dynamic structures containing actin are involved in cell migration. One model cell type used on the study of cell locomotion is the fibroblast, a connective tissue cell. The front of the fibroblast regularly extends thin sheet-like processes called '''lamellipodia''', which is organized as a meshwork, and thin needle-like projections called '''microspikes''' or '''filopodia''', both of which are filled with actin filaments and organized in parallel bundles. Fibroblasts also contain cables of actin called '''stress-fibers''' which help facilitate cell adhesion and contraction. Actin filaments in the lamellipodia, filopodia, and stress fibers are oriented with their barbed (+) ends facing the membrane. === The Leading Edge of the Cell Nucleates Actin Polymerization === The behavior of actin filaments in the lamellipodia of fibroblasts can be traced by microinjecting the cells with fluorescently labeled actin. Actin filaments are thought to be nucleated by the Arp2/3 complex in conjunction with activated WASP family proteins. === Retrograde flux and Depolymerization === After actin filaments are nucleated at the leading edge of the fibroblast, the entire network of filaments flux backwards towards the interior of the cell in a process called '''retrograde flow'''. '''Cofilin''' is thought to be the major actin depolymerizing activity at the leading edge. The action of '''ADF/cofilin''' can be inhibited by '''LIM-kinase'''. === Listeria monocytogenes === The comet tails of Listeria monocytogenes drive motility. Listeria has a protein called ''ActA'' which functions like WASP family proteins and recruits the Arp2/3 complexes of the host. Listeria comet tail formation and motility requires actin, the Arp 2/3 complex, profilin, capping proteins, and cofilin. Listeria motility can be reconstituted in cell cytoplasmic extracts containing these purified proteins. === Rho GTPase Proteins === '''Rho proteins'' are part of the '''Ras superfamily''' of proteins which bind and hydrolyze GTP. [[Image:rhoGTPase.jpg]] Active GTP in its bound state can interact with effector molecules. GDI (guanine nucleotide dissociation inhibitor) stabilizes the Rho-GDP form. === Rho, Rac, and Cdc42 Regulation === Microinjection of Rho-GTP causes the formation of '''stress fibers'''. Microinjection of Rac-GTP causes the formation of '''lamellipodia'''. Microinjection of Cdc42-GTP causes the formation of '''filopodia'''. === WASP === Was is one of the effectors of the Rho family that is most studied. WASP is activated by Cdc42. WASP is always present in an inactive, autoinhibited form in the absence of Cdc42-GTP. The ''GTPase binding domain'' ('''GBD''') of WASP binds to Cdc42-GTP and this induces a comformational change which opens the molecule, exposing the WCA region (on the C-terminus). The WCA region interacts with Arp2/3 and action and begins the process of nucleation. 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2007-01-07T20:05:08Z JWSchmidt 20 [[Category:Cell biology]] ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Myosin|Myosin]] == Myosins == Myosins are mechanochemical enzymes and motor proteins that function through ATP hydrolysis. === Myosin Structure=== Myosin is composed of heavy chains and light chains. The heavy chains have head, nech and tail domains. The head domain binds actin and has ATPase activity. The neck domain provides an attachment point for regulatory and essential lightchains such as '''calmodulin'''. The tail domain differs between myosins and determines the specific properties of each myosin. ==== Myosin II ==== Myosin II has a long α-helix tail which forms a dimer with another Myosin to create a coiled-coil dimer. The tails also mediate polymerization into bipolar thick filaments. ==== Myosin I ==== Myosin I has a short tail which does not assemble into filaments. Some Myosin I proteins have membrane binding sites and can move organelles within the cell. === Myosin Motility and ATP hydrolysis === Myosin motility is coupled to ATP hydrolysis. Most myosins move toward the (+) end of the filament. Myosin VI, however, moves towards the (-) end. ==== Myosin Cross-bridge Cycle ==== (1) Rigor: The ATP binding site is empty and myosin is tightly bound to actin (2) ATP binding: The ATP binding cleft closes upon ATP binding and the actin binding cleft opens, which weakens the actin-myosin bond. (3) ATP hydrolysis: The ATP molecule is hydrolyzed to ADP and P_i and the myosin head moves to a new position. (4) P_i release: This step is also referred to as the ''power stroke''. The actin fliament is moved relative to the myosin filament (5) ADP release: myosin is restored to original rigor state. === Muscle Cell and Sarcomere Structure === Skeletal muscle have a regular internal structure and the muscle fivers of skeletal muscle (myofibers) are enormous cells that contain multiple nuclei. Muscle fibers are composed of individual contractile bundles called '''myofibrils'''. Each myofibril consists of small contractile units called '''sarcomeres'''. Thin filaments are composed of actin filaments, CapZ, tropomodulin, tropomyosin, troponin, and nebulin. Thick filaments are composed of myosin II. Protease can cut myosin into the S1 and tail (motor) domains. The isolated tails can make filaments alone. Thick filaments are bipolar. CapZ and a-actinin mediate binding of the (+) end of actin to the Z disk. The (-) ends of actin are capped by tropomodulin. Nebulin wraps along the length of the filament. Titin connects the ends of myosin thick filaments to the Z-disk and extends along the filaments to the M-line (½ the length of the sarcomere). ==== The Sliding Filament Model of Contraction ==== The sarcomere shortening caused by myosin filaments sliding past actin filaments with no change in the length of either filament. Because the myosin filament is bipolar, it pulls the thin filaments and Z-disk towards the center of the sarcomere, causing sarcomere shortening. ==External Links== * http://www.sci.sdsu.edu/movies/actin_myosin_gif.html (3D Animation: Myosin Crossbridge Cycle) [[Category:Cell biology]] 13681 67634 2007-01-07T20:09:11Z JWSchmidt 20 [[Category:Cell biology]] == Skeletal Muscle == A motor nerve action potential spreads down ''transverse tubules'' and then passes to the ''sarcoplasmic reticulum'' which release stored Ca²⁺. === Troponin/Tropomyosin Regulate Contraction === Myosin and Actin invitro binds and hydrolyzes ATP, even in the absence of Ca²⁺. Myosin will not bind thin filaments in muscle unless Ca²⁺ is present. Thin filaments contain '''Troponin''' and '''Tropomyosin''' which prevent myosin binding in the absence of Ca²⁺. '''Tropomyosin''' is a rod shaped protein with multiple molecules that bind the head of the actin filament to the tail. It is a continuous chain along the thin filament and prevents myosin-binding to the thin filament. In the presence of Ca²⁺, '''troponin''' moves tropomyosin out of the way. '''Troponin''' is a complex of three proteins (''Troponin-T, Troponin-C and Troponin-I''). ''Troponin-T'' mediates tropomyosin binding. ''Troponin-C'' mediates Ca²⁺ binding. ''Troponin-I'' is the inhibitor protein. In the absence of Ca²⁺, ''Troponin-T'' and ''Troponin-I'' are positioned so that myosin cannot move down actin filament. If Ca²⁺ is present, it binds to ''Troponin-C'' and induces a comformational change which allows myosin to move down the actin filament. '''Cardiac Muscle''' resembles skeletal muscle in its structure and in regulation of actin-myosin interactions and muscle contraction. == Smooth Muscle == Actin and myosin are much less organized in smooth muscle when compared to skeletal muscle. Smooth muscle is regulated by cytosolic Ca²⁺ concentration like in skeletal muscle. Unlike in skeletal muscle, it is initiated by the phosphorylation of one of the two myosin light chains. Phosphorylarion allows myosin to interact with actin. At high enough concentrations, Ca²⁺ binds calmodulin. The Ca²⁺-calmodulin then binds and activates '''myosin light chain kinase''' ('''MLCK'''). MLCK the phosphorylates the regulatory light chains which activates myosin and allows it to bind actin. ==External Links== * (http://www.sci.sdsu.edu/movies/actin_myosin.html] (Movie) [[Category:Cell biology]] 13697 68755 2007-01-09T23:34:57Z Mystictim 626 Added category learning activities [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Ethics|Back]] [[Historical_Introduction_to_Philosophy/Consequentialism|Forward]] [http://phil373.wikispaces.com/KatieAylsworth Katie Aylsworth] [http://udel.edu/~tpowers/deontology2.pdf reading materials for this course]] [[Historical_Introduction_to_Philosophy/General Introduction|Main]] [[Historical_Introduction_to_Philosophy/Ethics|Back]] [[Historical_Introduction_to_Philosophy/Consequentialism|Forward]] This page is also available on Wikiversity, at:<br>[http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Deontological_Ethics http://en.wikiversity.org/wiki/Historical_Introduction_to_Philosophy/Deontological_Ethics]<br><br>[http://phil373.wikispaces.com/KatieAylsworth Katie Aylsworth]<br><br>'''The Definition of Formalism:''' a doctrine that acts are in themselves right or wrong regardless of consequences.<br><br>'''The Definition of Deontology:'''<br>ethics, especially that branch dealing with duty, moral obligation, and right action.<br> <br><u>'''TOPICS:'''</u> Euthinasia, Abortion, Capital Punishment, etc.<br><br>'''Most Famous Deontolgist:'''<br>'''<em>Immanuel Kant</em>'''<br>[[/space/showimage/img_kant.jpg]]br /> === DEONTOLOGY === Deontology refers to a general category of ethical or moral theories that define right<br>action in terms of duties and moral rules. Deontologists focus on the rightness of an act<br> and not on what results from the act. Right action may end up being pleasant or<br>unpleasant for the agent, may meet with approval or condemnation from others, and may<br>produce pleasure, riches, pain, or even go unnoticed. What is crucial on this view is that<br>right action is required, and that the goal of moral behavior is simply that it is performed.<br>The slogan of much of deontology is that the right is independent of the good.<br>Deontology is opposed, therefore, to consequentialist or teleological theories in which the<br>goal of moral behavior is the achievement of some good or beneficial state of affairs for<br>oneself or for others. For deontologists, the end of moral action is the very performance<br>of it. For consequentialists, moral action is a means to some further end.<br> There are three central questions that any deontological theory of ethics must answer.<br>First, what is the content of duty? Which rules direct us to morally right action? Second,<br>why must we follow exactly those duties and rules, and not others? That is, what grounds<br>them or validates them as moral requirements? Third, what is the logic of these duties or<br>rules? Can their claims on us be delayed or defeated? Can they make conflicting claims<br>on us?<br>The relevance of deontological ethics to issues in science and technology is not<br>immediately obvious. Typical duties or rules in these theories are often quite abstract and<br>sometimes address personal morality; hence they seem ill suited to broad and<br> complicated questions in technical fields. As a matter of personal morality, deontologists<br>might require us never to lie or steal, to give to charity, and to avoid unnecessary harm to<br>people and animals. These rules are already internalized in most of us, and are supported<br>by religious, social, and civil institutions, and in some cases by enlightened self-interest.<br>But is there a duty to support open source software, or to reject nanotechnology, or to<br>avoid animal experimentation for human products? What list of rules is relevant to moral<br>quandaries over cloning or information privacy?<br>Though the connection between duties and our practices in science and technology may<br>be hard to grasp, it is also clear that deontology can and should play an important role in<br> evaluating these practices. To await an accounting of the consequences of activities in<br>these areas is perilous, since these consequences are often impossible to anticipate and<br>very difficult to repair. As Edward Tenner has pointed out, modern technology seems to<br>exact a kind of revenge in the scope and severity of unintended consequences.<br>Two deontological theories, from the works of Immanuel Kant (1724-1804) and W.D.<br>Ross (1877-1971), serve as the foundations for much work in deontological ethics. Since<br>they differ significantly in the content, grounds, and logic of duties, it will be useful to<br>examine them in greater detail.<br><br> === KANT’S CATEGORICAL IMPERATIVE === The ethical theory of Immanuel Kant is regarded as the most important deontological<br>ethic in Western philosophy. Scholars now agree that Kant provided not so much a list of<br>duties as a procedure for determining duties. The procedure that specifies the content of<br>duty is the categorical imperative or “unconditional command” of morality. Kant<br>explained the categorical imperative in several distinct forms. Even though these forms<br>give us several ways of generating duties, Kant maintained that his systematic ethic of<br>duties was rigorous—that no duties would conflict, in practice. The two forms that are<br>most often called “the” categorical imperative go as follows:<br> “Act only on that maxim through which you can at the same time will that it become a<br>universal law.” (Formal version)<br>A maxim in Kant’s theory is a plan of action, so here he gives us an ethical test for our<br>intended actions, presumably to be used before we commit them. The point of the test is<br>that we ought to be able to endorse the “universal” acceptability of the plans or intentions<br>behind our actions. We should not be partial to our plans simply because they are ours;<br>they must be acceptable from any point of view. Maxims that cannot be universalized<br>will produce logical contradiction or “disharmony” when they are run through the test of<br>the categorical imperative. The grounding or validation of this principle lies in the<br> universality of practical reason. For Kant, our ethical duties arise from what is common<br>to us as rational beings. Humans have a kind of freedom which is gained in “creating”<br>universal moral laws in our intentional behavior—a kind of self-legislation or autonomy<br>that allows us to transcend our animal nature.<br>The ability of humans to act from freely chosen moral rules explains the special moral<br>status we enjoy; humans are, according to Kant, “ends-in-themselves.” Consequently,<br>this status gives rise to another formulation of the categorical imperative:<br>”Act in such a way that you always treat humanity [yours or another person's] never<br>merely as a means but always at the same time as an end-in-itself.”<br> This special moral status or intrinsic value implies that humans ought never to be valued<br>as less significant than things that have merely instrumental value. Things of instrumental<br>value are mere tools, and though they can be traded off with one another, they can never<br>be more important than intrinsically valuable things. Significantly, all technology is in<br>some sense a mere tool; no matter how many resources our society pours into<br>technologies, the moral status of humans is supposed to trump the value of mere tools.<br>Kantian duties are designed to protect that status.<br>The application of Kant’s theory to issues in the ethics of technology produces some<br>intriguing questions. Do some technologies help persons treat others as mere means? To<br> investigate this question, we would have to turn our ethical attention to aspects of the<br>technologies themselves. These aspects might include the anonymity of online<br>communities, the distributed effects of computer viruses, and the externalizing of costs by<br>polluting corporations. Further, we might ask whether some technologies themselves<br>treat persons as mere means? Such a worry is similar to Heidegger’s view that, under<br>modern technology, humanity becomes a “standing reserve” to be exploited, and to<br>Marcuse’s claim that such a technological society debases humans by providing a<br>“smooth comfortable unfreedom.” While these critics of technology do not identify<br>themselves as Kantians, the influence of Kant’s humanistic account of duties has been so<br> deep and broad that it is almost inescapable. Still, there are deontologists who have<br>parted ways with the Kantian tradition. === PRIMA FACIE DUTIES === According to the British philosopher W.D. (Sir David) Ross, our moral duties are not<br>universal and unconditional constraints of universal practical reason. Rather, they are<br>conditional or prima facie obligations to act which arise out of the various relations in<br>which we stand to others: neighbor, friend, parent, debtor, fellow citizen, and the like. It<br>is through moral reflection that we apprehend these duties as being grounded in the<br> nature of our situated relations. Duty is something that, for Ross, arises between people,<br>and not merely within the rational being as such. What exactly these prima facie duties<br>are is not infallibly known until the problematic situations present themselves.<br>Nonetheless, Ross thinks, we can sketch some obvious basic forms of duties. Fidelity,<br>reparation, gratitude, justice, beneficence, self-improvement, and non-maleficence are<br>what he identifies as non-reducible categories of duty—he admits that there may be other<br>categories. Ultimately, these duties are known by moral intuition and are objectively part<br>of the world of moral relations and circumstances that we inhabit. Much as we know, in<br>the right moment, what word “fits” in a poem, so too can we know what to do when duty<br> makes demands on us. Sometimes we will intuit that more than one duty applies, and in<br>these cases we must judge which duty carries more weight in order to resolve the conflict.<br><br>=== HANS JONAS AND THE IMPERATIVE OF RESPONSIBILITY === While Kant and Ross argued specifically against consequentialist theories in explaining<br>their respective deontological views, other theorists are motivated by concerns over<br>consequences in ways that influence the content of duties. Such is the case with the<br>“imperative of responsibility” put forward by Hans Jonas. Jonas calls for a new formula<br>of duty because he thinks that traditional ethical theories are not up to the task of<br> protecting the human species in light of the power of modern technology. His worry<br>relates directly to the irreversible damage that modern technology could do to biosphere,<br>and hence to the human species. Since we can now radically change nature through<br>technology, we must change our ethics to constrain that power.<br>In language intentionally reminiscent of Kant’s categorical imperative, Jonas gives his<br>formula of duty as follows: “Act so that the effects of your action are compatible with the<br>permanence of genuine human life” or so that they are “not destructive of the future<br>possibility of such life.” Referring to Kant’s first or formal version of the categorical<br>imperative, Jonas criticizes its reliance on the test of logical consistency to establish<br> duties. There is no logical contradiction, he notes, in preferring the well-being of the<br>present generation to that of future generations, or in allowing the extinction of the<br>human species by despoiling the biosphere. The imperative of responsibility, as a<br>deontological ethic, differs from the ethics of Kant and Ross because it claims that we<br>owe something to others who are not now alive. For Jonas, our rational nature or our<br>particular, situated relations do not exhaustively define our duties. Indeed, we will never<br>be in situated relationships with people in far-off generations, but our remoteness in time<br>does not absolve us of responsibilities to them.<br><br> === ARE ALL DUTIES DEONTOLOGICAL? === Most professional codes of ethics in science and engineering consist of duties and rules.<br>Does it follow that their authors tacitly accept the deontological orientation in ethics?<br>That is does not provides an important lesson about the choice between deontology and<br>other ethical orientations. The primary difference between professional codes and<br>deontological ethical theories is that, in the former, the duties or rules are put forth as<br>instrumental for competent or even excellent conduct within the particular profession.<br>Some duties are directed towards the interests of clients or firms, but ultimately the<br>performance of these duties supports the particular profession. The grounding of duties<br> in professional codes resembles the function of rules under rule utilitarianism. (See<br>Consequentialism)<br>These rules would not be morally required for the general public, as would the rules of a<br>deontological ethic. Professional codes are tools to improve the profession; the end of<br>right action, in this case, is dependent upon the good of the profession, and the content of<br>duties will depend on the particular views of the authors concerning that good.<br><br>=== FURTHER APPLICATIONS AND CHALLENGES === Duty ethics have been applied with some success in technical fields where<br> consequentialist or utilitarian reasoning seems inappropriate. In biomedical ethics we<br>generally accept the argument that do-not-resuscitate orders and living wills are to be<br>respected, even where doing so means death for the patient and possibly great<br>unhappiness for loved ones. In computer ethics, the argument for privacy of personal<br>data does not generally depend on the use to which “stolen” data would be put. It is the<br>principle, and not the damage, that is at issue. There also seem to be lines of a<br>deontological sort that “cannot be crossed” when it comes to some forms of<br>experimentation on animals and treatment of human research subjects. For some<br>emerging technologies, there are well-grounded deontological reasons for opposing<br> research and practices that eventually could yield great benefits. No one denies the good<br>of the end, but they do deny that the end justifies any and all means. Where the claims of<br>duties are not well grounded, a deontological approach to ethics runs the risk of sounding<br>reactionary and moralistic.<br><br><br>'''<em>BIBLIOGRAPHY</em>'''<br>Beachamp, Tom L., and Childress, James F. (2001). Principles of Biomedical Ethics, 5th<br>edition. New York: Oxford University Press.<br>Darwall, Stephen L., ed. (2002). Deontology. Oxford: Basil Blackwell Publishers.<br> Jonas, Hans. (1984). The Imperative of Responsibility: In Search of an Ethics for the<br>Technological Age. Chicago: University of Chicago Press.<br>Kant, Immanuel (1785 [1997]). Grounding for the Metaphysics of Morals in Kant:<br>Ethical Philosophy, trans. James W. Ellington. Indianapolis: Hackett Publishing.<br>Kant, Immanuel. (1797 [1997]). Metaphysical Principles of Virtue in Kant: Ethical<br>Philosophy, trans. James W. Ellington. Indianapolis: Hackett Publishing.<br>Marcuse, Herbert. (1964 [1992]). One-Dimensional Man: Studies In The Ideology Of<br>Advanced Industrial Civilization, 2nd edition. New York: Beacon Press.<br>Ross, W.D. (1930 [1965]). The Right and the Good. London: Oxford University Press.<br> Tenner, Edward. (1997). Why Things Bite Back: Technology and the Revenge of<br>Unintended Consequences. Cambridge: Harvard University Press.<br><br><br><br>== READINGS: == [http://www.ascensionhealth.org/ethics/public/cases/case11.asp The Cruzan Case: The Right to Die]<br><br>[http://humrep.oxfordjournals.org/cgi/content/full/15/3/502 The Welfare of a Child: Problems of Indeterminancy and Deontlogy]<br><br>[http://www.igda.org/articles/rreynolds_ethics.php Playing a &quot;Good&quot; Game: A Philosophical Approach to Understanding the Morality of Games] == REFERENCES: == <br>[http://faculty.washington.edu/wtalbott/phil240/trdeon.htm Levels of Deontology] === Important Readings: === Thomas Donaldson, &quot;Kant's Global Rationalism&quot; ===QUESTIONS=== 1. According to deontology, what is key to evaluating an act?<br> 2. What is implied by the categorical imperative?<br>3. Did Kant believe in cross-cultural moral truths?<br>4. What is a cosmopolitan doctrine?<br>5. Do empirical facts like the emergence of a global culture matter for Kant's morality?<br>6. How does Kant define the state of peace?<br>7. What is the difference between a right and a duty?<br><br><br>Reading Guide: Consequentialism and Deontology<br>Thomas Donaldson, &quot;Kant's Global Rationalism&quot;<br> 1) According to deontology, what is key to evaluating an act?<br>2) What is implied by the categorical imperative?<br>3) Did Kant believe in cross-cultural moral truths?<br>4) What is a cosmopolitan doctrine?<br>5) Do empirical facts like the emergence of a global culture matter for Kant's morality?<br>6) How does Kant define the state of peace?<br>7) What is the difference between a right and a duty?<br><br>BOOKS REQUIRED: &quot;The Basic Writings of Kant&quot;, edited and with an Introduction by Allen W. Wood<br> <br>READING:<br><br>Kant: &quot;Fundamental Principals of the Metaphysics of Morals&quot; PG. 145 [[Category:Philosophy]] [[Category:Learning activities]] 13700 80348 2007-01-23T15:49:11Z Mu301 3705 cat This is the planning page for the [[Observational astronomy]] learning project. The content that you see here was originally written as part of [[User:Mu301/Learning blog|mikeu's learning blog]] but it has been copied here to encourage others to participate in the development of this project. This page is also something of an experiment in collaborative authoring. The intent is that all content on this page should be modified and expanded. As a first step we need to strip out the first person references in the text below, and reformat the sections so that it is more readable. Please incorporate your ideas directly into the sections, rather than following a talk page format of indented comments. Avoid signing text that you include here, as that discourages others from editing the text and expanding on the ideas that are contributed. [[Wikiversity:Be bold|Be '''Bold'''!]] ---- *The basic ideas is to learn astronomy by participating in a sort of virtual observatory. There are other virtual observatory learning activities. (For instance, the Hubble [http://www.spacetelescope.org/projects/fits_liberator/ FITS Liberator].) One thing that will distinguish this learning project from others is that it is hosted on a wiki which will allow the students to interact in creating the lessons. It is not clear how that will play out or where it will lead, but the results will likely be interesting. *Eventually, it would be desirable to allow students to do "real" astronomy. Students usually learn by solving "toy problems" where the only goal is to learn, and the results of solving the problem are then only given to the teacher for the purpose of getting a grade. I'd like to give the participants original data to analyze such that their results are of some use to professional astronomers. This is similar to ongoing projects such as the [http://www.aavso.org/ American Association of Variable Star Observers] in which amateur astronomers who own a telescope contribute observations which are then analyzed by professionals. (The National Science Foundation refers to people who do this as "citizen scientists.") However, most of these amateurs are working individually or in small groups that only include those who have reached a certain level where they have the experience and knowledge to make a contribution. Here, we are tyring to create an environment where it is easier for someone with no background to get involved and walk them through that first, steep, part of the learning curve. *One example of a citizen science project is [http://www.planetary.org/programs/projects/stardustathome/facts.html Stardust@home]. It has a low threshold for getting involved and uses a slick tutorial and interface to train participants and get them started. However, this project is more busy work than a learning experience. The results make a valuable contribution to processing the science data but the only thing the person invlolved gains is a sense of satisfaction at being a part of the project. They really don't learn much about interstellar dust. The [[Astronomy Project]] here at Wikiversity is an experiment to determine how to create a more meaningfull learning experience while doing real science. *The learning curve for doing astronomical data analysis is very steep for the uninitiated. For example, go through the short tutorial on [http://aladin.u-strasbg.fr/cgi-bin/nph-tutorial.pl?intro=aladin.gml&dia=astrometry astrometric calibration with Aladin] to see the steps involved in processing a raw telescope image. Is it reasonable to expect someone with no background to go through a complicated process like this as part of a lesson? *There are a number of different [http://fits.gsfc.nasa.gov/fits_viewer.html software packages] for manipulating and analyzing astronomical images. The first activity uses the [http://aladin.u-strasbg.fr Aladin Sky Atlas]. It is a rather easy program to learn, it has a good search feature for retrieving images and allows for some basic analysis of the data. It is also free to use and runs on any computer that has Java installed. Some of the more advanced activities that are planned for this learning project might require the use of other software. This might get complicated for new users. *I'll start by creating some simple lessons that show how to use the software tools that astronomers use to analyze data. The main focus, at first, will be on learning basic concepts in astronomy while getting familiar with these tools. I hope that the wikiversity community can help me learn how to implement the ideas that I have described. [[Category:Astronomy]] [[Category:Astronomy Project|{{SUBPAGENAME}}]]] 13701 69404 2007-01-10T03:35:35Z JWSchmidt 20 [[Category:Game Design]] The balance between Theme and Mechanic can be thought of as a sliding scale on one axis. Games inevitably fall between the two extremes. Mechanical games entail more abstraction than thematic games, and games with strong theme tend towards simulation. A game that slides all the way to the theme extreme on the scale would be life itself: nothing is more realistic and immersive than reality. A game that represents the mechanical extreme might be Tic-Tac-Toe. It has absolutely no relation to reality: the objective and mode of play are unhinged from reality completely. Given these two extremes, how does a game designer construct the perfect balance for his/her game? The answer lies, in large part, in the question of what the game designer wishes to accomplish in the game design. [[Category:Game Design]] 13705 79385 2007-01-21T02:30:47Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} ==Additional Information== * [http://www.gutenberg.org/etext/1658 Gutenburg Project] * [http://en.wikisource.org/wiki/Phaedo Wikisource] [[Category:Philosophy]] 13710 59266 2006-12-17T19:39:59Z Michaelnelson 310 [[Web Design/HTML Challenges]] moved to [[HTML Challenges]]: Moving into main namespace as preferred option #REDIRECT [[HTML Challenges]] 13712 70715 2007-01-11T15:32:35Z JWSchmidt 20 [[Category:Wikiversity culture]] This is a course in how to fight vandalism in wiki's. '''Note''': [[Wikiversity:Assume Good Faith]] and [[Wikiversity:Etiquette]] == The reasons why people vandalize == #They want attention. #They think it is funny. ==Kinds of vandalism == *Add text or pictures that may offend people *Add lots of nonsense *Add information that they know is wrong. *Remove information from pages *Make personal attacks: they insult other people on Wikipedia *Move pages to other names, usually names that make no sense. == Recent changes == Checking the recent changes is a good way to fight vandalism. Most edits listed there are not vandalism of course. So to make your chances greater at finding and reverting vandalism you might focus on new editors and IP's. ===Watch pages=== In MediaWiki, if you add a page to your '''my watchlist,''' entries of that page in '''Recent changes''' will appear in bold to help you notice changes to pages you are ''watching.'' == Tools == The best way to fight vandalism is to have some anti-vandalism tools like wikiguard. [[Category:Wikiversity culture]] 13713 68545 2007-01-09T03:43:02Z JWSchmidt 20 [[Category:Chemistry]] {{main_welcome}} ==Additional Information== *[http://en.wikipedia.org/wiki/Polymer_chemistry Wikipedia] [[Category:Chemistry]] 13714 69410 2007-01-10T03:40:16Z JWSchmidt 20 cat {{main_welcome}} ==Additional Information== * [http://en.wikipedia.org/wiki/Polymers Wikipedia] [[Category:Chemistry]] 13715 75778 2007-01-14T16:40:12Z JWSchmidt 20 Department description ==Department description== The Wikiversity Department of Agricultural Engineering is a content development project where participants develop and organize learning resources for agricultural engineering. Agricultural engineers develop engineering science and technology in the context of agricultural production and processing and for the management of natural resources. Agricultural engineers design agricultural machinery and equipment and agricultural structures.Agricultural Engineers may perform tasks as planning, supervising and managing the building of dairy effluent schemes, irrigation, drainage, flood and water control systems, perform environmental impact assessments and interpret research results and implement relevant practices. Some specialties include power system and machinery design; structures and environmental science; and food and bioprocess engineering. They develop ways to conserve soil and water and to improve the processing of agricultural products. A large percentage of agricultural engineers work in academia or for government agencies such as the United States Department of Agriculture or state agricultural extension services. Agricultural engineers work in production, sales, management, research and development, or applied science. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *AGE 100 [[Introduction to Agricultural Engineering]] *AGE 412 [[Off-Road Machines]] *AGE 413 [[Hydraulic Power]] *AGE 414 [[Environmental Hydrology]] *AGE 415 [[Irrigation and Drainage Engineering]] *AGE 416 [[Agricultural Project Management]] *AGE 417 [[Sustainability and Agricultural Engineering]] *AGE 418 [[Drainage and Water Management]] *AGE 419 [[Indoor Air Quality Engineering]] *AGE 481 [[Package Engineering]] *AGE 541 [[Advanced Agricultural Automation]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. {{Courses}} ==Additional Information== * [http://en.wikipedia.org/wiki/Agricultural_engineering Wikipedia] 13719 59329 2006-12-17T22:25:29Z Mystictim 626 [[About learning report by Demos study group]] moved to [[About learning a report by Demos study group]]: clarify name #REDIRECT [[About learning a report by Demos study group]] 13720 69427 2007-01-10T03:55:26Z JWSchmidt 20 [[Category:Management]] The Principles of Management are the essential, underlying factors that form the foundations of successful management. According to Henri Fayol (1841-1925) in his book ''General and Industrial Management'', there are fourteen 'principles of management'. == The Principles == 1. '''Division of Work -''' The specialization of the workforce, creating specific personal and professional development within the labour force and therefore increasing productivity. 2. '''Authority-''' The issue of commands followed by responsibility for their consequences. 3. '''Discipline-''' Employees must obey orders in return for good leadership. 4. '''Unity of Command -''' There should be individual lines of command with each person having only one boss. 5. '''Unity of Direction -''' All those working in the same line of activity must understand and pursue the same objectives. 6. '''Subordination of Individual Interest''' The management must put aside personal considerations and put company objectives first. 7. '''Remuneration -''' Workers must be paid sufficiently as this is a chief motivation of employees and therefore greatly influences productivity. 8. '''The Degree of Centralisation -''' The amount of power wealded with the central management depends on company size. 9. '''Scalar Chain -''' This refers to the number of chains in a hierarchy. There should not be too many as this may hinder communication between levels. 10. '''Order -''' Social order ensures the fluid operation of a company through authoritative procedure, and material order ensures safety and efficiency in the workplace. 11. '''Equity -''' Employees must be treated kindly, and justice must be enacted to ensure a just workplace. 12. '''Stability of Tenure of Personnel -''' This relates to Maslow's Hierarchy of Needs; employees work better if they are assured job security and career progression. 13. '''Initiative -''' Using the initiative of employees can add strength and new ideas to an organisation. 14. '''Esprit de Corps -''' This refers to the need of managers to ensure and develop morale in the workplace, individually and communally. These can be used to initiate and aid the processes of change, organisation, decision making, skill management and the overall view of the management function. Fayol also divided the management fucntion into five key roles: - To organise - To plan and forecast (Prevoyance) - To command - To control - To coordinate == Further Reading - == - Administration Industrielle et Général, Henri Fayol, 1917 == Sources - == 1. http://www.12manage.com/methods_fayol_14_principles_of_management.html 2. Administration Industrielle et Général, Henri Fayol, 1917 == About the Contributor == Grant Robinson is a student from Kent, England, and was the Managing Director of Apex Event Management, an award-winning Young Enterprise company. His username is RobbiG. [[Category:Management]] 13722 59360 2006-12-17T23:56:28Z Michaelnelson 310 {{Information |Description=Screenshot of html page for [[HTML Challenges|html challenge 1]] |Source=screenshot on ubuntu linux |Date=2006-12-18 |Author=Michael Nelson |Permission=GFDL and CC-by-sa-2.5 |other_versions= }} == Summary == {{Information |Description=Screenshot of html page for [[HTML Challenges|html challenge 1]] |Source=screenshot on ubuntu linux |Date=2006-12-18 |Author=Michael Nelson |Permission=GFDL and CC-by-sa-2.5 |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 13724 70336 2007-01-11T01:29:03Z JWSchmidt 20 /* See also */ [[Systems And Tools Educational Philosophy]] ==Why is this study group needed?== Wikiversity needs to be able to plan and create effective learning experiences for participants. "Technology can help to create an active environment in which students not only solve problems, but also find their own problems. This approach to learning is very different from the typical school classrooms, in which students spend most of their time learning facts from a lecture or text and doing the problems at the end of the chapter." [http://www.nap.edu/html/howpeople1/ch9.html Technology to Support Learning]<BR>--[[User:JWSchmidt|JWSchmidt]] 03:49, 18 December 2006 (UTC) ==What does this study group hope to archive?== This study group aims to identify how this can be done drawing on the information provided at the website [http://www.nap.edu/html/howpeople1/ How people learn: brain, mind, experience and school]. ==Who is this project for?== This project is for anyone who is interested in how to improve learning. ===Active participants=== *[[User:Mystictim|Mystictim]] 20:39, 16 December 2006 (UTC) *--[[User:JWSchmidt|JWSchmidt]] 03:43, 18 December 2006 (UTC) ==When will this project take place?== The initial phase of this project will be conducted during January 2007. ==How will this project be conducted?== If you would like to take part in this project you can begin by reading the executive summary of the website [http://www.nap.edu/html/howpeople1/es.html How people learn: brain, mind, experience and school]. The main strand of this project will be a critical reading of this website. ==Resources== ===Related learning projects=== * [[Learning to learn a wiki way]] * [[About learning a report by Demos study group]] aims to investigate the implications of this report for Wikiversity in general and this learning project specifically. ===Websites=== [http://www.nap.edu/html/howpeople1/ How people learn: brain, mind, experience and school] ===Documents=== [http://www.demos.co.uk/publications/aboutlearning About learning] ==Project Outcomes== ===Selected quotes from the report=== "Social opportunities also affect motivation. Feeling that one is contributing something to others appears to be especially motivating (Schwartz et al., in press). For example, young learners are highly motivated to write stories and draw pictures that they can share with others. First graders in an inner-city school were so highly motivated to write books to be shared with others that the teachers had to make a rule: "No leaving recess early to go back to class to work on your book" (Cognition and Technology Group at Vanderbilt, 1998)" [http://www.nap.edu/html/howpeople1/ch3.html Learning and Transfer] ==See also== *[[Systems And Tools Educational Philosophy]] [[Category:Education]] 13727 77369 2007-01-16T23:47:43Z Mystictim 626 added welcome and expand {{welcome and expand|TheVividDream}} ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Microtubule|Microtubule]] * '''Wikipedia article:''' [[wikipedia:Cytoskeleton#The_prokaryotic_cytoskeleton|Cytoskeletal Elements]] [[Category:Cell biology]] 13728 59415 2006-12-18T00:48:12Z Remi0o 3985 NEW TEMPLATE INFO LIKE AT WIKIBOOKS {| style="width:80%;border:solid #999 1px;background:#F8F8F8;margin:0.5em auto;clear:all;color:#000000;padding:3px" |style="width:42px;text-align:center"| [[Image:Fairytale messagebox info.png|32px|Information]] |style="vertical-align:middle"| {{{1}}} |} 13730 67638 2007-01-07T20:10:39Z JWSchmidt 20 [[Category:Cell biology]] ==Microtubule-binding Proteins== === Polymerization/Depolymerization Proteins === Tubulin binding proteins promote depolymerization and catastrophe (i.e. Stathmin, Op18). Nucleating proteins nucleate MT assembly at the centrosome (i.e. γTURC). End-binding proteins bind the (+) end of filaments and mediates chromosome/membrane interaction (i.e. CLIP-170). Severing proteins oromote depolymerization at the (-) end of filaments (i.e. katanin). Depolymerizing proteins promote depolymerization at the (+) end by inducing protofilament curling (i.e. Kinesin-13 family, KinI - the mechanism of KinI does not involve hydrolysis of the GTP cap). ===MT Organization Proteins (MAPS)=== ====General Properties==== MAPs stabilize MTs by binding to sides and inhibiting disassembly. MAPs can also stabilize nuclei to promote assembly. MAPs function to organize MTs into bindles in various cellular structures and mediate MT interaction with other protens. ====MAP Domains==== - The MT binding domain binds several tublin dimers at once and help stabilize the polymer. - The projection domain interacts with MTs or other structures such as intermediate filaments ====Map2 and Tau==== MAP2 and Tau are responsible for organizing microtubules in neuronal axons and dendrites. Axon-like structures can be induced in cells that do not normally express axons if MAP2/Tau is introduced. The projection domain of MAP2 is larger, so the spacing between MTs is greater in MAP2 expressing cells. ===MT Motor Proteins=== ====Kinesins==== Kinesis are MT-activated mechanochemical ATPases which undergo a crossbridge cycle similar to myosins. N-type kinesins have motor domains at the N-terminus and move toward the (+) end of microtubules. C-type kinesins have their motor domain at the C-termnus and move towards the (-) end of microtubules. I-type kinesis have their motor domain in the internal of the protein sequence and do not move along microtubules. Instead, they bind to microtubule ends and promote depolymerization and peeling. '''Kinesin-1''' was the first kinesin discovered and is the best characterized in the kinesin family. It is composed of 2 heavy chains and 2 light chains. Kinesin-1 is an N-type kinesin that forms a coiled coil with another kinesin-1 tail. ====Dyneins==== Dyneins are huge (greater than 1,000,000 Da in molecular weight) motor molecules composed of 2-3 heavy chains complexed with a poorly characterized number of light chains. Flagellar dynein is involved in cilliary and flagellar motility and the closely related cytoplasmic dynein is important for various other celullar functions. The '''dynactin complex''' is a multisubunit protein complex that copurifies with dynein and is thought to mediate the attachment of dynein to vesicles and organelles. Dynein motility is derived from ATP hydrolysis and moves towards the (-) end of microtubules. ====Kinesin and Dynein Function==== Transport from the cell body to the synapse is called '''anterograde transport''' and transport back to the cell body is called '''retrograde transport'''. Microtubules are oriented with their (+) ends towards the synapse; therefore, ''anterograde transport is dependent on kinesin, while retrograde transport is dependent on cytoplasmic dynein''. =====Intracellular movement an d positioning of organelles===== Microtubles mediate the positioning of internal organelles such as the [[wikipedia:Golgi_apparatus|Golgi Apparatus]] and the [[wikipedia:Endoplasmic_reticulum|Endoplasmic Reticulum]]. The Golgi is located near the centrosome. If the microtubules are disrupted by drugs, the Golgi becomes fragmented and the ER collapses. The ER reforms if the microtubules are repolarized. =====Cilia and Flagella===== ======Structure of Cilia and Flagella====== The core concists of ''axonome'' in which 9 outer doublet microtubules surround a central pair of singlet microtubules. The doublets consist of A-microtubules (13 protofilaments) and B-microtubules (10 protofilaments). The outer doublets are connected by nexin. The other doublets are connected to the central microtubules via radial spokes. THe central microtubules are stabilized by an inner sheath''Dynein arms'' attached to the AMT drive ciliary beating. The axonome arrizes from the '''basal body''', which acts as a template for the formation of new flagellin. At the basal body, the axonome is an Amt-Bmt-Cmt triplet which becomes an Amt-Bmt doublet in the axonome. ======Movement====== Flagella moves in a sinusoidal and symmetric waveform. Cilia moves in an asymmertric, powerful stroke. The sliding MT hypothesis postulates that flagellar and ciliary bending is powered by sliding of the outer doublet microtubules relative to one another toward the (-) end of MTs. <blockquote> '''Experimental Evidence:''' Axonomes with high salt concentration will be stripped of dynein. These isolated axonomes no longer beat. If dynein is re-introduced, beating is reconstituted </blockquote> [[Category:Cell biology]] 13734 67635 2007-01-07T20:09:36Z JWSchmidt 20 [[Category:Cell biology]] {{main_welcome}} [[Category:Cell biology]] 13738 76241 2007-01-15T02:52:59Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] ==Readings== * '''Study guide:''' * '''Wikipedia article:''' [[wikipedia:Intermediate_filament|Intermediate Filaments]] [[Category:Cell biology]] 13739 59538 2006-12-18T02:19:35Z Heltec 3202 /* Licensing */ Update == Summary == A picture of the eraser tool from Photoshop == Licensing == {{Mac software screenshot}} 13742 59554 2006-12-18T03:12:16Z MichaelBillington 1599 fix category <!-- License: Public domain, transcluded from Template:PD-art --> <div class="boilerplate" style="margin:0 auto;width:80%;background-color:#f7f8ff;border:2px solid #8888aa; padding:4px;font-size:85%;min-height:50px;vertical-align:center" id="imageLicense"> <div style="float:left" id="imageLicenseIcon">[[Image:PD-icon.svg|50px|Public license]]</div> <div style="text-align:center;margin-left:68px" id="imageLicenseText"> The two-dimensional work of art depicted in this image is in the [[w:public domain|public domain]] in the United States and in those countries with a copyright term of life of the author plus '''100''' years. This photograph of the work is also in the [[w:public domain|public domain]] in the [[w:United States|United States]] (see ''[[w:Bridgeman Art Library v. Corel Corp.|Bridgeman Art Library v. Corel Corp.]]''). </div> </div> <includeonly>[[Category:Public domain art|{{PAGENAME}}]]</includeonly> <noinclude>[[Category:Document copyright tags|{{PAGENAME}}]]</noinclude> 13743 59565 2006-12-18T03:25:14Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13744 59587 2006-12-18T03:38:51Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13745 59591 2006-12-18T03:40:07Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13746 59595 2006-12-18T03:40:54Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13747 59599 2006-12-18T03:41:58Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13748 59602 2006-12-18T03:42:55Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13749 59604 2006-12-18T03:43:14Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 13752 68323 2007-01-08T21:22:47Z JWSchmidt 20 [[Category:Education]] [[Image:Flexible learning.jpg|thumb|420px|right|Enjoy the water - Learning to breast stroke, a [http://www.flickr.com/photos/gracewong/141384577/ photo by Tom@HK]]] '''Flexible Learning''' is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. [http://en.wikipedia.org/wiki/Flexible_Learning#See_also Wikipedia Dec 06] This page will assist you in understanding the principles of Flexible Learning by exploring related information, ideas and new practices in formal education. After reading through this information, and taking up opportunities for learning support it is hoped you will be able to apply flexible teaching and learning techniques in your own contexts. '''This topic is used in:''' * [[Teaching and Learning Online]] =Learning support and accreditation= [[Image:Flexiexamples.jpg|thumb|420px|right|Garden View - a photo by [http://flickr.com/photos/angela7/87957760/ wayfaring stranger]]] * [http://en.wikipedia.org/wiki/Otago_Polytechnic Otago Polytechnic] offers formal learning and acreditation services with their Designing for Flexible Learning Practice course. * The [http://groups.google.com/group/flexiblelearningpractice Flexible Learning Practice email list] is available for people to ask questions, network and generally discuss this topic. At the moment the list is quiet, and is made up of people engaged in a teacher trainnig course at the Otago Polytecnic. The facilitators hope to grow the list into a more global membership with a wider range of skills and backgrounds. =Content= Flexible Learning is a recent concept with many varying interpretations. No one interpretation is correct, leaving room for many interesting and useful ideas. For this reason ==What is flexible learning?== ::''Flexible learning can be viewed as an incentive to reflect on teaching and learning environments, and develop new ways to engage with students. Flexible learning is not a goal in itself, the goal is to improve the learning experience and the learning outcomes. Flexible learning is a method by which educational goals can be achieved. This means that the decision to implement particular flexible learning strategies should be informed by educational values and goals and by specific educational contexts.'' :Read more about flexible learning from the perspective of the [http://flexways.flexiblelearning.net.au/aboutfl/whatisfl.asp Australian Flexible Learning Framework's Flexways site]. ===Examples of Flexible Learning=== * [http://designing.flexiblelearning.net.au/gallery/all.htm Strategies in Designing for eLearning] - a guide put out by the Australian Flexible Learning Framework that has tips on a wide range of mostly online learning strategies and ideas. ==Why we need flexible learning== [[Image:GregWhitby.jpg|thumb|220px|left|Greg Whitby speaking at the 2006 Sydney Institute Best Practice Showcase 11th December, The Muse, Ultimo College - Photo by [http://www.flickr.com/photos/stephanridgway/326542137/ Stephan Ridgway]]] Information and communication is the core business of teaching and learning. Recent changes in information and communcation technology has created immense opportunities for teaching and learning. Flexibility in the way we practice teaching and learning will ensure a position where-by adjustments to these new developments can be made effectively. * Listen to [http://talkingvte.blogspot.com/2006/12/learning-and-teaching-in-twenty-first.html Learning and teaching in the twenty-first century: new challenges, Gregory Whitby] to hear a compelling arguement of why and how new technologies influence younger generations and what schools can do to meet the flexibility challenge. ==Planning for flexible teaching and learning== ===Issues and considerations=== ==Aligning with an educational organisation== We not only need flexible teaching and learning practices, we also need flexible administration. =Project= The following projects are designed for you to start learning about flexible learning for yourself, and contributing what you learn to the general pool of knowlege, skills and understandings on the topic. ==Weblog== Before you start your research into flexible learning set up and begin documenting your progress in a [http://en.wikipedia.org/wiki/Weblog weblog]. Make notes to that weblog on what you discover. Include links to other resources, and use your blog as your personal home page when communicating with others online about the topics. You may also like to join the flexible learning email list and start communicating with others who are interested in flexible learning ideas. If you have a blog set up - please be sure to offer a link to it when you email the list. ==Resource list== Establish and maintain a [http://en.wikipedia.org/wiki/Social_bookmarking social bookmarking list] with links to information relating to flexible learning ==Develop a resource== Choose an issue or consideration relating to flexible learning, (for example: accessibility, digital devides, practical skills learning, assessment) and create an learning resource that reports on the issue and suggests solutions. ==Develop a plan== In your weblog, create an entry that is teh start of a plan for developing learning flexibility in your course or field of study. The plan should refer to intended learning outcomes, the typical learner profile, trends and directions in industry or sector, and benefits to learners and educational organisation. [[Category:Education]] 13753 59629 2006-12-18T04:09:14Z Leighblackall 2414 Learning to Breast Stroke - a photo by [http://www.flickr.com/photos/gracewong/141384577/ Tom@HK] == Summary == Learning to Breast Stroke - a photo by [http://www.flickr.com/photos/gracewong/141384577/ Tom@HK] == Licensing == {{CC-BY-2.5}} 13759 69448 2007-01-10T04:40:35Z 74.96.62.194 /* Possible Future Implications */ == Introduction == [[Image:MicroAirVehicle.jpg|thumb|[[Naval Air Weapons Station China Lake]], [[California]] - A Micro Air Vehicle (MAV) flies over a simulated combat area during an operational test flight. The MAV is in the operational test phase with military Explosive Ordnance Disposal (EOD) teams to evaluate its short-range reconnaissance capabilities.]] This is the "Autonomous Modular Wireless Aerial Device Systems" (AMWADS) project. This is a project I started because while I am interested in R/C devices as a curiosity, my interest lies more in the business and social implications of the technology. == News == This project that was started on and by: --[[User:Remi0o|Remi0o]] 05:08, 18 December 2006 (UTC). == Scope of this project == This project will attempt to assess whether or not the state of the art is currently conducive to this sort of technology, and if it is, how best to implement the technology. Specific questions that will be explored: * Can systems be made that can remain airborne a long period of time? ** Are solar cells currently advanced enough to allow this? ** Do other technologies exist that could allow this? ** Can this be done relatively inexpensively? * Can software be developed to allow: ** Communication between these devices ** The devices to remain autonomous and safe ** Communication between the ground ** The devices to remain autonomous for long periods * Can this be done to look attractive and sleek? ** Can a twin blade design keep a vehicle aloft in an enclosure or in some hidden manner or other configuration? * Is the technology marketable and useful? I am not an expert, so you have some expertise in the field or can answer some of these questions or add to this project, it would be appreciated. == What are AMWADS? == AMWADS are just what the name implies. They are devices that fly around, know what function they are supposed to perform, and then perform it. Possible uses for this technology include: wireless mesh network clouds, speaker systems, lighting systems, video monitoring systems, cleaning and sanitation, shipping, reconnaissance aerial photography systems. Many other uses could probably be thought up. This technology is different than other technologies such as "smart dust" because AMWADS are comparably HUGE. AMWADS have an estimated size of about 6cm to several meters. This devices are unique to other autonomous aerial technologies because they are low cost and meant for more general and practical uses. Other unique properties of AMWADS include that they run much longer than conventional aerial vehicles. Technologies such as light weight solar cells are integrated into the system so that are able to run independently for long periods. Antecdotally it seems that many of todays devices achieve commercial success because: they are highly functional and useful, fun, and sexy. AMWADS if they are viable, should be all these things. == Specifications == AMWADS always include: * An on board computer with: ** With memory ** Wireless communication capabilities ** A GPS unit * Brushless motor * Thin solar cells * Twin rotors * Lipo batteries * Requisite wiring AMWADS might include: * Accelerometers (if needed) * Video cameras * Microphones * Speakers * Cameras * Payload storage * Para-shoot * Lights * Robotic components (e.g. arms/manipulators/tools) AMWADS should be: * Lightweight * Sleek & Attractive * Functional * Useful * Easy to use == Data == The specs of one plane being sold on eBay include: :High-speed, high-torque 1880Kv brushless motor ::1880Kv? :"E-flite 25A brushless ESC" ::ESC? :"3-cell 11.1V 2200mAh Li-Po battery pack" ::So about 24.42 watt hours or capable of 24.42 watts for one hour ::The plan requires about 122.2 watts an hour if it runs for 12 minutes :"2- to 3-cell DC variable rate balancing Li-Po charger" :"Li-Po propeller with aluminum adapter" :"One-piece Z-Foam™ wing" :"Heavy-duty elevon hinges" ::elevon hinges? :"Fully proportional 72MHz FM radio system with 3-wire servos" :"Vented battery and electronics compartments" :"High and low control rates selectable from transmitter" :"Large control surfaces for maximum roll and pitch authority" :"Factory-applied Tiger Meet paint scheme and decals" :"Wing Span: 37in (940mm)" :"Overall Length: 27in (690mm)" :"Flying Weight: 22oz (620g)" ::1.375lbs for Americans :"Motor Size: 6-pole brushless direct-drive, 1880Kv" :"Radio: ParkZone 4 channel FM 72Mhz" :"Servos: Industry standard 3 wire" :"Trim Scheme Colors: Grey, Black, Yellow" :"CG (center of gravity): Approx 6 1/2" forward from trailing edge" :"Prop Size: 6 x 4" ::That makes it seem pretty powerful :"Speed Control : E-flite 25amp brushless ESC" :"Recommended Battery: 3-cell 11.1v 2200 mAh Li-Po included" :"Approx. Flying Duration: 12-15 minutes" :"Available Frequencies: 6 channels on 72MHz" :"Charger: 2-3 cell variable rate DC balancing charger" :"Approx. Flying Speed: 80+ MPH" ::Wow. [http://cgi.ebay.com/ParkZone-F27-C-Stryker-Tiger-RTF-Electric-R- C-Airplane_W0QQitemZ230064497714QQihZ013QQcategoryZ2563QQrdZ1QQcmdZViewItem] This does not make the feasibility of AMWADS seem promising. This is mainly because to allow for solar cells to give the needed power to keep such a device aloft for a long period of time, the amount of surface area of the state of the art light weight flexible solar cells required to compensate for even 25 percent of this vehicles power would require far too much surface area to be practical. AMWADS may have to move slowly or use some novel methods to meet specifications. Ariel vehicles that exist should be researched here. Some things that should be considered when looking for case studies: longest flight time, highest speeds, novel blade configurations, best modular designs, etc. == Leads == Wikipedia Articles: * http://en.wikipedia.org/wiki/Miniature_UAVs * http://en.wikipedia.org/wiki/Micro_air_vehicle * http://en.wikipedia.org/wiki/Aeroelasticity * http://en.wikipedia.org/wiki/Unmanned_aerial_vehicle * http://en.wikipedia.org/wiki/International_Aerial_Robotics_Competition * http://en.wikipedia.org/wiki/History_of_unmanned_aerial_vehicles * http://en.wikipedia.org/wiki/Unmanned_Ground_Vehicle Wikibooks: * http://en.wikibooks.org/wiki/Robotics:_Design_Basics:_Design_software Accelerometers: * [http://www.analog.com/en/prod/0,2877,ADXL202,00.html An Accelerometer] * [http://www.sparkfun.com/commerce/categories.php?cPath=23_80 Accelerometers] Gyros: * [http://www.sparkfun.com/commerce/categories.php?cPath=23_85 Gyros] Computers: * [http://www.gumstix.org Gumstixs] ** [http://gumstix.com/store/catalog/product_info.php?products_id=155 Mother Board] ** [http://gumstix.com/store/catalog/product_info.php?products_id=171 WiFi Stick] ** [http://gumstix.com/store/catalog/product_info.php?products_id=157 GPS Stick] Wireless: * [http://www.sparkfun.com/commerce/product_info.php?products_id=148 Bluetooth Chip] * [http://www.sparkfun.com/commerce/product_info.php?products_id=150 Bluetooth USB] Solar Cells * [http://www.solar-world.com/PowerFilm.htm Powerfilm] Blades * [http://www.readytoflyfun.com/hepropeller.html 6x4 Heli Prop] Motors * ... GPS * [http://www.engadget.com/2006/12/18/epson-cranks-out-worlds-smallest-gps-module/ World's Smallest GPS Module] * [http://gumstix.com/store/catalog/product_info.php?products_id=157 GPS Gumstix] * [http://www.sparkfun.com/commerce/product_info.php?products_id=7951 Chip] Cameras * http://www.spygadgets.com/spy-cameras/micro-cameras.html Other sites of interest: * [http://cswww.essex.ac.uk/staff/owen/research.htm#The%20Flying%20Gridswarm,%20and%20the%20UltraSwarm Microheli Gumstix Swarms] * [http://www.sparkfun.com/commerce/product_info.php?products_id=7906# Cellphone Camera] * [http://www.sparkfun.com/tutorial/BlueTooth/bluetooth_primer.htm Bluetooth Primer] Software: * http://sourceforge.net/projects/wireless/ * http://sourceforge.net/projects/ivt/ * http://sourceforge.net/projects/aibo/ * http://sourceforge.net/projects/reactivision/ * http://sourceforge.net/projects/javavision/ * http://sourceforge.net/projects/stllcv/ * http://sourceforge.net/projects/povclipse/ * http://sourceforge.net/projects/vxl/ * http://sourceforge.net/projects/fpga-vision/ * http://sourceforge.net/projects/yarp0/ * http://sourceforge.net/projects/estereo/ * http://sourceforge.net/projects/gandalf-library/ * http://sourceforge.net/projects/servo-trim/ * http://sourceforge.net/projects/lmh-calculator/ * http://sourceforge.net/projects/usbservoctrl/ * http://sourceforge.net/projects/servodriver/ * http://sourceforge.net/projects/rcfs/ * http://sourceforge.net/projects/mrsuite/ * http://sourceforge.net/projects/servo/ == Collaborators == --[[User:Remi0o|Remi0o]] 09:56, 18 December 2006 (UTC) == Possible Future Implications == If it is found that this technology in this project is currently viable, and research produced at Wikiversity proves fruitful, then intellectual property issues come into play. At traditional universities, when new technologies are produced, often, the university earns money from licensing these technologies. I am not a lawyer so I cannot say what legally is or is not true, however, it should be stated right off the bat that if it is found that this technology is in fact new, and/or patentable, then, while the writings here are probably subject to the licenses inherent in the Wikimedia projects, proper compensation should be granted to both the Wikimedia Foundation and those involved in producing the research herein, if the licensing allows. This of course depends on: the law and customs surrounding the intellectual property contained herein, and/or the goodwill of those who ultimately adopt the technology if it is found viable, useful, and desirable. The Media Wiki system documents the progress. I totally disagree with the above paragraph. I think that there should be a free license on the intellectual property of the wikipedia and absolutely no money should have to be paid. The nature of the wikipedia is that it is public domain. So anybody should be free to use the result of any technological discoveries the anybody here comes up with. --[[User:74.96.62.194|74.96.62.194]] 04:40, 10 January 2007 (UTC) [[Category:Artificial Intelligence]] 14241 61070 2006-12-19T05:38:16Z 220.255.106.13 ==Modular Infobox== <center> {| style="right; border: 1px #cccccc solid;" |- | bgcolor="#ccff99" | Modular Name: | style="border: 1px #cccccc solid;" | [[Cambridge International Examinations - GCE Ordinary Level History]] |- | bgcolor="#ccff99" | Modular Code: | style="border: 1px #cccccc solid;" | [[Cambridge International Examinations - GCE Ordinary Level History|EB0003]] |- | bgcolor="#ccff99" | Modular Type: | style="border: 1px #cccccc solid;" | [[Topic:Southeast_Asian_History#Examination_Boards_Modules|Examination Boards Modules]] |- | bgcolor="#ccff99" | Modular Facilitator: | style="border: 1px #cccccc solid;" | [[User:Lockleong93|Lockleong93]] |- | bgcolor="#ccff99" | Department: | style="border: 1px #cccccc solid;" | [[Topic:Southeast_Asian_History| Department of Southeast Asian History]] |- | bgcolor="#ccff99" | Preclusions: | style="border: 1px #cccccc solid;" | [[EB0001, EB0002]] |- | bgcolor="#ccff99" | Related Module: | style="border: 1px #cccccc solid;" | [[EB0004 (Cambridge International Examinations - GCE Advanced Level History)]] |} </center> ==Modular Description== Module EB0003 (Cambridge International Examinations - GCE Ordinary Level History) aims to provide students with a basic grasp of Southeast Asian History using Syllabus 2158 of CIE. ==Syllabus Outline== Students will study the following topics: *The Japanese Occupation *Malaya (present-day Malaysia) and the Dutch East Indies (present-day Indonesia) *Domestic and foreign issues since independence. ==Schedule== *Week 1: Administration of the Malay States, 1874-1941 *Week 2: Administration of the Malay States, 1874-1941 *Week 3: Formation of the Straits Settlements *Week 4: Administration of the Dutch East Indies *Week 5: Japanese occupation and impact *Week 6: Post-War Nationalism and Constitutional Developments *Week 7: Post-War Nationalism and Constitutional Developments *Week 8: Domestic and foreign issues since independence *Week 9: Domestic and foreign issues since independence / Revision *Week 10: Final Paper ==Assignments== *Describe the events since the Second World War that led to: **the creation of the Federation of Malaya in 1948; **the creation of Malaysia in 1963; **the secession of Singapore from Malaysia in 1965. *To what extent, during the years 1965-91, have the governments of both Malaysia and Singapore proved stable? **While stability is the dominant impression, reserve marks in the higher range for those who do indicate the opposite, e.g. conflict with Chinese, suspension of parliamentary government in 1971. [http://www.cie.org.uk/CIE/WebSite/UCLESData/Documents/O%20Level/Other%20Docs/2158_y07_sp_1.pdf 1] ==Lessons== Week 1: Administration of the Malay States, 1874-1941 * ==List of students and contributors== *[[User:Lockleong93|Lockleong93]] (Modular Coordinator) ==Notes== # [http://www.cie.org.uk/CIE/WebSite/UCLESData/Documents/O%20Level/Other%20Docs/2158_y07_sp_1.pdf Cambridge International Examinations - GCE Ordinary Level History (Specimen Paper)] ==Related Schools & Departments== *[[School:History|School of History]] *[[Topic:European History|Department of European History]] *[[Topic:Indic History|Department of Indic History]] *[[Topic:Philosophy of History|Department of Philosophy of History]] *[[Topic:Southeast_Asian_History|Department of Southeast Asian History]] *[[Topic:A_level|GCE A-Level in History (UK)]] ==Related External Pages== *[http://www.cie.org.uk/CIE/WebSite/UCLESData/Documents/SyllabusPDF07/2158_y07_sy.pdf Cambridge International Examinations - GCE Ordinary Level History ] [[Category:History|E]] 14242 60315 2006-12-18T16:20:28Z Chrismo 3128 <div style="float:left;margin:5px;" class="plainlinks">[http://en.wikiversity.org/w/index.php?title={{{1}}}&action=raw&ctype=application/rss+xml <span style="color: #FFFFFF; background-color: #FF5500; background-image: none !important; border-color: #FF5500; border-style: outset; text-decoration: none !important; padding-left: 0.2em; padding-right: 0.2em; border-width: 0.15em; font-size: 95%; line-height: 95%; font-family: verdana, sans-serif; font-weight: bold;" title="Manually maintained RSS feed">RSS</span>]</div> 14243 61426 2006-12-19T21:12:31Z Chrismo 3128 <?xml version="1.0"?> <?xml-stylesheet type="text/css" href="http://en.wikipedia.org/skins/common/feed.css"?> <rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/"> <channel> <title>Wikiversity Reports</title> <link>http://en.wikiversity.org/wiki/Wikiversity_Reports</link> <description>Monthly reports on the Wikiversity project</description> <language>en</language> <item> <title>Wikiversity Report #1</title> <link>http://www.archive.org/details/WikiversityReports1</link> <guid>http://www.archive.org/details/WikiversityReports1</guid> <description>A podcast about the first month of the Wikiversity project (http://en.wikiversity.org). Wikiversity is a Wikimedia Foundation project devoted to education. Wikiversity participants collaborate on learning projects and create learning resources.</description> <enclosure url="http://upload.wikimedia.org/wikiversity/en/c/c9/WikiversityReports1.OGG" length="7313402" type="audio/ogg"/> <pubDate>Mon, 11 Dec 2006 13:43:00 +0000</pubDate> <dc:creator>JWSchmidt</dc:creator> </item> <item> <title>Wikiversity Report #2</title> <link>http://www.archive.org/details/Wikiversity_Reports_2</link> <guid>http://www.archive.org/details/Wikiversity_Reports_2</guid> <description>A podcast about the second month of the Wikiversity project. Some topics covered in this report: Wikiversity website traffic statistics, launch of the Spanish language Wikiversity website, Wikiversity project logo selection. Wikiversity is a Wikimedia Foundation project devoted to education. Wikiversity participants collaborate on learning projects and create learning resources.</description> <enclosure url="http://www.archive.org/download/Wikiversity_Reports_2/Wikiversity_Reports_2.m4a" length="1656951" type="audio/quicktime"/> <pubDate>Tue, 17 Oct 2006 13:43:00 +0000</pubDate> <dc:creator>JWSchmidt</dc:creator> </item> <item> <title>Wikiversity Report #3</title> <link>http://www.archive.org/details/Wikiversity_Reports_3/</link> <guid>http://www.archive.org/details/Wikiversity_Reports_3/</guid> <description>A report on Wikiversity (http://en.wikiversity.org) at the end of the fourth month of the project. Wikiversity is a Wikimedia Foundation project devoted to education. Wikiversity participants collaborate on learning projects and create learning resources. This video screencast runs four minutes, is in .mov format and can be viewed with QuickTime Player or VLC Player. Download and view the 44 MB QuickTime file.</description> <enclosure url="http://www.archive.org/download/Wikiversity_Reports_3/WikiversityReports3.mov" length="43604398" type="audio/quicktime"/> <pubDate>Sat, 16 Dec 2006 13:43:00 +0000</pubDate> <dc:creator>JWSchmidt</dc:creator> </item> </channel> </rss> 14246 69402 2007-01-10T03:33:04Z JWSchmidt 20 [[Category:Philosophy]] =Questions and Considerations for the Phaedo= Even if everything comes about form its opposite, as Socrates said, which means life has to come about from death, does that mean we know exactly what death is? Cebes had a good point when he wanted to know whether death is the dispersion of the soul. Socrates defined death as the separation of the soul from the body, but if in life the soul is one, then in death shouldn’t it be the opposite and be dispersed since he said they are opposite? Or maybe this view of life and death is too simple and they each don’t depend on the dispersal or unity of the soul at all. If that is so, then the soul could remain one and still have to pass form life to death as Socrates said. Do you agree with Socrates’ definition of death? Do you agree that to know universals like equality, beauty, and good we have to have known them from perceiving the forms? Do you also agree that to know these forms means we had to know them before we were born in which case souls do exist before they are in bodies? [[Category:Philosophy]] 14249 67760 2007-01-08T00:41:24Z JWSchmidt 20 [[Category:Political history]] Geopolitics on Albanian Territories of Balkans By Artur Nura :“Those who cannot remember the past are condemned to repeat it” (George Santayana, The life of reason, 1905) ==Albania’s tiring and bloody endeavour towards its proper international recognition== ===Author note=== “The history of small nations and people comes out through the doors of unimaginable tragedies” – states an ancient classic saying, but unfortunately it looks as if made perfectly for the Albanian nation and cause, which re-emerged strongly just on July 2, 1989 in the front of the international opinion! At the date, the Kosovo’ Albanians by a Kaçanik’s Assembly proclaimed the Independence from Yugoslavia, but coincidentally or not, at the same historic hours, even the Albania’s European Embassies were opened forcibly for the most regional isolated Albanian citizens in Tirana, Albania. Then, once again, a long decades artificially dormant case in Balkans was opened in front of the sleepy “eyes” of Europe. Those political and historical events gave a palpable sign that was warning an end of the obscurant Albanian era, whilst a new different epoch was going to come in Balkans. Since then until now days, Europe is not faced with its future so much as with its past, in effect. But, despite some extent, generally the historical Albanian era is dealt with the political opinion, by which most of the analysts think, that the dominative Muslim religion of the Albanians in Balkans has been the main negative “engine actor” that has determinated the historical results of the Albanians amongst mostly Christian Europe! Seemingly this is a superficial ascertainment and not a result of deep analysing of the political history and of the present historical politics. Muslimanism very probably has been real amongst Albanians but as a consequence and not as the cause! Rationally, taking in consideration the two basic “actors”: genetics and geographic position, which do make conditional the developing of a nation, the results seem the least likely to enjoy that approach above mentioned on Muslimanism and Albanians. It is not unknown that almost the biggest nations interests have forced the global history to follow on through the labyrinth of their own geopolitics. This historical fact politically does sanction as principal “basic actor” the respective geographic position of the nations. As such, according to geographic position, fortunately positive or tragically negative, this last result affects the developing of the small nations through their own historical fate. This into the passed political history and up to the ongoing political and complex global geopolitical developing. As such geographic position, or its mediator feature with the history, geopolitics has determinated, as a natural result, the developing of the smaller nations; and the Albanian historic geography has been dominant during the long centuries of the regional and global geopolitical history. ===Two words for an Albanian legend!=== The history of Albanians is full of legends, but the most well known and most significative there is the one of Rozafa Castle in northern town of Shkodër! Rozafa Castle is a locale of a well-known Albanian legend, which tells of a heroic woman who gave her life to save the building of the Castle, which was needed for protecting the family. The legend says that Rozafa there was the youngest of the wives of three brothers who were stonemasons. These brothers were set to build the castle, and despite their skill, what they build during the day fell apart at night! Perplexed they asked an old foreign sage, who said that in order for the walls to stand they'd have to sacrifice one of their wives, by walling her up! The brothers were saddened, but as there seemed to be no other way to put an end to the mysterious destruction of their work, obeying to it they decided that they'd follow the foreign sage's advice and wall up one of their wives. For the sake of the fate she was Rozafa, the fairest and the youngest of their wives. It, on the other hand, started an eve of a division of their perfect unity into the family of brothers who missed their father killed in war battles and displaced it with the foreign sage! Even being a legend at all, however it seems that the legend has something similar with all the long and tumultuous history of Albanians. The general Albanian intellectual parameters do not sound to be neither better nor worse in front of the other nationalities of the Balkan region. But true there is a difference between economical developing, cultures, construction, architectures of Albanian cities and their respective with the neighbouring ones. If you (the reader) travel in Balkans you would note three different types of construction and civilities: The before World War II; the socialist era and for last the pluralist ones. And if you travel in the today Albania you can note mostly only the two last types of civility! The before stage and type of architecture is still alive just in a few cities of the country: Berat and Gjirokastër, which are cities constructed just by natural stones and not by industrial bricks! The rest is only socialist and the before dimensioned type and period do exist very modestly as the land of Albanians has been an ever battlefield of foreigners and their own interests! Albanian people have ever been the most divided and Imperialed (ruled, divide and empire) nation of Balkans! Are there some concrete reasons for such particular phenomenon? ==Part one== ===Albanians between Catholics - Orthodoxies & Muslims=== :“Albanians are among the most ancient ethnic groups in south-eastern Europe. Their ancestors, the Illyrians, were an Indo-European people who settled in the Balkans long before the Greeks, Romans, and Slavs.” (Microsoft Encarta 98 Encyclopedia 1993-1997, Microsoft Corporation: “Albania”). According to historians before the Christianism epoch, Illyrians, of whom Albanians are descendents, have been pagans, but with officialization of Christianity by Romanian Imperator, Constantine the Great, and with its domination on Illyria territories, Illyrians became Christians as well as all the rest of the Empire. With a later Imperial division (Year 395 AD) of the Romanian Empire by the Imperator, Theodosius the Great, in two different parts: the Western Romanian Empire centred in Rome and the Eastern One centred in Constantinople, (now Istanbul, Turkey) the territories of Illyrians got a very complex geopolitical role between the two Empires and their further respective cultures and antagonist interests! If the such imperial division of the two empires was endorsed through the Illyrian territories just because of their unfortunate geographic position or by mysterious approach of the Great Imperator, it doesn’t matter now, but it surprises until nowadays! For the rest, the history witnessed that imperial division has constituted Illyria as administrative part of Eastern Byzantine Empire, but religiously under the ecclesiastical Authority of the Rome’s Pope! Citing the history we should say that the non-conformity between political jurisdiction and religious one has forced Illyria, in effect, to face a first big historical fatal mischance on the charge of the Illyrian-Albanian Nation. Immediately on as this nation there was living between the two different empires, its territories were turned in a rivalry battlefield, which some times openly and some other time taciturn, once calm and another harsh, it always constituted the main place of the ever conflictual process between the parts and the respective antagonist interests. With the fall of Rome in 476, the West was left with nothing but its universal Christianity, these historical circumstances have configured a great economic and cultural approach opened up to the prosperous and refined Byzantine Empire and a ruined and devastated Western Europe. At the era, the Patriarchate of the Constantinople considered its own position to be determined by the fact that Constantinople, the "new Rome," was the seat of the emperor. In fact, it was the time when the two interpretations of primacy-"apostolic" in the West, "pragmatic" in the East, seemed to go towards a divorce which become almost irreparable between the Latin and Byzantine worlds. But, as the geographic centre of such historical antagonist divorcing of the two worlds, there was lived by the Illyrians-Albanians, it could affect absolutely even their own nation developing! Illyria for these mysterious fatal imperial virtue, it was made a geographic place which firstly divided two empires, then dualized into the two respective cultures & religions, separated two worlds for being after divided across by the two geopolitical opponent parts. According to Aurel Plasari (The line of Theodosius Reappears, part IV, page number 14, published in New York by “Dedë Gjon Luli” Foundation, 1992,) it results that, the church of Albania there was divided from that of Macedonia at the Council of Dalmatian at Spalato in 877, still preserving its obedience to Rome. As a consequence of this division, Dioclaea was elevated to the rank of a metropolitan seat and subdivided into twelve dioceses in what there are today northern Albania and Montenegro. But, when the Tsar Simeon of Bulgaria conquered the city of Dioclaea half a century later, in 927, this organisation was destroyed. - “Nevertheless, Bulgarian occupation only failed to separate the Albanians from Rome church; historians have noted that it had the opposite effect” – says Plasari underlining that the church of Albania still remained loyal to Rome, as the Slavic provinces of Serbia and Montenegro were under the Patriarchate of Constantinople. According to a point of view, if the Albanians had to undergo the Slavisation at that time, one reason for this there was to be the shared religion in many regions inhabited by both Albanians and Serbs. But, when Serbs took the side of the Greek Church in 1288, this change has enabled the Albanian population to resist further assimilation, as they were to continue to do almost the same way throughout subsequent centuries. “Law 6: As to Latin heresy and those that draw Orthodox believers to its faith, the Ecclesiastical Authorities must strive to convert all such to the true faith. If such a one will not be converted, he shall be punished with death. The Orthodox Tsar must eradicate all heresy from his State, The property of all such as refuse conversion shall be confiscated. Heretical churches will be consecrated and opened for priests of the Orthodox faith”. Law 8: “”if a Latin priest be found trying to convert a Christian to Latin faith , he shall be punished to death.” - “Albania and The Albanians” (Selected Articles and Letters 1903 – 1944, page number : 95, 96) written by Miss. Edith Durham and published by Centre for Albanian Studies, London 2001) The era mentioned above by Mrs. Durham relates a twenty years of a reign of the infamous Serb Tsar Stefan Dushan (1336 to 1356) period which, on one hand, presents the time when all Albanians formed part of Serbian Empire, but to the other hand, it presents the first time when Albanians have started to consider Slavs as their bitterest and cruellest foe. This Serb Tsar was whom who has made such laws against Catholics, important part Albanians were at the epoch. In this context Roberto Morozzo Della Rocca, a well known Italian historian (his book Nationality and Religion in Albania 1920 – 1944 (Original title: Nazione e Religione in Albania, 1920 – 1944, Published in Albania by Editing House “Elena Gjika” Tiranë 1994, page number 46) defines some later historical epochs saying: “The breaking of the Christian unity during the XV century, after for more than a millenary when Rome and Constantinople were quarrelled - alternately with success – for the principality on the Christian Albanians, the Orthodox Albanians seemed to be majority in front of Catholics who were limited in northern parts of the Albanian territories.” In effect, this ascertainment of Della Rocca be contradicted clearly by the history, especially the later coming and complex one, but of today too! The Albanians have never accepted such geopolitical religious developing in favour of the Orthodoxy through their territories. Just a very modest percentage of Albanians result to have been converted to the Orthodox Church or to "right-believing" (the meaning of word “orthodox” from Greek language), but never to respective Greek and Slav nationalities. In fact, the majority of these mentioned Albanian populations there were converted later to Islam and remain such for long even after the fall of the Ottoman Empire. Reminding that we are speaking about long centuries period in general this has very possibly happened seemingly not for religious faiths, but mostly for national inclination, which could offer them more pragmatic benefits. Sure there are authors who contradict such conclusion, but let us follow up by this point of view in arguing the complex Albanian Religious phenomenon. ===Shqipëria (Albania)=== It seems that, Shqipëria, the Albanian name of the equivalent international Albania, had come in reality by practical and historical means during the XVI-XVII centuries! The common understanding of the word “Shqipëri” literally means “The land of the eagles.” Effectively, mountains do dominate three-quarters of the today Albania’s territories where, in fact, eagles do live and which are prominently displayed on Albania’s historically symbolic flag. Yes, as an eagle is stamped with two combative heads in the centre of Albanian’s flag. Albanians, as Eagles that live apart from the rest of the world and are very combative, Albanians have also been forced to have eagles character as leaving in the cross point of the ever world’s geopolitical interests. Usually, Albanians, in consideration of their long a tumultuous history have considered the flag eagle’s heads, as turned first by the one world ever-geopolitical axe and the second by the other rival one. (In effect, such character confirming a similar geopolitical role of the entire region, in different way with eagle figure, there is symbolized even to other regional flags of other regional nations.) ===Here the Albania’s flag photo (attached with number 1)=== Incidentally, the Albania’s national flag is the same as that of the noble Kastriot family of Gjergj Kastriot Skënderbeg, who led the Albanian insurrection that flared up against the Ottoman Empire in 1443. But, the mentioned national insurrection has resulted in freedom from the Turkish Empire and into a union of a majority of the Albanians princedoms in one State led by Skenderbeg (from 1443 – 1468), strengthening Albanian’s sense of unity and belonging to the one nation. On the other hand, legendary Gjergj Kastriot Skënderbeg, the Albanian war hero, used Albanian Catholic symbols against the Ottoman Muslim occupation, in effect. Therefore, with that war, Albanian nation, because of its 25-year barrier against Muslim extension into the Western Catholic countries of Europe, had found a hero, together with its current national symbols, well known throughout Europe. According to Aurel Plasari (The line of Theodosius Reappears, part IV, page number 19) the four Popes, who have reigned during the Skënderbeg era, honoured him with the august title of “Athlete of Christ, defender of Christianity”. And, in fact, a statue of this Albanian legendary hero there is set in one of the most important squares of today centre of Rome, (Italy) named “Albanian square” side by side with Coliseum. But, according to real history the Pope Pius II death (1464) happening which forced the abandonment of a crusade, left without allies Skënderbeg, who had to retreat to his own fortress of Krujë (Present-day in Albania). But later and fatally after Skënderbeg death the League of the Albanian Nobility dissolved, resistance collapsed, and Albania fell to the Ottomans. In the face of these facts, the Albanian historic “Skënderbeg’s” epoch can be simply defined as the natural Albanian division with Islam East and an alliance with Catholic West. But, with unavoidable natural death of the hero, unfortunately the history witnessed that many Albanians mostly fighters of the same national ideology, were forced to leave their own country towards Catholics Countries, where they do still live conserving their own national tradition until nowadays. ===Islam, politically, a big fatal mischance for Albanians=== In effect, the XV Century of Ottoman Muslim occupation constituted the next big historical fatal mischance of Albanians between two worlds and their respective religions and cultures. According to historians, two centuries later this Ottoman invasion has hosted gradually with strong repression the changing of Albanians religion from Christianity to Islam, phenomenon that according to different annalists do confirm a handicap of Albanian towards a transitory pragmatic inclination! According to Aurel Plasari (the interview made in July 2001 by “GjeliVizion”) the conversion process from Christianity to Islam there was definitely complicated by different elements, pragmatic, economic--and military: “In some instances, the Ottomans allowed only those Albanians who had accepted Islam to maintain arms. If you give one part of the population the right to maintain arms, and deny it to another part because of religion--even we today would do the same, wouldn’t we? And there was undoubtedly another dimension of the logic of conviction involved. Contact with the new religion was attractive to many people. This dimension must not be denied, because we are considering here a great religion, as Christianity is, with a great, glorious history, just as Christianity has.” Despite this attitude, Roberto Morozzo Della Rocca (his book Nationality and Religion in Albania, 1920 – 1944. Original title: Nazione e Religione in Albania, 1920 – 1944, published in Albania by Editing House “Elena Gjika” Tiranë 1994, page number 22 - 23) do say that the religious converting of Albanians from Christian to Islam has been reality, very possibly, by an “engine” Ottoman rule of “dimma”. The Ottoman rule there was the tax the non-Musliman citizens (guess Catholic) had to pay for being protected officially by the Ottoman Empire. This tax has gone with passing of time extremely expensive, until the period the non-Muslims have decided better to change the religion and enjoy all the rights of Imperial citizenship! Meanwhile, Della Rocca (the same page) citing the historical archives certifies, giving another element cause to this Albanian religious phenomenon, that during the mentioned historical period, Albanians there were more oppressed by Orthodoxies more than by Muslims or Islam: “During 1604 AD, the Skopje Catholic Archipeshc has informed Rome that Albanians were prosecuted more from Orthodox Church than Muslims Turk.” Thus, remaining to the political element of the religion we must say that even the official history certify that since the XVI century the Serbian Patriarchate has had the authorization of Istanbul’s Sublime Porte to force violently under its Serbian Orthodox jurisdiction the Catholic Albanians and to prohibit them complaining to the Rome’s Pope. In fact, the Patriarchate of Constantinople has signed an agreement with the Sublime Porte since in 1453, the year in which the city fell into the hands of the Ottomans. As the religions there were under respective politics, such historical circumstances have favoured the East Helen-Slav orthodoxy, which has the same geopolitical opponent with Sublime Porte -- the Catholic Western countries and cultures. Throughout the mentioned historical era, the Sublime Porte of Istanbul sure there was interested to cut off every links with West Catholic and its influence into its own Muslim jurisdiction. And as the Albanian territories were outlined by the nature and the history as the human, cultural and geographic “borders” between the two worlds, they had to paid more expensively. As for the rest, the Byzantine, as Goths, Bulgarians and Serbs, finally at the mentioned epoch the Ottomans, have historically yearned for political access to the Adriatic and Jon Seas, which border most of Southern-Western-Northern Albanian territories. But turning to endeavour of finding out the reason which have helped this process of religious converting of Albania it is clear that as Turkish there were geographically far away (from Albanian territories) and as the principal enemies there were considered the neighbourly Orthodoxy Slavs and Greeks, by whom they were afraid of ethnical replacement, analogically the need to conserve the national Albanian identity mostly has favoured the approaching of Albanians towards the Islam or a Muslimanism. In fact the historical contradictory relation and interests of Albanians with Greek-Slav Orthodoxy would follow some political alliance of Albanians with Turkish. But, the difference with Greeks and especially Slavs orthodoxies has been stronger than these alliances with Muslim Turks. The political history confirms that differences of Albanians with Orthodoxies nationalities has started before the Ottoman domination and remain alive even after that Muslim domination of the region and, tragically until now days! Derivate to this key-issue, a battle between Turkish Half-moon and Serb Orthodox-cross on June 28, 1389 in Kosovo’s Blackbird fields remains alive and strong until now days between the two different nationalities! Then, the Serbs made of the lost Serb Prince Lazar of this battle in Kosovo, a San Lazar national religious figure, whose name they used along with the Serbian nationalist rallies headed by Slobodan Milosevic in Kosovo. This was sure to give strong religious colours to the Serbian nationalism against the today Kosovo Albanians mostly Muslim. In fact, since the Milosevic came to power in Yugoslavia and until last days of his power, the Orthodox Serbian Church has constructed periodically a lot of new Orthodox Cathedrals in Kosovo towns and villages. But after the liberation of Kosovo by NATO, the Kosovo Albanians destroyed just these last new Cathedrals, leaving untouchable the precedent ones. Also, during the June 2001, the Russian President Vladimir Putin's surprise visit to Kosovo, re-brought the concept of different religions between Serbs and Albanians, who according to the new “Tsar” of Kremlin, were to blame for the regional instability! This declaration, immediately on deepened the difference between Orthodox and Muslim representatives in Macedonia and the armed conflict risked taking a new dimension there! - "When the freedom and defence of our people cannot be achieved with other means, then we should get rid of those who endanger our lives and who are trying to split our homeland."- Wrote Patriarch Stefan, the spiritual head of the Macedonian Orthodox Church, MOC, in an open letter on June 21, 2001 Nevertheless, on the whole, it must be mostly said that, seemingly, Albanians during the history have needed more than religious politicised faiths, protection and arms to be defended by the chauvinism of the Orthodox neighbouring nationalities and conserve their own national identity. They (Albanians) have considered in long centuries very possibly the nationalism as the most important issue of their own history, sure in practical means. Although, then appeared to be near unanimous approaching among Albanians, whom because of human, national, political and economical means have accepted the Muslim religion. The “sin” they (Albanians) would pay on by facing terrible massacres, tentative of assimilation of the national identity, and invasions in the human’s land, which was given to them by God or universal nature during the human history. Such option can be confirmed even by the fact that Albanians, when founded their own State although one of the last in the region, decided to make it not religious, but laic. Since the very beginning their model of State (Albanian one) there was not based to the type of religious one. It could be because the Albanians belonged to the three religions, but at last it even being most modern it doesn’t mean it could or would be the most rational for them, but not the most helpful! ===Unfortunately religion is for ever used by politics.=== The Illyrian-Albanian territories have been a fatal cross point between West and East, Latinos and Byzantine and more fatally, at the mentioned epoch, between Orthodox Greek & Slaves in front of Muslims. Such historical mischance has made possible that the orthodoxy religion strengthens the national identity of Greek, Serbs and Bulgarians, but the Islam was very possibly seen, by historical and pragmatically circumstance, as help to conserve Albanian identity. In fact with failing of Ottoman Empire for some Balkan peoples, the religious state model has been fruitful and optimal. For the Greeks the church created the state. In this sense it was the optimal model. For the Bulgarians too. We must not forget that the church, according to the tradition of the Ottoman Empire, had many attributes and administrative rights [including tax collection] … which means it was a kind of half-state. So when those people needed to set up a state they were already half finished, you might say. Sure Albanians did not have such a half-finished state, and at the end of the 19th and the beginning of the 20th century, with their different religious components they couldn’t find help from the church or from the mosque. According to Aurel Plasari ( interviewed in July 2001 by GjeliVizion, an Albanian private television channel based in Tirana) – “The Albanian state, it seems--those geniuses who made it--opted for a certain model with the understanding that Albanians can live together under the Western European model alone. Let us say, the emancipated, liberal model, where the church, mosque and religions are separate from the state.” As it clearly seems while the religions has helped the Greek, Serbian and Bulgarian people to unify the sense of being nationally equal, it sure has embarrassed the Albanians. Adding here that the religious authorities in Albanian territories influenced “religiously” by respective countries have not helped the difficult way of Albanians to construct a unified State! But, on the other hand, at last but not least, Islam in all the long Albanian history never meant Turcification, as Orthodoxy has ever been equal to Hellenisation and Slavisation and that could be fatally the less dangerous option to be taken. According to Della Rocca, (Religion and Nationality in Albania, 1920 – 1944, page number 22) different Northern Albanian big families were converted Catholics, before the Turkish occupation, just for resisting the Greek Slav assimilation favoured by Orthodoxy. Whilst, Aurel Plasari to his book: The Line of Theodosius Reappears (page number: 18) says that the educated Albanian nobility of the then epoch perceiving that the greatest danger came to Albania from neighbouring peoples, who confused the ideas of religion and nationality, realised that to follow the schismatic faith meant also denying their nationality and becoming Serbs, Greeks, or Bulgars: “In this emergency, they sought rescue in the support of the Roman Church. Bogdani in his "Cuneus" shows that this identification persisted in later years, when he writes in his introduction that the Slavs also used the name "arbanaska vera" for the Catholic faith.” In a later era, Edith Durham, a very famous English woman and a Balkans’ studious of the region’s ethnography and author of several books about Albania, has noted a particular phenomenon of “crypto-Christianias” amongst Albanians at mountaineer places around Elbasan town. Edith Durham says (The Yugoslav Danger, Twenty Years of Balkan Memories. Original title: Die Slawische Gefahr, Zwanzig Jahre Balkanerinnerungen, Stuttgart, page number 130-131) that she did not note any Church or Mosque at the places mentioned, but she has met people who had practically two names! “In front of the Muslims he was named Sulejman and in front of the Christians Kostandin”- says Durham underlining that these people when were faced with Muslim military recruitment there were introduced as Christians, arguing that by the missing of Mosques. Meanwhile, let us say that these people in front of the Orthodox rules sure have used even the missing of Churches, but this phenomenon as noted to Elbasan town environs, do not sounds an extraordinary approach of Albanians at all. In effect, the Elbasan town and its environs there are situated to an Albanian territory where for long centuries Islam, Orthodox and Catholic Churches have ruled against each other with strong antagonism between their respective cultures, which were crucified to this place with violence. This ancient Albanian territory of Elbasan there is, on the other hand, a very geographic important cross point of the Via Egnatia the natural East West Corridor, which has been geographically the “bridge” of transportation of goods, cultures and religions of the ever East and West. But, politically a violent crucified place of antagonist worlds and their respective cultures and interests. In fact, the global history certifies that, this natural corridor Via Egnatia, or East West Corridor, which had served until the divorce of the East with West to connect these geographic parts of the world, there is sabotaged for 1500 years from Continental powers because of their own fears to have contacts with the developed Catholic West, would take real attention and the due consensus just with the end of the World Communist era, 1990- 2000! Meanwhile, as expected, on the whole, during some different periods of the political history of the region the existence of the three Religious rites amongst Albanians has been even a “discord actor” among Albanians, permitting foreigners Powers to pretend the dissolution of the modest Albanian State internationally confirmed. The three religion faiths of the Albanian historical religious developing have figured out political and artificial approaches, time-by-time violent ones, by the respective neighbour countries dominated by the different respective religions. In fact, as it is already well known due to Ottoman tradition, but for political use too, the Orthodox Albanians are considered tragically by Athens as Hellenic population! Catholics Albanians also were considered differently from other Albanians respectively by Catholic countries and especially Rome. Turkey also has configured deep difference amongst the same nationality, considering differently the other Muslim Albanians under Ottoman Empire. It must be said that the histories of now days testify that Albanians there are part of the three religions of Catholic, Orthodox and Muslim. But, unfortunately the Albanian people are part also of the different regional Orthodoxy States, phenomenon that help to argue the geopolitical role of the religion through Albanian history. According to the data corresponding with the fall of Ottoman Empire, as well with these of now days, it result constantly that in the internationally confirmed modest independent Albanian state, the percentage of Albanian Catholics amount 8-10%, (mostly in northern territories), Orthodox 18-20%, (mostly in Southern territories) and, Muslim for the rest of the geography and mathematics. But, to say at least, the percentage of Orthodox and Catholic Albanians there is too much more modest within the Orthodox regional administrative states of Serbia, Macedonia and Montenegro. Sure, without doubt, the religious sentiment amongst these last Albanians is stronger than to Albania’s Albanians, as it has helped them to conserve the nationality under the violent Orthodoxy states. ===Albanian case there is a different case in Balkans=== Nevertheless, generally, the Albanian Islam under the Albanian nationalism has been a political barricade against Greek and Slav oppression and their own aims to assimilate Albanians. Such Albanian approaches were noted as well in front of Catholicism, which was used humanly by Albanians against Hellenisation, favoured by Byzantine Orthodoxy. But, the Albanian religious developing with passing of history would have its fatal boomerang phenomenon with negative contra-productivity, but it is confirmed now that happened mostly because of geopolitics instead of the religion faiths. At last but not least, the Albanian particular religious developing has been fatal because of geopolitics instead of the religion faiths. According to Aurel Plasari who sees this phenomenon by a critical point of view (the same interview with GjeliVizion the historical relation of Albanians with religions is one of the most complicated parts of our history: “We must accept them and not pretend we don’t know them. Albanians under the Roman Empire, and then when they passed under the control of the new [Eastern] Roman Empire of Constantinople, had no difficulty embracing contradictory elements--political subordination to Constantinople, religious subordination to the pope in Rome. Some historians of religion argue that the Albanians at that time didn’t speak of two different rites. The difference was practically of no importance for Albanians who were interested in going to church just to get married and be buried.” But more seemingly it could be said that as a natural result the Albanian religion sentiment, as the religion its self was (is) used ever by politics, have not been strong reasonably during their own history. Albanians have always perceived the religions simply under the influence of the national aims to survive historically amongst chauvinism of their orthodox neighbours. Vaso Pasha, a very well known Albanian poet of XIX century would write at his era: “Albanian religion is the Albanianism”. Whilst, Della Rocca says that - “Such determination of nationalism in front of the religion is not the unique case at the then people history. There are other European nations, which with modest differences show analogical similarities. We can mention here the Ireland and Lithuania, which won the independence more or less at the same decade with Albania and after tumultuous domination and struggles. In Ireland and in Lithuania, as well in Albania, the independent form of the states was obtained later than the other Europe. In Ireland, in Lithuania, as well in Albania, or later in Bask countries or to some hemispherical Republics of Soviet Europe, the nationalism is the “engine actor” which aspire the public life in a steady manner. The religious faiths although intact, in some way are subordinated” – (the book Nationality and Religion in Albania, 1920 – 1944, (page number 12) On the other hand as a natural result in all the long tumultuous history of the Albanians there was not noted that the nationalism be integrated with religions in fanatic unreasonable approaches, as verified to other nations. Sure, the gentle reader, or the European citizen, to whose eyes Islam has become recently familiar in two negative aspects: militancy and revengefulness; cannot be as blindly as to not note that these aspects generally have missed to Albanian history mostly Muslims. To argue this approach we must remind that, during 1999 of the Kosovo war, although Serbs committed terrible massacres against Muslim Albanians, there was verified no single organised case of Albanian terrorism against civil Serbs, nor in Kosovo either in Belgrade, nor in Shkup (Skopje) either in Tetovë (Tetovo). On July 1, 2001 Ylber Lili a special Correspondent from Macedonia of the Albania’s Independent Newspaper Shekulli would report: “At the day when the Macedonia Army bombed the two Mosques of the Haracine, (Aracinovo, the village in Skopje environs hold before by Albanian guerrillas) the Albanian Commander of National Liberation Army (UÇK), afraid of a possible revolt of Albanian peasants which could damage Orthodox Cathedral, sent his soldiers for guarding and saving that” – said Shahin Emini. “And, true, the Orthodox Church, which was 50 m away from one of the destroyed Mosques, was untouched.” Therefore, beyond the religion faiths, which have not been cause but consequence through the Albanian history, the core of the political and religious history of the Albanians, divided amongst other Orthodox countries, has ever been its unfortunate geography and the consequent geopolitical role. The Albanian territories positioned in an unfortunate significant zone of Balkans Peninsula, whose regional geopolitical role has ever been important to the ever-global configuration, had sanctioned the Illyrian-Albanian territories as a gate to the East for the West and to the West for the East. This phenomenon, once more, has certified that the ever-global interests, aiming to achieve their own geopolitics, have divided and ruled this region, but almost such geopolitics have always hosted the assimilation of the Illyrian-Albanian ancient nation, who has resisted stoically, in effect. ==Part two== ===The Times of Man, Third Volume, The Balkans "dust of Europe"=== “The problem was raised in 1908, when the Austria allied with Germany decided to annexe Bosnia & Herzegovina which was remained Turkish. This initiative brought the reaction of Central Europe countries, which from long centuries have tried to expel Turkey from Europe and tried to found a great Slavic State of Slavic language and of the orthodox religion. Allied with Russia, Serbia, Montenegro, Greece and Bulgaria in 1912 declared war against Turkey and expelled that from Europe dividing the liberated zones. The Austria preoccupied since the beginning from the growth of the big Slavic State to its borders and, aiming to impede Serbia to have exit to seas, favoured the establishment of an Independent Albanian State. This brought the explosion of Serbian nationalism and Serbian anti-Austrian hating constituting so the first spark of one conflict of which’s measurements no one could predict as a huge tragedy in the Europe.” (The history’s Italian book published at last edition in 1994 by “Arnoldo Mandatory A per la Scuola” Milan, Italy! Page number 198) In all its 422 pages, Modern Times tells nothing else about the Albanian people or Albanian nation! But, even as a politicised interpretation, Modern Times takes a contradictory approach in rendering how Albanians could have sparked the enormity of the First World War. Such partial interpretation of the then historical epoch there is sure related to particular politics of the world War Cold periods; and perfectly during the time it was firstly published as a scholar historical book. Nevertheless, (letting know the reader that we will turn to this historical epoch later) as many of the violent scenes that mankind has exhibited during modern history have come out of the troubled Balkan region, what this period and the above piece reveal, once more, to political analysts is that: one of the greatest truths of Albanian history: the “Albanian Nation,” along with, tangently, its Balkan territories, has always been treated, used and forced as “a geographic and political entity” between the geopolitical interests of the rival countries and global geo-political axes. On the historical era mentioned above we must say that, Turkey was in the throes of the “Balkans Question" by the mid-nineteenth century, and all the people of the region, including the Albanians, used this historical time to realise their national aspirations for independent states. The Balkan history was at the start of the end of the Ottoman Muslim epoch and, the Europe was starting the new European Christian (Catholic-Orthodox) domination of this complex region. As a natural result this historical epoch, there was followed by dilemmas of people and nations, which were tragic for smaller ones, in effect. But, analogically, the Albanian dilemma, because of being in a cross point between the nationalities dominated by Orthodoxies, Muslims and Catholics religions, whose part there were their citizens, there was seemingly one of the strongest of the region. ===Albanian tentative to found their own state=== On June 10, 1878, in trying to defend and promote their national interests, Albanians came together in the town of Prizren in Kosovo and founded the Albanian League, (known as League of Prizren) which had two main goals—one political and the other traditionally cultural. First, as a political concern, the Albanian League sought to unify all Albanian territories, or "vilayets" as they called them, which at the time consisted of four provinces – Kosovo (present-day under UNIMIK) Shkodër (present-day in Albania) Manastir (present-day Bitola in Macedonia) and Janinë (present-day Ioánnina in Greece). The League of Prizren, mostly because of having very differences with Orthodox countries, and being mostly Muslims at the beginning wanted to found this Albanian autonomous state under Ottoman Empire. Most of Albanians representatives of the League, because of vital experiences, there were afraid that, without any bigger Ally, they could not stop the Orthodox neighbouring pretence to annexe Albanian territories. Effectively a San Stefano Treaty signed by Orthodox Russia and Muslim Turkey on March 3, 1878 raised the problem, which has brought to a conclusion the Russo-Turkish War of 1877-78. And Albanian people who were neither better nor worst in front of other people of the region, by the terms of the treaty: Tetovë, Kërçovë Gostivar, Dibra, Struga, (present-day in Macedonia) Pogradeci and Korça (present-day in Albania) big centres of Albanian population were included to the foundation of a Greater Bulgaria. The independence of Serbia and Montenegro as recognized included the other big Albanian centres of Sanxhak, (Sandjak) and Prishtinë to Serbia; while Ulqin, Tivar, (present-days In Montenegro) Buna and almost all the Shkodra’s Lake (present-days partially to Albania) to Montenegro! The West or European mostly Catholic powers, notably Austria-Hungary and Great Britain been alarmed at the growth of the power of Orthodox Russia and of the independent Orthodox states created in the Balkans by the mentioned treaty. From June 13 to July 13, 1878 a Congress of the representatives of Germany, Russia, Austria-Hungary, Great Britain, France, Italy, and the Ottoman Empire was held in Berlin (Germany) to revise the terms of the Treaty of San Stefano. In effect, by the congress the Treaty of San Stefano was virtually abrogated, and a new treaty was drown up, reaffirming the principle that the status of the Ottoman Muslim Empire was to be decided by the powers jointly and not unilaterally by any one of them. According to this new Berlin Congress Treaty terms: Serbia and Montenegro territories, granted to them by the Treaty of San Stefano, was considerably reduced, Bulgaria was divided into three parts, and two of these (Guess here: Tetovë, Kërçovë Gostivar, Small Dibra, Struga, (present-day in Macedonia) Pogradeci (present-day in Albania) were replaced under Turkish control. For more, the two Turkish provinces of Bosnia and Herzegovina were mandated to Austria-Hungary, but Sanxhak and Novi Pazar (present-days in Montenegro) were set also militarily under Austro-Hungary too. ===Islam religion a boomerang for Albanians=== It may be that the struggle between unification and secession between East and West was forming since then the parameter of the further European history, but affecting mostly the Albanians and their territories. The New Berlin Treaty, contrary to Turkish Muslim culture, which did not admit of any nationality but Islam, reaffirmed the principle of nationalism for the Balkan peoples. But strangely and in contradiction with its proclaimed principles, Albanians were still considered by their mostly religion Muslim, instead of their own nationality! For the rest, nowhere to the mentioned treaty terms, the Albanian territories were considered as Albanian ones, but everywhere as Turkish! As the Turkish (guess Albanian) Greek borders and territories were decided to be resolved with Turkish-Greek negotiation, modest autonomy was given just to the Catholic Albanian population of Mirëdita (present-day in Albania)! At last but not least, almost the Albanian national case was totally ignored at all at the Berlin Congress! The Prussian Prince Otto von Bismarck cynically has remarked at time, “Albania is a geographic expression,” hence there was the foreign leitmotiv of those difficult periods. More tragically, or tragic-comically, even to the today literature almost wherever mentioned such historical regional events, (i.e. Microsoft Encarta 98 Encyclopedia 1993-1997, Microsoft Corporation) although Turkish has left these territories since long ago and on these territories there are living undisputedly Albanians, ignoring the real history of Balkans, they still do definite them as Turkish one! On July 2, 1878 the League of Prizren, despite these politicised literatures, approved new principles that washed out its alliance with the Ottoman Empire and contradicted strongly the Berlin Treaty that violated Albanian territories integrity in favour of the Orthodox neighbours. League of Prizren at time demanded strongly with force to Sublime Porte the unification of all Albanian territories, determination, which defended once the Albanian Çamëria territories and forced an Ottoman delegation at a Preveza (present-day in Greece) Conference to not submit Greek demands in relation with the mentioned territories. On the other hand, the armed Prizren League struggles have forced also different time even the Congress Berlin’s powers to change the out going borders in front of Albanians. But, at last and not at least, these great powers forced Ottoman Empire to react violently against Albanian natural will, as Turkish and Montenegrins, Serbs and Greeks together oppressed the League Prizren efforts setting Albanian territories under Orthodox neighbouring already the emerged states. ===Geopolitics in the first place=== According to the political analysts, who believe that the mostly Muslim religion of Albanians is the “engine actor” of the bad Albanian historical achievements, the lack of success in its attempts for political unification of Albanian territories, at the mentioned historical era of League of Prizren, there was the “Turcophile” approach of Albanians oriented towards the East, instead of the West! But, they may have right on this approach but no phenomenon can be one-dimensional at all. Theoretically they (the annalists) seem to be right, but practically not, as the political history does not develop by mathematics progress rather than geopolitical equilibriums. At time “this today rationale estimation” seemed to be a virtual possibility, instead a real geopolitical reality. These analysts, recalling the glorious National Catholic era of Albanians before and during the Skënderbeg epoch, do criticize strongly the Muslim Albanian approach! But, on the whole it seems to be unavoidable geopolitical phenomenon, as the “West” for almost two centuries had supported the Ottoman Empire considering it a hindering stronghold against the Orthodox Russian expansion into their doors. The “West” in effect ignored the historical fact that Albanians has been part of this barrier for Russian efforts to force their way into Mediterranean. But, as the old continent it self was feeling the clash between two worlds, whenever the Albanians were to strive for national unification that would be a reflection of this conflict between the East and West. Unfortunately, as always, there are the winners who write the history, which does not mean absolutely by the rightfulness. The Orthodox Russia, that began to dismantle the Ottoman Muslim Empire, at time penalized Albania considering its mostly non-Orthodox religion, instead of their Muslim one. Formerly the difference in religions of Russia the winner and Turkey the loser, there was penalizing Albanian nation, but sure the core was the political Orthodox power within the East and, Russian Orthodox expansion towards Mediterranean. It was also confirmed, later by the history, that the political equilibrium between Western Catholic countries and Eastern Orthodox ones was pending in favour of Orthodoxies or to the satellite Albanian’s close chauvinist neighbouring in the region. According to Aurel Plasari, who cites G. Schiró’ s book, The Albanians and the Balkan Question (Original title Gli Albanesi e la Questione Balcanica, page number: 48) the League of Prizren was not wishing to confuse the Albanian cause with the Muslim one, and therefore stood apart and did not confuse itself with Bosnians. But, however the Prizren’s League efforts for political unification of Albanian territories were in vain and, unfortunately, unsuccessful, the western traditional approach of the Albanians there was showed later clearly, as they struggled the goal to spearhead a movement to develop Albanian language, tradition, literature, education, and culture. Within this political context, Albanian leaders met in November 1908 in the town of Manastir (today Bitola, Macedonia) and adopted a national alphabet, based mostly on the Latin script, which supplanted several other alphabets, including the Arabic and Greek ones, which were in use until then. By then, Albanian League had become a powerful symbol of Albania's national awakening and its ideas and objectives fuelled the drive that culminated later in their struggle for the national independence. Therefore, the Albanians undertook arms, which at last in 1910-1912, forced the Turks to agree but also most of the Western Powers, in effect to grant the Albanian democratic demands. On the flip side of this political development the efforts of the Albanians strengthened the anti-Albanian sentiment amongst its Balkan Greek Slavic orthodox neighbours. These Orthodox neighbours’ countries had already planned to partition off the region. These Orthodox Countries had gained their independence before Albania and had started to plan the Albanian territories partition amongst each other! On the whole, alarmed also by the prospect of Albanian autonomy, the Orthodox Balkan countries have declared war on Muslim Turkey on October 18, 1912, and Greek, Serbian, and Montenegrin armies also advanced into Albanian territories. ===Some meaningful political events=== According to the book Political Confrontation in Albania, 1897 – 1942 (Page number 66, original title Ballafaqime Politike në Shqipëri, Published by Editing House “Neriada” Tiranë 2000) of Sejfi Vllamasi, a very significant political exponent of the meant period of the Albania’s history, Nikolla Pasic, the then Serbian Premier, has organized a meeting in Belgrade with Nexhip Draga, a leader of Albanian nationalist Youth. Pasic has proposed to Draga a cooperation of Albanians with other Orthodox Slavic regional countries against Turkey. Proposal, which was well come firstly by Draga, but when demanded by Draga about the conditions of such cooperation, Pasic has replied that these countries have agreed about a separated Albania, which would cover the Albanian territories from Mati River to Vjosa one! Such reduced and ridiculous Albania, says the author of the book (Such Albania could left out many other prefectures as those of Dibra, Berati and Elbasan, of the later configured modest Albania by the Ambassadors Conference of London in 1913) has made naturally Draga very nervous. - :“As for such Albania, we (Albanians) would prefer better to fight side by side with Turks against you.” - has replied Draga to Pasic. On the other hand, the Albanian nationalists, led by Ismail Qemali, an Albanian who held several high positions in the Ottoman government, seeing the development of the situation, reacted immediately, in effect. Ismail Qemali for different legislatures President of Turkey Parliament, Governor of Tripoli (Libya) and Konstanza, (Romania) pushed by dangerous menaces abandoned the Turkish Parliament and moved out in European Institutions for separating Albania from Turkey. Qemali held a special Congress in the city of Vlorë, seeking to prevent the annihilation of Albania and, on 28 November 1912, the Congress issued the Vlorë Proclamation, which supplanted the before autonomous Albanian aims and issued a “de jury” Albania's independence. - “Albania is separated, free and independent” – it is said to the document approved by and the red Albanian flag with two eagle’s heads, after five centuries of the Ottoman invasion, there was set in most of Albanian cities. But, in the meanwhile the Albanian territories bordered with Greece, Serbia and Montenegro there were massacred with inhuman atrocities by their respective Orthodox states, which by the help of the big brother Orthodox Russia, the Triumphalist, had obtained before the independences from Ottoman Empire. ==Part III== ===The World’s geopolitical axis interests and a modest independent Albania=== Shortly after the Balkan allies defeated Turkey, and Albania had proclaimed separately its independence, the Great Powers (Britain, Russia, France - Austria-Hungary, Germany and Italy) re-convened on December 17, 1912 in a conference of their respective ambassadors in London to decide about the Albanians territories, which were ever between Latinos and Byzantine, West and East, Muslim and Orthodox. In effect, they sought to settle the outstanding issue rose by the conflict and, with support given to the Albanians by Austria-Hungary and Italy, the conference agreed to reaffirm the independent state of Albania. The Conference of Ambassadors in London in 1912 -1913 in ending the Balkan Wars, proclaimed: “Albania is a neutral country; its neutrality is guarantied by the Six Great Powers”. But, differently from what was declared the Albania’s neutrality made a country whose land there was, and is yet, always considered of no one, and not of alls too! This country of Albanians from 80,000-Km squares (1871) it was reduced in 28,000 Km squares giving the unique example of a country bordered with neighbours ones whose people have the same nationality, language and culture! From the phenomenon which sure there has always been out the “Hackle’s heel”! “…From its geo-political, historical and cultural position, Albania has been a crossroads and a transit zone…. Cultures and civilizations have collided and mixed here in some very strange ways. Our culture and literature still lack a definitive study of these crossings of cultures and civilizations. Historically, however, we know that the West always passes through on its way east--since the Crusades. Populations have also moved west, but usually when military forces from Asia have come in. We can count here two centuries and more of Slavic presence, [followed by] five centuries and more of the Ottomans [beginning in the late 14th century]. I believe this is a special characteristic of Albanian culture. I don’t say this doesn’t describe other cultures, but at this level of confusion and mixing, I believe it is characteristic of Albanian culture. Whether such mixing and blending influenced Albanian politics positively or negatively--this is a different case”. (Aurel Plasari the same interview made to GjeliVizion in July 2001) And the London Conference sort of proclamation, (“Albania is a neutral country; its neutrality is guarantied by the Six Great Powers.”) confirms once more the geopolitical historic position the Albania had and has between geopolitical parts. It tries to set it to what has became an “Albania’s neutral geopolitical role” in the modern time. That aim of neutrality possibly could have been instituted during more peaceful times, but such neutrality between the rival geopolitical interests of the world’s Axis at that time seemed more likely to move from conferences into conflict. As a matter of political analysis, rather than a politicised statements, we should say that Albanians have paid on their cost, losing their own close interests, the needed geopolitical neutrality between the opponent six great powers. For long decades and terribly ones such geopolitical “neutrality” been translated by violent partition off Albanian territories. Such geopolitics resulted to predefine a division of Albanians and a double dualism of the ever Albanian political psychology. That historical London Great power’s decision made possible that Albania became a “bridge” on which every one wanted to use for passing through, but never to live and construct on. Meanwhile, the division of a Nation does make us to suppose that it has been implemented for ruling Albanians more simply on the favour of other political powers and interests. The ancient Roman Empire strategy “Divida Ed Impera” (divide and rule) there was already a reality through the Albanians, who in fact have paid on themselves in all the last and long century! “The words of Carlo Levi for Eboly “no one has touched this land just as occupier, enemy or as a visitor who doesn’t understand” – do have a value which do impress for the Albanian land”- says Roberto Morozzo Della Rocca to his book Religion and Nation in Albania, 1920 – 1944. (Page number: 19) ===Austria-Hungary and Italy approach=== In effect, the subject of partitioning off the Albanian territories dominated that long London Conference of Ambassadors. Historically and unfortunately, the subject of partition was also obsession of parts of the axis that supported the foundation of a new Albanian State, mainly Austria-Hungary and Italy. These “Western” powers believing that Russia, a Slavic nation, was encouraging the growth of a new predominately Slavic State, stringing the regional balance of powers in favour of Russia and against them, on 8 May 1913, by a secret agreement, planned a possible occupation of Albanian territories, if the occasion arose! Such meant issue would take action if the Austrian-Italian own propositions for establishing the Albanian State failed in front of the others of the London Conference. According to this Austria-Italy secret agreement, now well known, Italy could occupy the then Albanian territories, on the basis of parity of interests, in the South and in North Austria would occupy it. The rationale for this division seemingly stemmed from the belief that Austria wanted in so far for preventing a possible extension or occupation of Serbian-Montenegrin chauvinism into Northern Albanian territories. For Italy, it would have a similar effect in preventing the expansion of its own traditional rival Greece in southern Albanian territories. Probably, if that had happened it would have given an end to Serbian and Greek chauvinism towards Albanian territories and it would have surely helped in the founding of a “natural” geographic Albanian state. But, at last but not least, unfortunately, in drawing the borders of the new state, owing to strong pressure from Albania's Balkan Orthodox neighbours helped by Russia and France, the Great powers largely ignored demographic realities. They ceded the vast region of Kosovo to Serbia, while, in the South, the greater part of Çamëria was given to Greece. Since then, this partition off Albanian territories and population in different Balkans states resorted negative reactions and violence in the region. The London Conference of Ambassadors, which lasted eight intense months centering on the issue of Albanians and the Albanian territories in the Balkans, made of these last a subject of the geopolitical logic of two rival axis’s discipline, composed by Austrian-Hungarian, Germany and Italy in front of that of England, Russia and France. “We are speaking of a conference where the Albanians themselves did not participate. Many writers claim they were not even invited! That may be true…. But at the meeting of ambassadors in London we are speaking of, the Albanians were not participants. True, we can say they were not invited, but we are entitled to say that Albanian politics [at that time] was not organized at a high enough level to enable them to participate and influence the decisions made.” - according to Aurel Plasari (the same interview made by “GjeliVizion”) but in effect, the Albanian’s will did not get mostly considered. They (The Ambassadors of Conference) did not recognize even the Albania’s provisory Government of Ismail Qemali. ===The role of big Russia penalise Albanian case=== The geopolitical configuration of the six opposing Great Powers brought the controversial political approaching by which the first axe sow the Albanian territories of Balkans as a possibility to limit the Slavic extensions into the region, while the second one, in contrast, as a possibility of Slavic extension in the Balkans. As result, Albanian territories inevitable were considered as bone of discord instead of neutral territories guarantied by the Six Great Powers, as it was declared officially by the conference. According to The foreign Politics of Austria-Hungary from the Bosnia Crisis of 1908 up to the end of war in 1914, Vienna and Leipzig. (Original title: Osterreich-Ungarns Aussenpolitik von der Bosnischen krize 1908 bis zum Kriegsausbruch 1914, Vien und Leipzig,) cited by Arben Puto to his book Albanian Case Within International Acts of Imperialism Periods, (Original title: Çështja Shqiptare në Aktet Ndërkombëtare të Periudhës së Imperializmit Editing House “Shtëpia 8 Nëntori, 1987, page number: 192.) The role of Russia and its historical scope to control the Balkans were a determinative force during the London Conference of Ambassadors. To be more accurate, while in front of the very clear Austrian-Hungarian option for not permitting partition off the simply entirely Albanian parts from the newly emerging Albania, the Russian Ambassador determinedly has declared: :“Accepting the ethnical principle for the base of the future Albanian State, as much as well possible and justified it can be, we make the case just irresolvable.” :Here a Map of 1861 and respective region’s population (attached with number 2) Analysing this official Russian stance at the London Conference, which has been also stoic one in the long XX century, we can simply certify once more Albanian ethnic and natural domination of those territories. At the same time, Albanian territories were officially declared in London as respectively dominated by their ethnics by Greece and Serbia memorandums. Albania’s two neighbouring orthodox Slavic countries using the old classic strategy of wars: “Occupy as much as possible to release later as less as needed effectively” - had already begun their occupation, making atrocities to more than needed on Albanian territories. Greece had arrived at the seaport southern town of Vlorë; while Montenegrin and Serbs have arrived to the Northern Shkodër one. Serbian Kosovo’s military actions were at the unimaginable dimensions. Such events registered clearly, once more, in the minds of Albanians the sort of regional chauvinism that would be most dangerous for them and for long. Here a map of the today Albania (attached with number 3) Albanians were present at least in London According to British Documents on the Origin of War, London 1934, cited by Arben Puto at the same book, ACWIAIP (page number: 232) Mehmet Bej Konica and Filip Noga, the representatives of the then transitory Albanian Government, told the London representative H.C. Norman that, - “The Albanians historical case and fate is being decided without their own (Albanian) will and their territories are going to be defined and configured for preventing a break between Austria-Hungary and Russia, for which Albanians are not responsible and with which Albanians have nothing to do.” The two eminent Albanian representatives, for the then possible annexing of Kosova to Serbia, have declared to Norman, that the economical life for Northern Albanians would be impossible in such possible partitioning off Albanian Northern territories between the ongoing Albania and Serbia. Albanian representatives have also added to the meeting with Norman that they were also afraid that the same would be in south Albania where the fields in southwest of Janinë (Ioánnina, present-days in Greece) had the same meaning for the rest of southern Albanian territories. “It would never be possible by economic means because Albanians of Albania would be deprived from all live`s work, food and other goods by neighbours countries and that would bring conflicts always between them. While, the Albanian majority who will be under Greek and Serbian States will never be surrendered to those administrative systems and that will bring also permanent revolts.” - have stated Mehmet Bej Konica and Filip Noga to British Representative. :Here a map of Balkan in 1861 and its respective populations (attached with number 4) In fact, these Albanian historical declarations were simply prophetical ones for the future of Albanians and the Balkans, but at the time the vital interests of a nation were on trial by geopolitical interests of others. Albanians needed to defend their places by all parts and total regional chauvinism. Thereafter, Kosovo and the Çamëria remained troublesome issues in Albanian-Greek and Albanian-Yugoslav relations. For more, even the Albania’s Orthodox neighbours would be ever interested to have always at their doors a non-stabilized country, which was going to be forever a natural “engine aspiration” for unification of their Albanians under respective Orthodox states. On the other hand, the new modest independent Albania, because of a really and ever dependence by all economic and geopolitical means in the other Balkan neighbouring countries, would have for long decades a fictitious political, economical and cultural independence. As such they would be ever in antagonist way interested to swallow entire that country too. Albania’s territories from Satellite (Attached with number 5) ===The British stance significant=== Sir Edward Grey, the then British Foreign Minister and first British representative to the London Conference of Ambassadors has stated, “(it) must never been forgotten that during the endeavouring to find a such solution, the main goal has been to safeguard the agreement between the Great Powers and, if the decision on the new Albania has secured this, that has done the best in vantage of peace in Europe” (The rise of a Kingdom, London 1929. cited by Arben Puto, to the book Albanian Case Within International Acts of Imperialism Periods, (ACWIAIP) page number: 293) The British stance during the London Conference clearly demonstrates that the six great powers were not interested in the fate and vital interests of a nation, but only in their own geopolitical interests. In fact, London, which has been a key actor during the conference, since the beginning of the fall of the Ottoman Empire, has always looked for a Balkan country to realize its geopolitical strategy aiming to impede Russia expansion towards West. At a before period, British Liberal voices have given concrete means to an United Albanian State project in Balkan, as the best possibility to make real such barrier for the Orthodox Russia and its Orthodox satellites in Balkans. But, unfortunately for Albanians, and gratefully for Greeks, the before Conservative British government of Benjamin Disraeli (1874-1880) has opted Greece, instead Albania, to realize such geopolitical strategy. The later British, however influenced by evolution in coming of the Easter Rebellion in Ireland (in 1916) which has marked the beginning of an increasing desire for independence in many of the British colonies, at time hosted tangently by political means the division of the Albanian territories, promoting to give its significant part to Greece state. On the way, British have backed up materially and economically Greece for distancing that country from the Orthodox Big Brother Russia. Naturally, Greece by such geopolitics was made a very privileged state of the region and the later Communism Revolution of Russia in 1917 has been another “actor”, which chanced more such Greek distance outlined by British. But, such geopolitics, not only British, made possible that significant part of the role that have had Albanian territories before, as a natural link between west and east, be transferred significantly to Greece. This new geopolitical role, since the era maintained for long by Greece, has helped a lot the prosperity of this Balkan country and British ally, but has impoverished mostly the Albanians, who during the Ottoman occupation had enjoyed a good economic level. ===The modest and “neutral” Albania=== Finally the London Conference of Ambassadors decision and similar aspiration in 1913 divided judicially the Albanian territories amongst Greeks, Serbs and Montenegrins, leaving apart a modest Albania, outlined politically as a geographic distance between “West” and “East” and their respective antagonist cultures, religions and interests. At last but not least, such Albania there was very possibly made just to avoid a very possible throw down between the two different and antagonist worlds, but it never became a political neutral actor. In fact, on the contrary, it could be soon a battlefield of the parts, which moved from conferences in conflict soon! As a result, whether that new ongoing Albanian state would be viable with about one-half of Albanian lands and population left outside its borders, especially since these lands were the most productive, surely it was a big doubt even to those who supported the issue. The Ismail Qemali Government considered as filo-Turk resigned by January 24, 1914, and other Governments, which were considered as Filo-Italian or Filo-Yugoslav, resulted soon failed too and so on... ==Part IV== ===Prince Wilhelm Zu Wied and the “neutral” Albania=== The Six Great Powers in order to guarantee the geopolitical neutrality of the country did not appoint a Turkish, French or Albanian Prince, but a German one. Based to Bulgarian Ferdinand Prince experience that just found the possibility cut off the dependence with Turkish, the candidature of German prince Wilhelm zu Wied there was seen as the best. Duke de Monpansie, from Bourbon French Family was another candidature for ruler of Albania, but Izet Pasha was a Turkish Candidature offered by Young Turks, both resulted lost ones, in effect. However it seems that the reccomander Countries of the lost candidatures did not resign from their own interests in Albania, Wied has been considered the best candidature by Six Great Powers, but as well by majority of Albania politicians who agreed on the Wied candidature. “Prince zu Wied's determination to keep the policy of the Albanian State on an European track is shown by his attitude to the war. When Austria-Hungary entertained ideas of harnessing the Albanian state after its own policies and hurling it into war against Serbia, the chiefs of Kosova such as Hasan Prishtina, Isa Boletini, and Bajram Curri saw in this an opportunity to liberate Kosova, and accepted the offer, without calculating the devastating consequences this might entail for the Albanian State. Wied declined the offer, refusing to declare war on Serbia because Albania was a neutral state. This was not a "denial of the cause of Kosova" as some have striven to portray it. In his reply to Austria-Hungary, the Prince said that, although he was convinced like all the Albanians that these purely Albanian lands that had been unfairly granted to Serbia must be returned to Albania, but he could not enter into war because of domestic difficulties, and also because Albania was a neutral state guaranteed jointly by the great powers”. (Aurel Plasari, Line of Theodosius Reappears, page number 30, extracts from Meditation on Albania from Wilhelm, the Albanians Prince zu Wied 1917. (Original title: Denkschrift über Albanien von Wilhelm, Fürst von Albanien, Prinz zu Wied, 1917) Seemingly the zu Prince Wied there was a “pawn” of a wronged and conflictual politics of Great powers, as the separated Albanian lands have complicated too much his ruling of the fragile modest independent Albania, between the Orthodox neighbouring countries. On the other hand, Wied there was the first western person to know that the neutrality of a country has nothing to do with the political chaos installed in the Albanian modest state, since the very beginning by the conflictual will of the antagonist parts. Wied as representative of Austro-German interests during the Albania’s ruling approach was forced to face mostly with the Greek and Serbian Orthodox challenges respectively in south and north Albania, as time by time, they invaded those territories with massacres. Such significant events seemingly were hosted politically by Russia ever Allies of Greek and Serbs, but British and French difference with Austro-Germans has helped a lot too. According to Ferdinando Salleo, an Italian historian and diplomat now Italian Ambassador in Washington (His book: Albania, six month of kingdom) the prince Wied himself, in a book of remembering, would complaint in repeatable way for Italian, Russian and French intrigues. Also for their regional allied countries swindles, “immunity which enjoyed Greece for all own machinations, but also the “neutrality” of Germany and England, has made impossible the execution of working by His own and this made its short destiny of Kingdome in Albania”. (Published in June 2002 by The House of Communication and Books, Italian Culture Institute. Page number 57) Sure the experience of Prince Wied proposed and supported by political west or then super powers to rule Albania is really significant even today, because his case was the first one but not the last. The two countries or then super powers, that were supposed to support fully the Prince, there were Italy and Austria-Hungary. Rome also Vienna saw Albania as a door to Adriatic and Jon seas. The controlling of these seas would mean supremacy in the region for both Countries, but the war for sphere of influences was done using every possibly means to grow up the prestige of one or the other power! This all was in functioning of a political competition between the two Allies, which sure instead of helping damaged the fragile “neutral” Albania. According to Ferdinando Salleo (the same Book: Albania, six month of kingdom, pages number 138) the press of those days does write with sarcasm for the rivalry shown between the two countries in Albania! I.e. “when Italy has sent two automobiles in Albania of Wied, four days later Austria would send the same number of automobiles; when the Austria Government has opened a School in Durrës, also the Italian Government would open another one but trying to some thing more than Austrians!” And in fact all the Wied reign was characterised of such sarcastic and rivalry support by the two countries! ===Internal complication for the prince=== The Albanian political dualism in unifying or separating the Albanian territories with the modest Albania also complicated the ruling of Wied in the Land of Eagles, as on the other hand, the neighbouring Orthodoxies were making the impossible to stop the general Albanian ever dream of unification. In addition, Muslim religious belonging of the majority of Albanians and its Turkish influence has been also a serious challenging to German Prince Wied. Such challenge, hosted by Young Turks, resorted an extreme controversial revolt nicknamed by the name of its leader Haxhi Qamili revolt. In fact, the main impetus for this movement came surely from the East, from the Young Turks, who, jealously eyeing the European bias of Wied's policies, exploited the feelings of a section of the Albanians in order to return Albania to the imperial fold. “It’s clear message there was the return to Turkey against the liberty of Albania. In the history of our country there would be really difficult to find another terrible dishonour as that of Haxhi Qamili revolt”- would say Ismail Kadare, Albanian well-known novelist, a Nobel-prize candidate for many years, in relation with revolt of Haxhi Qamili in a public pronunciation during 2001 . For more, according to Abaz Ermenji’s book The role, which had Skënderbeg in the Albania’s history, (original title: Vëndi që zë Skënderbeu në historinë e Shqipërisë, Romë, 1968, page 347-348) the secretary of the Romanian Legation in Durrës at that time, Prince Sturdza has described that situation as covered by influence of foreign agents in Albania. As such, according to Prince Sturdza, any good and constructive initiative in the then Albania was doomed to failure. Whatever way you followed, your neighbours, close or distant, would do their utmost to block your path. Even if you were polite and straightforward, foreign agents would do all they could to upset you, until you seize a gun and set yourself into an uprising. Weapons and money penetrated the borders from all sides in the service of the foreigners' destructiveness and ambitions. “When a British colonel G. Philips, former commander of the international forces in Shkodër, conducted talks with the rebels in order to make them obey to the Prince and the Durrës Government, he met some representative men: The first seemed to him a Turk, the second looked like a Greek priest, but none of them resembled an Albanian” – says in the meanwhile Aurel Plasari, by his book Line of Theodosius Reappears (page number: 29) (This is confirmed also by Ferdinando Salleo, his book Albania, sic month of Kingdom, page number 108) At last and not least, the ruling of Prince Wied in Albanian modest state, which was found by a difference between the great powers, instead of well understanding between parts; the unfamiliarity of the Prince him self with the country tradition and its typical conflictual state organized at such approach since the beginning, was going to an unavoidable failure for the German prince. Whereas, its typical problems brought especially by its expansionist orthodox neighbours and the still influence of Turks, which confirmed once more the no-neutrality of the country amongst others, compounded also by complications arising from the outbreak of World War I, forced Wied to leave desperate. ===Albania after Wied=== Wied arrived in Albania in March 1914 and left six months later in September, in effect. But, such political historical happenings confirmed once more, later too, that the Great Powers decision for a modest neutral Albania there was a fictive decision as the country plunged soon into a new bigger crisis by the World War I. The armies of Austria-Hungary, France, Italy, Greece, Montenegro, and Serbia invaded and occupied Albania’s territories. According to Ferdinando Salleo (Albania, six month of Kingdom, page number 122) “Epitaph which Italian diplomacy has conserved for Wied (possibly impartial and sure negative) can be found to the telegram that Carlo Durazzo, an Official of Italian Embassy in Albania, sent to Rome, some days later Wied left Albania: “The Prince (…) was forced to abandon the country who too many hate and disdain, a few compassionate, and no one take care.” It was a time when Albania was left without a ruler and the world axis did not need a neutral geopolitical Albania, since they were in war. It was time when every neighbour country wanted part of the Albania’s territories. Albania was left without any political leadership or authority, in other words, in total chaos! That was a clear figure of an “independent” country in total dependence of others! For more, another Conference with the same old inspiration there were developed secretly in London in 1915. This conference has issued a Treaty, which had predicted a formal dissolution of Albania as it had annexed the Albanian seacoast town of Vlorë to Italy. According to the book Albania and USA in the archives of Washington of Harris Silajdjic (Original title: Albanija i SAD Kroz Arhive Vasingtona, translated in Albanian by Xhelal Fejza, published by Editing House Dituria, Tiranë 1999, page number 109) by this secret Treaty of London, it is clearly said that, “Taking the bay of Vlorë, Italy is totally forced to not contradict eventual demands of France, Britain, and Russia, in case they will want to divide others Albania’s parts of south and north among Montenegro, Serbia and Greece.” Seemingly, England still supported Greek territorial claims to southern Albania especially to towns of Korçë and Gjirokastër. France supported Serbian claims to northern Albania, especially to town of Shkodër. Italy its self, because it would have no naval base on the Adriatic Sea to protect itself from possible Yugoslav attacks, wanted Vlorë seaport by any means. On this way, another subsequent secret agreement, this time between Italy and Greece was making still the partitioning off Albania imminent. On July 29, 1919 Rome has singed an agreement (known as Tittoni-Venizelos Agreement) that predicted the division of Albania amongst Italy and Greece! But, this Italian Greek secret agreement there was found out and then Yugoslavia suddenly, as never before, supported the concept of a completely independent Albania! Yugoslavia acted especially against of the Italian mandate over the rest of Albania, which would threaten Yugoslavia's own territorial ambitions in Albania. ===The internal complicated political situation at the era=== In the meanwhile, just only Austrian-Hungarian Military Army, which during the time had under their administration most of the modest Albania’s territories, were showing sings of tolerances in front of Albanians, who have already organized an offensive against all the occupiers. On November 11, 1918 there was signed an agreement of armistice between parts -- Austrian-Hungarian Military Army and Albanians armed. This was sure an unavoidable modest Austrian tolerance contradictory to the London secret Treaty, but at last later there was also decided that the Allied Military forces should stay in Albania until a later Peace Conference of Paris, which was going to decide again internationally about the Albania’s very fate. Sadly, by the next era, the Albanians and the modest “neutral” independent Albania, in need of foreign benevolent international support, on the contrary facing the intriguing international situation and its severe geopolitics have resorted a deeply divided political spectre of Albanians. As a natural result even Albania’s internal politics were more perplexed than ever. The political furore caused by foreigner will and their aim to dissolute the country was hardly detrimental to them. Since then when some part of Albania’s politics did respect the Italian approach in front of the country, the others because of other influences did respect the other Serbian or Greek ones and on. As it is obvious, Albanians have reacted against the political chaos in country, but they could arrange different groups and approaching to oppose that status quo of the chaos. Therefore, on December 19, 1918 a group of Albanians patriots organized a meeting in Tiranë and another group on December 25, 1918 organized the second one in Durrës, with the same aim to oppose the terrible situation. At last, fortunately, by these two meetings there was founded a Government nicknamed the “Durrës Government” headed by Turhan Pashë Përmeti, considered later as Filo-Italian, in effect! In the mean while, as unavoidable unfortunate result to such internal political situation, but external too, Albanians were represented by different Albanian delegations at Paris Peace Conference, on January 18, 1919! The then Albania’s Government has sent its delegation headed by his premier Turhan Pasha, Mehmet Konica and Mihal Turtulli. Albanian colonies abroad have sent another one, which agreed mostly with the approaching of the Albania’s transitory Government, but Esad Pashë Toptani, a former Interior and Defence Prince Wilhelm zu Wied Government Minister, who since the beginning had formed another Albania’s Government, has sent another different one! The groups pretended to represent the Albanians interests but in different approaching! Each of groups did see differently the situation and solution in the country within the regional complexes, in effect. But, as Edith Durham, a very famous English woman and a Balkans’ studious of the region’s ethnography and author of several books about Albania, has written to the epilogue of her book HIGH ALBANIA (London, Edward ARNOLD, Publishers to the India Office, 1909) “I cannot write FINIS for the END is not yet” the history even this time told the same in front of Albanians political fate! ===USA saved a “de jury” Albania in Paris peace Conference=== According to the book Albania and USA in the Washington Archives of Harris Silajdjic, (Original title: Albanija i SAD Kroz Arhive Vasingtona, translated in Albanian by Xhelal Fejza, published by Editing House Dituria, Tiranë 1999, page number 64), among the members of the Albanian delegations, in the Paris Peace Conference, there were deeply divergences, but beyond these, the three different Albanian delegations were, in fact, concerted to a common idea. They did agree, by different approaching, on that that USA must be designated as the best country to protectorate the modest Albanian state. In the meanwhile, Esat Pashë Toptani, who, differently from both other Albanian delegations at Paris Peace Conference, could organize and meet before the conference the US President Woodrow Wilson in a special meeting, (the same book Albania and USA in the Washington Archives of Harris Silajdjic page number 120) has expressed, to the meeting with Wilson, absolute will of all Albanians about an USA protectorate of the Albanian state in the complex regional situation. But, especially very differently from both other delegations, Toptani has contradicted determinately “the geopolitical neutral role” of Albania and, has asked that Albania be part of Allies. On such approach Toptani has always followed differently from others the then political history of Albania, but unfortunately this was a weak voice in the terrible chorus of a “neutral Albania” leaded by instrumentalized Italian, Greek and Serb voices. As an unavoidable result, even Toptani was part of this terrible chaos as he was forced to ally for surviving politically some time with Greece and other ones with Turks. But, following these historical events we must remind that USA was presenting it self for the first time on the regional geopolitical history and that did represent a very decisive “actor” towards peaceful and a possible permanent solution. Unlike the other Allies, which had mostly military presence in Albania, USA had only mostly humanitarian one in the country. US American Red Cross was present since February 26, 1919 in Albania and had helped a lot to easy the Albanian suffering. Albanian Schools, Medical Ambulances were founded with US American Red Cross help and assistance. At last but not least, USA, because of having not strong direct interest on the region, there was seen, by all Albanians, as the guarantee to establish a natural and rightful solution of the region in total complex and contradictory interests. The USA’s Albanian immigrants who were organized in private organizations, which had their own newspapers had a great contribute to make sensitive USA politics on the Albanian case in Balkans. Btw, at Paris Peace Conference US delegation has dynamically intervened when Albania’s delegation members Mihal Turtulli and Mithat Farshëri were not permitted to get in France for participating to Conference. US have declared that France and Italy want to prohibit entering in France of the persons who have different opinion. Sure, at the era, even USA was deeply preoccupied of the Russia determination in the region and interested to not allow that happens further. In fact, then the other Europeans seemed to be a bit withdrawn to such approach in front of Russia expansion in the region. Very probably this European political perplexing there was happening because of the difference these countries had in various areas of Balkans. USA, differently from other Allies, has sent a verification and investigative Commission to investigate independently about the realities in Albania, and in the region, which helped a lot in sensibilization of Americans and other international opinion for the Albanian issue. According to Albania and USA in the Washington Archives of Harris Silajdjic (page number 58) Members of the investigative and verification Commission cited very often Edith Durham, the very famous English woman and the Balkans’ studious of the region’s ethnography. Durham, the author of several books about Albania, at time there was the Honorary Secretary of a then-named Anglo-Albanian Society. (In fact, Albanians feel very honoured, until now days, by the work of this genius and generous English studious, who has been lover of Albanian tradition and history, but for more a very important fighter for Albanians rights. Today in Albania’s Tiranë capital there is a main School, which maintain her name as a sign of gratitude of Albanian people towards her contribute on the Albanian cause.) As a natural result, incidentally at the Paris Peace Conference the extinction of Albania was fortunately averted largely through the efforts of US President Woodrow Wilson, who vetoed a plan by Britain, France and Italy to partition off Albania amongst its neighbours. The proposals of Wilson named as “Fourteen Points” designed to establish the basis for a just and lasting peace in Balkans following the victory of the Allies in World War I. Between others the US President basic principle of defending the small people, supplanting totally the precedent London Secret Treaty of 1915, saved a modest Albanian state. But, beyond all, unfortunately, Paris Peace Conference did not designated Albania protectorate of USA and, Italy has taken the demanded role in the seaport of Vlorë bay, as military Italian troops were already in camp! But, on the other hand, Albanians got courage from that Paris Decision and the American will, taking their own fate in their own arms. ==Part V== ===Every thing has a limit=== On January 21, 1920 an Albanian National Congress there was held in the Albanian town of Lushnjë, which laid the foundations of a new Albanian government. The Congress at the same time produced a constitutional act declaring the full sovereignty of the Albanian people, and declaring the Durrës Government, as it was appeared to be Italo-phile and could not cover its National duties, to be illegitimate. Therefore was created a council of four members representing each of the four religious communities in Albania: Sunni and Bektashi Muslims, Orthodox and Catholic Christians. It also elected a 37-member senate with parliamentary responsibilities. For more, avoiding anachronistic quarrels among supporters of Durrës, Shkodër, Vlorë, Krujë, Korçë, Elbasan, and Berati, the Congress decided Tirana modest town as the capital city and on 9 February installed the national government there. “It tore up the plans of the great powers to divide the Albanian lands into three. In its telegram sent to the Peace Conference and to the great powers, the congress made it known that the Albanians would shed their last drop of blood against any decision jeopardising their homeland's territorial integrity and national independence. Strong protests were sent to the British, French, and Italian governments. In the telegram sent to the parliament and senate of Italy, which had at that time become the most dangerous enemy of Albanian independence, they wrote: "The Albanians are willing to die rather than be passed from hand to hand like a flock of sheep and becoming the chattels of those directing the diplomacy of Europe today.”" (Aurel Plasari, The Line of Theodosius Reappears, part X, page number 50) Europe looked on in surprise at the resurrection of the Albanians. All the old geopolitical schemes seemed to be reduced in the country of ever scene of their respective geopolitical aims. For more, on June 1920 Albanian citizens, independently from the Government, issued an ultimatum calling on the Italian government to give up its claim to Vlorë. General Settimio Piacentini, who commanded all the Italian forces in the Vlorë district, replied with gunfire. Albanian volunteers ferociously attacked the Italians capturing most of the outlying places. At time terrific battles took place and the Albanians were driven back with severe losses, because of heavy gunfire from the Italian warships. But, the uprising in Vlorë created a spontaneous response from volunteers from every part of Albania since Muslims, Catholics, Orthodox, highlanders, lowlanders were in uprising for the national case in risk. There was no official Albanian army or other Albanian government action involved. That was people's uprising against a foreign invader. And on July 23, the Albanians, who had gained partial control of the Vlorë town, again savagely were attacked. As such, at last Italy was forced to agree and to evacuate the whole of Albania, including Vlorë. In addition, in order to force Yugoslavia to withdraw to the borders of 1913, the men of Dibër (present-days a part in Albania and the other in Macedonia) under the command of Elez Isufi liberated Peshkopia and at the end of August compelled Yugoslavia to respect the "strategic zone". When Yugoslavia counteracted in an aggressive fashion, volunteers were mobilised at the summons of the Tirana government, and the Yugoslav Army was, once again, shown where the borders were. Then, Korçë was united with Albania and the French forces withdrew from there. On 18 May, Greeks and Albanians signed the Kapshticë Protocol as equals. As an unavoidable result on September 2, 1920, the last Italian troops left Vlorë, and this Italian withdrawal considerably strengthened the prestige of the Albanian people all over the world, but at last but not least, on 17 December of that year, with the help of Britain also, Albania gained admission to the League of Nations, thereby winning for the first time international recognition as a sovereign nation and state. ===As before a factiously Albania was made it was difficult to make Albanians=== As this independent Albania since the beginning was factitiously made, it was really difficult that the Albanians were going to be made due, as it was forced to survive just under the regional help! Like a fatal coincidence or... once again, the Albania’s political future there was forcibly reduced to the good or bad will of the neighbours! In fact, that was going to strengthen a fatal crystallization of an ever more severe and conflictual difference of the ever-Albanian political spectre. Every part of Albania’s political spectre to gain political power should opt one of the neighbouring country political and economical assistance, or the next rival country policy. The same needs were even to survive politically in power. As it became apparent the history was never allied with Albania’s fate, which at the important historical era, economically, there was still amongst the medieval levels. The 500 years of Turkish occupation not only has not help Albania to found the needed bases for a modern economic developing, but that has delayed and left it behind the others. The ever conflictual approaches of neighbours countries and their chauvinism against Albania has helped a lot to deepen this medieval level of the country of eagles. In addition, Albania has gotten its independence at a time when entire world was facing an impoverished era, and as a result it was situated in front of a big international financial disadvantage in comparison with the precedent situation, on which the other Balkan neighbouring countries have gotten their political independence. According to a report released on May 1923 of Dr. J.J Sederholm, a Nation League Investigative Commission Expert on Albania, (Official newspaper of the Nation League released in May 1923, page number 504) supporting the need of Albania for economical credits there was stated that, in the case that the League of Nations wanted an Independent Albanian state that they would loaned a credit at least of USD 20 Millions. But, for sure the League of Nations has not accepted recommendations of Dr. Sederholm and did lay down his financial recommendation. In fact, Albania did not been govern independently by all means and some time allied with Yugoslavia, some other time with Italy and Greece and others… the modest Albania tried to survive in the coming geopolitical difficult years and decades. On the way, these regional geopolitics forced the ever leaders of the Albania’s respective political spectrum to be positioned with strong contradictions in respect of the Albania’s politics, as well as the same level of strong contradictions of neighbouring rival countries, respectively Yugoslavia, Germany, Greece, Italy and France in front of each other. ===Albania was configuring an internal geopolitical division=== As a mater of historical facts the difference between respective political priorities deepened by difference of respective neighbouring influence on the country. As a result the ever-changing status of political power became always characterized by violence. In addition, Albania’s individuals, because of their country’s neutrality “guaranteed” by great powers, resulted more divided than ever. A very important parts of the Albanian people were already part of different regional Orthodox states. These last countries sure still had their strong influence in the internal developing of the Albania in strong difficulties. Albania’s people, them selves, had started to underline more deeply the differences in Toskë (southern people) and Gegë (Northern ones) or Greekomen or Serbo-phile, Italo-phile or Turkomen! The Albania’s politics, from the mentioned era and on, were predefined to face absolute power of different individual, who with support of some of the neighbouring countries could control, by absolute personal power, politics of Albania! But, on the other hand, this made of respective Albania’s governing a fragile stability! This absolute personal power could be destroyed simply by physic elimination of the individual in power, hosted by neighbours’ countries. In fact, such phenomenon accompanied the rest of the Albania’s history. For more, by a fatal coincidence or by the fatal regional geopolitics, the ever-absolute leaders of the Albania’s political wings have been with origin from the different geographic parts of the modest Albania, respectively rightist from North and leftist from south! The Albanian political approaches of the year 1920 to the remained “independent” Albania reconfigured a deeply division of two groups: conservative (landowners) and liberal political forces (intellectuals, merchants and workers) which were respectively led by Ahmet Bey Zogolli and Bishop of the Albania Autocephaly Orthodox Church Fan Stilian Noli. Ahmet Bey Zogolli was bourn in the northeaster town of Mat, where he has spent his childhood and by where he has had his most political followers. While, Fan Stilian Noli there was bourn in an Albanian village of the eastern Thrakë, on whose banks he had spent his childhood at Greek schools, but has left soon for USA where he was graduated at Harvard, and from there has found the Albanian Autocephaly Orthodox Church. ===Physic elimination a new characteristic to Albanian politics=== Esat Pashë Toptani, with origin from central Albania, who differently from both other Albanian delegations at Paris Peace Conference, could organize and meet before the conference the US President Woodrow Wilson in a special meeting, considered as Nation’s betrayer there was killed in Paris on 13 June 1920 by Avni Rustemi, an Albanian democratic liberal exponent. But, Toptani elimination was not only physical but as well political one. In fact, this political assassination there was a manner unknown to the Albanians until then, but to be followed strongly with passing of political history of Albanians! On February 24, 1923 Ahmet Bey Zogolli, elected Premier and Interior Minister, on December 16, 1922, faced an attempt to his life by Beqir Valteri, member of “Young Albanian Union” very probably an organization supported by Avni Rustemi, who at last just wounded Zogolli. On 22 April 1924 a finalized attempt to Avni Rustemi life, has been one of the main factors to bring a popular revolt on the country, which resulted later in changing of political power. Whereas, the main political opponent of Ahmet Bey Zogolli, Bishop Fan S. Noli came to power in 1924 by the popular revolt, forcing Ahmet Bey Zogolli to flee to Yugoslavia. But, Bishop Fan S. Noli governing suffered from internal strong opposition, which was instigated mostly by neighbouring Orthodox countries and lack of the other international support. ===All the possible Government had the same difficulties=== “With the Governmental program of Fan Stilian Noli would be proud every Western Democrat, but the Government premier failed because of missing two important elements (my note: financial and foreign political support) without which, no one could implement such lines of radical reforms”- says Bern Jurgen Fischer to his book King Zog and the Struggle for Stability in Albania (Translated in Albanian by Krenar Hajdëri, published by Editing House “Çabej MÇM”, Tiranë 2000, page number 77). In effect, Fan Stilian Noli, as Ahmet Bey Zogolli before him, has demanded financial support by the League of Nations, request that was refused. But, for more, its most members refused even to recognize the Noli’s Government. On the other hand, even the regional support was refused to Noli Government. Belgrade refused to recognise that Government because of two reasons: firstly of the strong support it had by Albanian Kosovo irredentists and, the second because it was believed that Noli was an Italo-phile! But, in the meanwhile, even the Italian economical supports, unfortunately, were refused to Noli Government! Noli has demanded to Italian Government of Benito Mussolini an Italian Lira 100 Millions loan, but as Mussolini had signed an agreement with Belgrade for not intervening in Albania, for more because at time Mussolini was very occupied with internal case that had paralysed his regime, it couldn’t be possible. In addition, this failed strategy in front of foreign countries had its influence in the internal affairs too. Seemingly failing to obtain foreigner economical loans, Noli Government lost support also because of British Government, which did not recognize his Government, too! The influence of US Albanian-American league “Vatra” on Noli, which seemingly supported the interests of an American Company “Standard Oil” in Albania, made afraid British for losing of the British concession in Country, on the oil field. And, as the British were an equilibrium actor in the Balkans, its support there was very important at time for every political party in Albania. At last but not least, Fan Stilian Noli governing failed six months later and was pushed out by an organized revolt of Ahmet Bey Zogolli, who entered with help of then Yugoslavia, with his Army stand on December 24, 1924 in Tirana capital. ==Part VI== ===Albania under Ahmet Bey Zogolli – King Zog I=== “Yes, that’s right. From its geo-political, historical and cultural position, Albania has been a crossroads and a transit zone…. Cultures and civilizations have collided and mixed here in some very strange ways. Our culture and literature still lack a definitive study of these crossings of cultures and civilizations. Historically, however, we know that the West always passes through on its way east--since the Crusades. Populations have also moved west, but usually when military forces from Asia have come in. We can count here two centuries and more of Slavic presence, [followed by] five centuries and more of the Ottomans [beginning in the late 14th century]. I believe this is a special characteristic of Albanian culture. I don’t say this doesn’t describe other cultures, but at this level of confusion and mixing, I believe it is characteristic of Albanian culture. Whether such mixing and blending influenced Albanian politics positively or negatively--this is a different case.” (Aurel Plasari the same interview made by GjeliVizion in July 2001) And Roberto Morozzo Della Rocca, to his book Nationality and Religion in Albania, 1920 – 1944, (page number 123) says: “Like a fatal coincidence, the River Mat, had been the river denoting the border between the Western Roman Empire and the Eastern one. In short, Zog (Ahmet Bey Zogolli) himself has came from am ancient place where the division between two cultures and two worlds: If judged by the terms of conflict and the political contrasts during Zog's regime, the dilemma amongst East and West of the long Albanian history was never resolved.” Nevertheless, the Yugoslav diplomacy continued determinately to negate its participation in operations which turned back to power Ahmet Bej Zogolli in Albania, US diplomats, as they in Tirana as well they in Belgrade, had the same opinion with other diplomats, for whom it was not secret that, Yugoslavia had actively participated in this return. What was of more interest for them there was the other possible involving; especially English one, in this political return - says Harris Silajdjic to his book Albania and USA in Washington Archives (page number 170) Seemingly, as at time all diplomats generally considered the Bishop Fan Stilian Noli as the “Italian Benjamin”, while Ahmet Bej Zog as their strongest enemy in Albania. When the position were clearer on the developing situation, the American Diplomats seemed to remain still embarrassed just in front of the Italian approach that was not still clear one. In the meanwhile, the most of the Italian newspapers were accusing the Italian Government of Benito Mussolini for ignoring the Italians interests in Albania. These newspapers were demanding some kind of intervention to oppose the Yugoslavia influence into the country. In addition, the all-precedent Albanian Government members, headed by Fan Stilian Noli, were stopped for the moment in Rome. According to Bernd Jurgen Fischer, (his book King Zog and the Struggle for Stability in Albania, translated in Albanian by Krenar Hajdëri and published by Editing House “Çabej MÇM”, Tiranë 2000, page number 87) on December 24, 1924, Benito Mussolini has called in a straordinary meeting of the State’s Council, where he has suggested an Italian protest on the League of Nations, by which they would demand the right of a mandate on Albania. Except Mussolini, the rest of Italy’s Council have not approved such proposal and Mussolini was forced to stay and wait for further developing in Balkans. In fact, very probably Zogolli had been really afraid of the mentioned political circumstances and for a possible Italian invasion in Albania. Since before entering as Triumphalist in Tirana, Ahmet Bey Zogolli, sent a telegram to Italian Ambassador in Albania, declaring him self-protector of the territorial integrity of Albania and stating that there was no agreement between Zogolli and Yugoslav Premier Nikola Pasic. Such movement was sure made to assure and calm the furious Mussolini. But for more, Zogolli, differently from his political opponent Noli, knew that no leader of Albania could go ahead having against all neighbours. He has understood since before the year 1925 that Albania would never be a state with stable economy without great help from abroad. In effect, Ahmet Bey Zogolli, after re-coming in power for leading the country and maintain power there was made also in front of the just possible regional help to be offered in the Land of Eagles. League of Nations, as verified already before, was not any more a possible financial help. But, as the regional countries were in continuous rivalry between each other and as it was not possible to ask help to all of them, Zogolli was forced to ask economic help to one of the neighbour countries interested to: Yugoslavia, Greece, Italy, or Turkey. The before experience has told the neighbourly economic help has never arrived without internal interventions of their own politics. Sure, at first position there was Yugoslavia, which was ready to help, but wanted to intervene more into the Albania’s politics than to help economically. Belgrade knew that Albania there was ever considered as the motherland and patria that aspirates all regional Albanians for independence and unification. But, on the other hand, without doubt if in a possible case, when Zogolli might follow an irredentist policy in front of Albanian territories under Yugoslavia, that country would not help being a close partner, to such case. Greece also was at the same geopolitical approach, but it had also the same agricultural products with Albania. As a result, Greece was not going to need Albania’s products, so the dependence could risk a lot. For more, the two countries were not able to make big investments in Albania and, Zogolli was not interested any more to Turkey, as he wanted to take off its influence from Albania. In the meanwhile the global British and USA interests in the country were figured out just to humanitarian approaches. ===Italy at the first place=== “Politically the Albanian leader was in debt with Belgrade, although he has paid his debt by gratuitously giving the disputable Manastir and San Naomi (Naumi) cities (present-day in Macedonia) to Yugoslavia, but shying of Yugoslav scopes he didn’t accept to give them the right to influence on his government.” (Fischer: The same book: King Zog and the Struggle for Stability in Albania, page number 94) In effect, Zogolli before obtaining the Yugoslav help aiming to gain power into country has promised concessions, unification of the customs offices, which mostly been ignored after. For the rest, Zogolli knew that Yugoslavia would never forgive such approach and Italy, with its historical precedents in front of Albanians and the geographic distance of this country with Albania, the difference with Yugoslavia there was seen as the best possible protector and the greatest country to help and assist the solution of chaos in Albania. On January 20, 1924 Albania and Italy had signed a secret sea-trade agreement, which gave to Italy the status of the most privileged country in Albania. For more Albania by this agreement accepted to prohibit all the other countries to found monopole or ask concession, which one could damage the Italian interests. Later on August 23 – 26 1925, Ahmet Zogolli after having a compensation of 6 Millions of Italian liras, accepted another secret agreement offered by Benito Mussolini him self, by which Italy took the responsibility to defend Albanian in a case of conflict with neighbours. But, even in a case the Italy was faced with war by neighbours, Albania would proclaim war to the same country. According to this secret agreement, in further possible territorial changing of borders in the Balkans, Italy was forced to guarantee the unification of all the other Albanian territories of the region with Albania. At last the two countries were agreed to make never other agreements with other neighbours, secret or official ones, without the permeation of each other. In fact, with passing of time it looked that Italy was financing the construction of roads, bridges, railways; seaports, public buildings, poster-telegraphs and other like these in Albania. But, in effect, all these were not constructed up to due needs of Albania. Italy was doing all up and just to Italian military expansion towards Greece and Yugoslavia. Sure this was the start of Albania’s implication in, but it still needed to time to arrive and Italy was aware that Albania was not going to be freely in and without difficulties. On the way at April 1926 the then new Italian Ambassador in Albania, Pompeo Aloisi, has demanded Ahmet Bey Zogolli to recognize to Italy the rights given by a Conference of Ambassadors in 1921, which mainly had sanctioned that every possible infringement of the independence and territorial integrity of Albania, by terms of the conference, would compose a strategic risk for the security of Italian state! As such, by the mentioned conference the Great Britain, France, Italy and Japan have decided to recognize to Italy, the right of taking care about territorial borders of Albania! :“Although such agreement recognized to Italy a “de facto” protectorate over Albania, Rome couldn’t profit by that virtue until 1925. Albania didn’t want to accept the Italian predomination, for more, even those Albanians who in particular circumstances could well come the Italian help, did see the conference’s declaration as a menace against the integrity of the country.” (Bernd Fischer, his book King Zog and the Struggle for Stability in Albania, page number 98) But, Ahmet Bey Zogolli, who needed for surviving politically the financial assistance of Italy, because of possible internal reaction, contradicted such proposal. But, on the other hand, Zogolli knew, by the precedent experiences, that he couldn’t ask help from Yugoslavia or Greece for the case. ===British role=== The only country that could help at such situation there was Britain, with who he has ever tried to maintain good diplomatic relations. In effect, Zogolli has contacted the Albania’s British Ambassador Edmond O’Reilly. As a result of the Albanian help demanded, London has sent the right message to Mussolini and a British cruiser was stopped in Albania’s seaport of Durrës. But, later such diplomatic Albanian reaction could not resist for long as Rome and London were unfortunately agreed with each other in relation with Albania! In September 1926 the British Foreign Minister Chamberlain has met personally Mussolini. After the meeting Mussolini has believed that great British will permit Italy to strengthen its position in Albania. Sure, this was going to stand until the moment Italy would not risk Albania’s neighbour Greece integrity! In fact, as the British Ambassador in Tirana there was involved in the case, later both the respective Ambassadors have been replaced in Albania. In effect, as British have accepted the influence of Italy towards Albania, on November 27, 1926 Zogolli, isolated diplomatically, was forced to leave the country under the protectorate of Mussolini, but for good trying to minimize its effects. ===Ahmet Bey Zogolli the King Zog I of Albanians=== “Zogolli stayed for two years in the capital of the Habsburg Empire, until the end of the war, enrolled in a military academy, involved in the life of high society. The capital of the Dual Monarchy -- precisely because of its east-West duality -- enchanted him. He completed his political education by observing the Western parliamentary system. Later, if we are to believe Bernd Jünger Fischer, his government was to present, at least outwardly, a combination of Western political doctrines and Eastern despotism. Thus, Constantinople and Vienna became the two schools of the up-and-coming politician who was to become the real architect of the Albanian state.” (Aurel Plasari, The line of Theodosius Reappears, page number 59) Zogolli has been effectively the one who could found temporary the equilibrium between Albania and the great powers represented into the region by their Alliances, which at last and not least, had a strong role within the country. In this context, facing with stronger difficulties by religious difference of Albanians and knowing that the nationalism sentiment was stronger than religious one amongst Albanians, Ahmet Bey Zogolli, aiming to have absolute power to give the needed stability into the country, has decided to realise his old dream and become King of Albania! In effect, Ahmet Bey Zogolli, since the Lushnjë-s Congress there was allied with Albanian politicians, who were against the returning of Prince zu Wied in Albania, who in fact was not yet abdicated, even today! As the Prince was naturally allied in the war with Germans, it was believed that his returning in Albania would be a political base of conflictual intrigues between parts in country. As result it could not bring geopolitical stability. Meanwhile, instead a German Prince, an Albanian King, as Zogolli believed to be, could set the country into needed equilibrium between parts. Obtaining firstly the Italian support to realise such important political step, he tried immediately to obtain the British political support, showing once more how important was London to his programs. But, firstly the British were not convinced that monarchy could give solution, beyond to the internal problems, mainly to the regional problems in relation with the stability of Albania. They were afraid that the proclamation of the Monarchy could disturb mostly the neighbouring countries. But, Zogolli with diplomacy, beyond the Italian, Hungarian and British support, has obtained already the support of Greece also. There was left out side this personal project of Monarchy in Albania, just Yugoslavia, which was informed later by British and France who had forced diplomatically demanded Yugoslavia, to not object that monarchic decision in the neighbouring country. In fact, Yugoslavia has refused to accept British – French advises, but promised to wait for further developing. Later as the USA recognized such political important step of Zogolli, has forced even the Yugoslavia to do the same. The only serious problem there was that with Turkey, which headed by Mustafa Qemal Ataturk refused to recognize the new regime in Albania. But, the problem with Turkey did not disturb King Zog I, who wanted to give up the then negative Albanian links with Turkey. Zogolli had started a number of measures to obtain such result and among others. Since before it, he has ordered secretly to prohibit Turkish newspapers to get in Albania. On September 1, 1928 a Constitutional Assembly approved Albania as an eradicable Monarchy and Ahmet Bey Zogolli was proclaimed, instead of King Zogolli of Albania, King Zog I of Albanians. For the occasion, wishing to be stronger as a king than a sultan, he westernised his name by removing the Arabic-Turkish Ahmet and modifying Zogolli to Zog I. As Zogolli did swear in front of Koran and Bible at the same time, and there was proclaimed King Zog I of Albanians, voices that dispersed the “news”, that King Zog I was interested to further his administrative territories at Ethnical Albania borders, did not miss. Such thing made possible obtaining of the internal support of King Zog I in favour of such important political and difficult step, but disturbed a lot the Orthodox neighbours that had under the administrative territories the other Albanians. In fact, since 1923 the then named Ahmet Bey Zogolli has stipulated a project law that could sanction and better organize the relation between the state and the religions, but the project resorted failure as faced with contradiction by the opposition of the parliament. But, on July 16, 1929 the Albanian King Zog I to limit the foreigner intervention in Albania, which during the history of politics were using the religions to divide Albanians, decreed a law by which he divided firstly the state from religions. But, especially this loyal decree sanctioned to force the Religions of Albania to not accept foreign finances for maintaining their religious activities into the country. King Zog I, have hosted different Albanian religious action to give national impact at the respective religions and especially to the foundation of the Autocephaly Orthodox Albanian Church. On the way, such political actions were accompanied with other ones. As such Zog I had tried to organize the gendarmerie firstly with British Officers and late with Italian ones. A great program to disarm the population was also organized with modest results. Later there was founded a new Civil Code, which predicted the legalization of marriage and divorces. Program on education also got new good levels. ===The endeavour to westernise Albania got strong regional reactions=== On the whole these all King Zog I attempts to westernise Albania have gotten in strong difficulties hosted mostly by Orthodox neighbours. At last and not least, it was mostly Yugoslavia that couldn’t accept such reality and as it will be revealed later they were trying to organize constantly, by the old style, the falling down of King Zog I regime in Albania and, set the country again in chaos, as always needed due to their politics. On February 20, 1931, when the King Zog I was getting out from Vienna’s Pagliacci Opera hall, two young men tried without success to kill him. Ndok Gjeloshi and Aziz Çami the were the young men, who tried to kill the King Zog I. Both there were confirmed by Austrian Court as guilty. Austrian police have found out that the two Young Albanian men were provided with Diplomatic Yugoslav Passports released by Belgrade. Later it was revealed that a heavy armed group of Albanian emigrants in Yugoslavia were prepared in Albanian – Yugoslav borders to assault Albania, after the news of the King assassination would comes out. While the Austrian Authorities confirmed the links of the two young men with Yugoslavia, diplomatic Italian corps protested against Yugoslavia. According to the book of Bernd J. Fischer (King Zog and the Struggle for Stability in Albania, page number 202) the then Italian representative in Tiranë, has stated: - “I have discussed this thing with Nastasijevicin (the Yugoslav representative in Tiranë) and I have said that I do understand very well the reasons for which Yugoslavia finances the Albanian emigrants. I do understand the importance of these Albanians for Yugoslavia, in case of a war with Italy. Yugoslavia sees to them very important allies. Yugoslavia can use it, as it wants to bring troubles and disturbances in Albania. I do not say that Yugoslavia mistakes when finance and give accommodation to them for such aims. It looks to me, even us, if were instead of Yugoslavia, would act at the same way and by the same manner.” - Thing, which naturally the Italians have done them selves for long times in front of Albania, says Fischer by a note under this piece. But, in effect, the history witnessed that Italy occupied Albania and forced Ahmet Bey Zog I, to leave for Greece and later for Turkey. King Zog I did know that Albania’s Army Stand could not resist for long in front of the Italian Heavy Army and, such resistance could be a bloody battle for nothing. But, in the mean while different groups of Albanian have organised modest resistance against the Italian occupation. Sure they resorted in unsuccessful attempts. Although the Italian occupation of Albania violated the sovereignty of Albania, guarantied officially by League of Nations, the reaction of this institution resulted in no protest against it. King Zog I and Mehmet Abid, an Albania’s representative in Paris, have sent letters to the League of Nations, (LN) which denounced the Italian aggression against Albania, demanding support to re-set the sovereignty of the country, but the protests have been ignored by LN, in effect. As such, King Zog I, who tried unsuccessfully to resist Italian expansion, but forced to maintain also equilibrium with Yugoslav and Greek ones into the country, was forced to fail by the same conflictual approach of its neighbours and their respective great powers behind them. London, on the other hand, on October 31, 1939 has requested by Italian Government to send an Albanian General Consul to British, so recognizing “de facto” the annexation of Albania by Italy. But, Britain just wanted to move and guarantee Integrity of Greece. In Athens the British Ambassador has delivered a guaranty without condition of British Government to Greek Government, which promised that London would not permit that Corfu, or other parts of Greece to be occupied by Fascist Italians! In fact, some days later British proclaimed the general military mobilization and London have signed a pact with Ankara. ==Part VII== ===World War II in relation with Albania=== While Italy seized Albania in 1939 and proclaimed the Italian–Albanian United Kingdom, the allied Germany occupied Romania and Bulgaria. At the time, Greece afraid of the same issue of Albanian Çamëria territories and by its traditional rival Italy, immediately declared, by a loyal decree, war against the Italian - Albanian United Kingdom. As such Greece, proclaiming also Albania an enemy state, sequestered the Albanian properties within its administrative territories declaring them as enemy’s properties. Incidentally, when Italy claimed war against Greece, Albania was implicitly tied to this official proclamation. As a result, Albania at the time been a military Italian base and in 1941 the Italian forces starting from Albania invaded Greece, but were quickly thrown back, in effect. Meanwhile, the Italian occupation of Albania resorted generally that all Albanian nationalists, monarchists and Communists actively have resisted Italian military ruling of the country. Since October 8, 1940 the former Albania’s King Zog I was trying to convince Foreign Office in London, by a concrete plan, for British support on a possible attempt against Italy occupation into the country. The Britain Special Operations Executive, (SOE) founded during 1940 by Foreign Office and British War Ministry, supposed to have determinative role in guerrillas war in Albania, was preparing even a concrete plan to send former King Zog I in one of Albania’s neighbours countries. But this tentative of the former Albanian King just disturbed strongly the ever London’ Ally in Balkans, Greece. The strongest Greek man, General Metaxa and the British Representative in Athens, Michael Palairet, made the impossible until London seemed not interested to the tentative of the Former King of Albania! “Greeks who already had turned back the Italians had not liberated Albania (Çamëria places which before the Italian Occupation were under the administrative Greece) to give that again to Albanians. Metaxa was interested to maintain the big territories of Southern Albania, and knew if accepted that King Zog I would play any kind of role in resistance, it risked engaging Him for rededication of the independent Albania under the rules of the Albanian King”. (Bernd Jurgen Fischer, his book Albania at War, 1939 – 1945, Published in Tiranë 2000 by Editing House Çabej, translated by Krenar Hajdëri, page number 153) In fact, both protagonists in Greece have argued to Foreign Office London that, Zog I, has lost his support amongst Albanians, but it was not true. Sure, the former King Zog I, because of leaving the country without organized resistance against the Italian occupation in April 1939, had resorted emotional opponents amongst Albanians. But with passing of the time, Albanians would understand that has been just a rationale decision of the King. Then Albanian Kingdom could resist for short in bloody battles against the heavy Italian Army, but in anyway it would not be able, at last and not least, to avoid the Italian occupation of Albania. On the other hand, the other groups of Albanian nationalists had organized already them selves in army actions against the Italian occupation of the country. Abaz Kupi, an Albanian patriot and strong Zog I supporter, from Krujë town, was leading an armed brigade in Krujë environs. Kupi had organized also army resistance against Italians during the occupation in April 1939, but sure unsuccessful. In Dibra northern east town there was Haxhi Lleshi (until then an unorganised politically personage) headed another armed group. There was also another similar not yet politicised personage, Myslym Peza, who was heading another group of resistance in the Tirana’s environs and, Italians considered all the three groups dangerous at the period. But, for more also, on the other hand, the Albania’s communists groups were trying to do the same. :“Under direct instructions from the Comintern, Albanian communists had, as early as the thirties, created two communist parties, one in the south, formed with the "mediation" of the Greek Communist Party in 1936, and the other in the North, formed with the "assistance" of Montenegrin communist activists in 1937.” (Aurel Plasari The Line of Theodosius Reappears, part XIII, page number 68). Following entry into the war of Soviet Union the different Albania’s Communist groups, with origin of organization since 1920 in the country, but ever in conflictual approaches characterized by then difference of the neighbours, helped by Yugoslav Communists, re-emerged united in November 1941 to form the Albanian Communist Party, and began to fight the occupiers as an organised resistance force. In fact, the act of the Albanian - Yugoslav Communism strongly influenced the two other Albanian nationalist resistance groups—the National Front and the pro-Zog Legality Party, which contended for political power with them. Enver Hoxha, a young man from southern town of Gjirokastër, with support of Miladin Popovic and Dushan Mugosha, the Yugoslav consultants of the Albania’s Communist Party, there was elected as General Secretary of the Communist Party. Formerly, Hoxha was elected as a compromise between parts in strong divergences, as he was not leader even of his Communist group of Korçë. But seemingly he fulfilled the parameter needed by Orthodoxy neighbours. This election of a Toskë young fellow outlined a possible deepening difference between respective wings, as the leaders of the right organized groups there were mainly for Northern geographic parts. In fact, at time there was organized by National Front Party a tentative to unify the three different political groups and fight together the Italian occupation. Whereas, on August 1- 3, 1943 in a village of Mukje, around Krujë town, there was organized a conference of the three respective groups eminent representatives. At the end the meeting’s resolute, composed by 13 points, there was signed by all the respective representatives of the respective political parties and wings. But, later the Communist Party leaded by Enver Hoxha, who, according to National Front representatives, was consulted with the two Yugoslav Communist Party consultants, Dushan Mugosha and Miladin Popovic, ignored the agreement singed by communist representatives too! “Nikolla Pano, based in Albanian sources but Yugoslav ones too, argue in a very convincing way that Enver Hoxha and Central Committee Of Albania’s Communist Party were ready to accept the Mukje Agreement, but they were embarrassed by Svetozar Vukmanovic-Tempo, the Joseph Broz Tito Ambassador in Balkans, who by chance there was present at time in Albania.”- Says Bernd Jurgen Fischer to his book Albania at War, 1939 – 1945 (page number: 206 - 207) adding later on his book that the real truth could have been really as above said. But sure in the centre of the key issue there was Kosovo. The Albanian Encyclopaedic Dictionary of the Socialist Republic of Albania’s Sciences Academic, (republished in 1985, page 683) would write later that - “Ymer Dishnica and Mustafa Gjinishi the representatives of the Albanian Nationalist Communist Resistance in Mukje Conference, contrary to the given directives, got into the National Front position accepting the “Ethnic Albania” thesis that antagonize Albania with neighbour people and betray the interests of National Liberative Movement.” On Summer 2000, Ihsan Toptani one of the most significant exponents of the World War II in Albania, member of the well-known Albanian family of Toptani and one of the organizers of Mukje’s Conference, has said in an interview given from London, (where he was forced to lived after the Communist era in Albania) to Albania’s magazine Klan (Interview was republished by the newspaper Korrieri on June 10, 2001) “That event (Mukje Conference) there was a good case to illustrate irreverence of Enver Hoxha for the vital interests of the country. Afterwards, the civil war was present also in the country.” ===Further and deeper developing=== When German defeated Greece and Yugoslavia and with the same geopolitical purpose known already as Austro-German strategy in the region (for balancing the Orthodox Slavic States in the Balkans headed by Russia’s main ally—Serbia) the regions of Kosovo and Çamëria were still joined to Albania, thereby creating for the first time an ethnically United Albanian State. In fact, the internal developing and divergences through the different Albanian resistance groups would be deepened with the Nazi Germany replacement of Italian forces in the country. Such geopolitics offered by that historical time, made possible that parts of the Albanian nationalist groups of Albania, Kosovo and Çamëria, afraid of the then perspectives offered by Communist Russia and Yugoslav influence in the region, were forced even to collaborate tangibly with German occupiers. As such, parts of these respective groups have done modest collaboration with occupiers, who officially unified Albanian territories at borders of the Ethnic Independent Albania. Firstly, most of these Albanians who showed sympathy for Germans, (and had done it before with Austrians who have done a lot politically in favour of the Albanian cause and its developing) there were verified naturally in Kosovo and Çamëria regions, but in Albania too. On the way, the political divergences through the Albania’s resistance groups, deepened mainly after the failed partially Mukje conference, had resorted a very complex internal geopolitical configuration through the Albanians. The Communist Partisans were very active just in southern regions of Albania bordered with Greece. Whilst, the other rightist groups of National Front and Pro Zog Legality with strong authority in Northern regions of Albania. This configuration made too much perplexed the situation, which formerly had offered an Ethnic Albanian state. Northern Albanians and Yugoslavia Albanians were more involved emotionally by the era developing, but the southern separated parts also seemed to be in too. In fact, most parts of these last Rightist political organizations got neutral approaches in front of nazi occupiers, but other parts have fought against Communists in the country. On May 24 – 28, 1994 a nicknamed “Përmet’s Congress” there was organized as the first Antifascist Congress of the Albania’s Communist Party. This Congress of Albania’s Communists decided to prohibit the entering of King Zog I in Albania; the ever un-acceptance of any other possible Government that could be found in side or out side Albania and, the continuance of the war against the occupiers and their ”Albanian collaborators”. In fact, according to different historians it got the parameter of a civil war as Communists mostly fought against the other Albanian groups, or vice versa, than to German. But accompanied with the successful international allies struggle against the Nazi- fascists, Albania’s Communists influenced strongly by Yugoslav Communists, since the beginning artificially distancing themselves from the other Albanian nationalist organized groups, on November 29, 1944 liberated from Nazi German occupation Albania. ===Again the British role=== “On September 19, 1944, the Foreign Offices chiefs, War Ministry, SOE met in London and without too much will accepted such reality through a memorandum stipulated in a very disputable way. Anthony Eden explained with enthusiasm and optimism this new political approaching to Churchill, on September 26, 1944, saying that: “Our policy would accept the possibility of a National Liberation Army government, (the Communist) and we must demand to strengthen the links with them, in that way to counterweight the Russian influence.”- (Bernd J. Fischer, Albania during the war, 1939 – 1945, page number 298) As such the nationalist cause seemed immediately lost as they were not going anymore to receive arms from British, but for more it looks that the then British presence in Albania had understood nothing about the core of the divergences between the two political wings of Albanians! The nationalist seeing the negative fast precipitation of situation started since then to leave the country. The British Agents present in Albania were making aware their contact about new British approach and some of them unwillingly were doing that. If it was a naive policy of London, or Greece as always has influenced on, we cannot certify now, but the new and short Ethnic Albanian State lasted until November 1944, when the Germans losing again the Second World War, withdrew from Albanian territories. Kosovo was then reincorporated into the Serbian part of Yugoslavia, and Çamëria into Greece. And so on as a natural result the Albanians nationalists tangibly and directly had been part of the War’s losers, as Albanian Communists violently seized control of the country transferring Albania in the Orthodox Communist dominated east. In fact, Albanian Communist partisans were gone until Kosovo’s territories for liberating those territories from nazi-occupiers, which were until then administrative of Albania’s territories. But, Slavic States that dominated the International Communist world’s powers, obtaining the greatest victory against world’s extreme wrong rightists, (also their traditional historic rivals) brought no possibility to discuss the national Kosovo & Çamëria Albanian case and territories. Rather than that they have had a strategy to extermination of these Albanian national cases. As the political influence of Slavic States led by big Communist Russia dominated once again the problematic region, Enver Hoxha who led the resistance struggle of Albanian Communist forces, with help of Yugoslav Communists who have been present in Albania for all war’s and after war periods, by virtue of his post as secretary-general of the communist party, became the leader of Albania. Albania, which before the war had been under the personal authoritarian rules of King Zog I, felt under the other contradictory political-wing, which could be converted soon in the most Orthodox dictatorship regime of Enver Hoxha! ==Part VIII== ===Enver Hoxha’s Albania isolated from the rest of the world=== On January 11, 1946 the Communist Constitutional Assembly elected Enver Hoxha as Prime Minster of Albania, but at time Hoxha wanted and obtained even the post of Foreign Minister. With a declared strategy of the Communist Party Leader, the Albanian independent state, with passing of times faced an Enver Hoxha personal power. By the virtue of Communist Party First Secretary, General Commander of the Popular Military Army, President of Defence Council, President of Democratic Front, Interior Minister and so on…Enver Hoxha got the needed power to rule the country, as no one has done it before in the country of eagles. Then Albanian Encyclopaedic Socialist Dictionary defined Enver Hoxha as the Greatest Heroic figure of all the Albanian historical epochs and as the one Albanian nation’s Legendary Leader! But, in concrete means it resorted that contrary to the provisions of the Constitution, it constituted an unprecedented “reign” leaded by a Directorate of State Security, known as the Sigurimi, which was controlled directly by Hoxha in first person. Eliminating the dissidents, Hoxha’s regime then resorted periodical purges, in which opponents, Communist ones too, were subjected to well organized Communist public criticism, or dismissed from their jobs. Most of them were imprisoned in forced-labour camps. Officially, or at least but not last, these people been condemned by the dependent and ruled Courts of the Communist State of Enver Hoxha without advocacy. In 1967 the three religious Churches and Mosques, which party atheistic leaders strongly controlled by Hoxha, were viewed formally as a backward medieval institution that hampered national Communist unity and progress, officially been banned. All Christian and Muslim houses were closed and mostly destroyed. Religious power or influence, giving the unique experience in the entire world, there was transferred to Communist Party. Albania got under the communist dictatorship mentality of the revolutionary principle that "history starts when we came in power" and that was easily noticed as passed history of Albanians were already ignored at all! Albanian historical figures, as King Zog I, Fan Stilian Noli, and others just got mentioned to scholar text. As such, the communist Albania, led by the individual cult of Enver Hoxha, certainly constituted the most isolated country of the so-called Eastern block. On the other hand, at the time, travel abroad also was forbidden to all, except those on official business— who were incidentally observed closely by the State’s Sigurimi. Albania’s citizens were prohibited to watch all the foreign television channels. The television were sold controlled and tested by the state to make sure they did not show other channels except the state’ ones. However, Albanians were able to innovate small artisan antenna and follow mainly the Italian channels in clandestine way, it was a terrible blockade of information and democracy. The Albanian regime of Enver Hoxha has composed the most Orthodox Communist organizing of the East dictatorial States, but sure even that was permitted to happen because of the means that complimented both the geopolitical and military axis interests of the after World War II. Since the modest presence of British SOE’s agents during the war in the country, it has resorted just a little perplexed British approach about Albanian political divergences. Probably, indirectly there must have had its role even British regional Ally Greece, but British during the war had supported effectively more the Communists than other political groups of Albania! Sure, British have understood their political mistakes, but when it was really late. Then the tentative of British military solders to embark in Albania’s seacoast was refused by the Albania’s communists Government of Enver Hoxha as the country got to Communist East block. ===How could survive the Hoxha’s communist regime=== In 1945, an informal U.S. mission was sent to Albania to study the possibility of establishing relations with the National Liberation Front regime of Enver Hoxha. But, as the Hoxha’s regime refused to recognize the validity of pre-war treaties and increasingly harassed the U.S. mission until it was withdrawn in November 1946. The ever-best Albania’s Ally was refused, but the Communist Albania of Enver Hoxha’s regime, in order to obtain the needed traditional economic aid, as well as the political and military support to enhance its political security, turned separately to different countries of the Communist world. ===With Yugoslavia=== As such, Albania secured its political and economical surviving by benefiting greatly from these alliances with hundreds of millions of dollars in aid and credits from Yugoslavia (1944-48), the Soviet Union (1948-61), and China (1961-78). With their assistance of a large number of technicians and specialists sent by these allies, Communist Albania was able to build the foundations of a modest industrial network and introduce mechanization into agriculture. As a matter of political analysis the period of 1944 – 1948 of Albania’s Yugoslavian Communist friendship was characterized by efforts to obtain Communist Party absolute power into the country. Afterwards the Hoxha regime charged, without difference, as collaborators of the Nazi-fascists all the Albanian nationalistic groups and individuals who had remained, or had not yet left the country to flee in Italy or Greece. In effect, exponents of Nationalist opposition parties of the National Front and the Pro-Zog Legality Party were eliminated after the war and accused of collaborating with Nazi-fascists. After the war all the individuals from these groups were expropriated, jailed and executed by Communist authorities and instigated (forced tangibly) to leave the country. On the other hand, during this political period the then Hoxha government's first major act was to "build the new Communist Albania". With an uncompromising agrarian reform that broke up the large landed estates owners and distributed the parcels to landless and other peasants. In fact, this political step there was firstly implemented to the most simply and more abundant Southern Albania, delimited with Çamëria Albanian territories under Greece. In addition, the Hoxha regime extended the new communist-socialist order to the most problematic and isolated Northern highlands delimited with the then Yugoslav borders and, respectively with Kosovo and Montenegro. The Communist regime of Hoxha declaring that was aiming to bring down the age-old institution of the blood feud and the patriarchal structure of the family and clans destroyed the feudal class of the so called landowners of North Albania, known with traditional name of “Bajraktars”. In effect, it was used to kneel and put down the traditional anti-Communist opposition there. It was done because that traditional social part of Albanian society could not forgive the then Communist regime for permitting the repartition off Albanian territories between Albania of Enver Hoxha and Yugoslavia of Joseph Broz Tito, once again. This Communist Albanian Yugoslav battle against North Albania resorted isolation of this northern region by both parts and in addition by rugged and mountainous terrain. Northern Albania’s border was isolated as by Albanian communists, but as well by Yugoslav Communist authorities. These last were more afraid from contacts between Albanians that have close family ties with each other’s to both administrative Albanian – Yugoslav regional and formerly communist states. In contrast, on the other side, even with such terrible political measurements the northern Albanian people time by time resorted to revolts against Albania’s Communist regime. ===With Big Soviet Union=== The period of 1948 – 1961 of the Albania’s Soviet Alliance there was followed by the Hoxha regime gaining of absolute Communist Party power and eliminating of the other political opponent groups within the party. Hoxha achieved this with the elimination of nationalists, following the model of the Russia’ experience of Joseph Stalin. Enver Hoxha was at a step that shaped to gain the absolute personal power to control and rule the Albania Communist Party. Soon he was ready to gain even absolute personal power of the country. The Communist Albania of Enver Hoxha constructing Albanian - Soviet Socialism was characterized with other purges and the execution of “betrayers of the nation”. Accusing, charging and convicting them as “collaborators”, this time not of the Nazi-fascists, but of the revisionist Yugoslavia, Hoxha executed a terrible persecution against the people who sow as contenders of powers. Meanwhile, many Enver Hoxha co-founders of the Albanian Communist Party were charged, convicted and executed. Most significant there was the group of Koçi Xoze who were considered by Enver Hoxha as the main competitor of communist party’s power and was accused as collaborator of revisionist Yugoslavia. On the other hand, the government of Hoxha’s regime paralleled the same experience of Russia moved to nationalize industry, banks, and all commercial and foreign properties. Shortly after instituting agrarian reforms, the Albanian government started to collectivise agriculture. Consolidating Communist rule and creating a state-controlled socialist society, completing also the absolute Enver Hoxha personal power, sure that was going to be equivalent with economic results of the until Albanian – Soviet cooperation of the then Albania. ===With China=== Chinese influence and economic aid replaced Soviet, and Albania became China's only ally in Communist Eastern Europe. But, the period of 1961 –78 of Albania’s Chinese alliance, because of its large geographic distance there was the last difficult effort of Communist Albania to find some country to help economically the Enver Hoxha’s Albania, which corresponded with the ever “neutral country” between antagonist parts. It was also a clearer figure that certified that the country could not gone ahead without some foreign help, but at the same time it was corresponding with completing of Hoxha personal absolute rules and power into country. Formerly the Albania alliance with China lasted until 1978 when Hoxha broke ties in protest of China's liberalization and the U.S.-China rapprochement. ===Hoxha and the national Albanian case=== Enver Hoxha’s regime aiming to fulfil the geopolitical role other needed of ever Albanian state, did not get engaged with the nationalist case of Albanians and enjoyed a calm ruling in the country by the neighbours interested to. Rather than that Hoxha’s regime worked violently and hard to convert the Albanian concept of nation into the Communist Party’s measures. Albania’s nationalism and patriotism was tried to convert into Communist Party militantism. Whereas, after the World War II, official Albania, beyond the unfertile ideologies, there was never directly involved with the Kosovo or Çamëria cases. Rather leaving apart these cases, the personal Enver Hoxha regime obtained since from the very beginning tangent political co-operation, especially, of the neighbouring countries of Yugoslavia, Greece and Italy. Ignoring the core of the national Albanian case, even when that was deepening in Kosovo and Çamëria, Enver Hoxha also offered the needed traditional “historical geopolitical neutrality” between both geopolitical and military blocks respectively of West and East. Enver Hoxha following, some how, the same policy of his Yugoslav counterpart Joseph Broz Tito, but because of the Albania’s surrendering Albanian territories under other administrative State, on contrary way instituted an absolute political isolation of the country. Formally, Hoxha’s Communist regime was disillusioned with its Communist allies and patrons and broke with each one, charging strangely that they had abandoned “Marxism-Leninism” and the “cause of the proletariat” for the sake of rapprochement with the capitalist West! By this politically sophisticated justification of Hoxha, however “master of political intrigues,” Communist Albania was alienated from both East and West. As a result of such political behaviour Hoxha’s rules adopted a "go-alone" policy and became notorious as an isolated bastion of Stalinism in front of the two military blocks of the then cold world war. Greece after the World War II did not abrogate the loyal decree, which had proclaimed the war against the Italian–Albanian United Kingdom in 1939, but joining NATO this country has signed different friendship and collaboration pacts and agreements with Italy. This loyal decree considered, and do consider strangely today still, Albania an enemy state of Greece, but ignore the Italy in front of the same law! With the quality of this law, Greece maintained strongly forbidden the diplomatic relation with the very isolated neighbouring Albania at time. As a natural result the economic, human and cultural ones were blocked between the two neighbouring countries. ===The Hoxha international neutrality=== With the Soviet occupation of Czechoslovakia in 1968 that terrible reality brought rising influence of smaller nations within West, which sought to use North Atlantic Treaty Organization (NATO) as an instrument of defence and viewed that as a source of security in west Europe. The mentioned political and historical events, on the other hand, strengthened the rivalry between the two military and political axes, respectively NATO and Warsaw Treaty, phenomenon that doubted the risk of a military collision. Then Hoxha’s regime following the traditional needed strategy for fulfilling the “Albania geopolitical neutrality” between blocks, with Soviet occupation of Czechoslovakia got even formally out of the Warsaw Treaty. This political distance has started in effect since 1961 when the Russian military forces unwillingly left Albania territories. Meanwhile, Greece, exactly in 1971, led by Military Juntas of colonels formally opened diplomatic relations with Communist Albania! According to some former British top-secret documents of the year 1969, (published during 2000 in different English press) immediately after the occupation of Czechoslovakia by Soviet Russia, Britain and USA had been prepared for a possible war in Europe. It had to be in a possible case of the occupation of then Yugoslavia by Soviet Russia. The USA and Britain could occupy Austria, Albania and Romania. Risking the fragile equilibrium of NATO, the British and USA wanted to limit the possible extension of Russia in the region. It was predicted as a military response to the possible Soviet occupation of Yugoslavia, which could be essential for continuance of NATO and the membership of Italy. Anglo-Saxon strategy was simply disturbed for the possible precipitation of the situation in the Balkans in relation with Italy, which was one of the most risked NATO members by the possible Soviet extension. Italy, beyond its internal troubled equilibrium, by the elimination of an important part of then “geopolitical neutrality” (Yugoslavia), but also of its Adriatic Sea’s neighbouring neutral Albania, could risk a lot because of a possible direct throw down between military blocks. Enver Hoxha to his book Khrushcheviners (original title Hrushovianët Editing House 8th November, Tiranë 1980 page number 7) of personal remembering speaking about the Albanian - Soviet breaking relations which corresponded with leading of the Union of Soviets by Nikita Khrushchev says - “Today not only the Albania’s countries friend, but even its countries enemies have understood the principal Albanian character of the uninterrupted war against all opportunists” – adding later - “The our small patria dedicate its liberty and its very important independence thanks to this war against revisionists (Warsaw Treaty) and capitalists (NATO) which in fact has demanded and demands great sacrifices by our heroic people.” ===How have paid Albanian such Albanian geopolitical role=== Enver Hoxha sure while speaking to his book Khrushcheviners for the small patria liberty, speaks clearly for his personal Orthodox ruling liberty into the small country. Tangibly he speaks out also for the means by which he was helped to obtained that terrified political power. As fortunately, the Soviet occupation of Yugoslavia never happened and none of the above British & USA perspectives happened either, those certified, once more also, the geopolitical role of then Communist Albania led by Enver Hoxha regime. Hoxha’s “reign” there was strongly paid by political means on charge of the Albania’s discriminated citizens, but it shows clearly, on the other hand, that the most undisputable profitable and implicated Western countries of such “Albania geopolitical neutrality” there were surely NATO members Italy and Greece. The then Italy and Greece saving a lot of money and conserving their calm into their countries from the then “Neutral Communist Albania” have found that as the most profitable policy in front of the Communist Block into their doors. These two neighbour countries could not expect better than this. In return of such geopolitical favour the Italian and Greek education programs, (as the above Italian mentioned at the beginning of this e-book Modern Times) in long historical books with hundreds of pages, in contradiction with their contest, have mentioned the Albanian divided nation in the region only just in few lines! As a result of that, too many Italian and Greek citizens for long decades, of passed cold war now, did not hear anything about neighbouring Albania and, unfortunately, some considerable number of them did not even know where geographically Albania was! “Neutral Communist Albania” greatest favour to above-mentioned neighbouring countries was unfortunately landed terribly for long decades in front of Albania’s society. In effect, it was clear that Enver Hoxha’s regime has already obtained what he himself wanted to obtain by the foreigner “actors” for ruling the county. Sure it was because the only risk in front of the absolute political power there was only the internal “actors”, which should be violently “stabilized”! Whereas, the period 1978 –1985, after break of Albania’s Chinese relation, resulted officially with a total false political isolation of Albania. In fact, for making people to believe such unbelievable policy that period was characterized by a total war against the “internal enemies of the nation”! To this period everybody risked be charged for collaborating with all other political world and everybody risked be charging and penalizing by. In the entire meant time it was told to the Albanians that they were in absolute economic-political blockade by capitalist and revisionist countries! But as it resulted later that was not true! Albanians should wait for long decades for following with happiness the Albanian most orthodox Communist regime facing with serious economical and political difficulties with abroad! On July 31, 2001 the Albania’s newspaper Dita published an article taken from Italian newspaper Corriere Della Sera were Nexhmije Hoxha, Enver Hoxha’s wife, has proudly declared to the Italian journalist that, “Enver Hoxha was totally aware of his strategic role in Albania.”- Nexhmije Hoxha mentioning later the breaking relation with Russia and Chine, accused the West for having made real the blockade just after the Enver Hoxha’s death. – “The result: the Enterprises stopped the work.” - had said Nexhmije Hoxha! ===What does that mean to be the most Orthodox communist country=== For making people to believe, what Hoxha wanted they believe, an unimaginable political campaign of “isolation” there was organised and there were settled thousands and thousands of underground and over ground military defensive and fictive bunkers in all borders of the Albania’s territory. With the slogan “All the people are soldiers” every citizen was declared a soldier being forcibly ruled under the standing army. On the other hand, all these long campaigns of “isolation” in front of the other entire political different world, effectively a false one, were accompanied by charging in controlled courts, executions and elimination of other “nation betrayers”. In fact, they were the Hoxha regime opponents who been charged with the same refrain of “collaborators of the enemy countries.” Some time the accused personages been charged as collaborators of Yugoslavia, some other time of Russia, Greece, Italy and lastly of all of them! The very significant case there was that of the then Premier 1954 – 1981, and at the same time the closest Enver Hoxha war and after war comrade Mehmet Shehu. This last after being executed, been declared as a suicide and immediately re-accused as “multi-collaborator” of Revisionists and Imperialists! In effect, as a matter of facts, at the day of Enver Hoxha death there has remained, beyond his wife, only one war comrade, Ramiz Alia his successor! But, unknown personages of geographic and societal periphery have replaced the eliminated communist authorities. These chosen people by a very sophisticated strategy could make of these last personage absolute devotion creatures to Hoxha personal rules! Taken from geo-social periphery these people came from the real poorness and started to enjoy lastly a very privileged life and political competences and power. These last means and benefices were not given to these people for their own merits, but for making them serve blindly to the Party (guess Enver Hoxha). They became Enver Hoxha’s blind faithful follower and terribly severe to Hoxha’s political opponents! As such the political war of social classes got terrible specific dimensions. As a matter of facts, it was landed as the war among Hoxha Communist Party the ruler and its individual opponents. In poor words, if any body had been declared “enemy” of the Nation (guess here Communist Party or Hoxha himself) all his or her family risked a lot. He, or she, firstly and surely, if had good fate, could be only jailed and all his or her family should been transferred at least in forced-labour camps. Such terrible phenomenon brought terrible inner family’s relation also. Time by time, some mother or father to save the other part of their family were forced even to denounce their specific children, who was courageous and had different opinion with the communist party. The families of the then executed “Nation’s enemies” did not even know where the burial grounds of their familiars were! In effect, the burial grounds of Mehmet Shehu, Premier 1954 – 1981, there was found by His family just on July 21, 2001; the General-Colonel Beqir Balluku former Defence Communist Minister after the war; General-Lieutenant Petrit Dume former General Military Chief, General-Lieutenant Hito Çako former Vice Minister of Defence, during the war former close comrades of Enver Hoxha, been found by their family members only in July 2000. ===Start of the end of Communist regime=== Later on and fortunately the Enver Hoxha's death in 1985 corresponded with that global political era, and new geopolitical globalism, which told that the geopolitical interests were going to be changed and the time of east communist dictators were to an end. The Albanian most orthodox dictatorship was going to loss its typical neutral geo-political role in convergence with geo-political axis. That, soon, would be translated into real economic blockade, which were going to be faced by communist orthodox Albania! It was time when West needed more commercial trades and this could be fulfilled completely and firstly to East; when the communism ideology was falling down and communism block was dissipating; “Perestroika” was not enough and lastly the role of Russia in global policy was weakening day by day too much; when lastly and fortunately the Berlin’s wall has gotten down; when Romanian dictator was executed and the communist world was proving the most terrible human and political earthquake in its terrible history. At the meant time, Enver Hoxha’s handpicked successor, Ramiz Alia, sought to preserve the Albanian communist system introducing reluctant reforms aiming to revive the economy which had been really declining steadily since the cessation of aid from the former communist allies and others later. It was the real starting of the real economic blockade from the West, but also east which was not able any more. At the time, Premier Andreas Papandreou leaded Greece and in such need of then Albania leaded by Ramiz Alia, corresponded with (July 1987) when Greece partially abrogated the Greek Loyal Decree of war against Albania. German political interests have been shown towards Albania, but at last and not least unexplainably they finished in no positive result! During the year 1989, when the fall of communism in Eastern Europe and dissolution of Warsaw Treaty brought good political result in East Europe this surely and definitively brought an end of the Albania’s “geo-political neutrality”, leaving in force only the regional cases! In effect, this great “end” finally legalized some foreign investment which been followed by expanded diplomatic relations with West. As such, various segments of Albanian society tried to become politically active and began to agitate against the stoic Albanian communist government. These political steps and democratic freedom brought a lot of political movements. The terrible borders incidents, jailing and killings of young Albanians, who dared the dream for crossing the Albanian heavy armed border, there were to an end also. In response to these inevitable and strong national and international pressures, Ramiz Alia government granted to the Albanian citizens the right to travel abroad, which resulted thousands and thousands of young Albanians leaving the country. Later on, when Ramiz Alia has no other chance to use for maintaining the absolute control of the State, curtailing the powers of the Sigurimi restored the religious freedom, adopting also some free-market measures for the then dead Albanian economy. At last, in December 1990 endorsed the creation of the independent political parties, signalling the end to the Albanian communists' official monopoly of power. ==Part IX== ===The fate of the other Albanians and the will of superpowers=== “A communiqué, known as the Yalta Declaration, was issued by the conference on February 11. It declared the Allied intention to "destroy German militarism and Nazism and to ensure that Germany will never again be able to disturb the peace of the world"; to "bring all war criminals to just and swift punishment"; and to "exact reparation in kind for the destruction wrought by the Germans." Reference was made to a decision to divide Germany into three zones of occupation and to govern it through a central control commission, situated in Berlin; however, provision was made to invite France "to take over a zone of occupation, and to participate … [in] the control commission.” ("Yalta Conference, " Microsoft (R) Encarta (R) 98 Encyclopedia. (c) 1993-1997 Microsoft Corporation.) It was the Yalta Conference or the World War II meeting (February 4-11, 1945), of United States President Franklin Roosevelt, Prime Minister Winston Churchill of Great Britain, and Premier Joseph Stalin of the USSR was held in the vicinity of Crimea, in Ukraine. The Russian, English and American men with respect to the "establishment of order in Europe," stated the intention of the signatories to assist liberated countries or former satellites of the Axis powers in Europe in the formation of democratic interim governments through free elections. In fact, the Yalta Conference also resorted a decision to divide Germany and to give the possession of eastern Poland to the USSR. Also it shouldn’t go as it was predicted and turning to our argument we must say that as natural result, it can be now guessed that, new divisions with passing of times could justify the old ones in Balkans region too. At time, the Kosovo and Çamëria Albanian people had been again left within Yugoslavia and Greece by the will of all the outer internationally political components of World War II triumphators. “It could happens what then Kremlin ruler, Joseph Visaronovic Stalin has stated to the Yugoslav future dissident M. Djilasi, that the new Yugoslavia would swallow in even Albania. But, this did not happen thanks again to Stalin himself. The breaking Russian – Yugoslav relation in 1948 saved Albania from the risk to be swallowed up.” - according to the pocket book “Greater Albania Between Fiction and Reality distributed to diplomats and media present in Albania on May 2001 personally by the author Paskal Milo, then Foreign Minister of Albania and historian in profession. In fact, seemingly as it looked later, Joseph Broz Tito was not interested to such greater brother Russia privilege. That unification of the regional Albanians, even under a Yugoslav Federation, could be a big future challenge within that political administrative organization of new Yugoslavia. On the other hand, it surely had to bring worries to the other geopolitical axe, with which Tito was not interested to have troubles. A then possible seventh constituent republic of a greater Albania could resort very possibly troubles under Yugoslavia. Joseph Broz Tito knowing the combative character of Albanians, opted only the most prosperous part of all Albanian territories avoiding so a greater risk. ===Kosovo Albanians=== Mostly the history of Kosovo’s Albanians and Yugoslavia dominated by Serbs (1912 – 1999) has been characterised of Yugoslav oppressing and Albanian revolts against that oppression. Yugoslav prosecutions, tortures, jails, and killing aiming to annihilate an entire Kosovo Albanian people, at last, as it is well known in now days, have resulted ineffective. Albanians have never been surrendered to the Yugoslav violent rules and regimes and have always demanded stoically and naturally freedom and political independence. According to Marco Guzzi, (When Mussolini constructed The Greater Albania, Italy’s Magazine Limes, July 2001, republished by Albania’s newspaper Dita, on July 31, 2001) who cites Gino Bambara, one of the most well known historians of Yugoslav partisan movement, at time in Kosovo, because of installed illusions on foreign occupations and national movement which fuelled the tendency for unification with Albania, there were not favourable conditions for communist movement. In fact, Tito’s men have recruited on the zones (Mainly in Kosovo and Macedonia) mostly Serbs, seemingly against the Greater Albania. But, turning just a little in political concrete retrospective of the then Yugoslavia history, we must underline that, on November 29 – 30, 1943 a Yugoslav Antifascist National Libertarian Second Conference, nicknamed of “Jajce” in Bosnia, had declared good will for the foundation of new states with democratic and federative base, guarantying full equality between people of Serbia, Croatia, Slovenia, Macedonia, Montenegro and Bosnia & Herzegovina. Strangely the Albanians, who by number of people there were at third position of the Yugoslav nations, had been left outside! Whereas, immediately on, the Kosovo’s Albanians trying to get out side of that misleading, without negating that conference of the antifascist Yugoslavia, organized a their own one in Bujan of Gjakova’s highland in Kosovo. The Bujan conference was declared as the first National Antifascist Conference of Kosovo and Dukagjin`s plains and it founded the Kosovo regional power in which there were represented also the Serb & Montenegrin minorities. But, this Bujan’s antifascist conference simultaneously has legalized also the clear natural will of the Albanians, where between other there was underlined that: “Kosovo and Dukagjin`s Plain is an inhabited majoritary Albanian region, who always, today also, want to be unified with Albania”. ===Better a Macedonia than a Kosova === By the 1940, the 5th Congress of the Yugoslav Communist Party had reconfirmed its precedent decision (made since in 1929) to support the principle of self-determination of Kosovo. But in November 1944, by an Yugoslav meeting of Joseph Broz Tito partisans, there was decided that the future of the Yugoslav Federation there was to include a Yugoslav Macedonia as one of its constituent parts! At the era, as the Tito Yugoslav Government was the first to recognise Yugoslav Macedonia as a distinct ethnic and political entity, it did not think to do the same with Kosovo. In fact, as it resulted later there was prepared another controversial secret and terrible plan for Kosovo! Tito (the Slovene-Croat) appeared to be considerably worried about the Serbian domination of the ongoing Yugoslav Federation and, used the recognition of Macedonia as a state (also Bosnia) for counter-weighting that one-national domination. On the way, Macedonia Federal Republic could distance the Bulgarian pretensions on Macedonian territories and, the Serbs worries about that new Republic, there were predicted to be compensates with Kosovo region! For more, to reduce the possible Albanian reactions it was foreseen that, the mostly Muslim Albanians who deserved by demographic means more than Orthodox Macedonians, were going violently to be dispersed under other ethnic constituent republics, with one more of Macedonia, of the Yugoslavia. ===A Yugoslav strategy of annihilation for an entire people=== Therefore, then new Federative ongoing Yugoslavia accusing generally the Albanian people for collaboration with nazi-fascist by a then ongoing propaganda there were preparing the internal and international opinion for annihilation of the total Kosovo’s Albanian question. The then Yugoslav Federation had prepared, as always with Serbian initiative, a programmatic secret document that could satisfy generally the hegemony of the big new Yugoslav Federation, but Serbian too. Aiming to avoid the new ongoing Yugoslavia implication with the old Serbian strategy, a secret issue there was written by Dr. Vaso Cubrilovic, which dates November 3, 1944 and was titled: The problem of minorities into the New Yugoslavia. It was not written scientifically, but politically it was a prefect Serbian chauvinist strategy in front of the new possible developing within the Yugoslavia and the entire Balkan region. In the meanwhile, this mentioned secret document (very well known in nowadays) sow as the main problem of Federation the manner to find the best way for destroying blocks of minorities into the Yugoslav geo-political important territories. Unfortunately and tragically analysing strategic, political and economic aspects, there has been rationally underlined as “core of problem” relating with minorities in Kosovo and Voivodina! “The wars are the best moments for solution of such problems. What in peace times demands decades and centuries, sure in war’s times needs only month to be fulfilled as needed. That’s why our military units during the war operations should expellee out in pre-prepared planes and without mercy the minorities from these territories, where we want to complete in by our national (Serbs) element.” – it is written to the document according to the book Serbian Genocide and Albanian Resistance 1844 – 1990 of the Kosovar author Shaban Braha. (Original title: Gjenocidi Serb dhe Qëndresa Shqiptare, 1844 – 1990) published by Editing House Lumi T in Gjakova, Kosovo 1991, page number 425 - 429) That Yugoslav philosophy and that Serbian strategy been landed soon in atrocities, executions, burning into Kosovo, in effect. Firstly with the leaders of Kosovo’s Albanian Nationalists, afterwards to Kosovo’s Albanian partisans and with unconvinced Albanian communists. After the war passing from individual terror to massive genocide and proceeding with the slogan “entire the Kosovo’s Albanian people is collaborator of nazi-fascists and is guilty.” As it was believed at the era, all other nations and people of Yugoslavia, Albanian also, could have possibility to self-determine their fate and their political rights. In fact, the entire natural will of the Kosovo Albanians there were concerted to the common Yugoslav war against nazi occupier. And as a natural result of such philosophy and strategy, of common interests and cooperation between people of Yugoslavia, the Units and Brigades of the Kosovo partisans were framed under the Yugoslav Partisan Army and Divisions. Kosovo Albanians have acted together within Yugoslav partisan formation against nazi Germans! Kosovo Albanian partisans have admitted orders of the Yugoslav Divisions, which were dominated by Serbs and Montenegrins, but during the end of 1944 and at the beginning of 1945, when Albania and Kosovo there were liberated from nazi German occupiers, Yugoslav Top Military Authorities ordered unlimited strange military transferring of Kosovo Albanian Units and Brigades through Yugoslavia. ===Massacre of Tivar=== In fact, it resulted later to be a strategy of annihilation. A most significant event, of that terrible strategy there was a massacre in Tivar, (Montenegro) where thousands and thousands of Kosovo’s Albanian partisans have been executed terribly by military Montenegrin Yugoslav atrocities. According to Shaban Braha (his book Serbian Genocide and Albanian Resistance (1844 – 1990) (Original title Gjenocidi Serb dhe Qëndresa Shqiptare, 1844 – 1990) published by Editing House Lumi T in Gjakova, Kosovo, 1991, page numbers 447 – 456) the Yugoslav leadership for getting nazi occupiers out from Adriatic coasts of Montenegro, organised and mobilised two big Kosovo Albanian groups. One from Kosovo plain, including Medvegje and Bujanovce and the second from the Dukagjin`s plain. (Here a map of those borders with Presevo, Medvegje and Bujanovce (Attached with number 6). These two groups of Kosovo Albanian volunteers partisans been ruled under the 38 Yugoslav Division of which main staff there was dominated by Serbs and Montenegrins. For arriving to the needed place there was ordered an unarmed march! The top Yugoslav militarists have declared that, the armies should be gotten in Albania or Montenegro! As such, no one had any doubt seeing that March there was going to be followed through north of the Democratic Communist Albania. Kosovo Albanians followed indisputably the orders! This unbelievable tragic march has started on March 15, 1945 when long and terrible walking of the Kosovo unarm Albanians, who according to survived participants, there were more than 10,000, accompanied by Montenegrin army forces were going to arrive to the ordered place. Author of the book (Braha) says that the participants have told that the killings with cold weapons have followed long the march. During the nights and in the hidden mountain places the unarmed and untrained Kosovo Albanians volunteers were eliminated partially. The heavy armies have been used to execute the “deserters” who tried to escape from what they were guessing and seeing in first persons. At last but not at least, when they, (the remained Kosovo’s Albanians volunteers who offered themselves to help for liberating other nazi occupied Yugoslav territories) arrived in Tivar there was organised the most terrible massacre! Kosovo’ Albanians were executed by the most inhuman atrocities. “The Kosovo Albanians have fallen into an ambush where they have got in an isolated road in front of which there was an entire unnumbered military force. Before shooting there was listened only a voice, which has said, “idu balisti” – meant at time collaborators with nazi-fascist – “and the volley of shots got against the innocent Albanian people eliminating most of them without mercy” – according to Shaban Sinan Mema a participant of that terrible march. (Serbian Genocide and Albanian Resistance (1844 – 1990) (Original title Gjenocidi Serb dhe Qëndresa Shqiptare, 1844 – 1990) published by Editing House Lumi T in Gjakova, Kosovo, 1991, page numbers 447 – 456) ===Reflecting on such terrible history=== According to different historians all the Yugoslav states, which have had under their administrative territories Albanians, to dominate these stoic citizens (who have always seen as an aspiration engine the mother patria Albania) have always needed the Albania’s political indifference in front of them. Joseph Broz Tito surely had, tangibly or directly, obtained such necessity by the Enver Hoxha regime. Hoxha him self, as it is confirmed by the political history, has been helped to dominate the Albanian Communist Party and, later on all the Albanian Communist & “Independent” country. On the way, different resources shows that there is no exact number of killed Albanians to that Tivar massacre, but surely thousands of them have been shouted dead and, massacres like this have been executed in all Kosovo’s Albanian places, cities, villages and houses. But, such massacre politically implicates also the then ruling Communist Party of Enver Hoxha! During the mentioned era the relation were wonderful between Albania of Enver Hoxha and Yugoslavia of Joseph Tito. For more, it was not possible that the Albania’s communist authorities were not informed about that historical and massive march of Yugoslav military forces in Albania’s territory. Meanwhile, mysteriously no body in Albania had organised any well coming for these Kosovo Albanians to those north Albania’s parts! At least specific and important leaders of then Albania (guess Enver Hoxha and notorious Sigurimi) were surely informed about that! The massacres have started since the Albania’s territories and beside the road Prizren – Kukës and continued to Buna’s bridge by the city of Shkodër! In fact, the then liberated Communist Albania did move nothing on the situation and conserved good relation with then Yugoslavia until 1948! For more, Communist Albania was going to fight its Albania’s nationalists in the same way. Official Albania was going to speak for the Russian and Chinese “brothers”, while the Kosovo Albanians were called “friends”! In fact Albania’s people talked about these massacres with low voices, but after Enver Hoxha death, who in fact since the London Ambassador Conference decision for “Neutral Albania”, been the one Albanian leader buried in Albania, such massacres became very known. ==Part X== ===Albanian Çamëria People=== After the Ottoman invasion in the 15th century the mostly Albanian population of northern Çamëria - from Konispoli to the Gliqi River - converted to Islam, whilst those living south of the Gliqi down to Preveza bay remained Orthodox Christians. With the 1913 London Ambassador's Conference Çamëria region was allotted to Greece and were left only seven Çamëria villages on Konispoli region into Albania. After the conflict between Greece and Turkey, the governments of Athens and Ankara have expatriated population. The Albanians of the Muslim religion were considered Turks and expelled by the Greeks to several parts. The history tells that between 1921 and 1926, the Greek government set about trying to deport Albanian Muslims from Çamëria in order to allot their lands to Greeks who had been deported from Asia Minor during Kemal Ataturk's revolution. ===Çamëria after the world war II=== With the end of the World War II as the Austrian - German – Italian and Japanese axe lost the war and been considered by such “virtue” losers, unfortunately and strangely Çamëria/Kosovo Albanian people been considered entirely or partly as part of the World War II losers, too! Greek politics, as Serbs, according to then official stand, but of today too, considered the Muslim population of Çamëria as collaborators with the German occupiers! As such, they were (also are “judicially”) considered as war criminals and were sentenced in accordance with some particular Greek laws. The then Greek authorities, citing the collaboration with the occupying German forces as a main reason, on behalf of an agrarian reform, approved laws, which were sanctioning the expropriation of Çamëria properties. As concerns until nowadays the extent of the effects on the Çamëria tragedy there is one of the most painful tragedies of the Albanian nation, but such painful act of this tragedy has began concretely on June 27, 1944 in the city of Paramithia, progressively engulfing the whole Çamëria, thus ending in March of 1945. Such Greek politics been translated in violation and terror exerted on the Albanian population of Çamëria. Military bands, of the Greek theocratic chauvinism leaded by the Military Greek General Napoleon Zerva, executed such terror against undefended people resulting that most of Muslim Çamëria Albanians fled from their ancient lands to find refuge in the communist Republic of Albania. According to the book Çamëria’s denounces (original title Çamëria Denancon, published by Editing House Fllad, Tiranë 1999, page number 42, of the author Albert Kotini), by the Çamëria Congress, developed on September 24 –25, 1945, there was stated that this tragedy in ciphers be concretised by 1270 killed Çam people and 350 of them women and children. With unknown fate 230; Totally damaged Pargë, Paramithia, Margëlliqi, phenomenon equal to 2300 burnt houses, 91 totally burnt villages and their properties were plundered. Mostly Çamëria Muslim people have been expelled away from their ancestors' land, without having a chance to see the graves of their parents, brothers, sisters and their children. But, such happenings have clearly figured out mass killings, on-going persecutions, and denial of every basic right of Çamëria region and its Albanian Muslim population. Sure it might be that, between the Çamëria people there were some “collaborators", but it is an historical fact that Çamëria people have taken part in the Greek resistance against German Nazis occupiers since 1942. Sets of documents that testifies this fact do exists and no one can deny. Considering all Çamëria Muslim population as "Criminals", at a time when they have shed their blood together with the Greeks for liberating the country, it is a political and diplomatic crime against Albanians. It aim was the annihilation of a real problem to be faced of, in effect. For more, the accepted number of the so-called "Greek Collaborators" with nazi Germans estimates 30.000 persons, who have been rehabilitated by a general amnesty. “On October 3, 1944 when Hitler ordered withdrawal from Greece, South Albania and South Macedonia, Zerva transferred his services on English American Allies. Such new alliance been accompanied even with Zerva’s contribute against Germans, his former Allies.” - according to the book Çamëria’s denounces of Albert Ll. Kotini (pages 176) who says that documents with Prot Num: 000385 dated 21.03.1944; Prot Num: 000466 dated 10.01.1944 of the German Reich do prove such facts. But, it didn’t matter to the then Greek Authorities and priorities, which held an entire population as responsible for the same guilt! Seemingly, the Yalta Conference of 1945 where the three most powerful men of the after World War II, had resorted division of Germany and Poland had already, according to their geopolitical needs, justified the old ones in Balkans region. But, even the then communist Albania, in complete accordance with that Yalta political will, leaded by Enver Hoxha did do nothing to stop or to oppose such terrible crimes against Çamëria region and people. Çamëria people who arrived in Albania, forced by that Greek genocide, have been dispersed in different Albania’s other geographic parts. In addition Enver Hoxha abrogated the Greek citizenship of the arrived Çamëria people in Albania and tried to eclipse the heroism of the Albania’s Antifascist Çam Brigade during the war against German occupation. Orchestrated Courts have executed a group of high Albania’s Çam communist authorities: Teme Mehmet Sejko e very well known Çam communist of Albania and before close to Hoxha. Other followers of Sejko were charged as betrayers against the Albanian nation! Thus, Çam people lost contacts by each other and lastly there were disorganised and discriminated by the then Enver Hoxha communist regime, which was instigating the foundation of the most orthodox communist regime in Balkans. ==Part XI== ===The democratic and pluralist Albania!=== As communist rule in Eastern Europe collapsed Albanian most orthodox communist country there was one of the last to surrender to the political pluralism. At last, by an “ad interim” constitution the People’s Republic of Albania became simply Republic of Albania. Intense inner political developing and at last, the Albanian Communist Party reverted it self at the 10th Congress in a Socialist Party (SP). The congress of SP elected as its leader Fatos Nano. In fact, later with each concession to the opposition, the state's absolute control over Albanian society at last weakened. Continuing economic, social, and political instability led to the fall of several governments, and in March 1992 the anticommunist opposition led by the Democratic Party won a decisive electoral victory. Ramiz Alia resigned as president succeeded by Sali Berisha, then Democratic Party president. At the time efforts to establish a free-market economy caused severe dislocations, but they also opened the road for Albania to obtain vast amounts of aid from developed countries. It looked that Albania was thus well on its way toward integrating its politics and institutions with the West, which Albanians have historically viewed as their cultural and political home. General and vast opinion of Albania’s people was concentrated on a closed black era and on the hope on the highlighted new one. But, it was either the case of Spain after the October 1982; when the Spanish Socialist Workers Party, led by Felipe González Márquez, won the elections decisively and Socialist policies that favoured business, combined with the country's entry into the European Community (now the European Union, or EU), sparking major economic revival, nor the case of Slovenia, bounded on the north by Austria and on the northeast by Hungary, on the southeast and south by Croatia, and on the west by Italy and the Adriatic Sea, which proclaimed its independence in June 1991. When the Democratic Party came to power in 1992, the Balkans was not a safe place in the world for investment, business and prosperity. The break-up of Yugoslavia and the war in Bosnia-Herzegovina kept potential investors off the region. What it could attract investment and businesses were not the big and powerful entrepreneurs. Kosova was almost daily mentioned in the Western press as a potential flash point in going on. The Albanian multi-party Parliament headed by centre-right Democratic Party had recognised the proclamation of Kosovo’s independence, which greatly upset Belgrade and quite a few governments in the West, i.e. Greece, France. At the first glance, from the moment the democratic government, headed significantly by Sali Berisha, established where its priorities lay, nothing should have impeded it from imposing its will on the choice of the partners in the political and economic development. But, unfortunately and practically, that was really limited mainly to Italy and Greece! The last country had yet not abolished totally the law of war against Albania, and both countries have had traditionally antagonist interest in the region! On the other hand, unfortunately, proper considerations were not given to Democratic Albania also by USA, Austria and British, which surely almost beyond the regional strategically interests had not too much economical ones into the country. In effect, such geopolitical approaching stayed in force until the Ibrahim Rugova non-violent passive strategy was yet conserving the status quo within Kosovo. The Macedonia’s Albanians were not yet well organised and, as these above mentioned country (USA, Austria, Britain) were mainly engaged to Croatia, Slovenia and Bosnia-Herzegovina. According to Skënder Shkupi, former Albanian Ambassador in Turkey (1992-97), who speaks intentionally for this CER’ e-book, in June 1992 in Istanbul during works of a Conference for inauguration of the initiative “Economic Cooperation of the Black Sea” the then Greek Premier Micotaqis has requested a private meeting with then Albanian president Sali Berisha. When the meeting been developed in the presence of respective Ambassador in Ankara, the Greek Premier after a long “diplomatic and economic offering” on great assistance on the new Albania’s infrastructure, tourisms, roads, enterprises and political support in gaining the European membership and others like these, gave only a condition. “Albania’s resign from Kosovo case”! For more, even the European Community, unfortunately, on behalf of its membership has already just designated firstly Italy, but also Greece, to move its money loaned to Albania issues. When the Albanian country was in great need of support from the Western Democracies, the presence of Italian companies generously supported by its government policies, was competing for every single tender. While to the Greece’s ones, frankly, were not given proper consideration. Sure, this last historically complied neighbouring country could not accept such approaching. The Greek’s typical Balkan jealousy was not difficult to be noted, as it occurred openly time-by-time with artificial Greece Albanian emigrants violent expelling campaigns. Despite this geopolitics, at last the figure of Sali Berisha the former communist and then Republic’s President was dominating the political issues to this period of Albania. A former Communist was trying to be configured as a nationalist! Sure, that could be emerged eccentrically by all means in front of fragile Albanian Democratic State. Albania to those days has not yet a democratic constitution and was using an “ad interim” one, passed since first pluralist parliament dominated by then communist, which had given too many competences to the President. Sali Berisha figured out immediately an authoritarian typical administrative State, which was going to complicate the geo-political role of Albania again. Everyone in Albania knew that Sali Berisha was so keen to cooperate with both British and with Americans in particular, but why the scant record of success in Albania's relations with the United Kingdom also with the United States, the answers will be slow to come. At time the Albanian President Sali Berisha has told to the Albanian Ambassadors of Britain and USA, go and make friends there. Great Britain and USA are extremely important for us, but what kept Sali Berisha from building the bridges with the Britain and USA, when they were giving unmistakable signs of a warm interest, is still a mystery to every Albanian! ===Start of Albanian crisis & Financial Pyramidal Schemes.=== The crisis has started since the disputable General Elections of 26th May 1996 in Albania, of which official results gave to Democratic Party of Sali Berisha (DP), yet in power, an absolute majority of seats in the Parliament. According to these official results the socialists were minimized mostly in; their social democrat and democratic-alliance allies did not gain even a single seat! In fact, the left wing parties, at the day of ballot box accusing the Government for using violence and for manipulating the elections proceedings had abandoned the election since the voting process. The left-wing opposition immediately after declaring foul went into action in order to alert international opinion to a massive "vote rigging", and DP power unfortunately decided to give them a taste of the strong State police! Afterwards, Organization for Security & Cooperation in Europe, OSCE, which monitored mainly the elections, by a report criticised the election proceedings as manipulated one. OSCE accused for violation of election laws. USA official reporting supported OSCE’s report and demanded political coherence by Democratic Party in power. Many powerful domestic and foreigner forces not only opposed that situation, but were likely to oppose it totally at all that. Although, it was quoted as a strategy of the then Albanian President Sali Berisha for maintaining the absolute majority in parliament ad securing his re-election as the president of the republic. The DP dominated by authoritarian policy of Sali Berisha did not even permitted to accept apparently the need of a semblance of fairness, which at the point was absolutely necessary. Then, later and because of the growing pressure from the OSCE and other international institutions, the DP power conceded that a re-run of elections to be held in seventeen constituencies, instead of forty ones asked by the above international institutions. The result did not change the ratio of representation of the opposition forces in the Parliament, which the western democratic institutions were expecting. At last, DP won politically those elections, but in fact, that was the start of the end for their political power. Things turned sour for this party soon afterwards and there was nothing that those could do to make amends. On the other hand, some financial enterprising which have dominated then economic and political Albanian life were becoming immediately Financial Pyramidal Schemes, looming larger and more and more threatening on the horizon. In fact, the then economy and policy of Albania there was under the influence of these Financial Enterprises, which were really comfortable for the majority of Albanians. “All you will win with us” - there was the slogan of the Democratic Party’s electoral campaign to those May 1996 elections! Also during the electoral campaign of DP there were attached all names of these financial enterprises, which had involved most of Albanian families. Most of the Albania’s families got easy their monthly earnings from these financial enterprising. A possible change of political power represented also a direct risk for loss of their easy life, but also their own vital financial saving, which they had got since long 5 years into those financial enterprising. ===None of the international or national institution wormed Albanian for ongoing tragedy=== According to the annual report of UNDP “Albanian Human Development Report 1998”, there is told that during those difficult years Albania had some important economic success. Albania’s growth in GDP, declining inflation, and control of budget deficit were progressing positively until 1996. The experts of international financial institutions considered that transition’s course a success. The same report says that the characteristic of the year 1992 stabilization, which continued to prevail until 1995, is that what it’s based on the prices control by applying tight monetary, fiscal and credit measures. At most, stabilizing the budgetary expenditures and reduction of their increasing rates, as well by a direct and continuous control of credit of the economy by the Bank of Albania was defined a success too. A rather ambitious economic restructuring was conducted less than five years. The then foundation of the State’s investment budget was comprised of foreign financing and from the year 1991 – 1994. Albania’s disbursed funds from foreign sources were fourteen times greater than domestic ones. Through the year 1996 the gap was reduced by a steady increase of internal resources and the foreign disbursement got to lower levels. On the other hand, at the mentioned period, Albania’s main multilateral donors had been the European Community and the World Bank. While the largest bilateral donors were Italy, USA and Germany and the greatest share of foreign assistance was used to finance the developmental projects. According to the same report of UNDP Tirana Office the multilateral investments developed from the year 1991 to 1997 there were: 35% European Community, 13% World Bank and 1% UN. While to bilateral investments Italy has covered 14%, USA 10%, Germany 10%, Japan with 4%, Switzerland with 4% and Austria with 1%. As others cover the rest probably in could be found also Greece. But, as the foreign direct investments totalled USD 31 Millions in Albania for the period of 1991 – 1996, ciphers of money reached USD 1.2 Billions to the above-mentioned financial enterprises, which been called later pyramidal financial schemes. And until the soon bankruptcy, the financial enterprises were working in official way in multi-level marketing schemes representing the fastest-growing types of fraud in Albania. As such, most of people, because they were earning monthly modest money from home, not working, taking so monthly earnings in comparison with administrative wage surely better ones! On the other hand, the Banking system’s interests rates for period 1991 - 1995, there were always an average five to six times lower than the rates offered by these financial enterprises. For more, during the meant period, Albania has not a lot of Banks, private or State’s one, and most of people ensured their own financial saving into these financial enterprises. Btw, no national institutional office and no international one, even the opposition parties, had told them that they were risking a lot their life’s money saving! Most of the International, European Financial and Economic Institution were present in Albania since the 1992 and no one of them was pronounced against such Albania’s national fraud! The entire Albanian Central (Ministries) Administrative System, on behalf the international institutions, had international experts attached with their respective Ministers. The World Bank was an authoritarian international institution in Albania. The Albanian Government shouldn’t approve, without confirmation of the International Monetary Found and World Bank Representatives, their financial and economic reforms. Even Western Embassies wormed not any thing about that! Generally, the local media, political parties, independent and non independent media played a vast recruiting ground for those moneymaking offers that could be extremely deceptive. ===Deepening of the huge bluff=== As a result of such situation the majority of the Albanian families had responded positively to the lure of quick and easy money. It is now a strange surprise but these above mentioned international important institutions, reminded them self about the other precedent World’s pyramidal schemes, at time when, all Albania there was involved terribly to the huge bluff. At such situation naturally no body could believe then that they were giving themselves start of a national tragedy. That national or international indifference, ignorance, evil-minded instigation or… we can call that what we want now, brought in a short period of time the new gigantic dimensions of that phenomenon in Albania! Suddenly in month, the old financial enterprises got immense sums of money and new ones have been founded in accordance with Albania’s laws as “Foundation”. These lasts so-called Foundation been presented to public opinion, by which no body can say it now, as the foreign intention of helping poor Albanian’s families and the lowest economic society! As a result, these “Foundations” received small sums of money promising to give them back with a rate of 100 % more in one month. Hundreds of families trying to resolve their own economic problems sold their old houses to buy new ones. Thousands of Albanian emigrants, who had no legal possibility to save their money in respective neighbouring countries Banks, brought their own saving in Albania for “redoubling” sonly them to those “Foundation”! In effect, most of Albanians, being calm for no risk, sent then all their own saving to those “phantasm foundation”. As such the involving of those last “Foundation” brought terrible dimension. That looked that all the Albanians were involved in those financial enterprises. No body thought at the time it could be a scenario for burning Albania! According to Albania’s Institute of Statistics public data, 78% of people were involved into those financial enterprises, which could result soon as informal financial schemes. ===Political implications=== The Democratic Government has been part of those developing and the first and the biggest responsibility surely were to the parts in political power. At least but not last, it is proved the political power has permitted, coherently or not, what has happened with those firstly financial enterprises and sonly pyramidal financial schemes. According to public pronunciations of the DP’s leaders, most of the administrative persons of those “Foundations” were part of the old “Sigurimi” of State, of which political hereditary representative Socialist Party was in opposition. South Albania, practically more influenced by leftist wing, was surely more involved in these financial enterprises than other geographic parts of Albania. In fact, that phenomenon had a specific geo-political configuration. Ibrahim Driza, head of “People’s Foundation” (Fondacioni Populli) was also president of a political left wing “Popular Party”. The seaport town of Vlorë (Vlorë), since the beginning of modern times a geo-strategic city and an ever-wanted dream of Italy and Greece, there was the most involved city! While the Italian and Albanian states did not think due to Vlorë, the Italian maphia profited and found Vlorë as its biggest partner place. An Italian consulate after long and difficult Albanian political struggles has been inaugurated just in last month of the 1999, in Vlorë, which in effect has been the most important basement of “Adriatic Sea clandestine bridge”. For more, by this city of Vlorë, Albanians, Iranians, Kurds, Palestinians and others people have crossed for west countries and a better life into south Italy. Also, by these parts have been found out a lot of illegal traffic’s drugs and prostitution. As such and unfortunately all these immense ciphers of money paid by innocent people have gone to Organized Crime, instead to Governments. “Gjallica” Company, one of the biggest financial enterprises (Pyramidal Financial Scheme), had its headquarter in Vlorë and every day to their money windows were aligned hundreds and hundreds of people who came from different cities, even from abroad, for depositing their savings into that Company; “Vefa” an other big financial enterprises (Pyramidal Financial Scheme) had also its headquarter in the same city. This phenomenon which surely have constituted that city as the “engine” of those financial organising, which naturally could be soon the main core of the conflict between people headed by opposition leftist parties and Government of Democratic Party headed by Sali Berisha born in northern city of Tropoja. ===The role of Sali Berisha as President of Albanian Republic=== On the end of 1996, the International Monetary Found declared its position on the dubious financial enterprises, calling them pyramidal schemes for the first time. Koha Jonë (Our Time), a newspaper very near with leftist parties, published on its first page an article about a Tirana’s seminar developed and headed by two FBI’s agents. FBI’s Agents were specialised in pyramidal financial schemes and other informal trades. That brought the first significant idea about such phenomenon to then Albanian opinion! “The Albania’s money are the cleanest money of Europe” - declared Sali Berisha the then Republic’s president immediately on by a public press conference at the time. To some other soon public pronunciations, more or less of the same time, Berisha declared that, “the Albania’s policy has some difference with USA’s priorities”! Sure, such declaration if made by some normal citizen should be considered immediately nonsense, but declared by Albanian president should be analysed at least by possible hypothetic political reasons. According to different annalists the first declaration of Sali Berisha was probably connected to his personal approaching, by which he hoped “forgiveness” by foreign USA & European and convenient solution in front of then coming Albanian financial crisis! In effect, during the time there was spoken for big sums of “dirty money” involved in Albania. Such phenomenon, because of no law against of, or laws that could control the circulation of Albania’s money, theorically has been possible during that period. Probably, Sali Berisha Albania’s President, informed of other similar “forgiveness” to other European countries, since the American Plan Marshal of the after World War II Europe, hoped that Albania could profited also by similar political will! But, as it resulted later, Berisha was surely wronged. The then Albania, unfortunately, was absolutely dominated by his authoritarian ruling. For more, the then ruling Democratic Party, controlled in significant way by then President Sali Berisha, been changed from one of the most wonderful anticommunist movement, in whole Eastern Europe, in a force which was abusing power rather than using it constructively. The then DP moving towards the party-state, abandoning democratic practice, making the steering committee a formal one, isolating political personalities who founded the Party, abusing and canalising power for using that against the political opponents of Sali Berisha, made possible to act differently from the statute. As a result, the then DP controlled by Sali Berisha abandoned the principles of inner party understanding and democracy. At last but not least, Sali Berisha himself by personal domination constituted his cult. That must be said all this was leaded with nationalistic colours. As such, he could not been forgiven as the Balkan region was in other nationalistic troubles, with other Albanians Muslims dispersed into other region’s fragile Orthodox states. Thus the other declaration of Sali Berisha president was clearly forced by the Greek lobby of USA, which was not satisfied by Sali Berisha approaching with nationalistic colour in Albania and also in the entire Balkan region. Sali Berisha Republic’s President, at the then time, had refused to meet different high American officials who himself believed were influenced by strong Greek lobby in USA. Those happenings resulted on losing the USA support in favour of then Albania’s president. This last configuration represented a political crisis, between official authoritarian Albania and different parts of Western Countries, which has started since the disputable 26th May Election! On December 1, 1996 the editorial of the newspaper Koha Jonë there was published with an underlined big title: “Albania expellees the USA” and by this editorial article there was spoken about the American professors (who were giving lessons to Albanian Universities) and were not any more accepted to do the same in Albania! Also American Military Experts have been expelled by the Albanian Military Institutions and the Albanian official justification was more than mediocre “Albania has not any more need to have imported professors!” ===Top of the crises in finalising=== In the mean while, early in 1997, Albanian Government finally took action against two pyramidal financial schemes called Foundations. There were frizzed up their accounts and the frozen assets partially were given to the public, reimbursing 50 – 60 % of their deposits. At the time, in order to prevent a run on bank accounts, the Central Bank of Albania restricted daily cash withdrawals to USD 60000. At last, the Government over passed modestly the problems and the reaction of the people. Police had faced up all the difficulties and at last the troubles were over passed. On the other hand, the opposition parties headed by Socialist one, which is the one well organised structurally Party in Albania, trying to use the situation accused the Government for having organised those pyramidal financial schemes. The SP accused DP’s Government for using Pyramidal financial money in their own and individual interests. SP later leaded the massive protests of the people. As a result, as politics assumed greater importance, it was normal that the majority of societal conflicts could be politicised and associated with the characters of political life. The involving of the opposition in the financial crisis set also the political parameter to that. On the whole, police forces got the order for not permitting any more large protests and rallies of people! At last but not least, on December 20, 1996 there was developed the first violent demonstration between the people and polices in Tirana. Not too much later, on the middle of January 1997 a news published by the “Voice of America” VOA’s Albanian Session Language, told that USD 130 millions in cash had got by a boat abroad! According to that news the boat had left the Vlorë seaside for Italy and it had a clearly political message: the cash were the money of the other yet working Financial Enterprises, which were based mainly in the same city of Vlorë! The next days some “anonymous voice” told that “Gjallica” enterprise was bankrupting soon! At similar condition every normal Bank, which was missing to those days in Albania, could be in big difficulties to such situation. Thousands of aligned people got back to retrieve their deposited money to “Gjallica”’s headquarter. Other of thousands followed the same way, as a result, the next days the “Gjallica” subsidiaries at the other cities got at the same situation. The situation could not be any more unexpected ones. Vlorë got against the Government. Students of south Albanian Universities got in hungry & angry-strikes. People headed by opposition parties demanded the resigning of the Democratic Party Government. It was time when the people were losing their hope for having their money back. They could not forgive any more the authoritarian approaching of the Democratic Government & State headed significantly by Sali Berisha, who was from northern city of Tropoja. The protest rallies were really extended in strong way mostly in south. Immediately, some still unidentified persons had got in the Vlorë’s University, where the students were developing their hungry strike. According to left press information they were of secret services of Sali Berisha and had tried to kidnap some of the students! The precipitation of the situation made possible the engagement of all the general opinion. It became sonly a very difficult challenge to the democrats in power. The State could not any more maintain public order! The emergency situation was already declared. The people of south Albania, mostly Vlorë, Tepelenë, Gjirokastër, and Sarandë, (the two last cities are limited closely with Greek Borders) assaulted the Armies Military Depots and people armed got against the Government. The police and secret services stations in these cities got assaulted by armed people and were surrendered soon. The entire collective angry of south people was restricted mainly to one man, Sali Berisha, who in fact is of north Albanian origin. Some facts of north privileged people from the administrative institution been concerted by opposition for political reasons. To the other hand, as a natural result the military depots been assaulted even in north Albania. North been armed also, but surely not with the same angry level. As a mater of fact the north Albanians, being poorer, had not lost the same sums of money to those pyramidal schemes. ===Greek role=== Meanwhile, different group of ten or twenty people of those southern Albanian zones proclaimed independence from Tirana! Greek, but Italian and other media also gave a lot of space to these people speaking in Greek and proclaiming the independence of south Albania! A war psychology set in among the Albanian people, nourished by daily injections especially from the foreign Greek media, in which some Albanians actually came to believe that "the South" was coming to Tirana to "liberate" the city from “Berisha's occupation”. More than a few craned their ears at night, listening for the approaching "Northern Armies" international reporters were saying were on their way to protect their beloved President. In the absence of unbiased international news or a competing domestic perspective, many Albanians came to believe the message they were being spoon-fed, although the passing of time clearly revealed to foreign observers and us alike that no civil war was brewing in Albania. At last and not least, gradually the crisis passed and was resolved through difficult and fragile democratic elections, which were won by Socialist in June 29, 1997. As a matter of facts surely there were incidences of violence at the height of the crisis, and a handful of the political problems that then plagued the country linger unsolved today. But nothing was so terrible as the foreign press reported, day-by-day, in the Albania of 1997. Throughout all of this, Greek journalists were particularly influenced by their nation's traditional designs on regions of Southern Albanian. Throughout the crisis, the spectre of "civil war" was represented in Greek media as being representative of a long-standing desire of all southern Albanians to declare independence from Albanian proper. Daily, Greek media reported live from different cities and villages in the southern half of the country, broadcasting images of purported regional and municipal proclamations of independence. At one point, Greece's deputy foreign minister visited what his country's media called "liberated zones" on the pretext of evaluating the human rights situation of the Greek minority. But, it finally took a declaration from then Turkish Foreign Minister Tansy Chiler to change the triumphalist, separatist tone of Greek media. Reacting to Greek reports that parts of southern Albania may want to separate and that Greece could, potentially, intervene to protect the Greek minority, Tansy Chiler declared, "Turkey will never permit the violation of Albanian territory and integrity and, in the case of such events, will intervene immediately. " The utopia Greek dream of annexing southern Albania was finished on the spot, yet in the aftermath of the crisis neither the Greek press nor the Greek government asked any pardon from the Albanian people, nor reflected critically on the hysteria and wild speculation they fomented. But at last, sure, Greek authorities felt happier because of their Albanian ally were already in power and their influence could be bigger than Italian one. At least but not last it represented a victory. ===The Democratic Albania in relation with regional geopolitics, 1990 – 1998=== Sure, the 1997 Albania’s crisis proved that Albania’s democratic transition would be longer and more difficult than was previously thought. What was considered a transition from dictatorship to democracy was actually a transition from totalitarianism to authoritarianism. In fact, the same phenomenon has been noted also to other eastern European countries, but it was different in Albania, which came out from the most orthodox dictatorship and had (still has) specific geo-political role in the region which could not passed without affects on their own political psychology. -"It is difficult to find another country in Europe where relations between the ruling and the opposition parties are so strange, severe and grieved as in Albania" - has said Albanian well-known novelist, a Nobel-prize candidate for many years, Ismail Kadare! But, accepting that the right political wing do present the tradition and the left wing revolution, we should say that the Albanian political life was, still is, strongly dominated by two respective forces of Democratic & Socialist Parties, which have been and are completely polarized by philosophy, priorities and other geo-political attitudes. The remaining parties were, (still are) smaller and divided into two opposing groups led by the two dominants democrats and socialists. For more two men; Sali Berisha and Fatos Nano dominantly control their respective leadership there! When, Albania’s Communist Party reverted it self at the 10th Congress in a Socialist Party (SP) by a coincidence or by leftist tradition the leader even this time there was elected with southern origin. Fatos Nano, with experience to Albania’s Marxism Leninism Institute there was bourn in Gjirokastër town. But, when Albania’s first opposition Democratic Party elected Azem Hajdari as its leader and Sali Berisha had followed Hajdari leadership. Both born at the same Northern town of Tropoja! The coincidence already seemed to create its geopolitical equation! As it became apparent later that Berisha government has prosecuted Fatos Nano the socialist Leader convicted of abused of power and for economical damage on the country and jailed. Probably, incidentally the recent polarised Albanian policy leadership has followed the same traditional geography of fleeing the country in normal turning of political powers! Gramoz Ruçi, the present Socialist Party General Secretary, during the Democratic Party power has been penalised for orders given to the period when he was Albanian Interior Minister in February - April 1991, and forced to flee into Greece. With coming of the last Albanian pyramidal financial crisis and mostly south rebellion, Albanian president Sali Berisha’s family and Defence Minister Safet Zhulali family and others like these did flee into Italy! Fatos Nano, a then three time Socialist Premier, penalised by the Court for abuses during the Office, when released from prison by a Sali Berisha amnesty in 1997 fled into Greece. ===Other regional implication into Albanian politics=== The period of 1990-92 when the Albania’s communist power there was configuring it self as Socialist Party, by a strategy and a political reform, based to leftist principle: land belong to whom who has worked on it and not to whom who has hereditary rights, with the dissolution of socialist agricultural cooperatives, gave land under properties to Albania’s Greek minority. The socialist leftist by tradition has not supported the national case, but also by their philosophy they are not too much close to that. In addition by a coincidence or tradition, during the period 1990 – 92 the electoral law stipulated by then communist-socialists has permitted the participation of the Associations (NGO) representatives on the race for the pluralistic parliament. And, coincidently, at time in fact, there was only one organized and that of the Greek Minorities called “Omonia”! Whilst, from 1992 until 1997 the Democratic Party Government priorities have shown that the Italian investments have had more facilities than other ones. These investments during democratic power made clearly noted that Italy was one of the most privileged countries to that period of Albania. Sure, it was not an abstract result since the Democratic Party was a declared centre right wing party with nationalistic colour. Beyond Italy’s economic potential should not been ignored what Italy has done in the history in front of Albanian case. DP could consider the Historical Italian approaching and possible positive future ones in front of Kosovo and Çamëria cases. In spite of this the strongest economic and political interests of Italy in front of the neighbouring Albania there were concentrated on the need to balance their own south poor geographic parts of the country with other north wealthier ones! In fact, when northern Italy was enjoying good economic results with reach Austria into its doors, the long isolated Albania has hosted the bad economic results to the south Italy. As such, the economic difference between north and south Italy there is a big challenge of ever-Italian policy! On the other hand, Greece has during the cold world war the same economic problem with its north parts limited with south Albanian borders. But, it should be said that the history shows that the situation has been more complicated between Albania and Greece, as Greece have had historically showed chauvinism against Albania, which seems to be still alive! In fact, Greece does have Albanian minority in, who since the end of World War I, have not enjoyed their individual national rights within administrative Greece. But, the small Greek minority of 60.000 people concentred in south Albania is another important feature. Sure, on the other hand, at the mentioned era, Greece was following the (1992- 1997) geopolitical developing in Albania with jealousy and it corresponded, tangibly or not, also with opposition left socialist wing jealousy for power! In addition, there has always been a political rivalry between Italy and Greece for the geo-political domination of the region! As normal result the neighbouring Albania’s countries, Italy and Greece there were the most disturbed neighbours by the 1997 Albania’s crisis. According to Albania’s Institute of Statistics (AIS) with the end of 1997 crisis twenty-five percent of al Albanian enterprises have legally closed by significant damages, and thirty percent of the destroyed businesses were Joint Ventures with Italian partners. A clear message was concentrated in that the most involved businesses as most damaged were the private Albanian sector and Italian business. ===The Italian Ambassador case=== However the geopolitical complication in Albania goes more further. During all the Democratic Party power in Albania, the all-official visits of the Italian high representatives (in Albania) have been immediately followed by respective Greek official ones of the same diplomatic level. However it looks strange and unbelievable, this has figured out that the Italian priority has been mostly in favour of the Albanian centre right wing, while the Greek one towards the centre left one! And one of the most significant issues of this phenomenon there was the direct implication of the Italian Ambassador Paolo Forresti (1994 – 1997) to the then crisis of Albania in 1997. Whilst, at the mentioned time, the Italian Government was dominated by centre leftist political forces, the Italy’s Ambassador been aligned to Democratic Party in power of the controversially wing. Greece openly has been aligned with opposition parties headed by Socialists and some Civil Salvation Committees. This last organisms been founded mostly in south Albania, where the state administration almost did not exist after the bankruptcy of pyramidal schemes. In May 1997, the then total Albanian leftist media published registration of a close telephonic conversation of Italian Ambassador Forresti with Tritan Shehu the then president of Democratic Party. That conversation clearly showed the Italian policy approaching in favour of Democratic Party position, which was risking clearly to go out of power! In fact, according to then mostly leftist media, the Italian Ambassador has said to DP President that: “When this will be obtained, (an agreement between parts which favoured Democrats) you should thank the Italian government and Italy for doing the possible” – while Tritan Shehu the DP’s president has replied - “I was thinking about that and, when this case will be closed, we surely will cooperate in a better way for the soon future.” Theodhoros Pangallos, the then Foreign Greek Minister two days later declared to the same media that, “if the published conversation is true that means Lamberto Dini, (Italian Foreign Minister) other things says to me and other ones to his ambassador”. But, the publication of such close telephonic conversation, registered by whom no body knows, but probably by Greek secret services, constituted a diplomatic scandal. Italy negated every thing in relation with that telephonic conversation, but the Official Italian policy could not stayed calm. Immediately has been spoken for the replacement of the Italian Ambassador. Firstly to the next day of published conversation there was spoken also for a new Italian Ambassador named Alfredo Matacotta! But, Forresti remained the main Italian interlocutor for another month of the Albania’s crisis. In fact, Forresti there was the first Diplomat who gone in Vlorë rebellion city and gave the guarantee to Italian Government for the foundation of the then Albanian National Reconciliation Government. Step that brought the engagement of the foreign military troops in Albania later on! The Italian Ambassador Paolo Forresti organised and accompanied in first person the visit of Romano Prodi, then Italian Premier, in Vlorë city of the revolt. The visit, which been followed immediately, in the two next days, by the visit of Greek Foreign Minister Pangallos, who had a meeting “tete a tete” only with Albanian Socialist Premier Bashkim Fino and Socialist Leader Fatos Nano. ===Albanians foreign priorities seemed to be changed=== Yes, to a stable country the changing of power by different political wings has no influence on country vital priorities, but with coming in power of socialist party the geo-political configuration of Albania has surely changed since its conservatives dominated that! Fatos Nano, since the beginning president of the communist converted to Socialist Party and prime minister of the last days of Albanian communism 1991 - 92, been again turned to the position of premier of Democratic Albania. The then official Albanian Government after two month of power, headed by Fatos Nano, signed in August 1997 a protocol of assistance and cooperation between Albania and Greece. The Protocol landed a Greek Military Force in Tirana and later the Greek business was a favourite in Albania. In fact, when the Albanian Foreign policy has in its first priorities the neighbouring country Greece, even the Albanian emigrants there started also to be legalised, step by step and, at last it looked the relation Albania – Greece were going to perfection. Whilst, we had before in Tirana only a state Albanian Italian Bank, immediately on there is also opened a state Albanian Greek Bank in Tirana. Not too much later, there was opened the second Greek Bank, a private one and, recently we do have 5 Greek private banks. The then Greece for the first time loaned even a financial credit to Socialist Albanian government of Fatos Nano for reimbursing a part of the people who has lost their homes in the last Albanian pyramidal schemes crisis! Credit that is promised to be unblocked only before the general elections of June 2001 where socialist Party still wanted to maintain the political power, in effect. ===Reflecting on the situation=== Meanwhile, we should say that always the neighbouring anti-Albanian countries lobbies for justifying their own chauvinism, in front of the international opinion, have always accused Albanians for missing capacity of governing a state. Aiming this they have spent a lot of money to destabilise the country. Sure, no one can accuse by juridical means Russia, Greece and Yugoslavia for engaging their respective secret service and their money into Albanian crisis of 1997, but every one has the right to quote politically the events as they happened in reality. By such virtue every one can suppose even about that mentioned possibility as different important parameters do bring to that conclusion. In August 2000 the Newspapers Koha Jonë (Our Time) published information about a Greek secret report which made public a secret plan of Greece to determinate the Balkan region! The mentioned report was supposed to be delivered by the respective Greek office to Greek premier Kostas Simitis. In fact the source, which made possible publishing of such paper, was quoted to be Turkish Diplomatic resource of United Nations Organisation. For more, when such news came in the light of publication, firstly in Albania, the next days there also was spoken publicly for a possible cooperation of the last newspapers with an Italian media magnate Nicola Grauso! But, even leaving apart the geography by which came in light of publication this Greek secret document, it should be said that the Albanian - Greek realities do correspond politically with what has been said to the above-mentioned report! According to this former secret Greek report, Greece should instigated the Albania’s internal problems, for preventing later a possible territorial pretending on Kosovo and Macedonia. As it has resulted the Albania’s 1997 crisis did bring a lot of internal problems for Albanians, but the mainly Greek media instigated the division between north and south Albania, which could sent to a possible dissolution of the country too! The Greek instigation concretised clearly in front of Albanian emigration do give clear reasons to believe the existence of such Greek project in front of Albania. ===Emigrants are a very important resource for Albania=== Albania, because of poor economy does have 1/6 people abroad as immigrants. Such emigration does bring USD 500 millions every year in the country. Albania since 1990 has experienced a massive emigration and this important demographic factor has been most involved into neighbouring countries of Italy and Greece, in effect. This movement is influenced by natural geographic and cultural proximity of Albanians to Italians and Greeks. Greece currently is hosting 350-400 thousands while Italy hosts 100-150 thousands. However problems associated with Albanian emigration and the emigrant entry into work and society were not similar in both countries at the mentioned period. There were also in both countries a disproportion between legal and illegal emigration. According to data published by Albanian Institute of Statistic (AIS) the only professional institution on surveys in the country, at the beginning of 1997 there were legalised 62,000 Albanian emigrants in Italy, whilst in Greece there were legalised at the same period just only 10,000 of 350,000 illegal ones. Meanwhile, Italy has shown no difference in front of the religion of the Albanian emigrants, on the contrary Greece has always shown much priority to the orthodox religion of Albanian emigrants. As a result of this Greek discriminative policy most of Muslim Albanian emigrants names had been changed, by juridical means or not, in orthodox ones. This was sure used for finding a job, finding an opportunity to be legalised or avoiding to be expelled from Greece. According to a survey I have personally developed during the beginning 1996 into an Albanian navy “Aulona” property of “Vefa”, (One of the later declared pyramidal schemes) which was sending about 150 – 200 Greek visa provided Albanian citizens in Greece, it resulted that only 5 of those persons were from north Albania! Sure it was not because Northern Albanian citizens were not interested to, but because Greek Visa Consular, following Athens political orientation, were concentrated in southern Albanians more or fully there. In addition when I arrived in Athens, I met some Albanian emigrants who had changed their names to obtain the needed “privileges” for not being expelled from Greece and obtaining a job! It resulted to me that: Agron was re-named Janis; Gjergj was renamed Jorgos; Vjollca was Violeta and so on! In the mean while Greece politics do counts artificially and controversially all the Albanians of the Orthodox faith, 20 percent of the Albanian population, as Greek, claiming that the ethnic Greeks minority in Albania is considerably larger! It clearly sounds that the Albanian emigrants of Greece have been used by this last country, member of European Union, as a reserved pawn (hostages) between Greek Albanian relations! Every time when the diplomatic relation between Albania and Greece were in difficulties, thousands of Greece’s Albanian emigrants were being maltreated, their own money sequestered and their released Greek papers burnt. At last too many of them were forced to get back in Albania! These are data published, time-by-time during 1992 - 1997 to Albanian and Greek newspapers and no one can deny. But, on the other hand, such “careful” discriminative Greek policy in front of Albanian emigration brought also a specific geography of that typical phenomenon. Sure it could also have significant role to that fragile and poor Democratic Albania. Greece has given priority, beyond orthodox religion, also to Albanians from Southern part of Albania, where do live a small community of about 60,000 ethnic Greeks minority. At the mean time to a country as Albania, where one to six citizens were already emigrants surely it does mean a lot. Northern Albania has remained still the most isolated and poorest part of the country. On one side the Yugoslav war to the doors and on other side the difficult mountains terrain, also because of less possibility for emigration! According to data published by UNDP Tirana Office, 1993 - 1997 the northeasters part of the country had registered the highest unemployment rate. For example, the unemployment for Devoll, a southern Albanian district, has been a mere of 3%. While for Kukës, Shkodër and Kurbin northern districts the unemployment rate was twice to the national average of 25%, at the end of 1997. These geographic economies of those years surely configured an economical & social difference between South and North Albania, which in addition with historical difference these two parts of Albania have, it has been used later for obtaining destabilization of the country. ===Other possible implication=== But on June 21, 2001 the former Republic President Sali Berisha during a live interview with Tirana “Klan” television channel stated that, after the May 26, 1996 election, Belgrade there was involved with the Pyramidal Financial Schemes in Albania! Berisha stated that the money involved at the period, which got the immense dimensions of this phenomenon there were the money of Slobodan Milosevic him self! But, for more, on the other hand, another strong crisis risked a lot the stability in Albania during the 1998, but this time the core did came by northern parts of Albania. On September 12, 1998 Azem Hajdari, a significant leader of Democratic Party and former president of Democratic Party in December 8, 1991, was killed in front of his party building. The killing could really destabilize again the situation in Albania and move it towards the chaos. The Socialist premier and Socialist party president Fatos Nano was accused publicly as implicated politically with the action against his opponent Azem Hajdari. As arms were in hand of civics, since the 1997 crisis, militants of Democratic Party got upset of their killed leader and spontaneously uprising got against the socialist government. Whereas, during Hajdari funeral the Administrative state buildings been assaulted by armed people in Tirana. As such, the killing of Hajdari did provoke really a destabilization. But, as Fatos Nano has left the Office, once more, and with strong intervention of western ambassadors and the Albania’s polices the situation found at last a peaceful solution. According to the Albania’s independent newspaper Korrieri of June 13, 2001, different resources confirm that Yugoslav Secret Agency (UDB) has circulated USD 7 Millions just to destabilize the situation in Albania during the year 1998. In fact, This time on by which there was killed the Democrat leader Azem Hajdari (whose origin was from Northern town of Tropoja) did correspond with crystallization of the Kosovo Liberation Army, which according to Yugoslav Authorities was trained in Albania’s territories. Democratic party leaders published very soon some of the names of the supposed atentators, but they were not arrested immediately as the situation precipitated with greater speed. For more, on June 2001 during the judicial process of the presumed atentators of Azem Hajdari, Dem Dollapi, another Tropoja citizen, arrested and charged as one of organizator of the September 1998 uprising, accused in front of the Judges (Court) Jaho Mulosmani Salihi, another Tropoja citizen, as member of Yugoslav Secret service (UDB), who in fact is the person charged, and convicted by the Court, for having killed Azem Hajdari. ===The new Albania’s moderator politics (1998 – 2001)=== It may be that, the non-polarized people were (are) really disturbed about the conflictual approaches of the politics in Albania leaded mainly by respective leaders Nano and Berisha. But, unlike the conservative leaders, moderators in both parties, (Democratic Party and Socialist one) headed by former 1990 December movement students like former Socialist Prime Minister Pandeli Majko, the then present Socialist Prime Minister Ilir Meta and leader of Democrats' reformist group, Genc Pollo, Dashamir Shehu and others, do consider the event and politics quite differently from each other with no emotional bias. Thus, with resigning from premier office of socialist conservative Fatos Nano and coming in executive power of socialist moderators respectively Pandeli Majko as Premier 1998 –1999 and Ilir Meta 1999- 2001 as his successor, Albania’s foreign politics has really and gradually changed. Immediately on foreign priorities have been given pragmatically and equally to both neighbouring countries of Italy and Greece. Great attention was (is) given to Anglo-Saxon priorities. Incidentally the new Albania’s moderator policy over passed rationally the terrible Kosovo crisis of refugees in Albania during the 1999 Yugoslav-Kosovo crisis, which made Albania a military base for NATO allies. On the way, the before Tirana’s installed Greek Military Force, which officially were on logistic scopes in Albania, but as public media has confirmed these military forces were engaged in propagandistic Greek chauvinist activities, (it has been certified that they have distributed maps that included the south Albania in north Greece on behalf of the so-called “Vorio Epirus”) have left once forever the country. The multi billions mega-project of Corridor 8, which will links East (Istanbul, Turkey) with West by Durrës Albanian seaport and Italy, well known politically as the “Clinton Initiative”, in effect, by the moderators, has gotten the biggest priority! For more this mostly positive moderator socialist power was giving a very different political power configuration within the country, which never has been before to the fragile democratic Albanian state. At lasts but not least, Fatos Nano, the main socialist conservative leader at the mentioned time possessed just only the position of Socialist Party Chairman. They (the Socialist) elected in 1997 as President of Republic Rexhep Mejdani, another socialist with no dominative role in the party and the executive Government is on the hands of Ilir Meta a young socialist moderator. The divergences noted time to time between the three respective socialist leaders and respective approaches have given no negative impasse to the state’s equilibrium. Even the other political wing couldn’t stay untouchable by these positive political developments, in effect. The Democratic Party leaded strongly by Sali Berisha at the beginning has forced its Reformator Exponents to found another Party, instead finding the democratic space within the party! But, after the general elections of June 2001, the still Democratic Party leaders Berisha demanded alliance with Reformator Exponents to complete a similar electoral percentage with socialists. Request that is forcing modestly Berisha to accept the his negative role! As the Reformator political group was believed to be founded juts as counterweight of the Berisha authoritarian role in the Albania’s politics and to bring a third force in Albanian politics, it seems that both respective conservative leaders Nano and Berisha are forced to reduce their political power in Albania. ===An electoral race between conservative and moderators=== Unfortunately and probably the political history does be repeated as the fatalist thesis does consist! Let’s hope not, but the political panorama seems to be similar with the last general parliamentary Elections! In fact, the question (or battle) conservative – moderator was still without an end in Albania, but very probably towards a good one. The last Albania’s political electoral race (June 24 - July 22, 2001) generally resorted the same old type of parliamentarian configuration, but from both wings very positively the young politicians were going to cover the real political majority of the new parliament. On 18 April 2001, then Republic President Rexhep Mejdani officially decreed the date for the Albania’s general parliamentary elections, to be held on 24 June. Opposition parties objected the date because not all their demands for electoral changes have been met. Different opposition proposals to change the electoral code itself were rejected by the Socialist majority in the Parliament's Law Commission. Earlier, the ruling socialist majority showing a complimented political tolerance has approved an Electoral Code, which favours the small parties and does not permit absolute majority to control the parliament. On the other hand, the Albania’s constitution sanctions that the Parliament consists of 140 deputies. One hundred deputies were elected directly in single-member electoral zones and forty deputies are elected from the multi-name lists of parties or party coalitions. Before the electoral race there was confirmed that 35 of 100 socialist party nominal candidates wanted to be introduced officially as “independent” in the electoral race to win chairs in the new parliament. As it was believed to obtain a colourful parliament by this June 2001 general election, such news came as an unpleasant surprise to Albanian opinion that has became very sensitive to it. Firstly the opposition parties and smaller parties in the left-wing ruling coalition have opposed such initiative regarding to "independent candidates." According to these parties, the idea launched recently by the Socialists was an SP effort to win more seats in Parliament. Senior officials of the Democratic Party (DP) have confirmed that they will oppose this so-called SP’s trick. On the whole it was quoted a “genial” invention that has got its cause to the possible crisis of the next president election, scheduled for the June - July of next year 2002. According to the Constitution Albania is a Parliamentarian Republic and its Republic President would be elected by a majority of three-fifths of all Parliament members. Most of the analysts did think it was impossible for both biggest parties to obtain such percentage, with the present electoral code. But, setting their candidates in electoral race as “independent”, the big parties – firstly ruling socialist but opposition democrats also -- artificially could reduce their own elected nominal percentage in the new parliament, aiming to profit more chairs by the proportional percentage. If happened, it risked setting to a minimal presentation the small political parties in the coming parliament and, it was considered by most political analysts as harmful for the fragile democracy of Albania. In addition not long before Fatos Nano, president of Socialist Party, (SP) a very conservative leftist political leader in Albania's political spectrum, announced to reporters that SP might run the electoral race alone. In fact, because of good relations among the centre-left-wing ruling coalition most of analysts have taken that as a personal eccentric statement. But later it was confirmed as a SP decisive strategy. Independent source believed that Fatos Nano a three times failed socialist premier in these last ten years of democracy is playing such strategy for obtain the Republic Presidency Office, next year. But, as Albania needed a more colourful parliament than a next president elected without difficulties in it and, probably better to have the first experience of a non-partiac Albania’s president, it was not going to happen. In May 14, 2001 an American Democratic Institute delegation on foreign policies (ADIDFP), stated by a report that, the Central Elections Commission (CEC) political impartiality still remains disquietude on the electoral issue in Albania. ADIDFP recommended CEC to intervene urgently by issuing concrete instruction for the article 66 of the Electoral Code, which was and is still related to “Independent Candidates”. “If not, an immense confusion is possible after the elections” – ended the ADIDFP recommendation. But, for the rest, most of the independent media & press, in addition most of the other international institutions made pressure to CEC forcing it to register all introduced “independent” candidates as partiac ones. ===A battle is lost but not the war=== One of the most controversial issues surrounding the election concerns repeat balloting for proportional seats. Because of irregularities in the first round, the CEC took the difficult decision to repeat proportional voting partially in three zones, and to hold the proportional vote in all of Zone 60, Lushnjë, where no voting at all was held on June 24. Opposition again as a SP trick quoted it in Zone 60. However, as a consequence some 36,500 voters were given the opportunity to cast ballots two weeks after their fellow citizens. The SP urged its supporters to vote for its former coalition partners, the Agrarian Party, the Democratic Alliance Party and the Human Rights Union Party, in an attempt to raise their total national vote above the 2.5% representation threshold. Each of these parties was very close to the threshold after the first voting, but none had passed it. This political appeal for tactical voting, if successful, would significantly alter the composition of the incoming Parliament, with 11 seats going to likely SP allies, thus potentially determining the subsequent vote for the President in 2002. Thus, voters in Lushnjë were in a position to exercise a disproportionate influence on the outcome of the election. These circumstances led to an unusually hotly contested election in Lushnjë on 8 July and subsequently. On 14 July, 2001 the CEC, by 5-2 majority vote, decided to abrogate the ZEC's decision to invalidate the proportional election, dismissed and requested the prosecution of 5 out of 7 ZEC members and the ZEC secretary, begun the process of tabulating the results itself. The UV coalition, Social Democratic Party and Democrat Party were all strongly opposed to the CEC's proposals to tabulate the results itself. The CEC decision to begin the tabulation of proportional results was appealed to the Court of Appeals on 17 July; the Court rejected the appeal on 19 July. On 22 July, after lengthy debates, the CEC decided to tabulate the proportional vote in Zone 60 using all existing protocols, including some not found in ballot boxes, and despite missing tabulation forms specific to the proportional vote. This procedure was contrary to legal provisions and lead to the Constitution Court, which also decided to give legal value to CEC decision! On July 23, 2001 the International Election Observation Mission (IEOM), established by the Organization for Security and Co-operation in Europe's Office for Democratic Institutions and Human Rights (OSCE/ODIHR) in partnership with the Parliamentary Assembly of the Council of Europe, issued a statement of preliminary conclusions on developments on the voting for the last general election stating: “The 2001 parliamentary elections in Albania mark progress over past elections in the areas of campaign conduct, media and election administration. The executive branch of government - unlike incumbent political party leadership - generally avoided interference in the process.” ===The war between conservative and moderators continue…=== But, at last, the Opposition headed significantly by Sali Berisha claimed fraud again and promised to their militants they will not accept such manipulated parliament and will not participate in! This indirectly do configure a same complex political figure similar of that of May 26, 1996 election in Albania, which were the start of 1997 crisis! Controversially, these opposition parties accused the executive power headed by Ilir Meta for aiming and manipulating the election procedures and results! In fact, the ever Fatos Nano rival Sali Berisha did not miss to repeat such accusation on the Government “ignoring” the role which (if were true) could had the Socialist Party structures headed significantly by Fatos Nano! According to Shpëtim Nazarko (Dita Newspapers date July 25, 2001) an Albania’s analyst, for 10 consequent years Fatos Nano the Socialist leader has never expelled out of the party his personal opponents. This manner totally different from that o Sali Berisha is explained, by a part of analysts, as a tactic even more diabolic. After defeating his opponents and sending them at the worst position he tries to use them against his new opponents! In fact, Fatos Nano after using, during the electoral race, the moderator political figure of Ilir Meta the Socialist Premier, stating publicly that once again in power Meta will be the next socialist premier, using his personal control of the party’s structures, after the socialists got the power organized other socialist candidates for the race of premiership! The race got heavy dimensions and Arben Malaj and Spartak Poçi socialist leaders close to Nano started public platforms to gain the Office of Premier. But, generally the public opinion and most of diplomatic presence in Albania did condemn such Nano’s strategy and approaching. For a coincidence or not, this was a possible and potential issue, which can bring to other crisis in the Land of Eagles! Adding here that yet the Democratic Party of Berisha has got mostly Northern town mayors by the October 2000 Local Election and by the last general parliamentary election Democratic Party candidates have won mostly in Northern zones of Albania… ==Part XII== ===Yugoslav oppression against non-violent Albanian resistance=== The Yugoslav Kosovo political life of the year 1946 until 1991 was characterised from the periodic uprising of ethnic Albanian that gradually led to the autonomy of the Kosovo region, which one was made possible by the Yugoslav Constitution of 1974. Meanwhile, such provisions made under by the 1974 Yugoslav constitution aroused much anger from nationalists of other ethnic groups. It seems that oppression of Albanians in Yugoslavia and the successor autonomous Kosovo region has not been just a problem of legislation. There have been usually modest legal conditions for equality and tolerance, but the problem was laid in the implementation of the legislation – the practice rather than the theory. While In 1981 Kosovo Albanians headed by the students demanding more freedom and democracy in their own country developed peaceful demonstration in Prishtinë. In the protest rallies of students and generally of all Kosovo Albanians, there was also demanded that the Autonomous Province of Kosovo be recognised a federal status, equal with other federal units: the status of a Yugoslav Republic. But, tanks and other military terrible means as military helicopters, airplanes, tear gas, killings, wounding, imprisonments and trials were developed as Serbian reply to the Albanian peaceful demonstration of Kosovo. Rising Serbian resentment against Albanians resulted in protests marches and coincided with rise in power of Slobodan Milosevic in 1987. This last, placing Kosovo under de facto military occupation, brought an end to the Kosovo region’s autonomy in March 1989. Kosovo Albanian media was completely suppressed and all Albanian-language education was suspended. But, on the other hand, the then Kosovo Albanian movements have troubled surely, not only Serbs, but also almost all other Yugoslavia ethnic republics. ===The ideological-political differentiation against Yugoslav Albanians=== The period of 1981 - 1990 there were characterised by systematic Yugoslav oppression against Albanians and sure by vital and non-violent reaction and revolts against the Yugoslav oppression. But, the violence and terrors that Yugoslavia and Serbia have practiced against Kosovo Albanian did not started by the year 1990, as it is thought among Western political circles, but 90 years ago since Serbia occupied Kosovo. Sure the period of 1981 - 1990 there was characterised of the terrible aggressions against the Albanian individual political and human rights. As a consequence of the continuance of violation of universal right aiming the annihilation of the Kosovo Albanian people under Serbia, Macedonia and Montenegro, Yugoslavia has implemented a so-called ideological-political differentiation against the Yugoslav Albanians. The process of the ideological-political differentiation, as a matter of fact, was landed mostly as discrimination against the Yugoslavia’s Albanians. It had been started during that period by the annihilation of the right of education in mother tongue, the right to university education, the right to have a job, to have social state facilities, to have a private firm or by negation of the right to open a private shop. Sure, such Yugoslav ideological-political differentiation had been landed by the Yugoslav chauvinism firstly with the intention of reducing the number of the Albanian employed people, especially of those employed in education. Annihilating of the traditional culture and language, and secondly with the intention of increasing the number of Albanians who could leave the country pushed by the terror. ===In Macedonia=== In Macedonia where lived at the mentioned era more than 500,000 Albanians, the Albanian education was clearly annihilated and them, Albanians, were forced to study in Macedonian language or to go in Kosovo. Most of Albanians who had no possibility to go in Prishtinë had been educated in Macedonia language. From the year 1981 and on there were only three Albanian classes in Tetovë and one in Macedonian capital, which have been used by then Macedonian policy as an alibi of the oppression against the Albanian education. The then Macedonia’s Albanians there were prohibited to use Albanian language in banderols of the public place and institutions, as they have been written before them in Albanian language. In some cities it was prohibited also to decide freely for the numbers of the family’s children! To the then time, Albanians were also prohibited to set Albanian names to the just borne Albanian children or, the Macedonia’s Albanians could not sing too many Albanian songs in the public concerts or even in familiar events. ===In Kosova=== According the book Prohibited People (Original title: Populli I Ndaluar, published by Encyclopaedic Editing House, in Tiranë 1992, page number 301) of the well-known Kosovo’s Albanian righter Rexhep Qosja, such restricted measurements have been developed also in Kosovo where the number of students been reduced by 40% during that period. During the period of 1988 – 1989 into the Albanian schools had been registered just only 71% of the elementary Albanian alumni. From 1981 that process of differentiation was used against Albanian teachers and professors who been suspended or retired forcibly. In fact, Albanian teachers have been ceased because they objected the taking off of the Albanian names from schools, or because of objection towards better wages of other teacher in Serb-Croat language. They have objected only the degradation of constitutional Kosovo position. But also the simple Albanian operators have been ceased from their jobs as they have been supposed to participate to peaceful demonstration or, as their children have participated to! These have been possible sure because of a strategic and tragic replacement of Albanians with Serbs. ===As a result of such strategy…=== As a result of such strategy the Albanians of Kosovo, who comprised 90-5 percent of total population in the same time comprised only 60 percent of employed people to the region. Thus, Albanians of Macedonia who comprised at least 20 percent of total population, at the same time comprised only 2 percent of employed people! Rexhep Qosja, the well known Kosovo’s Albanian righter, tells by his book Prohibited People (page number 303) that by the then police’s official notes there were 584,373 Albanians who have been charged, inquired, arrested or stopped in police stations, and from those 75,000 have been penalty persecuted. In a concrete account that mean that in a population of 2 millions every Albanian family could have to do with Yugoslav State police and surely it was developed by a strategy of terror. According to data published by Human Rights Kosovar organizations, cited to the same book, (page number 302) only from July to October 1990 the Serbian regime dismissed from work 32.000 Albanians. During September alone 10,672 Albanians were fired with justification that they had taken part on a strike! This Yugoslav strategy had surely brought a terrible forced emigration of Yugoslav Albanians in other Yugoslav parts but also in Europe, Turkey and USA. While no body can tell any concrete numbers of such Yugoslav prosecutions about the same phenomenon in Macedonia, surely it has not been less brutal than in Kosovo and also in Montenegro where the Albanians were really minority! In fact, there is one thing secure that, when the Serbian prisons were full of Albanian political prisoners, many of them were sent to serve prisons of Montenegro, Bosnia or Croatia, because also the Macedonian prisons were full of Albanians according to Qosja! (By the same book page number 303) ===Every possible mean against Albanian Kosova students=== During this period (1981 - 1990) violation of individual liberties, political and ethnical rights measurements were getting other dimension and Albanians were really proving the apartheid. The schools started the divisions in national bases and the Albanians should followed lessons during the afternoon while the “pre – chosen” people in the morning, Albanians should leave specific convicts because the Serbs liked to have them theirs. This strategy against education of Albanians resulted at last with the spring 1990 mass poisoning of school – children of elementary and middle schools, with each the entire international opinion is aware! As in the mean while there was claimed three times the military emergency situation in Kosovo, it is always accompanied with extraordinary military Serbian measurements. According to official Serbian results with the 1981 peaceful demonstration there were executed 12 Albanian students, but surely their number has been significantly greater. By the same sources at the second time of the military emergency situation (1989) there were executed 25 young Albanians, but.... In 1990 the same resources claimed executed just 28 Albanians, but according to the then Albanian Council of Human Rights there have been executed 34 Albanians and between them there were also children! ===Reflecting on that situation=== On the whole all that terrible instrumental oppression there was executed only because the Yugoslavia’s Albanians demanded equality between Yugoslavia people; because they demanded what the Serbs, Montenegrins, Slovenes, Croats, Bosnians and Macedonians had under the Yugoslav Federation, the status of a Yugoslav Republic, nothing more. ===New Yugoslav political developing and the liberation of Kosovo by NATO=== Too many historical analysts of the after World War Second believe that the region which gotten out from the domination of Habsburgs would have not any more connection with Germanic world, but as it resulted at the end of the last century, it was a wrong opinion. The Austrian-Hungary Empire has left behind developed countries as Hungary, Croatia and Slovenia and this had its important role on the last regional developing. As a matter of facts, the Kingdom of Serbs, Croats and Slovenes and also the Federative Yugoslavia there were products of the two world wars, which should never been founded if Germany was not loser of those wars. This opinion, according to the same analysts, should be certified by seeing that the dissolution of Yugoslavia, which started to be developed after the falling down of Berlin’s wall! In effect, while the USA were not prepared of this dissolution and different significant USA leaders have shown such undetermined approach time by time, Germany was the first to accept the independence of Croatia. On the other hand, with the new political and democratic process in Europe, which one was getting off ethnic handcuffs under the East Dictatorial Europe, it was clear that West Europe showed sympathy for the Kosovo’s Albanians and their natural demands. That been configured with showing, at the same time, less admitting for Serbian oppression against Kosovo Albanians. ===Kosova a key issue to ongoing changing Yugoslavia=== Since the moment the crystallised political contrary axes were not any more at the ever approaching. It looked that; Albania’s “neutral geo-political role” between axes has finished, probably once forever… Albania’s nationalists were not any more in prisons; they had their own legalised parties within Albania and out side that. The national case could not stay any more ignored and the Albania’s citizens were already sensitive about the national case. Al last but not least, it was not going to be the same for the rest. It was a clear data to every ones. In such era, paralleling the Yugoslav internal developing was going in contrary in effect with the tradition. In January 1990 the League of Communist of Yugoslavia agreed to surrender its monopoly on political power. Nationalists and conservatives groups received strong support in elections of the spring 1990, or by the Yugoslavia’s first free multiparty balloting since World War II. In December 1990, Serbs re-elected Communist leader and the outspoken nationalist Slobodan Milosevic. Milosevic came into power, in May of 1989, as President by the main merit of bringing an end to the Kosovo region autonomy! During the time the Serbian nationalism headed significantly by Slobodan Milosevic surely was to play a large role in the wars, which ensued in Balkans. In effect, the war has started in Kosovo with setting of martial rules, severely restricting the province’s rights. But, on the other hand, in the mean while surely the nationalism developing within Yugoslavia should brought the constitutional crisis between different ethnicities and Republics. ===Dissolution of Yugoslavia=== Firstly, it rose when Serbia and its allies blocked the installation of a Croat to head Yugoslavia’s collective presidency. As a natural reaction the Croatia and Slovenia parliaments passed declarations of independence on June 1991, political step that brought war between parts. While a ten days war been fought in Slovenia, which ended with Serb defeat, the Croatian war lasted months and ended with a cease-fire. Croatia lost control of more than one-third of its territory! The government of Yugoslav republic of Macedonia declared its independence in September 1991 and, its controversy approaches with Greece, been passed in April 1993, as the UNO granted the new nation membership among its ranks under the name of the Former Yugoslav Republic of Macedonia. Bosnia & Herzegovina in March 1992 declared independence from Yugoslavia, with ethnic Serbs that make up about one-third of that republic’s population boycotting the referendum on independence. War broke in Bosnia and as a reply, on April 1992 Serbia and Montenegro, the remaining republics agreed to unite and declared themselves the Federal Republic of Yugoslavia! ===Kosova from non violence reaction to military organizing === Meanwhile, Serbian authorities had abolished Kosovo’s parliament in 1990 forcing the region’s political leaders to seek refuge in the Yugoslav republic of Macedonia, where they declared Kosovo independence. However, the underground government of Ibrahim Rugova, elected in May 1992, was declared illegal by the Serbian government and prevented from convening. In December 1994 twenty members of the Kosovo government were arrested in Macedonia and expelled again into Kosovo! The Kosovo’s Albanian people, who under the Yugoslav Federation represented the equal number with Slovenes, one and half more than Macedonian, and four and half more than Montenegrins, constituted the people who suffered for one long century from under another ethnic violent oppression. But Albanians under Yugoslavia were still trying to obtain their natural rights surprisely still by a non-violent philosophy. The mentioned philosophy couldn’t resist too much with internal Yugoslav developing! As a result, the Kosovo Albanians could not follow any more the non-violent philosophy against the traditional Serbian violence. They could not follow any more civilities against terrible annihilation, could not believe any more to the other part civil conscience, they have been forced to fight for freedom & democracy against the violence. The peaceful non-violent reaction been converted to the foundation of KLA-UCK, Kosovo Liberation Army. KLA established around 1991, in 1996 claimed publicly responsibility for a series of violent attacks and triggered warfare with Serbian troops that forced thousands to flee into neighbouring Albania. On the other hand, sure, the last Albania’s crisis of 1997, which resorted unimaginable numbers of arms to individuals has helped very possibly a lot to the armament of the Kosovo’s Liberation Army. In Albania the authorities after that crisis did not control perfectly all the administrative territories and especially in northern parts they were weaker than in other ones. The Albania – Kosovo borders could not been controlled as they were before the crisis. Such different Kosovo developing of KLA/UÇK firstly has been accepted with difficulties by internationals, but with passing of times, KLA been allied with North Atlantic Treaty Organization, (NATO) against the last dictatorship regime of Europe. ==Part XIII== ===Regional geopolitical configuration seemed to be changed…=== On the way Serbia landed to a new Serbian military offensive against the separatists spurring reports that Serbian police were committing atrocities such as "ethnic cleansing". It looked that the same strategy of annihilation was landing in Kosovo territories of Albanians. In the months following Milosevic's renewed attacks, and the United States, Britain, Germany, Italy, France and Russia levelled sanctions against Yugoslavia. The six-nation group formed in 1994, as the "Contact Group" responsible for negotiating peace in the Balkans to help resolve the Bosnian conflict was instrumental in the 1995 Dayton Peace Accord, which in effect left behind the Kosovo case. Later the Kosovo developing revealed also staunch political differences among members of the international community. The United States and Western allies condemn repression against ethnic Albanians intensifying pressure for a quick resolution to the conflict, which many feared, would spill over Kosovo's borders. Surely Russia, which shares religious and cultural ties to the Serbs, which knew if Serbia loss Kosovo that would mean losing of Russian influence in the important geo-strategic region, opposed NATO intervention and saw the conflict as Yugoslavia's affair. Important members of European Union, France, Greece and Italy, also disapproved the USA advanced approaching in front of Kosovo crisis and that brought a lot of irritation in USA too. The approaching of France and Greece surely was the traditional one, while Italy felt afraid of a “Greater Albania” which if happens would made losing of some of its domination on Albanians of Balkans. For the rest, fortunately this historical Albanian epoch coincided with the not yet configured different world political axes. The difference between specific European countries was outlined well by the new European Gaullism and USA. The USA, an ever Albanians’ Ally, but periodically and unfortunately distanced of, was representing the only political dominant axe of the world global policy. USA, because of good relation with Islamic countries was not seeing differently Albanian as Muslim and the rest as Orthodox. As such, later on, the international opinion was not going to ignore this time the tragedy of Kosovo Albanian people. After different peace negotiations, sanctions, and when the threat of NATO military intervention failed to halt the conflict, NATO headed significantly by USA and Britain renewed threat of air strikes after reports that the massacre of ethnic Albanian civilians was committed by Serbian troops. The Milosevic and U.S. envoy Richard Holbrook agreement for a cease-fire that required partially withdrawing government Serbian forces, allowed 2,000 inspectors under the Organization for Security and Cooperation in Europe (OSCE) to monitor the cease-fire and activities of both sides. This mission in fact resulted with 16 discoveries of 45 slaughtered ethnic Albanians in the Kosovo village of Raçak. But, Milosevic refused a request for an investigation by the U.N. International Criminal Tribunal on Yugoslavia (ICTY) into the killings. Sure, the last Serbian massacre against innocent Kosovo Albanians was nothing in comparison with the unnumbered precedent ones, but the political situation was really different. International Community took the fear of civil war in Kosovo seriously. Such possibility could provoke a wider Balkans war that could destabilize neighbouring Albania and Macedonia, which in turn could pull in Turkey and Greece. As such, that made possible that Western allies pushed Serbian officials and ethnic Albanian representatives to meet for peace talks in Rambouillet, France. These last talks ended with the ethnic Albanians signing of a peace accord and Milosevic representatives rejecting it. As a political result it made possible e “de facto” NATO allied political alignment of Kosovo Albanians, following the precedent one of the modest Albanian state. Seemingly, Serbia of Slobodan Milosevic, hoping to be supported by its traditional NATO members’ allies, got against the most powerful military organization. The Milosevic's new offensive launched in March 1999 against Kosovo Albanians, and his rejection of peacekeeping troops as outlined by the peace accord, was characterised again by the Serbian traditional strategy of annihilation of an entire people. Approximately more than 1,000,000 Kosovo Albanians fled their homeland to refugee camps in neighbouring Albania and Macedonia. That event resorted by the end of the XX century and the eve of the new Millennium, the best surprise of the history for Albanian nation: Atlantic Europe in a politic and military action was defending the rights of the forgotten Albanian people of Kosovo, until then abandoned and left in mercy of hazards. That shacked up the old and new alliances but mostly the general Serbian opinion. The Serbian nation there was condemned because of Kosovo’s Albanians! This time Albania could not stay indifferent about the last Kosovo Albanian tragedy and both the opposition and ruling parties got unified for the case. Democratic Party, which at the time for political reason had decided to abandon the Parliament, got immediately in and the Parliament approved a resolution against the Serbian attacks on Kosovo Albanians. As it was doubt that Serbia was interested to extend the conflict in other countries of Balkan, NATO troops have been installed in Albania, but also for convenient tactical reason in favour of NATO approach. Albania had been proudly a base of NATO military troops! On the other hand, the basic reason that brought failing of the first Nations Organization League which proved unwilling to oppose aggression by Japan, Italy and Germany in 1930 leading up to World War II, 1939 – 1945, could not been permitted any more in the global geopolitical world. The most powerful States, which missed the membership of the first General Nations Organisation, most notable the Unites States of America, were leading the policy of then present United Nations Organisation. That, brought, after specific difficulties caused by Russia and China approaches, approving of a resolution which gave a “de facto” permission of the NATO punitive air strikes against Yugoslavia. Such unprecedented political action made NATO to really face with its gravest challenge since World War II. The Alliance, with the goal of preventing a wider Balkans war and ensuring a stable Europe, mounted its first attack on March 24 against a sovereign nation in its 50-year history. NATO bombs on Serbia and Kosovo lasted for 78 days. Afterwards the Yugoslavian representatives met with NATO military commanders in Macedonia to hash out a peace plan that would halt NATO strikes and allow the safe return of the Albanian refugees in Kosovo. Yugoslavia of Serbs forced signed the agreement that allowed the withdrawal of their forces from Kosovo and the implementation of a 50,000-member international peacekeeping force into Kosovo, which “de facto” signed a liberation of Kosovo from Serbia. ===The mirroring of the political history confirmed in the UN === According to UN public documents, on November 16, 2000 in United Nations Headquarters, Bernard Kouchner, the then Special Representative of the Secretary-General and head of the United Nations Interim Administration in Kosovo, briefed the past 18 months in the province to the Security Council 4225th meeting. Kouchner stressed that the Municipal Elections of 28 October of the same Year had been universally recognized as a technical success and a victory for Kosovo's burgeoning democracy. ===Russian Representative=== But, Gennadi Gatilov, the Russian representative in mirroring the Russian political history immediately contradicted that approach. The Russian Federation representative, to confirm that the big Russia was still at 1913 political approach, in front of all Balkan’s Albanians, said that, the resolution 1244 was being implemented in an incomplete and unsatisfactory manner. The international presence in Kosovo, instead of confirming the sovereignty of the Federal Republic of Yugoslavia, was supporting the secession of Kosovo. UN’s Russian representative declared that His delegation could not share Dr. Kouchner's positive attitude. No surprise at all, but Gatilov has got further defining with “sarcasm” the election as non-democratic municipal elections in Kosovo! ===US Representative=== Meanwhile, Richard Holbrook the then UN’s United States of America Representative, with typical American realism, noting that the success of Kosovo's municipal elections was essential for stability in the Balkan region, has said that: “the basic problem in the province was that the Albanians and the Serbs simply did not like each other. The bitterness is worse than that in Bosnia and Herzegovina and would take time to work out.” Holbrook at the meeting has stated that, the unresolved question of Kosovo's status must be addressed in the near future. - Unlike the superficial ethnic hatred in Bosnia and Herzegovina, Kosovo's ethnic problem is the result of centuries of hatred, exacerbated by years of repression under the Milosevic regime. Kosovo must have the opportunity to develop self-governance, in accordance with Security Council resolution 1244, and self-administration, including all ethnic groups in the province - has said Holbrook supporting the call for early general elections in Kosovo and defining the idea of a one-year delay as ridiculous one. ===France Representative=== Jean-David Levitte, France representative speaking on behalf of the European Union has said the Special Representative gave meaning to resolution 1244 and saluted his tenacious efforts, but complimenting the Kosovars political maturity in carrying out their civic responsibility, the French representative could not forget the instances of the intolerance in Kosovo. ==Part XIV== ===Albanians in Macedonia=== According to the secret Greek plan on Balkans, mentioned above in this e-book, published very recently in Albania, do be considered even the possibility of the dissolution of Macedonia for which Greece seemingly there is interested! Meanwhile, Bulgaria does not recognize the Macedonian authentic language and there are different political subjects in this country, which do state that the Macedonian nation does not exists, as they are Bulgarian and Macedonia is an artificial creation of Joseph Broz Tito Yugoslav Federation. But, also in spite of long decades of dialogue between Macedonia & Serbia and respective Church Authorities, this last country has not yet recognized the Macedonia Orthodox Autocephaly Church, insisting that would be under Belgrade Church. Just a name and a flag cannot fulfil the identity of Macedonia. These weakly Macedonian links with Balkans can really destabilise Macedonia and it probably could send to an entire regional destabilisation, but as a democratic international pressure fortunately encircles the Balkans states, the destabilisation of Macedonia can be possible just by internal factors. Albanians who are the best to help this idea to work have shown that they are not in favour of that, which can bring the dissolution of this Macedonia administrative entity. The Macedonia’s Albanians do live mostly in the western part of the Former Yugoslav Republic of Macedonia, which area bordering with Albania in the west and with Kosovo in the north. According to a Macedonian - EU sponsored census the ethnic Albanians comprise 22 percent of Macedonia’s total population which goes over two million. But, Albanian political parties in Macedonia claim that the number is higher and Albanians comprise 40 percent of the total population. Nevertheless, there is one thing secure: Albanians are the second largest ethnic group in Macedonia. Every body that has passed in Macedonia during the 1990 – 1994 surely has noted simply the Macedonian state terror against Albanians and the way of low voice talking of them, who were afraid of being penalised for their own ethnic opinions. Surely, every body knows about the international human rights organizations, which many times in the past have charged the Macedonian government with discrimination against Albanians, primarily in government representation and education. “When you want to get in the Macedonia state, you face with demonstration of force of a “real state” since the border check points. They (The Macedonian Polices) do check the visa and the travelling bags; in a possible case you have illegal things with you. You are really surprised, but the illegal things there would be the books or other Albanian literatures! No Albanian book in, they are the biggest enemies of the Macedonian Republic.” (Neshat Tozaj, Albania’s newspaper Koha Jonë, July 8, 2001) But, generally, in difference with the before 1990, the Albanians in Macedonia had obtained modest rights as far as the use of their own language, national symbols and the cultivation of their ethnic identity is concerned. As such apparently at first glance, Macedonia was a model multi-ethnic state at international “eyes”. The then Prime Minister Ljubčo Georgievski, who came to power allied with Arben Xhaferi's Democratic Party of Albanians (DPA), declared the country peacefully multi-ethnic. Boris Trajkovski was elected president of Macedonia with the support of Albanian parties, as he promised more rights to the Albanian minority. At time, Trajkovski’s primary rival Tito Petkovski stated, I would rather not be President than have Albanians vote for me! ===Time to be organised with military arms=== Until the very last moment, it looked that Macedonia state had understood the importance of Albanians as a constituent part of Macedonia state. But, the sorted crisis confirmed the contrary. The internal ethnical relations were not as they looked to be! The Macedonian politics have exposed the weaknesses of an official approach of the official Macedonia and that was the multi-ethnic democracy built on the principle of one community's dominance over another. But, the young Albanian men, who were until then out of politics, have finally exposed that, as they have taken up guns on the Mountain. It brought at the time, in front of internationals afraid of war in Balkans, an approach of the inter-ethnic talks, which over the last ten years have been forced by police repression on the Albanian community. That brought to the fore the very serious prospect of an ethnic split between the majority Slavs and Macedonia's Albanians, which could sorted a radical unified front of Albanians, as a distinct possibility. The young Albanian people, who were auto-organized as National Liberation Army, (NLA) by the official Government, mostly of the Macedonian Ethnicity, have been defined as terrorists, but at this chorus were joint even Europeans. Meanwhile, then Macedonian Prime Minister Ljubco Georgievski states in a public Macedonian nationalist meeting in Skopje that the West is permitting the creation of "a new Talibans in Europe" referring to the Afghanistan's ultra-radical Islamic movement. But, the internationals that know perfectly what the terrorists really are, could note that the NLA has political leaders, do wear uniforms and does have political program. In fact, no NLA attack against Macedonians civil people has been verified until now days. On the contrary, Council of Europe has expressed concern about police abuse and violence in Macedonia, particularly against the former Yugoslav republic's ethnic Albanian. Sure, Albanians who have lived under the former Yugoslav Republics are mostly Muslims but they have never showed fanatic religious character during their uprising. There was never executing any suicide amongst Albanian Muslims, no attack against orthodox civics. As such Muslim features of Albanian in these parts of the region have been forced by the violent Orthodox domination against them. In fact, the continuing ethnical distrust between Macedonia's majority Slavs and the Albanians has been noted since the Macedonia independence in 1991, when Albanians objected to the question on independence that left space for Macedonia to enter "an alliance of sovereign states of Yugoslavia" at some time in the future. Feature, which is confirmed by a Macedonian-Serbian Military Agreement for mutually control of borders against “Terrorist Albanians” in the region! As such, Macedonia adopted a new constitution, without the involvement of the only party of Albanians at the time, the Party of Democratic Prosperity. Albanians disagreed with the definition of Macedonia as a state of only Macedonian people and they also objected the recognition of Macedonian as the only state’s language. As a result the approved constitution been a generator of crisis in the country as it describes Macedonia a state of ethnic Macedonians and "other citizens". ===The right to be educated in your own language=== Albanians sought to open the Albanian Language School where students could be taught in Albanian. Macedonians have shut it down in 1986. After waiting a lot for a response, Albanians took things into their own hands and in 1994 set up Tetovë University. While, a so-called democratic dialogue continued over the future of the University, police were despatched to shut it again down. According to Albanian press resources in Macedonia the results were: one Albanian remained dead and detention of some of the university's organisers landed. Once again, Macedonian - Albanian talk there were accompanied with batons and shooting in 1996 when Macedonian Police have intervened in Gostivar to remove an Albanian flag from a municipal building. Again the results were four people died, hundreds were beaten and Albanian Gostivar's mayor, Rufi Osmani, was arrested. But by then the Macedonians were going to make modest concessions instead of giving rights and some the Albanian community came to believe that things could be obtained by force. Parts of Macedonia’s Albanian leaders thought it was time go ahead encouraging the dream about a proposed autonomous entity within Macedonia called Ilirida. But, as time never is wronged, such politicians have always been minority within Albanian community of Macedonia. But, it should be said too, that then ruling style of Boris Trajkovski and Ljubčo Georgievski continued to marginalize Macedonia's Albanian political parties, which have hitherto taken a very patient and moderate approach. ===Stabilization and Association Agreement (SAA) with EU=== But, unlike Macedonian conservative leaders, international diplomats, who surely have blamed the violence, were keen to avoid the prospect of a war that could get its base by the more alienating of the ethnic Albanians. Rather than war they wanted peace, and this should be the engine of the solution in front crisis in Macedonia, which could go ahead without international assistance. That’s seemed to be main reason that Macedonia signed the Stabilization and Association Agreement (SAA) with EU in Luxembourg as the first Balkan state. At first glance, this seemed to be a good support to Macedonian Government and a meaningful strike for Albanian guerrillas in the country. But, the international monitors of Macedonia have complained to the government about the arrest, beating of scores of ethnic Albanian civilians and vandalizing of dozens of houses by security forces. As such signing of the SAA, respectively by Macedonian Prime Minister Ljubco Georgievski and EU foreign ministers, has gotten in concrete means Macedonian promises to EU for coming up with concrete political reforms on defusing of tensions with its large ethnic Albanian minority, which helped fuel then armed clashes. Moreover, Arben Xhaferi leader of DPA, a Ruling Coalition members of Macedonia Government, delivered on behalf of “Non Paper” to EU Foreign Ministers in Luxembourg, a separate document, which demanded constitutional changes, representation of Albanians in the State’s administration and a new census of the Macedonia’s population. At last but not least, Macedonian Parliament, included Albanian members, has ratified with no absent vote, no objected vote the EU - Macedonia – Stabilization Association Agreement. At time the United Nations Secretary-General Kofi Annan, stressing the importance of continuing the dialogue between the country's political leaders, reiterated his call for a "complete cessation of violence" in Macedonia and a "strengthening [of] multi-ethnic relations and democratic norms for restoring stability." But, in the meanwhile the Macedonian Ruling Authorities have accused the Albanian rebellion as a mean to dissolute Macedonia and unite with Albania or Kosovo, but seemingly they considerer wrongly Macedonian country as the synonym of their ethnic Macedonians by this administrative entity! The western International community after different approaches with the crisis was it facing with a non-commode situation in Macedonia. At the beginning we had partially position in favour of Macedonian Government, but which would be changed step by step, and at last but not least, the International condemnation would be equals to both parts. “With time, the standard consideration of the violence, without analysing the causes which send a community to violence, would remains without doubt the worst symbol of the treating and finding of the solution of problems which Balkans have. Later the International community gave right to the Albanian demands in Macedonia. But no body could assure that the international community would be at the same position if the Albanian young men there had not taken on the arms. This is not an approach that justifies the violence, but anyway it reminds that Macedonia’s Albanians have since ten-year now using politics to obtain the same civic rights and, no one considered them!” (Skënder Drini, Albania’s newspaper Koha Jonë, on July 9, 2001) According to Democratic Party of Albanians leader Arben Xhaferri, Macedonia could exits the crisis just only if it changes its Constitution, which mean to make Albanian ethnicity constituent part of Macedonian state and not marginalized violently oppressed people. Such democratic possibility can fulfil the reasonable requests of the Albanians and that could guarantee the territorial integrity of the country it self. In concrete means it is that the Albanian would be used as an official language alongside Macedonia and the progress on ethnic Albanian demands for broader autonomy for local police departments. But ethnic Macedonians feared that civic reforms could transform the country exclusively to its, and their, detriment, while ethnic Albanians were sceptical that any reforms could really be made to work in their favour. As such, the guarantee could be the international actor, which eliminate the idea, which claim that Albanian militarism in Macedonia could set alight the entire Balkans. It seemed no sense as we did have NATO troops through the Balkans. For more, Albanians have given clear signs that there were (are) in favour of constructive dialogue and they do trust the international community presence into the region and especially to NATO. “To the international community, a ‘civic’ settlement is highly attractive. This would resolve the current conflict by increasing the rights of the ethnic Albanian minority in line with international standards and norms. While every country is “sui generis”, there are clear precedents (not least Switzerland, Canada or Belgium) for granting extensive ethnic and minority rights, including language rights, without splitting the country apart or threatening its territorial integrity. In short, this is a well-trodden path; nobody is asking Macedonia to venture into the unknown.” (International Crisis Group, Reports No. 109, The Macedonian Question: Reform or Rebellion (5 April 2001) and No. 113, Macedonia: The Last Chance for Peace, (20 June 2001) ==Part XV== ===The right possible reopening of the Çamëria issue!=== While the Çamëria issue remained dormant by none of the post-war Albanian governments venturing to make it a key issue in relations with its southern neighbour, in the now days, the issue is seen differently. As Kosovo, Çamëria also, is one more historical injustice suffered by the Albanian people that have to be corrected. Beyond Kosovo, many individual Albanians, but organizations also feel that it is time to turn their attentions to that other great national concern. Simply said to the restitution of property rights to the Çamëria Albanian Muslim people expelled with violence from their own homeland! With the collapse of Communism, the Albania’s Çamëria community has set up the “Çamëria Association” dedicated to the return of their expropriated lands in Greece. Due to these organization activities, the US Embassy in Tirana during a meeting on December 9, 1997 has well come a delegation of Çamëria community in Albania and has promised to make it present in Washington. As a result on January 1, 1998 the US Department of state has treated already this issue of non-orthodox Çams who live in Albania. On May 23, 1998 in a Congress of “un-presented” nationalities in Prague, the Çamëria issue has taken the most important space by the approved resolution. On November 5, 1998 the Albania’s Çamëria Association has delivered a memorandum to Albania Republic President Rexhep Mejdani which demanded the Albanian President and premier to exert power based on their rights and their convictions, for remedy of that great injustice. Tirana government has taken the issue to the International Court of Justice effecting to secure financial compensation for lost Çamëria property, but since there has been little progress until now days. Since the end of the Kosovo conflict, support for the Çams has grown more and more in Albania but also abroad in Europe, where Greece is a member of European Union and do not recognise its minorities by Constitution. But, the Greek governments do not accept even the very strong Albanian identity of Çams and has a very hostile approaching toward them since the beginning, which in effect has been stressed by the traditional inherited Greek hostilities towards Albanians. The region is officially known as Epirus by the Greek government. But, on the further north-western corner of Greece, people know the place as Çamëria and anyone from this region states “I am a Çam”. On the other hand, during the year 1987 the since World War II Greek war’s law with Albanian been abrogated by the then Papandreou Government but was not ratified by Greek Parliament. In summer 1991 Karolas Papoulias the then Greek foreign minister has promised bilateral commission, which should settle these demands, but the chance of forming such commission has never come. In March 1996 the two neighbouring countries (Albania and Greece) have signed the Treaty of Well Understanding and cooperation, but even this could not make Greek parliament to ratify the “abrogated law of war”. As such under current Greek laws there is no legal means of challenging requisition of Çamëria land by the Greek state, as this country by its constitution does not accept any minority presence within Greece. As the Greece’s identity cards of citizens must do claim the nationality and the religion, when an Albania’s governmental delegation, of three people, was going in Greece early in 1992, Musa Zeneli (a Çam people) passport nationality was scrawled by Greek border authority. At the same year Greek borders authority has prohibited to enter in Beqir Ademi, the trainer of Albania’s wrestling team. The team has got in Greece without the trainer. But in meanwhile, Çamëria Association is successfully wooing support to the Çam cause and that is even working on legal procedures to sue the Greek government at the European Court of Human Rights. The Çams are frustrated and angered by the Greek government's refusal to discuss their demands. During a meeting between the new then Albanian Premier Ilir Meta and his Greek counterpart Costas Simitis, a controversy had arose when Simitis, answering to questions from journalists at a joint press conference had said that the Greek government considered the Çamëria issue as a closed chapter! Back in Tirana, the opposition Democratic Party lost no time entering the fray, accusing Premier Meta of signing an alleged agreement with Greeks over the “coverage” of the Çam issue in Albanian historical books. ===Internationals making pressure on Greece=== According to Albania’s Dita newspaper (August 5, 2001) UNO Committee for the Elimination of the Racial Discrimination has demanded to Greek Government to respect the identity of minorities, underlining acceptance of one minority and negation of other presents discrimination. It was this Committee, which has proposed the setting of other languages (among other Albanian too) in Greek schools. The UNO Committee Against Tortures has underlined the police’s violence mainly against minorities and emigrants. European Tribunal has accused twice Greece for terrible maltreatment of prisoners in Police station and in prisons. Parliamentarian Assembly of the Europe Council has called Greece to sign and ratify European Document for Regional and Minorities Languages, also the Convent of the Defence of National Minorities. ===Internal reactions on the Cam issue=== At the end of December 1999 the Chairman of the Foreign Parliamentary Committee, Sabri Godo, urged the International Court of Human Rights, as well as the Albanian authorities to work out with Greece for a solution to the property rights of the Çams. Soon Çamëria Association representatives hold an official meeting with the Albanian Foreign Parliamentary Commission, which concluded that it was the time, in the wake of the world's acknowledgement of the human rights abuses in Kosovo, for the Albanian government to direct the international community's attention to the plight of the Çams issue. On June 27, 2001 members of the political and patriot association Çamëria, in memory of the 57th anniversary of the Greek genocide against Çam people, gathered in front of the Greek Embassy in Tirana, calling slogans like "Çamëria denounces", "We want our land back", "Bush help Çamëria". On the other hand, the Albanian centre rightist parties surely will support such national case and, in a tour of southern Albania, Democratic Party leader Sali Berisha threatened to put relations with Greece on hold, “if it did not comply with two key demands: more cultural rights for the Albanians living in Greece, and the resolution of the property issue of the Çam population expelled from Greece after the Second World War. While in a rally in the southern town of Sarandë, Sali Berisha told supporters that Greece should open an Albanian language school in the northern Greek town of Filiates, and warned that without a solution to the Çamëria properties issue, relations between the two countries would remain stagnant. He also vowed that a solution to the Çamëria issue would be a precondition for better relations with Greece if and when his party comes to power. ===Albanian media very sensitive to the case=== The different independent Albanian media have applauded the bringing up of the Çamëria issue in public and diplomatic discussions because of that for the first time in the history of official Greek-Albanian relations, the Albanian authorities have openly objected to Athens' preferred position of ignoring the whole issue of the Çam's property. Albanian media and press do claim and do speak about this case openly making it an important issue and as it seems certain that calls to re-instate the property rights of the Çamëria population is being a growing concern for official Albanian policy. With the widespread and increasingly indignant support of both left and right in Albania, this is clearly an issue that is not going to get away. On June 14, 2001 the Independent newspapers Dita by a main editorial article: “The great truth of Çamëria case and the still in force Greek war’s law with Albania” written by Prof. Dr.Apollon Baçe, a very well known Editorialist in Albania, there is openly appealed for serious and due consideration of the Çamëria case by Albanian Government. The author by analytical and historical approaches accuses the Albanian Government for unacceptable indifference and Greek ones for botching the case. According to author, who cites a former Albania’s Constitutional Court, it would be started by Albanian part with abrogation of Enver Hoxha decision that negated the Greek citizenship to Çams arrived in Albania with the end of the World War II. For more, the Dita newspaper declares that they have a document delivered by a journalist and a lawyer, both Greeks, who have studied the case and recommends: a Greek Presidential Decree, which can give end to formal war situation between the two Countries. According to the newspaper the two Greek protagonists remain unidentified because of strong opposition they have found into their own country. But, very recently, according to most of Albania’s media and press Turkish Foreign Ministry by a public declaration demands to make pressure to Greek Authorities to stop the prosecution against ethnic Albanians and to compensate their lost means. ==Part XVI== ===The Modern Global Geopolitics on Balkans, 2000 – 2001=== Despite some extensions, it should be said, that with coming in reality of the perfect synchronisation of Anglo-Saxon (respectively Britain and USA) policies & interests in Europe but in Balkan also. With this internal positive Balkan political and modern ethnical developing, Albanians got more possibility to fight more rationally for their own freedom and liberty in the entire region. This realpolitik of the region shoring up global stability, particularly on the before ignored Albanian issue in Balkan, there was made possible because the Soviet Union had been diminished as a global power. But, it must be said also that, the today’s geo-political situation in its complexity looks like the same with the precedent above-mentioned historical periods, with some changing of roles, positions and possibilities. In such situation we must be reminded of the our common passed history and recognise the similarity of the today political situation with its geo-politics caparisoning that especially with global politics of the 1878 – 1888, 1912 – 1918 and 1944 – 1960. On the whole, now on one hand, we do have the old Europe that want to be a New United Europe and is trying to see the solution of troubled Balkans, dominated by extreme nationalism and missing of democracy, by using the old ancient strategy! But, on the other hand, differently with passed historical periods, we do have also another Anglo - Saxon Europe, which is trying effectively to give a new permanent solution to the old region of classic nationalism conflicts. Lastly but not least, we do have in the middle of these also the big Russia trying to maintain its influence in the old region very probably through Orthodox bounds. Sure, as expected, this geo-political configuration does reflect similarly as in passed in the today Balkans and these similarities seem alive, if we be reminded of the after World War II era of 1950 – 1960, by which, instead of then divided Germany we do have the divided Balkans and the Albanian divided territories on the core of that. In fact, the first old Europe does have it self a lot of internal nationalistic problems in front of each other country (this last is trying to organise itself towards a better European Unification), and is not showing that it is having a perfect concept about Balkan nationalism and its traditional lack of democracy. But, the other Anglo-Saxon Europe, the pragmatic United States of America, perfectly organised, and Britain, which could manage similar problem with Scotia and, in front of the Kosovo/Ireland similarity, did opt the democracy, seem to have other option, in effect. Lastly, we do have the big economical poor and nationalistic Russia, which, as always, is threatening by its traditional military role, trying to use the Greek and Serbian nationalism, traditional orthodox alliance of the Region for conserving an important Russian role in the Balkans! ===In concrete events=== According to a July 2001 editorial of the Greece newspaper Kathimerini (Published by Albania’s newspaper Dita on July 20, 2001) The relation between Moscow and Athens are not a simple example of relation between some Eastern and some Western countries. There do exist a particularity, which do not consist just only into the common religion. This particularity has its radices in the history and there is based on geopolitical parameters. It seems that recently Greece, the 120 years old British ally in the region, is showing different political approaches, which send the country towards Orthodox familiarity with Big Orthodox Russia and distance mainly with USA, but also with Britain. Greece, owing to the facts that it resolves the problems in the frame of European Community, of each is a full member, seems to desire resign from USA and British traditional geopolitical privileges! Sure, contrary to Western circles that want to isolate Russia into its internal economic problems, it is Greece that want Russia takes on it self from the economic crisis and re-takes a bigger international role. In fact, on July 2001, the Greece’s Premier Costas Simitis in a visit in Moscow and after meeting with Russia President Vladimir Putin declared that the respective approaching with Balkans are the same between Greece and Russia and, sure, this is not an unexpected move of Greece! ===The role of France=== The possible fact that the Russian regional presence might balance the US hegemony, no matter on whose charge, has made possible to involve even France, which clearly pushed in by its jealousy in front of USA politics, as well as in passed political history, is giving signs that it stands to the same old position with Balkans question. On July 1, 2001 during a visit in Russia of French President Jacque Chirachue and his meeting with Russia’s President Vladimir Putin in San Petersburg, the Russia’s news agencies proudly reported that Russia and France have had always-mutual approaches during the history! In general, the traditional Russian - Serbian - Greek alliance, helped by a new “Gaullism” in France, want to legalise the old partitions of the region with changing of regional borders, which if happens can probably lead to a bigger possibility of conflict, or at least to the traditional conflictual “status quo” of the Balkans. ===In the NATO=== The period of NATO vs. Yugoslavia of Milosevic, or the Kosovo war era, has shown that the main aims to safeguard interests of West, which unify USA with the new United Europe, looked to be shaken out by facing public accusing of spying within NATO’s troops. That phenomenon not for what was but for what represented was really significant. Spying phenomenon there was a sign of difficulties among NATO’s States, which do compose that. By a political view we cannot speak for an isolated spy, but for reciprocal diversities and also for conflict of interests between Countries within West. In fact, such geo-political configuration during the Kosovo’s war proved that NATO, in base of military rules could work perfectly, but in base of political ones doesn’t work properly! The States, which do compose NATO, in front of the political challenging to reconstruct the destroyed Kosova, look more undetermined than ever. The difference, which has started during the Kosovo’s war, gave life to a French project of some, differently from NATO, European Peace Forces. Such French approach have had its own agenda on NATO since the time of de Gaulle when they were semi-detached from the Alliance and would dearly love the rest of Europe to share their policy. Sure, the new “Gaullism” France's enthusiastic backing for the European defence initiative is widely seen as a move to undermine American military influence in Europe. But, the developing of this project need time to come to reality and to be configured clearly. On the whole it sure confirms once more that the geopolitics of the region has not changed a lot, since 100 years ago. ===The role of Anglo-Saxon Europe=== Fortunately, on the other hand, and thanks to Anglo-Saxon Europe, it is clear that the wars in Balkans have moved from politics to democratic International court, from Muslim - Orthodox biased conflict to public and democratic judgment and, this is a good sign of the international justice against the crimes pushed out by respective extreme nationalisms. In fact, it was the U.S.A. and Britain decisive and permanent approaches which had given to the remained Orthodox Yugoslavia a deadline to demonstrate compliance with the International War Crimes Tribunal or face a cut-off of U.S. funds. This determinative political step of Anglo-Saxon axe seemed to bring to a modest evident start of the fatal end of the Miloscevician Nationalist Orthodox Yugoslav era in the region. But, it for sure, has to influence into the entire nationally perplexed region of Balkans. The International Criminal Tribunal for Former Yugoslavia has indicted Milosevic for crimes against humanity stemming from the Yugoslav campaign against ethnic Albanian separatists in Kosovo. Sure, the judicial process of Milosevic -- the first head of state to face trial in The Hague, -- was and is not only a judicial process against a dictator, it is rather a morally process against the extreme Nationalism of thousands of Serbs who have protested over Milosevic's indictment, of thousands of Macedonians, Croats and Albanians also, who might think to be such in the ever conflictual region pushed in by respective nationalisms. It seems now that the ICTY has a long and hard job to do in Balkans. ===The day Miloscevic gone to Hague=== On the other hand, like a fatal coincidence or by careful political action it was 28 June 2001, St Vitus’s Day – an anniversary with enormous resonance in Yugoslavia – when Serbian government transferred former Yugoslav president Slobodan Milosevic to The Hague! This seems to be the best way to leave the passed behind and think for the future. It became obvious that in order to get U.S. participation at the donors conference scheduled for June 29, 2001 and ensure adequate EU economic assistance, Federal Republic of Yugoslavia had to begin before it cooperating with the Tribunal of Hague. In fact, no matter how it complicated the situation in FRY, but the date there was more meaningful than the political action it self. Transferring Milosevic in Hague Tribunal on June 28, 2001 gave a clear message to Serbian nationalism as it did corresponded with St Vitus’s day, or the same date of the 1389 Historic Battle of Kosovo. It was also on this day in 1989 that Slobodan Milosevic addressed up to one million Serbs in Kosovo to commemorate the six-hundredth anniversary of the Kosovo Battle. It was that speech that first opens threat of violent conflict by a Socialist Yugoslav leader. But, on the other hand, the St Vitus’s day is also the anniversary of the assassination of Austro-Hungarian Archduke Franz Ferdinand and his wife Sophie in Sarajevo in 1914, by the hands of a young Bosnian Serb, so touching off the First World War. As such, the St Vitus’s day 2001 once again marked the end of a nationalism Serbian era, but also a more significant one for entire the nationalism of the Balkans. ===Not only a lesson for Serbian Nationalist === “I would say that it is a good news (the extradition of Milosevic in Hague Tribunal) for all the Balkans people. It is the moment that the Balkans people must not be afflict when his neighbour is in good condition and be happy when is in troubles. But, the process of Milosevic doest not ends the history. Rather than that I would say the contrary, it is a new start. It is now the moment the crime must not be more considered as a heroic attitude, as to Serbs as well to all Balkans people. But also in the Europe where some intellectuals tried to give a return to the situation, as if, there were executed no crime in Kosovo, but there were only victims. Must be given the right names to crimes and to criminals and must not be more supported the criminals as it done by Kostunica and Putin.” (Ismail Kadare on June 30, 2001 for the French Newspapers Le Monde) The extradition of Milosevic in Hague’s prison seems to be a very coherent policy of Anglo-Saxon axe, which had rocked the entire regional nationalism. Not too much before the Milosevic extradition, it was the George. W. Bush who announced different military-politicians Kosovo Albanians to be USA’s “non-grate” persons. The announcement did covered different former Kosovo Liberation Army leaders, who are now heading conservative political parties in Kosovo. Since we know that Kosovo that soon Kosova would go to first democratic general elections, such very important political USA act, would favour sure the political moderators even in Kosovo, instead the conservatives, giving the right message to all parts throughout the region. ===Russia do not give up…=== Controversially, the last and first Russian President Vladimir Putin's surprise visit to Kosovo brought few new ideas of old stereotype on solving the Balkan's problems. Putin supporting Belgrade of Kostunica who was parading him self as moderator, showing effectively that both presidents are heirs of the former political history. In effect, both Yugoslav and Russian presidents claimed that the international toleration in front of Albanian extremism in the region is to blame for the current instability. For more, both presidents, thinking that they are reviving the Congress of Berlin era, have proposed the organisation of a regional conference aimed at charting the future of the Balkans. Implicit in this, they say, is the maintenance of all current borders and the continued Serbian dominated Yugoslav Federation with Kosovo in! Despite the fact such a structures have effectively ceased to exist, the insistence on maintaining federal institutions is undemocratic way. Belgrade and Moscow actually had committed the continuation of ethnic tensions in the region until they would be politically more favourable in front of the International. ===New projects of the old type for Balkans borders=== The former British Foreign Minister Lord Owen, who supported the proposal of a new conference on Balkans borders, wants in a different approach to arrive at the same point! According to Lord Owen, the European Union former special envoy in Bosnia & Herzegovina, the recent borders need to be changed in Balkans for realising a permanent solution of the region. Lord Owen, according an interview given to BBC during June 2001, does consider the Albanian case in the region as a case between Muslims and Orthodox! Owen says that: “if the Kosovo obtain the independence, Muslims in other places of Balkans, mostly in Albania, should accept sacrifices! There are no doubt the borders between Albania and Greece would be resolved once for ever. The other borders with Montenegro must be defined once for ever. Also the population in Bosnia & Herzegovina must show its self-elastic towards Serbia and shell to Kostunica the reason to cede Kosovo.” (Translated on June 23, 2001 by the Albania’s Newspaper Korrieri.) The treating of local conflict, as regional one seems to be the worst scenario for Balkans that sends to the old type of artificial borders of the region complied strongly by extreme nationalisms and by complex minorities questions. This scenario seemed wanted to use the Macedonia crisis on the way. It seemed to be a perfect project as Macedonia could be the best to fulfil it as was composed by all the possible ethnicities of the region! But, this sure could send the Balkans towards the permanent conflictual chaos. On the whole, fortunately it seemed the countries and persons who support such ides were not in chorus with the majority. The Anglo-Saxon axe did see differently the Balkan question. On July 3, 2001 The British Premier Tony Blair proposed to resolve the last Macedonia crisis by a conference concentrated to solution of the country crisis instead of the regional one. ===New moderator political approach=== According to Albanian Telegraphic Agency (ATA) on July 4 2001 in the end of a European Economic Summit held in Salzburg for two days, Albania’s President Rexhep Meidani held a joint news conference with Croat President Stipe Mesic. When asked about the joint proposal Kostunica-Putin and the organisation of an international conference on the borders of the region, Mesic turned down the idea and, concentrating on the borders between the components parts of the federation in which he included Kosova and Voivodina too, said that: "changing the borders of these parts would be a violation of the Helsinki Agreement and no one should think such a thing," - the President's press office said. Whilst, the Albanian President expressing the approval for this approach has said that "when a state power falls, also falls the “building” in which it is raised. Milosevic fell, and his creation will fall as well. After the genocide exercised by his regime, it is up to the people to determine what to do, but the International community should help that the people or peoples calmly decide on this.” - In addition, Albanian President Mejdani has declared, at the same news conference that, the conflict in Macedonia will be quickly resolved through political dialogue and at NATO's presence! In fact, not too much later, Lord Robertson, the NATO General Secretary visited, for the first time together with 19 Ambassadors of Security Council, Albania. According to Robertson this visit wanted to give the right signal to the international community for the importance Albania does have for the stability in the region. Such visits were done before into two key-countries for NATO expansion: in Ukraine, the indoor position with Russia and in Macedonia the last bastion of Russia in Balkans. According to press resource it was quoted that the visit of Robertson there was developed to assure Albania again as a base of NATO troops who will assist the disarming of Macedonia’s Albanians guerrillas. ===Other broader conflictual geopolitics=== Willie Wilmer Vice President of Parliamentarian Assembly of OSCE, has made public that there are voices, which says that all the Yugoslavia war is done to correct a strategic error of Eisenhower in 1943 – 1944, who has left without stationing American Troops in Balkans. (Albania-s Dita Newspaper July 31, 2001). But, reminding our selves about the surprise Russian Military installation in Prishtina Airport just after the Serbian Military left Kosovo and, the soon and without rumour the US Military Base installation in Ferrizaj (Kosovo), sure we can say that the crisis and wars in Balkans have had and do have global dimensions in accordance with strategic interests. But due to territorial parameters they have been and are local wars. In fact, for more than one century, Balkans region has been where the Europe has projected (drafted) its power and its differences, from where haves started the European wars, but on the whole it seems that probably the last wars in Balkans have been a typical Russian reaction against such American strategy. ===The role of war of transport corridors in Balkans=== :“If it was a coincidence that the Albania’s pyramidal Financial Schemes were found in 1994, this has never to be clearly certified, but it is clear also that schemes to mere with faithfulness of the Belgrade’s scheme. Also the “Sea Republic” (Greece) is ideator where Moscow is not without influence.” (Apollon Baçe, Corridor 8 and the war for the gasoline from Chechnya in Vlorë, Dita newspaper August 3, 2001) – According to Apollon Baçe, an Albania’s independent analyst, the Albania crisis of 1997 there was a reflection of conflicts of global corridors and mainly of the respective pipelines. Baçe says (Corridor 8 and the war for the gasoline from Chechnya in Vlorë, Dita newspaper August 3, 2001) it has started since 1994 when in a second Pan European Conference in Crete, (Greece) there was discussed for the projects of the ten global corridors. As the USA has found as most important, instead of the Corridor 2 headed for Moscow and the 10, which pass through Trieste - Budapest - Belgrade – Skopje – Thessalonica and Istanbul, the Corridor 8, which pass through Varna – Burgas – Sophie – Skopje – Durrës – Vlorë. In concrete terms the global Corridor 10 (or North – South) does correspond with Balkans through North Europe towards Russia, while Corridor 8 (or East – West) corresponds with Black Sea through Bulgaria, Macedonia, and Albania in Adriatic seacoasts. In fact, the concept of “Corridors” is broader as to such global Corridors there are included energetically connections, pipelines, motorway and highways, railways, and seas roads. These corridors there are also considered as “motorways” of energies, as they with fuel’s tubes will bring in Western Europe the energetically reservoirs of the Central Asia and the Middle East. But especially this corridor 10 is the ever well-needed strategic corridor of Russia to occupy the world. Since the ancient eras the Russians have wanted to give an end to British Sea Power in Dardanelle. So when Russia occupying the Azerbaijan, Tajikistan, Kazakhstan, Uzbekistan and others started strategically their influence in Balkans supporting the foundation of the Orthodox Slaves Greek States. According to different analysts the dissolution of Yugoslavia has not disturbed Moscow more than the project to the very ancient project of Corridor East - West, (or Corridor 8) which in fact is sabotaged since 1500 year ago now, and which is the alternative of Corridor 10, in effect. Now this Corridor 8 is already priority of International Monetary Fund and USA. It was and is foresee to be accompanied by all the due parameters of such mega-project from Black Sea to Adriatic Sea, by Bulgaria, Macedonia and Albania. But, on the other hand, such Corridor under severe control of West by North-Atlantic influence on the countries mentioned above must take off the control of the Orthodox Russia in transport of the energies mostly in Balkans. It seems that Moscow, Athena and Belgrade interested to the first Corridors there was disturbed by the project of Corridor 8, which according to outlined by nature and history schemes ignore their respective territories and damage so their economical interests. This transport corridor 8 by the mentioned countries and Institutions is outlined as the biggest pipeline of European history, so giving an end to the old Russian dream, but also to the new one for using the great sources of energies in Caspian Sea. Such global choices on Corridors, and possible exclusion of Russia, Greece and Serbia have already made a battlefield the Balkans as important strategically place. In 1996 USA to make working the project of Corridor 8 founded South Balkan Development Initiative (SBDI) and charged Trade and Development Agency (TDA) to follow the developing of the project. With passing of the year US President Bill Clinton giving his personal name to the initiative (It is known as Clinton Initiative) it was loaned by USA, USD 35 Million for the feasibility work in Bulgaria, Macedonia and Albania. But, by accident or not at the year Albania faced the most damaged crisis of pyramidal schemes and the studies of feasibility did stop in Macedonia. ===Greece and Turkey key-actor for global politics in Balkans=== There is one thing that seems to be secure: Balkans has got recently more important geopolitical role between Russia and USA and West Europe. On these regional geopolitical role there two countries, which are playing the key-actor between parts: the North Atlantic Treaty Organization (NATO) members in ever-conflictual approach of interests Greece and Turkey. The axe Moscow – Belgrade and Athens do have as its “weak point” this last country: Greece, with the serious political internal movements that demand and oppose the participation of the country in NATO, making that already a non-reliable Ally of Atlantic Alliance. Turkey seemed to be a vital strategic Ally of USA and NATO, since the dissolution of Russian Federation. Most of new Independent states as Turkmenistan, Kazakhstan, Tajikistan, Uzbekistan and other very important strategically to the battle of energies do speak Turkish. According to different resources these Republics do have resources of natural gas, which could cover 1/3 of the planet. It is clear that Turkey is a key-actor (connection-bridge) to bring these former Soviet Republics under the influence of the West. In fact, the presidents of Georgia, Azerbaijani, Kazakhstan and Turkey in Istanbul have agreed to support the construction of the pipeline, which will bring the fuel from the Caspian Sea to Western Europe, Baku (Azerbaijan) – Cejhan (Turkey) by a way outside Russia and Iran influences and territories. This is defined as the greatest victory by official voices in Washington. According to New York Time (November 19, 1999) The then US Energy Secretary Bill Richardson has said this diplomatic Agreement advance the US National strategic Interests. But, the question still remain how and from where will pass the rest of this pipeline! According to public data an outlined pipeline Burgas – Sophie – Skopje - Vlorë should started its works of construction in 2001, but until now it has not started as conflicts have occupied the Macedonia and instability until reign entire Balkans. If other conflicts will occupy other countries it (the project) would be waiting for the regional stability of Balkans? ===Greece reaction=== On the other hand Greece in effect is trying to recuperate the weak position in the global politics by trying to dominate the Balkans. In fact, with coming of new political and economical era in East Europe (1990 – 2000), as a result of such geopolitical and historical development, the recent respective Balkan regional fragile democracies, except Greek one, after long terrible decades of communism, beyond political challenges to face to, found also difficult and poor economy standing in their countries. But, in the meanwhile, the historical well chanced Balkan’s country Greece, at the same time the poorest member of the European Union, has appreciated this change of communist system to fragile democracies and profited from changing of centralized economical system to free economical ones in Balkan. According to the article Greek economical Expansion in Balkans written by Nikolaj Stajkov, Plamen Radkov, Teodora Vasileva e Viktorija Davidova and published on December 5, 2000 by Alternativna Informativna Mreza (Alternative Information Network), there are about USD 3,4 billions, equal to 60% of Greek investments dedicated for abroad, invested in the last 10 years in Balkan. In concrete words Greece by particular laws, which grant about 60-70 of private projects dedicated in Balkans decisively demand that this investments in Balkans be headed by Greek investors who decided to invest the other 30-40% part of the projects in countries of the region, especially in meridian ones. Such policy followed in these last 10 years has brought about 3.500 Greek societies involved in the Balkan countries. On the other hand, according to different representative of Greek Government, because of some significant number of the above-mentioned private societies, which there are registered as non-Greek ones in countries in question, these investments can be bigger! In fact, such investments, towards about 50 millions of consummators of the region (included Bulgaria for geographic vicinities) of countries with GDP 10 time lower than Greece, achieve superior levels of investments implemented for the same period into Greece it self. According to data published by Greek Industrial Federation these investments are concentrated in telecommunication, financial sector, groceries industry, metallurgic and construction materials. The above-mentioned sectors there are part of so called “key sectors” and they are fundamentally important to Greece, which does not have other developed mechanic, electronic and chemistry industry. Yes, the state’s enterprises head this Greek economical expansion, in effect: the well-known Greek Telecommunication State Enterprise (OTE) and its operator mobile Kosmote (USD 1 – 1,5 Billions) is at the highest involvement, private enterprise of telecommunication “Intrakom”, Hellenic Petroleum”, cementer “Titan Cement” and other like these. According to press resources OTE intended at the mention time to found an affiliated "OTE International", which will be occupied of telecommunication out of Greece. The OTE, beyond shareholder of the Serbian telecom & Romanian one, have demonstrated interests in privatisations of operators of Albania and Macedonia telecom. ===Trying to achieve a military balance with Turkey=== According to article Shower of Billions For Armaments published by "Nova Makedonija", 17 October 1998 written by Trajko Mircevski, Greece Council for National Defense (KISEA) has approved a program of military armament, by which Greece would buy, for a period of 15 years, Drachmas 4.000 Billions (equal to about USD 17 Billions) different kind of vanguard of army. - “With the program of the new military system, our country will be totally covered by an antiair structure” has declared Jorgos Simitis the Greek Prime Minister in relation with this Greek military program. But Tzohazopoulos the Greek Defense Minister has added that with implementing of this program Greece will have a new strategic position in the region! (This program, called by different analysts the Greece century’s purchasing, do include: USA missile Patriot (Drachmas 350 Billions), HOK Missile System (Drachmas 34 Billions) USA 45 Military Airplanes and 4 war navies (Drachmas 240 Billions), 21 TOP-M1 of 32 Missilistic system will be bought from Russia (Drachmas 140 Billions), 11 French Antiair systems designated for Navy and Aviation Forces (Drachmas 60 Billions) and some Canada’s airplanes (Drachmas 135 Billions) and others…) According to the same article Pangallos the Foreign Minister has remembered His homologues of the respective seller countries that the big dealing has considered the position these countries do have in front of Greek - Turkish relation. Last year's developments are particularly significant as first they indicate a picture of the EU's and NATO's “new order” in the Balkans, but beyond this mostly subjective political data, there is only one objective and clear data: Greece and Turkey there are between the biggest purchasing powers of the armaments in the world! ===Greek – Turkish concurrence in Albania=== Even according to the above-mentioned article of AIM Greek economical Expansion in Balkans the Greek economy involving in Balkans does face a serious competition of Turkish one in Balkans. To the other hand this Greek Turkish economical competition in Balkan is leaded respectively by state’s enterprises, as a result it normally brinks politics rivalry in centre of two countries on the region, as for Greece and Turkey the geo-strategic and economic importance of Balkans is vital. They have hosted major economic assistance and numerous state & private facilities, which at last provide the capability for a their strong presence in the region and, as well in Albania. Albania is a country with 3,5 Millions of habitants and about 60-65 % there are of the Muslim religion, but to the other hand, Greece there is too much nearer than Turkey to Albania and these phenomenon’s do make of this last country, in need of assistance, a very co-operator of both rival and NATO’s allied members. Greek and Turkish companies, private and state’s ones, do compete every day in today economic and political Albania. (Also to the other Balkan’s countries) The main competition there was and is concentrated to infrastructures tenders organized by Albanian Government: i.e.: Greek Sarantopoulos Company and Turkish Be- Ha- Se Company, which do cover most of the re-constructuring of Albania’s roads. On May 2000 at its fourth anniversary, Albanian Mobile Communications (AMC) has the announced finalization of privatisations proceedings for this strategic enterprise. Top bidders were the Greek company CosmOte with the Norwegian Company Telenor International, which offered USD 85.6 million. AMC's services cover only 25 - 40 per cent of Albania's territory, but AMC cooperates with 60 foreign telecommunications companies and its clients can use their mobile phones in 39 countries. But, very recently Vadaphone\Panahone International Holdings BV and Flintur Holdings BV (respectively with important Greek and Turkish shareholders: “Panafon SA”; “Turckell SA”) did compete by the same cipher of money (USD 25 Millions) for buying the second Mobile Communication operator in Albania. But, at last the second phase of bidder VPIH. BV offered USD 38.1 Millions leaving behind “Rumeli Telekom Albania” of which 30% shareholder is the second mobile operator in Turkey “Telsim Mobile” with USD 32.525 Millions and, FH.BV with USD 25,350 Millions! When at the end of the last Albanian year 1997 crisis (financial pyramidal schemes bankruptcy) the NATO multinational forces left Albania, both Greek and Turkish countries by agreements with Albanian Socialist Government left in force speciphic military units in the Albania’s different territories. Fatos Nano then Albanian Socialist Government after two month of power signed in August 1997 a protocol of assistance and cooperation between Albania and Greece, by which been landed, for military assistance to Albania’s Military Stand, a Greek Military Force in Tirana. Not too much later, by respective Albanian and Turkish Defense Ministries there was signed another agreement, by which there was sanctioned that a Turkish Military Force, sponsored by Turkish Defense Ministry, would reconstruct the famous and strategic Albanian Military Base of “Pashë Aliman” in Vlorë seacoasts. ==Part XVII== ===Is a greater Albania happening?=== The citizens of the developed world, Albanians too, do perceive rightly that the wars are always developed not for ideologies or virtual-religious conscience, virtual-nationalism or virtual philosophy. They are developed for national economic interests or multinational strategic ones and, it looks the same in Balkans. And Albanians has proofed this reality by bloody expensive endeavouring and terrible experiences in long and terrible centuries. On the other hand no body can contradict that the solution of the centuries complex ethnical Balkans for finding a permanent peace do have just two alternatives: an ethnically bordering divided Balkans or the ethnically integrated region. Immediately it should be clearly said that, Albanians generally do support the second alternative as they are clearly distrusting the regional national democracies and trusting the International Actors and their integration offered in the region. As for the proposal, which comes in reality, as a “counter-payment” to limit the Albanian cause or there is no chance to stabilize the ever not stabilized Balkans, sure has to be a wrong solution. In such case, no one of the Balkans state will be without different minorities and it would derivates problems. At least, it would bring in Balkans the old conflictual scheme of the Middle East, unfortunately, as minorities would ever be an “engine actor” for possible tension within the separated states. On July 12, 2001, according to Voice of America Albanian Language Session, the well known US Congressman Elliot Engle, in a round table dialogue for Balkans and especially for Macedonia crisis, do stated that every time the Albanian case in the region is set for a solution, immediately on anti-Albanian segments do give artificial measures to a “Greater Albania”! Arguing that in Albania and in the entire region where do live Albanian population there is no policy and no platform for a “Greater Albania,” the US Congressman underlined rightfully that the fear which be constituted by this thesis is done for frightening the Euro-Atlantic Diplomacy for un-favouring the Albanians. In the meanwhile Albanians have shown clearly that they do not need a “Greater Albania” in a Democratic Balkan region reality. Sure, the contrary do really disturb them. Albanian people have never ruled any other people and Albanian people do not intend to rule any one, today either, this supposing is clarified already. Albanian people have been traditionally tolerant and they just have wanted to be permitted to have what belong to them by the principles of democracy and consciousness of humanity: to have the supreme rights for taking the highest responsibility in the community of peoples. That is what Albanian people do really deserve and want, nothing more. With dialogue and non-violence approaches no one of these neighbouring countries gave right to their rightful natural and ethnical demands. As such, they were forced to show to the entire political world that even them know to use arms, but prefer to leave them in the exchange of democracy. The last violent happenings in Kosova, Presevo, Medvegje and Bujanovce, but in Macedonia also, there were the vital events which showed that Albanians want to try and give to their neighbours, but to international political world also, a clear message: don’t ignore their national rights. They have confirmed such approach when delivered the arms to NATO troops in Presevo, Medvegje and Bujanovce, but as well in Montenegro and in Macedonia. Who ca not read such message is a damn political blind and ca not understand nothing. For more the Albanian in Montenegro were (are) clearly trying to be very democratically integrated, as peacefully as possible, in that administrative state of Montenegrins under the remained Federation. This is just because they know; Serbia would never accept, without another war, as they (Albanian) don’t want, to loss its seacoast possibility in the region. ===Some no sense regional fears=== It was the Macedonian Academy of Arts and Sciences (MASA) that proposed territorial exchange to resolve the then current strife. The proposal suggests exchanging the northwester cities of Tetovë, Debar and Gostivar for the Albania’s city of Pogradeci situated on Lake Ohri at Macedonia's southern border. But, Albanian young fighters as a response at the same time proposed a plan to pacify the situation, which was ignored unfortunately at all! On the other hand, with the Stability Pact, by which the international community continue to work for helping the Balkan countries help themselves and become integrated into the rest of Europe, politicians across the Balkans, and beyond, are continuing to express concern over demands for an independent Kosovo and more rights of Albanians in Macedonia. The main reasons they fear are that the Independence of Kosova from Yugoslavia and violence in Macedonia may lead to the creation of a “Greater Albania”. Is it a wronged idea, or an instrumentalized issue? The most anti-Albanian traditional countries interests are leading such approaching: Serbia, Greece, Macedonia, and others as Russia and France. But the Albanian regional leaders headed by Official Centre leftist Tirana, by contrast, have attempted to reassure their foreign counterparts that they have no intention of establishing an enlarged Albanian state, including Albania, Kosovo and possibly parts of FYROM, Montenegro and even Greece. Albanians have always been part of the solution instead of part of the problems. The then Albanian President Rexhep Meidani soon has declared that Tirana's goal is not constructing a “Greater Albania”, but contributing to the emergence of a “Greater Europe”. That should be reality by forging closer links with the European Union and NATO, which one should require more wide-ranging collaboration between Balkan nations. ===Internal Albania’s actors on the issue=== In the Albania’s Constitution Preamble there is clearly said that, the people of Albania, proud and aware of their history, with responsibility for the future, and with faith in God and/or other universal values would guarantee the fundamental human rights and freedoms, with a spirit of tolerance and religious coexistence, pledge for the protection of human dignity and personhood, as well as for the prosperity of the whole nation, for peace, well-being, culture and social solidarity; with the centuries-old aspiration of the Albanian people for national identity and unity. Such meaningful judicial piece of Albania’s Constitution has come in light of the constitutional reality thanks to the decisive approach of Sabri Godo, Representative of Centre Rightist Tirana. Sabri Godo, President of Republican Party Assembly, during the political process of this Constitution has been also Foreign Parliamentary Commission President and, by such virtue made possible to add in that judicial piece. Sure at last and not least, it sanction to all political parties, which would be ever in power in Albania, to take care also of the other national Albanians out side Albania. But, differently from the leftist of the land of Eagles, who are decisively restructured in their own wing, the centre rightist wing needs a lot of time and self-reflection to be at the needed level. After long decades of Communist System and former communist nomeklatura, which aimed to eliminate the right wing in Albania, they are not yet unified in their traditional approaching and, dominated by individuals as Sali Berisha, a former Communist. Albania does suffer in effect a stabilised spectre of politics, which has been the cause of different “earthquakes” to last ten year of democracy in Albania. In Macedonia According to a survey conducted on May 2001 in Macedonia by the US State Dept's Office of Research, (cited by Institute of War and Peace Reporting (IWP Report Nr: 250) 87 per cent of Macedonia’s Albanians say that it is important to them personally that Macedonia remains united. According to the mentioned survey, a majority of Albanians, 71 per cent, said they would prefer to live in an ethnically mixed Macedonia rather than a greater Albanian state. Just only 16 per cent supported the latter. Although the poll asked Albanians about uniting with all other Albanians in the region, it made no distinction between Kosovo and Albania. But for more, it is believed that some Albanians might be far more interested in eventually uniting with Kosovo alone. During the last Macedonia’s crisis there is noted a “river” of Macedonia’s Albanians refugee towards Kosova, instead of Albania, geographically and practically also convenient too. The 1999 Kosovo’ crisis refugees left Albania, just after the war finished in their own homes, at that speed which was not ever believed. Freedom of movement amongst Albanians Sure, these last ten years of the modest democracy in Balkans there were followed by intense contacts between all the regional Albanians. But this freedom of movement, as ever before, has re-dimensioned the ideal patria, which was always “personificated” to the independent Albania. Albanians of Kosovo, Macedonia and Montenegro getting in the Albania have found a different figure with that they have always imagined in their own Albanian dreams of their own country unified. When the Great Powers, by San Stefano Treaty, Berlin’ s Congress or London Conference of Ambassadors, drafted the political map of the Balkans and created the Albanian question as a tragic one of Balkans, in fact, it was foreseen by last articles, “free entering is assured to all habitants of Albania’s borders cities to Gjakova and Dibra trades and commerce. Such decision was made because the Great Powers representatives knew that these regions have always served as indispensable trades and commerce for Albanians economic existence. But, in fact, it has never been reality because of regional orthodox, Nationalist and Communist chauvinism, which feared contacts among all regional Albanians. ===European integration in Balkans=== Recently, following the end of the war in Bosnia, European Union and the United States launched a number of initiatives in the Balkans such as SECI (Southeast Cooperation Initiative), Central European Initiative (CEI), SBDI (South Balkan Development Initiative), SEECP (Southeast Economic Cooperation Process), SEDM (Southeast Defence Ministers), which at last in assisting each other has forced modest integration of political cultures in the ancient Balkans. On the other hand these initiatives, must be said, are focused on issues related to regional economic development and cooperation, abolition of customs and border barriers, strengthening of political cooperation, fight against illicit trafficking and organized crime, strengthening of security and confidence measures, promotion of human rights and freedoms etc. Such European instruments are almost important initiatives for the region, offering the possibilities to structure the economic partnership and political dialogue. They are an entire opportunity to transform the diversity history offered till now into development challenges toward a better future. Regional countries by such initiatives are having the same destination and instruments to reach at mutual aims and, it looks that, the alternatives in front of Balkans there are (as said above) just only two. But such initiatives made to possible to set at first base the regional integration or, ethnical composition of the region. As such, it is the first times in the history of Balkans, the countries ever in conflict of interests, are together in structural, uninterrupted political and economic round tables of dialogue. It is the first times they are discussing joint policies, strategies, programs and projects on development of democracy, improvement of the security and economic level. European Integration of Balkans is in favour of all Albanians without difference Sure, with all these efficient instruments of integration, Albanians do feel better. Such integration will bring, beyond others, the disappearance of the absolute isolated and closed borders to all separated Albanians in Albania, Kosovo, Macedonia and Montenegro, why not in Greece also. Naturally this has to be a wonderful result for the six and more million ethnic Albanians of Balkans, who will across the region to provide a natural foundation of new cooperation. This would be concentrate between people who share a common language, close family ties and similar ways of doing business, which cannot absolutely mean a strategy for a “Greater Albania”. An Albanian businessman surely finds more convenient sharing of his commercial goods interests to the other Albanian parts. This happens because of pragmatic means: no-need to have translator for doing business and the more natural trusting to the counterparts. The Albanian traders surely, because they could buy more to sell more and to earn more money, find more convenient the sharing of their retails with other Albanian parts and, that’s just business. The Albanian production companies also, because of more possibility of selling their own productions in other Albanian parts, feel better with the last freer and integrated situation between Balkan borders. Also, the Albanian journalists, because them would have now possibly six millions of readers and spectators, feel better about the possibility to a longer run edition of their newspapers and other media equipments. That’s surely good to every journalist, being or not Albanian. All these have been made possible by closer cross-border links among Albanian communities and much-improved relations between region’ s states. This sure does not be shared at the same approach by the other regional neighbouring countries, but it is not a fault of Albanians. It is integration, which never has happened to all the Balkans at the same level and without discrimination. ===Kosova independence=== Speaking about Kosovo independence it is an idea that has became indispensable for the consciousness of Kosovo Albanian people and, cannot die down until it becomes reality. The independence of Kosovo firstly should fulfil the clear and secular will of Kosovo Albanians and secondly would contribute the solution of a century’s tragic question fulfilling the human classic right of self-determination and good understanding among people, otherwise the region would experience the same tragic happening… ==Part XVIII== ===Instead of Prologue=== “In 395 the Roman Empire was split into a western and eastern empire, and the lands of modern Albania became part of the eastern, or Byzantine, Empire. Several Illyrians became Byzantine emperors, including Justinian I (527-565).” ("Albania, " Microsoft (R) Encarta (R) 98 Encyclopedia. (c) 1993-1997 Microsoft Corporation.) Analysing the Albanian genetics, we should say that Albanian nation is boast of their culture, epos, legends, costumes, music, laws, art, architecture, writers, and civilization. Albanian history is proud to have given to the world extraordinary names and artists, painters such as Onufri, Selenicasi, and Zografi, whose mural paintings and frescoes adorn monasteries and churches all over the Byzantine Empire -- Constantinople, Bulgaria, Greece, Macedonia, and Albania. Albanians are also proud that they produced men like Jan Kukuzeli and Nikete Dardani both of who set the foundations of the most cultivated Christian religious music. (Kukezeli composed the "Te Deum" (God, We Love You) perhaps the oldest known written religious music sung by church choirs all over the world) They've (Albanians) produced architects such as Sinan who designed the Blue Mosque in Istanbul, and Karl Von Gega, who designed the famous Semmering railway system in Austria and Germany that became the model for all of Europe. Of the Albanian nation there are descendants also: King Pirro (Pyhrrus) of Epirus who defeated the Romans near Heracle in 280 BC; Ali Pasha Tepelena who could constructed the first Independent state (Pashalleku I Janinë at the beginning of XIX) within the Ottoman Emperor rather more modern than Emperor it self; Muhammad Ali of Egypt the man of genius Ottoman viceroy of Egypt (1805 – 49) who reformed the country along modern lines and founded dynasty that ruled until the mid-20th century; Sami Farshëri who made the first Turkish Encyclopaedia “Kamus Turki”; Aleksander Moisiu (1899- who was the excellent actor of Austria, Czech, Germany and France theatres; The famous Hollywood’s actors and brothers John & James Belushi (1960 – 2001); the very recently the well known soprano Inva Mula who sings with Luciano Pavarotti and Placido Domingo; The well known writer in 40 languages and mostly in France, Germany, England, USA and other countries Ismail Kadare; Ferid Murrati a Noble Prize and one of the three cofounder of Viagra and more other… And as I’m enlarged on the second basic “actor” (geopolitics) which does condition the developing of a nation and, because I have taxed the reader's patience, I will not enlarge on the first one basic “actor” (genetics). I would like just to say that the immense human historical figure of Albanian Mother Theresa of Calcutta, an Internationally Noble Peace Prize, who gave her life and energies with altruism for the other people and nation in need and difficulties, seems to be the vital “personification” of Albanian nation and His tragic history, but differently out of its own will. For more I think that sure, the reader has noted that these Albanian historical personages have been distinguished just out of the modest Albania borders. The conclusion? Sure there is no absolute conclusion, but we can say that it happens also because of the geopolitical destine, as the Albanian nation in different political, social, historical, linguistic, tradition and circumstances periodically, has sacrificed His vital capacities for the other nation interests! PS: This e-book was concluded by 2001, but the author liked not to add more pages for the readers. He thinks that who has followed the political history of Balkans, during 2002, 2003, 2004 and after, can agree with such decision… [[Category:Political history]] 14252 60385 2006-12-18T18:40:41Z JWSchmidt 20 I (John Schmidt) created this file for [[Wikiversity Reports]]. == Summary == I (John Schmidt) created this file for [[Wikiversity Reports]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14257 70453 2007-01-11T05:05:22Z JWSchmidt 20 [[Category:Philosophy]] == What is the Design Argument? == The Design Argument for the existence of God focuses on the perceived order and regularity of nature and the universe to posit the existence of a higher being or deity. Also known as the teleological argument, it focuses on empirical evidence and sense experience as opposed to ''a priori'' internal logic and rationality - it is, therefore, an ''a posteriori'' argument. == The Analogy of the Watch == The argument was first put forward by William Plaey with the analogy of the watch. He claimed that if a man were to walk across a heath and were to see a watch, he could easily tell it apart from the inanimate and technically simple other entities on the heath, for example rocks and stones. He could do this because of the many parts and mechanisms that comprise the form of the watch, and Paley claims that it would be rational to say that the watch is the product of a designer due to the fact that all of the parts work together in perfect unison to tell the time. Paley therefore claimed that this was true of the world; the earth is so perfect for human life that it could not have happened by chance. This would indicate that had been designed, and Paley claimed that this designer was God. == How does the argument work? == The basic formation of the argument can be outlined as follows: 1. x is a complex, highly intricate biological being. All of its parts function perfectly, in unison, towards some kind of goal (for example, eye = seeing) 2. Therefore, x must have been created by something intelligent, because it is such a complex entity. 3. This intelligent force is God. 4. Therefore, due to the existence of x, God exists. == About the Contributors == Albert Fenton and Grant Robinson are Philosophy of Religion students from Kent, England. [[Category:Philosophy]] 14261 60852 2006-12-19T03:52:41Z JWSchmidt 20 /* Methods */ iMovie [[Image:Cover 640x480.png|thumb|right|400px|Example video frame from the [[Wikiversity Reports#List of existing Wikiversity Reports episodes|Wikiversity Reports episode #3]] screencast.]] Welcome to the Wikiversity '''Screencasting Project'''. Screencasting involves recording computer output that normally seen on a [[w:Computer display|computer display]]. The recorded video can be combined with an audio description, often to produce a tutorial, demonstration of software or a guided tour of internet resources. The Screencasting Project allows participants to learn how to make screencasts. ==Methods== Select a method that is suitable for your computer hardware. ===Method 1. Screencasting with Display Eater and Macintosh computers=== "Display Eater" software allows you to make video recordings of output from your computer that is shown on your computer's display. Display Eater works on both Intel-based Macs and older Macintosh computers. Read about and [http://www.apple.com/downloads/macosx/video/displayeater.html download] Display Eater. '''Cursor and frame rate'''. After you launch Display Eater, click on the "record creation" button. If you want the mouse cursor to be shown in your recorded video, activate the "Show Mouse" option and select the type of mouse cursor you want to use. For many screencast-based tutorials, you can limit the frames per second (fps) to a value near 10. '''Recording area'''. Display Eater can either record your entire display's output or just the contents of a designated rectangular region. An area with dimensions 640 pixels by 480 pixels is suitable for many purposes. In this example, it is assumed that you want to record video for the contents of pages displayed by a web browser. '''Recording'''. Click the "Start Recording" button. With the free demo version of Display Eater you are limited to recording 3 minutes at a time. When done, stop recording and click the "Record Rendering" button. Click on the filename of the recording you just made. At this stage, all you have is a folder full of frames for a movie. Use the "Save" button to convert the folder full of video frames into a movie ([[w:Mov#QuickTime file format|QuickTime .mov]] format). Now you can hit the "Delete" button and get rid of the folder full of video frames, leaving only the .mov video file. A few minutes of raw video can easily produce a .mov file that is several hundred megabytes. [[w:iMovie|iMovie]]. You can combine multiple still images and movie clips into a single video using Apple Computer's iMovie. Another useful feature if iMovie is for making fancy transitions between scenes. Recent versions of iMovie can export video directly into [[Introduction to GarageBand|GarageBand]]. GarageBand version 3 is a good program for adding a sound track to your screencast. After creating your soundtrack with GarqageBand, you can save the combined audio/video file as a new file. Use the GarageBand preferences to set the output format to the highest sound quality. GarageBand will save your file in .m4v format, which can be opened with iMovie. Before opening the .mv4 file in iMovie, open it in QuickTime and select "show movie info" in the "Window" menu. Write down the audio settings (it will probably say 44.1 kHz). Quit QuickTime. In general, the video produced by GarageBand will be lower quality than the original video still in iMovie. Open the .m4v file in a new iMovie project and extract the audio track. Copy the audio track to your original iMovie project. Now use iMovie to save a new high-quality .mov file. From the iMovie "File" menu select "share..." and then select "QuickTime" and "Expert Settings" from the drop-down compression settings menu. A new window called "Save exported file as..." will open. At the top, enter a name for the new video file. Near the bottom, use the export menu to select "movie to QuickTime movie". Click the "Options" button. For video, select the best compressor quality Sorensen Video 3. In most cases you can set the frame rate low (8 or 10 frames per second). For audio, set the same kHz setting as for the .m4v file and use the best rendering setting. Now click save. ==See also== *[[Podcasting]] ==External links== *[[w:Screencast|Screencast]] article at Wikipedia [[Category:Webcasting]] 14264 60526 2006-12-19T01:30:39Z JWSchmidt 20 I (John Schmidt) made this image for use at [[Screencasting]]. {{Wikiversity-screenshot}} I (John Schmidt) made this image for use at [[Screencasting]]. {{Wikiversity-screenshot}} 14265 76318 2007-01-15T03:05:05Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{main_welcome}} Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 [[Category:History]] 14266 60538 2006-12-19T01:43:35Z Leighblackall 2414 garden view - photo by [http://flickr.com/photos/angela7/87957760/ wayfaring stranger] == Summary == garden view - photo by [http://flickr.com/photos/angela7/87957760/ wayfaring stranger] == Licensing == {{CC-BY-2.5}} 14268 60542 2006-12-19T01:49:18Z Leighblackall 2414 Gregory Whitby - A photo by [http://www.flickr.com/photos/stephanridgway/326542137/ Stephan Ridgway] == Summary == Gregory Whitby - A photo by [http://www.flickr.com/photos/stephanridgway/326542137/ Stephan Ridgway] == Licensing == {{CC-BY-2.5}} 14462 68749 2007-01-09T23:29:31Z JWSchmidt 20 [[Category:Materials Science and Engineering]] {{welcome and expand}} [[Category:Materials Science and Engineering]] 14744 61068 2006-12-19T05:33:57Z MichaelBillington 1599 list4 #{{Proxyip|200.18.138.6}} #{{Proxyip|200.180.104.87}} #{{Proxyip|200.180.129.218}} #{{Proxyip|200.181.4.114}} #{{Proxyip|200.181.52.174}} #{{Proxyip|200.181.57.53}} #{{Proxyip|200.182.130.190}} #{{Proxyip|200.182.159.77}} #{{Proxyip|200.183.10.9}} #{{Proxyip|200.183.137.66}} #{{Proxyip|200.184.129.2}} #{{Proxyip|200.184.30.56}} #{{Proxyip|200.185.244.97}} #{{Proxyip|200.185.244.98}} #{{Proxyip|200.186.102.59}} #{{Proxyip|200.186.102.58}} #{{Proxyip|200.186.31.123}} #{{Proxyip|200.188.219.163}} 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#{{Proxyip|201.55.120.16}} #{{Proxyip|201.56.42.130}} #{{Proxyip|201.57.18.2}} #{{Proxyip|201.57.47.3}} #{{Proxyip|201.57.66.2}} #{{Proxyip|201.6.100.244}} #{{Proxyip|201.6.103.170}} #{{Proxyip|201.6.104.44}} #{{Proxyip|201.6.116.127}} 14843 80551 2007-01-24T07:31:29Z Enlil Ninlil 4339 /* Learning Project Summary */ [[Image:Fossilised frog.jpg|thumb|Possibly Palaeobatrachus gigas from Bechlejovice in the Czech Republic]]<center><big>'''Welcome to the Division of Paleontology!'''</big></center> The Wikiversity Division of Paleontology is divided into various departments for the study of extinct species that once existed on the planet. A major part of the study is the process of fossilization and relationships of species to each other. The fossil specimens are assembled according to the geological structures they are preserved in. Preservation is based on geologic structure, the type of involvement in fossilization and the climatic conditions and ecological process of the then time period. The subject is located in the [[School:Geology|school of geology]] and [[School:Plant Sciences|school of plant science]] and [[School:Biology|school of biology]], as the field covers all these factors into one field of study. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** None, but some knowledge of geology, taxonomy, anatomy, fossilization, evolution, ecology, and systematics would be of benefit. External study requires a field of specialization as a prerequisite usually in geology. * '''Time investment:''' Not described as to date, but maybe 30 minutes a day! * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Life Sciences|Life sciences]]. * '''[[Wikiversity:Schools|School]]''':Geology, Plant science and Biology. * '''Departments:''' **''Invertebrate paleontology'' **''[[Topic:Molecular Paleontology|Department of Molecular Paleontology]]'' - the recovery of DNA from ancient human, animal, and plant remains. **''Paleoanthropology'' - Human evolution. **''Paleoautecology'' - the study of an individual fossil in relation to its habitat found in. **''[[w:Paleobiology]]'' Biological functions. **''Paleobotany'' - Plants. **''Paleoecology'' - Ecosystems. **''Paleosynecology'' - the study of fossil assemblages. **''Paleornithology'' - Aves. **''Ichnology'' - Study of tracks, burrows etc. **''Taphonomy'' - Study of process of dying and what processes occur to organisms after their death) **''Vertebrate paleontology'' * '''Stream''' Not developed. * '''Level:''' Not developed. ==Content summary== To learn how the process of preserving evidence of past life occures, and its use as evidence in the evolutionary theory, correlation of land formations, and the time periods of geologic structures. ==Goals== This learning project offers learning activities to ____. *etc. Undergraduate in development. Concepts to learn include: [[/concepts]] ==Study guides== [http://wiki.cotch.net/index.php/Paleontology EvoWiki.org related material] ==Learning Projects== ==Division news== ==[[Portal:Learning Materials|Learning materials]]== ===Texts=== *Beginner **Fossils ***[[Wikibooks:Wikijunior Dinosaurs/Fossils]] *** [[Wikibooks:Wikijunior Life/Yesterday/Introduction]] **Evolution *** [[Wikibooks:General Biology/Getting Started/History and Origin of Life]] *** [[Wikibooks:Purpose/2. Life/Introduction]] *** [[Wikibooks:Evolutionary Biology/Early History of Life on Planet Earth]] *Intermediate ** [[Wikibooks:Introduction to Paleoanthropology]] ** [[Wikibooks:Purpose/2. Life/Development Of Life On Earth]] *Advanced ===Wikibooks textbooks=== *[http://en.wikibooks.org/wiki/Evolutionary_Biology Evolutionary Biology] *[http://en.wikibooks.org/wiki/General_Biology/Evolution_of_Life General Biology/Evolution of Life] *[http://en.wikibooks.org/wiki/General_Biology/Animal_Evolution General Biology/Animal Evolution] ===Lessons=== * [[Lesson 1:Introduction to Palaeontology]] ===Assignments=== ====Activities==== *[http://en.wikibooks.org/wiki/Paleontology Write Wikibook on Palaeontology] *[[Activity 2.Identification]]. *etc. ====Readings==== Each activity has a suggested associated background reading selection. In this reading it is advisable that you take these guide to university study seriously. They are designed to help you with what is required of you in your studies. =====*Reading 1.===== * '''Study guide:''' **[[wikibooks:How to pass a course]] **[[wikibooks:How to pass a course/Assignments]] **[[wikibooks:How to pass a course/Taking notes]] **[[wikibooks:How to pass a course/If you must cram]] **[[wikibooks:How to pass a course/Exams]] **[[wikibooks:How to pass a course/Practice]] =====*Reading 2.===== This is the basic concept of what palaeontology is all about. It encoumpases these 3 areas in the study, along with a few others disiplines like [[geology]], [[climatology]], [[chemistry]] etc, though you are usually required to major in only one field. * '''Wikipedia article:''' [[w:Fossil]], [[w:Fossil birds]] [[w:Paleontology]], [[w:Geologic time scale]] *etc. =====*Reading 3.===== More specialised fields of study. [[w:Dinosaur-bird connection]] =====*Reading 4.===== [http://paleontology.wikia.com/wiki/Main_Page Paleopedia a wiki on the subject.] ==References== Additional helpful readings include: *[[Wikipedia:Paleontology]] *[[Wikibooks:Purpose/2. Life/Endnotes]] *[[Wikisource:The New Student's Reference Work/Fossil]] *[[Wikisource:The Origin of Species]] ===Fossils=== *[http://en.wikipedia.org/wiki/Fossil Wikipedia fossil] *[http://en.wikipedia.org/wiki/Category:Fossils Category fossil on wikipedia] ===Books=== *''General'' Guide to Fossils 2003, by Philip's, Octopus Publishing Group Ltd, London. ISBN 0-540-08374-7. *''Geology'' McGeary. D and Plummer.C.C (N/A), Physicla Geology ''Earthe revealed'', Wm . C. Brown Publishers, Dubuque. ISBN 91-071196. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] ===Prospective teachers=== * [[User:Enlil Ninlil|Enlil Ninlil]] 06:52, 19 December 2006 (UTC) ===Prospective students=== *[[User:Enlil Ninlil|Enlil Ninlil]] 06:52, 19 December 2006 (UTC) *[[User:mojosaurus|Ishwar Sridharan]] ==Featured content== ==External news== Here will be external links to articles related to palaeontology. ===20 december 2006=== *http://news.bbc.co.uk/1/hi/sci/tech/5220784.stm Australian 'Nessie' fossils found . *http://news.nationalgeographic.com/news/2006/09/060929-sea-monster.html New Species of Ancient Sea Creature Discovered -- Under Ping-Pong Table. [[Category:Paleontology]] ===27 december 2006=== *http://www.mercurynews.com/mld/mercurynews/16215340.htm Bay Area scientist reveals rare fossil discovery in Antarctica. ==External links to news and other information== *[http://bubl.ac.uk/link/p/palaeontology.htm Bubl links on palaeontology] *[http://palaeo.gly.bris.ac.uk/ The Palaeobiology and Biodiversity Research Group] *[http://www.ucmp.berkeley.edu/FAQ/faq.html#Definition Berkeley University Introduction to Palaeontology] 14844 69990 2007-01-10T19:22:14Z JWSchmidt 20 [[Category:C source code examples]] <pre>/* TO PRINT THE NUMBERS IN ASCENDING AND DESCENDING ORDER USING ARRAYS */ /* PERFORMED BY MILAN */ #include <stdio.h> #include<conio.h> void main() { int a[10], i=0, j=0, n, t; clrscr(); printf ("\n Enter the no. of elements: "); scanf ("%d", &n); printf ("\n"); for (i = 0; i <n; i++) { printf ("\n Enter the %dth element: ", (i+1)); scanf ("%d", &a[i]); } for (j=0 ; j<(n-1) ; j++) { for (i=0 ; i<(n-1) ; i++) { if (a[i+1] < a[i]) { t = a[i]; a[i] = a[i + 1]; a[i + 1] = t; } } } printf ("\n Ascending order: "); for (i=0 ; i<n ; i++) { printf (" %d", a[i]); } printf ("\n Descending order: "); for (i=n ; i>0 ; i--) { printf (" %d", a[i-1]); } getch(); } /* OUTPUT: Enter the no. of elements: 5 Enter the 1th element: 25 Enter the 2th element: 50 Enter the 3th element: 75 Enter the 4th element: 35 Enter the 5th element: 100 Ascending order: 25 35 50 75 100 Descending order: 100 75 50 35 25 */ </pre> [[Category:C source code examples]] 14845 61285 2006-12-19T14:03:39Z JWSchmidt 20 use only most specific category Examples of C source code. [[Basics]]<br> [[Arrays]]<br> [[If]]<br> [[Functions]]<br> [[Loops]]<br> [[Pointers]]<br> [[Switch-Case]]<br> [[Structures]]<br> [[Category:C source code examples]] 14846 61287 2006-12-19T14:04:39Z JWSchmidt 20 [[Category:C source code examples]] <br>[[Area and Circumference of Circle]]<br> [[Area of Triangle]]<br> [[To find the Greatest number from 3 integers]]<br> [[Medain & Mean]]<br> [[To find minimum of three numbers using ternary (conditional) operator]]<br> [[Roots of an Equation]]<br> [[Sum and reverse of entered two nos]]<br> [[Category:C source code examples]] 14848 61284 2006-12-19T14:02:41Z JWSchmidt 20 format <pre> #include<stdio.h> #include<conio.h> void main() { float radius,area,circum; clrscr(); printf("Enter radius"); scanf("%f",&radius); area=2*radius * 22/7; circum=2*radius*22/7; printf("AREA=%f\n circumferance=%f\n",area,circum); getch(); } </pre> [[Category:C source code examples]] 14851 77368 2007-01-16T23:47:26Z JWSchmidt 20 [[Category:Automobile Maintenance]] Four Stroke Firing Cycle [[Image:4-Stroke-Engine.gif]] ==Routine Maintenance== Your car, when it was delivered as a new product, usually has an owner's (user's) manual. This manual will describe the various periodic checks and maintenance suggested by the manufacturer as appropriate to keep the car safely operational with a minimum of problems. * Checking tire tread. Generally when any of the grooves cut into the tire to create tread are less than 1/16th of an inch it is consider time to replace the tire. Check this with a ruler or by using an American Lincoln Head penny. If when you hold the penny head into the tread the top of the head shows then it is time to consider replacing the tire. If at anytime noticeable asymmetric wear is visible then consult your owner's manual about rotating the tires and/or check with a tire specialist about balancing the tires on the wheels. * Checking tire air pressure. Tires generally have the appropriate air pressure stenciled on the side of the tires. Air loss over time and temperature variation from winter lows to summer peaks guarantee that tires not checked periodically will run at low pressures or high pressures. This results in reduced road gripping capability and premature wear on the tires, reducing the effectiveness and life of the tire. Check for the correct air pressure on the side on the tire or with your preferred tire vender and once a month or every couple of feuling stops check the air pressure in your tires. * Checking the oil. Most cars and truck have an easily accessible dipstick to make routine checking of the oil easy. When you fill up with feul either ask the station attendent or check the oil yourself. Extract the dipstick. Wipe it down clean with a clean rag or paper towel. Reinsert the dipstick all the way. Extract it again and look for marks near its end that are labeled as being a full zone, needing a quart, or add more than a quart. * Adding oil when necessary. When adding oil be sure to locate the proper spout to put the oil in. Many cars and trucks have places to add transmission fluid, break fluid, windshield cleaners, radiator coolant in the same engine compartment. It will thoroughly mess things up to be putting motor oil in the improper place!. Check the owner's manual or look for specific labeling on the spout plug. Oil is typically but not always added at or near the top of the motor block. * Changing the oil. * Checking the transmission fluid in automatic transmissions. * Changing brakepads on disc brakes. * Lights It is appropriate every couple of months to check that all your lights are working and in the case of headlights aimed properly. To check direction of headlights on low and high beam park square in front of the side of a building or back of a garage and toggle the headlights to get an idea of where the high and low beam are aimed. The low beam should be aimed down a bit and slightly away from on coming drivers. The high beams are higher to penetrate down the road and also slightly off center to reduce visibility problems for on coming drivers. It is important and useful to clean dirt and grime off of lights even if the car undergoes no other periodic washing. This enhances the effectiveness of the lights by tens of feet. * Washing and Waxing Exterior Routine washing can substantially reduce corrosion problems while waxing can extend the lifetime of the paint on the car exterior. Some cars now have special exterior coatings on top of the paint so checking the owner's manual for suggested washing practices is appropriate. ==Repairs as Necessary== Repairs as necessary usually occur when an automobile no longer functions safely or at all. It could involve something easily done for yourself such as changing a flat tire using a spare from your trunk or something much more demanding such as overhauling or repairing a transmission. ==Equipping a Home Shop for Automobile Maintenance== ==Equipping a Professional Shop for Automobile Repairs and Maintenance== [[Category:Automobile Maintenance]] 14852 77336 2007-01-16T23:13:28Z JWSchmidt 20 [[Category:Religious Studies]] ==Aims and Objectives== * To understand the causes and sources of Religious Fundamentalism * To be able to identify Fundamentalist groups and ideas * To engage in critical discussion with Fundamentalisms ==Unit 1: ''What is Fundamentalism?''== ===Learning Materials=== ===Reading List=== ===Assignments=== ==Unit 2: ''Fundamentalism in Christianity: Conservative Evangelicalism''== ===Learning Materials=== ===Reading List=== ===Assignments=== ==Unit 3: ''Islamic Fundamentalism: The Wahabiyyah, The Muslim Brotherhood and Sayyid Qutb''== ===Learning Materials=== ===Reading List=== ===Assignments=== [[Category:Religious Studies]] 14853 61288 2006-12-19T14:05:19Z JWSchmidt 20 category <pre>Area of triangle #include<stdio.h> #include<conio.h> #include<math.h> void main ( ) { float a,b,c,s,area; clrscr(); printf("enter sides of trinagel\n"); scanf("%f%f%f",&a,&b,&c); s=(a+b+c) /2; area=sqrt(s*(s-a)*(s-b)*(s-c)); printf("area = %f\n",area); getch(); } </pre> [[Category:C source code examples]] 14854 61289 2006-12-19T14:05:42Z JWSchmidt 20 cat <pre>/*To check which of the 3 unequal integers is the greatest*/ #include<stdio.h> #include<conio.h> void main() { int a,b,c; clrscr(); printf("enter three unequal integers"); scanf("%d%d%d",&a,&b,&c); printf("%d",(a>b?a:b)>c?(a>b?a:b):c); getch(); } </pre> [[Category:C source code examples]] 14855 61290 2006-12-19T14:06:11Z JWSchmidt 20 cat <pre>Median mean #include<stdio.h> #include<conio.h> void main() { int x[100],n,i; float mean(int,int[]); float median(int,int[]); clrscr(); scanf("%d",&n); for(i=0;i<n;i++) scanf("%d",&x[i]); printf("mean=%f\n",mean(n,x)); printf("median=%f\n",median(n,x)); getch(); } float mean(int m,int a[]) { int sum=0,i; for(i= 0;i<m;i++) sum+=a[i]; return((float)sum/m) ; } float median(int n,int x[]) { int i,j, temp; for(i=0;i<n-1;i++) for(j=i+1;j<n;j++) { if(x[j]<x[i]) { temp=x[i] ; x[i]=x[j]; x[j]=temp; if(n%2==0) return((x[n/2]+x[n/2-1])/2.0); else return x[n/2]; } } } </pre> [[Category:C source code examples]] 14856 61291 2006-12-19T14:06:47Z JWSchmidt 20 cat <pre>/* To find minimum of three numbers using ternary (conditional) operator*/ #include <stdio.h> #include <conio.h> void main() { int a,b,c,temp,min; clrscr(); printf ("\n\n Enter three nos. one after the other: "); scanf ("%d%d%d", &a, &b, &c); temp = (a<b)? a:b; min = (c<temp)? c:temp; printf ("\n\n The Minimum of the three is: %d", min); getch(); } /* Output: Enter three nos. one after the other: 2 5 9 The Minimum of the three is: 2 */ </pre> [[Category:C source code examples]] 14857 61292 2006-12-19T14:07:09Z JWSchmidt 20 cat <pre>solution of degree 2 eqn #include<stdio.h> #include<conio.h> void main() { float a1,b1,c1,a2,b2,c2,x,y; clrscr(); printf("enter co-eff's of both the equations"); scanf("%f%f%f%f%f%f",&a1,&b1,&c1,&a2,&b2,&c2); y=((c2*a1)-(c1*a2))/((a1*b2)-(a2*b1)); x=((c1*b2)-(c2*b1))/((a1*b2)-(a2*b1)); printf("x=%f\n y=%f\n",x,y); getch(); } </pre> [[Category:C source code examples]] 14858 75522 2007-01-14T02:58:37Z JWSchmidt 20 format <pre>Sum and reverse of entered two nos #include<stdio.h> #include<conio.h> void main() { short no,rev,sum,dig1,dig2; clrscr(); printf("enter the 2 digit integer"); scanf("%d%d",&dig1,&dig2); sum=dig1+dig2; rev=dig2*10+dig1; printf("sum=%d\nrev=%d\n",sum,rev); getch(); }</pre> [[Category:C source code examples]] 14860 70454 2007-01-11T05:07:46Z JWSchmidt 20 [[Category:Electronic engineering]] A transistor is a three terminal electronic component which is made of semiconductor material. Transistors are fundamentally current amplifiers. [[Category:Electronic engineering]] 14863 61297 2006-12-19T14:26:23Z JWSchmidt 20 [[Category:C source code examples]] [[Sorting array in ascending and descending order]]<br> [[Standard Devaition]]<br> [[Matrix Multiplication]]<br> [[Transpose of a Matrix]]<br> [[To count the number of vowels in a word]]<br> [[Category:C source code examples]] 14864 80918 2007-01-25T12:16:39Z Jimmytharpe 5555 Formatted to make code structure more clear. <pre>/* TO PRINT THE NUMBERS IN ASCENDING AND DESCENDING ORDER USING ARRAYS */ /* PERFORMED BY MILAN */ #include <stdio.h> #include<conio.h> void main() { int a[10], i=0, j=0, n, t; clrscr(); printf ("\n Enter the no. of elements: "); scanf ("%d", &n); printf ("\n"); for (i = 0; i <n; i++) { printf ("\n Enter the %dth element: ", (i+1)); scanf ("%d", &a[i]); } for (j=0 ; j<(n-1) ; j++) { for (i=0 ; i<(n-1) ; i++) { if (a[i+1] < a[i]) { t = a[i]; a[i] = a[i + 1]; a[i + 1] = t; } } } printf ("\n Ascending order: "); for (i=0 ; i<n ; i++) { printf (" %d", a[i]); } printf ("\n Descending order: "); for (i=n ; i>0 ; i--) { printf (" %d", a[i-1]); } getch(); } /* OUTPUT: Enter the no. of elements: 5 Enter the 1th element: 25 Enter the 2th element: 50 Enter the 3th element: 75 Enter the 4th element: 35 Enter the 5th element: 100 Ascending order: 25 35 50 75 100 Descending order: 100 75 50 35 25 */ </pre> [[Category:C source code examples]] 14865 61299 2006-12-19T14:27:36Z JWSchmidt 20 cat <pre>#include<stdio.h> #include<conio.h> #include<math.h> void main() { int n,i,d,a[10]; float x,sd=0,s=0,m=0,sum=0; clrscr(); printf("enter the number "); scanf("%d",&n); for(i=0;i<n;i++) { printf("enter the element %d:",i+1); scanf("%d",&a[i]); } for(i=0;i<n;i++) { x=x+a[i]; m=x/n; d=a[i]-m; sum=sum+d*d; } s=sum/n; sd=sqrt(s); printf("the number of terms=%d \n",n); printf("their mean is m=%f \n",m); printf("standard deviation=%f \n",sd); getch(); } </pre> [[Category:C source code examples]] 14866 61300 2006-12-19T14:37:37Z JWSchmidt 20 cat <pre>/* Program to implement matrix multiplication. */ /* Performed by Milan. */ #include <stdio.h> #include <conio.h> void main() { int a[10][10], b[10][10], c[10][10]; int i, j, m, n, x, y, k; clrscr(); /* Entering values for matrix a...*/ printf ("\n Enter the rows and columns of a: "); scanf ("%d%d", &m, &n); for (i = 0; i < m; i++) { for (j = 0; j < n; j++) { printf (" a[%d][%d] = ", (i+1), (j+1)); scanf ("%d", &a[i][j]); } printf ("\n"); } /* Entering values for matrix b... */ printf ("\n Enter the rows and columns of b: "); scanf ("%d%d", &x, &y); for (i = 0; i < x; i++) { for (j = 0; j < y; j++) { printf (" b[%d][%d] = ", (i+1), (j+1)); scanf ("%d", &b[i][j]); } printf ("\n"); } /* Calculations */ if ( n != x) { printf ("\n Error!! Rows of a don't match with columns of b."); printf ("\n Multiplication Impossible."); getch(); exit(0); } else { for (i = 0; i < m; i++) { for (j = 0; j < y; j++) { c[i][j] = 0; for (k = 0; k < n; k++) { c[i][j]+=a[i][k]*b[k][j]; } } } } /* Output */ printf ("\n The resultant c is:\n"); for (i = 0; i < m; i++) { for (j = 0; j < y; j++) { printf (" c[%d][%d] = %d", (i+1), (j+1), c[i][j]); } printf ("\n"); } getch(); } /* Output: Enter the rows and columns of a: 2 2 a[1][1] = 1 a[1][2] = 2 a[2][1] = 3 a[2][2] = 4 Enter the rows and columns of b: 2 2 b[1][1] = 2 b[1][2] = 1 b[2][1] = 2 b[2][2] = 2 The resultant c is: c[1][1] = 6 c[1][2] = 5 c[2][1] = 14 c[2][2] = 11 */ </pre> [[Category:C source code examples]] 14867 61301 2006-12-19T14:38:27Z JWSchmidt 20 cat <pre> #include<stdio.h> #include<conio.h> void main() { int a[100][100],b[100][100],i,j,m,n; clrscr(); printf("Enter number of rows.\n"); scanf("%d",&m); printf("Enter number of columns.\n"); scanf("%d",&n); for(i=0;i<m;i++) { for(j=0;j<n;j++) { printf("enter number.\n"); scanf("%d",&a[i][j]); } } for(i=0;i<m;i++) { for(j=0;j<n;j++) { b[i][j]=a[j][i]; } } printf("given matrix:\n"); for(i=0;i<m;i++) { for(j=0;j<n;j++) { printf("%d ",a[i][j]); } printf("\n"); } printf("transpose of given matrix:\n"); for(i=0;i<m;i++) { for(j=0;j<n;j++) { printf("%d ",b[i][j]); } printf("\n"); } getch(); } OUTPUT: enter number. 2 enter number. 3 enter number. 4 enter number. 5 enter number. 6 enter number. 7 enter number. 8 enter number. 9 given matrix: 1 2 3 4 5 6 7 8 9 transpose of given matrix: 1 4 7 2 5 8 3 6 9 </pre> [[Category:C source code examples]] 14868 74306 2007-01-12T22:40:36Z Historybuff 5228 Moved to subcat [[Category: Programming Languages]] 14870 61302 2006-12-19T14:39:10Z JWSchmidt 20 cat <pre> /* Program to count no. of vowels in a word. */ #include <stdio.h> #include <conio.h> #include <string.h> void main() { char word[20]; int l, n = 0, i = 0; clrscr(); printf ("\n Enter any word: "); scanf ("%s", word); l = strlen (word); for (i = 0; i < l; i++) { if ( (word[i] == 'a') || (word[i] == 'e') || (word[i] == 'i') || (word[i] == 'o') || (word[i] == 'u') || (word[i] == 'A') || (word[i] == 'E') || (word[i] == 'I') || (word[i] == 'O') || (word[i] == 'U')) n++; } printf ("\n The no. of vowels in '%s' are %d", word, n); getch(); } </pre> [[Category:C source code examples]] 14871 61286 2006-12-19T14:03:53Z JWSchmidt 20 [[Category:C computer language]] [[Category:C computer language]] 14873 77222 2007-01-16T19:52:57Z JWSchmidt 20 [[Category:Political Science]] This is a brief discussion of the organization of the [[Topic:Peace Studies|Division of Peace Studies]]. ==Departments== '''Learning projects''' are grouped into '''departments'''. Learning projects are organised within departments according to subject and difficulty level. If there is not a current department suitable for the learning project you wish to create, please create a new department. ==Learning projects== '''Learning Projects''' are Wikiversity's version of university courses. The are more akin to a course unit or a single university lecture than to a complete university course. In depth discussions on the philosophy behind wikiversity '''Learning Projects''' are available in the [[Portal:Learning Projects|Learning Projects Portal]], the [[Wikiversity:Learning projects|Learning Projects Wikiversity page]], and on the [[Wikiversity:Naming conventions| Wikiversity Naming Conventions page]]. More than one Wikiversity department can offer the same learning project; those departments should cooperate to develop the learning projects that they have in common. Learning Projects should be created using the 'Topic:' namespace. ===Creating or contributing to a Learning Project=== Creating and contributing to Learning Projects is a key part of the Wikiversity learning process. Please contribute anything that you are able to. ==Structure and Organisation of Learning Projects== This structure is outlined in the '''[[Topic:Peace Studies Learning Project Template|Learning Project Template]]'''. ===Aims and Objectives=== As soon as a project is created, the '''aims and objectives''' and '''expected learning outcomes''' of the project should be clearly stated. This is to ensure that learning materials contributed to the learning project are relevant. It also allows students partaking in the learning project to be aware of the expected learning outcomes. ===Introduction to the Topic=== As a priority, a brief introduction to the topic of the Learning Project should be given. The length of this introduction will vary accoring to the topic, but should always be less than 2,000 words. ===Learning Materials=== '''Learning Materials''' for a learning project are to be organised under relevant subheadings. Learning Materials include 'Main Namespace' links, links to internet sources, suggested books to read, and assignments. ====Reading Lists==== Readings in reading lists should be organised according to topic. A brief summary of the reading should be given on the learning project page. Ideally, readings should be available on the internet, and the links made available. Readings that are unavailable on the internet should be referenced in the following way: Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). Initially, learning projects may just contain links to relevant readings on the internet and listings of relevant books and journals. As more people learn from and contribute to the learning project, reading material will be created within the learning project using 'Main Namespace' links. ====Assignments==== Learning projects should involve assignments. Initially, the assignments should be based around contributing more to the learning project. Once the learning project has sufficently expanded and matured, other assignments may be set. Assignments may or may not involve writing, depending on the '''Learning Project''' and the '''expected learning outcomes''' of the project. ==See also== *[[Topic:Peace Studies]] [[Category:Political Science]] 14876 77053 2007-01-16T15:05:11Z SB Johnny 61 /* January 2007 */ Bloom clock participants with digital cameras can take pictures of plants that they're unfamiliar with and load the images to wikiversity for identification. Suggestions: *Load images even if they're poor or small (cellphone cameras are fine). *When the plant is identified, the image might be suitable for uploading to commons if it's good quality and/or commons doesn't already have a photo. *If there's better photos on commons, we'll just delete the photo and replace its thumbnail with the commons one (it's probably best not to upload low-quality photos to commons). *We may in the future have quizzes each week to "test your knowledge", using the photos. (See [[Plant identification]] for details). To add a photo just add the following to the bottom of the page, replacing "IMAGENAME" with the name of your photo ('''don't''' add <nowiki>[[Image:IMAGENAME]]</nowiki> or Image:Imagename ... just the actual name of the file!) <pre> {{Whatplantquiz| | First image = IMAGENAME | Second image = | Binomial = | Common name = | Wikipedia = | Wikibooks = | Commons = }} </pre> ==December, 2006== {{Whatplantquiz| | First image = SKUNKCABBAGE-MOSS-400X575.jpg | Second image = | Binomial = Symplocarpus foetidus | Common name = Eastern Skunk Cabbage | Wikipedia = Eastern Skunk Cabbage | Wikibooks = | Commons = }} ==January 2007== <big>'''Unidentified'''</big>, from Devon, UK, January. {{Whatplantquiz| | First image = Unknown flower 1.jpg | Second image = Unknown shrub.jpg | Binomial = | Common name = | Wikipedia = | Wikibooks = | Commons = }} [[Category:Bloom clock project]] 14877 77223 2007-01-16T19:53:43Z JWSchmidt 20 [[Category:Political Science]] This template is part of the [[Topic:Peace Studies|Division of Peace Studies]]. ==Aims and Objectives== * Clearly stated aims and objectives for the learning project, including expected learning outcomes. ==Introduction to the Topic== *A brief introduction of up to 2,000 words. ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia and on the internet. ===Reading Lists=== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ===Assignments=== These should initially be based around improving the learning project and building learning materials. Please feel free to edit and improve this template. [[Category:Political Science]] 14879 61388 2006-12-19T19:23:23Z Meaganmed 4363 This is a Bach B flat trumpet used mostly with intermediate trumpet players. 14880 68182 2007-01-08T17:40:11Z JWSchmidt 20 [[Category:Christianity]] This course gives the student an overview of Christianity. The idea of this is to give a general overview of what being a Christian is all about. There are (will be) more advanced studies if one requires a more in depth learning of this material. == Enrolled students == None == Part The First: Core beliefs of Christianity == Study references: * [[What is a Christian?]] * [[The Christian Faith]] * [[The Bible]] == Part The Second: We are all Different == Study references: * [[Doctrine]] * [[Persecution]] * [[We all worship the same God don't we?]] * [[The Church]] [[Category:Christianity]] 14883 61412 2006-12-19T20:39:21Z CQ 1939 [[Topic:Linux Server Administration]] moved to [[Linux Server Administration]]: Moved per discussion [[School_talk:Computer_Science#Linux_Server_Administration]] #REDIRECT [[Linux Server Administration]] 14887 61439 2006-12-19T22:39:13Z J.Steinbock 2353 [[Wikiversity appeal board]] moved to [[Wikiversity:Appeal board]]: Wikiversity main space #REDIRECT [[Wikiversity:Appeal board]] 14888 61454 2006-12-19T22:55:18Z J.Manchester 4371 /* Texts */ Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [http://en.wikibooks.org/wiki/Comparative_Politics Introduction to Comparative Politics] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] 14890 61447 2006-12-19T22:48:45Z Chrismo 3128 Chrismo profile == Summary == Chrismo profile == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14893 61488 2006-12-20T00:16:26Z JWSchmidt 20 See also [[Topic:Medical Microbiology]] '''Diseases and Disorders:''' [[Digestive System]] [[Nervous System]] [[Sense Organs]] [[Nutritional]] ==See also== *[[Topic:Medical Microbiology|Medical Microbiology]] ==External Links== *[http://www.nlm.nih.gov/medlineplus/encyclopedia.html Medline Plus Encyclopedia] [[Category:Human diseases]] 14894 61487 2006-12-20T00:13:57Z JWSchmidt 20 [[Category:Human biology]] [[Category:Human biology]] 14896 78015 2007-01-17T21:43:36Z JWSchmidt 20 [[Category:Biology]] [[Category:Biology]] [[Category:Geology]] [[Category:Plant Sciences]] [[Category:Interdisciplinary Studies]] 14900 61538 2006-12-20T02:44:52Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ [[Molecular Paleontology Reading Group]] Welcome to the '''Department of Molecular Paleontology'''. ==Department description== The Department of Molecular Paleontology is a Wikiversity content development project for the creation and development of learning resources related to the recovery of DNA from ancient human, animal, and plant remains. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project boilerplate}}</nowiki>. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Molecular Paleontology Reading Group]] - participants read and discuss articles from the literature * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:Molecular Paleontology]] 14901 68124 2007-01-08T13:32:54Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand|202.49.5.18}} =Literature Review= * links =Subjects= ==Product== ==Communication== ==Fashion== ==Interior== =Guest Lecture Programe= =Participant Blogs= 14902 61533 2006-12-20T02:28:00Z JWSchmidt 20 categories [[Category:Paleontology]] [[Category:Molecular biology]] 14903 80227 2007-01-23T03:04:26Z JWSchmidt 20 add image [[Image:Neanderthal child.jpg|thumb|right|350px|Reconstruction of a Neanderthal child]] Welcome to the '''Molecular Paleontology Reading Group'''. ==Learning Project Summary== Participants in the Molecular Paleontology Reading Group read and discuss articles from the literature that present data and theories related to the recovery of DNA from ancient human, animal, and plant remains. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ====Discussions==== *[[Neanderthal DNA discussion]] - Do data from [[w:Neanderthal#Genome|Neanderthal]] DNA studies settle the question of the [[w:Cladistics|cladistic]] relationship between modern humans and Neanderthals? ====Readings==== Each activity has a suggested associated background reading selection. *Neanderthal DNA **[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=17108958 Analysis of one million base pairs of Neanderthal DNA] by R. E. Green, J. Krause, S. E. Ptak, A. W. Briggs, M. T. Ronan, J. F. Simons, L. Du, M. Egholm, J. M. Rothberg, M. Paunovic and S. Paabo in [[w:Nature (journal)|Nature]] (2006) Volume 444, pages 330-336. **[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=17110569 Sequencing and analysis of Neanderthal genomic DNA] by James P. Noonan, Graham Coop, Sridhar Kudaravalli, Doug Smith, Johannes Krause, Joe Alessi, Feng Chen, Darren Platt, Svante Pääbo, Jonathan K. Pritchard, Edward M. Rubin in [[w:Science (journal)|Science]] (2006) Volume 314, pages 1113-1118. **[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=15562317 Modern humans did not admix with Neanderthals during their range expansion into Europe] by Mathias Currat and Laurent Excoffier in [[w:PLoS Biology|PLoS Biology]] (2004) Dec;2(12):e421. *Technical issues **[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16299392 Assessing the fidelity of ancient DNA sequences amplified from nuclear genes] in ''Genetics'' by Jonas Binladen, Carsten Wiuf, M. Thomas, P. Gilbert, Michael Bunce, Ross Barnett, Greger Larson, Alex D. Greenwood, James Haile, Simon Y. W. Ho, Anders J. Hansen and Eske Willerslev (2006) Volume 172, pages 733-741. **[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16162675 Relatively well preserved DNA is present in the crystal aggregates of fossil bones] by Michal Salamon, Noreen Tuross, Baruch Arensburg and Steve Weiner in [[w:Proceedings of the National Academy of Sciences|Proceedings of the National Academy of Sciences U.S.A.]] (2005) Volume 102, pages 13783-13788. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] * ... ==See also== *[[Human Genetic Uniqueness Project]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] 14904 61541 2006-12-20T02:53:13Z JWSchmidt 20 [[Category:Molecular Paleontology]] [[Category:Molecular Paleontology]] 14906 78979 2007-01-20T08:13:22Z Enlil Ninlil 4339 /* Fossil record */ ''Introduction to Palaeontology'' In this lesson we will focus on the field of palaeontology, how it evolved and what is covoured in the study. Over all the lesson is divided into sections. *'''1. What fossils are''' *'''[[2. Development and people who have influenced palaeotological theory]]'''. *'''[[3. Geological structures of fossiliferrous bearing material]]'''. *'''[[4. Timescale of evolution]]'''. *'''[[Lesson_1:Introduction_to_Palaeontology/References|References]]''' ==1.What fossils are== ===Basic types of fossils=== In essence, a fossils is evidence of an organisms existance preserved in rock and soil, and some like Brachiopods, Radiolarians make up the rock by being compacted together. The most common type of fossil are either casts of the organism or permineralized fossils. Permineralization is a fossil where the bone or exoskeleton is replaced by another mineral. Other types of fossils are the chemical fossils or biomarkers, where evidence of life is found through organically made chemicals. Famous chemical fossils are the iron ore deposits of the Hamersley Range in Australia. Trace fossils are rare but good specimens are known, they are preserved nests, burrows, excrement, tracks etc that tell us how a species lived when alive. [[Image:Archaeopteryx lithographica - cast of Humboldt Museum specimen.JPG|thumb|Specimen 1 shows the relationship between bird and dinosaurs because of the fine feathur features.]] ===How fossilization happens=== The occurance of fossils whilst might seem common as they are very distinctive, in essence are a rare event. Most organic matter is broken down quickly in any habitat and for the specimen to survive, burrial needs to happen. Even after the specimen is burried the chance of it surrviving depends on various factors, like the type of burrial, chemical make up of the soil, type of species, climate and other environmenal forces. For optimal preservation to happen a quick burrial and compaction of the soil needs to happen, this can minimalise the destruction of the specimen by other species of life and nature. The best preserver is in fact salt water as the salts and other minerals would impregnate and start to replace the original material of the fossil. The type of sediment preservation takes place determines how well the fossil is preserved. For example specimen 1 possibly found in mud shale? The specimen shows fine detail as the sediment inself is fine grained. Wheras specimen 2 shows only the basic detail of the specimen in the slightly coarse matrics, crystles can be seen as little specs on the specimen. [[Image:Trilobite southern France 001.jpg|thumb|Specimen 2 shows corse grained rock with a trilobite from southern France]] ===Age to be a fossil=== As to the age of a fossil specimen, there is no minimum age for any specimen to be classed as a fossil. The modern Tasmanian tiger, elephant etc have fossil evidence, even Homo sapien sapiens (you and I) can be fossils after we die. Neither does the fossil have to be rock, organic mater of young age can be classed as fossils with the original material (Mammoths). ===Fossil record=== The fossil record is like any other record, it describes the path of the development of life through time from 4,600 million years ago to the current era. During this time the species have changed and most multicellular specimens from 500 million years ago are barely or not at all recognisable with current species of life (Phillip's 2003 p.37). All this is recorded within specific kingdoms, Families, Phyla, Genera, to Species and subspecies and it connect's the relationship all species together. But this record is incomplete as a lot of species leave no trace, or if they did the fossils have been destroyed or not found yet. Eusphenopteris neuropteroides [[Category:Palaeontology Lesson 1]] 14909 64555 2006-12-29T10:01:57Z Tomta1 4697 OMG... <div class="messagebox cleanup metadata"> {| style="width:100%;background:none" |width=60px|[[Image:Blue_question_mark.svg|35px]] |'''This article or section may be confusing or unclear for some readers.'''<br /><small>Please {{plainlink|url={{fullurl:{{FULLPAGENAME}}|action=edit}} improve the article}} or discuss this issue on the [[{{TALKPAGENAME}}|talk page]]. {{#if:{{{1|}}}|This article has been tagged since '''{{{1}}}'''.}}</small> |} </div><includeonly>{{#if:{{{1|}}}|[[Category:Cleanup from {{{1}}}]]|[[Category:Wikipedia cleanup|{{PAGENAME}}]]}} [[Category:Wikipedia articles needing clarification]]</includeonly><noinclude> ---- * This template will categorise tagged articles into [[:Category:Wikipedia articles needing clarification]]. * This [[Wikipedia:Template|template]] is a [[Wikipedia:Avoid self-references|self-reference]]. * Please do not [[Wikipedia:Subst|subst:]] this template. ==See also== * [[Wikipedia:Template messages/Cleanup]] [[Category:Cleanup templates|{{PAGENAME}}]] [[Category:Templates using ParserFunctions|{{PAGENAME}}]] </noinclude> 14915 61636 2006-12-20T11:08:30Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 14916 63020 2006-12-27T05:10:56Z Remi0o 3985 <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000"> '''W<small>ELCOME TO</small> D<small>EPARTMENT OF</small><br> U<small>RBAN</small> S<small>TUDIES AND</small> P<small>LANNING</small>,'''</div> <div style="top:+0.2em;font-size: 95%">part of the Faculty of [[Portal:Social_Sciences|Social Sciences]].</div> <div style="width:100%;text-align:center;font-size:80%;"></div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Sociology|Sociology]] *[[School:Anthropology|Anthropology]] *[[Topic:Economics|Economics]] |style="width:22%;font-size:95%";color:#000"| *[[School:Demography|Demography]] *[[School:Social Work|Social Work]] *[[School:Development Science|Developmental Sciences]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola apps bookcase.png|center|50px|Language and Literature]] |} </center> {{Template:Portal_Header}} <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Urban Studies and Planning</h2 > [[Image:St_Jakob_und_Torschuster.jpg|right|200px|Languages]] Welcome to Wikiversity's School of Urban Studies and Planning. This is a developing school. There is an attempt to form a framework on this page to assist in the organization of content. Urban, city, or town planning is the discipline of land use planning which explores several aspects of the built and social environments of municipalities and communities. Other professions deal in more detail with a smaller scale of development, namely architecture, landscape architecture and urban design. Regional planning deals with a still larger environment, at a less detailed level. In the nineteenth century, urban planning became influenced by the newly formalized disciplines of architecture and civil engineering, which began to codify both rational and stylistic approaches to solving city problems through physical design. However since the 1960's the domain of urban planning has expanded to include economic development planning, community social planning and environmental planning. In the 20th century, part of the task of urban planning became urban renewal, and re-invigorating inner cities by adapting urban planning methods to existing cities, some with much long-term infrastructural decay. Wikiversity's Department of Psychology is part of the Faculty of [[Portal:Social_Sciences|Social Sciences]]. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">News</h2 > [[Image:Nuvola apps date.png|right|44px|News]] * Looking for contributors. * <small> '''23 December 2006:'''</small> School founded.<br> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Current Learning Projects</h2 > [[Image:Nuvola apps date.png|right|44px|News]] The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are: *... *... *... </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Active participants</h2 > The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... * ... * ... </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">External resources</h2 > Books * ... * ... Wikis * ... * ... Wikibooks * ... * ... * ... Selected topics *[[w:...|...]] *[[w:...|...]] *[[w:...|...]] [[Category:Wikiversity schools|Urban Studies and Planning]][[Category:Urban Studies and Planning]] </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selected biography</h2 > [[Image:Jane Jacobs.jpg|frame|right|125px|Jane Jacobs]] Jane Jacobs, OC , O.Ont (May 4, 1916 – April 25, 2006) was an American-born Canadian writer and activist. She is best known for The Death and Life of Great American Cities (1961), a powerful critique of the urban renewal policies of the 1950s in the United States. The book has been credited with reaching beyond planning issues to influence the spirit of the times. "Jacobs came down firmly on the side of spontaneous inventiveness of individuals, as against abstract plans imposed by governments and corporations," wrote Canadian critic Robert Fulford. "She was an unlikely intellectual warrior, a theorist who opposed most theories, a teacher with no teaching job and no university degree, a writer who wrote well but infrequently." :'''[[:w:Jane Jacobs|read more...]]''' </div> </div > <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Learning Plan</h2 > [[Image:Nuvola apps ksig.png|44px|right|Courses]] {| align="center" |style="font-size:90%;color:#000"| *100 Level Courses ** URBN 100 [[Topic:Introductory_Urban_Studies|Introduction to Urban Studies and Planning]] *200 Level Courses ** URBN 200 [[Topic:GIS|Introduction to GIS]] * 300 Level Courses ** URBN 300 [[Topic:Urban_Policy|Urban Policy]] ** URBN 301 [[Topic:Urban_Community|Urban Community]] ** URBN 302 [[Topic:Land_use_and_development|Land Use and Development]] ** URBN 303 [[Topic:Environmental_Policy|Environmental Policy]] ** URBN 304 [[Topic:Poverty_and_Urban_Planning|Poverty and Urban Planning]] ** URBN 305 [[Topic:Urban_Studies_and_LA_NY_and_Dubai|Los Angeles, New York, and Dubai]] ** URBN 306 [[Topic:Urban_studies_and_architecture|Theories of Architecture in Urban Planning]] ** URBN 307 [[Topic:Urban_and_regional_economies|Urban and Regional Economies]] ** URBN 308 [[Topic:Urban_planning_research_methods|Urban Planning Research Methods]] ** URBN 309 [[Topic:Politics_of_urbanization|Politics of Urbanization]] ** URBN 310 [[Topic:Urban_planning_of_natural_resources|Natural Resources]] ** URBN 311 [[Topic:History_of_urban_planning|History of Urban Planning]] ** URBN 313 Planning and Design of Landscapes ** URBN 314 Urban Design ** URBN 316 Urban Housing ** URBN 318 Environmental Governance ** URBN 319 Transportation Planning ** URBN 320 Sustainable Development ** URBN 321 Environmental Politics ** URBN 322 Urban Planning and the Law ** URBN 324 Research Design and Methods for Social Policy ** URBN 325 Economic Development ** URBN 326 Communications in Planning * 400 Level Courses ** URBN 401 Spatial Statistics ** URBN 402 Applied Economics in Urban Planning ** URBN 403 Global Cities ** URBN 404 International Planning ** URBN 405 Advanced GIS ** URBN 406 Navigating Bureaucracy in Urban Planning ** URBN 407 Advanced Histories of Urban Intervention ** URBN 408 Theories of Architectural Design ** URBN 409 Public and Private Development ** URBN 410 Using Technology in Urban Planning ** URBN 411 Real Estate Finance ** URBN 412 Real Estate Development Process ** URBN 413 Finance Administration ** URBN 414 Advanced Planning Theory |style="font-size:90%;color:#000"| |} </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Associated Wikimedia of Urban Studies</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikipedia:Urban_studies|Urban Studies on Wikipedia]]''' &nbsp; &nbsp; |'''[[Wikinews:Urban_studies|Urban Studies on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:Urban_studies|Urban Studies on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:Urban_studies|Urban Studies on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:Urban_studies|Urban Studies on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:Urban_studies|Urban Studies on Wiktionary]]''' |- |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Materials Science and Engineering|*]] 14917 61675 2006-12-20T15:31:14Z JWSchmidt 20 categorize [[Category:Science]] [[Category:Journalism]] 14919 61690 2006-12-20T16:27:11Z JWSchmidt 20 [http://biology.plosjournals.org/perlserv/?request=slideshow&type=figure&doi=10.1371/journal.pbio.0040448&id=68165 image source], [[w:PLoS Biology|PLoS Biology]], content is available under the Creative Commons attribution license. == Summary == [http://biology.plosjournals.org/perlserv/?request=slideshow&type=figure&doi=10.1371/journal.pbio.0040448&id=68165 image source], [[w:PLoS Biology|PLoS Biology]], content is available under the Creative Commons attribution license. == Licensing == {{CC-BY-2.5}} 14920 61799 2006-12-21T04:21:57Z JWSchmidt 20 fix link [[Image:Polymerasetable.png|thumb|right|300px|'''Figure 1'''. Key polymerase activities of the RNA World and known organisms. Plants, fungi, protozoa, and certain animals use a cell-encoded RNA-dependent RNA polymerase (cRdRP) to amplify RNAs used for [[#RNA Silencing|RNA Silencing]]. ]] Welcome to the '''RNA World Learning Project'''. This learning project allows Wikiversity participants to explore the so-called "RNA world hypothesis". The phrase '''RNA World''' is used in biology when exploring the idea that [[w:RNA|RNA]] molecules may have served as genetic molecules and enzymes before DNA and proteins. The first specific molecular role discovered for RNA in cells was as mRNA intermediates between DNA genes and the proteins specified by genes. However, it also became evident that RNA can carry genetic instructions in RNA viruses such as [[w:Tobacco mosaic virus|Tobacco mosaic virus]]. Later it was realized that RNA molecules can function as [[w:Ribozyme|enzymes]], raising the prospect that life forms with only RNA but no DNA and protein might be possible. ==RNA Silencing== [[Image:QDE-1 RNA pol.png|thumb|right|300px|'''Figure 2'''. Molecular structure diagram of the QDE-1 RNA interference polymerase<ref>This figure is from: [http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040448 RNA Silencing Sheds Light on the RNA World] by Rachel Jones in [[w:PLoS Biology|PLoS Biology]] 4(12): e448.</ref>.]] [[w:RNA interference|RNA silencing]] is a cellular phenomenon in which short, double-stranded RNA "triggers" can prevent the [[w:Gene expression|expression]] of specific genes<ref>This section is modified from: [http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040448 RNA Silencing Sheds Light on the RNA World] by Rachel Jones in [[w:PLoS Biology|PLoS Biology]] 4(12): e448.</ref>. RNA Silencing is also known as "RNA-mediated interference" (abbreviated '''RNAi'''). RNA interference is now recognized as a widespread, if not ubiquitous in [[w:Eukaryote|eukaryotic]] organisms. The phenomenon of RNAi has caused great excitement as an experimental technique for selectively blocking gene expression with potential medical uses. The Nobel Prize in Physiology or Medicine in 2006 was awarded to [[w:Andrew Z. Fire|Andrew Z. Fire]] and [[w:Craig C. Mello|Craig C. Mello]] for their research on '''RNA interference''' <ref name=Nobel2006">2006 award at the [http://nobelprize.org/nobel_prizes/medicine/laureates/2006/index.html Nobel Prize website].</ref>. ([[RNA interference|Wikiversity article]] about this Nobel Prize) In some organisms the RNA molecules that target the RNA silencing process can be amplified. In plants, protozoa, fungi, and some animals such as [[w:Caenorhabditis elegans|nematode worms]]there is an enzyme called RNA-dependent RNA polymerase that generates [[w:Complementarity (molecular biology)|base pair-complementary]] strands of RNA using an existing strand of RNA as a template. Such amplification of the RNA silencing process is important for protecting many eukaryotes from RNA [[w:Virus|viruses]]. Such a role for RNA interference was first found in plants, but has also been found in some animals<ref name="Li2005">[http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16154568 Antiviral silencing in animals] by Hong-Wei Li and Shou-Wei Ding in ''[[w:Federation of European Biochemical Societies|FEBS]] Lett.'' (2005) Volume 579, pages 5965–5973.</ref>. Paula Salgado and her colleagues have studied the structure of one such polymerase, called QDE-1. The structure of QDE-1 is similar to the structure of DNA-dependent RNA polymerase. Paula Salgado et al suggested that a QDE-1-like polymerase may have been a very early protein polymerase, even pre-dating eukaryotic DNA-dependent RNA polymerase. If so, QDE-1 and RNAi might have their origins near the time of transition from the RNA World to the DNA-dominated world of cellular life. When a gene is transcribed and translated to generate a protein, the process begins with a DNA-dependent RNA polymerase. Like QDE-1, DNA-dependent RNA polymerases generate strands of RNA—the difference is that they use a DNA template to do it. The RNA they generate is called messenger RNA and is in turn used as the template for building a protein out of amino acids. The structures of DNA-dependent RNA polymerases have been described previously, so Salgado et al could compare them with their new structure of QDE-1. What they found was a remarkable similarity (Figure 3, below). Both DNA-dependent RNA polymerases and QDE-1 have an active catalytic site—the working core of the enzyme—that is formed by two distinctive structural domains called double-psi β-barrels. This strong structural resemblance between QDE-1 and the DNA-dependent RNA polymerases points towards an evolutionary link between the two types of RNA polymerase. An influential theory on the origin of life proposes that RNA molecules were the first self-replicating molecules, forming a kind of precellular life in an "RNA world" (Figure 1, above). Initially, RNA molecules would have had to act as enzymes as well as genetic information so that they could replicate, but it is likely that an RNA-dependent RNA polymerase would have been one of the earliest protein-based enzymes to evolve. [[Image:QDE1andDdRP.png|frame|left|'''Figure 3'''. Structural comparison of the RNA-dependent RNA polymerase (cRdRP) involved in the amplification of RNAi signals compared to the structure of a DNA-dependent RNA polymerase. Structurally equivalent regions are shown in dark colors, non-equivalent parts of the structures are shown in light colors<ref>[http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040434 The Structure of an RNAi Polymerase Links RNA Silencing and Transcription] by Paula S. Salgado, Minni R. L. Koivunen, Eugene V. Makeyev, Dennis H. Bamford, David I. Stuart and Jonathan M. Grimes in [[w:PLoS Biology|PLoS Biology]] Volume 4, No. 12, e434.</ref>.]] <br style="clear:both;"/> ==References== <references/> ==Other Sources== * .. *[[w:RNA world hypothesis|RNA world hypothesis]] - Wikipedia article *[http://www.sciencemag.org/cgi/content/full/sci;312/5775/870 Did DNA Come From Viruses?] by Carl Zimmer ==Related project== *Develop [[b:General Biology/Getting Started/History and Origin of Life|Wikibooks content]] related to the RNA world hypothesis. [[Category:Molecular biology]] 14921 77359 2007-01-16T23:39:02Z Mystictim 626 added welcome and expand {{welcome and expand}} Media Planning is a very dynamic stream of study within the Adversting & Marketing domain. Much of the knowledge base has remain confined to the practical learning on the job. But there is a need to get that tacit knowledge well documented so that it evolves as a field of study and also Career Option. [[Category:Marketing]] 14922 68566 2007-01-09T04:13:25Z JWSchmidt 20 [[Category:Management]] Welcome to the current school debate. Please press 'edit' and post your thoughts on whether management is a science or an art. [[Category:Management]] 14924 61726 2006-12-20T19:55:22Z Jechasteen 168 [[Euphonium/Lesson 1]] moved to [[Euphonium/Jechasteen/Lesson 1]]: So that if there are any other Euphonium instructors they may similarly title their pages. #REDIRECT [[Euphonium/Jechasteen/Lesson 1]] 14928 68767 2007-01-09T23:49:01Z JWSchmidt 20 [[Category:Wikimedia]] [[Wikimedia]] is a shorthand term for the '''Wikimedia Foundation''', an aggregation of sisterprojects comprising what can be called a [[Metacommunity]]: {{Wikiversitysister-list}} The '''Wikimedia Foundation, Inc.''' is the parent organization of the '''[[Wikipedia]], [[Wiktionary]], [[Wikiquote]], [[Wikibooks]]''' (including [[w:Wikijunior|Wikijunior]]), '''[[Wikisource]], [[Wikimedia Commons]], [[Wikispecies]], [[Wikinews]], [[Wikiversity]]''', and '''[[Meta|Meta-Wiki]]''' collaborative projects. It is a '''[[Wikiversity NPC|not-for-profit corporation]]''' based in [[w:St. Petersburg, Florida|St. Petersburg]], '''[[USA]]''', and organized under the laws of the state of [[w:Florida|Florida]]. Its existence was officially announced by [[w:Jimmy Wales|Jimmy Wales]], who was hitherto running Wikipedia within his company [[w:Bomis|Bomis]], on [[w:June 20|June 20]], [[w:2003|2003]]. Its approval by the U.S. [[w:Internal Revenue Service|Internal Revenue Service]], by letter in April 2005, as an educational foundation in the category "Adult, Continuing Education" means all contributions to the Wikimedia Foundation are [[w:Tax deduction|tax deductible|]] for U.S. federal income tax purposes. ''see [[w:Wikimedia Foundation]] for more information'' <small>NOTE: links in '''bold text''' are to local Wikiversity pages</small> ==Wikiversity and Wikimedia== Wikiversity has a definite '''role''' within the Wikimedia [[Metacommunity]]. This learning project focuses on how to define and extend that role within a universal or university context, applying the traditional paradigm of how universities collect learning resourses and apply them to real-world needs. Because [[Wikipedia]] focuses on the encyclopedic context, it must maintain a neutral point of view, prohibit and discourage [[Wikiversity:original research|original research]], prohibit and discourage [[w:Wikipedia:Avoid self-references|self references]] and other aspects of creating content that '''[[UML/Glossary|constrain]]''' it to the encyclopedic realm. Wikiversity, conversely, can enter these prohibitive spaces from the universal or university context. Let's give it a whirl... ===Lab: Establishing Wikiversity's role and context=== [[Wikiversity]] has a '''[[UML/Glossary|role]]''' to perform within the [[Wikimedia]] context and within a much larger '''[[Internet]]''' context. This [[learning project]] lab will focus on creating a [[UML|relationship diagram]] that shows what Wikimedia looks like. We begin by working with [[Wikiversity:templates|templates]], starting with {{tl|Wikiversitysister-list}} and {{tl|WikiversityUsers}}. '''Challenge:''' Create local articles for each of the '''Wikimedia collaborative projects:''' *[[Wikipedia]] *[[Wiktionary]] *[[Wikiquote]] *[[Wikibooks]] (including [[w:Wikijunior|Wikijunior]]) *[[Wikisource]] *[[Wikimedia Commons]] *[[Wikispecies]] *[[Wikinews]] *[[Wikiversity]] *[[Meta-Wiki]] Include in these articles an opening statement based on the Wikipedia article of the same name. Include also a section '''Wikiversity and ...''' like this one. '''Discussion:''' Get in touch with folks like Jimbo, Angela, and other Wikimedia heavyweights. Let them know that we are interested in studying Wikimedia from the university perspective. Contact mediawiki developers, stewards, admins and other folks that help form policies and guidelines for Wikimedia collaborative efforts. ===Lab: Strengthening Wikiversity=== The [[Learning to learn a wiki way]] article focuses on a "learn-by-doing" model. This model defines Wikiversity as a [[w:learning community|learning community]]. We can develop visualization tools through [[Wikiversity:templates|templates]], [[UML|diagrams]], [[Portal:Portals|Portals]], [[Help:Link|navigational aids]], [[learning object]]s and a number of other instruments. '''Challenge:''' Create a lab series based on this one for each sister project linking to appropriate [[Wikiversity:Schools|Schools]], [[Portal:Portals|Portals]] and other local learning resources and groups: *[[Wikipedia#Wikiversity and Wikipedia|Wikiversity and Wikipedia]] *[[Wiktionary#Wikiversity and Wiktionary|Wikiversity and Wiktionary]] *[[Wikiquote#Wikiversity and Wikiquote|Wikiversity and Wikiquote]] *[[Wikibooks#Wikiversity and Wikibooks|Wikiversity and Wikibooks]] *[[Wikisource#Wikiversity and Wikisource|Wikiversity and Wikisource]] *[[Wikimedia Commons#Wikiversity and the Wikimedia Commons|Wikiversity and the Wikimedia Commons]] *[[Wikispecies#Wikiversity and Wikispecies|Wikiversity and Wikispecies]] *[[Wikinews#Wikiversity and Wikinews|Wikiversity and Wikinews]] *[[Meta-Wiki#Wikiversity and Meta-Wiki|Wikiversity and Meta-Wiki]] Edit the [[Wikiversity]] article to include links to the new local articles. Update {{tl|Wikiversitysister-list}} and {{tl|WikiversityUsers}} to link to them. The idea is to establish within Wikiversity a means to strengthen its effectiveness as an online university and Wikimedia's role as a [[w:Virtual community of practice|Virtual community of practice]]. ''See also '''[[Metacommunity]]''''' '''Discussion:''' Get in touch with the folks that help form policies and guidelines for each of the sisterprojects. Participate in our own '''[[Wikiversity:Colloquium#Wikimedia|colloquium]]''' to make other Wikiversitans aware of '''this''' learning project. Use the [[Talk:Wikimedia|talk page]] to present problems and ideas concerning [[Wikiversity]]'s relationship to its parent organization, [[Wikimedia]]. ==See also== *[[Wikiversity:Service community]] - services that Wikiversity can provide to the larger Wikimedia community [[Category:Wikimedia]] 14929 78843 2007-01-19T22:59:09Z Balloonguy 338 recategorized [[Topic:Japanese/Materials|Go to head page]] == Information== *[[wiktionary:Appendix:Japanese script]] -information == Index of Words == *[[wiktionary:index:Japanese]] -in progress *[[wiktionary:Index:Japanese Kana]] == List of Words== *[[wiktionary:Appendix:1000 Japanese basic words]] *[[wiktionary:Appendix:Japanese film credit terms]] *[[wiktionary:Wiktionary:Japanese Swadesh list]] -list of basic words which can be found in every language *[[wiktionary:Category:Japanese hiragana]] -words in hiragana *[[wiktionary:Category:Japanese kana]] -contains all kana letters *[[wiktionary:Category:Japanese katakana]] -words in katakana *[[wiktionary:Category:Japanese kanji]] words in kanji *[[wiktionary:Category:Japanese parts of speech]] -words sorted by parts of speech *[[wiktionary:Category:Japanese phrasebook]] *[[wiktionary:Category:ja:*Topics]] -This is the root category for Japanese words. ==Language Terms== *[[wiktionary:furigana]] *[[wiktionary:kun'yomi]] *[[wiktionary:kyūjitai]] *[[wiktionary:on'yomi]] == Romaji== *[[wiktionary:Category:Japanese romaji]] == Possible Learning Activities == *[[wiktionary:Category:Japanese words needing attention]] *[[wiktionary:Wiktionary:Requested articles:Japanese]] **[[wiktionary:Category:Japanese definitions needed]] *[[wiktionary:Category:Translations to be checked (Japanese)]] [[Category:Japanese Meta]] 14933 67857 2007-01-08T02:12:43Z JWSchmidt 20 [[Category:Bloom clock project]] '''Bloom clocks''' are often kept by gardeners and students in the fields of agriculture and horticulture as a way of getting to know the order and season in which plants come into flower. Aside from a learning tool (or even just a way of appreciating nature), bloom clocks can have some practical benefits as well. For garden designers and [[w:landscape architect|landscape architect]]s, bloom clocks are useful in coming up with good combinations of plants for a long bloom season and color combinations that are good to the eyes. For horticulturists and agriculturists, having bloom time data serves a number of purposes, including: #Ensuring that there is a constant supply of nectar-producing plants, which in turn helps to ensure a constant supply of pollinating insects which are necessary for crop production. #As [[w:phenology|phenological]] indicators. For example, weed seeds often germinate when the [[w:Forsythia|Forsythia]]s bloom, or sertain pests might emerge when other flowers bloom. [[Category:Bloom clock project]] 14935 61761 2006-12-20T22:46:50Z SB Johnny 61 Redirecting to [[Bloom clock project]] #REDIRECT [[Bloom clock project]] 14936 61763 2006-12-20T22:49:58Z JWSchmidt 20 The photo was taken March 30, 2006 == Summary == I (John Schmidt) made this image. The photo was taken March 30, 2006. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14938 77019 2007-01-16T13:43:36Z SB Johnny 61 /* Blooming plant list */ This bloom clock will run from the second solstice of 2006 (December 21) to the first solstice of 2007 (June 21). To participate, just add yourself to the [[Bloom_clock_project/Contributors|contributors page]] (so we know where you are), and just add <nowiki>*~~~~</nowiki> below any plant you noticed blooming today. *If you're not sure what the name of a plant is (and you have a photo to share), use the [[Bloom clock project/What's this plant|What's this plant?]] page. *If you know the name of the plant but it isn't on the list yet, add the following to this page (using alphabetical order by the scientific name), replacing "Scientific name" with the binomial (Genus and species), and Common name with the English word for the plant: <pre> {{subst:bcp|Scientific name|Common name}} </pre> *If you know the common (English) word but not the scientific name, please try searching on wikipedia to find the scientific name. ==Blooming plant list== (This list might have to be broken into subpages if the page gets too long) ---- '''''Banksia attenuata''''' (Candlestick Banksia) <small>[[w:Banksia attenuata|Wikipedia]] | [[commons:Banksia attenuata|Commons]] | [[b:A Wikimanual of Gardening/Banksia attenuata|Wikibooks]] | [[Plant identification/Banksia attenuata|Quiz page]] *--[[User:Gnangarra|Gnangarra]] 09:42, 25 December 2006 (UTC) ---- '''''Cardamine hirsuta''''' (Hairy wintercress) <small>[[w:Cardamine hirsuta|Wikipedia]] | [[commons:Cardamine hirsuta|Commons]] | [[b:A Wikimanual of Gardening/Cardamine hirsuta|Wikibooks]] | [[Plant identification/Cardamine hirsuta|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 19:35, 7 January 2007 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:40, 15 January 2007 (UTC) ---- '''''Galanthus nivalis''''' (Common Snowdrop) <small>[[w:Galanthus nivalis|Wikipedia]] | [[commons:Galanthus nivalis|Commons]] | [[b:A Wikimanual of Gardening/Galanthus nivalis|Wikibooks]] | [[Plant identification/Galanthus nivalis|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:17, 15 January 2007 (UTC) ---- '''''Hamamelis x intermedia''''' (Hybrid Witch Hazel) <small>[[w:Hamamelis x intermedia|Wikipedia]] | [[commons:Hamamelis x intermedia|Commons]] | [[b:A Wikimanual of Gardening/Hamamelis x intermedia|Wikibooks]] | [[Plant identification/Hamamelis x intermedia|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 00:54, 6 January 2007 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 19:35, 7 January 2007 (UTC) ---- '''''Helleborus foetidus''''' (Stinking Hellebore) <small>[[w:Helleborus foetidus|Wikipedia]] | [[commons:Helleborus foetidus|Commons]] | [[b:A Wikimanual of Gardening/Helleborus foetidus|Wikibooks]] | [[Plant identification/Helleborus foetidus|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:17, 15 January 2007 (UTC) ---- '''''Helleborus x hybridus''''' (Hybrid Hellebore) <small>[[w:Helleborus x hybridus|Wikipedia]] | [[commons:Helleborus x hybridus|Commons]] | [[b:A Wikimanual of Gardening/Helleborus x hybridus|Wikibooks]] | [[Plant identification/Helleborus x hybridus|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:40, 15 January 2007 (UTC) ---- '''''Helleborus niger''''' (Christmas Rose) <small>[[w:Helleborus niger|Wikipedia]] | [[commons:Helleborus niger|Commons]] | [[b:A Wikimanual of Gardening/Helleborus niger|Wikibooks]] | [[Plant identification/Helleborus niger|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:40, 15 January 2007 (UTC) ---- '''''Lonicera heckrottii''''' (Flame Honeysuckle) <small>[[w:Lonicera heckrottii|Wikipedia]] | [[commons:Lonicera heckrottii|Commons]] | [[b:A Wikimanual of Gardening/Lonicera heckrottii|Wikibooks]] | [[Plant identification/Lonicera heckrottii|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:17, 15 January 2007 (UTC) ---- '''''Nuytsia floribunda''''' (Western Australian Christmas tree) <small>[[w:Nuytsia floribunda|Wikipedia]] | [[commons:Nuytsia floribunda|Commons]] | [[b:A Wikimanual of Gardening/Nuytsia floribunda|Wikibooks]] | [[Plant identification/Nuytsia floribunda|Quiz page]] *--[[User:Gnangarra|Gnangarra]] 09:42, 25 December 2006 (UTC) ---- '''''Senecio vulgaris''''' (Common Groundsel) <small>[[w:Senecio vulgaris|Wikipedia]] | [[commons:Senecio vulgaris|Commons]] | [[b:A Wikimanual of Gardening/Senecio vulgaris|Wikibooks]] | [[Plant identification/Senecio vulgaris|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 13:43, 16 January 2007 (UTC) ---- '''''Stellaria media''''' (Common chickweed) <small>[[w:Stellaria media|Wikipedia]] | [[commons:Stellaria media|Commons]] | [[b:A Wikimanual of Gardening/Stellaria media|Wikibooks]] | [[Plant identification/Stellaria media|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 13:25, 16 January 2007 (UTC) ---- '''''Symplocarpus foetidus''''' (Eastern Skunk Cabbage) <small>[[w:Symplocarpus foetidus|Wikipedia]] | [[commons:Symplocarpus foetidus|Commons]] | [[b:A Wikimanual of Gardening/Symplocarpus foetidus|Wikibooks]] | [[Plant identification/Symplocarpus foetidus|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 11:56, 15 January 2007 (UTC) ---- '''''Taraxacum officinalis''''' (Common Dandelion) <small>[[w:Taraxacum officinalis|Wikipedia]] | [[commons:Taraxacum officinalis|Commons]] | [[b:A Wikimanual of Gardening/Taraxacum officinalis|Wikibooks]] | [[Plant identification/Taraxacum officinalis|Quiz page]] *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 16:04, 5 January 2007 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 19:35, 7 January 2007 (UTC) [[Category:Bloom clock project]] 14939 61790 2006-12-21T02:47:37Z JWSchmidt 20 [http://biology.plosjournals.org/perlserv/?request=slideshow&type=figure&doi=10.1371/journal.pbio.0040434&id=68105 image source], [[w:PLoS Biology|PLoS Biology]], content is available under the Creative Commons attribution license. The Structure of an RN == Summary == [http://biology.plosjournals.org/perlserv/?request=slideshow&type=figure&doi=10.1371/journal.pbio.0040434&id=68105 image source], [[w:PLoS Biology|PLoS Biology]], content is available under the Creative Commons attribution license. The Structure of an RNAi Polymerase Links RNA Silencing and Transcription by Paula S. Salgado, Minni R. L. Koivunen, Eugene V. Makeyev, Dennis H. Bamford, David I. Stuart and Jonathan M. Grimes in PLoS Biology Volume 4, No. 12, e434. == Licensing == {{CC-BY-2.5}} 14940 61792 2006-12-21T02:53:36Z JWSchmidt 20 /* Usage Note */ cite source <!-- Creative Commons License --> {| align="center" style="width:80%; background-color:#f8f8f8; border:2px solid #e0e0e0; padding:5px;" |- | align="center" | [[Image:CC SomeRightsReserved.png|Creative Commons License]]<br/>[[Image:Cc-by white.svg|24px|Creative Commons Attribution icon]] | align="center" | ''[[Media:{{PAGENAME}}|This file]] is licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&nbsp;License.{{#if:{{{1|}}}|<br/>Attribution: {{{1|}}}}}'' |} <includeonly> [[Category:Creative Commons Attribution 2.5 images|{{PAGENAME}}]] </includeonly><noinclude> ==Usage Note== To provide attribution use '''<nowiki>{{Cc-by-2.5|Attribution details}}</nowiki>'''. Those who reproduce the image must attribute the work in the manner specified by the author or licensor (as the parameter "Attribution details"). "The Structure of an RNAi Polymerase Links RNA Silencing and Transcription" by Paula S. Salgado, Minni R. L. Koivunen, Eugene V. Makeyev, Dennis H. Bamford, David I. Stuart and Jonathan M. Grimes in PLoS Biology Volume 4, No. 12, e434. 14941 61795 2006-12-21T03:23:14Z JWSchmidt 20 I (John Schmidt) made this image for [[RNA World]]. == Summary == I (John Schmidt) made this image for [[RNA World]]. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14942 61811 2006-12-21T06:41:36Z Remi0o 3985 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 14943 67744 2007-01-07T23:46:49Z JWSchmidt 20 [[Category:Artificial Intelligence]] <center> {|style="width:100%;margin-top:+.7em;background-color:#fcfcfc;border:1px solid #ccc" |style="width:50%;color:#000"| {|style="width:280px;border:solid 0px;background:none" |- |style="width:280px;text-align:center;white-space:nowrap;color:#000" | <div style="font-size:133%;border:none;margin: 0;padding:.1em;color:#000"> '''W<small>ELCOME TO THE</small> A<small>RTIFICIAL</small> I<small>NTELLIGENCE AND</small> R<small>OBOTICS</small> L<small>ABRATORY</small> '''</div> <div style="width:100%;text-align:center;font-size:80%;"></div> |} |style="width:18%;font-size:95%;color:#000"| *[[Topic:Aeronautical_Engineering|Aeronautical Engineering]] *[[School:Computer_Science|Computer Science]] *[[Topic:Artificial_Intelligence|Artificial Intelligence]] |style="width:22%;font-size:95%";color:#000"| *[[School:Computer_Science|Computer Science]] *[[Topic:Networking|Networking]] *[[Topic:Computer_Programming|Computer Programming]] |style="width:10%;font-size:95%";color:#000"| [[Image:Nuvola_devices_ksim_cpu.png|center|50px|Language and Literature]] |} </center> {{Template:Portal_Header}} <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Robotics and Artificial Intelligence</h2 > [[Image:Asimohonda.jpg|right|200px|Languages]] A robot is an electro-mechanical or bio-mechanical device or group of devices that can perform autonomous or preprogrammed tasks. A robot may act under the direct control of a human, such as the robotic arm on a space shuttle, or autonomously under the control of a programmed computer. Robots may be used to perform tasks that are too dangerous or difficult for humans, such as radioactive waste clean-up, or may be used to automate mindless repetitive tasks that should be performed with more precision by a robot than by a human, such as automobile production. Robot can also be used to describe an intelligent mechanical device in the form of a human, a humanoid robot. This form of robot, often referred to as an android, is common in science fiction. Such robots, however, have yet to become commonplace, especially considering the difficulties and expenses involved in making a bipedal machine balance itself or move in human-like ways without losing balance. Robotics is the science and technology of robots, their design, manufacture, and application. Robotics requires a working knowledge of electronics, mechanics, and software and a person working in the field has become known as a roboticist. The word robotics was first used in print by Isaac Asimov, in his science fiction short story "Runaround" (1941). Although the appearance and capabilities of robots vary vastly, all robots share the features of a mechanical, movable structure under some form of control. The structure of a robot is usually mostly mechanical and can be called a kinematic chain (its functionality being akin to the skeleton of a body). The chain is formed of links (its bones), actuators (its muscles) and joints which can allow one or more degrees of freedom. Most contemporary robots use open serial chains in which each link connects the one before to the one after it. These robots are called serial robots and often resemble the human arm. Some robots, such as the Stewart platform, use closed parallel kinematic chains. Other structures, such as those that mimic the mechanical structure of humans, various animals and insects, are comparatively rare. However, the development and use of such structures in robots is an active area of research (e.g. biomechanics). Robots used as manipulators have an end effector mounted on the last link. This end effector can be anything from a welding device to a mechanical hand used to manipulate the environment. The mechanical structure of a robot must be controlled to perform tasks. The control of a robot involves three distinct phases - perception, processing and action (robotic paradigms). Sensors give information about the environment or the robot itself (e.g. the position of its joints or its end effector). Using strategies from the field of control theory, this information is processed to calculate the appropriate signals to the actuators (motors) which move the mechanical structure. The control of a robot involves various aspects such as path planning, pattern recognition, obstacle avoidance, etc. More complex and adaptable control strategies can be referred to as artificial intelligence. Any task involves the motion of the robot. The study of motion can be divided into kinematics and dynamics. Direct kinematics refers to the calculation of end effector position, orientation, velocity and acceleration when the corresponding joint values are known. Inverse kinematics refers to the opposite case in which required joint values are calculated for given end effector values, as done in path planning. Some special aspects of kinematics include handling of redundancy (different possibilities of performing the same movement), collision avoidance and singularity avoidance. Once all relevant positions, velocities and accelerations have been calculated using kinematics, methods from the field of dynamics are used to study the effect of forces upon these movements. Direct dynamics refers to the calculation of accelerations in the robot once the applied forces are known. Direct dynamics is used in computer simulations of the robot. Inverse dynamics refers to the calculation of the actuator forces necessary to create a prescribed end effector acceleration. This information can be used to improve the control algorithms of a robot. In each area mentioned above, researchers strive to develop new concepts and strategies, improve existing ones and improve the interaction between these areas. To do this, criteria for "optimal" performance and ways to optimize design, structure and control of robots must be developed and implemented. </div> <div style="display:block;width:99%;float:left"> <div style="width:53%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">News</h2 > [[Image:Nuvola_apps_knewsticker.png|right|44px|News]] * ... * ... * <small> '''20 December 2006:'''</small> Lab founded.<br> </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Research Projects</h2 > [[Image:Nuvola_apps_cache.png|right|44px|News]] The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are: * [[AMWADS]] *... *... </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Collaborators</h2 > [[Image:Nuvola_apps_personal.png|right|44px|Collaborators]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * --[[User:Remi0o|Remi0o]] 07:19, 21 December 2006 (UTC) * ... * ... </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">External resources</h2 > Books * ... * ... Wikis * ... * ... Wikibooks * ... * ... * ... Selected topics *[[w:...|...]] *[[w:...|...]] *[[w:...|...]] </div> </div> <div style="width:43%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Todo</h2 > [[Image:Nuvola apps ksig.png|44px|right|Courses]] {| align="center" |style="font-size:75%;color:#000"| Things to do: * Finish organizing this page. * Research. * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... * ... |style="font-size:75%;color:#000"| |} </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Textbooks from [[b:|Wikibooks]]</h2 > [[Image:Nuvola apps bookcase.png|right|50px|Reading]] {| |style="width:20%;font-size:95%;color:#000"| *[[b:Wikibooks:Wikibooks:Computer_science_bookshelf|Computer Science]] *[[b:Wikibooks:Electronics|Electronics]] |style="width:20%;font-size:95%;color:#000"| *[[Wikibooks:Robotics|Robotics]] *[[b:Wikibooks:Embedded_Systems|Embedded Systems]] |style="width:25%;font-size:95%"| *[[Wikibooks:Theoretical_Mechanics|Theoretical Mechanics]] *[[Wikibooks:Programming_languages_bookshelf|Programming Languages]] |style="width:32%;font-size:95%"| *[[Wikibooks:Microtechnology|Microtechnology]] *[[Wikibooks:Circuit_Theory|Circuit Theory]] |style="width:11%;font-size:95%"| |} </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Materials Science and Engineering|*]] [[Category:Urban Studies and Planning]] [[Category:Artificial Intelligence]] 14945 61833 2006-12-21T12:18:10Z Robert Elliott 1436 {{Information |Description=Homework for lesson #1 - Formatting the script |Source= Typed by Simon Westt |Date= 12/20/2006 |Author= Simon West |Permission= Submitted to Wikiversity Film School by Simon Westt and uploaded by Robert Elliott |other_versions= == Summary == {{Information |Description=Homework for lesson #1 - Formatting the script |Source= Typed by Simon Westt |Date= 12/20/2006 |Author= Simon West |Permission= Submitted to Wikiversity Film School by Simon Westt and uploaded by Robert Elliott |other_versions= }} == Licensing == {{GFDL}} 14946 61837 2006-12-21T12:45:17Z Taeke 4137 {{Information |Description=Graphic: Wikiversity Introduction to Music [gif] |Source=Own Work |Date=21/12/06 |Author=Aidan Hanrath |Permission=Creative Commons ShareAlike Attribution 2.5 |other_versions= }} == Summary == {{Information |Description=Graphic: Wikiversity Introduction to Music [gif] |Source=Own Work |Date=21/12/06 |Author=Aidan Hanrath |Permission=Creative Commons ShareAlike Attribution 2.5 |other_versions= }} == Licensing == {{CC-BY-SA-2.5}} 14947 80475 2007-01-23T23:44:12Z 82.176.120.45 /* Christianity : From Wikipedia */ == Christianity : From Wikipedia == Christianity is a monotheistic religion centered on Jesus of Nazareth and his life, death, resurrection, and teachings as presented in the New Testament. Christians believe Jesus is the Son of God and the Messiah prophesied in the Old Testament. That about sums it up. Some important links of note are: * [[w:Monotheistic]]: Worshiping only one Deity. * [[w:Jesus]]: The Wiki about the man. * [[w:The bible]]: The Bible. It is rather hard to actually define that term. If we look at the scripture; the Gosples (Matthew, Mark, Luke, and John) tell us how to be and live as a Christian. Jesus of course is important in the aspect that we should strive to make our daily lives as close to his as possible. [[Category:Christianity]] 14948 75913 2007-01-14T20:37:56Z JWSchmidt 20 [[Category:Religious Studies]] Welcome to the Wikiversity '''Department of Bible Translation'''. ==Department description== This Department is a Wikiversity content development project where participants create, organize and develop learning resources related to Bible translation. The number of books in "the Bible" is uncertain. There are many different translations that include and exclude different contents. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Bible Translation]] A Mostly up-to-date list of current translations and languages: === English Bible Translations === <ul> <li>Amplified Bible <li>Analytical-Literal Translation <li>Bible in Basic English <li>Children's Bible <li>Christian Standard Bible (Holman) <li>Contemporary English Version <li>English Standard Version <li>God's Word <li>Grail Psalter: The Book of Psalms <li>King James Version <li>Living Bible <li>Message Bible <li>New American Bible (Catholic) <li>New American Standard Bible <li>New English Translation (NET Bible) <li>New International Version <li>New International Reader's Version <li>New Jerusalem Bible <li>New King James Version <li>New Living Translation <li>New Revised Standard Version <li>Modern King James Bible <li>Revised Standard Version <li>Today's English Version <li>Today's New International Version <li>Young's Literal Translation <li>World English Bible <li>World English Bible (Hebrew Names Version) <li>Wycliffe New Testament </ul> === Other Worldly Languages (Not a complete List)=== Albanian Arabic Arabic Armenian (Western) Awadhi Belorussian: Bengali Bosnian Bolivian (Southern) Catalan Chinese Chinese and English Chinese Union Version and English Chamorro Croatian Cuzco Czech Danish Danish Dutch Dutch (Additional) Ecuadorian Shuar Esperanto Estonian Farsi Finnish French Gaelic (Scottish) German German (Deutsche Bibelgesellschaft Stuttgart) Gothic Greek (Ancient including the Septuagint) Greek (Modern) Greek (New Testament) Gujarati Haitian Creole Hebrew Hindi Hungarian Icelandic Bibliuleit Indonesian Indonesian (Alkitab Terjemahan Baru and Bahasa Sehari-hari) Italian Japanese Japanese (Living Bible Paraphrase) Kannada Korean Kurdish Latin (Vulgate) Latvian (New Testament) Latvian Lithuanian Malayalam Malayalam (Additional) Manx Gaelic Maori Marathi Nepali Norwegian Oriya Portuguese Portuguese (Brazilian) Polish Punjabi Quechua Russian Romanian Slovak Slovenian Spanish (Reina-Valera 1995) Spanish (La Biblia de las Americas�) Swahili Swedish Tagalog Tamil Tamil (Additional) Telugu Thai Turkish Ukrainian Ukrainian(Additional) Urdu Vietnamese Vietnamese (Additional) * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ==External links== *[http://bibleresources.bible.com/bible_read.php Translations of the Bible] [[Category:Religious Studies]] 14949 68562 2007-01-09T04:10:26Z JWSchmidt 20 [[Category:Music]] <div align="center">[[Image:Wikiintromusic.gif]]</div> == Introduction to music == What is music? Human beings have been making music since before recorded history, whether through drumming, singing or chanting. Some of our strongest emotions may be brought on by listening to a piece of music. In this modern age, we hear music around us almost all of our waking hours, in one form or another: radio, television or film music and our personal music [ipods etc.] are with us throughout the day. Most of us listen to recorded music or go to performances regularly, and some of us play a musical instrument. Prior to modern audio recording technology, music was available only in the presence of a musician, or to those who played an instrument or sang. === Musical concepts === A basic definition of music (in the Western World) is the chronological organisation of sounds; that is, making certain sounds at certain times, which make melodic, rhythmic and harmonic sense. The first, most basic concept, is keeping the sounds "in time". This leads us to some of the first few musical concepts: beat, rhythm and duration. *Beat is the regular pulse which provides a `timeline` for the rhythm to anchor itself to. *Rhythm is essentially repeated patterns of long or short, stressed or unstressed sounds which fit into the main beat. *Duration is the length of notes or sounds which facilitate the rhythm. Music is also the relationship between sound and silence. Duration and rhythm apply to silence in the same manner as they apply to sound. We perceive music as horizontal and vertical patterns. We hear melodies as a horizontal pattern. The notes (and silences) are heard one after the other over a period of time. We hear chords (groups of notes played simultaneously) in a vertical pattern. A mixture of one or all of these: melody, rhythm, chords, and silence form musical patterns. === Rhythm === Rhythm is the most basic concept of music. In all cultures worldwide, the most simple and basic forms of music are purely rhythms. A rhythm is a pulse; a repetition of sounds in a pattern. Simple rhythms can be recognized straight away. Tapping ''rhythmically'' at a drum constitutes tapping it at timed intervals in a pattern. The most common rhythmic pattern in modern-day Western music is <math>4/4</math> time (pronounced four-four time). This is where four pulses come one after the other, with the first of each four being given emphasis (known as an accent). Try this exercise: *Say the words "one, two, three, four, one, two, three, four..." etc. continuously, and at even time intervals. *Now each time you say "one", say it slightly louder: "'''one''', two, three, four, '''one''', two, three, four..." etc. *You have just been saying the words "one", "two", "three" and "four" in <math>4/4</math> time. === Melody === In music, '''pitch''' is used to describe how high or low a note sounds. Anyone would know the difference between a high-pitched scratching of fingernails across a blackboard, and the low, rumbling growl of thunder. When Maria tells the children in ''The Sound of Music'' that "the first few notes just happen to be...do re mi", she was referring to pitch. Using pitch, together with rhythm, we can start to construct '''melodies'''. Without rhythm, notes would just be long, sustained sounds. Without pitch, each sound would be the same (for example, the beating of a single drum). === Dynamics === In music, we use the word '''dynamics''' to describe how loudly or softly a note is played. Dynamics falls under the wider category of '''expressive techniques''', which are instructions for the performer to play loudly of softly, smoothly or detached, and many other effects. === Timbre (tone colour) === In music, the "colour" of a sound being produced is referred to as '''timbre''', or '''tone colour'''. Timbre is the difference between the harsh, scratchy sound of an electric guitar with distortion; the glassy, rounded sound of a piano; and the bird-like whispering sound of a flute. All these instruments could play exactly the same note, yet anyone would be able to recognise instantly an electric guitar from a piano from a flute. === Structure === Musical structure is usually defined by several things including [[w:Scale_(music)|scales]] and/or [[w:Arpeggio|arpeggios]] , [[w:Rhythm|rhythm]], [[w:Key_signature|key signature]], melodic patterns, variations Etc. To keep this particular paragraph concise, all or some of the elements of [[w:Music|music theory]] can be used in the structure of a musical piece. Many [[w:List_of_composers|composers]] that listen to [[w:Bach|Bach]] are fascinated by the [[w:palindromes|palindromes]], variations and inversions of patterns contained in its compositional structure, most of which will never be noticed unless you plan on going through the [[http://en.wikipedia.org/wiki/Musical_notation notation]] with a magnifying glass. --Subnote, Colhsh: Musical Structure also refers to the overall layout of a musical work as a whole, these come in several forms the simplest form is Binary form, in which there is one section of music "A" which is then juxtaposed against a contrasting "B" section which finishes it, giving the piece an "A-B" structure. An expansion on this is ternary form which is the same as binary, except that the "A" section is repeated, making the overall structure "A-B-A" Another musical form that was popular during the classical era is that of the Rondo form, in which there is an "A" section that is repeated throughout the work, but is interrupted by contrasting episodes, making any work in rondo form typically have the structure of "A-B-A-C-A-D-Etc." Larger structures include "Sonata form," which was developed in the Classical Period. The "Sonata form" often is the structure of the first movement of a Sonata, Symphony, and Concerto. The Sonata form is comprised of four sections. *Exposition - Introduces a main theme in the tonic key, and a subordinate theme in a related key - often the dominant, or if in a minor key - the relative major. *Development - Develops and elaborates the themes and explores new and exciting key centers. *Recapitulation - Returns to the tonic key and states the main theme and subordinate theme. The subordinate theme is often reworked to stay in the tonic. *Coda - Concludes the piece. === Texture === Texture refers to the layering of sounds on top of each other. For example, someone might be playing chords on the guitar, while singing a song over the top. Someone else might be playing the drums. Here we can observe '''three''' "layers of sound"; the '''melody''' (the voice), the '''accompaniment''' (the guitar chords) and '''rhycompaniment''' (the drum kit). {{School of Music TOC}} [[Category:Pages moved from Wikibooks]] [[Category:Music]] 14950 76756 2007-01-15T22:24:44Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-21.027 |Source=own work |Date=2006-12-21T00:39Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006sr.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 14951 67999 2007-01-08T04:17:41Z JWSchmidt 20 [[Category:Music]] {{wikipedia|chord_(music)}} A chord, simply, is any combination of notes. Theoretically, any combination of notes is a chord, however, when used in a certain combination, some notes complement each other better than others. These notes are played together the most often, and make up the most popular chords. Traditionally, chords used three notes. While two notes is technically harmony, they can also be considered chords in general. Because of the broad nature of this definition, types of chords have been developed that "sound good", in the western philosophy of music. The following chords can be played in any scale. To understand them, one should have the basic knowledge of a [[Music:Scales_and_Intervals|scale]] first. There is no specific tonal order for the notes to be played; many kinds of "inversions" can be created by placing the notes in different orders. All examples are shown with the root note Bb. ==Major Chord== The major triad is often symbolized with a capital letter ('''C'''). It is three notes: the first, third, and fifth note of a scale. Alternatively, you can figure this chord out by adding a note a major third (4 half-steps) up from the root note and then a minor third (3 half-steps) up from that. If you add the half-steps of a major and minor third you will notice the third note is 7 half-steps up from the root making a perfect fifth. This interval will remain the same in major and minor chords. All primary triads are created by stacking intervals of a third. It is a very whole sounding chord, and is found within most, if not all popular songs. C Major triads, '''C - E - G''': [[Image:CMajor.png]] ==Minor Chord== The minor triad is often symbolized with a lower case letter, or 'min', or just an 'm' ('''c''' | '''C'''''min'' | '''C'''m). It is composed of three notes: the first, flat-third, and fifth. The lowered third represents the third note of a minor scale. Alternatively, you can figure this chord out by adding a note a minor third (3 half-steps) up from the root note and then a major third (4 half-steps) up from that. The quality of this chord is not as full as the major chord, and has a darker complexion. It also is found in a majority of popular music. C Minor triads, '''C - Eb - G''': [[Image:CMinor.png]] ==Diminished Chord== The diminished triad can be symbolized with either a '°' or with the abbreviation "dim" ('''C'''° | '''C'''''dim''). Its components include: the first, flat-third, and flat-fifth. Alternatively, you can figure this chord out by adding a note a minor third (3 half-steps) up from the root note and then another minor third (3 half-steps) up from that. If you add the half-steps of two minor thirds together you will notice the third note is 6 half-steps up from the root making a diminished fifth, giving the chord its name. Having 2 lowered notes, a diminished chord does not have great euphony. It sounds slightly out of place, but adds a certain musical flavor. C Diminished triads, '''C - Eb - Gb''': [[Image:CDim2.png]] ==Augmented Chord== The augmented triad is usually symbolized with a '+' or 'aug'('''C'''+ | '''C'''''aug''). It is rarely seen in music, but considered one of the main chord structures. It combines: the first, third, and an raised fifth. Alternatively, you can figure this chord out by adding a note a major third (4 half-steps) up from the root note and then another major third (4 half-steps) up from that. If you add the half-steps of two major thirds together you will notice the third note is 8 half-steps up from the root making a augmented fifth, giving the chord its name. An augmented fifth sounds the same as a minor sixth but is notated differently and consequently will sound different in context. It has a very unique sound. C Augmented triads, '''C - E - G#''': [[Image:CAug.png]] ==Dominant Seventh Chord== A seventh chord is attached to any other chord by the addition of the number '7' ('''Bb'''7). It can be attached to pretty much any chord, not just the major chord: ('''Bb'''7 | ''dim'' '''Bb'''7). Opposed to the logical addition of the seventh note of the scale, a flat-seventh note is added. When the seventh note is flat it is known as a "minor" 7. This chord became a dominant due to confusion if you were to say Bb minor7. That may lead somebody to believe it is a Bbminor with a 7th. Instead it is just a Bb7. '''Bb - D - F - Ab''' ==Major Seventh Chord== Like a dominant seventh chord, a note is added to a triad to create a major seventh chord. While a '7' represents the dominant seventh chord, the letters "maj" and a '7' represent a major seventh chord ('''Bb''' ''maj''7). The note added to this chord is the seventh note of the root's major scale. '''Bb - D - F - A''' ==Suspended(Sustained) Chord== The suspended chord, also called sustained chord, is symbolized with "sus" or "sus4" ('''Bb'''sus | '''Bb'''sus4). Another version of this chord is symbolized with "sus2" ('''Bb'''sus2). The 4 type combines the first, fourth, and fifth note, while the 2 type is first, second, and fifth. '''Bb - Eb - F''' (Sus4) '''Bb - C - F''' (Sus2) ==Add2/Add4 Chord== This chord is just like a suspended chord in that it uses the second and fourth note. The difference is that, whereas in a suspended chord the third note is omitted, in an "Add2/Add4" chord, the third is kept. '''Bb - D - Eb - F''' (add4) '''Bb - C - D - F''' (add2) ==Fifth Chord== The fifth chord or "power chord" is unusual because it truly is a harmony. The fifth chord is only the first and fifth scale degree of the root note and is represented with a 5 ('''Bb'''5). It is also called a "power chord" because it produces a very powerful sound. Many musicians use it when they wish the chord to have neither a major nor a minor effect. '''Bb - F''' ==Sixth Chord== The sixth chord is a four note chord, adding the sixth note of the root's major scale to a triad. All triads can become sixths, represented by the addition of a '6' (e.g. '''Bb'''m6). '''Bb - D - F - G''' ==Combinations== All of these symbols and chords can be combined to form all other chords. For example, one could create a minor major seventh chord ('''Bb'''mmaj7). '''Bb - Db - F - A''' Technically, any combination of notes can be termed with the combination of these previous basic chord types. [[Category:Music]] 14953 76296 2007-01-15T03:02:44Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] Doctrine, from Latin doctrina (compare doctor), means "a code of beliefs", "a body of teachings" or "instructions", taught principles or positions, as the body of teachings in a branch of knowledge or belief system. [[Category:Religion]] 14954 61861 2006-12-21T15:34:37Z SB Johnny 61 New page: ----- [[Image:{{{1}}}|thumb|right|300 px|Unknown flower]] Photo contributed by ----- [[Image:{{{1}}}|thumb|right|300 px|Unknown flower]] Photo contributed by 14955 80347 2007-01-23T15:48:38Z Mu301 3705 /* References */ cat This observing program will study [[w:supernova|supernovae]] in distant [[w:galaxy|galaxies]]. The [[w:Apparent magnitude|brightness]] of a supernova will be [[w:Photometry (astronomy)|measured]] by analyzing images taken with a digital camera attached to a telescope. These measurements will then be plotted on a graph to show how the brigthness changes over time. This type of graph is called a [[w:light curve|light curve]]. The [http://www.supernovae.net/nutemp.gif shape of the light curve] depends on the physical process that produces the light and it can help to classify the type of supernova that has occured. This is an ongoing project which will continue through the spring of 2007. The process of collecting and analyzing the data will be documented here. If you are interested in joining this learning group please leave a message at the [[Talk:Observational astronomy/Supernova|talk page]]. == Observing session 1 == [[Image:SN2006sr.jpg|thumb|400px|right|Supernova 2006sr in the galaxy UGC 14 on 2006-12-21]] The first target observed is [http://www.rochesterastronomy.org/sn2006/sn2006sr.html SN 2006sr] which was discovered by [http://www.richobservatory.com Doug Rich] on 12 December 2006. The supernova is located in the galaxy UGC 14 which is at a distance of about 100 [[w:parsec|megaparsecs]]. It is a [[w:Supernova#Type_Ia|Type Ia supernova]]. A series of images were taken on 21 December 2006 using a 16" Meade telescope with an ST-L digital camera. A sample raw image is shown on this page. The purpose of taking these images was to determine the feasibility of making observations of dim supernovae from an observatory located in a urban environement. The results will also be used to refine the procedures for taking images to improve the quality of the data. These images were taken without a filter and with exposure times of 60 and 20 seconds. The supernova was easily detected in the images. However, the [[w:signal-to-noise ratio|signal-to-noise ratio]] (SNR) is rather low. This will make it more difficult to get a precise measurement of the brightness. The [[w:Background (astronomy)|background]] noise could be due to [[w:light pollution|light pollution]] and the amount of background noise might depend on the weather conditions at the time of observation. These observations will be repeated within the next week to try to improve the SNR. Another method of increasing the SNR is to take multiple images and use computer software to "stack" them. == Plan == [[Image:07A MU R200701050002.jpg|thumb|300px|right|Supernova 2007A in the galaxy NGC 105 on 2007-01-05]] Followup observations of SN 2006sr were made on Dec. 28 and 29. On Dec. 29 a second target was also observed. [http://www.rochesterastronomy.org/sn2006/sn2006td.html SN 2006td] was discovered on Dec. 24 by [http://www.dsi-astronomie.de/ Wolfgang Kloehr]. It is a Type Ia in the galaxy LEDA 74050. On Jan. 2 the two supernovae were observed again, along with a third target. [http://www.rochesterastronomy.org/supernova.html#2006mq SN 2006rs] is a Type Ia in the galaxy IC 28. It was discovered Nov. 11 by the [http://snfactory.lbl.gov Nearby Supernova Factory]. An analysis of the data will be posted here soon. Recent images of supernovae: *[[:Image:06srMU C200612210039.jpg|SN2006sr 2006-12-21.027]] *[[:Image:06srMU C200612280014.jpg|SN2006sr 2006-12-28.010]] *[[:Image:06srMU C200612290033.jpg|SN2006sr 2006-12-29.023]] *[[:Image:06tdMU C200612290158.jpg|SN2006td 2006-12-29.082]] *[[:Image:06srMU C200701022303.jpg|SN2006sr 2007-01-02.960]] *[[:Image:06rsMU C200701022326.jpg|SN2006rs 2007-01-02.976]] *[[:Image:06tdMU C200701030200.jpg|SN2006td 2007-01-03.083]] *[[:Image:06srMU R200701042343.jpg|SN2006sr 2007-01-04.988]] *[[:Image:07A MU R200701050002.jpg|SN2007A 2007-01-05.001]] The next set of observations is scheduled for Jan. 17, weather permitting. == References == *[http://www.aavso.org/observing/programs/ccd/manual/ CCD Observing Manual] - a basic introduction to using a CCD camera to observe and measure the brigthness of stars *[http://panisse.lbl.gov/snphot Supernova Photometry] - a technical lecture on photometry as applied to the study of supernovae *[http://www.supernovae.net/snecurv.htm Monitoring Type Ia Supernovae] - a discussion on measuring supernovae (includes a [http://www.supernovae.net/nutemp.gif diagram] showing a typical light curve) *[http://www.rochesterastronomy.org/supernova.html Latest Supernovae] - list of the currently observable supernovae *[http://www.astrosurf.com/snweb2/index.html Supernovae Home Page] - observations, images, measures and light curves for recent supernovae *[http://cfa-www.harvard.edu/iau/lists/RecentSupernovae.html List of Recent Supernovae] - a complete list of newly discovered supernovae [[Category:Astronomy]] [[Category:Astronomy Project|{{SUBPAGENAME}}]]] 14956 61865 2006-12-21T15:41:10Z JWSchmidt 20 {{Wikiversity-screenshot}} {{Wikiversity-screenshot}} 14957 61878 2006-12-21T16:02:48Z JWSchmidt 20 introduction Add a new [[w:Check box|Check box]] the MediaWiki search function. The new check box should allow users to quickly select or deselect all of the namespaces. [[Image:Searchcheckbox.png]] [[Category:MediaWiki Project]] 14963 79452 2007-01-21T04:33:52Z CQ 1939 /* See also */ [[Wikipedia Improvements]] '''Wikipedia''' is a free encyclopedia, where anyone can edit. __TOC__ == What is Wikipedia? == Wikipedia is a multilingual, Web-based, free-content encyclopedia project. The name is a portmanteau of the words wiki and encyclopedia. Wikipedia is written collaboratively by volunteers, allowing most of its articles to be edited by almost anyone with access to the Web site. Its main servers are in Tampa, Florida, with additional servers in Amsterdam and Seoul. Wikipedia was launched as an English language project on January 15, 2001, as a complement to the expert-written and now defunct Nupedia, and is now operated by the non-profit Wikimedia Foundation. It was created by Larry Sanger and Jimmy Wales; Sanger resigned from both Nupedia and Wikipedia on March 1, 2002. Wales has described Wikipedia as "an effort to create and distribute a multi-lingual free encyclopedia of the highest possible quality to every single person on the planet in their own language". Wikipedia has more than six million articles in many languages, including more than 1.5 million articles in the English-language version and more than half a million in the German-language version. There are 250 language editions of Wikipedia, and 18 of them have more than 50,000 articles. The German-language edition has been distributed on DVD-ROM, and there have been proposals for an English DVD or print edition. Since its inception, Wikipedia has steadily risen in popularity,[2] and has spawned several sister projects. According to Alexa, Wikipedia ranks among the top fifteen most visited sites, and many of its pages have been mirrored or forked by other sites, such as Answers.com. There has been controversy over Wikipedia's reliability and accuracy, with the site receiving criticism for its susceptibility to vandalism, uneven quality and inconsistency, systemic bias, and preference for consensus or popularity over credentials. Information is sometimes unconfirmed and questionable, lacking the proper sources that, in the eyes of most "Wikipedians" (as Wikipedia's contributors call themselves), are necessary for an article to be considered "high quality". However, a 2005 comparison performed by the science journal Nature of sections of Wikipedia and the Encyclopædia Britannica found that the two were close in terms of the accuracy of their articles on the natural sciences. This study was challenged by Encyclopedia Britannica, Inc., who described it as "fatally flawed". ==Projects for collaboration between Wikiversity and Wikipedia== *[http://en.wikipedia.org/wiki/Wikipedia:WikiProject_organized_debate Project for improving the quality of debating], could cooperate with [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Beta]. Cooperation between Wikipedia and Wikiversity has already started on the subject Friedrich Nietzsche. The [http://en.wikipedia.org/wiki/Wikipedia:WikiProject_organized_debate#Friedrich_Nietzsche debate] on Wikipedia in november 2007 will be preceded by a [[Topic:Nietzsche|course on Nietzsche]] at Wikiversity, which could start on may or june. *Software testing: there are some articles about testing on Wikipedia which need to be improved: see e.g. [http://academia.wikia.com/wiki/Journal_of_Computer_Science_and_Software_Engineering:Software_testing:White_box_design_techniques Journal of Computer Science and Software Engineering: Software testing: White box design techniques]. As stated [[Topic_talk:Software_testing/history_of_testing#LINKS_in:_history_of_testing_.3E_phases_in_software_development_models |here]] the improvement of articles on software testing is one goal. So with this approach people who are not participants of the [[Topic:Software_testing|software testing]] course will also profit in better articles. The advantage of the course also is, that it is available in English and German and so a comparison over both languages can be done. ==See also== *[[Wikiversity:Service community]] *[[Wikiversity and Wikipedia services]] *[[Wikipedia Improvements]] *... [[Category:Wikimedia]] 14964 62001 2006-12-21T23:33:45Z SB Johnny 61 <includeonly> <div class="multilingual" style="background:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em; width:510px"> {| | style="text-align:center" colspan="2" | '''What plant is this?''' |- | style="width:310px" | {{#if:{{{First image|{{{1|}}}}}} | <div style="margin:2px">[[Image:{{{First image|{{{1}}}}}}|300px]]</div>}} {{#if:{{{Second image|{{{2|}}}}}} | <div style="margin:2px">[[Image:{{{Second image|{{{2}}}}}}|300px]]</div>}} {{#if:{{{Third image|{{{3|}}}}}} | <div style="margin:2px">[[Image:{{{Third image|{{{3}}}}}}|300px]]</div>}} {{#if:{{{Fourth image|{{{4|}}}}}} | <div style="margin:2px">[[Image:{{{Fourth image|{{{4}}}}}}|300px]]</div>}} | style="width:200px" | <div class="NavFrame" style="text-align:center; border:0px;"> <div class="NavHead" style="background:transparent; text-align:center"> '''Scientific Name'''</div> <div class="NavContent" style="text-align:center">{{#if:{{{Binomial|{{{5|}}}}}} | ''{{{Binomial|{{{5}}}}}}'' }}</div> </div> <div class="NavEnd">&nbsp;</div> <div class="NavFrame" style="text-align:center; border:0px;"> <div class="NavHead" style="background:transparent; text-align:center"> '''Common (English) Name'''</div> <div class="NavContent" style="text-align:center">{{#if:{{{Common name{{{6|}}}}}} | {{{Common name|{{{6}}}}}} }}</div> </div> <div class="NavEnd">&nbsp;</div> <div class="NavFrame" style="text-align:center; border:0px;"> <div class="NavHead" style="text-align:center; border:0px;"> '''Links''' </div> <div class="NavContent" style="text-align:center"> {{#if:{{{wp|{{{Wikipedia|{{{7|}}}}}}}}} | [[w:{{{wp|{{{Wikipedia|{{{7}}}}}}}}}|Wikipedia article]] }} {{#if:{{{wb|{{{Wikibooks|{{{8|}}}}}}}}} | <br/>[[b:{{{wb|{{{Wikibooks|{{{8}}}}}}}}}|Wikibooks chapter]] }} {{#if:{{{c|{{{Commons|{{{9|}}}}}}}}} | <br/>[[commons:{{{c|{{{Commons|{{{9}}}}}}}}}|More images on Commons]] }} </div> </div> <div class="NavEnd">&nbsp;</div> |} </div> </includeonly> <noinclude> This template creates a test question for identifying plants from photos ==Usage== <pre> {{Whatplantquiz| | First image = | Second image = | Third image = | Fourth image = | Binomial = | Common name = | Wikipedia = | Wikibooks = | Commons = }} </pre> [[Category:Templates]] </noinclude> 14966 76680 2007-01-15T21:10:11Z JWSchmidt 20 format as a content development project Welcome to the Wikiversity Institute for Documentary Production. ==Department description== The Institute for Documentary Production is a Wikiversity content development project where participants create, organize and develop learning resources for Documentary Production. Documentary production is to be learned with a professional attitude. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie]] - Wikiversity community project to tell the story of the Wikiversity project. Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. From Masood.k masoodmba2007@gmail.com Film Student. Making documentary is some what different from making films.Here, more realistic approach rather than a fantasy is followed.Comparatively the cost for making a documentary is much less than making a film.Documentaries are made about different aspects of life.Cultural to professional,religious to politically motivated we can classify them with many sub heads. this much for today .I will go on add more and more information in the future. here after i will talk more about the technical side of making Documentary.Please share your information and view with me. thanking you my id is masoodmba2007@gmail.com [[Category:Media]] 14969 61947 2006-12-21T20:59:07Z Rêignerok 4410 New page: <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-al... <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''gl-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Este usuario pode contribuir cun nivel '''[[:Category:User gl-1|básico]]''' de '''[[:Category:User gl|galego]]'''.[[Category:User gl-1]]</td> </tr></table></div> 14970 61950 2006-12-21T21:06:50Z Hillgentleman 530 [[Usuario:Rêignerok]] moved to [[User:Rêignerok]]: language #REDIRECT [[User:Rêignerok]] 14971 62117 2006-12-22T18:49:36Z SB Johnny 61 The '''Plant identification''' project is for making quizzes where students can try to identify plants from photographs. Individual pages can be transcluded to make quizzes. Be careful not to make the quiz pages too large, out of courtesy for our friends with slow connections. ==How to make pages for individual plants== To start, just go to the [[/Plant list/]] page, and add the plant to the list there (in alphabetical order) using the following link style: <pre> *[[../Scientific name/]] </pre> This will create a "red link" to the subpage you want to create. Click on that red link, then paste the following onto the page: <pre> <noinclude>Add this to a quiz page by copying and pasting ::::<tt><no<nowiki>wiki>{{:</no</nowiki>wiki>{{FULLPAGENAME}}<now<nowiki>iki>}}</no</nowiki>wiki><tt> </noinclude> ---- {{Whatplantquiz| | First image = | Second image = | Third image = | Fourth image = | Binomial = | Common name = | Wikipedia = | Wikibooks = | Commons = }} <noinclude>[[Category:Plant identification|{{SUBPAGENAME}}]]</noinclude> </pre> ==How to make quizzes== Quizzes can be made for any reason. For Wikiversity purposes, some will be created as adjuncts to the [[Bloom clock]], but users are encouraged to make quizzes for any purpose, such as study aids for University or other classes. ==Quizzes== *[[/Quiz 1/]] (Mid-Atlantic, USA: Winter) [[Category:Plant identification]] 14972 69406 2007-01-10T03:37:15Z JWSchmidt 20 [[Category:Plant identification]] <noinclude>Add this to a quiz page by copying and pasting ::::<nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki> </noinclude>{{Whatplantquiz| | First image = Hamamelis_Flower.jpg | Second image = Zaubernuss_Blüte_Detail_2006_041a.jpg | Third image = | Fourth image = | Binomial = Hamamelis x intermedia | Common name = Hybrid Witch Hazel | Wikipedia = Hamamelis | Wikibooks = A Wikimanual of Gardening/Hamamelis | Commons = Hamamelis }} [[Category:Plant identification]] 14973 75246 2007-01-13T15:50:59Z SB Johnny 61 <noinclude>Add this to a quiz page by copying and pasting ::::<nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki> </noinclude>{{Whatplantquiz| | First image = SKUNKCABBAGE-MOSS-400X575.jpg | Second image = Symplocarpus foetidus 001.JPG | Third image = Symplocarpus foetidus 002.JPG | Fourth image = Symplocarpus foetidus 003.JPG | Binomial = Symplocarpus foetidus | Common name = Eastern Skunk Cabbage | Wikipedia = Eastern Skunk Cabbage | Wikibooks = | Commons = Symplocarpus foetidus }} [[Category:Plant identification]] 14974 76307 2007-01-15T03:04:10Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] <noinclude>Add this to a quiz page by copying and pasting ::::<nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki> </noinclude>{{Whatplantquiz| | First image = Kleine veldkers Cardamine hirsuta plant.jpg | Second image = Kleine veldkers bloem Cardamine hirsuta flower.jpg | Third image = | Fourth image = | Binomial = Cardamine hirsuta | Common name = Hairy bittercress | Wikipedia = Cardamine hirsuta | Wikibooks = A Wikimanual of Gardening/Cardamine hirsuta | Commons = Cardamine hirsuta }} [[Category:Plant identification]] 14976 69409 2007-01-10T03:38:47Z JWSchmidt 20 [[Category:Plant identification]] <noinclude>Add this to a quiz page by copying and pasting ::::<nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki> </noinclude>{{Whatplantquiz| | First image = Dandelion clock.jpg | Second image = Taraxacum_officinalis_DSC02036.JPG | Third image = | Fourth image = | Binomial = Taraxacum officinalis | Common name = Common dandelion | Wikipedia = Taraxacum officinalis | Wikibooks = A Wikimanual of Gardening/Taraxacum officinalis | Commons = Taraxacum officinalis }} [[Category:Plant identification]] 14977 69407 2007-01-10T03:37:52Z JWSchmidt 20 [[Category:Plant identification]] These plants were found blooming on a Pennsylvania farm on Dec 21, 2006. ---- {{:Plant identification/Symplocarpus foetidus}} ---- {{:Plant identification/Cardamine hirsuta}} ---- {{:Plant identification/Taraxacum officinalis}} [[Category:Plant identification]] 14979 62089 2006-12-22T17:39:43Z SB Johnny 61 <noinclude>Add this to a quiz page by copying and pasting ::::<nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki> </noinclude>{{Whatplantquiz| | First image = OrangetreeMesaAZMar302006.png | Second image = | Third image = | Fourth image = | Binomial = Citrus sinensis | Common name = Orange tree | Wikipedia = Citrus sinensis | Wikibooks = | Commons = Citrus sinensis }} [[Category:Plant identification|{{SUBPAGENAME}}]] 14981 76194 2007-01-15T02:43:52Z Robert Elliott 1436 Roll Back __NOTOC__ <center> {{Basic filmmaking:Table of contents:Storyboarding:Pop Quiz}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear action apply.png|32px]] Please take this [[LessonPage:Thumbnail Storyboard Pop Quiz|pop quiz!]] [[Image:Crystal Clear app clock.png|32px]]</big></center> |- | style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Crystal Clear action demo.png|96px|right]] === What is the first shot?=== Read the beginning of the story on the right. Then decide what is the first shot for this movie. And what is the second shot for this movie? Select from the pictures below or create your own. <center>[[Special:Emailuser/Robert_Elliott | Email me with your answers!]]. [[Image:Crystal Clear app xfmail.png|32px]]</center> | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:StarWarsPosterPainting.jpg|96px|right]] <center><h4>The beginning of our story</h4></center> An older and very wise person and a young person (about 12 years old) have just seen the movie, ''Star Wars''. They now stand in front of the theater, looking at the movie poster. |} {| cellpadding="0" cellspacing="0" style="width: 99%; background-color: #dddddd; margin-left: auto; margin-right: auto" | style="background-color: #eeeeee; border: 1px solid #ffffff; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="3" | <center><big><br><big><font color="navy">Question #1</font> - What is the first frame of the movie? ([[WikiU Film School Point System|2 points]]) <br><br><font color="navy">Question #2</font> - Why did you select this frame? ([[WikiU Film School Point System|2 points]]) </big></big><small>There is no correct answer. You must decide what you prefer!!!!</small><br><br> ---- ---- <big><font color="DarkRed">Here is a wide selection of possible first frames.</font></big> |- <!--Column 1--> | style="width: 33%; background-color: #dddddd; " | <center><br> [[Image:SBTDS Two shot distant telephoto.jpg|200px]] <br>1<br><br> [[Image:SBTDS OpeningShotFront.jpg]] <br>2<br><br> [[Image:SBTDS Side shot limited depth of field.jpg|200px]] <br>3<br><br> [[Image:SBTDS Two shot side front.jpg|200px]] <br>4<br><br> [[Image:SBTDS Extreme close up shot side.jpg|200px]] <br>5<br><br> [[Image:SBTDS Close up side.jpg|200px]] <br>6<br><br> [[Image:SBTDS OpeningBlankQ.jpg]] <br> What is your first shot? </center> <!--Column 2--> | style="width: 33%; background-color: #dddddd; " | <center><br> [[Image:SBTDS OpeningShotBack.jpg]] <br>8<br><br> [[Image:SBTDS Close Up Telelphoto.jpg|200px]] <br>9<br><br> [[Image:SBTDS OpeningShotPoster.jpg]] <br>10<br><br> [[Image:SBTDS Two shot looking down.jpg|200px]] <br>11<br><br> [[Image:SBTDS Medium shot side back.jpg|200px]] <br>12<br><br> [[Image:SBTDS Medium shot back side head turned.jpg|200px]] <br>13<br><br> [[Image:SBTDS OpeningBlankQ.jpg]] <br> What is your second shot? </center> <!--Column 3--> | style="width: 33%; background-color: #dddddd; " | <center><br> [[Image:SBTDS Two shot side rear.jpg|200px]] <br>15<br><br> [[Image:SBTDS Close Up From High Left.jpg|200px]] <br>16<br><br> [[Image:SBTDS Medium shot looking up.jpg|200px]] <br>17<br><br> [[Image:SBTDS Head shot from left.jpg|200px]] <br>18<br><br> [[Image:SBTDS Extreme close up from left.jpg|200px]] <br>19<br><br> [[Image:SBTDS Tight Two shot from left.jpg|200px]] <br>20<br><br> [[Image:SBTDS Two shot side limited depth.jpg|200px]] <br> 21 </center> |- | style="background-color: #eeeeee; border: 1px solid #ffffff; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="3" | <br><center><big><font color="DarkRed">Decide what you want for your first frame.</font></big><br>{{email|user=Robert_Elliott|subject=My answer for the Pop Quiz|text=Email me with your answer.}} {{Click|image=Crystal Clear app xfmail.png|link=Special:Emailuser/Robert_Elliott|width=128px|height=128px}}<br> [[Image:Crystal Clear action bookmark.png|24px]] [[WikiU Film School Point System|2 points]] for your selection and [[WikiU Film School Point System|2 points]] for your reason why! [[Image:Crystal Clear action bookmark.png|24px]] ---- ---- <small>If you do not like any of these frames, create your own frame.</small> ---- ---- <br><br>*** These pictures are from the <font color="orangeRed">'''free''' </font>demo version of [http://www.frameforge3d.com FrameForge 3D Studio]<br>which is a fantastic program for learning about storyboarding.<br><br></center> |} <br> <center> {{Storyboard Pop Quiz Answers}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|right|200px]] ==The Next Page== :Continue this lesson at [[Lesson:Thumbnail Storyboard | Introduction and lesson summary]] for creating the thumbnail storyboards. {{Contact your instructor: Filmmaking}} |} <!--{{Reference materials for the Storyboarding Lesson of Course 1}}--> ---- ---- [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Quizzes]] 14983 62022 2006-12-22T02:25:07Z Jechasteen 168 An F, in bass clef == Summary == An F, in bass clef == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14984 62023 2006-12-22T02:27:05Z Jechasteen 168 A D, in bass clef == Summary == A D, in bass clef == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14985 62024 2006-12-22T02:28:40Z Jechasteen 168 A Bb, in bass clef == Summary == A Bb, in bass clef == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 14986 68606 2007-01-09T13:11:50Z Mystictim 626 added category learning activities == First Notes == Now that you know how to form your embouchure and how to control your breath, we will start to learn how to put that learning into practice. First, let's learn a note and how to play it. [[Image:Fbass.jpg|125px]] In bass clef, this is a '''F''' and is fingered using the open fingering (no valves pressed). To play this note, first play it on a piano and match the pitch ''with your voice'' and then attempt matching that pitch with your instrument. [[Category:Music]] [[Category:Learning activities]] 14987 76825 2007-01-16T00:24:05Z JWSchmidt 20 [[Category:Education]] This is the space where the Spring 2007 Indiana University R626 class will be creating a course for instructional strategies and tactics. [[Category:Education]] 14989 75861 2007-01-14T19:30:41Z Historybuff 5228 removed help request, added cat [[Category: Networking]] 14991 62067 2006-12-22T15:47:23Z SB Johnny 61 catagory woes... [[Category:Plant Sciences]] 14992 62071 2006-12-22T16:02:47Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Homework assignment for formatting the script of Course #1 in basic filmmaking. |- == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Homework assignment for formatting the script of Course #1 in basic filmmaking. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in Final Draft demo version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Elatanatari]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | The first lesson of in Basic Filmmaking which is [[Lesson:Formatting_the_script ]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 14993 69418 2007-01-10T03:46:44Z JWSchmidt 20 [[Category:Electronic engineering]] {{welcome and expand|203.145.159.40}} [[Category:Electronic engineering]] 14997 76714 2007-01-15T21:55:44Z JWSchmidt 20 [[Category:Business]] {{welcome and expand}} [[Category:Business]] 14998 62115 2006-12-22T18:47:01Z SB Johnny 61 <noinclude>Add this to a quiz page by copying and pasting ::::<tt><nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki></tt> </noinclude> ---- {{Whatplantquiz| | First image = Chickweed (aka).jpg | Second image = Stellaria media growing in riverjack mulch.JPG | Third image = | Fourth image = | Binomial = Stellaria media | Common name = Common chickweed | Wikipedia = Stellaria media | Wikibooks = A Wikimanual of Gardening/Stellaria media | Commons = Stellaria media }} <noinclude>[[Category:Plant identification|{{SUBPAGENAME}}]]</noinclude> 14999 65486 2007-01-02T14:50:52Z SB Johnny 61 *[[../Acer griseum/]] *[[../Cardamine hirsuta/]] *[[../Citrus sinensis/]] *[[../Hamamelis x intermedia/]] *[[../Senecio vulgaris/]] *[[../Stellaria media/]] *[[../Symplocarpus foetidus/]] *[[../Taraxacum officinalis/]] [[Category:Plant identification| ]] 15001 68355 2007-01-08T22:00:38Z JWSchmidt 20 [[Category:Human physiology]] [http://en.wikipedia.org/wiki/Gastrointestinal_tract] [[Category:Human physiology]] 15003 62114 2006-12-22T18:38:49Z Riad 4000 Image from http://www.conwaygastro.com == Summary == Image from http://www.conwaygastro.com == Licensing == {{CC-BY-2.5}} 15004 62120 2006-12-22T18:53:26Z SB Johnny 61 <noinclude>Add this to a quiz page by copying and pasting ::::<tt><nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki><tt> </noinclude> ---- {{Whatplantquiz| | First image = Senecio vulgaris.jpg | Second image = Senecio vulgaris2.jpg | Third image = | Fourth image = | Binomial = Senecio vulgaris | Common name = Common groundsel | Wikipedia = Senecio vulgaris | Wikibooks = A Wikimanual of Gardening/Senecio vulgaris | Commons = Senecio vulgaris }} <noinclude>[[Category:Plant identification|{{SUBPAGENAME}}]]</noinclude> 15005 62123 2006-12-22T18:59:15Z SB Johnny 61 {{:Plant identification/Cardamine hirsuta}} {{:Plant identification/Senecio vulgaris}} {{:Plant identification/Stellaria media}} {{:Plant identification/Taraxacum officinalis}} 15006 67037 2007-01-05T14:44:09Z 66.28.235.62 [[Image:collaboration.jpg|right|]] == We build concepts everyday == Without concepts, how would we be able to think? Through human language, we have constructed for ourselves a multitude of concepts, some primitive, some new--others "under construction"-- that guide the way we think about phenomena and surrounding objects. Concepts are more than words (which are symbols). Concepts are ideas. The singular term "dog" is not a concept because it is not considered a mental construct; it is, rather, a term or a word, the denotation of an object. A dog is conceptualized, for example, when one begins to differentiate between "dog as best friend" and "dog as delicacy". By attaching another attribute ("edible") to the object ("dog"), we add meaning and make it more conceptually developed. Concepts, however, are sometimes total abstractions from the physical realm, unavailable to the naked eye, necessarily fuzzy. Yet we find many instances of consensus across societies on the properties of concepts. Take the idea of "happiness". It is a concept that most people of similar ages from Peru to Pakistan will recognize on similar ("intersubjective") standards. It is only when discussing the particulars of what may constitute happiness, does one begin to observe a divergence in the way different societies conceive the mental models that shape concepts of "happiness" for them. For example, in some societies, there may be a close relationship between the dual concepts of "vocational success" and "happiness", whereas in others, there may be no obvious correlation. Even under circumstances of extreme agreement over the nature of a concept between two thinkers, there is still room to explore the specific shape and form these concepts take within the cognizer's mental imagery. Chances are, the way they measure what is and what is not a part of the concept, diverges at a certain point. Cognitive psychology posits that the human mind understands new concepts by assimilating them to a pre-constructed framework of understanding.<ref name="Ausubel">Ausubel, D.P (1978). Educational psychology: A cognitive view (2nd ed.). New York: Holt, Rinehart and Winston</ref> Like a fingerprint, the cognitive structure of an individual is always unique and will have the effect of appropriating new information in a way that relates to the overall framework or cognitive structure humans develop (or inherit) during the course of their lives. Stated simply, humans do not conceive meanings for objects/abstractions in a vacuum; meanings arise vis-a-vis their relation to pre-formulated intellectual structures of the individual and society. The most obvious intermediary, of course, being language which entangles itself into the individual's thought process. Necessarily, then, we are all "seeing" these concepts a bit differently since, at the social level, we do not escape language, its discourses, as well as our life narrative which imbues the field of vision/imagination with individualized mental constructs. Within the context of the Wikiversity, "seeing" concepts differently is a very good thing. Wikiversity collaboration wants to both conserve these differences and blend them in collaboration. A concept building space properly designed helps co-participants flex their intellectual powers through a dialogical process of mutual discovery. ==Proposal== Under this learning project page, Wikiversity pedagogues share a space to enrich a curriculum designed for collaboratively-authored concept building exercises. == First Proposed Exercise: "Backing Away from Knowledge" or "Blind Concept Building" == This exercise would still harness the powers of Wiki collaboration, but departs drastically from the Wikipedia model in one sense: the exercise, rather than drawing from the genealogy of produced knowledge (that has already cast its definitions onto concepts), it is attempting to intellectualize from scratch. Since the introduction of the Gutenberg Press, there may have been, let's say, 678 books written to serve the purpose of explaining what happiness is. The traditional encyclopedic task then, is to synthesize all the authoritative literature on happiness into a knowledge compendium format. Wikipedia's [http://en.wikipedia.org/wiki/Happiness happiness] article does exactly just that. As noble as that may be, this particular exercise isn't about "standing on the shoulders of giants". Rather, the exercise, by design, guides students to think through the legacy of human-made mental constructs (thanks to literature and research) of the phenomena and ideas that constitute our lived experiences. There are so many socially accepted ideas already existing as "stable" knowledge or concept that can, and should be, re-conceived by way of the conceptualization process: such concepts exist under terms like terrorism, freedom, war, modernity, God-- to name a few. Conceptualizing within the context of this project entails drawing from one's inner voice when searching for the right language to explain a concept. Imagine having to write a book on a newly discovered emotion, but you are confined to a jail cell that affords you no access to any books or reference materials. Students placed into this exercise would now be in the position of producing knowledge from the first link onward. Students would be specifically asked to produce definitions for concepts through collaborative composition under similar guidelines used to craft exploratory essays (thesis, supporting arguments, conclusion, etc..). Students would italicize what they believe to be the thesis, or the irreducible, core essence of the concept's definition. During the crafting of the "concepts" article, it is the facilitator's role to make sure participants are insulating their definitions from tautological explanations and external sources (reference works, literature, research) which relieves participants of the burden of explication (hence "blind" concept building). ==Second exercise: Citation-supported concept building== This second exercise can either be an alternative or supplement to blind concept building. This time, participants are allowed to propose definitions for concepts that are supported with research of primary reference materials. As with college research papers, citing encyclopedias, dictionaries and other derivative sources are not allowed. It would be fair to equate this with collaborative research; however, unlike the traditional collaborations found within academic and corporate research communities, the Wikiversity is opening itself to new participant pools that combine a diverse multitude of minds. == How the Conceptualization exercise would work in the Wikiversity == *Hotwords In his essay "Is the Wikipedia neutral?", Joseph Reagle explains that Wikipedia's "Neutral Point of View"-- the guideline which stresses objective, unbiased, fair writing-- functions primarily as a "heat shield". Points of View and knowledge creation, by definition, don't go well together, so Wikipedia relies on "neutrality" as a convention to keep the collaborative process well oiled. But this is not Wikipedia. This is Wikiversity, where the learning process takes precedent over the ability to present neat, ready-to-consume knowledge products. Quickly, if everything is designed just right, participants will begin to converge on "hotwords," and things indeed will become quite hot. ==Potential concepts worth exploring== *'''Justice''' and/or '''Righteousness''' *'''Heaven''' (inspired by Barbara Walter's recent ABC documentary covering what Heaven means to several communities, religious and non) *'''War''' **See also: [[War Seminar]] *'''Apartheid''' (Jimmy Carter has sparked a furor over his use of the term "apartheid" to characterize Palestinian living today under the Israeli state *'''Human Nature''' (related to: [[w:Original sin|original sin]] and [[w:Holiness|holiness]]) **[[w:mind|mind]], [[w:Brain|brain]], [[w:Soul|soul]] **See also: [[God Gene]] == The benefits of collaboratively building concepts == *Co-participants expose, share their thought processes. By doing this, they discover how their own mental models (that aid in understanding purportedly "obvious" characteristics of a given concept) fare in a comparative learning environment. They may find commonalities or differences, thus prompting the reconstruction, refinement, or blending of their concepts. *Without any sources to draw (and depend) from, participants are strengthening their own critical thinking and composition skills. ===Notes=== <references/> ==Notes under construction== *Earl R. Babbie, The Practice of Social Research (Wadsworth Publishing, 2003). Chapter 5: Conceptualization Processes. *Steven H. Chaffee, Explication (Communication Concepts) (Sage Publications, Inc, 1991). *Lévi-Strauss, Claude. The savage mind (The Nature of human society series). University of Chicago Press, 1966. *Ivana Markovà, Dialogicality and Social Representations: the dynamics of mind (Cambridge University, 2003). ===Suggested future readings=== *Deutscher, Guy, The Unfolding of Language: An Evolutionary Tour of Mankind's Greatest Invention, Metropolitan Books, 2005 *Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine Cognition, 2006", available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf. *Wilson, Edward O. Consilience: The Unity of Knowledge. Reprint edition, Vintage, 1999. ==External links== *[[w:Concept|Concept]] - Wikipedia article [[w:Semantic wiki|Semantic wiki]] - Wikipedia article {{plp}} [[Category:Interdisciplinary Studies]] 15009 62189 2006-12-22T23:09:16Z Riad 4000 From Medscape.com == Summary == From Medscape.com == Licensing == {{GFDL}} 15010 62201 2006-12-23T00:11:35Z Balloonguy 338 [[Items found at Wiktionary]] moved to [[Topic:Japanese/Materials/Wiktionary]]: To fit naming conventions #REDIRECT [[Topic:Japanese/Materials/Wiktionary]] 15013 74292 2007-01-12T22:28:19Z Historybuff 5228 Added Ruby category ==Introduction== A website was created with a laptop running Windows XP and hosted with Site5. Notes are below outlining steps, and there are links to sites that explain steps in additional detail. ==Instant Rails and RadRails== Instant Rails version 1.4 provides Rad Rails support as of the time of this writing (December 23, 2006). There are sites available to download [http://rubyforge.org/frs/?group_id=904 Instant Rails] and [http://www.radrails.org/ RadRails]. A link is provided to [http://instantrails.rubyforge.org/wiki/wiki.pl?RadRails instructions] about how to install and run Instant Rails and RadRails together. Note that the Instant Rails ruby executable was added as an Installed Interpreter. ==Configure Putty & Plink on WinXP to Enable Site5 Subversion Repository== Note that a first step is request Bash shell access. There are helpful [http://forums.site5.com/showthread.php?t=11009 instructions] on Site5 community forum about using a keypair to bypass typing a password, creating a repository, and connecting to the repository. Tortoiseplink was used in place of plink, and a full directory listing was used when referencing plink in the subversion config file. There is a note online explaining this detail in an posted e-mail about an [http://svn.haxx.se/subusers/archive-2005-08/0058.shtml svn+ssh solution]. The program tortoiseplink.exe was used after downloading [http://tortoisesvn.net/downloads TortoiseSVN] There are help contents in RadRails that explain how to create a repository location within RadRails. The section is titled "Creating a new Repository Location." There is also a section about how to configure a svn+ssh connection. The section title is "How do I configure an svn+ssh:// connection?" If everything proceeds well, one is able to upload a project to repository created on a site5 account. Uploading a project to a subdirectory of repos by using a "team" option to commit to a repository with RadRails. ==Setting up Application and Deploying== There sites available that includes an explanation about setting up an application to be deployed; examples are [http://www.thebitguru.com/articles/9-Setting+up+Capistrano+on+Site5/141-Setting+up+your+development+environment thebitguru.com] and [http://fluctisonous.com/2006/11/19/moving-home-with-capistrano-on-site5 fluctisonous.com]. After configuring files, it should be possible to upload an application to a repository and deploy it with commands "rake remote:exec ACTION=setup" and "rake deploy", respectively. These can be entered from within the ruby console created with Instant Rails. There are [http://forums.site5.com/showthread.php?t=6474 instructions] about modifying database.yml, and mySQL databases were created and permissions granted with SiteAdmin, an online tool provided by Site5. A database was named onethrea_demo, and the following line was used to [http://forums.site5.com/showthread.php?t=6474 populate the database] from within the db directory of the app: mysql -u onethrea -p onethrea_demo /db/schema.mysql.sql Note that a sub-directory can be created within the public_html folder, and a symbolic link is used to connect the application with the sub-directory. See post #7 in a [http://207.99.78.38/showthread.php?p=56757 link] provided to see information about creating a symbolic link. ==Dispatch.cgi, Dispatch.fcgi, and Dispatch.rb== There are discussions on a site5 forums may be relevant regarding editing dispatch files. *[http://forums.site5.com/showthread.php?t=11569 Premature end of script headers] *[http://207.99.78.38/showthread.php?p=56757 Need help getting application on site5] Use a unix editor over ssh to edit dispatch.cgi and dispatch.fcgi files, since there are different line endings involved when using windows editors. This advice and additional comments can be found in post #7 on the [http://207.99.78.38/showthread.php?p=56757 page of a site5 forum]. ==Remote Access to Site5== There is a [http://forums.site5.com/showthread.php?t=3706 post on Site5] regarding remote access to a MySQL database. ==Solving Issues== The error log found under SiteAdmin is a useful tool when attempting to determine sources of error. This can be found under error logs of "Stats and Web Logs". It can also be helpful to use the File Manager included with site5, FileZilla, or an ssh tool to determine whether files have been successfully been loaded and locations of files. ==Downloads== *InstantRails [http://instantrails.rubyforge.org/wiki/wiki.pl] *RadRails [http://www.radrails.org/] *SecureCRT [http://www.vandyke.com/products/securecrt/] *Putty [http://www.chiark.greenend.org.uk/~sgtatham/putty/download.html] *TortoiseSVN [http://tortoisesvn.net/] *FileZilla [http://filezilla.sourceforge.net/] [[Category:Ruby]] 15014 62225 2006-12-23T05:54:29Z Heltec 3202 Made to look like 3DX. Made in Photoshop 7. == Summary == Made to look like 3DX. Made in Photoshop 7. == Licensing == {{GFDL-self}} 15015 62229 2006-12-23T06:17:29Z Heltec 3202 A Fish. Made in PS7. == Summary == A Fish. Made in PS7. == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 15016 69386 2007-01-10T03:13:14Z JWSchmidt 20 [[Category:Graphics]] ''[[Topic:Photoshop| ↑ Back to Photoshop]]'' ==Background Removal== In Photo editing a fair amount of what people do on a daily basis is removing the background of a picture or image. This can be accomplished many ways, but this lesson discusses only 4. To accomplish this it is recommended you read the [[Lesson:Photoshop basics|Basics Tutorial]] first. ==Easy Methods== 2 of the easiest ways to remove a background are using "wizard" tools and using the lasso tool. ===Wizard Tools=== Wizard tools are very useful if you want to remove the background of something with a solid background. Lets say we want to remove the blue background of the following image:<br> [[Image:FISH1.png|100px]]<br> First, get out the '''magic wand''' tool. It can be found next to the lasso tool and below the move tool. Then look at the background. If it is 100% one color, set the Tolerance to 0 (If you don't know what that means, please refer to the basics tutorial) Otherwise, set it slightly higher (use this method only on solid or mostly solid backgrounds) [[Category:Graphics]] 15017 67825 2007-01-08T01:42:02Z JWSchmidt 20 [[Category:Biomedical Engineering]] Materials used for biological purposes e.g metals, ceramics and polymers [[Category:Biomedical Engineering]] 15018 70362 2007-01-11T02:01:47Z JWSchmidt 20 [[Category:Information Technology]] <!-- PLEASE LEAVE THIS AS-IS --> {{IT-141_Info}} <!-- NOTE: THIS REGISTRATION PAGE IS ACTIVELY MONITORED, PLEASE DON'T BUMP OTHER STUDENTS OFF THE REGISTRATION LIST AND FOLLOW THE INSTRUCTIONS BELOW --> <!-- FIND A SPOT THAT SAYS ''empty'' AND REPLACE EMPTY WITH "~~~~" (WITHOUT THE QUOTES THOUGH). IF ALL SPOTS ARE TAKEN ADD "# ~~~~~" (WITHOUT THE QUOTES) TO THE BOTTOM OF THE ALTERNATE STUDENTS LIST, ALTERNATE STUDENTS WILL BE ACCEPTED IF INSTRUCTOR AGREES TO OVERLOAD THE CLASS OR IF A STUDENT DROPS THE CLASS AND THE INSTRUCTOR DEEMS IT EARLY ENOUGH IN THE CLASS TO ACCEPT NEW STUDENTS. --> STUDENTS: # ''Ragpicker14@gmail.com'' # ''Ahdc_me@yahoo.com'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' ALTERNATE STUDENTS: # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' [[Category:Information Technology]] 15019 70363 2007-01-11T02:02:12Z JWSchmidt 20 [[Category:Information Technology]] <!-- PLEASE LEAVE THIS AS-IS --> {{IT-142_Info}} <!-- NOTE: THIS REGISTRATION PAGE IS ACTIVELY MONITORED, PLEASE DON'T BUMP OTHER STUDENTS OFF THE REGISTRATION LIST AND FOLLOW THE INSTRUCTIONS BELOW --> <!-- FIND A SPOT THAT SAYS ''empty'' AND REPLACE EMPTY WITH "~~~~" (WITHOUT THE QUOTES THOUGH). IF ALL SPOTS ARE TAKEN ADD "# ~~~~~" (WITHOUT THE QUOTES) TO THE BOTTOM OF THE ALTERNATE STUDENTS LIST, ALTERNATE STUDENTS WILL BE ACCEPTED IF INSTRUCTOR AGREES TO OVERLOAD THE CLASS OR IF A STUDENT DROPS THE CLASS AND THE INSTRUCTOR DEEMS IT EARLY ENOUGH IN THE CLASS TO ACCEPT NEW STUDENTS. --> STUDENTS: # ''jackmatthewanderson@yahoo.com'' # ''ragpicker14@gmail.com'' # ''hempalshrestha@gmail.com'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' ALTERNATE STUDENTS: # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' [[Category:Information Technology]] 15020 70364 2007-01-11T02:02:49Z JWSchmidt 20 [[Category:Information Technology]] <!-- PLEASE LEAVE THIS AS-IS --> {{IT-150_Info}} <!-- NOTE: THIS REGISTRATION PAGE IS ACTIVELY MONITORED, PLEASE DON'T BUMP OTHER STUDENTS OFF THE REGISTRATION LIST AND FOLLOW THE INSTRUCTIONS BELOW --> <!-- FIND A SPOT THAT SAYS ''empty'' AND REPLACE EMPTY WITH "~~~~" (WITHOUT THE QUOTES THOUGH). IF ALL SPOTS ARE TAKEN ADD "# ~~~~~" (WITHOUT THE QUOTES) TO THE BOTTOM OF THE ALTERNATE STUDENTS LIST, ALTERNATE STUDENTS WILL BE ACCEPTED IF INSTRUCTOR AGREES TO OVERLOAD THE CLASS OR IF A STUDENT DROPS THE CLASS AND THE INSTRUCTOR DEEMS IT EARLY ENOUGH IN THE CLASS TO ACCEPT NEW STUDENTS. --> STUDENTS: # ''Ragpicker14@gmail.com'' # ''lorned@gmail.com'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' ALTERNATE STUDENTS: # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' [[Category:Information Technology]] 15021 70365 2007-01-11T02:03:12Z JWSchmidt 20 [[Category:Information Technology]] <!-- PLEASE LEAVE THIS AS-IS --> {{IT-160_Info}} <!-- NOTE: THIS REGISTRATION PAGE IS ACTIVELY MONITORED, PLEASE DON'T BUMP OTHER STUDENTS OFF THE REGISTRATION LIST AND FOLLOW THE INSTRUCTIONS BELOW --> <!-- FIND A SPOT THAT SAYS ''empty'' AND REPLACE EMPTY WITH "~~~~" (WITHOUT THE QUOTES THOUGH). IF ALL SPOTS ARE TAKEN ADD "# ~~~~~" (WITHOUT THE QUOTES) TO THE BOTTOM OF THE ALTERNATE STUDENTS LIST, ALTERNATE STUDENTS WILL BE ACCEPTED IF INSTRUCTOR AGREES TO OVERLOAD THE CLASS OR IF A STUDENT DROPS THE CLASS AND THE INSTRUCTOR DEEMS IT EARLY ENOUGH IN THE CLASS TO ACCEPT NEW STUDENTS. --> STUDENTS: # ''[[User:Engram|Engram]] 18:38, 26 December 2006 (UTC)'' # ''ragpicker14@gmail.com'' # ''Ahdc_me@yahoo.com'' # ''KERIANKO'' # ''lorned@gmail.com'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' ALTERNATE STUDENTS: # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' # ''empty'' [[Category:Information Technology]] 15022 62249 2006-12-23T08:57:56Z Ryan524 1624 [[School of Information Technology Registeration Center]] moved to [[School of Information Technology Registration Center]]: fixed title typo #REDIRECT [[School of Information Technology Registration Center]] 15023 62251 2006-12-23T08:58:40Z Ryan524 1624 [[School of Information Technology Registeration Center/IT-101 (IT vs CS)]] moved to [[School of Information Technology Registration Center/IT-101 (IT vs CS)]]: typo fix in title #REDIRECT [[School of Information Technology Registration Center/IT-101 (IT vs CS)]] 15024 62253 2006-12-23T09:00:37Z Ryan524 1624 [[School of Information Technology Registeration Center/IT-141 (Fundamentals of Hardware)]] moved to [[School of Information Technology Registration Center/IT-141 (Fundamentals of Hardware)]]: title typo fix #REDIRECT [[School of Information Technology Registration Center/IT-141 (Fundamentals of Hardware)]] 15025 62255 2006-12-23T09:01:19Z Ryan524 1624 [[School of Information Technology Registeration Center/IT-142 (Fundamentals of The Internet)]] moved to [[School of Information Technology Registration Center/IT-142 (Fundamentals of The Internet)]]: title typo fix #REDIRECT [[School of Information Technology Registration Center/IT-142 (Fundamentals of The Internet)]] 15026 62257 2006-12-23T09:02:01Z Ryan524 1624 [[School of Information Technology Registeration Center/IT-150 (Fundamentals of Operating Systems)]] moved to [[School of Information Technology Registration Center/IT-150 (Fundamentals of Operating Systems)]]: title typo fix #REDIRECT [[School of Information Technology Registration Center/IT-150 (Fundamentals of Operating Systems)]] 15027 62259 2006-12-23T09:02:53Z Ryan524 1624 [[School of Information Technology Registeration Center/IT-160 (Fundamentals of Programing)]] moved to [[School of Information Technology Registration Center/IT-160 (Fundamentals of Programing)]]: title typo fix #REDIRECT [[School of Information Technology Registration Center/IT-160 (Fundamentals of Programing)]] 15028 62265 2006-12-23T09:22:59Z Ryan524 1624 This course is designed to be an introduction to computer hardware. The goal of this course is to provide the students with the fundamental understanding of computer hardware. Credits: 3.0 15029 62266 2006-12-23T09:23:44Z Ryan524 1624 This course is designed to provide the students with a fundamental understanding of what this thing called the internet is and how it applies in a business environment. Credits: 1.0 15030 62267 2006-12-23T09:24:11Z Ryan524 1624 This course is designed to provide students with the fundamental understanding of what an operating system consists of, as well as how they are used in the business environment. Credits: 2.0 15031 62268 2006-12-23T09:24:59Z Ryan524 1624 This course is designed to provide a fundamental understanding of programming to the students and involves basic hands-on work with macro programming in VBA for Excel. For those students without Excel please contact the instructor for alternate coursework. Credits: 3.0 15032 62272 2006-12-23T09:44:08Z Ryan524 1624 New page: ==About This Course== {{IT-141_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and c... ==About This Course== {{IT-141_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and contribute as they feel so inclined. If you wish to be the instructor for your own class feel free to do so, a tutorial on how to do so is coming soon. [[Category:Information Technology]] 15033 62273 2006-12-23T09:44:53Z Ryan524 1624 New page: ==About This Course== {{IT-142_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and c... ==About This Course== {{IT-142_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and contribute as they feel so inclined. If you wish to be the instructor for your own class feel free to do so, a tutorial on how to do so is coming soon. [[Category:Information Technology]] 15034 62274 2006-12-23T09:45:44Z Ryan524 1624 New page: ==About This Course== {{IT-150_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and c... ==About This Course== {{IT-150_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and contribute as they feel so inclined. If you wish to be the instructor for your own class feel free to do so, a tutorial on how to do so is coming soon. [[Category:Information Technology]] 15035 62275 2006-12-23T09:46:25Z Ryan524 1624 New page: ==About This Course== {{IT-160_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and c... ==About This Course== {{IT-160_Info}} ==The Instructor== The primary instructor for this course is: [[User:Ryan524|Ryan]], however anyone is free to edit the associated course pages and contribute as they feel so inclined. If you wish to be the instructor for your own class feel free to do so, a tutorial on how to do so is coming soon. [[Category:Information Technology]] 15036 62276 2006-12-23T09:52:35Z Ryan524 1624 Redirecting to [[IT-101 (IT vs CS)]] #REDIRECT [[IT-101 (IT vs CS)]] 15037 62277 2006-12-23T09:53:10Z Ryan524 1624 Redirecting to [[IT-141 (Fundamentals of Hardware)]] #REDIRECT [[IT-141 (Fundamentals of Hardware)]] 15038 62278 2006-12-23T09:53:47Z Ryan524 1624 Redirecting to [[IT-142 (Fundamentals of The Internet)]] #REDIRECT [[IT-142 (Fundamentals of The Internet)]] 15039 62279 2006-12-23T09:54:28Z Ryan524 1624 Redirecting to [[IT-150 (Fundamentals of Operating Systems)]] #REDIRECT [[IT-150 (Fundamentals of Operating Systems)]] 15040 62280 2006-12-23T09:58:47Z Ryan524 1624 Redirecting to [[IT-160 (Fundamentals of Programing)]] #REDIRECT [[IT-160 (Fundamentals of Programing)]] 15041 77725 2007-01-17T14:33:57Z Mystictim 626 added welcome and expand {{welcome and expand}} Operations Research History [[Category:Research]] 15042 70766 2007-01-11T21:48:15Z JWSchmidt 20 [[Category:Philosophy]] Universal utopia is the destination where any living organism try to reach. [[Category:Philosophy]] 15043 76687 2007-01-15T21:27:54Z JWSchmidt 20 [[Category:Philosophy]] Welcome to the Division of Eastern Philosophy, part of the [[School:Philosophy|School of Philosophy.]] This course should give you a vague idea of the problems addressed by the eastern philosophical tradition, and make some of its main thinkers sound familiar. It is currently nothing more than a crude overview. [At present the only article written for the Wikiversity is on Japanese philosophy, all other articles are links to Wikipedia]. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Wikipedia:Hindu philosophy|Hindu philosophy]] *[[Wikipedia:Buddhist philosophy|Buddhist philosophy]] *[[Wikipedia:Jainism|Jain philosophy]] *[[Wikipedia:Carvaka|Carvaka philosophy]] *[[Wikipedia:Taoism|Taoist philosophy]] *[[Wikipedia:Chinese philosophy|Chinese philosophy]] :* the ''[[Wikipedia:Great Learning|Great Learning]]'' :* the ''[[Wikipedia:Analects of Confucius|Analects of Confucius]]'' :* the ''[[Wikipedia:Doctrine of the Mean|Doctrine of the Mean]]'' :* the ''[[Wikipedia:Mencius|Mencius]]'' *[[Topic:Japanese Philosophy|Japanese philosophy]] [[Category:Philosophy]] 15044 76267 2007-01-15T02:55:24Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{welcome and expand}} [[Category:Japanese]] [[Category:Philosophy]] 15046 76852 2007-01-16T01:01:32Z JWSchmidt 20 format as a content development project < Back to [[Topic:Eastern_Philosophy|Eastern_Philosophy]] Welcome to the Wikiversity '''Department of Japanese Philosophy'''. ==Department description== The Department of Japanese Philosophy is a Wikiversity content development project where participants create, organize and develop learning resources for Japanese philosophy. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Japanese Philosophy]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. ---- < Back to [[Topic:Eastern_Philosophy|Eastern_Philosophy]] [[Category:Philosophy]] 15047 75922 2007-01-14T20:48:01Z JWSchmidt 20 [[Category:Philosophy]] < Back to the [[School:Philosophy|School of Philosophy]] Welcome to the Wikiversity '''Department of Bioethics'''. ==Department description== This Department is a content development project where participants create, organize and develop learning resources related to bioethics. [[Wikipedia:Bioethics|Bioethics]] utilizes ethical theories in philosophy in order to approach some of the ethical dilemmas in contemporary clinical medicine. Major ethical systems - Kantian, utilitarian, virtue-centered, and care-oriented - all impact on contemporary bioethical discourse. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Bioethics]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. < Back to the [[School:Philosophy|School of Philosophy]] [[Category:Philosophy]] 15052 68149 2007-01-08T14:56:02Z JWSchmidt 20 [[Category:Engineering and Technology]] Design Engineering (or [[w:Engineering Design|Engineering Design]]) is [[w:Design|Design]] within the context of the applied arts and sciences, in a number of generalized fields of engineering. This developing learning resource begins as a treatment of [[Portal:Engineering and Technology|Engineering and Technology]] "through a wide-angle lens" from a design perspective and continues as a learning path toward a set of specific exemplary subjects. The goal is to take a [[Learning to learn a wiki way|learning group]] on a journey together into real-world problem-solving and critical thinking. General topics will be subjects like [[Energy]], [[School:Architecture|Architecture]], [[UML|Systems theory]], and such. Specific topics might include [[Geospatial Information Systems (GIS)]], [[Topic:Web Design|Web Design]], ''[[Talk:Design Engineering|..add yours..]]''. The topics and schools linked from the [[Portal:Engineering and Technology|Engineering and Technology Portal]] provide a generalized structure for moving forward down the [[Wikiversity:Practicum|Practicum]]. The term "path" is used in place of "course" for the simple reason that this resource is '''designed''' to be flexible, adaptable, scaleable, consensus-driven, collaborative and most-of-all applicable to the real world. ==Starting point== The philosophical basis for this resource is called [[w:Participatory Action Research|Participatory Action Research]] or PAR. The principles are discussed in depth at the project page entitled [[Learning to learn a wiki way]]. This is a pilot implementation for that project group. Please familiarize yourself with the goals there and meet us back here at the discussion page. This resource by '''design''' is dependant upon '''your''' participation, thus, may not move any further until someone "breaks the ice" on the discussion page. ''[[Talk:Design Engineering|Go for it!]]'' [[Category:Engineering and Technology]] 15054 78842 2007-01-19T22:58:30Z Balloonguy 338 recategorized [[Topic:Japanese/Materials|Go to head page]] ==Information== *[[w:Japanese language]] *[[w:Gender differences in spoken Japanese]] *[[w:Transcribing English to Japanese]] *[[w:Category:Japanese terms]] *[[w:Japanese phonology]] **[[w:Japanese pitch accent]] **[[w:Japanese sound symbolism]] *[[w:Iroha Jiruishō]] *[[w:Japanese honorifics]] **[[w:Dono]] **[[w:Oneesama]] **[[w:Senpai]] **[[w:Sensei]] **[[w:Japanese suffixes]] **[[w:Japanese titles]] **[[w:Taikun]] *[[w:Category:Japanese word games]] -list of word games ==Writing== *[[w:Japanese literature]] **[[w:List of Japanese classic texts]] *[[w:Goroawase]] -numeric substitution of syllables *[[w:Japanese writing system]] *[[w:Kanbun]] -explanation *[[w:Emoji]] *[[w:Gyaru-moji]] *[[w:Ruby character]] -also explains how to display ===Romanization=== *[[w:Romanization of Japanese]] *[[w:Nihon-shiki Rōmaji]] *[[w:Hepburn romanization]] *[[w:Kunrei-shiki Rōmaji]] *[[w:Wāpuro rōmaji]] ===Kana=== *[[w:Kana]] *[[w:katakana]] *[[w:Iroha]] *[[w:Hiragana]] *[[w:Hentaigana]] *[[w:Chōon]] *[[w:Okurigana]] *[[w:Furigana]] *[[w:Historical kana usage]] *[[w:Jōdai Tokushu Kanazukai]] *[[w:Gojūon]] *[[w:Dakuten]] *[[w:Sokuon]] *[[w:Yōon]] ===Kanji=== *[[w:Jōyō kanji]] *[[w:kanji]] *[[w:Kyōiku kanji]] *[[w:Toyo kanji]] ==Linguistic== *[[w:Japanese language classification]] *[[w:Classical Japanese language]] *[[w:Old Japanese]] *[[w:Sino-Japanese]] -explains how words from china came into *[[w:Rendaku]] ==Grammar== *[[w:Japanese grammar]] **[[w:Japanese adjectives]] ***[[w:Adjectival noun]] **[[w:Japanese consonant and vowel verbs]] ***[[w:Japanese verb conjugations]] **[[w:Japanese counter word]] **[[w:Japanese Possessives]] **[[w:Japanese particles]] ***[[w:Topic marker]] **[[w:Japanese pronouns]] ==Dialects== *[[w:Japanese dialects]] **[[w:Yokohama Pidgin Japanese]] **[[w:Nyōbō kotoba]] -secret language **[[w:Hida dialect]] **[[w:Kansai-ben]] **[[w:Nagoya-ben]] **[[w:Tosa dialect]] **[[w:Yamagata-ben]] ==Resources== *[[w:Diego Collado's Grammar of the Japanese Language]] -contains link to book *[[w:EDICT]] -link to dictionary *[[w:WWWJDIC]] *[[w:ATOK]] -ime *[[w:Kotoeri]] -mac os input method *[[w:Kiten (program)]] -dictionary *[[w:JRPG (game)]] *[[w:Jimi's Book of Japanese: A Motivating Method to Learn Japanese]] -interesting learning method *[[w:Learning kanji]] -how to guide ==Test== *[[w:Examination for Japanese University Admission]] *[[w:Japanese Language Proficiency Test]] *[[w:Kanji kentei]] ==Unsorted== *[[w:Aizuchi]] [[Category:Japanese Meta]] 15056 74104 2007-01-12T19:29:59Z JWSchmidt 20 [[Category:Wikiversity]] Thank you for your interest in the [[Wikiversity:Quality|Quality of Wikiversity]]. This project page is a central facility for assessing Wikiversity's content, its organization, its effectiveness as a learning/teaching community and its overall value as a free and open educational resource. This page, like Wikiversity itself &ndash; indeed, the whole [[Wikimedia]] [[metacommunity]] ([[Wikipedia]], [[Wiktionary]], etc.) &mdash; is a work-in-progress. The idea is to develop uniform methods for assessing everything here from the quality of individual pages like [[Wikiversity:lesson|lesson]]s, [[Wikiversity:learning materials|learning materials]] and [[Portal:Portals|Portals]] to large [[Wikiversity:project group|project group]]s such as [[Wikiversity:Schools|Schools]], [[Topic:Topics|Divisions and Departments]]. The idea for this facility was first discussed at [[Meta-Wiki]] and [[Wikibooks]], then at [[Learning to learn a wiki way]]. Your participation and input is greatly valued. A quick and easy way for you to get involved immediatly is to express your overall assessment of Wikiversity on a scale of 1 to 10 at [[Wikiversity:Quality]]. ==Assessment basics== This facility is based upon assessment methods and tools first used by [[Wikipedia]]'s [[w:Wikipedia:Version 1.0 Editorial Team|Version 1.0 Editorial Team]]. Please be patient while we adapt this system for use at Wikiversity. To get involved, please participate at [[Learning to learn a wiki way]] and [[Talk:Learning to learn a wiki way|join the dicussion there]]. 22:42, 23 December 2006 (UTC) ==Methods== Where Wikipedia's focus is to produce quality of content, Wikiversity's focus is to produce quality of ''experience''. Like [[w:Wikipedia:WikiProject|WikiProjects]] at [[Wikipedia]], [[Wikiversity:Project group|Project group]]s here are entities consisting of groups of contributors focused on developing content for general or specific [[Topic:topics|topics]]. Unlike Wikipedia, which is focused mainly on encyclopedia artcles, Wikiversity must also accommodate more dynamic and diverse types of content and a deeper sense of interactivity. The university context requires a bit more depth and scope in order to encompass not only content but the learning process as well. Assessment is thus extended to include organizational and social aspects, effectiveness, participation, appeal, aesthetics and other less tangible qualities that apply to a range of colloquial and topical elements. ===Alignment=== The [[Wikiversity:naming conventions|naming conventions]] at Wikiversity help to align it with "real-world" colleges and universities. One of the primary goals of our self-assessment strategy is to present an organizational structure that reflects the rest of academia in a logical and general way without becoming overly rigid or conventional. [[Wikiversity:Schools|Wikiversity Schools]] for example, are responsible for establishing [[Portals]] that allow easy navigation from the general to the specific. Subject areas should be aligned to some extent with "brick and morter" university settings. ===Participation=== Participation is crucial to the success and effectiveness of any educational organization. Wikiversity is a [[wiki]] &ndash; an extremely editable online resource, therefore allows a degree of participation unavailable even on many online universities. Participation is assessed by both the quantity of user-contributors and the quality of that which is contributed. ===Collaboration=== Learning and teaching in a group setting requires a commitment to relevance and logical integrity. Efforts can be parallel but best not duplicated. Learning group formation should be open, flexible and creative &ndash; organized but not too rigid. Context is important. Specificity is likely the key to effective communication. ===Civility=== As we are [[learning to learn a wiki way]], we should all work together and get along. Wikiversity needs to be "cool". ===Content=== Wikiversity content pages and sets of pages are assessed similarly to [[w:Wikipedia:Version 1.0|Wikipedia:Version 1.0]] methods. ==Tools== ===Classification=== ===Navigation=== ===Quality scales=== ===Statistics=== ===Automation=== ===Notification=== [[Category:Education]] [[Category:Wikiversity]] 15057 74103 2007-01-12T19:29:10Z JWSchmidt 20 [[Category:Education]] {{quality0}} At [[Main Page|Wikiversity]], your participation and input is greatly valued. A quick and easy way for you to get involved with [[Wikiversity:Assessment]] immediatly is to express your overall assessment of Wikiversity on a scale of 1 to 10 below. Just place a hash mark (#), your grade (1..10) and four tildes (<nowiki>~~~~</nowiki>) on a new line. Only one entry per month, please. Anonymous entries will reflect your [[w:IP address|IP address]]. These will be collected and averaged for each month. Comment on the [[Wikiversity talk:Quality|talk page]] if you like. See [[Wikiversity:Assessment]] to get really [[Wikiversity talk:Assessment|involved]]. ==2006 December== # 2 [[User:CQ|CQ]] 23:13, 23 December 2006 (UTC) [[Category:Education]] [[Category:Wikiversity]] 15058 62449 2006-12-23T23:49:10Z CQ 1939 Biting off more than I can chew 8| {| class="wikitable" |- !{{CURRENTMONTHNAME}} |- ! align="center" |[[Wikiversity:Quality|Quality]] = 2 |} 15060 62603 2006-12-24T16:11:59Z Pinyouth 2876 = Objective = The objective of the Rover Mission Analysis and Design (RoMAD) document is to provide resources for the design and analysis of rover mission concepts. RoMAD aims at becoming to rover design what [http://www.smad.com/about/smad3.html SMAD] is to satellite design. Accordingly, the goal of RoMAD is to allow students, researchers, scientists, and designers not familiar with rover design to begin with a “blank sheet of paper” and design a rover mission to meet a set of broad objectives [[http://www.smad.com/about/smad3.html SMAD]]. = Target Audience = RoMAD is intended for anybody who desires to understand how a rover system's high level properties scale with each other. RoMAD is intended for: students who desire to understand the behavior of rover systems; for science payload designers who need to capture the impact of their payload on the engineering design of the vehicle; for proposal managers who must size a rover that accomplishes some given objectives. = Approach = RoMAD is collection of parametric relationships that help scale rover properties, such as speed, and size rover subsystems, such as avionics, based on broad mission objectives. [http://www.smad.com/about/smad3.html SMAD] already provides such information for the design of satellites. RoMAD supplements [http://www.smad.com/about/smad3.html SMAD] for the specific application to Mars rover systems. For some subsystems, such as Power, the same design approach is applicable to both satellite and rover systems. In such cases, RoMAD will refer to [http://www.smad.com/about/smad3.html SMAD] for the subsystem design procedure. The staring point for the creation of RoMAD is the work on the [http://en.wikipedia.org/wiki/Mars_Surface_Exploration Mars Surface Exploration] rover modeling tool by the Space Systems Laboratory of the MIT. = Rover Subsystem Decomposition = The remaining of this page is organized according to a subsystem decomposition of the rover system. Each subsystem section provides sizing and scaling relationships for that subsystem. == Environment == There are three aspects of the Martian environment that are important to the high level design of rovers: the solar conditions, the thermal conditions, and the rock abundance. Martian solar and thermal surface conditions vary with latitude and seasons. == Avionics == == Power == == Mobility == == Cost == == References == * {{cite book | last=Wertz | first=James R. | coauthors = Wiley J. Larson | title = Space Mission Analysis and Design | edition = 3rd Ed. | publisher = Kluwer Academic Publishers | year = 1999 | id = ISBN 1-881883-10-8}} [[Category:Aerospace engineering]] 15061 62458 2006-12-24T00:51:34Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15062 62459 2006-12-24T00:52:50Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15063 62460 2006-12-24T00:53:33Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15064 62461 2006-12-24T00:54:18Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15065 62462 2006-12-24T00:54:51Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15066 62463 2006-12-24T00:55:28Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15067 62464 2006-12-24T00:55:54Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15068 62465 2006-12-24T00:56:21Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15069 62466 2006-12-24T00:57:06Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15070 62467 2006-12-24T00:57:38Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15071 62468 2006-12-24T00:58:22Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15072 62469 2006-12-24T00:58:51Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15073 62470 2006-12-24T00:59:21Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15074 62471 2006-12-24T01:00:00Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15075 62472 2006-12-24T01:00:40Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15076 62473 2006-12-24T01:01:07Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15077 62474 2006-12-24T01:01:42Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15078 62475 2006-12-24T01:02:08Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Storyboard Example for Seduced by the Dark Side motion picture drawn in FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created on my Macintosh computer using FrameForge 3D Studio DEMO version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert Elliott|Instructor:Robert Elliott]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the Wikiversity Film School [[LessonPage:Thumbnail Storyboard Pop Quiz| Thumbnail Storyboard Pop Quiz]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15081 62495 2006-12-24T03:51:25Z 59.115.74.214 New page: E-learning is the use of information and communication technologies (ICT's) as the media of the delivery of instruction/learning activities. Note that, due to the difference in terms of in... E-learning is the use of information and communication technologies (ICT's) as the media of the delivery of instruction/learning activities. Note that, due to the difference in terms of institutional goals, higher education and the industry have very different ideas about what e-learning is and how e-learning can be/should be used. E-learning has its root in distance learning and is part of the revolution brought by the new media: the Web. Educators and trainers soon found the potentials to advance learning at the advent of the new Web technologies. The advocates of e-learning voice for the breakdown of barriers to learning (especially for adult learners in higher education) such as the limitations in time and distance. Research on media comparison "proves" that there is no difference in the learning outcome of e-learning from traditional face-to-face instruction. Over time, more and more instructors/institutions are incorporating e-learning components in the practice of instruction in higher education as a way of facilitating learning. 15082 62498 2006-12-24T04:47:10Z Digitalme 39 [[Rover page name]] moved to [[Rover Mission Analysis and Design]]: correct title #REDIRECT [[Rover Mission Analysis and Design]] 15084 80008 2007-01-22T16:26:48Z Student Galaxy 3488 changing image to fit in with page {{Shortcut|[[WV:AB]]}} '''This is the wikiversity notice board, it's purpose is to announce the weekly news on Wikiversity, on vandals, custodians etc. It is to be updated every two days.''' == Wikiversity intervention against vandalism == If there is an editor causing trouble, revert obvious vandalism and please report the vandal. If a vandal creates a page or if you mistakenly create a page that should be deleted, you can use '''{{tl|delete}}'''. If a page is not obvious vandalism and needs to be discussed before it is deleted, use [[Wikiversity:Requests for Deletion]]. To report other vandalism problems to a [[Wikiversity:Custodianship|custodian]] you can use [[Wikiversity:Request custodian action]] or contact [[Wikiversity:Support staff|individual custodians]] by way of their user pages or on [[Wikiversity:Chat|Internet Relay Chat]] ([[w:Internet Relay Chat|IRC]] <-- WIkipedia article). == Sockpuppetry intervention == [[Image:Sockpuppet.jpg|left|90px|thumb|Classic example of a sockpuppet.]] This is the intervention against sockpuppetry, if a certain banned user is using multiple accounts to continue abusing wikiversity, or to evade bans, report it here now. All closed cases over 30 hours old must be archived. '''Please report the sockpuppets here''' == Wikiversity page notice board == This unit is for adding pages which need to be cleaned up, or are not for Wikiversity. Such things which are for wikipedia, should be posted here, and we will remove them, Wikiversity is for teaching skills, not for any biograghies, nonsense, (which can be speedily deleted), DIY, or anything which has unsuitible and unnesscery content. '''Please add the name of the page and the reason it could be improved or removed under here, so it can be dealt with, the pages must stay on the list until they are fixed, then they are archived.''' == Template notice board == This unit is for adding templates to Wikiversity, if a user has an idea about adding a template to Wikiversity, share it here, so it can be discussed. '''Place the name of the template before it is uploaded with its function under here.''' 15085 61424 2006-12-19T21:03:12Z Student Galaxy 3488 [[Wikiversity notice board]] moved to [[Wikiversity appeal board]]: needs a new title, not proper one. #REDIRECT [[Wikiversity appeal board]] 15086 61443 2006-12-19T22:41:33Z J.Steinbock 2353 Redirect #REDIRECT [[Wikiversity:Appeal board]] 15087 80504 2007-01-24T02:32:35Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Answers to the [[LessonPage:Thumbnail Storyboard Pop Quiz|Pop Quiz]] on thumbnail storyboarding'''[[Template:Film School:Storyboarding:Pop Quiz:Answers|.]]</div> <div style="padding:2em 0em 1em 3em;"> [[Image:Nuvola apps kalarm.png|right|Pop Quiz]] ;What is the first frame of the movie? ---- · [[User:Elatanatari|Elatanatari]] {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS_OpeningShotBack.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center> </center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:Elatanatari|Elatanatari]] selects this images as the first frame of his movie - [[WikiU Film School Point System|2 points]]. |} ---- · [[User:pedromax|Pedromax]] {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS OpeningShotPoster.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS OpeningShotBack.jpg|160px]]</center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:pedromax|Pedromax]] says, "For first shot, I'd choose picture no 10 and would pull back the camera to frame the two characters, just like image 8 shows. Opening with the vision of the poster would mark the conversation object to the viewer right from beginning." - [[WikiU Film School Point System|4 points]] |} ---- · [[User:fatpenguin|Fat Penguin]] {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS Two shot looking down.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS Two shot side rear.jpg|160px]]</center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:fatpenguin|Fat Penguin]] says, "For first shot, I propose frame 11. This frame gives a clear view of the characters' faces, this catches the viewers' attention, now they will be wondering what are the two persons looking at? Who are they? And that's why for second shot I chose frame 15, a clear view of the surroundings where also the movie poster is visible." - [[WikiU Film School Point System|4 points]] |} ---- · [[User:Quintana4|Quintana4]] {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS Two shot distant telephoto.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS Close up side.jpg|160px]]</center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:Quintana4|Quintana4]] says, "I would chose frame #1 as the first shot, as it serves as an establishing scene, immediately answering "who" and "where". Frame #6 would would comprise the second shot and would reveal the characters faces and focus on the young adult's starting dialogue." - [[WikiU Film School Point System|4 points]] |} ---- · [[User:Still life|Still Life]] {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS Close up side.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS OpeningShotPoster.jpg|160px]]</center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:Still life|Still Life]] says, "I would start with frame #6 because the story starts with the young person's confusion and ends with her/his lightening. So it would be nice to distinguish the young person from the old one. It also makes us wonder what they are looking at. I would go on with frame #10 to tell the audience what they are talking about." - [[WikiU Film School Point System|4 points]] |} ---- · [[User:GregFromAustin|Greg From Austin]] - Version 1: "As classical as can be" {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS Two shot distant telephoto.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS Medium shot looking up.jpg|160px]]</center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:GregFromAustin|Greg From Austin]] says, "I will start with an establishing shot (thumbnail 1). In this case, I would eventually add ESTABLISHING to the scene heading in the script. I will then move closer (and knowing that the young person will talk first, I may very well go with shot 17 (and therefore make the decision that the line of action goes from the poster to the younger person, and that I will not cross it)" - [[WikiU Film School Point System|4 points]] |} · [[User:GregFromAustin|Greg From Austin]] - Version 2: "A little more creative" {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>[[Image:SBTDS Two shot looking down.jpg|160px]]</center> | style="width: 20%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS OpeningShotPoster.jpg|160px]]</center> | style="width: 60%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | [[User:GregFromAustin|Greg From Austin]] says, "My own preference would be as follow: 11 then 10. And I will start the dialogue (the young person saying it was a great movie) while still on frame 10. It doesn't show the movie theatre as well as the first version, but it gives more intimacy with the characters and gives makes the movie itself more important." - [[WikiU Film School Point System|2 points extra credit]] |} ---- </div> |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Homework Assignment]] [[Category:Film School Templates]] 15091 62523 2006-12-24T06:40:16Z Juan Marquez 4523 ini Math is a science that teaches you to use proper deductive skills and technics to solve a variety of real and abstract problems from simple to complex. Also, it is and art. 15093 62528 2006-12-24T07:04:17Z Harshalhayat 532 Removed link for locale <div style="float:left;border:solid #CCCC00 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#FFFF99"><tr> <td style="width:45px;height:45px;background:#FFFF00;text-align:center;font-size:14pt">'''hi-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">यह सदस्य '''[[:Category:User hi|हिन्दी]]''' '''[[:Category:User hi-4|का मातृभाषा जैसा ज्ञान]]''' रखते है।[[Category:User hi|{{PAGENAME}}]][[Category:User hi-4|{{PAGENAME}}]]</td> </tr></table></div> <noinclude> <br><br> ---- Please note, if your browser does not properly display the Devanagari script characters, please see [http://en.wikipedia.org/wiki/Wikipedia:Enabling_complex_text_support_for_Indic_scripts#Windows_95.2C_98.2C_ME_and_NT Upgrading your computer's Devanagari fonts] instructions.</noinclude> 15094 62526 2006-12-24T07:02:45Z Harshalhayat 532 New page: [[Category:User hi|4]] [[Category:User hi|4]] 15095 62527 2006-12-24T07:03:26Z Harshalhayat 532 New page: [[Category: Users by language|hi]] [[Category: Users by language|hi]] 15096 62529 2006-12-24T07:10:28Z Harshalhayat 532 Created <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''mr'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">या व्यक्तीची '''[[:Category:User mr|मातृभाषा]]''' '''[[:w:marathi|मराठी]]''' आहे.</td> </tr></table></div><includeonly>[[Category:User mr|{{PAGENAME}}]]</includeonly> <noinclude> <br><br> ---- '''Note:''' If your browser does not properly display the [[:w:Devanagari|Devanagari]] characters, please see [[:w:Help:Multilingual support (Indic)|this article on English Wikipedia]] to enable complex text support for Indic scripts on your computer. [[Category:User mr| ]] </noinclude> 15097 62530 2006-12-24T07:10:52Z Harshalhayat 532 New page: [[Category: Users by language|mr]] [[Category: Users by language|mr]] 15098 68034 2007-01-08T05:01:04Z Rayc 57 new cat '''Wikiversity:Recruitment''' is focused at coordinating the recruitment for projects of Wikiversity. This to ensure continuance of projects and to get things started. Main aim for the recruiters is not only to get as many volunteers as possible, but also to get volunteers who are willing to commit themselves. Commitment is measured by the time volunteers put into the projects they assigned themselves in. The most important recruitment task for the moment is to get more recruiters. If you want to recruit, please put your name on the lists below. Rules will be made to determine the difference between committed and non committed recruiters. ==Committed recruiters== ==Interested in recruiting, but not very committed== (Please give a reason why you are not committed) *[[User:Daanschr|Daanschr]] 08:47, 24 December 2006 (UTC) (I am too busy writing my final paper) *[[User:Rayc|Rayc]], done some before, but not very active due to thesis *[[User:Elatanatari|Elatanatari]] 19:09, 31 December 2006 (UTC), I have a life, lol ==Reasons for this project== At Wikipedia, the success of a project is mainly measured by the continuance of it. This recruitment project is aimed at ensuring continuance of a project, so quality can become more important in the measurement of success. Wikiversity is still in a starting phase. It seems that only the [[Wikiversity:Colloquium]] is a success. Recruitment could bring other parts of Wikiversity alive as well. ==Procedure for recruitment== Recruitment will be a game, since recruiters will compete with each other in order to gain new volunteers. Recruiters can use their own time and methods for recruiting. The success of a recruiter depends on the amount of recruits and the amount of time and quality recruits bring to a project. [[Category:Recruitment]] 15100 62559 2006-12-24T13:20:13Z Student Galaxy 3488 New page: You report sockpuppetry on this page under the correct section, a custodian should deal with the situation quickly enough. [[Wikiversity:Appeal board]] You report sockpuppetry on this page under the correct section, a custodian should deal with the situation quickly enough. [[Wikiversity:Appeal board]] 15104 77239 2007-01-16T20:10:00Z JWSchmidt 20 Format Welcome to the Wikiversity '''Department of Pharmacy Practice'''. ==Department description== The Department of Pharmacy Practice is a content development project where participants create, organize, and develop learning resources for pharmacy practice. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Pharmacy practice]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 15105 62576 2006-12-24T14:08:31Z Happymomof4 4533 Updated version. June, 2006. == Summary == Updated version. June, 2006. == Licensing == {{GFDL}} 15106 62577 2006-12-24T14:10:52Z Happymomof4 4533 Updated version. July, 2006 == Summary == Updated version. July, 2006 == Licensing == {{GFDL}} 15107 62579 2006-12-24T14:17:15Z JWSchmidt 20 [[Category:Biology]] [[Category:Biology]] 15109 62596 2006-12-24T15:56:28Z Robert Elliott 1436 /* Summary */ minor correction == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in FrameForge 3D Studio demo version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Script writing for highschool drama departments]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15110 62597 2006-12-24T15:57:09Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! styl == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in FrameForge 3D Studio demo version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Script writing for highschool drama departments]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15111 62598 2006-12-24T15:57:23Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! styl == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in FrameForge 3D Studio demo version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Script writing for highschool drama departments]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15112 62599 2006-12-24T15:57:41Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! styl == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in FrameForge 3D Studio demo version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Script writing for highschool drama departments]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15113 62600 2006-12-24T15:57:53Z Robert Elliott 1436 == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! styl == Summary == == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Illustration for the practice script called "School Play". |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created in FrameForge 3D Studio demo version. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Script writing for highschool drama departments]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15114 62685 2006-12-24T21:45:23Z Crono 101 4540 Daosim (sometimes Taoism) is religion originating in China, with similar practices to Buddhism, although Daoism was said to have been practiced in China hundreds of years before Buddhism came from India. Focusing heavily on naturalistic ideals, the religion seeks to free its practitioners from the pointlessness of the current form of humanity. Daoism sees the current social structure of humanity as a degeneration of the natural order of things, and seeks to be one with the ''Dao'' (literally trans. "way"). Dao is a difficult word to understand, having many different conceptual ties. Dao can refer not only to a pure way of life, but also to all physical things, closely relating to the Chinese concept of ''Chi''. The most well known texts of Daoism are the ''Dao-de Ching'' and the ''Zhuang-zu'', both written around 500 BCE. Although, like Buddhism and Hinduism, Daoism has a large canon of hundreds of texts pertaining to the religion. Currently, Daoism does not enjoy the popularity of Buddhism or Confucianism in China, although there are still some who follow the old ways. [[Category:Theology]] 15119 67251 2007-01-06T05:10:18Z JWSchmidt 20 [[Category:Materials Science and Engineering]] ==Phage Display== What is phage display? ==Publications== ===Angela Belcher=== <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selection of peptides with semiconductor binding - April 10 2000</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Selection of Peptides with Semiconductor Binding Specificity for Directed Nanocrystal Assembly''' [http://www.nature.com/nature/journal/v405/n6787/abs/405665a0.html] <br> Seug-Wuk Lee, Chuanbin Mao, Christine E. Flynn, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Building nanostructures - April 30, 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Emulating biology: Building nanostructures from the bottom up''' [http://www.pnas.org/cgi/content/abstract/99/suppl_2/6451] <br> Nadrian C. Seeman and Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Ordering of Quantum Dots - May 3 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Ordering of Quantum Dots Using Genetically Engineered Viruses''' [http://intl.sciencemag.org/cgi/content/abstract/296/5569/892] <br> Seug-Wuk Lee, Chuanbin Mao, Christine E. Flynn, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Virus-based films - November 6, 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Chiral Smectic C Structures of Virus-Based Films''' [http://swoogylee.tripod.com/resume/Lee-lang-2003.pdf] <br> Seung-Wuk Lee, Bryant M. Wood, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Viral assembly of oriented quantum dot nanowires - June 10 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Viral assembly of oriented quantum dot nanowires''' [http://www.pnas.org/cgi/content/abstract/100/12/6946] <br> Chuanbin Mao, Christine E. Flynn, Andrew Hayhurst, Rozamond Sweeney, Jifa Qi, George Georgion, Brent Iverson, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Viruses as vehicles for growth of materials - August 31 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Viruses as Vehicles for Growth, Organization and Assembly of Materials''' [http://swoogylee.tripod.com/resume/Lee-acta-M-2003.pdf] <br> Christine E. Flynn, Seug-Wuk Lee, Beau R. Peelle, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Organization of II-VI semiconductor materials - October 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Synthesis and Organization of Nanoscale II-VI Semiconductor Materials Using Evolved Peptides Specifity and Viral Capsid Assembly''' [http://md1.csa.com/partners/viewrecord.php?requester=gs&collection=TRD&recid=200401200595EA&recid=200401820199SO&q=&uid=789718095&setcookie=yes] <br> Christine E. Flynn, Chuanbin Mao, Andrew Hayhurst, J. Williams, George Georgion, Brent Iverson, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Fabrication of fibers - October 20 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Virus-Based Fabrication of Micro- and Nanofibers Using Electrospinning''' [http://pubs.acs.org/cgi-bin/abstract.cgi/nalefd/2004/4/i03/abs/nl034911t.html] <br> Seung-Wuk Lee, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Virus-based films - November 6, 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Chiral Smectic C Structures of Virus-Based Films''' [http://swoogylee.tripod.com/resume/Lee-lang-2003.pdf] <br> Seung-Wuk Lee, Bryant M. Wood, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Assembly of Nanorings - December 16 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Genetically Driven Assembly of Nanorings Based on the M13 Virus''' [http://pubs.acs.org/cgi-bin/sample.cgi/nalefd/2004/4/i01/html/nl0347536.html] <br> Ki Tae Nam, Beau R. Peelle, Seung-Wuk Lee, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Molecular orientation of M13 virus on substrate - January 6 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Molecular Orientation of a ZnS-Nanocrystal-Modified M13 Virus on a Silicon Substrate''' [http://www3.interscience.wiley.com/cgi-bin/abstract/106599620/ABSTRACT] <br> Jingping Ni, Seung-Wuk Lee, John M. White, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Synthesis of Magnetic and Semiconducting Nanowires - January 9 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Virus-Based Toolkit for the Directed Synthesis of Magnetic and Semiconducting Nanowires''' [http://sciencemag.org/cgi/content/abstract/303/5655/213] <br> Chuanbin Mao, Daniel J. Solis, Brian D. Reiss, Stephen T. Kottman, Rozamond Y. Sweeney, Andrew Hayhurst, George Georgiou, Brent Iverson, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Metal alloy ferromagnetic nanostructures - April 30, 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Biological Routes to Metal Alloy Ferromagnetic Nanostructures''' [http://pubs.acs.org/cgi-bin/article.cgi/nalefd/2004/4/i06/html/nl049825n.html/QueryZIP/C3-I/((((((Belcher)%3CIN%3E(au,aul)))%3CAND%3E(PUBYR@@%3E=@@1996)))%3COR%3E((((Belcher)%3CIN%3E(au,aul)))%3CAND%3E(ASAP@@%3CIN%3E@@VOL)))%3CAND%3E(%3CANY%3E(nalefd)%3CIN%3ECDN)] <br> Brian D. Reiss, Chuanbin Mao, Daniel J. Solis, Katherine S. Ryan, Thomas Thomson, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Surface modification and electrostatic deposition of quantum dots - July 16 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Layer-by-Layer Surface Modification and Patterned Electrostatic Deposition of Quantum Dots''' [http://pubs.acs.org/cgi-bin/abstract.cgi/nalefd/2004/4/i08/abs/nl0493287.html] <br> Saeeda Jaffar, Ki Tae Nam, Ali Khademhosseini, Jia Xing, Robert S. Langer, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Protein-encapsulated CoPt Nanoparticles - March 10, 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Bio-inspired Synthesis of Protein-Encapsulated CoPt Nanoparticles''' [http://www3.interscience.wiley.com/cgi-bin/abstract/111083679/ABSTRACT] <br> Yu Huang, Chung-Yi Chiang, Soo Kwan Lee, Yan Gao, Evelyn L. Hu, James De Yoreo, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Biomaterials functionalization - May 15 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Biomaterials functionalization using a novel peptide that selectively binds to a conducting polymer''' [http://www.bme.utexas.edu/faculty/schmidt/Publications/NMat-Sanghvi(2005).pdf] <br> Chuanbin Mao, Christine E. Flynn, Andrew Hayhurst, Rozamond Sweeney, Jifa Qi, George Georgion, Brent Iverson, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Programmable assembly of nanoarchitectures - June 3, 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Programmable Assembly of Nanoarchitectures Using Genetically Engineered Viruses''' [http://pubs.acs.org/cgi-bin/abstract.cgi/nalefd/2005/5/i07/abs/nl050795d.html] <br> Yu Huang, Chung-Yi Chiang, Soo Kwan Lee, Yan Gao, Evelyn L. Hu, James De Yoreo, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Biomimetic Co-Pt Hybrid Material - September 19, 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Cobalt Ion Mediated Self-Assembly of Genetically Engineered Bacteriophage for Biomimetic Co-Pt Hybrid Material''' [http://pubs.acs.org/cgi-bin/abstract.cgi/bomaf6/2006/7/i01/abs/bm050691x.html] <br> Soo-Kwan Lee, Dong Son Yun, Angela M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Assembly of viruses on polymer surfaces - February 19, 2006</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Spontaneous Assembly of Viruses on Multilayered Polymer Surfaces''' [http://www.nature.com/nmat/journal/v5/n3/abs/nmat1596.html] <br> Pil J. Yoo, Ki Tae Nam, Jifa Qi, Soo-Kwan Lee, Juhyun Park, Angela M. Belcher and Paula T. Hammond |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Biomolecular recognition of crystal defects - March 22 2006</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Biomolecular Recognition of Crystal Defects: A Diffuse-Selection Approach''' [http://www3.interscience.wiley.com/cgi-bin/abstract/112534524/ABSTRACT?CRETRY=1&SRETRY=0] <br> A. K. Sinensky and A. M. Belcher |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Lithium ion battery electrodes - May 12 2006</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Virus-Enabled Synthesis and Assembly of Nanowires for Lithium Ion Battery Electrodes''' [http://www.sciencemag.org/cgi/content/abstract/312/5775/885] <br> Ki Tae Nam, Dong-Wan Kim, Pil J. Yoo, Chung-Yi Chiang, Nonglak Meethong, Paula T. Hammond, Yet-Ming Chiang, Angela M. Belcher |} </div > [[Category:Materials Science and Engineering]] 15120 70098 2007-01-10T21:56:21Z JWSchmidt 20 [[Category:Portal]] ==Petroleum Engineering== * [http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-66322006000300006&lng=en&nrm=iso&tlng=en Effects of operating conditions on compositional characteristics and reaction kinetics of liquid derived by delayed coking of nigerian petroleum residue] *... ==Ethanol Production== * [http://www.pbf.hr/cabeq/pdf/20_4_2006/Cabeq%202006_4_10.pdf Characterisation of agricultural and agro-industrial residues as raw materials for ethanol production] *... [[Category:Portal]] [[Category:Engineering]] 15121 62707 2006-12-25T02:59:51Z Remi0o 3985 New page: * [http://www.ejhs.org/volume9/Hoff-abst.htm Power and Love: Sadomasochistic Practices in Long-Term Committed Relationships] * [http://www.genders.org/g44/g44_allen.html Making Over Mascu... * [http://www.ejhs.org/volume9/Hoff-abst.htm Power and Love: Sadomasochistic Practices in Long-Term Committed Relationships] * [http://www.genders.org/g44/g44_allen.html Making Over Masculinity] * ... 15123 62714 2006-12-25T03:45:53Z Remi0o 3985 New page: * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20009%20Tassinari%20final%2027Dec2005.pdf Visual Impact Assessment Methodologies for Rural Building Design] * [http://cigr-ejou... * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20009%20Tassinari%20final%2027Dec2005.pdf Visual Impact Assessment Methodologies for Rural Building Design] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2005%20010%20Das%20final%201Jan2006.pdf Mechanization of Tea Leaf Handling in Trough Withering System] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20017%20Tantau%20final%2019Jan2006.pdf Influence of Insect Screens with Different Mesh Sizes on Ventilation Rate and Microclimate of Greenhouses in the Humid tropics] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20013%20Alabadan%20final%201Feb2006.pdf Evaluation of Wooden Silo during Storage of Maize (Zea mays) in Humid Tropical Climate] * [http://cigr-ejournal.tamu.edu/submissions/volume8/MES%2005%20005%20Jakob%20final%2013Feb2006.pdf The Influence of Machine Speed on Human Work Performance for Simple and Highly Repetitive Work Processes: A pilot study] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2005%20008%20Chaudhary%20final%2021Feb2006.pdf Energy Assessment of Different Weed Management Practices for Rice-Wheat Cropping System in India] * [http://cigr-ejournal.tamu.edu/submissions/volume8/MES%2005%20001%20Haapala%20final%2013March2006.pdf Usability as a Challenge in Precision Agriculture—Case Study: an ISOBUS VT] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2005%20013%20Bamgboye%20final%2028Feb2006.pdf Energy Consumption Pattern in Palm Kernel Oil Processing Operations] * [http://cigr-ejournal.tamu.edu/submissions/volume8/IT%2005%20005%20Adinarayana%20final%205March2006.pdf Web-based Decision Support System for Rural Land Use Planning-WebLUP-a Prototype] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2005%20007%20Khoshtaghazga%20final%205March2006.pdf Aerodynamic Properties of Wheat Kernel and Straw Materials] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20016%20Mendes%20final%208March2006.pdf Behavior of Dairy Cows Housed in Environmentally Controlled Freestall] * [http://cigr-ejournal.tamu.edu/submissions/volume8/MES%2005%20006%20Tassinari%20final%2022March2006.pdf A Methodological Contribution to Landscape Design and Development] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2006%20002%20Bux%20final%2022March2006.pdf Design and Optimization of a Photovoltaic Powered Grain Mill] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2006%20001%20Jekayinfa%20final%20corrected%2010May2006.pdf Energy Consumption Pattern of Selected Mechanized Farms in Southwestern Nigeria] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2006%20005%20Nag%20final%2023March2006.pdf A Novel Azeotropic Mixture for Solvent Extraction of Edible Oils] * [http://cigr-ejournal.tamu.edu/submissions/volume8/LW%2005%20010%20Tadasse%20final%2016April2006.pdf Surface Waters Potential of the Hantebet Basin, Tigray, Norhtern Ethiopia] * [http://cigr-ejournal.tamu.edu/submissions/volume8/MES%2005%20003%20Hess%20final%2029April2006.pdf The Demand for Seasonal Farm Labor from Central- and Eastern European Countries in German Agriculture] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2005%20012%20Jain%20final%2010May2006.pdf Design Parameters for a Rice Husk Throatless Gasifier Reactor] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2006%20001%20Chepete%20final%2017June2006.pdf Hot and Cold Weather Heat Load Dynamics of Uninsulated Broiler House in Botswana] * [http://cigr-ejournal.tamu.edu/submissions/volume8/PM%2006%20008%20Kushwaha%20final%2030May2006.pdf Modeling of Soil Profile Produced by a Single Sweep Tool] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20010%20Olorunnisola%20final%2017June2006.pdf Preliminary Evaluation of Guava (Psidium guajava L.) Tree Branches for Truss Fabrication in Nigeria] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2005%20001%20Chaudhary%20final%2028June2006.pdf Auditing of Energy Use of Different Cropping Systems in India] * [http://cigr-ejournal.tamu.edu/submissions/volume8/PM%2006%20009%20Salokhe%20final%2021June2006.pdf Development of a Real-time, Variable Rate Herbicide Applicator Using Machine Vision for Between-row Weeding of Sugarcane Fields] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2004%20002%20Bhattacharya%20final%2021June2006.pdf Performance Characteristics of a Stationary Constant Speed Compression Ignition Engine on Alcohol-Diesel Microemulsions] * [http://cigr-ejournal.tamu.edu/submissions/volume8/LW%2006%20002%20Ojo%20final%202Aug2006.pdf Monitoring of Groundwater Quality for Small-scale Irrigation: Case Studies in the Southwest Sokoto-Rima Basin, Nigeria] * [http://cigr-ejournal.tamu.edu/submissions/volume8/PM%2006%20002%20Bamgboye%20final%206July2006.pdf Performance Evaluation of a Two-Row Okra Planter] * [http://cigr-ejournal.tamu.edu/submissions/volume8/PM%2006%20012%20Simonyan%20final%207Aug2006.pdf Modeling the Grain Cleaning Process of a Stationary Sorghum Thresher] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2005%20018%20Gustafsson%20near%20final%2014Aug2006.pdf Airborne Dust Control Measures for Measures against Airborne Dust in a Floor Housing System for Laying Hens] * [http://cigr-ejournal.tamu.edu/submissions/volume8/BC%2006%20007%20Medjo%20final%2011Aug2006.pdf Some Hydraulic, Mechanical, and Physical Characteristics of Three Types of Compressed Earth Blocks] * [http://cigr-ejournal.tamu.edu/submissions/volume8/EE%2006%20004%20Abubakar%20final%2011Aug2006.pdf Comparison of Energy Use Patterns in Maiduguri and Yobe Flour Mills, Nigeria] * [http://cigr-ejournal.tamu.edu/submissions/volume8/PM%2006%20018%20Agbetoye%20final%2013Aug2006.pdf Development and Performance Evaluation of a Melon Depodding Machine] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2005%20006%20Ohanyere-Asoegwa%20final%2014Aug2006.pdf Physical Properties of African Oil Bean Seed (Pentaclethra macrophylla)] * [http://cigr-ejournal.tamu.edu/submissions/volume8/IT%2006%20001%20Lan%20final%207Sept2006.pdf Economic Analysis of Insect Control Strategies Using an Integrated Crop Ecosystem Management Model] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2005%20016%20Akinoso%20final%2018Oct06.pdf Modeling of Oil Expression from Palm Kernel (Elaeis guineensis Jacq.)] * [http://cigr-ejournal.tamu.edu/submissions/volume8/LW%2006%20007%20Igbadun%20revised%20final%2013Nov2006.pdf Irrigation Scheduling Scenarios Studies for a Maize Crop in Tanzania Using a Computer-based Simulation Model] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2005%20013%20ElMasry%20final%2015Nov2006.pdf Influence of Hot Water Treatment on Some Chemical and Mechanical Properties of Potato] * [http://cigr-ejournal.tamu.edu/submissions/volume8/FP%2006%20011%20Akinoso%20final%205Dec2006.pdf Process Optimization of Oil Expression from Sesame Seed (Sesamum indicum Linn.)] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20Overview%20Sivaraman%2029Dec2005.pdf Using Modern Robot Synthesis and Analysis Tools for the Design of Agricultural Manipulators] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20overview%20Irtwange(4)%2027Feb2006.pdf Keeping Freshness in Fresh-cut Horticultural Produce] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20overview%20Irtwange(5)%2027Feb2006.pdf Maturity, Quality and Marketing of Fruits and Vegetables] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20overview%20Djekic%201March2006.pdf Approach to Life Cycle Analysis of Self-Propelled Agricultural Machines] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20overview%20Mijinyawa%20final%201March2006.pdf Assessment of the Edo State of Nigeria Tractor Hiring Services] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20Overview%20Eltawill%2010May2006.pdf Potato Storage Technology and Store Design Aspects] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20Overview%20Tomaselli%20final%2025May2006.pdf Innovative Building Design Criteria for the Confectionary Industry] * [http://cigr-ejournal.tamu.edu/submissions/volume8/Invited%20Overview%20Bologna%20Best%202Aug2006.pdf Alternative Energy Crops for Agricultural Machinery Biofuels—Focus on Biodiesel] * [http://www.aaem.pl/pdf/13033.pdf INFLUENCE ON OPERATOR'S HEALTH OF HAND-TRANSMITTED VIBRATIONS FROM HANDLES OF A SINGLE-AXLE TRACTOR] * ... 15125 77235 2007-01-16T20:03:43Z JWSchmidt 20 [[Category:Engineering and Technology]] == Introduction == Petroleum Engineering is involved in the exploration and production activities of petroleum as an upstream end of the energy sector. Upstream, refers to the source of the petroleum, the petroleum deposit, usually buried deep beneath the earth's surface supplying flow to consumers as a river supplies the ocean. The diverse topics covered by petroleum engineering are closely related to the earth sciences. Petroleum engineering topics include economics, geology, geochemistry, geomechanics, geophysics, oil drilling, geopolitics, knowledge management, seismology, team building, team work, tectonics, thermodynamics, well logging, well completion, oil and gas production, reservoir development, and pipelining. == Overview == It is an increasingly technical profession that involves procuring reserves from places that predecessors deemed too difficult or not economic with the technology of the day or commodity prices. The use of high technology equipment, high speed computers, innovative materials, team management philosophies, statistics, probability analysis, and knowledge management, is usually coupled with the reality of only indirect measurement of most essential facts due to being buried under miles of earth. As such engineers must sometimes develop new techniques from one source to another, and one look at the number of patents held for use in the industry is testimony to the highly technical nature of this field. As mistakes may be measured in millions of dollars, petroleum engineers are held to a high standard. Deepwater operations can arguably be compared to space travel in terms of technical challenges. Arctic conditions and conditions of extreme heat have to be contended with. High Temperature and High Pressure (HTHP) environments that have become increasingly commonplace in today's operations require the petroleum engineer to be savvy in topics as wide ranging as thermohydraulics, geomechanics, and intelligent systems. Petroleum engineers must implement high technology plans with the use of manpower, highly coordinated and often in dangerous conditions. The drilling rig crew and machines they use become the remote partner of the petroleum engineer in implementing every drilling program. Understanding and accounting for the issues and communication challenges of building these teams remain just as vital to the petroleum engineer as ever. The Society of Petroleum Engineers is the largest professional society for petroleum engineers and is a good source of information. Petroleum engineering education is available at dozens of universities in the United States and throughout the world - primarily in oil producing states - but not only top producers. Petroleum engineers have historically been one of the highest paid engineering disciplines; this is offset by a tendency for mass layoffs when oil prices decline. Petroleum engineering offers a challenging blend of earth sciences, geology, operations, politics, advanced mathematics and the opportunity to risk massive amounts of money. The rewards for successful engineers range from high paying jobs to the opportunities to start oil companies. == Subtopics == Petroleum engineers divide themselves into several types: * Reservoir engineers work to optimize production of oil and gas via proper well placement, production levels, and enhanced oil recovery techniques. * Drilling engineers manage the technical aspects of drilling both production and injection wells. * Subsurface engineers (also known as completion engineers) manage the interface between the reservoir and the well, including perforations, sand control, artificial lift, downhole flow control, and downhole monitoring equipment. == Learning Guide == == External links == * [http://www.spe.org The Society of Petroleum Engineers] * [http://www.kfupm.edu.sa/pet KFUPM Department of Petroleum Engineers] * [http://www.PennEnergyJOBS.com PennEnergyJOBS; The Career Site for Petroleum Engineers] * [http://www.glossary.oilfield.slb.com/ Schlumberger Oilfield Glossary: An Online Glossary of Oilfield Terms] * [http://www.mines.edu The Colorado School of Mines] * [http://www.ic.ac.uk/ Imperial College, London] * [http://www.edusvcs.com/usc_petroleum-engineering.php USC Petroleum Engineering, Los Angeles] * [http://www.ismdhanbad.ac.in The Indian School of Mines] * [http://www.mu-leoben.at Mining University of [[Leoben]], [[Austria]]] * [http://www.pe.tamu.edu/ Texas A&M University, Department of Petroleum Engineering] * [http://www.depts.ttu.edu/peweb/ Texas Tech University, Petroleum Engineering Department] * [http://www.pge.utexas.edu/ The University of Texas at Austin, Petroleum & Geosystems Engineering] * [http://mpge.ou.edu/ University of Oklahoma, Mewbourne School of Petroleum Engineering] * [http://ekofisk.stanford.edu/ Stanford University, Department of Petroleum Engineering] * [http://www.pe.utulsa.edu/ The University of Tulsa, Petroleum Engineering Department] * [http://www.ismdhanbad.ac.in/depart/petro/index.htm Indian School of Mines, Department of Petroleum Engineering] * [http://gse.umr.edu/ University of Missouri-Rolla, Department of Geological Sciences & Engineering] * [http://www.mtech.edu/sme/ Montana Tech of the University of Montana, School of Mines & Engineering] * [http://www.ifp.fr/ Institut Français du Pétrole] * [http://asp.adelaide.edu.au/ Australian School of Petroleum] * [http://www.pet.hw.ac.uk/news/index.htm Heriot Watt, Institute of Petroleum Engineering] * [http://www.ipt.ntnu.no/english/ NTNU - Norwegian University of Science and Technology, Department of] * [http://www.pete.lsu.edu/ LSU, Craft & Hawkins School of Petroleum Engineering Petroleum Engineering & Applied Geophysics] * [http://www.rgu.ac.uk/energy/home/page.cfm Robert Gordon University, The Energy Centre] * [http://web.utm.my/fkkksa/ Universiti Teknologi Malaysia, Petroleum Engineering Department] * [http://www.ite.tu-clausthal.de/ Institute of Petroleum Engineering, TU Clausthal, Germany] * [http://www.jobmonkey.com/oilindustry/html/other_oil_and_gas_jobs.html JobMonkey - Petroleum Engineering Jobs Overview and Listings] [[Category:Engineering and Technology]] 15126 62815 2006-12-25T12:43:19Z Remi0o 3985 /* Learning Guide */ == Introduction == An architectural engineer applies the skills of many engineering disciplines to the design, construction, operation, maintenance, and renovation of buildings while paying attention to their impacts on the surrounding environment. In countries such as Canada, the UK and Australia, architectural engineering is more commonly known as Building engineering, building systems engineering, or building services engineering. In some languages, such as Korean, "architect" is literally translated as "architectural engineer". With the establishment of a separate NCEES Professional Engineering registration examination in the 1990s, architectural engineering is now recognized as a distinct engineering discipline in the United States. But many practicing 'architectural engineers' hold degrees or registration in civil, mechanical, electrical, or another engineering field and become architectural engineers via experience. Conversely, many degree-holding architectural engineers have professional registration in civil or mechanical engineering, for example. The number of architectural engineering degree programs is increasing, but demand far exceeds the availability in the U.S., especially on the East and West Coasts, and in the South. Note that "architectural engineering technology" is different from architectural engineering. == Difference from architecture == A common confusion is the distinction between architecture and architectural engineering. In essence, architectural engineering is the engineering discipline for the analysis, design, and construction of building systems. Architects are directly responsible for the form and appearance of a building, including the way in which people use and experience the spaces of the building. Architects traditionally act as the leader of the design team, and are thus known as the 'prime professional'. They coordinate the efforts of the various engineering and other design consultants for building projects. Before about 1975, architectural engineering graduates in the U.S. typically went to work as 'technical architects'. Since that time architectural engineering defined itself as consulting engineers for buildings. Architectural engineers thus concentrate on ensuring that "the buildings work", e.g., that they stand up, that the HVAC systems operate well, that light and electrical power are delivered safely and as needed, and that fire safety is addressed. By the 1950's, there were approximately 60 architectural engineering degree programs in the U.S. However, as architecture split from engineering -- most architecture programs were in engineering schools -- many architectural engineering programs lost institutional support. But from a low of eight programs in the early 1980's, and with the redefinition of the discipline as 'engineers for building systems', architectural engineering education is experiencing significant growth. Demand for admission to the programs, and quality of applicants, is very high. The academic honor society for architectural engineering is Phi Alpha Epsilon. == The Architectural Engineer == Architectural engineers' roles can overlap with that of the architect and other project engineers. Like architects, they seek to achieve optimal designs within the overall constraints, except using primarily the tools of engineering rather than architecture. In most parts of the world, architectural engineers are not entitled to practice architecture unless they are also licensed as architects. In some juristictions, registered professional architectural engineers are limited, by virtue of the exams taken, to practicing only one or more of the component areas of building engineering practice such as mechanical (HVAC/plumbing/etc.), electrical, structural, or fire protection. In recent years there has been increasing emphasis on sustainable and green design, including in engineered building systems. Architectural engineers increasingly seek LEED ((R) USGBC) Accredited Design Professional (LADP) status in addition to their Professional Engineering registration. == Potential Careers == * '''Consulting Engineer/Design Engineer/Designer'''. An [[Engineer]], usually a [[Professional Engineer]], or if early in his or her career, an Engineer-in-Training that designs and specifies building systems, analyses problems, or optimizes conditions, for example. Typically employed by, or owner of, a consulting engineering firm, but also commonly in an A/E (architectural and engineering services) firm. * '''Plant/Facilities Engineer'''. The owner's management liaison person interacting with architects, contractors, and engineers in the design and construction of remodeling, additions, and new facilities. Manages and develops such programs within the plant as energy conservation, preventative maintenance, and retrofits. * '''Sales/Applications Engineer'''. Provides technical advice and application of their representative products to the building industry's architects, engineers, and constructors. * '''Construction Project Manager'''. Manages the construction of a building project. Responsibilities include the scheduling of labor trades, material, and equipment for the most economical and expeditious construction of buildings. * '''Construction Estimator'''. The estimator is responsible for the takeoff material, type of labor, and equipment, and calculating the cost for the construction project plus preparing the necessary documents for the estimate. * '''Structural Engineer'''. Analyzes, calculates, and selects systems and components for various structures. Graduates are employed within the building industry, but also in other structural areas. Graduate study, and additional registration exams in structural engineering are recommended. * '''Electrical Systems Engineer'''. Designs and specifies electrical power, lighting, and communication systems for buildings. Employed in an electrical consulting design office or in electrical design-construction offices. Other responsibilities may be preparing specifications and cost estimates. * '''Electrical Utility Engineer'''. Coordinates new building construction with building owners, design engineers, and contractors, and educates customers on conservation and cost saving opportunities while optimizing the loads on the utility. * '''Building Inspector'''. Employed by a public agency. Responsible for the public interest to inspect building projects for code compliance. * '''Fire Safety/Protection Engineer'''. Designs various types of fire protection systems within the building. Systems include sprinkler, chemical suppression, smoke control, and detection devices. * '''Heating, Ventilating, and Air-Conditioning (HVAC) Engineer'''. Designs the HVAC systems and prepares the specifications. * '''Plumbing Engineer'''. Designs the potable water, process fluids, and wastewater systems for the buildings. * '''Professor/Researcher'''. Teaches and performs research and service. Typically requires completion of a Doctor of Philosophy (Ph.D.) in engineering degree. ==Major specializations== * [[Architecture]] * [[Structural engineering]] * [[Construction engineering]] * [[Construction management]] * [[Project management]] * [[Green building]] * [[HVAC|Heating, ventilating, and air-conditioning (HVAC)]] * [[Plumbing]] and [[piping]] ([[hydronics]]) * [[Fire protection engineering]] * [[Acoustics]], [[noise]] & [[vibration]] control * [[Electrical engineering|Building power systems]] * [[Lighting]] * [[Elevator|Building transportation systems]] ==Subjects of interest== * [[Building construction]] * [[Energy efficiency]], [[Energy conservation]], or [[Energy demand management]] * [[Renewable energy]] * [[Solar power|Solar energy]] * [[Green building|Green buildings]] * [[Intelligent building]]s * [[Autonomous building]]s * [[Indoor air quality]] * [[Thermal comfort]] == Coursework == Curricula vary considerably between universities, but the following are often present in [[ABET]]-accredited four- or five-year B.S. in architectural engineering degree programs in the U.S.: <p> * An introduction to architectural engineering * Two courses in English * Five courses in mathematics (calculus, differential equations, linear algebra, probability) * Two courses in physics * One course in chemistry * One course in science (e.g., geology, environment, biology) * Several courses in humanities/social sciences (e.g., architectural history, sociology) * Two courses in architectural design * Two courses in building materials and construction <p> Engineering science courses in: * Statics and dynamics * Strength of materials * Structural analysis * Basic circuits * Thermodynamics * Fluid mechanics * Heat transfer * Engineering economics * Computer programming * Computer-aided design and drafting (CADD) <p> Engineering design courses in: * Structures (e.g., steel, concrete, and/or wood design) * Construction * Power and lighting systems * Plumbing and piping systems * Heating, ventilating, and air-conditioning (HVAC) systems * Senior design project * electives ==External links== For all architectural engineers: * [http://www.aeinstitute.org/ The Architectural Engineering Institute (AEI)] * [http://www.nspe.org/ The National Society of Professional Engineers (NSPE)] For the specializations: * [http://www.ashrae.org/ The American Society of Heating, Refrigerating and Air-Conditioning Engineers, Inc. (ASHRAE)] * [http://www.aspe.org/ The American Society of Plumbing Engineers (ASPE)] * [http://www.agc.org/ Associated General Contractors of America (AGC)] * [http://www.iesna.org/ The Illuminating Engineering Society of North America (IESNA)] * [http://www.sfpe.org/ The Society of Fire Protection Engineers (SFPE)] * [http://www.seinstitute.org/ The Structural Engineering Institute (SEI)] * [http://www.usgbc.org/ The U.S. Green Building Council (USGBC)] 15127 76727 2007-01-15T22:12:22Z JWSchmidt 20 [[Topic:Gelogical Engineering]] moved to [[Topic:Geological Engineering]]: spelling Welcome to the Wikiversity '''Department of Geological Engineering'''. ==Department description== The Department of Geological Engineering is a Wikiversity content development project where participants create, organize and develop learning resources for Geological Engineering. Geological engineering is the engineering science of applying engineering principles to the study of geological materials as part of the engineering design of facilities including roads, tunnels, and mines especially as related to minerals and mineral products. Some see it as a merging of the disciplines of geology and engineering and materials science, but, while it includes aspects of all, it has several specializations unique to the field. Geological engineers are particularly prized in the field of mining, including the fields of mine development, exploration, and operation. Geological engineers conduct slope stability analyses, and design remediations for unstable slopes including landslides for mining concerns and civil engineering projects. They are involved in both civil and mining tunneling projects. Some geological engineers choose to specialize instead on geotechnical or environmental aspects of the field. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Engineering]] 15128 77211 2007-01-16T19:29:36Z JWSchmidt 20 [[Category:Engineering]] Nuclear engineering is the practical application of the atomic nucleus gleaned from principles of nuclear physics and the interaction between radiation and matter. This field of engineering includes the design, analysis, development, testing, operation and maintenance of nuclear fission systems and components, specifically, nuclear reactors, nuclear power plants and/or nuclear weapons. The field can also include the study of nuclear fusion, medical applications of radiation, nuclear safety, heat transport, nuclear fuels technology, nuclear proliferation, and the effect of radioactive waste or radioactivity in the environment. == Professional Areas == ;Nuclear Fission The United States gets about 20% of its electricity from nuclear power. This is a massive industry and keeping the supply of nuclear engineers plentiful will ensure its stability. Nuclear engineers in this field generally work, directly or indirectly, in the nuclear power industry or for government labs. Current research in industry is directed at producing economical, proliferation resistant reactor designs with passive safety features. Although government labs research the same areas as industry, they also study a myriad of other issues such as: nuclear fuels and nuclear fuel cycles, advanced reactor designs, and nuclear weapon design and maintenance. ;Nuclear Fusion and Plasma Physics Research areas include high-temperature, radiation-resistant materials, and plasma dynamics. Internationally, research is currently directed at building a prototype tokamak called ITER. The research at ITER will primarily focus on instabilities and diverter design refinement. Researchers in the USA are also building an inertial confinement experiment called the National Ignition Facility or NIF. NIF will be used to refine neutron transport calculations for the US stockpile stewardship initiative. ;Nuclear Medicine and Medical Physics An important field is nuclear medicine. From x-ray machines to MRI to PET,among many others, nuclear medicine provides most of modern medicine's diagnostic capability along with providing many treatment options. ;Nuclear Materials and Nuclear Fuels Nuclear materials research focuses on two main subject areas, nuclear fuels and irradiation-induced modification of materials. Improvement of nuclear fuels is crucial for obtaining increased efficiency from nuclear reactors. Irradiation effects studies have many purposes, from studying structural changes to reactor components to studying nano-modification of metals and semiconductors using ion-beams or particle accelerators. ;Radiation Measurements and Imaging Nuclear engineers and radiological scientists are interested in the development of more advanced ionizing radiation measurement and detection systems, and using these to improve imaging technologies. This includes detector design, fabrication and analysis, measurements of fundamental atomic and nuclear parameters, and radiation imaging systems, among other things. == Coursework == Undergraduate coursework should begin with a foundation in mechanics and dynamics of particle motion, thermodynamics, introductory computer programming, college level physics and chemistry, and a rigorous training in mathematics through differential equations. Midway through undergraduate training a nuclear engineer must choose a specialization within his field that he will further study. Further coursework in a nuclear engineering program includes but is not limited to fluid mechanics, reactor physics, quantum mechanics, thermal hydraulics, linear circuits, radiation effects, and neutron transport. ; Specialization in fission, includes the study of nuclear reactors, fission systems, and nuclear power plants, the primary teachings deal with neutronics and thermal-hydraulics for nuclear generated electricity. A firm foundation in thermodynamics and fluid mechanics in addition to hydrodynamics is a must. Specialization in nuclear fusion includes electrodynamics and plasmas. This area is very much research oriented and training often terminates with a graduate level degree. Specialization in nuclear medicine, includes courses dealing with doses and absorption of radiation in bodily tissues. Those who get competency in this area usually move into the medical field. Many nuclear engineers in this specialisation go on to become board licensed medical physicists or go to medical school and become a radiation oncologist. Research is also a common choice for graduates. [[Category:Engineering]] 15129 76688 2007-01-15T21:29:00Z JWSchmidt 20 [[Category:Engineering]] __NOTOC__ Ecological Engineering is the emerging field of the use of ecological processes within natural or constructed imitation of natural systems to achieve engineering goals. It has also been described as "the design of sustainable ecosystems that integrate human society with its natural environment for the benefit of both" (Mitsch, 1998) The following is submitted by David Del Porto: The term, "ecological engineering," was first coined by the late Dr. Howard T. Odum in 1962. Howard Odum was professor emeritus at the University of Florida, where his work in systems ecology had flourished. Ecological engineering, he wrote, is "those cases where the energy supplied by man is small relative to the natural sources but sufficient to produce large effects in the resulting patterns and processes." (H.T. Odum, 1962, "Man and Ecosystem" Proceedings, Lockwood Conference on the Suburban Forest and Ecology. Bulletin Connecticut Agric. Station) Another definition that follows from that relates to ecosystem management by human society (Center for Wetlands, University of Florida) : "Ecological engineering is the design of sustainable ecosystems that integrate human society with its natural environment for the benefit of both. It involves the design, construction and management of ecosystems that have value to both humans and the environment. Ecological engineering combines basic and applied science from engineering, ecology, economics, and natural sciences for the restoration and construction of aquatic and terrestrial ecosystems. The field is increasing in breadth and depth as more opportunities to design and use ecosystems as interfaces between technology and environment are explored." Another definition seeks to use the ecological paradigm to construct ecologies to solve vexing world-class problems, such as pollution: It is predicated on the believe that the self-organizing order found in stable ecosystms is so universal that it can be applied as an engineering discipline to solve the pressing problems of global pollution, food production and efficient resource-utilization, while providing a high quality of life for all human society. (David Del Porto) In this definition, the ecological paradigm reveals how to safely utilize the polluting components of unwanted residuals, or "wastes," to ultimately grow green plants that have value to human society, but not at the expense of aquatic and terrestrial ecosystems. Planning, design and construction with the ecological paradigm as a template is the work of ecological engineers. Ecological engineering is based on the self-designing capacity of nature to take ecosystems to sustainable optimum states. Past engineering approaches overuse fossil fuels and require intensive maintenance because they are out of balance with nature. Ecological engineering solutions rely more on natural energy flows (solar-based) and are often very low maintenance, when done correctly. Examples of ecological engineering are the restoration of a landscape or the creation of a wetland ecosystem to treat wastewater. In the case of restoring a landscape denuded of all soil by erosion, the ecological engineer would approach the problem not by trucking in tons of soil, he or she would work to establish soil-building organisms to do the work. In the case of wastewater treatment, the conventional engineer would use electricity to pump and aerate the water while dumping in tons of chemicals. The ecological engineer would use the natural assimilative capacity of certain plants and microbes to remove the pollutants of concern in a gravity-flow system. == Coursework == *[[Topic:Energy Engineering|Energy Engineering]]: [[Renewable energy systems]] *... == Research == == Service == == External Links == *[http://aeesociety.org/ American Ecological Engineering Society] *[http://en.wikibooks.org/wiki/Wikiversity:Ecological_Engineering Ecological Engineering Wikibook] *[http://www.springerlink.com/content/1860-188X/ Landscape and Ecological Engineering:Open Access Journal] [[Category:Engineering]] 15130 76705 2007-01-15T21:48:03Z JWSchmidt 20 [[Category:Engineering]] Welcome to the Wikiversity '''Department of Environmental Engineering'''. ==Department description== The Department of Environmental Engineering is a Wikiversity content development project where participants create, organize and develop learning resources for Environmental Engineering. Environmental engineering is the application of science and engineering principles to improve the environment (air, water, and/or land resources), to provide healthful water, air, and land for human habitation and for other organisms, and to remediate polluted sites. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Environmental Engineering]] * Contaminated land management and site remediation * Risk assessment * Environmental policy and regulation development * Solid waste management * Hazardous waste management * Environmental health and safety * Natural resource management * Noise pollution * Geographic information system (GIS) * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Engineering]] 15131 77316 2007-01-16T22:18:46Z JWSchmidt 20 [[Category:Engineering and Technology]] __NOTOC__ == Introduction == Telecommunication is the transmission of signals over a distance for the purpose of communication. In modern times, this process almost always involves the sending of electromagnetic waves by electronic transmitters but in earlier years it may have involved the use of smoke signals, drums or semaphore. Today, telecommunication is widespread and devices that assist the process, such as the television, radio and telephone, are common in many parts of the world. There is also a vast array of networks that connect these devices, including computer networks, public telephone networks, radio networks and television networks. Computer communication across the Internet, such as e-mail and instant messaging, is just one of many examples of telecommunication. Telecommunication systems are generally designed by telecommunication engineers. Major contributors to the field of telecommunications include Alexander Bell who invented the telephone (as we know it), John Logie Baird who invented the mechanical television and Guglielmo Marconi who first demonstrated transatlantic radio communication. In recent times, optical fiber has radically improved the bandwidth available for intercontinental communication, helping to facilitate a faster and richer Internet experience. And, digital television has eliminated effects such as snowy pictures and ghosting. Telecommunication remains an important part of the world economy and the telecommunication industry's revenue has been placed at just under 3% of the gross world product. == Concepts == The basic elements of a telecommunication system are: * a transmitter that takes information and converts it to a signal for transmission * a transmission medium over which the signal is transmitted * a receiver that receives and converts the signal back into usable information For example, consider a radio broadcast. In this case the broadcast tower is the transmitter, the radio is the receiver and the transmission medium is free space. Often telecommunication systems are two-way and devices act as both a transmitter and receiver or transceiver. For example, a mobile phone is a transceiver. Telecommunication over a phone line is called point-to-point communication because it is between one transmitter and one receiver, telecommunication through radio broadcasts is called broadcast communication because it is between one powerful transmitter and numerous receivers.[2] Signals can either be analogue or digital. In an analogue signal, the signal is varied continuously with respect to the information. In a digital signal, the information is encoded as a set of discrete values (e.g. 1's and 0's).[3] Telecommunications devices convert different types of information, such as sound and video, into electrical or optical signals. Electrical signals typically travel along a medium such as copper wire or are carried over the air as radio waves. Optical signals typically travel along a medium such as strands of glass fibers. When a signal reaches its destination, the device on the receiving end converts the signal back into an understandable message, such as sound over a telephone, moving images on a television, or words and pictures on a computer screen.[4] A collection of transmitters, receivers or transceivers that communicate with each other is known as a network. Digital networks may consist of one or more routers that route data to the correct user. An analogue network may consist of one or more switches that establish a connection between two or more users. For both types of network, a repeater may be necessary to amplify or recreate the signal when it is being transmitted over long distances. This is to combat attenuation that can render the signal indistinguishable from noise.[5] A channel is a division in a transmission medium so that it can be used to send multiple independent streams of data. For example, a radio station may broadcast at 96 MHz while another radio station may broadcast at 94.5 MHz. In this case the medium has been divided by frequency and each channel received a separate frequency to broadcast on. Alternatively one could allocate each channel a recurring segment of time over which to broadcast.[5] The shaping of a signal to convey information is known as modulation. Modulation is a key concept in telecommunications and is frequently used to impose the information of one signal on another. Modulation is used to represent a digital message as an analogue waveform. This is known as keying and several keying techniques exist — these include phase-shift keying, amplitude-shift keying and minimum-shift keying. Bluetooth, for example, uses phase-shift keying for exchanges between devices (see note).[6] However, more relevant to earlier discussion, modulation is also used to boost the frequency of analogue signals. This is because a raw signal is often not suitable for transmission over long distances of free space due to its low frequencies. Hence its information must be superimposed on a higher frequency signal (known as a carrier wave) before transmission. There are several different modulation schemes available to achieve this — some of the most basic being amplitude modulation and frequency modulation. An example of this process is a DJ's voice being superimposed on a 96 MHz carrier wave using frequency modulation (the voice would then be received on a radio as the channel “96 FM”). == Coursework == [[Category:Engineering and Technology]] 15132 75857 2007-01-14T19:18:38Z JWSchmidt 20 learning projects Welcome to the Wikiversity '''Department of Automobile Engineering'''. ==Department description== This is a content development project where participants create, organize and develop learning resources for automotive engineering. Automotive engineering is a branch of mechanical engineering, incorporating elements of mechanical engineering, electrical engineering, electronic engineering, software engineering and safety engineering as applied to the design, manufacture and operation of automobiles, buses and trucks and their respective engineering subsystems. Used to design automotive vehicles. This also includes working on vehicles. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. 15133 75974 2007-01-14T22:31:45Z Historybuff 5228 == Introduction == Security engineering is the field of engineering dealing with the security and integrity of real-world systems. It is similar to systems engineering in that its motivation is to make a system meet requirements, but with the added dimension of enforcing a security policy. It has existed as an informal field for centuries, in the fields of locksmithing and security printing. Technological advances, principally in the field of computers, have now allowed the creation of far more complex systems, with new and complex security problems. Because modern systems cut across many areas of human endeavor, security engineers not only need consider the mathematical and physical properties of systems; they also need to consider attacks on the people who use and form parts of those systems using social engineering attacks. Secure systems have to resist not only technical attacks, but also coercion, fraud, and deception by confidence tricksters. For this reason it involves aspects of social science, psychology and economics, as well as physics, chemistry and mathematics. Some of the techniques used, such as fault tree analysis, are derived from safety engineering. Other techniques such as cryptography were previously restricted to military applications. One of the pioneers of security engineering as a formal field of study is Ross Anderson. ==Sub-fields of security engineering== * [[Topic:Computer security|Computer security]] * [[Topic:Physical security|Physical security]] * [[Topic:Information security|Information security]] * [[Topic:Economics of security|Economics of security]] === Patterns & Practices === The [http://msdn.com/SecurityEngineering patterns & practices Security Engineering] consists of the following activities: * Security Objectives * Security Design Guidelines * Security Modeling * Security Architecture and Design Review * Security Code Review * Security Testing * Security Tuning * Security Deployment Review These activities help meet security objectives in the software life cycle. == Coursework == [[Category:Computer Programming]] 15134 76826 2007-01-16T00:26:33Z JWSchmidt 20 [[Category:Engineering]] == Introduction == Instrumentation Engineering is the engineering specialization focused on the design and configuration and automated systems. Instrument engineers usually have degrees in instrumentation engineering, chemical engineering, electrical engineering, or mechanical engineering and sometimes in the newer field of Control engineering/control systems engineering. They typically work for industries with automated processes, such as chemical or manufacturing plants, with the goal of improving system productivity, reliability and stability. == Coursework == [[Category:Engineering]] 15135 62792 2006-12-25T11:33:23Z Remi0o 3985 New page: {| cellpadding="10" align="center" style="border-collapse:collapse; background-color:transparent; border-style:none;" class="cquote" | width="20" valign=top | {{Click|image = cquote1.png|l... {| cellpadding="10" align="center" style="border-collapse:collapse; background-color:transparent; border-style:none;" class="cquote" | width="20" valign=top | {{Click|image = cquote1.png|link = {{FULLPAGENAME}}|title=“| width = {{{size|{{{2|{{{quotewidth|{{{width|20px}}}}}}}}}}}}|height = {{{size|{{{3|{{{quoteheight|{{{height|20px}}}}}}}}}}}}}}| {{{1}}} | width="20" valign=bottom | {{Click|image = cquote2.png|link = {{FULLPAGENAME}}|title=”| width = {{{size|{{{2|{{{quotewidth|{{{width|20px}}}}}}}}}}}}|height = {{{size|{{{3|{{{quoteheight|{{{height|20px}}}}}}}}}}}}}} |- {{#if:{{{4|}}}{{{5|}}}| {{!}} colspan="3" style="padding-top: 10px" {{!}} {{#if:{{{4|<noinclude>Origin</noinclude>}}}|<p style="font-size:smaller;line-height:1em;text-align: right"><cite style="font-style:normal;">—{{{4}}}{{#if:{{{5|<noinclude>Source</noinclude>}}}|, {{{5}}}}}</cite></p>}} }} |}<noinclude> {{protected template}} {{/doc}} </noinclude> 15136 67978 2007-01-08T03:58:42Z JWSchmidt 20 /* Introduction */ Wikipedia link == Introduction == [[w:Consilience|Consilience]], or the unity of knowledge (literally a "jumping together" of knowledge), has its roots in the ancient Greek concept of an intrinsic orderliness that governs our cosmos, inherently comprehensible by logical process, a vision at odds with mystical views in many cultures that surrounded the Hellenes. The rational view was recovered during the high Middle Ages, separated from theology during the Renaissance and found its apogee in the Age of Enlightenment. Then, with the rise of the modern sciences, the sense of unity gradually was lost in the increasing fragmentation and specialization of knowledge in the last two centuries. The converse of consilience in this way is Reductionism. The word consilience was apparently coined by William Whewell, in The Philosophy of the Inductive Sciences, 1840. In this synthesis Whewell explained that, "The Consilience of Inductions takes place when an Induction, obtained from one class of facts, coincides with an Induction obtained from another different class. Thus Consilience is a test of the truth of the Theory in which it occurs." The Scientific method has become almost universally accepted as the exclusive method for testing the status of any scientific hypothesis or theory. "Inductions" which arise out of applications of the scientific method are, by definition, the only accepted indicators of consilience. Modern views understand that each branch of knowledge studies a subset of reality that depends on factors studied in other branches. Atomic physics underlies the workings of chemistry, which studies emergent properties that in turn are the basis of biology. Psychology can no longer be separated from the study of properties emergent from the interaction of neurons and synapses. Sociology, economics, and anthropology are each, in turn, studies of properties emergent from the interaction of countless individual humans. Their limits have constrained history. == Edward O. Wilson == The word had remained shelved until the end of the 20th century, when it was vividly revived in Consilience: The Unity of Knowledge, a 1998 book by the humanist biologist Edward Osborne Wilson, as an attempt to bridge the culture gap between the sciences and the humanities that was the subject of C. P. Snow's The Two Cultures and the Scientific Revolution, 1959. Wilson's assertion was that the sciences, humanities, and arts have a common goal: to give a purpose to understanding the details, to lend to all inquirers "a conviction, far deeper than a mere working proposition, that the world is orderly and can be explained by a small number of natural laws." This is the essence of consilience. And in this way consilience is very similar to reductionism. A parallel view lies in the term universology, which literally means "the science of the universe." Universology was first advocated for the study of the interconnecting principles and truths of all domains of knowledge by Stephen Pearl Andrews, a 19th century utopian futurist and anarchist. == Quotes == {{cquote|To ask if consilience can be gained in the innermost domains of the circles, such that sound judgment will flow easily from one discipline to another, is equivalent to asking whether, in the gathering of disciplines, specialists can ever reach agreement on a common body of abstract principles and evidentiary proof. I think they can. Trust in consilience is the foundation of the natural sciences. For the material world at least, the momentum is overwhelmingly toward conceptual unity. Disciplinary boundaries within the natural sciences are disappearing, to be replaced by shifting hybrid domains in which consilience is implicit. These domains reach across many levels of complexity, from chemical physics and physical chemistry to molecular genetics, chemical ecology, and ecological genetics. None of the new specialities is considered more than a focus of research. Each is an industry of fresh ideas and advancing technology. Given that human action comprises events of physical causation, why should the social sciences and humanities be impervious to consilience with the natural sciences? And how can they fail to benefit from that alliance? It is not enough to say that human action is historical, and that history is an unfolding of unique events. Nothing fundamental separates the course of human history from the course of physical history, whether in the stars or organic diversity. Astronomy, geology, and evolutionary biology are examples of primarily historical disciplines linked by consilience to the rest of the natural sciences.}} {{cquote|Every college student should be able to answer the following question: What is the relation between science and the humanities, and how is it important for human welfare? Every public intellectual and political leader should be able to answer that as well. Already half the legislation coming before the United States Congress contains important scientific and technological components. Most of the issues that vex humanity daily - ethnic conflict, arms escalation, overpopulation, abortion, environment, endemic poverty, to cite several most consistently before us - cannot be solved without integrating knowledge from the natural sciences with that of the social sciences and humanities. Only fluency across the boundaries will provide a clear view of the world as it really is, not as seen through the lens of ideologies and religious dogmas or commanded by myopic response to immediate need. Yet the vast majority of our political leaders are trained exclusively in the social sciences and humanties, and have little or no knowledge of the natural sciences. The same is true for the public intellectuals, the columnists, the media interrogators, and think-tank gurus. The best of their analyses are careful and responsible, and sometimes correct, but the substantive base of their wisdom is fragmented and lopsided.}} {{cquote|The mind is not like a wax tablet. On a tablet you cannot write the new till you rub out the old; on the mind you cannot rub out the old except by writing in the new. Beware of the idols of the mind, the fallacies into which undisciplined thinkers most easily fall. They are the real distorting prisms of human nature. Among them, idols of the tribe assume more order than exists in chaotic nature; those of the imprisoning cave, the idiosyncrasies of individual belief and passion; of the market place, the power of mere words to induce belief in non-existent things; and of the theater, unquestioning acceptance of philosophical beliefs and misleading demonstration. Stay clear of these idols, observe the world around you as it truly is, and reflect on the best means of transmitting reality as you have experienced it; put into it every fiber of your being.}} {{cquote|Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence. Inside our heads is a reconstitution of reality based on sensory input and the self-assembly of concepts. Input and self-asembly, rather than an independent entity in the brain - the "ghost in the machine," in the philosopher Gilbert Ryle's famous derogation - constitute the mind. The alignment of outer existence with its inner representation has been distorted by the idiosyncrasies of human evolution, as I noted earlier. That is, natural selection built the brain to survive in the world and only incidentally to understand it at a depth greater than is needed to survive. The proper task of scientists is to diagnose and correct the misalignment. The effort to do so has only begun. No one should suppose that objective truth is impossible to attain, even when the most committed philosophers urge us to acknowledge that incapacity. In particularly it is too early for scientists, the foot soldiers of epistemology, to yield ground so vital to their mission.}} {{cquote|On the surface it would seem, and was so reported by the media, that the Rwandan catastrophe was ethnic rivalry run amok. That is true only in part. There was a deeper cause, rooted in environment and demography. Between 1950 and 1994 the population of Rwanda, favored by better health care and temporarily improved food supply, more than tripled, from 2.5 million to 8.5 million. In 1992 the country had the highest growth rate in the world, an average of 8 children for woman. Parturition began early, and generation times were short. But although total food production increased dramatically during this period, it was soon overbalanced by population growth. The average farm size dwindled, as plots were divided from one generation to the next. Per capita grain production fell by half from 1960 to the early 1990s. Water was so overdrawn that hydrologists declared Rwanda one of the world's twenty-seven water-scarce countries. The teenage soldiers of the Hutu and Tutsi then set out to solve the population problem in the most direct possible way. Rwanda is a microcosm of the world. War and civil strife have many causes, most not related directly to environmental stress. But in general, overpopulation and the consequent dwindling of available resources are tinder that people pile up around themselves. The mounting anxiety and hardship are translated into enmity, and enmity into moral aggression. Scapegoats are identified, sometimes other political or ethic groups, sometimes neighboring tribes. The tinder continues to grow, awaiting the odd assassination, territorial incursion, atrocity, or other provocative incident to set it off. Rwanda is the most populated country in Africa. Burundi, its war torn neighbor, is second. Haiti and El Savador, two of the chronically most troubled nations of the Western Hemisphere, are also among the most densely populated, exceeded only by five tiny island countries of the Caribbean. They are also arguable the most environmentally degraded.}} {{cquote|If the natural sciences can be successfully united with the social sciences and humanities, the liberal arts in higher education will be revitalized. Even the attempt to accomplish that much is a worthwhile goal. Profession-bent students should be helped to understand that in the twenty-first century the world will not be run by those possess mere information alone. Thanks to science and technology, access to factual knowledge of all kinds is rising exponentially while dropping in unit cost. It is destined to become global and democratic. Soon it will be available everywhere on television and computer screens. What then? The answer is clear: synthesis. We are drowning in information, while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely.}} {{cquote|The smart money in eschatology is on Blaise Pascal's wager: Live well but accept the faith. If there is an afterlife, the seventeen-century French philosopher reasoned, the believer has a ticket to paradise and the best of both worlds, "If I lost," Pascal wrote, "I would have lost little; if I won I would have gained eternal life." Now think like an empiricist for a moment. Consider the wisdom of turning the wager around as follows: If fear and hope and reason dictate that you must accept the faith, do so, but treat this world as if there is none other.}} {{cquote|The complementary instincts of moraliy and tribalism are easily manipulated. Civilization has made them more so. Only ten thousand years ago, a tick in geological time, when the agricultural revolution begain the Middle East, in China, and in Mesoamerica, populations increased in density tenfold over those of hunter-gatherer societies. Families settled on small plots of land, villages proliferated, and labor was finely divided as a growing minority of the populace specialized as craftsmen, traders, and soldiers. The rising agricultural societies, egalitarian at first, became hierarchical. As chiefdoms and then states thrived on agricultural surpluses, hereditary rulers and priestly castes took power. The old ethical codes were transformed into coercive regulations, always to the advantage to the ruling classes. About this time the idea of law-giving gods originated. Their commands lent the ethical codes overpowering authority, once again - no surprise - to the favor of the rulers.}} [[Category:Interdisciplinary Studies]] [[Category:Science]] 15137 62794 2006-12-25T11:34:20Z Remi0o 3985 New page: ---- <includeonly>:''This template documentation is [[Wikipedia:Template doc page pattern|transcluded]] from [[{{FULLPAGENAME}}/doc]]'' [<span class="plainlinks">[{{fullurl:{{FULLPAGENAMEE... ---- <includeonly>:''This template documentation is [[Wikipedia:Template doc page pattern|transcluded]] from [[{{FULLPAGENAME}}/doc]]'' [<span class="plainlinks">[{{fullurl:{{FULLPAGENAMEE}}/doc|action=edit}} edit]</span>]</includeonly><!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE -->__NOTOC__ == Documentation == {{tl|Cquote}} is a template meant for [[pull-quote]]s, which stand apart from the text of a page. It generally should not be used in articles unless there is a good justification for doing so. Pull quotes work best when used with short quotes, and at the start or end of a sections, to help emphasis the content of section. For shorter pull-quotes of 50 words or less in a similar style, consider using {{tl|Rquote}}. '''NOTE''': This template should '''not be used''' for [[block quote]]s in article text. For long quotations in the text, the [[Wikipedia:Manual of Style#Quotations|Manual of Style]] recommends using the HTML &lt;[[blockquote]]> element. ===Usage=== # <code><nowiki>{{cquote|quote text}}</nowiki></code> # <code><nowiki>{{cquote|quote text|quotewidth=40px|quoteheight=40px}}</nowiki></code> or <code><nowiki>{{cquote|quote text|40px|40px}}</nowiki></code> # <code><nowiki>{{cquote|quote text|quote width in pixels|quote height in pixels|Origin of quote|Cited source}}</nowiki></code> Only the first parameter is required. ===Parameters=== * Parameter 1: text of the quote; use <code><nowiki><br /> between paragraphs. </nowiki></code>[REQUIRED] ::'''Note''': if the quote text contains one or more "=" (equal signs), then the template must be called as <nowiki>{{cquote|</nowiki>'''<span style="color:red">1=</span>'''<nowiki>quote text}}</nowiki> (see [http://meta.wikimedia.org/wiki/Help:Templates#Equals_sign_in_parameter_value "Equals sign in parameter value"]) The next two parameters can be used to scale the graphical [[quotation mark]]s up and down to suit larger or smaller quotes. * Parameter 2: "quotewidth" - desired width of the quote image; defaults to 20px * Parameter 3: "quoteheight" - desired height of the quote image; defaults to 20px. The last two parameters can be used to provide attribution for the quote: * Parameter 4: Name of the person that wrote or spoke the text being quoted. Can include links. * Parameter 5: Source of the quote (publication title, speech, etc.). Can include links. ===Examples=== ;<code><nowiki>{{cquote|quote text}}</nowiki></code> As [[Amy Tan]] once said {{Cquote|External success has to do with people who may see me as a model, or an example, or a representative. As much as I may dislike or want to reject that responsibility, this is something that comes with public success. It's important to give others a sense of hope that it is possible and you can come from really different places in the world and find your own place in the world that's unique for yourself.}} ;<code><nowiki>{{cquote|1=quote text}}</nowiki></code> (quote text contains an equal sign) {{cquote|1=The essential point, established by Lorentz, is that the equations of the electromagnetic field are not altered by a certain transformation (which I will call by the name of Lorentz) of the form{{rf|2|LT1904}}: ::<math>x^\prime = k\ell\left(x + \varepsilon t\right),</math><math>t^\prime = k\ell\left(t + \varepsilon x\right),</math><math>y^\prime = \ell y,</math> <math>z^\prime = \ell z,</math><math> k = 1/\sqrt{1-\varepsilon^2}.</math>}} ;<code><nowiki>{{cquote|quote text|40px|40px}}</nowiki></code> {{Cquote|You have the right to remain silent. If you give up that right, anything you say can and will be used against you in a court of law. You have the right to an attorney and to have an attorney present during questioning. If you cannot afford an attorney, one will be provided to you at no cost. During any questioning, you may decide at any time to exercise these rights, not answer any questions, or make any statements.|40px|40px}} ;<code><nowiki>{{cquote|quote text|30px|30px|Origin of quote|Cited source}}</nowiki></code> {{cquote|And when they've given you their all / Some stagger and fall, after all it's not easy / Banging your heart against some mad bugger's wall.|30px|30px|[[Pink Floyd]]|''[[The Wall]]''}} ===Related templates=== * {{tl |epigraph}} *{{tl|quotation}} *{{tl|quote box}} *{{tl|rquote}} <includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[category:Quotation templates|{{PAGENAME}}]] <!-- ADD INTERWIKIS BELOW THIS LINE --> [[category:Quotation templates|{{PAGENAME}}]] [[es:Plantilla:Cita]] [[eu:Txantiloi:Aipu]] [[id:Template:cquote]] [[fr:Modèle:Cquote]] [[mk:Шаблон:Цитатник]] [[pt:Predefinição:Quote2]] [[ru:Шаблон:Цитатник]] [[sv:Mall:Citat]] [[fa:الگو:نقل قول]] </includeonly> 15138 77520 2007-01-17T03:53:40Z JWSchmidt 20 format == Introduction == Dentistry is the art and science of prevention, diagnosis, and treatment of conditions, diseases, and disorders of the oral cavity, the maxillofacial region, and its associated structures as it relates to human beings. A dentist is qualified to practice dentistry. In most countries, several years of training in a university (usually 4-8) and some practical experience working with actual patients' dentition are required to become a qualified dentist. The patron saint of dentists is Saint Apollonia, martyred in Alexandria by having all her teeth violently extracted. The first dental school, the Baltimore College of Dental Surgery, opened in Baltimore, Maryland in 1840. Harvard Dental School was the first dental school to affiliate with a university in 1867 (renamed Harvard School of Dental Medicine in 1940.) [[Image:Métiers-Dentiste, humour-années 20.JPG|frame|right|Dentistry has progressed significantly in recent centuries.]] == General Dentistry == General Dental Practice includes most examination, diagnosis, treatment planning, treatment, and prevention of disease. The dentist and with the aide of other dental auxiliaries frequently uses X-rays and other equipment to ensure correct diagnosis and treatment planning. Treatment may include filling dental cavities, removing the nerves of teeth (R.C.T or Root Canal Treatment), treating diseases of the gums, removing teeth (Extraction), and replacing lost teeth with bridges and dentures (Dental Plates). Anesthesia is often used in any treatment that might cause pain. Teeth may be filled with gold, silver, amalgam, composite, and with fused porcelain inlays. Dentists treat diseases of the mouth and gums such as trench mouth and Periodontitis. An important part of general dental practice is preventive dentistry. If a dentist examines a patient's teeth at regular intervals, a disease may be detected and treated before it becomes serious. Dentists also demonstrate proper methods of brushing and flossing the teeth. They may advise their patients about what food to eat or to avoid for good dental health. Dentists may also treat teeth with Fluorides or other substances to prevent decay. == Specialties == In addition to general dentistry, there are nine dental specialties recognized by the American Dental Association and require 2-6 years of residency training after dental school. The specialties are: * Dental Public Health (study of dental epidemiology and social health policies), * Endodontics (root canal therapy), * Oral and Maxillofacial Pathology (study, diagnosis, and often the treatment of oral and maxillofacial related diseases), * Oral and Maxillofacial Radiology (study and radiologic interpretation of oral and maxillofacial diseases), * Oral and Maxillofacial Surgery (extractions and facial surgery), * Orthodontics and Dentofacial Orthopaedics (straightening of teeth), * Pedodontics (pediatric dentistry; i.e. dentistry for children), * Periodontics (treatment of gum disease), * Prosthodontics (replacement of missing facial anatomy by prostheses such as dentures, bridges and implants). Specialists in these fields are designated registrable (U.S. "Board Eligible") and warrant exclusive titles such as orthodontist, oral surgeon, endodontist, pedodontist, periodontist, or prosthodontist upon satisfying certain local (U.S. "Board Certified") registry requirements. Two other post-graduate formal advanced education programs: General Practice Residency (advanced clinical and didactic training with intense hospital experience) and Advanced Education in General Dentistry (advanced training in clinical dentistry) recognized by the ADA do not lead to specialization. Other dental education exists where no post-graduate formal university training is required: cosmetic dentistry, dental implant, temporo-mandibular joint therapy. These usually require the attendance of one or more continuing education courses that typically last for one to several days. There are restrictions on allowing these dentists to call themselves specialists in these fields. The specialist titles are registrable titles and controlled by the local dental licensing bodies. Forensic odontology consists of the gathering and use of dental evidence in law. This may be performed by any dentist with experience or training in this field. The function of the forensic dentist is primarily documentation and verification of identity. Geriatric dentistry or geriodontics is the delivery of dental care to older adults involving the diagnosis, prevention, and treatment of problems associated with normal aging and age-related diseases as part of an interdisciplinary team with other health care professionals. Veterinary dentistry, a specialty of veterinary medicine, is the field of dentistry applied to the care of animals. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Schools]] 15139 77397 2007-01-17T00:22:19Z JWSchmidt 20 [[Category:Schools]] The '''School of Very Small Information Systems''' is a Wikiversity content development project where participants create, organize and develop learning resources for information systems that are very small. == Introduction == Information Systems is the discipline concerned with the development, use, application and influence of information systems. An information system, following a definition of Langefors, is a technologically implemented medium for recording, storing, and disseminating linguistic expressions, as well as for drawing conclusions from such expressions. The technology used for implementing information systems by no means has to be computer technology. A notebook in which one lists certain items of interest is, according to that definition, an information system. Likewise, there are computer applications that do not comply with this definition of information systems. Embedded systems are an example. A computer application that is integrated into clothing or even the human body does not generally deal with linguistic expressions. One could, however, try to generalize Langefors' definition so as to cover more recent developments. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Schools]] 15140 76812 2007-01-15T23:43:11Z JWSchmidt 20 [[Category:Engineering and Technology]] __NOTOC__ == Introduction == Machine vision (MV) is the application of computer vision to industry and manufacturing. Whereas computer vision is mainly focused on machine-based image processing, machine vision most often requires also digital input/output devices and computer networks to control other manufacturing equipment such as robotic arms. Machine Vision is a subfield of engineering that encompasses computer science, optics, mechanical engineering, and industrial automation. One of the most common applications of Machine Vision is the inspection of manufactured goods such as semiconductor chips, automobiles, food and pharmaceuticals. Just as human inspectors working on assembly lines visually inspect parts to judge the quality of workmanship, so machine vision systems use digital cameras, smart cameras and image processing software to perform similar inspections. Machine vision systems are programmed to perform narrowly defined tasks such as counting objects on a conveyor, reading serial numbers, and searching for surface defects. Manufacturers favour machine vision systems for visual inspections that require high-speed, high-magnification, 24-hour operation, and repeatability of measurements, frequently, these tasks extend roles traditionally occupied by human beings, whose degree of failure is classically high through distraction, illness and circumstance, although humans may display finer perception over the short period and greater flexibility in classification and adaptation to new defects and quality assurance policies. The reader should note that computers do not 'see' in the same way that human beings are able to. Cameras are not equivalent to human optics and while people can rely on inference systems and assumptions, computing devices must 'see' by examining individual pixels of images, processing them and attempting to develop conclusions with the assistance of knowledge bases and features such as Pattern recognition engines. Although some machine vision algorithms have been developed to mimic human visual perception, a number of unique processing methods have been developed to process images and identify relevant image features in an effective and consistent manner. Machine vision and computer vision systems are capable of processing images consistently, but computer-based image processing systems are typically designed to perform single, repetitive tasks, and despite significant improvements in the field, no machine vision or computer vision system can yet match some capabilities of human vision in terms of image comprehension, tolerance to lighting variations and image degradation, parts' variability etc. == Coursework == == Research and Learning Projects == == Related fields == Machine vision is distinct from [[Topic:Computer vision|computer vision]]. Computer vision extends to topics related to autonomous robotics and machine representation of human vision. Machine Vision refers to automated imaging systems including a wide range of computing disciplines aggregated to form a complete solution to visual problems and can be considered a superset composed of Computer Vision and elements such as equipment control, databasing, network systems, interfacing and machine learning. == External Links == [[Category:Engineering and Technology]] 15141 77335 2007-01-16T23:12:21Z JWSchmidt 20 [[Category:Engineering]] __NOTOC__ == Introduction == Traffic engineering is a branch of civil engineering that uses engineering techniques to achieve the safe and efficient movement of people and goods. It focuses mainly on research and construction of the immobile infrastructure necessary for this movement, such as roads, railway tracks, bridges, traffic signs and traffic lights. Increasingly however, instead of building additional infrastructure, dynamic elements are also introduced into road traffic management (they have long been used in rail transport). These use sensors to measure traffic flows and automatic, interconnected guidance systems (for example traffic signs which open a lane in different directions depending on the time of day) to manage traffic especially in peak hours. The relationship between lane flow (Q) (vehicles per hour) maximum speed (V) (kilometers per hour) and density (K) (vehicles per kilometer) is Q = KV. Observation on limited access facilities suggests that up to a maximum flow, speed does not decline while density increases, but above a critical threshold, increased density reduces speed, and beyond a further threshold, increased density reduces flow as well. Therefore, managing traffic density by limiting the rate that vehicles enter the highway during peak periods can keep both speeds and lane flows at bottlenecks high. Ramp meters, signals on entrance ramps that control the rate at which vehicles are allowed to enter the mainline facility, provide this function (at the expense of increased delay for those waiting at the ramps). Traffic engineering is closely associated with other disciplines: * Transportation engineering * Traffic congestion * Highway engineering * Transportation planning * Urban planning == Coursework == == Research and Learning Projects == == External Links == [[Category:Engineering]] 15142 77317 2007-01-16T22:19:38Z JWSchmidt 20 [[Category:Engineering]] __NOTOC__ ==Introduction== Textile engineering (TE) or textile technology deals with the application of scientific and engineering principles to the design and control of all aspects of fiber, textile, and apparel processes, products, and machinery. These include natural and man-made materials, interaction of materials with machines, safety and health, energy conservation, and waste and pollution control. Additionally, textile engineers are given training and experience in plant design and layout, machine and wet process design and improvement, and designing and creating textile products. == Careers == A textile engineer therefore works with textile materials: fibres, yarns, fabrics, and finishes. Most textile engineers work on product research and development, either improving current textile based products or creating new products. They may also be involved with finding uses for new fibres, yarns, fabrics, or textile finishes. == Coursework == The courses taken in a typical TE degree program include Textile Engineering Systems, Textile Engineering Design, Mechanics of Fibrous Structures, Textile Engineering Quality Improvement, Textile Information Systems Design, Polymer Engineering, Polymeric Biomaterials Engineering, Mechanics of Tissues & Implants Requirements, Fabric Building Mechanisms, Special Topics in Textile Engineering, Dynamics of Fabric Production Systems, Textile Composites, Polymeric Biomaterials Engineering, Industrial Textiles, Textile Applications in Medicine, Engineering Economics, Basic Electronics of Textile Manufacturing and Quality Testing Machinery, Dyeing, Printing and other methods of textile coloration, and Industrial Planning and Organisation (Moi University, 1991. Throughout the Textile Engineering curriculum, students take classes from other engineering and disciplines including: Mechanical, Chemical, Materials and Industrial Engineering Disciplines. The TE curriculum provides a broad base of fundamental engineering courses as a foundation for studies in textile engineering. Students also learn such fundamental courses as Thermodynaics, Materials Science, Industrial Management, Applied Mechanics, and Engineering Drawing and Design. == Research and Learning Projects == == External Links == [[Category:Engineering]] 15143 77361 2007-01-16T23:40:07Z JWSchmidt 20 [[Category:African Studies]] Welcome to the Wikiversity '''School of African Studies'''. == Introduction == The School of African Studies is a content development project where participants create, organize, and develop learning resources for African Studies. African studies is the study of Africa, and can encompass such fields as social and economic development, politics, history, culture, sociology, anthropology or linguistics. A specialist in African studies is referred to as an africanist. A related discipline is Pan-African Studies. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! == External Links == [[Category:African Studies]] 15145 77286 2007-01-16T21:35:32Z JWSchmidt 20 [[Category:Social Sciences]] == Introduction == Social workers are concerned with social problems, their causes, their solutions and their human impacts. Social workers work with individuals, families, groups, organizations and communities, as members of a profession which is committed to social justice and human rights. == Practice == === Clinical/Direct Practice === * Assessment and diagnosis * Brief therapies * Case management * Clinical supervision * Counselling * Crisis intervention * Family therapy/Family interventions * Group work/group therapy * Employee assistance programs * Psychosocial and psychoeducational interventions * Psychotherapy * Relationship/interpersonal counseling ===Community practice=== * Community organizing * Community development * Community economic development * Community education * International development * Management * Mediation * Neighborhood development * Policy advocacy * Policy analysis * Political social work * Program development * Program evaluation * Research * Social planning == Subtopics == * Aging or gerontology * Anti-poverty ** Income assistance ** Job training/placement * Anti-racism * Child welfare ** Adoption ** Child abuse ** Foster care * Disability services * Family planning * Food bank programs * Health and wellness ** Hospital social work * Housing and homelessness * Immigrant and refugee services and supports * Juvenile and criminal justice * Lesbian, gay, bisexual and transgendered supports * Mental Health * Religious and spiritual settings * Substance abuse * School social worker * Violence prevention * Women's Issues == Coursework == == Research and Learning Projects == == External Links == British Association of Social Workers [http://www.basw.co.uk www.basw.co.uk] Scottish Institute for Excellence in Social Work Education [http://www.sieswe.org www.sieswe.org] [[Category:Social Sciences]] 15146 75406 2007-01-13T23:01:54Z JWSchmidt 20 [[Category:Research]] Research funding is a term generally covering any funding for scientific research, in the areas of both "hard" science and technology, and social science. The term often connotes funding obtained through a competitive process, in which potential research projects are evaluated and only the most promising receive funding. Such processes, which are run by government, corporations or foundations, allocate scarce funds. Total research funding in most developed countries is between 1.5% and 3% of GDP; Sweden is the only country to exceed 4%. Most research funding comes from two major sources, corporations (through research and development departments) and government (primarily carried out through universities and specialised government agencies). Some small amounts of scientific research are carried out (or funded) by charitable foundations, especially in relation to developing cures for diseases such as cancer, malaria and AIDS. In the OECD, around two-thirds of research and development in scientific and technical fields is carried out by industry, and 20% and 10% respectively by universities and government, although in poorer countries such as Portugal and Mexico the industry contribution is significantly less. The US government spends more than other countries on military R&D, although the proportion has fallen from around 30% in the 1980s to under 20%. Government funding for medical research amounts to approximately 36% in the U.S. The government funding proportion in certain industries is higher, and it dominates research in social science and humanities. Similarly, with some exceptions (e.g. biotechnology) government provides the bulk of the funds for basic scientific research. In commercial research and development, all but the most research-oriented corporations focus more heavily on near-term commercialisation possibilities than "blue-sky" ideas or technologies (such as nuclear fusion). One of the most famous exceptions is the innovation-favouring environment of the 1970s at Xerox Parc, where various ideas including the computer mouse were developed. Similarly, IBM's research into quantum computing has been going on for some years, and it will likely be some years more before it yields commercialisable technology. You can start the Wikiversity research grant division. [[Category:Research]] 15147 77380 2007-01-17T00:05:51Z Mystictim 626 added template welcome and expand {{welcome and expand}}Wikiversity will provide you with resources to allow you to teach your children foreign languages, in addition to having a strong command of their native language. This will be done in a clear and concise manner. Seeing that Wikiversity is still a young project, please help by contributing. [[Category:Language]] 15148 62820 2006-12-25T13:17:53Z Remi0o 3985 New page: == Introduction == Criminal justice is distinct from the field of criminology, which involves the study of crime as a social phenomena, causes of crime, criminal behavior, and other aspect... == Introduction == Criminal justice is distinct from the field of criminology, which involves the study of crime as a social phenomena, causes of crime, criminal behavior, and other aspects of crime. Criminal justice emerged as an academic discipline in the 1920s, beginning with Berkeley police chief August Vollmer who established a criminal justice program at the University of California, Berkeley in 1916. Vollmer's work was carried on by his student, O.W. Wilson, who led efforts to professionalize policing and reduce corruption. Other programs were established in the United States at Indiana University, Michigan State University, San Jose State University, and the University of Washington.[9] Until the 1960s, the primary focus of criminal justice in the United States was on policing and police science. In the late 1960s, with the establishment of the Law Enforcement Assistance Agency (LEAA) and associated policy changes that resulted with the Omnibus Crime Control and Safe Streets Act of 1968. LEAA provided grants for criminology research, focusing on social aspects of crime. By the 1970s, there were 729 academic programs in criminology and criminal justice in the United States. 15149 70797 2007-01-11T23:13:02Z JWSchmidt 20 See also: [[Wikiversity:Service community]] == What is Wiktionary? == Wiktionary is a multilingual, Web-based project to create a free content dictionary, available in over 150 languages. Unlike standard dictionaries, it is written collaboratively by volunteers using wiki software, allowing articles to be changed by almost anyone with access to the Web site. The project's name is a portmanteau of the words wiki and dictionary. Like its sister project Wikipedia, Wiktionary is run by the Wikimedia Foundation. Because Wiktionary is not limited by print space considerations, most of Wiktionary's language editions provide definitions and translations of words from many languages, and some editions offer additional information typically found in thesauruses and lexicons. == Projects for collaboration between Wikiversity and Wiktionary== ==See also== *[[Wikiversity:Service community]] [[Category:Service projects]] 15150 70879 2007-01-12T01:42:45Z JWSchmidt 20 [[Category:Wikimedia]] == What is Wikiquote? == Wikiquote is a sister project of Wikipedia, using the same MediaWiki software. It is one of a family of wiki-based projects run by the Wikimedia Foundation. Based on an idea by Daniel Alston and implemented by Brion Vibber, the goal of the project is to produce collaboratively a vast reference of quotations from prominent people, books and proverbs, and to give details about them. Initially the project was created in English, but in July 2004, more languages were added. == Projects for collaboration between Wikiversity and Wikiquote == ==See also== *[[Wikiversity:Service community]] [[Category:Wikimedia]] 15151 70875 2007-01-12T01:38:45Z JWSchmidt 20 [[Category:Wikimedia]] == What is Wikibooks == Wikibooks, previously called Wikimedia Free Textbook Project and Wikimedia-Textbooks, is a wiki for the creation of free content books. It is a Wikimedia Foundation project. == Collaborative Projects between Wikiversity and Wikibooks == ==See also== *[[Wikiversity:Service community]] *[[Wikiversity and Wikibooks services]] [[Category:Wikimedia]] 15152 70908 2007-01-12T02:01:57Z JWSchmidt 20 [[Category:Wikimedia]] == What is Wikisource == Wikisource collects and stores in digital format previously published texts; including novels, non-fiction works, letters, speeches, constitutional and historical documents, laws and a range of other documents. All texts collected are free of copyright, either because this has expired or because the text has been released under a GNU Free Documentation License. Texts in all languages are welcome, as are translations. Wikisource does not host "vanity press" books or documents produced by its contributors. == Collaborative Projects between Wikiversity and Wikisource == ==See also== *[[Wikiversity:Service community]] [[Category:Wikimedia]] 15153 70876 2007-01-12T01:40:04Z JWSchmidt 20 [[Category:Wikimedia]] == What is Wikimedia Commons? == The Wikimedia Commons (also called "Wikicommons") is a repository of free content images, sound and other multimedia files. Like Wikipedia, it is a project of the Wikimedia Foundation. It provides a common resource repository to all the various Wikimedia sister projects in any language. The files uploaded to the Commons repository can be used like locally uploaded files on all other projects on the Wikimedia servers in all languages, including Wikipedia, Wikibooks, Wikisource and Wikinews, or downloaded for offsite use, as all of the content is either in the public domain or released under free licenses such as the GNU Free Documentation License. == Projects for collaboration between Wikiversity and Wikimedia Commons == ==See also== *[[Wikiversity:Service community]] [[Category:Wikimedia]] 15154 70824 2007-01-12T00:32:17Z JWSchmidt 20 [[Category:Wikimedia]] == What is Wikispecies? == Wikispecies is a project supported by the Wikimedia Foundation that anybody can edit. It is an open, free directory of species. == What is Wikispecies? == Wikispecies is a project supported by the Wikimedia Foundation that anybody can edit. It is an open, free directory of species. == Projects for collaboration between Wikiversity and Wikispecies == [[Category:Wikimedia]] 15155 76263 2007-01-15T02:55:05Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] == What is Wikinews? == Wikinews is a free-content news source wiki and a project of the Wikimedia Foundation. Wikinews allows anyone to report news on a wide variety of subjects. Its mission, as stated on the main page of the English version of its website, is to "create a diverse environment where citizen journalists can independently report the news on a wide variety of current events". Unlike Wikimedia's other projects, Wikinews contents are mostly available under Creative Commons Attribution 2.5 or later. == Projects for collaboration between Wikiversity and Wikinews == ==See also== *[[Wikiversity:Service community]] [[Category:Wikimedia]] 15156 69981 2007-01-10T18:34:36Z JWSchmidt 20 /* Projects for collaboration between Wikiversity and Meta-Wiki */ User survey == What is Meta-Wiki? == Meta, or Wikimedia's Meta-Wiki, at meta.wikimedia.org, is a wiki-based web site that is auxiliary to all the Wikimedia Foundation projects. First created as Meta-Wikipedia in November 2001, it now serves several distinct roles: #Discussion and formulation of the Wikimedia projects, including Wikipedia, and in particular policy discussion. #A forum for personal essays that are not necessarily NPOV. #A place to organise and prepare content, to discuss interlanguage co-ordination issues. #A place to coordinate the development process. #A help guide to using the MediaWiki software. Meta currently serves as one of the major avenues of discussion for Wikimedians including Wikipedians, the others being the mailing lists, the IRC channels, and the talk pages of individual articles and users. Meta is an independent and autonomous project from the English language Wikipedia and thus has its own policies and customs, which often differ from those here. Also until the arrival of single login, you will need to create another account at Meta. Originally focused on the English language version of Wikipedia, Meta has, since its upgrade to Wikipedia's custom MediaWiki software, become a multilingual discussion forum used by all Wikimedia language communities. == Projects for collaboration between Wikiversity and Meta-Wiki == *Help with [[m:GUS|User survey]] - help needed with creating software for this research project [[Category:Wikimedia]] 15158 62845 2006-12-25T16:07:48Z Robert Elliott 1436 /* Summary */ minor corrections {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15159 62846 2006-12-25T16:09:50Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15161 62848 2006-12-25T16:11:44Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15162 62849 2006-12-25T16:13:10Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15163 62850 2006-12-25T16:14:46Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15164 62851 2006-12-25T16:15:33Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15165 62852 2006-12-25T16:16:06Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15166 62853 2006-12-25T16:17:14Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15167 62854 2006-12-25T16:18:22Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15168 62855 2006-12-25T16:19:05Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 15169 62856 2006-12-25T16:21:09Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="ba == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | The menu item for using the Macintosh keyboard for a midi keyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Screen shot of Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15170 68293 2007-01-08T20:36:08Z JWSchmidt 20 [[Category:Electronic engineering]] ==Why Electric Machines?== Electricity is neither found plenty in nature nor it can be used directly(Except for electric chairs!). Then the question arises, why are we going for electricity for the transmission of power. The answer is very simple - very efficient mode of transmission. Also, [[Category:Electronic engineering]] 15173 62874 2006-12-25T21:26:05Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 15174 62895 2006-12-26T02:23:13Z Robert Elliott 1436 /* Summary */ minor corrections == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | An example of a guitar sound at velocity 70 |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Sound files created in Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15175 62893 2006-12-26T02:21:40Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | An example of a guitar sound at velocity 100 |- ! style="background: #ccf; text-al == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | An example of a guitar sound at velocity 100 |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Sound files created in Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15176 62894 2006-12-26T02:22:46Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | An example of a guitar sound at velocity 127 |- ! style="background: #ccf; text-al == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | An example of a guitar sound at velocity 127 |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Sound files created in Apple's GarageBand from my Macintosh |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Robert_Elliott]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Mad Max - Getting started with GarageBand]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 15177 62911 2006-12-26T04:12:05Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Lesson 1}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the sound of fear with just GarageBand</big></center> |- | style="width: 50%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | ==Do you have Jam Pack: Symphony Orchestra== If you have Jam Pack: Symphony Orchestra, you can go to the next page and create the sound of fear with a single musical note. If now, I will show you how to create this sound using the sounds built into GarageBand 3. | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action stop.png|right|96px]] ==Right== When |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:GarageBand Musical Typing Menu.jpg]]</center> ==Left== ;The most useful feature of GarageBand :GarageBand | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> ==Right== ;Velocity is very much like volume When |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Left== ;The simplest way to add notes :To create | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Right== ;GarageBand has its quirks When |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have your computer and GarageBand and Jam Pack<nowiki>:</nowiki> Symphony Orchestra and you have learn how to use GarageBand, you are ready for your first assignment. You must create the "Sound of Fear". :* Page 5: [[Mad Max's - Assignments in Film Scoring | List of moods and actions for you to work on.]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 15178 62912 2006-12-26T04:13:35Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max Header and TOC for Lesson 1}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the sound of fear with GarageBand plus Jam Pack: Symphony Orchestra</big></center> |- | style="width: 50%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | ==Do you have Jam Pack: Symphony Orchestra== If you have Jam Pack: Symphony Orchestra, you can go to the next page and create the sound of fear with a single musical note. If now, I will show you how to create this sound using the sounds built into GarageBand 3. | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action stop.png|right|96px]] ==Right== When |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:GarageBand Musical Typing Menu.jpg]]</center> ==Left== ;The most useful feature of GarageBand :GarageBand | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> ==Right== ;Velocity is very much like volume When |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app staroffice.png|right|128px]] ==Left== ;The simplest way to add notes :To create | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Crystal Clear app quicktime.png|right|96px]] ==Right== ;GarageBand has its quirks When |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have your computer and GarageBand and Jam Pack<nowiki>:</nowiki> Symphony Orchestra and you have learn how to use GarageBand, you are ready for your first assignment. You must create the "Sound of Fear". :* Page 5: [[Mad Max's - Assignments in Film Scoring | List of moods and actions for you to work on.]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 15179 70352 2007-01-11T01:40:56Z JWSchmidt 20 [[Category:History of Russia]] #Russian Revolution [[Category:History of Russia]] 15180 76264 2007-01-15T02:55:10Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] using [[Wikiversity:Rollback|rollback]] {{Welcome and expand}} [[Category:Engineering]] 15181 79501 2007-01-21T10:35:22Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ Bad Link {{Message for Film Scoring Lessons}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffd0" | <center><big>Select One: [[Lesson:Mad Max:Creating the sound of joy:GarageBand|Just GarageBand]] - <Font color="green">GarageBand with Symphony Orchestra</font> - [[Lesson:Mad Max:Creating the sound of joy:Notation Protégé|Notation Protégé]]</big></center> ---- [[Image:Crystal Clear app bell.png|right]] ; [[Topic:Music in Film|Wikiversity School of Music]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra| Lesson #2 - Using rhythm to create moods]] <Font color="green">with GarageBand and the sounds of a symphony orchestra</font> ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Summary: [[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra|Creating moods with rhythm using GarageBand with symphony orchestra]] |} :::{| cellpadding="2" cellspacing="0" width="500px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz''' - GarageBand with symphony orchestra]] - 2 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max - Creating the sound of jpy with GarageBand | Creating the sound of joy with GarageBand and symphony orchestra sounds]] - 6 points |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Creating more sounds with rhythm using GarageBand and symphony orchestra sounds| Creating additional moods for motion pictures with rhythm]] - 6 points |} |} [[Category:Film School Templates]] [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] 15183 62938 2006-12-26T15:20:46Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15184 62939 2006-12-26T15:23:31Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15185 62940 2006-12-26T15:23:57Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15186 62941 2006-12-26T15:24:11Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15187 62942 2006-12-26T15:24:53Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15188 62943 2006-12-26T15:25:01Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15189 62944 2006-12-26T15:26:03Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15190 62945 2006-12-26T15:26:26Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15191 62946 2006-12-26T15:26:35Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15192 62947 2006-12-26T15:27:26Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15193 62948 2006-12-26T15:27:26Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15194 62949 2006-12-26T15:27:44Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="backgro == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Thumbnail storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Hand drawn and scanned thumbnail storyboard. |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User: Ugoglen]] of Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | [[Lesson:Thumbnail Storyboard]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] == Licensing == {{GFDL}} 15195 77220 2007-01-16T19:50:11Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Department of Pathology'''. ==Department description== The Department of Pathology is a content development project where participants create, organize, and develop learning resources for pathology. Pathology derives from pathos (disease ) and logos ( study ). Literally the study of disease. Pathology emphasized four aspects of the disease process. These are the cause (etiology ), the mechanism of development ( pathogenesis ), the alterations of structure and forms ( morphology ) and functional alterations (pathophysiology ). Due to advances and increased complexity of medical sciences, pathology has many branches as clinical medicine. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 15196 62954 2006-12-26T16:03:44Z Robert Elliott 1436 Rough Draft <center> 1 [[Image:Thumbnail storyboard SBTDS Ugoglen 1.jpg|200px]] YOUNG PERSON: That was a great movie ... DOLLY OUT 2 [[Image:Thumbnail storyboard SBTDS Ugoglen 2.jpg|200px]] DOLLY OUT 3 [[Image:Thumbnail storyboard SBTDS Ugoglen 3.jpg|200px]] YOUNG PERSON (cont): But I don't understand one thing. 4 [[Image:Thumbnail storyboard SBTDS Ugoglen 4.jpg|200px]] OLD PERSON: Hum... What's that? 5 [[Image:Thumbnail storyboard SBTDS Ugoglen 5.jpg|200px]] YOUNG PERSON: I don't understand how anyone can be 'seduced by the dark side'. 6 [[Image:Thumbnail storyboard SBTDS Ugoglen 6.jpg|200px]] 7 [[Image:Thumbnail storyboard SBTDS Ugoglen 7.jpg|200px]] OLD PERSON: What computer do you use at home? 8 [[Image:Thumbnail storyboard SBTDS Ugoglen 8.jpg|200px]] YOUNG PERSON: A Macintosh. 9 [[Image:Thumbnail storyboard SBTDS Ugoglen 9.jpg|200px]] OLD PERSON: But what computer does your father use at work? 10 [[Image:Thumbnail storyboard SBTDS Ugoglen 10.jpg|200px]] YOUNG PERSON: Seduced by the dark side! 11 [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|200px]] 12 [[Image:Thumbnail storyboard SBTDS Ugoglen 12.jpg|200px]] </center> 15197 70781 2007-01-11T22:11:11Z JWSchmidt 20 [[Category:Media]] {| cellpadding="10" cellspacing="5" style="width: 400px; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LightGray; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <!--[[Image:Crystal Clear app staroffice.png|right|128px]]--> ==Thumbnail Storyboard by [[User:Ugoglen|Ugoglen]]== {{Thumbnail storyboard template:SBTDS:Ugoglen}} <center> The End </center> |} [[Category:Media]] 15198 77396 2007-01-17T00:21:56Z Mystictim 626 added welcome and expand {{welcome and expand}}North Carolina is a state in the Southeastern United states. It was one of the original thirteen colonies and now borders Virginia, South Carolina, Tennessee, and Georgia. [[Category:Geography]] 15199 70389 2007-01-11T02:24:48Z JWSchmidt 20 [[Category:Geography]] South Carolina is a state in the Southeastern United States. It was one of the original thirteen colonies and now borders North Carolina and Georgia. South Carolina was the first state to secede from the Union in the Civil War, and the bombardment at Fort Sumter off its coast marked the opening of hostilities in that conflict. [[Category:Geography]] [[Category:History]] 15204 80120 2007-01-22T20:55:24Z Istheway2 4593 <font color=green><center><font size="+3">'' Arabic 101''': ''An Introduction to Arabic'''</font></center><br> <center><font size="+3"> مقدمة للغة العربية </font></center><br> ''Under construction by: [[User:Istheway2|Istheway2]] 02:01, 1 January 2007 (UTC) ===Goal(s) of this Course: === * To orient the student with a basic overview of the Arabic language, its place in the world (i.e. various dialects), its alphabet and numbering system. ===Materials Required:=== * [http://en.wikibooks.org/wiki/Arabic Arabic Textbook from Wikibooks] كِتَابُ وِيْكِيْ لِتَعْلِيمِ اللُّغَةِ العَرَبِيَّة ==="Out of class" Work:=== * Tests in the future, at the end of each unit. ==="Out of class" Help=== I have found several '''free''' online courses that can aid the student and complement their studies with this course. *[http://www.madinaharabic.com/ Madinah Arabic] Very well put together online course for free (And you know how wiki's love free things) ===Instructor's Notes=== * I will work on this if possible daily to ensure it will be finished promptly, and I will have tests provided at the end of each unit that allow the student to gauge their progress, and through these the student can complete/continue the units if the instructor(s) are not available, as these tests self-correct and allow the students to see what they answered incorrectly. This course is still in its stages of infancy, but I hope this will be a help to those who have an interest in Arabic and wish to build a base to start their studies from. === General Class Units: === [[Arabic101/Unit 1]]: Origins of the Arabic Language<br> [[Arabic101/Unit 2]]: Arabic in a Modern Context<br> [[Arabic101/Unit 3]]: The Arabic Alphabet<br> [[Arabic101/Unit 4]]: Numbers in Arabic<br> [[Arabic101/Unit 5]]: Basic Arabic Phrases<br> [[Arabic101/Unit 6]]: Conjugating Basic Arabic Verbs<br> [[Arabic101/Unit 7]]: Gender in the Arabic Language<br> [[Arabic101/Unit 8]]: === Class Lessons: === [[Arabic101/Lesson1]] '' More on the way. '' [[Category:Arabic]] 15205 68330 2007-01-08T21:34:27Z JWSchmidt 20 [[Category:C computer language]] The C standard defines the following control structures: == Selection == === if..else === This structure lets the program perform one of two actions, depending on the value of an expression. Its basic structure is: <code><pre> if (expression) statement1; else statement2; </pre></code> Statements can be longer than one line if they are enclosed by brackets, e.g: <code><pre> if (n==0){ printf("Done.\n"); } else { hanoi(n-1, source, target, aux); printf("move from %d to %d.\n", source, target); hanoi(n-1, aux, source, target); } </pre></code> Statement 2 can be an if statement, which can be used to create an if..else if..else structure, e.g: <code><pre> if (a=='h') printHelp(); else if (a=='f') findWord(); else if (a=='q') exit(0); else printf("Unknown operation %c\n", a); </pre></code> === switch..case..default === The switch statement will go to one of several locations, depending on the value of an expression. The last example can be written using a switch statement as: <code><pre> switch (a) { case 'h': printHelp(); break; case 'f': findWord(); break; case 'q': exit(0); break; default: printf("Unknown operation %c\n", a); } </pre></code> A few notes: * the control statement has to have an integer type (for example: int, long, char), or it will be cast into an integer. * The break statements mean that execution should not continue to the next case statement. * The default case is run if none of the other cases match the value of the control expression. If there is no default statement, non of the cases are executed. == Iteration == For is a control statement in c which executes a satement or group of satements until the given condition is true. Following is the example: for(i=1; i<=10; i++) { printf("i = %d\n", i); } === while === === do..while === [[Category:C computer language]] 15206 63006 2006-12-27T02:38:13Z 68.106.7.209 '''Equations''' are mathematical statements that have a value on one side of the equals-sign that is equal to the value of the other side. Each side of the '''equation''' can have any amount of numbers, variables, and operations on it as long as both sides are equal as written. [[Category:Algebra]] 15207 63027 2006-12-27T05:36:08Z Enlil Ninlil 4339 New page: [[Category: Paleontology]] [[Category: Paleontology]] 15208 77366 2007-01-16T23:45:08Z JWSchmidt 20 [[Category:Archeology]] Welcome to the '''School of Archeology'''. The School of Archeology is a content development project where participants create, organize, and develop learning resources for archeology. Archeology is the study of human cultures through the recovery, documentation and analysis of material remains and environmental data, including architecture, artifacts, biofacts, human remains, and landscapes. The goals of archeology are to document and explain the origins and development of human culture, understand culture history, chronicle cultural evolution, and study human behavior and ecology, for both prehistoric and historic societies. It is considered in North America to be one of the four sub-fields of anthropology. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Archeology]] 15209 69344 2007-01-10T02:16:01Z JWSchmidt 20 [[Category:Pure Math]] There are six trigonometric functions, which are called: sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant (csc). These functions are just ratios comparing the lengths of two legs of a right triangle. The definitions of these functions are as follows in reference to the angle theta (θ) which is one of the two angles that are not the right angle. Tan is the length of the opposite leg divided by the length of the adjacent. Sin is the opposite over the hypotnuse. Cos is adjacent over hypotenuse. These three are easily memoized with "soh cah toa". Go ahead and say it, it's catchy. The next three are best to be memorized as the inverse of one of the above. Cot is the inverse of Tan, adjacent over opposite. Sec is inverse of Cos, hypotenuse over adjacent. Csc is inverse of Sin, hypotenuse over opposite. [[User:JoeyMoeller|JoeyMoeller]] 07:20, 27 December 2006 (UTC) [[Category:Pure Math]] 15211 65097 2007-01-01T03:12:07Z Robert Elliott 1436 minor changes ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film School Templates]] 15212 65096 2007-01-01T03:11:31Z Robert Elliott 1436 minor changes ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 15213 73988 2007-01-12T15:13:18Z Robert Elliott 1436 Minor Correction {| style="float: right; border: 1px #cccccc solid; width:250px;" |- | colspan="2" align="center" style="background:steelblue; color:White" | Courses in Filmmaking |- | align="center" style="background:LightCyan; color:black" | Course #1: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking |Basic Filmmaking]] [[Image:Nuvola apps aktion.png|16px]] |- | align="center" bgcolor="LightCyan" | Course #2: | style="border: 1px #cccccc solid;" | [[Mad Max's Course in Film Scoring for Motion Pictures| Film Scoring Introduction]] [[Image:Crystal Clear app knotify.png|16px]] |- | align="center" bgcolor="LightCyan" | Course #3: | style="border: 1px #cccccc solid;" | [[Course:Basic Filmmaking for High School Drama Departments|Script Writing Exercise]] [[Image:Nuvola apps package wordprocessing.png|16px]] |- | align="center" bgcolor="LightCyan" | Course #4: | style="border: 1px #cccccc solid;" | [[Course:Fundamentals of narrative film editing |Film Editing Introduction]] [[Image:Crystal Clear mimetype video.png|16px]] |} [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Film School Templates]] 15214 79777 2007-01-21T23:46:36Z Robert Elliott 1436 Minor correction {| style="float: left; border: 1px #cccccc solid; width:330px;" |- | colspan="2" align="center" style="background:blue; color:White" | Film Scoring Introduction Lessons for Filmmakers |- | align="center" style="background:Yellow; color:black" | Introduction: | style="border: 1px #cccccc solid;" | [[Lesson:Mad Max:Theory of Film Scoring | Basic theory of film scoring]] <font color="green"></font> [[Image:Crystal Clear action info.png|16px]] |- | align="center" style="background:Yellow; color:black" | Lesson #1: | style="border: 1px #cccccc solid;" | [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra | Sound of Fear]] <font color="green">- Individual notes</font> [[Image:Crystal Clear app knotify.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson #2: | style="border: 1px #cccccc solid;" | [[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra | Sound of Joy]] <font color="green"> - Rhythm</font> [[Image:Crystal Clear app kcmdf.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson #3: | style="border: 1px #cccccc solid;" | [[Lesson:Mad Max:Creating the sound of drama:GarageBand and symphony orchestra| Sound of Drama]] <font color="green">- Melody</font> [[Image:Nuvola apps kmid.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson #4: | style="border: 1px #cccccc solid;" | [[Lesson:Film Scoring Workshop - Movie for Television | Film scoring workshop]] <font color="green"> - for TV</font> [[Image:Crystal Clear device tv.png|16px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] [[Category:Film School Templates]] 15215 79587 2007-01-21T16:29:11Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {| style="float: left; border: 1px #cccccc solid; width:330px;" |- | colspan="2" align="center" style="background:blue; color:White" | Lessons in Basic Filmmaking Course |- | align="center" style="background:Yellow; color:black" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Formatting the script| Formatting the Script]] [[Image:Nuvola apps package wordprocessing.png|16px]] |- | align="center" bgcolor="Gold" | Pop Quiz: | style="border: 1px #cccccc solid;" | [[LessonPage:Thumbnail Storyboard Pop Quiz | Pop Quiz - What is the first shot?]] [[Image:Crystal Clear app clock.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Thumbnail Storyboard| Creating the thumbnail storyboards]] [[Image:Crystal Clear app gimp.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:3D Storyboard| Creating the 3D storyboards]] [[Image:Crystal Clear app Login Manager.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Animatic_Dialog_Recording | Record the dialog for the animatic]] [[Image:Crystal Clear app krec.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | [[Lesson:Making the Props | Draw the movie poster for "Star Wars"]] [[Image:Crystal Clear app kcoloredit.png|16px]] |} [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 15216 65691 2007-01-03T05:14:10Z Robert Elliott 1436 minor changes {{Film School:Current Message}} __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=20 bordercolor="yellow" width="99%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app Login Manager.png|right|200px]] ; [[Topic:Narrative Film Production|Narrative film production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The basics of filmmaking]] with the list of the lessons. ;Lesson<nowiki>:</nowiki> :Lesson: 3D Storyboarding ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:3D_Storyboard | Page 1 - Introduction to FrameForge 3D Studio 2 Demo]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Building our movie set inside FrameForge | Page 2 - Building our movie set inside FrameForge]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Sample 3D Storyboard FrameForge | Page 3 - Sample 3D Storyboard from FrameForge]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Sample 3D Storyboard FrameForge 2 | Page 4 - Sample 3D Storyboard from FrameForge]] |} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:3D Storyboarding Lesson]] [[Category:Film School Templates]] 15219 80239 2007-01-23T03:39:21Z Robert Elliott 1436 Minor Additions ==Sources for icons== [[commons:Crystal Clear]] → Here is an example: [[Image:Crystal Clear app knotify.png]] [[Image:Crystal Clear app katuberling.png|128px]] [[commons:Nuvola]] → Here is an example: [[Image:Nuvola apps background.png]] [[commons:Nuvola/apps]] → Here is an example: [[Image:Nuvola apps kalarm.png]] [[commons:Nuvola/all]] → Here is an example: [[Image:Nuvola apps package edutainment.png]] [[commons:User:MG/Icones]] → Here is an example: [[Image:Nuvola apps iconthemes.png]] [[commons:category:icons]] → Here is an examples: [[Image:Broom icon.svg|128px]] [[Image:Stock-brush.svg|128px]] [[Image:Star max-b.png|128px]] [[Image:AROBAZE.png|128px]] [[Image:Important-3.svg|24px]] [[Image:Panneau travaux.png]] [[commons:Road signs of Sweden]] → Here are example: [[Image:1 1 11.svg|120px]] [[Image:1 2 50.svg|128px]] [[commons:Traffic sign]] → Here is an example: [[Image:Small-Traffic-Cone-Edited.png|128px]] [[commons:Category:Film icons]] → Here are examples: [[Image:Exquisite-xine.png|128px]] [[Image:Exquisite-amorok.png|128px]] [[commons:Category:music icons]] → Here are examples: [[Image:Musica renacimiento.png|128px]] [[Image:Musica clasicismo.png|128px]] [[Image:Exquisite-microphone.png|128px]] [[Image:Harp2 ganson.svg|128px]] [[commons:Category:sound icons]] → Here are examples: [[Image:Crystal Clear app kcmmidi.png|128px]] [[Image:Speaker Icon.svg|128px]] 15223 65660 2007-01-03T03:00:42Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=15 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kalarm.png|200px|right]] ; [[Topic:Narrative Film Production|Narrative film production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The basics of filmmaking]] with the list of the lessons. ;Lesson<nowiki>:</nowiki> :[[Lesson:Thumbnail_Storyboard | Creating the thumbnail storyboards]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="1" cellspacing="0" width="340px" | bgcolor="#f8eeff" style="border: 1px #cccccc solid;" |<center>[[Image:Crystal Clear app clock.png|16px]] [[LessonPage:Thumbnail Storyboard Pop Quiz | Pop Quiz - Before you begin storyboarding]] [[Image:Crystal Clear app clock.png|16px]]</center> |} ::*What is your first frame? - [[WikiU Film School Point System|2 points]] ::*Why did you select this frame? - [[WikiU Film School Point System|2 points]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Film School Templates]] 15231 64310 2006-12-28T21:39:26Z Elatanatari 2826 {| style="float: right; border: 1px #cccccc solid; width:200px;" |- | colspan="2" align="center" style="background:steelblue; color:White" | [[Image:Flag of France.svg|16px]] Courses in French [[Image:Flag of France.svg|16px]] |- | align="center" style="background:LightCyan; color:black" | Course #1: | style="border: 1px #cccccc solid;" | [[Learning_the_Basics_of_French |Français I]] |- | align="center" bgcolor="LightCyan" | Course #2: | style="border: 1px #cccccc solid;" | [[Français II]] |- | align="center" bgcolor="LightCyan" | Course #3: | style="border: 1px #cccccc solid;" | [[Français III]] |- | align="center" bgcolor="LightCyan" | Course #4: | style="border: 1px #cccccc solid;" | [[Français IV]] |} [[Category:French Templates]] 15232 66743 2007-01-03T20:39:05Z JWSchmidt 20 revert vandal's 2 edits __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in French - Table - Float Right v2}} <br> [[Image:Flag of France.svg|90px]] <big> <br> Français I</big> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>Allons!</big></center> [[Image:Tour eiffel at sunrise from the trocadero.jpg|100px|right]] ==Français I== '''"Français I"''' is a course in the [[Topic:French|French Department]]. In this Beginning course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repetition, reading and writing French. An understanding of French culture is initiated. | rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | <center><h2>La France</h2></center> <center> [[Image:LocationFrance.png|230px|Location on the world map]] </center> The '''French Republic''' or '''France''' ([[w:French language|French]]: ''République française'' or ''France'') is a country whose [[w:Metropolitan France|metropolitan territory]] is located in [[w:Western Europe|Western Europe]] and that also comprises a collection of overseas islands and territories located in [[w:North America|North America]], the [[w:Caribbean|Caribbean]], [[w:South America|South America]], the [[w:Indian Ocean|Indian Ocean]], the [[w:Pacific Ocean|Pacific Ocean]], and [[w:Antarctica|Antarctica]]. The French Republic is a [[w:democracy|democracy]] which is organised as a [[w:unitary state|unitary]] [[w:semi-presidential system|semi-presidential]] [[w:republic|republic]]. It has the seventh-largest economy in the world. Its main ideals are expressed in the [[w:Declaration of the Rights of Man and of the Citizen|Declaration of the Rights of Man and the Citizen]]. France is one of the founding members of the [[w:European Union|European Union]], and has the largest land area of all members. France is also a founding member of the [[w:United Nations|United Nations]], and a member of [[w:La Francophonie|La Francophonie]], the [[w:G8|G8]], and the [[w:Latin Union|Latin Union]]. It is one of the five permanent members of the [[w:United Nations Security Council|United Nations Security Council]] wielding veto power, and it is also one of eight acknowledged [[w:List of countries with nuclear weapons|nuclear powers]]. With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world. |- | style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola apps edu miscellaneous.png|right|96px]] ==Lessons== * Lesson #1<nowiki>: </nowiki>'''[[/Lesson:Introducing Yourself| Introducing Yourself]]''' * Lesson #2<nowiki>: </nowiki>'''[[/Lesson:Au restaurant!|Au restaurant]]''' |} [[Category:French]] [[Category:Français I]] 15233 77355 2007-01-16T23:34:02Z Mystictim 626 welcome and expand template {{welcome and expand}} '''Mechatronics''' is the synergistic combination of '''mecha'''nical engineering ("mecha" for mechanisms, i.e., machines that 'move'), elec'''tronics''' engineering ("tronics" for electronic components for logic and control), software engineering, and control engineering. First coined by Mr. Tetsuro Mori, a senior engineer of the Japanese company Yaskawa, in 1969, Mechatronics encapsulates the design process to create more functional and adaptable products. [[Category:Engineering]] 15234 63212 2006-12-27T23:08:41Z NickSentowski 1770 [[Topic:Introduction to Programming Logic/Lesson 1: Variables and Conditionals]] moved to [[Topic:Introduction to Programming Logic/Lesson 1: Variables]]: re-structure #REDIRECT [[Topic:Introduction to Programming Logic/Lesson 1: Variables]] 15239 80164 2007-01-22T23:00:17Z Beldaran Cara 5679 __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in French - Table - Float Right v2}} <br> == Dialogue == Sofia, a spaniard, has just met Michel: Michel: Bonjour, je m'appelle Michel. Comment vous appellez-vous? Sofía: Bonjour, Michel. Je m'appelle Sofía. Comment ça s'écrit, Michel? Michel: Ça s'écrit M-I-C-H-E-L. Comment allez-vous? Sofía: Comme-ci comme-ça. Et vous? Michel: Très bien, merci. Sofía: Bien! À demain, Michel. Michel: À demain! ==Vocabulary== {| {{French box|Vocabulary|Greetings|Les salutations|111|4}} |Salut||Hi./Bye.||(informal) |- |Bonjour||Hello||(more formal than salut)(all day) |- |Bonsoir||Hello||(after 19h00) |- |Bonne soirée||Good evening||&nbsp; |- |Bonne nuit||Good night||''bun nwee'' |- |Quoi de neuf?||What's up(about you)? (lit. what's new)||&nbsp; |- |Pas grand-chose.||Not much. (lit. no big-thing)||&nbsp; |} {| {{French box|Vocabulary|Good-bye|Au revoir|202|3}} |Salut.||Hi/Bye||(informal) |- |Au revoir.||Good-bye.||''ohrvwahr'' (''ev'' not pronounced) |- |À demain.||See you tomorrow.||''ah duhma<font size="-4">n</font>'' (Lit: To/Until Tomorrow) |- |Au revoir, à demain.||Bye, see you tomorrow.||&nbsp; |- |À tout à l'heure.||See you (later today)!||''ah tootah luhr'' |- |À la prochaine.||See you (tomorrow)!||''ah lah proh shayn'' |- |À bientôt.||See you soon.||''ah byantoe'' |- |Ciao||Bye.||''chow'' (Italian) |} {| {{French box|Vocabulary|Introductions|Introductions|111|4}} |Comment vous appelez-vous? (formal), <br> Tu t'appelles comment? (informal), <br> Quel est ton nom? (informal)|| What is your name? (Literally, "What do you call yourself?") <br> What is your name? (Literally, "Which is your name?") |- |Je m'appelle _____. || My name is _____. (literally "I call myself _____.") |- |Mon nom est _____. || My name is _____. (literally "My name is _____.") |} {| {{French box|Vocabulary|How are you?|Ça va?|105|2}} |Comment allez-vous? (formal),<br> Comment vas-tu? (informal),<br> Comment ça va?/Ça va? (informal)|| How are you? |- |Ça va (très) bien. || I'm doing (very) well.<br>(lit. It's going (very) well.) |- |Oui, ça va. || I'm ok. (literally "Yes, it goes.") |- |Très bien, merci.||Very well, thanks. |- |Pas mal. || Not bad. |- |pas si bien/pas très bien||not so well |- |(très) mal || (very) bad |- |Comme ci, comme ça. || So-So. |- |Désolé(e). || I'm sorry. |- |Et toi?<br>Et vous? || And you? (informal)<br>And you? (formal) |} [[/Exercises]]>> == The Alphabet == === Normal letters === In french, there are 26 ''normal'' letters and some symbols are used to change the sound of the letter. Those are mostly accents, and a cedilla. {| {{French Table|Grammar|The French Alphabet|L'alphabet français|101|3}} !letter||pronunciation||name in French<br>(in IPA transcription) |- |'''Aa'''||like '''a''' in ''f'''a'''ther''||/a/ |- |'''Bb'''||like '''b''' in '''''b'''a'''b'''y''*||/be/ |- |'''Cc'''||before ''e'' and ''i'': like '''c''' in '''''c'''enter'' </br> before ''a, o,'' or ''u'': like '''c''' in '''''c'''at''||/se/ |- |'''Dd'''||like '''d''' in '''''d'''og''||/de/ |- |'''Ee'''||approx. like '''u''' in ''b'''u'''rp''**||/ə/ |- |'''Ff'''||like '''f''' in '''''f'''og''||/ɛf/ |- |'''Gg'''||before ''e'' and ''i'': like '''s''' in ''mea'''s'''ure''<br> before ''a, o,'' or ''u'': like '''g''' in '''''g'''et''||/ʒe/ |- |'''Hh'''||''aspirated h'': see note below* <br> ''non-aspirated h'': not pronounced***||/aʃ/ |- |'''Ii'''||like '''ea''' in ''t'''ea'''m''||/i/ |- |'''Jj'''||like '''s''' in ''mea'''s'''ure''||/ʒi/ |- |'''Kk'''||like '''k''' in '''''k'''ite''||/ka/ |- |'''Ll'''||like '''l''' in '''''l'''emon''||/ɛl/ |- |'''Mm'''||like '''m''' in '''''m'''inute''||/ɛm/ |- |'''Nn'''||like '''n''' in '''''n'''ote''||/ɛn/ |- |'''Oo'''||''closed'': approx. like '''u''' in ''n'''u'''t'' <br> ''open'': like '''o''' in ''n'''o'''se''||/o/ |- |'''Pp'''||like '''p''' in '''''p'''en''*||/pe/ |- |'''Qq'''||like '''k''' in '''''k'''ite''||/ky/ ''see 'u' <br> for details'' |- |'''Rr'''||force air through the back of your throat<br> near the position of gargling,<br> but sounding soft||/ɛʀ/ |- |'''Ss'''||like '''s''' in '''''s'''i'''s'''ter'' at begining<br> of word or with two '''s''''s<br> or like '''z''' in ''ama'''z'''ing'' if only one '''s'''||/ɛs/ |- |'''Tt'''||like '''t''' in '''''t'''op''||/te/ |- |'''Uu'''||Say the English letter '''e''', <br> but make your lips say ''"oo".''||/y/ |- |'''Vv'''||like '''v''' in '''''v'''iolin''||/ve/ |- |'''Ww'''||Depending on the derivation of the word,<br> like '''v''' as in '''''v'''iolin, or '''w''' in '''''w'''ater''||/dubləve/ |- |'''Xx'''||either /ks/ in ''so'''ck'''s'', <br> or /gz/ in ''e'''x'''it''||/iks/ |- |'''Yy'''||like '''ea''' in ''l'''ea'''k''||/igrək/ |- |'''Zz'''||like '''z''' in '''''z'''ebra''||/zɛd/ |} <br> === The accents === <br> {| {{French Table|Grammar|The accents|Les accents|101|4}} !Accent||Role||name in French||Exemple in french |- |'''`'''|| changes the sound of the ''e'' over which it is, but change the meaning of the word for an ''a'' or an ''u'' || Accent grave || |- |'''´'''|| Only over an ''e'', to change the sound || Accent aigu || |- |'''^'''|| change the length of the vowel (longer than before) || Accent circonflexe || |- |'''¨'''|| often over an ''e'' and with another vowel just before (e.g. ''uë''), you've to say the 2 vowels distinctly and not together. || Tréma || |- |'''ç'''|| Changes the sound for the C. Is only placed before an ''a'', ''o'' or ''u''. It makes the c become /s/. || Cédille || |} [[Learning the Basics of French/Lesson:Introducing Yourself/2|Continuons!]] [[Category:Français I]] [[Category:French]] 15319 64633 2006-12-29T21:50:45Z Elatanatari 2826 {| style="float: right; border: 1px #cccccc solid; width:200px;" |- | colspan="2" align="center" style="background:steelblue; color:White" | [[Image:Flag of France.svg|16px]] Courses in [[Topic:French|French]] [[Image:Flag of France.svg|16px]] |- | align="center" style="background:LightCyan; color:black" | Course #1: | style="border: 1px #cccccc solid;" | [[Learning_the_Basics_of_French |Français I]] |- | align="center" bgcolor="LightCyan" | Course #2: | style="border: 1px #cccccc solid;" | [[Français II]] |- | align="center" bgcolor="LightCyan" | Course #3: | style="border: 1px #cccccc solid;" | [[Français III]] |- | align="center" bgcolor="LightCyan" | Course #4: | style="border: 1px #cccccc solid;" | [[Français IV]] |} 15373 63792 2006-12-28T08:03:27Z Robert Elliott 1436 Minor Correction __NOTOC__ __NOEDITSECTION__ <center><h3>Thumbnail Storyboard</h3> <h4>by Mukesh Tiwari</h4> <small>Mumbai, India</small></center> ===(1)=== <center>Looking at poster.<br>[[Image:REPtsb1.jpg]] <br> Dolly in<br> [[Image:SBTDSChooseTSB1c.jpg]]<br> '''Boy:''' "That was a great movie..."</center> ---- ===(2)=== <center>Cut to<br> [[Image:SBTDSChooseTSB1a.jpg]]<br> '''Boy (continued):'''"but I do not understand one thing."</center> ---- ===(3)=== <center>Cut to the Old Person looking towards the camera<br> [[Image:REPtsb4.jpg]]<br> '''Old Person:''' What's that?</center> ---- ===(4)=== <center>Cut to<br> [[Image:Reptsb5.jpg]]<br> '''Boy: '''"How can anyone be seduced by the Dark Side?"</center> ---- ===(5)=== <center>Cut to<br> [[Image:REPtsb9a.jpg]] <br>The old person thinks for a while.<br> [[Image:REPtsb9.jpg]] '''Old Person: '''"What computer do you have at home?"</center> ---- ===(6)=== <center>[[Image:Reptsb5.jpg]]<br> '''Boy (eagerly): '''"A Macintosh!"</center> ---- ===(7)=== <center>[[Image:REPtsb12righttalk.jpg]]<br> '''Old Person: '''"But what computer does your father use at work?"</center> ---- ===(8)=== <center>[[Image:Reptsb10.jpg]] <br>The boy thinks for a moment.<br> [[Image:Reptsb11.jpg]] '''Boy (amazed and excited):''' "Seduced by the Dark Side!"</center> ---- ===(9)=== <center>[[Image:REPtsb12right.jpg]]<br> The Old Person smiles.</center> ---- ===(10)=== <center>[[Image:Reptsb14A.jpg]]<br> Old Person and the Young Person walk toward home together.<br> [[Image:Reptsb14b.jpg]]<br> The End</center> [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 15728 77513 2007-01-17T03:43:12Z JWSchmidt 20 format <center><big><big><big>School of Future Studies</big></big></big></center> Futures studies reflects on how today’s changes (or the lack thereof) become tomorrow’s reality. It includes attempts to analyze the sources, patterns, and causes of change and stability in order to develop foresight and to map alternative futures. The subjects and methods of futures studies include possible, probable and desirable variation or alternative transformations of the present, both social and “natural” (i.e. independent of human impact). A broad field of enquiry, futures studies explores and represents what the present could become from multiple interdisciplinary perspectives. Futures studies takes as one of its important attributes (epistemological starting points) the on-going effort to analyze images of the future and distinguish possible, probable and preferred (normative) futures. This effort includes collecting quantitative and qualitative data about the possibility, probability and desirability of change toward the emergence of alternative futures. Like historical studies that try to explain what happened in the past and why, the efforts of futures studies try to understand the latent potential of the present. This requires the development of theories of present conditions and how conditions might change. For this task, futures studies, as it is generally undertaken, uses a wide range of theoretical models and practical methods, many of which come from other academic disciplines (including economics, sociology, geography, history, engineering, mathematics, psychology, technology,tourism, physics, biology, astronomy, and theology). Two factors usually distinguish futures studies from the research conducted by these other disciplines (although all disciplines overlap, to differing degrees): # futures studies often examines not only probable but also possible and preferable futures # futures studies typically attempts to gain a holistic or systemic view based on insights from a range of different disciplines. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! == Individuals of Interest == [[w:Jim_Dator|Jim Dator]] [[Category:{{PAGENAME}}| ]] [[Category:Schools]] 15776 70018 2007-01-10T20:22:46Z JWSchmidt 20 [[Category:Theology]] == Goals == This is a project that aims to collect ''scientific'' evidences to the claim that the Qur'an is the word of God or that it is the most probable to be so among any other book that their followers claim it to be the word of God. == Areas of Research == Find evidence to what is unique about the Qur'an among other books, like: 1. The Qur'an explicitly provides a falsifiable test for this claim--it literally challenges all humanity to come with a book like itself or even one chapter of which. Any work that can stand such a test should include all the following features as well. 2. The Qur'an explicitly claims itself to be the word of God. 3. The Qur'an speaks as God in the first person. 4. The miracle of the strength and beauty of the language that challenged the pioneers of poetry and prose at the time to produce one verse of its like and they never tried and they either converted on the spot or resisted with violence. 5. No other person in history or in contemporary times we know as much authentic info about his life like Muhammed, the prophet who proclaimed the Qur'an (review "History of God" for Karen Armstrong) 6. The Qur'an is authentic and has not gone through the slightest change. Prove to this is available from Western Orientalists who failed to prove otherwise despite their desperate efforts (research Orientalists and Qur'an). 7. The Qur'an provides a system of laws and moral codes for both the individual and the state. It discusses the economy, government system, foreign policies, education, judicial system, family relations...etc. 8. Those systems were effective and actually succeeded to be the constitution for the the fastest expanding and the largest political entity on earth--the Islamic state, a state that made one of the largest contribution to humanity, especially in terms of science, a state that had its majority and leadership mostly of non-Arabs (review Western accounts of the history of Islam, such as Oxford history of Islam). 9. The Qur'an contains various explicit bold prophecies that were fulfilled during the life of Muhammed (PBUH) and later on (the collapse of the Farisi empire in few years, the Jews taking over Al-Aqsa mosque...etc) 10. The Qur'an contains numerous explicit scientific references that many were discovered just lately. Some of which, like embryology ones were adopted by Western scientists and included in text books. Review "Qur'an, the Bible and Science", "The Amazing Qur'an" for Gary Miller and Harun Yahwa works as a start. 11. Many mathematical wonders (number of verses and words...etc) that were discovered lately after the Qur'an was indexed on computers. 12. The only book that such a large number of people (1.4 billion so far) unanimously agree that it is the literal word of God with no dispute on one letter. 13. The proclaimer of the book is evidently illiterate. 14. The only book that literally does claim that it itself is the evidence to the prophecy of the proclaimer and truth of its message. You are welcome to suggest more evidence or suggest an idea that needs a rebuttal. The work should consider English sources as a higher priority, otherwise, consider an authentic translation. == Contact Info == The administrator of the project can be contacted on this page [http://www.middlenation.net/?page_id=38]. [[Category:Theology]] 16107 64240 2006-12-28T19:25:25Z Student Galaxy 3488 starting the page, I'll learn some words and add them This page is on the ancient language spoken by the Maya civilisation of the Yucutan Peninsula in Mexico and the modern nations of Guatemala and Hondras, the language was spoken around 700-1500 at the times of the Mayan peoples. The ancient runes that they were written in are not avadible on Wikiversity, so the words go as they are pronunced. '''Add the words here''' {{stub}} [[Category:Ancient languages of central america]] 16111 64390 2006-12-28T22:45:41Z JWSchmidt 20 Reverted edits by [[Special:Contributions/WIKIVERSITY IS FASCISM !|WIKIVERSITY IS FASCISM !]] ([[User_talk:WIKIVERSITY IS FASCISM !|Talk]]) to last version by [[User:Elatanatari|Elatanatari]] using [[Wikiversity:Rollback|rollback]] <includeonly><!-- Table style follows -->style="{{#if: {{{7|}}} | text-align: center; | }}<!-- -->background: #f7f7ff; <!-- -->border: solid 10px lavender" <!-- -->rules="all" <!-- Table header follows -->! style="background-color: lavender; height: 50px; text-align: center" colspan="{{{5}}}" | <!-- -->French {{{1}}} • {{SUBPAGENAME}} • <!-- Audio follows -->[[Image:Gnome-speakernotes.png|20px]]<!-- -->{{#if: {{{6|}}} | {{{6}}} | [[media:French {{{1}}} - {{{2}}}.ogg|audio]]}}<!-- --><small> ({{switch|{{{4}}}|case: 0=[[French/Lessons/Planning#Audio|upload]]|default=<!-- -->{{qif|test={{{6|}}}|then= |else=[[:image:French {{{1}}} - {{{2}}}.ogg|info]] •}}<!-- -->{{{4}}} kb • [[French/Lessons/Planning#Audio|<span style="cursor:help">help</span>]] }}) </small><!-- Table/lesson title follows --><br> [[Image:Flag of France.svg|20px]] {{{2}}} [[Image:Flag of La Francophonie.svg|10px]] {{{3}}} [[Image:France coa.png|15px]] |- </includeonly> <noinclude> ==Usage== <pre> {| {{French Table|(Grammar/Vocabulary/Dialogue)|(English Title in Caps)| (French title - first letter in caps only)|(audio file size or 0)|number of columns)| audio file name if nonstandard, or multiple audio links (optional)}} (table contents) |} </pre><br> ==Examples== * Stanadrd audio name, audio uploaded: <pre> {| {{French Table|Verb|être|to be|103|2}} ! Singular||Plural, etc... |} </pre> {| {{French Table|Verb|être|to be|103|2}} ! Singular||Plural, etc... |} ---- * Standard audio name, no audio uploaded: <pre> {| {{French Table|Vocabulary|Shopping|Les achats|0|2}} |To Go Shopping||Buying Goods |} </pre> {| {{French Table|Vocabulary|Shopping|Les achats|0|2}} |To Go Shopping||Buying Goods |} ---- * Multiple audio files: <pre> {| {{French Table|Vocabulary|Airports and Airplanes|Les aéroports et les avions|258 + 205|2|audio: [[media:French-Vacances7.ogg|One]] |The Airport||Baggage |} </pre> {| {{French Table|Vocabulary|Airports and Airplanes|Les aéroports et les avions|258 + 205|2|audio: [[media:French-Vacances7.ogg|One]] • [[media:French-Vacances8.ogg|Two]]}} |The Airport||Baggage |} [[Category:French Templates|Misc.]]</noinclude> 16112 70714 2007-01-11T15:30:26Z JWSchmidt 20 [[Category:Visual Basic]] {{welcome and expand}} Boo! Why isn't there at least a framework of sometihng here? [[Category:Visual Basic]] 16117 64399 2006-12-28T23:07:28Z SlakaJ 4665 New page: The '''Apostles' Creed''' is the second most widespread [[Christianity|Christian]] statement of faith after the [[Nicene Creed]]. It is widely used by a number of Christian denominations... The '''Apostles' Creed''' is the second most widespread [[Christianity|Christian]] statement of faith after the [[Nicene Creed]]. It is widely used by a number of Christian denominations for both liturgical and catechetical purposes, most visibly by liturgical Churches of Western tradition, including the Latin Rite of the Roman Catholic Church, Lutheranism, the Anglican Communion, and Western Orthodoxy. It is also used by evangelical Protestant denominations such as Presbyterians, Methodists, Congregationalists and many Baptists. It is not used by Southern Baptists, who consider themselves a "non-credal" church. Note that the Apostles' Creed is not the same as tha Nicence Creed. ==History== The origins of the Creed are lost. The earliest appearence in its current form was in [[Latin]], in the De singulis libris canonicis scarapsus ("Concerning the Single Canonical Book Scarapsus") of St. Priminius (Migne, Patrologia Latina 89, 1029 ff.), written between 710-724. This puts it 400 years after the Nicene Creeed was created, so the possibility of this influencing it cannot be ruled out. In the Catholic church the apostles' creed was superseeded by the Nicene Creed as a statement of core belief. ==Text== The apostles' creed, using the translation in the Official Catechisms of the Catholic Church. I believe in God, the Father almighty, creator of heaven and earth. I believe in Jesus Christ, his only Son, our Lord. He was conceived by the power of the Holy Spirit and born of the Virgin Mary. He suffered under Pontius Pilate, was crucified, died, and was buried. He descended into hell. On the third day he rose again. He ascended into heaven and is seated at the right hand of the Father. He will come again to judge the living and the dead. I believe in the Holy Spirit, the holy catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting. Amen. [[Category:Theology]] 16118 77254 2007-01-16T20:34:24Z JWSchmidt 20 [[Category:Medicine]] Welcome to the Wikiversity '''Department of Pulmonology'''. ==Department description== The Department of Pulmonology is a content development project where participants create, organize, and develop learning resources for pulmonology. Pulmonology is the field of medicine that deals with diseases associated with the lung and respiratory tract. Physicians specialized in this field are called Pulmonologist. [[User:Seeva|Dr.Seeva]] 00:03, 29 December 2006 (UTC) The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Medicine]] 16120 78653 2007-01-19T16:05:04Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">[[filmmaking|Wikiversity Film School]] '''Point System'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Nuvola apps kaboodle.png|right|Star Movie Shop Editing Workshops]] <center><big><font color="gray"></font></big></center> ;Buying disks from our sponsors :You can purchase products from our sponsors using your points from Wikiversity Film School. ==VirtuosoWorks's Notation Protégé== ;Inside the USA :If you are in the USA, you can order a free copy of VirtuosoWorks's Notation Protégé directly from the company. This is a working demo for 30 days. :In the USA, [http://www.notionmusic.com/demo/ click here to order your '''free''' copy.] Remember to specify VirtuosoWorks's Notation '''Protégé''' demo disk. ;Outside the USA :For three (3) points, I will send you the VirtuosoWorks's Notation Protégé demo disk. To order this disk, simply {{email|user=Robert_Elliott|subject=Order for VirtuosoWorks's Notation Protégé|text=Click Here}} and list your full address. (This is still begin setup. [[User:Robert Elliott|Robert Elliott]]) :* Note: VirtuosoWorks's Notation Protégé demo is a working demo while the VirtuosoWorks's Notation 1.5 demo is NOT fully working. For use at Wikiversity Film School, order VirtuosoWorks's Notation Protégé which is a small version of VirtuosoWorks's Notation 1.5. ==Editing Workshops from the Star Movie Shop== ;Current exchange rate :Using your points, you can purchase Editing Workshop disks from the [http://www.starmovieshop.com Star Movie Shop] at the rate of<nowiki>:</nowiki> :* 1 point equals $ 1 US in the USA :* 1 point equals $ 1 Canada in the Canada :* 1 point equals 1 Euro in Europe :* 1 point equals 100 Rs. in India ;The real thing! :These are the same editing workshop disks used in the Film Editing Course of Wikiversity's Film School. This way, you can get them free. ;Not demo disks<nowiki>;</nowiki> Fully working disks! :These are fully working disks. These are not demo disks. You are getting the real thing. :Note: Void where prohibited by law. Cannot be combined with any other discount. Not redeamable for cash. May not be sold or exchanges. Offer may be terminated at any time. :* Note: Prices at the Star Movie Shop will increase on March 1, 2007. |} [[Category:WikiU Film School]] [[Category:Filmmaking]] 16124 80550 2007-01-24T07:27:16Z Enlil Ninlil 4339 /* Distribution of fossil bearing rock strata. */ Before we can find fossils, we need to know if a rock strata can be able to contain fossils. This is because not all rock contain fossils, those from Volcanoes and divergent tectonic plates (like in Iceland) are less likely to contain fossils because of the way they are formed. ==Types of fossil bearing rocks.== The most likely rock to find fossils would be in ([[w:Sedimentary rock]]), and for these there are three types we are concerned with. The first is called '''Clastic rock ''' which is made up of sand based material like sandstone, shale, conglomerate etc. The second rock are called '''Biogenic''' as they are formed from the animals themselves, they include coal, limestone etc, and similar secondary rock such as marble which is metamorphasized limestone. The last is Evaporates, phosphate rocks and nodule type rocks, these usually percipitate out of the ground, from evaporated water bodies such as salt lakes and are known as massive or nodular deposits as they are a very concentrated material. ==Minerals for fossilization== Organic material of all kingdoms of life are usually replaced mainly by phosphates and other minerals. In this process, fossils that contain hard parts (shell, bone etc) are readily preserved as the salts and phosphates reduce bacterial and other concentrations that destroy organic matter. But softer organisms like jellyfish, worms etc are preserved in exceptional circumstances as the salts and phosphates can also destroy the softer tissue allong with bacteria. These deposits are usually formed in low lying areas where sedimentary material can accumulate, and in doing so making the depression shollower. These can encompass water and land bodies, so long as there is a depression where sediment can accumulate and minimal erosion does occurs. (Philips 2003 pp.31-35, McGeary and Plummer (N/A) pp.267-283) [[Category:Palaeontology Lesson 1]] ==Sedimentary rock formation.== The build up of sedimentary formations is the results of compaction of debre from loose or eroded rock formations. ==Distribution of fossil bearing rock strata.== All continents and some islands like Crete, Greenland, New Zealand bare rock of a sedimentary kind, but not all of these areas have fossil formations within the sedimentation. A list of fossil localities as indicated in the [[w:List of fossil sites]] article on wikipedia. 16125 69136 2007-01-10T01:18:46Z JWSchmidt 20 [[Category:Japanese]] {{welcome and expand|CFitch}} [[Category:Japanese]] 16126 69122 2007-01-10T01:18:17Z JWSchmidt 20 spelling {{welcome and expand|CFitch}} [[Category:Japanese]] 16127 70719 2007-01-11T15:39:36Z JWSchmidt 20 [[Category:Japanese]] == To Be == * ''desu'' - akai desu - it is red (complement) * ''arimasu'' - koko ni arimasu - it is here (inanimate existence) * ''imasu'' - koko ni imasu - he is here (animate existence) == Basic Verbs == * suru, shimasu, shite - to do * kuru, kimasu, kite - to come * iku, ikimasu, itte - to go * taberu, tabemase, tabete - to eat * nomu, nomimasu, nonde - to drink * hanasu, hanashimasu, hanashite - to say * yomu, yomimasu, yonde - to read * kaku, kakimasu, kaite - to write * kiku, kikikasu, kiite - to listen * motsu, mochimasu, motte - to have * matsu, machimasu, matte - to wait * miru, mimasu, mite - to see * wakaru, wakarimasu, wakatte - to understand * kau, kaimasu, katte - to buy [[Category:Japanese]] 16128 68691 2007-01-09T20:01:39Z JWSchmidt 20 [[Category:Japanese]] {{welcome and expand|CFitch}} [[Category:Japanese]] 16129 68654 2007-01-09T17:17:27Z JWSchmidt 20 [[Category:Japanese]] {{Welcome and expand|CFitch}} [[Category:Japanese]] 16130 68692 2007-01-09T20:03:52Z JWSchmidt 20 [[Category:Japanese]] {{welcome and expand|CFitch}} [[Category:Japanese]] 16131 75504 2007-01-14T02:44:02Z JWSchmidt 20 [[Category:Japanese]] {{welcome and expand}} [[Category:Japanese]] 16132 64521 2006-12-29T07:03:55Z Remi0o 3985 [[References]] moved to [[Lesson 1:Introduction to Palaeontology/References]]: Fixed page structure. Please consider putting references on the bottom of the page. *Guide to Fossils 2003, by Philip's, Octopus Publishing Group Ltd, London. ISBN 0-540-08374-7. *McGeary. D and Plummer.C.C (N/A), Physicla Geology Earthe revealed, Wm . C. Brown Publishers, Dubuque. ISBN 91-071196. [[Category:Palaeontology Lesson 1]] 16133 64592 2006-12-29T16:26:09Z Balloonguy 338 added category == Basic Japanese Vocabulary == *[[/Intro|Intro]] *[[/Nouns 1|Nouns 1]] *[[/Verbs 1|Verbs 1]] *[[/Adjectives 1|Adjectives 1]] *[[/Numbers 1|Numbers 1]] *[[/Time|Time]] *[[/Case Markers|Case Markers]] *[[/Postpositions|Postpositions]] *[[/Question words|Question Words]] [[Category:Japanese]] 16134 77634 2007-01-17T05:52:03Z D.328 5303 sty * konnichiwa（こんにちは） - hello, good day * ohayo（おはよう）, ohayo gozaimasu（おはようございます） - good morning * konbanwa（こんにちは） - good evening * hai（はい）, ee（ええ） - yes * iie（いいえ） - no * doumo arigato（どうもありがとう） - thank you * douzo（どうぞ） - please, go ahead * gomen nasai（ごめんなさい） - sorry * sayonara（さようなら） - goodbye === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16135 80148 2007-01-22T22:08:41Z Balloonguy 338 {{ruby-ja|椅子|いす}}- chair<br /> :Stroke Order<br /> ::First Kanji :[[Image:椅-bw.png]] ::Second Kanji [[Image:子-order.gif]]<br /> :[[Image:子-bw.png]] <br /> {{Ruby-ja|本|ほん}}- book<br /> :Stroke Order:<br /> [[Image:本-bw.png]]<br /> {{Ruby-ja|水|みず}}- water<br /> :Stroke Order<br /> [[Image:水-bw.png]]<br /> {{Ruby-ja|お金|かね}}- money<br /> :Stroke Order<br /> [[Image:金-bw.png]]<br /> {{Ruby-ja|鉛筆|えんぴつ}}- pencil<br /> :Stroke Order<br /> ::First Kanji :[[Image:鉛-bw.png]] ::Second Kanji :[[Image:筆-bw.png]] {{Ruby-ja|電話|でんわ}}- telephone<br /> :Stroke Order<br /> ::First Kanji<br /> :[[Image:電-bw.png]]<br /> ::Second Kanji<br /> :[[Image:話-bw.png]]<br /> {{Ruby-ja|車|くるま}}- car<br /> :Stroke Order<br /> [[Image:車-bw.png]]<br /> {{Ruby-ja|紙|かみ}}- paper<br /> :Stroke Order<br /> [[Image:紙-bw.png]]<br /> {{Ruby-ja|山|やま}}- mountain<br /> :Stroke Order [[Image:山-order.gif]]<br /> [[Image:山-bw.png]]<br /> {{Ruby-ja|部屋|へや}}- room<br /> :Stroke Order<br /> ::First Kanji<br /> :[[Image:部-bw.png]]<br /> ::Second Kanji<br /> :[[Image:屋-bw.png]]<br /> {{Ruby-ja|学生|がくせい}}- student<br /> :Stroke Order<br /> [[Image:学-order.gif]][[Image:生-jorder.gif]]<br /> ::First Kanji [[Image:学-order.gif]]<br /> :[[Image:学-bw.png]] <br /> ::Second Kanji [[Image:生-jorder.gif]]<br /> :[[Image:生-jbw.png]] <br /> {{Ruby-ja|先生|せんせい}}- teacher<br /> :Stroke Order<br /> ::First Kanji<br /> :[[Image:先-bw.png]]<br /> ::Second Kanji [[Image:生-jorder.gif]]<br /> :[[Image:生-jbw.png]] <br /> {{Ruby-ja|子供|こども}}- child<br /> :Stroke Order<br /> ::First Kanji [[Image:子-order.gif]]<br /> :[[Image:子-bw.png]] <br /> ::Second Kanji<br /> :[[Image:供-bw.png]] {{Ruby-ja|人|ひと}}- person<br /> :Stroke Order [[Image:人-order.gif]]<br /> [[Image:人-bw.png]]<br /> {{Ruby-ja|私|わたし}}- I, me<br /> :Stroke Order<br /> [[Image:私-bw.png]]<br /> [[wikt:あなた|あなた]]- you<br /> {{Ruby-ja|犬|いぬ}}- dog<br /> :Stroke Order<br /> [[Image:犬-bw.png]]<br /> {{Ruby-ja|猫|ねこ}}- cat<br /> :Stroke Order<br /> :[[Image:猫-bw.png]] === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16136 80697 2007-01-24T17:17:57Z 67.170.82.23 /* Basic Verbs */ == To Be == * ''desu''（です） - akai desu（赤いです） - it is red（complement） * ''arimasu''（あります） - koko ni arimasu（ここにあります） - it is here（inanimate existence） * ''imasu''（います） - koko ni imasu（ここにいます） - he is here（animate existence） == Basic Verbs == * suru（する）, shimasu（します）, shite（して） - to do * kuru（くる / 来る）, kimasu（きます / 来ます）, kite（きて / 来て） - to come * iku（いく / 行く）, ikimasu（いきます / 行きます）, itte（いって / 行って） - to go * taberu（たべる / 食べる）, tabemasu（たべます / 食べます）, tabete（たべて / 食べて） - to eat * nomu（のむ / 飲む）, nomimasu（のみます / 飲みます）, nonde（のんで / 飲んで） - to drink * hanasu（はなす / 話す）, hanashimasu（はなします / 話します）, hanashite（はなして / 話して） - to say * yomu（よむ / 読む）, yomimasu（よみます / 読みます）, yonde（よんで / 読んで） - to read * kaku（かく / 書く）, kakimasu（かきます / 書きます）, kaite（かいて / 書いて） - to write * kiku（きく / 聞く）, kikimasu（ききます / 聞きます）, kiite（きいて / 聞いて） - to listen * motsu（もつ / 持つ）, mochimasu（もちます / 持ちます）, motte（もって / 持って） - to have * matsu（まつ / 待つ）, machimasu（まちます / 待ちます）, matte（まって / 待って） - to wait * miru（みる / 見る）, mimasu（みます / 見ます）, mite（みて / 見て） - to see * wakaru（わかる）, wakarimasu（わかります）, wakatte（わかって） - to understand * kau（かう / 買う）, kaimasu（かいます / 買います）, katte（かって / 買って） - to buy === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16137 77612 2007-01-17T05:43:25Z D.328 5303 +Japanese * ichi（いち / 一） - one * ni（に / 二） - two * san（さん / 三） - three * shi, yon（し、よん / 四） - four * go（ご / 五） - five * roku（ろく / 六） - six * shichi, nana（しち、なな / 七） - seven * hachi（はち / 八） - eight * kyuu, ku（きゅう、く / 九） - nine * juu（じゅう / 十） - ten * juu ichi（じゅういち / 十一） - eleven * juu ni（じゅうに / 十二） - twelve * ni juu（にじゅう / 二十） - twenty * san juu（さんじゅう / 三十） - thirty * hyaku（ひゃく / 百） - hundred * sen, chi（せん、ち / 千） - thousand * hitori（ひとり / 一人） - one (person) * futari（ふたり / 二人） - two (people) * san nin（さんにん / 三人） - three (people) === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16138 77606 2007-01-17T05:40:01Z D.328 5303 +Japanese * chiisai（ちいさい / 小さい） - small * ookii（おおきい / 大きい） - large * samui（さむい / 寒い） - cold * atsui（あつい / 熱い / 暑い） - hot * ii, yoi（いい、よい / 良い） - good * warui（わるい / 悪い） - bad * atarashii（あたらしい / 新しい） - new * furui（ふるい / 古い） - old * yasashii（やさしい / 易しい） - easy * muzukashii（むずかしい / 難しい） - difficult * oishii（おいしい） - delicious * mazui（まずい） - awful (taste) * takai（たかい / 高い） - high, expensive * yasui（やすい / 安い） - cheap * hikui（ひくい / 低い） - low * hiroi（ひろい / 広い） - wide * semai（せまい / 狭い） - narrow * nagai（ながい / 長い） - long * mijikai（みじかい / 短い） - short * omoshiroi（おもしろい / 面白い） - interesting, amusing * ureshii（うれしい / 嬉しい） - happy * kanashii（かなしい / 悲しい） - sad * sabishii（さびしい / 寂しい） - sad, lonely * tsumaranai（つまらない） - boring === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16139 64522 2006-12-29T07:03:55Z Remi0o 3985 [[References]] moved to [[Lesson 1:Introduction to Palaeontology/References]]: Fixed page structure. Please consider putting references on the bottom of the page. #REDIRECT [[Lesson 1:Introduction to Palaeontology/References]] 16140 77615 2007-01-17T05:44:48Z D.328 5303 +Japanese * ima（いま / 今） - now * asa（あさ / 朝） - morning * yoru（よる / 夜） - night * kyou（きょう / 今日） - today * kinou（きのう / 昨日） - yesterday * ashita（あした / 明日） - tomorrow * senshu（せんしゅう / 先週） - last week * konshu（こんしゅう / 今週） - this week * raishu（らいしゅう / 来週） - next week === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16141 77631 2007-01-17T05:51:08Z D.328 5303 +Japanese * nan, nani（なん、なに / 何） - what * dare（だれ / 誰）, donata（どなた） - who * nanji（なんじ / 何時） - what time * itsu（いつ） - when * ikaga（いかが） - how * doshite, naze（どうして、なぜ） - why * doko（どこ） - where * ikutsu（いくつ） - how many * ikura（いくら） - how much * nan nin（なんにん / 何人） - how many people === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16142 77620 2007-01-17T05:46:54Z D.328 5303 +Kana These are to be placed after a word to indicate case. * wa（は） - topic marker * ga（が） - subject * (w)o（を） - direct object * mo（も） - "also" (substitutes for wa, ga, or wo) * no（の） - possessive (reverse "of"), question mark (plain) * na（な） - marks an adjective * de（で） - "by means of", "in"/"at" for actions * ni（に） - indirect object, "in"/"at" for existence * to（と） - "and", object of "say" or "think" * ya（や） - "and" for a list * (h)e（へ） - destination "to" * ka（か） - question mark (polite) === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16143 77627 2007-01-17T05:49:20Z D.328 5303 +Japanese * made（まで） - as far as * kara（から） - from, because * demo（でも） - but * moshi（もし） - if The following are used as nouns, such as in "hako no naka ni" - inside the box. * ue（うえ / 上） - above, on top of * shita（した / 下） - under * mae（まえ / 前） - in front of * ushiro（うしろ / 後） - behind * hidari（ひだり / 左） - left * migi（みぎ / 右） - right * naka（なか / 中） - inside * soto（そと / 外） - outside * soba（そば / 側） - near === Return to [[Japanese I/Vocabulary]] === [[Category:Japanese]] 16144 78249 2007-01-18T16:11:06Z Robert Elliott 1436 Minor Additions {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - Scripts writing</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">Stories from the lesson on [[Lesson:Script writing for highschool drama departments |script writing for high school drama departments]]</font></big></center> * none yet! <!--* [[User:Mkstiwari | Mukesh Tiwari]] has completed this [[Media:Storybscriptmukesh1.pdf|assignment]] (pdf). (5 November 2006) 15 [[WikiU Film School Point System|points]] for being the first to complete this assignment. * [[User:Ugoglen|Ugoglen]] has completed this [[Thumbnail storyboard sheet:SBTDS:Ugoglen|assignment]] (Wiki page). <font color="green"> An outstanding thumbnail storyboard.</font> (26 December 2006) 10 [[WikiU Film School Point System|points]]--> |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Film School Templates]] [[Category:Homework Assignment]] 16146 74135 2007-01-12T20:21:39Z Historybuff 5228 /* Advanced Installation */ proper formatting of code {{Welcome and expand|192.75.118.47}} ==Installing for Beginners== In almost all cases, Perl comes as an [http://www.cpan.org/ports/ installable package] or already pre-installed on most modern Unix variants. You simply have to choose the appropriate version and use the built-in tools that come with your Unix variant to add Perl to your system. <!-- add some refs on where to go for specific Unix variants --> ==Advanced Installation== For advanced installation, you must first obtain the [http://www.cpan.org/src/README.html Perl source code]. Perl sources comes with a powerful tool called configure, which uses simple shellscripts and small c programs to determine what is installed on the target system, so it can build a proper Perl executable. A C compiler is necessary for compilation from sources. The following <code><pre>./configure make</pre></code> run from a command shell would run the configure program and then the make facility to build the binary. A <code><pre>make install</pre></code> would require '''root''' priviledge, but would install the binaries in a directory where all users could access the program. ==Recommended Resources== [http://www.perl.org/ Main Perl Site] [[Category:Perl]] 16147 75539 2007-01-14T03:10:37Z JWSchmidt 20 [[Category:Tourism]] One of the biggest milestones in Tourism Management is the self management and location of the hotels you actually choose. Today's world is dominated with travel, tourism being the largest industry, however most travellers don't think about accomodation that much! But everybody who enjoys travel should. These are five rules who should help you decide what's important in hotel planning: - Location - Budget - Star (s) - Amenities - Brandnames or independent. There are however many other deciding factors in planning your travel. [[Category:Tourism]] 16149 64597 2006-12-29T17:04:29Z Student Galaxy 3488 ~~~~ I created this, brightening up wikiversity == Summary == [[User:Student Galaxy|Student Galaxy]] 17:04, 29 December 2006 (UTC) I created this, brightening up wikiversity == Licensing == {{CC-BY-SA-2.5}} 16150 64605 2006-12-29T17:17:13Z JWSchmidt 20 [http://de.wikiversity.org/wiki/Bild:WVFavicon.gif source] {{CopyrightByWikimedia}} [http://de.wikiversity.org/wiki/Bild:WVFavicon.gif source] {{CopyrightByWikimedia}} 16151 64607 2006-12-29T17:19:36Z JWSchmidt 20 from http://de.wikiversity.org/wiki/Vorlage:CopyrightByWikimedia <includeonly>[[Kategorie:CopyrightByWikimedia|{{PAGENAME}}]]</includeonly> <div style="margin: 0 auto; width:80%; background-color:#F1F1DE; border:2px solid #996; padding:5px; text-align: center;"> <div class="floatleft" style="margin-top: 2em;">[[Image:Copyright.svg|64px]]</div> <div class="floatright" style="margin-top: 2em;">[[Image:Wikimedia-logo.svg|70px|The Wikimedia Logo]]</div> ''This image (or parts of it) is '''[[w:Copyright|copyrighted]]''' by the '''[http://wikimediafoundation.org/wiki/Home Wikimedia foundation]'''. It is (or includes) one of the official logos or designs used by the Wikimedia foundation or by one of its projects.'' '''''Notwithstanding any other statement on this page, this image has not been licensed under the GFDL.'''''<br />'''&copy; & &trade; All rights reserved, Wikimedia Foundation, Inc..'''<br> '''Wikipedia&reg;''' is a registered trademark of Wikimedia Foundation, Inc. </div> 16152 80998 2007-01-25T20:31:19Z Mandrson 5802 Bibliography from Wikibooks Welcome to the Wikiversity Center for Network Certification. ==Department description== The Center for Network Certification is a content development project where participants create, organize, and develop learning resources for network certification. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. == Certification == This course may help you in preliminary study for entry-level certification. Here is a list of relevant certification paths in the field of networking: * CompTia vendor neutral certification [http://certification.comptia.org/network/default.aspx CompTia Network+] * Cisco Professional certification [http://www.cisco.com/web/learning/le3/le2/le0/le9/learning_certification_type_home.html Cisco Careers] * Novell Professional certification [http://www.novell.com/training/certinfo/howdoi.html Novell] == Suggested Reading == * [http://en.wikibooks.org/wiki/Network_Plus_Certification/Introduction Network Plus Certification] at WikiBooks * [http://en.wikibooks.org/wiki/CCNA_Certification Cisco CCNA Certification] at WikiBooks [[Category:Networking]] 16153 80949 2007-01-25T14:58:24Z JWSchmidt 20 /* Current projects */ Visual Arts This page provides a set of suggestions to guide teachers who want to have their students use Wikiversity in a conventional classroom setting. ==Overview== If you are a professor or teacher at a school or university, we encourage you to use Wikiversity in your class. Doing so will result in both<BR>*'''advancing the student's knowledge'''<BR>and<BR>*'''useful content being added to Wikiversity that can be shared with learners around the world'''.<BR>Wikiversity has adopted a "learn by doing" model of education. When your students [[Wikiversity:Introduction|become editors]] of Wikiversity webpages they learn by collaborating on course-related projects and their effort will contribute online to a global effort to make all of human knowledge freely available. Please keep the following guidelines in mind: #'''Scope of Wikiversity'''. Wikiversity hosts many education-oriented [[Portal:Learning Projects|learning projects]]. If your project involves students working to develop encyclopedia articles, see [[w:Wikipedia:School and university projects|Wikipedia]]. If your project involves development of a textbook, see [[b:Wikibooks:Guidelines for class projects|Wikibooks]]. #'''Practice editing''' before giving a wiki editing assignment to your students. [[Wikiversity:Why create an account|Register]] a Wikiversity user account for yourself and spend some time [[Wikiversity:Introduction|editing]]. Try to determine if there is an existing Wikiversity content development project for your subject area (see [[Wikiversity:Browse]]). Start a Wikiversity webpage for your planned project and get some reactions and feedback from other participants of the Wikiversity community. #'''Introductions.''' When you want to start such a project, please briefly describe what you are doing on this page under the "Current projects" heading and please leave a note at the [[Wikiversity:Colloquium|Colloquium]] page. Please activate your user account's email and leave some contact information on your [[Wikiversity:User page|user page]]. #'''Learning how to work at Wikiversity.''' Please make use of resources such as the [[Help:Contents|help pages]] and use the [[Wikiversity:Sandbox]] for any test or practice edits. If you need help, feel free to ask questions at the [[Wikiversity:Colloquium|Colloquium]]. #'''Account names.''' Please do not create numerical accounts university or school account numbers. While this may be initially convenient, it is better to use a real name or a pseudonym. #'''Copyrights.''' Please keep [[Wikiversity:Copyrights]] in mind. Not everything on the Web is free for the taking, and even that which is may not be compatible with our [[Wikiversity:Copyrights|licensing]]. This is true for text, sound files ''and'' images (see [[Wikiversity:Uploading files]]). If your students will be working at Wikiversity by starting from your own course notes and other materials, be sure that you make it clear if it is acceptable to add your personal materials or your school's materials to Wikiversity webpages. Furthermore, check who owns your students' course work. If the owner is your institution, check that you have permission to contribute it under the [[Wikiversity:Copyrights|GFDL license]]. #'''Summarize and analyze.''' Once you have finished a project, we would very much appreciate reading a description of the results. This could be on a separate page if it is long, or on this page in the "Past projects" heading. #'''Original research.''' Wikiversity is creating guidelines that will allow participants to publish new ideas, discoveries or articles. See our relevant policies, [[Wikiversity:Verifiability|Verifiability]], [[Wikiversity:Disclosures|Disclosures]], [[Wikiversity:Scholarly ethics|Scholarly ethics]], [[Wikiversity:Original research|Original research]]. == Considerations and suggestions == Wikiversity can be difficult for a newcomer to fathom. Most Wikiversity participants will be helpful in guiding newcomers and explaining how we do things. However, for the sake of your class we strongly suggest that you yourself contribute here and become familiar with Wikipedia before sending your students. Your students will be much less likely to encounter problems here if you can give them appropriate guidance. It is especially important to consider ''what'' your students will contribute here. Wikiversity is an experiment is how to make use of [[wiki]] technology to support education. If your project fits within that broad mission then you are welcome to make use of Wikiversity resources for your class. ===Educational template=== We have a template that can be easily copied and adopted to create a wiki-[[w:Syllabi|syllabus]] for your course-related project on Wikiversity. See: [[Wikiversity:School and university projects/Boilerplate|class project boilerplate]]. ===Current projects=== *[[Web Page]] *[[Historical Introduction to Philosophy/General Introduction]] *[[UIUC PHIL 270: Philosophy of Science]] *[[Media literacy]] *[[Computer Architecture Lab]] *[[REE3043|Real estate analysis]] *[[User:HartVisArts|Visual Arts]] <nowiki>[</nowiki>''Please add more.''<nowiki>]</nowiki> ===Summary reports on past projects=== * .. ==See also== :''For common questions about how Wikiversity interacts with bricks-and-mortar schools, see [[Wikiversity:School and university projects/FAQ|the FAQ]] for school and university projects.'' *[[Introduction to Wikiversity scholarship]] - think copyleft *[[Wikiversity:Wikiversity teachers]] *[[Wikiversity:School and university projects/Instructions for teachers and lecturers]] *[[Wikiversity:School and university projects/Instructions for students]] *[[Wikiversity:School and university projects/Boilerplate|syllabus boilerplate]] - cab be used when you start a Wikiversity project page for your course. ==External Links== *[[w:Wikipedia:Wikipedia Signpost/2006-12-26/Wikipedia and academia|Classroom assignments on the rise]] - Wikipedia Signpost *[[w:Wikipedia:School and university projects|School and university projects]] at Wikipedia. *[[b:Wikibooks:Guidelines for class projects|Guidelines for class projects]] at Wikibooks. [[Category:Wikiversity development projects]] [[Category:Education]] 16154 65321 2007-01-01T22:01:43Z JWSchmidt 20 [[Category:Images]] [[Category:Astronomy]] [[Category:Images]] 16156 68343 2007-01-08T21:46:28Z JWSchmidt 20 [[Category:French]] __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in French - Table - Float Right v2}} <br> [[Image:Flag of France.svg|90px]] <big> <br> Français II</big> |- |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>Allons!</big></center> This course continues the study of basics undertaken the previous year. Vocabulary is further developed while students learn more complex grammatical structures including the imperfect and future tenses. There is increased exposure to the cultural aspects of the French-speaking world. [[Category:French]] 16157 75998 2007-01-14T22:53:59Z Historybuff 5228 Computer and Telephone networks have grown at an astounding rate over the last 20 years. As you probably already know, or learned in the earlier courses, TCP/IP and several variations of Ethernet now dominate the bulk of the world's networks. Plenty of other standards, mediums, and protocols existed before these staples emerged however, and they are the focus of ''this'' course. Just because the topics of this course are obsolete doesnt mean you won't find them in the real world. Quite the contrary, there are bound to be pockets of these artifacts just waiting to be found at your next job, so familiarizing yourself with them is in your best interest. You'll likely need to know them too if you are considering trying to gain any of the industry certifications, which are detailed in a later course. == Lessons == *Obsolete Physical Topologies ** Bus ** Ring *Obsolete Cabling *Obsolete Ethernet *Other Obsolete Standards **VG Anylan **Token Ring [[Category:Networking]] 16158 77383 2007-01-17T00:12:39Z Mystictim 626 added welcome and expand {{welcome and expand}} == Topics == *The OSI model *Data transmission *Switching and routing [[Category:Networking]] 16159 77459 2007-01-17T01:13:46Z JWSchmidt 20 format Welcome to the Wikiversity '''School of Meteorology'''. Meteorology is the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting. Meteorological phenomena are observable weather events which illuminate and are explained by the science of meteorology. Those events are bound by the variables that exist in Earth's atmosphere. They are temperature, pressure, water vapor, and the gradients and interactions of each variable, and how they change in time. The majority of Earth's observed weather is located in the troposphere. Meteorology, climatology, atmospheric physics, and atmospheric chemistry are sub-disciplines of the atmospheric sciences. Meteorology and hydrology comprise the interdisciplinary field of hydrometeorology. Interactions between our atmosphere and the oceans are part of coupled ocean-atmosphere studies. Meteorology has application in many diverse fields such as the military, energy production, farming, shipping and construction. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... == News == *29 December 2006 - School founded. [[Category:Meteorology]] 16161 64663 2006-12-30T01:45:21Z Rogerhc 1385 added [[Category:Types of educational media]] Open educational resources (OER) are educational resources that are licensed to be free, like open source software is free. ==Licenses== * GFDL * CC BY-SA and others * All rights reserved * public domain ==References== * Eben Moglen explains [http://www.geof.net/blog/2006/12/10/eben-moglen Open] -- just read it * Wikipedia's [http://en.wikipedia.org/wiki/Open_educational_resources Open educational resources] article * Organisation for Economic Co-operation and Development's [http://www.oecd.org/document/20/0,2340,en_2649_33723_35023444_1_1_1_1,00.html OER study] * UNESCO International Institute for Educational Planning's [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] about OER development * [http://oergrapevine.org OER Grapevine] - a wiki and email list bringing OER project leaders together to brainstorm on OER development issues and strategies [[Category:Education]] [[Category:Types of educational media]] 16163 64938 2006-12-31T15:17:41Z Nov ialiste 4751 <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Novial Language</h2 > [[Image:Globe of letters.svg|right|88px|Languages]] Welcome to the [http://en.wikipedia.org/wiki/Novial Novial] Language Department of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. This section provides resources for learning the international auxiliary language Novial. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses</h2 > [[Image:Nuvola apps kmessedwords.png|right|44px|]] [[Novial as a gateway to language learning|Novial as a Gateway to Language Learning]] [[List of Interested Students]] - Register your interest here. <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> </div> </div> </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Resources</h2 > [[Image:Nuvola_apps_bookcase.png|right|44px|]] The Novial classes presently offered are operated through the use of various Wikimedia materials. A list of the materials may be viewed below: '''Wikipedia''' * [http://nov.wikipedia.org/ Chefi pagine] '''Wikibooks''' * [http://en.wikibooks.org/wiki/Novial Novial Wikibook] '''Dictionary''' * [http://www.blahedo.org/novial/nl.html Novial Lexike] </div > __NOEDITSECTION__ __NOTOC__ [[Category:Foreign Language Learning]] [[Category:Language and Literature]] [[Category:Multilingual Studies]] 16164 75811 2007-01-14T17:14:30Z Mystictim 626 added stub template {{Stub}} == Participants == ===Interested teachers=== #. . . ===Interested Students=== # [[User:Elatanatari|Elatanatari]] 03:31, 30 December 2006 (UTC) [[Category:Journalism]] 16165 64687 2006-12-30T04:40:52Z Elatanatari 2826 Redirecting to [[School:Journalism]] #REDIRECT [[School:Journalism]] 16168 78247 2007-01-18T16:10:25Z Robert Elliott 1436 Minor Additions {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - 3D Storyboarding</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">Storyboards from the lesson on creating [[Lesson:3D Storyboard|3D Storyboards]]</font></big></center> * none yet! <!--* [[User:Mkstiwari | Mukesh Tiwari]] has completed this [[Media:Storybscriptmukesh1.pdf|assignment]] (pdf). (5 November 2006) 15 [[WikiU Film School Point System|points]] for being the first to complete this assignment. * [[User:Ugoglen|Ugoglen]] has completed this [[Thumbnail storyboard sheet:SBTDS:Ugoglen|assignment]] (Wiki page). <font color="green"> An outstanding thumbnail storyboard.</font> (26 December 2006) 10 [[WikiU Film School Point System|points]]--> |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Film School Templates]] [[Category:Homework Assignment]] 16169 79608 2007-01-21T17:36:05Z Robert Elliott 1436 Minor correction {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] *[[User:Fatpenguin|Fat Penguin]] has completed this assignment: - [[WikiU Film School Point System|(11 points plus 5 extra points for begin the first)]] :(2) '''Young Person''': [[Media:Kid line1 Fat Penguin.ogg|"That was a great movie..."]] :(3) '''Young Person''' ''(contined)'': [[Media:Kid line2 Fat Penguin.ogg|"but I do not understand one thing."]] :(4) '''Old Person''': [[Media:Oldguy line1 Fat Penguin.ogg|"What's that?"]] :(5) '''Young Person''': [[Media:Kid line3 Fat Penguin.ogg|"How can anyone be seduced by the Dark Side?"]] :(6) '''Old Person''': [[Media:Oldguy line1 Fat Penguin.ogg|"Hummm"]] :(7) '''Old Person''': [[Media:Oldguy line1 Fat Penguin.ogg|"What computer do you have at home?"]] :(8) '''Young Person''' ''(eagerly)'': [[Media:Kid line4 Fat Penguin.ogg|"A Macintosh!"]] :(9) '''Old Person''': [[Media:Oldguy line1 Fat Penguin.ogg|"But what computer does your father use at work?"]] :(10) '''Young Person''' [[Media:Kid line5 Fat Penguin.ogg|"Hummm"]] :(11) '''Young Person''' ''(amazed and excited)'': [[Media:Kid line6 Fat Penguin.ogg|"Seduced by the Dark Side!"]] :(12) '''Old Person''': [[Media:Oldguy line1 Fat Penguin.ogg|"Ahhh!"]] [[User:Fatpenguin|Fat Penguin]]says, "I used the basic microphone on my personal computer and a free application called '''Goldwave'''. I used noise reduction effect and changed the pitch. The software can be found on [http://www.goldwave.com www.goldwave.com]. ---- <center><small>Click on the dialog to hear the sound.</small></center> ---- For help playing OGG files, go to [[Commons:Media_help|Commons:Media help]] or to [[w:Media_help_(Ogg)|Wikipedia:Media help (Ogg)]] (Hopefully, these links should be fixed shortly. If not, go to the Wikipedia and WikiCommons and look for these pages. They do exist.) |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Film School Templates]] [[Category:Homework Assignment]] [[Category:Animatic Dialog Recording]] 16170 78248 2007-01-18T16:10:42Z Robert Elliott 1436 Minor Additions {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - The Movie Poster Prop</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">Movie posters from the lesson on [[Lesson:Making the Props|creating the movie props]]</font></big></center> * none yet! <!--* [[User:Mkstiwari | Mukesh Tiwari]] has completed this [[Media:Storybscriptmukesh1.pdf|assignment]] (pdf). (5 November 2006) 15 [[WikiU Film School Point System|points]] for being the first to complete this assignment. * [[User:Ugoglen|Ugoglen]] has completed this [[Thumbnail storyboard sheet:SBTDS:Ugoglen|assignment]] (Wiki page). <font color="green"> An outstanding thumbnail storyboard.</font> (26 December 2006) 10 [[WikiU Film School Point System|points]]--> |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Film School Templates]] [[Category:Homework Assignment]] 16171 64727 2006-12-30T14:49:02Z Robert Elliott 1436 [[Template:Homework01]] moved to [[Template:Film School:Script Formatting:Completed Assignments]]: Clearer page title. Original title too vague. #REDIRECT [[Template:Film School:Script Formatting:Completed Assignments]] 16173 64730 2006-12-30T14:53:48Z Robert Elliott 1436 [[Template:Homework04]] moved to [[Template:Film School:Thumbnail Storyboarding:Completed Assignments]]: Clearer title need. Original title too vague. #REDIRECT [[Template:Film School:Thumbnail Storyboarding:Completed Assignments]] 16178 64753 2006-12-30T21:07:52Z J.Steinbock 2353 [[Ionic Bonding]] moved to [[Ionic Bond]]: More appropriate title. Make a redirect. #REDIRECT [[Ionic Bond]] 16179 75816 2007-01-14T17:29:27Z Mystictim 626 added [[Category:Learning activities]] == Bonjour! == What greeting would you use... # At 8:00pm? # At 10:00am? # At 3:00pm? # When you're going to bed? == What's your name? == Translate the following phrases. # Je m'appelle Sofía. # Comment t'appelles-tu? # Comment tu t'appelles? # Comment vous appellez-vous? # Her name is Sally. # What are you called? # His name is Raúl. # My name is Michel. == How are you? == Rank the following words from one to six (one being the best, six being the worst). * Bien * Très bien * Pas très bien * Mal * Comme ci, Comme ça * Ça va [[Category:French]]|[[Category:Learning activities]] 16180 75833 2007-01-14T18:15:22Z JWSchmidt 20 [[Category:Philosophy]] Welcome to the Division of Ancient Greek Philosophy, part of the [[School:Philosophy|School of Philosophy.]] ==Division description== {{cquote|I will illustrate my meaning, Theodorus, by the jest which the clever witty Thracian handmaid is said to have made about Thales, when he fell into a well as he was looking up at the stars. She said, that he was so eager to know what was going on in heaven, that he could not see what was before his feet. This is a jest which is equally applicable to all philosophers. For the philosopher is wholly unacquainted with his next-door neighbour; he is ignorant, not only of what he is doing, but he hardly knows whether he is a man or an animal; he is searching into the essence of man, and busy in enquiring what belongs to such a nature to do or suffer different from any other. ('''Plato''': ''Theatetus'', 174 A, translated by Benjamin Jowett)}} Philosophy may be seen as one of the products of a vital human impulse that has probably given rise to religion and science as well. From as far back as history can take us, we have strived for ultimate truths about life and existence. Philosophy is usually described vaguely as the study of fundamental questions. Therefore, other great general fields of inquiry, like Science ("How did that happen? Can we change it?") and Theology ("What is God like? How can we change His mind?") can be seen as offshoots of the same source. In Western culture (Occidental, as opposed to Oriental) we generally study the history of Western philosophy, which we trace back to the Greeks, who first used the word philosophy, and who first began to organize such an inquiry in a systematic way in our culture. One of the problems with this method is that it tends to minimize the effects of other ancient civilizations on Western thought, which was greatly influenced by the cultures in Egypt and Mesopotamia. It also walls off an entire parallel development of Eastern philosophy which, though dealing with similar questions, made use of profoundly different methods. Ironically, the civilizations of Egypt and Mesopotamia can probably be considered closer to Eastern than to Western thought. But we have to start somewhere, and that will be the traditional approach. The reader can find an overview of Eastern thought in the [[Topic:Eastern Philosophy|Eastern Philosophy]] course. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Division news== * '''Date founded''' - Division founded! ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:The origins of philosophy|The origins of philosophy]] * [[Topic:The Presocratic philosophers|The Presocratic philosophers]] * [[Topic:Socrates, Plato and Aristotle|Socrates, Plato and Aristotle]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. [[Category:Philosophy]] 16182 64781 2006-12-30T22:15:10Z Alex beta 4504 /* Essential Reading */ < Back to [[Topic:Ancient Greek Philosophy|Ancient Greek Philosophy]] {{cquote|In all history, nothing is so surprising or difficult to account for as the sudden rise of civilization in Greece. ('''Bertrand Russell''': ''History of Western Philosophy and its Connection with Political and Social Circumstances from Earliest Times to the Present Day''. Second edition, 1961)}} == Ancient Greece == Our story begins in the sixth century B.C., at the time of a profound change in the heart of Greek society. Traditional wisdom, all the knowledge handed down through generations in the form of myths, was no longer seen as certain and it was subjected to a severe critique. Cosmology, moral values, sociology and theology were all challenged by a diverse range of thinkers, who no longer took what had gone before as certain. The range and extent of these challenges vary, each retaining different portions of the pre-philosophical culture and criticizing others. The Greeks were a loose collection of city states and territories bound together by a common language and cultural ties. They distinguished themselves from non-Greeks, or barbarians, whose speech to them sounded like 'barbarbarbar', hence the name. Although many different forms of government existed across Greece, [[Wikipedia:Aristocracy|aristocracy]] was prominent everywhere. The nobles, who would lead the people in times of war, were conceived as the only possessors of virtue. The Greek word for ''virtue'' ([[Wikipedia:Arete_%28excellence%29|Αρετή]]) is often translated as ''excellence'' in an attempt to escape some of its connotations in English, many of which were introduced by Christian thought at a later stage. A man was considered especially virtuous if he possessed fame, noble ancestry and success. Failure was punished and considered shameful. [[Wikipedia:Bertrand Russell|Bertrand Russell]] argued in his ''History of Western Philosophy'' that the greatness of the Greeks came both from their passion and their intellect. <blockquote>They had a maxim 'nothing too much', but they were in fact excessive in everything--in pure thought, in poetry, in religion, and in sin. It was the combination of passion and intellect that made them great, while they were great. Neither alone would have transformed the world for all future time as they transformed it. Their prototype in mythology is not Olympian Zeus, but Prometheus, who brought fire from heaven and was rewarded with eternal torment.('''Bertrand Russell''': ''History of Western Philosophy and its Connection with Political and Social Circumstances from Earliest Times to the Present Day''. Second edition, 1961. p. 41)</blockquote> ===Essential Reading=== * [[Wikipedia:Ancient Greece|Ancient Greece]] * [[Wikipedia:Arete_%28excellence%29|Αρετή]] * The myth of Prometheus in [[Wikipedia:Hesiod|Hesiod's]] [[Wikisource:Theogony|''Theogony'']] (507-616). A summary can be found in the Wikipedia entry for [[Wikipedia:Prometheus#Myth|Prometheus]]. ===Further Reading=== * [[Wikipedia: History of ancient Egypt| History of ancient Egypt]] * Civilizations in [[Wikipedia:Mesopotamia|Mesopotamia]]: ** [[Wikipedia:Sumer|Sumer]] ** [[Wikipedia:Akkad|Akkad]] ** [[Wikipedia:Babylonia|Babylonia]] ** [[Wikipedia:Assyria|Assyria]] * History of Greece: ** [[Wikipedia:Origin%2C_Nature_and_History_of_Aegean_civilization|Origin, Nature and History of the Aegean civilization]] (before 1600 B.C.) ** [[Wikipedia:Mycenaean Greece|Mycenaean Greece]] (ca. 1600-1200 B.C.) ** [[Wikipedia:Greek Dark Ages|Greek Dark Ages]] (ca. 1200-800 B.C.) == Myth == [[Wikipedia:F. M. Cornford|F. M. Cornford's]] book ''From Religion to Philosophy'' begins with the following lines: <blockquote>The words, Religion and Philosophy, perhaps suggest to most people two distinct provinces of thought, between which, if (like the Greeks) we include Science under Philosophy, there is commonly held to be some sort of border warfare. It is, however, also possible to think of them as two successive phases or modes, of the expression of man's feelings and beliefs about the world; and the title of this book implies that our attention will be fixed on that period, in the history of the western mind, which marks the passage from the one to the other. It is generally agreed that the decisive step was taken by the Greeks about six centuries before our era. At that moment, a new spirit of rational inquiry asserted its claim to pronounce upon ultimate things which had hitherto been objects of traditional belief. What I wish to prove, however, is that the advent of this spirit did not mean a sudden and complete breach with the older ways of thought. ('''F. M. Cornford''': ''From Religion to Philosophy. A Study in the Origins of Western Speculation''. Princeton University Press, 1991, p. xiii)</blockquote> ---- < Back to [[Topic:Ancient Greek Philosophy|Ancient Greek Philosophy]] 16184 70331 2007-01-11T01:10:23Z Nov ialiste 4751 To learn a foreign language to a fair degree of fluency typically takes several or many years and requires a high degree of motivation (or compulsion). Educational studies have shown that previous foreign language study makes it easier to learn second and subsequent foreign languages. However, language study proceeds slowly because of several factors: '''1)''' learning new words takes a lot of time unless they are similar to words we already know '''2)''' unfamiliar grammatical constructions must be thoroughly assimilated '''3)''' numerous irregularities in word formation take up much of the learning time The end result is that many students rapidly become disheartened and may learn to hate studying foreign languages. Novial provides an excellent first foreign language of study for the following reasons: '''1)''' most of the vocabulary is similar to English words (70% plus) '''2)''' those words which are not familiar are from Romance languages or German which broadens general knowledge of West European languages '''3)''' most Novial grammar is similar to English '''4)''' word formation is kept regular '''5)''' for students new to language study, grammatical concepts are most easily learned thanks to points (1), (3) and (4) above. Novial can be learned several times more quickly than Romance languages or German. For the newcomer to foreign language study this means that a good knowledge of a foreign language and the educational benefits derived from that study can be obtained in dozens of hours rather than many hundreds or the over 1000 hours of study typically required to gain real fluency in Romance languages or German. Although Novial is much easier than other languages it is a genuinely foreign language. This gives the student of the language the educational benefits of first foreign language study very quickly. Novial was designed by one of the most prominent linguists of the early 20th century, Professor Otto Jespersen. His expertise and aesthetic sense created a language at once elegant in form and sound and potent in its expessiveness and simplicity. Welcome to the Novial language experience! [[Category:Foreign Language Learning]] [[Category:Multilingual Studies]] 16187 64897 2006-12-31T10:44:48Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ =Under Construction This Month= <center> {{Mad Max:Table of contents:Orchestra Sounds:Pop Quiz}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear action apply.png|32px]] Please take this [[LessonPage:Thumbnail Storyboard Pop Quiz|pop quiz!]] [[Image:Crystal Clear app clock.png|32px]]</big></center> |- | style="width: 55%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola apps juk.png|96px|right]] === Which trill is the scariest? - 2 points=== Listen to all the trill sounds from the symphony orchestra (either from Jam Pack: Symphony Orchestra or from MUTO's Symphony Instrument or from Reason Symphony Orchestra.) The goal of the lesson is create a scary sound. Therefore, you need to discover the sound which is scariest of all. ---- [[Image:Nuvola apps artsmidimanager.png|right|96px]] === Which pitch is the scariest? - 2 points=== Once you have decided which trill to use, you must decide which pitch to use. Some pitches are scarier than others. Which is the scariest? <center>[[Special:Emailuser/Robert_Elliott | Email me with your answers!]]. [[Image:Crystal Clear app xfmail.png|32px]]</center> | style="width: 45%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action demo.png|right|96px]] ===Jam Pack has Trills=== Once you install Jam Pack: Symphony Orchestra in GarageBand, you can select from many different trills: * Xtra Violin Sect 1 Trill 1 * Xtra Violin Sect 1 Trill 2 * Xtra Violin Sect 2 Trill 1 * Xtra Violin Sect 2 Trill 2 * Xtra Bass Sect Trill 1 * Xtra Bass Sect Trill 2 * Xtra String Ens Trill 1 * Xtra String Ens Trill 2 * Xtra Viola Sect Trill 1 * Xtra Viola Sect Trill 2 |} <center> {{Mad Max:Sound of Fear:Pop Quiz:Answers}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Continue this lesson for [[Mad Max - Creating the sound of fear with Symphony Orchestra | creating the sound of fear using symphony orchestra sounds]] {{Contact your instructor: Mad Max}} |} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 16188 76758 2007-01-15T22:26:11Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-21.027 |Source=own work |Date=2006-12-21T00:39Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06srMU C200612210039.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16189 76759 2007-01-15T22:26:59Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-28.010 |Source=own work |Date=2006-12-28T00:14Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06srMU C200612280014.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16190 76764 2007-01-15T22:29:53Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-29.023 |Source=own work |Date=2006-12-29T00:33Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06srMU C200612290033.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16191 76772 2007-01-15T22:35:36Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006td in the galaxy LEDA 74050. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-29.082 |Source=own work |Date=2006-12-29T01:58Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06tdMU C200612290158.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16192 65376 2007-01-02T01:51:31Z Rayc 57 fixed switcher, too Wrong. {{#switch:{{#expr:(({{#time:s}}/60+.5)*5 round 0)}} |0= [http://en.wikiversity.org/w/index.php?title=User:Rayc/HiddenI&action=purge Click to continue] |1= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does la profesora mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge To profess] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The festivities] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The teacher] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The profile] </div> {{EndMultiCol}} |2= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does el bolígrafo mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The biography] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The pen] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pencil] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The graph paper] </div> {{EndMultiCol}} |3= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does el papel mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The paper] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pope] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The father] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pen] </div> {{EndMultiCol}} |4= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does la tiza mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The chalk] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The paper] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The teacher] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The test] </div> {{EndMultiCol}} |5= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does "el pupitre" mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pupil] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The paper] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The desk] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pen] </div> {{EndMultiCol}} }} [[Category:Spanish Language Division]] 16193 68604 2007-01-09T13:00:43Z Mystictim 626 Add category learning activities {{#switch:{{#expr:(({{#time:s}}/60*14+.499) round 0)}} |1= <div align="center" style="background-color:red">Correct</div> |2= <div align="center" style="background-color:yellow">Correct</div> |3= <div align="center" style="background-color:blue">Correct</div> |4= <div align="center" style="background-color:cyan">Correct</div> |5= <div align="center" style="background-color:yellow">Correct</div> |6= <div align="center" style="background-color:blue">Correct</div> |7= <div align="center" style="background-color:green">Correct</div> |8= <div align="center" style="background-color:white">Correct</div> |9= <div align="center" style="background-color:orange">Correct</div> |10= <div align="center" style="background-color:green">Correct</div> |11= <div align="center" style="background-color:cyan">Correct</div> |12= <div align="center" style="background-color:orange">Correct</div> |13= <div align="center" style="background-color:white">Correct</div> |14= <div align="center" style="background-color:red">Correct</div> }} {{#switch:{{#expr:(({{#time:s}}/60*5+.499) round 0)}} |0= [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge Click to continue] |1= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does la profesora mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge To profess] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The festivities] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The teacher] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The profile] </div> {{EndMultiCol}} |2= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does el bolígrafo mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The biography] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The pen] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pencil] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The graph paper] </div> {{EndMultiCol}} |3= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does el papel mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The paper] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pope] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The father] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pen] </div> {{EndMultiCol}} |4= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does la tiza mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The chalk] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The paper] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The teacher] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The test] </div> {{EndMultiCol}} |5= <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > What does "el pupitre" mean? </div> {{MultiCol}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pupil] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The paper] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizI&action=purge The desk] </div> {{ColBreak}} <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [http://en.wikiversity.org/w/index.php?title=El_Salón_de_Clase_quizl&action=purge The pen] </div> {{EndMultiCol}} }} [[Category:Spanish Language Division]] [[Category:Learning activities]] 16194 67798 2007-01-08T01:27:36Z MichaelBillington 1599 Fix double redirect #REDIRECT [[Learning the Basics of French/Lesson:Introducing Yourself]] 16195 64858 2006-12-31T05:41:34Z Elatanatari 2826 [[French/Lesson:Introducing Yourself]] moved to [[Learning the Basics of French/Lesson:Introducing Yourself]]: Correcting previous move #REDIRECT [[Learning the Basics of French/Lesson:Introducing Yourself]] 16198 67776 2007-01-08T00:54:48Z JWSchmidt 20 syntax <font color=green><center><font size="+3">'' Arabic 101''': ''An Introduction to Arabic'''</font></center><br> <center><font size="+3">'''Unit 3:''' ''The Arabic Alphabet'' </font></center><br> Under Construction [[User:Istheway2|Istheway2]] 01:41, 1 January 2007 (UTC) ==Goal:== By the end of this unit, the student should be able to read, comprehend, and be able to transliterate any/all letters of the known Arabic alphabet in all forms of each letter, whether they are isolated or within larger groups of letters i.e. words and phrases. ==Following along in the textbook:== Part 1: Reading and Writing * [http://en.wikibooks.org/wiki/Arabic/LearnRW Basics of Reading and Writing] For many who are taking this course, the thought of learning a new alphabet other than the roman alphabet (the one that we are using now) is very intimidating. Not only that, but writing from right to left does not sound to exciting either. Don't worry, because its not quite ''so'' scary. While some say to be wary of using a system called '''transliteration''' ,writing letters from other alphabets into another i.e. Arabic-English, there are just as many to say that it can be a valid way to learn the Arabic language such as myself. * <font color=red>A note for those following in the book, we are going to be following transliteration using another system, called Qalam. We are going to do this for the purpose of simplicity and ease of learning.</font> ==Letters== Starting off, we are going to look at the base of the Arabic language; its main letters. We are going to look first off at the isolated forms of each letter. In Arabic, each letter has 4 forms; primary, secondary, final, and isolated. So, like I said, here we go with the isolated forms to make things easy. This chart is already in your text book at the link above, I am simply putting it into table form for use with the absence of the book. <center> {| border=2 cellspacing=0 cellpadding=5 |Letter Name |Letter |Transliteration |- | Alif | ا | a |- | Baa' | ب |b |- |Taa' |ت |t |- |Thaa' |ث |th |- |Jeem |ج |j |- |Haa' |ح |h |- |Khaa' |خ |kh |- |Daal' |د |d |- |Dhaal |ذ |dh |- |Raa' |ر |r |- |Zaa' |ز |z |- |Seen |س |s |- |Sheen |ش |sh |- |Saad |ص |S |- |Daad |ض |D |- |Taa' |ط |T |- |Dha |ظ |Z |- |Ayn |ع |' |- |Ghain |غ |gh |- |Faa |ف |f |- |Qaaf |ق |q |- |Kaaf' |ك |k |- |Laam' |ل |l |- |Meem' |م |m |- |Noon |ن |n |- |Ha' |ه |h |- |Waaw |و |w,u |- |Yaa |ي |y,ee |} </center> [[Category:Arabic]] 16201 65107 2007-01-01T03:17:12Z Robert Elliott 1436 minor changes {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kalarm.png|200px|right]] ; [[Topic:Music in Film|Wikiversity School of Music]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of fear|Lesson #01: Creating the sound of "Fear"]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="2" cellspacing="0" width="400px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:Symphony Orchestra:Pop Quiz 1| '''Pop Quiz''' for symphony orchestra sounds]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} ::*Which trill is the scariest? ::*Which pitch is the scariest? |} [[Category:Film School Templates]][[Category:WikiU Film School]] [[Category:Filmmaking]] 16202 65108 2007-01-01T03:17:40Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:LemonChiffon;" | <div style="border-bottom:1px solid Sienna; background-color:Yellow; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Answers to the [[LessonPage:Thumbnail Storyboard Pop Quiz|Pop Quiz]] for creating moods with individual notes'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" [[Image:Nuvola apps kalarm.png|right|Pop Quiz]] | style="width: 24%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>Name of Student</center> | style="width: 38%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>Which trill is scariest?</center> | style="width: 38%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | <center>Which pitch is scariest?</center> |} * None Yet! <!-- {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 24%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| [[User:Elatanatari|Elatanatari]]<br>22 December 2006<br>3 [[WikiU Film School Point System|points]] | style="width: 33%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS_OpeningShotBack.jpg|160px]]</center> | style="width: 33%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | <center>[[Image:SBTDS_OpeningShotBack.jpg|160px]]</center> | style="width: 10%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | <center> </center> |} |} {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kalarm.png|right|Pop Quiz]] <center><big>*** <font color="gray">Answers for the [[LessonPage:Thumbnail Storyboard Pop Quiz|pop quiz]] before the storyboard lesson</font> ***</big></center> <center>'''The first and second frames of our movie'''</center> {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 24%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| <center>Name of Student</center> | style="width: 38%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>Which trill is scariest?</center> | style="width: 38%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | <center>Which pitch is scariest?</center> |} {| cellpadding="1" cellspacing="1" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 24%; background-color: inherit; border: 0px solid #777777; vertical-align: top;"| [[User:Elatanatari |Elatanatari]] | style="width: 38%; background-color: inherit; border: 0px solid #777777; vertical-align: top;" | <center>[[Image:SBTDS_OpeningShotBack.jpg|160px]]</center> | style="width: 38%; background-color: inherit; border: 0px solid #777777; vertical-align: top; " | <center>[[Image:SBTDS OpeningBlankQ.jpg|160px]]</center> |} --> |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] [[Category:Film School Templates]] 16203 64889 2006-12-31T10:06:33Z Robert Elliott 1436 [[Template:Storyboard Pop Quiz Answers]] moved to [[Template:Film School:Storyboarding:Pop Quiz:Answers]]: Title unclear and possible conflict with other pop quizes #REDIRECT [[Template:Film School:Storyboarding:Pop Quiz:Answers]] 16204 64900 2006-12-31T11:13:08Z Student Galaxy 3488 {{subst:Barnstar 6 |This barnstar is for special users who make thousands of hardworing edits to wikiversity ~~~~}} {| style="border: 1px solid {{{border|gray}}}; background-color: {{{color|#E0EFFF}}};" |rowspan="2" valign="middle" | [[image:Templatebarnstar.png]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Template Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | This barnstar is for special users who make thousands of hardworing edits to wikiversity [[User:Student Galaxy|Student Galaxy]] 11:13, 31 December 2006 (UTC) |} 16205 64903 2006-12-31T11:23:20Z Student Galaxy 3488 This barnstar is for users who do great work reverting vandalism on Wikiversity. ~~~~ == Summary == This barnstar is for users who do great work reverting vandalism on Wikiversity. [[User:Student Galaxy|Student Galaxy]] 11:23, 31 December 2006 (UTC) == Licensing == {{CC-BY-SA-2.5}} 16206 64908 2006-12-31T11:29:59Z Student Galaxy 3488 The Ultimate level barnstar for the most hardworking users of wikiversity. ~~~~ == Summary == The Ultimate level barnstar for the most hardworking users of wikiversity. [[User:Student Galaxy|Student Galaxy]] 11:29, 31 December 2006 (UTC) == Licensing == {{CC-BY-SA-2.5}} 16207 64912 2006-12-31T11:42:27Z Student Galaxy 3488 A barnstar for excellent work to the school of sciences on Wikiversity. ~~~~ == Summary == A barnstar for excellent work to the school of sciences on Wikiversity. [[User:Student Galaxy|Student Galaxy]] 11:42, 31 December 2006 (UTC) == Licensing == {{CC-BY-SA-2.5}} 16211 64931 2006-12-31T13:38:03Z Sreekanth.venugopal 4758 The OPians rockin...!!! The OPians rockin...!!! 16214 69335 2007-01-10T02:07:34Z JWSchmidt 20 [[Category:Foreign Language Learning]] Sign your username on this page if you are interested in studying Novial. [[Category:Foreign Language Learning]] 16215 65091 2007-01-01T03:05:25Z Robert Elliott 1436 minor changes {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #e0e0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Nuvola apps kfig.png|right|128px]] ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[Original Story for Seduced by the Dark Side | original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] [[Category:Filmmaking]] 16216 64955 2006-12-31T17:12:24Z Elatanatari 2826 [[Lesson:Introducing Yourself/Exercises]] moved to [[Learning the Basics of French/Lesson:Introducing Yourself/Exercises]]: Correlating with a move of a related page. #REDIRECT [[Learning the Basics of French/Lesson:Introducing Yourself/Exercises]] 16217 64969 2006-12-31T18:31:18Z Elatanatari 2826 Redirecting to [[Template:French box]] #REDIRECT [[template:French box]] 16218 67991 2007-01-08T04:09:10Z Rayc 57 <div id="wquiz"> #What is 2+2? #*1 #*2 #*3 #*4 #Which is a moon of Saturn? #*Europa #*Alemania #*Asia #*América #When did world war 2 end? #*1034 #*1987 #*1945 #*1942 <div id="wQuizAnswers"> #4 #Europa #1945 </div> </div> 16219 64981 2006-12-31T18:58:00Z Rayc 57 [[Test and Quiz/Sandbox/Timedredirect]] moved to [[Test and Quiz/Sandbox/Timedredirect1]]: testing something #REDIRECT [[Test and Quiz/Sandbox/Timedredirect1]] 16220 64986 2006-12-31T18:59:49Z Rayc 57 Redirecting to [[Test and Quiz/Sandbox/timeis3]] #Redirect [[Test and Quiz/Sandbox/timeis3]] 16221 64992 2006-12-31T19:04:57Z Rayc 57 {{#time:s}} 16222 64991 2006-12-31T19:04:04Z Rayc 57 #REDIRECT [[Test and Quiz/Sandbox/Timedredirect{{#expr:((({{#time:s}}/60+.5)*3) round 0)-1}}]] 16226 65015 2006-12-31T21:40:21Z Sebmol 14 refactored === [[User:Student Galaxy|Student Galaxy]] === *I' am nominating myself for Custodianship, as I have in my views, been a very fair editor and contributor to Wikiversity, I have been with the project for just over a month, and I have made 280 edits altogether. Which is fair for a small project like this. I created a project page, the [[Wikiversity appeal board]] which is a notice board for custodians where vandals and sockpuppets are noted. I created a fantastic page on [[Soccer]], plus a page on [[UFO research]] and have uploaded 4 new barnstars for the project. I worked well with other users, and expanded the content of exsisting pages. On wikipedia, I' am a frequent user who has created lots of useful articles with a few hundred edits. As a custodian, I would crack down on vandalism, protect frequently vandalised pages, and give new users as much help and advice as I can. I have a strong sense of seriousness and I' am very good at dealing with trolls. [[User:Student Galaxy|Student Galaxy]] 13:06, 31 December 2006 (UTC) ====Mentoring==== ====Questions for the nominated custodian candidate==== ====Discussion==== ====Comments==== 16228 65029 2006-12-31T23:22:24Z Mu301 3705 [[Wikiversity:Astronomy]] moved to [[Topic:Astronomy/Outline]]: Does not belong in Wikiversity: namespace #REDIRECT [[Topic:Astronomy/Outline]] 16229 67698 2007-01-07T22:19:16Z Howeman 5060 Bonjour! In this lesson you will learn how to introduce yourself which includes describing your name, nationality, and age. This lesson covers many simple, yet central concepts. Stay on your feet! <div align="right"> [[/1|Allons-y! (Go!)]]</div> [[Category:French]] [[Category:Français I]] 16230 69331 2007-01-10T01:49:10Z JWSchmidt 20 [[Category:Cardiology]] ''Paroxysmal supraventricular tachycardia'' is a common fast heart rhythm disturbance. It can occur in patients with structural heart disease, but more frequently in individuals, often young, with a normal heart. Unlike ventricular tachycardia, paroxysmal supraventricular tachycardia is normally not life-threatening unless it occures in association with structural heart disease or other severe systemic diseases. There are different types of paroxysmal supraventricular tachycardia. Atrioventricular node reentrant tachycardia and atrioventricular reentrant tachycardia using an accessory pathway (Wolff-Parkinson-White syndrome, WPW) are the most common supraventricular tachycardia. Although paroxysmal supraventricular tachycardia is generally benign, it often causes significant and recurrent symptoms, such as palpitations (racing heart beats, or fluttering in the heart), shortness of breath, lightheadedness, dizziness, and even syncope (transient loss of conciousness and collaps). Medical therapy with antiarrhythmic drugs is frequently suboptimal. Drug side effects for long term use are concerns. Catheter ablation for a cure is a well-established therapy with excellent outcome (95% or better success rate) and minimal risk (1% or less complication rate). [[Category:Cardiology]] 16231 77358 2007-01-16T23:38:08Z Frank Schulenburg 65 corr. '''Greetings said all through Germany''' *Guten Morgen - Good Morning *Guten Tag - Good Day, Good Afternoon '''Note:''' Germans Don't normally say Good Afternoon *Guten Mittag - Good noon. *Guten Abend - Good Evening ~ After Work; regional? past 17:00 or 18:00 *Gute Nacht - Good Night ~ reserved for right before bedtime *Hallo - Hello '''Note:''' Informal, used when speaking to familiar people '''Greetings specific to northern Germany''' *Moin! - Said in North Germany '''Greetings specific to southern Germany''' *Grūss Gott (God's greetings -- used predominantly in the South of Germany such as Bavaria and Munich and in Austria) '''Greetings specific to Austria''' [[Category:German]] 16232 68543 2007-01-09T03:40:02Z JWSchmidt 20 [[Category:German]] '''Numbers''' *one - eins *two - zwei *three - drei *four - vier *five - fünf *six - sechs *seven - sieben *eight - acht *nine - neun *ten - zehn *eleven - elf *twelve - zwölf *thirteen - dreizehn *fourteen - vierzehn *fifteen - fünfzehn *sixteen - sechzehn *seventeen - siebzehn *eighteen - achtzehn *nineteen - neunzehn *twenty - zwanzig *twenty one - einsundzwanzig *thirty - dreißig *forty - vierzig *hundred - hundert *one hundred - ein hundert [[Category:German]] 16233 68454 2007-01-09T00:20:52Z JWSchmidt 20 [[Category:German]] ==== How to type German characters into the computer ==== ===== Windows ===== (for these characters ensure that the ''num lock'' is on) * For ä, hold down Alt, and press the numbers 1, 3, 2 on the keypad. Then release the Alt button. * For Ä, hold down Alt, and press the numbers 1, 4, 2 on the keypad. Then release the Alt button. * For ö, hold down Alt, and press the numbers 1, 4, 8 on the keypad. Then release the Alt button. * For Ö, hold down Alt, and press the numbers 1, 5, 3 on the keypad. Then release the Alt button. * For ü, hold down Alt, and press the numbers 1, 2, 9 on the keypad. Then release the Alt button. * For Ü, hold down Alt, and press the numbers 1, 5, 4 on the keypad. Then release the Alt button. * For ß, hold down Alt, and press the numbers 2, 2, 5 on the keypad. Then release the Alt button. ===== Mac ===== * For ü, ö, and ä, hold down option-u, release, and type u, o, or a. * For ß type option-s. ===== GNU/Linux ===== Set up a key on the keyboard as the compose key. In GNOME this can be found in via the System -> Preferences -> Keyboard utility, on the Layout Options tab. To type an a letter with an umlaut, press the compose key followed by " and then the desired letter. To type the letter ß, press the compose key followed by the s key twice. [[Category:German]] 16235 80044 2007-01-22T18:17:31Z Joshuacharles 5668 /* Class Roster */ = Class Roster = * Please sign your name on the list * The number beside your name will be your assigned student number *To complete registration email me, the instructor, with the following form to '''istheway2 (a) gmail . com''' <pre> Name (Nickname/Pseudonym if preferred) : Email Address : Location : Interest in this Course: Requests/Feedback: Tell me a few things about yourself: </pre> ''While I am still working on the course and reworking some aspects, I will email students with updates and also I would be glad to assist the students or anyone interested with help on the course, Arabic in general, or just any questions/comments in general. Email me at the email provided above and I will return correspondence promptly. '' <font color=red> '''Register''': (''Use Four Tildes'')</font> # [[User:Istheway2|Istheway2]] 02:18, 1 January 2007 (UTC) '''(SAMPLE)''' #[[User:Elatanatari|Elatanatari]] #[[User:Mondomunchies|Mondomunchies]] 21:49, 2 January 2007 (UTC) #[[User:Roytales|Roytales]] 05:12, 4 January 2007 (UTC)# #[[User:CSM|CSM]]11:36, 19 January 2007 #[[User:64.193.75.224|64.193.75.224]] 16:32, 21 January 2007 (UTC)JMcCharen #[[User:Joshaucharles|Joshuacharles]] 13:16, 22 January 2007 # # # [[Category:Arabic]] 16237 79207 2007-01-20T22:25:05Z Elatanatari 2826 __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | {{Courses in French - Table - Float Right v2}} <br> Sofia, a spaniard, has just met Michel: Michel: Bonjour, je m'appelle Michel. Quel est votre nom? Sofía: Bonjour, Michel. Mon nom est Sofía. Vous venez d'où, Michel? Michel: Je suis de Paris, je suis français. Et vous? Sofía: Je suis d'Espagne, je suis espagnole. Michel: Enchanté. Sofía: Enchanté! À demain, Michel. Michel: À demain! == Vocabulary == Audio : [[media:French-Vacances2.ogg|French native speaker]] {| class="wikitable" ! colspan=3 | Visiting Other Cities |- | 1a||Tu es d'où? (informal) | rowspan=2 | Where are you from? |- | 1b||D'où êtes-vous? (formal) |- | 1c||Je suis de... (d')||I am from... |} {| {| {{French Table|Vocabulary|Nationalities|Les nationalités|250 + 234 +186|4|audio: [[media:French-vacances13.ogg|One]] • [[media:French-vacances14.ogg|Two]] • <small>([[media:french_lesson_3_nationalities.ogg|v2 ]] 300kb)</small>}} !Masculine||Feminine||English |- |allemand||allemande||German |- |américain||américaine||American |- |anglais||anglaise||English |- |australien||australienne||Australian |- |belge||belge||Belgian |- |birman||birmane||Burmese |- |cambodgien||cambodgienne||Cambodian |- |canadien||canadienne||Canadian |- |chinois||chinoise||Chinese |- |coréen||coréenne||Korean |- |espagnol||espagnole||Spanish |- |français||française||French |- |indien||indienne||Indian |- |indonésien||indonésienne||Indonesian |- |italien||italienne||Italian |- |japonais||japonaise||Japanese |- |malaisien||malaisienne||Malaysian |- |mauricien||mauricienne||Mauritian |- |néerlandais||néerlandaise||Dutch |- |philippin||philippine||Filipino |- |portugais||portugaise||Portuguese |- |singapourien||singapourienne||Singaporean |- |suédois||suédoise||Swedish <!-- could be Swede, Swedish girl/woman --> |- |suisse||suisse||Swiss |- |thaïlandais||thaïlandaise||Thai |- |vénézuélien||vénézuéliene||Venezuelan |- |vietnamien||vietnamienne||Vietnamese |} ==Grammar== French has six different types of pronouns: the 1st, 2nd, and 3rd person singular and the 1st, 2nd, and 3rd person plural. {| {{French Table|Grammar|Subject Pronouns|Les pronoms soumis|61|4}} |rowspan="2"|1st person||singular !je |I |- |plural !nous |we |- |rowspan="2"|2nd person||singular !tu |you |- |plural !vous |you |- |rowspan="2"|3rd person||singular !il, elle, on |he, she, one |- |plural !ils, elles |they (masculine)<br>they (feminine) |} Être translates as to be in English. It is an irregular verb, and is not conjugated like any other verb. {| {{French Table|Verb|être|to be|103|7}} ! ! colspan=3 | Singular ! colspan=3 | Plural |- ! first person||je suis | ''jeuh swee''||I am ! nous sommes | ''noo sum''||we are |- ! second person||tu es | ''too ay''||you are ! vous êtes | ''voozett''||you are |- ! rowspan=3 | third person ! il est | ''eel ay''||he is ! rowspan=2 | ils sont | rowspan=2 | ''eelsohn'' | rowspan=2 | they are<br>(masc. or mized) |- ! elle est | ''ell ay''||she is |- ! on est | ''oh<font size="-4">n</font> ay''||one is ! elles sont | ''ellsohn''||they are (fem.) |} Its important to learn all these conjugations. <div align="right">[[Learning the Basics of French/Lesson:Introducing Yourself/3|Continuons!]]</div> [[Category:French]] [[Category:Français I]] 16238 77598 2007-01-17T05:37:03Z JWSchmidt 20 [[Category:Templates]] This includes the templates for Wikiversity Film School. [[Category:Templates]] 16239 67775 2007-01-08T00:54:11Z JWSchmidt 20 syntax <font color=green><center><font size="+3">'' Arabic 101''': ''An Introduction to Arabic'''</font></center><br> <center><font size="+3">'''Unit 4:''' ''Arabic Numbers'' </font></center><br> Under Construction [[User:Istheway2|Istheway2]] 04:14, 1 January 2007 (UTC) ==Goal:== By the end of this unit, the student should be able to read, comprehend, and be able to transliterate any/all numbers of the known Arabic alphabet in all forms of each number, whether they are isolated or within larger numbers. ==Following along in the textbook:== * Sorry, nothing in the book yet. Maybe some soul would love to add something in there about numbers. Well, if I can get through this course in one piece, then I will myself I suppose. In the meantime, this will serve all the facets of this area. Not too much studying neccesary when all the numbers are here. ==Numbers== Here are the numbers 0-9 in Arabic and alsothe modern Arabic Numerals. <center> {| border=2 cellspacing=0 cellpadding=5 |Number in Arabic |Number in English |Name in Arabic |Name Transliterated |- |٠ |0 |صفر |Sifr |- |١ |1 |واحد |Wahid |- |٢ |2 |اثنان |Ithnan |- |٣ |3 |ثلاثة |Thalatha |- |٤ |4 |أربعة |Arba'ah |- |٥ |5 |خمسة |Hamsa |- |٦ |6 |ستة |Sitt'ah |- |٧ |7 |سبعة |Saba'ah |- |٨ |8 |ثمانية |Thamanyyah |- |٩ |9 |تسعة |Tisa'ah |- |} </center> [[Category:Arabic]] 16240 79496 2007-01-21T10:03:46Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Sample Header|Sample Header]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Sample Body|Sample Body]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Another Sample Body|Another Sample Body]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Sample Assignments|Sample Assignments]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Sample Reference|Sample Reference]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Sample Pop Quiz Header|Sample Pop Quiz Header]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Sample Pop Quiz Answers|Sample Pop Quiz Answers]]'''</div> <div style="border-bottom:1px solid #fad67d; background-color:#faecc8; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Go to [[#Software Review|Software review - new format]]'''</div> ==Sample Header== {{Film School:Current Message}} __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | ; [[Topic:Narrative Film Production|Narrative film production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The basics of filmmaking]] with the list of the lessons. [[Image:Crystal Clear app package graphics.png|200px|right]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Thumbnail_Storyboard | Creating the thumbnail storyboards]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="1" cellspacing="0" width="340px" | bgcolor="#f8eeff" style="border: 1px #cccccc solid;" |<center>[[Image:Crystal Clear app clock.png|16px]] [[LessonPage:Thumbnail Storyboard Pop Quiz | Pop Quiz - What is the first frame of this movie?]] [[Image:Crystal Clear app clock.png|16px]]</center> |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Thumbnail_Storyboard | Lesson Introduction - Creating the Thumbnail Storyboards]] |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:What are thumbnail storyboards? | What are thumbnail storyboards?]] |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Thumbnail storyboard examples| Example storyboards for our movie]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:What software for thumbnail storyboards? | What software do I need for thumbnail storyboards?]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Storyboarding Pre-Visualization | Pre-Visualization for thumbnail storyboards]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Storyboarding with ArtRage2 | How to draw thumbnail storyboards with ArtRage 2]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Storyboarding with Photoshop | How to draw thumbnail storyboards with Photoshop]]. |} :{| cellpadding="3" cellspacing="0" width="390px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Using the storyboard library | Using the library of storyboard frames]]. |} <center><small>[[Storyboard Outline for Seduced by the Dark Side | The Storyboard Worksheet]] •[[Original Story for Seduced by the Dark Side | The Original Story]] · [[Reference:SBTDS:Unformatted Script Outline|The Script Outline]] · [[Lesson 4 Storyboard Frames|All the Storyboard Frames]] · [[Media:SBTDS Script Ciprian2.pdf|The Formatted Script]] · [[WikiFilmSchool floor plan for course 1|The Floor Plan]]. </small></center> |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Film School Templates]] ---- ---- ==Sample Body== __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | <center><big><!---[[Image:Crystal Clear app kfm home.png|50px]]--> Color Scheme #1: This color is #FFFFA0</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] == Left Column is #FFFFE0== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Right Column is Cornsilk== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps krfb.png|right|128px]] ==Left is BlanchedAlmond== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Fourth title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear app bug.png|right|96px]] ==Right is Lavender== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |} <center> {{Film School:Storyboarding:Reference Materials}} {{Film School:Script Formatting:Completed Assignments}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app korganizer.png|right|128px]] ==The Next Page== :The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD. :* [[LessonPage:Follow Dave:Disk Contents | Page 1 - This background color is LemonChiffon]] [[Image:Crystal Clear action forward.png|24px]] {{Contact your instructor: Filmmaking}} |} ---- ---- ==Another Sample Body== __NOTOC__ __NOEDITSECTION__ <center> {{Basic filmmaking:Table of contents:Formatting the script}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app kdict.png|right|128px]] ==Analyze the story to format the movie script== For the first lesson of this course, you are given a short story and you are told to format the story into the proper format for a motion picture script. :;A golden opportunity:Now is an excellent time to learn script formatting. This is a task that people do every day in Hollywood so this lesson give you excellent practice. :;A wonderful tool:To help you, you can download a free yet working demo version of [http://www.finaldraft.com Final Draft] which is a script typing and script formatting program. This is the ideal program for learning script formatting. There are versions for both the Macintosh and Windows. [[Image:Crystal Clear app katuberling.png|128px|right]] ==Why such a simple story?== :This is an extremely simple story. It seems trivial. You say, "I want something more challenging!" :I have heard this a thousand times from beginning filmmakers. Filmmaking looks so easy. :'''Wrong! '''This movie will be anything but easy. By the time we turn this simple script into a motion picture, this tiny movie will require a '''huge''' amount of effort. Filmmaking is '''never''' as simple as it looks. With this very simple scene, you will have the opportunity to do it all. [[Image:Nuvola apps package edutainment.png|128px|right]] ==The steps of this lesson== :;<font color="purple">1. Look at the story ::To the right, you see the story for ''"Seduced by the Dark Side!"''. Even though this is a very short story, it still needs proper formatting because this movie will be worked on by hundreds of people. Everyone in Hollywood expects to see your script typed in the proper format. :;<font color="purple">2. Identify the elements ::On [[LessonPage:Analyze the story | page 2]] , you see how the story is broken down into the different elements such as CHARACTER and DIALOG. Before you turn to this page, think about what elements of the story are needed for the script. :;<font color="purple">3. Download and learn to use Final Draft demo version ::On [[LessonPage:Learn Final Draft |page 3]], you get a brief introduction to [http://www.finaldraft.com Final Draft]. Final Draft is both a very professional program with lots of features and a simple typing program. First, you need to learn all the elements of a formatted script. Your second step is to learn how to navigate inside of Final Draft. ::'''Important:''' Even though Final Draft has a tutorial, you will learn navigation mostly by trial and error using the '''TAB''' and the '''RETURN''' keys. :;<font color="purple">4. Typing the script - Line by Line ::On [[LessonPage:Type the script|page 4]], you as shown all the steps of typing this script using [http://www.finaldraft.com Final Draft]. Try doing this without looking. If you have studied the script and learned how to format using [http://www.finaldraft.com Final Draft], you should not need to read this page… but I include it just in case. ---- ---- <center>[[Image:Nuvola apps bell.png]]</center> ==Your Assignment== * Submit a PDF file with the completed script formatted in proper format for a motion picture. (With the Macintosh OS X, you simply as to print the page using the PDF option.) * The title page will print automatically when you print your script so don't forget to select the '''Title''' under the '''Document''' menu and fill in all the info for the title page. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:StarWarsPosterPainting.jpg|64px|right]] {{origscript}} |- | style="background-color: #fff8f8; border: 1px solid #777777; <!---vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <center>[[Image:Nuvola apps display.png]]</center> ==Things to Read== ===The Tutorial=== * Skim the tutorial for [http://www.finaldraft.com Final Draft] which is located in the Final Draft folder. Most of the content is for advanced users so you will not need this. ===Optional Readings=== * [http://www.scriptologist.com/Magazine/Formatting/formatting.html Script Formatting] * [http://www.simplyscripts.com/WR_format.html Script Formating Specs.] ===Optional References=== * [[Wikipedia: Screenplay]] * [http://www.oscars.org/nicholl/script.pdf Script Formatting Example (pdf)] * [http://breakingin.net/format_tutorial.htm Formatting tutorial] * [http://www.writersstore.com/article.php?articles_id=648 Article on Script Formating] * [https://www.finaldraft.com/products/final-draft/download-demo.php Final Draft Demo Download] ===Want more?=== There is another course which teaches how '''high school drama departments''' can create motion pictures as part of their class. See [[Course:Basic Filmmaking for High School Drama Departments | Course #03 :Basic Filmmaking for High School Drama Departments]]. Please write a movie script and, of course, format the script just as you did in this lesson. |} <center> {{Film School:Script Formatting:Completed Assignments}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app ktouch.png|right]] ==The Next Page== :Continue this lesson on [[LessonPage:Analyze the story | Page 2]] - Analyze the story {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Script Formatting Lesson]] ==Sample Assignments== {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">Completed Homework Assignments - Thumbnail Storyboarding</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app kfm home.png|right|Homework]] <center><big><font color="gray">Thumbnail storyboads from the lesson on [[Lesson:Thumbnail Storyboard | Thumbnail storyboarding]]</font></big></center> * [[User:Mkstiwari | Mukesh Tiwari]] has completed this [[Media:Storybscriptmukesh1.pdf|assignment]] (pdf). (5 November 2006) 15 [[WikiU Film School Point System|points]] for being the first to complete this assignment. * [[User:Ugoglen|Ugoglen]] has completed this [[Thumbnail storyboard sheet:SBTDS:Ugoglen|assignment]] (Wiki page). (26 December 2006) <font color="green"> An outstanding thumbnail storyboard.</font> 10 [[WikiU Film School Point System|points]] |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Film School Templates]] ---- ---- ==Sample Reference== {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #e0e0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Nuvola apps kfig.png|right|128px]] ==Reference materials== ;Reference materials for '''''Seduced by the Dark Side!''''' that you might need. * All the [[Lesson 4 Storyboard Frames]]. This sheet will give you ideas for your storyboards. :* The [[Storyboard Outline for Seduced by the Dark Side |storyboard outline]]. Print this script outline and use the numbers on this script for your thumbnail storyboards. ::* The [[Original Story for Seduced by the Dark Side | original story]]. To get additional information for your storyboards, look at the original story. :::* The [[Media:SBTDS Script Ciprian2.pdf|formatted script]]. ::::* A possible [[WikiFilmSchool floor plan for course 1|floor plan]] for the movie set. This will help you plan your shots. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] [[Category:Filmmaking]] ---- ---- ==Sample Pop Quiz Header== {{Template:Basic filmmaking:Table of contents:Storyboarding:Pop Quiz}} ---- ---- ==Sample Pop Quiz Answers== {{Template:Film School:Storyboarding:Pop Quiz:Answers}} [[Category:help| ]] ==Software Review== __NOTOC__ __NOEDITSECTION__ {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Filmmaking Software Review for [[Topic:Narrative Film Production|Narrative Film Production]]'''</div> <div style="padding:2em 5em 0em 3em;"> <!--Top, right, bottom, left? --> [[Image:Nuvola apps korganizer.png|right]] ==[http://www.notionmusic.com/products/software.cfm Notation's Protégé - demo version]== :A fun and useful demo program for film scoring with full symphony orchestra sounds. Works for 30 days. |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"| <div style="border-bottom:1px solid Gold; background-color:#ffffaa; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Review by [[Robert_Elliott|Robert Elliott]]'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Nuvola apps knotify.png|right|96px]] ===Notation's Protégé - demo version=== :This is a unique musical notation program for people who want to learn film scoring. The quality of the symphony orchestra sounds if great. :Notation has two programs. This is the smaller version with fewer voices yet all the voices are from the London Symphony Orchestra at full quality. :To use this program, you must know musical notation or you must be very eager to learn musical notation. There is a useful reference card with the program and a good, but short, tutorial. However, there is no help in learning notation. Fortunately, there are many free tutorials on the Internet. :This fully working demo version can only be used for 30 days and has other minor limitations. However, that is enough for you to learn a tremendous amount about film scoring with the sounds of a symphony orchestra. This is version 1.0 so it is still a bit rough. :Anyone interested in filmmaking should immediately request a free copy of the program. It is fun! </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" | <div style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Uses at Wikiversity Film School'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app starthere.png|100px|right]] * Film scoring * Learning musical notation * Having fun!!! </div> |- | style="padding:0em 0.5em 0em 0.5em;" | | style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" | <div style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Rating'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app keditbookmarks.png|right]] * Four Stars :The program is wonderful but this version is 1.0 so some things are still a bit rough. </div> |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" | <div style="border-bottom:1px solid Gold; background-color:#ffffaa; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Recommendation'''</div> <div style="padding:1em 5em 1em 3em;"> <!--Top, right, bottom, left? --> I highly recommend this program for anyone interested in learning more about musical notation and film scoring. [[User:Robert Elliott|Robert Elliott]] 14 January 2007 (UTC) |} [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Software Review]] [[Category:Filmmaking Software]] 16241 76761 2007-01-15T22:28:38Z JWSchmidt 20 [[Category:Medicine]] Surgical specialty concerned with the surgical treatment of the whole patient and the broad range of surgical diseases that may afflict them. The specialty covers a wide range of diseases involving many body systems including those realted to the breast, endocrine, gastrointestinal, hepatobiliary, vascular, anorectal, skin and melanoma, oncologic/cancer surgery, hernia, trauma and critical care. General surgeons typically spend 4 years in medical school after college followed by 5 years of grueling, demanding specialty training including one year of internship and one year as chief resident. [[Category:Medicine]] 16243 77772 2007-01-17T16:38:58Z Robert Elliott 1436 Minor details <center><big>[[Image:Nuvola apps important yellow.svg|48px]] The Film School pages are under construction this month[[Image:Panneau travaux.png|48px]]</big></center> 16244 75203 2007-01-13T08:49:06Z Robert Elliott 1436 Minor Additions {{Film School:Current Message}} __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=10 width="100%" style="border:1px solid #cccccc; background-color:#fffbe0;width:98%" | cellspacing=0 cellpadding=0 style="width:100%; vertical-align:top; border:5px solid gray; background-color:#e8e8f0;" | ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] [[Image:Nuvola apps kpaint.png|right|200px]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Thumbnail_Storyboard | Creating the Thumbnail Storyboards]] ;Lesson Page<nowiki>:</nowiki> :[[LessonPage:Thumbnail storyboard examples | Thumbnail storyboard examples]] ;Examples<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="250px" | bgcolor="#ffffaa" style="border: 1px Blue solid;" |[[Storyboard Example 1|Thumbnail Storyboard Example #1]] |} :{| cellpadding="3" cellspacing="0" width="250px" | bgcolor="#ffffaa" style="border: 1px Blue solid;" |[[Storyboard Example 2|Thumbnail Storyboard Example #2]] |} :{| cellpadding="3" cellspacing="0" width="250px" | bgcolor="#ffffaa" style="border: 1px Blue solid;" |[[Storyboard Example 3|Thumbnail Storyboard Example #3]] |} :{| cellpadding="3" cellspacing="0" width="250px" | bgcolor="#ffffaa" style="border: 1px Blue solid;" |[[Storyboard Example 4|Thumbnail Storyboard Example #4]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ffff88" style="border: 1px Blue solid;" |[[Film School:Thumbnail storyboard:SBTDS:Ugoglen|Thumbnail Storyboard by Ugoglen - Example #5]] |} <!-- :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="Yellow" style="border: 2px Blue solid;" |[[Homework:Thumbnail Storyboard:Mukesh Tiwari|Thumbnail Storyboard by Mukesh Tiwari]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="Yellow" style="border: 1px Blue solid;" |[[Homework:Thumbnail Storyboard:Robert Elliott|Thumbnail Storyboard by Robert Elliott]] |} --> <center><small>[[Storyboard Outline for Seduced by the Dark Side | The Storyboard Worksheet]] •[[Original Story for Seduced by the Dark Side | The Original Story]] · [[Reference:SBTDS:Unformatted Script Outline|The Script Outline]] · [[Lesson 4 Storyboard Frames|All the Storyboard Frames]] · [[Media:SBTDS Script Ciprian2.pdf|The Formatted Script]] · [[WikiFilmSchool floor plan for course 1|The Floor Plan]]. </small></center> |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 16245 68053 2007-01-08T05:18:34Z JWSchmidt 20 [[Category:History]] See article [[w:Battle of Khadki|Battle of Khadki]] for an example of a small project. [[Category:History]] 16246 65680 2007-01-03T04:38:56Z Robert Elliott 1436 Minor Correction <center> {{Film School:Table of Contents:Thumbnail Storyboard Examples}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="<!--width: 60%; -->background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"| <center>[[Image:StarWarsPosterPainting.jpg]]</center> ==This is an excellent Thumbnail Storyboard== ;Simple and Complete :This is what a typical thumbnail storyboard should look like. <center>[[Image:Thumbnail storyboard SBTDS Ugoglen 1.jpg|320px]]</center> This artwork is excellent because it clearly explains what the artist has in mind yet it takes only a few seconds to draw. | style="width: 260px; background-color: LightGray; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | ==Thumbnail Storyboard by [[User:Ugoglen|Ugoglen]]== {{Thumbnail storyboard template:SBTDS:Ugoglen}} <center> The End </center> |- | |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; <!--vertical-align: top;--> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> | [[Image:Thumbnail storyboard SBTDS Ugoglen 11.jpg|right|200px]] ==[[Image:Crystal Clear action loopnone.png|32px]] The Next Page [[Image:Crystal Clear action loopnone.png|32px]]== :*Look at the other examples by going to the index at the top of this page. :*Or continue this lesson at [[LessonPage:What software for thumbnail storyboards?|What software for thumbnail storyboards?]] to learn how to get started storyboarding. {{Contact your instructor: Filmmaking}} |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] 16247 77231 2007-01-16T19:57:35Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16248 77225 2007-01-16T19:54:52Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16249 77226 2007-01-16T19:55:35Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== * To understand and critically engage with a varity of Christian approaches to peace and war. * To appreciate the traditional non-violence and pacifism of Christianity before the elicitation of just war theory. * To outline an understanding of Christ as a non-violent activist. * To read and engage with primary and secondary sources. ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16250 77227 2007-01-16T19:55:59Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16251 77228 2007-01-16T19:56:21Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16252 77229 2007-01-16T19:56:51Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16253 77230 2007-01-16T19:57:14Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16254 77283 2007-01-16T21:32:43Z JWSchmidt 20 [[Category:Political Science]][[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== * To be able to define Shalom. * To understand the concept of Shalom as a holistic view of peace and social justice. * To be able to practially and academically apply the concept of Shalom to situations requiring conflict transformation or reconcilation. ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Political Science]][[Category:Religious Studies]] 16255 77272 2007-01-16T21:18:27Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16256 76376 2007-01-15T06:06:49Z JWSchmidt 20 [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Religious Studies]] 16257 76842 2007-01-16T00:50:39Z JWSchmidt 20 [[Category:Political Science]] [[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidlines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Political Science]] [[Category:Religious Studies]] 16258 77206 2007-01-16T19:17:05Z JWSchmidt 20 [[Category:Political Science]][[Category:Religious Studies]] ''This learning project is brought to you by the [[Topic:Peace Studies|Division of Peace Studies]]. When contributing to this learning project, please adhere to the [[Topic: Peace Studies Learning Project Guidelines|Peace Studies learning project guidelines]] and the [[Topic:Peace Studies Learning Project Template|Peace Studies learning project template]].'' ==Aims and Objectives== ==Introduction to the Topic== ==Learning Materials== *Including links to learning materials in wikiversity, wikipedia, and on the internet. ==Reading List== Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way: * Author, A., ''Title of Book'' (Location: Publisher, Year of Publication). ==Assignments== * Edit and improve this learning project. [[Category:Political Science]][[Category:Religious Studies]] 16260 65253 2007-01-01T17:10:39Z Mu301 3705 cat [[Category:Astronomy Images]] 16263 65308 2007-01-01T21:25:51Z JWSchmidt 20 testing the edting of an image from Commons [[Category:Astronomy Images]] 16264 77212 2007-01-16T19:32:54Z JWSchmidt 20 [[Category:Physics]] Welcome to the Wikiversity Center for Nuclear Physics. ==Department description== The Center for Nuclear Physics is a content development project where participants create, organize, and develop learning resources for nuclear physics. Nuclear physics is the study of behaviour of the atomic nucleus. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Radioactivity Basics]] *Detectors *Nuclear Fission *Nuclear Fusion * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Physics]] 16267 70000 2007-01-10T19:36:07Z JWSchmidt 20 [[Category:Philosophy]] ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==Subtopics== * Plenum noetic networks * Virtual noetic networks * Explicit noetic networks :Neural Network :Hologram :Certain quantum events * Implicit noetic networks :Other quantum events :Aspects of awareness ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ====Readings==== ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * '''[[User:Len Raymond|Len Raymond]]''' - Created this topic and the parent school, [[school:creation design|Creation Design]]. [[User:Len Raymond|Len Raymond]] 22:59, 1 January 2007 (UTC) [[Category:Philosophy]] 16268 69999 2007-01-10T19:35:45Z JWSchmidt 20 [[Category:Philosophy]] ==School guidelines== A school is a large organizational structure which can contain various departments and topics. The departments and topics should be listed in the departments and topics section. The school should not contain any learning resources. The school can contain projects for developing additional topics or learning resources. The name-space structure will be (until content demands restructuring): :'''School:''' namespace [this page] ::'''Topic:''' namespace [currently only, [[Noetic Networks]]] :::'''Lesson/Subtopic:''' namespace In the future expect the structure to be: :'''School:''' namespace [this page] ::'''Department:''' namespace [currently only, [[Noetic Networks]]] :::'''Topic:''' namespace [example: [[Hologram]]] ::::'''Lesson/Subtopic:''' namespace '''Note:''' ''Wikiversity only has namespaces of: Portal, School, and Topic. This means that Department, Topic, and Lesson/Subtopic must all use the "Topic" type of namespace. [[Category:Philosophy]] 16272 65364 2007-01-02T00:51:36Z Robert Elliott 1436 minor changes This image is used for Pop Quizzes at Wikiversity. 16273 65371 2007-01-02T01:30:24Z Elatanatari 2826 New page: Basic photography is using light to record an image onto a media, such as paper or a computer display. Journalism is a discipline of collecting, analyzing, verifying, and presenting news r... Basic photography is using light to record an image onto a media, such as paper or a computer display. Journalism is a discipline of collecting, analyzing, verifying, and presenting news regarding current events, trends, issues and people. [[Photojournalism stream]] [[Category:Journalism]] 16274 68116 2007-01-08T13:05:19Z Mystictim 626 [[Activity 2.Identification]] moved to [[Can you identify this fossil and the material it was fossilized in?]]: Provide a more descriptive name Identify this fossil and the maerial it was fossilized in. Once identified the fossil image will be replaced and the old image archieved. [[Image:Fossil fish1.jpg|centre|400px]] Please include the scientific name of the species and source of your information. [[Category:Palaeontological activities]]|[[Category:Learning activities]] 16275 65397 2007-01-02T04:57:31Z Enlil Ninlil 4339 [[Category:Paleontology]] 16277 65405 2007-01-02T06:36:38Z MichaelBillington 1599 posting output #{{Proxyip|201.6.118.8}} #{{Proxyip|201.6.14.174}} #{{Proxyip|201.6.150.125}} #{{Proxyip|201.6.150.195}} #{{Proxyip|201.6.155.66}} #{{Proxyip|201.6.20.13}} #{{Proxyip|201.6.202.164}} #{{Proxyip|201.6.216.215}} #{{Proxyip|201.6.219.254}} #{{Proxyip|201.6.233.147}} #{{Proxyip|201.6.240.162}} #{{Proxyip|201.6.243.11}} #{{Proxyip|201.6.246.224}} #{{Proxyip|201.6.252.153}} #{{Proxyip|201.6.35.121}} #{{Proxyip|201.64.57.177}} #{{Proxyip|201.65.62.130}} #{{Proxyip|201.67.42.2}} #{{Proxyip|201.7.250.90}} #{{Proxyip|201.9.91.176}} #{{Proxyip|202.0.185.5}} #{{Proxyip|202.31.230.61}} #{{Proxyip|202.61.52.106}} #{{Proxyip|202.62.89.3}} #{{Proxyip|202.62.122.178}} #{{Proxyip|202.65.237.50}} #{{Proxyip|202.66.33.167}} #{{Proxyip|202.73.175.154}} #{{Proxyip|202.75.44.69}} 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#{{Proxyip|203.236.1.18}} #{{Proxyip|203.236.103.196}} #{{Proxyip|203.236.112.122}} #{{Proxyip|203.236.16.40}} #{{Proxyip|203.236.16.41}} #{{Proxyip|203.236.16.42}} #{{Proxyip|203.236.16.43}} #{{Proxyip|203.236.16.44}} #{{Proxyip|203.236.16.51}} #{{Proxyip|203.236.189.197}} #{{Proxyip|203.236.20.129}} 16281 67617 2007-01-07T19:37:04Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand}} [[Category:Assembly language]] 16287 65466 2007-01-02T13:17:47Z MichaelBillington 1599 created See instructions on {{tl|Unknown license user}} for dealing with files in this category. See aslo [[:Category:Documents without license]]. [[Category:Documents without license]] 16289 65491 2007-01-02T15:00:53Z SB Johnny 61 <noinclude>Add this to a quiz page by copying and pasting ::::<tt><nowiki>{{:</nowiki>{{FULLPAGENAME}}<nowiki>}}</nowiki><tt> </noinclude> ---- {{Whatplantquiz| | First image = Acer griseum0.jpg | Second image = Acer griseum2.jpg | Third image = Acer griseum3.jpg | Fourth image = Acer griseum seeds.JPG | Binomial = Acer griseum | Common name = Paperbark Maple | Wikipedia = Acer griseum | Wikibooks = A Wikimanual of Gardening/Acer griseum | Commons = Acer griseum }} <noinclude>[[Category:Plant identification|{{SUBPAGENAME}}]]</noinclude> 16291 65490 2007-01-02T14:57:58Z Franz Kies 2208 16292 65494 2007-01-02T15:05:14Z Franz Kies 2208 16293 65499 2007-01-02T15:14:39Z Franz Kies 2208 [[02 Project Management - Basics.png]] 16294 70404 2007-01-11T02:37:04Z JWSchmidt 20 [[Category:C computer language]] Structs are the complex Data types in C. When you need to have a data type which contains complex chaining of the basic data type, you can make a struct out of those elements. for example lets say that you want to store the data of a Car. Since car can have several attributes like Its Color as integer,its MaxSpeed as integer and its Registration Number as a String. So you can declare a Data type which encapulate all these three attributes of car using a struct. <pre> struct Car { unsigned int Color; unsigned int MaxSpeed; char RegNum[10]; }; </pre> Example program to use this struct is like this <pre> void main() { struct Car C1,C2; //You have created two Cars. C1.Color=1; //lets initialize the color of car C1; C1.maxSpeed=200; //lets init the speed of car c1; strcpy(C1.RegNum,"MG 100"); //lets copy the reg number //lets copy the Car C1 data in to C2 C2=C1; //print the values printf("color=%u\n",C2.Color); printf("Speed=%u\n",C2.MaxSpeed); printf("Reg=%s\n",C2.RegNum); } </pre> [[Category:C computer language]] 16295 65500 2007-01-02T15:22:47Z Franz Kies 2208 New page: [[Image:02 Project Management - Basics.png]] [[Image:02 Project Management - Basics.png]] 16296 65512 2007-01-02T15:38:56Z Franz Kies 2208 [[Image:01 Project Preparation.png|800px]] 16297 68268 2007-01-08T19:58:59Z JWSchmidt 20 [[School:Economics/Department of Political Economy]] moved to [[Topic:Political Economy]]: Wikiversity name conventions == Welcome to the Department of Political Economy: Wikiversity: School of Economics == Here students and faculty are encouraged to propose, collaborate on and eventually post finished research projects. The idea is to foster expansion of the department, Wikibooks (via new texts), courses on researched material and especially our knowledge of Political Economy. === What's new at the Department === The Political Economy Department is currently looking for someone who deals with Statistics for the new project [[Measuring the mindedness of the electorate (2007)]]! === Completed Research === These projects have completed the task they were set out to achieve and are ready to go. :*''your completed research here'' === Current Research === If you are working on a research project you can post here. Unfinished, but in progress works should go here. This gives others access to see what progress you've made in addition to allowing them to contact you if they'd like to become involved too. :*''your research project here'' === Proposals === Post research projects you would like to undertake or would like to see developed, even if not by yourself. ALL projects are welcome as long as they satisfy one of two requirements: #Be based on or strongly related to the discipline of political economy #Be based on an political economist Your projects do NOT have to be approved. This department is more-or-less a means of organizing research so that interested parties can collaborate as well as for curious economic enthusiasts to explore the world of economics. Every new ideas is accepted but it must be in accordance with the Wikipedia rules. :*[[Measuring the mindedness of the electorate (2007)]] :*[[Put your new proposal here!]] === The Staff === If you would like to be part of our mission, please feel free to contribute! Help is always welcomed. If you'd like to, you can also post your user name here so that other staff members can contact you as well as ensure that you are part of any major developments or changes within the Wikiversity:School of Economics. :*[[User: EmanueleCanegrati| EmanueleCanegrati]] ---- [[Wikiversity:School of Economics | Back to School of Economics]] [[Category:Economics]] 16298 65516 2007-01-02T15:41:17Z Franz Kies 2208 New page: [[Image:02 Project Management - Basics.png|800px]] [[Image:02 Project Management - Basics.png|800px]] 16299 77356 2007-01-16T23:34:40Z Mystictim 626 added welcome and expand Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. {{welcome and expand}} ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites''': basic Microeconomics; basic Macroeconomics; basic Econometrics ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]''':[[Interdisciplinary Studies]] * '''[[Wikiversity:Schools|School]]''':[[Economics]] * '''Department''':[[Political Economy]] * '''Stream''' * '''Level:''' ==Content summary== This projects intends to find new instruments to measure the mindedness of the voters or, in other words, the process which drives the way they cast a vote for a party rather than another. Furthermore, the project tries to measure how many voters would change their vote after that a change in a policy is announced by the Government. ==Goals== This learning project offers learning activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== * Find the highest number of electoral surveys which ask voters their intentions of vote. [[Write here a suitable link of the survey!]] * Find a suitable Probability Density Function which is able to reproduce the distribution of the electorate according to its preference for different political candidates. * ... ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * Emanuele Canegrati [[Category:{{PAGENAME}}|{{PAGENAME}}]] 16303 65548 2007-01-02T18:19:39Z CQ 1939 Fair use on ''[[Urantia Book]]'' learning resource. Source: http://www.urantia.org Fair use on ''[[Urantia Book]]'' learning resource. Source: http://www.urantia.org 16304 65595 2007-01-02T23:44:44Z JWSchmidt 20 [[Category:Urantia]] [[Image:Urantia logo.gif|float|right]] From [http://www.urantia.org/about.html A Brief Description of The Urantia Book...] :''The Urantia Book, first published by the Urantia Foundation in 1955, was authored by celestial beings as a special revelation to our planet, Urantia.'' This learning resource is part of the [[School:Theology|School of Theology]] and is being organized as a typical Urantia Book study group at [[Wikiversity]]. ==Links== Main site: [http://www.urantia.org/index.html Urantia.org] * [http://www.urantia.org/detail.html Description of the Urantia Book] * [http://www.urantia.org/bookonline.html Browse The Urantia Book Online] ==Learning Resource== === [[Urantia United]] === * ''Urantia United'' is designed to support teachers who wish to integrate the principles of "''religious equality''" into their religious studies and theology classroom practices. [[Category:Urantia]] 16306 77439 2007-01-17T01:00:35Z JWSchmidt 20 [[Category:Schools]] <center><big>'''School of Revelation Design'''</big></center> '''Welcome''' and join the adventure... :'''1. rev·e·la·tion — n.''' :::a. The act of revealing or disclosing. :::b. Something revealed, especially a dramatic disclosure of something not previously known or realized. <ref>Dictionary [http://www.answers.com/topic/revelation definition of revelation] on Answers.com. The American Heritage® Dictionary of the English Language, Fourth Edition Copyright © 2004 by Houghton Mifflin Company. Published by Houghton Mifflin Company.</ref> '''Vision statement:''' The School's vision is that (1) there be a wiki community for designing linguistic spaces that support difficult to understand knowledge and that (2) the community use these linguistic spaces to 'reveal' difficult knowledge via natural language. '''Mission statement:''' The School's mission is to foster research on natural language expression of difficult knowledge so that, * such knowledge may be successfully communicated in a compelling fashion (and possibly transform us in the process) * researchers may easily acquire new perspectives, via articles in this school, when working on such knowledge * there is a venue for collaborative work by researchers and writers striving to create natural language descriptions of such knowledge. ==Brainstorming== '''Researchers''' would certainly include: * Physicists * Philosophers * Mathematicians '''Writers''' would include any who find joy in transforming a linear description into a visual image. '''Topics''' may include: * Quantum theories * Limit theories (as in Calculus) * Holographic-like theories '''Linguistic spaces''' might involve: * Applying holographic structures * Replacing "infinity" with "incomplete" in certain contexts * Asking what might a Grand Unified Theory require to be both circular and elegant? ==Structural overview== This school is a large organizational structure that links to various other organization and article pages. Actual content for the school is located at article pages. The organization pages, in effect, serve both as table of contents and as summaries for a group of articles. The hierarchy of the organization structure is: :* '''School''' - ''this page'' ::* '''Center''' - ''named as'' — topic:namespace :::* '''Topic''' - ''named as'' — topic:namespace ::'''Note:''' ''Articles (pages that are not organization) are named as — '' namespace. * '''Naming note:''' Replace [[Wikiversity:Namespaces|"namespace"]] with the display name for the page. The prefix "topic:", in the wiki name for the page, identifies the page as an organizational page. * '''Articles:''' Links to articles may be at any organization page, as deemed appropriate—most will be at "Topic" pages. Some articles may also be used by other schools and this school may link to articles created by other schools. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you choose to be an active participant in this school, you can list your name here. This can help us grow and communicate. When the school becomes larger this list may not be needed). * '''Len Raymond''' - founding member of the school. * {{user|CQ}} - See [[metacommunity]] ==School news== * '''2 January 2007''' - School founded in 'alpha' form. No link yet at any portal to bring one to this page! * ??? 2007 - Future launch date—link to this page will be added at the [[portal:Interdisciplinary Studies|Interdisciplinary Studies]] portal ==References== <references /> [[Category:{{PAGENAME}}| ]] [[Category:Schools]] 16307 76278 2007-01-15T02:57:03Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:Kkawohl|Kkawohl]] using [[Wikiversity:Rollback|rollback]] Urantia United is designed to support teachers who wish to integrate the principles of "religious equality" into their religious studies and theology classroom practices. The text is intended to suit Christian, Jewish, Muslim, and other faith traditions. Urantia United (''Earth United'') is in large part an edited, condensed version of the ''[[Urantia Book]]'' by [[User:Kkawohl|Kurt Kawohl]]. The reason for editing the original book was to assign equal validity to all religions and also to confirm its contents by this editor’s own spiritual journey. (See [http://urantia.us/urantia_united_summation.htm Summation]) These writings are comprised of a broad range of subjects that can help you in your quest to deepen your understanding of and relationship with God. == '''Contents''' == *0:0. [http://urantia.us/urantia_united_foreword.htm Urantia United Foreword] *0:1. Deity and Divinity *0:2. God *0:3. The First Source and Center *0:4. Universe Reality *0:5. Personality Realities *0:6. Energy and Pattern *0:7. The Supreme Being *0:8. God the Ultimate *0:9. God the Absolute *0:10 Acknowledgment == PART I - The Central Universe == Chapter 1: [http://urantia.us/urantia_united1.htm The Universal Father] *1:0. The Universal Father *1:1. The Father’s Name *1:2. The Reality of God *1:3. God is Universal Spirit *1:4. The Mystery of God *1:5. Personality of the Universal Father *1:6. Personality in the Universe *1:7. Spiritual Value of the Personality Concept Chapter 2: [http://urantia.us/urantia_united2.htm The Nature of God] *2:0. The Nature of God *2:1. The Infinity of God *2:2. The Father’s Eternal Perfection *2:3. Justice and Righteousness *2:4. The Divine Mercy *2:5. The Love of God *2:6. The Goodness of God *2:7. Divine Truth and Beauty Chapter 3: [http://urantia.us/urantia_united3.htmThe Attributes of God] *3:0. The Attributes of God *3:1. God’s Everywhereness *3:2. God’s Infinite Power *3:3. God’s Universal Knowledge *3:4. God’s Limitlessness *3:5. The Father’s Supreme Rule *3:6. The Father’s Primacy Chapter 4: [http://urantia.us/urantia_united4.htm God’s Relation to the Universe] *4:0. God’s Relation to the Universe *4:1. The Universe Attitude of the Father *4:2. God and Nature *4:3. God’s Unchanging Character *4:4. The Realization of God *4:5. Erroneous Ideas of God Chapter 5: [http://urantia.us/urantia_united5.htm God’s Relation to the Individual] *5:0. God’s Relation to the Individual *5:1. The Approach to God *5:2. The Presence of God *5:3. True Worship *5:4. God in Religion *5:5. The Consciousness of God *5:6. The God of Personality Chapter 6: [http://urantia.us/urantia_united6.htm The Infinite Spirit] *6:0. The Infinite Spirit *6:1. The God of Action *6:2. Nature of the Infinite Spirit *6:3. The Spirit of Divine Ministry *6:4. The Presence of God *6:5. Personality of the Infinite Spirit Chapter 7: [http://urantia.us/urantia_united7.htm Relation of the Infinite Spirit to the Universe] *7:0. Relation of the Infinite Spirit to the Universe *7:1. Attributes of the Second Source and Center *7:2. The Omnipresent Spirit *7:3. The Universal Manipulator *7:4. The Absolute Mind *7:5. The Ministry of Mind *7:6. The Mind-gravity Circuit *7:7. Universe Reflectivity *7:8. Personalities of the Infinite Spirit Chapter 8: [http://urantia.us/urantia_united8.htm The Eternal Isle of Paradise] *8.0. The Eternal Isle of Paradise *8.1. Nature of the Eternal Isle *8.2. Paradise *8.3. Nether Paradise *8.4. Space Respiration *8.5. Space Functions of Paradise *8.6. Paradise Gravity *8.7. The Uniqueness of Paradise Chapter 9: [http://urantia.us/urantia_united9.htm The Master Universe] *9.0. The Master Universe *9:1. Space Levels of the Master Universe *9:2. The Unqualified Absolute *9:3. Universal Gravity *9:4. Space and Motion *9:5. Space and Time *9:6. Universal Overcontrol *9:7. The Part and the Whole *9:8. Matter, Mind, and Spirit *9:9. Personal Realities Chapter 10: [http://urantia.us/urantia_united10.htm The Central Universe] *10:0. The Central Universe *10:1. The Paradise-Heaven Organization *10:2. The Heaven Unity *10:3. Life In Heaven *10:4. The Purpose of the Central Universe Chapter 11: [http://urantia.us/urantia_united11.htm Personalities Of The Grand Universe] *11:0. Personalities Of The Grand Universe *11:1. The Paradise Classification *11:2. The Courtesy Colonies *11:3. The Eternal Purpose *11:4. Architects of the Master Universe == PART II. – The Local Universe == Chapter 12: [http://urantia.us/urantia_united12.htm Evolution Of Our Universe] *12:0. Evolution Of Our Universe *12:1. Physical Emergence of Universes *12:2. Universe Organization *12:3. The Evolutionary Idea *12:4. God’s Relation to Local Universe *12:5. The Eternal and Divine Purpose 12:6. The Spirit In Man *12:7. The Spirit And The Flesh Chapter 13: [http://urantia.us/urantia_united13.htm The Life Carriers] *13:0. The Life Carriers *13:1. Nature Of Life Carriers *13:2. The Life Carrier Worlds *13:3. Life Transplantation *13:4. The Seven Adjutant Mind-Spirits *13:5. Living Forces Chapter 14: [http://urantia.us/urantia_united14.htm Physical Aspects of the Local Universe] *14:0. Physical Aspects of the Local Universe *14:1. Our Starry Associates *14:2. Sun Density *14:3. Solar Radiation *14:4. Calcium -The Wanderer of Space *14:5. Sources of Solar Energy *14:6. Solar-energy Reactions *14:7. Sun Stability *14:8. Origin of Inhabited Worlds Chapter 15: [http://urantia.us/urantia_united15.htm Energy -- Mind and Matter] *15:0. Energy -- Mind and Matter *15:1. Paradise Forces and Energies *15:2. Physical Energies *15:3. Classification of Matter *15:4. Energy and Matter Transmutations *15:5. Wave-energy Manifestations *15:6. Ultimatons, Electrons, and Atoms *15:7. Atomic Matter *15:8. Atomic Cohesion *15:9. Natural Philosophy *15:10. Material Mind Systems *15:11. Universe Mechanisms *15:12. Pattern and Form -- Mind Dominance Chapter 16: [http://urantia.us/urantia_united16.htm The Celestial Artisans] *16:0. The Celestial Artisans *16:1. The Celestial Musicians *16:2. The Heavenly Reproducers *16:3. The Divine Builders *16:4. The Thought Recorders *16:5. The Energy Manipulators *16:6. The Designers and Embellishers *16:7. The Harmony Workers *16:8. Mortal Aspirations and Morontia Achievements Chapter 17: [http://urantia.us/urantia_united17.htm The Inhabited Worlds] *17:0. The Inhabited Worlds *17:1. The Planetary Life *17:2. Planetary Physical Types *17:3. Worlds of the Nonbreathers *17:4. Evolutionary Will Creatures *17:5. The Planetary Series of Mortals *17:6. Mortal Dependents *17:5. Progressive Civilization *17:6. Planetary Culture Chapter 18: [http://urantia.us/urantia_united18.htm Planetary Mortal Epochs] *18:0. Planetary Mortal Epochs *18:1. Primitive Man *18:2. Spirituality And Sex Equality *18:3. Age Of Inventions *18:4. The Era Of Light And Life Chapter 19: [http://urantia.us/urantia_united19.htm The Spheres of Light and Life] *19:0. The Spheres of Light and Life *19:1. The Golden Ages *19:2. The Acme of Material Development *19:3. The Individual Mortal *19:4. The Constellation Stage *19:5. The Holy Spirit Ministry *19:6. The First Two Planetary Stages *19:7. The Third Or Constellation Stage *19:8. The Fourth Or Local Universe Stage *19:9. The Minor And Major Stages *19:10. The Seventh Or Superuniverse Stage Chapter 20: [http://urantia.us/urantia_united20.htm Universal Unity] *20:0. Universal Unity *20:1. Physical Co-ordination *20:2. Intellectual Unity *20:3. Spiritual Unification *20:4. Personality Unification *20:5. Deity Unity *20:6. Unification of Evolutionary Deity *20:7. Universal Evolutionary Repercussions *20:8. The Supreme Unifier *20:9. Universal Absolute Unity *20:10. Truth, Beauty, and Goodness == PART III - The History of Earth == Chapter 21: [http://urantia.us/urantia_united21.htm The Origin of Earth] *21:0. The Origin of Urantia *21:1. The Andronover Nebula *21:2. The Primary Nebular Stage *21:3. The Secondary Nebular Stage *21:4. Tertiary and Quartan Stages *21:5. Origin of Monmatia -- The Earth Solar System *21:6. The Solar System Stage *21:7. The Meteoric Era *21:8. Crustal Stabilization Chapter 22: [http://urantia.us/urantia_united22.htm Life Establishment on Earth] *22:0. Life Establishment on Earth *22:1. Physical-life Prerequisites *22:2. The Earth Atmosphere *22:3. Spatial Environment *22:4. The Life-dawn Era *22:5. The Continental Drift *22:6. The Transition Period *22:7. The Geologic History Book Chapter 23: [http://urantia.us/urantia_united23.htm The Marine-Life Era on Earth] *23:0. The Marine-Life Era on Earth *23:1. Early Marine Life in the Shallow Seas *23:2. The First Continental Flood Stage *23:3. The Second Great Flood Stage *23:4. The Great Land-Emergence Stage *23:5. The Crustal-Shifting Stage *23:6. The Climatic Transition Stage Chapter 24: [http://urantia.us/urantia_united24.htm Earth During the Early Land-Life Era] *24:0. Earth During the Early Land-Life Era *24:1. The Early Reptilian Age *24:2. The Later Reptilian Age *24:3. The Cretaceous Stage *24:4. The End of the Chalk Period Chapter 25: [http://urantia.us/urantia_united25.htm The Mammalian Era on Earth] *25:0. The Mammalian Era on Earth *25:1. The New Continental Land Stage *25:2. The Recent Flood Stage *25:3. The Modern Mountain Stage *25:4. The Recent Continental-Elevation Stage *25:5. The Early Ice Age *25:6. Primitive Man in the Ice Age *25:7. The Continuing Ice Age Chapter 26: [http://urantia.us/urantia_united26.htm The Dawn Races of Early Man] *26:0. The Dawn Races of Early Man *26:1. The Early Lemur Types *26:2. The Dawn Mammals *26:3. The Mid-Mammals *26:4. The Primates *26:5. The First Human Beings *26:6. Recognition as an Inhabited World Chapter 27: [http://urantia.us/urantia_united27.htm The First Human Family] *27:0. The First Human Family *27:1. Andon and Eva *27:2. The Flight of the Twins *27:3. Andon's Family *27:4. The Andonic Clans *27:5. Dispersion of the Andonites *27:6. Onagar -- The First Truth Teacher Chapter 28: [http://urantia.us/urantia_united28.htm The Evolutionary Races of Color] *28:0. The Evolutionary Races of Color *28:1. The Andonic Aborigines *28:2. The Foxhall Peoples *28:3. The Badonan Tribes *28:4. The Neanderthal Races *28:5. Origin of the Races of Color *28:6. The Six Sangik Races of Earth *28:7. Dispersion of the Races of Color Chapter 29: [http://urantia.us/urantia_united29.htm The Guides of Evolution] *29:0. The Guides of Evolution *29:1. Life Carrier Functions *29:2. The Evolutionary Panorama *29:3. The Fostering of Evolution *29:4. The Earth Adventure *29:5. Life-Evolution Vicissitudes *29:6. Evolutionary Techniques of Life *29:7. Evolutionary Mind Levels *29:8. Evolution in Time and Space Chapter 30: [http://urantia.us/urantia_united30.htm The Dawn of Civilization] *30:0. The Dawn of Civilization *30:1. Protective Socialization *30:2. Factors in Social Progression *30:3. Evolution of the Mores *30:4. Land Techniques Maintenance Arts *30:5. Evolution of Culture Chapter 31: [http://urantia.us/urantia_united31.htm Primitive Human Institutions] *31:0. Primitive Human Institutions *31:1. Basic Human Institutions *31:2. The Dawn of Industry *31:3. The Specialization of Labor *31:4. The Beginnings of Trade *31:5. The Beginnings of Capital *31:6. Fire in Relation to Civilization *31:7. The Utilization of Animals *31:8. Slavery as Factor in Civilization *31:9. Private Property Chapter 32: [http://urantia.us/urantia_united32.htm The Evolution of Human Government] *32:0. The Evolution of Human Government *32:1. The Genesis of War *32:2. The Social Value of War *32:3. Early Human Associations *32:4. Clans and Tribes *32:5. The Beginnings of Government *32:6. Monarchial Government *32:7. Primitive Clubs and Secret Societies *32:8. Social Classes *32:9. Human Rights *32:10. Evolution of Justice *32:11. Laws and Courts *32:12. Allocation of Civil Authority Chapter 33: [http://urantia.us/urantia_united33.htm Development of the State] *33:0. Development of the State *33:1. The Embryonic State *33:2. The Evolution of Representative Government *33:3. The Ideals of Statehood *33:4. Progressive Civilization *33:5. The Evolution of Competition *33:6. The Profit Motive *33:7. Education *33:8. The Character of Statehood Chapter 34: [http://urantia.us/urantia_united34.htmThe Legend of Creation] *34:0. The Legend of Creation *34:1. Story of Noah’s Flood *34:2. The Sumerians – The Andites *34:3. Andite Expansion in the Orient *34:4. The Andite Conquest of India *34:5. Dravidian India *34:6. Red Man and Yellow Man *34:7. Dawn of Chinese Civilization *34:8. The Andites Enter China *34:9. Later Chinese Civilization Chapter 35: [http://urantia.us/urantia_united35.htm Various Religious Teachings] *35:0. Various Religious Teachings *35:1. The Salem Teachings in Vedic India *35:2. Brahmanism *35:3. Brahmanic Philosophy *35:4. The Hindu Religion *35:5. The Struggle for Truth in China *35:6. Lao-tse and Confucius *35:7. Gautama Siddhartha *35:8. The Buddhist Faith *35:9. The Spread of Buddhism *35:10. Religion in Tibet *35:11. Buddhist Philosophy *35:12. The God Concept of Buddhism *35:13. The Islam Religion *35:14. The Bahá'í Faith Chapter 36: [http://urantia.us/urantia_united36.htm The Melchizedek Teachings in the Levant] *36:0. The Melchizedek Teachings in the Levant *36:1. The Salem Religion in Mesopotamia *36:2. Early Egyptian Religion *36:3. Evolution of Moral Concepts *36:4. The Teachings of Amenemope *36:5. The Remarkable Ikhnaton *36:6. The Salem Doctrines in Iran *36:7. The Salem Teachings in Arabia Chapter 37: [http://urantia.us/urantia_united37.htm Yahweh -- God of the Hebrews] *37:0. Yahweh -- God of the Hebrews *37:1. Deity Concepts Among the Semites *37:2. The Semitic Peoples *37:3. The Matchless Moses *37:4. The Proclamation of Yahweh *37:5. The Teachings of Moses *37:6. The God Concept After Moses' Death *37:7. Psalms and the Book of Job Chapter 38: [http://urantia.us/urantia_united38.htm Evolution of the God Concept Among the Hebrews] *38:0. Evolution of the God Concept Among the Hebrews *38:1. Samuel - First of the Hebrew Prophets *38:2. Elijah and Elisha *38:3. Yahweh and Baal *38:4. Amos and Hosea *38:5. The First Isaiah *38:6. Jeremiah the Fearless *38:7. The Second Isaiah *38:8. Sacred and Profane History *38:9. Hebrew History *38:10. The Hebrew Religion Chapter 39: [http://urantia.us/urantia_united39.htm Religious Teachings in the Occident] *39:0. Religious Teachings in the Occident *39:1. The Salem Religion Among the Greeks *39:2. Greek Philosophic Thought *39:3. The Melchizedek Teachings in Rome *39:4. Mithraism and Christianity *39:5. The Christian Religion *39:6. Influence of the Greeks *39:7. The Roman Influence *39:8. Under the Roman Empire *39:9. The European Dark Ages *39:10. The Modern Problems Chapter 40: [http://urantia.us/urantia_united40.htm Faith and Belief] *40:0. Faith and Belief *40:1. Religion and Morality *40:2. Religion as Man's Liberator *40:3. Assurance of Faith *40:4. Religion and Reality *40:5. Knowledge, Wisdom, and Insight *40:6. The Fact of Experience *40:7. The Certainty of Religious Faith *40:8. The Certitude of the Divine *40:8. The Evidences of Religion Chapter 41: [http://urantia.us/urantia_united41.htm The Reality of Religious Experience] *41:0. The Reality of Religious Experience *41:1. Philosophy of Religion *41:2. Religion and the Individual *41:3. Religion and the Human Race *41:4. Nature of the Soul *41:5. The Evolving Soul *41:6. The Inner Life *41:7. The Consecration of Choice *41:8. The Human Paradox [http://urantia.us/urantia_united_summation.htm SUMMATION] *1. Tapping Into the Mind of God *2. Near Death Experiences *3. Setting the goal [[Category:Urantia]] 16310 65592 2007-01-02T23:43:24Z JWSchmidt 20 [[Category:Urantia]] == See == === [[Urantia United]] === === [[Urantia Book]] === [[Category:Urantia]] 16311 65593 2007-01-02T23:44:07Z JWSchmidt 20 subcategorizing - best guess [[Category:Theology]] 16314 69901 2007-01-10T15:24:44Z Mystictim 626 added welcome and expand template {{Welcome and expand|}} Greek physics Classical mechanics: Newton, Lagrange, Hamilton Electromagnetism: Green, Maxwell Around the turn of the 20th century, many unanswered questions had surface in physics: light seemed to move at the same speed rather than relative to an aether; the photoelectric effect and the black-body radiation spectrum were both insufficiently explained by classical mechanics. A major step towards resolving these issues came when Max Planck derived the black-body spectrum using what he considered a calculational trick: he treated the light as if the energy could only be discrete, quantized, values. In 1905, Albert Einstein produced three landmark papers on Brownian motion, the photoelectric effect, and special relativity. The first paper supported both the atom theory of matter and the fledgling field of statistical mechanics by showing that Brownian motion in a fluid was the result of random motions of atoms. The second paper, which for the first time proposed that light actually is composed of discrete particles, called ''photons'', laid the groundwork for quantum mechanics. The third paper introduced the field of special relativity. Quantum Mechanics: Bohr, Schroedinger, Dirac, etc. Strange and charming quarks came much later. Later it became apparent that these two theories QM and GTR are in conflict. John Bell, with his Bell Theorem, provided the proof that the conflict, sometime called Quantum weirdness, cannot be fixed. Still later, [http://en.wikipedia.org/wiki/string_theory strings] came into the picture. Now, these two theorist clans can have tea and stuff together, since they may agree. However, there is some question as to what 'the Theory of Everythings' says about the real world, if anything. ==Resources== *[[:w:en:History of Physics|History of Physics]] [[Category:Physics]] [[Category:Pages moved from Wikibooks]] 16315 67255 2007-01-06T05:42:36Z Kkawohl 4837 /* '''Transcendology''' */ ==='''Transcendology'''=== # A study of [[Transcendentalism]]. # The application of [[transcendentalism]] to spirituality. # Asserts that truthfulness and rationality in religions are truths that can be substantiated by science or those that can not be proven to be incorrect. # A doctrine and proclamation that spiritual transcendence and spiritual interaction, if one believes this to be an actuality, could only be possible between the spiritual existence and the spirit of man. # A tenet proclamation that supernatural acts performed by physical or spiritual beings in the physical universe are not capable of existing or transpiring. # The transcending, or going beyond, empiricism, and ascertaining a priori the fundamental principles of human knowledge. #A [[philosophy]] which holds that [[reasoning]] is key to [[understanding]] [[reality]] (associated with [http://en.wikipedia.org/wiki/Immanuel_Kant Kant]); philosophy which stresses [[intuition]] and [[spirituality]] (associated with Ralph Waldo [[Emerson]]); [[transcendental]] [[character]] or [[quality]]. #[[transcendologist]]; a [[movement]] of [[writers]] and [[philosophers]] in [[New England]] in the [[19th Century]] who were loosely bound together by [[adherence]] to an [[idealistic system]] of [[thought]] based on a [[belief]] in the [[essential]] [[supremacy]] of [[insight]] over [[logic]] and [[experience]] for the [[revelation]] of the deepest [[truths]]. **'''The spirit of man''' – consciousness; the vital principle or animating force within living things; a fundamental emotional and activating principle determining one's character; liveliness, life; animation and energy in action or expression; denotes the rational, immortal soul by which man is distinguished. [http://urantia.us/urantia_united_summation.htm Dr. Lommel (NDE)states] “You can call consciousness outside the brain "spirit", if you like, but this can be confusing because not everybody has the same ideas about what exactly "spirit" should be. And there are several "levels" of consciousness, waking consciousness, dreaming consciousness, "subconsciousness", collective human consciousness, morphogenetic consciousness, higher consciousness, cosmic consciousness, and Divine consciousness. All these levels of consciousness are interconnected, and available, also during our life in our body”. **'''Spiritual transcendence, spiritual interaction''' - Spiritual transcendence into a [http://www.100megsfree4.com/dictionary/theology/tdicd.htm Dimensional beyondness] is a concept that was first used by Kierkegaard to convey the idea transcendence. Transcendence is thought of not as spatial distance, but as God's being in a different dimension altogether, or in a different realm of reality, from that in which we exist. **'''A tenet proclamation in Transcendology''' that supernatural acts performed by physical or spiritual beings in the physical universe are not capable of existing or transpiring…and the doctrine and proclamation that spiritual transcendence and spiritual interaction, if one believes this to be an actuality, could only be possible between the spiritual existence and the spirit of man…are based on rational certainty and the knowledge that the contrary would violate the laws of nature. ***Kant sharply distinguishes opinion, belief, and knowledge, the three "modes of holding-to-be-true", three kinds of judgment "through which something is presented as true". Knowledge is the strongest mode of judgment of truth and is apodeictic: "what I know, I hold to be apodeictically certain, i.e. to be universally and objectively certain", although Kant suggests that we can make this judgment about "a mere empirical truth". [L:78] This kind of knowledge--"or certainty"--is a judgment of truth by on "a cognitive ground that is both objectively and subjectively sufficient". There are two kinds of knowledge (certainty), empirical and rational. Rational certainty is mathematical (in which case it is intuitive certainty) or discursive; all rational certainty is apodeictic. By contrast, "empirical certainty" is not apodeictic (And thus not, strictly speaking, knowledge?) but assertoric. Kant comments, "we cannot have rational certainty of everything, but where we can have it, we must prefer it to the empirical". [A320/B377] ***In the Critique, Kant's first definition of knowledge--as "objective perception"--occurs early in the Dialectic. Kant gives this "definition" in the midst of an appeal not to use the term `idea' loosely, but to follow his terminology for the various kinds of representations; the passage rather confusingly invokes many earlier distinctions. Kant writes: "The genus is representation in general. Subordinate to it stands representation with consciousness. A perception which relates solely to the subject as the modification of its state is sensation, an objective perception is knowledge. This is either intuition or concept, the concept is either an empirical or a pure concept". [A822/B850] Much later in the Dialectic Kant speaks of knowledge in the terms of the Logic, writing "the holding of a thing to be true...has the following three degrees: opining, believing, and knowing....when the holding of a thing to be true is sufficient both subjectively and objectively, it is knowledge....Objective sufficiency is termed certainty". Presumably the "empirical knowledge"--experience--discussed in the Aesthetic and Analytic is different from this, which Kant characterizes (and then presumably goes on to critique) as "the transcendental employment of reason". In the Deduction in B, Kant speaks of the understanding as "the faculty of knowledge"--presumably empirical knowledge of appearances. "This knowledge consists in the determinate relation of given representations to an object; and an object is that in the concept of which the manifold of a given intuition is united", suggesting, as he does later, a coherence theory of (the nature of) truth. Of course, there is no kind of this knowledge beyond experience. == Metaphysics of Transcedentalism == *Used by Kant in many senses: *to refer to a type of philosophy, to a type of deduction, to a type of exposition, *to types of idealism and realism, *to "content", *to a way of employing the faculties of the mind, *to the unity of apperception, to different types of proofs, *to a type of reflection, *to a special unknown "transcendental object = x", *to a type of truth, *to a type of knowledge, *to a type of reflection, *to a type of illusion, *to subjects(selves), *to certain ideas, *to a sort of negation, *to principles, *to a kind of theology, *to a type of hypothesis--not to mention the term's use in contrast to empirical, transcendent, etc. Nevertheless, Kant did hazard some general comments about the meaning of the term. In the Introduction, he writes "I entitle transcendental all knowledge which is occupied not so much with objects as with the mode of our knowledge of objects in so far as this mode of knowledge is to be possible a priori". In the Dialectic he defines a different usage: "we shall entitle the principles whose application is confined entirely within the limits of possible experience, immanent; and those, on the other hand, which profess to pass beyond these limits, transcendent. In the case of these latter, I am not referring to the transcendental employment of misemployment of the categories, which is merely an error of the faculty of judgment when it is not duly curbed by criticism". Kant offers innumerable other such definitions in the Critique, e.g. "synthetic propositions in regard to things in general, the intuition of which does not admit to being given a priori, are transcendental. Transcendental propositions can never be given through construction of concepts, but only in accordance with concepts that are a priori" Kant's four main perspectives, aiming to establish a kind of knowledge which is both synthetic and a priori. It is a special type of philosophical knowledge, concerned with the necessary conditions for the possibility of experience. However, Kant believes all knowing subjects assume certain transcendental truths, whether or not they are aware of it. Transcendental knowledge defines the boundary between empirical knowledge and speculation about the transcendent realm. 'Every event has a cause' is a typical transcendental statement. The science of real as distinguished from phenomenal being; ontology; also, the science of being, with reference to its abstract and universal conditions, as distinguished from the science of determined or concrete being; the science of the conceptions and relations which are necessarily implied as true of every kind of being; phylosophy in general; first principles, or the science of first principles. '''Note:''' *Metaphysics is distinguished as general and special. *General metaphysics is the science of all being as being. *Special metaphysics is the science of one kind of being; as, the metaphysics of chemistry, of morals, or of politics. According to Kant, a systematic exposition of those notions and truths, the knowledge of which is altogether independent of experience, would constitute the science of metaphysics. Commonly, in the schools, called metaphysics, as being part of the philosophy of aristotle, which hath that for title; but it is in another sense: For there it signifieth as much as "books written or placed after his natural philosophy." But the schools take them for "books of supernatural philosophy;" for the word metaphysic will bear both these senses. Obbes. Now the science conversant about all such inferences of unknown being from its known manifestations, is called ontology, or metaphysics proper. w. Hamilton. Metaphysics are [is] the science which determines what can and what can not be known of being, and the laws of being, a priori. Hence: the scientific knowledge of mental phenomena; mental philosophy; psychology. metaphysics, in whatever latitude the term be taken, is a science or complement of sciences exclusively occupied with mind. w. Hamilton. Whether, after all, a larger metaphysics might not help our physics. == Epistemology of Transcedentalism == The theory of knowledge: the study of the nature, sources, and validity of knowledge. It differs from logic and psychology. Logic is concerned with the specific and formal problem of correct reasoning, while epistemology deals with the nature of reasoning, with truth, and with the process of knowing themselves. Psychology is concerned with a descriptive study of behavior, phenomena, etc., while epistemology deals with our claims to knowledge, i.e., what we mean by & knowing Epistemological realism. ===Related terms=== *[[philosophy]] *[[religion]] *[[transcendental]] *[[transcendentalist]] ===See also=== *Wikipedia: [[w:Transcendentalism|Transcendentalism]] *[http://www.transcendentalists.org Transcendental Experiences] *[http://www.transcendentalism.us Transcendentalism And Spirituality] [[Category:Religion]] [[vi:transcendentalism]] 16316 77628 2007-01-17T05:49:40Z JWSchmidt 20 [[Category:Science]] This is a category for the contents of [[School:Physics and Astronomy]]. [[Category:Science]] 16317 74339 2007-01-12T23:52:46Z Balloonguy 338 <ruby style="ruby-align: center; font-size: x-small;" lang="ja" xml:lang="ja"> <rb> <span class="largeJapanese" style="font-size: large;">[[wikt:{{{1}}}|{{{1}}}]]</span> </rb> <rp>(</rp><rt class="furigana" style="font-family:'Arial Unicode MS', 'Bitstream Cyberbit', 'TITUS Cyberbit Basic', 'Lucida Sans Unicode'; font-family /**/:inherit;"><span style="font-size: x-small;font-family:'Arial Unicode MS', 'Arial';">{{{2}}}</span></rt><rp>)</rp></ruby> 16318 77271 2007-01-16T21:17:42Z JWSchmidt 20 [[Category:Medicine]] '''Topic: Rehabilitation Sciences''' From Wikiversity ---- Rehabilitation sciences is myriad of allied healthcare professions that include athletic training, physical therapy, audiology/speech language pathology and occupational therapy. These professions as a whole are intended to increase optimal health and function through the application of scientific principles and research to prevent, identify, assess, correct, or alleviate acute or prolonged physical disorders or injury. ---- [[Category:Medicine]] 16319 65683 2007-01-03T04:48:29Z Robert Elliott 1436 {{Information |Description= Screen shot of Wikiversity Film School's library page |Source= Macintosh computer screen picture grab |Date= 2 January 2006 |Author= Robert Elliott |Permission= Public Domain |other_versions= }} == Summary == {{Information |Description= Screen shot of Wikiversity Film School's library page |Source= Macintosh computer screen picture grab |Date= 2 January 2006 |Author= Robert Elliott |Permission= Public Domain |other_versions= }} == Licensing == {{GFDL-self}} 16321 76783 2007-01-15T22:46:27Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2007-01-02.960 |Source=own work |Date=2007-01-02T23:03Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06srMU C200701022303.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16323 76781 2007-01-15T22:43:04Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006rs in the galaxy IC 28. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2007-01-02.976 |Source=own work |Date=2007-01-02T23:26Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06rsMU C200701022326.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16324 76786 2007-01-15T22:48:03Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006td in the galaxy LEDA 74050. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2007-01-03.083 |Source=own work |Date=2007-01-03T02:00Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:06tdMU C200701030200.jpg]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 16325 79896 2007-01-22T06:06:19Z Historybuff 5228 Motivate the reason for procedures Programming can be a repetitive task. While we have structures like loops to help us do the exact same thing many times, there are times when we need to do something different with only slight variation each time. Rather then write the same code with only minor differences over and over, we group the code together and use a mechanism to allow slight variations each time we use it. A function (also called procedure or method) is a smaller program with a specific job. In most languages they can be "passed" data, called parameters, which allow us to change the values they deal with. Languages usually have a way to return information, and this is called the return data. The programmer uses a function by calling it. For example <pre> //eg C program void print_my_num(int in)//<--- the function is declared, showing the placeholder where the passed data (parameters) { printf("%i",in); } main() { print_my_num (100);//<---calling the function } /*WHAT WOULD SHOW UP ON THE SCREEN*/ 100 </pre> An example of "returning" could look like this: <pre> int double_my_num (int in) { return 2*in; } main() { printf("%i",double_my_num(5)); } /*WHAT WOULD SHOW UP ON THE SCREEN*/ 10 </pre> [[Category:Computer Programming]] 17164 75870 2007-01-14T19:55:58Z Banshee 5306 /* Alphabet */ == Alphabet == {| class="wikitable" !Greek !!Name !!English equivalent |- |Α α|| alpha|| a |- |Β β|| beta|| b |- |Γ γ || yama|| g |- |Δ δ || delta || d |- |Ε ε || epsilon|| e |- |Ζ ζ || zeta || z |- |Η η || eta || ē |- |Θ θ || theta || th |- |Ι ι || iota || i |- |Κ κ || kappa || k |- |Λ λ || lambda || l |- |Μ μ || mi || m |- |Ν ν || ni || n |- |Ξ ξ || xi || x |- |Ο ο || omicron || o |- |Π π || pi || p |- |Ρ ρ || rho || r |- |Σ σ or ς || sigma || s |- |Τ τ || taf || t |- |Υ υ || ypsilon || u |- |Φ φ || phi || ph |- |Χ χ || chi || ch |- |Ψ ψ || psi || ps |- |Ω ω || omega || ō |} == Breathings and Accents == A rough breathing mark (pronounced 'h') looks like this ῾ and a smooth breathing mark (not pronounced) looks like this ᾿. They only go over vowels and ρ at the beginning of a word. The three types of accents are acute ´ , circumflex ῀, and agrave ` . They indicate an emphasised syllable. They only go on vowels. == The Definite Article == The definite article is translated as 'the' but sometimes it need not be translated at all. A '''nominative''' noun in the subject of a sentence, the thing that does the verb. The '''genetive''' is used to indicate possession or motion away from for prepositions The '''dative''' is used to indicate an indirect object and is used with some prepositions The '''accusative''' indicates a direct obect, the thing that the verb is being done to. It also indicates motion towards for prepositions. The '''vocative''' is used to adress someone or something {| class="wikitable" |+ Singular ! !!Masculine !! Feminine!! Neuter |- !Nominative | ὁ|| ἡ || τόν |- !Genitive |τοῦ||τῆς||τοῦ |- !Dative |τῷ||τῇ||τῷ |- !Accusative |τόν||τήν||τόν |- !Vocative |ὦ||ὦ||ὦ |} {| class="wikitable" |+ Plural ! !!Masculine !! Feminine!! Neuter |- !Nominative | οἱ||αἱ||τά |- !Genitive |τῶν||τῶν||τῶν |- !Dative |τοῖς||ταῖς||τοῖς |- !Accusative |τούς||τᾱς||τά |- !Vocative |ὦ||ὦ||ὦ |} [[Category:Ancient Greek Language]] 17248 66651 2007-01-03T10:45:31Z MichaelBillington 1599 posting list #6 #{{Proxyip|203.236.93.89}} #{{Proxyip|203.236.95.191}} #{{Proxyip|203.237.205.90}} #{{Proxyip|203.238.52.30}} #{{Proxyip|203.240.185.55}} #{{Proxyip|203.240.215.68}} #{{Proxyip|203.241.185.195}} #{{Proxyip|203.241.185.196}} #{{Proxyip|203.247.59.210}} #{{Proxyip|203.247.156.11}} #{{Proxyip|203.247.156.16}} #{{Proxyip|203.249.24.220}} #{{Proxyip|203.250.88.152}} #{{Proxyip|203.251.47.226}} #{{Proxyip|203.251.47.227}} #{{Proxyip|203.251.105.211}} #{{Proxyip|203.251.31.152}} #{{Proxyip|203.252.239.230}} #{{Proxyip|203.252.48.247}} #{{Proxyip|203.252.59.29}} #{{Proxyip|203.253.28.133}} #{{Proxyip|203.253.74.82}} #{{Proxyip|203.253.75.146}} #{{Proxyip|203.253.197.20}} #{{Proxyip|203.253.199.115}} #{{Proxyip|203.254.146.68}} 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#{{Proxyip|211.104.149.172}} #{{Proxyip|211.104.149.175}} #{{Proxyip|211.104.204.200}} #{{Proxyip|211.104.238.195}} #{{Proxyip|211.104.243.73}} #{{Proxyip|211.105.179.140}} #{{Proxyip|211.105.181.25}} #{{Proxyip|211.105.188.218}} #{{Proxyip|211.106.5.74}} #{{Proxyip|211.106.182.9}} #{{Proxyip|211.106.63.31}} #{{Proxyip|211.106.64.97}} 17249 68272 2007-01-08T20:00:55Z JWSchmidt 20 [[School:Economics/Department of Labour Economics]] moved to [[Topic:Labour Economics]]: Wikiversity name conventions == Welcome to the Department of Labour Economics: Wikiversity: School of Economics == Here students and faculty are encouraged to propose, collaborate on and eventually post finished research projects. The idea is to foster expansion of the department, Wikibooks (via new texts), courses on researched material and especially our knowledge of Labour Economics. === What's new at the Department === === Completed Research === These projects have completed the task they were set out to achieve and are ready to go. :*''your completed research here'' === Current Research === If you are working on a research project you can post here. Unfinished, but in progress works should go here. This gives others access to see what progress you've made in addition to allowing them to contact you if they'd like to become involved too. :*''your research project here'' === Proposals === Post research projects you would like to undertake or would like to see developed, even if not by yourself. ALL projects are welcome as long as they satisfy one of two requirements: #Be based on or strongly related to the discipline of Labour Economics #Be based on an labour economist Your projects do NOT have to be approved. This department is more-or-less a means of organizing research so that interested parties can collaborate as well as for curious economic enthusiasts to explore the world of economics. Every new ideas is accepted but it must be in accordance with the Wikipedia rules. :*[[What Do the Unions Do?]] :*[[Put your new proposal here!]] === The Staff === If you would like to be part of our mission, please feel free to contribute! Help is always welcomed. If you'd like to, you can also post your user name here so that other staff members can contact you as well as ensure that you are part of any major developments or changes within the Wikiversity:School of Economics. :*[[User: EmanueleCanegrati| EmanueleCanegrati]] ---- [[Wikiversity:School of Economics | Back to School of Economics]] [[Category:Economics]] 17250 66664 2007-01-03T14:41:47Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] [[Category:Interdisciplinary Studies]] 17252 66678 2007-01-03T15:57:50Z Robert Elliott 1436 Minor Correction __NOTOC__ __NOEDITSECTION__ {{Film School:Current Message}} {| border=1 cellspacing=0 cellpadding=20 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app musicstore.png|right|200px]] ; [[Topic:Narrative Film Production|Narrative film production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The basics of filmmaking]] with the list of the lessons. ;Lesson<nowiki>:</nowiki> :Recording the dialog for the animatic. ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Animatic_Dialog_Recording | Page 1 - Introduction]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Software | Page 2 - The software ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Hardware | Page 3 - The hardware]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Room| Page 4 - The room ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Animatic Dialog Recording Procedure| Page 5 - The recording session procedure]] |} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Recording the animatic dialog lesson]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 17253 66694 2007-01-03T17:54:09Z Saidkassem 4475 [[Conceptualize: A Wikiversity Learning Project]] moved to [[Collaboratively Building Concepts]]: sounds better #REDIRECT [[Collaboratively Building Concepts]] 17256 66702 2007-01-03T18:00:05Z Saidkassem 4475 New page: == Licensing == {{Unknown license}} == Licensing == {{Unknown license}} 17258 66734 2007-01-03T20:32:28Z Sebmol 14 New page: <includeonly>[{{fullurl:Special:Emailuser|target={{{user}}}&wpSubject={{urlencode:{{{subject|{{MediaWiki:Defemailsubject}}}}}}}}} {{{text}}}]</includeonly><noinclude> Use this template to ... <includeonly>[{{fullurl:Special:Emailuser|target={{{user}}}&wpSubject={{urlencode:{{{subject|{{MediaWiki:Defemailsubject}}}}}}}}} {{{text}}}]</includeonly><noinclude> Use this template to create a link for e-mailing a user with a customized subject. == Parameters == ; user : The name of the user to be e-mailed. ; subject : The customized subject for the e-mail. ; text : The text shown for the link. == Examples == * <code><nowiki>{{email|user=sebmol|subject=Random subject|text=E-mail this user with a random subject}}</nowiki></code> gives: {{email|user=sebmol|subject=Random subject|text=E-mail this user with a random subject}} </noinclude> 17260 69984 2007-01-10T18:46:04Z Mystictim 626 added {{Welcome and expand}} template {{Welcome and expand}} An Infinitive is the unconjugated form of a verb. For example 'to be', or 'to eat' are both infinitive forms of verbs. Conjugated forms in the present tense would be; I eat, you eat, he eats, she eats, it eats, they eat, we eat. [[Category:Language]] 17261 69983 2007-01-10T18:44:06Z Mystictim 626 added template welcome and expand {{Welcome and expand}} A grammatical tense reffering to the mood of a verb. Usually found in common sentences. For example; Stacey eats pizza. eats, stands, is, and hopes are all indicative forms of verbs. [[Category:Language]] 17262 69995 2007-01-10T19:29:01Z JWSchmidt 20 [[Category:Citation formats]] ==See also== *[[Citing Sources]] ==External links== *[[w:MLA Style Manual|MLA Style Manual]] - article at Wikipedia [[Category:Citation formats]] 17263 67184 2007-01-06T00:01:53Z Balloonguy 338 clean up ==Test for Text Support== 1. This is Japanese text as it appears on Japanese websites and Wikiversity :すべての人間は、生まれながらにして自由であり、 :かつ、尊厳と権利と について平等である。 :人間は、理性と良心とを授けられており、 :互いに同胞の精神をもって行動しなければならない。 2. Compare it to this picture of what it should look like: :[[Image:Japanesetexttest.png]] If the text does not match the picture read [[Computing in Japanese#Configure Computer for Japanese Text Support|this]]. If it does match skip to check for ruby annotation support. ==Test for Ruby Annotation Support== <ruby><rb>Hello</rb><rp>(</rp><rt>Hi</rt><rp>)</rp></ruby> <br /> If the text above appears like this: Hello(Hi), your web browser needs to be configured to display ruby annotation. You can learn how to do that [[Computing in Japanese#Configure Browser for Ruby Annotation|here]]. [[Category:Japanese]] 17266 66814 2007-01-04T02:42:16Z JWSchmidt 20 Screen shot of [[Age of the Earth]]. Screen shot of [[Age of the Earth]]. 17270 74301 2007-01-12T22:35:58Z Historybuff 5228 Moved to subcat Welcome to COBOL at Wikiversity. This area will present information concerning one of the programming languages which provided data processing to the world. Please forgive the current limited information as the page is built. [[Category: Programming Languages]] 17274 69333 2007-01-10T01:51:25Z JWSchmidt 20 [[Category:Perl]] In this tutorial, we are going to develop a simple 'Hello world' perl script with some nice features. ==Prerequisites== You need a minimum understanding of the [[Topic:Perl|Perl]] programming language. Note: While this scripts should run on Windows without modification (either [[Cygwin]] or [[ActiveState Perl]]), they are only tested on unix. ==Classic version== Here's the classic version of 'Hello World': ===Code=== <code><pre> #!/usr/bin/perl print "Hello, World!\n"; </pre></code> ===Discussion=== This just <code>print</code>s the string "Hello, World!" plus a line-feed. ==Ascii-Art version== For the Ascii-Art version, put the following text into a file called <b>hello.txt</b> (or draw your own): <code><pre> _ _ _ _ __ __ _ _ | | | | ___| | | ___ \ \ / /__ _ __| | __| | | |_| |/ _ \ | |/ _ \ \ \ /\ / / _ \| '__| |/ _` | | _ | __/ | | (_) | \ V V / (_) | | | | (_| | |_| |_|\___|_|_|\___/ \_/\_/ \___/|_| |_|\__,_| </pre></code> We are going to read the file and output it on a line-by-line basis; more or less like the unix command 'cat' or the DOS command 'type'. ===Code=== <code><pre> #!/usr/bin/perl use strict; use warnings; open(my $fh, "hello.txt") or die("Can't open hello.txt"); while(my $line = <$fh>) { print $line; } close $fh; </pre></code> ===Discussion=== The first commands <code>use strict;</code> and <code>use warnings;</code> force us to declare all variables as <b>my</b> or <b>our</b> before using them and also help us identify other problems by either warnings us or refusing to start the program altogether. This is <i>good</i>, because it helps you to find problems very early on and also helps avoiding some obscure logic bugs like typing errors in variable names. The command <code>open(my $fh, "hello.txt") or die("Can't open hello.txt");</code> opens a read-only filehandle we call '$fh' to to file called "hello.txt". If the open-command fails, we stop the program ('die') with an appropriate error message. As you can see, the commands 'open' and 'die' are connected with and <b>or</b> command. That means, it will try to successfully run 'open' <b>or</b> 'die', starting with 'open'. That way, when we can't open the file, 'open' returns 'undef'; which for <b>or</b> is the same as 'false'. In that case, perl runs 'die'. If, on the other hand, open succeds, it returns a filehandle (which of course is 'true'), and <b>or</b> doesn't have to run the 'die' command. The next construct is our main loop. Most of the work is done by <code><pre>while(my $line = <$fh>)</pre></code>: For every iteration of the loop, we decalre a local variable '$line' with <b>my</b>. At the same time, we initialize it with data from our filehandle '$fh'. Because '$line' is a scalar variable (e.g. holds only one single value), we only read one single line from the file. With the next command <code>print $line;</code> we output this line. After finishing the loop (e.g. no more lines to read, '$line' gets 'undef', 'while' interprets that as 'false'), we close the file with <code>close $fh;</code> to free the file's resources. ==Shorter Ascii-Art version== Now, we got a working prototype, let's shorten to code somewhat, to see how implicit variables work. ===Code=== <code><pre> #!/usr/bin/perl use strict; use warnings; open(my $fh, "hello.txt") or die("Can't open hello.txt"); while(<$fh>) { print; } close $fh; </pre></code> ===Discussion=== The difference in this version is the main loop. More or less, we just leave out using or variable '$line'. As both the 'while' and 'print' command need a variable to work with - but we haven't given them one - they automatically use perl's built-in standard scalar variable called '$_'. Note: While there are only a few uses where you'd actually need that behavior, it makes the code quite unreadable. Nethertheless, sooner or later you'll come up to some program actually using this feature. ==Super-short Ascii-Art version== Here's a really short version of the above program. ===Code=== <code><pre> #!/usr/bin/perl open($fh, "hello.txt") or die($!); while(<$fh>) {print;} close $fh; </pre></code> ===Discussion=== This version leaves out most non-essential things including even basic code formatting. First of all, we leave out all pragmas. So we don't get any advanced warnings (which is a <i>bad</i> thing). On the good side, we don't have to use 'our' or 'my' and so can save even more code. In the open/die construct, we use perls built-in error variable '$!' instead of our own error message. Works quite well, actually. The main loop stays essentially the same, we just leave out some linebreaks. ==Final advice== While the shortened code examples show all the "unneeded" things, they are not fit for production use! They <i>may</i> be ok for quick testing, but thats it. Special advise from [[User:Cavac|Cavac]]: Even when writing just a quick test or a proof-of-concept, always use 'strict' and 'warnings'; otherwise even a simple typo in a ten-liner might make you pull your hairs for hours. [[Category:Perl]] 17278 75511 2007-01-14T02:51:11Z JWSchmidt 20 [[Category:Energy Engineering]] This is a list of pages relating to the MIT Energy Initiative. If you are interested in participating in the MIT Energy Initiative please contact the http://ilp-www.mit.edu/ - MIT Industrial Liason Program or join one of the chapters of the http://enterpriseforum.mit.edu/ You do not have to be affilated with MIT to join or participate in MIT Enterprise Forum activities, and MIT encourages non-MIT entrepreneurs to be involved in the Enterprise Forum. == Users == [[User:Roadrunner]] - I am an MIT alumni who is interesting in the idea of making MIT the world's first "open source university". Because of this, I am active in trying to link together the MIT and the Wikiversity communities. [[http://web.mit.edu/erc/about/annc.html|MIT Energy Research Council]] == Events == [[http://www.mitforumtexas.org/calendar/calendar.asp?Mode=CalendarViewDetails&ID=122|MIT Energy Initiative Forum in Houston, Texas]] see [[MIT Energy Initiative Forum Notes]] [[Category:Energy Engineering]] 17279 68548 2007-01-09T03:50:57Z JWSchmidt 20 [[Category:Computer Science]] [[Image:Internet_map.jpg|thumb|right|300px|An [[Wikipedia:Internet|Internet]] map]] The Internet is the worldwide "network of networks" that links millions of computers together via copper wires, fiber-optic cables, wireless connections, and other telecommunications channels. This publicly accessible network of interconnected computer networks communicate using a set of [[Wikipedia:Internet protocol suite|protocols]] and [[Wikipedia:Internet standard|standards]], the most basic of which are [[Wikipedia:TCP/IP|TCP/IP]]. TCP/IP consists of the [[Wikipedia:Transmission Control Protocol|Transmission Control Protocol]] in conjuntion with the [[Wikipedia:Internet Protocol|Internet Protocol]]. Other protocols such as [[w:DHCP|DHCP]], [[w:DNS|DNS]], [[w:FTP|FTP]], [[w:HTTP|HTTP]], [[w:IRC|IRC]], [[w:MIME|MIME]], [[w:POP3|POP3]], [[w:SMTP|SMTP]], [[w:SSH|SSH]], [[w:TELNET|TELNET]], [[w:RTP|RTP]] and many more help hold the whole thing together. This learning resource will look mostly at the technical aspects of the Internet, but may eventually cover social, economic, historical and other aspects. ==History== ''See [[Wikipedia:History of the Internet|History of the Internet]] at [[Wikipedia]] for now'' ==OSI Model== A popular way to visualize the complexity of the Internet is to see it as a stack of layers known as the '''[[Wikipedia:OSI model|OSI model]]''', short for '''O'''pen '''S'''ystems '''I'''nterconnection '''model'''. OSI Layers: *Layer 7: Application Layer &ndash; the main interface for the user(s) to interact with the application and therefore the network *Layer 6: Presentation Layer &ndash; transforms data to provide a standard interface for the Application layer *Layer 5: Session Layer &ndash; controls the dialogues (sessions) between computers *Layer 4: Transport Layer &ndash; provides transparent transfer of data between end users and machines *Layer 3: Network Layer &ndash; provides the functional and procedural means of transferring variable length data sequences from a source to a destination via one or more networks *Layer 2: Data Link Layer &ndash; provides the functional and procedural means to transfer data between network entities and to detect and possibly correct errors that may occur in the physical layer *Layer 1: Physical Layer &ndash; defines all the electrical and physical specifications for devices and the communications media ''See [[Wikipedia:OSI model|OSI model]] at [[Wikipedia]] for now'' ==Learning projects== *[[School:Computer Science|Computer Science]] *[[Topic:Software Engineering|Software Engineering]] *[[Topic:Networking|Networking]] *[[Topic:Web Design|Web Design]] *... {{stub}} [[Category:Computer Science]] 17280 78609 2007-01-19T10:16:49Z Robert Elliott 1436 roll back ==Email options for Instructors== Teachers have a number of options for working with eMails inside Wikiversity. ---- ---- ===Sending emails to students=== Once your students sign up to receive emails through Wikiversity, you must go to the student's user page and click the option in the toolbox to email the user. Unfortunately, if the student has not completed sign up by starting a User Page and by turning on the option to receive mail, you need to contact the student by other means and inform the student how to do all of this. ;No mailing lists :Wikiversity has no provision for mailing lists for teachers to contact students. ---- ---- ===Setting up for students to send emails to the teacher=== ====1. Simple email==== :On your lesson pages, you can add this: <nowiki>[[Special:Emailuser/Robert_Elliott | Click here to send me an email]]. </nowiki> :which looks like this<nowiki>:</nowiki> [[Special:Emailuser/Robert_Elliott | Click here to send me an email]]. ---- ---- ====2. Click on icon==== :On your lesson pages, you can make an icon or picture active for the student to send you an email. :By using this formula<nowiki>:</nowiki> <nowiki> {{Click|image=Crystal Clear app xfmail.png|link=Special:Emailuser/Robert_Elliott|width=32px|height=32px}} </nowiki> :You will get an icon which looks like this on your lesson page<nowiki>:</nowiki> <center> {{Click|image=Crystal Clear app xfmail.png|link=Special:Emailuser/Robert_Elliott|width=32px|height=32px}} </center> :or if you set width and height to 128 and put it in a simple table, you get this on your lesson page<nowiki>:</nowiki> <center> {| border=1 cellspacing=0 cellpadding=25 | <center> {{Click|image=Crystal Clear app xfmail.png|link=Special:Emailuser/Robert_Elliott|width=128px|height=128px}} </center> |} </center> ---- ---- [[Image:Nuvola apps package edutainment.png|right]] ====3. Complex (but most useful way for students to send you messages.)==== :On your lesson page, you can ask the student to respond to a specific question and include that information in the subject heading. :As an example, you can put something like this on a lesson page<nowiki>:</nowiki> <center> {| border=1 cellspacing=0 cellpadding=25 | ;Question 32<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=My answer - The price of rice is...|text=What is the retail price of brown rice in Japan?}} |} </center> :This was created by using this template<nowiki>:</nowiki> :<nowiki>{{email|user=Robert_Elliott|subject=My answer - The price of rice is...|text=What is the retail price of brown rice in Japan?}}</nowiki> ;Here is how this coding works<nowiki>:</nowiki> :You can use the template above to create a link for e-mailing a user with a customized subject. Here are the parameters<nowiki>:</nowiki> ==== Parameters ==== ; user : The name of the user to be e-mailed. ; subject : The customized subject for the e-mail. ; text : The text shown for the link. ==== Example ==== ;Here is a simple example of this<nowiki>:</nowiki> * <code><nowiki>{{email|user=Robert_Elliott|subject=Any subject you type here|text=E-mail this user with a custom subject}}</nowiki></code> gives: {{email|user=Robert_Elliott|subject=Any subject you type here|text=E-mail this user with a custom subject}} ---- ---- Remember: Use your USER NAME, not mine! [[User:Robert Elliott|Robert Elliott]] ---- ---- ==Questions== If you have any questions, {{email|user=Robert_Elliott|subject=Wikiversity - Questions about emailing.|text=send me an email.}} ---- ---- [[User:Robert Elliott|Robert Elliott]] 5 January 2007 (PST) 17281 75173 2007-01-13T07:22:08Z Historybuff 5228 remove category Computer Science - the LDP is already in Operating Systems cat {{Welcome and expand}} The [[Linux Documentation Project]] (LDP) is a loosely knit team of volunteers who provide documentation for many aspects of '''[[Topic:Linux|Linux]]'''. There are several forms of documentation: Guides, HOWTOs, man pages, and FAQs. This [[learning project]] is intended to provide an academic representation and hands-on experience of the LDP at [[Wikiversity]]. ==Resources== Learning resources: *[[Operating Systems/GNU/Linux]] *[[Linux Server Administration]] *[[Welcome to your Linux Desktop]] *[[Free Software Foundation]] *[[Operating Systems/Kernel Models]] *... External Links: * http://www.tldp.org -- The Linux Documentation Project * [http://www.nyx.net/~sgjoen/The_LDP_HOWTO_Generator_ng.html TLDP HowTo Generator]. {{stub}} [[Category:Operating Systems]] 17282 66907 2007-01-04T18:42:51Z CQ 1939 [[Topic:MediaWiki/Engine]] moved to [[MediaWiki Engine]]: Placing in main namespace per [[Wikiversity:Naming conventions]] #REDIRECT [[MediaWiki Engine]] 17285 66965 2007-01-05T00:48:01Z JWSchmidt 20 /* Additional readings */ [[w:God gene]] Welcome to the Wikiversity discussion group for the idea that there might be a biological basis for spirituality or genes that predispose people towards religious belief. == Does the God gene exist? == ===Discussion topics and readings=== [http://washingtontimes.com/world/20041114-111404-8087r.htm Geneticist claims to have found 'God gene' in humans] By Elizabeth Day in the LONDON SUNDAY TELEGRAPH "Dean Hamer, the director of the Gene Structure and Regulation Unit at the National Cancer Institute in Bethesda, asked volunteers 226 questions in order to determine how spiritually connected they felt to the universe.The higher their score, the greater the person's ability to believe in a greater spiritual force and, Mr. Hamer found, the more likely they were to share the gene [[w:Vesicular monoamine transporter|VMAT2]]." ====Additional readings==== *[[w:God gene|God gene]] - article at Wikipedia == Refuting the God gene existence == == Did prophets after whom religions were established carry the God gene? == == Can the God gene interact with a spiritual existence? == === Theories === * [http://www.indiadaily.com/editorial/2923.asp Physics meets paranormal – finding nearest openings to seven parallel Universes – near death experiences] India Daily Technology Team May 28, 2005 "Our mind and spirit has the psychic power that can make us travel through the nearest opening into the parallel Universes. Those who have experienced near death experiences move into these parallel Universes through the tunnel with a while light at the end of the tunnel. All of those who had near death experience report similar happenings". ==See also== *[[Collaboratively Building Concepts]] - re-examination and exploration of fundamental concepts ==External links== *[[w:Neurotheology|Neurotheology]] - Wikipedia article about the study of the neural basis of spirituality. *[[w:Twin study|Twin study]] - Wikipedia article about the study of twins as a way to estimate the strength of [[w:Genetic predisposition|genetic predispositions]]. *[http://urantia.us/urantia_united_summation.htm Tapping Into The Mind Of God] Spiritual interaction. [[Category:Theology]][[Category:Genetics]] 17287 66918 2007-01-04T19:42:02Z CQ 1939 new category - Main article: [[Topic:Energy Engineering|]] Main article: [[Topic:Energy Engineering|Energy Engineering]] [[Category:Engineering]] [[Category:Physics]] 17288 66925 2007-01-04T20:44:28Z CQ 1939 /* Classification */ {{welcome and expand}} [[Image:Alternative_Energies.jpg|float|right|120px]] [[w:Renewable energy|Renewable energy]] is defined as "energy derived from resources that are regenerative or for all practical purposes can not be depleted." [[Renewable energy systems|Renewable energy]], also called alternative energy is generally thought of as an alternative to conventional energy usually supplied by the combustion of [[w:fossil fuel|fossil fuel]] such as oil, coal or natural gas. The prime source of renewable energy is solar radiation, i.e. sunlight. The Earth-Atmosphere system supports approximately 5.4 x 1024 joules per year in the solar radiation cycle (Sorensen, 2004). One of the main reasons for an interest in the development of renewable energy systems is a concern for the inevitable depletion of fossil reserves. ''See [[w:Hubbert peak theory|Hubbert peak theory]]'' ==Classification== Renewable energy systems may be powered by: *[[w:solar energy|solar energy]] *[[w:wind energy|wind energy]] *[[w:biofuels|biofuels]] *[[w:geothermal energy|geothermal energy]] *[[w:hydroelectric power|hydroelectric power]] *... {{stub}} ==See also== [[Topic:Energy Engineering|Energy Engineering]] [[Category:Physics]] [[Category:Energy Engineering]] 17290 66933 2007-01-04T21:28:53Z CQ 1939 #REDIRECT [[Portal:Engineering and Technology]] #REDIRECT [[Portal:Engineering and Technology]] 17291 66952 2007-01-05T00:07:26Z JWSchmidt 20 [[School:School of Computer Science/Workflow/Workflow Management Systems]] moved to [[Workflow Management Systems]]: Change from Wikibooks name to Wikiversity name #REDIRECT [[Workflow Management Systems]] 17293 76440 2007-01-15T12:08:47Z Robert Elliott 1436 Minor Additions Rough Draft {| {{Template:Courses in Filmmaking - Table - Float Right}} |} {| {{Lessons in Basic Filmmaking - Table - Float Left}} |} {| cellpadding="3" cellspacing="10" style="border: 1px #cccccc solid; width:800px;" |- | colspan="2" align="center" style="background:steelblue; color:White" | Courses in Filmmaking <!-- 1111111111111 --> |- | align="center" style="background:LightCyan; color:black" | Course #1: | style="border: 1px #cccccc solid;" | [[Course:WikiU_Film_School_Course_01_-_Learning_the_Basics_of_Filmmaking |Course:Basic Filmmaking]] [[Image:Nuvola apps aktion.png|16px]] |- | align="center" style="background:Yellow; color:black" | Lesson: | style="border: 1px #cccccc solid;" | {{Basic filmmaking:Table of contents:Formatting the script}} :::{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeee" style="border: 1px #cccccc solid;" | #[[Template:Basic filmmaking:Table of contents:Formatting the script]] #[[Template:Film School:Script Formatting:Completed Assignments]] #[[Template:Origscript]] |} |- | align="center" bgcolor="Yellow" | Pop Quiz: | style="border: 1px #cccccc solid;" | {{Basic filmmaking:Table of contents:Storyboarding:Pop Quiz}} :::{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeee" style="border: 1px #cccccc solid;" | # [[Template:Basic filmmaking:Table of contents:Storyboarding:Pop Quiz]] # [[Template:Film School:Storyboarding:Pop Quiz:Answers]] |} |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | {{Basic filmmaking:Table of contents:Creating the thumbnail storyboards}} {{Film School:Table of Contents:Thumbnail Storyboard Examples}} :::{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeee" style="border: 1px #cccccc solid;" | #[[Template:Basic filmmaking:Table of contents:Creating the thumbnail storyboards]] #[[Template:Film School:Storyboarding:Reference Materials]] #[[Template:Film School:Thumbnail Storyboarding:Completed Assignments]] #[[Template:Homework04]] #[[Template:Reference materials for the Storyboarding Lesson of Course 1]] #[[Template:Film School:Table of Contents:Thumbnail Storyboard Examples]] |} :::{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeffee" style="border: 1px #cccccc solid;" | ::* [[Lesson 4 Storyboard Frames|Reference:All the thumbnail storyboard frames]]. ::* [[Storyboard Outline for Seduced by the Dark Side |Reference:the storyboard outline]]. ::* [[Original Story for Seduced by the Dark Side |Reference:the original story]]. ::* [[Media:SBTDS Script Ciprian2.pdf|Reference:the formatted script]]. ::* [[WikiFilmSchool floor plan for course 1|Reference:the floor plan]] |} |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | {{Basic filmmaking:Table of contents:Creating the 3D storyboards}} :::{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeee" style="border: 1px #cccccc solid;" | #[[Template:Basic filmmaking:Table of contents:Creating the 3D storyboards]] #[[Template:SBTDS:Thumbnail Storyboard:Mukesh Tiwari]] |} |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | {{Basic filmmaking:Table of contents:Recording the animatic dialog}} |- | align="center" bgcolor="Yellow" | Lesson: | style="border: 1px #cccccc solid;" | {{Basic filmmaking:Table of contents:Making the Movie Props}} <!-- 2222222222222222 --> |- | align="center" bgcolor="LightCyan" | Course #2: | style="border: 1px #cccccc solid;" | [[Mad Max's Course in Film Scoring for Motion Pictures| Course:Film Scoring Introduction for Filmmakers]] [[Image:Crystal Clear app knotify.png|16px]] UNDER CONSTRUCTION THIS MONTH |- | align="center" style="background:Yellow; color:black" | Introduction: | style="border: 1px #cccccc solid;" | {{Mad Max Header and TOC for Introduction}} |- | align="center" style="background:Yellow; color:black" | Lesson #1: | style="border: 1px #cccccc solid;" | {{Mad Max Header and TOC for Lesson 1}} |- | align="center" bgcolor="Yellow" | Lesson #2: | style="border: 1px #cccccc solid;" | {{Mad Max Header and TOC for Lesson 2}} |- | align="center" bgcolor="Yellow" | Lesson #3: | style="border: 1px #cccccc solid;" | {{Mad Max Header and TOC for Melody}} |- | align="center" bgcolor="Yellow" | Lesson #4: | style="border: 1px #cccccc solid;" | [[Lesson:Film Scoring Workshop - Movie for Television | Film scoring for TV]] [[Image:Crystal Clear device tv.png|16px]] <!-- 3333333333333 --> |- | align="center" bgcolor="LightCyan" | Course #3: | style="border: 1px #cccccc solid;" | {{Film School - Drama Departments - Script Writing TOC}} <!-- 44444444444444444444 --> |- | align="center" bgcolor="LightCyan" | Course #4: | style="border: 1px #cccccc solid;" | [[Course:Fundamentals of narrative film editing |Course:Film Editing]] [[Image:Crystal Clear mimetype video.png|16px]] |- | align="center" style="background:Yellow; color:black" | Lesson #1: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Quick overview|Overview]] <font color="green"></font> [[Image:Crystal Clear app knotify.png|16px]] :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - "Follow Dave?" Editing Workshop CD]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the dailies | Page 2 - Analyze the dailies (Your first assignment)]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Learn Final Cut Pro | Page 3 - Select an editing program ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Edit the Scene| Page 4 - Edit the scene ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the exceptions| Page 5 - Analyse the exceptions ]] |} |- | align="center" bgcolor="Yellow" | Lesson #2: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Analyzing film dailies|Film dailies]] <font color="green"></font> [[Image:Crystal Clear app staroffice.png|16px]] |- | align="center" bgcolor="Yellow" | Lesson #3: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Understanding "L-Cuts"|L-Cuts]] <font color="green"></font> [[Image:Nuvola apps kmid.png|16px]] :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Quick overview | Summary - "Hearing Voices" & "Fireworks Display"]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Disk Contents | Page 1 - Disk contents ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Analyze the dailies | Page 2 - "Hearing Voices" DVD-Video]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Follow Dave:Learn Final Cut Pro | Page 3 - "Fireworks Display" DVD-Video ]] |} |- | align="center" bgcolor="Yellow" | Lesson #4: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Editing dialog for music|Editing for film scoring]]<font color="green"></font> [[Image:Crystal Clear app keditbookmarks.png|16px]] :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Editing dialog for music | Summary - "Blindman's Bluff Production"]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Disk Contents | Page 1 - Disk contents ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Creating gaps | Page 2 - Creating the gaps]] |} :{| cellpadding="2" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Film scoring software | Page 3 - Software for film scoring for non-musicians]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Film scoring procedures| Page 4 - Film scoring procedures]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing dialog for music:Your demo reel| Page 5 - Creating a demo reel]] |} |- | align="center" bgcolor="Yellow" | Lesson #5: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Creating an editing workshop disk|Creating your own editing workshops]] [[Image:Crystal Clear app kmid.png|16px]] :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |[[Lesson:Narrative dialog editing:Creating an editing workshop disk | Summary - Creating your own editing workshop disk]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze your dailies for an editing workhop | Page 1 - Two example disks from Star Movie Shop ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Analyze your dailies for an editing workhop | Page 2 - Analyze your dailies ]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Tour versus workshop for an editing workhop disk | Page 3 - Tour disk vs. editing workshop disk]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Editing workshop distribution| Page 4 - Distributing your editing workshop disk]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Future of editing workshops| Page 5 - The future of editing workshop disks ]] |} <!-- 55555555555555555 --> |- | align="center" bgcolor="LightCyan" | Course #5: | style="border: 1px #cccccc solid;" | [[Course:Advanced exercises in preproduction |Course:Advanced exercises in filmmaking]] [[Image:Crystal Clear mimetype video.png|16px]] |- | align="center" style="background:Yellow; color:black" | Lesson #1: | style="border: 1px #cccccc solid;" |<!--style="border: 1px #cccccc solid;" | [[Lesson:Preproduction:Follow Dave| Lesson - Preproduction for "Follow Dave"]]<font color="green"></font> [[Image:Crystal Clear app knotify.png|16px]]--> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="Gold" style="border: 1px #cccccc solid;" |[[Lesson:Preproduction:Follow Dave| Lesson - Preproduction for "Follow Dave"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:The story:Follow Dave| Lesson Page - The story of "Follow Dave"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Format the script:Follow Dave| Lesson Page - Formatting the script for "Follow Dave"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:3D Storyboarding:Follow Dave| Lesson Page - Storyboarding "Follow Dave"]] |} |- | align="center" style="background:Yellow; color:black" | Lesson #2: | style="border: 1px #cccccc solid;" | <!--[[Lesson:Preproduction:Hearing Voices| Lesson - Preproduction for "Hearing Voices"]]<font color="green"></font> [[Image:Crystal Clear app knotify.png|16px]]--> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="Gold" style="border: 1px #cccccc solid;" |[[Lesson:Preproduction:Hearing Voices| Lesson - Preproduction for "Hearing Voices"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:The story:Hearing Voices| Lesson Page - The story of "Hearing Voices"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Format the script:Hearing Voices| Lesson Page - Formatting the script for "Hearing Voices"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:3D Storyboarding:Hearing Voices| Lesson Page - Storyboarding "Hearing Voices"]] |} |- | align="center" style="background:Yellow; color:black" | Lesson #3: | style="border: 1px #cccccc solid;" | <!--[[Lesson:Preproduction:Fireworks Display| Lesson - Preproduction for "Fireworks Display"]]<font color="green"></font> [[Image:Crystal Clear app knotify.png|16px]]--> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="Gold" style="border: 1px #cccccc solid;" |[[Lesson:Preproduction:Fireworks Display| Lesson - Preproduction for "Fireworks Display"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:The story:Fireworks Display| Lesson Page - The story of "Fireworks Display"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:Format the script:Fireworks Display| Lesson Page - Formatting the script for "Fireworks Display"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:3D Storyboarding:Fireworks Display| Lesson Page - Storyboarding "Fireworks Display"]] |} |- | align="center" style="background:Yellow; color:black" | Lesson #4: | style="border: 1px #cccccc solid;" | <!--[[Lesson:Film School:Preproduction:Home Wrecker| Lesson - Preproduction for "Home Wrecker"]]<font color="green"></font> [[Image:Crystal Clear app knotify.png|16px]]--> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="Gold" style="border: 1px #cccccc solid;" |[[Lesson:Film School:Preproduction:Home Wrecker| Lesson - Preproduction for "Home Wrecker"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:The story:Home Wrecker| Lesson Page - The story of "Home Wrecker"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:Format the script:Home Wrecker| Lesson Page - Formatting the script for "Home Wrecker"]] |} ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:3D Storyboarding:Home Wrecker| Lesson Page - Storyboarding "Home Wrecker"]] |} |- | align="center" bgcolor="LightCyan" | Misc.: | style="border: 1px #cccccc solid;" | Templates [[Image:Crystal Clear mimetype video.png|16px]] ::{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[LessonPage:Film School:3D Storyboarding:Home Wrecker| #[[Film School:Reference:List of sponsors]] # ]] |} <!-- END Of Table --> |} ;Notes :File Structure ;Course Film School:Course:NAME ;Lesson Film School:Course:Lesson:NAME ;Lesson Page Film School:Course:Lesson:Lesson Page:NAME ;Table Of Content Template:Film School:Course:Lesson:TOC ;Completed Assignments Template:Film School:Course:Lesson:Completed Assignments ;Reference Page Film School:Reference:NAME or Film School:Course:Reference:NAME or Film School:Course:Lesson:Reference:NAME or Film School:Course:Lesson:Lesson Page:Reference:NAME ;Pop Quiz or Exam Film School:Course:Lesson:Lesson Page:Reference:Pop Quiz or Film School:Course:Lesson:Reference:Pop Quiz [[Category:Narrative Film Production]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Film School Templates]] 17295 75543 2007-01-14T03:18:52Z JWSchmidt 20 #REDIRECT [[User:Printthis]] #REDIRECT [[User:Printthis]] 17299 76528 2007-01-15T17:21:18Z Robert Elliott 1436 minor changes {| style="float: left; border: 1px #cccccc solid; width:330px;" |- | colspan="2" align="center" style="background:DarkViolet; color:White" | Film Editing |- | align="center" style="background:DarkOrange; color:black" | Lesson #1: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Quick overview|Overview of editing a conversation]] <font color="green"></font> [[Image:Crystal Clear app keditbookmarks.png|16px]] |- | align="center" bgcolor="DarkOrange" | Lesson #2: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Analyzing film dailies|How to analyze film dailies]] <font color="green"></font> [[Image:Crystal Clear app kword.png|16px]] |- | align="center" bgcolor="DarkOrange" | Lesson #3: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Understanding "L-Cuts"|How and why of L-Cuts]] <font color="green"></font> [[Image:Applications-multimedia.svg|16px]] |- | align="center" bgcolor="DarkOrange" | Lesson #4: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Editing dialog for music|Editing for film scoring]]<font color="green"></font> [[Image:Crystal Clear app knotify.png|16px]] |- | align="center" bgcolor="DarkOrange" | Lesson #5: | style="border: 1px #cccccc solid;" | [[Lesson:Narrative dialog editing:Creating an editing workshop disk|Creating your own editing workshops]] [[Image:Exquisite-xine.png|16px]] |} [[Category:Film Editing]] [[Category:Filmmaking]] [[Category:Film School Templates]] 17301 68660 2007-01-09T18:01:34Z 193.204.90.69 '''Introduction''' A basic tool in economics is the mathematical representation of consumer behaviour. It is an abstract (i.e. theoretical) model, based on assumptions. Here, the model is presented in its simplest version, based on simplifying assumptions about the behaviour of an individual who wants to spend his/her money on a variety of goods available on the market. Needless to say, the simplified model is not always suitable for the analysis of complex situations. Advanced versions of the model, based on more realistic assumptions, have been designed to cope with non-standard real world situations. The simplified model ultimately aims at representing the consumer's choice as the solution of an optimisation problem (so that algebra can be used to analyse his/her behaviour). In few words, the theory describes in mathematical language the behaviour of a consumer who selects the best available bundle on the market. The context should be taken as given and is made up of three 'exogenous' pieces of information: (i) an amount of money ''y'' (usually, but somehow improperly, called 'income') that can be entirely spent on consumption goods; (ii) the prices of all consumption goods; (iii) the consumer's preferences. The term 'exogenous' means that income, prices and preferences are not expained within (i.e. by) the model and are taken as given, preliminar information. The model in fact explains what amount of each good is bought by a consumer, given her/his income, the market prices and his/her preferences. Whilst the indifference curves are the mathematical representation of preferences, the budget set is the mathematical representation of all the bundles available to the consumer (because their total costs does not exceed her/his income). It will turn out that, if a group of simplifying assumptions are met, the best available bundle can be represented as a point on the budget line that also belongs to the highest indifference curve attainable. At this stage, this sounds obscure: in what follows, the attention will be focused at lenght on the definition and meaning of budget line and indifference curves. Before, however, it is better to point out that, even at this very preliminar stage, some simplifying assumptions have indeed been introduced. '''Optimising behaviour''' The first assumption is that any consumer wants to make optimal choices, in other words she/he never selects intentionally a bundle A when a better bundle B is also available. This sounds quite reasonable and realistic. However, it is not entirely without problems. The main drawback concerns empirical research: if one ''assumes'' a priori that the consumer always makes optimal choices, then any bundle actually purchased is necessarily the best available to her/him. This implies that the model does not permit any empirical test on the quality of consumption choices: mistakes are simply ruled out and, by assumption, the consumer never regrets about his/her choices. This may not be a severe limitation for the model: one has only to remind that it is not very well suited to analyse, for instance, those changes in the consumer's behaviour that occur after a sequence of trials and errors (in real-world situations a consumer may find the most preferred bundle after having proved and discarded some alternative choices). '''Price-taking''' The second assumption is that a single consumer has no market power at all: she/he must take the prices as they are and has no opportunity to bargain for a better price individually. Of course, the price-makers will take account of the possible variations in the demand for their goods when fixing the prices. However, by this assumption, the behaviour of a single consumer has no effect on the market prices. Thus, the model is not suited to analyse those situations when the individual buyer has market power. [[Category:Economics]] 17302 67083 2007-01-05T18:08:08Z JWSchmidt 20 start page Welcome to the '''Basic Probability and Statistics''' learning project of the Wikiversity [[Topic:Master of Business Administration|Master of Business Administration Program]]. ==Getting started== The grounding for many further concepts in business, as in other applied disciplines, is a thorough understanding of [[Wikibooks:statistics|statistics]]. A good free source for understanding probability is [http://www.dartmouth.edu/%7Echance/teaching_aids/books_articles/probability_book/amsbook.mac.pdf Introduction to Probability]. In particular [[Wikipedia:Regression_analysis|regression analysis]] is going to be useful. Regression is fundamental to the concept of Beta in Finance and conjoint analysis in Marketing. In addition, the statistical concepts of standard deviation and variance are the fundamental concepts which underly the concept of pooling risk in operations management. The directions on how to perform a regression analysis in Excel can be found online at [http://www2.hpu.edu/mlane/FIN640/Regression_in_Excel.htm Regression Analysis Using Microsoft Excel]. Once you have completed a few regressions in Excel, you have performed the highest level of statistical analysis which most MBA's become familiar with. Congratulations! You are ready to move on. ==See also== *[[Topic:Master of Business Administration|Master of Business Administration]] main page. [[Category:Master of Business Administration]] 17303 67084 2007-01-05T18:09:29Z JWSchmidt 20 start page Welcome to the '''Managerial Accounting''' learning project of the Wikiversity [[Topic:Master of Business Administration|Master of Business Administration Program]]. ==Getting started== [[Wikipedia:Management_accounting|Managerial Accounting]] refers to the broad application of accounting concepts to financial data to create reports to be interpreted by management. Such financial data, in contrast to [[#Financial Accounting|Financial Accounting]], does not have to comply with GAAP, the FASB, or the filing requirements of the SEC, since it is meant only for internal consumption within an organization. The major subjects to learn include: *[[Wikipedia:cost accounting|cost accounting]] *[[Wikipedia:activity based costing|activity based costing]] *[[wikipedia:project costing|project costing]] *[[Wikipedia:budgeting|budgeting]] ==See also== *[[Topic:Master of Business Administration|Master of Business Administration]] main page. [[Category:Master of Business Administration]] 17304 67088 2007-01-05T18:16:30Z JWSchmidt 20 start page Welcome to the '''Financial Accounting''' learning project of the Wikiversity [[Topic:Master of Business Administration|Master of Business Administration Program]]. ==Getting started== A good place to start is [[Wikibooks:Accounting|Accounting]]. While most MBA's are not a big fan of double entry book keeping, finance starts with accounting. Understanding what [[Wikibooks:depreciation|depreciation]] (the spreading of the cost of an <em>tangible</em> asset over time) and [[Wikibooks:Accounting/Amortization|amortization]] (the spreading of the cost of an <em>intangible</em> asset over time) are is going to be essential to understanding corporate finance (if only because you are going to need to reverse out the effects from GAAP Income Statements to get cash flows). ==See also== *[[Financial Accounting]] - general financial accounting *[[Topic:Master of Business Administration|Master of Business Administration]] main page. [[Category:Master of Business Administration]] 17305 67093 2007-01-05T18:36:02Z JWSchmidt 20 [[School:Mathematics/High School Mathematics]] moved to [[Topic:High School Mathematics]]: change from Wikibooks page name to a Wikiversity name #REDIRECT [[Topic:High School Mathematics]] 17307 80943 2007-01-25T14:52:36Z JWSchmidt 20 [[Category:High School]] [[Category:School of Mathematics]] [[Category:High School]] 17308 67101 2007-01-05T18:43:34Z JWSchmidt 20 [[School:Mathematics/Primary School Mathematics]] moved to [[Topic:Primary School Mathematics]]: switch from Wikibooks page name to a valid Wikiversity page name #REDIRECT [[Topic:Primary School Mathematics]] 17309 67103 2007-01-05T18:47:13Z JWSchmidt 20 [[Category:School of Mathematics]] [[Category:School of Mathematics]] 17311 80436 2007-01-23T20:47:50Z 18.55.7.49 ==Cancer Treatment and Materials Science== ===What is Cancer?=== [[Image:Normal cancer cell division from NIH.png|thumb|right|When normal cells are damaged beyond repair, they are eliminated by [[Wikipedia:apoptosis|apoptosis]]. Cancer cells avoid apoptosis and continue to multiply in an unregulated manner]] '''Cancer''' is a class of [[Wikipedia:disease|disease]]s or disorders characterized by uncontrolled [[Wikipedia:cell division|division]] of [[Wikipedia:cell (biology)|cells]] and the ability of these cells to invade other [[Wikipedia: biological tissue|tissues]], either by direct growth into adjacent tissue through ''invasion'' or by implantation into distant sites by ''[[Wikipedia:metastasis| metastasis]]''. Metastasis is defined as the stage in which cancer cells are transported through the [[Wikipedia: bloodstream|bloodstream]] or [[Wikipedia:lymphatic system| lymphatic system]]. Cancer may affect people at all ages, but risk tends to increase with age, due to the fact that [[Wikipedia: DNA repair#DNA damage|DNA damage]] becomes more apparent in [[Wikipedia: aging DNA|aging DNA]]. It is one of the principal causes of death in [[Wikipedia: Developed country|developed countries]]. There are many types of cancer. Severity of symptoms depends on the site and character of the malignancy and whether there is metastasis. A definitive diagnosis usually requires the [[Wikipedia: histology|histologic]] examination of tissue by a [[Wikipedia: anatomical pathology|pathologist]]. This tissue is obtained by [[Wikipedia: biopsy| biopsy]] or [[Wikipedia: surgery|surgery]]. Most cancers can be treated and some cured, depending on the specific type, location, and [[Wikipedia:Cancer staging|stage]]. Once diagnosed, cancer is usually treated with a combination of [[Wikipedia:surgery|surgery]], [[Wikipedia:chemotherapy|chemotherapy]] and [[Wikipedia:radiation therapy|radiotherapy]]. As research develops, treatments are becoming more specific for the type of cancer pathology. Drugs that target specific cancers already exist for several cancers. If untreated, cancers may eventually cause illness and [[Wikipedia:death|death]], though this is not always the case. The unregulated growth that characterizes cancer is caused by damage to [[Wikipedia:DNA|DNA]], resulting in [[Wikipedia:mutation|mutation]]s to [[Wikipedia:gene|gene]]s that encode for [[Wikipedia:protein|protein]]s controlling cell division. Many mutation events may be required to transform a normal cell into a malignant cell. These mutations can be caused by chemicals or physical agents called [[Wikipedia:carcinogens|carcinogens]], by close exposure to radioactive materials, or by certain viruses that can insert their DNA into the human genome. Mutations occur spontaneously, and may be passed down from one generation to the next as a result of mutations within [[Wikipedia:germ line|germ line]]s. However, some [[Wikipedia:carcinogens|carcinogens]] also appear to work through non-mutagenic pathways that affect the level of [[Transcription (genetics)|transcription]] of certain genes without causing genetic mutation. Many forms of cancer are associated with exposure to [[Wikipedia:environmental factor|environmental factor]]s such as [[Wikipedia:tobacco smoke|tobacco smoke]], [[Wikipedia: radiation|radiation]], [[Wikipedia:effects of alcohol on the body|alcohol]], and certain [[Wikipedia:virus|virus]]es. While some of these risk factors can be avoided or reduced, there is no known way to entirely avoid the disease. <small>From [[Wikipedia:Cancer|Cancer]]</small> ===What is Cancer Nanotechnology?=== Nanotechnological devices are typically defined as being essentially man-made and in the 1-1000 nm range in at least one dimension. Below is a list of examples of cancer-related nanotechnologies. *Liposomes *Magnetic resonance imaging (MRI) contrast agents *Nanoparticle-based methods that provide high-specificity detection of DNA and protein Two main subfields of nanotechnology are nanovectors and patterning of substrates. Devices based on nanotechnology are able to detect many molecular signals and biomarkers in real time. This may yield advances in early detection, diagnostics, prognostics, and selection of therapeutic strategies. Multifunctionality provides ability to specifically deliver therapeutics and imaging agents to cancer sites. ===Nanoparticles=== A '''nanoparticle''' is a microscopic particle whose size is measured in [[Wikipedia:nanometre|nanometer]]s (nm). It is defined as a particle with at least one dimension <100nm. ===Properties=== Nanoparticles are of great scientific interest as they are effectively a bridge between bulk materials and [[Wikipedia:atomic|atomic]] or [[Wikipedia:molecular|molecular]] structures. A bulk material should have constant physical properties regardless of its size, but at the nano-scale this is often not the case. Size-dependent properties are observed such as [[Wikipedia:quantum confinement|quantum confinement]] in [[Wikipedia:semiconductor|semiconductor]] particles, [[Wikipedia:surface plasmon resonance|surface plasmon resonance]] in some metal particles and [[Wikipedia:superparamagnetism|superparamagnetism]] in [[Wikipedia:magnetic|magnetic]] materials. The properties of materials change as their size approaches the nanoscale and as the percentage of atoms at the surface of a material becomes significant. For bulk materials larger than one micrometre the percentage of atoms at the surface is minuscule relative to the total number of atoms of the material. The interesting and sometimes unexpected properties of nanoparticles are partly due to the aspects of the surface of the material dominating the properties in lieu of the bulk properties. Nanoparticles exhibit a number of special properties relative to bulk maerial. For example, the bending of bulk [[Wikipedia:copper|copper]] (wire, ribbon, etc.) occurs with movement of copper atoms/clusters at about the 50 nm scale. Copper nanoparticles smaller than 50 nm are considered super hard materials that do not exhibit the same [[Wikipedia:malleability|malleability]] and [[Wikipedia:ductility|ductility]] as bulk copper. [[Wikipedia:suspension (chemistry)|Suspension]]s of nanoparticles are possible because the interaction of the particle surface with the [[Wikipedia:solvent|solvent]] is strong enough to overcome differences in [[Wikipedia:density|density]], which usually result in a material either sinking or floating in a liquid. Nanoparticles often have unexpected visible properties because they are small enough to scatter visible light rather than absorb it. For example [[Wikipedia:gold|gold]] nanoparticles appear deep red to black in solution. ===Classification=== At the small end of the size range, nanoparticles are often referred to as [[Wikipedia:cluster (physics)|cluster]]s. Nanospheres, [[Wikipedia:nanorod|nanorod]]s, and nanocups are just a few of the shapes that have been grown. [[Wikipedia:Metal|Metal]], [[Wikipedia:dielectric|dielectric]], and [[Wikipedia:semiconductor|semiconductor]] nanoparticles have been formed, as well as [[Wikipedia:resonance (chemistry)|hybrid structure]]s (e.g., core-shell nanoparticles). Nanoparticles made of semiconducting material may also be labeled [[Wikipedia:quantum dots|quantum dots]] if they are small enough (typically sub 10nm) that [[Wikipedia:quantization|quantization]] of electronic [[Wikipedia:energy level|energy level]]s occurs. Such nanoscale particles are used in biomedical applications as [[Wikipedia:drug carrier|drug carrier]]s or [[Wikipedia:imaging agent|imaging agent]]s. Semi-solid and soft nanoparticles have been manufactured. A prototype nanoparticle of semi-solid nature is the [[Wikipedia:liposome|liposome]]. Various types of liposome nanoparticles are currently used clinically as delivery systems for anticancer drugs and vaccines. ===Characterization=== Nanoparticle characterization is necessary to establish understanding and control of nanoparticle synthesis and applications. Characterization is done by using a variety of different techniques, mainly drawn from [[Wikipedia:materials science|materials science]]. Common techniques are [[Wikipedia:electron microscopy|electron microscopy]] [TEM,SEM], [[Wikipedia:atomic force microscopy|atomic force microscopy]] [AFM], [[Wikipedia:dynamic light scattering|dynamic light scattering]] [DLS], [[Wikipedia:x-ray photoelectron spectroscopy|x-ray photoelectron spectroscopy]] [XPS], [[Wikipedia:X-ray crystallography|powder x-ray diffractometry]] [XRD], and [[Wikipedia:FTIR|Fourier transform infrared spectroscopy]] [FTIR]. ===Gold Nanoparticles=== ====Introduction==== It is possible to create high peak temperatures and microscopic mechanical disruption localized at the cellular level when energy is selectively deposited into particles. ====Mie Theory==== Mie theory, also called Lorenz-Mie theory, is a complete analytical solution of Maxwell's equations for the scattering of electromagnetic radiation by spherical particles (also called Mie scattering). Mie solution is named after its developer German physicist Gustav Mie. However, Danish physicist Ludwig Valentine Lorenz and others independently developed the theory of electromagnetic plane wave scattering by a dielectric sphere. <small>From [[Wikipedia:Mie_theory|Mie Theory]]</small> ====Literature==== <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Light-Absorbing Microparticles and Nanoparticles - 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Selective Cell Targeting with Light-Absorbing Microparticles and Nanoparticles''' [http://www.biophysj.org/cgi/content/full/84/6/4023] <br> Costas M. Pitsillides, Edwin K. Joe, Xunbin Wei, R. Rox Anderson and Charles P. Lin <p> "We describe a new method for selective cell targeting based on the use of light-absorbing microparticles and nanoparticles that are heated by short laser pulses to create highly localized cell damage. The method is closely related to chromophore-assisted laser inactivation and photodynamic therapy, but is driven solely by light absorption, without the need for photochemical intermediates (particularly singlet oxygen). The mechanism of light-particle interaction was investigated by nanosecond time-resolved microscopy and by thermal modeling. The extent of light-induced damage was investigated by cell lethality, by cell membrane permeability, and by protein inactivation. Strong particle size dependence was found for these interactions. A technique based on light to target endogenous particles is already being exploited to treat pigmented cells in dermatology and ophthalmology. With exogenous particles, phamacokinetics and biodistribution studies are needed before the method can be evaluated against photodynamic therapy for cancer treatment. However, particles are unique, unlike photosensitizers, in that they can remain stable and inert in cells for extended periods. Thus they may be particularly useful for prelabeling cells in engineered tissue before implantation. Subsequent irradiation with laser pulses will allow control of the implanted cells (inactivation or modulation) in a noninvasive manner." |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">The Use of Gold Nanoparticles to Enhance Radiotherapy in Mice - June 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''The use of gold nanoparticles to enhance radiotherapy in mice''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=15509078&dopt=Abstract] <br> James F Hainfeld, Daniel N Slatkin and Henry M Smilowitz <p> "Mice bearing subcutaneous EMT-6 mammary carcinomas received a single intravenous injection of 1.9 nm diameter gold particles (up to 2.7 g Au/kg body weight), which elevated concentrations of gold to 7 mg Au/g in tumours. Tumour-to-normal-tissue gold concentration ratios remained ∼8:1 during several minutes of 250 kVp x-ray therapy. One-year survival was 86% versus 20% with x-rays alone and 0% with gold alone. The increase in tumours safely ablated was dependent on the amount of gold injected. The gold nanoparticles were apparently non-toxic to mice and were largely cleared from the body through the kidneys. This novel use of small gold nanoparticles permitted achievement of the high metal content in tumours necessary for significant high-Z radioenhancement." |} </div > ===Nanocages=== Nanocages are hollow porous gold nanoparticles ranging in size from 10 to over 150 nm. They are created by reacting silver nanoparticles with chloroauric acid (HAuCl4) in boiling water. While gold nanoparticles absorb light in the visible spectrum of light (at about 550 nm), gold nanocages absorb light in the near-infrared, where biological tissues absorb the least light. Because they are also biocompatable, gold nanocages are promising as a contrast agent for optical coherence tomography, which uses light scattering in a way analogous to ultrasound to produce in-vivo images of tissue with resolution approaching a few micrometres. A contrast agent is required if this technique will be able to image cancers at an early, more treatable stage. Gold nanocages also absorb light and heat up, killing surrounding cancer cells. The Xia group at the University of Washington, the original inventors of the nanocages, has functionalized nanocages with cancer-specific antibodies so they specifically attach to cancer cells. <small> From [[Wikipedia:Nanocages|Nanocages]]</small> Nanoscale cages consisting of gold can be engineered to interact with light. They can be used to image molecular events in live cells and tissues using optical coherence tomography (OCT). The optical properties of nanocages are due to plasmons. When light strikes a plasmon oscillating at a compatible frequency, energy from light is harvested by the plasmon. It is scattered and converted to photons or absorbed and converted to phonons. <small> From [http://nano.cancer.gov/news_center/nanotech_news_2005-02-22c.asp Gold Nanocages as Optical Imaging Contrast Agents]</small> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Replacement Reaction between Silver Nanostructures and Chloroauric Acid - March 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Mechanistic study on the replacement reaction between silver nanostructures and chloroauric acid in aqueous medium.''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=15038743&dopt=Abstract] <br> Sun Y, Xia Y. <p> "The replacement reaction between silver nanostructures and an aqueous HAuCl(4) solution has recently been demonstrated as a versatile method for generating metal nanostructures with hollow interiors. Here we describe the results of a systematic study detailing the morphological, structural, compositional, and spectral changes involved in such a heterogeneous reaction on the nanoscale. Two distinctive steps have been resolved through a combination of microscopic and spectroscopic methods. In the first step, silver nanostructure (i.e., the template) is dissolved to generate gold atoms that are deposited epitaxially on the surface of each template. Silver atoms also diffuse into the gold shell (or sheath) to form a seamless, hollow nanostructure with its wall made of Au-Ag alloys. The second step involves dealloying, a process that selectively removes silver atoms from the alloyed wall, induces morphological reconstruction, and finally leads to the formation of pinholes in the walls. Reaction temperature was found to play an important role in the replacement reaction because the solubility constant of AgCl and the diffusion coefficients of Ag and Au atoms were both strongly dependent on this parameter. This work has enabled us to prepare metal nanostructures with controllable geometric shapes and structures, and thus optical properties (for example, the surface plasmon resonance peaks could be readily shifted from 500 to 1200 nm by controlling the ratio between Ag and HAuCl(4))." |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Gold Nanocages: Bioconjugation and Their Potential Use as Optical Imaging Contrast Agents - January 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Gold Nanocages: Bioconjugation and Their Potential Use as Optical Imaging Contrast Agents''' [http://pubs3.acs.org/acs/journals/doilookup?in_doi=10.1021/nl047950t] <br> Jingyi Chen, Fusayo Saeki, Benjamin J. Wiley, Hu Cang, Michael J. Cobb, Zhi-Yuan Li, Leslie Au, Hui Zhang, Michael B. Kimmey, Xingde Li, and Younan Xia <p> "Gold nanocages of <math><40 nm</math> in dimension have been synthesized using the galvanic replacement reaction between Ag nanocubes and HAuCl4 in an aqueous solution. By controlling the molar ratio between Ag and HAuCl4, the gold nanocages could be tuned to display surface plasmon resonance peaks around <math>800 nm</math>, a wavelength commonly used in optical coherence tomography (OCT) imaging. OCT measurements on phantom samples indicate that these gold nanocages have a moderate scattering cross-section of ~<math>8.10 \cdot 10^{-16} m^2</math> but a very large absorption cross-section of ~<math>7.26 \cdot 10^{-15} m^2</math>, suggesting their potential use as a new class of contrast agents for optical imaging. When bioconjugated with antibodies, the gold nanocages have also been demonstrated for specific targeting of breast cancer cells." |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Shape-Controlled Synthesis of Silver and Gold Nanostructures - May 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Shape-Controlled Synthesis of Silver and Gold Nanostructures''' [http://www.mrs.org/s_mrs/sec_subscribe.asp?CID=1826&DID=77127&action=detail] <br> Benjamin Wiley, Yugang Sun, Jingyi Chen, Hu Cang, Zhi-Yuan Li, Xingde Li, and Younan Xia <p> "This article provides a brief account of solution-phase methods that generate silver and gold nanostructures with well-controlled shapes. It is organized into five sections: The first section discusses the nucleation and formation of seeds from which nanostructures grow. The next two sections explain how seeds with fairly isotropic shapes can grow anisotropically into distinct morphologies. Polyol synthesis is selected as an example to illustrate this concept. Specifically, we discuss the growth of silver nanocubes (with and without truncated corners), nanowires, and triangular nanoplates. In the fourth section, we show that silver nanostructures can be transformed into hollow gold nanostructures through a galvanic replacement reaction. Examples include nanoboxes, nanocages, nanotubes (both single- and multi-walled), and nanorattles. The fifth section briefly outlines a potential medical application for gold nanocages. We conclude with some perspectives on areas for future work." |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Gold Nanocages: Engineering Their Structure for Biomedical Applications - July 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Gold Nanocages: Engineering Their Structure for Biomedical Applications''' [http://www3.interscience.wiley.com/cgi-bin/abstract/110575209/ABSTRACT] <br> J. Chen, B. Wiley, Z.-Y. Li, D. Campbell, F. Saeki, H. Cang, L. Au, J. Lee, X. Li, Y. Xia <p> "The galvanic replacement reaction between a Ag template and HAuCl4 in an aqueous solution transforms 30-200 nm Ag nanocubes into Au nanoboxes and nanocages (nanoboxes with porous walls). By controlling the molar ratio of Ag to HAuCl4, the extinction peak of resultant structures can be continuously tuned from the blue (400 nm) to the near-infrared (1200 nm) region of the electromagnetic spectrum. These hollow Au nanostructures are characterized by extraordinarily large cross-sections for both absorption and scattering. Optical coherence tomography measurements indicate that the 36 nm nanocage has a scattering cross-section of <math>0.8 \cdot 10^{-15} m^2</math> and an absorption cross-section of <math>7.3 \cdot 10^{-15} m^2</math>. The absorption cross-section is more than five orders of magnitude larger than those of conventional organic dyes. Exposure of Au nanocages to a camera flash resulted in the melting and conversion of Au nanocages into spherical particles due to photothermal heating. Discrete-dipole-approximation calculations suggest that the magnitudes of both scattering and absorption cross-sections of Au nanocages can be tailored by controlling their dimensions, as well as the thickness and porosity of their walls. This novel class of hollow nanostructures is expected to find use as both a contrast agent for optical imaging in early stage tumor detection and as a therapeutic agent for photothermal cancer treatment." |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Gold Nanostructures: Engineering Their Plasmonic Properties for Biomedical Applications - September 2006</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Gold nanostructures: engineering their plasmonic properties for biomedical applications''' [http://www.rsc.org/Publishing/Journals/CS/article.asp?doi=b517615h] <br> Min Hu, Jingyi Chen, Zhi-Yuan Li, Leslie Au, Gregory V. Hartland, Xingde Li, Manuel Marquez and Younan Xia <p> "The surface plasmon resonance peaks of gold nanostructures can be tuned from the visible to the near infrared region by controlling the shape and structure (solid vs. hollow). In this tutorial review we highlight this concept by comparing four typical examples: nanospheres, nanorods, nanoshells, and nanocages. A combination of this optical tunability with the inertness of gold makes gold nanostructures well suited for various biomedical applications." |} </div > ===Nanoshells=== ====Introduction==== A gold layer covered with silica is a metal-based nanovector that is an example of a nanoshell. Thickness of a gold layer is adjusted such that the nanoshell can be selectively activated through tissue irradiation with near-IR light. Localized therapeutic thermal ablation can be performed. This is an example of a nanovector that is highly selective and externally activated. ====Optical properties==== Development of chemical synthesis, planar nanostructure fabrication, and accurate numberical methods have provided building blocks for guiding, controlling, and manipulating light at the nanometer scale. Optical properties are controlled by plasmon resonance of the metallic nanosctructures. Resonance of a nanoshell is very sensitive to inner and outer dimensions of the metallic shell layer. Plasmon-resonant particles follow an analogue of molecular orbital theory. There is hybridization in the same manner as individual wave functions of simple molecules. There is a "design rule" of metallic nanostructures that allows prediction of optical resonant properties. The infrared spectrum is associated with light with frequency between <math>4000</math> and <math>400 cm^{-1}</math> (<math>2500 - 25000 nm</math>). The plasmon resonance of nanoshells in the the near-infrared region of the spectrum has enabled various biomedical applications. The internal geometry of a dielectric core-metal shell nanoparticle controls the far-field electromagnetic response. The local electromagnetic field at the nanoshell surface is controlled by its geometry. ====Size and Shape==== By precisely controlling dimensions of metallic nanostructures of certain shapes, the wavelengths at which they absorb or scatter light can be controlled. Plasmon resonance frequency in metals is a function of the type and shape of metal. The optical resonance of solid metallic nanospheres is a fixed frequency resonance. The plasmon resonance of solid metallic nanoparticles varies only weakly with particle size; longer wavelengths are absorbed as particle size is increased. The aspect ratio of a metallic nanorod defines distinct plasmon resonance frequencies associated with longitudinal and transverse dimensions of the nanostructure. Spectrally distinct multiple resonance appear in the nanoshell spectrum by keeping the core-shell ratio constant by increasing the total nanoparticle size. There is a unique light-scattering signature associated with each resonance and can be easily measured. Particles become better scatterers than absorbers of light with increasing particle size. An overall redshift in hybridized plasmon modes can be seen with increasing nanoparticle size. The longitudinal plasmon is shifted to longer wavelengths as length is increased. The dielectric environment is also important. Comparing single nanoshells to single quantum dots, the absorption of nanoshells is typically <math>10^6</math> larger absorption cross section, which is nominally five time the physical cross section of the nanoparticle. <center> <table cellpadding=5> <tr> <td> '''Inner core''' </td> <td> '''Outer shell''' </td> <td> '''Peak absorption''' </td> <td> '''Source''' </td> </tr> <tr> <td> <math>120nm</math> </td> <td> <math>10nm</math> </td> <td> <math>800 nm</math> </td> <td> Immunotargeted Nanoshells for Integrated Cancer Imaging and Therapy </td> </tr> <tr> <td> <math>60nm</math> </td> <td> <math>20nm</math> </td> <td> <math>750 nm</math> </td> <td> Nanoshell-Enabled Photonics-Based Imaging and Therapy of Cancer </td> </tr> <tr> <td> <math>60nm</math> </td> <td> <math>10nm</math> </td> <td> <math>850 nm</math> </td> <td> Nanoshell-Enabled Photonics-Based Imaging and Therapy of Cancer </td> </tr> <tr> <td> <math>60nm</math> </td> <td> <math>7nm</math> </td> <td> <math>920 nm</math> </td> <td> Nanoshell-Enabled Photonics-Based Imaging and Therapy of Cancer </td> </tr> <tr> <td> <math>60nm</math> </td> <td> <math>5nm</math> </td> <td> <math>1020 nm</math> </td> <td> Nanoshell-Enabled Photonics-Based Imaging and Therapy of Cancer </td> </tr> </table> </center> ====Plasmon hybridization==== Plasmon response of metal-based nanostructures is understood as the interaction of "hybridization" of plasmons supported by metallic nanostructures. This picture can be used to describe the structural tunability of nanoshells; there is an interactino between two fixed-frequency plasmons supported by a nanoscale sphere and nanoscale cavity. Nanoshell plasmons correspond to a "bonding" plasmon and a higher-energy "anti-bonding" plasmon. Only the lower energy plasmon interacts strongly with an incident optical field. The nanoshell plasmon shifts to lower energies as shell thickness is decreased. This is due to an increased interaction between the sphere and cavity plasmons, resulting in an increased splitting between two hybrid plasmons of the nanoshell. Plasmon hybridization provides a simple, powerful and general principle used to guide the design of metallic nanostructures and predict plasmon response qualitatively and quantitatively. The variation of the core diameter and shell layer thickness of a nanoshell can be used to "tune" the local electromagnetic field at the nanoparticle surface in a manner that directly controls the SERS response of molecules absorbed on the surface. ====Characterization==== Raman spectroscopy at near infrared wavelengths is highly desirable in probing chemically complex environments because unwanted background fluorescence from molecules is drastically reduced. Raman scattering is a much weaker effect at infrared wavelengths than when pumped with visible light. The size of the core and the shell of a nanoshell can be varied independently. Plot the nanoshell Raman response in "core-shell" space to determine the optimum dimensions of a nanoshell with maximum SERS enhancement. Nanoshells can be dispersed and bound to a glass substrate, which facilitates exposure to multiple solvents and rinsing procedures. ====Surrounding Medium==== Two effects are associated with an increase of the index of refraction in a surrounding medium. * Shifting of nanoshell dipolar plasmon to longer wavelengths * Increase in the quadraupole plasmon resonance relative to dipole plasmon resonance in the nanoshell spectrum Strengthening of the quadrupole plasmon resonance is due to phase retardation effects. Nanoparticle appears larger relative to reduced spatial wavelength of incident light when the dielectric constant of the embedding medium is increased. The magnitude of the SPR shift upon increase in the refractive index of the embedding medium increases with the overall size of the nanoparticle. The shift is also dependent upon the core-shell ratio, and is most sensitive in the thin-shell limit of the nanostructure's internal geometry. ====Biomedical Applications of Nanoshells==== There are high biocompatibility characteristics of gold, and the near-infrared region of the spectrum is the region of highest physiological transmissivity. Blood and tissue are most transparent, and light can penetrate tissue at a distance of 10 cm or more. A photothermal response can be exploited as a potential strategy for cancer therapy. Localized, irreversible photothermal ablation of tumor tissue was successfully achieved both ''in vitro'' and ''in vivo''. Combining nanoshells with infrared light exposure results in localized cell death in the region of laser irradiation. An experiment can be monitored with MRI-based temperature mapping technique. Infrared laser fluences that would normally induce temperature increases of less than <math>10^{\circ}</math> without nano-shells present produced temperature increases of more than <math>37^{\circ}</math> with the same exposure time. Tumor pathology suggests that irreversible tissue damage coincides with measurable photothermal temperature increase. There is significant promise of a simple, noninvasive treatment as a technique of selective photothermal tumor ablation. <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #ffcc66;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Nanoshell-mediated near-infrared thermal therapy of tumors - November 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Nanoshell-mediated near-infrared thermal therapy of tumors under magnetic resonance guidance''' [http://www.pnas.org/cgi/reprint/2232479100v1.pdf] <br> L. R. Hirsch, R. J. Stafford, J. A. Bankson, S. R. Sershen, B. Rivera, R. E. Price, J. D. Hazle, N. J. Halas, J. L. West <p> Human breast carcinoma cells incubated with nanoshells in vitro were found to have undergone photothermally induced morbidity on exposure to NIR light (820 nm, 35W�cm2), as determined by using a fluorescent viability stain. Cells without nanoshells displayed no loss in viability after the same periods and conditions of NIR illumination. Likewise, in vivo studies under magnetic resonance guidance revealed that exposure to low doses of NIR light (820 nm, 4 W/cm2) in solid tumors created with metal nanoshells reached average maximum temperatures capable of inducing irreversible tissue damage (Delta T = 37.4 +/- 6.6°C) within 4–6 min. Controls treated without nanoshells demonstrated significantly lower average temperatures on exposure to NIR light (Delta T < 10°C). These findings demonstrated good correlation with histological findings. |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #ffcc66;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Photo-thermal tumor ablation mice using near infrared-absorbing nanoparticles - February 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Photo-thermal tumor ablation in mice using near infrared-absorbing nanoparticles''' [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T54-4C2FJKN-1&_coverDate=06%2F25%2F2004&_alid=519070734&_rdoc=1&_fmt=&_orig=search&_qd=1&_cdi=4992&_sort=d&view=c&_acct=C000022659&_version=1&_urlVersion=0&_userid=501045&md5=498a115866344c5fac11ed2a208202d4] <br> D. Patrick O'Neala, Leon R. Hirschb, Naomi J. Halasc, J. Donald Paynea and Jennifer L. West <p> "The following study examines the feasibility of nanoshell-assisted photo-thermal therapy (NAPT). This technique takes advantage of the strong near infrared (NIR) absorption of nanoshells, a new class of gold nanoparticles with tunable optical absorptivities that can undergo passive extravasation from the abnormal tumor vasculature due to their nanoscale size. Tumors were grown in immune-competent mice by subcutaneous injection of murine colon carcinoma cells (CT26.WT). Polyethylene glycol (PEG) coated nanoshells (≈130 nm diameter) with peak optical absorption in the NIR were intravenously injected and allowed to circulate for 6 h. Tumors were then illuminated with a diode laser (808 nm, 4 W/cm2, 3 min). All such treated tumors abated and treated mice appeared healthy and tumor free >90 days later." |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #ffcc66;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Nanoshell-Enabled Photonics-Based Imaging and Therapy of Cancer - February 2004</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Nanoshell-Enabled Photonics-Based Imaging and Therapy of Cancer ''' [http://www.tcrt.org/index.cfm?d=3018&c=4130&p=12032&do=detail] <br> Christopher Loo, Alex Lin, Leon Hirsch, Min-Ho Lee, Jennifer Barton, Naomi Halas, Jennifer West, Rebekah Drezek <p> "In this article, we first review the synthesis of gold nanoshells and illustrate how the core/shell ratio and overall size of a nanoshell influence its scattering and absorption properties. We then describe several examples of nano-shell based diagnostic and therapeutic approaches including the development of nanoshell bioconjugates for molecular imaging, the use of scattering nanoshells as contrast agents for optical coherence tomography (OCT), and the use of absorbing nanoshells in NIR thermal therapy of tumors." |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #ffcc66;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Immunotargeted Nanoshells for Integrated Cancer Imaging and Therapy - March 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Immunotargeted Nanoshells for Integrated Cancer Imaging and Therapy''' [http://www.ruf.rice.edu/~drezlab/PDF/Immunotargeted%20Nanoshells%20for%20Integrated%20Cancer%20Imaging%20and%20Therapy.pdf] <br> Christopher Loo, Amanda Lowery, Naomi Halas, Jennifer West, Rebekah Drezek <p> "First demonstration of coupling a bioimaging application to a cancer therapy application using nanoshells targeted against a clinically relevant biomarker" |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #ffcc66;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Tuning the Optical Resonant Properties of Metallic Nanoshells - May 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Superparamagnetic iron oxide contrast agents: physiochemical characteristics and applications in MR imaging''' [http://www.springerlink.com/content/dp1u4ck9txjwf83b/] <br> Yi-Xiang J. Wang, Shahid M. Hussain, Gabriel P. Krestin <p> Titles of sections are below * Introduction * Tunable Plasmons with Nanoshell Geometry * Surface Enhanced Raman Scattering Optimized on Nanoshell Substrates * Nanoshell Surface Plasmon Resonance (SPR) Sensors |} </div > ===Iron Oxide=== Iron oxide may be used as a tool in thermal therapy of tumors. A first paper was published in 1957 regarding the use of iron oxide particles and heating in medical applications. <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Selective Inductive Heating of Lymph Nodes - October 1957</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Selective Inductive Heating of Lymph Nodes''' [http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1450524] <br> J. van der Zee <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">A Mathematical Model of High Frequency Heating - February 2001</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Problems in the Local Hyperthermia of Inductively Heated Embolized Tissues''' [http://www.springerlink.com/content/ww7j6767q75x0472/fulltext.pdf] <br> J. van der Zee <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Intracellular and Extracellular Hyperthermia - May 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Is intracellular hyperthermia superior to extracellular hyperthermia in the thermal sense?''' [http://taylorandfrancis.metapress.com/(nd32j3i55cowzlquncxz2f45)/app/home/contribution.asp?referrer=parent&backto=issue,3,7;journal,34,54;linkingpublicationresults,1:102452,1] <br> Y. Rabin <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Heating the patient: a promising approach? - May 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Heating the patient: a promising approach?''' [http://annonc.oxfordjournals.org/cgi/content/full/13/8/1173] <br> J. van der Zee <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Heating potential of iron oxides - February 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Heating potential of iron oxides for therapeutic purposes in interventional radiology''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11918373&dopt=Citation] <br> Hilger I, Fruhauf K, Andra W, Hiergeist R, Hergt R, Kaiser WA <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Hyperthermia in combined treatment of cancer - July 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Hyperthermia in combined treatment of cancer''' [http://annonc.oxfordjournals.org/cgi/content/full/13/8/1173] <br> ProfessorP Wusta, B Hildebrandtb, G Sreenivasaa, B Rauc, J Gellermanna, H Riessb, R Felixa and PM Schlagc <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Applications of Magnetic Nanoparticles in Biomedicine - June 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Applications of magnetic nanoparticles in biomedicine''' [http://ej.iop.org/links/rPBe2bXOK/zlj0ixCd2xGwx0C5av5vpA/d313r1.pdf] <br> Q A Pankhurst, J Connolly, S K Jones and J Dobson <p> |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Magnetic Nanoparticle Heating - February 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Use of magnetic nanoparticle heating in the treatment of breast cancer''' [http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=1414332] <br> Hilger, I. Hergt, R. Kaiser, W.A. <p> Related article from National Cancer Institute: [http://nano.cancer.gov/news_center/nanotech_news_2005-04-25a.asp Magnetic Nanoparticle Heaters Kill Breast Cancer Cells], April 25, 2005 |} </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Folate-Conjugated Iron Oxide Nanoparticles - July 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Folate-Conjugated Iron Oxide Nanoparticles for Solid Tumor Targeting as Potential Specific Magnetic Hyperthermia Mediators: Synthesis, Physicochemical Characterization, and in Vitro Experiments''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16173796&query_hl=7] <br> Sonvico F, Mornet S, Vasseur S, Dubernet C, Jaillard D, Degrouard J, Hoebeke J, Duguet E, Colombo P, Couvreur P <p> New folate-conjugated superparamagnetic maghemite nanoparticles have been synthesized for the intracellular hyperthermia treatment of solid tumors. These ultradispersed nanosystems have been characterized for their physicochemical properties and tumor cell targeting ability, facilitated by surface modification with folic acid. Preliminary experiments of nanoparticles heating under the influence of an alternating magnetic field at 108 kHz have been also performed. The nanoparticle size, surface charge, and colloidal stability have been assessed in various conditions of ionic strength and pH. The ability of these folate “decorated” maghemite nanoparticles to recognize the folate receptor has been investigated both by surface plasmon resonance and in folate receptor expressing cell lines, using radiolabeled folic acid in competitive binding experiments. The specificity of nanoparticle cellular uptake has been further investigated by transmission electron microscopy after incubation of these nanoparticles in the presence of three cell lines with differing folate receptor expression levels. Qualitative and quantitative determinations of both folate nanoparticles and nontargeted control nanoparticles demonstrated a specific cell internalization of the folate superparamagnetic nanoparticles. <p> Related article from National Cancer Institute: [http://nano.cancer.gov/news_center/nanotech_news_2005-10-10c.asp Targeted Magnetic Nanoparticles Heat Tumors to Death], October 10, 2005 <p> Reporting its work in the journal Bioconjugate Chemistry, a research team headed by Patrick Couvreur, Ph.D., describes its studies in which the investigators use folic acid to target magnetic nanoparticles to tumor cells. Once the tumor cells engulfed the nanoparticles, the researchers then heated the nanoparticles with a rapidly oscillating magnetic field. Preliminary data from these experiments suggest that the nanoparticles should be able to heat up cells beyond 43 °C – a known lethal temperature – after being in the oscillating magnetic field for 20 minutes. |} </div > Iron oxide is also used as a contrast agent. <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Superparamagnetic iron oxide contrast agents - November 2001</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Superparamagnetic iron oxide contrast agents: physicochemical characteristics and applications in MR imaging''' [http://www.springerlink.com/content/dp1u4ck9txjwf83b/] <br> Yi-Xiang J. Wang, Shahid M. Hussain, Gabriel P. Krestin <p> Superparamagnetic iron oxide MR imaging contrast agents have been the subjects of extensive research over the past decade. The iron oxide particle size of these contrast agents varies widely, and influences their physicochemical and pharmacokinetic properties, and thus clinical application. Superparamagnetic agents enhance both T1 and T2/T2* relaxation. In most situations it is their significant capacity to reduce the T2/T2* relaxation time to be utilized. The T1 relaxivity can be improved (and the T2/T2* effect can be reduced) using small particles and T1-weighted imaging sequences. Sections: * Introduction * Physicochemical characteristics of superparamagnetic iron oxide agents * Classification of superparamagnetic iron oxide agents * Application of superparamagnetic iron oxide agents in reticuloendothelial system imaging * Application of superparamagnetic iron oxide agents for bowel contrast * Application of superparamagnetic iron oxide agents for MR angiography * Application of superparamagnetic iron oxide agents for tissue perfusion imaging * Superparamagnetic iron oxide agents for receptor-directed MR imaging and magnetically labeled cell probe MR imaging * Conclusion |} </div > [[Category:Materials Science and Engineering]] 17312 79202 2007-01-20T22:02:05Z CQ 1939 /* Resources */ [[Category:Internet Audio and Video]] {{practicum}} The idea of [[Jamming Online]] has been around for a while. [[w:Todd Rundgren|Todd Rundgren]] envisioned the online [[w:jam session|jam session]] as far back as the late seventies, when the [[Internet]] was just a set of ragged protocols. [http://www.benmusic.net/mjn/pages/archrocket.html For those who remember], Resrocket (a.k.a Rocket Network) was a bold attempt to create an [[ad hoc network]] of musicians working with simple [[w:Digital Audio Workstation|Digital Audio Workstation]]s in a planet-wide [[w:Virtual Studio Technology|virtual studio environment]]. It was a start... ==Free Music== Though [http://www.avid.com/company/releases/2003/030404_rocketNetworks_corp.html Rocket Networks] fell into proprietary hands, it established an important precedent for overcoming '''[[Geospatial Information Systems (GIS)|geospatial limitations]]''' on musicians, allowing the creation of such organizations as the [http://www.benmusic.net/mjn/ MIDI Jazz Network], [http://www.kolabora.com/news/2004/07/23/collaborative_music_jamming_videoconferencing_makes.htm Kolabora] and many other projects. One focus of this [[Wikiversity]] [[learning project]] is to extend the online jamming paradigm to the open source/content world of [[Software freedom]] using things like [[w:LADSPA|LADSPA]], [[w:JACK|JACK]], open source [[w:VST|VST]], [[Audacity]], and an array of other [[w:Free audio software|free audio tools]]. ==The Workstation== '''NOTE: Money talks ...NOT!''' Each participant in an online jam session needs some sort of [[w:Digital Audio Workstation|Digital Audio Workstation]]. These can vary in complexity from the sublime to the ridiculous and can be built on anywhere from a shoestring budget to a King's Ransom. But before you jump into the [[w:bottomless pit|bottomless pit]] of high finance, you might consider carefully those with whom you will [[w:collaboration|cast your lot]]. If you wish to help produce [[audio resources]] of the [[w:.ogg|.ogg]] (versus [[w:MP3|MP3]]) variety, you should probably consider the most primitive need &ndash; a connection to other musicians. The audio workstations used in this course will be built on that shoestring budget mentioned above. We might have to move forward as a group quite slowly at first, according to the emerging Wikiversity tradition of [[w:consensus desision-making|consensus desision-making]] as it relates to developing [[Internet|network standards]] for this [[Wikiversity:original research|harbinger of innovation]]. ==Group Dynamics== '''CAUTION: Not for the faint of heart''' [[Topic:Basic Blues & Rock|The Blues and Rock Garage]] is a "place" at Wikiversity where jammers can meet to get started in a simple and basic hands-on experiential genre. Even if you are interested in pursuing [[School:Music|higher musical goals]] like [[School:Jazz|Jazz]], you'll appreciate the '''[[Wikiversity:Practicum|hard hat area]]''' mentality we hope to work from to create the pioneering [[Wikiversity:Sonic user interface|Sonic user interface]] &ndash; a Wikiversity exclusive. To "get on the same page", you might get a handle on [[Getting started with sound recording]], [[Topic:MIDI|MIDI basics]], [[Topic:Audio Engineering|Audio Engineering]], [[Topic:Internet Audio and Video|Internet Audio and Video]] while keeping an eye on [[Wikiversity the Movie/music]]. It's not about you any more. Get over it. Need more [[Talk:Jamming Online|Suggestions]]? ==Session Logic== '''WARNING: [[Wikiversity:Practicum|hard hat area]]''' The biggest problem to overcome in online jamming is [[wiktionary:latency|latency]] produced within your local machine and across the planet-wide network. The open source [[w:JACK|JACK]] system (JACK Audio Connection Kit) fills the bill for a low-cost, low-latency, real-time audio [[w:hardware abstraction layer|hardware abstraction layer]] for your workstation. This component allows your local session a means by which to synchronize with the networked session. The goal is to bring the group of collaborators into a closer-to-realtime environment. But that's a long-term strategy for building our own open source approach to the session. Let's slow down a minute... ==Tab Sheets== ''[[Talk:Jamming Online|Getting on the same page]]'' Tab sheets can be developed far in advance of a scheduled session. Like a musical score for an orchestra, a tab sheet provides that means of "getting on the same page" that we mentioned earlier. Collaboration at this level must be formed through standards and protocols, just like the [[Internet]] itself. We start with [[Topic:Basic Blues & Rock|Basic Blues & Rock]] using the ubiquitous 12-bar blues in the key of E simply for good '''measure'''. <small>''I don't think we'll even need a tab sheet for this. Just make sure you agree that we shouldn't be doing anything too fancy while [[Topic talk:Basic Blues & Rock|getting this bird off the ground]]. [[User:CQ|CQ]]</small> ==Collaborative Musicianship== ''[[User talk:CQ|Let's get personal]]'' [[Jamming Online]] is an ambition. If you are not prepared emotionally to work with others, you may meet with the same hardships, heartbreaks and perceived failures experienced in the enigmatic '''[[School:music|music]] [[School:business|business]]''' out in the so-called "real world". This learning project is as simple and basic as it gets, but presents '''[[Wikiversity:Sonic user interface|enormous potential]]'''. We start by [[Topic talk:Basic Blues & Rock|sweeping out the garage]], [[Talk:Jamming Online|getting on the same page]] and [[School:Jazz|moving forward together]]. Doing this as a '''band''' should be [[Learning to learn a wiki way|fun, challenging and exciting]] &ndash; but not [[wiki|quick and easy]] in terms of the typical wiki-based workgroup. This project purports to be much more, involving emotional sensitivities, channeling creative urges, accomodating massive egos, meeting technical challenges, overcoming socio-economic obstacles, developing complex social relationships, competing with proprietary paradigms... all the while building a culture of '''[[School:Music|musical awareness]]'''. Chances are, you found this page by looking around at Wikiversity with certain personal goals in mind. You probably also have a set of life experiences that have introduced you to the prospects and problems of musical collaboration. [[User:CQ|As for me]], I've had it with naysayers and unbelievers and frankly, I'm sick of my own lack of knowlege, drive and discipline &ndash; the true essentials. I do OK "down here" in the real world, [[School talk:Jazz|but...]] ==Resources== *[http://www.rogernichols.com/DAEQ.html EQ Magazine Columns authored by Roger Nichols] *[[w:Category:Free audio software]] ([[Wikipedia]]) *[http://www.ladspa.org/ Linux Audio Developer's Simple Plugin API (LADSPA)] *...this list goes on and on... [[Category:Music]] [[Category:Practicums]] [[Category:Blues & Rock]] [[Category:Jazz]] [[Category:Internet Audio and Video]] 17316 79145 2007-01-20T19:26:08Z CQ 1939 /* See also */ [[Category:Audio Engineering]] {{proposal}} [[Image:Wikiversity short.gif|thumb|center|350px|[[m:Embed Media|Got Sound?]]]] Imagine strapping on a [[getting started with sound recording|set of phones]], clicking a '''[[MediaWiki Project|listen]]''' link in the [[Help:toolbox|toolbox]] and hearing a sonic version of [[Wikiversity]] that automatically tracks your preferences and learning needs as you traverse the growing body of content here at the World's first [[wiktionary:community-built|community-built]] online learning environment. Imagine activating a [[Topic:Audio Engineering|hands-free microphone]] and chatting in real time on context-sesitive channel with other [[:Category:Wikiversitans|Wikiversitans]] who happen to be tuned to the same pages that you are. '''[[Topic:MediaWiki|Impossible?]]''' ==[[School:Music|Music]]== Imagine tuning in to live realtime sessions of [[School:Music|musicians]] who are [[Jamming Online]] as you browse casually through [[Portal:Portals|Portals]], speaking into your mic to request a tune, genre or style that you can sing along with. Imagine Wikiversity's own selection of classical ensembles, garage bands, chamber groups, choral groups and maybe someday even the [[School:Music|Wikiversity Choir and Philharmonic]]. Will Wikiversity attract this kind of talent and energy? '''[[School talk:Music|Who knows?]]''' ==[[School:Engineering|Engineering Challenges]]== [[Learning to learn a wiki way|The Wikiversity Way]] allows '''enormous potential''' for social interaction on many levels. Adding a '''sonic user interface''' that is transparent, easy-to-use, [[w:context-sensitive|context-sensitive]] and uniquely innovative to Wikiversity is not going to be an easy task. However, even the most brief look at [[Wikibooks]], [[Wikipedia]], the [[Wikimedia Commons]] and other [[MediaWiki Engine]] users shows that the collective knowlege-base of this [[metacommunity]] is well on its way to meeting the challenge, especially considering outstanding credibility in the general area of [[School:Computer Science|Computer Science]], [[Portal:Engineering and Technology|Engineering and Technology]]. There is little doubt in the minds of [[Internet]] [[w:prospector|prospector]]s that the Multi-media demands are there. Wouldn't it be great if [[Wikiversity:Schools]] could collaborate on pulling such a resource together? '''[[Talk:Learning to learn a wiki way|Ideas?]]''' ==[[Wikiversity Reports|News and Information]]== The new [[School:Journalism|School of Journalism]] and [[Topic:Speech|Speech Departments]] can go farther, faster with a streamlined multi-media platform from which to operate. The broader [[Wikimedia]] [[Portal:Community|Community]] could benifit from an expansive [[Topic:Internet Audio and Video|Internet Audio and Video]] [[w:application layer|application layer]] super-imposed upon the existing [[Topic:MediaWiki|MediaWiki]] application. This technology can place Wikiversity in a leadership [[UML|role]] and increase [[Wikimedia]]'s visibility as an [[w:Virtual community of practice|online metacommunity]]. New [[Wikiversity:Naming conventions|divisions and departments]] could spring up with unprecedented levels of practical focus in specialized areas such as [[Public Speaking]], [[Introduction to GarageBand|Background Music]], [[Podcasting]], [[Topic:Media Project Management|Media Project Management]], [[Current events]] and many other fields producing free multi-media content for a Global Free Internet public. '''[[Talk:Wikiversity Reports|It's closer than you may think]]''' ==Get Involved== '''[[Wikiversity:Be bold|Be bold]]''' ''[[Wikiversity talk:Sonic user interface|Let's talk!]]'' ==See also== *[[MediaWiki Project]] {{stub}} [[Category:Wikiversity]] [[Category:Audio Engineering]] 17321 72100 2007-01-12T07:43:39Z 69.70.204.135 /* Simple Conversation */ == Simple Conversation == Here is a sample conversation: Marc and Jeanette have just met. Marc: Bonjour. Je m'appelle Marc. Et toi? Jeanette: Bonjour, Marc! Moi, je m'appelle Jeanette. Comment ça va aujourd'hui? Marc: Ça va bien. Jeanette: Ah, c'est excellent! Il fait beau, non? Marc: Oui. Two phrases are introduced in this ''petite conversation'': ''Comment ça va aujourd'hui?'' translates to "How is it going today?". ''Ça va'' by itself is also an acceptable greeting. ''Il fait beau, non?'' translates to "It's pretty [weather]." In French, one uses the pronoun ''il'' with the verb ''faire'', which can be loosely translated as "to make, to do." Here, the phrase ''il fait...'' refers to weather. [[Category:French]] 17322 78358 2007-01-18T20:58:58Z CQ 1939 /* Network Layer */ adding sections - expanding... [[Topic:MediaWiki|MediaWiki]] as an application can be mapped into a [[w:metamodel|metamodel]] using two &ndash; no, three metaclasses: *'''Actors''' USER, GROUP *'''Objects''' TOPIC, CONTENT, PAGE, RESOURCE *'''Containers''' DOMAIN, NAMESPACE, SECTION, SCREEN Depending on what we want to map and how it will be presented and used, we can build our metmodel according to one of the nine to thirteen diagram types (depending on how much resolution we need). It is nearly always best to build from the top down or from the general to the specific, as it were. You actually can't do this unless you are also involved in a '''build''' that is concurrently happening somewhere else, whether you are acutly aware of it or not. In the MediaWiki '''use case''' this '''''build''''' happens first on a server down in Florida or someplace as the application is installed. "We", up here in the application and presentation world don't pay much attention to it, except for times like now, just to get it out of our stream of conciousness so we can move on to bigger and more urgent things. We want to join and continue the design process "upward and inward" thus getting over our '''feeling''' of being "down and out". <small>Yes, I also study [[w:community psychology]] if that's a surprise</small> The '''[[w:OSI model|OSI model]]''' is a good place to start visualizing our model. It lends itself well to the [[MediaWiki Engine]] and [[Wikimedia]] use case and because MediaWiki is an Internet application, we are pulled into the master CONTEXT of Internet protocols and standards inherent in an industry-standard '''basic reference model''' which we can use as a '''[[UML/Glossary|prototype]]'''. This is, of course subjective based on [[User:CQ|my]] viewpoint (all diagrams need a '''perspective'''), but watch what it can do if you flip it over. (You always have to be prepared to perform "mental gymnastics" when dealing with complex systems much in the same way that aviators must learn about inverted flight.) ''See [[Internet]] for some local coverage of the OSI model'' ==Physical layer== I type this stuff into this page using a keyboard &ndash; a '''physical object'''. It is my first '''interface''' to this PAGE which exists in the next layer up &ndash; the Data Link Layer. From my own personal [[Terminal]] object facility, the interface is an ''Editor'' that automagically appears when I click on a '''[[red link]]''' object, usually on another PAGE. The primary '''actor''' is '''''[[User:CQ|me]]''''' at least from my viewpoint, my SCREEN as I see it through my monitor &ndash; another physical object. ==Data-link layer== The basic unit (unified model) that I work on is the PAGE object to which I have an interface aggregation I call a '''terminal''' down there in the physical layer. Up here in the Data Link Layer, I'm not so much worried about keystrokes and screen feedback as I am about spelling, grammer, syntax, semantics and other data streams that I'm building. My hope is to enter something that is mutually meaningful to other USER and GROUP entities like you and your pals whom I am connected to through the '''Network Layer''' ==Network Layer== ...variable length data sequences from a source to a destination... ''Please put on your '''hard hat''''' ==Transport Layer== ==Session Layer== ==Presentation Layer== ==Application Layer== ==Putting it all together== ==See also== [[Category:MediaWiki Project]] 17325 67234 2007-01-06T02:59:39Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-a == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created using Final Draft demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Pedromax|Pedromax]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[Lesson:Formatting_the_script|format a movie script]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL-self}} 17326 67236 2007-01-06T03:21:19Z Elatanatari 2826 Redirecting to [[School:Journalism]] #REDIRECT [[School:Journalism]] 17327 67250 2007-01-06T05:08:28Z JWSchmidt 20 [[Category:Engineering and Technology]] [[Category:Engineering and Technology]] 17328 67261 2007-01-06T06:48:59Z MichaelBillington 1599 template to show the status of an IP over projects <span class="plainlinks"><span style="padding:0 4px; background:{{ #ifeq: {{{2}}} | y | #0F0; | #E0E0E0; }}">[http://en.wikipedia.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} p]</span><span style="padding:0 4px; background:{{ #ifeq: {{{3}}} | y | #0F0; | #E0E0E0; }}">[http://en.wiktionary.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} t]</span><span style="padding:0 4px; background:{{ #ifeq: {{{4}}} | y | #0F0; | #E0E0E0; }}">[http://en.wikiquote.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} q]</span><span style="padding:0 4px; background:{{ #ifeq: {{{5}}} | y | #0F0; | #E0E0E0; }}">[http://en.wikibooks.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} b]</span><span style="padding:0 4px; background:{{ #ifeq: {{{6}}} | y | #0F0; | #E0E0E0; }}">[http://en.wikisource.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} s]</span><span style="padding:0 4px; background:{{ #ifeq: {{{7}}} | y | #0F0; | #E0E0E0; }}">[http://en.wikinews.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} n]</span><span style="padding:0 4px; background:{{ #ifeq: {{{8}}} | y | #0F0; | #E0E0E0; }}">[http://commons.wikimedia.org/w/index.php?title=Special:Log&type=block&page=User:{{{1|127.0.0.1}}} c]</span></span> 17329 76988 2007-01-16T10:22:41Z 59.160.66.133 The field of science, which deals with the energies possessed by gases and vapours, is known as ''Thermodynamics''. It also includes the conversion of these energies in terms of heat and mechanical work and their relationship with properties of the system. The field of engineering science, which deals with the applications of thermodynamics and its laws to work producing and work absorbing devices, in order to understand their functions and improve their performance, is known as ''Thermal Engineering''. Understanding enthalpy and entropy is a major part of grasping the subject. Fundamental Units: Derived Unit: Some units are expressed in terms of other units, which are derived from fundamental units are known as [[Category:Mechanical Engineering]] 17330 67268 2007-01-06T10:21:25Z Franz Kies 2208 17331 67277 2007-01-06T10:29:28Z Franz Kies 2208 [[Image:10 Project Management-Components I.png|800px]] 17332 70851 2007-01-12T00:53:57Z JWSchmidt 20 [[Category:Economics]] The project aims to assess which are the labour unions' goals. What do they maximize? Only the wage rate as the Nickell's Right-to-Manage model states, both the wage rate and the level of empoloyment as in the McDonald and Solow's Efficient Bargaining, or both the wage rate and the hours of work as in Pencavel's? The literature on labour unions still have not found an answer and the empirical evidence does not seem to confirm the first two. Anyone who has opinions, empirical evidence or theoretical works can is welcomed to contribute to the project. In particular the literature of labour unions should still find evidence about the relation between hours of work and level of employment. Any contribution on the field is welcomed! [[Category:Economics]] 17333 67274 2007-01-06T10:27:22Z Franz Kies 2208 17334 67275 2007-01-06T10:28:36Z Franz Kies 2208 New page: [[Image:11 Project Management-Components II.png|800px]] [[Image:11 Project Management-Components II.png|800px]] 17335 77472 2007-01-17T02:17:10Z JWSchmidt 20 format Welcome to the School of Hydrology! Hydrology (from Greek: Yδρoλoγια, Yδωρ+Λoγos, Hydrologia, the "study of water") is the study of the movement, distribution, and quality of water throughout the Earth, and thus addresses both the hydrologic cycle and water resources. A practitioner of hydrology is a hydrologist, working within the fields of either earth or environmental science, physical geography or civil and environmental engineering. Domains of hydrology include hydrometeorology, surface hydrology, hydrogeology, drainage basin management and water quality, where water plays the central role. Oceanography and meteorology are not included because water is only one of many important aspects. Hydrological research is useful in that it allows us to better understand the world in which we live, and also provides insight for environmental engineering, policy and planning. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Hydrology|*]] 17336 76771 2007-01-15T22:35:32Z JWSchmidt 20 [[Category:Geology]] {{stub}} The field of geochemistry involves study of the chemical composition of the Earth and other planets, chemical processes and reactions that govern the composition of rocks and soils, and the cycles of matter and energy that transport the Earth's chemical components in time and space, and their interaction with the hydrosphere and the atmosphere. The most important fields of geochemistry are: #Isotope geochemistry: Determination of the relative and absolute concentrations of the elements and their isotopes in the earth and on earth's surface. #Examination of the distribution and movements of elements in different parts of the earth (crust, mantle, hydrosphere etc.) and in minerals with the goal to determine the underlying legalities of distribution and movement. #Cosmochemistry: Analysis of the distribution of elements and their isotopes in the cosmos . #Organic geochemistry: A study of the role of processes and compounds that are derived from living or once-living organisms. #Applications to Environmental and Hydrological studies. The man considered by most to be the father of modern geochemistry was Victor Goldschmidt, and the ideas of the subject were formed by him in a series of publications from 1922 under the title ‘Geochemische Verteilungsgesetze der Elemente’. [[Category:Geology]] [[Category:Chemistry]] 17337 67279 2007-01-06T10:30:29Z Franz Kies 2208 17338 67280 2007-01-06T10:31:40Z Franz Kies 2208 New page: [[Image:12 Project Management-Components III.png|800px]] [[Image:12 Project Management-Components III.png|800px]] 17339 67281 2007-01-06T10:33:26Z Franz Kies 2208 17340 67282 2007-01-06T10:34:14Z Franz Kies 2208 New page: [[Image:15 Project Preparation.png|800px]] [[Image:15 Project Preparation.png|800px]] 17341 67283 2007-01-06T10:34:49Z Franz Kies 2208 17342 67284 2007-01-06T10:35:33Z Franz Kies 2208 New page: [[Image:20 Kick-Off-Meeting.png|800px]] [[Image:20 Kick-Off-Meeting.png|800px]] 17343 67285 2007-01-06T10:36:17Z Franz Kies 2208 17344 67286 2007-01-06T10:36:52Z Franz Kies 2208 New page: [[Image:22 Statement of Work.png|800px]] [[Image:22 Statement of Work.png|800px]] 17345 67287 2007-01-06T10:37:28Z Franz Kies 2208 17346 67288 2007-01-06T10:38:01Z Franz Kies 2208 New page: [[Image:25 Status Report.png|800px]] [[Image:25 Status Report.png|800px]] 17347 67289 2007-01-06T10:38:44Z Franz Kies 2208 17348 77509 2007-01-17T03:32:49Z JWSchmidt 20 format Welcome to the Wikiversity '''School of Geophysics'''. Geophysics, the study of the earth by quantitative physical methods, especially by seismic, electromagnetic, and radioactivity methods. A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Seismology|Seismology]] (earthquakes and elastic waves) * [[Topic:Gravity and geodesy|Gravity and geodesy]] (the earth's gravitational field and the size and form of the earth) * [[Portal:Atmospheric science|Atmospheric science]], which includes: ** Atmospheric electricity and terrestrial magnetism (including ionosphere, Van Allen belts, telluric currents, Radiant energy, etc.) ** [[Topic:Meteorology|Meteorology]] and [[Topic:Climatology|Climatology]], which both involve studies of the weather. ** [[Topic:Aeronomy|Aeronomy]], the study of the physical structure and chemistry of the atmosphere. * [[Topic:Geothermometry|Geothermometry]] (heating of the earth, heat flow, volcanology, and hot springs) * [[School:Hydrology|Hydrology]] (ground and surface water, sometimes including [[Topic:glaciology|glaciology]]) * [[Topic:Physical oceanography|Physical oceanography]] * [[Topic:Tectonophysics|Tectonophysics]] (geological processes in the earth) * [[Topic:Exploration|Exploration]] and [[Topic:engineering geophysics|engineering geophysics]] * [[Topic:Geophysical engineering|Geophysical Engineering]] * [[Topic:Geodesy|Geodesy]] * Glaciology * [[Topic:Petrophysics|Petrophysics]] * [[Topic:Applied geophysics|Applied geophysics]] * [[Topic:Mineral physics|Mineral Physics]] * [[Topic:Engineering geology|Engineering geology]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Schools]] 17349 67291 2007-01-06T10:39:34Z Franz Kies 2208 New page: [[Image:30 Project Resources.png|800px]] [[Image:30 Project Resources.png|800px]] 17350 67293 2007-01-06T10:40:14Z Franz Kies 2208 17351 67295 2007-01-06T10:40:16Z Remi0o 3985 [[Topic:Geophysics]] moved to [[School:Geophysics]]: When taking content into consideration, seems to be a school, not a topic. #REDIRECT [[School:Geophysics]] 17352 67296 2007-01-06T10:41:06Z Franz Kies 2208 New page: [[Image:90 Project Audit.png|800px]] [[Image:90 Project Audit.png|800px]] 17353 76777 2007-01-15T22:39:02Z JWSchmidt 20 [[Category:Engineering]] Welcome to the department of Geotechnical engineering! [[Image:Boston_CAT_Project-construction_view_from_air.jpeg|thumb|right|200px|Boston's Big Dig presented geotechnical challenges in an urban environment.]] Geotechnical engineering is the branch of civil engineering concerned with the engineering behavior of earth materials. Geotechnical engineering includes investigating existing subsurface conditions and materials; assessing risks posed by site conditions; designing earthworks and structure foundations; and monitoring site conditions, earthwork and foundation construction. A typical geotechnical engineering project begins with a site investigation of soil and bedrock on and below an area of interest to determine their engineering properties including how they will interact with, on or in a proposed construction. Site investigations are needed to gain an understanding of the area in or on which the engineering will take place. Investigations can include the assessment of the risk to humans, property and the environment from natural hazards such as earthquakes, landslides, sinkholes, soil liquefaction, debris flows and rock falls. A geotechnical engineer then determines and designs the type of foundations, earthworks, and/or pavement subgrades required for the intended man-made structures to be built. Foundations are designed and constructed for structures of various sizes such as high-rise buildings, bridges, medium to large commercial buildings, and smaller structures where the soil conditions do not allow code-based design. Foundations built for above-ground structures include shallow and deep foundations. Retaining structures include earth-filled dams and retaining walls. Earthworks include embankments, tunnels, levees, channels, reservoirs, deposition of hazardous waste and sanitary landfills. Geotechnical engineering is also related to coastal and ocean engineering. Coastal engineering can involve the design and construction of wharves, marinas, and jetties. Ocean engineering can involve foundation and anchor systems for offshore structures such as oil platforms. [[Category:Engineering]] 17354 67298 2007-01-06T10:55:49Z Remi0o 3985 Licensed in the public domain. == Summary == Licensed in the public domain. == Licensing == {{Unknown license}} 17355 68405 2007-01-08T22:46:45Z JWSchmidt 20 [[Category:People]] {{Welcome and expand|213.240.194.72}} == hristo smirnenski == [[Category:People]] 17360 67311 2007-01-06T12:30:59Z MichaelBillington 1599 list 7 #{{Proxyip|211.107.139.25}} #{{Proxyip|211.108.62.5}} #{{Proxyip|211.108.72.8}} #{{Proxyip|211.108.96.84}} #{{Proxyip|211.109.160.156}} #{{Proxyip|211.109.245.15}} #{{Proxyip|211.11.159.26}} #{{Proxyip|211.110.6.214}} #{{Proxyip|211.110.97.163}} #{{Proxyip|211.111.157.2}} #{{Proxyip|211.111.250.239}} #{{Proxyip|211.112.180.120}} #{{Proxyip|211.112.213.130}} #{{Proxyip|211.113.187.3}} #{{Proxyip|211.113.192.115}} #{{Proxyip|211.114.26.209}} #{{Proxyip|211.115.224.8}} #{{Proxyip|211.115.232.228}} #{{Proxyip|211.116.14.201}} #{{Proxyip|211.117.203.21}} #{{Proxyip|211.118.184.247}} 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#{{Proxyip|216.136.2.253}} #{{Proxyip|216.136.4.22}} #{{Proxyip|216.137.109.2}} #{{Proxyip|216.137.65.86}} #{{Proxyip|216.138.211.80}} #{{Proxyip|216.139.170.45}} #{{Proxyip|216.139.221.43}} #{{Proxyip|216.144.92.172}} #{{Proxyip|216.145.252.254}} #{{Proxyip|216.148.244.37}} #{{Proxyip|216.148.244.57}} #{{Proxyip|216.148.244.89}} #{{Proxyip|216.148.244.90}} #{{Proxyip|216.148.244.91}} #{{Proxyip|216.148.244.92}} #{{Proxyip|216.148.246.133}} #{{Proxyip|216.148.246.153}} #{{Proxyip|216.148.246.155}} 17361 73965 2007-01-12T14:04:48Z 80.7.185.57 /* Symbols */ ==Boolean Algebra:== ==Introduction== Boolean algebra is a specialized algebraic system which deals with boolean values, i.e. values that are either true or false. It forms part of a system called [[w:Boolean_logic]], but we will discuss it here as part of a course on digital electronics. Boolean algebra describes logical and set operations. A logical operation might be for example: "I have flour and water, I can make doe". In a case where I have flour and water, this statement is true. If one of the elements is not true then it is clearly false. <br> Another might be: "I have eggs or bacon, I have food" In a case where I had eggs but not bacon, or if I had only bacon, or if I had eggs and bacon, the statement I have food would be true. Only if I did not have eggs or bacon would "I have food" be false. Boolean Algebra works like this. One creates statements which are true only if all their component statements are true. Now, taking the first example, lets replace flour with a letter representative of it: F, water with W, and doe with D. In order to write it out we need a symbol for and. The symbol for and in boolean algebra is <math>\land</math>. <br> Therefore, bringing the above together, "I have flour and water, I can make doe" could be described: <math>F \land W = D</math> ==Symbols== We now have the concept of symbols that can be true and false, and symbols describing logic. Lets have a look at these logic operations: *<math>\land</math> Signifies a logical AND. *<math>\lor</math> Signifies a logical OR. *<math>\lnot</math> Signifies a logical NOT. To add a bit of confusion, engineers of then use + for OR and a multiply sign (x, * or . ) for AND. Also, some use a line above a symbol or expression, or ! proceeding a term to signify NOT. Operations, One by one: *<math>\land</math> signifies AND. I like to remember this by its similarity to an 'n'. ::AND describes a situation where the statement is true <b>only</b> if the parts on its left <b>and</b> its right are true. *<math>\lor</math> signifies OR. ::OR describes a situation where the statement is true if <b>either</b> of the parts on its left <b>or</b> its right *<math>\lnot</math> signifies NOT. ::NOT inverts the symbol or bracketed expression following it. So if A is true and I say B = <math>\lnot</math>A then B is false. ==Truth Tables:== A truth table is a mathmatical table which describe the output of a logical function in terms of its inputs for all combinations of different inputs. {| border="0" cellpadding="10" cellspacing="0" |- || <math>\land</math> AND <br> Examining equation: <math>A \lor B = X</math> Where each row has a different combination of A and B, and the result value X <math>A \lor B = X</math> {| border="1" cellpadding="4" cellspacing="0" |- ! A || B || X |- ! True || True || True |- ! True || False || False |- ! True || False || False |- ! False || False || False |} || <math>\lor</math> OR <br> Examining equation: <math>A \lor B = X</math> Where each row has a different combination of A and B, and the result value X {| border="1" cellpadding="4" cellspacing="0" |- ! A || B || X |- ! True || True || True |- ! True || False || True |- ! True || False || True |- ! False || False || False |} |} You should get familiar with these because you'll be seeing a lot of them later. ==Rules and Syntax== We now know the symbols usable in boolean algebra, and what they mean, and have seen a few basic examples. Now lets have a look at rules and syntax: ===Combining Operations=== So two elements contributing to one result is all very well, but what if I consider bacon and eggs and Cheese food?<br> Elements can simply be chained together by putting in more operations. So the above would be: <br> <math> Bacon \land Eggs \land Cheese </math> <br> But what about if you have both OR and AND operations present? In order to clearly and unambiguously communicate our equation, we have to use parentheses(brackets). Bracketed expressions are solved from the inner most brackets first. For example: <br> If I only consider only Bacon AND Eggs a meal, but cheese is also a meal on its own I would write: <br> <math> I have (Bacon \land Eggs) \lor Cheese, I have a meal</math><br> If I only consider Bacon AND Eggs, or Bacon AND Cheese a meal but any one item alone, or egg and cheese not to be a proper meal I would write: <br> <math> I have (Bacon \land (Eggs \lor Cheese), I have a meal</math><br> [[Category:Electronic engineering]] [[Category:Mathematics]] 17362 80896 2007-01-25T08:44:19Z Pdub21980 5782 /* Science */ A common theme of science fiction is speculation about the ultimate effects of technology on human existence. Some authors have imagined that all technological discoveries and changes will be accomplished in the distant future while others have suggested that technological change is a fundamentally exponential process that will culminate in the relatively near future ([[w:Technological singularity|Technological singularity]]). Many such speculations involve a role for [[w:Strong AI|intelligent devices]] that might be able to catalyze technological change at a very rapid pace. Douglas Adams turned such speculations on their head and wrote about computing deices of the future that reveal the ultimate truth of the universe to be an absurdity<ref>''[[w:The Hitchhiker's Guide to the Galaxy|The Hitchhiker's Guide to the Galaxy]]'' by [[w:Douglas Adams|Douglas Adams]].</ref>. Why is it natural for people to imagine that there are fundamental questions about the universe that we should be able to answer using technology? ==Religion== ==Philosophy== ==Science== Technology is all we know today. Most, if not all of our advances in humanity as a whole, are very closely related to developing technology. With every new advance, we find new answers to dilemmas that have plagued us. Technology will not be the enemy in the future. Deciding on where to apply it, and knowing when to say stop, is where there will be a problem. ==See also== *[[Why The Question|Why do we think that there is or might be a fundamental question of life the universe and everthing?]] *[[Exploring science through fiction]] ==References== <references/> [[Category:The Question]] 17363 67875 2007-01-08T02:25:42Z JWSchmidt 20 [[Category:Music]] == Brass Instruments == The members of the brass family of instruments produce a tone that can range from the very mellow and sweet to the very harsh and loud. Often used as both section and solo instruments in a wide range of musical styles, brass instruments are used in nearly every stylistic context. There are several features common among all instruments of the brass family : * A [http://en.wikipedia.org/wiki/Mouthpiece_%28brass%29 mouthpiece], playable on its own, but very rarely played alone * A length of metal tubing, the shape of which determines the pitch and tone quality of the instrument * A method by which the length of the tubing is changed (although certain instruments do not contain such a device, such as the [http://en.wikipedia.org/wiki/Bugle_%28instrument%29 bugle]) A tone is produced by "buzzing" on the mouthpiece, creating vibrations through the length of tubing. The lengh of the tube is typically changed in two ways : valves and a slide. For more technical information, see [http://en.wikipedia.org/wiki/Brass_instrument the Wikipedia article]. [[Category:Music]] 17367 67373 2007-01-06T19:21:07Z MaryCordova 4067 Used by Permission of Chris Cassat. Thank you from the Mesa State College Philosophy Students. Used by Permission of Chris Cassat. Thank you from the Mesa State College Philosophy Students. 17368 67377 2007-01-06T19:25:51Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 17370 68443 2007-01-09T00:09:22Z JWSchmidt 20 [[Category:Artificial Intelligence]] An ''intelligent agent'' is a machine (either theoretical or physically realized) that is provided ''input'' from its surroundings and generates ''output'' based on the input. An agent differs from a mathematical function or computer subroutine in that an agent interacts with its surroundings for an extended amount of time. Human beings are examples of intelligent agents. Human beings recieve stimuli to their nervous system from the world around them and repond with appropriate movements. A simpler example seen in real life is robotic vacuum cleaners that change their movements in response to their environment. An agent's inner workings may either keep a record of past input or determine its output only from its current input. If an agent's output only depends on its current input, a simple acyclic arrangement of ''logic gates'' may determine the output from the input. Acyclic means that the outputs of the logic gates can't feed back into previous inputs. Cyclic logic gate arrangements allow circuits to store memory (e.g. with flip-flops). If an agent can store past inputs and its actions depend on past inputs, it can be described formally as a ''finite state machine'' (FSM). A finite state machine can be in one of a number of internal states. Each time a FSM recieves an input, the FSM gives an output and may change its internal state. Both the output and the new internal state depend on both the current input and the internal state. Because a FSM has a limited number of internal states, an agent can only store a maximum amount of information about its past experiences. Because an agent cannot keep a memory of every input it has recieved, an agent must be able to determine what information is worth remembering. Although any agent can be described in principle with a FSM, in practice the FSM model may not be the easiest way to understand an intelligent agent. It may be easier to understand some agents as consisting of neural networks or other computational components. --[[User:ChronicElement|ChronicElement]] 21:59, 6 January 2007 (UTC) [[Category:Artificial Intelligence]] 17373 76800 2007-01-15T23:15:58Z JWSchmidt 20 [[Category:Physics]] == Trigonometric Functions == :<math>\sin \theta = { \mathrm{opposite} \over \mathrm{hypoteneuse} }</math> :<math>\cos \theta = { \mathrm{adjacent} \over \mathrm{hypoteneuse} }</math> :<math>\tan \theta = { \mathrm{opposite} \over \mathrm{adjacent} }</math> == Table of Common Angles == {| width="400" |- align="center" | degrees || radians || sine || cosine || |- align="center" | <math>0 \, </math> || <math> 0 \, </math> || <math> { 0 } \, </math> || <math> { 1 } \, </math> || |- align="center" | <math>30 \, </math> || <math>{\pi \over 6}</math> || <math> { 1 \over 2 } </math> || <math> { \sqrt{3} \over 2 } </math> || |- align="center" | <math>45 \, </math> || <math>{\pi \over 4}</math> || <math> { \sqrt{2} \over 2 } </math> || <math> { \sqrt{2} \over 2 } </math> || |- align="center" | <math>60 \, </math> || <math>{\pi \over 3}</math> || <math> { \sqrt{3} \over 2 } </math> || <math> { 1 \over 2 } </math> || |- align="center" | <math>90 \, </math> || <math>{\pi \over 2}</math> || <math>1 \, </math> || <math> 0 \, </math> || |} == Identities == :<math>\tan \theta = { \sin \theta \over \cos \theta } </math> :<math>\sin^2 \theta + \cos^2 \theta = 1 \, </math> [[Category:Physics]] 17374 67431 2007-01-06T23:34:41Z JWSchmidt 20 /* External links */ link repair Knowledge can be represented with propositional calculus or with first order predicate calculus. Propositional calculus deals with the truth or falsehood of logical statements (propositions). Predicate calculus deals with statements involving the properties of objects (these properties and relationships are called predicates like verbs are in grammar). In propositional calculus variables such as p, q and r, are used to represent truth or falsehood. These variables are modified and joined with operators such as '''''and''''', '''''or''''', and '''''not'''''. All of these combine two statements into a single statement except for '''''not''''', which only modifies one statement. There is a standard way to represent these logical operators in symbolic logic. OR is represented with a sans-serif, capital V (from the Latin vel). AND is represented with the same symbol as OR, but upside-down (resembling the A in and). NOT is represented with a tilde (~), but is also written another way. A statement involving several variables can be called a compound statement. A compound statement's value (true or false) is determined from the values of the variable inside it. A statement that is the negation (the '''''not''''' operation) of another has the opposite truth value. If p is true, ~p is false, and vice versa. A statement formed with the and operation is true only if both of the statements joined are true, it is false otherwise. A statement formed with the or operation is true if at least one the statements joined together are true (one or the other, or both), and false if both statements are false. Reasoning in propositional calculus consists of determining whether statements are true or false in the prescence of incomplete information. This can be done using ''logical equivalencies'' such as the associativity and commutativity of AND and OR, and the double negative law. First order predicate calculus allows more expressiveness than propositional calculus. Predicate calculus allows properties of arbitrary objects to be described. Predicate calculus includes two quantifiers. The existential quantifier is used to state that an object with a given property exists and can be read as "there exist". The universal quantifier is used to state that all objects have a property and can be read as "for all". The existential quantifier is written as a backwards capital sans-serif E. The universal quantifier is written as an upside-down sans-serif capital A. The universal quantifier and the existential quanifier are related to each other; if all objects have a property, then no object exists that doesn't have that property. Peano's axioms define numbers using first order predicate calculus, except for the law of induction which requires second order predicate logic, where properties can have properties (e.g. equality being transitive). Peano's axioms say that 1 is a number, every number has a successor (which is also a number), that no number has 1 as a successor (1 is the first number), that no two numbers have the same successor (the number doesn't have forks), and states the law of induction (if 1 has a property, and any number having that property means the next number has it too, then all numbers have that property). First order predicate calculus is used instead of higher order logics in knowledge representation because it is more difficult to do reasoning in higher order logics, and first order logic usually is expressive enough. --[[User:ChronicElement|ChronicElement]] 23:02, 6 January 2007 (UTC) ==External links== *[[w:Knowledge representation|Knowledge representation]] - Wikipedia article [[Category:Artificial Intelligence]] 17376 67417 2007-01-06T23:06:53Z Elatanatari 2826 Redirecting to [[Filmmaking]] #REDIRECT [[Filmmaking]] 17377 67426 2007-01-06T23:26:00Z JWSchmidt 20 category [[Category:Computer Science]] 17378 68024 2007-01-08T04:44:57Z JWSchmidt 20 [[Category:Problem solving]] Constraint satisfaction is the group of problems where solving the problem consists of finding a solution that meets certain constraints. Many real-world problems can be described as constraint satisfaction problems (CSPs). Engineering is a CSP where an object must be specified with a certain cost that performs a given task. Airline routing is a CSP where cost and customer satisfaction are constraints. Coloring a map using a limited number of colors is a CSP. Designing software can even be described as a CSP where program size, memory usage, cost to produce, the average time it takes a user to complete a task etc. are constraints. Many NP-complete problems are constraint satisfaction problems (e.g. boolean satisfiability where a set of input truth values must be found that causes a statement of propositional logic to be true). Because the consensus is that NP-complete problems are intractable (cannot be solved on a computer in time polynomial to the size of the problem), even with quantum computing, it is likely that in general constraint satisfaction problems cannot be solved perfectly. Because of the importance of CSPs in the real world, and the difficulty in solving them, developing algorithms to efficiently solve CSPs is an important field. Algorithms can be designed that attempt to find a perfect solution in the smallest amount of time, or find the best possible solution given limited time. --[[User:ChronicElement|ChronicElement]] 23:30, 6 January 2007 (UTC) [[Category:Problem solving]] 17380 67446 2007-01-07T00:04:32Z JWSchmidt 20 [[School:Law]] Welcome to the Wikiversity '''School of Criminal Justice''', part of the [[Portal:Social Sciences|Social Sciences]]. The School of Criminal Justice works in close cooperation with the [[School:Law|School of Law]]. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Founded 6 January 2007''' - School founded! [[Category:{{PAGENAME}}| ]] 17381 67439 2007-01-06T23:44:32Z JWSchmidt 20 categories [[Category:Social Sciences]] [[Category:Law]] 17382 76765 2007-01-15T22:31:42Z JWSchmidt 20 [[Category:Biology]] Welcome to the Wikiversity '''Department of Genetic Engineering'''. ==Department description== The Department of Genetic Engineering is a Wikiversity content development project where participants create, organize and develop learning resources for genetic engineering. Genetic engineering, genetic modification (GM) and gene splicing are terms for the process of manipulating genes, usually outside the organism's natural reproductive process. It involves the isolation, manipulation and reintroduction of DNA into cells or model organisms, usually to express a protein. The aim is to introduce new characteristics or attributes physiologically or physically, such as making a crop resistant to a herbicide, introducing a novel trait, or producing a new protein or enzyme, along with altering the organism to produce more of certain traits. Examples can include the production of human insulin through the use of modified bacteria, the production of erythropoietin in Chinese Hamster Ovary cells, and the production of new types of experimental mice such as the OncoMouse (cancer mouse) for research, through genetic redesign. Since a protein is specified by a segment of DNA called a gene, future versions of that protein can be modified by changing the gene's underlying DNA. One way to do this is to isolate the piece of DNA containing the gene, precisely cut the gene out, and then reintroduce (splice) the gene into a different DNA segment. Daniel Nathans and Hamilton Smith received the 1978 Nobel Prize in physiology or medicine for their isolation of restriction endonucleases, which are able to cut DNA at specific sites. Together with ligase, which can join fragments of DNA together, restriction enzymes formed the initial basis of recombinant DNA technology. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Biology]][[Category:Medicine]] 17384 76957 2007-01-16T05:33:37Z Roadrunner 63 /* Corporate law with Chinese characteristics */ Comments appreciated: NOT FOR CITATION Toward a theory of corporate governence in China's socialist market economy == Introduction == There is widespread interest in corporate governance both in the context of the economy of the People's Republic of China and in a global conext. This interest is due to a convergence of historical factors. Within the PRC, the effort at restructuring the corporate and financial systems which occupied the Chinese economy during the 1990's, has removed the worst performing companies and produced state-owned enterprises which are mostly profitable (*** cite Goldman report ****). With this phase of economic reform complete, the focus has now turned to making Chinese corporations world class global corporations incorporating the most modern management techniques (*** need to go through State Council report and cite invivdual goals****). This desire to improve efficency comes at a time in which corporate governance has received increase prominence globally. During the early 2000's, the United States underwent a series of scandals including those of Enron [http://www.washingtonpost.com/wp-dyn/business/specials/energy/enron/] and Worldcomm (**** cite ****) which greatly increased interest in issues of corporate governance, particularly management accountability to shareholders and institutional efforts insuring corporate responsibility (**** cite *****). This has led to passage of laws such as Sarbanes-Oxley. (*** need to put Sarbanes in more context of corporate goverance ****) This interest in corporate governance has created healthy debate and dialogue over the role of the corporation, the relationship between the state and the corporation, and what institutions and measures are needed to improve corporate governance. (*** The post-structuralist in me wants to deconstruct the idea of improving corporate governance. A meta-analysis of the role of the corporation would be useful here ****) In undertaking this discussion, it would be useful to think deeply about the concepts that we are using. For example what constitutes "good corporate governance" or "bad corporate governance"? What is the reason why corporate governance is "good" or "bad" or does this concept even make sense. :Stakeholder theory attempts to address this by identifying what elements of society have a vested interest in corporation activities and performance. [http://en.wikipedia.org/wiki/Stakeholder_theory] To focus this debate, it is useful to create normative models of corporate governance. These models should be consistent with our observed experience, yet provide guidelines for what policies to undertake. Difference between models can be discussed in order to further debate in which future public policy should be. In this paper we propose a model of corporate governance that is based on the concept within Austrian economics of the economic calculation problem. We argue that the notion of economic calculation gives rise to a normative model of corporate governance, and that this model produces results similar to that produced by traditional models in Western economies, but creates some unique outcomes when applied to the socialist market economy of the People's Republic of China. == Weaknesses in corporate governance models == The standard model of corporate governance in the West is basied on an "agency model" in which the goal of corporate governance is to have management act according to the will of the investors. (*** look at Roe's paper. This is overly simplified ***) In 2000, Hansmann and Krankman argued for the "End of History in Corporate Law" and the premise that corporate law would converge on a Anglo-American model of shareholder value maximization. Where this to be the case, a standard definition of corporate governance used with Anglo-American corporations would be applicable. However Hansmann and Krankman's paper was written before the advent of the Enron and Worldcomm scandals which called into question the Anglo-American value of shareholder value maximization. (Suchan 2004) The existence of multiple stable models of corporate behavior is significant because if there are two different models of corporate behavior in developed economies, the future evolution of the Chinese economy is no longer determined but could evolve in the direction of the Anglo-American model, the German model, or to something that does not resemble any current known corporate model. We believe that this is the case, and the path dependence of the future evolution of the Chinese economy is not predetermined opens the question of how one should evaluate the paths that China could take. In particular, the agency model is problematic when extended to China's socialist market economy. The Berle and Means approach in which the definition of good corporate governance is to cause management to obey the will of the shareholders leads to incoherence if the dominant or only shareholder is the state. Taken to it's logically conclusion a Berle and Hall definition of corporate governance would imply that the solution to Chinese corporate governance is reimposition of central planning, a conclusion which most would find absurd. An alternative definition of agency theory would include the interactions between dominant shareholders and minority shareholders, or would eschew agency theory altogether to create a sociological description of the corporation in terms of the interaction between various stakeholders (Aguliera). Although this approach is useful in undertaking comparative studies of corporate governance and for seeing how the corporation interactions with its surrounding environment, a sociological approach has the drawback that it is descriptive rather than normative. While these theories provide a view of how a corporation does work in a given social context, they provide little guidance in understanding how a corporation *should* work, and what changes in the sem ocial or legal environment are desirable. Another problem is choosing between the opposing differences in corporate governance. Although the economy of the PRC economy is often modeled as a transitional economy between central planning and market economics, the PRC economy is a hybrid in another sense in that the model for corporations also includes difference between German/Japanese corporate models and Anglo-American models for securities and banking. The PRC is based on a German civil law model and like the corporate law of Germany, the structure of the corporation is fixed by law. However like Anglo-American model, there is no centralized ownership by the banking system. The hybrid nature of the PRC legal and economic system is the result of both historical and political factors. The historical factors involve the time at which China adopted a legal system and a corporate system. China adopted its legal infrastructure in the 1930's at a time in which the dominant models were Germany and Japan, which had adopted a German based legal system. The crucial decisions regarding corporate restructuring were done in the early 1990's when the United States had just succeeded in winning the Cold War and in which the Japanese model of corporate ownership had come under doubt due to the collapse of the real estate bubble. In addition to these historical factors, there may be political factors at work in explain the choices made by the PRC government. A flexible corporate law, such as those found in the state of Delaware, requires a skilled and powerful judiciary in order to interpret that law in addition to a need for a substantial body of case law. The lack of pre-existing case law in addition to the lack of desire to create a powerful and independent judiciary capable of creating such a set of laws, may explain the attractiveness of the German model of corporate to the Communist Party of China in that detailed rigid legislation reduces the scope and power of the judiciary. At the same time, the desire to prevent alternate centers of economic power leads to American models of securities and banking. The suspicion of concentrations of independent economic power which could potentially control or challenge the Party's rule, we argue coincidentally corresponds to American mistrust of concentrations of economic power and suspicion of economic elites controlling the government (Roe, 1994). We argue that this is why the Communist Party has chosen to adopt elements of American economic law such as the Glass-Stegall separation of commercial and securities as well as the prohibition of bank ownership of industry found in the Bank Holding Act of 1956. By adopting an economic model in which capital allocations decisions are made by Adam Smith's "invisible hand" rather than by a identifiable person, the Party removes the possibility of a group of people attempting to control or displace the Party through economic means. We argue that the Western "agency concept" of corporate governance is a consequence of a broader definition of corporate governance, which is to set up the corporate institution so that it responds rationally to economic signals. We further argue that in the context of Western economies, our definition of corporate governance reduces to the agency concept of corporate governance, but it does not do so within the context of PRC listed corporations. Finally, we use our definition of corporate governance to suggest avenues for future development in PRC Corporate law. == The economic calculation problem == We begin with the question of what were China's difficulties during the pre-reform period. Before 1978, the economy of the People's Republic of China was organized along a model of socialist central planning with the problems associated with these systems. The basic problem with central planning was first explain my Austrian economists such as Ludwig von Mises as the economic calculation problem. == The role of the corporation in market economies == Although Austrian economics has a well developed theory explaining the failure of socialist central planning, a theory of the firm is less established. (Klein) Building on recent work which explains the existence of Korean congolmerates, we propose a theory of the firm based on information principles. With small groups of individuals, the amount of information uncertainty is minimized, and planning is possible. At the level of a national economy, the amount of information processing needed to undertake planning makes it impossible. Therefore at some size between that of the individual and a national economy, there is a transition between planning and the market. This makes it possible to speak of the market consistent of "planning units" of different sizes, and we propose that these planning units correspond to corporations in a market economy. This theory of the firm is similar to that of Coase (1937) which views the firm as transition between management costs and the transaction costs associated with a market. However, unlike Coase, we view the transition as necessary not because of transaction costs, but because of the necessity of economic planning at small scales, and the impossibility of economic planning at large scales. Between the planned firm and the unplanned market there is an interface at which pricing signals from the decentralized market are transmitted to the centralized firm. We argue that whether this transmission of signals works correctly is dependent on the institutional characteristics of the corporation. The fact that transmission of market signals depends on the institutional characteristics forms the basis for our definition of corporate governance. == Corporate goverance defined == We define corporate governance as establishing mechanisms by which the units of planning with in a market economy response in a economically rational manner to market signals. (Bergof 1995) This definition contrasts with the definitions of corporate governance which define corporate governance as structuring a corporation such that management carries out the will of the shareholders or those that view governance as actors within an institutional framework (Aguilera) === Rationality defined === We define the term rationality as stating that given a set of corporate goals, the corporation will implement policies that will maximize profit within those set of goals, and that the corporation will also act in a manner that does not threaten its long term viability. By choosing this definition of rationality, we are deliberately avoiding the question of what goals the corporation should seek, and therefore avoiding the debates on the corporate social responsibility. Although these two definitions are different, we argue that in an established market economy such as those in the United States or Britain that these two definitions are consistent with each other. In these economies, large corporations have already institutionally set up such that having management interact with the shareholders in a proper way will cause the firm to act in an economically rational manner. === Compared with agency definition === The advantage of the market signal definition of corporate governance over the agency definition is that it expands corporate governance to include the identities of the shareholders as well as includes the supporting market institutions within the definition of corproate governance. It also expands the remedies involved improving corporate governance to include not only legal remedies, but also those that involve interactions between the shareholders. The problem of overdilution of share power can be solved by combining shareholders into institutional investors, whereas the problem of overconcentration of share power can solved by splitting up the shareholders. == Why corporations exist == The corporation serves as a unit of planning within the context of a market economy. Profits and losses from the corporation can be measured and the net contribution or drain that the corporation has on the economy can be measured. Without additions capital inputs, a corporation which is unprofitable will eventually run out of cash and cease operations. If it is considered socially desirable for the corporation to continue to exist, the amount of social resourced need for the corporation to continue can be measured and decisions can be made accordingly. With this framework, we see why converting state-owned-enterprises into corporations is useful even in the absence of changes in management. A badly managed corporatized SOE will drain cash and require infusions of cash for it to continue economic activities, and those cash infusions can be measured and rationed. By contrast in a classical centrally planned economy, economic activities which destroy value can be maintained indefinitely. The corporation creates effectively a firewall to insure that economically destructive activities will destroy the corporation before it destroys the entire economy. == The problem of the dominant shareholder === Dominant shareholders can leverage corporate control to undermine market mechanisms. It is important to note that the objections to dominant shareholders exist regardless of the identity of shareholder is the state actor or is a private actor. They do not may not exist when the dominant shareholder is merely a shell for diversified owners. == State actors and dominant shareholders == The objections to dominant shareholders for large industrial companies may seem to preclude any form of state ownership. However, this assumes that the state is a unified, monolithic body. While this assumption make hold in some cases such as the Soviet Union or pre-reform China, the view of the state as a unified, monolithic body is questionable within current institutions of the People's Republic of China. Chinese economic reform has been characterized by decentralization of economic power from the center to the provinces and to localities. This decentralization has led some to characterise the Chinese system as de-facto federalism (cite Qian). Disputes between center and local officials and between provinces are very common (citation). Although the Communist Party maintains a coordinating role, and the center maintains a tight control over the military which is the ultimate guarantor of national unity, these two controls do not create a single unified actor. This creates the potential for a model of diversified state ownership. == Diversifying ownership in SOE's == The varied number of state actors in the China's socialist market economy allows for a novel way to resolve the problem of the dominant shareholder, by dividing state owned shares among different state actors, and by combining those actors with private actors to insure a diverse set of interests in the corporate governing boards. While these actors may have very different and contradictory interests, they are joined by the desire to see the corporation act in an economically rational manner. == The role of the state == Within our framework, we see that the state can serve three different and conflicting roles: * the state as shareholder - in which it transmits market signals to the firm * the state as referee - in which it maintains the institutions of the market and adjudicates disputes * the state as corrector - in which the state intervenes in the market to correct some failure such as mispricing of externalities or to provide public goods. In most western economies the state has served the latter two roles as referee and as corrector. However, the idea of the state as a shareholder which is one of many actors transmits market signals has largely not been explored in Western economies, and we argue that this is due to the path dependence of economic development. In the West, large corporations began as private enterprises, and the theoretical justifications for nationalization and state ownership were based on the premise that markets were unable to allocate goods in a socially equitable manner. Hence the idea of state ownership in Western economies has been to view state-owners as anti-thetetical to the market rather than consistent with it. By contrast the historically development of China has been different. At the start of the reform period, the entire Chinese industrial infrastructure was state-owned, with non-state actors only appearing later. The Chinese state has in addition taken an active role in forming and providing capital to Chinese industry since the Song Dynasty (cite Hills Knownton). As such, arguments that the state should continue to play a role in managing state owned enterprises need not be premised on the idea that the market is inherently bad or that in in an idealized economy, that the state ownership is inherently better than non-state ownership, or even that state actors are better being shareholders than non-state actors. All that is necessary is to point out that China has started out with an environment in which large sectors of the economy are state-owned and that having an efficient environment is not incompatible with the state continuing to act as a shareholder. In debating this issue, one can see the literature that argues that state owned enterprises are less performant than non-state enterprises. However, this literature is deficient in a number of ways. The first is that is that comparisions between the state sector and non-state sector do not correct for differences in the type of industry, the location of the firm, and the fact that state-owned enterprises were responsible for health and welfare benefits that were not available to non-state. In addition, aggregate comparisons do not distinguish between different types of SOE's, putting small SOE's and large SOE's in the same category despite their different characteristics (see Guo). Finally is that a comparison that shows that state-owned enterprises are not as performant as non-state owned enterprises does not illustrate that non-state owned enterprises are *inherently* incapable of being run as well as private industry. However, despite the fact that Western economies do not formally view the state as shareholder, there are Western institutions in which states do act as shareholders to maximize profits. Examples of these are the state pension funds of California and Michigan or the large endowment funds of public universities (UT Austin). In some cases, these state entities acting == Paradoxes == Our model resolves certain paradoxical elements of Chinese economic reform. The first is involves reconciling the desire to separate ownership from management with the opposition to management buy outs. The separation of ownership from management is intended to prevent non-market signals from interfering with the management of corporation, while a management buyout completely removes market discipline from the operation of the corporation. Our model also provides a guide that explains why a middle way between the dominant shareholder and the non-dispersed share holder model may be desirable in the Chinese market, but unnecessary in the American market. The goal of corporate governance is to allow for market signals to control the behavior of management. This is not done when there is either one signal shareholder that, short of bankruptcy, can avoid market discipline, nor is this the case when ownership is too widely dispersed unless countervailing mechanisms can be put into practice. Finally our model may explain the paradox explored by Allen and Jian of how China has such extraordinary growth in the absence of traditional measures of corporate governance. One should note that in the areas of the Chinese economy with especially large economic growth are areas in which the planning constraint is not very highly developed and in which market signals can be translated very quickly into implementation. == China is not a transitional economy == Based on our theoretical framework we argue that China should not be seen as an economy transitioning between socialist and capitalist forms of economy (cite Huang), nor do agree those that would argue that China is in a "trapped transition" (cite Pei). Those views of the Chinese economy assume that that there is a natural progression between a Russian style centrally planned economy and Anglo-American economy to which all economies should naturally converge. We dispute this picture on two points. First we argue that the People's Republic China has already made the crucial transition between a system in which resources were administratively allocated and one in which resources are allocated by a pricing system. Although there remain some commodities whose price is fixed by the state (namely energy products) most prices are fixed by the market, and this has been the case since the end of the dual pricing system in 1993. As Mainland China has a functional pricing system, we argue that the basic infrastructure needed to solve the economic calculation problem now exists. Given that the People's Republic of China is now a market economy, the question is how do firms behave within this environment. In contrast to those that speak of the "End of the History of Corporate Law" and believe that the world will covergence to an permissive system of corporate law similar to that of Delaware, the fact that corporations have so many different variations across the world, and the fact that the reasons for those variations have to do with accidents of history, lead us to doubt that the economic structure of the Mainland Chinese economy will naturally converge to the Delaware model or any other model. == Corporate law with Chinese characteristics == Based on the above discussion, we make the following recommendations for the development of law within the People's Republic of China. === Unify corporate law === Clarke argues for a division of law between non-state and state enterprises so that state enterprises. (*** check to see if Clarke actually argues this ***) We argue that any effort to create a division of law is outweighed by its disadvantages. First by having different corporate laws implies a difference between *state-owned* firms and *non-state owned* firms. This division is undesirable because both state-owned firms and non-state owned firms exist in a single economy with a single market mechanism responsible for the performance of both state-owned and non-state owned firms. Having a legal distinction between the firms makes it easier for the state to impose regulations that benefit either state firms or non-state firms, and this means that the question of economic efficiency would be resolved by political means rather than through the market. We believe that having a unified corporate law would allow for increased diversity of ownership which would allow each company to have a combination of state and non-state actors acting as owners. Finally we note the difference between the role of corporations in the English common law and the German civil law tradition from which Chinese corporate law is described. In the common law tradition, the corporate firm is regarded as a natural person whose will comes from the combination of wills from the principles founding the corporation. By contrast the German conception of the corporations is much less flexible and allows creation of corporation only within certain corporate forms. (*** cite ***) === Encourage diversity of ownership === Early Chinese reform was characterized by a "dual track" system (should be able to cite Stiglitz) which divided the economy into a market driven economy and a centrally planned one. By dividing the Chinese economy into these two forms, this dual system allowed the market economy to grow without creating any losers and political opposition in the centrally planned economy. At this point except for a few commodities, resources are allocated according to the market rather than according to state plan. With the unification of the economy in market forms, we argue that it is now necessary to have standardized corporate forms to allow unification and diversification of ownership. In contrast to Clarke, we do not believe it to be desirable to maintain a split between state-owned and privately-owned corporation, but rather we believe that it is desirable to have a unified corporate law that does not distinguish between state forms and non-state forms. === Diversify state holdings === In contrast to approaches which attempt to solve the problem of the dominant shareholder by legal efforts that protect the minority shareholders, we believe that a better approach would be to diversify state holdings by stock swaps so that there are several unconnected state actors amoung the owners of a corporation. In combination with institutional investors among the non-state shareholders, these formulation should provide effective oversight to insure that market signals are transmitted to the management without distributing share ownership among too many actors. (Compare and contrast with TSP model of Sujian Guo) === Create mixed owned corporations === === Incentive state shareholders to seek profit === == Conclusions == We have proposed a definition of corporate governance which is consistent with the agency definition of corporate goverance in Western economies, but which is expandable to include the special case of the socialist market economy of the People's Republic of China. In addition this definition leads to some areas of further research. What is the optimum structure of shareholding which will lead to the best transmission of market signals. == References == Aguilera http://www.business.uiuc.edu/aguilera/pdf/Aguilera_Jackson_AMR_2003.pdf - Cross-National Diversity of Corporate Governance: Dimensions and Determinants - Comparative analysis of corporate governance - Actor centered. (READ) Bai http://www.econ.hku.hk/ccfr/workingpaper/governance0304061.pdf - Has numerical model of corporate governance Benchuk - http://www.pse.ens.fr/hautcoeur/M2_histoirefinanciere/Roe_path-dependence.pdf - Path Dependence in Corporate Ownership and Governance - Ownership is path dependent (READ) E Berglöf http://wdi.umich.edu/files/Publications/WorkingPapers/wp263.pdf - General overview in emerging markets. (READ) Cao http://www.wm.edu/law/publications/online/cao-653-6431.pdf - Chinese Privatization Between Market and Plan - use this to reference how Russia's privatization was botched Chen, J. Corporate Governance in China: A Theoretical Approach http://www.kcl.ac.uk/content/1/c6/01/15/41/paper23.pdf - Has a historical overview and comparative information Clarke, Donald http://papers.ssrn.com/sol3/papers.cfm?abstract_id=424885 Clarke, Donald http://papers.ssrn.com/sol3/papers.cfm?abstract_id=895588 - The independent director in Chinese corporations Delios http://www.blackwell-synergy.com/doi/full/10.1111/j.1740-8784.2006.00048.x A New Perspective on Ownership Identities in China's Listed Companies - Refined classification (READ) Guo http://bss.sfsu.edu/sguo/My%20articles/Market%20Socialism_2005.pdf Hamid http://www.ifc.org/ifcext/publications.nsf/Content/CorporateGovernanceandEnterpriseReforminChina - Very good review work - Unfortunately it was written in 2002 and is therefore very out of date Hansmann, Henry and Kraakman, Reinier H., "The End Of History For Corporate Law" (January 2000). Yale Law School Working Paper No. 235; NYU Working Paper No. 013; Harvard Law School Discussion Paper No. 280; Yale SOM Working Paper No. ICF - 00-09. Available at SSRN: http://ssrn.com/abstract=204528 or DOI: 10.2139/ssrn.204528 Jeon http://www.mises.org/journals/qjae/pdf/qjae7_1_5.pdf - Explains how Austrian economics explains the size of the firm in Korean economics Ji, Gang http://brunnen.shh.fi/portals/pubmanager/pdf/157-951-555-913-8.pdf Klein, P. http://econpapers.repec.org/paper/ivsiivswp/98-15.htm - Relates Austrian economics and the firm Klein, P. http://www.mises.org/journals/rae/pdf/rae9_2_1.pdf - Review of Austrian economics - limits on the size of the firm Liu, Qiao http://cesifo.oxfordjournals.org/cgi/content/full/52/2/415 Liu http://www.hiebs.hku.hk/working_paper_updates/pdf/wp1125.pdf - Information on current events in China. Can use this as a citation for how limited the concept of corporate governance is. Miles http://www.jura.uni-hamburg.de/personen/schall/20050708140406.doc Roe Strong Managers, Weak Owners: The Political Roots of American Corporate Finance Schipani, C http://ideas.repec.org/p/wdi/papers/2000-407.html - Corporate Governance then and now Steinfield http://web.mit.edu/polisci/research/steinfeld/Steinfeld-MarketVisions.pdf Steele http://mises.org/journals/jls/5_1/5_1_2.pdf Shi, Steve - http://www.chinabusinessreview.com/public/0209/shi.html - Can be used to reference corporate governance activity Suchan http://lsr.nellco.org/cgi/viewcontent.cgi?article=1015&context=cornell/lps von Mises - http://www.mises.org/humanaction/chap26sec1.asp == References needed == Need a summary of Chinese industrial history - maybe Zelin or Goetzman Need a summary of Calpers shareholder activism [[Category:Economics]] 17388 67795 2007-01-08T01:25:11Z JWSchmidt 20 [[Category:Board Game Design]] {{Main welcome|80.100.2.221}} [[Category:Board Game Design]] 17391 67542 2007-01-07T16:02:19Z JWSchmidt 20 from Wikibooks <includeonly>{| align="center" style="border: 2px solid #CCCCFF;" ! colspan=18 style="background-color:#DFEFFF; text-align:center; border-bottom:1px solid #CCCCFF;" | <div style="float: right">{{tnavbar-mini-nodiv|Associated Wikimedia}}</div> Associated Wikimedia {{#if: {{{1|}}} | for {{{1}}} | }} |- style="margin: 0" <!-- --> <!-- Commons --> | class="{{#if: {{{Commons|}}} | | {{#if: {{{Commons category|}}} | | hiddenStructure }} }}" | {{Click|image=Commons-logo.svg|link=commons:{{{Commons|}}}|width=35px|height=47px}} | class="{{#if: {{{Commons|}}} | | {{#if: {{{Commons category|}}} | | hiddenStructure }} }}" | {{#if: {{{Commons|}}} | '''[[commons:{{{Commons|}}}|Commons]]'''</br> | {{#if: {{{Commons category|}}} | '''[[commons:Category:{{{Commons category|}}}|Commons]]'''</br> | }} }} {{#if: {{{Commons|}}} | [[commons:{{{Commons}}}|Article]]</br> | }} {{#if: {{{Commons category|}}} | [[commons:Category:{{{Commons category}}}|Category]]</br> | }} Images <!-- --> <!-- Wikinews category --> | class="{{#if: {{{Wikinews category|}}} | | hiddenStructure }}" | {{Click|image=WikiNews-Logo.svg|link=n:Category:{{{Wikinews category}}}|width=35px|height=35px}} | class="{{#if: {{{Wikinews category|}}} | | hiddenStructure }}" | {{#if: {{{Wikinews portal|}}} | '''[[n:Portal:{{{Wikinews portal|}}}|Wikinews]]'''</br> | {{#if: {{{Wikinews category|}}} | '''[[n:Category:{{{Wikinews category|}}}|Wikinews]]'''</br> | }} }} {{#if: {{{Wikinews portal|}}} | [[n:Portal:{{{Wikinews portal}}}|Portal]]</br> | }} {{#if: {{{Wikinews category|}}} | [[n:Category:{{{Wikinews category}}}|Category]]</br> | }} News <!-- --> <!-- Wikipedia --> | class="{{#if: {{{Wikipedia|}}} | | {{#if: {{{Wikipedia portal|}}} | | hiddenStructure }} }}" | {{Click|image=Wikipedia-logo.png|link=w:{{{Wikipedia|}}}|width=35px|height=35px}} | class="{{#if: {{{Wikipedia|}}} | | {{#if: {{{Wikipedia portal|}}} | | hiddenStructure }} }}" | {{#if: {{{Wikipedia|}}} | '''[[w:{{{Wikipedia|}}}|Wikipedia]]'''</br> | {{#if: {{{Wikipedia portal|}}} | '''[[w:Portal:{{{Wikipedia portal|}}}|Wikipedia]]'''</br> | }} }} {{#if: {{{Wikipedia|}}} | [[w:{{{Wikipedia}}}|Article]]</br> | }} {{#if: {{{Wikipedia portal|}}} | [[w:Portal:{{{Wikipedia portal}}}|Portal]]</br> | }} {{#if: {{{Wikipedia category|}}} | [[w:Category:{{{Wikipedia category}}}|Category]]</br> | }} Encyclopedia <!-- --> <!-- Wikiquote --> | class="{{#if: {{{Wikiquote|}}} | | {{#if: {{{Wikiquote category|}}} | | hiddenStructure }} }}" | {{Click|image=Wikiquote-logo.svg|link=q:{{{Wikiquote|}}}|width=35px|height=42px}} | class="{{#if: {{{Wikiquote|}}} | | {{#if: {{{Wikiquote category|}}} | | hiddenStructure }} }}" | {{#if: {{{Wikiquote|}}} | '''[[q:{{{Wikiquote|}}}|Wikiquote]]'''</br> | {{#if: {{{Wikiquote category|}}} | '''[[q:Category:{{{Wikiquote category|}}}|Wikiquote]]'''</br> | }} }} {{#if: {{{Wikiquote|}}} | [[q:{{{Wikiquote}}}|Article]]</br> | }} {{#if: {{{Wikiquote category|}}} | [[q:Category:{{{Wikiquote category}}}|Category]]</br> | }} Quotes <!-- --> <!-- Wikisource --> | class="{{#if: {{{Wikisource|}}} | | {{#if: {{{Wikisource category|}}} | | hiddenStructure }} }}" | {{Click|image=Wikisource-logo.svg|link=s:{{{Wikisource}}}|width=35px|height=40px}} | class="{{#if: {{{Wikisource|}}} | | {{#if: {{{Wikisource category|}}} | | hiddenStructure }} }}" | {{#if: {{{Wikisource|}}} | '''[[s:{{{Wikisource|}}}|Wikisource]]'''</br> | {{#if: {{{Wikisource category|}}} | '''[[s:Category:{{{Wikisource category|}}}|Wikisource]]'''</br> | }} }} {{#if: {{{Wikisource|}}} | [[s:{{{Wikisource}}}|Text]]</br> | }} {{#if: {{{Wikisource category|}}} | [[s:Category:{{{Wikisource category}}}|Category]]</br> | }} Texts <!-- --> <!-- Wikiversity --> | class="{{#if: {{{Wikiversity|}}} | | {{#if: {{{Wikiversity school|}}} | | hiddenStructure }} }}" | {{Click|image=Wikiversity-logo.svg|link=v:{{{Wikiversity}}}|width=35px}} | class="{{#if: {{{Wikiversity|}}} | | {{#if: {{{Wikiversity school|}}} | | hiddenStructure }} }}" | {{#if: {{{Wikiversity|}}} | '''[[Wikiversity:{{{Wikiversity|}}}|Wikiversity]]'''</br> | {{#if: {{{Wikiversity school|}}} | '''[[Wikiversity:School of {{{Wikiversity school|}}}|Wikiversity]]'''</br> | }} }} {{#if: {{{Wikiversity|}}} | [[Wikiversity:{{{Wikiversity}}}|Page]]</br> | }} {{#if: {{{Wikiversity school|}}} | [[Wikiversity:School of {{{Wikiversity school}}}|School]]</br> | }} School <!-- --> <!-- Wiktionary --> | class="{{#if: {{{Wiktionary|}}} | | {{#if: {{{Wiktionary category|}}} | | hiddenStructure }} }}" | {{Click|image=Wiktionary-logo-en.png|link=wikt:{{{Wiktionary|}}}|width=35px|height=40px}} | class="{{#if: {{{Wiktionary|}}} | | {{#if: {{{Wiktionary category|}}} | | hiddenStructure }} }}" | {{#if: {{{Wiktionary|}}} | '''[[wikt:{{{Wiktionary|}}}|Wiktionary]]'''</br> | {{#if: {{{Wiktionary category|}}} | '''[[wikt:Category:{{{Wiktionary category|}}}|Wiktionary]]'''</br> | }} }} {{#if: {{{Wiktionary|}}} | [[wikt:{{{Wiktionary}}}|Definition]]</br> | }} {{#if: {{{Wiktionary category|}}} | [[wikt:Category:{{{Wiktionary category}}}|Category]]</br> | }} {{#if: {{{Wiktionary appendix|}}} | [[wikt:Appendix:{{{Wiktionary appendix}}}|Appendix]]</br> | }} Dictionary <!-- --> <!-- --> |}</includeonly><noinclude> ==Usage== For use on bookshelves and Wikibooks. Not all project links are required. <div style="width:370px;background:#dddddd;border: 1px solid black;padding:0.5em 1em 0.5em 1em"><pre> {{Associated Wikimedia|(title) |Commons category = |Wikinews portal = |Wikinews category = |Wikipedia = |Wikipedia category = |Wikipedia portal = |Wikiquote = |Wikiquote category = |Wikisource = |Wikisource category = |Wikiversity = |Wikiversity school = |Wiktionary = |Wiktionary appendix = |Wiktionary category = }}</pre></div> ==Example== <div style="width:370px;background:#dddddd;border: 1px solid black;padding:0.5em 1em 0.5em 1em"><pre> {{Associated Wikimedia|Education |Commons = School |Commons category = Education |Wikinews portal = Education |Wikinews category = Education |Wikipedia = Education |Wikipedia category = |Wikipedia portal = Education |Wikiquote = Education |Wikiquote category = Education |Wikisource = |Wikisource category = Education |Wikiversity = |Wikiversity school = Education |Wiktionary = education |Wiktionary appendix = |Wiktionary category = Education }}</pre></div> {{Associated Wikimedia|Education |Commons = School |Commons category = Education |Wikinews portal = Education |Wikinews category = Education |Wikipedia = Education |Wikipedia portal = Education |Wikiquote = Education |Wikiquote category = Education |Wikisource = |Wikisource category = Education |Wikiversity = |Wikiversity school = Education |Wiktionary = education |Wiktionary appendix = |Wiktionary category = Education }} </noinclude> 17392 67543 2007-01-07T16:03:34Z JWSchmidt 20 from Wikibooks <span class="noprint plainlinksneverexpand plainlinks" style="white-space: nowrap; font-size:xx-small;">&nbsp;[{{fullurl:Template:{{{1}}}}} <span style="color:#002bb8;" title="View this template.">v</span>]&nbsp;[{{fullurl:Template_talk:{{{1}}}}} <span style="color:#002bb8;" title="Discussion about this template.">d</span>]&nbsp;[{{fullurl:Template:{{{1}}}|action=edit}} <span style="color:#002bb8;" title="You can edit this template. Please use the preview button before saving.">e</span>]&nbsp;</span><noinclude> ==Usage== Simply place '''<nowiki>{{</nowiki>'''Tnavbar-mini-nodiv|Name of Template'''<nowiki>}}</nowiki>''' inside a given [[Wikipedia:Navigational templates|template]] to add '''v'''&nbsp;'''d'''&nbsp;'''e''' navigational functionality to it. ==Note to editors== This template is likely represented across hundreds of pages (if not thousands); please tread lightly when editing here. ==Examples / See also== {| class="wikitable" ! Template !! colspan=2 | This... !! colspan=2 | Produces... |- | {{tl|Tnavbar}} || &rarr; || Divides into a separate section:<nowiki>{{Tnavbar|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar|Tnavbar}} like so. |- | {{tl|Tnavbar-mini}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-mini|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-mini|Tnavbar}} like so. |- | {{tl|Tnavbar-plain}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-plain|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-plain|Tnavbar}} like so. |- | {{tl|Tnavbar-nodiv}} || &rarr; || Good for "blending" into text. <nowiki>{{Tnavbar-nodiv|Tnavbar}}</nowiki> || &rarr; || Good for "blending" into text. {{Tnavbar-nodiv|Tnavbar}} |- | '''This template''' || &rarr; || Good for "blending" <nowiki>{{Tnavbar-mini-nodiv|Tnavbar}}</nowiki> into text. || &rarr; ||Good for "blending" {{Tnavbar-mini-nodiv|Tnavbar}} into text. |- | {{tl|Tnavbar-plain-nodiv}} || &rarr; || <nowiki>{{Tnavbar-plain-nodiv|Tnavbar}}</nowiki> Good for "blending" into text. || &rarr; || {{Tnavbar-plain-nodiv|Tnavbar}} Good for "blending" into text. |} [[Category:Internal link templates|{{PAGENAME}}]]</noinclude> 17393 67544 2007-01-07T16:04:47Z JWSchmidt 20 from Wikibooks &nbsp;<span class="noprint plainlinksneverexpand plainlinks" style="white-space: nowrap; font-size:smaller;">[{{fullurl:Template:{{{1}}}}} <span style="color:#002bb8;" title="View this template.">view</span>]<font style="font-size:80%;"><tt>,</tt> </font>[{{fullurl:Template_talk:{{{1}}}}} <span style="color:#002bb8;" title="Discussion about this template.">talk</span>]<font style="font-size:80%;"><tt>,</tt> </font>[{{fullurl:Template:{{{1}}}|action=edit}} <span style="color:#002bb8;" title="You can edit this template. Please use the preview button before saving.">edit</span>]</span>&nbsp;<noinclude> ==Usage== Simply place '''<nowiki>{{</nowiki>'''Tnavbar-plain-nodiv|Name of Template'''<nowiki>}}</nowiki>''' inside a given [[Wikipedia:Navigational templates|template]] to add '''view'''<tt>,</tt>&nbsp;'''talk'''<tt>,</tt>&nbsp;'''edit''' navigational functionality to it. ==Note to editors== This template is likely represented across hundreds of pages (if not thousands); please tread lightly when editing here. ==Examples / See also== {| class="wikitable" ! Template !! colspan=2 | This... !! colspan=2 | Produces... |- | {{tl|Tnavbar}} || &rarr; || Divides into a separate section:<nowiki>{{Tnavbar|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar|Tnavbar}} like so. |- | {{tl|Tnavbar-mini}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-mini|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-mini|Tnavbar}} like so. |- | {{tl|Tnavbar-plain}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-plain|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-plain|Tnavbar}} like so. |- | {{tl|Tnavbar-nodiv}} || &rarr; || Good for "blending" into text. <nowiki>{{Tnavbar-nodiv|Tnavbar}}</nowiki> || &rarr; || Good for "blending" into text. {{Tnavbar-nodiv|Tnavbar}} |- | {{tl|Tnavbar-mini-nodiv}} || &rarr; || Good for "blending" <nowiki>{{Tnavbar-mini-nodiv|Tnavbar}}</nowiki> into text. || &rarr; ||Good for "blending" {{Tnavbar-mini-nodiv|Tnavbar}} into text. |- | '''This template''' || &rarr; || <nowiki>{{Tnavbar-plain-nodiv|Tnavbar}}</nowiki> Good for "blending" into text. || &rarr; || {{Tnavbar-plain-nodiv|Tnavbar}} Good for "blending" into text. |} [[Category:Internal link templates|{{PAGENAME}}]]</noinclude> 17394 67545 2007-01-07T16:05:56Z JWSchmidt 20 from Wikibooks <div class="noprint plainlinksneverexpand" id="Tnavbar-mini-plain" style="background-color: transparent; padding: 0; font-size:smaller; color:#000000; white-space: nowrap;">[{{fullurl:Template:{{{1}}}}} <span style="color:#002bb8;" title="View this template.">view</span>]<font style="font-size:80%;">&nbsp;&bull;&nbsp;</font>[{{fullurl:Template_talk:{{{1}}}}} <span style="color:#002bb8;" title="Discussion about this template.">talk</span>]<font style="font-size:80%;">&nbsp;&bull;&nbsp;</font>[{{fullurl:Template:{{{1}}}|action=edit}} <span style="color:#002bb8;" title="You can edit this template. Please use the preview button before saving.">edit</span>]</div><noinclude> ==Usage== Simply place '''<nowiki>{{</nowiki>'''Tnavbar-plain|Name of Template'''<nowiki>}}</nowiki>''' inside a given [[Wikipedia:Navigational templates|template]] to add '''view''' &bull; '''talk''' &bull; '''edit''' navigational functionality to it. ==Note to editors== This template is likely represented across <span class="plainlinks">[http://en.wikipedia.org/w/index.php?title=Special:Whatlinkshere/Template:Tnavbar-plain&limit=4000&from=0 hundreds of pages (if not thousands)]</span>; please tread lightly when editing here. ==Examples / See also== {| class="wikitable" ! Template !! colspan=2 | This... !! colspan=2 | Produces... |- | {{tl|Tnavbar}} || &rarr; || Divides into a separate section:<nowiki>{{Tnavbar|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar|Tnavbar}} like so. |- | {{tl|Tnavbar-mini}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-mini|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-mini|Tnavbar}} like so. |- | '''This template''' || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-plain|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-plain|Tnavbar}} like so. |- | {{tl|Tnavbar-nodiv}} || &rarr; || Good for "blending" into text: <nowiki>{{Tnavbar-nodiv|Tnavbar}}</nowiki>. || &rarr; || Good for "blending" into text: {{Tnavbar-nodiv|Tnavbar}} |- | {{tl|Tnavbar-mini-nodiv}} || &rarr; || Good for "blending" <nowiki>{{Tnavbar-mini-nodiv|Tnavbar}}</nowiki> into text: || &rarr; ||Good for "blending" {{Tnavbar-mini-nodiv|Tnavbar}} into text: |- | {{tl|Tnavbar-plain-nodiv}} || &rarr; || <nowiki>{{Tnavbar-plain-nodiv|Tnavbar}}</nowiki> Good for "blending" into text: || &rarr; || {{Tnavbar-plain-nodiv|Tnavbar}} Good for "blending" into text: |} [[Category:Internal link templates|{{PAGENAME}}]] [[ro:Format:Tnavbar-plain]]</noinclude> 17395 70375 2007-01-11T02:13:52Z JWSchmidt 20 [[Category:Mathematics]] <h2>ARITHMATIC PROGRESSION</h2> The difference between any two terms of the series is a constant,<br> called common differnce.<br> For example,<br> 2,5,8,11,14,...<br> 1,2,3,4,...<br> -10,-5,0,5,10,...<br> If the first term is denoted by a and common difference by d.<br> then series is given by:<br> a,a+d,a+2d,...<br> Therefore the n^this given by a+(n-1)d<br><br> <h3>SUM OF AP</h3> Let the sum be denoted by S<br> S=(a)+(a+d)+(a+2d)+(a+3d)+(a+4d)+...+a+(n-1)d also <br> S=(a+(n-1)d)+...+(a+d)+a<br> Adding these we get <br> 2S=(2a+(n-1)d)+(2a+(n-1)d)+(2a+(n-1)d)+...n times<br> Therefore S=n(2a+(n-1)d)/2<br><br> [[User:Shashankmehra|Shashankmehra]] 16:06, 7 January 2007 (UTC) <h2>Geometric Progression</h2> Ratio of any two terms of the series is constant.<br> If first term is denoted by a, and common ratio by r.<br> Then the series is given by:-<br> a,ar,ar²,...ar^(n-1)<br> Example:-<br> 1,2,4,8,16,...<br> 1,-2,4,-8,16,...(note here that r is negetive)<br><br> <h3>Sum of GP</h3> Let the sum be denoted by S<br> S=a+ar+... (i)<br> Multiply the equation by r.<br> rS=ar+ar²... (ii)<br> Subtract (ii) from (i)<br> S(1-r)=a-arⁿ<br> This gives<br> S=a(1-rⁿ)/(1-r)<br> [[User:Shashankmehra|Shashankmehra]] 09:19, 9 January 2007 (UTC) [[Category:Mathematics]] 17396 67547 2007-01-07T16:06:53Z JWSchmidt 20 from &nbsp;<span class="noprint plainlinksneverexpand plainlinks" style="white-space: nowrap; font-size:xx-small;">This box: [{{fullurl:Template:{{{1}}}}} <span style="color:#002bb8; " title="View this template.">view</span>] &bull; [{{fullurl:Template_talk:{{{1}}}}} <span style="color:#002bb8;" title="Discussion about this template.">talk</span>] &bull; [{{fullurl:Template:{{{1}}}|action=edit}} <span style="color:#002bb8;" title="You can edit this template. Please use the preview button before saving.">edit</span>]</span>&nbsp;<noinclude> ==Usage== Simply place '''<nowiki>{{</nowiki>'''Tnavbar-nodiv|Name of Template'''<nowiki>}}</nowiki>''' inside a given [[Wikipedia:Navigational templates|template]] to add '''view''' &middot; '''talk''' &middot; '''edit''' navigational functionality to it. ==Note to editors== This template is likely represented across hundreds of pages (if not thousands); please tread lightly when editing here. ==Examples / See also== {| class="wikitable" ! Template !! colspan=2 | This... !! colspan=2 | Produces... |- | {{tl|Tnavbar}} || &rarr; || Divides into a separate section:<nowiki>{{Tnavbar|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar|Tnavbar}} like so. |- | {{tl|Tnavbar-mini}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-mini|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-mini|Tnavbar}} like so. |- | {{tl|Tnavbar-plain}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-plain|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-plain|Tnavbar}} like so. |- | '''This template''' || &rarr; || Good for "blending" into text. <nowiki>{{Tnavbar-nodiv|Tnavbar}}</nowiki> || &rarr; || Good for "blending" into text. {{Tnavbar-nodiv|Tnavbar}} |- | {{tl|Tnavbar-mini-nodiv}} || &rarr; || Good for "blending" <nowiki>{{Tnavbar-mini-nodiv|Tnavbar}}</nowiki> into text. || &rarr; ||Good for "blending" {{Tnavbar-mini-nodiv|Tnavbar}} into text. |- | {{tl|Tnavbar-plain-nodiv}} || &rarr; || <nowiki>{{Tnavbar-plain-nodiv|Tnavbar}}</nowiki> Good for "blending" into text. || &rarr; || {{Tnavbar-plain-nodiv|Tnavbar}} Good for "blending" into text. |} [[Category:Internal link templates|{{PAGENAME}}]]</noinclude> 17397 67548 2007-01-07T16:07:54Z JWSchmidt 20 from Wikibooks <div class="noprint plainlinksneverexpand" id="Tnavbar-mini" style="background-color: transparent; padding: 0; font-size:xx-small; color:#000000; white-space: nowrap;">[{{fullurl:Template:{{{1}}}}} <span style="color:#002bb8;" title="View this template.">v</span>]&middot;[{{fullurl:Template_talk:{{{1}}}}} <span style="color:#002bb8;" title="Discussion about this template.">d</span>]&middot;[{{fullurl:Template:{{{1}}}|action=edit}} <span style="color:#002bb8;" title="You can edit this template. Please use the preview button before saving.">e</span>]</div><noinclude> ==Usage== Simply place '''<nowiki>{{</nowiki>'''Tnavbar-mini|Name of Template'''<nowiki>}}</nowiki>''' inside a given [[Wikipedia:Navigational templates|template]] to add '''v''' &middot; '''d''' &middot; '''e''' navigational functionality to it. ==Note to editors== This template is likely represented across <span class="plainlinks">[http://en.wikipedia.org/w/index.php?title=Special:Whatlinkshere/Template:Tnavbar-mini&limit=2000&from=0 hundreds of pages (if not thousands)]</span>; please tread lightly when editing here. ==Examples / See also== {| class="wikitable" ! Template !! colspan=2 | This... !! colspan=2 | Produces... |- | {{tl|Tnavbar}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar|Tnavbar}} like so. |- | '''This template''' || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-mini|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-mini|Tnavbar}} like so. |- | {{tl|Tnavbar-plain}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-plain|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-plain|Tnavbar}} like so. |- | {{tl|Tnavbar-nodiv}} || &rarr; || Good for "blending" into text. <nowiki>{{Tnavbar-nodiv|Tnavbar}}</nowiki> || &rarr; || Good for "blending" into text. {{Tnavbar-nodiv|Tnavbar}} |- | {{tl|Tnavbar-mini-nodiv}} || &rarr; || Good for "blending" <nowiki>{{Tnavbar-mini-nodiv|Tnavbar}}</nowiki> into text. || &rarr; ||Good for "blending" {{Tnavbar-mini-nodiv|Tnavbar}} into text. |- | {{tl|Tnavbar-plain-nodiv}} || &rarr; || <nowiki>{{Tnavbar-plain-nodiv|Tnavbar}}</nowiki> Good for "blending" into text. || &rarr; || {{Tnavbar-plain-nodiv|Tnavbar}} Good for "blending" into text. |} [[Category:Internal link templates|{{PAGENAME}}]]</noinclude> 17398 67549 2007-01-07T16:08:30Z JWSchmidt 20 from Wikibooks <div class="noprint plainlinksneverexpand" id="Tnavbar" style="background-color: transparent; padding: 0; font-size:xx-small; color:#000000; white-space: nowrap;">This box: [{{fullurl:Template:{{{1}}}}} <span style="color:#002bb8;" title="View this template.">view</span>] &bull; [{{fullurl:Template_talk:{{{1}}}}} <span style="color:#002bb8;" title="Discussion about this template.">talk</span>] &bull; [{{fullurl:Template:{{{1}}}|action=edit}} <span style="color:#002bb8;" title="You can edit this template. Please use the preview button before saving.">edit</span>]</div><noinclude> ==Usage== Simply place '''<nowiki>{{</nowiki>'''Tnavbar|Name of Template'''<nowiki>}}</nowiki>''' inside a given [[Wikipedia:Navigational templates|template]] to add '''view''' &bull; '''talk''' &bull; '''edit''' navigational functionality to it. ==Note to editors== This template is likely represented across <span class="plainlinks">[http://en.wikipedia.org/w/index.php?title=Special:Whatlinkshere/Template:Tnavbar&limit=4000&from=0 hundreds of pages (if not thousands)]</span>; please tread lightly when editing here. ==Examples / See also== {| class="wikitable" ! Template !! colspan=2 | This... !! colspan=2 | Produces... |- | '''This template''' || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar|Tnavbar}} like so. |- | {{tl|Tnavbar-mini}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-mini|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-mini|Tnavbar}} like so. |- | {{tl|Tnavbar-plain}} || &rarr; || Divides into a separate section: <nowiki>{{Tnavbar-plain|Tnavbar}}</nowiki> like so. || &rarr; || Divides into a separate section: {{Tnavbar-plain|Tnavbar}} like so. |- | {{tl|Tnavbar-nodiv}} || &rarr; || Good for "blending" into text. <nowiki>{{Tnavbar-nodiv|Tnavbar}}</nowiki> || &rarr; || Good for "blending" into text. {{Tnavbar-nodiv|Tnavbar}} |- | {{tl|Tnavbar-mini-nodiv}} || &rarr; || Good for "blending" <nowiki>{{Tnavbar-mini-nodiv|Tnavbar}}</nowiki> into text. || &rarr; ||Good for "blending" {{Tnavbar-mini-nodiv|Tnavbar}} into text. |- | {{tl|Tnavbar-plain-nodiv}} || &rarr; || <nowiki>{{Tnavbar-plain-nodiv|Tnavbar}}</nowiki> Good for "blending" into text. || &rarr; || {{Tnavbar-plain-nodiv|Tnavbar}} Good for "blending" into text. |} [[Category:Internal link templates|{{PAGENAME}}]]</noinclude> 17399 67552 2007-01-07T16:17:30Z JWSchmidt 20 [[/Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and Engineers]] moved to [[Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and E #REDIRECT [[Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and Engineers]] 17400 67555 2007-01-07T16:19:50Z JWSchmidt 20 [[/Mechatronics Engineering]] moved to [[Mechatronics Engineering]]: use a wikiversity name #REDIRECT [[Mechatronics Engineering]] 17401 67571 2007-01-07T16:53:09Z Roadrunner 63 Redirecting to [[Wikiversity:Publishing original research]] #REDIRECT [[Wikiversity:Publishing original research]] 17402 67574 2007-01-07T16:57:58Z Roadrunner 63 [[Wikiversity:Service]] moved to [[Wikiversity:Community service]] #REDIRECT [[Wikiversity:Community service]] 17404 67588 2007-01-07T17:24:59Z JWSchmidt 20 See the "To Do" lists at [[Wikiversity:Community Portal]] Here is a list of things that you can do on wikiversity == Introduce yourself == Add yourself to Wikiversity-L and then send a note introducing yourself. == Create a virtual office on Wikiversity == Next you can create a home page on wikiversity which serves as a contact point for people to get in contact with you see [[User:Roadrunner]] == Start editing == See something confusing? Don't like the way something is explained. Start editing. == Create course pages == == Use the virtual office to draft papers and discuss research interests == == Write up conference proceedings == Attending a conference? You can write up and post some proceedings about the talks. ==See also== *See the "To Do" lists at [[Wikiversity:Community Portal]]. 17405 67598 2007-01-07T18:16:29Z JWSchmidt 20 [[Category:Physics]] [[Category:Physics]] 17406 67610 2007-01-07T18:49:20Z Roadrunner 63 [[Toward a theory of corporate governence in China's socialist market economy]] moved to [[Toward a theory of corporate governance in China's socialist market economy]] #REDIRECT [[Toward a theory of corporate governance in China's socialist market economy]] 17407 74298 2007-01-12T22:32:20Z Historybuff 5228 Moved to subcat [[Category: Programming Languages]] 17408 67620 2007-01-07T19:45:18Z JWSchmidt 20 category [[Category:Computer Science]] 17410 67647 2007-01-07T20:29:58Z JWSchmidt 20 category [[Category:Classical Mechanics]] 17411 67648 2007-01-07T20:31:02Z JWSchmidt 20 category [[Category:Physics]] 17412 67662 2007-01-07T20:40:04Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Pendulum.png Jeremy Heyl made this picture using LaTeX] == Summary == [http://en.wikibooks.org/wiki/Image:Pendulum.png Jeremy Heyl made this picture using LaTeX] == Licensing == {{CC-BY-SA-2.5}} 17413 67665 2007-01-07T20:45:55Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Conics.png Jeremy Heyl made this file with Grapher]. == Summary == [http://en.wikibooks.org/wiki/Image:Conics.png Jeremy Heyl made this file with Grapher]. == Licensing == {{CC-BY-SA-2.5}} 17414 67667 2007-01-07T20:49:27Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Ellipsoid.png Jeremy Heyl created this picture]. == Summary == [http://en.wikibooks.org/wiki/Image:Ellipsoid.png Jeremy Heyl created this picture]. == Licensing == {{CC-BY-SA-2.5}} 17415 67668 2007-01-07T20:51:31Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:MajorAxis.png Jeremy Heyl created this image] == Summary == [http://en.wikibooks.org/wiki/Image:MajorAxis.png Jeremy Heyl created this image] == Licensing == {{CC-BY-SA-2.5}} 17416 67669 2007-01-07T20:54:56Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Top_loop.png Jeremy Heyl created this image]. == Summary == [http://en.wikibooks.org/wiki/Image:Top_loop.png Jeremy Heyl created this image]. == Licensing == {{CC-BY-SA-2.5}} 17417 67670 2007-01-07T20:56:12Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Top_cusp.png Jeremy Heyl created this image]. == Summary == [http://en.wikibooks.org/wiki/Image:Top_cusp.png Jeremy Heyl created this image]. == Licensing == {{CC-BY-SA-2.5}} 17418 67671 2007-01-07T20:57:46Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Top_swing.png Jeremy Heyl created this image] == Summary == [http://en.wikibooks.org/wiki/Image:Top_swing.png Jeremy Heyl created this image] == Licensing == {{CC-BY-SA-2.5}} 17419 79036 2007-01-20T14:54:06Z JWSchmidt 20 [[Category:Portal|Financial Engineering in Greater China]] This page is intended as a portal to web pointers on Financial Engineering in Greater China (i.e. Mainland China, Hong Kong, Macao, and Taiwan). == Researchers in Wikiversity == [[User:Roadrunner]] == Researchers not in Wikiversity == == Blogs == http://twofish.wordpress.com/ == Websites == * http://www.ilib.cn/ - General Chinese journal database * http://www.aimhi.com/VC/tcfa/ - The Chinese Financial Association * http://efinance.org.cn/ - E-finance * http://www.szse.cn/main/research/Default.aspx - Research bureau of the Shenzhen Stock Exchange [[Category:Economics]] [[Category:Portal|Financial Engineering in Greater China]] 17422 67681 2007-01-07T21:13:07Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Slinky.png Jeremy Heyl made this image]. [http://en.wikibooks.org/wiki/Image:Slinky.png Jeremy Heyl made this image]. 17423 67683 2007-01-07T21:15:38Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Sine-gordon.png Jeremy Heyl made this image]. == Summary == [http://en.wikibooks.org/wiki/Image:Sine-gordon.png Jeremy Heyl made this image]. == Licensing == {{CC-BY-SA-2.5}} 17424 67684 2007-01-07T21:16:56Z JWSchmidt 20 [http://en.wikibooks.org/wiki/Image:Kink.png Jeremy Heyl made this image]. == Summary == [http://en.wikibooks.org/wiki/Image:Kink.png Jeremy Heyl made this image]. == Licensing == {{CC-BY-SA-2.5}} 17425 67688 2007-01-07T21:33:30Z JWSchmidt 20 [[Category:Engineering and Technology]] [[Category:Engineering and Technology]] 17426 67704 2007-01-07T22:38:54Z JWSchmidt 20 [[Category:Politics]] [[Category:Politics]] 17427 67705 2007-01-07T22:40:29Z JWSchmidt 20 [[Category:Political Science]] [[Category:Political Science]] 17428 67712 2007-01-07T22:54:31Z JWSchmidt 20 categories [[Category:Practical Arts and Sciences]] [[Category:Management]] 17430 77475 2007-01-17T02:19:56Z JWSchmidt 20 [[Category:Schools]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Cooking|Cooking]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Schools]] [[Category:{{PAGENAME}}| ]] 17431 67724 2007-01-07T23:08:42Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 17432 67730 2007-01-07T23:10:44Z JWSchmidt 20 /* [[Portal:Learning Projects|Learning Projects]] */ [[Cooking]] Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Cooking]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 17435 67743 2007-01-07T23:41:48Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Practical Arts and Sciences]] [[Category:Social Sciences]] 17437 67750 2007-01-08T00:11:43Z JWSchmidt 20 start page Welcome to the '''Game Design Portal'''. ==Content development== Development of learning resources related to Game Design is taking place at the [[School:Game Design|School of Game Design]]. ==Featured Content== [[Image:PilotViewHeloExperimental.jpg|thumb|left|300px]] [[A Hands-On Introduction to Game Design and Production Processes]] [[Category:Game Design]] 17438 67755 2007-01-08T00:37:11Z JWSchmidt 20 [[Category:Software applications]] [[Category:Software applications]] 17439 67756 2007-01-08T00:37:41Z JWSchmidt 20 category [[Category:Computer Science]] 17440 67761 2007-01-08T00:42:23Z JWSchmidt 20 categories [[Category:Politics]] [[Category:European history]] 17441 67762 2007-01-08T00:42:52Z JWSchmidt 20 [[Category:History]] [[Category:History]] 17442 67771 2007-01-08T00:50:30Z JWSchmidt 20 [[Category:Anatomy]] [[Category:Anatomy]] 17443 67784 2007-01-08T01:15:03Z JWSchmidt 20 [[Category:Art and Design]] [[Category:Art and Design]] 17444 67803 2007-01-08T01:30:06Z JWSchmidt 20 [[Category:Theology]] [[Category:Theology]] 17445 69355 2007-01-10T02:28:46Z First Harmonic 3136 /* Constant Acceleration */ {{FlowControl | Newton's Laws of Motion | Topic:High School Physics | Topic: High School Physics}} == Basic Definitions == === Particles versus Extended Objects === === Position === === Displacement === === Velocity === === Speed === === Acceleration === === Momentum === === Force === == Simple Forms of Motion == === Constant Velocity === === Constant Acceleration === :<math>a = a(t) = a_0 \,</math> :<math>v = v(t) = v_0 + a_0 t \, </math> :<math>x = x(t) = x_0 + v_0 t + {1 \over 2} a_0 t^2 \, </math> [[Category:Physics]] 17446 67841 2007-01-08T02:00:02Z JWSchmidt 20 [[Category:Agriculture]] [[Category:Agriculture]] 17447 67847 2007-01-08T02:03:56Z JWSchmidt 20 [[Category:Emergency Medicine]] [[Category:Emergency Medicine]] 17450 68370 2007-01-08T22:13:26Z JWSchmidt 20 [[Category:Physics]] == Newton's Law of Universal Gravitation == == Free Fall == == Gravitational Potential Energy == [[Category:Physics]] 17451 67866 2007-01-08T02:16:56Z 68.109.175.242 categorize [[Category:Management]] [[Category:Business]] 17452 67868 2007-01-08T02:18:49Z JWSchmidt 20 [[Category:Business Process Management]] [[Category:Business Process Management]] 17453 67871 2007-01-08T02:20:35Z JWSchmidt 20 [[Category:Scientific Computing]] [[Category:Scientific Computing]] 17455 81012 2007-01-25T21:00:20Z Mu301 3705 /* References */ This learning project will study [[w:Extrasolar planet|extrasolar planets]]. It is very difficult to directly detect [[w:Planet|planets]] orbiting distant [[w:Star|stars]]. There are, however, a number of [[w:Methods of detecting extrasolar planets|indirect methods]]. The first activity here will focus on the [[w:Methods of detecting extrasolar planets#Radial velocity|radial velocity method]]. Later, another activity will be created that uses the [[w:Methods of detecting extrasolar planets#Transit method|transit method]]. == Activity == In this activity you will use a computer program called the Systemic Console to examine radial velocity data for stars known to have one or more planets. The goal is to figure out the planetary configuration that best fits the observational data. The [http://oklo.org Systemic website] contains detailed instructions on how to participate. Here is an overview of the steps involved: [[Image:HD209458.jpg|thumb|300px|right|The star HD 209458 has an extrasolar planet orbiting it.]] *First, read the introductory pages at [http://oklo.org/?p=123 Armchair Planet Hunting] and [http://oklo.org/?page_id=33 What is Systemic?] *Then, follow the instructions to install the [http://oklo.org/?page_id=86 Downloadable Console]. (There is also an [http://www.oklo.org/SystemicBeta/SystemicBeta.html online applet version], but it does not have all the features of the download version.) *After the software is installed, start the program and go through the steps described in the three part tutorial: **[http://oklo.org/?page_id=10 Console Tutorial #1] **[http://oklo.org/?page_id=7 Console Tutorial #2] **[http://oklo.org/?page_id=9 Console Tutorial #3] *At this point you should pick a few different stars and try to find the planetary system that is the best fit to the data. A good fit will have a low '''ChiSq''' value in the console. *Also read the instructions on [http://207.111.201.70/php/forummsg.php?post=70 Activating self-consistent Integration]. *Compare your results to those uploaded by others. Go to the [http://207.111.201.70/php/viewdatabase.php?choice=real Stars catalog]] and look up the star you are working on. Click on the name to view the fits that have been uploaded. *You will want to sign up for a (free) account on the server so that you can upload your results. See the page on [http://207.111.201.70/php/welcome.php How to use Console and Backend Primer]. Before you upload a fit you should click on the '''Show''' button next to '''Check Long-Term Stability Window''' and run this test. Uploading your results is an end in itself and will help the Systemic project progress. Here at Wikiversity we will concentrate on trying to find the best fit for a small number of the stars in the database. Later, we will be studying exoplanets that are known to transit. So, we'll begin by looking at a few of these systems. If you are going to continue, please sign your name under Active Participants at the [[Talk:Observational astronomy/Extrasolar planet|talk page]]. *Choose [[w:HD 189733|HD189733]] from the '''Real Star''' pulldown menu in the Systemic Console. Try to find a planetary system that best fits the data. Compare your results to those [http://207.111.201.70/php/viewdatabase.php?id=HD189733 uploaded by others]. *Some other systems to try are: **[[w:HD 209458|HD 209458]] (Note: for this star there are two datasets. Try both HD189733 and HD209458_B06K in the Systemic Console.) **[[w:TrES-1|TrES-1]] **[[w:XO-1|XO-1]] == References == *[[w:Extrasolar planet]] *[[w:Methods of detecting extrasolar planets]] *[[w:Systemic (amateur extrasolar planet search project)]] *[http://exoplanet.eu The Extrasolar Planets Encyclopaedia] *[http://www.aavso.org/observing/programs/ccd/transitsearch.shtml Exoplanet Transit Search Observing Program] *[http://www.aavso.org/vstar/vsots/fall04.shtml The Transiting Exoplanets HD 209458 and TrES-1] *[http://brucegary.net/TrES-1/x.htm Exoplanet TrES-1 Transit Observations] *[http://obswww.unige.ch/~pont/TRANSITS.htm Summary Table of parameters for transiting planets] *[http://www.transitsearch.org transitsearch.org] [[Category:Astronomy]] [[Category:Astronomy Project|{{SUBPAGENAME}}]] [[Category:Learning activities]] 17456 67950 2007-01-08T03:37:56Z First Harmonic 3136 <div class="infobox" > {| style="background: #FAFAFA" |- align="center" ! colspan="2" | Navigation |- || ''Next:'' || [[ {{{1}}} | {{{1}}} ]] |- || ''Previous:'' || [[ {{{2}}} | {{{2}}} ]] |- || ''Up:'' || [[ {{{3}}} | {{{3}}} ]] |} </div> 17457 67922 2007-01-08T03:07:09Z JWSchmidt 20 [[Category:Intellectual Property Law]] [[Category:Intellectual Property Law]] 17459 67941 2007-01-08T03:20:37Z JWSchmidt 20 [[Category:Computer Science]] [[Category:Computer Science]] 17464 68022 2007-01-08T04:35:57Z Rayc 57 A screen shot of the Comae's monobook quiz system in action. I think this is the right template to use for wikimedia screenshot.. {{Wikiversity-screenshot}} 17465 68002 2007-01-08T04:21:57Z JWSchmidt 20 [[Category:Engineering]] [[Category:Engineering]] 17466 68003 2007-01-08T04:22:52Z JWSchmidt 20 [[Category:Ocean Engineering and Naval Architecture]] [[Category:Ocean Engineering and Naval Architecture]] 17467 68018 2007-01-08T04:31:15Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-a == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Created using Final Draft demo version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[Lesson:Formatting_the_script|format a movie script]] |} == Licensing == {{GFDL-self}} 17468 68025 2007-01-08T04:48:51Z JWSchmidt 20 categorize [[Category:Algorithms]] [[Category:Artificial Intelligence]] 17469 68026 2007-01-08T04:49:21Z JWSchmidt 20 categorize [[Category:Mathematics]] [[Category:Computer Science]] 17470 68033 2007-01-08T05:01:03Z JWSchmidt 20 [[Category:Language]] [[Category:Language]] 17471 68036 2007-01-08T05:02:06Z Rayc 57 New page: Pages for Recruitment of new editors for wikiversity [[Category:Wikiversity]] Pages for Recruitment of new editors for wikiversity [[Category:Wikiversity]] 17472 68044 2007-01-08T05:09:36Z JWSchmidt 20 categorize [[Category:Genetics]] 17473 68046 2007-01-08T05:11:00Z JWSchmidt 20 [[Category:Law]] [[Category:Law]] 17474 68051 2007-01-08T05:15:04Z JWSchmidt 20 [[Category:One Laptop Per Teacher]] [[Category:One Laptop Per Teacher]] 17475 68052 2007-01-08T05:15:26Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 17476 68057 2007-01-08T05:22:06Z JWSchmidt 20 [[Category:Computer Science]] [[Category:Computer Science]][[Category:Social Sciences]][[Category:Interdisciplinary Studies]] 17477 68059 2007-01-08T05:23:48Z JWSchmidt 20 [[Category:Education]] [[Category:Language]] [[Category:Education]] 17478 68070 2007-01-08T05:29:02Z JWSchmidt 20 [[Category:Research]] [[Category:Research]][[Category:Grants]] 17479 68071 2007-01-08T05:29:27Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 17480 68076 2007-01-08T05:34:21Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 17481 68079 2007-01-08T05:37:07Z JWSchmidt 20 [[Category:Politics]] [[Category:Politics]][[Category:Economics]] 17482 75182 2007-01-13T07:55:57Z MichaelBillington 1599 [[Category:Project Management]] [[Image:10 Project Management-Components I.png|800px]] [[Category:Project Management]] 17483 75196 2007-01-13T08:05:47Z MichaelBillington 1599 [[Category:Project Management]] [[Image:12 Project Management-Components III.png|800px]] [[Category:Project Management]] 17484 75185 2007-01-13T08:01:13Z MichaelBillington 1599 [[Category:Project Management]] [[Image:15 Project Preparation.png|800px]] [[Category:Project Management]] 17485 75186 2007-01-13T08:01:26Z MichaelBillington 1599 [[Category:Project Management]] [[Image:20 Kick-Off-Meeting.png|800px]] [[Category:Project Management]] 17486 75187 2007-01-13T08:01:31Z MichaelBillington 1599 [[Category:Project Management]] [[Image:22 Statement of Work.png|800px]] [[Category:Project Management]] 17487 75188 2007-01-13T08:01:39Z MichaelBillington 1599 [[Image:25 Status Report.png|800px]] [[Category:Project Management]] 17488 76299 2007-01-15T03:03:12Z JWSchmidt 20 Reverted edits by [[Special:Contributions/64.59.144.22|64.59.144.22]] ([[User_talk:64.59.144.22|Talk]]) to last version by [[User:MichaelBillington|MichaelBillington]] using [[Wikiversity:Rollback|rollback]] [[Image:30 Project Resources.png|800px]] [[Category:Project Management]] 17489 68096 2007-01-08T08:32:39Z Franz Kies 2208 17490 75192 2007-01-13T08:02:54Z MichaelBillington 1599 [[Category:Project Management]] [[Image:60_PM_Budgets.png|800px]] [[Category:Project Management]] 17491 75190 2007-01-13T08:02:30Z MichaelBillington 1599 [[Category:Project Management]] [[Image:90 Project Audit.png|800px]] [[Category:Project Management]] 17492 69989 2007-01-10T19:19:40Z JWSchmidt 20 [[Category:Project Management]] == 00 PROJECT MANAGEMENT - An Introduction to what follows == The following Project Management (in short PM) pages headline numbered from 00 (= this page) to 100: * Is a work in progress, i.e. sometimes even a referenced page may not exist yet * Sometimes show the same subject from different angles, e.g. pages 10, 11, 12 * Originate from personal experience of using PM for some decades * Combine ideas of different schools of thought in the area of PM, partially covered in the bibliography * Transcend occasionally the usual structure of PM to include, among others, ideas covered under the term “soft sciences” * Are used in teaching projects at University level and also for post graduate/MBA courses * Are to be dealt with the way of Supermarket Shopping: Take what is suitable and leave the rest away! * * [[User:Franz Kies|Franz Kies]] 08:57, 8 January 2007 (UTC) [[Category:Project Management]] 17493 75183 2007-01-13T07:57:48Z MichaelBillington 1599 [[Category:Project Management]] [[Image:11 Project Management-Components II.png|800px]] [[Category:Project Management]] 17494 68103 2007-01-08T09:14:14Z Chrismo 3128 Wikiversity web badge == Summary == Wikiversity web badge == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 17496 70780 2007-01-11T22:10:26Z Mystictim 626 rearange order ==Which pages should be included?== This category is for pages containing specific learning activities that require visitor participation. ==Which pages should be excluded?== This doesn't include reading or general requests to improve pages because that applies to every page on Wikiversity by default. It shouldn't be used for project descriptions, general descriptions of learning activities, guides or how-tos as these are reference materials and need categories of their own. ==Please help this project== Please help this project by adding this category to Wikiversity articles. The first step is to work through this [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=0 alphabetical list] checking for learning activities. This has been done up to ''' IP address'''. ==Why is this category needed?== This category is mainly concerned with the development of learning materials at Wikiversity. Learning activities are an important part of these materials. It would be useful to know where these learning activities are, if they have been completed and how popular they are. This information can then be used to develop any uncompleted learning activities, improve or promote the unpopular activities and encourage all learning materials to adapt the best learning activities. This would help in drawing up lists of work that needs doing at Wikiversity and places where learners could participate in developing these materials. ==How can these goals be achived?== # By categorising all pages with learning activities on them. # By creating a subcategory for [[:Category:Completed learning activities | Completed learning activities]]. # By creating another subcategory for the [[:Category:Popular learning activities | Popular learning activities]]. This will give four groups: :#Completed and Popular (In both categories) :#Completed and unpopular (only in Completed category) :#incomplete and Popular (only in Popular category) :#unpopular and incomplete (in neither category). The complete and popular pages will look after themselves, Completed and unpopular pages will need improvements or publicising, the incomplete and popular pages should look after themselves as they are being developed, the final group of unpopular and incomplete learning activities will need individual attention. As the list of Learning activities is quite short it will be easy to add these subcategories to the appropriate pages. [[Category:Education]] [[Category:Content]] [[Category:Learn by doing]] 17497 68117 2007-01-08T13:05:19Z Mystictim 626 [[Activity 2.Identification]] moved to [[Can you identify this fossil and the material it was fossilized in?]]: Provide a more descriptive name #REDIRECT [[Can you identify this fossil and the material it was fossilized in?]] 17499 68142 2007-01-08T13:56:59Z JWSchmidt 20 [[Deaf studies]] moved to [[Topic:Deaf studies]]: department #REDIRECT [[Topic:Deaf studies]] 17500 68145 2007-01-08T14:00:50Z JWSchmidt 20 [[Category:Languages and Language families]] [[Category:Languages and Language families]] 17502 68152 2007-01-08T14:59:56Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 17503 68159 2007-01-08T15:32:19Z JWSchmidt 20 [[Category:Emergency Medicine]] [[Category:Emergency Medicine]] 17504 68162 2007-01-08T15:34:31Z JWSchmidt 20 category [[Category:Physics]] 17505 68165 2007-01-08T15:36:21Z JWSchmidt 20 [[Category:Computer Programming]] [[Category:Computer Programming]] 17506 68181 2007-01-08T17:39:27Z JWSchmidt 20 category [[Category:Religion]] 17507 68675 2007-01-09T19:19:09Z JWSchmidt 20 [[Category:Medicine]] [[Category:Biology]] [[Category:Medicine]] 17508 68189 2007-01-08T17:46:19Z JWSchmidt 20 [[Category:Biology]] [[Category:Biology]] 17511 68214 2007-01-08T19:13:27Z JWSchmidt 20 [[School:Economics/Ec 1002]] moved to [[Principles of Economics]]: Wikiversity name conventions #REDIRECT [[Principles of Economics]] 17512 68217 2007-01-08T19:15:01Z JWSchmidt 20 [[School:Economics/Ec 1101]] moved to [[Microeconomics]]: Wikiversity name conventions #REDIRECT [[Microeconomics]] 17513 68220 2007-01-08T19:16:54Z JWSchmidt 20 [[School:Economics/Ec 1500]] moved to [[Introduction to Mathematical Economics]]: Wikiversity name conventions #REDIRECT [[Introduction to Mathematical Economics]] 17514 68224 2007-01-08T19:18:54Z JWSchmidt 20 [[School:Economics/Ec 1601]] moved to [[Statistical Economics]]: Wikiversity name conventions #REDIRECT [[Statistical Economics]] 17515 68234 2007-01-08T19:31:01Z JWSchmidt 20 [[School:Economics/Ec 1700]] moved to [[Introduction to Econometrics]]: Wikiversity name conventions #REDIRECT [[Introduction to Econometrics]] 17516 68834 2007-01-10T00:36:18Z JWSchmidt 20 [[Category:Physics]] {{FlowControl | Rotational Motion | Gravity | Topic:High School Physics }} == Projectile Motion == == Inclined Planes == == Uniform Circular Motion == [[Category:Physics]] 17517 68240 2007-01-08T19:34:55Z JWSchmidt 20 [[School:Economics/Ec 1702]] moved to [[Econometrics]]: Wikiversity name conventions #REDIRECT [[Econometrics]] 17518 68245 2007-01-08T19:42:08Z JWSchmidt 20 [[School:Economics/Ec 1801]] moved to [[International Economics]]: Wikiversity name conventions #REDIRECT [[International Economics]] 17519 68249 2007-01-08T19:44:04Z JWSchmidt 20 [[School:Economics/Ec 1120]] moved to [[Politics and Economics]]: Wikiversity name conventions #REDIRECT [[Politics and Economics]] 17520 68254 2007-01-08T19:47:05Z JWSchmidt 20 [[School:Economics/Ec AAFX]] moved to [[Game Theory]]: Wikiversity name conventions #REDIRECT [[Game Theory]] 17521 68261 2007-01-08T19:53:51Z JWSchmidt 20 [[School:Economics/Department of Text Development]] moved to [[Topic:Economics text development]]: Wikiversity name conventions #REDIRECT [[Topic:Economics text development]] 17522 68265 2007-01-08T19:56:49Z JWSchmidt 20 [[School:Economics/Department of Research]] moved to [[Topic:Economics Research]]: Wikiversity name conventions #REDIRECT [[Topic:Economics Research]] 17523 68269 2007-01-08T19:58:59Z JWSchmidt 20 [[School:Economics/Department of Political Economy]] moved to [[Topic:Political Economy]]: Wikiversity name conventions #REDIRECT [[Topic:Political Economy]] 17524 68273 2007-01-08T20:00:55Z JWSchmidt 20 [[School:Economics/Department of Labour Economics]] moved to [[Topic:Labour Economics]]: Wikiversity name conventions #REDIRECT [[Topic:Labour Economics]] 17525 68291 2007-01-08T20:33:24Z JWSchmidt 20 [[Category:Preschool]] [[Category:Preschool]] 17526 68292 2007-01-08T20:33:43Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 17527 68303 2007-01-08T20:45:35Z JWSchmidt 20 [[Category:Film]] [[Category:Film]] 17528 68304 2007-01-08T20:47:00Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 17529 68647 2007-01-09T16:17:22Z Cmadler 5087 ==About the tuba== The '''tuba''' is the largest of the low-brass instruments and is one of the most recent additions to the modern symphony orchestra, first appearing in the mid-19th century, when it largely replaced the [[w:ophicleide]]. An orchestra] usually has a single tuba (though having 2 or 3 is not uncommon), serving as the bass of the brass section, though its versatility means it can double as reinforcement for the strings and woodwinds, or increasingly as a solo instrument. Various concerti have been written for the tuba by numerous notable composers, including [[w:Ralph Vaughan Williams]], [[w:Edward Gregson]], [[w:John Williams]], and [[w:Bruce Broughton]]. Tubas are also used in wind and concert bands and in British style brass bands; in the latter instance both E&nbsp;♭ and BB&nbsp;♭ tubas are used and are normally referred to as ''basses''. Tubas are found in various pitches, most commonly in F, E♭, CC, or BB♭ in "brass band" pitching. The main bugle of BB♭ tubas is approximately 18 feet long, while CC tubas are 16&nbsp;feet, E♭ tubas 13&nbsp;feet, and F tubas 12&nbsp;feet in tubing length without adding any valve branches. Tubas are considered to be conical in shape as from their tapered bores, they steadily increase in diameter along their lengths. A tuba with its tubing wrapped for placing the instrument on the player's lap is usually called a tuba or concert tuba. Some have a bell pointing forward as opposed to upward, which are often called ''recording tubas'' because of their popularity in the early days of recorded music, as their sound could more easily be directed at the recording instrument. When wrapped to surround the body for marching, it is traditionally known as a [[w:hélicon]]. The modern [[w:sousaphone]] is a helicon with a bell pointed up, and then curved to point forward. Bass clef music for tuba is usually in concert pitch, therefore tubists must know the correct fingerings for their specific instrument. However, traditional brass band] parts for the tuba are in the treble clef, usually a ninth above the sounded note, to facilitate fingering interchangeability with other brass band instruments. Consequently, the tuba is generally treated as a transposing instrument when it is written for in the treble clef, but not in the bass clef. The CC tuba is the common professional instrument in the United States and is used as the default instrument in American orchestras. In the United Kingdom, the E♭ tuba is the default professional instrument, though many will supplement it with the CC tuba in orchestral applications for big works. In Europe, the F tuba is the common default instrument in orchestras, though American practice is taking hold in some European orchestras. In Germany, Austria and Russia in particular, orchestral tuba players will use a BB♭ tuba when extra weight is desired. In military or concert bands and brass bands, the BB♭ tuba is preferred because its intonation better matches that of other wind instruments in B♭ or E♭. Players of the E♭ tuba often find themselves in demand from brass bands, where they read treble clef music pitched in E♭, as well as orchestras where they read music in the bass clef at concert pitch (C). The lowest pitched tubas are the contrabass tubas, pitched in C or B♭; (referred to as CC and BB♭ tubas respectively, based on a traditional distortion of a now-obsolete octave naming convention). The BB♭ is almost exclusively used in brass bands because the other instruments are usually based on B♭. The CC tuba is used as an orchestral instrument in the U.S. because they are perceived to tune more easily with other orchestral instruments, but BB♭ tubas are the contrabass tuba of choice in German, Austrian, and Russian orchestras. Many younger players start out with an E♭ tuba, and the BB♭ tuba is still the standard adult amateur instrument in the United States. Most professionals (and those trained or training to be professionals) in the U.S. play CC tubas, but most also are trained in proficiency of all four pitches of tubas. The next smaller tubas are the bass tubas, pitched in F or E♭ (a fourth above the contrabass tubas). The E♭ tuba often plays an octave above the contrabass tubas in brass bands, and the F tuba is commonly used by professional players as a solo instrument and, in America, to play higher parts in the classical repertoire. In most of Europe, the F tuba is the standard orchestral instrument, supplemented by the CC or BB♭ only when the extra weight is desired. In the United Kingdom, the E♭ is the standard orchestral tuba. The [[euphonium]] is sometimes referred to as a tenor tuba (the only practical difference lies in the presence of vibrato, which is traditional for euphonium, but is to be avoided on parts scored for tenor tuba), and is pitched one octave higher than (in B&nbsp;♭) than the BB&nbsp;♭ contrabass tuba. The "Small French Tuba in C" is a tenor tuba pitched in C, and provided with 6 valves to make the lower notes in the orchestral repertoire possible. The French C tuba was the standard instrument in French orchestras until overtaken by F and C contrabass tubas since the Second World War. The term "tenor tuba" is often used more specifically, in reference to B&nbsp;♭ rotary-valved tubas pitched in the same octave as euphoniums. Examples include the Alexander Model 151, which is a popular instrument among tuba players when the use of the tenor tuba is appropriate. One much-debated example of such application for orchestral tuba players in the U.S. is the ''Bydło'' movement in Ravel's orchestration of [[w:Modest Mussorgsky|Mussorgsky]]'s ''[[w:Pictures at an Exhibition]]''. ==Playing technique== At the basic level, playing a tuba is similar to playing a euphonium. For the time being, therefore, you may wish to make use of these euphonium lessons: [http://en.wikiversity.org/wiki/Euphonium/Jechasteen/Lesson_1 Euphonium Lesson 1] - Embouchure and breath <br> [http://en.wikiversity.org/wiki/Euphonium/Jechasteen/Lesson_2 Euphonium Lesson 2] - First notes ==Links== *[http://en.wikipedia.org/wiki/Tuba Tuba on Wikipedia] *[http://www.uky.edu/%7Eskipgray/frame.html University of Kentucky Tuba-Euphonium Studio] (click on "Pedagogical Material and Information") [[Category:Music]] 17530 69432 2007-01-10T04:00:05Z JWSchmidt 20 [[Category:Project Management]] {{placeholder}} [[School:Construction|Construction]] [[Topic:Project Management|Project Management]] [[Category:Project Management]] 17531 68320 2007-01-08T21:19:59Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 17532 68574 2007-01-09T07:44:46Z CQ 1939 expanding... This page is a '''placeholder''' for a learning project or other resource under development. To get involved, please participate at <b> 17533 68329 2007-01-08T21:33:01Z JWSchmidt 20 spelling [[Category:Management]] [[Category:Finance]] 17536 68408 2007-01-08T22:49:53Z JWSchmidt 20 [[Category:History]] [[Category:History]] 17537 68409 2007-01-08T22:52:19Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 17538 68494 2007-01-09T01:26:22Z CQ 1939 [[Category:Web Design]] [[Topic:XML]]/[[UML]] The entity tag, [[&...]] is an empty [[UML/Glossary|namespace]] used to '''''locate''''' a [[Topic:Web Design|web design]] [[UML/Glossary|entity]] that does not yet exist. It is used whenever a [[w:url|url]] is not yet defined. [<tt>url=undefined</tt>] [http://perl.wikia.com/wiki/&... &...] (pronounced '''''And'''-duh-duh-duh'') is a '''[[Template:placeholder|placeholder]]''' for a non-descript future web resource. It was instituted by the [[WikiaPerl]] group for use in [[w:Semantic Web|Semantic Web]] '''[[Topic:XML|XML]][[UML/MediaWiki|/UML]]''' applications, particularly for wikis in November 2005. The [[&...]] '''[[tag]]''' was first used to functionally meld [[Topic:Perl|Perl]] with [[Topic:MediaWiki|MediaWiki]] at '''[[Wikia|Wikia.com]]'''. ==Category:The Future== A [[demonstration]] of the use of [[&...]] for [[Special:Category]] designations, both implemented and planned: [[:Category:Computer Programming|Computer Programming]] [[:Category:Programming Languages]]: [[:Category:Perl]], [[:Category:PHP]]. [[&...]] In this case '''&...''' is a [[w:context sensitive|context sensitive]] '''[[Template:placeholder|placeholder]]''' for an extension of the list of categories that are ''defined'' but not yet ''implemented'' <small>(NOTE: as of 01:26, 9 January 2007 (UTC) these were [[red link]]s)</small>: *[[:Category:Python]] *[[:Category:Lisp]] *[[:Category:Scheme]] *[[:Category:Ruby]] *[[:Category:Smalltalk]] *[[&...]] The above list of categories is incomplete, in that only [[:Category:Perl]] and [[:Category:PHP]] are '''[[UML/Glossary|defined]]''' ([[blue link]]s) within the '''[[w:context|context]]''' of '''''implemented''''' Wikiversity:Categories. (Even though most are represented in the '''Topic:''' namespace, though not yet the '''Category:''' namespace.) === Activation and Implementation === NOTE: both ''implemented'' ... *[[:Category:Web Design]] *[[:Category:Perl]] *[[:Category:PHP]] ...and ''unimplemented''... *[[:Category:UML]] *[[:Category:XML]] ...'''categories''' appear at the bottom of this page as activated categories. By '''''activating''''' [[UML]] and [[Topic:XML|XML]] categories, We have committed the resource allocated in the [[Special:Categories]] namespace. ==Topic:The Future== {{placeholder}} [[&...]] [[Topic:Computer Programming]] The [[MediaWiki Engine]] has a handy built-in function that quickly exposes list members that are planned ([[red link]]s) and established ([[blue link]]s). How cool is that?!? ===Established and planned resources=== [[Computer Programming]] [[Topic:Topics|Topics]]: *[[Topic:Perl]] *[[Topic:PHP]] *[[Topic:Java]] *[[Topic:Python]] *[[Topic:Lisp]] *[[Topic:Scheme]] *[[Topic:Ruby]] *[[Topic:Smalltalk]] *[[Topic:Visual Basic]] *[[&...]] In this case, the list of programming languages can continue in an open way: Example in [[Topic:perl|perl]]: <tt>[ @ProgLangs = (@[[Hello, world!|Hello]], @_); # @_ holds &... ]</tt> ==Template:Placeholder== {{tl|placeholder}} for ''whatever ya'll want/need/have/propose/[[&...]]'' ==See also== *[[Object Oriented Software Design]] *[[Topic:Object-Oriented Programming]] *[[MediaWiki Project]] *[[UML/MediaWiki]] [[Category:Computer Programming|Computer Programming]] [[Category:UML]] [[Category:XML]] [[Category:Web Design]] [[Category:Perl]] [[Category:PHP]] 17541 70445 2007-01-11T04:56:00Z JWSchmidt 20 {{uncat}} You're '''''[[User:It|It]]!''''' {{uncat}} 17544 68449 2007-01-09T00:13:08Z JWSchmidt 20 [[Category:Intellectual Property Law]] [[Category:Intellectual Property Law]] 17545 75116 2007-01-13T02:43:38Z Historybuff 5228 Moved to subcat, added databases [[Category: Programming Languages]] [[Category: Databases]] 17546 68479 2007-01-09T00:55:37Z JWSchmidt 20 category [[Category:Foreign Language Learning]] 17548 68501 2007-01-09T01:48:26Z Mystictim 626 [[Course Titles and Numbers]] moved to [[Wikiversity:Course Titles and Numbers]]: Moved to the appropriate name space #REDIRECT [[Wikiversity:Course Titles and Numbers]] 17553 79056 2007-01-20T15:33:20Z JWSchmidt 20 [[Category:Portal|Test preparation]] This is the Wikiversity Portal for test preparation. Listed are various tests which are linked to pages which will help you with that test. *[[Study guide:GED]] *[[New Zealand Written Examinations Manuals]] == Advanced Placement Tests == [[Study guide:AP Chinese]] [[Category:Test preparation]] [[Category:Portal|Test preparation]] 17554 68536 2007-01-09T03:24:08Z JWSchmidt 20 [[Category:Test preparation]] This page contains resources to help you study for the GED. http://amby.com/GED/ http://www.floridatechnet.org/ged/LessonPlans/lessons.htm - GED lesson plans [[Category:Test preparation]] [[Category:Wikihigh]] 17555 76336 2007-01-15T03:21:02Z MetaBohemian 5057 +lots of functions, E and PI The <code>java.lang.Math</code> class provides methods for doing math. Go figure. == Static Methods == The <code>Math</code> class's methods are '''static'''. This is a fairly advanced concept, but here's a brief overview. Normal (non-static) methods are run inside a specific object. To use them, you have to have a specific object, usually through a constructor (with the <code>new</code> keyword): <pre> MyObject obj = new MyObject(); obj.myMethod(); </pre> Static methods, however, run inside the entire class. To use them, append a period and the name of the method, as usual, to the name '''of the class''': <pre> MyObject.myStaticMethod(); </pre> == Fields in <code>Math</code> == === <code>Math.E</code> === Returns the closest <code>double</code> value to <math>e</math>, Euler's number. <math>e</math> is defined <math>e = \lim_{x \to \infty} \left ( 1 + \frac{1}{x} \right )^x \approx 2.718281828459045</math>. === <code>Math.PI</code> === Returns the closest <code>double</code> value to <math>\pi</math> (pi). <math>\pi</math> is the ratio of a circle's circumference to its diameter, <math>\approx 3.141592653589573</math>. == Methods in <code>Math</code>== You'll see that many of the methods listed here have multiple signatures. Why is this? <code>Math</code> is a ''utility class'', which means it exists to make your code as simple as possible. It often has multiple versions of the same method with different parameters and return types so you don't have to bother with converting your variable to a type that <code>Math</code> uses. Which version of the method is actually called depends on what paramter types you give it. In the case of <code>Math</code>, it doesn't matter; all versions of the same method do the same thing, just with different return types to match the parameter type. (Incidentally, the technique of having methods with the same name is called '''overloading methods'''.) === <code>abs(...)</code> === Signatures: <pre> public static double abs(double a) public static float abs(float a) public static int abs(int a) public static long abs(long a) </pre> Returns the absolute value of <code>a</code>: <math>|a| = \begin{cases}a & \mbox{if }a > 0 \\ 0 & \mbox{if } a = 0 \\ -a & \mbox{if } a < 0 \end{cases}</math> === <code>ceil(...)</code> and <code>floor(...) === ==== <code>ceil(...)</code> ==== Signature: <pre> public static double ceil(double a) </pre> Returns the "ceiling" of <code>a</code>; that is, the least integer greater than or equal to <code>a</code>. For the mathematically inclined, returns an integer <math>x</math> such that <math>x \ge a</math> and there exists no integer <math>y</math> such that <math>x > y \ge a</math>. For example: : <code>Math.ceil(5.5)</code> returns 6 : <code>Math.ceil(3)</code> returns 3 : <code>Math.ceil(-2.573)</code> returns -2 ==== <code>floor(...)</code> ==== Signature: <pre> public static double floor(double a) </pre> Returns the "floor" of <code>a</code>; that is, the greatest integer less than or equal to <code>a</code>. For the mathematically inclined, returns an integer <math>x</math> such that <math>x \le a</math> and there exists no integer <math>y</math> such that <math>x < y \le a</math>. For example: : <code>Math.floor(5.5)</code> returns 5 : <code>Math.floor(3)</code> returns 3 : <code>Math.floor(-2.573)</code> returns -3 === Trigonometric Functions === ==== <code>sin(...)</code>, <code>cos(...)</code>, <code>tan(...)</code> ==== Signatures: <pre> public static double cos(double a) public static double sin(double a) public static double tan(double a) </pre> Returns the cosine/sine/tangent of <code>a</code>. <code>a</code> is measured in radians. ==== Degree/Radian Conversion ==== Signatures: <pre> public static double toDegrees(double angrad) public static double toRadians(double angdeg) </pre> Convert between degrees and radians. <code>toDegrees</code> accepts a radian measurement and returns the equivalent degree measurement; <code>toRadians</code> works the other way around. === Exponents, Roots, and Logarithms === ==== Exponentiation ==== Signature: <pre> public static double pow(double a, double b) public static double exp(double a) </pre> <code>pow(double, double)</code> returns <code>a</code> raised to the power of <code>b</code>: <math>a^b</math>. <code>exp(double)</code> returns <math>e</math> raised to the power of <code>a</code>: <math>e^a</math>. This is equivalent to the call <code>Math.exp(Math.E, a);</code>. ==== Roots ==== Signatures: <pre> public static double sqrt(double a) public static double cbrt(double a) </pre> Returns the square root (<code>sqrt(...)</code>) or cubic root (<code>cbrt(...)</code>) of <code>a</code>. Note that there is no generic <code>root(double a, double b)</code> method for <math>\sqrt[a]{b}</math>. If you need a root other than square or cubic, use the <code>pow(...)</code> method. Math shows us that <math>\sqrt[a]{b} = b^{1/a}</math>, so you can use <code>pow(a, 1/b)</code> for the <code>b</code>-th root of <code>a</code> (<math>\sqrt[b]{a}</math>). ==== Logarithms ==== Signatures: <pre> public static double log(double a) public static double log10(double a) </pre> Returns the logarithm base-<math>e</math> (<code>log(...)</code>) or base-10 (<code>log10(...)</code>) of <code>a</code>. Note that there is no generic <code>log(double a, double b)</code> method for <math>\log_a b</math>. You can use the mathematical identity <math>\log_a b = \frac{\log_x b}{\log_x a}</math> for any <math>x</math>. So to find <math>\log_a b</math>, use the code <code>Math.log(b) / Math.log(a)</code>. (You could use <code>Math.log10(...)</code> method, too, but <code>log</code> involves less typing.) === (Pseudo-)Random Number Generation === There is no truely random number generator; the best computers can come up with are algorithms for generating '''unpredictable''' numbers based on a ''seed'' value. These unpredictable numbers are called '''pseudo-random'''. Signature: <pre> public static double random() </pre> <code>Math.random()</code> produces a random number between 0 (inclusive) and 1 (exclusive): returns <math>x</math> such that <math>0 \le x < 1</math>. === Rounding === Signatures: <pre> public static double rint(double a) public static long round(double a) public static int round(float a) </pre> Rounds <code>a</code> to the nearest mathematical integer. <code>rint(double)</code> (from '''r'''ound to '''int'''eger) returns a <code>double</code> type that is guaranteed to be an integer. If <code>a</code> is equally distant from two integers, this method returns the even integer. <code>round(double)</code> returns a <code>long</code> type of <code>a</code> rounded to an integer. Calculated mathematically by <math>\lfloor a + 0.5 \rfloor</math>, or <code>(long)Math.floor(a + 0.5d)</code>. <code>round(float)</code> returns an <code>int</code> type of <code>a</code> rounded to an integer. Calculated mathematically by <math>\lfloor a + 0.5 \rfloor</math>, or <code>(int)Math.floor(a + 0.5f)</code>. === <code>max(...)</code> and <code>min(...)</code> === Signatures: <pre> public static double max(double a, double b) public static float max(float a, float b) public static int max(int a, int b) public static long max(long a, long b) public static double min(double a, double b) public static float min(float a, float b) public static int min(int a, int b) public static long min(long a, long b) </pre> Returns the greater (<code>max(...)</code>) or lesser (<code>min(...)</code>) of the two arguments. The return type is the same as the parameter type. [[Category:Java]] 17556 68535 2007-01-09T03:23:41Z JWSchmidt 20 category [[Category:Education]] 17557 68539 2007-01-09T03:32:54Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 17558 70808 2007-01-11T23:44:24Z JWSchmidt 20 /* What is a quorum? */ Wiki dynamics {{placeholder}} [[Wikiversity]]</b> ==What is a quorum?== Do humans experience [[quorum sensing]]? ===Wiki dynamics=== What is the net effect of a large wiki (Wikipedia) is on smaller wikis (such as Wikiversity). I have [http://collaboration.wikia.com/wiki/Wikiversity previously suggested] that it is natural for wikis to become specialized for a central mission. This naturally leads to the creation of new wikis for content that does not fit with the mission of older wikis. By [[w:Template:Wikiversity|making links from Wikipedia to Wikiversity]], Wikiversity can get a lot of traffic. However, a question then arises for potential Wikiversity participants: "Where am I likely to find an active community of collaborators who are interested in the same things as me?" Does the success of Wikipedia make it hard to attract editors to Wikiversity? Do many Wikiversity participants try editing here, find that the community is too small, and go back to Wikipedia where there is more human interaction? [[Category:Wikiversity]] [[Category:Community discussions]] 17559 79987 2007-01-22T14:13:01Z Jacob Walker 4640 /* Systems And Tools Matrix */ == Statement of Purpose == A major current educational trend is the formation of standards for content areas. These have been created by teachers primarily to standardize what people will learn in an educational system. The Systems and Tools Educational Philosophy is an attempt to give some standardization and framework to how standards should be formed, and further, what content areas should be taught. It forms a "big picture" model to fit all the current content areas, and shows what is missing. By doing this, hopefully it will allow new educational systems to be formed that can do a better job of actually teaching topics that are important to their students and their students' future. == Broad Overview of Concept == The Educational Philosophy of Systems and Tools is primarily focused on the question of "What should people learn?" and from this derive the answer to "What should education attempt to teach?" The questions of "How do we teach?" that most educational philosophies address may partially be derived from this philosophy, but in general is independent from the focus of the Systems and Tools philosophy, and thus other educational philosophies may be used in conjunction with this philosophy. Also, while this philosophy attempts to form a comprehensive view of what would be useful for an individual to learn, it is also possible to use subsets of the philosophy in practice. The core of the philosophy is the model that humans interact within a variety of systems (and further these systems often interact with each other), and that humans have various tools both mental and physical that they can use to influence these systems. The basis of the philosophy is that human should learn about these systems, and learn the tools that will empower them to change these systems. As a mental model this will be able to be understood as a matrix. With systems in one dimension, and tools within the other, and each cell containing if and how a tool can be used to influence a system. The philosophy has several levels, being a continuum from the theoretical level to the practical applied level. The general levels of the philosophy are: * Broad Overview of Concept * Rules to Derive System and Tool Categories of the Philosophy * The System and Tool Categories Derived from the Rules * Guidelines for determining the Specific Systems and Tools Someone Should Learn * The Specific Systems and Tools that Someone Should Learn == Rules to Derive System and Tool Categories of the Philosophy == The following are mental rules, criteria and constraints that should be used when coming up with system and tool categories. These rules exist to make the categories and ultimately the content areas as universal as possible so they may be applied to what any specific individual should learn based upon that specific individual. Categories must be able to be used with and relevant to every human including: 1. All nationalities, nations, societies and cultures. It should be equally valid for United States learners as well as Iraqi learners, Russian learners, Mexican learners, Japanese learners etc. 2. All IQ and ability levels of students, including students with mental disabilities such as Down Syndrome, Autism, etc. 3. All historical time periods. While the categories are for today, they should theoretically been relevant for any period of time since the dawning of humanity, and hopefully be relevant to learners in the future. 4. All roles humans may act within, from CEO to Tribal Hunter to Mother to Politician, etc. == System Categories == The following are some of the categories of systems that can be derived from the generalized rules. '''Body’s Health System(s) and Life Systems''' Every human has a body, and their body works as a system. The better a learner knows how their body works, the better they can do things to help improve the functionality of their body, and keep themselves healthy, improving and extending their lives. Further understanding life systems (biology) in general, humans can help improve the lives of others. '''Systems of the Physical World''' We exist within a physical world, which can be described by physics and chemistry. Gravity happens, and chemical reactions happen on a regular basis. The better we can understand and predict what will happen, the more control we have over our physical realities. '''Personal Processes & Systems''' Every human has habits, routines, and tasks that they perform on a regular basis. By being able to better understand these processes humans can engineer parts of their lives to work better for them. '''Belief Systems''' One can make the argument that what an individual believes, and what their mental models (paradigms) of the world is, is a system in and of itself. And thus these systems too can be understood. Traditionally these system might be called philosophy, theology, etc. '''Social Systems''' Every human interacts with other humans and has different types of relationship with other humans such as parent, child, lover, spouse, friend, co-worker, etc. These relationships affect the person dramatically, and understanding the social structure, norms, and culture that a person lives within allows them to better operate within their social systems, and to possibly help improve their social systems. '''Economic System(s)''' Every human exists within an economic system of trade. Most exist within a monetary system that uses some form of currency such as the dollar, and most also will perform some type of task as a job to earn money and use this money to buy things they want. By understanding the economic system they exist within the learner will be able to better operate within that system. '''Technological Systems''' Human beings have invented technology from the dawning of humanity. From creating a bow and arrow, to creating a computer, humans have devised our own systems that we can use as tools. The better we can learn how to use these technological tools, the better we can use the tools, and the more we learn about how and why the technology works, the better we can fix or improve the technology. '''Business Processes & Systems''' Any organization of humans will have processes that perform the actions of that organization. These systems can potentially be optimized or improved to help the organization better accomplish its goals. '''Legal & Political system(s)''' Every human exists within a legal and political system, whether that be a well defined system such as a democracy or republic, or a system based upon dictatorship, there is a method that laws are created, and there are laws that must be followed, or consequences will happen to an individual. The better someone understands the system they exist within, and what systems can exist, the better that person will be able to operate within their system, and possibly help improve a system. '''Ecological System''' Every human lives within a larger system of life. This larger system impacts each of us, from the ability to get food & water to how our actions impact our environment which then comes back to impact ourselves. '''Artistic Systems and Intangibles''' While a conscious understanding of our world, and skills to be able to interact with our world is critical. Humankind has always created art, from cave paintings and folk songs to computer graphics and architecture. While the human value may be difficult to define, it is recognized that since art is so important across all categories of human beings, that it should be addressed in education. It is also recognized that there are many parts to art that can not be articulated into a cause and effect or other academic manner. But as a whole we will still classify it as a system, although this philosophy does not dictate that the artistic systems should be attempted to be completely defined. == Tool Categories == The following are some of the categories of tools that humans can apply to the various systems they participate in. These are broad categories of tools, and how much a tool will be useful varies from system to system. '''Ethics''' Every human has faced ethical choices. The choices that the person makes can often have large ramifications on to others and on to themself. Thinking about ethics and coming up with a personal code of ethics gives people a tool to help them make their decisions in life. '''Physical Tools''' Every technological system that can be operated, is generally a tool in and of itself, and requires physical skill, such as typing on a keyboard for a computer, or driving for a motor vehicle. Further, for those who wish to become technicians or developers (engineers) of technological system, then other tools are required to either fix technology, or to fabricate technology. To create art one must have proficiency in the tool of that form of art, be it a musical instrument, paint brush, or their hands for a sculpture. '''Communication''' This includes language skills, graphic design, speech, art and every other task of communicating. For every human in every age of existence has needed to be able to communicate to survive and to thrive. Improvements in a person’s ability to communicate, both by sharing ideas and by receiving ideas, will inevitably help improve that person’s life. '''Learning''' While it is important to be able to receive information through communication, there are other methods of learning as well. Also, there are mental tools that exist to help people to retain both knowledge and skills. '''Logic & Decision Making''' This includes deductive and inductive (scientific) reasoning abilities. By having better logical skills any human will be able to better interpret what they learn and create more accurate paradigms that will allow them to more accurately determine the results that will occur from their actions (or inactions). '''Mathematical Mental Tools (Numbers)''' This includes any numbering system, arithmetic, and other mathematical concepts that will give the learner relevant tools that can be used to help the person use and interact with the systems they are part of. '''Systems Thinking''' Every human is part of and interacts with a variety of systems. Most systems can be modeled using common methodologies, such as event/signal flow, mathematics, etc. It must also be understood that all systems humans exist within or interact with, each also affect each other as well as that human. Understanding history can potentially help a person better understand any particular system, and sometimes a broad view is needed to see all the systems together. '''Events''' Many events are currently happening (news) that affect humans, and many events have happened (history) that have affected humans. Without awareness of these events a person is not able to know what might affect them. But awareness alone is not enough. The learner must have the other tools listed here, along with accurate mental models so that the learner can understand how and why an event happened, and possibly be able to change future events. == Systems And Tools Matrix == The following matrix template is empty, because determining which specific tools are taught and how important a tool is and to what level a tool is taught depends upon the individual. The fourth layer of the theory will more directly focus on filling in this matrix. {| border="1" |+ Systems and Tools Matrix ! System/Tool !! Beliefs & Ethics !! Technology !! Communication !! Logic !! Numbers !! Systems Thinking !! Events |- ! Health || || || || || || || |- ! Physical World || || || || || || || |- ! Personal Processes || || || || || || || |- ! Social Systems || || || || || || || |- ! Economic || || || || || || || |- ! Business Processes || || || || || || || |- ! Legal & Political || || || || || || || |- ! Ecological || || || || || || || |- ! Artistic || || || || || || || |} It is recognized that knowledge and skills have more dimensions than the two that are shown in the matrix. But when it comes to transmission of information, and receiving information, this must generally be done in a linear (one dimensional) manner. Although it is quite possible, if not alway practical, to jump around to any point. As an example. A traditional school's class, usually teaches a subject in a linear manner. Given that this educational philosophy and model has it so every person should learn both about the systems they interact with, and tools to empower them within these systems, a classes approach could either be to teach about one of the systems, and make sure all relevant tools are included, or teach the relevant tools, and show how they can be used in each system, or both can be done, to give overlap to each topic and come from a different point of view. At this point in the creation of this educational philosophy, there is not a recommended approach. == Guidelines for determining the Specific Systems and Tools Someone Should Learn == Being an attempt to create a universal paradigm, it is important to be able to pull this to an individual basis. While there are stricter rules for deciding what should be a universal category or tool included in the philosophy (paradigm), what an individual should learn is a more subjective issue, and hence only guidelines are given for determining this. But the following is an attempt to list several factors about what someone should learn. * Learning should start first with the self and move to the larger world. It is easier to get "buy in" from people when they can directly relate what they are learning to themselves. Also, when teaching younger children, their minds may not yet have developed to a point where they can conceptualize the entire universe that we live within. It is important that while learning starts with the individual, that it expands to their immediate social system, and then to their local geographic region, then to their state or province, then to their nation, to human kind, to all living kind, to our solar system, our galaxy, and then our universe. It is recognized that all of these are of importance, and as a human race, it is each individuals responsibility to understand the systems of the human condition and be able to use their tools to help humanity and this planet. (possibly even further) * Learning should be developmentally appropriate. Children develop at different speeds, but statistically our understanding of psychology and neurology and other educational theories give some guidelines about what a person can comprehend at different ages. * Learning should be appropriate for the relevance that the knowledge and skills have to the persons life. This goes along with developmental appropriateness, but it should not hinder a person from entering areas that could become relevant to a person after they have learned a set of knowledge and skills. But in the case where knowledge and skills are not immediately relevant, tools must be taught that can help make the initial knowledge and skills be able to become relevant to the person's life. * Learning should be ability appropriate. It is recognized that everyone has strengths and weaknesses, and that those who may be considered mentally or physically disabled in one area, often have greater strengths in another. But inherent non-changeable disabilities need to be recognized, and learning should be of a level that is appropriate for the specific abilities people have. This philosophy also includes strengths individuals may have, and learning should increase to a level of someone's greater ability. * Learning should be legally appropriate. Especially when teaching about belief systems, if this philosophy is to be used in a United States Public School, such as a charter school, it is important to not break the separation of church and state OR the freedom of religion of the children and the rights of their parents to teach a religion they choose. * Learning should be appropriate for someones interest. This is the most subjective guideline. An individual may not realize that they have interest in something until someone or some event sparks a passion in that person. So as a general guideline, all systems and tools should be taught in the beginning, and as a person develops an interest in specific systems and or tools, that will guide what they specialize in during their later education. * Learning should be fun and enjoyable. It is believed (and we hope to test this hypothesis) that when people are enjoying themselves through the learning process, that they will retain the knowledge and skills more, and will continue to participate in their learning more. Enjoyment and interest also often go hand in hand. * Learning should be societally and culturally appropriate. This should not be interpreted that controversial ideas should not be taught, or ideas that are outside of societal acceptance should not be taught. Societies can not change and grow without people learning about alternatives to what currently exists. This guideline more has to with making sure things are taught that are relevant to the society. For instance in early 21st Century America, it is important that everyone learns how to drive a car and operate a computer. * There are other intangible factors that create value, and hence affect what and individual should learn. For instance, art may be of great value to some individuals, even though they may not get financial reward, or other benefit except internal joy. These intangible factors must be recognized even if they can’t fully be defined. == Comparison to Current California Primary and Secondary Education Standards == The following matrix is an attempt to correlate the traditional "subject areas" of the California educational system, based upon their [http://www.cde.ca.gov/be/st/ss/ content standards], into places where these subjects could fit within the Systems and Tools framework. This chart only shows those areas that have published content standards, and thus other subjects such as foreign languages, etc may be taught in many school systems, but there currently are no uniform content standards for California. While many of the squares can be filled by current educational standards, as can be seen by the grid, where things fit is a mix-match of squares, and some are not filled at all. Following the philosophy set out in this document could give more consistency to how all of education works with each other. Also, many of the squares that are filled are not taught to everyone, and those that are taught, may only brush over some topics. {| border="1" |+ Systems and Tools Matrix ! !! Ethics !! Physical Tools !! Communication !! Logic !! Numbers !! Systems Thinking !! Events |- ! Health Systems | [http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf P.E.] || [http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf P.E.], [http://www.cde.ca.gov/be/st/ss/scbiology.asp Life Sciences] || [http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf P.E.] || [http://www.cde.ca.gov/be/st/ss/scbiology.asp Life Sciences] || [http://www.cde.ca.gov/be/st/ss/scbiology.asp Life Sciences] || [http://www.cde.ca.gov/be/st/ss/scbiology.asp Life Sciences], [http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf P.E.] || [http://www.cde.ca.gov/be/st/ss/scbiology.asp Life Sciences] |- ! Physical World Systems | || [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Earth Sciences] || || [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Earth Sciences, Investigation and Experimentation], [http://www.cde.ca.gov/be/st/ss/mthmain.asp Geometry and Trigonometry] || [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Earth Sciences, Investigation and Experimentation] [http://www.cde.ca.gov/be/st/ss/mthmain.asp Algebra, Geometry, Trigonometry, Calculus] || [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Earth Sciences, Investigation and Experimentation], [http://www.cde.ca.gov/be/st/ss/mthmain.asp Geometry] || [http://www.cde.ca.gov/be/st/ss/ Earth Sciences] |- ! Personal Processes | || [http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf P.E.] || || || || || |- ! Belief Systems | || || [http://www.cde.ca.gov/be/st/ss/engmain.asp English] || [http://www.cde.ca.gov/be/st/ss/mthmain.asp Geometry], [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Investigation and Experimentation] || [http://www.cde.ca.gov/be/st/ss/mthmain.asp Geometry], [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Investigation and Experimentation] || [http://www.cde.ca.gov/be/st/ss/mthmain.asp Geometry], [http://www.cde.ca.gov/be/st/ss/ Chemistry, Physics, Investigation and Experimentation] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp History] |- ! Social Systems | [http://www.cde.ca.gov/be/st/ss/hstmain.asp Social Science] || [http://www.cde.ca.gov/be/st/ss/engmain.asp English] || [http://www.cde.ca.gov/be/st/ss/engmain.asp English], [http://www.cde.ca.gov/re/pn/fd/documents/visperfmarts-stnd-comp.pdf Visual and Performing Arts] || || [http://www.cde.ca.gov/be/st/ss/mthprobstat.asp Statistics] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp History] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp History] |- ! Economic | || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp Economics] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp Economics], [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education], [http://www.cde.ca.gov/be/st/ss/mthprobstat.asp Statistics] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp Economics] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp History] |- ! Technological | [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/be/st/ss/engmain.asp English], [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education], [http://www.cde.ca.gov/be/st/ss/mthmain.asp Algebra] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/be/st/ss/hstmain.asp History] |- ! Business Processes | [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education], [http://www.cde.ca.gov/be/st/ss/mthprobstat.asp Statistics] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] || [http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf Career Technical Education] |- ! Legal & Political | || || || || || American Government || American Government, History |- ! Ecological | || || || || || Biology || |- ! Artistic | || Art, Music || Art, Music || || || || Art, Music, History |} == Specific Curriculum == Once the previous layers of this philosophy have been "hashed out" by the participants of this wiki, different specific curriculums will be made designed based upon the general philosophy. These may start as a narrow focus, and an individual class, and hopefully expand into being a complete alternative to current educational systems. This expansion will require a great amount of time and effort by many participants, and will likely expand beyond the confines of this page. ==See also== *[[How people learn: brain, mind, experience and school]] [[Category:Education]] [[Category:Research]] [[Category:Educational Theories]] 17561 68696 2007-01-09T20:58:02Z Mystictim 626 reworded message to make it more friendly <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] Thank you for your contribution to Wikiversity. Please consider carefully which Wikimedia project [[b:Main Page|Wikibooks]], [[w:Main Page|Wikipedia]] or [[Wikiversity:What is Wikiversity?|Wikiversity]] your contribution would help the most. Wikiversity welcomes most types of [[Portal:Learning Materials|learning materials]] that are not [[w:Wikipedia:Contributing to Wikipedia|encyclopedia ]] or [[b:Help:How to start a book|textbook ]] articles. Please note that [[Wikiversity:What Wikiversity is not|Wikiversity is not]] a place for duplication of other Wikimedia projects. Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of [[Wikiversity:Learning projects|learning activities]] for Wikiversity participants. Everyone is invited to help add [[Wikiversity:Useful content|useful content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]] and [[Wikiversity:Welcome, newcomers|Welcome, newcomers]]. </div> </div> <noinclude> '''Use instructions'''. In many cases, this template can be placed on Wikiversity pages that have some educational content, but that existing content seems like an encyclopedia article or a part of a textbook. For a description of this template and related templates, see: [[Wikiversity:Welcome templates]]<BR> '''Note''': when you use this template, if the page was created by a registered user, please make sure that their user talk page has the {{tl|Welcome}} template. [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> 17564 70093 2007-01-10T21:52:03Z 18.55.5.193 This page is a Wikiversity content development project for topic of '''Cancer Treatment'''. When ready, please migrate all learning materials to pages in the main [[Wikiversity:Namespaces|namespace]] (no prefix in the page names). ==Cancer Treatment== ===Chemotherapy=== <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Cancer Drug Development: New Targets for Cancer Treatment - 1996</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Cancer Drug Development: New Targets for Cancer Treatment.''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?itool=abstractplus&db=pubmed&cmd=Retrieve&dopt=abstractplus&list_uids=10387987] <br> Curt GA <p> There is often a considerable lapse of time between the definition of what causes a disease in the laboratory and the development of successful therapy. However, the history of medicine teaches us that the need to understand the scientific basis of disease before the discovery of new treatments is both essential and inevitable. During the middle of the 19th century, the work of the great German pathologist, Rudolf Virchow, defined disease as having an anatomic or histologic basis. In the clinic, this scientific perspective would lead to increasingly effective and, often, increasingly aggressive surgical approaches to disease. Later in the 19th century, Koch's discovery of the tubercle bacillus (a discovery Virchow disbelieved and publication of which he thwarted, since he hypothesized that cancer, not microbes, caused consumption!), would define a microbiological basis for disease. With bacteria defined as a major cause of human suffering, the stage was set for the development of the discovery of effective antibiotics. In the early 20th century, the pioneering work of Banting, Best and others would show that disease can also have an endocrine or metabolic basis. This new body of scientific knowledge would lead not only to the specific discovery of insulin as an effective treatment for diabetes but also to a more general understanding of the role of hormones, vitamins and co-factors in human health and disease. Basic medical research and its successful translation into effective treatments has fundamentally altered the cause of human death. In the developed world, where access to the benefit of this work is available, infectious disease is not the problem it was in the days of Pasteur, Metchnikoff and Ehrlich. As we approach the millennium, science is now teaching us that diseases, particularly cancer, can have a molecular or genetic basis. Can successful application of this new knowledge be far behind? We are already seeing the application of this new knowledge in cancer drug screening and cancer drug development. |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;"> Anticancer Drug Development: The Way Forward - 1996</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Anticancer Drug Development: The Way Forward''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?itool=abstractplus&db=pubmed&cmd=Retrieve&dopt=abstractplus&list_uids=10387985] <br> Connors T. <p> Cancer chemotherapy celebrated its fiftieth anniversary last year. It was in 1945 that wartime research on the nitrogen mustards, which uncovered their potential use in the treatment of leukaemias and other cancers, was first made public. Fifty years later, more than sixty drugs have been registered in the USA for the treatment of cancer, but there are still lessons to be learnt. One problem, paradoxically, is that many anticancer agents produce a response in several different classes of the disease. This means that once a new agent has been shown to be effective in one cancer, much effort is devoted to further investigations of the same drug in various combinations for different disorders. While this approach has led to advances in the treatment of many childhood cancers and some rare diseases, a plethora of studies on metastatic colon cancer, for example, has yielded little benefit. 5-fluorouracil continues to be used in trials, yet there is no evidence for an increase in survival. The lesson to be learnt is that many common cancers are not adequately treated by present-day chemotherapy, and most trials of this sort are a waste of time. Significant increases in survival will only occur if the selectivity of present-day anticancer agents can be increased or new classes of more selective agents can be discovered. |} </div > ===Colorectal Cancer=== ====FDA approved drugs==== =====Fluorouracil===== [[Image:Fluorouracil.svg|200px|thumb|right|Fluorouracil]] Fluorouracil (5-FU) is a drug that is used in the treatment of cancer. It belongs to the family of drugs called antimetabolites. It is a pyrimidine analog. The chemotherapy agent 5-FU (fluorouracil), which has been in use against cancer for about 40 years, acts in several ways, but principally as a thymidylate synthase inhibitor, interrupting the action of an enzyme which is a critical factor in the synthesis of pyrimidine-which is important in DNA replication. Some of its principal use is in colorectal cancer and pancreatic cancer, in which it has been the established form of chemotherapy for decades (platinum-containing drugs are a recent addition). As a pyrimidine analogue, it is transformed inside the cell into different cytotoxic metabolites which are then incorporated into DNA and RNA, finally inducing cell cycle arrest and apoptosis by inhibiting the cell's ability to synthesize DNA. It is an S-phase specific drug and only active during certain cell cycles. Capecitabine is a prodrug that is converted into 5-FU in the tissues. It can be administered orally. <small> From: [[wikipedia:Fluorouracil | Fluorouracil]]</small> Uracil can be used for drug delivery and as a pharmaceutical. When elemental fluorine is reacted with uracil, 5-fluorouracil is produced. 5-Fluorouracil is an anticancer drug (antimetabolite) used to masquerade as uracil during the nucleic acid replication process. The drug molecule also fools the enzymes that help in this process to incorporate this compound in the replication and not uracil, this causes the biological polymer (cancer) not to continue synthesizing. <small> From: [[wikipedia:Uracil | Uracil]]</small> The backbone of treatment for colorectal cancer is fluorouracil, a fluorinated [[wikipedia:pyrimidine | pyrimidine]], which is thought to act primarily by inhibiting thymidylate synthase, the rate-limiting enzyme in pyrimidine nucleotide synthesis. Fluorouracil is usually administered with [[wikipedia:Leucovorin | leucovorin]], a reduced [[wikipedia:folate | folate]], which stabilizes the binding of fluorouracil to thymidylate synthase, thereby enhancing the inhibition of DNA synthesis. In patients with advanced colorectal cancer, treatment with fluorouracil and leucovorin reduces tumor size by 50 percent or more in approximately 20 percent of patients (the "objective-response rate") and prolongs median survival from approximately 6 months (without treatment) to about 11 months. <small> From: [http://171.66.123.143/cgi/content/full/352/5/476 Systemic Therapy for Colorectal Cancer]</small> Thymidylate synthase (TS) catalyzes the transfer of a methyl group from methylenetetrahydrofolate (CH2H4PteGlu) to dUMP forming [[wikipedia:Thymidine_monophosphate | TMP]]. Inhibition of TS results in [[wikipedia:Apoptotic | apoptotic]] cell death due to intracellular thymidine depletion. Since cancer cells undergo rapid multiplication, they are much more sensitive to [[wikipedia: Thymidine | thymidine]] depletion and TS is the target of several anticancer agents used in colon, neck, and breast chemotherapy. <small> From: [http://www.aps.anl.gov/News/Reports/1999/lebiodal1.pdf Thymidylate synthase]</small> Antimetabolite drugs work by inhibiting essential biosynthetic processes, or by being incorporated into macromolecules, such as DNA and RNA, and inhibiting their normal function. The fluoropyrimidine 5-fluorouracil (5-FU) does both. Fluoropyrimidines were developed in the 1950s following the observation that rat hepatomas used the pyrimidine uracil — one of the four bases found in RNA — more rapidly than normal tissues, indicating that uracil metabolism was a potential target for antimetabolite chemotherapy1. The mechanism of cytotoxicity of 5-FU has been ascribed to the misincorporation of fluoronucleotides into RNA and DNA and to the inhibition of the nucleotide synthetic enzyme thymidylate synthase (TS). 5-FU is widely used in the treatment of a range of cancers, including colorectal and breast cancers, and cancers of the aerodigestive tract. Although 5-FU in combination with other chemotherapeutic agents improves response rates and survival in breast and head and neck cancers, it is in colorectal cancer that 5-FU has had the greatest impact. 5-FU-based chemotherapy improves overall and disease-free survival of patients with resected stage III colorectal cancer. Nonetheless, response rates for 5-FU-based chemotherapy as a first-line treatment for advanced colorectal cancer are only 10–15% (REF. 3). The combination of 5-FU with newer chemotherapies such as Irinotecan and Oxaliplatin has improved the response rates for advanced colorectal cancer to 40–50%. However, despite these improvements, new therapeutic strategies are urgently needed. Understanding the mechanisms by which 5-FU causes cell death and by which tumours become resistant to 5-FU is an essential step towards predicting or overcoming that resistance. So, what do we know about the mechanism of action of 5-FU and what strategies have been used to enhance its activity? ...5-FU is an analogue of uracil with a fluorine atom at the C-5 position in place of hydrogen. It rapidly enters the cell using the same facilitated transport mechanism as uracil6. 5-FU is converted intracellularly to several active metabolites: fluorodeoxyuridine monophosphate (FdUMP), fluorodeoxyuridine triphosphate (FdUTP) and fluorouridine triphosphate (FUTP) (FIG. 1) — these active metabolites disrupt RNA synthesis and the action of TS. The rate-limiting enzyme in 5-FU catabolism is dihydropyrimidine dehydrogenase (DPD), which converts 5-FU to dihydrofluorouracil (DHFU).More than 80% of administered 5-FU is normally catabolized primarily in the liver, where DPD is abundantly expressed. <small> From: [http://www.aps.anl.gov/News/Reports/1999/lebiodal1.pdf 5-Fluorouracil: Mechanisms of Action and Clinical Strategies]</small> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;"> Clinical pharmacology of 5-fluorouracil - April 1989</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Clinical pharmacology of 5-fluorouracil''' [http://www.nature.com/nbt/journal/v17/n4/pdf/nbt0499_375.pdf] <br> Diasio RB, Harris BE. <p> 5-Fluorouracil, first introduced as a rationally synthesized anticancer agent 30 years ago, continues to be widely used in the management of several common malignancies including cancer of the colon, breast and skin. This drug, an analogue of the naturally occurring pyrimidine uracil, is metabolised via the same metabolic pathways as uracil. Although several potential sites of antitumour activity have been identified, the precise mechanism of action and the extent to which each of these sites contributes to tumour or host cell toxicity remains unclear. Several assay methods are available to quantify 5-fluorouracil in serum, plasma and other biological fluids. Unfortunately, there is no evidence that plasma drug concentrations can predict antitumour effect or host cell toxicity. The recent development of clinically useful pharmacodynamic assays provides an attractive alternative to plasma drug concentrations, since these assays allow the detection of active metabolites of 5-fluorouracil in biopsied tumour or normal tissue. 5-Fluorouracil is poorly absorbed after oral administration, with erratic bioavailability. The parenteral preparation is the major dosage form, used intravenously (bolus or continuous infusion). Recently, studies have demonstrated the pharmacokinetic rationale and clinical feasibility of hepatic arterial infusion and intraperitoneal administration of 5-fluorouracil. In addition, 5-fluorouracil continues to be used in topical preparations for the treatment of malignant skin cancers. Following parenteral administration of 5-fluorouracil, there is rapid distribution of the drug and rapid elimination with an apparent terminal half-life of approximately 8 to 20 minutes. The rapid elimination is primarily due to swift catabolism of the liver. As with all drugs, caution should be used in administering 5-fluorouracil in various pathophysiological states. In general, however, there are no set recommendations for dose adjustment in the presence of renal or hepatic dysfunction. Drug interactions continue to be described with other antineoplastic drugs, as well as with other classes of agents. |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;"> Dendrimer grafts for delivery of 5-fluorouracil - April 2002</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Dendrimer grafts for delivery of 5-fluorouracil''' [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11998447&dopt=Abstract] <br> Tripathi PK, Khopade AJ, Nagaich S, Shrivastava S, Jain S, Jain NK <p> Polyamidoamine (PAMAM) dendrimers were prepared by linking methyl methacrylate and ethylenediamine successively on an amine core. Surface modification of PAMAM dendrimer was done by fatty acid grafting converting them to a unimolecular micellar system (Dendrimer grafts). IR, 1H NMR, 13C NMR studies confirmed the structure. The drug 5-fluorouracil (5-FU) was entrapped in dendrimer grafts. The effects of various solvents (ethanol, dichloromethane, tetrahydrofuran), pH and ionic strength on solubilization of 5-FU were determined. Phospholipid was further coated on the dendrimer grafts. The product was lyophilized and obtained as yellowish-white powder. Average particle size was ca. 375 nm as determined by Malvern's Mastersizer 4. Drug loading was ca. 53% by weight. Stability studies were conducted for 1 month at room temperature and 40 degrees C, where the systems were relatively stable. Release rate was sustained across cellulose tubing in PBS. In vivo studies were performed in albino rats and pharmacokinetic parameters and bioavailability were determined from the plasma profile of 5-FU. The phospholipid coated dendrimer graft formulation was found to be more effective orally than free drug. The lymphatic uptake was also increased indicating absorption of the developed formulation through the lymphatic route. |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">A New Class of Nanoscopic Containers and Delivery Devices - April 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Dendrimers: a new class of nanoscopic containers and delivery devices''' [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6TWW-492716J-1&_coverDate=09%2F30%2F2003&_alid=521909656&_rdoc=1&_fmt=&_orig=search&_qd=1&_cdi=5573&_sort=d&view=c&_acct=C000022659&_version=1&_urlVersion=0&_userid=501045&md5=dc87cdfde8bbb6b00a22acc2df2a2ee4] <br> F. Aulenta, W. Hayes, S. Rannard <p> Zhuo et al. synthesised 5-fluorouracil (5FU)–PAMAM conjugates with cyclic cores, and investigated the drug release in vitro. 5FU has potent anti-tumour activity although the high cytotoxicity prevents possible application in cancer treatments. The dendritic system thus developed was synthesised using the time-sequenced propagation technique and conjugation of the drug was performed on the fourth and fifth generation dendrimers. Although slow release of the drug was observed, the toxicity and the properties of the dendritic systems have not yet been evaluated. |} </div > <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;"> 5-Fluorouracil: Mechanisms of Action and Clinical Strategies - May 2003</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''5-Fluorouracil: Mechanisms of Action and Clinical Strategies''' [http://www.nature.com/nrc/journal/v3/n5/abs/nrc1074_fs.html;jsessionid=911EDBBF5EFB46A5A15770A90AC5785F] <br> Daniel B. Longley, D. Paul Harkin, Patrick G. Johnston <p> 5-Fluorouracil (5-FU) is widely used in the treatment of cancer. Over the past 20 years, increased understanding of the mechanism of action of 5-FU has led to the development of strategies that increase its anticancer activity. Despite these advances, drug resistance remains a significant limitation to the clinical use of 5-FU. Emerging technologies, such as DNA microarray profiling, have the potential to identify novel genes that are involved in mediating resistance to 5-FU. Such target genes might prove to be therapeutically valuable as new targets for chemotherapy, or as predictive biomarkers of response to 5-FU-based chemotherapy. |} </div > [[Category:Cancer]] =====Capecitabine (Xeloda)===== [[Image:Capecitabine.png|200px|thumb|right|Capecitabine]] Capecitabine (INN) (IPA: [keɪpˈsaɪtəbin]) is an orally-administered chemotherapeutic agent used in the treatment of metastatic breast and colorectal cancers. Capecitabine is a prodrug, that is enzymatically converted to 5-fluorouracil in the tumor by the tumor-specific enzyme PynPase, where it inhibits DNA synthesis and slows growth of tumor tissue. The activation of capecitabine follows a pathway with three enzymatic steps and two intermediary metabolites, 5'-deoxy-5-fluorocytidine (5'-DFCR) and 5'-deoxy-5-fluorouridine (5'-DFUR), to form 5-fluorouracil. Capecitabine is marketed under the trade name Xeloda (Roche). Capecitabine is FDA-approved for: * ''' Adjuvant [[Stage III Dukes'C Colon Cancer]]''' - used as first-line monotherapy. * '''Metastatic [[Colorectal Cancer]]''' - used as first-line monotherapy, if appropriate. * '''Metastatic [[Breast Cancer]]''' - used in combination with [[docetaxel]], after failure of [[anthracycline]]-based treatment. Also as monotherapy, if the patient has failed [[paclitaxel]]-based treatment, and if anthracycline-based treatment has either failed or cannot be continued for other reasons (i.e., the patient has already received the maximum lifetime dose of an anthracycline). <small> From: [[wikipedia:Capecitabine | Capecitabine]]</small> =====Irinotecan (Camptosar)===== [[Image:irinotecan.svg|200px|thumb|right|Irinotecan]] Irinotecan is a chemotherapy agent that is a topoisomerase 1 inhibitor. Its main use is in colon cancer, particularly in combination with other chemotherapy agents. This includes the regimen FOLFIRI which consists of infusional 5-fluorouracil, leucovorin, and irinotecan. Irinotecan is marketed by Pfizer as Camptosar®. It is also known as CPT-11. Irinotecan is activated by hydrolysis to SN-38, an inhibitor of topoisomerase I. This is then inactivated by glucuronidation by uridine diphosphate glucoronosyltransferase 1A1 (UGT1A1). Eventually, this process inhibits DNA replication and transcription. <small> From: [[wikipedia:Irinotecan | Irinotecan]]</small> =====Oxaliplatin (Eloxatin)===== [[Image:Oxaliplatin.svg|200px|thumb|right|Oxaliplatin]] Oxaliplatin is a platinum-based chemotherapy drug in the same family as cisplatin and carboplatin. It is typically administered in combination with fluorouracil and leucovorin in a combination known as FOLFOX for the treatment of colorectal cancer. Compared to cisplatin the two amine groups are replaced by cyclohexyldiamine for improved antitumour activity. The chlorine ligands are replaced by the oxalato bidentate derived from oxalic acid in order to improve water solubility. Oxaliplatin is marketed by Sanofi-Aventis under the trademark Eloxatin®. In vivo studies showed oxaliplatin has anti-tumor activity against colon carcinoma through its (non-targeted) cytotoxic effects. Median patient survival is approximately 5 months greater compared to the previous standard treatment. <small> From: [[wikipedia:Oxaliplatin | Oxaliplatin]]</small> =====Cetuximab (Erbitux)===== Cetuximab (Erbitux®) is a chimeric monoclonal antibody given by intravenous injection for treatment of metastatic colorectal cancer and head and neck cancer. Cetuximab is distributed inside the United States by ImClone Systems and Bristol-Myers Squibb, while it is distributed outside North America by Merck KGaA. It faces stiff competition from bevacizumab (Avastin), made by Genentech, and potential competition from panitumumab, currently under development by Amgen and Abgenix. Cetuximab is believed to operate by binding to the extracellular domain of the epidermal growth factor receptor (EGFR) of cancer cells, preventing ligand binding and activation of the receptor. This blocks the downstream signaling of EGFR resulting in impaired cell growth and proliferation. Cetuximab is used in metastatic colon cancer and is given concurrently with the chemotherapy drug irinotecan (Camptosar®), a form of chemotherapy that blocks the effect of DNA topoisomerase I, resulting in fatal damage to the DNA of affected cells. While there is a medical laboratory test to detect if a cancer tumor overexpresses epidermal growth factor receptor(EGFR) on its cells surface, this overexpression has recently been shown to not have any bearing on whether a patient will respond to Cetuximab or not. Whether this is because the current tests are just not sensitive enough to detect EGFR overexpression or because EGFR overexpression is not linked to the drugs effectiveness has not been established. Cetuximab was approved by the FDA in March 2006 after the publication of research performed by Dr J. Bonner [1] for use in combination with radiation therapy for treating squamous cell carcinoma of the head and neck (SCCHN) or as a single agent in patients who have had prior platinum-based therapy. The probability of successfully responding to Cetuximab therapy is linked to the incidence of acne like rash, one of the drugs side effects. The worse the rash that develops for the patient the higher the response rate. <small> From: [[wikipedia:Cetuximab | Cetuximab]]</small> =====Bevacizumab (Avastin)===== Bevacizumab (trade name Avastin®) drug used in treatment of cancer that targets the angiogenesis pathway. It is used in combination with standard chemotherapy drugs in patients with metastatic colorectal cancer. The U.S. Food and Drug Administration approved bevacizumab for use in colon cancer 2004. The medicine was developed by Genentech and is marketed, in the United States by Genentech and elsewhere by Roche (Genentech's parent company), under the brand name Avastin. Bevacizumab is a humanized monoclonal antibody, and was the first commercially available angiogenesis inhibitor. It stops tumor growth by preventing the formation of new blood vessels by targeting and inhibiting the function of a natural protein called vascular endothelial growth factor (VEGF) that stimulates new blood vessel formation. The drug was first developed as a genetically engineered version of a mouse antibody that contains both human and mouse components. Genentech is able to produce the antibody in production-scale quantities. Bevacizumab was approved by the Food and Drug Administration (FDA) in February 2004 for use in colorectal cancer when used with standard chemotherapy treatment. It was approved by the EMEA in January 2005 for use in colorectal cancer. Israel has also approved the use of bevacizumab. Bevacizumab is usually given intravenously through the arm every 14 days. In colon cancer, it is given in combination with the chemotherapy drug 5-FU (5-fluorouracil), leucovorin, and oxaliplatin or irinotecan. Bevacizumab has also demonstrated activity in renal cell cancer and ovarian cancer when used as a single agent, and in lung cancer and breast cancer when combined with chemotherapy. <small> From: [[wikipedia:Bevacizumab | Bevacizumab]]</small> <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;"> Systemic Therapy for Colorectal Cancer - February 2005</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''Systemic Therapy for Colorectal Cancer''' [http://171.66.123.143/cgi/content/extract/352/5/476] <br> Jeffrey A. Meyerhardt, M.D., M.P.H., and Robert J. Mayer, M.D. <p> "...we will consider newer cytotoxic chemotherapies and biologic agents effective against colorectal cancer and will assess their uses for the treatment of metastatic disease and as components of adjuvant therapy." |} </div > ====Protease==== High levels of proteolytic enzymes are associated with many tumors. This may be a result of adaptation to rapid cell cycling; removal of unnecessary regulatory proteins; and for secretion to sustain invasion, metastasis formation, and angiogenesis. Proteolytic enzymes represent an attractive target of antitumor imaging strategies and potentially antitumor prodrug activation therapy. <h2 style="padding:3px; background:#ffff00; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;"> Protease activated Near-Infrared Fluorescent Probes- February 1999</h2 > {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" '''In vivo imaging of tumors with protease activated near-infrared fluorescent probes''' [http://www.nature.com/nbt/journal/v17/n4/pdf/nbt0499_375.pdf] <br> Ralph Weissleder, Ching-Hsuan Tung, Umar Mahmood, and Alexei Bogdanov Jr. <p> Intratumoral NIRF signal was generated by lysosomal proteases in tumor cells that cleave the macromolecule, thereby releasing previously quenched fluorochrome. In vivo imaging showed a 12-fold increase in NIRF signal, allowing the detection of tumors with submillimeter-sized diameters. This strategy can be used to detect such early stage tumors in vivo and to probe for specific enzyme activity. |} </div > [[Category:Cancer]] 17565 68685 2007-01-09T19:40:48Z JWSchmidt 20 I (John Schmidt) made this for Wikiversity. Uses [http://commons.wikimedia.org/wiki/Image:WM2006_0060.jpg this image] of Jimmy Wales. == Summary == I (John Schmidt) made this for Wikiversity. Uses [http://commons.wikimedia.org/wiki/Image:WM2006_0060.jpg this image] of Jimmy Wales. == Licensing == {{CC-BY-SA-2.5}} 17566 68756 2007-01-09T23:36:06Z JWSchmidt 20 categories [[Category:Economics]] [[Category:Politics]] 17567 68765 2007-01-09T23:46:33Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 17568 68770 2007-01-09T23:54:44Z JWSchmidt 20 punt [[Category:Content]] 17569 68782 2007-01-10T00:13:46Z JWSchmidt 20 [[Category:Law]] [[Category:Law]] 17571 69016 2007-01-10T01:06:29Z Rayc 57 Yes, people can be this dumb '''Welcome''' to the ''Stellarium'' page. The page describes how to get, run and use the free program [[w:Stellarium|Stellarium]], as well as how to find, run and design lessons for use in it. [[Image:Stellarium.png|right|300px]] ==What is Stellarium?== Stellarium is free software planetarium, licensed under the terms of the GNU General Public License, or so says [[w:Stellarium|Wikipedia]]. The program is free, fun, and a great introduction into the world of astronomy. You can use it to aid in viewing stars, or in a school setting by using a computer projector. You can view the cosmos on your own, or run user created scripts to give presentations. For more information, you can see their [http://www.stellarium.org/ website], [http://sourceforge.net/forum/forum.php?forum_id=278769 forum] or [http://www.stellarium.org/wiki/index.php/Main_Page wiki] ==How to get Stellarium== You can get Stellarium and run it on you computer in just 7 easy steps. {{MultiCol}} ===Step 1=== Go to [http://www.stellarium.org/ www.stellarium.org/] ===Step 2=== Choose your operating system and click on the link to the right ===Step 3=== Click save file. Note, this should download from sourceforge.net. Be careful, .exe can be harmful (virus) if you don't know where they are from. Some school computer labs may have downloading disabled. If this is the case, ask the teacher on duty for help before downloading anything. {{ColBreak}} ===Step 4=== In most cases, the download should be to the [[w:computer desktop|desktop]]. Find the icon named Stellarium-###.exe (###=version), and double click it. ===Step 5=== This should bring up an installation guide. Click next, and accept the GNU license (it doesn't cost you anything) ===Step 6=== Keep clicking next until you get to a button called install. Upon clicking that, it should install. ===Step 7=== Goto your start button and search for the new program (yes, if you have a mac, these instructions will be a bit different). Click run. {{EndMultiCol}} ==Running Scripts== Scripts are predefined... [[Category:Astronomy]] [[Category:Free Software]] 17574 76877 2007-01-16T02:43:38Z Historybuff 5228 Moved to subcat [[Category:Scientific Computing]] 17666 80540 2007-01-24T05:35:28Z JWSchmidt 20 [[Category:Media]] [[Category:Community discussions]] [[Category:Media]] 17783 74260 2007-01-12T22:05:22Z JWSchmidt 20 See also: [[Wikiversity:No early policies]] {{Proposed policy|[[WV:POLLS]]}} Polls and voting should be avoided. Polls should only be used after there has been extensive discussion of a topic without identification of community consensus. Polls at Wikiversity can be part of community discussions. When votes are cast in polls, reasons should be cited for each vote. Votes cast without being associated reasons are likely to be given less weight than votes that are accompanied by a description of the reasoning upon which they are based. ==See also== *[[Wikiversity:No early policies]] [[Category:Wikiversity policy]] 17952 69221 2007-01-10T01:27:43Z JWSchmidt 20 [[Category:History]] [[Category:History]] 17953 69222 2007-01-10T01:28:12Z MichaelBillington 1599 #8 #{{Proxyip|216.148.246.156}} #{{Proxyip|216.148.246.69}} #{{Proxyip|216.148.246.70}} #{{Proxyip|216.148.246.89}} #{{Proxyip|216.148.246.90}} #{{Proxyip|216.148.246.91}} #{{Proxyip|216.148.246.92}} #{{Proxyip|216.152.242.200}} #{{Proxyip|216.152.71.153}} #{{Proxyip|216.153.21.205}} #{{Proxyip|216.155.76.42}} #{{Proxyip|216.16.246.112}} #{{Proxyip|216.16.246.124}} #{{Proxyip|216.160.18.45}} #{{Proxyip|216.161.59.50}} #{{Proxyip|216.164.31.50}} #{{Proxyip|216.164.32.15}} #{{Proxyip|216.164.99.102}} #{{Proxyip|216.165.109.79}} #{{Proxyip|216.165.109.81}} #{{Proxyip|216.165.109.82}} 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#{{Proxyip|219.62.200.140}} #{{Proxyip|219.62.72.14}} #{{Proxyip|219.63.56.165}} #{{Proxyip|219.64.124.90}} #{{Proxyip|219.64.29.2}} #{{Proxyip|219.64.29.22}} #{{Proxyip|219.66.64.241}} #{{Proxyip|219.67.152.181}} #{{Proxyip|219.7.174.53}} #{{Proxyip|219.72.230.2}} #{{Proxyip|219.79.128.200}} #{{Proxyip|219.8.140.50}} #{{Proxyip|219.83.114.146}} #{{Proxyip|219.83.22.171}} #{{Proxyip|219.84.134.222}} #{{Proxyip|219.84.21.188}} 18041 69332 2007-01-10T01:50:38Z JWSchmidt 20 [[Category:Science]] [[Category:Science]] 18042 69334 2007-01-10T02:02:47Z JWSchmidt 20 [[Category:Content]] [[Category:Content]] 18043 69346 2007-01-10T02:18:30Z JWSchmidt 20 [[School:Psychology/Psy 2015]] moved to [[Developmental Psychology]]: Wikiversity name conventions #REDIRECT [[Developmental Psychology]] 18044 69348 2007-01-10T02:20:07Z JWSchmidt 20 cat [[Category:Psychology]] 18045 69351 2007-01-10T02:23:46Z JWSchmidt 20 [[Developmental Psychology]] moved to [[Topic:Developmental Psychology]]: as indicated at the school #REDIRECT [[Topic:Developmental Psychology]] 18047 69357 2007-01-10T02:29:31Z JWSchmidt 20 [[School:Psychology/Psy 1001]] moved to [[Topic:Introduction to Psychology]]: wikiversity name conventions #REDIRECT [[Topic:Introduction to Psychology]] 18048 69359 2007-01-10T02:31:09Z JWSchmidt 20 category [[Category:Psychology]] 18049 69362 2007-01-10T02:34:03Z MichaelBillington 1599 #9 #{{Proxyip|219.88.251.62}} #{{Proxyip|219.88.72.146}} #{{Proxyip|219.89.132.139}} #{{Proxyip|219.93.174.102}} #{{Proxyip|219.93.174.103}} #{{Proxyip|219.93.174.104}} #{{Proxyip|219.93.174.105}} #{{Proxyip|219.93.174.106}} #{{Proxyip|219.93.174.107}} #{{Proxyip|219.93.174.108}} #{{Proxyip|219.93.174.109}} #{{Proxyip|219.93.174.110}} #{{Proxyip|219.93.175.68}} #{{Proxyip|219.93.21.20}} #{{Proxyip|219.93.211.74}} #{{Proxyip|219.93.72.38}} #{{Proxyip|219.94.108.234}} #{{Proxyip|219.94.39.114}} #{{Proxyip|219.94.45.38}} #{{Proxyip|219.94.87.123}} #{{Proxyip|219.95.48.34}} #{{Proxyip|219.95.65.250}} 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#{{Proxyip|24.1.118.235}} #{{Proxyip|24.1.135.225}} #{{Proxyip|24.101.58.159}} #{{Proxyip|24.105.170.104}} #{{Proxyip|24.106.12.180}} #{{Proxyip|24.107.140.100}} #{{Proxyip|24.107.5.169}} #{{Proxyip|24.108.232.252}} #{{Proxyip|24.11.165.114}} #{{Proxyip|24.11.233.143}} #{{Proxyip|24.11.27.180}} #{{Proxyip|24.110.16.96}} #{{Proxyip|24.110.238.14}} #{{Proxyip|24.110.46.122}} #{{Proxyip|24.111.174.178}} #{{Proxyip|24.116.78.183}} #{{Proxyip|24.117.110.24}} #{{Proxyip|24.118.251.73}} #{{Proxyip|24.118.37.116}} #{{Proxyip|24.119.85.206}} #{{Proxyip|24.12.57.129}} #{{Proxyip|24.12.66.163}} #{{Proxyip|24.12.86.133}} #{{Proxyip|24.121.43.113}} #{{Proxyip|24.122.113.57}} #{{Proxyip|24.122.142.16}} #{{Proxyip|24.122.46.34}} #{{Proxyip|24.122.46.34}} #{{Proxyip|24.123.47.74}} #{{Proxyip|24.125.180.214}} #{{Proxyip|24.126.134.176}} #{{Proxyip|24.127.105.128}} #{{Proxyip|24.130.229.34}} #{{Proxyip|24.131.2.27}} #{{Proxyip|24.131.219.128}} #{{Proxyip|24.131.237.219}} #{{Proxyip|24.131.26.175}} #{{Proxyip|24.136.16.169}} #{{Proxyip|24.136.31.18}} #{{Proxyip|24.136.36.200}} #{{Proxyip|24.138.193.68}} #{{Proxyip|24.144.69.5}} #{{Proxyip|24.147.107.161}} #{{Proxyip|24.147.218.228}} #{{Proxyip|24.147.28.37}} #{{Proxyip|24.149.50.55}} #{{Proxyip|24.15.62.36}} #{{Proxyip|24.150.107.93}} #{{Proxyip|24.150.108.115}} #{{Proxyip|24.150.133.160}} #{{Proxyip|24.150.170.129}} #{{Proxyip|24.150.98.222}} #{{Proxyip|24.151.1.220}} #{{Proxyip|24.153.161.178}} #{{Proxyip|24.155.203.234}} #{{Proxyip|24.155.82.33}} 18051 69994 2007-01-10T19:27:21Z JWSchmidt 20 [[Category:Mathematics]] {{welcome and expand}} [[Category:Mathematics]] [[Category:Physics]] 18052 69375 2007-01-10T03:02:56Z JWSchmidt 20 [[School:Psychology/Psy 1001/Questions one: Definition and History]] moved to [[Introduction to Psychology/Questions one: Definition and History]]: wikiversity names #REDIRECT [[Introduction to Psychology/Questions one: Definition and History]] 18053 69377 2007-01-10T03:03:46Z JWSchmidt 20 [[School:Psychology/Psy 1001/Key words for chapter one]] moved to [[Introduction to Psychology/Key words for chapter one]]: wikiversity names #REDIRECT [[Introduction to Psychology/Key words for chapter one]] 18054 69382 2007-01-10T03:05:15Z JWSchmidt 20 [[School:Psychology/Psy 1001/Key words for chapter two]] moved to [[Introduction to Psychology/Key words for chapter two]]: wikiversity names #REDIRECT [[Introduction to Psychology/Key words for chapter two]] 18055 69398 2007-01-10T03:24:17Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 18056 69399 2007-01-10T03:26:31Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 18057 69411 2007-01-10T03:41:51Z JWSchmidt 20 [[Category:Pomology]] [[Category:Pomology]] 18058 69445 2007-01-10T04:11:13Z JWSchmidt 20 [[Category:Marketing]] {{welcome and expand}} [[Category:Marketing]] 18059 69419 2007-01-10T03:47:33Z JWSchmidt 20 [[Category:Theology]] [[Category:Theology]] 18060 69444 2007-01-10T04:10:35Z JWSchmidt 20 [[Wikiversity:Mkt 1100]] moved to [[Branding]]: wikiversity names #REDIRECT [[Branding]] 18374 69802 2007-01-10T06:18:18Z MichaelBillington 1599 #10 #{{Proxyip|24.158.108.13}} #{{Proxyip|24.16.212.237}} #{{Proxyip|24.160.200.50}} #{{Proxyip|24.160.203.114}} #{{Proxyip|24.161.49.127}} #{{Proxyip|24.163.137.171}} #{{Proxyip|24.164.1.73}} #{{Proxyip|24.165.206.123}} #{{Proxyip|24.166.183.223}} #{{Proxyip|24.166.233.179}} #{{Proxyip|24.167.190.167}} #{{Proxyip|24.168.244.96}} #{{Proxyip|24.173.26.4}} #{{Proxyip|24.175.184.12}} #{{Proxyip|24.176.106.59}} #{{Proxyip|24.176.84.131}} #{{Proxyip|24.177.124.115}} #{{Proxyip|24.177.57.94}} #{{Proxyip|24.178.112.64}} #{{Proxyip|24.179.130.15}} #{{Proxyip|24.179.34.217}} #{{Proxyip|24.18.9.231}} #{{Proxyip|24.183.221.246}} #{{Proxyip|24.183.45.221}} #{{Proxyip|24.184.178.157}} #{{Proxyip|24.184.192.102}} #{{Proxyip|24.185.221.1}} #{{Proxyip|24.188.164.59}} #{{Proxyip|24.188.37.75}} #{{Proxyip|24.19.160.60}} #{{Proxyip|24.19.187.142}} #{{Proxyip|24.19.241.214}} 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#{{Proxyip|61.254.43.138}} 18375 77339 2007-01-16T23:15:58Z JWSchmidt 20 [[Category:Computer Programming]] This example simply displays a message box after compiling and runing the project.. <nowiki>#</nowiki>include<windows.h> int _stdcall WinMain (HINSTANCE hInst, HINSTANCE hPrev, LPSTR lpCmd, int nShow) { MessageBox (NULL, TEXT("Hello"), TEXT("Hello, Windows!"), MB_OK); return 0; } Note: You may need to include the user32.lib for the linker when compiling this project... [Category:Computer Science Courses] [[Category:Computer Programming]] 18376 79824 2007-01-22T01:45:48Z JWSchmidt 20 [[Category:C computer language]] ==Topic Info== ''<span id = "tsp" style="color: black; font-size: small; font-family: Arial;background:Lavender; ">This topic will be updated on a regular basis until it is complete. It will eventually consist of at least a tutorial about using the WinApi to create Windows Apps using C style progamming...</span>'' ===Welcome=== This Tutorial is intended for anyone who has a working knowledge of the [[topic:C|C programming]] language. It is also intended to help you develop Windows Apps using the WINAPI ASAP. The language used is C. This tutorial is applicable to any language that acesses the WINAPI. Free tutoring is available, just leave a message at the bottom of this page. ==Getting Started== The basics and begining information. [[topic:WinApi Getting Started|Get Started]] ===A Simple Window=== Describes how to create a window. [[WinApi Lesson One]] == Message Handling == Describes message handling in the main Window Procedure. [[Message Handling|Messages]] <h2>Questions or Comments</h2> Just leave a concise message here...<br /> [[User:Bodene1960|Bodene]] 05:56, 20 January 2007 (UTC) [[Category:C computer language]] 18377 77127 2007-01-16T18:20:35Z JWSchmidt 20 5 days === {{Custodian|MichaelBillington}} === <div style="border:1px solid #8888AA;background-color:white;padding:7px;">The 5 day period for comments on this nomination starts on 09:57, 10 January 2007 (UTC) and ends on 09:57, 15 January 2007 (UTC). </div> *'''Mentor''': {{Custodian|SB_Johnny}} *'''Evaluation''' :I'm pleased to nominate [[User:MichaelBillington|MichaelBillington]] for full custodianship.He has been a [[Wikiversity:Probationary custodians|probationary custodian]] since 11 December 2006. He has made an enormous contribution using the Custodian tools by blocking thousands of Open Proxy IPs, from lists he created from our sister projects. He's also caught a few vandals, and done a good bit of cleanup work as well. He continues to be active in discussions of the project both here on the wiki and on the IRC channels. :He's been a hard-working Custodian, and I suspect he'll continue to be so.--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 10:03, 10 January 2007 (UTC) *'''Comments''' **'''Support'''.....unless all of the proxy blocking has caused brain damage ;) --[[User:JWSchmidt|JWSchmidt]] 17:10, 10 January 2007 (UTC) **'''Support''' I rather like Wikiversity's RfA process.. it allows us to see if the custodian-to-be could/would abuse the tools. Michael has done the complete opposite. Your work on OP is awesome! But how about gettin back to enwp and helping us eh <code>:P</code> Good Luck! [[User:Deon555|Deon555]] 08:59, 11 January 2007 (UTC) *'''Result''' **permanent custodianship confirmed. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 08:05, 16 January 2007 (UTC) === From [[Wikiversity:Probationary custodians]] === See [[Wikiversity:Candidates for Custodianship/MichaelBillington (previous discussion)]] for the previous discussions. [[Category:Nominations for full custodianship]] 18378 70118 2007-01-10T22:50:04Z JWSchmidt 20 [[Category:Law]] '''INDIAN LEGAL SYSTEM''' The legal system of India is primarily based on the British Legal System. The Britains ruled India for about 200 years and hence have left an everlasting imprint on the life of Indians. The legal system is one of the aspects of such influence. The Indian Constitution which came into force on January 26, 1950 is based upon the Government of India Act of 1935 (enacted by the British). ''Please add to this article.'' [[Category:Law]] 18379 70720 2007-01-11T15:41:15Z JWSchmidt 20 [[Category:C computer language]] {{welcome and expand}} [[Category:C computer language]] 18382 75503 2007-01-14T02:41:32Z JWSchmidt 20 [[Category:Entrepreneurship]] A person who takes calculated risk to make a profit. [[Category:Entrepreneurship]] 18383 69909 2007-01-10T15:32:00Z JWSchmidt 20 /* External links */ install and run Apache, MySQL and PHP on Mac OS X [[w:Apache HTTP Server|Apache]], [[Topic:MySQL|MySQL]] and [[Topic:PHP|PHP]] are needed for many applications such as [http://wikindx.sourceforge.net/index2.html WIKINDX], a free bibliographic/notes management and article authoring system. This page is a guide to how to run Apache, MySQL and PHP (AMP) on Macintosh computers. ==Packages== *[[w:XAMPP|XAMPP]] - Apache HTTP Server, MySQL database and necessary tools to use the PHP and [[Topic:Perl|Perl]] programming languages * add more ==Introductory tutorials== ===Apache server=== *[file:///Library/Documentation/Services/apache/index.html.html] - Apache documentation on your Macintosh ===Wikindx=== [[User:Chrismo/wikindx]] ===XAMPP=== Intel Macs only ==External links== *[http://forum.textdrive.com/viewtopic.php?id=9279 tutorial] - install and run Apache, MySQL and PHP on Mac OS X *[http://www.apachefriends.org/en/xampp-macosx.html XAMPP for Macintosh] [[Category:Apache]] [[Category:Databases]] [[Category:PHP]] 18384 76031 2007-01-14T23:11:40Z Historybuff 5228 should probably be a subcat, but can't see an appropriate one =Introduction= This course is intended to provide a basic perception of the major aspects of modern Personal Computer (PC) systems. Because this is a topic which has been thoroughly explored elsewhere, this page serves simply as a means by which to easily locate that information. =Readings= [[Image:Personal_computer%2C_exploded_4.svg|100px]] &nbsp;&nbsp; '''[[:w:Personal_computer#Configuration|Basics of PC configuration]]''' [[Image:Windows_XP_Desktop.png|100px]] &nbsp;&nbsp; '''[[:w:Operating_system|Basics of PC Operating Systems]]''' [[Category:Computer Science]] 18385 69865 2007-01-10T14:21:36Z JWSchmidt 20 [[Category:Server software]] [[Category:Server software]] 18386 69866 2007-01-10T14:22:00Z JWSchmidt 20 [[Category:Computer Science]] [[Category:Computer Science]] 18389 70771 2007-01-11T21:56:58Z JWSchmidt 20 [[Category:C computer language]] C has a concept of structure datatype. Structure datatype is basically group of elements, which can be another structure data type , array data type or any basic other data type(e.g. int, char etc.). C does not allow to assign one data type to directy another data type. Typecasting is used to temporarily cast data of one type to another type to assign it to casted data type. For example we have one structure, struct adress { char address_line1[20]; char address_line2[20]; }a1; and we have one pointer which if pointing to structure of type "adress". Lets say it "*adress_p" and of course pointer is pointing to valid memory which is allocated first and filled with adress lines. adress *adress_p; and another is simply empty character array, char my_address[40]; Now if one wants to fill the array "my_adress" from structure "adress"; then simply, my_address = (char *)adress_p; Here we have just changed type of structure(which is "adress") to "char *" to directly assign it to my adress. similar way if we have character array my_adress is filled with valid adress and we want to fill it in to structure "adress" then, adress_p = (adress *)my_adress; [[Category:C computer language]] 18390 76751 2007-01-15T22:22:57Z Mu301 3705 == Summary == {{Information |Description=Supernova 2007A in the galaxy NGC 105. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI wtih an R filter on 2007-01-05.001 |Source=own work |Date=2007-01-05T00:02Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions= }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 18391 76750 2007-01-15T22:22:22Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI wtih an R filter on 2007-01-04.988 |Source=own work |Date=2007-01-04T23:43Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions= }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 18394 69997 2007-01-10T19:30:21Z JWSchmidt 20 [[Category:Scholarship]] [[Category:Scholarship]] 18395 70031 2007-01-10T20:43:18Z JWSchmidt 20 [[Portal:Music/Violin]] moved to [[Fundamentals of violin]]: Wikiversity name conventions #REDIRECT [[Fundamentals of violin]] 18396 70040 2007-01-10T21:10:16Z JWSchmidt 20 [[Portal:Music/TC2]] moved to [[Basics of Music Theory]]: Wikiversity name #REDIRECT [[Basics of Music Theory]] 18397 70053 2007-01-10T21:26:25Z JWSchmidt 20 [[Portal:Music/Introduction to Music]] moved to [[Introduction to Music]]: wikiversity name #REDIRECT [[Introduction to Music]] 18398 70057 2007-01-10T21:28:07Z JWSchmidt 20 [[Portal:Music/Understanding music]] moved to [[Understanding music]]: Wikiversity name #REDIRECT [[Understanding music]] 18399 70061 2007-01-10T21:29:37Z JWSchmidt 20 [[Portal:Music/Introduction to Chords]] moved to [[Introduction to Chords]]: Wikiversity name #REDIRECT [[Introduction to Chords]] 18400 70065 2007-01-10T21:32:39Z JWSchmidt 20 [[Portal:Music/Beginners Music Theory]] moved to [[Beginners Music Theory]]: Wikiversity name #REDIRECT [[Beginners Music Theory]] 18401 70068 2007-01-10T21:33:39Z JWSchmidt 20 [[Portal:Music/Key Signatures]] moved to [[Key Signatures]]: Wikiversity name #REDIRECT [[Key Signatures]] 18402 70071 2007-01-10T21:34:40Z JWSchmidt 20 [[Portal:Music/Scales]] moved to [[Scales]]: Wikiversity name #REDIRECT [[Scales]] 18403 70075 2007-01-10T21:35:58Z JWSchmidt 20 [[Portal:Music/Intervals]] moved to [[Intervals]]: Wikiversity name #REDIRECT [[Intervals]] 18404 70078 2007-01-10T21:36:40Z JWSchmidt 20 [[Portal:Music/Aural Training]] moved to [[Aural Training]]: Wikiversity name #REDIRECT [[Aural Training]] 18405 70095 2007-01-10T21:52:44Z JWSchmidt 20 [[Portal:Music/Improvisation]] moved to [[Improvisation]]: Wikiversity name #REDIRECT [[Improvisation]] 18406 70103 2007-01-10T22:01:18Z JWSchmidt 20 [[Portal:Music/Blues & Rock]] moved to [[Blues & Rock]]: Wikiversity name #REDIRECT [[Blues & Rock]] 18408 70112 2007-01-10T22:29:19Z CQ 1939 main article for [[Category:Operating Systems]] [[Topic:Operating Systems]] ==Learning resources== Subpages: *[[Operating Systems/Windows]] *[[Operating Systems/GNU/Linux]] *[[Operating Systems/Kernel Models]] *[[Operating Systems/basic x86 bootsector]] *... {{stub}} [[Category:Operating Systems]] 18410 70136 2007-01-10T23:16:16Z JWSchmidt 20 [[Category:Engineering]] [[Category:Engineering]] 18411 70138 2007-01-10T23:18:06Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 18571 70318 2007-01-11T00:24:23Z Jacob Walker 4640 [[School:Education/Systems And Tools Educational Philosophy]] moved to [[Systems And Tools Educational Philosophy]]: This topic is not directly a "major part" of the School of Education. It is closest to being a research project at the moment, moving tow #REDIRECT [[Systems And Tools Educational Philosophy]] 18573 77411 2007-01-17T00:44:56Z Balloonguy 338 clean up As you learned in [[Introduction to the Japanese Writing System]], kana represent all the sounds in the Japanese language. There are two types: hiragana and katakana. Hiragana is mostly used for native Japanese words and writing while katakana is mostly used to write the loan words from other languages and to give emphasis. The base kana contains 48 characters and are called gojūonzu (fifty sounds illustration), but five sounds became obsolete in modern Japanese, so in fact only 45 sounds exist. ==Furigana== Kana can also be written in small form above or next to lesser-known kanji in order to show pronunciation; this is called furigana or ruby annotation. Furigana are most commonly used in works for children, who may not have sufficiently advanced reading skills to recognise the kanji, but can understand the word when written phonetically in hiragana. Because children learn hiragana before katakana, in books for very young children, there are hiragana furigana next to the katakana characters. It is common to use furigana on all kanji characters in works for young children. This is called sōrubi in Japanese. In works aimed at adult Japanese speakers, furigana may be used on a word written in uncommon kanji. Furigana commonly appear alongside kanji names and their romanizations on signs for railway stations, even if the pronunciation of the kanji is commonly known. Furigana also appear often on maps to show the pronunciation of unusual place names. Some writers use furigana to represent slang pronunciations, particularly those which would become hard to understand without the kanji to provide their meaning. ==Questions== Post questions on the talk page or [[Talk:Kana|here]] ==See Also== *[[w:Kana|Kana]] *[[w:Hiragana|Hiragana]] *[[w:Katakana|Katakana]] *[[w:Furigana|Furigana]] {{1lvlnav|[[Introduction to Japanese]]|[[Introduction to the Japanese Writing System]]|[[Hiragana]]}} [[Category:Japanese]] 18574 77015 2007-01-16T12:56:22Z 192.54.144.226 == Basic Verbs & Conjugations == This section will focus on a selection of useful and important French verbs and how to conjugate them in the present tense. <br> In terms of pronunciation, it is important to note that in French, one says "ay" (as in the "ei" of weigh) for the ending "-er.'><br> '''Aimer''' -> ''to like, to love''<br> '''Manger''' -> ''to eat'' <br> '''Jouer''' -> ''to play''<br> '''Regarder''' -> ''to watch''<br> All four of those verbs are '''regular "er" verbs'''. That is, the ending is -er. The root verb is therefore the word minus the -er. So for ''aimer'', the root is '''aim-'''. Regular "er" verbs are conjugated as follows:<br> Je ''root'' + '''-e'''<br> Tu ''root'' + '''-es'''<br> Il/elle/on ''-root'' + '''e'''<br> Nous ''root'' + '''-ons''' *<br> Vous ''root'' + '''-ez''' <br> Ils/elles ''root'' + ''-'ent'''<br> * The exception is with a verb like ''manger''. Because the root is ''mang-'', to maintain the soft "g", the nous form is conjugated: ''Nous mang'''e'''ons.''<br> '''Try this exercise!'''<br> Directions: Try to conjugate the following verbs.<br> 1. Je (aimer) l'hiver. (''I like winter'')<br> 2. Vous (regarder) les films souvent. (''You watch films often'')<br> 3. Nous (manger) des frites. (''We eat fries'' or ''We're eating fries'')<br> 4. Tu (jouer) au foot. (''You play soccer'')<br> 5. Il (aimer) son prof. (''He likes his teacher'')<br> 6. Elles (manger) de la glace. (''They eat ice cream'' or ''They're eating ice cream'')<br> Ready for the answers? They will appear at the bottom of the page.<br> A suivre! (To be continued!)<br> 1. aime<br> 2. regardez<br> 3. mangeons<br> 4. joues<br> 5. aime<br> 6. mangent<br> [[Category:French]] 18575 70333 2007-01-11T01:20:30Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 18577 70370 2007-01-11T02:10:14Z JWSchmidt 20 [[Category:Electronic engineering]] [[Category:Electronic engineering]] 18578 70372 2007-01-11T02:11:40Z JWSchmidt 20 category [[Category:Content]] 18579 70402 2007-01-11T02:35:16Z JWSchmidt 20 [[Category:Language]] [[Category:Language]] 18580 70414 2007-01-11T02:47:53Z JWSchmidt 20 [[Category:Art and Design]] [[Category:Art and Design]] 18581 70415 2007-01-11T02:48:56Z JWSchmidt 20 [[Category:Applied Mathematics]] [[Category:Applied Mathematics]] 18582 70425 2007-01-11T03:46:26Z Esbjorn 5179 visar hur man tecknar en springande man. visar hur man tecknar en springande man. 18583 75499 2007-01-14T02:38:14Z JWSchmidt 20 [[Category:Art and Design]]; please keep this page in a category This is a simple exercise for you who want to learn to draw. Draw first the tube, then the body, and at last the clothes. [[Image:Serieskolan6 springande gub.png]] --[[User:Esbjorn|Esbjorn]] 07:51, 11 January 2007 (UTC) [[Category:Art and Design]] 18584 70428 2007-01-11T04:00:27Z Esbjorn 5179 selfportrait, caricature selfportrait, caricature 18588 76838 2007-01-16T00:42:39Z JWSchmidt 20 [[Topic:Introduction to Programming Logic/Lesson 2: Conditionals and Logic]] moved to [[Introduction to Programming Logic/Lesson 2: Conditionals and Logic]]: Wikiversity name conventions conditionals and logic ok since i am a rookie feel free to correct me but lets take the robot idea you have a set of commands for him if you tell him anything else he does his "do the locomotion dance" (this of course would be the else option) say you have options 1-4 you say option 1 he follows you and has a light that fill the area right in front of you you say option 2 he follows behind you and plays your theme song (bright side of life from monty pithons life of brian) you say option 3 he writes down everything you say into a file that can be uploaded to your computer using his usb port you say option 4 he he turns goes to his power base and powers up now these all have their issues but lets start when you say option 5 because he doesn't have anything programmed into this varyable option (case) case 5 is not defined well this is like a definate loop it would cause an error so we use the else case imput user (voice recognition command+case_num) ( for (case_num); ( if case 1 then do lighting routine if case 2 then play <theme_song_user> if case 3 then run note taking program if 4 then move home connect to power enter sleep mode else do <do the locomotion routine> ) ) return 0; ___________________________________________________ now scrappy has a definate action to take for any "case" command given to him assuming his "do the locomotion routine" has a do until condition and scrappy has voice recognition where he has specific values recorded for those allowed [[Category:Computer Programming]] 18781 70669 2007-01-11T10:28:55Z Sebmol 14 demonstration of anti-alising issue, own work == Summary == demonstration of anti-alising issue, own work == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 18783 77319 2007-01-16T22:21:31Z JWSchmidt 20 [[Category:Philosophy]] < Back to [[Topic:Ancient Greek Philosophy|Ancient Greek Philosophy]] Pre-Socratic philosophers are those whose studies are about subjects before Socrates. Usually those subjects are mostly about nature or cosmos, so very often this period is wrongly identified with cosmological period of Greek philosophy. This identification is wrong because Sophists are considered Pre-Socratic Philosophers, but their studies are not about cosmos nor nature. This term originates with Herman Diels and his book The Fragments of the Pre-Socratics. You can find similar grouping in the works of Friedrich Nietzsche much earlier, but his grouping is used in other sense. Socrates was born around 469 BC, and most of Pre-Socrates are older than Socrates but not all of them. Don't be confused with this because this grouping has nothing to do with time but with subjects. == Essential Reading == * [[Wikipedia:Presocratic|Presocratic Philosophers]] == Further Reading == * [[Wikipedia:Milesian_school|Milesian school]] * [[Wikipedia:Pythagoreanism|Pythagoreanism]] * [[Wikipedia:Heraclitus|Heraclitus]] * [[Wikipedia:Eleatics|Eleatics]] * [[Wikipedia:Pluralist_School|Pluralist school]] * [[Wikipedia:Atomism|Atomism]] * [[Wikipedia:Sophism|Sophism]] * [[Wikipedia:Diogenes_Apolloniates|Diogenes Apolloniates]] [[Category:Philosophy]] 18785 70690 2007-01-11T13:33:23Z CQ 1939 #REDIRECT [[Topic:Object-Oriented Programming]] #REDIRECT [[Topic:Object-Oriented Programming]] 18786 70703 2007-01-11T14:40:19Z CQ 1939 #REDIRECT [[Wikiversity:Sonic user interface]] #REDIRECT [[Wikiversity:Sonic user interface]] 18787 70705 2007-01-11T14:58:29Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity. {{Wikiversity-screenshot}} I (John Schmidt) made this image for Wikiversity. {{Wikiversity-screenshot}} 18790 70746 2007-01-11T20:09:58Z Errabee 2809 [[Wikiversity:Bacheor of Science in Physics]] moved to [[Wikiversity:Bachelor of Science in Physics]]: typo #REDIRECT [[Wikiversity:Bachelor of Science in Physics]] 18792 70790 2007-01-11T22:59:30Z CQ 1939 [[Portal:Life Sciences]] -> [[School:Biology]] -> [[Topic:Microbiology]] -> [[quorum sensing]] ---> [[w:Quorum sensing|]] - [[w:Bonnie Bassler|]] [[Portal:Life Sciences]] -> [[School:Biology]] -> [[Topic:Microbiology]] -> [[quorum sensing]] [[w:Quorum sensing|Quorum sensing]], first observed by [[Princeton]] Microbiologist, Bonnie Bassler is the ability of bacteria to communicate and coordinate their behavior through signaling [[molecule]]s. Her pioneering work began as an intense study of the bioluminiscent properties of the somewhat benign [[w:Vibrio fischeri|Vibrio fischeri]] bacteria found in the light-producing organ of the Hawaiian bobtail squid ([[w:Euprymna scolopes|Euprymna scolopes]]). Her curiosity led her to notice that only after a sort of "critical mass" of these [[w:symbiont]]s (symbiotic organisms) had formed, would the community living inside the squid's mantle "light up". Further study revealed that as they touched, they sensed each other's [[w:enzyme|enzyme]]s. As more and more V. fischeri team inside a contained concentration, they suddenly and simaltainiously get the urge to activatee their collective [[w:luciferin|luciferin]]-[[w:luciferase|luciferase]] system, thus emmitting visible light. :<small>More about ''[[w:vibrio fischeri|vibrio fischeri]]'': The phenomenal activities of V. fischeri provide a rich base for studying symbiosis, bioluminecsence, enzymatic communication, and even the Hawaiian bobtail squid's use of light in their mating rituals.</small> ==Continuing research== Bassler, now a professor at Princeton's Department of Molecular Biology is directing her team toward a study of the general phenomenology of [[quorum sensing]] in other much-less-harmless bacteria such as the deadly [[w:Escherichia coli|Escherichia coli]] and [[w:Pseudomonas aeruginosa|Pseudomonas aeruginosa]] pathogenic bacteria. Hopefully, learning to disrupt quorum sensing of the malevalent type, cures and remedies may develop for certain types of pathogen-induced illnesses. ==Resources== [[Wikipedia]] - ''[[w:Quorum sensing|Quorum sensing]], [[w:Bonnie Bassler|Bonnie Bassler]]'' '''[http://www.pbs.org/wgbh/nova/sciencenow/3401/04-ask.html Ask BB]''' <small>NOW as of 22:59, 11 January 2007 (UTC) </small> * [http://www.pbs.org/wgbh/nova/sciencenow/3401/04.html PBS Profile: Bonnie Bassler] * [http://www.nottingham.ac.uk/quorum The Quorum Sensing Website] * [http://www.genesdev.org/cgi/ijlink?linkType=ABST&journalCode=pnas&resid=98/5/2752 "QscR, a modulator of quorum-sensing signal synthesis" (Proc. Natl. Acad. Sci. 98: 2752-2757) Abstract/Free Full Text 2001] * [http://www.genesdev.org/cgi/ijlink?linkType=FULL&journalCode=iai&resid=68/9/4839 Bacterial quorum sensing in pathogenic relationships. (Infect. Immunol. 68: 4839-4849) Free Full Text 2000] * [http://www.hhmi.org/research/investigators/bassler.html Cell-to-Cell Communication in Bacteria] {{stub}} [[Category:Microbiology]] 18794 70825 2007-01-12T00:32:53Z JWSchmidt 20 [[Category:Wikimedia]] [[Category:Wikimedia]] 18795 70828 2007-01-12T00:35:12Z JWSchmidt 20 [[Category:Geography]] [[Category:Geography]] 18797 70920 2007-01-12T02:50:28Z JWSchmidt 20 [[Category:History]] [[Category:History]] 18798 70921 2007-01-12T02:50:52Z JWSchmidt 20 [[Category:History]] [[Category:History]] 18799 70922 2007-01-12T02:51:28Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 18800 70924 2007-01-12T02:52:24Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 18801 70928 2007-01-12T02:58:46Z JWSchmidt 20 [[Category:Wikiversity culture]] [[Category:Wikiversity culture]] 18802 70929 2007-01-12T03:00:34Z JWSchmidt 20 [[Category:Wikiversity maintenance]] [[Category:Wikiversity maintenance]] 18803 70930 2007-01-12T03:01:42Z JWSchmidt 20 [[Category:Wikimedia]] [[Category:Wikimedia]] 18804 70931 2007-01-12T03:02:25Z JWSchmidt 20 [[Category:Australia]] [[Category:Australia]] 18805 70932 2007-01-12T03:02:51Z JWSchmidt 20 [[Category:Geography]] [[Category:Geography]] 18806 70933 2007-01-12T03:04:10Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18807 70934 2007-01-12T03:04:26Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18808 70935 2007-01-12T03:05:02Z JWSchmidt 20 [[Category:Religious Studies]] [[Category:Religious Studies]] 18809 80955 2007-01-25T15:08:37Z JWSchmidt 20 [[Category:High School]] [[Category:Education]] [[Category:High School]] 18810 70938 2007-01-12T03:06:43Z JWSchmidt 20 [[Category:History]] [[Category:History]] 18811 70939 2007-01-12T03:08:36Z JWSchmidt 20 [[Category:Wikiversity maintenance]] [[Category:Wikiversity maintenance]] 18812 70940 2007-01-12T03:09:11Z JWSchmidt 20 [[Category:Wikiversity maintenance]] [[Category:Wikiversity maintenance]] [[Category:Templates]] 18813 70941 2007-01-12T03:09:41Z JWSchmidt 20 category [[Category:Politics]] 18814 70942 2007-01-12T03:10:13Z JWSchmidt 20 [[Category:Communism]] [[Category:Communism]] 18815 70943 2007-01-12T03:10:40Z JWSchmidt 20 [[Category:Communism]] [[Category:Communism]] 18816 70944 2007-01-12T03:11:34Z JWSchmidt 20 [[Category:Computer Science]] [[Category:Computer Science]] 18817 70945 2007-01-12T03:14:30Z JWSchmidt 20 [[Category:Law]] [[Category:Law]] 18818 70946 2007-01-12T03:15:44Z JWSchmidt 20 [[Category:Images]] [[Category:Images]] 18819 70947 2007-01-12T03:16:23Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 18820 70948 2007-01-12T03:18:38Z JWSchmidt 20 [[Category:User de]] [[Category:User de]] 18821 70950 2007-01-12T03:20:16Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 18824 70954 2007-01-12T03:21:21Z JWSchmidt 20 [[Category:Emergency medical responder (EMR)]] [[Category:Emergency medical responder (EMR)]] 18825 70955 2007-01-12T03:21:47Z JWSchmidt 20 [[Category:Emergency medical responder (EMR)]] [[Category:Emergency medical responder (EMR)]] 18826 70956 2007-01-12T03:22:01Z JWSchmidt 20 [[Category:Emergency medical responder (EMR)]] [[Category:Emergency medical responder (EMR)]] 18828 70958 2007-01-12T03:22:18Z JWSchmidt 20 [[Category:Emergency medical responder (EMR)]] [[Category:Emergency medical responder (EMR)]] 18830 70960 2007-01-12T03:22:48Z JWSchmidt 20 [[Category:Language]] [[Category:Language]] 18833 70963 2007-01-12T03:23:12Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 18836 70970 2007-01-12T03:24:05Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 18841 70972 2007-01-12T03:24:34Z JWSchmidt 20 [[Category:Media]] [[Category:Media]] 18859 70990 2007-01-12T03:26:12Z JWSchmidt 20 [[Category:Wikiversity culture]] [[Category:Wikiversity culture]] 18871 71002 2007-01-12T03:26:48Z JWSchmidt 20 [[Category:Language]] [[Category:Language]] 18888 71019 2007-01-12T03:27:36Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18898 71029 2007-01-12T03:28:06Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18916 71048 2007-01-12T03:28:51Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 18920 71052 2007-01-12T03:29:07Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 18928 71060 2007-01-12T03:29:37Z JWSchmidt 20 [[Category:Medicine]] [[Category:Medicine]] 18930 71062 2007-01-12T03:30:27Z JWSchmidt 20 [[Category:Geography]] [[Category:Geography]] 18931 71063 2007-01-12T03:31:20Z JWSchmidt 20 [[Category:Wikiversity Translators]] [[Category:Wikiversity Translators]] 18932 71064 2007-01-12T03:31:54Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 18933 71066 2007-01-12T03:32:39Z JWSchmidt 20 [[Category:Graphics]] [[Category:Graphics]] 18935 71068 2007-01-12T03:33:05Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18936 71070 2007-01-12T03:33:28Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 18937 71075 2007-01-12T03:37:06Z JWSchmidt 20 [[Category:German]] [[Category:German]] 18938 71076 2007-01-12T03:37:30Z JWSchmidt 20 [[Category:Architecture]] [[Category:Architecture]] 18939 71077 2007-01-12T03:37:53Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 18940 71078 2007-01-12T03:38:16Z JWSchmidt 20 [[Category:Law]] [[Category:Law]] 18941 71079 2007-01-12T03:38:59Z JWSchmidt 20 [[Category:Business]] [[Category:Business]] 18942 71080 2007-01-12T03:39:37Z JWSchmidt 20 [[Category:Religious Studies]] [[Category:Religious Studies]] 18943 71084 2007-01-12T03:44:08Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18944 71085 2007-01-12T03:44:24Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18945 71086 2007-01-12T03:44:41Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18946 71087 2007-01-12T03:44:59Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 18947 71088 2007-01-12T03:45:24Z JWSchmidt 20 [[Category:Music]] [[Category:Music]] 18948 71089 2007-01-12T03:45:54Z JWSchmidt 20 [[Category:Religious Studies]] [[Category:Religious Studies]] 18949 71090 2007-01-12T03:46:30Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 18963 71293 2007-01-12T04:10:34Z Roadrunner 63 Notes from MIT Energy Initiative Forum Luncheon - 1/11/2007 by [[User:Roadrunner]] - feel free to ask me any questions about this transcript Part of page on [[Topic:MIT Energy Initiative]] Held with in conjunction with Petroleum Club on the 43rd floor of the Exxon Mobil headquarters in Houston, Texas with the Society of Petroleum Engineers. Talk given by Robert Armstrong - Associate Director of MIT Energy Initiative - Head of Chemical Engineering Department http://en.wikiversity.org/wiki/Topic:MIT_Energy_Initiative ---- Intro to MIT Enterprise Forum. Founded in 1978 by MIT alumni. No restriction on membership. President Hockfield set up energy as one of two priorities for MIT (the other was merging life and physical sciences). Set up Energy Research Council - from all schools in MIT ERC started Energy Initiative in 9/2006 ------------- Why it is complicate * Few people interested in technical * Most people interested in energy services * US household 3-4% spend on energy services * Energy Council - included two former US Undersecretaries of Energy * Why MIT - MIT founded on using tech to benefit society, good at cross discipline, good at moving technology to industry, good at partnering with governments ---- Perfect storm * Energy - supply and demand * Energy and security * Energy and the environment ----- World use of energy 450 EJ/years 14 Terawatts Will double next century 1.4 billion no electricity next century 50 year time scale for change ---- Developing world. As GDP increases energy will increase but.... Efficiency is important. US uses more energy per GDP than Europe It will make a big difference (10% of world energy usage) if China uses energy like US or Europe ---- It takes about 50 years to replace energy use. Because it is a *big* infrastructure.. Renewables 4% of energy use Solar photovolatics 1 part per million now. Need to start research now to change by mid century --------------- Energy and security * geopolitics * oil and gas may not be enough - oil companies have 20 year estimates of supply. No one is willing to give 50 year estimates * delivery systems are vulnerable * nuclear has proliferation issues * natural disasters ----------- Oil and gas and security Core issue: Demand is inelastic What we can do - increase diversity of supply - weaken demand - efficient vehicles, coal and natural gas, hydrogen economy ??? --------------- Energy and environment The scientific debate is no longer about whether man made climate change is happening. The question is how much CO2 levels will need to rise before some really catastrophic happens. Best guess is that CO2 can raise another factor of 2. How do we decarbonize energy.... Average temperature of earth is rising. 19 or 20 warmest winters since 1980. It is almost the warmest it has been in the last million years. ---------- Impact of climate change - rising sea levelsre ---- - great ocean conveyor belt keeps C02 in ocean for 1000 years ---- what to do... Efficiency low carbon or carbon less and CO2 capture ---------- 50 year time frame * What is energy infrastructure like in 50 years * resource availablity? * science and technology advances * geopolitics Energy Research Council recommendation: * Work on multiple technology and scenarios to maximize number of policy options ------ MIT - a phased initiative * It all depends on what faculty want to work on * three themes ** Work on breakthrough technology ** Work on improving today's energy systems ** Work on systems design and public policy for emerging world ------ Example of what MIT is doing Biomass as a major source of liquid fuelds. 1.3B tons of biomass -> 45 B fuel What changed? Why is this now viable 1995-2005 hydrolysis costs $1/gal -> 0.10/gal 1990-2005 - new field of metabolic engineering, you can now program cells to generate a given product ---- Example: Survey of public attitudes Large shift in global warming attitudes 2003-2006 global warming now top concern people who want something to be done is now 71% *and people are willing to pay for it* What are you willing to pay to stop global warming 2003 - $14/month 2006 - $21/month Might not sound like much, but that works out to $20B/year, more than DOE energy research budget $2B/year Carbon free energy 14 TW difficult problem. Nukes not the only solution. We'd have to build one new nuclear plant *each day* to keep up with increase in energy demand What people are working on MIT - multiple technologies GE - fuel cells DuPont - biofuel conversation Eastman Kodak - sulfur based carbon sequestration ----- Question: Do you think that global warming is caused by human activities? Yes. I'm optimistic that problem can be solved Demand side - light vehicles with nanomaterials supply side - renewables - however it will take lots of effort and time to scale renewables up to current energy level, and we need to understand consequences 18980 75512 2007-01-14T02:52:03Z JWSchmidt 20 [[Category:Music]] == MUSIC THEORY I Assignments == [[Category:Music]] 19141 71294 2007-01-12T04:17:25Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity. {{Wikiversity-screenshot}} I (John Schmidt) made this image for Wikiversity. {{Wikiversity-screenshot}} 19147 75712 2007-01-14T10:51:05Z JPatrickBedell 5298 If you are interested in working on quantlib. Get an account on Wikiversity. Edit this page to add your name, and the e-mail the quantlib-dev mailing list. [[User:JPatrickBedell]] [[Category:Economics]] 19151 75143 2007-01-13T05:31:39Z 64.134.175.73 /* The ISSLC Standards */ == Introduction to the SLLA == The [http://www.ets.org/sls/ School Leaders Licensure Assessment (SLLA)] is a test that is used by several states in the USA to grant a credential to become a K-12 School Administrator, such as a principal, sometimes in lieu of a masters degree. It is administered by [http://www.ets.org Educational Testing Service (ETS)] and is given three times each year. The test is based around the [http://www.ccsso.org/projects/Interstate_Consortium_on_School_Leadership/ISLLC_Standards/ Interstate School Leaders Licensure Consortium (ISSLC) Standards]. The test is 6 hours long and all hand written essay. ETS has some [http://www.ets.org/Media/Tests/SLS/pdf/1010.pdf free test preparation material], and other material for sale. In California, the [http://www.acsa.org Association of California School Administrators (ACSA)] offers a course called [http://www.acsa.org/news/news_detail.cfm?type=acsa&id=1978 Aspiring California Educators Training] that helps prepare a person for the test. This class includes the ETS material as part of its fees. This class is highly recommended. This page will contain some of the information from that class, and some thoughts from myself, and hopefully others who have taken the SLLA and passed. (As of the time of this writing, I haven't taken the test, so this page will change once I take the test, and hopefully pass, I will update it with whether my advice was good or not) As with all Wikiversity pages, no copy written material should be copied here, and this page should definitely not contain any actual questions from the tests. Cheating is unethical, and illegal. Given how the test is structured, I firmly believe that you can not pass unless you know how to make good decisions as an administrator, and can analyze situations well. But even if you have these pieces of knowledge and skills, the SLLA also requires knowing what parts of your knowledge you should write. This is what I hope this page can help with, and also help give general tactical advice. == Parts of the SLLA == The SLLA is composed of four sections: * '''Evaluation of Actions I (Small Vigs)''' - There are 10 short vignettes that need to be completed within 1 hour. This gives an average of 6 minutes that can be applied to each vignette. The Small Vig section counts for 20% of your overall score, so each question on average counts for 2% of your overall score. These questions generally give a small scenario and ask a question that will require the respondent to write about the next steps, factors needed for the decision, or the consequences that might occur from the scenario. * '''Evaluation of Actions II (Big Vigs)''' - There are 6 larger vignettes, that need to be completed within 1 hour. This gives an average of 10 minutes that can be used for each vignette. The Big Vig section counts for 20% of your overall score, so each question on average counts for 3.33% of your overall score. Each "Big Vig" gives a problem of some sort in a school environment. Respondents need to analyze the situation and respond to a question. * '''Synthesis of Information and Problem Solving (Cases)''' - There are 2 Cases given within 2 hours, with 4 questions per case, thus each case should take about 1 hour of writing, and each question in the cases can have an average of 15 minutes to complete. The Cases section counts for 30% of your overall score, so each question on average counts for 3.75% of your overall score. Each case presents a scenario, some goals, and between 4 to 6 documents. 4 questions are then asked for the respondent, whose answer should be based off an an analysis of the scenario, goal(s), and documents. * '''Analysis of Information and Decision Making (Documents)''' - There are 7 documents given within 2 hours, with 2 questions per document. This gives about 17 minutes per document, or a little under 9 minutes per question. The Documents section counts for 30% of your overall score, so each question on average counts for 4.29% of your overall score. Documents are similar to the Cases section, but only 2 questions are asked for each single document. Similar to cases, comprehending and analyzing the information in the document is important. {| border="1" |+ ! Section !! # of Questions !! Hours!! % of Overall Score !! # of Points !! Minutes/Question !! % Score/Question* !! Points/Question* |- ! Small Vigs | 10 || 1 || 20% || 40 || 10 || 2.00% || 4.00 |- ! Big Vigs | 6 || 1 || 20% || 40 || 6 || 3.33% || 6.66 |- ! Cases | 2 (8) || 2 || 30% || 60 || 60 (15) || 15.00% (3.75%) || 30.00 (7.50) |- ! Documents | 7 (14) || 2 || 30% || 60 || 17 (9)|| 4.29% (2.14%) || 8.57 (4.29) |} <nowiki>* - </nowiki>I believe that each question has a weight, so this is only an average about how much each question is worth, as some are worth more than others. As far as I understand it, newer questions that haven't been "tested" are worth less points than those that have been on the test for a while. == Small and Big Vigs == There are 10 Small Vigs, and 6 Big Vigs Each has a situation that a principal might face. From the sample questions I have seen, it looks like about half of the scenarios have a current principal taking an action, and you need to critique their action, and the other half, you need to make a decision. In both questions, you basically make a decision. The good news is that there is not necessarily a "right or wrong" decision, so it really never matters for the purposes of getting point, whether you agree or disagree. What matters tremendously is what factors you use to make your decision, and to write these out clearly. After looking at the sample questions, and answers given, it seems that if you answer the question stated as well as all of the following questions (as appropriate) within your answer, you will probably get the most number of points: * How should the decision be made? * Are there other things that should be done before making the decision? * What are the relevant factors or criteria for making the decisions? * What are some of the possible reasons for why the situation has become a problem? * If the question already gives a decision, what is a better alternative to that decision (if there is one)? * What are the potential consequences of your decision, or of a different decision? As with all questions, it is recommended that you make sure you look at all parts of the question, and utilize each piece of the scenario somewhere in your answer. Also, don't forget to state the obvious, as the test readers won't know that you know the obvious if you don't state it! == Cases and Documents == The cases and documents both involve analyzing documents, and making decisions based upon these. Some of the type of documents can include: * Schedules * Staff Evaluation Forms * Enrollment Data * Demographic Data * Standardized Testing Data * Grade Information * Fact Sheets * Newspaper Articles * Memos from teachers, staff, or supervisors * Letters from parents * Minutes from meetings * School Improvement or Strategic Plans * Student Surveys * Financial Data == Preparing for the SLLA == It is highly recommended that you get as many sample questions as you can before the test, and the sample rubrics for the questions. If there is a class offered near you that talks about how to pass the test, take it! One of the best ways to use the sample questions is to answer them before looking at the rubric. Time yourself just as you would in the actual test. Then use the rubric to score your answer, and ask someone else to use the rubric to score your answer. (Make sure the other person doesn't see how you originally scored yourself) By doing the practice questions, you will also become familiar with the language of the test. Creating a formal study plan, and scheduling which days and times you will do which parts of your studying can be very beneficial. == The ISSLC Standards == The ISSLC Standards are what the SLLA is based upon. Having a basic grasp of what the standards are can be helpful in passing the exam. The following is a summary of what knowledge, skills, and beliefs an effective school administrator should have: * '''Leadership and Vision''' ** Good communication skills ** The desire to work with all stakeholders and build consensus as much as possible ** Being able to develop and implement a strategic plan ** Understanding and being able to apply systems theory ** Having good data gathering and analysis skills ** Having high standards ** Believing everyone can learn and everyone deserves a good education ** The desire to continually grow and improve; the willingness to do self-examination, spreading this desire to others * '''Teaching and Learning''' ** The belief that student learning is the first and foremost purpose of schooling ** Desiring to help students to learn to become contributing members of society ** Knowing and being able to apply learning and motivational theories to have effective instruction ** Having effective strategies for measuring, evaluating, and assessing students, staff, curriculum, etc ** Belief in diversity ** Understanding the needs of the adult learner to have effective professional development ** Understanding how change occurs in a school system ** Being able to use technology to improve the educational process ** Understanding and being able to work in school cultures ** Creating an environment where everyone feels valued and important because you treat everyone with fairness, dignity and respect ** Acknowledging and celebrating the responsibilities and contributions of all stakeholders * '''Management''' * '''Collaborating''' * '''Ethics''' * '''Environment''' == General SLLA Test Taking Strategies == The following are some test taking strategies that may help you: * You may want to read several of the questions first and start on the "easiest" one. * State the obvious. The scorers will not make any assumptions about what you know or don't, so state everything * Don't use buzz words. The scorer may not be from your state, and may not know what you mean. If you do choose to use a word that might not be known by everyone, make sure you explain it. * If you use an acronym, spell out what it is before using it, and explain what it is. * Analyze and underline the important parts of each section. * Pay attention to the "action" verbs in each scenario, and also the details such as a ''new'' principal, or ''May'' in service. * Do not repeat the question in your answer, or put the standard in your answer. Knowing the standards is very good, but putting the title of a standard in your answer won't help you. * Do not argue with the question, or try to answer an "alternative" question (Although it is fine to not agree with people in the scenario, don't say in your answer "this scenario is stupid") * Do not misspell principal! (Other spelling and grammar errors will generally not be counted against you) * Leave spaces between paragraphs so they can be added to later. You can also draw lines to other parts of the paper if you wish to add something. * Be sure to put your answers on the appropriate page * Write legibly! Printing is often easier to read than cursive. * You don't need to put in a formal topic sentence of thesis statement. * Be careful with bullets or lists, make sure that if you use them that it is extremely clear what the entire list means. * Pace yourself, keep track of the time. * Make sure you respond to all parts of the question, as often the questions may have more than one "sub question" inside of it. There also are other implicit questions that might be good to answer in your statement. * Before answering a question, you can brain dump and outline your answer. This often his helpful for people. * In any scenario, it never hurts to gather more information before making a decision. (Although some safety or legal decisions must be made immediately, it does not hurt to gather information afterwards.) * In any scenario, make sure you close feedback loops, such as getting back to a parent who complains, or talking to a teacher, etc. * Be careful when reading charts, graphs, tables etc. Make sure you really understand what they mean. * If you finish a section early, reread your responses, and reread the questions. * It seems that you will generally not get docked points if you put in too much information in your responses, but the information should always be well thought out and well organized. == What to Bring with You to the Test == You should check with the official website to find out what is required when taking the test. The following are some of the items that are required or recommended to take with you when taking the test: * Proof of admission * Photo ID * A variety of No 2. pencils and black and blue pens * Pencil Grips to make holding the pencil or pens easier * Layers of clothing so you can adjust to any weather or temperature * Snacks * Bottled water or other beverages * A bagged lunch, so you don't have to look for a restaurant during the break * Eat breakfast before going * Wrist Brace for your writing hand * Non-prescription pain killers (your wrists will be sore) * Basic Wrist Watch * Ear plugs (for the night before if you stay in a hotel) * A positive attitude! Positive self talk can psyche yourself up and help you in the test. == How the SLLA works in each state == In the state of California passing the SLLA with a score of 173 out of 200 (86.5%) or higher allows a person to not need a masters degree to get an Administrative Services Credential. Thus it can save a person a lot of time and money if they can pass the test. [[Category:Education]] 19359 71529 2007-01-12T05:31:06Z David Levy 118 Self-captured screenshot. {{wikiversity-screenshot}} Self-captured screenshot. {{wikiversity-screenshot}} 21547 73772 2007-01-12T12:29:12Z MattBall 5234 Description= Matthew E. Ball Source= Own work Date= Jan 11, 2007 Author= Matthew E. Ball Permission= This picture is free for any use that is non-profit. == Summary == Description= Matthew E. Ball Source= Own work Date= Jan 11, 2007 Author= Matthew E. Ball Permission= This picture is free for any use that is non-profit. == Licensing == {{GFDL-self}} 21726 80830 2007-01-25T01:12:47Z Rml1997 5251 It may be neccessary to read the section on Boolean Algebra in order to understand some of the notation used within this article. A Karnaugh Map makes simplification of truth tables into functions much easier. The size of Karnaugh map depends on the number of variables dealt with. In order to begin teaching the concepts behind Karnaugh maps, I will start with a 2x1 grid. This would not actually be used, but gives an example of how Karnaugh Maps work. I will use the example of an invertor. If a 1 is put in, a 0 is given out. If a 0 is put in, a 1 is given out. I will use the term xn to describe the letter x followed by a number. xn would normally be replaced by a 0, a 1 or a don't care term, represented by a - as is shown in examples 2.1 and 2.2 below. As you can see, everything below the the A is the value for when A = 1. Everything which doesn't have an A above is the value for when A = 0. This may not make much sense yet, but should start to when we deal with larger maps. {| border="1" |+ Example 1.1 |+ Truth Table for 2x1 Karnaugh Map |- ! Input ! Output |- ! A ! X |- | 0 | X0 |- | 1 | X1 |} {| border="1" |+ Example 1.2 |+ 2x1 Karnaugh Map |- | border="0" | ! A |- | x0 | x1 |} For the invertor example, this would have the values {| border="1" |+ Example 2.1 |+ Truth Table for 2x1 Karnaugh Map |- ! Input ! Output |- ! A ! X |- | 0 | 1 |- | 1 | 0 |} {| border="1" |+ Example 2.2 |+ 2x1 Karnaugh Map |- | border="0" | ! A |- | 1 | 0 |} Below, I've shown how the output(X) of the truth table (normally 0s or 1s) are mapped onto a 4x4 karnaugh map. {| border="1" |- {| |+ Example 3.1 |+ Truth Table for 4x4 Karnaugh Map |- ! colspan="4" |Inputs ! Output |- ! A ! B ! C ! D ! X |- | 0 | 0 | 0 | 0 | X0 |- | 0 | 0 | 0 | 1 | X1 |- | 0 | 0 | 1 | 0 | X2 |- | 0 | 0 | 1 | 1 | X3 |- | 0 | 1 | 0 | 0 | X4 |- | 0 | 1 | 0 | 1 | X5 |- | 0 | 1 | 1 | 0 | X6 |- | 0 | 1 | 1 | 1 | X7 |- | 1 | 0 | 0 | 0 | X8 |- | 1 | 0 | 0 | 1 | X9 |- | 1 | 0 | 1 | 0 | X10 |- | 1 | 0 | 1 | 1 | X11 |- | 1 | 1 | 0 | 0 | X12 |- | 1 | 1 | 0 | 1 | X13 |- | 1 | 1 | 1 | 0 | X14 |- | 1 | 1 | 1 | 1 | X15 |} |- {| border="1" |+ Example 3.2 |+ 4x4 Karnaugh Map |- | border="0" | | border="0" | | border="0" | ! colspan="2" | A | border="0" | |- | border="0" | | border="0" | | border="0" | | border="0" | ! colspan="2"| B |- | border="0" | | border="0" | | x0 | x1 | x3 | x2 |- ! rowspan="2" | C | | x4 | x5 | x7 | x6 |- !rowspan="2" | D | x12 | x13 | x15 | x14 |- | | x8 | x9 | x11 | x10 |} |} In use, each occurance of X and a number (Xn) would be replaced with a 0, 1 or - (don't care) term. The letters at the top and sides show where each of the input variables (A,B,C and D) equal 1. For the Karnaugh map to be translated into a function, it is neccessary to group similar terms. An example of this is shown below. The function (<math>\lnot</math>A<math>\land</math><math>\lnot</math>B<math>\land</math>C<math>\land</math>D)<math>\lor</math>(<math>\lnot</math>A<math>\land</math>B<math>\land</math>C<math>\land</math>D)<math>\lor</math>(A<math>\land</math><math>\lnot</math>B<math>\land</math>C<math>\land</math>D)<math>\lor</math>(A<math>\land</math>B<math>\land</math>C<math>\land</math>D) is mapped below. It can be seen that are equal to 1 are shaded. All the shaded cells fall into both C and D. Therefore, the simplified function is C<math>\land</math>D. Don't care terms can be assigned to either a 1 or a 0 depending on which leads to a more simplified solution. {| border="1" align="left" |- {| |+ Truth Table for 4x4 Karnaugh Map |- ! colspan="4" |Inputs ! Output |- ! A ! B ! C ! D ! X |- | 0 | 0 | 0 | 0 | 0 |- | 0 | 0 | 0 | 1 | 0 |- | 0 | 0 | 1 | 0 | 0 |- | 0 | 0 | 1 | 1 | 0 |- | 0 | 1 | 0 | 0 | 0 |- | 0 | 1 | 0 | 1 | 0 |- | 0 | 1 | 1 | 0 | 0 |- | 0 | 1 | 1 | 1 | 0 |- | 1 | 0 | 0 | 0 | 0 |- | 1 | 0 | 0 | 1 | 0 |- | 1 | 0 | 1 | 0 | 0 |- | 1 | 0 | 1 | 1 | 0 |- | 1 | 1 | 0 | 0 | 1 |- | 1 | 1 | 0 | 1 | 1 |- | 1 | 1 | 1 | 0 | 1 |- | 1 | 1 | 1 | 1 | 1 |} |- {| border="1" |+ 4x4 Karnaugh Map |- | border="0" | | border="0" | | border="0" | ! colspan="2" | A | border="0" | |- | border="0" | | border="0" | | border="0" | | border="0" | ! colspan="2"| B |- | border="0" | | border="0" | | 0 | 0 | 0 | 0 |- ! rowspan="2" | C | | 0 | 0 | 0 | 0 |- !rowspan="2" | D |Style="background-color:#EEEEEE"| 1 |Style="background-color:#EEEEEE"| 1 |Style="background-color:#EEEEEE"| 1 |Style="background-color:#EEEEEE"| 1 |- | | 0 | 0 | 0 | 0 |} |} [[Category:Electronic engineering]] 21727 74002 2007-01-12T15:33:31Z Robert Elliott 1436 {{Information |Description=Sample music file created by untalented filmmaker |Source=export from Notation Protégé |Date= 10 January 2007 |Author= Robert Elliott |Permission= Public Domain |other_versions= }} == Summary == {{Information |Description=Sample music file created by untalented filmmaker |Source=export from Notation Protégé |Date= 10 January 2007 |Author= Robert Elliott |Permission= Public Domain |other_versions= }} == Licensing == {{GFDL-self}} 21728 74009 2007-01-12T15:43:51Z Robert Elliott 1436 {{Information |Description=Sample music file created by untalented filmmaker |Source=export from Apple's GarageBand converted by Audacity |Date= 10 January 2007 |Author= Robert Elliott |Permission= Public Domain |other_versions= }} == Summary == {{Information |Description=Sample music file created by untalented filmmaker |Source=export from Apple's GarageBand converted by Audacity |Date= 10 January 2007 |Author= Robert Elliott |Permission= Public Domain |other_versions= }} == Licensing == {{GFDL-self}} 21730 74071 2007-01-12T17:49:31Z Juan 2651 /* Participants */ edit {{nav|Pomology Teaching Tools}} <center><big>'''Welcome to the subject of Botany Ink Drawing'''</big></center> [[Image:Musa_cross_section_drawing_002.jpg|thumb|right|200 px|A drawing of a banana plant.]] This subject will ofer to students different lessons. Students will study, how to draw real things from botanical morphology by a [[w:pencil|pencil]] and [[w:ink|ink]]. Every week new lesson will be listed. It means that participants may joint the course whenever they want. This subject is operated under the [[Topic:Pomology|Department of Pomology]] and the [[Topic:Botany|Department of Botany]]. == What you will need == Participants will need a soft pencil ([[w:pencil#Manufacture|B]] and lower), an ink in the pencil, white clean papers and sceaner/or digital camera to upload their work. == Participants == Sing in, if you are interested: {| class="wikitable" |- ! User !! Date of Joining !! Purpose !! Lesson 1 !! Lesson 2 !! Lesson 3 !! Lesson 4 !! Subject Finished |- | [[User:Juan|Juan]] ([[User talk:Juan|talk page]]) || 12 January 2007 || Coordinator || || || || || |- | &nbsp; || &nbsp;|| student|| &nbsp; ||&nbsp; || &nbsp;||&nbsp; || |} == Lessons == * [[Lesson 1]] - pencils, ink and paper [[Image:Stomata in Petalgonum peltatum.jpg|thumb|right|200 px|Stomata in ''Petalgonum peltatum''.]] [[Category:Botany Ink Drawing]] 21731 74027 2007-01-12T16:15:09Z Juan 2651 /* Summary */ typo == Summary == {{Information |Description= Banana plant cross section drawing. Redrawed from the book. |Source= '''Pospíšil, F. and Hrachová, B. 1990.''' ''Ovocnictví: tropické a subtropické ovocné druhy.'' Vysoká škola zemědělská. Brno. p. 195. |Date= 12 January, 2007 |Author= [[User:Juan|Juan]] |Permission= |other_versions= }} == Licensing == {{fairuse}} 21732 74032 2007-01-12T16:20:50Z Juan 2651 +summary == Summary == {{Information |Description= Stomata in ''Petalgonum peltatum''. Ink drawing. |Source= |Date= 12 January, 2007 |Author= [[User:Juan|Juan]] |Permission= |other_versions= }} == Licensing == {{GDFL self}} 21733 74036 2007-01-12T16:25:10Z Juan 2651 founded [[Category:Pomology]] [[Category:Botany]] 21734 74074 2007-01-12T18:02:55Z Juan 2651 +nav {{nav|Botany Ink Drawing}} '''Last Lesson:''' </br> '''Next Lesson:''' Lesson 2</br> '''Lesson 1 - pencils, ink and papers''' is the first lesson of Botany Ink Drawing subject. == What to do? == #buy a black pencil (B and lower), rubber, ink in pencil and white A4 paper #draw a few pictures of this photograph #upload your work in the gallery and sign down that those are yours Dont be afraid to upload bad pictures it is fun! == Picture to copy == [[Image:SEM leaf (2900x).jpg|thumb|center|200px|SEM photo of an opened stoma, 2900x, colorized]] == Gallery == <gallery> </gallery> == Discussion == === Questions === === General discussion === [[Category:Botany Ink Drawing]] 21736 78128 2007-01-18T05:41:07Z Historybuff 5228 == Web Page Class Wiki == These pages will contain class work, projects, and knowledge that students in Web Page Design I and Web Page Design II have gained (and in many cases, are still gaining). All of the content is written, edited, and created by high school students based on projects completed in class. === Topics Covered in this Wiki Project === * [[Web Page/Dreamweaver]] * [[Web Page/Flash]] * [[Web Page/Fireworks]] * HTML * CSS * Design Topics ===Background for the Project=== This Web Page Wiki is being used as a class project by Stacey Kizer and her students at [http://shs.robcoschools.org Springfield High School]. ==See also== *[[Topic:Web Design]] ==Participants== [[User:Kizer|Kizer]] 18:58, 12 January 2007 (UTC) [[Category:Web Design]] [[Category:Computer Science Courses]] 21737 78739 2007-01-19T18:55:59Z Kizer 5254 ==Dreamweaver== ''Part of the Web Page Wiki Project'' ===[[Web_Page/Dreamweaver/General|Dreamweaver General Topics]]=== * Commonly used terms * Description of the Dreamweaver Window * Dreamweaver Toolbars ===Dreamweaver How To's=== * [[Web_Page/Dreamweaver/Flashbutton |How to insert a pre-made Flash button]] * [[Web_Page/Dreamweaver/Flashmovie |How to insert a Flash movie]] * [[Web_Page/Dreamweaver/Images |How to insert an image]] * [[Web_Page/Dreamweaver/table |How to insert a table]] * [[Web_Page/Dreamweaver/links |How to insert links]] * [[Web_Page/Dreamweaver/Layouts |How to create a layout table and work with layout view]] * [[Web_Page/Dreamweaver/BG |How to change the background color of a page]] ===Dreamweaver Class Projects=== * [[Web_Page/Dreamweaver/Project1 | Design Group Site]] (a basic site illustrating how to create layout tables, insert images and text, and adjust colors) * [[Web_Page/Dreamweaver/Project2 | Party Planners Site]] (a little more advanced site consisting of four pages that uses layout tables, flash movies, flash buttons, images and text) * [[Web_Page/Dreamweaver/Project3 | What the Future May Hold Site]] (a beginner's project that uses layout tables, basic hyperlinks, and images) [[User:Kizer|Kizer]] 19:05, 12 January 2007 (UTC) [[Category:Web Design|Dreamweaver]] 21738 79479 2007-01-21T07:20:49Z Historybuff 5228 Remove signature from content page ==Flash== ''Part of the Web Page Wiki Project'' ===[[Web Page/Flash/General | Flash General Topics]]=== * Commonly used terms * Description of the Flash window * Description of Flash toolbars ===Flash How To's=== * How to [[Web_Page/Flash/Morph | morph]] * How to [[Web_Page/Flash/Mask | mask]] * How to [[Web_Page/Flash/Zoom | zoom]] * How to [[Web_Page/Flash/Fade | fade]] * How to [[Web_Page/Flash/Tween | tween]] ===Flash Class Projects=== * [[Web_Page/Flash/Project1 | TV Channel Project]] (uses alpha:color to create a fading effect to simulate a tv changing channels) * [[Web_Page/Flash/Project2 | Masking Project]] (uses masks to reveal portions of a picture) * [[Web_Page/Flash/Project3 | Think Project]] (uses tweening and alpha:color to rotate through thoughts on someone's mind) * [[Web_Page/Flash/Project4 | Tracing Project]] (uses the line tool and curves to trace a logo) [[Category:Web Design|Flash]] 21739 77165 2007-01-16T18:56:05Z Kizer 5254 ==Fireworks== ''Part of the Web Page Wiki Project'' ==[[Web_Page/Fireworks/General | General Fireworks Topics]]== * Commonly used terms * Description of the Fireworks window * Description of Fireworks tools * Using the layers pane ===Fireworks How To's=== * [[Web_Page/Fireworks/Grayscale | How to convert an image to grayscale]] * [[Web_Page/Fireworks/Button | How to make a button]] * [[Web_Page/Fireworks/screenshot | How to use Print Screen with Fireworks]] * [[Web_Page/Fireworks/Magic | How to use the magic wand tool]] * [[Web_Page/Fireworks/Effects | How to add shadows and glows]] * [[Web_Page/Fireworks/fade | How to fade an image]] ===Fireworks Class Projects=== * [[Web_Page/Fireworks/Project1 | Changing the background of an image]] (uses the magic wand tool and hue/saturation) * [[Web_Page/Fireworks/Project2 | Recreating advertisements]] (uses shape tools) * [[Web_Page/Fireworks/Project3 | Creating Rollover Effects]] (uses buttons and the slice tool) [[User:Kizer|Kizer]] 19:19, 12 January 2007 (UTC) [[Category:Web Design|Fireworks]] 21740 74106 2007-01-12T19:31:00Z JWSchmidt 20 [[Wikiversity:Bachelor of Science in Physics]] moved to [[Bachelor of Science in Physics]]: Wikiversity name convention #REDIRECT [[Bachelor of Science in Physics]] 21743 74138 2007-01-12T20:25:07Z Kizer 5254 {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} 21744 74140 2007-01-12T20:26:38Z JWSchmidt 20 [[Wikiversity:Department directory]] moved to [[Wikiversity:Functionaries]]: Wikiversity name conventions #REDIRECT [[Wikiversity:Functionaries]] 21746 77132 2007-01-16T18:37:15Z Kizer 5254 /* Dreamweaver General Topics */ ==Dreamweaver General Topics== ===Commonly Used Terms=== ===Description of the Dreamweaver Window=== [[Image:Dw1.gif|500px|The Dreamweaver Window]] * Property Inspector * Design vs. Code View * Panes * Common Toolbar ===Description of the Dreamweaver Common Toolbar=== [[Image:Dw2.gif|500px|The Dreamweaver Window]] # Hyperlink- Click to add an internet link # Email Link- Click to add the link of your email address # Anchor- Click to add .... # Insert Table- Click to add a layout table # Image- Click to add a picture # Fireworks HTML- Click to add a edited picture # Flash- Click to add a edited flash movie or graphics/buttons # Rollover Image- Click to add an image that will switch to 2 different images when the mouse rolls over it. ===Description of the Dreamweaver Layout Toolbar=== [[Image:Dw3.gif|300px|The Dreamweaver Window]] # Standard View-Click to view what your layout looks like in standard view # Layout View- Click to view what your layout looks like in layout view # Insert Table- Click to insert layout table # Insert Cell- Click to insert layout cell ===Description of the Dreamweaver Text Toolbar=== [[Image:Dw4.gif|500px|The Dreamweaver Window]] # Font- Allows you to set attributes before inserting the tag. # B= bold # I = Italic # S = strong # EM = emphasis # Paragraph, Block Quote, and Preformatted Text- wraps the corresponding HTML block tags around the selection # H1= Heading 1 # H2= Heading 2 # H3= Heading 3 # Ul = unordered list # Ol- ordered list # li- list item # dl- Definiton list # dt- definition term # dd- definition description # abbr – abbreviation of something # wec- acronym [[Category:Web Design|Dreamweaver (General)]] 21747 74147 2007-01-12T20:32:51Z Mikeylito 4042 New page: <div style="float: left; border: {{{9|{{{border-s|1}}}}}}px solid {{{1|{{{border-c|{{{id1-c|#999999}}}}}}}}}; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: {{{2|{{{inf... <div style="float: left; border: {{{9|{{{border-s|1}}}}}}px solid {{{1|{{{border-c|{{{id1-c|#999999}}}}}}}}}; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: {{{2|{{{info-c|#eeeeee}}}}}};" | style="width: 45px; height: 45px; background: {{{1|{{{id1-c|#dddddd}}}}}}; text-align: center; font-size: {{{id1-s|14}}}pt; color: {{{id1-fc|black}}};" | '''{{{3|{{{id1|id1}}}}}}''' | style="font-size: 8pt; color: {{{8|{{{info-fc|black}}}}}}; padding: 4pt; line-height: 1.25em;" | {{{4|{{{info|''info''}}}}}} | style="width: 45px; height: 45px; background: {{{7|{{{id2-c|{{{1|{{{id1-c|#dddddd}}}}}}}}}}}}; text-align: center; font-size: {{{id2-s|{{{id1-s|14}}}}}}pt; color: {{{id2-fc|black}}};" | '''{{{5|{{{id2|id2}}}}}}''' |}</div><noinclude>[[Category:Userbox templates| Userbox-2]]</noinclude> 21748 74149 2007-01-12T20:33:44Z JWSchmidt 20 [[Category:Wikiversity]] [[Category:Wikiversity]] 21749 74153 2007-01-12T20:36:02Z JWSchmidt 20 [[Wikiversity:Educational standards organisations]] moved to [[Educational standards organisations]]: Wikiversity name conventions #REDIRECT [[Educational standards organisations]] 21751 79760 2007-01-21T23:10:33Z Historybuff 5228 /* What other existing systems (e-learning) offer */ This is the area for discussion of a Remote Learning Development Project. Ideally, the project would use text, audio and video components, to enable students and facilitators/teachers to exchange ideas. A whiteboard or distributed writing surface of some kind might be interesting too. It should be easy to use and extensible - while initially it might be something for the Computer Science area, it could be used throughout Wikiversity to allow online exchanges. A consideration should be recording/playback, for participants that aren't in the same timezone. ==What other existing systems (e-learning) offer== * Electronic communication support including e-mail, threaded discussions and a chat room, with or without a moderator * Differential access rights for instructors and students * Production of documentation and statistics on the course in the format required for institutional administration and quality control * All these facilities should be capable of being hyperlinked together * Easy authoring tools for creating the necessary documents including the insertion of hyperlinks - though it is acceptable (arguably, preferable) for the VLE to be designed so that standard word processors or other office software can be used for authoring. In addition, the VLE should be capable of supporting numerous courses, so that students and instructors in a given institution (and, indeed, across institutions) experience a consistent interface when moving from one course to another. ===Software/Technologies to consider=== [[Skype]] [[w:IAX]] [[w:Epresence]] ==Approach to this project== While we should examine and consider exisiting software, it should be recognized that Wikiversity is diffrent then traditional e-learning tools. The usual approach involves packaging a course already taught in a classrom into a non-interactive form (usually video). This project should be a joint research and practice project. The participants would be using new tools, then evaluating and providing feedback so that the effectiveness of the tools can be judged. This could spawn new tools, improvements to existing tools, or even new approaches to various types of tools. ==Benefits of this project== One of the major benefits of this project would be to extend the classroom beyond what it is now. It could allow lessons to be listened to over the phone, on an iPod or at a workstation. ===Accessibility=== Another key benefit is accessibility. Blind persons could utilize this to "attend lessons" and interact with others without the need for costly and difficult to install software. Lesson material could be sent through a text to speech system, or a reader could generate OGG files. For persons that have difficulty traveling, especially during the winter time, this could open up new possibilities for participation. [[Category:Computer Science]] 21752 74167 2007-01-12T20:49:55Z Kizer 5254 {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer [[User:Kizer|Kizer]] |Permission= free content |other_versions= }} {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer [[User:Kizer|Kizer]] |Permission= free content |other_versions= }} 21754 74171 2007-01-12T20:57:27Z Kizer 5254 {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 21755 74172 2007-01-12T20:57:54Z Kizer 5254 {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot1 for Dreamweaver Window |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 21756 74178 2007-01-12T21:11:29Z JWSchmidt 20 [[Wikiversity:Forms:Circle]] moved to [[Stream/Circle]]: Wikiversity name conventions #REDIRECT [[Stream/Circle]] 21758 78682 2007-01-19T18:16:14Z Plusha 5521 ===Creating a Fade in Flash=== 1. On a blank page in Flash, type whatever words or phrase you want to fade in/out. (To do this, click on the capital “A” in the Tools section on the left side of the screen.) <center>[[Image:Fade1.png|200px]]</center> <br> 2. Left click once on the phrase to select it, then right click on it. Click on “Convert to symbol”, which comes up near the bottom of the drop-down menu. 3. A new window will come up that says “Convert to Symbol”. Make sure “Graphic” is selected, then click “OK”. <center>[[Image:Fade2.png|200px]]</center> <br> 4. In the timeline at the top of the page, right click on the frame where you want the movie to end. Select “Insert Keyframe”. 5. Still in the timeline, right click on the grey space between the first and last frames. Select “Create Motion Tween”. <center>[[Image:Fade3.png|200px]]</center> <br> 6. The area between the first and last frames on the timeline should now be blue instead of grey and have an arrow pointing towards the last frame. Left click on the first frame in the timeline. 7. Left click on the phrase. Near the bottom right of the page in “Properties”, there is a drop down box that says “None” and has the word “Color:” beside it. Click on the arrow, then select “Alpha”. 8. Another box will appear beside the “Color:” box. It will most likely have “100%” in it. If you’re trying to make the phrase fade out, leave it there. <center>[[Image:Fade4.png|200px]]</center> <br> 9. Now, click on the last frame of the movie in the timeline. 10. Repeat Step 7. 11. In the percentage box, change the “100%” to “0%”. Don’t worry, the phrase is supposed to disappear. 12. To get a preview of your movie while still in Flash, press “Enter” on your keyboard. To get a full-screen preview of your movie, press “Ctrl + Enter”. 13. If you want an image to fade in, start out with “0%” instead of “100%”. End the movie at “100%”. 14. To fade an image instead of a phrase, follow the same directions. [[User:Plusha|Plusha]] 18:16, 19 January 2007 (UTC) 21759 74183 2007-01-12T21:13:42Z Kizer 5254 {{Information |Description= Screenshot for Flash Fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot for Flash Fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 21760 74184 2007-01-12T21:14:15Z Kizer 5254 {{Information |Description= Screenshot for Flash fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot for Flash fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 21761 74185 2007-01-12T21:14:33Z Kizer 5254 {{Information |Description= Screenshot for Flash fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot for Flash fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 21762 74186 2007-01-12T21:14:47Z Kizer 5254 {{Information |Description= Screenshot for Flash fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot for Flash fading |Source= Own work |Date= 2007-01-12 |Author= Stacey Kizer ([[User:Kizer|Kizer]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 21763 74194 2007-01-12T21:20:07Z JWSchmidt 20 [[Category:Education]] Within education, a learning stream can be a path of intellectual development taken by a learner. Can learners start a personal learning stream ''anywhere'' and then just follow their personal interests? ==See also== *[[Stream/Circle]] *[[:Template:Stream boilerplate]] [[Category:Education]] 21764 74199 2007-01-12T21:24:33Z JWSchmidt 20 [[Wikiversity:Financial services]] moved to [[Free lance scholar/Financial]]: not a page for the Wikiversity namespace #REDIRECT [[Free lance scholar/Financial]] 21765 74201 2007-01-12T21:25:51Z JWSchmidt 20 [[Category:Education]] [[Category:Education]] 21766 74206 2007-01-12T21:31:04Z JWSchmidt 20 [[Wikiversity:Getting a degree]] moved to [[Getting a degree]]: Wikiversity name conventions #REDIRECT [[Getting a degree]] 21768 74213 2007-01-12T21:33:47Z JWSchmidt 20 [[Wikiversity:Homeschool]] moved to [[Homeschool]]: Wikiversity name conventions #REDIRECT [[Homeschool]] 21769 74218 2007-01-12T21:36:53Z JWSchmidt 20 [[Wikiversity:How to edit a page]] moved to [[Help:How to edit a page]]: Wikiversity name conventions #REDIRECT [[Help:How to edit a page]] 21770 74225 2007-01-12T21:40:50Z JWSchmidt 20 [[Wikiversity:Institute of Construction]] moved to [[Topic:Institute of Construction]]: Wikiversity name conventions #REDIRECT [[Topic:Institute of Construction]] 21772 74251 2007-01-12T21:58:43Z JWSchmidt 20 [[Wikiversity:Multilingual kids]] moved to [[Multilingual kids]]: use a Wikiversity page name #REDIRECT [[Multilingual kids]] 21773 74267 2007-01-12T22:07:58Z JWSchmidt 20 [[Wikiversity:Open source universities]] moved to [[Open source universities]]: Wikiversity name conventions #REDIRECT [[Open source universities]] 21774 74275 2007-01-12T22:14:35Z JWSchmidt 20 [[Wikiversity:Orientation]] moved to [[Foreign language learning orientation]]: Wikiversity name conventions #REDIRECT [[Foreign language learning orientation]] 21776 74279 2007-01-12T22:16:12Z Historybuff 5228 Adding this in Category Computer Programming [[Category:Computer Programming]] 21777 74295 2007-01-12T22:29:46Z Historybuff 5228 Added to proper subcat [[Category: Programming Languages]] 21778 80155 2007-01-22T22:27:59Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Film School:Current Message}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Theory of Film Scoring|Introduction - The basic theory of film scoring]] [[Image:Crystal Clear app knotify.png|right]] ;The pages in this lesson are<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Summary: [[Lesson:Mad Max:Theory of Film Scoring|Basic Theory of Film Scoring for Filmmakers]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Mad Max - Why music in motion pictures?|Why is there music in motion pictures?]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max's - What is Narrative Music? | What is narrative music?]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Computer Set Up for Film Scoring | What computer software do I need?]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: [[Lesson:Mad Max:Creating continuity | Creating continuity with music]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: [[Lesson:Mad Max:Creating a humming score | Creating a humming score]] |} :{| cellpadding="3" cellspacing="0" width="350px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: [[Mad Max's - Examples of Narrative Music |Examples of Narrative Music]] |} <center> {| cellpadding="3" cellspacing="0" width="450px" | bgcolor="#ffeeee" style="border: 1px #ff7777 solid;" |<center>[[Image:Crystal Clear app clock.png|24px]] [[Lesson:Mad Max:Introduction:Exam | Spotting Session]] - Your Take Home Exam - [[WikiU Film School Point System|6 points]] [[Image:Crystal Clear app clock.png|24px]]</center> |}</center> |} [[Category:Film School Templates]] 21779 80961 2007-01-25T15:20:32Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">The theory of filmmakers creating music for narrative motion picture</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kuser.png|right|128px]] ==Overview== :In this course, you will learn three special ways to create film scores for motion pictures using programs like Apple's '''GarageBand''' or VirtuosoWorks' Notation '''Protégé'''. :Musical sounds can be either<nowiki>:</nowiki> :* <font color="DarkViolet">'''Individual notes and cords'''</font> :* <font color="DarkViolet">'''Musical rhythm'''</font> :* <font color="DarkViolet">'''Simple melody'''</font> ===Three Basic Lesson=== :This is covered in three major lessons<nowiki>:</nowiki> :*[[Lesson:Mad Max:Creating the sound of fear | Sound of Fear]] - (Individual notes and cords) :*[[Lesson:Mad Max:Creating the sound of joy | Sound of Joy]] - (Musical rhythm) :*[[Lesson:Mad Max:Creating the sound of drama | Sound of Drama]] - (Simple melody) | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==Introduction== ;Extremely simple The methods described in this lesson are simple, specially the first method which is creating sound using only single notes or single cords. You don't need talent to do this! ;The secret is organic sounds Here is the secret. You do not need to be a musician if you use natural organic sounds such as the sounds of a symphony orchestra. If you use the sounds of a symphony orchestra, people automatically think you have musical talent. ;Great news<nowiki>:</nowiki> A really cheap orchestra Now low budget filmmakers can have the sounds of a symphony orchestra using software instruments that live inside your computer. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px" | [[Image:Nuvola apps package edutainment.png|right]] ==The theory film scoring== *Music creates '''all''' of the mood for a motion picture. *The visual images and the words of the actors do '''not''' tell the audience what to feel. *'''Only the music''' explains the emotion of the scene. ===Four kinds of music=== The four kinds of music in a motion picture are: * '''Narrative music''' :This is music which actually tells a story. * '''Background music''' :This is music which enhances all the moods in the scene. * '''Songs''' :This is music which has a single mood so songs are only good for scenes which have a single mood. * '''The melody line of the actor's voices.''' :This is the ever changing pitch of the actor's voice. ===Most effective<nowiki>:</nowiki> Narrative music=== *Of the four kinds of music in film scores, music which narates the story is the most important. ===Sources of narrative music for motion pictures=== *Organic sounds - As typified by the "sound of fear" from this lesson. *Rhythm - As typified by the "sound of joy" which is the next lesson. *Melody - For non-musicians, melody comes from midi files of classical music and broadway music. For non-musicians, this is where all your skills of "cut & paste", simplify, and organize are put to the test. === Special editing for narrative music=== *Because the music which narrates the story will drown out any dialog, the editor must add gaps between the dialog. That is, between the sentences or ideas in a motion picture. ===Bottom line=== *Since the film's editor and the film's composer must work closely together, it is easier for the composer and the editor to be the same person. That can be you! | style="width: 50%; background-color: OldLace; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Nuvola apps mycomputer.png|right]] ==What software is required?== ;1. An orchestra in your computer :The trick to film scoring is to have an entire symphony orchestra inside your computer. :Today, there are many ways you can do this. For filmmakers, I recommend two simple ways. * By using Apple's '''GarageBand''' plus '''Jam Pack:Symphony Orchestra''' (or MOTU's '''Symphonic Instrument''' which I have not tested), your computer will begin to sound like a real symphony orchestra. * If you are skilled at musical notation (or you have a strong desire to learn), you can use a FREE (for 30 days) program which is VirtuosoWorks' [http://www.notionmusic.com/demo/ Notation '''Protégé''' demo]. Note<nowiki>:</nowiki> If you have GarageBand but you do '''not''' have Jam Pack:Symphony Orchestra, try using cords which is almost as good but takes more musical skill. ;2. OGG playing software :OGG files is the prefered file format for Wikiversity. But most browsers do not come with software which plays the OGG sound files. So you need something which will play OGG files. ;3. OGG converting software :Also, to upload music files (your homework, etc.) to Wikiversity Film School, you need software which will convert regular sound files to OGG files. Currently, I recommend the FREE program called '''Audacity'''. :Or, if you wish, you can just send me the files and I will convert them and upload them for you. -- [[User:Robert Elliott|Robert Elliott]] |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the theory of music in motion pictures. :* Page 1: [[Lesson:Mad Max:Why music in motion pictures | Why is there music in motion pictures!]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} {{Lesson Shortcuts:Film Scoring Lessons}} ---- ---- [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 21781 74333 2007-01-12T23:42:39Z Cremisis13 3507 Redirecting to [[Java String Class]] #REDIRECT [[Java_String_Class]] 21782 76517 2007-01-15T17:07:27Z Balloonguy 338 split page #REDIRECT [[Kana]] 21783 77675 2007-01-17T07:59:37Z D.328 5303 readings Kanji (漢字) are the ideographic characters of the Japanese language. They are based on the Chinese Hanzi and to some degree are mutually readable, but there are some major differences as well. In fact, guessing the meaning of a kanji based on its Chinese meaning can be misleading. The kanji do not convey the entire meaning of a word, but its base meaning. Its grammatical use is determined by the surrounding particles and the following kana determine its tense. Also, Japanese does not have a Kanji for every word, especially ones borrowed from English or other Western languages. Nevertheless, to understand the Kanji is at the heart of understanding the Japanese language, and if you cannot read the Kanji, at least at a basic level, the large numbers of homonyms in Japanese can cause much confusion. == Readings == A single Kanji letter can be read (pronounced) in many different ways, depending on its context. These readings are categorized into two groups - that of Chinese origin {{ruby-ja|音読み|おんよみ}}, (On-yomi) and Japanese origin {{ruby-ja|訓読み|くんよみ}}, (Kun-yomi). It is often the case that a Kanji letter has more than one reading of Chinese origin. This is because the importing of Chinese letters (with their readings) did not occur just at one time from one region. === Major readings === ==== ''On yomi'' ==== {{ruby-ja|音読み|おんよみ}}, (on yomi) is the Chinese reading, which is most commonly used in compound words and for numbers. It may be useful to note that in some Kanji databases, the ''on'' reading is written in Katakana instead of Hiragana. {{ruby-ja|一|いち}}, (ichi), {{ruby-ja|二|に}}, (ni), {{ruby-ja|三|さん}}, (san), {{ruby-ja|四|し}}, (shi) are the first four numbers and all are {{ruby-ja|音読み|おんよみ}}, (on yomi). ==== ''Kun yomi'' ==== {{ruby-ja|訓読み|くんよみ}}, (kun yomi) is the Japanese reading, which can be read as a separate word or can be used in compounds. This reading generally will be written in Hiragana in Kanji lists. {{ruby-ja|月|つき}}, (tsuki) and {{ruby-ja|日|ひ}}, (hi) are the moon and sun and are in {{ruby-ja|訓読み|くんよみ}} (kun yomi). === Other readings === ==== ''Nanori'' ==== {{ruby-ja|名乗り読み|なのりよみ}} (nanori yomi) is the Name reading, which is used for people's names and for places. The 康 read as やす (yasu; as in [[w:Tokugawa Ieyasu|徳川家康]]) and the 信 read as のぶ (nobu; as in [[w:Oda Nobunaga|織田信長]])are both written in 名乗り読み (nanori yomi). == Kanji Repetition == The 々, or ノマ (noma) symbol indicates the repetition of a Kanji. An example of a repetition is われわれ (wareware), which indicates "us" or "our group" and is written as 我々 instead of 我我, although they are both the same. The same is true with 人々 (ひとびと, people). == Learning Kanji == The [[w:Japanese Language Proficiency Test|Japanese Language Proficiency Test]] (日本語能力試験, ''nihongo nouryoku shiken'') consists of four levels of proficiency. The lowest is 四級 (fourth level, consisting of 80) and the highest is 一級 (first, consisting of all 1,900 general use kanji). Each rank has progressively more Kanji. == Questions == Post questions on the talk page or [[Talk:Kanji|here]]. == See also == * [[w:Kanji|Wikipedia's article on Kanji]] * [http://learnjapanese.elanguageschool.net/ Learn Japanese Kanji] {{1lvlnav|[[Introduction to Japanese]]|[[Katakana]]|Finish}} [[Category:Japanese]] 22528 75108 2007-01-13T02:02:36Z MichaelBillington 1599 list 12 #{{Proxyip|66.66.117.157}} #{{Proxyip|66.66.213.248}} #{{Proxyip|66.68.58.92}} #{{Proxyip|66.69.134.14}} #{{Proxyip|66.69.134.39}} #{{Proxyip|66.69.45.75}} #{{Proxyip|66.7.193.183}} #{{Proxyip|66.7.193.187}} #{{Proxyip|66.7.194.113}} #{{Proxyip|66.70.10.53}} #{{Proxyip|66.72.205.115}} #{{Proxyip|66.75.129.34}} #{{Proxyip|66.75.246.142}} #{{Proxyip|66.76.50.67}} #{{Proxyip|66.79.162.66}} #{{Proxyip|66.79.163.133}} #{{Proxyip|66.79.163.189}} #{{Proxyip|66.79.164.171}} #{{Proxyip|66.79.164.53}} #{{Proxyip|66.79.167.214}} #{{Proxyip|66.79.167.219}} #{{Proxyip|66.79.167.235}} #{{Proxyip|66.79.168.14}} 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#{{Proxyip|66.54.19.247}} #{{Proxyip|66.55.139.140}} #{{Proxyip|66.56.129.202}} #{{Proxyip|66.58.114.42}} #{{Proxyip|66.6.206.10}} #{{Proxyip|66.63.170.194}} #{{Proxyip|66.65.139.135}} 22532 75492 2007-01-14T02:33:38Z JWSchmidt 20 [[Category:Technical Analysis]] '''Technical analysis is the study of past market data to make trading or investing decisions. In their introduction to their book on technical analysis, the authors explain how technical analysis can be useful and provide you with background, basic tools, and techniques that you will need to be a competent technical analyst.''' Technical analysis. These words may conjure up many different mental images. Perhaps you think of the stereotypical technical analyst, alone in a windowless office, slouched over stacks of hand-drawn charts of stock prices. Or, maybe you think of the sophisticated multicolored computerized chart of your favorite stock you recently saw. Perhaps you begin dreaming about all the money you could make if you knew the secrets to predicting stock prices. Or, perhaps you remember sitting in a finance class and hearing your professor say that technical analysis "is a waste of time." In this book, we examine some of the perceptions, and misperceptions, of technical analysis. If you are new to the study of technical analysis, you may be wondering just what technical analysis is. In its basic form, technical analysis is the study of past market data, primarily price and volume data; this information is used to make trading or investing decisions. Technical analysis is rooted in basic economic theory. Consider the basic assumptions presented by Robert D. Edwards and John Magee in the classic book, Technical Analysis of Stock Trends: * Stock prices are determined solely by the interaction of demand and supply. * Stock prices tend to move in trends. * Shifts in demand and supply cause reversals in trends. * Shifts in demand and supply can be detected in charts. * Chart patterns tend to repeat themselves. Technical analysts study the action of the market itself rather than the goods in which the market deals. The technical analyst believes that "the market is always correct." In other words, rather than trying to consider all the factors that will influence the demand for Gadget International's newest electronic gadget and all the items that will influence the company's cost and supply curve to determine an outlook for the stock's price, the technical analyst believes that all of these factors are already factored into the demand and supply curves and, thus, the price of the company's stock. Students new to any discipline often ask, "How can I use the knowledge of this discipline?" Students new to technical analysis are no different. Technical analysis is used in two major ways: predictive and reactive. Those who use technical analysis for predictive purposes use the analysis to make predictions about future market moves. Generally, these individuals make money by selling their predictions to others. Market letter writers in print or on the web and the technical market gurus who frequent the financial news fall into this category. The predictive technical analysts include the more well-known names in the industry; these individuals like publicity because it helps market their services. On the other hand, those who use technical analysis in a reactive mode are usually not well known. Traders and investors use techniques of technical analysis to react to particular market conditions to make their decisions. For example, a trader may use a moving average crossover to signal when a long position should be taken. In other words, the trader is watching the market and reacting when a certain technical condition is met. These traders and investors are making money by making profitable trades for their own or clients' portfolios. Some of them may even find that publicity distracts them from their underlying work. The focus of this book is to explain the basic principles and techniques for reacting to the market. We do not attempt to predict the market, nor do we provide you with the Holy Grail or a promise of a method that will make you millions overnight. Instead, we want to provide you with background, basic tools, and techniques that you will need to be a competent technical analyst. As we will see when we study the history of technical analysis, the interest in technical analysis in the U.S. dates back over 100 years, when Charles H. Dow began writing newsletters that later turned into the Wall Street Journal and developing the various Dow averages to measure the stock market. Since that time, much has been written about technical analysis. Today, there are entire periodicals, such as Technical Analysis of Stock and Commodities and the Journal of Technical Analysis, devoted to the study of the subject. In addition, there are many articles appearing in other publications, including academic journals. There are even a number of excellent books on the market. As you can see from this book's extensive bibliography, which is in no way a complete list of every published item on technical analysis, a massive quantity of material about technical analysis exists. So, why does the world need another book on technical analysis? We began looking through the multitude of materials on technical analysis a few years ago, searching for resources to use in educational settings. We noticed that many specialized books existed on the topic, but there was no resource to provide the student of technical analysis with a comprehensive summation of the body of knowledge. We decided to provide a coherent, logical framework for this material that could be used as a textbook and a reference book. Our intent in writing this book is to provide the student of technical analysis, whether a novice college student or an experienced practitioner, with a systematic study of the field of technical analysis. Over the past century, much has been written about the topic. The classic works of Charles Dow and the timeless book by Edwards and Magee still contain valuable information for the student of technical analysis. The basic principles of these early authors are still valid today. However, the evolving financial marketplace and the availability of computer power have led to a substantial growth in the tools and information available to the technical analyst. Many technical analysts have learned their trade from the mentors with whom they have worked. Numerous individuals who are interested in studying technical analysis today, however, do not have access to such a mentor. In addition, as the profession has advanced, many specific techniques have developed. The result is that the techniques and methods of technical analysis often appear to be a hodge-podge of tools, ideas, and even folklore, rather a part of a coherent body of knowledge. Many books on the market assume a basic understanding of technical analysis or focus on particular financial markets or instruments. Our intent is to provide the reader with a basic reference to support a life-long study of the discipline. We have attempted to provide enough background information and terminology that you can easily read this book without having to refer to other references for background information. We have also included a large number of references for further reading so that you can continue learning in the specialized areas that interest you. Another unique characteristic of this book is the joining of the practitioner and the academic. Technical analysis is widely practiced, both by professional traders and investors and by individuals managing their own money. However, this widespread practice has not been matched by academic acknowledgment of the benefits of technical analysis. Academics have been slow to study technical analysis; most of the academic studies of technical analysis have lacked a thorough understanding of the actual practice of technical analysis. It is our hope not only to bring together a practitioner-academic author team but also to provide a book that promotes discussion and understanding between these two groups. Whether you are a novice or experienced professional, we are confident that you will find this book helpful. For the student new to technical analysis, this book will provide you with the basic knowledge and building blocks to begin a life-long study of technical analysis. For the more experienced technician, you will find this book to be an indispensable guide, helping you to organize your knowledge, question your assumptions and beliefs, and implement new techniques. We begin this book with a look at the background and history of technical analysis. In this part, we discuss not only the basic principles of technical analysis but also the technical analysis controversy—the debate between academics and practitioners regarding the efficiency of financial markets and the merit of technical analysis. This background information is especially useful to those who are new to technical analysis and those who are studying the subject in an educational setting. For those with more experience with the field or with little interest in the academic arguments about market efficiency, a quick reading of this first part will probably suffice. In the second part of the book, we focus on markets and market indicators. Chapter 5, "An Overview of Markets," provides a basic overview of how markets work. Market vocabulary and trading mechanics are introduced in this chapter. For the student who is unfamiliar with this terminology, a thorough understanding of this chapter will provide the necessary background for the remaining chapters. Our focus in Chapter 6, "Dow Theory," is on the development and principles of Dow Theory. Although Dow Theory was developed a century ago, much of modern-day technical analysis is based on these classic principles. A thorough understanding of these timeless principles helps keep the technical analyst focused on the key concepts that lead to making money in the market. In Chapter 7, "Sentiment," we focus on sentiment; the psychology of market players is a major concept in this chapter. In Chapter 8, "Measuring Market Strength," we discuss methods for gauging overall market strength. Chapter 9, "Temporal Patterns and Cycles," focuses on temporal tendencies, the tendency for the market to move in particular directions during particular times, such as election year cycles and seasonal stock market patterns. Because the main fuel for the market is money, Chapter 10, "Flow of Funds," focuses on the flow of funds. In this chapter, we look at measures of market liquidity and how the Federal Reserve can influence liquidity. The third part of the book focuses on trend analysis. In many ways, this part can be thought of as the heart of technical analysis. If we see that the market is trending upward, we can profitably ride that trend upward. If we determine that the market is trending downward, we can even profit by taking a short position. In fact, the most difficult time to profit in the market is when there is no definitive upward or downward trend. Over the years, technical analysts have developed a number of techniques to help them visually determine when a trend is in place. These charting techniques are the focus of Chapter 11, "History and Construction of Charts." In Chapter 12, "Trends—The Basics," we discuss how to draw trend lines and determine support and resistance lines using these charts. In Chapter 13, "Breakouts, Stops, and Retracements," we focus on determining breakouts. These breakouts will help us recognize a trend change as soon as possible. We also discuss the importance of protective stops in this chapter. Moving averages, a useful mathematical technique for determining the existence of trends, are presented in Chapter 14, "Moving Averages." The fourth part of this book focuses on chart pattern analysis—the item that first comes to mind when many people think of technical analysis. In Chapter 15, "Bar Chart Patterns," we cover classic bar chart patterns; in Chapter 16, "Point-and-Figure Chart Patterns," we focus on point-and-figure chart patterns. Short-term patterns, including candlestick patterns, are covered in Chapter 17, "Short-Term Patterns." Part V, "Trend Confirmation," deals with the concept of confirmation. We consider price oscillators and momentum measures in Chapter 18, "Confirmation." Building upon the concept of trends from earlier chapters, we look at how volume plays a role in confirming the trend, giving us more confidence that a trend is indeed occurring. Next, we turn our attention to the relationship between cycle theory and technical analysis. In Chapter 19, "Cycles," we discuss the basic principles of cycle theory and the characteristics of cycles. Some technical analysts believe that cycles seen in the stock market have a scientific basis; for example, R. N. Elliott claimed that the basic harmony found in nature occurs in the stock market. Chapter 20, "Elliott, Fibonacci, and Gann," introduces the basic concepts of Elliott Wave Theory, a school of thought that adheres to Elliott's premise that stock price movements form discernible wave patterns. Once we know the basic techniques of technical analysis, the question becomes, "Which particular securities will we trade?" Selection decisions are the focus of Chapter 21, "Selection of Markets and Issues: Trading and Investing." In this chapter, we discuss the intermarket relationships that will help us determine on which market to focus by determining which market is most likely to show strong performance. We also discuss individual security selection, measures of relative strength, and how successful practitioners have used these methods to construct portfolios. As technical analysts, we need methods of measuring our success. After all, our main objective is making money. Although this is a straightforward objective, determining whether we are meeting our objective is not quite so straightforward. Proper measurement of trading and investment strategies requires appropriate risk measurement and an understanding of basic statistical techniques. The last couple of chapters help put all the tools and techniques we present throughout the book into practice. Chapter 22, "System Design and Testing," is devoted to developing and testing trading systems. At this point, we look at how we can test the tools and indicators covered throughout the book to see if they will make money for us—our main objective—in the particular way we would like to trade. Finally, Chapter 23, "Money and Risk Management," deals with money management and avoiding capital loss. For those who need a brush-up in basic statistics or wish to understand some of the statistical concepts introduced throughout the book, Dr. Richard J. Bauer, Jr.(Professor of Finance, Bill Greehey School of Business, St. Mary's University, San Antonio, TX) provides a tutorial on basic statistical techniques of interest to the technical analyst in Appendix A, "Basic Statistics" For those who are unfamiliar with the terms and language used in trading, Appendix B provides brief definitions of specific order types and commonly used terms in order entry. As with all skills, learning technical analysis requires practice. We have provided a number of review questions and problems at the end of the chapters to help you begin thinking about and applying some of the concepts on your own. The extensive bibliography will direct you to further readings in the areas of technical analysis that are of particular interest to you. Another way of honing your technical skills is participating in a professional organization that is focused on technical analysis. In the United States, the Market Technicians Association (MTA) provides a wide variety of seminars, lectures, and publications for technical analysis professionals. The MTA also sponsors the Chartered Market Technician (CMT) program. Professionals wishing to receive the prestigious CMT designation must pass three examinations and adhere to a strict code of professional conduct. More information about the MTA and the CMT program may be found at the web site: www.mta.org. The International Federation of Technical Analysts, Inc. (IFTA) is a global organization of market analysis societies and associations. IFTA, and its member associations worldwide, sponsor a number of seminars and publications. IFTA offers a professional certification, the Certified Financial Technician, and a Masters-level degree, the Master of Financial Technical Analysis. The details of these certifications, along with contact information for IFTA's member associations around the world, can be found at their web site: www.ifta.org. Technical analysis is a complex, ever-expanding discipline. The globalization of markets, the creation of new securities, and the availability of inexpensive computer power are opening even more opportunities in this field. Whether you use the information professionally or for your own personal trading or investing, we hope that this book will serve as a stepping-stone to your study and exploration of the field of technical analysis. [[Category:Technical Analysis]] 22533 75485 2007-01-14T02:30:21Z JWSchmidt 20 [[Category:Accounting]] Auditing is the art of performing Audit. Auditing is not a new concept. If we see in history,in ancient Rome tax auditors were appoint to oversee the work of Tax collectors. Even nowadays auditing is considered as Financial inspection rather than a control technique. An important type of audit is the financial audit. It is designed to determine whether financial statements are fairly presented in accordance with International Financial Reporting Standards (IFRS) or Generally Accepted Accounting Principles (GAAP). In the United States, financial audits are required for all publicly registered companies. In addition, financial audits may be performed for private companies, registered charities, and some governmental and public entities. Private companies typically request financial audits year after year because lenders may have required an audit or owners may want to have external unbiased eyes look at the financial statements to determine if the company is complying with all the required accounting principles. Charities would require a financial audit to show the financial status of the organization to potential donors. Governments and government businesses are usually required to be audited by statutes to determine if all the money budgeted has been properly spent. Government financial reports are not always audited by outside auditors. Some governments have elected or appointed auditors. [[Category:Accounting]] 22535 75799 2007-01-14T16:59:32Z Mystictim 626 added welcome and expand category {{Welcome and expand}} Consciousness Freud Levels of Consciousness: Conscious Mind: Preconscious Mind: Unconscious Mind: Study of Conciousness has two distinct categories: Waking Consciousness Altered State of Consciousness [[Category:Introduction to Psychology]] 22538 75526 2007-01-14T03:01:08Z JWSchmidt 20 [[Category:War Seminar]] What, if any, are the differences between intimidation perpetrated by big governments and armies to achieve specific political purposes and terrorism perpetrated by individuals or smaller organizations to do the same? [[User:Mirwin|Mirwin]] 06:03, 13 January 2007 (UTC) [[Category:War Seminar]] 22540 75484 2007-01-14T02:28:36Z JWSchmidt 20 [[Category:Algebra]] External References: A free online book regarding linear algebra. The author hopes to establish an online community of users to help improve this book on linear algebra. [http://linear.ups.edu/] [[Category:Algebra]] 22541 75665 2007-01-14T07:30:37Z Historybuff 5228 This project displays a message box... <pre><nowiki> #include<windows.h> int _stdcall WinMain (HINSTANCE hInst, HINSTANCE hPrev, LPSTR lpCmd, int nShow) { MessageBox (NULL, TEXT("Hello"), TEXT("Hello, Windows!"), MB_OK); return 0; } </nowiki></pre> Note: You may need to manually include the user32.lib for proper linkage... [[Category:Computer Science Courses]] 22542 76356 2007-01-15T05:31:26Z Bodene1960 5141 Replacing page with '[[Category:Computer Science Courses]]' [[Category:Computer Science Courses]] 22543 75199 2007-01-13T08:15:01Z Robert Elliott 1436 Minor Correction __NOTOC__ __NOEDITSECTION__ =Under Construction This Month= {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | ; [[Topic:Music in Film|Wikiversity School of Music]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of drama | Lesson Summary - Using melody]] [[Image:Nuvola apps kmid.png|right]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |[[Lesson:Mad Max:Creating the sound of drama | Lesson Summary - Using melody]] |} ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#e0ffff" style="border: 1px #aaaaaa solid;" |1a. [[LessonPage:Mad Max:Sound of drama:GarageBand | Creating the sound of drama - GarageBand]] |} ::{| cellpadding="4" cellspacing="0" width="450px" | bgcolor="#e0ffff" style="border: 1px #aaaaaa solid;" |1b. [[LessonPage:Mad Max:Sound of drama:Symphony sounds | Creating the sound of drama - GarageBand with symphony sounds]] |} ::{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#e0ffff" style="border: 1px #aaaaaa solid;" |1c. [[LessonPage:Mad Max:Sound of drama:Protégé | Creating the sound of drama - Protégé]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Page 2: [[LessonPage:Mad Max:Creating the sound of drama:Stealing | Stealing melodies]] |} :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Page 3: [[LessonPage:Mad Max:Creating the sound of drama:Ripping Midi | Ripping Midi]] |} |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 22544 75195 2007-01-13T08:05:02Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max Header and TOC for Melody}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Learn how to create a humming score.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Simplify, simpify, simplify!= For this lesson, you use midi files to create a film score. 1. Locate great sounding midi files from classical music (before 1900). 2. Isolate a single phrase, usually one to three seconds long. 3. Isolate a single instrument (or two) from the entire. You want the main melody without much else. 4. Built the music sound effect from these few notes (or cords) by assigning the elements to different instruments of the symphony orchestra which create the emotion you are looking for. This will always be different from the original musical instruments. The goal is to get a professional sound which is simple and pure. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Pictures to follow shortly...= |} {{Mad Max End of Lesson and TOC}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 22545 75204 2007-01-13T08:50:53Z Robert Elliott 1436 Rough Draft {{Film School:Current Message}} __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=10 bordercolor="yellow" width="100%" | bgcolor="#ffffe0" | [[Image:Crystal Clear app kcoloredit.png|right|Painting]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:WikiU_Film_School Course_01_-_Learning_the_Basics_of_Filmmaking |Course #01: The Basics]] ;Lesson<nowiki>:</nowiki> :Lesson #011: Making the Movie Props - The Star Wars Poster ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="350px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" | [[Lesson:Making the Props | Drawing the Star Wars Poster]] |} |} [[Category:WikiU Film School]] [[Category:Filmmaking]] [[Category:Narrative Film Production]] [[Category:Film School Templates]] 22553 75250 2007-01-13T16:18:45Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity. [http://tools.wikimedia.de/~leon/stats/trafstats/trafficstats-weekly.png Source] of the graph. {{Wikiversity-screenshot}} I (John Schmidt) made this image for Wikiversity. [http://tools.wikimedia.de/~leon/stats/trafstats/trafficstats-weekly.png Source] of the graph. {{Wikiversity-screenshot}} 22554 75261 2007-01-13T17:09:45Z JWSchmidt 20 [[Category:Computer Networks]] Has fewer layers than the OSI model Application > Transport (host-to-host) > Internet > Network access > Physical [[Category:Computer Networks]] 22555 77744 2007-01-17T15:42:37Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | <div style="border-bottom:1px solid Sienna; background-color:Wheat; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Filmmaking Software Review for [[Topic:Narrative Film Production|Narrative Film Production]]'''</div> <div style="padding:2em 5em 0em 3em;"> <!--Top, right, bottom, left? --> [[Image:Nuvola apps korganizer.png|right]] ==[http://www.notionmusic.com/products/software.cfm VirtuosoWorks' Notation Protégé - demo version]== :A fun and useful demo program for film scoring with full symphony orchestra sounds. Works for 30 days. |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"| <div style="border-bottom:1px solid Gold; background-color:#ffffaa; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Review by [[User:Robert_Elliott|Robert Elliott]]'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Nuvola apps knotify.png|right|96px]] ===VirtuosoWorks' Notation Protégé - demo version=== :Protégé is a unique musical notation program for people who want to learn film scoring. The quality of the symphony orchestra sounds if great. :There are two versions of Notation. Notation 1.5 and Notation Protégé 1.0. Protégé is the smaller version with fewer voices than Notation 1.5 yet all the voices for both versions are from the London Symphony Orchestra at full quality. Wow! :To use this program, you must know musical notation or you must be very eager to learn musical notation. There is a useful reference card with the program and a good, but short, tutorial. However, there is no help in learning notation. Fortunately, there are many free tutorials on the Internet. :Notation Protégé is a fully working demo version which can only be used for 30 days. This is enough for you to learn a tremendous amount about film scoring with the sounds of a symphony orchestra. This is version 1.0 so it is still a bit rough. :Anyone interested in filmmaking should immediately request a free copy of the program. It is fun! </div> | style="padding:0em 0.5em 0em 0.5em;" | | style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" | <div style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Uses at Wikiversity Film School'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app starthere.png|100px|right]] * Film scoring * Learning musical notation * Having fun!!! </div> |- | style="padding:0em 0.5em 0em 0.5em;" | | style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" | <div style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Rating'''</div> <div style="padding:0.4em 1em 0.3em 1em;"> [[Image:Crystal Clear app keditbookmarks.png|right]] * Four Stars :The program is wonderful but this version is 1.0 so some things are still a bit rough. </div> |} {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" | colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" | <div style="border-bottom:1px solid Gold; background-color:#ffffaa; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;">'''Recommendation'''</div> <div style="padding:1em 5em 1em 3em;"> <!--Top, right, bottom, left? --> [[Image:Nuvola apps personal.png|right|64px]] I highly recommend this program for anyone interested in learning more about musical notation and film scoring. [[User:Robert Elliott|Robert Elliott]] 14 January 2007 (UTC) |} [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Software Review]] [[Category:Filmmaking Software]] 22556 78010 2007-01-17T21:08:56Z Robert Elliott 1436 Minor details __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="20" cellspacing="7" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center>[[Image:Exquisite-amorok.png|96px]]<big> "How would you score this movie?" </big>[[Image:Exquisite-xine.png|96px]]</center> |- | style="width: 60%; background-color: #ffeeee; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==This is your exam for this course== <center>[[Image:Nuvola apps kalarm.png|128px]]<br> Read this exam. <br> Complete the lesson. <br>Then answer these questions.</center><br> Now you have finished the introduction to this course. Look at this exam and then proceed with the rest of the lessons. Much of the questions on this page will be answered by the lessons.<br> | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" rowspan="12" | <center> EXTERIOR - The local movie theater - NIGHT </center> (1) The Young Person and Old Person stand looking at the movie poster outside the theater. <center>[[Image:FrameForgeSBTDS1a.jpg|200px]] <br> Slowly dolly in.<br> [[Image:FrameForgeSBTDS1b.jpg|200px]]</center> A smile begins to form on the young person's face. ---- ---- (2) The Movie Poster <!--[[Image:FrameForgeSBTDS1c.jpg|200px]] ← --> <center> {| border=1 cellspacing=0 cellpadding=0|| style="width:200px" | bgcolor="#aaaaaa" | <center> [[Image:StarWarsPosterPainting.jpg|60px]] </center> |} </center> Cut to the poster and dolly in slowly. ---- ---- (3) '''Young Person''': "That was a great movie..." <center>[[Image:FrameForgeSBTDS2.jpg|200px]]</center> Cut to a side view. ---- ---- (4) '''Young Person''' ''(contined)'': "but I do not understand one thing." <center>[[Image:FrameForgeSBTDS3.jpg|200px]]</center> The young person's head turns to the older person. ---- ---- (5) '''Old Person''': "What's that?" <center>[[Image:FrameForgeSBTDS4.jpg|200px]]</center> Wide angle shot to show emotional distance between the two characters. ---- ---- (6) '''Young Person''': "How can anyone be seduced by the Dark Side?" <center>[[Image:FrameForgeSBTDS5.jpg|200px]]</center> ---- ---- (7) The old person thinks for a while. '''Old Person''': "Humm!" <center>[[Image:FrameForgeSBTDS6.jpg|200px]]</center> ---- ---- (8a) '''Old Person''': "What computer do you..." <center>[[Image:FrameForgeSBTDS7.jpg|200px]]</center> (8b) '''Old Person'''(off camera): "... have at home?" <center>[[Image:FrameForgeSBTDS8a.jpg|200px]]</center> Cut in mid sentence to see the young person's anticipation. ---- ---- (9) '''Young Person''' ''(eagerly)'': "A Macintosh!" <center>[[Image:FrameForgeSBTDS8b.jpg|200px]]</center> The young person's face lights up with excitement. ---- ---- (10) '''Old Person''': "But what computer does your father use at work?" <center>[[Image:FrameForgeSBTDS9.jpg|200px]]</center> ---- ---- (11) The young person thinks for a moment. '''Young Person''': "Humm!" <center>[[Image:FrameForgeSBTDS10.jpg|200px]]</center> ---- ---- (12) '''Young Person''' ''(amazed and excited)'': "Seduced by the Dark Side!" <center>[[Image:FrameForgeSBTDS11.jpg|200px]]</center> ---- ---- (13) The Old Person smiles. '''Old Person''': "Ahh!" <center>[[Image:FrameForgeSBTDS12a.jpg|200px]] <br><br> [[Image:FrameForgeSBTDS12b.jpg|200px]]</center> The face lights with a knowing smile. ---- ---- (14) Old Person and the Young Person walk toward home together. <center>[[Image:FrameForgeSBTDS13a.jpg|200px]]</center> Lock the camera for a matte painting. <center>[[Image:FrameForgeSBTDS13b.jpg|200px]]</center> The camera remains locked. When the matte painting is added, the shot will look like a scene out of Star Wars at Port Isley. ---- ---- (15) Fade to Black. <br> <center>The End</center> <!-- Question 1 --> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 1: The opening music== [[Image:Crystal Clear app kedit.png|center|100px]] ;A smiling face :When our movie starts, the audience sees the face of a young person. As the camera moves closer, the young person begins to smile. This shot is just three to five seconds long. (See #1 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 1|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 2 --> |- | style="width: 60%; background-color: #ffffd0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 2 - The movie poster== [[Image:Crystal Clear app kedit.png|center|100px]] ;Music for the Star Wars movie poster :Next, we see what the young person is watching. It is a poster for the movie, Star Wars. (See #2 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 2|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 3 --> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 3 - Thinking music== [[Image:Crystal Clear app kedit.png|center|100px]] ;Music for the older person thinking :When the older person pauses to think, there needs to be music to explain what the older person is thinking. What kind of music should there be? (See #7 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 3|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 4 --> |- | style="width: 60%; background-color: #ffffd0; border: 1px solid #ff7777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 4 - The Macintosh Computer== [[Image:Crystal Clear app kedit.png|center|100px]] ;The Macintosh music :When the young person eagerly says, "Macintosh", what music should there be? (See #9 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 4|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 5 --> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #77ff77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 5 - More thinking music== [[Image:Crystal Clear app kedit.png|center|100px]] ;Young person thinking music :When the young person is thinking, what music should play? (See #11 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 5|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 6 --> |- | style="width: 60%; background-color: #ffffd0; border: 1px solid #77ff77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 6 - The revelation== [[Image:Crystal Clear app kedit.png|center|100px]] ;Seduced by the Dark Side :When the young person exclaims, "Seduced by the dark side!", what music should there be? How should the audience feel? (See #12 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 6|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 7 --> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #7777ff; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 7 - Happy thoughts== [[Image:Crystal Clear app kedit.png|center|100px]] ;Older person smiles music :When the older person begins to smile, should we still hear the music from before or should there be new music? If new music, what should it be? How should it make the audience feel? (See #13 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 7|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] <!-- Question 8 --> |- | style="width: 60%; background-color: #ffffd0; border: 1px solid #7777ff; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | ==Question 8 - The finalé== [[Image:Crystal Clear app kedit.png|center|100px]] ;Walking home music :When the movie ends, what music should we hear as the younger person and the older person walk home together? (See #14 on the right.) ;Question<nowiki>:</nowiki> - ([[WikiU Film School Point System|1 point]]) :Decide what emotion do you want the audience to feel. Then think of how you would create that mood with music. ;Send me your answer<nowiki>:</nowiki> :{{email|user=Robert_Elliott|subject=Film Scoring Exam - Question 8|text=Tell me how you would create this mood with music}}. [[Image:Crystal Clear app xfmail.png|30px]] |- | style="width: 60%; background-color: Wheat; border: 1px solid #aaaa77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" | <center>[http://www.frameforge3d.com/ FrameForge 3D Studio is great fun!]<br><br>[[Image:FrameForgeSBTDS3.jpg|px]]</font></center> ;Highly Recommended :The images in this storyboard to the right were created quickly and easily using the '''free''' demo version of FrameForge 3D Studio. This is a wonderful program that all filmmakers should immediately download. Your instructor highly recommends this program. ;Free Demo Version :When you requrest to download the demo version, please list your middle name as "WikiU". [[User:Robert Elliott|Robert Elliott]] 16:09, 7 December 2006 (UTC) |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Now you begin learing and practicing the three basic methods of creating film scores for filmmakers who are not musicians. :* Lesson 1: [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra |Creating the sound of fear]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] [[Category:Quizzes]] 22557 75282 2007-01-13T17:40:32Z Robert Elliott 1436 Rough Draft __NOTOC__ <center> {{Mad Max Header and TOC for Introduction}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Learn how to create a humming score.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Two sides of Continutity= Music creates continuity but you need to provide continuity to your musical style. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Pictures to follow shortly...= |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page demonstrates film scoring on short films. :* Page 5: [[Lesson:Mad Max:Creating a humming score | Creating a humming score]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 22562 75914 2007-01-14T20:38:23Z J.Steinbock 2353 Temporary solution [[Spanish/Spanish One|Spanish One]] [[Spanish/Spanish Two|Spanish Two]] 22564 75348 2007-01-13T20:54:36Z JWSchmidt 20 I (John Schmidt) made this for Wikiversity. {{Wikiversity-screenshot}} I (John Schmidt) made this for Wikiversity. {{Wikiversity-screenshot}} 22565 75351 2007-01-13T22:12:56Z JWSchmidt 20 [[Wikiversity:Alumni services]] moved to [[Alumni services]]: Wikiversity naming conventions #REDIRECT [[Alumni services]] 22566 75356 2007-01-13T22:17:17Z JWSchmidt 20 [[Wikiversity:Japanese Philosophy]] moved to [[Japanese Philosophy]]: Wikiversity name conventions #REDIRECT [[Japanese Philosophy]] 22567 75362 2007-01-13T22:22:47Z JWSchmidt 20 [[Wikiversity:Philosophy message board]] moved to [[Philosophy message board]]: Wikiversity name conventions #REDIRECT [[Philosophy message board]] 22568 75371 2007-01-13T22:37:32Z JWSchmidt 20 [[Wikiversity:Research Network]] moved to [[Research Network]]: Wikiversity naming conventions #REDIRECT [[Research Network]] 22569 75374 2007-01-13T22:38:55Z JWSchmidt 20 [[Wikiversity:Research resources]] moved to [[Research resources]]: Wikiversity name conventions #REDIRECT [[Research resources]] 22570 75378 2007-01-13T22:42:34Z JWSchmidt 20 #REDIRECT [[Wikiversity:Rollback]] #REDIRECT [[Wikiversity:Rollback]] 22571 75380 2007-01-13T22:44:17Z JWSchmidt 20 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Georg Cantor]] moved to [[School of Mathematics/Philosophy of Mathematics/Georg Cantor]]: Wikiversity name conventions #REDIRECT [[School of Mathematics/Philosophy of Mathematics/Georg Cantor]] 22572 75383 2007-01-13T22:46:11Z JWSchmidt 20 [[Wikiversity:School of Fire and Emergency Management/Fire Service Instructor I]] moved to [[Fire and Emergency Management/Fire Service Instructor I]]: Wikiversity name conventions #REDIRECT [[Fire and Emergency Management/Fire Service Instructor I]] 22573 75386 2007-01-13T22:47:54Z JWSchmidt 20 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Cardinality]] moved to [[Philosophy of Mathematics/Cardinality]]: Wikiversity name conventions #REDIRECT [[Philosophy of Mathematics/Cardinality]] 22574 75389 2007-01-13T22:49:10Z JWSchmidt 20 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Hermann Weyl]] moved to [[Philosophy of Mathematics/Hermann Weyl]]: Wikiversity name conventions #REDIRECT [[Philosophy of Mathematics/Hermann Weyl]] 22575 75392 2007-01-13T22:50:00Z JWSchmidt 20 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Scope]] moved to [[Philosophy of Mathematics/Scope]]: Wikiversity name conventions #REDIRECT [[Philosophy of Mathematics/Scope]] 22576 75395 2007-01-13T22:51:05Z JWSchmidt 20 [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Structure]] moved to [[Philosophy of Mathematics/Structure]]: Wikiversity name conventions #REDIRECT [[Philosophy of Mathematics/Structure]] 22577 75401 2007-01-13T22:57:10Z Rayc 57 Wiki logo in 3D from Art of Illusion, and open source 3D render-er == Summary == Wiki logo in 3D from Art of Illusion, and open source 3D render-er == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22578 75408 2007-01-13T23:04:37Z JWSchmidt 20 [[Wikiversity:Statistics 302]] moved to [[Kernel Density Estimation]]: Wikiversity name conventions #REDIRECT [[Kernel Density Estimation]] 22584 75437 2007-01-14T00:01:48Z Balloonguy 338 <div class="messagebox cleanup metadata"> '''The following use Japanese characters. Please check your computer's capabilites [[Computing in Japanese/Test|here]].''' </div> <noinclude>[[Category:Templates]] [[Category:Japanese]]</noinclude> 22585 80785 2007-01-25T00:20:58Z Balloonguy 338 /* Formatting request */ ==Sound Request^{[[Commons:First steps/Upload form|how?]]}== *Create an example for pitch accent for [[Pronunciation of Japanese]] *Create sound for: **Each group for the [[Hiragana]] **The dakuten and handakuten [[Hiragana]] **Choon hiragana and examples **Replace the doubling example for もと and もっと **Create examples for the long vowel sound *Create sound for: **The Small ア、イ、ウ、エ、オ [[Katakana]] **Choon katakana examples ==Formatting request== *Convert the The Small ア、イ、ウ、エ、オ table in [[Katakana]] into a wikitable *Make [[Japanese I/Vocabulary/Nouns 1]] look nice ==Image Request^{[[commons:Chinese stroke order:Asian alphabets|how?]]}== *Create dakuten and handakuten [[Hiragana]] *The dakuten and handakuten [[Katakana]] ==Material Request== *Create [[Hiragana]] exercises *Create [[Katakana]] exercises ==Proofread Request== *All lessons in [[Introduction to Japanese]] [[Category:Japanese Meta]] 22586 75451 2007-01-14T01:09:39Z JWSchmidt 20 [[Wikiversity:Travel services]] moved to [[Travel services]]: Wikiversity name conventions #REDIRECT [[Travel services]] 22587 75541 2007-01-14T03:11:41Z JWSchmidt 20 [[Category:Tourism]] [[Category:Tourism]] 22588 75455 2007-01-14T01:11:50Z JWSchmidt 20 [[Wikiversity:Universal Operational Simulation/Universal Operational Simulation]] moved to [[Universal Operational Simulation/Universal Operational Simulation]]: Wikiversity name conventions #REDIRECT [[Universal Operational Simulation/Universal Operational Simulation]] 22589 76868 2007-01-16T02:08:10Z Chrismo 3128 Added update howto info =Wikiversity Blog setup= This isn't an official guide, its likely that this guide will become obsolete when changes are made to the software. If you follow this guide you will be required to learn about blogs and rss. For this entire guide replace my username "Chrismo" with your username. ==The first 3 steps== # Create an account and log in # Create the blog page # Create the rss feed page ===Create the blog page=== Visit your Userpage and in your browser add /Blog <pre>http://en.wikiversity.org/wiki/User:Chrismo/Blog</pre> Edit that page and copy and paste the following. Remember replace my username with yours and change "be bold" to the slogan of your choice. <blockquote style="background: white; border: 1px solid rgb(153, 153, 153); padding: 1em;"> <nowiki>=My Wikiversity Blog - '''Be bold'''= </nowiki><br> <nowiki>{{RSS2|User:Chrismo/Blog/rss}} Copy [http://en.wikiversity.org/w/index.php?title=User:Chrismo/Blog/rss&action=raw&ctype=application/rss+xml this link] and paste it into your aggregator.</nowiki><br> <nowiki>[http://en.wikiversity.org/w/index.php?title=User:Chrismo/Blog&action=edit Add entry] | [http://en.wikiversity.org/w/index.php?title=User:Chrismo/Blog/rss&action=edit Update Feed]</nowiki><br><br> <nowiki>==My first entry== </nowiki><br> Hello World<br> This is my first blog post about my learning activity at Wikiversity.<br> <nowiki>~~~~</nowiki> </blockquote> Save page and move on to the next step. ===Create the rss feed page=== Following on from the last step, you should see the "update feed" link on your Blog page so click on it. This will take you to the rss feed page, the url should look similiar to this. <pre>http://en.wikiversity.org/wiki/User:Chrismo/Blog/rss</pre> Edit the page and once again copy and paste the following text. <blockquote style="background: white; border: 1px solid rgb(153, 153, 153); padding: 1em;"> <?xml version="1.0"?> <br> <?xml-stylesheet type="text/css" href="http://en.wikipedia.org/skins/common/feed.css"?><br> <rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/"><br> <channel><br> <title>Chrismo's Wikiversity Blog</title><br> <link>http://en.wikiversity.org/wiki/User:Chrismo/Blog</link><br> <description>My Wikiversity Blog - Be bold</description><br> <language>en</language><br><br> <item><br> <title>Blogging on Wikiversity</title><br> <link>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity</link><br> <guid>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity</guid><br> <description>Hello World<br> This is my first blog post about my learning activity on Wikiversity.</description><br> <pubDate><nowiki>~~~~~</nowiki></pubDate><br> <dc:creator>Chrismo</dc:creator><br> </item> <br> </channel><br> </rss><br> </blockquote> Change my username "Chrismo" to your username, change the description to your description. Save the page. ==Test it== Start your feed reader and subscribe to the feed. ==How to add new entries== Now that you have the basic set up, lets look at adding a new entry. ===Adding new entry to the blog=== Click on the link "Add Entry" to edit your Blog page, first give you entry a title followed by your message and then sign the message with <nowiki>~~~~</nowiki>, the example below is fairly self explanitory. Most blogs display the posts in reverse chronological order but thats up to you. <blockquote style="background: white; border: 1px solid rgb(153, 153, 153); padding: 1em;"> <nowiki>==Title== </nowiki><br> Here is my message<br> <nowiki>~~~~</nowiki> </blockquote> Save the page. ===Updating the rss feed=== Click on the "Update Feed" link to edit the rss page. Below is the new item. <blockquote style="background: white; border: 1px solid rgb(153, 153, 153); padding: 1em;"> <item><br> <title>Title</title><br> <link>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title</link><br> <guid>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title</guid><br> <description>Here is my message</description><br> <pubDate><nowiki>~~~~~</nowiki></pubDate><br> <dc:creator>Chrismo</dc:creator><br> </item> <br> </blockquote> Now we add our item to the feed just below the line with <language>en</language> Using the example above our new entry would like this. <blockquote style="background: white; border: 1px solid rgb(153, 153, 153); padding: 1em;"> <?xml version="1.0"?> <br> <?xml-stylesheet type="text/css" href="http://en.wikipedia.org/skins/common/feed.css"?><br> <rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/"><br> <channel><br> <title>Chrismo's Wikiversity Blog</title><br> <link>http://en.wikiversity.org/wiki/User:Chrismo/Blog</link><br> <description>My Wikiversity Blog - Be bold</description><br> <language>en</language><br><br> <item><br> <title>Title</title><br> <link>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title</link><br> <guid>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title</guid><br> <description>Here is my message</description><br> <pubDate><nowiki>~~~~~</nowiki></pubDate><br> <dc:creator>Chrismo</dc:creator><br> </item> <br><br> <item><br> <title>Blogging on Wikiversity</title><br> <link>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity</link><br> <guid>http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity</guid><br> <description>Hello World<br> This is my first blog post about my learning activity on Wikiversity.</description><br> <pubDate><nowiki>~~~~~</nowiki></pubDate><br> <dc:creator>Chrismo</dc:creator><br> </item> <br> </channel><br> </rss><br> </blockquote> Save the page. ==Participants== * [[User:Chrismo|Chrismo]] ==Helpful Links== * [http://superuser.com.au/documents/webbrowse_webfeed/ Practical introduction to Web browsing and Web feeds] [[Category:Blogs]] 22591 75494 2007-01-14T02:35:26Z JWSchmidt 20 [[Division of Demographic Education]] moved to [[Topic:Demographic Education]]: Wikiversity name conventions #REDIRECT [[Topic:Demographic Education]] 22592 75537 2007-01-14T03:09:18Z Historybuff 5228 marking category empty -- another suitable category exists. 22593 75529 2007-01-14T03:02:55Z JWSchmidt 20 [[Category:Philosophy]] [[Category:Philosophy]] 22595 77081 2007-01-16T16:48:10Z JWSchmidt 20 [[Category:Chemistry]] '''HYPERCONJUGATION'''<br> A phenomenon in organic compounds it is the delocalisation of sigma electrons.It is also known as sigma-pi conjugation or no bond resonance.It is a permanent effect. '''occurence'''<br> Alkene,Alkynes,Free radicals(saturated),Carbonium ions(saturated). '''condition'''<br> Presence of alpha-H with respect to the double bond/ triple bond carbon containing +ve charge(for carbonium ion) or unpaired electron(free radicals) No. of hyperconjugating structures= no. of alpha-H. '''effects of hyperconjugation'''<br> It effects the bond length (since during the process the single bond in compound acquires some double bond characters and vice-versa), dipole movement(since it causes the developement of charges) and the stability os free radicals or carbonium ions(which is proportional to the no. of hyperconjugating structures. [[Category:Chemistry]] 22596 75630 2007-01-14T06:56:33Z Historybuff 5228 Moved to subcat [[Category:Operating Systems]] 22597 77084 2007-01-16T16:51:31Z JWSchmidt 20 {{welcome and expand}}} {{welcome and expand}}} hello, this is a useless article about oxford poems. please edit it if you have more useful information. this is just a friendly reminder. thankyou. By: singaporean 22599 79830 2007-01-22T01:50:18Z JWSchmidt 20 [[Category:Education]] Hi, I'm developing the software at http://infoeng.sf.net to create the system that will better-coordinate undergraduate education. I'm looking forward to the paper! [[Category:Education]] 22600 75589 2007-01-14T05:25:35Z JWSchmidt 20 [[Category:Electronic engineering]] Complementary Metal Oxide Semiconductor (CMOS) technology is the basis for many modern [[microsystems]]. The proposed [[capillary electrode array]] device utilizes CMOS [[fabrication technology]]. The [[adsorption]] of [[DNA]] on [[aluminum]] may be utilized to create [[DNA-integrated circuits|CMOS-based molecular devices]]. [[Category:Electronic engineering]] [[Category:Research]] 22601 77989 2007-01-17T19:55:01Z JPatrickBedell 5298 The capillary electrode array (CEA) is a proposed device fabricated from a [[CMOS]] design with post-process XeF2 [[etching]]. The most current reference for the CEA is [[Image:11775.070113235358.djvu|thumb]]. ==Content summary== This [[Portal:Learning Projects|learning project]] is focused on the creation of the so-called capillary electrode array device. The development of the system involves the integration of knowledge gained from various learning projects: * [[CMOS VLSI design]] ==Goals== This learning project offers learning activities to * simulate the flow of liquids and molecules on the nanoscale, * design [[CMOS]] [[VLSI]] devices, * adapt biomolecules to application in Al-based CMOS processes. This learning project is intended as research, as the CEA may not have been characterized at this point. Concepts to learn include: * applications of adsorbed molecules to create mesoscale systems with coupled mechanical, thermal, electromagnetic, and chemical phenomena. * inkjet printing systems, * [[w:microfabrication]]. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * on this page * under development ===Texts=== * CMOS VLSI Design * ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The Capillary Electrode Array (CEA) is a proposed device fabricated from a [[CMOS]] design with post-process XeF2 [[etching]]. The most current reference for the CEA is [[Image:11775.070113235358.djvu|thumb]]. [[Image:Cmos_layers.svg|thumb|right|The layers of a standard [[CMOS]] fabrication process and their thicknesses.]] [[Image:620ac5f8-ff09-4ecc-a7da-a1e40a0830ae-cea_opening_cross_section.svg|thumb|left|Formation of CEA opening by [[XeF2]] etching.]] Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code: under development''' * '''Suggested Prerequisites: integrated circuit design, physical chemistry''' ** [[Topic:integrated ircuit design]] ** [[Topic:physical chemistry]] * '''Time investment: weeks to months''' * '''Assessment suggestions: Definite goal (CEA utilization) the basis for evaluation.''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:Learning projects]] 22602 75575 2007-01-14T04:57:23Z JPatrickBedell 5298 Created by submitter of file. This report is in the public domain, having been created and released by me. == Summary == Created by submitter of file. This report is in the public domain, having been created and released by me. == Licensing == {{GFDL}} 22605 75585 2007-01-14T05:20:13Z JPatrickBedell 5298 Created by submitter of file. This report is in the public domain, having been created and released by me. == Summary == Created by submitter of file. This report is in the public domain, having been created and released by me. == Licensing == {{GFDL}} 22608 78012 2007-01-17T21:12:06Z JWSchmidt 20 Reverted edits by [[Special:Contributions/Wheelspergers syndrome|Wheelspergers syndrome]] ([[User_talk:Wheelspergers syndrome|Talk]]) to last version by [[User:JPatrickBedell|JPatrickBedell]] using [[Wikiversity:Rollback|rollback]] A DNA integrated circuit is a [[w:integrated circuit|integrated circuit]] semiconductor system incorporating or interacting with [[w:deoxyribonucleic acids|deoxyribonucleic acids]] or other [[w:molecule|molecules]]. The interaction of molecules with the IC system may be due to the adsorption of the molecules on the IC, or the electromagnetic or mechanical interaction of the IC with molecules. Depending on the attachment methodology, the molecules incorporated into a dIC may be other than [[w:deoxyribonucleic acid|deoxyribonucleic acid]]. [[Image:25142.070113235749.djvu]] proposes one way to attach molecules to [[w:CMOS|CMOS]] integrated circuits. [[Category:Biology]][[Category:Research]][[Category:Electrical Engineering]] [[Category:Learning projects]] 22612 75623 2007-01-14T06:39:44Z JPatrickBedell 5298 Two [[Cannabis]] seedlings and two [[Cannabis seeds]] in contact with inkjet-printed page. Created by submitter and released to public domain. == Summary == Two [[Cannabis]] seedlings and two [[Cannabis seeds]] in contact with inkjet-printed page. Created by submitter and released to public domain. == Licensing == {{GFDL-self}} 22613 75627 2007-01-14T06:51:56Z JPatrickBedell 5298 {{Information |Description=[[Barcodes]] and [[Cannabis]] seeds on [[business cards]]. |Source=Own work. |Date=2007-01-10 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=USPD |other_versions= }} == Summary == {{Information |Description=[[Barcodes]] and [[Cannabis]] seeds on [[business cards]]. |Source=Own work. |Date=2007-01-10 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=USPD |other_versions= }} == Licensing == {{GFDL-self}} 22614 75634 2007-01-14T06:58:49Z Historybuff 5228 typo [[Category: Computer Science]] 22615 77069 2007-01-16T15:25:19Z Historybuff 5228 Category note added This is a way to group evolving and current courses offered by the CS department. ---- See Also [[Wikiversity:Courses]] ---- [[Category: Computer Science]] 22616 75647 2007-01-14T07:09:42Z JPatrickBedell 5298 [[Integrated circuit]] [[design]] is generally accomplished using [[software]] [[tools]] and evolving methodologies. {{stub}} 22617 75659 2007-01-14T07:25:05Z Historybuff 5228 Should be in by main title, not cat [[Category: Computer Books]] 22618 75660 2007-01-14T07:25:34Z Historybuff 5228 New page: [[Category: Computer Science]] [[Category: Computer Science]] 22619 75754 2007-01-14T15:45:43Z JWSchmidt 20 [[Category:Business]] Welcome to the Actuarial Science Department of the [[School:Business|Wikiversity School of Business]]! ==Introduction== [[w:Actuarial science|Actuarial science]] applies [[mathematical methods|mathematical]] and [[statistical methods]] to [[finance]] and [[insurance]], particularly to [[risk assessment]]. ==Introduction== We are striving to create an undergraduate-level education centered on passage of the set of examinations necessary to practice as an [[Actuary]]. ==News== ==Major curriculum== ==See also== *[[Topic:Actuarial Mathematics]] {{stub}} [[Category:Business]] 22627 75771 2007-01-14T16:34:05Z JWSchmidt 20 See also === Commonly Used Advertising Terms === -'''Advertiser''' The entity that pays for the advertisement, and who wishes to persuade others. An advertiser can be a person, group of persons, an organization, a company. -'''Medium/Media (sing./pl.)''' The channel through which a message is communicated. Some media are mass, such as print and television, but other channels are not, such as the telephone, mail, and person-to-person. Media may be privately or publicly owned. For example, Newscorp is owned by Rupert Murdoch, but the BBC in the UK and PBS in the US are publicly held, sponsored by the government and/or through taxes or fees. -'''Target Audience/Market''' The group of people, usually consumers, that an advertiser tries to reach by creating the correct message and using the correct media vehicles. A target is defined through either demographic or psychographic data. -'''Demographics''' Demographic data include objective and measurable data about people and their lives. Census data is a common example. Age, ethnicity, occupation, income, zip code, number of children, marital status, gender are other examples. Even more specific information information can be measured: how often one purchases a car, goes shopping, home ownership, etc. -'''Psychographics''' Psychographic data are less objective and often rely on self-reported information. Often, it has to do with what people like, dislike, personality traits. Examples of psychographic categories are: people who are depressed, people with lots of friends, people who adventurous, like to travel, cook, or fish. -'''Public Service Advertising''' Advertising that contains a socially positive message and encourages pro-social activity. It may not be paid for by an advertiser (the advertising time or space may be donated). Usually, public service advertising is generated by a non-profit advocacy group or a governmental organization. Common examples include anti-drug advertising, support the troops, and pro-recycling efforts. In order for TV stations to receive a license from the FCC, they must agree to provide a certain amount of free time for Public Service Advertising. === The Purposes of Advertising === Advertisers consider advertising a way to communicate with a particular audience. The overarching purpose of advertising is to increase an advertiser's revenue and encourage purchase of the product or service. The more immediate purposes of any particular advertisement can include: ''' -Awareness of the product category''' These are most common with a new kind of product category, for example, when VCRs became available, advertisers ran advertisements explaining how VCRs worked and what they could do, rather than specifically telling consumers to buy a particular brand. The immediate purpose for these ads is education about the product category - the long term purpose is to encourage purchase. -'''Awareness of the brand or product''' These advertisements are most common when an advertiser introduces a new product or brand in a category that consumers are already aware of. For example, when a company introduces a new flavor of potato chips. Consumers are familiar with snack foods and chips, but perhaps not this specific brand or flavor. The immediate purpose is awareness. Ideally, the consumer is then interested and will engage in trying the product, leading to purchase, and loyalty to the new product or brand ===Targeting=== Advertisers use research and other insights to determine which consumers to focus their advertising effort on. Targeting also helps advertisers make creative decisions as well as other marketing decisions. '''Case study:''' Extreme Drinks Company has just developed a new energy drink called Ferocity. It has a lemon flavor and is carbonated and caffeinated. To determine how to advertise Ferocity, Extreme Drinks will conduct or access research on what kind of people already consumer energy drinks. They will also brainstorm about what kind of people could use more energy. They learn that teenage boys and young men already consume lots of energy drinks, and decide that mothers and students could use more energy. Because of sensitivity in society about caffeinating young children, Extreme Drinks eliminates grade school and middle school children as a target. Mothers are eliminated, because even though mothers are tired, it just doesn't feel right to advertise Ferocity to them. So the target is high school and college aged men. To quantify this number, Extreme Drinks defines the target for Ferocity as Males 16 to 24, with a household income of $40,000 or more. However, Extreme Drinks Company has a reputation, and Ferocity needs to reflect the Extreme Drinks corporate personality. Extreme sports like skiing, snowboarding, skydiving all reflect the lifestyle that Extreme Drinks personifies. However, middle income high schoolers are probably not skydiving very much. So Extreme Drinks decides that they would like Ferocity to focus on skateboarding, snowboarding and break dancing. Extreme Drinks hires a popular skateboarder to appear in their ads and also hires a well-known graffiti artist to help design their ads. Extreme Drinks buys ad pages in skateboarding and snowboarding magazines, buys commercial time on an extreme sports network and during the broadcast of the biggest snowboarding competition. At the competition they have a booth where people can sample Ferocity and enter to win a day with the skateboarding celebrity from the ad. So, even though the Ferocity marketing campaign reached a very small percent of the population, they reached about 80% of their target market. Many teenagers who like extreme sports felt the ads spoke to them. Research shows that these people agree that Ferocity is a drink for them and that the Extreme Drinks Company is a cool company. ==Your turn== Create and distribute some advertising materials for Wikiversity. Describe your work below. ===See also=== *[[Wikiversity Reports]] *[[Wikiversity the Movie]] [[Category:Advertising]] 22628 75787 2007-01-14T16:47:45Z JWSchmidt 20 [[Category:Aviation]]; content from [[Topic:Aircraft Components]] There are thousands of designs and ideas about aircraft which have been developed through aviation history. Despite this some main components became permanent in every aircraft dessing. As fix-wing aircrafts are the most common aircrafts they will be the most studied. ==Fixed-wing aircraft components== Although airplanes are designed for a variety of purposes, most of them have the same major components. The overall characteristics are largely determined by the original design objectives. Most airplane structures include a fuselage, wings, an empennage, landing gear, and a powerplant. ---- ==='''Fuselage'''=== The fuselage includes the cabin and/or cockpit, which contains seats for the occupants and the controls for the airplane. In addition, the fuselage may also provide room for cargo and attachment points for the other major airplane components. Some aircraft utilize an open truss structure. The truss-type fuselage is constructed of steel or aluminum tubing. Strength and rigidity is achieved by welding the tubing together into a series of triangular shapes, called trusses. {{see also|w:Fuselage}} ====''Empennage''==== The empennage (also called tail) is the rear part of the aircraft. Usually it includes the stabilizers, rudder and elevator as many other components. In fighter jets it may be constructed around the exhaust nozzle, as in some three-engine airplanes (with the third engine in the fuselage). In commercial aircrafts the empennage is built from the cabin pressure-cone and may contain the Flight Data Recorder ("black box"), Cockpit Voice Recorder and the pressure out-flow valve. ====''Doors''==== ====''Windows''==== ---- ==='''Wing'''=== ====''Shape and parts''==== ====''Qualities''==== ====''Wingtips''==== [[wing_tip_effect|Wing-Tip Effect]] ====''Fuel tanks''==== ---- ==='''Control surfaces'''=== [[Image:ControlSurfaces.gif]] [http://www.aerospaceweb.org/question/dynamics/yaw/axes.jpg Airplane control.jpeg] As aircraft move in three dimensions we need various control devices to control it. Fix-wing aircrafts have control surfaces for each one of these dimensions. Usually these are placed in the extremes of the aircraft (tail and wings) to get the maximmun strength and response using small moving parts thanks to the [[w:lever|lever concept]]. Note that an airplane is easier to maneuver as more unstable it is. Stability can be provided by stabilizers and fuselage and wing dessing. ====''Vertical stabilizer and rudder''==== The vertical stabilizer functions with the same principle a wing does, but being symmetrical. It is a main control surface of airplanes (fix-wing aircrafts). Obviously, it has a vertical position, usually in the tail of the aircraft. There can be multiple vertical stabilizers (in large aircrafts usually). The vertical stabilizer has a moving part which is called Rudder. This acts as an aileron does in the wing. When it is moved to one or other side it produces a pressure difference over the stabilizer since it's movement is equal to change the angle of attack of this 'wing'. The rudder controls the Y-axis or Yaw of the plane and it is controled from the cockpit with the pedals. In a coordinated turn, rudder and ailerons must be coordinated, but you can use rudder only to 'slide' the aircraft. Some rudders are mixed with elevators in the same control surface, creating V-tail aircrafts. {{see also|w:Vertical stabilizer}} [http://avstop.com/AC/FlightTraingHandbook/Rudder.html Rudder] ====''Horizontal stabilizer and elevator''==== The horizontal stabilizer is the main control surface of the aircraft, mainly of airplanes (fixed-wing aircraft). It functions as a wing does, creating a second point of lift along the fuselage which provides stability to the aircraft in the Z-axis. Its function is not to provide more lift but to control the Pitch of the aircraft (by modifying the angle of attack of the wing). This is thanks to a moving part or parts called Elevators, which act like an aileron, and are controlled by the longitudinal axis of the joystick or wheel. Obviously, the horizontal stabilizer has a horizontal position, usually in the tail of the aircraft. It can be on top of the vertical stabilizer (T-tail aircraft), or divided in two parts crossing the vertical stabilizer. Some horizontal stabilizers have no elevators but are a whole elevator (mainly in gliders, since it has a better aerodynamic performance). In Canard-configuration planes, the horizontal stabilizer is positioned not in the tail but in the nose of the aircraft (note that its movement to reduce or increase pitch will be inverted from the one it does when it's placed in the tail). Sometimes, elevators are mixed with rudders in the same control surface, creating V-tail aircrafts. It also can be combined with ailerons, mainly in delta-wing planes. {{see also|w:Stabilizer (aircraft)}} [http://avstop.com/AC/FlightTraingHandbook/Elevators.html Elevator] ====''Aileron''==== Ailerons are moving surfaces usually placed near the tips of the wings. The function of an aileron is simple, by moving upwards or downwards it modifies the angle of attack of that section of the wing, sinking or lifting it. This change in the aerodynamic is due to the modiffication of relative curve of the [[w:airfoil|airfoil]]. Note that ailerons are complementary, so if one moves the other will move on the other direction in the same proportion. This improves the effect as one wing is lifted and the other sunk. Ailerons control the X-axis or roll movement of the aircraft. Ailerons are controled by the pilot form the cockpit, with the lateral axis of the joystick. To make coordinated turns they movement must be combined with rudder in the same direction. In some planes ailerons are just divided elevators, being possible to use the same surface as aileron or elevator (delta-wing airplanes). [http://avstop.com/AC/FlightTraingHandbook/Ailerons.html Aileron] ====''Trim tab''==== {{see also|w:Trim tab}} [http://avstop.com/AC/FlightTraingHandbook/Trim.html Trim] ---- ==='''Lift control devices'''=== As well as speed and pitch (angle of attack), there are some devices which make possible to modify the lift produced by the wing. These act on the [[w:aerodynamics|aerodynamics]] of the wing, mainly on the [[w:boundary_layer|boundary layer]]. ====''Flap''==== Flaps increase the wing surface or curve generating more lift with the same speed. They are very used on low speed operations, mainly during landings and take offs. There are several types of flaps: *Plain Flap *Split Flap *Flap Zap or Slotted *Flap Fowler *Flap Multi-Fowler {{see also|w:Flap (aircraft)}} [http://avstop.com/AC/FlightTraingHandbook/Flaps.html Flap] ====''Slat''==== A slat is a thin airfoil deployed form the leading edge of the [[w:wing|wing]]. This acts as a new little wing, but it's objective is not to produce [[w:lift|lift]] but to generate the circulation needed for it. Slat circulation will be opposite to wing circulation reducing the highest speed of the boundary layer. This reduces the maximun lift also, making its distribution along the wing softer, but allowing the boundary layer to detach later (by reducing the adverse pressure generated in the trailing edege). Usually, slats are used with flaps during take off and landing operations as both produce extra lift at low speed. {{see also|w:Slat}} ====''Spoiler''==== Spoilers are not used for generating lift but for reducing it. They are moving surfaces which are placed vertically across the airfoil. This produces the detachment of the boundary layer before than usual as an adverse pressure is generated. These devices are not very common in pistong engine or turboprop airplanes but in turbojet airplanes and gliders. ---- ==='''Powerplant and propulsion devices'''=== ====''Propeller''==== A propeller is a device which transmits power by converting it into thrust for propulsion of a vehicle such as an airplane, ship, or submarine though a fluid such as water or air, by rotating two or more twisted blades about a central shaft, in a manner analogous to rotating a screw through a solid. The blades of a propeller act as rotating wings, and produce force through application of both Bernoulli's principle and Newton's third law, generating a difference in pressure between the forward and rear surfaces of the airfoil-shaped blades. {{see also|w:Propeller}} ====''Piston engine''==== Piston engines are common four-stroke cycle engines. Of course they are dessigned in particular for airplanes, so they use aviation gas and have special characteristics, but their function is very similar to a car engine. Transmission of these engines is connected to a propeller so they can provide thrust. ====''Jet engine''==== A jet engine produces thrust by compressing air and releasing it through a directed pipe or nozzle. We will study more deeply this subject in Chapter 3, but essentialy an aircraft jet engine is composed of an intake chamber or valve, a fan, one or several compressors, a combustion chamber, one or several turbines and an exhaust nozzle. The process the air suffers through a jet engine begings with the intake and initial compression, a much higher compression, combustion, discharge into turbines and release. It is common to see jet engines with one more step which is to afterburn the mixture while being released. *TurboJet *TurboFan ====''TurboProp''==== A TurboProp engine consists in a jet engine which drives a propeller. The result of this is that we have a much more reliable engine than a piston engine (as much as a jet engine) but not as complicated and big as a jet engine since we don't need the jet-blast for generating thrust but the propeller. {{see also|w:Aircraft engine}} ---- ==='''Landing gear'''=== {{see also|w:Undercarriage}} ====''Nose gear''==== ====''Main gear''==== ---- ==='''Cockpit'''=== ====''Controls''==== ====''Information devices''==== ====''Navigation devices''==== *Radio *INS *RNAV/GNSS ====''FMS''==== ====''Communication devices''==== ---- ==='''Systems'''=== ====''Hydraulic''==== ====''Electric''==== ====''Pneumatic (Bleed)''==== ====''APU''==== ---- ==='''Navigation lights'''=== {{see also|w:Navigation light#Aviation_navigation_lights}} *Beacon {{see also|w:Beacon}} *Stroboscopic *Anti-collision *Landing *Taxi ---- ==='''Pressure information intakes'''=== ====''Pitot tube''==== {{see also|w:Pitot tube}} ====''Static port''==== {{see also|w:Static port}} ---- ==='''Other/Unclassified'''=== ====''Struts''==== {{see also|w:Strut}} ====''Fuel vent''==== ---- ==Rotary-wing aircraft components== --- ===Helicopter=== ===Gyroplane=== Although gyroplanes are designed in a variety of configurations, for the most part the basic components are the same. The minimum components required for a functional gyroplane are an airframe, a powerplant, a rotor system, tail surfaces, and landing gear. An optional component is the wing, which is incorporated into some designs for specific performance objectives. ====Airframe==== The airframe provides the structure to which all other components are attached. Airframes may be welded tube, sheet metal, composite, or simply tubes bolted together. A combination of construction methods may also be employed. The airframes with the greatest strength-to-weight ratios are a carbon fiber material or the welded tube structure, which has been in use for a number of years. ====Landing Gear==== The landing gear provides the mobility while on the ground and may be either conventional or tricycle. Conventional gear consists of two main wheels, and one under the tail. The tricycle configuration also uses two mains, with the third wheel under the nose. Early autogyros, and several models of gyroplanes, use conventional gear, while most of the later gyroplanes incorporate tricycle landing gear. As with fixed wing aircraft, the gyroplane landing gear provides the ground mobility not found in most helicopters. ====Powerplant==== The powerplant provides the thrust necessary for forward flight, and is independent of the rotor system while in flight. While on the ground, the engine may be used as a source of power to prerotate the rotor system. Over the many years of gyroplane development, a wide variety of engine types have been adapted to the gyroplane. Automotive, marine, ATV, and certificated aircraft engines have all been used in various gyroplane designs. Certificated gyroplanes are required to use FAA certificated engines. The cost of a new certificated aircraft engine is greater than the cost of nearly any other new engine. This added cost is the primary reason other types of engines are selected for use in amateur built gyroplanes. ====Lifting Systems==== =====''Rotor''===== The rotor system provides lift and control for the gyroplane. The fully articulated and semi-rigid teetering rotor systems are the most common. These are explained in-depth in Chapter 5—Main Rotor System. The teeter blade with hub tilt control is most common in homebuilt gyroplanes. This system may also employ a collective control to change the pitch of the rotor blades. With sufficient blade inertia and collective pitch change, jump takeoffs can be accomplished. =====''Wings''===== Wings may or may not comprise a component of the gyroplane. When used, they provide increased performance, increased storage capacity, and increased stability. Gyroplanes are under development with wings that are capable of almost completely unloading the rotor system and carrying the entire weight of the aircraft. This will allow rotary wing takeoff performance with fixed wing cruise speeds. ====Empennage==== The tail surfaces provide stability and control in the pitch and yaw axes. These tail surfaces are similar to an airplane empennage and may be comprised of a fin and rudder, stabilizer and elevator. An aft mounted duct enclosing the propeller and rudder has also been used. Many gyroplanes do not incorporate a horizontal tail surface. On some gyroplanes, especially those with an enclosed cockpit, the yaw stability is marginal due to the large fuselage side area located ahead of the center of gravity. The additional vertical tail surface necessary to compensate for this instability is difficult to achieve as the confines of the rotor tilt and high landing pitch attitude limits the available area. Some gyroplane designs incorporate multiple vertical stabilizers and rudders to add additional yaw stability. ==Other aircraft components== Airships, hot-air balloons, gliders and other kind of aircraft have specific components in their desings. They can also use airplane components (renamed or non) or even devices wich do the same function but are different. Anyway, all these should be studied. [[Category:Aviation]] 22629 75793 2007-01-14T16:50:29Z JWSchmidt 20 [[Topic:Alfred Thayer Mahan]] moved to [[Alfred Thayer Mahan]]: Wikiversity name conventions #REDIRECT [[Alfred Thayer Mahan]] 22630 75795 2007-01-14T16:56:06Z JWSchmidt 20 from [[Topic:Algorithms]] ==Introduction== See also [http://en.wikipedia.org/wiki/Algorithm Algorithm] on Wikipedia ==Everyday Example== Here is a perhaps slightly whimsical example of an algorithm. '''Algorithm for making toast (1.0)''' Get a loaf of bread. Cut one slice from end of the loaf of bread. Put slice of bread into toaster. Turn toaster on. Wait for toaster to finish. Put toasted bread onto a plate. Spread butter on toast. As can be seen, the algorithm is a set of steps that can be followed in order to acheive a result. ===Subprocedures=== Algorithms are often broken down into smaller chunks called or subprocedures. This is both so that they are easier to read, and also because then parts of the algorithm can be reused. What follows is the above algorithm in a more formal manner. The text in italics below are the names of the subprocedures that are being called. '''Algorithm for making toast (2.0)''' ''get'' a loaf of bread. ''cut slice from'' the loaf of bread. ''move'' the slice of bread ''to'' the toaster. ''turn on'' the toaster. ''wait for'' the toaster to finish. ''move'' the slice of toast ''to'' a plate. ''spread'' the slice of toast ''with'' butter. ===Variables=== In the above example it is fairly simple to follow the piece of toast through the algorithm, but if you imagine that the algorithm could become more complex, and thus the progress of the toast much harder to follow. In order that, at any point in the algorithm, it is clear what is being talked about, names are often given to things. For example '''Algorithm for making toast (3.0)''' '''LET''' '''A''' = a loaf of bread '''LET''' '''T''' = a toaster '''LET''' '''P''' = a plate '''LET''' '''B''' = some butter '''LET''' '''S''' = ''cut slice from'' '''A''' ''move'' '''S''' ''to'' '''T''' ''turn on'' '''T''' ''wait for'' '''T''' ''move'' '''S''' ''to'' '''P''' ''spread'' '''S''' ''with'' '''B''' ===Flow Control=== Our current toast making algorithmworks well if you are making toast for yourself, but what if you have a few friends round for breakfast and you need to make them toast as well? The algorithm clearly needs to be improved so that we can make toast for everyone. Also, simply waiting for the toasted is very boring, we could be doing something else while we wait. The third problem with making toast for friends is that they are fussy, what if some of them want butter whilest others prefer margarine, or even just plain toast '''Algorithm for making toast (4.0)''' '''LET''' '''A''' = a loaf of bread '''LET''' '''T''' = a toaster '''LET''' '''P''' = a plate '''LET''' '''B''' = some butter '''LET''' '''M''' = some margarine '''FOR''' every friend ('''F''') eating toast{ '''LET''' '''S''' = ''cut slice from'' '''A''' ''move'' '''S''' ''to'' '''T''' ''turn on'' '''T''' '''WHILE''' '''T''' is not finished{ ''talk to'' '''F''' } ''move'' '''S''' ''to'' '''P''' '''IF''' '''F''' likes '''B'''{ '''LET X''' = '''B''' }'''ELSEIF''' '''F''' likes '''M'''{ '''LET X''' = '''M''' }'''ELSE'''{ '''LET X''' = ''NOTHING'' } ''spread'' '''S''' ''with'' '''X''' ''move'' '''P''' ''to'' '''F''' } As can be seen, to resolve the three problems above, I had to implement the three main types of flow control, a '''For Loop''', a '''While Loop''' and an '''If Statement'''. It should be obvious from the example what each of these does. I also involved a new variable '''X''', which unlike the variables I have used before changes its value as the algorithm progresses. ==Basic concepts== This simple example already contains many components commonly found in most algorithms: * Instructions. Instructions are the heart and soul of any algorithm. An algorithm will consist of a series of sub-algorithms, each performing a smaller task. Extracting individual digits from the numbers to be added may well be an entire task in itself. Some instructions, like digit addition, can be considered fundemental instructions which cannot be broken up further; all algorithms can eventually be broken down into these instructions, like objects being composed of atoms. * '''Variables.''' ''temporary'' and ''carry'' are both temporary values used to store additional information the algorithm needs to function correctly or effectively. Their values can ''vary'' as the algorithm progresses, hence their name. * '''Conditionals.''' Some algorithms may need to make a decision somewhere in it. If the sum of the current two digits is 10 or larger, 1 will be carried over to the next digit position, otherwise nothing (ie. zero) is carried. Conditionals allow an algorithm to selectively execute instructions based on certains ''condition'' which must be satisfied. * '''Looping.''' The ''for each''...''end for'' instruction means to run certain instructions ''for each'' object in a set, in this case for each digit in a number. This is a special case of '''looping''', the act of repeating a set of instructions while (or until) a goal is reached or a condition is satisfied; in this case while there are digits left (or until there are no digits left). Loops can contain any other instructions, including other loops! * '''Subprocedures.''' An algorithm may not be able to do all the work on its own. Usually, a large, complex algorithm can be broken up into parts, each perfoming a specific task. Smaller algorithms are easier to reuse, for example the ''for each ...'' digit selection algorithm could be reused in subraction, multiplication and division algorithms, and so on. Breaking up algorithms into logical parts also make it easier to analyze their behaviours and properties from a mathematical point of view. ==Algorithms commonly studied== Many algorithms are currently under intense study for various reasons. They include: * '''Sorting algorithms.''' A sorting algorithm will take a set of objects and arrange the objects in ascending (or descending) order. While this is a simple problem and there are many existing algorithms to tackle this problem efficiently, new algorithms (and problems with older ones) are published all the time. * '''Artificial Intelligence.''' AI algorithms typically accept an input representing its environment (eg. a chess board) and try to find some legal move to respond favourably to the environment or an opponent (eg. calculating a good chess move). Today modern chess AIs can beat even professionals and regularly challenge world grandmasters to intense, decisive matches. Still, some simple board games (like Japanese Go) remain impervious to attack. AI has also been recently employed in anti-fraud software and email spam filters. * '''Numerical Computation.''' More and more mathematicians and computer scientists are using computers to do research, eg. to collect data, test new theories or process experimental results. Some researchers have even tried to use computers to prove theorems! (A proof to the four-color theorem was, controversially, completely produced by computer.) Ever faster algorithms need to be invented to cope with this massive increase in demand. [[Category:Computer Science]] 22631 75810 2007-01-14T17:13:36Z Dnjkirk 1833 added page <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">[[Seminar_in_Tradecraft_and_HumInt/Moscow_Rules|Moscow Rule]] number 19: Make sure they can anticipate your destination.</h2 > While this seems to make little sense at first blush, one must think of it in relation to an agent in a persona. An agent must assume surveillance. The essence of this rule is: don't give them a reason to probe deeper - make them believe you're still a sleeper. Don't visibly vary your routine. </div> <div style="display:block;width:99%;float:left"> <div style="width:49%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Examples</h2 > * If an agent is posing as a concert violinist, he must be seen to practice, go to rehearsal, buy items related to the repair and maintenance of his violin. If an agent, posing in this manner, plans a drop or meeting, this activity cannot be seen to be out of the orinary; the agent must therefore assure surveillance that it hasn't missed anything. He must show up for practice on time even though he has engaged in other activities along the way. * ... </div > </div > <div style="width:49%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Student Commentary on This Rule</h2> * List links to commentary here! * ... </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Links and Offsite Content on this Topic</h2 > Put links here! </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Strategic Studies|*]] 22632 75813 2007-01-14T17:20:56Z Dnjkirk 1833 new page <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">[[Seminar_in_Tradecraft_and_HumInt/Moscow_Rules|Moscow Rule]] number 25: Hide small operative motions in larger non threatening motions.</h2 > Create an environment in which operative motions would not seem out of place. People are expected to meet at dinner parties. Groups of people are supposed to travel in delegations. </div> <div style="display:block;width:99%;float:left"> <div style="width:49%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Examples</h2 > * Put examples here! * ... </div > </div > <div style="width:49%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Student Commentary on This Rule</h2> * List links to commentary here! * ... </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Links and Offsite Content on this Topic</h2 > Put links here! </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Strategic Studies|*]] 22633 75815 2007-01-14T17:28:41Z Dnjkirk 1833 new page <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">[[Seminar_in_Tradecraft_and_HumInt/Moscow_Rules|Moscow Rule]] number 38: If an alert is issued, they must pay a price and so must you.</h2 > By raising an alert, the adversary shows their hand. In effect, they allow you to know what they knew about your operation. This is why police don't start arresting drug dealers as soon as they find them, but trace out their lines of supply and find out where the traffic is coming from. Arrests are then made all at once, to create maximum disruption to the criminal activities. To make arrests early would simply tip off the crooks that their operation has been compromised. </div> <div style="display:block;width:99%;float:left"> <div style="width:49%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Examples</h2 > * Put examples here! * ... </div > </div > <div style="width:49%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Student Commentary on This Rule</h2> * List links to commentary here! * ... </div > </div > </div > <div style="display:block;float:left;width:100%;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Links and Offsite Content on this Topic</h2 > Put links here! </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Strategic Studies|*]] 22634 75837 2007-01-14T18:21:00Z JWSchmidt 20 [[Arabic101]] moved to [[Introduction to Arabic]]: Wikiversity name conventions #REDIRECT [[Introduction to Arabic]] 22636 75844 2007-01-14T18:24:08Z JWSchmidt 20 [[Topic:Army of Gustavus Adolphus]] moved to [[Army of Gustavus Adolphus]]: Wikiversity name conventions #REDIRECT [[Army of Gustavus Adolphus]] 22640 76056 2007-01-14T23:24:15Z J.Steinbock 2353 rollback {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>Spanish One</font>'''</big></big></big> |} |} {| width=100% align=center style= "text-align:center;background:#4169e1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=90% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola_apps_bookcase.png| link=Spanish/Curriculum | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Curriculum|<font color=white>Curriculum</font>]]'''</big></big></big> |} |} |- | {| width=80% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola_apps_kdmconfig.png| link=Spanish/Spanish One/Students | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Spanish_One/Students|<font color=white>Students</font>]]'''</big></big></big> |} |} |- | {| width=70% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps kate.png| link=Spanish/Spanish One/Assignments | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Spanish One/Assignments|<font color=white>Assignments</font>]]'''</big></big></big> |} |} |- | {| width=60% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps khexedit.png | link=Spanish/Spanish One/Resources | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Spanish One/Resources|<font color=white>Resources</font>]]'''</big></big></big> |} |} |- | {| width=50% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps edu languages.png | link=Spanish/Spanish One/Vocabulary | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Spanish One/Vocabulary|<font color=white>Vocabulary</font>]]'''</big></big></big> |} |} |- | {| width=40% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps clock.png| link=Spanish/Spanish One/Calendar | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Spanish One/Calendar|<font color=white>Calendar</font>]]'''</big></big></big> |} |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 22641 75897 2007-01-14T20:26:03Z JWSchmidt 20 from [[Topic:Television Analysis]] Basic Television Analysis is much more than just a look at the TV. TV is a form of life for most people around the world. So, we must look at very very clearly and open-minded about TV and Consent. Shows on the TV are more and more driven by a malign of quality and absent of real worthy news. Trash TV should seen as Zeitgeist only, but must be declared as something as lasting in certain circles of Industry and Viewer. Analysis should alway be open to opinion and to degree must be open to recall the action of TV Makers and the Rulers of today's TV. We see as a whole the world shrink on the TV, frustratingly always to the homogeneity of the low base of entertainment in today's TV World. More and More to the Viewer's delight comes light-entertainment to the fore. Also we have to be very clear about facts and believability of facts we consume on a daily base. Something has to be done, something has to be done. Many viewers see TV Analysis only as one asset to go after the loved TV Stations, but on the other hand TV was and is open to pen and steel. Many people should watch out carefully for signs of bias in our TV Learnigroom. Bias is something when people decide what is actually good for you, but not it is not the whole picture. So, be warned about some small changes over time on your screens. As, we more and more see our TV as an art of natural life, it should be open to reclamation to the viewership. Many people often wonder as something, like our TV could end-up as playing ball between Politics and Opinion. Opinion on the one thing seen as good, but on the other thing, as Analysis shows should turned into something which people can relate, meaning again the whole picture is smaller on our minds than in the real world. This filter does indeed infiltrate the Analysis process as some have mentioned over the years. The TV is a medium to many medium's in our own world, but it should be our medium of choice, when it comes to news and clear opinion. Sadly, the world's many executives of the station's don't think about open and a realistic approach between what really need to know exists, and what need their is to be open for our own good. Media Analysis has always evidenced some open debate on TV, but lately it get's more and more one-sided. We've said earlier that many people think we should see the TV and some other form of Media in our natural life incl. TV over the Internet, but the problem of open debate persists, as many observers must now be more careful to interact on what is right on the news, or right on the money of the producer. Even as TV Analysis gets going in a way for people to think more and more about the World around them, the TV with some responsibility to the viewer should be trusted in hindsight, also trust should remain on the more cautious side in our household. From household to household, TV analysis should be taken up by every member of the planet. We should look to create an open concept and understanding to TV and Internet in relation to each other. Opinion should always stand up to its open concept, and should be unbiased, with a view for open consent to every member in a household or community. TV plays a rightfull role in informing people of News, but creates also content which should be very open handed an viewed. As ever it more and more depends what people actually give or take to inform them. Opinion shapes the whole universe of media basis television analysis. We should also take here in our account the levels of education of the individual user of media. Like many other have stated way before this assertion, it is only one of the big challenges to analyse the whole system of TV interogation. Some might say the TV owns us, but in this view it would be better to control the whole analysis point as one, as it is. Here is the one and only question we should take for granted in this context. Can the TV the salvation in terms of knowledge or should we give in to the temptation and take our brains into other media? Many many people say it all over again this should be not taken too lightly by the TV consumer. This is the future challenge to all of us. Media is the whole spectrum but we should not forget the TV as a medium to inform us on a base which should always open and sincere. But here many people see the TV only as entertainment in der lives instead as what the TV and the whole term of analysis should stand, that the whole TV experience should be stated and thought out as controlled knowledge existence. For all the hype of other forms of entertainment and media, here once again when is the time to view world events or even opinion, here is the solution for many people to view the TV as the newsbroker in their lives and build the TV around this whole world of media consumption. Media consumption and Media Analysis are two separate entities in their field but should sometimes seen in one whole point, as consumption reigns the Analysis in their whole field. The Viewer as modern slave to consumption in the terms of analysis should be seen as a gods end to the whole picture in terms of many many assertion, that the viewer decides what is actually analyzed. TV Analysis sits very comfortable in reign of the whole analysis picture in the whole media spectrum, but we say always the TV should be taken seriously here, could this the spell of many viewers to switch in the version of TV analysis for their own good? Media opinion should taken into account of every educated TV or media individual in person or in groups as many of us show the biggest interest often seen as opinion TV instead of real news TV. Once again is the only question we should ask: Can as the TV deliver the notion we actually search in the greater relationship to information or should we see the TV as an instrument of panic in times when opinion counts from many other sources than the TV news? Many people clearly think about many scenarios on TV after reading this. Here were all think about the challenge ahead when were next time in the whole media universe and read an article in our papers of the media in a way to digest the whole picture and certainly true picture about news we have embraced in TV or Internet video. TV Analysis should alway take into account the standpoint of viewers and the form of news or entertainment we choose. Once is for sure that people have a real choice of what the want and when the wanted. Your Choice to think or to let entertain! Clearly many people see the whole TV experience in their opinion as an very very positive tool to gym the educational mind in a way the other solutions in media terms cannot full deliver. It should not be forgotten that people on their own choose the TV or any other media outlet. Choice is something which can be seen in TV and in Media analysis as a whole picture. Here in many minds the picture of understanding the whole experience is the solution for the viewer to go for a quick fix in terms of entertainment or the 24h news cycle. Cycle after cycle of todays TV and analysis in reignd by elements we are actually not choose in term of TV freedom, because the real analysis gives us only a picture on many choosings as the real viewer likes to really choose, we should not or never forget that. The real analysis shows as in clear terms what people see, what is in real terms delivered to them by the networks. TV analysis can be seen as a real asset by many users of the results of the analysis keeping always in our minds that it is really only a very small spectrum of the media landscape. We should not forget the term for TOTAL MEDIA ANALYSIS. This term comes close to what goes on in the whole TV plus media universe. This formula should be held to account for real thinker in the 21st century. As always many people see the whole analysis process as to narrow minded, and you know, what is actually is! When we speak in total terms we speak about many factors thaat are relevant to TV and media consumers. So let as say here Mr. W watches TV! But what? Afterwards he reads a newspaper! But what and why? Can the TV seen here in this dialog as complimentary or as something really different in terms the Newspaper has dramatically different content in it then the TV material he has just watched? TV + Newspaper = Supplement each other in terms to shape the opinion and give an indeed bigger picture! But what about the owner of the TV network and the newspaper? Has the viewer been duped or replicated because the sources and delivery of the educational news content was indeed the same! What says the TV analysis about that? Mr. W could now go into the Internet to go further on the story and broaden his mind, but it is possible that this factor narrows his own opinion? You see, the TV Media analysis should be always be total in terms of inclusion of the whole picture form person to person, instead from one study to one study! ==External links== *[http://www.aber.ac.uk/modules/current/TFM8930.html TELEVISION ANALYSIS] by Dr. Glen Creeber [[Category:Media literacy]] 22643 75901 2007-01-14T20:26:38Z JWSchmidt 20 [[Topic:Basic Television Analysis]] moved to [[Topic:Television Analysis]]: Wikiversity name conventions #REDIRECT [[Topic:Television Analysis]] 22645 75981 2007-01-14T22:38:34Z J.Steinbock 2353 Organize {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>Spanish Two</font>'''</big></big></big> |} |} {| width=100% align=center style= "text-align:center;background:#4169e1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=90% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola_apps_bookcase.png| link=Spanish/Curriculum | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Curriculum|<font color=white>Curriculum</font>]]'''</big></big></big> |} |} |- | {| width=80% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola_apps_kdmconfig.png| link=Spanish/Spanish Two/Students | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Spanish Two/Students|<font color=white>Students</font>]]'''</big></big></big> |} |} |- | {| width=70% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps kate.png| link=Spanish/Assignments | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Assignments|<font color=white>Assignments</font>]]'''</big></big></big> |} |} |- | {| width=60% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps khexedit.png | link=Spanish/Resources | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Resources|<font color=white>Resources</font>]]'''</big></big></big> |} |} |- | {| width=50% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps edu languages.png | link=Spanish/Vocabulary | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Vocabulary|<font color=white>Vocabulary</font>]]'''</big></big></big> |} |} |- | {| width=40% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=left style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" |{{Click || image=Nuvola apps clock.png| link=Spanish/Calendar | width=60px | height=60px}} || <big><big><big>'''[[Spanish/Calendar|<font color=white>Calendar</font>]]'''</big></big></big> |} |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 22646 75915 2007-01-14T20:39:02Z JWSchmidt 20 from [[Topic:Bible Translation]] == About the actual book == In the Catholic Church the version used is the Douay-Rheims Bible consisting of 73 books. In the Protestant church only the 66 books approved by the Archbishop of Canterbury in 1885, which today is known as the Authorized King James Bible, are used. No other books, neither the Apocrypha, which was included in the original King James Bible, nor the 22 books mentioned or quoted in the King James Bible, are considered inspired. There was no specific list or accounting of all the books that made up the Bible until the commission of the first Bible by the Emperor Constantine in the 4th Century AD. The number of books originally considered for inclusion in the Bible is uncertain. We do know Constantine ordered 50 copies of the Bible to be produced by Eusebius in 325 AD to end any dispute over this, which basically left this important decision to Eusebius alone. This collection set the standard. The first ecclesiastical councils to classify the canonical books were both held in North Africa-at Hippo Regius in 393 and at Carthage in 397. Constantine began what was to become a centuries long effort to eliminate any book in the original Bible that was considered unacceptable to the new doctrine of the church. At that time, it is believed there were up to 600 books, which comprised the work we now know as the Bible. Through a series of decisions made by the early church leadership, all but 80 of those books, known as the King James Translation of 1611, were purged from the work, with a further reduction by the Protestant Reformation bringing the number to 66 in the "Authorized" King James Bible. What we now have in Bible-based religion, whether labeled as "Catholic", or Protesting Catholic, known as “Protestant", is unrecognizable form either the Hebrew religion, now known as the Jewish religion, or the church established at Jerusalem by the Apostles and disciples of Jesus. [[Category:Religious Studies]] 22647 76051 2007-01-14T23:21:37Z J.Steinbock 2353 Add link {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>[[Spanish/Spanish One|Spanish One]]</font>'''</big></big></big> |} |} {{Spanish 1 Header}} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish One Students</font> |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">A</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">B</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">C</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">D</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">E</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">F</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">G</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">H</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">I</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">J</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">K</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">L</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">M</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">N</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">O</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">P</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Q</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">R</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">S</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">T</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">U</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">V</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">W</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">X</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Y</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Z</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 22648 75926 2007-01-14T20:56:12Z JWSchmidt 20 [[Category:Biology]] [[Wikipedia:Bioethics|Bioethics]] utilizes ethical theories in philosophy in order to approach some of the ethical dilemmas in contemporary clinical medicine. Major ethical systems - Kantian, utilitarian, virtue-centered, and care-oriented - all impact on contemporary bioethical discourse. Some of the questions addressed by bioethics include: When should life-sustaining treatments like breathing machines or feeding tubes be started, continued or stopped? What should family members and health care professionals do if a patient refuses treatment that promises to be medically helpful? Who should make health care decisions for patients when they are unable to communicate or decide for themselves? What should patients do when they do not understand what professionals are saying and feel they are not offered the opportunity to participate in their own health care decisions? Some '''specific fields''' of bioethics are summarized below: ====Medical Ethics and the Law==== This field concerns the relationship between clinical bioethics and the law that has evolved as clinical care has become increasingly complex with new medical technologies. It emphasizes legal theories and principles concerning ethical issues in the context of clinical care. Topics include advance directives, proxy decision-making, issues of consent and confidentiality, withholding and withdrawing care, the definition of death, mental competence and related matters. ====Ethics of Research and Experimentation==== This field concerns the principles of clinical and experimental research ethics and the regulation of research practices, particularly from the perspectives of the Nuremberg code and the Helsinki declaration. Topics include: scientific and research integrity; research with adult and pediatric human subjects; informed consent; vulnerable study populations; privacy and confidentiality of research and clinical records; conflicts of interest; research on animals; and research in third world nations. ====Ethical Issues in Death and Dying==== This field concerns the ethical issues associated with care of the terminally ill and with death issues more generally. Topics include: death; the definition and diagnosis of brain death; chronic vegetative states; loss of personhood; right-to-life/right-to-die; euthanasia; infanticide; physician-assisted suicide; palliative care; pain management; quality of life and related issues. ====Ethical Issues in Health Care Allocation and Government Policy==== This field concerns issues related to access to health care resources and on ways of understanding the issues of fairness and justice on an institutional system such as health care. Various models of paying for health care services and the ethical issues inherent in such systems, particularly in settings of limited resources are an important theme. Topics include: use of surrogates, transplantation policy, problems of financing, the allocation of resources, and experimentation. ====Ethical Issues of Human Reproduction==== This field concerns the various philosophical, legal and ethical issues dealing with human reproduction and considers differing philosophic and ethical positions relating to human reproduction. Topics include genetic engineering, reproductive technologies such as artificial insemination and in vitro fertilization, cloning, sanctity of life, the notion of family, etc. ====Religion and Bioethics==== This field concerns the various philosophical and ethical considerations of different religious faiths in the particular context of bioethics. Issues include: similarities and differences between religious faith and reasoned justification, the role of faith in morality and ethics, and the relationship of certain established faith traditions (e.g., Christianity, Judiasm, Islam) to particular issues in clinical and experimental medicine. ====Ethical Relationships and the Health Care Team==== This concerns the role of and relationships between various members of the health care team, focusing on their roles and responsibilities and how they influence decision making and communication regarding ethical issues. Issues concern the appropriate ways to resolve interpersonal difficulties such as challenging or disobeying a superior, reporting or stopping inappropriate behavior, and expressing moral or ethical judgments. ====Bioethics Committees and Consulting==== This field concerns the workings of hospital and university bioethics committees, institutional review boards, and bioethics consultants, focusing on understanding of nature, purpose and structure of these committees and of the role of bioethicists in such committees. National and international guidelines dealing with experimentation with human subjects, especially the Nuremberg code, are considered. ====Ethical Issues in Genetics==== This field concerns the bioethical issues present in the rapidly developing area of genetic technology, including the nature and methods of DNA analysis, the concept of genetic disease, genetic testing / screening for various diseases, genetic engineering of plants, animals and humans, and cloning. Social policy issues related to genetically modified foods are also important concerns. ---- *[[Wikibooks:JWInformedConsent|Autonomy, Informed Consent and the Death of Therapeutic Privilege: Lessons Learned from the Jehovah’s Witnesses]] *[[Topic:Bioethics|Principlism]] *[[Topic:Bioethics|Bioethics and Moral Theory]] *[[Topic:Bioethics|Utilitarianism]] ==PRINCIPLISM== One particulary popular approach to the analysis of bioethical problems is sometimes known as the “Georgetown School” of bioethics, named after Georgetown University where much of the early work on bioethics originated. This approach to bioethics emphasizes the principles of '''autonomy''' (respecting the decisions of autonomous persons), '''justice''' (fairness in the distribution of benefits and risks), '''nonmalfeasance''' (the duty to avoid causing harm); and '''beneficence''' (the duty to provide benefits and to balance benefits against risks). This approach is sometimes also known as "principlism". ==BIOETHICS AND MORAL THEORY== Central to bioethics is moral theory. Moral theory can be approached from many viewpoints [1]. The '''deontological approach''' to morality (from the Greek word deon, or duty) is based on specific obligations or duties. These can be positive (such as to care for our family) or negative (such as not to steal). This approach is also sometimes called nonconsequentialist since these principles are held to be obligatory regardless of any good or bad consequences of that might result. For example, it is wrong to kill even if it results in great benefit. Philosophers have subdivided deontological theories into a number of categories, of which the concept of the “'''categorical imperative'''” developed by the 18th-century German philosopher Immanuel Kant is the best known. He said that we must “treat people as an end, and never as a means to an end”, by which he meant that we should always treat people with humanity and dignity, and never use individuals as “mere instruments” as a means to our own happiness. Another version of the categorical imperative is: "Always act in such a way that the maxim of your action can be willed as a universal law." Other deontological approaches include “duty theory” (defining duties to God, duties to oneself, and duties to others), “rights theory” (concerned with rights that all people have, and which the rest of us must respect), and a more recent theory developed by W.D. Ross, which emphasizes prima facie duties. The '''consequentialist approach''' to moral theory determines moral responsibility by weighing the consequences of one’s actions. According to the consequentialist view, correct moral actions are determined by a cost-benefit analysis concerning the consequences of an action. Several '''subtypes of consequentialism''' have been proposed: (1) the view that an action is morally correct if its consequences are more positive or favorable than negative to the person performing the action (ethical egoism), (2) the view that an action is morally correct if the consequences of that action are more positive than negative to everyone except the person doing the action (ethical altruism), and (3) the view that an action is morally correct if the action’s consequences are more positive than negative to everyone (utilitarianism). Any good moral theory should have a set of traits that defines them as being good. These characteristics are needed to avoid a number of philosophical flaws that might otherwise occur. These include: bias, cultural imperialism / cultural ideology, prejudice, racism, sexism and other defects in logic and thinking. I would hold that the following are desirable traits of any good moral theory. (1) It should be consistent – i.e., yielding similar results in similar settings. (2) It should be universal - i.e., if the theory applies to one individual, then it should apply to all individuals. (3) It should be intuitive – i.e., the theory fits our moral intuition. Other individuals might add other characteristics to this list, such a need for the theory to be understandable by nonphilosophers (certainly a requirement for any practical theory), or the need for the theory not to be based on any religious teachings (although I feel that this is already covered by my requirement (2) above). Others might add the requirements of being time-invariant (that the principles hold true over time) and trans-cultural (that the principles apply to all cultures), but I view these also as being covered by requirement (2). Still others might state that any moral theory must respect all forms of human life, no matter how degraded., while animal rights advocates might emphasize that a moral theory must necessitate respect for all sentient life forms, not just humans. Finally, Princeton’s Professor Peter Singer would likely take issue with my third requirement that a moral theory be intuitive – his moral positions are often taken to be unintuitive and repugnant when first explained, especially in the matters of euthanasia and infanticide, although he makes his case forcefully and lucidly in his many writings. Professor Paul Taylor, well-known for his writings in the domain of environmental ethics, argues that six characteristics are necessary for a philosophical principle to be a moral rule: (1) generality, (2) universality, (3) priority, (4) disinterestedness, (5) publicity, and (6) substantive impartiality. While his focus is on environmental ethics as opposed to bioethics, it can be seen that his views are substantially similar to mine once the meaning of the terms he uses are fully understood [2]. Beauchamp and Childress offer a number of useful notions on morality in the first chapter of their classic bioethics text [3], but their focus is not on developing a list of specific characteristics as, for example, Taylor has done. Still, their second chapter discusses this matter at some length, introducing requirements of clarity, coherence, completeness, simplicity, explanatory power, justificatory power and practicability. Finally, with respect to people's personal beliefs in the development of a good ethical theory, as discussed in requirement (3) above, a good moral theory should be intuitive with respect to existing beliefs, but only when the personal beliefs meet the other requirements of consistency, time-invariance etc. as discussed above. ====Sources==== [1] Internet Encyclopedia of Philosophy, http://www.utm.edu/research/iep/ [2] Taylor P. "On Taking the Moral Point of View," Midwest Studies in Philosophy, III (1978), 35-61 [3] Beauchamp TL, Childress JF. Principles of Biomedical Ethics. 4th Ed. New York: Oxford University Press, 1994 ==UTILITARIANISM== ''Why does the moral theory of Utilitarianism seem to falter when it is applied to questions of social or individual justice?'' Utilitarianism is a school of philosophical thought frequently identified with the writings of Jeremy Bentham and John Stuart Mill. In more recent years it has undergone a number of refinements, such as “Preference Utilitarianism”, advocated by Professor Peter Singer. Classical Utilitarianism advocates the principle of providing “the greatest happiness to the greatest number” as the basis for assessing the morality of various actions, while “Preference Utilitarianism” advocates the principle of meeting the preferences of the greatest number of people. Thus good variously consists in providing maximal happiness (or satisfying people's preferences, in the case of Preference Utilitarianism) and the rightness of an action depends directly or indirectly on its yielding such outcomes. However, while Utilitarianism has had a strong influence of the intellectual landscape of philosophical discourse and, in particular, in ethical theory, Utilitarianism is often seen to falter when it is applied to questions of social or individual justice. In particular, Utilitarianism sometimes violates common-sense notions of justice. Because Utilitarianism seeks to maximize the total amount of a particular “utility” (like happiness or preferences) over an entire society or social group, it seeks whichever arrangement achieves maximum utility. But such an arrangement might be achieved by distributing benefits and burdens in a way that violates common notions of justice. For instance, the use of slaves might greatly help maximize the net happiness in a society, but common-sense notions of justice almost always take slavery to be wrong (with apologies to both Aristotle and Thomas Jefferson, who were both great intellectuals yet were slave owners). Another serious criticism of Utilitarianism is that under the goal of maximizing happiness or some other utility, the wishes and desires of sadists and perverts are lumped in with the wishes and desires of everyone else when an overall determination of utility is made. By espousing a system in which the satisfaction of all desires are to be maximized, Utilitarianism can end up violating our intuitive precepts of natural justice. John Rawls takes the position that we must reject Utilitarianism and instead develop a deeper understanding of what is right and wrong as a basis for making ethical decisions. What is needed, Rawls argues, is moral theory with justice at its core. That being said, other philosophers have proposed extensions to the classical utilitarian model to deal with some of the limitations identified above. One example is “Negative Utilitarianism”, a moral philosophy aimed at producing the least amount of suffering throughout the world. ==EQUITY ISSUES IN HEALTH CARE== In offering medical services there are often two kinds of health care systems to consider. First, in many countries there is a public system (funded primarily by taxes) that is usually accessible yet often limited in its resources. Then there is often also a private health care system, funded primarily via payments by private insurance or by occasional private individuals paying cash. Some countries have a predominantly public health care system (for instance, the Canadian system is almost entirely public, except for cosmetic procedures and the like), while some countries like the USA have a predominantly private health care system. The British system has both a public National Health Service as well as a thriving private system that has arisen in the face of the many shortcomings present in the National Health Service. While resource limitations are a problem with all health systems, the problem is usually far worse in the public systems funded through taxation. As a result, many individuals involved in health policy research are seeking to determine which clinical services are most valuable and appropriate and which ones are of more limited value. Their motivation is to make the best use of public funds by only offering those procedures known to be most effective, and not offering procedures that are of very limited or no benefit. The fact is that some common medical practices have no rational clinical basis in the sense that they provide no benefit relative to the potential risks. Perhaps the best known example is that of newborn circumcision, which is still carried out in 27% of Canadian newborn boys [1]. Other practices such as “female circumcision” can be frankly mutilating and even downright harmful, yet may be considered acceptable or even desirable in some cultures [2]. In a public health care system with limited resources, it makes sense either not to offer such procedures (in the case of male circumcision) or to explicitly forbid them when they are obviously harmful (as in the case of female circumcision). This is not to suggest that all clinically unnecessary procedures should always be unavailable – only that they should not be offered by the public health care system funded by tax money. The Oregon Health Plan (OHP) [3] has been widely heralded as a landmark innovation in public health care policy that rations public medical resources by a system of prioritizing funding for health care. This is done through a process of systematically ranking publicly offered medical services, an approach that has drawn substantial international interest as a rational model of medical resource allocation. In 1989, Oregon enacted legislation to provide basic health care to all residents on Medicaid, their public health care system. This required that services be prioritized to determine what would or would not be covered – effectively establishing a rationing plan. To do this, the Oregon legislature created a Health Services Commission charged with producing a list of health care services ranked in priority “according to comparative benefits of each service to the entire population being served.” They heard testimony of numerous panels of physicians from every specialty and assessed how well each treatment that might be offered affected quality of life. From this they established a “cost-effectiveness value” for each “condition-treatment pair”. The final product was a priority list of 709 condition-treatment pairs in ranked order. Based on the available state funds, a line was drawn on the list - any treatment above the line was covered; any treatment below the line was not. This turned out to be at the 587th condition-treatment pair. While the Oregon system is not without its critics [4], the plan strikes me as a particularly fair and rational approach based on a process of public consultation coupled with clinical efficacy research. I would advocate this model as a good starting point for meeting the various needs and demands of a diverse population. This is not to suggest that the plan would necessarily apply to all residents – only those getting publicly-funded health care would be participate, and wealthier individuals with private insurance would participate in a different (more generous) plan. Finally, there are a number of practices that are harmful to patients to the extent that they should be forbidden even when well-meaning individuals sometimes seek them. These include the previously mentioned practice of female circumcision, a number of dangerous quack remedies [5], and possibly the practice of euthanasia. Deciding which ineffective or potentially harmful practices should be tolerated (as we do with male circumcision), and which ones should be forbidden (as with female circumcision) is not always an easy task, but application of the principle of nonmalfience is certainly one approach that has special merit. Still, the principle of nonmalfience may sometimes be in direct conflict with the principle of patient autonomy in the cases of patients seeking ineffective or dangerous treatments. In my book, the principle of nonmalfience takes absolute priority. After all, was it not Hypocrites who said “First do no harm.” ====References==== [1] Patrick Sullivan. Infant's death another nail in circumcision's coffin, group says. CMAJ 2002 167: 789-a [2] E. H. Kluge. Female circumcision: when medical ethics confronts cultural values. CMAJ 1993 148: 288-289. [3] A. McPherson. The Oregon plan: rationing in a rational society. CMAJ 1991 145: 1444-1445. [4] Jonathan Oberlander, Theodore Marmor, and Lawrence Jacobs. Rationing medical care: rhetoric and reality in the Oregon Health Plan. CMAJ 2001 164: 1583-1587. [5] For more information on potentially harmful quack remedies, visit www.quackwatch.com. This site is operated by a retired psychiatrist, Dr. Stephen Barrett, and is filled with hundreds of reports on dubious products, services and theories, all presented in a highly engaging manner. I particularity recommend the section “Cheers and Jeers from Quackwatch Visitors” where Dr. Barnett places his fan mail and his hate mail. ====Appendix==== The International Society for Equity in Health (www.iseqh.org) seeks to “promote equity in health and health services internationally through education, research, publication, communication and charitable support.” It is concerned with exactly the sort of questions that have been raised here: How does one ensure fairness in access to health care resources? What procedures should not be made publicly available in a socialized health care system? How do we deal with cultural and economic factors that impact on the demand for health care services? They begin by offering two working definitions: Equity in Health: The absence of systematic and potentially remediable differences in one or more aspects of health across populations or population groups defined socially, economically, demographically, or geographically. Inequity in health: Systematic and potentially remediable differences in one or more aspects of health across populations or population groups defined socially, economically, demographically, or geographically. Also, the journal for the society, the International Journal for Equity in Health (http://www.equityhealthj.com), features a small number of articles that are helpful to address these issues. These and other sources identify a number of questions that need answering: • How is fairness in a health care system to be assessed? • Should health equity be measured at the individual or the group level? • To what extent are health status inequalities sensitive to the type of health measure used? The interested reader is referred to these resources for more information. ==DISTRIBUTIVE JUSTICE== ''"In a situation of unmet need, with patients dying daily for the want of a donor liver, what is fair to all patients is to have approximately the same opportunity of receiving a donor liver." Jeffrey Crippin MD, Baylor University'' Beauchamp and Childress (4th Edition, page 228) discuss various standards of fairness in the context of distributive justice. These are: 1. To each person an equal share 2. To each person according to need 3. To each person according to effort 4. To each person according to contribution 5. To each person according to merit 6. To each person according to free-market exchanges These standards of fairness may be explored in the context of three commonly described models of distributive justice: • Egalitarian model - where individuals have equal access to goods and services • Utilitarian model - where goods and services are provided to those who are likely to benefit the most • Libertarian model - where individuals rights and resources govern access to goods and services Which model one agrees with most will depend to some extent on whether one views health care as a right (implying a right to universal access to health care), views health care as a need (where people with the greatest need have highest priority and people with similar needs treated similarly ), or views health care as a market commodity. Let us now consider the words of Dr. Crippin: "In a situation of unmet need, with patients dying daily for the want of a donor liver, what is fair to all patients is to have approximately the same opportunity of receiving a donor liver." While a single sentence of this kind is usually inadequate to express a complex philosophical position, Dr. Crippin’s statement appears to be an expression of an Egalitarian model. In this model of social justice, one gives equal consideration to all interests while treating everyone as equals. As a result, individuals in need have equal access to goods and services. Note also that when Beauchamp and Childress write “To each person an equal share” they are invoking an Egalitarian model of medical services. Notice that Crippin does not explicitly emphasize the degree of need in his statement. He does not say: "In a situation of unmet need, with patients dying daily for the want of a donor liver, what is fair to all patients is to have those individuals in greatest need to be given priority over those patients with a lesser need." Such an approach would reflect a Utilitarian model, in which medical resources are provided on the basis of maximal medical benefit. In the Libertarian model medical services are merely a market commodity subject to free-market conditions, and a fair distribution of medical resources occurs as long as they are distributed without force or fraud in a free-market economy. When Beauchamp and Childress write “To each person according to free-market exchanges” they are invoking a Libertarian model of medical services. One common view is that any ethically appropriate model for organ allocation must take into account issues related to benefit and need., and that those patients who both have a strong need for a transplant and will strongly benefit from a transplant should get priority over patients with either less of a need or who would be expected to obtain less of a benefit. This is a Utilitarian viewpoint based primarily on clinical factors. And, in fact, this is more or less how things are done in the real clinical world. For instance, according to the American Medical Association [1] criteria for organ allocation include: (1) The likelihood of benefit to the patient; (2) The impact of treatment in improving the quality of the patient’s life; (3) The duration of benefits; (4) The urgency of the patient’s condition; and (5) In some cases, the amount of resources required for successful treatment This particular set of criteria for organ allocation appears to me to be a particularly well thought out set of Utilitarian principles that is superior to the simpler Egalitarian model advocated by Crippin in that if takes into factors like benefit, quality of life and urgency that are not explicitly addressed by the Egalitarian model. I would cast my vote for this approach. Reference [1] http://www.ama-assn.org/ama/pub/article/2036-2387.html ==MEDICAL FUTILITY THEORY== '''Starting Point: The Case of Helga Wanglie''' Helga Wanglie broke her hip in December 1989 after a fall in her home. She was 86. She was treated in hospital and moved to a nursing home, but a month later she was readmitted for respiratory complications and needed to be placed on a ventilator. Attempts to wean her were unsuccessful. As a result, she was transferred to a long-term care facility that specialized in ventilated patients. While there, she suffered a cardiac arrest with anoxia that resulted in severe, irreversible brain damage. She remained in a persistent vegetative state. Meanwhile, she also remained in a state of permanent ventilator dependency. Because of her dismal prognosis, the medical staff suggested that her family consider termination of treatment. However, the family decided against any withdrawal of care, as she was apparently heard to have said "If anything happens to me, I want everything done". The matter went to court. In its decision, the court rejected the hospital's position and turned over full guardianship to Helga's 87 year-old husband. Helga Wanglie died of multisystem organ failure on July 4, 1991. Medical bills totaled approximately $750,000 [1-3]. If one were searching for a case to use for starting a classroom discussion on futile care theory, this case would be an excellent starting point. Few clinicians would disagree that Helga Wanglie’s case was completely hopeless, and almost all would also agree that there would be no clinical value in continuing extraordinary measures such as mechanical ventilation. Yet Helga Wanglie’s husband fought for continued treatment of his wife despite these facts. His conflict with the medical profession highlights many of the issues involved in futile care ethics. ====Medical Futility Theory==== The concept of futility has had historic importance in medicine. According to Drane and Coulehan [4], for Hippocratic physicians, attempting a futile treatment was a display of ignorance. They also note that contemporary ethical standards published by the Council on Ethical and Judicial Affairs of the American Medical Association (AMA) show continuity with this tradition: "Physicians should not provide or seek compensation for services that are known to be unnecessary or worthless." Drane and Coulehan recognize, however, that patients and their families may not agree: ‘Traditionally, applying the principle that physicians do not provide treatments when the interventions at their disposal do not produce medical benefits has been relatively straightforward. However, with the growing importance of patient autonomy and informed consent in treatment decisions, ethicists must now balance this principle with the principle of patient self-determination.‘ ‘A patient's right to choose or refuse treatment is limited by the physician's right (and duty) to practice medicine responsibly. Bizarre or destructive choices made by a patient are not sacrosanct simply because the patient made them. In some cases, physicians may choose not to act on patient decisions that appear to be unreasonably destructive.’ ‘Physicians also have a right to refuse to provide futile treatments (i.e., interventions that might be physiologically effective in some sense but cannot benefit a patient). Patients themselves have a right to provide input into what would constitute a "benefit" for them, but physicians should be able to decide when a particular treatment is futile based on their knowledge of the treatment's effects and its likely impact on a patient's quality of life.’ Ethical principles dealing with medical futility can be developed based on the traditional bioethical principle of beneficence, as well based on traditional physician values identified above. Under the principle of beneficence, which directs physicians to apply their skill and knowledge only for the good of their patient, physicians should not provide treatment known not to produce clinical benefits. Some authors go further. For example, McGee et al. [5] state: “Withholding futile treatments supports the ethical principles of both nonmaleficence (do no harm) and beneficence (relieve suffering).” Finally, the Catholic Health Association of the United States has issued a statement of principles on the issue that emphasizes similar principles. Modern arguments against futile care generally center on two issues. First, futile care has no possibility of achieving a good outcome and serves only to prolong death. No physical or spiritual benefit comes from such care. Futile care also prolongs the grieving process and frequently raises false hope. Also, futile care can be very difficult on caregivers, who may see themselves as forced to act against the best interests of their patient [6,7]. Secondly, in a setting of limited resources, futile care involves the expenditure of resources that could be used by other patients with a good likelihood of achieving a positive outcome. This second argument would appear to be strong in those nations with socialized health care systems. ====Families Seeking Futile Care==== The above not withstanding, families occasionally seek to ensure that their loved ones get heroic or extraordinary care even in the absence of any likelihood of clinical benefit. However, in most of these cases the family eventually comes to realize that there is no possibility of a good outcome from such efforts, and end up agreeing with the clinical team. But not always. One famous case is that of Baby K, an anencephalic infant. The infant’s mother wanted the hospital to continue with advanced supportive care (primarily ventilatory support) against the wishes of the clinical team, and sought legal support for her position. Ms. H. knew of her baby's condition from the second trimester of her pregnancy, but, motivated by a strong religious conviction that "all life is precious" and that God alone should decide how long the baby would live, she remained adamant that Baby K. be kept alive as long as possible. The hospital’s position was that such care would be futile. At the trial [Matter of Baby K. 16 F.3d 590 (4th Cir. 1994), n. 9 at 598.], expert testimony was given to demonstrate that provision of ventilator support for anencephalic infants goes beyond the accepted standard of care. The legal team for Baby K's mother adhered to a religious sanctity-of-life principle as the basis for their case. In the end, in a particularly controversial decision, the U. S. District Court ruled that the hospital caring for Baby K must put her on a mechanical ventilator whenever she had trouble breathing. In particular, the court interpreted the Emergency Medical Treatment and Active Labor Act (EMTALA) to require continued ventilation for the infant. The wording of this act requires that patients who present with a medical emergency must get "such treatment as may be required to stabilize the medical condition" before the patient is transferred to another facility. The court took the position that "it is beyond the limits of our judicial function to address the moral or ethical propriety of providing emergency stabilizing medical treatment to anencephalic infants. We are bound to interpret federal statutes in accordance with their plain language..." As a result of the decision, Baby K was kept alive much longer than most anencephalic babies, living to age 2 ½ . The cases of Baby K and Helga Wanglie vividly demonstrate how family and clinical caregivers may sometimes see matters very differently. Such differences usually reflect very different philosophical vistas, and cannot always simply be dismissed as being based on ignorance on the part of the family. For instance, some people take the “santity of life” argument to its extreme, arguing that all efforts to sustain life should be made wherever clinically possible, no matter how degraded that life may be. While much has been written to refute this position (see, for instance, the writings of Peter Singer [8]), such (usually always secular) counterarguments generally have little or no impact on individuals invoking such arguments based on personal religious beliefs. Some other individuals may argue that clinical care should be a market commodity that one should be able to purchase just like cruise vacations or luxury automobiles, as long as the purchaser of the clinical services has the necessary funds and as long as other patients are not being denied access to clinical resources as a result. In this model, Helga Wanglie should be able to get ICU care until funding vanished. In my view, this market-oriented viewpoint is either naïve or wrong in several respects. First, in almost all such cases the funding comes from insurance carriers, who must avoid “wasting” funds to ensure that adequate funds are available for other clients. Secondly, competition for ICU resources can be intense, and providing ICU care to patients who will not benefit from them only makes access more difficult for patients for which ICU care would prove to be clinically beneficial. Finally, to view clinical care is a mere market commodity or service is to detach it from its underlying dignity and humanity. ====The Case Against Medical Futility Theory==== Are there, then, any potential problems with futile care theory? Could it be that the issues are not be as cut and dried as the clinical community would have it? In this respect, it is helpful to consider matters from the perspective of those who disagree with the traditional clinical view regarding futile care. For Helga Wanglie and her husband, all human life - even a degraded and permanently unconscious human life – is still taken to be valuable, regardless of any considerations of quality of life. Similarly, the mother of Baby K no doubt saw her infant’s life as infinitely valuable, even if incapable of a conscious existence. One criticism of futile care theory is that the caregivers sometimes see things only from the perspective of their training, and thus seek to be the only decision-makers in these matters. However, as noted by Weijer and Elliott [9], for clinicians to be the sole decision-makers in these situations amounts to saying to families, "Your values don't count." Weijer and Elliott [9] go on to note that different viewpoints concerning the goals of treatment may form the basis for disagreements between families and clinicians: “… judgments of futility make sense only in relation to a specified goal: an intervention may be futile if the aim is to cure an underlying disease but effective if the aim is to keep the patient alive. Yet in the most controversial cases in which futility is invoked the disagreement between doctors and families is not about the probability that an intervention will work but about the goals that it will serve.” “… the concept of medical futility is a tarbaby. It cannot do what it is asked to do, and trying to force the issue won't produce a solution; it will produce a mess. When patients or families demand treatment that is unlikely to produce a good outcome doctors ought to disclose carefully the treatment options, the likely outcomes, and the probabilities of attaining those outcomes. Clearly, both the doctor's judgment and that of the patient (or family) are essential to the decision making process. … This can be achieved only by an open and frank dialogue. Invoking futility ensures, if anything, that this will not occur.” Another problem confronting futile care theory is that invoking the principle of futility is sometimes direct conflict with the principle of patient autonomy. As the case of Helga Wanglie illustrates, when families make end-of-life decisions in conflict with caregivers, and the case ends up in courts, the courts are often strongly influenced by concerns for patient's right to autonomy. As Weijer and Elliott note [9]: “Futility is not the ethical trump card that some would like it to be.” Another problem with futile care theory is that even defining the notion of clinical futility can be challenging. McGee et al [5] emphasize that various definitions are used in the literature: “The term medical futility has been used to describe life-or-death situations in which proposed treatments will fail to prolong quality life, achieve the patient's key goals for medical care, achieve a critical physiologic effect on the body, or result in a therapeutic benefit for the patient. Another definition of futility states that "if a treatment merely preserves permanent unconsciousness or cannot end dependence on intensive medical care, the treatment should be considered futile." In an attempt to give a quantitative definition of futility, some have suggested that treatments with less than a 1% chance of benefiting patients should be considered futile.” The Ethics Committee of The Society of Critical Care Medicine has attempted to clarify the concept of futility with a policy statement. They emphasize, among other things, that care that is extremely unlikely to be beneficial is not necessarily futile in nature [10]. They write: “Treatments should be defined as futile only when they will not accomplish their intended goal. Treatments that are extremely unlikely to be beneficial, are extremely costly, or are of uncertain benefit may be considered inappropriate and hence inadvisable, but should not be labeled futile. Futile treatments constitute a small fraction of medical care. Thus, employing the concept of futile care in decision-making will not primarily contribute to a reduction in resource use. Nonetheless, communities have a legitimate interest in allocating medical resources by limiting inadvisable treatments. Communities should seek to do so using a rationale that is explicit, equitable, and democratic; that does not disadvantage the disabled, poor, or uninsured; and that recognizes the diversity of individual values and goals. Policies to limit inadvisable treatment should have the following characteristics: a) be disclosed in the public record; b) reflect moral values acceptable to the community; c) not be based exclusively on prognostic scoring systems; d) articulate appellate mechanisms; and e) be recognized by the courts. Healthcare organizations that control payment have a profound influence on treatment decisions and should formally address criteria for determining when treatments are inadvisable and should share accountability for those decisions.“ Finally, futility theory may be challenged on a statistical basis. While scenarios like providing ICU care to the brain dead patient or the anencephalic patient when organ harvesting is not possible or practical are easily identifiable as being completely futile, many other situations usually taken to be futile are far less clear. For instance, should surgeons attempt a heroic clinical rescue in a 99 year old unconscious patient with a ruptured abdominal aortic aneurysm, even though survival with a good outcome would be so very unlikely as to warrant publication of the case as a clinical case report? Various bleak clinical scenarios will vary in their degree of futility. For instance, when elderly patients sustain large third degree burns, mortality is almost guaranteed. This is similarly true for elderly patients sustaining massive trauma. But in many of these cases it can still be very difficult to accurately predict outcome [11, 12]. As Weijer and Elliott note: “… problems will arise with any criterion that allows doctors to rely solely on their own experience. Their recollections are biased towards cases with a poor outcome. Moreover, doctors' judgments about individual cases are not accurate enough to allow them to claim reliably that a given person has (for instance) less than a 1% chance of responding to treatment. While the agreement of several colleagues about a prognosis may improve the judgment's reliability, support from the literature may be lacking. Even if empirical data exist on a particular intervention, the vast majority of "negative" clinical trials have a sample size that is too small to provide strong enough evidence to rule out a small treatment effect.” ====References, Sources and Notes==== [1] In re the conservatorship of Helga M. Wanglie, No. PX-91-283, District Probate Division, 4th Judicial district of the County of Hennepin, State of Minnesota. [2] http://www.geocities.com/HotSprings/Oasis/2919/cases.html [3] http://www.missouri.edu/~philwb/wanglie.html [4] James F. Drane, PhD, & John L. Coulehan, MD . The Concept of Futility. Patients Do Not Have a Right to Demand Medically Useless Treatment. Health Progress 1993. http://www.chausa.org/PUBS/PUBSART.ASP?ISSUE=HP9312&ARTICLE=B [5] McGee DC. Weinacker AB. Raffin TA. The patient's response to medical futility. Archives of Internal Medicine. 160(11):1565-6, 2000 Jun 12. [6] Ronald M. Perkin, MD. Stress and Distress in Pediatric Nurses: The Hidden Tragedy of Baby K. http://www.llu.edu/llu/bioethics/update12_2.htm [7] For a somewhat different view from that of Perkins (above) consider the perspective of Dagi. Dagi argues against making the emotional needs of the caregiver an overriding consideration in clinical ethics, arguing that the claim of health care workers to be a professional “places legitimate constraints on the extent to which they may be permitted to have their needs and wants influence the ethical dialectic.” T. F. Dagi, "Compassion, Consensus, and Conflict: Should Caregivers' Needs Influence the Ethical Dialectic?" The Journal of Clinical Ethics 3 (1992): 214-18. [8] Peter A. Singer. Rethinking Life and Death: The Collapse of Our Traditional Values. St. Martin's Griffin (New York) 1994 [9] Weijer C. Elliott C. Pulling the plug on futility. BMJ. 310(6981):683-4, 1995 Mar 18. [10] The Ethics Committee of the Society of Critical Care Medicine. Consensus statement of the Society of Critical Care Medicine's Ethics Committee regarding futile and other possible inadvisable treatments. Crit Care Med. 1997;25:887-891. [11] Dawson NV, Arkes HR. Systematic errors in medical decision making: judgement limitations. J Gen Intern Med 1987; 2:183-7. [12] Poses RM, Bekes C, Copare FJ, Scott WE. The answer to "What are my chances, doctor?" depends on whom is asked: prognostic disagreement and inaccuracy for critically ill patients. Crit Care Med 1989; 17:827-33. ==VIRTUE IN HEALTH CARE== ''"Virtue is harder to be got than a knowledge of the world; and, if lost in a young man, is seldom recovered." John Locke'' ''Wisdom is knowing what to do next; virtue is doing it. David Star Jordan'' According to the Internet Encyclopedia of Philosophy [1] “virtue theory is the view that the foundation of morality is the development of good character traits, or virtues”. According to this model, a person is good or virtuous to the extent that he or she has virtues and lacks vices. Another way of looking at the matter is to state that there are certain ideals, such as the pursuit of excellence or dedication to the common good, which we should strive for and which permit the full development of our humanity. Virtues may be viewed as attitudes or character traits that enable us to develop this potential. The virtues of everyday life include generosity, fidelity, self-control, honesty, truthfulness, integrity, bravery, courage, justice, patience, prudence, fortitude, tolerance, and countless others. In fact, some virtue theorists have identified over 100 virtuous character traits. However, different social groups may emphasize different “virtue sets”. For instance, the Boy Scout virtues are “ trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverend” [2]. By contrast, some other social groups (Satanists and Hell’s Angels members come to mind) would not consider all of these character traits to be virtuous [3]. Indeed one man’s virtue may be another man’s vice, as in the often-used term “generous to a fault”. Minogue details five virtues [4] that are associated with medicine. He holds these to be: 1. Compassion 2. Courage 3. Tolerance 4. Honesty 5. Faithfulness (or Fidelity, or Loyalty) Missing in this list is a trait that most patients want above all in a physician or nurse – competence. The importance of professional competence as a virtue has been emphasized elsewhere. For instance, the College of Human Medicine at Michigan State University has developed a set of “desirable professional attributes” that are used as examples of “professional virtue” for guiding medical students [5]. These attributes fall into six categories: 1. Competence 2. Honesty 3. Compassion 4. Respect for Others 5. Professional Responsibility 6. Social Responsibility While there is considerable overlap in these lists (for instance, both lists include compassion and honestly as desirable traits, and Minogue’s “tolerance” trait is similar to the “respect for others” trait in the College of Human Medicine list), the differences are nonetheless striking. Also, some individuals do not regard “courage” as an especially important trait in clinical practice, except in the context that exercising honesty and responsibility in hostile settings can sometimes require considerable courage. Some individuals would argue that both these lists should be combined to make a list of virtues for physicians. The combined list one might then propose would be: 1. Competence 2. Honesty 3. Compassion 4. Respect for Others 5. Professional Responsibility 6. Social Responsibility 7. Courage 8. Loyalty Yet it is also appropriate to consider even more virtues that might apply, such as resourcefulness, patience, integrity, wisdom and prudence. To the extent that these traits overlap with the list above it is not necessary to explicitly list them. Still, they are important clinical virtues. One interesting issue is whether the traits of the virtuous physician and the traits of the virtuous nurse are similar. Many individuals would argue that they are indeed similar, that there are no more differences between the traits of the virtuous physician and the traits of the virtuous nurse then there are between the virtuous traits of the various medical specialties. There are, of course, differences between what nurses and physician do, just as there are differences between the various medical specialties do. But perhaps these differences are so great that different sets of virtues are necessarily implied. Both groups have the same goals in mind for their patient, and both groups share a similar clinical worldview. The fact that one group frequently implements orders from the other is not, in my view, an overriding issue. Nor perpahs should one regard it as particularly relevant that nurses are often said to come from a tradition of caring, while physicians are often said to come from a tradition of science and reason. The reality is that both traditions are major influences on both nurses and physicians in today’s clinical world. ====Notes==== [1] http://www.utm.edu/research/iep/ [2] More information is available at http://www.scouting.org [3] More information is available at http://www.churchofsatan.com [4] Source: http://www.acsu.buffalo.edu/~fescobar/337H/lecture10.htm [5] More information is available at http://www.chm.msu.edu/chmhome/index.htm ==BIOETHICS AND TOBACCO== Tobacco is a legal product and smoking it is a legal practice, at least in most locales. Yet it is understood by all to be unhealthy and a cause of/contributing factor to several diseases leading to disability and death. One interesting question is whether the life-long smoker's right to national health insurance (such as the US Medicare system) to cover the treatment of lung cancer should be forfeited because of this self-destructive behavior. According to the World Health Organization one out of every two long-term smokers will ultimately be killed by tobacco [1]. They note that “in developed countries, half will be killed in old age, after age seventy, but the other half will be killed in middle age, before age seventy, and those who die from smoking before age seventy will lose more than 20 years of life expectancy”. In the USA, a 1998 study by Leonard Miller, professor of social welfare at the University of California Berkeley and Dorothy Rice, professor emeritus of health economics at the UCSF School of Nursing found that “smoking-related Medicaid costs amount to $12.9 billion per year, or $322 billion in 25 years without inflation”, a figure that they noted “does not include the financial impact of cigarette smoking on Medicare or private insurance companies” [2]. About 75% of Americans do not smoke, yet everyone pays for the cost of treating tobacco-related illnesses via higher insurance premiums and taxes. Many people argue that it is not fair that non-smokers have to pay many billions of dollars in health insurance premiums and taxes for the medical treatment of smokers. Given the well-established link between long-term tobacco use and lung cancer, this has lead some individuals to suggest that life-long smokers should be denied Medicare or Medicaid health insurance coverage for the treatment of lung cancer. However, such a policy may be both impractical and unethical. First, while there is no doubt that health care costs are higher for smokers, the extra health care costs to Medicare and Medicaid associated with smoking can be recovered simply by increasing the price of cigarettes. This would be a particularly effective alternative to denying Medicare services to smokers, since there is strong data to suggest that raising the cost of cigarettes is one of the most effective ways of reducing consumption. Secondly, tobacco smoking is hardly the only form of self-destructive behavior. Other self-destructive practices that one might focus one include the following: • excessive alcohol consumption • not wearing seatbelts while driving • participation in unsafe sexual practices • excessive food consumption leading to morbid obesity • use of dangerous recreational drugs such as cocaine or heroin • participation in dangerous sports without sufficient attention to safety issues In the interests of fairness, if one were to deny Medicare services to smokers, it would also be necessary to deny Medicare services to individuals who sustain clinical insults as a result of other self-destructive behavior. It should be apparent that this would be a logistical nightmare. Third, if life-long smokers on Medicare health insurance should be denied coverage for the treatment of lung cancer, they should also be denied coverage for other diseases strongly linked to smoking: coronary heart disease, cerebrovascular disease, peripheral vascular disease, emphysema, chronic obstructive pulmonary disease, bladder cancer, and even age-related macular degeneration (AMD), a leading cause of blindness. Fourth, the US government has not made a concerted effort to reduce tobacco use. Industry commentators often point out that there is an incestuous relationship between the tobacco industry and US government. While the idea of regulating tobacco use and creating a "smoke-free" society remains a popular dream in Washington, the reality is that the federal government and the 50 states eagerly consume a steady flow of sin taxes generated by the sale and consumption of tobacco products. Furthermore, and most amazingly, Washington continues to subsidize the growth of tobacco. Some critics suggest that the US federal government should clean up its own house first before implementing draconian Medicare policies of the nature suggested. Fifth, there are many causes of lung cancer besides tobacco smoking, and some forms of lung cancer (e.g. small cell cancer) are not related to smoking at all. Radon exposure, exposure to asbestos, and even dietary factors may account for many cases of lung cancer. In fact, the only form of lung cancer that is unequivocally linked to smoking is squamous cell carcinoma. Finally, medicine has a humane tradition of being nonjudgmental and caring for all regardless of social worth or social standing. Public policy should reflect this. Some critics suggest suggest that setting into place a policy whereby a life-long smoker's access to Medicare for the treatment of lung cancer should be forfeited is inhumane in the extreme. Such action says to the patient that he or she is unworthy of our clinical attention, and is in clear violation of the principle of beneficence. ====References==== [1] TOBACCO – HEALTH FACTS. WHO Fact Sheet No 221. April 1999. http://www.who.int/inf-fs/en/fact221.html [2] http://www.ucsf.edu/daybreak/1998/03/309_cig.htm ---- [[Category:Philosophy]] [[Category:Biology]] 22650 76335 2007-01-15T03:09:30Z Historybuff 5228 == Virtual Learning Environment == The object of this page is to create a multimedia learning project by ourselves. == Ideas == A proposal for this as an educational project has started [[Remote_Learning_Development|here]]. ---- 22654 75955 2007-01-14T21:52:39Z J.Steinbock 2353 New page {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>Spanish Two</font>'''</big></big></big> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= 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color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">C</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">D</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">E</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">F</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">G</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">H</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">I</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">J</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">K</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">L</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">M</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">N</font> |} |} <br> 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style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">P</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Q</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">R</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">S</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">T</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">U</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">V</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">W</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">X</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Y</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Z</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Students |- | <font face= color="white">Not Available</font> |} |} 22656 76060 2007-01-14T23:28:16Z J.Steinbock 2353 [[Category:Spanish Language Division]] and [[Category:Spanish]] {| style="width:100%;border:solid 0px;background-color:#4169e1;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Curriculum | width=20px | height=20px }}</div> | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish One/Students | width=20px | height=20px }}</div> | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish One/Assignments | width=20px | height=20px }}</div> | style="width:15%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish One/Resources| width=20px | height=20px }}</div> | style="width:15%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish One/Vocabulary | width=20px | height=20px }}</div> | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish One/Calendar| width=20px | height=20px }}</div> |- style="padding:0px;" cellspacing="0px;" ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Curriculum|Curriculum]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish One/Students|Students]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish One/Assignments|Assignments]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish One/Resources|Resources]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish One/Vocabulary|Vocabulary]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish One/Calendar|Calendar]]</font>''' |- |} <noinclude> [[Category:Spanish]] [[Category:Spanish Language Division]] </noinclude> 22657 76005 2007-01-14T22:57:53Z J.Steinbock 2353 [[Spanish/Resources]] moved to [[Spanish/Spanish One/Resources]]: Appropriate Title #REDIRECT [[Spanish/Spanish One/Resources]] 22660 76048 2007-01-14T23:20:02Z JWSchmidt 20 [[Topic:Body Langauge essay questions]] moved to [[Body Langauge essay questions]]: Wikiversity name conventions #REDIRECT [[Body Langauge essay questions]] 22661 76055 2007-01-14T23:23:31Z JWSchmidt 20 [[Topic:British "Redcoat" Infantry]] moved to [[British "Redcoat" Infantry]]: Wikiversity name conventions #REDIRECT [[British "Redcoat" Infantry]] 22662 76059 2007-01-14T23:25:47Z JWSchmidt 20 [[School:Strategic Studies/Topics]] moved to [[Strategic Studies Topics]]: Wikiversity name conventions #REDIRECT [[Strategic Studies Topics]] 22663 76062 2007-01-14T23:30:37Z J.Steinbock 2353 Template formation {| style="width:100%;border:solid 0px;background-color:#4169e1;align:center;padding:0px;padding-top:1em;" cellspacing="0px;" |- | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Topic:Spanish | width=20px | height=20px }}</div> | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Home | width=20px | height=20px }}</div> | style="width:14%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Registration | width=20px | height=20px }}</div> | style="width:15%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish One| width=20px | height=20px }}</div> | style="width:15%;align:center;" | <div align="center">{{Click || image=Ledblue_blue.png | link=Spanish/Spanish Two | width=20px | height=20px }}</div> |- style="padding:0px;" cellspacing="0px;" ! style="text-align:center;"|'''<font face= color="white">[[Topic:Spanish|Spanish Language Division]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Home|Course Page]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Registration|Registration]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish One|Spanish One]]</font>''' ! style="text-align:center;"|'''<font face= color="white">[[Spanish/Spanish Two|Spanish Two]]</font>''' |- |} 22664 76065 2007-01-14T23:31:24Z JWSchmidt 20 [[Topic:Building Construction Techniques]] moved to [[Building Construction Techniques]]: Wikiversity name conventions #REDIRECT [[Building Construction Techniques]] 22665 76091 2007-01-15T00:47:36Z Cormaggio 8 mend cat link This page is for creating reports or reviews about Wikiversity - about the whole project, or about specific pages, materials, groups, processes within Wikiversity. If you'd like to add your report on anything related to Wikiversity, please add it as a subpage (such as <nowiki>[[Wikiversity:Reports/31 December 2007]]</nowiki>, or <nowiki>[[Wikiversity:Reports/A review of Wikiversity's music-related content]]</nowiki>). This page is not to be confused with [[Wikiversity Reports]], which is a learning project to create [[Podcasting|podcasts]] about Wikiversity. (If this page's name is too confusing, it can be moved - suggestions are welcome on the [[Wikiversity talk:Reports|talk page]].) ==Reports== * [[/15 January 2007]] - a report by [[User:Cormaggio|Cormaggio]] on how Wikiversity stands after five months of existence. ==See also== *[http://beta.wikiversity.org/wiki/Wikiversity:Reports/En Reports] at the multi-lingual Wikversity hub. * [[Wikiversity Reports]] [[Category:Wikiversity]] [[Category:Wikiversity reports]] 22666 76074 2007-01-15T00:13:18Z JWSchmidt 20 [[Topic:C/Before you start]] moved to [[C/Before you start]]: Wikiversity name conventions #REDIRECT [[C/Before you start]] 22667 76093 2007-01-15T00:52:28Z Cormaggio 8 /* Other issues by theme */ caught one more This is a personal (and brief) analysis of (the English) Wikiversity’s progress, after approximately five months of its existence, as well as being an attempted snapshot of where we are at the moment. Please feel free to add comments on this page (preferably indented and signed), or the talk page, or write your own response or analysis elsewhere. If there are specific Wikiversity pages that you feel would benefit or clarify this page, please also feel free to add them here. Also, the "further questions" is an open-ended section to develop questions that we might want to address in the future. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 00:37, 15 January 2007 (UTC) ==Context== Wikiversity was set up (in its beta phase, on August 15th, 2006) to be a repository of educational material, as well as a space for learning (with a question mark over whether and how research would be integrated) - see [[Wikiversity:Wikiversity project proposal]]. The types of educational materials, or the means for creating them, were not pre-specified - except for the fact that Wikiversity is a wiki, and therefore editable by anyone, as well as specifying that Wikiversity would not seek to undermine the integrity of other projects like Wikibooks and Wikipedia. ==Analysis== In an attempt to give a broad overview, based on Wikiversity’s scope, I set the following questions: * Is there material of quality on Wikiversity? * How do we know whether material is of any quality? * Is there a community of teachers on Wikiversity? * Is there a community of learners on Wikiversity? * Is there a community of researchers on Wikiversity? On the latter three questions, my own personal perception is that, while there are individual learners, teachers, and researchers on Wikiversity, there is not (at the moment) a fully functioning community of any of these groups (though I may be wrong, and would love to be pointed to a good example). At the moment, there are evidently good intentions and high aspirations, some good material, and much potential for developing material. Most of the materials (and many of the "school", "topic" etc organiser pages) are "stub-like" (meaning, "sketchy", "not well developed"). However, there are some well-developed pages, available through specific portals as well as [[Wikiversity:Featured]]. There is a (thus far) fledgling page devoted to assessing Wikiversity’s quality at [[Wikiversity:Quality]]. ‘’Related pages: [[Wikiversity:Featured]]; [[Wikiversity:Assessment]]; [[Wikiversity:Quality]]; [[Portal:Learning Materials]]; [[Portal:Learning Projects]]; However, despite the above, I (Cormaggio) do not see any of this as cause for dismay; on the contrary, I see it as a huge opportunity to develop. Wikiversity is still very young and raw and very much a "work-in-progress". The fact that Wikiversity hasn't yet consolidated in any particular direction still gives it an (IMO) exciting quality in that it can still be defined, shaped, and driven by new ideas and newly-arrived participants. (Question: Is it possible to lose or undermine this quality of openness? If so, how can we act to ensure that it isn’t lost or undermined?) ==Other issues by theme== '''A model for learning''' - Wikiversity operates under a free-form model for developing materials, communities and activities - it is up to contributors to deem for themselves what is appropriate for facilitating learning, and it is often largely up to learners to figure out how to go about structuring their learning. There is little guidance for educators on how to go about creating good educational material/activities, and no guidance for students on how they could use Wikiversity as a space for their own learning. Some existing guidance is being developed on pages like: [[Wikiversity:Adding content]], [[Wikiversity:Learning goals]], [[Wikiversity:Welcome, newcomers]], [[Wikiversity:Introduction]], [[Wikiversity:Wikiversity teachers]], [[Wikiversity:School and university projects]], [[Portal:Education]], [[School:Education]], [[Wikiversity:Learning]], [[Wikiversity:Learning projects]]. However, there isn’t yet much guidance as to ''how we can actually learn or teach in this environment''. A notable project is [[Learning to learn a wiki way]], which has attracted some attention, and generated discussion – and there is some content distributed between the pages above, and their talk pages (see also [[Wikiversity:Wiki as a tool for learning]] and [[Wiki]]. There is still confusion ( or, at least uncertainty) about the board’s recommendation (in November 2005) to “exclude online courses” from Wikiversity’s scope. Overall, much work needs to be done here in clarifying what learning means in Wikiversity, and how it can be provided for. There are some '''reflective blogs''' within Wikiversity, and some Wikiversity members are keeping their own blogs externally. (Question: How can these blogs be better connected to eachother?) There has been some discussion of what blogs are for, and whether they should be restricted in any way or form, though this has not yet been translated into any formal context, such as guidance or policy. See: [[:Category:Blogs]]. '''Multilingual coordination''' - has been talking place on the beta wiki ([http://beta.wikiversity.org/ http://beta.wikiversity.org/]) - so far, there are four language Wikiversities: [http://en.wikiversity.org/ English], [http://fr.wikiversity.org/ French], [http://de.wikiversity.org/ German], and [http://es.wikiversity.org/ Spanish]. I cannot comment on the effectiveness of the multilingual coordination so far - my only experience has been on the project of writing guidelines for research, which has, in my opinion, been useful (though has it been conclusive?). There have been ‘’’reports’’’ done about individual Wikiversities - including those on English at [[Wikiversity Reports]] (which have been quite creative, and technologically advanced), and at the beta wiki [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En http://beta.wikiversity.org/wiki/Wikiversity:Reports/En]. (Questions: What have we learnt, if anything, from these reports? Can multilingual coordination be done better in terms of efficacy/inclusivity.. etc? In making technologically advanced reports, are we excluding the technologically-not-so-advanced participants?) The '''organisational structure''' of Wikiversity has been worked on since the beginnings of the project, though not always so consistently. I (Cormaggio) was made a bureaucrat on the first day of Wikiversity's existence, and I gave ‘sysop/admin’ (subsequently renamed "custodian") rights to a number of people, including most of the forming subcommittee, as well as (most) interested parties in the first few days. A process for creating custodians, based on mentorship and learning through experience, was developed on [[Wikiversity:Custodianship]], and has, in my view, been working quite well. (Point: To avoid this being based on my own perception, shouldn’t we have some sort of evaluation of this amongst the community?) On bureaucrats, discussion has moved between the [[Wikiversity:Colloquium|Colloquium]] and [[Wikiversity talk:Bureaucratship]] about what bureaucrats are, what they should do, how many we should have, and how they are appointed – however, at the time of writing (14th January, 2007), [[Wikiversity:Bureaucratship]] has not been developed at all. Related pages: [[Wikiversity:Bureaucratship]], [[Wikiversity:Custodianship]], [[Wikiversity:Organizing Wikiversity]], Some of the above organisational-based discussion have been around '''accreditation''', whether this is a desirable option to pursue for Wikiversity, and how it could be managed. (See [[Wikihigh]] and [[Wikiversity:Accreditation]].) Further discussion has been around '''namespaces''', how many we need, and how they are to be used. This has generated some confusion and frustration. (See [[Wikiversity:Naming conventions]], [[Wikiversity:Namespaces]], [[Wikiversity:Namespaces/Proposals for new namespaces]].) There has been some discussion of potentially “biased” (or otherwise problematic) '''content''' on Wikiversity – notably on [[Science teaching materials for creationism]]. We have developed a perspective of “neutrality” which differs from that on Wikipedia (see [[w:WP:NPOV]]), on [[Wikiversity:Disclosures]]. However, I do not feel we have been put to the test by any communities/groups/individuals with any explicit interests/ideologies. (Question; what will/can be done if materials from, say, a Nazi-ist perspective are added to Wikiversity?) '''Research''' guidelines have been developed collaboratively, and across language projects (at [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En]), but a complete and coherent picture of what should be permitted across all languages, or what should be done towards managing research has yet to emerge. On the English Wikiversity, for example, there are discussions of [[Wikiversity:Peer review]] and a [[Wikiversity:Review board]]. Research (see [[Wikiversity:Research]]) is still the major outstanding issue to be resolved in becoming a fully-fledged sister project of the Wikimedia Foundation (as opposed to being in ‘beta’ phase). '''Newcomers''' – Many newcomers have expressed confusion about what Wikiversity is, and what they can do with/in it – both on-wiki, or in private correspondence with me (and, presumably, others). Introductory material about Wikiversity is spread over a number of pages, including [[Wikiversity:Main Page]], [[Wikiversity:Welcome, newcomers]], [[Wikiversity:Introduction]], [[Wikiversity:Guided tour]], [[Wikiversity:What is Wikiversity?]], and [[Wikiversity:About]]. There has been some work done to develop and clarify this material. Defining the project’s identity has been an ongoing and open process since the beginning, with a logo vote on Meta (see [[m:Wikiversity/logo]]) and a contest to find and select a motto and slogan for the project (see [[Wikiversity:Motto contest]]). There has been an attempt to document/write a history of Wikiversity (ie why/how it came to be) on [[Wikiversity:History of Wikiversity]], [[User:JWSchmidt/history]], as well as on Wikipedia ([[w:Wikiversity]]). We still need, I think, to write the history of Wikiversity so far – as well as, of course, to continue to write it by developing Wikiversity! We also need to further refine the relationships and modus operandi between Wikiversity and other projects – particularly '''Wikibooks''', as there is still a certain lack of clarity about the distinction between Wikiversity and Wikibooks - on both projects, it seems. ==Further questions== I feel that, in addition to addressing the questions and points so far, as well as developing all of the mentioned pages, we should think about the larger issues that we face as a project. This would include the following questions: * What would it take to develop a community of learners, teachers, and/or researchers - both larger communities, and specific ones, around specific subjects? * What could/can be done - at the moment - to develop such communities? * What needs to be done to sustain these communities in the future? * How are we to determine if materials on Wikiversity are of any quality? * How can active learning be best facilitated on Wikiversity? (or any wiki?) * How can we make it easier for newly-arrived people to get involved - both as learners and educators? *... (please add to this list) ==Final comment (for now)== This is, as I said, a personal and brief analysis of Wikiversity – based on what I have seen, rather than being a comprehensive, and systematic survey of the entire site. Any of the above topics could and should be the topic of further, deeper inquiry/reflection, and this can be done by anyone reading this. In general, I think, we may have to think of ways for ''all of us'' to begin to reflect on, or analyse our own work, the work of others, and the context of this work (ie. involving some sort of look at the state of Wikiversity, or our own particular ‘patches’ of it). How we do this, or even how we could invite commentary/analysis from other people (eg. learners/educators) is something that hasn’t yet been very well-developed, but it is certainly something that I think (and it seems that some others agree) could be very useful and productive – both in developing Wikiversity, and our own understanding of ourselves within it. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 00:37, 15 January 2007 (UTC) [[Category:Wikiversity reports|{{SUBPAGENAME}}]] 22668 76087 2007-01-15T00:44:03Z JWSchmidt 20 from [[Topic:Cardiovascular Fitness]] All class discussion should be kept to the [[Topic talk:Cardiovascular Fitness|talk]] page. But feel free to add your name to the roster. ===Roster=== * [[User:Exmachina|Ex Machina]] ==Aerobic Exercise== This section is blank. Why not help fill it up? ===Benefits=== ===Examples=== ==Anaerobic Excercise== This section is blank. Why not help fill it up? ===Benefits=== ===Examples=== ==Activities== ===Session One: Opening Your Journal=== The use of a paper journal is '''strongly''' recommended for this project. This isn't like high school phys ed. Now, the information is '''very''' important to remember. So write it down. The activity of copying something down by hand will encourage your brain to process the information for longer. Once you have copied down all the information above, you may move on to session two. ===Session Two: Choosing an Exercise=== Now it is time to choose an exercise. You may choose one of the examples above, or choose something else, as long as it falls under the definition of '''aerobic exercise'''. Now, alot yourself 10 minutes a day of exercise. Each time you exercise, record it in your fitness journal. You are encouraged to post weekly updates on the [[Topic_talk:Cardiovascular Fitness|talk]] page. [[Category:Practical Human Life]] 22669 77642 2007-01-17T05:55:25Z JWSchmidt 20 [[Category:Media]] A category for reports/reviews related to Wikiversity [[Category:Media]][[Category:Wikiversity]] 22670 77807 2007-01-17T17:53:36Z JPatrickBedell 5298 Redirecting to [[DNA integrated circuit]] #REDIRECT [[DNA integrated circuit]] 22672 77373 2007-01-16T23:54:39Z Mystictim 626 added welcome and expand {{welcome and expand}} Molecular microcoils are microscale coils, especially conducting coils fabricated in [[w:integrated circuit|IC]] processes. [[w:Topology|Topological]] and conformational factors will eventually enable microcoils to contribute to the assembly of microsystems that store and release large amounts of energy. [[Category:Electronic engineering]] 22673 78111 2007-01-18T04:05:11Z J.Steinbock 2353 First Lesson {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>[[Spanish/Spanish One|Spanish One]]</font>'''</big></big></big> |} |} {{Spanish 1 Header}} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish One Calendar</font> |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">[[w:January|The Month of January]]</font> |} |} <br> <br> {| border="2" style="border-collapse": bordercolor="#000080" cellpadding="3" cellspacing="0" class="prettytable" |- ! width="100" align="center" height="75" | Sunday ! width="100" align="center" height="75" | Monday ! width="100" align="center" height="75" | Tuesday ! width="100" align="center" height="75" | Wednesday ! width="100" align="center" height="75" | Thursday ! width="100" align="center" height="75" | Friday ! width="100" align="center" height="75" | Saturday |- | width="100" align="center" height="75" |<br> | width="100" align="center" height="75" | 1<br> | width="100" align="center" height="75" | 2<br> | width="100" align="center" height="75" | 3<br> | width="100" align="center" height="75" | 4<br> | width="100" align="center" height="75" | 5<br> | width="100" align="center" height="75" | 6<br> |- | width="100" align="center" height="75" | 7<br> | width="100" align="center" height="75" | 8<br> | width="100" align="center" height="75" | 9 | width="100" align="center" height="75" | 10<br> | width="100" align="center" height="75" | 11<br> | width="100" align="center" height="75" | 12<br> | width="100" align="center" height="75" | 13 |- |- | width="100" align="center" height="75" | 14<br> | width="100" align="center" height="75" | 15<br> | width="100" align="center" height="75" | 16 | width="100" align="center" height="75" | 17<br> | width="100" align="center" height="75" | 18<br> | width="100" align="center" height="75" | 19<br>Introduction to Verbs | width="100" align="center" height="75" | 20 |- |- | width="100" align="center" height="75" | 21<br> | width="100" align="center" height="75" | 22<br> | width="100" align="center" height="75" | 23 | width="100" align="center" height="75" | 24<br> | width="100" align="center" height="75" | 25<br> | width="100" align="center" height="75" | 26<br> | width="100" align="center" height="75" | 27 |- | width="100" align="center" height="75" | 28<br> | width="100" align="center" height="75" | 29<br> | width="100" align="center" height="75" | 30 | width="100" align="center" height="75" | 31<br> | width="100" align="center" height="75" | <br> | width="100" align="center" height="75" | <br> | width="100" align="center" height="75" | <br> |- |}<br> |} [[Category:Spanish]] [[Category:Spanish Language Division]] 22676 76134 2007-01-15T02:33:07Z JWSchmidt 20 [[Category:Blogs]] [[Category:Blogs]] 22678 76138 2007-01-15T02:33:57Z Bronwynh 5329 save the digital e~cology by Paul Keller == Summary == save the digital e~cology by Paul Keller == Licensing == {{CC-BY-SA-2.5}} 22680 76333 2007-01-15T03:09:09Z J.Steinbock 2353 Wording {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>[[Spanish/Spanish One|Spanish One]]</font>'''</big></big></big> |} |} {{Spanish 1 Header}} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish One Assignments</font> |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Assignment One</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Assignment |- | <font face= color="white">Not Available</font> |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 22684 76332 2007-01-15T03:08:35Z J.Steinbock 2353 Formation {| width=100% align=center style= "text-align:center;background:#4169E1" |- style= "text-align:center;background:#000080; color:white" | {| align=center style= "text-align:center;background:#000080; color:white" <br> <br> | <big><big><big>'''<font color=white>[[Spanish/Spanish One|Spanish One]]</font>'''</big></big></big> |} |} {{Spanish 1 Header}} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Spanish One Vocabulary</font> |} |} |} {| width=100% align=center style= "text-align:center;background:#4169E1;-moz-border-radius: 30px;" |- | colspan=2 | {| width=100% align=left style= "text-align:left;background:#000080;-moz-border-radius: 100px;" |- style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;" | {| align=center style= "text-align:center;background:#000080; color:white" | <big><big>'''<font face= color="white">Lesson One</font> |} |} <br> <br> {| width=40% align=center style= "text-align:center;background:#244fa5;-moz-border-radius: 15px;" | colspan=3 style= "text-align:center;background:#000080; color:white;-moz-border-radius: 15px;"|Vocabulary Lesson |- | <font face= color="white">Not Available</font> |} |} [[Category:Spanish]] [[Category:Spanish Language Division]] 22687 76365 2007-01-15T05:52:31Z JWSchmidt 20 [[Topic:Carl von Clausewitz]] moved to [[Carl von Clausewitz]]: Wikiversity name conventions #REDIRECT [[Carl von Clausewitz]] 22688 76381 2007-01-15T06:37:34Z Historybuff 5228 one more try <includeonly> <script type="text/javascript"> /************ Módulo wQuiz **************/ //Versión 1.0, 18 de marzo de 2006 //[[w:Usuario:Comae/monobook.js]] //Verificado en Opera 8.5, IE 6, Firefox 1.5 var wQuizAnswers=null, wQuizQuestions=null, wQuizQuestion=new Array(), wQuizAnswer=new Array(), wQuizPts; 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function pluginRun() { //Cargar todos los plugins for (i=0;i<plugin.length;i++) { plugin[i](); } } function pluginLoad(nombre) { plugin[plugin.length++]=nombre; } function pluginImport(nombre) //Cargar plugin(i) { document.write('<'+'script src="/w/wiki.phtml?title='+nombre+'&ctype=text/javascript&action=raw&dontcountme=s" type="text/javascript"><'+'/script>'); } window.onload = pluginRun; /****************** Configuración de módulos ******************/ /* Si quieres desactivar temporalmente un módulo, basta con /* agregar dos barras "//" al principio de las líneas en las /* que aparezca. /**************************************************************/ //Activar plugins pluginLoad(wQuiz); </script> <includeonly> <noinclude> This is the Template for automagically including quizzes on pages. </noinclude> 22689 76476 2007-01-15T15:23:21Z JWSchmidt 20 [[Category:Physics]] {{welcome and expand}} [[Category:Physics]] 22690 76435 2007-01-15T11:55:06Z SB Johnny 61 ---- '''''{{{1}}}''''' ({{{2}}}) <small>[[w:{{{1}}}|Wikipedia]] | [[commons:{{{1}}}|Commons]] | [[b:A Wikimanual of Gardening/{{{1}}}|Wikibooks]] | [[Plant identification/{{{1}}}|Quiz page]] *<noinclude>[[Category:Bloom clock project]]</noinclude> 22691 76432 2007-01-15T11:52:00Z Robert Elliott 1436 Rough Draft {| border=1 cellspacing=0 cellpadding=30 width="98%" | bgcolor="#fffbe0" | [[Image:Crystal Clear app kedit.png|right]] ; [[Topic:Narrative Film Production|Narrative Film Production]]<nowiki>:</nowiki> :[[Course:Basic Filmmaking for High School Drama Departments | Course:Basic Filmmaking for High School Drama Departments]] ;Lesson<nowiki>:</nowiki> :Lesson #001: Writing the Script ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="4" cellspacing="0" width="400px" | bgcolor="#ccccff" style="border: 1px #cccccc solid;" |1. [[Lesson:Script Writing | Writing the Story - Introduction and Your Assignment]] |} |} 22693 76473 2007-01-15T14:53:25Z SB Johnny 61 {{proposed}} This is a proposal for setting up the technical details of making GFDL-compliant forks here on Wikiversity. If we are able to set it up, we can integrate this into [[WV:FORK]] (this would also make the forking policy a lot easier to enable), and make "family trees" of related wikiversity projects that will share their deep histories. ==What it's for== Say we had a learning project on particle physics, and wanted to use various pages for two other learning projects (say History Of Particle Physics and Applied Particle Physics). Rather than starting these new projects from scratch (or just copying and pasting pages from the original project), this system would allow us to make '''complete''' copies of any relevant pages (with the edit histories), for use in the other project(s). ==How it would work== *First, the pages would need to be exported to a designated Wikibooks namespace (probably by a Wikibooks Adminiatrator). So <nowiki>[[Particle Physics/Photons]]</nowiki> would now be at <nowiki>[[b:Schoolfork:Particle Physics/Photons]]</nowiki> *Next, the page would be moved on Wikibooks to <nowiki>[[b:Schoolfork:History of Particle Physics/Photons]]</nowiki> *Finally, the page would then be re-imported to <nowiki>[[History of Particle Physics/Photons]]</nowiki> *On the Wikibooks side, the content would then be deleted (the namespace should be kept empty for easy maintenence). ==Wikibooks too...== Wikibooks also needs a way of making these kinds of forks, so we'd have a similar namespace here ("Bookfork:" might be a good name). This will be a cross-project endeavor, which is unusual but may have added benefits over time. See [[b:Wikibooks:Forking proposal|Wikibooks:Forking proposal]] for details on the Wikibooks side. ==What we'd need== We will need 3 things from bugzilla: #Wikibooks will need [[Special:Import]] enabled from Wikiversity. #Wikiversity will need to add the namespace "Bookfork:" (having a designated namespace makes for easier maintenence) #Wikibooks will need to add the namespace "Schoolfork:" 22694 77087 2007-01-16T16:54:42Z JWSchmidt 20 [[Category:Information Technology]] In this lesson we will explore the GNOME Desktop, [[Talk:The_GNOME_Desktop_-_First_Impressions&action=edit |discuss our first impressions]] and gain some practical skills for navigating our desktop, accomplishing common tasks and basic customisation/personalisation. Read the chapter [[b:Using_GNOME/Main_desktop| Main Desktop]] of the [[b:Using GNOME|Using GNOME]] wikibook. When GNOME starts the first thing to do is [[b:Using_GNOME/Login|log in]]. Now we can explore the desktop. [[Category:Information Technology]] 22695 77686 2007-01-17T09:22:21Z D.328 5303 +table '''IMPORTANT''': Hiragana are not just geometric shapes, strokes need to be formed and arranged in a certain way; else your writing will look like that of a six-year-old. The following will show the hiragana with their stroke order. Do not be overwhelmed by the size of the page; take your time memorizing the stroke order and the sound associated which each hiragana. It is advised you use the [[Hiragana#Resources|resources]] below but please note that most of the resources do not teach you the stroke order. <table class="wikitable"> <caption>Table of Hiragana</caption> <tr> <th></th> <th>あ a</th> <th>か k</th> <th>さ s</th> <th>た t</th> <th>な n</th> <th>は h</th> <th>ま m</th> <th>や y</th> <th>ら r</th> <th>わ w</th> <!-- <th>が g</th> <th>ざ z</th> <th>だ d</th> <th>ば b</th> <th>ぱ p</th>--> <th></th> </tr> <tr> <th>あ a</th> <td>あ a</td> <td>か ka</td> <td>さ sa</td> <td>た ta</td> <td>な na</td> <td>は ha</td> <td>ま ma</td> <td>や ya</td> <td>ら ra</td> <td>わ wa</td> <!-- <td>が ga</td> <td>ざ za</td> <td>だ da</td> <td>ば ba</td> <td>ぱ pa</td>--> <td rowspan="5" style="line-height: 1.7;">ん n (nn)<br />っ<br />ゔ<br />ゕ<br />ゖ</td> </tr> <tr> <th>い i</th> <td>い i</td> <td>き ki</td> <td>し si (shi)</td> <td>ち ti (chi)</td> <td>に no</td> <td>ひ hi</td> <td>み mi</td> <td></td> <td>り ri</td> <td>ゐ wi</td> <!-- <td>ぎ gi</td> <td>じ zi</td> <td>ぢ di</td> <td>び bi</td> <td>ぴ pi</td>--> </tr> <tr> <th>う u</th> <td>う u</td> <td>く ku</td> <td>す su</td> <td>つ tu (tsu)</td> <td>ぬ nu</td> <td>ふ hu (fu)</td> <td>む mu</td> <td>ゆ yu</td> <td>る ru</td> <td></td> <!-- <td>ぐ gu</td> <td>ず zu</td> <td>づ du</td> <td>ぶ bu</td> <td>ぷ pu</td>--> </tr> <tr> <th>え e</th> <td>え e</td> <td>け ke</td> <td>せ se</td> <td>て te</td> <td>ね ne</td> <td>へ he</td> <td>め me</td> <td></td> <td>れ re</td> <td>ゑ we</td> <!-- <td>げ ge</td> <td>ぜ ze</td> <td>で de</td> <td>べ be</td> <td>ぺ pe</td>--> </tr> <tr> <th>お o</th> <td>お o</td> <td>こ ko</td> <td>そ so</td> <td>と to</td> <td>の no</td> <td>ほ ho</td> <td>も mo</td> <td>よ yo</td> <td>ろ ro</td> <td>を wo</td> <!-- <td>ご go</td> <td>ぞ zo</td> <td>ど do</td> <td>ぼ bo</td> <td>ぽ po</td>--> </tr> </table> * Use [http://www.guidetojapanese.org/hiragana_trace_sheet.pdf this sheet] at Tae Kim's Japanese Guide to Japanese grammar to practice writing the hiragana. == あ(a) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:あ-bw.png]] | style="background-color: wheat;" | a | style="background-color: wheat;" | a |- | style="border: #cccccc solid 1px;" |[[Image:い-bw.png]] | style="background-color: wheat;" | i | style="background-color: wheat;" | i |- | style="border: #cccccc solid 1px;" |[[Image:う-bw.png]] | style="background-color: wheat;" | u | style="background-color: wheat;" | u |- | style="border: #cccccc solid 1px;" |[[Image:え-bw.png]] | style="background-color: wheat;" | e | style="background-color: wheat;" | e |- | style="border: #cccccc solid 1px;" |[[Image:お-bw.png]] | style="background-color: wheat;" | o | style="background-color: wheat;" | o |} == か(ka) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:か-bw.png]] | style="background-color: wheat;" | ka | style="background-color: wheat;" | ka |- | style="border: #cccccc solid 1px;" |[[Image:き-bw.png]] | style="background-color: wheat;" | ki | style="background-color: wheat;" | ki |- | style="border: #cccccc solid 1px;" |[[Image:く-bw.png]] | style="background-color: wheat;" | ku | style="background-color: wheat;" | ku |- | style="border: #cccccc solid 1px;" |[[Image:け-bw.png]] | style="background-color: wheat;" | ke | style="background-color: wheat;" | ke |- | style="border: #cccccc solid 1px;" |[[Image:こ-bw.png]] | style="background-color: wheat;" | ko | style="background-color: wheat;" | ko |} == さ(sa) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:さ-bw.png]] | style="background-color: wheat;" | sa | style="background-color: wheat;" | sa |- | style="border: #cccccc solid 1px;" |[[Image:し-bw.png]] | style="background-color: wheat;" | shi | style="background-color: wheat;" | si |- | style="border: #cccccc solid 1px;" |[[Image:す-bw.png]] | style="background-color: wheat;" | su | style="background-color: wheat;" | su |- | style="border: #cccccc solid 1px;" |[[Image:せ-bw.png]] | style="background-color: wheat;" | se | style="background-color: wheat;" | se |- | style="border: #cccccc solid 1px;" |[[Image:そ-bw.png]] | style="background-color: wheat;" | so | style="background-color: wheat;" | so |} == た(ta) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:た-bw.png]] | style="background-color: wheat;" | ta | style="background-color: wheat;" | ta |- | style="border: #cccccc solid 1px;" |[[Image:ち-bw.png]] | style="background-color: wheat;" | chi | style="background-color: wheat;" | chi |- | style="border: #cccccc solid 1px;" |[[Image:つ-bw.png]] | style="background-color: wheat;" | tsu | style="background-color: wheat;" | tsu |- | style="border: #cccccc solid 1px;" |[[Image:て-bw.png]] | style="background-color: wheat;" | te | style="background-color: wheat;" | te |- | style="border: #cccccc solid 1px;" |[[Image:と-bw.png]] | style="background-color: wheat;" | to | style="background-color: wheat;" | to |} == な(na) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:な-bw.png]] | style="background-color: wheat;" | na | style="background-color: wheat;" | na |- | style="border: #cccccc solid 1px;" |[[Image:に-bw.png]] | style="background-color: wheat;" | ni | style="background-color: wheat;" | ni |- | style="border: #cccccc solid 1px;" |[[Image:ぬ-bw.png]] | style="background-color: wheat;" | nu | style="background-color: wheat;" | nu |- | style="border: #cccccc solid 1px;" |[[Image:ね-bw.png]] | style="background-color: wheat;" | ne | style="background-color: wheat;" | ne |- | style="border: #cccccc solid 1px;" |[[Image:の-bw.png]] | style="background-color: wheat;" | no | style="background-color: wheat;" | no |} == は(ha) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:は-bw.png]] | style="background-color: wheat;" | ha | style="background-color: wheat;" | wa (particle) |- | style="border: #cccccc solid 1px;" |[[Image:ひ-bw.png]] | style="background-color: wheat;" | hi | style="background-color: wheat;" | hi |- | style="border: #cccccc solid 1px;" |[[Image:ふ-bw.png]] | style="background-color: wheat;" | fu | style="background-color: wheat;" | fu |- | style="border: #cccccc solid 1px;" |[[Image:へ-bw.png]] | style="background-color: wheat;" | he | style="background-color: wheat;" | e (particle) |- | style="border: #cccccc solid 1px;" |[[Image:ほ-bw.png]] | style="background-color: wheat;" | ho | style="background-color: wheat;" | ho |} == ま(ma) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ま-bw.png]] | style="background-color: wheat;" | ma | style="background-color: wheat;" | ma |- | style="border: #cccccc solid 1px;" |[[Image:み-bw.png]] | style="background-color: wheat;" | mi | style="background-color: wheat;" | mi |- | style="border: #cccccc solid 1px;" |[[Image:む-bw.png]] | style="background-color: wheat;" | mu | style="background-color: wheat;" | mu |- | style="border: #cccccc solid 1px;" |[[Image:め-bw.png]] | style="background-color: wheat;" | me | style="background-color: wheat;" | me |- | style="border: #cccccc solid 1px;" |[[Image:も-bw.png]] | style="background-color: wheat;" | mo | style="background-color: wheat;" | mo |} == や(ya) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:や-bw.png]] | style="background-color: wheat;" | ya | style="background-color: wheat;" | ya |- | style="border: #cccccc solid 1px;" |[[Image:ゆ-bw.png]] | style="background-color: wheat;" | yu | style="background-color: wheat;" | yu |- | style="border: #cccccc solid 1px;" |[[Image:よ-bw.png]] | style="background-color: wheat;" | yo | style="background-color: wheat;" | yo |} == ら(ra) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ら-bw.png]] | style="background-color: wheat;" | ra | style="background-color: wheat;" | ra |- | style="border: #cccccc solid 1px;" |[[Image:り-bw.png]] | style="background-color: wheat;" | ri | style="background-color: wheat;" | ri |- | style="border: #cccccc solid 1px;" |[[Image:る-bw.png]] | style="background-color: wheat;" | ru | style="background-color: wheat;" | ru |- | style="border: #cccccc solid 1px;" |[[Image:れ-bw.png]] | style="background-color: wheat;" | re | style="background-color: wheat;" | re |- | style="border: #cccccc solid 1px;" |[[Image:ろ-bw.png]] | style="background-color: wheat;" | ro | style="background-color: wheat;" | ro |} == わ(wa) Group == '''Note''': ゐ wi and ゑ we are obsolete. {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:わ-bw.png]] | style="background-color: wheat;" | wa | style="background-color: wheat;" | wa |- | style="border: #cccccc solid 1px;" |[[Image:ゐ-bw.png]] | style="background-color: wheat;" | wi (archaic) | style="background-color: wheat;" | wi |- | style="border: #cccccc solid 1px;" |[[Image:ゑ-bw.png]] | style="background-color: wheat;" | we (archaic) | style="background-color: wheat;" | we |- | style="border: #cccccc solid 1px;" |[[Image:を-bw.png]] | style="background-color: wheat;" | wo | style="background-color: wheat;" | o (particle) |} == ん(n) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ん-bw.png]] | style="background-color: wheat;" | n | style="background-color: wheat;" | n |} == Special Hiragana Rules == === Voiced/devoiced Sounds === Once you memorize all the characters in the kana you're done learning the alphabet but not all the sounds. There are five more possible consonant sounds that are possible by either affixing two tiny lines similar to a double quotation mark called {{ruby-ja|濁点|だくてん}} ''dakuten'', but commonly known simply as {{ruby-ja|点々|てんてん}} ''tenten'', meaning "two marks, or a tiny circle called {{ruby-ja|半濁点|はんだくてん}} ''handakuten'', but commonly known simply as {{ruby-ja|丸|まる}} ''maru'' "circle".<ref> Information from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/hiragana.html</ref> The below table includes the [[w:Voiced consonant|voiced]] versions of the normal sounds, and the [[w:Voiceless consonant|devoiced]] versions of the [[w:Bilabial consonant|bilabials]]. {| border=1 |+'''Voiced/devoiced Sounds''' ! !width=55|A !width=55|I !width=55|U !width=55|E !width=55|O |---- |'''G''' ('''K''' with だくてん ''dakuten'') |が - ga |ぎ - gi |ぐ - gu |げ - ge |ご - go |---- |'''Z''' ('''S''' with だくてん ''dakuten'') |ざ - za |じ - ji |ず - zu |ぜ - ze |ぞ - zo |---- |'''D''' ('''T''' with だくてん ''dakuten'') |だ - da |ぢ - ji |づ - zu |で - de |ど - do |---- |'''B''' ('''H''' with だくてん ''dakuten'') |ば - ba |び - bi |ぶ - bu |べ - be |ぼ - bo |---- |'''P''' ('''H''' with はんだくてん ''handakuten'') |ぱ - pa |ぴ - pi |ぷ - pu |ぺ - pe |ぽ - po |} === Choon Hiragana === Certain sounds ending with -i ( き, し, ち, に, ひ, み, り and their variations) can be followed by small versions (ゃ, ゅ, and ょ) of the hiragana や, ゆ, and よ. In this case, the two hiragana are not pronounced individually, but rather as one sound. In most cases, the compound sound is the consonant of the base syllable followed by the modifier (''fjord'' may be an example of a similar compound sound in English): : きゃ kya : きゅ kyu : きょ kyo In other cases the y sound disapears entirely: : しゃ sha : しゅ shu : しょ sho Consult the table and examples below. {| style="width: 100%; text-align: center; background: #FFFFFF;" <caption>ひらがな - Romaji</caption> |- | colspan="3" bgcolor="#FFC9C9" | Compound sounds |- bgcolor="#BECFEB" |bgcolor="#D4D4D4"|''(ゃ ya)'' |bgcolor="#D4D4D4"|''(ゅ yu)'' |bgcolor="#D4D4D4"|''(ょ yo)'' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | きゃ '''''kya''''' | bgcolor="#F3F5DE" | きゅ '''''kyu''''' | bgcolor="#F3F5DE" | きょ '''''kyo''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | しゃ '''''sha''''' | bgcolor="#F3F5DE" | しゅ '''''shu''''' | bgcolor="#F3F5DE" | しょ '''''sho''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | ちゃ '''''cha''''' | bgcolor="#F3F5DE" | ちゅ '''''chu''''' | bgcolor="#F3F5DE" | ちょ '''''cho''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | にゃ '''''nya''''' | bgcolor="#F3F5DE" | にゅ '''''nyu''''' | bgcolor="#F3F5DE" | にょ '''''nyo''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | ひゃ '''''hya''''' | bgcolor="#F3F5DE" | ひゅ '''''hyu''''' | bgcolor="#F3F5DE" | ひょ '''''hyo''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | みゃ '''''mya''''' | bgcolor="#F3F5DE" | みゅ '''''myu''''' | bgcolor="#F3F5DE" | みょ '''''myo''''' |- bgcolor="#E7F5DE" |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | りゃ '''''rya''''' | bgcolor="#F3F5DE" | りゅ '''''ryu''''' | bgcolor="#F3F5DE" | りょ '''''ryo''''' |- bgcolor="#E7F5DE" |- | colspan="3" bgcolor="#FFC9C9" | Voiced Compound Sounds |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | ぎゃ '''''gya''''' | bgcolor="#F3F5DE" | ぎゅ '''''gyu''''' | bgcolor="#F3F5DE" | ぎょ '''''gyo''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | じゃ '''''ja''''' | bgcolor="#F3F5DE" | じゅ '''''ju''''' | bgcolor="#F3F5DE" | じょ '''''jo''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | '''ぢゃ''' '''''ja''''' | bgcolor="#F3F5DE" | '''ぢゅ''' '''''ju''''' | bgcolor="#F3F5DE" | '''ぢょ''' '''''jo''''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | びゃ '''''bya''''' | bgcolor="#F3F5DE" | びゅ '''''byu''''' | bgcolor="#F3F5DE" | びょ '''''byo''''' |- | colspan="3" bgcolor="#FFC9C9" | Plosive Compound Sounds |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | ぴゃ '''''pya''''' | bgcolor="#F3F5DE" | ぴゅ '''''pyu''''' | bgcolor="#F3F5DE" | ぴょ '''''pyo''''' |} ==== Examples ==== * とうきょう (toukyou) - Tokyo (in Japanese, notice the long vowels and the compound きょ) * きょう (kyou)- today * じょうず (jouzu) - skill, skillful, good at * ちょっと (chotto) - just a minute * にょろにょろ (nyoronyoro) - wriggling like a snake * びょうき (byouki) - illness * みょうじ (myouji) - family name, surname * りょこう (ryokou) - trip, travel === Doubling === Another case of using small characters is in doubling consonants. This is done by adding a small tsu っ or in front of a syllable. This chart would seem redundant and is therefore omitted, but a couple examples are {{ruby-ja|勝つ|かった}} (katta) and {{ruby-ja|湿気|しっけ|}} (shikke). Here is an [http://www.guidetojapanese.org/motomotto.mp3 MP3 file] which illustrates the difference between between もと and もっと. <ref> Audio from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/hiragana.html</ref> === The Long Vowel Sound<ref> Information from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/hiragana.html</ref> === You can extend the vowel sound of a character by adding either あ、い、or う depending on the vowel. For example, if you wanted to create an extended vowel sound from か, you would add あ to create かあ. Other examples would include: き → きい, く → くう, け → けい, こ → こう, さ → さあ and so on. The reasoning for this is quite simple. Try saying か and あ separately. Then say them in succession as fast as you can. You'll notice that soon enough, it just sounds like you're dragging out the ka for a longer duration than just saying ka by itself. You can try this exercise with the other vowel sounds if you like. Try to remember that you are, in fact, saying two characters with blurred boundaries. In fact, you may not even have to consciously think about long vowels and simply pronounce the letters together quickly to get the correct sound. In addition, while the e vowel sound followed by い is usually considered to a long vowel sound, the pronunciation is actually a slurred connection of the e and i vowel sounds. In other words, it should be pronounced like ay (as in "acorn") and not just a long e. It's important to make sure you hold the vowel sound long enough because you can be saying things like "here" （ここ） instead of "High School" （こうこう） or "middle-aged lady" （おばさん） instead of "grandmother" （おばあさん） if you don't stretch it out correctly! There are rare exceptions where an e vowel sound is extended by adding え or an o vowel sound is extended by お. Some examples of this include おねえさん, おおい, and おおきい. Pay careful attention to these exceptions but don't worry, there aren't too many of them. == Exercises == * Go to [http://www.guidetojapanese.org/hiragana_ex.html Hiragana Exercises] at Tae Kim's Japanese Guide to Japanese grammer to see who well you learned the hiragana. == Assignment == * Review [[Pronunciation of Japanese]] == Credits == <references/> == Resources == '''Note''': Most of the resources do not teach stroke order. * [http://lrnj.com An excellent, freely-downloadable Japanese learning game] ** Teaches kana, kanji meanings (not readings) ** Game contains a few oddities like っま and っら ** Available for Windows, Linux, Mac ** Does not teach stroke order * [http://www.kicl.info/ Another great, free Japanese learning game: Knuckles in China Land] ** Teaches kana, kanji meanings, kanji readings, vocabulary ** Only available for Windows * [http://mysite.wanadoo-members.co.uk/nihongo/ Mnemonics for memorising the kana] * [http://mobius.sdf1.org/nihon/nihongo/kana/ Kana quiz] * [http://www.languageguide.org/im/alpha/jp/hiragana_alpha_quiz.jsp A Kana Quiz that tests you with one small group of kana at a time] * [http://www.msu.edu/~lakejess/kanjigame.html Online multiple choice kana and kanji game (many levels)] * [http://www.realkana.com Great site for learning Hiragana and Katakana] * [http://www.theiling.de/schrift] == See also == * [[w:Hiragana|Hiragana]] {{1lvlnav|[[Introduction to Japanese]]|[[Kana]]|[[Katakana]]}} [[Category:Japanese]] 22696 77688 2007-01-17T09:31:41Z D.328 5303 +table '''IMPORTANT''': Katakana are not just geometric shapes, strokes need to be formed and arranged in a certain way; else your writing will look like that of a six-year-old. The following will show the katakana with their stroke order. Do not be overwhelmed by the size of the page; take your time memorizing the stroke order and the sound associated which each katakana. It is advised you use the [[Katakana#Resources|resources]] below but please note that most of the resources do not teach you the stroke order. '''Caution''': Do not confuse シ shi and ツ tsu or ソ so and ン n <table class="wikitable"> <caption>Table of Katakana</caption> <tr> <th></th> <th>ア a</th> <th>カ k</th> <th>サ s</th> <th>タ t</th> <th>ナ n</th> <th>ハ h</th> <th>マ m</th> <th>ヤ y</th> <th>ラ r</th> <th>ワ w</th> <!-- <th>ガ g</th> <th>ザ z</th> <th>ダ d</th> <th>バ b</th> <th>パ p</th>--> <th></th> </tr> <tr> <th>ア a</th> <td>ア a</td> <td>カ ka</td> <td>サ sa</td> <td>タ ta</td> <td>ナ na</td> <td>ハ ha</td> <td>マ ma</td> <td>ヤ ya</td> <td>ラ ra</td> <td>ワ wa</td> <!-- <td>ガ ga</td> <td>ザ za</td> <td>ダ da</td> <td>バ ba</td> <td>パ pa</td>--> <td rowspan="5" style="line-height： 1. 7；">ン n (nn)<br />ッ<br />ヴ<br />ヵ<br />ヶ</td> </tr> <tr> <th>イ i</th> <td>イ i</td> <td>キ ki</td> <td>シ si (shi)</td> <td>チ ti (chi)</td> <td>ニ no</td> <td>ヒ hi</td> <td>ミ mi</td> <td></td> <td>リ ri</td> <td>ヰ wi</td> <!-- <td>ギ gi</td> <td>ジ zi</td> <td>ヂ di</td> <td>ビ bi</td> <td>ピ pi</td>--> </tr> <tr> <th>ウ u</th> <td>ウ u</td> <td>ク ku</td> <td>ス su</td> <td>ツ tu (tsu)</td> <td>ヌ nu</td> <td>フ hu (fu)</td> <td>ム mu</td> <td>ユ yu</td> <td>ル ru</td> <td></td> <!-- <td>グ gu</td> <td>ズ zu</td> <td>ヅ du</td> <td>ブ bu</td> <td>プ pu</td>--> </tr> <tr> <th>エ e</th> <td>エ e</td> <td>ケ ke</td> <td>セ se</td> <td>テ te</td> <td>ネ ne</td> <td>ヘ he</td> <td>メ me</td> <td></td> <td>レ re</td> <td>ヱ we</td> <!-- <td>ゲ ge</td> <td>ゼ ze</td> <td>デ de</td> <td>ベ be</td> <td>ペ pe</td>--> </tr> <tr> <th>オ o</th> <td>オ o</td> <td>コ ko</td> <td>ソ so</td> <td>ト to</td> <td>ノ no</td> <td>ホ ho</td> <td>モ mo</td> <td>ヨ yo</td> <td>ロ ro</td> <td>ヲ wo</td> <!-- <td>ゴ go</td> <td>ゾ zo</td> <td>ド do</td> <td>ボ bo</td> <td>ポ po</td>--> </tr> </table> * Use [http://www.guidetojapanese.org/katakana_trace_sheet.pdf this sheet] at Tae Kim's Japanese Guide to Japanese grammar to practice writing the katakana. == ア(a) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ア-bw.png]] | style="background-color: wheat;" | a | style="background-color: wheat;" | a |- | style="border: #cccccc solid 1px;" |[[Image:イ-bw.png]] | style="background-color: wheat;" | i | style="background-color: wheat;" | i |- | style="border: #cccccc solid 1px;" |[[Image:ウ-bw.png]] | style="background-color: wheat;" | u | style="background-color: wheat;" | u |- | style="border: #cccccc solid 1px;" |[[Image:エ-bw.png]] | style="background-color: wheat;" | e | style="background-color: wheat;" | e |- | style="border: #cccccc solid 1px;" |[[Image:オ-bw.png]] | style="background-color: wheat;" | o | style="background-color: wheat;" | o |} == カ(ka) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:カ-bw.png]] | style="background-color: wheat;" | ka | style="background-color: wheat;" | ka |- | style="border: #cccccc solid 1px;" |[[Image:キ-bw.png]] | style="background-color: wheat;" | ki | style="background-color: wheat;" | ki |- | style="border: #cccccc solid 1px;" |[[Image:ク-bw.png]] | style="background-color: wheat;" | ku | style="background-color: wheat;" | ku |- | style="border: #cccccc solid 1px;" |[[Image:ケ-bw.png]] | style="background-color: wheat;" | ke | style="background-color: wheat;" | ke |- | style="border: #cccccc solid 1px;" |[[Image:コ-bw.png]] | style="background-color: wheat;" | ko | style="background-color: wheat;" | ko |} == サ(sa) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:サ-bw.png]] | style="background-color: wheat;" | sa | style="background-color: wheat;" | sa |- | style="border: #cccccc solid 1px;" |[[Image:シ-bw.png]] | style="background-color: wheat;" | shi | style="background-color: wheat;" | si |- | style="border: #cccccc solid 1px;" |[[Image:ス-bw.png]] | style="background-color: wheat;" | su | style="background-color: wheat;" | su |- | style="border: #cccccc solid 1px;" |[[Image:セ-bw.png]] | style="background-color: wheat;" | se | style="background-color: wheat;" | se |- | style="border: #cccccc solid 1px;" |[[Image:ソ-bw.png]] | style="background-color: wheat;" | so | style="background-color: wheat;" | so |} == タ(ta) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:タ-bw.png]] | style="background-color: wheat;" | ta | style="background-color: wheat;" | ta |- | style="border: #cccccc solid 1px;" |[[Image:チ-bw.png]] | style="background-color: wheat;" | chi | style="background-color: wheat;" | chi |- | style="border: #cccccc solid 1px;" |[[Image:ツ-bw.png]] | style="background-color: wheat;" | tsu | style="background-color: wheat;" | tsu |- | style="border: #cccccc solid 1px;" |[[Image:テ-bw.png]] | style="background-color: wheat;" | te | style="background-color: wheat;" | te |- | style="border: #cccccc solid 1px;" |[[Image:ト-bw.png]] | style="background-color: wheat;" | to | style="background-color: wheat;" | to |} == ナ(na) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ナ-bw.png]] | style="background-color: wheat;" | na | style="background-color: wheat;" | na |- | style="border: #cccccc solid 1px;" |[[Image:ニ-bw.png]] | style="background-color: wheat;" | ni | style="background-color: wheat;" | ni |- | style="border: #cccccc solid 1px;" |[[Image:ヌ-bw.png]] | style="background-color: wheat;" | nu | style="background-color: wheat;" | nu |- | style="border: #cccccc solid 1px;" |[[Image:ネ-bw.png]] | style="background-color: wheat;" | ne | style="background-color: wheat;" | ne |- | style="border: #cccccc solid 1px;" |[[Image:ノ-bw.png]] | style="background-color: wheat;" | no | style="background-color: wheat;" | no |} == ハ(ha) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ハ-bw.png]] | style="background-color: wheat;" | ha | style="background-color: wheat;" | ha |- | style="border: #cccccc solid 1px;" |[[Image:ヒ-bw.png]] | style="background-color: wheat;" | hi | style="background-color: wheat;" | hi |- | style="border: #cccccc solid 1px;" |[[Image:フ-bw.png]] | style="background-color: wheat;" | fu | style="background-color: wheat;" | fu |- | style="border: #cccccc solid 1px;" |[[Image:ヘ-bw.png]] | style="background-color: wheat;" | he | style="background-color: wheat;" | he |- | style="border: #cccccc solid 1px;" |[[Image:ホ-bw.png]] | style="background-color: wheat;" | ho | style="background-color: wheat;" | ho |} == マ(ma) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:マ-bw.png]] | style="background-color: wheat;" | ma | style="background-color: wheat;" | ma |- | style="border: #cccccc solid 1px;" |[[Image:ミ-bw.png]] | style="background-color: wheat;" | mi | style="background-color: wheat;" | mi |- | style="border: #cccccc solid 1px;" |[[Image:ム-bw.png]] | style="background-color: wheat;" | mu | style="background-color: wheat;" | mu |- | style="border: #cccccc solid 1px;" |[[Image:メ-bw.png]] | style="background-color: wheat;" | me | style="background-color: wheat;" | me |- | style="border: #cccccc solid 1px;" |[[Image:モ-bw.png]] | style="background-color: wheat;" | mo | style="background-color: wheat;" | mo |} == ヤ(ya) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ヤ-bw.png]] | style="background-color: wheat;" | ya | style="background-color: wheat;" | ya |- | style="border: #cccccc solid 1px;" |[[Image:ユ-bw.png]] | style="background-color: wheat;" | yu | style="background-color: wheat;" | yu |- | style="border: #cccccc solid 1px;" |[[Image:ヨ-bw.png]] | style="background-color: wheat;" | yo | style="background-color: wheat;" | yo |} == ラ(ra) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ラ-bw.png]] | style="background-color: wheat;" | ra | style="background-color: wheat;" | ra |- | style="border: #cccccc solid 1px;" |[[Image:リ-bw.png]] | style="background-color: wheat;" | ri | style="background-color: wheat;" | ri |- | style="border: #cccccc solid 1px;" |[[Image:ル-bw.png]] | style="background-color: wheat;" | ru | style="background-color: wheat;" | ru |- | style="border: #cccccc solid 1px;" |[[Image:レ-bw.png]] | style="background-color: wheat;" | re | style="background-color: wheat;" | re |- | style="border: #cccccc solid 1px;" |[[Image:ロ-bw.png]] | style="background-color: wheat;" | ro | style="background-color: wheat;" | ro |} == ワ(wa) Group == '''Note''': ヰ wi and ヱ we are obsolete {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ワ-bw.png]] | style="background-color: wheat;" | wa | style="background-color: wheat;" | wa |- | style="border: #cccccc solid 1px;" |[[Image:ヰ-bw.png]] | style="background-color: wheat;" | wi (archaic) | style="background-color: wheat;" | wi |- | style="border: #cccccc solid 1px;" |[[Image:ヱ-bw.png]] | style="background-color: wheat;" | we (archaic) | style="background-color: wheat;" | we |- | style="border: #cccccc solid 1px;" |[[Image:ヲ-bw.png]] | style="background-color: wheat;" | wo | style="background-color: wheat;" | wo |} == ン(n) Group == {| border="0" style="text-align: center;" |- style="background-color: #99ccff;" | rowspan="2" | [[w:Kana|Kana]] | colspan="2" | [[w:Romanization of Japanese|Romanization]] |- style="background-color: #ccff99;" | style="width: 75px;" | [[w:Hepburn romanization|Hepburn]] | style="width: 75px;" | Variants |- | style="border: #cccccc solid 1px;" |[[Image:ン-bw.png]] | style="background-color: wheat;" | n | style="background-color: wheat;" | n |} == Special Katakana Rules == === Voiced/devoiced Sounds === There are five more possible consonant sounds that are possible by either affixing two tiny lines similar to a double quotation mark called {{ruby-ja|濁点|だくてん}} ''dakuten'', but commonly known simply as {{ruby-ja|点々|てんてん}} ''tenten'', meaning "two marks, or a tiny circle called {{ruby-ja|半濁点|はんだくてん}} ''handakuten'', but commonly known simply as {{ruby-ja|丸|まる}} ''maru'' "circle".<ref> Information from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/hiragana.html</ref> The below table includes the [[w:Voiced consonant|voiced]] versions of the normal sounds, and the [[w:Voiceless consonant|devoiced]] versions of the [[w:Bilabial consonant|bilabials]]. {| border=1 |+'''Voiced/devoiced Sounds''' ! !width=55|A !width=55|I !width=55|U !width=55|E !width=55|O |---- |'''G''' ('''K''' with だくてん ''dakuten'') |ガ - ga |ギ - gi |グ - gu |ゲ - ge |ゴ - go |---- |'''Z''' ('''S''' with だくてん ''dakuten'') |ザ - za |ジ - ji |ズ - zu |ゼ - ze |ゾ - zo |---- |'''D''' ('''T''' with だくてん ''dakuten'') |ダ - da |ヂ - di |ヅ - dzu |デ - de |ド - do |---- |'''B''' ('''H''' with だくてん ''dakuten'') |バ - ba |ビ - bi |ブ - bu |ベ - be |ボ - bo |---- |'''P''' ('''H''' with はんだくてん ''handakuten'') |パ - pa |ピ - pi |プ - pu |ペ - pe |ポ - po |} === Choon Katakana === Certain sounds ending with -i ( キ, シ, チ, ニ, ヒ, ミ, リ and their variations) can be followed by small versions (ャ, ュ, and ョ) of the katakana ヤ, ユ, and ヨ. In this case, the two katakana are not pronounced individually, but rather as one sound. In most cases, the compound sound is the consonant of the base syllable followed by the modifier (''fjord'' may be an example of a similar compound sound in English): : キャ kya : キュ kyu : キョ kyo In other cases the y sound disapears entirely: : シャ sha : シュ shu : ショ sho Consult the table and examples below. {| style="width: 100%; text-align: center; background: #FFFFFF;" <caption>Romaji - カタカナ</caption> |- | colspan="3" bgcolor="#FFC9C9" | Compound sounds |- bgcolor="#BECFEB" |bgcolor="#D4D4D4"|''(ya ャ)'' |bgcolor="#D4D4D4"|''(yu ュ)'' |bgcolor="#D4D4D4"|''(yo ョ)'' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | '''''kya''''' キャ | bgcolor="#F3F5DE" | '''''kyu''''' キュ | bgcolor="#F3F5DE" | '''''kyo''''' キョ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | '''''sha''''' シャ | bgcolor="#F3F5DE" | '''''shu''''' シュ | bgcolor="#F3F5DE" | '''''sho''''' ショ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | '''''cha''''' チャ | bgcolor="#F3F5DE" | '''''chu''''' チュ | bgcolor="#F3F5DE" | '''''cho''''' チョ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | '''''nya''''' ニャ | bgcolor="#F3F5DE" | '''''nyu''''' ニュ | bgcolor="#F3F5DE" | '''''nyo''''' ニョ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" | '''''hya''''' ヒャ | bgcolor="#F3F5DE" | '''''hyu''''' ヒュ | bgcolor="#F3F5DE" | '''''hyo''''' ヒョ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''mya''''' ミャ | bgcolor="#F3F5DE" |'''''myu''''' ミュ | bgcolor="#F3F5DE" |'''''myo''''' ミョ |- bgcolor="#E7F5DE" |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''rya''''' リャ | bgcolor="#F3F5DE" |'''''ryu''''' リュ | bgcolor="#F3F5DE" |'''''ryo''''' リョ |- bgcolor="#E7F5DE" |- | colspan="3" bgcolor="#FFC9C9" | Voiced Compound Sounds |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''gya''''' ギャ | bgcolor="#F3F5DE" |'''''gyu''''' ギュ | bgcolor="#F3F5DE" |'''''gyo''''' ギョ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''ja''''' ジャ | bgcolor="#F3F5DE" |'''''ju''''' ジュ | bgcolor="#F3F5DE" |'''''jo''''' ジョ |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''ja''''' '''ヂャ''' | bgcolor="#F3F5DE" |'''''ju''''' '''ヂュ''' | bgcolor="#F3F5DE" |'''''jo''''' '''ヂョ''' |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''bya''''' ビャ | bgcolor="#F3F5DE" |'''''byu''''' ビュ | bgcolor="#F3F5DE" |'''''byo''''' ビョ |- | colspan="3" bgcolor="#FFC9C9" | Plosive Compound Sounds |- bgcolor="#E7F5DE" | bgcolor="#F3F5DE" |'''''pya''''' ピャ | bgcolor="#F3F5DE" |'''''pyu''''' ピュ | bgcolor="#F3F5DE" |'''''pyo''''' ピョ |} ==== Examples ==== ''This section is under development'' === Doubling === Another case of using small characters is in doubling consonants. This is done by adding a small tsu ッ or in front of a syllable. This chart would seem redundant and is therefore omitted, but a couple examples are カッタ(katta) and シッケ (shikke). Here is an [http://www.guidetojapanese.org/motomotto.mp3 MP3 file] which illustrates the difference between between モト and モット. <ref> Audio from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/hiragana.html</ref> === The Long Vowel Sound<ref> Information from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/hiragana.html and http://www.guidetojapanese.org/katakana.html</ref> === Try saying カ and ア separately. Then say them in succession as fast as you can. You'll notice that soon enough, it just sounds like you're dragging out the ka for a longer duration than just saying ka by itself. You can try this exercise with the other vowel sounds if you like. Try to remember that you are, in fact, saying two characters with blurred boundaries. In fact, you may not even have to consciously think about long vowels and simply pronounce the letters together quickly to get the correct sound. All long vowel sounds are denoted by a simple dash like so: ー. In addition, while the e vowel sound followed by イ is usually considered to a long vowel sound, the pronunciation is actually a slurred connection of the e and i vowel sounds. In other words, it should be pronounced like ay (as in "acorn") and not just a long e. === The Small ア、イ、ウ、エ、オ<ref> Information from Tae Kim's Japanese guide to Japanese grammar is used, which is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 http://www.guidetojapanese.org/katakana.html</ref> === Due to the limitations of the sound set in hiragana, some new combinations have been devised over the years to account for sounds that were not originally in Japanese. Most notable is the lack of the ti, di, and tu, du sounds (because of the chi, tsu sounds), and the lack of the f consonant sound except for ふ. The sh, j, ch consonants are also missing for the e vowel sound. The decision to resolve these deficiencies was to add small versions of the five vowel sounds. This has also been done for the w consonant sound to replace the obsolete characters. In addition, the convention of using the little double slashes on the ウ vowel （ヴ） with the small ア、イ、エ、オ to designate the v consonant has also been established but it's not often used probably due to the fact that Japanese people still have difficulty pronouncing v. For instance, while you may guess that "volume" would be pronounced with a v sound, the Japanese have opted for the easier to pronounce "bolume" （ボリューム）. In the same way, vodka is written as "wokka" （ウォッカ） and not ヴォッカ. You can write "violin" as either バイオリン or ヴァイオリン. It really doesn't matter however because almost all Japanese people will pronounce it with a b sound anyway. <table align="center" border="1" cellpadding="8" class="bigger"> <caption>Additional sounds</caption> <tr align="center"> <th>v</th> <th>w</th> <th>f</th> <th>ch</th> <th>d</th> <th>t</th> <th>j</th> <th>sh</th> <th>&nbsp;</th> </tr> <tr align="center"> <td><em>ヴァ</em></td> <td>ワ</td> <td><em>ファ</em></td> <td>チャ</td> <td>ダ</td><td>タ</td> <td>ジャ</td> <td>シャ</td> <th>a</th> </tr> <tr align="center"> <td><em>ヴィ</em></td> <td><em>ウィ</em></td> <td><em>フィ</em></td> <td>チ</td> <td><em>ディ</em></td> <td><em>ティ</em></td> <td>ジ</td> <td>シ</td> <th>i</th> </tr> <tr align="center"> <td><em>ヴ</em></td> <td>ウ</td> <td>フ</td> <td>チュ</td> <td><em>ドゥ</em></td><td><em>トゥ</em></td> <td>ジュ</td> <td>シュ</td> <th>u</th> </tr> <tr align="center"> <td><em>ヴェ</em></td> <td><em>ウェ</em></td> <td><em>フェ</em></td><td> <em>チェ</em></td> <td>デ</td> <td>テ</td> <td><em>ジェ</em></td> <td><em>シェ</em></td> <th>e</th> </tr> <tr align="center"> <td><em>ヴォ</em></td> <td><em>ウォ</em></td> <td><em>フォ</em></td> <td>チョ</td> <td>ド</td> <td>ト</td> <td>ジョ</td> <td>ショ</td> <th>o</th> </tr> </table> == Exercises == * Go to [http://www.guidetojapanese.org/katakana_ex.html katakana exercies] at Tae Kim's Japanese Guide to Japanese grammar to see how well you learned the katakana. == Assignment == * Review [[Pronunciation of Japanese]] == Questions == Post questions on the talk page or [[Talk:Katakana|here]] == Credit == <references/> == Resources == '''Note''': Most of the resources do not teach you the stroke order. * [http://lrnj.com An excellent, freely-downloadable Japanese learning game] ** Teaches kana, kanji meanings (not readings) ** Game contains a few oddities like っま and っら ** Available for Windows, Linux, Mac ** Does not teach stroke order * [http://www.kicl.info/ Another great, free Japanese learning game: Knuckles in China Land] ** Teaches kana, kanji meanings, kanji readings, vocabulary ** Only available for Windows * [http://mysite.wanadoo-members.co.uk/nihongo/ Mnemonics for memorising the kana] * [http://mobius.sdf1.org/nihon/nihongo/kana/ Kana quiz] * [http://www.languageguide.org/im/alpha/jp/hiragana_alpha_quiz.jsp A Kana Quiz that tests you with one small group of kana at a time] * [http://www.msu.edu/~lakejess/kanjigame.html Online multiple choice kana and kanji game (many levels)] * [http://www.realkana.com Great site for learning Hiragana and Katakana] * [http://www.theiling.de/schrift] == See also == * [[w:Katakana|Katakana]] {{1lvlnav|[[Introduction to Japanese]]|[[Hiragana]]|[[Kanji]]}} [[Category:Japanese]] 22700 78829 2007-01-19T22:48:41Z Balloonguy 338 [[Everyday Phrases]] moved to [[Everyday Japanese Phrases]]: So not to be ambigious if other langauges create the same page Here are some useful greetings that will help you with basic Japanese conversation. == Useful Phrases == <center> {| border=1 cellspacing=0 cellpadding=5 | '''English''' | '''Japanese Romaji''' | '''Japanese Hiragana''' | '''Japanese Kanji/Kana''' | '''Notes''' |- | Hello | Konnichiwa | こんにちは | 今日は | Used from around 10am until sundown. |- | Good evening | Konbanwa | こんばんは | （今晩は） |- | Good morning | Ohayou gozaimasu | おはようございます | （お早うございます） |- | Goodbye | Sayounara | さようなら | &nbsp; |- | How are you? | O-genki desu ka? | おげんきですか？ | お元気ですか？ |- | I'm fine, thank you. | Hai, genki desu. Arigatou gozaimasu. | はい、げんきです。ありがとうございます。 | はい、元気です。ありがとうございます。 | |} </center> [[Category:Japanese]] 22701 80694 2007-01-24T16:58:02Z 88.152.86.162 /* Basic phrases and words */ Welcome to your first Portuguese lesson. == Basic phrases and words == I = Eu yes=sim no=não you=você Cumprimentos- Greetings goodbye=adeus Meu nome é= My name is [[Category:Portuguese]] 22702 77274 2007-01-16T21:19:14Z Mystictim 626 added stub {{Stub}} Algorithm complexity concerns the study of algorithms to determine the amount of time or space required to run the algorithm based on the size of the inputs. It is important to know how good the algorithm is before trying to implement it because an overly complex algorithm may be too slow for use and be a waste of resources. Analysis of the algorithm with the use of complexity theory may shed light on the inefficient areas and provide suggestions for improvements. =The Big "O"= This is a notation that is commonly used to describe the worst case scenario. * O(c) - With 'c' as some constant number, as long as it's not huge, constant time/space is great! No matter how much more you put through the algorithm, its worst case scenario won't become huge. * O(n) - With 'n' as the size of your input, the length of time or size required is proportional to n. This isn't bad for small sets, but if you need to find something in a database of a billion entries, you don't want to have to look through all of them one by one! * O(log n) - Log n is pretty good when looking for something in search trees. Algorithms and data structures that allow you to bypass most of the things you don't need can save you a lot of time. == How to Determine Big O== ="o, Ω, ω, and Θ"= =P= =NP= [[Category:Computer Science]] 22703 76555 2007-01-15T18:44:21Z JWSchmidt 20 [[Topic:Computer-assisted Translation]] moved to [[Computer-assisted Translation]]: Wikiversity name conventions #REDIRECT [[Computer-assisted Translation]] 22705 76575 2007-01-15T19:30:29Z Juan 2651 /* Summary */ typo == Summary == {{Information |Description= Copulation. |Source= |Date= 15 January, 2007 |Author= [[User:Juan|Juan]] |Permission= |other_versions= }} == Licensing == {{GFDL-self}} 22706 77086 2007-01-16T16:53:16Z JWSchmidt 20 [[Category:History]] == Purpose == This page is dedicated to learning about the causes and effects of the First World War. == Causes of World War 1 == In 1914, the economy of Europe was booming. From the 1880s till the 1890s they had been in a depression. A best- selling book, The Great Illusion, had made a big hit. The book said that war would be put hastily to an end if there were one, because of international credit. Internationalism was another reason for being unexpectant of the war. New transportation systems and international 'stat stations' also made war seem impossible since these programs required the activity of several different coutries. Europes people had much in common considering their culture. The only problem was that Europe's countries felt threatened about their land. The British, French, and German all were feeling threatened about their colonies one way or another. These countries had soldiers on call if one of their colonies were to be attacked or seriously threatened. This was the beginning to an event that would change the world. [[Category:History]] 22707 76683 2007-01-15T21:14:15Z JWSchmidt 20 [[Category:Language]] Welcome to the '''Dutch Language Division''' of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Learning Dutch]] {{stub}} [[Category:Language]] 22708 76591 2007-01-15T20:04:30Z JWSchmidt 20 [[Category:Religious Studies]] [[Category:Religious Studies]] 22709 76599 2007-01-15T20:11:59Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Buddhist Culture in North America]] moved to [[Buddhist Culture in North America]]: Wikiversity name conventions #REDIRECT [[Buddhist Culture in North America]] 22710 76602 2007-01-15T20:14:37Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Buddhist Culture in South Asia]] moved to [[Buddhist Culture in South Asia]]: Wikiversity name #REDIRECT [[Buddhist Culture in South Asia]] 22711 76606 2007-01-15T20:16:49Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Early Buddhism - Basic Doctrines]] moved to [[Early Buddhism - Basic Doctrines]]: Wikiversity name #REDIRECT [[Early Buddhism - Basic Doctrines]] 22712 76610 2007-01-15T20:18:51Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Early Buddhist Theory of Knowledge]] moved to [[Early Buddhist Theory of Knowledge]]: Wikiversity name #REDIRECT [[Early Buddhist Theory of Knowledge]] 22713 76614 2007-01-15T20:20:58Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Early History of Buddhism up to 3rd Century B.C.E.]] moved to [[Early History of Buddhism up to 3rd Century B.C.E.]]: Wikiversity name #REDIRECT [[Early History of Buddhism up to 3rd Century B.C.E.]] 22714 76617 2007-01-15T20:22:57Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Emergence of Buddhism and Basic Buddhist Teachings]] moved to [[Emergence of Buddhism and Basic Buddhist Teachings]]: Wikiversity name #REDIRECT [[Emergence of Buddhism and Basic Buddhist Teachings]] 22715 77051 2007-01-16T15:02:19Z JWSchmidt 20 [[Introduction to Anthropology]] Welcome to the Wikiversity '''Anthropology Textbook Improvement Project''', part of the [[School:Anthropology|School of Anthropology]]. ==Content summary== The Anthropology Textbook Improvement Project is a Wikiversity learning project where participants improve anthropology-related textbooks at Wikibooks. Anthropology is the study of humankind. Its topic is all of mankind. It includes archaeology, paleoanthropology, and cultural anthropology. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== *[[b:Introduction to Forensic Anthropology|Introduction to Forensic Anthropology]] *[[b:Cultural Anthropology|Cultural Anthropology]] *[[b:IB Cultural Anthropology|IB Cultural Anthropology]] *[[b:Introduction to Paleoanthropology|Introduction to Paleoanthropology]] * ... ===Assignments=== Read and learn about anthropology and use what you learn to help improve a textbook. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==See also== *[[Introduction to Anthropology]] - introductory topics in anthropology [[Category:{{PAGENAME}}|{{PAGENAME}}]] 22716 76621 2007-01-15T20:24:13Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Geographical Expansion of Theravada Buddhism]] moved to [[Geographical Expansion of Theravada Buddhism]]: Wikiversity name #REDIRECT [[Geographical Expansion of Theravada Buddhism]] 22718 76625 2007-01-15T20:25:30Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Intoduction to Pali Language]] moved to [[Intoduction to Pali Language]]: Wikiversity name #REDIRECT [[Intoduction to Pali Language]] 22719 76628 2007-01-15T20:26:44Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Introduction to Buddhism]] moved to [[Introduction to Buddhism]]: Wikiversity name #REDIRECT [[Introduction to Buddhism]] 22720 76630 2007-01-15T20:27:41Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Introduction to Sanskrit Language]] moved to [[Introduction to Sanskrit Language]]: Wikiversity name #REDIRECT [[Introduction to Sanskrit Language]] 22721 76636 2007-01-15T20:29:19Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Introduction to Various Schools of Buddhism]] moved to [[Introduction to Various Schools of Buddhism]]: Wikiversity name #REDIRECT [[Introduction to Various Schools of Buddhism]] 22722 76640 2007-01-15T20:30:59Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Mahāsaṃghika]] moved to [[Mahāsaṃghika]]: Wikiversity name #REDIRECT [[Mahāsaṃghika]] 22723 76643 2007-01-15T20:32:25Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Mahāyāna]] moved to [[Mahāyāna]]: Wikiversity name #REDIRECT [[Mahāyāna]] 22724 76647 2007-01-15T20:34:00Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Origins of Buddhism and the Basic Concepts of Culture]] moved to [[Origins of Buddhism and the Basic Concepts of Culture]]: Wikiversity name #REDIRECT [[Origins of Buddhism and the Basic Concepts of Culture]] 22725 76650 2007-01-15T20:35:20Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Philosophy of Early History Buddhist Schools]] moved to [[Philosophy of Early History Buddhist Schools]]: Wikiversity page name convention #REDIRECT [[Philosophy of Early History Buddhist Schools]] 22726 76654 2007-01-15T20:36:36Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Philosophy of Mahayana Buddhist Schools]] moved to [[Philosophy of Mahayana Buddhist Schools]]: Wikiversity name #REDIRECT [[Philosophy of Mahayana Buddhist Schools]] 22727 76657 2007-01-15T20:38:06Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Pre-Buddhist Indian Thought and Culture]] moved to [[Pre-Buddhist Indian Thought and Culture]]: Wikiversity name #REDIRECT [[Pre-Buddhist Indian Thought and Culture]] 22728 76660 2007-01-15T20:39:33Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Sthaviravāda]] moved to [[Sthaviravāda]]: Wikiversity name #REDIRECT [[Sthaviravāda]] 22729 76663 2007-01-15T20:41:09Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Theravāda]] moved to [[Theravāda]]: Wikiversity name #REDIRECT [[Theravāda]] 22730 76666 2007-01-15T20:42:31Z JWSchmidt 20 [[Topic:Department of Buddhist Studies/Vajrayāna]] moved to [[Vajrayāna]]: Wikiversity name #REDIRECT [[Vajrayāna]] 22732 80064 2007-01-22T19:04:05Z I.M.Fearless 5670 /* Coursework */ == Introduction == [[Image: PoleMountTransformer02.jpg|right|thumb|200px|Electrical Engineers design power systems… ]] Electrical engineering (sometimes referred to as electrical and electronic engineering) is a professional engineering discipline that deals with the study and application of electricity, electronics and electromagnetism. The field first became an identifiable occupation in the late nineteenth century with the commercialization of the electric telegraph and electrical power supply. The field now covers a range of sub-disciplines including those that deal with power, optoelectronics, digital electronics, analog electronics, computer science, artificial intelligence, control systems, electronics, signal processing and telecommunications. The term electrical engineering may or may not encompass electronic engineering. Where a distinction is made, electrical engineering is considered to deal with the problems associated with large-scale electrical systems such as power transmission and motor control, whereas electronic engineering deals with the study of small-scale electronic systems including computers and integrated circuits. Another way of looking at the distinction is that electrical engineers are usually concerned with using electricity to transmit energy, while electronics engineers are concerned with using electricity to transmit information. == Education == Electrical engineers typically possess an academic degree with a major in electrical engineering. The length of study for such a degree is usually four or five years and the completed degree may be designated as a Bachelor of Engineering, Bachelor of Science, Bachelor of Technology or Bachelor of Applied Science depending upon the university. The degree generally includes units covering physics, mathematics, computer science, project management and specific topics in electrical engineering. Initially such topics cover most, if not all, of the sub-disciplines of electrical engineering. Students then choose to specialize in one or more sub-disciplines towards the end of the degree. Some electrical engineers also choose to pursue a postgraduate degree such as a Master of Engineering/Master of Science, a Master of Engineering Management, a Doctor of Philosophy in Engineering or an Engineer's degree. The Master and Engineer's degree may consist of either research, coursework or a mixture of the two. The Doctor of Philosophy consists of a significant research component and is often viewed as the entry point to academia. In the United Kingdom and various other European countries, the Master of Engineering is often considered an undergraduate degree of slightly longer duration than the Bachelor of Engineering. == Practicing == In most countries, a Bachelor's degree in engineering represents the first step towards professional certification and the degree program itself is certified by a professional body. After completing a certified degree program the engineer must satisfy a range of requirements (including work experience requirements) before being certified. Once certified the engineer is designated the title of Professional Engineer (in the United States, Canada and South Africa ), Chartered Engineer (in the United Kingdom, Ireland, India and Zimbabwe), Chartered Professional Engineer (in Australia and New Zealand) or European Engineer (in much of the European Union). The advantages of certification vary depending upon location. For example, in the United States and Canada "only a licensed engineer may seal engineering work for public and private clients". This requirement is enforced by state and provincial legislation such as Quebec's Engineers Act. In other countries, such as Australia, no such legislation exists. Practically all certifying bodies maintain a code of ethics that they expect all members to abide by or risk expulsion. In this way these organizations play an important role in maintaining ethical standards for the profession. Even in jurisdictions where certification has little or no legal bearing on work, engineers are subject to contract law. In cases where an engineer's work fails he or she may be subject to the tort of negligence and, in extreme cases, the charge of criminal negligence. An engineer's work must also comply with numerous other rules and regulations such as building codes and legislation pertaining to environmental law. Professional bodies of note for electrical engineers include the Institute of Electrical and Electronics Engineers (IEEE) and the Institution of Electrical Engineers (IEE). The IEEE claims to produce 30 percent of the world's literature in electrical engineering, has over 360,000 members worldwide and holds over 300 conferences annually. [20] The IEE publishes 14 journals, has a worldwide membership of 120,000, and claims to be the largest professional engineering society in Europe. Obsolescence of technical skills is a serious concern for electrical engineers. Membership and participation in technical societies, regular reviews of periodicals in the field and a habit of continued learning are therefore essential to maintaining proficiency. In countries such as Australia, Canada and the United States electrical engineers make up around 0.25% of the labour force (see note). Outside of these countries, it is difficult to gauge the demographics of the profession due to less meticulous reporting on labour statistics. However, in terms of electrical engineering graduates per-capita, electrical engineering graduates would probably be most numerous in countries such as Taiwan, Japan and South Korea. == Sub-disciplines == Electrical engineering has many sub-disciplines, the most popular of which are listed below. Although there are electrical engineers who focus exclusively on one of these sub-disciplines, many deal with a combination of them. Sometimes certain fields, such as electronic engineering and computer engineering, are considered separate disciplines in their own right. === Power === [[Image:Power pole.jpg|right|150 px]] Power engineering deals with the generation, transmission and distribution of electricity as well as the design of a range of related devices. These include transformers, electric generators, electric motors and power electronics. In many regions of the world, governments maintain an electrical network called a power grid that connects a variety of generators together with users of their energy. Users purchase electrical energy from the grid, avoiding the costly exercise of having to generate their own. Power engineers may work on the design and maintenance of the power grid as well as the power systems that connect to it. Such systems are called on-grid power systems and may supply the grid with additional power, draw power from the grid or do both. Power engineers may also work on systems that do not connect to the grid, called off-grid power systems, which in some cases are preferable to on-grid systems. ===Control=== Control engineering focuses on the modelling of a diverse range of dynamic systems and the design of controllers that will cause these systems to behave in the desired manner. To implement such controllers electrical engineers may use electrical circuits, digital signal processors and microcontrollers. Control engineering has a wide range of applications from the flight and propulsion systems of commercial airliners to the cruise control present in many modern automobiles. It also plays an important role in industrial automation. Control engineers often utilize feedback when designing control systems. For example, in an automobile with cruise control the vehicle's speed is continuously monitored and fed back to the system which adjusts the motor's speed accordingly. Where there is regular feedback, control theory can be used to determine how the system responds to such feedback. ===Electronics=== [[Image:PExdcr01CJC.jpg|right|150 px]] Electronic engineering involves the design and testing of electronic circuits that use the properties of components such as resistors, capacitors, inductors, diodes and transistors to achieve a particular functionality. The tuned circuit, which allows the user of a radio to filter out all but a single station, is just one example of such a circuit. Another example (of a pneumatic signal conditioner) is shown in the adjacent photograph. Prior to the second world war, the subject was commonly known as radio engineering and basically was restricted to aspects of communications and radar, commercial radio and early television. Later, in post war years, as consumer devices began to be developed, the field grew to include modern television, audio systems, computers and microprocessors. In the mid to late 1950s, the term radio engineering gradually gave way to the name electronic engineering. Before the invention of the integrated circuit in 1959, electronic circuits were constructed from discrete components that could be manipulated by humans. These discrete circuits consumed much space and power and were limited in speed, although they are still common in some applications. By contrast, integrated circuits packed a large number—often millions—of tiny electrical components, mainly transistors, into a small chip around the size of a coin. This allowed for the powerful computers and other electronic devices we see today. ===Microelectronics=== [[Image:SEM integrated circuit (400x).jpg|left|150 px]]Microelectronics is the niniaturization of the known technology for a compact and integrated design of electronic component. The most common microelectronic components are semiconductor transistors, which has dramatically revolutionized our life. The first transistor was invented by Shockley and his co-workers at Bell Labs. This opened a new era for semiconductor technology which resulted in the elimination of of bulky vacuum tubes. The use of semiconducting especially silicon allowed miniaturization of the components and having faster, better and reliable performance. Microelectronic components are created by processing wafers of semiconductors such as silicon to obtain the desired transport of electronic charge and control of current. The field of microelectronics involves a significant amount of chemistry and material science and requires the electronic engineer working in the field to have a very good working knowledge of the effects of quantum mechanics. ===Signal processing=== [[Image:iPod 4G.jpg|right|150 px]] Signal processing deals with the analysis and manipulations of signals. Signals can be either analog, in which case the signal varies continuously according to the information, or digital, in which case the signal varies according to a series of discrete values representing the information. For analog signals, signal processing may involve the amplification and filtering of audio signals for audio equipment or the modulation and demodulation of signals for telecommunications. For digital signals, signal processing may involve the compression, error detection and error correction of digitally sampled signals. ===Telecommunications=== [[Image:Milstar.jpg|left|150 px]] Telecommunications engineering focuses on the transmission of information across a channel such as a coax cable, optical fibre or free space. Transmissions across free space require information to be encoded in a carrier wave in order to shift the information to a carrier frequency suitable for transmission, this is known as modulation. Popular analog modulation techniques include amplitude modulation and frequency modulation. The choice of modulation affects the cost and performance of a system and these two factors must be balanced carefully by the engineer. Once the transmission characteristics of a system are determined, telecommunication engineers design the transmitters and receivers needed for such systems. These two are sometimes combined to form a two-way communication device known as a transceiver. A key consideration in the design of transmitters is their power consumption as this is closely related to their signal strength. If the signal strength of a transmitter is insufficient the signal's information will be corrupted by noise. ===Instrumentation engineering=== [[Image:radar gun.jpg|right|150 px]] Instrumentation engineering deals with the design of devices to measure physical quantities such as pressure, flow and temperature. The design of such instrumentation requires a good understanding of physics that often extends beyond electromagnetic theory. For example, radar guns use the Doppler effect to measure the speed of oncoming vehicles. Similarly, thermocouples use the Peltier-Seebeck effect to measure the temperature difference between two points. Often instrumentation is not used by itself, but instead as the sensors of larger electrical systems. For example, a thermocouple might be used to help ensure a furnace's temperature remains constant. For this reason, instrumentation engineering is often viewed as the counterpart of control engineering. ===Computers=== [[Image:PDA.jpg|left|150 px]] Computer engineering deals with the design of computers and computer systems. This may involve the design of new hardware, the design of PDAs or the use of computers to control an industrial plant. Computer engineers may also work on a system's software. However, the design of complex software systems is often the domain of software engineering, which is usually considered a separate discipline. Desktop computers represent a tiny fraction of the devices a computer engineer might work on, as computer-like architectures are now found in a range of devices including video game consoles and DVD players. <br><br><br><br> [[Category:Electrical Engineering]] 22734 76684 2007-01-15T21:16:38Z JWSchmidt 20 start Welcome to the Wikiversity '''Center for Learning Dutch'''. ==Department description== The Center for Learning Dutch is a Wikiversity content development project where participants create, organize and develop learning resources forlearning Dutch. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to the Dutch Language]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Language]] 22735 81011 2007-01-25T20:59:26Z 82.45.192.67 /* Pronouns */ ==Numbers== 1 één, 2 twee, 3 drie, 4 vier, 5 vijf, 6 zes, 7 zeven, 8 acht, 9 negen, 10 tien, 11 elf, 12 twaalf, 13 dertien, 14 veertien, 15 vijftien, 16 zestien, 17 zeventien, 18 achttien, 19 negentien 20 twintig, 30 dertig, 40 veertig, 50 vijftig, 60 zestig, 70 zeventig, 80 tachtig, 90 negentig, 100 honderd, 200 tweehonderd, 300 driehonderd etc. 1000 duizend, 2000 tweeduizend, 3000 drieduizend etc. 10000 tienduizend, 100000 honderdduizend, 1000000 één miljoen, 1000000000 één miljard, 1000000000000 één biljoen. ==Pronouns== {| border=1 cellspacing=0 cellpadding=5 | ik | I |- | jij/je | you(one person.) |- | hij | he |- | zij | she |- | wij/we | we |- | jullie | you(several persons) |- | zij | they |} [[Category:Language]] 22736 76690 2007-01-15T21:33:22Z Remi0o 3985 New page: __NOTOC__ Silviculture is the art and science of controlling the establishment, growth, composition, health, and quality of forests to meet diverse needs and values of landowners and socie... __NOTOC__ Silviculture is the art and science of controlling the establishment, growth, composition, health, and quality of forests to meet diverse needs and values of landowners and society on a sustainable basis. == Learning Materials == == External Links == [[Category:Ecology]] 22737 76696 2007-01-15T21:36:33Z JWSchmidt 20 [[Topic:Emergency Medicine/Organization of emergency medicine]] moved to [[Emergency Medicine/Organization of emergency medicine]]: Wikiversity name conventions #REDIRECT [[Emergency Medicine/Organization of emergency medicine]] 22738 76699 2007-01-15T21:38:11Z JWSchmidt 20 [[Topic:Emergency Medicine/Protocols and initial diagnosis and treatment]] moved to [[Emergency Medicine/Protocols and initial diagnosis and treatment]]: Wikiversity name #REDIRECT [[Emergency Medicine/Protocols and initial diagnosis and treatment]] 22739 76753 2007-01-15T22:23:31Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-21.027 |Source=own work |Date=2006-12-21T00:39Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006sr.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22740 76707 2007-01-15T21:49:11Z JWSchmidt 20 start Environmental engineering is the application of science and engineering principles to improve the environment (air, water, and/or land resources), to provide healthful water, air, and land for human habitation and for other organisms, and to remediate polluted sites. Negative environmental effects can be decreased and controlled through public education, conservation, regulations, and the application of good engineering practices. In the U.S., minimum education requirements for environmental engineers typically include a Bachelor's Degree in environmental (or civil) engineering from an accredited college. == Scope == "Pollutants" may be chemical, biological, thermal, radioactive, or even mechanical. Environmental engineering emphasizes several areas: process engineering, environmental chemistry, water and wastewater treatment (sanitary engineering), waste reduction/management, and pollution prevention/cleanup. Environmental engineering is a synthesis of various disciplines, incorporating elements from the following: * Civil engineering * Chemical engineering * Public health * Mechanical engineering * Chemistry * Biology * Geology * Ecology Environmental engineering is the application of science and engineering principles to the environment. Some consider 'Environmental Engineering' to include the development of sustainable processes. There are several divisions of the field of environmental engineering. ;Environmental impact assessment and mitigation It is a decision making tool. In this division, engineers and scientists assess the impacts of a proposed project on environmental conditions. They apply scientific and engineering principles to evaluate if there are likely to be any adverse impacts to water quality, air quality, habitat quality, flora and fauna, agricultural capacity, traffic impacts, social impacts, ecological impacts, noise impacts, visual(landscape) impacts, etc. If impacts are expected, they then develop mitigation measures to limit or prevent such impacts. An example of a mitigation measure would be the creation of wetlands in a nearby location to mitigate the filling in of wetlands necessary for a road development if it is not possible to reroute the road. ;Water supply and treatment Engineers and scientists work to secure water supplies for potable and agricultural use. They evaluate the water balance within a watershed and determine the available water supply, the water needed for various needs in that watershed, the seasonal cycles of water movement through the watershed and they develop systems to store, treat, and convey water for various uses. Water is treated to achieve water quality objectives for the end uses. In the case of potable water supply, water is treated to minimize risk of infectious disease transmittal, risk of non-infectious illness, and create a palatable water flavor. Water distribution systems are designed and built to provide adequate water pressure and flow rates to meet various end-user needs such as domestic use, fire suppression, and irrigation. ;Wastewater conveyance and treatment Most urban and many rural areas no longer discharge human waste directly to the land through outhouse, septic, and/or honey bucket systems, but rather deposit such waste into water and convey it from households via sewer systems. Engineers and scientists develop collection and treatment systems to carry this waste material away from where people live and produce the waste and discharge it into the environment. In developed countries, substantial resources are applied to the treatment and detoxification of this waste before it is discharged into a river, lake, or ocean system. Developing nations are striving to obtain the resources to develop such systems so that they can improve water quality in their surface waters and reduce the risk of water-borne infectious disease. There are numerous wastewater treatment technologies. A wastewater treatment train can consist of a primary clarifier system to remove solid and floating materials, a secondary treatment system consisting of an aeration basin followed by flocculation and sedimentation or an activated sludge system and a secondary clarifier, a tertiary biological nitrogen removal system, and a final disinfection process. The aeration basin/activated sludge system removes organic material by growing bacteria (activated sludge). The secondary clarifier removes the activated sludge from the water. The tertiary system, although not always included due to costs, is becoming more prevalent to remove nitrogen and phosphorus and to disinfect the water before discharge to a surface water stream or ocean outfall. ;Air quality management Engineers apply scientific and engineering principles to the design of manufacturing and combustion processes to reduce air emissions to acceptable levels. Scrubbers, precipitators, after-burners, and other devices are utilized to remove particulates, nitrogen oxides, sulfur oxides, and reactive organic gases from vapors prior to allowing their emission to the atmosphere. This field is beginning to overlap with energy efficiency and the desire to reduce carbon dioxide and other greenhouse gas emissions from combustion processes. Scientists develop dispersion models to evaluate the concentration of a pollutant at a receptor source or the impact on overall air quality and smog production from vehicle and flue gas stack emissions. == Applications == * Contaminated land management and site remediation * Risk assessment * Environmental policy and regulation development * Solid waste management * Hazardous waste management * Environmental health and safety * Natural resource management * Noise pollution * Geographic information system (GIS) == Coursework == [[Category:Engineering]] 22741 76780 2007-01-15T22:42:48Z Mu301 3705 == Summary == {{Information |Description=Supernova 2006rs in the galaxy IC 28. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2007-01-02.976 |Source=own work |Date=2007-01-02T23:26Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006rs 20070102.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22742 76719 2007-01-15T22:00:51Z JWSchmidt 20 start Welcome to the Wikiversity '''Center for Learning Finnish'''. ==Department description== The Center for Learning Finnish is a Wikiversity content development project where participants create, organize and develop learning resources for learning Finnish. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Finnish]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Language]] 22743 76720 2007-01-15T22:01:24Z JWSchmidt 20 [[Category:Language]] ==Numbers== 1 Yksi, 2 Kaksi, 3 Kolme, 4 Neljä, 5 Viisi, 6 Kuusi, 7 Seitsemän, 8 Kahdeksan, 9 Yhdeksän, 10 Kymmenen Numbers after 10 are composed in the following way: 11-19 use the suffix '''toista''' (similar to '-teen' in English but without exceptions, such as 'twelve' would be). 20, 30, 40 etc use the suffix '''kymmentä''', again with no exceptions. ''Examples:'' 11 Yksi'''toista''', 15 Viisi'''toista''', 20 Kaksi'''kymmentä''', 50 Viisi'''kymmentä''' Numbers such as 25 are composed of 20 and 5, "kaksikymmentäviisi". 100 Sata. 1000 Tuhat. The suffix for hundreds is '''sataa''' and for thousands it is '''tuhatta'''. ''Examples:'' 200 Kaksi'''sataa''', 500 Viisi'''sataa''', 2000 Kaksi'''tuhatta''', 5000 Viisi'''tuhatta''' 250 Kaksisataaviisikymmentä, 150 Sataviisikymmentä, 1003 Tuhatkolme, 5003 Viisituhattakolme, 5035 Viisituhattakolmekymmentäviisi ==Pronouns== '''Personal pronouns''' {| border=1 cellspacing=0 cellpadding=5 | Minä (I) | Me (We) |- | Sinä (You) | Te (You) |- | Hän (He/She) | He (They) |} ==Verbs== {| border=1 cellspacing=0 cellpadding=5 | '''Olla (to be)''' | |- | Olen (I am) | Olemme (We are) |- | Olet (You are) | Olette (You are) |- | On (He/She is) | Ovat (They are) |} [[Category:Language]] 22744 76747 2007-01-15T22:21:21Z Mu301 3705 {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-21.027 |Source=own work |Date=2006-12-21T00:39Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006sr 20061221.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22745 76728 2007-01-15T22:12:22Z JWSchmidt 20 [[Topic:Gelogical Engineering]] moved to [[Topic:Geological Engineering]]: spelling #REDIRECT [[Topic:Geological Engineering]] 22746 76748 2007-01-15T22:21:51Z Mu301 3705 {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-28.010 |Source=own work |Date=2006-12-28T00:14Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006sr 20061228.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22747 76736 2007-01-15T22:17:39Z JWSchmidt 20 [[Topic:General Relativity/Tensors]] moved to [[General Relativity/Tensors]]: Wikiversity name coneventions #REDIRECT [[General Relativity/Tensors]] 22748 78913 2007-01-20T01:51:12Z Mu301 3705 commons See also [[commons:Category:Supernova]] [[Category:Astronomy Images]] 22749 76742 2007-01-15T22:19:38Z JWSchmidt 20 [[Topic:General Relativity/Tensors/Tensors Differential Forms and Variational Principles]] moved to [[General Relativity/Tensors/Tensors Differential Forms and Variational Principles]]: Wikiversity name #REDIRECT [[General Relativity/Tensors/Tensors Differential Forms and Variational Principles]] 22750 76746 2007-01-15T22:21:13Z JWSchmidt 20 [[Topic:General Relativity/TidalForces]] moved to [[General Relativity/TidalForces]]: Wikiversity name conventions #REDIRECT [[General Relativity/TidalForces]] 22751 76763 2007-01-15T22:29:33Z Mu301 3705 {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-29.023 |Source=own work |Date=2006-12-29T0 {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-29.023 |Source=own work |Date=2006-12-29T00:33Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006sr 20061229.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22752 76782 2007-01-15T22:46:03Z Mu301 3705 {{Information |Description=Supernova 2006sr in the galaxy UGC 14. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2007-01-02.960 |Source=own work |Date=2007-01-02T23:03Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006sr 20070102.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22753 76770 2007-01-15T22:35:05Z Mu301 3705 {{Information |Description=Supernova 2006td in the galaxy LEDA 74050. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-29.082 |Source=own work |Date=2006-12- {{Information |Description=Supernova 2006td in the galaxy LEDA 74050. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2006-12-29.082 |Source=own work |Date=2006-12-29T01:58Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006td 20061229.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22754 76785 2007-01-15T22:47:39Z Mu301 3705 {{Information |Description=Supernova 2006td in the galaxy LEDA 74050. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI with no filter on 2007-01-03.083 |Source=own work |Date=2007-01-03T02:00Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions=[[:Image:SN2006td 20070103.png]] }} [[Category:Supernova Images]] == Licensing == {{GFDL-self}} 22755 76789 2007-01-15T22:48:56Z JWSchmidt 20 [[Topic:Greek Hoplites]] moved to [[Greek Hoplites]]: Wikiversity name conventions #REDIRECT [[Greek Hoplites]] 22757 76804 2007-01-15T23:24:37Z JWSchmidt 20 [[Category:Architecture]] Man-made structures mark one of the earliest symbols of human civilization. As a result of this, the study of the [[w:en:Architectural_history|history of architecture]] is an enlightening task, and a rewarding journey. This course is further subdivided into Ancient Architecture, Medieval Architecture, Classical Architecture, [[w:en:Chinese_architecture|Chinese Architecture]] and Contemporary Architecture. ==Ancient Architecture== This section covers the time period ranging from earliest civilzations to the beginning of Middle Ages ( the fall of West Roman empire 5th Century CE). ==Medieval Architecture== This section covers a wide spectrum of architectural developments throughout the Middle Ages and up until the revival of classical architecture. ==Classical Architecture== This section covers the revival of the classic structures of ancient architecture, from its inital phase in Italy to the dying phase of the industrial revolution. ==Chinese Architecture== This section covers the history and theory of ancient Chinese architecture, from its inital phase in China to the influence it has exerted in Korea and later Japan to the east, and Vietnam to the south. ===Korean Architecture=== ===Japanese Architecture=== ==Contemporary Architecture== This section covers the era of Industrial revolution and the period extending thereafter to the present day, including Postmodernism, Neomodernism, Deconstructivist etc. ====Philip Johnson==== Johnson is a postmodernist architect who has designed a nuclear cooling tower in Rehovat, Israel, the Glass House, the Crystal Cathedral, and the Pittsburgh Plate Glass building, and the Four Seasons Restaurant inside the Seagram Building in New York. He has also done work for Sony and Transco. [[Category:Architecture]] 22763 76835 2007-01-16T00:40:33Z JWSchmidt 20 [[Topic:Introduction to Programming Logic/Key Terms]] moved to [[Introduction to Programming Logic/Key Terms]]: Wikiversity name conventions #REDIRECT [[Introduction to Programming Logic/Key Terms]] 22764 76837 2007-01-16T00:42:03Z JWSchmidt 20 [[Topic:Introduction to Programming Logic/Lesson 1: Variables]] moved to [[Introduction to Programming Logic/Lesson 1: Variables]]: Wikiversity name conventions #REDIRECT [[Introduction to Programming Logic/Lesson 1: Variables]] 22765 76839 2007-01-16T00:42:39Z JWSchmidt 20 [[Topic:Introduction to Programming Logic/Lesson 2: Conditionals and Logic]] moved to [[Introduction to Programming Logic/Lesson 2: Conditionals and Logic]]: Wikiversity name conventions #REDIRECT [[Introduction to Programming Logic/Lesson 2: Conditionals and Logic]] 22766 77085 2007-01-16T16:52:40Z JWSchmidt 20 [[Category:Journalism]] #[[User:Elatanatari|Elatanatari]] 00:47, 16 January 2007 (UTC) [[Category:Journalism]] 22767 76963 2007-01-16T05:40:39Z Cio 5373 /* '''Expressions''' */ == '''Variables''' == A [[http://en.wikipedia.org/wiki/Variables#In_computer_programming|variable]] variable in C is the symbolic representation of a stored value in memory. Memory is some form of physical hardware on a computer that either temporarily or permanently stores data. Variables are used to manipulate data in memory. To that extent, they are declared and defined. To use a variable it must first be declared, preceding the alphanumeric representation with a type. The type used to represent a variable is a constraint placed on the representation of the data’s format and length in memory. Primitive data types in C, for instance, are restricted to storage in memory that is no greater than 8, 16, 32, or 64 bits. One example of a data type in C is the ‘int’, which (depending on compiler implementation) is restricted to 32 bits. In addition to the length, types are constrained by format. In this case, the ‘int’ is limited to integer data. The declaration of a variable, then, starts with the data type, and is followed by the identifier (the alphanumeric name). To indicate the end of the declaration, use a semicolon. Like this: int a; In this example, ‘int a;’, has a data type of ‘int’ and an identifier, ‘a’. The variable ‘a’, can store a value no greater than 32 bits. The value currently assigned to the variable ‘a’, is undefined, but is constrianed to an integer format. In C, defining the variable is the act of assigning value to it. To do so, use the assignment operator, ‘=’. The assignment operator is not to be confused with the mathematical sign of equality. In mathematics it is used to indicate equality; however, in C, it is used to assign value to a variable. So, the definition of a variable, in C, begins with the variable identifier, followed by the assignment operator, and then an integer. Like the declaration, to indicate the end of the definition, use the semicolon. Here is an example: a = 16; In this example, the value 16 is assigned to the variable ‘a’. == '''Expressions''' == To manipulate the variable, ‘a’, declared and defined in the previous section, an expression is needed. By definition, an [[http://en.wikipedia.org/wiki/Expression_%28programming%29|expression]] expression, in ‘C’, is an interpreted combination of values, variables, operators or functions. There are a number of operators available including addition, ‘+’, subtraction, ‘-‘, division ‘/’, and multiplication ‘*’. In an expression, the variable name on the left side of the assignment operator represents the area of memory that stores interpreted results. Variable and constants on the right side of the assignment operator are interpreted to determine a result prior to assignment. Note the these definitions and declarations: int a; int b; a = 0; b = 8; What follows is an expression which manipulates storage in memory: a = b + 24; In this expression, the constant ‘24’, is added to the value stored in the variable ‘b’. The result of that calculation, then, is assigned to a memory location, symbolically represented by the variable ‘a’. After the interpretation of the expression, the variable 'a' is equal to the value 32. [[Category:C computer language]] 22768 76853 2007-01-16T01:02:25Z JPatrickBedell 5298 {{Information |Description=Layer thickness for a representative CMOS process, circa 1990. |Source=Own work. |Author=J. Patrick Bedell (User:JPatrickBedell) |Date=2007-01-15 |Permission=[[GFDL]] }} == Summary == {{Information |Description=Layer thickness for a representative CMOS process, circa 1990. |Source=Own work. |Author=J. Patrick Bedell (User:JPatrickBedell) |Date=2007-01-15 |Permission=[[GFDL]] }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22769 76854 2007-01-16T01:02:30Z JWSchmidt 20 [[Category:Philosophy]] <h2>The Existence of Japanese Philosophy</h2> The Japanese term for philosophy, ''kitetsugaku'' (abbreviated from kikyū tetsuchi, "the science of seeking wisdom"), was introduced by Nishi Amane<sup id="1back">[[#1|1]]} (1829-1897) in 1862 when he was preparing his lectures on Greek and European philosophy.<sup id="2back">[[#2|2]]} Twelve years later, he abbreviated the term further to the now standard ''tetsugaku'' (哲学).<sup id="3back">[[#3|3]]} The word was used to describe something that the Japanese perceived sometimes favourably, as a necessary condition to develop a modern society, sometimes with distrust, as a loss of spirituality or an ethnocentric menace, but always as foreign and completely alien to their culture. This led [[Wikipedia:Nakae Chomin|Nakae Chōmin]] to declare in 1901 that <blockquote>from antiquity to the present day, there has never been any philosophy in Japan.<sup id="4back">[[#4|4]]}</blockquote> However, the philosophy that Nakae Chōmin was referring to was, primarily, the elaborate political philosophy of [[Wikipedia:Jean-Jacques Rousseau|Rousseau]] and similar theories of [[Wikipedia:social Justice|social Justice]].<sup id="5back">[[#5|5]]</sup> This brand of thought is just a particular strand of philosophy and, although it is arguably absent from the [[Wikipedia:Japan|history of Japan]] before the Meiji era,<sup id="6back">[[#6|6]]</sup> this is hardly an argument against the existence of Japanese philosophy prior to its introduction from the West. If the existence of Chinese and Indian philosophies is widely acknowledged, is it not legitimate to ask the question whether there is in Japanese culture something that we ought to refer to as Japanese philosophy? The word “philosophy” can be understood in different ways. We sometimes say things like “the firm’s philosophy” or “the University’s philosophy” meaning an attitude towards finance, education, life, etc., but “philosophy” can also have a more technical sense, when we refer to “the philosophy of Aristotle,” for example. It is the latter technical meaning that we are concerned with in this article.<sup id="7back">[[#7|7]]</sup> It might be objected that we are trying to apply a Western concept in a culture that might not perceive philosophy as something distinct from religious spirituality or from literature. I believe the objection is valid. However, the fact that we are using our own words and concepts to speak about Japanese culture does not necessarily entail that we are trying to impose our way of understanding. In our search for philosophical issues and reasoning, we must be aware of the fact that the problems we are focusing on, which we consider philosophical, might not be perceived by the Japanese as a separate discipline or body of thought. The existence of a history of philosophy in Japan is not enough to prove that Japanese philosophy exists<sup id="8back">[[#8|8]]</sup> because it can be argued (as even some Japanese philosophers argue) that philosophy is something imported into Japan from China (and later from the West) and that there is nothing genuinely Japanese in it. '''Blocker''' & '''Starling''' (2001) argue that Japan did not just import, copy and, perhaps, develop Chinese and Western philosophy, but that it understood the problems in a completely new way. Doctrines were reinterpreted, solutions were viewed in a different light, and thought developed in a genuinely Japanese way. This is, of course, a controversial claim, as Nakae Chōmin's remark (quoted [[#4back|above]]) shows. ===Philosophical thought in the history of Japan=== The history of philosophy in Japan can roughly be divided into four periods,<sup id="9back">[[#9|9]]</sup> the first of which begins with the introduction of [[Wikipedia:Buddhism|Buddhism]] into Japan in the sixth century.<sup id="10back">[[#10|10]]</sup> The first great impulse to the spreading of this religion was given by [[Wikipedia:Prince Shotoku|Prince Shōtoku]] when he took office half a century after its official introduction into the country.<sup id="11back">[[#11|11]]</sup> Prince Shōtoku was mainly interested in giving his people a better moral code and in providing a justification for the rule of the imperial throne. In his famous ''Seventeen-Article Constitution'', he writes:<blockquote>[A]ll men have hearts, and each heart has its own leanings. Their right is our wrong, and our right is their wrong. We are not unquestionably sages, nor are they unquestionably fools. [...] Therefore, although others give way to anger, let us on the contrary dread our own faults, and, though we alone may be in the right, let us follow the multitude and act like them.<sup id="12back">[[#12|12]]</sup></blockquote>The values of harmony and obedience are emphasized repeatedly in the Constitution in such a way as to be moral guidelines and, at the same time, justify the position of the rulers.<blockquote>Harmony is to be valued, and an avoidance of wanton opposition is to be honoured. [...] when those above are harmonious and those below are friendly, [...] what is there which cannot be accomplished?<sup id="13back">[[#13|13]]</sup></blockquote>Although Buddhism is a religion, and not a philosophical doctrine, it nevertheless raised questions about the ultimate nature of reality that were sometimes examined in a philosophical way. We encounter a situation similar to that of Christian thought during the middle ages, where, although philosophy is closely linked to religious thought, it is not absent, and it is still possible to trace its development. The famous scholar Ètienne Gilson describes the situation as follows:<blockquote>The emphasis of this book is on philosophy itself; it is primarily concerned with the history of philosophical ideas even though, as is generally the case in the middle ages, philosophy is only found in a theological context.<sup id="14back">[[#14|14]]</sup></blockquote>Buddhism encouraged the attainment of a state of [[Wikipedia:Enlightenment %28Buddhism%29|enlightenment]] in which one finally realized that the ultimate nature of reality was a transcendent Oneness. At the time that it was being introduced into Japan, Chinese Buddhism, heavily influenced by [[Wikipedia:Yogacara|Yogācāra]] idealism conceived empirical reality as something empty (''śūnyatā''), a trick of the mind which had to be overcome.<blockquote>[The four Buddhist schools'<sup id="15back">[[#15|15]]</sup>] final aim was to prove the vacuity (''śūnyatā'') of all intellectual modes -the ''roots'' of the presented universe- by drawing attention to the real experience, which is transcendent (''atīndriya''). The transcendent experience, being neither intellectual nor sensuous, is realized only by the Buddhist triadic discipline.<sup id="16back">[[#16|16]]</sup></blockquote>Japan’s indigenous religion, [[Wikipedia:Shinto|Shintō]], was also holistic.<blockquote>[I]n the East things are endowed with a Spirit, an element of divinity which gives them significance in the universe. Called [...] ''Kami'' by Shintoists, this essence cements the oneness of all nature’s components.<sup id="17back">[[#17|17]]</sup></blockquote>However, whereas Chinese Buddhism’s objective was to ‘transcend nature, to move out of a crude natural state into an “enlightened” one,’<sup id="18back">[[#18|18]]</sup> Shintoists worshiped the ''Kami'' present in the world of everyday experience.<sup id="19back">[[#19|19]]</sup> This natural attitude in the culture of the time led thinkers like [[Wikipedia:Saicho|Saichō]], [[Wikipedia:Kukai|Kūkai]] and [[Wikipedia:Dogen|Dōgen]], among others, to move away from Yogācāra idealism and to emphasize that empirical reality is not empty (''śūnyatā''), that there is ''nothing'' beyond this everyday experience. Dōgen writes:<blockquote>To study Buddhism is to study oneself. To study oneself is to forget oneself. To forget oneself is to realize oneself as all things [in the world]. To realize oneself as all things is to strip off one’s own mind and body and the mind and body of others.<sup id="20back">[[#20|20]]</sup></blockquote>Dōgen’s conception of enlightenment does not involve going beyond the world of phenomena to achieve Oneness. Instead the mind realizes that it ‘is walls and pebbles; it is mountains, rivers, and the earth.’<sup id="21back">[[#21|21]]</sup> During the Tokugawa period, a turn towards practical matters of ethics and government led to a renewed interest in [[Wikipedia:Confucianism|Confucianism]].<sup id="22back">[[#22|22]]</sup> Some elements of Confucianism were already present in the culture transmitted from China during the Buddhist phase. [[Wikipedia:Zen|Zen]] monasteries played an important part in its diffusion as a complement to the learning process.<sup id="23back">[[#23|23]]</sup> Even Prince Shōtoku’s constitution contains some Confucianist elements.<blockquote>When you receive imperial commands, fail not scrupulously to obey them. The lord is Heaven, the vassal is Earth. [...] If the Earth attempted to overspread, Heaven would simply fall in ruin. Therefore it is that, when the lord speaks, the vassal listens; when the superior acts, the inferior yields compliance.<sup id="24back">[[#24|24]]</sup></blockquote>However, the Japanese interpretation of Confucianism was, again, a distortion of the original doctrine. For example, [[Wikipedia:Mengzi|Mengzi]] (Mencius), one of the most important interpreters of [[Wikipedia:Confucius|Confucius]], claimed that when the government does not support the interests of the ordinary people, it is legitimate for them to rebel against it. Mengzi’s interpretations were completely ignored by Tokugawa Confucianism.<sup id="25back">[[#25|25]]</sup> Towards the end of the Tokugawa era, some writers started questioning the validity of the culture that had been entering from China and they turned to Japan’s Shintoist tradition. Among these writers was [[Wikipedia:Motoori Norinaga|Motoori Norinaga]] (1730-1801), who severely criticised any rational attempt to understand fundamental truths. The human mind, according to Motoori, is too limited to grasp the divine doctrine that only the Japanese had transmitted correctly.<sup id="26back">[[#26|26]]</sup><blockquote>But in the foreign countries where the Right Way has not been transmitted this act of divine creativity is not known. Men there have tried to explain the principle of Heaven and earth by such theories as the [[Wikipedia:Yin Yang|yin and yang]], the hexagrams of the [[Wikipedia:I Ching|Book of Changes]], and the [[Wikipedia:Five elements|Five elements]]. But all of these are fallacious theories stemming from the assumptions of the human intellect and they in no wise represent the true principle.<sup id="27back">[[#27|27]]</sup></blockquote>Motoori also insisted on the importance of everyday experience and criticised philosophical theories for encouraging us ‘[n]ot to be happy over happy events, not to be sad by sorrowful events [...] in a word, to consider it proper not to be moved by whatever happens.’<sup id="28back">[[#28|28]]</sup>This critique of foreign thought continued through the Meiji period and still lasts today. Against the enthusiast rationalists, eager to adopt Western thought, some thinkers turned to Japan’s tradition (sometimes with a very biased and ethnocentric attitude<sup id="29back">[[#29|29]]</sup>) and developed a critique of European modernity. The problematic nature of European philosophy was described by [[Wikipedia:Nishida Kitaro|Nishida Kitarō]] (1870-1945) in the following terms:<blockquote>Japan’s attitude in adopting European Culture was problematic in every respect. The Japanese did not try to transplant the roots of the plant, but simply cut off eye-catching flowers [...] but the roots that could have produced such blossoms did not come to grow in our country.<sup id="30back">[[#30|30]]</sup></blockquote>Japanese philosophers were quick to recognize the similarities between [[Wikipedia:Georg_Wilhelm_Friedrich_Hegel|Hegel’s]] holistic philosophy and their own inherited interpretation of Buddhist philosophy. Nishida and the other members of the [[Wikipedia:Kyoto School|Kyōto school]] of philosophers adopted [[Wikipedia:Martin Heidegger|Heidegger’s]] [[Wikipedia:phenomenology|phenomenological method]], but also developed a critique of his project. Nishida claimed that Heidegger, in his [[Wikipedia:Being and Time|Being and Time]]<sup id="31back">[[#31|31]]</sup>, had given too much priority to the concept of ''time'' over ''space''. By introducing his concept of ''pure experience'', Nishida tried to overcome the subject-object duality problem,<sup id="32back">[[#32|32]]</sup> something he believed even Heidegger had succumbed to. This dissolving of the individual consciousness defended by the Kyōto school philosophers was used in the 1930s in favour of the rising ideology of the time: the abandoning of subjective interests in favour of the interests of the state. The Kyōto school has been much criticised for this, especially from democratic and [[Wikipedia:Marxism|Marxist]] movements within Japan. Japanese philosophy finds itself today in the tension between the overcoming of the subject-object duality of Western thought, on the one hand, and the development of critical thinking, on the other.<sup id="33back">[[#33|33]]</sup> ===Conclusion: Japanese Philosophy?=== This article argues that we can find a tradition of philosophical thought in the history of Japan (about the ultimate nature of reality, aesthetic appreciation of life, ethics and politics) and that this tradition is not just a collection of problems or doctrines imported from China and Europe. However, some Japanese philosophers have argued that there was no genuine Japanese philosophy before the Meiji era. For example, Sakamoto Hyakudai writes:<blockquote>When asked [...] to explain the essence of “Japanese Philosophy,” one cannot but experience a twinge of regret to have to respond that “There is no such thing; everything is imported, imitated.”<sup id="34back">[[#34|34]]</sup></blockquote>This comment is backed by Nakamura Yūjirō’s claim that ‘Nishida’s work is the ''first'' to deserve the name of philosophy.’<sup id="35back">[[#35|35]]</sup> The reader may wish to take these comments as a counterargument. However, the motivation for these statements might be the Japanese understanding of themselves as intuitive instead of rational; interested in everyday experience instead of abstract transcendent realms.<sup id="36back">[[#36|36]]</sup> But, as we have seen above, this insistence on everyday reality is precisely one of the main characteristics of the Japanese way of doing philosophy. In the words of [[WIkipedia:Daisetz_Teitaro_Suzuki|Suzuki Daisetsu]]:<blockquote>The Japanese Mind is so attached to the earth that it would not forget, however mean they may be, the grasses growing under the feet.<sup id="37back">[[#37|37]]</sup></blockquote> ===Footnotes=== <sup id="1">[[#1back|1]]</sup> I have adopted the convention followed in most modern studies of Japan of using the technically correct Japanese name-order, with the family name before the personal name.<br /> <sup id="2">[[#2back|2]]</sup> '''Blocker''' & '''Starling''' (2001 p.119).<br /> <sup id="3">[[#3back|3]]</sup> '''Ibid.'''<br /> <sup id="4">[[#4back|4]]</sup> '''Ibid.''' p.1. Nakae Chōmin was the pen name of Nakae Tokusuke.<br /> <sup id="5">[[#5back|5]]</sup> '''Kaufman-Osborn''' (1992).<br /> <sup id="6">[[#6back|6]]</sup> I say that it is ''arguable'' that no philosophical reflection had existed before the [[Wikipedia:Meiji Era|Meiji Era]] on matters of social justice because, during the [[Wikipedia:Tokugawa|Tokugawa]] period, some Confucianists had given serious thought to issues of benevolent rule and obedience. Consider, for example, the following text by Kumazawa Banzan (1619-1691):<blockquote>Benevolent rule cannot be extended throughout the land without first developing our material wealth. In recent times there have been a great many people with no one to turn to: that is, with no one to depend upon, no place to go for help, and no work by which to support their parents, wives and children. ('''Blocker''' & '''Starling''', 2001 pp.92-93)</blockquote>Nakae Chōmin himself issued a proposal to 'reinstate Confucian texts within the public school curriculum' ('''Kaufman-Osborn''', 1992 p.56).<br /> <sup id="7">[[#7back|7]]</sup> It is clear that both meanings are related to each other, but an analysis of this interrelation is beyond the scope of this article. A discussion of the issue can be found in '''Pirie''' (1988 pp.3-52) and '''Blocker''' & '''Starling''' (2001 pp.12-23).<br /> <sup id="8">[[#8back|8]]</sup> Otherwise, it would also be possible to prove the existence of Japanese philosophy just by pointing to Japanese philosophers ([[Wikipedia:Nishida Kitaro|Nishida]], Tanabe, Watsuji, etc.) and Japanese philosophy departments (Kyōto, Hokkaido, Hiroshima, etc.).<br /> <sup id="9">[[#9back|9]]</sup> '''Blocker''' & '''Starling''' (2001).<br /> <sup id="10">[[#10back|10]]</sup> '''Miyamoto''' (1967).<br /> <sup id="11">[[#11back|11]]</sup> Prince Shōtoku took office in 593. The [[Wikipedia:Nihongi|Nihongi]] states that Buddhism was introduced when a copper statue of [[Wikipedia:Buddha|Buddha]] was presented to the emperor [[Wikipedia:Kimmei|Kimmei]] in 552, but there is some controversy about the dates. For more information, see '''Miyamoto''' (1967, p.4)<br /> <sup id="12">[[#12back|12]]</sup> '''Miyamoto''' (1967, p.7).<br /> <sup id="13">[[#13back|13]]</sup> '''Ibid.'''<br /> <sup id="14">[[#14back|14]]</sup> '''Gilson''' (1955, p.v).<br /> <sup id="15">[[#15back|15]]</sup> Vaibhāsikas, Sautrānticas, Mādhyamikas and Yogācāras.<br /> <sup id="16">[[#16back|16]]</sup> '''Sarkar''' (1968 p.60).<br /> <sup id="17">[[#17back|17]]</sup> '''Puck Brecher''' (2000 pp.57-58).<br /> <sup id="18">[[#18back|18]]</sup> '''Ibid.''' p.45. The intellectual climate of the time was much more complicated than is suggested by this description, but a detailed analysis of the different schools of Buddhist thought and their relation to Chan (Zen) and Tao traditions is beyond the scope of this article. See '''Blocker''' & '''Starling''' (2001).<br /> <sup id="19">[[#19back|19]]</sup> '''Kennedy''' (1910 pp.226-230).<br /> <sup id="20">[[#20back|20]]</sup> '''Ueda''' (1967, p.170).<br /> <sup id="21">[[#21back|21]]</sup> '''Dōgen''': ''Shōbōgenzō'', cited in '''Nakamura''' (1967 p.187).<br /> <sup id="22">[[#22back|22]]</sup> See note [[#6|6]].<br /> <sup id="23">[[#23back|23]]</sup> '''Hori''' (1994, pp.15-18), '''Blocker''' & '''Starling''' (2000).<br /> <sup id="24">[[#24back|24]]</sup> '''Miyamoto''' (1967, p.6).<br /> <sup id="25">[[#25back|25]]</sup> '''Blocker''' & '''Starling''' (2000 p.66).<br /> <sup id="26">[[#26back|26]]</sup> '''Ibid.''' pp.103-110.<br /> <sup id="27">[[#27back|27]]</sup> '''Ibid.''' p.105.<br /> <sup id="28">[[#28back|28]]</sup> '''Ibid.''' p.109.<br /> <sup id="29">[[#29back|29]]</sup> '''Sakamaki''' (1967).<br /> <sup id="30">[[#30back|30]]</sup> '''Blocker''' & '''Starling''' (2000 pp.124-125).<br /> <sup id="31">[[#31back|31]]</sup> '''Heidegger''' (1996).<br /> <sup id="32">[[#32back|32]]</sup> '''Riepe''' (1961).<br /> <sup id="33">[[#33back|33]]</sup> On this conflict between the individual consciousness and the Universal, see '''Furukawa''' (1967), '''Kōsaka''' (1967), '''Kawashima''' (1967), '''Nakamura''' (1967).<br /> <sup id="34">[[#34back|34]]</sup> '''Blocker''' & '''Starling''' (2000 p.1).<br /> <sup id="35">[[#35back|35]]</sup> '''Ibid.''' p.2.<br /> <sup id="36">[[#36back|36]]</sup> The experiential and anti-intellectual characteristics of the Japanese mind are explored in '''Moore''' (1967).<br /> <sup id="37">[[#37back|37]]</sup> '''Puck Brecher''' (2000 p.60). ===Bibliography=== [1] '''Blocker, H. G.''' & '''Starling, C. L.''' (2001) ''Japanese Philosophy''. Albany, State University of New York Press.<br /> [2] '''Furukawa, T.''' (1967) ''The Individual in Japanese Ethics'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [3] '''Gilson, E.''' (1955) ''History of Christian Philosophy in the Middle Ages''. London, Sheed and Ward.<br /> [4] '''Heidegger, M.''' (1996) ''Being and Time''. Albany, State University of New York Press.<br /> [5] '''Hori, G. V. S.''' (Winter, 1994) ''Teaching and Learning in the Rinzai Zen Monastery''. ''Journal of Japanese Studies'', Vol. 20, No. 1. pp.5-35.<br /> [6] '''Kaufman-Osborn, T. V.''' (Feb., 1992) ''Rousseau in Kimono: Nakae Chōmin and the Japanese Enlightenment'', in ''Political Theory''. Vol. 20 No. 1, pp.53-85.<br /> [7] '''Kawashima, T.''' (1967) ''The Status of the Individual in the notion of Law, Right and Social Order in Japan'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [8] '''Kōsaka, M.''' (1967) ''The Status and the Role of the Individual in Japanese Society'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [9] '''Kennedy, J. M.''' (1910) ''The Religions and Philosophies of the East''. London, J. Werner Laurie.<br /> [10] '''Miyamoto, S.''' (1967) ''The relation of Philosophical Theory to Practical Affairs in Japan'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [11] '''Moore, C. A.''' (1967) ''Editor’s Suppliment'' [sic.]: ''The Enigmatic Japanese Mind'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [12] '''Nakamura, H.''' (1967) ''Consciousness of the Individual and the Universal Among the Japanese'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [13] '''Pirie, M.''' (1988) ''Micropolitics''. Wildwood House.<br /> [14] '''Puck Brecher, W.''' (2000) ''An Investigation of Japan’s Relationship to Nature and Environment''. Japanese Studies, Vol. 12. The Edwin Mellen Press.<br /> [15] '''Riepe, D.''' (Jun., 1961) ''An Introduction to Nishida’s Pure Radical Empiricism'', in ''Philosophy and Phenomenological Research'', Vol. 21, No. 4. pp.479-489.<br /> [16] '''Sakamaki, S.''' (1967) ''Shintō: Japanese Ethnocentrism'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [17] '''Sarkar, A. K.''' (1968) ''Changing Phases of Buddhist Thought. A Study in the Background of East-West Philosophy''. Bharati Bhawan.<br /> [18] '''Ueda, Y.''' (1967) ''The Status of the Individual in Mahāyāna Buddhist Philosophy'', in '''Moore, C. A.''' (ed.) (1967) ''The Japanese Mind. Essentials of Japanese Philosophy and Culture''. Honolulu, University of Hawaii Press, East-West Center Press.<br /> [[Category:Philosophy]] 22770 76860 2007-01-16T01:13:28Z JPatrickBedell 5298 {{Information |Description=Illustration of CMOS opening formation by [[XeF2]] etching. |Source=Own work. |Date=2007-01-15 |Author=[[User:JPatrickBedell]] |Permission=[[GFDL]],[[USPD]] |other_versions= }} == Summary == {{Information |Description=Illustration of CMOS opening formation by [[XeF2]] etching. |Source=Own work. |Date=2007-01-15 |Author=[[User:JPatrickBedell]] |Permission=[[GFDL]],[[USPD]] |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22773 76893 2007-01-16T03:02:52Z JWSchmidt 20 from [[Topic:Learning Objects]] == General LO information == '''Read:''' #[[w:Learning management system|Learning management system]] #[http://jodi.ecs.soton.ac.uk/Articles/v03/i04/Polsani/ Use and Abuse of Reusable Learning Objects] (Pithamber R. Polsani - Learning Technology Center, University of Arizona) #... '''Explore:''' #[http://cnx.org/content/ Content Commons (Connexions)] - an repository of Learning Objects (Their [[circle of fifths]] learning object is cool, I think) #... == Metadata == Creating cute, interesting learning objects is probably going to become (if it hasn't already) a trendy educational craft for institutions in the coming years. LOs may even become a type of [[Topic:Concurrency and Real-Time Programming|currency]] in an educational capital exchange system, if [[w:Social capitalism|some folks]] have a say. The nuts and bolts of how to store and retrieve them, advertize their existance, classify, homogenize and standardize them is a job terse enough for [[Topic:Object-Oriented Programming|OOPies]] and quirky enough for [[Topic:Artificial Intelligence|Kurzweiliophiles]]. The Ghod-like IEEE has come up with an open standard: *IEEE 1484.12.1 – 2002 Standard for Learning Object Metadata (See [[wikipedia:Learning object|Learning object]] and [[m:Learning object metadata|Learning object metadata]]) Here's the ''simplified'' outline for a "standard" LOM model: * 1 General o 1.1 Identifier + 1.1.1 Catalog + 1.1.2 Entry o 1.2 Title o 1.3 Language o 1.4 Description o 1.5 Keyword o 1.6 Coverage o 1.7 Structure o 1.8 Aggregation Level * 2 Life Cycle o 2.1 Version o 2.2 Status o 2.3 Contribute + 2.3.1 Role + 2.3.2 Entity + 2.3.3 Date * 3 Meta-Metadata o 3.1 Identifier + 3.1.1 Catalog + 3.1.2 Schema o 3.2 Contribute + 3.2.1 Role + 3.2.2 Entity + 3.2.3 Date o 3.3 Metadata Schema o 3.4 Language * 4 Technical o 4.1 Format o 4.2 Size o 4.3 Location o 4.4 Requirement + 4.4.1 OrComposite # 4.4.1.1 Type # 4.4.1.2 Name # 4.4.1.3 Minimum Version # 4.4.1.4 Maximum Version o 4.5 Installation Remarks o 4.6 Other Platform Requirements o 4.7 Duration * 5 Educational o 5.1 Interactivity Type o 5.2 Learning Resource Type o 5.3 Interactivity Level o 5.4 Semantic Density o 5.5 Intended End User Role o 5.6 Context o 5.7 Typical Age Range o 5.8 Difficulty o 5.9 Typical Learning Time o 5.10 Description o 5.11 Language * 6 Rights o 6.1 Cost o 6.2 Copyright and Other Restrictions o 6.3 Description * 7 Relation o 7.1 Kind o 7.2 Resource + 7.2.1 Identifier # 7.2.1.1 Catalog # 7.2.1.2 Entry + 7.2.2 Description * 8 Annotation o 8.1 Entity o 8.2 Date o 8.3 Description * 9 Classification o 9.1 Purpose o 9.2 Taxon Path + 9.2.1 Source + 9.2.2 Taxon # 9.2.2.1 Id # 9.2.2.2 Entry o 9.3 Description o 9.4 Keyword Simple enough, eh? See [[m:Learning Object Metadata]] for the [[Topic:MediaWiki]] Learning Object integration project. If there is enough interest, we will look into incorporating Learning Object Metadata into the MediaWiki engine. See also [[MediaWiki Project]]. == Human Touch == Section 5 - the Educational part of the specification is perhaps the most interesting in terms of [[w:Human-machine interface]] and the socio-technical usage of such a specification or model. We'll see if we can make some sense: # 5.1 Interactivity Type # 5.2 Learning Resource Type # 5.3 Interactivity Level # 5.4 Semantic Density # 5.5 Intended End User Role # 5.6 Context # 5.7 Typical Age Range # 5.8 Difficulty # 5.9 Typical Learning Time # 5.10 Description # 5.11 Language '''Read:''' #[[m:Talk:Learning object metadata]] - Conversation between [[User:CQ|me]] and [[User:JWSchmidt|JWSurf]] about the ''possibility'' of using LOM in a [[w:Wiki|Wiki]] environment '''Explore:''' Do some searches for "Learning Object" adding the terms above to your search. Let's see what you find: #... == Object Orientation == I'm pretty much a novice at [[Topic:Object-Oriented Programming|OOP]], having had little formal education, but I have subjected myself to the rigors of reading Booch, Rambaugh, and Jacobsen stuff for a while. The ideas that bounce around in my head after emmersing myself in their [[Topic:Learning Objects/Glossary|glossary of terms]], '''do''' tend to [[Special:Search|find]] some ''expression'' in learning objects. (I'm not a programmer, but I play one on TV): #Entity relationships &ndash; [[w:institution|institution]]/[[w:faculty|faculty]]/[[w:student_body|student_body]] -> [[w:curriculum|curriculum]] #Model and schema &ndash; [[learning community]]/[[collaborative learning]] -> [[curriculum]] #Role, identity, activity &ndash; teacher/learner [[:Category:dialog|dialog]] #Metaobject facility &ndash; [[Wikiversity]] #... These things get more interesting, once you see them applied. I'm about to open [[Topic:Object-Oriented Programming]] for what it's worth. (Someone has to do it) ==Research== [[Template_talk:TemplateTaskforce|Think with me]]. Are [[Wikiversity:Templates]] Learning Objects in themselves? [[Topic talk:Learning Objects|Talk with me]]. [[Category:Computer Science]] [[Category:Education]] 22776 76906 2007-01-16T03:33:07Z JWSchmidt 20 from [[Topic:Logic]] Logic is the analysis of arguments. An argument is formed out of a set of premises and a conclusion. When writing out arguments it is common to number the premises and then separate them from the conclusion by a horizontal line. For example: :{|border=1 |'''1.''' Mary is in the den. '''2.''' John is in the library.<br> '''3.''' The den is a room separate from the library. ---- Mary and John are in separate rooms. |} There are two types of logic: deductive and inductive. Deductive logic makes arguments by drawing conclusions directly based on the premises, such as the example argument above. These arguments tend to resemble geometrical proofs. This type of logic gives us no new information, but as long as logical fallacies (discussed below) are avoided, it can be counted on to be correct. Inductive logic involves a certain amount of probability, assumption and generalization, but can give new information as well. A common example of inductive logic is the assumption by most of the people on the planet that the sun will rise tomorrow morning because it has risen every morning that anyone can remember. That certainly doesn't mean that the sun ''has'' to rise in the morning, but it ''probably'' will. The discipline of logic has recently been invigorated by its merger with the discipline of mathematics. In 1854, George Boole wrote the book, "The Laws of Thought", in which he applied the methods of algebra to the study of logic. This marked the beginning of a revolution in the discipline. Now, the modern discipline of logic is incomplete without a background in mathematics. The idea of "set" is central to the modern discipline of mathematics and logic. A set can contain an infinite number of members or elements. Members in a set may be related in some way but do not necessarily have to be related. For example, there could be a set whose members contain: President Bush, Democrats, brown desk, the number 3, and Scooby-Doo. One important rule in Logic in evaluating sets is called, “Axiom of Extensionality”. This rule states for any sets A and B, A=B if and only if A and B have exactly the same elements. The axiom of Extensionality basically states that order and repetitions in a set do not matter. == Logical Fallacies == There are two types of logical fallacies: formal and informal. Formal fallacies have to do with the structure of the argument, and informal fallacies have to do with the content. These often have Latin names with English nicknames. === Fallacies: Resources === [http://en.wikipedia.org/wiki/Syllogistic_fallacy Wikipedia's] list of formal fallacies. [http://en.wikipedia.org/wiki/Fallacy Wikipedia's more exhaustive list of formal and informal fallacies], but this page is short on citation. [http://www.fincher.org/Misc/LogicalFallacies.shtml Fincher.org] discusses both formal and informal fallacies. [http://www.nizkor.org/features/fallacies/ Nizkor's] list of fallacies, not broken into formal vs. informal categories. [http://www.fallacyfiles.org/index.html The Fallacy Files] is a very exhaustive list, but you'll want to know what you're looking for. [[Category:Mathematics]] [[Category:Philosophy]] 22779 76914 2007-01-16T03:44:25Z JWSchmidt 20 [[Category:Computer Programming]] This page is currently only a very very small fraction of what I intend it to be. If you have idea for topics or the heavenly inspiration to contribute something great to this topic: Please click that "edit" button and do it! Please try to keep this simple and easy to understand without prior knowledge of anything beyond introductory algebra unless the topic warrants it. If you know calculus: Good for you. That doesn't mean the average viewer of this page does. ==Number systems== The following is a list of common number systems. The names of which are derived from latin. {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Base''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Name''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Number set''' |style="border-bottom:1px solid black;"| '''Commonly used for''' |- | 1 || Unary || 1 || |- | 2 || Binary || 01 || '''Computers (*)''' |- | 3 || Ternary || 012 || |- | 4 || Quaternary || 0123 || |- | 5 || Quinary || 01234 || |- | 6 || Senary || 012345 || |- | 7 || Septenary || 0123456 || |- | 8 || Octal || 01234567 || |- | 9 || Nonary || 012345678 || |- | 10 || Decimal || 0123456789 || '''Ordinary Counting!''' |- | 11 || Undenary || 0123456789A || |- | 12 || Duodecimal || 0123456789AB || |- | 16 || Hexadecimal || 0123456789ABCDEF || '''Computers (**)''' |- | 20 || Vigesimal || Too damn long! || |- | 60 || Sexagesimal || Too damn long! || |} * Binary is used to portray the specific values of on (1) and off (0) used in digital electronics like computers * Hexadecimal is often used to portray binary numbers in a smaller, neater-seeming form ===Determining number value=== Because people tend to be most familiar with dealing with numbers in Decimal, that is the basis we will use to get a feel for a number's value. You may determine the decimal value of a number in any given base using the following formula: <font size=4>K = d * Bⁱ</font> Where: * K = Decimal value of a given number * d = Decimal value of a value in a specified base * B = Decimal value of the base of the number being evaluated * i = Decimal value of the index at which the number currently being evaluated is located (0 = right-most; 1, 2, 3, etc. are 1, 2, 3, etc. places from the right-most) In this scheme, the right-most digit in any number in any base is: * The digit place with the smallest potential value * Has an index (i) value of 0 It is common to determine the value of a number, starting with the right-most value. That's what I'm going to be doing in the following examples. ====Converting decimal to decimal==== Converting the decimal number 931 to decimal: 1 * 10^0 = 1 3 * 10^1 = 30 9 * 10^2 = 900 900 + 30 + 1 = 931 Converting the decimal number 23 to decimal: 3 * 10^0 = 3 2 * 10^1 = 20 20 + 3 = 23 ====Converting binary to decimal==== Converting the binary number 0b01001100 to decimal: 0b00000000 = 0 * 2^0 = 0 0b00000000 = 0 * 2^1 = 0 0b00000100 = 1 * 2^2 = 4 0b00001000 = 1 * 2^3 = 8 0b00000000 = 0 * 2^4 = 0 0b00000000 = 0 * 2^5 = 0 0b01000000 = 1 * 2^6 = 64 0b00000000 = 0 * 2^7 = 0 64 + 8 + 4 = 76 Converting the binary number 0b11111111 to decimal: 0b00000001 = 1 * 2^0 = 1 0b00000010 = 1 * 2^1 = 2 0b00000100 = 1 * 2^2 = 4 0b00001000 = 1 * 2^3 = 8 0b00010000 = 1 * 2^4 = 16 0b00100000 = 1 * 2^5 = 32 0b01000000 = 1 * 2^6 = 64 0b10000000 = 1 * 2^7 = 128 128 + 64 + 32 + 16 + 8 + 4 + 2 + 1 = 255 ====Converting hexadecimal to decimal==== Converting the hexadecimal number 0x16 to decimal: 6 * 16^0 = 6 1 * 16^1 = 16 16 + 6 = 22 Converting the hexadecimal number 0xBEEF to decimal: F = 15 * 16^0 = 15 E = 14 * 16^1 = 224 E = 14 * 16^2 = 3,584 B = 11 * 16^3 = 45,056 45,056 + 3,584 + 224 + 15 = 48,879 ===Decimal=== {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"|'''Place name''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Decimal Value''' |style="border-bottom:1px solid black;"| '''Scientific notation''' |- | Millions || 1,000,000 || 10⁶ |- | Hundred-thousands || 100,000 || 10⁵ |- | Ten-thousands || 10,000 || 10⁴ |- | Thousands || 1,000 || 10³ |- | Hundreds || 100 || 10² |- | Tens || 10 || 10¹ |- | Ones || 1 || 10⁰ |} {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10⁶''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10⁵''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10⁴''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10³''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10²''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10¹''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''10⁰''' |style="border-right:1px solid black;"|'''=''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''Expressed as''' |style="border-right:1px solid black;"|'''=''' |style="border-bottom:1px solid black;"| '''Decimal value''' |- | 1 |||| 2 |||| 3 |||| 4 |||| 5 |||| 6 |||| 7 |||| 1234567 |||| 1234567 |- | 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |- | 4 |||| 3 |||| 7 |||| 5 |||| 9 |||| 1 |||| 0 |||| 4,375,910 |||| 4,375,910 |- | 0 |||| 0 |||| 0 |||| 1 |||| 0 |||| 2 |||| 4 |||| 1,024 |||| 1,024 |- | 9 |||| 9 |||| 9 |||| 9 |||| 9 |||| 9 |||| 9 |||| 9,999,999 |||| 9,999,999 |} ===Binary=== Binary relys on only two digits which are usually written 0 and 1, but are easilly encoded as "off" and "on" in switch circuits, which makes Binary the language of choice in low-level Computing and Digital Electronics. {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"|'''Place name''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Decimal Value''' |style="border-bottom:1px solid black;"| '''Scientific notation''' |- | One-twenty-eights || 128 || 2⁷ |- | Sixty-fours || 64 || 2⁶ |- | Thirty-twos || 32 || 2⁵ |- | Sixteens || 16 || 2⁴ |- | Eights || 8 || 2³ |- | Fours || 4 || 2² |- | Twos || 2 || 2¹ |- | Ones || 1 || 2⁰ |} {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2⁷''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2⁶''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2⁵''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2⁴''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2³''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2²''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2¹''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''2⁰''' |style="border-right:1px solid black;"|'''=''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''Expressed as''' |style="border-right:1px solid black;"|'''=''' |style="border-bottom:1px solid black;"| '''Decimal value''' |- | 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0b00000000 |||| 0 |- | 0 |||| 1 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 1 |||| 0b01000001 |||| 65 |- | 1 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0b10000000 |||| 128 |- | 1 |||| 0 |||| 0 |||| 1 |||| 1 |||| 1 |||| 1 |||| 1 |||| 0b10011111 |||| 159 |- | 1 |||| 1 |||| 1 |||| 1 |||| 1 |||| 1 |||| 1 |||| 1 |||| 0b11111111 |||| 255 |} ===Hexadecimal=== Hexadecimal is commonly used to represent binary data, as it occupies only one quarter of the space when written down. {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"|'''Place name''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Decimal Value''' |style="border-bottom:1px solid black;"| '''Scientific notation''' |- | No thanks! || 16,777,216 || 16⁶ |- | No thanks! || 1,048,576 || 16⁵ |- | No thanks! || 65,536 || 16⁴ |- | 40-96s || 4,096 || 16³ |- | 256s || 256 || 16² |- | Sixteens || 16 || 16¹ |- | Ones || 1 || 16⁰ |} {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16⁷''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16⁶''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16⁵''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16⁴''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16³''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16²''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16¹''' |style="border-right:1px solid black;"|'''+''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''16⁰''' |style="border-right:1px solid black;"|'''=''' |style="border-right:1px solid black;border-bottom:1px solid black;"|'''Expressed as''' |style="border-right:1px solid black;"|'''=''' |style="border-bottom:1px solid black;"| '''Decimal value''' |- | 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0x00000000 |||| 0 |- | 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| 4 |||| 1 |||| 0x41 |||| 65 |- | D |||| E |||| A |||| D |||| B |||| E |||| E |||| F |||| 0xDEADBEEF |||| 3,735,928,559 |- | 0 |||| 0 |||| 0 |||| 0 |||| 0 |||| F |||| 7 |||| 3 |||| 0xF73 |||| 3,955 |- | F |||| F |||| F |||| F |||| F |||| F |||| F |||| F |||| 0x11111111 |||| 4,294,967,295 |} === Corrolary === In all number systems, prefixed zeros can be ignored, however common practise is to prefix all octal numbers with a trailing zero, all hexadecimal values with 0x and all binary numbers with zeros so that it contains a number of digits which is divisible by eight. {| cellspacing:0;cellpadding:3; style="border:1px solid black;" |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Decimal Value''' |style="border-right:1px solid black;border-bottom:1px solid black;"| '''Binary Value''' |style="border-bottom:1px solid black;"| '''Hexadecimal Value''' |- | 000 || 00000000 || 00 |- | 001 || 00000001 || 01 |- | 002 || 00000010 || 02 |- | 003 || 00000011 || 03 |- | 004 || 00000100 || 04 |- | 005 || 00000101 || 05 |- | 006 || 00000110 || 06 |- | 007 || 00000111 || 07 |- | 008 || 00001000 || 08 |- | 009 || 00001001 || 09 |- | 010 || 00001010 || 0A |- | 011 || 00001011 || 0B |- | 012 || 00001100 || 0C |- | 013 || 00001101 || 0D |- | 014 || 00001110 || 0E |- | 015 || 00001111 || 0F |- | 016 || 00010001 || 10 |- | 017 || 00010010 || 11 |- | 018 || 00010011 || 12 |- | 019 || 00010100 || 13 |- | 021 || 00010101 || 14 |- | 022 || 00010110 || 15 |- | 023 || 00010111 || 16 |- | 024 || 00011000 || 17 |- | --- || -------- || -- |- | 254 || 11111110 || FE |- | 255 || 11111111 || FF |} [[Category:Computer Programming]] 22782 76967 2007-01-16T05:44:11Z Arenofius 5379 학부 환영。 Welcome to the Korean Department at Wikiversity. This department is dedicated to teaching Korean. == Introduction to Korean == Korean is not as exotic as one might think. There are now around 80 million Korean speakers around the world. Korean is not only spoken in South and North Korea, but is also spoken in some parts of the U.S, Canada, China, Japan, Brazil, Australia, New Zealand, and others. == Courses and Projects == '''Courses offered''' <ul> <li>None <ul/><p> '''Projects/planned''' <ul> <li>Pronunciation <li>Korean writing system (see below) <li>Vocabulary beginner <li>Grammer beginner <li>Hanja <li>culture <li>Typing Korean </ul> == Basic guide to Korean writing system == Relax, reading Korean isn't as hard as it might seem. When most people think of an asian language they think of this-<p> 電點縣剎隻喘亞朱踹嗲案瘥雞 <p>No. Korean isn't like that. It has a simple alphabet that one can learn in about a week. Maybe even around a day or two.(I did) Don't worry. There are chinese characters in Korean, but they are not required to know unless you are going to read newspapers or read other difficult things. If you only know the Korean writing system, you will be fine.<p> ㅁ- This is 'm'<p> ㅏ - This is 'a' as in w<b>a</b>ter<p> ㅗ - This is 'o' as in <b>o</b>ats <p>You might be thinking, ok this isn't bad. Well there is a little more to Korean than that. It is really quite interesting, and makes this language unique. Let's say you wanted to now write 'mam' (would sound like mom) in Korean. I am sorry to say that it is not 'ㅁㅏㅁ'. It would be '맘'. Korean , in a way, stacks up its letters to create a character. There are 3 ways to stack up the letters to make a character. Please see pictures (links)(I don't know how to make pictures come up on here. I created this image on paint and it is hosted at photobucket, if anyone can make it show up on this page, I would be very thankful) <p>http://i122.photobucket.com/albums/o279/arenofius/2384.jpg<p> http://i122.photobucket.com/albums/o279/arenofius/23841.jpg<p> It may seem confusing at first but it is really quite simple. <p> You might have noticed that there at least needs to be two letters together to make one character. Letters by themselves have really no meaning.<p> Way 1 is used if the vowel in the character is ㅓ ㅏ ㅣ ㅕ ㅑ ㅐ or ㅔ. As you can see all these vowels go up to down. The reason they are not used in way 2 is because they would not fit. Vowels <b>always</b> go in box2 in ways 1 and 2. (Way 3 is a special way- I will explain later) Way 2 is used when the vowel in the character is ㅗ ㅜ ㅠ ㅛ or ㅡ. As you can see all these letters are from left to right. These are used in way 2 because once again, it would not fit in way 1. 22783 76926 2007-01-16T04:14:29Z Historybuff 5228 Template for participant lists. They look so icky in the main article, and they are error prone. {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] Participant list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/Participants|action=edit}} edit] · [{{fullurl:{{FULLPAGENAME}}/Participants|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/Participants|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/Participants|{{{{FULLPAGENAME}}/Participants}}|Add your name here! [{{fullurl:{{FULLPAGENAME}}/Participants|action=edit}} Click here]}} |} 22786 76955 2007-01-16T05:27:06Z Blast 5380 == Summary == {{Information |Description=Transparent version of [[:Image:Salad_platter.jpg]]. |Source=[http://commons.wikimedia.org/wiki/Image:Salad_platter.jpg url] |Date=16,01,07 |Author=Taken by Fir0002; modified by Blast |Permission=Author permits modifications and distribution of this work under the GFDL. |other_versions= }} == Addendum == Okay, that didn't work. Excuse me while I permanently "maim" Fireworks. '''[[User:Blast_san|<font color=#DE0000>Bl</font>]][[User_talk:Blast_san|<font color=#FCD116>a</font>]][[User:Blast_san|<font color=#DE0000>st</font>]]''' <small>16,01,07 0027 (UTC -5)</small> == Licensing == {{GFDL}} 22787 76997 2007-01-16T10:40:53Z Natewillsheets 5389 The German word meaning of "to do" or "to make" is '''machen'''. <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | [[infinitive]] | colspan="5" | machen |- ! colspan="3" style="background:#e2e4c0" | [[past participle]] | colspan="5" | gemacht |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | [[indicative]] ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | mache | machst | macht | machen | macht | machen |- ! style="height:3em;background:#c0cfe4" | past | machte | machtest | machtet | machten | machtet | machten |- ! rowspan="3" style="background:#c0e4c0" | [[subjunctive]] ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | mache | machest | mache | machen | machet | machen </center> [[Category:German]] 22788 79821 2007-01-22T01:40:30Z JWSchmidt 20 [[Category:German]] German verbs, like English verbs, generally conjugate consistently. However, there are some exceptions. (For example, "sein".) In this lesson, you will learn how normal German verbs (also known as "weak verbs") are conjugated. <center> {| style="background:#F0F0F0" |- ! rowspan="4" style="background:#c0cfe4" | ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | Sie, sie |- ! style="height:3em;background:#c0cfe4" | conjugations | -e | -st | -t | -en | -t | -en |- ! style="height:3em;background:#c0cfe4" | Example: machen (present tense) | mache | machst | macht | machen | macht | machen |- ! style="height:3em;background:#c0cfe4" | Example: trinken (present tense) | trinke | trinkst | trinkt | trinken | trinkt | trinken </center> [[Category:German]] 22790 77020 2007-01-16T13:48:13Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity. {{Wikiversity-screenshot}} I (John Schmidt) made this image for Wikiversity. {{Wikiversity-screenshot}} 22792 77025 2007-01-16T13:58:42Z Herbythyme 3991 {{Information| |Description = Unknown shrub in flower |Source = self-made |Date = created 16. Jan. 2007 |Author = Own ~~~ |Permission = Ok under CC-BY 2.5. }} == Summary == {{Information| |Description = Unknown shrub in flower |Source = self-made |Date = created 16. Jan. 2007 |Author = Own [[User:Herbythyme|<font color="green">Herby</font>]] <b>^{<small><span style="color:#90F">[[User talk:Herbythyme|talk thyme]]</span></small>}</b> |Permission = Ok under CC-BY 2.5. }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22793 77027 2007-01-16T13:59:36Z Herbythyme 3991 {{Information| |Description = Unknown shrub flower detail 1 |Source = self-made |Date = created 16. Jan. 2007 |Author = Own ~~~ |Permission = Ok under CC-BY 2.5. }} == Summary == {{Information| |Description = Unknown shrub flower detail 1 |Source = self-made |Date = created 16. Jan. 2007 |Author = Own [[User:Herbythyme|<font color="green">Herby</font>]] <b>^{<small><span style="color:#90F">[[User talk:Herbythyme|talk thyme]]</span></small>}</b> |Permission = Ok under CC-BY 2.5. }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22794 77028 2007-01-16T14:00:52Z Herbythyme 3991 {{Information| |Description = Unknown shrub flower detail 2 |Source = self-made |Date = created 16. Jan. 2007 |Author = Own ~~~ |Permission = Ok under CC-BY 2.5. }} == Summary == {{Information| |Description = Unknown shrub flower detail 2 |Source = self-made |Date = created 16. Jan. 2007 |Author = Own [[User:Herbythyme|<font color="green">Herby</font>]] <b>^{<small><span style="color:#90F">[[User talk:Herbythyme|talk thyme]]</span></small>}</b> |Permission = Ok under CC-BY 2.5. }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22796 77034 2007-01-16T14:25:29Z JWSchmidt 20 start Welcome to the Wikiversity '''Division of Evolutionary Psychology'''. The Division of Evolutionary Psychology is a Wikiversity content development project where participants create, organize and develop learning resources for evolutionary psychology. ==Division news== * '''16 January 2007''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]], and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Evolutionary anthropology|Department of Evolutionary anthropology]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... ==See also== *[[Advanced Psychology]] [[Category:{{PAGENAME}}| ]] 22797 77035 2007-01-16T14:26:30Z JWSchmidt 20 [[Category:Psychology]][[Category:Evolution]][[Category:Anthropology]] [[Category:Psychology]][[Category:Evolution]][[Category:Anthropology]] 22798 77036 2007-01-16T14:26:55Z JWSchmidt 20 [[Category:Biology]] [[Category:Biology]] 22799 77038 2007-01-16T14:38:03Z JWSchmidt 20 start Welcome to the Wikiversity '''Department of Evolutionary Anthropology'''. ==Department description== The Department of Evolutionary Anthropology is a Wikiversity content development project where participants create, organize and develop learning resources for evolutionary anthropology. Anthropology is the study of humankind. Its topic is all of mankind. It includes archaeology, paleoanthropology, and cultural anthropology. Evolutionary anthropology is the study of the relation between social behavior and the evolution of hominids and non-hominid primates. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''16 January 2007''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Anthropology]] - participants help develop anthropology-related textbooks at Wikibooks. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Evolutionary anthropology]] 22800 77039 2007-01-16T14:38:31Z JWSchmidt 20 [[Category:Anthropology]] [[Category:Anthropology]] 22801 78023 2007-01-17T22:06:45Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Message for Film Scoring Lessons}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#fff0e0" | <center><big>Select One: <Font color="green">'''Just GarageBand'''</font> - [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|GarageBand with Symphony Orchestra]] - [[Lesson:Mad Max:Creating the sound of fear:Notation Protégé|Notation Protégé]]</big></center> ---- <!-- <center><big>Select One: [[Lesson:Mad Max:Creating the sound of fear:GarageBand|Just GarageBand]] - [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|GarageBand with Symphony Orchestra]] - [[Lesson:Mad Max:Creating the sound of fear:Protégé|Notation Protégé]]</big></center> --> [[Image:Nuvola apps cache.png|right]] ; [[Topic:Music in Film|Wikiversity School of Music]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of fear:GarageBand|Lesson #01: Creating the sound of "Fear" <Font color="green">with just GarageBand</font>]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Summary: [[Lesson:Mad Max:Creating the sound of fear:GarageBand|Creating moods with individual notes using just GarageBand]] |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] |} :::{| cellpadding="2" cellspacing="0" width="400px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:GarageBand:Pop Quiz 1| '''Pop Quiz''' - garageBand (only)]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max - Creating the sound of fear with GarageBand | Creating the sound of fear with just GarageBand]] - 6 points |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] - 6 points |} |} [[Category:Film School Templates]] 22803 79931 2007-01-22T11:14:24Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Message for Film Scoring Lessons}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffd0" | <center><big>Select One: [[Lesson:Mad Max:Creating the sound of fear:GarageBand|Just GarageBand]] - <Font color="green">GarageBand with Symphony Orchestra</font> - [[Lesson:Mad Max:Creating the sound of fear:Notation Protégé|Notation Protégé]]</big></center> ---- <!-- <center><big>Select One: [[Lesson:Mad Max:Creating the sound of fear:GarageBand|Just GarageBand]] - [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|GarageBand with Symphony Orchestra]] - [[Lesson:Mad Max:Creating the sound of fear:Protégé|Notation Protégé]]</big></center> --> [[Image:Nuvola apps cache.png|right]] ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|Lesson #01: Creating the sound of "Fear" <Font color="green">with GarageBand and the sounds of a symphony orchestra</font>]] ;The pages in this lesson are<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Summary: [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|Creating moods with individual notes using GarageBand with symphony orchestra]] |} :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Mad Max - Getting started with GarageBand and symphony orchestra| Getting started with GarageBand and symphony orchestra]] |} :::{| cellpadding="2" cellspacing="0" width="500px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz''' - GarageBand with symphony orchestra - Fear]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max - Creating the sound of fear with GarageBand and symphony orchestra sounds | Creating the sound of fear with GarageBand and symphony orchestra sounds]] - 6 points |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Creating more sounds with single notes with GarageBand and symphony orchestra sounds| Creating additional moods for motion pictures with individual notes]] - 6 points |} |} [[Category:Film School Templates]] 22805 77998 2007-01-17T20:42:10Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Message for Film Scoring Lessons}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#f0ffe0" | <center><big>Select One: [[Lesson:Mad Max:Creating the sound of fear:GarageBand|Just GarageBand]] - [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|GarageBand with Symphony Orchestra]] - <Font color="green">'''Notation Protégé'''</font></big></center> ---- <!-- <center><big>Select One: [[Lesson:Mad Max:Creating the sound of fear:GarageBand|Just GarageBand]] - [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|GarageBand with Symphony Orchestra]] - [[Lesson:Mad Max:Creating the sound of fear:Protégé|Notation Protégé]]</big></center> --> [[Image:Nuvola apps cache.png|right]] ; [[Topic:Music in Film|Wikiversity School of Music]]<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures]] ;Lesson<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of fear:Notation Protégé|Lesson #01: Creating the sound of "Fear" <Font color="green">with Notation Protégé</font>]] ;Pages of this Lesson<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Summary: [[Lesson:Mad Max:Creating the sound of fear:Notation Protégé|Creating moods with individual notes using Notation Protégé]] |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Mad Max - Getting started with Notation Protégé | Getting started with Notation Protégé]] |} :::{| cellpadding="2" cellspacing="0" width="400px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound Of Fear:Notation Protégé:Pop Quiz 1| '''Pop Quiz''' - Notation Protégé]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2a: [[Mad Max - Creating the sound of fear with GarageBand | Creating the sound of fear with Notation Protégé]] - 6 points |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] - 6 points |} |} [[Category:Film School Templates]] 22810 77115 2007-01-16T17:48:40Z CQ 1939 /* Learning projects */ Hmmm. Do [[School:Geography]] and [[Topic:Geography]] need to be merged? {{placeholder}} [[Wikiversity]]'s [[School:Geography|School of Geography]] ==What is geography?== Geography is the study of the Earth and its features and of the distribution of life on the earth, including human life and the effects of human activity. Geography research addresses both the questions of where, as well as why, geographical phenomena occur. ==Geography topics== Basic topics in geography include: *Nature of geography *Branches of geography *Geography by region *History of geography *Geographical features **Continents **Landforms **Built environment *Basic geography concepts *Influential geographers ==Learning projects== [[School:Geography|School of Geography]] ''[[School talk:Geography|Help form this School]]''... *[[Topic:Geography|Geography department]] *... {{stub}} [[Category:Geography]] 22812 78776 2007-01-19T19:21:19Z MagikNinja 5554 '''MASKING''' 1. Insert a keyframe wherever you want your movie to end by right clicking where you want in on the Timeline and clicking ~insert keyframe~ 2. Double click the words "LAYER 1" to change the name to background 3. Create your object in frame 1, this will be your background, lock it [[Image:JamieMASKquestion1.png]] 4. Add a new layer, to do that: click the button that looks like a post it note with a plus sign 5. double click it to name it LAYER 1. 6. make sure you're on LAYER 1, draw a rectangle that has no line color, and ~~convert to symbol~~ (to convert to symbol you right click the rectangle click convert to symbol, make sure the graphic bubble is filled in. and click okay) 7. insert a keyframe on LAYER 1 at the frame where the movie will end [[Image:JamieMASKquestion7.png]] ----You will stay on Layer one now---- 8. click keyframe 15, make a new keyframe, click the rectangle and move the rectangle over to the right side, by using your arrow keys on the keyboard [[Image:JamieMASKquestion8.png]] 9. click keyframe 30 make a new keyframe, click the rectangle and make the rectangle go to the complete opposite side [[Image:JamieMASKquestion9.png]] 10. click keyframe 45. make a new keyframe, click the rectangle and with the FREE TRANSFORM TOOL make it full width of the picture. [[Image:JamieMASKquestion10.png]] 11. click keyframe 60 and make the rectangle get smaller into a cube... with the FREE TRANSFORM TOOL [[Image:JamieMASKquestion11.png]] 12. Click keyframe 75 and make the cube go all the way up and down in height but stay the same width [[Image:JamieMASKquestion12.png]] 13. click keyframe 90 and make that rectangle go all width and height of the picture 14. right click in between the keyframes and click CREATE MOTION TWEEN [[Image:JamieMASKend.png]] 15. right click layer 1 and click mask in the drop down menu [[User:MagikNinja|MagikNinja]] 18:19, 19 January 2007 (UTC) 22813 78689 2007-01-19T18:17:13Z Allen C 5415 MORPHING 1. Create our object in frame (example- your name) [[IMAGE: how_to_morph1.png]] 2. Click once on your object, press control B twice. 3. click where the movie will end, right click, insert a blank keyframe [[IMAGE: How_to_morph3.png‎]] 4. Create a new object, click it, press control B twice. (example- your last name) 5. Click on your timeline then in your property inspector choose tween shape. [[IMAGE: How_to_morph4.png‎]] [[User:Allen C|Allen C]] 18:17, 19 January 2007 (UTC) 22814 78690 2007-01-19T18:17:15Z Nashp 5469 '''How to Zoom in Macromedia Flash''' 1. Open up a blank document (if a blank document is already open, go on to the next step.) 2. On the blank stage, insert or create the image that you would like to zoom into. 3. Highlight image that will be zoomed into (Ctrl + A). You can tell it’s highlighted by how it will be covered in gray dots. 4. Right click on the image, and select ‘'''Convert to Symbol'''’. 5. After selecting ‘Convert to Symbol’, a box will appear. In this box, click the circle that says ‘Graphic’ next to it. <center>[[Image:Zoom1.png]]</center> 6. On the timeline, click on the rectangle below the number 30. '''This is Frame 30'''. (It should be a beige color which contrasts with the white rectangles that surround it.) <center>[[image:zoom2.png]]</center> 7. Right click on Frame 30. 8. On the drop-down menu that appears, select ‘'''Insert Keyframe'''’. <center>[[image:zoom3.png]]</center> You know you will have done it correctly if the space in between Frame 1 and Frame 30 becomes gray. <center>[[image:zoom4.png]]</center> 9. Right Click on Frame 15. 10. On the drop-down menu, select ‘'''Insert Key Frame'''’. 11. Right Click on Frame 5. 12. On the drop-down menu, select ‘'''Create Motion Tween'''’. <center>[[image:zoom5.png]]</center> This will cause for the gray line to turn purple and a solid line will appear going through it. <center>[[image:zoom6.png]]</center> 13. Right Click on Frame 20. 14. Select ‘'''Create Motion Tween'''’. The same will occur as before. <center>[[image:zoom7.png]]</center> 15. Click on Frame 15. 16. Click on the symbol. (Remember, it’s the image that you want to zoom in to.) 17. Find and click on the '''Free Transform Tool'''. (It’s located on the toolbar on the far left side.) <center>[[image:zoom8.png]]</center> This will cause the symbol to receive a black outline with black squares. <center>[[image:zoom9.png]]</center> 18. Click a black square and drag it so that your image becomes larger. <center>[[image:zoom10.png]]</center> 19. To preview you movie, you can hit enter to view it on your stage, or you can hit '''Ctrl + Enter''' which will bring up a different page for you to view it. [[User:Nashp|Nashp]] 18:17, 19 January 2007 (UTC) 22815 78715 2007-01-19T18:31:28Z Nashp 5469 '''How to use Tween in Macromedia Flash''' 1. Open up a blank document in Flash. 2. Draw or insert object onto the blank stage. 3. Highlight the image ('''Ctrl + A'''). You will know it’s highlighted by how it becomes covered in gray dots. <center>[[Image:Tween1.png]]</center> 4. Right click on the image. 5. On the drop down menu that appears, select ‘'''Convert to Symbol'''’. <center>[[Image:Tween2.png]]</center> 6. After clicking that, a box will appear. Click on the circle next to '''Graphic''' and select '''OK'''. <center>[[Image:Tween3.png]]</center> 7. Click and drag the image to the far left side of the stage. <center>[[Image:Tween4.png]]</center> 8. On the Timeline at the top of the screen, find the rectangle underneath the number 30. <center>[[Image:Tween5.png]]</center> '''This is Frame 30'''. 9. Right click on Frame 30. 10. From the drop down menu, select ‘'''Insert Key Frame'''’. <center>[[Image:Tween6.png]]</center> You'll know that you did this correctly if the space between Frame 1 and Frame 30 turns gray. 11. While still on Frame 30, click and drag object to the far right side of the stage. <center>[[Image:Tween7.png]]</center> 12. On the Timeline, right click on Frame 15. 13. Select ‘'''Create Motion Tween'''’. <center>[[Image:Tween8.png]]</center> This will turn the gray area between Frame 1 and Frame 30 to purple and add a solid line that crosses through it. 14. To preview your movie, you can hit enter to view it on your stage, or you can hit '''Ctrl + Enter''' which will bring up a different page for you to view it. [[User:Nashp|Nashp]] 18:16, 19 January 2007 (UTC) 22816 78312 2007-01-18T18:42:47Z 66.4.125.11 '''Commonly Used Terms''' <u>Movie</u> - A sequence of photographs or objects projected onto a screen with sufficient rapidity as to create the illusion of motion and continuity. <br> <u>Stage</u> - Area where all drawings and text goes to. <Br> <u>Animation</u> – The act of imparting motion or activity. <Br> <u>Motion Guide</u> - Tool that allows for an object to move in a certain path. <br> <u>Properties</u> – The tab that holds most changes that need to be made. (I.E. Font face, size; Line size, color, etc.) ''Known as the'' '''''Property Inspector'''''. <br> <u>Color Swatch</u> – Tab that holds color properties. <br> <u>Timeline</u> – The tool that allows for the scheduling of the events that occur in the movie. <br> <u>Frame</u> – Any spot on the timeline that can allow for a change in the movie. <br> <u>Keyframe</u> – A frame where a change will occur in the movie. <br> <u>Symbol</u> – An image that will occur in more than one frame but will undergo change during the movie. <br> <u>Motion Tween</u> – A tool that allows for a symbol in two frames to be changed and also allow for animation. <br> <u>Free Transform Tool</u> – A tool that allows for the alteration in size of an object. 22817 79480 2007-01-21T07:22:57Z Historybuff 5228 Remove signature from content page 1. First you need to open Flash and Fireworks. '''Flash won't be used right away. Fireworks will be used for most of the first part.''' 2. Search for the main image you want (such as a tv, digital camera, etc.) on the internet. 3. Copy the Image by pressing Print Screen on the keyboard. 4. Open a new document in Fireworks. It doesn't matter what size or color the canvas is. 5. Click "Edit" then "Paste" to put the screenshot into Fireworks. <center>[[Image:channels5.png]]</center> 6. Use the crop tool in the toolbar to get only the image you want from the screenshot. 7. In the tools section, click on either the lasso tool or the marquee tool. Use one or the other to cut out the screen on the image you chose. (i.e. the tv's screen, the screen where the picture shows up on a digital camera, etc.) <center>[[Image:channels7.png]]</center> '''Important Note:''' To make what you selected with the marquee or lasso tool go away, hit the "delete" button on the keyboard. Afterwards, you will have to deselect the area by clicking "Select" on the top toolbar and clicking "Deselect". <center>[[Image:channelsnote.png]]</center> 8. Near the top on the right half of the screen, there is a tab called "Optimize". If it is not already opened, click on Optimize to open it. 9. Underneath the word Optimize, there is a drop down bar that has the word "Settings" to the left of it. Click on the arrow to make it drop, then select the one that says "GIF Websnap 256". 10. Many other drop down bars should be there now. The bar halfway down the "Optimize" tab should say "No Transparency". Click on its arrow and change it to "Alpha Transparency". <center>[[Image:channels10.png]]</center> 11. Once done with this, click on "File", then click on "Export". In the new window that pops up, rename the file to what you want it to be saved as, then click "Save". <center>[[Image:channels11.png]]</center> 12. '''This is the part where you need Flash opened.''' On the top toolbar, click on "File", then select "Import". A new window will come up. Search for the file you saved in Fireworks, select it, then click "Open". 13. Don't panic if your image is too big, we can fix that. Underneath "Tools" on the left side of the screen, click on the Free Transform tool. This should make a box come up around your image that looks a little bit like the crop box did in Fireworks. <center>[[Image:channels13.png]]</center> 14. By clicking and holding down the mouse on one of the black boxes at the corners, you will be able to resize your image so that it fits into the frame. You can move the image to center it by using the arrow keys on your keyboard. 15. After you're done with the Free Transform tool, change it back to the regular pointer by clicking on the black arrow underneath "Tools". 22818 77141 2007-01-16T18:43:52Z Kizer 5254 New page: masking project (jamie) (project 2) masking project (jamie) (project 2) 22819 78761 2007-01-19T19:07:07Z Nashp 5469 '''''Under Construction''''' 1. Open up a blank document in Flash. 2. On the Timeline at the top of the screen, rename your layer to ‘Background’. (You do this by double-clicking the words '''Layer 1'''.) 3. On the blank stage, create or insert the background that you desire your movie to have. 4. On the Timeline, find the rectangle underneath the number 100. This is '''Frame 100'''. 5. Right click on Frame 100. 6. Select ‘'''Insert Key Frame'''’. You’ll know this has been done correctly if the space between Frame 1 and Frame 100 turns gray. 7. 8. 9. Insert image or object that will be “thinking”. (If the image that you wish to use has a background, you may need to refer to [[Magic]] for instructions on how to get rid of it.) [[User:Nashp|Nashp]] 19:07, 19 January 2007 (UTC) 22820 78716 2007-01-19T18:33:36Z Nashp 5469 '''How to Trace Images in Macromedia Flash''' 1. Open Flash. 2. Insert image onto a blank stage. 3. Place image where desired. 4. Lock layer. <center>[[image:trace1.png]]</center> 5. Create a blank layer. (To do this, click the symbol that looks like a Post-It note with a plus sign on it.) <center>[[image:trace2.png]]</center> 6. Select Line tool. <center>[[image:trace3.png]]</center> '''''For Straight Lines…''''' 7. Click starting point and drag the mouse to desired ending. <center>[[image:trace4.png]]</center> 8. Repeat for all straight lines. <center>[[image:trace5.png]]</center> '''''For Curved Lines…''''' 9. Click starting point and dragging in a <u>'''straight line'''</u> to end of curve. <center>[[image:trace6.png]]</center> 10. Hover mouse over the green line. One of two shapes will appear below the cursor. One is of a corner, and the other is of a curved line. 11. When the '''curved line''' appears, click and drag towards the curve. <center>[[image:trace7.png]]</center> 12. Follow all these instructions for every line that you wish to trace. [[User:Nashp|Nashp]] 18:33, 19 January 2007 (UTC) 22821 77149 2007-01-16T18:50:25Z Kizer 5254 New page: terms window toolbar terms window toolbar 22822 78687 2007-01-19T18:16:56Z 66.4.125.11 Converting to grayscale- changing and image to black and white 1. Open fireworks. Insert the picture that you want to convert to grayscale. 2. On the tool bar go to commands. 3. Go to the option creative. 4. There will be an option with in creative called convert to grayscale 5. click it and you are done. Fw_gray.png[[Image:Fw_gray.png]] [[User:66.4.125.11|66.4.125.11]] 18:16, 19 January 2007 (UTC) 22823 78326 2007-01-18T18:51:28Z 66.4.125.11 {{main_welcome}} button go to the top tool bar go to edit then go to insevt "new button" 22825 78709 2007-01-19T18:26:29Z HicksK 5420 <center>1. Find the picture that you want to use. <br> <br> 2. Hit the '''Print Screen''' button.<br> <br> 3. Open. Fireworks.<br> <br> 4. Go to File, New. <br> <br> 5. Click OK, when the box pops up.<br> <br> [[Image:Blahhhh.png]]<br> <br> 6. '''Paste''' the image into Fireworks.<br> <br> [[Image:Printscreen1.png]]<br> <br> 7. Select the '''Crop Tool'''.<br> <br> 8. '''Out line''' the area in which you want to '''crop'''.<br> <br> [[Image:Blllaaaahhhh2.png]]<br> <br> 9. '''Double click''' the outlined area.<br> <br> 10. Go to File, Save As.<br></center> <br> [[User:HicksK|HicksK]] 18:26, 19 January 2007 (UTC) 22826 78299 2007-01-18T18:39:15Z ShookJ 5419 magic wand<br> 1.Pick a picture that you would like to use. <br> <br> 2.Go to start.<br> <br> 3.Go to all programs and look for Macromedia.<br> <br> 4.Once your there, open Fireworks.<br> <br> 5.Copy and Paste your picture into Fireworks. <br> <br> 6.After you do that, pick the magic wand tool. <br> <br> [[Image:Wikiproject1.png]]<br> <br> 7.Once you get the magic wand tool, pick the are that you don’t want on there and place the magic wand tool over it. <br> <br> 8.Now pick an area on your picture that you don’t want and click it with the magic wand tool. <br> <br> 9.Click the left button on your mouse and select edit. <br> <br> 10.Once your there, click cut. <br> <br> 11.The area that you selected should be gone. <br> <br> [[Image:Wikiproject2.png]]<br> <br> 12.If you want anymore areas on your picture to be gone, just repeat steps 8-10. 22827 78698 2007-01-19T18:18:47Z SpicerK 5413 1. Once you have fireworks open, click file new and create your image or type what you want on the canvas [[Image:Fireworks_Shadow_Glow_1.png‎]] [[Image:Fireworks_Shadow_Glow_2.png‎]] 2. Click the black curser on the left side toolbar and click the image you want to have a shadow or glow. [[Image:Fireworks_Shadow_Glow_3.png‎]] 3. Once clicked look on the bottom right of the screen and you should see a button that says effects and has a + sign, click on it [[Image:Fireworks_Shadow_Glow_4.png‎]] 4. Once clicked you should see a menu pop up, once up click shadow and glow and choose your desired effect [[Image:Fireworks_Shadow_Glow_5.png‎]] 5. After you click your wanted effect, another menu should pop up and that is where you can fine tune you effect and customize it. [[Image:Fireworks_Shadow_Glow_6.png‎]] 6. Once done customizing click back on the screen to get rid of the menu and there should be your new and improved graphic. [[Image:Fireworks_Shadow_Glow_1.png‎]] 7. If you desire to remove the effect simply click in the effect box where it displays your effects and click the word your effect was and then click the - symbol next to the + symbol and your effect should disappear [[User:SpicerK|SpicerK]] 18:18, 19 January 2007 (UTC) 22828 78684 2007-01-19T18:16:33Z 66.4.125.11 1. Open macromedia fireworks . Go to file the new hit ok when a box pops up FW_fade_2.png [[Image:FW_fade_2.png]] 2. Then go to file import… or hit ctrl + R on you keyboard 3. Open the picture that you want to fade 4. Then on the top tool bar go to commands and then creative. 5. Then click on the one that says fade image. 6. A box will pop up with option on how you want it faded. [[Image:FW fade 1.png]] 7. Pick one 8. After that there will be a black line you can move around 9. Move it in to make less faded and out for more. [[User:66.4.125.11|66.4.125.11]] 18:16, 19 January 2007 (UTC) 22829 77157 2007-01-16T18:52:43Z Kizer 5254 New page: changing background (standard/kyle) changing background (standard/kyle) 22830 78695 2007-01-19T18:17:59Z BeltonP 5411 1. First you open the image that you want to copy over. You then, Take the square tool and make a complete square with a 2 px border around the main square in the middle of the original image. [[Image:Recreate1.JPG]] 2. After you take the line tool and line them over the original lines. Then color inside the lines with the color you want and do the same on the other side. You then use the line tool on the inside of the other two lines. You want to do the exact same thing on the other side of the portrait. [[Image:Recreate2.JPG]] 3. You then want to click on the rectangle tool and select the Rounded Rectangle. [[Image:Recreate3.JPG]] 4. Then make sure, once you make the rectangle to also make the rectangle to the correct roundness. You then can type your text that you like. [[Image:Recreate4.JPG]] 5. Then go to Effect in the bottom right corner and find bevel and do an outer bevel. [[Image:Recreate5.JPG]] 6. After this you need to drop the shadow, so go to the effects again. Then, find shadow and glow then find drop shadow. [[Image:Recreate6.JPG]] [[User:BeltonP|BeltonP]] 18:17, 19 January 2007 (UTC) 22831 78306 2007-01-18T18:41:16Z ShookJ 5419 Roll Over Parts 1.Open up a new document. <br> 2.The size of the image should be 500x500.<br> [[Image:Wikiproject3.png]]<br> 3.After you’re done with getting the size of your document(s), crop all of your image(s) to fit the document size.<br> 4.When your are finished with step three, go to edit>insert>new button.<br> Up level <br> 5.Draw your rectangle or rounded rectangle.<br> 6.Add your text that you want (must fit on rectangle).<br> Over level<br> 7.Click copy up graphic.<br> 8.Change the colors to you want prefer. <br> Down level<br> 9.Click copy over graphic.<br> 10.change the colors to what you prefer. <br> 11.After your done with step 10, you need to click done. <br> Document<br> 12.Hit F12 to preview your roll over project.<br> 13.After your done, click one edit>duplicate.<br> 14.Click a button, change text in the property inspection.<br> 15.Repeat for all of the buttons. Change the text to what you want it to be.<br> 16.Hit f12 to preview what you have done.<br> 17.Save the project that you have just completed.<br> 22832 78309 2007-01-18T18:41:53Z Jmo21 5410 {{main_welcome}} How to insert.. Flash Button 1.Open up a new Dreamweaver Document,Click on Insert on the top of the page, Scroll Down to Interactive image,and scroll over to flash button and click.<br> [[Image:insert.png]]<br> 2.This box will appear:<br> [[Image:insert2.png]]<br> A. choose the style that you want<br> B. In the text blank,type what you want to appear on your button<br> C. Choose which font and size that you want<br> D. On the link section,choose which link you will use for your<br> button to appear,use browse for help finding the link<br> E. Choose bg for the background color of your button<br> F. Save it and click ok<br> 3. The button will then appear on your page,you can move<br> your<br> button by clicking on it with your mouse and moving it to a desired location.<br> 4. Repeat Steps 1-3 when creating additional buttons.<br> 22833 78316 2007-01-18T18:44:54Z Jmo21 5410 {{main_welcome}} images 1. when wanting to insert /add a new picture,click the Tree button on the common toolbar that looks like this:<br> [[Image:click.png]]<br> 2. After clicking the tree icon, a box will appear that will look like this:<br> [[Image:imagepreview.png]]<br> 3. Choose which file that your image is saved under and click on It, You will then see what picture you have chosen looks like on the far right where it says Image preview<br> 4. On File name,the image that you have selected,its name will appear in that box<br> 5. on files of type,you want to choose what you want your image to appear as. FOR EXAMPLE: JPG,GIF,PNG,ETC..<br> 6. CLICK ok,and your image will appear<br> 22834 78323 2007-01-18T18:49:34Z Jmo21 5410 {{main_welcome}} How to insert.. A table 1. In dreamweaver,click on this toolbar section at top:<br> [[Image:dream1.png]]<br> 2. After you have clicked on the table toolbar,you will then have to click on the table icon that looks like this:<br> [[Image:dream2.png]]<br> 3. Once you have clicked on that icon,a box will appear:<br> [[Image:dream3.png]] 4. Under row,you want to type in the number of rows that you want for your table <br> For example,If you want 6 rows,your table will look like this:<br> [[Image:dream4.png]]<br> 5. Under columns,you want to put the number of columns that you want. n dreamweaver,click on this toolbar section at top: 6. Type in the width of your choice on how big you would like it,and the border size if necessary.<br> 7. click ok,and your table will appear in your dreamweaver document 22835 78692 2007-01-19T18:17:21Z 208.182.75.11 {{main_welcome}} flash movie flash movie: First, click on the column or row or wherever that you want the flash movie in. Then, under the Common toolbar, click on the red circle button that has an “f” in it. Look into the folder which the flash movie is in. Find it, use the one that have the silver “f” button only. Double click it, then the flash movie should be in the place that you want it to be. [[Image:ps1.png]] [[User:208.182.75.11|208.182.75.11]] 18:17, 19 January 2007 (UTC) 22836 78699 2007-01-19T18:19:00Z Chilcuttd 5417 How to Resize Layout Tables and Cells 1. Go to '''File, New,''' select '''Basic Page''' on the left and HTML on the right and click Create. 2. You should see tabs labeled '''Common, Layout, Text,''' etc on the very top. Go to the '''Layout tab'''. 3. Below '''Layout''' you should now see '''Standard View''' and '''Layout View'''. Click '''Layout View'''. 4. To the right of '''Layout View''' you should see '''Draw Layout Table''' and '''Draw Layout Cell'''. Click '''Draw Layout Table'''. [[Image:How_to1.png]] 5. Hold left click on your mouse in the white area below, make a square, and let go. A gray and dark green square should come up that is labeled '''Layout Table'''. 6. Click the one of the green sides of the square. Right below the white area, you should see '''Width, Fixed, and Height'''. Change the number to the right of '''fixed''' to 800. Change the number to the right of '''height''' to 600. 7. Click the '''Draw Layout Cell''' icon at the top. It is to the right of the '''Draw Layout Table''' icon. Again, left click in the white area and make a square. 8. To move the square, click and hold one of the blue sides of the square and move it to the top left corner. 9. As you did before, change the number to the right of '''fixed''' to 800. Change the number to the right of '''height''' to 50. The spot you just made would be the header of your website. Since you know how to do all this now, you can make the other parts of it to what you want and you’ll have your website setup. [[User:Chilcuttd|Chilcuttd]] 18:19, 19 January 2007 (UTC) 22837 78693 2007-01-19T18:17:53Z 66.4.125.11 {{main_welcome}} 1. How to add hyper links<br> Click on the place where you want your links to be. Under the common toolbar, the first button that looks like a blue chain, click on it one time, a box that’s called “Hyperlink” should pop up. On the first blank, called “Text”, is what you want to name the link. (This is what is actually will appear on your actually webpage. It will be underlined.) On the second blank which is called “Link” is the website page address that you want to redirect the user of your page to. Once you put the website address down, just click “OK”. Now you will have a link on your page.<br> [[Image:linkps.png]] [[Image:linkps2.png]] 2.E-mail Links<br> Click on the place where you want your E-mail link at. Under “ Common” toolbar, the second button that looks like an envelope , click on it, a box called “Email Link” should pop up. On the Text blank, insert what you would want your E-mail called, then on the “E-mail” blank, insert your E-mail address, then click “OK”.<br> [[Image:emaillinkps.png]] [[Image:emaililnkps2.png]] [[User:66.4.125.11|66.4.125.11]] 18:17, 19 January 2007 (UTC) 22838 78701 2007-01-19T18:19:45Z Chilcuttd 5417 How to do Dreamweaver 12-13 1. First we’ll make the whole setup of the site. Make a layout table that is 722 x 777. Then, make a layout cell that is 722 x 50. Make another one below it that is 722 x 25. Make one that is 150 x 267 that is below the last and to the left. Make another one right below that one that is 150 x 243. One to the right of the last, 200 x 598. Make another that is in the top right open corner 322 x 77. Another right below that 322 x 190. Another to the bottom left 191 x 296. Another to the right (100 x 219). Here’s what it should look like now: [[Image:How_to 12-13 1.png]] 2. Insert '''header.png''' into the very top one. Make sure you resize it to fit the cell. 3. Color the background of the one right below it black. 4. Insert '''pressroom.png''' into the bottom left cell from the last. Color the rest of the background '''#BAD755'''. 5. Click the cell right below the last one. Click the align center button. '''Now insert d3.png'''. 6. Click the cell to the right. Click the align center button again and insert '''image.jpg'''. 7. Go to the top right cell and insert '''points.png'''. 8. Skip the one right below the last and go to the one below it. Insert '''about.png''' in it 9. Insert '''contacts.png''' into the one to the right and change the background to '''#BAD755'''. 10. Type the following in press room: ''Keep up to date on Dennison Group's activites and announcements by checking the press releases regularly. For more information, please contact 212-492-1033.'' 11. Type this in the '''image.png''' cell: ''Imagine'' ''...your home expressing your distinct personality'' ''... your furnishing completmented by the right draperies, carpets, and accessories.'' ''...walking into your home and wanting to stay forever...'' ''We can make it real.'' 12. Change the background in the cell below '''Points''' to '''#E1EEB7''' and insert this text: ''Dennison announces our newest online service- Marketplace. Marketplace will bring development and planning tools online for the interior design industry by matching you with the best industry retailers and manufacturers.'' ''Target stores announce redesign in 2006 ... Dennison Group wins again... read more'' 13. Type this into the about us cell: ''Corporate Overview'' ''Divisions'' ''Timeline'' ''Employment'' ''Client Services'' ''Awards and Recognition'' You’re finished!!! Here’s how it should look: [[Image:how to 12-13 2.png]] [[User:Chilcuttd|Chilcuttd]] 18:19, 19 January 2007 (UTC) 22839 78718 2007-01-19T18:38:59Z 66.4.125.11 First thing first, find all the pictures that you think you will need, put them in the same folder. Then, determent what size you want your web page to be. Also, on a piece of paper, sketch out how you want to construct your page. Ask yourself questions like how many boxes you need, what size is each box gonna be, what am I going to put in each box. If you need to resize any picture to make it fit in the box that you are going to put it in, do it now. Get everything prepared to be used, so that way when you make your page, everything will be ready and it will be faster that way.<br> [[Image:Image11.png]] * Your layout page’s size will be 800 X 625. • All your images have to be changed to black and white and resized to 144 X 144. • Background color should be #92213D. • All the color that will be used in the whole web page will be #92213D, white and black. • On the very first long box, should be buttons that says : Home, Services , and Packages. • Right under the buttons will be your header, it will be sized 800 X 45, your header should be a flash movie…. Fade in / out these words: “ Party Planners – Planning the events – that make a lifetime - memorable.” • Right under the header will be another small page header, sized 800 X 20. can be made up from just pictures. <br> • The biggest box should have your main picture in it. Which is the one that has the big cake and says Party Planner. Sized 399 X 303.<br> • On the rest of the empty space should have 4 Boxes to put swap images (aka. Rollover images) in it. (Sized 144 X 144) . On the side of each 4 boxes you should have graphic and info talking about your page. Like the picture below.<br> [[Image:swapimage.png]] • On the bottom of your page, you will put your links n that box that says “ Home, services, packages”.<br> '''PAGE 2 of your site''' * [[Image:image22.png]] • Page 2 will be the same size as the index page. <br> • On the top box, same as the first page, you will out the same buttons and same size.<br> • In the box right beneath that buttons box, will be your main header, which is, again the same as your first page’s header. <br> • You will have a page header under your main header, it will say “ service” in it. The size will be 800 X 25. Just like the page header in your index page. <br> • Right under your page header, you will have a box sized 144 x 144 to put an image in. next to the box, you should have two more long box. One is sized about 656 x 30 and 656 x 114. the smaller one will be on top of the bigger sized box. In those boxes, you can put info in them. <br> • Now make another box that is sized about 144 x 230. You can put another image in that box. Next to that box, you will have two more boxes. One of them should be sized about 656 x 30. this one will be on top the the bigger box, which is going to be sized around 656 x 200. You will also put more info in these boxes. <br> • Under all these, you will have a long skinny box that has links to “Home, services, Packages” in it. Exactly like the one in the first page. <br> '''Page 3 of the website * ''' [[Image:image33.png]] • This will be the last page of the whole website. <br> • This page will be sized 800 x 625 <br> • The first two boxes, just like the last two page, will be exactly the same, which will be your buttons and your main page header. <br> • Under your main header, as usual will be your page header, in this one, you will have to have a graphic that says “ Pick the package that fits your needs.” Graphic size about 800 x 25, or the same size as all the rest of your page headers. <br> • Then, you should have 4 boxes that are the exact same size, 144 x 144, and have image in each box. Space your 4 boxes apart evenly.<br> • Under each box, you should have one long box that are sized about 144 x 400. you can out info in it.<br> • Under all those boxes, you will have a long skinny box that has, again, links that said “ Home, Services, Packages” the size will be the same as all the other ones that you have in your first two pages. <br> [[User:66.4.125.11|66.4.125.11]] 18:19, 19 January 2007 (UTC) 22840 78696 2007-01-19T18:18:18Z 66.4.125.11 {{main_welcome}} On the top toolbar, click the “Modify” button, under that, Click on where it says “Page Properties”. A box should pop up, and you will see a blank says “ Background” click on that square, and you will change the whole page’s color (A.K.A. background color) there. [[Image:bgps.png]] [[Image:bgps2.png]] [[User:66.4.125.11|66.4.125.11]] 18:18, 19 January 2007 (UTC) 22841 77194 2007-01-16T19:07:01Z Jmo21 5410 New page: First thing first, find all the pictures that you think you will need, put them in the same folder. Then, determent what size you want your web page to be. Also, on a piece of paper, ske... First thing first, find all the pictures that you think you will need, put them in the same folder. Then, determent what size you want your web page to be. Also, on a piece of paper, sketch out how you want to construct your page. Ask yourself questions like how many boxes you need, what size is each box gonna be, what am I going to put in each box. If you need to resize any picture to make it fit in the box that you are going to put it in, do it now. Get everything prepared to be used, so that way when you make your page, everything will be ready and it will be faster that way. * Your layout page’s size will be 800 X 625. • All your images have to be changed to black and white and resized to 144 X 144. • Background color should be #92213D. • All the color that will be used in the whole web page will be #92213D, white and black. • On the very first long box, should be buttons that says : Home, Services , and Packages. • Right under the buttons will be your header, it will be sized 800 X 45, your header should be a flash movie…. Fade in / out these words: “ Party Planners – Planning the events – that make a lifetime - memorable.” • Right under the header will be another small page header, sized 800 X 20. can be made up from just pictures. • The biggest box should have your main picture in it. Which is the one that has the big cake and says Party Planner. Sized 399 X 303. • On the rest of the empty space should have 4 Boxes to put swap images (aka. Rollover images) in it. (Sized 144 X 144) . On the side of each 4 boxes you should have graphic and info talking about your page. Like the picture below. • On the bottom of your page, you will put your links n that box that says “ Home, services, packages”. PAGE 2 of your site • Page 2 will be the same size as the index page. • On the top box, same as the first page, you will out the same buttons and same size. • In the box right beneath that buttons box, will be your main header, which is, again the same as your first page’s header. • You will have a page header under your main header, it will say “ service” in it. The size will be 800 X 25. Just like the page header in your index page. • Right under your page header, you will have a box sized 144 x 144 to put an image in. next to the box, you should have two more long box. One is sized about 656 x 30 and 656 x 114. the smaller one will be on top of the bigger sized box. In those boxes, you can put info in them. • Now make another box that is sized about 144 x 230. You can put another image in that box. Next to that box, you will have two more boxes. One of them should be sized about 656 x 30. this one will be on top the the bigger box, which is going to be sized around 656 x 200. You will also put more info in these boxes. • Under all these, you will have a long skinny box that has links to “Home, services, Packages” in it. Exactly like the one in the first page. Page 3 of the website • This will be the last page of the whole website. • This page will be sized 800 x 625 • The first two boxes, just like the last two page, will be exactly the same, which will be your buttons and your main page header. • Under your main header, as usual will be your page header, in this one, you will have to have a graphic that says “ Pick the package that fits your needs.” Graphic size about 800 x 25, or the same size as all the rest of your page headers. • Then, you should have 4 boxes that are the exact same size, 144 x 144, and have image in each box. Space your 4 boxes apart evenly. • Under each box, you should have one long box that are sized about 144 x 400. you can out info in it. • Under all those boxes, you will have a long skinny box that has, again, links that said “ Home, Services, Packages” the size will be the same as all the other ones that you have in your first two pages. 22842 77195 2007-01-16T19:07:13Z JWSchmidt 20 [[Category:Medicine]] [[Category:Medicine]][[Category:Strategic Studies ]] 22843 77197 2007-01-16T19:09:53Z JWSchmidt 20 [[Category:Philosophy]] [[Category:Philosophy]] 22845 77210 2007-01-16T19:28:48Z JWSchmidt 20 [[Category:People]] [[Category:People]] 22846 77213 2007-01-16T19:33:31Z JWSchmidt 20 from [[Topic:Nuclear Physics]] Nuclear physics is the study of behaviour of the atomic nucleus. It can be subdivided into various categories, such as: *Radioactivity Basics *Detectors *Nuclear Fission *Nuclear Fusion ==Radioactivity Basics== Radioactivity is the tendency of unstable nuclei to emit particles in order to bring it closer to stability. There are 4 main types: *Alpha radiation - the emission of a <math>_2^4He</math> nucleus *Beta Plus (Minus) radiation - the emission of an electron (positron) from the atom *Gamma radiation - the emission of a photon by the nucleus *Neutron radiation - the emission of a <math>_0^1n</math> from the nucleus ===Radioactive Decay=== The activity of a radioactive nucleus (the rate of decay with time) can be described by the following equation: :<math> A = \frac{dN}{dt} = -\lambda N </math> where <math>\lambda</math> is the 'decay constant' of the process in question. The exponential behaviour of radioactive decay can be derived by seperating the variables and integrating: :<math> \int_1^N \frac{dN}{N} = -\int_0^t \lambda dt </math> :<math>lnN = -\lambda t + C\,</math> Setting the initial number of nuclei <math>N_0 = e^C\,</math> results in the final equation: :<math>N = N_0e^{-\lambda t}\,</math> Similarly, the decay by two or processes may be described by: :<math>N = N_0e^{-(\lambda_1 + \lambda_2 + ... )t}\,</math> The half-life of a substance is the time that it takes for the number of nuclei to decay to half their initial value. It can be shown that the half life, <math>t_(1/2)</math> is given by: :<math>t_{1/2} = \frac{ln2}{\lambda}</math> ==Detectors== The detection of radiation is accomplished by several different mechanisms: *Gas-filled detectors *Scintillation detectors *Solid-state detectors *Cerenkov detectors ==Nuclear Fission== Nuclear fission is the 'splitting' of an atomic nucleus into two or more lighter components. The energy used to run commercial nuclear power plants and to cause the explosion of nuclear weapons is gained from this process. ==Nuclear Fusion== Nuclear fusion is the process by which two or more nuclei combine to form one heavier nucleus. If the final product has a mass number lower than Iron (Fe-56), energy is released and can be used to do useful work. It is the aim of several current international projects to refine this process into an economically viable one. ==Reference Texts== Knoll, Glenn F. - Radiation Detection and Measurement Krane, Kenneth S. - Introductory Nuclear Physics [[Category:Physics]] 22847 77233 2007-01-16T20:01:35Z JWSchmidt 20 from [[Topic:Permaculture]] '''Permaculture Definitions''' -[[w:Permaculture|Permaculture]] is a design system for creating sustainable human environments. Defined From Bill Mollison: -Permaculture: the use of ecology as the basis for designing integrated systems of food production, housing, appropriate technology, and community development. Permaculture is built upon an ethic of caring for the earth and interacting with the environment in mutually beneficial ways. From the Permaculture Drylands Institute, published in The Permaculture Activist (Autumn 1989): -Permaculture (PERMAnent agriCULTURE or PERMAnent CULTURE) is a sustainable design system stressing the harmonious interrelationship of humans, plants, animals and the Earth. From Lee Barnes (former editor of Katuah Journal and Permaculture Connections), Waynesville, North Carolina: To paraphrase the founder of permaculture, designer Bill Mollison: -Permaculture principles focus on thoughtful designs for small-scale intensive systems which are labor efficient and which use biological resources instead of fossil fuels. Designs stress ecological connections and closed energy and material loops. The core of permaculture is design and the working relationships and connections between all things. Each component in a system performs multiple functions, and each function is supported by many elements. Key to efficient design is observation and replication of natural ecosystems, where designers maximize diversity with polycultures, stress efficient energy planning for houses and settlement, using and accelerating natural plant succession, and increasing the highly productive "edge-zones" within the system. -Permaculture is: the design of land use systems that are sustainable and environmentally sound; the design of culturally appropriate systems which lead to social stability; a design system characterized by an integrated application of ecological principles in land use; an international movement for land use planning and design; an ethical system stressing positivism and cooperation. In the broadest sense, permaculture refers to land use systems which promote stability in society, utilize resources in a sustainable way and preserve wildlife habitat and the genetic diversity of wild and domestic plants and animals. It is a synthesis of ecology and geography, of observation and design. Permaculture involves ethics of earth care because the sustainable use of land cannot be separated from life-styles and philosophical issues. From Michael Pilarski, founder of Friends of the Trees, published in International Green Front Report (1988): -Permaculture is a practical concept which can be applied in the city, on the farm, and in the wilderness. Its principles empower people to establish highly productive environments providing for food, energy, shelter, and other material and non-material needs, including economic. Carefully observing natural patterns characteristic of a particular site, the permaculture designer gradually discerns optimal methods for integrating water catchment, human shelter, and energy systems with tree crops, edible and useful perennial plants, domestic and wild animals and aquaculture. From a Bay Area Permaculture Group brochure, published in West Coast Permaculture News & Gossip and Sustainable Living Newsletter (Fall 1995): -Permaculture adopts techniques and principles from ecology, appropriate technology, sustainable agriculture, and the wisdom of indigenous peoples. The ethical basis of permaculture rests upon care of the earth-maintaining a system in which all life can thrive. This includes human access to resources and provisions, but not the accumulation of wealth, power, or land beyond their needs<>ATTRA - National Sustainable Agriculture Information Service http://attra.ncat.org/attra-pub/perma.html Ethics Care of the Earth Care of the People Return and sharing of Surplus Principles Work with nature, rather than against the natural elements, forces, pressures, processes, agencies, and evolutions, so that we assist rather than impede natural developments. The problem is the solution; everything works both ways. It is only how we see things that makes them advantageous or not (if the wind blows cold, let us use its strength and its coolness to advantage). A corollary of this principle is that everything is a positive resource; it is just up to us to work out how we may use it as such. Make the least change for the greatest possible effect. The yield of a system is theoretically unlimited. The only limit on the number of uses of of a resources possible within a system is in the limit of the information and the imagination of the designer. Everything gardens, or has an effect on its environment. http://www.permaculture.biz/mollison.htm Common Techniques and Strategies By Julianne Skai Arbor -Site Analysis and Inventory -Mapping -Designing with zones and sectors -Sheet Mulching -Swales -Chickens Tractors -Edible Food Forest -Plant Guilds -Native Plants -Small Scale Intensive -Herb Spirals -Greywater systems Benefits of well-developed permaculture projects include: -Conserving and building healthy soils, the basis of food systems. -Diversifying and greatly increasing local food production (typically from a few sources to dozens, even hundreds), which increases the nutritional quality and pleasure of local diets and buffers against market fluctuations in food prices. -Eliminating use of toxic chemicals that cause a variety of health problems from immediate toxic poisonings to longer-term chronic problems like cancer, birth defects and the destruction of healthy natural food source (i.e. toxic fish). -Maximizing efficient beneficial use of local water sources, the critical lifeblood for people. -Practically eliminating pollution of water by human wastes, thereby dramatically reducing water born diseases. -Creating clean drinking water sources, further reducing disease. -Increasing tree crops, which retain soils, slow water runoff, increase groundwater storage, and provide cooling shade. -Increasing the beauty of the community though the creation of diverse life forms - flowers, insects, birds, frogs, and hundreds of others that create a pleasant and inspiring atmosphere for people, especially children. -Harnessing natural renewable energies to create comfortable home living conditions. http://www.essentiallivingfoods.com/permaculture.html Combines Disciplines Examples *Agriculture and Horticulture Landcare -Soil conservation -Reafforestation -Agroforestry -Analog forestry -Organic farming -Biological pest control -Kitchen gardens in cities and villages Integrated farming systems: -Aquaculture -Aquaponics -Intercropping -Companion planting and polyculture -Perennial and tree cropping systems. -Trellising -Worm composting Gardening techniques: -Utilizing crop rotations -Cover crops -Green manures -Composts -Mulches -Medicinal plants -Useful plants/edible landscaping -Heritage plant varieties -Seed saving Bioregional planning -citizen action -cooperative organization -micro-enterprise -community credit schemes -barter and LETS systems *Appropriate Technology Water collection -Greywater reuse -Rain & runoff catchment -Swaling -Constructed wetlands -Fungal systems for wastewater treatment. Energy -Passive solar heating -Solar and wind power -Solar water pasteurizers [[Category:Ecological Sustainability]] 22848 77237 2007-01-16T20:07:14Z JWSchmidt 20 from [[Topic:Pharmacology]] =='''Pharmacology'''== ==Psychopharmacology== [[User:Joel Lamoure|Joel Lamoure]] 14:47, 24 December 2006 (UTC) Welcome to the Wikiversity '''Psychopharmacology''' module Joel Lamoure RPh., B.Sc.Phm., FASCP Assistant Professor, Department of Psychiatry University of Western Ontario Teaching Associate, Faculty of Pharmacy University of Toronto Mental Health Pharmacist, London Health Sciences Centre, South St Hospital ==Learning Module Summary== To learn the overview of psychopharmacology in accordance with current observations with the underlying premise of the patients basic Bill of "Rights". That is for the practitioner to get the right drug to the right patient at the right time for the right condition with a a minimum of adverse effects. [[User:Joel Lamoure|Joel Lamoure]] 14:53, 24 December 2006 (UTC) =='''Psychiatric Medications Requiring Monitoring'''== Lithium: Serum Creatinine, [Li+], BUN, [Na+], and TSH(Range 0.50-1.10 mmol/L) Carbamazapine: WBC, [CBZ] (Range 17.0-51.0 umol/L) Divalproex: LFT, RBC, [Valproate](Range 350-700 umol/L) Clozapine: WBC, Neutrophils Venlafaxine: BP (Especially>40 yo) Phenytoin: LFT, [PHT] (Range 24.0-80.0 umol/L) Other: Warfarin: INR ACEI: Creatinine, Potassium Diuretics: Electrolytes =='''Types of Reactions'''== The vast majority of adverse psychiatric drug reactions are of Type A in that they are dose-dependent or recognizably related to the known pharmacological properties of the drug. These could tritely be labelled as "Anticipated" reactions. the Type B reactions are those that encompass immunological like reactions, such as anaphylaxis demonstrated from penicllin class agents. =='''Psychiatric Disorders - Iatrogenic (Doctor Induced) Disease'''== Drug Psychiatric Effects '''Antihypertensive drugs ''' Clonidine Depression, mania, agitation Propanolol Depression, mania, delirium, psychosis Nifedipine Depression Captopril Mania, agitation Antiarrhythmics Procaninamide Depression, mania, delirium, psychosis Lignocaine Depression, delirium, psychosis Disopyramide Delirium, psychosis '''Antimicrobial Agents''' Penicillins Depression, agitation, visual hallucinations Tetracycline Depression, hallucinations Cephalosporins Delirium, psychosis Antimalarials Psychosis, visual hallucinations '''Antiparkinson drugs''' Anticholinergics Delirium, psychosis, visual hallucinations, dementia Amantadine Depression, agitation, delirium, psychosis visual hallucinations Levodopa Depression, mania, anxiety, agitation, psychosis visual hallucinations, delirium, cognitive impairment '''Antihistamines''' H1 Blockers (diphenhydramine) Delirium H2 Blockers (cimetidine) Depression, mania, delirium, psychosis, visual hallucinations '''Antineoplastic drugs''' Interferon Depression, agitation, delirium Vincristine Depression C-asparaginase Depression, delirium, psychosis '''Endocrine Agents ''' Corticosteroids Depression, mania, psychosis, delirium Oral contraceptives Depression Thyroxine Anxiety, agitation, mania, psychosis, visual hallucinations '''Antiepileptic drugs''' Barbiturates (phenobarbitone, primidone) Hyperactivity (especially in children), sedation, sexual dysfunction, aggression, learning deficits, cognitive impairmant, depression, personality change Positive effects: anxiolytic/hypnotic (hypnotic, or soporific drugs produce sleep by depressing brain function and often cause hangover effects in the morning) Benzodiazepines: (clonazepam, diazepam) Aggression, confusion, depression, disinhibition, irritability, cognitive impairment Positive effects: anxiolytic/hypnotic; antimanic (clonazepam) Carbamazepine Depression, irritability, sexual dysfunction, mania Positive effects: antidepressant, antimanic, treatment of aggression and bipolar disorder Clobazam Similar side effect profile to other benzodiazepines but may have lower overall incidence of cognitive and behavioral side effects anxiolytic/positive psychotropic effects Gabapentin Sedation, ataxia, (shaky movements) aggression and hyperactivity (children); Few drug interactions, positive psychotropic effects, Hydantoins (phenytoin) Sedation, ataxia, dementia, affective disorder, confusion, cognitive impairment, progressive encephalopathy (disease that affects functioning of the brain)Positive effects? Antiaggressive, anxiolytic effects Lamotrigine May have added toxicity when used with carbamazepine: ataxia, dizziness; positive psychotropic effects Succinimides (ethosuximide, methsuximide) Psychosis ("alternating psychosis"- adolescents, young adults) Drowsiness, insomnia, irritability, cognitive effects, personality change, Positive effects: improvement in attention/concentration (likely related to seizure improvement) Topirimate Sedation, confusion, cognitive dysfunction, asthenia (weakness loss of strength) Valproate Progressive encephalopathy, dementia, depression, extra pyramidal effects (muscle spasms etc) Positive effects: antimanic, treatment of aggression and bipolar disorder Vigabatrin Depression and psychosis '''Reference''': Nursing Diagnosis in Psychiatric Nursing-Pocket Guide for Care Plan Construction =='''What are the most commonly used drugs in the Mental Health Setting? (Generic Names''')== Reference: Nursing Diagnosis in Psychiatric Nursing - Pocket Guide for Care Plan Construction. 3rd Ed. ANTIMANICS Lithium Carbonate – Carbamazapine Lamotrigine Olanzapine Valproic Acid Lithium facts: • It works by enhancing reuptake of amines in the brain, thus lowering levels in the body & alters Na+ within nerve & muscle cells. • Drug of choice to tx/prevent bipolar mania. • Most common side effects - drowsiness, dizziness, headache, dry mouth, thirst, GI upset, nausea/vomiting, fine hand tremors, hypotension, irregular pulse, arrhythmias, polyuria, dehydration & weight gain. • Give with food or milk to  GI irritation. • Low Na+ levels may predispose to toxicity, teach pt to drink 2000-3000mL fluids & eat a diet moderate in salt. Also avoid excess coffee, tea or cola (has a diuretic effect). Avoid excess Na+ loss i.e. heavy exertion & exercise in hot weather & saunas (causes excess sweating). Other losses may be due to fever, vomiting & diarrhea. • The therapeutic range according to this reference is: • 0.7-1.0 mEq/L For acute mania • 0.6 –0.8 mEq/L For maintenance (prevention) • Anything above the range is toxic because there is an extremely narrow margin between the therapeutic & toxic levels. • Contraindicated in the first three months of pregnancy & in the elderly. ANTIANXIETY Alprazolam Diazepam Lorazepam Chlordiazepoxide Buspirone - interacts with neurotransmitters a.k.a anxiolytics, minor tranquilizers and sedatives. • Work by depressing the CNS EXCEPT for BuSpar that instead interacts with serotonin, dopamine & other neurotransmitters. • Side effects include the following: • Drowsiness, confusion & lethargy • Tolerance: physical & psychological dependence (shouldn't stop abruptly). • Potentates the effects of other CNS depressants i.e. alcohol & other meds. • Orthostatic hypotensions, paradoxical excitement, dry mouth, nausea, vomiting, blood dyscrasias & delayed onset with BuSpar (7-10 days - thus this is not an effective prn medication). ANTIPSYCHOTICS Newer Atypicals: Risperidone Olanzapine Quetiapine Clozapine Reference: Lamoure J, Bush H. Atypical Antipsychotics as Poison in Overdose. Cdn. J of CME 2005; 17(5):71-73) Older Antipsychotics: Haloperidol Chlopromazine Trifluoperazine Zuclopenthioxol Methotrimeprazine + more Antipsychotics - a.k.a. major tranquilizers, neuroleptics & antiemetics. • Are thought to act by blocking dopamine receptors throughout the brain. • Are used to treat psychotic disorders, severe behavior problems in children & severe nausea, vomiting & intractable hiccups. Noted side effects include: • Anticholingeric effects (dry mouth, blurred vision, constipation & urinary retention). • Nausea; GI upset (give with food). • Skin rash, orthostatic hypotension, photosensitivity & sedation (give at bedtime), weight gain, difficulty maintaining body temperature, urine may turn pink to reddish-brown, reduction in seizure threshold. • Hormonal effects - decreased Libido, retrograde ejaculation, gynecomastia (males), amenorrhea (females) • Agranulocytosis - a rare but serious side effect where WBC count drops extremely low HOWEVER 1%-2% of pts taking Clozaril (clozapine) develop it - so must have blood levels drawn weekly. If WBC count falls  3000mm3 or granulocyte count falls  1500mm3 the drug is discontinued. • Extra pyramidal Symptoms (EPS) (side effects) include: • Pseudoparkinsonism - tremor, shuffling gait, drooling & rigidity (can appear 1-5 days after starting the medication). • Akinesia - muscular weakness. • Akathisia - continuous restlessness & fidgeting (can occur 50-60 days after starting the med). • Dystonia - involuntary muscular movements (spasms) of the face, arms, legs & neck. • Oculogyric Crisis - uncontrolled rolling back of the eyes Tardive Dyskinesia - bizarre facial & tongue movements; stiff neck & difficulty swallowing. Neuroleptic Malignant Syndrome - rare but potentially fatal. S/S includes - hyperpyrexia ( to 107°F), tachycardia, tachypnea, and fluctuations in BP, diaphoresis, decreased in mental status. If Neuroleptic Malignant Syndrome occurs - the drug must be stopped immediately. ''**Please note that the newer atypical agents have a far lower propensity to cause movement disorders''. Risperidone over 6mg/day is linked with increased EPS however. Atypical Antipsychotics have their own unique side effect profiles that include metabolic changes, prolactin alterations and fluctuations in the patients sugars and cholesterol values. ANTIDEPRESSANTS Fluoxetine (SSRI) - weight loss noted with drug. Sertraline (SSRI) Paroxetine (SSRI) Buproprion (SNRI) Amitriptylline (TCA) Trazodone (TCA) - priapism is a possible side effect. Phenylzine (MAOI) - hypertensive crisis possible Moclobemide (MAOI-B) Clomipramine (TCA) Nortriptylline (TCA) Imipramine (TCA) Mirtazapine (NASSA) Venlafaxine (SNRI) + more Work to increase the concentration of norepinephrine & serotonin in the body by blocking: • The reuptake of these chemicals by the neurons (such as with tricyclics & others). • Or inhibiting an enzyme (such as with MAO inhibitors). Work to elevate mood & alleviate other symptoms (use with psychotherapy). • Symptomatic relief is usually achieved in 1 to 4 weeks. • As mood lifts remember to assess for suicide, as potential often increases as depression lifts. Side effects include: • Anticholinergic effects (dry mouth, blurred vision, constipation & urinary retention). • Sedation, orthostatic hypotension, reduction of seizure threshold, tachycardia and arrhythmias and photosensitivity. • Hypertensive Crisis (with MAO inhibitors) to avoid such crisis teach the patients not to consume tyramine containing foods as follows: aged cheese, or other aged or fermented foods, pickled herring, beef & chicken livers, preserved sausages, beer, wine (esp. chianti), chocolate, caffeine, canned figs, sour cream, yogurt, soy HYPNOTICS Temazapam Oxazepam Chloral Hydrate Hydroxyzine Flurazepam + more See same side effects as for antianxiety drugs. Addiction potential STIMULANTS Methylphenidate Dexamphetamine +moreAddiction potential ANTICONVULSANTS Valproic Acid Carbamazepine Primidone Lamotrigine Phenytoin Topiramate With VPA - Monitor CBC & serum levels of valproic acid .A side effect to monitor with Depakote is prolonged bleeding time - noting any bruising or spontaneous bleeding. Monitor Dilantin levels - Therapeutic blood levels are between Topiramate- Weight Negative ANTIPARKINSONISM Benztropine Procyclidine Diphenhydramine Antiparkinsonism drugs: • Work to restore the balance of neurotransmitters acetylcholine & dopamine  this imbalance results in excessive cholinergic activity. • Are used to TX all forms Parkinsonism & drug-induced extrapyramidal reactions. • Side effects: exacerbation of psychosis. • Anticholinergic effects - dry mouth, blurred vision, constipation, Paralytic Ileus, urinary retention, tachycardia, decreased sweating (body may not be able to cool self), elevated temperatures & orthostatic hypotension. • Nausea & GI upset. • Sedation: Given at bedtime if possible [[Category:Medicine]] 22849 77240 2007-01-16T20:10:48Z JWSchmidt 20 from [[Topic:Pharmacy practice]] Welcome to the Wikiversity '''Introduction to Pharmacy practice''' module [[User:Joel Lamoure|Joel Lamoure]] 14:54, 24 December 2006 (UTC) ==Learning Module Summary== To learn the overview of Pharamceutical care in accordance with current observations with the underlying premise of the patients basic Bill of "Rights". That is for the practitioner to get the right drug to the right patient at the right time for the right condition with a a minimum of adverse effects. ==Pharmacy Practice,Patient Care and Drug Related Problems== [[User:Joel Lamoure|Joel Lamoure]] 14:22, 24 December 2006 (UTC) Joel Lamoure RPh., B.Sc.Phm., FASCP Assistant Professor, Department of Psychiatry University of Western Ontario Teaching Associate,Faculty of Pharmacy University of Toronto Mental Health Pharmacist, London Health Sciences Centre, South St Hospital "I, Joel Lamoure, am the author of this article, Pharmacy Practice and I release its content under the terms of the GNU Free Documentation License, Version 1.2 and later." ==Introduction== Pharmaceutical care is a methodology of working with patients and their caregivers and their medication(s) including herbals and over the counter agents and the providers thereof. It is a concept that deals with the way patients, their families , healthcare providers, should receive and use medication, information about medication and instructions for use. Pharmaceutical care encompasses information, assimilation of data and interpretation of the data using best possible medication histories to get the right drug to the right patient at the right tome for the right condition with a minimum of adverse effects. One point to take into consideration when working with patients is that they experience not only a '''DISEASE''' but a '''DIS-EASE'''. Thus we have a physical and physioogical component to every patient and diagnosis. This also impact as to why no 2 patients' course of disease remains the same. Hepler and Strand, in the 1980’s, developed a new definition in which the patient’s position in the triad of patient, physician and pharmacist receives even more emphasis. Pharmaceutical Care is that component of pharmacy practice which entails the direct interaction of the pharmacist with the patient for the purpose of caring for that patient's drug-related needs In 1997, Strand redefined pharmaceutical care as: “A practice for which the practitioner takes responsibility for a patients drug therapy needs and is held accountable for this commitment.” ==Claasification of Drug Related Problems== Why Pharmaceutical Care? a. A minimum of 1-4% of new prescriptions in pharmacy will have a problem. Incidence of an ADR depends on the situation, but may account for 1/5 patients on a general medicine unit in a teaching hospital b. These problems or Drug Related Problems are categorized into one of eight possibilities, although the patient may experience multiple DRP’s with 1 medication. c. There is a new approach since 2004 that looks not at the drug itself but at the underlying DISEASE. That the condition is impacted or a condition is impacted real or potentially with the introduction or use of a drug. The number of DRP’s in this case is reduced to 7. However, as pharmacy students (refernecing the University of Toronto Faculty of Pharmacy) at the Faculty of Pharmacy whom graduate before the class of 2008 , that the Drug is central to the DRP remains the cornerstone of approach between 1989 to date. As such, the DRP’s we will focus on will be the DRUG-focused DRP versus the ones by Strand and Cipolle. If anyone has an interest in this new approach, the text is called Pharmaceutical Care Practice: The Clinicians Guide by Robert J. Cipolle, Linda M. Strand, Peter C. Morley (Authors) May 2004 ISBN: 0071362592 '''Drug Related Problems Encountered in the Provision of Pharmaceutical Care''' 1-The patient has an undesirable sign or symptom because they are taking a drug for which there is no valid indication Examples here might include the use of an acute agent for an extended length of time. Also, where a patient uses a societal or recreational substance such as marijuana, alcohol or tobacco. Also for example patients are using a drug where non-drug options would be indicated 2-Patient has undesirable sign/symptom because they need drug therapy but are not receiving Patients in this case are in need of therapy as a result of a disease or disorder or adverse effect but are not receiving appropriate medication management. The condition that they have may not yet be diagnosed or is diagnosed but not receiving adequate and appropriate pharmacological management. Also, this includes medications where additional medications may be needed for synergistic effect to treat the condition, or preventative therapies. 3-Patient not taking appropriate drug or drug product This is a large consideration in the mental health population. The major reasons that people do not take their medications are due to cost, stigma or adverse effects. The current drug is not the most cost effective for this patient, such as patient non-compliant but may need a depot injection. 4-Patient has undesirable sign/symptom from taking/ receiving too little drug In this instance, there is a resumption of the underlying disease or condition as the dose is inappropriate, frequency/ timing inappropriate or there is a drug- disease interaction. There may be ADME mediated mechanisms at play here for example enzymatic induction of the Cytochrome P450 system secondary to the patient smoking or co-ingestion of another agent. 5-Patient has undesirable sign/symptom because they are taking/ receiving too much drug In this instance, there is an adverse effect or toxicity as the dose is inappropriate, frequency/ timing inappropriate or there is a drug- disease interaction. There may be ADME mediated mechanisms at play here for example enzymatic inhibition of the Cytochrome P450 system secondary co-ingestion of another agent. Also, a medication that is renally excreted may build up due to reduced renal issues (medications, age, disease). 6-Patient has undesirable sign/ symptom because not taking/ receiving prescribe drugs appropriately Patients may experience economic restraints, administration or distribution error or non-compliance. This is of particular importance and concern with patients taking medications for mental health. Patients receiving antipsychotics took an average of 58 percent (range 24-90%) of prescribed medications with a varying degree of intervals which may not make this study portable to ADHD specifically. In patients with a variety of physical disorders was 60-92% compliance with a mean of 76%. Compliance With Medication Regimens for Mental and Physical Disorders -- Cramer and Rosenheck 49 (2): 196 -- Psychiatr Serv 7-Patient has undesirable sign/symptom because experiencing adverse drug reaction (non-dose related) The patients may be experiencing an effect to be associated with the medication either in idiosyncratic manner or via extension of pharmacological effect These patients may be Type a or Type B. Type A is an anticipated reaction and a direct extension of the medication whereas Type B or bizarre reactions may be immunological in nature (e.g. penicllin anaphylaxis) 8-Patient experiencing undesirable sign/ symptom because experiencing drug-drug, drug-food or drug-lab interaction These reactions encompass drug-food reactions that cause the medications to become less effective (calcium salts and quinolones) or more potent (grapefruit juice and calcium channel blockers). As well, there are some drug-lab interactions, especially seen with illicit substance making agents such as finasteride or epitestosterone, dextran , diuretics or probenicid.Types of prohibited drugs ==Goals of Pharmaceutical Care== 1. Pharmacist as a provider – To move beyond the premises of a product and extend the clinical knowledge to the delivery of a clinical service. This does not mean that counseling itself is pharmaceutical care, but a part of the general approach. Although to counsel the patient or caregiver is essential and required by Provincial Colleges, an overview of the patient and appropriateness of the medication must be employed. This includes knowledge of or access to references that provides information such as interactions, compatibilities (drug and disease) as well as absorption, distribution, metabolism and excretion. 2. Role of the pharmacist- Will be determined by the practice, but it keeps the patient or caregiver in the centre of the triad using the pharmacists’ drug and clinical knowledge to maximize the outcomes. This mainly shifts focus from a reactive role to a proactive team based patient-centered clinical methods model. Ideally, there will be overlap between treating teams within the circle of care to maximize patient outcomes and improve patients quality of life. 3. Responsibilities of the pharmacist- To practice pharmaceutical care by reviewing and analyzing the patient‘s medication regimens to identify and solve within the team approach solutions to the identified problems. As well, after the solution has been mutually reached, the requirement exists to monitor outcomes by example through compliance monitoring which is poor in mental health conditions. ==Section references== United Kingdom Psychiatric Pharmacy Group (UKPPG) www.ukppg.org.uk/ J. Rovers et al.: A Practical Guide to Pharmaceutical Care Am. Pharm. Assoc. 1998 ISBN 0-017330-90-0 University of Toronto Faculty of Pharmacy Teaching Associate Program 2003 Updates pp 22-24 University of Toronto Structured Practical Experience Program Update November 3 2006 The Peters Institute of Pharmaceutical Care http://www.pharmacy.umn.edu/centers/peters/about/home.html Strand LM, Cipolle RJ. Challenges for pharmaceutical care. Am J Hosp Pharm 1993 Aug;50:1618-21. Strand LM, Cipolle RJ, Morley PC, Perrier DG. Levels of pharmaceutical care: needs based approach. Am J Hosp Pharm 1991 Mar;48:547-50 Pharmaceutical Care Practice : The Clinician's Guide (ISBN: 0071362592) Robert J. Cipolle; Linda M. Strand; Peter C. Morley May 2004 [[Category:Medicine]] 22850 77245 2007-01-16T20:21:11Z JWSchmidt 20 [[Category:Law]] [[Category:Law]] 22851 77252 2007-01-16T20:30:41Z JWSchmidt 20 [[Category:Law]] [[Category:Law]] 22852 77269 2007-01-16T21:16:48Z JWSchmidt 20 [[Category:Mathematics]] [[Category:Mathematics]] 22853 77279 2007-01-16T21:25:12Z JWSchmidt 20 [[Topic:School of Mathematics Help Desk]] moved to [[School of Mathematics Help Desk]]: Wikiversity name conventions #REDIRECT [[School of Mathematics Help Desk]] 22854 77284 2007-01-16T21:33:39Z JWSchmidt 20 [[Category:Content]] [[Category:Content]] 22855 77288 2007-01-16T21:37:34Z JWSchmidt 20 [[Topic:Software testing/design technique]] moved to [[Software testing/design technique]]: learning material go in the main namespace #REDIRECT [[Software testing/design technique]] 22857 77292 2007-01-16T21:38:19Z JWSchmidt 20 [[Topic:Software testing/glossary]] moved to [[Software testing/glossary]]: learning resources go in the main namespace #REDIRECT [[Software testing/glossary]] 22859 77296 2007-01-16T21:38:55Z JWSchmidt 20 [[Topic:Software testing/history of testing]] moved to [[Software testing/history of testing]]: learning resources go in the main namespace #REDIRECT [[Software testing/history of testing]] 22862 77301 2007-01-16T21:39:22Z JWSchmidt 20 [[Topic:Software testing/introduction]] moved to [[Software testing/introduction]]: learning resources go in the main namespace #REDIRECT [[Software testing/introduction]] 22864 77305 2007-01-16T21:40:33Z JWSchmidt 20 [[Topic:Software testing/laboratory course]] moved to [[Software testing/laboratory course]]: learning resources go in the main namespace #REDIRECT [[Software testing/laboratory course]] 22866 77322 2007-01-16T22:54:08Z JWSchmidt 20 [[Category:Electronic engineering]] '''RC Circuits''' RC Circuits are simple circuits that contain a [[resistor]] and a [[capacitor]]. These circuits are primarily used as frequency filters. There are two arangements. High pass and low pass filters. High pass allows frequencies above the cut-off frequency to pass, and low pass allow frequencies beneath the cut-off to pass. The arrangement between the location of the resistor and the capacitor is what determines their behaviour. When the capacitor is in parallel with the load it is a low pass filter. When the resistor is in parallel with the load it is a high pass filter. The cut-off frequency is a function of the resistive and capacitive value. [[Category:Electronic engineering]] 22867 77332 2007-01-16T23:11:00Z JWSchmidt 20 [[Category:Medicine]] [[Category:Medicine]] 22868 77351 2007-01-16T23:28:38Z 68.74.122.5 New page: Geriatrics is the branch of medicine that focuses on health promotion and the prevention and treatment of disease and disability in later life. Geriatrics is the branch of medicine that focuses on health promotion and the prevention and treatment of disease and disability in later life. 22869 77362 2007-01-16T23:40:48Z JWSchmidt 20 [[Category:Content]] [[Category:Content]] 22870 77363 2007-01-16T23:41:05Z RyanB88 5430 Photo curtosey: [http://msdn.microsoft.com Microsoft Developer Network] Originally from: (http://msdn.microsoft.com/vstudio/images/express/features/vb_ide.gif} '''IMPORTANT: This file is used under Fair-use pervision of United States Copyright Law.''' Photo curtosey: [http://msdn.microsoft.com Microsoft Developer Network] Originally from: (http://msdn.microsoft.com/vstudio/images/express/features/vb_ide.gif} '''IMPORTANT: This file is used under Fair-use pervision of United States Copyright Law.''' If you have a "free source" screen shot of the visual basic .NET 2005 express edition IDE, please feel free to overwrite this file with it. 22871 77365 2007-01-16T23:42:53Z Mystictim 626 [[Metalwork]] moved to [[Topic:Metalwork]]: moved to appropriate name space as description of a department #REDIRECT [[Topic:Metalwork]] 22872 77367 2007-01-16T23:45:56Z JWSchmidt 20 [[Category:Content]] [[Category:Content]] 22873 77370 2007-01-16T23:48:08Z JWSchmidt 20 [[Category:Engineering and Technology]] [[Category:Engineering and Technology]] 22874 79831 2007-01-22T01:51:58Z JWSchmidt 20 [[Category:Visual Basic]] [[Image:Vb_ide.gif|thumb|300px|right|Microsoft Visual Basic .NET 2005 Express Edition IDE]] [[w:Visual Basic .NET|Microsoft Visual Basic .NET]] is quickly taking over previous versions of visual basic. For those who need to know a programming language, Visual Basic .NET could be a good choice. The goal of these courses is to teach you how to use Visual Basic .NET for programming. Unlike the other [[Topic:Visual_Basic|Visual Basic]] courses offered here on wikiversity, you won't need to purchase a software package discontinued by Microsoft, so .NET may be easier to learn. With the release of version 2005 Microsoft announced that the express editions of the .NET Programming Language [[w:Integrated_development_environment|IDE]]s will be available FREE OF CHARGE! You will need to download the Express Edition of Visual Basic .NET 2005 [http://msdn.microsoft.com/vstudio/express/vb/download/ here] unless you already have a 2005 edition with the Visual Basic .NET language. ==Visual Basic .NET 2005 Courses== * [[Visual Basic .NET - Beginning Programming]] [[Category:Visual Basic]] 22876 79835 2007-01-22T02:38:14Z JWSchmidt 20 [[Category:Visual Basic]] ==About This Course== This course has been intially developed and largly designed by [[User:RyanB88|RyanB88]]. Anyone is welcome to contribute to it to make it better. The goal is for you to learn how to make simple, yet useful, programs in Visual Basic .NET 2005. Please download the [http://msdn.microsoft.com/vstudio/express/vb/download/ Visual Basic .NET 2005 Express Edition] if you do not have a Visual Basic .NET 2005 IDE. As designed this course will cite and use an online book titled [[wikibooks:Visual_Basic_.NET|Visual Basic .NET]] (on wikibooks). I will look over your projects to see how you have done. Because .ZIP files cannot be uploaded to Wikiversity, you may utilize a file upload service or ask me for alternatives. [[Category:Visual Basic]] 22880 77388 2007-01-17T00:15:23Z JWSchmidt 20 [[Category:Life Sciences]] [[Category:Life Sciences]] 22882 77398 2007-01-17T00:23:23Z JWSchmidt 20 [[Category:Engineering and Technology]] [[Category:Engineering and Technology]] 22883 79382 2007-01-21T02:28:44Z JWSchmidt 20 {{welcome and expand}} {{welcome and expand}} Myspace Is a place were people and friends hang out. Can we make use of social networking websites as a way to spread the word about Wikiversity? [http://www.myspace.com/wikiversity Wikiversity] on Myspace. ==See also== *[[Wikiversity:Wikiversity outreach]] [[Category:Wikiversity community projects]] 22884 77408 2007-01-17T00:35:15Z JWSchmidt 20 [[Category:Management]] [[Category:Management]] 22885 77415 2007-01-17T00:49:31Z JWSchmidt 20 [[School:Strategic Studies/Universal Tactical Simulation]] moved to [[Strategic Studies/Universal Tactical Simulation]]: Wikiversity name conventions #REDIRECT [[Strategic Studies/Universal Tactical Simulation]] 22886 77419 2007-01-17T00:50:55Z JWSchmidt 20 [[School:Strategic Studies/Universal Tactical Simulation/Landsknecht]] moved to [[Strategic Studies/Universal Tactical Simulation/Landsknecht]]: Wikiversity name #REDIRECT [[Strategic Studies/Universal Tactical Simulation/Landsknecht]] 22887 77423 2007-01-17T00:51:59Z JWSchmidt 20 [[School:Strategic Studies/Universal Operational Simulation]] moved to [[Strategic Studies/Universal Operational Simulation]]: Wikiversity name #REDIRECT [[Strategic Studies/Universal Operational Simulation]] 22888 77426 2007-01-17T00:53:04Z JWSchmidt 20 [[School:Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]] moved to [[Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]]: Wikiversity name #REDIRECT [[Strategic Studies/Strategic Simulations/Mercantilism (Strategic Simulation)]] 22889 77429 2007-01-17T00:54:37Z JWSchmidt 20 [[School:Strategic Studies/Strategic Simulations/]] moved to [[Topic:Strategic Studies/Strategic Simulations/]]: Wikiversity name conventions #REDIRECT [[Topic:Strategic Studies/Strategic Simulations/]] 22891 77434 2007-01-17T00:56:01Z JWSchmidt 20 [[School:Strategic Studies/Policy by Other Means]] moved to [[Topic:Strategic Studies/Policy by Other Means]]: Wikiversity name #REDIRECT [[Topic:Strategic Studies/Policy by Other Means]] 22892 77437 2007-01-17T00:58:36Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 22893 77443 2007-01-17T01:02:11Z JWSchmidt 20 [[School:Psychology/Psy 4049]] moved to [[Psychology of Lesbian Culture]]: Wikiversity name conventions #REDIRECT [[Psychology of Lesbian Culture]] 22895 77448 2007-01-17T01:03:58Z JWSchmidt 20 [[School:Psychology/Psy 2085]] moved to [[Social Psychology]]: Wikiversity page name conventions #REDIRECT [[Social Psychology]] 22896 77450 2007-01-17T01:05:16Z JWSchmidt 20 [[School:Psychology/Psy 1001/Key words for chapter three]] moved to [[Introduction to Psychology/Key words for chapter three]]: Wikiversity page name #REDIRECT [[Introduction to Psychology/Key words for chapter three]] 22897 77455 2007-01-17T01:09:44Z JWSchmidt 20 [[Category:Psychology]] [[Category:Psychology]] 22898 77460 2007-01-17T01:14:28Z JWSchmidt 20 [[Category:Physical Sciences]] [[Category:Physical Sciences]] 22899 77464 2007-01-17T01:27:38Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] [[Category:Interdisciplinary Studies]] 22900 77469 2007-01-17T01:36:46Z JWSchmidt 20 [[School:Informatics]] moved to [[Topic:Space Science Informatics]]: Wikiversity name conventions #REDIRECT [[Topic:Space Science Informatics]] 22901 77471 2007-01-17T01:38:34Z JWSchmidt 20 [[Category:Engineering and Technology]] [[Category:Engineering and Technology]] 22902 77473 2007-01-17T02:17:51Z JWSchmidt 20 [[Category:Physical Sciences]] [[Category:Physical Sciences]] 22904 78331 2007-01-18T18:57:29Z Nancysen13 5327 <center><big>'''Welcome to the Wikiversity School of Forensics!'''</big></center> A Wikiversity [[Wikiversity:Schools|school]] is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''17 January 2007''' - School founded! [[Category:{{PAGENAME}}| ]] 22905 77502 2007-01-17T03:11:54Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 22906 77508 2007-01-17T03:28:43Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] [[Category:Management]] 22907 77511 2007-01-17T03:39:38Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] [[Category:Practical Arts and Sciences]] 22908 77514 2007-01-17T03:44:01Z JWSchmidt 20 [[Category:Interdisciplinary Studies]] [[Category:Interdisciplinary Studies]] 22909 77518 2007-01-17T03:50:48Z JWSchmidt 20 [[Category:Mathematics]] Introduction to Differential Topology by Prof. Justin Sawon Differential topology is a subject in which geometry and analysis are used to obtain topological invariants of spaces, often numerical. Some examples are the degree of a map, the Euler number of a vector bundle, the genus of a surface, the cobordism class of a manifold (the last example is not numerical). A manifold is a topological space which is locally homeomorphic to R^n. It is made of open subsets of R^n glued together by homeomorphisms. If these gluing maps are diffeomorphisms, then we obtain a smooth (or differentiable) manifold. These are the basic objects of study of differential topology. They are also the basic objects of study of differential geometry, but whereas differential geometry is concerned mainly with local invariants (for example, curvature), differential topology is concerned with global issues. Manifold occur in many branches of mathematics, for example as Lie groups in algebra, as space-time in relativity, as phase-space in mechanics, as state-space in dynamics and differential equations. An important idea in differential topology is the passage from local to global information. As an illustration of the distinction consider differential equations : two solutions which may look similar locally can turn out to have very different global properties (one may be periodic, the other convergent). In the above examples there is typically additional structure, such as a group structure (multiplication and inverses), a metric, or a symplectic structure. In differential topology we are interested in the manifold itself and the additional structure is just a tool. This is similar to algebraic topology, which employs triangulations and uses combinatorial methods to obtain topological information. As an example, let's look at the Euler characteristic of the sphere S^2. In algebraic topology we have a combinatorial definition. We take a triangulation, and then count the number of vertices, minus the number of edges, plus the number of faces, to get two. In the case of a Platonic solid this is just Euler's theorem. In differential topology we count the number of zeros of a smooth vector field, weighted by their indices, and once again get two. There can be no non-vanishing smooth vector field, a fact known as the hairy ball theorem. Finally, a more geometric definition requires us to choose a metric on the sphere then take the Gaussian curvature K of the corresponding connection. Integrating over the sphere we one again get two (up to a factor of 2Pi). This is the Gauss-Bonnet formula. In all of these definitions we employ some additional structure (a triangulation, a vector field, a metric) but ultimately define a topological invariant which is independent of the choices made. From a topological point of view, manifolds have no local invariants. They look the same at every point, and there are symmetries taking a given point to any other in the same connected component. The kinds of questions that one asks in differential topology are therefore global. For example, can we embed one manifold M in another N? If M is homeomorphic to N, is it diffeomorphic to N? Given M, does there exist N such that M is the boundary of N? Note: The above text is an excerpt from the course synopsis of MAT 566, Fall 2002, taught at State University of New York/Stony Brook by Prof. Justin Sawon (now teaching in the Mathematics Dept at Colorado State). Permission to use the above excerpt was duly granted by author on 15 January 2007 via E-mail correspondance.No copyright assigned. [[Category:Mathematics]] 22910 77523 2007-01-17T03:57:10Z JWSchmidt 20 [[School:Cultural Studies]] moved to [[Portal:Cultural Studies]]: no schools in schools #REDIRECT [[Portal:Cultural Studies]] 22912 77530 2007-01-17T04:01:09Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 22913 78125 2007-01-18T05:34:13Z Bodene1960 5141 /* //WinMain Function */ == Lesson One == One of the most important things to learn about using the WINAPI to write windows applications is that to do so you have to fill a Windows class structure. The following code will show you how. === //Window Procedure === #include<windows.h> TCHAR* Simple = TEXT("A Simple Window..."); LRESULT CALLBACK WinProc(HWND hwnd, UINT Msg, WPARAM wParam, LPARAM lParam) { switch(Msg) { case WM_CLOSE: DestroyWindow(hwnd); break; case WM_DESTROY: PostQuitMessage(0); break; default: return DefWindowProc(hwnd, Msg, wParam, lParam); } return 0; } ==== //WinMain Function ==== int WINAPI WinMain (HINSTANCE hInst, HINSTANCE hPrev, LPSTR lpCmd, int nShow)<br> { WNDCLASS wc; HWND hwnd; MSG Msg; //The WNDCLASS struct wc is filled here by assigning all members of the struct wc.lpfnWndProc = WinProc; wc.hInstance = hInst; wc.style = CS_BYTEALIGNCLIENT; wc.lpszMenuName = NULL; wc.lpszClassName = Simple; wc.hIcon = LoadIcon(NULL, IDI_APPLICATION); wc.hCursor = LoadCursor(NULL, IDC_ARROW); wc.hbrBackground = (HBRUSH)GetStockObject(BLACK_BRUSH); wc.cbWndExtra = 0; wc.cbClsExtra = 0; //end of struct assignments //Register our newly defined window class RegisterClass(&wc); //Create a window from wc class hwnd = CreateWindow(Simple, Simple, WS_OVERLAPPEDWINDOW | WS_VISIBLE, CW_USEDEFAULT, CW_USEDEFAULT, 300, 210, HWND_DESKTOP, NULL, hInst, NULL); //Updating the window UpdateWindow(hwnd); //The message loop or the place where messages are routed while(GetMessage(&Msg, NULL, 0, 0) > 0) { TranslateMessage(&Msg); DispatchMessage(&Msg); } return (int)Msg.wParam;<br> } ==Questions== Leave all your questions here. [[User:Bodene1960|Bodene]] 04:29, 17 January 2007 (UTC) [[WINAPI Programming|WinApi Home]] 22917 79823 2007-01-22T01:45:15Z JWSchmidt 20 [[Category:C computer language]] ==A simple Win32 Program...== <p style="font-face:arial; font-size:small; font-face:bold;">Make sure you specify a Win32 GUI and NOT a console program when compiling the project below. </p><br /> <p><nowiki>#</nowiki>include <windows.h></p> &nbsp; </font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>int</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WINAPI</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WinMain</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">HINSTANCE</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">hInst</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">HINSTANCE</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">hPrev</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;&nbsp;</font><font color="#000000" face="Courier New">LPSTR</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">lpCmd</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New"><b>int</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">nShow</font><font color="#23238E" face="Courier New"><b>)</b></font><font color="#808080" face="Courier New">&nbsp; <br></font><font color="#23238E" face="Courier New"><b>{</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">MessageBox</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">NULL</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">TEXT</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#9932CC" face="Courier New">"Hello,&nbsp;Windows!"</font><font color="#23238E" face="Courier New"><b>),</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">TEXT</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#9932CC" face="Courier New">"Hello"</font><font color="#23238E" face="Courier New"><b>),</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">MB_OK</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New">&nbsp; <br>&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#23238E" face="Courier New"><b>return</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New">0</font><font color="#23238E" face="Courier New"><b>;</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>}</b></font><font color="#808080" face="Courier New">&nbsp; <br> <p> If you have no experience with the Windows API try to compile and run the above program. First check for any errors and correct them as neccesary. If you are not sure how to correct the errors look them up in the accompanying documentation that came with your compiler. Remember to compile this as a C program by saving the program as somename.c or anyname.c as most compilers will compile the project as a C program if .c follows as the extension. If the program ran correctly you should have gotten a simple message box that displayed the Message Hello Windows! and Hello in the client area and title bar respectfully. </p> ===Explaining the code...=== ''<p style="color: black; background:Lavender; font-family: Courier New; font-size:medium;"> int WINAPI WinMain (HINSTANCE hInst, HINSTANCE hPrev, LPSTR lpCmd, int nShow) </p>'' <p style="font-family:arial; font-size:small;"> &nbsp;&nbsp;&nbsp;WinMain is the same as the main() function in dos. Program execution starts in WinMain(). HINSTANCE hInst is the handle to the programs executable module in memory. HINSTANCE hPrev is always NULL for Win32 Applications, it use to be the handle to the previous instance for Win16 programs. LPSTR lpCmd are the command line arguements as a single string not counting the program name. hInstance is used for loading resources and any other task which is performed on a per-module basis. A module is either the EXE or a DLL loaded into your program. For purpose of this tutorial there will be only one module, the .exe. The calling convention is WINAPI which is defined as _stdcall. </p> [[WINAPI Programming|Winapi Home]] ==Questions== Questions and comments here... [[Category:C computer language]] 22918 79829 2007-01-22T01:49:18Z JWSchmidt 20 [[Category:German]] This lesson will cover ''basic'' German pronouns in what are called the direct object ([[nominative]]) and and indirect object ([[accusative]]) cases. '''The Pronouns''' ich--I du---you (informal) er, sie, es--he, she, it wir--we ihr--you guys (informal) Sie, sie--You (formal, formal plural), they Pronouns in German are similar to pronouns in German. Two notable differences are "ihr", which is basically the English equivalent to "ya'll" or "you guys" and Sie (capitalized), which is used in formal circumstances. ("Sie" is also plural, so one would use it when speaking to one stranger or several.) '''The Accusative Pronouns''' ''Note: for non-German speakers, the differences between accusative and nominative cases can be confusing. It is helping to think of them as the "indirect object case" and the "direct object case". '' mich--me dich--you ihm, ihr, ihm--him, her, it [[Category:German]] 22920 77691 2007-01-17T09:51:03Z Robert Elliott 1436 Rough Draft Software reviews should be your own personal feelings about a particular computer programs. Does this program do what needs to be done? 22922 77768 2007-01-17T16:34:51Z JWSchmidt 20 [[Category:Music]] {{welcome and expand}} [[Category:Music]] 22923 77769 2007-01-17T16:35:27Z JWSchmidt 20 [[Category:Music]] {{welcome and expand}} [[Category:Music]] 22924 80301 2007-01-23T08:59:20Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #01 - Creating moods using individual musical notes</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Overview== ;Apple's GarageBand plus the sounds of a symphony orchestra :This course is designed for Apple's GarageBand with Jam Pack:Symphony Orchestra. This is a fantasitic combination for filmmakers who are not musicians who want to create film scores. :An alternative to Jam Pack:Symphony Orchestra is MOTU's Symphonic Instrument or even MOTU's Ethnic Instrument. I have not tested this. ;Notation Protégé :If you are using VirtuosoWorks' Notation '''Protégé''' - demo version, select "Notation Protégé" at the top of the page. ;GarageBand '''without''' the sounds of a symphony orchestra :If you are using GarageBand '''without''' the wonderful sounds of a symphony orchestra, Click on "Just GarageBand" at the top of the page. You can still use these lesson but you must use cords instead of the sounds of a symphony orchestra. Creating moods with cords requires more musical knowledge than just using the sounds of a symphony orchestra. ;Creating moods with the sounds of a symphony orchestra :Creating musical sound effects using GarageBand plus the sounds of a symphony orchestra is unbeliveably easy. All you do is find different sounds which create moods. This is it! That is the entire lesson. This is why even musicians who are not filmmakers can create effective musical scores. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==The Sound of Fear== ;Creating moods with individual notes Some musical sounds automatically create the sound of fear. The most common musical instrument sound which creates the sound of fear is the violin trill. ;"It's a trill!" A trill is a special musical sound created with bowed instruments such as a violin. Most filmmakers cannot play a trill on a violin. Not in a million years. Yet with Jam Pack:Symphony Orchestra, all a filmmaker need do is press one key on the keyboard to get a wonderfully realistic trill sound. For filmmakers with no musical talent, this is a miracle. Using the software instruments in the Macintosh computer, a filmmaker can create fantasitc sounds for motion pictures. ;Fade in and fade out Just playing a violin trill is not enough. When you play a violin trill with GarageBand, the trill turns on and then turns off. This is not realistic. To make the trill seem realistic, you must adjust the volume of the sound so it fades in and fades out. That is simple! ;That's it! This entire process is fast. Super fast! Once you have found the correct musical instrument to create the mood you want and after you have adjusted the volume of the note, you are done. How easy can it get!!! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the how to get started with GarageBand. :* Page 1: [[Mad Max - Getting started with GarageBand and symphony orchestra | Getting started with GarageBand and symphony orchestra]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} {{Lesson Shortcuts:Film Scoring Lessons}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 22925 77764 2007-01-17T16:29:19Z Franko2nd 5406 New page: ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Franko2nd|Franko2nd]] 14:12, 17 January 2007 (UTC) ==School news== * '''17/01/07''' - Department founded! * '''17/01/07''' - Basic Geography wikibook initiated [http://en.wikibooks.org/wiki/Basic_Geography here] [[Category:Geography]] ==Courses== 22926 77770 2007-01-17T16:35:57Z JPatrickBedell 5298 Redirecting to [[w:Public domain]] #REDIRECT[[w:Public domain]] 22927 77773 2007-01-17T16:41:40Z JPatrickBedell 5298 Redirecting to [[Portal:Learning Projects]] #REDIRECT[[Portal:Learning Projects]] 22928 81028 2007-01-25T22:44:52Z Historybuff 5228 /* Issues to be addressed */ added proposal for admin Wikiversity has adopted a "[[Portal:Education|learn by doing]]" model of education. Wikiversity participants need to be able to take part in collaborative learning projects that involve webpage creation/editing/development beyond the limited wiki user interface. Wikiversity participants, particularly in the [[School:Computer Science|Computer Science area]], need access to a server that would be used for projects that foster learning. This page is to brainstorm, collate, and discuss ideas for the computing resources that Wikiversity needs to support learning and how we could procure them. ==Needs== * A server which will function as a testing ground for several Wikiversity projects. This will be a series of case studies, to explore various methods of collaboration and learning. ==Identified Uses== ===Audio/Video Projects=== [[Image:Crystal_Clear_app_Community_Help.png|100px|right]] *Live communication/Distance learning project ** Would allow realtime group participation on many levels. ** Idea is to connect people who are at large distances ** One practical idea is a collaborative Drawing program, for primary learners * Podcasting (lectures, videos, demonstrations) * Wikiversity community chat ** While current contributors feel comfortable using IRC, it doesn't have the intuitive interface that something like MSN offers. This is an impediment to the free exchange of ideas and knowledge that should be fostered at Wikiversity. A Jabber like server could fill this role. *Concept is to use ([[w:IAX]]), but other protocols would be considered. (eg [[Skype]]) ** This would be inclusive, allowing both computer users and telephone users to interact [[Image:Nuvola apps ksirc.png|100px|left]] ===Giving out limited access accounts to "students"=== [[Image:Crystal_128_konsole.png|75px|right‎]] * So [[School:Computer Science|Computer Science]] lesson work can be done ** Would allow students access to tools such as a compiler which wiki software doesn't allow ** Allows lessons to be innovative, as the instruction can be geared to a known format ** Simplifies and provides a concrete feedback for the student ** Access can be limited for introductory lessons ** For more complicated lessons (advanced), we could consider shell access * Other types of classwork. ** Assignment server ** Robotics programming lab ** Web design coursework ==Administration Proposed== * It will be set up in co-operation with the custodians. Initial setup will be done by the volunteers associated with the Computer Science school, after the OS is installed by onsite personnel. * The computer science school will nominate a few volunteers to help with the daily tasks associated with running a server. These nominees will have to pass muster of a community consensus, and it is proposed that it be done in the fashion of a meritocracy. * The Computer science school will try and develop a process which allows other schools access and input into how the server is utilized. ==Sources== Potential sources of support include: ===Wikimedia Foundation=== The WMF has many servers in various locations (see [[m:Servers]]). One idea is to ask the WMF if it could donate an old server (ie three years old or so), that has passed its "best before" date. ===Kennisnet=== [http://www.kennisnetictopschool.nl/international/ Kennisnet] host some servers for the WMF already - they are also an educational organisation, and could be interested in Wikiversity. ==Names== What would this server be called? Ideas: * Gutenberg * Enterprise * Aristotle * Dewey * Alexandria ==Contributors who support this proposal== *[[User:Historybuff|Historybuff]] 20:36, 23 January 2007 (UTC) *[[User:JWSchmidt|JWSchmidt]] 05:55, 24 January 2007 (UTC) *[[User:CQ|CQ]] 10:51, 24 January 2007 (UTC) ==See also== *[[Remote Learning Development]] *[[MediaWiki Project]] *[[Infrastructure Project]] *[[Wikiversity:Technical needs]] *[[Wikiversity Distributed Virtual Supercomputer]] *... [[Category:Secondary Research]] -- 22930 80378 2007-01-23T17:23:26Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=15 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kalarm.png|200px|right]] ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra|Lesson #01: Creating the sound of "Fear" <Font color="green">with GarageBand and the sounds of a symphony orchestra</font>]] ;<big><font color="OrangeRed">Now, it is time for a Pop Quiz<nowiki>:</nowiki></font></big> :{| cellpadding="1" cellspacing="0" width="340px" | bgcolor="#f8eeff" style="border: 1px #cccccc solid;" |<center>[[Image:Crystal Clear app clock.png|16px]] [[Mad Max:Sound Of Fear:GarageBand with symphony orchestra:Pop Quiz 1|Pop Quiz for the "Sound Of Fear"]] [[Image:Crystal Clear app clock.png|16px]]</center> |} ::*Which trill is the most frightening? - [[WikiU Film School Point System|2 points]] ::*Which pitch is the most frightening? - [[WikiU Film School Point System|2 points]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Film School Templates]] 22931 77798 2007-01-17T17:29:25Z Robert Elliott 1436 Minor correction __NOTOC__ <center> {{Mad Max:Sound Of Fear:GarageBand with symphony orchestra:Pop Quiz 1:TOC}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear action apply.png|32px]] Please take this [[LessonPage:Thumbnail Storyboard Pop Quiz|pop quiz!]] [[Image:Crystal Clear app clock.png|32px]]</big></center> |- | style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola mimetypes sound.png|96px|right]] === Question 1: Which trill scares you the most?=== In Jam Pack:Symphony Orchestra (or MOTU's Symphonic Instrument) there are many different trills. Listen to them all and tell me which is the one that you find the most frightening. <center>{{email|user=Robert_Elliott|subject=Pop Quiz - Sound of Fear - Trill|text=Email me with your answers!}}. [[Image:Crystal Clear app xfmail.png|32px]]</center> | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Nuvola mimetypes midi.png|96px|right]] === Question 2: Which pitch of the trill scares you the most?=== Once you have isolated the trill that you think will create the best "Sound of Fear", tell me which pitch you find the most frightening. <center>{{email|user=Robert_Elliott|subject=Pop Quiz - Sound of Fear - Trill|text=Email me with your answers!}}. [[Image:Crystal Clear app xfmail.png|32px]]</center> |} <center> {{Trill Pop Quiz Answers}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Continue this lesson at [[Mad Max - Creating the sound of fear with GarageBand | Creating the sound of fear with GarageBand and symphony orchestra sounds]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Pop Quiz - Film scoring with GarageBand and Symphony Orchestra|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Quizzes]] 22933 77986 2007-01-17T19:53:23Z JPatrickBedell 5298 This learning project will develop microsystems for molecular analysis. The process of molecular analysis generates information about the subject molecules and their (generally [[electromagnetism|electromagnetic]]) interactions. [[Category:Learning projects]] 22934 77801 2007-01-17T17:34:57Z JPatrickBedell 5298 New page: This is a category for [[Portal:Learning Projects|Learning Projects]]. This is a category for [[Portal:Learning Projects|Learning Projects]]. 22935 77985 2007-01-17T19:52:42Z JPatrickBedell 5298 Redirecting to [[Category:Learning projects]] #REDIRECT [[Category:Learning projects]] 22936 77831 2007-01-17T18:33:53Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 1 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 1 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22937 77833 2007-01-17T18:34:02Z Lopps 5416 {{Information |Description=screenshot firework fade |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Summary == {{Information |Description=screenshot firework fade |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22938 77834 2007-01-17T18:34:25Z Fangw 5421 {{Information |Description=screenshot flash movie |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot flash movie |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22939 77836 2007-01-17T18:35:58Z Allen C 5415 {{Information |Description= Screenshot flash morph |Source= Own Work |Date= 2007-01-17 |Author= Allen C ([[Allen C]]) |Permission= Free content |other_versions= }} == Summary == {{Information |Description= Screenshot flash morph |Source= Own Work |Date= 2007-01-17 |Author= Allen C ([[Allen C]]) |Permission= Free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22940 77839 2007-01-17T18:37:46Z Chilcuttd 5417 {{Information |Description= screenshot Dreamweaver Table |Source= Own Work |Date= 2007-1-17 |Author= Chilcuttd ([[chilcuttd]]) |Permission= free content |other_versions= }} {{Information |Description= screenshot Dreamweaver Table |Source= Own Work |Date= 2007-1-17 |Author= Chilcuttd ([[chilcuttd]]) |Permission= free content |other_versions= }} 22941 77842 2007-01-17T18:38:55Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 2 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 2 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22942 77843 2007-01-17T18:39:28Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 3 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 3 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22943 77844 2007-01-17T18:39:31Z BeltonP 5411 {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22944 77845 2007-01-17T18:39:40Z Lopps 5416 {{Information |Description=screenshot firework fade |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Summary == {{Information |Description=screenshot firework fade |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22945 77846 2007-01-17T18:39:58Z HicksK 5420 {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-17 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-17 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22946 77849 2007-01-17T18:40:07Z BeltonP 5411 {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22947 77850 2007-01-17T18:40:22Z BeltonP 5411 {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22948 77851 2007-01-17T18:40:34Z BeltonP 5411 {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} 22949 77852 2007-01-17T18:40:35Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 4 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 4 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22950 77853 2007-01-17T18:40:53Z BeltonP 5411 {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22951 77854 2007-01-17T18:40:53Z Allen C 5415 {{Information |Description= Screenshot flash morph |Source= Own Work |Date= 2007-01-17 |Author= Allen C ([[Allen C]]) |Permission= Free content |other_versions= }} == Summary == {{Information |Description= Screenshot flash morph |Source= Own Work |Date= 2007-01-17 |Author= Allen C ([[Allen C]]) |Permission= Free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22952 77855 2007-01-17T18:41:05Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 5 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 5 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22953 77857 2007-01-17T18:41:07Z BeltonP 5411 {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Recreate |Source= Own Work |Date= 2007-01-17 |Author= BeltonP ([[BeltonP]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22954 77859 2007-01-17T18:41:29Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 1 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 1 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22955 77862 2007-01-17T18:41:52Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 6 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 6 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22956 77863 2007-01-17T18:42:19Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 7 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 7 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22957 77865 2007-01-17T18:42:43Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 2 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 2 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22958 77869 2007-01-17T18:43:21Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 3 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 3 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22959 77870 2007-01-17T18:43:21Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 8 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 8 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22960 77871 2007-01-17T18:43:42Z Allen C 5415 {{Information |Description= Screenshot flash morph |Source= Own Work |Date= 2007-01-17 |Author= Allen C ([[Allen C]]) |Permission= Free content |other_versions= }} == Summary == {{Information |Description= Screenshot flash morph |Source= Own Work |Date= 2007-01-17 |Author= Allen C ([[Allen C]]) |Permission= Free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22961 77873 2007-01-17T18:44:12Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 9 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 9 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22962 77874 2007-01-17T18:44:12Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 4 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 4 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22963 77876 2007-01-17T18:44:29Z Fangw 5421 {{Information |Description=screenshot links |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot links |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22964 77877 2007-01-17T18:44:41Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 5 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 5 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22965 77878 2007-01-17T18:44:42Z Nashp 5469 {{Information |Description= Screenshot Flash Zoom 10 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Zoom 10 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22966 77879 2007-01-17T18:44:48Z HicksK 5420 {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-17 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-17 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22967 77881 2007-01-17T18:45:20Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 6 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 6 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22968 77882 2007-01-17T18:45:41Z Lopps 5416 {{Information |Description=screenshot firework fade |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Summary == {{Information |Description=screenshot firework fade |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22969 77883 2007-01-17T18:45:59Z HicksK 5420 {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-17 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-17 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22970 77884 2007-01-17T18:46:31Z SpicerK 5413 {{Information |Description= Fireworks Shadow/Glow Image 7 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Fireworks Shadow/Glow Image 7 |Source= Own Work |Date= 2007-01-17 |Author= SpicerK ([[SpicerK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22971 77893 2007-01-17T18:48:36Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 1 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 1 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22972 77895 2007-01-17T18:49:54Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 2 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 2 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22973 77897 2007-01-17T18:50:25Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 3 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 3 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22974 77899 2007-01-17T18:51:08Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 4 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 4 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22975 77901 2007-01-17T18:51:46Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 5 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 5 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22976 77905 2007-01-17T18:52:27Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 6 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 6 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22977 77908 2007-01-17T18:53:16Z Nashp 5469 {{Information |Description= Screenshot Flash Trace 7 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot Flash Trace 7 |Source= Own work |Date= 2007-01-17 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22978 77909 2007-01-17T18:53:33Z Fangw 5421 {{Information |Description=screenshot link |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot link |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22979 77912 2007-01-17T18:53:57Z Fangw 5421 {{Information |Description=screenshot email links |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot email links |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22980 77915 2007-01-17T18:54:19Z Fangw 5421 {{Information |Description=screenshot email link |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot email link |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22981 77918 2007-01-17T18:55:06Z Fangw 5421 {{Information |Description=screenshot bg color |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot bg color |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22982 77919 2007-01-17T18:55:32Z Fangw 5421 {{Information |Description=screenshot bg color |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot bg color |Source=own work |Date=2007-01-17 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22983 77922 2007-01-17T18:56:42Z ShookJ 5419 {{Information |Description=Screenshot Fireworks Magic Wand Tool |Source=Own Work |Date= 2007-01-17 |Author= ShookJ([[ShookJ]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description=Screenshot Fireworks Magic Wand Tool |Source=Own Work |Date= 2007-01-17 |Author= ShookJ([[ShookJ]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22984 77928 2007-01-17T18:59:16Z ShookJ 5419 {{Information |Description=Screenshot Fireworks Magic Wand Tool |Source=Own Work |Date= 2007-01-17 |Author= ShookJ([[ShookJ]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description=Screenshot Fireworks Magic Wand Tool |Source=Own Work |Date= 2007-01-17 |Author= ShookJ([[ShookJ]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22985 78778 2007-01-19T19:30:37Z Digitalme 39 Tagged main welcome {{main welcome}} '''Bold text'''Debt and Money Markets 22986 77932 2007-01-17T19:01:49Z ShookJ 5419 {{Information |Description=Screenshot Fireworks Roll Over Parts |Source=Own Work |Date= 2007-01-17 |Author= ShookJ([[ShookJ]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description=Screenshot Fireworks Roll Over Parts |Source=Own Work |Date= 2007-01-17 |Author= ShookJ([[ShookJ]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 22987 77936 2007-01-17T19:04:29Z Chilcuttd 5417 {{Information |Description= screenshot Dreamweaver site |Source= Own Work |Date= 2007-1-17 |Author= Chilcuttd ([[chilcuttd]]) |Permission= free content |other_versions= }} {{Information |Description= screenshot Dreamweaver site |Source= Own Work |Date= 2007-1-17 |Author= Chilcuttd ([[chilcuttd]]) |Permission= free content |other_versions= }} 22988 77937 2007-01-17T19:04:43Z Chilcuttd 5417 {{Information |Description= screenshot Dreamweaver site |Source= Own Work |Date= 2007-1-17 |Author= Chilcuttd ([[chilcuttd]]) |Permission= free content |other_versions= }} {{Information |Description= screenshot Dreamweaver site |Source= Own Work |Date= 2007-1-17 |Author= Chilcuttd ([[chilcuttd]]) |Permission= free content |other_versions= }} 22989 77938 2007-01-17T19:05:03Z Lopps 5416 {{Information |Description=screenshot firework grayscale |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Summary == {{Information |Description=screenshot firework grayscale |Source=own work |Date=2007-1-17 |Author=lopps ([[lopps]]) |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23001 79997 2007-01-22T15:11:12Z 128.130.60.129 /* Usage */ == Bin2IniRAM == Bin2IniRAM is a simple VHDL code generator for SISP written in Python. It generates a VHDL entity, representing an initialised RAM, from a binary file. === Usage === Synopsis: bin2iniram.py [[-a address width][-d data width][-o outfile][-m memory interface type]] binary_inputfile The following parameters control the execution of the program: ; -a, --address_width: Controls the address width of the generated memory interface (default: 16). ; -d, --data_width: Controls the data width of the generated memory interface (default: 12). ; -o, --outfile: The name of the file where the generated VHDL code should be written (default: prog_mem.vhd). ; -m, --memory_interface: The type of the memory interface. Can be either "single" (default) or "dual". === Download === You can download the current version of Bin2IniRAM as archive [http://stud4.tuwien.ac.at/~e0300286/bin2iniram-0.4.tar.gz here]. === Version History === 0.4: 13-01-2007 * script looks for templates in its execution path instead of cwd 0.3: 10-01-2007 * added support for dual port memory interfaces (flag -m dual) 0.2: 20-12-2006 * fixed bugs, created vhdl code is now syntactically correct 0.1: 19-12-2006 * initial version 23002 77993 2007-01-17T20:29:38Z JPatrickBedell 5298 New page: A DNA integrated circuit is a [[w:integrated circuit|integrated circuit]] semiconductor system incorporating or interacting with [[w:deoxyribonucleic acids|deoxyribonucleic acids]] or othe... A DNA integrated circuit is a [[w:integrated circuit|integrated circuit]] semiconductor system incorporating or interacting with [[w:deoxyribonucleic acids|deoxyribonucleic acids]] or other [[w:molecule|molecules]]. The interaction of molecules with the IC system may be due to the adsorption of the molecules on the IC, or the electromagnetic or mechanical interaction of the IC with molecules. Depending on the attachment methodology, the molecules incorporated into a dIC may be other than [[w:deoxyribonucleic acid|deoxyribonucleic acid]]. [[Image:25142.070113235749.djvu]] proposes one way to attach molecules to [[w:CMOS|CMOS]] integrated circuits. \title{Aluminum Anodization for DNA Integrated Circuits} \textbf{Proposal in response to DARPA BAA04-12} \begin{flushleft} \textbf{Title:} Aluminum Anodization for DNA Integrated Circuits\\ \textbf{Technical area:} New Materials, Materials Concepts, Materials Processing and Devices (Smart Materials) \\ \begin{large} Executive Summary \end{large} \end{center} \bigskip Published research has indicated that DNA molecules can be adsorbed on the surface of aluminum electrodes in an electrochemical reaction. Exploitation of this phenomenon with aluminum structures in standard integrated circuits may enable fundamentally new microscale and nanoscale systems for the warfighter and other integrated circuit users. This proposal outlines an effort, highly focused on deliverables and commercial relevance, to demonstrate and characterize this process using a CMOS microsystem, to be fabricated using the MOSIS service, and low-cost DNA printing equipment. \pagebreak \section{Introduction} Molecular self-assembly is increasingly viewed as a critical enabling technology for the development of nanosystems expected to provide significant new capabilities for the Department of Defense and the individual warfighter. The pervasive use of integrated circuit technology in current-day DoD operations, and in society at large, provides motivation for the fullest possible exploitation of standard IC processes for the development of molecular self-assembly and molecular nanotechnology in general. Specifically, this preeminence of IC technology, and complementary metal-oxide-semiconductor ICs in particular, justifies a detailed characterization and thorough understanding of molecular adsorption processes on materials present in CMOS integrated circuits, as molecular adsorption on solid surfaces is a fundamental process in the integration of molecules and molecular systems with solid-state technology. Aluminum alloy is the primary material used to conduct electricity in CMOS integrated circuits. It is well known that aluminum can be coated with an oxide film, in an electrochemical process called anodization, to alter its appearance or mechanical properties, although this coating is usually performed on macroscopic aluminum objects. From the standpoint of micro- and nanofabrication, the anodic aluminum oxide film itself has been the primary focus of contemporary research, as it forms an ordered nanoporous structure under a wide range of processing conditions\cite{osaka98,gosele98}. When aluminum is anodized in an aqueous solution containing acids such as phosphoric, sulfuric, or carboxylic acid, the molecular acids are incorporated into the film, forming an electrochemical bond with the oxidized aluminum atoms. This incorporation of molecules present in the anodizing bath is key to the modification of the appearance, and other properties, of anodized aluminum. While anodization of aluminum by small-molecule acids is a routine process, the use of macromolecular acids for aluminum anodization is largely unexplored. Deoxyribonucleic acid is perhaps the most important example of a macromolecular acid. In the course of experiments on the manipulation of DNA molecules by time-varying electric fields generated by aluminum microelectrodes, one group has demonstrated DNA adsorption on aluminum\cite{washizu99b}. Their research has provided support for the hypothesis that, by applying a voltage to an aluminum microelectrode, one end of a DNA molecule can be anchored to the aluminum surface, with the other end extending from the surface. Despite the fact that this research has largely been ignored in the years since it was first published, it is best perceived as a tantalizing glimpse of opportunity. The unique molecular properties of DNA, in addition to its obvious ubiquity, make DNA molecules a natural component of molecular self-assembly processes. The incorporation of DNA molecules into CMOS integrated circuits, using aluminum anodization, potentially presents the opportunity to use standard IC technology as the foundation for complex self-assembled nanosystems. In the following, we propose an effort to characterize DNA adsorption on aluminum microelectrodes. The proposed research is focused on the design, fabrication, operation, and physical analysis of a CMOS microsystem for performing anodization and controlling hybridization with microelectrode arrays. After a more detailed description of the evidence for DNA adsorption on aluminum, we provide further motivation for the proposed research by describing several potential applications of DNA hybridization on standard integrated circuits. This is followed by a description of the CMOS microsystem to be created for the performance of the proposed research, along with a description of the fluidic system necessary for performing electrochemical processing, using DNA solutions, on the surface of the proposed CMOS microsystem. The goals for the research, along with some of the accompanying risks, are presented, and a timeline for performance of the research is outlined. We conclude with a description of the resources, human and material, to be devoted to the proposed research. \section{Prior Work and Future Possibilities} \subsection{DNA manipulation by Al microelectrodes} One early effort to manipulate cells and molecules using microfabricated electrodes\cite{washizu90}, called the fluidic integrated circuit by its creators, used aluminum evaporated onto glass and patterned to form electrodes, which created an electric field when a voltage was applied to the opposing electrodes (see Figure \ref{early_electrodes}). In the presence of a spatially nonuniform electric field, polarizable cells and molecules experience a force in the direction of increasing electric field magnitude, a phenomenon called dielectrophoresis\cite{pohl78}. During experiments to characterize the response of DNA molecules, 48.5kbp (kilo base pairs) in length, to intense (approximately 1MV/m) AC (1MHz) electric fields\cite{washizu94,washizu95}, it was discovered that DNA molecules, which have a random coil conformation in solution, are stretched straight along the field lines. It was also observed that the stretched DNA molecules rapidly migrated to the region of highest field strength by dielectrophoresis, until one end of the stretched molecule contacted the surface of the aluminum electrode. Using fluorescent DNA labels, it was determined that, while one end was anchored at the surface of the electrode, the rest of the molecule extended into the solution. Later investigations used atomic force microscopy to confirm that DNA molecules were adsorbed on the surface of the electrodes\cite{washizu99a}. \begin{figure}[h] \begin{center} \includegraphics{early_electrodes.eps} \end{center} \caption{Early demonstration of DNA-aluminum adsorption: Aluminum electrodes evaporated onto a glass cover slip, with an interelectrode spacing of 80 microns. When a 1MHz AC voltage is applied to the electrodes to create an electric field of approximately 1MV/m, DNA molecules (solid lines between electrodes) rapidly migrate to the highest-field region and attach to the electrode surfaces. } \label{early_electrodes} \end{figure} While these investigations were important in understanding the interaction of DNA with aluminum, they did not address several questions relevant to the practical application of DNA adsorption on aluminum. Specifically: \begin{itemize} \item{how does the process depend on the applied voltage and frequency? In previous studies, a peak-to-peak voltage of 80V was applied to electrodes spaced 80$\mu$m apart, for an electric field of 1MV/m. Not addressed was the effect of smaller electrode separation or smaller applied voltage. Similarly, the applied frequency was 1MHz for all of the experiments performed. The effect on adsorption of varying the electric field frequency was not addressed.} \item{how does the process depend on the length of DNA molecule used? The only molecule used for these studies was $\lambda$-phage DNA, with a length of 48.5 kbp. Many applications use DNA molecules significantly smaller than this, such as cDNA microarrays in which the molecular lengths are on the order of several thousand bp or fewer, and oligonucleotide arrays which are on the order of tens of base pairs. Previous studies of thiolated DNA adsorption on gold\cite{tarlov2000} have shown that surface coverage is affected by DNA sequence length.} \item{what is the long-term stability of adsorbed DNA on aluminum? The long-term stability of aluminum interconnect in integrated circuits is an important concern\cite{dunn92}, and device applications of DNA adsorption must address this issue.} \item{what is the microstructure of the interaction between the adsorbed DNA molecules and the aluminum surface?} \end{itemize} \subsection{Future Possibilities} \label{fantasies} An obvious application for adsorbed DNA molecules on the surface of an integrated circuit is micropositioning of objects for heterogeneous integration\cite{heller98}. In this process, a surface used as the platform for integration has single stranded DNA molecules adsorbed at one or more locations, and the objects to be placed on the surface have complementary single stranded DNA molecules attached. By controlling the placement and sequence of DNA molecules on the surface and on the objects to be placed, it is possible to use the hybridization of complementary DNA molecules to self-assemble the components into the desired finished product. One of the most important applications of heterogeneous integration is the Smart Dust project\cite{pister01}. Smart Dust motes are projected to be systems, on the order of 1 cubic millimeter in size, with self-contained sensing, computation, and communication capabilities. A key component of Smart Dust systems is CMOS integrated circuits, along with microfabricated optical and mechanical components. The use of DNA-based self-assembly to manufacture Smart Dust motes may contribute to large-scale, low-cost production processes that enable Smart Dust to reach its full potential. The economical incorporation of DNA-based systems for biological assays also may enable new applications for detection of environmental pathogens by Smart Dust motes. Another important phenomenon that may be demonstrated with DNA adsorbed to aluminum is electronic control of DNA hybridization\cite{heller97pnas,heller97nar}. This process, illustrated in Figure \ref{electronic_dna_hybridization}, occurs when a double stranded DNA molecule is exposed to an electric field and a single strand of the molecule is attached to a surface (generally the surface of the electrode generating the electric field). By controlling the applied electric field, the single stranded DNA not adsorbed to the surface can be dissociated from the complementary adsorbed ssDNA. The magnitude of the electric field necessary to cause two ssDNA molecules to dissociate can also indicate whether there are base pair mismatches between the molecules, a fact that is relevant to the diagnosis of genetic disorders. \begin{figure}[h] \begin{center} \includegraphics{electronic_dna_hybridization.eps} \end{center} \caption{Electronic control of DNA hybridization: (\textbf{A}) Complementary single-stranded DNA molecules form a double-stranded DNA molecule, with one of the strands adsorbed on the surface of an electrode. (\textbf{B}) By applying a voltage to the electrode, an electric field is created, which forces the negatively charged non-adsorbed ssDNA from the electrode.} \label{electronic_dna_hybridization} \end{figure} From the perspective of micro- and nanosystems, electronic control of DNA hybridization may enable the dynamic control of mechanical associations between discrete objects. One potential application is the mechanical association of multiple Smart Dust motes to form a microscale multiple independent reconnaissance vehicle system, or ``microMIRV'' (see Figure \ref{microMIRV}). The envisioned system could potentially take the form of a bullet, containing a three-dimensional arrangement of multiple Smart Dust motes, launched using standard propellants and rifles or pistols as launch systems. Firing a microMIRV skyward would deploy multiple Smart Dust motes, which would dissociate at the peak of the composite vehicle trajectory, for aerial surveillance, data networking, and other functions. Assuming that the economic trends of the microelectronics industry continue, several such systems may be available for use by any individual soldier, enabling even dismounted and isolated soldiers to have decisive battlefield awareness in a wide variety of scenarios. \begin{figure}[h] \begin{center} \includegraphics{microMIRV_sm.eps} \end{center} \caption{Dynamic control of mechanical association between Smart Dust motes: (\textbf{A}) A cross-section view of several SD motes connected by hybridized complementary DNA molecules. (\textbf{B}) Using electronic signals, SD motes disrupt hybridization and dissociate. } \label{microMIRV} \end{figure} \section{Research Plan} The goal of the proposed research is the demonstration, characterization, and optimization of DNA adsorption on aluminum, in order to effectively utilize this phenomenon in DoD and commercial integrated circuit systems. In order to accomplish this, it may be necessary to conduct a large number of experiments with varying parameters (voltage, frequency, temperature, solution composition, etc.). Because the experiments, if successful, entail surface modifications to the aluminum microelectrodes to be used, it will be necessary to have a large number of the microelectrodes for one-time experiments and subsequent analysis. The need for large numbers of test structures, and the imperative to apply this research to commercial systems, indicates that the use of CMOS technology to fabricate the microsystem, instead of custom microfabrication processes, is warranted. The feature sizes achievable with CMOS are smaller than those achievable by all but the most specialized and expensive custom microfabrication processes. The availability of active circuitry and transducers in CMOS processes creates the opportunity to integrate a wide variety of capabilities on the finished chip. As well, the use of foundry CMOS increases the relevance of the proposed research to contemporary integrated circuit manufacturing, enhancing the likelihood that this research will be adopted for use in DoD and commercial systems. \subsection{CMOS microsystem} For specific discussion of the CMOS process to be used, we refer to the Taiwan Semiconductor Manufacturing Corporation TSMC35\_P2 process\cite{tsmc35p2-www}, available from MOSIS. This process has two polysilicon layers and up to four metal layers available, with a minimum transistor length of .35 microns. In this process, chemical-mechanical planarization is used to create flat surfaces for deposition and patterning of thin film layers. For the creation of the proposed microsystem, the fundamental structure is the aluminum microelectrode. In order to exploit the small feature size possible with CMOS fabrication, the exposed surface of the electrode is 1 micron square. Directly underneath the square electrode is a ``via'', connecting the top layer of metal (metal-4) with the lower level of metal (metal-3). Sixteen microelectrodes are arranged on the perimeter of a square $9 \mu$m on each side to form an electrode array, with the individual microelectrodes separated by $.6 \mu$m (Figure \ref{electrode_array}). While there is generally a thick ``overglass'' layer present on the surface of a CMOS integrated circuit to protect the circuitry from mechanical damage, the need to have the microelectrodes exposed will require the overglass layer to be removed from the vicinity of the microelectrode array\cite{warneke2000}. \begin{figure}[h] \begin{center} \includegraphics{electrode_array_cross_section_2.eps} \end{center} \caption{Diagram of the microelectrode array: (\textbf{A}) Plan view of microelectrode array, showing 1 $\mu$m square microelectrodes, with centered vias, arranged about the perimeter of a 9 micron square. (\textbf{B}) A cross-section view from the dotted line in \textbf{A} with labeled dimensions. A: 1$\mu$m wide metal-4. B: .6$\mu$m interelectrode spacing. C: .5$\mu$m via width. D: .9$\mu$m metal-3 width. E: .7$\mu$m separation between metal-3 interconnect. } \label{electrode_array} \end{figure} Conceptually, the simplest scenario for performing anodization on the surface of this microelectrode array is, while the surface is exposed to an aqueous solution containing DNA molecules, to set 15 of the microelectrodes to the ground voltage, and set the microelectrode to be anodized (the so-called ``working electrode'') at the positive supply voltage, referred to as $V_{DD}$. Given the variation of DNA dynamics with frequency in an AC electric field\cite{washizu90}, it may be necessary to cycle the working electrode between $V_{DD}$ and ground at an appropriate frequency. Controlling the voltages applied to the microelectrodes in the array can easily be accomplished with CMOS digital circuits incorporated into the microsystem. Determining the $V_{DD}$ necessary for effecting anodization is a critical goal of the proposed research. The standard reduction potential for the conversion of Al to Al$^{3+}$ is -1.676V\cite{al-webelements-www}. This indicates that, in order to effect the electrochemical reaction of anodization, the applied interelectrode voltage must be greater than 1.676V. The magnitude of the necessary additional voltage is determined by the current flow in the solution, and the associated Ohmic voltage drop. The most straightforward way to adjust the voltage used for anodization is to adjust $V_{DD}$. While the maximum voltage that can be used in this TSMC process with standard design techniques is 5.0V, and the preferable maximum voltage is 3.3V, it is possible to design circuits that will operate correctly at lower supply voltages. When electronically controlling DNA hybridization on the surface of the microsystem, it is important to avoid electrochemical reactions at the aluminum surface. Because scaling $V_{DD}$ is expected to be the most economical way to achieve low voltages for hybridization, the circuits used to control the microelectrode array will be engineered to function consistently at supply voltages between 1.0V and 3.3V. Achieving this objective will require low-voltage CMOS circuit design techniques\cite{piguet97} that are critical to the design of portable and power-sensitive systems for DoD and commercial customers. The size of the microelectrode array, including the circuitry necessary to control an individual array, is anticipated to be less than (250$\mu$m)$^2$. This will make it possible to integrate a sizable number of microelectrode arrays in the CMOS microsystem, in an array-of-arrays system. To effectively utilize the arrayed microelectrodes, it will be necessary to integrate control circuitry into the microsystem to enable input signals to be directed to the appropriate microelectrode array for anodization or hybridization. To simplify this task, a hierarchical approach to system design will be taken. Specifications will be prepared outlining the performance requirements for the array-level circuitry, system control circuitry, and input/output circuitry, as well as the interfaces between each level. Proceeding from this system specification, the system will be designed and thoroughly simulated to ensure correct operation. \subsection{Integrated processing system} The CMOS microsystem is the primary platform for the proposed research, but it is only one component of the system necessary to perform anodization. Development of a system to coordinate microelectrode voltages with fluid deposition and removal will be essential to the success of the proposed research. At the same time, it is important to minimize the complexity of the processing system in order to successfully complete the initial research proposed here. The deposition system needed for the proposed research has many features in common with systems for DNA microarray fabrication\cite{heller2002}. An important difference, however, is the requirement in this case to remove nonspecifically adsorbed DNA molecules before each deposition step. While it is not necessary to remove nonadsorbed DNA molecules if the goal is to simply demonstrate DNA adsorption on aluminum, for applications of this process it may be necessary to carefully control the DNA molecules present at each microelectrode. Due to the vulnerability of the exposed microelectrodes to mechanical damage, only noncontact deposition methods are practical in this case. The most cost-effective deposition system in this case is likely to be an inkjet printing system, adapted to use solutions containing DNA molecules instead of conventional inks\cite{gonzalez2000,yamamoto2000}. A long-term goal for the proposed system is to have a controllable number of DNA molecules of specific sequence on each microelectrode, fabricated in a process that is as rapid as possible. The objective of the current work will be the development of an economical system that balances the short-term need to quickly and inexpensively perform a large number of experiments with the anticipated long-term need for a specialized and powerful system for large-scale manufacturing. \subsection{Microsystem physical analysis} Atomic force microscopy is expected to be the primary tool for determining the effects of the electrochemical processes at the aluminum electrodes. Due to the extremely small size of the microelectrodes, other techniques for surface analysis, such as surface plasmon resonance and X-ray spectroscopy, are not likely to be applicable to the analysis of individual microelectrodes. Fluorescence microscopy will be used to analyze the hybridization of DNA molecules. Other optical techniques may be applicable to the study of the processed microsystem. \section{Research Goals} The overriding goal of the proposed research is the successful demonstration of electric field-directed DNA adsorption on the surface of a CMOS integrated circuit, and the characterization of this process. Several accomplishments will be necessary to achieve this goal: \begin{itemize} \item{design and fabrication of the CMOS microsystem.} \item{design of a fluidic system for deposition of DNA solution.} \item{development of supporting hardware and software to combine the microsystem and fluidic system into a computer-controlled integrated system.} \item{performance and analysis of anodization on the microsystem.} \item{performance and analysis of DNA hybridization control on the microsystem.} \end{itemize} A preliminary estimate of the project schedule is presented in Table 1. \begin{table}[h] \begin{center} \begin{tabular}{|l|c|c|} \hline \hspace{20pt} Milestone & Work & Scheduled completion \\ & (weeks) & (weeks after project start)\\ \hline \textbf{Microsystem Design} & \textbf{11} & \textbf{11} \\ \hspace{4pt} Microsystem specification & 2 & 2 \\ \hspace{4pt} Microsystem implementation & 9 & 11 \\ \textbf{CMOS Fabrication} & \textbf{7} & \textbf{18} \\ \textbf{Processing System Development} & \textbf{13} & \textbf{15} \\ \hspace{4pt} Processing system specification & 3 & 5 \\ \hspace{4pt} Processing system implementation & 10 & 15 \\ \textbf{Microsystem Anodization} & \textbf{6} & \textbf{24} \\ \textbf{Microsystem Analysis} & \textbf{6} & \textbf{30} \\ \textbf{Electrically Controlled Hybridization} & \textbf{12} & \textbf{30} \\ \hline \hline \end{tabular} \end{center} \label{schedule_table} \caption{Estimated project schedule.} \end{table} It is anticipated that the bulk of the integrated circuit design for the CMOS microsystem will be performed by a subcontractor yet to be selected. Within two weeks (10 working days) of the project commencement, the primary contractor will prepare specifications for the CMOS microsystem. This specification will be used to direct the efforts of the subcontractor designing the CMOS integrated circuitry. It is expected that this design process, including verification, will take another 9 weeks. The milestone of CMOS design completion (``tapeout'') is expected 11 weeks after the start of the project. The fabrication of the integrated circuit design is expected to take 6-7 weeks\cite{tsmc35p2-www}, for estimated delivery of the CMOS microsystems 18 weeks after project start. Development of the processing system to be used to print DNA solutions onto the surface of the CMOS microsystem in coordination with electronic control of the arrayed microelectrodes, will also largely be conducted by a subcontractor yet to be selected. Beginning two weeks after the start of the project, specifications for the fluid processing system will be developed, to be finished within 3 weeks. Proceeding on the basis of this specification, the system to process the CMOS microsystem will be developed within 10 weeks, or 15 weeks after project start. Due to the potentially complex nature of the system, and the uncertain partition of effort between the primary contractor and the selected subcontractor, it is not possible at this time to further subdivide this effort into specific goals. Once the CMOS fabrication is complete and the processing system has been designed and developed, experiments will be performed to demonstrate anodization on the surface of the CMOS microsystem. While it is expected that, given the extremely large number of microelectrodes on each of the 40 microsystems to be fabricated, there will be opportunities for experiments over an indefinite and extended period of time, the first processed microsystems will be prepared for analysis within 6 weeks, or approximately 24 weeks after project start. These processed microsystems will be analyzed by subcontractors providing materials analysis services, in order to characterize the modifications at the surface of the microsystems. The first results from the physical analysis of the anodized microelectrodes are expected to be available within 6 weeks of initial preparation, or 30 weeks after project start. For experiments analyzing electrically controlled hybridization, it is anticipated, again, that the opportunities created by the CMOS microsystem will enable numerous experiments to be conducted. However, focused efforts to demonstrate controlled hybridization on the surface of the microelectrode arrays are expected to be successfully completed within 12 weeks after delivery of the CMOS microsystems, or 30 weeks after project start. In addition to the specific goals listed, it is expected that monthly progress reports will be prepared, describing the project research activities and developments. A final report presenting the project research accomplishments will be prepared at the conclusion of the project, ten months after the start of the project. All information products of the research will be furnished to the Government with unlimited rights. This schedule is relatively ambitious, and the overall time span of the proposed project relatively short. This proposal, while intended to open inquiry into a new system for materials research, is also intended to be focused as much as possible on short-term results for DoD and commercial customers. It is anticipated that, if the proposed research is successful, opportunities will be available for further research, with an emphasis on commercialization as soon as is practical. %% milestones clearly and quantitatively described %% CMOS tapeout %% specifications %% interfaces between design levels %% array <--> control %% control <--> external inputs %% I/O for built-in self-test? %% outputs for on-chip sensors in future microsystems %% integrated processing system design / development %% first step toward future dnajet manufacturing systems? %% exploiting COTS inkjet systems for deposition %% subcontract for hardware integration %% clean room not necessary %% anodization demonstrated %% processing %% physical analysis %% electronic hybridization control demonstrated %% specification, design, simulation, design, sim., etc. %% %% Proposers must demonstrate that their proposal is innovative and %% %% unique, that the technical approach is sound, that they have an %% %% understanding of critical technical issues and risk and that they have %% %% a plan for mitigation of those risks. A significant improvement in %% %% capability or understanding above the state of the art must be %% %% demonstrated. All milestones must be clearly and quantitatively %% %% described. %% goal / milestone breakdown %% detailed understanding of array electrochemistry %% electric field simulation %% approximate calculation of necessary cell overpotential %% cmos microsystem design %% array level %% AoA control system %% physical and logical simulation \subsection{Risks and Their Mitigation} The primary technical risk inherent in this proposal arises from the complex nature of the electrochemical environment in the vicinity of the aluminum microelectrodes. Due to the intense electric fields and accompanying ionic separation, extremely acidic and basic environments will be present in the anodizing solution during the operation of the microelectrode array. This may cause unwanted reactions, including etching of the aluminum or degradation of the DNA molecules. It is known that the buffer composition affects electronically-controlled hybridization at microfabricated electrodes\cite{heller97nar}, and the composition and pH of the buffer will be controlled to minimize unwanted effects and maximize anodization and hybridization efficiency. The uncertainty in the schedule and cost estimates for design of the CMOS microsystem and the processing system introduce a certain amount of project risk. Systems for efficient collaboration between the prime contractor and subcontractors, as well as an emphasis on the use of commercial-off-the-shelf technologies and components, will be used to mitigate this risk, but a certain amount of risk in this area must be acknowledged. \section{Facilities and Personnel} In order to maximize the value provided to DoD, a ``virtual research laboratory'' strategy will be pursued to complete the proposed research. The team designing the CMOS microsystem will collaborate over the Internet, and, to the greatest extent possible, utilize open-source design tools for layout and simulation of the integrated circuit. Space and materials for operating the microsystem to anodize the microelectrodes will be procured on a ``just-in-time'' basis, so as to minimize overall expense and maximize flexibility. Materials analysis services will be procured by subcontract as necessary, most likely from university laboratories, with a focus on minimizing costs to DoD and maximizing research productivity. It is expected that support from DoD for this proposal will be used to accomplish the necessary first steps in pursuing this unconventional research. Achieving the ambitious goals described above in \ref{fantasies} will require significant long-term contributions from the semiconductor industry, and it is anticipated that support from DoD will be used to leverage further efforts toward developing and commercializing integrated circuits incorporating DNA and other macromolecules. The principal investigator for the proposed research is J. Patrick Bedell, the chief executive officer of DNAputer Research, Incorporated. In addition to a bachelor's degree in physics from the University of California at Santa Cruz, Mr. Bedell has an intense desire to contribute to the national security of the United States. %% technical risks %% standard CMOS voltage not sufficient for anodization %% utilize high-voltage CMOS structures - only if necessary %% solution conductivity / counterions / buffer %% nonspecific adsorption %% control pH of deposited solution %% washing system %% long-term stability of alumina film %% alumina is hygroscopic \bibliography{dso_dic2003_proposal_technical} \pagebreak \begin{center} \begin{Large} \textbf{Cost Volume} \end{Large} \end{center} \thispagestyle{empty} \begin{flushleft} \textbf{BAA Number:} BAA04-12\\ \textbf{Technical area:} New Materials, Materials Concepts, Materials Processing and Devices (Smart Materials) \\ \textbf{Proposal title:} Aluminum Anodization for DNA Integrated Circuits \\ \textbf{Award instrument requested:} Cost contract - no fee.\\ \textbf{Places and periods of performance:} The United States in the years 2004-2005. \\ \textbf{Total proposed cost:} \$170000 \\ %% material cost elements %% dna printer customization %% processing system components %% reagents %% subcontracts %% cmos design services %% dna printer development %% materials analysis %% use of facilities for performing processing / experiments %% equipment purchase %% CMOS microsystem - TSMC, via MOSIS %% DNA printer - TBD %% \$25000 for CMOS design %% \$25000 for CMOS fabrication %% \$25000 for DNA printing system %% \$10000 for necessary customization of DNA printing system %% \$10000 for experimental overhead \begin{table}[h] \begin{center} \begin{tabular}{|c|c|} \hline Equipment purchases & \$65000 \\ Subcontracts & \$55000 \\ Direct labor & \$30000 \\ Materials & \$10000 \\ Overhead charges & \$10000 \\ \hline Total estimated cost & \$170000 \\ \hline \end{tabular} \end{center} \caption{Total estimated project cost.} \end{table} \begin{table}[h] \begin{center} \begin{tabular}{|c|c|} \hline Equipment & Cost \\ \hline CMOS microsystems (40) & \$25000 \\ DNA printer & \$25000 \\ Computer workstation (inc. software) & \$5000 \\ Probe station & \$10000 \\ \hline Total equipment cost & \$65000\\ \hline \end{tabular} \end{center} \caption{Equipment purchases and estimated costs.} \end{table} \begin{table}[h] \begin{center} \begin{tabular}{|c|c|} \hline Subcontract & Cost \\ \hline CMOS design verification & \$20000 \\ DNA printer customization & \$20000 \\ Materials analysis services & \$15000 \\ \hline Total subcontract cost & \$55000\\ \hline \end{tabular} \end{center} \caption{Subcontracts and estimated costs.} \end{table} \pagebreak \begin{table}[t] \begin{center} \begin{tabular}{|c|c|c|c|} \hline Employee & Hourly Wage & Hours & Total Cost \\ \hline John Smith & \$30.00 & 1000 & \$30000 \\ \hline Total cost & & & \$30000\\ \hline \end{tabular} \end{center} \caption{Direct labor costs.} \end{table} The estimates presented here of project costs are preliminary, to say the least. It is hoped that, among other factors, cooperation between the DARPA program manager and the primary contractor will enable the project's goals to be achieved as economically as possible. No existing or potential conflicts of interest are known to the offeror. The offeror has no existing contractual relationship with DARPA or any other unit of the US Government. Today, we lack metrics It is well known that molecules containing a thiol (-SH) group can form a self-assembled monolayer on gold surfaces, due to the interaction between the sulfur and the gold surface. This effect has been used with chemically modified DNA molecules to create DNA microarrays. Controlling DNA hybridization with electric field generated by microelectrodes on the surface of a chip is a fundamental attraction of DNA adsorption on aluminum. compare / contrast adsorption systems gold-thiol system (Figure) alumina less well-defined than SAMs electric-field directed process provides for high spatial resolution economics of aluminum adsorption qualitatively different! unmodified DNA aluminum surface available in standard IC processes electrically-controlled hybridization possible on large scale with CMOS integration dna hybridization as component of micromechanical assembly systems precise positioning assembled microobject at bottom of potential well created by sequential dna hybridizations micro Fresnel lens as potential example articulating relevance of DNA self-assembly to Smart Dust... long-term microMIRV cmos microsystem for anodization / dna manipulation primary feature of design is electrode array for anodization / hybridization 16 microelectrodes arranged around the perimeter of a square why 16 electrodes? minimize size of array why perimeter? reduces dissimilarity of electrode configurations why 1 square micron? want *small* electrodes, .9 micron the width to cover via in TSMC 2P4M 1 square micron top-layer metal electrodes over via minimizing interelectrode capacitance temperature control using CMOS thermal elements concept of operations for electrode array anodization pl volume of DNA solution deposited on array working electrode(s) cycled between VDD and GND at some frequency cathodes set at GND frequency determined by multiplexing, clock frequency, VDD magnitude DNA frequency-dependent conformation / orientation / dynamics hybridization controlled by electric field and temperature demonstration of PCR on chip? enzyme-friendly microenvironment? pH variations due to electric field control circuitry per-array circuitry single control input to array is demultiplexed to microelectrodes electrode control circuitry must deal with electrochemical circuit all ``analog'' functionality contained in array block system control circuitry address individual arrays similar to load-only memory - no array sensors in first version The central feature of the proposed microsystem is an electrode array (Figure \ref{electrode_array}). This array contains 16 microelectrodes arranged along the perimeter of a square $9 \mu$m on each side. The individual microelectrodes are composed of the top-layer metal in the CMOS process, and are $1 \mu$m square, with an interelectrode separation of $.6 \mu$m. The two processes occurring at the electrode array are anodization of the exposed aluminum to form a film with adsorbed DNA molecules, and hybridization of DNA molecules complementary to the DNA molecules adsorbed on the anodized aluminum. To simplify the investigations proposed here, these processes initially should be considered and conducted separately. The standard reduction potential for the conversion of Al to Al$^{3+}$ is -1.676V. This indicates that, in order to effect the electrochemical reaction of anodization, the applied interelectrode voltage must be greater than 1.676V. current a function of applied voltage necessary voltage a function of current... cmos voltage scaling allows for systematic variation in anodization voltage The standard voltage for integrated circuitry in the selected process is 3.3V. While this voltage can be exceeded with careful design\cite{}, such nonstandard designs inevitably increase the development time and cost and should be avoided if possible. The interelectrode current and the effective resistance of the solution through which the current flows determines, by Ohm's law $V = I R$, the overpotential necessary for the electrochemical reaction at the working electrode. Conversely, if one wants to avoid electrochemical reactions at an aluminum electrode, the applied voltage must be less than 1.676V. Accordingly, in the first phase of the research, anodization of the microelectrodes will be e scaling VDD for anodization - analyze effects plurality of electrode arrays makes it possible to conduct numerous experiments with varied process parameters scientific foundation for estimate of necessary anodization voltage? solution conductivity how does resistance scale with interelectrode distance - positive correlation back-of-the-envelope calculation for necessary cell overpotential deposition system: must remove nonadsorbed dna molecules limited parallels to existing microarray deposition - removal of dna molecules also important in this case technical concept of operations clock to electrode array cycles input signal through set of microelectrodes inactive electrodes set at ground, active electrode(s) at VDD how to provide voltages less than Al reduction potential using digital CMOS with a minimal transistor count? D/A for each electrode? preliminary answer: scale VDD for anodization vs. hybridization application voltage scaling for digital circuitry draws upon previous DARPA-funded research, relevant to smart dust 1V for hybridization, more for anodization - how much more TBD poly-Si heater system-level diagram array of unit cells unit cell 16 microelectrode array polysilicon heater how many pins? >100 pins easily available supporting board design, PC interface? USB-interfaced DNA chip? :) PC-interfaced personal DNA analysis / sequencing long-term goal initial systems must minimize complexity numerous ground, VDD pins conops must include deposition system inkjet system control of droplet size, dna concentration, pH removal of excess fluid metrology for ultramicroelectrodes? one or more orders of magnitude smaller than previous adsorption surfaces in-situ monitoring of anodization / hybridization labeled molecules for ellipsometry / fluorescence microscopy GOALS first CMOS implementation demonstration of DNA adsorption characterize process parameters for adsorption in-situ anodization metrology? hybridization control with electric field and integrated poly-Si heater second CMOS system interelectrode hybridization hybridization-directed self-assembly electric field simulation DNA microdroplet deposition RISKS standard CMOS voltage not sufficient for anodization utilize high-voltage CMOS structures - only if necessary nonspecific adsorption control pH of deposited solution washing system long-term stability of alumina film alumina is hygroscopic NOTES: focus of microfabrication outsourced - foundry CMOS submicron metallization / structures (DD) micron-scale metallization university microfab facilities advantages foundry CMOS incorporate multiplexing circuits for anodization demonstrating / assessing anodization at CMOS voltages microlab - custom fab quicker turnaround time lower investment necessary potentially lower cost all-CMOS approach absolutely necessary for current proposal unconventional circumstances of proposer / proposal require that CMOS platform with minimal to high functionality be present all-CMOS guarantees relevance to contemporary fabrication processes only minimal voltage sources required + appropriate materials characterization facilities materials characterization atomic force microscopy ellipsometry (with refractive index label) FTIR microscopy? CMOS circuits voltages for anodization interelectrode capacitance minimization detecting interelectrode hybridization compatibility of applying voltages for anodization and capacitance measurement MOSFET switches? Much of the existing research on DNA adsorption on surfaces has been directed toward systems in which chemically modified DNA molecules form covalent bonds with the surface of interest. Perhaps most well-studied is the formation of self-assembled monolayers by thiolated molecules on gold (see Figure \ref{au_thiol_sam}). To be cost-effective, these tools should be as automated as possible and be conducive to massive parallel processing. alumina formation thin film amorphous solid porous alumina formation acid incorporation into alumina film long-term stability of alumina biocompatibility of alumina material analysis x-ray spectroscopy ellipsometry afm dna adsorption on surfaces gold silicon silicon oxide mica self-assembled monolayer formation alkylthiols on gold most studied system the increased flexibility and economy afforded by use of technological progress As we know, there are known knowns. There are things we know we know. We also know there are known unknowns. That is to say we know there are some things we do not know. But there are also unknown unknowns, the ones we don't know we don't know. KK: cmos fabrication, dna structure KK the smallest group in this case? :) KU: al microelectrochemistry, operation of deposition system, how to design IC system for anodization / hybridization, COSTS, organization of research effort UU: unknown by definition, but likely to be interesting, useful, and difficult In parallel with the development of the microsystem used for DNA adsorption is the development of a microfluidic system for deposition. in order to make the system work, must address the complexity of the whole and not just idealize it as simply a microsystem design problem - failure is guaranteed if entire system not addressed as a whole basic microfluidic operations - deposition inkjet - picoliter volumes necessary fantasy: on-line preparation of picodroplets containing homogeneous DNA solution from initial heterogeneous solution, i.e. cDNA isolation from PCR products - long-term, CEA one possibility initially, several inkjet wells sufficient dip pen risks mechanical damage to CMOS structures removal simple milli-scale washing system sufficient initially vacuum system solution hybridization well-forming barrier on periphery of chip? deposition of microliters of solution for hybridization not presently necessary to provide context for hybridization operations? Phase I microfluidic system inkjet printing with several wells (Canon bubblejet?) any COTS print head with buffered DNA solution? jury-rigged wash-in-place system compatible with circuitry hybridization performed in several microliters contained on surface of chip address cost of system - not necessarily high Phase II microfluidic system current proposal not a microfluidics development proposal if it works, it's good enough! technology challenges for droplet deposition micropositioning - stationary surface or stationary print head? dna droplet physics - high viscosity for macromolecular solutions canon work indicates that at least 300bp molecules can be used in standard bubblejet systems time scale for specific anodization directly related to droplet size, positioning precision regardless of fluidic system design, microsystem can be specified SIMPLIFY fluidic system not necessary for anodization demonstration fluidic system necessary for microarray production, product manufacturing current proposal NOT a fluidic system development effort several tens of microliters covering surface of chip for each anodization step processing one electrode per array, all arrays at the same time, for each deposited solution 16 deposition / removal steps noncontact processes essential 23003 78001 2007-01-17T20:56:23Z JPatrickBedell 5298 The Capillary Electrode Array: A CMOS DNA Separation System \section{Introduction} This proposal is motivated by a key problem in molecular biology and biochemistry: starting from a heterogeneous ensemble of biopolymers in an aqueous solution with a homogeneous concentration profile, create an aqueous solution with a highly heterogeneous concentration profile of localized concentrations of certain biopolymer species. %% (Figure \ref{cea_conc_profile}). Although this procedure is important for all of the biological macromolecules in an organism, DNA molecules are the exclusive focus of this report. %% \begin{figure}[h] %% \begin{center} %% \includegraphics{cea_homo_conc.eps} %% \includegraphics{cea_hetero_conc.eps} %% \end{center} %% \caption{Concentration profiles in separation process: (\textbf{top}) %% Before separation, three species in solution have spatially homogeneous concentration %% profiles. (\textbf{bottom}) After separation, the three species are %% separated and a spatially heterogeneous concentration profile %% exists. } %% \label{cea_conc_profile} %% \end{figure} Currently, the most widely used technique for DNA analysis is electrophoresis (see, for example,\cite{viovy00}) in which an electric field is applied to a gel or cross-linked polymer solution. Negatively charged DNA molecules migrate through the solution, with the molecules of the separation medium slowing the DNA molecules through mechanical interactions. Longer DNA molecules experience more obstructions than smaller DNA molecules, and move more slowly through the medium. In a seminal 1991 paper\cite{prost91}, Ajdari and Prost proposed the use of an inhomogeneous electric field, transverse to the direction of flow, for free-flow (i.e. without a gel-based medium) separation of molecules. Their theoretical analysis indicated separation efficiency significantly greater than that of conventional electrophoresis systems. Here, we propose the use of CMOS microfabrication and maskless postprocessing to create a molecular separation system that operates on the principle described in \cite{prost91}. This device contains a microchannel, an array of electrode pairs surrounding the microchannel, and a microheater element to actuate, by bubble creation, bulk flow through the microchannel. While the bubble actuator creates the hydrodynamic force to drive DNA molecules through the microchannel, the electrode pairs create electric fields perpendicular to the direction of the microchannel flow. In the following, we describe the basic architecture of the proposed system, and outline areas requiring further development for realization of a practical system for preparative DNA separation. \section{Fabrication} In the following, our focus will be directed towards the 1.5 micron ``ABN'' process offered by AMI Semiconductor. This process provides two levels of polysilicon for MOS transistor gates and capacitors formed between the polysilicon layers, and two layers of aluminum metallization for electrical interconnection between circuit elements. The minimum width of a polysilicon line in this process is 1.5 $\mu$m, thus the description above. This process is significantly behind the cutting edge of CMOS processes, having been introduced in 1987; currently (2004) MOSIS offers a process with a .13$\mu$m polysilicon line width. A process flow for fabrication of the proposed device is shown in Figure \ref{cea_process_flow}. \begin{figure}[h] \[ \xymatrix{ *+[F]{ \txt{CMOS fabrication} } \ar[d] \\ *+[F]{ \txt{XeF}_2 \txt{ etching} } \ar[d] \\ *+[F]{ \txt{Wafer scribing to expose microchannel}} \ar[d] \\ *+[F]{ \txt{Fluidic connection to microchannel inlet,\\ electrical connections to IC pads}} } \] \caption{Process sequence for capillary electrode array fabrication.} \label{cea_process_flow} \end{figure} A cross-section view of the microchannel before and after processing is shown in Figure \ref{cea_cross_section}. Prior to etching with XeF$_2$, a polysilicon-2 minimum-width line has polysilicon-1 and metal-1 electrodes below and above, respectively. \begin{figure}[h] \begin{center} \includegraphics[scale=.8]{cea_cross_section.eps} \end{center} \caption{Microchannel cross section: (\textbf{A}) A polysilicon-2 line has electrodes below (polysilicon-1) and above (metal-1). (\textbf{B}) After etching with XeF$_2$, the polysilicon-2 line is removed to form a microchannel.} \label{cea_cross_section} \end{figure} Figure \ref{cea_layout_annotated} shows 10 electrode pairs. Each poly-1 electrode is 1.6$\mu$m wide, and each metal-1 electrode is 2.4$\mu$m wide. The spacing between the metal-1 electrodes is 1.6$\mu$m, for a center-to-center electrode spacing of 4$\mu$m. \begin{figure}[h] \begin{center} \includegraphics[scale=.8]{cea_layout_annotated.epsi} \end{center} \caption{Plan view of 10 electrode pairs.} \label{cea_layout_annotated} \end{figure} The fabrication of the microchannel opening is shown in Figure \ref{cea_opening_cross_section}. \begin{figure}[h] \begin{center} \includegraphics[scale=.8]{cea_opening_cross_section.eps} \end{center} \caption{Microchannel opening cross section (not to scale): (\textbf{A}) Polysilicon-2 is exposed to the atmosphere, with a polysilicon-1 electrode beneath. (\textbf{B}) After etching with XeF$_2$, the polysilicon-2 line is etched to form the opening to the microchannel. } \label{cea_opening_cross_section} \end{figure} %% CEA as practical realization of \cite{prost91} dielectric traps %% bulk flow instead of electrophoretic potential difference \cite{dovichi1999,dovichi2002,yamamoto2000} A crucial difference between the system analyzed in \cite{prost91} and the device proposed here is the use of bubble-actuated bulk flow instead of an electrophoretic potential to drive molecules through the microchannel. This mechanism is conceptually very similar to that of a bubble-driven inkjet print head, and has been demonstrated in a CMOS-fabricated microsystem \cite{westberg97}. DNA microarray formation using a standard bubble-jet print head has been demonstrated \cite{yamamoto2000}, and it is expected that the mechanism in the proposed system will not damage DNA molecules. One concern is the effect of heating on separation efficiency. An increase in temperature will have the effect of broadening the concentration profile, countering the effect of the separation process. %% It is expected that this bulk flow will enable the proposed device to %% be used in preparative separation of DNA molecules, by ejecting %% droplets containing purified DNA solutions. %% \cite{kim96} \bibliography{cea_proposal-2006-10} \end{document} target audience is people familiar with MEMS design and fabrication mathematical analysis of separation performance not necessary for initial proposal what are the performance requirements for circuitry process limitations straight microchannel -> interelectrode impedance not highly variable fractal microchannel -> highly variable interelectrode impedance first present straight microchannel with electrode array perhaps not even necessary to go into fractal geometry in first proposal iteration fractal microchannel geometry sure to confuse people more :) specific steps toward realization how much circuit design is necessary to justify fabrication? preliminary device to evaluate microchannel etch clearance? impedance sensor for evaluating etch clearance / molecular presence? sensitivity of CMOS impedance sensor - single DNA molecule detection not possible difficulty of designing! technologies required CMOS micron-scale - open layer for simple design submicron - CMU MEMS a possibility for exposing polysilicon for etching reducing complexity / risk of first realizations is important - minimize process steps internal fab data would be nice for understanding design... not necessary XeF2 bubble actuator simulation motivation separation in free solution dispensing unmodified DNA molecules ideal: printing DNA microarray from DNA solution preparative / analytical separation methods CMOS microfabrication / micromachining dielectrophoresis ratchets bubble-jet printing mechanism issues addressing complexity of electrokinetic phenomena in CEA experimental investigation of separation phenomena - too complex for simulation-based estimates? relationship between DNA length and channel dimensions / separation efficiency clearance of microchannel - long etch times, SiN etched DNAjet printer: DNA molecules printed on standard surfaces first step: provide essential insights to enable collaboration with others necessary to collaborate with people who can help with system integration delivering DNAjet printer requires significant effort essential insights: CMOS microfabrication / postprocessing importance of CMOS economics importance of CMOS circuitry for complex field generation transverse inhomogeneous field for separation DNA separation dynamics microsystems for CE known to MEMS practitioners dielectrophoresis, transverse-field separation not widely known or used leverage CMOS microfabrication and novel separation mechanisms to create DNA processing system with unprecedented(?) capabilities dream: integrated upstream system isolates DNA from crude biofluids for CEA preparation - DNA microarray or integrated high speed sequencing downstream three dimensional CMOS integration for microfluidics as well as microelectronics rotating microfabricated system for molecular separation drop-in replacement for DVD, 3D patterned on nanoscale for molecular information system, molecular analysis system electromagnetic phenomena in rotating microfabricated systems potentially relevant to new RF systems... microantenna array from rotating microscale elements? DVD player as antenna system? :) 'People always overestimate how much will change in the next three years, and they underestimate how much will change over the next 10 years.' CEA an incremental step visual representation difficult in preliminary report requires solid modeling solid model of representative electrode pair / microchannel representation of electric field in microchannel also difficult fractal geometry of microchannel means single electrode pair can create e-field at several points on 'microchannel coordinate' bubble-jet mechanism too complex to satisfactorily address in preliminary effort - ANSYS, other simulation? key for preparative separation CMOS-compatible fractal microchannel geometry maximizes length complex e-field within length of microchannel manufacturing: XeF2 not perfectly selective stresses in thin-film layers charge transport in microchannel diffusion vertical electrophoresis dependent on switching frequency molecular transport mechanisms vertical electrophoresis (laminar) bulk flow from bubblejet diffusion dielectrophoresis molecular interaction with microchannel inner surface \section{Introduction} This report is focused on an operation with great importance in molecular biology and analytical biochemistry: starting from a heterogeneous ensemble of biopolymers in an aqueous solution with a homogeneous concentration profile, create an aqueous solution with a highly heterogeneous concentration profile of localized concentrations of certain biopolymer species (figure \ref{concentration_profile}). Although this procedure is important for all of the biological macromolecules in an organism, DNA molecules are the exclusive focus of this report. Current systems for DNA separation require many copies of identical DNA molecules for analysis. However, it is not necessary to have multiple copies of a DNA molecule to characterize the base sequence of the DNA molecule. The polymerase chain reaction provides a straightforward means of creating an essentially unlimited number of copies of a single DNA molecule, making it possible to use current sequencing techniques and PCR to analyze a single isolated DNA molecule. The motivation for analyzing individual or small numbers of DNA molecules is twofold. Single copies of locally unique DNA molecules can contain sequence structure that determines the morphology or fate of a cell or organism (as in the case of an antibody producing B- or T-cell in which DNA rearrangement produces antibody diversity, or a cancerous cell proliferating out of control due to a mutated chromosomal DNA molecule). Secondly, in some cases, such as forensic applications, the amount of DNA present in the orginal sample may be minimal, justifying a process for dealing with small numbers of DNA molecules. One approach to creating a device that can manipulate single DNA molecules is to use microfabrication \cite{madou97}, which generally refers to the creation of structures with dimensions on the order of a micron or less. Microfabrication is an extremely important technology for our society, and is most notably used to create integrated circuits (ICs) for computer and communications systems. Generally, microscale devices with mechanical (including fluidic) structures and electrical inputs or outputs are called microelectromechanical systems (MEMS). Many MEMS devices are fabricated using custom processes that are tailored to the production of a specific device. Any microfabrication process typically has high initial costs for startup of the manufacturing process \cite{sze96}. In a custom process with low manufacturing volume, the costs are amortized over fewer devices, increasing the per-unit costs. Additionally, microfabrication processes are typically perfected with extensive use, and a low-volume custom process does not benefit from the gradual improvements seen in high-volume microfabrication processes. The use of standard processes that are adapted to the production of a novel device can improve the manufacturability and economic attractiveness of such a device. Additionally, the use for MEMS of processes that enable the creation of transistor-based circuitry makes it possible to integrate control, sensing, and actuation functions on a single chip. The primary focus of the IC industry's effort is the fabrication of digital and analog complementary metal-oxide-semiconductor (CMOS) integrated circuits, and CMOS IC technology has surpassed all others in miniaturization and cost of fabrication. In addition to providing packaged chips based on designs created in-house, many CMOS IC manufacturers provide fabrication services for designs that are created by their customers. This service dramatically reduces the resources necessary to create new devices using CMOS IC technology. The competitive market for IC devices and IC fabrication services makes it necessary for IC producers to rapidly improve their technology or risk business failure. This economic imperative for continuous improvement of CMOS IC technology has created a rapid increase over time in the number of transistors on a chip, and a rapid decrease in the size and cost of individual transistors in an IC. CMOS fabrication technology is optimized for the creation of transistors and metal interconnect between transistors. There is considerable flexiblity in the patterning of the thin films on the surface of a silicon wafer that compose the integrated circuit itself, although there is generally no flexibility at all regarding the thickness of the layers. Carefully designed thin film patterns on a CMOS chip can be coupled with processing performed on the chip after fabrication of circuitry to provide the chip with new functionality. Selective removal by etching of certain thin film layers (so-called \emph{sacrificial} layers) in the integrated circuit can create suspended structures and holes in the stack of materials deposited in the fabrication of an integrated circuit. With careful design, these structures can be used to create sensors (to link mechanical inputs to electrical outputs) and actuators (to link electrical inputs with mechanical outputs). For the purpose of DNA manipulation and analysis, many devices within the CMOS process can be used. Electromagnetic fields created by voltages placed across electrodes can selectively effect the movement of negatively-charged DNA molecules. The impedance between electrodes, which is affected by the DNA molecules and other ions present, can be sensed using on-chip circuitry as a means of analyzing the composition of the solution between the electrodes \cite{ling95}. Resistive heating within on-chip resistors can be used to melt double-stranded DNA, and can vaporize fluid to effect bulk flow of a solution through a microchannel (in a process similar to bubble-jet printers). The temperature dependence of some electrical properties in CMOS devices, such as the resistivity of polysilicon and certain transistor properties, can be used to sense the temperature on the chip. Photodiodes integrated on-chip can be used to sense photons emitted by fluorophores that interact with DNA molecules, and thereby sense the presence of DNA molecules. In the following, some prior work using novel schemes to electrically separate DNA molecules, and novel microfabricated devices to separate DNA molecules is described. We then describe a new microchannel structure with fractal geometry, fabricated in CMOS, possessing paired electrodes about the body of the microchannel. We sketch a possible application of the device for DNA separation and microarray printing, and propose future theoretical and experimental analyses to verify the utility of the device. In the following, we present a brief description of All complementary metal-oxide-semiconductor integrated circuit fabrication processes enable the creation of MOS transistors with positive charge carriers (p-channel, or pMOS) and negative charge carriers (n-channel, or nMOS). The primary advantage of CMOS is the fact that logic elements draw significant current only during transitions from one state to another, and very little current between transitions. This has lead to the overwhelming, and increasing, dominance of CMOS for digital integrated circuit design \cite{rabaey96}. The substantial cost savings that are realized by integrating several functions of an electronic system on a single chip, along with the continuing rapid progress of CMOS technology \cite{sze00}, has motivated the increasing popularity of CMOS for analog integrated circuit design \cite{gray93,razavi01} as well. A basic circuit in CMOS digital systems is the inverter. Figure \ref{cmos_inverter_schematic} shows a schematic view of a n-channel MOS (abbreviated nMOS) transistor and a p-channel MOS (abbreviated pMOS) transistor connected to form a CMOS inverter. \begin{figure}[h] \begin{center} \includegraphics{cmos_inverter_schematic.eps} \end{center} \caption{A schematic view of the CMOS inverter.} \label{cmos_inverter_schematic} \end{figure} Figure \ref{cmos_inverter_plan_view} shows a plan view of the layers composing the CMOS inverter. This is the representation of the components of the integrated circuit that is used for layout of the IC. The size of the features on the individual layers, and the placement of different layers relative to one another, is dictated by the \emph{design rules} for the process, which are dependent on the dimensions and tolerances achievable in the process. The design rules are a key part of the well-defined interface between design and fabrication of CMOS integrated circuits \cite{mead80,weste92,pucknell92}. The MOSIS Scalable CMOS (SCMOS) \cite{MOSIS:SCMOS} design rules are intended to be technology and process independent (between CMOS processes), with a scaling factor $\lambda$ used to parameterize the design rules. This makes it possible to use different fabrication processes to realize a particular design, simply by changing the scaling factor to reflect the dimensions achievable in the process used. The layers necessary for specification of an integrated circuit design are generally standard between different processes, due to the basic structure of the MOSFET and the interconnections present in an integrated circuit. While the two-dimensional shape of the layers in the process can be controlled by the designer, the parameters of the process, such as the sequence of the process steps and the thickness of the layers, are set by the manufacturer, and are not adjustable by the designer. This is particularly relevant for micromachined transducers fabricated in a CMOS process, since the layer thicknesses are rarely optimized for the creation of sensors and actuators. Additionally, the technical details of a process, such as the layer thicknesses, are typically treated by CMOS manufacturers as proprietary secrets that are shared with outside parties either under a restrictive non-disclosure agreement or not at all. In the following, our focus will be directed towards the 1.5 micron ``ABN'' process offered by AMI Semiconductor. This process provides two levels of polysilicon for MOS transistor gates and capacitors formed between the polysilicon layers, and two layers of aluminum metallization for electrical interconnection between circuit elements. The minimum width of a polysilicon line in this process is 1.5 $\mu$m, thus the description above. This process is significantly behind the cutting edge of CMOS processes, having been introduced in 1987; currently (2001) MOSIS offers a process with a .18$\mu$m polysilicon line width. Figure \ref{cmos_inverter_fabrication_cross_section} shows a cross-section view of the thin film layers comprising the CMOS inverter, realized in the ABN process. In this process, as in virtually all modern CMOS processes, the transistor is formed using a polysilicon gate, with the gate serving as a block for the dopants that form the drain and source regions of the transistor. The irregular topography of the thin-film stack in figure \ref{cmos_inverter_fabrication_cross_section} limits the resolution achievable during photolithography steps, relative to a flat surface. Modern submicron CMOS processes use a ``dual damascene'' process to create planarized surfaces for metallization, as shown in figure \ref{dual_damascene}. In the figure, tungsten is used to fill the ``via'' that provides interlayer metal connection, as is common in modern CMOS processes. The dual damascene process avoids the use of potentially troublesome metal etch processes, and instead shapes metal interconnections using oxide trenches and removes excess metal in a chemically-assisted mechanical polishing process. The metallization schemes for submicron CMOS pose difficulties for MEMS fabrication. The selective etching of certain layers in a CMOS process to create microsystems is dependent on the exposure of the layers to the atmosphere and thereby the wet or dry etchant used. The use of planarization for metal layers makes all but the top layer of metal inaccessible in this processing method. This is in contrast to the AMI ABN process (and generally other processes with feature size larger than 1 micron) which has a non-planar surface and layers that can be exposed to the atmosphere, with an appropriate design. Additionally, the use of tungsten, with its unique etch chemistry, complicates the processing necessary to realize MEMS using CMOS, which has focused on well-known Al, silicon, and silcon oxide etchants. The central feature of the current design is the microchannel to be formed by sacrificial etching. The microchannel is formed by etching a material within the CMOS thin-film stack, with the material in the shape of a line, coated with silicon oxide along its length, and exposed to the etchant at its ends. The etchant used to create the microchannel must be extremely selective, because of the extreme difference between the width and the length of the microchannel. CMOS-compatible microchannels have been formed by etching aluminum with an aluminum-specific wet etchant \cite{baltes97_1}. This technique has been used to create a resonant flow sensor \cite{baltes99_1} and a CMOS-compatible droplet ejection system \cite{westberg97}. Aluminum etching is not suited for this application, for two reasons. Due to its low resistivity, aluminum should be used, where possible, for the microelectrodes that create electromagnetic fields within the volume of the microchannel, and for signal transmission within the circuitry on the chip. In addition, wet aluminum etchants, despite their selectivity, etch silicon dioxide at a measurable rate. The microchannel in the current design is an order of magnitude longer than other CMOS-compatible microchannels. This requires a longer etch time to clear the microchannel, resulting in more oxide etching and potential damage to the circuitry that is protected by the oxide passivation. Polysilicon is another material that can be sacrificially etched in a CMOS process to create microchannels, using xenon difluoride \cite{kim96}. XeF$_2$, which is a white odorless solid at standard temperature and pressure, sublimates at XeF$_2$ vapor rapidly etches mono- and poly-crystalline silicon (at up to 10 $\mu$ per minute \cite{williams96}), but does not measurably etch silicon oxide, aluminum, or photoresist. XeF$_2$ is known to etch titanium and tungsten, two components of many modern metallization processes; however, since these metals are not present in the 1.5 micron AMI ABN process, this issue will not be addressed here. \section{DNA separation} In order to effect the transport of electrically charged molecules in controlled way, electric fields can be imposed on a solution, in a process called \emph{electrophoresis} \cite{viovy00} (``phoresis'', Greek for force). Although this effect occurs with any charged molecule, by far the most widespread application of electrophoresis in analytical chemistry is the separation of DNA. The most-widely used DNA electrophoresis approach uses a static electric field to force DNA molecules to migrate through separation medium consisting of a cross-linked polymer solution or gel. The constituents of the separation medium act as obstacles, impeding the motion of the DNA molecules (one analogy is the gravitational transport of a rope through a close-packed array of posts extending horizontally from a vertical surface). In this process, longer DNA molecules experience more hindrance to their movement from the gel, and have a lower mobility in the gel than smaller DNA molecules. The mobility $\mu$ of a molecule undergoing electrophoresis is $\bf{V} = \mu \bf{E}$, where $\bf{V}$ is the time-averaged velocity of the molecule, and $\bf{E}$ is the electric field in the solution. A medium is necessary for the electrophoretic separation of DNA in a constant field, because the mobility of DNA molecules in solution is independent of size. The use of a polymer solution for separation of DNA molecules is less than ideal. The complex structure of the medium makes nearly impossible the development of a quantitative model for predicting molecular dynamics. Although computer simulations have been successful in describing the dynamics of gel electrophoresis of DNA molecules, the results provide only a qualitative understanding of the process. The practical impossibility of a precise model of the gel structure prevents even computer simulations from being used in a predictive manner. On the other hand, the dynamics of polyelectrolytes in free solution, while still quite complicated, can be much more accurately modeled using hydrodynamic concepts, treating the aqueous solution as a continuum governed by the Navier-Stokes equation. Several proposals have been made for electrophoretic separation of DNA molecules in solution using asymmetric time-varying electric fields. Called ``Brownian ratchets'' or ``stochastic ratchets''\cite{slater97a,slater97b}, these schemes use the Brownian motion of DNA molecules over potential barriers to effect size-dependent transport. It is well-known that an electric dipole experiences a net force in a nonuniform electric field. This force on a molecule or particle (such as a cell) can be used to effect movement of the object. This process is called dielectrophoresis \cite{pohl78,jones95}. In a seminal 1991 paper \cite{prost91}, Ajdari and Prost proposed the use of an inhomogeneous electric field, transverse to the direction of flow, for free-flow (i.e. without a gel-based medium) separation of molecules. It has been shown experimentally that DNA molecules in aqueous solution can be manipulated with microfabricated electrodes \cite{washizu90,washizu95,engh98}. The . Electrophoresis is the most widely used method for separating DNA molecules by size. In this process, an electric field is applied to a gel or cross-linked polymer solution. Negatively charged DNA molecules what is the problem addressed? preparative separation of DNA what is the current state-of-the-art? electrophoresis through viscous medium microfabricated structures for electrophoresis what is the key conceptual or technological contribution of this work? implementation of novel physical process for separation use of multiple control elements available in CMOS for separation what have you already accomplished? proposal contains, at least, description of device and manufacturing process what is the plan for success? fabrication, experimental process to determine functionality instead of wafer scribing to expose dielectric tube, use opening on top of tube for XeF2 exposure and fluid discharge invert chip for more effective droplet ejection microscale fluids less affected by gravitational forces back-side fluid input somehow use afm nanooxidation technique of \cite{boisen2003} in conjunction with cea to efficiently fabricate dna alumina nanoarrays how to integrate afm tip with CMOS CEA 23004 77999 2007-01-17T20:44:24Z Robert Elliott 1436 Rough Draft <center><big>[[Image:Nuvola apps important yellow.svg|48px]] These lessons on film scoring are under construction this month[[Image:Panneau travaux.png|48px]]</big></center> 23005 78000 2007-01-17T20:54:19Z JPatrickBedell 5298 New page: A CMOS microcoil is a conductive [[w:Coil|coil]] fabricated in a CMOS [[integrated circuit]] process. The precise manufacturing characteristics of CMOS processes enable the fabrication of... A CMOS microcoil is a conductive [[w:Coil|coil]] fabricated in a CMOS [[integrated circuit]] process. The precise manufacturing characteristics of CMOS processes enable the fabrication of coils with micron-scale dimensions. [[Category:Learning projects]] 23006 78013 2007-01-17T21:13:44Z 80.3.96.10 Added new content '''<div align="center"><font size=5>Welcome to The Department of Religious Law</font></div>''' This department of the School of Law will aim to provide an excellent learning base for those interested in Religious Law, covering major world religions and their impact on the modern legal system. '''Some of the topics that will be updated and developed in the near future -''' [[The Laws of the Pharisees]] [[Shariah Law]] [[Agape]] [[Church Doctrine]] [[The Ten Commandments]] We will be adding more topics and religions in the near future. 23007 78018 2007-01-17T21:48:18Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 1:TOC:GarageBand}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #01 - Creating moods using individual musical notes</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Overview== ;What? No Jam Pack<nowiki>:</nowiki>Symphony Orchestra? :You selected this page because you have GarageBand but you have no way to create the sounds of symphony orchestra. If this is a mistake, click on correct option at the top of this page. :You do not need Jam Pack:Symphony Orchestra (or, as an alternative, MOTU's Symphony Instrument) to create simple moods with GarageBand. But I strongly recommend you get Jam Pack:Symphony Orchestra :If you do not have the sounds of a symphony orchestra, you can still create moods by using cords. This reqires more musical knowledge. (Using Jam Pack:Symphony Orchestra requires absolutely no musical background to create fantastic musical sounds that create mood for your motion pictures.) ;Notation Protégé :If you are using VirtuosoWorks' Notation '''Protégé''' - demo version, select "Notation Protégé" at the top of the page. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==The Sound of Fear== ;Creating moods with cords Some cords automatically create the sound of fear. You must try all the possible combination of software instruments and cords to find a sound which creates fear in the mind of the audience. ;Fade in and fade out Just playing a cord is not enough. When you play a cord with GarageBand, the trill turns on and then turns off. This is not realistic. To make the trill seem realistic, you must adjust the volume of the sound so it fades in and fades out, etc. ;That's it! This entire process is fast. Super fast! Once you have found the correct musical instrument and the cords to create the mood you want and after you have adjusted the volume of the note, you are done. How easy can it get!!! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the how to get started with GarageBand. :* Page 1: [[Mad Max - Getting started with GarageBand | Getting started with GarageBand]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - GarageBand only|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23008 78022 2007-01-17T22:04:41Z Robert Elliott 1436 orphan __NOTOC__ __NOEDITSECTION__ <center> Orphan </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #01 - Creating moods using individual musical notes</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Overview== ;An interesting (and '''FREE''') alternative :This course is designed for Apple's GarageBand with Jam Pack:Symphony Orchestra. However, there is an very interesting alternative which is free. This is the demo version of Notation Protégé which is fully working for 30 days. ;Learning musical notation :This course does not teach you to understand musical notaion. There are many tutorials on the Internet for this. Notation Protégé is a very good excuse to learn musical notation. It creates wonderful sounds so you know when you have it right (unlike Finalé Note Pad.) ;Creating moods with the sounds of a symphony orchestra :Creating musical sound effects using Notation Protégé is not difficult if you know musical notation. All you do is find different sounds which create moods. This is it! That is the entire lesson. This is why even musicians who are not filmmakers can create effective musical scores with Notation Protégé if they know musical notation. ;Wrong page? :If you got to this page by mistake, click on the option at the top of the page (if you have GarageBand with Jam Pack:Symphony Orchestra or just GarageBand by itself.) If you have only GarageBand by itself, I strongly suggest you try Notation Protégé or you buy Jam Pack:Symphony Orchestra to use with GarageBand. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==The Sound of Fear== ;Creating moods with individual notes Some musical sounds automatically create the sound of fear. The most common musical instrument sound which creates the sound of fear is the violin trill. ;"It's a trill!" A trill is a special musical sound created with bowed instruments such as a violin. Most filmmakers cannot play a trill on a violin. Not in a million years. Yet with Jam Pack:Symphony Orchestra, all a filmmaker need do is press one key on the keyboard to get a wonderfully realistic trill sound. For filmmakers with no musical talent, this is a miracle. Using the software instruments in the Macintosh computer, a filmmaker can create fantasitc sounds for motion pictures. ;Fade in and fade out Just playing a violin trill is not enough. When you play a violin trill with GarageBand, the trill turns on and then turns off. This is not realistic. To make the trill seem realistic, you must adjust the volume of the sound so it fades in and fades out. That is simple! ;That's it! This entire process is fast. Super fast! Once you have found the correct musical instrument to create the mood you want and after you have adjusted the volume of the note, you are done. How easy can it get!!! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the how to get started with GarageBand. :* Page 1: [[Mad Max - Getting started with Notation Protégé | Getting started with Notation Protégé]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Notation Protégé|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23009 78021 2007-01-17T22:03:58Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 1:TOC:Protégé}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #01 - Creating moods using individual musical notes</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Overview== ;An interesting (and '''FREE''') alternative :This course is designed for Apple's GarageBand with Jam Pack:Symphony Orchestra. However, there is an very interesting alternative which is free. This is the demo version of Notation Protégé which is fully working for 30 days. ;Learning musical notation :This course does not teach you to understand musical notaion. There are many tutorials on the Internet for this. Notation Protégé is a very good excuse to learn musical notation. It creates wonderful sounds so you know when you have it right (unlike Finalé Note Pad.) ;Creating moods with the sounds of a symphony orchestra :Creating musical sound effects using Notation Protégé is not difficult if you know musical notation. All you do is find different sounds which create moods. This is it! That is the entire lesson. This is why even musicians who are not filmmakers can create effective musical scores with Notation Protégé if they know musical notation. ;Wrong page? :If you got to this page by mistake, click on the option at the top of the page (if you have GarageBand with Jam Pack:Symphony Orchestra or just GarageBand by itself.) If you have only GarageBand by itself, I strongly suggest you try Notation Protégé or you buy Jam Pack:Symphony Orchestra to use with GarageBand. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==The Sound of Fear== ;Creating moods with individual notes Some musical sounds automatically create the sound of fear. The most common musical instrument sound which creates the sound of fear is the violin trill. ;"It's a trill!" A trill is a special musical sound created with bowed instruments such as a violin. Most filmmakers cannot play a trill on a violin. Not in a million years. Yet with Jam Pack:Symphony Orchestra, all a filmmaker need do is press one key on the keyboard to get a wonderfully realistic trill sound. For filmmakers with no musical talent, this is a miracle. Using the software instruments in the Macintosh computer, a filmmaker can create fantasitc sounds for motion pictures. ;Fade in and fade out Just playing a violin trill is not enough. When you play a violin trill with GarageBand, the trill turns on and then turns off. This is not realistic. To make the trill seem realistic, you must adjust the volume of the sound so it fades in and fades out. That is simple! ;That's it! This entire process is fast. Super fast! Once you have found the correct musical instrument to create the mood you want and after you have adjusted the volume of the note, you are done. How easy can it get!!! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The next page explains the how to get started with GarageBand. :* Page 1: [[Mad Max - Getting started with Notation Protégé | Getting started with Notation Protégé]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Notation Protégé|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23010 78027 2007-01-17T22:52:09Z JPatrickBedell 5298 New page: MEMS design is the process of creating information necessary to fabricate a [[micro-electromechanical system]]. {{stub}} MEMS design is the process of creating information necessary to fabricate a [[micro-electromechanical system]]. {{stub}} 23011 78028 2007-01-17T23:01:40Z JPatrickBedell 5298 New page: Design and fabricate an inkjet printhead to dispense one or more type(s) of fluid(s). {{project-stub}} Design and fabricate an inkjet printhead to dispense one or more type(s) of fluid(s). {{project-stub}} 23012 78344 2007-01-18T20:06:54Z JPatrickBedell 5298 <div class="notice metadata" id="project-stub">''This article is a [[Wikiversity:Main Page|Wikiversity]] [[Portal:Learning Projects|Learning Project]] [[Wikipedia:Stub|stub]]. You can help Wikiversity by <span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}|action=edit}} expanding it]</span>. ''</div> <includeonly>[[Category:Learning Project stubs]]</includeonly> <noinclude>''This template will categorize articles that include it into [[:Category:Learning Project stubs]].''</noinclude> 23013 79454 2007-01-21T04:37:27Z JWSchmidt 20 Featured learning resource <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ <includeonly> [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Page creation templates]]</noinclude> 23017 78042 2007-01-18T00:15:51Z JWSchmidt 20 From Wikipedia {{Portal:box-footer | The Security Portal }} 23018 78043 2007-01-18T00:17:27Z JWSchmidt 20 from Wikipedia <div id="browsebar" style="margin-top:-3px; margin-bottom:0.2em; text-align: center; font-size: 98%;"><!--The following should link fundamental portals:--> [[Portal:Arts|Arts]]{{·}} [[Portal:Biography|Biography]]{{·}} [[Portal:Geography|Geography]]{{·}} [[Portal:History|History]]{{·}} [[Portal:Mathematics|Mathematics]]{{·}} [[Portal:Philosophy|Philosophy]]{{·}} [[Portal:Science|Science]]{{·}} [[Portal:Society|Society]]{{·}} [[Portal:Technology|Technology]] </div><noinclude> <!--Categories--> [[Category:Wikipedia content navigation templates|Browsebar]] </noinclude> 23019 78044 2007-01-18T00:17:52Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 23020 78113 2007-01-18T04:11:21Z JWSchmidt 20 fix two links <div align="center" style="clear:both;padding-top:0.25em;">What are '''[[Wikiversity:Portal|Portals]]?''' | '''[[Wikiversity:Major portals|Major portals]]''' | '''[[:Category:Portal|Other portals]]'''</div> 23021 78058 2007-01-18T01:17:46Z JWSchmidt 20 from Wikipedia <span class="noprint" style="float:right;"><small>''[{{fullurl:{{FULLPAGENAME}}|action=purge}} Purge server cache]''</small></span> 23022 78059 2007-01-18T01:19:16Z JWSchmidt 20 from Wikipedia <noinclude> <center> {| style="background:#e4e4ff; text-align:center; " width=550 cellpadding=8 |- |'''Please do not edit this page to suit your portal; it is used for all portals and should be left generic. If you wish, you may copy the contents to your own template.''' |} </center> </noinclude> {| class="noprint" align="center" style="clear:both; background: transparent; text-align:center; font-size:91%" cellspacing="3" cellpadding="3" rules="none" border="0" |- |'''[[Wikinews:{{PAGENAME}}|{{PAGENAME}} on Wikinews]]''' &nbsp; &nbsp; |'''[[Wikiquote:{{PAGENAME}}|{{PAGENAME}} on Wikiquote]]''' &nbsp; &nbsp; |'''[[Wikibooks:{{PAGENAME}}|{{PAGENAME}} on Wikibooks]]''' &nbsp; &nbsp; |'''[[Wikisource:{{PAGENAME}}|{{PAGENAME}} on Wikisource]]''' &nbsp; &nbsp; |'''[[Wiktionary:{{PAGENAME}}|{{PAGENAME}} on Wiktionary]]''' &nbsp; &nbsp; |'''[[Commons:{{PAGENAME}}|{{PAGENAME}} on Wikimedia Commons]]''' |- |News |Quotations |Manuals & Texts |Texts |Definitions |Images |- |<center>[[Image:Wikinews-logo.png|45px]]</center> |<center>[[Image:Wikiquote-logo.svg|25px]]</center> |<center>[[Image:Wikibooks-logo.png|25px]]</center> |<center>[[Image:Wikisource-logo.svg|25px]]</center> |<center>[[Image:Button wiktionnaire.png|25px]]</center> |<center>[[Image:Commons-logo.svg|20px]]</center> |} 23023 78060 2007-01-18T01:21:22Z JWSchmidt 20 wrom Wikipedia <noinclude>{{protected template}}</noinclude><includeonly><span style="white-space:nowrap; font-weight:bold;">&nbsp;·</span></includeonly><noinclude>{{/doc}}</noinclude> 23024 78061 2007-01-18T01:26:03Z JWSchmidt 20 from Wikipedia <noinclude>{{protected template}}</noinclude><includeonly>:''This template documentation is [[Wikipedia:Template doc page pattern|transcluded]] from [[{{FULLPAGENAME}}/doc]]'' [<span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/doc|action=edit}} edit]</span>]</includeonly> <!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> A template intended to aid the creation of lists which are strings of items separated by a "divider" or "separator" character. The divider/separator character used here is a bold middot ('''·''') as it seems less obtrusive than a bullet (•) or the vertical-line (&nbsp;|&nbsp;) but more substantial than a plain middot (·). (The vertical-line also resembles the uppercase letter "I", lowercase "l" or the upright parts of "h", "k", etc.) The character is preceded by a [[non-breaking space]] (&amp;nbsp;) so the template may be used as shown below (i.e. '''''suffixed''''' to each item) to prevent the character being [[Word wrap|linewrapped]] to the starts of lines, thereby compromising a list's appearance. ; Example : Code:&nbsp;&nbsp; <code><nowiki>item 1{{·}} item 2{{·}} item 3{{·}} item 4</nowiki></code><br>Result:&nbsp; item 1{{·}} item 2{{·}} item 3{{·}} item 4 ; Reference {| style="text-align:center;" |width="20px"| <small>·</small> |align="left"| <nowiki><small></nowiki> middot </tr> | · ||align="left"| middot </tr> | '''·''' ||align="left"| bold middot </tr> | <small>•</small> ||align="left"| <nowiki><small></nowiki> bullet</tr> | • ||align="left"| bullet </tr> | '''•''' ||align="left"| bold bullet </tr> |} <!--Categories--> [[Category:Wikiversity special effects templates|{{BASEPAGENAME}}]] 23025 78062 2007-01-18T01:26:33Z JWSchmidt 20 [[Category:Templates]] [[Category:Templates]] 23026 78063 2007-01-18T01:27:51Z JWSchmidt 20 from Wikipedia <div class="noprint" style="text-align:right; margin:0.3em 0.2em 0.2em 0.3em; padding:0.3em 0.2em 0.2em 0.3em;"><b>{{{1|}}}</b></div><div style="clear:both;"></div></div> 23028 79042 2007-01-20T15:04:50Z JWSchmidt 20 [[Category:Portal|*]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning activity''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Featured research''|{{FULLPAGENAME}}/Selected research|}} {{{{FULLPAGENAME}}/Selected research}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''Featured {{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portal|*]] 23029 78070 2007-01-18T01:37:31Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23030 78071 2007-01-18T01:39:34Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23032 78074 2007-01-18T02:10:35Z JWSchmidt 20 from Wikipedia <div style="clear: both;"></div> <div style="position: relative;<!-- -->border: 1px solid {{{titleborder|{{{border|#ababab}}}}}};<!-- -->background: {{{titlebackground|#bcbcbc}}};<!-- -->color: {{{titleforeground|#000000}}};<!-- -->padding: .1em;<!-- -->text-align: center;<!-- -->font-weight: bold;<!-- -->font-size: 100%;<!-- -->margin-bottom: 0px;<!-- -->border-bottom: none;"><!-- --><span class="plainlinks" <!-- -->style="position: absolute;<!-- -->top: 1px;<!-- -->right: 1px;<!-- -->background: transparent;<!-- -->border: 0px;<!-- -->margin-bottom:.1em;<!-- -->font-size:80%;<!-- -->font-weight: normal;<!-- -->color: {{{titleforeground|#000000}}};"><!-- -->[{{fullurl:{{{editpage|/}}}|action=edit{{#if:{{{section|}}}|&section={{{section|}}}}}}} <span style="color: {{{titleforeground|#000000}}}">edit</span>]{{{top| }}}&nbsp;<!-- --></span ><!-- --><h2 style="font-size:100%;font-weight:bold;border: none; margin: 0; padding:0; padding-bottom:.1em; color:{{{titleforeground|#000000}}}">{{{title}}}</h2><!-- --></div> <div style="display: block;<!-- -->border: {{{border-width|1}}}px solid {{{border|#ababab}}};<!-- -->vertical-align: top;<!-- -->background: {{{background|#fefeef}}};<!-- -->color: {{{foreground|#000000}}};<!-- -->margin-bottom: 10px;<!-- -->padding: 1em;<!-- -->margin-top: 0em;<!-- -->padding-top: .3em;"><!-- -->{{#if:{{{TOC|}}}| |__NOTOC__}}{{#if:{{{EDIT|}}}| |__NOEDITSECTION__}}<noinclude>Test text with [[Wikipedia:Links|link]] Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.{{Portal:Box-footer}} </noinclude> 23033 78077 2007-01-18T02:17:56Z JWSchmidt 20 [[Category:Portal]] 23034 78241 2007-01-18T16:01:51Z 68.109.175.242 the main subject areas of Wikiversity :<big>'''[[Wikiversity:Browse|Browse]]''' the main subject areas of Wikiversity: [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Learning Materials|Learning Materials]] '''&middot;''' [[Portal:Learning Projects|Learning Projects]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Mathematics|Mathematics]] '''&middot;''' [[Portal:Media|Media]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] '''&middot;''' [[Portal:Professions|Professional Schools]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]]</big> <noinclude>[[Category:Navigational templates]]</noinclude> 23035 80135 2007-01-22T21:47:23Z JWSchmidt 20 link to content development projects Welcome to the '''Science Portal'''! This page is a guide to Wikiversity learning resources that are about science in general. Please help create and organize learning resources at the [[Portal:Science/WikiProjects|content development projects]]. Browse the major science categories: [[:Category:Engineering and Technology|Engineering and Technology]], [[:Category:Life Sciences|Life Sciences]], [[:Category:Mathematics|Mathematics]], [[:Category:Physical Sciences|Physical Sciences]], [[:Category:Social Sciences|Social Sciences]]. 23036 78221 2007-01-18T15:35:34Z JWSchmidt 20 [[Portal:Sciencenew/Related portals]] moved to [[Portal:Science/Related portals]]: move all subpages Many science-related learning resources are for specific scientific sub-disciplines and can be found with the aid of other Wikiversity portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] 23038 78204 2007-01-18T14:50:32Z JWSchmidt 20 [[Portal:Sciencenew/Selected article]] moved to [[Portal:Science/Selected article]]: move all subpages [[What is science?]] - participants explore and discuss the nature of science. 23039 78438 2007-01-19T04:01:17Z JWSchmidt 20 either gold or silver [[Image:William Fettes Douglas - The Alchemist.jpg|thumb|right|200px|"The alchemist" by William Fettes Douglas (1822 - 1891).]] '''Modern alchemy'''<BR> The goals of alchemy were transmutation of any metal into gold, to prolong life indefinitely and to create human life. It can be argued that all of the key elements of traditional alchemy have become incorporated into conventional sciences. Transmutation of elements has been accomplished by [[Portal:Physical Sciences|physicists]]. Modern [[School:Medicine|medical science]] is devoted to the treatment of disease and the prolongation of life. [[School:Biology|Biological]] techniques provide a significant level of control over the creation of new life from non-living [[School:Chemistry|chemical]] precursors. All of these alchemy-inspired activities within modern science continue to force us up against the boundaries of conventional science. Transmutation is difficult and expensive. Immortality is a dream of many [[w:Transhumanism|transhumanists]]. Only the most primitive forms of life can be constructed from scratch. Artificial life is still in its infancy. Creation of a robotic artificial life form with human qualities might be viewed as one way of satisfying the dream of creating life. [[Topic:Genetics|Genetic]] engineering has begun to provide tools for the creation of new forms of biological organisms. 23040 78225 2007-01-18T15:37:19Z JWSchmidt 20 [[Portal:Science/Sciencenew news]] moved to [[Portal:Science/Science news]]: move all subpages The Wikiversity [[Topic:Science journalism|Science Journalism Center]] is a content development project where Wikiversity participants can collaborate to develop learning resources for science journalism. The 2006 [[Nobel Prize in Physiology or Medicine|Nobel Prize in Physiology or Medicine]] was awarded to Andrew Z. Fire and Craig C. Mello for their discovery of [[RNA interference]]. 23041 78101 2007-01-18T03:44:41Z JWSchmidt 20 #REDIRECT [[Topic:Javascript]] #REDIRECT [[Topic:Javascript]] 23042 78102 2007-01-18T03:46:40Z JWSchmidt 20 #REDIRECT [[Web Design/JavaScript/AJAX Challenges]] #REDIRECT [[Web Design/JavaScript/AJAX Challenges]] 23043 80151 2007-01-22T22:22:59Z JWSchmidt 20 update Browse science-related learning resources in these categories: [[:Category:Engineering and Technology|Engineering and Technology]], [[:Category:Life Sciences|Life Sciences]], [[:Category:Mathematics|Mathematics]], [[:Category:Physical Sciences|Physical Sciences]], [[:Category:Social Sciences|Social Sciences]], [[:Category:Metrology]], [[:Category:Open source science]], [[:Category:Physics and Astronomy]], [[:Category:Science journalism]], [[:Category:Scientific Computing]], [[:Category:The Question]], [[:Category:Time]], [[:Category:Wiki Science]], [[:Category:Biology|Biology]], [[:Category:Marine sciences|Marine sciences]], [[:Category:Medicine|Medicine]], [[:Category:Neuroscience|Neuroscience]], [[:Category:Plant Sciences|Plant Sciences]], [[:Category:Zoology|Zoology]], [[:Category:Algebra|Algebra]], [[:Category:Algorithms|Algorithms]], [[:Category:Analysis|Analysis]], [[:Category:Applied Mathematics|Applied Mathematics]], [[:Category:Calculus|Calculus]], [[:Category:Elementary mathematics|Elementary mathematics]], [[:Category:Geometry|Geometry]], [[:Category:School of Mathematics|School of Mathematics]], [[:Category:Statistics|Statistics]], [[:Category:Astronomy|Astronomy]], [[:Category:Chemistry|Chemistry]], [[:Category:Geology|Geology]], [[:Category:Hydrology|Hydrology]], [[:Category:Marine sciences|Marine sciences]], [[:Category:Mathematics|Mathematics]], [[:Category:Meteorology|Meteorology]], [[:Category:Physics|Physics]], [[:Category:Social Sciences|Social Sciences]], [[:Category:Anthropology|Anthropology]], [[:Category:Communication|Communication]], [[:Category:Criminal Justice|Criminal Justice]], [[:Category:Cultural Studies|Cultural Studies]], [[:Category:Economics|Economics]], [[:Category:History|History]], [[:Category:Linguistics|Linguistics]], [[:Category:Political Science|Political Science]], [[:Category:Psychology|Psychology]], [[:Category:Sociology|Sociology]], [[:Category:Wikiversity School of Media Studies|Media Studies]], [[:Category:Women's Studies|Women's Studies]] 23044 78208 2007-01-18T14:54:48Z JWSchmidt 20 [[Portal:Sciencenew/Selected research]] moved to [[Portal:Science/Selected research]]: move all subpages [[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|right|100px|Pinwheel Galaxy]] Participants at the Wikiversity [[Astronomy Project]] access public astronomy databases and explore outer space. Learn astronomy "on the job" by participating in analysis of astronomical observations that are available in public databases. 23046 78439 2007-01-19T04:23:21Z JWSchmidt 20 update "...I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted." [[History of AI|Alan Turing]] "the equation E = mc², in which energy is put equal to mass, multiplied by the square of the velocity of light, showed that very small amounts of mass may be converted into a very large amount of energy and vice versa." [[Conservation of energy|Albert Einstein]] 23047 79825 2007-01-22T01:46:13Z JWSchmidt 20 [[Category:C computer language]] ==WINAPI Messages== After successfully creating the window in Lesson One you may have noticed it is just a window, it doesen't do anything useful. Here you will learn how to handle messages and therefore create a Window with more functionality. First you will need to reuse the code from the previous example (Simple Window). When were fiished with this lesson it will show the user the name of this program. To handle mouse clicks we need to add a WM_LBUTTONDOWN handler. Like This. LRESULT</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">CALLBACK</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WinProc</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">HWND</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">hwnd</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">UINT</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">msg</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WPARAM</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">wParam</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">LPARAM</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">lParam</font><font color="#23238E" face="Courier New"><b>)</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>{</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>switch</b></font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">msg</font><font color="#23238E" face="Courier New"><b>)</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>{</b></font><font color="#808080" face="Courier New"> <br></font><font color="#238E23" face="Courier New"><i>//this&nbsp;is&nbsp;the&nbsp;code&nbsp;to&nbsp;add&nbsp;to&nbsp;the&nbsp;WndProc. </i></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;</font><font color="#23238E" face="Courier New"><b>case</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WM_LBUTTONDOWN</font><font color="#23238E" face="Courier New"><b>:</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>{</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">TCHAR</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">szFileName</font><font color="#23238E" face="Courier New"><b>[</b></font><font color="#000000" face="Courier New">MAX_PATH</font><font color="#23238E" face="Courier New"><b>];</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">HINSTANCE</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">hInstance</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New"><b>=</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">GetModuleHandle</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">NULL</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">GetModuleFileName</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">hInstance</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">szFileName</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">MAX_PATH</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">MessageBox</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">hwnd</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">szFileName</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">TEXT</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#9932CC" face="Courier New">"This&nbsp;program&nbsp;is:"</font><font color="#23238E" face="Courier New"><b>),</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">MB_OK</font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New"><b>|</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">MB_ICONINFORMATION</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>}</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>break</b></font><font color="#23238E" face="Courier New"><b>;</b></font><font color="#808080" face="Courier New"> <br></font><font color="#238E23" face="Courier New"><i>//end&nbsp;of&nbsp;the&nbsp;added&nbsp;code. </i></font><font color="#808080" face="Courier New"> <br> <br>&nbsp;&nbsp;&nbsp;</font><font color="#23238E" face="Courier New"><b>case</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WM_CLOSE</font><font color="#23238E" face="Courier New"><b>:</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">DestroyWindow</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">hwnd</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>break</b></font><font color="#23238E" face="Courier New"><b>;</b></font><font color="#808080" face="Courier New"> <br> <br>&nbsp;&nbsp;&nbsp;</font><font color="#23238E" face="Courier New"><b>case</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">WM_DESTROY</font><font color="#23238E" face="Courier New"><b>:</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;</font><font color="#000000" face="Courier New">PostQuitMessage</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#23238E" face="Courier New">0</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>break</b></font><font color="#23238E" face="Courier New"><b>;</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>default</b></font><font color="#23238E" face="Courier New"><b>:</b></font><font color="#808080" face="Courier New"> <br>&nbsp;&nbsp;&nbsp;</font><font color="#23238E" face="Courier New"><b>return</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">DefWindowProc</font><font color="#23238E" face="Courier New"><b>(</b></font><font color="#000000" face="Courier New">hwnd</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">msg</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">wParam</font><font color="#23238E" face="Courier New"><b>,</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#000000" face="Courier New">lParam</font><font color="#23238E" face="Courier New"><b>);</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>}</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>return</b></font><font color="#808080" face="Courier New">&nbsp;</font><font color="#23238E" face="Courier New">0</font><font color="#23238E" face="Courier New"><b>;</b></font><font color="#808080" face="Courier New"> <br></font><font color="#23238E" face="Courier New"><b>}</b></font><font color="#808080" face="Courier New"> <br> ===Questions=== Leave whatever questions you may have here. [[WINAPI Programming|Winapi Home]] [[Category:C computer language]] 23048 80161 2007-01-22T22:52:14Z JWSchmidt 20 add image [[Image:Aristotelesbunt.jpg|thumb|right|281px|Computer generated image of Aristotle<BR>by Kolja Mendler]] [[On the Soul: discussion group|Aristotle]] (384-322 BC) is said to have studied marine organisms at the island of [[w:Lesbos Island|Lesbos]]. Aristotle identified observed crustaceans, echinoderms, mollusks, and fish. He knew that cetaceans are mammals, and that some marine vertebrates release eggs that hatch outside the body while others have eggs that hatch within the body. Aristotle is often referred to as the father of [[Topic:Marine Biology|marine biology]]. 23049 80126 2007-01-22T21:19:36Z JWSchmidt 20 update Wikiversity is new and depends on volunteer [[Wikiversity:Introduction|editors]]. In the Sciences we have content development projects for: [[School:Biology|Biology]] - [[School:Biomechanics|Biomechanics]] - [[School:Dentistry|School of Dentistry]] - [[School:Marine Sciences|Marine Sciences]] - [[School:Medicine|Medicine]] - [[School:Pharmacy|Pharmacy]] - [[School:Plant Sciences|Plant Sciences]] - [[School:Veterinary Medicine|Veterinary Medicine]] - [[School:Zoology|Zoology]] - [[Topic:Molecular Biology|Molecular Biology]] - [[Topic:Microbiology|Microbiology]] - [[Topic:Ecology|Ecology]] - [[Topic:Genetics|Genetics]] - [[Topic:Paleontology|Paleontology]] - [[School:Chemistry|School of Chemistry]] - [[School:Geology|School of Geology]] - [[School:Hydrology|School of Hydrology]] - [[School:Physics and Astronomy|School of Physics and Astronomy]] - [[School:Engineering|School of Engineering]] - [[School:Electronics|School of Electronics]] - [[Topic:Astronomy|Department of Astronomy]] - [[Topic:General Relativity|Center for the Study of General Relativity]] - [[School:Anthropology|Department of Anthropology]] - [[School:Criminal Justice|School of Criminal Justice]] - [[School:Economics|Economics]] - [[School:Media Studies|School of Media Studies]] - [[School:Development Science|School of Developmental Sciences]] - [[School:Anthropology|Department of Anthropology]] - [[School:History|School of History]] - [[School:Linguistics|School of Linguistics]] - [[School:Political Science|School of Political Science]] - [[School:Sociology|Department of Sociology]] - [[School:Demography|School of Demography]] - [[Topic:Social Work|Department Social Work]] - [[School:Strategic Studies|Center for Strategic Studies]] - [[School:Mathematics|Mathematics]] - [[School:Computer Science|Computer Science]] 23050 78130 2007-01-18T05:57:11Z JWSchmidt 20 [[Image:Mirror baby.jpg|thumb|right|100px]] *[[Science as Religion]] - the relationship between science and religion *[[Topic:Science research and the Law|Science research and the Law]] - how various governments regulate scientific research *[[Topic:Open source science|Open content science]] - Wikiversity content development project for [[w:Open content|Open content]] science. *[[Topic:Time]] - how scientific studies have resulted in altered human concepts of time *[[Consilience]] - can all knowledge be unified within a scientific world view? *[[Exploring science through fiction]] - where is boundary between science and science fiction? 23051 78436 2007-01-19T03:56:27Z JWSchmidt 20 subst {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23052 78132 2007-01-18T06:02:35Z JWSchmidt 20 from Wikipedia {{tasks |requests= |copyedit= |wikify= |merge= |cleanup= |expand= |disambiguation= |stubs= |update= |npov= |verify= |other= }} 23053 78133 2007-01-18T06:05:12Z JWSchmidt 20 from Wikipedia, needs cleanup {| style="background:none" | style="vertical-align:top" | [[Image:Evolution-tasks.png|<nowiki></nowiki>]]<br /> <div style="width:65px;height:0px;"></div> | <div style="position:relative;left:-15px;margin-right:-10px;z-index:15">Here are some '''''[[Template:Opentask|tasks you can do]]''''': <ul style="font-size:85%;padding:.3em 0 .3em 25px;margin:0"> {{#if:{{{requests<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Requested articles|Requests]]:''' {{{requests}}}</li>}}<!-- -->{{#if:{{{copyedit<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:How to copy-edit|Copyedit]]:''' {{{copyedit}}}</li>}}<!-- -->{{#if:{{{wikify<includeonly>|</includeonly>}}}|<li>'''[[Wikify#Wiki markup|Wikify]]:''' {{{wikify}}}</li>}}<!-- -->{{#if:{{{merge<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Duplicate articles|Merge]]:''' {{{merge}}}</li>}}<!-- -->{{#if:{{{verify<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Verifiability|Verify]]:''' {{{verify}}}</li>}}<!-- -->{{#if:{{{cleanup<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Cleanup|Cleanup]]:''' {{{cleanup}}}</li>}}<!-- -->{{#if:{{{expand<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Requests for expansion|Expand]]:''' {{{expand}}}</li>}}<!-- -->{{#if:{{{disambiguation<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Disambiguation|Disambiguation]]:''' {{{disambiguation}}}</li>}}<!-- -->{{#if:{{{stubs<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Find or fix a stub|Stubs]]:''' {{{stubs}}}</li>}}<!-- -->{{#if:{{{update<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:As of|Update]]:''' {{{update}}}</li>}}<!-- -->{{#if:{{{npov<includeonly>|</includeonly>}}}|<li>'''[[Wikipedia:Neutral point of view|NPOV]]:''' {{{npov}}}</li>}}<!-- -->{{#if:{{{other<includeonly>|</includeonly>}}}|<li>'''Other:''' {{{other}}}</li>}} </ul> </div> |}<!--Template:Tasks--><noinclude> {{notice|if adding new fields to this template, remember to update [[Template:Tasks/Preload]] also as it's used by [[Template:Todo]]}} [[Category:To do templates|{{PAGENAME}}]] </noinclude> 23055 78137 2007-01-18T06:09:40Z JWSchmidt 20 from Wikipedia {| class="{{#ifeq:{{NAMESPACE}}|{{TALKSPACE}}|{{#ifeq:{{{small|}}}|yes|small|standard}}-talk}} messagebox" | {{#if:{{{header|}}}|rowspan="2"}} align="center"|[[Image:Info {{#ifeq:{{NAMESPACE}}|{{TALKSPACE}}|talk|non-talk}}.png|Info]] {{#if:{{{header|}}}| <!-- -->! Notice: {{{header}}} <!-- -->{{!-}} }} |align="left" width="100%"|{{{1}}} |}<noinclude> __NOTOC__ ==Location== This template should be used for '''important''' comments about an article that cannot be shown using a more specific template. Unimportant comments should use the usual, non-templated method. ==Usage== :{{tlx|Notice|Include text here.}} :{{tlx|Notice|small&#61;yes|Include text here.}} for smaller type :{{tlx|Notice|header&#61;Header text|Include text here.}} for an aditional header ==See also== :{{tlx|Consensus}} :{{tlx|Warning}} :{{tlx|Caution}} </noinclude> 23056 78138 2007-01-18T06:12:55Z JWSchmidt 20 {{PD}} [http://en.wikipedia.org/wiki/Image:Info_non-talk.png source] {{PD}} [http://en.wikipedia.org/wiki/Image:Info_non-talk.png source] 23057 78144 2007-01-18T06:40:35Z Mu301 3705 {{Information |Description=The star HD 209458. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI wtih an R filter on 2007-01-18.007 |Source=own work |Date=2007-01-18T00:10Z |Author=[[U == Summary == {{Information |Description=The star HD 209458. Taken with a 16" Meade LX200 telescope and SBIG ST-L digital camera at the Barus & Holley Observatory in Providence, RI wtih an R filter on 2007-01-18.007 |Source=own work |Date=2007-01-18T00:10Z |Author=[[User:Mu301|Michael L. Umbricht]] |Permission= |other_versions= }} [[Category:Astronomy Images]] == Licensing == {{GFDL-self}} 23058 80898 2007-01-25T09:25:20Z Llngrover 5783 hey i would like to register for this course what have i to do? I too would like to register for the course if available. me too...how?? how do i register? Can't find appropriate page/link! 23059 78153 2007-01-18T08:33:20Z Stelmaria 5250 New page: Hello I would open a course of czech as foreign lang, if you are interested to, please write your nickname and e-mail and I will contact you then I open. Hello I would open a course of czech as foreign lang, if you are interested to, please write your nickname and e-mail and I will contact you then I open. 23060 78169 2007-01-18T11:24:19Z Aerodrome 5503 ==Private Pilot Lisence== * [[Subject 2 Flight Radiotelephony]] * [[Subject 4 Air Law]] * [[Subject 6 Air Navigation and Flight Planning]] * [[Subject 8 Meteorology]] * [[Subject 10 Human Factors]] * [[Subject 12 Aircraft Technical Knowledge (Aeroplane)]] ==Commercial Pilot Lisence== 23062 80645 2007-01-24T13:48:41Z Aerodrome 5503 ==Private Pilot Licence== * [[Subject 2 Flight Radiotelephony]] * [[Subject 4 Air Law]] * [[Subject 6 Air Navigation and Flight Planning]] * [[Subject 8 Meteorology]] * [[Subject 10 Human Factors]] * [[Subject 12 Aircraft Technical Knowledge (Aeroplane)]] ==Commercial Pilot Licence== * [[Subject 16 Air Law]] * [[Subject 18 Flight Navigation General]] * [[Subject 20 Meteorology]] * [[Subject 22 Principles of Flight and Aircraft Performance]] * [[Subject 26 General Aircraft Technical knowledge (Aeroplane)]] * [[Subject 34 Human Factors]] [[Category:Aviation]] 23063 78392 2007-01-18T23:14:36Z Aerodrome 5503 ==Basic Radio Wave Propagation== Describe the characteristics of High Frequency (HF) and Very High Frequency (VHF) in terms of: * Range * Surface Interference * Clarity of Reception ==Transceivers== Describe the purpose, correct manipulation and adjustment of the controls of commonly used aeronautical transcievers Describ the correct operation of: * the headset/boom microphone combination; and * the handheld microphone ==SSR Transponders== Describe the manipulation and adjustment of the controls of commonly used transponders. Describe the function of the following terms, and explain the procedures to transmit * Mode A infomation; and * Mode C infomation. State the emergency codes and explain when they should be used. Demonstrate proficiency in transponder terminolofy and describe the actions and responses expected from a pilot, following ATC transponder instructions. List the documents that identify transponder mandatory airspace then the aircraft transponder is inoperative. ==Emergency Locator Transmitter (ELT, aka ELBA or ELB)== State the frequeny(ies) on which the ELT transmits. State the requirememnts for the carriage of an ELT Explain how an ELT can be acticated: * automatically in the event of an impace; and * manually Describe the management of the ELT following a forced landing. Describe the requirements associated with ELT testing. Explain the procedures to follow in the case of inadvertant ELT activation. ==Practices and Rules== Demonstrate proficiency in transmitting and recieving spoken messages competently and in accordance with prescribed procedures, including * language to be used; * word spelling; * transmission of numberals; * procedure words and phrases; * time system; * establishment of communications; * frequencies to be used; * identification of service; * radiotelephony aircraft callsigns; * correction and repetition tests; * listening out * readibility scale Demonstrate a good working knowledge of the following Civil Aviation Rules: * Part 91.217 (5); * Part 91.243; * Part 91.245 (b), (c) and (d); * Part 91.247 * Part 91.249 (a) and (b); * Part 91.513; * Part 91.545; * Part 91.529 APINZ Volume 1, describe the radio procedures, requirements, and functions associated with: * UNICOM * ATIS * ARFU * AWIB AIPNZ demonstrate a good working knowledge of the phraseology used for, and by VFR aircraft. AIPNZ demonstrate a good working knowledge of the AIPNZ and AC172-1 with regard to: * Communication services; * communication aspects in the Search and Rescue section ==Phraseology and Procedures== Demonstrate proficiency in standard radiotelephony phraseologies and procedures for: * all VFR operations in controlled and uncontrolled airspace; * taxi, take-off, approach and landing at controlled aerodromes, Flight Service aerodromes, aerodromes served by UNICOM, and uncontrolled aerodromes; and * read-back instructions State the limitations on pilots with refard to: * unauthorised transmissions; * secrecy of communications. ==Distress and Urgency Communications== Describe the degrees of emergency that warrant: * a distress call (MAYDAY); and * an urgency call (PANPAN). Explain the procedures and phraseology involved in transmitting a MAYDAY and PAN call with emphasis on: * radio frequencies * station(s) to call; * contents of the call; * enforcing radio silence. Describe the actions by stations not involved in the emergency with regard to: * radio silence; and * provisin of assistance. Describe the procedure involved in terminating emergency communications. ==Loss of Communications - Aircraft Equipment== Describe the checks that should be followed when becoming aware of an aircraft communication system failure, including a check of: * radio power source; * function settings (frequency, squelch and similar); * microphone or headset. Detail the actions to be taken when experiencing loss of communications in: * controlled airspace; * uncontrolled airspace; * special use airspace. Describe corrective actions that could be taken, including: * change of frequency or station; * transmitting blind; * increase in altitude. Detail the speechless technique using unmodulated transmissions. State the meaning of light signals used by ATC. ==Loss of communications - ATS Equipment Failure== State the occasions when TIBA (traffic infomation broadcasts by aircraft) might be introduced. Detail TIBA procedures with respect to: * VHF frequencies to be used; * listening watch; * times of broadcasts. 23065 80196 2007-01-23T01:08:09Z 210.54.173.204 ==Aviation Legislation== Describe the requirements to hold an aviation document, as laid down in CA Act 1990 S7 Describe the criteria for the fit an proper person test, as laid down in CA Act 1990 S10 Describe the duties of the pilot-in-command, as laid down in CA Act 1990 S13 and 13A CA Act 1990 S43 amd 44. ==Definitions== CAR Part 1 (unless otherwise noted) State the definition of: <b>* accident<b> means an occurrence that is associated with the operation of an aircraft and takes place between the time any person boards the aircraft with the intention of flight and such time as all such persons have disembarked and the engine or any propellers or rotors come to rest, being an occurrence in which— (1) a person is fatally or seriously injured as a result of— (i) being in the aircraft; or (ii) direct contact with any part of the aircraft, including any part that has become detached from the aircraft; or (iii) direct exposure to jet blast— except when the injuries are self-inflicted or inflicted by other persons, or when the injuries are to stowaways hiding outside the areas normally available to passengers and crew; or (2) the aircraft sustains damage or structural failure that— (i) adversely affects the structural strength, performance, or flight characteristics of the aircraft; and (ii) would normally require major repair or replacement of the affected component— except engine failure or damage that is limited to the engine, its cowlings, or accessories, or damage limited to propellers, wing tips, rotors, antennas, tyres, brakes, fairings, small dents, or puncture holes in the aircraft skin; or (3) the aircraft is missing or is completely inaccessible <b>* act<b> means the Civil Aviation Act 1990 <b>* aerobatic flight<b> means— (1) an intentional manoeuvre in which the aircraft is in sustained inverted flight or is rolled from upright to inverted or from inverted to upright position; or (2) manoeuvres such as rolls, loops, spins, upward vertical flight culminating in a stall turn, hammerhead or whip stall, or a combination of such manoeuvres <b>* aerodrome operational area<b> means— (1) the movement area at an aerodrome and its associated strips and safety areas; and (2) any ground installation or facility provided at an aerodrome for the safety of aircraft operations: <b>* aerodrome traffic circuit<b> <b>* aeronautical infomation circular<b> means a notice containing information that— (1) does not qualify for the origination of a NOTAM or for inclusion in the AIPNZ; and (2) relates to flight safety, air navigation, technical, administrative or legislative matters: <b>* aeronautical infomation publication<b> means a publication issued by, or with the authority of, a State and containing aeronautical information of a lasting character essential to air navigation: <b>* AIP supplement<b> means temporary changes to the information contained in the AIPNZ that are published by means of special pages: <b>* air traffic control (ATC) service<b> means a service provided for the purposes of— (1) preventing collisions— (i) between aircraft; and (ii) between aircraft and obstructions on any manoeuvring area; and (2) expediting and maintaining a safe and efficient flow of air traffic: <b>* airworthiness certificate<b>means— (1) for a New Zealand registered aircraft, an airworthiness certificate issued by the Director under Part 21, Subpart H; and (2) for a foreign registered aircraft, an airworthiness certificate issued by the competent authority of the State of registry: <b>* airworthy condition<b> means the condition of an aircraft, including its components, fuel, and other materials and substances essential to the manufacture and operation of the aircraft, that complies with all the requirements prescribed by the Civil Aviation Rules relating to design, manufacture, maintenance, modification, repair, and safety: <b>* alerting service<b> means an air traffic service provided to notify appropriate organisations regarding aircraft in need of search and rescue aid, and to assist such organisations as required: <b>* altitude<b> means the vertical distance of a level, a point, or an object considered as a point, measured from mean sea level: <b>* ATC clearance<b> means authorisation for an aircraft to proceed under conditions specified by an air traffic control unit: <b>* ATC instruction<b>means a directive issued by ATC for the purpose of requiring a pilot to take a specific action: <b>* aviation event<b>means an event to be conducted below the minimum safe heights prescribed under Part 91 that is— (1) an air show or practice for an air show; or (2) an air race or practice for an air race; or (3) an aerobatic competition; or (4) aerobatic training or practice: <b>* AWIB service<b>means an automatic broadcast of aerodrome and weather information provided specifically for the facilitation of aviation, and for the avoidance of doubt, an AWIB service is not an air traffic service: <b>* ceiling<b>means the height above ground or water of the base of the lowest layer of cloud below 20 000 feet covering more than half the sky: <b>* controlled flight<b>means any flight that is subject to an ATC clearance: <b>* cost sharing flight<b> means any flight that is performed solely for the carriage of persons where— (1) the flight is not advertised to the public; and (2) the crew members receive no payment or other reward for their services; and (3) the persons carried by the aircraft, including the crew members, share equally in the cost of the flight; and (4) no payment or other reward is required of a person on the flight other than that specified in subparagraph (3)— and, for the avoidance of doubt, a cost sharing flight is not an operation for hire or reward: <b>* cross-country flight<b>means a flight which extends more than 25 nautical miles in a straight line distance from the centre of the aerodrome of departure: <b>* dangerous goods<b> means articles or substances that are capable of posing risk to health, safety, property, or the environment and— (a) are listed in, or classified in accordance with, the ICAO’s Technical Instructions for the Safe Transport of Dangerous Goods by Air; or (b) have properties that would result in the articles or substances being classified as dangerous goods under the ICAO’s Technical Instructions for the Safe Transport of Dangerous Goods by Air: <b>* day<b> means the hours between— (1) the beginning of morning civil twilight, which is when the centre of the rising sun’s disc is 6 degrees below the horizon; and (2) the end of evening civil twilight, which is when the centre of the setting sun’s disc is 6 degrees below the horizon: <b>* dual flight time<b> means flight time during which a person is receiving flight instruction from an appropriately licensed and rated pilot on board a dual control aircraft: <b>* final reserve fuel<b> means the minimum quantity of fuel required to provide a margin to secure the safe completion of a flight in the event of any unplanned manoeuvring in the vicinity of the destination or alternate or a suitable aerodrome, as the case may be, and in ordinary circumstances remains on board until completion of the landing: <b>* fit and proper person<b> means a person who satisfies the fit and proper person test specified in the Act: <b>* flight examiner<b> means a person who holds a flight examiner rating issued in accordance with Part 61 or is approved by the Director to conduct specific flight tests: <b>* flight infomation service<b> means a service providing a flight watch over an aircraft, which initiates emergency action in the event of a missed report or non-arrival of the aircraft within a specific time-frame: <b>* flight manual<b> means a manual, associated with the certificate of airworthiness, containing limitations within which the aircraft may be considered airworthy, and instructions and information necessary to the flight crew members for the safe operation of the aircraft: <b>* flight plan<b> means specified information that is required under the rules to be provided to an ATS unit or to a flight following service regarding an intended flight, or portion of a flight, of an aircraft: <b>* flight time<b> means the total time from the moment an aircraft first moves for the purpose of flight until the moment it comes to rest at the end of the flight including all associated push back, taxiing and subsequent holding time <b>* height<b> means the vertical distance of a level, a point, or an object considered as a point, measured from a specified datum and includes the vertical dimension of an object: <b>* incident<b> means any occurrence, other than an accident, that is associated with the operation of an aircraft and affects or could affect the safety of operation: <b>* night<b> means the hours between— (1) the end of evening civil twilight, which is when the centre of the setting sun’s disc is 6 degrees below the horizon; and (2) the beginning of morning civil twilight, which is when the centre of the rising sun’s disc is 6 degrees below the horizon: <b>* NOTAM<b> means a notice distributed by means of telecommunication containing information concerning the establishment, condition or change in any aeronautical facility, service, procedure or hazard, the timely knowledge of which is essential to personnel concerned with flight operations: <b>* pilot-in-command<b> in relation to any aircraft, means the pilot responsible for the operation and safety of the aircraft: <b>* rating<b> means an authorisation entered on, or associated with, a licence, certificate, or logbook, and forming part of it, stating special conditions, privileges, or limitations relating to the licence or certificate: <b>* SARTIME<b> means the time nominated by a pilot for the initiation of alerting action <b>* takeoff weight<b> means the weight of the aeroplane at the commencement of the take-off run and includes everything and everyone carried in or on the aeroplane at the commencement of the take-off run: <b>* threshold (CAR 121.3)<b> <b>* type<b>— (1) in relation to the licensing of aviation personnel means all aircraft of the same basic design, including all modifications thereto except those modifications which result in a significant change in handling or flight characteristics; or (2) in relation to the certification of aircraft, aircraft engines, or propellers, means those aircraft, aircraft engines or propellers which are similar in design: <b>* Technical Instructions<b> means ICAO Document 9284 Technical Instructions for the Safe Transport of Dangerous Goods by Air approved and published by decision of the Council of the International Civil Aviation Organisation under Annex 18 of the Convention: <b>* UNICOM service<b> means a ground radio communications service in the aeronautical mobile service providing local aerodrome information for the facilitation of aviation, and, for the avoidance of doubt, a UNICOM service is not an air traffic service: <b>* VFR flight<b> means a flight conducted in accordance with the visual flight rules: <b>* visibility<b> means the ability, as determined by atmospheric conditions and expressed in units of measurement, to see and identify prominent unlighted objects by day and prominent lighted objects by night: <b>* visual meteorological conditions<b> means meteorological conditions expressed in terms of visibility, distance from cloud, and ceiling equal to or better than specified minima: ==Abbreviations== CAR Part 1(unless otherwise noted) State the meaning of the following abbreviations: <b>* ABM<b> <b>* AGL<b> means above ground level <b>* AMSL<b> means above mean sea level: <b>* ATIS<b> means automatic terminal information service <b>* AWIB<b> means an Aerodrome and Weather Information Broadcast: <b>* BWR (AIP GEN)<b> means a Basic Weather Report <b>* CAR<b> means Civil Aviation Rules: <b>* ELT<b> means emergency locator transmitter: <b>* QNH<b> means an altimeter sub-scale setting to obtain elevation when on the ground: <b>* VFR<b> means visual flight rules: <U>PERSONNEL LISENCING<U> ==Requirements for Lisences and Ratings== State the requirements for holding a pilot's lisence. CAR 61 State the requirements for a pilot-in-command to hold a type rating on the type of aircraft being flown. CAR 61 State the restrictions associated with abuse of substances. CAR 61 State the requirements for entering flight details into a pilot's logbook. CAR 61 ==Eligibility, Privileges and Limitations== Describe the allowance for a person who does not hold a current pilot lisence to fly dual with a flying instructor. CAR61 State the solo flight requirements on a person who does not hold a current pilot lisence. CAR 61 State the limitations on a person who does not hold a current pilot lisence. CAR 61 State the eligibility requirements for the issue of a private pilot lisence. CAR 61 State the privileges of holding a private pilot lisence. CAR 61 State the limitations on the holder of a private pilot lisence. CAR 61 State the requirements and imitations of a PPL holder sharing the cost of a flight. CAR 1 ==Currency and Recency== State the recent experience requirements of a pilot-in-command, by day and by night, who is the holder of a private pilot lisence. CAR61 State the requirements for the completion of a biennial flight review. CAR61 ==Mecical Requirements== State the requirements for holding a medical certificate. CAR61 State the requirements on a person applying for a medical certificate. CAR61 State the requirements for maintaining medical fitness followintg the issue of a medical certificate CA Act 1990 S27C State the normal currency period of the Class 2 medical certificate for a PPL holder who is under the age of 40. CAR67 State the normal curency period of the Class 2 medical certificate for a PPL holder who is 40 years of age but less than 50 years of age on the date that the certificate is issued. CAR67 State the normal currency period of the Class 2 medical certificate for a PPL holder who is 50 years of age or more on the date that the certificare is issued. CAR67 <u>Airworthiness of Aircraft and Aircraft Equipment<u> ==Documentation== State the documents which must be carries in aircraft operated in New Zealand. CAR 91 ==Aircraft Maintenance== Describe the mintenance requirements of an aircraft operator. CAR 91 State the requirement for annual and 100 hour inspections. CAR 91 State the requirements for an annual review of airworthiness. CAR 91 State the requirements for maintenance records. CAR 91 State the requirements and contents of a technical log. CAR 91 State the requirements for entering defects into a technical log. CAR 91 State the requirements for clearing defects from a technical log. CAR 91 State the limitations and requirements on a person undertaking 'piot maintenance'. CAR 43 State the requirements for conducting a maintenance test flight on an aircraft without a current airworthiness certificate. CAR 91 State the inspection period for radios. CAR 91 State the inspection period for altimeters. CAR 91 State the inspection period for transponders. CAR 91 State the inspection period for the ELT. CAR 91 ==Instruments and Avionics== State the minimum instrument requirements for a day VFR flight. CAR 91 State the minimum instrument requirements for a night VFR flight. CAR 91 State the radio equipment requirements for a VFR flight. CAR 91 State the communications and navigation equipment requirements for a VFR over water flight. CAR 91 ==Equipment== State the equipment requirements for a night VFR flight. CAR 91 State the equipment requirements for flight over water. CAR 91 State the requirements for indicating the time in flight. CAR 91 State the requirements for emergency equipment in aircraft with seating capacity for less than 10 passengers. CAR 91 State the requirements for an ELT. CAR 91 State the requirements for night flight. CAR 91 <u>General Operating and Flight Rules<u> ==General Operating Requirements== Describe the requirements of passengers to comply with instructions and commands. CAR 91 State the requirements for operating an aircraft in simulated instrument flight. CAR 91 State the requirements of a pilot-in-command with respect to the safe operation of an aircraft. CAR 91 Describe the authority of the pilot-in-command. CAR 91 State ther requirements for crew occupation of seats and wearing safety belts. CAR 91 State the requirements for the occupation of seats and wearing of restraints. CAR 91 State the requirememnts for the use of oxygen equipment. CAR 91 State the requirements for briefing passengers prior to flight. CAR 91 State the requirements for carrying appropriate aeronautical publications and charts in flight. CAR 91 State the requirements for operating on and in the vicinity of an aerodrome. CAR 91 Describe the standard overhead rejoin procedure, and state when it should be used. AIP AD State the right-of-way rules. CAR 91 Explain the requirement for aircraft lighting. CAR 91 State the requirements for wearing/holding identity documentation in certain areas. CAR 19 ==General Operating Restrictions== State the restrictions on smoking in an aircraft, CA Act 1990 S65N State the restrictions on the use of portable electronic devices in flight. CAR 91 State the restrictions on the carriage and discharge of firearms on aircraft. CAR 91 Explain the restrictions on stowage of carry-on baggage. CAR 91 Explain the restrictions on the carriage of cargo. CAR 91 State the restrictions applicable to aircraft flying near other aircraft. CAR 91 State the restrictions on the dropping of onjects from an aircraft in flight. CAR 91 State the speed limitation on aircragt operating under VFR. CAR 91 State the minimum heights for VFR flights under CAR Part 91. CAR 91 State the restrictions when operating VFR in icing conditions. CAR 91 State the restrictions applicable to operating an aircraft in aerobatic flight. CAR 91 State the restrictions applicable to parachute-drop operations. CAR 91 State the restrictions applicable to aircraft towing gliders. CAR 91 State the restrictions applicable to aircraft towing objects other than gliders. CAR 91 State the restrictions on intoxicating liquor and drugs. CAR 91 & CAR 19 ==General Meteorological Requirements and Restrictions== State the met minima for VFR flight in various airspace. CAR 91 State the restrictions and met minima for Special VFR flight. CAR 91 <u>Flight Planning and Preparation<u> ==Flight Preparation== Explain the requirements for obtaining and considering relevant infomation prior to flight. CAR 91 Describe the publications and their content, that provide operational route and aerodrome infomation. Derive operational information from charts and publications that provide route and aerodrome information. ==Fuel Requirements== State the minimum fuel reserve required for a day VFR flight. CAR 91 State the minimum fuel reserve required for a night VFR flight. CAR 91 ==Flight Plans== State the requirements for the filing of a flight plan for flight unfer VFR. CAR 91 State the requirements for notification of changes to the filed flight plan. CAR 91 State the requirements for terminating a flight plan. CAR 91 State the time search and rescue action would be initiated if a flight plan is not terminated. AIP ENR <U>Air Traffic Services<u> ==Communications== Derive from operational publications, the required radio frequency for communicating with specified ATC units. Explain the use of aircraft radiotelephony callsigns. CAR 91 State the requirements for making position reports to an ATS unit. CAR 91 & AIP ENR State the content of a VFR position report. AIP ENR State the purpose of Universal Communications Services (UNICOM). AIP GEN State the purpose of an Aerodrome Frequency Response Unit (ARFU). AIP GEN State the purpose of Aerodrome and Weather Information Broadcasts (AWIB). AIP GEN State the meaning of the various light signals from a control tower. CAR 91 & AIP AD State the communications requirements when TIBA procedures are in force. AIP ENR ==Clearances== State the requirements for complying with ATC clearances and instructions. CAR 91 & AIP ENR State the requirements for coordinatins with an aerodrome flight infomation service. CAR 91 State the requirements for recieving an ATC clearance prior to entering various types of airspace, and ground manoeuvring area. CAR 91 & AIP ENR State the requirements for recieving an ATC clearance prior to re-entering controlled airspace. CAR 91 & AIP ENR ==Separation-- Describe the method of passing traffic infomation using the clock code. Describe the situations where Air Traffic Control is responsible for the provision of separation between VFR, SVFR and IFR traffic. AIP ENR Describe the situations where the pilot-in-command is responsible for maintaining separation from other traffic. AIP ENR Describe the normal separation standards applied by ATC. AIP ENR Describe the situations where the normal separation may be reduced. AIP ENR State the wake turbulence separation requirements for light aircraft in non-radar environment. AIP AD ==Radar Services== Describe the radar services available to VFR flights. AIP ENR <Airspace; Aerodromes; and Heliports<u> ==Altimetry== Explain the altimeter setting requirements for flight under VFR. CAR 91 & AIP ENR State the altimeter setting to use when QNH is not available prior to takeoff. AIP ENR Describe QNH zones and state when zone QNH should be used. AIP ENR ==Cruising Levels== State the altitude requirements when cruising VFR within the New Zealand Domestic FIR. CAR 91 & AIP ENR Describe situations where ATC may assign cruising altitudes not in accordance with the VFR table of cruising levels ==Transponders== State the requirements for the operation of transponders within the New ZZealand Domestic FIR. CAR 91 & AIP ENR Describe the procedures required of pilots operating transponders. AIP ENR State the requirements and linitations on an aircraft operating under VFR in transponder mandatory airspace without an operating transponder. CAR 91 & AIP ENR ==Airspace== State the rules pertaining to operating VFR in the various classes of airspace. CAR 91 & AIP ENR Describe the vertical limits and purpose of control zones (CTR). CAR 71 Describe the vertical limits and purpose of control areas (CTA). CAR 71 State the status and conditions relating to flight in VFR transit lanes. AIP ENR Describe the status ane purpose of a general aviation area (GAA). CAR 91 & AIP ENR Describe control zone sectors. CAR 71 Describe visual reporting points. Describe the status of controlled airspace when ATC go off duty. AIP GEN State the restrictions on operating an aircraft in a restricted area. CAR 91 & AIP ENR State the restrictions on operating an aircraft in a military operating area (MOA). CAR 91 & AIP ENR State the restrictions and operating considerations relating to operating an aircraft in a mandatory broadcast zone (MBZ). CAR 91 & AIP ENR State the restrictions and operating considerations relating to operating an aircraft in a volcanic hazard zone (VHZ). CAR 91 & AIP ENR State the restrictions and operating considerations relating to operating an aircraft in a danger area. CAR 91 & AIP ENR State the restrictions and operating considerations relating to operating an aircraft in a designated low flying zone (LFZ). CAR 91 & AIP ENR State the restrictions and operating considerations relating to operating an aircraft in VFR special procedures areas (SPA). AIP ENR State the operating considerations relating to operating an aircraft over or close to temporary hazards/airspace. AIP ENR Interpret airspace information on aeronautical charts. ==Aerodromes and Heliports== Describe the limitations on the use of a place as an aerodrome or heliport. CAR 91 Describe the method of runway designation. AIP AD Describe the movement area of an aerodrome. CAR 1 Describe the meaning of various aerodrome ground signals. Interpret information on aerodrome/heliport charats. AIP GEN & AIP Volume 4 ==Carriage of Dangerous Goods== State the restriction for the carriage of dangerous goods in an aircraft. CAR 92 State the requirements for the carriage of non-dangerous goods in an aircraft. CAR 92 <U>Emergencies; Incidents; and Accidents<u> ==Responsibilities of Pilots State the requirement for the notification of accidents. CAT 12 State the requirement for the notification of incidents. CAR 12 State the extent to which a pilot may deviate from the CA Act or rules in an emergency situation. CA Act 1990 S13A State the pilot action required following deviation from the CA Act or rules in an emergency situation. CA Act 1990 S13A ==Communications and Equipment== State the transponder code a pilot should set to indicate an emergency condition. AIP ENR State the transponder code a pilot should set to indicate a loss of communications. AIP ENR State the transponder code a pilot should set to indicate the aircraft is being subjected to unlawful interference. AIP ENR Describe the means by which ATC will verify the transmission of an emergency SSR transponder code. AIP ENR Describe the use of speechless technique using unmodulated transmissions. AIP ENR Describe and interpret ground-air visual signal codes. AIP GEN Describe the procedures for directing a surface craft to a distress incident. AIP GEN State the procedures for the emergency activitation of an ELT. AIP GEN State the pilot action required following the inadvertant transmission of an ELT. AIP GEN State the requirements for the operational testing of an ELT. AIP GEN State the procedures to be followed on recieving an ELT signal. AIP GEN 23067 78183 2007-01-18T13:04:39Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded in home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23068 78186 2007-01-18T13:19:39Z Robert Elliott 1436 /* Summary */ minor corrections == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23069 78187 2007-01-18T13:21:18Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23070 78188 2007-01-18T13:22:10Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23071 78189 2007-01-18T13:22:29Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23072 78190 2007-01-18T13:22:59Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23073 78191 2007-01-18T13:23:35Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23074 78192 2007-01-18T13:24:11Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23075 80724 2007-01-24T20:42:41Z Kfitton 598 Just going to start adding a bit of material to get this topic going. --[[User:Kfitton|Kfitton]] 14:42, 18 January 2007 (UTC) [[Image:Great_Seal_of_the_US.png|thumb|right|175px|Great Seal of the United States of America]] == Introduction to American Government == In terms of governments around the world, the federal bicameral republic is a fairly rare form of governance. The majority of democracies around the world tend toward parlimentary systems, so what is it about this particular system that makes it stand so well yet rarely attempted? This particular topic will engage students into several aspects of American Government in order to bring about some understanding of the process. Emphasis is placed upon historical events leading up to the foundation of the republic and the drafting of the constitution. Later on, a study of several key cases about federal powers (typically through court cases) will tie the experience to a close. == Active Participants == == Key Roles of Government == Historically, the key power of any government has been the ability to collect taxes from the people (in form of money, goods, and/or labor) and redistribute those resources in such a way as to benefit the community as a whole. Government can exist in a variety of styles, from dictatorships to monarchies to democratic to socialist/communistic. Being that this topic is based on the American form of democratic republic we are going to look at what key roles are defined as per the Constitution: "''We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.''" - Preamble, US Constitution This paragraph is the opening statement of the Constitution, also known as the Preamble. == Branches of Government == === Legislative Branch === === Executive Branch === === Judicial Branch === 23076 78220 2007-01-18T15:33:54Z JWSchmidt 20 re-create to aid in debugging <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Selected article''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected research|}} {{{{FULLPAGENAME}}/Selected research}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23077 78203 2007-01-18T14:47:56Z JWSchmidt 20 [[Portal:Sciencenew/Intro]] moved to [[Portal:Science/Intro]]: move all subpages #REDIRECT [[Portal:Science/Intro]] 23078 78205 2007-01-18T14:50:32Z JWSchmidt 20 [[Portal:Sciencenew/Selected article]] moved to [[Portal:Science/Selected article]]: move all subpages #REDIRECT [[Portal:Science/Selected article]] 23079 78207 2007-01-18T14:52:12Z JWSchmidt 20 [[Portal:Sciencenew/Selected picture]] moved to [[Portal:Science/Selected picture]]: move all subpages #REDIRECT [[Portal:Science/Selected picture]] 23080 78209 2007-01-18T14:54:48Z JWSchmidt 20 [[Portal:Sciencenew/Selected research]] moved to [[Portal:Science/Selected research]]: move all subpages #REDIRECT [[Portal:Science/Selected research]] 23081 78211 2007-01-18T14:57:28Z JWSchmidt 20 [[Portal:Sciencenew/Did you know]] moved to [[Portal:Science/Did you know]]: Cell Biology #REDIRECT [[Portal:Science/Did you know]] 23082 78215 2007-01-18T15:06:35Z JWSchmidt 20 [[Portal:Sciencenew/Things you can do]] moved to [[Portal:Science/Things you can do]]: move all subpages #REDIRECT [[Portal:Science/Things you can do]] 23083 78849 2007-01-19T23:03:02Z JWSchmidt 20 add image [[Image:Rotating earth (small).gif|frame|right]] *[[Science as Religion]] - the relationship between science and religion *[[Topic:Science research and the Law|Science research and the Law]] - how various governments regulate scientific research *[[Topic:Open source science|Open content science]] - Wikiversity content development project for [[w:Open content|Open content]] science. *[[Topic:Time]] - how scientific studies have resulted in altered human concepts of time *[[Consilience]] - can all knowledge be unified within a scientific world view? *[[Exploring science through fiction]] - where is boundary between science and science fiction? 23084 78437 2007-01-19T03:56:36Z Historybuff 5228 tone it down from neon {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#cc0000 <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23085 78219 2007-01-18T15:29:30Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23086 78222 2007-01-18T15:35:34Z JWSchmidt 20 [[Portal:Sciencenew/Related portals]] moved to [[Portal:Science/Related portals]]: move all subpages #REDIRECT [[Portal:Science/Related portals]] 23087 78224 2007-01-18T15:36:50Z JWSchmidt 20 [[Portal:Sciencenew/Sciencenew news]] moved to [[Portal:Science/Sciencenew news]]: move all subpages #REDIRECT [[Portal:Science/Sciencenew news]] 23088 78226 2007-01-18T15:37:19Z JWSchmidt 20 [[Portal:Science/Sciencenew news]] moved to [[Portal:Science/Science news]]: move all subpages #REDIRECT [[Portal:Science/Science news]] 23089 78228 2007-01-18T15:37:57Z JWSchmidt 20 [[Portal:Sciencenew/Categories]] moved to [[Portal:Science/Categories]]: move all subpages #REDIRECT [[Portal:Science/Categories]] 23090 78230 2007-01-18T15:38:33Z JWSchmidt 20 [[Portal:Sciencenew/Quotes]] moved to [[Portal:Science/Quotes]]: move all subpages #REDIRECT [[Portal:Science/Quotes]] 23091 78232 2007-01-18T15:39:09Z JWSchmidt 20 [[Portal:Sciencenew/WikiProjects]] moved to [[Portal:Science/WikiProjects]]: move all subpages #REDIRECT [[Portal:Science/WikiProjects]] 23092 78235 2007-01-18T15:55:52Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23093 78236 2007-01-18T15:56:42Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23094 78237 2007-01-18T15:57:30Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] 23095 78238 2007-01-18T15:58:01Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User: == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Audio file for the dialog of the movie SBTDS at Wikiversity Film School by [[User:Fatpenguin|Fat Penguin]] |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Self recorded using home computer |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Fatpenguin|Fat Penguin]], Wikiversity Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to do [[Lesson:Animatic Dialog Recording|Animatic Dialog Recording]]. |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:WikiU Film School Illustrations]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23097 78253 2007-01-18T16:31:37Z JWSchmidt 20 {{Wikiversity-screenshot}} {{Wikiversity-screenshot}} 23101 78284 2007-01-18T18:29:07Z Jmo21 5410 {{Information |Description=PartyPlan1 |Source=Own work |Date=2007-01-18 |Author=Kizer ([ [kizer] ] ) |Permission=Free content |other_versions= }} == Summary == {{Information |Description=PartyPlan1 |Source=Own work |Date=2007-01-18 |Author=Kizer ([ [kizer] ] ) |Permission=Free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23103 78289 2007-01-18T18:35:27Z Jmo21 5410 {{Information |Description=swap image |Source=own work |Date=2007-01-18 |Author=kizer |Permission=feee content |other_versions= }} == Summary == {{Information |Description=swap image |Source=own work |Date=2007-01-18 |Author=kizer |Permission=feee content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23104 78292 2007-01-18T18:37:20Z Jmo21 5410 {{Information |Description=party2 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=party2 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23105 78296 2007-01-18T18:38:34Z HicksK 5420 {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-18 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-18 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} 23106 78297 2007-01-18T18:38:46Z Jmo21 5410 {{Information |Description=party3 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=party3 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23107 78302 2007-01-18T18:40:25Z Jmo21 5410 {{Information |Description=flash1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=flash1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23108 78304 2007-01-18T18:40:42Z HicksK 5420 {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-18 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= Screenshot Fireworks Print Screen |Source= own work |Date=2007-01-18 |Author=([[HicksK]]) |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23109 78308 2007-01-18T18:41:40Z Jmo21 5410 {{Information |Description=flash2 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=flash2 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23110 78313 2007-01-18T18:43:48Z Jmo21 5410 {{Information |Description=image1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=image1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23111 78442 2007-01-19T04:29:32Z JWSchmidt 20 /* Quotes */ update, forst two moved to Life Sciences Portal This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Science]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning activity== *[[What is science?]] - participants explore and discuss the nature of science. ==Selected image== [[Image:William Fettes Douglas - The Alchemist.jpg|thumb|right|200px|"The alchemist" by William Fettes Douglas (1822 - 1891).]] '''Modern alchemy'''<BR> The goals of alchemy were transmutation of any metal into either gold, to prolong life indefinitely and to create human life. It can be argued that all of the key elements of traditional alchemy have become incorporated into conventional sciences. Transmutation of elements has been accomplished by [[Portal:Physical Sciences|physicists]]. Modern [[School:Medicine|medical science]] is devoted to the treatment of disease and the prolongation of life. [[School:Biology|Biological]] techniques provide a significant level of control over the creation of new life from non-living [[School:Chemistry|chemical]] precursors. All of these alchemy-inspired activities within modern science continue to force us up against the boundaries of conventional science. Transmutation is difficult and expensive. Immortality is a dream of many [[w:Transhumanism|transhumanists]]. Only the most primitive forms of life can be constructed from scratch. Artificial life is still in its infancy. Creation of a robotic artificial life form with human qualities might be viewed as one way of satisfying the dream of creating life. [[Topic:Genetics|Genetic]] engineering has begun to provide tools for the creation of new forms of biological organisms. ==Featured research project== [[Image:M101 hires STScI-PRC2006-10a.jpg|thumb|right|100px|Pinwheel Galaxy]] Participants at the Wikiversity [[Astronomy Project]] access public astronomy databases and explore outer space. Learn astronomy "on the job" by participating in analysis of astronomical observations that are available in public databases. ==Science news== The Wikiversity [[Topic:Science journalism|Science Journalism Center]] is a content development project where Wikiversity participants can collaborate to develop learning resources for science journalism. The 2006 [[Nobel Prize in Physiology or Medicine|Nobel Prize in Physiology or Medicine]] was awarded to Andrew Z. Fire and Craig C. Mello for their discovery of [[RNA interference]]. ==Did you know?== [[On the Soul: discussion group|Aristotle]] (384-322 BC) is said to have studied marine organisms at the island of [[w:Lesbos Island|Lesbos]]. Aristotle identified observed crustaceans, echinoderms, mollusks, and fish. He knew that cetaceans are mammals, and that some marine vertebrates release eggs that hatch outside the body while others have eggs that hatch within the body. Aristotle is often referred to as the father of [[Topic:Marine Biology|marine biology]]. ==Quotes== "...I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted." - [[History of AI|Alan Turing]] "the equation E = mc², in which energy is put equal to mass, multiplied by the square of the velocity of light, showed that very small amounts of mass may be converted into a very large amount of energy and vice versa." - [[Conservation of energy|Albert Einstein]] ==Featured learning projects== *[[Science as Religion]] - the relationship between science and religion *[[Topic:Science research and the Law|Science research and the Law]] - how various governments regulate scientific research *[[Topic:Open source science|Open content science]] - Wikiversity content development project for [[w:Open content|Open content]] science. *[[Topic:Time]] - how scientific studies have resulted in altered human concepts of time *[[Consilience]] - can all knowledge be unified within a scientific world view? *[[Exploring science through fiction]] - where is boundary between science and science fiction? 23112 78315 2007-01-18T18:44:37Z Jmo21 5410 {{Information |Description=imagepreview |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=imagepreview |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23113 78319 2007-01-18T18:48:44Z Jmo21 5410 {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23114 78320 2007-01-18T18:48:56Z Jmo21 5410 {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23115 78321 2007-01-18T18:49:03Z Jmo21 5410 {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23116 78322 2007-01-18T18:49:09Z Jmo21 5410 {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Summary == {{Information |Description=table1 |Source=own work |Date=2007-01-18 |Author=kizer |Permission=free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23117 78327 2007-01-18T18:52:27Z JPatrickBedell 5298 New page: The [[w:Electric VLSI Design System|Electric VLSI Design System]] is software released under the [[w:LGPL|LGPL]], currently at version 8.04. The [[w:Electric VLSI Design System|Electric VLSI Design System]] is software released under the [[w:LGPL|LGPL]], currently at version 8.04. 23118 78329 2007-01-18T18:53:52Z 71.51.239.169 New page: The string Theory is a idea of what is smaller than neutrons and protons. It is thought that there are energy bands after neutrons and protons. The string Theory is a idea of what is smaller than neutrons and protons. It is thought that there are energy bands after neutrons and protons. 23121 79820 2007-01-22T01:39:29Z JWSchmidt 20 [[Category:Linux]] {{welcome and expand}} A [[w:Linux distribution]] is a collection of software, built upon the Linux kernel, that enables a computer system to be used. [[Category:Linux]] 23122 78343 2007-01-18T20:03:44Z JPatrickBedell 5298 New page: Rothbardix Linux is a learning project to create a Linux distribution that utilizes economic and financial mechanisms to enable economic calculation among its users. {{project-stub}} Rothbardix Linux is a learning project to create a Linux distribution that utilizes economic and financial mechanisms to enable economic calculation among its users. {{project-stub}} 23125 79435 2007-01-21T04:05:26Z JWSchmidt 20 [[Wikiversity:Stub]] Jobs to do at Wikiversity. #Have fun. #Create links from Wikipedia pages to existing Wikiversity pages. See: ##[[w:Template:Wikiversity2|Template:Wikiversity2]] ##[[w:Template:Wikiversity|Template:Wikiversity]] #[http://en.wikiversity.org/wiki/Special:Uncategorizedpages Categorize pages] and [http://en.wikiversity.org/wiki/Special:Uncategorizedcategories categories]. See: [[Help:Category]] #[[Wikiversity:Stub|Sort stubs]]. [[Category:Wikiversity maintenance]] 23126 78426 2007-01-19T03:00:51Z JWSchmidt 20 white space <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning activity''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23127 78422 2007-01-19T02:44:26Z JWSchmidt 20 forest green {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#008000 <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23128 78355 2007-01-18T20:44:58Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23130 78359 2007-01-18T21:07:11Z JWSchmidt 20 add image [[Image:Diprotodon.jpg|thumb|right|100px|[[w:Diprotodon|Diprotodon]]]] '''Welcome to the Life Sciences Portal!''' This page connects Wikiversity visitors to the learning resources that have been developed by the various Wikiversity Life Sciences content development projects. Wikiversity participants who are interested in the Life Sciences are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. Browse the major Life Sciences categories: [[:Category:Biology|Biology]] - [[:Category:Marine sciences|Marine sciences]] - [[:Category:Medicine|Medicine]] - [[:Category:Neuroscience|Neuroscience]] - [[:Category:Plant Sciences|Plant Sciences]] - [[:Category:Zoology|Zoology]] 23131 80383 2007-01-23T17:52:07Z Adamb 5709 Sociology is the study of society, culture and how their elements interact. The theory of sociology is based on three blanket theoretical ideas: Structural-Functionalism, Confilct and Symbolic-Interactionalist. 23132 78365 2007-01-18T21:36:47Z JWSchmidt 20 I (John Schmidt) made this image for Wikiversity. == Summary == I (John Schmidt) made this image for Wikiversity. == Licensing == {{GFDL-self}} 23135 78368 2007-01-18T21:42:23Z JWSchmidt 20 New page: Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Scien... Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] - [[Portal:Science|General Science Portal]] 23136 78369 2007-01-18T21:43:52Z Bfelice 925 2005 Missouri Chautauqua in Pike County, MO == Summary == 2005 Missouri Chautauqua in Pike County, MO == Licensing == {{CC-BY-SA-2.5}} 23138 78375 2007-01-18T22:05:57Z Rayc 57 New page: For classifying yourself as knowleagable about a computer program [[Category:Users]] For classifying yourself as knowleagable about a computer program [[Category:Users]] 23139 78376 2007-01-18T22:07:59Z Rayc 57 New page: For people who are familiar with [[w:Art of Illusion|art of Illusion]] [[Category:Users familiar with particular computer programs]] For people who are familiar with [[w:Art of Illusion|art of Illusion]] [[Category:Users familiar with particular computer programs]] 23140 78378 2007-01-18T22:09:53Z Rayc 57 New page: For users who are familiar with [[w:Microsoft Word|Microsoft Word]] [[Category:Users familiar with particular computer programs]] For users who are familiar with [[w:Microsoft Word|Microsoft Word]] [[Category:Users familiar with particular computer programs]] 23141 78379 2007-01-18T22:11:06Z Rayc 57 this is all part of an experiment in user classification [[Category:Users familiar with Microsoft Word]] 23143 78396 2007-01-18T23:26:32Z JWSchmidt 20 Medical interventions [[Image:MRNA destruction complex.png|thumb|right|200px|[[w:Argonaute|Argonaute]]-containing RNA destruction complex. Image source: [[:Image:MRNA destruction complex.png|Leemor Joshua-Tor]].]] The [[Nobel Prize in Physiology or Medicine|Nobel Prize in Physiology or Medicine]] for 2006 was awarded to Andrew Z. Fire and Craig C. Mello for their research on [[RNA interference]]. RNA interference is a mechanism for control of [[Gene Regulation in Eukaryotes|gene expression]] inside [[Topic:Cell Biology|cells]]. This diagram shows how an anti-sense RNA (the yellow strand in this diagram) targets destruction of complementary [[w:mRNA|mRNA]] (orange strand). The active site of the [[w:enzyme|enzyme]] that cuts the mRNA has the amino acid sequence [[w:List of standard amino acids|amino acids]] Asp-Asp-His (DDH) at the active site. Medical interventions that activate the RNA interference are being studied as possible future treatments of [[w:Amyotrophic lateral sclerosis|Amyotrophic lateral sclerosis]] and other neurodegenerative diseases. 23144 78884 2007-01-20T00:16:37Z 71.147.55.67 == tutorials == * 1. [[lesson:gimp_basics|getting started]] 23147 78428 2007-01-19T03:07:00Z JWSchmidt 20 [[Image:Lightmatter chimp.jpg|thumb|left|150px|Chimpanzee.]] Participants in the [[Human Genetic Uniqueness Project]] join in the search for genes that account for the genetic differences between humans and our closest relatives. Activities center on accessing genome databases and analysis of differences between human genes and the genes of other species. Background learning topics include learning about [[w:Gene|gene]]s, and [[w:Genome|genome]] [[w:Sequencing|sequencing]] projects. 23148 78412 2007-01-19T01:25:12Z JWSchmidt 20 New page: Welcome to the Wikiversity content development project for nervous system development. ==Department description== Participants in this project create, organize and develop learning resour... Welcome to the Wikiversity content development project for nervous system development. ==Department description== Participants in this project create, organize and develop learning resources about nervous system development. The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]). ==Department news== * '''18 January 2007''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>). Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Human eye development]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. [[Category:Developmental biology]][[Category:Neuroscience]] 23149 78418 2007-01-19T01:59:50Z JWSchmidt 20 Your turn Welcome to the Wikiversity learning project about human eye development. Embryonic development of the eye is of interest both for how the retina forms from the neural tube and for how axons grow from the eye to carry visual information to the parts of the brain that process it and respond to it. ==Retina== [[Image:Fig retine.png|thumb|right|300px|Diagramatic representation of cell layers in the retina. Light enters the retina from the left and passes through several layers of axons and non-light sensitive cells before reaching the rods and cones at the right. The pigmented epithelium layer (not shown here) would be further to the right.]] During embryonic development the [[w:Retina|retina]] forms [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=retina+AND+dbio%5Bbook%5D+AND+131821%5Buid%5D&rid=dbio.section.2920#2921 from the brain]. The part of the neural tube that forms the retina folds over another nearby part that forms the [[w:retinal pigment epithelium|retinal pigment epithelium]]. The [[w:Rod cell|rods]] and cones are metabolically very active and they shed a large part of their structure every day. The adjacent cells of the pigment epithelium act like a garbage disposal to [[w:Phagocyte|phagocytize]] the discarded chunks of the visual cells. Thus, it is very useful to have the photo-detector cells "inside". The other cells of the retina are essentially transparent, so it hurts nothing to have them on the "outside", with light having to pass through most of the retina to get to the light-sensitive part. ===Optic nerve=== [[Image:Schematic diagram of the human eye.svg|thumb|left|200px|(a) Optic nerve. (e) Retina and axons leading to the optic nerve.]] [[Image:Gray773.png|thumb|right|Optic nerve]] It is a simple matter for axons of the optic nerves to follow the "stalk" of the retina back to the rest of the brain. In an animal like humans with over-lap in the visual fields of the two eyes, [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=optic+nerve+AND+neurosci%5Bbook%5D+AND+231345%5Buid%5D&rid=neurosci.section.816 not all] of the axons in the [[w:Optic nerve|optic nerves]] cross to the other side of the brain. This allows information from the two eyes about the same object to be combined in the brain. ===Visual cortex=== The target for the axons of the optic nerves is not the back of the brain. The [[w:Lateral geniculate nucleus|lateral geniculate nucleus]] of the thalamus is a major target for retinal axons in humans. In evolutionary terms, it was a later "invention" to send additional axons to the back of the brain and use for vision the vast amount of cerebral cortex that is available there. [[Image:FMRI.jpg|thumb|left|Activated visual cortex at the back of the brain.]] ===Your turn=== Read [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=eye+development+AND+dbio%5Bbook%5D+AND+131820%5Buid%5D&rid=dbio.section.2920 this] and then edit this page to add more information about eye development. [[Category:Human eye development]] 23150 78414 2007-01-19T01:51:59Z JWSchmidt 20 [[Category:Developmental biology]][[Category:Neuroscience]] [[Category:Developmental biology]][[Category:Neuroscience]] 23151 79016 2007-01-20T13:59:22Z Sojourner001 174 /* Basics */ =Introduction= Fourier analysis is a method of analysing [[functions]]. These functions may be electrical signals (say, from an electronic circuit being tested), pure mathematical functions, or any kind of data being analysed on a computer. Regardless, if the function is [[single-valued]], Fourier analysis can be used to produce an imperfect approximation. =Basics= ==The trigonometric form== Fourier analysis works by breaking down the function being considered into a '''Fourier Series'''. The Fourier Series, in simplest terms, is a [[summation]] of [[sine]] and [[cosine]] functions. Each of these [[trigonometric]] functions looks something like this: <big><math>a_n \cos(\omega_n t) + b_n \sin(\omega_n t)</math></big> ==The exponential form== 23152 78423 2007-01-19T02:52:28Z JWSchmidt 20 New page: [[Image:Fig retine.png|thumb|left|200px|Cell layers of the retina.]] Is the retina backwards? In the diagram, light enters from the left. The cells in the retina that detect light are at t... [[Image:Fig retine.png|thumb|left|200px|Cell layers of the retina.]] Is the retina backwards? In the diagram, light enters from the left. The cells in the retina that detect light are at the deepest layer of the retina, to the right in the diagram. See [[human eye development]]. 23154 78427 2007-01-19T03:02:06Z JWSchmidt 20 Bloom clock [[Image:Apricot in bloom.jpg|thumb|left|100px|Apricot tree.]] Participants in the [[Bloom clock project]] track and report the bloom times of wildflowers and other plants. Bloom clocks are kept by gardeners, ecologists, and others who record the time of year different plants are in bloom. This project attempts to reduce the effects of anomalous data in an attempt to generate maps of geographical "zones" that can eventually be used when describing a plant's expected bloom time in a particular region. 23155 78429 2007-01-19T03:18:15Z JWSchmidt 20 Participants at the Wikiversity [[Topic:Science journalism|Science Journalism Center]] develop learning resources about science journalism. The 2006 journal article [http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040448 RNA Silencing Sheds Light on the RNA World] by Rachel Jones explored the implications of [[RNA interference]] for the molecular origins of life. See also: [[RNA World]]. 23156 78430 2007-01-19T03:33:17Z JWSchmidt 20 New page: *[[:Category:Biology|Biology]] *[[:Category:Marine sciences|Marine sciences]] *[[:Category:Medicine|Medicine]] *[[:Category:Neuroscience|Neuroscience]] *[[:Category:Plant Sciences|Plant Sc... *[[:Category:Biology|Biology]] *[[:Category:Marine sciences|Marine sciences]] *[[:Category:Medicine|Medicine]] *[[:Category:Neuroscience|Neuroscience]] *[[:Category:Plant Sciences|Plant Sciences]] *[[:Category:Zoology|Zoology]] *[[:Category:Biology learning projects|Biology learning projects]] *[[:Category:Cell biology|Cell biology]] *[[:Category:Evolutionary Biology|Evolutionary Biology]] *[[:Category:History of biology|History of biology]] *[[:Category:Microbiology|Microbiology]] *[[:Category:Molecular biology|Molecular biology]] *[[:Category:Paleontology|Paleontology]] *[[:Category:Anatomy|Anatomy]] *[[:Category:Emergency Medicine|Emergency Medicine]] *[[:Category:Physiology|Physiology]] 23157 78445 2007-01-19T04:44:18Z JWSchmidt 20 some topic pages [[School:Biology|Biology]] - [[School:Biomechanics|Biomechanics]] - [[School:Dentistry|School of Dentistry]] - [[School:Marine Sciences|Marine Sciences]] - [[School:Medicine|Medicine]] - [[School:Pharmacy|Pharmacy]] - [[School:Plant Sciences|Plant Sciences]] - [[School:Veterinary Medicine|Veterinary Medicine]] - [[School:Zoology|Zoology]] - [[Topic:Molecular Biology|Department of Molecular Biology]] - [[Topic:Microbiology|Department of Microbiology]] - [[Topic:Ecology|Department of Ecology]] - [[Topic:Genetics|Department of Genetics]] - [[Topic:Paleontology|Division of Paleontology]] 23158 78441 2007-01-19T04:25:34Z JWSchmidt 20 white space {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23159 78440 2007-01-19T04:23:56Z JWSchmidt 20 New page: "...any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relationship to other org... "...any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relationship to other organic beings and to external nature, will tend to the preservation of that individual, and will generally be inherited by its offspring." - [[Darwinism as religion|Charles Darwin]] "Every college student should be able to answer the following question: What is the relation between science and the humanities, and how is it important for human welfare?" [[Consilience|Edward O. Wilson]]. 23160 78444 2007-01-19T04:38:04Z JWSchmidt 20 add image [[Image:Abessinierkater1.jpg|thumb|right|Earth life; [[Topic:Exobiology|are we alone?]]]] *[http://web.mac.com/johnwschmidt/iWeb/Wikiversity/Wikiversity%20Podcasts/D7D76B72-24C2-4F7F-9464-FEE189F662BA.html Nobel Prize Report] - short podcast about the Nobel Prize in Chemistry and Physiology *The 2006 Nobel Prize in Chemistry was awarded to Roger D. Kornberg for his studies of [[Eukaryotic transcription|the molecular basis of eukaryotic transcription]]. *[[Getting to know pathogens]] - introduction to the concept of microbial disease *[[Telemedicine in French-speaking Africa]] - RAFT, a network of educational television and telemedicine in French-speaking Africa *[[Allelopathy]] is the chemical property of a given plant that allows it to suppress the growth of other plants, similar to herbicides. *[[Darwinism as religion]] - is evolution taught as religion in public schools? *[[Cell Biology]] - Exploring cell biology. Independent study with projects. 23161 78449 2007-01-19T04:55:10Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#008000 <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23162 78450 2007-01-19T04:55:59Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23163 79841 2007-01-22T03:04:02Z JWSchmidt 20 link to Portal:Life Sciences/WikiProjects [[Image:Diprotodon.jpg|thumb|right|100px|[[w:Diprotodon|Diprotodon]]]] '''Welcome to the Life Sciences Portal!''' This page connects Wikiversity visitors to the learning resources that have been developed by the various Wikiversity [[Portal:Life Sciences/WikiProjects|Life Sciences content development projects]]. Wikiversity participants who are interested in the Life Sciences are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. Browse the major Life Sciences categories: [[:Category:Biology|Biology]] - [[:Category:Marine sciences|Marine sciences]] - [[:Category:Medicine|Medicine]] - [[:Category:Neuroscience|Neuroscience]] - [[:Category:Plant Sciences|Plant Sciences]] - [[:Category:Zoology|Zoology]] 23164 78452 2007-01-19T04:57:59Z JWSchmidt 20 [[Image:Lightmatter chimp.jpg|thumb|left|150px|Chimpanzee.]] Participants in the [[Human Genetic Uniqueness Project]] join in the search for genes that account for the genetic differences between humans and our closest relatives. Activities center on accessing genome databases and analysis of differences between human genes and the genes of other species. Background learning topics include learning about [[w:Gene|gene]]s, and [[w:Genome|genome]] [[w:Sequencing|sequencing]] projects. 23165 78453 2007-01-19T04:58:31Z JWSchmidt 20 Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] - [[Portal:Science|General Science Portal]] 23166 78454 2007-01-19T04:59:09Z JWSchmidt 20 Participants at the Wikiversity [[Topic:Science journalism|Science Journalism Center]] develop learning resources about science journalism. The 2006 journal article [http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040448 RNA Silencing Sheds Light on the RNA World] by Rachel Jones explored the implications of [[RNA interference]] for the molecular origins of life. See also: [[RNA World]]. 23167 78455 2007-01-19T04:59:47Z JWSchmidt 20 [[Image:MRNA destruction complex.png|thumb|right|200px|[[w:Argonaute|Argonaute]]-containing RNA destruction complex. Image source: [[:Image:MRNA destruction complex.png|Leemor Joshua-Tor]].]] The [[Nobel Prize in Physiology or Medicine|Nobel Prize in Physiology or Medicine]] for 2006 was awarded to Andrew Z. Fire and Craig C. Mello for their research on [[RNA interference]]. RNA interference is a mechanism for control of [[Gene Regulation in Eukaryotes|gene expression]] inside [[Topic:Cell Biology|cells]]. This diagram shows how an anti-sense RNA (the yellow strand in this diagram) targets destruction of complementary [[w:mRNA|mRNA]] (orange strand). The active site of the [[w:enzyme|enzyme]] that cuts the mRNA has the amino acid sequence [[w:List of standard amino acids|amino acids]] Asp-Asp-His (DDH) at the active site. Medical interventions that activate the RNA interference are being studied as possible future treatments of [[w:Amyotrophic lateral sclerosis|Amyotrophic lateral sclerosis]] and other neurodegenerative diseases. 23168 78852 2007-01-19T23:10:18Z JWSchmidt 20 format Browse our learning resources: *[[:Category:Biology|Biology]] *[[:Category:Marine sciences|Marine sciences]] *[[:Category:Medicine|Medicine]] *[[:Category:Neuroscience|Neuroscience]] *[[:Category:Plant Sciences|Plant Sciences]] *[[:Category:Zoology|Zoology]] *[[:Category:Biology learning projects|Biology learning projects]] *[[:Category:Cell biology|Cell biology]] *[[:Category:Evolutionary Biology|Evolutionary Biology]] *[[:Category:History of biology|History of biology]] *[[:Category:Microbiology|Microbiology]] *[[:Category:Molecular biology|Molecular biology]] *[[:Category:Paleontology|Paleontology]] *[[:Category:Anatomy|Anatomy]] *[[:Category:Emergency Medicine|Emergency Medicine]] *[[:Category:Physiology|Physiology]] 23169 78457 2007-01-19T05:01:18Z JWSchmidt 20 [[Image:Apricot in bloom.jpg|thumb|left|100px|Apricot tree.]] Participants in the [[Bloom clock project]] track and report the bloom times of wildflowers and other plants. Bloom clocks are kept by gardeners, ecologists, and others who record the time of year different plants are in bloom. This project attempts to reduce the effects of anomalous data in an attempt to generate maps of geographical "zones" that can eventually be used when describing a plant's expected bloom time in a particular region. 23170 78458 2007-01-19T05:01:56Z JWSchmidt 20 "...any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relationship to other organic beings and to external nature, will tend to the preservation of that individual, and will generally be inherited by its offspring." - [[Darwinism as religion|Charles Darwin]] "Every college student should be able to answer the following question: What is the relation between science and the humanities, and how is it important for human welfare?" [[Consilience|Edward O. Wilson]]. 23171 78459 2007-01-19T05:02:28Z JWSchmidt 20 [[Image:Fig retine.png|thumb|left|200px|Cell layers of the retina.]] Is the retina backwards? In the diagram, light enters from the left. The cells in the retina that detect light are at the deepest layer of the retina, to the right in the diagram. See [[human eye development]]. 23172 80963 2007-01-25T15:29:38Z JWSchmidt 20 [[Phage project]] [[Image:Abessinierkater1.jpg|thumb|right|Earth life; [[Topic:Exobiology|are we alone?]]]] *[http://web.mac.com/johnwschmidt/iWeb/Wikiversity/Wikiversity%20Podcasts/D7D76B72-24C2-4F7F-9464-FEE189F662BA.html Nobel Prize Report] - short podcast about the Nobel Prize in Chemistry and Physiology *The 2006 Nobel Prize in Chemistry was awarded to Roger D. Kornberg for his studies of [[Eukaryotic transcription|the molecular basis of eukaryotic transcription]]. *[[Getting to know pathogens]] - introduction to the concept of microbial disease *[[Telemedicine in French-speaking Africa]] - RAFT, a network of educational television and telemedicine in French-speaking Africa *[[Allelopathy]] is the chemical property of a given plant that allows it to suppress the growth of other plants, similar to herbicides. *[[Darwinism as religion]] - is evolution taught as religion in public schools? *[[Cell Biology]] - Exploring cell biology. Independent study with projects. *[[Phage project]] - participants access phage gene databases and participate in phage genomics research projects. 23173 78463 2007-01-19T05:04:39Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23175 78841 2007-01-19T22:58:15Z JWSchmidt 20 add intro Wikiversity is new and depends on volunteer [[Wikiversity:Introduction|editors]]. In the Life Sciences area we have content development projects for: [[School:Biology|Biology]] - [[School:Biomechanics|Biomechanics]] - [[School:Dentistry|School of Dentistry]] - [[School:Marine Sciences|Marine Sciences]] - [[School:Medicine|Medicine]] - [[School:Pharmacy|Pharmacy]] - [[School:Plant Sciences|Plant Sciences]] - [[School:Veterinary Medicine|Veterinary Medicine]] - [[School:Zoology|Zoology]] - [[Topic:Molecular Biology|Molecular Biology]] - [[Topic:Microbiology|Microbiology]] - [[Topic:Ecology|Ecology]] - [[Topic:Genetics|Genetics]] - [[Topic:Paleontology|Paleontology]] 23176 78468 2007-01-19T05:22:30Z JWSchmidt 20 New page: This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Life Sciences]]. If you change/update content in the portal, please be sure that the record of past ... This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Life Sciences]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning activity== [[Image:Lightmatter chimp.jpg|thumb|left|150px|Chimpanzee.]] Participants in the [[Human Genetic Uniqueness Project]] join in the search for genes that account for the genetic differences between humans and our closest relatives. Activities center on accessing genome databases and analysis of differences between human genes and the genes of other species. Background learning topics include learning about [[w:Gene|gene]]s, and [[w:Genome|genome]] [[w:Sequencing|sequencing]] projects. ==Selected image== [[Image:MRNA destruction complex.png|thumb|right|200px|[[w:Argonaute|Argonaute]]-containing RNA destruction complex. Image source: [[:Image:MRNA destruction complex.png|Leemor Joshua-Tor]].]] The [[Nobel Prize in Physiology or Medicine|Nobel Prize in Physiology or Medicine]] for 2006 was awarded to Andrew Z. Fire and Craig C. Mello for their research on [[RNA interference]]. RNA interference is a mechanism for control of [[Gene Regulation in Eukaryotes|gene expression]] inside [[Topic:Cell Biology|cells]]. This diagram shows how an anti-sense RNA (the yellow strand in this diagram) targets destruction of complementary [[w:mRNA|mRNA]] (orange strand). The active site of the [[w:enzyme|enzyme]] that cuts the mRNA has the amino acid sequence [[w:List of standard amino acids|amino acids]] Asp-Asp-His (DDH) at the active site. Medical interventions that activate the RNA interference are being studied as possible future treatments of [[w:Amyotrophic lateral sclerosis|Amyotrophic lateral sclerosis]] and other neurodegenerative diseases. ==Featured research project== [[Image:Apricot in bloom.jpg|thumb|left|100px|Apricot tree.]] Participants in the [[Bloom clock project]] track and report the bloom times of wildflowers and other plants. Bloom clocks are kept by gardeners, ecologists, and others who record the time of year different plants are in bloom. This project attempts to reduce the effects of anomalous data in an attempt to generate maps of geographical "zones" that can eventually be used when describing a plant's expected bloom time in a particular region. ==Science news== Participants at the Wikiversity [[Topic:Science journalism|Science Journalism Center]] develop learning resources about science journalism. The 2006 journal article [http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040448 RNA Silencing Sheds Light on the RNA World] by Rachel Jones explored the implications of [[RNA interference]] for the molecular origins of life. See also: [[RNA World]]. ==Did you know?== [[Image:Fig retine.png|thumb|left|200px|Cell layers of the retina.]] Is the retina backwards? In the diagram, light enters from the left. The cells in the retina that detect light are at the deepest layer of the retina, to the right in the diagram. See [[human eye development]]. ==Quotes== "...any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relationship to other organic beings and to external nature, will tend to the preservation of that individual, and will generally be inherited by its offspring." - [[Darwinism as religion|Charles Darwin]] "Every college student should be able to answer the following question: What is the relation between science and the humanities, and how is it important for human welfare?" [[Consilience|Edward O. Wilson]]. ==Featured learning projects== [[Image:Abessinierkater1.jpg|thumb|right|Earth life; [[Topic:Exobiology|are we alone?]]]] *[http://web.mac.com/johnwschmidt/iWeb/Wikiversity/Wikiversity%20Podcasts/D7D76B72-24C2-4F7F-9464-FEE189F662BA.html Nobel Prize Report] - short podcast about the Nobel Prize in Chemistry and Physiology *The 2006 Nobel Prize in Chemistry was awarded to Roger D. Kornberg for his studies of [[Eukaryotic transcription|the molecular basis of eukaryotic transcription]]. *[[Getting to know pathogens]] - introduction to the concept of microbial disease *[[Telemedicine in French-speaking Africa]] - RAFT, a network of educational television and telemedicine in French-speaking Africa *[[Allelopathy]] is the chemical property of a given plant that allows it to suppress the growth of other plants, similar to herbicides. *[[Darwinism as religion]] - is evolution taught as religion in public schools? *[[Cell Biology]] - Exploring cell biology. Independent study with projects. 23272 78615 2007-01-19T10:21:25Z Aerodrome 5503 PPL Subject 6 Air Navigation, Stage 1 <u>Fundamentals of Air Navigation<u> ==Form of the Earth== Describe the general shape of the earth. Define and identify, on a diagram of the earth, and explain the meaning of the following: * axis and direction of rotation; * geographic poles; * great circles; * rhumb lines * the equator * parallels of latitude; * meridians of longitude; * position. ==Direction on the Earth== Describe the 360 degree method of indicating direction Describe the earth's magnetic field Define:; * Magnetic pole * true north * magnetic north * the cardinal directions of the earth; * the quadrantal directions of the earth * true direcetion * magnetic direction * compass direction * magnetic variation * an isogonal * comapss deviation * true bearing * magnetic bearing * compass bearing * relative bearing Convert between true, magnetic and compass directions Convert between relative, true, magnetic and compass bearings Plot and measure tracks and bearings (+- 1 degree) on a NZ Aeronautical Chart ==Distance on the Earth== Define a: * statute mile * nautical mile (nm) * kilometre Calculate the conversion between a statute mile, a nautical mile and a kilometre State the number of feet and meters in a statute mile, a nautical mile and a kilometre Measure distances (+- 1 nm) on a NZ Aeronautical Chart ==Speed== Define: * a knot * groundspeed (GS) * indicated airspeed (IAS) * calibrated airspeed (CAS) * true airspeed (TAS) ==Position Referencing== Define a: * ground position * air position * DR position * pinpoint * fix Describe and apply the following position reference methods: * place name * bearing and distance * latitude and longitude Calculate the relative bearing of a position from an aircraft Calculate the bearing of an aircraft from a position ==Altimetry== Define: * height * altitude * mean sea level (MSL) * ground level * elevation * pressure altitude (PA) * QNH Explain the effect of a change in mean sea level air pressure on the altimeter reading of a transiting aircraft State and apply the altimeter setting rules in New Zealand Explain and apply the table of cruising levels ==Principals and Terminology== Define: * true and magnetic track / course * wind velocity (W/V) * *head/tail wind * *crosswind * true heading * * magnetic heading * *compass heading * *drift (planned and actual) * *track / course made good (TMG / CMG) * port * starboard * dead (deduced) reckoning * *track error (TE) * *closing angle (CA) * *estimated time of departure (ETD) * actual time of departure (ATD) * *estimated elapsed time (EET) * *estimated time of arival (ETA) * actual time of arrival (ATA) Explain and apply the 1:60 rule Calculate the values marked with an * above ==Time== Describe the six figure systems of indicating date/time groups Define: * Coordinated Universal Time (UTC) * Standard Time (NZST) * Daylight Time (NZDT) Calculate ETD and ETA in UTC given planned flight time details and reference time in NZST and/or NZDT ==Triangle of Velocities== Identify and label the three vectors of the triangle of velocities Using a navigation computer, solve triangle of velocity problems (given four of the six variables): * heading and track (+-2 degrees) * TAS and GS (+-2kts) * wind velocity (+- 3 degrees +- 3 kts) * drift (+-1 degree) <u> aeronautical Maps and Charts<u> ==Properties and Principals== Explain the difficulties associated with representating a spherical shape on a flat surface Define scale List the uses of * a NZ Aeronautical Chart * the Aerodrome Chart ==Map Reading== Interpret the features and symbols of a NZ Aeronautical Chart Describe the method of indicating relief on a NZ Aeronautical Chart Interpret information from Aerodrome Charts and Operational Data pages in the AIPNZ Volume 4 <u>Circular Slide Rule<u> ==Computations== Derive TAS, given IAS, pressure altitude and air temperature in degrees Celcius. Solve mathematical equations: * multiplication (+-2%) * division (+-2%) * proportion (+-2%) Derive time, speed, or distance, given two factors Calculate time and distance to climb, given groundspeed, rate of climb and height to climb Calculate rate of descent required to achieve a given heaight loss over time Calculate fuel consumption, given the burn rate and time Calculate fuel burn rate given the consumption and time Calculate fuel endurance, given the fuel quantity and burn rate Convert between: * degrees Fahernheit and Celsius * nautical miles (nm), statute miles and kilometres (+-1%) * metres and feet (+-2%) * pounds and kilograms * litres, imperial and US gallons * volume of fuel (in litres, imperial or US gallons) and a volume of fuel (in pounds or kilograms) <u> Mental Dead (Deduced) Reckoning<u> ==In-flight Revisions== Mentally estimate: * a heading change, using the 1:60 rule (+-2%) * a heading change, using driftlines (+-2%) * a heading to make good a reciprocal track * an ETA change, using proportional division * the effect of inaccuracies in heading speed and height * navigation in conditions of limited visiblity <u>Flight Planning<u> ==Route Selection== List the factors to be considered when selecting a VFR cross-country navigation route List the factors to be considered when selecting altitudes at which to fly in the cruise List the factors to be considered when selecting alternate routes and destination alternates ==Map Preparation== Mark the following on a map: * departure aerodrome, turning points, and destination aerodrome * tracks * heading change markings, either 1:60 or driftlines * ETA amendment markings Fold a map in a manner appropriate for a VFR cross-country flight ==Plan Preparation== Cmplete a navigation log / flight plan for a VFR cross-country, including calculating the following values: * TAS's * tracks * estimated wind velocities * headings * grounspeeds * distances * EETs * ETAs ==Fuel Planning== Derive, from an Aircraft Flight Manual, the fuel consumption rate for a given leg Calculate the expected fuel burn on a given leg Calculate the minimum fuel required on a given VFR cross-country flight Calculate the legal minimum fuel reserves required on a VFR cross-country flight Calculate the maximum holding time available for a given leg Calculate the latest time of departure for a given VFR cross-country flight or a given leg ==Load Planning== Calculate the take-off weight of a given aircraft on a VFR flight Calculate the landing weight of a given aircraft on a VFR fight Calculate the position of the Centre of Gravity of a given aircraft on a VFR flight Calculate the available payload of a given aircraft on a VFR flight <u>Visual Navigation Procedures<u> ==Flight Management== Describe the techniques and procedures for: * setting heading * cruise routine / activity cycle * maintaining a flight log * turning points * approaching / rejoining at a destination aerodrome Describe the techniques for map reading in flight Describe techniques for: * pinpointing * changing heading to make good the desired track * changing heading to make good next turning point or destination * ammending ETA Estimate and calculate a heading to make good a reciprocal track Estimate and calculate and aircraft's position given bearing and distance from an identified ground position ==Special Procedures== Describe the techniques and procedures for: * re-establishing position if lost * diverting from the pre-planned route * navigating at low level when forced to do so by bad weather 23273 78608 2007-01-19T10:02:44Z Mehmetaergun 2258 /* Licensing */ == Summary == {{Information |Description=Female Sign |Source=Derivative of http://commons.wikimedia.org/wiki/Image:Female.svg (file in public domain) |Date=Jan 19, 2007 |Author=my work, derivative |Permission= |other_versions= http://commons.wikimedia.org/wiki/Image:Female.svg }} == Licensing == {{CC-BY-SA-2.5}} ==Misc== Also see http://en.wikiversity.org/wiki/Image:FemaleSign2.png (its edges are not blurred, might be better for higher res) 23274 78607 2007-01-19T10:01:40Z Mehmetaergun 2258 /* Misc */ == Summary == {{Information |Description=Female Sign |Source=Derivative of http://commons.wikimedia.org/wiki/Image:Female.svg (file in public domain) |Date=Jan 19, 2007 |Author=my work, derivative |Permission= |other_versions= http://commons.wikimedia.org/wiki/Image:Female.svg }} == Licensing == {{CC-BY-SA-2.5}} ==Misc== This is probably better for higher resolution displays... For smaller res, see http://en.wikiversity.org/wiki/Image:FemaleSign.png if you'd like. 23276 79433 2007-01-21T04:02:07Z Aerodrome 5503 ==The Atmosphere== State the composition of the atmosphere Describe the presence and importance of the following in the atmosphere: * carbon dioxide * ozone * water vapour Explain how temperature influences the ability of air to hold water vapour Define tropopause State how density of air affects the height of the tropopause in high, middle and low latitudes efine pressuDescribe what is meant by: * cold advection * warm advectionre lapse rate Define: * isobar * wind velocity * anticyclone ("high") * depression ("low") * ridge of high pressure * trough of low pressure * ccl * pressure gradient Explain the relatonship between pressure gradient, isobars and wind velocity (airflow around pressure systems) State the concept of convergence and divergence and describe how the associated subsidence or ascent of air influences the type of weather commonly associates with pressure systems State the unit of pressure commonly used in meteorology List the assumed conditions on which the International Standard Atmosphere (IAS) is based Explain how a deviation from ISA calues influences performance of aircraft and their engines Define * QNH * QNE * altitude * heaight * pressure altitude Explain why an altimeter requires a subscale adjustment Explain the importance of correct subscale setting ==Temperature and Heat Exchange Processes== Explain what is meant by solar radiation Describe the elements that influence or reject the amount of incoming solar radiation Explain what is meant by terrestrial radiation Descibe the elements that influence or restrict the escape of terrestrial radiation Explain the effect of solar and terrestrial radiation on the air temperature (in the atmosphere) Describe the: * conduction process * convection process Define albedo Describe the dirunal variation of surface air temperature and explain the effects of different types of surface on the variation ==Atmospheric Moisture== Define: * condensation * evaporation * deposition * sublimation * melting * freezing * latent heat Explain the function of condensation nuclei during condensation State the effect of the following on the rate of evaporation: * air temperature * moisture content of air * atmospheric pressure * the wind Describe the processes that produce changes of state of moisture and explain how latent heat is involved in each Explain what is meant by relative humidity Explain the effects of changes in temperature and moisture content of air on relative humidity Explain what is meant by dew point Explain how the effect of moisture content of air opn the value of the dew point Explain how density of moist air affects aircraft and engine performance Explain how temperature, relative humidity and dew point values can be used to indicate differences in wter content of air ==The Wind== State the direction in which the following to forces act: * pressure gradient * coriolis force State the effect of wind speed on the strangth of the coriolis force Explain how the inter-relation between pressure gradient and coriolis force determine the circulation around pressure systems Explain what is meant by the "friction layer", and describe the elements that influence the density of the layer Explain how the friction layer affects the surface wind velocity Define: * veering of the wind; and * backing of the wind Describe the diurnal variation of the surface wind: * over land and * over sea State the changes in wind velocity when climbing out of, or descending into, the friction layer State the function of the rotating cup anemometer Describe how an approximate wind velocity can be determined from a 25-knot windsock when at an angle of 30 degrees, 45 degrees, 75 degrees and 90 degrees from the vertical Describe how an approximate wind direction can be determined from: * ripples on the water; and * windlanes on water State Buys Ballot's Law Explain how applying Buys Ballot's Law can: * determine the location of high and low pressure areas; and * establish possible errors in altimeter reading Define wind shear Describe the effects of vertical and horizontal wind shear on aircraft operations ==Stability of Air== Explain what is meant by: * stable air * unstable air * neutrally stable air State the two ractors that determine the stability of air Describe what is meant by "environment lapse rate" (ELR) Explain the adiabatic process Draw graphs of steep and shallow environment lapse rates including inversions and isothermal layers State the dry adiabatic lapse rate (DALR) Explain how the relationshi[ between the ELR and DALR can be used to determine the stability or instability of unsaturated air State the saturated adiabatic lapse rate (SALR) Explain how the relationship between the ELR and SALR can be used to determine the stability or instability of saturated air Explain the factors involved in thermal rising of air Describe how different dew point values determine the cloud base of convective cloud, given a constant moisture content Describe the types of cloud that could be expected in: * stable saturated air * unstable saturated air Describe weather conditions and degrees of visibility in: * stable air and * unstable air ==Local Winds== Describe the sea breeze process, including typical: * timing of the occurance * average strength of the sea breeze * horizontal and vertical limits * associated cloud development * associated turbulence Describe the land breeze process, and state: * typical timing of the occurance * average speed of the wind * most likely season for the occurance Describe the katabatic and anabatic wind processes, and state the: * typical timing of each offurance * average strength of the winds * effect of moist vally air on cloud / fog formation * effect of gravity on katabatic winds; and * effect of aiabatic cooling and warming Define, and differentiate between, gusts and squalls Describe the fohn wind process Given environment temperatures, dew points and mountain heights, determine the: * cloud base on the windward side * cloud base on the lee side * temperature at stated datum's on the lee side Describe the flight conditions associated with fohn wind conditions Describe the mountain mountain wave (standing, or lee wave) process Explain the wind and weather conditions, and associated main dangers to aircraft operations, in mountain wave conditions Describe the rotor streaming process and explain the associated dangers to aircraft operations Explain the dangers involved in attempting to out climb a slope in light aircraft, and describe the alternatives and remedies available under the circumstances ==Inversions== Define: * inversion; and * isothermal layer Explain the effect of inversions on: * the formation and development of cloud * visibility * turbulence * the relative humidity and dew point * the increased risk of carburettor icing * the presence of wind shear Describe the flight conditions in the presence of inversions Explain the factors involved in a: * radiation inversion * turbulence inversion * subsidence inversion; and * frontal inversion ==Cloud== Describe the basic cloud formation process State the most common method through which: * cloud is formed; and * air is cooled to produce cloud Explain what is meant by "buoyancy" of air Differentiate between cloud drops and rain / shower drops State the approximate altitude limits (in NZ latitudes) of: * high cloud * middle cloud; and * low cloud Describe the following types of cloud andinclude a description of likely icing, turbulence and precipitation: * cirrostratus * cirrocumulus * cirrus * altostratus * altocumulus * stratus * cumulus * cumulonimbus / towering cumulus * nimbostratus Describe the terms used for the reporting of cloud Describe the following methods whereby air is lifted, and include the effect of stability / instability on the type of cloud: * orographic lifting * mechanical lifting * convective lifting * slow widespread ascent * frontal lifting Explain the processes that contribute to cloud dispersal ==Precipitation== Define * precipitation * virga (aka virgo) Explain how could drops can grow through: * the presence of ice crystals * coalescence Describe the following types of precipitation: * rain * drizzle * snow * sleet * hail Describe the following characters of precipitation: * continuous * intermittent * showers ==Visibility== Define (meteorological) visibility Explain what is meant by transparency of air Explain the effect of illumination on visibility distance Differentiate between visibility distance and visibility range Describe the effects of the following on visibility distance: * precipitation * fog or mist * have * smoke * sea spray Explain the factors involved in slant range ==Fog== Define fog Describe the principals of formation, required meteorological conditions, factors affecting extent of, and dispersal of: * radiation fog * advection fog * valley fog * sea fog * steaming fog * frontal fog Describe the operational problems associated with fog ==Fronts and Depressions== Describe the polar front theory Define airmass List the airmass catagories Defne the source region and state of typical global areas where source regions are found Describe what is meant by: * cold advection * warm advection Explain the typical weather conditions in New Zealand when affected by cold and warm advection Describe how divergence aloft affects the atmospheric pressure near sea level Describe how the characteristics of the: * polar depression * warm sector depression * orographic depression * thermal (heat type) depression Draw the symbols, and colour codes, used to describe the following fronts on weather charys: * cold front * warm front * occluded front * stationary front Draw a cross-section of the typical cold front influding cloud, temperature and freezing level changes, precipitation, and typical widgh State the events before, at, and after, an idealised cold front in terms of: * pressure * temperature * wind velocity * cloud * precipitation * visibility Draw a cross section of the typical warm front including cloud, temperature and freezing level changes, precipitation and typical width. State the events before, at, and after, an idealised warm front in terms of: * pressure * temperature * wind velocity * cloud * precipitation * visibility Draw a cross section of the following occlusions and explain how each type develops: * a cold occlusion * a warm occlusion Describe the potential dangers to FVR flight through fronts Sescribe the techniques, and precautions that can be taken to reduce or eliminate the dangers of VFR flight through fronts. ==Thunderstorms== Explain the conditions to be met for the development of thunderstorms Describe the three stages of thunderstorm development Explain the development, and describe the characteristics of: * orographic thunderstorms * heat type thunderstorms * frontal thunderstorms Describe the haxards associated with thunderstorms and explain why light aircraft should avoid them Explain the orogin and development of tornadoes and state the main hazards ==Icing== Explain what is meant by supercooled water, and describe the influence of latent heat on the formation of ice. Explain the process of freezing and melting. With regard to airframe icing, explain the processes involved in the formation of: (a) clear ice; (b) rime ice; (c) hoar frost; (d) freezing rain. State the types of cloud, and cloud drop size, that are conducive to the formation of each type of ice listed in State the altitudes relative to the freezing level where rime ice or clear ice can be expected in cloud. Give examples of conditions that could cause: (a) freezing rain. (b) hoar frost State the hazards for light aircraft from: (a) snow; (b) sleet; (c) hail. Explain the influence of the following on the rate of ice accretion: (a) water content of cloud; (b) aircraft characteristics, components and airspeed. State the dangers of icing to aircraft in flight and on the ground. Explain the methods that can be used to minimise or eliminate the dangers of aircraft icing. Explain the factors involved in carburettor icing. State the maximum temperature range in which carburettor ice can form. Explain how the accretion rate of carburettor ice is governed by: (a) moisture content of air; and (b) throttle setting. Explain the conditions that can cause carburettor icing while on the ground. Describe the methods commonly available in light aircraft to combat carburettor icing. Explain the dangers and possible remedies for icing of engine and pitot system intakes. ==Turbulence== Describe the cause(s), factors involved, dangers, and techniques commonly used to avoid or minimise: (a) thermal (convective) turbulence; (b) mechanical turbulence - small scale and large scale; (c) wind shear turbulence; (d) wake turbulence. ==New Zealand Climatology== Describe how the following items govern the NZ climate: (a) latitude; (b) oceanic surroundings; (c) topography. In general terms, describe cloudiness, gustiness, visibility and turbulence at various locations within New Zealand during typical: (a) northwest wind regimes; (b) northeast wind regimes; (c) southwest wind regimes; (d) southeast wind regimes. With regard to VFR flight in light aircraft over the Southern Alps, describe: (a) the need for through flight planning; (b) in-flight considerations; (c) adverse winds; (d) favourable winds; (e) selection of tracks. ==Meteorological Services for Aviation== With respect to NZ Domestic VFR operations, interpret, understand and assess information of all descriptions contained in: (a) area forecast (ARFOR); (b) meteorological reports (METAR/SPECI); (c) trend forecasts (TTL); (d) aerodrome forecasts (TAF); (e) SIGMET; (f) special aerodrome reports (SPAR); (g) automatic terminal information service (ATIS); (h) aerodrome and weather information broadcasts (AWIB); (i) basic weather reports (BWR); (j) pilot reports. Interpret, understand and assess weather information made available by television, Internet, newspapers and radio. 23277 78621 2007-01-19T11:11:34Z 125.23.164.187 New page: -- -- 23278 78642 2007-01-19T15:27:05Z JWSchmidt 20 two links Please do not edit this page. Continue old discussion at [[Wikiversity:Colloquium]]. *[[Wikiversity:Colloquium/archives/November 2006|November]] ---- == Control on staff == Well, today i was looking around our sister project: Wikipedia, and i noticed that te sysops were currupt and a fair amount of members wanted to get rid of most of them. So i reccomend that Wikiversity institute a "Demotion" page, were members can request for any admins wh are not doing their job to be demoted. (P.S. All our current admins seem good, i mean for in the future) <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> :::::Heltec, it is easy to be good when no hard decisions have to be made. Wikipedia is a huge organization, so it has to make hard decisions on a daily basis. Some admins on Wikipedia even got deaththreats with a description of their real life adresses. Wikiversity is a small organization that didn't even started yet. I don't agree with you that common users should get too much power in demoting admins. The result of this could be that the most politically active users will determine the policy and will chase away many users who are important for the quality of the contents of learning materials and articles.--[[User:Daanschr|Daanschr]] 12:35, 1 December 2006 (UTC) :Would you happen to have a link to discussion about this on Wikipedia (I presume you meant the English one)? [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 20:55, 26 November 2006 (UTC) ::[[w:WP:RECALL]]. It's been debated quite heavily on Wikipedia (I mean enwiki unless I indicate otherwise) and eventually rejected as too bureaucratic, although there is still [[:w:Category:Administrators open to recall]], which is purely political, rather than practical, and has not once been used for anything other than gloating about what a great administrator you are for subjecting yourself to potential recall. I personally am a strong proponent of lax standards for acheiving adminship (every wiki can use as many admins as it can get!) but that removing adminship status, through recalling or reconfirming, should be equally as easy. On enwiki, we've alternatively made our adminship promotion process ridiculously gruelling and made it equally as dificult to get rid of "corrupt" (or, more commonly, incompetent, lazy, uncivil, and ignorant) admins--only the ArbCom has the authority to revoke a user's adminship status. As the custodianship process on Wikiversity is relatively simple, I would certainly like to propose some form of reconfirmation process, either following some form of timetable (as is done on Wikisource, for example) or at the request of users in good standing. This is sort of an issue that, at the moment, is not particularly pressing on Wikiversity but someday may be. [[User:AmiDaniel|AmiDaniel]] 22:37, 26 November 2006 (UTC) :::To some extent, this can be codified a little bit later. I might raise a little point that we have to be quite careful when the time comes to do this - we do not want to place ourselves in a situation where we need to overextend the regulatory and compensatory capabilities of the Wiki. --[[User:HappyCamper|HappyCamper]] 00:03, 27 November 2006 (UTC) :True to almost all points. Maby make a 75% vote requirement? That would make it less "Bureaucratish". <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ::The fact is, any system that will be proposed will have its strengths and weaknesses. My inclination is that Wikiversity is too young for us to know which sort of custodian will be most complementary to its cause. --[[User:HappyCamper|HappyCamper]] 00:15, 27 November 2006 (UTC) :::And that I could easily agree with. With only 12 admins (or custodians, whatever--it'll take me a while to get used to the new lingo :D), it may be much easier to simply approach complaints of admin abuse on a case by case basis. Wikiversity is still very young, and it may at this point be quite difficult to determine what will work best in the long run, so attempting to "codify" now may prove quite frivolous. So I'll retract my pseudoproposal above and instead recommend that complaints of abusive admins simply be channeled to the Colloquium for community review for now. We can draft an all-out system later on. [[User:AmiDaniel|AmiDaniel]] 00:26, 27 November 2006 (UTC) :Sounds like desision, We can "Codify" it later, but for now it is probably best to just leave it to open discussion. <span style="border: 0px solid;">[[User:Heltec|<font style="background: #008003" face="Comic Sans MS" color="#FFFFFF" size="1">'''&nbsp;Heltec&nbsp;'''</font>]][[User talk:Heltec|<font style="background:#FFFFFF" face="Comic Sans MS" color="#001D000" size="1">'''&nbsp;talk&nbsp;'''</font>]]</span> ::That's what I think would be healthiest for now - in my opinion, I don't think Wikiversity has built up a "critical mass" of content to sustain online learning communities yet. That's what we really need at the moment. --[[User:HappyCamper|HappyCamper]] 00:51, 27 November 2006 (UTC) :::Agree wholeheartedly. Let's try to focus on content rather than administrivia. [[User:AmiDaniel|AmiDaniel]] 00:54, 27 November 2006 (UTC) ---- :I favor a system in which custodianship is "easy come, easy go". If the community trusts a user and a user is willing to do custodial work then that user should become a custodian. If a custodian does something that hurts the community, there should be a system for getting the custodian to understand the problem and change their behavior. We have [[Wikiversity:Custodian feedback]], but it has not been used. If a custodian is no longer trusted by the community, then it should be easy to revoke custodianship. Maybe we should put a note at [[Wikiversity talk:Custodian feedback]] reminding us to create a "Demotion" page as soon as there is a serious complaint about a custodian posted at [[Wikiversity:Custodian feedback]]. --[[User:JWSchmidt|JWSchmidt]] 02:27, 27 November 2006 (UTC) :I don't see how an admin could be corrupt. Everything is logged and open to public viewing, and if an admin does something wrong or against policy, another admin can just correct it. The only way that corruption could stand is if all the admins let it. And corrupt is such a nebulous term. That doesn't mean that admins can't become uncivil and tedious (there are a few over on enwikipedia I can think of). As to recall, I would say make it penalty based, instead of a voting process. Voting would just lead to endless trolling. If a custodian violates a policy, bring it to the attention of a bureaucrat, and if it become very bad, they can be desysoped. --[[User:Rayc|Rayc]] 05:28, 27 November 2006 (UTC) ::Yes, as I mentioned above--admins don't tend to be "corrupt," but rather incompetent and ignorant. I agree with you that [[m:Polling is evil|voting is evil]], so I certainly don't think we should have a structured reconfirmation vote or the like; rather, we just need to ensure that forums for potential "admin abuse," such as [[Wikiversity:Custodian feedback]] and the Colloquium stay open such that problems with administrators can be addressed. Unfortunately, Bureaucrats do not have the technical ability to desysop anyone--users can only be desysopped by stewards, so bringing complaints to them is frivolous and gives the cabalist illusion that there's some higher power structure making all of our decisions. For now, let's just deal with problems of admin abuse on a case-by-case basis, of which we've yet to have a single case :). [[User:AmiDaniel|AmiDaniel]] 05:43, 27 November 2006 (UTC) :::It may be important that wikiversity remain as much as possible as ''one'' community. If wikiversity breaks up into compartments, then strange things may happen.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 05:54, 27 November 2006 (UTC) :::That's odd, I thought that Bureaucrats had the power to both make and take away the admin power. Seems strange that it's only a one way function.--[[User:Rayc|Rayc]] 07:17, 27 November 2006 (UTC) ::::It used to be that crats could give and take away sysop and crat permissions, but changes were made some time ago after someone apparently went mad on enwiki and started desysopping everyone (I was a very young Wikipedian at the time and not aware of it). I choose not to question, as everytime I do, I get called bad names :). For now, the Bureaucrat giveth only whilst the Steward both giveth and taketh away :D. [[User:AmiDaniel|AmiDaniel]] 07:42, 27 November 2006 (UTC) :What seems like "administrivia" to one person might seem like sensible planning for the future to another person. Anyone who is concerned about having a system in place to deal with custodian problems should take a look at [[Wikiversity:Custodianship#Problems with Custodians]]. --[[User:JWSchmidt|JWSchmidt]] 16:55, 27 November 2006 (UTC) ::What information is that link intended to provide? --[[User:HappyCamper|HappyCamper]] 17:48, 27 November 2006 (UTC) :::I think he wanted to point out a proposal for a process to handle problems with custodians. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 18:55, 27 November 2006 (UTC) I'd just like to (belatedly) pitch in and say that I think that we most definitely need feedback processes - both about content, and people (in general, not just custodians). Would it make most sense to start a single [[Wikiversity:Request for comment]] page, or should it be broken into 'categories' (as it were)? I think that without feedback processes about the way we're working we won't be able to continue to learn and to make Wikiversity a truly beneficial and inclusive place for people to participate. I'm not sure how (if at all) this is different from the idea of having feedback available for all learning resources that the 'user' (ie teacher who uses them in class, self-study student etc.) can tell us how useful (or not) the material was for them. I think this could easily be an automatic subpage of all pages (eg. [[Introduction to research/feedback]]). Should these forms of feeback be the same, and if not, how should they be differentiated? [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 12:57, 30 November 2006 (UTC) :Well, I have a suggestion: let's put a rough draft of an idea out and see what happens. Suppose we pick a random custodian, and have this custodian look at another custodian's actions, etc...It doesn't need to be a surgical analysis, but something useful. Even asking if they feel contributing to Wikiversity lately feels fulfilling might be a revealing question. Imagine it like a routine, regular doctor's checkup. Once that's done, that custodian picks another custodian, and "passes the torch along". And this continues indefinitely. We might even make a little icon for this, so others know if they have had their "checkup". The idea is to reduce (and ultimately) eliminate the stigma associated with getting "negative feedback". It would be nice to institutionalise from the beginning of this project that there are no such things as "mistakes" - they are meant to be made, otherwise, there would be no learning, and no wisdom sharing. --[[User:HappyCamper|HappyCamper]] 23:50, 30 November 2006 (UTC) :My experience on enwiki has shown dispute resolution to be unfortunately quite ineffective (or, at best, ridiculously slow) at resolving disputes--typically, only those that go before the ArbCom are resolved. Dispute resolution only works if there are competent participants who are willing to compromise--which is very rare--or if there's someone with a big stick to enforce decisions. Nonetheless, I do think having some venue such as RfC would be a good idea--if anything, just to give the illusion that there's some sanity in how we settle disputes :D. We may, however, consider deviating from the enwiki model as far as we possibly can and pursue ideas such as enforcing resolutions where consensus is reached, but one or two refuse to budge. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 04:55, 1 December 2006 (UTC) ::This is an important point. The sturdiness of people to stick with their views was one of my main presumptions when i founded the [http://en.wikipedia.org/wiki/Wikipedia:WikiProject_organized_debate WikiProject to improve debating on Wikipedia]. I have a few solutions for this problem within the context of the disputes on the contents of articles. The most important solution is that people have to defend their views by showing evidence in sources. Of course this will not take away all disputes. Sources can contradict eachother for instance. A second solution is to organize debates which should make clear which views exist on an issue. There is no need to make a choice between views. The content of the debate should become more important then the article that is written on a subject. What should be kept from Wikipedia is the inclusiveness. Next to Usenet, Wikipedia is one of the less censured websites on the internet (this is my experience). Conflicts arises between users but hardly ever between a user and the authorities of Wikipedia. I am in favour of organization, but only in a decentralized fashion. The organization could be in the first place aimed at facilitating, but may not interphere in the contents of learning material or articles.--[[User:Daanschr|Daanschr]] 12:26, 1 December 2006 (UTC) :::I'm weary about importing experience from en.wikipedia to here wholesale - Wikiversity is not a place to fix the problems on Wikipedia. The justification for guidelines can be inspired from it, but it has to be shown that it is inherently beneficial to this project. Dispute resolution on Wikis as a sole mediator of disputes in general does not work because a Wiki is not a piece of technology designed to facilitate it - the burden of properly resolving disputes will remain, regardless of the approach or official policy in place. Disputes do not resolve themselves nicely, because a well-meaning user of a public Wiki does not intend to participate for the purpose of being instructed on how to behave. This is why compromise is not spontaneous. Additionally, when we attempt to regulate these users with say, probation, the Wiki has taken on the role of being a babysitter, which of course it was never meant to do. I agree with some of the points given above, some I do not. Debates are a good idea, but so long as the conversations remain cohesive. When a debate invites too much concurrency (as in too many things happening at once), nothing lucid comes about quickly. I am not sure what qualifies as decentralized administration. Granted, I'm a bit heartend that you mentioned about this "illusion" -- if I might carefully venture a daring statement: written policies are dead, they do not live. It's the people carrying out policies that live, and matter. Written policy is symbolic of a functioning enterprise. This is the opinion I hold as of this edit; but as usual, I might revisit and revise these ideas in a month or so. :-) I must say, that I am bit reluctant to leave this thread, but I'm trying to distance myself from the Colloquium for a while, for I have yet to add the materials to Wikiversity that I intended to from the beginning...we shall see. --[[User:HappyCamper|HappyCamper]] 03:07, 3 December 2006 (UTC) ::::You are right in many respects. When i made my contribution on 1 december, i doubted wether i would give (so much) attention to the WikiProject i started on Wikipedia. ::::Wikiversity has another goal than Wikipedia, but more importantly it has another culture. I think that the culture of an organization is at least as important as the rules. I think expertise and commitment to a project are more important than the rules. What is needed for regulation will present itself in time. ::::I wanted to introduce the debating system on Wikipedia, but it could be something for Wikiversity as well. One of the main projects of Wikiversity is introducing interlingual debate. That is where i would like to give a contribution. I wanted to solve a lack of lucidity by appointing chairmen when a certain number of participants have been reached in a debate. A form of decentralization would be that the collective of participants to a single debate may decide how the debate is organized (a chairman or not, the rules of the debate, preventing chaos). A debate will take a month and not longer, so each month whole new groups of debaters would come into existence. This would prevent overly bureaucratic control and would still have a form of regulation. Introducing quality stamps given by certain groups of experts can ensure a division between high-quality debate and low-quality debate. Each scientific discipline or other group can give these quality stamps. A problem with these plans is that i am jumping too quickly into conclusions. Inventing solutions to problems that have not occured yet, and could very likely not occur at all. My plans and ideas could change in time as well.--[[User:Daanschr|Daanschr]] 13:43, 3 December 2006 (UTC) ::::For education, it would be needed to have teachers with authority and clear views on certain aspects of knowledge. My proposition on the organization of debates should be seen seperately from the organization of courses and learning materials.--[[User:Daanschr|Daanschr]] 13:54, 3 December 2006 (UTC) :::::I think WIkiversity should facilitate many different approaches to education and discussion. We are not limited to just replicating (in wiki format) traditional approaches to education and discussion. Sure, it is great when an expert can step forward and act with authority to guide a wiki-based collaboration. However, in many cases the first wiki participants for topic areas are not experts. We need a system that allows everyone (even in the absence of a participating "authority") to constructively participate in Wikiversity. The power of wiki is that even a group of non-experts can work together to do great things.....they might even become experts in the process. --[[User:JWSchmidt|JWSchmidt]] 17:25, 3 December 2006 (UTC) ---- New thread started, see [[#Cite and Verify Sources]], below. == [[Wikiversity:Requests for proofreading]] == As I'm getting quite tired of having to proofread my own submissions (and doing quite a bad job at it!), I thought it might be a good idea to come up with a way to draw attention to recently created and rewritten pages, to attempt get more people other than the original author to proofread these oft forgotten pages. So I created [[Wikiversity:Requests for proofreading]] and [[Template:Proofread]]--let me know what you think, and feel free to improve them anyway you can! [[User:AmiDaniel|AmiDaniel]] 23:59, 26 November 2006 (UTC) :That's a tremendous amount of VB6! --[[User:HappyCamper|HappyCamper]] 00:53, 27 November 2006 (UTC) ::Lol, yes .. and there will be much more to come :D. Thanks for proofreading that--I swear, no matter how many times you read through a text, if you're the one who wrote it, you'll miss a million typos :D. [[User:AmiDaniel|AmiDaniel]] 01:22, 27 November 2006 (UTC) :Hey there, I just joined wikiversity yesterday and added a few articles. Proofreading and comments for format would be much appreciated!--[[User:TheVividDream|TheVividDream]] 02:37, 17 December 2006 (UTC) == German Wikiversity course "software test" - you want this also in English? == ===solved: first start=== Hello everybody, have a look [[Topic_talk:Software_Quality_Assurance_test#German_Wikiversity_course_.22software_test.22|here]] please. I would like also to begin with the course here. Perhaps one of the admins/custodians can guide me, where it would fit the best? Also I would be more than happy, if some people would join as tutors for the course and also take part in it. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 17:14, 27 November 2006 (UTC) :I like this line: ''Man kann alles testen - nicht nur Software.'' - Is [[Topic:Sofware testing]] good? Or perhaps [[Topic:Software validation]]? --[[User:HappyCamper|HappyCamper]] 17:57, 27 November 2006 (UTC) ::Hello HappyCamper, thx for the fast feedback. I would prefer "software testing". Validation would be one part of testing only. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 18:14, 27 November 2006 (UTC) ::Actually this is one of the goals of the course, that people do not see testing only focussed on computer science. We can test practically everything. There are no limits - only the ones which you set for yourself. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 18:15, 27 November 2006 (UTC)<br> ::I have created the topic now [[Topic:Software_testing|here]]. Will add first the navigation template soon. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 18:34, 27 November 2006 (UTC) :Yes, I'm familiar with that particular school of thought. We can collaborate a little bit to help get things up and running. --[[User:HappyCamper|HappyCamper]] 18:55, 27 November 2006 (UTC) ::Great, I hope others will join too. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 19:46, 27 November 2006 (UTC) ===solved: already one problem with navigation bar=== Could you have a look [[User_talk:HappyCamper#course_software_testing|here]] please? I have a prob with the navigation bar. Perhaps someone could help? --[[User:Erkan Yilmaz|Erkan Yilmaz]] 19:54, 27 November 2006 (UTC) :[[User:Hillgentleman|Hillgentleman]] was so nice and helped. Thx again. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 07:58, 28 November 2006 (UTC) ===some pages translated=== Hi, two pages are already translated: [[Topic:Software_testing|main page]] and [[Topic:Software_testing/meeting_place|meeting place]]. I would be happy, if you could have a look. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 23:37, 27 November 2006 (UTC) :more pages were translated. Could somebody have a look, if format, style, wording and so is in the tradition of the English Wikiversity. Would be bad, if this would be found at a later stage. And if you also would review the content so far, this also would be nice. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 16:19, 28 November 2006 (UTC) ::So, nearly all main pages are translated so far (please keep in mind, that the German versions are not yet finished). I will translate the discussion pages later, now I just added the links to the German talk pages. Will be interesting how this will be with this feature: [http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/En#Proposed_system multilingual discussion system]. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 20:00, 1 December 2006 (UTC) ===technical question: for discussion pages: linking to pages in other languages is not possible ?=== Hi, I would like to link the [http://de.wikiversity.org/wiki/Kurs_Diskussion:Software-Test/Einleitung German discussion page] with the [[Topic_talk:Software_testing/introduction|English discussion page]]. Reason: that both languages can be accessed easily and grow together - otherwise one language will dominate in the end. So, maintaining the discussion/pages would be easier. But: this seems not to work: I tried with: de:Kurs_Diskussion:Software-Test/Einleitung - but with the main pages, e.g. [[Topic:Software_testing/introduction|here]], it works. Can anybody help? --[[User:Erkan Yilmaz|Erkan Yilmaz]] 14:58, 28 November 2006 (UTC) :I speak and write only English, but I have started a [[Topic:Multilingual Studies|Multilingual Studies]] division and a [[Topic:Translation|Translation]] department, hoping to get some better collaboration between the different language Wikiversities and Betas. [http://beta.wikiversity.org/wiki/Wikiversity:Babel This discussion] indicates that multilingual discussion and interwiki collaboration is going to be difficult, but i don't think it's impossible. Could sure use your help. [[User:CQ|CQ]] 16:39, 29 November 2006 (UTC) ::I think the inter-lingual is disabled in the ''talk:'' page, but one can do it by hand with [[:de:Kurs Diskussion:Software-Test/Einleitung]].--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 21:20, 29 November 2006 (UTC) :::I tried before, but it did not work. Either I am doing something wrong or perhaps you can show me on one discussion page, then I could continue. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 21:36, 29 November 2006 (UTC) :Hi CQ, the reason for my question was to combine both courses (German + English), so the participant numbers will increase. And so far I can say it helped already. I got some more ideas by other people and also while translating thought about other stuff - so definitely translation/cooperation over many languages should be done. :I think that over time collaboration will be bad to handle, so everyone would focus again on their own languages. But right NOW, where there are so few participants, I think we need to unite more people from different languages, to get the courses going. Later we can see, how it develops. :So, this means some few people will do the lions work here :-) :For my next steps I would say this: Let me first translate the project into English, then you can count on me (at least some typos on the pages you mentioned I fixed :-) ). :What would also make the task easier here is following [http://en.wikipedia.org/wiki/Talk:Watchlist#watchlist_over_several_wikis feature]: a site that has my complete watchlists, so I do only need to login there to see the changes. I do not know, if this exists yet? --[[User:Erkan Yilmaz|Erkan Yilmaz]] 21:27, 29 November 2006 (UTC) ::See [[Wiki Journal]] and [[Wikiversity:Publishing original research]]. --[[User:JWSchmidt|JWSchmidt]] 00:21, 3 December 2006 (UTC) :::Hi JWSchmidt, thx - I have created a request and an article [http://academia.wikia.com/wiki/Talk:Journal_of_Computer_Science_and_Software_Engineering#Wikiversity_course_software_testing here]. Who knows, perhaps we can gather some people there also. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 22:03, 3 December 2006 (UTC) ===already one result=== During translation of the pages, there is already one small fact/result observed:<br> the English wikipedia has no articles of the white box design techniques (but almost all are in German wikipedia available). See [[Topic_talk:Software_testing/design_technique#white_box|here]].<br> Question which I have here now is:<br> is there a general page, where the different courses/research institutes/reseraches can publish some results, they gained?<br> This could be used for getting more people into the courses - also for making positive PR. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 20:06, 1 December 2006 (UTC) :Someone was talking about a wiki journal, which would be a good idea (a research journal with a lower threshold of time commitment), however what you look to be talking about is a sample results page.--[[User:Rayc|Rayc]] 22:56, 2 December 2006 (UTC) ::Yes, like you say: the result mentioned is not so interesting yet and it can be created such a results page in the topic itself. ::If there is probably more research in future, then there can be established such a wiki journal. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 23:44, 2 December 2006 (UTC) :::JWSchmidt gave me a hint, so I asked for help in [http://academia.wikia.com/wiki/Main_Page academia.wikia.com]: at the Journal of Computer Science and Software Engineering [http://academia.wikia.com/wiki/Talk:Journal_of_Computer_Science_and_Software_Engineering here]. Let's see what will happen. --[[User:Erkan Yilmaz|Erkan Yilmaz]] 18:37, 3 December 2006 (UTC) == A Few Comments == Okay, yeah. Hi everyone, I gotta say, when I discovered this place, I was in disbelief. Simply because of the potential it has to be a great thing. I'm talking future of mankind stuff here. A venue, almost ultimately accessible where you both learn and teach among your peers. It's gotten me inspired to the nines, I tell ya. But enough of that, I've got a few suggestions. First of all, I've noticed there's no Orientation page. My arguement for creating one is that it took me a while to find out quite a few simple rules. I think if you standardize all the information someone needs to get started into one detailed page, people would have an easier time understanding everything. I want to call this next suggestion a class, but I suppose there are no real classrooms here. But I thought of a project aimed at getting the word out about Wikiversity. Students create media, suggest ways to spread the word, embark on field trips & the like. :P Anyway, just a few ideas to throw out.--[[User:Exmachina|Exmachina]] 11:23 PST, November 26, 2006 :We do have [[Wikiversity:Welcome, newcomers]] as one page that provides links to information that should help newcomers. I think the [[Wikiversity:Guided tour|Guided tour]] could be improved. Feel free to start an "Orientation page". "getting the word out about Wikiversity" <-- we have [[Wikiversity the Movie]], [[Wikiversity Reports]] and [[Wikiversity:Wikiversity outreach]]. Also, we can use templates such as [[w:Template:Wikiversity]] to link other Wikimedia Foundation projects to Wikiversity. What do you have in mind for "field trips"? --[[User:JWSchmidt|JWSchmidt]] 19:33, 27 November 2006 (UTC) ::I was thinking along the terms of setting up a "Class", so to speak, who can design flyers, think of new, interesting ways to promote/fundraise/etc. for Wikiversity. As for the field trips, I was planning on taking a trip to a local University and possibly doing just that... handing out flyers, promoting Wikiversity. I just thought that it would work better as a co-ordinated effort. --[[User:Exmachina|Ex Machina]] 17:32, 28 November 2006 (UTC) :::Thanks for the supportive comments, Exmachina! if you could help us in developing our introduction and/or help sections, even simply through giving specific critique, that would be great. As to publicising Wikiversity, this should be an ongoing effort undertaken by anyone with the passion to see this project develop into what it could be - as you seem to have. ;-) It could indeed be a coordinated effort in local geographic regions - akin to what the German Wikimedia community have organised in their [[m:Wikipedia_Academy/Abschlussbericht_2006/En|Wikipedia academy]] ([[commons:Wikipedia_Academy_2006|pics]]). But it can also be a distributed, homegrown, personal effort to reach out to people who you know and who you think might be interested or might benefit from Wikiversity. There's ''plenty'' of work to do. :-) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 13:22, 30 November 2006 (UTC) ::::I added a page [[Wikiversity:Orientation]]. I also seeded a similar page, [[:es:Orientation]] at the Spanish language Wikiversity and plan do do the same at [[:de:Orientation]] and [[:fr:Orientation]]. The impetus is to add a way for speakers of different languages to navigate between the different versions of Wikiversity that have established subdomains. All of these might contain links to universal pages such as [[Wikiversity:Welcome, newcomers]] and [[Wikiversity:Browse]]. We could create a REDIRECT to our [[Orientation]] page for the Spanish, French and German translations of the word, thus interlinking all four versions via a [[Wikiversity:Interlingual Beta Club|common context]]. Is there a better way to do something like this? [[User:CQ|CQ]] 15:17, 2 December 2006 (UTC) :On another note, more a question really-- I started work on [[Topic:Physical Fitness]] and [[Topic:Cardiovascular Fitness]], and I would like to import the information on aerobic and anaerobic exercise over from Wikipedia, but I'm at a loss on a method of doing so. Should I just copy & paste, or is there an easier method? If this is covered somewhere, my apologies, I'm still new & getting used to the place. :P --[[User:Exmachina|Ex Machina]] 21:35, 4 December 2006 (UTC) ::We can currently import pages, including the pages' history, from Wikibooks and Meta - since they were the two projects that contain material which had been explicitly developed for Wikiversity. Copying and pasting is a violation of the GFDL licence (ie the people who have developed that material don't get explicitly credited), so it's not considered a good idea (though we may have to do it in circumstances where importing is not possible, but where the licence permits). In general, however, it's probably unnecessary to import/copy content from Wikipedia - the content there was developed for Wikipedia's purposes, not Wikiversity's. If you want to develop a page that duplicates ''some'' of the content, you can create a new page on Wikiversity - with some of that information, but with a specific learning activity in mind - and then link to Wikipedia (or Wikibooks, or wherever) for further reading. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 17:29, 6 December 2006 (UTC) == [[w:User:AtionSong/World's Longest Poem]] == Something for the garbage detail... what do you think, poetry learning project?--[[User:Rayc|Rayc]] 04:05, 28 November 2006 (UTC) :If a little bit more structure is added to the idea, perhaps :). I have to say, the poems they've come up with are not that great, but it may be a good idea. [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 05:41, 28 November 2006 (UTC) == Java in wikiversity prevents pages loading into frames? == Hello, Seems wikiversity has a Java script preventing pages from loading into frames in other websites. I want to load wikiversity pages into a frame based system used at our school, it is (unfortunately) the Blackboard learning management system. Thinking of an alternative way to display gathered resources and media in a single context, I tried to load a wikiversity page into a start page service called protopage.com - no joy. The wikiversity page takes over the window and won't allow the browser back button to return to the previous URL (because that's page attempting to display the Wikiversity page) we have a loop. Personally I think this is a serious flaw in Wikiversity that will prevent take up in many educational settings who - for various reasons - insist on using an LMS. Could you remove the code so I can present pages in these contexts? or can you suggest a way to hold a Wikiversity page in a frame without it insisting on taking the whole window over? --[[User:Leighblackall|Leighblackall]] 08:02, 30 November 2006 (UTC) :Uf! You're right in thinking that this is prevented - it's not considered to be a good idea at all. It has been trialled in one instance - a collaboration this year in Denmark between the Danish Wikipedia and the public service radio broadcaster there - where a Danish Wikipedian wrote a MediaWiki skin which could be edited from within the frame of the Radio station's website. This was an experiment in many ways, and we are awaiting feedback on how it has progressed - but let me just say that there was ''considerable'' hostility to the idea, particularly from Brion Vibber (the lead Wikimedia developer). However, you're always free to use the *content* of any Wikimedia site under the GFDL free licence - you'll just need to format it according to your own or the software's desires/specifications. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 13:10, 30 November 2006 (UTC) ::The considerable hostility you mention concerns me. Especially if all it amounts to is Wikimedia 'brand' purity. Where else does this inflexibility and defensiveness exist? If it is a technical issue then I'd be less concerned, and hopeful that a fix is on its way. Given the obvious trend in 'web2' type services to enable and even encourage 'mashups' (embedding Youtube videos as a small example) I think Wikimedia might be add odds with general expectations. I am going to have a hard time convincing as many teachers as I might have convinced if its perceived that Wikimedia is not as flexible to use as other information services. Thanks for the headsup though Cormaggio.. --[[User:Leighblackall|Leighblackall]] 10:02, 2 December 2006 (UTC) :::The Wikimedia Foundation has been in a constant struggle to have enough money to pay for bandwidth and servers. It is not reasonable to expect the Foundation to serve webpage content to other websites. --[[User:JWSchmidt|JWSchmidt]] 19:36, 2 December 2006 (UTC) ::::It could be about cost, it could be about branding - I'm not entirely sure what the crux of the matter is (though both have been mentioned as factors, certainly). It might be something that is worth bringing up on the [http://mail.wikipedia.org/mailman/listinfo/foundation-l Foundation-l] mailing list, or maybe it's better for [http://mail.wikipedia.org/mailman/listinfo/wikitech-l wikitech-l] - if you are prepared to do so, you could give it a try and see how people react... [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 21:50, 3 December 2006 (UTC) :::::Hi JW. I'm not sure how this script helps Wikimedia in terms of servers. We would be drawing on those servers either way - whether we loaded into a frame, or opened it in a new window. The reason some people like to load pages into frames is because we often work with people who have never used the Internet before (or rarely have) and can get confused with multi window browsing. Why some teachers prefer using an LMS I'm not sure.. similar reasons to do with simplicity of use (?). Hopefully over time, we will develop more networked literacy in our teachers and community, and multi window (or tab) browsing won't be a problem. :::::Camaggio - Maybe I will take it up in there, or if you could point me to the history of the discussion, That'd help if I'm about to wade into a turf war. Personally, I wish it wasn't an issue. I wish we didn't use an LMS and I wish more people were web savey.. but I I wish more, for many teachers to get involved in Wikiversity and other MediaWiki projects. If this stops them for now, I think that would be a shame. --[[User:Leighblackall|Leighblackall]] 22:02, 3 December 2006 (UTC) ::::::I honestly can't recall any discussion on the Foundation-l list about this subject (and I don't follow wikitech-l) - the discussion I referred to before was on a group cc: email about the aforementioned Danish collaboration (which you can see [http://da.wikipedia.org/wiki/Wikipedia:DR-sport?useskin=drsport here]). As to preventing teachers from getting involved, that would indeed be a shame if we were doing that, but I can't see how this issue is preventing teachers from participating, rather than simply from using Wikiversity content ''in this particular way''. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 13:39, 4 December 2006 (UTC) ::::There are many websites that take content from Wikipedia and try to use it to attract advertising revenue. I doubt if there is any combination of factors that will get the Wikimedia Foundation to pay the costs associated with serving up Wikipedia content into frames on pages of such websites. It might be possible to have a "whitelist" of approved websites that would be permitted to directly use content from Wikimedia servers, but I doubt if anyone at the Foundation wants to head down that path if it involves screening thousands of individual websites used by teachers. I think the answer would probably be a flat "no" if it involved serving Wikipedia content into pages associated with any kind of proprietary software package like BlackBoard. --[[User:JWSchmidt|JWSchmidt]] 15:41, 4 December 2006 (UTC) == Guide to Learning projects == I think we can develop a [[Wikiversity:Learning projects/Guide|Guide to Learning projects]] based on [[wikipedia:Wikipedia:WikiProject Council/Guide|Guide to WikiProject in wikipedia]]. This could help clearer up things about Learning projects. [[User:Srinivasasha|Srinivasasha]] 06:24, 1 December 2006 (UTC) :I like the idea of a [[Wikiversity:Learning projects/Guide|Guide to Learning projects]]. Wikipedia WikiProjects are mostly concerned with "the improvement of articles within a certain subject area". I think Wikiversity should view its pages in the "School:" and "Topic:" namespaces as "WikiProjects" for the improvement of Wikiversity educational content in certain subject areas. In my mind, it is easy to divide Wikiversity educational content into two broad categories: learning projects (activities for learners) and more static learning materials. At Wikimania this past Summer Jimmy Wales announced the launch of Wikiversity and said, "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Wikiversity_.2826:35.29 source]) I think that last sentence in Jimbo's statement is important because it emphasizes the reality that we need to discover efficient ways to form and foster learning communities in the form of Wikiversity learning projects. Here at the start of the project, Wikiversity learning projects need to encourage participants to explore topics that they want to learn about while also encouraging those same participants to create the educational content of Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 16:40, 1 December 2006 (UTC) ::I was taking about Learning project's organizing issues not its contents. I think Learning project's organizing issues is very similar to organizing issues in WikiProjects in wikipedia. [[User:Srinivasasha|Srinivasasha]] 02:33, 2 December 2006 (UTC) :::I agree; they are both wiki-based collaborations. Most of the Wikipedia WikiProjects are concerned with efforts to create/improve/develop encyclopedia articles for a topic area. Wikiversity learning projects can have many different objectives and are themselves part of the educational content of Wikiversity. I have to admit that I have never understood why there are some Wikipedia participants who think it is their job to try to regulate WikiProjects. I've always just ignored those efforts to regulate collaborations at Wikipedia. Exactly what kinds of "organizing issues" are you interested in? --[[User:JWSchmidt|JWSchmidt]] 02:57, 2 December 2006 (UTC) == Requests for peer review == Where do we list items we would like reviewed by others? I added the section, ''[[Wikiversity:Peer review#Requests for peer review|Requests for peer review]]'' to the [[Wikiversity:Peer review]] project page, suggesting some instructions and an initial item, [[Object Oriented Software Design]]. Is this appropriate or should a listing be somewhere else, since that page is intended as a policy guideline page? Or should we simply request peer review here at the Colloquium for maximum exposure? [[User:CQ|CQ]] 14:57, 2 December 2006 (UTC) :I'm not sure if [[Wikiversity:Requests for proofreading]] will satisfy you. It might be best if [[Wikiversity:Peer review]] were used for "formal" peer reviews as discussed at [[Wikiversity:Review board]]. --[[User:JWSchmidt|JWSchmidt]] 19:46, 2 December 2006 (UTC) == [[:fr:|Wikiversité]] == Hello. I'm glad to announce the French Wikiversit''é'' has opened. Feel free to come and help building :) [[User:Guillom|guillom]] 11:53, 3 December 2006 (UTC) :C'est fantastique!! :/me does a little dance... :-) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 21:53, 3 December 2006 (UTC) :If I spoke French well enough I would :D. Looks great though--good work guys! [[User:AmiDaniel|AmiDaniel]] ([[User talk:AmiDaniel|talk]]) 22:47, 3 December 2006 (UTC) == Cite and Verify Sources == This thread started above at [[#Control on staff]]. You are right indeed. Allthough i would like to point out the significance of reading books. I joined in the discussions on [http://forum.citizendium.org/ Citizendium] where some participants mentioned the academic method: experts in the academic world who dissagreed with eachother wrote books or articles, so they could describe in detail what their argument is. If we don't read the books and follow the discussions that have been taken place in the last couple of centuries, then expertise will be hard to acquire.--[[User:Daanschr|Daanschr]] 17:35, 3 December 2006 (UTC) :Wikiversity should make sure that it provides wiki participants with tools that help non-experts [[Wikiversity:Cite sources|cite]] and [[Wikiversity:Verifiability|verify]] [[Wikiversity:Reliable sources|reliable sources]]. This skill set is one of the most important cultural artifacts from the academic world and it needs to be central to what we do here at Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 17:50, 3 December 2006 (UTC) I agree with that. However, some practical issues have to be taken care of regarding enforcing this policy. What will we do when a fast majority of the users of Wikiversity will be not interrested in verifiability? When articles without sources are detacted, is it simply deleted, or will the creator of this article be warned for the deletion up front or guided to change the article? Some articles about courses don't have the sources cited. I created a course myself which is about a book, but i didn't enter page numbers to remarks i made about this book, so this article is not sufficient at the moment.--[[User:Daanschr|Daanschr]] 08:11, 4 December 2006 (UTC) :Simple: Wikiversity is not a "playpen". The project should not put up with "nonsense". If a majority of users treat it as such, then in a sense it is not the place that it was meant to be. Most of the time, the odd thing about a Wiki is that it works in practice, but fails in theory. I think the rule of thumb should be this: references where necessary, but not necessarily. In other words, if write something "off the top of my head" I should know where to look for information to suppor that, and be able to provide a citation for it. In fact, I should be able to have it handy - if someone were to ask me what was the 17th letter appearing in the 3rd sentence on page 2, I can say what that is. There is an odd thing about "trust" over the internet - trust where reciprocated. When not, well, this is not the place to play games with online integrity. --[[User:HappyCamper|HappyCamper]] 13:17, 4 December 2006 (UTC) ::I will use Wikipedia as an example again, because i don't know of any other good examples of wikis used for acquiring and spreading of knowledge. Larry Sanger, one of the founders of Wikipedia wrote about the first year of Wikipedia that even the most simple rules had to be enforced. Articles turned into talk pages. It had to be enforced that discussion was only possible in the talk page and not in the main page of an article which was supposed to perform to the format of an essay, as it is today on Wikipedia. What also had to be enforced was that political discussions or even personal ones were excluded from the talk pages. To be able to ensure that even the simplest rules on Wikiversity will be obtained, it will be necessary to have a sort of law enforcement. Wikipedia was not succesful in ensuring that verifibility of sources became important. The result of this is that my university explicitly demands that students don't use wikipedia to get information. If we want to be respected by the academic community, then it is mandatory to live up to a basic level of methodology. The scholarly ethics are designed for this purpose, among others. How are we going to ensure that the rules on Wikiversity will be obeyed by the users, without becoming too bureacratic?--[[User:Daanschr|Daanschr]] 16:12, 4 December 2006 (UTC) ::If you are in traditional publishing you can set and enforce explicit rules for how authors have to cite sources, but it only makes sense to take that approach if you are free to limit participation to authors who have training and experience in how to select, cite and verify reliable sources. The entire matter is made more complex in Wikiversity because we allow anyone to edit, even if they do not know about the need for citations or understand how to go about doing a good job of citing sources. At a wiki, it is up to the community to define and enforce standards for citations to sources, plus, in an education-oriented wiki, I think we have a special obligation to help participants learn how to cite good sources. Wikipedia has been involved in a long drawn out process of trying to get editors to cite sources.....a struggle that has gone on for five years. There is a significant amount of collective wisdom that now exists in the Wikipedia rules for citing reliable sources. It would not be crazy for Wikiversity to adopt the Wikipedia policies and guidelines as a starting point. However, I think that Wikipedia has a tradition of being lax in enforcing the rules about citation and verification of reliable sources. Many wiki contributors have no training in how to select, cite and verify reliable sources. I think all Wikimedia Foundation projects would benefit if there were a "school" where editors could go to learn how to select, cite and verify reliable sources. If Wikiversity tried to take on the task of educating editors of Wikimedia Foundation projects about how to cite sources I think that would be an important [[Wikiversity:Service community|community service]]. --[[User:JWSchmidt|JWSchmidt]] 16:30, 4 December 2006 (UTC) Perhaps it would be an idea to start a course of 'methodology' which will be mandatory for those who want to get high up in the hierarchy. The contents of what will be taught at this course should be open to change.--[[User:Daanschr|Daanschr]] 16:56, 4 December 2006 (UTC) :Would you volunteer to do a draft for that? --[[User:HappyCamper|HappyCamper]] 19:18, 4 December 2006 (UTC) ::I will give it a shot, but i have to work on my final paper as well. Also, i have hardly any experience in teaching. I once taught a class of 12, 13 years old about Athens and Sparta for 50 minutes and i have lots of experience in keeping order in classes of 4 to 8 years old, but that is very different from teaching adults. So, i hope that others will help me in the process.--[[User:Daanschr|Daanschr]] 21:53, 4 December 2006 (UTC) What I don't understand is "how" we are to cite sources. We aren't producing scholarly articles, we are producing learning materials. How could I cite something like this: [[Simple addition flashcards]]?--[[User:Rayc|Rayc]] 19:59, 4 December 2006 (UTC) :That's what I meant earlier by "...references where necessary, but not necessarily" :-) --[[User:HappyCamper|HappyCamper]] 20:31, 4 December 2006 (UTC) :The practical reality of providing citations for wiki content is that most people cite no sources unless there is a dispute. However, you can always try putting something like "flashcards mathematics education" into a google search and see what comes up. Goggle Scholar has 1,090 hits for "flashcards mathematics education". Just by looking at what other people have done you might get some new ideas or find that you want to make some external links to useful resources. I would like to know if any research has been done that concerns forcing young students to do math problems quickly. Do such teaching "methods" help students pass standardized tests but turn them off from mathematics? --[[User:JWSchmidt|JWSchmidt]] 20:52, 4 December 2006 (UTC) ::I wondered that too. I know [[w:Theory of cognitive development|Piaget’s Theory]] and Perry’s Theory of Development of College Students, and the MBTI tests. Certain types of students must like the method, just not all. I hope we will be able to classify what type of a learner someone is and then point them to the most helpful resource, meaning we'll have to do the same material in many different ways.--[[User:Rayc|Rayc]] 00:44, 5 December 2006 (UTC) It depends on the subject wether citation is necessary. I want to make a strong case for social sciences, but i don't know how necassary it is for other fields of study.--[[User:Daanschr|Daanschr]] 21:53, 4 December 2006 (UTC) :We may wish to keep in mind that humanity reinvents the wheel all the time. While citing sources is a traditional and useful techniuqe in a fairly closed environment, such as academia, where standard previous knowledge is routinely taught as a basis for getting started; it is less useful to someone who has reinvented the wheel as necessary and is willing to explain to others what they have done. Rather than trying to establish some bureaucratic rules (without a legitimate burearacracy) which can be enforced arbitrarily upon random users (since in a "voting is evil" culture acknowledged consensus or legitimate authority exists only after all those in disagreement have moved on for the brief time that exists while no newcomers have arrived with alternate views) it might be better to simply encourage the addition of citations where individual contributors feel it is worthwhile tracking down appropriate information to cite. I doubt an animator who has contributed an animation technique learned or developed in the course of his/her work will be offended by someone else adding a citation to formal literature providing useful insight into the origin or efficacy of the technique. I suspect the same animator faced with a big community controversey aimed at forcing him/her to personally look up a formally published source for a technique they independently evolved or reinvented in the course of their professional work (to satisfy rabid roving bands of citation enforcers threatening to delete their work if such citation is not provided immediately upon demand as per rules agreed upon somehow somewhere but never formally ratified) will probably simply move on and explain to anyone who will listen what a waste of time participation at Wikiversity turns out be. A simple expression of interest or some chit chat on the talk page aimed at allowing the person who thinks a citation is appropriate to look for information to cite themselves might be perceived by the originator as interested in the topic and be recieved more positively. This alternate approach might even lead to word of mouth advertising that information published at Wikiversity improves with random community participation. Further, it is a fact that much human knowledge is not easily accessible online for citation or verification. I think one of the major contributions of Wikipedia and Wikiversity will be to help bridge this electronic/paper divide between those who have access to expensively published and controlled archives and those who have access merely to an internet communications device. Rather than attempting to force people to add citations perhaps we should merely acknowledge or celebrate that a citation is a useful contribution and encourage participants to make them when they feel like making a useful contribution. We are after all an independent project of volunteers with no formal structure beyond a few mandates from our benefactor, the Wikimedia Foundation. Ultimately with no or few volunteers, there is no viable Wikiversity project. [[User:Mirwin|Mirwin]] 05:14, 8 December 2006 (UTC) In other posts on this forum, i wrote that i am in favour of inclusivity. I want to include anyone on Wikiversity, who want to be a part of it. This means that i agree with you. It would be an idea to start a section within Wikiversity which will try to reach a certain level of academic expertise and which will try to establish contacts with Open Universities and traditional universities. Other parts of Wikiversity can focus on promoting the fun of learning and trying to establish a pleasent community for all contributors.--[[User:Daanschr|Daanschr]] 10:51, 8 December 2006 (UTC) ==Proposal for a course on methodology== A course on methodology is necessary to acquire a basic level of expertise to be able to contribute properly in a certain field of study, especially within a scientific discipline. There are courses on methodology for several sciences and they learn students skills that are differ widely from science to science. So, it is needed to decentralize this kind of course. I am a historian and i think that writing essays that perform to a certain methodology would be a good tool to give people basic qualitities for dealing with history, but this would probably not suffice for mathematics. My proposal is that faculties will be founded that will organize courses on methodology that best fit into the scheme of a single faculty. The leaders of this faculty will determine what will be taught in such a course. To counter the threat of becoming overly bureacratic, it would be good to have several faculties even within a single scientific discipline. This way, faculties can decide on their own how inclusive or exclusive they will be and Wikiversity could become an organization where experts and amateurs alike could have a sattisfied working environment. Faculties that aprove eachothers skill could cooperate, so clusters of faculties can come into being that will live up to a certain level of quality or a sense of community. Problem with this proposal is that it is highly decentralized. The central authority on Wikiversity has to play certain roles as well, for conflict resolution for instance. The central authority also has to take care for vandalism and to stop an abundance of half-finished courses and learning materials that will not be used by anyone and which are of a mediocre quality. I propose that when a single user starts a course or a learning material, that he gets freedom to develop this for a couple of months and to get advertise his work and that the central authority will delete this material after consultation when it doesn't live up to a certain level of quality. Faculties will get more freedom in developing courses and learning materials, but these should be monitored by the central authority of Wikiversity as well. (This has become way more then a proposal for a course on methodology)-[[User:Daanschr|Daanschr]] 09:45, 5 December 2006 (UTC) :Maybe each Wikiversity [[Wikiversity:Schools|school]] can start a project to encourage participants to [[Wikiversity:Cite sources|cite]] and [[Wikiversity:Verifiability|verify]] [[Wikiversity:Reliable sources|reliable sources]]. Each main page for a [[Wikiversity:Schools|school]] could display links to one or more wiki pages that need better citations and a link to a central organizational page for that school's citation improvement project. "the central authority will delete this material" <-- A wiki is about collaboration. If one editor starts a page and other editors are not satisfied with the page the correct action is to improve the page. --[[User:JWSchmidt|JWSchmidt]] 16:26, 5 December 2006 (UTC) Yes, it would be good that every school has its own project for citing and verifying reliable sources. (I got a little bit carried away above) Regarding the deletion, i was contemplating on what to do with deadends. My experience in certain organizations using wikis is that articles are deleted without debate and without consent of the creator. I want to prevent this. It could be good to delete articles but not deleting without discussing the deletion with the creator up front.--[[User:Daanschr|Daanschr]] 20:40, 5 December 2006 (UTC) :I can imagine many steps that would fall short of deleting content that is perceived as a "dead end". Sometimes discussion with the original author is impossible because people can add content to a wiki and then never return. We can create systems that promote "distributed discussion", potentially extending over long periods of time and involving many different collaborators. There are poorly developed pages at Wikipedia that have existed for years; there is really no need to delete such content. If there were Wikiversity content that one is tempted to delete, it might be possible to mark that content with a warning template that lists the perceived problems associated with the content and invites Wikiversity participants to fix those problems. At Wikiversity we have the luxury of creating main namespace subpages and we can have many parallel "lessons" for each topic. Wikibooks has a system for marking the state of development of books. We could have a system for indicating the state of development of lessons. We could have a way of marking links to lessons that have been flagged as undeveloped and problematical without having to delete them. --[[User:JWSchmidt|JWSchmidt]] 23:16, 5 December 2006 (UTC) But for how long should these warning templates be on an article? If nobody develops the contents, then it will be on there forever. A solution could be that every school or department within a school can make clear which (active) articles are part of their school. Deadend articles don't have to be deleted in that case, but they don't belong to any school or department. A school, or part of a school could decide wether an article will not be used anymore. This way, we don't have to use warning templates. Instead of using warning templates, i would prefer the solution that the creator of an article is being warned about the article. He or she could be asked to join one of the schools and participate with others.--[[User:Daanschr|Daanschr]] 09:12, 6 December 2006 (UTC) ::Does "deadend' mean that the article hasn't been edited for a while, and needs improvement? If so, the obvious solution is to try to improve it yourself, or to highlight it as "needing work" to others. I don't see a problem with something having a reasonably unobtrusive template at the top saying that it needs work. As to making a value judgement about what materials are more or less useful, I agree that this ''could'' be given a general guidance to by the school or portal, but it could also be validated by the user (eg. teacher, self-study student) - which I think would be very useful. I definitely think we should be incorporating feedback systems into all modes of our work - if people see a page that is unfinished, and don't want to edit it themselves, they should be able to at least tell others what they thought was good/bad about it, and how it could better address their needs. They can then do likewise with other materials on the same subject. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 15:48, 6 December 2006 (UTC) :::My experience on Wikipedia is that templates are ignored. Of course a database of articles could be created where certain templates are referring to, but this would be hard to maintain. Wikipedia is different from Wikiversity, because we don't want to create articles for a encyclopedia. Our articles have a temporary purpose, when they belong to a course. Learning materials could be used for longer periods. I suspect that they will only be used when they are of enough quality. What should be taken into account is the weariness of those who have to maintain the system that we create. My experience on Wikipedia is that most of my questions are not answered at the Vilage Pump and half of the questions that are answered are answered by typically grumpy people who act in a bureaucratic fashion typical of those who have to answer the same set of stupid question over and over again. I am infavour of a decentralized organization where participants can keep their enthusiasm within small and dedicated communities.--[[User:Daanschr|Daanschr]] 17:00, 6 December 2006 (UTC) On the original proposal for courses in "methodology", I fully agree that it is a very necessary thing to guide people in the creation of high quality materials (it could also, I think, go a long way towards addressing fears of bias in materials). But, I have to ask: "methodology of what?". Are you talking about [[Introduction to research|doing research]] / [[Wikiversity:Scholarly ethics|scholarly ethics]]? Or is it wider in scope than these practices? (I'd also like to bear in mind that this project isn't just geared towards academia, and we should be allowing for varying 'academic' levels of contributors, and modes of contribution..) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 15:48, 6 December 2006 (UTC) :A course of methodology is only necessary, when the goal is to come to academic material of high quality. Methodology is a name that corresponds to acquiring a certain level of experise, other names could be used as well. For those who prefer the pleasure of learning instead of acquiring a high level expertise, it could be unnecessary to follow a course of methodology. For those people, there should be place her as well in my opinion. I don't believe in bias. Every knowledge and every language could be considered as bias.--[[User:Daanschr|Daanschr]] 17:00, 6 December 2006 (UTC) ::Well, methodology is itself the major site of contention amongst educational and social science research communities at least. "How can you ensure that your truth claims are valid?" one group will say. "What do mean by truth?" counters another. The debate goes on and on (and it is worth having!), but it is wrong, in my opinion, to say that research is unbiased. What I think the central benefit of ''methodology'' is that we are open and honest about the ''process'' by which each part of our knowledge was generated, that this process is described in as much detail as possible, and so, if anyone wants to examine our work for themselves, they can subject it to their own style of scrutiny. Overall, I think this notion of methodology as a system of intellectual honesty is a necessary feature of Wikiversity; but it still needs to be clarified that we are simply setting out guidelines for open and critical thinking - and this is something that can (and should, IMO) be facilitated well before we reach the standards of academia. But still, "methodology" is such a general word, and needs some clearer context - what about something like "scholarly practice", "open-mindedness", "rigour", or even "(intellectual) honesty" instead? (See also [[#Honesty/Integrity]] above.) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 02:02, 7 December 2006 (UTC) :We are having a cultural difference at the moment. In my country, the Netherlands, i had once had a course of methodology. The aim of this course was not to determine which truth claim is more valid, but it was meant to set a certain standardization in research, so communication would be easier. We learned the technical terms used in the study i did at that moment, social geography. My main study is history. Here i didn't had a course of methodology, the rules of research were learned by trial and error, in which the writing of essays was of most importance. I learned how footnotes had to be made and what the structure of essays were supposed to be. Also, the significance of citing sources was learned and the difficulty of having multiple sources that contradict eachother. In both social geography and history, the words honesty, integrity and openess were never used. I am willing though, to submit to the will of the majority if these terms are regarded as important. It could work in practise. My fear is though that a demand of honesty will not prevent the correction of mistakes, which could be an indication of a lack of quality. The reason i started to spend less time on Wikipedia and started to search for substitutes had to do with the lack of quality, caused by a disregard for objectivity. JWSchmidt made an appeal of the importance of citing sources, which is a hopeful sign for me. In my view methodology and scholarly practise would nearly mean the same.--[[User:Daanschr|Daanschr]] 10:20, 7 December 2006 (UTC) ::Yes, methodology is usually (briefly) defined as "the study of methods" - looking at the process of "discovering" or constructing" knowledge (these two words themselves indicating differing worldviews about knowledge). I was just trying to point out that methodology isn't as "standardised", "objective" or "neutral" as is often claimed. I completely agree that methodology is something we need to be clear and transparent about - and it is something we can and should encourage a better understanding of here in Wikiversity. By "better", I don't personally mean "more objective", I mean "more informed, more critical, more open-minded, more likely to provide for further open-minded inquiry and understanding...". Does my view remind you of the culture you disliked on Wikipedia, or is it any different? [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 19:39, 10 December 2006 (UTC) :::I agree with you that methodology and objectivity are hard to maintain. The practise in the academic world is that each scientific discipline and specialization has its own distinctive methodology and sense of objectivity which differs widely from other scientific disciplines and specializations. Also, the sense of objectivity and the methodologies are changed throuout the decades within scientific disciplines and specializations, thereby seemingly making them pointless. Still, i am an advocate of using the words methodology and objectivity within the context of Wikiversity. It means that i favour academic expertise and serious scientific inquiry with a high regard for reality outside the views and the possibility of selfrealization of an individual. I don't want this to become the dogma for the whole project of Wikiversity, but to have a place for it in certain parts of Wikiversity, which try to gain respect from the academic world.--[[User:Daanschr|Daanschr]] 08:41, 11 December 2006 (UTC) ::::Ok, but I still maintain that objectivity isn't simply "hard", as you say, but is an inherently problematic concept, particularly in the social sciences. There are many in academia that simply do not believe in the notion of objectivity, yet they are still able to produce rigorous research (as they see it). Personally, I'm not a complete postmodernist (as this is the worldview that more or less embodies this perspective), but I do acknowledge multiple selves, identities and realities - all of which make objectivity a very dubious concept. This is why I would oppose "objectivity", but favour instead something like "methodology" or "scholarly practice". [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 11:18, 11 December 2006 (UTC) :::::I would go further then you. I think objectivity is impossible. Still, i would like to use objectivity as a concept. Objectivity refers to a reality beyond the individual and is therefore usefull.--[[User:Daanschr|Daanschr]] 11:26, 11 December 2006 (UTC) == Bureaucrats == In discussion on IRC, we were wondering about the process for setting up bureaucrats, and how many we should have. Currently, myself and [[User:Sebmol|Sebmol]] are the two bureaucrats on the English Wikiversity, and there is a nomination pending on [[Wikiversity:Candidates for Custodianship]] for [[User:JWSchmidt|JWSchmidt]]. The main questions, as I see them, include: *How many bureaucrats does this project need? *What is the due process for this taking place? *What kinds of actions should be delegated to bureaucrats, and how is this kept in check? *(Possibly minor point): Should this take place on its own page, rather than [[Wikiversity:Candidates for Custodianship]]? As always, our processes are in the open, and subject to scrutiny and consensus approval. If there is anything regarding this process (including my own bureaucratship*) that you would like to comment on, please do so here or on the above page or its talk page. Thanks. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 16:41, 6 December 2006 (UTC) <small>* I was made bureaucrat by Brion Vibber on the opening day of Wikiversity, but I have never been approved by the community as a bureaucrat. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 16:41, 6 December 2006 (UTC) </small> :Well, what other powers do Bureaucrats have besides making new sysops? If that is it, having two would be plenty, as that is a job that is only needed around once a month. If they also have the powers of check user and delete revision, then we might need more, depending on how wikiversity develops.(Looking at meta, [[m:Bureaucrat]], looks like change name and grant bot status are the other powers they have, stewards have the checkuser and delete revision)--[[User:Rayc|Rayc]] 17:07, 6 December 2006 (UTC) :I think we need [[Wikiversity:Bureaucratship]], a page that would be similar to [[Wikiversity:Custodianship]]. --[[User:JWSchmidt|JWSchmidt]] 17:10, 6 December 2006 (UTC) ::Cormac, i think you are a great bureaucrat. You are diplomatic and open to feedback, which is good for the community. The job of a bureaucrat is not only appointing sysops. You and Sebmol are also the official representatives (or authorities) of Wikiversity. I have no wish to be either a bureaucrat or a sysop. I would be happy to devote my time at the school of history or to debate here on what Wikiversity could be in the future. At the moment, our community is peaceful, there are no conflicts whatsoever. In the future, your task as bureaucrat could become one of great responsibility, since you will be the highest authority, who can make and break those who want to have influence in Wikiversity.--[[User:Daanschr|Daanschr]] 18:45, 6 December 2006 (UTC) ::One of the main successes of Wikipedia is that Jimmy Wales is the leader of this organization. [http://www.theatlantic.com/doc/200609/wikipedia A history] of Wikipedia has been written (i don't know how accurate it is, since i was not there at the moment), which could give you an indication on how to run a succesful organization.--[[User:Daanschr|Daanschr]] 19:03, 6 December 2006 (UTC) :Two things: let's just officially confirm [[User:Cormaggio|Cormaggio]] as of this edit - a bureaucrat of Wikiversity, complete with its full rights and responsibilities. :As for the other questions, I need to think a bit more about it. I'd advocate promoting JWSchmidt though - the nomination has been up for months, and probably would be a healthy idea to resolve the issue. --[[User:HappyCamper|HappyCamper]] 00:14, 7 December 2006 (UTC) :*'''(+)Pro:''' and '''Pro:''' --[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|User talk]] 07:48, 7 December 2006 (UTC) :*{{Pro}}, {{Pro}}, and why aren't we doing this on the right page?--[[User:Rayc|Rayc]] 22:07, 7 December 2006 (UTC) === Discussion === Well, let me ''tiptoe'' a little here and answer Cormaggio's questions right at the top: # 2 is already plenty. We could pospone the bureaucrat++, but I dislike this ambiguity. What I expect would happen, is that these bits would simply be in dormant but trusting hands. This sounds reasonable I think. # Due process is anything which does not cause excessive drama. If we have contributors crying foul despite a carefully adjudicated, moderated process, where the "right" decisions have been made by the book, that is not due process. Due process is graceful and self evident. # Bureaucrats need to know when to recuse themselves from making decisions... # We can keep everything on the [[Wikiversity:Candidates for Custodianship]]. Nice and centralised. Now, I know I am not being particularly elegant with this response - it's supposed to be a block of marble to be shaped into a statue, hm? So, please, continue this thread. We can resolve this issue now, and move on to other fun things to work on. It's one of the housekeeping items which should be addressed. A sketch: when I support a candidate for special sysop bits, I am giving them my vote of confidence that they can be ''more autonomous'' on this site - this is what it really says. I rarely babysit their actions - it's not why I am here, and it would defeat the purpose of trusting them in the first place. Granted, these bits should not have a high activation energy to get rid of - it is not, and should not, be something that defines a contributor's primary identity here. My expectation is that those users with sysop bits should act in a way with other editors such that their role as a custodian or regular user is clearly distinguished, and that this is carried out in an ethical way. There should not be any ambiguity in this. This place does not need accusations of a "cabal" or situations of a "corrupt custodian". Smart little steps serve a long way to keep the integrity of institutions that have served Wiki projects well since Day 1. A custodian, and especially a bureaucrat, should not compromise this. Poor morale accumulates, is extremely difficult to dissipate, and is unhealthy. Note the rhetoric around "trust" and "integrity" though. The essence of this is that the community simply expects surprises to be kept to a minimum. To make an analogy, those in positions of power act as if they are taking care of the the macroeconomic engine. ''Measured'' is the key word. I would prefer to see bureaucrats not promote those that they have supported, or close forums for those whom they have opposed. The mind is abstract and one can read everything into anything. Sometimes, an ambiguous detached restraint is very apt. Alirght! Back to our Colloquium... --[[User:HappyCamper|HappyCamper]] 03:33, 8 December 2006 (UTC) :I agree with you. I prefer a kind of leadership that is reasonable and above the factions. Especially in an organization that is just starting and is in need of new volunteers it is good to have leaders that try to include others and want to serve the interest of the community as a whole. It is important to be positive and to try to come to all kinds of ideas on how we can make this project into a succes.--[[User:Daanschr|Daanschr]] 11:07, 8 December 2006 (UTC) ::Well, this issue of leadership is quite complicated because the stratification on the Wiki is very loose. In a sense, it is not fair on the part of the community to burden bureaucrats with unequivocal leadership. At the end of the day, the accounts that they have are operated by people like you and me. On an open Wiki, leadership emerges sort of spontaneously - we associate authority and competence with mature accounts, not necessarily those with special bits. The correlation is high though, I'm confident to say. What we should have bureaucrats do, is in the future if we have "votes" of some sort, that they can close them and "officially" declare them as such. Some participants like to have this formality for a sense of professionalism and security, and there's no harm in having them do this I think. --[[User:HappyCamper|HappyCamper]] 16:43, 8 December 2006 (UTC) That sounds better then my idea on leadership.--[[User:Daanschr|Daanschr]] 19:07, 8 December 2006 (UTC) :Thank you. I'll come back with some other thoughts later. It looks like something is developing on [[Wikiversity talk:Bureaucratship]]. --[[User:HappyCamper|HappyCamper]] 03:39, 9 December 2006 (UTC) == Student Passport == I dont know if you were talking about it, but I will ask here. I think there is a need to give each user will have a subpage where only sysops will be able to add in data. This subpage can callect basic information about the user, but also can give and idea in which pages the user si active and if he is a student or a teacher. It could be good for example for the teachers of the highly dificult lessons that the teacher might have a look onto this student identification card to see what subjects/lessons/projects he allready passed and give effectivness to his studying of the appropriate subject. The second point is, that students can obtain a student passport showing the results of their studying. This can help to the students who would like to study on other Wikiversities in other languages, that the teachers from other versions will see what they have studyed. But not only within wikiversities, but maybe for the future needs in the normal civil live(on normal colleges) it can be used. To say how student passed the subject/lesson... i would offer to have to possibilities: *studyed without exam *passed exam/recieved credit (marks - blah, blah, blah = classification) - these ending exams should be optional, also the way if there will an exam to obtain the credit should be optional, but the classification standardised.--[[User:Juan|Juan]] 18:50, 6 December 2006 (UTC) :The board doesn't like the concept of "courses", and I doubt that we will use "formal" credit/points/grades as a means of passing and failing people. However, exams and grades can be used as tools to help hone your skill so users can go out and take test in the real world and receive credit. For more info, see [[Test and Quiz]]--[[User:Rayc|Rayc]] 19:44, 6 December 2006 (UTC) ::Looks good I will study more about that.--[[User:Juan|Juan]] 12:38, 7 December 2006 (UTC) ::So this ([[School:History#Planned_Courses]]) is illegal?--[[User:Daanschr|Daanschr]] 21:40, 6 December 2006 (UTC) :I'm not sure what you have in mind for a "student passport". One record of what anyone does at Wikiversity is their edit history (see "my contributions"). Wikiversity participants who are interested in helping others understand how they have made use of Wikiversity learning resources can keep a diary or portfolio that describes the important aspects of their Wikiversity participation on their user page. Sysops have no special authority to "certify" or otherwise evaluate the learning activities of Wikiversity participants. --[[User:JWSchmidt|JWSchmidt]] 20:26, 6 December 2006 (UTC) Yeah, thats what I ment. A summary of placed in such as portfolio. But now I see that you tend to not to certify people in here.--[[User:Juan|Juan]] 20:36, 6 December 2006 (UTC) '''courses'''. I think we need to make a distinction between "traditional course" and "wiki-format course". Traditional courses usually involve a formal system of school accreditation, teacher certification, student registration for courses that require students to perform specific tasks in a specified time period so that they can be awarded a grade as part of an extended degree program or course of study. Wikiversity is not the place for that kind of traditional course structure. You can develop "wiki-format courses", but we do not want to create a situation in which new visitors see the term "course" all over the wiki, assume we mean traditional courses, and then only slowly can those new visitors realize that there are no traditional courses. --[[User:JWSchmidt|JWSchmidt]] 23:30, 6 December 2006 (UTC) :That sounds good. I don't like the terms test and quiz. It would be a good idea to start several experiments on how learning can be best organized. What i like to take over from the traditional course is discipline. Learning is not always pleasant. To be able to acquire a higher level of expertise, it is mandatory to perform tasks that could take lots of time and effort and which have to be performed in a certain time schedule. This also requires the possibility of failure. :I am thinking about starting a course of history, with the topic ''the history of Shanghai as a treaty port 1842-1946''. I made a paper on this topic this year and the literature i examined gives a good view on the problems involving historical research. The topic could be interresting for students, because it involves questions like ''What is the difference between the traditional Chinese culture and the western culture in the Modern Age?'' and ''Why did the west dominate China for a century long?''. Discipline will be obtained by forcing students to at least post minimum amount of edits per week in mandatory debates and to write essays in which i will ensure that the information can't be easily taken from the internet. This course should be seen as an experiment. Any suggestion on the substitute of the word course? Does wikicourse sound nice?--[[User:Daanschr|Daanschr]] 10:44, 7 December 2006 (UTC) ::Hmm you have a good ideas. But in my case I will not said to the students that this they should do. I will, just recomend them to do that and I will also give them a chance to go for a test. Anyway it is very interesting how here on wikivirsity every instructor has its own metodology. Sometimes this diversity you can´t see on normall universities. So I hope it will be possible also for the future and there will not be restrictions for standardization. Finally thic could be a good area for study reasearch based on teachin/studying methods on wikiversity for someone outside for the wikiversity.--[[User:Juan|Juan]] 12:38, 7 December 2006 (UTC) :Now its clear form me. I thought that I understant when [[User:Rayc|Rayc]] said: ''The board doesn't like the concept of "courses"'', but after your explanation its clear.--[[User:Juan|Juan]] 12:38, 7 December 2006 (UTC) :::I agree with you that there will not be restrictions for standardization. In my view, Wikiversity will be having multiple groups all with their on set of standardizations. This would ensure the most of creativity, which is needed for inventing the best way of learning on the internet. :::I am having second doubts. I don't know wether it is a good idea to ask for so discipline. I only have a bachelor of history, so it would be better to be the primus inter paris instead of a strict authority. Allthough, i would like to keep the rule of a minimum amount of edits per week, this to ensure that active participants won't suffer on the inactivity of those who only participate halfheartedly. Commitment is important especially on the internet, with its huge lack of social control. I am enthusiastic about this proposition: [[Wikiversity:Wikiversity Local Live]].--[[User:Daanschr|Daanschr]] 11:23, 8 December 2006 (UTC) ::::"those who only participate halfheartedly" <-- In a very fundamental way, the ability to "only participate halfheartedly" is built into the wiki format. I think it will be natural for wiki participants to edit in different ways. Some participants will edit very little, some may participate in discussions and edit their user pages so as to document what they are learning about and others might actively create and develop learning resources by editing in a more active way. I think it is possible to make a distinction between "active participants" and more casual editors. Many Wikiversity content development projects and learning projects have lists of "active participants". These lists are a tool to help build collaborations. --[[User:JWSchmidt|JWSchmidt]] 16:46, 8 December 2006 (UTC) :::It would be an experiment. If it doesn't work, then no harm is done. The deficit is that non-active participants will not be able to join, but the good thing about it is that active participants remain active. I play a boardgame online, which considerably build up speed when deadlines were introduced, otherwise it would have been terminated.--[[User:Daanschr|Daanschr]] 19:10, 8 December 2006 (UTC) :::Another experiment could be to have active participants who submit to deadlines and at the same time non-active participants (with less privileges) who can participate as well. Not getting the deadline, will automatically imply losing privileges.--[[User:Daanschr|Daanschr]] 19:12, 8 December 2006 (UTC) ::::Well, from [[Spanish/Students|this]] list of people, we can sort of tell people who sign up for classes don't seem to want to do any assignments given to them. I'm having doubts that assignments outside of a formal class will ever get turned in. Though free form learning seems to be going well.--[[User:Rayc|Rayc]] 04:15, 9 December 2006 (UTC) :::::Everybody is free to choose were they want to join. If an experiment of mine is not appealing enough, then it could be a failure. In the Netherlands we have the expression: ''De aanhouder wint'', 'those who persist win'. So i will persist. Failure is only possible when you quit. (Allthough a sense of reality can be very handy)--[[User:Daanschr|Daanschr]] 09:50, 10 December 2006 (UTC) ==Stewart Mader== Is Stewart Mader one of our users? If not, [http://www.wikiineducation.com/display/ikiw/Home We should try to get him]. --[[User:Rayc|Rayc]] 19:46, 6 December 2006 (UTC) :Have you sent him an email yet? Maybe ask him if Wikipedia is being used yet in education appropriately and segue into asking his opinion of what will and will not work at Wikiversity? If you want to flatter him a bit ask him if he will consider autographing any copies of his book sent to him by Wikiversity users along with return postage .... or considering that we have a small user pool at the moment .... simply ask him to autograph your personal copy? Good luck on this mission if you decide to accept it. 8) [[User:Mirwin|Mirwin]] 05:30, 8 December 2006 (UTC) ==Learning Blogs== Yes, no? I'm seeing them start to pop up, and I remember blogs have been used as educational purposes. However, there is a '''huge''' potential for abuse. If we keep them, we might want to set up some guideline about what can and cannot be posted about.--[[User:Rayc|Rayc]] 20:29, 9 December 2006 (UTC) :I think we need to be supportive of all types of communication that are intended to support the learning goals of Wikiversity participants. Wikipedia has been able to limp along with simple discussion pages, but discussions and commentaries can be an integral part of Wikiversity main namespace content. If we are serious about the importance of using the power of wiki-based collaboration to support learning, we need participants to be communicative about their personal learning goals, frustrations, plans and wiki-based activities. --[[User:JWSchmidt|JWSchmidt]] 22:32, 9 December 2006 (UTC) ::I think that there is a place, and perhaps even a need, for so-called learning blogs. For instance, it is an integral part of the [[Learning to learn a wiki way]] project. I would guess that many blogs like this would evolve away from the standard blog format or wiki discussion format into something that is more unique to wikiversity. What kind of abuse are you concerned about? :::Knew there was a reason that people seemed to be doing them similar --[[User:Rayc|Rayc]] 23:22, 9 December 2006 (UTC) ::::I think learning blogs are a fantastic idea - in my view, the more reflective we become, the better we can understand our learning, as well as our impact on others' learning. People can start their blogs within this limited Mediawiki format (and it is no harm if people are critical, just possibly not excessively disruptive*), or they can start a blog elsewhere, and link to it from Wikiversity - both of which options are being pursued at the moment... [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 19:19, 10 December 2006 (UTC) ::::<nowiki>*</nowiki> Hmm, this possibly needs to be defined somehow - do we need a policy on blogs? Or is this against their very ''raison d'etre''? [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 19:19, 10 December 2006 (UTC) :::No doubt Wikiversity should be represented upon the "Blogosphere" as they call it, but I think this Colloquium is the key. As a learning community, we have a centralized discussion here that a lot of blog sites would die (or kill) for. What frustrates me about blogs is that they consume time and effort many times for no useful purpose (except maybe to vent) and it's difficult to find things I'm looking for. :::The flexibility of the University context allows things like opinion, especially here in the colloquium and on talk pages, plus there is room for original research, collective reflection, essays, question and answer sessions and a [[metacommunity|myriad of other communicative activities]]. The '''neat''' thing (''neat'' as in tidy) is that a university context facilitates organization and topical relevance like no other structure can. Topical disscusions are right there "beside" the topics covered. As Wikiversity grows (in quality ''and'' quantity) topics and subjects should become easier to find. Furthermore, ''people'' can actually assosiate and relate to one another as they [[Learning to learn a wiki way|learn to learn]]. :::So, How does this Colloquium and the cumulative "'''Talk:'''o:sphere" at Wikiversity differ from a "Blog" (weblog)? I think we have it all! [[User:CQ|CQ]] 13:23, 23 December 2006 (UTC) ::::I very much agree with what Charley says above, but I also think that personal blogs are a vital way for each one of us to keep a record of our personal thoughts and feelings about what's going on from our perspective on Wikiversity. The Colloquium serves a crucial purpose, but people are not going to detail the minutiae of their personal thoughts on the Colloquium - that's more of what personal blogs are for. So, I think all of these things can work in tandem with eachother - to continue to develop Wikiversity into a collaborative, reflective, learning community. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 15:26, 29 December 2006 (UTC) == help with namespace == I'd like to cleanup [[Topic:Astronomy]] and related pages but I'm not too clear on the namespace conventions. Could someone take a look at my comments in [[School talk:Astronomy]] and reply with some advice?--[[User:Mu301|mikeu]] 16:35, 11 December 2006 (UTC) == Knowledge is our Savior == yes Knowledge is our Savior. says so in "The Random House Dictionary of ENGLISH LANGUAGE" 1966 the unabridged version Found, in the English/French section. on backchecking "Savoir Faire". This on long ago having learned to backcheck, between the OvarUS sLanguages of earth. Oft, as localized as different age groups, ethnicity, and locale, a border and river run through town sees two peoples speak totally different. Not to mention the vast schizism between what is meant and how its heard or rather, took, by another. ==Ignorance== I've just come here. And, even before I learned anything, I've started an article on the Schools around Shahhbag (generally speaking, the best in Bangladesh). I intende to add curricula and such to the article. But, I've no idea if writing on schools would all right or not. Please, enlighten. - [[User:Aditya Kabir|Aditya Kabir]] 14:16, 13 December 2006 (UTC) - if possible, answer to my talk page :It depends on what you want to write. If you are trying to advertise a particular school, do not bother. If you are providing links to learning resources, it has to be relevant to a wide audience. If you are trying to promote Wikiversity participation of students from specific schools, feel free to do so. --[[User:JWSchmidt|JWSchmidt]] 14:36, 13 December 2006 (UTC) == New deletion template == I was hoping to get some feedback on {{tl|Scope}}, which is a more newcomer friendly deletion template which I've created. It suggests some things such as a transwiki or userfy, rather than a red-bordered template warning you that your article is about to be vapourised. It's somewhat like [[b:Template:qr-em]], only a bit broader and more helpful. It adds pages to [[:Category:Pages outside the scope of Wikiversity]], where they may be deleted after 5 days have passed, or instead moved to [[WV:RFD]] if the deletion is contested withing that time. (I'm happy to handle that) Does that sound good? [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 12:35, 14 December 2006 (UTC) ::I like it. It seems prudent, useful, and reasonable. Good work. Be bold. :) --[[User:Remi0o|Remi0o]] 12:53, 14 December 2006 (UTC) ::I agree, it looks good. [[User:Chrismo|Chrismo]] 13:00, 14 December 2006 (UTC) ::Helpful, comprehensive, friendly - it's all good. :-) However, it might be better to extend the 5 day deadline slightly - what do other think? [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 14:23, 14 December 2006 (UTC) ::When we delete pages that are not obvious vandalism, we should leave a note on the talk page of the editor who created the page explaining what happened and providing a link to [[Wikiversity:Requests for Deletion#Undeletion requests|Undeletion requests]]. --[[User:JWSchmidt|JWSchmidt]] 14:44, 14 December 2006 (UTC) :::I Agree with that entirely, should we make a boilerplate message or just type one up on the spot (which wouldn't be too hard) [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 14:48, 14 December 2006 (UTC) ::::A good friendly boilerplate would be nice. At least two weeks would also be nice. [[User:Mirwin|Mirwin]] 07:24, 15 December 2006 (UTC) :Would also be nice to define what the problem is with the scope of the page. I just created a page called [[Game Maker]] to show Mirwin and others an idea I had with respect to teaching people how to computer program simple games, and allow educational games to be created for wikiversity. I believe that it fell under at least the school of computer game design, if not computer programing and media creation. Yet it was proposed as out side of the scope of wikiversity. Also, is this operating under a prod rule set or an AfD rule set? A.K.A. can I remove the template myself or do I have to deletion requests?--[[User:Rayc|Rayc]] 17:46, 16 December 2006 (UTC) ::Removing the template yourself shouldn't cause a problem, but it's a good idea to link to the page from a topic or school (or two). I'd rather this template was only used on ''entirely non-controversial'' deletions of pages that ''really'' belong somewhere else (such as another wiki or the bitbucket), are not adding aything to Wikiversity, but were brobably good faith attempts at pages, and thus should not be speedy deleted. If there is anyone that still wants the page deleted, then point them at RfD. [[User:MichaelBillington|Michael Billington]] ([[User talk:MichaelBillington|talk]] • [[Special:Contributions/MichaelBillington|contribs]]) 06:36, 17 December 2006 (UTC) :::Templates that target the work of editors for destruction should be used with care. They should not be used as a substitute for first discussing page contents with the editors or fixing something that needs to be fixed. Wikipedia has developed a culture where there is a rush to drop dozens of templates on articles and delete them, without ever discussing the articles with their creators. I do not want to see that culture carried over to Wikiversity. Wikipedia has a very narrow mission: to produce encyclopedia articles. Wikiversity is a much more ambitious project where editors are exploring how to use wiki technology to support learning. If we each [[Wikiversity:Assume Good Faith|assume good faith]] then we have to open our minds to a very wide range of possible methods and approached to learning. When a page is not doing obvious harm there should be no rush to delete content. Take the time to discuss questionable content with the editors who created it. --[[User:JWSchmidt|JWSchmidt]] 16:02, 17 December 2006 (UTC) ::::I'd like to wholeheartedly second that comment from John - I think we need to be cognisant of the fact that editing Wikiversity, like all wikis, entails a learning curve, and we should do everything possible to help people along that curve, without first disencouraging them sufficiently so that they leave. ''Encouraging'' people to see how something could be improved, or the benefits of free content etc, is pretty much always a better option than nerve-twitch deletions. If it's clear that the person isn't listening, or nothing is happening to improve the situation, then we can go ahead with taking measures, like deletion. However, the development of friendly templates, encouraging people to see how they can help, is a good step, I think. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 08:44, 18 December 2006 (UTC) == Alexa Ranking == http://www.alexa.com/data/details/traffic_details?url=en.wikiversity.org Traffic Rank for wikiversity.org: 29,342 It is slowly but surely ranking better and better. == Medical topics == Moved from [[Topic talk:Software testing/wiki/Topic talk:Software testing/introduction/]] I want to find a place that has articles about medical transripting and billing, Thanks, Leon <small>—The preceding [[Wikiversity:Signature|unsigned]] comment was added by [[User:64.34.173.105|64.34.173.105]] ([[User talk:64.34.173.105|talk]] • [[Special:Contributions/64.34.173.105|contribs]]) 06:30, 15 December 2006 (UTC{{{3|}}})</small> == Motto and slogan contest extended == '''Round 5 of the [[Wikiversity:Motto_contest|motto and slogan contest]] will last at least until January 15, 2007''', perhaps longer to allow more participation and discussion. There are currently 25 signed support statements in this near final round of the motto portion of the contest, fewer in the slogan portion. I think we need at least 50 participants to end this stage. --[[User:Reswik|Reswik]] 15:12, 16 December 2006 (UTC) == Page deletions == I think that we should reconsider when we should use the {{[[Template:main_welcome|main_welcome]]}} template. For the most part, pages with this tag are not getting any extra attention and have no content as it is. I think that such pages should be deleted because many of these pages are not being expanded and will not. I think that this template should be reserved for pages with limited content, but not no content. Pages with no content should be deleted within x amount of days. This is not to say that we should not follow the assume good faith principle, just not use the template so liberally on blank and empty pages. -- [[User:J.Steinbock|J.Steinbock]] 06:00, 17 December 2006 (UTC) :"Pages with no content should be deleted within x amount of days." <-- Why?<BR>"just not use the template so liberally on blank and empty pages" <-- Sometimes a new editor starts a page and then is unable to add anything useful. Often such pages are for valid topics and there is no need to delete them....someone will just create the page again.<BR>"pages with this tag are not getting any extra attention and have no content as it is" <-- [[:Template:main welcome]] was created for use on pages with no content. [[:Template:Welcome and expand]] was created for pages with a small amount of content created by a new editor. These templates are not attempts to draw extra attention to pages. If you want to make and use stub templates in order to try to "call attention to" pages with little content, go ahead and do so. All of out "School:" and "Topic:" pages function as content-development projects for subject areas and topics. At Wikipedia it is common practice for WikiProjects to mark pages that are of interest to their participants with stub templates, making it easy for participants in those projects to find pages that need help. --[[User:JWSchmidt|JWSchmidt]] 19:27, 19 December 2006 (UTC) ::"Pages with no content should be deleted within x amount of days." For example, the page [[Kincachoo]] was created on November 1 and does not have any educational content. My point is that a blank page that does not have an established direction is not a very good representation of Wikiversity and should be deleted if no one contributes to it within a certain period of time. I am not saying that pages should be deleted immediately and I certainly do not want to delete pages that are going to be contributed to within the near/distant future, but there are pages that have not had any edits to their name for one or two months. "These templates are not attempts to draw extra attention to pages" <-- By inviting the community to these pages, we are "calling attention" to them. Not a lot of attention, but we place them within the empty pages category and draw a small level of attention to them. To summarize everything, I think that pages which meet the following criteria should be deleted within '''X''' amount of days/weeks/months: ::* No educational content is added within X days/weeks/months. ::* The page does not have an established direction. ::* The page does not have the interest of the Wikiversity community (No contributors). ::* The page does not seem like it will be beneficial to Wikiversity in the future. (For instance, [[Precalculus]] is an empty page that will be of use in the future.) ::I place my trust in your judgment as you have been contributing to Wikiversity far longer than I. -- [[User:J.Steinbock|J.Steinbock]] 20:39, 19 December 2006 (UTC) :::So far, Wikiversity has only a few ways to deal with blank pages. Some pages are created as acts of vandalism and such pages are are generally deleted as soon as they can be brought to the attention of a custodian (see [[:Template:Delete]]. If there is doubt about the possible future need/development of a page it can be listed at [[Wikiversity:Requests for Deletion]] where there is supposed to be 5 days of discussion. If it seems likely that a page should exist at Wikiversity but content has not yet been added then [[:Template:main welcome]] can be added to the page. Judging by the edit history of [[Kincachoo]], the creator of that page decided that the page was a bad idea. I find it hard to imagine that Wikiversity will ever need such a page. If someone wanted to discuss this creature they would most likely do so on another more general page. [[User:Guillom]] marked it with [[:Template:main welcome]] so if someone wanted to delete [[Kincachoo]] they could leave a note on the talk pages of [[User:Guillom]] and at [[User talk:Jopuppy988]] asking if there is any reason to keep the page. I think the main problem with the 4 criteria listed above centers on potential differences of opinion about things like "established direction" and "The page does not seem like it will be beneficial to Wikiversity in the future". In my experience, many wiki participants either do not make a good faith effort to see the value in short pages or do not understand a subject area well enough to understand the future likelihood of the page being developed. One development path to a good, full-sized wiki page is for one person to start the page and other editors to slowly add more content until the page is mature. It runs against the wiki spirit to set artificial deadlines on the steps in this distributed editing process. "a blank page that does not have an established direction is not a very good representation of Wikiversity" <-- In my opinion, such a page can be a good representation of the wiki process. A blank page in a wiki website acts as an invitation for participants to edit the page. Such an invitation does not hurt a wiki. Some editors recognize that a page should exist, they create the page and try to edit it and find that they are unable contribute anything useful. Why must there be a rush to delete such pages? We could certainly experiment with a new template that would be used to hold a blank or very stubby page for a set duration; if nobody contributes to the page within a certain time then the page could be deleted. Rather than focus on deleting such pages I think we should focus on trying to leave a helpful note on the talk page of people who start pages and do not add useful content. Rather than rush to delete pages we could all pitch in to place them in categories, link them to other pages and add a bit of content. --[[User:JWSchmidt|JWSchmidt]] 00:11, 20 December 2006 (UTC) == Top of Page Funding Drive == Unless our accounting situation has changed the top of the page donation request should read something like: "You can give the gift of knowledge by donating to Wikiversity's sponsor, the Wikimedia Foundation." [[User:Mirwin|Mirwin]] 08:20, 17 December 2006 (UTC) :I've changed it to read: "You can help Wikiversity free learning by donating to the Wikimedia Foundation". Is this ok? This is similar to Wikisource's message - there is varation in the individual projects' site notices. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 14:26, 17 December 2006 (UTC) I think that [[User:Mirwin|Mirwin]]'s description is more accurate, more informative and more interesting. And it is less confusing (or did you really mean that our goal is to be free of Wikiversity as in "Wikiversity-free learning!") [[User:Robert Elliott|Robert Elliott]] 15:28, 17 December 2006 (UTC) :Jimmy Wales: '''[http://www.knams.wikimedia.org/wikimania/Wikimania2005_JW1_low_video.ogg Ten Things That Will Be Free]''' ([[w:Wikipedia:Media help (Ogg)|help with Ogg video]]). It is a kind of slogan...."free the textbooks", "free the curriculum", etc. --[[User:JWSchmidt|JWSchmidt]] 18:02, 17 December 2006 (UTC) ::I don't think Mirwin's description is more accurate, since Wikimedia isn't Wikiversity's "sponsor", but rather Wikiversity exists as a part of the social ''movement'' of Wikimedia - all devoted to "freeing" access to information, knowledge, media etc. No, I don't mean "Wikiversity-free learning" :-), but if there's a better wording, it can be easily changed. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 08:51, 18 December 2006 (UTC) == subject proffesors/ membership courses/ video classes/test for courses/ hours for proffesors == To speed up Wikiversity's process in creating lessons, I think that we need retired proffesors, teachers, etc., etc. These could be chosen by what subjects they taught. We could have a vote by a council of chosen representatives of Wikiversity. We could have 1 proffesor for each major subject. They could spend time editing and creating lessons. We could also have courses that you could get by signing in for a free membership. You would only need membership for knowing were you were on your courses. I think that proffesors could create video courses too. If we could have video conferencing I think it could give everybody a more personal appeal.We could also have a test that could be created for each course so that you could keep track of your progress.I think that proffesors should be on call for at least the amount of a work day. Proffesors should list their hours,phone number, e- mail, and whenever they will be going somewhere. :I like your ideas and i hope you would want to stick around. The biggest problem is how we can get professors interested into joining Wikiversity. We need some networking and organization to make their participation possible. I like your idea of having video conferences. We could work your ideas out on a special page for this purpose on Wikiversity.--[[User:Daanschr|Daanschr]] 22:07, 17 December 2006 (UTC) :: Ditto. --[[User:Remi0o|Remi0o]] 22:47, 17 December 2006 (UTC) :::Wikiversity has no system for certifying any participant as a "professor". It is up to anyone with an interest in a topic to help create Wikiversity content. Experts are welcome to contribute, but they seldom have time to do so. --[[User:JWSchmidt|JWSchmidt]] 03:18, 18 December 2006 (UTC) ::::Agree.--[[User:Juan|Juan]] 14:42, 18 December 2006 (UTC) ::::There are experts on Wikipedia and Citizendium, so why not try to get experts on Wikiversity. Especially pensioners could have a good contribution to an organization like Wikiversity.--[[User:Daanschr|Daanschr]] 09:58, 18 December 2006 (UTC) :::::You can try, but remeber that wikipedia is not the same ase wikiversity by all means. Good specialist is not equal to good teacher.--[[User:Juan|Juan]] 14:42, 18 December 2006 (UTC) ::::::You are right. For me, the main aim for participating here is to create material of good quality. I especially like the ideas on interlingual debate of good quality. For good quality, experts are needed.--[[User:Daanschr|Daanschr]] 16:47, 18 December 2006 (UTC) :::::::Yeah. Thats why I think that wikiversity will be one day source for other wiki projects.--[[User:Juan|Juan]] 11:35, 20 December 2006 (UTC) ::::::::Well, it all needs to be organized first, otherwise this will not be possible. Problem for me is that i am in a transitional period at the moment in my personal life (finishing my study). I can't be too active at the moment and i probably have no time enough in the coming years once i have a fulltime job. I can spend some time in organizing, but i prefer to join in an initiative instead of starting one for my own.--[[User:Daanschr|Daanschr]] 15:57, 20 December 2006 (UTC) :::"why not try to get experts on Wikiversity" <-- Nobody suggested that we not try. There needs to be development of methods for [[Wikiversity:Wikiversity outreach|Wikiversity outreach]] and support of experienced teachers when they come here. Wikiversity needs to develop pages similar to [[b:Wikibooks:Guidelines for class projects]] that will help guide experienced teachers towards constructive experiences at Wikiversity. However, participants who are not experts do not have to wait until experts show up and create content at Wikiversity. Wikiversity is a pace where non-experts who are interested in a topic can explore that topic and help build Wikiversity educational content. --[[User:JWSchmidt|JWSchmidt]] 14:08, 18 December 2006 (UTC) ::::Of course. Non-experts will be the body of the organization. What i like to do is create something of good quality within Wikiversity.--[[User:Daanschr|Daanschr]] 16:47, 18 December 2006 (UTC) ::Wikiversity is already starting to attract experts. The [[Computer Architecture Lab]] is based on a course taught at the Vienna University of Technology. "Experts are welcome to contribute, but they seldom have time to do so." <-- Take a look at [[Historical Introduction to Philosophy]] which is being created by students at Mesa State College. It looks like the content is being reviewed by the person teaching the class, but the students are the ones doing the work to create the content here. This is one way to get expert participation, although in an indirect way.--[[User:Mu301|mikeu]] 14:56, 18 December 2006 (UTC) :::You could list those two examples at [[Wikiversity:Wikiversity teachers]] and [[Wikiversity:Featured]]. Also, the Main Page needs to be re-done to help make Wikiversity more "user-friendly" for teachers; see [[Wikiversity:Main page design changes]]. --[[User:JWSchmidt|JWSchmidt]] 15:06, 18 December 2006 (UTC) == Standardized Course Numbering == It seems like the school of psychology lays out their courses well. They way it is done seems to make the layout clear and concise. What would you all think about some sort of standard numbering system. *[http://en.wikiversity.org/wiki/School:Psychology|School of Psychology] I went ahead and did sample course numbers on the following two schools: *[http://en.wikiversity.org/wiki/School:Sociology|School of Sociology] *[http://en.wikiversity.org/wiki/Topic:Agricultural_Engineering|Agricultural Engineering] I did it quick and dirty, but you get the picture. Please let me know what you think, or if you like the scheme, adopt it! If you can make it/do it better or more clear then please do so. --[[User:Remi0o|Remi0o]] 22:46, 17 December 2006 (UTC) :What is the reason for having course numbers? Names for Wikiversity pages should be descriptive, not numbers. --[[User:JWSchmidt|JWSchmidt]] 03:10, 18 December 2006 (UTC) ::Course numbers, if executed properly could potentially add clarification for greater efficiency in understanding the nature of a certain field of study. If someone knows hardly anything about a subject, but they can see the courses numbered by their approximate level of depth within a certain field of study they can more easily and cleanly form correct and realistic schema in reference to that subject. Additionally, course numbers could potentially allow readers within the Wikiversity system to see where the subtopic within a field of study fits within the wider academic community. --[[User:Remi0o|Remi0o]] 09:20, 18 December 2006 (UTC) :::I agree with you. I called it "subject or knoweledge consequence" and if you have a look in [[Tropical and Subtropical Pomology I#Subject consequence|here]] you will realize that i give a help to the students, by telling them what what kind of knoweledge is needend to already know. It is the special case of some areas such as aplied carears, that students have to know basic subjects. It is not a discrimination of students, but it has to help them. So the course numbers is for me one way how to do this, but there are also other ways.--[[User:Juan|Juan]] 14:54, 18 December 2006 (UTC) The problem with the approach taken by the [[School:Psychology|School of Psychology]] is that it leads to pages with names such as [[School:Psychology/Psy 4049]]. If you want to rank Wikiversity content according to "level" in a sequence, that is fine. Just do not abandon descriptive names for pages. Also, if you insist on using numbers, be sure that everyone uses the same [[Course Titles and Numbers|numbering system]]. --[[User:JWSchmidt|JWSchmidt]] 14:40, 18 December 2006 (UTC) :Well thats how it should work. I think it wouldnt be possible to apply the system based on [[School:Psychology/Psy 4049]]. Numbers are OK, but not in the name. Anyway are they logic? It looks like the american system.--[[User:Juan|Juan]] 14:54, 18 December 2006 (UTC) ::I don't agree with using numbers that are used in a specific region of the world. I don't think that numbers are needed for my study, history, but i can't tell about Juan's specialism.--[[User:Daanschr|Daanschr]] 16:52, 18 December 2006 (UTC) There is a proposal to create a police on this subject at [[Wikiversity:Course Titles and Numbers]] I'd imagine any input would be appreciated. [[User:Mystictim|Mystictim]] 18:20, 13 January 2007 (UTC) == Validation == The main page is not [http://validator.w3.org/check?uri=http%3A%2F%2Fen.wikiversity.org%2Fwiki%2FWikiversity%3AMain_Page&charset=%28detect+automatically%29&doctype=Inline Valid XHTML 1.0 Transitional ] using the [http://validator.w3.org/ W3C Markup Validator].--[[User:Balloonguy|Balloonguy]] 22:49, 19 December 2006 (UTC) ==Personal learning space at Wikiversity== I was wondering what the position will be on Wikiversity participants using their User pages to host personal learning spaces. That is were they keep notes, write blogs, answer assignments, create learning profiles, track their learning progress, request feedback and other activities relating to their individual learning. This would take Wikiversity in the direction of a collaborative personal learning platform. I think this type of activity is essential to support the three main aims of Wikiversity: creating free(dom) learning materials and resources, encouraging learning communities and projects to support these resources and helping to develop and support existing wikimedia projects. [[User:Mystictim|Mystictim]] 15:25, 20 December 2006 (UTC) :I have the impression that Wikiversity is still in a primary phase where everything have to be settled as yet. My personal preference is that individual user pages will be left alone by the community, to encourage creativity.--[[User:Daanschr|Daanschr]] 16:01, 20 December 2006 (UTC) ::The tradition that has evolved within Wikimedia Foundation projects is that wiki editors are free to use their user pages as they see fit, as long as it is clear to other project participants that user pages are being used to support the mission of the project. When Wikiversity was launched, [[w:Jimmy Wales|Jimmy Wales]] said, "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things." ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Wikiversity_.2826:35.29 source])<BR>--[[User:JWSchmidt|JWSchmidt]] 16:47, 20 December 2006 (UTC) ==Dynamic Page List== A very useful feature on Wikinews is the ability to create [[m:DynamicPageList | dynamic page lists]]. This allows the re-organisation and multiple display of content with out effecting the original pages. This would be very useful in creating a dynamic Colloquium, talk pages, course structures, blogs and other tools where content needs to be displayed in different ways. This extension can be added to any mediawiki could it be added to Wikiversity. [[User:Mystictim|Mystictim]] 16:40, 20 December 2006 (UTC) ::That looks like an interesting module. I imagine that the more flexible the system is, the better. --[[User:Remi0o|Remi0o]] 21:57, 20 December 2006 (UTC) :::This discussion is being continued over at [[Wikiversity:Request custodian action#Request for dynamic page list|Request custodian action]] [[User:Mystictim|Mystictim]] 18:08, 13 January 2007 (UTC) == Wikimedia == '''''[[Wikimedia#Establishing Wikiversity's role and context|Establishing Wikiversity's role and context]]:''''' [[Wikiversity:Colloquium#Wikimedia|Wikiversity]] + [[Talk:Wikimedia|Wikimedia]] = [[Wikiversity]]'s relationship to its parent organization, [[Wikimedia]]. I've started a couple or three learning projects that I hope will help establish and strengthen Wikiversity by defining and studying it as a community within a [[Metacommunity]], namely '''[[Wikimedia]]'''. I hope to present a "[[UML|God's-eye view]]" of who we are and what we're doing, while improving [[Topic:communication|communication]]s with our sister projects. This might shed some light on how Wikiversity can help its [[Wikiversity:service community|service community]] become more effective within the much larger '''[[Internet]]''' context. Please participate. [[User:CQ|CQ]] 22:23, 20 December 2006 (UTC) ==Restarting the [[Bloom clock]]== Today is [[w:solstice|solstice]], Winter for the North, and Summer for the South, so I'm hoping to restart the bloom clock today (making it a semi-annual clock). The clock is a [[Portal:Research|research project]], which anyone can contribute to. To participate, all you need to do is notice what plants are flowering on any particular day, and report it on the clock page by signing under the plant <nowiki>(four tildes: ~~~~)</nowiki>. If you don't know what a plant's name is, you can take a picture of it and someone can try to identify it for you. By participating in the bloom clock, Wikiversitans can learn new things about the "green creatures" we see every day (we'll of course be linking everything to wikipedia and wikibooks), while at the same time assembling a database that could be of [[Bloom clock project/How bloom clocks are used|great benefit]] to agriculturists and horticulturists. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 02:27, 21 December 2006 (UTC) == I made an error == I made the article [[Usuario:Rêignerok]] instead [[User:Rêignerok]]. Please, can an admin translate it? Thanks. [[User:Rêignerok|Rêignerok]] 21:01, 21 December 2006 (UTC) :Thank you very much, [[User:Hillgentleman|Hillgentleman]]. [[User:Rêignerok|Rêignerok]] 21:15, 21 December 2006 (UTC) ==Please link == [[:fr:Wikiversité:Projet approuvé]] <---> [[Wikiversity:approved Wikiversity project proposal]]<--->[[:es:Wikiversidad:Propuesta_aprobada_de_la_Wikiversidad]]--[[User:129.49.88.146|129.49.88.146]] 06:38, 22 December 2006 (UTC) ==Introducing corporatism== I want to start a corporate organization within or perhaps outside of Wikiversity. This, because i want to promote commitment and quality. The lack of quality that i found on Wikipedia was the reason for me to join Wikiversity. Why is Wikipedia important? The uniqueness of Wikipedia is that it is a huge volunteer organization which creates order on the internet. The significance of Wikipedia has been acknowledged when it became known that Google had a hard time to overcome pirates. It was predicted that the days of search engines were over and that Wikipedia would perform the role of a search engine. The main aim of Wikipedia is to be a presentation of all human knowledge, but a problem is that respectable organizations like libraries and universities don't like Wikipedia. At my university it is explicitly demanded to that students may not use Wikipedia as a source of information. So, Wikipedia is known but from a negative perspective. This negativity threatens to take over Wikipedia. A friend of mine is admin on Wikipedia and he said to me that the organization could likely collapse somewhere in the coming years. What i mean with corporatism is a top-down organization. It is not aimed to control the minds of humans by an elite. That would be impossible, since humans will not accept authority (eventually) when it starts to fail. On the internet it will have the easy consequence that humans will not join or will leave an organization that doesn't do what they want it to do. Why then a top-down organization? The organization will only facilitate and not control the activity of users. At first the organization will be focused at growing and at philosophizing on how to improve the quality of knowledge on the internet. Once this fase is a succes, then the organization will carefully delegate responsibilities to individual humans or new independent organzations. Hopefully, the structure of this organization will not chase away participants and will instead be constructive. My proposition is to start with the following structure: *[[Wikiversity:Corporatism]] will be the main article for this organization. This page will have links to three departments: **[[Department of recruitment]]. This department will be focused at getting as many participants as possible and to get participants who fit into the profiles for certain positions within the organization. The Department of recruitment will have a competitative character. Individual or groups of recruiters will compete to get participants. Those who have the most succes will get some kind of reward, while the unsuccesful could be excluded from the recruitment proces eventually. The recruiters do not 'work' for the organization. They can have their own methods and use their own time schedules. Succes will only be measured in the amount of participants and lack of complaints on the recruiting methods. The department of recruitment could be headed by a manager who will give recruiting tasks to the recruiters. This manager has no authority on the recruiters, since these recruiters don't officially 'work' for the organization. Some of the recruiters could 'work' for the Department of marketing. **[[Department of marketing]]. This department will determine what kind of participants will be searched for and how to advertise Wikiversity or the corporate organization to the outside world. It will start new projects and determine what is needed to organize them. The Department of marketing will be focused at commitment and quality. It will become an exclusive organization, which means that editing will only be possible for those who 'work' in the marketing department. There could be tasks and deadlines. Participants are required to fit into the profile and need to give a cv before applying. They will get a contract for a specific period of time, after which they can be replaced by others. Some of the recruiters with special recruiting tasks could become a member of this organization. The Department of marketing will give tasks to the Department of recruitment, so the managers of the Department of recruitment are required to do what the Department of marketing wants them to do. **[[Philosophy department]]. This department focus mainly on the quality instead of the quantity. The name doesn't require that only philosophers can be part of it. However people who want to join this department have to fit into the profile and will get a contract and tasks, just like the Department of marketing. The Philosophy department will have an exclusive section and a public section and will cooperate with the marketing department. This department will be open to all kinds of theories. These theories could relate to epistemology, management on the internet, ethics and many other issues. Additional departments can be started overtime. At first i want to start with recruitment, then the marketing department will be started, followed by the philosophy department. The first task will be to get as many participants as possible, so i hope that i can recruit all interested here to help to recruit. Recruitment could be done for all kinds of projects within Wikiversity or the Wikimedia Foundation.--[[User:Daanschr|Daanschr]] 11:16, 22 December 2006 (UTC) :Well, I don't think "top-down" is something that will get a lot of support: it's really contrary to the idea of a wiki. Wikipedia's difficulties were taken into account from the beginning however. For example: :*Our system of mentoring and appointing Custodians rather than openly electing administrators ''is'' in some sense a "top-down" structure, but our choice of the word "Custodian" was carefully made to try to tone down the heirarchical aspects, and in fact none of the current Custodians are prone to telling people how to do things. :*Our lack of a concrete "Manual of Style" allows people to simply create content, rather than policing or being policed. :*Our fairly narrow focus should keep us from falling into the wikipedian trap of being "everything for everybody". :As far as the 3 suggestions, I like the ideas, except for the "exclusive organization" part of it. Again, exclusivity is contrary to the wiki ethic. Having a project for recruiting and marketing is probably a good idea, the philosophy part is actually discussed right here on the colloquium. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:27, 22 December 2006 (UTC) ::The reason for exclusivity is that people have to prove their worth in order to be able to contribute. This is common practise in governments, business, universities, non-governmental organizations. I want to try something new, so i surpass the wiki ethic. Otherwise commitment and quality will probably not be possible.--[[User:Daanschr|Daanschr]] 15:36, 22 December 2006 (UTC) :I'm not sure that [[Wikiversity:Corporatism]] is a good name for something to exist within the Wikiversity website. The [http://wikimediafoundation.org Wikimedia Foundation] is the corporate entity that controls Wikiversity. According to the [[w:Corporatism|Wikipedia article on corporatism]], the term has several possible meanings but I'm not sure that any of them are exactly what you are getting at. I do think we could have a more organized approach to recruitment, marketing and setting quality standards. I encourage you to start pages for them in the "Wikiversity:" namespace. There are already existing efforts in these three areas that could be better organized with the help of such pages. You might also be interested in [[Wikiversity NPC]]. --[[User:JWSchmidt|JWSchmidt]] 15:56, 22 December 2006 (UTC) ::After edit conflict- You may want to incorporate your ideas into the '''[[Wikiversity NPC]]''' article, Daanschr. I started the [[Wikimedia]] course with a similar motivation. See also ''[http://www.firstmonday.org/issues/issue8_12/ciffolilli/ Phantom authority, self–selective recruitment and retention of members in virtual communities: The case of Wikipedia]'' by Andrea Ciffolilli. [[User:CQ|CQ]] 16:01, 22 December 2006 (UTC) :::Perhaps you should further develop your ideas at the meta site[http://meta.wikimedia.org/wiki/Main_Page] for the Wikimedia Foundation for presentation to the Wikimedia Foundation Board. Essentially we are already organized top-down with the Wikimedia Foundation Board at the top. As long as we stay within certain mandated constraints they do not meddle much within the Wikiversity project. Another place to win friends and influence people at the top of the Wikimedia Foundation hiearchy would be the various foundation and Wikipedia mailing lists. As the first and biggest project Wikipedia naturally gets a lot of attention. [[User:Mirwin|Mirwin]] 01:33, 23 December 2006 (UTC) ::::JWSchmidt, you are right about the name. My first language is Dutch, so i make mistakes sometimes. ::::CQ, i will join you in the NPC. That is a much better name. A questions i have about hiring experts are: Where will we get the money? How can we ensure continuance of this practise? I can better ask it on the appropriate site you created. ::::Mirwin, i don't want to change the structure of the whole Wikimedia Foundation. What i like about Wikiversity is that it tries to explore new ways of working with wiki. I don't want to upset people by asking for a radical change where individualism is replaced by authoritarianism. ::::A problem i have so far on Wikiversity is the inactivity. I would like start projects that are able to expand instead of continuously talking about the possibilities. ::::My ideas about the marketing department have evolved (perhaps the name should change as well). To ensure growth, i would like to propose that individual users submit ideas for the start of projects to the board of the marketing department and that some of these projects will be allowed to come to practise. The individual who came up with the idea will be the main manager of the project. He will put a request to the recruitment department to search for volunteers who will work on the project and who want to do this on a regularly basis. The main manager of a project may fire people if they don't work the way he wants them to work. The board of the marketing department will ensure that the tasks that are elocated to individuals will not be too hard to accomplish (we are all volunteers with a busy real life) and to counter power abuse. Projects may be cancelled if there are too many problems, so there will be room for new projects.--[[User:Daanschr|Daanschr]] 09:28, 23 December 2006 (UTC) :::::I will focus on my idea of recruiting for the moment. That would be crucial for succes. I have only little time to recruit myself, but i hope to get some people involved. The recruitment page: [[Wikiversity:Recruitment]]. The name will change when the marketing department is founded.--[[User:Daanschr|Daanschr]] 08:33, 24 December 2006 (UTC) == "Fair Use" of University logos? == Sort of trhee ser=parate but related issues about showing "brick and mortar University" colors here on wikiversity: 1. I'm interested in getting classes from a local university to use (and help make) the [[Plant identification]] quizzes for the horticulture department. If they were to make a "meetup page" for this, would they be allowed to use the University logo? 2. Also just in general, I think it might be nice for both students and alumni of universities to have userboxes here (since Wikiversity could perhaps become "the place where all universities come together"). Would userboxes using University logos be acceptable? 3. If Universities are using/developing materials here, perhaps they could be allowed (or even invited) to have "Home Pages" on wikiversity that provide links for students to projects that their departmenst or classes might be involved with? We are, after all, creating content for classroom use, and the Universities would be potentially good partners for us. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 18:38, 22 December 2006 (UTC) :I guess the question really is: under what rights are universities willing to license their logos? If they don't want their logo to be used on Wikiversity, there's not much we can do about it. If they are willing to license it under some form of free license (personally, I'd have no object to even allowing non-derivative licenses for these cases), I don't really see the problem. [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 19:35, 22 December 2006 (UTC) :Someone made [[User:HartVisArts]]. I [[User talk:HartVisArts#page names|suggested]] that they make a page in the "School:" namespace for their bricks-and-mortar school. This would be a new direction for the "School:" namespace, but it should work fine. As long as it does not turn into some kind of advertising system for bricks-and-mortar schools, Wikiversity should be able to have [[Wikiversity:Userboxes|userboxes]] that show affiliation with real world schools/universities. I think each university probably has rules about how their logo can be used. --[[User:JWSchmidt|JWSchmidt]] 19:45, 22 December 2006 (UTC) ::Hmm, I'm not sure how I feel about that being in the School: namespace really. Thus far that's been an organizational namespace for Wikiversity content. Would you approve of moving our current School:X to Topic:X? I'm just concerned about mixing those particular apples and oranges, if you know what I mean. "School:" '''''does''''' seem the appropriate name for that usage (what would the alternative be? "Learning institution?"), but if we're going to redifine namespace usage, sooner is '''much''' better than later! --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 21:30, 22 December 2006 (UTC) :::If we view pages in the "School:" namespace as content development projects for broad subject areas and "Topic:" pages as content development projects for more narrow topic areas then there should be no problem with having "School:" pages for bricks and mortar schools that can link to all of the associated "Topic:" pages related to that school. At Wikipedia all the content development projects start with "Wikipedia:Wikiproject" and are mainly concerned with supporting efforts to write encyclopedia articles in particular subject areas. Wikiversity can certainly have content development projects that are oriented around specific needs of individual bricks and mortar schools. This does not meed we have to do away with the existing Wikiversity "School:" pages that deal with the subject areas in general. We already divide Wikiversity "School:" pages into "[[:Category:Wikiversity schools|major schools]]" and other schools. We can easily have an [[:Category:Real world school|additional category]] of "School:" pages for bricks and mortar schools. --[[User:JWSchmidt|JWSchmidt]] 22:36, 22 December 2006 (UTC) ---- == getting things done == We need to set a deadline for each of our projects. I think that a common goal should be the end of the month since this is the last of the beta testing. ---- ---- == Quality Assessment == Hmmm... the term '''"quality"''' appears about 25 times on this page, prior to this post. I think maybe it's time to start looking at '''[[Wikiversity:Quality|Quality]] [[Wikiversity:Assessment|Assessment]]'''. Please PAR-lay at [[Talk:Learning to learn a wiki way]] or reduce the context even further from [[Wikiversity talk:Quality|here]] and/or [[Wikiversity talk:Assessment|here]]. &bull; {{user|CQ}} == Recruitment == Please give your feedback: [[Wikiversity:Recruitment]].--[[User:Daanschr|Daanschr]] 08:52, 24 December 2006 (UTC) == Special features of E-mail - Changing the SUBJECT == When I use the Special Page for a student to email me (by adding "<nowiki>[[Special:Emailuser/Robert_Elliott | Click here to send me an email]]</nowiki>" to my lesson), can I get something other than "Wikiversity e-mail" in the subject of the email. Can I get a subject such as "Wikiversity e-mail about the second question on the fourth lesson"? (You can send me the answer by [[Special:Emailuser/Robert_Elliott | clicking here to send me an email]].) [[User:Robert Elliott|Robert Elliott]] 00:47, 27 December 2006 (UTC) :Hi Robert, the email subject is editable by the person who sends you a message, but it is not possible to customise the default subject of a specific message. [[MediaWiki:Defemailsubject]] is set to "Wikiversity e-mail" - this can be changed (by a custodian), but it would affect every message across the whole wiki. I asked on IRC about customising a message for you only, and the response I got was: "not possible at this time (and possibly not ever)". Sorry :-( [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 15:47, 29 December 2006 (UTC) ;Special message to all instructors :This problem was solved and now it is written up for all instructors to use at [[Help:EMail for Teachers]]. [[User:Robert Elliott|Robert Elliott]] 14:28, 9 January 2007 (UTC) ==Support in transferring materials at Wikiversity to other Wikimedia projects== Hi I've notice that some of the material at Wikiversity would be better located at Wikipedia or Wikibooks or even Wikiquotes. A request for deletion of this material is totally inappropriate as people have often done a lot of hard work in good faith. We need to set up a system of recommending and supporting the authors in migrating their materials to the appropriate locations. A good example of this is [[Albanian Territories of Balkans]] which was marked for quick deletion were as it obviously should be migrated to Wikibooks. [[User:Mystictim|Mystictim]] 15:01, 27 December 2006 (UTC) :I did not read through [[Albanian Territories of Balkans]]. Do we have any information about the author/copyright status of this material? [[User talk:SB Johnny|SB Johnny]] is an administrator at Wikibooks and I think he put in a request to the developers for import of pages from Wikiversity to Wikibooks. Depending on exactly what [[Albanian Territories of Balkans]] is, it might be suitable for [http://en.wikisource.org Wikisource]. [[User:JWSchmidt|JWSchmidt]] 19:34, 27 December 2006 (UTC) == Wikipedia Signpost == Two items that might be of general interest to the Wikiversity community: *[[w:Wikipedia:Wikipedia Signpost/2006-12-26/Wikipedia and academia|Wikipedia and academia]] *[http://www.scholarpedia.org/ Scholarpedia]<BR>--[[User:JWSchmidt|JWSchmidt]] 20:56, 28 December 2006 (UTC) :Scholarpedia is one out of many similar projects. I read the special pages and saw that only some 20 articles have been written, while it is online for a year now. :Your first link is interresting. Wikipedia is improving out of its own, so it seems. I guess i have to be more positive about it. I could join the Russian history project. I followed a course on stalinism and still have '''the''' important handbook on 'Stalin's Russia'.--[[User:Daanschr|Daanschr]] 21:52, 28 December 2006 (UTC) == Wikiversity Favicon == Please vote for [http://bugzilla.wikimedia.org/show_bug.cgi?id=8284 Bug #8284] to give Wikiversity a unique appearance in your browser (what is a [[w:en:Favicon|favicon]]?) Greetings from the german wikiversity. --[[User:Frank Schulenburg|Frank Schulenburg]] 13:47, 29 December 2006 (UTC) :So, there is in total 3 votes now (only). ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 18:55, 29 December 2006 (UTC) ::Thanks. --[[User:Frank Schulenburg|Frank Schulenburg]] 20:37, 29 December 2006 (UTC) This has now been merged with [http://bugzilla.wikimedia.org/show_bug.cgi?id=6096 Bug #6096] - seems like we should finally settle our own [[m:Wikiversity/logo|logo vote]] first. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 12:23, 14 January 2007 (UTC) == Student vs. Teacher == I would like to introduce the idea that Wikipedia not differentiate between students and teachers categorically. I think the idea of a community should acknowledge that a lot of teaching happens between students, occasionally students teach teachers new ideas, and teachers are always learning to keep up with their materials. I would like to see a system where learners share resources and help each other find what they need to learn. It is important that learners not feel like they have to passively consume information, but can be active participants in creating their education. I know that wikis are designed with this in mind, but I would like to suggest not categorizing users according to the definition of "student" or "teacher". All users of wikiversity should be "learners". --[[User:Iwoj|Iwoj]] 05:30, 31 December 2006 (UTC) :I think that is how it is suppose to be, though some people still fashion themselves as "the" teacher, since they are the only ones creating material on a particular subject. Once more people start contributing, I'll guess we'll see that debate. (I'm not looking forward to moving the 1000 pages in, for example the film school, to reflect that no one person is the teacher.)--[[User:Rayc|Rayc]] 05:42, 31 December 2006 (UTC) :[[Wikiversity:Learning goals]] and related pages should make it painfully clear that students should feel free to start exploring their learning goals at Wikiversity without waiting for experts to show up first. Wikiversity has participants who edit the web pages. To the extent that you learn while editing, you can think of your self as a student or a learner. When others learn something from what you have contributed you are functioning like a teacher. --[[User:JWSchmidt|JWSchmidt]] 21:46, 31 December 2006 (UTC) :This is a good idea, but the best way is to shouw it. Many wikiversity users are not able to imply this. We have one phrase in Czech: ''"Those ones who know they know and those ones who dont know they teach"''. It means that we are studying by teaching, sometimes more, than by studying.--[[User:Juan|Juan]] 20:38, 4 January 2007 (UTC) :Iwoj, you are absolutely right. Some people will want to share their knowledge, and it is not a problem for them to be teachers here. However, in a collaborative space such as this, we all must be learners - since we simply can't know everything about everything, or, at least, we can benefit from listening to other perspectives. :-) This is the essence of a "learning community", where we can all move between the roles/identities of student/learner/teacher/facilitator. And to Juan, I think the English equivalent of that phrase is: "The best way to learn about something is to teach it". [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 11:17, 7 January 2007 (UTC) == The Importance of Chatting == I would also like to post a note about how important it is to have an excellent chat service in Wikiversity. This website differs from Wikipedia in that it is not just a collection of static text resources, but a ''community''. The interactions between learners of various levels of expertise will be crucial to creating a positive learning environment. If I think about a real university, some of the best learning happens in small seminar or tutorial classes, and in informal gatherings after class. With this in mind, I think it is crucial that Wikiversity have a site-wide chat system that is well integrated into the experience of using the site. I like to think that this chat system should be built into every page so that when someone visits online course material on, say, plant biology, they are presented with a small internal frame on the page which connects them automatically to a chat room with all the other site visitors who are currently looking at biology-related material. My main point that I want to get across is that in thinking about the design of wikiversity, we shouldn't be just thinking about the design of textbooks, but also about the design of the "campus" which structures learner to learner interactions. --[[User:Iwoj|Iwoj]] 05:42, 31 December 2006 (UTC) :Have you looked at my [[IRColloquium]] idea?--[[User:Rayc|Rayc]] 06:08, 31 December 2006 (UTC) ::It's a great idea. I am hoping that there will also be a chatting mechanism that is more spontaneous (not scheduled) and doesn't require a separate login. Imagine what Wikiversity would be like if there was a live chat frame at the bottom of every page. --[[User:Iwoj|Iwoj]] 21:03, 31 December 2006 (UTC) In addition to IRC, we should explore the use of audio chat. [[w:Skype|Skype]] is one possibility. --[[User:JWSchmidt|JWSchmidt]] 21:37, 31 December 2006 (UTC) :All forms of synchronous communication tools can be used to strengthen the content on wikiversity, or to consolidate individuals' learning, but also, of course, to form bonds between participants - itself a vital component of learning. We already have an IRC channel (see [[Wikiversity:Chat]]), and some have used things like Skype/Gizmo etc., but we have only scratched the surface, I think. One thing that we could do to integrate these modes of communication into Wikiversity is to create a "web gateway" to an IRC room for people without IRC clients (eg. [http://irc.wikia.com/marvel/ http://irc.wikia.com/marvel/ - a chat about comics]), which would immediately open up more access to more people. Is this the kind of thing you were talking about, Iwoj? [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|talk]]</small>} 11:33, 7 January 2007 (UTC) == The Lost Page == I lost a page and i dont know how to find it, it was one of those [[/pages]] and i moved the original page. Help! --[[User:Elatanatari|Elatanatari]] 05:55, 31 December 2006 (UTC) :Those are hard to find. You can try looking at [http://en.wikiversity.org/w/index.php?title=Special:Contributions&limit=500&target=Elatanatari this] to see if you can spot it.--[[User:Rayc|Rayc]] 06:10, 31 December 2006 (UTC) I believe that using a "''' / '''" in a name creates a special page, not a normal page. I think that some of the Wiki features do not work on a file which has a "/" in the name. Does anyone know about this? Does using the "''' / '''" in the file names automatically create a sub page? Which namespaces allow a subpage and which do not? [[User:Robert Elliott|Robert Elliott]] 11:24, 31 December 2006 (UTC) I found it, thanks. [[User:Elatanatari|Elatanatari]] 19:11, 31 December 2006 (UTC) == [[El Salón de Clase quizI]] == Here is a new version of a quiz system I've been working on. See if you can guess how the top of the page changes from "Correct" to "Wrong" without the page being edited. --[[User:Rayc|Rayc]] 06:16, 31 December 2006 (UTC) == Custom per user navigation portlet == It may be helpful to implement a [[User:Rogerhc/nav_idea|custom per user navigation portlet]] feature for Wikiversity to appear for logged-in users under the Search portlet or maybe even under the Toolbox as the bottom item in the left sidebar. I don't know PHP nor how this would be done. Please comment. Thanks! --[[User:Rogerhc|Rogerhc]] 06:41, 31 December 2006 (UTC) == External Resources == There are masses of free learning resources available on the web. A good example is MIT's OpenCourseWare project (http://ocw.mit.edu). Has there been much thought given to how to incorporate external resources in the materials at Wikiversity? Will they be simply listed as external links like Wikipedia, or will these resources be more organized, or even copied into Wikiversity? --[[User:Iwoj|Iwoj]] 21:13, 31 December 2006 (UTC) :One of the two main goals of the [[Wikiversity:Approved Wikiversity project proposal|Wikiversity project proposal]] is to host online learning materials. While doing so, it makes sense to find, list, review, link to, and make use of learning resources that are available outside of Wikiversity.....see [[Hunter-gatherers project]]. As long as people are willing to have their educational content made available under the [[Wikiversity:Copyrights|GFDL]], then it can be used inside Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 21:33, 31 December 2006 (UTC) :I wanted to start moving content over here cut and past from MIT and open university, but was told against it. Something about their CC license says that the material cannot be used for commercial uses, while our GDFL says it can. We can reword the material and use it as a guide like they do on wikipedia, but no cut and paste.--[[User:Rayc|Rayc]] 23:06, 31 December 2006 (UTC) 23280 78635 2007-01-19T14:54:32Z JWSchmidt 20 [[WMST 2031]] moved to [[Women in Perspective]]: Wikiversity name conventions; page names should be descriptive, not numbers #REDIRECT [[Women in Perspective]] 23283 78658 2007-01-19T16:39:26Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-a == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Typed by author with teX |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:Mikemaurice|Mike Maurice], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[Lesson:Formatting_the_script|format a movie script]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23284 78898 2007-01-20T01:07:04Z Robert Elliott 1436 minor changes __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Getting started with GarageBand with Jam Pack:Symphony Orchestra</big></center> |- | style="width: 50%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center> [[Image:GarageBand icon.png|200px]]</center> ==Getting Started With GarageBand== GarageBand is very simple yet it produces professional quality sound. Best of all, GarageBand feels comfortable to use. Because GarageBand is so simple, some of the tools are hidden. You have to search a little to find all the tools that you need to create film scores. ==Software Instruments== To get started with GarageBand, we will concentrate on creating sounds made with "software instruments" which are computer programs inside your computer. 1. Start by selecting a new track and select "Software Instruments". Then select "Musical Typing" in the menu and learn how to create musical notes. 2. Then try recording your musical keystrokes by clicking on the record button. 3. Finally, try playing back your music by clicking on the rewind and then the play buttons. ==Jam Pack:Symphony Orchestra== By itself, GarageBand is great fun! It is Jam Pack:Symphony Orchestra which makes GarageBand useful for filmmakers to create simple but effective film scores for their motion pictures. | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Crystal Clear action stop.png|right|96px]] ==Keep it simple!== When you start with GarageBand, you will quickly want to use all the wonderful features of this fantasitic program. <font color="orangered">DON'T</font>! ;[[Image:Crystal Clear action editdelete.png|24px]] (1) Apple Loops GarageBand comes with pre-recorded sound files called "Apple Loops". You can access the Apple Loops in the Loop Browser. Apple Loops are wonderful for creating songs and for creating background music for multimedia and event video. But Apple Loops are '''not''' ideal for filmmakers who want to score dramatic productions. For now, don't use Apple Loops. ;[[Image:Crystal Clear action editdelete.png|24px]] (2) Real Instruments GarageBand allows you to record audio using a microphone. Therefore, you can record someone playing musical instruments while watching the movie. Initially, I recommend that you use Software Instruments rather than real instruments recorded with a microphone. ;[[Image:Crystal Clear action editdelete.png|24px]] (3) Most tools for musicians GarageBand works with many of the basic tools of musicians. However, you do not need them to create musical sound effects. You do not need to set the Tempo, the Time Signature, or the Key. You can ignore them for now. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | <center>[[Image:GarageBand Musical Typing Menu.jpg]]</center> ==Using Musical Typing== ;The most useful feature of GarageBand :GarageBand allows you to use your computer keyboard as a substitute for a MIDI keyboard. Professional musicians would never do this because the computer keyboard is not velocity sensitive. But for filmmakers, the musical keyboard is wonderful. <center>[[Image:GarageBand Musical Typing.jpg|300px]]</center> ;Getting started :To use the musical typing keyboard, just select it from the menu. While it appears on the screen, you can use your Macintosh keyboard as a piano. ;Velocity :Look at the two keys marked Velocity. You can adjust the velocity with these two keys. ;Pitch :Look at the two keys which move you down or up an octave. You will use these keys alot. ;Sustain :The tab key works like the sustain pedal of a piano. This produces interesting sounds. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Velocity vs. Volume== ;Velocity is very much like volume When you increase the velocity, the sound gets louder. When you decrease the velocity, the sound gets softer. Therefore, people assume that velocity and volume are the same. In GarageBand, they are not! In GarageBand, when you increase the velocity, not only does the sound get louder, the sound has a much stronger sound. The best example of this is the software instrument for Guitar. ;Velocity equals "70" Here is a [[Media:Guitar sound velocity 70.ogg|Guitar sound at velocity of 70]]. As you would expect, the sound is faint. ;Velocity equals "100" Here is a [[Media:Guitar sound velocity 100.ogg|Guitar sound at velocity of 100]]. As you would expect, it is faint. ;Velocity equals "127" Here is a [[Media:Guitar sound velocity 127.ogg|Guitar sound at velocity of 127]]. At this velocity, the sound is very different. The sound is not just louder but now the guitar sounds like the string is being rubbed as well as plucked. ---- Note: If you have trouble playing OGG files on your computer, look at the instructions at [[w:Wikipedia:Media help (Ogg)|the Wikipedia help page for OGG files]]. Your instructor uses MPlayer to listen to OGG files. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps package edutainment.png|right|128px]] ==Adding one musical notes== ;Simplest way to add notes #To create music, click on record and press a key on the musical keyboard. #Use the pencil tool to add a note. ;The Pencil Tool :Since I am a computer nerd, I like to cut and paste. Therefore, I prefer to use the pencil tool to add notes to the timeline at the bottom of the screen. However, there are a few odd things you must understand before you can do this. You can only draw notes in a region. When you grab the pencil tool (by holding down the Command key), GarageBand does not automatically create a region for you. You must first click in the track (again holding the Command key down) to create a region. Once you create a region and draw one note, you can cut, copy, paste, stretch, move and adjust the notes as you wish. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Crystal Clear app bug.png|right|96px]] ==Working with computer programs== ;GarageBand has its quirks When you first begin working with a computer program like GarageBand, it never seems to work the way you want it to. Even though GarageBand is easy to use, it sometimes works in strange ways. The solution is to learn how the programmers prefer to work. When you get lost, just ask yourself, what would a computer nerd do in this situation? Once you understand how the programmers think, GarageBand becomes very easy to use. I think you will really enjoy this program. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have your computer and GarageBand and Jam Pack<nowiki>:</nowiki> Symphony Orchestra and you have learn how to use GarageBand, you are ready for your first assignment. You must create the "Sound of Fear". :Before you start, please take this [[Mad Max:Sound Of Fear:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz''']]. ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23286 79506 2007-01-21T11:01:59Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the sound of fear with GarageBand plus Jam Pack: Symphony Orchestra</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps package edutainment.png|right|128px]] ==Step 1== ;1. Create the note :Start a new project file in GarageBand and add just one note of a violin trill. :In the pop quiz, you determined which trill and which pitch is the most frightening. Now you create that note as a project in GarageBand. :Note: Once you have created the project with a single note, you can easily adjust the velocity of the note. I prefer full velocity for the violin trill. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Step 2== ;2. Shape the volume Open up the volume for the track and create a fade in and a fade out for the sound of the violin trill. ;3. Send me your results Once you are happy with your sound of fear, send me the project file. Done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | =More advanced Techniques= In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of fear. ===Option 1 · Rich and thick sound=== One way to enhance music is to add a second voice which enhances your first voice. One way to to play a complete cord which thickens the sound. Try a cord of violin trills or the same note with a different trill sound. ===Option 2 · Add a new sound === Another way to enhance music is add a totally different sound which conflicts and interacts with your original sound. Listen to the sound effects of the Orchestra Kit and add one of the musical sound effects softly in the background. ===Option 3 · Add a sound effect=== Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a fearful sound effect and combine it with your violin trill. Perhaps the sound of fingernails on a chalk board will make your violin more disgusting. Or the cry of a wolf. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project file for creating the "Sound of Fear" using a violin trill, you can try to create other moods using only a single note with GarageBand and Jam Pack<nowiki>:</nowiki>Symphony Orchestra. :* [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] ==Contact Your Instructor== :* Let me know when you are done or if you have problems [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Wikiversity - The sound of fear|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23288 78903 2007-01-20T01:16:59Z JWSchmidt 20 link to [[Wikiversity:Research]] <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured article''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Selected [[Wikiversity:Research|research]]''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you 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Nashp 5469 {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23296 78710 2007-01-19T18:26:39Z Nashp 5469 {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23297 78711 2007-01-19T18:27:25Z Nashp 5469 {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23298 78712 2007-01-19T18:27:57Z Nashp 5469 {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screencap Flash Tween |Source= Own Work |Date= 2007-01-19 |Author= Nashp ([[nashp]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23299 78719 2007-01-19T18:40:09Z Fangw 5421 {{Information |Description=screenshot |Source=own work |Date=2007-01-19 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot |Source=own work |Date=2007-01-19 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23300 78720 2007-01-19T18:40:41Z Fangw 5421 {{Information |Description=screenshot |Source=own work |Date=2007-01-19 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot |Source=own work |Date=2007-01-19 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23301 78721 2007-01-19T18:41:03Z Fangw 5421 {{Information |Description=screenshot |Source=own work |Date=2007-01-19 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description=screenshot |Source=own work |Date=2007-01-19 |Author= fangw ([[fangw]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23302 78910 2007-01-20T01:41:17Z JWSchmidt 20 School and university projects [[Image:Thomas Gallaudet 1822-1902 - Brady-Handy.jpg|thumb|left|100px|[[w:Thomas Gallaudet (1822-1902)|Thomas Gallaudet]]]] [[Image:Montessori_mille_lire.jpg|thumb|right|200px|[[w:Maria Montessori|Maria Montessori]]]] Welcome to the '''Education Portal'''. Many Wikiversity participants are interested in education in general and how learning takes place at Wikiversity, in particular. This page is meant to be a user-friendly guide to education-related Wikiversity content. You may also be interested in the Wikiversity [[School:Education|School of Education]] and help for [[Wikiversity:School and university projects|School and university projects]]. In November 2005 the [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". The [[Wikiversity:Original proposal#Evaluation of the old proposal|Board requested]] that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The [[Wikiversity:Approved Wikiversity project proposal|modified Wikiversity project proposal]] that was approved by the Board calls for two major components of Wikiversity: [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning activities]]. 23303 78777 2007-01-19T19:22:12Z Kizer 5254 ==Dreamweaver Future Project== In this project, you'll imagine where you'll be and what you'll be doing 10 years down the road - if everything goes exactly your way, or better. Then you'll share your dreams with your classmates through a Web site you create all about you. ===Step One: Create the Layout Tables=== 1. In Dreamweaver, click the Layout tab and switch to Layout View ([[Web_Page/Tables | more on Layout View]]) 2. Create a Layout Table that is 650 x 700. 3. Proceed to draw the following layout cells: [[Image:future1.gif|200px]] 4. Save this file as page1.html 5. Create a new document in DW. 6. Create a Layout Table that is 650 x 500. 7. Proceed to draw the following layout cells: [[Image:future2.gif|200px]] 8. Save this file as page2.html. 9. Go to File>Save As and save this file again as page3.html. 10. Repeat step 9 two additional times, saving the file as page4.html and page5.html. ===Step Two: Add Text=== 1. '''Page One''': Consider your ideal future, ten years from now. In the appropriate cell on your page, (see below) write answers to the following questions. '''Don’t skimp on the detail. Assume a best-case future – the way you want it to be.''' [[Image:future3.gif|200px]] '''Lifestyle''' What career do you see yourself in? (Will you be an entrepreneur? A music or movie star? A politician? A sports hero? A scientist? A teacher? How will you get there?) What kind of lifestyle you will have? '''Location''' Where you are living and how you ended up there '''Goals and Accomplishments''' achievements, professional or otherwise, you are most proud of, and goals yet to achieve '''Favorites''' Whatever your personal preferences and interests are likely to be in ten years What car will you drive or cool techno-toys will you own? What will your favorite hangouts and friends be like? Where you will travel, what you will wear, what sports you will play, what musical instruments you will make, what art will you collect? 2. '''Page 2''': Details, details, details. Key the questions and your responses in the appropriate cells. [[Image:future4.gif|200px]] The questions are: <br> <br> My typical day at work is like... <br> I was able to get my dream job because I... <br> My favorite thing about my career is... <br> I would use these adjectives to describe my career... <br> I have only one regret about my lifestyle, it is... <br> 3. '''Page 3''': Just like page 2, key the questions and your responses in the appropriate cells. The questions are: <br> <br> Why I chose to live here... <br> Other cities/countries I have lived in... <br> My favorite thing about this place is... <br> My house is like... <br> I live with... <br> 4. '''Page 4''': Just like pages 2 and 3, key the questions and your responses in the appropriate cells. The questions are: <br> <br> My proudest moment was when... <br> I had this goal in high school, but I didn’t achieve it... <br> I had this goal in high school, and I did achieve it... <br> A goal I have yet to reach is... <br> I ten more years I see myself... <br> 5. '''Page 5''': Just like pages 2, 3 and 4, key the questions and your responses in the appropriate cells. The questions are: <br> <br> My favorite vacation was... <br> I’d say my fashion style is like this now... <br> I really like to listen to this kind of music... <br> My favorite techno-gadget I have is... <br> I am still friends with ____ from high school... <br> ===Step Three: Adjust Page Properties=== On each of your pages you will want to choose a color scheme to reflect yourself and your future. For the example project, I chose black and gray. '''Adjust the background color:''' 1. Go to Modify > Page Properties [[Image:future5.gif|200px]] 2. In the dialog box that opens, choose "Background Color" and select a commonly used background color. Otherwise, you could key in a hexadecimal color code. Click Ok. [[Image:future6.gif|200px]] '''Adjust the text color:''' 1. Go to Modify > Page Properties [[Image:future5.gif|200px]] 2. In the dialog box that opens, choose "Text Color" and select a commonly used color. Otherwise, you could key in a hexadecimal color code. Click Ok. [[Image:future7.gif|200px]] ===Step Four: Create Images for Page One=== You'll need 6 images for page one that you will create using Fireworks. '''Header Image:''' The header image is the rectangular image that will appear at the top of the page. 1. Determine the size of your layout cell by looking back at Step One. (hint: the size is listed on the very first image on this page) 2. Open Fireworks and create a new document. Your size should be 650 x 60 and choose a canvas color that matches the background color of your pages. [[Image:future8.gif|200px]] 3. Use your text tool to type "Future Me: Where I'll be in 10 years" (more on using the text tool) 4. Use Effects to add a shadow or glow to your text. (more on using Effects) 5. Use the Shape tools to add background elements as shown below: [[Image:future9.gif|500px]] 6. Save this file as header.png. '''Center Image:''' The center image is the square image that will appear in the center of the page. 1. 23304 78727 2007-01-19T18:52:52Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23305 78728 2007-01-19T18:52:58Z Plusha 5521 {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23306 78729 2007-01-19T18:53:11Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23307 78730 2007-01-19T18:53:28Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23308 78731 2007-01-19T18:53:43Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23309 78732 2007-01-19T18:53:52Z Plusha 5521 {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23310 78733 2007-01-19T18:54:05Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23311 78734 2007-01-19T18:54:16Z Plusha 5521 {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23312 78735 2007-01-19T18:54:27Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23313 78736 2007-01-19T18:54:39Z Plusha 5521 {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23314 78737 2007-01-19T18:54:40Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23315 78738 2007-01-19T18:54:59Z Plusha 5521 {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23316 78740 2007-01-19T18:56:30Z MagikNinja 5554 23318 78748 2007-01-19T19:01:29Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23320 78752 2007-01-19T19:03:50Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23321 78753 2007-01-19T19:04:09Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23323 78755 2007-01-19T19:04:35Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23324 78756 2007-01-19T19:05:45Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23325 78757 2007-01-19T19:06:10Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23327 78759 2007-01-19T19:06:48Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23328 78763 2007-01-19T19:09:20Z Plusha 5521 {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Summary == {{Information |Description= Screenshot, Flash Project 1 |Source= Own Work |Date= 2007-01-19 |Author= Plusha ([[plusha]]) |Permission= free content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23329 78769 2007-01-19T19:14:56Z MagikNinja 5554 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23330 78772 2007-01-19T19:19:24Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23331 78773 2007-01-19T19:19:45Z Kizer 5254 {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Summary == {{Information |Description= ScreenshotFutureProject |Source= Own Work |Date= 2007-01-19 |Author= Stacey Kizer |Permission= Free Content |other_versions= }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23332 78782 2007-01-19T19:37:29Z JWSchmidt 20 New page: [[One Laptop Per Teacher|One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training]]. This paper proposes structure and content for in-service training of teachers ... [[One Laptop Per Teacher|One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training]]. This paper proposes structure and content for in-service training of teachers in the use of "One Laptop Per Teacher", an idea related to One Laptop Per Child ([http://www.laptop.org/ OLPC]). 23333 78786 2007-01-19T19:55:33Z JWSchmidt 20 {{Wikiversity-screenshot}} {{Wikiversity-screenshot}} 23334 78796 2007-01-19T20:50:09Z 82.18.233.69 New page: '''introduction''' the russian laguage is spoken in russia, and as a second or first language in the former USSR (ссср). '''alphabet''' russian uses a different alphabet from the e... '''introduction''' the russian laguage is spoken in russia, and as a second or first language in the former USSR (ссср). '''alphabet''' russian uses a different alphabet from the english one: А ah Б beh В veh Г geh Д deh Е ye Ё yo Ж jeh З zeh И ee Й oi К keh Л leh М meh Н neh О o П peh Р rah С ceh Т teh У ooo Ф feh Х hehch Ц stch Ч cheh Ш shhh Щ shst Ъ a sign which, placed after a consonant, prevents its palatalization Ы ieh Ь a sign which, placed after a consonant, softens its pronunciation Э eeh Ю you Я ya 23336 78802 2007-01-19T21:14:59Z JWSchmidt 20 New page: *[[:Category:Age groups|Age groups]] *[[:Category:Center for Primary and Secondary Streams|Center for Primary and Secondary Streams]] *[[:Category:Course formats|Course formats]] *[[:Categ... *[[:Category:Age groups|Age groups]] *[[:Category:Center for Primary and Secondary Streams|Center for Primary and Secondary Streams]] *[[:Category:Course formats|Course formats]] *[[:Category:Curriculum and instruction|Curriculum and instruction]] *[[:Category:Educational Theories|Educational Theories]] *[[:Category:Free lance scholar|Free lance scholar]] *[[:Category:Grading rubrics|Grading rubrics]] *[[:Category:Learn by doing|Learn by doing]] *[[:Category:Learning activities|Learning activities]] *[[:Category:Learning theory|Learning theory]] *[[:Category:Mind Mapping|Mind Mapping]] *[[:Category:One Laptop Per Teacher|One Laptop Per Teacher]] *[[:Category:Preschool|Preschool]] *[[:Category:Test preparation|Test preparation]] *[[:Category:Types of educational media|Types of educational media]] *[[:Category:Wiki and education|Wiki and education]] *[[:Category:Writing Center|Writing Center]] 23337 78804 2007-01-19T21:19:45Z JWSchmidt 20 New page: Using wikis as tools for learning is a new and evolving [[Wikiversity:Learning community|social practice]]. If Wikiversity is to succeed, we need to learn how to make the best use of wikis... Using wikis as tools for learning is a new and evolving [[Wikiversity:Learning community|social practice]]. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a [[wiki]] can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. See [[Learning to learn a wiki way]]. 23338 78876 2007-01-19T23:38:54Z JWSchmidt 20 format links [[Portal:Social Sciences|Social Sciences]] - [[Portal:Research|Research]] - [[Portal:Test preparation|Test preparation]] - [[Portal:Wiki Scholar|Wiki Scholar]] - [[Portal:Writing Center|Writing Center]] - [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] - [[Portal:Professions|Professions]] 23339 78889 2007-01-20T00:40:21Z JWSchmidt 20 fix link '''The Wikiversity model for online learning''' [[Image:Internetcafe.png|thumb|right|200px|Learning online.]] "Learning by doing" is a slogan that captures the intent of the Wikiversity "e-learning model". The [[Wikiversity:Wikiversity project proposal#Learning groups|Wikiversity e-learning model]] was developed in response to [[Wikiversity:Original proposal#Evaluation of the old proposal|a request by the Wikimedia Foundation Board of Trustees]] and it was included in the [[Wikiversity:Approved Wikiversity project proposal|approved Wikiversity project proposal]]. At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning materials]]. It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs. However, in terms of developing a ''Wikiversity model for learning'', what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials.....[[Portal:Education/Wikiversity model#Learning projects|read more]]..... 23340 78896 2007-01-20T00:53:06Z JWSchmidt 20 200px [[Image:Codex Manesse Konrad von Würzburg.jpg|thumb|left|200px|[[w:Codex Manesse|Codex Manesse]].]] 23342 78831 2007-01-19T22:49:19Z Balloonguy 338 should not redirect there 23343 78836 2007-01-19T22:54:35Z Balloonguy 338 created category [[Category:Japanese]] 23345 80154 2007-01-22T22:25:01Z Balloonguy 338 /* Lessons */ ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** [[Computing in Japanese]] ** [[Introduction to Japanese]] * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' [[Portal:Humanities|Humanities]] * '''[[Wikiversity:Schools|School]]:''' [[School:Language and Literature|Language and Literature]] * '''Department:''' [[Topic:Japanese|Japanese]] * '''Stream''' [[Japanese stream]] * '''Level:''' Beginner ==Content summary== ==Goals== ==[[Portal:Learning Materials|Learning materials]]== {{JapaneseChar}} '''Note''': The lesson assume you have learned the kana. If you have no idea what ''kana'' means, please go through [[Introduction to Japanese]] first. ===Texts=== * [[Wikibooks:Japanese|Japanese]] * [http://www.guidetojapanese.org Tae Kim's Japanese Guide to Japanese Grammar] ===Lessons=== * Lesson 1:[[Japanese Existence and Copula]] * Lesson 2:[[Particles in Japanese]] ===Assignments=== ====Activities==== *Activity 1. Create stroke order diagrams for [[Requested Kanji Diagrams|these kanji]] ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * [[User:Balloonguy|Balloonguy]] [[Category:Japanese]] 23346 80150 2007-01-22T22:19:21Z Balloonguy 338 added next lesson This lesson will teach you how to say something exist or doesn't exist. ==Reading== Read [http://www.guidetojapanese.org/copula.html Expressing state-of-being]. ==Exercises== #Using the words listed at [[Japanese I/Vocabulary/Nouns 1]], say that something: #*exists #*doesn't exist #*did exist #*didn't exist #Go [[Talk:{{PAGENAME}}|here]] and write down the exercise above in hiragana and kanji. Example: *Hiragana: **いすだ **いすじゃない **いすだった **いすじゃなかった *Kanji: **椅子だ **椅子じゃない **椅子だった **椅子じゃなかった ==Assignment== *Memorize the words listed at [[Japanese I/Vocabulary/Nouns 1]] including the stroke order of the kanji and the spelling of them. ==See also== *[[w:Copula|A wikipedia article about the coupla]] {{1lvlnav|[[Beginner Japanese]]|Start|Particles in Japanese}} [[Category:Japanese]] 23348 78937 2007-01-20T03:03:13Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23349 78888 2007-01-20T00:37:56Z JWSchmidt 20 from [[Portal:Education]] <center><big>'''The Wikiversity model for online learning'''</big></center> [[Image:Codex Manesse Konrad von Würzburg.jpg|thumb|right|200px]] The contents of this page were previously at the '''[[Portal:Education|Education Portal]]'''. ==The Wikiversity model== "Learning by doing" is a slogan that captures the intent of the Wikiversity "e-learning model". The [[Wikiversity:Wikiversity project proposal#Learning groups|Wikiversity e-learning model]] was developed in response to [[Wikiversity:Original proposal#Evaluation of the old proposal|a request by the Wikimedia Foundation Board of Trustees]] and it was included in the [[Wikiversity:Approved Wikiversity project proposal|approved Wikiversity project proposal]]. At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning materials]]. It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs. ==Learning projects== However, in terms of developing a ''Wikiversity model for learning'', what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials: at Wikipedia, editors participate in a project that aims to create an online encyclopedia. Participants can learn about topics by editing encyclopedia articles. Viewed from the perspective of learning projects, Wikipedia has one type of "learning project": write encyclopedia articles. At Wikibooks, a physiology teacher assigned students to work on the [[b:Human Physiology|Human Physiology]] textbook. Wikibooks has one type of "learning project": write textbooks. Useful "learning materials", an encyclopedia and textbooks, can be viewed as the by-products of wiki editing projects. ==Nupedia lessons== It is important to remember the origin of Wikipedia. [[w:Nupedia|Nupedia]] was an attempt to have experts create an online encyclopedia. The Nupedia article creation process was too slow. Wikipedia was then created and article production became much more rapid; anyone could participate, not just experts. Similarly, "the wiki way" to produce "lessons" is to engage many wiki participants (including non-experts) in tasks that will eventually lead to the creation of useful learning materials. An important part of attracting non-experts is to make Wikiversity a place where people can engage in activities that are related to their personal interests. Everyone has topics that they would like to know more about, and Wikiversity should be an inviting place that allows people to explore their interests. There are far more "students" than "teachers". Very few "teachers" have time to come to Wikiversity and edit. Wikiversity needs to encourage learners to participate and "students" will play a major role in creating Wikiversity content. Wikiversity should not make students wait while experts create lessons. Experts should create learning projects that students can participate in NOW. Once the students are engaged in the Wikiversity community, some of them will start helping to develop Wikiversity learning materials. Wikiversity participants are free to develop learning resources using any approach they want. However, Wikiversity is now in a six-month beta phase during which the project is being evaluated in terms of its ability to make a good start on the plan that is described in the approved Wikiversity project proposal. Wikiversity will be evaluated on its ability to provide learning materials and resources that stimulate and facilitate learning, as well as its development of many specific learning communities constituting one grand learning community. Wikiversity is an exploration of how best to use wiki technology to promote and support online learning. "Learning by doing" is a slogan that reminds us to invent activities that will attract Wikiversity participants and engage learners in a vibrant community of scholarship. This is a wiki. "Learning by doing" means editing Wikiversity webpages. Wikiversity learning projects should be intellectually stimulating activities that invite learners to become Wikiversity editors. Education done the wiki way. ==Education classes in a typical university== The purpose of Education itself as a topic of study is to get students to start transferring their ideas of being a student into those of an educator, to be on the other side of the desk. Education classes in a university typically follow the progression of pre-methods -> methods -> student teaching. Pre-methods classes are designed around educational theory and observation, acclimating the student into the process necessary to see education for it's methods rather than just the content. Methods classes build on this concept while drawing the student deeper into the process of how students think and what methods are effective in bringing about understanding. Classes in 'methods blocks' typically include a class on elementary or secondary observation/teaching method, a class on technology, another on classroom management or multiculturalism, and a class on a specific subject area. Once the student has demonstrated proficency in these classes, they are moved on to a student teaching placement, the practical experience. This full semester of teaching is designed to be as close to the real thing as is possible within the law. Students that survive the semester and have shown to be thoughtful and effective educators are passed on for certification in the state in which they did their program. While Wikiversity cannot provide such an experience for those wanting to learn about education, it is however a great opportunity to gain some insights and skills about the process before persuing an accredited program in education. It is important to keep in mind that education often doesn't have a 'right' answer all the time. More often than not there is a political side to it and education is more than just serving up facts, it's a process that is supposed to last a lifetime. On the other hand, in its capacity as alternate educational facility Wikiversity can offer prospective teachers with questions, creative writing exercises, and readings that are not found in Education departments, or indeed in most teaching methods courses at time of writing. These materials will encourage the prospective teacher to think about her/himself as a performer, who uses realtime, and what performance artists call "the heat of the real" to engage students in the experience of meaning. Wikis call for challenges to the design of learning - see James (2004). ==References== *James, H. (2004) [http://kairosnews.org/node/3794?PHPSESSID=288a49cede2000a10503ac9e14d49635 My brilliant failure: wikis in classrooms], May 21st 2004 ==See also== *[[Wikiversity course formats]] - in search of formats that are well-suited for the wiki user interface {{Template:Portal_Header}} ==External links and resources== * ''[http://moodle.ed.uiuc.edu/wiked/index.php/Main_Page WikEd] is a wiki operated by the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. It contains a great deal of education-related information.'' * ''[http://wikieducator.org/Main_Page WikiEducator] is another developing resource, which may be of help.'' * [http://jcmc.indiana.edu/ Journal of Computer Mediated Communication] * [http://www.ncolr.org/default.htm Journal of Interactive Online Learning] * [http://www.papert.org/ Seymour Papert's website] - children using computers as instruments for learning * [http://wiki.media-culture.org.au/index.php/E-Learning "E-Learning" from the M/Cyclopedia of New Media] * [http://www.leeds.ac.uk/educol/ Education-line] * [http://brs.leeds.ac.uk/~beiwww/beil.html British Education Index (free version)] * [http://brs.leeds.ac.uk/~beiwww/beirc.htm British Education Internet Resource] * [http://www.eduref.org/ Educators' Reference Desk] [[Category:Education]] 23350 78895 2007-01-20T00:52:16Z JWSchmidt 20 Wikiversity is new and depends on volunteer [[Wikiversity:Introduction|editors]]. In the Education area we have content development projects for: the [[School:Education|School of Education]] - [[Topic:Center for Primary and Secondary Streams|Primary and Secondary Streams]] - [[Topic:Distance Education/eLearning|Distance Education/eLearning]] - [[Topic:Education and Technology|Education and Technology]] - [[Topic:Educational Leadership|Educational Leadership]] - [[Topic:Instructional Design|Instructional Design]] - [[Topic:Internet Audio and Video|Internet Audio and Video]] - [[Topic:Learning Objects|Learning Objects]] - [[Topic:Wiki Science|Wiki Science]] 23351 78897 2007-01-20T00:56:05Z JWSchmidt 20 "When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein 23352 78906 2007-01-20T01:29:00Z JWSchmidt 20 What is the role of experts in educational wiki projects?<BR>[http://arstechnica.com/news.ars/post/20070112-8604.html 2007: The year of the "expert wiki"?] by Nate Anderson<BR>...."what's needed to fix Wikipedia is experts"..... 23353 78912 2007-01-20T01:45:20Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the additional moods with just a single note</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kdvi.png|right|128px]] ==Search the symphony orchestra sounds== ;Just a single note :Try all the different instruments for other notes which will create a mood for a scene. You should be able to create at least three other moods just by using a single instrument in GarageBand with Jam Pack<nowiki>:</nowiki>Symphony Orchestra. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Send me your results== ;2. Send me your project files for these new moods. Once you are happy with sounds, send me the project file. Each file is 2 points. This lesson is done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project files for three other moods creatd with a single note in GarageBand with Symphony Orchestra sounds, you are finished with this lesson. :In your next lesson, you must create musical sounds with rhythms. :* [[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra | Sound of Joy]] <font color="green"> - Rhythm</font> [[Image:Crystal Clear app kcmdf.png|16px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23354 78914 2007-01-20T01:53:38Z JWSchmidt 20 [[Educational Wikis]] - [[Educational standards organisations]] - [[Facilitating Online]] - [[Flexible Learning]] - [[How people learn: brain, mind, experience and school]] - [[Introduction to Learning Objects]] - [[Networked learning]] - [[Open educational resources]] - [[Systems And Tools Educational Philosophy]] - [[Technology in the classroom]] - [[Wikihigh]] 23355 78924 2007-01-20T02:53:52Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#FF7F50 <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23356 78925 2007-01-20T02:54:26Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23357 78926 2007-01-20T02:55:19Z JWSchmidt 20 [[Image:Thomas Gallaudet 1822-1902 - Brady-Handy.jpg|thumb|left|100px|[[w:Thomas Gallaudet (1822-1902)|Thomas Gallaudet]]]] [[Image:Montessori_mille_lire.jpg|thumb|right|200px|[[w:Maria Montessori|Maria Montessori]]]] Welcome to the '''Education Portal'''. Many Wikiversity participants are interested in education in general and how learning takes place at Wikiversity, in particular. This page is meant to be a user-friendly guide to education-related Wikiversity content. You may also be interested in the Wikiversity [[School:Education|School of Education]] and help for [[Wikiversity:School and university projects|School and university projects]]. In November 2005 the [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". The [[Wikiversity:Original proposal#Evaluation of the old proposal|Board requested]] that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The [[Wikiversity:Approved Wikiversity project proposal|modified Wikiversity project proposal]] that was approved by the Board calls for two major components of Wikiversity: [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning activities]]. 23358 79017 2007-01-20T14:05:48Z Cormaggio 8 add [[Networked learning]] * [[One Laptop Per Teacher|One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training]]. This paper proposes structure and content for in-service training of teachers in the use of "One Laptop Per Teacher", an idea related to One Laptop Per Child ([http://www.laptop.org/ OLPC]). * [[Networked learning]]. A resource/vision for how learning can be distributed amongst different kinds of activites and spaces online, such as wikis, blogs, and podcasts. 23359 78928 2007-01-20T02:56:50Z JWSchmidt 20 [[Portal:Social Sciences|Social Sciences]] - [[Portal:Research|Research]] - [[Portal:Test preparation|Test preparation]] - [[Portal:Wiki Scholar|Wiki Scholar]] - [[Portal:Writing Center|Writing Center]] - [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] - [[Portal:Professions|Professions]] 23360 78929 2007-01-20T02:57:41Z JWSchmidt 20 Wikiversity is new and depends on volunteer [[Wikiversity:Introduction|editors]]. In the Education area we have content development projects for: the [[School:Education|School of Education]] - [[Topic:Center for Primary and Secondary Streams|Primary and Secondary Streams]] - [[Topic:Distance Education/eLearning|Distance Education/eLearning]] - [[Topic:Education and Technology|Education and Technology]] - [[Topic:Educational Leadership|Educational Leadership]] - [[Topic:Instructional Design|Instructional Design]] - [[Topic:Internet Audio and Video|Internet Audio and Video]] - [[Topic:Learning Objects|Learning Objects]] - [[Topic:Wiki Science|Wiki Science]] 23361 78930 2007-01-20T02:58:27Z JWSchmidt 20 [[Image:Codex Manesse Konrad von Würzburg.jpg|thumb|left|200px|[[w:Codex Manesse|Codex Manesse]].]] 23362 78931 2007-01-20T02:59:18Z JWSchmidt 20 Using wikis as tools for learning is a new and evolving [[Wikiversity:Learning community|social practice]]. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a [[wiki]] can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. See [[Learning to learn a wiki way]]. 23363 78932 2007-01-20T03:00:03Z JWSchmidt 20 '''The Wikiversity model for online learning''' [[Image:Internetcafe.png|thumb|right|200px|Learning online.]] "Learning by doing" is a slogan that captures the intent of the Wikiversity "e-learning model". The [[Wikiversity:Wikiversity project proposal#Learning groups|Wikiversity e-learning model]] was developed in response to [[Wikiversity:Original proposal#Evaluation of the old proposal|a request by the Wikimedia Foundation Board of Trustees]] and it was included in the [[Wikiversity:Approved Wikiversity project proposal|approved Wikiversity project proposal]]. At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning materials]]. It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs. However, in terms of developing a ''Wikiversity model for learning'', what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials.....[[Portal:Education/Wikiversity model#Learning projects|read more]]..... 23364 78933 2007-01-20T03:00:55Z JWSchmidt 20 *[[:Category:Age groups|Age groups]] *[[:Category:Center for Primary and Secondary Streams|Center for Primary and Secondary Streams]] *[[:Category:Course formats|Course formats]] *[[:Category:Curriculum and instruction|Curriculum and instruction]] *[[:Category:Educational Theories|Educational Theories]] *[[:Category:Free lance scholar|Free lance scholar]] *[[:Category:Grading rubrics|Grading rubrics]] *[[:Category:Learn by doing|Learn by doing]] *[[:Category:Learning activities|Learning activities]] *[[:Category:Learning theory|Learning theory]] *[[:Category:Mind Mapping|Mind Mapping]] *[[:Category:One Laptop Per Teacher|One Laptop Per Teacher]] *[[:Category:Preschool|Preschool]] *[[:Category:Test preparation|Test preparation]] *[[:Category:Types of educational media|Types of educational media]] *[[:Category:Wiki and education|Wiki and education]] *[[:Category:Writing Center|Writing Center]] 23365 78934 2007-01-20T03:01:53Z JWSchmidt 20 "When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein 23366 78936 2007-01-20T03:02:46Z JWSchmidt 20 [[Educational Wikis]] - [[Educational standards organisations]] - [[Facilitating Online]] - [[Flexible Learning]] - [[How people learn: brain, mind, experience and school]] - [[Introduction to Learning Objects]] - [[Networked learning]] - [[Open educational resources]] - [[Systems And Tools Educational Philosophy]] - [[Technology in the classroom]] - [[Wikihigh]] 23367 78938 2007-01-20T03:03:31Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23368 78939 2007-01-20T03:04:12Z JWSchmidt 20 What is the role of experts in educational wiki projects?<BR>[http://arstechnica.com/news.ars/post/20070112-8604.html 2007: The year of the "expert wiki"?] by Nate Anderson<BR>...."what's needed to fix Wikipedia is experts"..... 23370 78947 2007-01-20T03:28:55Z JWSchmidt 20 This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Education]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning article== [[One Laptop Per Teacher|One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training]]. This paper proposes structure and content for in-service training of teachers in the use of "One Laptop Per Teacher", an idea related to One Laptop Per Child ([http://www.laptop.org/ OLPC]). ==Selected image== [[Image:Codex Manesse Konrad von Würzburg.jpg|thumb|left|100px|[[w:Codex Manesse|Codex Manesse]].]] ==Featured research project== Using wikis as tools for learning is a new and evolving [[Wikiversity:Learning community|social practice]]. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a [[wiki]] can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. See [[Learning to learn a wiki way]]. ==News== What is the role of experts in educational wiki projects?<BR>[http://arstechnica.com/news.ars/post/20070112-8604.html 2007: The year of the "expert wiki"?] by Nate Anderson<BR>...."what's needed to fix Wikipedia is experts"..... ==Did you know?== '''The Wikiversity model for online learning''' [[Image:Internetcafe.png|thumb|right|200px|Learning online.]] "Learning by doing" is a slogan that captures the intent of the Wikiversity "e-learning model". The [[Wikiversity:Wikiversity project proposal#Learning groups|Wikiversity e-learning model]] was developed in response to [[Wikiversity:Original proposal#Evaluation of the old proposal|a request by the Wikimedia Foundation Board of Trustees]] and it was included in the [[Wikiversity:Approved Wikiversity project proposal|approved Wikiversity project proposal]]. At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning materials]]. It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs. However, in terms of developing a ''Wikiversity model for learning'', what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials.....[[Portal:Education/Wikiversity model#Learning projects|read more]]..... ==Quotes== "When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein ==Featured learning projects== [[Educational Wikis]] - [[Educational standards organisations]] - [[Facilitating Online]] - [[Flexible Learning]] - [[How people learn: brain, mind, experience and school]] - [[Introduction to Learning Objects]] - [[Networked learning]] - [[Open educational resources]] - [[Systems And Tools Educational Philosophy]] - [[Technology in the classroom]] - [[Wikihigh]] 23374 78973 2007-01-20T06:50:52Z Nina Koleva 5553 Nina Koleva's portrait Own work 2005-01-17 == Summary == Nina Koleva's portrait Own work 2005-01-17 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23380 79010 2007-01-20T13:36:17Z 80.79.32.7 New page: cut en past cut en past 23385 79159 2007-01-20T20:53:18Z JWSchmidt 20 change order <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Selected article|}} {{{{FULLPAGENAME}}/Selected article}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23386 79059 2007-01-20T15:41:02Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23387 79060 2007-01-20T15:41:21Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23388 79160 2007-01-20T20:54:29Z JWSchmidt 20 add link [[Image:The Earth seen from Apollo 17.jpg|thumb|left|100px|[[Age of the Earth|Earth]]]] [[Image:Crab Nebula.jpg|thumb|right|100px|[[Observational astronomy|Crab Nebula]]]] Welcome to the '''Physical Sciences Portal'''! This page connects browsers to the learning materials that have been developed by the various Wikiversity [[Portal:Physical Sciencesnew/WikiProjects|Physical Sciences content development projects]]. This portal features exciting examples of Physical Sciences learning resources. The content development projects are the schools, departments and divisions linked to from this page. Wikiversity participants who are interested in the Physical Sciences are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize access to them by developing this portal. 23389 80302 2007-01-23T09:00:55Z Robert Elliott 1436 Minor Additions __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max:Lesson 2:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #02 - Learn how to create the sound of Joy!</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Lesson Summary - "Tiny bells all in a row"== In this lesson, you learn to create musical sound effects with repeating patterns. That means we use rhythm to create the mood. Here is how we will do this: 1. On one track of GarageBand, select four notes to be played by high pitched bells. Make the notes very short so they entire sequence plays in one second or less. 2. Drag the region so it repeats for about four seconds (about four times). Now you have sixteen bell sounds in four seconds. Now we have a good feeling. But if we want more, we can try many different things to enhance this sound. 3. With a soft sounding instrument on another track, play the same four notes slowly, one per second. Using this a base, you can add even more tracks with additional sounds to enhance the sound. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==Where are we?== This lesson is the second of three lessons in film scoring for non-musicians (filmmakers). 1. Creating music with '''individual notes'''. In the previous lesson, we learned that by using symphonic instruments in GarageBand, we can create many different moods with just a single note. 2. Creating music with '''rhythm'''. In this lesson, we will learn that we can create moods with tiny rhythms. 3. Creating music with '''melody'''. In the next lesson, we will learn to create moods with simple melodies. ;More info someday... Hopefully, soon, this lesson will be greatly expanded with lots of examples. For now, if you think you can do it, please go ahead and try. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] == Left Column is #FFFFE0== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Right Column is Cornsilk== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The first thing we will do is have a pop quiz. :* [[Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz''' - GarageBand with symphony orchestra - rhythm]][[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} {{Lesson Shortcuts:Film Scoring Lessons}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23391 79077 2007-01-20T16:04:06Z JWSchmidt 20 Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Social Sciences|Social Sciences]] - [[Portal:Science|General Science Portal]] 23392 79082 2007-01-20T16:13:13Z JWSchmidt 20 add more Content development projects exist on pages in "School:" or "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Chemistry|School of Chemistry]] *[[School:Geology|School of Geology]] *[[School:Hydrology|School of Hydrology]] *[[School:Physics and Astronomy|School of Physics and Astronomy]] *[[School:Engineering|School of Engineering]] *[[School:Electronics|School of Electronics]] *[[Topic:Astronomy|Department of Astronomy]] *[[Topic:General Relativity|Center for the Study of General Relativity]] 23393 79083 2007-01-20T16:19:04Z JWSchmidt 20 Participants in the [[Theory of Everything Project]] develop research projects involving public databases for [[Topic:Particle Physics|particle physics]] experiments. 23394 79261 2007-01-20T23:22:41Z JWSchmidt 20 smaller [[Image:Inside the CERN LHC tunnel.jpg|thumb|right|250px|CERN [[w:CERN#The accelerator of the future: the LHC|LHC]] tunnel]] The Wikiversity [[Topic:Particle Physics|Institute of Particle Physics]] is a content development project where participants create and organize learning resources related to physics. Resources under development include study guides for: [[Study guide:Statistical mechanics|Statistical mechanics]], [[Study guide:Relativity|Relativity]], [[Study guide:Mathematical Methods in Physics|Mathematical Methods in Physics]], [[Study guide:Quantum mechanics I|Quantum mechanics I]], [[Study guide:Classical mechanics|Classical mechanics]], [[Study guide:Chaos theory|Chaos theory]]. 23395 79275 2007-01-20T23:29:19Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23396 79213 2007-01-20T22:36:15Z 131.252.179.77 '''The Principles''' Entrepreneurship resides not only in the school of business, but also in the zeitgeist of liberal and contemporary culture. Fifty years ago the world was dominated by singular corporations that provided for nearly everything from phone lines to nuclear devices and radiators such as lasers (Bell laboratories). However, today the world is spammed and clogged by the myriads of companies and proprietorships each yearning for their piece of the pie. Yes, we still do have those corporations that some consider to be bullies that monopolize in excess. Microsoft and Coke-A-Cola are examples of such corporations. But today, we as consumers and customers have more choices and thus more rationality in terms of how and why the product or service would, should, or could benefit us. Thus, that is or should be the basic mindset for an amateur yuppy seeking a self-employed vocation in the often gruelling world of commerce. An entrepreneur as defined at reference.com [http://dictionary.reference.com] as, "a person who organizes and manages any enterprise, esp. a business, usually with considerable initiative and risk". What the reference.com doesn't mention is that entrepreneur's are often faced with the impossible task of competing against the very giants of their respected industry, albeit computer software or infant shoes. Thus it is a neccessity of entrepreneur's to have a decent background in the gimmicks of marketing, business management and economics. Often for a newly sprouted entrepreneur the mindset analogy can be compared to the old "me against the world" and that's exactly what new proprietors seek as they try to garner as many customers as possible providing quaility and affordabilty all while promoting their machinations either leading to huge success and eventual maturation or obscurity and even dissolvement. That is why the entrepreneur of today must be equipped and be prepared to face the difficulties of today's often hindering commercial world. If success does ever waiver for an entrepreneur he may seek to either choose to: 1. Convert and incorporate the entrepreneurship into an actual parternship or corporation 2. Sell the rights of the company or it's assets usually for reparations Or even... 3. Remain as a one-manned company and continue as an entrepreneurship probably inheriting the rights to his son, family friend, etc. However, with this said, there are many positives and negatives to converting a sole ownership but that topic is too broad and multitudinous to cover here, but work will be done in the future about the topic of the different types of incorporations. For now, you have learned a basic comprehension of the life of an entrepreneur, his competion and his many options as an entrepreneur, hopefully giving you a more potent sense of the principes of entrepreneurship as well as incorporation. 23397 80970 2007-01-25T16:48:37Z 128.131.209.123 /* Features */ '''Note''': source code will be available after math exam. ==Features== *32-bit Harvard processor architecture *Dual-ported Instruction Memory *Word addresses *Memory Mapped IO *On Chip-Memory programmer *16 general purpose registers *16-bit instructions *Instruction preprocessing *3-stage piplining *1 cycle relative conditional branches *1 cycle absolute jumps {|border="2" cellpadding="2" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- |[[Image:NORISK_Block_Diagram2.png|The Block Diagram of our NORISK Processor]] |- |align="center"|Block Diagram of the NORISK Processor |} ==Instruction Set== ==== Three Operands ==== The 8-bit immediate values are unsigned, 11-bit branch values are signed. {|border="2" cellpadding="2" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%; font-family:courier" |- style="background:#AFC7C7; font-family: verdana" |colspan="5" align="center" | '''3 Operands ''' |- style="background:#E6E6FA; font-family: verdana; font-style:italic;" |width="50" |Name |width="50" |OpCode |width="110"|Operands |width="210"|Note |width="150" |Decoding |- |ADD |0000 |ddddrrrraaaa |D = R + A; |00000 |- |ADC |0001 |ddddrrrraaaa |D = R + A + C |00001 |- |SUB |0010 |ddddrrrraaaa |D = R - A |00010 |- |SBC |0011 |ddddrrrraaaa |D = R - A - c |00011 |- |AND |0100 |ddddrrrraaaa |D = R and A |00100 |- |OR |0101 |ddddrrrraaaa |D = R or A |00101 |- |CMPI |0110 |rrrriiiiiiii |R - I => flags |10000 |- |XOR |0111 |ddddrrrraaaa |D = R xor A |00110 |- |LDB0 |1000 |rrrriiiiiiii |R(31~8) = 0, R(7~0) = I |01000 |- |LDB1 |1001 |rrrriiiiiiii |R(31~16) = 0, R(15~8) = I |01001 |- |LDB2 |1010 |rrrriiiiiiii |R(31~24) = 0, R(23~16) = I |01010 |- |LDB3 |1011 |rrrriiiiiiii |R(31~24) = I |01011 |- |RJMP |11000 |iiiiiiiiiii |PC = PC + I |100xx (not 10000) |- |RCALL |11001 |iiiiiiiiiii |R15 = PC; PC = PC + I |100xx (not 10000) |- |BRNE |11010 |iiiiiiiiiii |if(!zero) PC = PC + I |100xx (not 10000) |- |BREQ |11011 |iiiiiiiiiii |if(zero) PC = PC + I |100xx (not 10000) |- |BRCC |11100 |iiiiiiiiiii |if(!carry) PC = PC + I |100xx (not 10000) |- |BRCS |11011 |iiiiiiiiiii |if(carry) PC = PC + I |100xx (not 10000) |- |} ==== Two Operands ==== All 4-bit immediate values are unsigned. {|border="2" cellpadding="2" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%; font-family:courier" |- style="background:#AFC7C7; font-family: verdana" |colspan="5" align="center" | '''2 Operands (2 instructions available)''' |- style="background:#E6E6FA; font-family: verdana; font-style:italic;" |width="50" |Name |width="80" |OpCode |width="80"|Operands |width="210" |Note |width="150" |Decoding |- |ADDI |11110000 |rrrriiii |R = R + I |00000 |- |ADCI |11110001 |rrrriiii |R = R + I + C |00001 |- |SUBI |11110010 |rrrriiii |R = R - I |00010 |- |SBCI |11110011 |rrrriiii |R = R - I - C |00011 |- |LSL |11110100 |rrrrssss |R <<= S |01110 |- |ASL |11110101 |rrrrssss |R >>>= S |01111 |- |CMP |11110110 |rrrraaaa |R = A => zero flag |10000 |- | |11110111 | | | |- |ROL |11111000 |rrrrssss | |01100 |- |ROR |11111001 |rrrrssss | |01101 |- |ST |11111010 |ddddaaaa |[A] = D |100xx (not 10000) |- |LD |11111011 |ddddaaaa |D = [A] |11xxx |- |LSLI |11111100 |rrrriiii |R <<= I |01110 |- |ASRI |11111101 |rrrriiii |R >>>= I |01111 |- |MOV |11111110 |ddddssss |D = S |10101 |- | |11111111 | | | |- |} ==== One Operand ==== {|border="2" cellpadding="2" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%; font-family:courier" |- style="background:#AFC7C7; font-family: verdana" |colspan="5" align="center" | '''1 Operand (9 instructions available)''' |- style="background:#E6E6FA; font-family: verdana; font-style:italic;" |width="50" |Name |width="110" |OpCode |width="50"|Operand |width="210" |Note |width="150" |Decoding |- |JMP |111111110000 |rrrr |PC = R | |- |CALL |111111110001 |rrrr |PC => [SP], SP--, PC = R | |- |PUSH |111111110010 |rrrr |R => [SP], SP-- | |- |POP |111111110011 |rrrr |SP++, [SP] => R | |- |NEG |111111110100 |rrrr |R = -R |10101 |- |COM |111111110101 |rrrr |R = not R |00111 |- |PAR |111111110110 |rrrr |1s in R | |- | |111111110111 | | | |- |} ==== Non Operand ==== {|border="2" cellpadding="2" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%; font-family:courier" |- style="background:#AFC7C7; font-family: verdana" |colspan="4" align="center" | '''0 Operand (3 instructions available)''' |- style="background:#E6E6FA; font-family: verdana; font-style:italic;" |width="81" |Name |width="138" |OpCode |width="205" |Note |width="150" |Decoding |- |RET |1111111111110000 |SP++, [SP] => PC | |- |RETI |1111111111110001 | | |- |CLI |1111111111110010 |Interrupt flag = 0 | |- |SEI |1111111111110011 |Interrupt flag = 1 | |- |SKIPCC |1111111111110100 | | |- |SKIPCS |1111111111110101 | | |- |SKIPNE |1111111111110110 | | |- |SKIPEQ |1111111111110111 | | |- |SKIPNO |1111111111111000 | | |- |SKIPOV |1111111111111001 | | |- |SKIPNOTNEG |1111111111111010 | | |- |SKIPNEG |1111111111111011 | | |- | |1111111111111100 | | |- | |1111111111111101 | | |- | |1111111111111110 | | |- |NOP |1111111111111111 | |100xx (not 10000) |- |} == Pipelining == The NORISK Processor implements three-stage pipelining: * Instruction fetching and simple branch logic * Decoding * Execution and Memory Access == Macro Assembler == The macro assembler was written using flex and yacc. The goal was to produce an intuitive assembler. It allows C-style usage of assembly operations. === Data memory initialization === *Zero initialized 32bit words: word ''identifier''[''size''] *User initialized 32bit words: (size determined by assembler) word ''identifier''[]=''word1'',''word2'',''word3'',... *User initialized 32bit words: (size determined by programmer) word ''identifier''[''size'']=''word1'',''word2'',''word3'',... *String: word ''identifier''[]="''string'" *String: (size determined by programmer) word ''identifier''[''size'']="''string'" === Data transfer === *Register-Register: rXX = rYY *Register-Memory and Memory-Register rXX = rYY[disp]<br> rXX[disp] = rYY<br> ''Displacement values above zero are not possible with the current NORISK instruction-set''. *Register-Immediate rXX = immediate<br> ''Immediate values can be numeric (0x for hexadecimal), labels or storage variables.'' === Arithmetic Operations === *Possible operations are '''&,|,^,<<,>>, <R<''' (rotate left), '''>R>''' (rotate right), '''>A>''' (arithmetic shift right) *Syntax 1: '''rXX = rYY op rZZ''' *Syntax 2: '''rXX op=rZZ''' ''rXX is source and destination'' *For some operations (depending on the instruction set) immediate values instead of rZZ are possible. === Control flow === *Labels: identifier followed by ''':''' *Branch: goto ''label'' *Conditional branch: goto ''label'' if ''condition'' *Flag conditions: carry, !carry, zero, !zero *Compare conditions: rXX {< or <= or > or >= or == or !=} {rYY or immediate}<br> This type of conditions produce a CMP operation before the branch. *Relative call: rcall ''label''. Saves next PC in register 15 and performs a relative jump. *Return: return === Example program: bubble-sort === <pre><nowiki> word test[]={20,20,21,19,15,1,10,12,6,7,3,100, 99,98,97} r5 = sizeof(test) r5 = r5+r0 ; calculate end outer_loop: r1 = test ; memory address of 1st operand r2 = test ; memory address of 2nd operand r2 += 1 r6 = 0 ; flag if sort is completed inner_loop: r3 = r1[0] ; load operands r4 = r2[0] goto next if r3 <= r4 ; decide whether it is necessary to swap them r2[0] = r3 ; swap elements r1[0] = r4 r6 += 1 ; set not-done flag next: r1 += 1 r2 += 1 ; next index goto inner_loop if r2 < r5 ; repeat if end not reached goto outer_loop if r6 != 0 ; repeat if sort not finished r0 = 0x80000000 ; IO-address for leds r1 = 0xF r0[0] = r1 ; illuminate four leds infinite: goto infinite ; loop forever </nowiki></pre> === Call Parameters === ass prgm_file bin_out [bin_data_out] *'''prgm_file''' is the source code file *'''bin_out''' is the binary code output *'''bin_data_out''' is the binary data output. If this parameter is omitted, a default value (based on the '''bin_out''' parameter) is used. == Instruction Set Simulator == === Call Parameters === iss prgmmem datamem [datamem_out] *'''prgmmem''' is the filename of assembly program code output *'''datamem''' is the filename of assembly data output *'''datamem_out''' is optional. If specified the contents of the data memory after quit are written to that file. === During Operation === *'''Enter''' executes next instruction *Sometimes IO input is requested (prompt: '''[IO@ address]:''') the value specified is returned for this load operation. 0x for hexadecimal is allowed. *'''q''' stops execution and writes data file == On chip-memory programmer == ==== Console operation ==== *'''programmer com_port_number con''' Sends input from keys to the serial interface and displays received data. ==== Read memory ==== *'''programmer com_port_number read {prgm|data} file number_of_words''' Reads first ''number_of_words'' words of program or data memory and writes ''file''. ==== Write specific memory ==== *'''programmer com_port_number write {prgm|data} file [max_number_of_words]''' Writes a maximum of ''max_number_of_words'' words of program or data memory from ''file''. If ''max_number_of_words'' is omitted it writes the whole file. ==== Write whole program ==== *'''programmer com_port_number writeall basename''' Writes ''basename''.mif to program memory and ''basename''_data.mif to data memory. 23398 79093 2007-01-20T16:49:49Z JWSchmidt 20 The Wikiversity page for [[Acid-base chemistry]] introduces the fundamentals and links to related resources at Wikibooks and other websites, including videos. 23399 79158 2007-01-20T20:50:31Z JWSchmidt 20 Browse learning resources in these categories: *[[:Category:Astronomy|Astronomy]] - [[:Category:Chemistry|Chemistry]] - [[:Category:Geology|Geology]] - [[:Category:Hydrology|Hydrology]] - [[:Category:Marine sciences|Marine sciences]] - [[:Category:Mathematics|Mathematics]] - [[:Category:Meteorology|Meteorology]] - [[:Category:Physics|Physics]] 23400 79106 2007-01-20T17:05:53Z JWSchmidt 20 word choice The [[Observational astronomy]] learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data. 23402 79114 2007-01-20T17:31:15Z JWSchmidt 20 [http://en.wikipedia.org/wiki/Image:ATA-gregorian.jpg source] == Summary == [http://en.wikipedia.org/wiki/Image:ATA-gregorian.jpg source] == Licensing == {{GFDL}} 23403 79224 2007-01-20T22:54:39Z JWSchmidt 20 quote [[Image:ATA-gregorian.jpg|thumb|right|80px|[[w:Allen Telescope Array|Telescope Array Component]]]] "This is not your mother's radio telescope." - [[w:Jill Tarter|Jill Tarter]] speaking about the [[w:Allen Telescope Array|Allen Telescope Array]]. See [[Astronomy Project]]. "We must not forget that when radium was discovered no one knew that it would prove useful in hospitals. And this is a proof that scientific work must not be considered from the point of view of the direct usefulness of it". - [[Age of the Earth|Marie Curie]] 23405 79118 2007-01-20T17:43:24Z JPatrickBedell 5298 {{Information |Description=DNA hybridization controlled by electrical signalling. |Source=Own work. |Date=2003 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=GFDL,USPD |other_versions= }} == Summary == {{Information |Description=DNA hybridization controlled by electrical signalling. |Source=Own work. |Date=2003 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=GFDL,USPD |other_versions= }} == Licensing == {{GFDL-self}} 23406 79119 2007-01-20T17:47:36Z JPatrickBedell 5298 {{Information |Description=CMOS electrode array cross section. |Source=Own work. |Date=2003 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=GFDL,USPD |other_versions= }} == Summary == {{Information |Description=CMOS electrode array cross section. |Source=Own work. |Date=2003 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=GFDL,USPD |other_versions= }} == Licensing == {{GFDL-self}} 23407 79120 2007-01-20T17:49:24Z JPatrickBedell 5298 {{Information |Description=DNA anodization of aluminum. |Source=Own work. |Date=2003 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=GFDL,USPD |other_versions= }} == Summary == {{Information |Description=DNA anodization of aluminum. |Source=Own work. |Date=2003 |Author=J. Patrick Bedell ([[User:JPatrickBedell]]) |Permission=GFDL,USPD |other_versions= }} == Licensing == {{GFDL-self}} 23408 79124 2007-01-20T18:01:38Z 68.37.205.18 Jibbert Michart Macoy is a ficional imainary friend character of the animated series "Foster's Home For Imaginary friends". Voiced by Andre 3000. == Movies == {{endspoiler}} 23411 80771 2007-01-24T23:32:07Z 69.122.34.103 /* Mermaids */ == Mermaids == Mermaids are mythical (or real) beings. They have the head and torso of a woman and a fish's tail. Mermaids are expecially proud of their long flowing locks of hair. Sometimes they spend hours combing thei hair or looking in the mirror. Another treasure to mermaids are jewels and jewelery. It is a must. Mermaids usually wear a shell bra, starfishes, or long hair. Mermaids are not all good some are evil. Evil mermaids sink ships and trick scuba divers. There are claimed sightings that people have seen mermaids. Alot of men at sea have claimed to sea mermaids. Of couse since they were at sea for so long it could have been a mirage. So we will keep trying to spot a mermaid, meet one, or learn more about them. Yours Truly, Cornelia Mermaid 23413 79140 2007-01-20T18:42:18Z JPatrickBedell 5298 New page: <div class="references-small" {{#if: {{{colwidth|}}}| style="-moz-column-width:{{{colwidth}}}; column-width:{{{colwidth}}};" | {{#if: {{{1|}}}| style="-moz-column-count:{{{1}}}; column-cou... <div class="references-small" {{#if: {{{colwidth|}}}| style="-moz-column-width:{{{colwidth}}}; column-width:{{{colwidth}}};" | {{#if: {{{1|}}}| style="-moz-column-count:{{{1}}}; column-count:{{{1}}} }}};" |}}> <references/> </div><noinclude>{{protected template}} {{/doc}} </noinclude> 23416 79149 2007-01-20T19:40:40Z 212.63.52.186 Looping is when a certain order of commands are repeaded(endlessly or a certain number of times or until something else happens) ---- == Endless loops == Example: { Step forward Repeat } The roboter would endlessly walk forwards ---- == Loops repeated a certain number of times == Example: { step forward repeat 10 times } The roboter would do 10 steps and then stop. ---- == Conditional loops == Example: { step forward repeat until you are in fromt of wall } In this case the roboter would walk forward until it is in front of a wall.It would not matter how far away it is(that means that you don't have to re-program the robot when you have another distance). Then it would continue the program. 23417 80195 2007-01-23T01:05:48Z CQ 1939 Added [[MozIAX]] link This is the [[learning project]] about the realtime [[Topic:VoIP|VoIP]] system for peer-to-peer communication. ''See [[Topic:Internet Audio and Video|Internet Audio and Video]]'' ==What is Skype?== '''[[w:Skype|Skype]]''' is a proprietary peer-to-peer Voice over IP (VoIP) network. The Skype communications system is notable for its broad range of features, including free voice and video conferencing, and its ability to use peer to peer (decentralized) technology to overcome common firewall and NAT (Network address translation) problems. ==How can Skype be used as a learning resource?== Besides being useful as a phone call program, Skype can also be used to connect to teachers, record multiuser lessons, and create podcasts to name a few. ==Who uses Skype?== *Wikiversity: [[:Category:Users familiar with Skype]] *Wikipedia: [[w:Category:Wikipedians who use Skype]] *... Template: Place {{tl|UserSkype}} on your user page if you wish to be part of Wikiversity's [[:Category:Users familiar with Skype|Skype network]]. Use the code: <nowiki>{{UserSkype|username}}</nowiki> ...where '''username''' is how you are recognized on the [[skype]] network. ==Resources== *[http://www.skype.com/ Official Skype website] *[http://www1.cs.columbia.edu/~salman/skype/index.html Scientific Research on Skype (Reverese Engineering, etc.)] *... ==See also== *[[w:Epresence|Epresence]] - An open/community source project for interactive media software: capturing, archiving, and webcasting system that delivers video and presentation media over the internet using multiple streaming formats for multiple platforms. ePresence also supports text and voice interaction among event participants. *[[MozIAX]] - An open source [[Topic:VoIP|VoIP]] system that works from a plugin for Firefox / Mozilla web browsers {{stub}} [[Category:Audio Engineering]] [[Category:VoIP]] 23418 80202 2007-01-23T01:32:20Z CQ 1939 [[Category:Internet Audio and Video]] -> subcat [[Category:VoIP]] For people with Skype ''See also [[w:Category:Wikipedians who use Skype|Category:Wikipedians who use Skype]]'' [[Category:Users familiar with particular computer programs]] [[Category:Wikiversity culture]] [[Category:VoIP]] 23420 79194 2007-01-20T21:38:36Z CQ 1939 float:right ... added to [[Category:User templates]] <div style="float:right;border:solid #ffd700 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#fffacd" ! style="text-align:center;width:45px;height:45px;background:white;font-size:18pt; color:black" | [[:Category:Users familiar with Skype| ]][[Image:Telefon, Nordisk familjebok.png|35px]] | style="font-size:8pt;padding:4pt;line-height:1.25em" | Member of the Wikiversity '''[[Skype]]''' [[:Category:Users familiar with Skype|network]]. <br />Skype username: '''{{{1}}}''' |} </div>[[Category:Users familiar with Skype|<noinclude> </noinclude>{{PAGENAME}}]]<noinclude>[[Category:User templates]]</noinclude> 23422 79200 2007-01-20T21:54:22Z Elatanatari 2826 {| style="background: #f7f7ff; border: solid 10px lavender" rules="all" ! style="background-color: lavender" colspan=7 | <div style="height:{{ #if: {{{pp|}}}|70|50}}px" align="{{{alignT|center}}}"> French Verb • Present Indicative • [[Image:Gnome-speakernotes.png|20px]] {{ #if: {{{audio|}}}|{{{audio}}}|[[media:French Verb - {{{1}}} (present).ogg|audio]]}} <small> ({{ #switch: {{{3}}}|=[[French/Lessons/Planning#Audio|upload]]|{{ #if: {{{audio|}}}| |[[:image:French Verb - {{{1}}} (present).ogg|info]] •}} {{{3}}} kb • [[French/Lessons/Planning#Audio|<span style="cursor:help">help</span>]]}}) </small> <br> [[Image:Flag of France.svg|20px]] {{{1}}} [[Image:Flag of La Francophonie.svg|10px]] {{{2}}} [[Image:France coa.png|15px]] {{ #if: {{{pp|}}}|<br> <small>(past participle -</small> {{{pp}}}<small>)</small>| }}</div> |- ! ! colspan=2 | Singular ! colspan=2 | Plural |- ! first person||{{ #switch: {{{4}}}|v=j'{{{7}}}|je {{{7}}}}} | I {{{5}}} ! nous {{{13}}} | we {{{5}}} |- ! second person||tu {{{9}}} | you {{{5}}} ! |vous {{{15}}} | you {{{5}}} |- ! rowspan=3 | third person ! il {{{11}}} | he {{{6}}} ! rowspan=2 |ils {{{17}}} | rowspan=2 | they {{{5}}}<br>(masc. or mixed) |- ! elle {{{11}}} | she {{{6}}} |- ! |on {{{11}}} | one {{{6}}} ! |elles {{{17}}} | they {{{5}}} (fem.) |} <noinclude> [[Category:French Templates]] </noinclude> 23423 79212 2007-01-20T22:36:12Z JWSchmidt 20 [http://en.wikipedia.org/wiki/Image:Cycloid_animated.gif source] == Summary == [http://en.wikipedia.org/wiki/Image:Cycloid_animated.gif source] == Licensing == {{GFDL}} 23424 79218 2007-01-20T22:41:40Z JWSchmidt 20 New page: [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was dis... [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point. 23425 79250 2007-01-20T23:13:30Z JWSchmidt 20 bold '''Geology'''.<BR> "[http://desmoinesregister.com/apps/pbcs.dll/article?AID=/20070114/OPINION01/701140324/1032/BUSINESS03 Geology may work in favor of energy producers]" by David Elbert.<BR> Sandstone domes in the remnants of the North American Midcontinent Rift can be used to store energy. 23428 79255 2007-01-20T23:19:31Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23429 79256 2007-01-20T23:20:33Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23430 79842 2007-01-22T03:04:56Z JWSchmidt 20 update link [[Image:The Earth seen from Apollo 17.jpg|thumb|left|100px|[[Age of the Earth|Earth]]]] [[Image:Crab Nebula.jpg|thumb|right|100px|[[Observational astronomy|Crab Nebula]]]] Welcome to the '''Physical Sciences Portal'''! This page connects browsers to the learning materials that have been developed by the various Wikiversity [[Portal:Physical Sciences/WikiProjects|Physical Sciences content development projects]]. This portal features exciting examples of Physical Sciences learning resources. The content development projects are the schools, departments and divisions linked to from this page. Wikiversity participants who are interested in the Physical Sciences are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize access to them by developing this portal. 23431 79259 2007-01-20T23:21:40Z JWSchmidt 20 The [[Observational astronomy]] learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data. 23432 79260 2007-01-20T23:22:14Z JWSchmidt 20 Browse learning resources in these categories: *[[:Category:Astronomy|Astronomy]] - [[:Category:Chemistry|Chemistry]] - [[:Category:Geology|Geology]] - [[:Category:Hydrology|Hydrology]] - [[:Category:Marine sciences|Marine sciences]] - [[:Category:Mathematics|Mathematics]] - [[:Category:Meteorology|Meteorology]] - [[:Category:Physics|Physics]] 23433 79262 2007-01-20T23:22:59Z JWSchmidt 20 [[Image:Inside the CERN LHC tunnel.jpg|thumb|right|250px|CERN [[w:CERN#The accelerator of the future: the LHC|LHC]] tunnel]] The Wikiversity [[Topic:Particle Physics|Institute of Particle Physics]] is a content development project where participants create and organize learning resources related to physics. Resources under development include study guides for: [[Study guide:Statistical mechanics|Statistical mechanics]], [[Study guide:Relativity|Relativity]], [[Study guide:Mathematical Methods in Physics|Mathematical Methods in Physics]], [[Study guide:Quantum mechanics I|Quantum mechanics I]], [[Study guide:Classical mechanics|Classical mechanics]], [[Study guide:Chaos theory|Chaos theory]]. 23434 79264 2007-01-20T23:24:04Z JWSchmidt 20 Content development projects exist on pages in "School:" or "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Chemistry|School of Chemistry]] *[[School:Geology|School of Geology]] *[[School:Hydrology|School of Hydrology]] *[[School:Physics and Astronomy|School of Physics and Astronomy]] *[[School:Engineering|School of Engineering]] *[[School:Electronics|School of Electronics]] *[[Topic:Astronomy|Department of Astronomy]] *[[Topic:General Relativity|Center for the Study of General Relativity]] 23435 79266 2007-01-20T23:25:05Z JWSchmidt 20 Participants in the [[Theory of Everything Project]] develop research projects involving public databases for [[Topic:Particle Physics|particle physics]] experiments. 23436 79268 2007-01-20T23:26:02Z JWSchmidt 20 Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Social Sciences|Social Sciences]] - [[Portal:Science|General Science Portal]] 23437 79270 2007-01-20T23:27:20Z JWSchmidt 20 [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point. 23438 79271 2007-01-20T23:28:06Z JWSchmidt 20 [[Image:ATA-gregorian.jpg|thumb|right|80px|[[w:Allen Telescope Array|Telescope Array Component]]]] "This is not your mother's radio telescope." - [[w:Jill Tarter|Jill Tarter]] speaking about the [[w:Allen Telescope Array|Allen Telescope Array]]. See [[Astronomy Project]]. "We must not forget that when radium was discovered no one knew that it would prove useful in hospitals. And this is a proof that scientific work must not be considered from the point of view of the direct usefulness of it". - [[Age of the Earth|Marie Curie]] 23439 79273 2007-01-20T23:28:44Z JWSchmidt 20 The Wikiversity page for [[Acid-base chemistry]] introduces the fundamentals and links to related resources at Wikibooks and other websites, including videos. 23440 79276 2007-01-20T23:29:34Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23441 79277 2007-01-20T23:30:24Z JWSchmidt 20 '''Geology'''.<BR> "[http://desmoinesregister.com/apps/pbcs.dll/article?AID=/20070114/OPINION01/701140324/1032/BUSINESS03 Geology may work in favor of energy producers]" by David Elbert.<BR> Sandstone domes in the remnants of the North American Midcontinent Rift can be used to store energy. 23442 79287 2007-01-20T23:38:52Z JWSchmidt 20 featured content This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Physical Sciences]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning resource== The [[Observational astronomy]] learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data. ==Selected image== [[Image:Inside the CERN LHC tunnel.jpg|thumb|right|250px|CERN [[w:CERN#The accelerator of the future: the LHC|LHC]] tunnel]] The Wikiversity [[Topic:Particle Physics|Institute of Particle Physics]] is a content development project where participants create and organize learning resources related to physics. Resources under development include study guides for: [[Study guide:Statistical mechanics|Statistical mechanics]], [[Study guide:Relativity|Relativity]], [[Study guide:Mathematical Methods in Physics|Mathematical Methods in Physics]], [[Study guide:Quantum mechanics I|Quantum mechanics I]], [[Study guide:Classical mechanics|Classical mechanics]], [[Study guide:Chaos theory|Chaos theory]]. ==Featured research project== Participants in the [[Theory of Everything Project]] develop research projects involving public databases for [[Topic:Particle Physics|particle physics]] experiments. ==News== '''Geology'''.<BR> "[http://desmoinesregister.com/apps/pbcs.dll/article?AID=/20070114/OPINION01/701140324/1032/BUSINESS03 Geology may work in favor of energy producers]" by David Elbert.<BR> Sandstone domes in the remnants of the North American Midcontinent Rift can be used to store energy. ==Did you know?== [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point. ==Quotes== [[Image:ATA-gregorian.jpg|thumb|right|80px|[[w:Allen Telescope Array|Telescope Array Component]]]] "This is not your mother's radio telescope." - [[w:Jill Tarter|Jill Tarter]] speaking about the [[w:Allen Telescope Array|Allen Telescope Array]]. See [[Astronomy Project]]. "We must not forget that when radium was discovered no one knew that it would prove useful in hospitals. And this is a proof that scientific work must not be considered from the point of view of the direct usefulness of it". - [[Age of the Earth|Marie Curie]] ==Featured learning projects== The Wikiversity page for [[Acid-base chemistry]] introduces the fundamentals and links to related resources at Wikibooks and other websites, including videos. 23443 79295 2007-01-21T00:07:39Z CQ 1939 #REDIRECT [[Wikiversity:Page creation requests]] #REDIRECT [[Wikiversity:Page creation requests]] 23445 79300 2007-01-21T00:21:16Z Yilin 2449 NORISK_Block_Diagram NORISK_Block_Diagram 23450 79526 2007-01-21T13:31:55Z JWSchmidt 20 learning projects <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} learning projects|}} {{{{FULLPAGENAME}}/{{PAGENAME}} learning projects}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23451 79342 2007-01-21T01:32:39Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23452 79343 2007-01-21T01:33:18Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23455 79537 2007-01-21T14:35:00Z JWSchmidt 20 smaller [[Image:Pythagorean.svg|thumb|right|150px|[[Our Playground: The Real Numbers and Their Development|Pythagorean]]]] [[Image:Torus.png|thumb|left|200px|[[Topic:Introduction to Topology|Topology]]]] Welcome to the Mathematics Portal! This page connects visitors to the learning resources that have been developed by various Wikiversity content development projects. Wikiversity participants who are interested in mathematics are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. 23456 79379 2007-01-21T02:26:50Z CQ 1939 [[Category:Early Learning]] [[Wikiversity]] is meant to be a [[learning project]] for '''all''' [[:Category:age groups|age groups]]. If you need help with your [[w:Homework|Homework]] please feel free to [[Talk:Homework help|ask a question]]. This is a [[Wikiversity:Stub|new page]] so please be patient! {{stub}} [[Category:Early Learning]] 23459 79448 2007-01-21T04:22:59Z CQ 1939 [[Category:Introduction to Wiki]] An [[external link]] in [[Wikiversity]] generally refers to a link to a webpage ''outside of'' any [[Wikimedia]] project. [[Wikipedia]] articles, are not considered "external links" and can be linked easily by simply placing <nowiki>[[w:</nowiki>''article name'']] on the page. This provides a handy initial reference to the topic you are referring to. All [[Wikimedia]] projects ([[Wikipedia]], [[Wiktionary]], [[Meta-Wiki]], etc.) are thought of as "internal". However, if, for example, you are creating a page that needs to reference, say, the [[Free Software Foundation]], you should include a link to their main site, [http://fsf.org Free Software Foundation] using a code similar to: <nowiki>[http://fsf.org Free Software Foundation]</nowiki> This will allow future editors to know exacly what content you are hoping to develop, and where to find the definative resources that will help in that development. [[External link]]s should '''never''' be used for self-promotion, commercial or "[[w:Spam (electronic)|SPAM]]" purposes. They should '''always''' be '''''relevant''''' to the educational value of the topic or subject of the page which contains the link. [[Category:Wikiversity culture]] [[Category:Introduction to Wiki]] 23460 79426 2007-01-21T03:52:41Z CQ 1939 expanding context... Welcome to the Wikiversity [[School:Music|School of Music]] Jazz Department! ==Department description== Here, we will focus on developing resources, courses, lessons, and [[Portal:learning projects|learning projects]] for Jazz students and practitioners. Like Jazz itself, we hope to remain informal, casual, relaxed and most-of-all '''creative'''. <small>The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: [[Wikiversity:Topics]]).</small> ==Department news== * '''{{CURRENTDAYNAME}}''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Suggested '''Prerequisites:''' *[[Topic:Basic Blues & Rock]] *[[Blues basics]] ''please help develop this'' *[[Getting started with sound recording]] *[[Jamming Online]] *... '''[[Topic:Jazz|Jazz]]:''' *[[Survey of Jazz History]] *[[Jazz Piano I]] *[[Jazz Piano II]] *[[Jazz Arranging I]] *[[Jazz Arranging II]] *[[Jazz Improvisation I]] *[[Jazz Improvisation II]] *[[Subgenres of Jazz]] <small>Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]] (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets <nowiki>{{}}</nowiki>).</small> <small>See [[Wikiversity:Naming conventions#Learning project_codes|code]] for more information</small> ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] <small>The histories of Wikiversity pages indicate who the active participants are.</small> Please use '''<nowiki>{{user|</nowiki>''yourname''}}''': *{{user|CQ}} * ... [[Category:{{PAGENAME}}| ]] 23461 79544 2007-01-21T14:58:47Z JWSchmidt 20 Virasoro algebra Mathematics-related content development projects exist on pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. '''Schools''' [[School:Mathematics|Mathematics]] - [[School:Computer Science|Computer Science]] - [[School:Economics|Economics]] '''Topics''' [[Topic:Applied Mathematics|Applied Mathematics]] - [[Topic:Calculus|Calculus]] - [[Topic:College Algebra|College Algebra]] - [[Topic:Euclidean Geometry|Euclidean Geometry]] - [[Topic:Group theory|Group theory]] - [[Topic:Higher Algebra|Higher Algebra]] - [[Topic:Introduction to Topology|Topology]] - [[Topic:Knot Theory|Knot Theory]] - [[Topic:Pure Mathematics|Pure Mathematics]] - [[Topic:Statistics|Statistics]] - [[Topic:Theoretical Physics|Theoretical Physics]] - [[Topic:Particle Physics|Particle Physics]] - [[Topic:Statistics|Statistics]] - [[Topic:Finance|Finance]] - [[Topic:Actuarial Mathematics|Actuarial Mathematics]] - [[Topic:Mathematical Physics|Mathematical Physics]] - [[Topic:High School Mathematics|High School Mathematics]] - [[Topic:Analysis|Analysis]] - [[Topic:Virasoro algebra|Virasoro algebra]] 23464 79444 2007-01-21T04:19:03Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23465 79446 2007-01-21T04:21:27Z Aerodrome 5503 New page: ==Airmanship and Responsibility== Describe key features of good and safe airmanship. List the common causes of fatal accidents for private general aviation pilots in New Zealand. State ... ==Airmanship and Responsibility== Describe key features of good and safe airmanship. List the common causes of fatal accidents for private general aviation pilots in New Zealand. State the approximate proportion of aircraft accidents and incidents commonly attributed to human performance errors. ==Human Factors Models and Programmes== Define human factors as used in an aviation context. Describe the fundamentals of the SHEL Model in relation to the interaction of humans with other humans, hardware, information sources and the environment. Explain the role of human factors programmes in promoting aviation safety. Physiology and the Effects of Flight ==The Atmosphere== State the gases that make up the atmosphere. State the percentage of each gas in the atmosphere. Describe the variation of pressure as altitude increases. Explain how the partial pressure of oxygen changes as altitude increases. ==Circulation and Respiratory Systems== Describe the anatomy and physiology of the respiratory system. Describe the anatomy and physiology of the circulatory system. Describe the role of the lungs in oxygen and carbon dioxide transfer. ==Hypoxia== Define hypoxia. State the partial pressure of oxygen both inside and outside the lungs at sea level. Explain the mechanical effect of the partial pressure of oxygen on oxygen transfer in the lungs. Explain the causes of hypoxia. Describe the common symptoms of hypoxia. Explain the reasons hypoxia symptoms are difficult to detect. Explain the relationship between hypoxic onset and both vision and cognitive performance. Describe how hypoxia can be prevented. State the factors that affect the likelihood of suffering from hypoxia. Describe how hypoxia can be treated. Define the concept of ‘time of useful consciousness’. State the approximate time of useful consciousness at: (a) 10,000ft; (b) 14,000ft; (c) 18,000ft. Explain oxygen paradox. ==Hyperventilation== Define hyperventilation. Explain the causes of hyperventilation. Describe the symptoms of hyperventilation. Describe how hyperventilation can be treated. Describe the differences between hyperventilation and hypoxia. ==Entrapped Gasses== Define barotrauma. Explain the causes of barotrauma. Describe the symptoms of barotrauma. Describe the effects of barotrauma on the various parts of the body. Describe how barotrauma can be prevented. Describe how barotrauma can be treated. Decompression Sickness Define decompression sickness. Explain the causes of decompression sickness. Describe the symptoms of decompression sickness. Explain how decompression sickness can be prevented. Describe how decompression sickness can be treated. Explain the dangers of flying after diving. ==Vision and Visual Perception== Describe the anatomy and physiology of the eye. Identify the following eye structure components: (a) lens; (b) cornea; (c) retina; (d) fovea; (e) optic nerve disc; (f) cone cells; Distinguish between rod and cone cell functions and distribution in the retina. Describe the limitations of the eye in terms of: (a) the ability to discern objects at night; (b) the ability to discern objects in daylight, including wires and other aircraft; (c) poor lighting; (d) glare; (e) lack of contrast; (f) the blind spot; (g) colour perception; (h) empty field myopia. Explain the process of dark adaptation. State the normal time for full night vision adaptation. Identify precautionary actions to protect night vision adaptation. Describe: (a) long sightedness; (b) short sightedness; (c) presbyopia; (d) astigmatism. Describe the factors associated with the selection of suitable sunglasses for flying. Describe the effects of hypoxia on vision. Describe the visual system resting state focus and its effects on object detection. Explain effective visual search techniques. Explain the see and avoid method of avoiding mid-air collisions. Explain the following visual illusions, and describe methods of avoiding and/or coping with: (a) autokinesis; (b) stroboscopic illumination illusion/flicker vertigo; (c) the break-off phenomenon; (d) the black hole phenomenon. Describe conditions which can lead to the creation of a false horizon. Explain the effect of a false horizon on visual perception. Explain relative motion. Explain the effect of fog, haze, and/or dust on visual perception. Describe the optical characteristics of the windshield. Explain the effect of sloping terrain on visual perception. Explain the effect of the following factors on visual perception during an approach: (a) steep/shallow approach angles; (b) length, width and texture of the runway; (c) the intensity of the approach lights. ==Hearing and Balance== Describe the anatomy and physiology of the ear. Describe the effect of prolonged noise exposure on hearing. Describe methods of protecting hearing. Explain the effects of age induced hearing loss (presbycusis). Explain the effects of pressure changes on the middle ear and eustachian tubes. Explain the effects of colds; hay fever; and/or allergies on the sinuses and eustachian tubes. ==Spatial Orientation== Define spatial orientation. Define disorientation. Outline the anatomy and physiology of the motion, orientation and gravitational sensory organs, including: (a) the semi-circular canals; (b) vestibular sac/tubes. Explain the interconnection between the visual and kinasthetic senses in maintaining accurate spatial orientation. Explain the body’s limitations in maintaining spatial orientation when vision is adversely affected. Describe and explain the effects of the following spatial illusions: (a) the leans and sub-threshold stimulation; (b) somatogravic illusion; (c) somatogyral illusion; (d) cross coupled turning (coriolis effect); (e) pressure vertigo. ==Gravitational Forces== Explain the effects of positive and negative accelerations on: (a) the circulatory system; (b) vision; and, (c) consciousness. Explain the causes and symptoms of black-out and red-out. ==Motion Sickness== Explain the causes of motion sickness. Describe how motion sickness can be prevented. Describe how motion sickness can be treated. ==Flight Anxiety== Explain the causes of flight anxiety. Recognise the signs of flight anxiety in passengers. Describe how flight anxiety can be prevented. Flying and Health ==Fitness to Fly== Describe the term fitness to fly. Explain the CAANZ system of assessing medical fitness, with regard to: (a) Medical Examiner Grade 1 and Grade 2; (b) means of obtaining medical examinations; (c) frequency of medical examinations; (d) responsibilities of pilots towards medical fitness for flight. Identify symptoms and circumstances that would lead you to consult your aviation medical examiner prior to further flight. Describe the IMSAFE method of assessing fitness for flight. Describe the problems associated with pregnancy and flying. Describe the following factors, including their effects on pilot performance and methods by which they may be minimised/managed: (a) arterial disease; (b) blood pressure; (c) diet; (d) exercise; (e) obesity; (f) smoking; (g) respiratory tract infection/allergies (including colds, sinus, hay fever, influenza, asthma); (h) food poisoning and gastroenteritis; (i) neurological factors (including fits/epilepsy, brain injury, fainting, headaches, migraines); (j) emotional factors (including depression and anxiety). ==Alcohol and Drugs== Explain the effects of alcohol on pilot performance. State the recommended time periods between the consumption of alcohol and flying. Explain the effects of drugs on pilot performance. State where information can be obtained about the suitability of over the counter and prescription medication for flying. Explain why illegal/recreational drugs are unacceptable for pilots. ==Blood Donation== Describe the effect on the body of donating blood. State the recommended time period between the donation of blood and flying. ==Environmental Hazards== Describe the symptoms, effects and immediate treatments for the following hazards present in the aviation environment: (a) carbon monoxide; (b) fuel; (c) lubricating oils; (d) hydraulic fluids. State the source of carbon monoxide poisoning in general aviation aircraft. Describe reliable methods for the detection of carbon monoxide. Describe methods of eliminating carbon monoxide from the cockpit. ==Stress Management== Define stress. Describe a simple model of stress. Define arousal. Explain the relationship between stress and arousal. Describe the following environmental stressors: (a) heat; (b) cold; (c) noise; (d) vibration; (e) humidity. Explain methods of identifying stress. Explain the difference between acute and chronic stress. Describe the physiological and psychological effects of stress. Describe the factors that improve personal stress tolerance. Describe the relationship between stress and fatigue. Explain methods of managing stress. Sleep and Fatigue (Alertness Management) Describe the stages of sleep. Explain how individuals differ in their requirement for sleep. Explain the effects of the following alertness management techniques: (a) napping; (b) caffeine consumption; (c) alcohol consumption; (d) taking sedatives; (e) taking stimulants other than caffeine. Describe sleep disorders and their effects on pilot performance. Define fatigue. Explain the causes of fatigue and its effect on pilot performance. Describe the symptoms of fatigue. Explain the difference between acute and chronic fatigue. Describe methods of managing fatigue. ==Ageing== Identify normal physiological and behavioural changes with age that have a bearing on private pilot performance. Describe methods by which age-related changes in memory and speed of information processing can be moderated by older pilots. Aviation Psychology ==Information Processing== Identify the human sensors pilots depend on for information acquisition. Describe a basic model of information processing, including the concepts of: (a) attention; (b) sensory threshold; (c) sensitivity. Describe the following types of memory: (a) peripheral/sensory memory; (b) short term/working memory; (c) long term memory; (d) motor/skills memory. Describe the limitations and failures of memory. Explain the following methods of retaining and retrieving information from memory: (a) chunking; (b) mnemonics; (c) checklists. Explain the concept of mental workload. Define perception. Describe the effect of the following on perception: (a) expectation; (b) experience. Describe the formation of mental models. ==Situational Awareness== Define situational awareness. Explain the importance of situational awareness on different phases of flight. Describe strategies to maintain and enhance situational awareness. Judgement and Decision Making Describe hazardous attitudes. Describe methods of countering hazardous attitudes. Describe the error/poor judgement chain. Explain clues or red flags that can assist in identifying the error/poor judgement chain. Identify risk assessment techniques. Outline the general concepts behind decision making. Describe methods of enhancing decision making skills. Identify common decision-making models used in aviation training (DECIDE, SADIE etc) and explain their application. Identify specific factors that influence the decision making process. Explain the setting of personal limitations and decision points. Outline the dangers of get-home-itis. Social Psychology and Flight Deck Management Define teamwork and team membership. Identify the factors that affect team performance. Describe group decision making. Describe ideal leadership characteristics. Describe a basic model of communications. Describe the barriers to effective communication. Identify techniques to reduce communication barriers. Explain the following strategies used to reduce communication errors in aviation: (a) read-backs; (b) standard phraseology; (c) standard calls. Explain how outside resources, such as ATC, engineers and other pilots can contribute to a pilot’s management of a flight. ==Threat and Error Management== Explain the role of human error in aviation accidents. Explain the degree to which human error can be eliminated. Describe threats which could potentially affect a safe flight. Explain the basic elements and features of the Reason Model. ==Culture== Identify the elements in a safety culture. List the key reasons for safety reporting in aviation. Explain the rationale for mandatory reporting of incidents as required by CAR Part 12. Distinguish between normal error, at risk behaviour and high culpability behaviour. Distinguish between negligent and reckless behaviour. Describe the role of punitive sanction. Ergonomics ==Flight Deck Design== Describe the basic principles of control, display and workspace design. Explain the importance of the following in cockpit design: (a) reach; (b) comfort; (c) posture; (d) lighting levels. Define biomechanics. Define anthropometry. Describe applications of biomechanics in the design of a cockpit. Explain the relevance of anthropometry in the design of a cockpit. Describe the effects of a poorly designed cockpit on pilot performance. Explain the importance of eye datum or eye design position. Describe the problems associated with windshield design and visibility. ==Design of Controls== Explain the importance of the following in control design: (a) size; (b) shape/recognition by touch; (c) location; (d) direction of movement; (e) visibility. ==Instrumentation, Displays and Alerts== Explain the importance of the following in the design of instrumentation, displays and alerts: (a) size; (b) position; (c) layout; (d) visibility; (e) legibility; (f) scale; (g) use of colour; (h) illumination. Describe parallax error. Describe common errors in display interpretation. Describe potential errors in the interpretation of three pointer altimeters. Describe potential errors in the interpretation of the artificial horizon. Describe the basic requirements of alerts. Describe problems associated with the presentation and misinterpretation of alerts. Describe how colour coding conventions are used in aviation on instruments and displays. ==Documents and Procedures== Explain the rationale behind consistent and thorough checklist use as opposed to reliance on memory. Distinguish between normal and emergency checklists. Identify the phases of flight where a checklist plays an important role. Describe the reasons for and the possible ramifications of checklist complacency. ==First Aid and Survival== <b>First Aid<b> Describe the basic principles of first aid. Describe the basic principles of Cardiopulmonary Resuscitation. Identify basic items carried in a certificated general aviation aircraft first aid kit. <b>Survival<b> State the components of a pre-flight passenger briefing by a pilot with respect to aircraft safety features and equipment. Explain the basic steps in post-crash survivor management. List the priorities of survival in order of importance. List additional useful but discretionary safety and survival items that could be carried on a cross-country flight over bush clad and mountainous terrain. Explain the process of hypothermia. 23466 79447 2007-01-21T04:22:21Z JWSchmidt 20 Many mathematics-related learning resources are for specific scientific sub-disciplines and can be found with the aid of other Wikiversity portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] - - [[Portal:Science|General Science Portal]] 23467 79456 2007-01-21T04:40:35Z Aerodrome 5503 New page: PART I Technical Knowledge ==Airframe== Identify the major components of a conventional airframe (fuselage, wings, tail section, control surfaces, undercarriage, powerplant). Identify ... PART I Technical Knowledge ==Airframe== Identify the major components of a conventional airframe (fuselage, wings, tail section, control surfaces, undercarriage, powerplant). Identify and explain the basic function of the following components used in fuselage construction (frames, longerons, stringers, skin). Identify and explain the basic function of the following components used in the construction of wings, tailplane and fin (ribs, spar(s), stringers, skin). In simple terms, explain the load on the wings (a) on the ground and (b) in the air, and state the function of spars and struts in opposing these loads. Explain the basic operation of the primary flight controls, trim tab and flap systems. State the function of control locks and precautions for removal before flight. State the two types of undercarriage system (tricycle/tail wheel) and explain typical steering and braking systems with precautions for use. ==Engines - General== Identify typical cylinder configurations used for aircraft piston engines (eg radial, in-line, horizontally opposed). Identify and state the purpose of the major components of a four-stroke piston engine (cylinders, pistons, connecting rods, crankshaft, crankcase, camshaft, valves, spark plugs). With the aid of diagrams, explain the basic principle of operation of the four stroke internal combustion engine. In broad terms, explain the need for valve timing (valve lead, lag and overlap). Describe the principal features of a typical ignition system (dual, independent, engine-driven magneto systems with two spark plugs per cylinder). State the purpose and principle of an impulse coupling. Describe the operation and correct handling of a rotary ignition/starter switch (including the starter warning light), and separate toggle ignition switches. Explain the purpose and a typical procedure for conducting magneto checks. State the correlation between engine rpm and power output. ==Carburation== State the purpose of carburation. With the aid of a diagram, explain the operating principle of a simple float-type carburettor. State the purpose of the following systems within the carburettor; atomisation and diffusion; idling; accelerating; enrichment (at high power); mixture control and idle cut-off. Explain the correct operational use of a manual mixture control and idle cut-off. Describe the effects of excessively rich or lean mixtures on engine operation. In simple terms, describe the abnormal combustion conditions detonation and pre- ignition, and distinguish between them. State the causes and likely effects of these conditions and the measures which can be taken to avoid them. Explain the formation of refrigeration, throttle and impact ice in a carburettor and intake system. State the: (a) atmospheric and throttle setting conditions conducive to the formation of carburettor ice; (b) symptoms of carburettor ice formation; (c) correct use of carburettor heat for de-icing, and as an anti-icing measure (normal operation). In simple terms, describe the operation of a fuel-injection system. State the advantages and disadvantages of fuel-injection versus carburettor systems. ==Fuel Systems and Fuel== Describe the function of the following components of a simple fuel system: (a) fuel tank, sump, drain point, supply line standpipe, vents, overflow drain; (b) fuel selector valve, supply line, strainer and strainer drain; (c) fuel primer, engine-driven pump, auxiliary (boost) pumps; (d) fuel quantity indicators. Describe the correct management of the fuel system, including fuel selection and handling of priming and auxiliary pumps. State the common grades of AVGAS with their colour identification. Distinguish between the different characteristics of AVGAS, MOGAS and AVTUR, and state the precautions regarding the use of MOGAS in aero-engines. State the common contaminants of AVGAS and the precautions which can be taken to avoid them. Describe the procedure to be used for a fuel drain check. State the general rules for fuelling of aircraft, including the special precautions for the use of drum stock, and plastic containers. ==Lubrication and Cooling== State the functions of engine oil (lubrication – reduction of friction, assisting with cooling, removal of contaminants, and sealing). Explain the term viscosity and the effect of temperature on the lubricating qualities of oil. Briefly describe the function of the following components of an oil system: (a) wet sump; (b) dry sump, scavenge pump, tank; (c) engine-driven pump, pressure relief valve; (d) oil lines, passages and galleries; (e) oil cooler, bypass valves; (f) oil pressure and temperature gauges. State the importance of using the correct type and grade of oil for a particular aircraft, and of checking the correct quantity before flight. Identify cockpit indications of a possible oil system malfunction, and state the pilot actions (if any) that the pilot can take to rectify the problem. Briefly describe the main means for air cooling an engine; cowling ducts, baffles, fins and cooling flaps (when fitted). Briefly explain the precautions to be taken to prevent overheating and overcooling in flight, and explain the correct handling of engine cowl flaps when fitted. ==Engine Handling== State the safety precautions to be taken before starting the engine. In general terms, state the procedures for: (a) starting the engine in cold temperatures; (b) starting an over-primed engine; (c) starting a hot engine; (d) controlling an engine fire on start-up; (e) checking oil pressure after start; (f) stopping the engine. Explain the reasons for avoidance of rapid power changes, and the need for monitoring and cross-checking instrument indications. State the possible causes for rough running or excessive engine vibration and the actions (if any) that the pilot can take to rectify the problem. State the possible causes of a sudden engine failure in flight, and the remedies which may be available to a pilot during subsequent trouble checks. Note: Handling of the mixture and carburettor heat controls is covered under previous syllabus topics. ==Electrical System== State the types of service which are typically electrically operated in a light aircraft. Explain the function of the following components in a typical light aircraft electrical system: (a) battery; (b) alternator (and generator); (c) bus bar; (d) voltage regulator, voltmeter or overvoltage light; (e) ammeter (left zero and centre zero); (f) master switch (or battery/alternator switch); (g) fuses, circuit breakers and overload switches. State the precautions to take during normal operation of the electrical system, including: (a) avoiding continuous operation of high-power systems on the ground before start; (b) starting with radios and other unnecessary equipment switched off; (c) avoiding prolonged operation of the starter motor; (d) releasing the starter once the engine is running; (e) checking satisfactory operation of the system after start, and monitoring during flight; (f) switching off ancillary equipment before shut-down; (g) switching the battery master switch off before leaving the aircraft. Identify the cockpit indications of the following electrical system malfunctions, and state the actions available to the pilot to deal with the problem; (a) excessive alternator/generator charge rate; (b) lack of alternator/generator charge; (c) blown fuse or popped circuit breaker. ==Pressure Instruments== Identify the three basic instruments which rely on air pressure for their operation. Describe static pressure and dynamic pressure, and the main factors which affect them. Explain the operation of a pitot-static system, including: (a) static vent(s); (b) pitot tube; (c) combined pitot-static head; (d) drain holes, heating, pitot cover; (e) alternate pressure source. With respect to the airspeed indicator, describe the: (a) basic principle of operation; (b) colour coding, and the meaning of VSO, VS1, VFE, VNO and VNE; (c) IAS/TAS/groundspeed relationship; (d) errors affecting the ASI, and how position error correction is applied. With respect to the altimeter, describe the: (a) basic principle of operation; (b) subscale settings and the meaning of QNH, QFE and QNE; (c) errors affecting the altimeter, including subscale setting error. With respect to the vertical speed indicator, describe the: (a) basic principle of operation; (b) errors affecting the VSI. Indicate the normal checks for serviceability of the pitot-static system, both pre- flight and during operation. Identify the cockpit indications of the following pitot-static system malfunctions, and state the actions available to the pilot to deal with the problem; (a) blockage of the pitot tube; (b) blockage of the static source. ==Gyroscopic Instruments== Outline the basic principle of operation the vacuum system, and state the likely effects of reduced or nil suction. Describe the gyroscopic properties of rigidity and precession. With respect to the turn indicator/coordinator: (a) explain the basic principle of a rate gyroscope; (b) with the aid of a diagram, differentiate between the different indications of the turn indicator and turn coordinator; (c) state the function, indication and correct use of the coordination (balance) ball; (d) state the pilot checks for serviceability. With respect to the attitude indicator (or artificial horizon); explain: (a) the basic principle of operation (earth gyroscope); (b) with the aid of a diagram, how pitch attitude and bank angle are displayed; (c) the pilot checks for serviceability; (d) the need for, and operation of, a caging device. With respect to the heading indicator (or DGI), explain the: (a) advantages of a gyroscopic heading indicator (versus a compass) (b) need for, and method of synchronisation; (c) pilot checks for serviceability. Briefly explain the errors likely to occur if the gyro rotor rpm is low; the indication of power failure on electrically-driven instruments; and the indications of toppling. ==Magnetic Compass== Describe the earth’s magnetic field, and: (a) distinguish between the true and magnetic poles; (b) define magnetic variation, isogonals, and deviation; (c) given a sample deviation card, show how to apply corrections. Briefly describe the construction of a modern direct-reading compass, and (a) define lubber line; (b) state the functions of the fluid in the bowl. Explain magnetic dip; how it is compensated for; and define residual dip. State the effects of: (a) acceleration error; and (b) turning error. State the compass pre-flight serviceability checks, and the precautions when carrying magnetic items. Part II Principles of Flight ==The Atmosphere== State the principal gases which constitute the atmosphere (nitrogen and oxygen, plus small amounts of others). In general terms, describe air density, and how it varies with altitude in the atmosphere. State the relationship between pressure/temperature and the density of an air mass. Outline how pressure, temperature and density normally vary in the atmosphere. Outline the basis for the International Standard Atmosphere, and state the assumed standard sea level pressure and temperature conditions, together with their lapse rates up to the tropopause. ==Basic Aerodynamic Theory== State what an aerofoil is and distinguish between different aerofoil sections (high lift, high speed and general purpose). Define: (a) leading edge; (b) trailing edge; (c) chord; (d) thickness; (e) camber. Define relative airflow and angle of attack. State Bernoulli’s Theorem in simple terms. Define streamline flow around an aerofoil, and explain the changes which occur to dynamic and static pressure wherever the speed of the airflow is: (a) increased; (b) decreased. With the aid of diagrams, explain: (a) venturi effect; (b) the pressure distribution around an aerofoil which is producing lift. Define the terms total reaction (TR) and centre of pressure (CP), and describe how TR and CP change with increasing angle of attack (for a lifting aerofoil). Define the lift and drag components (of TR). Summarise the factors affecting lift (angle of attack, aerofoil shape, IAS). Define in simple terms the coefficient of lift (CL) and: (a) describe a typical CL versus angle of attack curve; (b) show how CL varies with use of flaps and control surfaces. State the precaution against flying with ice, frost, other contamination or damage to lifting surfaces. Distinguish between induced drag and parasite drag, and list the elements of the latter (skin friction, form and interference drag). [Students should be aware that there are other ways of categorising drag.] State the factors affecting skin friction, form, and interference drag. Identify a curve of parasite drag versus airspeed. Explain the cause of induced drag, and identify a curve of induced drag versus airspeed (and angle of attack). Show how, by combining the induced and parasite drag curves, a curve for total drag versus airspeed (and angle of attack) is produced. Identify on this curve, the speed for minimum drag (and maximum L/D ratio). Identify a curve of lift/drag (or CL/CD) versus angle of attack. ==Flying Controls== State the three aircraft axes of rotation, and define pitch, roll and yaw. State the flying controls used to affect movement about each axis, and explain how each control operates to achieve control of the pitch attitude, bank angle, and yaw. Explain the cross-coupling (further) effects of control in roll and yaw. State the effects of airspeed and change of power on control effectiveness and aircraft attitude. Explain the purpose and principle of operation of a basic trim control, and state the correct method of use. Explain the requirement for balancing the controls and state the methods used to obtain aerodynamic balance (inset hinge, horn balance, balance tab). Explain the requirement for using anti-balance tabs on an all-moving tailplane, and describe the principle of operation. Explain the purpose and the principle of operation of basic wing flaps. State the normal operational use of flaps, including the precautions against flying with flaps lowered above VFE, and raising flap before reaching a safe height on a baulked approach. ==Straight and Level Flight== State the four main forces acting in flight, and describe, for level flight, how these forces change as IAS is varied. Describe the pitching moments in flight, and how balance is achieved. Given a basic graph of power available (PA) and power required (PR) versus TAS in level flight, show the derivation of: (a) maximum and minimum level flight speed; (b) maximum-range speed; (c) maximum endurance speed. State the basic operational considerations which apply to flying a light aeroplane for range, or endurance. ==Climbing and Descending== Given a diagram, name the forces acting in a steady climb. Distinguish between a maximum angle climb; a maximum rate climb; and a normal climb. Recall the meaning of Vx and VY. Using the PA/PR graph referred to in 12.28.6, show the derivation of maximum rate of climb speed. Briefly explain the factors which affect climb performance (power, airspeed, flap extension, weight, altitude, temperature, manoeuvring, and wind component - on climb angle). Given a diagram, name the forces acting in a steady glide. Demonstrate how the lift/drag ratio determines the steady-speed glide angle. Briefly explain the effects of weight, IAS, wind, and flap extension on the glide angle. Show how the forces in the diagram at 12.30.10 become modified in a steady- speed power on descent. ==Turning== Define centripetal force. Given a diagram, explain the components of lift which provide the: (a) turning (or manoeuvring) force; (b) force required to counteract weight. Define load factor (“g”) and, for a level turn, state the relationship between bank angle and lift, drag, and load factor. State the relationship between the turn radius and rate of turn: (a) at a given airspeed; (b) at a given bank angle. Describe a standard rate (rate 1) turn, and state the rule-of–thumb method of calculating the bank angle required. Explain the effect of bank on rate of climb in a climbing turn, and the tendency to “overbank”. Explain the effect of bank on rate of descent in a descending turn, and the tendency to “underbank”. ==Stalling and Spinning== Describe the stalling angle of attack, with reference to: (a) disruption of streamline flow over the upper surface of the aerofoil; (b) reduction of lift and increase in drag. Describe the symptoms of a developing stall. State how: (a) the stall is associated with a particular angle of attack and not a particular airspeed; (b) a reduction in angle of attack is critical to recovery. Explain how the stalling IAS is affected by: (a) load factor; (b) aircraft weight; (c) altitude; (d) power; (e) flap extension; and (f) ice, frost, or other contamination of the wings. State the precaution against using ailerons near, and during, the stall. Define the term autorotation and the conditions leading to it. Define a spin, with reference to: (a) stalled condition of flight; (b) simultaneous motion about three axes (rolling, pitching, yawing); (c) high rate of descent at low airspeed; (d) the difference between a spin and a spiral dive. State the measures which can be taken to avoid a spin. State the ‘standard’ recovery action from a developed spin. ==Propellers== With respect to propeller terminology, state the meaning of the following : (a) blade section; (b) blade angle; (c) helix (or pitch) angle; (d) angle of attack. Explain the reason for blade (or helical) twist. Given a diagram, identify and define the following (for a rotating blade section): (a) direction of rotation; (b) relative airflow; (c) total reaction; with its components (d) thrust and propeller torque. For a fixed-pitch propeller at a constant throttle setting, explain the relationship between airspeed, angle of attack and rpm. Briefly state the factors which affect the ability of a fixed-pitch propeller to convert engine power into useful thrust. State the principal advantage of a constant-speed versus a fixed-pitch propeller. Explain the basic principle of operation for a constant-speed propeller, and the normal procedure for changing power settings with the manifold pressure and pitch controls. ==Take-off and Landing Performance== State the general effect of altitude on aircraft performance. Define pressure altitude, and: (a) calculate aerodrome pressure altitude, given aerodrome elevation and prevailing QNH ; (b) explain how to determine pressure altitude by using an altimeter. State the general effect of temperature on performance. Define density altitude and, given pressure altitude: (a) calculate the deviation of ambient temperature from ISA ; (b) calculate the density altitude. Define the following: (a) take-off distance required (TODR); (b) take-off distance available (TODA); (c) landing distance required (LDR); (d) landing distance available (LDA). State the effect of the following factors on TODR and LDR; (a) aircraft weight; (b) temperature and pressure (i.e. density altitude); (c) humidity; (d) runway slope; (e) runway surface and condition; (f) headwind/tailwind component; (g) use/misuse of flaps, and power; (h) frost or other contaminants/damage of lifting surfaces. Describe the hazards of a windshear in the initial climb-out path, and on the approach path. Demonstrate the practical use of P-charts to determine TODR and LDR. ==Aircraft Loading== State the general reasons for operating with correct loading (controllability, avoiding airframe overstress, satisfactory performance). Define the following loading terms: (a) basic empty weight ; (b) zero fuel weight; (c) gross weight: (d) maximum certificated take-off weight (MCTOW) (e) maximum certificated landing weight (MCLW); (f) the moment of a force; and (g) moment arm. State the effect on stability and control of an aircraft if flown with the CG: (a) ahead of the forward limit; (b) behind the aft limit. Define the meaning of: (a) aircraft datum; (b) positive and negative moments (about the datum); and (c) aircraft station (STA). Given a basic aircraft load sheet/data, demonstrate an ability to: (a) calculate the CG position; (b) use a typical loading graph to determine CG position; (c) use index units. 23468 79457 2007-01-21T04:47:45Z JWSchmidt 20 Exercises at [[Introduction to differentiation]] lead participants through calculations of compound interest that introduce [[w:e (mathematical constant)|Euler's number]] and derivatives of functions. 23469 79459 2007-01-21T04:50:22Z JWSchmidt 20 2.7182818284 Exercises at [[Introduction to differentiation]] lead participants through calculations of compound interest that introduce [[w:e (mathematical constant)|Euler's number]] (2.7182818284...) and derivatives of functions. 23470 79461 2007-01-21T05:12:05Z JWSchmidt 20 more text [[Image:BesselY plot.svg|thumb|right|200px|Solutions of the the Bessel differential equation.]] [[Advanced Classical Mechanics/Continuum Mechanics|Bessel functions]] arise in many mathematical models such as those for vibrating surfaces. When mathematically analyzing a vibrating drum the boundary conditions lead to solutions that are harmonic functions. When using cylidrical coordinates, the solutions are sines, cosines or Bessel functions (in the radial direction). 23471 79467 2007-01-21T06:26:40Z CQ 1939 #REDIRECT [[Named Colors]] #REDIRECT [[Named Colors]] 23472 79472 2007-01-21T06:47:11Z CQ 1939 [[Computer-assisted Translation]] moved to [[Computer-assisted translation]]: Lower case for consistancy and [[Wikiversity:Naming conventions]] #REDIRECT [[Computer-assisted translation]] 23474 79932 2007-01-22T11:14:41Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Message for Film Scoring Lessons}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffd0" | <center><big>Select One: [[Lesson:Mad Max:Creating the sound of joy:GarageBand|Just GarageBand]] - <Font color="green">GarageBand with Symphony Orchestra</font> - [[Lesson:Mad Max:Creating the sound of joy:Notation Protégé|Notation Protégé]]</big></center> ---- [[Image:Crystal Clear app bell.png|right]] ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra| Lesson #2 - Using rhythm to create moods]] <Font color="green">with GarageBand and the sounds of a symphony orchestra</font> ;The pages in this lesson are<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Lesson Summary: [[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra|Creating moods with rhythm using GarageBand with symphony orchestra]] |} :::{| cellpadding="2" cellspacing="0" width="500px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz''' - GarageBand with symphony orchestra - joy]] - 2 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max - Creating the sound of joy with GarageBand with symphony orchestra| Creating the sound of joy with GarageBand and symphony orchestra sounds]] - 6 points |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max - Creating more sounds with rhythm using GarageBand and symphony orchestra sounds| Creating additional moods for motion pictures with rhythm]] - 6 points |} |} [[Category:Film School Templates]] [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] 23475 79504 2007-01-21T10:59:25Z Robert Elliott 1436 Minor correction __NOTOC__ <center> {{Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1:TOC}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear action apply.png|32px]] Please take this [[LessonPage:Thumbnail Storyboard Pop Quiz|pop quiz!]] [[Image:Crystal Clear app clock.png|32px]]</big></center> |- | style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola mimetypes sound.png|96px|right]] === Question 1: Which bell is the best?=== In Jam Pack:Symphony Orchestra (or MOTU's Symphonic Instrument) there are many different bell sounds. Listen to them all and tell me which is the one that you find the most joyful... and tiny!!! Not big, fat bells. Only tiny and delicate bells, please! <center>{{email|user=Robert_Elliott|subject=Pop Quiz - Sound of Joy - Bell name|text=Email me with your answers!}}. [[Image:Crystal Clear app xfmail.png|32px]]</center> | style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | [[Image:Nuvola mimetypes midi.png|96px|right]] === Question 2: Which pitch of the bell sounds the happiest?=== Once you have isolated the bell that you think will create the best "Sound of Joy", tell me which pitch you find the most pleasant, tiny and delicate. <center>{{email|user=Robert_Elliott|subject=Pop Quiz - Sound of Joy - Bell pitch|text=Email me with your answers!}}. [[Image:Crystal Clear app xfmail.png|32px]]</center> |} <center> {{Trill Pop Quiz Answers}} </center> {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Continue this lesson at [[Mad Max - Creating the sound of joy with GarageBand | Creating the sound of joy with GarageBand and symphony orchestra sounds]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Pop Quiz Joy - Film scoring with GarageBand and Symphony Orchestra|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Quizzes]] 23476 80379 2007-01-23T17:23:32Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=15 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kalarm.png|200px|right]] ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra| Lesson #2 - Using rhythm to create moods]] <Font color="green">with GarageBand and the sounds of a symphony orchestra</font> ;<big><font color="OrangeRed">Now, it is time for a Pop Quiz<nowiki>:</nowiki></font></big> :{| cellpadding="1" cellspacing="0" width="340px" | bgcolor="#f8eeff" style="border: 1px #cccccc solid;" |<center>[[Image:Crystal Clear app clock.png|16px]] [[Mad Max:Sound Of Fear:GarageBand with symphony orchestra:Pop Quiz 1|Pop Quiz for the "Sound Of Joy"]] [[Image:Crystal Clear app clock.png|16px]]</center> |} ::*Which bell is the most joyful? - [[WikiU Film School Point System|2 points]] ::*Which pitch is the most joyful? - [[WikiU Film School Point System|2 points]] |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Film School Templates]] 23477 79509 2007-01-21T11:13:04Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 2:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the sound of fear with GarageBand plus Jam Pack: Symphony Orchestra</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps package edutainment.png|right|128px]] ==Step 1== ;1. Pick four notes :Start a new project file in GarageBand and add four short notes of a bell sound. :In the pop quiz, you determined which bell and which pitch is the most enjoyable. Now you pick four notes at random and put them on a track so they play in just one second. :Note: Once you have created the project with your four note, you can easily adjust the velocity of the notes. I prefer to have each of the notes with a different velocity. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Step 2== ;2. Repeat the notes One of the options in GarageBand is to drag the region so it repeats itself. We need about four seconds of these tiny bell sounds. ;3. Send me your results Once you are happy with your sound of fear, send me the project file. Done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | =More advanced Techniques= In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of joy. ===Option 1 · Add other voices=== The tiny bells give you a feeling of joy. You can enhance this with other sounds. The easiest is to add another instruments playing the same notes very slowly while the bells play in the background. ===Option 2 · Add an audio sound effect=== Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a fearful sound effect and combine it with your bells. Perhaps the chirping of a bird. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project file for creating the "Sound of Fear" using a violin trill, you can try to create other moods using only a single note with GarageBand and Jam Pack<nowiki>:</nowiki>Symphony Orchestra. :* [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] ==Contact Your Instructor== :* Let me know when you are done or if you have problems [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Wikiversity - The sound of fear|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23478 79522 2007-01-21T13:04:25Z JWSchmidt 20 [[Category:History]] {{Main welcome}} [[Category:History]] 23479 79521 2007-01-21T13:03:47Z JWSchmidt 20 [[Voges of discovieries]] moved to [[Voyages of discovery]]: spelling #REDIRECT [[Voyages of discovery]] 23480 79523 2007-01-21T13:15:17Z JWSchmidt 20 Page name cleanup Take a look at the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=100 school namespace] and all the pages with names like [[School:Mathematics/Philosophy of Mathematics]]. The names of these pages do not conform to Wikiversity name conventions. Pages in the [[Wikiversity:Namespaces|school namespace]] should be content development pages that are concerned with organizing Wikiversity mathematics-related content. [[School:Mathematics/Philosophy of Mathematics]] should be moved to [[Topic:Philosophy of Mathematics]]. [[Category:Mathematics|Page name cleanup]] 23481 79541 2007-01-21T14:51:40Z JWSchmidt 20 add 2 {{tasks |requests=There needs to be a system that orders each learning resource according to a sequence from easy to advanced. |copyedit= |wikify= |merge= |cleanup=[[Portal:Mathematics/Page name cleanup|Page name cleanup]] |expand= |disambiguation= |stubs= |update= |npov= |verify=Sources need to be [[Wikiversity:Cite sources|cited]]. Content that is not significantly different from existing Wikipedia or Wikibooks content needs to be modified, hopefully by inclusion of learning activities for learners. |other=[[Template:Opentask|Wikiversity open tasks]] }} 23482 79525 2007-01-21T13:30:33Z JWSchmidt 20 Browse learning resources in these categories: *[[:Category:Algebra|Algebra]] *[[:Category:Algorithms|Algorithms]] *[[:Category:Analysis|Analysis]] *[[:Category:Applied Mathematics|Applied Mathematics]] *[[:Category:Calculus|Calculus]] *[[:Category:College Algebra|College Algebra]] *[[:Category:Elementary mathematics|Elementary mathematics]] *[[:Category:Further Study, College Algebra|Further Study, College Algebra]] *[[:Category:Further Study, Introduction to Limits|Further Study, Introduction to Limits]] *[[:Category:Geometry|Geometry]] *[[:Category:Group theory|Group theory]] *[[:Category:Higher Algebra|Higher Algebra]] *[[:Category:Introduction to Topology|Introduction to Topology]] *[[:Category:Knot Theory|Knot Theory]] *[[:Category:Mathematical Physics|Mathematical Physics]] *[[:Category:Pure Math|Pure Math]] *[[:Category:Real Analysis|Real Analysis]] *[[:Category:Representation Theory|Representation Theory]] *[[:Category:School of Mathematics|School of Mathematics]] *[[:Category:Statistics|Statistics]] 23483 79534 2007-01-21T14:12:13Z JWSchmidt 20 add image [[Image:Mersenne Prime table.png|thumb|right|270px|Mersenne primes.]] [[Mersenne primes|Marin Mersenne]]'s name is widely known because of his interest in prime numbers that are one less than a power of two. Mersenne also did research in the area of the theory of music and musical instruments (see [[w:Marin Mersenne|Wikipedia]]). Participants at [[Mersenne primes]] are encouraged to join the distributed computing project that allows the computing power of personal computers to help search for Mersenne prime numbers. 23484 79535 2007-01-21T14:15:55Z JWSchmidt 20 {{GFDL-self}} [[w:Great Internet Mersenne Prime Search|source]] {{GFDL-self}} 23488 79575 2007-01-21T16:16:12Z JWSchmidt 20 [[Boolean Algebra]] - [[College Algebra]] - [[Elementary Logic]] - [[Finite Arithmetic]] - [[Fourier transforms]] - [[Fundamentals of Probability, Statistics, Experiments and Data]] - [[Interpolation and Extrapolation]] - [[Introduction to differentiation]] - [[Introduction to Simple Substitution Cypher]] - [[Introduction to Likelihood Theory]] - [[Introduction to Limits]] - [[Calculus/Limits|Limits]] - [[Partial derivatives; using partial derivaties|Partial derivatives]] - [[Simple addition flashcards]] - [[Study guide:Lie algebra]] - [[Synthetic division]] - [[The Special Cubic Formula]] - [[Vectors]] - [[3D Geometric Algebra and Special Relativity]] 23490 79547 2007-01-21T15:04:37Z JWSchmidt 20 [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point. 23493 79555 2007-01-21T15:22:24Z JWSchmidt 20 "A man provided with paper, pencil, and rubber, and subject to strict discipline, is in effect a universal Turing Machine." -[[History of computing|Alan Turing]] 23495 79558 2007-01-21T16:01:06Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the sound of fear with GarageBand plus Jam Pack: Symphony Orchestra</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps package edutainment.png|right|128px]] ==Step 1== ;1. Create the note :Start a new project file in GarageBand and add just one note of a violin trill. :In the pop quiz, you determined which trill and which pitch is the most frightening. Now you create that note as a project in GarageBand. :Note: Once you have created the project with a single note, you can easily adjust the velocity of the note. I prefer full velocity for the violin trill. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Step 2== ;2. Shape the volume Open up the volume for the track and create a fade in and a fade out for the sound of the violin trill. ;3. Send me your results Once you are happy with your sound of fear, send me the project file. Done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | =More advanced Techniques= In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of fear. ===Option 1 · Rich and thick sound=== One way to enhance music is to add a second voice which enhances your first voice. One way to to play a complete cord which thickens the sound. Try a cord of violin trills or the same note with a different trill sound. ===Option 2 · Add a new sound === Another way to enhance music is add a totally different sound which conflicts and interacts with your original sound. Listen to the sound effects of the Orchestra Kit and add one of the musical sound effects softly in the background. ===Option 3 · Add a sound effect=== Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a fearful sound effect and combine it with your violin trill. Perhaps the sound of fingernails on a chalk board will make your violin more disgusting. Or the cry of a wolf. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project file for creating the "Sound of Fear" using a violin trill, you can try to create other moods using only a single note with GarageBand and Jam Pack<nowiki>:</nowiki>Symphony Orchestra. :* [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] ==Contact Your Instructor== :* Let me know when you are done or if you have problems [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Wikiversity - The sound of fear|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23496 79559 2007-01-21T16:02:47Z JWSchmidt 20 [[Image:Lorenz attractor yb.svg|thumb|100px|right||Graphical representation of a dynamical system.]] "[http://www.berkeley.edu/news/media/releases/2007/01/19_smale.shtml Stephen Smale awarded Wolf Prize in mathematics]" by Robert Sanders<BR> Stephen Smale, known for his work on [[Topic:Topology|Topology]], the study of dynamical systems and a list of 18 problems in mathematics to be solved in the 21st century, known as Smale's problems. 23497 79586 2007-01-21T16:28:59Z JWSchmidt 20 new color {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#4682B4 <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23498 79563 2007-01-21T16:09:58Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23499 79601 2007-01-21T16:59:34Z JWSchmidt 20 link to list of content development projects [[Image:Pythagorean.svg|thumb|right|150px|[[Our Playground: The Real Numbers and Their Development|Pythagorean]]]] [[Image:Torus.png|thumb|left|200px|[[Topic:Introduction to Topology|Topology]]]] Welcome to the Mathematics Portal! This page connects visitors to the learning resources that have been developed by various Wikiversity [[Portal:Mathematics/WikiProjects|content development projects]]. Wikiversity participants who are interested in mathematics are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. 23500 79565 2007-01-21T16:10:52Z JWSchmidt 20 Exercises at [[Introduction to differentiation]] lead participants through calculations of compound interest that introduce [[w:e (mathematical constant)|Euler's number]] (2.7182818284...) and derivatives of functions. 23501 79568 2007-01-21T16:12:40Z JWSchmidt 20 remove self reference Many mathematics-related learning resources are for specific scientific sub-disciplines and can be found with the aid of other Wikiversity portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] - - [[Portal:Science|General Science Portal]] 23502 79567 2007-01-21T16:12:16Z JWSchmidt 20 [[Image:BesselY plot.svg|thumb|right|200px|Solutions of the the Bessel differential equation.]] [[Advanced Classical Mechanics/Continuum Mechanics|Bessel functions]] arise in many mathematical models such as those for vibrating surfaces. When mathematically analyzing a vibrating drum the boundary conditions lead to solutions that are harmonic functions. When using cylidrical coordinates, the solutions are sines, cosines or Bessel functions (in the radial direction). 23503 79569 2007-01-21T16:13:07Z JWSchmidt 20 Mathematics-related content development projects exist on pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. '''Schools''' [[School:Mathematics|Mathematics]] - [[School:Computer Science|Computer Science]] - [[School:Economics|Economics]] '''Topics''' [[Topic:Applied Mathematics|Applied Mathematics]] - [[Topic:Calculus|Calculus]] - [[Topic:College Algebra|College Algebra]] - [[Topic:Euclidean Geometry|Euclidean Geometry]] - [[Topic:Group theory|Group theory]] - [[Topic:Higher Algebra|Higher Algebra]] - [[Topic:Introduction to Topology|Topology]] - [[Topic:Knot Theory|Knot Theory]] - [[Topic:Pure Mathematics|Pure Mathematics]] - [[Topic:Statistics|Statistics]] - [[Topic:Theoretical Physics|Theoretical Physics]] - [[Topic:Particle Physics|Particle Physics]] - [[Topic:Statistics|Statistics]] - [[Topic:Finance|Finance]] - [[Topic:Actuarial Mathematics|Actuarial Mathematics]] - [[Topic:Mathematical Physics|Mathematical Physics]] - [[Topic:High School Mathematics|High School Mathematics]] - [[Topic:Analysis|Analysis]] - [[Topic:Virasoro algebra|Virasoro algebra]] 23504 79570 2007-01-21T16:13:31Z JWSchmidt 20 Browse learning resources in these categories: *[[:Category:Algebra|Algebra]] *[[:Category:Algorithms|Algorithms]] *[[:Category:Analysis|Analysis]] *[[:Category:Applied Mathematics|Applied Mathematics]] *[[:Category:Calculus|Calculus]] *[[:Category:College Algebra|College Algebra]] *[[:Category:Elementary mathematics|Elementary mathematics]] *[[:Category:Further Study, College Algebra|Further Study, College Algebra]] *[[:Category:Further Study, Introduction to Limits|Further Study, Introduction to Limits]] *[[:Category:Geometry|Geometry]] *[[:Category:Group theory|Group theory]] *[[:Category:Higher Algebra|Higher Algebra]] *[[:Category:Introduction to Topology|Introduction to Topology]] *[[:Category:Knot Theory|Knot Theory]] *[[:Category:Mathematical Physics|Mathematical Physics]] *[[:Category:Pure Math|Pure Math]] *[[:Category:Real Analysis|Real Analysis]] *[[:Category:Representation Theory|Representation Theory]] *[[:Category:School of Mathematics|School of Mathematics]] *[[:Category:Statistics|Statistics]] 23505 79571 2007-01-21T16:13:58Z JWSchmidt 20 [[Image:Mersenne Prime table.png|thumb|right|270px|Mersenne primes.]] [[Mersenne primes|Marin Mersenne]]'s name is widely known because of his interest in prime numbers that are one less than a power of two. Mersenne also did research in the area of the theory of music and musical instruments (see [[w:Marin Mersenne|Wikipedia]]). Participants at [[Mersenne primes]] are encouraged to join the distributed computing project that allows the computing power of personal computers to help search for Mersenne prime numbers. 23506 79572 2007-01-21T16:14:23Z JWSchmidt 20 [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point. 23507 79573 2007-01-21T16:14:45Z JWSchmidt 20 "A man provided with paper, pencil, and rubber, and subject to strict discipline, is in effect a universal Turing Machine." -[[History of computing|Alan Turing]] 23508 79574 2007-01-21T16:15:36Z JWSchmidt 20 [[Boolean Algebra]] - [[College Algebra]] - [[Elementary Logic]] - [[Finite Arithmetic]] - [[Fourier transforms]] - [[Fundamentals of Probability, Statistics, Experiments and Data]] - [[Interpolation [[Boolean Algebra]] - [[College Algebra]] - [[Elementary Logic]] - [[Finite Arithmetic]] - [[Fourier transforms]] - [[Fundamentals of Probability, Statistics, Experiments and Data]] - [[Interpolation and Extrapolation]] - [[Introduction to differentiation]] - [[Introduction to Simple Substitution Cypher]] - [[Introduction to Likelihood Theory]] - [[Introduction to Limits]] - [[Calculus/Limits|Limits]] - [[Partial derivatives; using partial derivaties|Partial derivatives]] - [[Simple addition flashcards]] - [[Study guide:Lie algebra]] - [[Synthetic division]] - [[The Special Cubic Formula]] - [[Vectors]] - [[3D Geometric Algebra and Special Relativity]] 23509 79576 2007-01-21T16:16:23Z Erkan Yilmaz 1642 Premature baby in an incubator. El Tahrir el Aam (General Liberation Hospital), Basrah, Iraq. see here for source: http://de.wikiversity.org/wiki/Bild:Inkubator.png it was edited by [[:de:Benutzer:Exxu|Exxu]] original picture is from: http://commons.wik Premature baby in an incubator. El Tahrir el Aam (General Liberation Hospital), Basrah, Iraq. see here for source: http://de.wikiversity.org/wiki/Bild:Inkubator.png it was edited by [[:de:Benutzer:Exxu|Exxu]] original picture is from: http://commons.wikimedia.org/wiki/Image:Incubator-tahrir.jpg 23510 79578 2007-01-21T16:16:54Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23511 79579 2007-01-21T16:17:29Z JWSchmidt 20 [[Image:Lorenz attractor yb.svg|thumb|100px|right||Graphical representation of a dynamical system.]] "[http://www.berkeley.edu/news/media/releases/2007/01/19_smale.shtml Stephen Smale awarded Wolf Prize in mathematics]" by Robert Sanders<BR> Stephen Smale, known for his work on [[Topic:Topology|Topology]], the study of dynamical systems and a list of 18 problems in mathematics to be solved in the 21st century, known as Smale's problems. 23512 79583 2007-01-21T16:18:46Z JWSchmidt 20 {{tasks |requests=There should be a system that orders each learning resource according to a sequence from easy to advanced. |copyedit= |wikify= |merge= |cleanup=[[Portal:Mathematics/Page name cleanup|Page name cleanup]] |expand= |disambiguation= |stubs= |update= |npov= |verify=Sources need to be [[Wikiversity:Cite sources|cited]]. Content that is not significantly different from existing Wikipedia or Wikibooks content needs to be modified, hopefully by inclusion of learning activities for learners. |other=[[Template:Opentask|Wikiversity open tasks]] }} 23513 79582 2007-01-21T16:18:43Z Robert Elliott 1436 Rough Draft __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 2:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the sound of fear with GarageBand plus Jam Pack: Symphony Orchestra</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola apps package edutainment.png|right|128px]] ==Step 1== ;1. Pick four notes :Start a new project file in GarageBand and add four short notes of a bell sound. :In the pop quiz, you determined which bell and which pitch is the most enjoyable. Now you pick four notes at random and put them on a track so they play in just one second. :Note: Once you have created the project with your four note, you can easily adjust the velocity of the notes. I prefer to have each of the notes with a different velocity. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Step 2== ;2. Repeat the notes One of the options in GarageBand is to drag the region so it repeats itself. We need about four seconds of these tiny bell sounds. ;3. Send me your results Once you are happy with your sound of fear, send me the project file. Done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #f0f0ff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | =More advanced Techniques= In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of joy. ===Option 1 · Add other voices=== The tiny bells give you a feeling of joy. You can enhance this with other sounds. The easiest is to add another instruments playing the same notes very slowly while the bells play in the background. ===Option 2 · Add an audio sound effect=== Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a fearful sound effect and combine it with your bells. Perhaps the chirping of a bird. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project file for creating the "Sound of Fear" using a violin trill, you can try to create other moods using only a single note with GarageBand and Jam Pack<nowiki>:</nowiki>Symphony Orchestra. :* [[Mad Max's - Assignments in Film Scoring | Creating additional moods for motion pictures with individual notes]] ==Contact Your Instructor== :* Let me know when you are done or if you have problems [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Wikiversity - The sound of fear|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23514 79585 2007-01-21T16:27:16Z JWSchmidt 20 This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Mathematics]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning resource== Exercises at [[Introduction to differentiation]] lead participants through calculations of compound interest that introduce [[w:e (mathematical constant)|Euler's number]] (2.7182818284...) and derivatives of functions. ==Selected image== [[Image:BesselY plot.svg|thumb|right|200px|Solutions of the the Bessel differential equation.]] [[Advanced Classical Mechanics/Continuum Mechanics|Bessel functions]] arise in many mathematical models such as those for vibrating surfaces. When mathematically analyzing a vibrating drum the boundary conditions lead to solutions that are harmonic functions. When using cylidrical coordinates, the solutions are sines, cosines or Bessel functions (in the radial direction). ==Featured research project== [[Image:Mersenne Prime table.png|thumb|right|270px|Mersenne primes.]] [[Mersenne primes|Marin Mersenne]]'s name is widely known because of his interest in prime numbers that are one less than a power of two. Mersenne also did research in the area of the theory of music and musical instruments (see [[w:Marin Mersenne|Wikipedia]]). Participants at [[Mersenne primes]] are encouraged to join the distributed computing project that allows the computing power of personal computers to help search for Mersenne prime numbers. ==News== [[Image:Lorenz attractor yb.svg|thumb|100px|right||Graphical representation of a dynamical system.]] "[http://www.berkeley.edu/news/media/releases/2007/01/19_smale.shtml Stephen Smale awarded Wolf Prize in mathematics]" by Robert Sanders<BR> Stephen Smale, known for his work on [[Topic:Topology|Topology]], the study of dynamical systems and a list of 18 problems in mathematics to be solved in the 21st century, known as Smale's problems. ==Did you know?== [[Image:Cycloid animated.gif|thumb|right|290px|The red curve is a [[w:Cycloid|cycloid]].]] The Euler-Lagrange equation of [[Topic:Advanced Classical Mechanics|classical mechanics]] was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point. ==Quotes== "A man provided with paper, pencil, and rubber, and subject to strict discipline, is in effect a universal Turing Machine." -[[History of computing|Alan Turing]] ==Learning projects== [[Boolean Algebra]] - [[College Algebra]] - [[Elementary Logic]] - [[Finite Arithmetic]] - [[Fourier transforms]] - [[Fundamentals of Probability, Statistics, Experiments and Data]] - [[Interpolation and Extrapolation]] - [[Introduction to differentiation]] - [[Introduction to Simple Substitution Cypher]] - [[Introduction to Likelihood Theory]] - [[Introduction to Limits]] - [[Calculus/Limits|Limits]] - [[Partial derivatives; using partial derivaties|Partial derivatives]] - [[Simple addition flashcards]] - [[Study guide:Lie algebra]] - [[Synthetic division]] - [[The Special Cubic Formula]] - [[Vectors]] - [[3D Geometric Algebra and Special Relativity]] 23516 79756 2007-01-21T23:02:05Z JWSchmidt 20 change sides <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; 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width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23517 79598 2007-01-21T16:51:14Z JWSchmidt 20 {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23518 79599 2007-01-21T16:51:59Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23520 79674 2007-01-21T19:35:47Z JWSchmidt 20 link to categories [[Image:Reagan gordievsky.gif|thumb|right|100px|Cold [[Topic:War|war]]]] [[Image:Naxi Musicians I.jpg|thumb|left|150px|[[School:Anthropology|Social learning]]]] Welcome to the '''Social Sciences Portal'''!<BR> This page provides links to Social Sciences learning resources that have been developed by Wikiversity [[Portal:Social Sciencesnew/WikiProjects|content development projects]]. Wikiversity participants who are interested in the Social Sciences are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. Browse learning resources in the [[Portal:Social Sciencesnew/Categories|Social Sciences categories]]. 23521 79607 2007-01-21T17:35:43Z JWSchmidt 20 Browse learning resources in the Social Sciences categories: *[[:Category:Social Sciences|Social Sciences]] *[[:Category:Anthropology|Anthropology]] *[[:Category:Communication|Communication]] *[[:Category:Criminal Justice|Criminal Justice]] *[[:Category:Cultural Studies|Cultural Studies]] *[[:Category:Demography|Demography]] *[[:Category:Development Science|Development Science]] *[[:Category:Economics|Economics]] *[[:Category:Ethnography|Ethnography]] *[[:Category:Gastronomy|Gastronomy]] *[[:Category:History|History]] *[[:Category:Language Acquisition|Language Acquisition]] *[[:Category:Linguistics|Linguistics]] *[[:Category:Political Science|Political Science]] *[[:Category:Psychology|Psychology]] *[[:Category:Social Research|Social Research]] *[[:Category:Social Theory|Social Theory]] *[[:Category:Social Work|Social Work]] *[[:Category:Sociology|Sociology]] *[[:Category:Urban Studies and Planning|Urban Studies]] *[[:Category:Wikiversity School of Media Studies|Media Studies]] *[[:Category:Women's Studies|Women's Studies]] 23523 79888 2007-01-22T05:53:56Z Erkan Yilmaz 1642 add project "Global Warming" __NOTOC__ <!-- This page has no TOC at the moment! In the following a text must be displayed and a picture right to it with a colored background. To make for all browser pages the text and the pic completely available over the background color, here is used a table. The first column has the text, the 2nd column the pic. The page uses a color design, which consists of following templates: Wikiversity:project incubator/title Wikiversity:project incubator/content --> {| class="box about" width="100%" style="{{{{SUBJECTPAGENAME}}/title}};text-align:center;" | <!-- #### Inhalt der linken Kopfspalte: Text #### --> '''This is our''' <big>'''Wikiversity project incubator'''<big> <div style="text-align:justify;padding:1em;margin-right:1em"> ''A project design, either for a course, a research project or something else, is most of the time not mature right from the beginning. In most of the cases there is some special interest for a certain topic and some ideas for this. You know the direction in which the project could go, but there is no concrete image how to realize it.'' </div> '''In these cases the project can go first in our <big>'''incubator!'''<big> <!-- #### Ende der linken Kopfspalte #### --> | <!-- #### Inhalt der rechten Kopfspalte: Bild #### --> [[Image:Inkubator.png|right]] <!-- #### Ende der rechten Kopfspalte #### --> |} {{{{SUBJECTPAGENAME}}/topic|What we do here}} We subject the design to a ''collective brainstorming'' and feed it with our collected ''ideas''. We coddle it up together and revive it with life. Everybody can bring his/her thoughts in &ndash; also when being not ''from the topic''. Creativity researchers have found out: from the craziest ideas sometimes develop the best solutions. Besides this, we are thinking about, how projects can be reasonably ''networked'' together. </div> {{{{SUBJECTPAGENAME}}/topic |„The many are smarter than the few“ |<ref><small>James Surowiecki: "''The Wisdom of Crowds. Why the Many Are Smarter Than the Few''", Doubleday Books; 2004. ISBN 0385503865<br/><small></ref> }} ''„Groups are smarter than individuals“'' - Wiki fans know this. Because of this a project will develop in the incubator. Perhaps not always in that direction which the creator originally thought of. Never mind &nbsp;&ndash;&nbsp;we have then probably found together a better solution. {{{{SUBJECTPAGENAME}}/headline |'''In the incubator projects will be fed, developped further and their implementation given an understanding. We motivate, support and assisst. This can be formed to a habit in the Wikiversity. It creates a climate, in which projects can evolve and flourish. People also.''' }} {{{{SUBJECTPAGENAME}}/headline |'''Come on''' - put it into it. }} Here is some more information on [[/Brainstorming|'''incubator brainstorming''']] <!-- please add projects below --> {{{{SUBJECTPAGENAME}}/topic|project (from German Wikiversity) ''Project for promotion of the disadvantaged in education''}} The '''''goal of the project''''' is to mobilize ''students and/or pupils with a so-called "disadvantaged background" to attend to their interests more.'' * First will be concrete assessment of the scope of the ''disadvantaged in education''. * In a second step is ''causal research''. * The next phase is the ''brainstorming''. The ideas eventually could be presented at a conference. * In a fourth step the project is ''realized''. * The fifth step is the ''scientific refurbishment'' of this project. '''''[[:de:Projektvorschlag:Mobilisierungsprojekt gegen Bildungsbenachteiligung|project proposal: project for mobilization against disadvantage of education]] (in German)''''' [[:de:Projektvorschlag:Mobilisierungsprojekt_gegen_Bildungsbenachteiligung/Brainstorming|brainstorming page (in German)]] {{{{SUBJECTPAGENAME}}/topic|Global Warming}} The '''''goal of the project''''' is to increase awareness, but also mobilize people to minimize the global warming. ''here now the steps of the project'' :[[project proposal:global warming|project proposal:global warming]] :[[project proposal:global warming/Brainstorming|brainstorming page]] <!-- This is a sample project! --> {{{{SUBJECTPAGENAME}}/topic|Projekt X}} (short text and a picture, icon, etc. if possible) Here you link to your project page and set up a '''brainstorming page'''. {{{{SUBJECTPAGENAME}}/topic|Sources}} <references/> <!-- Die folgende "Fußzeile" bitte stehen lassen! --> {{{{SUBJECTPAGENAME}}/footer}} [[Category:Wikiversity culture]] [[de:Wikiversity:Projektinkubator]] 23524 79619 2007-01-21T18:01:49Z Historybuff 5228 changed to redirect #REDIRECT [[Category:C computer language]] 23526 79671 2007-01-21T19:25:50Z Erkan Yilmaz 1642 add cat + German Wikiversity page {| width="100%" height="100%" style="{{Wikiversity:Projektinkubator/content}}" | The ''term'' is borrowed from an incubator for nursling (more precise for premature infants). In the ''economy'' it was picked up and used for special "hatcheries", which are set up for young organizations in the start-up phase and respectively for the time after this. These [[w:incubator|incubators]] give the young organizations an infrastructure and environment, which is tailored completely to their needs in the start-up phase. Here an example: * [http://www.inkubator-zentrum.de/inkubation.html incubator center Emscher-Lippe]. Also ''projects in the Wikiversity'' are positioned in many cases in a preliminary, premature state and need some ''initial aid''. This shall be organized within the project incubator. Of course the needs from new Wikiversity projects are different than from young organizations, but there is also an intersection: both have normally the need for consulting; search partners and profit from a net of helpful contacts, which can be fall back on, when there is need and in which there can develop synergies. Our '''''project incubator''''' shall fulfill primarily ''two tasks'': For projects, which try here to gain ground and to develop, it shall animate preferably many people from "Wikiversity" for * '''''Think with''''': ask questions, find ideas, info and give advise etc. * '''''Take part''''': join the project, link it with another project (keyword: detect and tap potential of [[w:synergy|synergy]]), take up a subtask etc. Besides the benefit, this has for single projects, behind this initiative there is '''''another thought''''': Wouldn't it be great, if here would develop a relaxed, but at the same time develop an intense collegiate and "academic" life. Where people look beyond one's own nose of the small field of activity and get to know, which scientific questions, problems and solutions there exist in the world? Let's look at this from view point of: * a [[w:Studium_generale|studium generale]], * an interdisciplinary orientation or * a broad education, which can be secured here. '''''Because of this everybody is welcome to contribute at the project incubator.''''' ''What is it about in detail:'' in the first [[w:de:Phasen des kreativen Prozesses|''phase of the creative process'']] initially about '''''brainstorming'''''. Everybody is asked to write on the according '''''brainstorming page''''' of the projects the personal questions, thoughts, hints, experiences etc. During this [[w:Brainstorming|''brainstorming'']] (one of the popular ''[[w:Creativity_techniques|creativity techniques]]'') there is only one '''''rule''''': ''doubts'' and ''critique'' about the project or on contributions, ideas, solution proposals from others preferably ''hold back''. These can come in a '''''second phase''''', which is about ''analysis and assessment of teh collected ideas and proposals''. |} [[Category:Wikiversity culture]] [[de:Wikiversity:Projektinkubator/Brainstorming]] 23527 80187 2007-01-23T00:21:03Z Richardtebbs 5552 ==Introduction== Mechanics is the study of the motion of objects using equations. This can be achieved by using standard formulae or mathematical techniques such as differentiation or integration. ==Definitions== A few definitions need to be discussed. *<math>Displacement</math> - How far an object is from its starting position. This is given the symbol <math>s</math> *<math>Distance</math> - How far an object has travelled. This is not usually used in calculations. *<math>Initial</math> <math>Velocity</math> - The starting rate of change of displacement. This is given the symbol <math>u</math> *<math>Ending</math> <math>Velocity</math> - The ending rate of change of displacement. This is given the symbol <math>v</math> *<math>Speed</math> - The rate of change of distance. This is not usually used in calculations.* *<math>Acceleration</math> - The rate of change of velocity. This is given the symbol <math>a</math> *<math>Time</math> - How long has elapsed from the start of the event. This is given the symbol <math>t</math><br> ''Speed can be calculated as the absolute value of velocity, ie spd = |u| or spd = |v| ==Standard Units== The SI units (standard units) of the quantities used in this section are given below: *<math>Displacement</math> - metres <math>(m)</math> *<math>Velocity</math> - metres per second <math>(ms^{-1})</math> *<math>Acceleration</math> - metres per second squared<math>(ms^{-2})</math> *<math>Time</math> - seconds <math>(s)</math> ==Motion in a straight line with constant velocity== To calculate the displacement moved by an object with constant velocity we use the following formula: <math>s=ut</math> <br><br> '''''Example:''''' ''A car is travelling at 10ms<math>^{-1}</math>. How far will it travel in 12s?''<br> ''s = 10 x 12 = 120.''<br> ''Thus the car will travel 120m in 12s.''<br> <br> Note. This formula is based on a formula shown below. ==Newton's equations of motion== In mechanics, the following formulae are VERY important. These are: *<math>v=u+at</math> *<math>s=ut+0.5at^2</math> *<math>s=0.5t(u+v)</math> *<math>v^2=u^2+2as</math> <br>These can be used to solve any motion question where there is a constant (or assumed to be constant) acceleration. Even if the acceleration is 0.<BR> The equation from the above section <math>(s=ut)</math> is derived from <math>s=ut+0.5at^2</math> with <math>a=0</math> and therefore <math>s=ut+0</math> etc.<br> <br>To decide which equation to use, look at the data you are given. Write down a list of the quantities given (the s,u,v,a and t values). Then cross out the quantity that is not mentioned in the question. All you have to do now is see which equation has the 4 quantities that you have left in and then solve. <br><br> '''''Example 1:''''' ''A car is travelling at 10ms<math>^{-1}</math> when it starts accelerating at 1.5ms<math>^{-2}</math>. How far will it travel in 15s?''<br> ''s = ?, u = 10, <s>v =</s>, a = 1.5, t = 15 ''<br> ''Thus use <math>s=ut+0.5at^2</math>.''<br> ''s = (10 x 15) + (0.5 x 1.5 x 15²)''<br> ''s = 150 + 168.75 = 318.75''<br> ''Thus the car will travel 318.75m''<br><br> '''''Example 2:''''' ''A cyclist is initially at rest and then accelerates to 12ms<math>^{-1}</math> in 6s. Calculate the acceleration.''<br> ''<s>s =</s>, u = 0, v = 12, a = ?, t = 6 ''<br> ''Thus use <math>v=u+at</math>.''<br> ''12 = 0 + (a x 6)''<br> ''12 = 6a<br> ''Thus a = 2''<br> ''The cyclist is accelerating at 2ms<math>^{-2}</math><br><br> '''''Example 3:''''' ''A van accelerates at 1.5ms<math>^{-2}</math> over a distance of 10m to 20ms<math>^{-1}</math>. How fast was the van travelling before it started accelerating?''<br> ''s = 10, u = ?, v = 40, a = 1.5, <s>t =</s> ''<br> ''Thus use <math>v^2=u^2+2as</math>.''<br> ''20² = u² + (2 x 1.5 x 10)''<br> ''400 = u² + 30<br> ''u² = 370<br> ''u = <math>\sqrt{370}</math> = 19.2 (3sf)<br> ''The van was travelling at 19.2ms<math>^{-1}</math> (3sf)<br><br> '''''Example 3:''''' ''A lorry can come to a stop from 10ms<math>^{-1}</math> in 3 seconds. How far will it travel before it stops?''<br> ''s = ?, u = 10, v = 0, <s>a =</s>, t = 3 ''<br> ''Thus use <math>s=0.5t(u+v)</math>.''<br> ''s = (0.5 x 3) x (10 + 0)''<br> ''s = 1.5 x 10''<br> ''s = 150''<br> ''The lorry will cover 150m before stopping.'' ==Applied force== Whenever a force is applied to an object it accelerates proportionally to the size of the force applied. ie <math>F \alpha\ a</math>.<br> and therefore <math>F = ka</math> where k is a constant.<br> Via calculations the constant k, is actually the mass (m) of the object being accelerated therefore:<br> <math>F = ma</math>.<br> {| border=1 cellspacing=0 cellpadding=5 | Force is measured in Newtons (N) and is given the symbol F |} {| border=1 cellspacing=0 cellpadding=5 | Mass is measured in Kilograms (kg) and is given the symbol m |}<br> '''''Example:''''' ''A freighter weighing 100000kg is accelerating at 10ms<math>^{-2}</math>. What force is required?''<br> ''Use <math>F=ma</math><br>'' ''F = 100000 x 10<br>'' ''F = 1000000N<br>'' ''A force of 1000kN is required. (Where 1kN = 1000N)'' ==Vector motion== So far we have only really looked at motion in 1 dimension. Some times you need to look at motion in 2 and maybe 3 dimensions.<br> To achieve this, all you have to do is convert the equations of motion into vector equations. Therefore the equations of motion become:<br> *<math>\underline{v}=\underline{u}+\underline{a}t</math> *<math>\underline{s}=\underline{u}t+0.5\underline{a}t^2</math> *<math>\underline{s}=0.5t(\underline{u}+\underline{v})</math><br> Where the underlined quantities are vector quantities none-underlined quantities are scalar.<br><br> '''Note:''' the last equation of motion is missing as this requires a more complex method of solving as it involves vector products.<br><br> '''''Example:''''' ''An ball is moving with an initial velocity of <math>(\underline{i}+3\underline{j}-6\underline{k})</math>ms<math>^{-1}</math> for 2 seconds. Assume the only acceleration is that of gravity, which can be taken to be 9.8ms<math>^{-2}</math>. Find the position vector of the ball at time t = 2s. (i, j and k represent the x,y and z axis of the cartesean system)''<br><BR> ''<math>\underline{s}</math> = ?''<br> ''<math>\underline{u}=(\underline{i}+3\underline{j}-6\underline{k})</math>''<br> ''<s>v = </s>''<br> ''<math>\underline{a}=-9.8\underline{j}</math>''<br> ''<math>t=2</math>''<br> ''Thus use <math>\underline{s}=\underline{u}t+0.5\underline{a}t^2</math><br> ''<math>\underline{s}=2\underline{i}+6\underline{j}-12\underline{k})-39.2\underline{j}</math>''<br> ''<math>\underline{s}=2\underline{i}-33.2\underline{j}-12\underline{k}</math>''<br> ''Thus the ball is at <math>(2\underline{i}-33.2\underline{j}-12\underline{k})</math><br><br> To find the distance of the position vector, take the modulus (|<u>a</u>|) of the vector using Pythagoras' theorem. ==Mechanics using calculus== More often than not you will be presented with a problem that gives you the displacement/velocity/acceleration as a function rather than just values. To solve these you must use differentiation and integration techniques.<br><br> Acceleration, velocity and Displacement are related as follows: *<math>Displacement = \int(Velocity)dt</math> *<math>Velocity = \int(Acceleration)dt</math><br><br> And therefore.. *<math>Acceleration = \frac{d}{dt}(Velocity)</math> *<math>Velocity = \frac{d}{dt}(Displacement)</math><br><br> '''''Example:'''''<br> ''A car's acceleration describes the function <math>a=\frac{4t^3}{3}-\frac{3t^2}{2}+2</math>. State the function of the velocity given that the car was at rest before accelerating.''<br> ''<math>a=\frac{dv}{dt}=\frac{4t^3}{3}-\frac{3t^2}{2}+2</math>''<br> ''Therefore <math>v=\int(\frac{4t^3}{3}-\frac{3t^2}{2}+2)dt</math>''<br> ''<math>v=\frac{t^4}{3}-\frac{t^3}{2}+2t+C</math> where C is the constant of integration</math>''<br> ''At time t = 0, v = 0. Therefore:''<br> ''<math>0=0-0+0+C \Rightarrow \ C = 0</math>''<br> ''<math>v=\frac{t^4}{3}-\frac{t^3}{2}+2t</math>'' ==Questions on introduction to mechanics== ===Questions=== #A ball is rolled 15m in 10s. How fast was it travelling? #A Car accelerates from rest to 25ms<math>^{-1}</math> while travelling 15m. How long did this take? #An athlete accelerates from rest to 10ms<math>^{-1}</math> in 1s. State the acceleration. #Calculate the acceleration created when a 10kg block has a force of 200N exerted on it. #Using the acceleration found above, how fast will a object travelling at 10ms<math>^{-1}</math> be travelling after 10 seconds? #A rock is thrown with velocity <math>\underline{i}-5\underline{j}-\underline{k}</math>. Assuming that the only acceleration acting upon the rock is gravity, (9.8ms<math>^{-2}</math>) state the position vector after 13s and therefore the distance after 13s. #An object's path is described by the function <math>t^2-16t+64</math>. Find the velocity function and therefore the acceleration applied to the object. ===Answers=== #1.5ms<math>^{-1}</math> #1.2s #10ms<math>^{-2}</math> #20ms<math>^{-2}</math> #210ms<math>^{-1}</math> #<math>\underline{s}=13\underline{i}-403.1\underline{j}-13\underline{k}</math>. And therefore the distance is 403.52m (2dp) #<math>v=(2t-16)ms^{-1}</math> and therefore <math>a=2ms^{-2}</math>. ==Credits== Written by [[User:Richardtebbs|Richardtebbs]] 00:21, 23 January 2007 (UTC)<br> Please find any mistakes and update them to keep content accurate. 23528 79635 2007-01-21T18:34:01Z JBogdan 533 creating public domain template--also created by me on wikibooks and wikipedia {| | [[Image:PD-icon.svg|75px|Public domain]] | ''The text has been released into the '''[http://en.wikipedia.org/wiki/Public_domain public domain]''' by its authors. This applies worldwide.'' <hr style="width:95%; margin:0.5em auto;" /> |} 23529 79665 2007-01-21T19:05:36Z JBogdan 533 added Category {{Template:PD page}} In quotations of the Ten Commandments, the Catholic Church uses the division in Deuteronomy rather than Exodus. In the Catechism of the Catholic Church, topics similar to the commandment are explained. ====The First Commandment==== Idolatry, love of possessions and persons over God, superstition, witchcraft, atheism, apostasy, and agnosticism are forbidden. The faithful and clergy may only worship God and Him alone; they may honor those of His servants who have set an heroic example of fidelity to God.<ref>http://www.vatican.va/archive/ENG0015/__P7B.HTM</ref> ====The Second Commandment==== Cursing, swearing, profanity, obscene speech, rash oaths, blasphemy, and improper use of God's name or the names of the saints are forbidden.<ref>http://www.vatican.va/archive/ENG0015/__P7H.HTM</ref> ====The Third Commandment==== A day of rest is to be observed on Sunday.<ref>http://www.vatican.va/archive/ENG0015/__P7M.HTM</ref> ====The Fourth Commandment==== Obedience and respect to lawful authority is required, except in the case where one would be required to commit a sin.<ref>http://www.vatican.va/archive/ENG0015/__P7R.HTM</ref> ====The Fifth Commandment==== Murder, suicide, abortion, contraception, euthanasia, and intentional physical injury of oneself or another is prohibited. Unjust wars are also forbidden, and the few cases when a war is undertaken for a just cause are explained.<ref>http://www.vatican.va/archive/ENG0015/__P7Y.HTM</ref> The Catholic Church teaches that life begins from conception and exists until natural death. Pope Paul VI wrote the encyclical ''Humanae Vitae'' on the matter. ====The Sixth Commandment==== Adultery, fornication, pre-marital sex, and homosexuality are forbidden.<ref>http://www.vatican.va/archive/ENG0015/__P83.HTM</ref> ====The Seventh Commandment==== Theft, vandalism, and damage to the property of another are prohibited. Employers are required to pay just wages.<ref>http://www.vatican.va/archive/ENG0015/__P89.HTM</ref> ====The Eighth Commandment==== False witness, perjury, detraction, calumny, slander, boasting, bragging, lies, and gossip are forbidden.<ref>http://www.vatican.va/archive/ENG0015/__P8H.HTM</ref> ====The Ninth Commandment==== Lust, impure thoughts, and impure desires are forbidden; purity and modesty are required.<ref>http://www.vatican.va/archive/ENG0015/__P8P.HTM</ref> ====The Tenth Commandment==== Envy is forbidden.<ref>http://www.vatican.va/archive/ENG0015/__P8T.HTM</ref> ==Footnotes== <references/> [[Category:Christianity]] [[Category:Theology]] 23531 79743 2007-01-21T22:05:46Z JWSchmidt 20 es Help is needed at the content development projects in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Anthropology|Department of Anthropology]] *[[Topic:Communication|Department of Communications]] *[[School:Criminal Justice|School of Criminal Justice]] *[[School:Media Studies|School of Media Studies]] *[[School:Development Science|School of Developmental Sciences]] *[[Topic:Economics|Economics]] *[[School:Anthropology|Department of Anthropology]] *[[Topic:Geography|Geography]] *[[School:History|School of History]] **[[Topic:European History|Department of European History]] **[[Topic:Indic History|Department of Indic History]] **[[Topic:Philosophy of History|Department of Philosophy of History]] **[[Topic:Southeast Asian History|Department of Southeast Asian History]] **[[Topic:A_level|GCE A-Level in History (UK)]] *[[School:Linguistics|School of Linguistics]] **[[Topic:English Language|English Language Division]] **[[Topic:Spanish|Spanish Language Division]] *[[School:Political Science|School of Political Science]] *[[Topic:Peace Studies|School of Peace Studies]] *[[Topic:Psychology|Department of Psychology]] *[[School:Sociology|Department of Sociology]] *[[School:Demography|School of Demography]] *[[Topic:Demographic Instruction|Division of Demographic Education]] *[[Topic:Demographic Research|Demographic Research Lab]] *[[Topic:Social Work|Department Social Work]] *[[School:Strategic Studies|Center for Strategic Studies]] *[[Topic:Women's_Studies|Department of Women's Studies]] 23533 79658 2007-01-21T18:58:16Z JBogdan 533 creating redirect (decided to make it after I mispelled it in the search function) #REDIRECT [[Ten Commandments]] 23534 79660 2007-01-21T18:59:38Z JBogdan 533 created redirect for the Ten Commandments #REDIRECT [[Ten Commandments]] 23535 79664 2007-01-21T19:03:39Z JBogdan 533 trying to fix redirect #REDIRECT [[Apostles'_Creed]] 23536 79679 2007-01-21T19:46:50Z Erkan Yilmaz 1642 from the German page: http://de.wikiversity.org/wiki/Wikiversity:Projektinkubator/content background-color:#FFFFF0; color:black; 23537 79681 2007-01-21T19:48:37Z Erkan Yilmaz 1642 from German page: http://de.wikiversity.org/wiki/Wikiversity:Projektinkubator/topic </div> <div class="box about" style="{{Wikiversity:Project incubator/title}}"> <big>'''{{{1}}}'''</big>{{{2|}}} </div> <div class="box about" style="{{Wikiversity:Project incubator/content}}"> 23538 79682 2007-01-21T19:49:43Z Erkan Yilmaz 1642 from German page: http://de.wikiversity.org/wiki/Wikiversity:Projektinkubator/headline <div style="text-align:center;color:brown;">{{{1}}}</div> 23539 79684 2007-01-21T19:50:34Z Erkan Yilmaz 1642 from German page: http://de.wikiversity.org/wiki/Wikiversity:Projektinkubator/title background-color:#F8E4C8; color:brown; -moz-border-radius:30px; -moz-border-radius-bottomleft:0; -moz-border-radius-bottomright:0;margin-top:1em; 23540 79695 2007-01-21T20:06:53Z Erkan Yilmaz 1642 English title </div> <div class="box about" style="{{Wikiversity:project incubator/title}}; -moz-border-radius:30px;text-align:center;"> <small>''An initiative of [[:de:Interdisziplinäres Zentrum:Kooperationsforschung|Interdisziplinäres Zentrum für Kooperationsforschung (English: interdisciplinary centre for research for cooperation)]]''<small> </div> 23541 79717 2007-01-21T21:02:06Z JWSchmidt 20 Linguistics Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Science|General Science Portal]] - [[Portal:Cultural Studies|Cultural Studies]] - [[Portal:Financial Engineering in Greater China|Financial Engineering in Greater China]] - [[Portal:Linguistics|Linguistics]] 23543 79715 2007-01-21T20:57:39Z JWSchmidt 20 [[Image:Chonging.JPG|thumb|right|80px|Chonging, China]] [[Toward a theory of corporate governance in China's socialist market economy]] by [[User:Roadrunner]]. This article places corporate governance in the People's Republic of China into a global context. The convergence of historical factors resulted in restructuring of corporate and financial systems in China during the 1990's. The worst performing companies and state-owned enterprises have been restructured. With this phase of economic reform complete, the focus has now turned to making Chinese corporations world class global corporations incorporating the most modern management techniques. 23544 79721 2007-01-21T21:13:31Z DaveBlack 5630 '''THIS PAGE IS UNDER COSTRUCTION''' Welcome to the '''Italian Language Division''' of the School of [[School:Linguistics|Linguistics]]. The Italian Language Division coordinates and focuses studies on the Italian language which relate to the language itself. Everything topic will be listed here. ==Courses/[[Portal:Learning Projects|Projects]]== Learning projects currently being offered in the Italian Language Division: * ... ==Planned Courses/Projects== ==Tasks== * Integrate Wikibooks materials into Department. * Create relevant courses. Cross-list with other departments. ==Resources== ====Wikibooks==== * [[b:English as an Additional Language|English as an Additional Language]] * [[b:Rhetoric and Composition|Rhetoric and Composition]] - Book of the Month *... ====Wikipedia==== *[[w:History of the English language|History of the English language]] - with links to [[w:Old English language|Old]], [[w:Middle English|Middle]], and [[w:Early Modern English|Early Modern]] English ====[[:it_wikt:|English Wiktionary]]==== ==Department news== * '''October 8, 2006''' - Division founded! ==Degree plans== *Pending… See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==See also== *The [[Portal:Writing Center|Writing Center]] *The Wikibooks [[b:English|English Usage Center]] [[Category:Language and Literature]] [[Category:Linguistics]] 23545 79722 2007-01-21T21:17:27Z JWSchmidt 20 Social Sciences learning resources: [[Abnormal Psychology]], [[Albanian Territories of Balkans]], [[American Government]], [[Anthropology]], [[Communication]], [[Comparative Politics]], [[Digital information literacy]], [[Great Debates in Media Literacy]], [[Ethnography]], [[Introduction to Strategic Studies]], [[Introduction to International Relations]], [[Introduction to Advertising]], [[Institutional ethnography]], [[Introduction to Political Science]], [[:Category:Languages and Language families|Languages and Language families]], [[Lithuania: Member of the European Union]], [[Media literacy]], [[Microeconomics]], [[Metacommunity]], [[Population Institute]], [[Propaganda]], [[QuantLib|Quantitative finance]], [[Ec 1101 Supply Demand and Equilibrium|Supply Demand and Equilibrium]], [[Theory and Methods of Demography]], [[Unschooling]], [[What is Demography?]], [[What Is Strategy? Why Study Strategy?]], [[Wikio]] 23547 79732 2007-01-21T21:39:32Z JWSchmidt 20 #REDIRECT [[Wikiversity:Mission]] #REDIRECT [[Wikiversity:Mission]] 23548 79740 2007-01-21T21:59:29Z Chasepursley 5628 '''Real Estate Courses''' ---- Each topic will be equivalent to 3-hour university course<br> Each topic will include slide show for teaching aid<br> ---- I.<br> 1. Real Estate Principles<br> 2. Real Estate Agency<br> 3. Real Estate Development<br> 4. Construction Fundamentals<br> 5. Real Estate Finance<br> II.<br> 6. Real Estate Valuation<br> 7. Investment Property Analysis<br> 8. Property Management<br> 9. Real Estate Law<br> 10. Real Estate Taxation<br> III.<br> 11. Income Property Valuation<br> 12. Real Estate Market Analysis<br> 13. Real Estate Asset Management<br> 14. International Real Estate<br> 15. Real Estate Project Planning and Feasibility<br> IV<br> 16. Urban Development Regulations<br> 17. Real Estate Redevelopment (Adaptive Re-use)<br> 18. [http://en.wikipedia.org/wiki/Historic_preservation Historic Preservation]<br> 19. Affordable Housing<br> 20. Sustainable Construction<br> V.<br> 21. Current Real Estate Trends<br> 23550 79742 2007-01-21T22:04:47Z JWSchmidt 20 Enver Hoxha ruled Albania from 1944 to 1985. See [[Albanian Territories of Balkans]]. [[Image:Kruja.jpg|thumb|left|400px|Kruja, Albania]] 23552 79746 2007-01-21T22:12:50Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23553 79748 2007-01-21T22:18:51Z JWSchmidt 20 larger [[Image:US presidential inauguration 2005.jpg|left|thumb|400 px|[[American Government|U.S. presidential inauguration]].]] 23554 79749 2007-01-21T22:32:32Z JWSchmidt 20 [[Image:Ipod 5th Generation white.jpg|thumb|right|100px|Portable media electronics]] Participants at [[Communication]] can participate in several activities that allow exploration of the use and limitations of communications technology. 23555 79918 2007-01-22T10:40:42Z Robert Elliott 1436 Minor correction orphan __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the additional moods with gentle rhythm</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kdvi.png|right|128px]] ==Search the symphony orchestra sounds== ;1. Locate other sounds :Bells are great... but now you need to try other instruments to find very gentle notes what will create moods when played as background rhythm. :Try using the notes of a string guitar and harp which are in GarageBand with Jam Pack<nowiki>:</nowiki>Symphony Orchestra. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Send me your results== ;2. Pick four notes Again, pick four notes which when played rapidly over and over great a mood. Create a project file in GarageBand and place the notes in the project file and repeat them for four mesasures. ;3. Send me your project files for new moods. Once you are happy with sounds, send me the project file. Each file is 2 points (6 points maximum). This lesson is done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project files for three additional moods creatd with a repeating rhythm in GarageBand with Symphony Orchestra sounds, you are finished with this lesson. :In your next lesson, you must create moods with melody. :* [[Lesson:Mad Max:Creating the sound of drama| Sound of Drama]] <font color="green">- Melody</font> [[Image:Crystal Clear app kcmdf.png|16px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23556 80331 2007-01-23T14:03:37Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {{Message for Film Scoring Lessons}} {| border=1 cellspacing=0 cellpadding=30 bordercolor="yellow" width="98%" | bgcolor="#ffffd0" | <center><big>Select One: [[Lesson:Mad Max:Creating the sound of drama:GarageBand|Just GarageBand]] - <Font color="green">GarageBand with Symphony Orchestra</font> - [[Lesson:Mad Max:Creating the sound of drama:Notation Protégé|Notation Protégé]]</big></center> ---- [[Image:Crystal Clear app package favourite.png|right]] ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of drama:GarageBand and symphony orchestra| Lesson #3 - Using melody to create moods]] <Font color="green">with GarageBand and the sounds of a symphony orchestra</font> ;The pages in this lesson are<nowiki>:</nowiki> :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: [[Lesson:Mad Max:Creating the sound of drama:GarageBand and symphony orchestra|Creating moods with melody using GarageBand with symphony orchestra]] |} :::{| cellpadding="2" cellspacing="0" width="700px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound of drama:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz - "Describe that tune"''' - GarageBand with symphony orchestra - drama]] - 3 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :::{| cellpadding="2" cellspacing="0" width="700px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound of drama:GarageBand with symphony orchestra:Pop Quiz 2| '''Pop Quiz - "Locate that MIDI file"''' - GarageBand with symphony orchestra - drama]] - 2 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :::{| cellpadding="2" cellspacing="0" width="700px" | bgcolor="#ffeeff" style="border: 1px #cccccc solid;" |<center>[[Image:Nuvola apps kalarm.png|24px]] [[Mad Max:Sound of drama:GarageBand with symphony orchestra:Pop Quiz 3| '''Pop Quiz - "Isolate that tune"''' - GarageBand with symphony orchestra - drama]] - 4 points [[Image:Nuvola apps kalarm.png|24px]]</center> |} :{| cellpadding="3" cellspacing="0" width="600px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: [[Mad Max - Creating the sound of drama with GarageBand with symphony orchestra| Creating the sound of drama with GarageBand and symphony orchestra sounds]] - 6 points |} :{| cellpadding="3" cellspacing="0" width="500px" | bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: [[Mad Max's - Creating more sounds with melody using GarageBand and symphony orchestra sounds| Creating additional moods for motion pictures with melody]] - 6 points |} |} [[Category:Film School Templates]] [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:WikiU Film School]] [[Category:Narrative Film Production]] 23557 79768 2007-01-21T23:37:35Z Robert Elliott 1436 Minor correction Orphan __NOTOC__ __NOEDITSECTION__ =Under Construction This Week= <center> {{Mad Max:Lesson 3:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #03 - Learn how to create the sound of Drama!</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Lesson Summary - "Tiny bells all in a row"== In this lesson, you learn to create musical sound effects with repeating patterns. That means we use rhythm to create the mood. Here is how we will do this: 1. On one track of GarageBand, select four notes to be played by high pitched bells. Make the notes very short so they entire sequence plays in one second or less. 2. Drag the region so it repeats for about four seconds (about four times). Now you have sixteen bell sounds in four seconds. Now we have a good feeling. But if we want more, we can try many different things to enhance this sound. 3. With a soft sounding instrument on another track, play the same four notes slowly, one per second. Using this a base, you can add even more tracks with additional sounds to enhance the sound. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | <!-- [[Image:Crystal Clear app quicktime.png|right|96px]] --> ==Where are we?== This lesson is the second of three lessons in film scoring for non-musicians (filmmakers). 1. Creating music with '''individual notes'''. In the previous lesson, we learned that by using symphonic instruments in GarageBand, we can create many different moods with just a single note. 2. Creating music with '''rhythm'''. In this lesson, we will learn that we can create moods with tiny rhythms. 3. Creating music with '''melody'''. In the next lesson, we will learn to create moods with simple melodies. ;More info someday... Hopefully, soon, this lesson will be greatly expanded with lots of examples. For now, if you think you can do it, please go ahead and try. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear action editcut.png|100px|right]] == Left Column is #FFFFE0== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. ;Another simple title :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text. ;Third title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. | style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | <center>[[Image:Crystal Clear app Login Manager.png]]</center> == Right Column is Cornsilk== ;Simple title line :Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The first thing we will do is have a pop quiz. :* [[Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz''' - GarageBand with symphony orchestra - rhythm]][[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max Header and TOC for Melody}} </center> {| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Learn how to create a humming score.</big></center> |- | style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | =Simplify, simpify, simplify!= For this lesson, you use midi files to create a film score. 1. Locate great sounding midi files from classical music (before 1900). 2. Isolate a single phrase, usually one to three seconds long. 3. Isolate a single instrument (or two) from the entire. You want the main melody without much else. 4. Built the music sound effect from these few notes (or cords) by assigning the elements to different instruments of the symphony orchestra which create the emotion you are looking for. This will always be different from the original musical instruments. The goal is to get a professional sound which is simple and pure. | style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | =Pictures to follow shortly...= |} {{Mad Max End of Lesson and TOC}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23558 79764 2007-01-21T23:23:16Z JWSchmidt 20 "Civil government, so far as it is instituted for the security of property, is in reality instituted for the defense of the rich against the poor, or of those who have some property against those who have none at all." - [[School:Economics|Adam Smith]] 23559 79767 2007-01-21T23:37:08Z JWSchmidt 20 "[http://www.thecrimson.com/article.aspx?ref=516666 Renowned Economist Musgrave Dead at 96]" by Tina Wang<BR> Richard Abel Musgrave was a pioneer in the [[Topic:Political Economy|political economics]] of government taxation and spending policy. 23560 80377 2007-01-23T17:23:20Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ {| border=1 cellspacing=0 cellpadding=15 bordercolor="yellow" width="98%" | bgcolor="#ffffe0" | [[Image:Nuvola apps kalarm.png|200px|right]] ;This course is<nowiki>:</nowiki> :[[Mad Max's Course in Film Scoring for Motion Pictures|Film Scoring Introduction for Filmmakers]] ;This lesson is<nowiki>:</nowiki> :[[Lesson:Mad Max:Creating the sound of drama:GarageBand and symphony orchestra| Lesson #3 - Using melody to create moods]] <Font color="green">with GarageBand and the sounds of a symphony orchestra</font> ;<big><font color="OrangeRed">Now, it is time for a Pop Quiz<nowiki>:</nowiki></font></big> :{| cellpadding="1" cellspacing="0" width="340px" | bgcolor="#f8eeff" style="border: 1px #cccccc solid;" |<center>[[Image:Crystal Clear app clock.png|16px]] [[Mad Max:Sound Of Drama:GarageBand with symphony orchestra:Pop Quiz 1|Pop Quiz for the "Sound Of Drama"]] [[Image:Crystal Clear app clock.png|16px]]</center> |} ::*What simply melody means wedding? - [[WikiU Film School Point System|1 points]] ::*What simply melody means death? - [[WikiU Film School Point System|1 points]] more to follow shortly |} [[Category:WikiU Film School]] [[Category:Thumbnail Storyboard Lesson]] [[Category:Filmmaking]] [[Category:Film School Templates]] 23561 80330 2007-01-23T13:58:37Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 3:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>[[Image:Crystal Clear app kfm home.png|50px]] <font color="black">Lesson #03 - Learn how to create the sound of drama!</font> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; <!-- vertical-align: top; --> -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Nuvola mimetypes sound.png|right|128px]] ==Lesson Summary - Melody== The last two lessons were very simple. Now things get very complex. :1. Every melody creates a mood. This is the simple way to use melody. :2. A melody can also act like a narrator and explain what is going on in a scene. Now things become very challenging. You have to decide what you want to say. Then you have to find a melody which says this. :3. Some melodies have special meanings. The "Wedding March has special meaning to people in certain countries. :4. Melodies can create continuity. The same melody played differently throughout a movie bring continuity to the motion picture. :5. A single melody can bring continuity to a scene. No matter how many cuts are in a scene, the music will give the scene continuity. You have to decide when continuity is needed in a scene. :6. Melodies comes from many sources. If you used a melody that someone else created, this is called stealing. In filmmaking, stealing melodies can be great fun. Ripping apart MIDI files is a good way to do this for classical music. | style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" | [[Image:Crystal Clear app katuberling.png|right|96px]] ==What is classicial music== Classical music uses a symphony orchestra. Film music uses a symphony orchestra. Therefore, some filmmakers make the mistake of using classicial music in a motion picture. There is a reason why you do not want to use classical music in a motion picture. Classicial music is a melody put through a meat grinder. The melody is chopped up and repeated in many variation. The melody is combined in so many ways, the music requires all the attention of the audience to appreciate it all. As a filmmakers, you do not want your music to use up all the brain power of your audience (unless your picture is not very interesting). That is why you cannot use classicial music to score a motion picture. Instead, your goal as a film composer is to find simple melodies. Fortunately, you can find great melodies in almost any piece of classical music. But you must always remember to use only the melodies from classical music, not the classical music itself. That is, you want to seach through classical music and find a great melody (or one of the counter melodies) from classical music piece and steal it. Melodies from classical music sounds great in a film score. The composer of a classicial masterpiece spent months getting just the right melody. Your goal is to find the pure melody at the center of the piece and you have to throw away all the fluff so the audience can pay attention to your movie and not your music. Many classical pieces of music are available on the internet as MIDI files. With a MIDI files, you simply cut and paste a beautiful melody from classical music to get a wonderful musical score that creates the proper mood for your motion picture. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: #ffffd0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Musica renacimiento.png|100px|right]] == Melodies can be themes== ;Associating a melody with an actor, location, or action :In a movie, there are themes. Some of the actors can be the bad guys of the movie. Some of the actors can be the romantic love interest in the movie. Some locations can have special meaning to the characters in the movie. Certain actions can evoke certain feelings in the audience. :All of these are themes. And associated with each theme of the movie can be a musical theme. A musical theme is simple melody which create s specific feeling. :It might seem simplistic but audiences like to be told what his going on. Audiences like the movie explained to them. The only easy way to do this is with music. And the easiest way to do this is with musical themes. :When the bad guys appear, play a musical theme for the bad guys. When the children appear, play a bright and bubbly theme for children (assuming you like the children in your motion picture.) When the love interest appears on the movie, play a romantic theme. | style="width: 50%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Nuvola apps kuickshow.png|96px|right]]</center> ==Melody creates continuity three ways== ;1. All the shot of a scene :In a scene, you need some kind of sound which makes people feel that all the images are from the same scene. (Same location, same actors, same subject, same goals, etc.) :An easy way to create continuity for a scene is to have the same background sound (ambient sounds) and the same music throughout the scene. Therefore, playing a short melody, or even a single note, or a simple rhythm during an entire scene gives the scene continuity. ;2. Adjacent scenes :Two scenes can be tied together with music. When music from one scene continues into the next scene, it brings the two scenes together. ;3. Unrelated scenes :The action in one scene can be tied to the action in another scene much later by playing the same music in both scenes. |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app antivirus.png|96px|right]] ==Stealing Cords== ;melodies are not the only thing you can steal | style="width: 50%; background-color: #ffffd0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" | [[Image:Crystal Clear app package utilities.png|96px|right]] == Pulling apart Midi files== ;Melodies can be taken out of Midi files :Lots of ==Simplify, simpify, simplify!== When you are pulling apart a MIDI file to get a melody, you must simplify the melody. 1. Locate great sounding midi files from classical music (before 1900). 2. Isolate a single phrase, usually one to three seconds long. 3. Isolate a single instrument (or two) from the entire. You want the main melody without much else. 4. Built the music sound effect from these few notes (or cords) by assigning the elements to different instruments of the symphony orchestra which create the emotion you are looking for. This will always be different from the original musical instruments. The goal is to get a professional sound which is simple and pure. |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :The first thing we will do is have a pop quiz. :* [[Mad Max:Sound of drama:GarageBand with symphony orchestra:Pop Quiz 1| '''Pop Quiz - "Describe that tune"''' - GarageBand with symphony orchestra - melody]] [[Image:Crystal Clear action forward.png|24px]] ==Contact Your Instructor== :* Your instructor for these courses is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply {{email|user=Robert_Elliott|subject=Film Scoring Course Question - Wikiversity|text=Click Here}}. [[Image:Crystal Clear app xfmail.png|32px]] |} {{Lesson Shortcuts:Film Scoring Lessons}} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23562 79798 2007-01-22T00:16:51Z JWSchmidt 20 new color {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#0000CD <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23563 79776 2007-01-21T23:46:11Z JWSchmidt 20 {{Portal:box-footer | {{{1}}} }} 23564 79843 2007-01-22T03:05:39Z JWSchmidt 20 update links [[Image:Reagan gordievsky.gif|thumb|right|100px|Cold [[Topic:War|war]]]] [[Image:Naxi Musicians I.jpg|thumb|left|150px|[[School:Anthropology|Social learning]]]] Welcome to the '''Social Sciences Portal'''!<BR> This page provides links to [[Portal:Social Sciences/Social Sciences topics|Social Sciences learning resources]] that have been developed by Wikiversity [[Portal:Social Sciences/WikiProjects|content development projects]]. Wikiversity participants who are interested in the Social Sciences are invited to create and develop [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and help organize them by developing this portal. Browse learning resources in the [[Portal:Social Sciences/Categories|Social Sciences categories]]. 23565 79779 2007-01-21T23:47:39Z JWSchmidt 20 New page: [[Image:Ipod 5th Generation white.jpg|thumb|right|100px|Portable media electronics]] Participants at [[Communication]] can participate in several activities that allow exploration of the u... [[Image:Ipod 5th Generation white.jpg|thumb|right|100px|Portable media electronics]] Participants at [[Communication]] can participate in several activities that allow exploration of the use and limitations of communications technology. 23566 79780 2007-01-21T23:48:13Z JWSchmidt 20 Other Wikiversity science-related portals: [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Science|General Science Portal]] - [[Portal:Cultural Studies|Cultural Studies]] - [[Portal:Financial Engineering in Greater China|Financial Engineering in Greater China]] - [[Portal:Linguistics|Linguistics]] 23567 79782 2007-01-21T23:48:45Z JWSchmidt 20 [[Image:US presidential inauguration 2005.jpg|left|thumb|400 px|[[American Government|U.S. presidential inauguration]].]] 23568 79784 2007-01-21T23:50:54Z JWSchmidt 20 Help is needed at the content development projects in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Anthropology|Department of Anthropology]] *[[Topic:Communication|Department of Communications]] *[[School:Criminal Justice|School of Criminal Justice]] *[[School:Media Studies|School of Media Studies]] *[[School:Development Science|School of Developmental Sciences]] *[[Topic:Economics|Economics]] *[[School:Anthropology|Department of Anthropology]] *[[Topic:Geography|Geography]] *[[School:History|School of History]] **[[Topic:European History|Department of European History]] **[[Topic:Indic History|Department of Indic History]] **[[Topic:Philosophy of History|Department of Philosophy of History]] **[[Topic:Southeast Asian History|Department of Southeast Asian History]] **[[Topic:A_level|GCE A-Level in History (UK)]] *[[School:Linguistics|School of Linguistics]] **[[Topic:English Language|English Language Division]] **[[Topic:Spanish|Spanish Language Division]] *[[School:Political Science|School of Political Science]] *[[Topic:Peace Studies|School of Peace Studies]] *[[Topic:Psychology|Department of Psychology]] *[[School:Sociology|Department of Sociology]] *[[School:Demography|School of Demography]] *[[Topic:Demographic Instruction|Division of Demographic Education]] *[[Topic:Demographic Research|Demographic Research Lab]] *[[Topic:Social Work|Department Social Work]] *[[School:Strategic Studies|Center for Strategic Studies]] *[[Topic:Women's_Studies|Department of Women's Studies]] 23569 79785 2007-01-21T23:51:30Z JWSchmidt 20 [[Image:Chonging.JPG|thumb|right|80px|Chonging, China]] [[Toward a theory of corporate governance in China's socialist market economy]] by [[User:Roadrunner]]. This article places corporate governance in the People's Republic of China into a global context. The convergence of historical factors resulted in restructuring of corporate and financial systems in China during the 1990's. The worst performing companies and state-owned enterprises have been restructured. With this phase of economic reform complete, the focus has now turned to making Chinese corporations world class global corporations incorporating the most modern management techniques. 23570 79786 2007-01-21T23:52:02Z JWSchmidt 20 Enver Hoxha ruled Albania from 1944 to 1985. See [[Albanian Territories of Balkans]]. [[Image:Kruja.jpg|thumb|left|400px|Kruja, Albania]] 23571 79788 2007-01-21T23:52:36Z JWSchmidt 20 "Civil government, so far as it is instituted for the security of property, is in reality instituted for the defense of the rich against the poor, or of those who have some property against those who have none at all." - [[School:Economics|Adam Smith]] 23572 79789 2007-01-21T23:53:11Z JWSchmidt 20 Browse learning resources in the Social Sciences categories: *[[:Category:Social Sciences|Social Sciences]] *[[:Category:Anthropology|Anthropology]] *[[:Category:Communication|Communication]] *[[:Category:Criminal Justice|Criminal Justice]] *[[:Category:Cultural Studies|Cultural Studies]] *[[:Category:Demography|Demography]] *[[:Category:Development Science|Development Science]] *[[:Category:Economics|Economics]] *[[:Category:Ethnography|Ethnography]] *[[:Category:Gastronomy|Gastronomy]] *[[:Category:History|History]] *[[:Category:Language Acquisition|Language Acquisition]] *[[:Category:Linguistics|Linguistics]] *[[:Category:Political Science|Political Science]] *[[:Category:Psychology|Psychology]] *[[:Category:Social Research|Social Research]] *[[:Category:Social Theory|Social Theory]] *[[:Category:Social Work|Social Work]] *[[:Category:Sociology|Sociology]] *[[:Category:Urban Studies and Planning|Urban Studies]] *[[:Category:Wikiversity School of Media Studies|Media Studies]] *[[:Category:Women's Studies|Women's Studies]] 23573 79790 2007-01-21T23:53:44Z JWSchmidt 20 New page: Social Sciences learning resources: [[Abnormal Psychology]], [[Albanian Territories of Balkans]], [[American Government]], [[Anthropology]], [[Communication]], [[Comparative Politics]], [[... Social Sciences learning resources: [[Abnormal Psychology]], [[Albanian Territories of Balkans]], [[American Government]], [[Anthropology]], [[Communication]], [[Comparative Politics]], [[Digital information literacy]], [[Great Debates in Media Literacy]], [[Ethnography]], [[Introduction to Strategic Studies]], [[Introduction to International Relations]], [[Introduction to Advertising]], [[Institutional ethnography]], [[Introduction to Political Science]], [[:Category:Languages and Language families|Languages and Language families]], [[Lithuania: Member of the European Union]], [[Media literacy]], [[Microeconomics]], [[Metacommunity]], [[Population Institute]], [[Propaganda]], [[QuantLib|Quantitative finance]], [[Ec 1101 Supply Demand and Equilibrium|Supply Demand and Equilibrium]], [[Theory and Methods of Demography]], [[Unschooling]], [[What is Demography?]], [[What Is Strategy? Why Study Strategy?]], [[Wikio]] 23574 79791 2007-01-21T23:54:21Z JWSchmidt 20 New page: {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: r... {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23575 79792 2007-01-21T23:54:49Z JWSchmidt 20 New page: "[http://www.thecrimson.com/article.aspx?ref=516666 Renowned Economist Musgrave Dead at 96]" by Tina Wang<BR> Richard Abel Musgrave was a pioneer in the [[Topic:Political Economy|political... "[http://www.thecrimson.com/article.aspx?ref=516666 Renowned Economist Musgrave Dead at 96]" by Tina Wang<BR> Richard Abel Musgrave was a pioneer in the [[Topic:Political Economy|political economics]] of government taxation and spending policy. 23576 79796 2007-01-22T00:13:58Z JWSchmidt 20 This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Social Sciences]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning activity== [[Image:Ipod 5th Generation white.jpg|thumb|right|100px|Portable media electronics]] Participants at [[Communication]] can participate in several activities that allow exploration of the use and limitations of communications technology. ==Selected image== [[Image:US presidential inauguration 2005.jpg|left|thumb|400 px|[[American Government|U.S. presidential inauguration]].]] ==Featured research project== [[Image:Chonging.JPG|thumb|right|80px|Chonging, China]] [[Toward a theory of corporate governance in China's socialist market economy]] by [[User:Roadrunner]]. This article places corporate governance in the People's Republic of China into a global context. The convergence of historical factors resulted in restructuring of corporate and financial systems in China during the 1990's. The worst performing companies and state-owned enterprises have been restructured. With this phase of economic reform complete, the focus has now turned to making Chinese corporations world class global corporations incorporating the most modern management techniques. ==News== "[http://www.thecrimson.com/article.aspx?ref=516666 Renowned Economist Musgrave Dead at 96]" by Tina Wang<BR> Richard Abel Musgrave was a pioneer in the [[Topic:Political Economy|political economics]] of government taxation and spending policy. ==Did you know?== Enver Hoxha ruled Albania from 1944 to 1985. See [[Albanian Territories of Balkans]]. [[Image:Kruja.jpg|thumb|left|400px|Kruja, Albania]] ==Quotes== "Civil government, so far as it is instituted for the security of property, is in reality instituted for the defense of the rich against the poor, or of those who have some property against those who have none at all." - [[School:Economics|Adam Smith]] ==Featured learning projects== Social Sciences learning resources: [[Abnormal Psychology]], [[Albanian Territories of Balkans]], [[American Government]], [[Anthropology]], [[Communication]], [[Comparative Politics]], [[Digital information literacy]], [[Great Debates in Media Literacy]], [[Ethnography]], [[Introduction to Strategic Studies]], [[Introduction to International Relations]], [[Introduction to Advertising]], [[Institutional ethnography]], [[Introduction to Political Science]], [[:Category:Languages and Language families|Languages and Language families]], [[Lithuania: Member of the European Union]], [[Media literacy]], [[Microeconomics]], [[Metacommunity]], [[Population Institute]], [[Propaganda]], [[QuantLib|Quantitative finance]], [[Ec 1101 Supply Demand and Equilibrium|Supply Demand and Equilibrium]], [[Theory and Methods of Demography]], [[Unschooling]], [[What is Demography?]], [[What Is Strategy? Why Study Strategy?]], [[Wikio]] 23578 79809 2007-01-22T01:09:35Z Elatanatari 2826 New page: [[Category:Fashion Design]] [[Category:Fashion Design]] 23579 79812 2007-01-22T01:20:04Z Mirwin 47 link to excellent diagram of Bernoulli's equation Bernoulli's Equation [[Image:BernoullisLawDerivationDiagram.png]] 23580 80070 2007-01-22T19:09:22Z JWSchmidt 20 white pace <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23581 79837 2007-01-22T02:53:30Z JWSchmidt 20 New page: {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the c... {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23582 79838 2007-01-22T02:54:05Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }} 23583 79840 2007-01-22T03:02:03Z JWSchmidt 20 New page: The content development projects are on pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Agriculture|School of Agriculture]] *[[School:Architecture |Sch... The content development projects are on pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Agriculture|School of Agriculture]] *[[School:Architecture |School of Architecture]] *[[School:Aviation |School of Aviation]] *[[School:Construction |School of Construction]] *[[School:Education |School of Education]] *[[School:Engineering |School of Engineering]] *[[School:Entrepreneurship |School of Entrepreneurship]] *[[School:Fire and Emergency Management|School of Fire and Emergency Management]] *[[School:Food and Drink|School of Food and Drink]] *[[Topic:Foreign Language Learning |Department of Foreign Language Learning]] *[[School:Forensics|School of Forensics]] *[[School:Informatics |School of Informatics]] *[[School:Library and Information Science |School of Library and Information Science]] *[[School:Nonprofit Management |School of Nonprofit Management]] *[[School:Project Management |School of Project Management]] *[[School:Teleservices and Call Center Management|School of Teleservices and Call Center Management]] *[[School:Very Small Information Systems |School of Very Small Information Systems]] 23584 79881 2007-01-22T05:02:10Z JWSchmidt 20 add image [[Image:AirFranceConcorde.jpg|thumb|right|200px|[[School:Aviation|Aviation]]]] [[Image:Astra 065.jpg|thumb|left|70px|[[School:Architecture|Architecture]]]] Welcome to the portal for the Practical Arts and Sciences! This portal provides links to learning resources about subjects that have practical application to everyday life. Many of the subjects are relevant to professional careers in fields such as architecture and aviation. Wikiversity participants with an interest in Practical Arts and Sciences are invited to collaborate at the [[Portal:Practical Arts and Sciencesnew/WikiProjects|content development projects]] for [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and you can help organize access to them by developing this portal. 23586 79852 2007-01-22T03:36:30Z JWSchmidt 20 New page: Browse categories: *[[:Category:Practical Arts and Sciences|Practical Arts and Sciences]] *[[:Category:Agriculture|Agriculture]] *[[:Category:Aviation|Aviation]] *[[:Category:Construction|... Browse categories: *[[:Category:Practical Arts and Sciences|Practical Arts and Sciences]] *[[:Category:Agriculture|Agriculture]] *[[:Category:Aviation|Aviation]] *[[:Category:Construction|Construction]] *[[:Category:Cooking|Cooking]] *[[:Category:Entrepreneurship|Entrepreneurship]] *[[:Category:Fire and Emergency Management|Fire and Emergency Management]] *[[:Category:Food and Drink|Food and Drink]] *[[:Category:Forensics|Forensics]] *[[:Category:Gastronomy|Gastronomy]] *[[:Category:Home Economics|Home Economics]] *[[:Category:Hospitality Management|Hospitality Management]] *[[:Category:Library and Information Science|Library and Information Science]] *[[:Category:Metalwork|Metalwork]] *[[:Category:Nonprofit Management|Nonprofit Management]] *[[:Category:Project Management|Project Management]] *[[:Category:Real estate|Real estate]] *[[:Category:Sports|Sports]] *[[:Category:Tourism|Tourism]] *[[:Category:Urban Studies and Planning|Urban Studies and Planning]] 23587 79853 2007-01-22T03:46:29Z JWSchmidt 20 New page: {{subst:to do}} {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23588 79854 2007-01-22T03:48:25Z JWSchmidt 20 Page name cleanup {{tasks |requests= |copyedit= |wikify= |merge= |cleanup=[[Portal:Practical Arts and Sciences/Page name cleanup|Page name cleanup]] |expand= |disambiguation= |stubs= |update= |npov= |verify= |other=[[Template:Opentask|Open tasks]] }} 23589 79855 2007-01-22T03:53:01Z JWSchmidt 20 New page: There are a large number of pages in the "School:" [[Wikiversity:Namespaces|namespace]] with names such as [[School:Fire and Emergency Management/Airport Rescue Fire Fighter]]. Such pages ... There are a large number of pages in the "School:" [[Wikiversity:Namespaces|namespace]] with names such as [[School:Fire and Emergency Management/Airport Rescue Fire Fighter]]. Such pages that are content development projects should be moved to the "[[Wikiversity:Topics|Topic:]]" namespace. Pages that are learning resources should be moved to the main namespace (no prefix in the page name). 23591 79861 2007-01-22T04:13:14Z JWSchmidt 20 [[Home Economics]] - [[International tourism]] - [[Introduction to aircraft components]] - [[New Zealand Written Examinations Manuals|Aviation Examination Manuals]] - [[Physical Education]] - [[Pomology Teaching Tools]] - [[Tropical and Subtropical Pomology I|Tropical and Subtropical Pomology]] - [[REE3043|Real estate analysis]] - [[Welding]] - [[Wikiversity NPC]] 23592 79862 2007-01-22T04:16:38Z JWSchmidt 20 New page: [[Portal:Construction|Construction]] - [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Po... [[Portal:Construction|Construction]] - [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] - [[Portal:Science|General Science]] - [[Portal:Fine Arts|Fine Arts]] 23593 79864 2007-01-22T04:21:59Z JWSchmidt 20 New page: [[Image:Orange cross section description.png|thumb|left|400px|[[Pomology Teaching Tools]]]] [[Image:Orange cross section description.png|thumb|left|400px|[[Pomology Teaching Tools]]]] 23596 80553 2007-01-24T07:56:44Z Hillgentleman 530 (back to [[Project_proposal:global_warming|project proposal]]) This page is for brainstorming for the project '''global warming'''. {| width="100%" height="100%" style="background-color:#FFE4C4;" | == helpful suggestions == The goal of the project is to increase awareness, but also mobilize people to minimize the global warming. ''more about the project here'' Please put in your ideas - any idea is welcome. '''As said in the [[Wikiversity:Project_incubator/Brainstorming|brainstorming page]]: let's collect first ALL ideas.''' ==ideas, questions, hints, experiences == *How much do we know about ''Global Warming''? Is it happening? What are the possible scenaria? Who win? Who lose?--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] 02:27, 22 January 2007 (UTC) *Do you experience/feel it already ''yourself''? <br>If so, what have you done to minimize it (reason to personalize it more, so people can not say: Well, I can not do anything about it, my voice does not count)? ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 06:03, 22 January 2007 (UTC) *I like the idea of this project. Could the page be renamed to something more descriptive like '''The social consequences of global climate change'''. Climate change could act as a catalyst to address the underlying issues of the distribution of resources. It is often claimed that a minority of the worlds population use the majority of its resources, something like 25% of the worlds population uses 75% of the resources (need to research actual figures). It is further claimed that this is unlikely to change because the people with the power to make significant changes are those who benefit the most from the current situation. It could be claimed that everyone is effected by climate change and everyone is responsible for climate change. I'd be interested in a learning project that investigates these issues as they relate to climate change. [[User:Mystictim|Mystictim]] 10:07, 22 January 2007 (UTC) *Can there be added some kind of '''animation''', which shows what happens, when I modify some influences? Perhaps this already exists somewhere in the web? ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 18:59, 22 January 2007 (UTC) ::This[http://climateprediction.net/] distributed weather modeling project might provide what you are after. We (someone else, I already setup two others and my screensaver is saturated) could establish a Wikiversity.org[http://en.wikiversity.org/wiki/Screensaver_Project] team if they are set up for it like most BOINC distributed processing projects are. Might get us a little publicity while helping consolidate useful scientific results regarding global warming cause and effect. [[User:Mirwin|Mirwin]] 08:05, 23 January 2007 (UTC) *I think what would be a drive is, that people really '''realize on their own''' that it is happening like Hillgentleman tells. Reading only about it and exploring it are different things. How about: participants of this project/course from all over the world measure their daily temperature for a certain time period? I know that there are values from observation stations and other sources, but so this makes it more personal. There are probably other ways for this too. ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 22:06, 22 January 2007 (UTC) ::I think your idea to get people personally involved with this project is excelent. However it is important to make a clear distinction between '''weather''' and '''climate'''. Weather refers to specific local conditions, snow, rain fall, temperature, storms etc that change from minute to minute and hour by hour. These vary in frequency and intensity in complex patterns that are difficult to predict or to identify the specific courses. Climate refers to long term patterns and average values, like the seasons, the climate of the tropics and the Arctic, or average temperature and rainfall. Climate also follows complex patterns that are difficult to predict. We are now beginning to understand these and identify the courses of climate change. The difference between climate and weather can be illustrated by comparing predicting the temperature one day next week and in 6 months time. Both of these specific temperatures depend on the local weather and are difficult to predict. However the '''average''' temperature in six months is easer to predict because it will be similar to the average temperature from previous years. In your example above temperature depends on both local weather and climate so is difficult to predict and even harder to determine what coursed any changes. An alternative would be to measure the changes in the seasons which depends more on climate than local weather conditions. We already have a project that is investigating this at the [[Bloom clock project]]. [[User:Mystictim|Mystictim]] 13:21, 23 January 2007 (UTC) *Today New York has her first snow this winter.--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] 06:44, 23 January 2007 (UTC) :Well in Karlsruhe (Germany) today it snowed also since long time. ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] ([http://de.wikipedia.org/wiki/Benutzer:Erkan_Yilmaz/Bewertung <small>evaluate me!</small>], [[User_talk:Erkan_Yilmaz|<small>discussion</small>]]) 21:22, 23 January 2007 (UTC) *There is a lot of information around. The difficulty is in understanding it. In fact, probably nobody understands it. I have not heard of anybody saying anything with any certainty. I believe that it is happening, that we are causing it, and that it is not good. But to make me change my behaviour drastically, or even any really concrete change... I need to know more. ---[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] 06:44, 23 January 2007 (UTC) *It would be interesting to look at some of the climatic change models in [[:wikipedia:en:Global climate model]]. --[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] 06:47, 23 January 2007 (UTC) *Since 2001(?) Intergovernmental Panel on Climatic Change( http://ipcc.ch ) has published several huge reports. Very notable is ''Climate Change 2001'' http://www.grida.no/climate/ipcc_tar/ . We may check some of its short term predictions (if there are, I don't remember...) and study some long term predictions. ---[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] 06:53, 23 January 2007 (UTC) **One possible entry point of this report is its [http://www.grida.no/climate/ipcc_tar/wg1/046.htm road map].--[[User:Hillgentleman|Hillgentleman]]|[[User talk:hillgentleman|Talk]] 07:56, 24 January 2007 (UTC) 23598 79911 2007-01-22T10:34:13Z 24.235.65.215 Human being includes aura fields. Definitions, dynamics, and focus on the roles of auras in health assessment and treatment are page's subjects. The topic of aura health infers the existence of auras and their usefulness in conveying information about human health and their functions as dynamic materials with healing properties. 23599 79922 2007-01-22T10:53:22Z Robert Elliott 1436 Minor correction __NOTOC__ __NOEDITSECTION__ <center> {{Mad Max:Lesson 2:TOC:GarageBand with symphony orchestra}} </center> {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <center><big>Creating the additional moods with gentle rhythm</big></center> |} {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | [[Image:Crystal Clear app kdvi.png|right|128px]] ==Search the symphony orchestra sounds== ;1. Locate other sounds :Bells are great... but now you need to try other instruments to find very gentle notes what will create moods when played as background rhythm. :Try using the notes of a string guitar and harp which are in GarageBand with Jam Pack<nowiki>:</nowiki>Symphony Orchestra. | style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" | [[Image:Nuvola apps juk.png|right|96px]] ==Send me your results== ;2. Pick four notes Again, pick four notes which when played rapidly over and over great a mood. Create a project file in GarageBand and place the notes in the project file and repeat them for four mesasures. ;3. Send me your project files for new moods. Once you are happy with sounds, send me the project file. Each file is 2 points (6 points maximum). This lesson is done! |} {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" | [[Image:Crystal Clear app mp3.png|right|128px]] ==The Next Page== :Once you have sent me your project files for three additional moods creatd with a repeating rhythm in GarageBand with Symphony Orchestra sounds, you are finished with this lesson. :In your next lesson, you must create moods with melody. :* [[Lesson:Mad Max:Creating the sound of drama:GarageBand and symphony orchestra| Sound of Drama]] <font color="green">- Melody</font> [[Image:Crystal Clear app kcmdf.png|16px]] ==Contact Your Instructor== :* Your instructor for this class is [[User:Robert_Elliott|Robert Elliott]]. To email me, you simply [[Special:Emailuser/Robert_Elliott | Click Here]]. [[Image:Crystal Clear app xfmail.png|24px]] |} [[Category:Mad Max Film Scoring]] [[Category:Filmmaking]] [[Category:Film Scoring Lessons]] 23600 79977 2007-01-22T13:09:05Z Nina Koleva 5553 Nina Koleva's small portrait own work Nina & Tihomir Kolev 2005-01-17 == Summary == Nina Koleva's small portrait own work Nina & Tihomir Kolev 2005-01-17 == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23602 80875 2007-01-25T04:48:28Z Mirwin 47 formatting [[NAND Gate]](NAND = Not AND) The output is high when either of inputs A or B is high, or if neither is high. In other words, it is normally high, going low only if both A and B are high. The NAND gate and the NOR gate can be said to be universal gates since combinations of them can be used to accomplish any of the basic operations and can thus produce an inverter, an OR gate or an AND gate. The non-inverting gates do not have this versatility since they can't produce an invert. == External References == This online text [http://www.allaboutcircuits.com/vol_4/index.html] has a great deal of further information about circuit analysis, design and Boolean Algebra. [[Category:Electronic engineering]] [[Category:Computer Architecture]] 23603 80022 2007-01-22T16:49:17Z Student Galaxy 3488 A barnstar which I uploaded from wikipedia. For defensive acts and such. ~~~~ == Summary == A barnstar which I uploaded from wikipedia. For defensive acts and such. [[User:Student Galaxy|Student Galaxy]] 16:49, 22 January 2007 (UTC) == Licensing == {{CC-BY-SA-2.5}} 23604 80027 2007-01-22T17:03:41Z Student Galaxy 3488 A alleged picture of a UFO from[[http://relativitytheorem.250free.com/images/rtufo.jpg]]. Free usage == Summary == A alleged picture of a UFO from[[http://relativitytheorem.250free.com/images/rtufo.jpg]]. Free usage == Licensing == {{CC-BY-SA-2.5}} 23606 80038 2007-01-22T18:03:13Z Solo 5667 Alternative energy--unlimited probabilities! 23607 80048 2007-01-22T18:35:59Z JWSchmidt 20 New page: Participants at [[Wikiversity NPC]] learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promoti... Participants at [[Wikiversity NPC]] learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education. 23608 80049 2007-01-22T18:38:41Z JWSchmidt 20 New page: [[Pomology Teaching Tools]] is a support project for the [[Topic:Pomology|Department of Pomology]]. It is a project where participants create learning resources and study tools for pomolog... [[Pomology Teaching Tools]] is a support project for the [[Topic:Pomology|Department of Pomology]]. It is a project where participants create learning resources and study tools for pomology, such as pictures, schematic drawings, videos and textbooks. 23609 80053 2007-01-22T18:50:05Z JWSchmidt 20 New page: [[Image:Colani flugzeug 04.jpg|thumb|right|200px|Pusher configuration]] '''Empennage'''<BR> The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder a... [[Image:Colani flugzeug 04.jpg|thumb|right|200px|Pusher configuration]] '''Empennage'''<BR> The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder and elevator and it may contain the Flight Data Recorder ("black box") and Cockpit Voice Recorder. See: [[Introduction to aircraft components]]. 23610 80057 2007-01-22T18:56:06Z JWSchmidt 20 New page: "One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne "One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne 23611 80069 2007-01-22T19:07:52Z JWSchmidt 20 link [[Image:DMZ.jpg|thumb|right|100px|[[School:Tourism|Tourism]] hot spot?]] [http://english.chosun.com/w21data/html/news/200701/200701170023.html Experts Discuss Turning DMZ into Ecotourism District]<BR>Since 1953 the Korean Demilitarized Zone has been a "no man's land" between North and South Korea. 23612 80087 2007-01-22T19:21:38Z JWSchmidt 20 try new text color {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=8B0000 <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#66CDAA <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23613 80073 2007-01-22T19:12:07Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }} 23614 80122 2007-01-22T20:58:32Z JWSchmidt 20 fix link [[Image:AirFranceConcorde.jpg|thumb|right|200px|[[School:Aviation|Aviation]]]] [[Image:Astra 065.jpg|thumb|left|70px|[[School:Architecture|Architecture]]]] Welcome to the portal for the Practical Arts and Sciences! This portal provides links to learning resources about subjects that have practical application to everyday life. Many of the subjects are relevant to professional careers in fields such as architecture and aviation. Wikiversity participants with an interest in Practical Arts and Sciences are invited to collaborate at the [[Portal:Practical Arts and Sciences/WikiProjects|content development projects]] for [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning resources]] and you can help organize access to them by developing this portal. 23615 80075 2007-01-22T19:12:56Z JWSchmidt 20 New page: [[Pomology Teaching Tools]] is a support project for the [[Topic:Pomology|Department of Pomology]]. It is a project where participants create learning resources and study tools for pomolog... [[Pomology Teaching Tools]] is a support project for the [[Topic:Pomology|Department of Pomology]]. It is a project where participants create learning resources and study tools for pomology, such as pictures, schematic drawings, videos and textbooks. 23616 80076 2007-01-22T19:13:19Z JWSchmidt 20 New page: [[Portal:Construction|Construction]] - [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Po... [[Portal:Construction|Construction]] - [[Portal:Engineering and Technology|Engineering and Technology]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Mathematics|Mathematics]] - [[Portal:Physical Sciences|Physical Sciences]] - [[Portal:Social Sciences|Social Sciences]] - [[Portal:Science|General Science]] - [[Portal:Fine Arts|Fine Arts]] 23617 80115 2007-01-22T20:46:14Z Mystictim 626 undoing previous edit [[Image:Orange cross section description.png|thumb|left|400px|[[Pomology Teaching Tools]]]] 23618 80078 2007-01-22T19:14:21Z JWSchmidt 20 New page: The content development projects are on pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Agriculture|School of Agriculture]] *[[School:Architecture |Sch... The content development projects are on pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. *[[School:Agriculture|School of Agriculture]] *[[School:Architecture |School of Architecture]] *[[School:Aviation |School of Aviation]] *[[School:Construction |School of Construction]] *[[School:Education |School of Education]] *[[School:Engineering |School of Engineering]] *[[School:Entrepreneurship |School of Entrepreneurship]] *[[School:Fire and Emergency Management|School of Fire and Emergency Management]] *[[School:Food and Drink|School of Food and Drink]] *[[Topic:Foreign Language Learning |Department of Foreign Language Learning]] *[[School:Forensics|School of Forensics]] *[[School:Informatics |School of Informatics]] *[[School:Library and Information Science |School of Library and Information Science]] *[[School:Nonprofit Management |School of Nonprofit Management]] *[[School:Project Management |School of Project Management]] *[[School:Teleservices and Call Center Management|School of Teleservices and Call Center Management]] *[[School:Very Small Information Systems |School of Very Small Information Systems]] 23619 80079 2007-01-22T19:14:54Z JWSchmidt 20 New page: Browse categories: *[[:Category:Practical Arts and Sciences|Practical Arts and Sciences]] *[[:Category:Agriculture|Agriculture]] *[[:Category:Aviation|Aviation]] *[[:Category:Construction|... Browse categories: *[[:Category:Practical Arts and Sciences|Practical Arts and Sciences]] *[[:Category:Agriculture|Agriculture]] *[[:Category:Aviation|Aviation]] *[[:Category:Construction|Construction]] *[[:Category:Cooking|Cooking]] *[[:Category:Entrepreneurship|Entrepreneurship]] *[[:Category:Fire and Emergency Management|Fire and Emergency Management]] *[[:Category:Food and Drink|Food and Drink]] *[[:Category:Forensics|Forensics]] *[[:Category:Gastronomy|Gastronomy]] *[[:Category:Home Economics|Home Economics]] *[[:Category:Hospitality Management|Hospitality Management]] *[[:Category:Library and Information Science|Library and Information Science]] *[[:Category:Metalwork|Metalwork]] *[[:Category:Nonprofit Management|Nonprofit Management]] *[[:Category:Project Management|Project Management]] *[[:Category:Real estate|Real estate]] *[[:Category:Sports|Sports]] *[[:Category:Tourism|Tourism]] *[[:Category:Urban Studies and Planning|Urban Studies and Planning]] 23620 80080 2007-01-22T19:15:19Z JWSchmidt 20 New page: Participants at [[Wikiversity NPC]] learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promoti... Participants at [[Wikiversity NPC]] learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education. 23621 80081 2007-01-22T19:15:53Z JWSchmidt 20 New page: [[Image:Colani flugzeug 04.jpg|thumb|right|200px|Pusher configuration]] '''Empennage'''<BR> The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder a... [[Image:Colani flugzeug 04.jpg|thumb|right|200px|Pusher configuration]] '''Empennage'''<BR> The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder and elevator and it may contain the Flight Data Recorder ("black box") and Cockpit Voice Recorder. See: [[Introduction to aircraft components]]. 23622 80082 2007-01-22T19:16:18Z JWSchmidt 20 New page: "One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne "One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne 23623 80083 2007-01-22T19:16:42Z JWSchmidt 20 New page: [[Home Economics]] - [[International tourism]] - [[Introduction to aircraft components]] - [[New Zealand Written Examinations Manuals|Aviation Examination Manuals]] - [[Physical Education]... [[Home Economics]] - [[International tourism]] - [[Introduction to aircraft components]] - [[New Zealand Written Examinations Manuals|Aviation Examination Manuals]] - [[Physical Education]] - [[Pomology Teaching Tools]] - [[Tropical and Subtropical Pomology I|Tropical and Subtropical Pomology]] - [[REE3043|Real estate analysis]] - [[Welding]] - [[Wikiversity NPC]] 23624 80084 2007-01-22T19:17:13Z JWSchmidt 20 New page: {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: r... {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23625 80085 2007-01-22T19:17:39Z JWSchmidt 20 New page: [[Image:DMZ.jpg|thumb|right|100px|[[School:Tourism|Tourism]] hot spot?]] [http://english.chosun.com/w21data/html/news/200701/200701170023.html Experts Discuss Turning DMZ into Ecotourism D... [[Image:DMZ.jpg|thumb|right|100px|[[School:Tourism|Tourism]] hot spot?]] [http://english.chosun.com/w21data/html/news/200701/200701170023.html Experts Discuss Turning DMZ into Ecotourism District]<BR>Since 1953 the Korean Demilitarized Zone has been a "no man's land" between North and South Korea. 23626 80093 2007-01-22T19:27:35Z JWSchmidt 20 New page: This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Practical Arts and Sciences]]. If you change/update content in the portal, please be sure that the r... This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Practical Arts and Sciences]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning resource== [[Pomology Teaching Tools]] is a support project for the [[Topic:Pomology|Department of Pomology]]. It is a project where participants create learning resources and study tools for pomology, such as pictures, schematic drawings, videos and textbooks. ==Selected image== [[Image:Orange cross section description.png|thumb|left|400px|[[Pomology Teaching Tools]]]] ==Featured research project== Participants at [[Wikiversity NPC]] learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education. ==News== [[Image:DMZ.jpg|thumb|right|100px|[[School:Tourism|Tourism]] hot spot?]] [http://english.chosun.com/w21data/html/news/200701/200701170023.html Experts Discuss Turning DMZ into Ecotourism District]<BR>Since 1953 the Korean Demilitarized Zone has been a "no man's land" between North and South Korea. ==Did you know?== [[Image:Colani flugzeug 04.jpg|thumb|right|200px|Pusher configuration]] '''Empennage'''<BR> The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder and elevator and it may contain the Flight Data Recorder ("black box") and Cockpit Voice Recorder. See: [[Introduction to aircraft components]]. ==Quotes== "One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne ==Featured learning projects== [[Home Economics]] - [[International tourism]] - [[Introduction to aircraft components]] - [[New Zealand Written Examinations Manuals|Aviation Examination Manuals]] - [[Physical Education]] - [[Pomology Teaching Tools]] - [[Tropical and Subtropical Pomology I|Tropical and Subtropical Pomology]] - [[REE3043|Real estate analysis]] - [[Welding]] - [[Wikiversity NPC]] 23627 80137 2007-01-22T21:50:35Z Balloonguy 338 added items The following are a list of kanji that need a stroke order diagram. Be sure to follow the [[commons:Chinese_stroke_order:Protocols|protocol]] and use [http://www.csse.monash.edu.au/~jwb/cgi-bin/wwwjdic.cgi?1B Jim Breen's WWWJDIC Server] or another resource to figure out what the stroke order is. Be sure to use the -jbw.png suffix when saving the diagrams. *椅 *鉛 *筆 *紙 *徒 *供 *猫 [[Category:Japanese]] 23628 80104 2007-01-22T19:53:44Z E0325330 5672 {{Information |Description=Architecture diagram of the iMISC project |Source=Own work |Date=2007-01-21 |Author=e0325330@student.tuwien.ac.at (Andreas Wolf) |Permission= |other_versions=none }} == Summary == {{Information |Description=Architecture diagram of the iMISC project |Source=Own work |Date=2007-01-21 |Author=e0325330@student.tuwien.ac.at (Andreas Wolf) |Permission= |other_versions=none }} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23629 80152 2007-01-22T22:23:23Z Robert Elliott 1436 Rough Draft <center><small><font color="green">Lesson shortcuts: [[Lesson:Mad Max:Theory of Film Scoring | Intro]] · [[Lesson:Mad Max:Creating the sound of fear:GarageBand with Symphony Orchestra | Fear]]· [[Lesson:Mad Max:Creating the sound of joy:GarageBand with Symphony Orchestra | Joy]] · [[Lesson:Mad Max:Creating the sound of drama:GarageBand and symphony orchestra| Drama]] · [[Lesson:Film Scoring Workshop - Movie for Television | Workshop]]</font></small></center> [[Category:Film School Templates]] [[Category:Filmmaking]] [[Category:music]] 23630 80167 2007-01-22T23:09:15Z JWSchmidt 20 subst:box portal skeleton <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23631 80168 2007-01-22T23:10:20Z JWSchmidt 20 New page: {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the c... {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23632 80169 2007-01-22T23:10:49Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }} 23634 80178 2007-01-22T23:51:12Z JWSchmidt 20 fix links Wikiversity content development projects exist as pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. * [[School:African Studies|School of African Studies]] * [[School:Environmental Sciences|School of Environmental Sciences]] * [[School:Marine Sciences|School of Marine Sciences]] * [[School:Computational Sciences|School of Computational Sciences]] * [[School:Cultural Studies|Institute of Cultural Studies]] * [[Topic:Mental Freedom|Department of Mental Freedom]] * [[Topic:Nanotechnology|Center for Nanotechnology]] * [[Topic:Practical Human Life|Department of Practical Human Life]] * [[Topic:Religious Studies|Department of Religious Studies]] * [[Topic:Wiki Science| Department of Wiki Sciences]] * [[Topic:Paleontology|Division of Palaeontology]] * [[School:Future Studies|School of Future Studies]] 23635 80173 2007-01-22T23:19:02Z JWSchmidt 20 New page: Welcome to the portal for Interdisciplinary Studies! This portal features [[Portal:Learning Projects|learning projects]] and other [[Portal:Learning Materials|learning resources]] that hav... Welcome to the portal for Interdisciplinary Studies! This portal features [[Portal:Learning Projects|learning projects]] and other [[Portal:Learning Materials|learning resources]] that have been developed by the Wikiversity Interdisciplinary Studies [[Portal:Interdisciplinary Studiesnew/WikiProjects|content development projects]]. 23637 80183 2007-01-23T00:10:02Z JWSchmidt 20 New page: Browse learning materials in these categories: *[[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] *[[:Category:Communication|Communication]] *[[:Category:Conspiracy|Conspir... Browse learning materials in these categories: *[[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] *[[:Category:Communication|Communication]] *[[:Category:Conspiracy|Conspiracy]] *[[:Category:Environmental Sciences|Environmental Sciences]] *[[:Category:Future Studies|Future Studies]] *[[:Category:Geography|Geography]] *[[:Category:Marine sciences|Marine sciences]] *[[:Category:Mental Freedom|Mental Freedom]] *[[:Category:Nanotechnology|Nanotechnology]] *[[:Category:Paleontology|Paleontology]] *[[:Category:Practical Human Life|Practical Human Life]] *[[:Category:Religious studies|Religious studies]] *[[:Category:Revelation Design|Revelation Design]] *[[:Category:The Question|The Question]] 23638 80184 2007-01-23T00:12:52Z 71.7.131.203 This one guy i knew ДWas a guy who was stratigic and junk. 23639 80191 2007-01-23T00:47:58Z JWSchmidt 20 New page: [[Aquaculture Project]] - [[Collaboratively Building Concepts]] - [[Communication]] - [[Consilience]] - [[History and Strategy of Competitive Scrabble]] - [[Lesson 1:Introduction to Palaeo... [[Aquaculture Project]] - [[Collaboratively Building Concepts]] - [[Communication]] - [[Consilience]] - [[History and Strategy of Competitive Scrabble]] - [[Lesson 1:Introduction to Palaeontology|Introduction to Palaeontology]] - [[Introduction to Cardiovascular Fitness]] - [[Molecular Paleontology Reading Group]] - [[Science as Religion]] - [[The Question]] - [[UFO research]] 23640 80192 2007-01-23T00:49:32Z JWSchmidt 20 New page: {{subst:to do}} {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23641 80193 2007-01-23T00:51:51Z JWSchmidt 20 New page: [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]]... [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Mathematics|Mathematics]] '''&middot;''' [[Portal:Media|Media]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] '''&middot;''' [[Portal:Professions|Professional Schools]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] 23642 80269 2007-01-23T05:14:30Z Historybuff 5228 /* Learn by doing */ added POC success, discussed further changes This learning project explores realtime VoIP systems for peer-to-peer communication. It is part of the [[School:Media Studies|School of Media Studies]] and it's [[Topic:Internet Audio and Video|Internet Audio and Video]] division. ==About us== We are a new group formed to study, evaluate and experience various [[w:VoIP|VoIP]] systems and protocols. ==What is VoIP?== [[Topic:VoIP|VoIP]] is [[w:Voice over Internet Protocol|Voice over Internet Protocol]]. ==Learn by doing== [[Wikiversity:Interactive learning resources|Interactive learning resources]] at Wikiversity will require real-time [[communication|communication]]. VoIP is a fun way to interact with others ono-on-one or in groups. The VoIP activity group plans to pave the way for bringing Wikiversity into the world of [[Wikiversity:Sonic user interface|live sound]]. ===Initial proof of concept=== 2007 01 22 - HistoryBuff and CQ were able to start a conference. CQ had no microphone, so he had to listen to tests from HistoryBuff. After some technical glitches, JWSchmidt joined, and two way audio was heard. This was considered a success in the initial experiment. === Further activities === It is hoped that we can confrence 5 participants, all with the ability to use 2 way audio. We are searching for some real world applications for Wikiversity, so we can promote and have solid ground for some proposals that are currently forming. ==Wikiversity VoIP Networks== *[[Skype]] - [[:Category:Users familiar with Skype|Wikiversity Skype Network]] *[[MozIAX]] - [[:Category:Users familiar with MozIAX|Wikiversity MozIAX Network]] *... 23643 80198 2007-01-23T01:15:13Z CQ 1939 /* Who uses Skype? */ -> /* Who uses MozIAX? */ This is the [[learning project]] about the realtime [[Topic:VoIP|VoIP]] system for peer-to-peer communication. ''See [[Topic:Internet Audio and Video|Internet Audio and Video]]'' ==What is MozIAX?== '''[[w:MozIAX|MozIAX]]''' is an open source peer-to-peer Voice over IP (VoIP) plugin for Mozilla-based browsers such as [[w:Firefox|Firefox]]. ==How can Skype be used as a learning resource?== Besides being useful as a phone call program, MozIAX can also be used to connect to teachers, record multiuser lessons, and create podcasts to name a few. ==Who uses MozIAX?== *Wikiversity: [[:Category:Users familiar with MozIAX]] *Wikipedia: [[w:Category:Wikipedians who use MozIAX]] *... Template: Place {{tl|UserMozIAX}} on your user page if you wish to be part of Wikiversity's [[:Category:Users familiar with MozIAX|MozIAX network]]. Use the code: <nowiki>{{UserMozIAX|username}}</nowiki> ...where '''username''' is how you are recognized on the [[MozIAX]] network. ==Resources== *[http://moziax.mozdev.org/ Official MozIAX website] *... ==See also== *[[w:Epresence|Epresence]] - An open/community source project for interactive media software: capturing, archiving, and webcasting system that delivers video and presentation media over the internet using multiple streaming formats for multiple platforms. ePresence also supports text and voice interaction among event participants. *[[Skype]] - A proprietary [[Topic:VoIP|VoIP]] system * {{stub}} [[Category:Audio Engineering]] [[Category:VoIP]] 23644 80200 2007-01-23T01:24:16Z CQ 1939 #REDIRECT [[Topic:VoIP]] #REDIRECT [[Topic:VoIP]] 23645 80203 2007-01-23T01:35:50Z CQ 1939 Content development project: [[Topic:VoIP]] <- [[Category:Internet Audio and Video]] Content development project: [[Topic:VoIP]] [[Category:Internet Audio and Video]] 23646 80207 2007-01-23T02:06:22Z JWSchmidt 20 shorter caption [[Image:Rtufo.jpg|right|thumb|100px|Hoax?]] Participants in [[UFO research]] explore past research into UFOs and are encouraged to join the the SETI@Home project. 23647 80234 2007-01-23T03:15:49Z JWSchmidt 20 Darwinism [[Image:Charles Darwin.jpg|thumb|right|50px|Charles Darwin]] Participants in the [[Science as Religion]] learning project explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. Is [[Darwinism as religion|Darwinism]] a religion? 23648 80262 2007-01-23T05:07:37Z Leighblackall 2414 /* Codes of practice */ =First aid= =Grounds person duties= =Tree climbing and pruning= =Electricity supply lines= =Chainsaws= ==First aid requirements== Please refer to page 35 of the Approved Code of Practice for Safety and Health in Tree Work - Part 1: Arboriculture http://www.osh.govt.nz/order/catalogue/pdf/arborcode.pdf # All arboriculture operations must have at least 1 person with current first aid certification from either St Johns, Red Cross or other recognised (OSH) first aid training provider. # A fully stocked first aid kit must be at every work site # First aid kits will be stored so as to ensure the contents are protected against contamination by dust, heat, moisture or any other element. # Specific environments and situations may require additional first aid items for which an inspector's advise should be sort. # In the event of an accident a seriously injured person shall not be moved, but made comfortable, until qualified medical advice is available. # At a minimum, a first aid kit for up to 10 will contain: * Individually wrapped triangular bandages x 2 * Individually wrapped roller bandages x 2 * Individually wrapped sterile dressings (non-adhesive) x 5 * Individually wrapped sterile eye pads with attachment x 4 * Individually wrapped sterile adhesive dressings x 5 * Individually wrapped sterile wound dressings (non-medicated) (a) medium x 1 (b) large x 2 * Safety pins x 6 * Disposable gloves x 2 pairs * Card listing local emergency numbers * List of minimum contents of kit * Basic first aid notes (e.g. St John, Red Cross) * Hepatitis B/Aids notice on first aid box * Resusci-aid mask * If tap water is not available, sterile water or sterile normal saline in disposable containers, each holding at least 300mls, shall be kept near the first aid box. NB. Where aborists work alone, a belt attached first aid kit will contain the following minimum requirements: * Individually wrapped crepe or roller bandage x 2 * Individually wrapped large sterile wound dressings x 2 Types of injuries ID Danger * Live power * Chainsaw still running * Hangers Response * Is victim conscious ==Personal protective equipment== ==Codes of practice== PDF for print of the New Zealand Code of Practice for Safety and Health in Tree Work - Part 1: [http://www.osh.govt.nz/order/catalogue/pdf/arborcode.pdf Arboriculture] ==Chainsaw operation== ===Safety features of chainsaws=== ===Chainsaw maintenance=== ===Starting Methods=== ===Hazards relating chainsaw use=== (not to use above shoulder... not on stock piled logs..) ==Transporting a chainsaw and fuel== ===Safe storage=== ===Refueling=== ==Responsibilities of an employer== ===New Zealand Health and Safety in Employment Act=== =Use of agrichemicals= =Maintain hand tools= =Advanced felling techniques= =Amenity= =Brush chipper and stump grinder= 23650 80225 2007-01-23T02:57:51Z JWSchmidt 20 New page: [[Image:Oyster culture in Belon, France 01.jpg|thumb|right|400px|[[Aquaculture Project]]]] [[Image:Oyster culture in Belon, France 01.jpg|thumb|right|400px|[[Aquaculture Project]]]] 23651 80229 2007-01-23T03:05:21Z JWSchmidt 20 smaller image [[Image:Neanderthal child.jpg|thumb|right|200px|Reconstruction of a Neanderthal child]] Paleontologists now routinely isolate and sequence Neanderthal DNA, allowing estimation of the time of the last common ancestor of Neanderthals and living humans. See [[Molecular Paleontology Reading Group]]. 23652 80235 2007-01-23T03:19:11Z JWSchmidt 20 New page: "Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - [[Consilience|Edward O. Wilson]] "Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - [[Consilience|Edward O. Wilson]] 23653 80237 2007-01-23T03:28:02Z JWSchmidt 20 New page: '''[[School:Environmental Sciences|Environmental Sciences]]'''<BR> "[http://www.boston.com/news/nation/washington/articles/2007/01/22/bush_set_to_tackle_global_warming/ Bush set to tackle ... '''[[School:Environmental Sciences|Environmental Sciences]]'''<BR> "[http://www.boston.com/news/nation/washington/articles/2007/01/22/bush_set_to_tackle_global_warming/ Bush set to tackle global warming]" by Rick Klein<BR>With Democrats in control of Congress, will Bush finally act? 23654 80264 2007-01-23T05:10:46Z JWSchmidt 20 change colors {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=black <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#DDA0DD <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23655 80242 2007-01-23T04:24:40Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }} 23656 80255 2007-01-23T04:30:32Z JWSchmidt 20 update link Welcome to the portal for Interdisciplinary Studies! This portal features [[Portal:Learning Projects|learning projects]] and other [[Portal:Learning Materials|learning resources]] that have been developed by the Wikiversity Interdisciplinary Studies [[Portal:Interdisciplinary Studies/WikiProjects|content development projects]]. 23657 80244 2007-01-23T04:25:48Z JWSchmidt 20 New page: [[Image:Charles Darwin.jpg|thumb|right|50px|Charles Darwin]] Participants in the [[Science as Religion]] learning project explore the published literature on this topic then write and disc... [[Image:Charles Darwin.jpg|thumb|right|50px|Charles Darwin]] Participants in the [[Science as Religion]] learning project explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. Is [[Darwinism as religion|Darwinism]] a religion? 23658 80245 2007-01-23T04:26:12Z JWSchmidt 20 New page: [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]]... [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Mathematics|Mathematics]] '''&middot;''' [[Portal:Media|Media]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] '''&middot;''' [[Portal:Professions|Professional Schools]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] 23659 80246 2007-01-23T04:26:37Z JWSchmidt 20 New page: [[Image:Oyster culture in Belon, France 01.jpg|thumb|right|400px|[[Aquaculture Project]]]] [[Image:Oyster culture in Belon, France 01.jpg|thumb|right|400px|[[Aquaculture Project]]]] 23660 80247 2007-01-23T04:27:01Z JWSchmidt 20 New page: Wikiversity content development projects exist as pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. * [[School:African Studies|School of African Studies]] * [[Scho... Wikiversity content development projects exist as pages in the "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. * [[School:African Studies|School of African Studies]] * [[School:Environmental Sciences|School of Environmental Sciences]] * [[School:Marine Sciences|School of Marine Sciences]] * [[School:Computational Sciences|School of Computational Sciences]] * [[School:Cultural Studies|Institute of Cultural Studies]] * [[Topic:Mental Freedom|Department of Mental Freedom]] * [[Topic:Nanotechnology|Center for Nanotechnology]] * [[Topic:Practical Human Life|Department of Practical Human Life]] * [[Topic:Religious Studies|Department of Religious Studies]] * [[Topic:Wiki Science| Department of Wiki Sciences]] * [[Topic:Paleontology|Division of Palaeontology]] * [[School:Future Studies|School of Future Studies]] 23661 80248 2007-01-23T04:27:31Z JWSchmidt 20 New page: Browse learning materials in these categories: *[[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] *[[:Category:Communication|Communication]] *[[:Category:Conspiracy|Conspir... Browse learning materials in these categories: *[[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] *[[:Category:Communication|Communication]] *[[:Category:Conspiracy|Conspiracy]] *[[:Category:Environmental Sciences|Environmental Sciences]] *[[:Category:Future Studies|Future Studies]] *[[:Category:Geography|Geography]] *[[:Category:Marine sciences|Marine sciences]] *[[:Category:Mental Freedom|Mental Freedom]] *[[:Category:Nanotechnology|Nanotechnology]] *[[:Category:Paleontology|Paleontology]] *[[:Category:Practical Human Life|Practical Human Life]] *[[:Category:Religious studies|Religious studies]] *[[:Category:Revelation Design|Revelation Design]] *[[:Category:The Question|The Question]] 23662 80249 2007-01-23T04:27:55Z JWSchmidt 20 New page: [[Image:Rtufo.jpg|right|thumb|100px|Hoax?]] Participants in [[UFO research]] explore past research into UFOs and are encouraged to join the the SETI@Home project. [[Image:Rtufo.jpg|right|thumb|100px|Hoax?]] Participants in [[UFO research]] explore past research into UFOs and are encouraged to join the the SETI@Home project. 23663 80310 2007-01-23T12:48:08Z JWSchmidt 20 smaller [[Image:Neanderthal child.jpg|thumb|right|100px|Reconstruction of a Neanderthal child]] Paleontologists now routinely isolate and sequence Neanderthal DNA, allowing estimation of the time of the last common ancestor of Neanderthals and living humans. See [[Molecular Paleontology Reading Group]]. 23664 80251 2007-01-23T04:28:52Z JWSchmidt 20 New page: "Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - [[Consilience|Edward O. Wilson]] "Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - [[Consilience|Edward O. Wilson]] 23665 80252 2007-01-23T04:29:17Z JWSchmidt 20 New page: [[Aquaculture Project]] - [[Collaboratively Building Concepts]] - [[Communication]] - [[Consilience]] - [[History and Strategy of Competitive Scrabble]] - [[Lesson 1:Introduction to Palaeo... [[Aquaculture Project]] - [[Collaboratively Building Concepts]] - [[Communication]] - [[Consilience]] - [[History and Strategy of Competitive Scrabble]] - [[Lesson 1:Introduction to Palaeontology|Introduction to Palaeontology]] - [[Introduction to Cardiovascular Fitness]] - [[Molecular Paleontology Reading Group]] - [[Science as Religion]] - [[The Question]] - [[UFO research]] 23666 80253 2007-01-23T04:29:41Z JWSchmidt 20 New page: {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: r... {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23667 80254 2007-01-23T04:30:04Z JWSchmidt 20 New page: '''[[School:Environmental Sciences|Environmental Sciences]]'''<BR> "[http://www.boston.com/news/nation/washington/articles/2007/01/22/bush_set_to_tackle_global_warming/ Bush set to tackle ... '''[[School:Environmental Sciences|Environmental Sciences]]'''<BR> "[http://www.boston.com/news/nation/washington/articles/2007/01/22/bush_set_to_tackle_global_warming/ Bush set to tackle global warming]" by Rick Klein<BR>With Democrats in control of Congress, will Bush finally act? 23668 80260 2007-01-23T05:05:10Z JWSchmidt 20 first featured This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Interdisciplinary Studies]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning resource== [[Image:Charles Darwin.jpg|thumb|right|50px|Charles Darwin]] Participants in the [[Science as Religion]] learning project explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. Is [[Darwinism as religion|Darwinism]] a religion? ==Selected image== [[Image:Oyster culture in Belon, France 01.jpg|thumb|right|400px|[[Aquaculture Project]]]] ==Featured research project== [[Image:Rtufo.jpg|right|thumb|100px|Hoax?]] Participants in [[UFO research]] explore past research into UFOs and are encouraged to join the the SETI@Home project. ==News== '''[[School:Environmental Sciences|Environmental Sciences]]'''<BR> "[http://www.boston.com/news/nation/washington/articles/2007/01/22/bush_set_to_tackle_global_warming/ Bush set to tackle global warming]" by Rick Klein<BR>With Democrats in control of Congress, will Bush finally act? ==Did you know?== [[Image:Neanderthal child.jpg|thumb|right|200px|Reconstruction of a Neanderthal child]] Paleontologists now routinely isolate and sequence Neanderthal DNA, allowing estimation of the time of the last common ancestor of Neanderthals and living humans. See [[Molecular Paleontology Reading Group]]. ==Quotes== "Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - [[Consilience|Edward O. Wilson]] ==Featured learning projects== [[Aquaculture Project]] - [[Collaboratively Building Concepts]] - [[Communication]] - [[Consilience]] - [[History and Strategy of Competitive Scrabble]] - [[Lesson 1:Introduction to Palaeontology|Introduction to Palaeontology]] - [[Introduction to Cardiovascular Fitness]] - [[Molecular Paleontology Reading Group]] - [[Science as Religion]] - [[The Question]] - [[UFO research]] 23677 80352 2007-01-23T16:08:56Z JWSchmidt 20 New page: {{subst:box portal skeleton}} <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23678 80353 2007-01-23T16:11:02Z JWSchmidt 20 New page: {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the c... {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23679 80355 2007-01-23T16:12:42Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }} 23680 80362 2007-01-23T16:47:00Z Student Galaxy 3488 A satelite photo of a galaxy taken by NASA and uploaded from [[http://nssdc.gsfc.nasa.gov/image/astro/hst_ngc4414_9925.jpg]] all Nasa photos are for free share usage. ~~~~ == Summary == A satelite photo of a galaxy taken by NASA and uploaded from [[http://nssdc.gsfc.nasa.gov/image/astro/hst_ngc4414_9925.jpg]] all Nasa photos are for free share usage. [[User:Student Galaxy|Student Galaxy]] 16:47, 23 January 2007 (UTC) == Licensing == {{CC-BY-SA-2.5}} 23681 80401 2007-01-23T19:04:14Z JWSchmidt 20 {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23683 80371 2007-01-23T17:04:54Z JWSchmidt 20 cleanup {{tasks |requests= |copyedit= |wikify= |merge= |cleanup=Individual lessons should be in subcategories, not [[:Category:Media]]. |expand= |disambiguation= |stubs= |update= |npov= |verify= |other=[[Template:Opentask|Open tasks]] }} 23687 80393 2007-01-23T18:20:14Z 18.55.7.49 New page: * Maurice Quinn - Structural Engineer * [[User_talk:Moo7a|Moo7a]] - Mechanical Engineering * [[User:Dr_Tabatabaian|Dr. T]] - Energy and Energy Engineering * [[User_talk:WiKimik|WiKimik... * Maurice Quinn - Structural Engineer * [[User_talk:Moo7a|Moo7a]] - Mechanical Engineering * [[User:Dr_Tabatabaian|Dr. T]] - Energy and Energy Engineering * [[User_talk:WiKimik|WiKimik]] - Chemical Engineer * Vikram Malik - Computer Engineer 23689 80906 2007-01-25T10:50:28Z Cormaggio 8 linking to [[Collaboratively Building Concepts]] This is a series of steps that correspond to '''an [[action research]] methodology for facilitating and assessing the development of Wikiversity'''. These steps correspond to headings below - all of which, of course, are editable. Steps 1-3 (inclusive) are the "pre-research" steps, and envisaged to be worked on immediately and simultaneously; 4-7 (inclusive) constitute one "cycle" of the action research spiral (see [[action research]] page for details). Some background to this research can be found on the [[Developing Wikiversity through action research/About|"About"]] page and, on a more personal level, [[User:Cormaggio/My? research|here]]. If you wish to add yourself as an interested participant, please list yourself on the [[Developing Wikiversity through action research/Participants|participants]] page. But again, please, '''edit this page''' to make it a truly collaborative research project... <!------------Box/Table starts here-------------> {| border="0" align="center" width="90%" style="background:#FFEFF0; border:2px dashed #DB70DB" |<br> <big>"Pre-research" steps:</big><br><br> * '''1. Describe the environment in which we work''' (eg. this [[Wikiversity:Reports/15_January_2007|report]]) :''Note: The report I wrote on January 15th is not at all comprehensive. There are many other aspects to Wikiversity that I did not mention, and even the ones I did mention need further detail/analysis. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 20:35, 23 January 2007 (UTC)'' :''Also, does the "environment in which we work" mean the wider context of our work in education (ie inside/outside Wikiversity - individually and collectively)? There is possibly a limit to how much of this we need to go into on this page, but it might be quite helpful for us to explore this point in some depth.. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 20:35, 23 January 2007 (UTC)'' * '''2. Identify aspects of Wikiversity that work, don't work, and that could work better''' (eg. this [[Wikiversity:Reports/15_January_2007| report]]) :''Note: As above, that report did not take into account the full breadth of resources/activities/project pages in Wikiversity. If you feel that a particular resource is interesting/noteworthy for any particular reason (this could be how it has developed, what it offers (or doesn't), how useful/confusing etc people have said it was (or you think it is), what potential it has for development, etc), you should note the page, and give a brief account of why you think it is noteworthy. Or, simply adding comments about problems you are having with Wikiversity, could be helpful. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 20:35, 23 January 2007 (UTC)'' * '''3. Identify: a) how action/reflection is to be carried out and evaluated, b) how milestones are reached and named, c) intended outcomes of this work, and d) within what timeframe this work is to be carried out''' <big>Action research cycle</big><br><br> * '''4. Draw up a plan of action''' * '''5. Implement action steps''' * '''6. Observe how actions have affected changes (or not)''' * '''7. Reflect on action''' (ideally, this is ongoing - possibly needing to be brought together somehow at some point in time - does this point in time need to be pre-specified, or left open/flexible?) * '''8. Formulate new plan of action''' (not a "return" to point 4, but rather creating a new cycle, forming a spiral of action and reflection) <br><br> |} <!-----------------Box/Table ends here------------------> ==Describe Wikiversity== * See [[Wikiversity:Reports]] for now.. *[[Wikiversity:Reports/15 January 2007]] * add others.. ==Aspects that work/don't work== * See [[Wikiversity:Reports]] for now.. * add others.. ==How action/reflection is to be carried out== Please add suggestions about various aspects of point three above - and sign your comment to indicate that this is ''your'' point-of-view, and not necessarily someone else's. * Perhaps, when we develop a number of principles of the research, they should be developed into a page like [[/Principles]]. (?) The timeframe for this work could be developed at [[/Timeframe]]; milestones at [[/Milestones]]... * '''Critical thinking''' - I believe we should strive to be critical in our conceptualising and understanding of Wikiversity, and our places and actions within it. (Note: this does not mean we need to criticise each other, but rather we should adopt a framework of critical thinking - our understanding of this needs to be [[Collaboratively Building Concepts|developed collaboratively]].) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 20:35, 23 January 2007 (UTC) ==A plan of action== * ... ==Implement action steps== ==Observe actions== ==Reflect on action== ==Form new plan of action== ==...== ==Other projects== There is another action research project on Wikiversity underway at [[Learning to learn a wiki way]] - please also participate there if you are interested. [[Category:Research]] [[Category:Developing Wikiversity through action research]] <!-- [[Category:Action research projects]] --> 23691 80446 2007-01-23T21:15:37Z Cormaggio 8 + cat '''[[Developing Wikiversity through action research]]''' is a collaborative research project to facilitate and assess the development of Wikiversity through [[action research]]. ==What is Wikiversity, and how does it work?== This project is fundamentally about exploring answers to these questions. Wikiversity is a repository of learning materials, a resource for self-study, a space for collaboration, a space in which to learn collaboratively, a space to explore about learning, a space to learn about teaching, etc. So, how does Wikiversity do all this - "how" in the sense of "by what means" - and, crucially, "by what values".. There will have to be more specific questions too - about what we (individually/collectively) want to change and/or achieve in working on Wikiversity. But possibly, in its largest sense, the question this project will address is '''"Why Wikiversity?"''' In other words: why does Wikiversity exist, and what does its existence mean for the world of education, and/or for you, and/or for me? ==Why use action research?== [[Action research]] could be an appropriate methodology for researching Wikiversity, because of the inherently collaborative nature of both. Both work through the participation of a community, and both are inherently driven by change. Also, action research can (some would say, should) be organised in such a way to improve the lives (or, at least, understandings) of the participants, as well as the environment/context of research - however, the extent to which this is actually enacted and facilitated in practice is up to the participants. ==What does this project hope to achieve?== This is fundamentally up to the people who participate in this research project. Participants of this project need to identify what they would like to explore/change in Wikiversity, and how, and generally set the long and short-term goals of the project. ==Who can participate in this project?== Anyone can participate. You can participate by adding points to be discussed, points of action, points of comment etc. You may remain anonymous (though it may help inter-communication if you make yourself known and sign your posts). Participation in this project does not mean that you take any more responsibility than what you explicitly agree to (in other words, you will not be forced to do any work, answer any question etc if you do not want to). Fundamentally your participation is entirely voluntary - but, hopefully, much appreciated. ==What will be the outcomes of this project?== One intended outcome of this project is a PhD thesis. (''Comment from [[User:Cormaggio|Cormaggio]]: I want to make this explicit from the beginning, however I don't want to lay personal claim to the research process, as it is genuinely meant to be a fundamentally collaborative activity - see [[User:Cormaggio/My? research]].'') This project will hopefully generate data and analysis about Wikiversity that will be useful to the community as resource to learn from. [[Category:Developing Wikiversity through action research|{{SUBPAGENAME}}]] 23692 80439 2007-01-23T20:56:12Z Cormaggio 8 category for research project Pages related to the research project [[Developing Wikiversity through action research]]. 23694 80725 2007-01-24T20:52:04Z Cormaggio 8 /* Participants */ correcting link to non-redirect Welcome to the research project [[Developing Wikiversity through action research]]! If you are interested in participating in this project - even from a peripheral perspective - please list yourself below, preferably with a link to your Wikiversity userpage (or other descriptive webpage), and some indication of what your interest is in this project, and possibly what you would like to achieve within it. ==Participants== * [[User:Cormaggio|Cormaggio]]: I am instigating this project (and it will go towards my PhD), but I do not want to claim any "ownership" of this project. This is designed to be a collaborative process, in which the process of the research is defined by the participants (hence the initially unformed nature of much of the project page). I'd be delighted if you would join me in exploring what Wikiversity is and how it could be developed - and I would very much appreciate any comments, no matter how critical, on any aspect of this research. Ultimately, I hope that this research can help to develop a community of reflective practitioners (researchers, educators, learners, or any combinations of these identities). I hope that the project's participants can find ways of working together, that explore the basic features of Wikiversity, and our participation within it. I would like us to be able to develop tools and language to help us come to critical understandings about who we are (both as individuals and communities/groups) and how we conceptualise and facilitate learning, as well as how we impede it. I hope for other things too, but that is all I will say for now. :-) But, again, welcome. [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 21:13, 23 January 2007 (UTC) * [[User:leighblackall|Leigh Blackall]]: In my efforts to encourage teaching staff at the vocational education and training institute I work at (Otago Polytechnic) to use and contribute to Wikiversity, I would like to report on the general perceptions from teacher and managers, barriers to particpation, benefits to participation, work flow and processes, needs etc - all from the the perspective of an educational institution in Regional New Zealand. --[[User:Leighblackall|Leighblackall]] 00:24, 24 January 2007 (UTC) * [[User:Saidkassem|Saidkassem]]: I would definitely like to collaborate. I already have a handful of ideas percolating such as the [[Collaboratively Building Concepts|Collaboratively Building Concepts Project]]--[[User:Saidkassem|Saidkassem]] 16:35, 24 January 2007 (UTC) * [[User:Javier Carro|Javier Carro]]: If my short free time allows me to go forward with my doctor studies, I wish to focus my studies on the use of wikis for language learning. At the moment, I am, somehow, preparing an assessment form to check what is being done, what can be done and how could it be improved. The assessment would be initially regarding language learning wikibooks, considering that they should be one of the main tools of Wikiversity learning groups. If someone has some useful information, or wish to collaborate in the research, please contact me by email. --[[User:Javier Carro|Javier Carro]] 18:44, 24 January 2007 (UTC) [[Category:Developing Wikiversity through action research|{{SUBPAGENAME}}]] 23698 80472 2007-01-23T23:33:50Z JWSchmidt 20 Wikiversity page names are supposed to be descriptive, not cryptic codes This is the the category for French-related content. Please see [[Topic:French]]. You can also visit the [[:fr:|French-language Wikiversity]]. Cette catégorie est dédiée au contenu lié à la langue française. Vous pouvez également consulter [[Topic:French]] et [[:fr:|Wikiversity en français]]. Wikiversity page names are supposed to be descriptive, not cryptic codes. [[Category:Languages and Language families]] 23699 80473 2007-01-23T23:36:02Z JWSchmidt 20 New page: {{tasks |requests= |copyedit= |wikify= |merge= |cleanup=Individual lessons should be in subcategories, not [[:Category:Media]]. |expand= |disambiguation= |stubs= |update=... {{tasks |requests= |copyedit= |wikify= |merge= |cleanup=Individual lessons should be in subcategories, not [[:Category:Media]]. |expand= |disambiguation= |stubs= |update= |npov= |verify= |other=[[Template:Opentask|Open tasks]] }} 23702 80541 2007-01-24T05:36:06Z JWSchmidt 20 Category:Blogs Browse learning resources in these categories: *[[:Category:Media|Media]] *[[:Category:Blogs]] *[[:Category:Film|Film]] *[[:Category:Free Software|Free Software]] *[[:Category:Graphic design|Graphic design]] *[[:Category:Media Projects|Media Projects]] *[[:Category:Papers|Papers]] *[[:Category:Webcasting]] *[[:Category:Wikiversity reports|Wikiversity reports]] 23703 80895 2007-01-25T08:29:11Z 203.166.99.249 deleted obsolete word [[image:WhatIsMarkupAnyway.jpg|right]] From the official document: :''"This unit defines the competency required to design, create and save a simple mark-up language document to a given specification using a text editor rather than an authoring tool"'' Basically, that means you'll be able to '''create simple web pages''' to current standards without needing expensive software. You'll learn a few different markup languages for the web, but will focus mostly on [[w:Html|Hyper Text Markup Language (HTML)]]. You can read more about this unit on the National Training Information Systems [http://210.9.70.37/cgi-bin/waxhtml/%7Entis2/unit.wxh?page=80&inputRef=36341 Official document for ICAB4135A]. This unit forms part of the following qualifications: * [[Cert IV Websites Qualification in Australia]] == How this unit will help you == After learning and applying the skills required by this unit you'll be able to demonstrate your skills in: * creating simple web pages '''according to specification''' without using a WYSIWYG editor such as Dreamweaver or Frontpage, * creating the all-important '''hyper-links''', '''creating tables''', '''linking to images''' etc. * '''structuring the information''' of a page with headings, paragraphs and divisions so that it is accessible, * '''validating your document''', '''testing in different browsers''', checking colours etc., * In addition, you may also choose to demonstrate your skills in creating a different type of mark-up language, such as a Scalable Vector Graphics document. == Ideas for learning the required skills == [[Image:CSSZenGardenLikeTheSea.png|400px|right|An example of a fixed-layout design]]If you are learning in a classroom context then your facilitator will have lots of fun activities to learn the required skills! In addition, you may find the [[Build a basic web page]] resource useful. It has lots of activities such as [[What is HTML]], [[HTML Challenges]] and [[Web Design/CSS Challenges|CSS Challenges]], as well as links to some other great online tutorials. You may like to learn another markup language (other than HTML) too, in which case demonstrating some Scalable Vector Graphics through [[Web_Design/XML_Challenges|XML Challenges 1-3]] will provide a fun way to do this. == Ideas for demonstrating this unit == The best way to demonstrate these skills is through the webpages that you create. These might include activities you've done while learning, a small website about a hobby of yours (2-4 pages) or a small client site for a family friend (2-4 pages). Normally part of your demonstration will include answering questions about your pages and making small modifications to verify that it is your work and you understand everything included in the pages. Some of the criteria require that you have considered who your target user audience is and how they will use your web pages/site (criteria 1.1-3), in which case a small client site will be more appropriate to demonstrate these criteria. It may be that none of the web pages that you have designed and created so far include some required criteria, such as image-maps or tables. If this is the case you may need to demonstrate these skills separately (using, for example, the [[HTML Challenges]]). == Grading == If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator: * Ensuring that all your documents validate using a strict DOCTYPE (HTML 4 Strict or XHTML 1.0 Strict) * Completely separating your content and presentation (in your HTML and CSS respectively) * Using [[w:Microformats|Microformats]] to markup some information (such as contact details). * Learning independently to present high quality work for assessment. * Researching and presenting new standards such as XHTML2 and HTML5 with excellent communication skills (and perhaps explaining why there are two new HTML standards!) == Notes and discrepancies == * According to the official document, this unit could be grouped together with ICAB4137A - Produce basic client side script for dynamic web pages - which would be fine, once learners have learned how to program and apply Javascript to their pages. In the mean time, a much better grouping is Develop Cascading Stylesheets and FTP. * This unit is usually demonstrated together with ''Develop cascading style sheets'' (ICAB4171A) and ''Transfer content to a website using commercial packages'' (ICAS4201A). In fact, some of the criteria for this unit seem to really belong in Develop cascading style sheets (for example, 3.2 Apply a suitable background colour). It is certainly best to learn together with these two other units. 23705 80519 2007-01-24T03:30:54Z JWSchmidt 20 Web Radio Content development projects for learning resources related to media: *[[School:Media Studies|School of Media Studies]] *[[Topic:Narrative Film Production|Narrative Film Production]] *[[Topic:Graphic design|Graphic Design]] *[[Topic:Documentary production|Documentary production]] *[[Topic:Film and Television|Film and Television]] *[[Topic:Film production|Film production]] *[[Topic:Internet Audio and Video|Internet Audio and Video]] *[[Topic:Engineering/Free or open source design tools|Free or open source design tools]] *[[Topic:Media Projects|Media Projects]] *[[Topic:Web Radio|Web Radio]] 23708 80803 2007-01-25T00:57:23Z JWSchmidt 20 add image [[Image:Nuvola apps package edutainment.png|thumb|right|100px|[[Filmmaking]]]] [[Image:Man operating professional camera on tripod.jpg|thumb|left|70px|[[Media literacy|Media]]]] Welcome to Wikiversity's Media portal, where we hope you can easily find all the [[:Category:Media|media]]-related content in Wikiversity. There are many types of media: audio, visual, print, internet-based; many ways of producing it; and many [[Media literacy|literacies]], skills, and insights to be gained from it. We hope to develop educational content for anyone from complete beginners to cutting edge media experimenters. However, since Wikiversity is still fresh, we will need your [[Portal:Medianew/WikiProjects|help in developing this content]] - or perhaps in defining what it is that you want to find out, in order so that we can help build the most useful media resources we can. <small>([http://en.wikiversity.org/w/index.php?title=Portal_talk:Media&action=edit leave a message])</small> 23710 80500 2007-01-24T02:18:38Z Robert Elliott 1436 {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-a == Summary == {|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | Formatted Script for Seduced by the Dark Side |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Source | Typed by author with Final Draft Demo Version |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; white-space: nowrap" | Date | {{CURRENTDAYNAME}} {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Author | [[User:GregFromAustin|Greg From Austin], WikiU Film School |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Permission | Public Domain |- ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em" | Lesson | Used with the WikiU Film School Lesson on how to [[Lesson:Formatting_the_script|format a movie script]] |} [[Category:WikiU Film School]] [[Category:Narrative Film Production]] [[Category:Filmmaking]] == Licensing == {{GFDL}} 23711 80501 2007-01-24T02:19:48Z Michaelnelson 310 Moved from qualification page [[Image:LampFlowchart.svg|frame|right| A very simple [[w:Flowchart|flowchart]] displaying the sequence of steps for testing a light-bulb]] From the official document: :''This unit defines the competency required to automate solutions by using basic scripting processes and application-specific scripting options.'' What does that mean? Good question! Read on and find out (or you can also read more on the National Training Information Systems [http://210.9.70.37/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=36353 Official document for ICAB4225A]) == How this unit will help you: == It's one thing to plug-in someone else's Javascript into your site without having to understand too much about it, but if you want to solve unique problems yourself using a computer programming language then you will need to learn some of the '''foundations of computer programming'''. This unit aims to get you started demonstrating the ''the process'' of writing computer-recipe's (a.k.a. [[w:algorithm|algorithm]]'s) using the tools of the trade: * '''sequence''' - the order that you put your instructions in (e.g. First, put one teaspoon of coffee in the cup, next fill the cup 3/4 full with boiling water, next add 5ml of milk) * '''selection''' - choosing between different options depending on a condition (e.g. IF person takes sugar THEN add one teaspoon of sugar to cup) * '''repetition''' - repeating some of your statements (e.g. WHILE colour is not uniform DO stir coffee with teaspoon) Given a problem that you understand, this unit asks you to demonstrate ''the process'' of * describing a solution to the problem (a.k.a. an [[w:algorithm|algorithm]] that uses sequence, selection and repetition) on paper first using a tool such as [[w:flowchart|flowchart]]'s or [[w:psuedocode|psuedocode]], * Testing and reviewing your algorithm ''on paper'' for mistakes (perhaps in a group), * Translating your algorithm into the scripting language that you are using for your solution (Javascript, PHP, ASP) to create your script, * debugging your script for errors on the computer and identifying any problems that you may not have thought of previously (e.g. "Gee, I didn't think about the case where the user might put a negative number for the number of sugars in their coffee!!") * Creating technical documentation for other programmers who might have to work on your code, as well as user documentation to help people use your program. == Ideas for demonstrating this unit == TODO: link to Javascript, PHP form + DB handling. Eventually develop [[Algorithm Challenges]] to help. == Grading == If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). If this is the case, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator: == Notes and discrepancies == * Element 1 seems to simply provide conditions for the algorithm that the learner develops (or really, it just defines what an algorithm is: it needs to solve the problem, taking account of all possibilities, and it must end.) * Element 2 seems to be implied by 3? () * This unit doesn't seem to require learner to create the solution? But rather, to use an algorithm to describe and then implement a solution... 23712 80503 2007-01-24T02:29:13Z Michaelnelson 310 Moved from qualification page. From the official document: :''This unit defines the competency required to produce a number of client side scripts for dynamic web pages, utilising a range of relevant features from different appropriate languages.'' You can read more on the National Training Information Service's [http://210.9.70.37/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=36343 official document for ICAB4137A] or read below to find out how this unit might benefit you! ==How this unit will help you== In outline, this unit will help you: # Analyse the exact requirements for your specific project, including the dynamic functionality (e.g. form validation, fades, animations, interactivity etc.) and the client-side scripting language that you can use to achieve this functionality (usually Javascript, but could also include Flash Actionscript or VBScript). # Design and create your HTML (ensuring that you meet accessibility requirements and other relevant standards) with your initial client-side script embedded or linked in a separate file. # Test, debug and retest your scripts until you achieve the functionality that you're aiming for. # Finish off the documentation (you should already be commenting appropriately in your code!) and submit your design for approval to the appropriate person. ==Ideas for demonstrating this unit == A combination of the activities included in [[Web Design/An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]], including the [[Web_Design/JavaScript:JavaScript_Challenges|Javascript Challenges]], may help to demonstrate competence for this unit. (TODO: include example technical documentation, include projects beyond the JS challenges) 23713 80508 2007-01-24T02:42:43Z Michaelnelson 310 adde bolds, and used thumb of image ==What you'll be able to do== [[Image:3-Tastenmaus_Microsoft.jpg|right|thumb]]From the official document: :"''This unit defines the competency required to operate a personal computer, including starting the PC, logging in, using and understanding desktop icons and their links to underlying programs, navigating a directory structure, saving work, printing, closing down the PC.''" That means that once you've learned and practised the relevant tasks for this unit, you'll be able demonstrate all the basic skills you need to use a computer! You'll be able to '''turn it on''', log in, '''start a few different programs''' that you like to use (like Internet Explorer, Microsoft Word or Firefox), '''create some directories''' (also known as "folders") and save your work, '''print out documents''' and find out basic information about your computer. Some of the more advanced things include: '''finding files''' that you've deleted in the trashcan, '''searching for files''' on your computer and check printer settings (such as printing double-sided) and '''understanding directory permissions''' (who's allowed to access what on the computer). For more details about what you'll be able to demonstrate, please read the [http://210.9.70.37/cgi-bin/waxhtml/%7Entis2/unit.wxh?page=80&inputRef=36503 official document for ICAU1128A] on the National Training and Information Service. ==How you can learn the required skills for this unit== Your class facilitator will provide plenty of activities and class challenges to help you learn the skills required for this unit. There are also plenty of textbooks that go through the basics of operating a computer - your facilitator may recommend one in class. If you'd like a free reference to print, have a go at printing the free book: [[b:Basic_Computing_Using_Windows|Basic Computing using Windows] (or ask someone to print it for you). ==Ideas for how you can demonstrate this unit== There are a number of options for demonstrating the skills required by this unit. You may *Complete an assignment or test provided by your facilitator and then organise a time to demonstrate your learning with your facilitator. *If you already have the required skills, you might choose to get '''Recognition of Current Competence'''. You will need to organise a time to sit with your facilitator and demonstrate your skills. Your facilitator may have a Practical Demonstration guide that you can use to demonstrate your skills. 23716 80520 2007-01-24T03:32:33Z JWSchmidt 20 New page: [[LessonPage:Animatic Dialog Recording Procedure|Animatic Dialog Recording]], [[Audacity]], [[Course:Basic Filmmaking for High School Drama Departments|Basic Filmmaking for High School Dra... [[LessonPage:Animatic Dialog Recording Procedure|Animatic Dialog Recording]], [[Audacity]], [[Course:Basic Filmmaking for High School Drama Departments|Basic Filmmaking for High School Drama Departments]], [[Filmmaking]], [[Free Software Foundation]], [[Course:Fundamentals of narrative film editing|Fundamentals of narrative film editing]], [[Game Maker]], [[Mad Max - Getting started with GarageBand|Getting started with GarageBand]], [[Great Debates in Media Literacy]], [[FMST 322/3 History of Film since 1959 2006-2007|History of Film]], [[Internet Publication]], [[Introduction to GarageBand]], [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|Learning the Basics of Filmmaking]], [[Media literacy]], [[Micro-Radio]], [[One Laptop Per Teacher]], [[Podcasting]], [[Publishing in the 17th century]], [[Skype]], [[Software Freedom]], [[Stellarium]], [[FMST 321/3 - Studies in Film Directors 2006-2007|Studies in Film Directors]], [[Wikiversity Reports|Wikiversity Podcasts]], [[Wikiversity the Movie]], [[Wikiversity:Reports]] 23717 80798 2007-01-25T00:49:50Z JWSchmidt 20 try new format {{Courses in Filmmaking - Table - Float Right}} Learning resources about '''[[Filmmaking|Narrative Film Production]]''' are organized into a series of course and lessons. <br style="clear:both;"/> {{Template:Lessons in Basic Filmmaking - Table - Float Left}} 23718 80787 2007-01-25T00:24:11Z JWSchmidt 20 3 September 2006 – Report from the English language Wikiversity [[Image:GIMP animated GIF.gif|thumb|right|200px|[http://www.archive.org/download/WikiversityReports1/WR1_best_quality.m4a Download QuickTime movie version (5 minutes play time)]]] [[Wikiversity Reports]] video podcasts.<BR>'''Report #1: Project launch'''. [http://www.archive.org/details/WikiversityReports1 Report #1.m4a] <-- podcast format requires [[w:QuickTime|QuickTime]] Ogg video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play.) See also: [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En 3 September 2006 – Written report from the English language Wikiversity] 23719 80868 2007-01-25T04:15:37Z Anthony Towry 5733 Added screenshots and detail about the installation process ActivePerl [http://www.activestate.com/Products/ActivePerl/] from ActiveState is the definitive Perl interpreter for Win32 systems. There are two versions that can be obtained. One comes with an extensive IDE and some extras, but the stripped down *nix version is free. Installation is fairly straight forward. Download the installer. Double-click and choose the location for your installation. Difficulty is minimal. [[Image:ActivePerl1.PNG]] Click Next [[Image:ActivePerl2.PNG]] Accept the terms of the User Agreement [[Image:ActivePerl3.PNG]] Choose the components you wish to install. Here you can decide to skip the examples or documentation if you wish. [[Image:ActivePerl4.PNG]] Here yous should allow Perl to be added to the PATH variable. This will make it much easier to access the Perl interpreter from random places in the file system. The other options on this page deal with your preferences on file associations. [[Image:ActivePerl5.PNG]] Now let the installer do your bidding and be done! To verify that Perl is installed properly go to Start->Run->type "cmd"->at the command prompt type "Perl -v" and press enter. You should see something like: ''''' This is perl, v5.8.0 built for MSWin32-x86-multi-thread (with 1 registered patch, see perl -V for more detail) Copyright 1987-2002, Larry Wall Binary build 804 provided by ActiveState Corp. http://www.ActiveState.com Built 23:15:13 Dec 1 2002 Perl may be copied only under the terms of either the Artistic License or the GNU General Public License, which may be found in the Perl 5 source kit. Complete documentation for Perl, including FAQ lists, should be found on this system using `man perl' or `perldoc perl'. If you have access to the Internet, point your browser at http://www.perl.com/, the Perl Home Page.'' ''' [[Category:Perl]] 23720 80528 2007-01-24T04:07:51Z Rayc 57 Dieing cactus picture for diagnosis by plant expert == Summary == Dieing cactus picture for diagnosis by plant expert == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23721 80533 2007-01-24T04:33:11Z JWSchmidt 20 New page: [[One Laptop Per Teacher]] by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners w... [[One Laptop Per Teacher]] by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners who embrace technology. 23722 80814 2007-01-25T01:01:42Z JWSchmidt 20 intro Learning resources related to media are also at these other portals: [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Learning Materials|Learning Materials]] '''&middot;''' [[Portal:Learning Projects|Learning Projects]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] 23723 80538 2007-01-24T05:22:24Z JWSchmidt 20 New page: [http://www.iwr.co.uk/information-world-review/news/2172724/legal-author-uses-wiki-help Legal author uses wiki to help write book] - "Justin Patten has set up a wiki to help him write a bo... [http://www.iwr.co.uk/information-world-review/news/2172724/legal-author-uses-wiki-help Legal author uses wiki to help write book] - "Justin Patten has set up a wiki to help him write a book about [[Writing Blogs|blogging]] and social media." 23724 80539 2007-01-24T05:31:19Z JWSchmidt 20 New page: "Thank God for the [[Internet]], or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan "Thank God for the [[Internet]], or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan 23725 80542 2007-01-24T05:38:37Z JWSchmidt 20 New page: {{RSS2|User:Chrismo/Blog/rss}} Wikiversity blogs can each have their own rss feed. See [[Wikiversity Blog howto]]. {{RSS2|User:Chrismo/Blog/rss}} Wikiversity blogs can each have their own rss feed. See [[Wikiversity Blog howto]]. 23726 80883 2007-01-25T06:25:18Z Enlil Ninlil 4339 For now please refer to the wikipedia article on the [[w:History of paleontology]]. [[Category:Palaeontology Lesson 1]] 23729 80666 2007-01-24T14:27:19Z Ronsnyderjr 5745 <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff;margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Southeast Asian Languages Division</h2 > [[Image:sea.png|right|150px|Languages]] Welcome to the Southeast Asian Languages Division of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. The primary aim of this division since its founding has been the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and publication. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses and [[Portal:Learning Projects|Projects]]</h2 > [[Image:Nuvola apps kmessedwords.png|right|44px|]] * [[Southeast Asian Languages/Introduction| An introduction to the Southeast Asian languages]] :A brief description about the scope of the Division. * [[Southeast Asian Languages/Philippine_Languages/Filipino One| Filipino 1]] :Filipino 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Bahasa Malaysia/Bahasa Malaysia One| Bahasa Malaysia 1]] :Bahasa Malaysia 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language.<div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> </div> </div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Task List</h2 > [[Image:Nuvola apps korganizer todo.png|right|44px|]] '''Philippine Languages Department''' * Curriculum formulation '''Bahasa Malaysia Department''' * Program organization '''Bahasa Indonesia Department''' * Recruitment of contributors '''Division-wide''' * Creation of more departments such as those for Vietnamese, Khmer, and Thai upon availability of writers and instructors. </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Departments</h2 > [[Image:Nuvola_apps_bookcase.png|right|44px|]] The Division of Southeast Asian Languages is made up of several departments: * '''[[Southeast Asian Languages/Philippine Languages|The Philippine Languages Department]]''' * '''[[Southeast Asian Languages/Bahasa Malaysia|The Bahasa Malaysia Department]]''' * '''[[Southeast Asian Languages/Bahasa Indonesia|The Bahasa Indonesia Department]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff;margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Division News</h2 > [[Image:Nuvola apps knewsticker.png|right|50px|]] * [[Topic:Southeast Asian Languages/News Archives|Archives]] '''21 January 2007''' * The [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]] class is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Malaysia|Bahasa Malaysia]] department is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Indonesia|Bahasa Indonesia]] department is currently in need of instructors and editors. '''22 January 2007''' * We are warmly inviting those with a working knowledge in Vietnamese, Bahasa Indonesia and Malaysia, Tagalog, Visayan, etc. language-wise or literary-wise to contribute ideas, lessons, and articles for this division ! </div > __NOEDITSECTION__ __NOTOC__ [[Category:Foreign Language Learning]] [[Category:Language and Literature]] [[Category:Multilingual Studies]] [[Category:Southeast Asian Language Division]] 23730 80928 2007-01-25T13:33:24Z JMosser 2466 /* Demoprogram */ == Overview == our Design consists of two parts: * MatPRO * SimpCom for MatPro The whole Design can be downloaded [http://stud4.tuwien.ac.at/~e0126655/MatPRO/MatPRO.zip here] The schematics for our Design: [[Image:MatPRO_schematisch_new.PNG]] == MatPRO == For better readability and for better understanding, we have split up the MatPRO in more sub parts: * Globals: Package with constants * IFetch: handels the IRAM and translates the program into smaller instructions * IDecode: handels the DRAM and the Register-File * ALU: as the name states, does the work [http://stud4.tuwien.ac.at/~e0126655/MatPRO/MatPRO.vhd MatPRO.vhd] === Globals === The [http://stud4.tuwien.ac.at/~e0126655/MatPRO/Globals.vhd Globals.vhd] is a package that contains our constants. === IFetch === The [http://stud4.tuwien.ac.at/~e0126655/MatPRO/IFetch_v2.vhd IFetch_v2.vhd] controls the program flow. It takes the instruction of a program and, if needed, translates it into more smaller instructions that our ALU understands. === IDecode === The [http://stud4.tuwien.ac.at/~e0126655/MatPRO/IDecode.vhd IDecode.vhd] takes the "generated" instruction from the IFetch and decides, if a value-transfer from DRAM to the Register-File or the other way around takes place. If such a value-transfer happens, it can also stall the whole CoProzessor, since we only use a dualported Register-File-RAM and no triported Register-File-RAM. === ALU === The [http://stud4.tuwien.ac.at/~e0126655/MatPRO/alu.vhd alu.vhd] simply does the maths. It takes 5 cycles until the result is valid: 3 cycles for the multiplication, 1 cycle for the addition/subtraction and 1 cycle for data normalisation. == SimpCom for MatPRO == Since we wanted to build a multi-purpose CoProzessor, we didn't implement the SimpCom direct into the MatPRO. Therefore, the SimpCom is a stand-alone Module that instantiates the MatPRO. [http://stud4.tuwien.ac.at/~e0126655/MatPRO/sc_matpro.vhd sc_matpro.vhd] is the sourcefile for this Module. Since the CoProcessor is connected to the [http://www.jopdesign.com JOP-Processor], another configurationfile, the [http://stud4.tuwien.ac.at/~e0126655/MatPRO/scio_min_mp.vhd scio_min_mp.vhd] is needed. == Demoprogram == A demo-assembler-program can be found [http://stud4.tuwien.ac.at/~e0126655/MatPRO/Demo.asm here] The java-file for the JOP-Processor is [http://stud4.tuwien.ac.at/~e0126655/MatPRO/HelloMatPRO.java this one] 23731 80587 2007-01-24T11:55:26Z 203.131.142.43 Feel free to add your name to the Division's list of contributors in alphabetical order. {| class="wikitable" |- ! User !! Date of Joining !! Purpose |- | [[User:Ronsnyderjr|R.J.E. Snyder]] || 21 January 2007 || Contributor |- [[Category:Southeast Asian Languages Division]] 23732 80591 2007-01-24T12:03:39Z 203.131.142.43 New page: The '''Southeast Asian Languages Division''' focuses on the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and public... The '''Southeast Asian Languages Division''' focuses on the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and publication. Please refer to the [[Topic:Southeast Asian Languages|Division's main page]] for more information. [[Category:Foreign Language Learning]] [[Category:Languages and Language families]] [[Category:Multilingual Studies]] 23733 80593 2007-01-24T12:14:40Z Ronsnyderjr 5745 Flag of the Philippines Flag of the Philippines 23734 80594 2007-01-24T12:15:19Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23735 80595 2007-01-24T12:15:47Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23736 80598 2007-01-24T12:24:25Z Bernhard 5748 New page: == Licensing == {{self-GFDL-Cc-by-sa-2.5}} == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 23737 80602 2007-01-24T12:30:08Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23738 80603 2007-01-24T12:30:31Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23739 80604 2007-01-24T12:31:56Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23740 80605 2007-01-24T12:32:25Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23741 80606 2007-01-24T12:32:42Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23742 80636 2007-01-24T13:31:09Z Ronsnyderjr 5745 __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <br> [[Image:Philippines.png|90px]] <big> <br> The Philippine Languages Department</big> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>Mabuhay!</big></center> [[Image:pilipinas.jpg|150px|right]] ==Filipino 1== '''[[/Filipino One|Filipino 1]]''' is a course offered by the [[Topic:Southeast_Asian_Languages|Division of Southeast Asian Languages]] in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. | rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | <center><h2>The Philippines</h2></center> <center> [[Image:p14.jpg|230px|Jeepney]] </center> The Philippines (Filipino: Pilipinas), officially the Republic of the Philippines (Republika ng Pilipinas; RP), is an island nation located in the Malay Archipelago in Southeast Asia, with Manila as its capital. It comprises 7,107 islands called the Philippine Archipelago, with a total land area of approximately 300,000 square kilometers or 116,000 square miles, making it the 72nd largest country by area. Modern day Filipinos are mostly of Austronesian ancestry, although there are a number of Filipinos with Spanish, Chinese, American, and Arab ancestry. The country was named "Las Islas Filipinas" (The Philippine Islands) by Ruy López de Villalobos after King Philip II of Spain. Spanish colonial rule began in 1565 and lasted for about three centuries until the Philippine Revolution of 1896. The United States gained possession of the Philippines after the Spanish-American War in 1898 and the Philippine-American War in 1899. The U.S. ruled the country for about five decades. Philippine culture has many affinities with the West. Roman Catholicism is the predominant religion, and Filipino and English are the official languages. |- | style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola apps edu miscellaneous.png|right|96px]] ==Lessons== * Lesson #1<nowiki>: </nowiki>'''[[/Lesson:Introducing Yourself| Introducing Yourself]]''' |} [[Category:Philippine Languages]] 23743 80608 2007-01-24T12:43:52Z Ronsnyderjr 5745 New page: ==Under construction== ==Under construction== 23744 80611 2007-01-24T12:50:32Z Aerodrome 5503 stage 1. editing to come. 16.2 Aviation Legislation 16.2.2 Describe the requirements to hold an aviation document, as laid down in CA Act 1990 S7. 16.2.4 Describe the criteria for the fit and proper person test, as laid down in CA Act 1990 S10. 16.2.6 Describe the duties of the pilot-in-command, as laid down in CA Act 1990 S13 and 13A. 16.2.8 Describe the responsibilities of a licence holder with respect to changes in their medical condition, as laid down in CA Act 1990 S27. 16.2.10 Describe the responsibilities of a licence holder with respect to the surrender of a medical certificate as laid down in CA Act 1990 S27. 16.2.12 Describe the responsibilities of a licence holder with respect to safety offences, as laid down in CA Act 1990 S43 and 44. 16.4 Definitions CAR Part 1(unless otherwise noted) State the definition of: (a) accelerate-stop distance available; (b) accident; (c) Act; (d) aerobatic flight; (e) aerodrome control service; (f) aerodrome operational area; (g) aerodrome traffic circuit; (h) aerodrome traffic zone (ATZ); (i) aeronautical information circular; (j) aeronautical information publications (AIP); Page 21 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 20 Sub Topic Syllabus Item (k) AIP supplement; (l) aircraft category; (m) air traffic control (ATC) service; (n) air transport operation; (o) air operation; (p) airworthiness certificate; (q) airworthiness directive; (r) airworthy condition; (s) alerting service; (t) altitude; (u) area control; (v) ATC clearance; (w) ATC instruction; (x) aviation event; (y) AWIB service; (z) ceiling; (aa) certificated organisation; (bb) class 3(a) fuel; (cc) class 3(b) fuel; (dd) clearance limit; (ee) clearway; (ff) command practice; (gg) commercial transport operation; (hh) controlled airspace; (ii) controlled flight; (jj) cost sharing flight; (kk) co-pilot; (ll) crew member; Page 22 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 21 Sub Topic Syllabus Item (mm) cross-country flight; (nn) dangerous goods; (oo) day; (pp) dual flight time; (qq) final reserve fuel; (rr) fit and proper person; (ss) flight examiner; (tt) flight attendant; (uu) flight crew member; (vv) flight information service; (ww) flight level; (xx) flight manual; (yy) flight plan; (zz) flight time; (aaa) height; (bbb) incident; (ccc) instrument meteorological conditions; (ddd) landing distance available; (eee) night; (fff) NOTAM; (ggg) passenger; (hhh) pilot-in-command; (iii) rating; (jjj) regular air transport passenger service; (kkk) serious incident; (lll) SARTIME; (mmm) SEIFR passenger operation; (nnn) takeoff distance available; Page 23 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 22 Sub Topic Syllabus Item (ooo) takeoff run available; (ppp) takeoff weight; (qqq) type; (rrr) Technical Instructions; (sss) Threshold; (CAR 121.3) (ttt) unlawful interference; (uuu) UNICOM service; (vvv) VFR flight; (www) visibility; (xxx) visual meteorological conditions. 16.6 Abbreviations CAR Part 1(unless otherwise noted) State the meaning of the following abbreviations: (a) AD; (b) ADF; (c) AGL; (d) AIREP; (AIP GEN) (e) AMSL; (f) ATIS; (g) CAR; (h) DME (i) ELT; (j) GNSS; (19.203) (k) HUMS; (l) QFE; (m) QNH; (n) VOR. Personnel Licensing Page 24 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 23 Sub Topic Syllabus Item 16.8 Requirements for Licences and Ratings 16.8.2 State the requirements for holding a pilot licence. CAR 61 16.8.4 State the requirements for a pilot-in-command to hold a type rating on the type of aircraft being flown. CAR 61 16.8.6 State the restrictions associated with abuse of substances. CAR 61 16.8.8 State the requirements for entering flight details into a pilot logbook. CAR 61 16.10 Eligibility, Privileges and Limitations 16.10.2 Describe the allowance for a person who does not hold a current pilot licence to fly dual with a flying instructor. CAR 61 16.10.4 State the solo flight requirements on a person who does not hold a current pilot licence. CAR 61 16.10.6 State the limitations on a person who does not hold a current pilot licence.CAR 61 16.10.8 State the eligibility requirements for the issue of a commercial pilot licence. CAR 61 16.10.10 State the privileges of holding a commercial pilot licence. CAR 61 16.10.12 State the limitations on the holder of a commercial pilot licence. CAR 61 16.12 Competency, Currency and Recency 16.12.2 State the recent experience requirements of a pilot-in-command, by day and by night, who is the holder of a commercial pilot licence. CAR 61 16.12.4 State the requirements for the completion of a biennial flight review. CAR 61 16.12.6 Explain the use of a lower licence or rating. CAR 61 16.12.8 State the period within which a pilot-in-command of an aircraft engaged on an air operation under CAR Part 135 must have passed a check of route and aerodrome proficiency. 16.12.10 State the period within which a pilot, acting as a flight crew member of an aircraft engaged on a CAR Part 135 air operation under VFR, must have passed a check of normal, abnormal and emergency procedures in the same aircraft type. 16.12.12 State the period within which a pilot of an aircraft engaged on an air operation under CAR Part 135 must have completed a written or oral test of their knowledge in aircraft systems, performance and operating procedures. Page 25 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 24 Sub Topic Syllabus Item 16.12.14 State the CAR Part 135 crew member grace provisions. 16.14 Medical Requirements 16.14.2 State the requirements for holding a medical certificate. CAR 61 16.14.4 State the requirements on a person applying for a medical certificate. CAR 67 16.14.6 State the requirements for maintaining medical fitness following the issue of a medical certificate. CA Act 1990 S27C 16.14.8 State the normal currency period of the Class 1 medical certificate for a CPL holder who is under the age of 40. CAR 67 16.14.10 State the normal currency period of the Class 1 medical certificate for a CPL holder who is 40 years of age or more on the date that the certificate is issued. CAR 67 16.14.12 State the extended currency period of the Class 1 medical certificate for a CPL holder who is 40 years of age or more. CAR 67 16.14.14 State the limitations to an extended currency period of the Class 1 medical certificate for a CPL holder who is 40 years of age or more. CAR 67 Airworthiness of Aircraft and Aircraft Equipment 16.16 Documentation 16.16.2 State the documents which must be carried in aircraft operated in New Zealand. CAR 91 16.18 Aircraft Maintenance 16.18.2 Describe the maintenance requirements of an aircraft operator. CAR 91 16.18.4 State the requirement for annual and 100 hour inspections. CAR 91 16.18.6 State the requirement for an annual review of airworthiness. CAR 91 16.18.8 State the requirements for maintenance records. CAR 91 16.18.10 State the requirements for the retention of maintenance records. CAR 91 16.18.12 State the requirements for and contents of a technical log. CAR 91 16.18.14 State the requirements for entering defects into a technical log. CAR 91 16.18.16 State the requirements for clearing defects from a technical log. CAR 91 16.18.18 State the limitations and requirements on a person undertaking ‘pilot maintenance’. CAR 43 16.18.20 State the requirements for conducting a maintenance test flight on an Page 26 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 25 Sub Topic Syllabus Item aircraft without a current airworthiness certificate. CAR 91 16.18.22 State the requirements for acting as a test pilot. CAR 19 16.18.24 State the inspection period for radios. CAR 91 16.18.26 State the inspection period for altimeters. CAR 91 16.18.28 State the inspection period for transponders. CAR 91 16.18.30 State the inspection period for the ELT. CAR 91 16.20 Instruments and Avionics 16.20.2 State the minimum instrument requirements for a day VFR flight. CAR 91 16.20.4 State the minimum instrument requirements for a night VFR flight. CAR 91 16.20.6 State the radio equipment requirements for a VFR flight. CAR 91 16.20.8 State the communications and navigation equipment requirements for a VFR over water flight. CAR 91 16.22 Equipment 16.22.2 State the equipment requirements for a night VFR flight. CAR 91 16.22.4 State the equipment requirements for flight over water. CAR 91 & 135 16.22.6 State the requirements for indicating the time in flight. CAR 91 16.22.8 State the requirements for emergency equipment. CAR 91 & 135 16.22.10 State the requirements for night flight. CAR 91 16.22.12 State the CAR Part 135 requirements for night flight. 16.22.14 State the CAR Part 135 requirements for a cockpit voice recorder. 16.22.16 State the CAR Part 135 requirements for a flight data recorder. 16.22.18 State the CAR Part 135 requirements for an additional altitude indicator. 16.22.20 State the requirements for an ELT. CAR 91 General Operating and Flight Rules 16.24 General Operating Requirements 16.24.2 Describe the requirements of passengers to comply with instructions and commands. CAR 91 16.24.4 Explain the requirements for maintaining daily flight records. CAR 91 Page 27 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 26 Sub Topic Syllabus Item 16.24.6 Explain the requirements for the carriage of flight attendants. CAR 91 16.24.8 State the requirements for operating an aircraft in simulated instrument flight. CAR 91 16.24.10 State the requirements of a pilot-in-command with respect to the safe operation of an aircraft. CAR 91 16.24.12 Describe the authority of the pilot-in-command. CAR 91 16.24.14 State the requirements for crew occupation of seats and wearing safety belts. CAR 91 16.24.16 State the requirements for the occupation of seats and wearing of restraints. CAR 91 16.24.18 State the requirements for the use of oxygen equipment. CAR 91 16.24.20 State the requirements for briefing passengers prior to flight. CAR 91 16.24.22 State the requirements for familiarity with operating limitations and emergency equipment. CAR 91 16.24.24 State the requirements for carrying appropriate aeronautical publications and charts in flight. CAR 91 16.24.26 State the requirements for operating on and in the vicinity of an aerodrome. CAR 91 16.24.28 Describe the standard overhead rejoin procedure, and state when it should be used. AIP AD 16.24.30 State the right of way rules. CAR 91 16.24.32 Explain the requirement for aircraft lighting. CAR 91 16.24.34 State the requirements for the pilot of an aircraft, being flown for the purpose of demonstrating eligibility for the issue of an airworthiness certificate. CAR 91 16.24.36 State the requirements for wearing/holding identity documentation in certain areas. CAR 19 16.26 General Operating Restrictions 16.26.2 State the restrictions on smoking in an aircraft. CA Act 1990 S65N 16.26.4 State the restrictions on the use of portable electronic devices in flight. CAR 91 16.26.6 State the restrictions on the carriage and discharge of firearms on aircraft. Page 28 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 27 Sub Topic Syllabus Item CAR 91 16.26.8 Explain the restrictions on stowage of carry-on baggage. CAR 91 16.26.10 Explain the restrictions on the carriage of cargo. CAR 91 16.26.12 State the restrictions applicable to aircraft flying near other aircraft. CAR 91 16.26.14 State the restrictions on the dropping of objects from an aircraft in flight. CAR 91 16.26.16 State the speed limitation on aircraft operating under VFR. CAR 91 16.26.18 State the minimum heights for VFR flights under CAR Part 91. 16.26.20 State the restrictions when operating VFR in icing conditions. CAR 91 16.26.22 State the restrictions applicable to operating an aircraft in aerobatic flight. CAR 91 16.26.24 State the restrictions applicable to parachute-drop operations. CAR 91 16.26.26 State the restrictions applicable to aircraft towing gliders. CAR 91 16.26.28 State the restrictions applicable to aircraft towing objects other than gliders. CAR 91 16.26.30 State the restrictions on intoxicating liquor and drugs. CAR 91 & 19 16.26.32 State the restrictions on aircraft noise and engine emission standards. CAR 91 16.26.34 State the restrictions on aircraft sonic booms. CAR 91 16.28 General Meteorological Requirements and Restrictions 16.28.2 State the met minima for VFR flight in various airspace. CAR 91 16.28.4 State the restrictions and met minima for Special VFR flight. CAR 91 Air Operations 16.30 Air Operations Crew Requirements 16.30.2 State the CAR Part 135 crew qualification and experience requirements. 16.30.4 State the CAR Part 135 flight and duty time limitations on flight crew members. 16.30.6 State the normal minimum rest period required following any duty period. AC119-2 16.30.8 State the maximum number of flight hours that a pilot may fly as crew in Page 29 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 28 Sub Topic Syllabus Item an aircraft which carries two pilots on an internal air operation. AC119-2 16.32 Air Operations Requirements and Restrictions 16.32.2 State the airworthiness requirements for aircraft used on air operations. CAR 135 16.32.4 State the CAR Part 135 minimum heights for VFR flights. 16.32.6 State the CAR Part 135 operating restriction on single-engine air operations under IFR (SEIFR). 16.32.8 State the restrictions on the carriage of firearms on an aeroplane on an air operation. CAR 91 16.32.10 State the requirement to keep a daily flight record. CAR 135 16.32.12 State the CAR Part 135 requirement for a maintenance review. 16.32.14 State the CAR Part 135 requirement for passenger safety and the carriage of certain passengers. 16.32.16 State the CAR Part 135 restrictions when refuelling. 16.32.18 State the CAR Part 135 restrictions on the manipulation of an aircraft’s controls. 16.32.20 State the CAR Part 135 requirement for helicopter operations over congested areas. (Helicopter candidates only) 16.32.22 State the restrictions on helicopter sling loads on an air operation. CAR 135 (Helicopter candidates only) 16.40 Air Operations Meteorological Requirements and Restrictions 16.40.2 State the CAR Part 135 meteorological conditions and requirements for an air operation under VFR. 16.40.4 State the CAR Part 135 meteorological conditions and requirements for an air operation under IFR. 16.40.6 State the CAR Part 135 aerodrome operating minima - IFR flight. 16.40.8 State the CAR Part 135 IFR departure limitations. 16.40.10 State the CAR Part 135 requirements for reduced take-off minima. 16.40.12 State the CAR Part 135 restrictions for IFR procedures. 16.42 Air Operations Performance Requirements 16.42.2 State the CAR Part 135 performance requirements for takeoff distance. 16.42.4 State the CAR Part 135 performance requirements for clearing obstacles Page 30 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 29 Sub Topic Syllabus Item within the net take-off flight path. 16.42.6 State the CAR Part 135 performance requirements for landing distance. 16.42.8 State the CAR Part 135 performance requirements for landing on wet and contaminated runways. 16.42.10 State the meaning of a performance-class 1 helicopter. CAR Part 1 (Helicopter candidates only) Flight Planning and Preparation 16.44 Flight Preparation 16.44.2 Explain the requirements for the obtaining and considering relevant information prior to flight. CAR 91 16.44.4 Describe the publications and their content that provide operational route and aerodrome information. 16.44.6 Derive operational information from charts and publications that provide route and aerodrome information. 16.46 Fuel Requirements 16.46.2 State the fuel reserve required for a day VFR flight. CAR 91 16.46.4 State the fuel reserve required for a night VFR flight. CAR 91 16.48 Flight Plans 16.48.2 State the CAR Part 135 requirements for the filing of a flight plan. 16.48.4 State the requirements for the notification of changes to the filed flight plan. CAR 91 16.48.6 State the requirements for terminating a flight plan. CAR 91 16.48.8 State the time search and rescue action would be initiated if a flight plan is not terminated. AIP ENR 16.50 Enroute Limitations 16.50.2 State the CAR Part 135 enroute limitations for two engine aeroplanes. Air Traffic Services 16.52 Communications 16.52.2 Derive from operational publications, the required radio frequency for communicating with specified ATC units. 16.52.4 Explain the use of aircraft radiotelephony callsigns. CAR 91 Page 31 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 30 Sub Topic Syllabus Item 16.52.6 State the requirements for making position reports to an ATS unit. CAR 91 & AIP ENR 16.52.8 State the content of a VFR position report. AIP ENR 16.52.10 State the purpose of Universal Communications Services (UNICOM). AIP GEN 16.52.12 State the purpose of an Aerodrome Frequency Response Unit (AFRU). AIP GEN 16.52.14 State the purpose of Aerodrome and Weather Information Broadcasts (AWIB). AIP GEN 16.52.16 State the meaning of the various light signals from a control tower. CAR 91 & AIP AD 16.52.18 State the communications requirements when TIBA procedures are in force. AIP ENR 16.54 Clearances 16.54.2 State the requirements for complying with ATC clearances and instructions. CAR 91 & AIP ENR 16.54.4 State the requirements for coordinating with an aerodrome flight information service. CAR 91 16.54.6 State the requirements for receiving an ATC clearance prior to entering various types of airspace, and ground manoeuvring area. CAR 91 & AIP ENR 16.54.8 State the requirements for receiving an ATC clearance prior to re-entering controlled airspace. CAR 91 & AIP ENR 16.56 Separation 16.56.2 Describe the method of passing traffic information using the clock code. 16.56.4 Describe the situations where Air Traffic Control is responsible for the provision of separation between VFR, SVFR and IFR traffic. AIP ENR 16.56.6 Describe the situations where the pilot-in-command is responsible for maintaining separation from other traffic. AIP ENR 16.56.8 Describe the normal separation standards applied by ATC. AIP ENR 16.56.10 Describe the situations where the normal separation may be reduced. AIP ENR 16.56.12 State the wake turbulence separation requirements for light aircraft in non- radar environment. AIP AD Page 32 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 31 Sub Topic Syllabus Item 16.58 Radar Services 16.58.2 Describe the radar services available to VFR flights. AIP ENR 16.60 Global Navigation Satellite System 16.60.2 State the equipment required by aircraft within the New Zealand flight information region, using GPS as a primary means navigation system. CAR 19 16.60.4 State the actions required of pilots, using GPS equipment as a primary means navigation system, if system degradation occurs. CAR 19 Airspace; Aerodromes; and Heliports 16.62 Altimetry 16.62.2 Explain the altimeter setting requirements for flight under VFR. CAR 91 & AIP ENR 16.62.4 State the altimeter setting to use when QNH is not available prior to takeoff. AIP ENR 16.62.6 Describe QNH zones and state when zone QNH should be used. AIP ENR 16.62.8 Describe the transition altitude, layer and level. AIP ENR 16.64 Cruising Levels 16.64.2 State the altitude requirements when cruising VFR within the New Zealand Domestic FIR. CAR 91 & AIP ENR 16.64.4 Describe situations where ATC may assign cruising altitudes not in accordance with the VFR table of cruising altitudes. AIP ENR 16.66 Transponders 16.66.2 State the requirements for the operation of transponders within the New Zealand Domestic FIR. CAR 91 & AIP ENR 16.66.4 Describe the procedures required of pilots operating transponders. AIP ENR 16.66.6 State the requirements and limitations on an aircraft operating under VFR in transponder mandatory airspace without an operating transponder. CAR 91 & AIP ENR 16.68 Airspace 16.68.2 State the rules pertaining to operating VFR in the various classes of airspace. CAR 91 & AIP ENR 16.68.4 Describe the vertical limits and purpose of control zones (CTR). CAR 71 Page 33 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 32 Sub Topic Syllabus Item 16.68.6 Describe the vertical limits and purpose of control areas (CTA). CAR 71 16.68.8 State the status and conditions relating to flight in VFR transit lanes. AIP ENR 16.68.10 Describe the status and purpose of a general aviation area (GAA). CAR 91 & AIP ENR 16.68.12 Describe control zone sectors. CAR 71 16.68.14 Describe visual reporting points. 16.68.16 Describe the status of controlled airspace when ATC go off duty. AIP GEN 16.68.18 State the restrictions on operating an aircraft in a restricted area. CAR 91 & AIP ENR 16.68.20 State the restrictions on operating an aircraft in a military operating area (MOA). CAR 91 & AIP ENR 16.68.22 [Reserved] 16.68.24 State the restrictions and operating considerations relating to operating an aircraft in a mandatory broadcast zone (MBZ). CAR 91 & AIP ENR 16.68.26 State the restrictions and operating considerations relating to operating an aircraft in a volcanic hazard zone (VHZ). CAR 91 & AIP ENR 16.68.28 State the restrictions and operating considerations relating to operating an aircraft in a danger area. CAR 91 & AIP ENR 16.68.30 [Reserved] 16.68.32 State the restrictions and operating considerations relating to operating an aircraft in a designated low flying zone (LFZ). CAR 91 & AIP ENR 16.68.34 State the restrictions and operating considerations relating to operating an aircraft in VFR special procedures areas (SPA). AIP ENR 16.68.36 State the operating considerations relating to operating an aircraft over or close to temporary hazards/airspace. AIP ENR 16.68.38 Interpret airspace information on aeronautical charts. 16.70 Aerodromes and Heliports 16.70.2 Describe the limitations on the use of a place as an aerodrome or heliport. CAR 91 16.70.4 Describe the method of runway designation. AIP AD 16.70.6 Describe the movement area of an aerodrome. CAR 1 16.70.8 Describe the meaning of the various aerodrome ground signals. Page 34 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 33 Sub Topic Syllabus Item 16.70.10 Interpret information on aerodrome/heliport charts. AIP GEN & AIP Volume 4 16.72 Carriage of Dangerous Goods 16.72.2 State the definition of Class 1 dangerous goods, as laid down in CAR Part 92. 16.72.4 State the definition of Class 2 dangerous goods, as laid down in CAR Part 92. 16.72.6 State the definition of Class 3 dangerous goods, as laid down in CAR Part 92. 16.72.8 Describe the limitation of CAR Part 92 with respect to members of the Police. 16.72.10 Describe the allowance for the carriage of dangerous good for the recreational use of passengers. CAR 92 16.72.12 State the restriction for the carriage of dangerous goods in an aircraft cabin occupied by passengers, or on the flight deck of an aircraft. CAR 92 16.72.14 State the requirements for the carriage of non-dangerous goods in an aircraft. CAR 92 16.72.16 State the requirement for the notification of the pilot-in-command when dangerous goods are carried. CAR 92 16.72.18 State the requirement for a dangerous goods training programme. CAR 92 16.72.20 State the dangerous goods recurrent training programme requirements. CAR 92 Emergencies; Incidents; and Accidents 16.74 Responsibilities of Operators and Pilots 16.74.2 State the requirement for the notification of accidents. CAR 12 16.74.4 State the requirement for the notification of incidents. CAR 12 16.74.6 State the extent to which a pilot may deviate from the CA Act or rules in an emergency situation. CA Act 1990 S13A (2) 16.74.8 State the pilot action required following deviation from the CA Act or rules in an emergency situation. CA Act 1990 S13A (6) 16.76 Communications and Equipment 16.76.2 State the transponder code a pilot should set to indicate an emergency Page 35 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 34 Sub Topic Syllabus Item condition. AIP ENR 16.76.4 State the transponder code a pilot should set to indicate a loss of communications. AIP ENR 16.76.6 State the transponder code a pilot should set to indicate that the aircraft is being subjected to unlawful interference. AIP ENR 16.76.8 Describe the means by which ATC will verify the transmission of an emergency SSR transponder code. AIP ENR 16.76.10 Describe the use of the speechless technique using unmodulated transmissions. AIP ENR 16.76.12 Describe and interpret ground-air visual signal codes. AIP GEN 16.76.14 Describe the procedures for directing a surface craft to a distress incident. AIP GEN 16.76.16 State the procedures for the emergency activation of an ELT. AIP GEN 16.76.18 State the pilot action required following the inadvertent transmission of an ELT. AIP GEN 16.76.20 State the requirements for the operational testing of an ELT. AIP GEN 16.76.22 State the procedures to be followed on receiving an ELT signal. AIP GEN 23745 80613 2007-01-24T12:53:52Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23746 80614 2007-01-24T12:54:05Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23747 80615 2007-01-24T12:54:15Z Aerodrome 5503 stage 1 Fundamentals of Air Navigation 18.2 Form of the Earth 18.2.2 Describe the general shape of the earth 18.2.4 Define and identify, on a diagram of the earth, and explain the meaning of the following: (a) axis and direction of rotation; (b) geographic poles; (c) great circles; (d) small circles; (e) rhumb lines; (f) the equator; (g) parallels of latitude; (h) meridians of longitude; (i) Greenwich (Prime) Meridian; (j) position. 18.4 Direction on the Earth 18.4.2 Describe the 360º method of indicating direction. 18.4.4 Describe the earth’s magnetic field. 18.4.6 Define: (a) magnetic pole; (b) true north; (c) magnetic north; (d) compass north; (e) the cardinal directions of the earth; (f) the quadrantal directions of the earth; Page 37 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 36 Sub Topic Syllabus Item (g) true direction; (h) magnetic direction; (i) compass direction; (j) magnetic variation; (k) an isogonal; (l) compass deviation; (m) true bearing; (n) magnetic bearing; (o) compass bearing; (p) relative bearing; (q) back bearing. 18.4.8 Convert between true, magnetic and compass directions. 18.4.10 Convert between relative, true, magnetic and compass bearings. 18.4.12 Plot and measure tracks and bearings (± 1º) on a current published NZ Aeronautical Chart. 18.6 Distance on the Earth 18.6.2 Define a: (a) statute mile; (b) nautical mile (nm); (c) kilometre. 18.6.4 Calculate the conversion between a statute mile, a nautical mile and a kilometre. 18.6.6 Measure distances (± 1nm) on a current published NZ Aeronautical Chart. 18.8 Speed 18.8.2 Define: (a) a knot. (b) ground speed (GS); (c) indicated airspeed (IAS); (d) calibrated airspeed (CAS); Page 38 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 37 Sub Topic Syllabus Item (e) equivalent airspeed (EAS); (f) true airspeed (TAS). 18.8.4 Explain how TAS is affected by changes in pressure altitude; air temperature; and air density 18.10 Position Referencing 18.10.2 Define a: (a) ground position; (b) air position; (c) DR position; (d) waypoint (WPT); (e) pinpoint; (f) fix; and, (g) position line. 18.10.4 Describe and apply the following position reference methods: (a) place name; (b) bearing and distance; (c) latitude and longitude; 18.10.6 Plot and reference a position (± 0.5 of a minute) on a current published NZ Aeronautical Chart. 18.10.8 Calculate the relative bearing of a position from an aircraft. 18.10.10 Calculate the bearing of an aircraft from a position. 18.12 Altimetry 18.12.2 Define: (a) height; (b) altitude; (c) mean sea level (MSL); (d) ground level; Page 39 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 38 Sub Topic Syllabus Item (e) elevation; (f) indicated altitude; (g) calibrated altitude; (h) true altitude; (i) pressure altitude (PA); (j) density altitude (DA); (k) flight level (FL); (l) transition altitude; (m) transition level; (n) transition layer; (o) QNH; (p) QFE; (q) QNE. 18.12.4 Explain the effect of a change in mean sea level air pressure on the altimeter reading of a transiting aircraft. 18.12.6 State and apply the altimeter setting rules in New Zealand. 18.12.8 Explain and apply the table of cruising levels. 18.12.10 Explain how true and indicated altitudes are affected by changes in air pressure and air temperature. 18.14 Principles and Terminology 18.14.2 Define: (a) *track required; (b) true and magnetic track; (c) *wind velocity (W/V); (d) *wind angle; (e) *wind correction angle (WCA); (f) *head/tail wind; (g) *cross wind; (h) *true heading; Page 40 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 39 Sub Topic Syllabus Item (i) *magnetic heading; (j) *compass heading; (k) *drift (planned & actual); (l) *track / TMG; (m) *port; (n) *starboard; (o) *dead (deduced) reckoning; (p) track error (TE); (q) *closing angle (CA); (r) estimated time of departure (ETD); (s) actual time of departure (ATD); (t) estimated elapsed time (EET) / estimated time interval (ETI); (u) estimated time of arrival (ETA); (v) actual time of arrival (ATA). 18.14.4 Explain and apply the 1:60 rule. 18.14.6 Calculate the values marked with an * in Syllabus Item 18.14.2. 18.16 Time 18.16.2 Describe the six and ten figure systems of indicating date/time groups. 18.16.4 Explain the relationship between time and longitude. 18.16.6 Convert between arc and time. 18.16.8 Define Local Mean Time (LMT). 18.16.10 Calculate the LMT at a given location. 18.16.12 Define: (a) Co-ordinated Universal Time (UTC); (b) Standard Time (NZST); (c) Daylight Time (NZDT); (d) The International Dateline. 18.16.14 Convert between LMT; UTC; NZST; and/or NZDT. Page 41 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 40 Sub Topic Syllabus Item 18.18 Twilight 18.18.2 Define: (a) sunrise; (b) sunset; (c) daylight; (d) twilight; (e) morning civil twilight (MCT); (f) evening civil twilight (ECT). 18.18.4 Describe the factors that affect the times of sunrise and sunset (daylight). 18.18.6 Describe the factors that affect the duration of twilight. 18.18.8 Describe the factors that affect daylight conditions. 18.18.10 Derive or calculate the MCT and ECT at a given location. 18.20 Triangle of Velocities 18.20.2 Identify and label the three vectors of the triangle of velocities. 18.20.4 Using a navigation computer, solve triangle of velocity problems (given four of the six variables): (a) heading and track (± 2º); (b) TAS and GS (± 2kts); (c) wind velocity (± 3º/± 3kts); (d) drift (±1º). 18.22 Aeronautical Maps and Charts 18.22.2 Properties and Principles of aeronautical maps and charts. 18.22.4 Explain the difficulties associated with representing a spherical shape on a flat surface. 18.22.6 Reserved 18.22.8 List the ideal properties of an aeronautical chart. 18.22.10 Describe the process of creating: (a) a Mercator projection; and, (b) a Lambert's conformal projection. Page 42 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 41 Sub Topic Syllabus Item 18.22.12 List and explain the properties of: (a) a Mercator projection; and, (b) a Lambert's conformal projection. 18.22.14 List and explain the uses of: (a) a Mercator projection; (b) a Lambert's conformal projection; (c) a NZ Visual Planning Chart (VPC); (d) a NZ Visual Navigation Chart (VNC); (e) the Aerodrome Chart. 18.22.16 Calculate earth distance and chart distance, given scale and one factor. 18.22.18 Calculate chart scale, given earth distance and chart distance. 18.24 Map Reading 18.24.2 Interpret the features and symbols of a NZ Visual Navigation Chart (VNC). 18.24.4 Describe the method of indicating relief on a NZ Visual Navigation Chart (VNC). 18.24.6 Interpret information from Aerodrome Charts and Operational Data pages in the AIPNZ Vol 4. 18.26 Circular Slide Rule 18.26.2 Computations of circular slide rules. 18.26.4 Derive or compute TAS, given IAS, pressure altitude and air temperature in degrees Celsius. 18.26.6 Solve mathematical equations: (a) multiplication (±2%); (b) division (±2%); (c) proportion (±2%). 18.26.8 Calculate time, speed, or distance, given two factors. 18.26.10 Calculate fuel consumption, given the burn rate and time. 18.26.12 Calculate fuel burn rate, given the consumption and time. 18.26.14 Calculate fuel endurance, given the fuel quantity and burn rate. Page 43 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 42 Sub Topic Syllabus Item 18.26.16 Convert between: (a) degrees Fahrenheit and Celsius; (b) nautical miles, statute miles and kilometres (±1%); (c) metres and feet (±2%); (d) pounds and kilograms (±2%); (e) litres, imperial and US gallons (±2%), (f) a volume of fuel (in litres, imperial or US gallons) and a volume of fuel (in pounds or kilograms). (±2%) 18.28 Triangle of Velocities 18.28.2 Using graphs or vector diagrams to solve triangle of velocity problems: (a) heading and track (± 2º); (b) TAS and GS (± 2kts); (c) wind velocity (± 3º/± 3kts); (d) drift (±1º). 18.30 Flight Planning 18.30.2 Route Selection 18.30.4 List the factors to be considered when selecting a VFR cross-country navigation route. 18.30.6 List the factors to be considered when selecting altitudes at which to fly in the cruise. 18.30.8 List the factors to be considered when selecting alternate routes and destination alternates. 18.32 Map Preparation 18.32.2 Mark the following on a map: (a) departure aerodrome, turning points, and destination aerodrome; (b) tracks; (c) heading change markings, either 1:60 or driftlines; (d) ETA amendment markings. 18.34 Plan Preparation 18.34.2 Complete a navigation log / flight plan for a VFR cross-country, including Page 44 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 43 Sub Topic Syllabus Item calculating the following values: (a) top of climb point; (b) level cruise portion; (c) top of descent point; (d) TASs; (e) tracks; (f) estimated wind velocities; (g) estimated temperatures; (h) headings; (i) groundspeeds; (j) distances; (k) EETs; (l) ETAs; (m) fuel consumption rates; (n) leg fuels. 18.36 Fuel Planning 18.36.2 Derive, from an Aircraft Flight Manual, the fuel consumption rate for a given leg. 18.36.4 Calculate the expected fuel burn on a given leg. 18.36.6 Calculate the minimum fuel required on a given VFR cross-country flight. 18.36.8 State the legal minimum fuel reserves required on a VFR cross-country flight. 18.36.10 Calculate the maximum holding time available for a given leg. 18.36.12 Calculate the latest time of departure for a given VFR cross-country flight or a given leg. 18.38 Load Planning 18.38.2 Calculate the take-off weight of a given aircraft on a VFR flight. 18.38.4 Calculate the landing weight of a given aircraft on a VFR flight. 18.38.6 Calculate the position of the Centre of Gravity of a given aircraft on a VFR flight. Page 45 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 44 Sub Topic Syllabus Item 18.38.8 Calculate the available payload of a given aircraft on a VFR flight. Visual Navigation Procedures 18.40 Flight Management 18.40.2 Describe the techniques and procedures for: (a) setting heading; (b) cruise routine / activity cycle; (c) maintaining a flight log; (d) turning points; (e) approaching / rejoining at a destination aerodrome. 18.40.4 Describe the techniques for map reading in flight. 18.40.6 Describe techniques for: (a) pinpointing; (b) changing heading to make good the desired track; (c) changing heading to make good next turning point or destination; (d) amending ETA. 18.40.8 Estimate and calculate a heading to make good a reciprocal track. 18.40.10 Estimate and calculate an aircraft’s position given bearing and distance from an identified ground position. 18.40.12 Calculate the maximum holding duration overhead an aerodrome prior to diversion to an alternate. 18.40.14 Using a crosswind graph, calculate headwind and crosswind, given reported wind and runway alignment. 18.42 Special Procedures 18.42.2 Describe the techniques, requirements, and procedures for: (a) re-establishing position if lost or unsure of position; (b) diverting from the pre-planned route; (c) navigating at low level when forced to do so by bad weather. (d) amending SARTIMES Radio Aids in Support of VFR Operations Page 46 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 45 Sub Topic Syllabus Item 18.44 Automatic Direction Finder (ADF) 18.44.2 Describe the function of the ADF needle on a fixed card indicator. 18.44.4 Describe the purpose of each control on the ADF control panel. 18.44.6 List the publications and charts that show NDB callsigns and frequencies. 18.44.8 Explain why it is important to check the NDB ident before using an NDB. 18.44.10 Explain what is meant by relative bearing. 18.44.12 Given an aircraft magnetic heading and a relative bearing, calculate: (a) magnetic bearing to an NDB; (b) magnetic bearing from an NDB 18.44.14 Describe the track followed by an aircraft experiencing a crosswind when the ADF needle is kept on the 360°R position. 18.44.16 Explain how the ADF can be used to maintain track with drift correction applied: (a) when tracking to an NDB; (b) when tracking away from an NDB. 18.44.18 Explain the importance of Variation when using a NZ Visual Navigation Chart (VNC) to maintain a track with reference to the ADF. 18.44.20 Identify aircraft position relative to NDB or NDBs. 18.46 VOR 18.46.2 Explain the importance of station identification before using the VOR. 18.46.4 List the publications and charts that show VOR callsigns and frequencies. 18.46.6 Describe what is meant by a (VOR) radial. 18.46.8 Explain: (a) the effect of mountainous terrain on VOR reception; (b) the means whereby reception can be improved. 18.46.10 Describe how the VOR receiver can be used to: (a) establish orientation of the aircraft to and from a VOR station; (b) maintain a required track to a VOR station; (c) maintain a required track from a VOR station. Page 47 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 46 Sub Topic Syllabus Item 18.46.12 State the behaviour of the course deviation indicator (CDI) while the aircraft is off the selected radial, and the HDG °M and OBS selection are: (a) within 90° of each other; (b) more than 90° apart. 18.46.14 State the orientation of the CDI while maintaining the required radial when drift correction is being applied. 18.46.16 Identify aircraft position relative to a VOR station or stations. 18.48 Distance Measuring Equipment (DME) 18.48.2 State the primary function of the DME. 18.48.4 State or explain: (a) the effect of mountainous terrain on DME range of reception; (b) the method whereby range of reception can be increased. 18.48.6 Explain the importance of station identification before using the DME. 18.48.8 Explain how to engage the DME: (a) when the aid is coupled to a VOR; (b) when the aid is not coupled to a VOR. 18.50 Global Positioning System 18.50.2 Explain the importance of using GPS only to supplement normal visual navigation. 18.50.4 Explain the precautions to be taken when: (a) inserting data with the keypad; (b) operating/reading the unit while maintaining a proper lookout; (c) operating/reading the unit in marginal weather conditions. 18.50.6 State the factors influencing GPS reliability. 18.52 Radar 18.52.2 State the two types of radar currently used in New Zealand. 18.52.4 Describe the principle of operation of each type of radar. 18.52.6 Explain what is meant by transponder Mode A and Mode C. 18.52.8 List and explain four radar services that may be available to VFR flights. Page 48 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 47 Sub Topic Syllabus Item 18.54 Enroute Diversion Calculations 18.54.2 Define: (a) point of no return (PNR); (b) equi-time point (ETP). 18.54.4 Calculate: (a) time and distance to the point of no return (PNR); (b) time and distance to the equi-time point (ETP). 23748 80638 2007-01-24T13:32:15Z Ronsnyderjr 5745 __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <br> [[Image:Malaysia.png|90px]] <big> <br> The Bahasa Malaysia Department</big> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>Welcome!</big></center> [[Image:mal2.jpg|150px|right]] ==Bahasa Malaysia 1== '''[[/Bahasa Malaysia One|Bahasa Malaysia 1]]''' is a course offered by the [[Topic:Southeast_Asian_Languages|Division of Southeast Asian Languages]] in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. | rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | <center><h2>Malaysia</h2></center> <center> [[Image:mal1.png|230px]] </center> Malaysia is a federation of thirteen states in Southeast Asia. The country consists of two geographical regions divided by the South China Sea. The name "Malaysia" was adopted in 1963 when the Federation of Malaya (Malay: Persekutuan Tanah Melayu), Singapore, Sabah and Sarawak formed a 14-state federation. Singapore was expelled from the federation in 1965 and subsequently become an independent country. Although politically dominated by the Malays, modern Malaysian society is heterogeneous, with substantial Chinese and Indian minorities. Malaysian politics have been noted for their allegedly communal nature; the three major component parties of the Barisan Nasional each restrict membership to those of one ethnic group. However, the only major intercommunal violence the country has seen since independence was the May 13 racial riots of 1969 that occurred in the wake of an election campaign that was dominated by racial issues. |- | style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola apps edu miscellaneous.png|right|96px]] ==Lessons== * Lesson #1<nowiki>: </nowiki>'''[[/Lesson:Introducing Yourself| Introducing Yourself]]''' |} [[Category:Bahasa Malaysia]] 23749 80620 2007-01-24T13:00:58Z Aerodrome 5503 stage 1. editing to come. The Atmosphere 20.2.2 State the composition of the Atmosphere. 20.2.4 Explain the presence and importance of water vapour in the atmosphere. 20.2.6 Explain the relationship between water vapour content and atmospheric temperature. 20.2.8 Describe the effect of: (a) latitude and altitude on water vapour presence; (b) changes to the state of water on the weather. 20.2.10 Explain the manner in which water vapour is added to, and subtracted from the atmosphere. 20.2.12 Explain: (a) the process of formation, and characteristics of carbon dioxide; (b) how oceans and plant life add and subtract carbon dioxide to and from the atmosphere. 20.2.14 Explain: (a) how and where atmospheric ozone is generally formed and where it most commonly accumulates; (b) the effect of the ozone layer on solar radiation. 20.2.16 Describe the importance and effects of salt, dust and other solid particles in the atmosphere. 20.2.18 Interpret a graph of temperature versus altitude from the earth’s surface to the stratopause, and explain why the shape of the curve is different in the troposphere compared to the stratosphere. 20.2.20 Describe the following features of the troposphere: (a) approximate vertical extent at low, middle and high latitudes; (b) average temperature lapse rate; (c) pressure lapse rate; (d) molecular mass compared to the total in the atmosphere; Page 50 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 49 Sub Topic Syllabus Item (e) weather and turbulence. 20.2.22 Define ‘tropopause’. 20.2.24 Define ‘insolation’. 20.2.26 Explain how the temperature/pressure lapse rates generally determine the temperature and altitude of the tropopause. 20.2.28 Describe the relationship between tropopause height and tropopause temperature at various latitudes. 20.2.30 Explain why different angles of insolation produce differences in air density, and variations in tropopause height. 20.2.32 Explain the processes of: (a) insolation and warming of the atmosphere; (b) absence of insulation and cooling of the atmosphere. 20.2.34 Describe the following features of the stratosphere: (a) vertical extent; (b) predominant means of heating; 20.2.36 Explain why the stratosphere is generally devoid of cloud and weather. 20.4 Atmospheric pressure 20.4.2 Define ‘atmospheric pressure’. 20.4.4 State: (a) the unit of pressure; (b) the unit of pressure commonly use in meteorology. 20.4.6 Describe the principles of operation: (a) of the mercury barometer; (b) of the aneroid barometer. 20.4.8 Define ‘pressure lapse rate’. 20.4.10 Explain the relationship between air temperature and pressure lapse rate. 20.4.12 State the average pressure lapse rate in the lower troposphere and explain how this rate changes at higher altitudes. 20.4.14 Define ‘isobar’. 20.4.16 Define ‘wind velocity’. Page 51 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 50 Sub Topic Syllabus Item 20.4.18 State the basic rules that apply to isobars, and explain their use. 20.4.20 Define: (a) anticyclone (or ‘high’); (b) depression (or ‘low’); (c) ridge of high pressure; (d) trough of low pressure; (e) col. 20.4.22 With respect to pressure systems, describe: (a) high and low level convergence; (b) high and low level divergence. 20.4.24 Explain how subsidence and ascent of air influence the type of weather commonly associated with pressure systems. 20.4.26 Describe the circulation and speed of the wind commonly associated with: (a) anticyclones and ridges of high pressure; (b) depressions and troughs of low pressure; (c) cols. 20.4.28 Identify the general direction of movement of pressure systems in the mid latitudes of both hemispheres. 20.4.30 Define 'diurnal' and 'semi-diurnal' variations, and (a) describe the semi-diurnal variation of pressure; (b) state the latitudes where the semi-diurnal variation of pressure has significance; (c) explain the phenomena often associated with a departure from the semi- diurnal variation of pressure in those latitudes. 20.4.32 Define ‘pressure gradient’. 20.4.34 Explain the: (a) causes of pressure gradient; (b) relationship between isobars and pressure gradient. 20.4.36 Describe the meaning and consequences of ‘steep’ and shallow’ pressure gradients. Page 52 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 51 Sub Topic Syllabus Item 20.4.38 List the assumed conditions on which the International Standard Atmosphere (ISA) is based. 20.4.40 Explain the need for, and application of, the ISA for aviation. 20.4.42 Determine the temperature and pressure lapse rates in the ISA. 20.4.44 Given an ISA related temperature at an altitude, convert this to °C ambient, and given an ambient temperature °C at an altitude, convert this to ISA temperature. 20.4.46 Explain why an altimeter requires a subscale adjustment. 20.4.48 Define and apply: (a) altitude; (b) height; (c) QNH; (e) QFE; (f) QNE. 20.4.50 Determine altimeter indications, and/or altitude of aircraft, when subscale settings are incorrect. 20.6 Temperature and heat exchange processes 20.6.2 Define ‘temperature’. 20.6.4 Identify the effect of changes in temperature on volume, density, state of matter, and gasses. 20.6.6 State the units of measurement of temperature. 20.6.8 State the usual height at which the surface air temperature is measured. 20.6.10 Define ‘radiation’ (as this applies to meteorology). 20.6.12 Explain the effect of emitting or receiving radiation on the temperature of a body or gas. 20.6.14 Explain the relationship between the temperature of an emitting substance and the: (a) associated electromagnetic energy wavelength/frequency; (b) type of radiation (spectrum). 20.6.16 Describe the characteristics of solar radiation. 20.6.18 State the atmospheric constituents that absorb, reflect or scatter all, or part of, solar radiation. Page 53 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 52 Sub Topic Syllabus Item 20.6.20 Define: (a) sky radiation; (b) global solar radiation. 20.6.22 List and explain the three main factors that influence the amount of solar energy received by the earth. 20.6.24 Describe the characteristics of terrestrial radiation. 20.6.26 Explain the relationship between solar radiation, terrestrial radiation and warming/cooling of the atmosphere. 20.6.28 List the substances that absorb terrestrial radiation, and explain the consequence of this absorption on global air temperature. 20.6.30 Define ‘atmospheric window’. 20.6.32 Define ‘energy budget’. 20.6.34 Describe the process of conduction. 20.6.36 Describe the process of convection. 20.6.38 Define ‘sensible heat’. 20.6.40 Define ‘latent heat’. 20.6.42 Describe ‘diurnal variation of surface air temperature’. 20.6.44 Explain the effects of the following factors on the diurnal variation of surface air temperature: (a) type of surface; (b) oceans and other large water areas; (c) water vapour; (d) cloud; (e) the wind. 20.6.46 Define ‘specific heat’. 20.6.48 Interpret the curves of the diurnal variation of surface air temperature over a 24 hour period which reflects the factors listed in 20.6.44. 20.6.50 Describe the basic principles and methods through which heat transfer takes place globally. 20.6.52 Describe the main characteristics of the following climates: Page 54 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 53 Sub Topic Syllabus Item (a) oceanic; (b) maritime; (c) continental. 20.8 Atmospheric moisture 20.8.2 Define: (a) condensation; (b) evaporation; (c) precipitation; (d) melting; (e) freezing; (f) sublimation; (g) deposition; (h) adiabatic process; (i) super saturation. 20.8.4 Describe and explain the condensation process and the main methods through which condensation occurs. 20.8.6 Describe the function of condensation nuclei in the condensation process. 20.8.8 Describe the deposition process. 20.8.10 Describe the evaporation process. 20.8.12 Explain what is meant by ‘partial pressure’ of a gas. 20.8.14 Explain what is meant by ‘saturation vapour pressure of moist air’. 20.8.16 Describe the effect of ice surfaces, and high atmospheric temperatures, on the saturation vapour pressure of moist air. 20.8.18 Explain the function of latent heat in the condensation and evaporation processes. 20.8.20 Describe how temperature, water content of air, the wind, and atmospheric pressure influence the rate of evaporation. 20.8.22 State six processes through which water can alter its state and explain whether latent heat is required or given off in each case. 20.8.24 Explain the relationship between density of water, temperature and volume. Page 55 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 54 Sub Topic Syllabus Item 20.8.26 Explain what is meant by the terms: (a) absolute humidity; (b) humidity mixing ratio; (c) saturation content; (d) relative humidity. 20.8.28 Describe the relationship between absolute humidity, air temperature, and relative humidity. 20.8.30 Describe the diurnal variation of relative humidity. 20.8.32 Define ‘dew point’. 20.8.34 Explain how water content and altitude influence the value of the dew point. 20.8.36 Describe the relationship between absolute humidity, air temperature, relative humidity and dew point. 20.8.38 Explain the method of operation of the: (a) wet bulb/dry bulb hygrometer; (b) hair hygrometer; (c) lithium chloride element. 20.8.40 Describe the effect of moisture content on the density of air. 20.10 The wind 20.10.2 State the four forces that have a fundamental influence on the wind velocity. 20.10.4 Explain the principle of Coriolis force on moving air. 20.10.6 State the: (a) variation of the magnitude of Coriolis force with latitude; (b) direction of Coriolis force relative to the flow of air. 20.10.8 Explain the effect of Coriolis force and pressure gradient on the movement of air relative to the isobars. 20.10.10 Describe the inter-relation between pressure gradient, Coriolis force and centrifugal (cyclostrophic) force on the curvature of the isobars around high and low pressure systems in the Southern Hemisphere. 20.10.12 Define: (a) gradient wind; Page 56 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 55 Sub Topic Syllabus Item (b) geostrophic wind. 20.10.14 Explain how stability, wind strength and surface roughness affect the friction layer near the earth's surface. 20.10.16 Describe the vertical variation of wind speed and direction in the friction layer. 20.10.18 Describe the diurnal variation of the surface wind in the Southern Hemisphere. 20.10.20 Define: (a) backing of the wind; (b) veering of the wind. 20.10.22 Describe the change in wind velocity when climbing out of, or descending into, the friction layer. 20.10.24 With regard to the rotating cup anemometer: (a) describe the principle of operation; (b) state the function it performs; (c) state the usual height at which the surface wind is measured. 20.10.26 State the approximate wind strength indicated by a 25-knot windsock when at 30°, 45°, 75°, and 90 degrees from the vertical. 20.10.28 Describe how an approximate wind direction can be determined from: (a) ripples on water; (b) wind lanes on water; (c) wind shadow. 20.10.30 State Buys Ballot’s law. 20.10.32 Describe the application of Buys Ballot’s law on determining areas of high and low pressure, and on establishing possible errors in altimeter reading. 20.10.34 Define ‘wind shear’. 20.10.36 Describe the effect of vertical and horizontal wind shear on aircraft operations. 20.12 Stability of air 20.12.2 Explain how the adiabatic process affects the temperature of rising and descending parcels of air. 20.12.4 Define: (a) stable air; Page 57 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 56 Sub Topic Syllabus Item (b) unstable air; (c) neutrally stable/unstable air. 20.12.6 Describe the weather characteristics of: (a) stable air; (b) unstable air. 20.12.8 Describe how stable and unstable air affect flying conditions. 20.12.10 State the two main factors that determine whether air will be stable or unstable. 20.12.12 Describe what is meant by ‘environment lapse rate (ELR)’. 20.12.14 Using graphs: (a) describe steep and shallow ELRs; (b) define and describe ‘inversion’ and ‘isothermal layer’. 20.12.16 Define ‘adiabatic process’. 20.12.18 Define ‘dry adiabatic lapse rate’ (DALR). 20.12.20 State the value of the average DALR. 20.12.22 Interpret graphs comparing the DALR against altitude and temperature, and identify the temperature changes in rising and descending parcels of unsaturated air. 20.12.24 Comparing ELR against DALR, explain how the stability or instability of rising and descending 'dry' air can be determined. 20.12.26 Define ‘saturated adiabatic lapse rate’ (SALR). 20.12.28 State the value of the average SALR. 20.12.30 Explain why the SALR steepens with altitude. 20.12.32 Comparing ELR against SALR, explain how the stability or instability of rising and descending saturated air can be determined. 20.12.34 Explain what is meant by: (a) ‘absolute stability’; (b) ‘absolute instability’; (c) ‘conditional stability (or instability)’. 20.12.36 Explain what is meant by ‘super adiabatic lapse rate’. 20.12.38 Define ‘rising condensation level’. Page 58 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 57 Sub Topic Syllabus Item 20.12.40 Given environment temperatures, dew points and mountain crest elevation: (a) calculate the lifting condensation level or dew point; (b) determine the stability of air; (c) determine the type of cloud, if formed; (d) determine the cloud top, if possible. 20.12.42 Define ‘convective condensation level’. 20.12.44 Given an ELR and dew point: (a) determine the convective condensation level; (b) calculate the required surface temperature to produce cumuliform cloud; (c) determine, if possible, cloud top height. NOTE: The given factors and the required answers in 20.12.40 and 20.12.44 may be interchanged to present similar problem solving exercises. 20.12.46 Describe: (a) convective stability; (b) diurnal variation of stability. 20.14 Local winds 20.14.2 Describe the sea breeze process, and describe typical: (a) timing of the occurrence; (b) average strength of the wind; (c) horizontal and vertical extent; (d) associated cloud development; (e) associated precipitation; (f) effect on air temperature over the land; (g) effect on the pressure gradient; (h) associated wind shear problems; (i) associated turbulence. 20.14.4 Describe the pseudo sea breeze. 20.14.6 Describe the land breeze process. Page 59 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 58 Sub Topic Syllabus Item 20.14.8 With regard to the land breeze process, explain the: (a) timing of the occurrence; (b) average strength of the wind; (c) most likely season for the occurrence. 20.14.10 Describe the katabatic and anabatic wind processes. 20.14.12 With regard to katabatic and anabatic winds, explain the: (a) timing of each occurrence; (b) effect of the force of gravity; (c) strength of the winds; (d) effect of adiabatic warming and cooling; (e) effect of moist valley air on cloud/fog formation. 20.14.14 Define: (a) gusts (or gustiness); (b) squalls. 20.14.16 Describe the fohn wind process. 20.14.18 With regard to the fohn wind, given environment temperatures, dew points and mountain crest elevations: (a) determine the cloud base on the windward side; (b) determine the cloud base on the lee side; (c) determine the temperature at a stated lee side datum. NOTE: The given factors and the required answers in 20.14.18 may be interchanged to present similar problem solving. 20.14.20 Describe the flight conditions associated with the fohn wind. 20.14.22 Describe the mountain wave (standing or lee wave) process. 20.14.24 Explain the factors that affect wavelength of mountain waves. 20.14.26 Explain the factors that affect amplitude of mountain waves. 20.14.28 Describe: (a) the action of rotor zones with mountain waves; (b) the cloud formations often associated with mountain waves; Page 60 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 59 Sub Topic Syllabus Item (c) the flight conditions associated with mountain waves. 20.14.30 Explain the rotor streaming process. 20.14.32 Describe the flight conditions associated with rotor streaming. 20.16 Inversions 20.16.2 Define ‘inversion’. 20.16.4 Explain the effect of inversions on: (a) formation and development of cloud; (b) visibility; (c) turbulence; (d) relative humidity and dew point; (e) stability of air. 20.16.6 Describe flight conditions in the presence of inversions. 20.16.8 Explain the factors involved with a: (a) radiation inversion; (b) turbulence inversion; (c) subsidence inversion; (d) frontal inversion. 20.18 Cloud 20.18.2 Describe the basic cloud formation process. 20.18.4 Describe: (a) the main causes which can produce rising air, and formation of cloud; (b) the relationship between stability of air and cloud type. 20.18.6 List two processes that can provide/enhance buoyancy of air. 20.18.8 List the factors that determine the rate at which falling waterdrops evaporate below cloud, and describe the variants of each factor. 20.18.10 Describe the relationship between air temperature, relative humidity, dew point, water content of cloud, and cloud base. 20.18.12 List the vertical dimensions of the three main cloud layers: Page 61 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 60 Sub Topic Syllabus Item (a) in mid latitudes; (b) in tropical latitudes. 20.18.14 Name, and describe the appearance and characteristics of: (a) high cloud; (b) middle cloud; (c) low cloud. 20.18.16 Describe conditions to be expected with each type of cloud with respect to: (a) turbulence; (b) icing; (c) precipitation. 20.18.18 Explain the formation and development of artificial cloud. 20.18.20 Explain what is meant by ‘okta’. 20.18.22 In terms of cloud amount, explain the meaning of: (a) SKC; (b) FEW; (c) SCT; (d) BKN; (e) OVC; (f) fracto. 20.18.24 Describe how cloud and cloud base are reported. 20.18.26 Describe the principle of operation, and operational effectiveness of the: (a) cloud searchlight; (b) laser ceilometer. 20.18.28 Explain the main processes that contribute to cloud dispersal. 20.20 Precipitation 20.20.2 Describe the basic principles of water drop growth through: (a) the Bergeron process; (b) coalescence (or fusion). Page 62 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 61 Sub Topic Syllabus Item 20.20.4 Identify the factors that affect the rate of fall of water drops. 20.20.6 Describe the following types of precipitation: (a) rain; (b) drizzle; (c) snow; (d) sleet; (e) hail. 20.20.8 Describe the character of precipitation: (a) continuous; (b) intermittent; (c) showers. 20.20.10 Describe the rate of precipitation: (a) light; (b) moderate; (c) heavy. 20.22 Visibility 20.22.2 Define (meteorological) ‘visibility’. 20.22.4 Explain what is meant by ‘transparency of air’. 20.22.6 Explain whether illumination from the sun or moon have an effect on visibility. 20.22.8 Describe the effects of the following on visibility distance: (a) precipitation; (b) fog or mist; (c) haze; (d) smoke; (e) sea spray. 20.22.10 Describe the following factors affecting visibility range: (a) colour background; (b) white-out; Page 63 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 62 Sub Topic Syllabus Item (c) sunlight and moonlight. 20.22.12 Explain the factors involved in ‘slant range’. 20.22.14 Define ‘Runway Visual Range (RVR). 20.22.16 Explain the effect of altitude on visibility. 20.22.18 Describe the principle of operation of the Handar visibility sensor. 20.24 Fog 20.24.2 Define ‘fog’. 20.24.4 Describe the principle of formation, required meteorological conditions, factors affecting extent of, timing, and dispersal of: (a) radiation fog; (b) advection fog; (c) valley fog; (d) upslope fog; (e) cold and warm stream fog; (f) steaming fog; (g) frontal fog. 20.26 Fronts and depressions 20.26.2 Define ‘synoptic observation’. 20.26.4 Describe the Polar Front theory. 20.26.6 Define ‘airmass’. 20.26.8 List the airmass categories. 20.26.10 Describe each type of airmass and explain the likely weather conditions in New Zealand during warm and cold airstream advection. 20.26.12 Describe the concept of vorticity & associated convergence/divergence relating to weather systems. 20.26.14 Explain the characteristics of: (a) mid latitude depressions; (b) polar depressions. 20.26.16 Identify the manner in which fronts are shown on weather maps. Page 64 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 63 Sub Topic Syllabus Item 20.26.18 Describe the: (a) cold, warm, stationary, occluded front; (b) wind and weather sequence associated with each type of front; (c) movement of fronts and pressure systems. 20.26.20 Describe the factors associated with: (a) orographic depressions; (b) the heat (or thermal) low. 20.28 Thunderstorms 20.28.2 Explain the conditions to be met for the development of thunderstorms. 20.28.4 Describe the: (a) three stages of thunderstorms; (b) regeneration of thunderstorms. 20.28.6 List the types of thunderstorm, and describe the: (a) characteristics and development of each type; (b) hazards associated with thunderstorms; (c) precautions that can be taken by pilots to avoid or lessen the effects of thunderstorms. 20.28.8 Describe the processes involved in the formation of hail. 20.28.10 Explain the origin and development of tornadoes, and state the main hazards. 20.30 Icing 20.30.2 Explain the process of freezing and melting. 20.30.4 Define latent heat of fusion. 20.30.6 Describe the process involved in the formation of: (a) clear (translucent or glaze) ice; (b) rime (opaque) ice; (c) hoar frost; (d) freezing rain. 20.30.8 Explain the dangers (to aircraft) from ice accretion associated with the processes in 20.30.6 (a) - (d). Page 65 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 64 Sub Topic Syllabus Item 20.30.10 Explain the factors, which influence the rate of ice accretion. 20.30.12 Describe the following de-icing/anti-icing methods: (a) mechanical; (b) fluid; (c) thermal. 20.30.14 Explain the process of carburetor icing. 20.30.16 State the maximum temperature range in which carburetor ice can form. 20.30.18 Explain how the accretion rate of carburetor icing is governed by: (a) moisture content of air; (b) throttle setting. 20.30.19 Describe the method commonly used in light aircraft to combat carburetor ice. 20.30.20 Explain: (a) the process of engine intake icing for piston and turbine engine aircraft; (b) the methods commonly used to combat intake icing. 20.30.22 Explain the: (a) likelihood of ice accretion in the 10 main cloud types; (b) type of ice to be expected in these cloud types; (c) altitudes relative to the freezing level where rime or clear ice can be expected in the cloud types. 20.30.24 List the three classifications of icing and describe their effect on aircraft. 20.32 Turbulence 20.32.2 Define ‘turbulence’. 20.32.4 Describe the cause(s), factors involved and techniques commonly used to avoid or minimise: (a) thermal turbulence; (b) mechanical turbulence, small-scale and large-scale; (c) wind shear turbulence; (d) wake turbulence. 20.32.6 Explain the characteristics of: Page 66 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 65 Sub Topic Syllabus Item (a) light turbulence; (b) moderate turbulence; (c) severe turbulence. 20.34 Tropical meteorology 20.34.2 State the approximate latitude limits applicable to tropical meteorology. 20.34.4 In broad terms, describe the tropical Hadley cell. 20.34.6 Explain what is meant by: (a) horse latitudes; (b) doldrums. 20.34.8 Differentiate between the equatorial trough and the inter-tropical convergence zone (ITCZ). 20.34.10 Describe the: (a) seasonal location of the equatorial trough and ITCZ; (b) typical weather in an active and inactive ITCZ. 20.34.12 Explain the origin, common location and associated weather of the South Pacific Convergence Zone (SPCZ). 20.34.14 With regard to the trade winds, describe the: (a) origin and mechanics (of the trade winds); (b) approximate latitudinal and vertical limits; (c) seasonal location and direction; (d) commonly associated weather; (e) winds and weather usually experienced above the trade winds; (f) topographical influences (on the trade winds). 20.34.16 Define ‘monsoon’. 20.34.18 With regard to wet monsoons, describe the mechanics involved. 20.34.20 State the: (a) major global monsoon regions; (b) season during which the Australian monsoon is generally present. 20.34.22 List the requirements for the formation and development of tropical cyclones. Page 67 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 66 Sub Topic Syllabus Item 20.34.24 Explain the requirement for thermal energy in the development of tropical cyclones, and state the two main sources of this energy. 20.34.26 With regard to tropical cyclones, describe the horizontal and vertical extents, pressure and wind velocity tendencies, and other associated factors during the: (a) formative stage; (b) immature stage; (c) mature stage; (d) decaying stage. 20.34.28 Describe the weather conditions associated with tropical cyclones. 20.34.30 With regard to the Southern Oscillation, describe the principles of the Walker Circulation. 20.34.32 Explain the factors involved when the ENSO index results in the: (a) El Nino events; (b) La Nina events. 20.34.34 Describe how the El Nino and La Nina events influence the weather in New Zealand. 20.34.36 Describe what is meant by ‘streamline analysis’. 20.34.38 Explain how isotachs and streamlines can be used to determine wind velocity. 20.34.40 Describe how areas of high and low pressure, convergence/divergence, and cols are depicted on streamline analysis charts. 20.36 The General Circulation 20.36.2 Explain what is meant by “The General Circulation”. 20.36.4 Describe what is meant by “high zonal index” and “low zonal index” and explain their effects on the movement of weather systems in the troposphere. 20.36.6 State the common locations in the southwest Pacific Ocean where ‘blocking anticyclones’ tend to form. 20.36.8 Describe the characteristics of a blocking anticyclone. 20.36.10 Describe the weather in the east and west of New Zealand when a blocking anticyclone has formed to the immediate east of the country. 20.38 Hazardous meteorological conditions 20.38.2 Describe the effects on climbing and descending flight paths when low-level wind shear is experienced. Page 68 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 67 Sub Topic Syllabus Item 20.38.4 Explain the mechanics of a downburst. 20.38.6 Explain the mechanics of a microburst. 20.38.8 Explain the effects of downbursts and microbursts on aircraft operations. 20.38.10 Explain the effect of ice accretion on aircraft performance. 20.38.12 Differentiate between anti-icing and de-icing. 20.38.14 With regard to the rate of ice accretion, explain the effect of: (a) airspeed (including helicopter rotor rpm); (b) shape of aircraft components. 20.38.16 Explain why it is not advisable to operate aircraft in areas affected by volcanic ash. 20.38.18 Describe the adverse effects of reduced visibility during VFR flight. 20.38.20 Identify four actions that could be taken by a pilot to reduce or avoid the effects of turbulence. 20.38.22 Identify the three main types of aquaplaning. 20.38.24 Describe the effects of aquaplaning during landing. 20.40 New Zealand climatology 20.40.2 Describe the effects of latitude, oceanic surroundings and topography on the climate of New Zealand. 20.40.4 Describe the effect of latitude and topography on cold fronts traveling over New Zealand. 20.40.6 In general terms, describe cloudiness, gustiness and turbulence at various parts of New Zealand during typical: (a) northwest wind regimes; (b) northeast wind regimes; (c) southwest wind regimes; (d) southeast wind regimes. 20.42 Meteorological services, reports and forecasts 20.42.2 Assess and interpret information presented on mean sea level analysis and prognosis weather charts covering the Southwest Pacific region. 20.42.4 Describe the general principles of operation of automatic weather stations and associated equipment including the modern visibility sensor and laser ceilometer Page 69 Advisory Circular AC 61-1.5 Revision 13 15 Dece 23750 80621 2007-01-24T13:01:36Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23751 80622 2007-01-24T13:01:53Z Ronsnyderjr 5745 New page: == Licensing == {{GFDL}} == Licensing == {{GFDL}} 23752 80625 2007-01-24T13:09:08Z Aerodrome 5503 stage 1. editing to come. Aeroscience 22.2.2 Units of measurement. State; (a) the International System (SI) units for length, mass, time, temperature (K and °C); (b) the derivation of the SI units for force, pressure, power, and the non-SI units; (c) foot, nautical mile, knot and horsepower. 22.2.4 Differentiate between scalar and vector quantities; and (a) explain and or apply vector addition and subtraction; (b) demonstrate understanding and ability to resolve vector diagrams or problems. 22.2.6 Define speed, velocity and acceleration. 22.2.8 Describe Newton’s three laws of motion; and (a) explain inertia; (b) differentiate between mass and weight; (c) state the value of the acceleration caused by the earth’s gravity; and (d) define momentum. 22.2.10 Describe motion on a curved path; and (a) differentiate between centripetal force and centrifugal reaction; (b) explain the factors affecting centripetal force and rate of turn. 22.2.12 Describe the trig functions for the sine, cosine and tangent of an angle. 22.2.14 Describe the moment of a force, and the moment of a couple. 22.2.16 Describe the conditions required for translational equilibrium and for rotational equilibrium. 22.2.18 Explain the meaning of centre of gravity (centre of mass). 22.2.20 Explain the meanings of work, power and energy; and describe kinetic energy and potential energy. Page 71 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 70 Sub Topic Syllabus Item 22.2.22 Interpret simple graphs. 22.4 The Atmosphere 22.4.2 Explain the air density, and describe the effect of temperature, pressure and humidity on atmospheric density. 22.4.4 Describe the normal changes in pressure, temperature and density with increased altitude in the atmosphere. 22.4.6 State the ISA sea-level pressure and temperature conditions, and the approximate lapse rates in the lower atmosphere. 22.4.8 Describe the approximate altitude bands in which atmospheric pressure and density are reduced to 75, 50 and 25% of their normal sea level values. 22.4.10 Explain the meaning of density altitude (DA) and, in broad terms, the effect of pressure, temperature and humidity on DA and thus aerodynamic and engine performance. 22.4.12 Explain the term viscosity, when related to air. 22.6 Basic Aerodynamic Theory 22.6.2 Describe the terms freestream static pressure, dynamic pressure (including the term ½ρV²) and total (or pitot) pressure. 22.6.4 Explain the principle of airspeed indication, and indicate the relationship between indicated, calibrated, equivalent and true airspeeds (IAS, CAS, EAS, and TAS). 22.6.6 With respect to aerofoils, describe the meanings of the following terms: section, leading edge, trailing edge, chord, chord line, thickness, thickness/chord ratio, camber. 22.6.7 Distinguish between high-lift, general purpose (GP) and high-speed aerofoil sections. 22.6.8 Define relative airflow and angle of attack (α). 22.6.10 State Bernoulli’s theorem in simple terms, and describe streamline flow, turbulent flow, and the application of Bernoulli’s theorem to the streamline flow around an aerofoil. 22.6.12 Describe a venturi and explain venturi effect. 22.6.14 Explain the changes to the airflow and pressure distribution around a typical aerofoil in a low- subsonic speed airflow as α is increased from the zero-lift angle to beyond the stalling angle. 22.6.16 Explain the terms upwash and downwash in an airflow. 22.6.18 Explain the term centre of pressure (CP); and describe typical movement of Page 72 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 71 Sub Topic Syllabus Item the CP with increasing angle of attack (α). 22.6.20 Define the total aerodynamic reaction force (TR) of an aerofoil; 22.6.22 Describe how TR varies with increasing angle of attack (α). 22.6.24 Define the TR components lift and drag. 22.8 Lift 22.8.2 Identify the factors affecting lift (low-subsonic speed airflow). 22.8.4 State the lift formula, and the three basic functions contained within it. 22.8.6 Describe the meaning of the term, coefficient of lift (CL). 22.8.8 Given a typical CL versus α curve for a GP-type aerofoil, identify: (a) the zero lift angle; (b) the angle for maximum CL (CLmax). 22.8.10 Explain the meaning of a high CLmax. 22.8.12 With respect to the CL curve, describe the effect of: (a) increased camber; (b) surface roughness (e.g. contamination). 22.8.14 Describe three-dimensional flow over a wing and explain how wingtip and trailing edge vortices are formed. 22.8.16 Explain the effect of induced downwash on α. 22.8.18 Define aspect ratio (AR) and describe the effect of AR on CL. 22.10 Drag 22.10.2 Identify and explain the components of total drag. 22.10.4 Explain the term boundary layer. 22.10.6 Describe: (a) laminar boundary layer flow; (b) turbulent boundary layer flow; (c) transition point. 22.10.8 Explain skin-friction drag and state the factors affecting it. Page 73 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 72 Sub Topic Syllabus Item 22.10.10 Explain form drag and state the factors affecting it. 22.10.12 Describe the effect of streamlining in reducing form drag. 22.10.14 Describe interference drag and the measures for reducing it. 22.10.16 Explain the origin of induced drag; and (a) list the factors affecting it; (b) explain typical measures for reducing it. 22.10.18 State the meaning of the term coefficient of drag (CD); and describe the main features of a typical curve of CD versus α. 22.10.20 State the drag formula, and the three basic functions contained within it. 22.10.22 Describe typical curves of induced drag, all other drag, and total drag versus IAS in straight and level flight. 22.10.24 From information provided or a diagram identify the speed for minimum drag and maximum lift/drag ratio. 22.10.26 Distinguish between graphs for CD and total drag. 22.10.28 Explain a typical graph for lift/drag (L/D) ratio versus α. 22.10.30 Explain from a typical graph the most efficient angle of attack, the zero lift position, and the stalling angle. 22.12 Lift Augmentation 22.12.2 Explain the basic purpose of lift augmentation devices. 22.12.4 Explain the basic principles of trailing and leading-edge flaps. 22.12.6 Explain the effects of lowering trailing edge flap on; CL, CD, L/D ratio, CP movement, angle-of-attack and nose attitude. 22.12.8 Distinguish between the effects of lowering leading-edge flap on angle-of- attack, nose attitude and movement of the CP with those of trailing-edge flap. 22.12.10 Given a description or diagram identify the main types of trailing-edge flap and compare their relative performance (in generating lift and drag). 22.12.12 Given a description or diagram identify the main types of leading-edge flap. 22.12.14 Explain the basic principles of slats and slots. 22.12.16 Explain the effect of operating leading-edge slats on CL, stalling angle and nose attitude. Page 74 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 73 Sub Topic Syllabus Item 22.12.18 Show understanding of the theory of spoilers and give examples of their use. 22.14 Flight Controls 22.14.2 Identify the three aircraft axes, movement about those axes, and primary flight controls. 22.14.4 Explain how control in pitch, roll, and yaw is achieved. 22.14.6 Identify and explain: (a) the secondary effect of aileron; (b) adverse yaw and methods used to counteract it; (c) the secondary effect of rudder. 22.14.8 Describe the effects of airspeed and slipstream on control effectiveness. 22.14.10 Explain the basic principles of trim tabs, and describe the correct method of using trim controls. 22.14.12 Explain the reason for aerodynamic balancing of control surfaces. 22.14.14 Describe the main methods for achieving control balance. 22.14.16 Differentiate between a balance tab and an anti-balance tab. 22.14.18 Explain the purpose for mass balancing. 22.14.20 Describe and explain flexural and torsional flutter. 22.14.22 Describe the methods of providing mass balance. 22.16 Stalling and Spinning 22.16.2 Explain the stalled condition of an aerofoil. 22.16.4 Explain basic stall speed and relate it to the lift formula. 22.16.6 Describe typical symptoms and other indications of the approach to the stall. 22.16.8 Describe the changes in the airflow over the wing, movement of the CP, and aircraft attitude as the point of stall is reached. 22.16.10 Explain the standard recovery from the stalled condition. 22.16.12 Describe how the following factors affect stalling speed: (a) aircraft weight; (b) load factor; (c) power; Page 75 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 74 Sub Topic Syllabus Item (d) altitude; (e) the use of flaps and slats; (f) contamination of the wing surfaces. 22.16.14 Describe the conditions which encourage a wing-drop at the stall. 22.16.16 Explain the design measures taken to reduce the tendency for wing-drop. 22.16.18 Explain the caution against using aileron near or at the stalling angle. 22.16.20 Describe the standard technique for recovery: (a) from a stall which has resulted in a wing-drop; (b) at the onset of the stall. 22.16.22 Explain the process of autorotation (leading to the spin). 22.16.24 Describe the characteristics of the upright spin, and explain: (a) the instrument indications which confirm the fact and direction of a spin; (b) the difference between the spin and spiral dive; (c) the standard recovery technique. 22.18 Straight and Level Flight 22.18.2 Explain the four forces acting and the conditions required for steady straight and level flight. 22.18.4 For a conventional aeroplane configuration, describe: (a) the lift/weight and thrust/drag couples; (b) pitching moments and the tailplane stabilising moment; (c) pitching moments caused by power changes, undercarriage and flap extension. 22.18.6 Explain the power and attitude relationships at various airspeeds in straight and level flight. 22.18.8 For unaccelerated level flight: (a) state the power required formula (power = drag x TAS); (b) explain the difference between the drag curve and the power required curve; (c) distinguish between the minimum drag speed and the minimum power speed. Page 76 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 75 Sub Topic Syllabus Item 22.18.10 Given typical power available and power required curves, explain: (a) the maximum and minimum speeds for level flight; (b) the effects of increased weight and altitude. 22.20 Climbing and Descending 22.20.2 Identify the forces acting in a steady climb. 22.20.4 Given typical power required and power available curves, explain: (a) how a curve of excess power available (EP) can be derived; (b) where the speeds for maximum rate of climb, and maximum angle of climb occur on the EP curve. 22.20.6 State what the Vx and Vy speeds are and differentiate between these speeds and the normal climb speed. 22.20.8 Define absolute ceiling and service ceiling. 22.20.10 Explain the factors affecting climb performance (power applied, airspeed, flap and/or undercarriage extension, weight, altitude, temperature, manoeuvring, and wind - in relation to net flight path). 22.20.12 Identify the forces acting in a glide and a steady power-on descent. 22.20.14 Explain the connection between L/D ratio, glide angle, airspeed and gliding range. 22.20.16 Describe the effect of: (a) weight on glide angle and best glide speed; (b) wind on net flight path. 22.22 Turning 22.22.2 Explain how the required turning (centripetal) force is generated. 22.22.4 Define load factor. 22.22.6 Describe how load factor increases with bank angle. 22.22.8 Explain the connection between load factor and percentage increase in stalling speed. 22.22.10 Explain the factors affecting rate and radius of turn. 22.22.12 Explain the conditions for a maximum rate/minimum radius turn. 22.22.14 Explain the effect of wind during: Page 77 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 76 Sub Topic Syllabus Item (a) a constant-bank turn; (b) a constant-radius turn around a ground feature. 22.22.16 In climbing and descending turns, describe: (a) the effect on rate of climb/descent; (b) the tendency to overbank/underbank. 22.22.18 Describe the forces acting during a manoeuvre in the looping plane; and 22.22.20 Identify the factors affecting the radius of a looping manoeuvre. 22.22.22 Describe design manoeuvre speed (Va) and explain the features of a typical V- n (or V-g) diagram. 22.24 Propellers 22.24.2 Define blade face, blade angle, pitch (or helix) angle, helical twist, angle of attack. 22.24.4 Describe the forces acting on a propeller blade; the rpm/airspeed relationship; and the most effective blade sections. 22.24.6 Explain how propeller pitch affects efficiency at different speeds. 22.24.8 Explain the purpose of the constant-speed (variable pitch) propeller. 22.24.10 Describe in broad terms the operation of the constant speed unit (CSU) with changes in power setting and airspeed. 22.24.12 Describe the correct procedure for handling manifold pressure and propeller controls. 22.24.14 Describe the forces acting on a propeller when: (a) windmilling; (b) feathered; (c) in reverse thrust. 22.24.16 Explain propeller centrifugal and aerodynamic twisting moments. 22.24.18 Describe asymmetric blade effect. 22.24.20 Explain the terms power absorption and propeller solidity. 22.26 Stability 22.26.2 Explain static stability and dynamic stability. 22.26.4 Differentiate between stability and controllability. Page 78 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 77 Sub Topic Syllabus Item 22.26.6 Define longitudinal stability and explain: (a) the action of the tailplane in maintaining longitudinal stability; (b) wing pitching moments; (c) the effect of CG position. 22.26.8 Define directional stability and explain the factors affecting it. 22.26.10 Define lateral stability and explain the factors affecting it (dihedral, shielding, wing position, keel surface/fin area, sweepback). 22.26.12 Explain the requirement to match lateral and directional stability. 22.26.14 Explain the conditions of spiral instability, dutch roll, and snaking. 22.26.16 With respect to stability and control on the ground, explain: (a) the importance of CG position; (b) the differences between nosewheel and tailwheel configurations; (c) handling of controls in strong crosswinds. 22.26.18 For a single-engine propeller aircraft, explain the factors affecting swing on take-off. 22.26.20 Describe cross-wind take-off and landing techniques. 22.26.22 Explain ground effect, and relate it to take-off and landing. 22.28 Asymmetric Flight 22.28.2 Explain the consideration involved in coping with asymmetric thrust/drag and reduced power. 22.28.4 Explain the factors affecting yawing and rolling moments. 22.28.6 Define critical engine. 22.28.8 Recall immediate actions and techniques for identifying the failed engine. 22.28.10 Explain the three modes of constant-heading asymmetric flight. 22.28.12 Define Vmca and Vmcg. 22.30 Range and Endurance 22.30.2 Define specific air range (SAR) and specific fuel consumption (SFC). 22.30.4 State the general conditions for achieving maximum SAR. 22.30.6 Explain the airframe and engine considerations of flying for range (piston engine). Page 79 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 78 Sub Topic Syllabus Item 22.30.8 Apply performance tables or graphs from an aircraft manual to determine best SAR under given conditions. 22.30.10 Define flying for endurance and differentiate between range flying and endurance flying (piston engine). 22.30.12 State the factors affecting endurance and explain practical endurance flying techniques. 22.32 Performance 22.32.2 Define: (a) Take-off distance required (TODR), take-off safety speed, and screen height (or barrier); (b) Take-off distance available (TODA) and clearway; (c) Take-off run available (TORA); (d) Accelerate-stop distance available (ASDA) and stopway; (e) Gradient and gross and net flight paths; (f) Landing distance available (LDA), landing distance required (LDR) and landing threshold; (g) Dry, wet, and contaminated (in relation to runway surface); (h) Drift down. 22.32.4 Explain the factors affecting take-off and landing performance. 22.32.6 Given an elevation, QNH and ambient temperature, calculate pressure altitude and density altitude. 22.32.8 Express an ambient temperature as a deviation from ISA temperature (and vice versa). 22.32.10 Demonstrate an ability to use wind-component graphs, and to apply runway slope and surface correction factors. 22.32.12 Demonstrate an ability to calculate take-off and landing performance in accordance with CAR Part 135 Subpart D using representative aeroplane take- off and landing performance charts (P-charts). 22.32.14 Demonstrate an ability to calculate en-route engine inoperative performance using a representative single-engine service ceiling graph. 23753 80634 2007-01-24T13:30:04Z Ronsnyderjr 5745 __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | <br> [[Image:indonesia.png|90px]] <big> <br> The Bahasa Indonesia Department</big> |- | style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" <!--rowspan="2"--> | <center><big>Welcome!</big></center> [[Image:ind2.jpg|210px|right]] ==Bahasa Indonesia 1== '''[[/Bahasa Indonesia One|Bahasa Indonesia 1]]''' is a course offered by the [[Topic:Southeast_Asian_Languages|Division of Southeast Asian Languages]] in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. | rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | <center><h2>Indonesia</h2></center> <center> [[Image:ind1.png|230px|Indonesia in the world]] </center> Indonesia, officially the Republic of Indonesia (Indonesian: Republik Indonesia), is a nation of 17,508 islands in the South East Asian archipelago, making it the world's largest archipelagic state. With a population of over 200 million, it is the world's fourth most populous country and the most populous Muslim-majority nation. Indonesia is the world's third largest democracy after India and the USA. Its capital is Jakarta and it shares land borders with Papua New Guinea, East Timor, and Malaysia. The Indonesian Archipelago, home of the Spice Islands, has been an important trade destination since Chinese sailors first profited from the spice trade in ancient times. Indonesia's history has been influenced by foreign powers drawn to the archipelago by its wealth of natural resources; Indian-influenced Hindu and Buddhist kingdoms flourished, Muslim traders who spread Islam in medieval times, and Europeans during the Age of Exploration, who fought for monopolization of the spice trade. Indonesia was colonized by the Dutch for over three centuries; however, the nation declared its independence in 1945, which was internationally recognized four years later. Indonesia's post-independence history has been turbulent, with political instability and corruption, periods of rapid economic growth and decline, environmental catastrophe, and a recent democratization process. Indonesia is a unitary state consisting of numerous distinct ethnic, linguistic, and religious groups spread across its numerous islands. A shared history of colonialism, rebellion against it, a national language, and a Muslim majority population help to define Indonesia as a state. Indonesia's national motto, "Bhinneka tunggal ika" ("Unity in diversity", derived from Old Javanese), reflects the amalgamation of a myriad cultures, languages, and ethnic groups that shape every aspect of the country. Sectarian tensions, however, have threatened political stability in some regions, leading to violent confrontations. |- | style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" | [[Image:Nuvola apps edu miscellaneous.png|right|96px]] ==Lessons== * Lesson #1<nowiki>: </nowiki>'''[[/Lesson:Introducing Yourself| Introducing Yourself]]''' |} [[Category:Bahasa Indonesia]] 23754 80631 2007-01-24T13:15:54Z Aerodrome 5503 stage 1. editing to come. Human Factors - General 34.2 Airmanship, Professionalism and Responsibility 34.2.2 Define professionalism. 34.2.4 Distinguish between piloting for personal reasons and for hire or reward. 34.2.6 List the people to whom a pilot is responsible in carrying out his or her duties. 34.2.8 Describe key features of good and safe airmanship. 34.2.10 List the common causes of fatal accidents for commercial pilots in New Zealand. 34.2.12 Describe the current New Zealand accident rates in comparison with other foremost aviation nations in specific categories. 34.2.14 State the approximate proportion of aircraft accidents and incidents commonly attributed to human performance errors. 34.4 Human Factors Models and Programmes 34.4.2 Define human factors as used in a professional aviation context. 34.4.4 Describe the fundamentals of the SHEL Model in relation to the interaction of humans with other humans, hardware, information sources and the environment. 34.4.6 Explain the role of human factors programmes in promoting aviation safety in flight operations in commercial aviation. 34.4.8 Describe the importance of an effective human factors programme in a commercial operation. Physiology and the Effects of Flight 34.6 The Atmosphere 34.6.2 State the gases that make up the atmosphere. 34.6.4 State the percentage of each gas in the atmosphere. 34.6.6 Describe the variation of pressure as altitude increases. 34.6.8 Explain how the partial pressure of oxygen changes as altitude increases. 34.8 Circulation and Respiratory Systems 34.8.2 Describe the anatomy and physiology of the respiratory system. 34.8.4 Describe the anatomy and physiology of the circulatory system. 34.8.6 Describe the role of the lungs in oxygen and carbon dioxide transfer. Page 138 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 137 Sub Topic Syllabus Item 34.10 Hypoxia 34.10.2 Define hypoxia. 34.10.4 State the partial pressure of oxygen both inside and outside the lungs at sea level. 34.10.6 Explain the mechanical effect of the partial pressure of oxygen on oxygen transfer in the lungs. 34.10.8 Explain the causes of hypoxia. 34.10.10 Describe the primary physiological and behavioural consequences of hypoxia for flight crew and passengers. 34.10.12 Describe the common symptoms of hypoxia. 34.10.14 Explain the reasons hypoxia symptoms are difficult to detect. 34.10.16 Explain the relationship between hypoxic onset and both vision and cognitive performance. 34.10.18 Describe how hypoxia can be prevented. 34.10.20 List the main factors influencing variation in hypoxia onset (tolerance) between individuals. 34.10.22 State the factors that affect the likelihood of suffering from hypoxia. 34.10.24 Describe how hypoxia can be treated. 34.10.26 Define the concept of ‘time of useful consciousness’. 34.10.28 State the approximate time of useful consciousness at: (a) 18,000ft; (b) 25,000ft; (c) 35,000ft. 34.10.30 Explain oxygen paradox. 34.12 Hyperventilation 34.12.2 Define hyperventilation. 34.12.4 Explain the causes of hyperventilation. 34.12.6 Describe the symptoms of hyperventilation. 34.12.8 Describe how hyperventilation can be treated. 34.12.10 Describe the differences between hyperventilation and hypoxia. Page 139 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 138 Sub Topic Syllabus Item 34.14 Entrapped Gasses 34.14.2 Define barotrauma. 34.14.4 Explain the causes of barotrauma. 34.14.6 Describe the symptoms of barotrauma. 34.14.8 Describe the effects of barotrauma on the various parts of the body. 34.14.10 Describe how barotrauma can be prevented. 34.14.12 Describe how barotrauma can be treated. 34.16 Decompression Sickness 34.16.2 Define decompression sickness. 34.16.4 Explain the causes of decompression sickness. 34.16.6 Describe the symptoms of decompression sickness. 34.16.8 Explain how decompression sickness can be prevented. 34.16.10 Describe how decompression sickness can be treated. 34.16.12 Explain the effects of an explosive decompression on the body. 34.16.14 Explain the actions that must be taken to deal with an explosive decompression. 34.16.16 Explain the dangers of flying after diving. 34.16.18 State the approximate required times between diving at various depths and flying. 34.18 Vision and Visual Perception 34.18.2 Describe the anatomy and physiology of the eye. 34.18.4 Identify the following eye structure components: (a) lens; (b) cornea; (c) retina; (d) fovea; (e) optic nerve disc; (f) cone cells; (g) rod cells. 34.18.6 Distinguish between rod and cone cell functions and distribution in the retina. Page 140 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 139 Sub Topic Syllabus Item 34.18.8 Describe the limitations of the eye in terms of: (a) the ability to discern objects at night; (b) the ability to discern objects in daylight, including wires and other aircraft; (c) poor lighting; (d) glare; (e) lack of contrast; (f) the blind spot; (g) colour perception; (h) empty field myopia. 34.18.10 Explain the process of dark adaptation. 34.18.12 State the normal time for full night vision adaptation. 34.18.14 Identify precautionary actions to protect night vision adaptation. 34.18.16 Describe methods of cockpit/flight deck lighting and problems associated with each. 34.18.18 Describe: (a) long sightedness; (b) short sightedness; (c) presbyopia; (d) astigmatism. 34.18.20 Describe the requirements for using corrective lenses. 34.18.22 Describe the factors associated with the selection of suitable sunglasses for flying. 34.18.24 Describe the effects of hypoxia on vision. 34.18.26 Describe the visual system resting state focus and its effects on object detection. 34.18.28 Explain effective visual search techniques. 34.18.30 Explain the see and avoid method of avoiding mid-air collisions. 34.18.32 Explain the use of visual cues during landing. 34.18.34 Explain the following visual illusions, and describe methods of avoiding and/or coping with them: (a) autokinesis; (b) stroboscopic illumination illusion/flicker vertigo; Page 141 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 140 Sub Topic Syllabus Item (c) the break-off phenomenon; (d) sector whiteout; (e) the black hole phenomenon. 34.18.36 Describe conditions which can lead to the creation of a false horizon. 34.18.38 Explain the effect of a false horizon on visual perception. 34.18.40 Explain relative motion. 34.18.42 Explain the effect of fog, haze, and/or dust on visual perception. 34.18.44 Describe the optical characteristics of the windshield. 34.18.46 Explain the effect of rain on the windshield. 34.18.48 Explain the effect of sloping terrain on visual perception. 34.18.50 Explain the effect of the following factors on visual perception during an approach: (a) steep/shallow approach angles; (b) length, width and texture of the runway; and, (c) the intensity of the approach lights. 34.20 Hearing and Balance 34.20.2 Describe the anatomy and physiology of the ear. 34.20.4 Describe the effect of prolonged noise exposure on hearing. 34.20.6 Describe methods of protecting hearing. 34.20.8 Specify the various levels of noise in decibels at which various grades of hearing protection are required. 34.20.10 Specify noise levels at which hearing damage may occur. 34.20.12 Describe what is meant by the action threshold for hearing protection. 34.20.14 Explain the effects of age induced hearing loss (presbycusis). 34.20.16 Explain the effects of pressure changes on the middle ear and eustachian tubes. 34.20.18 Explain the effects of colds; hay fever; and/or allergies on the sinuses and eustachian tubes. 34.22 Spatial Orientation 34.22.2 Define spatial orientation. 34.22.4 Define disorientation. 34.22.6 Outline the anatomy and physiology of the motion, orientation and gravitational Page 142 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 141 Sub Topic Syllabus Item sensory organs, including: (a) the semi-circular canals; (b) vestibular sac/tubes. 34.22.8 Explain the interconnection between the senses of vision and orientation in maintaining an accurate sense spatial orientation. 34.22.10 Explain the body’s limitations in maintaining spatial orientation when vision is adversely affected. 34.22.12 Describe and explain the effects of the following spatial illusions: (a) the leans and sub-threshold stimulation; (b) somatogravic illusion; (c) somatogyral illusion; (d) cross coupled turning (coriolis effect); (e) pressure vertigo. 34.22.14 Describe the factors which affect an individual’s susceptibility to disorientation. 34.22.16 Explain how disorientation can be prevented. 34.24 Gravitational Forces 34.24.2 Explain the effects of positive and negative accelerations on: (a) the circulatory system; (b) vision; (c) consciousness. 34.24.4 Explain the causes and symptoms of: (a) black-out; (b) red-out; (c) G-LOC (gravity induced loss of consciousness). 34.26 Motion Sickness 34.26.2 Explain the causes of motion sickness. 34.26.4 Describe how motion sickness can be prevented. 34.26.6 Describe how motion sickness can be treated. 34.28 Flight Anxiety 34.28.2 Explain the causes of flight anxiety. Page 143 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 142 Sub Topic Syllabus Item 34.28.4 Recognise the signs of flight anxiety in passengers. 34.28.6 Describe how flight anxiety can be prevented. 34.28.8 Describe how flight anxiety can be treated. Flying and Health 34.30 Fitness to Fly 34.30.2 Describe the term fitness to fly. 34.30.4 Explain the CAANZ system of assessing medical fitness, with regard to: (a) Medical Examiners Grade 1 and Grade 2; (b) reasons for medical examinations; (c) means of obtaining medical examinations; (d) frequency of medical examinations; (e) responsibilities of pilots towards medical fitness for flight. 34.30.6 Identify symptoms and circumstances that would lead you to consult your aviation medical examiner prior to further flight. 34.30.8 Describe the IMSAFE method of assessing fitness for flight. 34.30.10 Describe the problems associated with pregnancy and flying. 34.30.12 State when a pregnant pilot must stop flying. 34.30.14 Describe the following factors, including their effects on pilot performance and methods by which they may be minimised/managed: (a) arterial disease; (b) blood pressure; (c) diet; (d) exercise; (e) obesity; (f) smoking; (g) respiratory tract infection/allergies (including colds, sinus, hay fever, influenza, asthma); (h) food poisoning and gastroenteritis; (i) neurological factors (including fits/epilepsy, brain injury, fainting, headaches, migraines); (j) emotional factors (including depression and anxiety); Page 144 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 143 Sub Topic Syllabus Item (k) physical injuries; (l) dehydration; (m) hypoglycaemia. 34.30.16 Describe the symptoms of gastrointestinal problems. 34.30.18 Identify the primary causes of food poisoning. 34.32 Alcohol and Drugs 34.32.2 Explain the effects of alcohol on pilot performance. 34.32.4 State the recommended time periods between the consumption of alcohol and flying. 34.32.6 Describe how individuals differ in the effect of alcohol consumption. 34.32.8 Explain the effects of drugs on pilot performance. 34.32.10 State where information can be obtained about the suitability of over the counter and prescription medication for flying. 34.32.12 Explain why illegal/recreational drugs are unacceptable for pilots. 34.34 Blood Donation 34.34.2 Describe the effect on the body of donating blood. 34.34.4 State the recommended time period between donating blood and flying. 34.36 Environmental Hazards 34.36.2 Describe the symptoms, effects and immediate treatments for the following hazards present in the aviation environment: (a) carbon monoxide; (b) fuel; (c) chemical sprays; (d) lubricating oils; (e) hydraulic fluids; (f) compressed gases; (g) liquid oxygen; (h) de-icing fluids; (i) fire extinguishing agents; (j) fire accelerant substances. 34.36.4 State the source of carbon monoxide poisoning in general aviation aircraft. Page 145 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 144 Sub Topic Syllabus Item 34.36.6 Describe reliable methods for the detection of carbon monoxide. 34.36.8 Describe methods of eliminating carbon monoxide from the cockpit. 34.36.10 Identify the negative effects of vibration and resonance. 34.36.12 Outline ways that vibration can be controlled. 34.38 Stress Management 34.38.2 Define stress. 34.38.4 Describe a simple model of stress. 34.38.6 Define arousal. 34.38.8 Explain the relationship between stress and arousal. 34.38.10 Identify and give examples of physical, environmental, task-related, organisational and psychological stressors. 34.38.12 Describe the following environmental stressors: (a) heat; (b) cold; (c) noise; (d) vibration; and, (e) humidity. 34.38.14 Explain methods of identifying stress. 34.38.16 Explain the difference between acute and chronic stress. 34.38.18 Describe the physiological and psychological effects of stress. 34.38.20 Describe the effects of stress on attention, motivation and performance. 34.38.22 Describe the factors that improve personal stress tolerance. 34.38.24 Describe the relationship between stress and fatigue. 34.38.26 Explain methods of managing stress. 34.40 Sleep and Fatigue (Alertness management) 34.40.2 Describe the stages of sleep. 34.40.4 Describe the mechanism of sleep regulation. 34.40.6 Describe problems associated with sleep at abnormal times of the day. 34.40.8 Explain what is meant by sleep debt. 34.40.10 Explain how individuals differ in their requirement for sleep. Page 146 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 145 Sub Topic Syllabus Item 34.40.12 Explain the effects of the following alertness management techniques: (a) napping; (b) caffeine consumption; (c) alcohol consumption; (d) taking sedatives; (e) taking stimulants other than caffeine. 34.40.14 Describe sleep disorders and their effects on pilot performance. 34.40.16 Define fatigue. 34.40.18 Describe the symptoms of fatigue. 34.40.20 Explain the causes of fatigue and its effect on pilot performance. 34.40.22 Explain the difference between acute and chronic fatigue. 34.40.24 Describe methods of managing fatigue. 34.40.26 Define the following terms: (a) biological clock; (b) circadian rhythm; (c) circadian dysrhythmia; (d) desynchronisation; (e) zeitgeber. 34.40.28 Describe the central human physiological processes underlying circadian rhythm processes. 34.40.30 Explain how circadian rhythms affect pilot performance. 34.40.32 Explain the effects of circadian dysrhythmia and methods of managing these. 34.40.34 Describe the impact of shiftwork on a pilot’s performance. 34.40.36 Describe how the biological effects of shiftwork can be minimised. 34.40.38 Identify the principles of good rostering practice. 34.42 Ageing 34.42.2 Describe the effects of the normal processes of human ageing on: (a) the sensitivity and acuity of the sensory systems; (b) muscular strength; (c) resilience and reaction times; Page 147 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 146 Sub Topic Syllabus Item (d) sleep/wakefulness patterns; (e) cognitive or mental functioning; (f) the acquisition of new information; (g) the retention and retrieval of stored information in memory; (h) the rate of information processing; (i) insight and self awareness of your individual capabilities. 34.42.4 Describe methods by which age-related changes in memory and speed of information processing can be moderated by older pilots. 34.42.6 Describe what changes would indicate early dementia or age related cognitive impairment in another pilot. Aviation Psychology 34.44 Information Processing 34.44.2 Identify the human sensors pilots depend on for information acquisition. 34.44.4 Describe the brain’s role in registering sensations, processing sensory information, storing information and controlling actions. 34.44.6 Describe a basic model of information processing, including the concepts of: (a) attention; (b) divided attention; (c) selective attention; (d) attention getting stimulus; (e) sensory threshold; (f) sensitivity; (g) adaptation; (h) habitation. 34.44.8 Describe the following types of memory: (a) peripheral/sensory memory; (b) short term/working memory; (c) long term memory; (d) motor/skills memory; (e) semantic memory; (f) episodic memory. Page 148 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 147 Sub Topic Syllabus Item 34.44.10 Describe the limitations and failures of memory. 34.44.12 Explain the following methods of retaining and retrieving information from memory: (a) chunking; (b) mnemonics; (c) associations (verbal and visual); (d) checklists; (e) aide memoirs. 34.44.14 Explain the concept of mental workload. 34.44.16 Explain the concept of overload. 34.44.18 Describe methods of managing potential overload. 34.44.20 Describe and compare skill, rule and knowledge based behaviours. 34.44.22 Describe the process of acquiring a skill. 34.44.24 Describe failures of skill, rule and knowledge based behaviours. 34.44.26 Explain confirmation bias. 34.44.28 Define perception. 34.44.30 Describe the effect of the following on perception: (a) expectation; (b) experience. 34.44.32 Describe the formation of mental models. 34.44.34 Describe the special perceptual problems associated with: (a) snow operations; (b) water operations; (c) agricultural and low flying operations. 34.46 Situational Awareness 34.46.2 Define situational awareness. 34.46.4 Explain the importance of situational awareness on difference phases of flight. 34.46.6 Describe strategies to maintain and enhance situational awareness. 34.46.8 Explain the relationship between crew resource management (CRM) and the building of situational awareness amongst flight-crew. Page 149 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 148 Sub Topic Syllabus Item 34.48 Judgement and Decision Making 34.48.2 Distinguish between skills, knowledge and attitudes. 34.48.4 Describe hazardous attitudes. 34.48.6 Describe methods of countering the hazardous attitudes. 34.48.8 Describe the error/poor judgement chain. 34.48.10 Explain clues or red flags that can assist in identifying the error/poor judgement chain. 34.48.12 Identify risk assessment techniques. 34.48.14 Identify risk levels that compromise safety. 34.48.16 Outline the general concepts behind decision making. 34.48.18 Describe methods of enhancing decision making skills. 34.48.20 Identify common decision-making models used in aviation training (DECIDE, SADIE etc) and explain their application. 34.48.22 Identify specific factors that influence the decision making process. 34.48.24 Explain the setting of personal limitations and decision points. 34.48.26 Outline the dangers of get-home-itis. 34.48.28 Identify situations where time pressure compromises safety or increases risk levels. 34.50 Social Psychology and Flight Deck Management 34.50.2 Identify the broad characteristics of personality and distinguish individual differences. 34.50.4 Define cognitive dissonance. 34.50.6 Explain the concept of crew resource management (CRM). 34.50.8 Identify crew resource management elements of accident reviews. 34.50.10 Describe methods of maximising crew resource management. 34.50.12 Define teamwork and team membership. 34.50.14 Identify the factors that affect team performance. 34.50.16 Describe how effective teams or team working can reduce errors. 34.50.18 Describe group decision making. 34.50.20 Explain the advantages and disadvantages of group decision making. 23755 80642 2007-01-24T13:35:01Z Ronsnyderjr 5745 This is the archive of the Division of Southeast Asian Languages. [[Topic:Southeast Asian Languages|Back to main page]]. 23756 80651 2007-01-24T14:04:29Z Aerodrome 5503 [[Subject No 26 General Aircraft Technical knowledge (Aeroplane)]] moved to [[Subject 26 General Aircraft Technical knowledge (Aeroplane)]]: error Engines 26.2.2 State the basic difference between reciprocating (piston) and gas turbine (jet) engines. 26.2.4 Distinguish between the basic types of piston aircraft engine. 26.2.6 State the fundamental operating principle of the reciprocating (piston) engine. 26.2.8 With the aid of diagrams, identify the main components of a four-stroke cycle piston engine including: cylinders; pistons; cylinder heads; valves; spark plugs; connecting rods; crankshaft; camshaft and valve operating mechanism. 26.2.10 With respect to a four-stroke piston engine, state the meaning of the following terms: cycle; stroke; top dead centre (TDC) and bottom dead centre (BDC); bore; clearance and swept volumes; compression ratio; firing interval; firing order; manifolds; manifold pressure; crank angle. 26.2.12 Explain the operation of the four-stroke cycle. 26.2.14 Explain valve lag, valve lead, and the advantages of valve overlap. 26.2.16 Explain the term ignition timing and the need for spark advance. 26.2.18 Distinguish between detonation and pre-ignition, state the main causes of these conditions, and the reasons for avoiding them. 26.4 Engine Performance 26.4.2 Define the terms: force; work; power; energy; and engine torque. 26.4.4 Relate horsepower to kilowatts. 26.4.6 Define brake power. 26.4.8 Define rated power and explain ‘rated altitude’ or ‘critical altitude’. 26.4.10 Explain the following in broad terms: thermal efficiency; mechanical efficiency; and volumetric efficiency. 26.4.12 With the aid of a diagram, explain the relationship between typical brake power and power available curves. 26.4.14 Explain the general conditions for the most efficient engine operation. 26.6 Carburation & Fuel Injection Page 102 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 101 Sub Topic Syllabus Item 26.6.2 Explain the following in relation to fuel-air mixture ratios: (a) ‘rich’ and ‘lean’: (b) normal workable mixture ratio limits; (c) the ‘chemically correct’ or stoichiometric ratio; and (d) the approximate ratios for maximum power output and best economy. 26.6.4 With the aid of a diagram, describe a typical carburettor mixture setting curve and show the operating area where detonation will occur. 26.6.6 With the aid of a diagram, explain the basic principle of operation of a simple float-type carburettor. 26.6.8 Explain the need for the following in an aero-engine carburettor: (a) atomisation and diffusion; (b) accelerating system; (c) idling system; (d) power enrichment (economiser) system; (e) mixture control and cut-off system. 26.6.10 State the two main disadvantages with use of a float-type carburettor in an aero-engine. 26.6.12 State the principal difference between a fuel injection system and carburetted systems. 26.6.14 Explain the principal differences between continuous flow fuel injection, and direct fuel injection systems. 26.6.16 List the advantages and disadvantages of using fuel injection systems in aero- engines. 26.6.18 State the correct use of the mixture control. 26.6.20 Explain the consequences of operating with over-rich and over-lean mixture settings. 26.6.22 With respect to carburettor ice, explain the process and the atmospheric conditions for the formation of: (a) refrigeration (or fuel) ice; (b) throttle ice; (c) impact ice. Page 103 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 102 Sub Topic Syllabus Item 26.6.24 Explain the normal symptoms of carburettor ice formation, and the correct use of the carburettor heat control. 26.8 Induction and Exhaust systems; Supercharging 26.8.2 With respect to carburettor air intakes, explain the correct use of ram air, filtered air, carburettor heat. 26.8.3 List the reasons for a reduction in power when carburettor heat is operated. 26.8.4 In general terms, describe the function of the inlet and exhaust manifold. 26.8.5 Explain the importance of proper sealing of the exhaust manifold. 26.8.6 Explain the advantages, and the limitations of, supercharging. 26.8.8 Explain the basic principle of operation of exhaust-driven superchargers (turbochargers). 26.10 Fuel Systems 26.10.2 Distinguish between gravity-feed and pump-feed fuel systems. 26.10.4 For a simple fuel system, explain the function, and where appropriate, the correct handling of the following: (a) tank filler caps and drains; (b) expansion spaces; (c) tank vents; (d) baffles; (e) sumps and drains; (f) fuel quantity detectors; (g) fuel strainers and filters; (h) tank selector valves; (i) engine-driven fuel pump; (j) boost (auxiliary) pump(s); (k) engine primers and priming systems. 26.10.6 Describe the importance of correct management of fuel selection. 26.10.8 List the actions recommended in the case of loss of power through faulty fuel selection. 26.10.10 State the differences between aviation gasoline (AVGAS) and motor gasoline Page 104 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 103 Sub Topic Syllabus Item (MOGAS). 26.10.12 Explain fuel octane ratings and performance numbers. 26.10.14 State the grades of AVGAS available in New Zealand, together with their colours. 26.10.16 Explain the likely result of using a higher grade, or a lower grade, of fuel than that recommended for a given aircraft. 26.10.18 State the caution against using automobile fuel (MOGAS) in an aircraft engine, unless specifically authorised. 26.10.20 Describe the distinguishing features of aviation turbine fuel (AVTUR) and state the difference between the decals used on AVTUR and AVGAS fuelling equipment. 26.10.22 State the precautions which can be taken to avoid fuel contamination with water and other impurities. 26.10.24 State the special precautions which must be taken when fuelling from drum stock, and the avoidance of the use of non-approved plastic containers. 26.10.26 Describe the correct procedures to be used for carrying out a fuel check. 26.10.28 Describe the general rules for refuelling an aircraft, and the correct use of fuel tank dipsticks. 26.12 Ignition Systems 26.12.2 State the reasons for fitting independent dual ignition systems to aero-engines. 26.12.4 List the essential components of an ignition system. 26.12.6 Describe, in broad terms, the operation of the following; (a) an aircraft magneto; (b) the distributor; (c) ignition harness (high tension leads); (d) spark plugs; (e) impulse couplings. 26.12.8 Describe the operation of the ignition switch(es) in the cockpit, and outline the correct procedures to be followed during magneto checks. 26.12.10 Describe the functioning of the starter motor, and outline the correct operation of the starter switch. 26.12.12 Describe the procedures and the precautions to be taken when hand-swinging a propeller to start an engine. Page 105 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 104 Sub Topic Syllabus Item 26.14 Lubrication and Cooling Systems 26.14.2 Explain the main functions of the engine oil system. 26.14.4 Describe the effect of temperature on the viscosity and lubrication qualities of oil. 26.14.6 Compare the features of the ashless dispersant (AD) oils used in piston aero- engines with straight mineral oil and detergent oils. 26.14.8 With respect to oil grades, differentiate between the commercial aviation numbers and SAE ratings. 26.14.10 Differentiate between a wet sump and a dry sump oil system. 26.14.12 With the aid of a diagram, briefly describe the function of: (a) the engine-driven oil pump and pressure relief valve; (b) oil lines, passages and galleries; (c) oil sumps and scavenge pumps; (d) oil cooler; (e) oil tank and filter. 26.14.14 Explain the need for periodic oil changes. 26.14.16 Describe the correct oil replenishment procedure. 26.14.18 Describe the likely results of operating an engine with: (a) incorrect oil type; (b) incorrect oil quantity. 26.14.20 Describe the likely causes of: (a) low oil pressure; (b) high oil pressure; (b) high oil temperature. 26.14.22 Explain the relationship between a fluctuating or low oil pressure reading accompanied by a rise in oil temperature, and the actions which the pilot should take. 26.14.24 State the reasons why excessively high engine temperatures must be avoided. 26.14.26 List the ways in which heat from the combustion process is dispersed from a typical aero-engine. Page 106 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 105 Sub Topic Syllabus Item 26.14.28 For an air-cooled engine, explain the function of: (a) cowling ducts and baffles; (b) cooling fins; (c) pilot-operated cowl flaps. 26.14.30 Explain the general handling requirements for maintaining engine temperatures in the proper range, for aircraft: (a) without CHT gauge or cowl flaps; (b) fitted with CHT gauge and cowl flaps. 26.16 Propellers 26.16.2 With the aid of a diagram, identify the following with respect to a propeller blade section: (a) relative airflow and angle of attack; (b) the rpm and TAS vectors; (c) the total reaction (TR) and its components, thrust and propeller torque. 26.16.4 State the two main disadvantages of the fixed-pitch propeller, which the constant-speed (variable-pitch) propeller was designed to overcome. 26.16.8 For a constant speed propeller, differentiate between the functions of the propeller (pitch) control and the throttle (MAP) control, when the propeller is: (a) in the constant-speed range; (b) below the constant-speed rpm range. 26.16.10 Explain how the constant-speed unit acts to change the pitch of the blades and maintain rpm: (a) with changes to MAP; (b) with changes in airspeed. 26.16.12 Explain the basis for centrifugal and aerodynamic twisting moments on a propeller blade, and identify the direction in which they tend to twist the blade. 26.16.14 With the aid of diagrams, explain the method of operation of typical pitch- changing mechanisms. 26.16.16 With the aid of a diagram, explain the operation of a typical CSU governor. 26.16.18 With the aid of diagrams, show the forces acting on a feathered blade section, and with the propeller in the reverse thrust mode. Page 107 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 106 Sub Topic Syllabus Item 26.16.20 Explain the caution against applying power as the propeller blades are travelling from the normal thrust to the reverse thrust angle. 26.16.22 Describe the normal handling of the propeller pitch and/or manifold pressure controls: (a) when the aircraft is on the ground; (b) for ‘exercising’ the CSU; (c) prior to take-off and landing; (d) when increasing or decreasing power in the air. 26.16.24 Describe the types of failure which can affect the CSU, including the conditions which can lead to a ‘runaway propeller’ and the required remedial action. 26.18 Electricity and Magnetism 26.18.2 Explain the basis of an electrical current, and the direction of the current. 26.18.4 Describe the basic characteristics of an electrical flow the terms [amps, volts, electro magnetic force (emf) and ohms]. 26.18.6 State Ohm’s law. 26.18.8 With the aid of diagrams, describe simple ‘two-wire’ and ‘single wire’ grounded electrical circuits. 26.18.10 Distinguish between direct and alternating current, and explain the terms ‘Hertz’ and ‘rectification’. 26.18.12 Describe the properties of magnetism, including polarity, attraction and repulsion. 26.18.14 Distinguish between temporary and permanent magnets, and the properties of ‘soft iron’ and ‘hard iron’. 26.18.16 Describe the terms magnetic field, magnetic flux, and permeability. 26.18.18 Explain ‘electromagnetism’ and with the aid of diagrams, show the lines of magnetic force around a straight conductor and a coil. 26.18.20 With the aid of diagrams, describe the principle of operation of an electromagnetic switch (or relay) and a solenoid switch. State typical examples of their use in aircraft electrical circuits. 26.18.22 List the six ways in which an emf can be generated. 26.18.24 Explain the principle of electromagnetic induction. 26.18.26 With the aid of a diagram, describe the principle of operation of a simple Page 108 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 107 Sub Topic Syllabus Item alternator (a magnet rotating inside a loop conductor). 26.18.27 Show the features of a practical alternator, and explain how the a.c. output is normally rectified to provide d.c. 26.18.28 With the aid of a diagram, describe the principle of operation of a simple generator (a loop conductor rotating inside a magnet). 26.18.29 Show the features of a practical generator, and explain how the output is passed through a commutator to provide d.c. 26.18.30 Explain the need for voltage regulation for both alternators and generators, and how a generator also requires a current regulator and a reverse current relay. 26.18.32 Explain the principle of operation of a basic electric cell (‘battery’). 26.18.34 Distinguish between primary and secondary cells, wet-cells and dry cells, lead- acid and nickel-cadmium (and similar) types. 26.18.36 Explain the meaning of : (a) battery capacity; (b) thermal runaway. 26.18.40 Explain the basic features and operation of: (a) a lead-acid battery; (b) a nickel-cadmium (nicad) battery. 26.18.42 State the advantages of Nicad batteries. 26.20 Electrical Systems 26.20.2 State the systems which typically require electrical power in a light aircraft. 26.20.4 Explain the function(s) of the following in a typical aircraft electrical system: (a) the battery; (b) a ground power source; (c) the alternator or generator; (d) bus bar; (e) overvoltage protection. 26.20.6 Distinguish between the functions and interpretation of left-zero and centre- zero ammeters. 26.20.8 Distinguish between the functions and correct operation of a single battery master switch and split battery/alternator switches. Page 109 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 108 Sub Topic Syllabus Item 26.20.10 Distinguish between the way in which fuses, circuit breakers and overload switches operate. 26.20.12 Explain airmanship points of handling the electrical system, including: (a) avoiding overheating electrical services if operated during pre-flight; (b) not starting or stopping the engine with unnecessary electrical equipment switched on; (c) avoiding prolonged use of the starter motor; (d) checking satisfactory operation of the alternator/generator after start, and periodically during flight; (e) ensuring the battery master is switched off before vacating the aircraft after flight. 26.20.14 Explain the diagnosis and correct handling of electrical malfunctions including: (a) an excessive charge rate; (b) alternator/generator failure; (c) blown fuse/popped circuit breaker. 26.22 Engine Instruments 26.22.2 Explain the underlying principle of operation of the following: (a) tachometers (rpm gauges): centrifugal, drag cup, electrical and electronic types; (b) manifold pressure and boost gauges; (c) oil pressure gauges: direct reading, remote indicating and ratiometer types; (d) fuel pressure gauges; (e) vacuum gauges. 26.22.4 Explain the principle of operation of a simple a.c. synchro system. 26.22.6 Describe the principle of operation of the following instruments: (a) cylinder head and exhaust gas temperature (thermocouples); (b) oil temperature gauges; (c) outside air temperature gauges; (d) fuel quantity and fuel flow gauges. 26.24 Pressure Instruments Page 110 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 109 Sub Topic Syllabus Item 26.24.2 Define static air pressure, dynamic pressure and total (pitot) pressure. 26.24.4 State the pressure requirements of the three basic pressure instruments. 26.24.6 Describe a simple pitot-static system and distinguish between a single pitot (pressure) head and separate pitot tube and static vents. 26.24.7 State the function of pitot heat. 26.24.8 With the aid of a diagram, describe the principle of operation of an airspeed indicator (ASI). 26.24.10 State the conventional colour coding of a typical light aircraft ASI. 26.24.12 Explain the following errors affecting an ASI: (a) density error (IAS/TAS relationship); (b) position (pressure) error; (c) compressibility error. 26.24.14 State the pre-flight and in-flight serviceability checks for an ASI. 26.24.16 With the aid of a diagram, explain the principle of operation of an altimeter. 26.24.18 Explain the meanings of the subscale settings QNH, QFE and QNE. 26.24.20 State the effect of pressure setting error on altimeter indication. 26.24.22 State the effect of airmass temperature at constant QNH on altimeter indication. 26.24.24 Explain the following errors affecting an altimeter: (a) instrument; (b) position error; (c) lag. 26.24.26 State the serviceability checks and the accepted indication tolerances of an altimeter. 26.24.28 With aid of a diagram, explain the principle of operation of a vertical speed indicator (VSI). 26.24.30 Explain the following errors affecting a VSI; (a) lag; (b) position error. 26.24.32 State the serviceability checks for a VSI. Page 111 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 110 Sub Topic Syllabus Item 26.24.34 Explain the symptoms, effects, and possible remedies available, for blockages and leaks in the pitot-static system to each of the pressure instruments. 26.26 Gyroscopic Instruments 26.26.2 Briefly describe a typical aircraft vacuum (suction system). 26.26.3 Distinguish between suction pump, venturi, and positive pressure systems. 26.26.4 State the inherent properties of a spinning gyroscope rotor. 26.26.6 Explain what is meant by the term gimbal, and list the four types of gyroscope. 26.26.8 With the aid of a diagram, explain the principle of operation of a turn indicator. 26.26.10 Distinguish between a turn indicator (TI) and a turn coordinator (TC). 26.26.12 State the errors which a turn indicator is subject to. 26.26.14 State the principle of operation of the balance ball, and with the aid of diagrams, interpret various TI and TC indications. 26.26.16 Explain the serviceability checks for the TI/TC. 26.26.18 With the aid of a diagram, explain the principle of operation of a direction indicator (DI) [or heading indicator (HI)]. 26.26.20 Explain the following errors which the DI is subject to: (a) gimbal error; (b) real drift (or real wander); (c) apparent drift (or apparent wander); (d) low rotor speed. 26.26.22 State the common operating limitations and serviceability checks for a DI. 26.26.24 State the advantages of an electrically-driven DI versus an air-driven instrument. 26.26.26 With the aid of a diagram, explain the principle of operation of an artificial horizon (AH) [or attitude indicator (AI)]. 26.26.28 Briefly describe the effects of a straight-line acceleration and a turn, on the pendulous unit of an air-driven AH, and state the errors in indication arising from these effects. 26.26.30 State the general operating limitations of air-driven and electrically-driven AHs. 26.26.32 With the aid of diagrams, distinguish between the indications of the TC and AH under various conditions. Page 112 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 111 Sub Topic Syllabus Item 26.28 Compasses 26.28.2 With the aid of a diagram, describe the features of the earth’s magnetic field (flux) and define variation. 26.28.4 Describe the angle of dip and components H and Z of the earth’s magnetic flux. 26.28.6 Describe the basic features of a typical aircraft direct-reading magnetic compass, and explain the reason(s) for: (a) pendulous suspension of the magnet system; (b) immersing the magnet system in fluid. 26.28.8 Describe acceleration and turning errors in the southern hemisphere of a direct- reading compass, and the practical aspects of these errors. 26.28.10 Define deviation and state how it is compensated for in a direct-reading compass. 26.28.11 Given a typical deviation card, apply corrections for residual deviation. 26.28.12 State the serviceability checks for a direct-reading compass. 26.28.14 Explain what a compass swing is and give examples of the occasions on which it is required. 26.30 Airframes 26.30.2 Explain five different types of loading to which an airframe must be designed to accept. 26.30.4 Explain the effects of the application of a load to an airframe structure (stress and strain) and differentiate between bending, tensile, compression, torsional and shear loads. 26.30.6 Briefly describe the three styles of fuselage construction (truss; monocoque; and stressed skin (or semi-monocoque). 26.30.8 Briefly describe the three common types of wing construction (biplane; braced monoplane; unbraced monoplane (or cantilever). 26.30.10 Describe the function of the following wing components; spars, ribs; skin and stringers. 26.30.12 Briefly describe the construction of tailplane and fin, and control surfaces. 26.30.14 Briefly describe the layout of the primary control runs. 26.30.16 State the requirements which the undercarriage system must be able to meet. 26.30.18 Describe the features of simple light aircraft undercarriage construction, and Page 113 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 112 Sub Topic Syllabus Item given a diagram, explain the operation of an oleo-pneumatic shock strut. 26.30.20 Describe the pilot checks of oleo-pneumatic undercarriage legs. 26.30.22 Briefly describe the essential features of a retractable undercarriage system. 26.30.24 Briefly describe the construction of aircraft wheel assemblies and tyres. 26.30.26 State the requirements for tyre care and checks. 26.30.28 State the procedure for tie down (or picketing) a light aircraft. Support Systems 26.32 Hydrodynamics 26.32.2 State Pascal’s principle. 26.32.4 With the aid of diagrams: (a) describe mechanical advantage; (b) show how it can be gained hydraulically; (c) demonstrate the principle of operation of aircraft hydraulic services. 26.34 Hydraulic systems 26.34.2 State the advantages of using hydraulics to operate aircraft services. 26.34.4 Differentiate between the three types of hydraulic oil. 26.34.6 Describe the function of common hydraulic system components; including: (a) reservoirs; (b) pumps; (c) pressure regulators; (d) accumulators; (e) check valves and relief valves; (f) selector valves; (g) actuators; (h) filters. 26.34.8 With the aid of schematic diagrams, describe the operation of the following hydraulic systems: (a) open centre system; Page 114 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 113 Sub Topic Syllabus Item (b) pressurised system. 26.36 Pneumatic systems 26.36.2 Briefly state the advantages and disadvantages of pneumatic systems versus hydraulic systems. 26.36.4 With the aid of schematic diagrams, outline the operation of the following pneumatic systems: (a) back-up systems; (b) low pressure systems. 26.38 Brake systems 26.38.2 State the basic principle of operation of wheel brake units. 26.38.4 Explain the operation of expander-tube and brake-shoe wheel units. 26.38.6 Explain the operation of disc brake units. 26.38.8 Outline the operation of: (a) an independent brake system; (b) a boosted brake system; (c) a power brake system. 26.38.10 Explain the operation of anti-skid units. 26.40 Ice protection systems 26.40.2 Distinguish between anti-icing systems and de-icing systems. 26.40.4 Explain the operation and the proper handling of, mechanical, fluid and thermal ice protection systems. 26.40.6 Describe ice detection, windscreen heating and rain clearance systems. 26.42 Fire protection systems 26.42.2 Outline the operation of unit-type and continuous loop fire detectors. 26.42.4 List the common extinguishing agents and state any precautions when using. 26.42.6 Describe common fire extinguishing systems and the limitations with their use. 26.44 Weight and Balance 26.44.2 Define the following terms: Page 115 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 114 Sub Topic Syllabus Item (a) arm; (b) datum; (c) moment (including the units used); (d) centre of gravity (CG); (e) CG range and limits; (f) station; (g) index units; (h) basic empty weight (empty aircraft weight); (i) empty weight CG position; (j) basic operating weight (aircraft prepared for service weight); (k) payload; (l) zero fuel weight; (m) ramp weight; (n) gross weight; (o) maximum certificated take-off weight (MCTOW); (p) maximum certificated landing weight (MCLW); (q) the specific gravity and the weight of AVGAS. 26.44.4 Explain the principles of aeroplane balance, and the function of the tailplane in providing the final balancing force. 26.44.6 State the effect on longitudinal stability and handling with the aeroplane loaded with the CG: (a) well forward; (b) outside the forward limit; (c) CG well aft; (d) outside the aft limit. 26.44.8 Given weights and arms, calculate moments and establish a CG position. 26.44.10 Demonstrate the use of graphs to: (a) calculate load moment; (b) establish CG position. Page 116 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 115 Sub Topic Syllabus Item 26.44.12 Given appropriate data and using a typical weight and balance work sheet, calculate the CG position at take-off and for landing. 26.44.14 Solve the following loading problems: (a) loading or offloading weight and find new CG position; (b) loading or offloading weight to place the CG at a given station; (c) loading or offloading weight at a given station without exceeding CG limits; (d) moving weight from one station to another and finding new CG position; (e) establishing payload available given a maximum zero fuel weight. 23758 80652 2007-01-24T14:04:29Z Aerodrome 5503 [[Subject No 26 General Aircraft Technical knowledge (Aeroplane)]] moved to [[Subject 26 General Aircraft Technical knowledge (Aeroplane)]]: error #REDIRECT [[Subject 26 General Aircraft Technical knowledge (Aeroplane)]] 23760 80659 2007-01-24T14:18:36Z Ronsnyderjr 5745 '''T'''he languages of Southeast Asia consist of tongues belonging to more than one language family. Dominant families in the region include the Tai-Kadai (to which the Thai language belongs), Austronesian (such as Bahasa Malaysia and Indonesia as well as Tagalog), and Austro-Asiatic (e.g. Khmer and Vietnamese). With that said, cross-linguistic comparisons between these language families show a rather low affinity. In addition, the region is to some extent influenced by other language families due to cultural pressures and historical colonization as well. Thus, for example, a Filipino, educated in English and Tagalog, as well as in his native tongue (for example Visayan), might well speak another language, such as Japanese for economic reasons; a Malaysian might well speak Chinese as well as English, again for economic reasons. The division aims to foster a more expanded and careful study of the languages indigenous to Southeast Asia, to aid foreigners to the countries within the region with useful words and phrases to get by, and finally to share with the world community the region's rich and charming literary traditions. [[Topic:Southeast Asian Languages|Back to main page.]] 23763 80680 2007-01-24T16:12:48Z Scige 5753 Removing all content from page 23773 80739 2007-01-24T21:45:26Z Rin123 5762 New page: "Gone are the days of falsehood, It's the time to swing in the waves of truth, Like a feather in a wind, The angels are here, What do they do? They are taking the spirits to a new land, Fo... "Gone are the days of falsehood, It's the time to swing in the waves of truth, Like a feather in a wind, The angels are here, What do they do? They are taking the spirits to a new land, For settlement of another big civilization." 23782 80777 2007-01-24T23:53:15Z JWSchmidt 20 I (John Schmidt) made this for Wikiversity. My first image made with GIMP. It changed the colors of the text (?) == Summary == I (John Schmidt) made this for Wikiversity. My first image made with GIMP. It changed the colors of the text (?) == Licensing == {{GFDL-self}} 23785 80825 2007-01-25T01:05:33Z BotheredByBees 1340 /* Ideas for learning the required skills */ [[Cert IV Websites Qualification in Australia]] > ICAS4201A Transfer content to a website using commercial packages From the official document: :''"This unit defines the competency required to transfer content from a remote location to a web server using a range of commercial IT products. The end objective is the successful upload of new or revised information on a website."'' Basically, it's all about getting your freshly created web site off your local computer and onto the web so that it can be seen by your adoring public. To move the source files (html pages, images, flash, mp3 music, etc) you will need some software that understands and uses the [[w:File_Transfer_Protocol| File Transfer Protocol (FTP)]]. You can read more about this unit on the National Training Information Systems [http://210.9.70.37/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=36452 Official document for ICAS4201A]. This unit forms part of the following qualifications: * [[Cert IV Websites Qualification in Australia]] == How this unit will help you == After learning and applying the skills required by this unit you'll be able to demonstrate your skills in: * finding and evaluating software that will transfer your files * setting it up so that it will connect to your web server * creating directories on and moving files onto the server * renaming and deleting files on the web server == Ideas for learning the required skills == You will need to find, install and set up an FTP client (although your operating system probably already has an inbuilt FTP client). Google can help you here. Here's a list of some clients you might want to look into: * [http://www.wxftp.seul.org/ AxY FTP] for Windows, Linux and Unix * Cftp for Unix * Curl for Unix supports FTP, HTTP, Telnet * GFTP with GUI for Unix supports FTP, HTTP and SSH * Lftp command-line FTP for Solaris, IRIX, HP-UX, Digital UNIX and Linux * NFTP command-line FTP for Windows, Linux, OS/2 * NcFTP client command-line FTP and HTTP URLs for Solaris FreeBSD, AIX and Linux * [http://www.ipswitch.com/Products/file-transfer.html WS_FTP] for MS Windows. * [http://www.globalscape.com/products/cuteftp/index.asp CuteFTP] * [http://www.ftpvoyager.com/ FTP Voyager] * [http://www.smartftp.com/ SmartFTP] * [http://www.ftpx.com/ FTP Explorer] * [http://www.coffeecup.com/software/ CoffeeCup] Free FTP * [http://www.Internet-soft.com/ftpcomm.htm FTP Commander] * [http://filezilla.sourceforge.net/ Filezilla] Read through this [http://www.ftpplanet.com/ftpresources/basics.htm introduction to FTP] and then practice with your own web server. If you're enrolled in a formal course you will probably have some space on your school's web server that you can access via FTP. If not, don't despair, there are several free services that grant FTP access. Amongst them: * DriveHQ (www.drivehq.com) * Awardspace (www.awardspace.com) and * Free Web Page Hosting (www.freewebpage.org) A search on Google may reveal more. Sign up, [[Build_a_basic_web_page| create a simple web page]], upload it and check it out in your web browser. == Ideas for demonstrating this unit == The best way to demonstrate these skills is through uploading the webpages that you create to a web server on the Internet. You may need to demonstrate connecting and uploading, and answer some questions to show that you understand everything about the process. == Grading == If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator: * Understand the difference between passive and active ftp * Compare and contrast several ftp packages * Set user, directory and file permissions on Unix and Windows based servers using an FTP client * Researching and experimenting with the SSH File Transfer Protocol and CVS * Learning independently to present high quality work for assessment. == Notes and discrepancies == * There's so much good free and open source software available for FTP that it's hard to justify the emphasis on 'commercial' packages in this unit. * There's no mention in the unit of setting unix directory and file permissions, but this is an essential part of deployment on any unix based web server. 23786 80832 2007-01-25T01:25:16Z JWSchmidt 20 new color {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#8B008B <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23787 80810 2007-01-25T01:00:03Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }} 23788 80827 2007-01-25T01:06:35Z JWSchmidt 20 update link [[Image:Nuvola apps package edutainment.png|thumb|right|100px|[[Filmmaking]]]] [[Image:Man operating professional camera on tripod.jpg|thumb|left|70px|[[Media literacy|Media]]]] Welcome to Wikiversity's Media portal, where we hope you can easily find all the [[:Category:Media|media]]-related content in Wikiversity. There are many types of media: audio, visual, print, internet-based; many ways of producing it; and many [[Media literacy|literacies]], skills, and insights to be gained from it. We hope to develop educational content for anyone from complete beginners to cutting edge media experimenters. However, since Wikiversity is still fresh, we will need your [[Portal:Media/WikiProjects|help in developing this content]] - or perhaps in defining what it is that you want to find out, in order so that we can help build the most useful media resources we can. <small>([http://en.wikiversity.org/w/index.php?title=Portal_talk:Media&action=edit leave a message])</small> 23789 80813 2007-01-25T01:00:45Z JWSchmidt 20 New page: {{Courses in Filmmaking - Table - Float Right}} Learning resources about '''[[Filmmaking|Narrative Film Production]]''' are organized into a series of course and lessons. <br style="clear:... {{Courses in Filmmaking - Table - Float Right}} Learning resources about '''[[Filmmaking|Narrative Film Production]]''' are organized into a series of course and lessons. <br style="clear:both;"/> {{Template:Lessons in Basic Filmmaking - Table - Float Left}} 23790 80815 2007-01-25T01:01:49Z JWSchmidt 20 New page: Learning resources related to media are also at these other portals: [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&midd... Learning resources related to media are also at these other portals: [[Portal:Education|Education]] '''&middot;''' [[Portal:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[Portal:Learning Materials|Learning Materials]] '''&middot;''' [[Portal:Learning Projects|Learning Projects]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] 23791 80816 2007-01-25T01:02:11Z JWSchmidt 20 New page: Content development projects for learning resources related to media: *[[School:Media Studies|School of Media Studies]] *[[Topic:Narrative Film Production|Narrative Film Production]] *[[To... Content development projects for learning resources related to media: *[[School:Media Studies|School of Media Studies]] *[[Topic:Narrative Film Production|Narrative Film Production]] *[[Topic:Graphic design|Graphic Design]] *[[Topic:Documentary production|Documentary production]] *[[Topic:Film and Television|Film and Television]] *[[Topic:Film production|Film production]] *[[Topic:Internet Audio and Video|Internet Audio and Video]] *[[Topic:Engineering/Free or open source design tools|Free or open source design tools]] *[[Topic:Media Projects|Media Projects]] *[[Topic:Web Radio|Web Radio]] 23792 80817 2007-01-25T01:02:38Z JWSchmidt 20 New page: [[Image:GIMP animated GIF.gif|thumb|right|200px|[http://www.archive.org/download/WikiversityReports1/WR1_best_quality.m4a Download QuickTime movie version (5 minutes play time)]]] [[Wikive... [[Image:GIMP animated GIF.gif|thumb|right|200px|[http://www.archive.org/download/WikiversityReports1/WR1_best_quality.m4a Download QuickTime movie version (5 minutes play time)]]] [[Wikiversity Reports]] video podcasts.<BR>'''Report #1: Project launch'''. [http://www.archive.org/details/WikiversityReports1 Report #1.m4a] <-- podcast format requires [[w:QuickTime|QuickTime]] Ogg video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play.) See also: [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En 3 September 2006 – Written report from the English language Wikiversity] 23793 80818 2007-01-25T01:02:56Z JWSchmidt 20 New page: Browse learning resources in these categories: *[[:Category:Media|Media]] *[[:Category:Blogs]] *[[:Category:Film|Film]] *[[:Category:Free Software|Free Software]] *[[:Category:Graphic desi... Browse learning resources in these categories: *[[:Category:Media|Media]] *[[:Category:Blogs]] *[[:Category:Film|Film]] *[[:Category:Free Software|Free Software]] *[[:Category:Graphic design|Graphic design]] *[[:Category:Media Projects|Media Projects]] *[[:Category:Papers|Papers]] *[[:Category:Webcasting]] *[[:Category:Wikiversity reports|Wikiversity reports]] 23794 80819 2007-01-25T01:03:18Z JWSchmidt 20 New page: [[One Laptop Per Teacher]] by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners w... [[One Laptop Per Teacher]] by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners who embrace technology. 23795 80820 2007-01-25T01:03:40Z JWSchmidt 20 New page: {{RSS2|User:Chrismo/Blog/rss}} Wikiversity blogs can each have their own rss feed. See [[Wikiversity Blog howto]]. {{RSS2|User:Chrismo/Blog/rss}} Wikiversity blogs can each have their own rss feed. See [[Wikiversity Blog howto]]. 23796 80821 2007-01-25T01:04:01Z JWSchmidt 20 New page: "Thank God for the [[Internet]], or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan "Thank God for the [[Internet]], or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan 23797 80822 2007-01-25T01:04:24Z JWSchmidt 20 New page: [[LessonPage:Animatic Dialog Recording Procedure|Animatic Dialog Recording]], [[Audacity]], [[Course:Basic Filmmaking for High School Drama Departments|Basic Filmmaking for High School Dra... [[LessonPage:Animatic Dialog Recording Procedure|Animatic Dialog Recording]], [[Audacity]], [[Course:Basic Filmmaking for High School Drama Departments|Basic Filmmaking for High School Drama Departments]], [[Filmmaking]], [[Free Software Foundation]], [[Course:Fundamentals of narrative film editing|Fundamentals of narrative film editing]], [[Game Maker]], [[Mad Max - Getting started with GarageBand|Getting started with GarageBand]], [[Great Debates in Media Literacy]], [[FMST 322/3 History of Film since 1959 2006-2007|History of Film]], [[Internet Publication]], [[Introduction to GarageBand]], [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|Learning the Basics of Filmmaking]], [[Media literacy]], [[Micro-Radio]], [[One Laptop Per Teacher]], [[Podcasting]], [[Publishing in the 17th century]], [[Skype]], [[Software Freedom]], [[Stellarium]], [[FMST 321/3 - Studies in Film Directors 2006-2007|Studies in Film Directors]], [[Wikiversity Reports|Wikiversity Podcasts]], [[Wikiversity the Movie]], [[Wikiversity:Reports]] 23798 80823 2007-01-25T01:04:42Z JWSchmidt 20 New page: {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: r... {| class="messagebox standard-talk" |- ! style="text-align: left; font-size: large;" | [[Image:Nuvola apps knotes.png|25px]] To-do list for [[:{{SUBJECTPAGENAME}}]]: | style="text-align: right; vertical-align: bottom;" | <small><span class="plainlinks">[{{fullurl:{{FULLPAGENAME}}/to do|action=edit&preload=Template:Tasks/Preload}} edit] · [{{fullurl:{{FULLPAGENAME}}/to do|action=history}} history] · [{{fullurl:{{FULLPAGENAME}}/to do|action=watch}} watch] · [{{fullurl:{{FULLPAGENAME}}|action=purge}} refresh]</span></small> |- | colspan="2" valign="top" style="background:#fffaef; padding:5px; margin: 5px; border: 1px dotted gray;" | {{#ifexist:{{FULLPAGENAME}}/to do|{{{{FULLPAGENAME}}/to do}}|{{Template:Tasks/Preload}}}} |} 23799 80824 2007-01-25T01:05:01Z JWSchmidt 20 New page: [http://www.iwr.co.uk/information-world-review/news/2172724/legal-author-uses-wiki-help Legal author uses wiki to help write book] - "Justin Patten has set up a wiki to help him write a bo... [http://www.iwr.co.uk/information-world-review/news/2172724/legal-author-uses-wiki-help Legal author uses wiki to help write book] - "Justin Patten has set up a wiki to help him write a book about [[Writing Blogs|blogging]] and social media." 23800 80828 2007-01-25T01:07:31Z JWSchmidt 20 update {{tasks |requests= |copyedit= |wikify= |merge= |cleanup=Individual lessons should be in subcategories, not [[:Category:Media]]. |expand= |disambiguation= |stubs= |update= |npov= |verify= |other=[[Template:Opentask|Open tasks]] }} 23803 80834 2007-01-25T01:33:32Z JWSchmidt 20 New page: This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Media]]. If you change/update content in the portal, please be sure that the record of past content ... This page is for keeping track of [[Wikiversity:Featured|featured content]] on [[Portal:Media]]. If you change/update content in the portal, please be sure that the record of past content is updated here. ==Featured learning resources== {{Courses in Filmmaking - Table - Float Right}} Learning resources about '''[[Filmmaking|Narrative Film Production]]''' are organized into a series of course and lessons. <br style="clear:both;"/> {{Template:Lessons in Basic Filmmaking - Table - Float Left}} ==Selected image== [[Image:GIMP animated GIF.gif|thumb|right|200px|[http://www.archive.org/download/WikiversityReports1/WR1_best_quality.m4a Download QuickTime movie version (5 minutes play time)]]] [[Wikiversity Reports]] video podcasts.<BR>'''Report #1: Project launch'''. [http://www.archive.org/details/WikiversityReports1 Report #1.m4a] <-- podcast format requires [[w:QuickTime|QuickTime]] Ogg video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] ([[w:Wikipedia:Media help (Ogg)|Help]] with Ogg video file play.) See also: [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En 3 September 2006 – Written report from the English language Wikiversity] ==Featured research project== [[One Laptop Per Teacher]] by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners who embrace technology. ==Media news== [http://www.iwr.co.uk/information-world-review/news/2172724/legal-author-uses-wiki-help Legal author uses wiki to help write book] - "Justin Patten has set up a wiki to help him write a book about [[Writing Blogs|blogging]] and social media." ==Did you know?== {{RSS2|User:Chrismo/Blog/rss}} Wikiversity blogs can each have their own rss feed. See [[Wikiversity Blog howto]]. ==Quotes== "Thank God for the [[Internet]], or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan ==Featured learning projects== [[LessonPage:Animatic Dialog Recording Procedure|Animatic Dialog Recording]], [[Audacity]], [[Course:Basic Filmmaking for High School Drama Departments|Basic Filmmaking for High School Drama Departments]], [[Filmmaking]], [[Free Software Foundation]], [[Course:Fundamentals of narrative film editing|Fundamentals of narrative film editing]], [[Game Maker]], [[Mad Max - Getting started with GarageBand|Getting started with GarageBand]], [[Great Debates in Media Literacy]], [[FMST 322/3 History of Film since 1959 2006-2007|History of Film]], [[Internet Publication]], [[Introduction to GarageBand]], [[Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking|Learning the Basics of Filmmaking]], [[Media literacy]], [[Micro-Radio]], [[One Laptop Per Teacher]], [[Podcasting]], [[Publishing in the 17th century]], [[Skype]], [[Software Freedom]], [[Stellarium]], [[FMST 321/3 - Studies in Film Directors 2006-2007|Studies in Film Directors]], [[Wikiversity Reports|Wikiversity Podcasts]], [[Wikiversity the Movie]], [[Wikiversity:Reports]] 23805 80861 2007-01-25T04:03:22Z Historybuff 5228 add comp arch cat A multiplexor is a device which takes in multiple signals and outputs a single signal. It works as an electronic switch. The non-select inputs are numbered in binary, so for a multiplexor with two select inputs, the first signal (A) would be labelled 00, the second (B) labelled 01, the third (C) labelled 10 and the forth (D) labelled 11. This means if none of the select input signals is on, the first non-select input signal (A) is copied to the output. If both are on, the forth (D) is copied across. It is normal to have the inputs labelled up using their binary labels on schematic diagrams as shown below Inputs X Y | | |\ | | | \ | Input A -|00 \ Input B -|01 | Input C -|10 |------Output M Input D -|11 / | / |/ Rather than continue with the ascii art, i'll represent this in the following way: Y Z A00 B01 C10 D11 Output M It can be noted that 2^N non-select signals require N select signals. So 8 non-select signals require 3 select signals. In the diagram below A-H are the non-select inputs with their binary code before them, X,Y and Z are the select inputs and Output M is the multiplexor result. A-H and X-Z each have a value of 0 or 1 fed into them. Depending on the values of X,Y and Z, the value of M changes to the value fed into one of A-H. X Y Z A000 B001 C010 D011 Output M E100 F101 G110 H111 If X = 0, Y = 1, Z = 0 for example, M = the value fed into C. Attempt the problem below with all numbers being the values fed into the inputs. X Y Z 1 0 0 1A 0B 1C 1D Output M 0E 1F 0G 1H What value is copied to M? The correct answer is 0 because E is selected when X=1 Y=0 and Z=0 and the value fed into E is 0. Now try X=1, Y=1, Z=0 for the diagram above The answer is 0 again, this time from G. [[Category:Computer Architecture]] 23809 80862 2007-01-25T04:04:38Z Anthony Towry 5733 First screen shot of the ActivePerl installation routine. == Summary == First screen shot of the ActivePerl installation routine. == Licensing == {{GFDL}} 23810 80864 2007-01-25T04:07:22Z Anthony Towry 5733 Second screen of the ActivePerl install routine. == Summary == Second screen of the ActivePerl install routine. == Licensing == {{GFDL}} 23811 80865 2007-01-25T04:08:13Z Anthony Towry 5733 Third major screen in the ActivePerl installation routine == Summary == Third major screen in the ActivePerl installation routine == Licensing == {{GFDL}} 23812 80866 2007-01-25T04:08:56Z Anthony Towry 5733 Fourth screen in ActivePerl setup routine == Summary == Fourth screen in ActivePerl setup routine == Licensing == {{GFDL}} 23813 80867 2007-01-25T04:09:33Z Anthony Towry 5733 ActivePerl finishing up installation == Summary == ActivePerl finishing up installation == Licensing == {{GFDL}} 23814 80871 2007-01-25T04:21:58Z Mehmetaergun 2258 Redirect #REDIRECT [[Topic:Women's Studies]] 23816 80886 2007-01-25T06:32:28Z Fabartus 617 Imp from en.wp {{lx|1=:Category:|2={{ucfirst:{{{1}}}}}|3=Category talk|4=talk}}<noinclude>[[Category:Internal link templates|Lc]]{{Interwikitmp-grp1}}</noinclude> 23820 80925 2007-01-25T13:24:13Z JMosser 2466 23821 80926 2007-01-25T13:25:09Z JMosser 2466 23826 80983 2007-01-25T19:28:11Z Cormaggio 8 making page - adding myself This page is for people who are interested in research - of any description. If this includes you, please add youself to the list so that others can find you, and possibly collaborate on a project of mutual interest.. ==Researchers== (Should we add ourselves alphabetically, or by interest? Is the latter possible?) * [[User:Cormaggio|Cormaggio]]: I'm a PhD student in Manchester (UK), interested in educational research, particularly [[action research]]. I've instigated a project (possibly to become a number of smaller projects) at [[Developing Wikiversity through action research]] - please do pitch in if it sounds of interest. I'm keeping a [http://cormaggio.org blog] and a [http://www.cormaggio.org/wiki/ wiki] to help with my research, though neither is very well-developed yet. I very much look forward to learning more about research through doing it here on Wikiversity - and I am fascinated to see what kind of research community we can help to build here. Loads more to say, of course, but better leave space for everyone else to have a say. :-) [[User:Cormaggio|Cormaggio]] ^{<small>[[User talk:Cormaggio|beep]]</small>} 19:28, 25 January 2007 (UTC) 23828 80994 2007-01-25T20:27:53Z JWSchmidt 20 {{subst:box portal skeleton}} <!-- This portal was created using subst:box portal skeleton --> <div style="float:right; width:100%"> {{/box-header|<big>The {{PAGENAME}} Portal</big>|{{FULLPAGENAME}}/Intro|}} {{{{FULLPAGENAME}}/Intro}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Featured learning resource''|{{FULLPAGENAME}}/Featured learning resource|}} {{{{FULLPAGENAME}}/Featured learning resource}} {{/box-footer|}} {{/box-header|''Selected picture''|{{FULLPAGENAME}}/Selected picture|}} {{{{FULLPAGENAME}}/Selected picture}} {{/box-footer|}} {{/box-header|''Selected research''|{{FULLPAGENAME}}/Selected biography|}} {{{{FULLPAGENAME}}/Selected biography}} {{/box-footer|}} {{/box-header|''Did you know...''|{{FULLPAGENAME}}/Did you know|}} {{{{FULLPAGENAME}}/Did you know}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''Related portals''|{{FULLPAGENAME}}/Related portals|}} {{{{FULLPAGENAME}}/Related portals}} {{/box-footer|}} {{/box-header|''Content development projects''|{{FULLPAGENAME}}/WikiProjects|}} {{{{FULLPAGENAME}}/WikiProjects}} {{/box-footer|}} {{/box-header|''Categories''|{{FULLPAGENAME}}/Categories|}} {{{{FULLPAGENAME}}/Categories}} {{/box-footer|}} {{/box-header|''Quotes''|{{FULLPAGENAME}}/Quotes|}} {{{{FULLPAGENAME}}/Quotes}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{/box-header|''{{PAGENAME}} learning projects''|{{FULLPAGENAME}}/{{PAGENAME}} topics|}} {{{{FULLPAGENAME}}/{{PAGENAME}} topics}} {{/box-footer|}} </div> <div style="float:left; width:60%;"> <!-- This width added to the the margin below to equal 99%--> {{/box-header|''Things you can do''|{{FULLPAGENAME}}/Things you can do|}} {{{{FULLPAGENAME}}/Things you can do}} {{/box-footer|}} </div> <div style="float:right; width:39%"> <!-- This margin should be right of the above --> {{/box-header|''{{PAGENAME}} news''|{{FULLPAGENAME}}/{{PAGENAME}} news|}} {{{{FULLPAGENAME}}/{{PAGENAME}} news}} {{/box-footer|}} </div> <div style="float:right; width:100%"> {{portals}} {{Major portals}} </div> {{Purgepage}} __NOTOC__ __NOEDITSECTION__ [[Category:{{PAGENAME}}|*{{FULLPAGENAME}}]] <!-- Recategorize Category:Portals under construction to an appropriate subcategory of Category:Portals once the portal is ready for viewing by non-editors. --> [[Category:Portals under construction|{{PAGENAME}}]] 23829 80995 2007-01-25T20:28:55Z JWSchmidt 20 New page: {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the c... {{Portal:Box-header | title={{{1}}} |editpage={{{2}}} |border=#aaaaaa <!-- This is the color of the borders around Box Sections --> |titleforeground=white <!-- This is the color of the Box Section Title Bar text --> |titlebackground=#aaccff <!-- This is the color of the Box Section Title Bar --> |background=#f9f9ff <!-- This is the color of the Box Section background --> |foreground=black}} <!-- This is the color of the Box Section text --> 23830 80996 2007-01-25T20:29:18Z JWSchmidt 20 New page: {{Portal:box-footer | {{{1}}} }} {{Portal:box-footer | {{{1}}} }}